Let's Meet up ! - Anglais 1re Éd. 2019 - Livre élève (French Edition) 2401052984, 9782401052987

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Discover

EnglishDiscover thespeaking w orld Englishand improve speaking your skills and w or ld improve the

your

skills Bienvenue dans votre manuel ! Nous avons pensé ce manuel autour de vous, de votre expérience d’élève de première Bienvenue dans qui rentrez de plein pied dans le cycle terminal - celui de vos épreuves communes pour Nous avons pensé le baccalauréat . ce manuel autour! de vous, de votre expérience d’élève de première votre manuel qui rentrez est de plein le cycle terminal - celui de vos épreuves pour Ce manuel conçupied pourdans s’adapter à votre niveau de compétence dans communes chaque activité le baccalauréat . travaillerez toutes ces activités langagières à travers l’étude des langagière. Vous Ce manuel est conçu pour votre niveau de compétence dans chaque activité documents de chaque unités’adapter ! Nousàincluons également des propositions de médiation, Vous travaillerez toutes ces activités langagières à travers l’étude des àlangagière. l’articulation de ces activités langagières. documents chaque unité Nous incluons également desl’propositions de médiation, Dès la pagede d’ouverture, vous! pourrez comprendre quel est angle d’attaque de l’unité, àc’l’est-à-dire articulation de ces activités langagières. hashtags vous indiqueront sa problématique. Des mots-clés sous forme de

Dès la page d’ ouverture, l’ orientation que prendra vous votre pourrez unité. comprendre quel est l’angle d’attaque de l’unité, hashtags vous indiqueront c’ est-à-dire sa problématique. Des mots-clés sousskills forme ,dequi reviennent sur des points-clés Improve your writing Les rubriques l’ orientation que prendr a votre unité. d’écriture, et les activités proposées en grammaire ( Practise your grammar ) et en

Improveyour yourpronunciation writing skills), ainsi qui reviennent des points-clés Les rubriques phonologie ( Improve que pour trsur availler le lexique Pr actise your gr ammar écriture,up et les activités proposées en grammaire ( Build your vocabulary (d’ ) vous permettront de consolider vos compétences) et en Improve your pronunciation ) ainsi quelepour availler le lexique àphonologie l’écrit et à( l’oral. À la fin de chaque axe, vous pourrez faire bilantrsur ce que vous Build up your vocabulary ( vous permettront consolider vos compétences P, aller plusdeloin GO4IT et vous avez compris grâce à la page Let’s) RECA avec la page à l’écrit à l’nouvelles oral. À laépreuves fin de chaque axe, vousgrpourrez sur Ccein quesight vous . entr aîneretaux du baccalauréat âce aux faire pagesle bilan BA L et’ s RECA P GO4IT avez âceimaginé à la page plus lointout avecaulalong pagede l’année. et vous Votrecompris manuelgrest pour vous permettre ,dealler progresser BAC in sight entr aîner baccalauréat âcevous, aux pages Pédagogieépreuves différenciée duvous Ainsi, les aux logosnouvelles indiquentgrque ou votre professeur·e, pouvez. ogie celui différ enciée Votre manuel estPédag imaginé pour permettre de progresser tout au long de moment l’année. choisir votre parcours, quivous est le plus adapté à vos compétences à un Ainsi, les vous indiquent vous, ou votre précis de logos l’année. Cela vous permettr a de gagner que en confiance et enprofesseur·e, compétences,pouvez et choisir votrea,parcours, celuiprogression qui est le plus adapté vos compétences à un moment cela faciliter in fine, votre au cours de àl’année. précis de l’année. Cela vous permettr a de gagner en aides confiance et en compétences, et Vous verrez que le manuel vous propose de multiples pour la langue, la culture et in fine, votre progression au cours de l’année. cela faciliter a , la méthodologie. Il ne reste plus qu’à vous servir!

V ous verrez que le manuel vousetpropose multiples aidesaupour la langue, culture et Enfin, ce manuel, c’est aussi surtoutdeune invitation voyage, à laladécouverte. la Il ne reste qu’à vous servir! Grméthodologie. âce à des documents, tousplus authentiques, nous explorons les axes du programme qui Enfin, ce manuel, c’est aussi etanglo-saxonne surtout une aujourd’ invitationhui. au voyage, à la découverte. constituent le socle de la culture Gr à des avec documents, authentiques, axes programme quique Let’stous Meet Up!, nousnous Enâce somme, vousexplorons proposonslestous lesduingrédients pour constituent de la soit culture aujourd’hui. votre annéeledesocle première une anglo-saxonne réussite. En avec Let’s Meet Up!, nous vous proposons tous les ingrédients pour que Lessomme, auteur·e·s votre année de première soit une réussite.

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LET’S MEET UP! Pour lire, écouter de l’anglais en dehors du cours

LET’S Pglais ! en dehors du cours Pour lire,MEET écouter deU l’an La classe inversée Classe inversée

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> Un document accompagné d’une fiche E-workbook (à télécharger) pour préparer sdu e inv ersée Clas la mise en commun en classe et/ou tr availler à votre rythme. La classe inversée fiche du E-workbook workbook > Un accompagné d’une (à télécharger) pourEpréparer Cesdocument éléments sont disponibles en ligne en tapant la mini-URL Classe inversée hatier-clic.fr/lmu1040 Ew la mise endans commun en classe et/ou travailler à votre rythme. Clas seorkbook inversée indiquée la boîte! hatier-clic.fr/lmu1040 > Ces éléments sont disponibles en ligne en tapant la mini-URL indiquée dans la boîte!

> Des conseils pour prolonger la séquence: lectures, séries, films, romans graphiques, chansons… Il y en a pour tous les goûts – la priorité est votre immersion dans la langue anglaise! Go4it > Des conseils pour prolonger la séquence: lectures, séries, films, romans graphiques, chansons… Il y en a pour tous les goûts – la prioritéLe est votre dans la langue anglaise! siteimmersion de téléchar gem ent :

Retrouvez tous les MP3 et les ches du E-workbook en un seul clic! Le e zde entdu: E-workbook Retrsit ouve toustéléchar les MP3 etgem les ches https://langues-eleves.editions-hatier .fr en un seul clic! https://langues-eleves.editions-hatier.fr

Sommaire des MP3

Sommaire des annexes

Classroom English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MP3 n°1

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L’histoire de l’anglais . . . . . . . . . . . . . . . . . . . .p.. .207

La géographie de l’anglais 208 207 L’histoire dedes l’anglais annexes Somm air e Culture Institutions – UK and USA 209

MP3 n°134-142

20. Expression écrite . . . . . . . . . . . . . . . . . . . . .p.. .300

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Pronunciation . . . . . . . . . . . . . . . . .MP3 n°MP3 2-4 n°1 Séquence Classroom1English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n° 5-9 n° MP3 2-4 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . .MP3 n° 10-12 n° MP3 Séquence 1 5-9 Vocabulary . . . . . . . . . . . . . . . . . . . . . Séquence 2 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n° 13-17 n° MP3 10-12 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . .MP3 n° 18-20 n° Séquence 2 MP3 13-17 Vocabulary . . . . . . . . . . . . . . . . . . . . . Séquence 1 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 21-26 n° 18-20 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . MP3 n° 27-29 n° MP3 Séquence 21 21-26 Vocabulary . . . . . . . . . . . . . . . . . . . . . Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n° 30-34 n° MP3 27-29 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° 35-37 MP3 n° Séquence 12 .. 30-34 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n° 38-42 n° MP3 35-37 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° 43-45 MP3 n° Séquence 21 .. 38-42 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 46-51 n° 43-45 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° 52-54 MP3 n° Séquence 12 .. 46-51 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 55-60 n° 52-54 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° 61-63 MP3 n° Séquence 21 .. 55-60 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 64-68 n° 61-63 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . MP3 n° 69-71 n° Séquence 12 .. 64-68 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 72-77 n° 69-71 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . MP3 n° 78-79 n° Séquence 21 .. 72-77 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 80-83 n° 78-79 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° 84-86 MP3 n° Séquence 12 .. 80-83 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 87-91 n° 84-86 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . MP3 n° 92-94 n° Séquence 21 .. 87-91 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° 95-98 n° 92-94 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . MP3 n° 99-101 n° Séquence 12 .. 95-98 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° n°102-107 99-101 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . .MP3 n°108-110 Séquence 21 . . n°102-107 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n°111-116 Pronunciation . . . . . . . . . . . . . . . . .MP3 n°108-110 Pronunciation . . . . . . . . . . . . . . . . . n°117-119 MP3 Séquence . . n°111-116 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 Séquence 21 Vocabulary . . . . . . . . . . . . . . . . . . . MP3 .MP3 . n° n°120-124 117-119 Pronunciation . . . . . . . . . . . . . . . . . Pronunciation . . . . . . . . . . . . . . . . . n° MP3 n°125-127 Séquence 21 MP3 . . . . . . . . . . . . . . . . . . . . . 120-124 Séquence Vocabulary Vocabulary . . . . . . . . . . . . . . . . . . . MP3 . . n° n°128-133 MP3 . . . . . . . . . . . . . . . . . 125-127 Pronunciation n°134-142 MP3 Précis de phonologie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Séquence 2 . . . . . . . . . . . . . . . . . . . . . 128-133 Vocabulary

Précis de phonologie. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p.. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p.. .

208 La géographie de l’anglais Timelines – UK . . .and . . . .USA . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p... ..210 ... Institutions – UK 209 Timelines –– UK USA. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p. .. ..212 .. .. .. Timelines 210

Let ’s watch– USA history! .. .. 214 .. .. . Timelines . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. p. 212

Grammaire et phonologie Grammaire et phonologie Méthodologie Méthodologie

p. Let’s watch history! . . 216 .. Précis grammatical . . . . . . . . . . . . . . . . . . . . . . p. 214

Verbes irréguliers . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. p. . .. .. 259 216 Précis grammatical Précis de phonologie . . . . . . . . . . . . . . . . . . . . . . p. 262 . Verbes irréguliers . . . . . . . . . . . . . . . . . . . . . . . . . 259 . . . . . . . . . . . . . . . . . . . . .p. 1. Comprendre une consigne p.. 262 269 Précis de phonologie

2. Mémoriser . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . p. . . 270 ... 269 1. Comprendre une consigne 3. Relire un devoir écrit . . . . . . . . . . . . . . . . . . . . p. 272 ... 2. Mémoriser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 4. Utiliser un traducteur .ou un p. 274 . . . . . . . . . . . . . . . . . . . 272 3. Relire un devoir écrit dictionnaire en ligne . . . . . . . . . . . . . . . . . . . . . . . p. 274 4. Utiliser un traducteur ou un 5. Faire une recherche .internet . . . . . . . . . . . p. 276 dictionnaire en ligne . . . . . . . . . . . . . . . . . . . . . . 6. Repérer une fake news . . . ....................... . p. . . 278 276 5. Faire une recherche internet 7. Analyser unefake image . . . . . . . . . . . . . . . . . . . . p. news . . . . . . . . . . . . . . . . .. ..279 278 6. Repérer une 8. Analyser un tableau.......................................p. .. ..280 279 7. Analyser une image 9. Analyser une scène de film . . . . . . . . . . . . . p. 281 8. Analyser un tableau . . . . . . . . . . . . . . . . . . . . . 280 10. Poster sur les réseaux sociaux . . . . . . . . p. 282 9. Analyser une scène de film . . . . . . . . . . . . . 281 11. Réaliser une vidéo . . . . . . . . . . .. .. .. .. .. .. .. .. . .p.. .284 282 10. Poster sur les réseaux sociaux 12. Les outils TICE. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p. .. ..286 ... 284 11. Réaliser une vidéo 13. Travailler en groupe . . . . . . . . . . . . . . . . . . . . p. 288 ... 12. Les outils TICE. . . . . . . . . . . . . . . . . . . . . . . . 286 14. Médiation . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p... 289 ... 288 13. Travailler en groupe 15. Compréhension orale . . . . . . . . . . . . . . . . . .p. 290 ... 14. Médiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 16. Compréhension écrite. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..p. 292 290 15. Compréhension orale 17. Expression orale en inter action . . . . . . p. 294 16. Compréhension écrite . . . . . . . . . . . . . . . . . 292 18. Expression orale en continu . . . .. .. .. .. .. .. . p. 296 294 17. Expression orale en interaction 19. Expression écrite en interaction . . . . . p. 298 296 18. Expression orale en continu . . . . . . . . . . 20. Expression écrite . . . . . . . . . . . . ........... . . .p.. .300 298 19. Expression écrite en interaction

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AXE 1 Identities and exchanges

Identités et

SÉQUENCE 1 How did tea become a part of British identity?

and exchanges Identités et SÉQUENCE How did tea become a part of British identity? AXE 1 Identities 1 Le thé: héritage de l’Empire et Le thé: héritage mar queur social. de l’Empire et marqueur social.

Project #1: Prepare a tour of the Twinings Museum. Project #1: Prepare a tour of the Pr oject #2: Create a leaet to Twinings Museum. introduce a new brand of tea Pr oject #2: Create called “Heritage ”. a leaet to introduce a new brand of tea called “Heritage”.

Texts The birth of a global economy, T NePxts R; The great tea robbery: how The birth ofstole a global economy the British China ’s secrets, ; The gr eat tea r obbery: w N P R and seeds, SOUTH CHINA MORNho ING the British stole China ’ s secr ets POST; One beOver age for all, BBC and seeds, S UTH CHINA MORNING OST Videos P ; One beverage for all, BBC Tea War: The Adventures of Robert Videos Fortune; Tea time Tea War: The Adventures of Robert Fortune; Tea time

SÉQUENCE 2 How can jazz bring people together? De New Orleans SÉQUENCE aux clubs de jazzHow De New Orleans pendant le Blitz: aux de jazz une clubs musique qui pendant le Blitz : unit les gens face une musique qui à l’adversité. unit les gens face à l’adversité.

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Texts Project #1: During your summer How jazz was born, trip to New Orleans, you went to cPr an jazz brin gsummer people teogether? T xts #1: During your ACLOSERWALKNOLA.COM; South anoject exhibition on jazz. Mak ea Ho w jazz was born,SOUTH LONDON trip to Ne w Orleans, you went to London presentation to the class. A CLOSERWMemories, ALKNOLA COM ; South . ough an exhibition on jazz. Make a jazz, PRESS; A revival thr OUTH ONDON Pr oject #2: Pr epar e a quiz sho w London Memories, S L presentation to the class. THREINSKSPROGRESS ; A revival through jazz, about jazz! In pairs, write 10 P HINK ROGRESS Pr oject #2:InPrclass, eparemix a quiz shoash w Video questions. all the T P about jazz!start In pairs, write 10 City of Jazz; Swinging into the Blitz, cards and playing. Video questions. In class, mix all the ash BBC2 City of Jazz; Swinging into the Blitz, cards and start playing. BBC2

Axe 2 Private space and public space

Espace

SÉQUENCE 1 How are women detectives represented in

Espace Texts Project #1: Film your pitch for a Private space and public space Axe 2 new Sherlock Holmes TV series with The No. 1 Ladies’ Detective Agency, ar e w#1: om en det 1 eepr xts esented in Project Film your pitchectiv for a es Tr L’évolution du rôle SÉQUENCE des femmes How L ’évolutiondans du rôle détectives des femmes les romans, les détectives lms et lesdans séries. les romans, les lms et les séries.

a female actor playing Sherlock. new Sherlock Holmes TV series with Pr oject #2: Youplaying are theSherlock. screena female actor writer of Shirley Holmes, female Pr oject #2: You earae pr the screen- of detective . Prepar esentation writer of Shirle y Holmes, female the rst episode of the series! detective. Prepare a presentation of the rst episode of the series!

ALEXANDER MCCALL SMITH; Depraved The No. 1 Ladies’ORDetective Agency Heart WIETLHL; Why do , LEXAN, DPEARTRICCIA C ALL NM Depraved A enjoy rM C about S ;female we eading ATRICIA ORNWELL Heart do , P , THECINDEPEND;EWhy detectives? NT we enjoy reading about female Videos detectives?, THE INDEPENDENT Prime Suspect 1973; Trailer for FBI Videos TV series Prime Suspect 1973; Trailer for FBI TV series

SÉQUENCE 2 How do Hollywood love stories reflect social Hollywood: miroir SÉQUENCE des évolutions du How Hollywood: couple et demir la oir des évolutions du famille. couple et de la famille.

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Texts Project #1: Review a Hollywood Remembering Hollywood’s Hays love story reecting the evolution do Hollyw ood love stories reflect social T exts Pr #1: Reinvie w aUSA Hollywood Code , NPR; LGBTQ representation of oject the couple the for your Remembering s Hays lo ve story r eecting the e volution in Hollywood isHollywood’ still ‘bleak,’ YouTube channel. Code L GB T Q r epr esentation , N P R ; of the couple in the USA for your ENTERTAINMENT WEEKLY Pr oject Prepare a plot summary in Hollywood is still ‘bleak,’ YouT ube#2: channel. NTERTAINMENT EEKLY Videos for an adaptation of a classic E W Pr oject #2: Pr epar e a plot summary Mrs. Doubtre; The Back-up Plan Hollywood love story. Videos for an adaptation of a classic Mrs. Doubtre; The Back-up Plan Hollywood love story.

échanges échanges Audio Trading with China Audio Pictur Tradinges with China The Reception of the Diplomatique Pictur and his es Suite at the Court of Pekin, The Reception of the Diplomatique JAMES GILLRAY; low tea; high tea and his Suite at the Court of Pekin, AMES ILLRAY ; low tea; high tea J G

P.

Grammaire les structures causatives, le past perfect les sons structures Gr ammaire les Phonologie // et /a/ causatives, le past Écriture le tiret et leperfect trait Phonologie d’union les sons // et /a/ le tiret et le trait Écriture Vocabulaire le thé, d’ union le commerce Vocabulaire le thé, le commerce

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Audio Painting Jazz; I Love Jazz, Audio LOUISARMSTRONG Painting Jazz; I Love Jazz, OUIS Res MSTRONG Pictur L A Statue of Buddy Bolden; Nightlife, Pictur ARCHIBALes D MOTLEY; March in honour Statue of Buddy Bolden; Nightlife, ofRCthe HIBAvictims LD OTof LEYHurricane Katrina ; March in honour A M of the victims of Hurricane Katrina

Grammaire le gérondif, le pluriel des noms le gérondif , Grammaire les Phonologie sons /d/ le pluriel des noms et /t/ les sons /d/ Phonologie Écriture l’orthogr aphe et /t/ américaine l’orthogr aphe Écriture V ocabulaire la musique, américaine les sentiments Vocabulaire la musique, les sentiments

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privé et espace public Audio Grammaire le génitif, Spinsters fiction? Audio Film posters Spinsters Elementary; Blue Steel Film posters Book covers Elementary; Blue Steel The Murder at the Vicarage; The Book Clue in co thevers Crossword Cipher; The der at theThe Vicar age; The DeprMur aved Heart; Female Clue in the Cr osswor d Cipher; Detective Depraved Heart; The Female Detective

les pronoms relatifs le génitif Grammaire les Phonologie sons , les pronoms relatifs /æ/ et // lesagr sons Phonologie Écriture le par aphe /æ/ et // argumentatif le par aphe Écriture V ocabulaire la agr fiction argumentatif policière, les stéréotypes Vocabulaire la fiction policière, les stéréotypes

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Axe 3 Art and power

Art et pouvoir

SÉQUENCE 1 How does art boost the economy of British

Art and power Art et pouvoir Axe 3 SÉQUENCE 1 How does art boost the economy of British Project #1: You have designed an artwork or a building to boost Pr oject You have designed your city#1: ’s economy . Give a speech an artwork or a building to boost explaining its positive impact. your city ’s economy. Give a speech Pr oject #2:its Mak e a yer presenting explaining positive impact. an artwork or a building in the UK Pr oject #2: Makho ew a yer presenting and explaining it helps to boost an artwork or a building in the UK the city ’s economy. and explaining how it helps to boost the city ’s economy.

L’art et l’architecture L ’art et moteurs comme l’de arcr chitectur e oissance comme moteurs des villes de croissance britanniques. des villes britanniques.

Texts Street art: Crime, grime or T exts BBC; Hastings Pier, sublime?, Str eet art: Crime, grime or ARCHDAILY.COM sublime?, BBC; Hastings Pier, A RCHDAILY COM Videos . Stik in Shoreditch, THE GUARDIAN; Videos Birmingham HE UARDIAN Stik in Shoreditch, T G ; Birmingham

SÉQUENCE 2 How did US artists relate the Great Depression? Comment les SÉQUENCE artistes des How Comment années 30 les se sont artistes emparésdes de la années 30 seession sont Grande Dépr empar és de la dans leur art. Grande Dépression dans leur art.

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Text Project #1: Prepare a presentation Grapes of Wrath, of an artwork for an exhibition on did US artists resentation elate theThe Gr eat Depression? Te Pr #1: Prepar e a pr JOHxNtSTEINBECK theoject Great Depr ession. The Gr apes of Wrath, of an artwork for an exhibition on OHN TEINBECK Videos Pr oject #2: W rite an email to the J S the Great Depression. America after the Fall, ART INSTITUTE curator of an exhibition on the Videos Pr #2:ession. Write an email tohim the OF CHICAGO; The art of Edwar Groject eat Depr Convince RT NdSTITUTE America after the Fall, A I cur ator of an e xhibition on the Hopper or her to include your favourite OF HICAGO ; The art of Edward C Gr eat Depression. Convince him artwork. Hopper or her to include your favourite artwork.

Axe 4 Citizenship and virtual worlds

Citoyenneté

SÉQUENCE 1 What is the Americans’ relationship to the

Texts Citoyenneté Pr oject #1:virtual Act out a discussion Citizenship and worlds Real news vs fake news; How Axe 4 between a journalist and an expert isoject the#1:Am eric ans’ relationship 1 T xts fake news, to the Pr Act out a discussion toespot

De l’hyperSÉQUENCE concentration des What De l’hypermédias aux fake concentr des news: le ration apport médias aux fak des Américainse ne ws: lemédias. rapport à leurs des Américains à leurs médias.

about the evolution of the media between a journalist and anws. expert and the dangers of fak e ne about the evolution of the media Pr oject Writeof a fak post about and the #2: dangers e ne ws. the changing face of the news on an Pr ojectforum #2: Wabout rite a post about the online journalism in changing face of the ne ws on an the USA. online forum about journalism in the USA.

INTERNATIONAL Real ws vs fake news; HowTIONS FEDERne ATION OF LIBRARY NTAESRSNOACTIIA ONAL to spot fak eIOne ws, I views on AN D I N S T I T U T N S ; T eens’ EDERATION OF IBRARY SSOCIATIONS Fthe news, THELATLANTIAC AND INSTITUTIONS ; Teens’ views on the news, THE ATLANTIC

SÉQUENCE 2 Is online activism effective in the USA? L’activisme en SÉQUENCE ligne aux USA: un Is L ’activisme nouvel outilen de ligne lutte?aux USA: un nouvel outil de lutte?

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Texts Project #1: Live stream on Is What Social Media Had Instagram to speak about your onlin e activism effectiv e This inxts the USA? T Pr oject #1: as Live eam on toeSay About the March for Our experience anstr activist. This Is What Social Media Had Instagram to speak about your Lives, VOGUE U S; Philanthr opy That Pr oject #2: as Launch an online to Say About the Mar ch for Our experience an activist. Comes Fr om a Click, T H E N EW YORK OGUE petition for a cause that is important Lives, ; Philanthr op y That V U S TIMES Pr Comes From a Click, THE NEW YORK to oject you. #2: Launch an online IMES petition for a cause that is important Video T to you. How online social movements Video become oine results, PBS How online social movements become oine results, PBS

cities? Pictures festival; The cUpfest itiesstr ?eet art Pictur es ArcelorMittal Orbit; Hastings Pier Upfest street art festival; The ArcelorMittal Orbit; Hastings Pier

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Pictures Family walking on highway, Pictur DOROTHEes A LANGE; Hooverville, JAMES Family on highway , PAOTRROICTKHwalking LEAEE; AClassic Landscape, NGE AMES ; Hoo verville, DHARLES SHLEELER; The Park Bench, J C ATRICK EE ; Classic Landscape, P REHGAIRNLAELSDL M HEAERLSEH R ; The Park Bench, C S EGINALD ARSH R M

Grammaire le prétérit en be + V-ing, la phrase Grammaire le prétérit complexe en be + V-ing phrase Phonologie les, la liaisons complexe Écriture le journal intime liaisons Phonologie V ocabulaireles l’art , le journal intime Écriture la crise économique l’ art , Vocabulaire la crise économique

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et mondes virtuels Videos Grammaire les quantifieurs(1), This is an Apple, CNN; The Fifth m edia? Videos Estate This is an Apple, CNN; The Fifth Gr aph Estate American Government: Power and Gr aph Purpose American Government: Power and Purpose

l’aspect be + V-ing quantifieurs(1), Grammaire les Phonologie l’accentuation l’d’aspect be + Vun mot et de ing ses dérivés l’accentuation Phonologie Écriture l’apostrophe d’ un mot etles de médias, ses dérivés Vocabulaire l’ apostrophe Écriture l’information Vocabulaire les médias, l’information

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Audio The effects of #MeToo, NPR Audio Pictur e of #MeToo, NPR The effects Caption from CHANGE.ORG Picture HANGE ORG Cartoon Caption from C . Cartoon by LA MONTAGNE Cartoon A ONTAGNE Cartoon by L M

Grammaire les quantifieurs (2), les adjectifs en -ed et -ing quantifieurs (2), Gr ammaire l’les Phonologie accent de les adjectifs en ed et ing phrase accent de Phonologie Écriture lesl’faux amis phr ase Vocabulaire le militantisme, les faux amis Écriture les actions Vocabulaire le militantisme, les actions

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Axe 5 Fictions and realities

Fictions et réalités

SÉQUENCE 1 How close to reality can dystopia be?

Fictions and realities Fictions et réalités Axe 5 SÉQUENCE 1 How close to reality can dystopia be? La frontière ne entre la réalité La frontière ne et l’imaginair e entr e la réalité dystopique. et l’imaginaire dystopique.

Project #1: Audition for a role in a dystopian series. Deliver a speech Pr oject #1:the Audition for ainrole explaining problems thisin a dystopian series. Deliver a speech society. explaining the problems in this Pr oject. #2: Take part in a creative society writing competition. Write the Pr oject #2:ofTak e part in a creative beginning a dystopia. writing competition. Write the beginning of a dystopia.

Bookcovers Brave New World, ALDOUS HUXLEY; Book vers Here, SINCLAIR LEWIS; It Can’tco Happen LDOUS UXLEY Br ave Ne w ; 1984, GEORGWE orld, ORWEALL; INCLH AIR EWIS It Can ’t Happen Her e, ; S L Fahrenheit 451, RAY BRADBURY 1984, GEORGE ORWELL; T exts Fahr enheit 451, RAY BRADBURY 1984, GEORGE ORWELL; T exts The Handmaid’ Tale, EORGE sRW ELL MARGARET 1984, ; O ATWOOGD The Handmaid’s Tale, MARGARET TWOOD A

SÉQUENCE 2 How did British pirates inspire fiction? Entre mythes et SÉQUENCE réalité, le personHo - w Entr mythes et nageedu pirate, run éalité, le person élément clé nage du pir ate, de la culture un élément clé anglosax onne. de la culture anglosaxonne.

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Texts Project #1: Show visitors around the Pirates of Nassau Museum and Privateers, NMRN.ORG.UK; Pirates in did British pir atares inspir e fiction? T exts Pr Show visitors ound the Age of Sail, ROOBREGRTUKJ. ANTONY; telloject them#1: about the lifestyles of NMRN the Pirates of Nassau Museum and Privateers, . B. BC; ;Pir Printing the legend, Trates easurine pirates. the Age of Sail, ROBERT J. ANTONY; tell them about the lifestyles of Island, ROBERT LOUIS STEVENSON Pr Printing the legend, BBC; Treasure piroject ates. #2: Create a leaet Videos Island, ROBERT LOUIS STEVENSON depicting a ctional pirate, to win Pr oject #2: Cr eate a leaet True Caribbean Pirates, THE the Cayman Islands Pirates Week Videos depicting a ctional pir ate, to win HISTORY CHANNEL; Black Sails HE Festival contest. True Caribbean Pirates, T the Cayman Islands Pirates Week ISTORY HANNEL ; Black Sails H C Festival contest.

Axe 6 Scientific innovations and responsibility SÉQUENCE 1 How far are Americans willing to let AI into

Scientific innovations and responsibility Axe 6 SÉQUENCE 1 How far are Americans willing to let AI into Objets connectés, androïdes: que Objets connectés, cache l’intelli andr oïdes: que gence articielle? cache l’intelligence articielle?

Project #1: Participate in a debate about the place articial intelligence Pr oject a debate has and #1: will Participate have in ourinlives. about the place articial intelligence Pr oject rite in anour article for Tech has and #2: will W have lives. Insider about what life will be like Pr #2: Write article fortoTech in oject 2050 thanks to an AI and how Insider about what life will be like prepare for it. in 2050 thanks to AI and how to prepare for it.

Texts Regulate before it’s too late, THE T GeUxts ARDIAN; AI for security, THE HE Regulate T TEULAERGDRIAAPNHbefore it’s too late, HE ; AI for security, T G ELEGRAPH Videos T Meet Sophia the robot, TECH Videos INSIDER; ElliQ The Active Aging ECH Meet SophiaIthe robot, Companion, NTUITION ROTBOTICS NSIDER ; ElliQ The Active Aging I Companion, INTUITION ROBOTICS

SÉQUENCE 2 How important is the Space Race for the USA? Hier la Lune, SÉQUENCE aujourd’hui Mars: Hier la Lune,de How la conquête aujour d’hui Mars: l’espace est-elle le la conquête nouvel eldorde ado? l’espace est-elle le nouvel eldorado?

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Videos Project #1: Interview an American astronaut. Discuss the possibility Mars, NATIONAL import ant isw the SpaceFascination Race for for the USA? Videos Pr oject Intervie anofAmerican GEOGRAPHIC; We’re going Ato and the #1: consequences sending TIOMars NAL Fascination for Mars, N astr onaut. Discuss the possibility humans to Mars. EO GRAPHIC T e xts ; We’re going to Mars G and the consequences of sending Collier ’s; Apollo 11: the rst men Pr oject #2: Write a speech about humans to Mars. T exts on the moon, SPACE.COM; Mars City, the Space Race for a conference at Collier Apollo 11: the rst men Pr oject #2: W rite a speech about THE TEL’s; EGRAPH a famous US university. on the moon, SPACE.COM; Mars City, the Space Race for a conference at HE ELEGRAPH T T a famous US university.

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Videos V for Vendetta; Black Mirror Videos Audio V for Vendetta; Black Mirror Emma Watson’s interview about Audio The Circle Emma Watson’s interview about Pictur e The Circle The Handmaid’s Tale, TV series Picture The Handmaid’s Tale, TV series

Grammaire la modalité, le passif la modalité, Gr ammaire les Phonologie diphtongues le passif //, /a/ et // les diphtongues Phonologie Écriture le début d’une // , /a/ et // histoire le début d’une Écriture Vocabulaire la surveillance, histoire la manipulation Vocabulaire la surveillance, la manipulation

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Audio Pirates dividing the booty, Audio NATIONAL GEOGRAPHIC; Representing Pir ates dividing the booty, famous ATIONALpirEates OGRAPHIC ; Representing N G Pictur es famous pirates The Capture of the Pirate Pictur esd, JEAN LEON GEROME Blackbear The Captur e ofdividing the Pirate booty; FERRIS; Pirates EAN EON the EROME Blackbear d, J L Mor Ggan; Mary Blackbear d; Henry ERRIS Pirates dividing the booty; FRead;; Anne Bonny Blackbeard; Henry Morgan; Mary Read; Anne Bonny

Grammaire le prétérit , les adjectifs composés le terminaison prétérit , les Grammaire la Phonologie adjectifs composés -ed la terminaison Phonologie Écriture l’utilisation du y et -du edi l’utilisation du y et Écriture V ocabulaire les pirates, du i le commerce Vocabulaire les pirates, le commerce

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Innovations scientifiques et responsabilité Audio Grammaire should et would , P Connecting AI and humans their Audio lives? Pictur e AI and humans Connecting Westworld, HBO Picture Comic Westworld, HBO A mind of their own Comic A mind of their own

le futur should would , Grammaire les Phonologie sonset// et /:/ le futur Écriture les majuscules sons // et /:/ Phonologie V ocabulaireles la technologie, les majuscules l’Écriture éthique Vocabulaire la technologie, l’éthique

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Audio John F. Kennedy ’s speech at Rice Audio University John F. Kennedy ’s speech at Rice Pictur es University Covers of Collier ’s magazine; Pictur es y to Mars; Elon Musk NASA’s Journe Covers of Collier ’s magazine; NASA’s Journey to Mars; Elon Musk

Grammaire la capacité, la possibilité et l’obligation au la capacité, la Gr ammaire futur , les verbes à particule possibilité et l’ obligation Phonologie les groupes de au futur , les verbes à particule souffle les groupesd’ deun Phonologie Écriture l’organisation souffle discours l’organisation Écriture Vocabulaire l’espace, d’un discours les découvertes Vocabulaire l’espace, les découvertes

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Axe 7 Diversity and inclusion

Diversité et inclusion

SÉQUENCE 1 How far is the USA from Martin Luther King

and inclusion Diversité et inclusion SÉQUENCE How far is the USA from Martin Luther King Axe 7 Diversity 1 Le mouvement Black Lives Matter Le mouvement est-il l’héritier Black Lives Matter de la Fr eedom est-il l’héritier March? de la Freedom March?

Project #1: Deliver a speech on the situation of black Americans since Pr Deliver a speech theoject Civil #1: Rights Movement to on celethe situation of black Americans since brate Black History Month. the Civil Rights Movement to celePr oject #2: History Create aMonth. poster on an brate Black inspiring black American gure to Pr oject Create a poster on an celebr ate#2: Black History Month. inspiring black American gure to celebrate Black History Month.

Texts Black Americans mostly left T exts by progress since Dr. King’s behind Black Americans left death?, THE CONVEmostly RSATION; behind b y pr ogr ess since Dr. King’s A place toHEcome ONVtogether, ERSATION NATIONAL death?, ; T C GEOGRAPHIC MAGAZINE A place to come together, NATIONAL EOGRAPHIC AGAZINE Videos G M I am not your Negro, RAOUL PECK; Videos Oprah Winfrey ’s speechAOUL ECK I am not your Negro, R P ; Oprah Winfrey ’s speech

SÉQUENCE 2 How do social realist films question British Depuis les années SÉQUENCE 60 et les Angry How Depuis les années Young Men à 60 et les Angry Ken Loach auY oung Menportr à ait jour d’hui, Ken aude d’unLoach cinéma jour d’hui, portr lutte purementait d’ un cinéma de Britannique. lutte purement Britannique.

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Project #1: Act out an interview between a lm student and the do social realist films Pr out an intervie diroject ector #1: of aAct social realist lm. w between a lm the They discuss thestudent directorand ’s vision dir ector of a social r ealist lm. of British society. They discuss the director’s vision Pr Write. the review of a of oject British#2: society British social realist lm for a special Pr ojectof #2: Writemagazine. the review of a edition a lm British social realist lm for a special edition of a lm magazine.

Axe 8 Territory and memory

Texts Where to begin with kitchen-sink question British T xts BFI.ORG; This dreama, is England Wher e to begin with kitchen-sink review, W BFAITE ORRSGHED.CO.UK; dr ama, ; This is England . Filmmak on race, Wer ATEAmma RSHED CAsante O UK rev i ew , . . ; THE Brexit and meeting Prince, Filmmak Asante on race, FINANCIAL er TIMAmma ES Brexit and meeting Prince, THE INANCIAL IMES F T

Territoire et mémoire

SÉQUENCE 1 How strong is the UK’s link to its territories?

Axe 8

Territoire et mémoire Territory and memory Project #1: Make a video promoting Texts Les British OverSÉQUENCE seas Territories:How Les British Overjoyaux ou enfants seas T erritories oubliés de la : jo yaux ou enfants cour onne oubliés de la britannique? couronne britannique?

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rise and fall of the British one of the BOTs to win a competistr on g the UK’s link tThe o its territories? T exts Pr oject #1:is ea video pr omoting Empir e, THE WASHINGTON POST; tion set up bMak y the tourism agency

one of the BOTs to win a competiVisitBritain. tion set up by the tourism agency Pr oject #2: Following an article on VisitBritain. BBC News, exchange a few tweets Pr ojectthe #2:independence Following an article on about of British BBC Ne ws, e x change a fe w tweets Overseas Territories. about the independence of British Overseas Territories.

The rise and fall of Britain, the British Blaming mainland HE ASHINGTON OT STHE Empir P ; INDEPENe,DTENT W Blaming mainland Britain, THE NDEPENDENT Videos I Britain’s Treasure Islands, Videos WAREHOUSE 51 PRODUCTIONS; The Britain ’s TreasureAIslands, Iron DNS ARELady HOUS,EPHYLLIRDO DLULCOTYIO ; The W 51 P HYLLIDA LOYD Iron Lady, P L

SÉQUENCE 2 How is slavery commemorated in the EnglishUn regard sur le SÉQUENCE passé de l’escla- How Un regar d sur le vage toujours passé de l’escla important dansvage toujours les sociétés important dans anglo-saxonnes les sociétés aujourd’hui. anglo-saxonnes aujourd’hui.

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Texts Project #1: Give a speech to convince the citizens of Liverpool to What’s Juneteenth?, VOX; is slav ery omm orat ed in the EnARglishTexts Pr oject #1: Give acspeech toem LEY place a monument commemor ating Redemption song, BOBOM X What’s Juneteenth?, V ; convince the citizens of Liverpool to slavery in the main square. OB ARLEY Videos place a monument commemorating Redemption song, B M T oday ’ s TMJ4; The Ark of Return, Pr oject #2: Songwriting contest: slavery in the main square. Videos UNITED NATIONS; Amazing Grace, write the lyrics of a new song TModay ’s TMJ4; The Ark of Return, Pr oject #2: Songwriting contest: PITOEN DS commemorating slavery. NICITHEADEL A AT ; Amazing Grace, U N write the lyrics of a new song ICHAEL PTED M A commemorating slavery.

Jr.’s dream? Audio Black Lives Matter Jr.’s Audiodream? Pictur es Matter Black Lives Take a knee; Founders of Black Pictur es Black Panther Lives Matter; Take a knee; Founders of Black Lives Matter; Black Panther

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society? Videos Saturday Night and Sunday society? Videos Morning, KAREL REISZ; This is Satur daySNight and Sunday England, HAARN ELE MEEISAZDOWS; “I, Daniel Morning, is K real, R TH; This Blake” is very HANE EADOEWESCONOMIST; England, ; “I, S M It’s a Free World..., KHEN LOACHDaniel Blake” is very real, T E ECONOMIST; Pictur esWorld..., KEN LOACH It’s a Free A Way of Life, AMMA ASANTE; Pictur I, Danieles Blake, KMEMNALOSAACNHTE A Way of Life, A ; A I, Daniel Blake, KEN LOACH

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Map British Overseas Territories Map Pictur es British Overseas Territories The Queen visiting Bermuda Pictur in 2009;es British Virgin Islands, The Queen at visiting BermudaMarch” Protesters the “Decision in 2009; British Virgin Islands, Protesters at the “Decision March”

Grammaire le présent, le present perfect le prononciation présent, le Grammaire la Phonologie present perfect du o la prononciation Phonologie Écriture l’écriture sur les du o réseaux sociaux l’écriture sur les Écriture V ocabulaire les atouts, réseaux sociaux les relations Vocabulaire les atouts, les relations

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speaking world? Audio Slavery Remembrance Day speakin g world? Audio Map Slavery Remembrance Day The triangular trade route Map Pictur es The triangular trade route Juneteenth parade in Harlem; Pictur The Art es of Return, RODNEY LEON; Juneteenth in Harlem; Memory forpar theade Slaves, Zanzibar, The Art of Return, RODNEY LEON; CLARA SORNAS Memory for the Slaves, Zanzibar, LARA ORNAS C S

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Grammaire les verbes d’état, les auxiliaires contractés les préfixes verbes d’et état, Gr ammaire les Phonologie les auxiliaires contr actés suffixes prononcés // les préfixes et Phonologie Écriture le doublement des suffixes prononcés // consonnes le doublement Écriture Vocabulaire l’esclavage,des consonnes les commémorations Vocabulaire l’esclavage, les commémorations

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13

Identities and Identités exchanges et échanges Identités et échanges

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Projects Tools

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Identities and AXE 1 exchanges

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AXE 1

How did tea become Ho w did a part oftea bec omidentity? e British a part of Project #1: Prepare a tour of the Projects British identity? Twinings Museum.

Projects Projects

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Tools Tools

Project #1: Prepare a tour of the Pr oject #2: Create a leaet to Twinings Museum. introduce a new brand of tea Pr oject #2: Create called “Heritage ”. a leaet to introduce a new brand of tea called “Heritage ”. Grammaire les structures causatives, le past perfect les sons structures causatives, Gr ammaire les Phonologie // et /a/ le past perfect Écriture le tiret et le trait d’union les sons et /a/ Phonologie Vocabulaire le thé, le// commerce le tiret et le trait d’union Écriture Vocabulaire le thé, le commerce

How can jazz bring people Ho w can jazz together? bring people together? Project #1: During your summer trip to New Orleans, you went Pr #1: During yourM summer to oject an exhibition on jazz. ake a trip to Ne w Orleans, you presentation to the class.went to an exhibition on jazz. Make a Pr oject #2: Prto epar a quiz show presentation theeclass. about jazz! In pairs, write 10 Pr oject #2:InPrclass, eparemix a quiz show questions. all the about jazz! In pairs, 10 ash car ds and startwrite playing. questions. In class, mix all the ash car and start Grammaire leds gérondif , playing. le pluriel des noms , et /t/ Gr ammaire le Phonologie lesgérondif sons /d/ le plurielaphe des noms Écriture l’orthogr américaine les sons /d/ et sentiments /t/ Phonologie Vocabulaire la musique, les l’orthographe américaine Écriture Vocabulaire la musique, les sentiments

#identity #identity #worldeconomy

#hospitality #mobility #mobility

#hospitality #socialgroups

#worldeconomy

#socialgroups

Keep calm and drink tea Keep calm and drink tea

#culturalexchanges

#sharing

#culturalexchanges #solidarity #sharing #crossingborders #crossingborders

#solidarity

New Orleans Jazz & Heritage Festival, Louisiana New Orleans Jazz & Heritage Festival, Louisiana

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1 A

How did tea become a part of British identity? How did tea become a part of British identity?

Tea trade

Tea trade e birth of a global economy

A [Professor Woodruff Smith, a historian, says] … there’s evidence ealtom h claim  e bi1rtthaht m ofucah ogfltohbe saalmeechon y s2 about [Professo1r Woodruff Smith, a historian, says] …2 there3’s tea – that it cleared the head and improved spirits , evidence that much of the same health claims about3 without the debaucher y of alcohol – were also being tea – that it cleared the head and improved spirits , made about coffee around the turn of the 18th cenwithout the debaucher y of alcohol – were also being tur y. But coffee came from countries like Yemen and made about coffee around the turn of the 18th cenEritrea — “places beyond European control and with tur y. But coffee came from countries like Yemen and little capacity to expand production,” Smith writes. So Eritrea — “places beyond European control and with when demand for coffee rose, prices did, too. little capacity to expand production,” Smith writes. So Tea, on the other hand, came from China— which had when demand for coffee rose, prices did, too. in place a sophisticated commerce system that could Tea, on the other hand, came from China— which had respond quickly to rising demand, Smith says. at in place a sophisticated commerce system that could demand was coming from the British and Dutch East respond quickly to rising demand, Smith says. at India companies, which were already in China buying demand wa4s coming from the British and Dutch East spices, silks and other goods for trade. As interest in India comp4anies, which were already in China buying tea grew back home, Smith says, the companies were spices, silks and other goods for trade. As interest in tea grew back home, Smith says, the companies were

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Pédagogie différenciée

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in good position to ship 5 large, reliable6 quantities5 in good posi7tio n to ship at a ff orda ble 6prices “and large, reliabl7e quantities therefore make tea a popat a ff ord a b e prices “and ular fad8 — and beyond a therefor8e make tea a popfad.” ular fad — and beyond a “What you’re seeing is the fad.” global economy being constructed,” Smith says. […] “What you’re seeing is the As Lord Beckett, the villainous, tea-and-sugar-sipping global economy being constructed,” Smith says. […] agent of the British East India Company in the Pirates As Lord Beckett, the villainous, tea-and-sugar-sipping of Caribbean movies might have put it, “it’s just good agent of the British East India Company in the Pirates business.” of Caribbean movies might have put it, “it’s just good Maria Godoy, www.npr.org, April 7, 2015  busines s.” 1. affirmations 3..org, moods 4.7, precious Maria2. Godoy , www.npr April 2015 textile fabric proof  5. send by boat 6. here: enough 7. reasonable 8. popular proof affirmations 3. moods 4. precious textile fabric 1. trend 2. 5. send by boat 6. here: enough 7. reasonable 8. popular trend

TRAIL A

1 Read the rst paragraph. Find the drinks the

Pédagogie différ professor talksenciée about.

TRAIL B 1 Read the rst paragraph. List the

effects of drinking tea or coffee. 1 Read the rst paragraph. List the effects of drinking tea or coffee. the quote: “So, when 2 Explain coffee. Use the expression “little capacity” (l. 8) to explain demand for coffee rose, prices did, too.” out the names of countries that produced Explain the quote: “So, when 2 Pick why it was expensive. (l.2 8-9). coffee. Use the expression “little capacity” (l. 8) to explain demand for coffee rose, prices did, too.” why it wasfreom xpensive. (l.3 8-9). l. 10 to l. 15. List all the goods traded Read the second paragraph. Explain 3 Read from China. Explain why China was a great trading the advantage of the Chinese commerce the second paragraph. Explain 3 Read from l. 10 to l. 15. List all the goods traded 3 Read partner. system and list the products traded. from China. Explain why China was a great trading the advantage of the Chinese commerce partner. system and the list the products traded. causes and the 4 Read from l. 15 to l. 22. Pick out adjectives showing 4 Explain that Chinese commerce made tea popular in Britain. consequences of the success of the tea from l. 15 to l. 22. Pick out adjectives showing Explain the causes and the 4 Read Explain this popularity. tr4ade. that Chinese commerce made tea popular in Britain. consequences of the success of the tea Explain this popularity. trade. Meet up! Using all the information you have gathered from the text, explain the last paragraph.

TRAIL A

1 Read the rst paragraph. Find the drinks the pr talks Pick out theabout. names of countries that produced 2ofessor

TRAIL B

Meet up! Using all the information you have gathered from the text, explain the last paragraph.

The past perfect

16

T oo l s

p. 20

“The Thepast y hadperfect tried to show the T oo l s p. 20 Chinese emperor many objects “inThe y had ed to shohim.” w the order to tri persuade Chinese emperor many objects

delegation: group of people supply and demand: dele tion: oupthe of mor people ecoga nom ic gr rule, e you sude pply and de mand : mand a product, the eco rule, thecosts more you mornom e theicpr oduct de mand a pr od uct, the monopoly mor e the pr od uct costs industrial secret monopoly

industrial theft: industrial espionage in trial pr theft: industrial ludus crative: ofitable es pionage trade: do business lu ative: prof itable excr pand : get bigg er tr ade: do bus iness inuence ex pand : getdispatch bigger tran sport: inuence

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Trading with China

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 Audio

CD1 piste 02

ACD1 udio piste 02

Trading with China

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The Reception of the Diplomatique and his Suite at the Court of Pekin by James Gillray, 1792  The Reception of the Diplomatique and his Suite at the Court of Pekin by James Gillray, 1792 

C C

1 Describe the engraving. Imagine what is written in the letter in the middle of the picture. 1 Describe the engraving. Imagine what is written in the letter insentence the middle ofethe picture. to the rst and xplain 2 Listen what was special about China in the 2 Listen to.the rst sentence and explain 19thcentury what was special about China in the 19thcentury.

3 Listen to the whole recording and note down the problems encountered by the British and the to the whole recording and note down 3 Listen solution they found. the problems encountered by the British and the solution y found. a short paragraph to sum up the tea 4 Writethe trading problems between Great Britain and China. 4 Write a short paragraph to sum up the tea trading problems between Great Britain and China.

A dangerous mission

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DVD

VDVidéo D

A ous mission sound. Watch the beginning of the video without the 1 danger Observe the environment and the people. Guess where the beginning of the video without the sound. 1 Watch Robert Fortune is and what he is doing. Observe the environment and the people. Guess where E-workbook Robert Fortune is and what he is doing. 2 Watch the full video with the sound. Fiche à imprimer

hatier-clic.fr/lmu1001 Eworkbook

Fiche à imprimer a. Check your guesses. hatier-clic.fr/lmu1001 2 Watch the full video with the sound. b. Focus on his appearance and explain the reasons for his a. Check your guesses. transformation. b. Focus on his appearance and explain the reasons for his tr3ansformation. Describe the role of Robert Fortune for the British Empire and show why he is a legend. 3 Describe the role of Robert Fortune for the British Empir e and showOne whyof heyou is aislegend. WORK Robert Fortune; the other 4 PAIR works for the East India Company. Write your telegraphic PAIR WORK One of you is Robert Fortune; the other e4xchanges during Fortune’s secret mission. works for the East India Company. Write your telegraphic exchanges during Fortune’s secret mission.

Prepare your

project

Prepare your

Tea War: The Adventures of  RobertFortune, 2016 Tea War: The Adventures of  RobertFortune, 2016

You are on a boat set to China to buy tea. Write an entry in your diary explaining what you intend You are on a boat set to China to buy tea. Write to do to come back to Britain with tons of tea. an entry in your diary explaining what you intend toGr doammar to come tons of tea. Tipback to Britain with Précis p. 244 Use the present perfect to describe new experiences. p. 244 Précis

Grammar Tip

Choose ve words that sum up what Great Britain did to Choose words that sum bring teave home. up what Great Britain did to bring tea home.

17

How did tea become a part of British identity?

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E-workbook

Clas e inv ersée The om  Howtea didspty ea bec esa part of British identity? Classe inversée

hatier-clic.fr/lmu1002 Ew Clas seorkbook inversée hatier-clic.fr/lmu1002

Classe inversée  The tea spy  e great tea robber y: how the British stole China’s secrets and seeds11

D China dominated the tea trade until the East India

Fortune had his hair shaved off, had a faux queue

 y:behrtoFowrtutnhe eonBa rseicrtietsh stao anandd wsoereedthse clothes of ttalceheC d thi o tn heab’sacskeocr f hiets s head Comepag nyre sea nttStcoettaishro bob tab nier st Ro

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China dominated the tea trade until the East India mission to steal its plants and tea-processing technique. Company sent Scottish botanist Robert Fortune on a secret e East India Company believed that with the best mission to steal its plants and tea-processing technique. Chinese seeds, together with the secrets of produce East India Company believed that with the best tion, it could grow precious tea in the British colony of Chinese seeds, together with the secrets of producIndia. “e task required a plant hunter, a gardener, a tion, it could grow precious tea in the British colony of thief, a spy,” writes Sarah Rose in her book For All the India. “e task required a plant hunter, a gardener, a Tea in China. thief, a spy,” writes Sarah Rose in her book For All the e East India Company gave Fortune his mission Tea in China. impossible in May 1848. By September 1848, Fortune e East India Company gave Fortune his mission was travelling from Shanghai to China’s green-tea impossible in May 1848. By September 1848, Fortune regions. It was a laborious three-month trek southwas travelling fro2 m Shanghai to China’s green-tea west by river junk , sedan chair and foot, accompanied regions. It was a 2laborious three-month trek southby two trusty ser vants. On their recommendation, west by river junk , sedan chair and foot, accompanied by two trusty ser vants. On their recommendation,

1 Focus on the introduction and the rst paragraph. Find as many elements as possible Focus onthen the write introduction the rst 1 Fortune, on a short and description. paragraph. Find as many elements as possible on then write a short description. In the second paragr aph, pick out 2 Fortune, elements linked to travelling and disguise the second paragraph, pick out 2 In and write a short paragraph about the elements linked to travelling and disguise conditions of Fortune’s journey. and write a short paragraph about the conditions of Fortune’s journey.

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Tea time

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(adapted) Stuart Heaver, South China Morning Post, May 27, 2017  1. grain 2. Chinese sailing boat (adapted) 1. grain 2. Chinese sailing boat

3 In the last paragraph, pick out numbers, nationalities and places and describe what last parhis agrplants. aph, pick out numbers, 3 In the Fortune did with nationalities and places and describe what Fortune did why with Fortune his plants. was an early James 4 Explain Bond (mission, disguise…). 4 Explain why Fortune was an early James Bond (mission, disguise…).

 Vidéo

hatier-clic.fr/lmu1003

Vhatier-clic.fr/lmu1003 idéo

Tea time

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Causative verbs

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Fortune had his hair shaved off, had a faux queue a local nobleman or wealthy merchant. “I am Chinese attached to the back of his head and wore the clothes of from a distant province beyond the Great Wall,” he a local nobleman or wealthy merchant. “I am Chinese would say to local people in hesitant Chinese. from a distant province beyond the Great Wall,” he Fortune had collected 13,000 plants and 10,000 seeds but would say to local people in hesitant Chinese. it was now winter and the fragile and vulnerable tea seeds Fortune had collected 13,000 plants and 10,000 seeds but had to be transported to the Indian Himalayas via Hong it was now winter and the fragile and vulnerable tea seeds Kong and Calcutta. Fortune organised the recruitment of had to be transported to the Indian Himalayas via Hong experienced tea growers and producers who would manKong and Calcutta. Fortune organised the recruitment of age production in India. Fortune le Shanghai for Hong experienced tea growers and producers who would manKong with his mission accomplished. age production in India. Fortune le Shanghai for Hong Stuart Heaver, South China Morning Post, May 27, 2017 o K ng with his mission accomplished.



T oo l s

1 Study the photographs and match “low tea” and “high tea” to Study the photographs and 1 corr the ect photograph. Justify match “low tea” and “high tea” to your choice. the correct photograph. Justify 2 Wchoice. atch part one of the video your and pick out three situations part oneinofethe videolife. 2 Weatch wher tea is drunk veryday and pick out three situations part two in ofethe video life. 3 Weatch wher tea is drunk veryday and explain the difference between Watch part two of the video 3w tea lo and high tea. and explain the difference between Prepar a short 4w tea lo andehigh tea. speech to convince your teacher to organise Prepare a short speech to 4 afternoon an tea party. convince your teacher to organise an afternoon tea party.

p. 20

“Tea makesverbs people feel better.”p. 20 Causative T oo l s

 n ger sandwich: small sandwich  n ger sandwich: the British way of small life san dwich a tea-drinking nation the Bri tish way lifeed unno ticed: undeoftect a tea-drinking na tion convivial unnoticed: undetected

cultural soothing: making sb feel calm cul tur al making sb feel better uplif ting: soo thing: kingion sb feel calm complete ma a miss up lif ting: ma king sb feel wear a disguise: wear a better com plete a miss ion costume wear a disguise: wear a

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One beverage for all One beverage for all

Anthropologist Kate Fox writes in her book Watching one and you are lower-middle at best; more than two the English that there are several clear messages sent and you are definitely working class,” she writes. Other Anthropo1logist Kate Fox writes2in her book Watching one and you are lower-middle at best; more than two whenever a Brit makes a cuppa . She obser ves that the rules involve when and how milk is added, if any. […] the English 1 that3 there are severa 2 l clear messages sent 15 and you are definitely working class,” she writes. Other strongest brews of black tea — with the largest doses Fox writes, “Tea-making is the perfect displacement whenever a Brit3 makes a cuppa . She obser ves that the rules involve when and how milk is added, if any. […] of molecules — are typically drunk by the working 15 activity : whenever the English feel awkward 6 or strongest brews of black tea — with the 4largest doses Fox writes, “Tea-making is the perfect displacem ent class. e brew gets progressively weaker as one goes uncomfortable in a social situation (that is, almos6t all of molecules — are typically drunk by 4the working activity : whenever the English feel awkward or up the social ladder. the time), they make tea.” class. e brew gets p5 rogressively weaker as one goes uncomfortable in a social situation (that is, almost all Milk and sweetener have their own codes. “ Taking up the social ladder. 5 t h eVeronique time), thGreenwood, ey make tea.www ” .bbc.com, June 3, 2016 sugar in your tea is regarded by many as an infallible 1. time 2. + 3. cup(s) ofwww tea .bbc.com, 4. less strong Veronique Greenwood, June 5. 3, sugar 2016 or Milk and sweetener have their own codes. “ Taking each  lower-class indicator: even one spoonful is a bit suspect aspartame 6. embarrassed sugar in your tea is regarded by many as an infallible 1. each time 2. + 3. cup(s) of tea 4. less strong 5. sugar or (unless you were born before about 1955); more than aspartame 6. embarrassed lower-class indicator: even one spoonful is a bit suspect (unless you were born before about 1955); more than 1 Draw the ladder in your notebook and complete it with the different social classes. … … lower middle class – upper classit – working class – classes. Dr aw the ladder in your notebook and complete with the differ ent social 1 … … upper middle class … lower middle class – upper class – working class – upper middle class tea and match them to a social class. Explain Kate 2 Pick out words connected to Fox’s observation about the use of sugar and complete the ladder with the correct out words connected to tea and match them to a social class. Explain Kate 2 Pick of amount sugar. Fox’s observation about the use of sugar and complete the ladder with the correct moreofthan amount sugar.one spoonful – no sugar – more than two spoonfuls

… …

…

… …

… …

than oneperson spoonful – nothesugar – more than two spoonfuls You are a British explaining importance of tea to a for eign visitor. Be as 3 more

…

…

specic as possible (ingredients, social role of tea, moments when it is drunk…). 3 You are a British person explaining the importance of tea to a foreign visitor. Be as specic as possible (ingredients, social role of tea, moments when it is drunk…).

Prepare your

project

Prepare your

project

PAIR WORK Prepare and act out an interview with an expert about the role of tea in British life. PAIR WORK Prepare and act out an interview with Student Ask questions origins an expertAabout the role ofabout tea inthe British life.and the history of tea. Student A Ask questions about the origins and Student B of You are an expert on British tea. the history tea. Answer the questions. You can use the following an expert on British tea. Student B You aretea, words: afternoon high tea, social ladder, Answer the questions. You can use the following British habits. words: afternoon tea, high tea, social ladder, British habits. Grammar Tip Précis p. 256 Don’t forget to use relative clauses p. 256 Gr ammar Tip Précis to add information. Don’t forget to use

You have 30 seconds to write as many elements as Y ou haveon 30high seconds to possible tea and write as many elements low tea or on the origins as possible high tea and of tea onon a piece of paper. lo w tea or on the origins Then compare it with your of tea on a piece of paper. partner. Then compare it with your partner.

19

Tinoto l s S he potlight ise ar Practgr amm your

Entraînez-vous sur la plateforme Let’s Meet Up! r eEntr u s saînez-vous i r e n l a n gsur u e la s.fr plateforme Let’s Meet Up! reussirenlangues.fr

z

T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

z

Les structures causatives

arun sens causatif. Ils amm grpeuvent ur yo Mak e et have avoir • Les structures causatives

se traduisent par «faire faire quelque chose à Make et have peuvent avoir un sens causatif. Ils quelqu’un». Même si le sujet est à l’origine de l’action, se traduisent par «faire faire quelque chose à il ne l’accomplit pas lui-même. Le verbe causatif make quelqu’un». Même si le sujet est à l’origine de l’action, exprime plus une idée de contrainte. il ne l’accomplit pas lui-même. Le verbe causatif make exprime plusmade une idée de contr . The servants Fortune eatainte with chopsticks .

•

verb e causatifl’ action réalisée The servants made Fortuneeat with chopsticks . responsable de l’actioncelui qui fait l’action verbe causatifl’action réalisée Les serviteurs fait manger avec des baguettes. responsable de l’ont actioncelui quiFortune fait l’action

Les serviteurs ont fait manger Fortune avec des baguettes. The servantshadRobert Fortunemeet tea farmers. verbe réalisée . The servants hacausatifl’ dRobert Fortunemeetaction tea farmers responsable de l’actioncelui qui fait l’action verbe causatifl’action réalisée Les serviteurs ont fait rencontr erl’action des producteurs de responsable de l’actioncelui qui fait

thé à Robert Fortune. Les serviteurs ont fait rencontrer des producteurs de Mak e peut aussi être employé avec un adjectif seul, thé à Robert Fortune. au sens de «rendre». Make peut aussi être employé avec un adjectif seul, This storydemade mee». happy. au sens «rendr

• •

This story made me happy.

1 Remettez les éléments dans l’ordre.

a. didn’t understand / Robert Fortune / their sen1 Remettez les éléments dans l’ordre. tences/ so he had / Chinese very well / them repeat a. didn’t understand / Robert Fortune / their senb. made / the East India Company / the secret of tea tences/ so he had / Chinese very well / them repeat from Imperial China / Robert Fortune / steal b. made / the East India Company / the secret of tea c. us / my mother / had / for the guests / high tea / from Imperial China / Robert Fortune / steal prepare c. us / my mother / had / for the guests / high tea / d. the British / another solution / the refusal by the prepare Emperor / made / to get the secret of tea / look for d. the British / another solution / the refusal by the Emperor / madeles / to get theensecret of tea look for 2 Complétez phr ases utilisant les/structures causatives (make ou have) au temps qui convient. Complétez les phrases en utilisant les structures a2. Some studies … Kate Fox think that tea has its causatives (make ou have) au temps qui convient. own codes. a. Some studies … Kate Fox think that tea has its b. Five trips to China … Robert Fortune familiar with own codes. Chinese culture. b. Five trips to China … Robert Fortune familiar with c. They … Fortune look like a Chinese man. Chinese culture. d. Opium … people addicted quite rapidly. c. They … Fortune look like a Chinese man. e. The East India Company … Fortune go to China to d. Opium … people addicted quite rapidly. steal tea. e. The East India Company … Fortune go to China to steal tea.

Le past perfect Le past perfect a divers emplois. Il se traduit souvent Lepast perfect par un plus-que-parfait français. Le past perfect a divers emplois. Il se traduit souvent Il sert généralement àfrfair e un bilan ou à créer un par un plus-que-parfait ançais. retour en arrière sur le passé. Il sert généralement à faire un bilan ou à créer un Fortune went to India in 1850. He had stayed in China in 1848. retour en arrièr e sur le passé. Il peutwent créer un lien entreHe deux du passé . Fortune to India in 1850. had moments stayed in China in 1848.

• • •

When I met Robert Fortune, had moments spent threedu months Il peut créer un lien entrehedeux passéin . China. When I met Robert Fortune, he had spent three months in Passé Présent China.

•

Passé Présent he had spent three I met Robert Fortune months in China he had spent three I met Robert Fortune Il peutinexprimer months China l’irréel.

•

If the Chinese emperl’irr or éel had. agreed to sell tea, China Il peut exprimer would have been rich. If the Chinese emperor had agreed to sell tea, China Le pasthave perfect serich. forme à l’aide de l’auxiliaire had et du would been participe passé. Le past perfect se forme à l’aide de l’auxiliaire had et du participe passé.

•

20

3 Complétez les phrases avec un verbe conjugué au past perfect ou au prétérit. Complétez les phrases avec un verbe conjugué a3. In the 1880s drinking tea (become) fashionable in au past perfect ou au prétérit. high society and it continued after that. a. In the 1880s drinking tea (become) fashionable in b. The British (not – try) to talk to the Emperor high society and it continued after that. because they (try) before. b. The British (not – try) to talk to the Emperor c. Robert (already – shave) his head when he (start) because they (try) before. working as a spy. c. Robert (already – shave) his head when he (start) d. Juliet (visit) the best tearooms in London in 2013, working as a spy. then she (discover) a new one in 2017. d. Juliet (visit) the best tearooms in London in 2013, e. Yesterday I (not – want) another cup of tea then she (discover) a new one in 2017. because I (already – have) two. e. Yesterday I (not – want) another cup of tea because I (already have) 4 Complétez les –phr asestwo. en utilisant un verbe conjugué au past perfect. Complétez les phrases en utilisant un verbe a4. When he arrived in India, Robert Fortune … . conjugué au past perfect. b. The Chinese emperor wished he … . a. When he arrived in India, Robert Fortune … . c. By the time I got to the tea room, everyone … . b. The Chinese emperor wished he … . c. By the time I got to the tea room, everyone … .

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun

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your

Les sons // et /a/

ion uncie àat on pr ur yo Le son // peut corr espondr la gr aphie: •

Précis de phonologie, p. 262 Précis de phonologie, p. 262

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n° 02 AMP3 udio CD1 piste 03

Les sons // et /a/

MP3 n° 02

Im•prove

− age (village, cottage, sausage) Le son // peut correspondre à la graphie: − i (milk, mix, x) − age (village, cottage, sausage) − ui (biscuit, building) − i (milk, mix, x) − o (women) − ui (biscuit, building) − y (myth, symbol) − o (women) e génér −De y (manièr myth, symbol ) ale, la lettre i, suivie d’une consonne et de la voyelle e, se prononce /a/: De manière générale, la lettre i, suivie d’une like, mine, dive, ve, site. Mais le son /a/ peut aussi consonne et de la voyelle e, se prononce /a/: correspondre à la graphie: like, mine, dive, ve, site. Mais le son /a/ peut aussi − aiespondr (aisle) e à la graphie: corr − ei (height) − ai (aisle) − ey (eye) − ei (height) − igh (high) − ey (eye) − uy (buy) − igh (high) − y (cry, shy, dry) − uy (buy) − y (cry, shy, dry)

• •

5 Écoutez les mots et classez-les Audio CD1 piste 04 selon la prononciation de la lettre i n° 03 Écoutez les mots et classez-les AMP3 udio 5 CD1 piste 04 soulignée. MP3 n° 03 selon la prononciation de la lettre i mind, scientific, instrument, tired, Twinings soulignée. China, finger, sign, ship, milk, drink, disguised mind, scientific, instrument, tired, Twinings /a/ China, finger// , sign, ship, milk, drink, disguised big eye // /a/ … … big eye … … 6 Prononcez les mots suivants, puis Audio écoutez l’enregistrement pour vérifier. CD1 piste 05 n° 04 Prononcez les mots suivants, puis AMP3 udio CD1 piste 05 a6. file • fill écoutez l’enregistrement pour vérifier. MP3 n° 04 b. bite • bit a. file • fill c. kit • kite b. bite • bit d. fit • fight c. kit • kite e. lick • like d. fit • fight f. knit • knight e. lick • like f. knit • knight

on skills Work w riting your

Le tiret et le trait d’union

ur writing skills yo Un tiret (dash) sépare des mots du reste de la phrase, Le tiret et le trait d’union tandis qu’un trait d’union (hyphen) relie deux ou

Work on

Un tiret (dash) sépare des mots du reste de la phrase, plusieurs mots. Le trait d’union n’a pas d’espaces tandis qu’un trait d’union (hyphen) relie deux ou autour, alors qu’un tiret a une espace de chaque côté. plusieurs mots. Le trait d’union n’a pas d’espaces Le tiret est plus long que le trait d’union. autour, alors qu’un tiret a une espace de chaque côté. This - is a dash. This - is a hyphen. Le tiret est plus long que le trait d’union. Le-tir permet une pause à l’intérieur This is et a dash. Thisde- isréaliser a hyphen. même d’une phrase. C’est une forme de parenthèse. Le tiret permet de réaliser une pause à l’intérieur Ex: […] and therefore make tea a popular fad – and même d’une phrase. C’est une forme de parenthèse. beyond a fad. Ex: […] and therefore make tea a popular fad – and Ilbesert à distinguer les personnages dans un yondaussi a fad. dialogue, à séparer les parties d’une énumération, Il sert aussi à distinguer les personnages dans un à indiquer une interruption du discours dans un dialogue, à séparer les parties d’une énumération, dialogue ou à insister sur un fait. à indiquer une interruption du discours dans un Le traitou d’union sertsur à: un fait. dialogue à insister − former des noms et des adjectifs composés: Le trait d’union sert à: lower-class, a tea-drinking nation; − former des noms et des adjectifs composés: − écrire les nombres de 21 à 99: twenty-one, eighty-nine; lower-class, a tea-drinking nation; − relier deux mots ou une particule et un mot: set-up; − écrire les nombres de 21 à 99: twenty-one, eighty-nine; − écrire les fractions : two-fths, one-third. − relier deux mots ou une particule et un mot: set-up; − écrire les fractions : two-fths, one-third.

• •

• •

7 Si nécessaire, insérez un tiret ou un trait d’union. a. Britain is really a tea … drinking nation. 7 Si nécessaire, insérez un tiret ou un trait d’union. b. Robert Fortune was a great … nineteenth … centua. Britain is really a tea … drinking nation. ry botanist. b. Robert Fortune was a great … nineteenth … centuc. Robert … where has he gone? … I would like to ry botanist. meet him. c. Robert … where has he gone? … I would like to d. She might come to the Twinings Museum … you meet him. never know. d. She might come to the Twinings Museum … you e. The landscapes, the lifestyle, the traditions … this never know. is what brought them to China. e. The landscapes, the lifestyle, the traditions … this f. It was a laborious three … month trek southwest. is what brought them to China. g. One thing’s for sure … the British Empire was very f. It was a laborious three … month trek southwest. powerful. g. One thing’s for sure … the British Empire was very h. Bob and Jane like … tea very much. powerful. i. A group of 10 … year … old schoolboys visited the h. Bob and Jane like … tea very much. museum yesterday. i. A group of 10 … year … old schoolboys visited the j. Diana submitted a 6 … page document. museum yesterday. j. Diana submitted a 6 … page document.

21

pcabulary u Buyoild ur vo

Audio CD1 piste 06

ACD1 udio piste 06

Habits and tradition

your vocabulary Habits and tradition

Build up Trade

MP3 n°09 n°

trade: mmerMP3 cial ex09change Trco ade trading company tr ade: mmer cialof expeo change dele gaco tion: group ple tmo rading com pany nopoly dele gation: of :peo supply and gr deoup mand ecople nomic mo nop oly rule, the more you demand supply and demand: economic a product, the more the rule, more you demand prodthe uct costs a prod theprmor e the manu facuct, tured oducts pr od uct costs lucrative: profitable manu prodine ucts expenfac sivetur ≠ ed cheap, xpensive lucrative: profitable exchange: trade (buying and exsell pening) sive ≠ cheap, inexpensive ex change : trade (buying and do business ing) insell crease do business expand : get bigger increase inuence ex pand : getdibigg er tran sport: spatch in uence trade: buy and sell goods and trser ansport: vices dispatch trade: buy and sell goods and services

MP3 n°05 n°

05 most orMP3 dinary date back to + date most ordinary symbolise date back to + date symbolise

institution traditional insti tion on mosttucomm traditional most common

Spying

MP3 n°06 n°

Tea Tea

MP3 06 costume Spying industrial secret cos tume indus trial theft: industrial espionage in dus trial seunde cret tected unnoticed: industrial theft: industrial espionage complete a mission un noaticed: unde: tect wear disguise weared a costume complete a mission wear a disguise: wear a costume

Tea time

MP3 n°07 n°

Food

MP3 n°08 n°

MP3er08 meal:Food lunch, dinn dish: starter, main meal: lunch, dinner course dish: starter, main dessert course meat pies de ssert veg etables meat pies bread vegetables bread

 n ger sandwiches scones  ger sand panstries: cakwiches es scones homemade cakes pa stries: cream teacakes home made cakes clotted cream cream tea exotic clotted cream exotic

MP3 07 the Brit way of life Teaish time a tea-drinking nation the way life tea: Brit worish d for theofev ening meal in some a parts tea-drinking na tion of the UK tea: wor cultur al d for the evening meal in some parts of the UK convivial cultural soothing: making sb feel calm con ial making sb feel better uplifviv ting: soo thing: king feel calm depend onma (so cial sb class) up kingladd sb feel bett er a lower go lif upting: the ma social er: go from declass pendtoon ( so cial class) an upper class go up the social ladder: go from a lower class to an upper class

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1004

Apprenez et révisez le vocabulaire !

hatier-clic.fr/lmu1004

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale. Utilisez le vocabulaire en contexte. a. In the 18th century … … between Britain and China developed and became essential as exotic products were 1 Complétez les phrases suivantes avec des mots de la carte mentale. in great demand. a. In the 18th century … … between Britain and China developed and became essential as exotic products were b. The trading companies were in a situation of … and sent delegations to China to sign treaties and agreements. in great demand. c. In China the British East India Company traded spices, silk, china, and tea . These products were bought by b. The trading companies were in a situation of … and sent delegations to China to sign treaties and agreements. the people of the … …. c. In China the British East India Company traded spices, silk, china, and tea . These products were bought by d. As the … increased tea became affordable. the people of the … …. the … increased tea became affordable. d.2AsComplétez ces phr ases en utilisant des mots de la carte mentale. a. Robert Fortune … 2 Complétez ces phrases en utilisant des mots de la carte mentale. b. Low tea … a. Robert Fortune … c. The people at the top of the social ladder … b. Low tea … d. Many people think that tea … c. The people at the top of the social ladder … d. Many people think that tea …

UTO Aév aluatio n 22

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1005

Quiz hatier-clic.fr/lmu1005

SÉQUENCE 1 SÉQUENCE 1

Project #1

Prepare a tour of the Twinings Museum. Prepare a tour of the Twinings Museum.

Project #1 1 1 2 2

Explain the origins of tea. Use dates to giveof a historical perspective. Explain the origins tea. Add the country wher e tea was produced. Use dates to give a historical perspective. Add the country where tea was produced.

3 3

Show the difference between high tea and low tea. Show the difference between high tea and low tea.Use linking words like contrary to or whereas to underline the differences between the two. Use linking words like contrary to or whereas Give details about the ences food associated withtwo. to underline the differ between the both. Give details about the food associated with both.

4

Talk about the importance of tea in the UK.

Add fun facts. onfacts. the internet if needed to nd some fun AddGo fun facts about tea. Go on the internet if needed to nd some fun T alk about facts aboutRobert tea. Fortune’s secret mission. Use preterite to talk about past. Talk the about Robert Fortune ’s secrthe et mission. Use the preterite to talk about the past.

4

when and how peopleof drink in the TalkSay about the importance tea tea in the UK.UK. State why and tea isho an element Say when w important people drink tea in in theany UK. social situation in the UK. State why tea is an important element in any social situation in the UK.

z

Fiches de méthodologie N°5 p. 276N°18 p. 296 Fiches de méthodologie N°5 p. 276N°18 p. 296

z

Project #2 Create a leaet to introduce a new brand of tea called “Heritage”. Create a leaet to introduce a new brand of tea called “Heritage”.

Project #2 1 1

2 2

Focus on the product. Explain why is essential in the UK (amount Focus on the prtea oduct. of tea drunk in a year, types of tea, moments Explain tea is essential in the UK (amount when it’swhy drunk). of tea drunk in a year, types of tea, moments Use the when it’ssimple drunk).present to talk about habits. Use with keywor to highlight Use hashtags the simple present todstalk about habits. important information. Use hashtags with keywords to highlight important information. Tell the public about the origin of the brand. whatabout the name of the br Tell Explain the public the origin ofand themeans. brand. Add a fe w historical facts to link your br and to Explain what the name of the brand means. the history of tea in Great Britain. Add a few historical facts to link your brand to the history of tea in Great Britain.

3 3

4 4

Advertise the product. Say wher e customers Advertise the product. can nd your brand of tea. Say where customers can nd your brand of Find tea. a catchy slogan to make people remember the product. Find a catchy slogan to make people Use superlatives to make the product sound remember the product. unique. Use superlatives to make the product sound unique. Focus on the layout of the leaet. Mak e itthe attrlayout active bof y adding colours and nice Focus on the leaet. pictures. Make it attractive by adding colours and nice Y ou can pictur es.use online tools. You can use online tools.

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

23

SÉQUENCE

SÉQUENCE

2 A

How jazz was born How jazz was born

Congo SHo quarw e is jazz an openwas square lborn ocated in Louis Armstrong Park in New Orleans, Louisiana. Congo Square is an open square located in1 Louis Armstrong Congo Square is one of the most hallowed sites in American Park in New Orleans, Louisiana. 1 music histor y. is area, once a grassy comm ons behind the Congo Square is one of the most hallowed sites in American original city rampart (now Rampart Street), was one of several music histor y. is area, once a grassy commons behind the gathering places for enslaved people from Africa and their original city rampart (now Rampart Street), was one of several descendants. In the 1700s, under French and Spanish colonial gathering places for enslaved people from Africa and their rule, slaves were permitted to buy and sell goods on Sundays. descendants. In the 1700s, under French and Spanish colonial ey also played African-style musical instruments and perrule, slaves were permitted to buy and sell goods on Sundays. formed dances that originated from their native homes. Aer ey also played African-style musical instruments and perNew Orleans became part of the United States in the early formed dances that orig2inated from their native homes. Aer 1800s, a city ordinance limited gatherings of slaves to this New Orleans became p2art of the United States in the early spot, and only until sunset. Still, the weekly ritual sustained 1800s, a city ordinance limited gatherings of slaves to this a continuum of African culture in the New World, with prospot, and only until sunset. Still, the weekly ritual sustained found implications for the future of music. a continuum of African culture in the New World, with pro-3 e African and Caribbean cultural expressions that thrived found implications for4 the future of music. there sowed the seeds of New Orleans’ jazz, second-line 5, and3 e African and Ca6 rib4 bean cultural expressions that thr5ived Statue of Buddy Bolden, Louis Armstrong Park,  Mardi Gras Indian traditions. Participants came from differNew Orleans, Louisiana there sowed the see6ds of New Orleans’ jazz, second-line , and Statue of Buddy Bolden, Louis Armstrong Park, ent African nations, and played a variety of styles of music.  Mardi Gras Indian traditions. Participants came from differe spectacle of hundreds of people drumming and dancing the BNew ambOrleans, oula anLouisiana d the Calinda attracted all kinds of ent African nations, and played a variety of styles of music. visitors, from domestic workers and free people of color to curious outsiders likely including composer Louis Moreau e spectacle of hundreds of people drumming and dancing the Bamboula and the Calinda attracted all kinds of Gottschalk. Music and dance here ser ved vital functions: they were a spiritual practice and a form of resistance, which visitors, from domestic workers and free people of color to curious outsiders likely including composer Louis Moreau made them a threat to the American racial order. As a result, the gatherings were shut down for good in 1851. Gottschalk. Music and dance here ser ved vital functions: they were a spiritual practice and a form of resistance, which acloserwalknola .com a m de them a threat to the American racial order. As a result, the gatherings w1.ervener e shuated t dow2.nrule for 3. goprospered od in 1851. 4. started

A 5

How can jazz bring people together? How can jazz bring people together?

2 5

10 10

15 15

20 20

acloserwalknola .com 

5. brass instrument parade 6. African Americans participating in the Mardi Gras carnival parade 1. venerated 2. rule 3. prospered 4. started 5. brass instrument parade 6. African Americans participating in the Mardi Gras carnival parade

1 Look at the photo. Imagine why the statue was placed in this park. Culture Tip

Look at photo. Imagine why the placedwho in this park. 2 thethe text and spot the differ ent statue groupswas of people used to 1 Read come to Congo Square. 2 Read the text and spot the different groups of people who used to come to Congo the rSquar ole ofe.music and dance in the 1800s in Congo Square. 3 Explain Explain role oftourist music oce and dance in the 1800s in Congo plaque Square.at the Newthe Orleans is going to put a memorial 4 3 The entrance of Congo Square. Write a short text about the history of the place. 4 The New Orleans tourist oce is going to put a memorial plaque at the entrance of Congo Square. Write a short text about the history of the place.

The gerund

24

T oo l s

p. 28

“The Thegerund spectacle of hundreds ofp. 28 oo ldancing s people drummingTand “the TheBamboula spectacle and of hundr eds of the Calinda people drumming and dancing attracted all kinds of visitors” the Bamboula and the Calinda

band: orchestra brass instruments: trumpet, band: chestr a net tromor bone , cor br ass in struments: drums: percussion trumpet, tromrhyth bonem , cor net  m/ beat: /rð drums: per cuss ion track: tune, song  beat: rhyth gig: con certm /rð m/ tr ack: tune, jam session:song improvised concert gig: concert

Charles Joseph “Buddy” Culture Tip Bolden was the biggest Charles ” cornetistJoseph in New“Buddy Orleans Bolden was the biggest around 1900. He developed a cornetist in New New Orleans styleOrleans of music around 1900. which He developed called “jass”, later a New Orleans style of music became “jazz”. called “jass”, which later became “jazz”.

venue /venju/: concert hall trend: fashion ven ue /venju/ : con cert hall enter tai ning: en joyable tr end: fash ion perform: sing / play on stage enter taicom ning: enjoyable praise: pliment per form : sing play on stage clap (hands): a/pplaud pr aise: com pliment have a good time: enjoy oneself clap (hands): applaud on stage: in front of an audience have a good time: enjoy oneself

SÉQUENCE 2

B B

City of jazz

SÉQUENCE 2

 Vidéo

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City of jazz  Tim Curran and his two passions. 1 Introduce Introduce Tim Curr an ds and his two passions. the follo wing wor from the video 2 1 Use to show Ben Jaffe’s love for jazz. 2 Use the following words from the video – Jaffe share – for connect – music to shoDNA w Ben ’s love jazz. DNA – share – connect – music

C C

Painting jazz



3 Dene the historical importance of Congo Square for Ben Jaffe. 3 Dene the historical importance of Congo Squar e for Ben Curr anJaffe. writes about his trip to New 4 Tim Orleans on his band’s blog. Imagine his short text. 4 Tim Curran writes about his trip to New Orleans on his band’s blog. Imagine his short text.

Audio   E-workbook Fiche à imprimer

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Painting jazz

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1 Find information about Motley, the importance of music Find information about 1 Chicago in and the origin of its Motley, the importance of music new inhabitants. in Chicago and the origin of its ne inhabitants. the activities African 2 wList Americans did in Chicago. 2 List the activities African Americans Chicago. theinwor ds used by 3 Pick outdid the professor to describe Motley’s out the words used by 3 Pick work at the end of the recording. the professor to describe Motley’s Use them to describe Nightlife. work at the end of the recording. Use them toho describe . w MotleNightlife y managed 4 Explain to capture the Jazz Age in his 4 Explain how Motley managed paintings. to capture the Jazz Age in his paintings.

Archibald Motley, Nightlife, 1943  Archibald Motley, Nightlife, 1943 

D

I love jazz

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I1loSpve   ot wjazz ords explaining why Louis Armstr ong

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and other people loved jazz. 1 Spot words explaining why Louis Armstrong and otherout people loved jazz.to the origins and words related 2 Pick evolution of jazz. 2 Pick out words related to the origins and e3volution jazz. Deneofho w jazz makes people feel, according to Louis Armstrong. 3 Dene how jazz makes people feel, accor ding towhat Louisthis Armstr songong. is about to 4 Explain a classmate, in French or in English. 4 Explain what this song is about to a classmate, in French or in English.

Prepare your

project

Prepare your

project

Culture Tip At the beginning of the Culture Tip 20th century , African At the beginning ofsouth the Americans left the 20th century , African because of segregation Americans and povertyleft . the south because of segregation They moved to cities like and poverty . Chicago, New York and They moved to cities like in northern states. making jazz fashionable New Y ork and Chicago , Louis Armstrong was born in New Orleans but he joined making ja zz fashionable northern states.to New York. a band in Chicago in 1922in and later moved Louis Armstrong was born in New Orleans but he joined a band in Chicago in 1922 and later moved to New York.

Write the rst paragraph of an ad for a one-week trip to New Orleans and Chicago, the cities of jazz! Write the rst paragraph of an ad for a one-week trip New Orleans and Chicago, the cities of jazz! Grto ammar Tip Précis p. 231 Use superlatives to show how ama p. zing 231 Précis Gr thisammar trip is. Tip Use superlatives to show how amazing this trip is.

Look at Motley’s painting for ten seconds, then close your Look Motle y’s painting book.atList as many wordsfor as ten seconds, then close you can in 30 seconds. your book. List as many words as you can in 30 seconds.

25

How can jazz bring people together?

E

idéo Dancing Blitz away tVogether? How canthe jazz brin g people hatier-clic.fr/lmu1009

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Dancing the Blitz away Pédagogie différenciée TRAIL A

E

1 Explain how successful jazz was in

Pédagogie différ London duringenciée the Second World War. A TRAIL



TRAIL B

1 Explain the historical context and pick out

words showing people enjoyed jazz at the time. 1 Explain the historical context and pick out wor showing people yed the time.jazz, Create a mind mapenjo to dr awjazz linksatbetween 2 ds could listen to jazz. Café de Paris and the BBC. 2 Name two types of places where people 2 Create a mind map to draw links between jazz, could listen jazz. e Tip. Explain why the Café de ho Paris andhelped the BBC. thetoCultur w jazz people cope and survive 3 Read 3 Say word “escape” is used twice in the video. during the war. cope and survive 3 Read the Culture Tip. Explain why the 3 Say how jazz helped people Culture Tip word “escape” is used twice in the video. during the war. Meet up! In a secondhand shop, you nd an old postcard. The sender The Blitz refers to the Culture wrote about life in London during the Second World War but also about new nighttime Tip bombing raids In a secondhand shop, you nd an old postcard. The sender The BlitzLondon refers to the Meet up! against and music trends. Imagine his or her text. nighttime bombing raids wrote about life in London during the Second World War but also about new other major British cities against London and led by Nazi Germany music trends. Imagine his or her text.

TRAIL B

1 Explain how successful jazz was in London during the Second World We ar.people two types of places wher 2 Name

F

other duringmajor WorldBritish War II.cities The bydestroyed Nazi Germany rled aids houses, during World WarasII.infr Theafactories as well rstructures aids destroyed houses, and caused factories as well as infraheavy civilian casualties. structures and caused heavy it was too dangerous. Outside ever yt hingcivilian was bcasualties. urning.

Keep swinging despite the bombing!

bombing! In 1940,Keep Adelaideswinging embarked on a cdespite oncert tour ththe at brought her to South London. On the evening of So, we just carried on and I managed to get the audiIn 1940, Adelaide embarked on a concert tour that it was too dangerous. Outside ever ything was burning. Monday, August 26, just days before the official start of 20 ence to join in many of the songs.” brought her to South Lo1ndon. On the evening of So, we just carried on and I managed to get the audithe Blitz, she topped the bill at Lewisham Hippodrome 20 On the night of August 26-27, for four hours, with Monday, August 26, just days b ef o r e t h e o ffi ci a l s t a r t o f ence to join in many of the songs.” with her piano accompanist1 Gerr y Moore. bombs exploding outside the Lewisham Hippodrome, the Blitz, she topped the bill at Lewisham Hippodrome On the night of August 26-27, for four hours, with In the middle of her act, the air raid siren sounded, Adelaide helped to entertain 2 the ner vous audience with her piano accompanist Gerr y Moore. bombs exploding3outside the L2 ewisham Hippodrome, but most of the audience remained seated. When the until the all-clear sounded at 3.45am. In the middle of her act, the air raid siren sounded, 25 Adelaide helped 3to entertain the ner vous audience raid started ever yone in the theatre could hear the Later that day, Gerr y Moore commented that his but most of the audience remained seated. When the until the all-clear sounded at 3.45am. screaming bombs falling and exploding, and the 25 fingers ached4 so much from playing that he could raid started ever yone in the theatre could hear the Later that da4y, Gerr y Moore commented that his bursts of anti-aircra machine gun fire. hardly move his hands. screaming bombs falling and exploding, and the fingers ached so much from playing that he could ough the building was strongly constructed, the ough Adelaide could barely speak, in defiant mood bursts of anti-aircra machine gun fire. hardly move his hands. sound of exploding bombs close by was clearly felt in she returned to the stage of the Hippodrome the ough the building was strongly constructed, the 30 ough Adelaide could barely speak, in defiant mood the auditorium. following evening to perform her act as scheduled. sound of exploding bombs close by was clearly felt in she returned to the stage of the Hippodrome the Adelaide encouraged the ner vous audience to join 30  Memories – Jazz singer Adelaide Hall sang the auditorium. folSouth lowinLondon g evenin g to perform her act as scheduled. as bombs fell, South London Press, July 3, 2018 her in some community song numbers and she later South London Memories – Jazz singer Adelaide Hall sang Adelaide encouraged the ner vous audience to join  recalled: “We — the performers and the audience — 1. thefell star 2. singLondon for andPress distr,act aswas bombs , South July3.3,end 2018of warning her in some community song numbers and she later 4. hurt were told that no one could leave the theatre because 1. was the star 2. sing for and distract 3. end of warning recalled: “We — the performers and the audience — 4. hurt were told that no one could leave the theatre because 1 Pick out words describing the atmosphere 3 Explain what the last sentence of the text inside the Hippodrome and the events that shows about Adelaide and the pianist. words describing the atmosphere 1 Pick outoutside 3 Explain what the last sentence of the text happened that night. inside the Hippodrome and the events that sho Adelaide and the pianist. on the 4 ws Theabout following morning, a journalist happened that night. what the performers did to radio relates what happened at the concert at the 2 Explainoutside following morning, a journalist on the 4 The ome. comfort the audience. Hippodr Act out the report. Explain what the performers did to r adio r elates what happened at the concert at the 2 comfort the audience. Hippodrome. Act out the report.

F 5 5

10 10

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Plural nouns T oo l s

26

p. 28

“the absence Plural nouns of musicians”p. 28 “their families” T oo l s “the absence of musicians”

bombing: air raid casualties: victims bomb ing: pain: air raid (physical) suffering cas ualties: tims grief: sorrovic w: (e motional) pain (har phys ical) pain: suffering dship: difficulty grief: relief:sorr aid ow: (emotional) pain har d ship: iculty funding: diff nancing re lief : aid donations: gifts funding: nancing

injured, wounded: hurt carefree ≠ anxious in jured, woun cope: deal withded: probhurt lems car e fr ee ≠ an xious recover: get better, improve cope: with prssur oblems feel redeal lieved : rea ed re c ov er: get bett er, comfort: reassure improve feel resb lieved : reaessur ed y cheer up: mak sb happ com fort: r ea ssur e look forward to V-ing cheer sb up: make sb happy

SÉQUENCE 2

G

A revival through jazz

 Classe inversée

A revival through jazz

Classe inversée

SÉQUENCE 2

‘Tremé Was Empty’: How Musicians Are Helping New Orleans Heal From Katrina

G No matter where you’ve heard about it, New Orleanians

35

As we talked in Club Soul, Jones explained the role

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10 10

15 15

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No matter where you’ve heard about it, New Orleanians As we talked in Club Soul, 4Jones explained the role known for its rich musical heritage. Its famed Congo of the storm. consider Tremé a multicultural epicenter of a city that music played in healing the city in the aermath Square, now a large park, is where slaves once gath“Music did [help rebuild the city] in a way, it really known for its rich musical heritage. Its famed Congo of the storm. ered to socialize, sell goods, and dance. It’s the site of did,” he said. “Music relieved the pain, it kinda eased Square, now a large park, is where slaves once gath- 40 “Music did [help rebuild the city] in a way, it really funeral marches, parades, and infamous second lines. their mind a little bit. ey’d come out to the club, ered to socialize, sell goods, and dance. It’s the site of did,” he said. “Music relieved the pain, it kinda eased It’s home to the Mardi Gras Indians, who dance in the 40 listen to music, and talk about what happened — the funeral marches, parades, and infamous second lines. their mind a little bit. ey’d come out to the club, streets in beautiful, flamboyant costumes ever y year. hurricane, what they went through.” To this day, the It’s home to the Mardi Gras Indians, who dance in the listen to music, and talk about what happened — the But on August 29, 2005, the beloved streets in beautiful, flamboya1 nt costumes ever y year. hurricane, what they went through.” To this day, the neighborhood was flooded like the rest But on August 29, 2005,1 the beloved of the city, and the vibrant neighborneighborhood was flooded like the rest hood was le in shambles. e physical of the city, and the vibrant neighbordestruction caused by the storm was hood was le in shambles. e physical devastating, and the absence of musicians destruction caused by the storm was meant the pulse and soul of the city was devastating, and the absence of musicians gone. Ten years aer the mass exodus, the meant the pulse and soul of the city was music scene in Tremé and the rest of New gone. Ten years aer the mass exodus, the Orleans is tr ying to find its footing. music scene in Tremé and the rest of New Benny Jones, the creator and bandleader Orleans is tr ying to find its footing. of the Treme Brass Band, was born in the Benny Jones, the creator and bandleader vivacious community 72 years ago. Over Residents of the 9th Ward neighbourhood and Treme Brass Band honouring of the Treme Brass Band, was born in the  the years, he’s carried on a longstanding the victims of Hurricane Katrina , New Orleans, Louisiana , May 29, 2006 vivacious community 72 years ago. Over Residents of the 9th Ward neighbourhood and Treme Brass Band honouring  brass band tradition, and the people of the years, he’s carried on a longstanding the victims of Hurricane Katrina , New Orleans, Louisiana , May 29, 2006 Tremé consider him and the band a cherished symbol music is inspired by the storm. “[Each] musician has brass band tradition, and the people of of the community’s musical legacy. […] a different stor y to tell about Katrina. ey relive what Tremé consider him and the band a cherished symbol 45 music is inspired by the storm. “[Each] musician has Aer the Categor y 5 hurricane hit the city back in happened to their families. My stor y was about how I of the community’s musical legacy. […] a different stor y to tell about Katrina. ey relive what 2005 — displacing 1 million people in the Gulf, kill- 45 le, how my house was damaged and I had to take my Aer the Categor y 5 hurricane hit the city back in happened to their families. My stor y was about how I ing 1,833, and decimating 80 percent of New Orleans, family way out.” 2005 — displacing 1 million people in the Gulf, kill-2 le, how my house was damaged and I had to take my alone — musicians were among those forced to flee e recover y process has been a long one, and the city ing 1,833, and decimating 80 percent of New Orleans,2 family way out.” the city. […] still has a long way to go before it’s back to what it once alone — musicians were among those forced to flee 50 e recover y process has been a long one, and the city It took about a year for the Treme Brass Band to get was— for musicians and non-musicians alike. the city. […] still has a long way to go before it’s back to what it once up and running again, Jones says, and it no longer had 50  Carimah Townes, ThinkProgress.org, August 26, 2015 It took about3 a year for the Treme Brass Band to get was— for musicians and non-musicians alike. standing gigs like it used to. “When we [came] back to 1. submerged 2. escape 3. concerts 4. helping better Carimah Townes, ThinkProgress.org, August get 26, 2015 up and runnin g again, Jones says, and it no longer had  the city, a bun3ch of the clubs were closed down.” […] standing gigs like it used to. “When we [came] back to 1. submerged 2. escape 3. concerts 4. helping get better the city, a bunch of the clubs were closed down.” […] 2 Explain what part musicians played after E-workbook Classe inversée Hurricane Katrina. Use the photo to prove your hatier-clic.fr/lmu1010 Ew 2 Explain what part musicians played after Clas seorkbook inversée point. Hurricane Katrina. Use the photo to prove your hatier-clic.fr/lmu1010 1 Pick out words describing the city, groups point. 3 PAIR WORK After a charity event, Benny of people and music. Link your ndings to Jones is interviewed about the role of musicians Pick out words describing the city, groups 1 consequences WORK After a charity event, Benny the of Hurricane Katrina. 3 PAIR after the hurricane. Act out the interview. of people and music. Link your ndings to Jones is interviewed about the role of musicians the consequences of Hurricane Katrina. after the hurricane. Act out the interview.

Prepare your

project

Prepare your

project

Imagine the short speech given by a jazz musician before the concert for a charity event. He or she Imagine given by a jazz musician explains the howshort it canspeech help people. before the concert for a charity event. He or she explains howTip it can help people. Grammar Précis p. 257 You can use in order to ou so as toPrécis +V Gr ammaryour Tipgoal. to explain You can use in order to ou so as to + V to explain your goal.

p. 257

In pairs, list three positive things music and musicians can In list people three positive dopairs, to bring together. things music and musicians can do to bring people together.

27

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Précis grammatical, p. 216 Précis grammatical, p. 216

z

Le gérondif

mar grestam ur yo Le gér ondif r epr ésenté par la forme du verbe • Le gérondif

en -ing. C’est une nominalisation, c’est-à-dire la Le gérondif est représenté par la forme du verbe transformation du verbe en nom. On peut donc utiliser en -ing. C’est une nominalisation, c’est-à-dire la le gérondif là où un nom est possible. transformation du verbe en nom. On peut donc utiliser ondif peut e emplo yé comme sujet d’une le Le gérgér ondif là où unêtr nom est possible. phrase. Le gérondif peut être employé comme sujet d’une Listening phrase. to jazz was fashionable in New Orleans at the beginning of the 20th century. Listening to jazz was fashionable in New Orleans at the On peutofaussi emplo yer le. gérondif après une beginning the 20th century préposition. On peut aussi employer le gérondif après une Gerry Moore.commented that his ngers ached so much préposition from playing that he could hardly move his hands. Gerry Moore commented that his ngers ached so much Onplaying trouve aussi le could gérondif aprmo ès ve des from that he hardly hisverbes hands. de sentiments tels que like, love, prefer pour des On trouve aussi le gérondif après des verbes événements déjà vécus. de sentiments tels que like, love, prefer pour des This singer likes playing événements déjà vécus.Louis Armstrong’s jazz solo improvisations. This singer likes playing Louis Armstrong’s jazz solo improvisations.

• • • • • • •

Le pluriel des noms des noms réguliers comptables s’obtient, • LeLepluriel pluriel des noms

de manière générale, par l’ajout de s au nom singulier. Le pluriel des noms réguliers comptables s’obtient, musician 8e musician de manièr générale,s par l’ajout de s au nom singulier.

• il existes des graphies différentes selon musician • Cependant, 8 musician la terminaison des mots au singulier : Cependant, il existe des graphies différentes selon − singulier en x 8 pluriel en es la terminaison des mots au singulier : box 8 boxes − singulier en x 8 pluriel en es − singulier en s 8 pluriel en es box 8 boxes pass 8 passes − singulier en s 8 pluriel en es − singulier en f ou fe 8 pluriel en ves pass 8 passes leaf 8 leaveslife 8 lives − singulier en f ou fe 8 pluriel en ves − singulier en y 8 pluriel en ies leaf 8 leaveslife 8 lives family 8 families − singulier en y 8 pluriel en ies Certains mots family iesont des pluriels irréguliers. 8 famil man tooth 8 teeth 8 menmots ont des pluriels Certains irréguliers.

•

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woman women man 8 8 men child renen 8 child woman wom

foot feet tooth8 8 teeth criterionfeet 8 criteria foot

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phenomenon a 8 phenomen criterion 8 criteri a

crisis 8 crises

phenomenon 8 phenomena

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28

8

1 Choisissez le gérondif ou l’infinitif en to.

a. I look forward to (going / to go) to this jazz 1 Choisissez le gérondif ou l’infinitif en to. concert. a. I look forward to (going / to go) to this jazz b. I would like (learning / to learn) how to play the concert. trumpet. b. I would like (learning / to learn) how to play the c. (Going / To go) to the Cotton Club in Harlem was trumpet. popular with jazz lovers in the late 1920s. c. (Going / To go) to the Cotton Club in Harlem was d. After (opening / to open) the Cotton Club in NewYork popular with jazz lovers in the late 1920s. in 1927, jazz musicians also promoted jazz in the d. After (opening / to open) the Cotton Club in NewYork Grand Terrace Cafe in Chicago the following year. in 1927, jazz musicians also promoted jazz in the Gr Terrace Cafe Chicago the following year. 2and Transformez lesinphr ases suivantes en utilisant le gérondif du verbe proposé entre parenthèses. Transformez les phrases suivantes en utilisant a2. He enjoyed The Great Gatsby. (read) le gérondif du verbe proposé entre parenthèses. b. The description of the Roaring 20s usually a. He enjoyed The Great Gatsby. (read) includes jazz. (describe) b. The description of the Roaring 20s usually c. During the Prohibition in the 1920s Americans includes jazz. (describe) were keen on jazz in speakeasies. (listen to) c. During the Prohibition in the 1920s Americans d. I prefer a record by Bessie Smith! She was the were keen on jazz in speakeasies. (listen to) most famous blues singer in the 1920s. (buy) d. I prefer a record by Bessie Smith! She was the most famous blues singer in the 1920s. (buy)

3 Indiquez le pluriel irrégulier dans les phrases suivantes. Indiquez le pluriel irrégulier dans les phrases a3. The criteria which explained this jazz musician’s suivantes. choices are numerous. a. The criteria which explained this jazz musician’s b. Some of the main phenomena in the 1920s in the choices are numerous. USA were jazz and art. b. Some of the main phenomena in the 1920s in the c. Both women and men went to speakeasies to USA were jazz and art. listen to their favourite jazz singers. c. Both women and men went to speakeasies to d. Jazz can survive and thrive in times of crises. listen to their favourite jazz singers. e. Put your feet up after this long trip across d. Jazz can survive and thrive in times of crises. Louisiana! e. Put your feet up after this long trip across Louisiana! 4 Mettez les mots soulignés au pluriel et faites les modifications nécessaires dans les phrases 4 Mettez les mots soulignés au pluriel et faites suivantes. les modifications nécessaires dans les phrases a. A man and a woman were sitting on a bench in suivantes. Louis Armstrong Park in New Orleans. a. A man and a woman were sitting on a bench in b. A child was playing near the statue of Buddy Bolden. Louis Armstrong Park in New Orleans. c. There was a leaf next to the bench. b. A child was playing near the statue of Buddy Bolden. d. You can often listen to a jazz singer in New Orleans. c. There was a leaf next to the bench. e. Just leave your bus pass in this box before you d. You can often listen to a jazz singer in New Orleans. leave New Orleans. e. Just leave your bus pass in this box before you leave New Orleans.

SÉQUENCE 2 SÉQUENCE 2

ve ciation Impropr onun

z

your

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z Audio

Les sons /d/ et /t/

ion Audio ciat untous preton ur yo Les sons /d/ /t/ sont les deux composés de •

CD1 piste 09 MP3 n° 10 CD1 piste 09 MP3 n° 10

Les sons /d/ et /t/

Im•prove

deux phonèmes prononcés en même temps, donc en Les sons /d/ et /t/ sont tous les deux composés de un seul son: deux phonèmes prononcés en même temps, donc en − /d/ + // pour le son /d/ un seul son: − /t/ + // pour le son /t/ − /d/ + // pour le son /d/ /d/ corr −Le/t/son + // pour leespond son /t/ en général à la graphie: −Ledge comme dans badgeen général à la graphie: son /d/ corr espond − j comme dans jazz, enjoy − dge comme dans badge − g suivi de e ou i comme dans dangerous ou ginger − j comme dans jazz, enjoy à la graphie: −Leg son suivi/t/ de corr e ouespond i comme dans dangerous ou ginger − tch comme dans match Le son /t/ correspond à la graphie: − ch comme dans charity, cheer, rich − tch comme dans match − t suivi de ion ou ure comme dans question ou picture − ch comme dans charity, cheer, rich − t suivi de ion ou ure comme dans question ou picture

• • • •

5 Indiquez s’il s’agit du son /d/ ou Audio CD1 piste 10 du son /t/ dans les mots suivants, n° 11 Indiquez s’il s’agit du son /d/ ou AMP3 udio 5 CD1 piste 10 puis vérifiez avec l’enregistrement. MP3 n° 11 du son /t/ dans les mots suivants, joke • choice • badge • cherry • research • puis vérifiez avec l’enregistrement. gesture • Jane • chin • jail joke • choice • badge • cherry • research • gesture • Jane • chin • jail 6 Indiquez le son /d/ et /t/ dans Audio les phrases suivantes, puis répétez les CD1 piste 11 n° 12 Indiquez le son /d/ et /t/ dans AMP3 udio 6 ases CD1 piste 11 phr après l’enregistrement. MP3 n° 12 les phrases suivantes, puis répétez les a. The question is why they have chosen the major phrases après l’enregistrement. statue of Buddy Bolden. a. The question is why they have chosen the major b. Naturally, the weekly ritual sustained a mix of statue of Buddy Bolden. African culture. b. Naturally, the weekly ritual sustained a mix of c. Let’s take a picture of this jazz musician in Chicago! African culture. d. Archibald Motley managed to capture the Jazz c. Let’s take a picture of this jazz musician in Chicago! Age in his paintings. d. Archibald Motley managed to capture the Jazz Age in his paintings.

on skills Work w riting your

L’orthographe américaine

ur writing skills yo L’anglais américain connait quelques variantes L’orthographe américaine

Work on

orthographiques par rapport à l’anglais britannique. L’anglais américain connait quelques variantes En voici quelques exemples. orthographiques par rapport à l’anglais britannique. En voici quelques exemples. -re

-er

-que -amme

centre theatre centre colour theat re neighbour colour adverti se neighbour criticise advertise defence critici se licence defence tr lled licave ence travelling travelled dial ogue tr ave lling catalogue dialogue progrogue amme catal che que progr amme

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center theater center colorer theat neighbor color adverti ze neighbor criticize advertize defense critici ze license defense tr led licave ense traveling traveled dial ogling trave catalog dialog progrog am catal che ckam progr

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-er -or -or -ze -ze -ense -ense -l-l-og -og -am

7 Trouvez l’intrus dans chacune des phrases suivantes, et indiquez si elle est écrite en anglais l’intrus dans chacune des phrases 7 Trouvez ou britannique américain. suivantes, et indiquez si elle est écrite en anglais a. The neighbour apologised for his behaviour and britannique ou américain. his bad sense of humor. a. The neighbour apologised for his behaviour and b. This dialog in defense of humour is often played his bad sense of humor. in theaters. b. This dialog in defense of humour is often played c. They travelled to the centre of this country for its in theaters. colours and flavors. c. They travelled to the centre of this country for its d. The experts analysed the behavior and the labour colours and flavors. of workers. d. The experts analysed the behavior and the labour of workers. 8 Réécrivez les phrases suivantes en anglais américain. Réécrivez les phrases suivantes en anglais a8. Travelling to the centre of this country requires a américain. licence. a. Travelling to the centre of this country requires a b. They recognised that it was an honour to appear licence. in this catalogue. b. They recognised that it was an honour to appear c. The modernised harbour emphasised the splendour in this catalogue. of the neighbourhood. c. The modernised harbour emphasised the splendour d. She cancelled her programme when she realised it of the neighbourhood. was an offence there. d. She cancelled her programme when she realised it was an offence there. 29

pcabulary u Buyoild ur vo Charity actions

your vocabularyCharity actions

CD1 piste 12

ACD1 udio piste 12 MP3 n°13 n°

MP3 13 donations: gifts relief: aid do tions: gifts funna ding: nancing relief: aid raise money: collect funds  fun nancing comding: fort:  rea ssure rre aise mon e collect funds cover: gety:bett er, im prove com fort: r ea ssur e each cloud has a silver lining: bad retimes cover:lead get bett er, er imdays prove to bett each cloud has a silver lining: bad times lead to better days

Build up Music

Audio

MP3 n°17

n° orchestraMP3 17

band: Music brass instruments: trumpet, band: chestr a net, tuba, tromor bone , cor brsax assophone instruments: trumpet, om bone, cornet, tuba, pitr an o /piæn/ sax ophone drums: percussion piano /piæn/  beat: rhythm /rð m/ drums: percuss  track: tune, songion beat: rhyth m trend: fashion/rð m/ tr tune, track: endy: fashsong ionable trend: fashion entertaining: distracting trendy: fashionable enjoyable: pleasant entertaining: distracting enjoyable: pleasant

MP3 n°14 n°

bomb ing:Blitz air raid MP3 14 The World War II (WWII): the Second World War bombing: air raid siren /sarn/ W orld Wre arfIIuge (WWII): the Second World War shel ter: si r en /sarn/ casualties /kæjultiz/: victims shel ter: repain: fuge suffering (phys ical) cas /kæjultiz/ harualties dship: diff iculty : victims (physical) pain: suffering injured, wounded /wundd/: hurt har dship: difficulty alive injured, wounded /wundd/: hurt alive

Jazz Jazz Jazz Jazz

Concerts

The Blitz

MP3 n°16 n°

MP3 16 gig: con cert Concerts jam session: improvised concert gig: con/venju/ cert : concert hall venue jam sess imta prtors ovised concert audience:ion: spec venue /venju/: concert hall audience: spectators

perform: sing / play / act on stage clap (hands): applaud per form : sing / play / act on stage praise: com pliment clap (hands): a pplaud on stage: in front of an audience praise: compliment on stage: in front of an audience

Feelings

MP3 n°15 n°

MP3 15 pain grief:Feelings sorrow: (emo tional) ≠ joy: delight grief: sorrow: (emotional) pain carefree ≠ anxious ≠ joy: de light cope: deal with problems car e fr ee ≠ anmak xious cheer sb up: e sb happy / happier cope: with prssur oblems feel redeal lieved : rea ed cheer sb up: mak e sb happ y / happ ieroneself have a good time: have a blast: enjoy feel relieved: reassured look forward to V-ing: feel happy in anticipation have a good time: have a blast: enjoy oneself look forward to V-ing: feel happy in anticipation

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1011

Apprenez et révisez le vocabulaire !

hatier-clic.fr/lmu1011

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez le texte suivant avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. On 8 March, 1941, during an … …, dozens of people were … and about 35 were killed. 1 Complétez le texte suivant avec des mots de la carte mentale à la forme qui convient. The Café de Paris was a popular ja zz … in London where the famous … leader ‘Snakehips’ Johnson used to … .

On 8 March, 1941, during an … …, dozens of people were … and about 35 were killed. The night of the …, the audience felt … and was … … . They were having a good time. The Café de Paris was a popular ja zz … in London where the famous … leader ‘Snakehips’ Johnson used to … . The the …, thed’audience felt wasun …… . They were a good time. 2 night Le ou of la manager un groupe de…jaand zz écrit message à seshaving musiciens et musiciennes pour leur annoncer leur participation à un concert pour une association caritative. la manager d’un groupe de jazz écrit un message à ses musiciens et musiciennes pour leur annoncer 2 Le ou Écrivez son texte en utilisant cinq mots de la catégorie Music ou Concert et cinq mots de la catégorie Charity leur participation à un concert pour une association caritative. actions de la carte mentale. Écrivez son texte en utilisant cinq mots de la catégorie Music ou Concert et cinq mots de la catégorie Charity actions de la carte mentale.

UTO Aév aluatio n 30

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1012

Quiz hatier-clic.fr/lmu1012

SÉQUENCE 2 SÉQUENCE 2

Project #1

During your summer trip to New Orleans, you went to an exhibition on jazz. Make a During your summer trip to New Orleans, presentation to the class. you went to an exhibition on jazz. Make a presentation to the class.

Project #1 1 1 2 2

Prepare an introduction for your presentation. Finde information aboutfor jazzyour in Nepr wesentation. Prepar an introduction Orleans in the unit or on the internet, using Find information about in New acloserwalknola.com forjazz example. Orleans in the unit or on the internet, using Get ready to describefor theecity , the jazz venues, acloserwalknola.com xample. the atmosphere… Get ready to describe the city, the jazz venues, the atmosphere…

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Pick two objects you saw in the exhibition. can chooseyou instruments, clothes, awards, PickYou two objects saw in the exhibition. signed pictures, posters or records. You can choose instruments, clothes, awards, Go to the website of NeworOrleans signed pictur es, posters records.Jazz Museum for inspiration: Go to the website ofg/collections New Orleans nolajazzmuseum.or . Jazz Museum for inspiration: Think about the reasons why these nolajazzmuseum.or g/collections . objects struck your attention. Think about the reasons why these objects struck your attention.

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Choose a jazz artist you discovered.

Pick aa famous jazzyou artist: Louis Armstr Choose jazz artist disco ver ed. ong, Adelaide Hall, Ella Fitzgerald, Miles Davis… Pick a famous jazz artist: Louis Armstrong, Sear ch online for information about him or her Adelaide Hall, Ella Fitzgerald, Miles Davis… (bands, concerts, awards…). Search online for information about him or her List the rconcerts, easons why he or she is a great jazz (bands, awar ds…). artist. List the reasons why he or she is a great jazz artist. Get ready for your presentation! photos of the objects and the jazz GetSelect readysome for your presentation! artist to show the class and a song to play. Select some photos of the objects and the jazz Think about worand ds toa pr esent artist to showlinking the class song to your play. arguments: what’s more, in addition; and Think about linking words to present your examples: for instance , namely . arguments: what’s more, in addition; and Use superlatives to show your enthusiasm! examples: for instance , namely . Use superlatives to show your enthusiasm!

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Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

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Project #2 Prepare a quiz show about jazz! In pairs, write 10 questions. In class, mix all the ash Pr epar e a quiz w about jazz! In pairs, car ds and startsho playing. write 10 questions. In class, mix all the ash cards and start playing.

Project #2 1 1

Search for information about jazz places and people in the unit and on the internet. Search for information about jazz places and Findin biogr of jazz LouisArmstrong, people theaphies unit and on stars: the internet. DukeEllington, MilesDavis, EllaFitzgerald... Find biographies of jazz stars: LouisArmstrong, Look for facts about New Orleans, Chicago, DukeEllington, MilesDavis, EllaFitzger ald... New York City, London and famous jazz venues. Look for facts about New Orleans, Chicago, New York City, London and famous jazz venues.

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Choose data that is relevant.

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Select factsthat fromisthe unit (about famous Choose data rele vant. musicians and events) that other students Select facts om the unit (about famous know or canfrhave hear d of. musicians and events) that other students For each event, specify know or can have heardthe of.date and the place where it happened. For each event, specify the date and the place where it happened.

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Check the grammar.

Makthe e sur your questions are clear and Check greammar. simple. Check their syntax: Wh- / How + Mak e sure+your questions clear and auxiliary subject + verbar (+e object)? simple. Check their syntax: WhHow + or Auxiliary + subject + verb (+/object)? auxiliary + subject + verb (+ object)? Questions do+not need +toverb be long: the shorter or Auxiliary subject (+ object)? the better! Remember the other students need Questions do not need to belong: the shorter to understand them at once. the better! Remember the other students need to understand them at once. Create the ash cards. Write one question and its answer on each card. Create the ash cards. Depending on ho w harditseach question is, card. Write one question and answer on each decide how many points it is worth. Depending on how hard each question is, decide how many points it is worth.

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Fiche de méthodologie N°5 p. 276 Fiche de méthodologie N°5 p. 276

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Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#worldeconomy #mobility

RECAP

How did the British steal #mobility tea from the Chinese? How did the British steal tea from the Chinese?

Let's 1

What part has tea played in the #worldeconomy economy of Great Britain? How What has consumption tea played in the did thepart British of tea economy of Great Britain? How favour the world economy? did the British consumption of tea favour the world economy?

What importance does #identity tea have in Great Britain? What importance does tea have in Great Britain?

E-workbook Bilan à compléter hatier-clic.fr/lmu1013 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1013

SÉQUENCE

How did tea become a part of How did tea British identity? become a part of How is tea linked to British history? British identity?

SÉQUENCE

#identity

How has it become a synonym of How is tea linked to British history? Britishness? How has it become a synonym of Britishness?

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AXE 1 E-workbook

AXE 1

#socialgroups What role does tea have in British #socialgroups social life? How can it be a marker What roleclass? does tea have in British of social social life? How can it be a marker of social class?

#hospitality How is tea part of British hospitality? #hospitality What does offering a cup of tea mean? How is tea part of British hospitality? What does offering a cup of tea mean?

Identities and exchanges Identities and exchanges

Bilan à compléter

hatier-clic.fr/lmu1014 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1014

2 SÉQUENCE

SÉQUENCE

How can jazz bring people Ho w can jazz together? bring people How has this music style travelled around together? the world and throughout the ages? How musicastyle avelled around How has doesthis it shape sensetrof belonging the world and throughout ages? among communities wherethe it has spread? How does it shape a sense of belonging among communities where it has spread?

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#sharing What do jazzmen share when they play? #sharing What do audiences find so appealing What jazzmen share when they play? aboutdo jazz? What do audiences find so appealing about jazz?

#solidarity How has jazz helped people #solidarity cope with war or disasters? How has jazz helped people cope with war or disasters?

#culturalexchanges #crossingborders

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How have jazz musicians managed to #crossingborders popularise jazz across the USA? How haveit ja zz musicians managed to How did become popular in the UK? popularise jazz across the USA? How did it become popular in the UK?

How has the jazz culture shaped #culturalexchanges communities in the USA? How has the zz culture shaped How was jazzjainfluenced by southern communities in the USA? African-American culture? How was jazz influenced by southern African-American culture?

SÉQUENCE 1 Books and article SÉQUENCE 1

SÉQUENCE 1

For All the Tea in China,

Books an, d article S R 2009

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence. Film Film

For All the Tea in China, S R, 2009

Videos Journey with

Videos a Tea Master,

A Thirst for Empire, How Tea Shaped the Modern World, A Thirst for Empire, How Tea E R , 2017 Shaped the Modern World, The history of tea in Britain: Google E R , 2017 celebrates the cuppa with a Doodle, The history of tea in, Britain: .. 2016 Google celebr ates the cuppa http://bit.ly/2Ih7slD with a Doodle, .., 2016 http://bit.ly/2Ih7slD

Song English Tea, P MC, 2005

Song

English Tea, P MC, 2005

Journey P Lwith I T, BBC a Tea Master , http://bit .ly/2FBuhyX P L I T, BBC Blessed are the http://bit .ly/2FBuhyX Tea Makers, Blessed areTthe Y  Tea Makers , http://bit .ly/2eU0Jzq Y T How to make tea http://bit .ly/2eU0Jzq the British way, How BBC to make tea the British way, http://bit .ly/1Ss62nd BBC http://bit.ly/1Ss62nd

SÉQUENCE 2 Books

SÉQUENCE 2 Tales of the Jazz Age,

Books F.SF, 1922

Films Films

Tales of the Jazz Age, Ja zz, TM, 1922 , 1992 F.SF Jazz zz:, TAn Introduction, 1992 to Ja M the History and Legends Ja zz: AnAmerica Introduction to Behind ’s Music, the History and Legends BB, 2008 Behind America’s Music, The Jazz Palace, MM , 2016 BB  , 2008 The Jazz Palace, MM, 2016

Songs

Sing Sing Sing, B G, 1937

Songs

Str ange , 1939 Sing SingFruit Sing, ,B BH G , 1937 So ange WhatFruit , M DH , 1959 , 1939 Str , B

TV series TV series

TSo ake Five, ,M D B Q, 1959 What D, 1959 What a W,onderful WorldQ , Take Five D B , 1959 LA, 1967 What a Wonderful World, LA, 1967

Websites

Preservation Hall, New Orleans

Whttp://preservationhall.com/hall/music ebsites Preservation Hall, New Orleans Ja zz FM http://www.jazzfm.com http://preservationhall.com/hall/music Jazz FM http://www.jazzfm.com

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BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

AC udio OMPRÉHENSION ORALE How the business of tea between Britain

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ACD1 udio piste 13

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and China evolved in the 19th century. How the business of tea between Britain and China evolved in the 19th century.

z Try to identify the number of speakers, the type of document. Tips on people, time and the subject by picking z Focus Try to identify theplaces, number of speak ers,main the type of document. z out key words. Focus on people, places, time and the main subject by picking z out keyde wor ds. Fiche méthodologie N°15 p. 290Compréhension orale

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Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Imagine the letter from Britain to the EXPRESSION ÉCRITE

Emper or of China as their business relationships SUJET 1Imagine the letter from Britain to the get complicated. Emperor of China as their business relationships OU get complicated. SUJET 2Should there be restrictions on what OU companies are allowed to sell for prot? SUJET 2Should there be restrictions on what companies are allowed to sell for prot? Tip

z Use the preterite to write about the past.

Tip thede preterite to write N°20 aboutp.the past. Fiche méthodologie 300 Expression écrite zUse z Fiche de méthodologie N°20 p. 300Expression écrite

Weighing a tea chest in Canton, 1750  Weighing a tea chest in Canton, 1750 

Pour l’épreuve Questions Pour l’épreuve

Évaluation

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1Write the note James Cuninghame could left with the box. SUJET 1have Write the note James Cuninghame OU could have left with the box. SUJET 2How important is it for a nation OU

to shar e the same values? SUJET 2Ho w important is it for a nation Use examples from the unit and to share the same values? give your personal opinion. Use examples from the unit and give your personal opinion.

Tip z Use linking words to add information.

Tip linking words to add information. Fiche de méthodologie N°20 p. 300Expression écrite zUse z 34

Fiche de méthodologie N°20 p. 300Expression écrite

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The four members of the Beatles posing with  cups of tea , October 1965 The four members of the Beatles posing with  cups of tea , October 1965

SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

e oldest tea in Britain e oldest tea in Britain, a box of leaves and flowers neatly labelled “a sort of tea from e oldest tea in Britain, a box of leaves and China” more than 300 years ago, has turned flowers neatly labelled “a sort of tea from up in the stores of the Natural Histor y China” more than 300 years ago, has turned Museum in London. up in the stores of the Natural Histor y When it was brought back by James Museum in London. Cuninghame, a Scottish surgeon and amaWhen it was brought back by James teur naturalist in the late 17th centur y, tea Cuninghame, a Scottish surgeon and amawas still a fabulous rarity, sold at between teur naturalist in the late 17th centur y, tea six and 60 shillings a pound, 10 times the was still a fabulous rarity, sold at between price of even the best coffee. Cuninghame  Culture and preparation of tea , China , 1847 six and 60 shillings a pound, 10 times the was a passionate plant hunter and may Culture and preparation of tea , China , 1847 price of even the best coffee. Cuninghame  have collected his samples at Amoy in was a passionate plant hunter and may Fujian province, or on the island of Chusan where 40 From the start despite, or because of, the enormous have collected his samples at Amoy in he described tea growing wild and the local farmers 40 cost, tea drinking spread rapidly among the wealthy. Fujian province, or on the island of Chusan where From the start despite, or because of, the enormous preparing the leaves for the drink. By 1660 Samuel Pepys recorded: “I did send for a he described tea growing wild and the local farmers cost, tea drinking spread rapidly among the wealthy. Academics from Queen Mar y University London cup of tee (a China drink) of which I never had preparing the leaves for the drink. By 1660 Samuel Pepys recorded: “I did send for a uncovered his samples while researching the histodrank before.” e porcelain cups and tea pots came Academics from Queen Mar y University London 45 cup of tee (a China drink) of which I never had r y of the exotic import which rapidly became the in with the leaves, used as ballast to counteract the uncovered his samples while researching the histodrank before.” e porcelain cups and tea pots came British national drink, for a book to be published 45 problem for shippers of a ver y bulky but ver y light r y of the exotic import wh1ich rapidly became the in with the leaves, used as ballast to counteract the this summer. ey yearned to taste it but were not cargo. British national drink, for 1a book to be published problem for shippers of a ver y bulky but ver y light even allowed to touch the tea. Instead, the glass lid e drink became cheaper in the 19th centur y when this summer. ey yearned to taste it but were not cargo. of the small cardboard box was lied, and they were the East India Company began to import in bulk even allowed to touch the tea. Instead, the glass lid e drink became cheaper in the 19th centur y when 50 permitted to sniff the contents. tea grown on land it controlled in India, instead of of the small cardboard box was li2 ed, and they were the East India Company began to import in bulk “It had a ver y faint scent of hay ,” one of the aca- 50 entering into fractious 4 negotiations with Chinese permitted to sniff the contents. 2 tea grown on land it co4ntrolled in India, instead of demics, Matthew Mauger, said. “In the 18th centur y, merchants. […] “It had a ver y faint scent of hay ,” one of the acaentering into fractious negotiations with Chinese writers struggling to describe this exotic new drink Tea became an emblem of domestic virtue and temdemics, Matthew Mauger, said. “In the 18th centur y, merchan5 ts. […] do refer to the smell of hay,” his co-author Richard perance – though the temperance movement was writers struggling to describe this exotic new drink 55 Tea beca5me an emblem of domestic virtue and temCoulton said. However, he added: “Fresh tea really initially suspicious of its dangerously stimulant do refer to the smell of hay,” his co-author Richard perance – though the temperance movement was doesn’t last ver y long – I doubt ver y much that it 55 qualities – and the tea break the joyful mandator y Coulton said. However, he added: “Fresh tea really initially suspicious of its dangerously stimulant would be drinkable.” pause in an exhausting day’s industrial labour. doesn’t last ver y long – I doubt ver y much that it qualities – and the tea break the joyful mandator y Cuninghame corresponded with an even more Maev Kennedy, The Guardian, May 26, 2015 a would be drinkable.” p us e in an exhausting day’s industrial labour. passionate and far wealthier 3 medicine man and 1. desire (want) 2., dried grass 3., richer hard Maev Kennedy The Guardian May 26,4.2015 Cuninghame corresponded w i t h a n e v en m o r e   plant collector, Hans Sloane. Sl3oane had introduced 5. sobriety (teetotaller) passionate and far wealthier medicine man and 1. desire (want) 2. dried grass 3. richer 4. hard England to another exotic brew. By adding milk to 5. sobriety (teetotaller) plant collector, Hans Sloane. Sloane had introduced ground cocoa beans from Jamaica he reduced the England to another exotic brew. By adding milk to bitterness and gave birth to drinking chocolate. Like ground cocoa beans from Jamaica he reduced the chocolate, tea was first promoted for its medicinal bitterness and gave birth to drinking chocolate. Like value. […] chocolate, tea was first promoted for its medicinal value. […]

e oldest tea in Britain 5 5

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Tip z Before you start, identify the main elements of your text: the

Tiptitle, the introduction, the source of the text and when it was Before you start, identify the main elements of your text: the

z published. title, the introduction, the source of the text and when it was Fiche de méthodologie N°16 p. 292Compréhension écrite zpublished. Fiche de méthodologie N°16 p. 292Compréhension écrite

Pour l’épreuve Questions

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BAC

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ÉPREUVE 1 COMPRÉHENSION ORALE

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AC udio OMPRÉHENSION ORALE Ja zz has dramatically evolved in recent years. The following

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interview explains the complexity of this genre. Ja zz has dramatically evolved in recent years. The following interview explains the complexity of this genre.

z Pay attention to the number of voices. Try to identify who the journalist is. Tips how people arnumber e connected and whether what the y say similar is. z Guess Pay attention to the of voices. Try to identify who theisjournalist z or contradictory. Guess how people are connected and whether what they say is similar z orFiche contrde adictory . méthodologie N°15 p. 290Compréhension orale

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Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1In your opinion, will jazz be popular with teenagers EXPRESSION ÉCRITE

in years to come? SUJET 1In your opinion, will jazz be popular with teenagers OU in years to come? SUJET 2Write an article explaining how jazz could enjoy OU a type of renaissance. SUJET 2W rite an article explaining how jazz could enjoy a type of r enaissance. Tips

z Double-check verbs: are you writing about the past, the future or the present? Tips

Double-check verbs: are you writing about the past, adjectives that sound specic, not only adjectives z Use the futur e or the present? like “important” or “big”! Use adjectives that sound specic, not only adjectives z likFiche ” or “big”! N°20 p. 300Expression écrite de méthodologie z e “important Fiche de méthodologie N°20 p. 300Expression écrite

Nate Chinen, Playing Changes: Jazz  for the New Century, 2018 Nate Chinen, Playing Changes: Jazz  for the New Century, 2018

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1How can ne w musical genres emer today? You can discuss jazz as SUJET ge 1Ho w can new musical genres well as other new trends and artists. emerge today? You can discuss jazz as OU well as other new trends and artists. SUJET 2You are the person who took OU

the photogr aph opposite, imagine SUJET 2You ar e the person who took the conversation you have with these the photograph opposite, imagine youngsters about the evolution of jazz the conversation you have with these and music in general. youngsters about the evolution of jazz and music in general. Tips

Students playing jazz in the streets of New Orleans  Students playing jazz in the streets of New Orleans 

z Find appropriate ice-breakers to start your dialogue: “How are you?”; “Where did you last...?”; etc. Tips

Find appropriate ice-breakers to start your dialogue:

about inter estinge tips the jazz veter an can give the z Think “How ar e you?”; “Wher did you last...?”; etc. young musician: “I think you should...” Think about interesting tips the jazz veteran can give the z young “I think you should...” de méthodologie N°20 p. 300Expression écrite z Fichemusician:

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Fiche de méthodologie N°20 p. 300Expression écrite

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SÉQUENCE 2 COMPRÉHENSION ÉCRITE

SÉQUENCE 2

COMPRÉHENSION ÉCRITE

e British jazz explosion: meet the musicians rewriting the rulebook

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For many of us, jazz has seemed like something e movement hasn’t just sprung out of nowhere.  e B r i t i s h j azz exp lo s io n: m e et t h e m ann sesrpeecia wlrlyittin usleetbhaototokday’s other people listened to. But in the past few years, the 45 Iu n si Loci ndo herg e isth thee r sen For many of us, jazz has seeme1d like something e movement hasn’t just sprung out of nowhere. genre has had a serious overhaul . When Kendrick 45 jazz musicians have come up together over the past other people listened to. But in the 1past few years, the In London especially there is the sense that today’s Lamar released his landmark album To Pimp a few years. ey are collaborative, constantly threadgenre has had a serious overhaul . When Kendrick jazz musicians have come up together over the past Bu tterfly in 2015, one of its most extraordinar y ing through one another’s projects, and jamming Lamar released his landmark album To Pimp a2 few years. ey are collaborative, constantly threadaspects was its liberal use of jazz, which dovetailed together at a number of DIY stomping grounds [...]. Bu tterfly in 2015, one of its most extraordinar y2 50 ing through one another’s projects, and jamming with hip-hop and opened it up for a new generation. Broadcaster Teju Adeleye says: “e artists don’t feel aspects was its liberal use of jazz, which dovetailed together at a number of DIY stomping grounds [...]. Not only did it immediately feel more accessible 50 like inaccessible superstars, they come to all the gigs with hip-hop and opened it up for a new generation. Broadcaster Teju Adeleye says: “e artists don’t feel but, played by the likes of strikingly cosmic characand jam nights.” Not only did it immediately feel more accessible like inaccessible superstars, they come to all the gigs ters such as undercat and Kamasi Washington, it Adeleye is one of the new crop of radio hosts who but, played by the likes of strikingly cosmic characand jam nights.” looked commandingly cool. are supporting jazz’s rising stars on internet stations ters such as undercat and Kamasi Washington, it Adeleye is one of the new crop of radio hosts who In the UK, a new and thrilling jazz movement 55 such as NTS and Worldwide FM. “Having affordable looked commandingly cool. are supporting jazz’s rising stars on internet stations has evolved. As with Lamar, undercat and 55 spaces where people can go and experiment in front In the UK, a new and thrilling jazz movement such as NTS and Worldwide FM. “Having affordable Washington, it is born out of fresh experimentalof audiences is important,” she says. “It fosters somehas evolved. As with Lamar, undercat and spaces where people can go and experiment in front ism, is reaching far younger, more diverse audiences thing genuine in a city where so much is driven by Washington, it is born out of 3fresh experimentalof audiences is important,” she says. “It fosters someand doesn’t care for snootiness . Unlike in previous corporate ventures.” [...] ism, is reaching far younger, mo3re diverse audiences 60 thing genuine in a city where so much is driven by waves, these musicians are in their 20s and early 30s, Perhaps what’s most exciting, though, is the sense and doesn’t care for snootiness . Unlike in previous corporate ventures.” [...] come from diverse backgrounds and, as with grime, 60 that this generation is wresting jazz from its gatewaves, these musicians are in their 20s and early 30s, Perhaps what’s most exciting, though, is the sense have created their own community outside of major keepers and making it their own. With this scene, come from diverse backgrounds and, as with grime, that this generation is wresting jazz from its gatelabels and concert halls. eir music, meanwhile, says Adeleye, “not ever yone is classically or formally have created their own community outside of major keepers and making it their own. With this scene, pulls liberally from other genres, whether hip-hop, trained”, and as a result “there’s an accessible, antilabels and concert halls. eir music, meanwhile, 65 says Adeleye, “not ever yone is classically or form5 ally neo-soul, UK club sounds such as broken beat, or hero energy that feels like sweet vindication for pulls liberally from other genres, whether hip-hop, trained”, and as a result “there’s an accessible, antifrom the African and Caribbean diaspora. And it’s 65 a music that should be for ever yone, but has5 felt neo-soul, UK club sounds such as broken beat, or hero energy that feels like sweet vindication for not just at gigs that you can hear it but, much like in locked away and preser ved only for a few. ey’ve from the African and Caribbean diaspora. And it’s a music that should be for ever yone, but has felt the acid jazz days, nightclubs too. British DJs such liberated the sound.” not just at gigs that you can hear it but, much like in locked away and preser ved only for a few. ey’ve as Bradley Zero and Floating Points have liberated Kate Hutchinson, The Guardian, April 8, 2018 b the acid jazz days, nightclubs too. British DJs such li erated the sound.” jazz for the dancefloor to the extent that it’s now 1. evolution The 2. mixed 3. arrogance Kate Hutchinson, Guardian , April 8, 2018 as Bradley Zero and Floating Points have liberated massive  not unheard of for a 10-minute Pharaoh Sanders 4. independent 5. justification jazz for the dancefloor to the extent that it’s now 1. massive evolution 2. mixed 3. arrogance odyssey to be spun on the decks to 4. independent 5. justification not unheard of for a 10-minute Pharaoh Sanders an appreciative, twenty-something odyssey to be spun on the decks to crowd. an appreciative, twenty-something Notable, too, is how prolific this crowd. wave is, with jazz musicians infiltratNotable, too, is how prolific this ing summer music festival listings, wave is, with jazz m usicians infiltratsigning to indie 4 labels or taking ing summer musi4 c festival listings, their sound abroad. e sheer volsigning to indie labels or taking ume of talent is being recognised their sound abroad. e sheer volacross the world. “Wherever I’m ume of talent is being recognised travelling, whether it’s in the States, across the world. “Wherever I’m Argentina, Japan, or all over Europe, travelling, whether it’s in the States, ever yone is talking to me about Argentina, Japan, or all over Europe, the British invasion,” says DJ and ever yone is talking to me about broadcaster Gilles Peterson[...]. Kamasi Washington performing at Monterey Ja zz Festival in California  the British invasion,” says DJ and Kamasi Washington performing at Monterey Ja zz Festival in California  broadcaster Gilles Peterson[...].

Tips z Focus on places, list the names of musicians or bands and the words used to qualify their music. Tips

Focus on places, list the names of musicians or bands and the genr es and nd what differentiates them z Categorise words usedmusical to qualify their music. from one another. Categorise musical genres and nd what differentiates them z frFiche deanother. méthodologie N°16 p. 292Compréhension écrite z om one Fiche de méthodologie N°16 p. 292Compréhension écrite

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Private space space and public Espace space privé et espace Espace privé public et espace public

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Pr oject #1: Film your pitch for with a female actor playing a new Sherlock Holmes TV series Sherlock. with a female actor playing Project #2: You are the screenSherlock. writer of Shirley Holmes, female Pr oject #2: You earae pr the screendetective . Prepar esentation Shirle y Holmes, female writer of episode of the of the rst series. detective. Prepare a presentation Grammaire le génitif , of the series. of the rst episode les pronoms relatifs , et // Gr ammaire le Phonologie lesgénitif sons /æ/ les pronoms Écriture le par agrapherelatifs argumentatif les sons et // Phonologie Vocabulaire la fiction/æ/ policière, le par agraphe argumentatif Écriture les stéréotypes Vocabulaire la fiction policière, les stéréotypes

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How are women detectives Ho wesent are wed omen repr det ectives in fiction? represented Project #1: Film your pitch for Projects in fiction? a new Sherlock Holmes TV series

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Pr #1: Reinvie w aUSA Hollywood of oject the couple the for your loouT ve story reecting the evolution Y ube channel. of the couple in the USA for your Project #2: Prepare a plot YouTube channel. summary for an adaptation of Pr oject #2: Preparelo a ve plot a classic Hollywood story.

summary for an adaptation of Grammaire lesHollywood verbes prépositionnels, a classic love story. l’ordre des adjectifs les mots verbes prépositionnels, Gr ammaire les Phonologie commençant par h l’ ordre des adjectifs Écriture la ponctuation du dialogue Phonologie Vocabulaire les les mots films,commençant la société par h la ponctuation du dialogue Écriture Vocabulaire les films, la société

#genderequality

#socialchange

#womensemancipation #workingwomen #socialchange #genderequality #womensemancipation

#workingwomen

Priyanka Chopra as Alexandra Parrish, Quantico, ABC Studios, 2015 Priyanka Chopra as Alexandra Parrish, Quantico, ABC Studios, 2015

#traditions #traditions #familylaw #familylaw

#education #emancipation #emancipation

#education #representinglove #representinglove

The lm set of Gone with the Wind, 1939 The lm set of Gone with the Wind, 1939

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How are women detectives represented in fiction? How are women detectives represented in fiction?

Evolving gures Evolving gures

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GROUP WORK GROUP WORK

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A 1 Describe how the woman B detective is depicted in your document (clothes, facial how the woman detective is e1xprDescribe ession, setting). depicted in your document (clothes, facial of these publication dates e2xprMatch ession,one setting). with your document. Explain your choice. 2 Match one of these publication dates 1930 - 1967 - 1990 - 2012 with your document. Explain your choice. 1930 - 1967 - 1990 - 2012

B B

A stereotypical detective

TVseries corresponding to your document 3 30Imagine the story of the book, lm or in words maximum. TVseries corresponding to your document esent the book, lm or TVseries 4 30Prwor in ds maximum. corresponding to your document to the class. 4 Present book,modern lm or or TVseries Indicate whythe it looks not. corresponding to your document to the class. Indicate why it looks modern or not.

 Audio

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A eotypical List some of the qualitiesdetective of detectives 1 ster

 Culture Tip

and some stereotypes about spinsters. 1 List some of the qualities of detectives hoeotypes w Ameliaabout Butterworth helps 2 Explain and some ster spinsters. Detective Inspector Bryce. 2 Explain how Amelia Butterworth helps 3 For your new detective Detective Inspector Bryce. novel, create a stereotypical character: a spinster detective. 3riteFor your ne wagr detective novel, crher eate a W a short par aph describing ster eotypical char acter: a spinster detective. appearance and her interview techniques. Write a short paragraph describing her appearance and her interview techniques.

“A spinster is a woman who is not married, Culture especially Tip a woman who is no longer “A spinster is a woman who is not married, young and seems unlikely ever to marry .” especially a woman who is no longer (Cambridge dictionary) young and seemslike unlikely to marry .” Some spinsters, Agathaever Christie ’s Miss (Cambridge dictionary) Marple , became famous both in print and Some on TV. spinsters, like Agatha Christie’s Miss Marple, became famous both in print and on TV.

Genitive

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D lm or 3C Imagine the story of the book,

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p. 44

The No.1 Ladies’ Detective Agency Genitive T oo l s p. 44

investigation: enquiry evidence: proof ga qui investi tion:≠en ry p rofess ional am ateur ev idence: proof active ≠ pass ive fess rodit ional ≠ amern ateur tpra ional ≠ mod ac pass tive ven ≠ tional: ive unusual uncon ditional trafair ≠ modern un : unjust ven uncon tional: e qual≠ une qual unusual fair just

determined nosy: gossipy detering: mined cunn clever no ipyaction be sy: shogoss wn in cunn clever solve ing: a crime be sho in action look forwn clues solve crime in theafor eground ≠ in the look forground clues back fore

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A masculine atmosphere A masculine atmosphere Present the main character. 1

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hatier-clic.fr/lmu1024 ange jumbled words and explain why the producer chose 2 1 Rearr Present thethe main character.

them. Use them to describe how Jane is considered in her job. 2 Rearrange the jumbled words and explain why the producer chose WORLD - ’S - WOMAN - A - MEN - IN - A them. Use them to describe how Jane is considered in her job. - to ’Stell- her WOMAN A rst - MEN IN - Imagine A her sister about-her day at work. what 3 Jane calls WORLD she says about her feelings, her relationship with her co-workers and the 3 Jane calls atmospher e. her sister to tell her about her rst day at work. Imagine what she says about her feelings, her relationship with her co-workers and the atmosphere.

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Culture Tip Prime Suspect 1973 Culture is a BritishTip television Prime Suspect 1973 detective drama series is a British television set in London. detective amaof series It tells thedr story set in London. 22-year-old Jane It tells the’s story of Tennison first days 22-year-old Jane in the police force. Tennison’s first days in the police force.

The No.1 Ladies’ Detective Agency The No.1 Ladies’ Detective Agency

Alexander McCall Smith, The No.1  Ladies’ Detective Agency, 1998 Alexander McCall Smith, The No.1  Ladies’ Detective Agency, 1998

1 Comment on the graphic elements on the cover. Choose one that strikes you as unusual 1 aComment the graphic elements on the for detective on novel. cover. Choose one that strikes you as unusual the back cover and pick out elements 2 aRead for detective novel. which make The No.1 Ladies’ Detective Agency 2 Read the back cover and pick out elements unique. which make The No.1 Ladies’ Detective Agency 3 You are a member of a book club. Present unique. this book using ve adjectives that best dene it. 3 You are a member of a book club. Present this book using ve adjectives that best dene it.

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Imagine a modern detective novel where the main character is a woman. Write a Imagine modern short paraagr aph fordetective the backno covel ver.where the main character is a woman. Write a short paragrTip aph for the backp.co ver. 239 Grammar Précis Use the simple presentPrécis to write about p. 239 Gr theammar detectiveTip and the story. Use the simple present to write about the detective and the story.

Look at p. 40-41 for two minutes then close your book. In groups, you Look ve at p.minutes 40-41 fortotwo minutes have go thr ough the then closewith yourasbook. groups, you alphabet manyInwor ds about have ve minutes as to you go thr ough the female detectives can. alphabet with as, Bmany words about Ex: A for agency for book… female detectives as you can. Ex: A for agency, B for book…

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How are women detectives represented in fiction?

E

A ne Ho wwcomer are women detectives represented in fiction?

ne wcomer I was thA e chi ef m edical examiner of Virginia, the first place. So a bright idea woman to hold that position. I’d become Lucy’s careoccurred to the men in I was the chief medical examiner of Virginia, the first place. So a bright idea taker aer my selfish sister Dorothy decided to unload charge. What about a woman to hold that position. I’d become Lucy’s careoccurred to the men in her on me. What was presented as a short impromptu woman? taker aer my selfish sister Dorothy decided to unload charge. What about a visit turned into forever and the timing for when it all 25 Women are good at her on me. What was presented as a short impromptu woman? began couldn’t have been worse. 25 cleaning up messes. visit turned into forever and the timing for when it all Women are good at My first summer in Richmond and it was under siege Why not find a female began couldn’t have been worse. cleaning up messes. as a serial killer strangled women in their own homes, forensic expert? It My first summer in Richmond and it was under siege Why not find a female in their own beds. e murders were escalating and doesn’t matter if she’s as a serial killer strangled women in their own homes, forensic expert? It becoming increasingly sadistic. We couldn’t catch him. 30 young and missing the in their own beds. e murders were escalating and doesn’t matter if she’s We didn’t have a clue. I was new. e press and politi- 30 requisite experience becoming increasingly sadistic. We couldn’t catch him. young and missing the cians thundered down on me like an avalanche. I was a to head a statewide system. As long as she’s a qualiWe didn’t have a clue. I was1new. e press and politirequisite experience misfit. I was chilly and aloof . I was peculiar. What kind fied expert in court and minds her manners she can cians thundered down on m1e like an avalanche. I was a to head a statewide system. As long as she’s a qualiof woman would dissect dead bodies in a morgue? […] grow into the position. How about an overeducated misfit. I was chilly and aloof . I was peculiar. What kind 35 fied expert in court and minds her manners she can e exhilaration of being one of the first female chiefs detail-addicted work-obsessed perfectionistic Italian of woman would dissect dead bodies in a morgue? […] grow into the position. How about an overeducated in the United States quickly lost its thrill […]. e 35 woman who grew up dirt poor, has ever ything to e exhilaration of being one of the first female chiefs detail-addicted work-obsessed perfectionistic Italian former chief medical examiner was a misogynistic prove, is turbo-driven and divorced with no kids? in the United States quickly lost its thrill […]. e woman who grew up dirt poor, has ever ything to bigoted alcoholic who died suddenly and le a disCornwell, Depraved Heart, 2015 r former chief medical examiner was a misogynistic p oPvatricia e, is turb o-driven and divorced with no kids? astrous legacy. No seasoned 2 board-certified forensic 1. distant 2. experienced Depraved Heart, 2015 P atricia Cornwell, bigoted alcoholic who died 2suddenly and le a dis pathologist with a decent reputation wanted to take his astrous legacy. No seasoned board-certified forensic 1. distant 2. experienced pathologist with a decent reputation wanted to take his 1 Find details about the life and job of Kay Scarpetta, the narrator.

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the about wordsthe linklife ed to the former Medical 2 1 Pick Find out details and job of KayChief Scarpetta, theExaminer narrator. and guess what Kay Scarpetta thinks of him. 2 Pick out the words linked to the former Chief Medical Examiner 3 Yguess ou arewhat the editor of Forensics Magazine and Kay Scarpetta thinks of him.. Write a short article announcing the arrival of Kay Scarpetta at Virginian CME: why she Forensics Magazine 3 Youwho areshe thereditor of her .W rite a short article came, eplaces, qualities, her car eer... announcing the arrival of Kay Scarpetta at Virginian CME: why she came, who she replaces, her qualities, her career...

F F

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Culture Tip Patricia Cornwell wrote her first Culture Tip novel, Post-mortem (1990), while Patricia Cornwell wroteanalyst her firstat working as a computer novel, Post-mortem (1990), while the Office of the Chief Medical Exaworking as a computer analyst at miner in Richmond, Virginia. It was the first Office of the Chief Medical Exa-. the authentic forensic thriller miner in Richmond, Virginia. It was the first authentic forensic thriller.

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characters appear in the scenes. 1 Study how female  the wing wor dsacters to describe the 2 1 Use Study hofollo w female char appearwhat in the scenes. FBIdirector says in the oce. 2 Use the following words to describe what the authoritarian – self-confident – manager FBIdirector says in the oce. self-confident – Comment manager Choose one of the– two female characters. 3 authoritarian on her tone, her choice of words and her expectations. 3 Choose one of the two female characters. Comment on her tone, her choice of words and her expectations.

Trailer for FBI, TV series, CBS, 2018  Trailer for FBI, TV series, CBS, 2018 

Relative pronouns

42

T oo l s

p. 44

“the female detective who is part of Relative pronouns T oo l s p. 44 a police team” who

sleuth: investigator subordinate ves sleuth: tigator fo rensicinsci ence bor su tist dinate scien rensic:sci foffence ence o crime scien issue:tist problem ffence

feeling: emotion cliché: stereotype fee motion r/ ling: e/pan pioneer cli ster strché: ength: foreotype ce r / neer /pan pio ability: talent skill: strength: deduc tionforce bil tal

superiority ≠ inferiority superior ity ≠ied skilled: qual ority inferi fem inist qual skilled: ied man age: lead fem be ininist charge man

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Reading about female detectives

Reading about female detectives Why do we so enjoy reading about female detectives?

G Part of the enjoyment, I suspect, lies in the satisfaction 1

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freelance who operates either at the request of the 1 thathwye dderoivw e fe ro m see ein gjo wy omren, w hn o ha vaebsuff ertedfemaole fficia tors or as a well-meaning bystander. W s o n e a di g o u dletineves ctigivaes? Part of the enjoyment, I suspect, lies in the satisfaction freelance who operates either at the request of the so much from male arrogance and condescension, In the case of the female detective who is part of a that we derive fro2m seeing women, who have suffered official investigators or as a well-meaning bystander. either outwitting men or demonstrating that they are police team, the outsider status results from the fact so much from m a le a r r o ga nc e a nd c o ndes c en sio n , In the case of the female detective who is part of a 2 30 just as capable as men of doing something that may that women police detectives frequently operate in a either outwitting men or demonstrating that they are police team, the outsider status results from the fact have been seen as a male preser ve. We live today in a 30 male-dominated force. ey are frequently portrayed just as capable as men of doing something that may that women police detectives frequently operate in a society in which gender equality has been, to a ver y as having to deal with sceptical and sexist superiors have been seen as a male preser ve. We live today in a male-dominated force. ey are frequently portrayed large extent, realised. At the time at which e Female who are only too eager to detect weakness […]. society in which gender equality has been, to a ver y as having to deal with sceptical and sexist superiors Detective was written, in 1864, of course, things were Alexander McCall Smith, The Independent, 2012 h large extent, realised. At the time at which e Female w o are only too eager to detect weakness […]. ver y different. e relegation of women to a subser vi1. found 2. being more clever 3. inferior 4. diminished Thethan Independent Alexander McCall Smith, , 2012 Det3ective was written, in 1864, of course, things were is  ent position within society— a position in which they 5. are the hidden causes of ver3y different. e relegation of women to a subser vi1. is found 2. being more clever than 3. inferior 4. diminished were outsiders to the male-dominated worlds of work 5. are the hidden causes of ent position within society— a position in which they and affairs— meant that for women to be involved in were outsiders to the male-dominated worlds of work the investigation of crime was a novel thing. Today one and affairs— meant that for women to 4be involved in might expect that novelty to have faded , as women do the investigation of crime was a novel th4ing. Today one all the jobs previously monopolised by men. Yet the might expect that novelty to have faded , as women do idea of the female detective as being special or unusual all the jobs previously monopolised by men. Yet the still persists in literar y and cinematic treatments of Culture Tip idea of the female detective as being special or unusual criminal investigation. […] still persists in literar y and cinematic treatments of5 With The Female Detective, ere are other factors, though, that I suspect lie behind Culture Tip published in 1864, British criminal investigation. […] With Female Detective the popularity of the female detective. One is that the5 writerThe James Redding Ware, ere are other factors, though, that I suspect lie behind published in 1864, British created the first profeswoman sleuth is oen portrayed as the outsider in the writer James Redding Ware the popularity of the female detective. One is that the sional female detective male world of policing and criminal investigation. created the first profeschar acter , opening the way woman sleuth is oen portrayed as the outsider in the is operates in two ways: one where the woman is sional female detective for other famous female male world of policing and criminal investigation. char acter , opening way a member of a police force, and one where she is the sleuths such as Missthe Marple is operates in two ways: one where the woman is for other famous and Nancy Drew. female sleuths such as Miss Marple a member of a police force, and one where she is the and Nancy Drew.

Pédagogie différenciée

TRAIL A

1 Pick out words and phrases referring to

Pédagogie différ women in the enciée rst part of the textTRAIL (l.1-19). A

TRAIL B 1 Compare the life of female detectives in the past and in the present. Focus on lines 1 to 19. 1 Compare the life of female detectives in the whether the Focus “novelty has “faded” 2 Explain past and in the present. on” lines 1 to 19. (l.15). 2 Explain whether the “novelty” has “faded” 3 Explain which factor behind the popularity (l.15). of female detectives is mentioned at the end of 3 te Explain which factor behind the popularity the xt (l. 20-33). of female detectives is mentioned at the end of the text (l. 20-33).

TRAIL B

1 Pickthem out wor ds and phrases referring Classify in two columns: past and prto esent. women in the rst part of the te xt (l.1-19). Explain the situation of women in the past. Classify them in two columns: past and present. 2 Focus lines 14of towomen 19 and in saythe whether Explain theon situation past. women sleuths are still seen as special today. 2 Focus on lines 14 to 19 and say whether on lines toseen 33 and xplain today why . 3 Focus women sleuths are20 still as e special women detectives are often seen as outsiders. 3 Focus on lines 20 to 33 and explain why women detectives are often seen as outsiders. Meet up! “We live today in a society in which gender equality has been, to a very large extent, realised.” (l.6) Write a short paragraph to explain how this is true in detective ction. Meet up! “We live today in a society in which gender equality has been, to a very large extent, realised.” (l.6) Write a short paragraph to explain how this is true in detective ction.

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project

Record a one-minute audio for your blog where you talk about a female detective Recor d awone-minute your blog you kno . Explain whyaudio she isfor a typical where you talk about a female detective female detective. you know. Explain why she is a typical female detective. Grammar Tip Précis p. 236 Use the modal can to demonstrate Gr Tipskills.Précis p. 236 theammar detective’s Use the modal can to demonstrate

In pairs, write down all the words you can link to female In pairs, write down all the detectives in ction, then words you canlist linkwith to female compar e your your detectives’s.inMay ction, classmate thethen best win! compare your list with your classmate’s. May the best win!

43

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Le génitif

mar am gr ur yo Le génitif permet d’ établir un rapport de possession. • Le génitif

− nom singulier + ’s + nom Le génitif permet d’établir un rapport de possession. It is the detective’s bag. − nom singulier + ’s + nom pluriel se terminant par un s + ’ + nom It−isnom the detective ’s bag. The No.1 Ladies’ Detective Agency − nom pluriel se terminant par un s + ’ + nom − nom pluriel irrégulier + ’s + nom The No.1 Ladies’ Detective Agency Children’s books include a lot of detective stories. − nom pluriel irrégulier + ’s + nom Le génitif peutinclude aussi êtr e emplo yé pour les Childr en’s books a lot of detective stories. expressions de temps (jour, mois, année). génitif peut êtrau e emplo yé pour −Leexpr ession deaussi temps singulier + ’s +les nom expressions de temps (jour, mois, année). The lm Blue Steel was advertised in yesterday’s newspaper. − expression de temps au singulier + ’s + nom The lm Blue Steel was advertised in yesterday’s newspaper.

•

• •

1 Remplacez l’adjectif possessif souligné par un génitif en utilisant les mots entre parenthèses. Remplacez l’adjectif possessif souligné par un a1. This study room is their room. (the inspectors) génitif en utilisant les mots entre parenthèses. b. His detective is called Philip Marlowe in The Big a. This study room is their room. (the inspectors) Sleep. (Raymond Chandler) b. His detective is called Philip Marlowe in The Big c. Their detectives are similar to heroes. (British Sleep. (Raymond Chandler) authors) c. Their detectives are similar to heroes. (British d. Their reading choices include a lot of detective authors) fiction. (Children) d. Their reading choices include a lot of detective e. His essay deals with fictional detectives. (James) fiction. (Children) f. Their house is located in Brumley in An Inspector e. His essay deals with fictional detectives. (James) Calls. (The Birlings) f. Their house is located in Brumley in An Inspector Calls. (The Birlings)

Les pronoms relatifs Who, which, that, whose rsont des pronoms relatifs. Les pronoms elatifs On distingue les pr opositions relatives descriptives Who, which, that, whose sont des pronoms relatifs. (ou appositives: encadrées par des virgules) qui propositions relatives descriptives On distingue apportent unles complément d’information et peuvent (ou appositives: par des virrgules) qui donc être omises,encadr et les ées propositions elatives apportent un complément d’information et peuvent déterminatives qui dénissent l’antécédent et sont propositions relatives donc essentielles être omises,pour et lesl’identier. donc déterminatives qui dénissent l’antécédent et sont who 8 pour une personne donc essentielles pour l’identier. The detective, who found out the truth, will be who pour unehas 8 (personnepersonne rewarded. + relative descriptive) The detective, who has found out the truth, will be In theded. case of the female detective who is part of a rewar (personne + relative descriptive) police team, the outsider status results from the fact… In the case of the female detective who is part of a (personne + relative déterminative) police team, the outsider status results from the fact… which 8 pour une chose (personne + relative déterminative) The bag, which had been forgotten, was brought to the which pour une + chose 8 (chose police station. relative descriptive) The bag, which had been forgotten, was brought to the thatstation. une chose (ou une personne dans le 8 pour(chose police + relative descriptive) cas d’une relative déterminative) that pour une chose (ou une personne dans le The car8 that was parked opposite the station was the cas d’ une murderer ’s.relative (chosedéterminative) + relative déterminative) The car that was parked opposite the station was the The was found in the park may be the murderer. murman dererthat ’s. (chose + relative déterminative) (personne + relative déterminative) The man that was found in the park may be the murderer. whose 8 pour établir un rapport de possession (personne + relative déterminative) The inspector, whose car is blue, has just arrived. whose pour établir un rapport de possession 8 The inspector, whose car is blue, has just arrived.

• • • •• • • 44

•

2 Complétez les énoncés suivants par le pronom relatif qui convient et Ø si l’omission du pronom les énoncés suivants par le pronom 2 Complétez relatif est possible. relatif qui convient et Ø si l’omission du pronom Ex: The books … I like best are detective stories. relatif est possible. 8 The books that / Ø I like best are detective stories. Ex: The books … I like best are detective stories. a. Inspectors, … role is crucial in revealing what has 8 The books that / Ø I like best are detective stories. actually happened, are always admired by readers … a. Inspectors, … role is crucial in revealing what has are looking forward to discovering the name of the actually happened, are always admired by readers … murderer. are looking forward to discovering the name of the b. The plot, … is often a complex strategy, can be murderer. highly unexpected. b. The plot, … is often a complex strategy, can be c. This man, … wife is an inspector, has been living in highly unexpected. Baker Street for quite a few years. c. This man, … wife is an inspector, has been living in d. The problem … the detective has been trying to Baker Street for quite a few years. solve secretly for a while has finally been revealed d. The problem … the detective has been trying to to the readers. solve secretly for a while has finally been revealed to the readers. 3 Utilisez un pronom relatif pour réunir les deux phrases en une seule. Utilisez un pronom relatif pour réunir les deux a3. In Patricia Cornwell’s story, Kay Scarpetta has phrases en une seule. been promoted. She is a young American woman. a. In Patricia Cornwell’s story, Kay Scarpetta has b. The murderer has been arrested. His flat was been promoted. She is a young American woman. searched by the police yesterday. b. The murderer has been arrested. His flat was c. Sir Arthur Conan Doyle wrote A Study in Scarlet in searched by the police yesterday. 1887. The book introduces us to Sherlock Holmes. c. Sir Arthur Conan Doyle wrote A Study in Scarlet in d. CSI investigated a recent murder. The murder had 1887. The book introduces us to Sherlock Holmes. been committed by a young woman. d. CSI investigated a recent murder. The murder had been committed by a young woman.

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun

z

your

Les sons /æ/ et //

ation cicourte onuneun pr ur yo La vo yelle /æ/ est vo yelle . • Les sons /æ/ et //

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z Audio CD1 piste 16

n° 18 AMP3 udio CD1 piste 16 MP3 n° 18

Im•prove

Le son /æ/ correspond, en général, à la graphie a dans vosuivants: yelle /æ/ est une voyelle courte. lesLacas /æ/ Le− son espond, à la)graphie a dans graphiecorr a suivie de cen + kgénér (backal, , pack les cas suivants: − graphie a suivie d’une seule consonne (bat, can) − graphie a suivie de c + k (back, pack) Si a est suivie d’une seule consonne puis de − graphie a suivie d’une seule consonne (bat, can) la seule lettre e, on ne prononce pas /æ/, mais /e/ Si adans est suivie d’une seule puis dedont comme female . Mais dansconsonne le cas d’un mot e, on ne prononce pas /æ/, mais /e/ la seule lettr e la dernière syllabe de termine par -age, la syllabe se female Mais dans le cas d’un mot dont comme dans prononce /d/ (man.age , encourage). la dernière syllabe de termine par -age, la syllabe se voyelle //(est yelle longue /d/ manune agevo age). . En phonétique, prLa ononce , encour les // qui suivent une voyelle indiquent qu’elle est longue. // est une voyelle longue. En phonétique, vo// yellepeut LeLa son correspondre aux graphies suivantes: // qui suivent une voyelle indiquent qu’elle est longue. les − graphie a suivie de s, f, nce, th (class, staff, lance, path) Le son // peut correspondre aux graphies suivantes: − graphie a suivie de r (Marple) a s, f, nce, th (class, staff, lance, path) − gr graphie − aphie a suivie suiviede de lm ou lf (palm, half) a r Marple) − − gr graphie aphie ausuivie (laughde ) ( a lm lf palm, half) − − gr graphie aphie easuivie suiviede de r (ou heart() au l au gh − graphie ( ) ea − graphie suivie de r (heart)

• •

on ng skills Work w riti

4 Écrivez les phrases et indiquez si Audio . CD1 piste 17 la graphie soulignée se prononce /æ/ n° 19 Écrivez les phrases et indiquez si . AMP3 udio 4 CD1 piste 17 ou //, puis écoutez l’enregistrement MP3 n° 19 la graphie soulignée se prononce /æ/ pour confirmer vos réponses. ou //, puis écoutez l’enregistrement a. This article from January on female detectives in pour confirmer vos réponses. charge of murders is heartbreaking. a. This article from January on female detectives in b. Their active participation turns these amateur charge of murders is heartbreaking. sleuths into real dramatic characters. b. Their active participation turns these amateur c. Indeed, Agatha Christie’s Miss Marple is so sleuths into real dramatic characters. talented in her quest for truth! c. Indeed, Agatha Christie’s Miss Marple is so d. This man argues that he is not an amateur. And he talented in her quest for truth! is very classy! d. This man argues that he is not an amateur. And he is very classy! 5 Écrivez les mots et indiquez si la . Audio CD1 pis te 18 graphie soulignée se prononce /æ/ ou n° 20 les mots et indiquez si la . AMP3 udio 5 ,Écrivez // puis écoutez l’enregistrement pour CD1 piste 18 MP3 n° 20 graphie soulignée se prononce /æ/ ou confirmer vos réponses. //, puis écoutez l’enregistrement pour Agatha • Marple • drama • character • amateur • confirmer vos réponses. heart • talented • fast Agatha • Marple • drama • character • amateur • heart • talented • fast

your

Le paragraphe argumentatif

ills sk ng ti ri w ur yo • Le paragraphe argumentatif sert à défendre

Le paragraphe argumentatif

Wo•rk on

une thèse (une idée ou un point de vue) à l’aide Leguments paragraphe arés gumentatif à défendr e d’ar illustr par des esert xemples . une thèse (une idée ou un point de vue) à l’aide TIP Avant de rédiger, écrivez au brouillon votre thèse d’arguments illustrés par des exemples. et vos arguments, puis barrez les moins convaincants ouillon votre thèse TIP Avant édiger, écrive z auzbr et ceux qui de se rrecoupent. Trouve des exemples pour et vos ar guments, puis barr e z les moins convaincants justier chaque argument. et ceux qui se recoupent. Trouvez des exemples pour On utilise des ar mots de liaison pour articuler un justier chaque gument. paragraphe argumentatif. de liaison pour articuler un utilise des mots −On Commencer: To begin with… First of all… paragraphe argumentatif. − Ajouter une idée: In addition… What’s more… To begin with… First of all… − Commencer: Furthermor e… Also… In addition… What’s more… − une − Ajouter Exprimer unidée: contraste: On the contrary… On the Furthermore… Also… other hand… However… Whereas… While… On the contrary… On the − aste: − Exprimer Donner unun excontr emple: For example… For instance... other hand… However… Whereas… While… − Exprimer la conséquence: As a consequence… For example… For instance... − Donner un exemple: Consequently… As a result… That's why… As a consequence… − la conséquence: − Exprimer Donner son opinion: To me… As for me… In my Consequently… As a result… That's why… opinion… I think… I believe… To me… As for me… In my − son opinion: − Donner Conclure: So… In conclusion… To conclude… opinion… I think… I believe… − Conclure: So… In conclusion… To conclude…

• •

6 Remettez les phrases dans l’ordre. a. In my opinion, there is no doubt that female 6 Remettez les phrases dans l’ordre. detectives have improved the quality and the plots a. In my opinion, there is no doubt that female of past and modern works of fiction. detectives have improved the quality and the plots b. That’s why we can consider women detectives of past and modern works of fiction. should be more present in fiction. b. That’s why we can consider women detectives c. First of all, do women characters in detective noshould be more present in fiction. vels, films or TV series make them more interesting? c. First of all, do women characters in detective nod. For instance, in its latest series adaptation, the vels, films or TV series make them more interesting? female version of Watson helps the main character d. For instance, in its latest series adaptation, the express his feelings more freely. female version of Watson helps the main character express his feelings more freely. 7 Écrivez un court paragraphe argumentatif pour répondre à la question: Should Sherlock Holmes un court paragraphe argumentatif pour 7 Écrivez become a woman in the next film adaptation? Vous répondre à la question: Should Sherlock Holmes devrez utiliser au moins cinq mots de liaison. become a woman in the next film adaptation? Vous devrez utiliser au moins cinq mots de liaison.

45

pcabulary u Buyoild ur vo

Audio CD1 piste 19

ACD1 udio piste 19

Characteristics

your vocabulary Characteristics

MP3 n°21 skill: talent: ability clever: smart talent: ability skill: in genious cle v er: subtle smart inge nious de ter mined subt le dent self-con termined de strong: tough /tf/ condent selfauthorita rian /tf/ strong: qual tough skilled: ied ta authori tal ented rian skilled: professqual ionalied ≠ amateur /æmtr/ talented r fess am /æmt / pro ional ≠ ateur

Build up Stereotypes

MP3 n°21

MP3 n°26

spinSter ster eotypes MP3 n°26 cliché: stereotype spinster strength: force cli stereotype deché: duction strength: force fee ling: emo tion duc de tion sen sitive feeling: emotion nosy: gossipy sen sitive cunn ing /knŋ/: sly no gossipymodern sy: ional≠ tradit cunn /knŋ/ slyusual unconing ven tional:: un dit tra eoional≠ ster typicalmodern unconventional: unusual stereotypical

Tasks

Women detectives Women detectives

Gender equality evolu tion Gender equality emancipation lu evocialtion so change pa emancior superi itytion ≠ inferiority social change r pioneer /pan / r ority superiority ≠ inferi neer /pan / pio

Fiction

MP3 n°25 n°25 MP3 fem inist

unfair: unjust fem inistunequal equal≠ fair:≠un just untive ac pass ive equal≠ unequal be on an equal footing active ≠ passive be on an equal footing

novel Fiction trailer n ov el writer screen tr aina lerrio sce screenwriter character na sce plot rio char acter cliffhanger plot twist cliffhanger twist

MP3 n°22

n°22 MP3 foren sic science: stud y of crime scenes Tasks investigation: enquiry rensic:sci stud fo ence:mur y of crime scenes offence crime, der investi tion: enquiry iss ue: ga prob lem offence : crime, ev idence: proof murder issue: problem look for clues evidence: proof solve a crime look for man age:clues lead solve a crime be in char ge manage: lead be in charge

MP3 n°24 MP3 n°24

Jobs

MP3 n°23

n°23 sleuth /sluθ/:MP3 detec tive Jobs subordinate: person who has /sluθ/: detective sleuth a lower posit ion bor per su licedinate: who has po officer: copson (informal ) lower posit poalice man/ poion licewoman officer: police cop (informal) ser geant, captain lice licetigator po man/ woman Crime Scene po Inves sergeant, captain chief medical examiner Crime Scene Investigator scientist med chief ical examiner scientist

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1027

hatier-clic.fr/lmu1027

Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. Women detectives are … and show … . They are as … as men. Their image in literature has evolved throughout 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. the years. They were … at the beginning, but they progressively became … . In novels and series nowadays, they Women detectives are … and show … . They are as … as men. Their image in literature has evolved throughout are not … but … . One can say it is the end of a stereotyped approach to … stories, in other words it is the end of the years. They were … at the beginning, but they progressively became … . In novels and series nowadays, they … about female detectives. are not … but … . One can say it is the end of a stereotyped approach to … stories, in other words it is the end of …2about female Écrivez une detectives. courte annonce pour une nouvelle série télévisée policière avec les traductions anglaises de ces mots, que vous trouverez dans la carte mentale. 2 Écrivez une courte annonce pour une nouvelle série télévisée policière avec les traductions anglaises de résoudre un dans crimela carte pionnière émotion policière ces mots, que vous trouverez mentale. déterminée résoudre un crime

UTO Aév aluatio n 46

pionnière

déterminée

émotion

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

policière

Quiz hatier-clic.fr/lmu1028

Quiz hatier-clic.fr/lmu1028

SÉQUENCE 1 SÉQUENCE 1

Project #1

Film your pitch for a new Sherlock Holmes TV series with a female actor playing Film your pitch for a new Sherlock Holmes Sherlock. TV series with a female actor playing Sherlock.

Project #1 1 1 2 2

5 5

Introduce the topic. w why “cop show” genre needs to evolve. IntrSho oduce thethe topic. Use linking words: because, since, that’s why… Show why the “cop show” genre needs to evolve. Use linking words: because, since, that’s why…

3 3

Find at least three arguments. the documents you read or watched in FindUsing at least three arguments. this unit, imagine the audience targeted and Using the documents read or watched in compar e successful TVyou series. this unit, imagine the audience tar geted and Justify your opinion using: in my opinion , compar e successful TV series. to my mind, to me, I believe, I think… Justify your opinion using: in my opinion, to my mind, to me, I believe, I think…

Provide relevant examples.

Showrele how female cops have been portrayed in Provide vant examples. books, lms and TV series. Sho how have been portrayed Usew mor e/female less + cops long adjective + than or in books, lms and TV series. adjective + -er + than to compare the way more/ less + long + than Useesses adjective actr act, their personality , their life...or + -er + than adjective to compare the way actresses act, their personality, their life...

4 4

Organise your ideas. Select ve Organise yourlinking ideas.words that you will be using while improvising your pitch: in addition, Select linking words what’sve mor e, besides … that you will be using while improvising your pitch: in addition, what’s more, besides…

Try to make an impression. ’t stick to impr traditional models! Be creative! Try Don to mak e an ession. Don’t stick to traditional models! Be creative!

z

Fiche de méthodologie N°11 p. 284 Fiche de méthodologie N°11 p. 284

z

Project #2 You are the screenwriter of Shirley Holmes, female detective. Prepare a presentation of Y ou rst are the screenwriter ofShirley Holmes, the episode of the series. female detective . Prepare a presentation of the rst episode of the series.

Project #2 1 1 2

Create a striking character. Findachar acter tr aitsacter. that make her stand out! Create striking char Use adjectives to describe her investigation Find acter traits≠that make,her stand out!, style:char professional amateur determined Use adjectives to ,describe unconventional modernher ≠ trinvestigation aditional... style: professional ≠ amateur, determined, unconventional, modern ≠ traditional...

3

2 5

Create cliffhangers.

Prepare the plot.

Imagine Prepar e thewhat plot.the investigation is about and how your character will lead it. Imagine what the isogr about and Use linking wor ds investigation to show the pr ess of the ho w your charrstly acter will lead it. , then, all of a investigation: , secondly Use linking words sudden , nally . to show the progress of the investigation: rstly, secondly, then, all of a sudden, nally.

Do some research. Find inspir ation Do some resear ch.from the content of the unit or from other ctional characters. How is your Findacter inspir’sation om the content of the unit char life (rfr elationships, lifestyle)? or from other ctional characters. How is your character’s life (relationships, lifestyle)?

5

3

4 4

Make up secondary characters. your her oine ’s team if she has MakThink e up about secondary char acters. one. Do her male colleagues help her? Think about your heroine’s team if she has one. Do her male colleagues help her?

Addcliffhangers. some twists to surprise the viewers. You want them to watch episode 2! Create Add some twists to surprise the viewers. You want them to watch episode 2!

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

47

SÉQUENCE

SÉQUENCE

2 A

How do Hollywood love stories reflect social progress? How do Hollywood love stories reflect social progress?

Are love stories evolving?

 GROUP WORK GROUP WORK

GROUP A

AA

GROUP

Ar e love stories GeRvolving?  OUP B  dir. by Victor Fleming, 1939 dir. by Nora Ephron, 1993  dir. by Victor Fleming, 1939 

GROUP

GROUP C

dir. by James Cameron, 1997  dir. by James Cameron, 1997 

B

dir. by Nora Ephron, 1993 

GROUP

C

2 GROUP D

dir. by Sanaa Hamri, 2006 

GROUP E

dir. by Peyton Reed, 2006 

GROUP F

dir. by Damien Chazelle, 2016 

GROUP

dir. by Sanaa Hamri, 2006 

GROUP

dir. by Peyton Reed, 2006 

GROUP

dir. by Damien Chazelle, 2016 

D

E

1 Describe your group’s poster (place, colours, characters, title, attitudes…). 1 Describe your group’s poster (place, colours, typical atypical elements of 2 List char acters, title,and attitudes…). Hollywood love stories in your poster. 2 List typical and atypical elements of Hollywood love stories in your poster.

Prepositional verbs T oo l s

48

p. 52

“his organization nally shifted from Prepositional verbs o l s p. 52 restricting lmmakers T tooalerting “his organization nally shifted from audiences”

F

3 Prepare questions about E-workbook your classmates’ posters Fiche à imprimer hatier-clic.fr/lmu1029 Ewàorkbook 3 Prdir epar e questions about Fiche imprimer (title, ector, situation…). hatier-clic.fr/lmu1029 your classmates’ posters your classmates’ questions on your 4 Answer (title, director, situation…). group’s poster. 4 Answer your classmates’ questions on your group’s poster.

rom-com: romantic comedy director /darektr/ ro man r tic comedy dem co-com: rum: aroppr opriate re c /darekt / dibeha tor viour co ppr o de ic rum: a priate ep beha class ic viour ep proicgressive class fall iniclove with sb essive p rogr get togeth er: become a couple

be in a relationship ≠ be single break up: split up be relationship be single a rgin uea/ju/ : have≠an braeak split up: up rgument a rgue cen sor/ju/: have an rgument braeak the standards cen be rsor eleased breakMrthe dards nd orstan Ms Right be released

SÉQUENCE 2

B

Inuencing the moral codes Inuencing the moral codes clearly enough that it

From 1930 to 1968, major Hollywood studios had to use a set of moral guidelines which was called the Motion Picture From 1930 toCode. 1968,Itmajor Hollywood studios had to use a Production was also known under the name of the set of mor al guidelines which was called the Motion Picture Hays Code after Will H.Hays. Production Code. It was also known under the name of the Hays Code For de cadafter es, iWill t’s tH.Hays. rue, the major film studios were

B

5 5

10 10

15 15

20 20

SÉQUENCE 2

governed by a production code requiring that their For decades, it’s true, t1he major film studios were pictures be “wholesome ” and “moral” and encourage governed by a productio 1 n co de requiring that their what the studios called “co rrect thinking.” pictures be “wholesome ” and “moral” and encourage But that code, which was officially abandoned 40 years what the studios called “correct thinking.” ago this year, was the result of a nationwide backlash But that code, which was officially abandoned 40 years — an outraged reaction to a Hollywood that by 1922 ago this year, was the result of a nationw2ide backlash had come to seem like a moral quagmire [...] — an outraged reaction to a Hollywood2that by 1922 “e code sets up high standards of performance for had come to seem like a moral quagmire [...] motion-picture producers,” Hays proclaimed when the “e code sets up high standards of performance for new code was unveiled. “It states the considerations motion-picture producers,” Hays proclaimed when the which good taste and community value make necessar y new code was unveiled. “It states the considerations in this universal form of entertainment.” which good taste and community value make necessar y Among those considerations: that no picture should in this universal form of entertainment.” ever “lower the moral standards of those who see it” Among those considerations: that no picture should and that “the sympathy of the audience shall never be ever “lower the moral standards of those who see it” thrown to the side of crime, wrongdoing, evil or sin.” and that “the sympathy of the audience shall never be ere was an updated, much-expanded list of “don’ts” thrown to the side of crime, wrongdoing, evil or sin.” and “be carefuls,” with bans on nudity, suggestive dancere was an u3 pdated, much-expanded list of “don’ts” ing and lustful kissing. and “be careful3s,” with bans on nudity, suggestive dance mocking of religion and the depiction of illegal ing and lustful kissing. drug use were prohibited, as were interracial romance, e mocking of religion and the depiction of illegal revenge plots and the showing of a crime method drug use were prohibited, as were interracial romance, revenge plots and the showing of a crime method

Pédagogie différenciée

25 25

30 30

35 35

40 40

45 45

might be imitated. [...] clearly enough that it Now, the Production might be imitated. [...] Code was voluntary Now, the Production  Wife, Husband And Friend, 1939 for film companies, Code was voluntary 4 who figured it was a niy way Husband to avoidAnd govFriend ernm, 1939 ent Wife, for film companies, 4 censorship. But it was mandator y for filmmakers, if they who figured it was a niy way to avoid government wanted their films to play in American theaters. [...] censorship. But it was mandator y for filmmakers, if they By 1959, the man charged with enforcing the rules conwanted their films to play in American theaters. [...] ceded that if a “moral conflict” provided “the proper By 1959, the man charged with enforcing the rules conframe of reference,” a Code-approved film could deal ceded that if a “moral conflict” provided “the proper with pretty much any topic but homosexuality. [...] frame of reference,” a Code-approved film could deal A year aer Some Like It Hot was released, the head with pretty m5 uch any topic but homosexuality. [...] of the MPA began suggesting that some sort of clasA year aer5 Some Like It Hot was released, the head sification system might work better than a censorship of the MPA began suggesting that some sort of classystem that no one was paying attention to. In 1968, his sification system might work better than a censorship organization finally shied from restricting filmmakers system that no one was paying attention to. In 1968, his to alerting audiences, using the film-ratings system we organization finally shied from restricting filmmakers know today. [...] And it took just two years aer that for to alerting audiences, using the film-ratings system we Midnight Cowboy to be re-rated from X to R, without a know today. [...] And it took just two years aer that for single frame being altered. Community standards had Midnight Cowboy to be re-rated from X to R, without a changed — as they invariably do. single frame being altered. Community standards had Bob Mondello, Remembering Hollywood’s Hays Code,  cha nged — as they invariably do. 40Years On, NPR, August 8, 2008 Bob Mondello, Remembering Hollywood’s Hays Code,  1. with al 2. 40Y earsnothing On, NPRimmor , August 8, immor 2008 al place 3. passionate 4. excellent 5. Motion Picture Alliance was an American with nothing immoral 2. immoral place 3. passionate 1. organisation for the preservation of American ideals 4. excellent 5. Motion Picture Alliance was an American organisation for the preservation of American ideals

TRAIL A

TRAIL B

1 Pick out words that explain the aims of the Hays Code.

1 Find the reasons why the Hays Code was created. least eeethings thataims you see onHays screen 2 1 Name 1 Find the reasons why the Hays Pick outatwor ds thr that xplain the of the Code. today which were prohibited with the Hays Code. the 2 List Code was crelements eated. which were 2 Name at least three things that you see on screen prohibited on screen at the time of the linewer 21etopr31, nd the sentence that proves 3 From 2 List today which ohibited with the Hays Code. the elements which were Hays Code. that Hollywood lmmakers were forced to accept this prohibited on screen at the time of the 3oduction From line 21 to 31, nd the sentence that proves pr code. 3 Identify Hays Code. the reason why this that Hollywood lmmakers were forced to accept this production code cannot really be called Explain code. the difference between the Hays Code and 4oduction 3 Identify”. the reason why this pr “voluntary the 1968 system. Use the following key words. production code cannot really be called 4 Explain the difference between the Hays Code and 4 Show the “voluntary ”. difference between the rate – censorship – end – warn – the public the 1968 system. Use the following key words. Hays Code and the 1968 system. 4 Show the difference between the rate – censorship – end – warn – the public blog. Code and the 1968 system. Meet up! Post a recap of the article for the readers of your Hays Make sure you mention the main points. Meet up! Post a recap of the article for the readers of your blog. Make sure you mention the main points. Prepare a review on one of the lms of p.48 for your school’s lm club. Explain if it is a Choose one of the lm posters Pr epareoraatypical review on one of the lms of.p.48 and describe it to your classmates typical Hollywood love story Choose of the lm without one mentioning theposters title nor for your school’s lm club. Explain if it is a and describe it to your any of the following worclassmates ds: couple, typical or atypical love story . p. 224 Grammar Tip HollywoodPrécis

Pédagogie différenciée

TRAIL A

TRAIL B

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When preparing your review, make sure you put Précis p. 224 Gr Tip theammar adjectives in the correct order. When preparing your review, make sure you put Remember OFTACOAM! the adjectives in the correct order.

without mentioning title kiss, classic and love the story . nor any of the following words: couple, kiss, classic and love story.

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How do Hollywood love stories reflect social progress?

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 1 Find information about the characters, their relationships and the situation. 1 Find information about the characters, their List the elements which make us think that r2 elationships and the situation. Mrs. Doubtre is an unusual character. 2 List the elements which make us think that hoewisthe couple and the family are 3 Explain Mrs. Doubtr an unusual char acter. represented. 3 Explain how the couple and the family are the trailer, write the synopsis of this lm. r4 eprUsing esented. 4 Using the trailer, write the synopsis of this lm.

Mrs. Doubtfire, dir. by Chris Columbus, 1993  Mrs. Doubtfire, dir. by Chris Columbus, 1993 

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 can expect in the lm based 1 Guess what you on what is written on this poster. 1 Guess what you can expect in the lm based on is written on this poster. Watch the trailer. Identify the elements 2 what making the lm both a traditional and an 2 Watch the trHollywood ailer. Identify the elements unconventional love story . making the lm both a traditional and an unconventional love ho story . lm words, explain w the 3 In your ownHollywood diverts from the “traditional” life plan. 3 In your own words, explain how the lm diverts from the “tr aditional” life intervie plan. w of the WORK Act out a short 4 PAIR lm director talking about his intentions for this AIR WORK Act out a short interview of the 4 P(br lm eaking stereotypes, independent women, lm dir ector talking about his intentions for this etc.). lm (breaking stereotypes, independent women, etc.).

The Back-up Plan, dir. by Alan Poul, 2010  The Back-up Plan, dir. by Alan Poul, 2010 

Adjective order

50

T oo l s

“Adjective Love, Simon is your typical teenage order T oo l s romantic comedy” Love, Simon typical teenage

p. 52 p. 52

representation: visibility bond: emotional tie taotion: bility reprin esen IVF: vitr fertilivisi sation mo bond: tional tie sin gle eparent in bvioy trofriend/ fertilisa tion lIVF: over: girl friend sin par gle holdent house chores /trz/ lcr ov boyfriend/ girl er:dess friend ossing: wea ring house hold es /trz/ clothes of chor the opp osite crsossex dessing: wearing opp clothes of the com plicated ≠ ea sy osite s ex inclusive com ≠ easy smittplicated en: in love clu in sive stark: severe smitt

date: spend time with sb you have a romantic date: spend time relationship withwith sb you a romantic get prhave egnant relaa tionship with keep relationship egnant get pripr vate/ a secret lationship keepdiavor reced get pri a se/kstdi/ cret havevate/ custody vor ced getlease di : come out in re custody /kstdi/ have cinemas lease re come in ing coming:of age:out becom cin emas an ad ult com of age: love ing at rst sightbecoming ad

SÉQUENCE 2

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LGBT representation

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2017

LGBT representation GLAAD also noted that not a single studio film in was a particularly dismal1 year for LGBTQ

Er2017 epresentation in major studio films, according to was a particularly dismal year for LGBTQ 1

2

5 5

10 10

15 15

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GLAAD ’s annual Studio Responsibility Index. represen2tation in major studio films, according to e advocacy organization released its sixth annuGLAAD ’s annual Studio Responsibility Index. al report Tuesday, examining LGBTQ representation e advocacy organization released its sixth annuin ever y major Hollywood release of 2017. is year, al report Tuesday, examining LGBTQ representation GLAAD found a “significant drop” in the number of in ever y major Hollywood release of 2017. is year, studio films with a lesbian, gay, bisexual, transgender, GLAAD found a “significant drop” in the number of or queer character : Only 14 of the 109 films released studio films with a lesbian, gay, bisexual, transgender, by the major studios in 2017 included a LGBTQ or queer character : Only 14 of the 109 films released character, or 12.8 percent. Not only is that down 5.6 by the major studios in 2017 included a LGBTQ percentage points from 2016, but it’s the worst percharacter, or 12.8 percent. Not only is that down 5.6 centage recorded since GLAAD launched its yearly percentage points from 2016, but it’s the worst perinvestigation in 2012. […] e GLAAD report analycentage recorded since GLAAD launched its yearly zed each of the seven major studios’ 2017 film releases investigation in 2012. […] e GLAAD report analyand assigned each one a grade: failing, poor, insuffized each of the seven major studios’ 2017 film releases cient, good, or excellent. Twentieth Centur y Fox and and assigned each one a grade: failing, poor, insuffiUniversal performed best, with “insufficient” ratings, cient, good, or excellent. Twentieth Centur y Fox and while Paramount, Sony, and Disney earned “poor” ratUniversal performed best, with “insufficient” ratings, ings. Lionsgate and Warner Bros. both fared the worst, while Paramount, Sony, and Disney earned “poor” ratreceiving “failing” grades. ings. Lionsgate and Warner Bros. both fared the worst, receiving “failing” grades. 1 Explain what GLAAD does every year.

25 25

30 30

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the what gures to explain s 2 1 Use Explain GLAAD does GLAAD’ every year. dissatisfaction and demands. 2 Use the gures to explain GLAAD’s dissatisfaction and demands.

F F

Rom-coms for everyone

2017 included a transgender character. GLAAD also noted that not a3 single studio4 film in e report did, however, praise several indie releases 2017 included a transgender ch3aracter. for their accurate and inclusive LGBTQ rep4 resentae report did, however, praise several indie releases tion, like the Chilean transgender drama A Fantastic for their accurate and inclusive LGBTQ representaWoman and Luca Guadagnino’s Call Me By Your tion, like the Chilean transgender drama A Fantastic Name. Also, GLAAD said that 2018 has already seen a Woman and Luca Guadagnino’s Call Me By Your number of positive depictions of LGBTQ characters in Name. Also, GLAAD said that 2018 has already seen a films like Love, Simon; Annihilation; and Blockers. number of positive depictions of LGBTQ characters in Still, the report concludes, the film industr y has a long films like Love, Simon; Annihilation; and Blockers. way to go, and GLAAD is asking studios to commit Still, the report concludes, the film industr y has a long to making sure 20 percent of their releases include way to go, and GLAAD is asking studios to commit LGBTQ characters by 2021, and 50 percent by 2024. to making sure 20 percent of their releases include “If Hollywood wants to remain relevant with these LGBTQ characters by 2021, and 50 percent by 2024. audiences and keep them buying tickets, they must “If Hollywood wants to remain relevant with these create stories that are reflective of the world LGBTQ audiences and keep them buying tickets, they must people and our friends and family know,” Ellis said. create stories that are reflective of the world LGBTQ is still e p oDevan ple anCoggan, d our fLrGBTQ iendsrepresentation and family kninoHollywood w,” Ellis said . ‘bleak,’ GLAAD report finds, Entertainment Weekly, May 22, 2018 Devan Coggan, LGBTQ representation in Hollywood is still  1. bad ’ GLAAD 2. Gay and Lesbian Alliance Against Defamation ‘bleak, report finds, Entertainment Weekly , May 22, 2018 3. speak highly of something/someone 4. independent movies 1. bad 2. Gay and Lesbian Alliance Against Defamation 3. speak highly of something/someone 4. independent movies

3 Write GLAAD’s tweet demanding that major lm studios reect today’s couples in their love 3 Write GLAAD’ s tweet demanding that major stories. (280 characters) lm studios reect today’s couples in their love stories. (280 characters)

 Audio

CD1 piste 20

ACD1 udio piste 20

Rom-coms for everyone to Gr eg Berlanti, the director  of Love, Simon, 1 PAIR WORK Listen interviewed on NPR (National Public Radio). ORK Listen to Greg Berlanti, the director of Love, Simon, 1 PAIR W Student A Student B intervie wed on NPR which (National Radio). a. List the elements makPublic e a. Find the elements making this lm Student Bom a typical rom-com. this lm aAtypical teenage rom-com. Student different fr a. List the elements which make a. Find the elements making this lm b. Prepare questions about the b. Prepare questions about the this lm a typical om-com. differ ent from differ ences with ateenage typical rrom-com similarities witha atypical typicalrom-com. rom-com b. Prepare questions about the b. Prask eparthem e questions the and to yourabout partner. and ask them to your partner. differences with a typical rom-com similarities with a typical rom-com the easons why the director this 2 Identify andreleased ask them tolm. your partner. and ask them toryour partner. thethe intervie w, NPR calls from the audience. 3 2 After Identify reasons whytak theesdir ector released this lm. Call to explain why you think it is important to watch this lm. 3 After the interview, NPR takes calls from the audience. Call to explain why you think it is important to watch this lm. PAIR WORK You and your friend have just watched one of the lms PAIR WORK You and your friend on p.50 or 51. Discuss how it shows have just watched one of thehave lms that Hollywood love stories on p.50 or 51. Discuss ho w it shows evolved. that Hollywood love stories have evolved. Grammar Tip Précis p. 231

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To compare two things use: short adj.-er + Précis p. 231 Gr ammar than or moreTip + long adj. (+ 2 syll.) + than To compare two things use: short adj.-er + than or more + long adj. (+ 2 syll.) + than

Choose two words below and write them down. Close your textbook and use them Choose two ds below and write them to explain howor w Hollywood rom-coms have do wn. Close your textbook and use them e volved. to explain ho Hollywood rom-coms have – divorce – wLGBT representation e volved. character – movie – love story divorce – LGBT representation – – Hollywood film character – movie – love story – Hollywood film

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Précis grammatical, p. 216 Précis grammatical, p. 216

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Les verbes prépositionnels

ar ammest ur gr yo Un verbe pr épositionnel un verbe qui est suivi • Les verbes prépositionnels

d’une préposition, elle-même obligatoirement suivie Unnom verbe d’un ouprd’épositionnel un pronom.est un verbe qui est suivi d’une préposition, elle-même obligatoirement suivie The audience is listeningtothe actress’s speech. d’un nom ou d’un pronom. verbe m The audience ispr listeningéposition tothe actress’snospeech . Emma Stone walk ed across the catwalk. verbe pr éposition nom

•

Le sens d’un verbe peut modié selon la Stone walk ed acr ossêtr thee catwalk. •Emma

préposition employée. Le sens d’un verbe peut être modié selon la look: sembler mais look for: chercher préposition employée. look at: regarder look after: s’occuper de look: sembler mais look for: chercher V oiciat d’autres exemples de verbes pr épositionnels: look look after : regarder : s’occuper de depend on, apologise for, listen to, congratulate on. Voici d’autres exemples de verbes prépositionnels: Si laonprapologise éposition for est listen suivieto d’un verbe, celui-ci est depend , , , congratulate on. au gérondif (V+-ing). Si la préposition est suivie d’un verbe, celui-ci est His organization ing nally shifted from restricting au gérondif (V+- ). lmmakers to alerting audiences. His organization nally shifted from restricting lmmakers to alerting audiences.

•

L’ordre des adjectifs dre des adjectifs en anglais correspond à une • LL’or’or dre des adjectifs

logique allant du plus subjectif vers le plus objectif. L’ordre des adjectifs en anglais correspond à une Les adjectifs d’opinion se placent emier, viennent objectif logique allant du plus subjectif versenlepr plus . ensuite les adjectifs exprimant une caractéristique. Les adjectifs d’opinion se placent en premier, viennent It’safantasticAmericanlm. ensuite les adjectifs exprimant une caractéristique. opinion su bjectivecar actéristique It’sa fantasticAmerican lm. nom Love, opinion Simonsu isbjyour typical teenage omantic comedy ectivecar actéristrique nom .

•• •

l’ordr e des adjectifs estcomedy le suivant: your ale, typical teenage romantic . • De Lo ve,manièr Simoneisgénér OTAFCOAM: Opinion – Taille – Age – Forme – Couleur – De manière générale, l’ordre des adjectifs est le suivant: Origine – Autre qualité – Matière OTAFCOAM: Opinion – Taille – Age – Forme – Couleur – AwonderfulmodernAmerican lm. Origine – Autre qualité – Matière O A O Awonderful modern American lm.

•

être utilisés comme adjectifs, A O • Les noms peuventOparfois surtout pour dénir une caractéristique ou un sous-groupe. Les noms peuvent parfois être utilisés comme adjectifs, Hollwood lms include famous disaster lms and some surtout pour dénir une caractéristique ou un sous-groupe. interesting adventure lms as well. Hollwood lms include famous disaster lms and some Disaster et adventur adventuree se placent au plus près du nom interesting lms as well. lm, car ils dénissent une caractéristique objective en Disaster et adventure se placent au plus près du nom créant une sous-catégorie de lms. lm, car ils dénissent une caractéristique objective en créant une sous-catégorie de lms.

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1 Complétez ces verbes prépositionnels par la préposition qui convient. ces verbes prépositionnels par la 1 • Complétez on at • about • for • to • up • after • to • with • to préposition qui convient. a. We looked ... almost all the stars on Hollywood on • at • about • for • to • up • after • to • with • to boulevard. a. We looked ... almost all the stars on Hollywood b. She apologised ... not playing cards with us beboulevard. cause she preferred watching Mrs. Doubtfire on TV. b. She apologised ... not playing cards with us beIt’s a classic film which refers … divorce. cause she preferred watching Mrs. Doubtfire on TV. c. I’ve listened … this interview, Kate Winslet was It’s a classic film which refers … divorce. talking … her job and the film Titanic. c. I’ve listened … this interview, Kate Winslet was d. The babysitter looks … the children when their talking … her job and the film Titanic. parents go to the cinema. d. The babysitter looks … the children when their e. I went … Griffith Park and walked ... to the top of parents go to the cinema. Mount Lee where the Hollywood sign is located. e. I went … Griffith Park and walked ... to the top of f. The film Brooklyn deals … an Irish girl who wants Mount Lee where the Hollywood sign is located. to fulfill the American dream. f. The film Brooklyn deals … an Irish girl who wants g. The film industry largely depended … the Hays to fulfill the American dream. Code to know what they were allowed to show in g. The film industry largely depended … the Hays their films. Code to know what they were allowed to show in their films. 2 Réécrivez la phrase avec la bonne réponse. a. Gone With the Wind is an … film. la bonne réponse. 2 Réécrivez la phrase avec 1. old American 2. American old a. Gone With the Wind is an … film. b. is a … film. old American 1. Titanic 2. American old 1. disaster famous 2. famous disaster b. Titanic is a … film. c. in Seattle is a2.…famous comedydisaster . disaster famous 1. Sleepless 1. romantic American 2. American romantic c. Sleepless in Seattle is a … comedy. d. La La Land Emma Stone plays a … actress who romantic American romantic 1. In 2. American falls in love in L. A . d. In La La Land Emma Stone plays a … actress who 1. wonderful young 2. young wonderful falls in love in L. A . 1. wonderful young 2. young wonderful 3 Écrivez la phrase en mettant les mots dans l’ordre. Écrivez la phrase en mettant les mots dans a3. The (American/ major/ film) studios were l’ordre. governed by the Hays Code. a. The (American/ major/ film) studios were b. The (film/ best/ Hollywood) companies have governed by the Hays Code. made a fortune. b. The (film/ best/ Hollywood) companies have c. This is a poster of my (progressive/ favourite) made a fortune. film. c. This is a poster of my (progressive/ favourite) d. The Back-up Plan is a (love/ 2010/ American) story. film. d. The Back-up Plan is a (love/ 2010/ American) story.

SÉQUENCE 2 SÉQUENCE 2

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Les mots commençant urh pronunciation AACD1MP3udio yo par piste 21 n° 27 udio CD1 piste 21 Les mots commençant MP3 n° 27 manière générale, les mots commençant par la • De par h lettre h sont aspirés, c’est-à-dire que le son /h/ doit être

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manière générale, les mots commençant par la prDe ononcé. lettre h sont aspirés, c’est-à-dire que le son /h/ doit être how /ha/ husband /hzbnd/ prononcé. H ollywood husband is /hz/ /hzbnd/ how /ha/ /hliwd/ h H /hez//hliwd/ his umorist Hays ollywood h /hz/ /hjumrst/

• •

Il existe lesquelles le son /h/ ne Hays /hez/des exceptions, pour humorist /hjumrst/ sera pas prononcé. Il existe des exceptions, pour lesquelles le son /h/ ne hour /ar/ honesty /nsti/ sera pas prononcé. h /nr/ hheir /er//nsti/ honour our /ar/ onesty r r h honest onour/nst/ /n / heir /e /

•

honest /nst/

on skills Work w riting

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Précis de phonologie, p. 262 Précis de phonologie, p. 262

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4 Indiquez si le h est prononcé dans Audio CD1 piste 22 les mots suivants, puis écoutez l’enren° 28 si le h est prononcé dans AMP3 udio 4 Indiquez gistrement pour confirmer votre réponse. CD1 piste 22 MP3 n° 28 les mots suivants, puis écoutez l’enrehotel • hospital • hour • holiday • horrible • gistrement pour confirmer votre réponse. honest • hilarious • humour hotel • hospital • hour • holiday • horrible • honest • hilarious • humour 5 Indiquez dans les phrases Audio CD1 piste 23 suivantes si le h est aspiré ou non, n° 29 dans les phrases AMP3 udio 5 Indiquez CD1 piste 23 puis écoutez l’enregistrement pour MP3 n° 29 suivantes si le h est aspiré ou non, confirmer votre réponse. puis écoutez l’enregistrement pour a. There are plenty of hotels in Hollywood. confirmer votre réponse. b. Most humorists have an excellent sense of humour. a. There are plenty of hotels in Hollywood. c. Honestly, it was a horrible experience, not an b. Most humorists have an excellent sense of humour. honourable one! c. Honestly, it was a horrible experience, not an d. It will take you less than two hours to drive to the honourable one! Hollywood studios. d. It will take you less than two hours to drive to the Hollywood studios.

your

La ponctuation du dialogue

ills tingnesk ur wlesridialogues yo En anglais, sont jamais précédés • La ponctuation du dialogue

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d’un tiret. On ouvre et on ferme généralement chaque En anglais, ne “sont réplique avecles cesdialogues guillemets: ”. jamais précédés d’un tiret. On ouvre et on ferme généralement chaque À l’intérieur d’unguillemets: dialogue on“ utilise les guillemets ”. réplique avec ces simples ‘ ’. À l’intérieur d’un dialogue on utilise les guillemets Il faut ajouter une virgule avant de fermer les ‘ ’. simples guillemets quand la phrase est armative. Il faut ajouter une virgule avant de fermer les “Well, you should go to the cinema and see it for yourself,” guillemets quand la phrase est armative. Nina replied. “Well, you should go to the cinema and see it for yourself,” Pour écrire un dialogue, il faut utiliser les verbes Nina replied. introducteurs (say, exclaim...) au prétérit simple. Pour écrire un dialogue, il faut utiliser les verbes Contr airement ançais qui inverse souvent le , exfrclaim...) intr oducteurs (sayau au pr étérit simple. verbe et le sujet, en anglais, le sujet est suivi du verbe. Contrairement au français qui inverse souvent le Il estetpossible utiliser un le adverbe ousuivi un verbe en verbe le sujet,d’en anglais, sujet est du verbe. -ing pour préciser de quelle façon la personne parle. Il est possible d’utiliser un adverbe ou un verbe en “Do you really think Hollywood lmmakers have changed -ing pour préciser de quelle façon la personne parle. over the years?” Jamie asked hesitantly. “Do you really think Hollywood lmmakers have changed z les Jamie verbes de liste pour varier vos oTIP ver Utilise the years?” ask edcette hesitantly . verbes introducteurs: admit, add, answer, exclaim, TIPee, Utilise z les verbes cettedeclar liste epour varier vos agr announce, stutter,de insist, . verbes introducteurs: admit, add, answer, exclaim, agree, announce, stutter, insist, declare.

• •• • • •• ••

6 Recopiez ces deux dialogues en ajoutant la ponctuation et en vous assurant de respecter les ces deux dialogues en ajoutant 6 Recopiez règles de présentation du dialogue anglais. la ponctuation et en vous assurant de respecter les a. You know I have just watched Love, Simon and règles de présentation du dialogue anglais. I’m really happy that the LGBT community is more a. You know I have just watched Love, Simon and visible today she said enthusiastically. I’m really happy that the LGBT community is more You’re right it took time but now we’ve made it to visible today she said enthusiastically. Hollywood he said jokingly. You’re right it took time but now we’ve made it to b. Hi she said . Hollywood hejoyfully said jokingly . Get away from me! the woman screamed. I don’t b. Hi she said joyfully. know you. Get away from me! the woman screamed. I don’t know you. 7 Écrivez une conversation entre deux personnages d’un des films que vous avez étudiés en classe. 7 Écrivez une conversation entre deux personnages d’un des films que vous avez étudiés en classe.

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pcabulary u Buyoild ur vo

Audio CD1 piste 24

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Social evolution

ry evolution your vocabulaSocial

household chores /trz/ MP3 n°30 representation: visibility household chores /trz/ single parent rLepr esen tion:Gay visi,bil GBT: Lesta bian, Biity sexual, sin rent Trgle anspa gen der LGBT: bian, Gay Bisexual, IVF: in Les vitro fertili sa,tion gender T r ans uncommon IVF: in vitro fertilisation uncommon

Build up The lm industry

MP3 n°30

progressive: forward thinking inclusive: comprehensive progress ive:eforward thinking stark: sever clu in sive: comprehensive get divorced e of children stark:cus sever have tody vor ced get di /kstdi/ : have the legal right cus children have of chil to care tody for the dren /kstdi/: have the legal right to care for the children

Modern rom-coms

MP3 n°34 MP3 n°34

audience The lm industry character au dience plot: story char direcacter tor /darektr/ r plot: storyer  l m mak rector /darekt / diro p ducer  m maker genre /nr/ p rodu cer pop ular gen epicre /nr/ pop ular: allow a lm to be shown release epic in cinemas release : allo:w a lm to in becin sho wn be released come out emas cin in emas be released: come out in cinemas

Movies and Movies society and society

Classic love stories

MP3 n°33

date:Classic rendezvous love stories couple re n zvous≠ girlfriend ldate: over: boyde friend coup kiss le ltov boyfriend ≠ girlfriend er:ional radit kiss some: moral whole traditional smitt en: in love wholesome: moral be in a relationship ≠ be single smitten: in love be in a relationship ≠ be single

MP3 n°33

fall in love with sb date: spend time with sb you have a fall love roin man ticwith relasb tionship with date: with sb you have get tospend gether:time become a coup le a mantic romarr get iedrelationship with er: become a couple get to prgeth egnant marr getpregnant: ied expect a child be pregnant get nd Mr or Ms Right be pregnant: expect a child nd Mr or Ms Right

MP3 n°31

MP3 n°31 bond: emotional tie Modern rom-coms teenage rom-coms bond: emotional tie com plicated ≠ easy teen m-coms age typical ≠ ro atyp ical com ≠ easy usualplicated ≠ unusual /njuul/ typical ≠ atypical argue /ju/: have an argument usual ≠ unusual /njuul/ break up: split up a rguea/ju/  np/ : have/rle an arg ument keep relationship brpri eak split  up: up vate /rle np/ rela keep a se crtionship et pri comvate ing of age: becoming an adult keep a secret coming of age: becoming an adult

Production codes

MP3 n°32

MP3 n°32 censorship Production codes decorum: appropriate behaviour cen morsorship al code /kd/ coalrum: opriate behaviour de appr mor guide lines mor classaliccode /kd/ moral guidelines break the standards classic prohibit: forbid br eak cen sorthe standards hib bid ro grit: for/red/ rpate: ade censor rate: grade /red/

Apprenez et révisez le vocabulaire !

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Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. Mia … … … with Sebastian the first time they met. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. The Hays Code was used to … Hollywood films for more than 30 years.

a. Mia … … … with Sebastian the first time they met. c. The main character in The Back-up Plan is … and she wants to … … all by herself. b. The Hays Code was used to … Hollywood films for more than 30 years. d. In this … … … film, the teenager learns about the difficulties of adulthood. c. The main character in The Back-up Plan is … and she wants to … … all by herself. e. We need more representation of the … community in today ’s films. d. In this … … … film, the teenager learns about the difficulties of adulthood. need more of thefr… community in pour todayexpliquer ’s films. quelle est votre comédie romantique e.2WeUtilisez les trrepresentation aductions des mots ançais suivants préférée et pourquoi. 2 Utilisez les traductions des mots français suivants pour expliquer quelle est votre comédie romantique atypique protocole briser les conventions se mettre ensemble épris·e préféréelien et pourquoi. lien

UTO Aév aluatio n 54

atypique

protocole

briser les conventions

se mettre ensemble

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épris·e Quiz hatier-clic.fr/lmu1035

Quiz hatier-clic.fr/lmu1035

SÉQUENCE 2 SÉQUENCE 2

Project #1

Review a Hollywood love story reecting the evolution of the couple in the USA for Re vieYwouT a Hollywood love story reecting your ube channel. the evolution of the couple in the USA for your YouTube channel.

Project #1 1 1

2 2

Choose the Hollywood love story you want to review. Choose the Hollywood love story you want to atch reviW ew . the lm or the trailer, or read a summary on imdb.com. W the ailer, or reead a notes. Watch rite athe fewlm keyor wor dstrto prepar your summary on imdb.com. Choose a particular scene or character you W rite to a fe w keyon. words to prepare your notes. want focus Choose a particular scene or character you want to focus on. Introduce yourself and present your YouTube channel. Introduce yourself and present your YouTube Invent your identity. channel. Prepare an introduction for your video: Hello Invent yourYidentity . everyone! ou’re watching… and today, Prepar e an intrabout… oductionWfor your video: we ’re talking elcome back Hello e veryone! Y ou’ r e watching… and today, everyone! Today ’s lm is…! we’re talking about… Welcome back everyone! Today ’s lm is…!

3 3

Take notes and practise.

Give gener al information Take notes and practise. about the lm. It deals with… It takes place in… It is Give gener directed bal y…information It’s set in…about the lm. It deals with… It takes place in… It is Say what b you or did directed y…lik Ited ’s set in…not like. Use: like, dislike, be keen on… like, Say what liked ortoday did not like. Use: Sho w wyou itkeen mirr ors ’s society . Use wor ds dislik eho be on … from p., 54. Show how it mirrors today ’s society. Use words from p. 54.

4 4

Time for lming! Check your pronunciation rst. Use an online Time for lming! dictionary like wordreference.com for example. Check onunciation Do notyour readpr your notes. rst. Use an online dictionary like wordreference.com for example. Make sure you do not spoil the movie! Do not read your notes. Make sure you do not spoil the movie!

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Fiche de méthodologie N°11 p. 284 Fiche de méthodologie N°11 p. 284

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Project #2 Prepare a plot summary for an adaptation of a classic Hollywood love story. Prepare a plot summary for an adaptation of a classic Hollywood love story.

Project #2 1 1

Choose a classic love story. Choose a classic love story Choose a classic love story . . Make sure it is a typical Hollywood romantic comedy. Choose classic ve story e sure it isor a You can alook for lo refer ences. Mak on imdb.com typical Hollywood r omantic comedy . rottentomatoes.com.

3 3

You can look for references on imdb.com or rottentomatoes.com.

2 2

Choose what you want to change. Find what one oryou twowant aspects can modify in the Choose to you change. lm to modernise it (same-sex couples, divorce, Find one or two aspects you can modify in the stepfamily , interr acial love stories…). lm to modernise it (same-se x couples, divorce, Compare it with previous rom-coms. stepfamily , interr acial lo ve stories…). – more + long adjective (more than 2 syllables) Compar + than e it with previous rom-coms. + long adjective (more than 2 syllables) – mor shorte adjective + -er + than than + Be creative and be -er respectful of the plot! – short adjective + + than

Write a draft version. Look for examples Write a dr aft version.of plot summaries on the internet (imdb.com). Look for examples of plot summaries on the Use adjectives to describe both the action and internet ( imdb.com ). the characters. Use adjectives to describe both the action and the characters.

4 4

Prepare your plot summary! Proofr ead your oduction for grammar and Prepar e your plot pr summary! spelling mistakes. Pr oofr yourdictionary production ammar and Use anead online forfor thegrwor ds you are spelling mistak es. unsure of. Use an online dictionary for the words you are unsure of.

Be creative and be respectful of the plot!

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Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

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55

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#genderequality #socialchange Has any social progress #socialchange been achieved for women? Has any social progress been achieved for women?

Le1t's

Do women and men enjoy the same rights #genderequality and opportunities in English-speaking Do womenfiction? and men enjoy the same rights detective and opportunities in English-speaking detective fiction?

RECAP E-workbook Bilan à compléter

hatier-clic.fr/lmu1036 Ewàorkbook Bilan compléter

How have the role and image of #womensemancipation women evolved in English-speaking How havefiction? the role and image of detective women evolved in English-speaking detective fiction?

hatier-clic.fr/lmu1036

SÉQUENCE

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How are women detectives represented Hofiction? w are women in detectives represented How havein female detectives been fiction?

#workingwomen

portrayed through time in literature, How female been filmshave and TV seriesdetectives in the English-speaking portr ayed through time in literature, world? films and TV series in the English-speaking How does that reflect a social evolution? world? How does that reflect a social evolution?

Are women detectives treated #workingwomen the same as men at work? Are women detectives treated Do they have to fight harder to the same as men at work? earn their place? Do they have to fight harder to earn their place?

1

AXE 2 E-workbook

#womensemancipation

Private space and public space Private space and public space

AXE 2

Bilan à compléter hatier-clic.fr/lmu1037 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1037

2 SÉQUENCE

SÉQUENCE

How do Hollywood love stories reflect Ho w do ood social prHollyw ogress? love stories reflect How has the representation of couples social progress?

and families in Hollywood evolved How has thethe representation throughout last century?of couples and Hollywood evolved Howfamilies do they in mirror changes taking place throughout the last century? in the American society? How do they mirror changes taking place in the American society?

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#traditions How has the traditional image #traditions of the couple and the family How has the trchanged aditionalinimage progressively of the couple and Hollywood films? the family progressively changed in Hollywood films?

#familylaw How are social evolutions in #familylaw couples and families shown in How are social evolutions in Hollywood films? couples and families shown in Hollywood films?

#emancipation

#education

#representinglove

How do Hollywood films show #emancipation the emancipation of women and How do Hollywood films show minorities in the American society? the emancipation of women and minorities in the American society?

Can films educate people #education to accept the evolution of Can films educate people social norms? to accept the evolution of social norms?

How have love stories been #representinglove represented in Hollywood films How have love stories been through time? represented in Hollywood films through time?

SÉQUENCE 1 Books SÉQUENCE 1

SÉQUENCE 1 Miss Marple -

Books The Complete

Miss ShortMarple Stories-, The Complete AC, 1930 Short Stories, Trixie Belden and the AC , 1930 Secret of the Mansion, Trixie Belden and the JC , 1948 Secret of the Mansion, Ms. Tree, JC , 1948 MAC Ms. Tree ,  TB , MAC 1981  TB, P ost-Mortem, 1981 PC, P ost-Mortem, 1990 PC, The 1990Big Book of Female Detectives, The Big Book of2018 O P, Female Detectives, O P, 2018

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence. Films Films

TV series TV series

Articles

America’s ‘Mrs Holmes’

Articles http://bit.ly/2KXyRtG

America’s ‘Mrs Holmes’ CIS: The First Female Detectives http://bit .ly/2KXyRtG https://bit.ly/2tWCjyC CIS: The First Female Detectives https://bit.ly/2tWCjyC

SÉQUENCE 2 Books

SÉQUENCE 2 Jane Eyre, CB, 

Books

The , F.SF JaneGreat Eyre,Gatsby CB,  , 1925 The Great Gatsby, F.SF, 1925

Films (500) Days of Summer, .  MW, 2009

Films

Her ofSJ , 2013 (500), . Days Summer, .  MW, 2009 Her, .  SJ, 2013

Me Before You, JM, 2012 Me Before You, JM, 2012

Songs

I Will Always Love You, W H, 1992

Songs

Love Song, S , 2007 I Will Always LoveB You, W H, 1992 Diane , CAM, 2017 Love Song, S B, 2007 Diane, CAM, 2017

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ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

VC idéo OMPRÉHENSION PatriciaORALE Cornwell talks about the character

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Tips

she created, Dr. Kay Scarpetta . Patricia Cornwell talks about the character she created, Dr. Kay Scarpetta .

z Be active and take notes right from the start of the rst viewing. Tips down the wor ds that arefrstr essed. zW Berite active and tak e notes right om the start of the rst viewing. z W rite do wn the wor ds that ar e str essed. z Fiche de méthodologie N°15 p. 290Compréhension orale z Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Imagine the end of the interview when EXPRESSION ÉCRITE

the journalist and Patricia Cornwell discuss the need SUJET 1Imagine end of the interview when for mor e womenthe detectives in ction. the journalist and Patricia Cornwell discuss the need OU for more women detectives in ction. SUJET 2Do you think there should be more women OU in detective lms, TV series and books? SUJET 2Do you think there should be more women in detective lms, TV series and books? Tip

z Review how to write a dialogue in English.

Tip view de how to write a dialogue in300 English. méthodologie N°20 p. Expression écrite zReFiche z Fiche de méthodologie N°20 p. 300Expression écrite

Patricia Cornwell, Red Mist, 2011  Patricia Cornwell, Red Mist, 2011 

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1Gillian Anderson, EXPRESSION ÉCRITEthe

leading female character in The SUJET 1Gillian Anderson, the Fall, is interviewed about her role leading female character in The and how women make good Fall, is interviewed about her role detectives. Write the interview. and how women make good OU detectives. Write the interview. SUJET 2Look at the photograph OU opposite and use it to explain why SUJET 2Look at the photograph it is important to have women opposite and use it to explain why detectives that are not stereotyped it is important to have women in TV series and lms. detectives that are not stereotyped in TV series and lms.

Tips

Gillian Anderson as Stella Gibson, The Fall, BBC Two, 2013-2016  Gillian Anderson as Stella Gibson, The Fall, BBC Two, 2013-2016 

z Use linking words to structure your text. Tips examples unit to support z Find Use linking worin dsthe to structur e your teyour xt. arguments. z examples in the unit N°20 to support your aression guments. Fiche de méthodologie p. 300 Expr écrite zFind z 58

Fiche de méthodologie N°20 p. 300Expression écrite

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SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

e Fall: e Most Feminist Show on Television e BBC drama stars Gillian Anderson as a detective investigating a serial killer, but the series’ treatment of women defies the genre’s conventions. e BBC drama stars Gillian Anderson as a detective investigating a serial killer, but the series’ treatment A e ddra ou xual serial linked to subsequent killings, Gibson presses for of wcroim men efim esathaebge ntre’sa copsy nvecnhtos ioens. killer who stalks, tortures, and murders young the creation of a task force and firmly makes the A crime drama about a psychosexual serial linked to subsequent killings, Gibson presses for women doesn’t sound like an obvious choice 40 case that she should lead it. killer who stalks, tortures, and murders young the creation of a task force and firmly makes the for the most feminist show on television. 40 But this isn’t to say that it doesn’t make a difwomen doesn’t sound like an obvious choice case that she should lead it. Especially given that the writers, directors, ference that Gibson is a woman. Early on, she for the most feminist show on television. But this isn’t to say that it doesn’t make a difand producers of that show are all men. But tells a colleague to leave the word “innocent” Especially given that the writers, directors, ference that Gibson is a woman. Early on, she that’s just one of the ways e Fall — the BBC out of a statement about the victims. “What if and producers of that show are all men. But 45 tells a colleague to leave the word “innocent” hit set in Northern Ireland whose second seahe kills a prostitute next? Or a woman walking that’s just one of the ways e Fall — the BBC out of a statement about the victims. “What if son began streaming for American audiences 45 home drunk?” She asks. “ e media loves to hit set in Northern Ireland wh1 ose second seahe kills a prostitute next? Or a woman walking on Netflix last week— upends T V conventions divide women into virgins and vamps, angels son began streaming for Am1erican aud2iences home drun k?” She asks. “ e media loves to and deser ves to be the first binge-watched show or whores6. Let’s not encourage them.” It’s she on Netflix last week— upends T V conve2ntions divide wom 6 en into virgins and vamps, angels of 2015. [...] who notices the victims’ painted nails, and who and deser ves to be the first binge-watched show 50 or whores . Let’s not encourage them.” It’s she But the debate over e Fal l’s first season appears at a press conference with her own nails of 2015. [...] who notices the victims’ painted nails, and who obscured the show’s revolutionar y treatment of 50 painted bright red as a signal to the serial killer But the debate over  F ’s first season appears at a press conference with her own nails women and the topic of sexual power. In fact, I that she’s on to him. obscured the show’s revolutionar y treatment of painted bright red as a signal to the serial killer haven’t seen another program that so directly More importantly, while Gibson is ver y good at women and the topic of sexual power. In fact, I that she’s on to him. challenges and rewrites the traditional convenher job, she isn’t portrayed as having sacrificed haven’t seen another program that so directly 55 More importantly, while Gibson is ver y good at tions of crime dramas, starting with Anderson her personal life in exchange. at’s long been challen3ges and rewrites the traditional convenher job, she isn’t portrayed as having sacrificed as DSI Stella Gibson, a highly-regarded London 55 a frustrating trope about powerful women on tions o3f crime dramas, starting with Anderson her personal life in exchange. at’s long been cop who gets called to Belfast because investigatelevision, including Sarah Linden, the detecas DSI Stella Gibson, a highly-regarded London a frustrating trope about powerful women on tors there need her expertise on a murder case. tive one Killingwhose obsessive commitment cop who gets called to Belfast becaus e in v es t ig atelevision, including Sarah Linden, the detec4 Refreshingly, none of the tropes we’ve been to cases came at the cost of relationships with tors there need her expertise on a m urder case. tive one Killingwhose obsessive commitment trained to expect in a stor y abo4ut a power- 60 her fiancé and son. But neither does Gibson tr y Refreshingly, none of the tropes we ’ ve b e e n to cases came at the cost of relationships with ful woman play out. Nobody resents5 Gibson’s 60 to escape the stress and trauma of her job with trained to expect in a stor y about 5a powerher fiancé and son. But neither does Gibson tr y appearance on the scene or questions her authordamaging addictions. She has a glass of wine ful woman play out. Nobody resents Gibson’s to escape the stress and trauma of her job with ity. Her gender is a non-issue; subordinates hop to unwind in the evening, and she swims ever y appearance on the scene or questions her authordamaging addictions. She has a glass of wine to when she enters a room and they follow her morning as discipline and release. [...] ity. Her gender is a non-issue; subordinates hop 65 to unwind in the evening, and she swims ever y commands without question. Gibson doesn’t tr y e Fall is an intelligent show with tremendous to when she enters a room and they follow her morning as discipline and release. [...] to submerge her femininity and stomp around 65 acting, shot as beautifully as anything else you’ll commands without question. Gibson doesn’t tr y   is an intelligent show with tremendous barking out orders. In Anderson’s restrained yet watch on television this year. [...] But e Fall’s to submerge her femininity and stomp around acting, shot as beautifully as anything else you’ll compelling performance, Gibson is cool, calm, most remarkable achievement will be if it turns barking out orders. In Anderson’s restrained yet watch on television this year. [...] But  ’s and always chic, with the most fabulous coat in out to be the first show of many to present a new compelling performance, Gibson is cool, calm, 70 most remarkable achievement will be if it turns detectivedom. normal for women on television. and always chic, with the most fabulous coat in out to be the first show of many to present a new When a shooting happens at the station, it’s Gibson 70  detectivedom. norAmy malSullivan, for womThe enAtlantic on telev, January ision. 23, 2015 who smoothly takes charge while also tending to 1. 2. watched for hours, one episode Amy Sullivan, The Atlantic , January 23, 2015after When a shooting happens at the station, it’s Gibson reverses  a male colleague in shock. As she begins to susthe other 3. Detective Superintendent (a top officer) who smoothly takes charge while also tending to 1. watched for hours, one episode after 4. reverses recurring 2. themes 5. is angry about 6. prostitutes pect that the murder they’ve been investigating is the other 3. Detective Superintendent (a top officer) a male colleague in shock. As she begins to sus4. recurring themes 5. is angry about 6. prostitutes pect that the murder they’ve been investigating is

 F : e Most Feminist Show on Television

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Tips z Read the introduction carefully: it will help you understand the text. Tips

Read the introduction carefully: it will help you on thethe main character: look for her job, relationships, z Focus understand text. attitudes… Focus on the main character: look for her job, relationships, z attitudes… z Fiche de méthodologie N°16 p. 292Compréhension écrite Fiche de méthodologie N°16 p. 292Compréhension écrite

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Évaluation

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z 59

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

AC udio OMPRÉHENSION ORALE In 2018, the guests of this National Public

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CD1 piste 25 Radio programme discuss rom-coms and try to ACD1 udio In 2018, the guests of this National Public piste decide if25 the genre is really dead today. Radio programme discuss rom-coms and try to decide if the genre is really dead today.

Tips

z Be active and take notes right from the start. Tips attention to the words that are str z Pay Be active and tak e notes right from theessed. start. z Use abbr e viations to be quick when you take notes. z Pay attention to the words that are str essed. z abbr to be quick youCompr take notes. Fiche deeviations méthodologie N°15when p. 290 éhension orale zUse z

To All the Boys I’ ve Loved Before, dir. By Susan Johnson, 2018 

Fiche de méthodologie N°15 p. 290Compréhension orale

To All the Boys I’ ve Loved Before, dir. By Susan Johnson, 2018 

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EXPRESSION ÉCRITE SUJET 1Write a letter to defend rom-coms explaining why they EXPRESSION ÉCRITE

ar e great and how much they have changed over time. SUJET 1Write a letter to defend rom-coms explaining why they OU are great and how much they have changed over time. SUJET 2Do you think rom-coms can do better OU at mirr oring American society? SUJET 2Do you think rom-coms can do better at mirroring American society? Tip

z What type of written expression is it? A dialogue,

Tipan essay… Apply the COOL methodology.

What type of written expression is it? A dialogue, z anFiche Apply the COOLN°20 methodology . ession écrite de méthodologie p. 300Expr z essay… Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1Write an intervie w between EXPRESSION ÉCRITE

RebelWilson a journalist, where she SUJET 1Write and an interview between explains why she chose this role and how RebelWilson and a journalist, where she important it is for Hollywood to reect explains why she chose this role and how today’s society. important it is for Hollywood to reect OU today’s society. SUJET 2Do American rom-coms reect OU ho w society has evolved? Give examples of SUJET 2Do American rom-coms Hollywood lms to support yourreect answer. how society has evolved? Give examples of Hollywood lms to support your answer. Tips

z Read the instructions two or three times. Tips the key words and wn synonyms z Highlight Read the instructions two orwrite threedo times.  z or words related to them. Highlight the key words and write down synonyms z orFiche words to them.N°20 p. 300Expression écrite derelated méthodologie

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Rebel Wilson plays Natalie in Isn’t It Romantic,  dir. by Todd Strauss-Schulson, 2019 Rebel Wilson plays Natalie in Isn’t It Romantic,  dir. by Todd Strauss-Schulson, 2019

SÉQUENCE 2 COMPRÉHENSION ÉCRITE

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COMPRÉHENSION ÉCRITE

‘Isn’t It Romantic?’ is only pretending to be a different kind of rom-com ‘IsIns’tnIt’tRoImtanRtic?om antic?’ is only pretendedin g will have you know that it is not tails and tr ying to comment on deeper issues — tIskone’t obIttheRoer maroam-co diffmer li s. ent kind of rom-com like gay male best friends, jealous female frenemies, ntic? will have you know that it is not details and tr ying to comment on deeper issues — 5 5

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Its heroine, Natalie (Rebel Wilson) doesn’t look like like other rom-coms. most other rom-com heroines. She does not have a Its her1oine, Natalie (Rebel Wilson) doesn’t look like lavish apartment, or an adorable wardrobe, or even most o1 ther rom-com heroines. She does not have a an Instagram-ready pet. She isn’t especially interlavish apartment, or an adorable wardrobe, or even ested in finding love. And she definitely doesn’t like an Instagram-ready pet. She isn’t especially interrom-coms themselves. “All these movies are lies,” she ested in finding love. And she definitely doesn’t like huffs. “So unrealistic!” rom-coms themselves. “All these movies are lies,” she In truth, though, Isn’t It Romantic? is, in almost all huffs. “So unrealistic!” respects, exactly like other rom-coms, down to the In truth, thoug h, Isn’t It Romantic? is, in almost all sugar-coated2 morals it wants to feed you. It’s just respects, exac2tly like other rom-coms, down to3 the one that loudly calls attention to the tropes it’s sugar-coated morals it wants to feed you. It’s 3just using before using them, and then pats itself on the one that loudly calls attention to the tropes it’s back for turning them on their heads— never mind using before using them, and then pats itself on the that most of those “subversions” have themselves back for turning them 4on their heads— never mind been rom-com staples for years. that most of those “s4ubversions” have themselves e film opens in the “real” version of New York, so globeen rom-com staples for years. riously gross and sticky that it made this former New e film opens in the “real” version of New York, so gloYorker feel positively homesick. Aer Natalie hits her riously gross and sticky that it made this former New head, however, she enters a candy-colored version of Yorker feel positively homesick. Aer Natalie hits her the city littered with cupcake shops and bridal stores, head, however, she enters a candy-colored version of and populated by pretty people in flattering clothes. the city littered with cupcake shops and bridal stores, Even as the film winks and nudges to let you know and populated by pretty people in flattering clothes. it’s in on the joke, it borrows enough of the genEven as the film winks and nudges to let you know re’s tricks to deliver a passable imitation. Liam it’s in on the joke, it borrows enough of the 5genHemsworth is a hoot as the guy who’s too “CW hot” re’s tricks to deliver a passable imitation. L5 iam to be true — and almost as dim as he is sexy. And Hemsworth is a hoot as the guy who’s too “CW hot” some of its obser vations about rom-com silliness to be true — and almost as dim as he is sexy. And are, if not exactly original, at least pretty amusing. some of its obser vations about rom-com silliness Slow-motion sprints to grand romantic gestures are are, if not exactly original, at least pretty amusing. inherently silly! Slow-motion sprints to grand romantic gestures are Plus, there’s a gratuitous karaoke moment that really inherently silly! works, even if it’s just because it’s hard to go wrong Plus, there’s a gratuitous karaoke moment that really with “I Wanna Dance With Somebody.” It is one of works, even if it’s just because it’s hard to go wrong the few moments of Isn’t It Romantic? that achieves with “I Wanna Dance With Somebody.” It is one of the fluffy transcendence of the films it’s tr ying to the few moments of Isn’t It Romantic? that achieves parody. Not coincidentally, it’s also one of the few the fluffy transcendence of the films it’s tr ying to that’s played relatively straight. parody. Not coincidentally, it’s also one of the few Where Isn’t It Romantic? runs into trouble is when it that’s played relatively straight. tries to go beyond winking at stereotypical rom-com Where Isn’t It Romantic? runs into trouble is when it tries to go beyond winking at stereotypical rom-com

Tips

z Highlight in different colours the elements for typical and atypical rom-coms. Classify them in a grid. Tips

Highlight in different colours the elements for typical and

attention to theClassify journalist ’s opinion in the conclusion. z Pay atypical rom-coms. them in a grid. attention to the journalist opinion in the éhension conclusion. Fiche de méthodologie N°16’sp. 292Compr écrite zPay z Fiche de méthodologie N°16 p. 292Compréhension écrite

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a lack of diversity, and the general concept of finding like gay male best friends, jealous female frenemies, happily ever aer in a man — while acting coma lack of diversity, and the general concept of finding pletely oblivious to the fact that dozens of earlier happily ever aer in a man — while acting comrom-coms have tackled them already. pletely oblivious to the fact that dozens of earlier Films take years to develop, produce, and market, rom-coms have tackled them already. and it’s possible that had Isn’t It Romantic? come Films take years to develop, produce, and market, out even two years ago, when the traditional romand it’s possible that had Isn’t It Romantic? come com movie seemed all but dead, it’d have felt fresher. out even two years ago, when the traditional romIts premise might have felt more novel, its insights com movie seemed all but dead , it’d have felt fresher. more trenchant, its smugness 6 easier to stomach. Its premise might have felt m6ore novel, its insights Unfortunately for Isn’t It Romantic?, it’s coming right more trenchant, its smugness easier to stomach. as the genre is on the rise again, and looking more Unfortunately for Isn’t It Romantic?, it’s coming right heterogeneous than ever. In the past year, movies as the genre is on the rise again, and looking more like Love, Simon, Set It Up, Crazy Rich Asians, and heterogeneous than ever. In the past year, movies To All the Boys I’ve Loved Before have put their own like L7ove, Simon, Set It Up, Crazy Rich Asians, and spins on well-worn conventions, and addressed a To Al7l the Boys I’ve Loved Before have put their own lot of Isn’t It Romantic?’s critiques in the process — spins on well-worn conventions, and addressed a to say nothing of shows like Crazy Ex-Girlfriend, lot of Isn’t It Romantic?’s critiques in the process — Jane the Virgin, and You’re the Worst, which have to say nothing of shows like Crazy Ex-Girlfriend, been doing so for seasons already. Jane the Virgin, and You’re the Worst, which have In that company, Isn’t It Romantic? feels like a missed been doing so for seasons already. opportunity. It is revolutionar y to have plus-sized In that company, Isn’t It Romantic? feels like a missed woman like Wilson in a romantic lead role. It is worth opportunity. It is revolutionar y to have plus-sized acknowledging that these movies are selling a fanwoman like Wilson in a romantic lead role. It is worth tasy, some of them toxic. It is equally worth tr ying acknowledging that these movies are selling a fanto convince the timid and the skeptical to consider tasy, some of them toxic. It is equally worth tr ying opening themselves up to the world. We could use to convince the timid and the skeptical to consider a romantic comedy that acknowledges those things, opening themselves up to the world. We could use and expands our ideas of what this genre can be. a romantic comedy that acknowledges those things, But Isn’t It Romantic? does not, in the end, manage and expands our ideas of what this genre can be. to forge something new from those elements. It’s so But Isn’t It Romantic? does not, in the end, manage busy working to remind you of ever ything it’s tr ying to forge something new from those elements. It’s so not to be, that it never quite gets around to figuring busy working to remind you of ever ything it’s tr ying out what it actually is. not to be, that it never quite gets around to figuring Angie Han, mashable.com, February 12, 2019 ou t what it actually is. 1. 2. embellishedFebruary 3. recurrent themes Angavagant ie Han, mashable.com, 12, 2019 extr  4. regular 5. US TV Channel 6. self-satisfaction 7. given 1. extrown avagant 2. embellished 3. recurrent themes their interpretation 4. regular 5. US TV Channel 6. self-satisfaction 7. given their own interpretation

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Art pouvoir Art et and power

SÉQUENCE

1

Projects

1

Art et pouvoir

Tools Tools

Pr oject You have designed your city#1: ’s economy . Give a speech an artwork or a building to boost explaining its positive impact. your city’s economy. Give a speech Pr oject #2:its Mak e a yer presenexplaining positive impact. ting an artwork or a building in the Pr Make aho yer esenUKoject and e#2: xplaining w it pr helps ting an artwork building. in the to boost the cityor ’s aeconomy UK and explaining how it helps to boost the cityen ’s economy . Grammaire l’infinitif to, les indénombrables en to,des adjectifs Gr ammaire l’infinitif Phonologie l’accentuation les indénombrables composés l’ accentuation adjectifs Phonologie Écriture la ponctuationdes de la phrase composés Vocabulaire le street art, l’architecture la ponctuation de la phrase Écriture le Vocabulaire street art, l’architecture

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How did US artists Ho we did relat the Great US artists Depr ession? relate the Great Project #1: Prepare a Projects Depr ession? presentation of an artwork for

2 SÉQUENCE

Art and power AXE 3

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AXE 3

How does art boost the Ho w omy doesof econ art boost the British cities? economy of Project #1: You have designed Projects British cities? an artwork or a building to boost

Projects

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Tools Tools

Pr #1: Pron epar e aGreat anoject exhibition the pr esentation of an artwork for Depression. an exhibition on the Great Pr oject #2: Write an email to Depr ession. the curator of an exhibition on Pr #2: Write an email to theoject Great Depr ession. Convince the ofinclude an exhibition himcur or ator her to your on the Gr eat Depr ession. Convince favourite artwork. him or her to include your favourite artwork.en be + V-ing, Grammaire le prétérit la phrase complexe le Gr ammaire Phonologie lesprétérit liaisonsen be + V-ing, la phr ase complexe Écriture le journal intime les liaisons Phonologie Vocabulaire l’art, la crise économique le journal intime Écriture

#streetart

#freedomofcreation

#streetart #architecture

#publicart #publicart

#architecture

#freedomofcreation #economicpower #economicpower

Queen Elizabeth Olympic Park and Canary Wharf, London Queen Elizabeth Olympic Park and Canary Wharf, London

#painting #painting #literature #literature

#economicpower #photography #photography

#economicpower #politicalexpression #politicalexpression

Unemployed men queueing outside a soup kitchen in Chicago, Illinois, 1931 Unemployed men queueing outside a soup kitchen in Chicago, Illinois, 1931

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How does art boost the economy of British cities? How does art boost the economy of British cities?

The impact of street art The treestr t art feet estivalart in Bristol GROUP impact A Upfest, a sof GROUP

 

GROUP WORK GROUP WORK



A Upfest, a street art festival in Bristol

1 Front cover of the book Upfest 2: The Urban Paint Festival, designed by Jody Thomas, 2016  Thefestival. Urban Paint Festival, designed by Jody Thomas, 2016 Upfest is Europe ’s largest free street artUpfest and gr2: affiti Front cover of the book  It is held every summer in Bristol (UK), and attracts over Upfest is Europe ’s largest freeartists. street art and gr affiti festival. 400British and international Visitors can also take It is held every summer in Bristol (UK), and attr acts over part in art sales, concerts and art workshops. 400British artists. Visitors canrehabilitated also take The festivaland wasinternational created in 2008, as street art was p a r t i n a r t sales, concerts and art workshops. in the early 2000s. It started with just nine artists. Bristol, the The festivalof was created 2008, as street art was rehabilitated birthplace Banksy , hasinan international reputation for its istreet n the eart arl.y 2000s. It started with just nine artists. Bristol, the district: neighbourhood arty: artistic birthplace of Banksy, has an international reputation for its passer-by derelict: in bad condition dis neighseer bourhood ar ty:der: artiswalk tic around street art. toutrict: rist: sight wan

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p. 68

“The Artyto ar-innitive eas — such as Brixton — attract mor p. e 68 T oattr o l sact the cafes and restaurants that in turn “art-loving Arty areascrowd — such to as moBrixton ve in.” — attract more cafes and restaurants that in turn attract the

passerby ue: price of a house val tou rist: house sightseer house of a growth:val deue: velprice opment house economic boom gr owth: openairdevelopment eco nom ic boom attractive: appealing open-air

der tag elict: a wallin bad condition wan der: :walk around increase go up tag a wall improve: make better in crease : go up reha bilitate im p rov e : makee mor betteer beautify: mak reha bil itate beautiful beautify: make more

SÉQUENCE 1 GROUP B GROUP

SÉQUENCE 1

Stik, a L ondon street artist

B Stik, a L ondon street artist

Vidéo DVD

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“Last year, the street artist Stik got permission for a major new mural in his neighbourhood, an area “Last artistthat Stiknow got embodies permission for of theyear East, the Endstreet of London a major new mur his neighbourhood, an area ) gentrification at al itsin most extreme.” (The Guardian of the East End of London that now embodies gentrification at its most extreme.” (The Guardian)

Stik in Shoreditch: the artist’s hidden tribute to a sold-off  London, The Guardian, 2016 Stik in Shoreditch: the artist’s hidden tribute to a sold-off  London, The Guardian, 2016 GROUP C Views on street art

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GROUP onkestin reetht earmt orning to find It’s an age when C youVciaenwaswa your house value increased overnight with the emerIt’s an age when you can awake in the morning to find gence of a Banksy on your wall — or even something a your house value increased overnight with the emerbit like a Banksy on your wall. gence of a Banksy on your wall — or even something a Public perception appears to have changed. bit like a Banksy on your wall. People used to scrub the art away 1, but nowadays the Public perception appears to have c1 hanged. first reaction seems to be “is it worth money?” People used to scrub the art away , but nowadays the Street artist Neil Morris agrees this is the case with first reaction seems to be “is it worth money?” some, but “these are the people who never have and Street artist Neil Morris agrees this is the case with never will appreciate the work. ese people are some, but “these are the people who never have and middle-aged, middle-manager types that think the art never will appreciate the work. ese people are is offensive to others without actually asking anyone. middle-aged, middle-manager types that think the art And it’s money that has changed perception. Money is offensive to others without actually asking anyone. changes ever ything.” And it’s money that has changed perception. Money Fellow artist Jadr yk Brown argues that the high prices changes ever ything.”2 street art can fetch means “rich people don’t find it Fellow artist Jadr yk2Brown argues that the high prices scar y any more. Nothing’s scar y if money could be street art can fetch means “rich people don’t find it involved”. […] scar y any more. Nothing’s scar y if money could be A study from the University of War wick indicates involved”. […] that street art in London is generally now associated A study from the University of War wick indicates with improving economic conditions of urban that street art in London is generally now associated with improving economic conditions of urban

Pédagogie différenciée

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neighbourhoods. It’s partly down to a “loop effect” 3. Arty areas — such neighbourhoods. as Brixton — attract more cafes an3d restaurants that in It’s partly down to a “loop effect” . Arty areas — such turn attract the art-loving crowd to move in. as Brixton — attract more cafes and restaurants that in Areas outside London can also see graffiti affecting turn attract the art-loving crowd to move in. property prices — in both directions. Areas outside London can also see graffiti affecting Prof Clay says it can polarise opinion: “To most people property prices — in both directions. street art is either an indicator of an area that is vibrant or Prof Clay says it can po4larise opinion: “To most people of one that is run-down and in need of better policing. street art is either an indic4 ator of an area that is vibrant or It ver y much depends on individuals’ broader opinions of one that is run-down and in need of better policing. about acceptable behaviours in public space, but it seems It ver y much depends on individuals’ broader opinions clear to me that more and more people regard street art about acceptable behaviours in public space, but it seems as a positive phenomenon. Hence, it appears to be being clear to me that more and more people regard street art more widely tolerated by public authorities”. [...] as a positive phenomenon. Hence, it appears to be being e creative urge to leave one’s mark in public space more widely tolerated by public authorities”. [...] crosses the boundaries of class, gender, sexuality, e creative urge to leave one’s mark in public space ethnicity and religion. It always has and it always will. crosses the boundaries of class, gender, sexuality, Bethan Bell, Street art: crime, grime or sublime?, hn  et icity and religion. It always has and it always will. BBC News, December 16, 2016 Bethan Bell, Street art: crime, grime or sublime?,  1. rubNews in order to clean16,2.2016 be sold for 3. virtuous circle BBC , December 4. in a bad state 1. rub in order to clean 2. be sold for 3. virtuous circle 4. in a bad state

GROUP WORK

1 Study your group’s document. Give examples of places where you can nd street art.

Pédagogie différenciée

OUP WORK Study your group ’s document. Give examples of places where you can nd street art. w ho w str eet art has GR evolved. 2 1 Sho w hoone w str eetesperson art has evolved. Choose spok in your group who will tell the rest of the class about your ndings. 3 2 Sho Choose in your group will tell or theBristol. rest of the class about your ndings. rite anone ad spok to presperson omote a str eet art tourwho in London 4 3 W

4 Write an ad to promote a street art tour in London or Bristol.

Prepare your

project

Prepare your

PAIR WORK A street artist is interviewed by a journalist about the place and the impact of urban PAIR WORK A street artist is interviewed by a art in British cities. Imagine the interview. journalist about the place and the impact of urban artGrinammar British Tip cities. Imagine the intervie w. Précis p. 251 Review how to form questions: Précis p. 251 Gr ammar (Whor How)Tip + auxiliary + subject + verb (+ object)?

In groups, write your top two arguments in favour In yourUse top of gr stroups, eet artwrite in cities. two ar guments in favour grati style! of street art in cities. Use grati style!

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How does art boost the economy of British cities?

B

Reshaping London’s cityscape

© London Legacy Development Corporation. Not to be reproduced without permission.

B

Reshaping ’s cityscape How does London art boost the economy of British cities?

The ArcelorMittal Orbit, designed by Anish Kapoor and Cecil Balmond, London, 2018  The ArcelorMittal Orbit, designed by Anish Kapoor and Cecil Balmond, London, 2018 

1 Find out where the ArcelorMittal Orbit is located and who designed it. Find outwhat whermak e the celorMittal Orbit esAr people go and visitisit.located and who designed it. 2 1 Explain what makthis es people go and visit what it. ou want to visit attraction. Explain it is to your host family in England. 3 2 YExplain

3 You want to visit this attraction. Explain what it is to your host family in England.

C

The Library of Birmingham

Classe inversée  

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se inversée  E-workbook The Library of Birmingham Clas  1 Find what makes the Library of Birmingham a landmark building. Classe inversée

what you learn about the façade and the inspiration behind it. 2 Explain hatier-clic.fr/lmu1049 Ew Clas seorkbook inversée 1 Find what makes the Library of Birmingham a landmark building. hatier-clic.fr/lmu1049 what impact the libr ary may have on the squar e nearb y . 3 Find 2 Explain what you learn about the façade and the inspiration behind it. elements from the video, make a list of slogans promoting the Library of Birmingham as an 4 Using 3 Find what impact the library may have on the square nearby. architectural and cultural landmark in the city. 4 Using elements from the video, make a list of slogans promoting the Library of Birmingham as an architectural and cultural landmark in the city.

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Uncountable nouns T oo l s

p. 68

“the evolution nouns of architecture” Uncountable T oo l s

p. 68

inhabitant artwork: piece of art: art piece in hab itant ma sterpiece art work: piecebr ofeak art:thr artough piece achievement: ma sterpiece revival: rebirth a vement: breakthrough achie mazing: striking re vi val: r e birth remarkable: outstanding amazing: striking

innovative: creative shortlisted inn ovative: eact ativeattention stand out: acr ttr short listed  be in sharp contrast: be opposed stand act attention awardout: : giveattr a prize be in sharp con change: evolve trast: be opposed a warderate: : give re a prize regen juvenate: renew change: evolve

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Regenerative architecture: Hastings Pier Regenerative architecture: Hastings Pier

Hastings Pier, 2009 

Hastings Pier, 2018 

Hastings Pier, 2009 

Hastings Pier, 2018 

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London-based architects dRMM have been announced a neglected “shantytown” 2 into a life-filled space for 2 as the winners of the 2017 RIBA Stirling Prize for their gathering and entertainmen t. e project was spurred 3 London-based architects dRMM have been announced a n e gl ect ed “ s h a n t y t o w n ” in to a life-filled space for 15 into action aer the pier was destroyed by fire in 2010.3 renovation of Hastings Pier. […] as the winners of the 2017 RIBA Stirling Prize for their gathering and entertainment. e project was spurred “Hastings Pier is a masterpiece in regeneration and 15 “ere was no sense in tr ying to reconstruct it as a renovation of Hastings Pier. […] into action aer the pier was destro4yed by fire in 2010. inspiration. e architects and local community have 19th centur y pier — that typology had gone with the “Hastings Pier is a masterpiece1 in regeneration and “ere was no sense in tr ying to 4reconstruct it as a transformed a neglected wreck into a stunning, flexfire. ere was an opportunity to reuse and reinvent inspiration. e architects and l1ocal community have 19th centur y pier — that typology had gone with the ible new pier to delight and inspire visitors and local the pier and give it a new future,” commented Alex de transformed a neglected wreck into a stunning, flexfire. ere was an opportunity to reuse and reinvent people alike,” said RIBA President and Stirling Prize 20 Rijke, dRMM Founding Director. ible new pier to delight and inspire visitors and local the pier and give it a new future,” commented Alex de jur y chair Ben Derbyshire. 20  Patrick Lynch, dRMM’s Hastings Pier Wins 2017 RIBA people alike,” said RIBA President and Stirling Prize Rijk e, dRMM Founding Director. Designed as “a strong, well-ser viced platform that Stirling Prize, archdaily.com, October 31, 2017 Patrick Lynch, dRMM’s Hastings Pier Wins 2017 RIBA jur y chair Ben Derbyshire.  could support endless uses,” the new Hastings Pier has 1. building that has been.com, badlyOctober damaged very poor district Stirling Prize , archdaily 31,2.2017 Designed as “a strong, well-ser viced platform that 3. encouraged 4. type completely transformed the town’s waterfront from 1. building that has been badly damaged 2. very poor district could support endless uses,” the new Hastings Pier has 3. encouraged 4. type completely transformed the town’s waterfront from Culture Tip 1 Look at the two photos and say what has changed. at the two photos and say has with changed. Pick out from the text ve wor dswhat starting the prex 2 1 Look “re-”. Use them to explain how Hastings Pier has changed. 2 Pick out from the text ve words starting with the prex “3 re-”.List Useallthem to explain Hastings Pier has the positive worho dswused to qualify the changed. new pier. Use them to explain the advantages of this new building. 3 List all the positive words used to qualify the new pier. Use them to ar explain theguide. advantages new why building. e a tour Explainoftothis visitors the pier has 4 You been awarded the Stirling Prize. 4 You are a tour guide. Explain to visitors why the pier has been awarded the Stirling Prize.

Prepare your

project

Prepare your

project

The Royal Institute of British Architects Culture Tip Prize is an annual prize (RIBA) Stirling The Institute of British thatRoyal has been awarded to the Architects best (RIBA) Stirling Prize is an annual building in the UK since 1996. It isprize the that has been awarded to the best most prestigious architecture prize in the building in the UK since 1996. It is the United Kingdom. most prestigious architecture prize in the United Kingdom.

Imagine that the ArcelorMittal Orbit, Hastings Pier or the Library of Birmingham has won a prize. Imagine that the ArcelorMittal Orbit, Hastings Pier Write a short article about it in the column “News or the Library of Birmingham has won a prize. in brief ” of the local newspaper. Write a short article about it in the column “News inGr brief ” of the ammar Tiplocal newspaper.Précis p. 252 Use direct speech to report the artist’ s or architect’ p. 252s Précis Gr ammar Tiparticle above). words (as in the Use direct speech to report the artist’s or architect’s words (as in the article above).

In groups or in pairs, list 10 adjectives to describe one of In oups or infrom pairs, list 10 thegrbuildings p.66-67. adjectives to describe The rst student who one of the buildings om p.66-67. completes hisfror her list is The rst student who the winner! completes his or her list is the winner!

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L’innitif en to

ar amenm gr ur yo On utilise l’innitif to : • L’innitif ento

− après des verbes de volonté et d’ordre comme On utilise l’innitif en to: want, would like, wish, prefer, advise, tell, order. − après des verbes de volonté et d’ordre comme I would like you to take a picture of Banksy’s street art. want, would like, wish, prefer, advise, tell, order. − après les verbes exprimant une visée comme I would like you to take a picture of Banksy’s street art. intend, plan, expect, attract. − après les verbes exprimant une visée comme Arty areas attract the art-loving crowd to move in. intend, plan, expect, attract. L’innitif en act to sert intrto oduir e une Arty areas attr the également art-loving cràowd move in. proposition de but, ainsi que in order to ou so as to, L’innitif en to sert également à introduire une pour des sujets identiques. proposition de but, ainsi que in order to ou so as to, Ipour am going to Birmingham to / in order to / so as to see des sujets identiques. its modern architecture. I am going to Birmingham to / in order to / so as to see Le sujet de go et de see est le même: I. y its modern architecture. On emploie so that s’il y a deux sujets différents. y Le sujet de go et de see est le même: I. I’ve invited you to Bristol you can attend theents. On emploie so thatso s’ilthat y a deux sujets différ famous street art lectures on Banksy. I’ve invited you to Bristol so that you can attend the I est le sujet de invite et you celui de attend. y famous street art lectures on Banksy. y I est le sujet de invite et you celui de attend.

•

• •

Les indénombrables Les indénombrables singuliers

•

Les indénombrables

Ceindénombr sont des noms ausinguliers singulier, dont le verbe Les ables s’accorde au singulier, mais qui ont un sens pluriel: Ce sont des noms au singulier, dont le verbe advice (des conseils), information (des renseignements), s’accorde au singulier, mais qui ont un sens pluriel: fruit (des fruits), furniture (des meubles). advice (des conseils), information (des renseignements), Ils ne peuvent pas gurer avec l’article a/ an. fruit (des fruits), furniture (des meubles). extrairepas un gur seul er élément, l’anglais recours à IlsPour ne peuvent avec l’article a/ aan. un dénombreur: a piece of. On a donc: Pour extraire un seul élément, l’anglais a recours à a piece of advice (un conseil), a piece of information un dénombreur: a piece of. On a donc: (un renseignement), a piece of fruit (un fruit), a piece of advice (un conseil), a piece of information a piece of furniture (un meuble). (un renseignement), a piece of fruit (un fruit), Il existe aussi des indénombr a piece of furnitur e (un meuble).ables qui acceptent dicilement le pluriel et sont au singulier en général. Il existe aussi des indénombrables qui acceptent the evolution of chitectur e au singulier en général. dicilement le ar pluriel et sont

• • • • •

the volution of arables chitectur e Leseindénombr pluriels noms sontables toujours au pluriel: clothes, jeans, • Cesindénombr Les pluriels

glasses, scissors. On peut utiliser un dénombreur pour Ces noms sont toujours au pluriel: clothes, jeans, désigner un seul élément: an article of clothing, glasses, scissors. On peut utiliser un dénombreur pour a pair of jeans, a pair of glasses, a pair of scissors. désigner un seul élément: an article of clothing, a pair of jeans, a pair of glasses, a pair of scissors.

• 68

1 Utilisez l’infinitif en to ou le gérondif.

a. Paul Smith, the English fashion designer, had every 1 Utilisez l’infinitif en to ou le gérondif. intention of (to become / becoming) well known a. Paul Smith, the English fashion designer, had every with his multi-coloured striped clothes. intention of (to become / becoming) well known b. I would like (to go / going) to this exhibition on with his multi-coloured striped clothes. British street artists because I want (to see / seeing) b. I would like (to go / going) to this exhibition on Nick Walker’s art. British street artists because I want (to see / seeing) c. She wants (to rent / renting) a house in Liverpool, Nick Walker’s art. because she likes its modern architecture. c. She wants (to rent / renting) a house in Liverpool, because she likes its modern architecture. 2 Complétez par in order to ou so that. a. Robert needs to leave the museum by 4 pm … 2 Complétez par in order to ou so that. arrive on time at the station. a. Robert needs to leave the museum by 4 pm … b. Museums are open throughout the year, … visitors arrive on time at the station. can discover paintings by the most famous artists. b. Museums are open throughout the year, … visitors c. … make sure that photographs were allowed, she can discover paintings by the most famous artists. asked the guide as soon as she walked in. c. … make sure that photographs were allowed, she d. Jane parked her car near the exhibition, … her asked the guide as soon as she walked in. children didn’t need to walk too far. d. Jane parked her car near the exhibition, … her children didn’t need to walk too far.

3 Mettez les mots soulignés au singulier. a. I would like some information about Upfest, the 3 Mettez les mots soulignés au singulier. street art festival in Bristol. a. I would like some information about Upfest, the b. That Brixton artist wears jeans all the time! street art festival in Bristol. c. If I have some advice to give you, don’t miss b. That Brixton artist wears jeans all the time! Banksy’s street art when you are in Bristol. c. If I have some advice to give you, don’t miss d. They left their luggage at the reception desk of Banksy’s street art when you are in Bristol. their hotel in Birmingham. d. They left their luggage at the reception desk of their hotel in Birmingham. 4 Complétez par le dénombreur qui convient. a. Could you get me … fruit, please? There’s a 4 Complétez par le dénombreur qui convient. grocer’s shop next to the gallery. a. Could you get me … fruit, please? There’s a b. This … furniture is very modern. Do you know grocer’s shop next to the gallery. which artist made it? b. This … furniture is very modern. Do you know c. I would like to get … evidence to show what really which artist made it? qualifies as modern architecture. c. I would like to get … evidence to show what really d. You don’t wear … shorts to go to an art gallery, do qualifies as modern architecture. you? Please put on … trousers instead! d. You don’t wear … shorts to go to an art gallery, do you? Please put on … trousers instead!

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun your

L’accentuation des unciation ACD1udio ur pron yo adjectifs composés piste 26 n° 35 AMP3 udio CD1 piste 26 L’accentuation des MP3 n° 35 adjectif composé est formé d’au moins deux • Un adjectifs composés mots qui gardent leur accentuation initiale. Mais

Improve

Un adjectif composé est formé d’au moins deux l’adjectif composé comporte un accent tonique noté mots qui gardent leur accentuation initiale. Mais devant la syllabe portant l’accentuation la plus forte l’adjectif composé comporte un accent tonique noté et un accent secondaire noté  devant l’autre syllabe devant la syllabe portant l’accentuation la plus forte accentuée. et un accent secondaire noté  devant l’autre syllabe Pour les adjectifs composés dont le deuxième accentuée. élément est un nom (+ éventuellement -ed), l’accent Pour les adjectifs composés dont le deuxième tonique porte, en général, sur le deuxième élément. élément est un nom (+ éventuellement -ed), l’accent a 15-minute /fftinmn.t/ eak tonique porte, en général, br sur le deuxième élément. old-fashioned /ldfænd/ architecture a 15-minute /fftinmn.t/ break Pour les adjectifs composés dont le deuxième élément oldfashioned /ldfænd/ architectur e est un verbe en -ing ou un participe passé, l’accent Pour les adjectifs composés dont le deuxième élément tonique porte, en général, sur le premier élément. est un verbe en -ing ou un participe passé, l’accent art -lovingporte, /tlvŋ/ -shaped /knept/ tonique en général,cone sur le premier élément.

• • • • •

art-loving /tlvŋ/

cone-shaped /knept/

on skills Work w riting

z

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z

5 Écrivez les adjectifs composés Audio CD1 piste 27 suivants et soulignez les syllabes qui n° 36 les adjectifs composés AMP3 udio 5 Écrivez portent l’accent tonique, puis écoutez CD1 piste 27 MP3 n° 36 suivants et soulignez les syllabes qui l’enregistrement pour confirmer vos réponses. portent l’accent tonique, puis écoutez green-eyed • bad-mannered • meat-eating • l’enregistrement pour confirmer vos réponses. low-necked • Bristol-based • five-minute • green-eyed • bad-mannered • meat-eating • one-armed • oil-producing • one-year low-necked • Bristol-based • five-minute • one-armed • oil-producing • one-year 6 Prononcez les groupes nominaux Audio CD1 piste 28 suivants en veillant à les accentuer n° 37 Prononcez les groupes nominaux AMP3 udio 6 CD1 piste 28 correctement, puis écoutez MP3 n° 37 suivants en veillant à les accentuer l’enregistrement pour vérifier l’accentuation. correctement, puis écoutez a. a wheat-producing region l’enregistrement pour vérifier l’accentuation. b. a bad-tempered neighbour a. a wheat-producing region c. a word-processing programme b. a bad-tempered neighbour d. a three-week holiday c. a word-processing programme e. a London-based exhibition d. a three-week holiday e. a London-based exhibition

your

La ponctuation de la phrase

s tingparskunill wseriterminent ur yo Les phr ases point nal •

La ponctuation de la phrase

Wo•rk on

(full stop), un point d’interrogation (question mark) Les phrases se terminent par un point nal ou un point d’exclamation (exclamation mark). (full stop), un point d’interrogation (question mark) gule d’ (comma ) s’utilise: ouLa unvir point exclamation (exclamation mark). −Lapour sépar er les différ entes parties d’une phrase. virgule (comma ) s’utilise: In 2017, the Stirling Prize was awarded to Hastings Pier. − pour séparer les différentes parties d’une phrase. pour, the sépar er lesPrize éléments d’une In−2017 Stirling was awar dedliste. to Hastings Pier. Hastings Pier is a strong, exible and well-serviced platform. − pour séparer les éléments d’une liste. − pour ajouter une information supplémentaire. Hastings Pier is a strong, exible and well-serviced platform. Arty areas, such as Brixton, attract more and more cafés. − pour ajouter une information supplémentaire. Lear point-vir gule semicolon ) s’act emploie transformer Arty eas, such as (Brixton , attr morepour and mor e cafés. deux phrases (reliées par leur sens) en une seule. Le point-virgule (semicolon) s’emploie pour transformer People used to(rdisr egarpar d strleur eet art ; noen wadays, perception deux phr ases eliées sens) une seule. has completely changed. People used to disregard street art; nowadays, perception Les deux-points (colon) servent à introduire une liste has completely changed. ou une explication. Les deux-points (colon) servent à introduire une liste Visitors take part in different activities: art sales, ou une can explication. concerts and art workshops. Visitors can take part in different activities: art sales, Str eet artand helps boost urban areas: it gives value to concerts arttoworkshops. derelict neighbourhoods. Street art helps to boost urban areas: it gives value to derelict neighbourhoods.

• •

• • • •

7 Remplacez les virgules ou les points par deuxpoints quand c’est possible. Adaptez les majuscules Remplacez les virgules ou les points par deuxsi7nécessaire. points quand c’est possible. Adaptez les majuscules a. Hastings Pier has all kinds of advantages. It is si nécessaire. strong, flexible and multi-functional. a. Hastings Pier has all kinds of advantages. It is b. Enjoy seeing the whole of London, riding the strong, flexible and multi-functional. slide, listening to our gallery of sound, and so much b. Enjoy seeing the whole of London, riding the more. Visit the ArcelorMittal Orbit. slide, listening to our gallery of sound, and so much c. Upfest is Europe’s largest free street art and more. Visit the ArcelorMittal Orbit. graffiti festival. It attracts over 400 British as well as c. Upfest is Europe’s largest free street art and international artists, painting 50 venues in the city. graffiti festival. It attracts over 400 British as well as international artists, painting 50 venues in the city. 8 Complétez les phrases par des virgules ou des points-virgules. Complétez les phrases par des virgules ou des a8. Thanks to art ... we can make our cities diverse ... points-virgules. inspirational places. a. Thanks to art ... we can make our cities diverse ... b. Rogue One is a street artist with a realistic style ... inspirational places. his artworks often look like photos. b. Rogue One is a street artist with a realistic style ... c. Street art acts as an antidote to online images ... his artworks often look like photos. it is an authentic ... thought-provoking art form. c. Street art acts as an antidote to online images ... d. Riders will experience the twists ... turns and it is an authentic ... thought-provoking art form. drops of the world’s longest tunnel slide in the d. Riders will experience the twists ... turns and ArcelorMittal Orbit. drops of the world’s longest tunnel slide in the ArcelorMittal Orbit. 69

pcabulary u Buyoild ur vo

Audio CD1 piste 29

ACD1 udio piste 29

Neighbourhoods

your vocabularyNeighbourhoods

n°

MP3 38 district: neighbourhood local community dis trict: neighbourhood inhab itant local community tourist: sightseer in habitant passerby tou rist: sight art-lo ving croseer wd passerby shantytown: cheaply built houses art -loving owd y neglec ted:crshabb shantytown: cheaply built houses run-down: decrepit ne glec y vibr ant:ted: liveshabb ly run-down: decrepit vibrant: lively

Build up Street art

MP3 n°38

MP3 n°42 n°

MP3 42 evolu tion Str eet art positive phenomenon ev osterpiece lution ma pos phenomenon pubitive lic space masterpiece urban /bn/ art pub lic space artwork: piece of art: art piece ur ban /bn/ spray-pain ted art art work: piece of art: art piece open-air spr ay-arpain ted arty: tistic open-air amazing: striking ar ty: arkable: tistic outstanding remar a ma zing: striking ille gal re kable: outstanding tagmar a wall ibeau llegaltify: make more beautiful tag a wall beautify: make more beautiful

Art and power Art and power

Cityscapes building Cityscapes horizon: skyline buil ding pier /pr/ ho rizon: struc turer skyline pier /p / waterfront structure breathtaking views wa ont attrterfr active breathtaking views attractive

MP3 n°41 MP3 n°41

improve: make better reshape im provout: e: mak better stand attreact reashape ttention stand out: attract walk around: wander attention be in sharp contrast to/ walk arbe ound : wander with: opposed to be in sharp contrast to/ with: be opposed to

Architecture

MP3 n°39 n°

MP3 39 achie ment: break Arvechitectur e through /brekθru/ wreck: ruin /run/ achievement: breakthrough /brekθru/ revival: rebirth wr in /run/: in bad condition dereck: elictru /derlkt/ re vi val: r e birth shortlisted  der /derlkt/ : in bad condition innoelict vative: creative short listed  change: evolve innovative: creative regenerate: rejuvenate: renew /rnju/ change: evolve rehabilitate re gen er ate: reinvent rejuvenate: renew /rnju/ raeha warbil d:itate give a prize reinvent award: give a prize

Economic development

MP3 n°40

MP3 econom ic boom development Economic economic conditions eco nom boom prop ertyicprices economic conditions real estate: land and buildings property prices gentrication rtou ealrist estate : land and buildings industry gentri ca tion growth: development /dvelpmnt/ tou ristval industry house ue: price of a house growth: development /dvelpmnt/ increase: go up house value: price of a house increase: go up

n°40

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1050

Apprenez et révisez le vocabulaire !

hatier-clic.fr/lmu1050

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. In many neighbourhoods, street art is seen as a … … as it causes the … of the tourist industry. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. Urban art can … city walls in run-down districts.

a. In many neighbourhoods, street art is seen as a … … as it causes the … of the tourist industry. c. One of Anish Kapoor’s great … is the ArcelorMittal Orbit which offers … … of London. b. Urban art can … city walls in run-down districts. d. The London City … has changed thanks to the inclusion of new high buildings in Canary Wharf. c. One of Anish Kapoor’s great … is the ArcelorMittal Orbit which offers … … of London. e. Most of Birmingham’s … are in favour of the new architecture in their city. d. The London City … has changed thanks to the inclusion of new high buildings in Canary Wharf. f. The emergence of street art has caused … as housing value tends to … and so lower-class and middle-class e. Most of Birmingham’s … are in favour of the new architecture in their city. people can’t afford to stay. f. The emergence of street art has caused … as housing value tends to … and so lower-class and middle-class people can’tl’interview afford to stay . architecte ou d’un·e artiste de rue qui parle de l’impact de son œuvre dans une 2 Écrivez d’un·e ville britannique. Utilisez au moins 10 mots de la carte mentale. 2 Écrivez l’interview d’un·e architecte ou d’un·e artiste de rue qui parle de l’impact de son œuvre dans une ville britannique. Utilisez au moins 10 mots de la carte mentale.

UTO Aév aluatio n 70

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1051

Quiz hatier-clic.fr/lmu1051

SÉQUENCE 1 SÉQUENCE 1

Project #1

You have designed an artwork or a building to boost your city ’s economy. Give a Y ou have designedits anpositive artworkimpact. or a building speech explaining to boost your city ’s economy. Give a speech explaining its positive impact.

Project #1 1 1

2 2

Search the internet or the unit to nd an artwork or building you like. Search the internet or the unit to nd an Decide the typeyou of art artwork oron building likthat e. interests you most: street art, architecture… Decide on the type of art that interests you Look an original artworke… or building, most:for street art, architectur focusing on its aesthetic value and its benets Look forcity an. original artwork or building, for the focusing on its aesthetic value and its benets for the city.

Make a list of arguments showing why it is inspiring and is likely to revive the city. Make a list of arguments showing why it is Find arand guments about artwork or building inspiring is likely to rthe evive the city . itself and its impact on the city. Find arguments about the artwork or building Look at the guments used in. this unit and itself and itsar impact on the city add your own touch. Look at the arguments used in this unit and add your own touch.

3 3

4 4

Reorder your arguments to have a structured plan showing your reasoning. Reorder your arguments to have a structured linking words: rst, to start with, then, planUse sho wing your reasoning. nally, to conclude, as a matter of fact, Use linking words:, rst , to start actually , besides what ’s mor e...with, then, nally, to conclude, as a matter of fact, Use greetings such, what as: Ladies actually , besides ’s morand e... gentlemen, (Dear) Mr/ Ms Mayor, Members of the Use eetingsand suchend as: politely: Ladies and gentlemen City gr Council I would like to , (Dear) Mr/ Ms Mayor , Members of the thank you for... City Council and end politely: I would like to thank you for... Practise your speech and deliver it! Practise giving yourand speech at home Practise your speech deliver it! or to a friend. Practise giving your speech at home or to a Look at the audience and do not depend on friend. your notes when delivering your speech. Look at the audience and do not depend on Be enthusiastic and convincing! your notes when delivering your speech. Be enthusiastic and convincing!

z

Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

z

Project #2 Make a yer presenting an artwork or a building in the UK and explaining Mak yer to presenting artwork how eitahelps boost thean city ’s economy. or a building in the UK and explaining how it helps to boost the city ’s economy.

Project #2 1 1

2 2

Search the internet or this unit to nd a work of public art, street art or architecture that Sear ch internet or this unit to nd a work inspir esthe you. of public art, street art or architecture that Select some photos of the artwork or building inspir es you. and its location. Select some photos of the artwork or building Find outlocation. information about the artwork or and its building and its positive impact on the city. Find out information about the artwork or building and its positive impact on the city. Observe the yer about the ArcelorMittal Orbit (p. 66). Observe the yer about the ArcelorMittal Pay to its different parts and its Orbit (p.attention 66). layout, as you will use it as a model. Pay attention to its different parts and its layout, as you will use it as a model.

3 3 4 4

Write a short caption for each photo.

Start your captions verbsphoto. such as: Write a short captionwith for each explore, discover, enjoy... Start your captions with verbs such as: Mention name of the work and its creator explore, the disco ver, enjo y...  in large letters. Mention the name of the work and its creator in large letters. Decide on a layout to make an attractive, ecient yer. Decide on a layout to make an attractive, Select yer. the title, colours, fonts, size of the ecient photos... Be creative! Select the title, colours, fonts, size of the If you want make a digital yer, you can nd photos... Beto creative! some help on the following sites: If you want to mak e a digital yer,. you can nd desygner.com , about.easil.com some help on the following sites: desygner.com, about.easil.com.

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

71

SÉQUENCE

SÉQUENCE

2 A A

How did US artists relate the Great Depression? How did US artists relate the Great Depression?  Vidéo

Paintings of the 1930s

DVD

VDVidéo D

Paintings of the 1930s

Note down keywords about the changes that took 1  place in society. 1 Note down keywords about the changes that took place in society . the paintings you see have in common. what 2 Identify Identify what youpainted see have in common. whatthe thepaintings regionalists and their goal. 3 2 Describe Explain whether they succeeded or not. 3 Describe what the regionalists painted and their goal. Explain whether y succeeded class, ethe xplain in Frenchor ornot. in English what 4 In art inspired American painters in the 1930s. Use elements artvideo class,and explain in French or in English what fr4omInthe the Cultur e Tip. inspired American painters in the 1930s. Use elements from the video and the Culture Tip.

2

Culture Tip

Grant Wood, Young Corn, 1931 

The Great Depression was a period of economic crisis Culture Tip in the 1930s which began with the stock market crash The Great Depression of economic crisis in of October 1929. It waswas oneaofperiod the most difficult times in the 1930s which began with the stock market cr ash American history. Thousands of people lost their jobs. of October 1929. It was one of the most difficult times in American history. Thousands of people lost their jobs.

Grant Wood, Young Corn, 1931 

B B

Forced to leave Forced to leave

1 Describe the photograph (landscape, people’s expressions and 1 Describe the photograph clothes). (landscape, people’s expressions and clothes). 2 Read the Culture Tip. Imagine why these people are on the road. 2 Read the Culture Tip. Imagine why these people are on the’sroad. Dorothea Lange 3 Explain message to the visitors of a museum. 3 Explain Dorothea Lange’s message to the visitors of a museum.

Culture Tip

Dorothea Lange, Family walking on highway, five children, 1938 

The Dust Bowl was a region Culture of the USATip where there were The Bowl was a region dustDust storms due to successive of theof USA where(lack thereofwere years drought rain). dust to successive In thestorms 1930s,due thousands of years of had drought (lacktheir of rain). farmers to leave In the 1930s, of homes to findthousands better land. farmers had to leave their homes to find better land.

Dorothea Lange, Family walking on highway, five children, 1938 

T oo l s

p. 76

“Democracy n’t working” Preterite be was + V-ing T oo l s

p. 76

Preterite be + V-ing

72

the stock market: Wall Street rural exodus the jourstock ney market: Wall Street ru ra exodus migrlant /marnt/ jour n crowdey /krad/ mi grantings: /marnt/ belong possessions cr o wd /krad/ optimism ≠ pessimism be longsted: ings: very possess exhau tiredions optimism ≠ pessimism

anxious: worried desperate an xious: ban krupt:worr unaied ble to des per ate pay debts ban krupt: una≠ble unem ployed emto ployed pay debts homeless unem yed ≠ employed ee: eplo scape home less rise ≠ fall ee: escape

SÉQUENCE 2

C

5

10 10

15 15

20 20

The migrants’ road

Highway 66 is the main migrant road. 66 — the long concrete 1 path across the countr y, waving gently up and down on the map1, Highway 66 is the main migrant road. 66 — the long concrete from Mississippi to Bakersfield — over the red lands and the gray path across the countr y, waving gently up and down on the map, lands, twisting up into the mountains, crossing the Divide and from Mississippi to Bakersfield — over the red lands and the gray down into the bright and terrible desert, and across the desert to lands, twisting up into the mountains, crossing the Divide and the mountains again, and into the rich California valleys. 66 is the down into the bright and2 terrible desert, and across the des3ert to path of a people in flight , refugees from dust and shrinking land, the mountains again, and2 into the rich California valleys. 663is the from the thunder of tractors and shrinking ownership, from the path of a people in flight , refugees from dust and shrinking land, desert’s slow northward invasion, from the twisting winds that from the4 thunder of tractors and shrin5king ownership, from the howl up out of Texas, from the floods that bring no richness to desert’s 4slow northward invasion, from5 the twisting winds that the land and steal what little richness is there. From all of these the howl up out of Texas, from the floods that bring no richness to people are in flight, and they come into 66 from the tributar y side the land and steal what little richness is there.6From all of these the roads, from the wagon tracks and the rutted countr y roads. 66 is people are in flight, and they come into 66 fro6 m the tributar y side the mother road, the road of flight. [...] roads, from the wagon tracks and the rutted countr y roads. 66 is Danny wants a cup of water. the mother road, the road of flight. [...] People in flight along 66. And the concrete road shone like a mirDanny wants a cup of water. ror under the sun, and in the distance the heat made it seem that People in flight along 66. And the concrete road shone like a mirthere were pools of water in the road. ror under the sun, and in the distance the heat made it seem that Danny wants a cup of water. there were pools of water in the roa7 d. He’ll have to wait, poor little fella. He’s hot. Nex’ ser vice station. Danny wants a cup of water. Ser vice station, like the fella says. 7 He’ll have to wait, poor little fella. He’s hot. Nex’ ser vice station. Two hundred and fiy thousand people over the road. Fiy thousand old cars — wounded, 8 steaming. Wrecks9 Ser vice station, like the fella says. along the road, abandoned. Well, what happened to them? What happened to the folks in that c8 ar? Did they walk?9 Two hundred and fiy thousand people over the road. Fiy thousand old cars — wounded, steaming. Wrecks Where are they? Where does the courage come from? Where does the terrible faith come from? along the road, abandoned. Well, what happened to them? What happened to the folks in that car? Did they walk? John Steinbeck, The Grapes of Wrath, 1939  W h ere are they? Where does the courage come from? Where does the terrible faith come from?

C 5

SÉQUENCE 2

The migrants’ road

1. 2. escapeThe 3. Gr getting smaller make a very long, loud, sad sound 5. inundations 6. damaged 7. (informal) man apes of Wrath,4. John Steinbeck, 1939 cement  8. damaged (but usually for people) 9. badly damaged cars 1. cement 2. escape 3. getting smaller 4. make a very long, loud, sad sound 5. inundations 6. damaged 7. (informal) man 8. damaged (but usually for people) 9. badly damaged cars

Pédagogie différenciée

TRAIL A

TRAIL B

Part 1 (l. 1-14)

Part 1 (l. 1-14)

describe highway 66. 1 Identify at least four expressions used to describe xamples66. of the word “from” and explain 2 Find ehighway what the people on the road are escaping from. 2 Find examples of the word “from” and explain what2the people on the road are escaping from. Part (l. 15-24)

ds from the text to describe 1 Find Part 1 (l. wor 1-14) highway 66. 1 Find words from the text to describe highway 66. the different reasons why the 2 Explain characters are eeing. 2 Explain the different reasons why the characters are eeing. Part 2 (l. 15-24)

Pédagogie différ at enciée least four expressions used to A 1 Identify TRAIL Part 1 (l. 1-14)

TRAIL B

ds that suggest that the travel how the author describes the 3 Find 3 Sho Part 2 (l. wor 15-24) Part 2 (l.w15-24) conditions are dicult. diculty of travelling on highway 66. 3 Find words that suggest that the travel 3 Show how the author describes the conditions are dicult. diculty of travelling on highway 66. Meet up!  “Well, what happened to them?” (l. 23) “Where are they?” (l. 24) Try to answer these questions. Share your answers with the class. Meet up!  “Well, what happened to them?” (l. 23) “Where are they?” (l. 24) Try to answer these questions. Share your answers with the class.

Prepare your

project

Prepare your

project

You are a photo journalist and you have taken pictures of migrants on the road. Write an entry in You are a photo journalist and you have taken your diary describing what you saw and what you pictures of migrants on the road. Write an entry in wanted to show with your pictures. your diary describing what you saw and what you wanted to sho w with your pictures. Grammar Tip Précis p. 241 Use the preterite to describe what you p. saw 241. Précis

Grammar Tip

Use the preterite to describe what you saw.

Write down as many words to do with the Great W riteession down as as you many Depr can in wor ds to do with the Great one minute. Depression as you can in one minute.

73

How did US artists relate the Great Depression?

D D

W to Hoo verville Hoelcome w did US artists relate the Great Depression? Welcome to Hooverville

James Patrick Lee, Homeless shantytown known as Hooverville,  Seattle, Washington, 1937 James Patrick Lee, Homeless shantytown known as Hooverville,  Seattle, Washington, 1937

E

James Patrick Lee took several photographs of homeless people in this Hooverville near Seattle. James Patrickwere Lee took several photogr of Hoovervilles shantytowns (townsaphs of poor homeless people in this Hooverville near Seattle. quality houses) built on the periphery of cities by Hoovervilles wereduring shantytowns (towns of cr poor homeless people the stock market ash of quality houses) onafter the periphery of cities by 1929. They were built named HerbertHoover who homeless people during the stock market cr ash of was president from 1929 to 1933. 1929. They were named after HerbertHoover who was president from 1929 to 1933.

1 Describe the photograph: compare the foreground and the background. 1 Describe the photograph: compare the for ound theExplain backgrwho ound. Read theand text. lived there 2 egr and why. 2 Read the text. Explain who lived there and why rite. the presentation plate of this 3 W photograph for an exhibition. State the the presentation plate of this 3 W’srite artist message. photograph for an exhibition. State the artist’s message.

The new classic American landscape

 PAIR WORK PAIR WORK

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The new classic American landscapeE-workbook  Fiche à imprimer

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1 Student A Describe the foreground and background Student A Describe the 1 your to partner. foreground and background Student B Describe the colours to your partner. and shapes to your partner. Student B Describe the colours and shapes to your at the title.partner. Imagine what 2 Look a classic American landscape at the title. Imagine what 2 Look look ed like before this one. a classic American landscape look ed likethe befor e this one. Cultur e Tip. Act out a 3 Read short interview of CharlesSheeler the Culture Tip. Act out a 3 Read about his intentions with this short interview of CharlesSheeler painting. about his intentions with this painting. Charles Sheeler, Classic Landscape, 1931  Charles Sheeler, Classic Landscape, 1931 

Culture Tip

Charles Sheeler (1883-1965) celebrated modern industry Culture Tip His paintings are dominated by rational in his artworks. Charles Sheeler (1883-1965) organisation, efficiency andcelebr the veated neratmodern ion of inindustry dustrial in his artworks. His paintings are dominated architecture. He was hired to document Ford’by s grrational eat new organisation, efficiency and the veneration of industrial automobile plant in 1927. architecture. He was hired to document Ford’s great new automobile plant in 1927.

Complex sentences

74

T oo l s

p. 76

The y werxesentences named after Herbert Hoover Comple T oo s p. 76 who was president from 1929 tol1933. They were named after Herbert Hoover

plant: factory feeling: sensation plant: fac tory anxiety /æŋzati/ : panic fee ling: sen sationation alienation: separ anfrxi etyoth /æŋzati/ : panic om ers alie na tion: separ a shanty: poor qualtion ity house from oth≠ers viv id light dim light shan ty: lines poor quality house straight viv id light ≠ dim vertical ≠ hori zonlight tal ≠ strdiaight lines agonal /daænl/ ver tical ≠tative: horizon  ≠ represen illtal ustrative diagonal /daæ n l/

entitled: named still: motionless en titled: lone ly named still: mo tionless wretched: miserable lone ly depict: portray wr etch: ed: mis intend want toerable de pict : por tr ay convey: express in tend : want to : clarify shed light upon con v ey : ex pr ess surround: encircle shed upon : clar ify makelight do: live with what suyou rround : en cir cle have make do: live with what

SÉQUENCE 2

F F

SÉQUENCE 2

Until the crisis is over Until the crisis is over

Culture Tip Reginald Marsh (1898-1954) was very Culture Tip by the human side of the much affected Reginald Marsh (1898-1954) very the Great Depression. He chose was to capture much affected the humanof side of the resignation andbyimmobilism American Great Depression. He chose to capture the citizens in the 1930s. resignation and immobilism of American citizens in the 1930s.

Reginald Marsh, The Park Bench, 1933  Reginald Marsh, The Park Bench, 1933 

G G

1 PAIR WORK

2 Read the Culture Tip. In a few words, use

Student A Describe the painting to your partner: 1 PAIR WORK focus on the location and background. Student A Describe the painting to your partner: Student B Describe to your focus on the locationthe andpainting background. partner: focus on the people and their Student attitudes.B Describe the painting to your partner: focus on the people and their attitudes.

the title to imagine why Reginald Marsh chose to Read the Culture Tip. In a few words, use r2 epresent different members of society. the title to imagine why Reginald Marsh chose to r3 eprExplain esent differ ent members society . words. the artist ’s messageofusing these

Loneliness in the city Loneliness in the city

all Explain society – these despair the artistof ’s message using words.– 3 categories stillness – resignation all categories of society – despair – stillness – resignation

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its title and date. Guess the 1 Observe the painting,  themes explored by Edward Hopper in his paintings. 1 Observe the painting, its title and date. Guess the themes explor by Edwar d eHopper in de hisvelop paintings. the ed video and tak notes to your 2 Watch answers to question 1. 2 Watch the video and take notes to develop your answers to question 1. Edward Hopper ’s technique to make the 3 Explain viewer contemplate America in the 1930s. 3 Explain Edward Hopper ’s technique to make the vie contemplate in thehave 1930s. PAIR WORK YouAmerica and a friend both just seen an 4 wer Edward Hopper, New York Movie, 1939  e xhibition on Edwar d Hopper. Discuss your impressions Edward Hopper, New York Movie, 1939 PAIR WORK You and a friend have both just seen an  4 and the artist’s intention on a messaging app. exhibition on Edward Hopper. Discuss your impressions and the artist’s intention on a messaging app. The museum you work for is organising an exhibition on the Great Depression. Choose The museum you work for is organising an one of the artworks you have studied and exhibition on the Great Depression. Choose In pairs, speak about a painting indicate why it is a good representation of one of the artworks you have studied and or photograph from p. 74-75 the Great Depression. In pairs, saying speak about painting indicate why it is a good representation of without its titleaor author. or photogr aph fr om p. 74-75 the Gr eat Depr ession. Y our partner has to guess which Grammar Tip Précis p. 239

Prepare your

project

Prepare your

project

Use the present simple to explain the artist’ p. 239 Préciss message. Gr Tipadd an -s with the 3rd person Donammar ’t forget to (he, she). Use the present simple to explain the artist’s message. Don’t forget to add an -s with the 3rd person (he, she).

without title orabout. author. artwork saying you areitstalking Your partner has to guess which artwork you are talking about.

75

Tinoto l s S he potlight ise ar Practgr amm your

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Précis grammatical, p. 216 Précis grammatical, p. 216

z

Le prétérit en be + V-ing

ar mindique am gr ur yo Le pr étérit en be + V -ing qu’un événement • Le prétérit enbe + V-ing

était en cours dans le passé. On l’utilise pour insister Le prétérit en be + V-ing indique qu’un événement sur le déroulement de l’action par rapport à un était en cours dans le passé. On l’utilise pour insister événement bref, ponctuel dans le passé (au prétérit sur le déroulement de l’action par rapport à un simple). événement bref, ponctuel dans le passé (au prétérit This artist was nishing his painting when he received an simple). offer from a museum. This artist was nishing his painting when he received an Le tableau n’était pas encore terminé au moment y offer from a museum. où il a reçu une proposition d’un musée. y Le tableau n’était pas encore terminé au moment prétérit en be +d’Vun -ingmusée. apparaît seul, sans oùLorsque il a reçuleune proposition autre événement au prétérit simple, il renvoie à une Lorsque le prétérit en be + V-ing apparaît seul, sans période bien précise au cours de laquelle l’événement autre événement au prétérit simple, il renvoie à une a eu lieu. période bien précise au cours de laquelle l’événement Democr acy wasn’t working. a eu lieu. Pendant la période en question (sous-entendu: y Democracy wasn’t working. during that time), il n’y avait guère de fonctionnement Pendant la période en question (sous-entendu: y démocratique. during that time), il n’y avait guère de fonctionnement démocratique.

•

• •

La phrase complexe ase complexe est une phrase comprenant au • LaLaphrphr ase complexe

moins deux parties: une proposition principale et La phrase complexe est une phrase comprenant au une proposition subordonnée. Seule la principale est moins deux parties: une proposition principale et obligatoire pour que l’énoncé soit grammaticalement une proposition subordonnée. Seule la principale est bien formé. La subordonnée apporte un complément obligatoire pour que l’énoncé soit grammaticalement d’informations. bien formé. La subordonnée apporte un complément The y were named after Herbert Hoover, d’informations.

•

proposition principale

They were named after Herbert Hoover, was president from 1929 to 1933. proposition who principale proposition subordonnée

who was president from 1929 to 1933. oposition subor La proposition principaleprest They wer e donnée named after Herbert Hoover. Cette phrase est correctement formée La proposition principale est They were named after sur le plan grammatical. Herbert Hoover. Cette phrase est correctement formée Celequi suit apporte un complément d’informations. sur plan grammatical. Il s’agit d’une proposition subordonnée relative: who Ce qui suit apporte un complément d’informations. was president from 1929 to 1933. Il s’agit d’une proposition subordonnée relative: who was president from 1929 to 1933.

• • • •

76

1 Choisissez le prétérit simple ou en be + V-ing.

a. During the Great Depression, American rural areas 1 Choisissez le prétérit simple ou en be + V-ing. (lost / were losing) a lot of their inhabitants. a. During the Great Depression, American rural areas b. Californian cities (were regarded / were being (lost / were losing) a lot of their inhabitants. regarded) as magnets. b. Californian cities (were regarded / were being c. She (read / was reading) The Grapes of Wrath by regarded) as magnets. John Steinbeck when I called her. c. She (read / was reading) The Grapes of Wrath by d. American artists (depicted / were depicting) the John Steinbeck when I called her. Great Depression in their masterpieces. d. American artists (depicted / were depicting) the Great Depression in their masterpieces. 2 Utilisez le prétérit simple ou en be + V-ing. a. He (not - study) American art whenbe he was young. 2 Utilisez le prétérit simple ou en + V-ing. He (study) history at Berkeley. a. He (not - study) American art when he was young. b. She (visit) a Norman Rockwell exhibition when He (study) history at Berkeley. she (come across) The Runaway. b. She (visit) a Norman Rockwell exhibition when c. She (count) the numbers of cans in Andy Warhol’s she (come across) The Runaway. Campbell’s Soup Cans. That’s why she (spend) a lot c. She (count) the numbers of cans in Andy Warhol’s of time in the US Pop Art section. Campbell’s Soup Cans. That’s why she (spend) a lot d. (think) she of The Circus when she (mention) of time in the US Pop Art section. American sculptor Alexander Calder? d. (think) she of The Circus when she (mention) American sculptor Alexander Calder?

3 Décomposez les phrases complexes suivantes en deux parties: proposition principale et proposiles phrases complexes suivantes 3 Décomposez tion subordonnée. en deux parties: proposition principale et proposia. Although the Great Depression was a difficult tion subordonnée. period, all the paintings are just beautiful. a. Although the Great Depression was a difficult b. Farmers left their plots of land in order to move to period, all the paintings are just beautiful. California. b. Farmers left their plots of land in order to move to c. Roosevelt’s New Deal programme between 1933 California. and 1938 targeted the poorest people, so that the c. Roosevelt’s New Deal programme between 1933 US economy could be boosted. and 1938 targeted the poorest people, so that the d. I prefer Isaac Soyer’s paintings, whereas my sister US economy could be boosted. likes Edward Hopper’s best. d. I prefer Isaac Soyer’s paintings, whereas my sister likes Edward Hopper’s best. 4 Repérez la proposition principale dans les phrases suivantes. Repérez la proposition principale dans les a4. Contrary to Edward Hopper’s paintings, whose phrases suivantes. windows vanish, Norman Rockwell’s paintings are a. Contrary to Edward Hopper’s paintings, whose quite powerful, because they give glass a texture windows vanish, Norman Rockwell’s paintings are and make it look more authentic. quite powerful, because they give glass a texture b. Although Highway 66 used to be the main migrant and make it look more authentic. road, it has now become a tourist attraction, as b. Although Highway 66 used to be the main migrant opposed to the farmers’ lands in Oklahoma. road, it has now become a tourist attraction, as opposed to the farmers’ lands in Oklahoma.

SÉQUENCE 2 SÉQUENCE 2

ve ciation Impropr onun

z

your

Les liaisons

Précis de phonologie, p. 262

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ation Audio cimots onentrun pr ur yo Fair e des liaisons e deux permet de • Les liaisons

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CD1 piste 30 MP3 n° 43 CD1 piste 30 MP3 n° 43

Im•prove

uidier le débit, de rendre la phrase plus naturelle, Faire des liaisons entre deux mots permet de sans interruption articielle. uidier le débit, de rendre la phrase plus naturelle, De interruption manière génér ale, on fait une liaison lorsqu’un sans articielle. son consonne est suivi d’un son voyelle. Tout se De manière générale, on fait une liaison lorsqu’un passe comme s’il n’y avait pas de séparation graphique son consonne est suivi d’un son voyelle. Tout se entre les deux mots, qui se trouvent accolés sur le passe comme s’il n’y avait pas de séparation graphique plan phonétique. La consonne nale du mot est donc entre les deux mots, qui se trouvent accolés sur le prononcée avec la voyelle qui la suit. Cependant, cette plan phonétique. La consonne nale du mot est donc liaison doit être discrète. prononcée avec la voyelle qui la suit. Cependant, cette His canvasse s aerediscr clean. liaison doit êtr ète. In way, ther just enough room. Histhis canvasse s aere’s clean.

• •

Her brothe is an In this way,rther e’sartist. just enough room. The aothe re only Herybr r isnishing an artist.their paintings. They are only nishing their paintings.

5 Faites la liaison entre les deux Audio CD1 piste 31 mots, puis écoutez l’enregistrement n° 44 Faites la liaison entre les deux AMP3 udio 5 CD1 piste 31 pour confirmer votre réponse. MP3 n° 44 mots, puis écoutez l’enregistrement a. Paint it! pour confirmer votre réponse. b. After all… a. Paint it! c. Read it! b. After all… d. Watch out! c. Read it! d. Watch out! 6 Indiquez les liaisons dans les Audio CD1 piste 32 phrases suivantes, puis vérifiez avec n° 45 Indiquez les liaisons dans les AMP3 udio 6 CD1 piste 32 l’enregistrement. MP3 n° 45 phrases suivantes, puis vérifiez avec a. Perhaps it’s Hopper who painted it, after all! l’enregistrement. b. You are always right, but watch out all the same! a. Perhaps it’s Hopper who painted it, after all! c. It isn’t attractive, but I like it. b. You are always right, but watch out all the same! d. These boxes are ideal for erasers. c. It isn’t attractive, but I like it. d. These boxes are ideal for erasers.

on skills Work w riting your

Le journal intime

ills ng) ousk riti(diary ur wintime yo Un journal de vo yage (travel diary) • Le journal intime

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présente le récit de la vie et les opinions et sentiments Un journal intime (diary) ou de voyage (travel diary) de son auteur·e. présente le récit de la vie et les opinions et sentiments est écrit à la 1re personne du singulier. L’auteur·e deIlson auteur·e. commence par laredate et écrit parfois Dear Diary, Il est écrit à la 1 personne du singulier. L’auteur·e comme s’il ou elle écrivait une lettre à son journal. commence par la date et écrit parfois Dear Diary, Dans ce de écrivait texte, onune emploie plusieurs comme s’iltype ou elle lettre àsouvent son journal. temps: Dans ce type de texte, on emploie souvent plusieurs − le prétérit simple pour les actions passées. temps: Yesterday I went to… I enjoyed visiting... − le prétérit simple pour les actions passées. − le present perfect pour faire un bilan. Yesterday I went to… I enjoyed visiting... I have nished… − le present perfect pour faire un bilan. − le présent simple pour les sentiments actuels. I have nished… I feel happy about… − le présent simple pour les sentiments actuels. − le futur en will + V ou en be going to + V pour les I feel happy about… intentions, les résolutions. − le futur en will + V ou en be going to + V pour les I will visit… I am going to visit… intentions, les résolutions. Sivisit vous vezgoing écrirto e un journal à la place d’un TIP I will … de I am visit … personnage, mettez-vous à sa place et imaginez ce TIP Si vous devez écrire un journal à la place d’un qu’il pense et ce qu’il ressent. Qui est-il? Où et quand personnage, mettez-vous à sa place et imaginez ce écrit-il? Quels événements va-t-il raconter? Quel qu’il pense et ce qu’il ressent. Qui est-il? Où et quand registre de langue va-t-il utiliser? écrit-il? Quels événements va-t-il raconter? Quel registre de langue va-t-il utiliser?

• • • •

7 Repérez et faites une liste des éléments typiques d’un journal intime (présentation, thèmes, et faites une liste des éléments 7 Repérez temps verbaux). typiques d’un journal intime (présentation, thèmes, September 3rd, 1931 temps verbaux). Dear Diary, September Yesterday Dad came home from the farm3rd, and 1931 Dearus Diary, told his boss had to let him go because there Yesterday fromtomorrow. the farmMommy and wouldn’t beDad anycame workhome for him told us his boss had to let him go because there felt horrible and cried all evening. Our family is wouldn’t be any work for him tomorrow. Mommy so sad at the moment, I feel I can’t do anything to felt horrible and cried all evening. Our family is help and it hurts. so sadthis at the moment, I feeltoI an can’t anything to I hope crisis will come enddoand that we’ll help and hurts. be able to it have a normal family life again, with a Ihouse, hope this crisis will come an end andeven thatawe’ll a garden and a car.toAnd maybe dog be able to have a normal family life again, with a or a horse! house, a garden andthis a car. Andbecause maybeI even dog I’m glad I can write down can’tasay or a horse! this to anyone at the moment. I’m gladI’llI can down because I can’t say Maybe talkwrite aboutthis happy things tomorrow! this to anyone at the moment. Maybe I’ll talk about happy things tomorrow! 8 Écrivez une note de journal intime de 80 mots environ après avoir visité une exposition sur la Écrivez une note de journal intime de 80 mots 8ande Gr Dépression. environ après avoir visité une exposition sur la Grande Dépression.

77

pcabulary u Buyoild ur vo vocabulary ur yo The rur al exodus MP3 n°51

Build up

MP3 crowd /krad/ The rural exodus migrant /marnt/ cr wd /krad/ beolong ings: possessions mi gr /marnt/ Dustant Bowl belongings: possessions drought /drat/: lack of rain Dust Bowl highway dr ought journey /drat/: lack of rain high way exhau sted: very tired jour n eyed: miserable wretch exhausted: very tired anxious: worried wr ed: miserable desetch perate an xious: worried ee: escape des travper el ate ee: escape travel

Modernisation

n°51

Audio CD1 piste 33

ACD1 udio piste 33 The Great Depression Hoovervilles

n°

MP3 46 shanHoo ty: poor quality house vervilles shantytowns shan ty:ery: poor qual ity house periph sub urbs shan tyto wns homeless periphery: suburbs make do: live with what you have homeless make do: live with what you have

MP3 democ racy The Great Depression difficult times de acy anmoc xietyr/æŋzati/ : panic difficult times optimism ≠ pessimism an xierty ety /æŋzati/: panic pov op timism pess economic ≠cri sis imism p ov erty crash eco nom ic kcri stock mar et:sis Wall Street crash bankruptcy stock markunable et: WalltoStrpay eetdebts bankrupt: ban kruptcy unemployed: jobless ≠ employed ban rise krupt: ≠ fall unable to pay debts unemployed: jobless ≠ employed rise ≠ fall

1930s artists artists 1930s artists artists

MP3 n°50 n°

MP3 50 plant: factory Modernisation modern industry plant: factory industrial architecture /ktektr/ mod ern in r eciency dustry in trialorar chitectur radus tional gani satione /ktekt / e na iency alie tion: separation from others rational organisation still: motionless alie tion:: en separ ation from others surrna ound circle still: motionless surround: encircle

MP3 n°46

American artists regionalists American artists message re gionalists intention mess ageexpression political intention feeling: sensation po littled: ical enamed xpression enti fee ling: sation repre sensen tative: illustrative entitled: named representative: illustrative

MP3 n°47

MP3 n°49 MP3 n°cel 49 ebrate

capture /kæptr/ cel conebr veyate : expressr cap tur:ede /kæpt relate scribe/ convey: express depict: portray re late: de intend to:scribe want to de pictlight : poron/ trayupon: clarify shed intend to: want to shed light on/ upon: clarify

Artworks

n°47

MP3 n°48 n°48

MP3 painArtworks ting sculpture painting photograph (image) sculpture ≠ photography (art) pho litertogr aturaph e (image) ≠ pho tog raphy (art) diary lit eratur e form: shape diary texture /tekstr/ form: shape r colour: shade tbright extureness /tekst / ness ≠ dark col our: shade vivid light ≠ dim light bright straightness lines≠ darkness vivid light ≠ dim light vertical ≠ horizontal straight lines ≠ diagonal /daænl/ ver tical ≠ hori zontal  in the back ground ≠ di ag onal /daæ n l/ ≠ in the foreground in the background ≠ in the foreground

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1055

Apprenez et révisez le vocabulaire !

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Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. Route 66 is a famous ... that goes from Chicago to Santa Monica. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. In the 1930s, people had a deep feeling of ... and ... about the economic situation in the USA .

a. Route 66 is a famous ... that goes from Chicago to Santa Monica. c. Hoovervilles were towns of ... that were built with cheap or reused materials. b. In the 1930s, people had a deep feeling of ... and ... about the economic situation in the USA . d. Edward Hopper’s paintings ... the loneliness of city life. c. Hoovervilles were towns of ... that were built with cheap or reused materials. e. The region which farmers fled from because of drought is called the ... ... . d. Edward Hopper’s paintings ... the loneliness of city life. regioncinq which farmers from because ofArtists drought the ... ... .pour écrire une ou deux phrases e.2The Utilisez mots de la fled catégorie American deislacalled carte mentale sur les intentions des artistes des années 1930. 2 Utilisez cinq mots de la catégorie American Artists de la carte mentale pour écrire une ou deux phrases sur les intentions des artistes des années 1930.

UTO Aév aluatio n 78

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1056

Quiz hatier-clic.fr/lmu1056

SÉQUENCE 2 SÉQUENCE 2

Project #1

Prepare a presentation of an artwork for an exhibition on the Great Depression. Prepare a presentation of an artwork for an exhibition on the Great Depression.

Project #1 1 1 2 2

Choose an artwork. Do some research on artic.edu, moma.org or Choose an artwork. metmuseum.org. Look for American artists of Do the some 1930s.research on artic.edu, moma.org or metmuseum.org. Look for American artists of Select artworks that are representative of the the 1930s. period and choose one you like. Select artworks that are representative of the period and choose one you like.

3 3

esent the artist and giveaph. some IntrBriey oduce pr the painting or photogr information about his or her life and work. Briey present the artist and give some Describe theabout artwork esent be + information hisusing or herthe lifeprand work. V-ing. Describe the artwork using the present be + Say what type of art it is: movement, style. V-ing.

Give the the social, al and historical context Explain artist’cultur s message. of the time. Give the social, cultural and historical context Use the preterite to talk about the past. of the time. Explain it tells Use the what preterite to us talkabout aboutthe the1930s. past. Explain what it tells us about the 1930s.

4

Introduce the painting or photograph.

Explain the artist’s message.

4

Say what type of art it is: movement, style.

Justify your choice. Say your what choice. made you choose this particular Justify artwork. Say what made you choose this particular Explain artwork.why it is special and what you appreciate about it. Explain why it is special and what you V ary eciate the adjectives appr about it.to avoid repetitions and to give a complete description. Vary the adjectives to avoid repetitions and to give a complete description.

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Fiche de méthodologie N°8 p. 280 Fiche de méthodologie N°8 p. 280

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Project #2 Write an email to the curator of an exhibition on the Great Depression. Convince him or W rite emailyour to the curator of an exhibition her toan include favourite artwork. on the Great Depression. Convince him or her to include your favourite artwork.

Project #2 1 1

Choose the best American artwork to represent the Great Depression. Choose the best American artwork to your cop ybook to nd ideas of artworks. reprUse esent the Gr eat Depr ession. You can nd more on the internet: Use copybook to nd ideas. of artworks. wwwyour .artic.edu/e xhibitions/1952 You can nd more on the internet: Choose a picture,xhibitions/1952 a painting or a. sculpture and www.artic.edu/e nd an image online. Choose a picture, a painting or a sculpture and nd an image online.

2

Prepare your arguments.

2

Intreoduce describe the artwork (artist, Prepar yourand arguments. date, theme, message). Introduce and describe the artwork (artist, Use superlative and the comparative date,the theme, message). to compare the artwork you chose with others Use and the comparative fromthe thesuperlative unit: to compar e the artwork you chose withpainting others This is the most thought-pr ovoking fr om the unit: because... It is more interesting than… This is the most thought-provoking painting because... It is more interesting than…

3 3

Prepare your draft.

Do e not forget to greet the curator of the Prepar your draft. museum: Dear Sir or Madam. Do not forget to greet the curator of the Use linkingDear words ganise your ideas: museum: Sirto ororMadam . whereas, moreover, however... Use linking words to organise your ideas: Remember to use nal grwe eetings whereas, mor eover , ho ver... to conclude your email: Best regards, Yours sincerely. Remember to use nal greetings to conclude Add name the end. youryour email: Bestatregar ds, Yours sincerely. Add your name at the end.

4 4

Send your email to the chief curator. Check email and chief look for Send youryour email to the curspelling ator. and grammar mistakes. You can use Check for spelling online your tools:email wordrand eferlook ence.com , and gr ammar mistak es. Y ou can. use oxfordlearnersdictionaries.com online tools: wordreference.com, Attach the image of the artwork. and write: oxfordlearnersdictionaries.com Please nd attached... Attach the image of the artwork and write: Please nd attached...

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Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

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79

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#architecture #streetart

RECAP

How do street artists or #streetart festivals hype British cities? How do street artists or festivals hype British cities?

Let's 1

How can architects regenerate #architecture cities with their creations? How architects regener ate How can are new architectur al forms cities with their creations? changing the face of British cities? How are new architectural forms changing the face of British cities? E-workbook

What is the use of public art #publicart in urban space? What is the use of public art in urban space?

Bilan à compléter hatier-clic.fr/lmu1057 Ewàorkbook Bilan compléter

#freedomofcreation

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How does art boost British cities’ Hoon w omy? does art ec boost British cities’ How do public art, street art and economy?

Are economic objectives an #freedomofcreation obstacle to freedom Are economic objectives an of creation? obstacle to freedom of creation?

SÉQUENCE

SÉQUENCE

#publicart

architecture help to promote urban How do public art, street art and spacein the UK? architecture help to promote urban What is their economic impact? spacein the UK? What is their economic impact?

#economicpower What is the economic impact of #economicpower urban art and architecture? What is the economic impact of urban art and architecture?

1

AXE 3

Art and power Art and power

E-workbook

AXE 3 Bilan à compléter

hatier-clic.fr/lmu1058 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1058

2 SÉQUENCE

SÉQUENCE

How did US artists relate the Great Ho w ession? did US artists Depr relate the Great How have American artists provided Depression?

lasting memories of life in the 1930s? How artists provided How have did USAmerican artists denounce the American lasting memories of life in the 1930s? people’s living conditions during the Great How did US artists denounce the American Depression? people’s living conditions during the Great Depression?

#politicalexpression How can art be used to express an artist’s #politicalexpression political views? How canextent art be used to say express To what can we that an artartist’ is nots political views? only for aesthetic purposes? To what extent can we say that art is not only for aesthetic purposes?

#economicpower

2

Can art be considered #economicpower a counter power? Can art be considered a counter power?

#painting

80

How can paintings express mood and #painting feelings? How canextent paintings express mood and To what are paintings a testimony feelings? of a period in a nation’s history? To what extent are paintings a testimony of a period in a nation’s history?

#literature #photography How does photography #photography capture social How does photography changes? capture social changes?

Where does a writer’s #literature inspiration come from? Where does writer’ How can literaature besused to inspir ation come from? bring difficult times to light? How can literature be used to bring difficult times to light?

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence.

SÉQUENCE 1 Books SÉQUENCE 1

SÉQUENCE 1 Wall and Piece, B, 2005

Books

Street ArtPiece London , Wall and , B , 2005 F “S ” M, 2016 Street Art London, New Architecture , F “S ”London M, 2016 RS, New Architecture AS , London, RS , 2017 AS, 2017

Film

Videos

Film

Videos .  H P S, 2011

The World According to Anish Kapoor, The World.ly/2JVtkI2 According to Anish Kapoor, http://bit .  H P S, 2011 Bristol’ s street art scene, BBC E, 2017 http://bit .ly/2JVtkI2 http://bit.ly/2utTzen Bristol’s street art scene, BBC E, 2017 Street art.ly/2utTzen in East London, http://bit GB  VV, 2017 Street art.ly/2TZrvi6 in East London, http://bit GB  VV, 2017 The old and new architecture of London, http://bit .ly/2TZrvi6 C W, 2017 The old and new architecture of London, http://bit .ly/2OxwsZk C W, 2017 The Upfest Movie, 2018 http://bit .ly/2OxwsZk http://bit.ly/2U1t672 The Upfest Movie, 2018 http://bit.ly/2U1t672

Articles Websites Upfest street art festival, Bristol

Whttp://www ebsites .upfest.co.uk

Upfest street art festival, Bristol UK street art.upfest.co.uk http://www http://www.ukstreetart.co.uk UK street art RIBA Stirling.ukstreetart Prize http://www .co.uk http://bit.ly/2tMNpD8 RIBA Stirling Prize http://bit.ly/2tMNpD8

John Riddy’s photos of London,

Articles Tate, 2016 http://bit.ly/2UWboya

John Riddy’s photos of London, Who the best street artists working in Tate, are 2016 http://bit .ly/2UWboya Britain today, Inspiring City, August 27, 2017 Who are the best street http://bit .ly/2uzsKW e artists working in Britain today, Inspiring City, August 27, 2017 A walking.ly/2uzsKW tour of theebest contemporary http://bit landmarks in London, E B, A walking the best.ly/2B2S4EN contemporary January 16,tour 2018ofhttp://bit landmarks in London, E B, January 16, 2018 http://bit.ly/2B2S4EN

SÉQUENCE 2 Novels and graphic novel

SÉQUENCE 2 Of Mice and Men,

No vels and ,gr aphic novel J S 1937

Films Films

Of Mice and Men, TJ o KillS a Mockingbird , 1937 , H L, 1960 To Kill a Mockingbird, A Time of Troubles H L , 1960 , P V R, 1990 A Time of Troubles, P V R, 1990

Songs Brother Can You Spare

Son gs , a Dime?

Brother Can ,Y1932 ou Spare B C a Dime?, Blowin ’ Down B C , 1932 This Road, Blowin Down , 1940 W’ G This Road, W G, 1940

Artists

D L

Artists http://mo.ma/2HJhPla Bud Not Buddy, C P C, 1999 Bud Not Buddy, The Storm in the , , 1999 C PBarn C M P, 2009 The Storm in the Barn, M P, 2009

D L G W http://mo.ma/2HJhPla http://bit.ly/2FxRvqN G W E http://bitH .ly/2FxRvqN http://mo.ma/2CIUfB0 E H http://mo.ma/2CIUfB0

81

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

BBC reports on a photography festival, OMPRÉHENSION ORALE VC idéo

BAC hatier-clic.fr/lmu1059

Vhatier-clic.fr/lmu1059 idéo

Tips

open to amateurs, which celebrates BBC reports on a photography festival, the city of Hull. open to amateurs, which celebrates the city of Hull.

z Pay attention to the title of the video. Look out for clues. Tips space when taking notes (to ll Look in later). z Leave Pay attention to the title of the video. out for clues. z Leave space when taking notes (to ll in later). z Fiche de méthodologie N°15 p. 290Compréhension orale z

The Hull Beermat Photography Festival, 

Fiche de méthodologie N°15 p. 290Compréhension orale

BBC Look North, 2017

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The Hull Beermat Photography Festival,  BBC Look North, 2017

EXPRESSION ÉCRITE SUJET 1You want to be part of the jury selecting the photographs. EXPRESSION ÉCRITE

W rite1a letter showing your love of architecture and your motivation. SUJET You want to be part of the jury selecting the photographs. OU Write a letter showing your love of architecture and your motivation. SUJET 2Why should art be brought to the masses? OU SUJET 2Why should art be brought to the masses? Tip

z Think about the different art forms you have studied

Tipin the unit.

Think about the different art forms you have studied

z inFiche the unit. de méthodologie N°20 p. 300Expression écrite

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Fiche de méthodologie N°20 p. 300Expression écrite

Pour l’épreuve Questions

Évaluation

Fiche modifiable

Grille à imprimer

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Pour l’épreuve

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE

SUJET 1“The simple solution, Malthouse

says, is ‘putting beauty at the heart of SUJET 1 “The simple solution, Malthouse our housing and communities policy’.” says, is ‘putting beauty at the heart of Two friends discuss whether it is our housing and communities policy’.” important to build beautiful homes Two friends discuss whether it is or not. They disagree. Imagine the important to build beautiful homes conversation. or not. They disagree. Imagine the OU conversation. SUJET 2Do you think art and architecture OU play an important part in cities? SUJET 2Do you think art and architecture play an important part in cities?

Tips

Mann Island apartments and Liver Building in Liverpool  Mann Island apartments and Liver Building in Liverpool 

z Identify the type of language you need to use (formal, informal…). Tips ofthe examples you have z Think Identify type ofthat language youseen needin toclass. use (formal, informal…). z Pay attention to the layout (par agr aphs, z Think of examples that you have seen in lines…), class. punctuation and spelling. z attention to the layout (parp. agr300 aphs,Expr lines…), punctuation and spelling. Fiche de méthodologie N°20 ession écrite zPay z 82

Fiche de méthodologie N°20 p. 300Expression écrite

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SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

Can we trust the government to judge what’s beautiful? e UK government has resolved to put beauty gulf between what developers are building and first to create better homes. Shame no one can what people want, then it makes sense to look at e UK government has resolved to put beauty gulf between what developers are building and agree on what that means. how this might be bridged. Are architects out of first to create better homes. Shame no one can 45 what people want, then it makes sense to look at e UK government thinks it has got to the touch with popular taste? Is there an obsession agree on what that means. how this might be bridged. Are architects out of heart of the housing crisis: the problem is, new 45 with new development being “in keeping” at the e UK government thinks it has got to the touch with popular taste? Is there an obsession homes just aren’t beautiful enough. “Build beauexpense of it being good? And is a planning sysheart of the housing crisis: the problem is, new with new development being “in keeping” at the tifully and get permission,” says the housing tem even capable of regulating beauty? homes just aren’t beautiful enough. “Build beauexpense of it being good? And is a planning sysminister, Kit Malthouse. “Build beautifully and e government may be keen to put beauty at tifully and get permission,” says the housing 50 tem even capable of regulating beauty? communities will actually welcome developers, the top of the agenda, but whose idea of beauty minister, Kit Malthouse. “Build beautifully and e government may be keen to put beauty at rather than drive them out of town at the tip of 50 are they talking about? […] communities w i l l ac t u a l l y w e lc o me de v e lo p er s, the top of the agenda, but whose idea of beauty a pitchfork1.” One person’s masterpiece may be another’s rather than1 drive them out of town at the tip of are they ta5lking about? […] If only housebuilders would make their prodcarbuncle . But is there at least some public cona pitchfork .” One pers5on’s masterpiece may be another’s uct more visually appealing, the thinking goes, sensus on what is welcome and what constitutes If only housebuilders would make their prod- 55 carbuncle . But is there at least some public conthen opposition to them would fade away, more blight? If so, how can we find out what it is? uct more visually appealing, the thinking goes, sensus on what is welcome and what constitutes homes would be built, prices would drop and we 55 Some campaign groups, such as Create Streets, then opposition to them would fade away, more blight? If so, how can we find out what it is? would all live happily ever aer. e simple soluswear by their methods of public polling, in homes would be built, prices would drop and we Some campaign groups, such as Create Streets, tion, Malthouse says, is “putting beauty at the which people are shown photographs of difwould all live happily ever aer. e simple soluswear by their methods of public polling, in heart of our housing and communities policy”. ferent kinds of urban environments and asked tion, M a l t h o u s e s a ys, i s “ p u t t in g b e a u t y a t t h e which people are shown photographs of dif2 Hence the new Building Better, Building 60 which they prefer. But such exercises are prone heart o2f our housing and communities policy”. ferent kinds of urban environments and asked Beautiful commission, which was established in 60 to distortion: do you prefer a tree-lined terraced Hence the new Building Better, Building which they prefer. But such exercises are prone6 November to interrogate the question of beauty street in sunshine or a tower block glowering Beautiful commission, which was established in to distortion:7do you prefer a tree-lined terraced6 in the built environment and met with howls under leaden skies? November to interrogate the question of beauty street in suns7hine or a tower block glowering of outrage and derisive sneers. It’s not hard to Oliver Wainwright, The Guardian, January 15, 2019  in the built environment and met with howls under leaden skies? see why. A parliamentar y debate that preceded 1. brutally as a consequence 3. tr,aditions Oliver W2. ainwright , The Guardian Januaryand 15, 2019 of outrage and derisive sneers. It’s not hard to  the announcement played out like a parody of conventions 4. flattering 5. something horrible see why. A parlia3 mentar y debate that preceded 1. asgrey a consequence 3. traditions and 6. brutally grimacing2. 7. Victorian mores , as successive MPs lined up to conventions 4. flattering 5. something horrible the announcemen t p l a y e d o u t li k e a p a r o d y o f lament the state o3 f modern architecture. […] 6. grimacing 7. grey Victorian mores , as successive MPs lined up to Matters weren’t helped when Malthouse lament the state of modern architecture. […] tweeted a photo of a glazed commercial Matters weren’t helped when Malthouse building on Oxford Street and a neotweeted a photo of a glazed commercial classical stone courthouse in Alabama building on Oxford Street and a neowith the caption: “Both built in the last classical stone courthouse in Alabama 10 years. One will stand for centuries, with the caption: “Both built in the last one won’t.” If the comment was intended 10 years. One will stand for centuries, to troll the architecture profession, it one won’t.” If the comment was intended worked. e minister was slammed to troll the architecture profession, it for being out of touch, anti-progress worked. e mini4 ster was slammed and “pandering to rightwing populist for being out of 4touch, anti-progress nostalgia”. […] and “pandering to rightwing populist ere is more to housing quality than nostalgia”. […] beauty alone, but if there is indeed a The former Pimlico School in London, now demolished  ere is more to housing quality than The former Pimlico School in London, now demolished beauty alone, but if there is indeed a 

Can we trust the government to judge what’s beautiful? 5 5

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Tips z Underline the key words when reading the text. Tips ’t forget toklook at ds thewhen vocabulary z Don Underline the ey wor readingfootnotes. the text. z ’t panic if ther e ar e wor ds you don ’t understand! z Don Don’t forget to look at the vocabulary footnotes. z ’t panic if there are wor ds you don’tCompr understand! Fiche de méthodologie N°16 p. 292 éhension écrite zDon z Fiche de méthodologie N°16 p. 292Compréhension écrite

Pour l’épreuve Questions Pour l’épreuve

Évaluation

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Grille à imprimer

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hatier-clic.fr/lmu1063

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in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

VC idéo OMPRÉHENSION It is the ORALE opening of the exhibition entitled

BAC

hatier-clic.fr/lmu1064 “America After the Fall: Painting in the Vhatier-clic.fr/lmu1064 idéoat the Royal Academy It is the opening of the exhibition entitled 1930s” of Arts in London. The curator “America the Fofall: Paintingcrisis. in the explains American artists’ goals After in a time economic 1930s” at the Royal Academy of Arts in London. The curator explains American artists’ goals in a time of economic crisis.

Tips

z Be ready to take notes and focus on words that are repeated. Tips e a list the people mentioned. z Mak Be ready toof tak e notes and focus on words that are repeated. z e a de listméthodologie of the people mentioned. Fiche N°15 p. 290Compréhension orale zMak z Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Imagine a ÉCRITE dialogue between two visitors at this EXPRESSION

e xhibition. They discuss the artworks but also the context SUJET 1Imagine a dialogue between two visitors at this in which they were created. They also comment on the painting exhibition. They discuss the artworks but also the context opposite: Alice Neel, Pat Whalen, 1935. in which they were created. They also comment on the painting OU opposite: Alice Neel, Pat Whalen, 1935. SUJET 2What can the role of artists be during times of crisis? OU SUJET 2What can the role of artists be during times of crisis? Tip

z Remember how you felt when you rst looked at the

Tipartworks in this unit!

Remember how you felt when you rst looked at the z artworks this unit! N°20 p. 300Expression écrite z Fiche deinméthodologie Fiche de méthodologie N°20 p. 300Expression écrite

Alice Neel, Pat Whalen, 1935  Alice Neel, Pat Whalen, 1935 

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1Write the page that comes just after this text. Include dialogues to explain the economic context SUJET 1Write the page that comes just after this text. and add testimonies to express the characters’ feelings. Include dialogues to explain the economic context OU and add testimonies to express the characters’ feelings. SUJET 2Do you think American artists provided OU a pessimistic testimony of the 1930s? SUJET 2Do you think American artists provided a pessimistic testimony of the 1930s?

Tips z Make a checklist of elements you will need in your production. Tips

Make a checklist of elements you will need in your

e a short recap of words and cultural facts you z Pr prepar oduction. may need. Prepare a short recap of words and cultural facts you

an outline or a mind map to organise your ideas. z Mak mayeneed. Mak e an or a mindN°20 mapp. to300 organise ideas. Fiche deoutline méthodologie Expryour ession écrite

z z 84

Fiche de méthodologie N°20 p. 300Expression écrite

z

Unemployed worker selling apples outside of his  “Hooverville” shanty home, 1930s Unemployed worker selling apples outside of his  “Hooverville” shanty home, 1930s

SÉQUENCE 2 COMPRÉHENSION ÉCRITE

SÉQUENCE 2

COMPRÉHENSION ÉCRITE Bud, Not Buddy tells the story of a 10-year old African American boy who embarks on a mission to find his father during the Great Depression. Bud and his friend Bugs want to catch a free ride on a train, and they are told to Bud, Buddy tellsto the go toNot “Hooperville” dostory so. of a 10-year old African American boy who embarks on a mission to find his father during the Great Depression. Bud and his friend Bugs want to catch a free ride on a train, and they are told to go to “Hooperville” to do so.

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We found out that we’d have to go to a city called Hooper ville just outside of Flint. e only trouble We found out that we’d have to go to a city called was nobody knew exactly where Hooper ville was. It Hooper ville just outside of Flint. e only trouble was dark before we found out the right direction. I’d was nobody knew exactly where Hooper ville was. It never heard of a city that was so doggone hard to find. was dark before we found out the right direction. I’d We walked on a trail through some woods that run never heard of a city that was so doggone hard to find. right up against read Crick. We could tell we were We walked on a trail through some woods that run getting close to Hooperville ‘cause we heard somebody right up against read1 Crick. We could tell we were playing a mouth organ and the smell of food cooking getting close to Hooper1ville ‘cause we heard somebody was getting stronger. We kept walking in the direction playing a mouth organ and the smell of food cooking that the sky was glowing with a orangeish light. was getting stronger. We kept walking in the direction When we could hear the music real clear, and folks that the sky was glowing with a orangeish light. talking to each other and the sound of sticks crackWhen we could hear the music real clear, and folks ing in a fire, we started cutting through the trees. talking to each other and the sound of sticks crackat way we could peek into Hooper ville first. ing in a fire, we started cutting through the trees. We looked out from behind a big tree and saw that at way we could peek into Hooper ville first. a big wind or even two or three big wolves huffing We looked out from behind a big tree and saw that and puffing real hard could blow Hooper ville into a big wind or even two or three big wolves huffing the next county. It was a bunch of huts and shacks and puffing real hard could blow Hooper ville into thrown together out of pieces of boxes and wood the next county. It was a bunch of huts and shacks and cloth. e Amoses’ shed would’ve looked like a thrown together out of pieces of boxes and wood real fancy house here. and cloth. e Amoses’ shed would’ve looked like a Right near our tree was the big fire that had been real fancy house here. lighting up the sky. It looked like a hundred people Right near our tree was the big fire that had been were sitting around it, watching things burn or lighting up the sky. It looked like a hundred people waiting for the food cooking in three big pots set were sitting around it, watching things burn or up in the fire. ere were two littler fires burning in waiting for the food cooking in three big pots set Hooper ville. One had a pot that was big enough to up in the fire. ere were two littler fires burning in boil a whole person in it. A man was stirring things in Hooper ville. One had a pot that was big enough to the pot with a big stick and when he raised the stick boil a whole person in it. A man was stirring things in up he’d pull some britches or a shirt out and pass it the pot with a big stick and when he raised the stick over to a white man who was hanging the clothes on up he’d pull some britches or a shirt out and pass it a line to dr y. ere was a mountain of clothes on the over to a white man who was hanging the clothes on ground next to him waiting on their turn. a line to dr y. ere was a mountain of clothes on the e other fire in Hooper ville was real small. It was ground next to him waiting on their turn. off to the side, by itself. ere were five white peoe other fire in Hooper ville was real small. It was ple sitting at this fire, two kids, a man, and a woman off to the side, by itself. ere were five white peoholding a little wrapped-up baby. e baby sounded ple sitting at this fire, two kids, a man, and a woman like all those new sick babies at the Home, it was holding a2little wrapped-up baby. e baby sounded coughing like it was a half-dead little animal. like all th2ose new sick babies at the Home, it was Bugs whispered, “Shoot, this ain’t no city, this is just coughing like it was a half-d ead little animal. another cardboard jungle3.” Bugs whispered, “Shoot, thi 3 s ain’t no city, this is just another cardboard jungle .”

Tips

z Read the introductory paragraph to understand the story. Tips much information as you on each char acter. z Find Readas the introductory paragr aph can to understand the story. z on the adjectives used in the descriptions. z Focus Find as much information as you can on each character. z adjectives used in p. the descriptions. Ficheon dethe méthodologie N°16 292 Compréhension écrite zFocus z Fiche de méthodologie N°16 p. 292Compréhension écrite

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“A what?” “A cardboard jungle, somewhere you can get off the “A what?” train and clean up and get something to eat without “A cardboard jungle, somewhere you can get off the the cops chasing you out of town.” train and clean up and get something to eat without I said, “Well, what’re we going to do? We can’t just go the cops4 chasing you out of town.” busting into this city and expect someone to feed I said, “W 4 ell, what’re we going to do? We can’t just go us, can w e?” busting into this city and expect someone to feed Bugs said, “One of us has got to talk to them, let’s us, can we?” flip for it.” Bugs said, “One of us has got to talk to them, let’s “OK.” flip for it.” Bugs rumbled around in his pocket and found a “OK.” penny. He rubbed it up against his britches 5 and Bugs rumbled around in his pocket and foun 5 d a said, “Heads I win, tails you lose.” penny. He rubbed it up against his britches and “OK.” said, “Heads I win, tails you lose.” He flipped the penny up into the air and caught it, “OK.” then slapped it down on the back of his le hand. He He flipped the penny up into the air and caught it, peeked underneath his right hand to see and a big then slapped it down on the back of his le hand. He smile cracked his face. Shucks! peeked underneath his right hand to see and a big Bugs said. “Tails. You lose.” smile cracked his face. Shucks! “Dang! So what should I say?” Bugs said. “Tails. You lose.” “Ask them if this is Hooper ville, see if they got any “Dang! So what should I say?” extra food.” “Ask them if this is Hooper ville, see if they got any I moved out from behind our tree and walked over extra food.” toward the biggest fire, I waited until some folks I moved out from behind our tree and walked over noticed me, then said, “Excuse me, is this here toward the biggest fire, I waited until some folks Hooper ville?” noticed me, then said, “Excuse me, is this here e man who was playing the mouth organ stopped Hooper ville?” and ever yone else around the fire looked up at me. e man who was playing the mouth organ stopped One of the white men said, “What is it you looking and ever yone else around the fire looked up at me. for?” One of the white men said, “What is it you looking I said, “A city called Hooper ville, sir.” for?” ey all laughed. I said, “A city called Hooper ville, sir.” e mouth organ man said, “Naw, son, what you’re ey all laughed. looking for is Hoover ville, with a v, like in President e mouth organ man said, “Naw, son, what you’re Herbert Hoover.” looking for is Hoover ville, with a v, like in President I said, “Oh, is this it, sir?” Herbert Hoover.” e man said, “is is one of them.” I said, “Oh, is this it, sir?” Christopher Paul Curtis, Bud, Not Buddy, 1999   e man said, “is is one of them.” 1. when 3. city made of Christopher2.Pexpulsing aul Curtis,air Bud, Notsick Buddy , 1999 harmonica  reused materials 4. arriving in a precipitated manner 1. harmonica 2. expulsing air when sick 3. city made of 5. trousers reused materials 4. arriving in a precipitated manner 5. trousers

Pour l’épreuve Questions Pour l’épreuve

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z 85

Citizenship worlds and virtual Citoyenneté worlds et mondes Citoyenneté virtuels et mondes virtuels

SÉQUENCE

SÉQUENCE

1

Projects

1

Tools Tools

Pr oject #1: Act out a about the evolution ofdiscussion the media between a journalist and anws. expert and the dangers of fak e ne about the evolution of the media Pr oject #2: Writeofafak post about and the dangers e ne ws. the changing face of the news on Pr Writeabout a post about anoject online#2: forum journalism the changing in the USA. face of the news on an online forum about journalism in the USA. Grammaire les quantifieurs (1), l’aspect be + V-ing quantifieursd’(1), Gr ammaire les Phonologie l’accentuation un mot l’etaspect be + Ving de ses dérivés accentuation d’un mot Phonologie Écriture l’l’apostrophe ses dérivés Vocabulaire et lesde médias, l’information l’apostrophe Écriture Vocabulaire les médias, l’information

Is online activism Is onlinee in effectiv activism the USA? effective in oject #1: Live stream on Projects thePr USA? Instagr am to speak about your

2 SÉQUENCE

Citizenship4 AXE and virtual

SÉQUENCE

AXE 4

What is the Americans’ What is the relationship Am ericm ans’ to the edia? relationship Project #1: Act out a discussion Projects to the edia? betweenm a journalist and an expert

Projects

2

Tools Tools

Pr oject #1: as Live eam on experience anstr activist. Instagram to speak about your Pr oject #2: as Launch an online experience an activist. petition for a cause that matters Pr to oject you. #2: Launch an online petition for a cause that matters to you.les quantifieurs (2), Grammaire les adjectifs en -ed et -ing quantifieurs (2), Gr ammaire les Phonologie l’accent de phrase les Écriture les adjectifs faux amisen -ed et -ing l’ accent de phrase Phonologie Vocabulaire le militantisme, les actions les faux amis Écriture Vocabulaire le militantisme, les actions

#fakenews

#freedomofexpression #sharinginformation #fakenews #freedomofexpression #medialiteracy #whistleblowers #sharinginformation #medialiteracy #whistleblowers

CNN World Headquarters, Atlanta, Georgia CNN World Headquarters, Atlanta, Georgia

#onlineactivism #citizensandpower #participativedemocracy #onlineactivism #citizensandpower #freedomofspeech #clicktivism #participativedemocracy #freedomofspeech #clicktivism

Thousands of protesters took part in the “Justice For All” march, December 13, 2014 Thousands of protesters took part in the “Justice For All” march, December 13, 2014

SÉQUENCE

SÉQUENCE

1 A A

What is the Americans’ relationship to the media? What is the Americans’ relationship to the media?

Real news vs fake news Real news vs fake news NEW YORK, SEPTEMBER 16, 2018 NEW YORK, SEPTEMBER 16, 2018

Before You Buy That Couch , an App Will Put it in Your Living Room e Y, ou That Couch , The NewBef Yorkor Times Sept.Buy 16, 2018  an A pp W ill Put it in Y our Living Room 1. sofa

Scientists Discover Mineral at Could Make Internet 1,000 Times Faster Scientists Discover Mineral at Could Newspunch.com, Nov. 29, 2017  M ake Internet 1,000 Times Faster

1. sofa

Newspunch.com, Nov. 29, 2017 

1 1

1

The New York Times, Sept. 16, 2018 

AMPHIBIANS Published November 17 AMPHIBIANS Published November 17

SCIENCE AND TECHNOLOGY SCIENCE AND TECHNOLOGY

Mark Zuckerberg: America Will Elect Its Next President via Facebook Mark Zuckerberg: America Will Elect Real News Right Now , Apr. 14, 2016  Its Next President via Facebook Real News Right Now, Apr. 14, 2016 

Bioreactor helps regrow legs on frogs Bioreactor helps Fox News, Nov. 17, 2018  regrow legs on frogs Fox News, Nov. 17, 2018 

oman Names Her Daught cityworldnews.com, Apr. 14, 2015, er After Superstore W 

Man survives bear attack and shark bite in one year Man survives bear attack and NBC News, Apr. 23, 2018 shark  bite in one year

cityworldnews.com, Apr. 14, 2015, 

NBC News, Apr. 23, 2018 

Woman Names Her Daughter After Superstore

1 PAIR WORK Read the headlines. Discuss to decide which are real and which are fake. AIR WORK Read the’theadlines. which are real and which are fake. why you didn believe theDiscuss fake neto wsdecide headlines. 2 1 PExplain why you ’t belie the fakwarning e news headlines. Write a short pardidn agraph on ve a forum people about fake news. Give examples. 3 2 Explain

3 Write a short paragraph on a forum warning people about fake news. Give examples.

B B

Think for yourself

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Deduce who people are and y arisesaid? criticised. w does the“some tone of voice” contr ast why withthe what 3 2 Ho Guess the real message. 3 How does the tone of voice contrast with what is said? Guess theareal message. tweet advising people to watch this video. 4 Write

4 Write a tweet advising people to watch this video. This is an Apple, CNN, 2017  This is an Apple, CNN, 2017 

Quantiers

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T oo l s

p. 92

“Quantiers Some people might try top.tell 92 T oo l s you that it’s a banana.” “Some people might try to tell

aim: objective, goal objectivity ≠ subjectivity aim: objec tive,/mnpjle goal  n/ manipu lation objec tiv ity ≠ subjec tiv ity credible: convincing, belie vable manipu lation far-fetched : in/mnpjle credible, n/ crim edpr ible: con vin obable cing, believable farfetched : incr edible, biased /bast/ : not objective im pr ob able likely, probable bi≠ased : not objective unli/bast/ kely, impr obable likely, probable

irrelevant ≠ pertinent research: collect information irrael evant ≠ pertinent bout re sear chsear : collect look for: ch forinformation a bout look into: nd out about look for: sear check: ver ify ch for look in to: nd out about question check: ver ify go further: get more information ques tion : everywhere all around go further: get more information

SÉQUENCE 1

C C

Become a media expert

 GROUP WORK

Become a media expert



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GROUP WORK

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International Federation of Library Associations and Institutions (IFLA), 2018  1. it is trueFeder 2. appropriate bizarre 4. personal that(IFLA), influence International ation of Libr3.ary Associations andopinions Institutions 2018your judgment proves  1. proves it is true 2. appropriate 3. bizarre 4. personal opinions that influence your judgment

1 In groups, take notes to be ready to explain three of the symbols in your own words. Give the number of the guideline. 1 In groups, take notes to be ready to explain three of the symbols in your own wor HidGive e thethe docnumber ument aof ndthe listguideline. en to the others explain a symbol in turn. Take notes. 2 ds.

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Hide thelooking documeatntthe anddocument, listen to thuse e others xplain a symbol in turn. e notes. all of e your notes to rewrite theTak eight guidelines 3 2 Without together. Then compare them with the original document. 3 Without looking at the document, use all of your notes to rewrite the eight guidelines together. Thentocompar e them with the original document. post the guidelines in your school library. Explain to your librarian why 4 You want it is important, in English or in French. 4 You want to post the guidelines in your school library. Explain to your librarian why it is important, in English or in French. You are a media expert speaking to a class of American teenagers. Dene and give examples Y areene a ws. media expert a class ofou fak Warn yourspeaking audiencetoand give of them American Dene give examples some tips teenagers. so they avoid beingand fooled. How many pieces of advice of fake news. Warn your audience and give them about fake news can you Ho w many advice some tips soTip they avoid being fooled. write down pieces in two of minutes? Grammar Précis p. 237

Prepare your

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Prepare your

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Use should to give advice. Précis

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Use should to give advice.

p. 237

about fake news can you write down in two minutes?

89

What is the Americans’ relationship to the media?

D

T eens’ is vie ws Am on the ws What the ericne ans’ relationship to the media?

Teens’ views on the news Trump Has Changed How D Teens View the News T um Henas hpantogoekdoffice Ho, w Sinrce Prp esid t TC rum he h as relen y tah ttac edews the media. T een s Vtleiseslw ekN Since President Trump took office, he 5 5

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He’s shunned 1 individual reporters, has relentlessl1y attacked the media. referred to the press as “the enemy of He’s shunned individual reporters, the American people,” and popularreferred to the press as “the enemy of ized the term “fake news” to denigrate the American people,” and popularcredible articles. Meanwhile, public trust in the press ized the term “fake news” to denigrate is at an all-time low. According to a recent Knightcredible articles. Meanwhile, public trust in the press Gallup report, only a third of Americans view the press is at an all-time low. According to a recent Knightpositively. Gallup report, only a third of Americans view the press ere is increasing evidence that this skepticism, positively. exacerbated by the president’s relentless 2 attacks, is ere is incre3asing evidence that this 2skepticism, trickling down to the next generation of voters. exacerbated by3 the president’s relentless attacks, is A 2017 report on a series of focus groups with 52 trickling down to the next generation of voters. people between the ages of 14 and 24 conducted by A 2017 report on a series of focus groups with 52 Data & Society and the Knight Foundation, found that people between the ages of 14 and 24 conducte4d by many young Americans believe the news is biased and Data & Society and the Knight Foundation, found4 that are skeptical of its accuracy. [...] many young Americans believe the news is biased and Teenagers, in particular, appear to be increasingly are skeptical of its accuracy. [...] questioning the credibility and value of traditional Teenagers, in particular, appear to be increasingly media organizations. In inter views with e Atlantic, questioning the credibility and value of traditional teens expressed great skepticism about the accuracy of media organizations. In inter views with e Atlantic, the mainstream media [and] reiterated Trump’s biased teens expressed great skepticism about the accuracy of characterization of many news sources. [...] the mainstream media [and] reiterated Trump’s biased “I don’t believe there [are] any neutral news organizacharacterization of many news sources. [...] tions,” said Emma Neely, a 19-year-old in Tennessee. “I don’t believe there [are] any neutral news organizations,” said Emma Neely, a 19-year-old in Tennessee.

Pédagogie différenciée

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1. 2. continuous 3. passed on 29, 4. not Taylor Lorenz, , August 2018objective The Atlantic rejected  1. rejected 2. continuous 3. passed on 4. not objective

TRAIL A

1 Read lines 1 to 13. Describe President

Pédagogie Trumpdiffér ’s visionenciée of the media.

“Each writer and editor has their own personal bias. What they write, even if it’s a little biased, it’s still “Each writer and editor has their own personal bias. biased.” What they write, even if it’s a little biased, it’s still Angie, a 16-year-old in New York, agreed. She contends biased.” that Trump’s comments have revealed to people that Angie, a 16-year-old in New York, agreed. She contends the news media cannot be trusted. “I think this whole that Trump’s comments have revealed to people that phenomenon has given teens awareness that bias exists the news media cannot be trusted. “I think this whole and things are not what they seem,” she said. phenomenon has given teens awareness that bias exists Sally, a 17-year-old in Puerto Rico, said she’s learned and things are not what they seem,” she said. not to trust the media […]. “ey say what they want Sally, a 17-year-old in Puerto Rico, said she’s learned to say, I don’t feel they say the truth as it is.” not to trust the media […]. “ey say what they want Social media has given young people unprecedented to say, I don’t feel they say the truth as it is.” access to real-time news. Many teens I spoke with Social media has given young people unprecedented follow the president, other politicians, journalists, access to real-time news. Many teens I spoke with and news outlets on Twitter. e ones who don’t folfollow the president, other politicians, journalists, low Trump directly all said they were aware of almost and news outlets on Twitter. e ones who don’t folever ything he tweets thanks to screenshots posted to low Trump directly all said they were aware of almost Snapchat or Instagram. ever ything he tweets thanks to screenshots posted to Taylor Lorenz, The Atlantic, August 29, 2018  Sna pchat or Instagram.

TRAIL A

1 Read lines 1 to 13. Describe President T2rump ’s vision of the Focus on the 2017media. report and nd out if

TRAIL B 1 Explain President Trump’s attitude towards the press with examples of what he has done. 1 Explain President Trump’s attitude towards the essout with examples what hementioned has done. in Find what the twoofreports 2 pr the article show. 2 Find out what the two reports mentioned in the w.criticisms teenagers have Identifysho the 3 article against the media. 3 Identify the criticisms teenagers have against the media.

TRAIL B

American teenagers trust the media. Justify your on the 2017 report and nd out if 2 Focus answer with gures from the article. American teenagers trust the media. Justify your answer gurnames es from out the ofthe thearticle. teenagers 3 Pickwith interviewed. Note down the keywords that Pickwhat out the of the teenagers e3xplain thenames y think about the media. interviewed. Note down the keywords that explain what they think about the media. Meet up! For your presentation on American media in class, explain how American teenagers access information nowadays and what vision of the news they have. Meet up! For your presentation on American media in class, explain how American teenagers access information nowadays and what vision of the news they have.

be + V-ing aspect

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p. 92

“be skepticism (…) is trickling downp.to92 + V-ing aspect o ls the next generationTofovoters” “skepticism (…) is trickling down to

varied: diverse aware /wer / of va ried: dito verse r exposed a war e /we / of informed ex posed to available: easy or inposs formed ible to get available: easy or

interested in have faith in: trust in terested in comm ent on have faith in: trust share comm ent on disclose: reveal, shar e lish /pbl/ pub disclose: reveal,

tweet consult /knslt/ tweet access: get con leak:sult give/knslt/ secret acinfor cess:ma get tion leak: givewith secret in touch information

SÉQUENCE 1

E E

SÉQUENCE 1

Who controls the media? Who controls the media?

In 1983, 50 corporations controlled most of the American media In 1983, 50 corpor ations controlled (maga zines, books, music, news most of the American media feeds, newspapers, movies, radio (maga zines, books, music, news and television). feeds, radio In 1992,newspapers, that numbermovies, had dropped and television). by half. In number hadowned dropped In 1992, 2000, that six corpor ations by half . most of the media . In 2000, sixmany corpor ations owned Over time online news sites most of the media . which used to be independent have Over time many online news also become properties of thesites small which used to be independent number of media corporations.have also become properties the small Today five corpor ations of dominate number of media corpor ations. the American media industry: TTime odayWfive corpor ations dominate arner , Disney , Murdoch ’s the American media industry: News Corporation, Bertelsmann of Time Warner , Murdoch’s Germany and, Disney Viacom. News Corporation, Bertelsmann of Germany and Viacom.

Stephen Ansolabehere, Benjamin Ginsberg, Theodore J. Lowi,  Kenneth A. Shepsle, American Government: Power and Purpose, 2017 Stephen Ansolabehere, Benjamin Ginsberg, Theodore J. Lowi,  Kenneth A. Shepsle,American Government: Power and Purpose , 2017

1 Look at the graph and explain what has happened to the number of companies at the graph and explain what 1 Look contr olling American media since 1983. has happened to the number of companies contr ollingthe American since 1983.to text andmedia nd information 2 Read develop your answer to question 1. 2 Read the text and nd information to de toifquestion Findyour out inanswer the text online ne1.ws is 3 velop independent. 3 Find out in the text if online news is independent.

F

Whistleblowers

4 Explain the effect that this concentration of media ownership has on the news that Explain the effect that this concentration is4available. Use these words to write a few of media ownership has on the news that sentences. is available. Use these words to write a few power - control - decide - influence sentences. power - control - decide - influence

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Culture Whistleblo  Tip places and news outlets. 1 Identify people, wers

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and news ne outlets. Who andpeople, what arplaces e the American ws 2 1 Identify presenters talking about and how do they and what are the American news 2 WhoTak sound? e notes. presenters talking about and how do they sound? e what notes.type of shocking out 3 FindTak information WikiLeaks published. 3 Find out what type of shocking information WikiLeaks published. event to your friend and show 4 Explain this why the American media and society were so event to your friend and show 4 Explainbthis perturbed y this event. why the American media and society were so perturbed by this event.

Prepare your

project

Prepare your

project

The first three estates (powers) in the USA Culture Tip the legislative and the are the executive, The first three estates (powers) in the USA judiciary. The media are commonly called are the executive, and the the fourth estate. the The legislative internet media are judiciary . The commonly considered tomedia be theare fifth estate. called . The internetnon-profit media are the fourth is estate WikiLeaks an international, considered to be . information, the fifth estate organisation that publishes secret is an international, WikiLeaksdocuments classified and newsnon-profit leaks, from organisation that publishes secret information, anonymous sources on its website. Julian classified documents and news from Assange, an Australian internet leaks, activist , is anonymous sources on its website. Julian considered to be its founder . The people , an Austr internet are activist , is Assange who release secretalian information called considered to be its founder . The people whistleblowers. who release secret information are called whistleblowers.

Write a short article for your school newspaper with the following title: “What’s new about the Write a short article for your school newspaper news in the USA?” with the following title: “What’s new about the neGr wsammar in the USA?” Tip Précis p. 241 and 239 Use the preterite to talk about how things p. 241 andwere 239 Précis Gr ammar Tipthe simple in the past and present to talk about Use the habits talk about how things were preterite current andtorealities. in the past and the simple present to talk about current habits and realities.

Make a list of 10 words that are indispensable when talking Mak e athe listmedia. of 10 wor that about Youdshave ar e indispensable when talking one minute! Compare your list about the media. Y ou have with your classmates’. one minute! Compare your list with your classmates’.

91

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T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

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Les quantieurs (some, any,

am) mar grany yo , not nour •

Les quantieurs some ( ,any ,

Ils désignent une certaine quantité, indénie. Le ,not any ) no nom qui les accompagne est soit indénombrable au Ils désignent une certaine quantité, indénie. Le singulier, soit dénombrable ou un nom collectif (par nom qui les accompagne est soit indénombrable au exemple, people) au pluriel. singulier, soit dénombrable ou un nom collectif (par utilise some) au dans les phrases armatives ou exOn emple, people pluriel. pour faire une proposition ou une requête. On utilise some dans les phrases armatives ou Some people might try to tellou you that it’s a banana. pour fair e une proposition une requête. Would you like to read some newspapers? Some people might try to tell you that it’s a banana. On emploie dans les phr ases interrogatives. Would you like any to read some newspapers? Did Premploie esident Trump sendles any tweets last week? On any dans phr ases interr ogatives.

• • • • •

Dans phrTase armative, any veut e «n’importe Did Prune esident rump send any tweets lastdir week? quel·le». Dans une phrase armative, any veut dire «n’importe Any journalist should respect people’s privacy. quel·le». Onjournalist rencontre no ournot anypeople dans les phrases Any should espect ’s privacy . négatives.

•

Ther e no/ enot neutr al dans news les organizations. One rar encontr noany ou not any phrases négatives.

•

1 Complétez les phrases suivantes avec some,

any, no, not any. Complétez les phrases suivantes avec some, 1. According a to the First Amendment, “Congress any , no, not any. shall make … law abridging the freedom of speech a. According to the First Amendment, “Congress or of the press”. shall make … law abridging the freedom of speech b. Have you bought … quality newspapers today? or of the press”. c. … whistleblowers have contacted the main b. Have you bought … quality newspapers today? newspapers to reveal secrets to the public. c. … whistleblowers have contacted the main d. There are … objective articles. They are all biased. newspapers to reveal secrets to the public. e. … American reporters, like Bod Woodward and d. There are … objective articles. They are all biased. Carl Bernstein, became famous after revealing the e. … American reporters, like Bod Woodward and Watergate scandal. Carl Bernstein, became famous after revealing the f. There is … doubt that this is fake news! That’s so Watergate scandal. astonishing! f. There is … doubt that this is fake news! That’s so g. Did you meet … reporters at the Minneapolis astonishing! Media Center? g. Did you meet … reporters at the Minneapolis Media Center?

There are no/ not any neutral news organizations.

L’aspect be + V-ing

présent en be + V-ing indique que l’action est en • LeL’aspect be + V-ing

cours au moment où l’on parle. Le présent en be + V-ing indique que l’action est en The journalist is talkoù ingl’on to this American senator at the cours au moment parle. moment. The journalist is talking to this American senator at the On emploie aussi l’aspect en be + V-ing dans les moment. descriptions, par exemple pour décrire une image. On emploie aussi l’aspect en be + V-ing dans les In this picture,, par American students re read ing online descriptions exemple pour adécrir e une image.news. un mar queur futur, l’aspect being + Ving news. In Avec this pictur e, American students areen read online désigne une intention ou un événement qui va avoir Avec un marqueur futur, l’aspect en be + V-ing lieu dans un avenir relativement proche. désigne une intention ou un événement qui va avoir The eporter intervie wing the American lieu rdans un is avenir relativement proche.president tomorrow afternoon. The reporter is interviewing the American president L’aspect be + V-ing peut également être associé à tomorr ow afternoon. l’aspect have + en (participe passé) pour former le L’aspect be + V-ing peut également être associé à present perfect en V-ing. Les deux aspects combinés l’aspect have + en (participe passé) pour former le indiquent la durée: un événement a commencé dans present perfect en V-ing. Les deux aspects combinés le passé, mais il est toujours en cours au moment où indiquent la durée: un événement a commencé dans l’on parle. le passé, mais il est toujours en cours au moment où The press has been publishing a lot of articles about l’on parle. politicians’ private lives for a long time. The press has been publishing a lot of articles about politicians’ private lives for a long time.

• • • • • • •

92

2 Indiquez la valeur de l’aspect be + V-ing:  action en cours,  description,

la valeur de l’aspect be + V-ing: 2 Indiquez  futur proche,  expression de durée.

 action en cours,  description, a. This columnist has been writing an article on The futur proche,  expression de durée. Fourth Estate for two hours. a. This columnist has been writing an article on The b. She is giving a speech this afternoon on the Fourth Estate for two hours. unethical practices of investigative journalism. b. She is giving a speech this afternoon on the c. He is driving to the media centre, where he is unethical practices of investigative journalism. doing a three-week internship. c. He is driving to the media centre, where he is d. In this picture the presenter is comparing the doing a three-week internship. various broadsheets and tabloids. d. In this picture the presenter is comparing the various broadsheets and tabloids. 3 Utilisez l’aspect be + V-ing ou la forme simple. a. The president (criticised / has been criticising) the 3 Utilisez l’aspect be + V-ing ou la forme simple. media since he was elected. a. The president (criticised / has been criticising) the b. The US mass media (include / are including) media since he was elected. newspapers, radio, television, maga zines… and b. The US mass media (include / are including) social networks of course! newspapers, radio, television, maga zines… and c. A lot of reporters (come / are coming) to the social networks of course! conference tomorrow evening. c. A lot of reporters (come / are coming) to the d. Usually, efficient reporters (spend / are spending) conference tomorrow evening. little time writing their articles. d. Usually, efficient reporters (spend / are spending) little time writing their articles.

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun your

L’accentuation d’un mot unciation ACD1udio yo etur de pr seson dérivés piste 34 n° 52 AMP3 udio CD1 piste 34 L’accentuation d’un mot MP3 n° 52 accent tonique porte sur l’une des syllabes d’un • L’et de ses dérivés mot. Lorsqu’on ajoute un préxe (avant le nom) ou un

Improve

L’accent tonique porte sur l’une des syllabes d’un suxe (terminaison) à un mot, on parle de mot dérivé. mot. Lorsqu’on ajoute un préxe (avant le nom) ou un L’ajout d’un préxe àne pas la place de l’dérivé accent. sux e (terminaison) unchange mot, on parle de mot tonique du mot dérivé. L’ajout d’un préxe ne change pas la place de l’accent in form 8 tonique dumisin motform dérivé. comfortable 8 uncomfortable active 8 inactive likely 8 unlikely inform 8 misinform comfortable 8 uncomfortable l’ajout d’un suxelikpeut acMais tive 8 inactive ely 8changer unlikelyla place de l’accent tonique du mot dérivé. Mais l’ajout d’un suxe peut changer la place de Il n’y a pas de modication de l’accentuation avec y l’accent tonique du mot dérivé. les suxes: -ish, -ism, -ist, -ize, -ing, -ly, -er, -ed, Il n’y a pas de modication de l’accentuation avec y -hood, -ship, -ment, -ness. les suxes: -ish, -ism, -ist, -ize, -ing, -ly, -er, -ed, a ware, -ship eness 8 awar -hood , -ment , -ness. green 8 greenish national 8 nationalist misinform 8 misinformed aware 8 awareness green 8 greenish L’accentuation est modiée avec l’ajout des suxes y national 8 nationalist misinform 8 misinformed -ion, -ual, -ial, -ious, -ic, -ity. L’accent tonique porte sur L ’ accentuation est modiée avec l’ajout des suxes y la syllabe qui est placée avant ces suxes. -ion, -ual, -ial, -ious, -ic, -ity. L’accent tonique porte sur in infor ma tion avant objec 8qui 8 objec laform syllabe est placée cestive sux es. tivity

• • • • •

inform 8 information

objective 8 objectivity

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Précis de phonologie, p. 262 Précis de phonologie, p. 262

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4 Écrivez les mots suivants et Audio indiquez l’accent tonique, puis écoutez CD1 piste 35 n° 53 Écrivez les mots suivants et AMP3 udio CD1 piste 35 l’4enregistrement pour confirmer vos indiquez l’accent tonique, puis écoutez MP3 n° 53 réponses. l’enregistrement pour confirmer vos nation • national • nationally • nationalist • réponses. nationalistic nation • national • nationally • nationalist • friend • friendly • friendliness nationalistic friend • friendly • friendliness 5 Écrivez les mots soulignés et Audio indiquez l’accent tonique, puis écoutez CD1 piste 36 n° 54 Écrivez les mots soulignés et AMP3 udio CD1 piste 36 l’5enregistrement pour confirmer vos indiquez l’accent tonique, puis écoutez MP3 n° 54 réponses. l’enregistrement pour confirmer vos a. Communication and awareness are essential both réponses. in politics and in the media. a. Communication and awareness are essential both b. This is not a realistic achievement according to a in politics and in the media. famous journalist. b. This is not a realistic achievement according to a c. The printed press has dropped dramatically since famous journalist. the advent of the internet. c. The printed press has dropped dramatically since d. The Americanisation of European journalism has the advent of the internet. been studied recently. d. The Americanisation of European journalism has been studied recently.

on ng skills Work w riti your

L’apostrophe

ur writing skills yo On utilise l’apostrophe en anglais pour contracter un L’apostrophe

Wo•rk on

mot ou pour former le génitif. On utilise l’apostrophe en anglais pour contracter un La ou contr action d’unlemot mot pour former génitif. Dans ce cas, l’apostr ophe La contr action d’un motindique qu’une ou plusieurs lettres ont été supprimées. Dans ce cas, l’apostrophe indique qu’une ou plusieurs Ilettr ’m =es I aont m été supprimées. let’s go = let us go I can’t = I cannot you’ve got = you have got I’m = I am let’s go = let us go Le génitif I can’t = I cannot you’ve got = you have got

• •

Dans ce cas, l’apostrophe + s indique la possession. Le génitif the journalist questions journaliste) Dans ce cas, ’sl’apostr ophe(les + squestions indique ladu possession.

•

James ’s questions (les questions de James) the journalist ’s questions (les questions du journaliste) noms au(les pluriel prennent JamesLes ’s questions questions de uniquement James) l’apostrophe. Les noms au pluriel prennent uniquement the journalists l’apostr ophe. ’ questions (les questions des journalistes) the journalists’ questions (les questions des journalistes)

6 Contractez des mots lorsque c’est possible. Indiquez toutes les possibilités. Contractez des mots lorsque c’est possible. a6. I do not have an opinion. Indiquez toutes les possibilités. b. They are going to write an article. a. I do not have an opinion. c. We are not listening to the radio. b. They are going to write an article. d. He will not give any interviews. c. We are not listening to the radio. e. They have not explained why. d. He will not give any interviews. f. I would like to read the newspaper. e. They have not explained why. f. I would like to read the newspaper. 7 Traduisez les groupes nominaux suivants en employant le génitif. Veillez à bien placer Traduisez les groupes nominaux suivants l’7apostrophe. en employant le génitif. Veillez à bien placer a. la réponse du président l’apostrophe. b. les opinions des journalistes a. la réponse du président c. la voix du peuple b. les opinions des journalistes d. les choix de l’éditeur c. la voix du peuple e. la réaction des adolescents d. les choix de l’éditeur e. la réaction des adolescents 93

pcabulary u Buyoild ur vo Media literacy

Audio CD1 piste 37

ACD1 udio piste 37 Public opinion

lary vo your Media literca acy bu aim: objective, goal bias /bas/ aim: jective, goal judgeob ment bias /bas/ guidelines: rules judge go furment ther: get more guide rules inforlines: mation go fur ther: get look for: searchmor for e infor ma tion look into: nd out about look for: search for look into: nd out about

Build up

Real news

MP3 n°55

MP3 n°55question: have doubts

MP3 criticism Public opinion previous generations crit icism scep ticism previous generations negative ≠ positive scep awarticism e /wer/ (of): knowing negative ≠ positive aware /wer/ (of): knowing

about ques tion: doubts resear ch: have collect about information about re sesear lect ch: collect infor check: ma vertion ify about se lect discriminate: differentiate check: ver ifyfooled avoid be ing discriminate: differentiate avoid being fooled

n°

Fake news

n°56

exposed to informed ≠ misinformed ex posed inter estedtoin informed ≠ misinformed trickling down: impacting in ested in in ter touch with trickling down: impacting in touch with

Social media

Media in the USA Media in the USA

MP3 n°60

MP3 60 the fourth estate Real ne ws : the press corporations the fourth estate : the prdia ess main stream / mass me corpor ations news out lets mainstream / mass media real-time news ne ws tiv out objec itylets ≠ subjectivity rcr eal news ed-time ible: con vincing, believable objec tivity ≠ subjectivity indepen dent cr edtrible: convincing, believable neu al /njutrl/ independent pertinent: relevant neu tralpr/njutrl/ likely: obable per tinent: control relevant li obable ackely: cess:prget con tr ol consult /knslt/ access: get have faith in: trust consult /knslt/ have faith in: trust

MP3 n°56

MP3 n°59 n°

MP3 59 danFak ger e news manipulation /mnpjlen/ dan gertivity ≠ objectivity subjec manipu lation /mnpjlen/ biased /bast/ : not objective subjectivity ≠ objectivity far-fetched /ffett/: incredible, improbable bi ased /bast/ : nottinent objective irre levant: not per far/ffett/ : inecredible, improbable all afetched round: ev erywher iun rrelile vant: not per tinent kely: improbable all around: everywhere unlikely: improbable

social networks Social media the fth estate so cial net works screenshot the fth estate privacy /prvsi/ screenshot available: easy or priv acyible /prvsi/ poss to get available: easy or possible to get

MP3 n°57 n°57 MP3 varied: diverse

comment on va ried: diverse tweet comment on follow tweet share foll postow share post

Whistleblowers

MP3 n°58

MP3 activist Whistleblowers anonymous source activist classied documents a non ymous source Wi kiLeaks class ied documents phenomenon Wi kiLeaks truth phe nom shock ingenon information truth secret information shock informing information se cret infor malish tion/pbl/ disclose : pub in form leak: give secret information di sclose: publish /pbl/ hack leak: give secret information hack

n°58

Apprenez et révisez le vocabulaire !

Quizlet

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Apprenez et révisez le vocabulaire !

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Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots ou expressions de la carte mentale. Utilisez le vocabulaire en contexte. a. A lot of the news is … which means that it is not neutral. 1 Complétez les phrases suivantes avec des mots ou expressions de la carte mentale. b. You should always … the source of the information you read on the internet.

a. A lot of the news is … which means that it is not neutral. c. More and more people don’t … the media nowadays. b. You should always … the source of the information you read on the internet. d. It is important to be … … the fact that some media can manipulate us. c. More and more people don’t … the media nowadays. e. The press is called … … … . This means that it has considerable power. d. It is important to be … … the fact that some media can manipulate us. press is called … …ou … expressions . This means dans that it considerable . Media literacy de la carte mentale. e.2The Choisissez six mots leshas catégories Fakepower news et Écrivez un tweet sur les fake news comprenant ces mots. 2 Choisissez six mots ou expressions dans les catégories Fake news et Media literacy de la carte mentale. Écrivez un tweet sur les fake news comprenant ces mots.

UTO Aév aluatio n 94

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

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Quiz hatier-clic.fr/lmu1075

SÉQUENCE 1 SÉQUENCE 1

Project #1

Act out a discussion between a journalist and an expert about the evolution of the media Act discussion between andout theadangers of fak e news.a journalist and an expert about the evolution of the media and the dangers of fake news.

Project #1 1 1

Start the radio show. Journalist: Mention the Start the radio show . name of the show. Present the guest and the theme of discussion. Journalist: Mention the name of the show. Media xpert: Greet Presentethe guest andthe thejournalist. theme of discussion.

3 3

Media expert: Greet the journalist.

2 2

Discuss the evolution of news sources and media control. Discuss the evolution of news sources and Journalist: Mak media contr ol.e sure your questions are structured correctly: Wh-/ How + auxiliary + Journalist: Mak+e complement? sure your questions are subject + verb structured correctly: Wh-/ How + auxiliary + Media xpert: the preterite and the present subjecte+ verb Use + complement? perfect to show the evolution of the media over Media time. expert: Use the preterite and the present perfect to show the evolution of the media over time.

4 4

Discuss how people access the news.

Journalist: Use the praccess esent tense to ws. ask about Discuss how people the ne current habits. Journalist: Use the present tense to ask about Media xpert: Make comparisons between the currentehabits. different generations using while or whereas. Media expert: Make comparisons between the different generations using while or whereas. Discuss the dangers of fake news and the importance of media literacy. Discuss the dangers of fake news and the Journalist: dangers importanceAsk of about mediathe liter acy. of fake news and the right attitude to adopt. Journalist: Ask about the dangers of fake news Media xpert: Give advice and explain methods and theeright attitude to adopt. citizens can use to avoid being fooled. Media expert: Give advice and explain methods citizens can use to avoid being fooled.

z

Fiche de méthodologie N°6 p. 278 Fiche de méthodologie N°6 p. 278

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Project #2 Write a post about the changing face of the news on an online forum about journalism W post about the changing face of the inrite the aUSA. news on an online forum about journalism in the USA.

Project #2 1 1

2 2

Introduce the subject with the evolution of news sources over the last century. Introduce the subject with the evolution of Write about aditional sour ces of ne news sour ces otr ver the last century . ws, then explain how the internet and social media have W rite about aditional sour news, then changed thetrway people cances getofinformation. explain how the internet and social media have Use the pr esent explain changes: changed the wayperfect peopletocan get information. The face of the media has changed… Use the present perfect to explain changes: The face of the media has changed…

3 3 4

Mention the control of the media. Give information the ownership of news Mention the controlabout of the media. sources and explain what this means about Give information wnership of news who decides whatabout newsthe is brooadcast. sources and explain what this means about Use to +what V and eterite to write whoused decides nethe ws isprbr oadcast. about the past. Compare with the present Use to + V and preterite usingused Nowadays + prthe esent tense. to write about the past. Compare with the present using Nowadays + present tense.

4

Explain the problem with fake news.

Present issue ofwith media Explain thethe problem fakdistrust e news.and the problems regarding fake news. Present the issue of media distrust and the Say what people need dows. to avoid being problems regarding fakto e ne misinformed. Say what people need to do to avoid being misinformed. Explain how new media forms have changed how people can access the news. Explain how new media forms have changed rite about media give examples of howWpeople cansocial access theand news. how people share information now compared W ritethe about social media and give examples of with past. how people share information now compared Mention the WikiLeaks phenomenon. with the past. Mention the WikiLeaks phenomenon.

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Fiche de méthodologie N°10 p. 282 Fiche de méthodologie N°10 p. 282

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95

SÉQUENCE

SÉQUENCE

2 A A

Is online activism effective in the USA? Is online activism effective in the USA?

Changing the world with petitions Changing the world with petitions

2 Caption from Change.org, victory section  Caption from Change.org, victory section 

1 In a few words, explain what this petition and the #BetterCup are about. In a fe w words,inexplain this and petition andate the e about. elements the scrwhat eenshot the par xt #BetterCup that indicatearthat this petition was a success. 2 1 Find

in the and the thatpetition. this petition was your a success. PAIRelements WORK You are scr theeenshot two students in par charate gextofthat the indicate #BetterCup Present project to 3 2 Find your classmates and be ready to answer their questions. 3 PAIR WORK You are the two students in charge of the #BetterCup petition. Present your project to your classmates and be ready to answer their questions.

B B

The effects of #MeToo

Audio   E-workbook CD1 piste 38

ACD1 udio piste 38

The of the #MeT oo oo  elements about beginning of the #MeT movement. 1 Findeffects

Fiche à imprimer

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about the beginning of the out what impacts this movement has#MeT had. oo movement. 2 1 Find elements Find outowhat impacts this mo has had. your wn wor ds, explain thevement movement and its consequences to your friends. 3 2 In

3 In your own words, explain the movement and its consequences to your friends.

Quantiers

96

T oo l s

p. 100

“Quantiers many inuential gures and celebrities p. 100 oo l sw their also took to social mediaTto sho “support many inuential gur es and celebrities for the mo vement.” also took to social media to show ignited their “the #MarchforOurLives hashtag support for the mo vement.” a much-needed conversation” “the #MarchforOurLives hashtag ignited

activist protest: strong complaint ac tivist crit icism p ro test: strong advan tage: bencom e t plaint crit icism distraught: upset: annoyed ad vantage: e t involved : inben terested di str aught : up set : anno l/ yed recyclable /risaklb in volved : in ter ested  environmentally-friendly recyclable /risaklb l/

show support march: demonstrate sho w su stand uppport for a cause mar ch: dem onstrate raise awar eness stand up for atag cause create a hash rpost/ aise ashar wareeness on social media cim repact ate a hashtag post/ shar≠eneg on so cial media positively atively impact

SÉQUENCE 2

C

Showing support on social media

 E-workbook

SÉQUENCE 2

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support  While thSho ousandwing s of protes ters gathered toon day social media for the March for Our Lives — an anti-gun While thousands of protesters gathered today march held across the countr y following the for the March for Our Lives — an anti-gun school shooting in Parkland, Florida— many march held across the countr y following the influential figures and celebrities also took school shooting in Parkland, Florida— many to social media to show their support for the influential figures and celebrities also took movement. Aer quickly becoming a trendto social media to show their support for the ing topic on Twitter, the #MarchforOurLives movement. Aer quickly becoming a trendhashtag ignited 1 much-needed conversation ing topic on Tw1itter, 2the #MarchforOurLives around America’s lax gun laws, where people hashtag ign3ited muc2 h-needed conversation sounded off on the epidemic of gun violence around Amer ica’s lax gun laws, where people and what ne3eds to change. sounded off on the epidemic of gun violence Former President Barack Obama showed and what needs to change. his support for the march and its inspiring Former President Barack Obama showed student leaders, such as Parkland sur vivor his support for the march and its inspiring Emma González, who delivered a powerful Emma González spoke at the March for Our Lives rally in Washington student leaders, such as Parkland sur vivor  speech, which lasted just six minutes and 20 about Parkland shooting, one of the deadliest shootings at a high Emma González, who delivered a powerful Emma González at theplace March Our Lives ally in Washington  seconds — the length of the entire Parkland school in US historyspoke , that took onfor February 14, r2018. speech, which l4asted just six minutes and 20 about Parkland shooting, one of the deadliest shootings at a high shooting spree . Obama tweeted, “Michelle school in US history, that took place on February 14, 2018. seconds — the 4length of the entire Parkland and I are so inspired by all the young people who made to President Donald Trump’s more, say, lean6 inaugushooting spree . Obama tweeted, “Michelle 6 ration. (Neither President Trump nor Vice P resident today’s marches happen. Keep at it. You’re leading us and I are so inspired by all the young people who made 35 to President Donald Trump’s more, say, lean inauguMike Pence commented on the marches today.) for ward. Nothing can stand in the way of millions of ration. (Neither President Trump nor Vice President today’s marches happen. Keep at it. You’re leading us voices calling for change.” 35  MiChristian ke PenceAllaire, commThis enteIsdWhat on thSocial e marMedia ches tHad odayto.) Say for ward. Nothing can stand in the way of millions of About the March for Our Lives, Vogue US, March 24, 2018 Lady Gaga also documented the march via social Christian Allaire, This Is What Social Media Had to Say voices calling for change.”  media in Los Angeles, releasing a series of Instagram 1. started 2. not strict complained 4. ,murder frenzy About the March for Our3.Lives , Vogue US March 24, 2018 Lady Gaga also documented the march via social 5. number of people who gathered 6. (here) insignificant videos calling for action from politicians to enforce 1. started 2. not strict 3. complained 4. murder frenzy media in Los Angeles, releasing a series of Instagram stricter gun laws. “School is not a place where kids 5. number of people who gathered 6. (here) insignificant videos calling for action from politicians to enforce should go to be afraid for their lives,” she said in one Culture Tip stricter gun laws. “School is not a place where kids video, where she holds a “Disarm Hate” sign. The Second Amendment (Bill of Rights, 1791) guarantees the right should go to be afraid for their lives,” she said in one Culture Tip Meanwhile, several people on Twitter, including to keep and bear arms. However, there have always been debates video, where she holds a “Disarm Hate” sign. The Amendment (Billinofthe Rights guar antees the right comedian Kathy Griffin, were also quick to point out overSecond gun control legislation USA,. 1791) The NRA (National Rifle to keep and bear arms. However, there have always been debates Meanwhile, several p5eople on Twitter, including Association) sees these restrictions as a violation of the Second the successful turnout of the march, comparing it over gun control legislation in the USA. The NRA (National Rifle comedian Kathy Griffin, 5 were also quick to point out Amendment. The debate is revived after every mass shooting. Association) sees these restrictions as a violation of the Second the successful turnout of the march, comparing it Amendment. The debate is revived after every mass shooting. 1 Explain the #MarchforOurLives 3 Explain the role of social media in the March movement. for Our Lives movement. 1 Explain the #MarchforOurLives 3 Explain the role of social media in the March mo for vement. Find who is supporting Emma González YouLives wantmo to sho w your support for March 2 vement. 4 Our and clarify why. for Our Lives. Write a twitter-size post with the You want to show your support for March 2 Find who is supporting Emma González 4 esponding corr # (280 characters). and clarify why. for Our Lives. Write a twitter-size post with the corresponding # (280 characters). hatier-clic.fr/lmu1047

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PAIR WORK You want to launch an online petition: imagine the exchange PAIR WORK You want to launch an with a successful online activist and ask online imagine change him or petition: her questions onthe howexto do it. with a successful online activist and ask him or her questions on howp.to249 do it. Grammar Tip Précis The online activist can give advice p. 249 Gr ammar Tip + V. Précis using: S + should The online activist can give advice using: S + should + V.

In groups, choose a document studied in class and play Chinese whispers. In groups, choose a document studied Think of one sentence about the in class and play Chinese whispers. document and whisper it to your Think of oneYour sentence aboutrepeats the neighbour. neighbour document and whisper it to your your sentence and adds another one. neighbour. Your must neighbour The last student repeatrepeats all the your sentence and adds another one. sentences! The last student must repeat all the sentences!

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Is online activism effective in the USA?

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The March on Washington for Jobs and Freedom was organised Culture Tip to advocate for the civil and economic rights of African Americans. The March onon WAugust ashington for Jobs and Freedom wasKing organised It took place 28, 1963 when Martin Luther Jr. to advocate the civil and economic rights of delivered hisfor famous speech “I have a dream ”. African Americans. It took place’son August 1963 whenwas Martin Kingby Jr. The Women March on28, Washington firstLuther organised delivered famous speech “I have dream’s”.administration women inhis 2017 to send a message toaTrump The Women March Washington first organised by about issues’ssuch as on women ’s rights,was the healthcare system women in 2017 to send a message to Trump ’ s administr ation and immigration. about issues such as women’s rights, the healthcare system and immigration.

How online social movements become  offline results, PBS NewsHour, 2017 How online social movements become  offline results, PBS NewsHour, 2017

Pédagogie différenciée

TRAIL A

1 Watch the video, choose adjectives and use

Pédagogie them différ to deneenciée the rst example of activism. TRAIL A 1 Watch the video, choose adjectives and use

TRAIL B 1 Watch the video and dene the rst example of activism. 1 Watch the video and dene the rst example of activism. 2 In your own words, explain the consequences a march or an online own words, explain the 2 In yourcan campaign have. consequences a march or an online campaign can have. 3 Describe the second example of protest in the video and analyse its effects. 3 Describe the second example of protest in the video and analyse its effects.

TRAIL B

empowering useless them to dene the-rst example-ofdangerous activism. powerful - long - large empowering - useless - dangerous powerful - longwhat - large words to describe the impact of a 2 Pick out march or an online campaign is. 2 Pick out words to describe what the impact of a mar ch or aneonline campaign is. of protest in the the second example 3 Compar video with the rst one using the following words. 3 Compare the second example of protest in the organisation easy similar long video with the rst-one using- the following-wor ds. – crowded - process - unite - outcome organisation - easy - similar - long – crowded - process - unite - outcome Meet up! PAIR WORK Discuss the advantages and limits of online activism.

Meet up! PAIR WORK Discuss the advantages and limits of online activism.

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Online activism or slacktivism? Online activism or slacktivism? 1 Read the cartoon and explain the situation (feelings, faces). 1 Read the cartoon and explain the situation (feelings, the cartoon again. Using the denition of 2 Read faces). slacker, guess the meaning of slacktivism. 2 Read the cartoon again. Using the denition of slack theAct meaning slacktivism. AIRguess WORK out theofscene using the right 3 Per, tone. 3 PAIR WORK Act out the scene using the right tone.

Slacktivism, cartoon by Patrick LaMontagne  slacker (noun):,sb who does make much effort Slacktivism cartoon by Pnot atrick LaMontagne  slacker (noun): sb who does not make much effort

Adjectives in -ed and -ing

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“Adjectives The Powerin of-ed Network ed protest” p. 100 and -ing T oempo o l s wering “Marches are great. They’re really “to The Power of Networked protest” people.” “Marches are great. They’re really empowering

speech bubble: cartoon’s dialogue speech bubb le:/arni/ sarcasm: irony car toon ’s di investment: alogue sar irony /arni/ cocasm: mmitment in vest ment: militant: political activist mmit grco ound acment tivism ≠ online mil itant: activismpolitical activist gr ound activism result : out come ≠ online ac tivism eff e c tive ≠ ineff e c tive re : out come dusult bious: ques tionable e ff e c tive ≠ inetion ff e coftive raise the ques sth dubious: questionable

make a difference take action: act mak diffbring erence gatheera sb: sb tak e ac tion: together act gath eren: sb: be bring sb to threat likely to geth er cause harm thr eat en: be likely toly go vi ral: spr ead wide cause harm put together sth: goassem viral: ble, spread widely organise put to geth er sth: join a cause organise goassem door ble, to door join a cause go door to door

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Slacktivism: is it useful?

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Clas se inversée is to feel good about isse ait ActivismSlacktivism: is now a computer mou wayuseful? . With a click, 35 mo tiva tion behind some of this 

val or disapproval of a cause, send FAoncetivciasmn reisginstoewr aappro computer mouse away. With a click, 5 5

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money, alert Twitter followers and forward a conscienceone can register approval or disapproval of a cause, send stabbing video to hundreds of Facebook “friends.” money, alert T1witter followers and forward a consciencee ungainly word “clicktivism” emerged to describe stabbing video1 to hundreds of Facebook “friends.2” this form of participation. So did an offshoot , “slacke ungainly word “cli3cktivism” emer ged to describe tivism,” a portmanteau of “slacker”4 and “ac2 tivism.” this form of participatio3 n. So did an 4offshoot , “slackBy definition, it is not the highest compliment. Does tivism,” a portmanteau of “slacker” and “activism.” a mouse click constitute true involvement? As Felix By definition, it is not the highest compliment. Does Salmon, a business journalist who has examined the a mouse click constitute true involvement? As Felix issue, said, “If I retweet your video, is that going to Salmon, a business journalist who has examined the make the world a better place?” […] issue, said, “If I retweet your video, is that going to In the Ice Bucket Challenge, the famous and the not-somake the world a better place?” […] famous poured frigid water over their heads, and posted In the Ice Bucket Challenge, the famous and the not-sovideos of their antics. e purpose was to promote awarefamous poured frigid water over their heads, and posted ness of — and to encourage donations for research in videos of their antics. e purpose was to promote aware— amyotrophic lateral sclerosis, or A.L.S., the incurable ness of — and to encourage donations for research in neurodegenerative malady oen referred to as Lou Gehrig’s — amyotrophic lateral sclerosis, or A.L.S., the incurable disease. e campaign was astonishingly successful. In a neurodegenerative malady oen referred to as Lou Gehrig’s matter of weeks, more than $200 million was raised. disease. e campaign was astonishingly successful. In a But, perhaps inevitably, questions arose. matter of weeks, more than $200 million was raised5 . For one thing, to what extent was anti-Kony or the But, perhaps inevitably, questions arose. 5 challenge a mere passing fancy? A measure of fad dishFor one thing, to what extent was anti-Kony or the ness has long accompanied certain causes. […] challenge a mere passing fancy? A measure of faddishIn today’s digital age, when Twitter hashtags come and ness has long accompanied certain causes. […] go, the ver y nature of social consciousness has come In today’s digital age, when Twitter hashtags come and under scrutiny. Raising broad awareness of an issue go, the ver y nature of social consciousness has come is surely important. But is retweeting #bringourgirlsunder scrutiny. Raising broad awareness of an issue back (to show solidarity with Boko Haram victims) or is surely important. But is retweeting #bringourgirls#NotOneMore (to deplore gun violence) really changback (to show solidarity with Boko Haram victims) or ing the world? e same might be said about shading #NotOneMore (to deplore gun violence) really changone’s Facebook photo in rainbow colors aer terrorism ing the world? e same might be said about shading at a gay nightclub in Florida or in the French tricolor one’s Facebook photo in rainbow colors aer terrorism aer attacks in Paris. Skeptics have asked if the real at a gay nightclub in Florida or in the French tricolor aer attacks in Paris. Skeptics have asked if the real

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oneself and impress one’s cyberbuddies. motivation behind some of this is to feel good about e best-selling author Malcolm Gladwell seems less oneself and impress one’s cyberbuddies. than bowled over6 by online activism. In a 2010 New e best-selling au thor Malcolm Gladwell seems less Yorker article, he6 invoked the lunch counter sit-ins than bowled over by online activism. In a 2010 New of the 1960s civil rights movement, when committed Yorker article, he invoked the lunch counter sit-ins young men and women risked life and limb to fight of the 1960s civil rights movement, when committed enforced racial segregation. “Fiy years aer one of young men and women risked life and limb to fight the most extraordinar y episodes of social upheaval enforced racial segregation. “Fiy years aer one of in American histor y,” Mr. Gladwell said, “we seem to the most extraordinar y episodes of social upheaval have forgotten what activism is.” He argued that, to be in American histor y,” Mr. Gladwell said, “we seem to effective, movements require strict planning, strong have forgotten what activism is.” He argued that, to be personal connections and firm discipline; mouse clicks effective, movements require strict planning, strong do not get the job done. Putting boots on the ground personal connections and firm discipline; mouse clicks counts enormously, whether in the Arab Spring revolts do not get the job done. Putting boots on the ground or the Black Lives Matter protests. counts enormously, whet7 her in the Arab Spring revolts ere is, too, a crapshoot quality to online involvement. or the Black Lives Matter7 protests. e Ice Bucket Challenge is an example. Why A.L.S.? ere is, too, a crapshoot quality to online involvement. With 6,000 new cases a year in this countr y, it is far less e Ice Bucket Challenge is an example. Why A.L.S.? common than, say, lung cancer, with 224,000 new cases With 6,000 new cases a year in this countr y, it is far less a year, or H.I.V. infection, with 44,000 new cases. “One common than, say, lung cancer, with 224,000 new cases charity sort of won the lotter y,” Mr. Salmon said.[…] a year, or H.I.V. infection, with 44,000 new cases. “One But if the past is a guide, anything can happen. Even charity s8ort of won the lotter y,” Mr. Salmon said.[…] blowout concerts may not be finished. at was But if th8e past is a guide, anything can happen. Even shown four years ago when some of the biggest names blowout concerts may not be finished. at was in entertainment, including the seemingly eternal shown four years ago when some of the biggest names Rolling Stones, gathered at Madison Square Garden, in entertainment, including the seemingly eternal performing for nearly six hours to help victims of Rolling Stones, gathered at Madison Square Garden, superstorm Sandy. ey raised millions. performing for nearly six hours to help victims of Comes From a Click, su pClyde erstoHaberman, rm Sandy.Philanthropy ey raisedThat millio ns. The New York Times, November 13, 2016 Clyde Haberman, Philanthropy That Comes From a Click,  1. inelegant descendant 3. word formed by combining The New York2.Times , November 13, 2016 two other words 4. lazy person 5. leader of a guerrilla group inelegant descendant by combining 1. 3. word6.formed that formerly2.oper ated in Uganda impressed 7. random two other words 4. lazy person 5. leader of a guerrilla group 8. very successful that formerly operated in Uganda 6. impressed 7. random 8. very successful

1 Use the rst two paragraphs to give a 3 Compare online activism with ground denition for clicktivism, then nd some activism as explained in the article. Use the two paragraphs to give a 3 Compare online activism with ground e1xamples in rst the article. denition for clicktivism, then nd some activism xplained in and the article. of pros cons of online 4 Drawasa egrid e2xamples in the article. Find what causes were brought to social activism. Write at least ve arguments for each 4 Draw a grid of pros and cons of online media and whether it beneted them. column. Find what causes wer e br ought to social activism. Write at least ve arguments for each 2 media and whether it beneted them. column. GROUP WORK You are taking part in a change.org meeting. Form groups and nd six proposals for GROUP WORK You are taking part in a change.org online and ground actions on: climate change, meeting. Form groups and nd six proposals for gender inequalities or racism. You have only up to You have one minute to online and ground actions on: climate change, write or say all the words 7 minutes! Then, debate! Y ou have minute to gender inequalities or racism. You have only up to that comeone to your mind write or say all the wor 7 minutes! Then, debate! when you think about ds online Grammar Tip Précis p. 257

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You can use whereas, although and whilePrécis to contrast your p. 257 Gr ammar Tip partners’ ideas. Y ou can use and toidea contr your whereas,aalthough Although organising march can bewhile a good , Iast think… partners’ ideas. Although organising a march can be a good idea, I think…

that comeHave to your mind activism. a competition when you think about with your classmates! online activism. Have a competition with your classmates!

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Précis grammatical, p. 216 Précis grammatical, p. 216

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Les quantieurs (a lot of, much,

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Les quantieurs a ( lot of ,much ,

Les quantieurs a lot of, much, many, sont employés ) many pour indiquer une grande quantité, et correspondent Les quantieurs a lot of, much, many, sont employés au français «beaucoup.» pour indiquer une grande quantité, et correspondent est «beaucoup.» suivi d’un nom indénombrable (singulier), auMuch français alors que many doit être suivi d’un nom au pluriel. Much est suivi d’un nom indénombrable (singulier), Ther is much concern about gun contr ol in USA. alorse que many doit êtr e suivi d’un nom authe pluriel. Many inuential gures and celebrities also took to social There is much concern about gun control in the USA. media. Many inuential gures and celebrities also took to social A lof of peut s’employer indifféremment avec un media. singulier ou un pluriel. A lof of peut s’employer indifféremment avec un Ther e is aou lotun of concern singulier pluriel. about gun control in the USA. A lot of inuential gures and celebrities also took to There is a lot of concern about gun control in the USA. social media. A lot of inuential gures and celebrities also took to De manièr social media.e générale, a lot of sera employé davantage dans des phrases armatives, alors que De manière générale, a lot of sera employé l’on préférera plutôt much et many dans les phrases davantage dans des phrases armatives, alors que négatives et interrogatives. l’on préférera plutôt much et many dans les phrases Ther e is a lot social activism négatives et of interr ogatives . online. The march didn’t cause much violence. There is a lot of social activism online. Did many people take part in March for Our Lives? The march didn’t cause much violence. Did many people take part in March for Our Lives?

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1 Complétez les phrases par un élément entre

parenthèses. Complétez les phrases par un élément entre a1. A lot of (protester/ protesters) gathered in Floriparenthèses. da for the March for Our Lives. a. A lot of (protester/ protesters) gathered in Florib. There is much (concern/ concerns) about the da for the March for Our Lives. effectiveness of online activism. b. There is much (concern/ concerns) about the c. Did the Parkland shooting result in many (reaceffectiveness of online activism. tion/ reactions) from politicians? c. Did the Parkland shooting result in many (reacd. The Women’s March on Washington gathered a lot tion/ reactions) from politicians? of (woman/ women) across the country. d. The Women’s March on Washington gathered a lot e. A lot of (activist/ activists) use inspiring hashtags. of (woman/ women) across the country. e. A lot of (activist/ activists) use inspiring hashtags. 2 Complétez par a lot of, much et many. a. There were … Instagram videos asking politicians 2 Complétez par a lot of, much et many. to enforce stricter gun control. a. There were … Instagram videos asking politicians b. Did … people back up the march by making donato enforce stricter gun control. tions? b. Did … people back up the march by making donac. There wasn’t … money collected at the end of the tions? protest. c. There wasn’t … money collected at the end of the d. Unfortunately, … mass shootings in the US take protest. place in schools. d. Unfortunately, … mass shootings in the US take e. The march didn’t attract … celebrities. place in schools. e. The march didn’t attract … celebrities.

Les adjectifs en -ed et -ing adjectifs en -ing et -ed ont respectivement • Les Les adjectifs en ed - et ing -

une forme de participe présent (par exemple, Les adjectifs en -ing et -ed ont respectivement empowering) et de participe passé (empowered): leur une forme de participe présent (par exemple, fonctionnement est donc différent. empowering) et de participe passé (empowered): leur Les adjectifs enest -eddonc ont un sens passif, et peuvent en fonctionnement différ ent. général être paraphrasés par la voix passive. Les adjectifs en -ed ont un sens passif, et peuvent en Igénér felt empo edaphr when I mar ched. al êtrwer e par asés par la voix passive. Je me suis senti·e forte quand y I felt empowered when I marched. j’ai manifesté.

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adjectifs en -ingforte ont un sensj’ai actif , et on pourrait Je me suis senti·e quand manifesté. • Les y souvent traduire par « qui donne, qui amène, qui te Les adjectifs en -ing ont un sens actif, et on pourrait fait sentir… ». souvent traduire par « qui donne, qui amène, qui te Mar ches are».great. They ’re really empowering to people. fait sentir… Les manifestations sont géniales. Elles donnent y Marches are great. They ’re really empowering to people. véritablement aux gens les moyens d’agir. y Les manifestations sont géniales. Elles donnent véritablement aux gens les moyens d’agir.

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3 Complétez par un adjectif en -ed ou -ing. a. The #MeToo movement has become (inspired/ 3 Complétez par un adjectif en -ed ou -ing. inspiring). a. The #MeToo movement has become (inspired/ b. Guns have caused (alarmed/alarming) situations inspiring). in the States. b. Guns have caused (alarmed/alarming) situations c. Parkland survivor Emma González delivered a in the States. (captivated/captivating) speech. c. Parkland survivor Emma González delivered a d. Michelle Obama spoke in front of a (committed/ (captivated/captivating) speech. committing) group of teenagers. d. Michelle Obama spoke in front of a (committed/ e. Activists usually stand up for (endangering/ committing) group of teenagers. endangered) rights. e. Activists usually stand up for (endangering/ ) rights. endangered 4 Transformez le verbe en adjectif en -ed ou -ing. a. She was … (delight) to join the march. 4 Transformez le verbe en adjectif en -ed ou -ing. b. I found the speech very … (interest). a. She was … (delight) to join the march. c. They were … (motivate) in raising funds. b. I found the speech very … (interest). d. An … (estimate) 1 million people made a donation. c. They were … (motivate) in raising funds. d. An … (estimate) 1 million people made a donation.

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L’accent de phrase permet d’attirer l’attention de donc se déplacer sur les éléments de phrases sur l’interlocuteur·rice sur une partie de la phrase. Il peut lesquels on souhaite insister. donc se déplacer sur les éléments de phrases sur Dans laon phr ase suivante, on. peut faire le choix de lesquels souhaite insister porter l’accent de phrase sur magic si l’on veut insister Dans la phrase suivante, on peut faire le choix de sur ce mot. porter l’accent de phrase sur magic si l’on veut insister Mar ches are great, they ’re empowering to people, but sur ce mot. the magic isn’t really in the streets by itself or any online Marches are great, they ’re empowering to people, but action. the magic isn’t really in the streets by itself or any online En règle générale, l’accent de phrase va porter action. sur l’information nouvelle, celle qui est la plus En règle générale, l’accent de phrase va porter intéressante. sur l’information nouvelle, celle qui est la plus Par exemple, il est souvent placé sur l’information intéressante. nouvelle après but pour insister justement sur le Par exemple, il est souvent placé sur l’information contraste. nouvelle après but pour insister justement sur le Ycontr ou think aste.that these marches are useless, but they are essential! You think that these marches are useless, but they are Ici, la personne qui parle peut choisir de faire porter essential! l’accent de phrase sur l’auxiliaire. La forme non Ici, la personne qui parle peut choisir de faire porter contractée are doit donc être obligatoirement utilisée. l’accent de phrase sur l’auxiliaire. La forme non contractée are doit donc être obligatoirement utilisée.

• • • •

5 Écoutez les phrases suivantes et Audio CD1 piste 40 recopiez le mot qui porte l’accent de n° 62 Écoutez les phrases suivantes et AMP3 udio 5 CD1 piste 40 phrase. MP3 n° 62 recopiez le mot qui porte l’accent de a. Social activism not only fights against climate phrase. change but also against sweatshops. a. Social activism not only fights against climate b. Activists target politicians and citizens. change but also against sweatshops. c. What is beneficial to improving working condib. Activists target politicians and citizens. tions is organising boycotts. c. What is beneficial to improving working condid. The voices of discontent have been broadcast tions is organising boycotts. via #MeToo and #BlackLivesMatter, but also via d. The voices of discontent have been broadcast #NeverAgain. via #MeToo and #BlackLivesMatter, but also via #NeverAgain. 6 Placez l’accent de phrase sur le mot Audio CD1 piste 41 qui vous semble devoir être le plus n° 63 Placez l’accent de phrase sur le mot AMP3 udio 6 CD1 piste 41 accentué en fonction du contexte. MP3 n° 63 qui vous semble devoir être le plus Comparez votre réponse avec un·e camarade, accentué en fonction du contexte. puis écoutez l’enregistrement pour vérifier votre Comparez votre réponse avec un·e camarade, réponse. puis écoutez l’enregistrement pour vérifier votre a. You don’t need to send a membership letter. You réponse. can sign up directly online. a. You don’t need to send a membership letter. You b. I didn’t go to the March for Our Lives event, but I can sign up directly online. went to the #MeToo protest. b. I didn’t go to the March for Our Lives event, but I c. These activists didn’t take to the streets for two went to the #MeToo protest. hours. They demonstrated for two days! c. These activists didn’t take to the streets for two hours. They demonstrated for two days!

on ng skills Work w riti your

Les faux amis

ills sk tideng wil eri ur yo En anglais, xiste nombr eux mots qui •

Les faux amis ressemblent à des mots français, mais qui n’ont pas le

Wo•rk on

En anglais, il existe de nombreux mots qui même sens. ressemblent à des mots français, mais qui n’ont pas le Nous serons par exemple tenté·e·s d’utiliser le mot même sens. support en anglais pour dire «un support» en français. Nous serons par exemple tenté·e·s d’utiliser le mot Or, il s’agit d’un «soutien». De la même façon, le mot support en anglais pour dire «un support» en français. cry ne se traduit pas par «crier» en français, mais par Or, il s’agit d’un «soutien». De la même façon, le mot «pleurer». cry ne se traduit pas par «crier» en français, mais par chez dans le dictionnaire la signication de TIP Cher «pleur er». ces quelques faux amis courants et complétez votre TIP Cherchez dans le dictionnaire la signication de liste au l de l’année: actual, actually, agenda, arrive, ces quelques faux amis courants et complétez votre comprehensive, deceive, demand, eventual, experience, liste au l de l’année: actual, actually, agenda, arrive, location, pass an exam ... comprehensive, deceive, demand, eventual, experience, location, pass an exam ...

7 Complétez les phrases par un des faux amis proposés. les phrases par un des faux amis 7 Complétez eventually • demanded • evidence • rendez-vous • proposés. agenda eventually • demanded • evidence • rendez-vous • a. Their appointment with the CEO of Starbucks was agenda nothing like a … . a. Their appointment with the CEO of Starbucks was b. They had to prepare today’s meeting … . nothing like a … . c. The two middle school pupils … that he took acb. They had to prepare today’s meeting … . tion. He did not have a choice. c. The two middle school pupils … that he took acd. … , the CEO of Starbucks agreed to invest millions tion. He did not have a choice. into research. d. … , the CEO of Starbucks agreed to invest millions e. It was obvious, there was … against the company. into research. obvious, thereàwas against the company. e.8It was Associez ces mots leur…synonyme. a. eventual b. ignore c. genial d. march 8 Associez ces mots à leur synonyme. 1. parade 2. final 3. cordial 4. disregard a. eventual b. ignore c. genial d. march 1. parade 2. final 3. cordial 4. disregard 101

pcabulary u Buyoild ur vo

Audio CD1 piste 42

ACD1 udio piste 42

Limits

your vocabularyLimits

Build up Online activism

MP3 n°68

MP3 social network Online activism clicktivism social network slacktivism click go ontivism the internet slack tivism launch an online petition go on the post/ sharin e ternet on social media launch an on create a hashline tag petition post/ share on social media go viral: spread widely create a hashtag go viral: spread widely

MP3 n°64 n°

MP3 64 sarcasm: irony /arni/ dubious: questionable sar /arni/ eff ecasm: c tivei≠rony ineff e c tive dubious: questionable inelegant e ff eless c tive ≠ ineff e c tive use ila nel egant zy ≠ active use be diless straught: be upset: be annoyed la zyeat ≠ ac thr en:tive be likely to cause harm be distraught: be upset: be annoyed threaten: be likely to cause harm

Positive impact

n°

MP3 65 result : outcome Positive impact bene t re : outcome visisult bility ben e  effectst: consequences visi bility invest ment: commitment effects: consequences positively ≠ negatively investment: commitment advocate: recommend pos ≠ er neg atively makitively e a diff ence ad vocate: mmend raise awarreeco ness mak a difference raiseefunds raise awareness take part in sth: participate in sth raise funds take part in sth: participate in sth

n°68

Activism Activism

Ground activism

MP3 n°67 n°

militant: political activist MP3 67 Ground activism march: demonstration mil itant: pobring liticalsb acto tivist gath er sb: gether mar ch: demon str a tion go door to door gath er sb: bring march: dem onstrsb atetogether go door to door put together sth: assemble, organise march: demonstrate take action: act put together sth: assemble, organise take action: act

MP3 n°65

Actions

MP3 n°66 n°

MP3 66 criticism Actions protest crit icism empo wering p ro test get involved: participate in sth empowering stand up for a cause get involved : participate in sth show support stand impactup for a cause sho pport joinwa su cause im pact denounce join a cause raise the question of sth de benounce engaged in activism raise the question of sth be engaged in activism

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1078

Apprenez et révisez le vocabulaire !

hatier-clic.fr/lmu1078

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. Emma González’s speech at the March for Our Lives … having the right to carry an arm. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. You can ask for change by … a petition on social media .

a. Emma González’s speech at the March for Our Lives … having the right to carry an arm. c. Last week, Beyoncé posted an image of Rosie the Riveter on Instagram and it … … in a few minutes. b. You can ask for change by … a petition on social media . d. Young people’s … is actively criticised today. They are said to be la zy activists. c. Last week, Beyoncé posted an image of Rosie the Riveter on Instagram and it … … in a few minutes. e. Many people, women and men alike, … … in the Women’s March on Washington. d. Young people’s … is actively criticised today. They are said to be la zy activists. f. The real motivation of people who share online petitions is … . e. Many people, women and men alike, … … in the Women’s March on Washington. g. It is a lot of work to … a group of people who can fight for a common goal. f. The real motivation of people who share online petitions is … . a lot of work to … adans group of people can un fight forprovenant a commondegoal. g.2It is Remettez les lettres l’ordre pourwho trouver mot la carte mentale et utilisez-les pour rédiger un court paragraphe sur le militantisme. Remettez les lettres dans l’ordre pour trouver un mot provenant de la carte mentale et utilisez-les pour a.2VDIOLNVE b. SIARE SASEWANER c. DNOTRMSTNEAOI d. SIAVTICT rédiger un court paragraphe sur le militantisme. a. VDIOLNVE b. SIARE SASEWANER c. DNOTRMSTNEAOI d. SIAVTICT

UTO Aév aluatio n 102

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1079

Quiz hatier-clic.fr/lmu1079

SÉQUENCE 2 SÉQUENCE 2

Project #1

Live stream on Instagram to speak about your experience as an activist. Live stream on Instagram to speak about your experience as an activist.

Project #1 1 1

2 2

Gather information about ground and online activism. Gather information about ground and online Find information on ground and online activism. activism (effects in real life, clicktivism, Find information on ground and online power...). activism (effects in real life, clicktivism, Use your notes to nd examples of both forms power...). of activism. Use your notes to nd examples of both forms of activism.

3 3

Write the outline Prepar e your notes.of your live stream: ll it with key words to organise your presentation. Write the outline of your live stream: ll it with Use gapds llers you need to think. key wor to orifganise yourtime presentation. W ell,gap … Let me So… Use llers if think… you need time to think. Rehearse your and try not to read. Well, … Let metalk think… So… If you ar e unsur e of the pr onunciation, Rehearse your talk and try not to read. check it on the Cambridge online dictionary or If you are ence.com unsure of.the pronunciation, check wor drefer it on the Cambridge online dictionary or wordreference.com.

Prepare your arguments. Useethe present perfect (have + en) to make Prepar your arguments. an assessment. Use thebeen present perfect (have + en ) to mak I have an activist for a fe w years . e an assessment. Use thebeen preterite (V + -edfor ) to aspeak about. your I have an activist few years past experiences. Use thepart preterite (V of + -ed ) to speak about I took in a lot mar ches last year.your past experiences. Use compar atives compar e each of I took part in a lottoof marches lastform year. activism. Use comparatives to compare each form of activism.

Prepare your notes.

4 4

Record your Instagram live or prepare to speak in front of the class. Record your Instagram live or prepare to Youinmay useofnotes but make sure you did not speak front the class. write complete sentences. You may use notes but make sure you did not Be convincing. write complete sentences. Speak loudly and clearly! Be convincing. Speak loudly and clearly!

z

Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

z

Project #2 Launch an online petition for a cause that is important to you. Launch an online petition for a cause that is important to you.

Project #2 1 1 2 2

Introduce your campaign. the cause you want to defend. IntrIdentify oduce your campaign. Choose socialyou media and #word to Identify your the cause want to adefend. share your petition. Choose your social media and a #word to Resear ch your cause and make sure you know share your petition. what could be changed. Research your cause and make sure you know what could be changed. Prepare a draft version of your petition. Identify who target is andpetition. what your goals Prepar e a dr aft your version of your are. Identify who your target is and what your goals W rite down and organise your ideas. are. Pr epardo e at arguments. Write wnleast and ve organise your ideas. Prepare at least ve arguments.

3 3

4 4

Convince people. Explainpeople. the reasons for putting your petition Convince online. Explain the reasons for putting your petition Use be + V-ing to describe ongoing situations. online. Use such as should , have to or must Use modals be + V-ing to describe ongoing situations. to persuade your readers. Use modals such as should, have to or must to persuade your readers. Write your petition! Mention the number of signatures needed. Write your petition! Ask people share your petitionesonline. Mention thetonumber of signatur needed. Proofread your article using an online Ask people to shar e your petition online. dictionary. Proofread your article using an online dictionary.

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

103

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#fakenews

#sharinginformation

How is fake news changing the #fakenews way Americans view the media? How fake changing How is can wenews recognise fake the way Americans view the media? news? How can we recognise fake news?

How does information #sharinginformation circulate nowadays? How Whatdoes role information do social media play circulate nowadays? in the way we consider news? What role do social media play in the way we consider news?

Let's 1

RECAP

How important is freedom of #freedomofexpression expression? How important is freedom of expression?

E-workbook Bilan à compléter

#whistleblowers

hatier-clic.fr/lmu1080 Ewàorkbook Bilan compléter

How have whistleblowers #whistleblowers changed the face of the news? How have Should all whistleblowers information be changed the face of the news? freely available? Should all information be freely available?

hatier-clic.fr/lmu1080

SÉQUENCE

What is the Americans’ relationship to What is the Americans’ the media? relationship to Do Americans trust the media? How does the media?

SÉQUENCE

#freedomofexpression

the younger generation see the media? Do Americans the media? How does How has newstrust consumption changed over the younger gener ation see the media? the last few decades? How has news consumption changed over the last few decades?

#medialiteracy Why is it important to be media literate? #medialiteracy How can we avoid being fooled by the media? Why is it important to be media literate? How can we avoid being fooled by the media?

1

AXE 4 E-workbook

Citizenship and virtual worlds Citizenship and virtual worlds

AXE 4

Bilan à compléter hatier-clic.fr/lmu1081 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1081

2 SÉQUENCE

SÉQUENCE

Is online activism effective in Is onlin e activism the USA? effective in In which circumstances has online the USA?

activism proved useful? In circumstances hasthat online To which what extent can we say ground activism proved useful? activism is still relevant? To what extent can we say that ground activism is still relevant?

2

#onlineactivism What is the link between #onlineactivism online activism and What link between peopleis’sthe involvement on online activism and the ground? people’s involvement on 104 the ground?

#clicktivism What are the limits to using #clicktivism online tools? What are the limits to using online tools?

#freedomofspeech How can planning a demonstration #freedomofspeech affect the political decisions of a How canas planning a demonstr ation country big as the USA? affect the political decisions of a country as big as the USA?

#citizensandpower

#participativedemocracy

Does online activism give more #citizensandpower power to American citizens? Does online activism give more How does online activism help power to American citizens? more American citizens to get How does online activism help involved? more American citizens to get involved?

Can online activism be part of #participativedemocracy participative democracy? Can online activism be part of participative democracy?

SÉQUENCE 1 Books SÉQUENCE 1

SÉQUENCE 1 Darnell Rock Reporting,

Books WDM, 1994

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence. Films

TV series

Films

TV series

Darnell Rock Reporting, Muckr akers: How Ida Tarbell, WDM , 1994 Upton Sinclair, and Lincoln Muckr akers: HowExpose Ida Tarbell, Steffens Helped Scandal, Upton Sinclair , and Inspire Reform, andLincoln Invent Steffens Helped Expose Scandal, Investigative Journalism , 2007 Inspire Reform, and Invent Y ours for Justice, Ida B. W, ells: Investigative Journalism 2007 The Daring Life of a Crusading Yours for Justice, B., W ells: Journalist , P Ida D 2008 The Daring Life of a Crusading TJournalist en Days a, P Madwoman: The D, 2008 Daring Life and Turbulent Times of Ten Original Days a Madwoman: The Nellie the “Girl” Reporter Daring Life and Turbulent Bly, D N , 2016 Times of the Original “Girl” Reporter Nellie The Truth Bly, D N, 2016 Matters: A The Truth Citizen ’s Guide Matters: A to Separating Citizen ’ s Guide Facts from Lies to Separ ating and Stopping Facts from Lies Fake News and Stopping in Its Track, Fake News BB , in Its Track, 2017 BB, 2017

SÉQUENCE 2 Books

Films

SÉQUENCE 2 Yes You Can!: Your Guide to

Books Becoming an Activist,

Y es YD ou Can!: Your Guide to J , A L , 2010 Becoming an Activist, Digitally Enabled Social Change: J D , A L , 2010 Activism in the Internet Age, Digitally J Enabled E Social Change: Activism in the Internet K K , 2011 Age, J E  On the Other Side, 2011 of Freedom: K K The Case for Hope, On theM Other Side, 2018 of Freedom: DR The Case for Hope, DR M, 2018

Videos

How the internet has made

Videos social change easy to organize,

How internet has made hard the to win , social change easy organize, TED Talk by Z to T , 2015 hard to win , http://bit .ly/2WwsWkH TED Talk by Z T, 2015 The power of online activism, http://bit.ly/2WwsWkH T P P, 2017 The power.ly/2CKhxGO of online activism, http://bit T P P, 2017 Social media activism and a call http://bit .ly/2CKhxGO to action, TEDx Talk Social media activism, and by A C 2018a call to action , TEDx T alk http://bit.ly/2HWTiIM by A C, 2018 http://bit.ly/2HWTiIM

Articles

Putting Peace First: 7 Commitments to Change P utting Peace the World , EFirst: D, 2018 7 Commitments to Change Glimmer Hope: How , 2018 the Worldof, E D Tragedy Sparked a Movement, Glimmer of Hope: How    M Tr agedy Sparked a F O L, 2018Movement,     M W atch UsL Rise,, 2018 F O R W, E H, W atch Us Rise, 2019 R W, E H, 2019

How the March For Our Lives Gen Z organizers

Articles changed the gun control conversation when

How theelse March For Our Lives Gen, ZCNBC, organizers no one could , Z M changed the gun control conversation March 24, 2018 http://cnb.cx/2CHwrO1 when no one else could, Z M, CNBC, Six activists who are using social media for March 24, 2018 http://cnb.cx/2CHwrO1 change offline, UN , June 29, 2018 Six activists who are using social media for http://bit .ly/2NtSZUL change offline, UN , June 29, 2018 ‘http://bit The beginning of great change’: Greta .ly/2NtSZUL Thunberg hails school climate strikes, ‘J The beginning great change’: Greta 15, 2019 Wof , The Guardian , February Thunberg.ly/2BGfGlH hails school climate strikes, http://bit J W, The Guardian, February 15, 2019 http://bit.ly/2BGfGlH

Films

Websites Avaaz http://avaaz.org

Websites

Change.org http://change.org Avaaz http://avaa z.org Black Lives Matter Change.org http://change.org http://blacklivesmatter.com Black Lives Matter Me Too Movement http://blacklivesmatter .com http://metoomvmt.org Me Too Movement He For She http://metoomvmt .org http://heforshe.org He For She Not One More http://heforshe.org http://notonemore.com Not One More http://notonemore.com

105

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

VC idéo OMPRÉHENSION ORALE This extract of PBS News Hour focuses

BAC

DVD on the importance of teaching children VDVidéo This extract of PBS News Hour focuses D to spot bias in the media . how on the importance of teaching children how to spot bias in the media .

Tips

z Try to anticipate what you might hear as soon as you see the title. Tips

Try to anticipate what you might hear as soon as you see

the images to make sense of the content of the video. z Use the title. Use thede images to make sense content the video. Fiche méthodologie N°15 of p. the 290 Comprof éhension orale

z z

Fiche de méthodologie N°15 p. 290Compréhension orale

z

EXPRESSION ÉCRITE

How media literacy can help students discern fake news,  PBS NewsHour, Editorial Projects in Education, June 6, 2017 How media literacy can help students discern fake news,  PBS NewsHour, Editorial Projects in Education, June 6, 2017

SUJET 1Write a letter to the pupils of the schools EXPRESSION ÉCRITE

in the1video where you list 10 rules to spot fake news. SUJET Write a letter to the pupils of the schools Explain each one to make it very concrete. in the video where you list 10 rules to spot fake news. OU Explain each one to make it very concrete. SUJET 2Should schools be the only ones in charge OU of helping students discern fake news? SUJET 2Should schools be the only ones in charge of helping students discern fake news? Tip

z Use the imperative to give advice.

Tip thede imper ative to giveN°20 advice. Fiche méthodologie p. 300Expression écrite zUse z Fiche de méthodologie N°20 p. 300Expression écrite

z

ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1Imagine the editorial of Forbes follo this survey, encouraging people SUJETwing 1Imagine the editorial of Forbes to read newspapers rst, online or not. following this survey, encouraging people OU to read newspapers rst, online or not. SUJET 2Why is it important to have media OU skills in today’s society? SUJET 2Why is it important to have media skills in today’s society?

Tip z Use the documents you have studied in this unit as well

Tipas your own experience to give examples supporting

Use the documents you have studied in this unit as well

arguments. z your as your own experience to give examples supporting

arguments. Fiche de méthodologie N°20 p. 300Expression écrite zyour

106

Fiche de méthodologie N°20 p. 300Expression écrite

z

Pour l’épreuve Questions Pour l’épreuve

Évaluation

Fiche modifiable

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SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

How Social Media Has Changed How We Consume News It’s the age of “fake news” and gone are the days of waiting for the morning news for breaking It’s the age of “fake news” and gone are the days stories or reading gossip magazines for the latest of waiting fo1r the morning news for breaking celebrity dirt . We now have all the information stories or read1 ing gossip magazines for the latest we need at the touch of an app and most people celebrity dirt . We now have all the information now get their news information online, specifiwe need at the touch of an app and most people cally from social media. now get their news information online, specifiSocial media has become the main source of cally from social media. news online with more than 2.4 billion internet Social media has become the main source of users, nearly 64.5 percent receive breaking news news online with more than 2.4 billion internet from Facebook, Twitter, YouTube, Snapchat and users, nearly 64.5 percent receive breaking news Instagram instead of traditional media. from Facebook, Twitter, YouTube, Snapchat and In a recent sur vey, 50 percent of Internet users Instagram instead of traditional media. sur veyed said that they hear about the latest In a recent sur vey, 50 percent of Internet users news via social media before ever hearing about sur veyed said that they hear about the latest it on a news station. Many internet users will see news via social media before ever hearing about the breaking stories on their feed and go to the it on a news station. Many internet users will see news sites to learn more. e sur vey found 57 the breaking stories on their feed and go to the percent increase in traffic to news sites referred news sites to learn more. e sur vey found 57 from social media. percent increase in traffic to news sites referred However, there has been a decrease in how much from social media. of an article that people read. Most people will However, there has been a decrease in how much just scroll through their newsfeed and stumble of an article that people read. Most people will upon relevant news content but just read the just scroll through their newsfeed and stumble headlines or a short video clip of the piece. An upon re2levant news content but just read the average visitor will only read an article for 15 headlines or a short video clip of the piece. An seconds2 or less and the average video watch time average visitor will only read an article for 15 online is 10 seconds. seconds or less and the average video watch time However, social platforms have a control over online is 10 seconds. what news and information we see. Our social However, social platforms have a control over media friends have become the “managing ediwhat news and information we see. Our social tors” deciding what we see. An article needs media friends have become the “managing edito be “liked” and shared multiple times before tors” deciding what we see. An article needs many people see it in their feed. erefore social to be “liked” and shared multiple times before media and your social friends have control over many people see it in their feed. erefore social what news pieces you see and what you do not. media and your social friends have control over what news pieces you see and what you do not.

ere are also many “fake news” websites that

How Social Media Has Changeco dmH um peto e fw or aW ttene tioC n woitn h ssen satioe naN l hee adws lines ere are also many “fake news” websites that 5 5

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Tips z Focus on the title and pay particular attention to the rst sentence of each paragraph. Tips

Focus on the title and pay particular attention to the rst

the numbers to what they refer to. z Link sentence of each par agraph.

thede numbers to whatN°16 they p. refer to.Compréhension écrite Fiche méthodologie 292 zLink z Fiche de méthodologie N°16 p. 292Compréhension écrite

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and ridiculous stor ylines that tend to get shared compete for attention with sensational headlines more oen due to the lack of readers fact checkand ridiculous stor ylines that tend to get shared ing or reading more than the headline. at more oen due to the lack of readers fact check-3 means that authentic content is hard to come by ing or reading more than the headline. at3 now. In fact, fake news is actually more likely to means that authentic content is hard to come by spread thanthe truth. now. In fact, fake news is actually more likely to “Falsehood diffused significantly farther, faster, spread thanthe truth. deeper, and more broadly than the truth in all “Falsehood diffused significantly farther, faster, categories of information, and the effects were deeper, and more broadly than the truth in all more pronounced for false political news than categories of information, and the effects were for false news about terrorism, natural disasters, more pronounced for false political news than science, urban legends, or financial information,” for false news about terrorism, natural disasters, the team, led by Sinan Aral of the Massachusetts science, urban legends, or financial information,” Institute of Technology, wrote in the journal the team, led by Sinan Aral of the Massachusetts Science. Institute of Technology, wrote in the journal Sc iNicole ence. Martin, Forbes, November 30, 2018 1. 2. normal 3. get Nicole Martin, Forbes , November 30, 2018 gossip  1. gossip 2. normal 3. get

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z 107

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

AC udio OMPRÉHENSION ORALE Michel Martin, the host of

BAC

CD1 piste 43 this National Public Radio ACD1 udio Michel Martin, the host of pis te 43 asks Rashad Robinson about progr amme, National Public Radio the importancethis of social media in uniting progr amme, asks Rashad Robinson about people around the same cause in 2012, the importance of social media in uniting after Trayvon Martin was shot to death people around the same cause in 2012, by a neighbourhood watch coordinator after Trayvon Martin was shot to death in his gated community. by a neighbourhood watch coordinator in his gated community.

Tips

z Pay attention to the different people in the recording. Tips

Pay attention to the different people in the

ake notes z Trecor ding. on all the actions taken by the people

in the audio and connect them to social media. Take notes on all the actions taken by the people z inFiche and connect them to 290 socialCompr media.éhension orale de méthodologie N°15 p. z the audio Fiche de méthodologie N°15 p. 290Compréhension orale

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New York City council speaker Christine Quinn  puts on a hoodie during a press conference to call for New York City council speaker Christine Quinn  justice in New York City, March 28, 2012. puts on a hoodie during a press conference to call for justice in New York City, March 28, 2012.

EXPRESSION ÉCRITE SUJET 1Write a manifesto EXPRESSION ÉCRITEwhich was handed out on

the day of the demonstration. SUJET 1W rite a manifesto which was handed out on OU the day of the demonstration. SUJET 2Is it the role of citizens or of the state to ght OU for people rights? Use the photograph of the demonstration SUJET 2Is it’sthe role of citizens or of the state to ght in New York in your essay. for people’s rights? Use the photograph of the demonstration in New York in your essay. Tip

z Use linking words to structure your arguments.

Tip linking words to structur e your arguments. Fiche de méthodologie N°20 p. 300 Expression écrite zUse z Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1You participated in the #NeverAgain movement and are asked to write an article EXPRESSION ÉCRITE

for Time about the place of social media in your online and ground actions. SUJET 1YMagazine ou participated in the #NeverAgain movement and are asked to write an article OU for Time Magazine about the place of social media in your online and ground actions. SUJET 2To what extent is online activism effective? OU SUJET 2To what extent is online activism effective?

Tips

z Make sure you know how to write an article or an essay. Tips workno ds to e youran ararticle guments. z Use Maklinking e sure you w structur how to write or an essay. z Illustr ate your written e xpr ession with precise examples that you can nd in the text. z Use linking words to structure your arguments. z ate written expr ession with pr ecise examples Fiche deyour méthodologie N°20 p. 300 Expr ession écrite that you can nd in the text. zIllustr z 108

Fiche de méthodologie N°20 p. 300Expression écrite

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SÉQUENCE 2 COMPRÉHENSION ÉCRITE

SÉQUENCE 2

COMPRÉHENSION ÉCRITE

Youth Activism and the #NeverAgain Movement Youth Activism and What ultimately drives young people to take a polittichal esta#N vrerA garecen int dM em enV/t nd? Ae cco ding to atao frv om an MT What ultimately drives young people to take a polit5 5

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PRRI sur vey of young people ages 15–24, we can ical stand? According to recent data from an MT V/ get a sense of what doesn’t. Young people report PRRI sur vey of young people ages 15–24, we can that feeling uninformed about an issue is by far the get a sense of what doesn’t. Young people report most discouraging factor when it comes to getting that feeling uninformed about an issue is by far the involved. But for a generation raised with regular most discouraging fac1 tor when it comes to getting active shooter drills and the near-weekly expeinvolved. But for a g1eneration raised with regular rience of hearing about actual shootings at some active shooter drills and the near-weekly expeschool in the countr y, the issue of gun violence in rience of hearing about actual shootings at some school is far from abstract. school in the countr y, the issue of gun violence in At Marjor y Stoneman Douglas High School in school is far from abstract. Parkland, Florida, many students touched by the At Marjor y Stoneman Douglas High School in mass shooting that le 17 dead and at least 14 woundParkland, Florida, many students touched by the ed have mobilized to call for changes to gun policy mass shooting that le 17 dead and at least 14 woundon a scale seen as unprecedented by many who have ed have mobilized to call for changes to gun policy covered the aermath of these tragedies for years. on a scale seen as unprecedented by many who have Social media has proven to be a critical tool both covered the aermath of these tragedies for years. in helping to illustrate the impact of this reality for Social media has proven to be a critical tool both those who did not come of age post-Columbine, and in helping to illustrate the impact of this reality for in helping students organize for change. During the those who did not come of age post-Columbine, and massacre itself, live video and images posted from in helping students organize2 for change. During the inside the school coalesced into a broad, literal and massacre itself, live video a2nd images posted from figurative cr y for help from students trapped inside. inside the school coalesced into a broad, literal and In the wake of the shootings, Parkland youth activfigurative cr y for help from students trapped inside. ists such as Emma González, Jaclyn Corin, David In the wake of the shootings, Parkland youth activHogg, and Cameron Kasky have adeptly deployed ists such as Emma González, Jaclyn Corin, David social media as a tool for their activism and an effecHogg, and Cameron Kasky have adeptly deployed tive means of controlling their own narratives. social media as a tool for their activism and an effecMany of today’s young people have spent many of tive means of controlling their own narratives. their formative years posting online about issues Many of today’s young people have spent many of that matter to them. ese conversations are transtheir formative years posting online about issues lating into broader political activism for many that matter to them. ese conversations are transyoung Americans (ages 15–24), especially online lating into broader political activism for many and among young women. irty-seven percent of young Americans (ages 15–24), especially online young women and 30 percent of young men have and among young women. irty-seven percent of volunteered for a group or cause they care about young women and 30 percent of young men have in the last year. Almost half (48 percent) of young volunteered for a group or cause they care about women say they have signed an online petition, as in the last year. Almost half (48 percent) of young have 39 percent of young men. women say they have signed an online petition, as have 39 percent of young men.

Tips z Read the title to predict what you will be reading about. Tips to:pr the differ entyou gurwill es, be proper nouns, z Pay Readattention the title to edict what reading about. z adjectives; it will help you understand the text! Pay attention to: the different gures, proper nouns, z adjectives; it will help youN°16 understand text!éhension écrite Fiche de méthodologie p. 292the Compr

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Fiche de méthodologie N°16 p. 292Compréhension écrite

March For Our Lives rally, Chicago, Illinois, March 24,  2018 March For Our Lives rally, Chicago, Illinois, March 24,  2018

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Young people undeniably are paying attention to the current political climate. More than three-quarters Young people undeniably are paying attention to the (77 percent) of young people say the countr y is ver y current political climate. More than three-quarters divided by politics. Even so, they are hopeful and (77 percent) of young people say the countr y is ver y empowered. Fiy-nine percent of young people say divided by politics. Even so, they are hopeful and that America’s best days are ahead of us. empowered. Fi y-nine percent of young people say While pundits3 oen criticize millennials and those that America’s 3best days are ahead of us. coming of age behind them as self-absorbed, growWhile pundits oen criticize millennials and those ing evidence suggests that this is far from the case. coming of age behind them as self-absorbed, growOn issues such as gun control and the Movement ing evidence suggests that this is far from the case. for Black Lives, this generation of emerging adults On issues such as gun control and the Movement may continue the legacy of previous youth-led for Black Lives, this generation of emerging adults movements, such as the anti-war and civil rights may continue the legacy of previous youth-led movements. movements, such as the anti-war and civil rights It remains to be seen whether the growing movements. #NeverAgain movement will find success in gun It remains to be seen whether the growing policy reform. Still, current lawmakers and future #NeverAgain movement will find success in gun political candidates would be wise to consider how policy reform. Still, current lawmakers and future the synergy between a passion for change and a political candidates would be wise to consider how coming of age in the digital era is catalyzing a new the synergy between a passion for change and a moment in youth activism. Today’s young student coming of age in the digital era is catalyzing a new activists may not be able to vote in the 2018 midmoment in youth activism. Today’s young student term elections, but many of them will be eligible in activists may not be a4ble to vote in the 2018 mid2020, when the stakes will be even higher. term elections, but ma4ny of them will be eligible in Carolyn Davis, medium.com, February 21, 2018  2020, when the stakes will be even higher. 1. aining exercise 2. merged 3.Fexperts risks, Carolyn Davis, medium.com, ebruary4.21, 2018interests tr  1. training exercise 2. merged 3. experts 4. risks, interests

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z 109

Fictions Fictions and realities et réalités Fictions et réalités

SÉQUENCE

SÉQUENCE

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Projects Projects

1

Tools Tools

2 SÉQUENCE

Fictions 5 AXE and realities

SÉQUENCE

AXE 5

Projects Projects

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Tools Tools

How close to reality can Ho wopia closebe? dyst to reality can dystopia be? Project #1: Audition for a role in a dystopian series. Deliver a Pr oject e#1: Audition role speech xplaining thefor praoblems in a dystopian series. Deliver a in this society. speech explaining the problems Pr #2: Tak in oject this society . e part in a creative writing competition. Write the Pr oject #2:ofTak e part in a creative beginning a dystopia. writing competition. Write the beginning of a dystopia. Grammaire la modalité, le passif Phonologie les diphtongues //, /a/ le passif Grammaire la et modalité, // les diphtongues //, /a/ Phonologie Écriture le début d’une histoire // Vocabulaire et la surveillance, le début d’une histoire Écriture la manipulation la surveillance, Vocabulaire la manipulation

How did British pirates inspire Ho w did British fiction? pirates inspire fiction? Project #1: Show visitors around the Pirates of Nassau Museum Pr oject #1: Sho w visitors around and tell them about the lifestyles the Pir ates of Nassau Museum of pirates. and tell them about the lifestyles Pr #2: Create a leaet of oject pirates. depicting a ctional pirate, to win Pr #2: Cr eate aPir leaet theoject Cayman Islands ates Week depicting a ctional pir ate, to win Festival contest. the Cayman Islands Pirates Week Festivallecontest. Grammaire prétérit, les adjectifs composés le terminaison prétérit, les adjectifs Gr ammaire la Phonologie -ed composés Écriture l’utilisation du y et du i -ed Phonologie Vocabulaire la lesterminaison pirates, le commerce l’utilisation du y et du i Écriture Vocabulaire les pirates, le commerce

#dystopia #dystopia #fiction #fiction

#literature #reality #reality

#literature #imaginaryworlds

#denunciation #denunciation

#imaginaryworlds

1984, lm adaptation by Michael Anderson, 1956 1984, lm adaptation by Michael Anderson, 1956

#literature #literature #legends #legends

#culturalheritage #questioning m yths #questioning m yths

#culturalheritage #collectiveimaginary #collectiveimaginary

The Capture of the Pirate Blackbeard, 1718, Jean Leon Gerome Ferris, 1920 The Capture of the Pirate Blackbeard, 1718, Jean Leon Gerome Ferris, 1920

SÉQUENCE

SÉQUENCE

1 A

How close to reality can dystopia be? How close to reality can dystopia be?

Dystopian book covers

GROUP A

AA

GROUP WORK GROUP WORK

Dystopian book GROco UP Bvers

GROUP

GROUP



Culture Tip

B

The word dystopia comes from the Culture Tip” — an ideal world— with word “utopia The word dystopia comes fromorthe the prefix dys meaning wrong bad. word “utopia ” — an ideal world— with So, it’s an ideal world which has gone the prefix dys meaning wrong or bad. wrong. Dystopian fictions take place in So, it’ s an ideal world which gone the future. A dystopia can behas seen as a wrong. fictions placeinin warningDystopian about what mighttake happen the dystopia cantechnology be seen as a, the future. future ifApeople allow warning about what happen in the government , etc.might to manipulate their the lives.future if people allow technology, the government, etc. to manipulate their lives.

1 Aldous Huxley, Brave New World,  1932 Aldous Huxley, Brave New World,  1932 GROUP C GROUP

C

Sinclair Lewis, It Can’t Happen Here,  1935 Sinclair Lewis, It Can’t Happen Here,  1935

Ray Bradbury, Fahrenheit 451,  1954 Ray Bradbury, Fahrenheit 451,  1954 GROUP D GROUP

D

George Orwell, 1984, 1949  George Orwell, 1984, 1949 

Passive Form

112

1 Describe your group’s book cover (title, author, colours, 1 Describe your group’s book layout). cover (title, author, colours, layout). 2 With your group, guess what the story is about. 2 With your group, guess what the is about. Imagine the rst lines of the 3 story story of your book cover. 3 Imagine the rst lines of the story of your book cover.

T oo l s

p. 116

“Passive orders ar e being shouted into telephones” Form T oo l s p. 116 “it would be punished by death” “orders are being shouted into telephones”

exhaustion of resources dehumanising technology ex haus tion rof resour ces totali tarian egime : dic tatorship de hu manising tech nol ogy society /ssati/ totali dictata torrian regime: dictatorship so ci ety law /l//ssati/ : legal system dic tamis tor tic pessi law /l/:tional legal system dysfunc pessi mis tic frightening dys func tional man datory: obligatory frigh tening grim: gloomy: without hope man datory: oblig be com pelled to: atory be forced to grim: gloo my: wi thout be allowed /lad/ to: hope bebecom pelled to: be forced permitted /pmtd/ to:to bebeallo wed /lad/ to: authorised to permitt bebeforbidd ened to/pmtd/ to: be authorised to

SÉQUENCE 1

B

SÉQUENCE 1

1984 1984 

1 e Ministr y of Truth— Minitrue, in Newspeak 1—

B was startlingly different from any other object in sight. e Ministr y of Truth— Minitrue, in Newspeak — 1

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It was an enormous pyramidal structure of glittering was startlingly different from any other object in sight. white concrete, soaring up, terrace aer terrace, 300 It was an enormous pyramidal structure of glittering metres into the air. From where Winston stood it was white concrete, soaring up, terrace aer terrace, 300 just possible to read, picked out on its white face in metres into the air. From where Winston stood it was elegant lettering, the three slogans of the Party : just possible to read, picked out on its white face in WAR IS PEACE elegant lettering, the three slogans of the Party : FREEDOM IS SLAVERY WAR IS PEACE IGNORANCE IS STRENGTH FREEDOM IS SLAVERY 2 e thing that he was about to do was to open a diar y. IGNORANCE IS STRENGTH i s was not illegal (nothing was illegal, since there 2 e thing that he was about to do was to open a diar y. were no longer any laws), but if detected it was reais was not illegal (nothing was illegal, since there sonably certain that it would be punished by death, or were no longer any laws), but if detected it was reaat least by twenty-five years in a forced-labour camp. sonably certain that 2it would be punished by death, or Winston fitted a nib into the penholder and sucked it at least by twenty-fiv2 e years in a forced-labour camp. to get the grease off. e pen was an archaic instrument, Winston fitted a nib into the penholder and sucked it to get the grease off. e pen was an archaic instrument,

Pédagogie différenciée

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seldom used even for signatures, and he had procured one, furtively and with some difficulty, simply because seldom used even for signatures, and he had procured of a feeling that the beautiful creamy paper deser ved to one, furtively and with some difficulty, simply because be written on with a real nib instead of being scratched of a feeling that the beautiful creamy paper deser ved to with an ink-pencil. Actually he was not used to writing be written on with a real nib instead of being scratched by hand. Apart from ver y short notes, it was usual to with an ink-pencil. Actually he was not used to writing dictate ever ything into the speak-write which was of by hand. Apart from ver y short notes, it was usual to3 course impossible for his present purpose. He dipped dictate ever ything into the speak-write which was of3 the pen into the ink and then faltered for just a second. course impossible for his present purpos4 e. He dipped A tremor had gone through his bowels . To mark the the pen into the ink and then faltered for4 jus5t a second. paper was the decisive act. In small clumsy letters he A tremor had gone through his bowels . To5 mark the wrote: paper was the decisive act. In small clumsy letters he April 4th, 1984. wrote: George Orwell, 1984, 1949  April 4th, 1984. 1. language created 1984 George Orwell, , 1949 by the government in 1984. It fictional  uses limited vocabulary and grammar to limit freedom of fictional by the government . It 1. thought . 2.language pen pointcreated 3. immersed 4. intestines in 5.1984 awkward uses limited vocabulary and grammar to limit freedom of thought. 2. pen point 3. immersed 4. intestines 5. awkward

TRAIL B

TRAIL A

1 Use the rst excerpt to draw the Ministry of

Pédagogie enciée Truth différ and its envir onment in yourTRAIL notebook. A

1 Use the rst excerpt to draw the Ministry of T2ruth andthe its envir onment in your notebook. Read second excerpt and pick out words

1 Explain what the Ministry of Truth is.

B Explain what the Ministry ofTRAIL Truth is. information about the society Winston 2 1 Find

lives in. 2 Find information about the society Winston lives in. Winston’s intention and the 3 Describe possible consequences he could face. 3 Describe Winston’s intention and the Describe Winston’s intention. possible consequences he could face. 3Meet up! Write the rst ve lines of Winston’s diary, describing his feelings as he starts writing.

describing how strict this society is. 2 Read the second excerpt and pick out words describing hoWinston w strict this society is. ’s intention. 3 Describe

Meet up! Write the rst ve lines of Winston’s diary, describing his feelings as he starts writing. Vidéo   E-workbook

C

Resisting the government

C

In 2032, after a disease had devastated Great Britain 14 years back, Chancellor Sutler rose to power and created an oppressive government. V, who is wearing a In 2032, aftermask, a disease had devastated Great Britain 14 years Chancellor GuyF awkes attempts to begin a revolution against the back, government . Sutler rose to power and created an oppressive government. V, who is wearing a GuyFawkes mask, attempts to begin a revolution against the government.

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Resisting the government



1 Pick out key words in V’s speech. Use them to explain his message. outin keyour y worods V’s ds speech. them to eHigh xplainChancellor his message. Explain wninwor what Use V says about 2 1 Pick

Adam Sutler and his relation with the people. 2 Explain in your own words what V says about High Chancellor Adam Sutler and Imagine his relation the people. WORK thewith conversation between two Londoners 3 PAIR who heard V’s message. 3 PAIR WORK Imagine the conversation between two Londoners who heard V’s message.

Prepare your

project

Prepare your

project

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At an annual meeting of young writers, you make a speech explaining what a dystopia is. At an annual meeting of young writers, you mak e a speech a dystopia is. p. 255 Grammar Tipexplaining whatPrécis Use passive forms to express the powerlessness of Précis p. 255 Gr theammar people inTip a dystopian world. Use passive forms to express the powerlessness of the people in a dystopian world.

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Culture Tip Guy Fawkes Night, also called Culture Tip, is a British comBonfire Night Guy Fawkes , also called memor ationNight (November 5th). Bonfire Night,ates is a British com-of It commemor the failure memor ation (November 5th). the Gunpowder Plot, a plan to It commemor ates the failure blow up the British Houses ofof the Gunpowder PlotKing , a plan to Parliament and kill JamesI, blow up the British Houses of in 1605. Parliament and kill King JamesI, in 1605.

In less than a minute, name as many characteristics of In less thanctions a minute, name dystopian as you can. as many characteristics of dystopian ctions as you can.

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How close to reality can dystopia be?

D

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Women with no rights

Woromen no June Osb ne, the mawith in charac ter, rights describes what happens in the United States aer an imaginar y June Osborne, the main character, describes what American Civil War. On that particular day, her boss happens in the United States aer an imaginar y comes in to make an announcement to the women in American Civil War. On that particular day, her boss his company. comes in to make an announcement to the women in his company. I’m sorr y, he said, but it’s the law. I really am sorr y. The Handmaid’s Tale, TV series by Bruce Miller, 2017  For what? somebody said. I’m sorr y, he said, bu1 t it’s the law. I really am sorr y. The TV M series 2017 I have to let you go , he said. It’s the law, I have to. I 30 I ’ve Handmaid’ been fireds,TIale to, ld oirabywBruce hen IMiller got h, er on the For what? somebod1y said. have to let you all go. He said this almost gently, as if 30 phone. She said she would come over. By that time I have to let you go , he said. It’s the law, I have to. I I’ve been fired, I told Moira when I got her on the we were wild animals, frogs he’d caught, in a jar, as if he she was working for a women’s collective, the publishhave to let you all go. He said this almost gently, as if phone. She said she would come over. By that time were being humane. ing division. ey put out books on birth control and we were wild animals, frogs he’d caught, in a jar, as if he she was working for a women’s collective, the publishWe’re being fired? I said. I stood up. But why? rape and things like that, though there wasn’t as much were being humane. ing division. ey put out books on birth control and Not fired, he said. Let go. You can’t work here any 35 demand for those things as there used to be. We’re being fired? I said. I stood up. But why? rape and things like that, though there wasn’t as much more, it’s the law. He ran his hands through his hair 35 I’ll come over, she said. She must have been able to Not fired, he said. Let go. You can’t work here any demand for those things as there used to be. and I thought, he’s gone crazy. e strain has been too tell from my voice that this was what I wanted. more, it’s the law. He ran his hands thr2ough his hair I’ll come over, she said. She must have been able to much for him and he’s blown his wiring . She got there aer some time. So, she said. She threw and I thought, he’s gone crazy. e strain2 has been too tell from my voice that this was what I wanted. You can’t just do that, said the woman who sat next off her jacket, sprawled into the oversized chair. Tell much for him and he’s blown his wiring . She got there aer some time. So, she said. She threw to me. is sounded false, improbable, like something 40 me. First we’ll have a drink. You can’t just do that, said the woman who sat next off her jacket, sprawled into the oversized chair. Tell you would say on television. She got up and went to the kitchen and poured us a 40 to me. is sounded false, improbable, like something me. First we’ll have a drink. It isn’t me, he said. You don’t understand. Please go, couple of Scotches, and came back and sat down and you would say on television. She got up and went to the kitchen and poured us a now. His voice was rising. I don’t want any trouble. If I tried to tell her what had happened to me. When It isn’t me, he said. You don’t understand. Please go, couple of Scotches, and came back and sat down and there’s trouble the books might be lost, things will get I’d finished, she said, Tried getting anything on your now. His voice was rising. I don’t want any trouble. If I tried to tell her what had happened to me. When broken… He looked over his shoulder. ey’re outside, 45 Compucard today? there’s trouble the books might be lost, things will get I’d finished, she said, Tried getting anything on your he said, in my office. If you don’t go now they’ll come 45 Yes, I said. I told her about that too. broken… He looked over his shoulder. ey’re outside, Compucard today? in themselves. ey gave me ten minutes. By now he ey’ve frozen them, she said. Mine too. e colleche said, in my office. If you don’t go now they’ll come Yes, I said. I told her about that too. sounded crazier than ever. tive’s too. Any account with an F on it instead of an M. in themselves. ey gave me ten minutes. By now he ey’ve frozen them, she said. Mine too. e collecHe’s loopy, someone said out loud; which we must all All they needed to do is push a few buttons. We’re cut off. sounded crazier than ever. tive’s too. Any account with an F on it instead of an M. 50 have thought. But I’ve got over two thousand dollars in the bank, I He’s loopy, someone said out loud; which we must all All they needed to do is push a few buttons. We’re cut off. But I could see out into the corridor, and there were 50 said, as if my own account was the only one that mattered. have thought. But I’ve got over two thousand dollars in the bank, I two men standing there, in uniforms, with machine Women can’t hold property any more, she said. It’s a But I could see out into the corridor, and there were said, as if my own account was the only one that mattered. guns. is was too theatrical to be true, yet there they new law. Turned on the T V today? two men standing there, in uniforms, with machine Women can’t hold property any more, she said. It’s a were: sudden apparitions, like Martians. ere was a Margaret Atwood, The Handmaid’s Tale, 1985 e guns. is was too theatrical to be true, yet there they n w law. Turned on the T V today? dreamlike quality to them; they were too vivid, too at 1. fire become cr azyHandmaid’s Tale, 1985 The Margaret were: sudden apparitions, like Martians. ere was a  you 2. Atwood, odds with their surroundings. […] dreamlike quality to them; they were too vivid, too at 1. fire you 2. become crazy odds with their surroundings. […] 1 Describe the picture E-workbook 4 PAIR WORK Discuss what could have Fiche à imprimer and imagine the situation. happened between the text and the situation AIR WORK Discuss what could have hatier-clic.fr/lmu1092 Ewàorkbook 1 Describe the picture Fiche 4 Pwn imprimer sho in the picture. and imaginethe theboss’ situation. happened between the text and the situation hatier-clic.fr/lmu1092 s announcement to 2 Explain shown in the picture. the women and analyse their reactions. 2 Explain the boss’s announcement to the analyse their Moir reactions. Find outand which problems a and 3 women June faced and explain why. 3 Find out which problems Moira and June faced and explain why. second-class citizen feel outraged /atred/:

D

5

W with rightscan dystopia be? Hoomen w close tono reality

Modals

114

T oo l s

p. 116

“Modals You can’t work here any more, it’sp.the 116 T oo l s law.” ““Women You can’tcan work hereproperty any morany e, it’more” s the ’t hold law.”

drift: slow change secondclass unfair: un justcitizen drift: slo w powerful ≠change powerless un just usefair ful:≠un use less po wer ful ≠ /nhjumen/ powerless inhu mane use fultied ≠ useless unjus inhu mane /nhjumen/ awful un jus tied dreadful aw fulless: defenceless help dreadful

feel indignant feel : feel out sad,raged miser/atred/ able, feel in dig nant desperate feel misas erable, be trsad, eated des per ate be deprived of be edinated as be tr dieat scrim against be de prived of ≠ abide infringe the law be/bad/ discrim against byinated the law in fringe the law ≠ abide empower: give power to sb /bad/ by the law

SÉQUENCE 1

E E

Black mirror of society

 Classe inversée

Black mirror of society

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SÉQUENCE 1

Classe inversée hatier-clic.fr/lmu1094 w Clas seorkbook inversée  Ehatier-clic.fr/lmu1094

1 Pick out the wor ds used by the creator of Black Mirror to describe the episode ‘Nosedive’. 1 Pick out the words used by the creator of Black Mirrinformation or to describe the episode ‘Nosedive’. about Bryce Dallas 2 Find Howard and the character she portrays. 2 Find information about Bryce Dallas Ho d andCharlie the char portrays. about Explain Bracter ookershe ’s conclusion 3 war ‘Nosedive’. 3 Explain Charlie Brooker ’s conclusion about ‘Nosedive ’. story of the episode ‘Nosedive’ 4 Tell the to a friend who has not seen the show. the story of the episode ‘Nosedive’ 4 Tell ho Explain w it may criticise our lives today. to a friend who has not seen the show. Explain how it may criticise our lives today.

‘Nosedive’, Black Mirror, Netflix, 2017  ‘Nosedive’, Black Mirror, Netflix, 2017 

Culture Tip Black Mirror is a British dystopian science fiction television series created by Culture Tip . Each episode is unrelated and is set in an alternative present or Charlie Brooker Blackfuture. MirrorItisexplores a British humans’ dystopian science fiction series created by near relationship withtelevision new technologies and the Charlie Brookerconsequences . Each episodethey is unrelated andon is our set in an alternative unanticipated could have lives. The series ispresent called or near relationship technologies and the Blackfuture. Mirror It inexplores referencehumans’ to the black screens with of TV,new computers and mobile phones. unanticipated consequences they could have on our lives. The series is called Black Mirror in reference to the black screens of TV, computers and mobile phones.

F F

From ction to reality

 Audio

CD2 piste 01

ACD2 udio piste 01

From ction to reality

 Emma Watson is interviewed about The Circle, a dystopian film based on Daniel Eggers’s book. Emma Watson is interviewed about The Circle, a dystopian film based on Daniel Eggers’s book.

1 Listen to Emma Watson and explain the general subject of The Circle. Focus on to Emma Watson and explain 1 Listen elements dystopian (dates, themes…). the general subject of The Circle. Focus on dystopian elements (dates, Emma W atson’themes…). s opinion 2 Find out about social media. 2 Find out Emma Watson’s opinion about media.she says about Tom the things 3 Listsocial Hanks’s role. 3 List the things she says about Tom Hanks’ s role.the consequences that 4 Explain technology may have on people’s lives. 4 Explain the consequences that technology may have on people’s lives. The Circle, dir. by James Ponsoldt, 2017  The Circle, dir. by James Ponsoldt, 2017 

Prepare your

project

Prepare your

project

You live in a dystopian society. Write a letter to a friend in Canada describing the situation and You live in a dystopian society. Write a letter to asking for help. a friend in Canada describing the situation and asking for help. Grammar Tip Précis p. 236 Use modals like can and can’tPrécis to express p. 236 Gr ammar what peopleTip are allowed to do or not allowed Usedomodals like can and can. ’t to express to in a dystopian society what people are allowed to do or not allowed to do in a dystopian society.

List all the dangers faced by the characters in the List all the worlds dangerssho faced dystopian wn b y the char acters in the p.114-115. dystopian worlds shown p.114-115.

115

Tinoto l s S he potlight ise ar Practgr amm your

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z

T o o l s ht g i l t o p S e h t n i Practise

précis grammatical, p. 216 précis grammatical, p. 216

z

La modalité

marpar le modal can. am ur grest yo La possibilité e xprimée • La modalité

Cannot (forme contractée: can’t) traduit l’impossibilité. La possibilité est exprimée par le modal can. W omen (forme can votecontr in democr Cannot actée:acies. can’t) traduit l’impossibilité. W omen can ’t hold pr operty any Women can vote in democracies.more.

•

Ici, la possibilité (can ) ou l’impossibilité Women can’t hold property any more. (can’t) de faire quelque chose émanent des circonstances, de la Ici, la possibilité (can) ou l’impossibilité (can’t) de faire situation due à un régime politique particulier. quelque chose émanent des circonstances, de la On peut aussi ouver unepolitique possibilité ou impossibilité situation due àtrun régime particulier. venant directement de celui qui parle: On peut aussi trouver une possibilité ou impossibilité Yvenant ou candir takectement e my copyde of celui Animal quiFarm parleif:you haven’t got yours. But you can’t write on it of course! It’s my book. You can take my copy of Animal Farm if you haven’t got L’obligation est ’texprimée le modal + base yours. But you can write on itpar of course! It’smust my book. verbale. L’obligation vient de celui qui parle. L’obligation est exprimée par le modal must + base Iverbale must read 1984, by Geor gede Orwell next . L’obligation vient celuibecause qui parle . week I’ll be too busy. I must read 1984, by George Orwell because next week I’ll Si, be au toocontr busy.aire, cette nécessité émane de la situation, des circonstances, on emploie have to ou need to. Si, au contraire, cette nécessité émane de la situation, It ’s the law, I have toon . I need to lethave you to allou go.need to. des circonstances, emploie On emploie don’t to have to ou ’t need to pour It’s the law, I have . I need todon let you all go. l’absence de nécessité. On emploie don’t have to ou don’t need to pour Yl’absence ou don’t have to / don’t. need to understand this story to de nécessité know it’s about a dystopian world. You don’t have to / don’t need to understand this story to know it’s about a dystopian world.

• •

1 Exprimez la possibilité, l’impossibilité, ou l’obligation venant de celui qui parle: can, can’t ou must. Exprimez la possibilité, l’impossibilité, ou l’oblia1. You … read any dystopian novelcan thiscan term, but you ’t ou must gation venant de celui qui parle: , . … write an in-depth analysis of one novel. a. You … read any dystopian novel this term, but you b. All the citizens … obey Big Brother, otherwise they … write an in-depth analysis of one novel. are sent to jail. b. All the citizens … obey Big Brother, otherwise they c. You … take this copy of Fahrenheit 451. It’s mine! are sent to jail. c. You … take this copy of Fahrenheit 451. It’s mine! 2 Exprimez la possibilité ou l’impossibilité émanant des circonstances: can ou can’t. Exprimez la possibilité ou l’impossibilité émaa2. You … vote in a democracy, but you … in a dictanant des circonstances: can ou can’t. torship. a. You … vote in a democracy, but you … in a dictab. She … keep this meeting secret because there are torship. CCTV cameras all over the place. b. She … keep this meeting secret because there are c. Eligible voters … vote in democracies when they CCTV cameras all over the place. come of age. c. Eligible voters … vote in democracies when they come of age. 3 Exprimez la nécessité ou l’absence de nécessité. a. You … stay if you don’t want to. It’s an informal 3 Exprimez la nécessité ou l’absence de nécessité. meeting! a. You … stay if you don’t want to. It’s an informal b. Everyone … vote to decide which type of governmeeting! ment they want. This is democracy. b. Everyone … vote to decide which type of governc. But you … be registered on the election lists to be ment they want. This is democracy. allowed to vote, as you should know. c. But you … be registered on the election lists to be allowed to vote, as you should know.

Le passif est formé de l’auxiliaire be, accompagné • LeLepassif passif

du participe passé du verbe. Le complément d’agent, Le passif est formé de l’auxiliaire be, accompagné facultatif, est introduit par by. du participe passé du verbe. Le complément d’agent, It would beest punished bypar Big by Br.other. facultatif, introduit Il est également possible deother construir e la voix It would be punished by Big Br . passive avec les auxiliaires de modalité: modal + be + Il est également possible de construire la voix participe passé (+ by + complément d’agent). passive avec les auxiliaires de modalité: modal + be + She will bepassé rescued by+acomplément masked man d’ called V. participe (+ by agent). A dystopia usually dened as acalled totalitarian regime. She will be can rescued by be a mask ed man V.

• • • •

Pour les can verbes prépositionnels, garder la A dystopia usually be dened asilafaut totalitarian regime. préposition à la n du verbe au passif. Pour les verbes prépositionnels, il faut garder la People ’s houses been brok enpassif. into. préposition à lahave n du verbe au Childr were look ed been after br byok authoritarian nurses. Peopleen ’s houses have en into.

•

Children were looked after by authoritarian nurses. 116

4 Mettez les phrases à la voix passive. a. In 1984, the Thought Police arrest those who are 4 Mettez les phrases à la voix passive. thinking of rebelling against the Party. a. In 1984, the Thought Police arrest those who are b. In Fahrenheit 451 the fireman named Montag thinking of rebelling against the Party. saves books. b. In Fahrenheit 451 the fireman named Montag c. A freedom fighter called V overthrew a future saves books. British tyranny in the film V for Vendetta. c. A freedom fighter called V overthrew a future d. In Aldous Huxley’s Brave New World they create British tyranny in the film V for Vendetta. human beings in test tubes. d. In Aldous Huxley’s Brave New World they create e. Big Brother can watch millions of people at the human beings in test tubes. same time. e. Big Brother can watch millions of people at the f. Rebels can overthrow an authoritarian regime. same time. g. You must read these three dystopian novels by f. Rebels can overthrow an authoritarian regime. the end of the academic year. g. You must read these three dystopian novels by the end of the academic year.

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun your

Les diphtongues unciation ACD2udio pron ur, /a/ yo // et // piste 02 n° 69 AMP3 udio CD2 piste 02 Les diphtongues MP3 n° 69 Les diphtongues sont des sons composés de deux sons //, /a/ et // voyelles. Le premier porte l’accentuation la plus forte.

Improve

Les diphtongues sont des sons composés de deux sons son Le // espondr e aux graphies: voLe yelles. prpeut emiercorr porte l’accentuation la plus forte. − o (dystopia, note, over, nobody) Le son // peut correspondre aux graphies: − oa (coat, boat, oat) − o (dystopia, note, over, nobody) − ou (soul) − oa (coat, boat, oat) − ough (although, dough) − ou (soul) − (ow n, kn ow), dough) − ow ough (alth ough son −Leow (ow/a/ n, knpeut ow) correspondre aux graphies: − ou (out, loud, shout, thousand) Le son /a/ peut correspondre aux graphies: − alltow , ddow n,ou tow n,ou crow d)) − ow ou ((ou , lou , sh t, th sand son espondr −Leow (all// ow, peut downcorr , tow n, crowde)aux graphies:

• • • • •

−Lee son (here// , hepeut ro, secorr riousespondr ) e aux graphies: − ea (hear, fear, near, theatre) − e (here, hero, serious) − ee (career) – ie (cashier) − ea (hear, fear, near, theatre) − ei (weird) – io (melodious) − ee (career) – ie (cashier) − ia (dystopia) − ei (weird) – io (melodious) − ia (dystopia)

•

on skills Work w riting

z

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z

5 Écrivez les mots suivants et Audio indiquez s’il s’agit du son //, /a/ ou CD2 piste 03 n° 70 les mots suivants et AMP3 udio 5 ,Écrivez CD2 piste 03 // puis écoutez l’enregistrement indiquez s’il s’agit du son //, /a/ ou MP3 n° 70 pour confirmer vos réponses. //, puis écoutez l’enregistrement utopia • crowd • here • allow • pier pour confirmer vos réponses. • amount • fear • coast utopia • crowd • here • allow • pier • amount • fear • coast 6 Écrivez les quatre phrases Audio CD2 piste 04 suivantes et indiquez si la graphie n° 71 Écrivez les quatre phrases AMP3 udio 6 soulignée correspond au son //, /a/ CD2 piste 04 MP3 n° 71 suivantes et indiquez si la graphie ou //, puis écoutez l’enregistrement pour soulignée correspond au son //, /a/ confirmer vos réponses. ou //, puis écoutez l’enregistrement pour a. Here in this exercise, you are allowed to write a confirmer vos réponses. paragraph about your own dystopia. a. Here in this exercise, you are allowed to write a b. As you know, you can note your own ideas, paragraph about your own dystopia. although they are more utopian than dystopian. b. As you know, you can note your own ideas, c. Thousands of people have expressed their ideas although they are more utopian than dystopian. about the danger of totalitarian regimes. c. Thousands of people have expressed their ideas d. Are characters in dystopian literature heroes or about the danger of totalitarian regimes. merely victims who fear authoritarian power? d. Are characters in dystopian literature heroes or merely victims who fear authoritarian power?

your

Le début d’une histoire

skills ting ur d’wunerihistoir yo Le début e (incipit) sert à: • Le début d’une histoire

Wo•rk on

−Lecrdébut éer votr e monde : présenter d’une histoirctif e (incipit) sert à:les personnages (choisir le point de vue du récit), le lieu et le moment − créer votre monde ctif: présenter les personnages de votre histoire ainsi que le thème principal. (choisir le point de vue du récit), le lieu et le moment y who, when, where, what, why de votre histoire ainsi que le thème principal. − dénir le genre de narration (récit dystopique…). who, when, where, what, why y− attir er l’attention du ou de la lecteur·rice et lui − dénir le genre de narration (récit dystopique…). donner envie de poursuivre la lecture. − attirer l’attention du ou de la lecteur·rice et lui Avant de rde édiger, preneez la des notes TIP donner envie poursuivr lectur e. sur les éléments principaux que vous souhaitez faire ressortir de rédiger, prenez des notes sur les TIP Avant dans votre incipit. éléments principaux que vous souhaitez faire ressortir Sélectionne z les outils linguistiques qui vous seront dans votre incipit. utiles: Sélectionnez les outils linguistiques qui vous seront − le lexique pour décrire les personnages, les lieux et utiles: les actions. − le lexique pour décrire les personnages, les lieux et − la grammaire: les formes verbales liées au les actions. passé, au présent ou à l’avenir, des connecteurs − la grammaire: les formes verbales liées au chronologiques comme rst, then, after, until… passé, au présent ou à l’avenir, des connecteurs chronologiques comme rst, then, after, until…

• •

7 Transformez les phrases suivantes. Ex. The boss called all the women. He fired them. 7 Transformez les phrases suivantes.  The boss called the women. Then he fired Ex. The boss called all the women. He fired them. them.  The boss called the women. Then he fired  After calling all the women, he fired them. them.  As soon as he had called all the women, he  After calling all the women, he fired them. fired them.  As soon as he had called all the women, he a. They firedattacked them. Congress. The dictatorship was established. a. They attacked Congress. The dictatorship was b. June was captured. She became a handmaid. established. b. June was captured. She became a handmaid. 8 Utilisez les mots suivants pour écrire le début d’un roman dystopique. les mots suivants pour écrire le début 8 Utilisez• technology revolution • pollution • 2119 • d’un roman dystopique. dictatorship revolution • technology • pollution • 2119 • dictatorship

117

pcabulary u Buyoild ur vo ur vocabulary yo Resistance MP3 n°72

Build up mess age Resistance plot mess revoluage tion plot subversive revolution unequal /nikwl/ sub ver siveoutraged indig nant: unequal /nikwl/ indignant: outraged

MP3 n°72

Characteristics

blow up empower: give power to sb blo upraged /atred/ feelwout em po : give≠po wer to sb refusewer /rfjuz/ oppose feel outraged /atred/ infringe the law ≠ abide re/bad/ fuse /rfjuz/ oppose by the≠law infringe the law ≠ abide /bad/ by the law

Audio CD2 piste 05

ACD2 udio piste 05

Women’s oppression awful: dreadful: appaession lling Women ’s oppr helpless: defenceless: aw ful: ead≠ful: ppa lling po wedr rless poawe rful help less: fenceless: unfair : unde just we rless pocom werful bepo for ced to: ≠be pelled un/kmpeld/ fair: unjust to: be coerced be forced to: be compelled into + V-ing /kmpeld/ to: be coerced into + V-ing

MP3 n°73 n°73 MP3 be treat ed as second-class

citizen be treat edinated as secondclass be di scrim against citsad, izen miserable, feel bedes discrim perateinated against feel sad, miserable, desperate

Manipulation

MP3 n°77

dysfunc tional Manipulation inhumane /nhjumen/ dysfunctional dehumanising inhu mane /nhjumen/ restrict de hu manising censor re strict con trol cen bansor control ban

n°

MP3 77 denunci ation Char acteristicsfrightening future grim: gloomy: denunci ation frigh teninghope ideal world without fu tur grim: gloo real itye pessimis ticmy: iwar dealning world wi thout hope useful ≠ use less reality pessimistic warning useful ≠ useless

Dystopias Dystopias Plots

MP3 n°74 MP3 n°74

MP3 n°75 n°

Oppressive governments dictaOppr tor essive governments law /l/ dic tator legal system law soci/l/ ety /ssati/ legal system totalitarian regime: dictatorship society /ssati/ totalitarian regime: dictatorship

MP3 n°76 n° MP3 man76 datory: obligatory

unjustied man bligatory be dedatory: privedoof un jus tied be forbidden to ≠ be allowed to be deprived of be permitted to: be authorised to be forbidden to ≠ be allowed to be permitted to: be authorised to

MP3 75 overPlots use fertility issues o ver po lluuse tion fertility issues consequences po lluslo tionw change drift: con techsequences nology drift: slotion w change exhaus of resources /rzsz/ technology exhaustion of resources /rzsz/

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Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1095

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Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. In The Handmaid’s Tale, women … … … their rights and are … as second-class citizens. I think this is … . 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. In dystopian fictions, people must … by the law or they could be killed.

a. In The Handmaid’s Tale, women … … … their rights and are … as second-class citizens. I think this is … . c. Black Mirror is the most … series I have ever watched. b. In dystopian fictions, people must … by the law or they could be killed. d. Dystopian fiction functions as a … against our society. If we are not careful, dystopia could become … . c. Black Mirror is the most … series I have ever watched. e. In many dystopias, it is … to read books. d. Dystopian fiction functions as a … against our society. If we are not careful, dystopia could become … . many dystopias, it isla…carte to read books.pour commenter e.2In Utilisez les mots de mentale l’image. 2 Utilisez les mots de la carte mentale pour commenter l’image.

Equilibrium, dir. by Kurt Wimmer, 2002 

UTO Aév aluatio n 118

Equilibrium, dir. by Kurt Wimmer, 2002 

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1096

Quiz hatier-clic.fr/lmu1096

SÉQUENCE 1 SÉQUENCE 1

Project #1

Audition for a role in a dystopian series. Deliver a speech explaining the problems in Audition for. a role in a dystopian series. this society Deliver a speech explaining the problems in this society.

Project #1 1 1 2 2

Imagine elements about the society you live in. Imagine elements about the society you an English-speaking country. liveChoose in. Pr epare an your character: name, age, city Choose English-speaking country . , personality… Prepare your character: name, age, city, personality…

3 3

Invent details about the situation. Finddetails examples of prthe oblems in this dystopian Invent about situation. society and try to explain their origins. Find examples of problems in this dystopian Y ou canand get try inspir from the dystopias you society to ation explain their origins. have studied in the unit or nd other ones on Y ou internet. can get inspiration from the dystopias you the have studied in the unit or nd other ones on Give details about the situation. the internet.

4 4

Give details about the situation.

Prepare your speech.

Create a mind map to remember all the Prepar e your speech. important ideas. Create a mind map to remember all the Mak e sure ideas. you use linking words to connect important your ideas: rst, then, besides, in addition, Mak e… you use linking words to connect more eosur ver your ideas: rst, then, besides, in addition, Check moreothe verpr … onunciation of the key words using the Cambridge online dictionary. Check the pronunciation of the key words using the Cambridge online dictionary. Give your speech! e sur e you are convincing by using the GiveMak your speech! correct intonation. Make sure you are convincing by using the W atch time: you have 1 minute 30 seconds. corr ectthe intonation. Watch the time: you have 1 minute 30 seconds.

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Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

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Project #2 Take part in a creative writing competition. Write the beginning of a dystopia. Take part in a creative writing competition. Write the beginning of a dystopia.

Project #2 1 1

2 2

Create your dystopia. You your can focus on a theme of the unit (women’s Create dystopia. oppression, overuse of technology, etc.) or nd Y ou can focus on a theme of the unit (women’s another theme. oppression, overuse of technology, etc.) or nd Remember, a dystopia is set in the future. another theme. Use past tenses to talk about the e. Remember, a dystopia is set inwhat the futur situation was like before it was a dystopia. Use past tenses to talk about what the situation was like before it was a dystopia. Imagine the setting of your story. Choose the main char acter(s), the Imagine the setting of your story . place, the time of your story, the actions. Choose the main character(s), the place, the Use and adjectives to describe the timeadverbs of your story , the actions. setting. Use adverbs and adjectives to describe the setting.

3 3

4 4

Organise your ideas in different paragraphs. To expryour ess aideas negative situation char acters Organise in differ ent your paragr aphs. are submitted to, use modals and passive T o express a negative situation your characters forms. ar to,wed useto… modals passive We e submitted are not allo We and cannot… forms. Mak e sur e your agr aphWstarts with a We ar e not allopar wed to… e cannot… general idea and moves to focus on one main Mak idea.e sure your paragraph starts with a general idea and moves to focus on one main idea. Write your story. Useyour linking wor Write story . ds to connect your ideas: at the beginning, then, nally. Use linking words to connect your ideas: at Mak e sure you ,have no spelling mistakes. the beginning thenleft , nally . Check your spelling with an online dictionary. Make sure you have left no spelling mistakes. Check your spelling with an online dictionary.

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Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

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119

SÉQUENCE

SÉQUENCE

2 A A

How did British pirates inspire fiction? How did British pirates inspire fiction?

Pirates at sea

 Classe inversée

Pirates at sea

Classe inversée Vidéo

E-workbook

hatier-clic.fr/lmu1097

Vhatier-clic.fr/lmu1097 idéo

Classe inversée hatier-clic.fr/lmu1098 w Clas seorkbook inversée  Ehatier-clic.fr/lmu1098

1 Watch the video  and say how pirates are represented. 1 Watch the video and say how pirates are represented. 2 Describe their lifestyle as precisely as possible.

2

Describe their lifestyle as precisely as possible. 2 3 In your own words, express the vision of pirates suggested in the video. 3 In your own words, express the vision of pirates suggested in the video.

True Caribbean Pirates, The History Channel, 2006  True Caribbean Pirates, The History Channel, 2006 

B B

The Golden Age of piracy

CD2 piste 06

ACD2 udio piste 06

The Golden Age of piracy

Pirates dividing the booty, National Geographic  Creative Pirates dividing the booty, National Geographic  Creative

The preterite

120

 Audio

T oo l s

p. 124

“The Thepr y gener ally limited theirp. 124 eterite T oo l s attacks to the Spanish.” “They generally limited their

 1 Listen and pick out information about the periods, places and nations mentioned. 1 Listen and pick out information about the periods, places and nations mentioned. 2 Find information about their exchanges (places and goods). Draw a triangle to show information about their exchanges 2 eFind the xchange between the continents. (places and goods). Draw a triangle to show the exchange between the continents. 3 Write the name and characteristics of the pirate described. 3 Write the name and characteristics of the pirate described. 4 Write down the following summary and complete it in your copybook. 4 Write down the following summary and At that time, Caribbean was the big … area of complete it inthe your copybook. the world economy. And so it became the … place At that time, the Caribbean was the big … area of for … . the world economy. And so it became the … place for … .

trade route triangular tr/traæŋjl ade route r/ trade tri angular trade goods /traæŋjl r/ trade hideout, haven tr/hevn/ ade goods : refuge hide thief:out, perha sonven who /hevn/ steals : refuge thief: person who steals

booty: stolen goods growth: expansion boo lenrity goods safe:ty: insto secu gr o wth: e x pan sion lucrative: profitable safe: in se cu rity noble lu hecr roative: ic profitable no ble plunder, loot: hepill roic age plunder, loot: pillage

allow sb to trade: buy and sell allo w sb to goods tr ade: andfor sell make itbuy easier goods sb to mak e scribed it easieras for be de sb to be regarded as: be becon desid scribed as ered as be regarded as: be considered as

SÉQUENCE 2

C

SÉQUENCE 2

Pirates, privateers and buccaneers

B buccaneers Pirates, privateers and Privateers Buccaneers

A

CPrivateers were pirates authorised by their

A

5 5

10 10

goviv ernm to attack and pillage ships of Pr ateenetrs Privateers were pirates authorised by their enemy nations. ey shared their profits government to attack and pillage ships of with the government. Between the sixteenth enemy nations. ey shared their profits and eighteenth centuries governments with the government. Between the sixteenth issued ‘letters of marque’ which licenced and eighteenth centur ies governments these sailors to plunder1 foreign ships. is issued ‘letters of marq1ue’ which lic enced letter prevented privateers from 2 being these sailors to3 plunder foreign shi2ps. is charged with piracy, an offence punishletter preven3ted privateers from being able by death. Francis Drake was England’s charged with piracy, an offence punishmost famous privateer. In the sixteenth able by death. Francis Drake was England’s centur y, he attacked Spanish treasure ships most famous privateer. In the sixteenth returning from the new world sharing his centur y, he attacked Spanish treasure ships profits with Queen Elizabeth I. returning from the new world sharing his .nmrn.org.uk r p owww fits w ith Queen Elizabeth I. 1. violence 2. stopped them from wwwusing .nmrn.org.uk steal  3. accused of 1. steal using violence 2. stopped them from 3. accused of

B

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e buccaneers were a motley1 group of French, English, Dutch, and c evcen sh and Portugu1ese renegades and misfits, whose Bu anSpeaenirs e buccaneers were a motley group of French, English, Dutch, prime targets were Spanish ships and towns in the Caribbean. and even Spanish and Portuguese renegades2 and misfits, whose Buccaneers were the first maritime raiders in the Americas to prime targets were Spanish ships and town2s in the Caribbean. be universally recognized as pirates. Yet they were distinct from Buccaneers were the first maritime raiders in the Americas to other pirates in that they generally limited their attacks to the be universally recognized as pirates. Yet they were distinct from Spanish, whereas most pirates attacked ever yone. Also unlike other pirates in that they generally limited their attacks to the the earlier pirates who usually returned to Europe at the end Spanish, whereas most pirates attacked ever yone. Also unlike of a raid, the buccaneers preferred to remain in the Caribbean. the earlier pirates who usually returned to Europe at the end […] of a raid, the buccaneers preferred to remain in the Caribbean. Originally buccaneers were not pirates. ey were rugged back[…] woodsmen3 who lived off the land by hunting feral cattle 4 and Originally b3 uccaneers were not pirates. ey were rugged b4ackpigs for sur vival; they acquired the name boucaniers or buccawoodsmen who lived off the land b5y hunting feral cattle and neers from their method of roasting and preser ving the meat. pigs for sur vival; they acquired the na 5 me boucaniers or buccaRobert J. Antony, Pirates in the Age of Sail, 2007 e n er s from their method of roasting and preser ving the meat. 1. attackers 3. rugged in thebackwoodsmen: Age of Sail, 2007robust but austere Robert J.2.Antony , Pirates diverse  people living in an isolated area 4. feral cattle: wild cows 5. cooking 1. diverse 2. attackers 3. rugged backwoodsmen: robust but austere people living in an isolated area 4. feral cattle: wild cows 5. cooking

1 PAIR WORK Read your document and explain to your partner what a privateer or a buccaneer was. E-workbook E-wwhat orkbook your document and explain to your partner a privateer or a buccaneer was. 1 PAIR WORK Read Fiche à imprimer

Fiche à imprimer

hatier-clic.fr/lmu1099 Ewàorkbook imprimer Student A Fiche

hatier-clic.fr/lmu1100 Ewàorkbook imprimer Student B Fiche

hatier-clic.fr/lmu1099

hatier-clic.fr/lmu1100

 Student A Student B buccaneers and pirates. up the differences and similarities between privateers, 2 Sum

2 Sum up the differences and similarities between privateers, buccaneers and pirates.

D GROUP A

DA

Representing famous pirates

 GROUP WORK

Repr ates GResenting OUP B GROfamous UP C GRpir OUP D

 1 Describe your group’s picture.

GROUP

GROUP

B

Blackbeard 

Mary Read 

A udio Blackbeard 

A udio Mary Read 

ACD2 udio piste 07

ACD2 udio piste 08

CD2 piste 07

CD2 piste 08

Prepare your

project

Prepare your

project

GROUP

C

GROUP

D

GROUP WORK

yourrecor group ’s pictur e. ate Listen to the ding. Concentr 2 1 Describe

on your pirate’s characteristics and crimes. to the recording. Concentrate 2riteListen W them down. on your pirate’s characteristics and crimes. W wn. eparedo questions to ask the other 3ritePrthem groups (characteristics, crimes, elements Prepare questions to ask the other fr3om the pirate’s biography…). groups (characteristics, crimes, elements fr4omListen the pir ’s biogr toate your aphy…). E-workbook Fiche à imprimer classmates and ll Henry Morgan  Anne Bonny  Listen to your  Ehatier-clic.fr/lmu1101 wàorkbook 4 your Fiche imprimer in grid with A udio A udio classmates and ll hatier-clic.fr/lmu1101 Henry Morgan Anne Bonny   information about other pirates. CD2 piste 09 CD2 piste 10 in your grid with ACD2 udio ACD2 udio piste 09 piste 10 information about other pirates. It’s June 1707. Create a “Wanted” poster of a real or ctional pirate. Describe the way she or he looks, It ’s June Crshe eateora he “Wanted” poster a real the bad 1707. actions committed lastofMay , or ctional piror ate. way she orrhe looks, where she heDescribe was lastthe seen, and the ewar d for Be the fastest! Give four the bad actions she or he committed last May, facts about life as a pirate her or his capture. Draw your pirate or add a photo. Be theCaribbean! fastest! Give four, where she or he was last seen, and the reward for in the Ready facts about life as a pirate her or his captur e. Dr aw your pir ate or add a photo. steady, go! Grammar Tip Précis p. 241 Use the preterite to describe the piratePrécis ’s deeds p. and241 Gr ammaradjectives Tip compound to describe her or him physically. Use the preterite to describe the pirate’s deeds and

in the Caribbean! Ready, steady, go!

121

How did British pirates inspire fiction?

E

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20 20

25 25

Printing the legend 

How pirates slipped into 1 popular legend is easy to trace. Just as 1the Golden Age How pirates slipped into popular legend was coming to an end, a certain Captain is easy to trace. Just as the Golden Age Charles Johnson (a pseudonym that no was coming to an end, a certain Captain one has cracked) published a famous Charles John2son (a pseudonym that no compendium of the biographies of these one has crac2 ked) published a famous desperados […]. It was full of bloodthirsty compendium of the biographies of these details, breathlessly narrated, and secured desperados […]. It was full of bloodthirsty the legends of Blackbeard, Black Bart and details, b3reathlessly narrated, and secured a host of others. [...] the legend s of Blackbeard, Black Bart and Johnson’s3 book has been the source of a host of others. [...] nearly ever y cultural representation of Johnson’s book has been the source of the pirate ever since. It is easy to see why, nearly ever y cultural representation of from passages like this: “He assumed the the pirate e4ver since. It is easy to see why, cognomen of Blackbeard from that large from passa4ges like this: “He assumed the quantity of hair which, like a frightful cognomen of Blackbeard from that large meteor, covered his whole face and frightquantity of hair which, like a frightful ened America more than any comet that meteor, covered his whole face and frighthas appeared there a long time. e beard ened America more than any comet that was black, which he had suffered to grow has appeared there a long time. e beard of an extravagant length; as to breadth it was black, which he had suffered to grow came up to his eyes. He was accustomed to of an extravagant length; as to breadth it twist it with ribbons, in small tails.” came up to his eyes. He was accustomed to Going into battle, Johnson says, Blackbeard adorned twist it with ribbons, in small tails.” his beard with lit matches to make himself appear “like Going into battle, Johnson says, Blackbeard adorned a fur y, from hell.” his beard with lit matches to make himself appear “like Brutal punishment and death is of course the outcome a fur y, from hell.” Brutal punishment and death is of course the outcome

E 5

Printing legend How didthe British pir ates inspire fiction?

Pédagogie différenciée

of his rogue5 adventures, but even Johnson ambiguously declares the5murderous Blackbeard a “courageous Brute”. of his rogue adventures, but even Johnson ambiguously June 21, 2017  de cwww lares.bbc.com, the murder ous Blackbeard a “courageous Brute”. 1. in 2. summary a lot of 4. nickname 5. criminal www.bbc.com, June 21,3.2017 arrived  1. arrived in 2. summary 3. a lot of 4. nickname 5. criminal

TRAIL A

1 Read paragraph 1 (l. 1-10) and nd

Pédagogie différabout enciée information the book mentioned: TRAIL A

TRAIL B 1 Read paragraph 1 (l. 1-10).

TRAIL B

a. Focus the ” (l. 7), analyse Readon par agrwor aphd1“bloodthirsty (l. 1-10). 1 it and guess its meaning. a. Focus on the book word genr “bloodthirsty analyse b. Explain what e it is and” (l. its7), impact on it and guess its meaning. pirate ction. b. Explain what book genre it is and its impact on pir ction. Read paragraph 2 (l. 11-23) and explain what 2 ate made Blackbeard impressive. 2 Read paragraph 2 (l. 11-23) and explain what made Blackbear impr essive. on pardagr aphs 2 and 3. Explain why 3 Focus Captain Charles Johnson chose to write about on paragraphs 2 and 3. Explain why 3 Focus this pirate. Captain Charles Johnson chose to write about this pirate. Meet up! Discuss how this book contributed to the vision of pirates that we have today.

paragraph 1 (l. 1-10) and nd 1 Read author, genre of stories, impact on pirate ction. information about the book mentioned: author, genr of aph stories, ate ction. pareagr 2 (l. impact 11-23). on Pickpir out 2 Read adjectives describing the portrait. Show how agraph 2 (l. 11-23). Pick out 2 Read par Blackbear d inspired fear. adjectives describing the portrait. Show how Blackbear inspir ed aphs fear. 2 and 3. Pick out paragr 3 Focusdon aspects which contributed to establishing his 3 Focus on paragraphs 2 and 3. Pick out legend. aspects which contributed to establishing his legend.

Meet up! Discuss how this book contributed to the vision of pirates that we have today.

Compound adjectives

122

T oo l s

p. 124

“He might pradjectives ove to be the very one- p. 124 Compound oo l s legged sailor whom I had T watched.” “He might prove to be the very one-

pistol holster peg leg: wooden leg pis holster ertol ce look: ferocious look peg leg: wood enifying leg evil-looking: terr er ce look: fe ro cious infamous: famous forlook a evil-looking: bad qualityterrifying in famous: ed: famous for cru a el cold-blood callous, bad quality

hard-hearted: merciless, pitiless har d-hear ciless, larger thanted: life:mer impr essive pit iless commit a crime lar life:ate impressive porger traythan : illustr co mmit a crime set on re: start a re portray: illustrate set on re: start a re

SÉQUENCE 2

F

SÉQUENCE 2

Long John Silver

As I wasLong waiting, aJohn man camSilver e o ut o f a Squire Trelawney’s letter I had taken a 1 side room, and at a glance I was sure fear in my mind that he might prove As I was waiting, a man cam e o ut o f a Squire Trelawney’s letter I had taken a 20 to be the ver y one-legged sailor whom he must be Long John. His1le leg was side room, and at a glance I was s ur e fear in my mind that he might prove cut off close by the hip2, and under 20 I had watched for so long at the old he must be Long John. Hi2s le leg was3 to be the ver y one-legged sailor whom the le shoulder he carried a crutch , Benbow. But one look at the man before cut off close by the hip , and unde3r I had watched for so long at the old which he managed with wonderful me was enough. I had seen the captain, the le shoulder h4e carried a crutch , Benbow. But one look at the man before dexterity, hopping about upon it like and Black Dog, and the blind man, Pew, which he manage4d with wonderful me was enough. I had seen the captain, 25 and I thought I knew what a buccaneer a bird. He was ver y tall and strong, dexterity, hopping about upon it like and Black Dog, and the blind man, Pew, with a face as big as a ham — plain 25 was like — a ver y different creature, a bird. He was ver y tall and strong, and I thought I knew what a buccaneer and pale, but intelligent and smiling. according to me, from this clean and with a face as big as a ham — plain was like — a ver y differen t creature, Indeed, he seemed in the most cheerpleasant-tempered landlord6. and pale, but intelligent and smiling. according to me, from thi6s clean and ful spirits, whistling as he moved Robert Louis Stevenson, Treasure le Indeed, he seemed in the most cheer-5 p asant-tempered landlord . Island, 1883 about among the tables, with a merr y Robert Louis Stevenson, Treasure ful spirits, whistling as he moved5  word or a slap on the shoulder for the 1. quick look 2. part between the top of the Island , 1883 about among the tables, with a merr y leg and the waist 3. wooden stick to help more favoured of his guests. quick look part between theleg top 5. ofkind the 1. word or a slap on the shoulder for the Map from the first edition of someone walk2.4. jumping on one   Now, to tell you the truth, from the leg and the waist wooden stick to help 3. Treasure Island, 1883 6. a person who owns a place to stay more favoured of his guests. someone walk 4. jumping on one leg 5. kind Map from the first edition of ver y first mention of Long John in  Now, to tell you the truth, from the Treasure Island, 1883 6. a person who owns a place to stay ver y first mention of Long John in 1 Read the text. Pick out words describing 3 Say what surprised the narrator about Long Long John Silver ’s physical appearance and John Silver. text. Pick out words describing 1 Read the 3 Say what surprised the narrator about Long personality . Long John Silver ’s physical appearance and John AIR WORK Write the story of Long John 4 PSilver. personality . Silver, in simple English. Use one piece of paper 2 Pick out two compound adjectives AIR WORK Write the story of Long John 4 Ptak and use them in a sentence describing and e turns, adding one sentence at a time to Pick out two compound adjectives Silver, in simple English. Use one piece of paper 2 John Silver. Long write your portrait. Then read it to the class. and use them in a sentence describing and take turns, adding one sentence at a time to Long John Silver. write your portrait. Then read it to the class.

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G G

Black Sails

 Vidéo

hatier-clic.fr/lmu1102

Vhatier-clic.fr/lmu1102 idéo

Black Sails 



1 Watch the video and guess what Black Sails is. Watch the and guess Black is.the list thevideo adjectives usedwhat for each pirSails ate in 2 1 Choose below. Write down other adjectives you can hear. 2 Choose the adjectives used for each pirate in the list belointelligent w. Write down other adjectives you –can hear. – charismatic smiling – historical – well-known – ruthless – real – intelligent – charismatic – smiling – calculating – feared – strong historical – well-known – ruthless – real – how Black Sails–was inspired y characters 3 Explain calculating feared – bstrong from literature and history. 3 Explain how Black Sails was inspired by characters from literature and history.

John Silver and Captain Flint in Black Sails, 2017  John Silver and Captain Flint in Black Sails, 2017 

Prepare your

project

Prepare your

project

PAIR WORK Perform an interview. A You are a lm director PStudent AIR WORK Perform an intervie w.and you want to have more information on pirates to keep your Student A You are a lm director and you want lm realistic. to have more information on pirates to keep your Student B You are a historian. You answer the lm realistic. lm director ’s questions and give details about You are a historian. You answer the Student Bates. famous pir lm director ’s questions and give details about famous pirates. Grammar Tip Précis p. 251 Pay attention to the word order inPrécis your questions p. 251.

Grammar Tip

Make a list. Write down as many adjectives as you can Mak e aacterise list. Write wn as to char pirdo ates. many adjectives as you can to characterise pirates.

123

Tinoto l s S he potlight ise ar Practgr amm your

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T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

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Le prétérit

ar des événements qui amdem gr ur yo Le pr étérit permet r aconter • Le prétérit

appartiennent au passé. Il n’y a donc plus de lien avec Le prétérit permet de raconter des événements qui le présent. C’est le temps utilisé pour la narration. appartiennent au passé. Il n’y a donc plus de lien avec prétérit se forme avec V + -d ou -ed ou verbes le Le présent. C’est le temps utilisé pour la narr ation. irréguliers (p. 260). Le prétérit se forme avec V + -d ou -ed ou verbes irrForme éguliersarmative: (p. 260). V + -d ou -ed pour les verbes réguliers. Forme armative: V + -d ou -ed pour les verbes Les verbes irréguliers sont à apprendre par cœur. réguliers. MaryLes Read terrorised the high seas. Sheendr drank like cœur. a man. verbes irréguliers sont à appr e par

• • • • •

Forme auxiliair e did + not Mary Readnégative: terrorised the high seas. She+drV.ank like a man. The other négative: pirates didn ’t knowe that Forme auxiliair did +Anne not +Bonny V. was a woman. The other pirates didn’t know that Anne Bonny was The treasure wasn’t there. a woman.

•

ogative: The interr treasur e wasn’tauxiliair there. e did + V. • Fome HoFome w many ships did Henry Morgan plunder interr ogative: auxiliair e did + V. ? Did Johnson really eMor xistgan ? plunder? HowCaptain many ships did Henry

•

Was Long John Silver Did Captain Johnson reallyaebuccaneer? xist? Was Long John Silver a buccaneer?

1 Remettez les mots dans l’ordre.

a. Blackbeard/ capture/ did/ merchant/ ships/ ? 1 Remettez les mots dans l’ordre. b. the/ choose/ why/ Caribbean/ did/ Golden/ a. Blackbeard/ capture/ did/ merchant/ ships/ ? pirates/ Age/ the/ of/ the/ ? b. the/ choose/ why/ Caribbean/ did/ Golden/ c. work/ merchant/ did/ pirates/ not/ to/ want/ pirates/ Age/ the/ of/ the/ ? ships/ on/ . c. work/ merchant/ did/ pirates/ not/ to/ want/ d. captains / what/ do/ pirates/ did / to / ? ships/ on/ . what/ do/ pirates/ did / to au / ? prétérit. d.2captains Mettez/les verbes entre parenthèses a. In the West Indies, merchant ships … (carry) a lot 2 Mettez les verbes entre parenthèses au prétérit. of goods and the colonial powers … (not/ control) a. In the West Indies, merchant ships … (carry) a lot the region. of goods and the colonial powers … (not/ control) b. It … (make) it easier for pirates to attack ships. the region. Buccaneers … (launch) raids on Spanish galleons. b. It … (make) it easier for pirates to attack ships. c. They even … (invade) Jamaica and … (turn) it into Buccaneers … (launch) raids on Spanish galleons. an English colony. c. They even … (invade) Jamaica and … (turn) it into d. Blackbeard … (plunder) many ships and … (kill) an English colony. many victims in the early 1700s. d. Blackbeard … (plunder) many ships and … (kill) many victims the early 1700s.conjugués au prétérit 3 Utilisez lesinverbes suivants pour créer une courte histoire en lien avec les pirates. les verbes suivants conjugués au prétérit 3 •Utilisez see decide • plunder • kill • capture • leave • come back pour créer une courte histoire en lien avec les pirates. see • decide • plunder • kill • capture • leave • come back

Les adjectifs composés adjectifs composés se construisent en respectant • Les Les adjectifs composés la règle suivante: le deuxième mot est le plus Les adjectifs composés se construisent en respectant important et le premier apporte une précision. la règle suivante: le deuxième mot est le plus Long John Silver only one leg: heune is one-legged important et le has premier apporte précision. . LesJohn adjectifs peuvent former des. Long Silvercomposés has only one leg: he se is one-legged manières suivantes: Les adjectifs composés peuvent se former des − adjectif ou nom + trait d’union + nom + -ed manièr es suivantes: The pirate was black-bearded. − adjectif ou nom + trait d’union + nom + -ed adjectif nom -ed The pirate was black-bearded. − adjectif ouadjectif nom +nom trait -ed d’union + verbe + -ed (formation du participe passé) − adjectif ou nom + trait d’union + verbe + -ed Merchant ships sailed near pirate-infested islands. (formation du participe passé) nom verbe -ed Merchant ships sailed near pirate-infested islands. − adjectif ou nom + trait d’nom unionverbe + verbe -ed + -ing (formation du participe présent) − adjectif ou nom + trait d’union + verbe + -ing Pirates took advantage of this fast-growing trade. (formation du participe présent) adjectif verbe -ing Pirates took advantage of this fast-growing trade.

• • •

adjectif verbe -ing

124

4 Reformulez les adjectifs composés suivants. a. The Bahamas is an English-speaking country. The 4 Reformulez les adjectifs composés suivants. Bahamas is … a. The Bahamas is an English-speaking country. The b. Can you name a hard-working pirate? Can you Bahamas is … name a … b. Can you name a hard-working pirate? Can you c. I have seen an old-looking galleon. I have seen a … name a … d. Some pirate stories are heart-breaking. Some c. I have seen an old-looking galleon. I have seen a … pirate stories … d. Some pirate stories are heart-breaking. Some pirate stories … 5 Transformez les phrases suivantes en utilisant un adjectif composé. Transformez les phrases suivantes en utilisant a5. Blackbeard had wild eyes. He … un adjectif composé. b. Henry Morgan had long hair. He … a. Blackbeard had wild eyes. He … c. Do you know a pirate who had one hand? Do you b. Henry Morgan had long hair. He … know a … pirate? c. Do you know a pirate who had one hand? Do you d. Long John Silver had only one leg. He … know a … pirate? e. I have seen the picture of a pirate who had one d. Long John Silver had only one leg. He … eye! I have seen the picture of a … pirate! e. I have seen the picture of a pirate who had one eye! I have seen the picture of a … pirate!

SÉQUENCE 2 SÉQUENCE 2

ve ciation Impropr onun

z

your

La terminaison -ed

Précis de phonologie, p. 262

z Audio

ur pronunciation Audio yo La prononciation de la terminaison -ed des verbes La terminaison ed -

Précis de phonologie, p. 262

CD2 piste 11 MP3 n° 78 CD2 piste 11 MP3 n° 78

Improve

réguliers au prétérit ou au participe passé peut être La prononciation de la terminaison -ed des verbes différente. Elle peut se prononcer /d/, /t/ ou /d/, selon réguliers au prétérit ou au participe passé peut être le son nal de la dernière syllabe du verbe. différente. Elle peut se prononcer /d/, /t/ ou /d/, selon le nal son nal la dernièr e syllabe du verbe est /p/, le Si son de lade dernièr e syllabe du verbe. /k/, /f/, /s/, // ou /t/, la terminaison -ed se prononce /t/. Si le son nal de la dernière syllabe du verbe est /p/, parked /t/, washed /t/, watched /t/, xed /t/, missed /t/ /k/, /f/, /s/, // ou /t/, la terminaison -ed se prononce /t/. Sikle /d/, wa outch /t/ed , la/t/ terminaison -ed se /t/ par edson /t/, nal washest ed /t/ , xed /t/, mi ssed prononce /d/. Si le son nal est /d/ ou /t/, la terminaison -ed se wanted /d/, decided /d/, started /d/, exhausted /d/ prononce /d/. Lated terminaison se pr ononce /d/, dans tous wan /d/, decid-ed ed /d/ , star ted /d/ exhaus ted les /d/ autres cas. La terminaison -ed se prononce /d/ dans tous les moved /d/, arrived /d/, turned /d/, pulled /d/ autres cas. moved /d/, arrived /d/, turned /d/, pulled /d/

• • • • • •

on skills Work w riting

6 Écoutez les mots suivants et Audio CD2 piste 12 indiquez la bonne prononciation: n° 79 Écoutez les mots suivants et AMP3 udio 6 CD2 piste 12 /d/, /t/ ou /d/. Puis vérfiez avec MP3 n° 79 indiquez la bonne prononciation: l’enregistrement. /d/, /t/ ou /d/. Puis vérfiez avec decided • shared • slipped • divided • changed • l’enregistrement. faced • captured • attacked • plundered • sailed • decided • shared • slipped • divided • changed • raided • terrorised • hopped faced • captured • attacked • plundered • sailed • /d/ /d/ raided •/t/ terrorised • hopped … … … /t/ /d/ /d/ … … suivantes. … les phrases 7 Complétez La terminaison –ed des verbes au prétérit se 7 Complétez les phrases suivantes. prononce … en règle générale. La terminaison –ed des verbes au prétérit se Cependant, si le verbe se termine par le son /p/, /k/, /f/, prononce … en règle générale. /s/, //, ou //, cette terminaison se prononce … et si le Cependant, si le verbe se termine par le son /p/, /k/, /f/, verbe se termine par le son /d/ ou /t/, elle se prononce … /s/, //, ou //, cette terminaison se prononce … et si le verbe se termine par le son /d/ ou /t/, elle se prononce …

your

L’utilisation du y et du i

ur writing skills yo L’orthographe de la lettre y à la n d’un mot change en L’utilisation duy et dui

Work on

fonction de plusieurs critères. L’orthographe de la lettre y à la n d’un mot change en Type de modication fonction de plusieurs critères. Nom Un nom par une consonne suivie T ype de terminé modication d’un y se terminera par -ies au pluriel. Nom Un nom terminé par une consonne suivie memor y8 memoraies stor 8 stories d’un y se terminer par -ies auy pluriel. Les noms propr ne suivent pasies memor y8 memor ieses stor y 8 stor cette règle: I have seen the Murphys today. Les noms propres ne suivent pas Verbe Un verbe terminé cette règle: I have par seenune the consonne Murphys today. suivie d’un y se terminera par: Verbe Un verbe terminé par une consonne -ies au pryésent simple aà par: la 3e personne suivie d’un se terminer du singulier (try 8 she tries); e -ies au présent simple à la 3 personne au prétérit à la);3e personne du-ied singulier (try 8simple she tries du singulier (cry 8 he cried); e -ied au prétérit simple à la 3 personne au participe (repl du-ied singulier (cry 8passé he cried ); y 8 they have replied). -ied au participe passé (reply 8 they Adjectif have Les adjectifs replied).dont la terminaison est un y comme lazy ou funny par exemple Adjectif Les adjectifs dont la terminaison est subissent une modication. un y comme lazy ou funny par exemple Au compar atif: she is lazier than her friend. subissent une modication.

• ••

8 Mettez les mots suivants au pluriel et placez-les au bon endroit dans ces phrases. les mots suivants au pluriel et 8 Mettez century • quantity • enemy • diary placez-les au bon endroit dans ces phrases. a. Pirates plundered huge … of goods. century • quantity • enemy • diary b. For … , pirates terrorised the high seas. a. Pirates plundered huge … of goods. c. Pirates were cruel to their … . b. For … , pirates terrorised the high seas. d. He is a famous expert who has read all the … of c. Pirates were cruel to their … . the most famous pirates. d. He is a famous expert who has read all the … of the most famous pirates. 9 Écrivez un court paragraphe sur les pirates en utilisant les verbes et les adjectifs ci-dessous, au un court paragraphe sur les pirates en 9 Écrivez compar atif ou au superlatif. utilisant les verbes et les adjectifs ci-dessous, au Verbes : terrify • defy • try • carry. comparatif ou au superlatif. Adjectifs : bloody • heavy • ugly • scary. Verbes : terrify • defy • try • carry. Adjectifs : bloody • heavy • ugly • scary.

•• •

• superlatif: iesther man Au compar atif:he sheisisthe lazfunn ier than friend. • Au I have ever met! • Au superlatif: he is the funniest man I•have ever met! 125

pcabulary u Buyoild ur vo

Audio CD2 piste 13

ACD2 udio piste 13

Living conditions

your vocabularyLiving conditions

n°80

hideout: haven /hevn/, refMP3 uge crew: sailors hide out: harsh: harha d ven /hevn/, refuge crew: sailors crowded harsh: d rity safe: inhar secu cen row ded dure: suffer sth difficult safe: curity allowinsbseto endure: suffer sth difficult allow sb to

Build up Characteristics

MP3 n°80

Commerce

n°

MP3 81 tradeCommer route ce  triangular /traæŋjl r/ trade tr route grade owth: expansion  tri an gular /traæŋjl lucrative: pr ofitable r/ trade growth: expansion trade: buy and sell goods lu crative: ofitable mak e it eapr sier for sb to trade: buy and sell goods make it easier for sb to

MP3 n°83 n°

MP3 83 peg leg: wood en leg Char acteristics erce look: ferocious look peg leg: wood en legfor a bad infamous: famous erce look: ferocious look quality in mous for a ive bad larfamous: ger thanfalife: impr ess qual ity fearsome: terrifying lar ger than impressive fear less: intrlife: epid fear some: terr ifying brave: courageous fearless: intrepid wild: ferocious br ave: coura geous coldblood ed: callous, cruel wild: fe ro cious hard-hearted: merciless, pitiless coldblooded: call ous, cruel evil-looking: terr ifying har dhear ted: mer ciless, pitiless noble evil-looking: terrifying heroic no be ble described as he bero reic garded as: be considered as be scribed be de dressed upas as: be disguised as be r e gar ded as:ate be considered as portray: illustr be dressed up as: be disguised as portray: illustrate

MP3 n°81

Pirates Pirates Crimes

MP3 n°82 n°

82 thief:Crimes person whoMP3 steals booty: stolen goods thief: pistolper holson sterwho steals boo stoloot: len goods plunty: der, pillage pistol holster commit a crime plun der, loot: pill set on re: start a age re commit a crime set on re: start a re

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1103

hatier-clic.fr/lmu1103

Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale. Utilisez le vocabulaire en contexte. Mary Read had just plundered a ship and was satisfied with her … . She was walking back to the harbour, when 1 Complétez les phrases suivantes avec des mots de la carte mentale. suddenly she saw an … pirate who was trying to … her boat … … with a torch. She recognised him immediately, Mary Read had just plundered a ship and was satisfied with her … . She was walking back to the harbour, when he was the … Blackbeard. She knew that he was … , … and … . Mary Read was … , but she had heard of all the … suddenly she saw an … pirate who was trying to … her boat … … with a torch. She recognised him immediately, Blackbeard had committed. So she waited for her … to fight against him. he was the … Blackbeard. She knew that he was … , … and … . Mary Read was … , but she had heard of all the … Blackbeard committed. So she waited for en herutilisant … to fight him.en anglais de ces mots, que vous trou2 Écrivez had le début d’une histoire de pirates la against traduction verez dans la carte mentale. 2 Écrivez le début d’une histoire de pirates en utilisant la traduction en anglais de ces mots, que vous troujambe de bois se livrer au pillage verez dans la carte mentale. sans pitié sans pitiésubirjambe de bois ense livrer au pillage refuge sécurité subir

UTO Aév aluatio n 126

refuge

en sécurité

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1104

Quiz hatier-clic.fr/lmu1104

SÉQUENCE 2 SÉQUENCE 2

Project #1

Show visitors around the Pirates of Nassau Museum and tell them about the lifestyles Sho wates. visitors around the Pirates of Nassau of pir Museum and tell them about the lifestyles of pirates.

Project #1 1 1 2 2

Welcome the visitors! Introduce Welcome theyourself visitors!and explain what you will be doing during the tour. Introduce yourself and explain what you will be T ell theduring visitors the y can ask questions at the doing the tour. end of your presentation. Tell the visitors they can ask questions at the end of your presentation.

3 3 4

Choose one or two pirates. Describe pirates and their personalities. Choose one the or two pirates. Say what the y ar e famous (or infamous!) for. Describe the pirates and their personalities.

4

Use the prthe eterite to talk about the past. for. Say what y are famous (or infamous!) Use the preterite to talk about the past.

5 5

Describe the life of a pirate.

Comment on their activities. Describe the life of a daily pirate. Describe the risks the y took. Comment on their daily activities. Describe the risks they took. Organise your ideas in a well-structured presentation. Organise your ideas in a well-structured Don’t forget your audience might not know presentation. anything about pirates, so be clear and precise. Don’t forget your audience might not know Use linking words organise your and ideasprecise. anything about pirto ates, so be clear (rstly, secondly, in the end…). Use linking words to organise your ideas (rstly, secondly, in the end…).

Practise! Read your notes a few times but only use a list of 15 words for your presentation. Practise! Be natur al notes when a you Read your fewspeak! times but only use a list of 15 words for your presentation. Be natural when you speak!

z

Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

z

Project #2 Create a leaet depicting a ctional pirate to win the Cayman Islands Pirates Week Cr eate acontest. leaet depicting a ctional pirate Festival to win the Cayman Islands Pirates Week Festival contest.

Project #2 1 1

2 2

Pick a character. a pirate (female or male) and give her PickChoose a character. or him a name. Choose a pirate (female or male) and give her Outline or his physical characteristics, or him aher name. reputation and character. Outline her or his physical characteristics, Use the simple present reputation and char acter.to make the description. Use the simple present to make the description. Create a storyline. Say a wher e your pirate comes from and why Create storyline. she or he is well-known. Say where your pirate comes from and why Describe character she or heyour is well-kno wn.’s major actions and adventures. Describe your character’s major actions and adventures.

3 3 4 4

Add an extraordinary event and nd pictures! lotaor of details makeand this nd eventpictur realistic AddAdd an eaxtr dinarytoevent es! and use superlatives and adverbs to make it Add a lot of details to make this event realistic spectacular. and use superlatives and adverbs to make it Use a few pictures or your own drawings to spectacular. make your leaet more attractive. Use a few pictures or your own drawings to make your leaet more attractive. Be creative. Weative. rite a captivating slogan to catch people’s Be cr attention and convince them that your pirate W a captivating slogan to catch people’s is rite unique. attention and convince them that your pirate Y can use online tools to create your leaet. isou unique. You can use online tools to create your leaet.

z

Fiche de méthodologie N°12 p. 286 Fiche de méthodologie N°12 p. 286

z

127

Let's RECAP #dystopia

#literature

How do historical #dystopia and political context How do historical influence literature? and political context influence literature?

Let's 1

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts. #reality

RECAP

How can literature and #literature artworks play an important How can literature and role in society? artworks play an important role in society? Bilan à compléter hatier-clic.fr/lmu1105 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1105

#imaginaryworlds

SÉQUENCE

SÉQUENCE

How close to reality can Howopia closebe? dyst to reality can How can fiction warn us of real dangers? dystopia be?

How can imaginary world settings #imaginaryworlds help denounce current issues? How can imaginary world settings help denounce current issues?

#denunciation

What do dystopian novels teach us about How can fiction warn us of real dangers? the power of words? What do dystopian novels teach us about the power of words?

How are reading and writing real #denunciation weapons in dystopian books? How are reading and writing real weapons in dystopian books?

1

E-workbook

#fiction How can fiction warn us about the #fiction consequences of societal issues? How can fiction warn us about the consequences of societal issues?

E-workbook

AXE 5

How is reality depicted in #reality dystopian novels and films? How is reality depicted in dystopian novels and films?

Fictions and realities Fictions and realities

AXE 5 Bilan à compléter

hatier-clic.fr/lmu1106 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1106

2 SÉQUENCE

SÉQUENCE

How did British pirates Ho w did inspir e fiction? British pirates What influence did real British pirates inspire fiction?

have on the creation of fictional ones? What didstory real British pirartists? ates What influence part of their inspired have on the creation of fictional ones? What part of their story inspired artists?

2

#culturalheritage To what extent are pirates a #culturalheritage strong part of Britain’s cultural Theritage? o what extent are pirates a strong part of Britain’s cultural heritage?

#collectiveimaginary What vision do British people #collectiveimaginary have of pirates? What vision do British people have of pirates?

#questioningmyths

128

#literature

#legends

How popular are pirates in #literature literature? How popular are pirates in literature?

How did certain historical #legends pirates become true How did certain historical legends? pirates become true legends?

Are pirates fictional heroes or #questioningmyths real villains? Are pirates fictional heroes or real villains?

SÉQUENCE 1 No vels SÉQUENCE 1

SÉQUENCE 1 Animal Farm, G O, 1945

No vels 1984, G O, 1949

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence. Films Films

Animal Farm, G O, 1945 Fahrenheit 451 , R B 1984, G O , 1949 , 1953 A Clockwork451 Or,ange , A, B , 1962 Fahrenheit R B 1953 The Giver , L L , 1993 A Clockwork Orange, A B, 1962 The Games , S The Hunger Giver, L L , 1993 C, 2008 The Hunger Games, S C, 2008

Comics

American Flagg!,

Comics H C, 1983-1988

American Flagg!, Tr ansmetropolitan , H C, 1983-1988 D R, 1997-2002 Transmetropolitan, La zarusR , D , 1997-2002 G R  La zarus, L, 2013 M G R  M L, 2013

Songs We Will Become Silhouettes,

Son T gs P S, 2003

We Will Become Silhouettes, Intervention , A F, 2007 T P S , 2003 Resistance, M , 2009 Intervention , A F, 2007 Resistance, M, 2009

SÉQUENCE 2 Books, articles and comics

SÉQUENCE 2 Treasure Island,

Books, articles an,d comics R L S 1883

Film

Documentary

Film

Documentary

Treasure Island, P eter Pan , R L S, 1883 J. M. B, 1911 Peter Pan, Pir ate Diary, ,1911 J. M. B R P, 2001 Pirate Diary, R P, 2001

Songs Jolly Roger, R MG, 1976

Songs

The Captain Kidd, C P, 2003 JollyBallad Rogerof , R MG , 1976 The S R , 2016 The Derelict Ballad of, T Captain Kidd , C P, 2003 The Derelict, T S R, 2016

129

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

AC udio OMPRÉHENSION Lois Lowry talksORALE about her book The Giver. The

BAC

CD2 piste 14 novel follows a 12-year-old character named ACD2 udio Lois Lowry talks about her book The Giver. The pis te 14 lives in a society that has taken away pain and Jonas who novel follows a 12-year-old character conflicts to promote “sameness”. He is chosen to be named the one Jonas who lives in a society that has taken away pain and who stores the past memory of the time before “sameness”. conflicts to promote “sameness”. He is chosen to be the one who stores the past memory of the time before “sameness”.

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z Focus on stressed words as they are important. Tips ry to cr a story based z TFocus oneate stressed wor ds ason theyour y arenotes. important. z T ry to cr eate a story based on your notes. z Fiche de méthodologie N°15 p. 290Compréhension orale z Fiche de méthodologie N°15 p. 290Compréhension orale

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Lois Lowry author of The Giver (1993)  Lois Lowry author of The Giver (1993) 

EXPRESSION ÉCRITE SUJET 1Imagine the rst page of The Giver. EXPRESSION ÉCRITE O U SUJET 1

Imagine the rst page of The Giver.

SUJET 2How realistic is dystopia? OU SUJET 2How realistic is dystopia?

Tip

z Find examples from the documents you have studied in class.

Tip examples from the documents youExpr have studied in class. Fiche de méthodologie N°20 p. 300 ession écrite zFind z Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1As a journalist, write an article show that SUJET 1Asto a journalist, write dystopian ctions (books, an article to show that series, lms) are inspired by dystopian ctions (books, previous works and real facts. series, lms) are inspired by OU pr evious works and real facts. SUJET 2Write an exchange OU

of messages two The Hunger Games: Catching Fire, dir. by Francis Lawrence, 2013  SUJET 2Write between an exchange characters from the dystopian The Hunger Games: Catching Fire, dir. by Francis Lawrence, 2013  of messages between two ction The Hunger Games (see screenshot opposite). characters from the dystopian They explain their situation and support each other. ction The Hunger Games (see screenshot opposite). They explain their situation and support each other.

Tips z Underline or highlight the key words. Tips oofread or your draft work befor z Pr Underline highlight the ktwice ey wor ds. e starting to copy it. z oofread your draft workN°20 twicep.befor eExpr starting to écrite copy it. de méthodologie 300 ession zPrFiche z 130

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SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

Twentieth Century Dystopian Fiction e term ‘utopia’, literally meaning ‘no place’, was coined by omas More in his book of the same e term ‘utopia’, literally meaning ‘no place’, was title. Utopia (1516) describes a fictional island in coined by omas More in his book of the same the Atlantic ocean and is a satire on the state of title. Utopia (1516) describes a fictional island in England. the Atlantic ocean and is a satire on the state of Dystopian fiction of the twentieth centur y has England. its beginnings in the utopian fiction of authors Dystopian fiction of the twentieth centur y has such as H.G. Wells and William Morris. Wells its beginnings in the utopian fiction of authors called himself a ‘utopiographer’ and believed such as H.G. Wells and William Morris. Wells that scientific advancements would outlaw war called himself a ‘utopiographer’ and believed and poverty, as he fictionalised in his novel Men that scientific advancements would outlaw war Like Gods (1923). […] and poverty, as he fictionalised in his novel Men Aldous Huxley, with his novel Brave New World Like Gods (1923). […] (1932), started to criticise the utopian values of Aldous Huxley, with his novel Brave New World science and the domineering political ideals of (1932), started to criticise the utopian values of novelists such as Wells and Morris. Brave New science and the domineering political ideals of World is set in a future society, and takes Wells’ novelists such as Wells and Morris. Brave New idea that scientific advancement will improve World is set in a future society, and takes Wells’ ever y aspect of life as its foundation. In Huxley’s idea that scientific advancement 1will improve vision, children are artificially bred in test tubes, ever y aspect of life as its foundation. In Huxley’s and are content to accept whatev1er the domivision, children are art2ificially bred in test tubes, neering State bestows on them. […] and are content to accep t whatever the domiOr well’s Nineteen Ei2ghty-Four is perhaps the neering State bestows on them. […] best-known dystopia of the twentieth centur y. Or well’s Nineteen Eighty-Four is perhaps the e future world has been divided into three best-known dystopia of the twentieth centur y. super-states, Oceania, Eurasia and Eastasia all e future world has been divided into three of which are embroiled in a perpetual war. In super-states, Oceania, Eurasia and Eastasia all Or well’s world, the governments use a manipuof which are embroiled in a perpetual war. In lative form of language called ‘Newspeak’, which Or well’s world, the governments use a manipustates ‘War is Peace’ and is able to convince lative form of language called ‘Newspeak’, which anyone that ‘2 + 2 = 5’. Britain has been desigstates ‘War is Peace’ and is able to convince nated ‘Airstrip One’ and monitors its citizens for anyone that ‘2 + 2 = 5’. Britain has been desigthe Hitler-esque leader, Big Brother. e novnated ‘Airstrip One’ and monitors its citizens for el’s protagonist, Winston Smith, is the last man the Hitler-esque leader, Big Brother. e novto possess any concept of freedom and futilely el’s protagonist, Winston Smith, is the last man attempts to rebel against Big Brother only to be to possess any concept of freedom and futilely arrested and ‘rehabilitated’ by the State. Or well’s attempts to rebel against Big Brother only to be novel inspired many other post-war dystopias, arrested and ‘rehabilitated’ by the State. Or well’s including Anthony Burgess’s 1985 (1978). novel inspired many other post-war dystopias, […] including Anthony Burgess’s 1985 (1978). […]

In e Wanting Seed, Burgess tackles overpopula-

Twentieth Century DystopiantInioFn.eiScetWtinio an future London that sprawls from the anting Seed, Burgess tackles overpopula5 5

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south coast to Birmingham, the novel depicts a tion. Set in a future London that sprawls from the society in which reproduction is brutally policed south coast to Birmingham, the novel depicts a by the Ministr y of Infertility and homosexuality is society in which reproduction is brutally policed actively encouraged by the State. e stor y follows by the Ministr y of Infertility and homosexuality is the plight of teacher Tristram Foxe as he witnessactively encouraged by the State. e stor y follows es the dissolution of civilisation. With reports of the plight of teacher Tristram Foxe as he witnessmass famine, people begin turning to cannibales the dissolution of civilisation. With reports of ism, leading to chaos and war. mass famine, people begin turning to cannibal[…] Dystopian fiction is rarely about the future. ism, leading to chaos and war. It always reflects the time in which it is written. […] Dystopian fiction is rarely about the future. For the authors of Burgess’s generation, their It always reflects the time in which it is written. writing was connected with their experiencFor the authors of Burgess’s generation, their es of militar y life and events surrounding the writing was connected with their experiencSecond World War, but as the twentieth centues of militar y life and events surrounding the r y progressed, grand political narratives such as Second World War, but as the twentieth centufascism and communism ceased to be relevant. r y progressed, grand political narratives such as Dystopias began to reflect dominant concerns fascism and communism ceased to be relevant. such as consumerism and equality, and the Dystopias began to reflect dominant concerns ever-present technological world. such as consumerism and equality, and the More recently, literar y dystopias have returned ever-present technological world. to the idea of the conflict between scientifMore recently, literar y dystopias have returned ic advancement and human freedom. Kazuo to the idea of the conflict between scientifIshiguro’s Never Let Me Go (2005) is about a ic advancement and human freedom. Kazuo near-future boarding school for clones that proIshiguro’s Never Let Me Go (2005) is about a vide donations of vital organs for ‘normals’, or near-future boarding school for clones that prothe regular population. Recent dystopias also vide donations of vital organs for ‘normals’, or deal with the idea of class and freedom. Suzanne the regular population. Recent dystopias also Collins’s e Hunger Games (2008), a novel for deal with the idea of class and freedom. Suzanne young adults, pitches teenagers against each othCollins’s e Hunger Games (2008), a novel for er in a battle to the death in a futuristic arena, young adults, pitches teenagers against each othoverseen by the elite sections of society. ere has er in a battle to the death in a futuristic arena, also been the development of technological dysoverseen by the elite sections of society. ere has topias, especially in film and television. Charlie also been the development of technological dysBrooker’s series Black Mirror (2011-2013) depict topias, especially in film and television. Charlie ‘how we might live in ten minutes time if we are Brooker’s series Black Mirror (2011-2013) depict clumsy’, and show the possible effects of smart ‘how we might live in ten minutes time if we are phones, reality television and social networking. clumsy’, and show the possible effects of smart Anthony Burgess, www.anthonyburgess.org h p ones, reality television and social networking. 1. (here) gives Anthony2.Burgess, www.anthonyburgess.org created  1. created 2. (here) gives

Tips z List the books mentioned and what they are about.

Tips z Write down all the proper nouns and who or what they refer to. List the books mentioned and what they are about.

z rite do wnméthodologie all the proper N°16 nounsp.and who or what they refer to. de 292 Compr éhension écrite zWFiche z Fiche de méthodologie N°16 p. 292Compréhension écrite

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in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

AC udio OMPRÉHENSION ORALE Learn more about two famous but different

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CD2 piste 15 pirates who roamed the high seas in search Awealth udio Learn more about two famous but different piste 15in the Golden Age of piracy. ofCD2 pirates who roamed the high seas in search of wealth in the Golden Age of piracy.

Tips

z Write down the words that are stressed. Tips people withds their z Link Writethe down the wor thatactions. are stressed. z Link the people with their actions. Fiche de méthodologie N°15 p. 290Compréhension orale z z Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Create a ctional pirate character and EXPRESSION ÉCRITE

write or her biography. SUJET 1his Create a ctional pirate character and OU write his or her biography. SUJET 2Would you have liked to live like a pirate? OU Explain why or why not. SUJET 2Would you have liked to live like a pirate? Explain why or why not. Tip

z Use past tenses when speaking about pirates’ lives.

Tip past when speaking about ates’ lives.écrite Fiche detenses méthodologie N°20 p. 300pir Expr ession zUse z Fiche de méthodologie N°20 p. 300Expression écrite

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Henry Every, also known as John Avery, Captain Bridgeman,  or Long Ben Henry Every, also known as John Avery, Captain Bridgeman,  or Long Ben

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION SUJET 1“BlackbearÉCRITE d didn’t go quietly.” Imagine the speech Blackbeard gave to his SUJET 1“Blackbear d didn go quietly crew before boarding the’t ship where.” he Imagine the speech Blackbear d gave to his would be killed. crew before boarding the ship where he OU would be killed. SUJET 2In your opinion, what makes pirate OU ction so popular? SUJET 2In your opinion, what makes pirate ction so popular?

Tips z Pay attention to the tenses. Tips examplesto inthe thetenses. unit to support your arguments. z Find Pay attention z examples in the unit N°20 to support your aression guments. Fiche de méthodologie p. 300 Expr écrite zFind z 132

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Captain Blackbeard and his crew  Captain Blackbeard and his crew 

SÉQUENCE 2 COMPRÉHENSION ÉCRITE

SÉQUENCE 2

COMPRÉHENSION ÉCRITE

More an a Pirate, a Rebel With a Democratic Spirit M ore an a Pirate, a Rebel Decades before the American Revolution, Blackbeard and his pirates revolted W itsthunajustDcoem pipirowinters and captains. again nditioo nscra impotseic d bySsh Decades before the American Revolution, Blackbeard and his pirates revolted

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B reeiohnun drpeodseydeaby rssh agipoow thnisew uts. why? e agAaTH, inst N.C. unjus— t co ndit s im rseaenk,d captB ain a band of Royal Navy sailors killed Blackbeard, the Bahamian pirates BATH, N.C. — ree hundred years ago this week, But why? e most infamous pirate in histor y, putting a symbolic were unlike most a band of Royal Navy sailors killed Blackbeard, the 40 Bahamian pirates end to the golden age of piracy, a maritime rebellion other pirates who’ve most infamous pirate in histor y, putting a symbolic were unlike most that strangled trans-Atlantic commerce, terrified 40 come before or since end to the golden age of piracy, a maritime rebellion other pirates who’ve naval captains and colonial governors, and briefly in that they claimed that strangled trans-Atlan1tic commerce, terrified come before or since gave hope to downtrodden sailors, plantation slaves to be engaged in more than simple banditr y. Most, naval captains and colonia1l governors, and briefly in that they claimed and even the House of Stuart, recently deposed from including Blackbeard, were former merchant and gave hope to downtrodden sailors, plantation slaves 45 to be engaged in more than simple banditr y. Most, the British throne. naval sailors who thought themselves engaged in a and even the House of Stuart, recently deposed from including Blackbeard, were former merchant and Blackbeard didn’t go quietly. Surprised at his Outer 45 social revolt against shipowners and captains who’d the British throne. naval sailors who thought themselves engaged in a Banks pirate’s nest on the morning of Nov. 22, 1718 made their lives miserable. e pirate Sam Bellamy’s Blackbeard didn’t go quietly. Surprised at his Ou2 ter social revolt against shipowners and captains who’d — his crew hung over from a night of revelr y — crew referred to themselves as Robin Hood’s men. Banks pirate’s nest on the morning of Nov. 22, 1718 made their lives miserable. e p4irate Sam Bellamy’s 2 he blasted his opponents’ vessels with broadsides “ey vilify us, the scoundrels do, when there is — his crew hung over from a night of revelr y — crew referred to themselves as Robin Hood’s men. and died in hand-to-hand combat, with five musket 50 only this difference,” Bellamy to4ld a captive. “ey he blasted his opponents’ vessels with broadsides “ey vilify us, the scoundrels do, when there is wounds “and 20 dismal cuts on several parts of his 50 rob the poor under the cover of law” and “we plunand died in hand-to-hand combat, with five musket only this difference,” Bellamy told a captive. “ey body.” der the rich under the cover of our own courage.” wounds “and 20 dismal cuts on several parts of his rob the poor under the cover of law” and “we plunHe didn’t live quietly, either. In a piracy career lastere was also a democratic spirit aboard the pirates’ body.” der the rich under the cover of our own courage.” ing no more than four years, Blackbeard helped ships six decades before Lexington and Yorktown, He didn’t live quietly, either. In a piracy career last- 55 ere was also a democratic spirit aboard the pirates’ his fellow pirates occupy war-torn Nassau in the more than seven ahead of the storming of the ing no more than four years, Blackbeard helped ships six decades before Lexington and Yorktown, Bahamas, where they restored the fort and strangled 55 Bastille. Upon seizing a vessel, the pirates turned its his fellow pirates occupy war-torn Nassau in the more than seven ahead of the storming of the commerce making the obligator y passage out of the government upside down. Instead of using whips Bahamas, where they restored the fort and strangled Bastille. Upon seizing a vessel, the pirates turned its Caribbean via the nearby Florida Straits. He terrorand beatings to enforce a rigid, top-down hierarchy, commerce making the obligator y passage out of the government upside down. Instead of using whips ized the approaches to New York, Philadelphia, the they elected and deposed their captains by popular Caribbean via the nearby Florida Straits. He terror- 60 and beatings to enforce a rigid, top-down hierarchy, Chesapeake and Charleston, S.C., and cultivated so vote. ey shared their treasure almost equally and ized the approaches to New York, Philadelphia, the they elected and deposed their captains by popular terrible a visage that merchant captains simply sur- 60 on most ships didn’t allow the captain his own cabChesapeake and Charleston, S.C., and cultivated so vote. ey shared their treasure almost equally and rendered to him without a fight. in. e contracts some crews drew up and signed terrible a visage that merchant captains simply suron most ships didn’t allow the captain his own cabIn the process, his deeds captivated the popular conincluded disability benefits: payments for lost eyes rendered to him without a fight. in. e contracts some crews drew up and signed sciousness on both sides of the Atlantic and never let and limbs taken from the shared plunder before it In the process, his deeds captivated the popular conincluded disability benefits: payments for lost eyes 65 it go.“A General Histor y of the Pyrates,” a surprisingly was divvied up. sciousness on both sides of the Atlantic and never let and limbs taken from the shared plunder before it sympathetic and oen embellished account of their 65  Colin Woodard, The New York Times, November 22, it go.“A Genera l Histor y of the Pyrates,” a surprisingly was divvied up. 2018 depredations 3, became a best seller in Britain and Colin sympathetic a3nd oen embellished account of their  Woodard, The New York Times, November 22, its colonies. e book, written by a pseudonymous 1. treated badly 2. festivities 3. acts causing damage or 2018 depredations , became a best seller in Britain and destruction 4. unscrupulous persons author, informed the novels of Robert Louis 1. treated badly 2. festivities 3. acts causing damage or its colonies. e book, written by a pseudonymous Stevenson, the films of Walt Disney and most ever y destruction 4. unscrupulous persons author, informed the novels of Robert Louis fictional pirate from Captain Hook to Captain Jack Stevenson, the films of Walt Disney and most ever y Sparrow. fictional pirate from Captain Hook to Captain Jack Sparrow.

Tips z Read the title and the introduction carefully: it will help you understand the text! Tips

Pour l’épreuve

the char acters, z Identify understand the te xt! the places and the period. onthe verbs link ed tothe theplaces title. and the period. z Focus Identify char acters, z linked to the title. Ficheon deverbs méthodologie N°16 p. 292Compréhension écrite zFocus z

Questions Pour l’épreuve

Read the title and the introduction carefully: it will help you

Fiche de méthodologie N°16 p. 292Compréhension écrite

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Scientific 6 AXE innovations

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How far are Americans Ho w far e AI willin g toar let Am ans intoeric their lives? willing to let AI oject #1: Participate in a Projects intoPr thabout eirtheliv es? debate place articial Pr oject #1: Participate a intelligence has and willinhave debate about the place articial in our lives. intelligence has and will have Project #2: Write an article for in our lives. Tech Insider about what life will Pr Write an article for beoject like in#2: 2050 thanks to AI and Tho ech Insider about w to prepar e forwhat it. life will be like in 2050 thanks to AI and Grammaire would how toshould preparet e for it. , le futur Phonologie les sons // et // et would, le futur Gr ammaire should Écriture les majuscules les sons // et // Phonologie Vocabulaire la technologie, l’éthique les majuscules Écriture Vocabulaire la technologie, l’éthique

Scientific and Projects innovations responsibility and Tools Innovations responsibility scientifiques et Tools Innovations responsabilité scientifiques et How important responsabilité

2 SÉQUENCE

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is the Space Ho weimport Rac for theant is the Space USA? Race for the Project #1: Interview an Projects USA? American astronaut. Discuss the Projects

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Pr oject #1:and Intervie w an possibility the consequences American onaut.toDiscuss of sendingastr humans Mars. the possibility and the consequences Project #2: Write a speech about of sending humans to Mars. the Space Race for a conference Pr #2: W rite a speech at oject a famous US university . about

the Space Race for a conference Grammaire la capacité, la possibilité at a famous US university . et l’obligation au futur, possibilité Grammaire la lescapacité, verbes àla particule et l’ obligation futur, Phonologie les groupes deau souffle les verbes à particule Écriture l’organisation d’un discours les groupes souffle Phonologie Vocabulaire l’espace, lesde découvertes l’organisation d’un discours Écriture Vocabulaire l’espace, les découvertes

#ethics

#progress

#ethics #artificalintelligence

#responsibility #responsibility

#artificalintelligence

#progress #technology #technology

Ava, a humanoid robot in the lm Ex Machina, dir. by Alex Garland, 2015 Ava, a humanoid robot in the lm Ex Machina, dir. by Alex Garland, 2015

#transportation #transportation #spaceexploration #spaceexploration

#SpaceRace #innovation #innovation

#SpaceRace #frontiers #frontiers

The Martian, dir. by Ridley Scott, 2015 The Martian, dir. by Ridley Scott, 2015

SÉQUENCE

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How far are Americans willing to let AI into their lives? How far are Americans willing to let AI into their lives?

An AI amusement park An AI amusement park

1 Describe the picture and imagine who the characters are. 1 Describe the picture and imagine what happens 2 Guess who the char acters are. in this lab. PAIR Wwhat ORKhappens Read theinCultur e Tip 3 2 Guess this lab. and imagine a short dialogue between AIR WORK Read the Culture Tip 3 Ptwo the characters in this scene. and imagine a short dialogue between the Tip two characters in this scene. Culture

1

Westworld is a TV series depicting a futuristic Culture Tip amusement park that recreates the Wild West. It is W estworldbyisvery a TV realistic series depicting futuristic inhabited androidsacalled ‘hosts’, amusement park that recreates the Wild est. It is who are programmed to repeat the sameW actions inhabited by very realistic androids ‘hosts’, every day without remembering thecalled past. The rich who arecalled programmed the same actions visitors ‘guests’ to canrepeat do anything they want every dayany without remembering the pastto. The rich without consequences. Things start go wrong visitors called ‘guests’ can do anything and theybegin wantto when some robots start remembering without any consequences. Things start to go wrong have a conscience. when some robots start remembering and begin to have a conscience.

Westworld, HBO, 2016  Westworld, HBO, 2016 

B B

Meet Sophia the robot

 Vidéo DVD

VDVidéo D

Meet Sophia the robot

Pédagogie différenciée

TRAIL A

1 Listen and take notes about Sophia.

Pédagogie différenciée

TRAIL A 2 what humans 1 Explain Listen and takSophia e notesthinks aboutabout Sophia.



Culture Tip Artificial intelligence (AI) is an area of Culture Tip that creates machines computer science Artificial intelligence is an area or programs which can(AI) think and actoflike computerThis science that creates machines humans. means that they can react to or programs which think and act like situations and learncan from experience. humans. This means that they can react to situations and learn from experience.

TRAIL B

1 Listen and take notes about Sophia and what she can do. 1 Listen and take notes about Sophia and what 2 Explain what she can do. she thinks about humans and the relationship they can have with robots. 2 Explain what she thinks about humans and out if Sophia es the series estworld and 3 rFind the elationship theylik can have withWrobots. why. 3 Find out if Sophia likes the series Westworld and why.

TRAIL B

using the following words. 2 Explain what Sophia thinks about humans compatriots – close – knowledge using the following words. – close knowledge Focus on what Sophia says–about the series 3 compatriots Westworld and what it can teach us. 3 Focus on what Sophia says about the series She believes the series can… Westworld and what it can teach us. She believes the series can… Meet up! After watching this video, write a text message to a friend to tell him or her about Sophia.

Meet up! After watching this video, write a text message to a friend to tell him or her about Sophia.

Should/ Would

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p. 140

“Should/ Westworld a warning of what we should Wis ould T oo l s p. 140 not do to robots.” Westworld ““Musk is a warning of rst whatstage we should suggested that the would not do to r obots.” be to learn as much as possible.” would

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Regulate before it’s too late

Regulate s atoo late by the time we are reactive in AI regulation, it’ll be too Tesla and SpaceX CEO sbefor ays AI repe resit en’ts ‘fundalate,” Musk told the meeting. “AI is a fundamental risk mental risk to human civilisation’ and that waiting by the time we are reactive in AI regulation, it’ll be too Tesla and SpaceX CEO says AI represents a ‘fundato the existence of human civilisation.” for something bad to happen is not an option. mental risk to human civilisation’ and that waiting 25 late,” Musk told the meeting. “AI is a fundamental risk Tesla and Space X chief executive Elon Musk has While Musk has repeatedly shared his worries over AI to the existence of human civilisation.” for something bad to happen is not an option. pushed again for the proactive regulation of artificial 25 and its development that is seen as inevitable in some Tesla and Space X chief executive Elon Musk has While Musk has repeatedly shared his worries over AI intelligence because “by the time we are reactive in AI regard, words appeared to hit home with multiple pushed again for the proactive regulation of artificial and its development that is seen as inevitable in some regulation, it’s too late”. governors of the 32 taking part in the meeting, with intelligence because “by the time we are reactive in AI regard, words appeared to hit home with multiple Speaking at the US National Governors Association follow-up questions looking for suggestions for how to regulation, it’s too late”. governors of the 32 taking part in the meeting, with summer meeting in Providence Rhode Island, Musk 30 go about regulating AI’s development. Musk suggested Speaking at the US National Governors Association follow-up questions looking for suggestions for how to said: “Normally the way regulations are set up is when 30 that the first stage would be to “learn as much as possisummer meeting in Providence Rhode Island, Musk1 go about regulating AI’s development. Musk suggested a bunch of bad things happen, there’s a public outcr y , ble” to better understand the problem. said: “Normally the way regulations are set up is when1 that the first stage would be to “learn as much as possiand aer many years a regulator y agency is set up to Musk also talked about electric and self-driving cars, a bunch of bad things happen, there’s a public outcr y , ble” to better understand the problem. regulate that industr y. “It takes forever. at, in the saying that at some stage having a non-autonomous and aer many years a regulator y agency is set up to Musk also talked about electric and self-driving cars, past, has been bad but not something which represent- 35 vehicle intended for travel rather than recreation regulate that industr y. “It takes forever. at, in the saying that at some stage having a non-autonomous ed a fundamental risk to the existence of civilisation.” 35 would be considered strange and that the biggest threat past, has been bad but not something which representvehicle intended for travel rather than recreation Musk has previously stated that AI is one of the most to autonomous cars would be a hack of the soware to ed a fundamental risk to the existence of civilisation.” would be considered strange and that the biggest threat pressing threats to the sur vival of the human race, and take control of a fleet of connected vehicles. Musk has previously stated that AI is one of the most to autonomous cars would be a hack of the soware to that his investments into its development were made Samuel Gibbs, Elon Musk: regulate AI to combat pressing threats to the sur vival of the human race, and t ak e control of a fleet of connected vehicles. ‘existential threat’ before it’s too late, The Guardian, July17, with the intention of keeping an eye on its development. Samuel Gibbs, Elon Musk: regulate AI to combat that his investments into its development were made  2017 “AI is the rare case where I think we need to be proac‘existential threat’ before it’s too late, The Guardian, July17, with the intention of keeping an eye on its development. 1. reaction showing that people are angry or unhappy 2017 tive in regulation instead of reactive. Because I think “AI is the rare case where I think we need to be proac1. reaction showing that people are angry or unhappy tive in regulation instead of reactive. Because I think 1 Find out what Elon Musk is worried about.

C 5

SÉQUENCE 1

Regulate before it’s too late

information about and when laws are normally made and 2 1 Give Find out what Elon Muskho iswworried about.

how this procedure must change according to Elon Musk. 2 Give information about how and when laws are normally made and what he fearschange regarding autonomous cars (l. 33 to the end). 3 wExplain ho this procedur e must accor ding to Elon Musk. the rst ve sentences Elon Musk’scars speech 4 3 Imagine Explain what he fears regardingof autonomous (l. 33attothe themeeting. end).

4 Imagine the rst ve sentences of Elon Musk’s speech at the meeting.

D D

Connecting AI and humans

Audio   E-workbook CD2 piste 16

ACD2 udio piste 16

Connecting AI and humans



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1 Find the name of Elon Musk’s new company and what it is researching.

asename in your own wor dssLynette Lopez’sand explanation whatching. this new technology is. 2 1 Rephr Find the of Elon Musk’ new company what it isof resear Explain its aim. 2 Rephrase in your own words Lynette Lopez’s explanation of what this new technology is. when and how this will be installed. 3 Finditsout Explain aim. Writeout thewhen title and the oduction to a news article about this new technology. 4 3 Find howintr this will be installed.

4 Write the title and the introduction to a news article about this new technology.

Prepare your

project

Prepare your

project

PAIR WORK Act out a discussion on a US radio show between a caller who is worried about AI and PAIR WORK Act out a discussion on a US radio a computer scientist who tries to be reassuring. show between a caller who is worried about AI and a computer whoPrécis tries top.be reassuring. 248 Grammar scientist Tip To make a hypothesis aboutPrécis the future use: p. 248 Gr If +ammar subject + Tip V in the present tense, subject Twill/ o make a ’hypothesis about the future use: won t + V. If + subject + V in the present tense, subject will/ won’t + V.

In pairs, challenge another team. You have 2 minutes In pairs, challenge another to write do wn all the words team.come You have 2 minutes that to mind when you to write down thepoint words think about AI all (one thatwor come mindteam when you per d). to Which has thinkedabout AI (one point scor the most points? per word). Which team has scored the most points?

137

How far are Americans willing to let AI into their lives?

E E

A their oeric wn Homind w farofar e Am ans willing to let AI into their lives? A mind of their own

Jon Carter, KDNuggets.com  Jon Carter, KDNuggets.com  1Explain the cartoonist’s message.

3 Imagine the man’s response.

Say if you nd this cartoon funny and why. 2 1 Explain the cartoonist ’s message.

3 Imagine the man’s response.

2 Say if you nd this cartoon funny and why.

F F

AI companion for seniors AI companion for seniors

 Classe inversée Classe inversée E-workbook

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hatier-clic.fr/lmu1116

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1 Give the natureof this document and its goal. onnatur verbse and nd out whatand ElliQ 2 1 Focus Give the of this document its goal. can do. 2 Focus on verbs and nd out what ElliQ ElliQ in detail: her voice, attitude, role. 3 Describe can do. eate anElliQ advertising for elderly people 4 3 Cr Describe in detail:poster her voice, attitude, role. and their families. Explain how ElliQ could change Create an advertising poster for elderly people a4person ’s life. and their families. Explain how ElliQ could change a person’s life.

ElliQ- The Active Aging Companion, Intuition  Robotics, 2017 ElliQ- The Active Aging Companion, Intuition  Robotics, 2017

The future

138

T oo l s

p. 140

“I willfutur not etake you to A-1 Steakhouse.” The T oo l s p. 140

decision making understanding: cisionema decompr henking sion standing: under part nership ≠ rivalry /ravlri/ hension  compr sion con ict:eten part ri /rav nearnership future ≠≠disvalry tant futurlri/ e con ten ict: way sionof thinking reasoning: near futur e ≠ distant future omnipr esent rea thin

harmful ≠ harmless inevitable harm ≠ harm likely:ful prob able less n ev i llow itable a /la/: permit li obable kely:opr hand ver: give llo w /la/ mit a per solve: nd so: lu tions o hand ver:engive con sider: visage solve: nd so tions be capable of:lube able to sid vis

SÉQUENCE 1

G G

AI for security



AI for security



Fiche à imprimer hatier-clic.fr/lmu1118 Ewàorkbook Fiche imprimer hatier-clic.fr/lmu1118

25 25

30 30

35 35

5 5

10 10

15 15

SÉQUENCE 1

E-workbook

the interrogator and the other lied or told the truth whilst being filmed by their webcams. the interrogator and the other lied or told the truth Using a machine learning program that detects patwhilst being filmed by their webcams. terns in video footage, the researchers spotted new Using a machine learning program that detects patexpressions that are associated with liars. Tay Sen, one terns in video footage, the researchers spotted new of the scientists, explained: “It told us there were basiexpressions that are associated with liars. Tay Sen, one cally five kinds of smile-related ‘faces’ that people made of the scientists, explained: “It told us there were basiwhen responding to questions.” cally five kinds of smile-related ‘faces’ that people made ey found an intense smile involving cheek, eye and when responding to questions.” mouth muscles, called the Duchenne smile, was one ey found an intense smile involving cheek, eye and of the most frequently associated with not telling the mouth muscles, called the Duchenne smile, was one truth. Liars appear to “smile with their eyes” in the of the most frequently associated with not telling the expression, which Mr Sen said is consistent with the truth. Liars app4ear to “smile with their eyes” in the5 “duping delight ” theor y that “when you’re fooling expression, whic4h Mr Sen said is consistent with the5 someone, you tend to take delight in it”. “duping delight ” theor y that “when you’re fooling Strangely their researcher found honest participants someone, you tend to take delight in it”. would oen contract their eyes, but not smile at all Strangely their researcher found honest participants with their mouths. However they concluded these would oen contract their eyes, but not smile at all expressions were down to the person “concentrating with their mouths. However they concluded these and tr ying to recall honestly”. expression6 s were down to the person “concentrating Seasoned liars would apparently not be able to and tr ying6 to recall honestly”. deceive trained officers who know how to spot Seasoned liars would apparently not be able to untruthful expressions, because the Duchenne deceive trained officers who know how to spot smile involves “a cheek muscle you cannot control”. untruthful expressions, because the Duchenne Ehsan Hoque, a co-author of the research, said: “In the smile involves “a cheek muscle you cannot control”. end, we still want humans to make the final decision. Ehsan Hoque, a co-author of the research, said: “In the But as they are interrogating, it is important to provide end, we still want humans to make the final decision. them with some objective metrics that they could use But as they are interrogating, it is important to provide to further inform their decisions.” them with some objective metrics that they could use Joseph Archer, Facial recognition software can spot liars t o further inform their decisions.”

Facial recognition soware that spots when someone is lying could help weed out 1 terrorists and drug smug- 40 Facial recognition soware1that spots when someone 40 glers at airports. is lying could help weed out terrorists and dr2 ug smugAer analysing millions of frames of footage , researchglers at airports. ers have discovered the giveaway facial expr2essions of Aer analysing millions of frames of footage , researchuntrustworthy individuals that could be utilised by ers have discovered the giveaway facial expressions of 45 smart sur veillance cameras to assess boarding passenuntrustworthy individuals that could be utilised by 45 gers. smart sur veillance cameras to assess boarding passene artificial intelligence would aid officers to decide gers. whether a suspicious person in an immigration queue e artificial intelligence would aid officers to decide is telling the truth or just ner vous. It could also miniwhether a suspicious person in an immigration queue 50 mise cases of racial profiling by airport staff. is telling the truth or just ner vous. It could also miniIn the study, computer scientists at the University of 50 mise cases of racial profiling by airport staff. Rochester, in New York, created the largest public data In the study, computer scientists at the University of and could help bust airport terrorists, The Telegraph, May resource of liars’ facial expressions. In a few weeks, Joseph Rochester, in New York, created th3e largest public data  24, 2018 Archer, Facial recognition software can spot liars they amassed 1.3 million frames from 151 pairs of and could help bust airport terrorists, The Telegraph, May resource of liars’ facial expressio3ns. In a few weeks, 1. and exclude 2. filmed images 3. photos 4. satisfaction 24,find 2018 individuals. To collect the footage they used a system they amassed 1.3 million frames from 151 pairs of 5. tricking sb 6. experienced like Skype “on steroids”, where one participant played 1. find and exclude 2. filmed images 3. photos 4. satisfaction individuals. To collect the footage they used a system 5. tricking sb 6. experienced like Skype “on steroids”, where one participant played 1 Find out where this form of AI can be used and who it can assist. Explain w this technology and how it was 2 1 Find out ho wher e this form of AIworks can be used and whode it veloped. can assist. onho the last technology paragraph. works Find out whether articial intelligence will take control. 3 2 Focus Explain w this and how it was developed. a friend inter in AIout andwhether tell himarticial or her about the advantages 4 3 Call Focus on thewho last is par agrested aph. Find intelligence will take control. of this facial recognition software. 4 Call a friend who is interested in AI and tell him or her about the advantages of this facial recognition software.

Prepare your

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Prepare your

project

Write the introduction to a newspaper article in The New York Times with the W ritewing the title: introduction to aimportance newspaper follo The growing The New York Times with the article in of AI. Sum up the pros and cons of AI in growing importance follolives wingtoday title: The our . of AI. Sum up the pros and cons of AI in our today Grlives ammar Tip. Précis p. 231 Use the comparative to explain differences: Précis p. 231 Gr ammar faster , more Tip intelligent... Use the comparative to explain differences:

In pairs, say two things that are true and one thing that is false about In pairs, say of two thatstudied. are true an example AIthings you have and thinghas that false about Y ourone partner toisnd the lie. an example of AI you have studied. Your partner has to nd the lie.

139

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Précis grammatical, p. 216 Précis grammatical, p. 216

z

Should et would

mar am gr ur yo Le modal should permet d’exprimer le conseil. Il est • Should etwould

suivi de la base verbale. Le conseil peut porter sur une should permet d’exprimer le conseil. Il est Le modal chose à faire (should do) ou sur une chose à ne pas suivi la base Le conseilnot peut une fair e de (should notverbale. do). La négation, , seporter place sur alors should do) ou sur une chose à ne pas chose à fair e ( entre le modal et la base verbale. faire (should not do). La négation, not, se place alors Westworld is a warning of what we should not do to entre le modal et la base verbale. robots. Westworld is a warning of what we should not do to Le modal would est employé pour exprimer le robots. conditionnel présent et désigne une hypothèse encore Le modal would est employé pour exprimer le réalisable. conditionnel présent et désigne une hypothèse encore If AI was taught in schools, a lot of students would choose réalisable. this subject. If AI was taught in schools, a lot of students would choose Dans le cas du discours rapporté ou indirect introduit this subject. par un verbe au prétérit tel que suggested, would est la Dans le cas dude discours rapportédir ouect. indirect introduit tr ansposition will au discours par un verbe au prétérit tel que suggested, would est la ‘The rst stage willwill be to learn as much as possible,’ Musk transposition de au discours direct. suggested. 8 discours direct ‘The rst stage will be to learn as much as possible,’ Musk Musk suggested that the rst stage would be to learn as suggested. 8 discours direct much as possible. 8 discours indirect Musk suggested that the rst stage would be to learn as much as possible. 8 discours indirect

•

• •

Le futur existe plusieurs façons de parler de l’avenir en • IlLe futur

anglais. On aura généralement recours au modal will, de l’avenir en Il existe façons de eparler suivi de la plusieurs base verbale, pour xprimer une prédiction , anglais. On aura généralement recours au modal will, voir e une quasi-certitude . suivi de la base verbale, pour exprimer une prédiction, AI will be part of Americans’ lives. voire une quasi-certitude. IAIwill won’tof) use a self-driving willnot be (part Americans’ lives. car.

•

Onnot exprime futur plus ou moins I•will (won’tun ) use a self-driving car. proche par le

présent en be + V-ing, en particulier lorsque ce futur exprime unyear, futurfor plus ou moins). proche par le estOn planié (next Christmas… présent en be + V-ing, en particulier lorsque ce futur I am attending an AI conference this afternoon. est planié (next year, for Christmas…). What is this scientist eparing neafternoon. xt year ’s conference? I am attending an AI pr confer encefor this Pour intention on aurafor recours à be’s +confer goingence? to. What is une this scientist pr, eparing next year La décision de faire ou de ne pas faire a été prise. Pour une intention, on aura recours à be + going to. She is going to attend this conference. La décision de faire ou de ne pas faire a été prise. Pour un événement progr ammé , il est possible She is going to attend this confer ence. d’utiliser be to + V dans un registre plus formel. Pour un événement programmé, il est possible The scientist is to make a speech on AI in London. d’utiliser be to + V dans un registre plus formel. The scientist is to make a speech on AI in London.

• • • • • 140

1 Complétez les phrases suivantes par should (not) ou would (not). les phrases suivantes par should 1. WeComplétez a ... be vigilant with AI as it may destroy our (not) ou would (not). lives. a. We ... be vigilant with AI as it may destroy our b. He said that Jill Watson, the first AI teacher, ... be lives. there at the next exhibition. b. He said that Jill Watson, the first AI teacher, ... be c. If I were you, I ... attend this lecture on AI at the there at the next exhibition. University of Georgia. c. If I were you, I ... attend this lecture on AI at the d. Robots ... be in charge of our health. It’s too danUniversity of Georgia. gerous. d. Robots ... be in charge of our health. It’s too dane. He ... say anything if he was questioned. gerous. e. He ... say anything if he was questioned. 2 Reformulez les phrases avec should ou shouldn’t. Reformulez les phrases avec should ou a2. I advise you to listen to Sophia. You … shouldn’t. b. However, I advise you not to rely too much on a. I advise you to listen to Sophia. You … robots. You … b. However, I advise you not to rely too much on c. Musk advises us to learn as much as possible. robots. You … We … c. Musk advises us to learn as much as possible. d. The CEO of Tesla and SpaceX advises us not to We … take any risks. We … d. The CEO of Tesla and SpaceX advises us not to take any risks. We … 3 Indiquez quel type de futur serait la meilleure traduction: will ou will not, be + V-ing, be to ou be quel type de futur serait la meilleure 3 Indiquez going to. will traduction: ou will not, be + V-ing, be to ou be Ex. Il a l’intention d’assister à cette conférence sur going to. l’intelligence artificielle.8 be + going to Ex. Il a l’intention d’assister à cette conférence sur a . Le scientifique viendra faire un discours à la fin du l’intelligence artificielle. 8 be + going to mois. C’est au programme! a. Le scientifique viendra faire un discours à la fin du b. Les robots seront-ils utiles pour la génération de mois. C’est au programme! demain? b. Les robots seront-ils utiles pour la génération de c. Non, je ne ferai pas appel à un robot! demain? d. Que fais-tu l’été prochain? As-tu l’intention d’asc. Non, je ne ferai pas appel à un robot! sister à ce cours d’été sur l’intelligence artificielle? d. Que fais-tu l’été prochain? As-tu l’intention d’assister à ce courspar d’été l’intelligence 4 Complétez willsur (not ), be + V-ing artificielle? (to) ou be to. a. Scientists ... (improve) our daily lives by develo4 Complétez par will (not), be + V-ing (to) ou be to. ping robots. a. Scientists ... (improve) our daily lives by develob. Elon Musk ... (launch) a new project. It’s in today’s ping robots. newspaper. b. Elon Musk ... (launch) a new project. It’s in today’s c. They ... (weigh) the pros and cons of AI in the newspaper. medical profession. c. They ... (weigh) the pros and cons of AI in the d. He ... (change) his mind about AI. medical profession. d. He ... (change) his mind about AI.

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun

z

your

Les sons // et //

Précis de phonologie, p. 262

z Audio

ation Audio ci(appelé onauun pr ur yo Le son // r envoie e muet le schwa). • Les sons // et //

Précis de phonologie, p. 262

CD2 piste 17 MP3 n° 84 CD2 piste 17 MP3 n° 84

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Ce son voyelle neutre n’est jamais accentué. Il peut schwa). Leespondr son // e renvoie au e muet (appelé leentes. corr à plusieurs graphies différ Ce son voyelle neutre n’est jamais accentué. Il peut Le son // peut correspondre aux graphies: correspondre à plusieurs graphies différentes. − graphie a (above) // Le− son auxintellig graphies: graphiepeut e (brcorr otheespondr r, numereous, ence) a a bo ve − gr aphie ( ) − graphie ia (nuptial, partial, articial) e brother, numerous, intelligence) − − gr graphie aphie o ((actor) ia nuptial, partial, articial − − gr graphie aphie ou((meticulous, numerous) ) − graphie o (actor) Le son // est une voyelle longue. Ce son est − graphie ou (meticulous, numerous) toujours suivi par la graphie r. En anglais britannique, // est une voyelle longue. Ce son est r nLe ’estson cependant pas prononcé. Il convient de r toujours suivi par la graphie britannique, prononcer uniquement le son. En //anglais . r n’est cependant pas prononcé. Il convient de Le son // peut correspondre à// plusieurs graphies. prononcer uniquement le son . − graphie ear (earn, learn, early) Le son // peut correspondre à plusieurs graphies. − graphie er (eternal) ear (earn, learn, early) − − gr graphie aphie ir (gir l) er eternal − − gr graphie aphie or ((work) ) l) − gr graphie aphie ir (gir − our (jour ney) or w or k) − gr aphie ( − graphie ur (nurse, purse) − graphie our (journey) − graphie ur (nurse, purse)

• •

5 Indiquez si les voyelles soulignées Audio CD2 piste 18 correspondent au son // ou //, puis n° 85 Indiquez si les voyelles soulignées AMP3 udio 5 CD2 piste 18 vérifiez avec l’enregistrement. MP3 n° 85 correspondent au son // ou //, puis machine • mercy • memorable • driver • important • vérifiez avec l’enregistrement. alive • earn machine • mercy • memorable • driver • important • alive • earn 6 Indiquez si les syllabes soulignées Audio CD2 piste 19 correspondent au son // ou //, puis n° 86 Indiquez si les syllabes soulignées AMP3 udio 6 CD2 piste 19 vérifiez avec l’enregistrement. MP3 n° 86 correspondent au son // ou //, puis a. Artificial intelligence will spell the end of humans. vérifiez avec l’enregistrement. b. It is important to be aware of the danger AI may a. Artificial intelligence will spell the end of humans. cause. b. It is important to be aware of the danger AI may c. Are we at the mercy of machines and robots? cause. d. We learn about new digital innovations every day. c. Are we at the mercy of machines and robots? d. We learn about new digital innovations every day.

on ng skills Work w riti your

Les majuscules

ills sk ting wlesrimêmes ur yo En anglais, r ègles qu’ en français • Les majuscules

Wo•rk on

s’appliquent pour les majuscules de début de Enase, anglais, les mêmes règles en frde ançais phr des noms propres, des qu’ noms pays, villes, s’ appliquent pour les majuscules de début de entreprises, acronymes, etc. phrase, des noms propres, des noms de pays, villes, Néanmoins, anglais,etc. on utilise également des entr eprises, acren onymes, majuscules pour: anglais, on utilise également des −Néanmoins, les langues en et les adjectifs de nationalité. majuscules pour: A lot of people can speak English. Elon Musk became an − les langues adjectifs de nationalité. American citizenetinles 2002. A lot of people can speak English. Elon Musk became an − le pronom personnel American citizen in 2002. I qui s’écrit toujours avec une majuscule, même à l’intérieur d’une phrase. I qui s’écrit toujours avec une − le prsaid onom personnel Sophia that I was her friend. majuscule, même à l’intérieur d’une phrase. − les jours de la semaine, les mois et les périodes de Sophia said that I was her friend. l’année. − lesborn jours laonday semaine, mois les périodes I was onde aM , the les 24th of Det ecember, 2003. de I l’ année. was almost born on Christmas day! I was born on a Monday, the 24th of December, 2003. I was almost born on Christmas day!

• •

7 Recopiez les phrases suivantes en rajoutant les majuscules si nécessaire. Recopiez les phrases suivantes en rajoutant les a7. elon musk spoke at a conference in new york on majuscules si nécessaire. tuesday. a. elon musk spoke at a conference in new york on b. space x is an american company. tuesday. c. my friend samuel told me that i should watch b. space x is an american company. the british film about robots that was released in c. my friend samuel told me that i should watch december. the british film about robots that was released in d. the series westworld is very popular in the usa. december. d. the series westworld is very popular in the usa. 8 Écrivez une phrase avec les mots suivants en prenant soin de mettre les majuscules là où il faut. Écrivez une phrase avec les mots suivants en 8 government us • us citizens • protect • laws • i • prenant soin de mettre les majuscules là où il faut. dangers of ai us government • us citizens • protect • laws • i • dangers of ai

141

pcabulary u Buyoild ur vo your vocabulary

Build up Characteristics

MP3 n°91

MP3 n°91 decisChar ion ma king acteristics machine /min/ de p rocis grion am making chine ma ware:/min/ soft computer program p gram way of thinking rero asoning: software: computer program act like a human reasoning: way of thinking imitate act likefrom a hueman learn xperience im itate be capable of: be able to learn out: fromunder experience work stand how sth ca beworks pable of: be able to work out: understand how sth works

Audio CD2 piste 20

ACD2 udio piste 20 Regulation

MP3 n°87

MP3 87 vise sb guide line: information ton°ad Regulation proactive ≠ inactive guideline: information to advise sb allow /la/: permit active p tivex ≠ inrules rero gac ulate: w :/la/ mit allo per e nact make: a law re g ulate: xgive rules hand over: nact make a law e solve: :nd solutions o hand keep anver: eyegive on sth solve: nd solutions keep an eye on sth

Risks

devel opmentsMP3 n°88 Risks fear: worry devel thr eatopments /θret/: menace fear: worr hope fully y /θret/poss thrten eat tially: : men ace po ibly hope risky:fully dangerous /dendrs/ potenying: tially:diposs ibly worr stress ing risky: dangerous /dendrs/ take over: take control worr stressing ying: deceive : liedito take over: take control deceive: lie to

AI AI

Relationship with humans

MP3 n°88

Future

MP3 n°89

MP3 n°89 nearFutur ≠ distant e inevitable distant near li kely:≠prob able evitable in consider: envisage li probimag kely: ableine en visage: sid con er: en:vis a rise /raz/ haage ppen visage: en ine a void : stopimag from happening rise /raz/ ha a anticipate : ppen avoid: stop from happening anticipate

MP3 n°90

MP3 n°90 conict: tension Relationship withhumanshelpful: useful partnership ≠ rivalry /rav lri/ omnipresent con tening: help usefr  ict: sion ful under stand avoidful: ≠ con ont part ri /rav pr es lri/ nership valry omni compr ehen≠sion p revent ≠ent encourage stand underful ing: less avoid ≠ confront harm ≠ harm comprehension prevent ≠ encourage harmful ≠ harmless

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Quizlet

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Quizlet hatier-clic.fr/lmu1119

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Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. Some robots are … … acting like humans. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. We should not … dangerous robots to exist.

a. Some robots are … … acting like humans. c. Some people have … about the potential threat posed by AI. b. We should not … dangerous robots to exist. d. Governments need to … laws to make our future safe. c. Some people have … about the potential threat posed by AI. e. Computers and technology are … in our lives today. d. Governments need to … laws to make our future safe. and technology are … in our lives today. pour un dictionnaire sur internet avec les mots suivants. e.2Computers Écrivez une définition de l’intelligence artificielle am imitate solve from experience de l’intelligence artificielle pour unlearn dictionnaire sur internet avec les mots suivants. 2 Écrivez une définition progr program

UTO Aév aluatio n 142

imitate

solve

learn from experience

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1120

Quiz hatier-clic.fr/lmu1120

SÉQUENCE 1 SÉQUENCE 1

Project #1

Participate in a debate about the place articial intelligence has and will have in Participate our lives. in a debate about the place articial intelligence has and will have in our lives.

Project #1 1 1

Choose which position you will adopt. Student A: You are the journalist and you Choose which position you willAI. adopt. want mor e information about Student A: Y ou ar e the journalist and you Student B: You work for an AI company and want mor e information about AI. want to promote AI. Student You ou work work for for the an AI and Student B: C: Y UScompany government want to pr omote AI. and are worried about the potential risks of AI. Student the USuser government Student C: D: Y You ou work are a for satised of AI. and are worried about the potential risks of AI. Note D: down guments user and kof eyAI. words. Student Yousome are aarsatised Revise expressions to give your opinion: Note wn some arguments and y wor to mydo mind , I disagr ee, I belie vek, e for meds. … Re vise e xpr essions to give your opinion: Use themind simple present. don to my ee,And I belie ve’t,for forget meto… , I disagr add an -s in the 3rd person singular. Use the simple present. And don’t forget to add an -s in the 3rd person singular.

4 4

2 2 3 3

Anticipate what the other participants might say. Anticipate what the other participants might say.Anticipate the arguments of the opposite side and prepare counter-arguments. Anticipate guments of eas the,opposite Use linkingthe worar ds like: wher althoughside , and pr epar e counter-ar guments. however, in addition, yet… Use linking words like: whereas, although, however, in addition, yet… Make sure you speak correctly, clearly and sound realistic. Make sure you speak correctly, clearly and Think about the gap llers you could use. sound realistic. Er... Let me think... Well… Think about the gap llers you could use. Er... Let me think... Well…

Start the debate! Mak e sur e you listen to what the other participants say and react in a logical way. Start the debate! You can also help each other if necessary. sur e you listen to what the other say/ ho and react in a logical said… way. IMak agreee / disagr ee…Could youparticipants explain why w…That You can also help each other if necessary. I agree / disagree…Could you explain why / how…That said…

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Fiche de méthodologie N°17 p. 294 Fiche de méthodologie N°17 p. 294

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Project #2 Write an article for Tech Insider about what life will be like in 2050 thanks to AI and how W an article torite prepar e for it.forTech Insider about what life will be like in 2050 thanks to AI and how to prepare for it.

Project #2 1 1

Prepare the content of your article. Note down all the things you already know Prepar e the content of your article. about the subject. Note down all the already know Do some resear ch things to addyou some new ideas. about the subject.

3 3

Structur your work into clear parts with an Write your earticle. introduction and one paragraph per idea. Structur e your into parts with an, Use linking worwork ds like: hoclear wever , although intr oduction and one par agr aph per idea. besides, rstly, secondly, yet… Use linking words like: however, although, besides, rstly, secondly, yet…

4

Make a conclusion.

Do some research to add some new ideas.

2 2

Think about how to express your ideas. Check theho grammatical structur you need to Think about w to express youresideas. write about the future. Check the grammatical structur es youyour need to Use adjectives and adverbs to enrich write about the futur e. expression. Use adjectives and adverbs to enrich your expression.

Write your article.

4

your article with a few lines that sum up MakFinish e a conclusion. your message. What do you want your readers Finish your article with a few lines that sum up to remember? your message. All What do you want your readers T o conclude… in all… to remember? To conclude… All in all…

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Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

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143

SÉQUENCE

SÉQUENCE

2 A

How important is the Space Race for the USA? How important is the Space Race for the USA?

Cross new frontiers Cross new

 GROUP WORK

GROUP WORK frontiers GROUP A Scientists and engineers working towards man’s exploraGtRioOnUPof the great new frontier know now that they are going to tists and engineers working towards man’s exploA1 aScien send alo robot laborator y as the first step – a … which, for ration of t1he great new frontier know now that they are going to 60days, will circle the earth at an altitude of 200 miles and a speed send alo a robot laborator y as the first step – a … which, for of 17,200 miles an hour, ser ving as scout for the human pioneers to 60days, will circle the earth at an altitude of 200 miles and a speed follow. [...] ree more cameras, located inside the cone, will transof 17,200 miles an hour, ser ving as scout for the human pioneers to mit equally exciting pictures: the first sustained view of life in space. follow. [...] ree more cameras, located inside the cone, will trans1. into space mit equally exciting pictures: the first sustained view of life in space.

From March 22, 1952 to April 30, 1954, Collier’s magazine published a series of articles that Collier’s From 22, aspects 1952 to April 1954,with predicMarch ted some of the30, future maga series of articles disturzine bingpublished precisiona . The articles werethat written p remembers dicted some ofethe by of aaspects panel of xpefuture rts whwith o offered d sturbingfor prspace ecisionexplor . The articles aiproject ation. were written by members of a panel of experts who offered a project for space exploration.

A

2

1. into space GROUP B

We will go to the … in the next 25 years. We have the kno wUlePdge and the tools1 to do it now, but years of preparation and GRO We will go to the … in the next 25 years. We have the detailed B planning are ne1eded first. What we can do now is get the knowledge and the tools to do it now, but years of preparation and project started. […] Within the next 10 or 15 years, we can expect to detailed planning are needed firs2 t. What we can do now is get the see a permanent station erected in space. […] e station will be project started. […] Within the n2ext 10 or 15 years, we can expect to built of materials carried to the two-hour orbit by great rocket ships see a permanent station erected in space. […] e station will be – called three-stage rockets because they will have three separate built of materials carried to the two-hour orbit by great rocket ships batteries of motors. – called three-stage rockets because they will have three separate 1. technology 2. built batteries of motors. 1. technology 2. built

1 Read the introductory paragraph on the left and observe the magazine covers. 1 Read the introductory paragraph on the left and observe the group’s text and match it with the corresponding 2 Read your magazine covers. cover. 2 Read your group’s text and match it with the corresponding 3 ver. Fill in the gaps of the text with word(s) from the cover. co 4 present your xt and your ver the to the class in 3 In Fillgr inoups, the gaps of the texttewith wor d(s)co from cover. your own words. Justify your choice. 4 In groups, present your text and your cover to the class in your own words. Justify your choice.

Phrasal verbs

144

T oo l s

p. 148

“Phr Theasal lunar module touched verbs T oo l s p. 148 down.” ““The The lunar module astronauts settouched up several do wn .” experiments.” set up

rocket: fast space vehicle spaceship: spacecraft rae ock fast space rialet:vie w: vie w frvehi om acle bove space space aft technoship: logically adcr vanced aeerial vie w: view from above quip ment log techno advanced pio neer: aically person who goes quip e mente rst some wher pioneer : a per sonthr who goes mile stone, break ough: some e rst majorwher change, innovation mile break through: achiestone, vement, accom plishment: ma jor change, innovation success vebr achie ment, accom gr ound eaking: veryplishment: cess suc ovative inn gr oundbr eaking: remote : dis tant very inn

crowded /kradd/, packed: with a lot of people cda row ded ring: au/kradd/ dacious , packed: peo with a lot of sig ple mo men tous: nif icant da da forring: ecast,auforecious see: predict, mo tous: significant anmen ticipate for e cast, foresee : predict, to be de termined /dtmnd/ tic an sthipate do deter mined to, be con dent: be/dtmnd/ self-assured do sth bold ssured, be con dent: beset self-a set a chall enge: a goal bold carr y out a scientific set a chall enge: a goal exper iment: tryset scien tific carr y out a scientific proce dures xper tif

SÉQUENCE 2

B B

C

5

10 10

SÉQUENCE 2

Audio   E-workbook CD2 piste 21

ACD2 udio piste 21

“1WListen e choose to go to the moon ”Pick out  to the beginning of President Kennedy ’s speech. the words he stresses and opposes. Say what it reveals about the world at 1 time. Listen to the beginning of President Kennedy’s speech. Pick out the the words he stresses and opposes. Say what it reveals about the world at Listen to the second part of his speech. He compares going to space 2 time. the with other accomplishments. Identify them. 2 Listen to the second part of his speech. He compares going to space the last part. Choose from the list what the aims of 3 Listen with other to accomplishments. Identify them. President Kennedy’s speech were, then explain your choice. 3 Listen to the last part. Choose from the list what the aims of criticise people – attract attention – convince people President Kennedy’s speech were, then explain your choice. criticise people attention convince wer– e inattract the stadium that day. W–rite the article people that 4 Many students student reporters wrote for Rice University’s newspaper. 4 Many students were in the stadium that day. Write the article that student reporters wrote for Rice University’s newspaper.

Fiche à imprimer

hatier-clic.fr/lmu1121 Ewàorkbook Fiche imprimer hatier-clic.fr/lmu1121

Culture Tip During the Cold War, the United Culture States andTip the Soviet Union During theSpace Cold W ar, the United began the Race to make States and the Soviet Union their nuclear weapons more began theand Space Race toate make powerful demonstr their weapons their nuclear power. In 1961, themore USSR powerful andman demonstr ate Yuri sent the first in space, their power USSR Gagarin, but. In the1961, firstthe men to sent firstmoon man in Yuri walkthe on the in space, 1969, Neil Gagarin, but the first men to Armstrong and Edwin “Buzz” walk onwere the moon in 1969, Neil Aldrin, American. Armstrong and Edwin “Buzz” Aldrin, were American.

Apollo 11: the rst men on the moon Apollo 11: the rst men on15 the Tranquimoon lity. […] A camera in the Eagle provided live

e historic launch1 of the Apollo 11 mission car1 ried2 three astronauts toward the moon. Two of them e 2 historic launch of the Apollo 11 mission carwould set foot on the lunar surface for the first time in ried three astronauts toward the moon. Two of them human histor y as millions of people around the world would set foot on the lunar surface for the first time in followed their steps on television. e crew of Apollo human histor y as millions of people around the world 11 were all experienced astronauts. All three had flown followed their steps on television. e crew of Apollo missions into space before. […] 11 were all experienced astronauts. All three had flown Apollo 11 launched from Kennedy Space Center in missions into space before. […] Florida at 9:32 a.m. […] on July 16, 1969. While in Apollo 11 launched from Kennedy Space Cen3ter in flight, the crew made two televised broadcasts from Florida at 9:32 a.m. […] on July 16, 1969. Wh3 ile in the interior of the ship, and a third transmission as flight, the crew made two televised broadcasts from they drew closer to the moon, revealing the lunar surthe interior of the ship, and a third4 transmission as face and the intended approach path. […] they drew closer to the moon, reveali4ng the lunar sure lunar module touched down on the moon’s Sea of face and the intended approach path. […] e lunar module touched down on the moon’s Sea of

C 5

“We choose to go to the moon”

Pédagogie différenciée

15

20 20

25 25

coverage as Armstrong descended down a ladder 5 at Tranquility. […] A camera in the Eagle provided li5 ve 11:56 p.m. on July 20, 1969, and uttered the words, coverage as Armstrong descended down a ladder at “at’s one small step for man, one giant leap for man11:56 p.m. on July 20, 1969, and uttered the words, kind.” Aldrin followed twenty minutes later […]. “at’s one small step for man, one giant leap for manWhile on the surface, the astronauts set up several kind.” Aldrin followed twenty min utes later […]. experiments, collected samples 6 of lunar soil and rock While on the surface, the astr6onauts set up several to bring home, erected a United States flag, and took experiments, collected samples of lunar soil and rock core samples from the crust. ey spoke with US to bring home, erected a United States flag, and took President Richard Nixon, whose voice was transmitted core samples from the crust. ey spoke with US from the White House. President Richard Nixon, whose voice was transmitted Nola Taylor Redd, www.space.com, December 19, 2017 f ro m the White House. 1. transported 3. television programmes Nola Taylor2.Redd, www.space.com, December 19, 2017 departure  4. itinerary 5. object you use to go up and down 6. fragments 1. departure 2. transported 3. television programmes 4. itinerary 5. object you use to go up and down 6. fragments

TRAIL A

TRAIL B

1 Explain what the text is about. Spot the names of the

1 Identify who the “rst men on the moon” were. 1 Explain what the text is about. Spot the names of the 1 Identify who the “rst men on the Pay attention to all the words linked to the media. the 2 onauts. 2 Spot astr moon ” wer e. references to the media Guess why so many are mentioned. and explain their presence. 2 Pay attention to all the words linked to the media. 2 Spot the references to the media lastarpar agraph. Gather details about mission was 3 Focus 3 Explain Guess whyon sothe many e mentioned. and explain why theirthis presence. scientic experiments. important in terms of geology and 3 Focus on the last paragraph. Gather details about 3 Explain why this mission was communication. scientic experiments. important in terms of geology and a “historic” mission. Meet up! Explain the goals of the mission and why this was communication.

Pédagogie différenciée astronauts.

TRAIL A

TRAIL B

Meet up! Explain the goals of the mission and why this was a “historic” mission.

Prepare your

project

Prepare your

project

Imagine a conversation between an astronaut and a US president. They are communicating with Imagine conversation between astronaut an onlineainstant message service.anImagine the and a US pr esident. Theywould are communicating with questions the president ask and the details an online instant message service. Imagine the the astronaut could provide. questions the president would ask and the details the onaut could provide. Grastr ammar Tip Précis p. 238 Use expressions like “be able to ” or “manage” Précis p. 238 Gr ammarcapacity. Tip to express

Talk about the Space Race without saying the words Talk about Space Race moon, USA,the astr onaut, Apollo. without saying the words moon, USA, astronaut, Apollo.

145

How important is the Space Race for the USA?

D D

se inv ersée The Planet  Clas HowRed import ant is the Spac eR ace for the USA? The Red Planet

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1 PAIR WORK Watch the video. Describe what

you saw or heard to your classmate. Together, WORK Watch the video. Describe what 1 PAIR write a short paragr aph about the video. you saw or heard to your classmate. Together, thepar rst 2 Waatch write short agrhalf aphagain aboutand thematch video. an action with the following words. 2 Watch the rst half again and match an action always … with the following words. ancestors always … Fascination for Mars, National Geographic, 2016  Fascination for Mars, National Geographic, 2016 

Culture Tip The War of the Worlds is a well-known science fiction novel Culture Tip 1895 and 1897 by English author H.G. Wells. It written between The W ar of Wstories orlds isto a well-known science fictionmankind novel is one of thethe first depict a conflict between written between 1895 and 1897 by English author ells.in It and an extr a-terrestrial race. It was dramatised onH.G. the W radio is oneby ofthe thefamous first stories to depict a conflict mankind 1938 American director Orsonbetween Welles and was and an extra-terrestrial It was dramatised on theinvasion radio in so convincing that somerace. people thought the Martian 1938 by the famous American director Orson W elles and was was real. so convincing that some people thought the Martian invasion was real.

E E

as soon as ancestors

…

modern as soon as

…

shortlymodern after

…

shortly after … the second half. Name the different 3 Watch forms of art used to talk about Mars in the past 3 W atch the second Name the different and the reason for thishalf. passion. forms of art used to talk about Mars in the past list offor tenthis worpassion. ds from the document to 4 Use and the raeason explain it to your physics teacher. 4 Use a list of ten words from the document to explain it to your physics teacher.

Exploring the Red Planet Exploring the Red Planet 1 Describe the cover image as precisely as possible. 1 Describe the cover image as precisely as possible. 2 Explain the vision of Mars that is depicted here using the colours used on the cover. 2 Explain the vision of Mars that is depicted here using the colours used on the cover. 3 Comment on the title.

3 Comment on the title. 4 You are a spokesperson for NASA and you are presenting a new expedition to Mars. Defend your 4oject Youinarfreont a spok esperson pr of your class. for NASA and you are presenting a new expedition to Mars. Defend your project in front of your class.

NASA’s Journey to Mars: Pioneering Next Steps in  Space Exploration, 2015 NASA’s Journey to Mars: Pioneering Next Steps in  Space Exploration, 2015

Capacity in the future T oo l s

146

p. 148

“SpaceX be able a base Capacitywill in the futurto e establish T oo l s p. 148 on the moon.” will be able to establish

ambition: drive journey: long trip bitoid  amter ion:/æst drive rd/ as jour y: long manne kind : the trip totality of rd/ ashu terman oid /æst beings man ex plokind rer : the totality of hu becle man ings rover: vehi exploring the plo exsurface rer of a planet ro vehi plor

spokesperson: someone who speaks for another spok person: one peres son or for asome group whoge speaks for anoth er DNA: netic infor mation per son/or for a :gr oup thri ving θravŋ/ suc cessful net ma DNA: geter ic infor p repos ous: absur dtion thri / θ ravŋ/ vingsend : successful launch: preposterous: absurd

SÉQUENCE 2

F F

G

We’re going to Mars

SÉQUENCE 2

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W ’re togoing toNote Mars 1 e Listen the speech. down the

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3 Petranek tells us about the history of mankind. Find out what his opinion is. 3 Petranek tells us about the history of e a rout eporter 4 You arFind mankind. whatfor hisspace.com. opinion is. Report on this speech and explain why you nd it 4 You areeaxciting reporter for space.com. Report audacious, or boring. on this speech and explain why you nd it audacious, exciting or boring.

Can humans travel to Mars?

Can humans travel to Mars? Mars City: Human missions to G space colony will start in 2024, M Ciutsyk: H Eloarns M saum ys an missions to spumace ontrayvew H ans c cooulld l tiollMsatra sr ast ein arly2024, as 2024 w ilo th n theM aim ding a colony on the red E usokf bsuialys Humans could travel to Mars as early as 2024 5 5

10 10

15 15

planet, Elon Musk has claimed. with the aim of building a colony on the red Musk’s space exploration company SpaceX has planet, E1 lon Musk has claimed. laid out ambitious plans to establish a base on Musk’s s1pace exploration company SpaceX has Mars aer it unveiled a reusable rocket that it laid out ambitious plans to establish a base on said could travel at speeds of up to 27,000 kiloMars aer it unveiled a reusable rocket that it metres per hour. said could travel at speeds of up to 27,000 kiloSpaceX said it would be able to establish a base metres per hour. on the moon and fly two cargo missions to SpaceX said it would be able to establish a base Mars in 2022 that would be able to find water on the moon and fly two cargo missions to and place power and life support infrastrucMars in 2022 that would be able to find water ture. e first human travellers would depart in 2024, where they would be able and place power and life supp2ort infrastructo set up a solar-powered plant that would produce propellant3 to return them ture. e first human travellers 2would depart in 2024, where the3y would be able to earth. Crucially, the rockets would land vertically, meaning they can be re-used to set up a solar-powered plant that would produce propellant to return them for other missions. [...] to earth. Crucially, the rockets would land vertically, meaning they can be re-used Over time a habitable space city would evolve on the planet, that would become for other missions. [...] “a really nice place to be”, he said. Over time a habitable space city would evolve on the planet, that would become James Titcomb, The Telegraph, September 29, 2017 “a  really nice place to be”, he said. 1. 2. place where is produced fuel The Telegrenergy aph, September James Titcomb, 29, 3. 2017 explained  1. explained 2. place where energy is produced 3. fuel

1 Focus on the picture and the title of the text. Identify Musk’s goals. xt.pictur “Would” and “could” e used veral times. e 2 1 Read Focusthe on te the e and the title ofarthe text.se Identify Musk’Mak s goals. suppositions on what they indicate. 2 Read the text. “Would” and “could” are used several times. Make 3 Draw a simple diagr am. Specify the destinations, the dates, the suppositions on what the y indicate. vehicles and what they will transport. 3 Draw a simple diagram. Specify the destinations, the dates, the say what SpaceX will be able to do. Explain what 4 In your vehicles andopinion, what the y will transport. will be easy and what will be harder to accomplish. 4 In your opinion, say what SpaceX will be able to do. Explain what will be easy and what will be harder to accomplish. Imagine you have just spent a day with your school at a space base and launch site for Mars. Imagine you justwrite spentinayour day diary with your When you gethave home, what you school at a space base and launch for Mars. discovered about space, Mars and site spacecr afts. When you get home, write in your diary what you disco vered about and spacecrafts. p. 248 Grammar Tip space, Précis Mars

Prepare your

project

Prepare your

Use will to talk about the future. Précis

p. 248

Elon Musk, the billionaire and  engineer who founded SpaceX Elon Musk, the billionaire and  in 2002. engineer who founded SpaceX in 2002.

Culture Tip Elon Musk was born in 1971 and Culture Tip American and is South African, Elon MuskHe was in 1971 and, Canadian. is born an entrepeneur is South African, American investor and engineer and and Canadian. He is an entrepeneur has co-founded very famous , investor andlike engineer companies PayPal,and Tesla and has co-founded SpaceX . His goalvery is tofamous change the companies like PayP al, Tesla and world by reducing global SpaceX. His goal is to change the , warming with sustainable energy world by reducing and reduce the riskglobal of human warming sustainable energy , extinctionwith by establishing a and reduce the riskon of human human settlement Mars. extinction by establishing a human settlement on Mars.

Say two things that will be possible on Mars and one Say two things that will be thing that will be impossible, possible Mars and one based onon the documents thingstudied that will impossible, you inbe class. Your based on the classmate hasdocuments to nd the lie. you Takestudied turns. in class. Your classmate has to nd the lie. Take turns.

147

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T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

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La capacité, la possibilité grammauarfutur yo etur l’obligation

•

La capacité, la possibilité

Lorsqu’on veut parler de la possibilité ou de la et l’obligation au futur capacité de faire quelque chose dans l’avenir, on Lorsqu’will on veut parler emploie be able to +de V. la possibilité ou de la capacité de faire quelque chose dans l’avenir, on SpaceX will be able to establish a base on the moon. V. emploie will be able to +verbe SpaceX will be able to establish a base on the moon. La forme négative estverbe soit will not be able to, soit won’t be able to (contractée). La forme négative est soit will not be able to, soit Astr won be able to breathe on Mars. wononauts ’t be able to’t(contr actée).verbe Astronauts won’t be able to breathe on Mars. À la forme interrogative, ilverbe faut que l’auxiliaire précède le sujet et le verbe. À la forme interrogative, il faut que l’auxiliaire Will NASA be able to do it? précède le sujet et verbe le verbe. Will NASA be able to do it? Pour exprimer l’obligation ou la contrainte au futur, verbe on utilise will + have to + V. Pour exprimer l’obligation ou la contrainte au futur, The explorwill ers will have live + have toto +V . on the great red planet. on utilise verbe The to live on the great red planet. (= Ilsexplor n’aurers ontwill pashave le choix.)

• • • • • • •

verbe

(= Ils n’auront pas le choix.)

Les verbes à particule verbes sont suivis d’une particule adverbiale, • Ces Les verbes à particule

appelée aussi «postposition», qui modie le sens Ces verbes sont suivis d’une particule adverbiale, initial de ces verbes. La particule n’indique ni un lieu modie appelée aussi «postposition», qui le sens ni un moment. initial de ces verbes. La particule n’indique ni un lieu The astronauts set up several experiments. ni un moment. − set go downset (seupcoucher) set up : install (installer) The astr: onauts several e≠xperiments. ≠ set off : start (déclencher) set : go down up : install (installer) − coucher) ≠ set − look : watch (r(se egar der) ≠ look out : pay attention to ≠ set off : start (déclencher) (faire attention à) look : watch (regarder) ≠ look out : pay attention to − − give : offer (donner) ≠ give up : stop doing (renoncer) (faire attention à) Contrairement aux verbes prépositionnels, les − give : offer (donner) ≠ give up : stop doing (renoncer) verbes à particule peuvent être employés seuls, sans Contr aux verbes prépositionnels, les nom aprair èsement la particule. verbes à particule peuvent être employés seuls, sans He rst wanted to take part in this mission. Then he gave up. nom après la particule. Quand le verbe particule est suiviThen d’un he pronom, He rst wanted to takeàpart in this mission. gave up. la particule doit se placer après le pronom. Quand le verbe à particule est suivi d’un pronom, He has discovered a problem on this spaceship, but can’t la particule doit se placer après le pronom. sort it out right now. He has discovered a problem on this spaceship, but can’t sort it out right now.

•

• •

148

1 Entraînez-vous: choisissez soit will have to soit

will be able to pour compléter ces phrases. Entraînez-vous: choisissez soit will have to soit 1. Space a travellers … watch meteors. will be able to pour(not) compléter ces phrases. b. … the crew … wear oxygen masks? a. Space travellers (not) … watch meteors. c. Astronauts … learn a lot about planets. b. … the crew … wear oxygen masks? d. On Mars, … they … eat bad food? c. Astronauts … learn a lot about planets. e. The space crew … watch TV during the flight. d. On Mars, … they … eat bad food? f. The explorers … remain on the great red planet e. The space crew … watch TV during the flight. for more than a year. f. The explorers … remain on the great red planet g. Then, they … return to earth again after an for more than a year. eight-month journey. g. Then, they … return to earth again after an h. All astronauts … prepare this expedition. It’s eight-month journey. compulsory. h. All astronauts … prepare this expedition. It’s i. SpaceX says that it … establish a base on the compulsory. moon by 2022. i. SpaceX says that it … establish a base on the moon by 2022. 2 Vous avez gagné un billet pour aller sur Mars. Faites une liste de ce que vous pourrez emporter 2 Vous avez gagné un billet pour aller sur Mars. et de ce dont vous ne pourrez pas vous encombrer. Faites une liste de ce que vous pourrez emporter Utilisez la capacité, la possibilité et l’obligation au et de ce dont vous ne pourrez pas vous encombrer. futur. Utilisez la capacité, la possibilité et l’obligation au futur.

3 Dans un dictionnaire, vérifiez le sens des verbes à particule suivants, puis complétez les phrases dictionnaire, vérifiez le sens des verbes 3 Dans un ci-dessous au temps qui convient. à particule suivants, puis complétez les phrases take off • blow up • set up • touch down • give up • ci-dessous au temps qui convient. lay out take off • blow up • set up • touch down • give up • a. They plan to … a colony on Mars. lay out b. They … this plan years ago, as it was too expensive. a. They plan to … a colony on Mars. c. In his speech, he … what they will do in the years b. They … this plan years ago, as it was too expensive. to come. c. In his speech, he … what they will do in the years d. The rocket … just before landing. It was a terrible to come. accident. d. The rocket … just before landing. It was a terrible e. When the capsule …, the crowd was thrilled to accident. see the crew get back safely. e. When the capsule …, the crowd was thrilled to f. When the spacecraft …, there was a loud noise but see the crew get back safely. everything went well. f. When the spacecraft …, there was a loud noise but everything went well.

SÉQUENCE 2 SÉQUENCE 2

ve ciation Impropr onun

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your

Les groupes de soue

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z Audio

ion Audio cigrat onun pr ur yo Un gr oupe de soue est un oupe de mots • Les groupes de soue

CD2 piste 22 MP3 n° 92 CD2 piste 22 MP3 n° 92

Im•prove

prononcé dans un même soue, c’est-à-dire sans faire groupe de soue est un groupe de mots deUn pause. prononcé dans un même soue, c’est-à-dire sans faire De manière générale, l’anglais regroupe les mots ayant de pause. la même fonction dans un même soue. De manière générale, l’anglais regroupe les mots ayant exemple: la Par même fonction dans un même soue. This American science-ction book / has been translated / Par exemple: into a lot of foreign languages. This American science-ction book / has been translated / Le un gr oupe de.soue: il faut donc faire intosujet a lotforme of foreign languages une légère pause après book. Le sujet forme un groupe de soue: il faut donc faire Si une pause était faite apr ès American, on une légère pause après book. comprendrait qu’American renvoie à une personne American, on Si pause étaitIlfaite aprèsdicile (= une cet Américain). est donc de se faire American compr envoie à une personne comprendr endrait e siqu’ les groupes rde soue ne sont pas (= cet Américain). Il estoit. donc dicile de se faire mar qués au bon endr comprendre si les groupes de soue ne sont pas marqués au bon endroit.

• •

4 Prononcez les phrases suivantes Audio CD2 piste 23 en vous appuyant sur la ponctuation. n° 93 Prononcez les phrases suivantes AMP3 udio 4 CD2 piste 23 Puis vérifiez avec l’enregistrement. MP3 n° 93 en vous appuyant sur la ponctuation. a. As soon as people understood what Puis vérifiez avec l’enregistrement. planets were, some of them said: “Wouldn’t it be a. As soon as people understood what neat to go there?”. planets were, some of them said: “Wouldn’t it be b. There it is! The red planet Mars. For over two neat to go there?”. thousand years, a symbol of war. b. There it is! The red planet Mars. For over two thousand years, symbol war. 5 Découpez lesa phr ases of suivantes en Audio CD2 piste 24 groupes de souffle et prononcez-les. n° 94 Découpez les phrases suivantes en AMP3 udio 5 Écoutez l’enregistrement pour vérifier CD2 piste 24 MP3 n° 94 groupes de souffle et prononcez-les. vos réponses. Écoutez l’enregistrement pour vérifier a. All of this led to an early twentieth century sense vos réponses. that there’s probably something out there. a. All of this led to an early twentieth century sense b. The public perception of going to Mars and going that there’s probably something out there. to the moon is what pushed us to go there. b. The public perception of going to Mars and going to the moon is what pushed us to go there.

on ng skills Work w riti your

L’organisation d’un discours

ritixte.ng skills w ur yo Identie z le conte •

L’organisation d’un discours

Wo•rk on

− À quelle occasion ? Indiquez où l’on se trouve et Identiez le contexte. ce qui a conduit à ce discours (yesterday, last week, in − À quelle occasion ? Indiquez où l’on se trouve et recent months ). day, last week, in ceQui qui pr a conduit à ce (yester − end la par olediscours ? Quel est son statut, son rôle recent months). par rapport à l’événement ? − end d’ laépar ole ? Quel est eux son ou statut, son rôleare − Qui Quelprtype vénement ? Heur triste ? (We par r apport à l’ é vénement ? happy / honoured / thankful ≠ sorry / sad). are − événement ? Heur triste ? (We(We − Quel Pour type quel d’ public ? Proche (Deareux ) ouou plus formel happy / honoured / thankful ≠ sorry / sad). are gathered here) ? − Pour quel public ? Proche (Dear) ou plus formel (We Hiér archise les L’information ar e gather ed zher e)informations. ? principale doit apparaître clairement et se distinguer Hiérarchisez les informations. L’information du reste. N’hésitez pas à la reformuler (Don’t forget that, principale doit).apparaître clairement et se distinguer not to mention du reste. N’hésitez pas à la reformuler (Don’t forget that, ez des).informations secondaires. Comparez notIntégr to mention le fait principal à d’autres phénomènes similaires Intégrez des informations secondaires. ez (one of the most / best ; (not) as + adjective + Compar as). le fait principal à d’autres phénomènes similaires Conclue On peut cruciale, mais of the z. most (not) asl’idée + adjective + as (one / bestr;épéter ). il faut surtout inclure des formules de remerciements Concluez. peut répéter l’idée mais il faut (thank you forOn listening / coming herecruciale, / your attention ) surtout inclur e des formules de r emer ciements et d’ouverture sur l’avenir (let’s hope that / hopefully / thank you for listening / coming here / your attention) (in years to come). et d’ouverture sur l’avenir (let’s hope that / hopefully / in years to come).

• • • •• •

6 Remettez ces phrases dans le bon ordre. a. Good luck to our new team. 6 Remettez ces phrases dans le bon ordre. b. These daring predecessors have inspired our a. Good luck to our new team. teams. b. These daring predecessors have inspired our c. We hope that our shuttle will come back to earth teams. safe and sound. c. We hope that our shuttle will come back to earth d. We will make them proud. safe and sound. e. We are gathered here to celebrate the launch of d. We will make them proud. our shuttle. e. We are gathered here to celebrate the launch of f. But we have successfully completed this project. our shuttle. g. Twenty years ago, SpaceY ’s team paved the way f. But we have successfully completed this project. for young astronauts. g. Twenty years ago, SpaceY ’s team paved the way h. Thank you for coming here today. for young astronauts. i. It has been a tough decade. h. Thank you for coming here today. beenun a tough decade. i.7It has Rédigez discours à partir des mots suivants. a. After a successful landing, NASA thanks the team. 7 Rédigez un discours à partir des mots suivants. Congratulations on this landing • daring • achievea. After a successful landing, NASA thanks the team. ment • launch • achieve • brave • dedicated • hope • Congratulations on this landing • daring • achieve(not) give up • keep + V-ing ment • launch • achieve • brave • dedicated • hope • b. After a long career, an astronaut retires. (not) give up • keep + V-ing My whole career, I’ve always • enjoy • confident • b. After a long career, an astronaut retires. pioneer • breakthrough • thankful • exciting • rough My whole career, I’ve always • enjoy • confident • times pioneer • breakthrough • thankful • exciting • rough times

149

pcabulary u Buyoild ur vo

Audio CD2 piste 25

ACD2 udio piste 25

Speeches and news

ry and news your vocabulaSpeeches

MP3 n°95for another spokesperson: someone who speaks person or for a group spokesperson: someone who speaks for another headline: title of an article person orcfor a group front page: over head titleof line: ofpeo an ar crowd: group pleticle c ov frontkind page: man : the toertality of human beings cr owd: group of peo ple ed: with a lot of people crow ded /kradd/ , pack kind: the totality of human beings man utter: pronounce crowded /kradd/, packed: with a lot of people utter: pronounce

Build up Space travel

MP3 n°95

MP3 n°98 MP3 n°98

jourSpace ney: long trtrip avel asteroid /æstrd/ jour  ne explo rey:r long trip as /æstr ter oid rover: vehicle ed/ xploring the plorer exsur face of a planet rover: vehicle exploring the rocket: fast space vehicle surface ofspace a plancretaft space ship: ro et:vie fast aeck rial w: space view frve omhicle above space ship: remote : disspace tant craft aerial view: view from above carry out a scienti c distant reemote xper:iment: try scienti c carr out aes scienti c proyce dur experiment: launch: send try scienti c procedures launch: send

Danger

scary: frighteningMP3 n°96 Danger threatening: menacing sca ry: frightening far-fetched : exaggerated thr eat menacing daring:ening: audacious fetched: exaggerated farp reposterous: absurd daring: audacious forever surall d signs of sth p repos terous: abve oblit erate: remo forede ver be termined /dtmnd/ to do sth oblit erate: remo all signs of, sth be con dent: beve self-a ssured bold be determined /dtmnd/ to do sth be condent: be self-assured, bold

Space Space Discoveries and progress

MP3 n°96

MP3 n°97

MP3 n°97 ambi tion: drive Disco veries and progress pioneer: person who goes somewhere rst ambition: drive advanced equipment techno logically neer: person who goes somewhere rst pio milestone, breakthrough: major change, logically advanced equipment techno innovation mile break majorsuc through: change, achiestone, vement, accom plishment: cess va inno tion achievement, accomplishment: success

groundbreaking: very innovative thriving /θravŋ/: successful gr inn,oan eaking: vative foround ecast,brfor esee:ver preydict ticipate thriving /θravŋ/: successful set a challenge: set a goal forecast, foresee: predict, anticipate momentous: significant set a challenge: set a goal momentous: significant

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1125

hatier-clic.fr/lmu1125

Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. The … in newspapers were all about the moon landing. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. This asteroid could kill … and all living beings.

a. The … in newspapers were all about the moon landing. c. The … Apollo 13 was launched successfully. b. This asteroid could kill … and all living beings. d. The satellite went very far and took pictures of … planets. c. The … Apollo 13 was launched successfully. e. The first walk on the moon was a … in US history. d. The satellite went very far and took pictures of … planets. f. The … to Mars was long but uneventful. e. The first walk on the moon was a … in US history. g. This lab … … plenty of experiments to allow men to live on Mars. f. The … to Mars was long but uneventful. h. Lots of innovations were … during the Space Race. g. This lab … … plenty of experiments to allow men to live on Mars. of innovations … during theéloignée, Space Race. h.2Lots Après avoir atterriwere sur une planète l’équipage d’un vaisseau spatial envoie un message à la Terre. Écrivez-le en utilisant ces mots. 2 Après avoir atterri sur une planète éloignée, l’équipage d’un vaisseau spatial envoie un message à la Terre. journey spacecraft goal significant mankind breakthrough Écrivez-le en utilisant ces mots. journey

UTO Aév aluatio n 150

spacecraft

goal

significant

mankind

breakthrough

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1126

Quiz hatier-clic.fr/lmu1126

SÉQUENCE 2 SÉQUENCE 2

Project #1

Interview an American astronaut! Discuss the possibility and the consequences of Intervie an American astronaut! Discuss sendingw humans to Mars. the possibility and the consequences of sending humans to Mars.

Project #1 1 1

Pick a role card. youcar kno PickNo aw role d.w if you are a journalist or an astronaut. No youonaut knowcan if you e aor journalist an a Thewastr be ar real ctional or (from astr onaut. movie or a TV series for example).

3 3

The astronaut can be real or ctional (from a movie or a TV series for example).

2 2

Get ready for the interview. eparefor questions and answers, depending on GetPr ready the intervie w. the role card you picked. Pr eparabout e questions and answers, depending on Think the wor ds you will need. the role card you picked. Don’t forget to specify how the Space Race Think about wor you will and the ideathe of ne w ds frontiers arneed. e important Donmankind. ’t forget to specify how the Space Race for and the idea of new frontiers are important for mankind.

4 4

Nice to meet you!

eetings as an introduction. It’s the rst NiceUse to gr meet you! time you have met each other! Use “Good Use greetings as an oduction. morning ”, “Nice to intr meet you”… It’s the rst time you have met each other! Use “Good End on a polite note. Use “you Thank you (so morning Nice to meet “ much)”, “”, Have a nice day”… ”… End on a polite note. Use “Thank you (so much)”, “Have a nice day”… Question time. Pay attention Question time. to your questions (wh-words, verbs, yes/no questions). Pay attention to your (wh-words, Focus stressed worquestions ds. verbs,on yes/no questions ). Focus on stressed words.

z

Fiche de méthodologie N°17 p. 294 Fiche de méthodologie N°17 p. 294

z

Project #2 Write a speech about the Space Race for a conference at a famous US university. Write a speech about the Space Race for a conference at a famous US university.

Project #2 1 1

Choose the American astronaut you would like to be. Choose the American astronaut you would oube. can be a real astronaut or a ctional one likeYto (in a movie or a TV series for example). Y ou can a real astrabout onaut her or aor ctional Look for be information him onone the (in a mo vie or a TV series for e xample). internet. Look for information about her or him on the internet.

2 2

Select the most signicant points in your speech. Talkthe about the main milestones in your NASAspeech. Select most signicant points in history and the American Space Race. T milestones NASA Walk riteabout aboutthe themain astronaut ’s pastinexperiences history and the American Space Race. and the diculties she or he encountered. W ritethe about the astr ’s pastthe experiences Use preterite toonaut talk about past. and the diculties she or he encountered. Use the preterite to talk about the past.

3 3

Explain how she or he overcame diculties. Writeho about hisororhe her personal Explain w she over came diculties. accomplishments. W ritethe about his orperfect her personal Use present to show how it accomplishments. impacts her or his life today. Use the present perfect to show how it impacts her or his life today.

4 4

Be convincing! Show you are proud of what NASA has Be convincing! achieved. Sho you are proud of most what NASA has Usew superlatives (the danger ous, achie ved. the boldest, the most frightening…). Use superlatives (the most dangerous, the boldest, the most frightening…).

z

Fiches de méthodologie N°5 p. 276N°20 p. 300 Fiches de méthodologie N°5 p. 276N°20 p. 300

z 151

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#artificialintelligence

#technology

What recent evolution has AI #artificialintelligence undergone? What evolution the has possibilities AI Do werecent all comprehend undergone? offered by AI? Do we all comprehend the possibilities offered by AI?

To what extent has #technology technological progress Tmade o what extent has a fiction become technological progress reality? made fiction become a reality?

Let's 1

RECAP E-workbook

hatier-clic.fr/lmu1127 Ewàorkbook Bilan compléter

#responsibility

hatier-clic.fr/lmu1127

Should we make laws #responsibility to regulate AI? Should we make laws to regulate AI?

SÉQUENCE

SÉQUENCE

To what extent is scientific #progress progress a threat to Man? TShould o whatwe extent scientific limitisscientific progress a threat to Man? progress? Should we limit scientific progress?

Bilan à compléter

How far are Americans willing to let AI Hoo wtheir far ar ees? Americans int liv willing to let AI To what extent will our lives change due into their lives?

#ethics

to the development of AI? TWhat o what will lives change doextent we need toour do to prepare fordue our to the development of AI? future with AI? What do we need to do to prepare for our future with AI?

How should we behave towards AI? #ethics Should limits be set regarding the How should weand behave towards AI? fusion of man machine? Should limits be set regarding the fusion of man and machine?

1

AXE 6 E-workbook

AXE 6

Bilan à compléter

Scientific innovations and Scientific responsibility innovations and responsibility

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How important is the Space Race Ho import forwthe USA?ant is the Space Race Why is the USA interested in space for the USA?

2 SÉQUENCE

SÉQUENCE

#progress

exploration? Why the USA interested space time? Haveis these reasons evolvedinthrough exploration? Have these reasons evolved through time?

2

#spaceexploration What is the history of space #spaceexploration exploration in the United States? What thedoes history of space What is role it have today? exploration in the United States? What role does it have today?

#frontiers Is space the ultimate frontier? #frontiers Why is it important for Americans Is thenew ultimate frontier? tospace conquer frontiers? Why is it important for Americans to conquer new frontiers?

#SpaceRace #transportation What type of transportation was #transportation created to go into space? What typeitof transportation was How was imagined? created to go into space? 152 How was it imagined?

#innovation How can space #innovation innovation transform How can space our lives? innovation transform our lives?

What were the political #SpaceRace implications of the What Spacewere Race?the political implications of the Space Race?

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence.

SÉQUENCE 1 Films SÉQUENCE 1

SÉQUENCE 1

Films

Books Robbie,

Books I A, 1940

Robbie, This erfect Day , IPA , 1940 I L, 1970 This Perfect Day, The Bicentennial I L , 1970 Man, I A, 1976 The Bicentennial Man, Caleb-Seven I A,, 1976 J A W, Caleb-Seven, 2013 J A W, 2013

Articles

TV series

How AI-generated music is

Articles changing the way hits are made,

How D AI-gener D, ated music is changing way 31, hits2018 are made, The Verge,the August D D , http://bit .ly/2ME035M The Verge, August 31, 2018 Essays reveal Stephen Hawking http://bit .ly/2ME035M predicted race of ‘superhumans’, EssaysM reveal, Stephen Hawking S predicted race of ‘superhumans’ The Guardian , October 14, 2018 , S M , http://bit.ly/2pZEgb3 The Guardian, October 14, 2018 http://bit.ly/2pZEgb3

TV series

SÉQUENCE 2 Films

SÉQUENCE 2

Films

Novels and short stories The Time Machine,

No vels an d short stories H.G. W , 1895 The Time Machine, The of, the H.G.W War  1895Worlds, H.G. W, 1898 The War of the Worlds, The Chronicles, H.G.Martian W, 1898 R B, 1950 The Martian Chronicles, The Jaunt, R B , 1950 S K, 1981 The Jaunt, S K, 1981

Videos Space tourism, T E

Videos http://bit.ly/2u8RUO0

Space tourism, T E Mars videos channel, N G http://bit .ly/2u8RUO0 http://bit.ly/2pta3kL Mars videos channel, N G Recent interview with Michael Collins, http://bit .ly/2pta3kL S  A  S M Recent interview with Michael Collins, http://bit .ly/2FbIhCB S  A  S M http://bit.ly/2FbIhCB

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VC idéo OMPRÉHENSION ORALE AI expert Professor Toby Walsh

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gives a TED Talk on AI and ethics. AI expert Professor Toby Walsh gives a TED Talk on AI and ethics.

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EXPRESSION ÉCRITE SUJET 1Write a letter to Toby Walsh explaining why EXPRESSION ÉCRITE

Toby Walsh with Baxter the robot 

you both worried and excited about AI. SUJETar1e Write a letter to Toby Walsh explaining why OU you are both worried and excited about AI. SUJET 2Do you think AI can be dangerous for humans? OU

Toby Walsh with Baxter the robot 

SUJET 2Do you think AI can be dangerous for humans? Tips

z Use linking words to add information or contrast different views.

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1After this conversation, EXPRESSION ÉCRITE

Gr ace1goes to see a friend. SUJET After this conversation, She tells him or her about her Grace goes to see a friend. conversation with her husband She tells him or her about her and explains how she feels. conversation with her husband OU and explains how she feels. SUJET 2Do you think we should OU let AI 2into our lives? Use the SUJET Do you think we should image of Pepper the robot to let AI into our lives? the illustrate your point Use of vie w. image of Pepper the robot to illustrate your point of view. Pepper the robot 

Tips

Pepper the robot 

z Don’t forget to structure your text: introduction, part 1, part 2, part 3 (if necessary), conclusion. Tips

Don’t forget to structure your text: introduction, part 1,

have learnt in this unit. z Use partvocabulary 2, part 3 (if you necessary), conclusion. Read the instructions car efully . z Use vocabulary you have learnt in this unit. z the carefully Fiche deinstructions méthodologie N°20. p. 300Expression écrite zRead z

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COMPRÉHENSION ÉCRITE

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“You listen to me, George. I won’t have my daughter entrusted to a machine — and I don’t “You listen to me, George. I won’t have my care how clever it is. It has no soul, and no one daughter entrusted to a machine — and I don’t knows what it may be thinking. A child just isn’t care how clever it is. It has no soul, and no one made to be guarded by a thing of metal.” knows what it may be thinking. A child just isn’t Weston frowned, “When did you decide this? made to be guarded by a thing of metal.” He’s been with Gloria two years now and I havWeston frowned, “When did you decide this? en’t seen you worr y till now.” He’s been with Gloria two years now and I hav“It was different at first. It was a novelty ; it took a en’t seen you worr y till now.” load off me, and — and it was a fashionable thing “It was different at first. It was a novelty ; it took a to do. But now I don’t know. e neighbors–” load off me, and — and it was a fashionable thing “Well, what have the neighbors to do with it? to do. But now I don’t know. e neighbors–” Now, look. A robot is infinitely more to be “Well, what have the neighbors t1o do with it? trusted than a human nursemaid . Robbie was Now, look. A robot is infinitely1 more to be constructed for only one purpose really — to be trusted than a human nursemaid . Robbie was the companion of a little child. His entire ‘menconstructed for only one purpose really — to be tality’ has been created for the purpose. He just the companion of a little2 child. His entire ‘mencan’t help being faithful and loving and kind. tality’ has been created fo2 r the purpose. He just He’s a machine-made so. at’s more than you can’t help being faithful and loving and kind. can say for humans.” He’s a machine-made so. at’s more than you “But something might go wrong. Some- some-” can say for humans.” Mrs. Weston was a bit hazy about the insides of “But something might go wrong. Some- some-” a robot, “some little jigger will come loose and Mrs. Weston was a bit hazy abo3ut the insides of the awful thing will go berserk and- and-” She a robot, “some little jigger will 3come loose and couldn’t bring herself to complete the quite obvithe awful thing will go berserk and- and-” She ous thought. couldn’t bring herself to complete the quite obvi“Nonsense,” Weston denied, with an involuntar y ous thought. ner vous shiver. “at’s completely ridiculous. “Nonsense,” Weston denied, with an involuntar y We had a long discussion at the time we bought ner vous shiver. “at’s completely ridiculous. Robbie about the First Law of Robotics. You We had a long discussion at the time we bought know that it is impossible for a robot to harm Robbie about the First Law of Robotics. You a human being; that long before enough can know that it is impossible for a robot to harm go wrong to alter that First Law, a robot would a human being; that long before enough can be completely inoperable. It’s a mathematical go wrong to alter that First Law, a robot would impossibility. Besides I have an engineer from be completely inoperable. It’s a mathematical U. S. Robots here twice a year to give the poor impossibility. Besides I have an engineer from gadget a complete overhaul. Why, there’s no U. S. Robots here twice a year to give the poor more chance of anything at all going wrong with gadget a complete overhaul. Why, there’s no Robbie than there is of you or I suddenly going more 4chance of anything at all going wrong with loony — considerably less, in fact. Besides, how Robbie than there is of you or I suddenly going are yo4u going to take him away from Gloria?” loony — considerably less, in fact. Besides, how He made another futile stab at the paper and his are you going to take him away from Gloria?” wife tossed it angrily into the next room. He made another futile stab at the paper and his wife tossed it angrily into the next room.

Author and Scientist Isaac Asimov  Author and Scientist Isaac Asimov  45 45

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“at’s just it, George! She won’t play with anyone else. ere are dozens of little boys and girls “at’s just it, George! She won’t play with anythat she should make friends with, but she won’t. one else. ere are dozens of little boys and girls She won’t go near them unless I make her. at’s that she should make friends with, but she won’t. no way for a little girl to grow up. You want her She won’t go near them unless I make her. at’s to be normal, don’t you? You want her to be able no way for a little girl to grow up. You want her to take her part in society.” to be normal, don’t you? You want her to be able “You’re jumping at shadows, Grace. Pretend to take her part in society.” Robbie’s a dog. I’ve seen hundreds of children “You’re jumping at shadows, Grace. Pretend who would rather have their dog than their Robbie’s a dog. I’ve seen hundreds of children father.” who would rather have their dog than their “A dog is different, George. We must get rid of father.” that horrible thing. You can sell it back to the “A dog is different, George. We must get rid of company. I’ve asked, and you can.” that horrible thing. You can sell it back to the “You’ve asked? Now look here, Grace, let’s not company. I’ve asked, and you can.” go off the deep end. We’re keeping the robot “You’ve asked? Now look here, Grace, let’s not until Gloria is older and I don’t want the subject go off the deep end. We’re keeping the robot brought up again.” And with that he walked out until Gloria is older a5nd I don’t want the subject of the room in a huff . brought up again.” An 5 d with that he walked out Isaac Asimov, Robbie, 1940   of the room in a huff . 1. 2. loyal, Robbie 3. crazy 4. crazy 5. angry Isaac Asimov , 1940 nanny  1. nanny 2. loyal 3. crazy 4. crazy 5. angry

Tips z Focus on the characters: look for names, relationships, opinions… Tips

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Focus on the characters: look for names, relationships,

Fiche de méthodologie N°16 p. 292Compréhension écrite

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AC udio OMPRÉHENSION On NPR, variousORALE NASA scientists talk

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CD2 piste 26 about NASA’s next big step in search AEarth udio On NPR, various NASA scientists talk piste’s 26twin. ofCD2 about NASA’s next big step in search of Earth’s twin.

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Be ready and organised to note down the details

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NASA logo at the Kennedy Space Center, Florida 

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NASA logo at the Kennedy Space Center, Florida 

Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Do you think mankind will ever live on another planet? EXPRESSION ÉCRITE O U SUJET 1

Do you think mankind will ever live on another planet?

SUJET 2Should we keep exploring space or is it a waste of time OU

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1How would you answer EXPRESSION ÉCRITE

Eric ’s last question: “Will SUJETAnderson 1How would you answer the Earth be so ravaged by war, Eric Anderson’s last question: “Will or catastrophic climate change, or the Earth be so ravaged by war, whatever else, that people will want or catastrophic climate change, or to leave?” whatever else, that people will want OU to leave?” SUJET 2Should humans explore the OU universe instead of focusing on Earth? SUJET 2Should humans explore the universe instead of focusing on Earth? Tips

3D Illustration, Mars colony  3D Illustration, Mars colony 

z Use examples from the unit and your personal knowledge to support your arguments. Tips

Use examples from the unit and your personal

z kno wledge to support your arguments. Fiche de méthodologie N°20 p. 300Expression écrite

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Mars, Our First Outpost on the Final Frontier

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In 1998, two years aer graduating from college, Eric Anderson co-fa ourns,deO d Sur paceFi Adrve ureu s,twphos ich,tfoorn tickteht e priFin ces ofa$20 sold M stntO l Fmroillniotn,ier In 1998, two years aer graduating from college, Eric Anderson seats aboard Russian space flights. Today, he also heads a programming co-founded Space Adventures, which, for ticket prices of $20 million, sold company, Intentional Soware, and a third company called Planetary seats aboard Russian space flights. Today, he also heads a programming Resources, which plans to extract minerals from near-Earth asteroids. company, Intentional Soware, and a third company called Planetary alifter oronidias. if they’d had to bring ever y supply they JRe ames ow loraratio sourF ceas,llw his:chSpace lansexp to ext ctnmsienem eraslstofrha omvenlos eart-EarthCas its hold on the public imagination, compared with a would ever need along with them from the East James Fallows: Space exploration seems to have lost 40 California if they’d had to bring ever y supply they generation ago. Why should people be excited about Coast. at’s why Planetar y Resources exists. e its hold on the public imagination, compared with a would ever need along with them from the East what lies ahead? 40 near-Ear th asteroids, which are ver y, ver y close to the generation ago. Why should people be excited about Coast. at’s why Planetar y Resources exists. e Earth, are filled with resources that would be useful Eric Anderson: In the next generation or two—say what lies ahead? near-Earth asteroids, which are ver y, ver y close to the the next 30 to 60 years— there will be an irreversifor people wanting to go to Mars, or anywhere else Earth, are filled with resources that would be useful Eric Anderson: In the next generation or two—say ble human migration to a permanent space colony. in the solar system. ey contain precious resources the next 30 to 60 years— there will be an irreversifor people wanting to go to Mars, or anywhere else Some people will tell you that this new colony will 45 like water, rocket fuel, strategic metals. So first there ble human migration to a permanent space colony. in the solar system. ey contain precious resources be on the moon, or an asteroid. In my opinion aster- 45 needs to be a reduction in the cost of getting off the Some people will tell you that this new colony will like water, rocket fuel, strategic metals. So first there oids are a great place to go, but mostly for mining. Earth’s surface, and then there needs to be the abilbe on the moon, or an asteroid. In my opinion asterneeds to be a re2duction in the cost of getting off the I think the location is likely to be Mars. is Mars ity to “live off the land” by using the resources in oids are a great place to go, but mostly for mining. Earth’s surface,2 and then there needs to be the abilcolony will start off with a few thousand people, and space. […] I think the location is likely to be Mars. is Mars 50 ity to “live off the land” by using the resources in then it may grow over 100 years to a few million JF: Apart from the practicalities of asteroid mining, colony will start off with a few thousand people, and space. […] people, but it will be there permanently. at should 50 what is it going to mean in spiritual and philosophithen it may grow over 100 years to a few million JF: Apart from the practicalities of asteroid mining, be really exciting, to be alive during that stage of cal ways for people to leave the Earth? I guess this is people, but it will be there permanently. at should what is it going to mean in spiritual and philosophihumanity’s histor y. taking us back to the science fiction of the ’50s and be really exciting, to be alive during that stage of cal ways for people to leave the Earth? I guess this is ’60s, but what do you think? JF: I have to ask—really? is will really happen? humanity’s histor y. taking us back to the science fiction of the ’50s and EA: I really do believe it will. First of all, the key to 55 EA: I’ve thought a lot about that. e interesting ’60s, but what do you think? JF: I have to ask—really? is will really happen? making it happen is to reduce the cost of transporta- 55 thing will be to see why the people who go to Mars, EA: I really do believe it will. First of all, the key to EA: I’ve thought a lot about that. e interesting tion into space. My colleague Elon Musk is aiming to or to a colony on the moon, or to an asteroid, decide making it happen is to reduce the cost of transportathing will be to see why the people who go to Mars, get the cost of a flight to Mars down to half a million to go there. Will they go there because they’re escaption into space. My colleague Elon Musk is aiming to or to a colony on the moon, or to an asteroid, decide dollars a person. I think that even if it costs maybe ing something? Will they go there because they’re get the cost of a flight to Mars down to half a million to go there. Will they go there because they’re escapa few million dollars a person to launch to Mars, a 60 curious? Will they go to make money? dollars a person. I think1 that even if it costs maybe ing something? Will they go there because they’re colony could be feasible . To me the question is, does 60 roughout histor y, most of the frontiers that we a few million dollars a p1 erson to launch to Mars, a curious? Will they go to make money? it happen in the next 30 years, or does it happen in have had on the Earth have been opened up because colony could be feasible . To me the question is, does roughout histor y, most of the frontiers that we the next 60 to 70 years? ere’s no question it’s going people were seeking land—new hunting grounds, it happen in the next 30 years, or does it happen in have had on the Earth have be3en opened up because to happen in this centur y, and that’s a pretty exciting or fertile locations for cattle —or mining for gold the next 60 to 70 years? ere’s no question it’s going 65 people were seeking land—n3ew hunting grounds, thing. or precious metals. But occasionally they would go to happen in this centur y, and that’s a pretty exciting or fertile locations for cattle —or mining for gold JF: Apart from the cost of transport, what are the 65 somewhere new because they were seeking religious thing. or precious metals. But occasionally they would go challenges in making that a reality? Are they cost freedom or some other kind of freedom. somewhere new because they were seeking religious JF: Apart from the cost of transport, what are the and engineering challenges, or are they basic science So I don’t actually know why people will go. Will the challenges in making that a reality? Are they cost freedom or some other kind of freedom. problems? Earth be so ravaged by war, or catastrophic climate and engineering challenges, or are they basic science 70 So I don’t actually know why people will go. Will the change, or whatever else, that people will want to EA: I think it’s all about the economics. ere is no problems? Earth be so ravaged by war, or catastrophic climate technological or engineering challenge. One key to 70 leave? change, or whatever else, that people will want to EA: I think it’s all about the economics. ere is no making all this happen is that we need to use the James Fallows, The Atlantic, April, 2013  technological or engineering challenge. One key to l eav e? resources of space to help us colonize space. It would 1. possible 2. survive cows , April, 2013 James Fallows, The 3. Atlantic making all this happen is that we need to use the  have been pretty tough for the settlers who went to resources of space to help us colonize space. It would 1. possible 2. survive 3. cows have been pretty tough for the settlers who went to

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Diversity Diversité and inclusion et inclusion Diversité et inclusion

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This is England, dir. by Shane Meadows, 2006 This is England, dir. by Shane Meadows, 2006

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How far is the USA from MLK Jr.’s dream? How far is the USA from MLK Jr.’s dream?

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Eric Reid and Colin Kaepernick of the San Francisco 49ers kneel during the  anthem, prior to the game against the San Diego Chargers on September 1, 2016 Eric Reid and Colin Kaepernick of the San Francisco 49ers kneel during the  anthem, prior to the game against the San Diego Chargers on September 1, 2016

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leader rst/second-class citizen lea dertunity: chance oppor rst/ sec equal ityond-class ≠ inequalcit ityizen oppor tu nity: chance protection e qualvan ity ≠tage inequality disad p ro tec tion segregation disad tage issue:van prob lem segregation

challenge biased: partial chall decryenge : denounce bi ased: inate partialagainst: discrim desho cryw: de ceagainst prnoun ejudice di scrim inate a gainst improve: progress : sho w pr udice against pro test : oej ppose im p rov e : pr ess threaten sbo/gr θretn/ protest: oppose

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Black Americans mostly left behind?

On Apr.Black 4, 1968, Dr.Americans Martin Luther King Jmostly r. was assassi- left ebehind? protests were a sign of profound citizen anger 1 nated in Memphis, Tennessee, while assisting striking about a nation that was, according to the National On Apr. 4, 1968, Dr. Martin Luther King Jr. was assassi-1 e protests were a sign of profound citizen anger sanitation workers. Advisor y Commission on Civil Disorders, “moving nated in Memphis, Tennessee, while assisting striking 30 about a nation that was, according to the National Back then, a half centur y ago, the wholesale racial intetoward two societies, one black, one white — separate sanitation workers. Advisor y Commission on Civil Disorders, “moving gration required by the 1964 Civil Rights Act was just 30 and unequal.”[…] Back then, a half centur y ag2o, the wholesale racial intetoward two societies, one black, on5 e white — separate beginning to chip away at discrimination in educaIn some ways, we’ve barely budged as a people. Poverty gration required by the 1964 Civil Rights Act was just and unequal.”[…] tion, jobs and public facilit2ies. Black voters had only is still too common in the U.S. 5In 1968, 25 million beginning to chip away at discrimination in educaIn some ways, we’ve barely budged as a people. Poverty obtained legal protections two years earlier, and the Americans — roughly 13 percent of the population— tion, jobs and public facilities. Black voters had only is still too common in the U.S. In 1968, 25 million 35 lived below poverty level. In 2016, 43.1 million — or 1968 Fair Housing Act was about to become law. obtained legal protections two years earlier, and the Americans — roughly 13 percent of the population— African-Americans were only beginning to move into 35 more than 12.7 percent— do. 1968 Fair Housing Act was about to become law. lived below poverty level. In 2016, 43.1 million — or neighborhoods, colleges and careers once reser ved for Today’s black poverty rate of 22 percent is almost three African-Americans were only beginning to move into more than 12.7 percent— do. whites only. times that of whites. Compared to the 1968 rate of 32 neighborhoods, colleges and careers once reser ved for Today’s black poverty rate of 22 percent is almost three I’m too young to remember those days. But hearpercent, there’s not been a huge improvement. […] whites only. times that of whites. Compared to the 1968 rate of 32 ing my parents talk about the late 1960s, it sounds in 40 ere are, of course, positive trends. Today, far more I’m too young to remember those days. But hearpercent, there’s not been a huge improvement. […] some ways like another world. Numerous African- 40 African-Americans graduate from college — 38 pering my parents talk about the late 1960s, it sounds in ere are, of course, positive trends. Today, far more Americans now hold positions of power, from mayor cent— than they did 50 years ago. some ways like another world. Numerous AfricanAfrican-Americans graduate from college — 38 perto governor to corporate chief executive — and, yes, Our incomes are also way up. Black adults experienced Americans now hold positions of power, from mayor cent— than they did 50 years ago. once upon a time, president. e U.S. is a ver y different a more significant income increase from 1980 to 2016 to governor to corporate chief executive — and, yes, 45 Our incomes are also way up. Black adults experienced place than it was in 1968. — from $28,667 to $39,490 — than any other U.S. once upon a time, pres a more significant income increase from 1980 to 2016 3 ident. e U.S. is a ver y different Or is it? As a scholar of minority politics, I know that 45 demographic group. is, in part, is why there’s now a place than it was in 1968. — from $28,667 to $39,490 — than any other U.S. while some things ha3 ve improved markedly for black significant black middle class. […] Progress has been Or is it? As a scholar of minority politics, I know that demographic group. is, in part, is why there’s now a Americans in the 50 years, today we are still fighting made. Just not as much as many of us would like. while some things have improved markedly for black significant black middle class. […] Progress has been many of the same battles as Dr. King did in his day. Black Americans mostly left behind by progress  Americans in the 50 years, today we are still fighting m aSharon de. JusAustin, t not as much as many of us would like. since Dr. King’s death, The Conversation, February7, 2018 e 1960s were tumultuous years indeed. During the Black Americans mostly left behind by progress Sharon Austin, many of the same battles as Dr. King did in his day.  long, hot summers from 1965 to 1968, American cities 1. protesting make, The sth gr adually weaker 3. person who has since Dr. King’s2.death Conversation , February7, 2018 e 1960s were tumultuous year4s indeed. During the studied 4. social unrest/disorder 5. moved slightly saw approximately 150 race riots and other uprisings. 1. protesting 2. make sth gradually weaker 3. person who has long, hot summers from 1965 to 41968, American cities studied 4. social unrest/disorder 5. moved slightly saw approximately 150 race riots and other uprisings.

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Pédagogie différenciée

TRAIL A

1 Say what happened during the following dates or periods.

Pédagogie différenciée

TRAIL A 1964 – 1968during – from 1965 todates 1968 – happened the follo wing or periods. 1 Say what

TRAIL B 1 Use the dates to explain the situation in the 60s for black 1 Use the dates to explain the Americans. situation in the 60s for black Americans. 2 Compare the economic situation of black Americans in the e the economic 2 Compar past and today. situation of black Americans in the past and today . “two societies” the 3 Describe (l.30) mentioned in the article. 3 Describe the “two societies” (l.30) mentioned in the article.

TRAIL B

from 1980 to 2016 1964 – 1968 – from 1965 to 1968 – and1980 nd elements 2 Draw two columns from to 2016describing the economic situation of black Americans in the 1960s and today. 2 Draw two columns and nd elements describing the economic situation of kblack Americans in the following ey wor ds to explain the1960s quoteand “motoday ving . 3 Use the toward two societies, one black, one white — separate and wing key words to explain the quote “moving 3 Use the unequal.” (l. follo 29-31) toward two societies, one black, one white — separate and inequality – separate – colour line – riots unequal.” (l. 29-31) inequality – separate – colour line – riots Meet up! Create a mind map to explain the situation of black Americans since Dr. King’s assassination. Meet up! Create a mind map to explain the situation of black Americans since Dr. King’s assassination.

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Prepare your

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Write the editorial of a special issue of Time Magazine about how life has changed for black Write the editorial of a special issue of Time Americans since 1960. Magazine about how life has changed for black Americans Grammarsince Tip 1960. Précis p. 244 Use the present perfect: have + past participle p. 244 Gr ammarwhat Tiphas changed for Précis to explain black Americans Use the present perfect: have + past participle since 1960. to explain what has changed for black Americans since 1960.

Choose a date or a past event concerning black Americans Choose datetoorsay a past and be raeady whatevent it concerning black Americans corresponds to. and be ready to say what it corresponds to.

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How far is the USA from MLK Jr.’s dream?

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Black Lives Matter  MLK Jr.’s dream? How far is the USA from CD2 piste 27

Black Matter the situation (people talking,  1 IdentifyLives

ACD2 udio piste 27 E-workbook Fiche à imprimer

hatier-clic.fr/lmu1140 wàorkbook Fiche imprimer place, time, general message) and the context. EIdentify the situation (people talking, hatier-clic.fr/lmu1140 1 place, time, al message) and the context. thegener movement ’s demands. 2 Find

Find thewhy movement ’s demands. the intervie wee refutes the idea of a post-racial 3 2 Explain American society. 3 Explain why the interviewee refutes the idea of a post-racial American society . the intervie wee’s answer to this question: “So if you 4 Imagine had to present the movement to American society, what would the interviewee’s answer to this question: “So if you 4 Imagine you say in a few words?” had to present the movement to American society, what would you say in Tip a few words?” Culture The terms “Black” and “African American” are often used interchangeably but Culture Tip they have different origins and connotations. “Black” came into use in the late The terms “Black ” and African American ” are to often usedthe interchangeably 1960s at the end of the “Civil Rights Movement replace word “Negro” but and they have different origins and connotations. “Black ” came into use the late showcase black culture. “African American” became popular with theinspeech 1960s at the end the CivilinRights to replace the wordof “Negro of Reverend JesseofJackson 1988 toMovement insist on the African ancestry black” and showcase Americans.black culture. “African American” became popular with the speech of Reverend Jesse Jackson in 1988 to insist on the African ancestry of black Americans.

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PatrisseCullors, AliciaGarza ,  OpalTometi, Founders of Black Lives PatrisseCullors, AliciaGarza ,  Matter OpalTometi, Founders of Black Lives Matter

The rise of new superheroes The rise of new superheroes Culture Tip The character Black Panther, co-created by Jack Kirby and Culture Tipappeared in 1966 in the comic book Fantastic Stan Lee, first The char acter Panther , co-created Jack Kirby and Four #52, in theBlack context of the Civil Rightsbyand Black Stan Lee, first appeared 1966 inever the black comicsuperhero book Fantastic P ower movements. He isinthe first in Four #52, in the contextcomics. of the In Civil Rights and acter Blackentered mainstream American 2016, the char P ower movements. HeUniverse is the first everwith blackthe superhero in the Marvel Cinematic (MCU) film Captain mainstream comics. In set 2016, the char entered America: CivilAmerican War. Black Panther a record byacter earning the Universein(MCU) with the film Captain $292Marvel millionCinematic in North America its first week. America: Civil War. Black Panther set a record by earning $292 million in North America in its first week.

1 Look at the colours, the accessories and the type of characters in the poster. What kind of lm Look at the colours, the accessories and the is1this poster for? type of characters in the poster. What kind of lm is2this poster Read the for? Culture Tip, then focus on the designs, the buildings and the heroes. Explain the Culture Tip, then focus on the 2 Read what is original about the lm. designs, the buildings and the heroes. Explain what is original the of lm. are theabout producer Black Panther. 3 You Present your approach and choices to the lm's 3 You are the producer of Black Panther. fans. Present your approach and choices to the lm's fans.

Black Panther, dir. by Ryan Coogler, with ChadwickBoseman  and Lupita Nyong’o, 2018 Black Panther, dir. by Ryan Coogler, with ChadwickBoseman  and Lupita Nyong’o, 2018

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T oo l s

p. 164

“Questions Is part of the goal to shape electoral politics To o l s ” p. 164 and what the candidates are saying? “Is part of the goal to shape electoral politics

responsibility role model: example rswor esponsi bility d /sd/ rglo oleves model: example swor /sd/ encounter expedrience: glo ves courageous: brave e encounter grxpe aterience: ful cou ra geous: high-tech brave gr ate fulful: triumphant suc cess hightech potent: powerful successful: triumphant

overcome: defeat stand for: represent: over come : defeat sym bolise stand for: r esent:resist stand one’sepr ground: sym bolise thank: show gratitude stand ’s ground: resist acknoone wledge: recognise thank: sho w gr at itude maintain hope ac wlfor edge: reted: cognise takkno e sth gran think main tain hope that sth is normal and tak e sth for gr anthat ted:way think will always be that sth is normal and

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An inspiring woman

idéo  Vhatier-clic.fr/lmu1141

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Vhatier-clic.fr/lmu1141 idéo

An inspiring woman  and explain why those moments were important. 1 Pick out the two dates Oprah Winfrey is recalling Pick out the Opreah ey is recalling xplain why those moments wer 2 ontwo Oprdates ah Winfr y’sWinfr childhood and howand sheetalks about it at the ceremony . e important. 1 Comment on Opr ah Winfreto y’sgive childhood and ho wOpr sheah talks aboutand it atwhy theshe ceremony . Record a story on Snapchat your opinion on ’s speech is an inspiring woman. 3 2 Comment

3 Record a story on Snapchat to give your opinion on Oprah’s speech and why she is an inspiring woman.

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A museum to reconcile America

A museum to reconcile America demand America live Susan Goldberg. e museum has been an overwhelming1 success; visitors have to order tickets up to its stated ideals. Susan Gol 1 dberg. e museum has been an over- 30 demand America live months in advance. To what do you attribute that pasSG. April is the 50th whelming success; visitors have to order tickets up to its stated ideals. sionate interest? 30 anniversary of the assasmonths in advance. To what do you attribute that pasSG. April is the 50th sination of Martin Luther Lonnie Bunch. I think part of it is that so many peosionate interest? anniversary of the assasple really wanted to understand the full histor y of the King, Jr. If Dr. King could sination of Martin Luther Lonnie Bunch. I think part of it is that so many peo-2 United States. A lot of people find this a pilgrimage . come back, what would he think about things now? ple really wanted to understand the full histor y of th2e King, Jr. If Dr. King could e most amazing thing is to watch grandparents talk 35 LB. Dr. King would feel that there has been great proUnited States. A lot of people find this a pilgrimage . come back, what would he think about things now? to grandchildren about an event they lived through or 35 gress. We had an African-American president. You e most amazing thing is to watch grandparents talk LB. Dr. King would feel that th5 ere has been great proto see people cross racial lines to find common ground have people like me running museums. But I think to gra n d c hi ldr en a b o u t a n e v en t t h e y li v e d t h r o ug h o r gress. We had an African-Am erican president. You 3 over things that once divided us. It really has become a he also would be saddened by5 the fact that we’ve not to se3e people cross racial lines to find common ground have people like me running museums. But I think place whose time is now and whose stor y is so imporfound what he called “the beloved community.” We’ve over things that once divided us. It really has become a 40 he also would be saddened by the fact that we’ve not tant to all of us. […] not found the community where there is economic place whose time is now and whose stor y is so imporfound what he called “the beloved community.” We’ve SG. e discussions about race in the United States 40 justice. We’ve not found the community where race tant to all of us. […] not found the community where there is economic right now have taken on a hard edge 4, a pointed edge. matters, but matters less. justice. We’ve not found the community where race SG. e discussions about race in th e United States Do you think that this museum is he4lpful in allowing I think he would be impressed by the growth of a black right now have taken on a hard edge , a pointed edge. matters, but matters less. people to have a place to talk? middle class and also the growth in the number of Do you think that this museum is helpful in allowing 45 I think he would be impressed by the growth of a black African Americans going through college and being LB. We are in a divided America, where race and issues people to have a place to talk? middle class and also the growth in the number of of white supremacy are at the forefront of our con- 45 educated. He’d be pleased to see that there are better African Americans going through college and being LB. We are in a divided America, where race and issues versations. I think the museum is a place that helps notions of integration in certain areas. of white supremacy are at the forefront of our coneducated. He’d be pleased to see that there are better us explore things that are difficult, helps us explore I think he’d be disappointed in that we’re still so segversations. I think the museum is a place that helps notions of integration in certain areas. where race matters and how it’s divided us. I also think regated in our schools, that the cities are places where us explore things that are difficult, helps us explore 50 I think he’d be disappointed in that we’re still so segpeople come because they believe that by looking at oen the American dream doesn’t exist for many people. where race matters and how it’s divided us. I also think regated in our schools, that the cities are places where the histor y of America through an African-American 50  come together on matters people come because they believe that by looking at oSusan en theGoldberg, AmericanA place dreamtodo esn’t exist for many people. that divide us, National Geographic Magazine, April, 2018 lens, they’re finding moments of optimism, moments A place to come together on matters Susan Goldberg, the histor y of America through an African-American  to believe that no matter how bad things are, you 1. huge 2. visit to a special place to pay homage 3. agree that divide us, National Geogr aphic Maga zine, April, 2018on lens, they’re finding moments of optimism, moments 4. side of a blade that cuts 5. managing can effect change if you’re willing to struggle and to 1. huge 2. visit to a special place to pay homage 3. agree on to believe that no matter how bad things are, you 4. side of a blade that cuts 5. managing can effect change if you’re willing to struggle and to 1 Give the reasons for the great success of the museum.

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A museum to reconcile America

the great success of the museum. Showthe thereasons role thefor museum plays in reconciling America. 2 1 Give Show the roleMartin the museum inwould reconciling what Luther plays King Jr. think America. about the situation 3 2 Explain of black Americans today. 3 Explain what Martin Luther King Jr. would think about the situation of Americans . TripAdvisor® to encourage people Write a short retoday view on 4 black ® to visit this museum. W rite a short r e vie w on T ripAdvisor to encourage people 4 to visit this museum. PAIR WORK Imagine the interview between Play the Jeopardy game. In groups of four, write ve questions on a journalist and a celebrity discussing Play the Jeopar In grwith oups PAIR WORK Imagine the interview between the topics of p. dy 162game. and 163 inspiring people and positive events in black of four, write ve questions on a journalist and a celebrity discussing their detailed answers. Read each history. the topics of p. 162 and 163 with inspiring people and positive events in black answer. Your classmates must their detailed answers. Read each guess the question. history . Grammar Tip Précis p. 241

Prepare your

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Prepare your

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Use the preterite to talk about past p. events. 241 Précis

Grammar Tip

Use the preterite to talk about past events.

answer. Your classmates must guess the question.

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Précis grammatical, p. 216 Précis grammatical, p. 216

z

For, since, ago

ammar gr, accompagnés ur yo For et since de l’aspect have + en • For, since, ago

(present perfect ou past perfect) signient «depuis». For et since, accompagnés de l’aspect have + en − For est utilisé avec une expression de durée : for ten (present perfect ou past perfect) signient «depuis». minutes, for two weeks… − For est utilisé avec une expression de durée : for ten Black Lives Matter has been campaigning against racism minutes, for two weeks… towards black people for six years. Black Lives Matter has been campaigning against racism un pr étérit,for forsix veut dire «pendant». towarAvec ds black people years.

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Rosa Avec Parksun satpron the bus a dir while refused étérit, for for veut e «and pendant ». to give up her seat to a white man. Rosa Parks sat on the bus for a while and refused to give − her Since esttoemplo yéman. pour le point de départ d'une up seat a white durée : since last year, since he took a knee… − Since est employé pour le point de départ d'une So, how far has the situation of black Americans durée : since last year, since he took a knee… progressed since 1968? So, how far has the situation of black Americans est uniquement prAgo ogressed since 1968? accompagné du prétérit. Il se place après un complément de temps et correspond Ago est uniquement accompagné du prétérit. Il se à «il y a + complément de temps »: ten minutes ago, place après un complément de temps et correspond three years ago… à «il y a + complément de temps »: ten minutes ago, That 50ago years threewas years … ago.

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That was 50 years ago.

Les questions Il existe deux types de questions:

Les questions

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questions directes , auxquelles on peut répondre Il eles xiste deux types de questions: par yes ou no. Elles se forment en plaçant l’auxiliaire les questions directes, auxquelles on peut répondre comme be, have ou do en tête de phrase. par yes ou no. Elles se forment en plaçant l’auxiliaire Wa s Colin the who comme beKaepernick , have ou do enonly têteplayer de phr ase.took a knee during the football match? Was Colin Kaepernick the only player who took a knee Have you read James Baldwin’s novel? (ici, auxiliaire have during the football match? du present perfect) Have you read James Baldwin’s novel? (ici, auxiliaire have Did the Civil Rights attract many people in the 1960s? du present perfect) Wasn't it dangerous? (question interro-négative) Did the Civil Rights attract many people in the 1960s? les 't questions en Whou Howinterr , qui sont introduites Wasn it dangerous? (question o-négative) par un mot interrogatif (who, whose, where, when, why, les questions en Wh- ou How, qui sont introduites what, how, how long, how much, how many, how often, par un mot interrogatif (who, whose, where, when, why, etc.). Elles se construisent sur ces modèles : what, how, how long, how much, how many, how often, − Wh- / How + auxiliaire + sujet + verbe etc.). Elles se construisent sur ces modèles : (+complément)+? − Wh- / How + auxiliaire + sujet + verbe How many times did Colin Kaepernick take a knee? (+complément)+? (sujet) + verbe (+ complément) H−owWhmany times did Colin Kaepernick take+ a? knee? Who watched the lm last night? − Wh- (sujet) + verbe (+ complément) + ? Who watched the lm last night?

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1 Complétez les phrases suivantes par for, since ou ago. Complétez les phrases suivantes par for, since a1. Rosa Parks was arrested on December 1, 1955. It ou ago. was 65 years … . a. Rosa Parks was arrested on December 1, 1955. It b. The public has been familiar with Black Lives was 65 years … . Matter … 2013. b. The public has been familiar with Black Lives c. The documentary I Am Not Your Negro was Matter … 2013. released a couple of years … . c. The documentary I Am Not Your Negro was d. After the Civil War and the Jim Crow laws, African released a couple of years … . Americans fought for equality … over 100 years. d. After the Civil War and the Jim Crow laws, African Americans fought equality … overau 100 years. ou 2 Complétez parfor le verbe proposé prétérit au present perfect. Complétez par le verbe proposé au prétérit ou a2. The Civil Rights (start) in 1954 and (last) present perfectMovement au . for more than 10 years. a. The Civil Rights Movement (start) in 1954 and (last) b. Human rights activists (fight) for a better world for more than 10 years. and more justice for a long time. b. Human rights activists (fight) for a better world c. James Arthur Baldwin (die) in France in 1987. It (be) and more justice for a long time. over 30 years ago. c. James Arthur Baldwin (die) in France in 1987. It (be) d. Black Lives Matter (organise) demonstrations in over 30 years ago. the USA since 2013. d. Black Lives Matter (organise) demonstrations in the USA since 2013.

3 Reconstituez la question en mettant les éléments dans l’ordre. Reconstituez la question en mettant les éléa3. the / where / place / did / bus boycott /? / take ments dans l’ordre. b. president /? / be / who / black / to / the / elected / a. the / where / place / did / bus boycott /? / take first / was b. president /? / be / who / black / to / the / elected / c. is /? / goal / what / ’s / Black Lives Matter first / was d. industry /? / in / wasn’t / successful / Will Smith / c. is /? / goal / what / ’s / Black Lives Matter the / music d. industry /? / in / wasn’t / successful / Will Smith / the / music 4 Complétez par le mot interrogatif qui convient. a. … was Martin Luther King assassinated? 4 Complétez par le mot interrogatif qui convient. b. … was Malcolm X? a. … was Martin Luther King assassinated? c. … did these two figures of the Civil Rights Moveb. … was Malcolm X? ment want? c. … did these two figures of the Civil Rights Moved. … did Rosa Parks refuse to give up her seat to a ment want? white passenger? d. … did Rosa Parks refuse to give up her seat to a e. … does the Black Lives Matter movement take to white passenger? the streets? e. … does the Black Lives Matter movement take to the streets?

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La prononciation du a

Précis de phonologie, p. 262

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Précis de phonologie, p. 262

CD2 piste 28 MP3 n° 99 CD2 piste 28 MP3 n° 99

Im•prove

de sept façons différentes: En général, la voyelle a peut se prononcer au moins − prononciation // si elle est inaccentuée (African, de sept façons différentes: America). On l’appelle schwa (e muet). − prononciation // si elle est inaccentuée (African, − prononciation /æ/ si elle est accentuée (African) ou America). On l’appelle schwa (e muet). suivie de -ck (black). − prononciation /æ/ si elle est accentuée (African) ou − prononciation // si elle est suivie de la consonne r suivie de -ck (black). ou de -lm (arm, calm). − prononciation // si elle est suivie de la consonne r − prononciation /e/ si elle est suivie d’une consonne ou de -lm (arm, calm). elle-même suivie de la voyelle e (female, cake, age) − prononciation /e/ si elle est suivie d’une consonne ou s’il s’agit d’un mot dérivé se terminant par -ation elle-même suivie de la voyelle e (female, cake, age) (discrimination). ou s’il s’agit d’un mot dérivé se terminant par -ation − prononciation // dans la terminaison -age (discrimination). (pilgrimage, encourage). − prononciation // dans la terminaison -age − prononciation /i/ si elle est précédée de la voyelle (pilgrimage, encourage). e (team, teach). − prononciation /i/ si elle est précédée de la voyelle − prononciation // si elle est suivie de ll (call, hall), e (team, teach). de -w (draw), de -lk (walk), de -rm (warm) ou de -u − prononciation // si elle est suivie de ll (call, hall), (cause, caution). de -w (draw), de -lk (walk), de -rm (warm) ou de -u (cause, caution).

5 Écrivez les mots suivants et Audio CD2 piste 29 indiquez à quel son correspond la n° 100 Écrivez les mots suivants et AMP3 udio 5 graphie a, puis écoutez l’enregistrement CD2 piste 29 MP3 n° 100 indiquez à quel son correspond la pour confirmer vos réponses. graphie a, puis écoutez l’enregistrement nation • arduous • equal • manage • dream • state • pour confirmer vos réponses. matter • call nation • arduous • equal • manage • dream • state • matter • call 6 Écrivez les phrases suivantes et Audio CD2 piste 30 indiquez le son correspondant à la n° 101 Écrivez les phrases suivantes et AMP3 udio 6 CD2 piste 30 voyelle a soulignée, puis écoutez MP3 n° 101 indiquez le son correspondant à la l’enregistrement pour confirmer vos réponses. voyelle a soulignée, puis écoutez a. Oprah Winfrey has always acted against discrimil’enregistrement pour confirmer vos réponses. nation. a. Oprah Winfrey has always acted against discrimib. In Washington Martin Luther King Jr. made a nation. speech called ‘I have a dream.’ b. In Washington Martin Luther King Jr. made a c. The situation of black Americans has improved speech called ‘I have a dream.’ dramatically since the Civil Rights Movement. c. The situation of black Americans has improved d. San Francisco quarterback Colin Kaepernick took dramatically since the Civil Rights Movement. a knee while the national anthem was being sung. d. San Francisco quarterback Colin Kaepernick took a knee while the national anthem was being sung.

on skills Work w riting your

L’écriture des nombres

ills sk ting rinombr w ur yo Pour écrir e les es de 21 à 99, on met toujours • L’écriture des nombres

Wo•rk on

un trait d’union entre les dizaines et les unités. Pour écrire les nombres de 21 à 99, on met toujours 55: fty-ve un trait d’union entre les dizaines et les unités. mot hundred est toujours suivi de and. 55:Lefty-ve 152: one hundred and fty-two Le mot hundred est toujours suivi de and. Hundr thousand, million et billion sont séparés 152: oneed, hundr ed and fty-two par des virgules lorsqu’ils sont écrits en chiffres. Ils Hundred, thousand, million et billion sont séparés sont invariables sauf quand ils sont suivis de of. par des virgules lorsqu’ils sont écrits en chiffres. Ils 5,500: ve thousand ve hundred sont invariables sauf quand ils sont suivis de of. millions of people 5,500: ve thousand ve hundred Les nombr es ordinaux sont précédés de the et million s of people terminés par -th sauf 1st, 2nd et 3rd. Les nombres ordinaux sont précédés de the et the 25th: the twenty-fth terminés par -th sauf 1st, 2nd et 3rd. décimaux, on utilise un point (point à l’oral) thePour 25th:les the twenty-fth entre la partie entière et la partie décimale. Pour les décimaux, on utilise un point (point à l’oral) 12.72%: twelve point seven two percent entre la partie entière et la partie décimale. untwelve prix, le symbole decent vise s’écrit avant le 12Pour .72%: point seven de twolaper montant en chiffres ou après le montant en lettres. Pour un prix, le symbole de la devise s’écrit avant le $29: twenty-nine dollars montant en chiffres ou après le montant en lettres. $29: twenty-nine dollars

• •• • • • • • •

7 Écrivez les chiffres et données en lettres. a. 1956 b. 63.5 % c. 534 d. 22nd e. $15,952 f. 30,234 7 Écrivez les chiffres et données en lettres. g. 37,648,921 a. 1956 b. 63.5 % c. 534 d. 22nd e. $15,952 f. 30,234 g. 37,648,921 8 Réécrivez chaque phrase en écrivant en toutes lettres les chiffres ou données entre parenthèses. Réécrivez chaque phrase en écrivant en toutes a8. The Montgomery bus boycott lasted (1) year and lettres les chiffres ou données entre parenthèses. (15) days. a. The Montgomery bus boycott lasted (1) year and b. The (14th) Amendment grants American ci(15) days. tizenship to former slaves. b. The (14th) Amendment grants American cic. Barack Obama was the (44th) American president. tizenship to former slaves. d. According to the (2017) US Census, there are c. Barack Obama was the (44th) American president. (47,411,470) African Americans, that is to say (14.6%) d. According to the (2017) US Census, there are of the total American population. (47,411,470) African Americans, that is to say (14.6%) e. On (26.02.2012) George Zimmerman shot a (17) of the total American population. year-old African-American man called Trayvon e. On (26.02.2012) George Zimmerman shot a (17) Martin. year-old African-American man called Trayvon Martin.

•

165

pcabulary u Buyoild ur vo Reconciliation

Audio CD2 piste 31

ACD2 udio piste 31 Role model

vocabulary yourReconciliation common ground unity comm on ground museum unity hope mu seum histor ic hope inspiring historic inspiring

MP3 n°102

n°102 MP3peace ful

successful: triumphant peace ful hope maintain successful: triumphant thank: show gratitude main tain hope ackno wledge: thank: sho w gratitude recognise acknowledge: recognise

Build up History

reprRole esentamodel tion: visibility rce epr esen leb rity tation: visibility black community ce leb rityimage pos itive black leadercommunity pos roleitive modim el age leader role model

MP3 n°107

MP3 n°103 MP3 n°103protection

potent: powerful p rotec tion encounter expe rience: potent: power ful /nkantr/ e xperience: r encounter stand for: repr esent: /nkant symbolise/ stand stand for: out represent: symbolise stand out

Protesting

n°

MP3 107 civilHistory war slavery civil war emblematic  g ures sla civvery il rights emble mat ic  g ures segrega tion civ il rights discriminate against: segr gapr tion shoew ejudice against discriminate against: ght for equality show pream ejudice against have a dr ght for equality have a dream

Being Black in Being the USA Black in the USA Racism

activist Protesting (citizen) anger activist social movements (citizen) anger courageous: brave so cial movements ght courageous: brave ght

n°106

MP3 n° o104 ppose: protest

overcome: defeat oppose: protest demonstrate overcome: defeat take a knee demonstrate take a knee

Current issues

MP3 n°105 n°

challCurr engeent issues MP3 105 equality ≠ inequality chall disadenge vantage e quality ≠ ine ity rst-class/ secqual ond-class citizen disad tage issue:van prob lem rst-class/ sec ond-class citizen opportunity: chance issue: problem police brutality oppor tunity: responsi bilitychance po lice bru ity social injustal tice reco esponsi bil ity nomic situation so cial in/bast/ justice: partial biased economic situation biased /bast/: partial

MP3 n°106

minor ity politicsMP3 Racism positions of power mi nor ity politics pov erty po sitra ions postcialofsopo ciwer ety poverty white supremacy postcialnounce society decryra : de white supremacy decry: denounce

MP3 n°104

threaten sb /θretn/ improve: progress thr sbgr /θan retn/ takeeat sthenfor ted: think that imsth prov e: prmal ogrand ess will always is nor take sth for granted: think that be that way sth is normal and will always be that way

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1142

hatier-clic.fr/lmu1142

Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. One of the most famous speeches delivered by Martin Luther King Jr. is called I … … … . 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. b. The Civil Rights Movement aimed at reaching … .

a. One of the most famous speeches delivered by Martin Luther King Jr. is called I … … … . c. Black people are still … … today due to racial prejudice. b. The Civil Rights Movement aimed at reaching … . d. The Museum of African American History and Culture explores … in the US. c. Black people are still … … today due to racial prejudice. e. The Black Lives Matter movement reveals the … of the black community. d. The Museum of African American History and Culture explores … in the US. Black Lives Matter movement reveals ofases the black community . e.2The Utilisez chacun des mots suivants dans the des … phr décrivant la situation des Noir·e·s américain·e·s depuis la mort de Martin Luther King Jr. 2 Utilisez chacun des mots suivants dans des phrases décrivant la situation des Noir·e·s américain·e·s fight fordeequality peaceful role model biased post-racial society depuis la mort Martin Luther King Jr. overcome fight for equality

UTO Aév aluatio n 166

peaceful

overcome

role model

biased

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

post-racial society

Quiz hatier-clic.fr/lmu1143

Quiz hatier-clic.fr/lmu1143

SÉQUENCE 1 SÉQUENCE 1

Project #1

Deliver a speech on the situation of black Americans since the Civil Rights Movement Deliver aate speech onHistory the situation to celebr Black Month.of black Americans since the Civil Rights Movement to celebrate Black History Month.

Project #1 1 1

2 2

Take notes about what you have learned about the situation of black Americans. Take notes about what you have learned Think past and current issues: about theabout situation of black Americans. – inspirational gures, Think aboutsituation, past and current issues: – economic –– inspir ational education, gures, –– economic situation, racial tensions, –– education, progress since the Civil Rights Movement. – racial tensions, List your ideas and gur es for – progr ess sinceand theadd Civilfacts Rights Mo vement. each issue. List your ideas and add facts and gures for each issue. Think about the structure of your speech.

3

Practise your speech.

3

Checkyour how speech. to pronounce key words on the Practise Cambridge online dictionary. Check how to pronounce key words on the Highlight the words that you. need to stress: Cambridge online dictionary nouns, verbs, adjectives and adverbs. Highlight the words that you need to stress: nouns, verbs, adjectives and adverbs.

4

Give your speech.

4

Mak e notes forstructur each step of your your speech Think about the e of speech. (greeting the audience, explaining the situation, Mak e notes for each step of your speech giving examples, thanking your audience). (greeting the audience, explaining the situation, W rite wor ds, not full sentences. giving examples, thanking your audience). Or der your ideas in a logical way. Write words, not full sentences.

to greet your audience and GiveRemember your speech. introduce yourself. Remember to greet your and Welcome everyone… Myaudience name is… intr oduce yourself. I am delighted to see all here today to… Welcome everyone… My name is… Be awar e of yourtobody language! Thinkto… about I am delighted see all here today your voice, your posture, your hands… Be aware of your body language! Think about Maintain eye contact with yourhands… audience. your voice, your postur e, your Maintain eye contact with your audience.

Order your ideas in a logical way.

z

Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

z

Project #2 Create a poster on an inspiring black American gure to celebrate Black History Cr eate a poster on an inspiring black Month. American gure to celebrate Black History Month.

Project #2 1 1

Choose an inspiring black American gure who contributed or has been contributing to Choose an inspiring black American gure black history . who contributed or has been contributing to Mak e a brief black history . internet research about black Americans who made or are still making black Mak e a -brief resear aboutones. black history frominternet major ones toch hidden Americans who made or are still making black Select person that inspir you the most. historythe - from major ones toes hidden ones.

3 3

Select the person that inspires you the most.

2 2

Collect information about his or her contribution.

4

Focus on acts, speeches, opinions, oles and key Collect information about his or her rcontribution. events, and explain why he or she is inspiring. Focus on acts, speeches, opinions, roles and key Use adjectives to describe or her. events, and explain why hehim or she is inspiring. Find ar guments to support your opinion. Use adjectives to describe him or her.

4

Find effective visuals and create your poster.

relevant picturand es illustr ating whyposter. you FindSelect effective visuals create your chose this person. Select relevant pictures illustrating why you Add detailed captions. chose this person. Put all the elements in the poster. The way you Add detailed captions. organise them matters. Put all the elements in the poster. The way you organise them matters. Put together a hall of fame with your classmates. Put together a hall of fame with your Decide on a specic order for the posters classmates. (chronological or thematic). Decide on a specic order for the posters V oteonological for the best (chr or poster! thematic). Vote for the best poster!

Find arguments to support your opinion.

z

Fiche de méthodologie N°12 p. 286 Fiche de méthodologie N°12 p. 286

z

167

SÉQUENCE

SÉQUENCE

2 A A

How do social realist films question British society? How do social realist films question British society?

Portrait of an anti-hero

 Classe inversée

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hatier-clic.fr/lmu1145 Ew seorkbook inversée  Clas

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3 Pick out words describing Mr. Robboe, Jack

1 Describe the scene  and choose two words to dene the atmosphere. 1 Describe the scene and choose two wor dene atmospher Saytowhat 954the and 14.3 refere.to. Explain 2 ds how Arthur feels about his work. 2 Say what 954 and 14.3 refer to. Explain how Arthur feels about his work.

2 B

and Fred. Say which colleague Arthur identies out words describing Mr. Robboe, Jack 3 Pick with and why. and Fred. Say which colleague Arthur identies with why . lm’s director. Give stage ou ar e the 4 Yand directions to the actor who plays the role You are the lm’s director. Give stage 4 Arthur. of directions to the actor who plays the role of Arthur.

A new British cinema genre A new British cinema genre

A new British cinema genre ness and gender, class and race discrimination. [...] Between the late 50s and the early 70s, a swathe 1 of 1 If you’re unfamiliar with these films, and the stage films were released that changed the face and cour se ness and gender, class and race discrimination. [...] Between the late 50s and the early 70s, a swathe of plays and novels many of them were adapted or took of British cinema forever. Synonymous with but not liar with these films, and the stage films were released that changed the 2face and course 20 If you’re unfami their cue from7, they may at first appear as the antithconfined to the British New Wave , the so-called p l a ys a n d n o v e ls many of them were adapted or took o f B r i t i s h cin em a f o r e v er . S y n o n y m o u s w i t h b u t n o t 5 ‘kitchen sink’ dramas that emerged in2all their unvar- 20 esis of big scre7en ‘entertainment’. To be put off 8 by the their cue from , they may at first appear as the8antithconfined to the British New Wave , the so-called uncomfortable themes, unglamorous urban locations 5 nished, provo cative glor y presented cinemago ers with esis of big screen ‘entertainment’. To be put off by the ‘kitchen sink’3dramas that emerged in all their unvarand prevailing sense of gloom that, inherently, peran unfettered , authentic realism that had largely been uncomfortable themes, unglamorous urban locations nished, provo3cative glor y presented cinemagoers with meates kitchen sink films would, however, be a big missing from British films up until that point. an unfettered , authentic realism that had largely been 25 and prevailing sense of gloom that, inherently, permistake. ese dramas crackle with angr y energy, and Predominantly focused on the lives of the working meates kitchen sink films would, however, be a big missing from British films up until that point. 10 classes, with broad regional accents thankfully intact, 25 reflect how grim9 life really was and, unfor tunately, mistake. ese dra9 mas crackle with angr y energy, and Predominantly focused on the lives of the working still can be for large parts of the population. 10 the kitchen sink films had no time for traditional, rosereflect how grim life really was and, unfortunately, classes, with broad regional accents thankfully intact, tinted celluloid visions of England’s supposedly green begin with kitchen sink drama, sti lNeil l canMitchell, be for lWhere arge pto arts of the population. the kitchen sink films had no time for traditional, rosebfi.org, August 4, 2016 and pleasant land. Instead, these raw human stories Where to begin with kitchen sink drama, Neil Mitchell, tinted celluloid visions of England’s supposedly gre4en  revolved around crumbling marriages, the drudger y of 1. seriesAugust 2. a style of films released in the UK between 1959 bfi.org, 4, 2016 and pleasant land. Instead, these raw human stor4ies and 1963 3. unrestricted 4. hard boring work 5. blocked 15 unskilled work, sexual orientation, stymied5 aspiration s, series 2. 7. a style films released in the UK 9. between 1. revolved around crumbling marriages, 6. excluded were of inspired by 8. discour aged without1959 hope 5 udger y of 6 the dr b ac kst r e e t a b o r t io n s , dis e nf r a nc his e d y out h , h om e l e s s 15 and 1963 3. unrestricted 4. hard boring work 5. blocked unskilled work, sexual orientation, sty6mied aspirations, 6. excluded 7. were inspired by 8. discouraged 9. without hope backstreet abortions, disenfranchised youth, homelessCulture Tip 1 Read from line 1 to line 8. Use dates and adjectives to dene E-workbook Fiche à imprimer kitchen-sink lms. Kitchen-sink realism hatier-clic.fr/lmu1146 Culture wàorkbook 1 Read from line 1 to line 8. Use dates and adjectives to dene EFiche imprimer is a BritishTip art Kitchen-sink realism kitchen-sink lms. hatier-clic.fr/lmu1146 movement from the 2 Read from line 9 to line 17 and spot words linked to society and is a British 50s and 60sart focusing social issues. Show how these lms gave a new and different image of England. movement from the on the everyday 2 Read from line 9 to line 17 and spot words linked to society and 50s 60s focusing livesand of poor and social issues. w howwor these gave neline w and entwhy image of England. on Sho negative ds frlms om line 18ato 27.differ Explain these lms may be 3 Focus on the everyday working-class comconsider ed “ not entertaining”. lives of poor munities, andand often 3 Focus on negative words from line 18 to line 27. Explain why these lms may be working-class comcriticising modern consider not entertaining”. article to present kitchen-sink lms for your cinema club website. 4 Writeeda “short munities, society . and often

B

criticising modern society.

Articles

168

4 Write a short article to present kitchen-sink lms for your cinema club website.

T oo l s

p. 172

“Articles a group of Ø local skinheads p. 172 in the 1980s” T oo l s “a group of Ø local skinheads

assembly line work working class a ssem line so cial pbly rogr esswork wor king class moral values social progress

role model issues: problems rcon oleven mod el ≠ tional iss ues: pr obtional lems unconven conventional ≠

rebellious ≠ obedient belong to re bedient debell pictious : por≠troay be long to criticise: denounce depict: portray

SÉQUENCE 2

C GROUP A

C

GROUP

England in the 80s



 GROUP WORK

England in the 80s

 GROU PB

SÉQUENCE 2

GROUP WORK

GROUSPhane

A

5 5

10 10

This is England, dir. by Shane Meadows, 2006  This is England, dir. by Shane Meadows, 2006  V idéo DVD

VDVidéo D

15 15

Culture Tip From 1979 until 1990, Culture Tip Margaret Thatcher served From 1979 until 1990, as Prime Minister of the Margaret Thatchertoserved UK. She belonged the as Prime Minister Conservative Partyof. the UK belonged to the She. She believed the state ’s Conservative P arty . role should be restricted. She state’s She believed privatisedthe most role should beindustries restricted. nationalised She most and privatised encouraged a flexible nationalised industries labour market. and encouraged a flexible labour market.

B Meadows’ semi-autobiographical portrait of a 12-year-old boy who finds a sense of belonging with Shane Meadows’ semi-autobiographical portrait of a a group of local skinheads in the 1980s remains a 12-year-old boy who finds a sense of belonging with masterpiece of working-class stor ytelling. a group of local skinheads in the 1980s remains a Twelve-year-old Shaun (omas Turgoose) lives masterpiece of working-class1 stor ytelling. with his mother in a shabby council flat in a bleak 2 Twelve-year-old Shaun (1 omas Turgoose) lives2 northern town and is lacking direction aer losing with his mother in a shabby council flat in a bleak his father in the Falklands War. Aer standing up to northern town and is lacking direction aer losing teasing at school he earns the respect of a group of his fath3 er in the Falklands War. Aer standing up to kindly , multiracial skinheads, the leader of which teasing3 at school he earns the respect of a group of Woody (Joseph Gilgun) takes him under his wing. kindly , multiracial skinheads, the leader of which Part of the gang and enjoying hanging out with his Woody (Joseph Gilgun) takes him under his wing. new friends, Shaun begins to question his identity Part of the gang and enjoying hanging out with his when the gang splits into two factions aer the arrival new friends, Shaun begins to question his identity4 of Combo (Stephen Graham), a racist ex-convict , when the gang splits into two factions aer the arriva4l whom unfortunately the young Shaun begins to look of Co5 mbo (Stephen Graham), a racist ex-convict , upon as a father figure. whom5 unfortunately the young Shaun begins to look Meadows’ human drama captures upon as a father figure. a real sense of authenticity in the Meadows’ human drama captures 20 greasy-spo on cafes and at rowdy 6 a real sense of authenticity in the6 20 house par ties its colourful chargreasy-spoon cafes and at rowdy acters inhabit, and with superb house parties its colourful charperformances from its largely young acters inhabit, and 7 with superb working-class cast , brilliantly performances from its largely young 25 evokes the working-c7lass despair of working-class cast , brilliantly 25 the atcher era. evokes the working-class despair of watershed.co.uk t he atcher era. 1. able 2. depressing 3. kind watershed.co.uk miser  and generous 4. former criminal able6.2.noisy depressing 1. 3. kind 5. miser consider and disorderly and generous former criminal 4. 7. actors 5. consider 6. noisy and disorderly 7. actors

Pédagogie différenciée

GROUP WORK

1 Identify the historical context and present Shaun, the main character.

E-workbook

GR W ORK historical conte and prw esent Shaun, the main character. Show hothe w he is inuenced bxtyOUP his ne friends. 2 1 Identify

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Pédagogie différenciée

Show howsocial he is issues inuenced byver hisedneinwthe friends. what are co lm. 3 2 Say

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social are coand vered the lm. Use what your gr oup’sissues document theinCultur e Tip to explain 4 3 Say how the lm depicts England in the 1980s. 4 Use your group’s document and the Culture Tip to explain how the lm depicts England in the 1980s. You have just watched a social realist lm. Convince your friend to go and watch it. You have just watched a social realist lm. Convince your go and watch it. Grammar Tipfriend to Précis p. 236

Prepare your

project

Prepare your

project

Remember to use the verb without p. to 236 Précis Gr ammar Tip after a modal: must / can + verb. Remember to use the verb without to after a modal: must / can + verb.

Ask three yes/ no questions about social realist cinema Ask three yes/ no questions to your partner, who must about social r ealist justify each answer.cinema to your partner, who must justify each answer.

169

How do social realist films question British society?

D D

A realistic look on society Ho w do social realist films question British society? A realistic look on society Released in 2004, A Way of

5 5

10 10

15 15

20 20

A Way of Life, dir. by Amma Asante, 2004  A Way of Life, dir. by Amma Asante, 2004 

Culture Tip

Amma Asante is a British filmmaker and screenwriter. Culture She beganTip her career as a child actress and turned to Amma Asante is British filmmaker and screenwriter screenwriting inaher late teens. Her debut film, A Way.of She began her career as a child actress and turnedato Life, won multiple international awards including BAFTA screenwriting her lateof teens. film,Arts A Way of Award (British in Academy Film Her and debut Television Award). Life, won multiple international awards including a BAFTA Award (British Academy of Film and Television Arts Award).

Pédagogie différenciée

Life is bleak 1 and at times difficult to watch. e film tells the stor y1 of a gobby 2, Released in 2004, A Way of Life is ble3ak and at times2 racist, single mum who joins a throng of teens as they difficult to watch. e film tells the st3or y of a gobby , kick a Turkish Muslim man to death. It won Asante a racist, single mum who joins a throng of teens as they BAFTA Carl Foreman Award for Special Achievement kick a Turkish Muslim man to death. It won Asante a and changed her career trajector y. More than a decade BAFTA Carl Foreman Award for Special Achievement since its release, the film seems depressingly contemand changed her career trajector y. More than a decade porar y — the Home Office recently reported a sharp since its release, the film seems depressingly contemrise in hate crimes motivated by race or religion in the porar y — the Home Office recently reported a sharp wake of the referendum to leave the European Union. rise in hate crimes motivated by race or religion in the While Asante had never experienced violent racism perwake of the referendum to leave the European Union. sonally, she says she wanted to understand what would While Asante had never exp4erienced violent racism permotivate murderous hatred . “I come from a belief that sonally, she says she wanted4 to understand what would if we think we can exclude any portion of society… and motivate murderous hatred . “I come from a belief that say, ‘You don’t have any value, you don’t have any voice, if we think we can exclude any portion of society5… and you have no right to contribute to the mainstream world say, ‘You don’t have any value, you don’t have any5 voice, that the rest of us are going to live in’ — if you think the you have no right to contribute to the ma6instream world only people we’re going to hurt and harm is that excluded that the rest of u7s are going to live in’ — 6if you think the group, we’re nuts ” Racism is treated as a symptom rather only people we’re7going to hurt and harm is that excluded than the cause in the film. “e cause is class inequality, group, we’re nuts ” Racism is treated as a symptom rather exclusion,” she says, adding: “If all parts of society had felt than the cause in the film. “e cause is class inequality, heard… I don’t believe we’d have had a [vote for] Brexit.” exclusion,” she says, adding: “If all parts of society had felt and e h aEmma rd… Jacobs, I don’t Filmmaker believe weAmmaAsante ’d have had aon [vroace, te foBrexit r] Brexi t.” meeting Prince, The Financial Times, November 10, 2016 Emma Jacobs, Filmmaker AmmaAsante on race, Brexit and  1. depressing rudeFinancial and offensive group 4. hate 5. convenmeeting Prince2., The Times,3.November 10, 2016 tional 6. damage 7. (slang) crazy 1. depressing 2. rude and offensive 3. group 4. hate 5. conventional 6. damage 7. (slang) crazy

TRAIL A

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TRAIL B

1 Identify expressions of violence in the poster and the tefr xt. Say what lm the dramatic. om line 1 tomak linees 6. this Explain story 2 Read of the lm and say why it is still “contemporary”. 2 Read from line 1 to line 6. Explain the story of lm say why it is “contempor Use theand follo wing wor dsstill from the text toary”. 3 the describe the director ’s motivation. 3 Use the following words from the text to exclude society – value – racism – describe the– dir ector ’s motivation. class inequality – cause exclude – society – value – racism – class inequality – cause Meet up! Show that the lm helps understand the vote for Brexit. Meet up! Show that the lm helps understand the vote for Brexit.

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170

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1 Use elements from the text to describe the poster. Demonstrate that the lm is a drama. 1 Use elements from the text to describe the poster. Demonstr ate that the lmthe is alm drama. the par allel between and 2 Explain reality at the time. 2 Explain the parallel between the lm and r3 eality at thethe time. Explain aim and message of the lm. 3 Explain the aim and message of the lm.

spokesperson illegal workers spok esperson human rights ira llecism gal workers hu man immi grarights tion ra cism globalisation immi gration tion exploita globalisation

frustration precariousness: frus tra lack oftion security p re ca riousness: bureaucracy lack of secu cap italism ≠ rity bu r eauc r acy anti-capitalism cap polititalism ical ≠ anti-capitalism

socially engaged involve: engage so ciallyate engaged integr in≠volve : engage exclude in tegr ate struggle: ≠ exgr clude pro ess with strugg le: difficulty progress with

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Ken Loach is a British independent film Culture Tip director. He has strong socialist ideals which Ken Loach is ainBritish independent film are reflected his films. He believes that the director. system He has strong socialist ideals which benefits in the UK is inefficient and are reflected in his films. He believes that the cruel. benefits system in the UK is inefficient and cruel.

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It’s a Free World... follows Angie, a 33-year-old workingclass single mother. After being fired from a recruiting It ’s a Free Wstarts orld... follows a 33-year-old workingagency , she her ownAngie, employment firm, with the class single mother . After being fired from a recruiting help of her flatmate, Rose. agency, she starts her own employment firm, with the help Say of her flatmate, why AngieRose. and Rose disagree.

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convince Rose. 2 Find at least one argument Angie uses to convince Rose.  conditions she gives when she hands 3 List the in their passports to the illegal immigrants. 3 List the conditions she gives when she hands in passports to the immigr ants. Explain, in French or illegal in English, what Ken 4 their Loach wants to show in this scene to someone in French or in English, what Ken 4 Explain, who hasn’t seen it. Loach wants to show in this scene to someone who hasn’t seen it.

Share your opinion on an online forum about British cinema. Write a short post about A Share your opinion on an online forum about Way of Life, I, Daniel Blake or It’s a Free World… British cinema. Write a short post about A Way of Life, I,Tip Daniel Blak e or It’s a Free World… Grammar Précis p. 223 Use adjectives to makePrécis your postp.more 223 Gr ammar Tip they are always personal. Remember Use adjectives to make your post more invariable. personal. Remember they are always invariable.

Give two words dening one of the lms on p. 170-171. Give words Your two partner hasdening to guessone of the lms on p. which lm it is! 170-171. Your partner has to guess which lm it is!

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ar am(Ø)m gr ur yo L ’ absence d’ article est possible pour parler de • Les articles

généralités. L’absence d’article (Ø) est possible pour parler de Instead, these raw human stories revolved around Ø généralités. crumbling marriages, Ø sexual orientation, Ø stymied Instead, these raw human stories revolved around Ø aspirations, Ø abortions, Ø disenfranchised youth, crumbling marriages, Ø sexual orientation, Ø stymied Ø homelessness and Ø gender. aspirations, Ø abortions, Ø disenfranchised youth, ’article indéni a s’Øemploie Ø Lhomelessness and gender. devant un nom dénombrable au singulier. L’article indéni a s’emploie devant un nom a group of local skinheads in the 1980s dénombrable au singulier. Si leofmot par un1980s son voyelle, on a group localcommence skinheads in the utilise an. Si le mot commence par un son voyelle, on British lmmakers developed an obsession with the utilise an. everyday frustrations of the working class. British lmmakers developed an obsession with the L’articlefrustr déni the s’of emploie dansclass. des contextes everyday ations the working spéciques, où le mot est déni par une situation L’article déni the s’emploie dans des contextes précise. Il ne s’agit pas de généralités. spéciques, où le mot est déni par une situation Between the late 50s and the early 70s, a swathe of lms précise. Il ne s’agit pas de généralités. were released that changed the face and course of British Between the late 50s and the early 70s, a swathe of lms cinema forever. were released that changed the face and course of British Lcinema ’article for theever. s'utilise aussi avec les adjectifs substantivés. the unemployed, the jobless, the poor, the homeless L’article the s'utilise aussi avec les adjectifs substantivés. the unemployed, the jobless, the poor, the homeless

• • •

• •

Le contraste et la concession de subordination whereas, «tandis • LaLeconjonction contraste et la concession

que» en français, permet de comparer deux situations La conjonction de subordination whereas, «tandis opposées an de souligner un contraste. que» en français, permet de comparer deux situations Saturday Night and Sunday Morning deals with the opposées an de souligner un contraste. working class in Nottingham in 1960, whereas This is Saturday Night and Sunday Morning deals with the England is about young skinheads in 1983. working class in Nottingham in 1960, whereas This is Le contr peut aussi être exprimé par la conjonction England isaste about young skinheads in 1983. de subordination while, «alors que» en français. Le contraste peut aussi être exprimé par la conjonction While Asante had never experienced violent racism de subordination while, «alors que» en français. personally, she says she wanted to understand what While Asante had never experienced violent racism would motivate murderous hatred. personally, she says she wanted to understand what La concession s’eder xprime en génér would motivate mur ous hatr ed. al à l’aide de la conjonction de subordination although ou though, qui La concession s’exprime en général à l’aide de la signie «bien que» en français. conjonction de subordination although ou though, qui Although the lm is a piece of ction, for some, life in signie «bien que» en français. I, Daniel Blake is a grim reality. Although the lm is a piece of ction, for some, life in I, Daniel Blake is a grim reality.

• • • • • 172

1 Indiquez la bonne réponse.

a. Most of (the / a) cinemagoers who live in London 1 Indiquez la bonne réponse. enjoy (a / an) wide range of (the / Ø) choices. a. Most of (the / a) cinemagoers who live in London b. He buys (the / a) packet of crisps and (a / Ø) enjoy (a / an) wide range of (the / Ø) choices. popcorn whenever he goes to (the / Ø) cinema. b. He buys (the / a) packet of crisps and (a / Ø) c. Now, if you want to watch (a / an) film or popcorn whenever he goes to (the / Ø) cinema. (an / a) interesting play about (the / Ø) lives of c. Now, if you want to watch (a / an) film or (an / the) underprivileged, you can find (a / the) (an / a) interesting play about (the / Ø) lives of great variety of (the / Ø) films. (an / the) underprivileged, you can find (a / the) d. Ken Loach is (a / an) famous British film director, great variety of (the / Ø) films. who has dealt with (the / Ø) issues like (the / Ø) d. Ken Loach is (a / an) famous British film director, poverty, (the / Ø) homelessness and (the / Ø) labour who has dealt with (the / Ø) issues like (the / Ø) rights. poverty, (the / Ø) homelessness and (the / Ø) labour rights. 2 Complétez par les articles : Ø, a, an ou the. a. … ingredients that make … kitchen-sink drama are 2 Complétez par les articles : Ø, a, an ou the. … factories and … working-class people. a. … ingredients that make … kitchen-sink drama are b. … British filmmakers embraced … social realism. … factories and … working-class people. c. They wanted to show … everyday frustrations b. … British filmmakers embraced … social realism. of … poor. c. They wanted to show … everyday frustrations d. … urban proletariat was interested not only in of … poor. … economic growth but also in … happiness. d. … urban proletariat was interested not only in e. For … long time, … working class had been … economic growth but also in … happiness. neglected in … films. e. For … long time, … working class had been neglected in … films.

3 Complétez par whereas, while ou although. a. Ken Loach’s Kes is based on Barry Hines’s novel 3 Complétez par whereas, while ou although. A Kestrel for a Knave, … I, Daniel Blake is inspired a. Ken Loach’s Kes is based on Barry Hines’s novel by true stories of unemployed people. A Kestrel for a Knave, … I, Daniel Blake is inspired b. As a matter of fact, … Daniel Blake has suffered by true stories of unemployed people. from a heart attack, he is denied unemployment b. As a matter of fact, … Daniel Blake has suffered benefits and is expected to find another job. from a heart attack, he is denied unemployment c. In It’s a Free World…, … Angie was fired by her benefits and is expected to find another job. employer, she managed to set up a recruitment c. In It’s a Free World…, … Angie was fired by her agency of her own. employer, she managed to set up a recruitment d. Maisie is watching Stephen Frears’s My Beautiful agency of her own. Laundrette, … she should be very busy revising at d. Maisie is watching Stephen Frears’s My Beautiful the moment. Laundrette, … she should be very busy revising at e. In A Way of Life, Leigh-Anne has made quite a few the moment. enemies on a poor Cardiff council estate, … she gets e. In A Way of Life, Leigh-Anne has made quite a few on well with her brother Gavin. enemies on a poor Cardiff council estate, … she gets on well with her brother Gavin.

SÉQUENCE 2 SÉQUENCE 2

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Précis de phonologie, p. 262

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s m, ss:: bu dess ssess z:: rzeali oo, scr azvi y sit zz zzert, , pupo zzle Il :corr dusspluriel apr s realiespond sm, visitaussi à la marque ss: de ert, poss essès un son sonore comme /a/, /e/, /i/, /o/, /u/, /b/, /d/, /g/, /v/, Il correspond aussi à la marque du pluriel après un /ð/, /l/, /m/, /n/ ou /r/ : sorrows, pubs, makers son sonore comme /a/, /e/, /i/, /o/, /u/, /b/, /d/, /g/, /v/, Et corr espond à la/r/mar que pluriel es er ous ies /ð/il, /l/ , /m/ , /n/ ou : sorr owdu s, pub s, mak prononcée /iz/: boxes, factories Et il correspond à la marque du pluriel es ou ies son ///iz/ corr en génér prLe ononcée : bespond, oxes, factor ies al, à la graphie g en position initiale ou nale suivie de la voyelle e (ge). Le son // correspond, en général, à la graphie g en ginitial:initiale genre ou nale-ge nal: ge, espiona position suivie desabota la voyelle e (ge). ge Ilg-corr espond aphies , ou s suivi de u ge initial: genreaussi aux gr -ge nal:sisabota ge, espiona (essentiellement en milieu de mot). Il correspond aussi aux graphies si, ou s suivi de u -si- : decision -su- sure, pleasure (essentiellement en milieu de: lei mot).

• •

-si-: decision

Précis de phonologie, p. 262

4 Indiquez s’il s’agit du son /s/, /z/ ou Audio //, puis vérifiez avec l’enregistrement. CD2 piste 33 n° 109 s’il s’agit du son /s/, /z/ ou AMP3 udio 4 Indiquez CD2 piste 33 realistic • realism • packs • measure • MP3 n° 109 //, puis vérifiez avec l’enregistrement. genre • producers • filmmakers • pits realistic • realism • packs • measure • genre • producers • filmmakers • pits 5 Indiquez la prononciation des Audio CD2 piste 34 graphies soulignées dans les phrases n° 110 Indiquez la prononciation des AMP3 udio 5 CD2 piste 34 suivantes, puis vérifiez avec MP3 n° 110 graphies soulignées dans les phrases l’enregistrement. suivantes, puis vérifiez avec a. Leisure activities in the working class in the Sixties l’enregistrement. included going to pubs and watching movies. a. Leisure activities in the working class in the Sixties b. Social realist films are my favourite TV included going to pubs and watching movies. programmes. b. Social realist films are my favourite TV c. These films are similar to documentaries about programmes. a specific time in history. c. These films are similar to documentaries about d. You can discover the true lives of authentic a specific time in history. working-class characters. d. You can discover the true lives of authentic e. The ingredients included in kitchen-sink realism working-class characters. are factories, pregnancies, and pints. e. The ingredients included in kitchen-sink realism f. Ken Loach’s films always focus on the difficulties are factories, pregnancies, and pints. of the working class in Britain. f. Ken Loach’s films always focus on the difficulties of the working class in Britain.

-su-: leisure, pleasure

on skills Work w riting your

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prononciation mais qui n’ont pas le même sens. Les homophones sont des mots qui ont la même Tpr hononciation ey ’re going tomais watchqui a Ken lm with their n’ontLoach pas le même sens. grandparents. Last week Neil forgot his watch there. They ’re going to watch a Ken Loach lm with their Certains, comme theyNeil ’re, their ther e, ontther la même grandpar ents. Last week forgotethis watch e. prononciation mais n’ont pas la même orthographe. Certains, comme they ’re, their et there, ont la même he ’s ≠ his whose whola ’s même orthogr I ≠ eye aphe. prononciation mais n’ont≠ pas ate hear ≠ ≠her e ’s ≠ by ≠ bye he’s≠≠eight his whose who Ibuy ≠ eye

• •

es en revanche, watch (rbuy egar≠der) eight hear ≠ comme here by ≠ bye •ateD’≠autr et watch (montre), ont la même prononciation et la D’autres en revanche, comme watch (regarder) même orthographe. et watch (montre), ont la même prononciation et la bear (porter) ≠ aphe. bear (ours) même orthogr lie (êtr e couché·e) ≠ lie (mentir) bear (porter) ≠ bear (ours)

•

ring (bague) ≠ ring ≠(sonner) lie (êtr e couché·e) lie (mentir) ring (bague) ≠ ring (sonner)

6 Choisissez le mot qui convient. a. You have to watch so many … before the film 6 Choisissez le mot qui convient. starts playing! (adds / ads) a. You have to watch so many … before the film b. I … a very good film review about I, Daniel Blake. starts playing! (adds / ads) (read / red) b. I … a very good film review about I, Daniel Blake. c. The students must … a short article about British (read / red) society. (right / write) c. The students must … a short article about British d. Have you ever taken … children to the cinema? society. (right / write) (you’re / your) d. Have you ever taken … children to the cinema? e. Let’s … two tickets for the new Mike Leigh film. (you’re / your) (by / buy) e. Let’s … two tickets for the new Mike Leigh film. (by / buy) 7 Utilisez les mots suivants dans des phrases qui explicitent leur sens. Utilisez les mots suivants dans des phrases qui a7. know • no d. knew • new explicitent leur sens. b. weak • week e. piece • peace a. know • no d. knew • new c. hear • here f. too • to b. weak • week e. piece • peace 173 c. hear • here f. too • to

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Build up Politics

MP3 n°116 n°

MP3 116 basicPolitics human rights the Establishment: the bainsti sic hu man rights tutional authority the E stab lishment: Conservative Party the institutional authority globalisation Conservative Party capitalism ≠ anti-capitalism globali sation≠ privatise nationalise capitalism ≠ anti-capitalism nationalise ≠ privatise

Economic situation

Audio CD2 piste 35

ACD2 udio piste 35 Questioning society

spokQuestioning esperson society issues: problems spok esperson political issues: problems socially engaged po litical mod ern: contemporary so cially engaged depict: por tray modern: contemporary depict: portray

MP3 n°111 criticise: denounce

change crit icise:: en degage nounce involve change realistic ≠ unrealistic in : en≠gage revolve bellious obedient re a lis tic ≠ unrea listic ventional conventional ≠ uncon rebellious ≠ obedient conventional ≠ unconventional

Filmmaking

MP3 n°112 n°

masterpiece: classic MP3 112 Filmmaking box-oce hit ma sterpiece: docu mentaryclassic b ox -oce  l m makerhit docu direcmen tor tary  m mak er and actresses of a lm cast: actors director screenplay: scenario cast: and actresses of a lm stageac ditors rections scr een play: character scenario stage diore/æntihr/ ctions antiher char kitchacter en-sink drama: social realist lm antihero /æntihr/ released kitch shooten-sink a scenedrama: social realist lm released shoot a scene

Social realist Social cinema realist cinema

MP3 n°115 MP3 n°115

assem bly line work Economic situation illegal workers a ssem bly line work immi gra tion ieco llegal wor kers nomic gr owth immigration exploitation eco nom/leb ic gror/wth labour market e xploi ta tion r unemployment la bour /leb / mar ket from the ben ets: nan cial help unem plo y ment government benets: nancial help from the precariousness: lack of security overnment ingdus trial p re riousness: burca eauc racy lack of security in dus trial ll in a form bu reauc lose yourracy job ll in a form lose your job

MP3 n°111

Social issues working class Social issues single mother wor king father  gclass ure sin gle moth frustration er fa g ure r/ dether spair /dspe frustration r despair /dspe /

Integration

MP3 n°114 MP3 n°114

moral values social progress mor al values cross-gene ration so cial ropr gro ess struggple: gress crwith oss-gene ration difficulty struggle: progress with difficulty

MP3 n°113 n°

commu nityation excluMP3 sion 113 Integr diversity sense of belonging co mmunity ex racism soclu cialsion cohesion /khin/ di ver sity sense  injustice belongoftobelonging ra cism so cial ate cohe /khi n/ skin head integr ≠ sion exclude injustice belong to skinhead integrate ≠ exclude

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

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Apprenez et révisez le vocabulaire !

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Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale. Utilisez le vocabulaire en contexte. a. In social realist films the leading characters are from the … … . 1 Complétez les phrases suivantes avec des mots de la carte mentale. b. Have you ever heard of A Taste of Honey? It is a kitchen-sink … .

a. In social realist films the leading characters are from the … … . c. The film was … in 1963, during the Swinging Sixties. b. Have you ever heard of A Taste of Honey? It is a kitchen-sink … . d. Ken Loach’s films explore contemporary social … in Britain. c. The film was … in 1963, during the Swinging Sixties. e. The filmmaker wants to … the realities of life in his country. d. Ken Loach’s films explore contemporary social … in Britain. f. In the UK … … … are protected by the Human Rights Act 1998. e. The filmmaker wants to … the realities of life in his country. g. According to recent statistics more and more British people are in a situation of social and economic … . f. In the UK … … … are protected by the Human Rights Act 1998. to par recent statistics and more British people are inbritannique a situation of andau economic . g.2According Écrivez un agraphe pour more présenter le cinéma social réaliste ensocial utilisant moins un…mot de chaque catégorie de la carte mentale. 2 Écrivez un paragraphe pour présenter le cinéma social réaliste britannique en utilisant au moins un mot de chaque catégorie de la carte mentale.

UTO Aév aluatio n 174

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1151

Quiz hatier-clic.fr/lmu1151

SÉQUENCE 2 SÉQUENCE 2

Project #1

Act out an interview between a lm student and the director of a social realist lm. They Act out the an intervie a lm student discuss directorw ’s between vision of British society. and the director of a social realist lm. They discuss the director’s vision of British society.

Project #1 1 1 2

Decide on a British social realist lm director. In pairs, lmssocial in the runit or on the internet. Decide on and British ealist lm dir ector. Select a lm dir ector you nd inter esting. In pairs, nd lms in the unit or on the internet.

3

Select a lm director you nd interesting. Find information on the director’s lms.

2

atch extracts,on trailers or eector ven full-length FindWinformation the dir ’s lms. lms of his or her major works. Watch extracts, trailers or even full-length lms T e notes: plots, characters, places, issues ofakhis or herlm major works. related to British society. Take notes: lm plots, characters, places, issues related to British society.

4

Act out the interview.

4

3

Act Student: out the interview. Put the correct intonation for yes/ no questions () Student: and Wh- questions (). Put the correct intonation for yes/ no questions ( ) Use ector’s answers to ask new questions. and the Wh-dir questions ( ).

Choose your role and get ready to speak.

Student: ready askready the dir Choose yourBe role andto get toector speak. questions about his or her lms and Student: Be Remember ready to askho the ector motivations. w dir to ask questions: questions about his or her lms and Wh/ Ho w + auxiliary + subject + verb motivations. Remember how to ask questions: (+ object)? or Wh- / How + auxiliary + subject + verb Auxiliary subject + verb (+ object)? (+ object)?+or Dir ector: Be ready to+ describe your lm plots Auxiliary + subject verb (+ object)? and characters and explain your choices. Dir Be ready to describe to your plots Useector: adjectives and quantiers be lm precise. and characters and explain your choices. Use adjectives and quantiers to be precise.

Director: T o give examples, use: for instance, this scene shows... Dir ector: Use adverbs to sho wfor your personal viescene ws: sincer ely To give examples, use: instance , this shows ... , maybe, certainly, absolutely... Use adverbs to show your personal views: sincerely, maybe, certainly, absolutely...

 Use the director’s answers to ask new questions.

z

Fiche de méthodologie N°17 p. 294 Fiche de méthodologie N°17 p. 294

z

Project #2 Write the review of a British social realist lm for a lm magazine. Write the review of a British social realist lm for a lm magazine.

Project #2 1

3

1

Choose a British social realist lm you nd interesting. Choose a British social realist lm you nd Westing. atch several trailers, extracts or full-length inter lms if possible. Watch several trailers, extracts or full-length Dr aw ifa possible. grid and compare the lms you have lms selected in order to pick one. Draw a grid and compare the lms you have selected in order to pick one.

2

Draft the outline of your article.

4

2

Note y information about the lm: title, director, Draft thekeoutline of your article. date of release, main actors and actresses. Note key information about the lm: title, director, Think facts to support your aresses. guments: date ofabout release, main actors and actr actors’ and actresses’ performances, issues, Think about facts to support your arguments: tone, lmmaking, comparisons with reality... actors’ and actresses’ performances, issues, tone, lmmaking, comparisons with reality...

3

4

Write the lm review. Mixthe information Write lm revieabout w. the lm and your opinion to write a dynamic and personal review. Mix information about the lm and your Use exprto essions give your viepersonal ws: fromremy opinion write atodynamic and view. point of view; to link your ideas: rst, then, Use e xpr essions to give your vie ws: fr om my nally; to introduce examples: for instance. point of view; to link your ideas: rst, then, nally; to introduce examples: for instance. Polish your review. Check therespelling Polish your view. and the grammatical structures of your sentences. Avoid repetitions. Check the spelling and the grammatical Illustr ateesand personalise yourAvoid review with a structur of your sentences. repetitions. lm poster, a screenshot or an extract from a Illustr ate and personalise your review with a dialogue. lm poster, a screenshot or an extract from a dialogue.

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

175

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#equality #minorities

RECAP

What are the problems faced #minorities by minorities in the USA? What are the problems faced by minorities in the USA?

Let's 1

Has full equality been reached #equality for black Americans? Has full equality been reached for black Americans?

To what extent is emancipation #emancipation successful in the USA? To what extent is emancipation successful in the USA?

E-workbook Bilan à compléter

#discrimination

hatier-clic.fr/lmu1152 Ewàorkbook Bilan compléter

Are black Americans still #discrimination discriminated against? Are black Americans still discriminated against?

hatier-clic.fr/lmu1152

SÉQUENCE

How far is the USA from Martin Luther King Jr.’s Hoeam? w far is the USA from dr Martin Luther King Jr.’s Has the situation of black Americans dream?

SÉQUENCE

#emancipation

#representation Who have been the role models for #representation the black communities over the years? Who havenew beenrole themodels role models for Are there today? the black communities over the years? Are there new role models today?

improved? Has ofbeen blackfulfilled? Americans Has the MLKsituation Jr’s dream improved? Has MLK Jr’s dream been fulfilled?

1

AXE 7 E-workbook

Diversity and inclusion Diversity and inclusion

AXE 7 Bilan à compléter

hatier-clic.fr/lmu1153 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1153

2 SÉQUENCE

SÉQUENCE

How do social realist films question British Ho w do social realist society? films question British How is British society portrayed in social society? realist films? How portrreflect ayed insocial social How is doBritish social society realist films realist films? issues in Britain? How do social realist films reflect social issues in Britain?

2

#discriminations How do social realist films #discriminations denounce discriminations? How do social realist films denounce discriminations?

#emancipation To what extent are social #emancipation realist films a means of Temancipation? o what extent are social realist films a means of emancipation?

#minorities #integration To what extent do social realist #integration films encourage integration in Tthe o what extent do social realist British society? films encourage integration in 176 the British society?

#socialcategories How do social realist films #socialcategories question social categories? How do social realist films question social categories?

How are minorities depicted #minorities in social realist films? How are minorities depicted in social realist films?

SÉQUENCE 1 No vels and gr SÉQUENCE 1 aphic novels

SÉQUENCE 1

Black No More, G S. S, 1931

Novels and graphic novels

The Fire , J B, ,1963 Black NoNext MoreTime , G S. S 1931 IThe Know Why the Caged Bird Sings , Fire Next Time, J B, 1963 M A, 1969 I Know Why the Caged Bird Sings, Muhammad Ali: The King of M A , 1969 the Ring, L H  Muhammad The King L K Ali: S , 2012of the Ring, L H  March (Trilogy) , L K S , 2012 J L, A A March (Trilogy) , , 2013  N P J L, A A X: A Novel I S  N P,  , 2013  K M, 2015 X: A Novel, I S  K M, 2015

Songs

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence. Films Films

TV series TV series

Say It Loud - I’m Black And I’m Proud,

Son gsB, 1968 J

Say It Loud - I’m Black And I’m Proud, What Going, On? J’sB 1968, M G, 1971 Baltimore , N S , 1978 What ’s Going On? , M G, 1971 Formation , 2016, 1978 Baltimore,, B N S A Change Is, B Gonna Come Formation , 2016, S C, 2016 This is America , C G , 2018 A Change Is Gonna Come, S C , 2016 This is America, C G, 2018

SÉQUENCE 2 Books

SÉQUENCE 2 Room at the Top,

Books J B, 1957

Room at the Top, Saturday Night and J B , 1957 Sunday Morning, Saturday Night, 1958 and A S Sunday Morning, The Loneliness of A S, 1958 the Long-Distance The Loneliness of Runner , the Long-Distance A S, 1959 Runner, The Buddha of ,Suburbia A S 1959 , H K, 1990 The Buddha of Suburbia, H K, 1990

Plays Look Back in Anger, J O, 1956

Plays

A Taste of Honey , S D,, 1956 1958 Look Back in Anger , J O A Taste of Honey, S D, 1958

Songs

Sunny Afternoon, T K, 1966

Songs

W orking Class Hero , J L Sunny Afternoon , T K , 1966, 1970 Career Opportunities , TL C, ,1977 Working Class Hero, J 1970 P arklifeOpportunities , B, 1994 , T C, 1977 Career Parklife, B, 1994

Films Look Back in Anger,

Films .  TR,

TV series TV series

Look 1959 Back in Anger, .  TR, Room 1959 at the Top, .  JC, Room 1959 at the Top, .  JC, A Taste of Honey, 1959 .  TR, A Taste of Honey, 1961 .  TR, Ke s, .  KL, 1961 1969 Kes, .  KL, My Beautiful Laundrette, 1969 .  SF, My Beautiful Laundrette, 1985 .  SF, High 1985 Hopes, .  ML, High 1988 Hopes, .  ML, Life 1988is Sweet, .  ML, Life is Sweet, 1990 .  ML, The 1990Full Monty, .  PC, The Full Monty, 1997 .  PC, 1997

177

BAC

in sight

ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

VC idéo OMPRÉHENSION ORALE Reniqua Allen, the author of It Was All a Dream: A

BAC

DVD New Generation Confronts the Broken Promise to VDVidéo Reniqua Allen, the author of It Was All a Dream: A D America (2019), is discussing why so many young black Black Generation Confronts Americans New feel disillusioned today. the Broken Promise to Black America (2019), is discussing why so many young black Americans feel disillusioned today.

Tips

z Identify the key words in the journalist’s questions. Tips rite dothe wn k the essed and repeated by the author. zW Identify ey wor words ds str in the journalist ’s questions. z rite do wn the words stressed and repeated y the author. de méthodologie N°15 p. 290 Comprbéhension orale zWFiche z Fiche de méthodologie N°15 p. 290Compréhension orale

z

EXPRESSION ÉCRITE SUJET 1Continue this interview. Imagine other questions EXPRESSION ÉCRITE

and answers. SUJET 1Continue this interview. Imagine other questions OU and answers. SUJET 2Why do some black American millennials feel OU disillusioned today? SUJET 2Why do some black American millennials feel disillusioned today? Tip

z Think about the documents you have seen in this unit

Tip(texts, videos, images…).

Think about the documents you have seen in this unit z (teFiche images…). N°20 p. 300Expression écrite de méthodologie z xts, videos, Fiche de méthodologie N°20 p. 300Expression écrite

Reniqua Allen on the Struggles of Young Black Americans,  CNN, 2019 Reniqua Allen on the Struggles of Young Black Americans,  CNN, 2019

Pour l’épreuve Questions

Évaluation

Fiche modifiable

Grille à imprimer

hatier-clic.fr/lmu1154 Ques tions Fiche modifiabl e

hatier-clic.fr/lmu1155 Év alua tion Grill e à imprimer

hatier-clic.fr/lmu1154

hatier-clic.fr/lmu1155

Pour l’épreuve

z

ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1Write an open letter to the NYPD the situation of black SUJET 1denouncing Write aneopen letter toBlack the Lives Americans and xplaining the NYPD denouncing the situation of black Matter movement. Americans and explaining the Black Lives OU Matter movement. SUJET 2Do you think Martin Luther OU King Jr.’ s dream is still possible today SUJET 2Do you think Martin Luther in America? King Jr.’s dream is still possible today in America?

Tips z Highlight the key words in the instructions. Tips the unit and complete your notes z Read Highlight the kagain ey wor ds in the instructions. z about the situation of black Americans in the USA Readthe theBlack unit again and complete your notes Lives Matter movement. z and about the situation of black Americans in the USA

Drinking fountain in use in the south of the USA before the end of  segregation. Drinking fountain in use in the south of the USA before the end of  segregation.

thede Black Lives MatterN°20 movement. Fiche méthodologie p. 300Expression écrite zand

178

Fiche de méthodologie N°20 p. 300Expression écrite

z

SÉQUENCE 1 COMPRÉHENSION ÉCRITE

SÉQUENCE 1

COMPRÉHENSION ÉCRITE

e #BlackLivesMatter Movement: Marches And Tweets For Healing11

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In 2013, aer George Zimmerman was acquitted  ckL vesM vem for e kil#B lingla17-y eari-o ld Traaytvtoer n MM aro tin, a yoen unt: g In 2013, aer George Zimmerman was acquitted woman in California named Alicia Garza wrote an for killing 17-year-old Trayvon Martin, a young emotional Facebook post that ended with the words woman in California named Alicia Garza wrote an “Our Lives Matter, Black Lives Matter.” Her friend, emotional Facebook post that ended with the words Patrisse Cullors, turned that into a hashtag. “Our Lives Matter, Black Lives Matter.” Her friend, “I was devastated,” Cullors says. “Honestly I think Patrisse Cullors, turned that into a hashtag. it was my naivete, but I really believed that George “I was devastated,” Cullors says. “Honestly I think Zimmerman was going to be found guilty of it was my naivete, but I really believed that George something.” She turned to social media to tr y to Zimmerman was going to be found guilty of understand what was happening, and found Garza’s something.” She turned to social media to tr y to “love note to black people.” e three words ‘Black understand what was happening, and found Garza’s Lives Matter’ “hit me in the gut,” she remembers. “I “love note to black people.” e three words ‘Black put a hashtag on it because it just felt so necessar y Lives Matter’ “hit me in the gut,” she remembers. “I to archive it.” at developed into street protests and put a hashtag on it because it just felt so necessar y online organizing. As Cullors told her friend they to archive it.” at developed into street protests and should use it “to develop a new narrative around online organizing. As Cullors told her friend they what it means to believe and fight for black life in should use it “to develop a new narrative around this moment.” what it means to believe and fight for black life in “Black Lives Matter reminds people that black peothis moment.” ple are human, but more importantly, it reminds “Black Lives Matter reminds people that black peoblack people that we are human,” she says. ple are human, but more importantly, it reminds On becoming an activist black people that we are human,” she says. By the time I was 23, my brother and my father that On becoming an activist raised me had spent most of their life in prison or By the time I was 23, my brother and my father that jail because of the war on drugs. And I knew that the raised me had spent most of their life in prison or system didn’t actually care to rehabilitate black comjail because of the war on drugs. And I knew that the munities, but rather the use of jail was really what system didn’t actually care to rehabilitate black comMichelle Alexander calls it: “e New Jim Crow 2.” munities, but rather the use of jail was really wha2 t So for me, I had no choice but to be an organizer. I Michelle Alexander calls it: “e New Jim Crow .” had no choice but to be an activist. It was the only So for me, I had no choice but to be an organizer. I way I could feel some resolve. For me, the choice is had no choice but to be an activist. It was the only about either turning my eyes towards the violence way I could feel some resolve. For me, the choice is happening in my community, turning my eyes away about either turning my eyes towards the violence from it, or dealing with it head on. And people who happening in my community, turning my eyes away know me well know that I deal with issues head on. from it, or dealing with it head on. And people who And so that’s why I say I didn’t have a choice. know me well know that I deal with issues head on. On whether #BlackLivesMatter has been healing And so that’s why I say I didn’t have a choice. I appreciate you using the word healing, because On whether #BlackLivesMatter has been healing I think sometimes that word is overused. But I I appreciate you using the word healing, because think healing is actually an important piece of this I think sometimes that word is overused. But I conversation because what...black communities think healing is actually an important piece of this go through — especially poor black communities conversation because what...black communities go through — especially poor black communities

Tips z Make sure you know who is quoted (“…”).

Tips z Underline key words using different colours. Make sure you know who is quoted (“…”).

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and poor communities in general — is a signif-

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and poor communities in general — is a signifyour children is traumatic. To witness people being icant amount of trauma. To not be able to feed kidnapped from their community, put in cars and your children is traumatic. To witness people being handcuffed, you know, at 12, 13-years-old is traukidnapped from their community, put in cars and matic. To witness people receive life sentences in handcuffed, you know, at 12, 13-years-old is trauprison is traumatic. And so if there’s no sense of matic. To witness people receive life sentences in healing, if there’s no way out of that, I think that prison is traumatic. And so if there’s no sense of leads to a significant amount of apathy in our comhealing, if there’s no way out of that, I think that munities, and so Black Lives Matter has created a leads to a significant amount of apathy in our comtrack towards healing. munities, and so Black Lives Matter has created a On what success might look like track towards healing. I think the victor y that people are actually looking On what success might look like at police killing black people is huge. Fieen years I think the victor y that people are actually looking ago, no one cared if police were killing black people. at police killing black people is huge3. Fieen years I mean that just wasn’t newsworthy ... e media ago, no one cared if police were killing3 black people. wasn’t making this an issue, and the fact that it’s now I mean that just wasn’t newsworthy ... e media a real live conversation is a huge success. At some wasn’t making this an issue, and the fact that it’s now point there may be some national legislative goals. a real live conversation is a huge success. At some Right now, that’s not where we’re at but that’s okay point there may be some national legislative goals. to me. Because right now Black Lives Matter has 26 Right now, that’s not where we’re at but that’s okay chapters across the countr y, and two chapters outto me. Because right now Black Lives Matter has 26 side of our countr y — one in Ghana, one in Toronto. chapters across the countr y, and two chapters outPeople are organizing, and any good organizer side of our countr y — one in Ghana, one in Toronto. understands that organizing takes years to develop People are organizing, and any good organizer someone, to develop thought leadership. understands that organizing takes years to develop On being a “leader-full” — not a leaderless — someone, to develop thought leadership. movement On being a “leader-full” — not a leaderless — It’s important to us in the Black Lives Matter movemovement ment that... we’re not following an individual, right? It’s important to us in the Black Lives Matter moveis is a leader-full movement. I don’t believe you ment that... we’re not following an individual, right? can do anything without leadership. I don’t believe is is a leader-full movement. I don’t believe you that at all. I think there are many people leading this can do anything without leadership. I don’t believe conversation, advancing this conversation...ere that at all. I think there are many people leading this [are] groups on the ground that have been doing conversation, advancing this conversation...ere this work, and I think we stand on the shoulders of [are] group4 s on the ground that have been doing those folks . this work, a4 nd I think we stand on the shoulders of The #BlackLivesMatter Movement: Marches And t h os e folks . Tweets For Healing, NPR, June 9, 2015 The #BlackLivesMatter Movement: Marches And  1. recover For author Alexander, systemic Tweets For2.Healing, NPRMichelle , June 9, 2015 discrimination still continues in a hidden way depriving 1. recover 2. For author Michelle Alexander, systemic black Americans of their rights as the Jim Crow Laws. discrimination still continues in a news hidden way depriving 3. important enough to be on the / media 4. people black Americans of their rights as the Jim Crow Laws. 3. important enough to be on the news / media 4. people

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BAC

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ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

OMPRÉHENSION ORALE AC udio Listen to experts in British cinema discuss

BAC CD2 piste 36

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kitchen-sink realism. Listen to experts in British cinema discuss kitchen-sink realism.

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Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Write an article explaining the role of social realist EXPRESSION ÉCRITE

cinema in the UK and what its limits could be. SUJET 1W rite an article explaining the role of social realist OU cinema in the UK and what its limits could be. SUJET 2Can social realist cinema change society for the better?

My Beautiful Laundrette, dir. byStephen  Frears, 1985 My Beautiful Laundrette, dir. byStephen  Frears, 1985

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SUJET 2Can social realist cinema change society for the better? Tips

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z z

Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

EXPRESSION ÉCRITE SUJET 1You are intervie wing one of

the dir1ectors mentioned in the article. SUJET You are interviewing one of Imagine the questions and answers the dir ectors mentioned in the article. about ho w their lms reect British Imagine the questions and answers society, about their inspiration and about how their lms reect British motivation. society, about their inspiration and OU motivation. SUJET 2According to you, what are OU the aims of British social realist lms? SUJET 2Accor ding to you, what are Can they change British society for the the aims of British social realist lms? better? Can they change British society for the better? Tips

The L-Shaped Room, dir. byBryan Forbes, 1962  The L-Shaped Room, dir. byBryan Forbes, 1962 

z Make sure your questions have an auxiliary verb. Tips en from kitchen-sink lms.verb. z Use Make examples sure yourtak questions have an auxiliary z examples taken fromN°20 kitchen-sink Fiche de méthodologie p. 300lms. Expression écrite zUse z 180

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An Introduction To British Social Realist Directors A n Introduction To British Socially driven British directors are renowned for ociniaterlroga Retioanliosf tissDir tS heir ues oe f c potvo err tys, race, and Socially driven British directors are renowned for 5 5

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class in the UK’s divided society. Ken Loach, Stephen their interrogation of issues of poverty, race, and Frears, and Shane Meadows are among the directors class in the UK’s divided society. Ken Loach, Stephen who have relentlessly examined injustice and ineFrears, and Shane Meadows are among the directors quality in their films. who have relentlessly examined injustice and inee 2013 Venice Film Festival saw the Best quality in their films. Screenplay prize awarded to Philomena, the most e 2013 Venice Film 1 Festival saw the Best recent work from lauded British director Stephen Screenplay prize awarded1 to Philomena, the most Frears. It tells the true stor y of Philomena Lee, recent work from lauded British director Stephen an unmarried woman in Ireland whose baby the Frears. It tells the true stor y of Philomena Lee, Catholic Church sold for adoption in the 1950s. […] an unmarried woman in Ireland whose baby the British cinema is well known for revealing the ugly Catholic Ch2 urch sold for adoption in the 1950s. […] underbelly of society and being unafraid to critiBritish cinem 2 a is well known for revealing the ugly cise it. Such films are offered as a counterintuitive underbelly of society and being unafraid to critibrand of Made in Britain patriotism. A combination cise it. Such films are offered as a counterintuitive of pride and shame, they champion the extraordibrand of Made in Britain patriotism. A combination nariness of ordinar y people struggling in impossible of pride and shame, they champion the extraordicircumstances. Character-driven and unpolished, nariness of ordinar y people struggling in impossible they are a project in the humanisation of those circumstances. Character-driven and unpolished, individuals whose faces have been obscured by prejthey are a project in the humanisation of those udice in contemporar y Britain. individuals whose faces have been obscured by preje young working class feature prominently in the udice in contemporar y Britain. narratives of many of these films, led by Ken Loach’s e young working class feature prominently in the example in the iconic Kes, a film that won critical narratives of many of these films, led by Ken Loach’s acclaim at the time of its release in 1969 and exerts example in the iconic Kes, a film that won critical its influence on the British cinema scene to this day. acclaim at the time of its release in 1969 and exerts […] Whilst being sympathetic to his characters, its influence on the British cinem a scene to this day. Loach does not skirt around3 the ver y real prob[…] Whilst being sympathet3ic to his characters, lem of violence in their communities — indeed, his Loach does not skirt around the ver y real probdepictions of this violence are brutal and unflinchlem4 of violence in their communities — indeed, his ing . Nor does he claim his protagonists’ innocence. dep4ictions of this violence are brutal 5and unflinchRather, he places them, and by proxy their actions, ing . Nor does he claim his protagoni5sts’ innocence. in the context of a particular social and political Rather, he places them, and by proxy their actions, environment, in which the cycles of violence and in the context of a particular social and political poverty are a fact of ever yday life. environment, in which the cycles of violence and In 2006,director Shane Meadows released what would poverty are a fact of ever yday life. become compulsor y viewing for anyone looking In 2006,director Shane Meadows released what would to better understand the cultural histor y of modbecome compulsor y viewing for anyone looking ern-day England. is is England takes place in the to better understand the cultural histor y of modern-day England. is is England takes place in the

Tips z Link the dates to particular events.

Tips z List the lm titles mentioned in the article. Link the dates to particular events.

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Kes, dir. byKen Loach, 1969  Kes, dir. byKen Loach, 1969 

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early 1980s, in the midst of rapid deindustrialisation and in the aermath of the Falklands War. […] early 1980s, in the midst of rapid deindustrialisation Indeed, for Meadows, is is England is a form of and in the aermath of the Falklands War. […] historical documentation, a means of capturing Indeed, for Meadows, is is England is a form of the countr y at a particularly tumultuous moment, historical documentation, a means of capturing according not to those who write histor y, but those the countr y at a particularly tumultuous moment, who experienced it. according not to those who write histor y, but those Britain’s struggles with change and difference have who experienced it. also been well-documented by Stephen Frears in Britain’s struggles with change and difference have his earlier films. My Beautiful Laundrette, released also been well-documented by Stephen Frears in in 1985, is the tale of Omar, a young, second-generhis earlier films. My Beautiful Laundrette, released ation Pakistani man, navigating the new economic in 1985, is the tale of Omar, a young, second-generlandscape of atcher’s reforms, clashing with the ation Pakistani man, navigating the new economic growing resentment of British nationalists and dislandscape of atcher’s reforms, clashing with the covering what it means to be gay in 1980s Britain. growing resentment of British nationalists and disFrears also seems to ask the question: what does it covering what it means to be gay in 1980s Britain. mean to be English? He holds that it is not as simple Frears also seems to ask the question: 6what does it as residing on one side of an ethnic ri . mean to be English? He holds that it is n6ot as simple […] Here, Frears depicts the complexity at the root as residing on one side of an ethnic ri . of British society in the 1980s, elucidating the divide […] Here, Frears depicts the complexity at the root not only between colour, but also between class. of British society in the 1980s, elucidating the divide e cultural touchstones7 of British cinema rarely not only between colour, b7 ut also between class. paint a pretty picture. ey are political statements e cultural touchstones of British cinema rarely and artistic renderings of a countr y still struggling paint a pretty picture. ey are political statements with class inequality and racial tension. […] and artistic renderings of a countr y still struggling 7, 2017 i w ttheculturetrip.com, h class inequality January and racia l tension. […] 1. 2. hidden side of something 3. avoid theculturetrip.com, January 7, 2017 acclaimed  4. uncompromising 5. by extension 6. gap 7. standards 1. acclaimed 2. hidden side of something 3. avoid 4. uncompromising 5. by extension 6. gap 7. standards

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z 181

Territory T erritoire and memory et mémoire Territoire et mémoire

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Pr oject #1: Mak a video promoa competition sete up by the ting one agency of the BO Ts to win tourism VisitBritain. a competition set up by the Project #2: Following an article tourism agency VisitBritain. on BBC News, exchange a few Pr ojectabout #2: Follo an article tweets thewing independence

onBritish BBC Ne ws, exchange a few of Overseas Territories. tweets about the independence Grammaire le présent , le present perfect of British Overseas Territories. Phonologie la prononciation du o présentsur , le present perfect Gr ammaire le Écriture l’écriture les réseaux la prononciation du o Phonologie sociaux l’écriture réseaux Écriture Vocabulaire les atouts,sur lesles relations sociaux Vocabulaire les atouts, les relations

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How strong is the UK’s link with Ho ong is its w ovstr erseas the UK’s link with territ ories? its overseas Project #1: Make a video promoProjects territ ories? ting one of the BOTs to win

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Pr Give a speech to to oject place #1: a monument commemo the citizens of Liverpool rconvince ating slavery in the main square. to place a monument commemoProject #2: Songwriting contest: rating slavery in the main square. write the lyrics of a new song Pr oject #2: ating Songwriting commemor slavery.contest:

write the lyrics of a new song Grammaire les verbes état, . commemor ating d’ slavery les auxiliaires contractés état , Gr ammaire les les verbes préfixesd’et suffixes Phonologie les auxiliaires contr actés prononcés // les préfixes etdes suffixes Phonologie Écriture le doublement consonnes prononcés // Vocabulaire l’esclavage, le des consonnes Écriture lesdoublement commémorations Vocabulaire l’esclavage,

#nationalterritory

#geography #geography #collectiveheritage

#history #history

#collectiveheritage

nalterritory #natio #frontier

#frontier

Port Lockroy on Wiencke Island, part of the British Antarctic Territory Port Lockroy on Wiencke Island, part of the British Antarctic Territory

#commemoration #commemoration #collectiveheritage

#placesofmemory #history

#placesofmemory #emblematiccharacters

#history #collectiveheritage

#emblematiccharacters

Legacy, mural created by Josh Sarantitis and Eric Okdeh with the collaboration of school students, Philadelphia, Pennsylvania, 2016 Legacy, mural created by Josh Sarantitis and Eric Okdeh with the collaboration of school students, Philadelphia, Pennsylvania, 2016

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How strong is the UK’s link with its overseas territories? How strong is the UK’s link with its overseas territories?

The end of the British Empire The end of the British Empire

e rise and fall of the British Empire

Queen Elizabeth will officially become the longest ser ving monarch in British histor y this week, beating out Queen Elizabeth will officially become the longest ser vher great-great-grandmother Queen Victoria to take ing monarch in British histor y this week, beating out the title. During her almost 64-year-long reign, the her great-great-grandmother Queen Victoria to take queen has seen a remarkable amount of change in the the title. During her almost 64-year-long reign, the world, but perhaps no change has greater affected her queen has seen a remarkable amount of change in the life than the remarkable decline of the British Empire. world, but perhaps no change has greater affected her life than the remarkable decline of the British Empire.

When Elizabeth was crowned in 1952, Britain still had

e rise and fall of thW riptirise,hwiE en 70 overseas territories. ae reaB l em th m mop reir tha hen Elizabeth was crowned in 1952, Britain still had

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Even then, however, it was clear that th1e situation a real empire, with more than 70 overseas terri tories. could not last. India, oen declared “the jewel 2 in the Even then, however, it was clear that the si2tuation crown” for the Empire, had won its independence just could not last. India, oen declared “the jewel in the five years before. In 1952, British troops were fighting crown” for the Empire, had won its independence just independence movements in Egypt and Kenya. ey five years before. In 1952, British troops were fighting would go on to lose both, and many others. independence movements in Egypt and Kenya. ey By 1979, the British Empire was reduced to a few would go on to lose both, and many other3s. pockets around the world. e shrinking didn’t stop, By 1979, the British Empire was reduce3 d to a few however. When Hong Kong was transferred to China pockets around the world. e shrinking didn’t stop, in 1997, Queen Elizabeth’s son Prince Charles himself however4 . When Hong Kong was transferred to China dubbed it the “end of the Empire.” In 2015, Britain has in 1997,4 Queen Elizabeth’s son Prince Charles himself 14 overseas territories le. Outside of Britain’s land in dubbed it the “end of the Empire.” In 2015, Britain has the Antarctic, which is vast but mostly unpopulated, 14 overseas territories le. Outside of Britain’s land in the largest remaining British overseas territor y is the the Antarctic, which is vast but mostly unpopulated, Falkland Islands. At 4,700 square miles, the islands are the largest remaining British overseas territor y is the a little smaller than Connecticut. Falkland Islands. 5At 4,700 square miles, the islands6are It’s a far cr y from the days when the sun never set on a little smaller tha5n Connecticut. the Empire: In 1921, at the empire’s peak, the Bri6tish It’s a far cr y from the days when the sun never set on ruled around a quarter of the land on Earth. the Empire: In 1921, at the empire’s peak, the British Adam Taylor, The rise and fall of the British Empire, The ru le d around a quarter of the land on Earth. Washington Post, September 8, 2015 Adam Taylor, The rise and fall of the British Empire, The  1. across an ocean 2. ornament 3. reduction 4. called Washington Post, September 8, 2015 5. a big difference from 6. went down 1. across an ocean 2. ornament 3. reduction 4. called 5. a big difference from 6. went down

The Queen visiting Bermuda in 2009  The Queen visiting Bermuda in 2009 

1 Using the caption, comment on the photograph. xt. Pick comment out information Queen 2 1 Read Usingthe thete caption, on theabout photogr aph. Elizabeth and Queen Victoria. aw the a timeline with the following dates noteElizabeth down what date corresponds to. 3 2 Dr Read text. Pick out information aboutand Queen andeach Queen Victoria. 1921 – 1947 – 1952 – 1979 – 1997 – 2015 3 Draw a timeline with the following dates and note down what each date corresponds to. 1921 – 1947 – 1952 1979e for – 1997 – 2015 published on 4 Write an entry about the evolution of the British–Empir the encyclopedia

your school’s intranet. 4 Write an entry about the evolution of the British Empire for the encyclopedia published on your school’s intranet.

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A trip to the BOTs A trip to the BOTs

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1 Pick out the places  mentioned. Which adjective is repeated

several times? 1 Pick out the places mentioned. Which adjective is repeated all the unique characteristics of those territories. Use 2 verList se al times? them to write a short description of those places. 2 List all the unique characteristics of those territories. Use friend what description you have disco veredplaces. about the BOTs and 3 Tell them toawrite a short of those convince him or her to visit one of those territories. 3 Tell a friend what you have discovered about the BOTs and convince him or her to visit one of those territories.

Overwiew of Britain’s Treasure Islands,  Warehouse Productions 51, 2016 Overwiew of Britain’s Treasure Islands,  Warehouse Productions 51, 2016

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Scientific research stations Scientific research Wildlife stations TWildlife ourism

Gibraltar

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Akrotiri and Dhekelia Akrotiri and Dhekelia

ATLANTIC OCEAN ATLANTIC OCEAN PACIFIC OCEAN PACIFIC OCEAN

Pitcairn Islands Pitcairn Islands

Falkland Islands Falkland Islands

British Antarctic Territory British Antarctic Territory

Tourism bases Military Military bases Oil British Indian Ocean Territory British Indian Ocean Territory

INDIAN OCEAN INDIAN OCEAN

Saint Helena, Ascension and Tristan da Cunha Saint Helena, Ascension and Tristan da Cunha

Cayman Islands Cayman Islands

South Georgia and the South Sandwich Islands South Georgia and the South Sandwich Islands

1,500 miles 1,500 miles

The 14 overseas territories that are still British. 

Oil Tax haven Tax haven PACIFIC OCEAN PACIFIC OCEAN

Turks and Caicos Islands Turks and Caicos Islands

Anguilla Anguilla

Montserrat British Virgin Islands British Virgin Islands

Montserrat 500 km 500 km

The 14 overseas territories that are still British.  1 Read the map. Find out which characteristic is

3 Find out which BOTs are military bases and common to all the British Overseas Territories and imagine how this can be an asset for the UK. 3 Find out which BOTs are military bases and Read Find characteristic is e1xplain hothe w it map. is linked to out two which other categories. aphy youUK. have 4 Tell your common to all the British Overseas Territories and imagine how geogr this can be teacher an assetwhat for the Pickho out thred eeto char that learned about BOTs and explain how they are assets e2xplain w itthe is link twoacteristics other categories. 4 the TellUK. your geography teacher what you have make some BOTs economic assets for the UK. for 2 Pick out the three characteristics that learned about BOTs and explain how they are assets make some BOTs economic assets for the UK. for the UK. Make a one-minute podcast about some British Overseas Territories. Make a one-minute podcast about some British Overseas Grammar Tip Territories. Précis p. 225 In 10 seconds, name ve

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“Decision March” against a law imposed by the UK to fight tax evasion, British Virgin Islands, May 24, 2018.  “Decision March” against a law imposed by the UK to fight tax evasion, British Virgin Islands, May 24, 2018. 

1 Read the caption, then describe and comment on the photograph.

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3 Imagine the tweet written by the photographer when he or she posted the photograph.

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The Falklands War The Falklands War

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1 Watch the video and read the Culture Tip. Explain the situation. 1 Watch the video and read the Culture Tip. Explain Describe Prime Minister Margaret Thatcher ’s 2 situation. the reaction. Sum up what she decided to do. 2 Describe Prime Minister Margaret Thatcher ’s Try toSum explain to your r3 eaction. up what sheclassmates decided towhy do. MargaretThatcher was called the “Iron Lady”. 3 Try to explain to your classmates why MargaretThatcher was called the “Iron Lady”.

The Iron Lady, dir. by Phyllida Lloyd, 2011  The Iron Lady, dir. by Phyllida Lloyd, 2011 

Culture Tip

The Falklands Islands have been British since 1833, Culture Tipclaims them as part of its territory. but Argentina The F alklands have British since 1833, This led to the Islands Falklands Warbeen in 1982. but Argentina claims them as part of its territory. This led to the Falklands War in 1982.

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“The Falklands to Britain.” Present simplebelong T oo l s p. 188

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Blaming mainland Britain

e UKBlaming Government’s remainland sponse to HurricaBritain ne Irma in fashion3 to our French neighbours on St Martin, where 1 British overseas territories has been branded “absothe Fren3 ch made sure they had militar y on the ground e UK Government’s response to Hurricane 1Irma in fashion to our French neighbours on St Martin, where lutely pathetic.” so the response given is timely, which makes it effecBritish overseas territories has been branded “absothe French made sure they had militar y on the ground Dorothea Hodge, the former UK EU representative for tive, which makes it helpful to our people. lutely pathetic.” so the response given is timely, which makes it effecthe government of the Caribbean island of Anguilla, 30 “at is sorely4 lacking in this case. ere was no echoDorothea Hodge, the former UK EU representative for tive, which ma4kes5 it helpful to our people. said the UK should invest in long-term reconstruction 30 ing of chainsaw s in Anguilla. We have huge trees and the government of the Caribbean island of Anguilla, “at is sorely lac king in this case. ere was no echoto help the island community. some of our olde5st trees are still lying across the roads, said the UK should invest in long-term reconstruction ing of chainsaws in Anguilla. We have huge trees and She told e Guardian: “It’s absolutely disgraceful that it has roads are remaining impassable. to help the island community. some of our oldest trees are still lying across the roads, taken the whole day for Priti Patel to respond to the worst “While we understand that these things take time, I am She told e Guardian: “It’s absolutely disgraceful that it has roads are remaining impassable. hurricane we have seen in a British territory since the 1920s.” 35 very disappointed. We are supposed to have a relationship taken the whole day for Priti Patel to respond to the worst “While we understand that these things take time, I am Ms Patel said she had deployed three UK humanitar- 35 - we are overseas territories, we are supposed to be of the hurricane we have seen in a British territory since the 1920s.” very disappointed. We are supposed to have a relationship ian experts and a British naval vessel with 40 Royal same type of people as Gibraltar or the Falkland Islands.” Ms Patel said she had deployed three UK humanitar- we are overseas territories, we are supposed to be of the Marines and army engineers to the region. She said: “I am truly disappointed because we should ian experts and a British naval vessel with 40 Royal same type of people as Gibraltar or the Falkland Islands.” Ms Hodge added: “Anguillans are all British nationals, not be in this position. If we are indeed supposed to Marines and army engineers to the region. She said: “I am truly disappointed because we should 40 be in a par tnership, it should work ver y much more as British as the Falklands or Gibraltar. Ms Hodge added: “Anguillans are all British nationals, not be in this position. If we are indeed supposed to “In comparison to the French president who has set 40 effectively than it is now.” […] [Ms Hodge] told  e as British as the Falklands or Gibraltar. be in a partnership, it should work ver y much more up an emergency fund, an emergency hotline and a Guardian: “What is needed now is a commitment to “In comparison to the French president who has set effectively than it is now.” […] [Ms Hodge] told  reconstruction fund, her response aer the storm has an immediate effective humanitarian, response, food, up an emergency fund, an emergency hotline and a Guardian: “What is needed now is a commitment to passed is absolutely pathetic.” water, shelter, emergency health care, and a long-term reconstruction fund, her response aer the storm has an immediate effective humanitarian, response, food, Her comments were echoed by Anguilla resident 45 reconstruction fund to get the island back on its feet passed is absolutely pathetic.” water, shelter, emergency health care, and a long-term Josephine Gumbs-Connor, a barrister2, who was also 45 aer this battering.” Her comments were echoed by An2guilla resident reconstruction fund to get the island back on its feet critical of the UK’s response to the hurricane. 1. judged 2. lawyer 3. the same 4. badly 5. used for cutting trees Josephine Gumbs-Connor, a barrister , who was also aer this battering.” Ms Gumbs-Connor told BBC Radio 4’s Today Samuel2.Osborne, Caribbean territories lawyer 3.Irma: the same cutting trees 1. 4. badlyoverseas 5. used for critical of the UK’s response to the hurricane. judged  programme: “I anticipated really that, given our relacondemn UK Government ’ s ‘ disgr aceful’ lack of help as Ms Gumbs-Connor told BBC Radio 4’s Today Irma: Caribbean overseas territories Samuel wreaks Osborne,  Hurricane devastation , The Independent , Sept 7, 2017 tionship with the UK, they would have done in a similar condemn UK Government’s ‘disgraceful’ lack of help as programme: “I anticipated really that, given our relaHurricane wreaks devastation, The Independent, Sept 7, 2017 tionship with the UK, they would have done in a similar

F 5 5

10 10

15 15

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Pédagogie différenciée

TRAIL A

1 Find out what the UK did to help Anguilla

Pédagogie différ enciée and what France did for St Martin.TRAIL Conclude who A

TRAIL B 1 Compare the way the UK and France helped

their overseas territories. 1ovided 1 Compare the way the UK and France helped Find out what the UK did to help Anguilla pr better help. and what France did for St Martin. Conclude who their overseas territories. 2 Describe the Anguillan population’s feeling Pick out the help. two adjectives Anguillans 2ovided pr better toward the UK’s response to the hurricane. used to qualify both the UK’s response to the 2 Describe the Anguillan population’s feeling 2 Pick out the adjectives hurricane and hotwo w the y felt. Anguillans toward the UK’s response to the hurricane. used to qualify both the UK’s response to the 3 Explain what the Anguillans would like to 3 Study Ms and Ms Gumbs-Connor ’s hurricane andHodge how the y felt. have from the UK in terms of relationship and quotes. Pick out words that express what 3 Explain 3 Study Ms andfrMs ’s direct aids. what the Anguillans would like to Anguillans areHodge expecting omGumbs-Connor the UK. have from the UK in terms of relationship and quotes. Pick out words that express what direct aids. Anguillans expecting from thephones UK. Gumbs-Connor her niece to enquire about the situation in St Martin and Meet up!areMs

TRAIL B

they talk about the aid each island received. Meet up! Ms Gumbs-Connor phones her niece to enquire about the situation in St Martin and they talk about the aid each island received. PAIR WORK A BOT has just been victim of a natural disaster. Two friends exchange short messages on PAIR WORK A BOT has just been victim of a natural WhatsApp. disaster. TAwo friends xchange short messages on You have 30 seconds to list Student You live inethis BOT and you are disapWhatsApp. three things that people pointed with the reaction of the British government. Student A You 30 seconds to list fr omhave the British Overseas Y ou live in this BO T and you ar e disapStudent B are his or her best friend living in thr ee things that people T erritories could r epr oach pointed with the reaction of the British government. Liverpool. fromUK the Overseas Student B You are his or her best friend living in the goBritish vernment with. T erritories could r epr oach p. 236 Gr ammar Tip Précis Liverpool.

Prepare your

project

Prepare your

project

To express your disappointment, use modals like: Précis p. 236 Gr ammar should have Tip + past participle, could have + past participle. To express your disappointment, use modals like:

the UK government with.

187

Tinoto l s S he potlight ise ar Practgr amm your

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T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

z

Le présent simple

arà partir de la base amestm gr ur yo Le pr ésent simple formé • Le présent simple

verbale, à laquelle on ajoute s à la 3e personne du Le présent simple estàformé à partir de la base e singulier. Il corr espond une habitude , une situation s verbale, à laquelle on ajoute à la 3ale personne du permanente ou à une vérité génér . singulier. Il correspond à une habitude, une situation He works in Bermuda, but his parents live in Britain. permanente ou à une vérité générale. The Falklands belong tobut Britain. He works in Bermuda, his parents live in Britain. Étant donné que le pr ésent The Falklands belong to Britain.simple est employé pour des événements ou des faits généraux, on Étantsouvent donné que présent simple emplo yé trouve le prleésent simple avecest des marqueurs é vénements faits génér aux pour des ou des , onou les tempor els génériques tels que usually, generally tr ouve souvent le pr ésent simple avec des mar queurs marqueurs de fréquence tels que sometimes, often, usually, generally ou les tempor els génériques tels que always ou hardely ever. marqueurs de fréquence tels que sometimes, often, Queen II often visits the British Overseas alwaysElizabeth ou hardely ever. Territories. Queen Elizabeth II often visits the British Overseas À la forme négative et interrogative, on a recours à Territories. l’auxiliaire do / does au présent simple. À la forme négative et interrogative, on a recours à They don’t do work in Montreal. / does l’auxiliaire au présent simple. Does this’thistory prMontr ofessor teach the decolonisation of the They don work in eal. British Empire? Does this history professor teach the decolonisation of the British Empire?

• • •

• •

1 Choisissez le bon adverbe de fréquence ou groupe adverbial. Choisissez le bon adverbe de fréquence ou a1. All the British Overseas Territories … offer a great groupe adverbial. variety of wildlife. (always/ currently) a. All the British Overseas Territories … offer a great b. They are building a hotel on the Cayman Islands …. variety of wildlife. (always/ currently) (often/ at the moment) b. They are building a hotel on the Cayman Islands …. c. The Cayman Islands … represent a tax haven for (often/ at the moment) multinationals. (often/ now) c. The Cayman Islands … represent a tax haven for d. These four British tourists are … visiting Montsermultinationals. (often/ now) rat’s Soufrière Hills volcano. (regularly/ currently) d. These four British tourists are … visiting Montserr2 at’sComplétez Soufrière Hills volcano. par le présent(regularly/ simple ou currently le présent) en be + V-ing. Complétez par le présent simple ou le présent a2. The Falkland Islands … (consist) of two main isen be + V-ing. lands off the east coast of southern South America. a. The Falkland Islands … (consist) of two main isb. She … (go) on a safari in Kenya next year. lands off the east coast of southern South America. c. Unfortunately, Queen Elizabeth … (address) the b. She … (go) on a safari in Kenya next year. issues of the British Overseas Territories quickly c. Unfortunately, Queen Elizabeth … (address) the enough. issues of the British Overseas Territories quickly d. They … (teach) the life-story of the two enough. longest-serving queens in British history every year. d. They … (teach) the life-story of the two e. … Hong Kong (belong) to the United Kingdom? longest-serving queens in British history every year. e. … Hong Kong (belong) to the United Kingdom?

Le present perfect esent perfect est composé de l’auxiliaire have, • LeLeprpr esent perfect

suivi du participe passé du verbe. Has correspond à la esent perfect Le prde est composé de l’auxiliaire have, forme la 3e personne au singulier. e suivi du participe passé du verbe. Has correspond à la Le pr ésent est un temps onologique, alors que le forme de la 3 personne auchr singulier. present perfect est un aspect, c’est-à-dire un point de Lesur présent est un temps chrespond onologique, alors d’ que vue un événement. Il corr à un bilan unele present perfect est un aspect, c’est-à-dire un point de action passée fait par la personne qui s’exprime dans vue un événement. Il correspond à un bilan d’une le prsur ésent. action passée fait par la personne s’eexprime dans Le present perfect est donc à chevalqui entr le passé le pr ésent. et le présent, et souligne que l’action passée a des present perfect est donc à cheval entre le passé Le conséquences dans le présent : c’est pourquoi le et le pr ésent, et souligne que l’action passée des present perfect est parfaitement adapté pouraparler conséquences dans le présent : c’est pourquoi le d’expériences vécues jusqu’ ici. present perfect est parfaitement adapté pour parler vécues d’expériences jusqu’ ici. amount of change in The queen has seen a remarkable the world, but perhaps no change has greater affected The queen has seen a remarkable amount of change in her life than the remarkable decline of the British Empire. the world, but perhaps no change has greater affected her life than the remarkable decline of the British Empire.

•• •

188

3 Indiquez la bonne réponse. a. The British Virgin Islands (have always been/ 3 Indiquez la bonne réponse. were always) famous for their splendid sandy a. The British Virgin Islands (have always been/ beaches. were always) famous for their splendid sandy b. In 2018, she (has conducted / conducted) some rebeaches. search into the Pitcairn Islands in the Pacific Ocean. b. In 2018, she (has conducted / conducted) some rec. India, the jewel in the crown, (has become / search into the Pitcairn Islands in the Pacific Ocean. became) independent in 1947. c. India, the jewel in the crown, (has become / d. Queen Elizabeth II (has seen / saw) the decline of became) independent in 1947. the British Empire. d. Queen Elizabeth II (has seen / saw) the decline of e. She (has come / came) to the throne back in 1952. the British Empire. (has comepar ) to theperfect throneou back in 1952.. e.4She / came Complétez le present le prétérit a. Queen Victoria … (be) Queen of the United Kingdom 4 Complétez par le present perfect ou le prétérit. of Great Britain and Ireland from 1837 to 1901, so for a. Queen Victoria … (be) Queen of the United Kingdom 64 years! of Great Britain and Ireland from 1837 to 1901, so for b. Queen Elizabeth II … (be) Britain’s Queen since 1952. 64 years! c. The Falkland Islands … (belong) to Britain since 1833. b. Queen Elizabeth II … (be) Britain’s Queen since 1952. d. She … (take) advantage of her trip to Saint Martin c. The Falkland Islands … (belong) to Britain since 1833. to go to Anguilla. d. She … (take) advantage of her trip to Saint Martin to go to Anguilla.

SÉQUENCE 1 SÉQUENCE 1

ve ciation Impropr onun

z

your

La prononciation du o

Précis de phonologie, p. 262

z Audio

ur pronunciation Audio yo La voyelle o peut correspondre à plusieurs sons La prononciation duo

Précis de phonologie, p. 262

CD2 piste 37 MP3 n° 117 CD2 piste 37 MP3 n° 117

Im•prove

différents. La voyelle o peut correspondre à plusieurs sons //:ents. pension, territory, colony différ //:: spensi on, coon, ming, // territenc oryo, ur colaged, ony government

• //::ssooo n, ncoming, encouraged, government • /u/ /u/:: ds oonr, thought, Georgia • // t, r, mth onar chy, Ge Moontserr //:: ndooo ought, rgia at, volcano, colony • // //:: nwoot,rld monarchy, Montserrat, volcano, colony • // ow, go, ocean, volcano, overseas //::wkn orld • // //:: cr knoown, w, gpoo, wer ocean, volcano, overseas • /a/ • /a/: crown, power •

on skills Work w riting

5 Écoutez les mots suivants et Audio CD2 piste 38 classez-les en fonction de la n° 118 Écoutez les mots suivants et AMP3 udio 5 CD2 piste 38 prononciation de la voyelle o, puis MP3 n° 118 classez-les en fonction de la vérifiez avec l’enregistrement. prononciation de la voyelle o, puis London • monarch • remote • Victoria • world • vérifiez avec l’enregistrement. sovereign • colonialism • lose • government London • monarch • remote • Victoria • world • sovereign • colonialism • lose • government 6 Indiquez le son correspondant à Audio CD2 piste 39 la graphie o des phrases suivantes, n° 119 Indiquez le son correspondant à AMP3 udio 6 CD2 piste 39 puis répétez après l’enregistrement MP3 n° 119 la graphie o des phrases suivantes, pour vérifier. puis répétez après l’enregistrement a. Some territories of the British Crown are quite remote. pour vérifier. b. Victoria Station in London pays tribute to Queen a. Some territories of the British Crown are quite remote. Victoria. b. Victoria Station in London pays tribute to Queen c. Can the world get rid of colonialism? Victoria. d. The government has lost too much of its power. c. Can the world get rid of colonialism? d. The government has lost too much of its power.

your

L’écriture sur les réseaux sociaux

ur writing skills yo Écrire en ligne pour communiquer des informations

L’écriture sur les réseaux sociaux

Work on

importantes, échanger des points de vue, apporter sa Écrir e en ligne pour communiquer des informations contribution à un groupe requiert certaines règles. importantes, échanger des points de vue, apporter sa TIP Pensez: BEP! Brièveté - Essentiel - Pertinence! contribution à un groupe requiert certaines règles. Chaque réseau social présente ses propres règles d’usage. TIP Pense z: BEP! Brièveté - Essentiel - Pertinence! Pour Trwitter , il fautprécrir e 280 actèr maximum, Chaque éseau social ésente sescar propr eses règles d’usage. utiliser un hashtag (#) signicatif pour les mots-clés, witter, il faut écrire 280 caractères maximum, Pour Tmentionner @pour un·e utilisateur·rice et ajouter u t i l i s e r un hashtag (#) signicatif pour éventuellement une photo. Après # etles @,mots-clés, on ne met @pour mentionner un·e utilisateur·rice et ajouter pas d’espace entre les mots. éventuellement uneJEFF photo. DO Après # et @, on ne met pas d’espace entre @jeffdo les mots.

• •

JEFF DO

#IsupportBritishGibraltar! Join us! @jeffdo  108:25 PM - November 7, 2002 #IsupportBritishGibraltar! Join us!

•

 108:25 PM - November 7, 2002

Pour Instagram, choisissez bien vos mots-clés et utilisez #. Publiez votre contenu sans dépasser 2200 Instagram z bien vos mots-clés et carPour actères et poste, zchoisisse vos photos, vidéos, ou stories. # utilisez . Publie z votre rcontenu sans dépasser 2200 Attention, les hashtags endent la photo publique car actèr es et poste z vos photos, vidéos, ou stories. même si le compte est privé! Attention, les hashtags rendent la photo publique Pour si YouT ube, avant de poster votre vidéo, écrivez même le compte est privé! une description pour résumer et ajoutez des tags, ube, avant de poster votre vidéo, écrivez Pour YouT c’est-à-dir e des mots-clés, pour qu’elle soit bien tags, une description pour r ésumer ajoutezde desrecher répertoriée sur YouTube ou leset moteurs che. cPar ’est-à-dir e des«BO mots-clés, pour qu’«territories». elle soit bien exemple: T», «British», répertoriée sur YouTube ou les moteurs de recherche. Par exemple: «BOT», «British», «territories».

7 Hillary ne sait pas bien tweeter, aidez-la à corriger son tweet et à le rendre plus efficace. 7 Hillary ne sait pas bien tweeter, aidez-la à corriger son tweet et à le rendre plus efficace. HILLARY @hillarysmithy

HILLARY

Dear followers, @hillarysmithy Fancy a once-in-a-lifetime experience? Dear follo wers,or snorkelling with stingrays, Go swimming Fancy a once-in-a-lifetime experience? observe turtles, exotic tropical species … Go swimming or snorkenvir elling with stingr Enjo y the rich marine onment of @ays, observeOverseas turtles, eTxerritories! otic tropical species … British Enjoy theSmithy rich marine environment of @ #Hillary British Overseas Territories!  09:55 PM - March 22, 2019 #Hillary Smithy  09:55 PM - March 22, 2019

8 Vous postez une photo de vos vacances en Territoire antarctique britannique (p. 183) sur postez une photo de vos vacances en 8 Vous Instagr am. Écrivez la légende de la photo en respecTerritoire antarctique britannique (p. 183) sur tant les codes d’Instagram. Instagram. Écrivez la légende de la photo en respectant les codes d’Instagram.

• • •

189

pcabulary u Buyoild ur vo your vocabulary

Build up

Overseas territories

MP3 n°124

MP3 n°124 resour ces Overseas territories colony sources reyll id ic /dlk/: perfect colony located: situated idyllicer/dlk/ : perfect scatt ed: dissem inated ca sit lo long ted:to: be uated be included in scatt ered: disseminated possess : own long to: be included in be remain: subsist possess rule over: own remain : sub gain inde pensist dence from o rule ver under the sovereignty: under the gain inde domi napen tiondence from under the sovereignty: under the domination

Assets

Audio CD2 piste 40

ACD2 udio piste 40 Negative feelings

resent ment: anfeelings ger for sth unMP3 fairn°120 Negative disappointment an fair resent un thinment: kable ger for sth un ppoint disa ment disgraceful unthinsb kable blame for sth: accuse, criticise gret ace disgr ful re : de plore blame accuse , crit icise resent:sb befor ansth: gry for sth un fair regret: deplore resent: be angry for sth unfair

Relationship

destiAssets nation military base na desti po wer tion military base oil /l/: (here) petrol po wer scien tific research stations oil /l/ (here) petrol tax eva:sion tif scien ic research stations tax evasion

Support

tourism wildlife /waldlaf/ tourism strategic wildlife /waldlaf/ renowned for: famous for str ate ena blegic to: allow /la/ to renowned for: famous for enable to: allow /la/ to

war Relationship island community war trust island community commitment trust partnership commit ment dem onstr ate partnership demonstrate

MP3 n°121

recon struction MP3 n°121 Support hurricane /hrken/ struction recon su pplies /splz/ hurricane /hrken/ pathetic su effpplies e c tive/splz/ ≠ ineff e c tive pathet ic ly late ≠ time e copriate eff tive ≠ ineff e c tive a ppr timely late ≠ helpful o appr de ploypriate help ful devastate ploysb to + V deder or d astate reev scue /reskju/: aid: provide order sb to + V assistance rescue /reskju/: aid: provide take measures: take action: ssis a tance tak e steps take measures: take action: take steps

British Overseas British Territories Overseas Territories

MP3 n°123 MP3 n°123

MP3 n°120

MP3 n°122 MP3 n°122

protest refuse /rfjuz/ test pro re spond to fuse /rfjuz/ sreever /sevr/ ties with: end r reaspond totion connec with swarn eversb: /sev / ties alert sbwith: end a connection with warn sb: alert sb

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1165

hatier-clic.fr/lmu1165

Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale. Utilisez le vocabulaire en contexte. a. British Overseas Territories are territories … … … of the UK and are … all over the globe. 1 Complétez les phrases suivantes avec des mots de la carte mentale. b. They are … … their remarkable … and biodiversity.

a. British Overseas Territories are territories … … … of the UK and are … all over the globe. c. Anguillans … the British government … its pathetic response to Hurricane Irma. b. They are … … their remarkable … and biodiversity. d. Some inhabitants in the British Virgin Islands want to … … … the UK. c. Anguillans … the British government … its pathetic response to Hurricane Irma. e. The British have established … … and … … … in some of their overseas territories. d. Some inhabitants in the British Virgin Islands want to … … … the UK. Britishunhave and … in some ofanglaises their overseas territories. e.2The Écrivez postestablished sur Instagr… am…avec les…tr…aductions des mots suivants pour convaincre vos abonné·e·s de visiter les territoires britanniques d’outre-mer. 2 Écrivez un post sur Instagram avec les traductions anglaises des mots suivants pour convaincre vos appartenir à les tourisme base scientifique être. connu pour idyllique permettre de abonné·e·s de visiter territoires britanniques d’outre-mer appartenir à

UTO Aév aluatio n 190

tourisme

base scientifique

être connu pour

idyllique

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

permettre de

Quiz hatier-clic.fr/lmu1166

Quiz hatier-clic.fr/lmu1166

SÉQUENCE 1 SÉQUENCE 1

Project #1

Make a video promoting one of the BOTs to win a competition set up by the tourism Mak e a VisitBritain. video promoting one of the BOTs agency to win a competition set up by the tourism agency VisitBritain.

Project #1 1 1 2 2

Prepare the introduction of your video. Choose territory . Prepar e thea intr oduction of your video. Explain why you have chosen to promote this Choose territorya . territory. Explain why you have chosen to promote this territory. Find at least four arguments to show why people should go and visit your territory. Find at least four arguments to show why Lookshould for information in the unitterritory or on the. people go and visit your internet. Look for information in the unit or on thecould Take notes about all the arguments you internet. use (about ve words for each argument). T ake notes all the arguments you could Select your about four best arguments. use (about ve words for each argument). Use expressions to convince or to give advice. Select your four best arguments. You should + V… Use enot xpressions Why + V… to convince or to give advice. Y should V… I ou advise you+to + V… Why not + V… If I were you, I would + V… I advise you to + V… If I were you, I would + V…

3 3

Prepare your speech.

Organise ideas using linking words: Prepar e youryour speech. rstly, secondly, in addition, similarly, Or ganise your ideas using wor mor eover, that ’s why , aslinking a result … ds: rstly, secondly, in addition, similarly, Give examples: example, for instance… moreo ver, thatfor ’s why , as a result … Give examples: for example, for instance…

4

Think about a good conclusion.

4

Conclude why, as a British citizen, Think about e axplaining good conclusion. you are proud of the Overseas Territories. Conclude xplaining why , asFinally a British Start youreconclusion with: ... citizen, you ar e pr oud of the Overseas T erritories. In conclusion... To conclude... Start your conclusion with: Finally... In conclusion... To conclude...

5

Practise and record your video!

5

Checkand the rpr onunciation of dicult words on Practise ecor d your video! an online dictionary. Check onunciation of dicult words on Speak the frompryour notes with enthusiasm. an online dictionary. Speak from your notes with enthusiasm.

z

Fiche de méthodologie N°11 p. 284 Fiche de méthodologie N°11 p. 284

z

Project #2 Following an article on BBC news, exchange tweets about the independence of British Follo wing Tan article on BBC news, exchange Overseas erritories. tweets about the independence of British Overseas Territories.

Project #2 1 1

Choose which role you want. Student A: Y ou support independence and Choose which role you want. you want the British government to stop Student You support and legislatingA:for your island.independence  you want the British go vernment to stop Student B: You are British and proud of your legislating foryou yourthink island.  the UKterritories heritage and that Student B: YouBritish. are British and proud of your should remain heritage and you think that the UKterritories should remain British.

2 2

Think about the arguments you will use. Goabout through the and tak e notes Think the arunit guments you will about use. all the arguments you could use to defend your Go throf ough unit andasset, take diversity notes about point viewthe (heritage, , endall of the arguments you could use to defend your colonialism…). point of view (heritage, asset, diversity, end of colonialism…).

3 3

Try to guess what the arguments of your opponent could be to prepare your next post. Try to guess what the arguments of your Preparecould expressions ofepar agreement, opponent be to pr e your next post. disagreement and opinion. Preparright, e expressions of agr eement, Quite but… You may be right but… opinion. Idisagr don’teement agree…and I str ongly believe that… Quite right, but… You may be right but… I don’t agree… I strongly believe that…

4

Write your tweets!

4

Read your arguments again to be reactive to Write your tweets! your opponent’s message. Read guments again to messages. be reactive to Adaptyour yourar tweets to his or her your opponent’s message. Use short sentences and words with hashtags. Adapt your tweets to his or her messages. Use short sentences and words with hashtags.

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Fiche de méthodologie N°19 p. 298 Fiche de méthodologie N°19 p. 298

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191

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2 A

What’s Juneteenth? What’s Juneteenth?

What As the Ci vil War ca’s meJuneteenth? to a close in 1865, a number of people remained enslaved, especially in remote areas. As the Civil War came to a close in 1865, a number of Word of slaver y’s end traveled slowly1, and for those people remained enslaved, especially in remote areas. who were largely isolated from Union a1 rmies, life conWord of slaver y’s end traveled slowly , and for those tinued as if freedom did not exist. is was especially who were largely isolated from Union armies, life conthe case in Texas, where thousands of slaves were not tinued as if freedom did not exist. is was especially made aware of freedom until June 19, 1865, when the case in Texas, where thousands of slaves were not Union Gen. Gordon Granger arrived in Galveston made aware of freedom until June 19, 1865, when and issued an order officially freeing them. eir Union Gen. Gordon Granger arrived in Galveston celebration would ser ve as the basis of June 19 — or and issued an order officially freeing them. eir Juneteenth — a holiday celebrating emancipation in celebration would ser ve as the basis of June 19 — or the US. Juneteenth — a holiday celebrating emancipation in Ironically, while Juneteenth has become the most the US. prominent Emancipation Day holiday in the US, it Ironically, while Juneteenth has become the most commemorates a smaller moment that remains relaprominent Emancipation Day holiday in the US, it tively obscure. It doesn’t mark the signing of the 1863 commemorates a smaller moment that remains relaEmancipation Proclamation, which technically freed tively obscure. It doesn’t mark the signing of the 1863 slaves in the rebelling Confederate States, nor does it Emancipation Proclamation, which technically freed commemorate the December 1865 ratification of the slaves in the rebelling Confederate 2States, nor does it 13th Amendment, which enshrined the end of slaver y commemorate the December 18652 ratification of the into the Constitution. Instead, it marks the moment 13th Amendment, which enshrined the end of slaver y when emancipation finally reached those in the into the Constitution. Instead, it marks the moment deepest parts of the former Confederacy. when emancipation finally reached those in the deepest parts of the former Confederacy. 1 Draw a timeline showing these three dates and write a legend for each date. 1 Draw a timeline showing these three 1863 – June 19th 1865 – dates and write a legend for each date. December 1865 1863 – June 19th 1865 – December 1865 ation of the commemor 2 Explain why Juneteenth is important for Americans. 2 Explain why the commemoration of a short presentation of 3 Record is Juneteenth important for Americans. Juneteenth for a museum audioguide. 3 Record a short presentation of Juneteenth for a museum audioguide.

A 5

How is slavery commemorated in the world? How is slavery commemorated in the world?

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10 10

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State verbs

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T oo l s

p. 196

“a number remained State verbsof people T oo l s p. 196 enslaved” remained

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In many ways, Juneteenth represents how freedom and justice in the US has always been delayed for black In many ways, Juneteenth represents how freedom and people. [...] justice in the US has always been delayed for b3lack “ere are those in this society that still hold on to the people. [...] idea that the Civil War wasn’t about slaver y, it was ab3out “ere are those in this society that still hold on to the states’ rights or Northern aggression against slaver y,” idea that the Civil War wasn’t about slaver y, it was about says Karlos Hill, a professor of African and Africanstates’ rights or Northern aggression against slaver y,” American studies at the University of Oklahoma and says Karlos Hill, a professor of African and Africanthe author of Beyond the Rope: e Impact of Lynching American studies at the University of Oklahoma and on Black Culture and Memory. “Juneteenth is a moment the author of Beyond4 the Rope: e Impact of Lynching where we step back and tr y to understand the Civil on Black Culture and4Memory. “Juneteenth is a moment War through the eyes of enslaved people.” where we step back and tr y to understand the Civil I spoke with Hill recently about the histor y of War through the eyes of en slaved people.” Juneteenth, why the push 5 to make it a national holiday I spoke with Hill recen t ly about the histor y of matters, and how comm5emorating the holiday could Juneteenth, why the push to make it a national holiday bring America closer to truly embracing its ideals of matters, and how commemorating the holiday could freedom and equality for all. bring America closer to truly embracing its ideals of P.R. Lockhart, Why celebrating Juneteenth is more f re edom and equality for all. important now than ever, Vox, June 19, 2018 P.R. Lockhart, Why celebrating Juneteenth is more  1. It took Southerners a long to19, know important now than ever , Voxtime , June 2018slavery was over. 2. enclosed 3. continue to believe 4. stop and think 5. effort 1. It took Southerners a long time to know slavery was over. 2. enclosed 3. continue to believe 4. stop and think 5. effort

Culture Tip 1861-1865: The American Civil War opposed the United States to Culture Tip 11 southern states that seceded from the Union and formed the 1861-1865: The American Civil W, also ar opposed United Statesacy to”. Confederate States of America known the as “the Confeder 11 southern states that seceded thethe Union and formed the January 1, 1863: President Lincolnfrom issued Emancipation Confeder ate States America , also known asAfrican “the Confeder acy”. Proclamation. Moreof than 3.5 million enslaved Americans January 1, 1863: President Lincoln issued the Emancipation were freed. Proclamation. More than 3.5Amendment million enslaved Americans December 6, 1865: The 13th to theAfrican Constitution were freed.slavery and involuntary servitude. abolished December 6, 1865: The 13th Amendment to the Constitution abolished slavery and involuntary servitude.

transatlantic slave trade ordeal: misery transatlan tic slave trade emanci pation deal: br mis ormem ery re ance emancipation commemo ration remem briday ance state hol commemo tion leg acy: herra itage holof: statethy iday wor deserving leg her

honoured: recognised enslave: enchain hon recognised abolour ish:ed: stop slave en ebrate : enchain cel bol a mmem ish: stop co orate: pay tribute to cel ate honebr our /nr/ sb’s memory tribute to r commem orate: pay er gath er: bring togeth hon /n / mem our : passsb ory transmit on’s gath geth

SÉQUENCE 2

B B

Celebrating Juneteenth

 Classe inversée

Celebrating Juneteenth

 Classe inversée

SÉQUENCE 2

A Juneteenth parade in Harlem, New York City, June 19, 2010  A Juneteenth parade in Harlem, New York City, June 19, 2010  Vidéo E-workbook hatier-clic.fr/lmu1167

Vhatier-clic.fr/lmu1167 idéo

Classe inversée hatier-clic.fr/lmu1168 w Clas seorkbook inversée  Ehatier-clic.fr/lmu1168

vent is taking place in the 1 Explain what e photo above. 1 Explain what event is taking place in the the video. Pick out the name of 2 Watch photo above. the city, the event and the number of people. 2 Watch the video. Pick out the name of the city, the event and the number of people.

C C

A symbolic memorial

3 Find keywords and use them to explain how the African American community celebrates this Find keywords and use them to explain how e3vent. the African American community celebrates this You are a journalist. Write a tweet to describe e4vent. the event. 4 You are a journalist. Write a tweet to describe the event. Vidéo   E-workbook hatier-clic.fr/lmu1169

Vhatier-clic.fr/lmu1169 idéo

A symbolic memorial



Fiche à imprimer

hatier-clic.fr/lmu1170 Ewàorkbook Fiche imprimer hatier-clic.fr/lmu1170

1 Find out what The Ark of Return represents. Ark of dr Return e the The architect ew his inspir ation 2 1 Say Findwher out what repr esents. from. 2 Say where the architect drew his inspiration Explain the meaning of this memorial to a fr3om. group of tourists. 3 Explain the meaning of this memorial to a group of tourists. Rodney Leon, The Ark of Return, New York City, 2015  Rodney Leon, The Ark of Return, New York City, 2015 

Prepare your

project

Deliver a short speech on Juneteenth about the importance of commemorating slavery. Deliver a short of speech Give examples what on canJuneteenth be done toabout remember the importance of commemor ating slavery. past. Give examples of what can be done to remember the Grpast. ammar Tip Précis p. 237

project

Use must, and its equivalent have to, to express Précisobligation. p. 237 Gr Useammar should toTip give advice. Use must, and its equivalent have to, to express obligation. Use should to give advice.

Prepare your

In groups, nd words relating to Juneteenth. In grrst oups, ds The grnd oup wor to reach relatingdstowins. Juneteenth. 10wor The rst group to reach 10words wins.

193

How is slavery commemorated in the world?

D

udio Slavery Remembr ance Day  ACD2 41 How is slav ery comm emorated inpistethe world?

D

In this recording, a few students from Liverpool are speaking about Slavery Remembrance Day. They are visiting the International Slavery Museum in Liverpool. In this recording, a few students from Liverpool are speaking about Slavery Remembrance Day. They are visiting the International Slavery Museum in Liverpool.

ACD2 udio piste 41

Slavery Remembrance Day

Pédagogie différenciée

TRAIL A

1 Using the following words, say why Slavery

Pédagogie différ Remembr anceenciée Day is important to the students TRAIL A 1 Using the following words, say why Slavery intervie wed. Remembrance Day is important to the students benefit – trade – tragedy interviewed. why the they ar Liverpudlians 2 Explain benefit – fact trade – etragedy makes them feel especially concerned. 2 Explain why the fact they are Liverpudlians up the lessonconcerned. of this visit 3 Sum mak es them feelmain especially for the students. 3 Sum up the main lesson of this visit for the students. Meet up! Write a ve-line commentary on the visitors’ book of the museum. Meet up! Write a ve-line commentary Culture Tip on the visitors’ book of the museum.

15 15

ASIA

Zanzibar Zanzibar

Redemption Song

1 Pick out elements linked to the slave trade. up the main message theslave singer in this extract. 2 1 Sum Pick out elements linked toof the trade. an alternative titleof tothe thesinger song and explain 3 2 Imagine Sum up the main message in this extract. your choice. 3 Imagine an alternative title to the song and explain your choice.

1. 2. me ,3.Redemption hole 4. GodSong, 1980 Bob Marley steal  1. steal 2. me 3. hole 4. God

Short forms of auxiliaries

194

ASIA

hol lco ,a ol les coh xti , al te les xti , te ns

10

London Bristol Liverpool London NORTH EUROPE cotton co,Bristol c AMERICA a b , to NORTH guEUROPE fee cof co, cotton , AMERICA r a tobac g , g e u fe su cof WEST INDIES gar, Atlantic u s Ocean WEST INDIES Atlantic Goree AFRICA Ocean Island Ouidah s Goree AFRICA s Island Ouidah SOUTH Luanda 1,000 miles AMERICA SOUTH Luanda 1,000 miles AMERICA , ns

10

w the theystudents link the past to the 3 2 Explain Explain ho why feel especially concerned. future. 3 Explain how the students link the past to the future. Liverpool

s ve

5

TRAIL B

es lav

5

1 Explain why Slavery Remembrance Day is important to the students interviewed. 1 Explain why Slavery Remembrance Day is y feel especially concerned. 2 Explaintowhy important thethe students interviewed.

Redemption Song

Old pirates, yes, they rob 1 I2 1 2 Sold I to the merchant shi ps Old pirates, yes, they rob I Minutes aer they took I Sold I to the merchant shi ps From the bottomless pit3 Minutes aer they took I3 But my hand was made strong From the bottomless pit By the hand of the Almighty4 But my hand was made stron4g We for ward in this generation By the hand of the Almighty Triumphantly We for ward in this generation Won’t you help to sing Triumphantly ese songs of freedom? Won’t you help to sing ‘Cause all I ever have ese songs of freedom? Redemption songs ‘Cause all I ever have Redemption songs Redemption songs Emancipate yourselves from mental slaver y Redemption songs None but ourselves can free our minds […] Emancipate yourselves from mental slaver y Redemption songs None but ourselves can free our minds […] ese songs of freedom Redemption songs Songs of freedom ese songs of freedom Bob Marley, Redemption Song, 1980  Son gs of freedom

E

TRAIL B

la

Slavery Remembrance Day is an international TipIt celebration held every year on Culture August 23rd. Slavery Remembr Day is an international memorialises theance transatlantic slave trade, celebr heldtriangular every year on August It which ation used the trade route to23rd. transmemorialises the transatlantic trade, port enslaved African people to theslave Americas. which used the triangular trade route to transport enslaved African people to the Americas.

E



T oo l s

p. 196

“But isn’t just about the past, it’s about the Shortitforms of auxiliaries T oo l s p. 196 present.” isn’t ’s

duty of memory testimony du memory abotylitofionist tes timony redemp tion: reparation litionist abofair un demp ration re tion:≠repa eman cipate impris on fair un realise man pris

raise sb’s awareness: make sb aware of eness: raise sb’ssbdy awar re mind of: recall war e of make talise sb a immor rermind sbdyueof: recall e ect a stat mmor iin talise memory of rect e a stat for merly: in ue the past mem

SÉQUENCE 2

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SÉQUENCE 2

Memory for the slaves Memory for the slaves

Culture Tip Zanzibar is an archipelago Culture situated inTip the Indian Ocean, Zanzibar is anofarchipelago off the coast East Africa. situated inof the Indian Ocean, It was one the largest slave off theincoast of EastOcean. Africa. ports the Indian It oneindependence of the largest from slave It was gained ports in the Indian Ocean. Britain in 1963. It gained independence from Britain in 1963.

Clara Sornas, Memory for the Slaves, Stone Town, Zanzibar, United Republic of Tanzania  Clara Sornas, Memory for the Slaves, Stone Town, Zanzibar, United Republic of Tanzania 

1 Describe this document and explain why the statues have no lower parts. the this Cultur e Tip andand explain whywhy the the artist chosehave to build this 2 1 Read Describe document explain statues no lo wermemorial parts. in Zanzibar.

PAIR W ORK Acteout short intervie w the between journalist andthis thememorial artist about this memorial. 3 2 Read the Cultur Tip aand explain why artist achose to build in Zanzibar.

3 PAIR WORK Act out a short interview between a journalist and the artist about this memorial.

G G

A lm about the abolition of slavery

 Vidéo DVD

VDVidéo D

A lm about the abolition of slavery Culture Tip



William Wilberforce(1759-1833) was a British politiCulture Tip for the abolition of slavery until the cian who fought William Wilberforce a British politiSlavery Abolition Act(1759-1833) was passedwas in 1833. cian who fought for the abolition of slavery until the Slavery Abolition Act was passed in 1833.

1 Pick out the gures and places given to explain where the Madagascar is back from. 1 Pick out the gures and places given to Madagascar Explain the Members of Parliament e2xplain wherwhy e the is back from. stop enjoying the party. 2 Explain why the Members of Parliament AIR ying WORK partner, discuss 3 Penjo stop theWith partyyour . the message of the lm on an online forum WORK 3 PAIR With your partner, discuss about British cinema. the message of the lm on an online forum about British cinema.

Prepare your

project

Prepare your

project

Amazing Grace, dir. by Michael Apted, 2006  Amazing Grace, dir. by Michael Apted, 2006 

Write a four-line poem about the commemoration of slavery. Two lines must Writeina-ion four-line poem end and two linesabout mustthe endcomin -y. memoration of slavery. Two lines must end in -ion and end in -y. p. 257 Grammar Tiptwo lines Précismust Use to + V, in order to+Précis V or so as to + V Gr ammaryour Tipmain objective p. 257 to express Use to + V, in order to+ V or so as to + V to express your main objective

Use all the following words to explain how slavery is commemorated in the Use all the following words to explain English-speaking world. ho w slavery is commemor ated in the museum – song – English-speaking world. memorial– film museum – song – memorial– film

195

Tinoto l s S he potlight ise ar Practgr amm your

Entraînez-vous sur la plateforme Let’s Meet Up! r eEntr u s saînez-vous i r e n l a n gsur u e la s.fr plateforme Let’s Meet Up! reussirenlangues.fr

z

T o o l s ht g i l t o p S e h t n i Practise

Précis grammatical, p. 216 Précis grammatical, p. 216

z

Les verbes d’état

mar: amalement grgénér ur yo Ils e xpriment • Les verbes d’état

− une opinion : think, believe, understand, know Ils expriment généralement : − un sentiment : like, dislike, hate, prefer opinion think, believe, understand, know − − une l’existence : e:xist, remain, be, seem, look − un sentiment : like, dislike, hate, prefer Les verbes d’état se conjuguent en général aux temps − l’existence : exist, remain, be, seem, look simples (présent ou prétérit simple). Les verbes d’état se conjuguent en général aux temps The mayor seemed to agree with Martin Luther King’s simples (présent ou prétérit simple). non-violent methods. The mayor seemed to agree with Martin Luther King’s A number ofmethods. people remained enslaved. non-violent Certains verbesremained d’état peuvent se conjuguer au A number of people enslaved. présent ou au prétérit en be + V-ing, s’il s’agit d’une Certains verbesed’ou état peuvent se conjuguer au perception volontair d’un fait envisagé. présent ou au prétérit en be + V-ing, s’il s’agit d’une She’s thinking of creating a monument to commemorate perception volontaire ou d’un fait envisagé. slavery. She’s thinking of creating a monument to commemorate Certains verbes de perception involontaire, tels que slavery . see, hear, smell ou taste, font partie des verbes d’état. Certains verbes de perception involontaire, tels que Isee, seehear, whatsmell you mean, but I prefer this painting. ou taste, font partie des verbes d’état. I see what you mean, but I prefer this painting.

• • •

• •

Les auxiliaires contractés l’oral, et à l’écrit dans des textes informels, il est • ÀLes auxiliaires contractés courant de contracter les auxiliaires be, have et do. À l’oral, et à l’écrit dans des textes informels, il est But it isn’t just about the past, it’s about the present. courant de contracter les auxiliaires be, have et do. Beit isn’t just about the past, it’s about the present. But Au présent à la forme armative et négative : Be is 8 ’s is not8 isn’t Au ésent à la forme armative négative are pr ’r e areet not 8 aren:’t is 8’s is not 8 8 isn’t Au à la forme négative : ar was not 8ar wasn’t are passé ’r e e not 8 8 en’t were not 8 weren’t Au passé à la forme négative : was not 8 wasn’t were not weren’t Have 8 Au présent à la forme armative et négative : Have has 8 ’s has not 8 hasn’t Au pr8 ésent à la forme armative et négative : have ’ve have not haven ’t has ’s has not 8hasn’t 8 8 Au passé à la forme armativehave et négative : have not 8 haven ’t 8 ’ve had 8 ’d had not 8 hadn’t Au passé à la forme armative et négative : had Do8 ne’dse contracte qu’à la forme had négative. not 8 hadn’t Au présent: does not 8 doesn’t do not 8 don’t Do ne se contracte qu’à la forme négative. Au passé: did not 8 didn’t Au présent: does not 8 doesn’t do not 8 don’t Au passé: did not 8 didn’t

• • • • • • • 196

1 Indiquez la bonne réponse.

a. I (imagine / am imagining) that you will go to the 1 Indiquez la bonne réponse. exhibition on slavery. a. I (imagine / am imagining) that you will go to the b. The museums (are seeming / seem) to agree to exhibition on slavery. give students a 20% discount. b. The museums (are seeming / seem) to agree to c. Abraham Lincoln (remained / was remaining) give students a 20% discount. famous worldwide, didn’t he? c. Abraham Lincoln (remained / was remaining) d. I (am thinking / think) of visiting the former famous worldwide, didn’t he? slavery states in the south. d. I (am thinking / think) of visiting the former slavery states in the south. 2 Complétez les phrases suivantes par les verbes dislike, prefer, seem, smell et hear. Complétez les phrases suivantes par les verbes a2. I … to visit the Deep South first if you don’t mind. dislike, prefer, seem, smell et hear. b. The cellar … bad because the museum guide has a. I … to visit the Deep South first if you don’t mind. forgotten to open the door. b. The cellar … bad because the museum guide has c. I can … a noise over there. I’m so scared! forgotten to open the door. d. This commemoration site … interesting. c. I can … a noise over there. I’m so scared! e. They … their trip to that place, so they have d. This commemoration site … interesting. decided to come back earlier than planned. e. They … their trip to that place, so they have decided to come back earlier than planned.

3 Remplacez les auxiliaires be, have et do par des formes contractées. Remplacez les auxiliaires be, have et do par des a3. It has become the most prominent Emancipation formes contractées. Day holiday in the USA . a. It has become the most prominent Emancipation b. Thousands of slaves were not made aware of Day holiday in the USA . freedom until June 19th 1865. b. Thousands of slaves were not made aware of c. I was sure you did not remember the day when freedom until June 19th 1865. slavery was abolished. c. I was sure you did not remember the day when d. The civil rights movement was not violent. slavery was abolished. e. It is not urgent but you still have not booked the d. The civil rights movement was not violent. tickets for the exhibition! e. It is not urgent but you still have not booked the f. He has not had good marks in history this semester tickets for the exhibition! so he does not want to become a historian anymore. f. He has not had good marks in history this semester so does not to become a historian anymore. les want phrases suivantes avec la forme 4 heÉcrivez complète des auxiliaires. Écrivez les phrases suivantes avec la forme a4. It’s been said that the end of slavery changed the complète des auxiliaires. situation of black people. a. It’s been said that the end of slavery changed the b. She isn’t working on slavery, she’s studying the situation of black people. civil rights movement. b. She isn’t working on slavery, she’s studying the c. They’ve forgotten the day when slavery was abolished. civil rights movement. d. There’s a mistake in the TV programme — it’s c. They’ve forgotten the day when slavery was abolished. “Don’t forget the past!” tonight. d. There’s a mistake in the TV programme — it’s “Don’t forget the past!” tonight.

SÉQUENCE 2 SÉQUENCE 2

ve ciation Impropr onun your

Les préxes et suxes pron//unciation ACD2MP3udio yo prur ononcés piste 42 n° 125 ACD2 udio piste 42 Les préxes et suxes MP3 n° 125 éxe se place avant un mot pour former un • Un // prpr ononcés

Improve

mot de la même catégorie grammaticale. Certains préxe place avant un mot pour former un prUn éxes sont se des syllabes inaccentuées et comportent mot de la ,même catégorie le e muet // (le schwa ). grammaticale. Certains pr éx es sont des syllabes inaccentuées comportent com-: commemorate /kmem..ret/ , comet press /kmpres/ le e muet, // (le schwa). a-: alike /lak/, alive /lav/ com-: commemorate /kmem..ret/, compress /kmpres/ sux e se, place après un mot pour former un a-:Un alik e /lak/ alive /lav/ autre mot de la même famille. En règle générale, suxe place après un mot pour former un lesUn suxes nesesont pas accentués. Certains suxes autr e mot de la même comportent le e muet. famille. En règle générale, les es ne pas accentués. n/ Certains suxes -ionsux : emanci pasont tion /imæn.spe. e muet  comportent le l/, essen . tial /sen.  -ial: partial /p. n/l/ -ion: emancipation  /imæn.spe. -cian: politician /pl.t.n/, musician /mjuz.n/ -ial: partial /p. l/, essen tial /sen. l/  -ous: marvellous /m.vl.s/ -cian: politician /pl.t. n/, musician /mjuz. n/ -ious: gracious /re.s/ -ous: marvellous /m.vl.s/ -er: driver /dra.vr/, reporter /rp.tr/ -ious: gracious /re.s/ r r -or: instructor /nstrk.tr/, conductor /kndk.tr/ / -er: driver /dra.v /, repor t er /rp.t r r -less: homeless /hm.ls/, hopeless /hp.ls/ -or: instructor /nstrk.t/, conductor /kndk.t/ -less: homeless /hm.ls/, hopeless /hp.ls/

• • •

z

Précis de phonologie, p. 262 Précis de phonologie, p. 262

z

5 Indiquez le son // correspondant Audio CD2 piste 43 aux préfixes ou suffixes des mots n° 126 le son // correspondant AMP3 udio 5 Indiquez CD2 piste 43 suivants, puis vérifiez avec MP3 n° 126 aux préfixes ou suffixes des mots l’enregistrement. suivants, puis vérifiez avec childless • baker • magician • awake • communicate • l’enregistrement. debtor • cautious • impartial childless • baker • magician • awake • communicate • debtor • cautious • impartial 6 Indiquez le son // dans les Audio CD2 piste 44 phrases suivantes, puis vérifiez avec n° 127 Indiquez le son // dans les AMP3 udio 6 CD2 piste 44 l’enregistrement. MP3 n° 127 phrases suivantes, puis vérifiez avec a. A lot of reporters have denounced slavery. l’enregistrement. b. The mayor will commemorate the end of slavery a. A lot of reporters have denounced slavery. next weekend. b. The mayor will commemorate the end of slavery c. Politicians need to take actions with regard to the next weekend. commemoration of slavery. c. Politicians need to take actions with regard to the d. However, the case of homeless people is hopeless commemoration of slavery. as well, isn’t it? d. However, the case of homeless people is hopeless as well, isn’t it?

on skills Work w riting your

Le doublement des consonnes

ur writing skills yo En anglais, lorsqu’un verbe ou un adjectif se termine Le doublement des consonnes

Work on

par consonne - voyelle - consonne, on double la En anglais,nale lorsqu’ verbe ou adjectif se termine consonne siun la syllabe estun accentuée. par consonne - voyelle - consonne, on double la Verbes d’ une syllabe : runest nning 8 ru consonne nale si la syllabe accentuée. The little bo wassyllabe running with his dog, when he fell down. Verbes d’yune : run 8 running Adjectifs unerusyllabe : hothis hotter 8dog, The little boyd’was nning with when he fell down. It was gettingd’ho tter and hott er, which made it very Adjectifs une syllabe : hot 8 hotter dicult to work in the elds. It was getting hotter and hotter, which made it very Verbes deux syllabes dicult tode work in the elds. ou plus: begin 8 beginning

• •• • •

It was begide nning to be dicultou forplus slavesbegi to rnemain hopeful. Verbes deux syllabes : 8 beginning Verbes une for voyelle e lhopeful. : It was begiterminés nning to bepar dicult slaves+tolarlettr emain

••

EnVanglais britannique, le verbe termine erbes terminés par lorsque une voyelle + lase lettr e l: par une voyelle + la lettre l, on double le l: travel 8 travelling. En anglais britannique, lorsque le verbe se termine par At that time, merchantsl kept travellinglall around the world. une voyelle + la lettre , on double le : travel 8 travelling. Entime, anglais nelldouble le the l. world. At that meraméricain, chants kepton trave ing all arpas ound Word of slavery ’s end traveled slowly. En anglais américain, on ne double pas le l. Word of slavery ’s end traveled slowly.

•

7 Complétez les phrases avec les verbes à la forme qui convient. Complétez les phrases avec les verbes à la a7. The museum should commemorate slavery to forme qui convient. prevent younger generations from (forget). a. The museum should commemorate slavery to b. The transatlantic trade only (stop) with the end of prevent younger generations from (forget). slavery. b. The transatlantic trade only (stop) with the end of c. Singing and dancing used to be (ban) for slaves. slavery. d. After (travel) to Africa, the teacher and his class c. Singing and dancing used to be (ban) for slaves. understood the history of slavery more clearly. d. After (travel) to Africa, the teacher and his class understood the history of slavery more clearly. 8 Rédigez un court discours prononcé lors de l’inauguration d’un mémorial de l’esclavage. un court discours prononcé lors 8 Rédigez Utilisez les verbes suivants, que vous conjuguerez de l’inauguration d’un mémorial de l’esclavage. au passé. Utilisez les verbes suivants, que vous conjuguerez stop • admit • prefer • plan • occur au passé. stop • admit • prefer • plan • occur

197

pcabulary u Buyoild ur vo

Audio CD2 piste 45

ACD2 udio piste 45

Places of memory

your vocabularyPlaces of memory architecture /ktekt / r monument architecture /ktekt / museum mon sculpument ture muse ralum /mjrl/ sculp turme e morial history mural /mjrl/ emblematic characters history memorial collective heritage emblematic characters collective heritage r

Celebrations

Build up

MP3 n°133 MP3 n°133

JuneCelebr teenthations Slavery Remembrance Day teenth Juneof day remembrance Sla membrance Day very state holRe iday dayebr of ate remembrance cel state holiday celebrate

The Confederacy CivilThe /sv l/Confeder War acy  Confeder ate States: the Civ /sv l/ il federWa Con acyr Confed erate States: the Deep South Confed acy emanci paer tion Deep South servitude involuntary pation armies emanci U nion /junjn/ vol in A untary vitude 13th mendser ment Union /junjn/ armies former: previous 13th Amend ment : en shrined /nrand/ for previous mer: pre served enshrined /nrand/: preserved 

MP3 n°128 MP3 n°128 inaugu ration historic ra inaugu sym bolic tion stor hi ic be named after sb sym or bol sthic afue: be named terbuild sb a e rect a stat or sth statue /stætu/ rect a statue: build a e in mem ory of statue /stætu/ in memory of

Slavery

MP3 n°132 MP3 n°132

Slavery

Commemoration

legacy: heritage ation MP3 n°129 Commemor duty of memory leg heritage tesacy: timony du mem ty of honoured: reory cognised tes timonyorate commem honoured: recognised remember mmem ate co denounceor/dnans/ remem gath er: ber bring together denounce pay tribute/dnans/ to: honour /nr/ gath er: bring togeth honour sb’s mem oryer trib /nr/ to: ehon ourmak rpay aise sb’sute awar ness: e sb honour sb’s memory aware of sth rre aise sb’s awareness: make sb alise waresb of of: sthrecall reamind re alise trans mit: pass on mind sb of: recall ire mmortalise transmit: pass on immortalise

Abolition Slave trade

MP3 n°131 MP3 n°131

Africa Slave trade America Af ricale East Midd mer A icabbean the Cari Middle East Zanzibar bbe the ar chiCari pelagoan /kpel/ Zan zibar triangular trade route pel≠ago architor cap cap/kpel/ tive an tri gular trade route captor ≠ captive

MP3 n°129

slave market slave port marke slavechant t mer ship slave port ordeal: misery merchant ship scourge: curse misery ordeal un fair : scour ge: rob: stealcurse fair : enchain unslave en rob: steal enslave: enchain

MP3 n°130

abolit ionist: personMP3 n°130 Abolition opposed to slavery per abolitbers ionist: Mem of Parson liament pposed overy Aboto Sla litsla ionvery Act Mem Par bers≠of liament freedom ser vitude Sla very Abo ion ra Acttion redemp tion:litrepa freedom ≠ servitude free ≠ enslaved demption: reparation re emancipate ≠ imprison slaved frbol ee ≠ish: enstop a emancipate ≠ imprison abolish: stop

Apprenez et révisez le vocabulaire !

Quizlet

Utilisez Quizlet pour vous entraîner en vous amusant.

Quizlet hatier-clic.fr/lmu1171

Apprenez et révisez le vocabulaire !

hatier-clic.fr/lmu1171

Utilisez Quizlet pour vous entraîner en vous amusant.

Utilisez le vocabulaire en contexte. 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. Utilisez le vocabulaire en contexte. a. ... is the day that commemorates the emancipation of African American slaves in the Confederate States 1 Complétez les phrases suivantes avec des mots de la carte mentale à la forme qui convient. of America.

a. ... is the day that commemorates the emancipation of African American slaves in the Confederate States b. In the 19th century, many ... fought to end slavery. of America. c. It is important to ... the history of their country, so that they don’t forget about it. b. In the 19th century, many ... fought to end slavery. d. One of the largest ... ... in the Indian Ocean was Zanzibar. c. It is important to ... the history of their country, so that they don’t forget about it. e. The ... ... to the United States Constitution was ratified in 1865. It abolished slavery. d. One of the largest ... ... in the Indian Ocean was Zanzibar. f. Many ... ... sailed from Liverpool and were used to carry slaves across the Atlantic. e. The ... ... to the United States Constitution was ratified in 1865. It abolished slavery. ... ...quelques sailed from were used to carry slaves across the Atlantic. l’esclavage. Utilisez cinq f.2Many Écrivez phrLiverpool ases pourand présenter les différentes façons de commémorer mots de la catégorie Places of memory et cinq mots de la catégorie Commemoration de la carte mentale. 2 Écrivez quelques phrases pour présenter les différentes façons de commémorer l’esclavage. Utilisez cinq mots de la catégorie Places of memory et cinq mots de la catégorie Commemoration de la carte mentale.

UTO Aév aluatio n 198

Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation. Faites le quiz interactif en ligne et suivez les conseils pour vous préparer à l’évaluation.

Quiz hatier-clic.fr/lmu1172

Quiz hatier-clic.fr/lmu1172

SÉQUENCE 2 SÉQUENCE 2

Project #1

Give a speech to convince the citizens of Liverpool to place a monument Give a speech to convince commemor ating slavery inthe thecitizens main square. of Liverpool to place a monument commemorating slavery in the main square.

Project #1 1 1

Imagine the monument you have designed. Draw the a sketch of your pr oject or use the Imagine monument you have designed. internet to nd one with the following Dr aw a ds: sketch of your pr oject+ormonument use the keywor commemor ative + internet. to nd one with the following slavery ative + monument + k eywor ds: commemor Find a name for your monument. slavery .

3 3

2

Prepare what you are going to say to convince your audience. Prepare what you are going to say to convince Think about the symbolic meaning of your your audience. monument (shape, material, colour, symbols). Think the symbolic meaning of your List thrabout ee arguments about the importance monument (shape, material, colour, symbols). of having a memorial dedicated to slavery in

Get ready tospeech. introduce yourself, show your Organise your sketch and describe your monument. Get eady towor intr oduce yourself, sho your Use rlinking ds to present your arw guments: sk etch and describe your monument. rst, then, nally… Use linking words to present your Mak your speech usingareguments: xpressions rste, then nallyconvincing , … like: I am certain that, surely, obviously…

Find a name for your monument.

2

Organise your speech.

Make your speech convincing using expressions like: I am certain that, surely, obviously…

4 4

List three arguments about the importance Liverpool. of having a memorial dedicated to slavery in Liverpool.

Practise and deliver your speech! Use wor drdeliver eference.com to check the Practise and your speech! pronunciation of the words you don’t know. Use wordr eferspeech ence.com check Practise your in frto ont of a the friend. pronunciation of the words you don’t know. To be convincing, try not to read your notes Pr actise front of audience. a friend. and makyour e eyespeech contactinwith the To be convincing, try not to read your notes and make eye contact with the audience.

z

Fiche de méthodologie N°18 p. 296 Fiche de méthodologie N°18 p. 296

z

Project #2 Songwriting contest: write the lyrics of a new song commemorating slavery. Songwriting contest: write the lyrics of a new song commemorating slavery.

Project #2 1 1

Think about what you want to say about slavery. Think about what you want to say about Revie slavery . w the documents of the unit and search the internet if you need more ideas. You can Reviewthese the documents ofethe unit and search check websites for xample: the internet if you need more ideas. You .can http://bit.ly/1L7LtsS , http://bit.ly/UtgPoU check these websites example: Organise all the wordsfor and ideas you will use http://bit.ly/1L7LtsS , http://bit.ly/UtgPoU in your song. You can make a mind map..

3 3

2

Don’t forget to read your lyrics aloud to check their rhythm.

Choose a song structure. You can write two verses Choose a song structur e. and one chorus and organise them the following way: Y ou can- CHORUS write two -verses one chorus and VERSE VERSEand - CHORUS organise them the following way: If you want to use-rhymes, how to place VERSE - CHORUS VERSE - decide CHORUS them: A - B - A - B or A - A - B - B or A - B - B - A. If you want to use rhymes, decide how to place them: A - B - A - B or A - A - B - B or A - B - B - A.

Select ideas you want to highlight: one in Write thethe lyrics. the chorus and one in each verse. They can Select the ideas you want toactions, highlight: one in e xpress emotions, feelings, a particular the chorus and one in each verse. They can e vent... e ess emotions, feelings,you actions, a particular Ifxpr you want to use rhymes can use this e vent... website to nd words: rhymezone.com. If you want rhymes you aloud can use Don ’t for getto touse read your lyrics tothis check website to nd wor ds: rhyme zone.com . their rhythm.

Organise all the words and ideas you will use in your song. You can make a mind map.

2

Write the lyrics.

4 4

Find a title for your song. title thatsong. sums up the message of FindChoose a title afor your your song. Choose a title sums the to message Make your titlethat catchy! It up needs be clearofand your song. contain no more than six words. Make your title catchy! It needs to be clear and contain no more than six words.

z

Fiche de méthodologie N°20 p. 300 Fiche de méthodologie N°20 p. 300

z

199

Let's RECAP

Lisez les questions-clés et complétez la fiche bilan avec des exemples et des documents Lisez les questions-clés la fiche que vous avez étudiés et oucomplétez découverts. bilan avec des exemples et des documents que vous avez étudiés ou découverts.

#collectiveheritage #history

RECAP

What link and influence did the #history UK use to have on its overseas What link and influence did the territories? UK use to have on its overseas territories?

Let's 1

What do the UK and its #collectiveheritage overseas territories still have in What do the UK and its common? overseas territories still have in common?

What are the geographical #geography locations and characteristics of What are the BOT s?the geographical locations and characteristics of the BOTs?

#nationalterritory E-workbook Bilan à compléter hatier-clic.fr/lmu1173 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1173

SÉQUENCE

How strong is the UK’s link with How ong is its ovstr erseas territories? the UK’s link with How has the relationship evolved in time? its overseas territories?

SÉQUENCE

#geography

What does it reflect? How has the relationship evolved in time? What does it reflect?

1

AXE 8 E-workbook

AXE 8

What makes the BOTs culturally, #nationalterritory politically and economically linked What to themakes UK? the BOTs culturally, politically and economically linked to the UK?

#frontier How was pushing back the frontier #frontier of the British Empire of any use to How was pushing back the frontier the UK? of the British Empire of any use to the UK?

Territory and memory Territory and memory

Bilan à compléter

hatier-clic.fr/lmu1174 Ewàorkbook Bilan compléter hatier-clic.fr/lmu1174

2 SÉQUENCE

SÉQUENCE

How is slavery commemorated in Ho isglish-speakin slavery thewEn g comm w orld?emorated in the English-speaking How do people pay tribute to the victims world? of slavery in English-speaking countries? How do people pay tribute to the victims of slavery in English-speaking countries?

2

#emblematiccharacters How do symbols and icons contribute #emblematiccharacters to remembering the past? How do symbols and icons contribute to remembering the past?

#collectiveheritage How are English-speaking #collectiveheritage countries building a collective How are English-speaking memory of slavery? countries building a collective memory of slavery?

#placesofmemory #history #commemoration How do people celebrate #commemoration the end of slavery? How do people celebrate 200 the end of slavery?

How is the memory of #history the past passed on to How is the memory of younger gener ations? the past passed on to younger generations?

How important are art #placesofmemory and architecture to create How important are art places of memory? and architecture to create places of memory?

Lisez et écoutez de l’anglais en dehors de la salle de classe ! Voici quelques Lisez et écoutez l’anglais en dehors conseils en liende avec votre séquence. de la salle de classe ! Voici quelques conseils en lien avec votre séquence.

SÉQUENCE 1 Books SÉQUENCE 1

SÉQUENCE 1 The Battle for the Falklands,

Books M H, S J, 1984

Film

Documentary

Film

Documentary

The Battle for the Falklands, A TripH to the Beach: on, 1984 M , SLiving J Island Time in the Caribbean, A Trip to the Beach: Living on M B , Island Time in the Caribbean , R B , 2001 M B, R B, 2001

Websites

Songs

UK Overseas Territories Association

Whttps://ukota ebsites .org Britain’s Treasure Islands: A Journey to the UK Overseas Territories, Britain ’s Treasure Islands: A Journey S MP , 2016 to the UK Overseas Territories, S MP, 2016

Poem

Heritage, L B, 2013

Phttp://bbc.in/2CHt21r oem

Heritage, L B, 2013 http://bbc.in/2CHt21r

General Election,

UK Overseas Territories Association BBC News about https://ukota .orgBritish Overseas Territories http://bbc.in/2U26zHe BBC News about British Overseas Territories Britain ’s Treasure Islands, BBC Four http://bbc.in/2U26zHe http://bbc.in/2WrVcVJ Britain’s Treasure Islands, BBC Four Britain ’s Treasure Islands mini-documentaries, http://bbc.in/2WrV cVJ Redfern Natural History Productions Britain ’s Treasure Islands mini-documentaries, http://bit .ly/2V0Tk61 Redfern Natural History Productions http://bit.ly/2V0Tk61

Son gs L B, 1950

General Election, Sunset in Bermuda , L B , 1950 T T B, 1958 Sunset in Bermuda, Brothers inB Arms, T T , 1958 D S, 1985 Brothers in Arms, Como Estais, Amigos D S 1985 , I M, 1998 Como Estais Amigos, I M, 1998

SÉQUENCE 2 Novels and graphic novel

SÉQUENCE 2

Roots: The Saga of

No els and graphic novel anvAmerican Family , Roots: The Saga A H , 1976of an American Family, Beloved , , 1976 A H T M, 1987 Beloved, Amistad , T M , 1987 J A B, Amistad, 1997 J A B, Cane 1997 River, L T, 2001 Cane River, The Known World , L T , 2001 E P. J, 2003 The Known World, Kindred E ,P. J, 2003 O E. B, Kindred , D D  O E. B , J J , 2016 D D  J J, 2016

Songs

Long John, L, 1934

Songs

Go Down , L A, 1958 Long JohnMoses , L , 1934 Slavery Days , B , 1975 , 1958 Go Down Moses , L S A Slave Song , S , 2000 S, 1975 Slavery Days , B Slave Song, S, 2000

Films Films

TV series

Museums

TV series

Museu Slavery ms Museum

Liverpool International Liverpool.ly/2uzakEY International http://bit Slavery Museum Whitney http://bitPlantation .ly/2uzakEYMuseum, Louisiana Whitney http://bitPlantation .ly/2RXIE9XMuseum, Louisiana Island of Gorée, http://bit .ly/2RXIE9X Senegal Island of Gorée, http://bit .ly/2UeSoOs Senegal http://bit.ly/2UeSoOs

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ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

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VC idéo OMPRÉHENSION ORALE This is a documentary about the last

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DVD Royal Mail Ship stopping at the remote VDVidéo This is a documentary about the last D of St Helena . island Royal Mail Ship stopping at the remote island of St Helena .

Tips

z Focus on the title. Tips words that are stressed. z Note Focusdo onwn thethe title. z Mak e up a story with you have written. z Note down the wor dsthe thatwor aredsstr essed. z e up story with the wor dsp.you have written. Fiche deaméthodologie N°15 290 Compr éhension orale zMak z Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE SUJET 1Write the letter sent by an inhabitant of St Helena EXPRESSION ÉCRITE

St. Helena – a remote island in the Atlantic, SWR, 2017  St. Helena – a remote island in the Atlantic, SWR, 2017 

to a friend telling him or her about life on the remote island. SUJET 1Write the letter sent by an inhabitant of St Helena OU to a friend telling him or her about life on the remote island. SUJET 2Should all the British Overseas Territories become OU

independent? SUJET 2Should all the British Overseas Territories become independent? Tips

z Use the methodology of the letter p. 301.

Tips z Give details to make your essay or letter more realistic. Use the methodology of the letter p. 301.

z details to make your N°20 essayp. or300 letterExpr moression e realistic. Fiche de méthodologie écrite zGive z Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1During their rst meeting, the man representing EXPRESSION ÉCRITE

the Ne w Zealand construction consortium asks Mayor SUJET 1During their rst meeting, the man representing Steven Christian, a descendant of chief mutineer the New Zealand construction consortium asks Mayor Fletcher Christian, about the legend of Pitcairn. Write Steven Christian, a descendant of chief mutineer the interview. Fletcher Christian, about the legend of Pitcairn. Write OU the interview. SUJET 2Do you think that “a volcanic outcrop” like OU Pitcairn Island has enough assets to become a popular SUJET 2Do you think that “a volcanic outcrop” like tourist destination? Pitcairn Island has enough assets to become a popular Tips tourist destination? z Read the instructions carefully. Tips forget to structur e your z Don Read’t the instructions car efullyte . xt: introduction, part 1, z part 2, part 3 (if necessary), conclusion. Don’t forget to structure your text: introduction, part 1, have learnt in this unit. z Use partvocabulary 2, part 3 (if you necessary), conclusion. Use vocabulary you have learnt in300 this unit. Fiche de méthodologie N°20 p. Expression écrite

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Fiche de méthodologie N°20 p. 300Expression écrite

z

Évaluation

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Pacific Island, Pitcairn Island  Pacific Island, Pitcairn Island 

SÉQUENCE 1 COMPRÉHENSION ÉCRITE TEXTE 1 COMPRÉHENSION

SÉQUENCE 1

ÉCRITE

His M TEXTE 1 ajesty’s

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Armed Vessel Bounty set sail from England in December of 1787, under the command His Majesty’s Armed Vessel Bounty set sail from of 33-year old lieutenant William Bligh. e desEngland in December of 1787, under the command tination was Tahiti, and the mission was to obtain of 33-ye1ar old lieutenant2 William Bligh. e dessaplings of the breadfruit tree, and to convey these tination 1was Tahiti, and t2he mission was to obtain safely to various stations in the West Indies, where saplings of the breadfruit tree, and to convey these they would be propagated as a source of cheap, safely to various stations in the West Indies, where fast-growing food for slaves. they would be propagated as a source of cheap, e Bounty arrived in Tahiti, the plants were duly fast-growing food for slaves. collected, the arduous return voyage was begun. But e Bounty arrived in Tahiti, the plants were duly in the early hours of 28 April 1789, some two weeks collected, the arduous return voyage was begun. But out from Tahiti, Bligh was awoken by the weight of in the early hours of 28 April 1789, some two weeks hands pressed upon his chest and opened his eyes to out from Tahiti, Bligh was awoken by the weight of see members of his crew under arms, led by 23-year hands pressed upon his chest and opened his eyes to old Master’s Mate Fletcher Christian. see members of his crew under arms, le d by 23-year Bligh was hustled on deck at musket 3 point where old Master’s Mate Fletcher Christian. 3 he discovered that the mutineers had segregated the Bligh was hustled on deck at musket point where ship’s company. ose who were loyal to Bligh and he discovered that the mutineers had segregated the those whom they simply did not like, 18 souls in all, ship’s company. ose who were loyal to Bligh and were forced off the ship into the Bounty’s 23-foot those whom they simply did not like, 18 souls in all, long launch. were forced off the ship into the Bounty’s 23-foot long launch.

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[…] ose who remained on the Bounty, under command of Christian, sailed first to Tahiti, then to […] ose who remained on the Bounty, un der the island of Tubuai, where they came to blows 4 with command of Christian, sailed first to Tahiti, th4en to the islanders and with each other. ey sailed back the island of Tubuai, where they came to blows with to Tahiti where the majority chose to remain, some the islanders and with each other. ey sailed back with the hope of building new lives. to Tahiti where the majority chose to remain, some However, many of these men were eventually capwith the hope of building new lives. tured on the island and brought back to England However, many of these men were eventually capwhere they were found guilty ofmutinyand hanged tured on the island and brought back to England from the yardarms of the HMS Brunswick in where they were found guilty ofmutinyand hanged Portsmouth Harbour. Eight hard-core mutineers, from the yardarms of the HMS Brunswick in however, escaped this fate aer departing with Portsmouth Harbour. Eight hard-core mutineers, Christian, along with 20 Tahitian men and women however, escaped this fate aer departing with — the latter against their will — for parts unknown, Christian, along with 20 Tahitian men and women eventually stumbling upon and settling the island of — the latter against their will — for parts unknown, Pitcairn*, where their descendants live today. eventually stumbling upon and settling the island of Alexander, Mutiny on the Bounty: The true story  Pi tCaroline cairn*, w here their descendants live today. of Captain Bligh’s mutineers, The Telegraph, March 12, 2017

Caroline Alexander, Mutiny on the Bounty: The true story  *ofPitcairn a British Overseas Territory . CaptainIslands: Bligh’s mutineers , The Telegr aph, March 12, 2017 1. young trees 2. tropical 3. type of gun. 4. started *Pitcairn Islands: a Britishfruit Overseas Territory fighting 1. young trees 2. tropical fruit 3. type of gun 4. started fighting

TEXTE 2

First2 Mate TEXTE

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Fletcher Christian led his rebels to isolated Pitcairn Island in 1790. Two centuries First Mate Fletcher Christian led his rebels to later their children hope to rejoin the world. isolated Pitcairn Island in 1790. Two centuries For more than 200 years it has been famed as one of later their children hope to rejoin the world. the most remote communities in the world. Its legendFor more than 200 years it has been famed as one of ar y histor y has inspired several films. Its population the most remote communities in the world. Its legendof 42, all descendants of the mutineers of the Bounty, ar y histor y has inspired several films. Its population only have contact with the outside world through the of 42, all descendants of the mutineers of the Bounty, occasional passing ship, mail that comes once ever y only have contact with the outside world through the two months and a single satellite telephone. occasional passing ship, mail that comes1 once ever y ere is no harbour, no landing strip , and their two months and a single satellite telephon1e. nearest neighbours are almost 1,300 miles to the ere is no harbour, no landing strip , and their east. It has a courthouse that has never seen a trial nearest neighbours are almost 1,300 miles to the and a prison that is used for storing three life jackets. east. It has a courthouse that has never seen a trial But now Pitcairn Island, a volcanic outcrop 2 girdled3 and a prison that is used for storing three lif2e jackets.3 by crashing cliffs and surrounded by untouched But now Pitcairn Island, a volcanic outcrop girdled coral atolls has voted to end its isolation and join by crashing cliffs and surrounded by untouched the outside world. Its people have agreed to let a coral atolls has voted to end its isolation and join New Zealand construction consortium turn it into a the outside world. Its people have agreed to let a major tourist destination, with two airports, its own New Zealand construction consortium turn it into a airline, a four-star hotel and two lodges. major tourist destination, with two airports, its own airline, a four-star hotel and two lodges.

Tips z Read the two captions and the introduction carefully.

Tips z Find out what the two texts have in common.

Read the two captions and the introduction carefully.

z outde what the two texts have common. Fiche méthodologie N°16 p. in 292 Compréhension écrite zFind z Fiche de méthodologie N°16 p. 292Compréhension écrite

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Tourists will be tempted by the empty beaches on the uninhabited atolls, lagoons, scuba diving, the Tourists will be tempted by the empty beaches on Unesco world heritage site of the nearby bird sancthe uninhabited atolls, lagoons, scuba diving, the tuar y island of Henderson, and the rusty anchor of Unesco world heritage site of the nearby bird sancHMS Bounty in the capital Adamstown. But most tuar y island of Henderson, and th4 e rusty anchor of will probably come just to gawp at the locals and HMS Bo5 unty in the capital Adam 4 stown. But most soak up the legend. will pro5bably come just to gawp at the locals and ough welcomed by most islanders, environmensoak up the legend. talists warn the development could devastate the ough welcomed by most islanders, environmenisland’s unique plant and animal life. Mayor Steven talists warn the development could devastate the Christian, a descendant of chief mutineer Fletcher island’s unique plant and animal life. Mayor Steven Christian (played by Mel Gibson in the latest film Christian, a descendant of chief mutineer Fletcher version of the stor y), told e Obser ver : ‘e comChristian (played by Mel Gibson in the latest film munity decided to go ahead and see what happens. version of the stor y), told e Obser ver : ‘e comIt shows that someone out there is thinking of us, munity decided to go ahead and see what happens. and giving us a hand along in the world. We hope It shows that someone out there is thinking of us, something good comes out of it.’ […] and giving us a hand along in the world. We hope Anthony Browne, Ahoy there! Mutiny island grabs so m ething good comes out of it.’ […] tourist bounty lifeline, The Guardian, March 25, 2001 Anthony Browne, Ahoy there! Mutiny island grabs  1. long road used by planes arriving 2. large rock tourist bounty lifeline , The when Guardian , March 25, 2001 3. surrounded by 4. look in great surprise at sb 5. listen 1. long roadattention used by planes when arriving 2. large rock with great 3. surrounded by 4. look in great surprise at sb 5. listen with great attention

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ÉPREUVE 1 COMPRÉHENSION ORALE

ÉPREUVE 1

in sight

VC idéo OMPRÉHENSION ORALE In this report , Victor Mooney calls

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hatier-clic.fr/lmu1179 for a stone plaque to be mounted VBrooklyn idéo In this report, Victor Mooney calls athatier-clic.fr/lmu1179 Bridge Parkto commemorate the 400th a stoneAfricans’ plaque to be mounted anniversary of the firstfor enslaved arrival in the at Brooklyn Bridge P arkto commemor ate the 400th English colonies in 1619. anniversary of the first enslaved Africans’ arrival in the English colonies in 1619.

Tips

z Be active and take notes right from the start of the rst viewing. Tips

Be active and take notes right from the start of the rst

images can help you understand the video! z The viewing.

The images can help you understand the video! Fiche de méthodologie N°15 p. 290 Compr éhension orale

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Fiche de méthodologie N°15 p. 290Compréhension orale

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EXPRESSION ÉCRITE

Victor Mooney calls for tribute to slaves to be added at  Brooklyn Bridge Park, News12 Brooklyn, March 5, 2019 Victor Mooney calls for tribute to slaves to be added at  Brooklyn Bridge Park, News12 Brooklyn, March 5, 2019

SUJET 1Write a petition for the campaign for a memorial EXPRESSION ÉCRITE

plaque to be placed at Brooklyn Bridge Park. SUJET 1W rite a petition for the campaign for a memorial OU plaque to be placed at Brooklyn Bridge Park. SUJET 2How should the USA commemorate its past with OU rSUJET egard to slavery? 2Ho w should the USA commemorate its past with regard to slavery? Tips

z Find inspiration in the documents you have studied. Tips riteinspir about the in futur as well as the zW Find ation theedocuments youpast. have studied. z W rite about the futur e as well as the past. Fiche de méthodologie N°20 p. 300 Expression écrite z z Fiche de méthodologie N°20 p. 300Expression écrite

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ÉPREUVE 2 EXPRESSION ÉCRITE

ÉPREUVE 2

SUJET 1Imagine the speech given by Rodney Leon during EXPRESSION ÉCRITE

the cer emony of the unveiling of a slavery memorial at the SUJET 1Imagine the speech given by Rodney Leon during United Nations’ headquarters. the ceremony of the unveiling of a slavery memorial at the OU United Nations’ headquarters. SUJET 2In your opinion, are memorials necessary OU to celebr history? Give precise examples. SUJET 2Inate your opinion, are memorials necessary to celebrate history? Give precise examples.

Tips z Address the audience directly in your speech to catch their attention. Tips

Address the audience directly in your speech to catch

the right tense: past (what happened) or present z Choose their attention. (the situation nowadays). Choose the right tense: past (what happened) or present z (the situation nowadays). N°20 p. 300Expression écrite de méthodologie z Fiche

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Kwarme Akoto-Bamfo’s sculpture  Nkyinkim, National Memorial for Peace Kwarme Akoto-Bamfo’s sculpture  and Justice, Montgomery, Alabama Nkyinkim, National Memorial for Peace and Justice, Montgomery, Alabama

SÉQUENCE 2 COMPRÉHENSION ÉCRITE

SÉQUENCE 2

COMPRÉHENSION ÉCRITE

United Nations unveils slaver y memorial U nited Nations unveils e United Nations on Wednesday remembered the sliallivoenrs yof me mo m victim s orf itahle largest forced migration

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e United Nations on Wednesday remembered the in histor y with the unveiling of a slaver y memorial millions of victims of the largest forced migration on its visitors plaza before global ambassadors and in histor y with the unveiling of a slaver y memorial Jamaica Prime Minister Portia Simpson Miller. on its visitors plaza before global ambassadors and Designed by Haitian-American architect Rodney Jamaica Prime Minister Portia Simpson Miller. Leon, e Ark of Return memorializes the estimated Designed by Haitian-American architect Rodney 15 million African men, women, and children who Leon, e Ark of Return memorializes the estimated died during the transatlantic slave trade and the 15 million African men, women, and children who millions of others forced into plantation slaver y died during the transatlantic slave trade and the in the Americas. Leon beat out 310 architects and millions of others forced into plantation slaver y designers for the chance to design the permanent in the Americas. Leon beat out 310 architects and structure at the U.N.’s New York headquarters. designers for the chance to design the permanent Leon said the triangle-shaped marble structure structure at the U.N.’s New York headquarters. was inspired by the theme, “acknowledge the tragLeon said the triangle-shaped marble structure edy, consider the tragedy, lest we forget.” He and his was inspired by the theme, “acknowledge the tragteam drew inspiration from the maps of the trianedy, consider the tragedy, lest we fo1rget.” He and his gular slave trade, which are etched in the structure; team drew inspiration from the m1aps of the trianthe ships that ferried Africans to Europe and the gular slave trade, which are etched in the structure;2 Americas, and the experiences people under went the ships that ferried Africans to Europe and the2 through the “door of no return” — a door at a castle Americas, and the experiences people under went on Gorée Island in Senegal where many slaves were through the “door of no return” — a door at a castle kept before they were shipped to the Americas. on Gorée Island in Senegal where many slaves were “We felt it was ver y important for us to counteract kept before they were shipped to the Americas. that experience and pay homage to their legacy,” “We felt it was ver y important for us to counteract Leon said. that experience and pay homage to their legacy,” U.N. Secretar y General Ban Ki-moon said the Leon said. memorial stands as a reminder of not just the brutal U.N. Secretar y General Ban Ki-moon said the crossing across the Atlantic Ocean but also recogmemorial stands as a reminder of not just the brutal nizes “the significant contributions that slaves and crossing across the Atlantic Ocean but also recogtheir descendants have made.” nizes “the significant contributions that slaves and “is poignant and powerful memorial helps us their descendants have made.” to acknowledge the collective tragedy that befell 3 “is poignant and powerful memorial helps us3 millions of people,” he said during the outdoor certo acknowledge the collective tragedy that befell emony. “It encourages us to consider the historical millions of people,” he said during the outdoor cerlegacy of slaver y and above all, it ensures that we emony. “It encourages us to consider the historical never forget.” legacy of slaver y and above all, it ensures that we e U.N. has declared 2015-2024 as the International never forget.” Decade for People of African Descent. Ban called e U.N. has declared 2015-2024 as the International slaver y “a stain on human histor y,” and the monuDecade for People of African Descent. Ban called ment allows all a chance to reflect on the causes and slaver y “a stain on human histor y,” and the monuconsequences of racism “so we may eradicate prejument allows all a chance to reflect on the causes and dice and intolerance.” consequences of racism “so we may eradicate prejudice and intolerance.”

Tips

z Focus on words with capital letters and on numbers. Find out what they refer to. Tips

Focus on words with capital letters and on numbers. Find out

surye ryou z Mak whatethe eferkno to. w who is speaking.

e sur you know whoN°16 is speaking. Fiche deeméthodologie p. 292Compréhension écrite zMak z Fiche de méthodologie N°16 p. 292Compréhension écrite

Sam Kutesa , Minister for Foreign Affairs of Uganda  and President of the United Nations General Assembly, Sam Kutesa Minister Foreign Affairs of Uganda  New York City, ,March 25,for 2015 and President of the United Nations General Assembly, New York City, March 25, 2015

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“I hope e Ark of Return will also ser ve as a call to action against the many contemporar y manifesta“I hope e Ark of Return will also ser ve as a call to tions of slaver y, from human trafficking and sexual action against the many con4temporar y manifestaenslavement to debt bondage ,” he said. tions of slaver y, from human4trafficking and sexual e memorial project was conceived more than enslavement to debt bondage ,” he said. five years ago and led by African and Caribbean e memorial project was conceived more than nations. e Permanent Representative of Jamaica, five years ago and led by African and Caribbean Courtenay Rattray, ser ved as chair of the Permanent nations. e Permanent Representative of Jamaica, Memorial Committee and noted that several Courtenay Rattray, ser ved as chair of the Permanent nations, along with UNESCO, helped raise more Memorial Committee and noted that several than $1.7 million for it. nations, along with UNESCO, helped raise more Jamaica is a member of the 15-member Caribbean than $1.7 million for it. Community, which is currently pursuing reparaJamaica is a member of the 15-member Caribbean tions claims against European nations that engaged Community, which is currently pursuing reparain the slave trade. tions claims against European nations that engaged Simpson Miller did not raise the reparations issue in in the slave trade. her remarks but spoke of slaver y’s enduring legacy. Simpson Miller did not raise the reparations issue in She noted that even aer Britain passed a law on her remarks but spoke of slaver y’s enduring legacy. March 25, 1807, abolishing the slave trade, slaver y She noted that even aer Britain passed a law on continued. March 25, 1807, abolishing the slave trade, slaver y “For us freedom came aer a long journey,” she said. continued. “Freedom was not gied to us but rather earned by “For us freedom came aer a long journey,” she said. the sweat, blood, and tears of millions of our fore“Free5dom was not gied to us but rather earned by bears on whose back the economic foundations of the sw eat, blood, and tears of millions of our forethe N5ew World was built.” bears on whose back the economic foundations of t h eJacqueline New WorCharles, ld was bMiami uilt.” Herald, March 25, 2015 1. aved 2.Charles, sufferedMiami 3. happened 4. servitude Jacqueline Herald, to March 25, 2015 engr  5. ancestors 1. engraved 2. suffered 3. happened to 4. servitude 5. ancestors

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s e x e n An Pour vous donner des repères culturels Pour vous donn er des repères culturels de l’anglais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 > L’histoire

> >> >> >> >> > >

s e x e n n A

La géographie de l’anglais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 L’histoire de l’anglais 207 ....................................................................................... Institutions - UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 La géographie de&l’USA anglais 208 ..................................................................................................

Timelines - UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Institutions - UK & USA 209 ................................................................................................................... Timelines Timelines -- USA UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 210 ...............................................................................................

Let ’s watch- USA history! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Timelines 212 ................................................................................................................

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Let’s watch history!

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Pour travailler la langue Pour travgrailler la lan gue ammatical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 > Précis

> >> > >

V erbesgr irréguliers 259 Précis ammatical. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 .......................................................................................................... Précis phonologie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Verbesde irréguliers 259 .......................................................................................................

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Précis de phonologie

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Pour acquérir des savoir-faire Pour acquérir des savoir-fair e travailler, de méthodologie pour mieux > Fiches pour réaliser les projets et vous entraîner dans Fiches de méthodologie pour mieux . tr availler, les différentes activités langagières . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 > pour réaliser les projets et vous entr.aîner . . . . . . . . . . . . .dans ................................................... les différentes activités langagières 268

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is la g n a l’ e d e ir o L’hist L’histoire de la Grande-Bretagne vous permettra de mieux comprendre Ll’é’histoir e de ande-Bretagne vous volution delalaGr langue. permettra de mieux comprendre V un schéma qui montre les l’éoici volution de la langue. différentes périodes d’invasion et l’impact V oicilangues un schéma qui montr les des importées sur el’anglais. différentes périodes d’invasion et l’impact N’ oublie z pas: la languesur continue des langues importées l’anglais. d’évoluer et de s’imprégner des inuences N’ oublie pas: la langue continue d’autr es zlangues. Par exemple, pasta, d’ é voluer et de s’impr égner des inuences violin viennent d’Italie, potato , cigar d’ autres langues. Paretexwaltz emple, pasta, viennent d’Espagne , rucksack violin viennent d’Italie, potato , cigar d’Allemagne. viennent d’Espagne et waltz, rucksack d’Allemagne.

lais g n a l’ e d e ir o t L’his

Guillaume le Conquérant + Normands (1066 - 1154)  français le Conquérant Guillaume + Normands (1066 - 1154)  court, crown,français poet, romance… court, crown, poet, romance…

Romains (55 av. J.C. - 436 apr. J.C.)  latin Romains (55 av. J.C. - 436 apr. J.C.)  latin

apple, bed, brother, drink, house, quick, queen, apple, bed,lobr other, young, ve… drink, house, quick, queen, young, love…

AM (ante meridiem), PM (post meridiem), i.e. (idmeridiem), est), AM (ante census, PMversus, (post meridiem), museum… i.e. (id est), versus, census, museum…

Angles, Saxons, Jutes (envir on 450 - 1100) Angles,  germaniques Saxlangues ons, Jutes (environ 450 - 1100)  langues germaniques

FRANCE

ALLEMAGNE, HOLLANDE, BELGIQUE

ITALIE

FRANCE

ALLEMAGNE, HOLLANDE, BELGIQUE

ITALIE

Le français, la langue de la cour

Anglais britannique ou anglais américain?

Sous le règne la deslangue Normands, Le français, de lalecour français était parlé à la cour. Sous le règne desles Normands, le Par conséquent, mots d’origine fr parlé à la cour. français ançaiseétait appartiennent à un niveau Par conséquent, les mots de langue plus recher ché. d’origine fr ançaise à un niveau Les mots appartiennent anglo-saxons, souvent plus de langue plus r echer ché. courts, étaient plutôt utilisés dans le Les motsdeanglo-sax souvent plus langage tous lesons, jours. courts, étaient plutôt utilisés dans le langage deztous les jours. Si vous ave le choix entre un mot d’ori-

Choisissez en fonction de l’accent que vous commencez à avoir, puis Anglais britannique ou anglais américain? tenez-vous-en à cet accent en utilisant les mots et l’orthographe Choisisse z en fonction de l’accent vous commenceetz àl’anglais avoir, puis appr opriés. Les différences entre l’que anglais britannique tenez-vous-en cet accent les motsde et tr l’orthogr aphe américain sontànombr eusesen etutilisant principalement ois types. appropriés. Les différences entre l’anglais britannique et l’anglais • L’ORTHOGRAPHE peut être différente. Par exemple, américain sont nombreuses et principalement de trois types. le «L» est doublé en n de verbe devant une terminaison –ed ou L’ORTHOGRAPHE peut être différente. Par exemple, • –ing en anglais britannique: le «L» est(UK) doublé n de(US), verbe devant une terminaison –ed ou travelling aveling 8 tren –ing en anglais britannique: counselling (UK) 8 counseling (US) travelling (UK) 8 traveling (US), • counselling Certains MOTS sont différents. Par exemple: (UK) 8 counseling (US) ascenseur : lift (UK) 8 elevator (US) Certains MOTS sont différents. Par exemple: • tr ottoir : pavement (UK) 8 sidewalk (US) lift (UK) 8 elevator (US) ascenseur frites : chips: (UK) 8 French fries (US) pavement sidewalk (US) 8 apartment tr ottoir : (UK) 8 appartement : at (UK) (US) frites : chips (UK) 8 French fries (US) • L’ACCENT DE MO T est parfois placé sur une syllabe différente en appartement : at (UK) 8 apartment (US) anglais britannique et en anglais américain. L’ACCENT DE MOT est parfois placé sur une syllabe différente en • labor atory: (UK) /lbr..tr.i/(US) /læb.r.tr.i/ anglais britannique et en anglais américain. advertisement: (UK) /dv.ts.mnt/(US) /æd.vtaz.mnt/ laboratory: (UK) /lbr..tr.i/(US) /læb.r.tr.i/ advertisement: (UK) /dv.ts.mnt/(US) /æd.vtaz.mnt/

gine anglo-saxonne et un mot d’origine Si vous avepr z ene le choix entrlee pr unemier. mot d’orifrançaise, z plutôt gine anglo-saxonne et un mot d’origine EX: fr prene z plutôt premier. brXançaise, otherhood plutôt que le fraternity ; E : hunt plutôt que chase; brotherhood plutôt que fraternity; freedom plutôt que liberty; hunt plutôt que chase; meet plutôt que encounter ; freedom plutôt que liberty; go on plutôt que continue. meet plutôt que encounter ; go on plutôt que continue.

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ie h p a r g o é g a L de l’anglais phie Roé yo aum e-Uni gra ag LAu laisIl y a une grande diversité d’accents au Royaume-Uni. L’accent est un marqueur géographique, netgethnique. de l’asocial Au Royaume-Uni

Parmi tous ces accents, la Received Pronunciation, RP, aussi appelée «anglais de la Reine» ou «anglais de la BBC», L’accent est un marqueur géographique, social et ethnique. Il y a une grande diversité d’accents au Royaume-Uni. a longtemps été considérée comme une référence. Parmi tous ces accents, la Received Pronunciation, RP, aussi appelée «anglais de la Reine» ou «anglais de la BBC», aVoici longtemps été considér ée comme une référence. quelques exemples d’accents. Voici quelques exemples d’accents. Glasgow Glaswegian hatier-clic.fr/lmu1184 Glasgo Glasw egian w hatier-clic.fr/lmu1184

Newcastle Geordie hatier-clic.fr/lmu1185 Ne wcastle Geor die

Belfast

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Northern Irish accent

Belf asIrish t accent Northern Liverpool Scouse hatier-clic.fr/lmu1186 Liv erpool Sc ouse

Éire

hatier-clic.fr/lmu1186

Irish accent

Éire Irish accent Birmingham Brummie hatier-clic.fr/lmu1187 Birmingham Brummie

Wales

hatier-clic.fr/lmu1187

Welsh accent

W ales Welsh accent London Cockney

L ondon Cockne y

Oxford ‘The Queen’sEnglish’ or ‘BBCEnglish’ O xfQueen’ ordsEnglish’ ‘The hatier-clic.fr/lmu1188 or ‘BBCEnglish’ hatier-clic.fr/lmu1188

Aux États-Unis Les régions inuent aussi sur l’accent comme par exemple le Southern drawl, accent traînant sur les voyelles, dans de nombreux états du sud des États-Unis. Par ailleurs, l’origine ethnique inuence la langue. Les régions inuent aussi sur l’accent comme par exemple le Southern drawl, accent traînant sur les voyelles, dans de nombr eux états du sud montr des États-Unis. ailleurs, origine ethnique inuence langue. V oici une animation ant les Par différ ents l’dialectes et accents auxlaÉtats-Unis:

Aux États-Unis

idéo Voici une animation montrant les différents V dialectes et accents aux États-Unis: hatier-clic.fr/lmu1189

Vhatier-clic.fr/lmu1189 idéo

En Australie, l’anglais parlé se rapproche davantage de l’anglais britannique. En Australie, l’anglais parlé se rapproche davantage de l’anglais Au Canada, l’anglais parlé tend à se rapprocher de l’anglais britannique. américain. Au Canada, l’anglais parlé tend à se rapprocher de l’anglais Vous pouvez utiliser WordReference pour entendre le même mot américain. avec différents accents. Vous pouvez utiliser WordReference pour entendre le même mot avec différents accents.

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

Institutions UK & USA s gdom The Unit ionKin uted it t s In is a constitutional monarchy. USA UK &

The UK does not have a written, codied constitution but a set of The UK does not have a written, rules and regulations constituted codied constitution but a set of by jurisprudence and laws. rules and regulations constituted by jurisprudence and laws.

is a constitutional chy. The Unitedmonar Kingdom Monarch = Head of State Monarch (representative role) = Head of State (representative role)

Legislative power (makes laws) Legislative power

The Queen’s speech, opening the parliamentary year in the House of Lords The Queen’s speech, opening the parliamentary year in the House of Lords

(mak es laws) Parliament

(puts laws into practice)Cabinet Prime Minister = Head of Government, = other ministers Prime Minister Cabinet the leader of the majority party = Head of Government, = other ministers the leader of the majority party

Parliament House of Commons House of Lords = 650 Members of Parliament (MPs) = more than 700 House of Commons House of Lords elected every 5years unelected members = 650 Members of Parliament (MPs) = more than 700 elected every 5years unelected members

The Palace of Westminster: the Houses of Parliament The Palace of Westminster: the Houses of Parliament

The United States of America is a federal republic of 50 states.

10 Downing Street, official residence of the Prime Minister and headquarters of the Government 10 Downing Street, official residence of the Prime Minister and headquarters of the Government Judicial power (interprets laws) Judicial power

Constitution is a feder al republic of at 50 states. The Unit ed St es of America

= ratied in 1788, providing a separation of powers Constitution

= ratied in 1788, providing a separation of powers Legislative power Executive power (makes laws) (puts laws into practice) Legislative power Executive power (makes laws) Congress Congress House of Representatives Senate = 435 representatives according to = 100 senators, two House of Representatives Senate each state’s population from each state = 435 representatives according to = 100 senators, two each state’s population from each state

Executive power (puts laws into practice) Executive power

(puts laws into practice) President = Head of Government, President elected every 4 years = Head of Government, elected every 4 years Vice Pr esident Vice President Cabinet = other ministers Cabinet

(interpr etsCourt laws) Supr eme = nine justices nominated Supreme Court for life by the president with the consent of nominated the Senate = nine justices for life by the president with the consent the Senate Lowerof courts Lower courts The president is elected indirectly, by an electoral college of 538 electors. The president is elected indirectly, by Americans vote for their state’s electors an electoral college of 538 electors. according to which president and vice Americans vote for their state’s electors president they promise to elect. according to which president and vice president they promise to elect.

= other ministers

The Capitol, meeting place of the Congress, Washington, D.C. The Capitol, meeting place of the Congress, Washington, D.C.

The White House, official residence and workplace of the president, Washington, D.C. The White House, official residence and workplace of the president, Washington, D.C.

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Timelines - UK History es - UK eli/nSociety Tim 1605 / Society History A group of English Catholics

1605 attempted but failed to A group of English Catholics assassinate King James I. attempted butwas failed toFawkes. Among them Guy assassinate King James I. Among them was Guy Fawkes.

1833 The Slavery Abolition Act abolished slavery throughout 1833 the British Empire except the territories in the possession The Slavery Abolition Act, Ce abolished throughout of the East India Company ylon (Srislavery Lanka today) and the British Empir xcept the territories in territories the possession Saint Helena andeitewas extended to these in of the ItEast India Company , Ceylon Lanka today) and 1843. freed 800,000 Africans who(Sri wer e then the legal Saint Helena and it’swas extended property of Britain slave owners.to these territories in 1843. It freed 800,000 Africans who were then the legal property of Britain’s slave owners.

1807 The Slave Trade Act 1807 abolished the slave trade The Slave Trade Act in the British Empire. abolished the slave trade in the British Empire.

1838-1901 Queen Victoria’s coronation took place 1838-1901 on June 28, 1838 in Westminster. Queen Victoria ’s Empr coronation took (1876). place She later became ess of India on 28, 1838 inyears Westminster. SheJune reigned for 63 and during that She later became Empresschanges of India in (1876). period, the UK underwent She reigned for 63 years and during that sever al elds: industry , politics, cultur e… period, the UK underwent in This is called the Victorian changes Era. several elds: industry, politics, culture… This is called the Victorian Era.

1920 The Unemployment Insurance 1920 Act created the dole system The Unemplo ymentofInsur ance which was a system payments Act createdyed the work dole ers system to unemplo on a which was a system of payments weekly basis. to unemployed workers on a weekly basis.

1928 British women 1928 received the right British to votewomen on the received the same terms as right men. to vote on the same terms as men.

1940-1941 Great Britain was bombed 1940-1941 by Nazi Germany during GrSecond eat Britain wasW bombed the World ar. This by Nazi during mass air Germany attacks period is the Second World War. This. also called “ The Blitz” mass air attacks period is also called “ The Blitz”.

Arts Arts

1920 Agatha Christie wrote her 1920 rst detective story entitled Agatha wrAff ote The Christie Mysterious airher at rst detective story entitled Styles, rst appear ance of The Mysterious air ot. at Detective HerculeAff Poir Styles, rst appearance of Detective Hercule Poirot.

1948 Nineteen Eighty Four 1948 by George Orwell Nineteen Eighty Four 1931 by George Orwell Brave New World by 1931 Aldous Huxley Brave New World by Aldous Huxley

1930 The rst time Miss Marple, 1930 an amateur detective The rstbtime Miss Christie Marple, , written y Agatha an amateur appear ed in detective a novel entitled written y Agatha Christie The Murb der at the Vicar age. , appeared in a novel entitled The Murder at the Vicarage.

May 8, 1956 The British realist May 8, 1956 play Look Back The British realist in Anger premier ed play Back at Look the Ro yal in Anger pr emier ed Court Theatr e atinthe Royal London. Court Theatre in London.

1958 The British writer Alan Sillitoe, 1958 known as part of the “Angry The British Alan Sillitoe Young Men”, writer wrote his rst novel, known as & part of the “Angry Saturday Night Sunday Morning. Young Men”, wrote his rst novel Saturday Night & Sunday Morning.

Science & technology Science & technology 1599 The Globe Theatre was built by 1599 Shakespeare’s playing company The Globe Theatr e was built’sby called the Lor d Chamberlain Shak ’s playing Men.espear It was edestr oyed company called Lord Chamberlain’s b y re the in 1613. Men. It was destroyed by re in 1613.

1776 James Watt invented 1776 his Watt steam engine James Wattone invented which was of the his Watt steam driving for ces of engine the which wasRe one of the Industrial volution. driving forces of the Industrial Revolution.

210

1816 George Stephenson known 1816 as “The Father of Railways”, Geor Stephenson known built ge with his son’s company as Fatherlocomotive of Railways”, the“The 1st steam st builtpassengers. with his son’s company for the 1 steam locomotive for passengers.

1894 The Tower Bridge 1894 located close to the The Tower Bridge Tower of London located to the was close completed. Tower of London was completed.

1950 Alan Turing published a landmark 1950 paper in which he speculated Alan Turing about thepublished possibilityaoflandmark creating paper in which he that speculated machines think. about the possibility of creating machines that think.

1959 Antarctic Treaty which provides an 1959 internationally agreed regime for the Antar ctic Tof reaty which provides an go vernance the continent. For just internationally eed egime for the over 50 yearsagr now , it rhas preserved go vernance ofpeace the continent. For and just Antar ctica for and science oisver 50 years noof w,the it has preserved arguably one world’ s most Antarctica for peace andagr science and successful international eements. is arguably one of the world’s most successful international agreements.

1966 The rst Notting Hill 1966 Carnival was held over The rst Notting Hill two  days at the end of Carnival held August. It was is a str eetover two days at the end festival to highlight of August. It isand a str eet Caribbean black festival tocultur highlight diasporic es. Caribbean and black diasporic cultures.

June 2, 1953 Coronation of June 2, 1953 Elizabeth II in Cor onation of Westminster Abbey Elizabeth II in Westminster Abbey

May 4, 1979 Margaret Thatcher May 4, 1979 became the rst female Mar gar et Thatcher British Prime Minister became the rst female (Conservative Party). British Prime Minister (Conservative Party).

1970 Kes directed by the British 1970 lmmaker Ken Loach Kes ected theFilm British wasdir awar dedby Best at  lmmak the BAFTer A. Ken Loach was awarded Best Film at the BAFTA.

1989 The English scientist 1989 Tim Berners-Lee Tinvented he English scientist the World Tim Berners-Lee Wide Web. invented the World Wide Web.

July 13, 2016 After David Cameron’s July 13, 2016 resignation, Theresa May After David Camer on’s became the British Prime resignation, esa May Minister Ther (Conservative became the BritishParty). Prime Minister (Conservative Party).

1997 Tony Blair (Labour 1997 Party) won a landslide Tvictory ony Blair (Labour after more Party)than won 15 a landslide years of victory after mor e Conservative PMs. than 15 years of Conservative PMs.

2004 Opening of the Gherkin (30 St Mary 2004 Axe) designed by Norman Foster and Opening of the Gherkin (30 St Mary Arup Group. It is located in the nancial Ax e) designed y Norman Foster district of the b City of London. It is and 180 Arup Group. It isand located the nancial metr es high thereinar e 41 oors. district of the City of London. It is 180 metres high and there are 41 oors.

June 19, 2002 Existencilism, rst exhibition in Los Angeles of June 19, 2002 British artist called Banksy, from Bristol. Existencilism, exhibition in Losstr Angeles of Heisrstseen as an iconic eet artist British artist called Banksy, from Bristol. and has always remained anonymous. He is seen as an iconic street artist and has always remained anonymous.

1994 The Channel Tunnel 1994 which links London to The was Channel Tunnel Paris inaugur ated. which links London to Paris was inaugurated.

Summer 2012 The UK hosted the Summer Summer 2012 Olympics and Paralympics in The UKtohosted the Summer order gain international acclaim. Olympics and Paralympics in order to gain international September 9, 2015 acclaim. Elizabeth became the longest September 9, 2015 reigning monarch in British Elizabeth history. became the longest reigning monarch in British history.

1982 The Falklands War opposed 1982 Argentina to the UK concerning The War opposed two Falklands BOTs among which were the ArgentinaIslands. to the UK concerning Falkland It lasted a few two BOTand s among which rwer e the months diplomatic elations Falkland Islands. It lasted a fe w were restor ed between the two months and diplomatic relations countries in 1989. were restored between the two countries in 1989.

1997 The Shakespeare 1997 Globe’s theatre was The Shak espeare built as a modern Globereconstruction ’s theatre was builtof asthe a modern Globe. reconstruction of the Globe.

July 5, 2012 The Shard was inaugurated in London. July 5, 2012 It is a 95-storey skyscraper located in The Shard was inaugur ated London. Southwark, London. It is thein tallest It is a 95-stor eyUK skyscr located building in the andaper the Eur opeanin Southwark, London. It is Piano the tallest Union (architect: Renzo ). building in the UK and the European Union (architect: Renzo Piano).

August 23, 2007 The International Slavery August 23, 2007 Museum located in Liverpool The International Slavery opened, commemor ating Museum located in Liverpool slavery and the slave trade. opened, commemorating slavery and the slave trade.

1997 The English anonymous street art artist Banksy 1997 painted his rst mural The Mild Mild West in The English street art artist Banksy Bristol. He isanonymous known for his stencil technique painted his rst mur The Mild Mildpositions. West in and his anti-war andal anti-capitalist Bristol. He is known for his stencil technique and his anti-war and anti-capitalist positions.

July 5, 1996 Dolly the sheep was July 5, 1996 the rst mammal to Dolly the sheep was be cloned . the rst mammal to be cloned.

2000 The London Eye opened to the 2000 public and was, at that time, The London Eye opened to the the world’ s tallest Ferris wheel. public and was, at that time, the world’s tallest Ferris wheel.

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A S U s e n li e im T History es - USA eli/nSociety Tim History / Society 1775 American War of 1775 Independence American War of Independence

July 4, 1776 Declaration of July 4, 1776 Independence. American Declar peopleation declarof ed their Independencefr . om American independence the people declar their a new British cr own ed to form independence from the country: the USA. British crown to form a new country: the USA.

1620 Pilgrim Fathers sailed to 1620 America on the Mayower. Pilgrim Fathers sailed to America on the Mayower.

December 7, 1941 The US base Pearl Harbor was December 7, 1941 attacked by Japanese airplanes and The US base which Pearl Harbor submarines led the was country attack edW byorld Japanese and to enter War IIairplanes . submarines which led the country to enter World War II.

1830 Indian Removal Act. 1830 The US government was Indian Removal Act. allowed to relocate Native The UStribes government American west ofwas the allowed to relocate Native Mississippi River. American tribes west of the Mississippi River.

1789 US Constitution. 1789 1st Amendment: freedom of US st Constitution. speech. George Washington 1 Amendment: freedom of became the 1st American st Washington speech. George pr esident. became the 1 American president.

August 28, 1963 Martin Luther King Jr. August 28, 1963 delivered his famous speech Martin Luther King Jr. “I have a dream ” completing deliver edon hisW famous speech the March ashington for “I have a dr eam ” completing Jobs and Freedom. the March on Washington for Jobs and Freedom.

1947-1991 The Cold War was a 1947-1991 non-armed conict The Cold W arEastern was a opposing the non-armed con ict other Bloc (the USSR and opposing thecountries) Eastern Communist Bloc USSR and to the(the Western Blocother Communist countries) (the US and its allies). to the Western Bloc (the US and its allies).

1838 Underground 1838 Railroad Underground Railroad

1845 Journalist John L. O’Sullivan mentioned 1845 for the rst time the expression ‘Manifest Journalist John L. O’Sullivan mentioned Destiny ’ meaning that the settlers were for the rsttotime the ‘Manifest meant go W est.expr Theession US frontier was Destiny meaning that the e modi’ ed anytime a ne w settlers territorywer was meantintegr to goated West. The US fr ontier was as an American state. modied anytime a new territory was integrated as an American state.

April 4, 1968 Martin Luther King Jr was April 4, 1968 assassinated in Memphis, TN. Martin Luther King Jr was assassinated in Memphis, TN.

June 17, 1972 The Watergate Scandal. Five people broke into June 17, 1972 the Democratic National Committee oces in 1955-1975 The Water ater gate Scandal . Five people brPr okesident e into the W gate hotel in Washington D.C. Vietnam War. The conict opposed the Democr atic National Committee o ces in 1955-1975 Nix on ’ s administr ation tried to co ver up its North Vietnam backed by Communist the WatergateTher hotel in Wan ashington D.C. Prled esident Vietnam ar.South The con ict opposed involvement. e was investigation by countries W and Vietnam backed by Nix ’s administr ation triedintothe cover up its ’s North back ed by Communallies. is t theon Congr ess which ended president the USVietnam and other non-communist involvement. There 9, was an investigation led by countries and South Vietnam backed by resignation (August 1974). the Congress which ended in the president’s the US and other non-communist allies. 1960’s-1970’s resignation (August 9, 1974). Black Power Movement. It emerged from the Civil Rights 1960’s-1970’s Movement which aimed at spreading racial pride, creating Black Poand wercultur Movement . It emer ged from the Civil Rights political al institutions for black Americans. Movement which aimed at spreading racial pride, creating political and cultural institutions for black Americans.

Arts / Science & technology Arts / Science & technology 1885 The Home Insurance Building 1885 was the rst skyscraper built The Home Insur ance Building in Chicago . was the rst skyscraper built in Chicago.

1876 Graham Bell 1876 invented the Gr aham Bell telephone . invented the telephone.

212

1890’s George Washington Ferris 1890’s who was a civil engineer from Geor ge invented Washington Illinois, theFerris Ferris who was a civilwas engineer from Wheel which built for the Illinois, invented the 1893 Chicago World’sFerris Fair. Wheel which was built for the 1893 Chicago World’s Fair.

1942 1910s-1930s Edward Hopper 1942 This period was known as painted Nighthawks. 1910s-1930s the Harlem Renaissance. Edward Hopper This period was known asC painted Nighthawks. The neighbourhood in NY 1939 the Harlem teemed withRenaissance black artists . John Steinbeck wrote The neighbourhood in NY C 1939 and intellectuals. It was The Grapes of Wrath. teemed with consider ed toblack be a artists rebirth John Steinbeck wrote and intellectuals. It was The Grapes of Wrath. of African American arts. considered to be a rebirth of African American arts. 1927 1 st sound movie produced 1927 st in Hollywood The Jazz Singer. 1 sound movie produced 1937 in Hollywood The Jazz Singer.John Steinbeck 1937 wrote Of Mice and Men. John Steinbeck wrote Of Mice and Men.

1940s Abstract 1940s expressionism Abstr act is a post-WWII erxpr essionism a t mo vement is a post-WWII with painters a rt mo such asvement Jackson with painters Pollock . such as Jackson Pollock.

1861-1865 American Civil War, mainly over 1861-1865 the question of slavery American Civil War, mainly over the question of slavery 1865

1930’s Great Depression. A huge fall in stock prices 1930’s (September 4, 1929) led to unemployment for many Great(25% Depr A huge fall Americans inession 1933).. Because ofin postock verty prices and a (September 4, 1929) led eds to unemplo ymentof for many persistant drought, hundr of thousands people Americans (25% in 1933). Because of pogathering verty andin a found themselves homeless, and began persistant drought, hundr eds–of thousands people shanty towns dubbed “Hooof vervilles”. found themselves homeless, and began gathering in shanty towns – dubbed “Hoovervilles”.

Slavery was abolished. 1865 End of the American Slavery Civil War.was abolished. End of the American Civil War.

1866 The National Labour Union. 1866 It was the rst national The Labour laborNational federation whichUnion was . It was the  rst national dissolved in 1873. labor federation which was dissolved in 1873.

1990-1991 Gulf War. A coalition of 1990-1991 35 countries led by the US, Gulf Wwar ar. Aon coalition of waged Iraq after 35invaded countries led by the it and anne xed US, waged war Kuwait o veron theIraq after it invadedofand question oil. annexed Kuwait over the question of oil.

1882 Chinese Exclusion Act. 1882 It prohibited all immigration of Chinese Exclusion Act. the rst Chinese work ers. It was It prwhich ohibited immigr of law preall vented a ation national Chinese work ers. Itating. was the rst gr oup from immigr law which prevented a national group from immigrating.

2001 Terrorist attacks on the World Trade 2001 Center and the Pentagon. 2,996 T errorist attacks the World Trade people wer e killed on and over 6,000 Center Pentagon. 2,996 people and werethe injur ed. people were killed and over 6,000 people were injured.

April 6, 1917 The US waged war April 6, 1917 on Germany because TheU-boats US waged war German started on Germany because sinking American German mer U-boats chantstarted ships. sinking American merchant ships.

2013 Alicia Garza and Patrisse Cullors 2013 founded the Black Lives Matter Alicia and Patrisse Cullors asGarza a reaction to the acquittal founded the Lives Matter of Geor geBlack Zimmerman in the asmur a reaction the acquittal der of Tto rayvon Martin. of George Zimmerman in the murder of Trayvon Martin.

2008 Barack Obama became the 2008 1 st black politician to be elected st Barack Obama became the pr esident of the United States. 1Heblack elected was rpolitician e-electedto in be 2012 for a presidentsecond of the United and lastStates. term. He was re-elected in 2012 for a second and last term.

1958 NASA was created as 1958 a result of the space NASA was created as race between the USA a result ofviet the Union. space and the So race between the USA and the Soviet Union.

July 1969 Neil Armstrong along with Buzz Aldrin became the July 1969 rst men to land on the moon. “A small step for Neil ong leap alongfor with Buzz Aldrin became the man,Armstr one giant mankind”. rst men to land on the moon. “A small step for man, one giant leap for mankind”.

1951 Ray Bradbury wrote Fahrenheit 451 1951 Ray Bradbury wrote Fahrenheit 451 1950s

1974 If Beale Street The Pop Art movement emerged in the UK 1974 Could Talk 1950s If Beale Street and the US, mixing painting and what is by James The Pop Art mo vement emer ged in the UK seen as popular culture: advertising, Could Talk Baldwin a n d the US, mixing painting and what is by James comic books. Artists such as Andy Warhol seen amechanical s popular cultur e: advertising, Baldwin used means of reproduction. comic books. Artists such as Andy Warhol used mechanical means of reproduction.

1920 The Nineteenth Amendment 1920 granted women with the right The Nineteenth Amendment to vote . granted women with the right to vote.

June 26, 2015 Same-sex marriage June 26, 2015 became legal in the Same-se x marriage whole country . became legal in the whole country . 2016 No vember Election of President November 2016 Donald Trump Election of President Donald Trump

Feb 14, 2018 Parkland Shooting one of the Feb 14, 2018 deadliest shootings at a high Parkland Shooting onehistory of the. school in US deadliest shootings at a high September 17, 2011 school in US history. Occupy Wall Street. Left-wing protesters demonstrated September 17, 2011 in Zuccotti Park (NYC) in the nancial district of Wall Occup all Str . Left-wing protesters demonstr ated Street, yinW or der toeet denounce economic inequality . The y in Zuccotti C) inpark the two nancial district Wall wer e forcedPark out (NY of the months laterofand they Str eet, in or der to denounce economic inequality . The y decided to occupy banks, university campuses… were forced out of the park two months later and they decided to occupy banks, university campuses…

2004 Launching of Facebook 2004 by Mark Zuckerberg Launching ofwith Facebook along fellow by Mark Zuck erberg students. along with fellow students.

1976 Steve Jobs along with 1976 Steve Wozniak and Steve Jobs along with Ronald Wayne founded Ste ve W ozniak andnow Apple Computer Ronald Wayne founded called Apple Inc. Apple Computer now called Apple Inc.

July 2016 Twitter July 2016 was launched. Twitter was launched.

May 28, 2002 Change.org was created, May 28, 2002 allowing people to Change.or g wasonline. created, launch petitions allowing people to launch petitions online.

213

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1337-1453 TheHundred Years’ 1337-1453  ance Warwith Fr TheHundr ed Years’ • Henry V, Kenneth WBr arwith ance anagh,Fr 1989 • Henry V, Kenneth 1558 ElizabethI Branagh, 1989 becomes Queen. 1558 ElizabethI • Elizabeth: The Golden becomes Queen. Age, Shekhar Kapur, Elizabeth: The Golden • 2007 , Shekhar • Age Mary Queen ofKapur, Scots, 2007Rourke, 2018 Josie • Mary Queen of Scots, 15th-16th Josie Rourkcentury e, 2018

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Columbus disco1492 Christopher vers America. Columbus • 1492, Ridlediscoy Scott, vers America. 1992 • 1492, Ridley Scott, 1992

1605 Guy Fawkes attempts to blow 1605  Guy Fawkes up the Parliament. attempts to, blo • Gunpowder TV w up the Parliament. series, 2017 • Gunpowder, TV 1620 The Pilgrims series, 2017 set sail from 1620 The Pilgrims Plymouth for set sail fraboar om d the America Plymouth for Mayower. America aboard the Mayo 17thwer. century settlement in 1607 First English Virginia settlement • Jamestown, in TV Vir ginia 2017 series, • Jamestown, TV 1620 The Pilgrim series, 2017 Fathers arrive in 1620 The Pilgrim Plymouth on board Fathers arrive the Mayo wer.in Plymouth on boar, d • Saints & Strangers the Mayo wer. Netix series, 2015 • Saints & Strangers, 1692  Salem Netix series,Witch2015 hunt  SalemLetter Witch•1692 The Scarlet , hunt Roland Joffé, 1995 The Crucible Scarlet Letter , • The , Arthur Roland1996 Joffé, 1995 Miller, • The Crucible, Arthur Miller, 1996

1770s The Industrial Revolution begins in England. 1770s Revo• Oliver TThe wist,Industrial Roman Polanski, lution begins in England. 2005 • Oliver Twist, Roman Polanski, 1776 2005The American colonies declare their indepen1776 American denceThe from Britain. colonies declare their independence fr om Britain. 18th century

18thcenturies century Slave 18th -19th Trade 18th -19th centuries  Slag,ve • Amistad , Ste ven Spielber Tr1997 ade ven, Spielber • Amistad 12 Years, aSte Slave Steve g, 1997 McQueen, 2013 12 Years Slave, Steve2016 • Roots , TVamini-series, • McQueen, The Birth of 2013 a Nation, Nate Rootser, • Park , TV mini-series, 2016 2016 • The Birth of a Nation, Nate 1775-1783 War of IndepenParker, 2016 dence 1775-1783 War of Indepen• Sons of Liberty , mini-series, dence 2015 • Sons of Liberty, mini-series, 1789 2015First president, George Washington, 1789 First esident, elected andprthe American Geor ge Washington, Constitution enforced elected the American • We Fightand to Be Free , Kees Von Constitution enforced Oostrum, 2006 • We Fight to Be Free, Kees Von 18th - 19th2006 centuries InOostrum, dian wars 18th - 19th In• Dances withcenturies Wolves, Kevin dian wars Costner, 1990 Dances Wolves , Kevin • The Lastwith of the Mohicans , Costner,Mann, 1990 1992 Michael • The Last of the Mohicans, Michael Mann, 1992

1833 Slavery Abolition Act • Amazing Grace, Michael 1833 Slavery Apted, 2006 Abolition Act • Amazing Grace, Michael 1837 Queen Apted, 2006 Victoria is crowned queen. The Victo1837 Victoria is rian ErQueen a begins. owned&queen. The Victo•crVictoria Abdul, Stephen rian Era begins. Frears, 2017 • Victoria & Abdul, Stephen 1845 Irish Potato Famine Frears, 2017 and immigration to the 1845 USA Irish Potato Famine and immigr ationDaly to ,the • Black ’47, Lance 2018 USA 19th century • Black ’47 , Lance Daly, 2018

19th 1804-1806  Lecentury wis and Clark’s expedition. The 1804-1806  Lewis Frontier starts moand ving Cl ark’ s e xpedition. The westward. Fr ontier startsGrmo • Le wis & Clark: eatving Journey westwar d. West, documentary lm by wis & Clark: Graphic, eat Journe y • Le National Geogr 2002 West, documentary lm by 1848 TheGeogr Gold aphic, Rush starts. National 2002 • The Gold Rush, Charlie Chaplin, 1848 1925The Gold Rush starts. Gold Rush,, Michael Charlie Chaplin, • The Heaven ’s Gate Cimino, 1925 1980 • Heaven’s Gate, Michael Cimino, 1861-1865 The Civil War 1980 • Gone with the Wind, Victor 1861-1865 The Civil War Fleming, 1939 Gone with of theJones Wind , Victor • Fr ee State , Gary Ross, Fleming, 1939 2016 • Free State of Jones, Gary Ross, 1865 2016Abolition of slavery by President Abraham 1865 Abolition of slavery Lincoln b y Pr esident ahamg, 2012 • Lincoln, StevenAbr Spielber Lincoln • Lincoln, Steven Spielberg, 2012

1914-1918 World War I. The United Kingdom ghts with the Allies against the Central Powers led by 1914-1918 Germany. World War I. The United Kingdom ghts with the Allies against the Centr al Powers led by • Testament of Youth , James Kent, 2014 Germany. 1921 Ireland gr,anted of Yis outh • Testament James inde Kent,pendence. 2014 • The Wind That Shakes the Barley, Ken Loach, 2006 1947 India becomes independent from the UK. 1921 Ireland is granted independence. • Gandhi, Richard Attenborough, 1982 1928 The That rightShak to vote granted women. es theis Barle y, Ken to becomes independent from the UK. • The Wind Loach, 2006 •1947 ViceroIndia y ’s House , Gurinder Chadha, 2017 • Suffragette, Sarah Gavron, 2015 Gandhi, Richard Attenborough, 1982 • 1928 The right to vote is granted to women. 1953 II is crowned Queen. y ’s House, Gurinder • ViceroElizabeth Chadha, 2017 1939-1945 orld Waron, II. The • Suffragette, W Sar ah Gavr 2015United Kingdom joins • The Queen, Stephen Frears, 2006 the Allies against the Axis Powers. 1953 II is crowned • The CrElizabeth own, Netix series, 2016 Queen. 1939-1945 World War II. The United • Hope and Glory , John Boorman, 1987 Kingdom joins The Queen, Stephen Frears, 2006 • the Axis Powers. 1979 et Thatcher becomes the rst female • TheAllies King’sagainst Speech, Tthe om Hooper, 2010 owngar • The CrMar , Netix series, 2016 and, Jonathan Glory, John Boorman, 1987 • Hope Churchill Teplitzky , 2017 Prime Minister of the United Kingdom. 1979 gar,et Thatcher becomes King’, sChristopher Speech, TomNolan, Hooper, 2010 • The Dunkirk 2017 • The IrMar on Lady Phyllida Lloyd, 2012 the rst female Prime Minister of the United Kingdom. • Churchill, Jonathan Teplitzky, 2017 20th century • Dunkirk, Christopher Nolan, 2017 • The Iron Lady, Phyllida Lloyd, 2012

2016 Brexit Referendum 2016 BrThe exitUncivil • Brexit: Refer endu mvie, 2019 War, TV mo • Brexit: The Uncivil Wa21st r, TV century movie, 2019

20th century 1892-1954 Ellis Island is used as an immigration 1950s The Space Race begins. • Hidden Figures, Theodore Mel, 2016 center. 1892-1954 Ellis Island is used as an immigration 1950s The Space Race begins. • America America , Elia Kazan, 1963 1955-1975 Vietnam War es, Theodor center. • Hidden Figur e Mel, 2016 • The Immigrant, James Gray, 2013 • Apocalypse Now, Francis Ford Coppola, 1979 • America America, Elia Kazan, 1963 1955-1975 Vietnam W ar • Platoon, Oliver Stone, 1986 1917 The US antenters • The Immigr , JamesWW1. Gray, 2013 Apocalypse w, Francis d Coppola, 1979 • The Lost Battalion, Russell Mulcahy, 2001 • Born on theNo Fourth of JulyFor , Oliver Stone, 1989 1917 The US enters WW1. • Platoon, Oliver Stone, 1986 1920 TheBattalion right to, Russell vote isMulcahy granted to women. 1963 Kennedy dies.Stone, 1989 onesident the Fourth of July, Oliver • The Lost , 2001 • Born Pr • Iron Jawed Angels, Katja von Garnier, 2004 • JFK, Oliver Stone, 1991 1920 The right to vote is granted to women. esident •1963 JackiePr , Pablo LarrKennedy ain, 2016 dies. 1920-1933 Prohibition • Iron Jawed Angels , Katja von Garnier, 2004 • JFK, Oliver Stone, 1991 • Boardwalk Empire, TV series, 2009 1954-1968 movement led by Martin • Jackie, PabloCivil LarrRights ain, 2016 1920-1933 Prohibition Luther King Jr. 1929-1939 Greate,Depr ession 1954-1968 Civil Rights • Boardwalk Empir TV series, 2009 • Mississippi Burning , Alan mo Parkvement er, 1988led by Martin • Modern times, Charlie Chaplin, 1936 Luther King Jr. e Lee, 1992 • Malcom X , Spik 1929-1939 Depr ession • The Grapes Gr of eat Wrath , John Ford, 1940 Burning , Alan2013 Parker, 1988 • Mississippi The Butler, Lee Daniels, • Modern times, Charlie Chaplin, 1936 Malcom X, Spik Lee, ,1992 • Selma , Ava DuVeernay 2014 1941 Attack on Pearl Harbor. The US enters WW2. The Gr apes of W r ath • , John Ford, 1940 Butler, ,Lee Daniels, 2013 • The Greenbook Peter Farrelly , 2018 • Saving Private Ryan, Steven Spielberg, 1998 Selma, Ava DuVernay, 2014 1941 Attack on Pearl Harbor. The US enters WW2. • • Pearl Harbor, Michael Bay, 2001 1969 First ,man the • Greenbook Peteron Farr ellymoon , 2018 • Saving Private Ryan, Steven Spielberg, 1998 • First Man, Damien Chazelle, 2018 1946-1991 Cold W ar Pearl Harbor • , Michael Bay, 2001 1969 First man on the moon • Three Days of the Condor, Sydney Pollack, 1975 1990-1991 Gulf War 1946-1991 Cold WarDonaldson, 2000 • First Man, Damien Chazelle, 2018 • Thirteen Days , Roger • Jarhead, Sam Mendes, 2005 Thr ee Days of the Condor • , Sydney Pollack, 1975 1990-1991 Gulf War • Thirteen Days, Roger Donaldson, 2000 • Jarhead, Sam Mendes, 2005

century Jan21st 20, 2001  George W.Bush becomes Jan 20, d2001  George the 43r American W .Bush becomes president. the d American • Vice43r , Adam McKay, pr2018 esident. • Vice, Adam McKay, No v 9, 2001 Terro2018 rist attack on the No v 9,T2001 TerroWorld rade Center rist attack on the • 9/11, Martin Guigui, W2017 orld Trade Center • 9/11, Martin Guigui, 2003-2011 Iraq war 2017 • American Sniper, Clint 2003-2011 Iraq war Eastwood, 2014 • American Sniper, Clint 2008 Barack Eastwood, 2014 Obama, rst 2008 Barack African-American Obama, rst President African-American • By the People: The PrElection esident of Barack By the People: The • Obama , documentaElection of Barack ry lm, 2009 Obama, documentary lm, 2009

215

Précis grammatical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 ...............................................................................................................................

Le écis groupe Pr grnominal ammatical

217

1. Les articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 2. Les nominal noms dénombr . . . . . . . . . . . . . .ables . . . . . . . . . . et . . . . .indénombr . . . . . . . . . . . . . . . . . . . .ables . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 219 Le groupe 1. articles 217 3. Les Le pluriel des noms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................. 220 2. et indénombrables 219 4. Les Les noms noms dénombr composésables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 3. Le pluriel des noms 5. Le génitif . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 222 4. Les noms composés 221 6. Les adjectifs . . . . . . et . . . . .noms . . . . . . . . . . de . . . . . .nationalité . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 223 5. génitif 222 7. Le L’ordre des adjectifs . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................................................................................... 224 6. de. .nationalité 223 8. Les Les adjectifs adjectifs et ennoms -ing et . . . . .-.ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 7. L ’ ordre des adjectifs 224 9. Les quantifieurs: some, any . . . .,. no . . . . . .ou . . . . .not . . . . . . .any . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 225 8. en -inga et 224 10.Les Lesadjectifs quantifieurs: lot-ed of, much, many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 9. Les quantifieurs: some, any , no ou not any 225 11. Les quantifieurs: a little, a few, little, few . . . . . ,. .sever . . . . . . . . . .al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 10. Les quantifieurs: a lot of , much, many 225 12. Les pronoms personnels: I, we, they, me, us, them… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 11. little, a few , little, few, sever 226 13. Les Les quantifieurs: déterminantsa(my , their …) et pronoms (mine,altheirs… . . . . . . . . ). . possessifs . . . . . . . . . . . . . . . . . . . ....................................................................................... 229 12. Les pronoms personnels: I, we, they , me, us, them… 227 14. Les pronoms réfléchis (myself, ourselves…) et réciproques (each other . . .,. one . . . . . . . .another . . . . . . . . . . . . . . ). . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 230 13. déterminants , their…). et pronoms (mine, theirs…) possessifs 229 15. Les Le compar atif et le(my superlatif . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 231 14. Les pronoms réfléchis ( myself , ourselves …) et réciproques ( each other , one another ) 230 16. Not any more, no more, none,. never . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 15. Le comparatif et le superlatif 231 ..................................................................................................... 16. Not any more, no more, none, never 233 Le groupe verbal 1. Les auxiliaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 2. La modalité Le groupe verbal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 1. auxiliaires 234 3. Les Modalité: équivalents . . . . . . . . . . . . . . . . . . . .des . . . . . . .modaux . . . . . . . . . . . . . . ................................................................................................................................................................................................................. 238 2. 236 4. La Le modalité présent simple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................................................................................................. 239 3. Modalité: équivalents des modaux 238 5. Le présent en be + .V. . . ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 4. 6. Le Le présent prétérit simple simple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 241 5. Le présent en be + Ving 240 7. Le prétérit modal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 6. 241 8. Le Le prétérit prétérit simple en be +. .V. . . ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 7. Le prétérit modal 242 9. Le present perfect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 8. be + Ving. . . . . .+. . V243 10.Le Leprétérit presenten perfect . .en . . . . . be . . . .ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 9. Le present perfect 244 11. Le past perfect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 246 10. Le present perfect en be + V-ing 245 12. For/since/ago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 11. Le past perfect 246 13. L’expression du. . . futur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 12. For/since/ago 247 14. Should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 13. L’expression du futur 248 15. Le conditionnel: . . . . . . . . . . . . . . . . . .would . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 250 14. Should 249 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 16. La formation des questions 15. Le conditionnel: would 250 17. La concordance des temps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 16. La formation des questions 251 18. Le discours direct et indirect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 17. La concordance des temps 251 19. Infinitif et gérondif . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 18. Le discours direct et indirect 252 20. Used to + V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 19. Infinitif et gérondif 254 21. Formuler des . . . . . hypothèses . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 255 20. Used to + V 254 22. La voix passive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 21. Formuler des hypothèses 255 23. La subordonnée. . .relative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 22. La voix passive 255 24. La subordonnée de but . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 23. La subordonnée relative 256 . . . . . . . . . . . whereas, . . . . . . . . . . . . . . . . . though, . . . . . . . . . . . . . . .although . . . . . . . . . . . . . . . . ). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 25. Contraste et concession. . .(.while, 24. La subordonnée de but 257 26. Les verbes d’état (like, think, imagine, feel…) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 25. Contraste et concession (while, whereas, though, although) 257 ...................................................................................... 26. Les verbes d’état (like, think, imagine, feel…) 258 Verbes irréguliers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 ..................................................................................................................................

259

Verbes irréguliers Précis de phonologie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 ..........................................................................................................................

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Précis de phonologie

262

Grammaire

Le groupe nominal 1. Les articles Le gr oupe n omin al  L’article zéro ( ) ou l’absence d’article 1. Les articles

On emploie l’article zéro pour désigner les choses de manière générale, et essentiellement pour des  L’article zéro ( ) ou l’absence d’article noms indénombrables, c’est-à-dire qu’on ne peut pas compter. OnØemploie l’article zér o pour désigner les choses de manière générale, et essentiellement pour des Butter contains a lot of Ø fat. noms indénombrables, c’est-à-dire qu’on ne peut pas compter.

Ø Unemployment has become a plague in several countries. Ø Butter contains a lot of Ø fat. Les dénombr (car, pen, boat…) ne peuvent apparaître sans article, sauf dans certaines Ø noms Unemplo yment ables has become a plague in sev eral countries.

expressions de lieu, souvent accompagnées du verbe go ou d’une préposition pour certains noms Les noms dénombr ables comptables ( jail, school …):(car, pen, boat…) ne peuvent apparaître sans article, sauf dans certaines expr deØlieu, souvent accompagnées du verbe go ou d’une préposition pour certains noms Goessions to Ø jail, school jail, school comptables ( …):

Be at Ø school, in Ø jail Go to Ø jail, Ø school Dans les autrin esØcas, Be attous Ø school, jailles noms dénombrables doivent donc obligatoirement avoir un article. LDans ’article zérles o est également les cas suivants: tous autr es cas, lesutilisé nomsdans dénombr ables doivent donc obligatoirement avoir un article. • devant les dénombrables pluriels L’article zéro est également utilisé dans les cas suivants: Ø Schools are Ø places where Ø children are taught Ø essential subjects. • devant les dénombrables pluriels • devant les noms de pays

Ø Schools are Ø places where Ø children are taught Ø essential subjects. Ø England, Ø Scoland, Ø Wales, Ø Canada, Ø France • devant les noms de pays • devant les noms propres

Ø England, Ø Scoland, Ø Wales, Ø Canada, Ø France Ø Michelle Obama, Ø eresa May • devant les noms propres • devant les titres suivis du nom propre

Ø Michelle Obama, Ø eresa May Ø Prime Minister eresa May, Ø President Donald Trump, Ø Queen Elizabeth II • devant les titres suivis du nom propre

ØLP’article indéfini an rime Minister eresa Maay/, Ø President Donald Trump, Ø Queen Elizabeth II L’article indéni a/ an est employé devant les noms dénombrables pour désigner un élément  L’article indéfinia /an parmi d’autres. Cela permet de référer à un seul élément, d’extraire un élément d’un ensemble. a/ an L’article yé de nomsadénombr I needindéni a pen to write est andemplo an eraser invant caseles I make mistake. ables pour désigner un élément parmi J’ai d’autr es. Cela permet de r éfér er à un seul élément, extr air e .un élément d’un ensemble. besoin d’un stylo pour écrire et d’une gomme si je fais d’ une err eur

IWhat needisa apen to write and an eraser in case I make a mistake. college unin English-speaking countries? une une J’ai besoinqud’un ’ «stylo pour écrir e et les d’ paysgomme si je fais ? Qu’est-ce college » dans anglophones

erreur.

What is a college in English-speaking countries?

Qu’est-ce qu’unindéni « college » dans On emploie l’article a / an : les pays anglophones ? • pour désigner un seul élément d’un nom dénombrable: On emploie l’article indéni a / an: She has bought a detective book from a bookshop in the city. • pour désigner un seul élément d’un nom dénombrable: • devant les noms de métier:

She has bought a detective book from a bookshop in the city. Miss Marple is a detective. Miss Marple est détective. • devant les noms de métier: Sherlock Holmes, a famous detective, is a character created by Arthur Conan Doyle. iss Me, arple est personnage détective. inventé par Arthur Conan Doyle. MissSM arple Hisolmes, a detectiv e. eMcélèbr herlock détectiv est un S herlock Holmes, a famous e, is a character created by Arthur Conan Doyle. She is a civil servant. Elle estdetectiv fonctionnaire. Sherlock Holmes, détective célèbre, est un personnage inventé par Arthur Conan Doyle.

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Attention, on note la présence de l’article a en anglais, mais l’absence d’article dans la traduction en français. Attention, on note la présence de l’article a en anglais, mais l’absence d’article dans la traduction en • apr ès as pour désigner une fonction: français.

As a member of this organization… En tant que membre de cette association… • après as pour désigner une fonction: • pour référer à une fréquence : En tant que membre de cette association… As a member of this organization… ree times a day… trois fois par jour… • pour référer à une fréquence :

• pour indiquer une mesur e ouparunjour… prix: trois fois

ree times a day… £ 5 a kilo 5 £ le kilo • pour indiquer une mesure ou un prix: £ 10 a metre 10 £ le mètre £ 5 a kilo 5 £ le kilo • après without:10 £ le mètre £ 10 a metre Without a noise sans bruit • après without:

sans bruit a noise the WLithout ’article défini

Comme l’appellation de l’adjectif «déni» le souligne, l’article the renvoie à un nom ou à un élément  L’article définithe facilement identiables par le locuteur, celui qui parle, et son interlocuteur. the renvoie à un nom ou à un élément Comme l’ appellation l’adjectif «déni» le souligne, • Soit parce qu’il s’agitde d’une reprise d’un élément déjàl’article posé en amont: facilement identiables par le locuteur, celui qui parle, et son interlocuteur. ere was an accident in Cardi yesterday. e accident caused a lot of tra c jams. • Soit parce qu’il s’agit d’une reprise d’un élément déjà posé en amont: (L’accident d’hier à Cardi , je l’ai annoncé par an accident, avant de le reprendre par l’article dé ni the. L’accident / Cet causé beaucoup d’embouteillages. ereaccident was anaaccident in Cardi yesterday). e accident caused a lot of tra c jams. (L’accident d’hier à Cardi , je l’ai annoncé par an accident, avant de le reprendre par l’article dé ni the. L’accident / Cet • Soit par ce que l’on abeaucoup affaire àdun nom dont accident a causé ’embouteillages. ) l’identication ne pose aucune diculté entre les deux personnes dans la situation: • Soit parce que l’on a affaire à un nom dont l’identication ne pose aucune diculté entre les deux Could you pass me the salt, please? personnes dans la situation: (si je suis à table, mon interlocuteur comprend immédiatement qu’il s’agit du sel qui se trouve près de lui.)

Could you pass me the salt, please? je où suisilàfaut table, mon interlocuteur comprthe end:immédiatement qu’il s’agit du sel qui se trouve près de lui.) Autres(si cas emplo yer l’article déni • pour parler de quelque chose qui est déni par une proposition relative: Autres cas où il faut employer l’article déni the: I like the book that she gave me for my birthday. (La proposition relative soulignée dé nit le livre en question.) • pour parler de quelque chose qui est déni par une proposition relative: • Pour les noms de pays et d’îles au pluriel: I like the book that she gave me for my birthday. (La proposition relative soulignée dé nit le livre en question.) e United States, the Netherlands, the Canaries, the Philippines, the UK (le Royaume-Uni = l’Angleterre, • Pour les noms de pays et d’îles au pluriel: l’Ecosse, le Pays de Galles et l’Irlande du Nord) e United States, the Netherlands, the Canaries, the Philippines, the UK (le Royaume-Uni = l’Angleterre, • lPour les lenoms deGeuves: ’Ecosse, Pays de alles et l’Irlande du Nord)

e Seine, the ames, the Hudson, the Nile, the Rhine

• Pour les noms de euves: • Pour parler des astres:

e Seine, the ames, the Hudson, the Nile, the Rhine e sun, the earth, the moon

• Pour parler des astres: • Pour parler des instruments de musique:

e sun, the earth, the moon P lay the piano, the guitar, the trumpet • Pour parler des instruments de musique: • Pour les adjectifs substantivés: Play the piano, the guitar, the trumpet e blind les aveugles the unemployed les chômeurs • Pour les adjectifs substantivés: • On dit aussi: the environment et the internet . eugles e blind les av the unemployed les chômeurs • On dit aussi: the environment et the internet.

218

Y1our turn! Complétez les phrases suivantes avec l’article Ø, a, an ou the. a. Do you know that … United States is 17 times as big as … France? 1 Complétez les phrases suivantes avec l’article Ø, a, an ou the. b. She studies history at … University of Edinburgh. She wants to become … historian. a. Do you know that … United States is 17 times as big as … France? c. … tuition fees can be very expensive. … university course costs quite a lot a money b. She studies history at … University of Edinburgh. She wants to become … historian. in … Britain and in … English-speaking countries in general. c. … tuition fees can be very expensive. … university course costs quite a lot a money d. Paul bought … new car two weeks ago in Manchester. When he drove to … London, in … Britain and in … English-speaking countries in general. … car broke down on … motorway. d. Paul bought … new car two weeks ago in Manchester. When he drove to … London, e. Could you pass me … gravy, please! I would like some with my Yorkshire pudding. … car broke down on … motorway. f. He came back home with … enormous cheesecake to celebrate his birthday. e. Could you pass me … gravy, please! I would like some with my Yorkshire pudding. f. He came back home with … enormous cheesecake to celebrate his birthday.

Grammaire

Your turn!

2. Les noms dénombrables et indénombrables  Formation

2. Les noms dénombrables et indénombrables

Les noms dénombrables peuvent être quantiés et donc être précédés de l’article a. Ils peuvent aussi  Formation prendr e la marque du pluriel: par exemple, on dira a car au singulier, et cars au pluriel. Les noms dénombrables peuvent être quantiés et donc être précédés de l’article a. Ils peuvent aussi a car pr endre la mar que duindénombr pluriel: parables exemple, on dira en au singulier, et carsl’article au pluriel. À l’inverse, les noms ne peuvent aucun cas accepter indéni a. Ils ne portent pas non plus la marque du pluriel s. Ils sont donc invariables. À l’inverse, les noms indénombrables ne peuvent en aucun cas accepter l’article indéni a. Ils ne portent pas non plus la marque du pluriel s. Ils sont donc invariables.  Emploi

 Emploi

Your turn! Y2our turn! les phrases et soulignez les indénombrables dans les phrases suivantes. Recopiez a. As the saying goes, no news is good news! 2 Recopiez les phrases et soulignez les indénombrables dans les phrases suivantes. b. The information is as alarming today as it was last week, because all the evidence is a. As the saying goes, no news is good news! against him. This thief is about to be arrested by the policeman. b. The information is as alarming today as it was last week, because all the evidence is c. Your luggage is too heavy. You have got too many bags. You should take a taxi. against him. This thief is about to be arrested by the policeman. d. The good news is that this student has made a lot of progress this semester. He has c. Your luggage is too heavy. You have got too many bags. You should take a taxi. improved all his grades. d. The good news is that this student has made a lot of progress this semester. He has improved all his grades.

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3. Le pluriel des noms  Formation

3. Le pluriel des noms

Le pluriel régulier des noms se construit en ajoutant s au nom au singulier: a bag 8 Ø bags. 

Formation

s au nom s. -ch, -x, -ss, bag Certains voient terminaison modiée au pluriel. Il s’agit nomsase terminant par Le plurielnoms régulier des leur noms se construit en ajoutant au des singulier: 8 Ø bag -sh, -f et -fe. Voici un tableau qui indique les modications orthographiques pour ces terminaisons. Certains noms voient leur terminaison modiée au pluriel. Il s’agit des noms se terminant par -ch, -x, -ss, -sh, -f et -fe.se Voici un tableau qui indique les modications orthographiques Singulier terminant par: Modication orthographique au plurielpour ces terminaisons. ch: breach breaches Singulier se terminant par: Modication orthographique au pluriel /iz/ ch: breach breaches x: box boxes/iz/ /iz/ x: box boxes ss: mass mass /iz/es /iz/ ss: mass masses sh : bush bushes /iz/ /iz/ sh : bush bushes f / fe: leaf / wife leaves /iz// wives /z/ /z/ f / fe: leaf / wife leaves / wives /z/ /z/ Il existe aussi des noms qui ont un pluriel irrégulier:

foot 8 feet phenomenon 8 phenomena a child 8 children mouse 8 mice criterion 8 criteria man 8 men 8 8 phenomena 8 foot f ee t phenomenon awoman child child ren tooth 8 teeth medium 8 media 8 women mouse 8 mice criterion 8 criteria man 8 men Certains ontenune forme invariable au pluriel: aphique par 8 teethaucune modication orthogr 8 med 8 wom tooth medium ia rapport au womannoms Il existe aussi des noms qui ont un pluriel irrégulier:

singulier. Certains noms une :forme invariable pluriel: aucune modication orthographique par rapport au an aircraft (unont avion) two air craft (deuxauavions) singulier. sheep 8 sheep an aircraft (un avion) : two aircraft (deux avions)

deer 8 deer sheep 8 sheep 8 deer, en anglais, les noms de famille prennent la marque s au pluriel, contrairement au français: Attention deer les Martin = the Martins Attention, en anglais, les noms de famille prennent la marque s au pluriel, contrairement au français:

les Martin = the Martins Your turn!

Y3our turn!les noms soulignés au pluriel, en faisant les modifications nécessaires. Mettez a. A mouse is a frightening animal. 3 Mettez les noms soulignés au pluriel, en faisant les modifications nécessaires. b. Boeing has built an aircraft that flies much quicker. a. A mouse is a frightening animal. c. Is there a criterion that is more important than the other ones? b. Boeing has built an aircraft that flies much quicker. d. A woman and a man should be on an equal footing. c. Is there a criterion that is more important than the other ones? e. The dentist has pulled out one tooth. d. A woman and a man should be on an equal footing. e. The dentist has pulled out one tooth.

220

 Formation

4. Les noms composés

Un mot peut s’associer avec un autre mot pour former un mot composé: mot 1 + mot 2 = mot compo ormation sé. F Les quatre catégories grammaticales – nom, adjectif, verbe et adverbe – peuvent se combiner dans la Un mot peut avec un autre mot pour former un mot composé: mot 1 + mot 2 = mot compoformation dess’associer noms composés. sé. Les quatre catégories grammaticales – nom, adjectif, verbe et adverbe – peuvent se combiner dans la Dans un nom c’est toujours le deuxième mot qui est le nom central, celui qui porte donc formation descomposé, noms composés. l’identication, c’est-à-dire le sens principal. Le premier mot, lui, qualie le second, en indiquant le type Dans composé, voir c’este toujours deuxième quicomposé est le nom centr al, celui porte donc d’ objetun ounom de personne, la fonctionledont il s’agit. mot Ce mot peut s’écrir e en qui un seul mot l’(policeman identication , c ’ est-à-dir e le sens principal. Le pr emier mot, lui, qualie le second, en indiquant le type ), en deux mots (washing machine) ou avec un trait d’union (savings-bank). d’objet ou de personne, voire la fonction dont il s’agit. Ce mot composé peut s’écrire en un seul mot (policeman ), en deuxIndentication mots (washing machine ) ou avec un trait d’union (savings-bank). Qualiant Nom composé Sens ou fonction Qualiant Indentication Nom composé Sens police man policeman a man who works for the police un policier ou fonction washing machine washing machine aa man machine that washes une machine à laver un policier police man savings washing

bank machine

savings

bank

Grammaire

4. Les noms composés

policeman who works for the police savings-bank a bank where your savings are une caisse d’épargne washing machine a machine that washes une machine à laver a bank where your savings are une caisse d’épargne savings-bank

 Formation avec les combinaisons de mots possibles  Mot 1 et mot 2 avec les combin Nom composé Sens Form ation aisons de mots possibles nom + nom Mot 1bank et mot 2 account nom hair ++verbe cut nom bank nom account nom hand + adverbe out nom hair + verbe cut verbe + nom licence nom driving + adverbe

hand

out

verbe take + adverbe o verbe driving + nom licence adjectif verbe cleaning verbe dry++adverbe

take o adjectif green + nom house adjectif dry + verbe cleaning adverbe over + nom time adjectif green + nom house adverbe er + verbe ow adverbe ov over + nom time

bank account Nom composé haircut bank account handout haircut driving licence handout take-o driving licence dry-cleaning take-o greenhouse dry-cleaning overtime greenhouse over ow overtime

compte en banque Sens coupe eux comptedeenchev banque pr ospectus coupe de cheveux permis de conduire prospectus décollage permis de conduire netto yage à sec décollage serr nettoe yage à sec heur serrees supplémentaires débor heuresdement supplémentaires

débordement adverbe + verbe overen owmontre bien over La traduction français queocw’est le deuxième mot qui doit être porteur du sens principal, le premier mot qualiant ce mot principal. La traduction en français montre bien que c’est le deuxième mot qui doit être porteur du sens principal, le premier mot qualiant ce mot principal. Your turn!

Y4ourComplétez turn! les phrases avec le mot composé qui convient. Exemple: Susan has just bought a new fitted kitchen. She wants to buy some new

les phrases avec le mot composé qui convient. 4 Complétez … (you drink tea in these cups) too = Susan has just bought a new fitted Exemple:

Susan has just bought a new fitted kitchen. She wants to buy some new kitchen. She wants to buy some new teacups too. … (you drink tea in these cups) too = Susan has just bought a new fitted a. In most modern kitchens, youtowill …new and teacups … (a machine kitchen. She wants buyfind some too. to wash clothes and

a machine to wash dishes). a. In most modern kitchens, you will find … and … (a machine to wash clothes and b. The secretary needs a … software (to process words). a machine to wash dishes). c. Please ask the … (officer at the customs) if this item is allowed on board. b. The secretary needs a … software (to process words). d. Queen Elizabeth II is fond of … (horses used for racing). She often attends … c. Please ask the … (officer at the customs) if this item is allowed on board. (races where you watch horses running). d. Queen Elizabeth II is fond of … (horses used for racing). She often attends … (races where you watch horses running).

221

5. Le génitif Le génitif établit une relation entre deux noms, souvent un lien de possession.

5. Le génitif

Le établit une relation entre deux noms, souvent un lien de possession.  génitif Form ation Nom singulier = ’S  Formation

e neighbour’s bike e driver’s car Nom singulier = ’S e neighbour’s bike Non singulier se terminant James’s car e driver’s car par un s = ’S omas’s suitcase Non singulier se terminant James’s car Nom parents’ home par unpluriel s = ’S se terminant par His omas ’s suitcase un s = ’ Her sons’ clothes Nom pluriel se terminant par His parents’ home ’ Nom irrégulier = ’S women’s clothes un s =pluriel Her sons’ clothes men’s shoes Nom pluriel irrégulier = ’S women’s clothes men’s shoes

 Emplois

le vélo dude la voisine la voiture dude la conducteurtrice le vélo dude la voisine la James la vvoitur oituree de dude la conducteurtrice la valise de omas la voiture de James la parents la maison valise dede ses omas les vêtements de ses ls la maison de ses parents des êtementsde pour les vvêtements sesfemmes ls des chaussures pour hommes des vêtements pour femmes des chaussures pour hommes

On note que le premier nom est, en général, une personne, et non pas un objet.

 Emplois

On peut aussileemplo yernom le génitif avec: note que premier est, en général, une personne, et non pas un objet. • les noms d’animaux On peut aussi employer le génitif avec: e dog’s bowl la gamelle du chien • les noms d’animaux • les institutions la gamelle du chien e dog’s bowl e Supreme Court’s decision la décision de la Cour Suprême • les institutions • les pays e Supreme Court’s decision la décision de la Cour Suprême Britain’s new legislation la nouvelle législation de la Grande-Bretagne • les pays • avec les expressions de temps: yester day, today ow, rlast week… législation de ,latomorr Grande-B etagne Britain’s new legislation la nouvelle Yesterday’s article l’article d’hier • avec les expressions de temps: yesterday, today, tomorrow, last week… Tomorrow’s weather forecast la météo pour demain ticle d’hier Y ester ticle lal’ar Last wday eek’s’s ar strike grève de la semaine dernière Tomorrow’s weather forecast la météo pour demain • pour des lieux (chelaz gr coiffeur, à la boulangerie, e de la semaine dernière boucherie, etc.), avec souvent l’ellipse du mot shop, Last week’s strike leèv qui est sous-entendu: • pour des lieux (chez le coiffeur, à la boulangerie, boucherie, etc.), avec souvent l’ellipse du mot shop, At the baker’s (shop) à la boulangerie qui est sous-entendu: At the hairdresser’s chez le coi eur à la boulangerie A ’s (shop) Att the the baker chemist ’s à la pharmacie At the hairdresser’s chez le coi eur At the chemist’s à la pharmacie Your turn!

Y5ourMettez turn! au génitif quand cette construction est possible. Exemple: This house belongs to the gardener.

génitif quand cette construction est possible. 5 Mettez au It is the gardener’s house. Exemple: This house belongs to the gardener.

222

a. The door ofItthe café was painted green for St Patrick’s Day. is the gardener’ s house. b. Look! Kate has just bought new glasses. a. The door of the café was painted green for St Patrick’s Day. c. They read the newspaper dated 22nd September. But, today, it is 23rd September! b. Look! Kate has just bought new glasses. d. The measures taken by the government have been criticised. c. They read the newspaper dated 22nd September. But, today, it is 23rd September! e. This brand-new computer belongs to Thomas. d. The measures taken by the government have been criticised. e. This brand-new computer belongs to Thomas.

 Formation

6. Les adjectifs et noms de nationalité

On peut classer quatre grands groupes d’adjectifs et de noms de nationalité, selon leur terminaison:

 Formation

•OnCeux se terminent -shgrou -ch d’adjectifs et de noms de nationalité, selon leur terminaison: peutqui classer quatre grpar ands oupes sh ouhabitant·e -ch •Pays Ceux qui se Adjectif terminent par -Un·e

Quelques habitant·e·s

Tou·te·s

Britain British a British person Pays Adjectif Un·e habitant·e France French a Frenchman/woman Britain British aanBritish person Ireland Irish Irishman/woman France French Frenchman/woman W ales W elsh aW elshman/woman Ireland Irish an Irishman/woman W ales W elsh aW elshman/woman • Ceux dont la terminaison est -ese

some British people Quelques habitant·e·s some French people some British people Irish people French people some W elsh people some Irish people some Welsh people

the British Tou·te·s the French the British Irish French the W elsh the Irish the Welsh

-esehabitant·e Quelques habitant·e·s •Pays Un·e Ceux dont laAdjectif terminaison est

Tou·te·s

a Chinese China Chinese Pays Adjectif Un·e habitant·e Japan Japanese a Japanese a Chinese China Chinese Portugal Portuguese Portuguese Japan Japanese Japanese Vietnam Vietnamese a Vietnamese Portugal Portuguese a Portuguese a Vietnamese •Vietnam Ceux dont laVietnamese terminaison est -an

the Chinese Tou·te·s the Japanese the Chinese Portuguese Japanese the Vietnamese the Portuguese the Vietnamese

some Chinese people Quelques habitant·e·s some Japanese people some Chinese people Portuguese people Japanese people some Vietnamese people some Portuguese people some Vietnamese people

-an habitant·e Quelques habitant·e·s •Conti Un·e Ceuxnent dont laAdjectif terminaison est

Tou·te·s

America American an American some Americans Continent Adjectif Un·e habitant·e Quelques habitant·e·s some Africans Africa African an African America American American Americans Asia Asian an Asian some Asians Africans Africaalia African African Austr Austr alian an Austr alian some Austr alians Asia Asian an Asian some Asians Austr alian an Austr Australians •Austr Ceuxalia qui diffèr ent selon qu’ils sontalian adjectifs ousome noms

the Americans Tou·te·s the Africans Americans the Asians Africans the Austr alians the Asians the Australians

•Pays Adjectif Un·esont habitant·e Ceux qui diffèr ent selon qu’ils adjectifs ouQuelques noms habitant·e·s

Tou·te·s

Finland Pays Greece Finland Poland Greece Spain Poland Spain

Finnish Adjectif Greek Finnish Polish Greek Spanish Polish Spanish

a Finn Un·e habitant·e a Greek Finn a Pole Greek d a Spaniar a Pole a Spaniard

some Finns Quelques habitant·e·s some Greeks Finns some Poles Greeks ds some Spaniar some Poles some Spaniards

Grammaire

6. Les adjectifs et noms de nationalité

the Finns Tou·te·s the Greeks Finns the Poles Greeks ds/ the Spanish the Spaniar the Poles the Spaniards/ the Spanish

Your turn! Y6ourÀ turn! partir du pays suivant, indiquez l’adjectif dans le groupe nominal, puis le nom de tou·te·s les habitant·e·s. À partir du pays suivant, indiquez l’adjectif dans le groupe nominal, puis le 6 Exemple: England = car / inhabitants? nom de tou·te·s les habitant·e·s. = an English car / the English

Exemple: England = car / inhabitants?

a. Finland = meal / inhabitants? = an English car / the English b. Spain = festival / inhabitants? a. Finland = meal / inhabitants? c. Greece = theatre / inhabitants? b. Spain = festival / inhabitants? d. Germany = building / inhabitants? c. Greece = theatre / inhabitants? d. Germany = building / inhabitants?

223

7. L’ordre des adjectifs  Emploi

7. L’ordre des adjectifs

Lorsque l’on a affaire à une suite d’adjectifs qualicatifs, il convient de se souvenir de l’ordre Otafcom =  O-TEmploi -A-F-C-O-M du tableau ci-dessous, an de ne pas se tromper dans la place que doivent occuper les Lorsque a affairépithètes, e à une suite il convient se rsouvenir de l’ordre Otafcom = différ entsl’on adjectifs qui d’ seadjectifs placentqualicatifs, devant le nom auquel de ils se apportent. O-T-A-F-C-O-M du tableau ci-dessous, an de ne pas se tromper dans la place que doivent occuper les différ ents adjectifs qui se placent devant le nom auquel ils se rapportent. Opinion Tailleépithètes, Age Forme Couleur Origine Matière NOM wonderful Opinion

Taille

wonderful splendid

large

gorgeous splendid

large

Age old old

Forme round round

gorgeous

bCrown ouleur red brown

Origine British

red black

British German

yellow black

German

yellow

wonderful brown leather shoes de magni ques chaussures marron en cuir an old red British bus un vieux bus britannique de couleur rouge de magni ques chaussures marron en cuir wonder ful br own G leather a gorgeous black ermanshoes car une magni que voiture allemande de couleur noire an old red British bus un vieux bus britannique de couleur rouge a gorgeous black German car une magni que voiture allemande de couleur noire

leather Matière leather oak oak wicker wicker

shoes NOM bus shoes table bus car table chair car chair

Your turn!

Y7our turn!les adjectifs dans le bon ordre. Mettez a. The mayor had a (large – round – glass) stadium roof built. 7 Mettez les adjectifs dans le bon ordre. b. The burglars broke into an (English – splendid – large) mansion. a. The mayor had a (large – round – glass) stadium roof built. c. The coach has found a (plastic – yellow – big ) bag in the cloakroom. b. The burglars broke into an (English – splendid – large) mansion. d. The detective has discovered a clue: an (old – leather – cigarette – black – English) case! c. The coach has found a (plastic – yellow – big ) bag in the cloakroom. d. The detective has discovered a clue: an (old – leather – cigarette – black – English) case!

8. Les adjectifs en - ing et -ed  Formation

8. Les adjectifs en -ing et -ed

Les adjectifs en -ing et -ed ont respectivement une forme de participe présent (par exemple, astonishing)  Formation et de participe passé (astonished). Leur sens est donc différent: -ed ont respectivement une forme de participe présent (par exemple, astonishing) Les en -ingbyetthis Headjectifs is astonished astonishing present. Il est surpris par ce cadeau surprenant. et de participe passé (astonished). Leur sens est donc différent: She was alarmed by this alarming noise. Elle a été alar mée par ce bruit alarmant. He is astonished by this astonishing present. Il est surpris par ce cadeau surprenant. She was alarmed by this alarming noise. Elle a été alarmée par ce bruit alarmant. Your turn!

Y8ourComplétez turn! les phrases suivantes à l’aide d’un adjectif en -ed ou -ing. a. She passed her A-levels with 3 As, so she was very delight… . 8 Complétez les phrases suivantes à l’aide d’un adjectif en -ed ou -ing. b. When he came up to the cashier, he noticed that he had forgotten his wallet, so a. She passed her A-levels with 3 As, so she was very delight… . he was very embarrass… . What an embarrass… situation! b. When he came up to the cashier, he noticed that he had forgotten his wallet, so c. You should roll up your sleeves and start working harder if you don’t want to be he was very embarrass… . What an embarrass… situation! disappoint… . This is a very competitive exam! c. You should roll up your sleeves and start working harder if you don’t want to be d. What a tir… day! I’ve been travelling all day! disappoint… . This is a very competitive exam! d. What a tir… day! I’ve been travelling all day!

224

 Emploi

9. Les quantifieurs :some ,any ,no ounot any

Les quantieurs some, any, no ou not any désignent une certaine quantité, indénie.

 Emploi

Grammaire

9. Les quantifieurs : some, any, no ou not any

, no not any Les quantieurs désignent une certaine Pour armer some, anyer e isousome milk in the fridge. Il y a du quantité, lait dans leindénie. réfrigérateur. Pour proposer Pour armer Pour oger Pour interr proposer Pour Pour nier interroger Pour nier

Would you like some pancakes? IVl oudrais-tu / Voudriez-vous des pancakes ? ere is some milk in the fridge. y a du lait dans le réfrigérateur. Is there any milk left in the fridge?Voudrais-tu Est-ce qu’il/ rV este du z-v laitous dansdes le pancakes réfrigérateur oudrie ? ? Would you like some pancakes? Négation en not any:

Is there any milk left in the fridge? Est-ce qu’il reste du lait dans le réfrigérateur ? ere aren’t any pancakes left in the cupboard. Il ne reste plus de pancakes dans le placard. Négation en not any: Négation en no: left in the cupboard. Il ne reste plus de pancakes dans le placard. ere aren’pleine t any pancakes ere is no milk left. Il ne reste plus de lait. Négation pleine en no: ere is no milk left. Il ne reste plus de lait.

Your turn! Y9ourComplétez turn! les phrases suivantes par some, any, no, ou not any. a. I’m sorry, but I cannot wait … longer. I have … time left. I must go now! 9 Complétez les phrases suivantes par some, any, no, ou not any. b. Would you like … Dutch cheese? I’ve just come back from the Netherlands and a. I’m sorry, but I cannot wait … longer. I have … time left. I must go now! I’ve brought … . b. Would you like … Dutch cheese? I’ve just come back from the Netherlands and c. Is there … tea left in the pot? I would like … please! I’ve brought … . d. … students take a gap year after graduating from school. They want … free time c. Is there … tea left in the pot? I would like … please! for themselves as they usually don’t have … time when they prepare for their d. … students take a gap year after graduating from school. They want … free time exams. for themselves as they usually don’t have … time when they prepare for their exams.

10. Les quantifieurs : a lot of, much, many  Emplois

10. Les quantifieurs :a lot of ,much ,many

Ces trois quantieurs sont employés pour exprimer une grande quantité et veulent dire «beaucoup»,  Emplois cependant leur emploi peut varier selon le contexte. Ces trois quantieurs sont employés pour exprimer une grande quantité et veulent dire «beaucoup», De manièreleur génér ale, on emploie lot oflepour les phrases armatives, et much et many pour les cependant emploi peut varieraselon conte xte. phrases négatives ou interrogatives. A lot of s’emploie indifféremment avec un nom au singulier ou a lotuniquement of pour les d’ De manièr e génér ale, on emploie phr armatives, et many pour les pluriel, alors que much doit être suivi unases singulier et manyetd’much un pluriel. phrases négatives ou interrogatives. A lot of s’emploie indifféremment avec un nom au singulier ou much doit être suivi uniquement d’un singulier et many d’un pluriel. pluriel, alors que Attention , a lot of est parfois remplacé, dans un registre familier, par lots of ou loads of. Attention, a lot of est parfois remplacé, dans un registre familier, par lots of ou loads of. Indénombrable (singulier) Dénombrable (pluriel) Phrase armative A lot of Phrase armative Phrase négative A lot of Much, many Phrase négative Phrase interrogative Much, many Much, many Phrase interrogative Much, many

ere is a lot able of butter . Indénombr (singulier) Il y a beaucoup de beurre. ere is a lot of butter. erIel yisn ’t much butter . e. a beaucoup de beurr

ere are a able lot of(pluriel) oranges. Dénombr Il y a beaucoup d’oranges. ere are a lot of oranges. erIleyaraen ’t manydoranges. beaucoup ’oranges.

Il n’y a pas beaucoup de beurre.

Il n’y a pas beaucoup d’oranges.

e isn ’t much butter . Is er ther e much butter left? Il n’y a pas beaucoup de beurre.

aren’many t manyoranges oranges. Arer eIlether left? n’y ea pas beaucoup d’oranges.

Est-ce qu’il reste beaucoup de beurre ? Est-ce qu’il reste beaucoup d’oranges ?

Is there much butter left?

Are there many oranges left?

Est-ce qu’il reste beaucoup de beurre ? Est-ce qu’il reste beaucoup d’oranges ? 225

Indénombrable (singulier) Quantité excessive: trop de Too much, too many Quantité excessive: trop de Too much, too many Quantité identique, au comparatif Quantité identique, au comAs much as, as many as paratif As much as, as Équivalents demany a lotasof/ much/ many a lot of/ Équivalents deplenty A great deal of, of, a large much/ many number of A great deal of, plenty of, a large How much et how many? number of pour traduire «combien»? How much et how many? How much, how many pour traduire «combien»? How much, how many

Dénombrable (pluriel)

ere is too much butter in my Indénombr able (singulier)

ere are too many oranges left. Dénombr able (pluriel) What about making some marmalade? ere are too many oranges left. Il reste tropmaking d’oranges. Et si on faisait What about some marma Il y a trop de beurre dans mon de la con ture ? lade? sandwich. Il reste trop d’oranges. Et si on faisait ere is as much milk in my co ee erde e ar as many as cars in laecon ture bikes ? as in your tea. Berlin. autant de lait monco caféee de vélos que voitur erIel yisa as much milkdans in my erIel yaraeautant as many bikes asdecars in es que dans ton / v otr e thé. à B erlin. as in your tea. Berlin. sandwich. tropmuch de beurr e dansinmon erIel yisa too butter my sandwich. sandwich.

Il y a autant de lait dans mon café a grque eatdans dealton of +/ vsingulier otre thé. plenty of a great deal of + singulier a great deal of / plenty of work plenty of de travail beaucoup

Il y a autant de vélos que de voitures a lar number of + pluriel à ge Berlin. plenty of a largenumber numberofof +/ plenty plurielof people a large plenty of beaucoup de gens

a great deal of / plenty of work How much isdethis beaucoup travbag? ail

a large number of / plenty of people How many cars can be parked in beaucoup de gens this car park? Combien de voitur How many cars can es bepeut-on parkedgar iner ce par thisdans car par k?c de stationnement ?

Combien coûte ce sac ?

How much is this bag? Combien coûte ce sac ?

Combien de voitures peut-on garer dans ce parc de stationnement ?

Your turn! Y ourComplétez turn! 10 ce texte sur William Shakespeare à l’aide de a lot of, much ou many. … people know that Shakespeare is the most famous British aplaywright , who was 10 Complétez ce texte sur William Shakespeare à l’aide de lot of, much ou many. born in 1564 in Stratford-upon-Avon and who died at the age of 52. There are not … people know that Shakespeare is the most famous British playwright, who was … authors who wrote as … masterpieces as he did. Some of them are very long born in 1564 in Stratford-upon-Avon and who died at the age of 52. There are not plays, such as Hamlet, but others are shorter and don’t take … time to read. You can … authors who wrote as … masterpieces as he did. Some of them are very long always borrow them from … libraries, too, if you don’t have … money! plays, such as Hamlet, but others are shorter and don’t take … time to read. You can always borrow them from … libraries, too, if you don’t have … money!

11. Les quantifieurs : a little, a few, little, few, several  Emplois

11. Les quantifieurs :a little ,a few ,little ,few ,several

Les quantieurs little, a little s’emploient devant un nom au singulier et expriment une quantité  Emplois insusante (little) ou une petite quantité (a little). Les quantieurs little, a little s’emploient devant un nom au singulier et expriment une quantité Les quantieurs w, aune fewpetite , severquantité al sont utilisés insusante (littlefe ) ou (a littlede ). vant un nom au pluriel et indiquent une quantité insusante (few), quelques éléments (a few) ou plusieurs éléments (several). Les quantieurs few, a few, several sont utilisés devant un nom au pluriel et indiquent une quantité veral). able (pluriel) insusante (few), quelques éléments (a fewable ) ou plusieurs éléments (se Quantieur Indénombr (singulier) Dénombr Little: une quantité Quantieur insusante + suivi Little: uneau quantité d’un nom singulier insusante + suivi A little: une petite quantité d’un nom au singulier + suivi d’un nom au A little: une petite quantité singulier + suivi d’un nom au singulier

little milk peu de lait Indénombr able (singulier)

Dénombrable (pluriel)

little milk peu de lait a little milk un peu de lait Would you like a little milk in your atea? little milk un peu de lait V / voudrie z-vmilk ous uninpeu de lait Woudrais-tu ould you like a little your dans ton / votre thé ? tea? Voudrais-tu / voudriez-vous un peu de lait dans ton / votre thé ?

226

few cars peu de voitures ere were few cars on the motorway. peu de voitures fe w Il y avcars ait peu de voitures sur l’autoroute. ere were few cars on the motorway. aIl fe wait cars voitur y av peuquelques de voitures sur es l’autoroute. ere were a few cars outside the quelques voitures apolice few cars station. Il yerav oituroutside es devantthe le e ait werquelques e a fewvcars commissariat. police station.

Grammaire

Few: une quantité insusante + suivi d’un Fe w: une quantité nom au pluriel insusante + suivi d’un A few:auunpluriel certain nombre nom + suivi d’un nom au pluriel A few: un certain nombre + suivi d’un nom au pluriel

Il y avait quelques voitures devant le sev eral cars plusieurs voitures. commissariat.

Several: plusieurs éléments + suivi d’un nom au pluriel Several: plusieurs éléments + suivi d’un nom au pluriel

ere were several cars near the sev eral cars plusieurs voitures. stadium. e ait werplusieurs e several carsesnear Il yerav voitur près the du stade. stadium. Il y avait plusieurs voitures près du stade.

Your turn! Y ourComplétez turn! les phrases à l’aide de little, a little, few, a few ou several. 11 a. If I have … time this afternoon, I would like to go to the library because I would like to Complétez les phrases à l’aide de little, a little, few, a few ou several. 11borrow … books. a. If I have … time this afternoon, I would like to go to the library because I would like to b. … causes may account for the difficulties the country is facing – unemployment, higher borrow … books. and higher tuition fees, the drastic drop in people’s purchasing power, truancy, and so on. b. … causes may account for the difficulties the country is facing – unemployment, higher c. I’ve just come back from the United States. I have … coins left, but … banknotes, as usual. and higher tuition fees, the drastic drop in people’s purchasing power, truancy, and so on. I actually spent most of my pocket money when I was there. c. I’ve just come back from the United States. I have … coins left, but … banknotes, as usual. d. Very … people know that this product is dangerous, which is why they keep using it. I actually spent most of my pocket money when I was there. d. Very … people know that this product is dangerous, which is why they keep using it.

12. Les pronoms personnels : I, we, they… me, us, them… Un pronom s’emploie à la place d’un nom, notamment pour éviter de le répéter. Le pronom suit souvent prdonc onl’identier, oms per sonn elsde:Iqui,we ,they …me ,us ,them … le12. nom.Les On peut c’est-à-dir e savoir on parle. UnHpr onom la place un day nom, éviter de le répéter. elen met s’Jemploie ohn at theà librar y yd’ ester . Hnotamment elen a rencontrpour é John à la bibliothèque hierLe . pronom suit souvent le nom. On peut donc l’identier, c’est-à-dire savoir de qui on parle. She met him at the library yesterday. Elle l’a rencontré à la bibliothèque hier. Helen met John at the library yesterday. Helen a rencontré John à la bibliothèque hier. l’aonom rencontr é à la bibliothèque . LeSh preonom sujet remplace Helen le pr complément him rhier emplace John. met him at She the librar y yester day.etElle

Whose house is this? It is big. (it = house = inanimé) Le pronom sujet She remplace Helen et le pronom complément him remplace John. À qui appartient cette maison ? Elle est grande. Whose house is this? It is big. (it = house = inanimé) À qui appartient cette maison ? Elle est grande.  Form es

Personne  Formes

Au singulier

Au pluriel

Fonction sujet complément Au singulier

sujet

complément Au pluriel

I sujet Fonction

me complément

we sujet

us complément

2 1 personne personne e e 3 personne 2e personne

you I he-she-it you

you me him-her-it you

you we they you

you us them you

3 personne

he-she-it

him-her-it

they

them

Personne 1re personne re e

227

 Emplois Les pronoms personnels, fonction sujet, doivent être placés avant le verbe ou l’auxiliaire à la forme  Emplois armative ou négative, mais ils se placent après l’auxiliaire dans les phrases interrogatives. Les pr onoms personnels, , doivent e placés avant verbe ouill’yauxiliair e à la forme He came back from Newfonction Zealandsujet two days ago. êtr Il est rentré de Nouvle elle-Z élande a deux jours. armative ou négative, mais ils se placent après l’auxiliaire dans les phrases interrogatives. She isn’t planning to visit Ireland. Elle n’envisage pas de visiter l’Irlande. est rentré de Nouvelle-Zélande il y a deux jours. He came from Nthat ew Zyealand dayslonger ago. Ilthan Have youback understood ou needtwo to wait expected? Elleattendr n’envisage de visiter l’Irlande. She isn ’t planning to visit Ireland. As-tu / Avez-vous compris qu’il faut e pluspas longtemps que prévu ?

Have you understood that you need to wait longer than expected?

As-tu /complément Avez-vous compris qu’iloufaut attendr longtemps que prtoujours évu ? après le verbe. En fonction , direct indir ect, eleplus pronom se place ey contacted him ve minutes ago. Ils l’ont contacté il y a cinq minutes. (complément d’objet direct) En fonction complément, direct ou indirect, le pronom se place toujours après le verbe. He didn’t invite them. Il ne les a pas invité·e·s. eyshe contacted e minutes ago. Ils l’ont contacté il y a cinq minutes. (complément d’objet direct) Did call youhim yestervday? Est-ce qu’elle t’a appelé·e hier ? les a pas invité·e·s. H ’t ought invite her them . Il negorgeous Hee didn has br some da odils for her birthday. qu’elle t’apour appelé·e hier ersair ? e. (complément d’objet indirect) Did she you té yester day? Est-ce Il luicall a rappor de magni ques jonquilles son anniv

Hhe e has brought some gorgeous da aodils hercheesecake. birthday. S brought us aher cheesecake. Elle nous apporfor té un Il lui a rapporté de magni ques jonquilles pour son anniversaire. (complément d’objet indirect) I saw them at the shopping centre. Je les ai vu·e·s au centre commercial. She brought us a cheesecake. Elle nous a apporté un cheesecake. I saw them at the shopping centre. Je les ai vu·e·s au centre commercial. Your turn!

Y ourComplétez turn! 12 le courriel suivant à l’aide d’un pronom, sujet ou complément. Hello Abigail, 12 Complétez le courriel suivant à l’aide d’un pronom, sujet ou complément. … hope all is well with … . … am fine, but … have been so busy over the last few Hello Abigail, weeks, that’s why … didn’t write to … earlier … mother has recently spent four … hope all is well with … . … am fine, but … have been so busy over the last few days at the Prince Hospital. … doctor told … that … needed to check if everything weeks, that’s why … didn’t write to … earlier … mother has recently spent four was fine after … latest operation. So … needed to stay with mum as much as days at the Prince Hospital. … doctor told … that … needed to check if everything possible. was fine after … latest operation. So … needed to stay with mum as much as As … told … the last time … met in Leeds, Tom and Ben, … two 18-year-old sons, possible. had to take … A level exams last week. … worked hard throughout the year, so … As … told … the last time … met in Leeds, Tom and Ben, … two 18-year-old sons, hope that … will pass … exams with distinction! And Sarah, … youngest daughter, had to take … A level exams last week. … worked hard throughout the year, so … has just taken … GCSE exams! hope that … will pass … exams with distinction! And Sarah, … youngest daughter, … am looking forward to hearing from … has just taken … GCSE exams! Love, … am looking forward to hearing from … Sue X X Love, Sue X X

228

Le possessif se place avant le nom, comme un article, indique Le déterminant pronom possessif permet de remplacer le nom: It’s mine .C’est et le mien . à qui appartient la chose désignée: It’s my pen. C’est mon stylo. Le onom es possessif permet de remplacer le nom: It’s mine.C’est le mien.  pr Form Personne  Formes Personne 1re personne re

Au singulier

Au pluriel

Déterminant Pronom Au singulier possessif possessif Déterminant Pronom my mine possessif possessif

Déterminant Pronom Au pluriel possessif possessif Déterminant Pronom our ours possessif possessif

2e personne 1e personne 3e personne 2e personne

your my his-her-its your

yours mine his-hers yours

your our their your

yours ours theirs yours

3 personne

his-her-its

his-hers

their

theirs

 Emplois

Grammaire

13. Les déterminants ( my, their…) et les pronoms (mine, theirs…) possessifs 13. Les déterminants (my ,their …) et Le déterminant possessif se place avant le nom, comme un article, et indique à qui appartient la chose les prIton ( mon e min s …) possessifs désignée: ’s myoms pen. C’est stylo,their .

Les déterminants et les pronoms possessifs répondent à la question Whose... ? (À qui appartient …. ?)  quiEmplois porte donc sur l’identité de la personne qui possède l’objet, par exemple: Les déterminants et les pronoms possessifs répondent à la question Whose... ? (À qui appartient …. ?) qui porte donc sur l’identité de la personne qui possède l’objet, par epossessif xemple: Question en Whose? Nom Déterminant Pronom possessif

Whose bikeenisWhose? it? Question

It’s Mary’s bike. Nom À qui appartient ce vélo ? C’est le vélo de Mary.

Whose bike is it?

It’s Mary’s bike.

IDéterminant t’s her bike. possessif IPr t’sonom hers. possessif C’est son vélo.

It’s her bike.

C’est le sien.

It’s hers.

À qui appartient ce vélo ? C’est le vélo de Mary. C’est son vélo. C’est le sien. Attention, les pronoms indénis someone, everyone, nobody…, bien qu’ils s’accordent au singulier, correspondent au déterminant possessif pluriel, their. everyone, nobody…, bien Attention onoms indénis ysomeone, Everyone, les hasprgot their dictionar . Tout le monde a son dictionnair e. qu’ils s’accordent au singulier, their correspondent au déterminant possessif pluriel, . le se monde a sonde dictionnair Les déterminants possessifs (my, your etc.) placent vant un e. nom et indiquent à qui appartient Everyone has got their dictionar y. T,out l’objet en question. Les Mydéterminants pen Mon stylo possessifs (my, your, etc.) se placent devant un nom et indiquent à qui appartient l’objet en question. Her book Son livre (à elle) My pen Mon stylo Sonpossessifs livre (à elle)(mine, yours, etc.), quant à eux, ont deux emplois essentiels: Les onoms Hepr r book • Pour reprendre un nom déjà déni: Les pronoms possessifs (mine, yours, etc.), quant à eux, ont deux emplois essentiels: Whose pen is it? It’s yours. À qui est ce stylo ? C’est le tien. • Pour reprendre un nom déjà déni: • Dans les constructions nomÀ+qui of est + prceonom stylo possessif. ? C’est le tien. Whose pen is it? It’s yours. A friend of mine Un·e de mes ami·e·s • Dans les constructions nom + of + pronom possessif. A friend of hers Un·e de ses ami·e·s (à elle) Un·e de mes ami·e·s A A friend friend of of mine ours Un·e de nos ami·e·s A friend of hers Un·e de ses ami·e·s (à elle) A friend of ours Un·e de nos ami·e·s

229

Your turn! Y ourTrturn! 13 ansformez les phrases suivantes selon le modèle: Exemples: Whose bag is it? (James) = It’s James’s bag. It’s his bag. It’s his.

les phrases suivantes selon le modèle: 13 Transformez One of my friends has just arrived = A friend of mine has just arrived. Exemples: Whose bag is it? (James) = It’s James’s bag. It’s his bag. It’s his.

a. Whose books are (Caroline and Jane).= A friend of mine has just arrived. One ofthese? my friends has just arrived b. Whose laptop computer is it? (Christopher). a. Whose books are these? (Caroline and Jane). c. One of his neighbours invited him. b. Whose laptop computer is it? (Christopher). d. Whose files are these? (I). c. One of his neighbours invited him. e. Whose flash drive is it? (You). d. Whose files are these? (I). e. Whose flash drive is it? (You).

14. Les pronoms réfléchis ( myself, ourselves…) et réciproques ( each other, one another) 14. Les pronoms réfléchis (myself ,ourselves …)  Formation et réciproques (each other ,one another )  Personne Formation Personne 1re personne re

1e personne 2 personne e

2e personne 3 personne e

3 personne

 Emploi

Au singulier

Au pluriel

Formé sur Pronom rééchi Formé sur Pronom rééchi Au singulier Au pluriel Déterminant Déterminant myself ourselv es Formé sur Pronom rééchi Formé sur Pronom rééchi possessif possessif Déterminant Déterminant my self ourselves Déterminant Déterminant yourself yourselves possessif possessif possessif possessif Déterminant Déterminant your yourselv Pronom personnel himselfonom personnel herself self-itself Pr them selves es possessif possessif complément complément Pronom personnel himself-herself-itself Pronom personnel themselves complément complément

Le pronom rééchi reprend le sujet et il est employé comme forme d’insistance. Il doit correspondre en  Emploi genr e et en nombre au nom auquel il se rapporte. LeYpr rééchi end .leTsujet et tout il est emplo ouonom are talking to ryepr ourself u parles e seul e. yé comme forme d’insistance. Il doit correspondre en genre et en nombre au nom auquel il se rapporte. parles tout e seule. selon la place du pronom rééchi. YAttention ou are talking to yourself . Tuase , le sens de la phr peut changer

She has cut herself. ere is some blood. Elle s’est coupée. Il y a un peu de sang. Attention, le sens de la phrase peut changer selon la place du pronom rééchi. She has cut herself a slice of ham. Elle s’est coupé une tranche de jambon. S ere is. some blood. Elle s’est coupée. Il y a un peu de sang. She he has has cut cut herself her hair. herself Elle s’est coupé les cheveux elle-même. She has cut herself a slice of ham. Elle s’est coupé une tranche de jambon. ’estcut coupé les chev eux elle-même. Cependant, «seherself couper» sesdit oneself , certains verbes ne sont pas réexifs en anglais, alors She hasmême cut hersihair . Elle qu’ils le sont en français. Cependant, même si «se couper» se dit cut oneself, certains verbes ne sont pas réexifs en anglais, alors s’ attendr e à =en expect se lever = stand up se réveiller = wake up qu’ils le sont français. s’évanouir = faint se disputer = quarrel se sentir = feel s’attendre à = expect se lever = stand up se réveiller = wake up s’excuser = apologise se raser = shave s’entraîner = train s’évanouir = faint se disputer = quarrel se sentir = feel se laver = wash se rencontrer = meet s’arrêter = stop s’excuser = apologise se raser = shave s’entraîner = train ey met yesterday. Ils·Elles se sont rse encontr é·e·s er hier=. meet se laver = wash rencontr s’arrêter = stop She trains twice a day. Elle s’entraîne deux fois par jour. ey met yesterday. Ils·Elles se sont rencontré·e·s hier. She trains twice a day. Elle s’entraîne deux fois par jour. 230

Les pronoms réciproques each other et one another signient l’un l’autre, les uns les autres. Ils indiquent  ormes et emplois des pronoms réciproques queFdeux personnes font la même chose, l’une envers l’autre. Les pronoms réciproques each other et one another signient l’un l’autre, les uns les autres. Ils indiquent que deuxepersonnes font la même chose, envers l’autre. Nombr de personnes Pour 2l’une personnes + de 2 personnes Pronom réciproque Nombre de personnes

Each Pour other 2 personnes

Grammaire

 Formes et emplois des pronoms réciproques

ne another +Ode 2 personnes

Pronom réciproque

other ey love each other. One another Donovan and Jennifer are going to Each get married. Donovan et Jennifer vont se marier. Ils s’aiment.

Dono and Jennifer areone going to getinmarried. ey lovthe e each . e 10van students talked to another English during oralother exercise. D ono et Jennifersevont marier Ils s’aiment. Les 10van étudiant·e·s sontseparlé en. anglais pendant l’exercice oral.

e 10 students talked to one another in English during the oral exercise. Les 10 étudiant·e·s se sont parlé en anglais pendant l’exercice oral. Your turn! Y ourComplétez turn! 14 avec le pronom qui convient. Janet has invited her new neighbour Elizabeth for a cup of tea. 14 Complétez avec le pronom qui convient. Elizabeth: Have you made these delicious flapjacks … ? Janet has invited her new neighbour Elizabeth for a cup of tea. Janet: Yes, I have. I did it … this morning! And, you will be surprised to learn that, Elizabeth: Have you made these delicious flapjacks … ? last month, the children made some … ! Janet: Yes, I have. I did it … this morning! And, you will be surprised to learn that, Elizabeth: Wow! You should be proud of … ! Where are your two children last month, the children made some … ! by the way? Elizabeth: Wow! You should be proud of … ! Where are your two children Janet: They’re up there in the studyroom. They ’re talking to … in Chinese! by the way? They’ve been learning Mandarin for three years now, so they’re practising! Janet: They’re up there in the studyroom. They ’re talking to … in Chinese! They’ve been learning Mandarin for three years now, so they’re practising!

15. Le comparatif et le superlatif  Formation

15. Le comparatif et le superlatif

 FormationComparatif

Superlatif

de supériorité

Adjectif court Comparatif

Adjectif court Superlatif

de supériorité

Adjectif court que plus grand·e

Adjectif court le·la plus grand·e

big = bigg er than Adjectif long

big = thelong biggest Adjectif

comfortable = more comfortable than

comfortable = the most comfortable

Adjectif long table que plus confor

Adjectif longconfortable le·la plus

comfortable more comfortable than Adjectif court=table plus confor que

comfortable = the most comfortable

big = bigger than plus grand·e que

d’égalité

big = as big as

d’égalité

big = the biggest le·la plus grand·e

le·la plus confortable

Adjectif aussi court grand·e que

big = as long big as Adjectif

aussi grand·e que

comfortable = as comfortable as Adjectif aussi long confortable que d’infériorité d’infériorité

comfortable = as comfortable as Adjectif aussi court confortable que

Adjectif court

big = less big than

big = the least big

Adjectif moinscourt grand·e que

Adjectif court grand·e le·la moins

big = less big than Adjectif long

big = thelong least big Adjectif

comfortable = less comfortable than

comfortable = the least comfortable

Adjectif moinslong confortable que

Adjectif long confortable le·la moins

comfortable = less comfortable than

comfortable = the least comfortable

moins grand·e que

moins confortable que

le·la moins grand·e

le·la moins confortable

231

 Quelques formes irrégulières Good et well: comparatif = better than (meilleur·e que), et superlatif = the best (le·la meilleur·e)

 Quelques formes irrégulières

Good well: atif Bad = et compar = worse (pirthan e que), et superlatif thesuperlatif worst (le·la pire) compar atif =than better (meilleur·e que),= et = the best (le·la meilleur·e) Bad Far ==compar que – distance) / further than (sens guré) further education comparatif= atif =farther worsethan than(plus (pireéloigné·e que), et superlatif = the worst (le·la pire) (enseignement supérieur), et superlatif = the farthest (le·la plus éloigné·e) Far = comparatif= farther than (plus éloigné·e que – distance) / further than (sens guré) further education Les adjectifs se supérieur), terminant en forment=leur enplus -ieréloigné·e) et leur superlatif en -iest. (enseignement et -y superlatif the compar farthestatiif (le·la

She is prettier than her sister. Elle est plus belle que sa sœur. Les adjectifs se terminant en -y forment leur comparatiif en -ier et leur superlatif en -iest. It’s the prettiest dress I’ve ever seen. C’est la plus belle robe que j’aie jamais vue. She is prettier than her sister. Elle est plus belle que sa sœur. It’s the prettiest dress I’ve ever seen. C’est la plus belle robe que j’aie jamais vue.

 Emplois

Les adjectifs au comparatif ou au superlatif permettent d’effectuer des comparaisons et d’évaluer deux  Emplois éléments, l’un par rapport à l’autre. Les eadjectifs compar atif ou au desà lcompar aisonsesetsont d’évaluer deux more heauwor ks at school, thesuperlatif better hispermettent grades are. d’ Peffectuer lus il travaille ’école, meilleur ses notes. éléments, l’un par rapport à l’autre. e more he works at school, the better his grades are. Plus il travaille à l’école, meilleures sont ses notes. Your turn!

Y our turn!des phrases en comparant la Tour CN, la Statue de la Liberté, ainsi que Big Ben et 15 Faites la Tour Elizabeth. Utilisez des comparatifs et des superlatifs à partir des renseignements Faites des phrases en comparant la Tour CN, la Statue de la Liberté, ainsi que Big Ben et 15 chaque sur monument. la Tour Elizabeth. Utilisez des comparatifs et des superlatifs à partir des renseignements sur chaque monument. The Statue of Liberty, Big Ben and the Elizabeth CN Tower, Toronto, Canada New York Harbour, USA Tower, London, England The Statue of Liberty, Big Ben and the Elizabeth CN Tower, Toronto, Canada New York Harbour, USA Tower, London, England

HEIGHT: 553 metres (1,815 feet) HEIGHT: 553 metres (1,815 feet)

Visitors : 1. 5 1976 million Completed:

HEIGHT: – height of copper statue to HEIGHT: torch: 46 metres (151 feet – height of copper statue to 1 inch ) torch: 46 metres (151 feet – height from ground level 1 inch ) to torch: 305 feet 1 inch (93 – height from ground level meters) to torch: 305 feet 1 inch (93 Donated: meters) October 28, 1886 Visitors: 4.October 5 million 28, 1886 Donated:

Visitors: 1. 5 million

Visitors: 4. 5 million

Completed: 1976

232

HEIGHT: 96m (315 feet) HEIGHT: 96m (315 feet)

Completed: May 31, 1859 Visitors: more than May 31, 20 1859 Completed: million Visitors: more than 20 million

 Formation

16.Not any more, no more, none, never

no more ere is no more mineral water in the fridge.  Formation no more not any more not any more none

Il n’y a plus d’eau minérale dans le réfrigérateur.

Grammaire

16. Not any more, no more, none, never

er mormor e mineral water fridge. erIeel nis is’ynno any pepper . dansinlethe a’t plus d’eaueminérale réfrigérateur. Il n’y a plus de poivre.

e isenany ’t any morin e pepper . Is er ther sugar this Il n’y a plus de poivr e. yoghurt? No, there is none.

Y a-t-il du sucre dans ce yaourt ? Non, il n’y en a pas.

none never

IHsether e nev anyersugar inkangar this yoghur o, thermangé e is none. has eaten oo. tIlt?n?’aN de kangourou. Y a-t-il du sucr e dans ce yaour Njamais on, il n’y en a pas. Mais pour une question:

never

jamais mangé de kangourou. H nevev erereaten oo. Il n’aEs-tu Heavhas e you beenkangar to Australia? / Êtes-vous déjà allées en Australie ?

Mais pour une question:

 Emploi

Have you ever been to Australia? Es-tu / Êtes-vous déjà allées en Australie ?

Not any more, no more, none et never sont employés dans des phrases négatives.  No Emploi more est l’équivalent de not any more. Not e, onom no moret, e, de none verpeut et nene sontêtr emplo dans des phrases négatives. Noneany estmor un pr ce fait, e suiviyés d’un nom. No mor e not any mor e. l’équivalent Never estest emplo yé dans de les phrases déclaratives négatives. None est un pr onom et, de fait, peut àêtr e suivi d’un nom. Pour poser une question, onceaur a rne ecours ever. Never est employé dans les phrases déclaratives négatives. Pour poser une question, aura recours à ever. Attention , il faut éviteron la double négation.

ere is no more sugar in the cupboard. ere isn’t any more sugar in the cupboard.

Attention, il faut éviter la double négation. Il n’y a plus de sucre dans le placard. er e none mor e sugar in dir theecupboar d. e.ere isn’t any more sugar in the cupboard. pourr a pas isn’t no mor 8 Maisison Il n’y a plus de sucre dans le placard. 8 Mais on ne pourra pas dire isn’t no more. Your turn!

Y ourComplétez turn! 16 les phrases suivantes par not anymore, no more, none ou never. a. She has … been to New Zealand, but shenot is planning thisnone countrynever in two anymore,tonovisit more Complétez les phrases suivantes par , ou . 16years’ time. a. She has … been to New Zealand, but she is planning to visit this country in two b. Is there any milk left? I think there is … . I need to go to the supermarket. years’ time. c. You should go to the greengrocer’s. There are … vegetables left. b. Is there any milk left? I think there is … . I need to go to the supermarket. d. There is … sugar. Would you like some sweetener instead? c. You should go to the greengrocer’s. There are … vegetables left. d. There is … sugar. Would you like some sweetener instead?

233

Le groupe verbal Le verbe est l’élément central d’une phrase: c’est lui qui va mettre en relation le sujet et, dans le cas des verbes transitifs (verbes qui peuvent être suivis d’un complément), le complément d’objet direct. Le Le verbe l’élément al d’une phr ase: c’est lui qui va mettre en relation le sujet et, dans le cas verbe estest donc porteurcentr du message principal: des verbes transitifs (verbes qui peuvent être suivis d’un complément), le complément d’objet direct. Le He / books en relation par le verbe BUY = He bought some books. verbe est donc porteur du message principal: 8 mise

Le groupe verbal

He / bookson8lemise BUY books. Comme voit, le BUY permis construir e la phrsome ase, en mettant en relation le sujet he et le enverbe relation para le verbede = He bought complément d’objet direct books. Comme on le voit, le verbe BUY a permis de construire la phrase, en mettant en relation le sujet he et le T emps et aspects complément d’objet direct books. En anglais, il y a deux temps (tenses), c’est-à-dire la valeur temporelle d’un verbe qui indique le moment Temps et aspects où un événement se produit: le présent et le passé. Il n’existe pas de temps futur en anglais. On a anglais, y a deux (tenses ), cen ’est-à-dir la pour valeurparler tempor d’un verbe qui indique le moment rEn ecours au ilmodal willtemps ou au pr ésent be + V-eing deelle l’avenir. où un événement se produit: le présent et le passé. Il n’existe pas de temps futur en anglais. On a willindique be +événement L ’aspectau , quant à lui, comment lieu àde travers le temps: cet aspect peut être recours modal ou au pr ésent en cet V-ing pour aparler l’avenir. permanent (simple), progressif (progressive), parfait (perfect) ou encore parfait progressif (perfect progressive). L’aspect, quant à lui, indique comment cet événement a lieu à travers le temps: cet aspect peut être permanent (simple), progressif (progressive), parfait (perfect) ou encore parfait progressif (perfect progressive).

1. Les auxiliaires Qu’appelle-t-on un auxiliaire?

1. Les auxiliaires

L’auxiliaire se différencie d’un verbe lexical (comme eat, buy, sell, run…) . Il est vide de sens à lui seul et a Qu’appelle-t-on un auxiliaire? donc besoin, pour être conjugué, d’un verbe lexical. Un verbe lexical est un verbe ordinaire porteur de L’auxiliair e se différ encie d’un verbe sens, comme run, eat , sleep, decide . lexical (comme eat, buy, sell, run…) . Il est vide de sens à lui seul et a donc besoin, pour être conjugué, d’un verbe lexical. Un verbe lexical est un verbe ordinaire porteur de run, eates decide. be, have et do. Ilsens, existe trois auxiliair en anglais: comme , sleep, have et do. L e remplit trois Il’auxiliair existe trois auxiliaires en principales anglais: be, fonctions: a. Il permet de former la phrase déclarative, en présence d’aspect. L’auxiliaire remplit trois principales fonctions: He is reading a book. (Aspect be + V-ing) a. Il permet de former la phrase déclarative, en présence d’aspect. She has bought a bag. (Aspect have + V-en) (Aspect be + V-ing) Heeyisdid reading book. send atheir applications to the manager. (pour l’insistance, énoncé emphatique) She has bought a bag. (Aspect have + V-en) (pour l’insistance, énoncé emphatique) b. Il appar dans la phr ase négative et manager porte la .négation. ey didait send their applications to the

He isn’t reading a book. She hasn’t bought a bag. Heeyisn ’t reading book. didn ’t send atheir applications to the manager. She hasn’t bought a bag. c. Il se tête dans la phrase interr ey place didn’t en send their applications to theogative. manager. Is he reading a book? c. Il se place en tête dans la phrase interrogative. Has she bought a bag? Is reading book? Dihe d they sendatheir applications to the manager? Has she bought a bag? Did they send their applications to the manager?

b. Il apparait dans la phrase négative et porte la négation.

234

be, have, etedo uniquement en tant qu’auxiliaire. Ci-dessous le traitement  Emplois de BE de auxiliair BE, en tant qu’auxiliaire, est accompagné d’un verbe lexical, comme dans she is dancing. BE auxiliaire est  Emplois deBE auxiliaire emplo yé pour former le présent et le prétérit en be + V-ing, ainsi que la voix passive. BE, en tant qu’auxiliaire, est accompagné d’un verbe lexical, comme dans she is dancing. BE auxiliaire est be M ing, ainsi emplo yé pour le présent et leShe prétérit ening + Vque la voix passive. Présent en beformer + V-ing is learn andarin in China. Elle apprend le mandarin en Chine. Présent en be + V-ing S hewas is learn ing andarin China. Prétérit en be + V-ing He mow ingleMthe lawn in when his sister phoned him. Elle appr end mandarin en Chine. Il tondait la pelouse lorsque sa sœur l’a appelé. Prétérit en be + V-ing Heiswasrmmis owbeing ing the lawnovwhen his phoned Voix passive au présent taken ersabysœur a forsister eign investorhim. . Il tondait la pelouse lorsque l’a appelé. Cette entreprise est rachetée par un·e investisseur·se étranger·ère. Voix passive au présent is rm iswas being takenthe ov18th er bycentur a foreign estor Voix passive au passé isCette castle built y estisseur·se byinv aW elsh. étranger·èr architect.e. entreprise estin rachetée par un·e inv Ce château a été construit au dix-huitième siècle par un·e architecte gallois·e. Voix passive au passé is castle was built in the 18th century by a Welsh architect. Ce château a été construit au dix-huitième siècle par un·e architecte gallois·e.

Grammaire

Ci-dessous le traitement de be, have, et do uniquement en tant qu’auxiliaire.

 Emplois de HAVE auxiliaire

 Emplois HA VE auxiliaire de est HA utilisé former le preesent perfect simple et le present perfect en -ing, ainsi que le past auxiliair VEpour perfect (plus-que-parfait) simple et le past perfect en -ing. HAVE auxiliaire est utilisé pour former le present perfect simple et le present perfect en -ing, ainsi que le past perfect (plus-que-parfait) en -ingdo . wn in Texas. Present perfect simple simple et le past ey perfect have settled Ils·Elles se sont installé·e·s au Texas. Present perfect simple eyhas havbeen e settled wnininthis Texas. Present perfect en be + V-ing She wordo king rm for three years. Ils·Elles se sont installé·e·s auSTouth-African exas. Elle travaille pour cette entreprise sud-africaine depuis trois ans. Present perfect en be + V-ing S hehad hasforgotten been worto king in his thispasspor South-African rm for three years. Past perfect simple He take t. Elle trav aille pour cette entreprise sud-africaine depuis trois ans. Il avait oublié de prendre son passeport. Past perfect simple He forgotten to take passpor Past perfect en be + V-ing SheIhad waiting forehis the fort.20 lhad avaitbeen oublié de prendr son bus passepor t. minutes. Elle attendait le bus depuis 20 minutes. Past perfect en be + V-ing She had been waiting for the bus for 20 minutes. Elle attendait le bus depuis 20 minutes.  Emplois de DO auxiliaire

DO auxiliaire est employé pour construire la forme emphatique, c’est-à-dire pour insister sur quelque  Emplois deDO auxiliaire chose, pour les phrases négatives et interrogatives. DO auxiliaire est employé pour construire la forme emphatique, c’est-à-dire pour insister sur quelque •chose, insistance, phrphr aseases emphatique: pour les négatives et interrogatives.

She does work for the BBC, no doubt about that!

• insistance, phrase emphatique: Elle travaille bien à la BBC, aucun doute là-dessus !

Shedid does worthe k for theyBBC, no.doubt He send letter esterday I tookabout him tothat! the post o ce.

E travaille à la lettr BBC, aucun doute là-dessusqui!l’ai conduit à la poste. Illle a bien envobien yé cette e hier . C’est moi-même

He did send the letter yesterday. I took him to the post o ce.

• phrase Il a négative: bien envoyé cette lettre hier. C’est moi-même qui l’ai conduit à la poste.

ey don’t understand why they have been punished.

• phrase négative: Ils·Elles ne comprennent pas pourquoi ils·elles ont été puni·e·s.

ey don’t understand why they have been punished.

• phrase Ils·Einterr lles neogative: comprennent pas pourquoi ils·elles ont été puni·e·s.

Do you want to go to the cinema tonight?

• phrase interrogative: Est-ce que tu veux aller au cinéma ce soir ?

Do you want to go to the cinema tonight? Est-ce que tu veux aller au cinéma ce soir ?

235

Your turn! Y1ourComplétez turn! le dialogue par BE au temps et à la forme (affirmative, négative ou interrogative) qui le dialogue par BE au temps et à la 1 Complétez conviennent . forme (affirmative, négative ou interrogative) qui A. Hello Peter! How … you? I haven’t seen you for ages! conviennent. B. I … fine, thank you! I’ve been to France. The last A. Hello Peter! How … you? I haven’t seen you for ages! time we met, I did tell you I … leaving England for a B. I … fine, thank you! I’ve been to France. The last couple of months, didn’t I? Never mind, because of time we met, I did tell you I … leaving England for a the Brexit vote, I … planning to settle down in the couple of months, didn’t I? Never mind, because of South of France! the Brexit vote, I … planning to settle down in the A . Wow! That … unexpected! So, finally, you don’t want South of France! to finish your studies in Birmingham, do you? You’ve A . Wow! That … unexpected! So, finally, you don’t want had the opportunity of getting a scholarship at to finish your studies in Birmingham, do you? You’ve Birmingham University, haven’t you? had the opportunity of getting a scholarship at B. Yes, I have, but that … before Brexit! At the time I Birmingham University, haven’t you? didn’t know that Britain … going to leave the EuroB. Yes, I have, but that … before Brexit! At the time I pean Union. Now that Brexit has become a reality, didn’t know that Britain … going to leave the EuroI’ve changed my mind! pean Union. Now that Brexit has become a reality, I’ve changed my mind!

2 Complétez par HAVE au temps et à la forme (affirmative, négative ou interrogative) qui conviennent. Complétez par HAVE au temps et à la forme (affira2 . … you ever been to London? mative, négative ou interrogative) qui conviennent. b. Yes, I … ! I went on a school trip to England last year a. … you ever been to London? and we visited London. b. Yes, I … ! I went on a school trip to England last year c. … you already finished your homework? and we visited London. d. No, I … I need some more time. c. … you already finished your homework? I … I need par some time. et à la forme (affirmad.3No, Complétez DOmore au temps tive, négative ou interrogative) qui conviennent. Complétez par DO au temps et à la forme (affirmaa3 . … you need this English dictionary? I would like to tive, négative ou interrogative) qui conviennent. translate this text. a. … you need this English dictionary? I would like to b. No, I … . You can take it if you want. translate this text. c. … you visit Buckingham Palace when you went to b. No, I … . You can take it if you want. London two years ago? c. … you visit Buckingham Palace when you went to d. No, I … , unfortunately! It was a very short stay, so I London two years ago? … have the time! d. No, I … , unfortunately! It was a very short stay, so I … have the time!

2. Les auxiliaires de modalité Caractéristiques générales des modaux:

2. Les auxiliaires de modalité

Les auxiliaires de modalité, oudes les modaux, Caractéristiques générales modaux:sont invariables: • Ils ne s’accordent pas à la troisième personne du singulier (donc absence de -s). Les auxiliaires de modalité, ou les modaux, sont invariables: • Ils ne sont jamais suivis de to de l’innitif. • Ils ne s’accordent pas à la troisième personne du singulier (donc absence de -s). • En qualité d’auxiliaire, ils fonctionnent donc sans do. • Ils ne sont jamais suivis de to de l’innitif. • Deux modaux ne peuvent pas se suivre. • En qualité d’auxiliaire, ils fonctionnent donc sans do. • Deux modaux ne peuvent pas se suivre.

 Formes simples : modal + base verbale Modal Valeurs exprimées Exemple  Formes simples : modal + base verbale Can a. Demande Modal Valeurs exprimées b. Permission Can a. Demande c. Capacité b. Permission Could a. c. Hypothèse Capacité b. Pouvoir au passé Could a. Hypothèse b. Pouvoir au passé

Might

a. Permission b. Possibilité a. Permission b. Possibilité a. Incertitude

a.ExCan you help me please? emple b. Can I borrow your car? a. youspeak help me c. Can She can fourplease? languages. b. Can I borrow your car? a. I could take the bus if you showed me c. She can speak four languages. the bus stop. a. takenot thestay busanother if you sho wed me b. I could ey could year the bus stop. abroad. b. ey could not stay another year a. You may use your dictionary. abroad. b. He may be late. a. You may use your dictionary. ba.. IHt emight may be rainlate. this afternoon.

Might

a. Incertitude

a. It might rain this afternoon.

May May

236

Traduction a. Peux-tu m’aider s’il te plait ? Traduction b. Puis-je emprunter ta voiture ? a. Peux-tu m’aider s’il te plait ? c. Elle sait parler quatre langues. b. Puis-je emprunter ta voiture ? a. Je pourrais prendre le bus si tu me c. Elle sait parler quatre langues. montrais l’arrêt de bus. a. e pourrais prendr e le pas busrsi tu me b. JIls·E lles ne pouv aient ester une montrais l ’arr êt de bus. année supplémentaire à l’étranger. b. Ils·Elles ne pouvaient pas rester une a. Tu peux utiliser mon année supplémentair e àdictionnair l’étranger.e. b. Il se peut qu’il soit en retard / a. Tu peux utiliser Il est peut-êtr e en rmon etard.dictionnaire. b. Il se peut qu’il soit en retard / a. Il pourrait pleuvoir cet après-midi / Il est peut-être en retard. Il se pourrait qu’il pleuve… a. Il pourrait pleuvoir cet après-midi / Il se pourrait qu’il pleuve…

Valeurs exprimées

Exemple

Must Modal

a. Obligation Valeurs exprimées b. Quasi-certitude a. Obligation b. Quasi-certitude a. Promesse b. Loi a. Promesse c. Suggestion b. Loi c. Suggestion a. Conseil b. Vraisemblance a. Conseil b. Vraisemblance

a. Elle doit étudier ce chapitre pour a.ExSemple he must study this chapter for her Traduction son examen. exam. a. ce chapitr e pour a. chapter for her b. E Elle lle doit doit étudier être sa sœur . b. SShe he must must study be herthis sister . son examen. exam. a. omis, a. I shall send you some news from b. PErlle doitjeêtrt’env e sa errai sœurdes . nouvelles b. She must be her sister. de G rande-B r etagne, ne t’inquiète pas ! Britain, don’t worry! a. P r omis, je t ’env errai des a. sendobey youysome neents. ws from b. Tu obéiras à tes parents. nouvelles b. IYshall ou shall our par de Grande-Bretagne, ne t’inquiète pas ! B don ’t worr c. Et si on allait se promener ? c.ritain, Shall w e go for ay!walk? b. Tu obéiras à tes parents. b. You shall obey your parents. devrais remplir ce formulair a. You should ll in this form if you wanta. c. T Eut si on allait se promener ? e si c. Shall we go for a walk? tu v eux obtenir cette bourse. to get this scholarship. ce formulaire si a. this form if youbewanta. b. TIluydevrais a moinsremplir de circulation b. You ereshould ’s less trall in c today . I should tu v eux obtenir cette bourse. aujourd’hui. Je devrais être à la to get this scholarship home earlier tonight. . maison plus tôt ce soir . b . I l y a moins de cir culation b. ere’s less tra c today. I should be aujourd’hui. Je devrais être à la home earlier tonight. Je visiterai les Etats-Unis l’année a. I will visit the United States next year. a. maison plus tôt ce soir.

Must Shall Shall

Should Should

Will Will Would Would

a. Avenir b. Fatalité a. Avenir b. Fatalité a. Conditionnel b. Répétition dans le a. Conditionnel passé b. Répétition dans le passé

Traduction

Grammaire

Modal

prochaine. a. JSeelon visiterai les Etats-U l’année will the goes, UnitedboSys tates year le dicton, les garnis çons ba.. IAs thevisit saying willnext be bo ys!. bpr. ochaine. resteront toujours des garçons !

le dicton, les garçons b. IAs the saying goes, bo ys will be bo ys! ba.. JSeelon resterais une autre nuit à l’hôtel a. would stay another night at the hotel resteront toujours des garçons ! s’il neigeait de nouveau. if it snowed again. a.. JEenfant, resterais uneàautr e nuit toutes à l’hôtel stay il allait la pêche ba.. IHwould e would goanother shingnight everyatwthe eekhotel when bs’il neigeait de nouv eau. les semaines. if snoawchild. ed again. heitwas b. He would go shing every week when b. Enfant, il allait à la pêche toutes les semaines. he was a child.

 Formation formes complexes : modal + have + participe passé Modal Valeurs exprimées Exemple Traduction  Formation formes complexes : modal +have + participe passé

impossible qu’il ait raté le train. Can Impossibilité can’t have missed the train. He always ITl est Modal Valeurs exprimées He Exemple raduction I l arriv e toujours tôt à la gare. arrives early at the station. I l est impossible ’il ait raté le train. Can Impossibilité He can’t have missed the train. He always Il aurait pu perdrequson Could Possibilité He could have lost his bag if he had not Il arrive toujours tôt à lasacgars’il e. n’avait arrives early at the station. pas tout r e-v éri é. doublechecked everything. pu perdre son sac s’il n’avait Could Possibilité He could have lost his bag if he had not IIll aurait est possible May Probabilité She may have waited outside the pas tout re-vériqu’elle é. ait attendu doublechecked everything. dev ant la librairie / Elle a peut-être bookshop. attendu dev ant la librairie. I l est possible qu ’elle ait attendu May Probabilité She may have waited outside the devant la librairie / Elle a peut-être bookshop Il se pourrait qu’il l’ait appelée, mais Might Vraisemblance He might .have phoned her, but that attendu devant la librairie. ce serait surprenant. would be surprising. Il se pourrait qu’il l’ait appelée, mais Might Vraisemblance He might have phoned her, but that a sûrsurpr ement dû oublier qu’elle a Must Quasi-certitude She must have forgotten that she left her E celleserait enant. would be surprising. laissé son sac à la consigne. bag at the left-luggage o ce. lle a sûrement dû oublier qu’elle a Must Quasi-certitude She must have forgotten that she left her E ais-moi d’ici vendredi, je Shall Promesse I shall have sent you my report by Friday, Flaissé soncon sac àance, la consigne. bag at the left-luggage o ce. t’aurai envoyé mon rapport ! trust me! con ance, d’ici vendredi, je Shall Promesse I shall have sent you my report by Friday, FTuais-moi aurais dû ailler davantage. Should Reproche You should have worked more. t ’aurai env oytrav é mon rappor t ! trust me!

Will Should

Avenir Repr oche

Will Would

Avenir Conditionnel passé

Would

Conditionnel passé

terminé dev oirs d’ici I will have done my homework by Satur- J’aurai Tu aurais dû travmes ailler dav antage. You should have worked more. samedi soir . day evening. terminé mes devoirs d’ici I will have done my homework by Satur- J’aurai ls·Ellessoir l’auraient attendue s’ils·elles ey would have waited for her if they Isamedi . day evening. av aient su qu ’elle était aussi invitée à had known that she was also invited to cette soir ée. I ls·E lles l ’auraient attendue s’ils·elles theeypar ty. have waited for her if they would had known that she was also invited to avaient su qu’elle était aussi invitée à cette soirée. the party. 237

 Emploi Le modal + have + participe passé s’emploie pour évaluer, porter un jugement, un point de vue sur  uneEmploi action passée. La valeur de ce point de vue va dépendre du modal employé. have + participe passé s’emploie pour évaluer, porter un jugement, un point de vue sur LeSmodal he may+have missed his bus. Il se peut qu’elle ait raté son bus. Elle a peut-être raté son bus. une action passée. La valeur de ce point de vue va dépendre du modal employé. ey must have sent a message. Please check your mobile phone. Il seoypeut ’elle ait raté Elletéléphone a peut-êtrpor e raté sons’il bus. She may havont e missed his bus. Ils·Elles certainement dû env er unqumessage. Vérisone bus. sur ton table, te plaît.

ey must have sent a message. Please check your mobile phone. Ils·Elles ont certainement dû envoyer un message. Véri e sur ton téléphone portable, s’il te plaît. Your turn! Y4ourReformulez turn! en employant le modal proposé entre parenthèses. (formes simples) Exemple: He is allowed to walk into this private room. (may)

en employant le modal proposé entre parenthèses. (formes simples) 4 Reformulez He may walk into this private room. Exemple: He is allowed to walk into this private room. (may)

a. She is able to fourinto foreign languages. (can) Hespeak this private room. may walk b. They have to wait in the terminal because the plane to Chicago has not landed yet. (must) a. She is able to speak four foreign languages. (can) c. I advise you to resit this exam. It will be your second chance! (should) b. They have to wait in the terminal because the plane to Chicago has not landed yet. (must) d. Take your umbrella with you if you want. But I don’t think it’s going to rain today. (might) c. I advise you to resit this exam. It will be your second chance! (should) e. I don’t know anything about today ’s weather forecast, so take your raincoat. Rainy weather? (may) d. Take your umbrella with you if you want. But I don’t think it’s going to rain today. (might) ’t know anything about le today ’s weather take your raincoat. Rainy weather? (may) e.5I don Reformulez en employant modal proposé.forecast (formes, so complexes) Exemple: John has not forgotten his passport . He is always so cautious. (can) =

en employant le modal proposé. (formes complexes) 5 Reformulez John can’t have forgotten his passport .

Exemple: John has not forgotten his passport . He is always so cautious. (can) =

a. Perhaps he has passport somewhere else. if it is not in his rucksack. (may) Johnput canhis ’t have forgotten his passport b. I wish you had invited your new friend. (should) a. Perhaps he has put his passport somewhere else if it is not in his rucksack. (may) c. Kate was certainly disappointed. (must) b. I wish you had invited your new friend. (should) d. I’m almost sure that he has forgotten his bag in the car. (must) c. Kate was certainly disappointed. (must) d. I’m almost sure that he has forgotten his bag in the car. (must)

3. Modalité : équivalents des modaux  Formation

3. Modalité : équivalents des modaux

Il faut bien comprendre qu’un modal, aussi appelé «auxiliaire de modalité» fonctionne comme un  Formation auxiliair e. De ce fait, il est impossible de rencontrer deux modaux à la suite. Il convient donc d’avoir Ilrecours faut bien compr endre qu’de unmodaux modal, aussi «auxiliair e de modalité» comme un à des équivalents si l’onappelé souhaite construir e une phrasefonctionne au passé, ou référer auxiliair e. De cemust fait, iletest à l’avenir avec canimpossible ou may. de rencontrer deux modaux à la suite. Il convient donc d’avoir recours à des équivalents de modaux si l’on souhaite construire une phrase au passé, ou référer à avec must et can ou may. l’avenir Emplois

 Modal EmploisÉquivalent du

Au passé

Pour exprimer l’avenir

modal Équivalent du Be able to modal

Au passé

Pour exprimer l’avenir

Modal Can Capacité Can Capacité

Be able to

I was able to get in touch with my e strikers will be able to get a pay bank yesterday when my credit card rise after the negotiations. grévistes ont obtenir was I wasstolen able to get in touch with my e Les strikers willpourr be able to get aune pay augmentation de salair e apr ès les H ier , j’ai pu contacter ma banque bank yesterday when my credit card rise after the negotiations. Les grévistes pourront obtenir une wasquand stolenma carte de crédit a été volée. négociations.

Hier, j’ai pu contacter ma banque quand ma carte de crédit a été volée. On peut aussi rencontrer to be able to au présent:

augmentation de salaire après les négociations.

is secretary is able to type letters on her keyboard without looking at it.

to be able to audes On peut aussi rencontr prlettr ésent: Ce·tte secr étaire ester capable de taper es sur son clavier sans le regarder.

is secretary is able to type letters on her keyboard without looking at it. Ce·tte secrétaire est capable de taper des lettres sur son clavier sans le regarder. 238

Modal May Permission May

Équivalent du modal Équivalent du Be allowed to modal Be allowed to

Permission

Au passé

Pour exprimer l’avenir

Au passé

Pour exprimer l’avenir

Brigitta was allowed to vote in e Scots will be allowed to choose England when she became a British to become independent if there is a citiz en. was allowed to vote in second refer endum. Brigitta e Scots will be allowed to choose Brigittawhen a pu vshe oterbecame / a été autori - to become Les Écossais·es pourront / aur England a British independent if ther e ont is a sée à v oter quand elle est dev enue la permission de choisir de dev enir citizen. second referendum. cito yenne britannique. Brigitta a pu voter / a été autorisée à voter quand elle est devenue citoyenne britannique.

Modal Modal Must Obligation Must

Équivalent du modal Équivalent du Have to modal Have to

Obligation

Au passé

indépendant·e·s s’il y ont a un deuxième Les Écossais·es pourr / auront rlaéfér endum. de choisir de devenir permission indépendant·e·s s’il y a un deuxième référendum. Pour exprimer l’avenir

Au passé

Pour exprimer l’avenir

I had to wait three hours at the station because of the train strike. J’aitodûwait attendr e trhours ois heuratesthe à la gare I had three à cause de la gr èv e des trains. station because of the train strike. J’ai dû attendre trois heures à la gare Sheà didn havlaegrtoèvreesit exams cause’t de desher trains. because that course was optional. lle n’était de rexams epasser ses SheEdidn ’t havpas e toobligée resit her examens car ce cours était facultatif because that course was optional. .

Grammaire

Modal

ey will have to apply for the job. Ils·Elles devront envoyer leur candipourece eydatur wille hav toposte. apply for the job. Ils·Elles devront envoyer leur candidature pour ce poste.

(absence Elle n’étaitd’obligation) pas obligée de repasser ses examens car ce cours était facultatif. (absence d’obligation)

Your turn! Y6ourReformulez turn! les phrases en utilisant les consignes entre parenthèses. Exemple: You must decide before it is too late (mettre au futur) =

les phrases en utilisant les consignes entre parenthèses. 6 Reformulez You will have to decide before it is too late. Exemple: You must decide before it is too late (mettre au futur) =

a. You may borrow my car,tobut please be careful! au futur) You will have decide before it is too (mettre late. b. I was forced to spend two hours at the police station in Bath. (équivalence) a. You may borrow my car, but please be careful! (mettre au futur) c. She can send her application after her A-levels. (mettre au futur) b. I was forced to spend two hours at the police station in Bath. (équivalence) d. The London train left immediately. I didn’t wait long. (équivalence). c. She can send her application after her A-levels. (mettre au futur) d. The London train left immediately. I didn’t wait long. (équivalence).

4. Le présent simple  Formation

4. Le présent simple

 Forme armative Form ation

I / you / we / they work… (+ s à la 3ème personne du singulier) He / she / it works… Forme armative I / you / we / they work… ème Forme négative I / you / we / they(do not work (forme contractée = don’t) He / she / it works…+ s à la 3 personne du singulier) He / she / it does not work (forme contractée = doesn’t) Forme négative I / you / we / they do not work (forme contractée = don’t) Forme interrogative Do I / you / we / they work…? He / she / it does not work (forme contractée = doesn’t) Does he / she / it work…? Forme interrogative Do I / you / we / they work…? Does he / she wor,kà…? Le présent simple a recours à l’auxiliair e do / it/ does la forme négative et interrogative pour les verbes lexicaux. Le présent simple a recours à l’auxiliaire do / does, à la forme négative et interrogative pour les verbes lexicaux. 239

 Emplois Le présent simple est employé pour parler de généralités, des caractéristiques du sujet. On l’associe  Emplois donc à des habitudes, et aussi à une information donnée de façon objective. Le présent simple est employé pour parler de généralités, des caractéristiques du sujet. On l’associe V oici les adverbes de fret équence expressions qui indiquent habitude: donc à des habitudes, aussi à ou uneles information donnée de façonune objective. Voici les adverbes de fréquence ou les expressionsnequi verindiquent une habitude: always never often always sometimes often usually sometimes on Mondays… usually every week… on Mondays… every week…

Quelques exemples:

Peter is a waiter. He works in this Japanese restaurant : il s’agit de son emploi habituel. She always goes to the library on Friday afternoons : c’est ce qu’elle a l’habitude de faire le vendredi P eter is a waiter ks in this Japanese restaurant : il s’agit de son emploi habituel. apr ès-midi (aller. H à elawor bibliothèque). She goescats to the librar on Fdes ridayvérités. afternoons : c’est ce qu’elle a l’habitude de faire le vendredi D ogsalways bark and mew : ceysont

Quelques exemples:

après-midi (aller à la bibliothèque). James doesn’t like tea. He prefers co ee : c’est ce qu’il aime ou n’aime pas, d’habitude, ce qui le caractérise. Dogs bark and cats mew : ce sont des vérités. James doesn’t like tea. He prefers co ee : c’est ce qu’il aime ou n’aime pas, d’habitude, ce qui le caractérise. Your turn!

Y7our turn! Reformulez les phrases en employant le présent simple et l’élément entre parenthèses. a. Listen! Robert is playing the piano in the living room. (every afternoon) 7 Reformulez les phrases en employant le présent simple et l’élément entre parenthèses. b. Watch out! The children are crossing the street opposite the stadium. (whenever they do sport) a. Listen! Robert is playing the piano in the living room. (every afternoon) c. I am working at Bristol Library at the moment. (sometimes) b. Watch out! The children are crossing the street opposite the stadium. (whenever they do sport) d. Look! She is not using her new laptop. (often) c. I am working at Bristol Library at the moment. (sometimes) d. Look! She is not using her new laptop. (often)

5. Le présent en be + V-ing  Formation

5. Le présent enbe + V-ing

Auxiliaire be au présent suivi du verbe en -ing

 Formation

be au présent suivi -ing contractée = ’m) Auxiliair du driving. verbe en(forme Formeearmative I am Forme armative Forme négative Forme négative Forme interrogative Forme interrogative

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You / we / they are driving. (forme contractée = ’re) (forme contractée = ’m) IHam e /driving. she / it is driving. (forme contr actée = ’s) You / we / they are driving. (forme contractée = ’re) I am not driving. (forme contr actée = ’m not) He / she / it is driving. (forme contractée = ’s) You / we / they are not driving. (forme contractée = aren’t) (forme contractée = ’m not) IHam e /not shedriving. / it is not driving. (forme contr actée = isn’t) You / we / they are not driving. (forme contractée = aren’t) Am I driving…? He / she / it is not driving. (forme contractée = isn’t) Are you / we / they driving…? Am Is heI driving / she …? / it driving…? Are you / we / they driving…? Is he / she / it driving…?

Le présent en be + V-ing s’emploie pour décrire des activités en cours, qui ont donc lieu au moment où  l’onEmplois parle. Compte tenu que le présent en be + V-ing indique qu’un événement est en déroulement, il est Le présent en be + V-ing s’emploieou pour e des activités enindiquant cours, qui donc lieu au moment oùde souvent accompagné d’adverbes de décrir locutions adverbiales ceont moment présent, en cours be ing parle. Compte tenu que le présent en + V- indique qu’un événement est en déroulement, il est rl’on éalisation: souvent accompagné d’adverbes ou de locutions adverbiales indiquant ce moment présent, en cours de now réalisation: at the moment now currently at the moment for the time being currently Le contexte peut aider à choisir le temps.

Grammaire

 Emplois

for the time being

Listen! He is playing the guitar.

Le contexte peut aider à choisir le temps. Écoute ! Il joue de la guitare. (l’action a lieu en ce moment-même, il est en train de jouer).

Listen! He is playing the guitar. Écoute Il joue la guitar e. (l’actionaccentué, a lieu en celemoment-même, il est en train adel’agacement jouer). De plus, emplo! yé avecdealways fortement présent en -ing , indiquer ou l’irritation du locuteur: always fortement DeHe plus, emplomaking yé avec mistakes! accentué, is always is is incr edible! le présent en -ing, indiquera l’agacement ou l’irritation du locuteur: Il fait toujours des erreurs ! C’est incroyable !

He is always making mistakes! is is incredible! Il fait toujours des erreurs ! C’est incroyable ! Your turn!

Y8ourMettez turn! les verbes au présent simple ou au présent en be + V-ing. a. My mother (take) the cat to the vet (this afternoon). 8 Mettez les verbes au présent simple ou au présent en be + V-ing. b. Her neighbour (mow) the lawn (every four weeks). a. My mother (take) the cat to the vet (this afternoon). c. I’m just sick and tired of those people’s behaviour! They (complain) (always). b. Her neighbour (mow) the lawn (every four weeks). d. She (get up) at six, (have) breakfast at seven and (go) to work at eight o’clock (every mor c. I’m just sick and tired of those people’s behaviour! They (complain) (always). ning). But, (today), she (not • have) to get up at six because she (be) on leave. d. She (get up) at six, (have) breakfast at seven and (go) to work at eight o’clock (every mor ning). But, (today), she (not • have) to get up at six because she (be) on leave.

6. Le prétérit simple  Formation

6. Le prétérit simple

Les verbes réguliers comme decide, dance, work… forment leur prétérit simple, dans une phrase déclara ormation tiveFarmative, par l’ajout de -ed. Et il existe bien entendu toute une liste de verbes irréguliers, qu’il faut decide, dance, work… forment Les verbes r éguliers comme donc savoir par cœur! (Voir les verbes irréguliers, p. 259.) leur prétérit simple, dans une phrase déclarative armative, par l’ajout de -ed. Et il existe bien entendu toute une liste de verbes irréguliers, qu’il faut donc savoir par cœur! (Voir les verbes irréguliers, p. 259.) Verbes réguliers Verbes irréguliers (exemple = go) Forme armative

IVerbes / you réguliers / he / she / it / we / they decided . irr I éguliers / you / he / she /=itgo)/ we / they wen Verbes (exemple

Forme négative Forme armative

I / you / he / she / it / we / they didI not did not go…(forme contractée = I / you / he / she / it / we / they decided. I / you / he / she / it / we / they wen decide. (forme contractée: didn’t) didn’t go) Forme négative I / you / he / she / it / we / they didI not did not go…(forme contractée = Forme interrogative Did I / you / he / she / it / we / they Did I / y) ou / he / she / it / we / they (forme contr actée: ) decide. didn’t didn’t go decide…? go…? Forme interrogative Did I / you / he / she / it / we / they Did I / you / he / she / it / we / they decide…? go…?

 Emploi

Le prétérit simple est l’un des deux temps (tenses) grammaticaux de l’anglais et il est employé pour parler  Emploi d’événements au passé, sans lien direct avec le présent. Le prétérit simple est l’un des deux temps (tenses) grammaticaux de l’anglais et il est employé pour parler

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Le prétérit simple est associé à une rupture par rapport au présent, c’est-à-dire à un passé sans rapport avec le présent. Le prétérit simple est associé à une rupture par rapport au présent, c’est-à-dire à un passé sans rapport Compte que le prétérit indique qu’un événement est passé, sans lien avec le présent, il est souvent avec le prtenu ésent. accompagné d’adverbes, de locutions adverbiales, de dates indiquant le passé: Compte tenu que le prétérit indique qu’un événement est passé, sans lien avec le présent, il est souvent accompagné d’adverbes, de locutions adverbiales, de dates yester day indiquant le passé: last month yesterday three days ago last month in 2017 three days ago in 2017

e British decided to leave the European Union in 2016. Les Britanniques ont décidé de quitter l’Union Européenne en 2016.

e British decided to leave the European Union in 2016.

Lescomposé Britanniques ont décidé de quitter ’Union Européenne en 2016. Le passé français se traduit parlun prétérit en anglais lorsqu’il y a une date mentionnée (in 2016).

Le passé composé français se traduit par un prétérit en anglais lorsqu’il y a une date mentionnée (in 2016). Your turn!

Y9ourMettez turn! les verbes entre parenthèses au prétérit simple. a. Last week the manager (make) up his mind to postpone the meeting. He (not • want) to Mettez les verbes entre parenthèses au prétérit simple. 9negotiate with the strikers straight away because he (think) that they (be) wrong. a. Last week the manager (make) up his mind to postpone the meeting. He (not • want) to b. Jane (go) to Thailand two weeks ago. She (visit) the floating markets, as well as the numenegotiate with the strikers straight away because he (think) that they (be) wrong. rous temples. Then, she (come) back to Europe. b. Jane (go) to Thailand two weeks ago. She (visit) the floating markets, as well as the numec. His parents (forgive) him because he (not to do) that on purpose. rous temples. Then, she (come) back to Europe. d. I (not • know) that they (be) Americans. I (think) they (come) from Britain! c. His parents (forgive) him because he (not to do) that on purpose. d. I (not • know) that they (be) Americans. I (think) they (come) from Britain!

7. Le prétérit modal  Formation

7. Le prétérit modal

 Construir Formeation d’une hypothèse Construire Emettre d’une hypothèse une supposition Emettre Formuler une supposition un souhait Formuler Exprimer un souhait la préférence Exprimer Après certaines la préférence expressions Après certaines expressions

If you found a wallet, what would you do? Si tu trouvais un porte-monnaie, que ferais-tu ?

If you found a wallet, what would you do? Suppose/ Imagine she accepted proposal, Si tu trouvais un porte-monnaie, queyour ferais-tu ? what would you do? Imagine qu’elle accepte ta proposition, que ferais-tu ?

Suppose/ Imagine she accepted your proposal, what would you do? I Iwish they came earlierta tonight. magine qu’elle accepte proposition, que ferais-tu ? Je souhaite qu’ils·elles viennent plus tôt ce soir.

I wish they came earlier tonight. I’d went to viennent the United Je rather souhaiteshe qu’ils·elles plusStates. tôt ce soir. Je préférerais qu’elle aille aux États-Unis.

I’d rather she went to the United States. ItJeispr(high) time the go vernment took éférerais qu’elle aille aux États-U nis.a decision. Il est (grand) temps que le gouvernement prenne une décision.

IItt was is (high) timehad thetrgo vernment tookbetw a decision. as if she ouble deciding een accepting and refusing the o er.

IC’était l est (grand) temps le gouv ernement preenne une décision. comme si elleque avait du mal à prendr une décision entre accepter et refuser cette o re.

It was as if she had trouble deciding between accepting and refusing the o er. C’était comme si elle avait du mal à prendre une décision entre accepter et refuser cette o re.

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Contrairement au prétérit temporel qui renvoie au passé, le prétérit modal permet d’exprimer l’irréel  du Emploi présent, c’est-à-dire de formuler une condition (hypothèse ou supposition), notamment dans les Contr airement au praussi étéritletempor el par qui reenvoie passé, le prétérit modal permet d’exprimer l’irréel phr ases en if, mais souhait, xempleau apr ès I wish. du présent, c’est-à-dire de formuler une condition (hypothèse ou supposition), notamment dans les phrases en if, mais aussi le souhait, par exemple après I wish.

Grammaire

 Emploi

Your turn!

Y ourIndiquez, turn! pour chaque prétérit des phrases suivantes, s’il s’agit d’un prétérit 10 modal ou d’un prétérit temporel. Indiquez, pour chaque prétérit des phrases suivantes, s’il s’agit d’un prétérit 10 Exemple: It is time they decided. = prétérit modal modal ou d’un prétérit temporel. a. She settledItdown Kentdecided. when she movedmodal to England. Exemple: is timeinthey = prétérit b. If she went to Wales, she would choose to live in Swansea. a. She settled down in Kent when she moved to England. c. His neighbour claimed that his ex-wife turned the children against him when he b. If she went to Wales, she would choose to live in Swansea. got divorced in 2018. c. His neighbour claimed that his ex-wife turned the children against him when he d. Imagine you won two million euros, what would you do? got divorced in 2018. d. Imagine you won two million euros, what would you do?

8. Le prétérit en be + V-ing  Formation

8. Le prétérit enbe + V-ing

Le prétérit en be + V-ing est composé de l’auxiliaire be au prétérit, suivi du verbe en -ing: par exemple, he  ormation wasFplaying. Quelle différence avec le prétérit simple? Le prétérit en be + V-ing est composé de l’auxiliaire be au prétérit, suivi du verbe en -ing: par exemple, he wasprplaying. Le étérit en be + Vdiffér -ing est utilisé indiquer qu’une action était en cours au moment où un événeQuelle ence avecpour le prétérit simple? ment ponctuel (au prétérit simple) a eu lieu dans le passé: LeHe prétérit en be +the V-ing est when utilisé the pour indiquer was playing guitar phone rang.qu’une action était en cours au moment où un événement ponctuel (au prétérit simple) a eu lieu dans le passé: Il jouait de la guitare lorque le téléphone a sonné.

He was playing the guitar when the phone rang. l jouait deétérit la guitar e lor téléphone a sonné. Notez Ique le pr en beque + Vle-ing renvoie à un seul événement – jouer de la guitare. Le prétérit en be + V-ing convient à la description d’un événement unique qui était en cours. Notez que le prétérit en be+ V-ing renvoie à un seul événement – jouer de la guitare. Le prétérit en be + V-ing convient à la description d’un événement unique qui était en cours. Your turn!

Y ourConjuguez turn! 11 les verbes au prétérit simple ou au prétérit en be + V-ing selon le contexte. A . ‘Hello Peter, what (do) last July?’ 11 Conjuguez les verbes au prétérit simple ou au prétérit en be + V-ing selon le contexte. B. ‘I (go) to the Bristol Harbour Festival, which (take) place at the end of July. My girlfriend (meet) A . ‘Hello Peter, what (do) last July?’ me in Bath last winter (come) too. We (celebrate) Bristol’s maritime heritage, by drinking pints B. ‘I (go) to the Bristol Harbour Festival, which (take) place at the end of July. My girlfriend (meet) of beer at the Watershed when I (bump) into an old friend of mine. He (drink) a pint of lager me in Bath last winter (come) too. We (celebrate) Bristol’s maritime heritage, by drinking pints just behind us!’ of beer at the Watershed when I (bump) into an old friend of mine. He (drink) a pint of lager A . ‘Wow! That sounds terrific! And you (visit) any sights?’ just behind us!’ B. ‘Well, the next day, we actually (decide) to go to Bath because we (want) to visit the famous ‘W A . ow! That sounds terrific! And you (visit) any sights?’ Roman Baths. And while we (wait) outside the Baths, we just (meet) an old friend of my girl B. ‘Well, the next day, we actually (decide) to go to Bath because we (want) to visit the famous friend’s this time! It’s a small world indeed, isn’t it? She (stroll) along the main street, while my Roman Baths. And while we (wait) outside the Baths, we just (meet) an old friend of my girl girlfriend and I (have) lunch on the terrace of a posh restaurant!’ friend’s this time! It’s a small world indeed, isn’t it? She (stroll) along the main street, while my girlfriend and I (have) lunch on the terrace of a posh restaurant!’

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9. Le present perfect  Formation

9. Lepresent perfect

Le present perfect est formé à l’aide de l’auxiliaire have et du participe passé du verbe. Par exemple pour  Formation forget , on aura have + forgotten. pr esent perfect est formé à l’aide de l’auxiliaire have et du participe passé du verbe. Par exemple pour Le for get , onarmative aura have + forgotten. Phrase négative Phrase Phrase interrogative

IPhr havase e forgott en. armative

(forme contractée = I’ve)

IPhr havase e not forgotten. négative

Ha I forgott …? Phrvease interren ogative

(forme contractée = I haven’t) I have forgotten. I have not forgotten. Have I forgotten…? H e / she / it has forgott en . H e / she / it has not forgott en . Has he / she / it (forme contractée = I’ve) (forme contractée = I haven’t) (forme contractée = he / she / it’s(forme ) contractée = he / she / it hasn’t) forgotten…? He / she / it has forgotten. He / she / it has not forgotten. Has he / she / it Y ou / w e / they hav e forgott en . Y ou / w e / they hav e not forgott en . Have you / we / they (forme contractée = he / she / it’s(forme ) contractée = he / she / it hasn’t) forgotten…? (forme contractée = I’ve) (forme contractée = you / we / they haven’tforgott ) en…? You / we / they have forgotten. You / we / they have not forgotten. Have you / we / they (forme contractée = I’ve) (forme contractée = you / we / they haven’tforgott ) en…?

 Emplois

Contrairement au présent ou au prétérit qui sont des temps chronologiques, le present perfect est un  Emplois aspect . Il indique le point de vue de celui qui parle sur l’événement en question. Le present perfect est à perfect Contr air ement au présent ouésent. au prétérit qui sont desaction temps chronologiques, le presentdans un cheval entr e le passé et le pr Il indique qu’une passée a une conséquence le prest ésent, aspect . Il indique le point de vue celui qui parle sur l’événement en question. Le present perfect est à en établissant un bilan dans le prde ésent. cheval entre le passé et le présent. Il indique qu’une action passée a une conséquence dans le présent, en établissant un bilan dans le présent.

T-1 (Elodie forgot to take her wallet when she left home.) T-0 Now, she can’t pay because she has forgotten it! T-1 (Elodie forgot to take her wallet when she left home.) OnT-0 dirNaopar exemple: w, she can’t pay because she has forgotten it!

I’m sorry, but I have forgotten my wallet. Je suis désolé·e, mais j’ai oublié mon porte-monnaie. On dira par exemple: Je suis désolé·e, mais j’ai oublié mon por te-monnaie. LeI’porte-monnaie a été oublié (dans le passé), et le résultat (dans le présent), c’est que la personne se m sorry, but I hav e forgotten my wallet. retrouve sans argent pour payer ce qu’elle doit. Le porte-monnaie a été (dans le rsouligne ésultat (dans le prperfect ésent),, ilcest ’estsouvent que la personne se Compte tenu du lien entroublié e le passé etle le passé), présentetque le present accompagné rd’etr ouve sans ar gent pour payer ce qu’ elle doit. adverbes ou de locutions adverbiales indiquant eux-mêmes que le locuteur effectue un bilan: Compte tenu du lien entre le passé et le présent que souligne le present perfect, il est souvent accompagné d’adverbes ou de locutions adverbiales indiquant eux-mêmes que le locuteur effectue un bilan: Never Already Never Not… yet Already Not… yet 244

Since/ for Just Ever Since/ for Lately Ever

Grammaire

Just

Lately On utilise le present perfect aussi après It’s the rst / second… etc. time, car on effectue un bilan.

It’s the rst/ second… time I have visited this museum.

On utilise le present perfect aussi après It’s the rst / second… etc. time, car on effectue un bilan. C’est la première / deuxième… fois que je visite ce musée.

It’s the rst/ second… time I have visited this museum.

C’est la première / deuxième… fois que je visite ce musée.

10. Le present perfect en be + V-ing  Formation

10. Lepresent perfect enbe + V-ing

Le present perfect en be + V-ing est composé du double aspect, apporté à la fois par le present perfect  Formation simple auquel on associe be + V-ing: has/ have been + V-ing. Le present perfect en be + V-ing est composé du double aspect, apporté à la fois par le present perfect Par exemple: simple auquel on associe be + V-ing: has/ have been + V-ing. Wait / She has waited = present perfect simple Par exemple: / She is waiting = présent en be + V-ing perfect = present hehas haswaited been waiting = pr esent simple perfect en be + V-ing = has been + V-ing Wait = / SShe pr ésent be en + V-ing / She is waiting = = She has been waiting = present perfect en be + V-ing = has been + V-ing

9 am. She is waiting. 11 am.SSheheisiswaiting. still waiting! 9 am. S hasSbeen since 9 o’clock this morning. 11heam. he is waiting still waiting! She has been waiting since 9 o’clock this morning.

 Emploi On emploie le present perfect en be + V-ing pour des événements qui ont commencé dans le passé et  quiEmploi continuent dans le présent (en français = présent + depuis), ou qui viennent de se terminer dans le present perfect en be +restent Onésent emploie V-ing pour des(fr événements qui ont commencé dans le passé et pr maisledont les conséquences visibles ançais = passé composé). qui continuent dans le présent (en français = présent + depuis), ou qui viennent de se terminer dans le On insiste surdont l’activité elle-même: prrestent esent perfect en (fr beançais + V- ing= car valeur appréciative apportée par le be + présent mais les conséquences visibles passé composé). V-ing. esent. perfect ingdecar On insiste sur l’activité elle-même : prday + Vvaleur éciative apportée le be + !) Je I’m exhausted. I’ve been working all (résultatende be cette lour journée deappr travail = je suis fatigué·epar maintenant ing. V-suis épuisé·e. J’ai travaillé toute la journée. de cette deencor travaile visibles, = je suis même fatigué·e Look! It has been pavements wet. (les traceslour dede la journée pluie sont s’ilmaintenant ne pleut plus!) :Je I’m exhausted. I’vraining e been .woreking all day. ar(reésultat suis J’aimouillés). travaillé toute les trépuisé·e. ottoirs sont Regarladejournée. ! Il a plu. Les trottoirs sont mouillés. Look! It has been raining. e pavements are wet. (les traces de la pluie sont encore visibles, même s’il ne pleut plus : les trottoirs sont mouillés). Regarde ! Il a plu. Les trottoirs sont mouillés.

 Comparaison present perfect simple et present perfect en be + V-ing  aison etpr present perfect esent perfect enbe + OnCompar insiste sur le résultat (chiffré ou quantié)simple : present perfect simple VIting has rained a lot. Il a beaucoup plu.

On insiste sur le résultat (chiffré ou quantié): present perfect simple Ce qui importe ici, c’est résultat. plu.Et ce résultat peut être chiffré ou quantié (deux bouteilles, cinq fois, It has rained a lot. Il alebeaucoup beaucoup…). Ce qui importe ici, c’est le résultat. Et ce résultat peut être chiffré ou quantié (deux bouteilles, cinq fois,

245

La durée: present perfect en be + V-ing avec for/ since perfect en be + V-ing avec for/ since La dur ée: present Attention , en français ici, le verbe est au présent, avec depuis! For indique, en la dur ée de ici, l’action, alorsest que souligne point Attention français le verbe ausince présent , avec son depuis ! de départ. En cas de doute entre for et since, testez votre phrase: si vous pouvez dire en français, «cela dure + le complément», alors For durée dezl’emplo action,yer. alors que since souligne son point de départ. En cas de doute entre c’estindique for quelavous deve for et since, testez votre phrase: si vous pouvez dire en français, «cela dure + le complément», alors for que Ex emple: depuis es =yer. on peut dire «cela dure deux heures», donc c’est for two hours en c’est vousdeux devezheur emplo anglais. Exis emple: depuis deux has heurbeen es = wor on peut «cela durefor deux heur es», donc c’est for two hours en Canadian architect king dir on ethis project three weeks. anglais. He started on 1st March 2019 and he is still working on this project

is Canadian architect has been working on this project for three weeks. T-1

He started on 1st March 2019 and he is still working on this project T-0 Now (21st March 2019)

T-1

T-0 Now (21st March 2019)

At Art and Tech’s, London (1st March 2019)

At Art and Tech’s, London (21st March 2019)

At AisrtCanadian and Tech’sar, chitect Londonhas (1stbeen Marwor ch 2019) At for Art thr and ech ’s, London (21st March 2019) king on this project eeTw eeks. Cet architecte canadien travaille sur ce projet depuis trois semaines.

is Canadian architect has been working on this project for three weeks. Cet architecte canadien travaille sur ce projet depuis trois semaines. Your turn! Y our turn! les phrases avec un present perfect en be + V-ing. 12 Formulez a. How long (you/ wait) for the bus? 12 Formulez les phrases avec un present perfect en be + V-ing. b. I (be) here at the bus stop since this morning. I (wait) for almost two hours! a. How long (you/ wait) for the bus? c. Look! It (snow)! The path is covered with snow. It’s gorgeous, isn’t it? b. I (be) here at the bus stop since this morning. I (wait) for almost two hours! d. Jamie! You (play) computer games again! And you have forgotten to log off again! c. Look! It (snow)! The path is covered with snow. It’s gorgeous, isn’t it? Youles (play) computer games again!simple And you have forgotten to log d. 13Jamie! Mettez verbes au present perfect ou au present perfect au off be +again! V-ing. a. It … (rain) for three days! That’s unusual at this time of the year, isn’t it? 13 Mettez les verbes au present perfect simple ou au present perfect au be + V-ing. b. Three Australian backpackers … (wait) outside the youth hostel for two hours. a. It … (rain) for three days! That’s unusual at this time of the year, isn’t it? c. I … just (come) across a very interesting detective novel by Wilkie Collins entitled The b. Three Australian backpackers … (wait) outside the youth hostel for two hours. Moonstone. I … already (read) the first 20 pages. c. I … just (come) across a very interesting detective novel by Wilkie Collins entitled The d. Since theSeptember 11 attacks in 2001 on the Twin Towers, New York’s local authoriMoonstone. I … already (read) the first 20 pages. ties … (work) to redevelop the Manhattan site. d. Since theSeptember 11 attacks in 2001 on the Twin Towers, New York’s local authorities … (work) to redevelop the Manhattan site.

11. Le past perfect Le past perfect, aussi appelé pluperfect, est un temps du passé, qui est lui-même antérieur à un autre 11. Le past perfect passé. Il corr espond, en général, au plus-que-parfait français. past perfect Le , aussi appelé pluperfect, est un temps du passé, qui est lui-même antérieur à un autre passé. Il correspond, en général, au plus-que-parfait français. 246

Grammaire

 Formation Il est formé de l’auxiliaire have au passé, accompagné du participe passé du verbe: had + participe  Formation passé du verbe. Il est formé de l’auxiliaire have au passé, accompagné du participe passé du verbe: had + participe passé du verbe.  Emploi

She passed all her exams with honours because she had worked so hard. 1 (to work) 2 (to pass) She passed all her exams with honours because she had worked so hard. T-2 T-1 T-0 1 (to work) 2 (to pass)

 Emploi T-2

T-1

Now Now

T-0

 

 Autres emplois

Avec depuis, on aura aussi recours au past perfect pour traduire l’imparfait français:

 Autres emplois

past perfect pour traduire l’imparfait français: Avec depuis, on aura aussi recours aubeen ey had working for three hours. Ils travaillaient depuis trois heures. (verbe d’activité work au past perfect en be + V-ing)

been ee hours. ey had started at wor 2pm.kingeyforarthr e still working at 5pm Ils travaillaient depuis trois heures. (verbe d’activité work au past perfect en be + V-ing)

T-2

T-1 T-0 Now

ey started at 2pm. ey are still working at 5pm  T-2 Your turn!

T-1 T-0 Now



2pm

5pm

2pm

5pm

Y ourMettez turn! les verbes au prétérit ou au past perfect. 14 a. The Gibsons … (go) to Ireland last summer . They … (visit) the United States three years before. Mettez les verbes au prétérit ou au past perfect. 14 b. They … (be) in Chicago for four days when they … (decide) to drive to Lake Michigan. a. The Gibsons … (go) to Ireland last summer. They … (visit) the United States three years before. c. I … (send) a complaint letter last month because I … (not • receive) the parcel yet. b. They … (be) in Chicago for four days when they … (decide) to drive to Lake Michigan. d. Nina … (wait) for the bus for half an hour when a friend of hers … (drive) past the post office and c. I … (send) a complaint letter last month because I … (not • receive) the parcel yet. … (give) her a lift. d. Nina … (wait) for the bus for half an hour when a friend of hers … (drive) past the post office and … (give) her a lift.

12. For/since/ago  Emploi

12.For/since/ago

 Test For ou since? Emploi Test FOR FOR

For ou since? + present perfect «depuis» + present perfect «depuis»

Si vous pouvez dire «cela dure + le complément de temps» en français, il faut employer «for». Si vous pouvez dire «cela dure + le complément de temps» • placé avant le complément de temps en français, il faut employer «for».

S he has been learning Chinese for three years. • placéElle avant complément de temps apprleend le chinois depuis trois ans.

She has been learning Chinese for three years. Elle apprend le chinois depuis trois ans.

247

Test

For ou since?

Test FOR

For ou since? + prétérit «pendant» + prétérit «pendant» + present perfect «depuis» + present perfect «depuis» + prétérit «il y a…» + prétérit «il y a…»

FOR SINCE SINCE AGO AGO

Si vous pouvez dire «cela dure + le complément de temps» en français, il faut employer «for». Si vous pouvez dire «cela dure + le complément de temps» • placé avant le complément de temps en français, il faut employer «for». He lived in England for four years. • placé avant le complément de temps Il a habité en Angleterre pendant quatre ans.

He livedavant in England for four years. • placé le complément de temps, since indique le point de départ. Il a habité en Angleterre pendant quatre ans.

J•anet has been in the South of France since she moved to France. since

placé le lecomplément de’elle temps, le point de départ. Janet avant est dans Midi depuis qu s’est installéeindique en France.

J•anet hasapr been the South of de France since sheespond moved to France. placé ès leincomplément temps, il corr à «il y a + compléJanet est dans le Midi depuis qu’elle s’est installée en France. ment de temps» en français. • placé après le complément de temps, il correspond à «il y a + compléey went to Spain two years ago. ment de sont temps» enen français. Ils·Elles allé·e·s Espagne il y a deux ans.

ey went to Spain two years ago. Ils·Elles sont allé·e·s en Espagne il y a deux ans. Your turn! Y ourTrturn! 15 aduisez les phrases suivantes en utilisant for, since, ago. a. Ma famille s’est installée à la Nouvelle-Orléans il y a quatre ans. 15 Traduisez les phrases suivantes en utilisant for, since, ago. b. Juliet vit en Louisiane depuis quatre ans. a. Ma famille s’est installée à la Nouvelle-Orléans il y a quatre ans. c. Mes frères apprennent l’américain depuis qu’ils sont arrivés aux Etats-Unis. b. Juliet vit en Louisiane depuis quatre ans. d. Ils ont emménagé dans leur nouvelle maison il y a deux mois. c. Mes frères apprennent l’américain depuis qu’ils sont arrivés aux Etats-Unis. d. Ils ont emménagé dans leur nouvelle maison il y a deux mois.

13. L’expression du futur  Emploi

13. L’expression du futur

En anglais, il n’existe pas de temps (tense) futur, mais l’anglais dispose de plusieurs façons de référer à  Emploi l’avenir, que ce soit un futur plus ou moins proche ou éloigné. En anglais, il n’existe pas de temps (tense) futur, mais l’anglais dispose de plusieurs façons de référer à l’avenir, un futur plus ou moins proche ou éloigné. Parler que du ce soit Exemples Valeur futur avec: Parler du Exemples Valeur Prédiction, Will We will visit S y dney and P er th one day . W e ’ v e always been inter ested in futur avec: quasi-certitude Australia! Will Prédiction, Un jour, nous visiterons Sydney et Perth. L’Australie nous a toujours intéressé·e·s ! Shall Shall Will be + V-ing Will be + V-ing Présent en be + V-ing Présent en Be going to be + V-ing Be going to

We will visit Sydney and Perth one day. We’ve always been interested in quasi-certitude A ustralia! Prédiction / We shall visit Cardi Castle rst. (prédiction) Un jour, nous visiterons Sydney et Perth. L’Australie nous a toujours intéressé·e·s ! Nous commencerons par la visite du château de Cardi . promesse (pr édiction) Weonshall visit di bring Castle D ’t worr y, ICar shall you yrst. our ash drive this afternoon. (promesse) Prédiction / N ous commencer ons par la visite château de Car . promesse Ne t’inquiète pas. Je t’apporterai taduclé USB cette aprdiès-midi, promis ! (promesse) D on’tlooking worry, Ifor shall youholidays! your ashwill drivbe e this afternoon. I am warJbring de tto the in theprSomis wiss moun - Anticipation Ne t’inquiète pas. ’appor terai ta clé IUSB cetteskiing après-midi, !

tains in two weeks’ time. Anticipation suis pressé·e d’êtr vacances ! DIans semaines, je serai en train de- skier I amJelooking forwar d etoenthe holidays! willdeux be skiing in the Swiss moun dans les montagnes suisses. tains in two weeks’ time. Je suis pressé·e d’être en vacances ! Dans deux semaines, je serai en train de skier Organisation I amdans taking the eight suisses. o’clock train from Bristol tomorrow. les montagnes Demain, je prendrai le train de huit heures en provenance de Bristol.

I am taking the eight o’clock train from Bristol tomorrow. We Daremain e going toendrai visit the Norman ockw , je pr le train de huitRheur esell en exhibition provenance this de Bafternoon. ristol. Cet après-midi, nous allons visiter l’exposition sur Norman Rockwell.

We are going to visit the Norman Rockwell exhibition this afternoon. Cet après-midi, nous allons visiter l’exposition sur Norman Rockwell.

248

datée Organisation Futur proche datée Futur proche

Exemples

Valeur

Exemples

Valeur Programme prévu Programme prévu

According to the o cial programme, the Queen is to go directly to the White House as soon as she arrives in Washington. Selon le pr o ciel, la Reine doit endreisdirtoectement à la M Accor ding toogramme the o cial programme, theseQrueen go directly toaison the B lanche dès son arriv ée à W ashington. White House as soon as she arrives in Washington. Selon le programme o ciel, la Reine doit se rendre directement à la Maison HurrBylanche up! dès e commencement ceremony is about to start. son arrivée à Washington.

Grammaire

Parler du futur avec: Parler du Be to futur avec: Be to

Futur imminent Dépêche-toi ! La cérémonie de remise des diplômes est sur le point de commencer. Be about to Futur imminent Hurry up! e commencement ceremony is about to start. Dépêche-toi ! La cérémonie de remise des diplômes est sur le point de commencer. Subordonnées de temps en when (as soon as…) et futur Be about to

Les subordonnées de temps intr oduites par when, as soon as, until, before, while, ainsi que la subordonSubordonnées de temps en when (as soon as…) et futur née d’hypothèse introduite par if ne peuvent pas être suivies de will : elles sont suivies du présent ou du Les subor données de temps introduites par when, as soon as, until, before, while, ainsi que la subordonpr esent perfect. née d’hypothèse introduite par if ne peuvent pas être suivies de will : elles sont suivies du présent ou du present perfect. Phrase principale Phrase subordonnée au présent ou present perfect Phrase principale Phrase subordonnée au présent ou When + I will send you a text message, when I am in the international arrivals hall. present perfect Je t’enverrai un texto, quand je serai dans le hall d’arrivée des vols présent When + internationaux. I will send you a text message, when I am in the international arrivals hall. Je t’enverrai un texto, quand je serai dans le hall d’arrivée des vols pr ésent When + I have already got the freshmen’s list. I will keepwhen I have received the sophomore students’ internationaux. present you posted again, list. When J’ai déjà la liste premièr quand j’aurai reçued la the listesophomor des étudiant·e·s de ’ perfect+ I hav e alr eady gotdes theétudiant·e·s freshmen’sdelist. I wille année. keepwhen I hav e receiv e students present J e te tiendrai à nouv eau informé·e. deuxième année. you posted again, list. perfect J’ai déjà la liste des étudiant·e·s de première année. quand j’aurai reçu la liste des étudiant·e·s de Je te tiendrai à nouveau informé·e. deuxième année. Your turn! Y ourExprimez turn! le futur dans les phrases suivantes. 16 a. New York City has decided to redevelop the Manhattan site where the Twin 16 Exprimez le futur dans les phrases suivantes. Towers stood. Three towers and a church … (be built) soon. a. New York City has decided to redevelop the Manhattan site where the Twin b. Hurry up! The soccer match … (start). Towers stood. Three towers and a church … (be built) soon. c. When she … (be) older, she … (study) economics at the London School of Econob. Hurry up! The soccer match … (start). mics. c. When she … (be) older, she … (study) economics at the London School of Econod. Next July, I … (visit) Yosemite Park in California. I am looking forward to it! mics. d. Next July, I … (visit) Yosemite Park in California. I am looking forward to it!

14. Should  Formation

14.Should

Conseil should + base verbale Form=ation

Reproche = should + have + participe passé

YConseil ou should apply for moreverbale Ivy League universities – Repr With oche three =Asshould at your+A-lev from a British haveels = should + base + participe passépublic and not just one! school, you should have applied for Oxbridge. Tu devrais env o y er ta candidatur e à dav antage d ’univ ersi Avthr ec ee troisAsAat auyA-lev el réussi ée You should apply for more Ivy League universities – With our A-lev elsdans fromune a Bécole ritishpriv public tés de la I vy League – et non pas à une seule ! britannique, tu aurais dû postuler pour l ’univ ersité and not just one! school, you should have applied for Oxbridge. Tu devrais envoyer ta candidature à davantage d’universités de la Ivy League – et non pas à une seule !

dA’Oxfor d ou vec trois A de au Cambridge. A-level réussi dans une école privée britannique, tu aurais dû postuler pour l’université d’Oxford ou de Cambridge.

249

 Emploi Pour formuler un conseil, on emploie le modal should suivi de la base verbale.

 Emploi

You should go now. Tu devrais partir maintenant. Pour formuler un conseil, on emploie le modal should suivi de la base verbale. Tu devrais partir maintenant. Pour xprimergoleno repr on emploie should + have + participe passé. Youeshould w. oche, You should have left earlier. Tu aurais dû partir plus tôt. Pour exprimer le reproche, on emploie should + have + participe passé. You should have left earlier. Tu aurais dû partir plus tôt. Your turn!

Y ourExprimez turn! le conseil ou le reproche selon le contexte. 17 a. I arrived late this morning at my job interview c. Abigail has been ill for the last few days. Exprimez le conseil ou le reproche selon le contexte. 17because of the bus strike. She … (go) to the doctor’s. a. I arrived late this morning at my job interview c. Abigail has been ill for the last few days. d. Claire is planning to work as an air hostess. You … (take) a taxi! because of the bus strike. She … (go) to the doctor’s. b. I would like to pass my exams with distinction. She … (improve) her foreign languages. You … (take) a taxi! d. Claire is planning to work as an air hostess. You … (work) much more! She … (improve) her foreign languages. b. I would like to pass my exams with distinction. You … (work) much more!

15. Le conditionnel : would  Formation

15. Le conditionnel :would

La valeur du conditionnel est formée du modal would suivi de la base verbale.

 Formation

La du conditionnel est formée du modal would suivi de la base verbale.  valeur Emploi Pour formuler une hypothèse en -if, l’anglais a recours à would + base verbale dans la phrase principale  Emploi pour l’irréel du présent, c’est-à-dire encore réalisable. Pour l’irréel du passé (ce n’est plus réalisable), l’anPourutilise formuler unehave hypothèse enparticipe -if, l’anglais a recours à would + base verbale dans la phrase principale glais would , suivi du passé du verbe dans la phrase principale. pour l’irréel du présent, c’est-à-dire encore réalisable. Pour l’irréel du passé (ce n’est plus réalisable), l’anwould glais utilise , suivi+du participe passéIrr du dans = lawould phrase+ principale. Irréel du pr ésenthave = would base verbale éelverbe du passé have + participe passé.

IIrr fO livdu er arriv ed from Oxfor+d base early this after- IIrr f Iéel haddu kno wn that there was a N+ational Exprpassé. ess coach from + have éel présent = would verbale passé = would participe noon, we would go to the Comic Relief tea. London Victoria all the way to Edinburgh, i Oer livarriv er arriv d’Oxfor d tôt cet aprthis ès-midi, ’t hav taken the train.a National Express coach from If OSliv edait from Oxfor d early after- Ifwouldn I had kno wnethat ther e was nous irions au goûter organisé par Comic R elief . S i j’av ais su qu ’il y av ait un Express au départ de la gare noon, we would go to the Comic Relief tea. London Victoria all the waybus to N Eational dinburgh, Si Oliver arrivait d’Oxford tôt cet après-midi, I wouldn Victoria à Londr es jusqu ’à E dimbourg, je n’aurais pas pris le train. ’t have taken the train. irions nous au goûter organisé par Comic Relief. Si j’avais su qu’il y avait un bus National Express au départ de la gare If + prétérit Verbe de laàpr oposition en would + base verbale pas pris Victoria Londr es jusquprincipale ’à Edimbourg, je n’aurais le train.

If past perfect (had + participe passé) If + + prétérit If + past perfect (had + participe passé)

Verbe de la proposition principale enwould would + have + Verbe de la proposition principale en + base verbale participe passé Verbe de la proposition principale en would + have + participe passé

Your turn! Y ourComplétez turn! 18 les phrases suivantes par le conditionnel présent ou le conditionnel passé. Complétez les phrases suivantes par le conditionnel présent a18 . If I had known that he was so late, I … (wait) for him! ou le conditionnel passé. b. He … (apply) for another job if he was fired. a. If I had known that he was so late, I … (wait) for him! c. She … (pass) all her exams if she had worked harder. b. He … (apply) for another job if he was fired. d. If I were you, I … (give) him a ring this afternoon. c. She … (pass) all her exams if she had worked harder. d. If I were you, I … (give) him a ring this afternoon.

250

Grammaire

16. La formation des questions  Formation

16. La formation des questions

Les questions directes, en yes / no, se forment en plaçant l’auxiliaire be / have en tête de phrase.

 Formation

Les questions ectes, eenenyes en plaçant l’auxiliaircoming e be / have ase.ket? Question avecdir auxiliair tête/ no de, se phrforment ase Is Charlotte withen us tête to thede phr ea mar Est-ce que Charlotte nous accompagne au marché aux puces ? coming with us to the ea market? Question avec auxiliaire en tête de phrase Is Charlotte Est-ce que Charlotte nous accompagne au marché aux puces ? Question avec verbe lexical – Do en tête de phrase Did she go to the car boot sale yesterday? Est-elle allée à la brocante hier ? Question avec verbe lexical – Do en tête de phrase Did she go to the car boot sale yesterday? Est-elle allée à laàbrl’aide ocante ? e do / does / En revanche, les questions comportant des verbes lexicaux se forment dehier l’auxiliair did en tête de phrase. Il faut aussi bien distinguer le sens des mots interrogatifs dans les questions en do tête / does En les questions comportant verbes lexicaux forment de),l’toujours auxiliaire en Wh-re(vanche, what, which, who, whose, when) et endes How (how long, howse many times, àhol’aide w often de / did en deles phrauxiliair ase. Il faut aussi le bien distinguer le sens des mots interrogatifs dans les questions en phr asetête avant es, selon schéma: Wh- (what, which, who, whose, when) et en How (how long, how many times, how often), toujours en tête de phrWh-/ ase avant es, selon le schéma: How les auxiliair Aux. Sujet Verbe (+ Complément) ?

Wher ew Wh-/ Ho

did Aux.

Wher What doeyou want fordid breakfast?

you Sujet

buy Verbe

smartphone  (+this Complément)

??

you

buy

this smartphone

?

Que veux-tu / voulez-vous pour le petit-déjeuner ?

What do youtimes wantdid forybr H ow many oueakfast? go to London?

Q ue veux-tu / voule ous le petit-déjeuner ? es ? Combien de fois es-tuz-v allé e pour / êtes-v ous allées à Londr

How many times did you go to London? Combien de fois es-tu allée / êtes-vous allées à Londres ? Your turn! Y ourMettez turn! les éléments dans l’ordre pour trouver la question qui convient. 19 a. have – long – you been – how – waiting? 19 Mettez les éléments dans l’ordre pour trouver la question qui convient. b. did – you – when – visit – Madame Tussaud’s, that – museum – well-known – wax – a. have – long – you been – how – waiting? London – in? b. did – you – when – visit – Madame Tussaud’s, that – museum – well-known – wax – c. laptop – many – computers – how – did – the – buy – firm? London – in? d. did – how – you – pay for – this laundry service – much? c. laptop – many – computers – how – did – the – buy – firm? d. did – how – you – pay for – this laundry service – much?

17. La concordance des temps  Emploi

17. La concordance des temps

La concordance des temps est le rapport entre le temps employé dans la proposition principale et  Emploi celui de la proposition subordonnée. La subordonnée complète la principale, elle dépend de celle-ci. La concor dance des tempssecondair est le rapport entrêtr e lee temps employé dans la proposition principale et subordonnée est donc e et peut supprimée. celui de la proposition subordonnée. La subordonnée complète la principale, elle dépend de celle-ci. Le tempsdonnée utilisé dans la proposition donnée va dépendre du temps employé dans la proposition La subor est donc secondairsubor e et peut être supprimée. principale. LeStemps la pr subor e du temps employé dans la proposition he willutilisé come dans to your biroposition thday party , if ydonnée ou inviteva herdépendr . principale. Proposition principale Proposition subordonnée

She will come to your birthday party, if you invite her. LePrtableau suivant indique les règles de concordance des temps pour les subordonnées de condition. oposition principale Proposition subor donnée Le tableau suivant indique les règles de concordance des temps pour les subordonnées de condition.

251

La concordance des temps des phrases en - if La dance des temps des phrases en - if Prconcor oposition principale

Proposition subordonnée

Principale en will Proposition principale He will prepare some lemon meringue cupcakes, Principale Il préparen era will des cupcakes au citron meringués,

Subordonnée au présent Proposition subordonnée

He will prepar e some lemon meringue cupcakes, Principale en would

if theydonnée come onauSunday Subor prétérit

He would prepare some lemon meringue cupcakes,

if they came on Sunday

if they come on Sunday

Subor donnée au présent s’ils·si elles viennent dimanche.

Il préparera des cupcakes au citron meringués,

s’ils·si elles viennent dimanche.

Principale Il préparen eraitwould des cupcakes au citron meringués,

Subor donnée prétérit s’ils·si elles vau enaient dimanche.

He would pr e some lemon meringue cupcakes, Principale enepar would + have + participe passé

if theydonnée came onauSunday Subor past perfect

He would have prepared some lemon meringue cupcakes,

if they had come last Sunday

Il préparerait des cupcakes au citron meringués,

would have + participe Principale passé Il aurait en prépar é des+cupcakes au citron meringués,

s’ils·si elles venaient dimanche.

perfect dimanche dernier. Subor donnée au pastvenu·e·s s’ils·si elles étaient

He would have prepared some lemon meringue cupcakes,

if they had come last Sunday

Il aurait préparé des cupcakes au citron meringués, s’ils·si elles étaient venu·e·s dimanche dernier. Attention à la concordance des temps dans les subordonnées de temps en when.

Les subordonnées de temps comportant un futur ou un conditionnel en français ne correspondent when Attention à la concor des temps dansces lescas subor données temps pas aux mêmes tempsdance en anglais, car dans précis, whende , ainsi queen as soon.as, till et while, ne Les subor données de temps comportant unIlfutur ou un conditionnel en fr ançais ne corr espondent pourr ont pas être suivis de will ni de would. convient donc de noter les ajustements à opér er en when as soon as, till while pas aux mêmes temps en anglais, car dans ces cas précis, , ainsi que et , ne anglais. pourront pas être suivis de will ni de would. Il convient donc de noter les ajustements à opérer en anglais. Subor données de temps en français Correspondance en anglais quand + futur when + présent Subordonnées de temps en français Correspondance en anglais …, quand / dès que tu rentreras de ton cours de cricket. …, when / as soon as you come back from your when quand + futur + pr ésent class. cricket coaching …, quand / dès que tu rentreras de ton cours de cricket. …, when / as soon as you come back from your quand + futur antérieur when + present perfect cricket coaching class. …, quand / dès que tu seras rentrée de ton cours de …, when / as soon as you have come back from your cricket when + pr esent perfect quand + futur antérieur cricket coaching class. …, quand / dès que tu seras rentrée de ton cours de …, when / as soon as you have come back from your quand + conditionnel présent when + prétérit cricket coaching class. …, quand / dès que tu rentrerais de ton cours de cricket.cricket …, when / as soon as you came back from your when quand + conditionnel présent + pr étérit class. cricket coaching …, quand / dès que tu rentrerais de ton cours de cricket.…, when / as soon as you came back from your quand + conditionnel passé when + pluperfect coaching class. …, quand / dès que tu serais rentrée de ton cours de cricket …, when / as soon as you had come back from your cricket. when quand + conditionnel passé + pluperfect cricket coaching class. …, quand / dès que tu serais rentrée de ton cours de …, when / as soon as you had come back from your cricket.

cricket coaching class.

Your turn! Y ourComplétez turn! 20 par le temps qui convient. a. I will give you a ring as soon as I … (finish) my homework. 20 Complétez par le temps qui convient. b. If she … (come) to the community centre today, I would break the news to her. a. I will give you a ring as soon as I … (finish) my homework. c. If Peter … (arrive) at the station earlier, he wouldn’t have missed his train to Reading. b. If she … (come) to the community centre today, I would break the news to her. d. When … (be) at the Millennium Stadium, ask the coach to teach you how to play cricket! c. If Peter … (arrive) at the station earlier, he wouldn’t have missed his train to Reading. d. When … (be) at the Millennium Stadium, ask the coach to teach you how to play cricket!

18. Le discours direct et indirect  Emploi

18. Le discours direct et indirect

252

Le discours indirect obéit à des règles de concordance de temps, ainsi qu’à des ajustements syntaxiques  lorsEmploi du passage du discours direct au discours indirect. Le discours indirect obéit à des règles de concordance de temps, ainsi qu’à des ajustements syntaxiques lors du passage du discours direct au discours indirect.

Si le verbe qui introduit le discours indirect est au présent, les temps ne sont pas modiés. Concordance des temps lors du passage du discours indirect. Si le verbe qui introduit le discours indirect est au pr said, ou personne à qui l’on prétérit, ésents/he , les temps nes/he sonttold pas+modiés. s’adresse pour l’impératif, voici les correspondances: Si le verbe qui introduit le discours indirect est au prétérit, s/he said, ou s/he told + personne à qui l’on s’adresse pour l’impér atif, voici les correspondances: Discours direct> devient >Discours indirect

Grammaire

Concordance des temps lors du passage du discours indirect.

Présent: ‘I am reading history at Durham prétérit: S/he said that s/he wasect reading history at Discours direct> devient >Discours indir

University.’ Présent: ‘I am reading history at Durham Present perfect: ‘I have booked two rooms. ’ University.’

Durham University. prétérit: S/he said that s/he was reading history at pluperfect : S/he said that s/he had booked two Durham University. rooms. Present perfect: ‘I have booked two rooms. ’ pluperfect : S/he said that s/he had booked two Will : ‘I will visit India.’ would : S/he said that s/he would visit India. rooms. Pr étérit : ‘I met him at the Principality Stadium in pluperfect : S/he said that s/he had met him at the Will would : S/he : ‘I will visit India.’ said that s/he would visit India. Cardi .’ Principality Stadium in Cardi .’ pluperfect : S/he said that s/he had met him at the Prétérit : ‘I met him at the Principality Stadium in tell someone + innitive en to : Impératif : ‘Stop watering this plant too much!’ Cardi .’ Principality Stadium in Cardi .’ S/he told him/her/them to stop watering that plant tell Impératif : ‘Stop watering this plant too much!’ too someone much. + innitive en to : S/he told him/her/them to stop watering that plant tooau much. Quelques ajustements syntaxiques lors du passage discours indirect. Lors du passage au discours indirect, certains éléments sont modiés (pronoms, adverbes de temps, Quelques ajustements syntaxiques lors du passage au discours indirect. etc.) lorsque le verbe qui introduit le discours indirect est au prétérit (said). Lors du passage indirect,tomorr certains Exemple: ‘I willaugodiscours to Cambridge ow,’éléments she said. sont modiés (pronoms, adverbes de temps, etc.) lorsqueSleheverbe qui intr le go discours indirect the est follo au prwing étéritday (said said that sheoduit would to Cambridge . ). Exemple: ‘I will go to Cambridge tomorrow,’ she said.

following day SDiscours he said that . dirshe ectwould go to Cambridge the Discours indir ect I, my, mine Discours direct here I, my, mine today here now today tomorrow now yesterday tomorrow three days ago yesterday last night three days ago

he or she, his or her, his or hers Discours indirect there he or she, his or her, his or hers that day there then that day the next (following) day then the day before or the previous day the next (following) day three days before the day before or the previous day the night before three days before

last night

the night before

Your turn! Y ourMettez turn! au discours indirect. 21 a. ‘I’m flying to San Diego next week,’ she said. 21 Mettez au discours indirect. b. ‘I moved to Worthing two weeks ago,’ she said. a. ‘I’m flying to San Diego next week,’ she said. c. ‘We will visit our relatives in San Francisco next year,’ they said. b. ‘I moved to Worthing two weeks ago,’ she said. d. ‘ They phoned us last night,’ they said. c. ‘We will visit our relatives in San Francisco next year,’ they said. d. ‘ They phoned us last night,’ they said.

253

19. Infinitif et gérondif  Emploi

19. Infinitif et gérondif

Verbes suivis de l’innitif

 Emploi

Après des verbes qui expriment un but, quelque chose que l’on cherche à atteindre comme want, plan, Verbes suivis de l’innitif mean, expect, decide, manage, tend, promise, ask…, on emploie l’innitif en to + verbe. Apr ès des quithis expriment quelque l’onlettr cher che à atteindre comme want, plan, I want toverbes translate letter intounEbut, nglish. Je veuxchose traduirque e cette e en anglais. mean, expect, decide, manage, tend, promise, ask…, on emploie l’innitif en to + verbe. Je veux traduire cette lettre en anglais. Verbes prépositions suivis duEgér ondif I wantou to translate this letter into nglish. Le gérondif est la forme du verbe + -ing. Il apparaît là où l’on peut aussi trouver un nom ou un groupe Verbes ou prépositions suivis du gérondif nominal, que ce soit en tant que sujet du verbe ou après une préposition. LeEating gérondif est la forme du for verbe + -ing . Il appar aît là oùlégumes l’on peut trouver un nom ou un groupe vegetables is good your health. Manger des est aussi bon pour la santé. nominal, que ce soit en tant que sujet du verbe ou après une préposition. She is interested in driving this gorgeous sports car. Conduire cette magni que voiture de sports l’intéresse. Eating vegetables is good for your health. Manger des légumes est bon pour la santé. Conduir e cette magni que voitur sports l’intérdéjà esse. OnShe l’utilise aussi apr les verbes tels que lik e, pr et, love … pour exprimer deseéde vénements is inter ested inèsdriving this gorgeous spor tsefer, car. regr expérimentés. OnI like l’utilise aussi apr les verbes swimming . ès J’aime nager. tels que like, prefer, regret, love… pour exprimer des événements déjà expérimentés. I regret buying this dictionary. Je regrette d’avoir acheté ce dictionnaire. I like swimming. J’aime nager. I regret buying this dictionary. Je regrette d’avoir acheté ce dictionnaire. Your turn!

Y ourUtilisez turn! l’infinitif ou le gérondif. 22 a. You must remember … (hand) in your keys at reception when you check-out. 22 Utilisez l’infinitif ou le gérondif. b. I remember … (meet) such nice people at this housewarming party. a. You must remember … (hand) in your keys at reception when you check-out. c. I regret … (tell) you that I won’t able to come next week. b. I remember … (meet) such nice people at this housewarming party. d. She doesn’t like … (drink) hot beverages, but she likes … (drink) a nice cup of tea c. I regret … (tell) you that I won’t able to come next week. whenever she visits England. d. She doesn’t like … (drink) hot beverages, but she likes … (drink) a nice cup of tea whenever she visits England.

20. Used to + Verbe  Emploi

20.Used to + Verbe

Used to + verbe exprime un passé qui indique que la situation présente est différente, contrairement au  Emploi prétérit simple qui ne fait que parler d’un fait au passé sans donner d’indication sur la situation présente. Used to + verbe exprime un passé qui indique que la situation présente est différente, contrairement au Compar ez: qui ne fait que parler d’un fait au passé sans donner d’indication sur la situation présente. prétérit simple

ere was a sh and chip shop opposite my high school.

Compar Il yez: avait un sh and chip face à mon lycée (sous-entendu : je ne sais pas s’il existe encore).

was ato be sh aandsh chip my high ere used andshop chipopposite shop opposite myschool. high school.

IAlutr y av ait ,un shait and monface lycée (sous-entendu : je ne sais:pas s’il existe e). efois il y av unchipshface andàchip à mon lycée (sous-entendu il n’existe plusencor maintenant).

ere used to be a sh and chip shop opposite my high school.

Autrefois, il y avait un sh and chip face à mon lycée (sous-entendu : il n’existe plus maintenant). Your turn!

Y our turn! le révolu (avec used to + V). Exprimez 23 a. I lived in the UK. 23 Exprimez le révolu (avec used to + V). b. There was a wonderful roundabout at the end of Park Street. a. I lived in the UK. c. He smoked 10 cigarettes a day. b. There was a wonderful roundabout at the end of Park Street. d. The tax office had paper records. c. He smoked 10 cigarettes a day. d. The tax office had paper records. 254

Grammaire

21. Formuler des hypothèses  Formation

21. Formuler des hypothèses

On peut formuler une hypothèse à l’aide d’une subordonnée introduite par if.

 Formation

On peut formuler une hypothèse à l’aide d’une subordonnée introduite par if.  Emploi

 Hypothèse Emploipossible If + présent / will au présent Hypothèse possible au présent Hypothèse portant sur le présent Hypothèse portant sur le présent Hypothèse portant sur le passé Hypothèse portant sur le passé

If you arrive at the train station at 3:55, I will pick you up at 4 p.m.

If +Spr / will i tuésent / vous arrives / arrivez à la gare à 15h55, je passerai te / vous prendre à 16h.

If arrive at the train station at 3:55, I will pick you up at 4 p.m. If +ySou pr / would i tuétérit / vous arrives / arrivez à la gare à 15h55, je passerai te / vous prendre à 16h. If you missed this exam, you would not be shortlisted. If +Spr / would i tuétérit / vous ratais / ratiez cet examen, tu / vous ne serais / seriez pas sélectionnées.

If u missed exam, you+would not be shortlisted. If +yohad been this / would have participe passé

Si tu / vous ratais / ratiez cet examen, tu / vous ne serais / seriez pas sélectionnées.

If she had taken a taxi, she would have arrived on time for the graduation ceremony.

If +Shad have / would participe i ellebeen avait pris un taxi, elle+serait arrivéepassé à l’heure pour la cérémonie de remise des diplômes.

If she had taken a taxi, she would have arrived on time for the graduation ceremony. Si elle avait pris un taxi, elle serait arrivée à l’heure pour la cérémonie de remise des diplômes.

Your turn! Y ourExprimez turn! l’hypothèse. 24 a. If you have some free time this afternoon, we … (go) to the second-hand shop. 24 Exprimez l’hypothèse. b. I … (be) delighted if I were invited. a. If you have some free time this afternoon, we … (go) to the second-hand shop. c. I … (make) some mince pies if you come to my place. b. I … (be) delighted if I were invited. d. The postman would have delivered the registered letter, if he … (receive) it. c. I … (make) some mince pies if you come to my place. d. The postman would have delivered the registered letter, if he … (receive) it.

22. La voix passive  Formation

22. La voix passive

Le passif est formé de l’auxiliaire be, suivi du participe passé du verbe. Le complément d’agent, facultatif,  ormation est F introduit par by. Le passif est formé de l’auxiliaire be, suivi du participe passé du verbe. Le complément d’agent, facultatif, y. voix active est introduit paràbla Construction Construction à la voix passive

ey are drivingàthe injuractive ed to the Royal Liverpool Construction e injured are àbeing drivpassive en to the Royal Liverpool Construction la voix la voix University Hospital. university hospital. conduisent les blessé·e·s e Herpool ospitalier e Les blessé·e·s sont conduit·e·s au Centr e HLiv ospitalier eyIls·E arelles driving the injur ed to the au RoCentr yal Liv injur ed are being driven to the Royal erpool U niv ersitair e (CHU) R o yal de Liv erpool. U niv ersitair e (CHU) R o yal de Liv erpool. University Hospital. university hospital. Ils·Elles conduisent les blessé·e·s au Centre Hospitalier Universitaire (CHU) Royal de Liverpool.

 Emplois

Les blessé·e·s sont conduit·e·s au Centre Hospitalier Universitaire (CHU) Royal de Liverpool.

La forme passive s’emploie quand on ne souhaite pas ou quand on ne peut pas indiquer l’identité de la  Emplois personne qui commet l’action. La forme passive s’emploie quand on into ne souhaite pas ou quand on ne peut pas indiquer l’identité de la is terraced house has been broken . personne qui commet l’ action. Cette maison mitoyenne a été cambriolée. (sous-entendu : on ne sait pas qui est le·la coupable).

is terracedahouse oken into . in this new hospital. e patients re veryhas carbeen efullybrlooked after

Cette maison ennedes a été cambriolée. (sous-entendu : on ne(traduction sait pas quiparest“on le·la On prend très mito bienysoin patient·e·s dans ce nouvel hôpital. ” –coupable). le complément d’agent est superu, on compr end qu ’il s ’agit du personnel hospitalier) e patients are very carefully looked after in this new hospital. On prend très bien soin des patient·e·s dans ce nouvel hôpital. (traduction par “on” – le complément d’agent est superu, on comprend qu’il s’agit du personnel hospitalier) 255

Your turn! Y our turn!à la voix passive. 25 Mettez a. The new nurses looked after the elderly people in York. 25 Mettez à la voix passive. b. They are building an arts centre in Philadelphia. a. The new nurses looked after the elderly people in York. c. Bristol has extended the Broadmead Shopping Centre. b. They are building an arts centre in Philadelphia. d. They will send the invoice next week. c. Bristol has extended the Broadmead Shopping Centre. d. They will send the invoice next week.

23. La subordonnée relative Les pronoms relatifs who, which, that et whose permettent d’introduire une proposition subordonnée 23. La subor donn relativ e e de l’antécédent (personne ou chose). relative. Le choix du pronom relatifée dépend de la natur Les pronoms relatifs who, which, that et whose permettent d’introduire une proposition subordonnée r elative. Leom choixrdu pronom dépend de la natur e de l’antécédent (personne ou chose). Pron elatif avrelatif ec ant écédent anim é Who s’emploie avec un antécédent animé, une personne, en position de sujet de la phrase.

 Pronom relatif avec antécédent animé

who has just parked her car, is my neighbour. La femme, qui vient de garer sa voiture, est ma voisine. Whoe s’woman, emploie avec un antécédent animé, une personne, en position de sujet de la phrase. La femme, de garal er omis. sa voiture, est ma voisine. En position dewho complément d’objet dircar ect, ou indir ect, le pr.onom relatifqui estvient en génér e woman, has just par ked her is my neighbour

e man Ø she spoke to is her brother. L’homme à qui elle a parlé est son frère. En position de complément d’objet direct ou indirect, le pronom relatif est en général omis. e man Ø she spoke to is her brother. L’homme à qui elle a parlé est son frère.

 Pronom relatif avec antécédent inanimé

e book, which was on the desk yesterday, is Tom’s. Le livre, qui était sur le bureau hier, est celui de Tom.  Pr onom relatif avec antécédent inanimé e, qui était sur le bureau hier, est celui de Tom. Il s’agit d’unewhich proposition elative écédée une virgule. e book, was onrthe deskappositive yesterday, is, pr Tom ’s. Led’livr

Ils’agit d’une proposition Pron om relatifrelative that appositive, précédée d’une virgule. Le pronom relatif that s’emploie indifféremment avec une personne ou une chose. Il permet d’introduire  onom relatifthat unePr relative déterminative. Il n’y a pas de virgule avant le pronom relatif. that s’emploie indifféremment avec une personne ou une chose. Il permet d’introduire Le pr relatif e onom train that was cancelled last Monday had a technical problem. Le train qui a été annulé lundi dernier avait un une relative déterminative. Il n’y a pas de virgule avant le pronom relatif. problème technique. e train that was cancelled last Monday had a technical problem. Le train qui a été annulé lundi dernier avait un problème technique. Whose et la possession



Whose est employé pour établir une relation de possession entre deux éléments. Whose et la possession e house whose roof is red is the mayor’s. La maison dont le toit est rouge est celle du maire. Whose est employé pour établir une relation de possession entre deux éléments. e house whose roof is red is the mayor’s. La maison dont le toit est rouge est celle du maire. Your turn!

Y our turn! 26 Complétez par le pronom relatif qui convient: who, which, that, whose. a. The train, … has just left the platform, is the Liverpool one. Complétez par le pronom relatif qui convient: who, which, that, whose. 26 b. Her cricket instructor, … came from Cardiff yesterday, has already gone. a. The train, … has just left the platform, is the Liverpool one. c. The suitcase … was left unattended was finally destroyed by the customs officer. b. Her cricket instructor, … came from Cardiff yesterday, has already gone. d. The mayor … second home was broken into reported to the police. c. The suitcase … was left unattended was finally destroyed by the customs officer. d. The mayor … second home was broken into reported to the police.

256

Grammaire

24. La subordonnée de but  Formation

24. La subordonnée de but

La proposition de but est exprimée par l’innitif en to + base verbale, ou par in order to ou so as to.

 Formation

to + base in orune der subor to ou so as to. La pr oposition, for de but est exprimée pardel’innitif verbale, parpas Attention n’exprime pas l’idée but enen anglais et n’intr oduit ou donc donnée de but. Attention, for n’exprime pas l’idée de but en anglais et n’introduit donc pas une subordonnée de but.  Emploi En cas de sujet identique, on emploie to/ in order to ou so as to.

 Emploi

I went to the station this morning to to/ / inin oror derder to to/ so as soto astake to. the rst train to Glasgow. En casJde sujet emploie e suis alléidentique, e à la gare ceon matin pour prendre le premierou train pour Glasgow. I went to the station this morning to / in order to / so as to take the rst train to Glasgow.

Je suis alléde e àbut la gar e ceintr matin pourpar prendr e le premier trainles pour Glasgo w. sont différents (ici, I/ you). La proposition est oduite so (that) lorsque deux sujets

I have downloaded this app so (that) you ’t get lost in New York. sodon (that) I/ you). La proposition de but estapplication introduitepour parque lesà deux J’ai téléchargé cette tu ne telorsque perdes pas New Ysujets ork. sont différents (ici, I have downloaded this app so (that) you don’t get lost in New York. J’ai téléchargé cette application pour que tu ne te perdes pas à New York. Your turn! Y ourReformulez turn! 27 les phrases suivantes en exprimant le but. a. She is planning to work overtime. She wants to have more money to support her family. 27 Reformulez les phrases suivantes en exprimant le but. b. She has bought a French dictionary for her son. She wants her son to learn French. a. She is planning to work overtime. She wants to have more money to support her family. c. The managers have come to an agreement. They want the staff to stop striking. b. She has bought a French dictionary for her son. She wants her son to learn French. c. The managers have come to an agreement. They want the staff to stop striking.

25. Contraste et concession (while, whereas, though, although ) 25. Contraste et concession while ( ,  Emploi whereas ,though ,although )

While et whereas introduisent la notion d’opposition ou de contraste (alors que, tandis que).

 Emploi

David prefers the English countryside, while his wife prefers the hectic city life.

While et whereas introduisent la notion d’opposition ou de contraste (alors que, tandis que). David préfère la campagne anglaise, alors que/ tandis que sa femme préfère la vie frénétique des grandes villes.

David prefers the English countryside, while his wife prefers the hectic city life.

que/ tandis que sa femme préfère la vie frénétique des grandes villes. Davidaussi préfèrvouloir e la campagne anglaise, alors While peut dire «pendant que».

She was cutting some slices of gammon, while her sister was preparing some jacket potatoes. While peut aussi vouloir dire de «pendant que».pendant que sa sœur préparait des pommes de terre en robe des champs. Elle coupait des tranches jambon braisé, She was cutting some slices of gammon, while her sister was preparing some jacket potatoes.

quedonnée coupait dessont tranches de jambon braisé, pendant sa sœur pr des pommes de terrdir e en robe des champs. ThoughElle et although utilisés pour formuler une subor deéparait concession et veulent e «bien que. »

A lot of for eign students are applying for Oxbridge, though / although it is di cult to be shortlisted. Though although et sont utilisés pour formuler uneleur subor donnéeede veulent «bien que.bien » que Beaucoup d’étudiant·e·s étrangers·èr es envoient candidatur auxconcession universités det’Oxfor d etdir deeCambridge, soiteign di cile d’être ar sélectionné. A lotcela of for students e applying for Oxbridge, though / although it is di cult to be shortlisted. Beaucoup d’étudiant·e·s étrangers·ères envoient leur candidature aux universités d’Oxford et de Cambridge, bien que cela soit di cile d’être sélectionné. Your turn! Y ourComplétez turn! 28 par whereas, while, ou although. a. I will accept this proposal, … it doesn’t suit me. Complétez par whereas, while, ou although. 28 b. He fell off the chair, … he was repairing the lamp. a. I will accept this proposal, … it doesn’t suit me. c. … it is too late, you can still send your application, who knows? b. He fell off the chair, … he was repairing the lamp. d. I prefer living in the countryside, … my sister prefers cities. c. … it is too late, you can still send your application, who knows? d. I prefer living in the countryside, … my sister prefers cities.

257

26. Les verbes d’état, like, think, imagine, feel…  Formation

26. Les verbes d’état,like ,think ,imagine ,feel …

Certains verbes, appelés «verbes d’état», sont généralement conjugués au présent simple et  Formation s’emploient dicilement au présent en be + V-ing, notamment les verbes d’état liés à l’existence ou à Certains verbes, verbesou d’état », sont génér alement au prappel ésent aux simple ettels que l’imagination, les appelés verbes d’«opinion de sentiment, ainsi que lesconjugués verbes faisant sens be -ing s’ emploient dicilement au pr ésent en + V , notamment les verbes d’ état liés à l’ e xistence ou à l’odorat (smell), la vue (see), l’ouïe (hear)… l’imagination, les verbes d’opinion ou de sentiment, ainsi que les verbes faisant appel aux sens tels que l’ odor at (smell), la vue (see), l’ouïe (hear)… Emploi Voici les verbes les plus fréquents:

 Emploi

VVoici les verbes lesàplus fréquents: erbes d’état liés l’existence ou à l’imagination Verbes d’état liés à l’existence V erbes d’opinion ou à l’imagination

be (être), exist (exister), forget (oublier), imagine (imaginer), seem (sembler), look (avoir l’air), remain (rester) be (être), exist (exister), forget (oublier), imagine (imaginer), seem (sembler), believ(av e (croire), think (penser), understand (comprendre), know (savoir), look oir l’air), remain (rester) mean (vouloir dire), remember (se souvenir) Verbes d’opinion believe (croire), think (penser), understand (comprendre), know (savoir), Verbes de sentiment like (aimer) , dislike (ne pas aimer), love (adorer), prefer (préférer), mean (vouloir dire), remember (se souvenir) fear (craindre), hate (détester), envy (jalouser) Verbes de sentiment like (aimer), dislike (ne pas aimer), love (adorer), prefer (préférer), Verbe de perception involontaire see (v(craindr oir), hear (entendr e), feel (avoir(jalouser) l’impression), smell (sentir), taste (goûter) e), hate (détester) fear , envy VIerbe de per ception , feel see what you mean.involontair Je vois ce eque see tu (v / voir) ous, vhear eux (entendr / vouleze)dir e. (avoir l’impression), smell (sentir), taste (goûter)

I see what you mean. Je vois ce que tu / vous veux / voulez dire. Your turn!

Y ourComplétez turn! par un verbe d’état. 30 a. I … (see) you have already finished. Take a rest now! 30 Complétez par un verbe d’état. b. I … (understand) what you mean. a. I … (see) you have already finished. Take a rest now! c. I can … (hear) her playing the piano. b. I … (understand) what you mean. d. She … (think) that it’s easy to translate this text into English. c. I can … (hear) her playing the piano. d. She … (think) that it’s easy to translate this text into English.

258

Grammaire

Verbes irréguliers Verbes irréguliers Base verbale

Prétérit

Participe passé

Traduction

Base verbale Trois formes identiques

Prétérit

Participe passé

Traduction

bet /e/

bet /e/

bet /e/

parier

burst bet /e//:/ cast burst/:/ /:/

burst bet /e//:/ cast burst/:/ /:/

burst bet /e//:/ cast burst/:/ /:/

éclater parier jeter éclater

4 3 54

cost // cast /:/ cut cost// //

cost // cast /:/ cut // cost //

cost // cast /:/ cut // cost //

coûter jeter couper coûter

65 76

hit cut/i/ // hurt hit /i//:/

hit cut/i/ // hurt hit /i//:/

hit cut/i/ // hurt hit /i//:/

fr apper couper fair e mal fr apper

8 7 98

let /e//:/ hurt put // let /e/

let /e//:/ hurt put/e/ // let

let /e//:/ hurt put/e/ // let

laisser, louer faire mal mettre, louer poser laisser,

10 9 11 10

rput ead// /i:/ shut read // /i:/

read// /e/ put shut read // /e/

read// /e/ put shut read // /e/

lire e, poser mettr fermer lire

11

shut //

shut //

shut //

fermer

1 21 32

Trois formes identiques

Prétérit et participe passé identiques bend /e/

bent /e/

bent /e/

(se) courber

bring bend /i/ /e/ build /i/ bring /i/

brought bent /e/ /:/ built /i/ /:/ br ought

brought bent /e/ /:/ built /i/ /:/ brought

apporter (se) courber construir apportere

burn build /:/ /i/ buy /a/ burn /:/

burnt built /i//:/ bought/:/ /:/ burnt

burnt/i//:/ built bought/:/ /:/ burnt

brûler e construir acheter brûler

catch /æ/ buy /a/ cr eep /æ/ /i:/ catch

caught bought /:/ /:/ cr ept /e/ caught /:/

caught bought/:/ /:/ cr ept /e/ caught /:/

attr aper acheter ramper attr aper

deal creep/i:/ /i:/ dig /i/ deal /i:/

dealt crept /e/ /e/ dug // dealt /e/

dealt crept /e/ /e/ dug // dealt /e/

distribuer ramper cr euser distribuer

21 20 22 21

dr digeam /i/ /i:/ feed /i://i:/ dream

dreamt dug // /e/ fed /e/ /e/ dreamt

dreamt dug // /e/ fed /e/ /e/ dreamt

rêveuser er cr nourrir rêver

23 22 24 23

feel feed/i:/ /i:/ ght /a/ feel /i:/

felt fed /e/ /e/ fought felt /e/ /:/

felt fed /e/ /e/ fought felt /e/ /:/

sentir, nourriréprouver combattr sentir, épreouver

25 24 26 25

nd ght/a/ /a/ ee /i:/ nd /a/

found /a/ fought /:/ ed /e/ found /a/

found /a/ fought /:/ ed /e/ found /a/

trouver e combattr fuir trouver

27 26 28 27

for eeecast /i:/ /:/ get /e/ /:/ forecast

forecast ed /e/ /:/ got // /:/ forecast

forcast ed /e/ /:/ got // /:/ forcast

pronostiquer fuir obtenir pronostiquer

29 28 30 29

have /æ/ get /e/ hear have // /æ/

had// /æ/ got hear/æ/ d /:/ had

had// /æ/ got hear/æ/ d /:/ had

avoir obtenir entendre avoir

31 30 32 31 33 32

hold hear // // khold eep // /i:/

held d/e/ hear /:/ kheld ept /e/ /e/

held d/e/ hear /:/ kheld ept /e/ /e/

tenir e entendr gar tenirder

lay /e/ keep /i:/ lead /i:/ lay /e/

laid kept/e/ /e/ led /e/ laid /e/

klaid ept/e/ /e/ led /e/ laid /e/

étendr gar dere conduir étendre e

learn /:/ lead /i:/ leave /i:/ learn /:/

learnt led /e//:/ left /e//:/ learnt

learnt led /e//:/ left /e//:/ learnt

appr endr conduir ee quitter apprendre

38 37

lend leave/e/ /i:/ light /a/ lend /e/

lent/e/ /e/ left lit /i/ lent /e/

lent/e/ /e/ left lit /i/ lent /e/

prêter quitter allumer, pr êter éclairer

38

light /a/

lit /i/

lit /i/

allumer, éclairer

12 13 12 14 13 15 14 16 15 17 16 18 17 19 18 20 19

34 33 35 34 36 35 37 36

Prétérit et participe passé identiques

259

Prétérit et participe passé identiques 39 40 39 41 40 42 41 43 42 44 43 45 44 46 45 47 46 48 47 49 48 50 49 51 50 52 51 53 52

lose /u:/

lost //

lost //

perdre

mak /e/ lose e/u:/ mean /i:/ make /e/

made lost ///e/ meant /e/ made /e/

made lost ///e/ meant /e/ made /e/

fairdr ee per signier faire

meet mean/i:/ /i:/ o verhear meet /i:/ // // //

met /e//e/ meant overhear met /e/ d // // /:/

met /e//e/ meant overhear met /e/ d // // /:/

(se) rencontrer signier entendr e par (se) rencontr er hasard

pay /e/ // // // overhear say /e/ pay /e/

paid /e/ d // // /:/ overhear said /e/ paid /e/ sold // said /e/

paid /e/ d // // /:/ overhear said /e/ paid /e/ sold // said /e/

payer entendre par hasard dir e payer vendr dir e e

sent // /e/ sold shone sent /e///

sent /e/ sold // shone sent /e///

envo vendryer e brilleryer envo

shot // shone // sat /æ/ shot //

shot // shone // sat /æ/ shot //

tirer (fusil) briller êtrer e assis tir (fusil)

slept /e/ sat /æ/ slid /i//e/ slept

slept /e/ sat /æ/ slid /i//e/ slept

dormir êtr e assis glisser dormir

smelt slid /i//e/ spelt /e/ smelt /e/

smelt slid /i//e/ spelt /e/ smelt /e/

sentir glisser(odeur) épeler(odeur) sentir

spent/e/ /e/ spelt spat spent/æ/ /e/

spent /e/ spelt /e/ spat /æ/ spent /e/

dépenser épeler cracher dépenser

stood/æ/ // spat stuck stood// //

stood/æ/ // spat stuck stood// //

êtracher e debout cr coller être debout

stung // stuck // struck // stung //

stung // stuck // struck // stung //

piquer coller frapper piquer

swept struck /e/ // swung // swept /e/

swept /e/ struck // swung // swept /e/

balayer fr apper (se) balancer balayer

taught swung /:/ // told // taught /:/

taught swung /:/ // told // taught /:/

enseigner (se) balancer raconter enseigner

thought told ///:/ understood thought /:/ // // //

thought told ///:/ understood thought /:/ // // //

penser raconter comprendre penser

wept /e/ understood // // // won // wept /e/

pleur erendre compr gagner pleurer

Prétérit et participe passé identiques

sell /e/ say /e/ send sell /e//e/ shine /a/ send /e/ shoot /u:/ shine /a/ sit /i/ /u:/ shoot sleep sit /i/ /i:/ slide sleep/a/ /i:/ smell /e/ slide /a/

54 53 55 54

spell smell/e/ /e/ spend spell /e//e/

56 55 57 56

spit /i/ /e/ spend stand spit /i//æ/

58 57 59 58

stick stand/i//æ/ sting /i/ stick /i/

60 59 61 60

strik /a/ stinge/i/ sweep /i:/ strike /a/

62 61 63 62

swing sweep/i/ /i:/ teach /i:/ swing /i/

64 63 65 64

tell /e//i:/ teach think tell /e//i/

66 65 67 66

understand // // /æ/ think /i/ weep /i:/ // // /æ/ understand

68 67

win /i//i:/ weep

wept /e/ understood // // // won // wept /e/

68

win /i/

won //

won //

gagner

beat /i:/

beat /i:/

beaten /i:/ //

battre

become beat /i:/ /i/ // come ///i/ // become

became beat /i:/ /i/ /e/ came /e//i/ /e/ became

become/i:/ /i/// // beaten come ///i/ // become

devenir battr e venir devenir

73 72

o vercome come // // // // run over// come // // //

overcame came /e/ // // /e/ roan ver/æ/ came // // /e/

overcome come // // // // run over// come // // //

surmonter venir courir surmonter

73

run //

ran /æ/

run //

courir

arise // /a/

arose // //

arisen // /i/ //

se lever

awak ///a/ /e/ arise e// be /i:/e // /e/ awak

awok //// // arosee// was -wer e /:/ awok// e // //

awok //// arisenen// /i/ // // been /i:///// // awoken

se le réver veiller se êtr se eréveiller

77 76 78 77

bear be /i://e/ begin /i/ /i/ bear /e/

bore// /:/ was -were /:/ began /i/ bore /:/ /æ/

borne/i:/ /:/ been begun /:/ /i/ // borne

supporter êtr e commencer supporter

79 78 80 79

bite /a/ begin /i/ /i/ blo w // bite /a/

bit /i/ /i/ /æ/ began blew bit /i//u:/

bitten begun/i/ /i/ // blo wn // bitten /i/

mor dre commencer souer mor dre

81 80

br /e/ bloeak w //

br // bleok we/u:/

br en// // // blook wn

casser souer

81

break /e/

broke //

broken // //

casser

Deux formes identiques 69 70 69 71 70 72 71

Deux formes identiques

Trois formes différentes 74 75 74 76 75

260

Trois formes différentes

choose /u:/

chose //

chosen // //

choisir

83 82 84 83

do /u:/ /u:/ choose dr /:/ doaw /u:/

did /i/ // chose drew did /i/ /u:/

done //// // chosen drawn// /:/ done

fair e choisir dessiner fair e

85 84 86 85

drink /i/ draw /:/ drive drink /a/ /i/

dr ank /u:/ /æ/ drew drank ove /æ/ // dr

drunk drawn// /:/ driven /i/ drunk // //

boir e dessiner conduir boir e e

87 86 88 87

eat /i://a/ drive fall /i:/ /:/ eat

ate /e/// drove fell /e/ ate /e/

eaten driven/i:/ /i/ // // fallen /:/ // eaten /i:/ //

manger conduire tomber manger

89 88 90 89

y fall/a/ /:/ forbid y /a/ // /i/

ew/e/ /u:/ fell forbade e w /u:/ ///e/

own /:/ //// fallen forbidden o wn //// /i/ //

voler (dans les airs) tomber interdir e les airs) voler (dans

91 90 92 91

for esee// /:/ forbid /i//i:/ for get // /e//i:/ foresee /:/

forsaw /:/ forbade/:/ ///e/ forgot // forsaw /:/// /:/

for eseen /:/ forbidden // /i:/ /i/ // for gotten // // foreseen /:/ /i:/ //

pr évoir inter dire oublier prévoir

93 92 94 93

for // /e/ /i/ forgive get // fr eegive ze /i:/ for // /i/

forgot gave// //// /e/ for fr oze // for gave // /e/

forgotten given // //// for ///i/// fr ozen // for given // // /i/ //

pardonner oublier geler pardonner

95 94 96 95

give /i//i:/ freeze go give// /i/

gave fr oze /e/ // went /e/ gave /e/

given // // frozen/i/// gone // given /i/ //

donner geler aller donner

97 96 98 97

ggo row // // hide grow/a/ //

grew /u:/ went /e/ hid /i/ grew /u:/

grown// // gone hidden /i/ // grown //

croître aller cacher cr oître

99 98 100 99

kno // hidew/a/ lie /a/ know //

101 100 102 101 103 102

mistak lie /a/e /i/ /e/ mo w // mistak e /i/ /e/

kne hid w /i//u:/ lay /e/ knew /u:/ mistook lay /e/ /i/ //

kno wn // hidden /i/ // lain /e/ known // mistak lain /e/en /i/ /e/ //

connaîtr cacher e êtr e allongé connaîtr e se mépr endr être allongé e

mowed // mistook /i/ // outgr ew// /a/ /u:/ mo wed

mown en // mistak /i/ /e/ // outgr wn /a/ // mo wno//

faucher se méprendre devenir trop grand faucher

overdid outgr ew/////i/ /a/ /u:/ o versaw // // /:/ overdid /////i/

overdone ////// outgr own /a/ // o verseen // // /i:/ overdone //////

exagér de venirertrop grand superviser exagérer

o //// ///:/ overtook versaw // verthrew// //// // oovertook

Overtak en// //// /i:/ overseen overthroen wn// // // // Overtak

dépasser superviser renverser dépasser

roode // verthr ew // // rrang /æ/ ode //

ridden //// // // overthr/i/ own rung ///i/ // ridden

aller à cheval/à bicyclette renverser sonner aller à cheval/à bicyclette

ose // rrang /æ/ saw /:/ rose //

risen // /i/ // rung seen risen /i:/ /i/ //

se lever sonner voir se lever

shook // saw /:/ showed // shook //

shak seenen /i://e/ // shown shak en // /e/ //

secouer voir montrer secouer

shr shoank wed/æ/ // sang /æ/ shrank /æ/

shrunk // shown // sung //// shrunk

rmontr étrécirer chanter rétrécir

sank sang /æ/ /æ/ spok e // sank /æ/

sunk sung // // spok en sunk //// //

s’chanter enfoncer, couler s’parler enfoncer, couler

sprang /æ/ spok e // stole // sprang /æ/

sprung spok en // // // stolen // sprung // //

sauter, jaillir parler voler, ober sauter,dér jaillir

swore// /:/ stole swam swore /æ/ /:/

sworn // /:/ // stolen swum sworn // /:/

jurer dérober voler, nager jurer

took swam// /æ/ tor e /:/ took //

tak en /e/ swum // // torn tak en/:/ /e/ //

pr endre nager déchir pr endrer e

threove tor /:/// thro ew thr ve/u:/ //

thrived torn /://a/ thrown /a/ // thrived

prospér déchir erer jeter prospérer

underwent thr ew /u:/ //// /e/ undertook underwent//// ////// /e/

under thr owngone ////// // undertak en//// //// // /e/ // undergone

subir jeter entreprendre subir

wok e // //// // undertook woree /:/ wok //

wok en // undertak en// //// /e/ // worn /:/ woken // //

s’entr éveiller eprendre porter s’éveiller(vêtement)

wrote // wor e /:/

written /i/ // worn /:/

écrire (vêtement) porter

wrote //

written /i/ //

écrire

outgr w /a/ // mow o // 104 verdo 103 o outgr ow/////u:/ /a/ // 105 104 106 105 107 106 108 107 109 108 110 109 111 110 112 111 113 112 114 113 115 114 116 115

o // // /i:/ oversee verdo /////u:/ o //// /i:/ overtak verseee// o // // // overthr vertako ew// ride /a/ow // // // overthr ring ride /i/ /a/ rise /a/ ring /i/ see rise /i:/ /a/ shak e /e/ see /i:/ sho shakwe// /e/ shrink /i/ show // sing /i//i/ shrink sink /i/ sing /i/

117 116 118 117

speak sink /i//i:/ spring /i/ speak /i:/

119 118 120 119

steal spring/i:/ /i/ swear /e/ steal /i:/

121 120 122 121

swim swear/i/ /e/ tak e /e/ swim /i/

123 122 124 123

tear take /e/ /e/ thrive /a/ tear /e/

125 124 126 125

thr ow /a/ // thrive under //// // throw go //

127 126 128 127

undertak ////// /e/ undergo e//// wak e /e/e //// /e/ undertak

129 128 130 129

wear wake /e/ /e/ write /a/ wear /e/

130

write /a/

Grammaire

82

261

Précis de phonologie Il est important de comprendre quelques notions de phonétique (sons) et de phonologie (accentuation et intonation) de l’anglais si l’on veut se faire comprendre d’un anglophone. Ce précis vous aidera à comIl est important compr endre quelques notions de phonétique (sons) et de phonologie (accentuation prendr e les règlesdegénér ales. et intonation) de l’anglais si l’on veut se faire comprendre d’un anglophone. Ce précis vous aidera à comprendre les règles générales.

Précis de phonologie

I. L’alphabet phonétique international de l’anglais AI. nLde savoir comment phon se prononce un mot enint anglais, si vous rencontr ez pour la première ’alphabet étique ernmême ation allede l’an glais fois, vous pouvez vous référer à l’alphabet phonétique, dont la composition pour l’anglais est la suivante : A vo n de savoir comment se 5prtriphtongues ononce un mot en consonnes. anglais, même si les vous le rencontrezphonétiques pour la premièr e 12 yelles, 8 diphtongues, et 24 Voici transcriptions de ces fois, vous pouvez vous à l’intègr alphabet dont la composition pour l’anglais est la suivante : sons, accompagnés d’unréfér moterqui e cephonétique, son. 12 voyelles, 8 diphtongues, 5 triphtongues et 24 consonnes. Voici les transcriptions phonétiques de ces sons, accompagnés d’un mot qui intègre ce son. Audio

CD2 piste 46 n° 134 AMP3 udio CD2 piste 46 MP3 n° 134

12 voyelles 12// voyelles comma le schwa // le // schwa comm bird a // // /i:/ // /e/ /i:/ /æ/ /e/ /æ/

butter

// /:/

utter blau ghter

bbiisc rduit pbea iscuit

// /:/

flau ooghter t jfui oocet

dr ess pea hdraet ss

// /u:/ /:/ //

w tch juiace ch lk waatch

hat

/:/

chalk

/u:/ //

// goat 8 diphtongues /æ/ //

boy

// //

/e/ /æ/

m out th goa bmay outh

/e/ //

nbea oyr pnea earr

/a/ /e/

pr ice bay

// /e/

cpu re ear

/a/

price

//

cure

// /ai/

empl fire oyer /æ/ ouroyer // hempl /æ/ hour

262

/d/ /t/ /k/ /d/

/n/ /m/

vet

/t/ /v/

ch vetat jugat ch

/d/ /t/

d eck tap kitten d eck

/θ/ /d/

g kirl itten m girlap

// /ð/ /l/ // /h/ /l/

/ð/ /θ/ // //

th jugeatre this th eatre sh ell this tr eaell sure sh

CD2 piste 47

/ŋ/ /n/

MP3 n° 135

/s/ /ŋ/

spark uit ing

/j/ /h/

/z/ /s/

/w/ /j/

/f/ /z/

ebra szuit zfilm ebra

u hniversity ospital w ool university

/r/ /w/

rwatool

/f/

film

/r/

rat

CD2 piste 48

n° 136 AMP3 udio CD2 piste 48 MP3 n° 136

/ai/ fire 5 triphtongues

/t/ /b/

b pag et tap b ag

/v/

n metap park n et ing

Audio

5 triphtongues

/b/ /p/

/m/ //

n° 135 AMP3 udio CD2 piste 47

//

MP3 n° 137

// /k/

Audio

8 diphtongues

CD2 piste 49

n° 137 AMP3 udio CD2 piste 49

24 consonnes 24/p/ consonnes pet

//

Audio

// grower /e/ layer // grower /e/ layer

ltradder easure ospital lhadder

Lorsque rencontrez un mot que vous étique ne II. Lavous transcription phon connaissez pas ou un nouveau mot, il est imporLorsque vous ez un vous e, ne tant de cher cherrencontr son sens dansmot un que dictionnair connaisse pasprou un nouveau estprimpormais aussiz sa ononciation. Unmot, mot ilmal onontant de cher cher son sens dans un dictionnair e, cé ne sera pas compris de votre interlocuteur·trice mais aussi sa pr mot mal pr!ononet peut donc êtrononciation. e source de Un malentendu Il imcé ne ser a pas compris de votr e interlocuteur·trice porte également de vérier sur quelle syllabe et peut donc être. sour malentendu Il im- (un porte l’accent Par ceexde emple, a sheep ! /i:p/ vérier sur quelle syllabe porte également de avec un i long, mouton), prononcé porte l’ accent a sheep /i:p/ (un . emple, n’est pas la même Par choseexque a ship Audio i mouton), ononcé avecseunprononce long, /p/ (un prnavir e), qui CD2 piste 50 n° 138 n’est un pasi court. la même chose que a ship AMP3 udio avec CD2 piste 50 /p/ (un navire), qui se prononce MP3 n° 138 De même, l’anglais possède certaines règles d’acavec un i court. centuation de certaines syllabes par rapport De même, l’anglais possède certaines règles d’accentuation de certaines syllabes par rapport 1. Les paires minimales 1. pairqu’ esune minimales Qu’Les est-ce paire minimale ? C’est une paire de mots qui diffèrent Qu’ est-ce qu’ pairson, e minimale uniquement sur une un seul appelé ? C’phonème est une paire».deUnmots diffèrentest « seulqui phonème un seul son, appelé uniquement sur différent, et pourtant la différence de « phonème ». Un seul phonème est sens est grande. Audio différent, et pourtant la différenceCD2depiste 52 n° 140 AMP3 udio sens est grande. CD2 piste 52 MP3 n° 140

Si je prononce une voyelle courte ou longue au lieu de la bonne Si je prononce une voyelle courte prononciation, le sens du mot est ou longue au lieu de la bonne complètement modié. prononciation, le sens du mot est complètement modié.

leave /i:/quitter

live /i/vivre

/i/ /i:/etet/e/ /i/ /æ/ // /i/ etet/e/

tin /i/boîte de conserve /i:/quitter leave cat /æ/ chatde conserve boîte tin /i/

ten /e/ dix e /i/vivr live cut e /e/coupur dix ten //

/:/ /æ/ et /:/ //

cart /:/chat charrette cat /æ/

caught /:/attreapé·e cut //coupur

h/:/ aspiréetou/:/ pas

heat /h/chaleur charrette cart /:/

eat /i:/manger /:/attrapé·e caught

heat /h/chaleur lack /æ/manque

eat /i:/manger lake /e/lac

pier /æ/jetée manque lack // pile //pile jetée pier /a/

pear poire /e//lac lake /e pale /e /e//pâle poire pear

pile /a/pile

pale /e/pâle

h aspir/h/ é ou pas

/æ//h/ et /e/ //æ/ / et /e /e// /e// //a/ / et /e /a/ et /e/

2. Les terminaisons des verbes au prétérit /t/ worked /d/ /id/

decid ed, exploited worked agr eed eded , planned ed, tr decid , eavell xploit

/d/

agreed, travelled, planned

exemple, pour les mots se terminant par -ion, l’acaux terminaisons qu’ilprest bon de-ion connaîtr e (par cent porte sur la syllabe écédant , comme ion epour xemple, pour les mots se terminant par , l’ ac-maîcommunication /kmju.nke.n/). Bien ion cent sur lac’syllabe précédant - sur, comme triserporte ces règles, est pouvoir anticiper l’accencommunication /kmju.nke.n/ pour d’un nouveau mot que vous rencontr).ezBien tuation en maîtriser ces r ègles, c ’ est pouvoir anticiper sur l’ accenle comparant à d’autres mots similaires. tuation d’un nouveau mot que vous rencontrez en En n, il convient de noter que, en phonétique et le comparant à d’autres mots similaires. en phonologie, c’est le son qui prime sur la graEn n,: par il convient en phonétique et phie exemple,deonnoter dira que, a university car univerle son qui prime sur la en phonologie, c ’ est sity /ju:niv:siti/ débute par un son consonne /j/gr ; aphie a university univer: par exemple, on dirathe diffécar on prononcer a par ailleurs A/j/ udio sity /ju:niv:siti/ ; remment dans thedébute applepar /ði/unetson theconsonne CD2 piste 51 the MP3 n° 139 on pr ononcer a par ailleurs difféACD2 udio cherry /ð/. piste 51 the apple /ði/ the MP3 n° 139 remment dans et cherry /ð/.

/i:/ et /i/

2. Les terminaisons des verbes au prétérit

/id/ /t/

aux terminaisons qu’il pr est bon connaîtr e (par et les règles de ondeon ciation

Audio

Phonologie

II. La transcription phonétique et les règles de prononciation

CD2 piste 53

n° 141 AMP3 udio CD2 piste 53 MP3 n° 141

Après le son /k/, -ed se prononce /t/. Après le son /d/ et /t/, je dois prononcer /id/ et -ed se prononce /k/, es -edcas. se prononce /t/. Après le son Apr ès le son /d/ dans les autr /d/ et /t/, je dois prononcer /id/ et -ed se prononce /d/ dans les autres cas.

3. Liens entre orthographe (graphie) et prononciation (son) La langueentr anglaise n’a pasaphe de corr (-oo / a)(son) et partagent pourtant le même son /:/. 3. Liens e orthogr (grespondance aphie) et prononciation D’où l’importance de véri er la prononciation d’un systématique entre l’orthographe d’un mot et sa oo gr/ âce a) et La langue anglaise ’a pas de et corr espondance (pourtant le international, même son /:/ prononciation. D’un ncôté, horse worse ont une mot à l’partagent alphabet phonétique et . D’appr où l’importance de véri erenlamême prononciation systématique e oche l’orthogr aphe et sa orthogr aphe trentr ès pr (-orse ) etd’seunprmot ononcent d’ endre la prononciation temps qued’un horse worse pr ononciation. D’ un côté, et ont une mot gr âce à l’ alphabet phonétique international, et pourtant différemment : /h:s/ et /w:s/. De l’autre, l’orthographe et le sens du mot. orse orthogr trèsont proche ) et se prononcent d’apprendre la prononciation en même temps que door etaphe lawn des (-voyelles bien différentes /h:s/ /w:s/ pourtant différemment : et . De l’autre, l’orthographe et le sens du mot. door et lawn ont des voyelles bien différentes 263

Your turn! Y our turn! E-workbook Recopiez le tableau, puis écoutez les mots enregistrés et classez-les selon hatier-clic.fr/lmu1190 le son entendu dans le tableau. Puis soulignez les différences d’orthographe. Eworkbook Recopiez le tableau, puis écoutez les mots enregistrés et classez-les selon hatier-clic.fr/lmu1190 le son entendu dans le tableau. Puis soulignez les différences d’orthographe. /i/ et /i:/ Classement /i:/ leave • slip • bin • niece • Classement // /i/ et /i:/

heat • sea • fee • cheap leave bin • sheep niece peach ••slip hit • see heat sea • team fee • •cheap lick • •leap chip peach hit wheat •• wit ••see lead • sheep • lid lick leap team chip • • • wheat wit lead lid

•

/æ/ et /:/ /æ/ et /:/

// et /u:/ // et /u:/

// et /:/ // et /:/

/e/ et /ei/ /e/ et /ei/

/æ/ et // /æ/ et //

264

•

• Classement // •• • • Orthographe différente: • Orthographe différente:

•

laugh • tap • lack • bark • Classement /æ/ heart • scar • hat • bat • Classement /æ/ laugh tap •• lack dark • •back mass • •bark mat •• heart cat • park • scar• ban • hat • lap • bat • half • dark back mass mat • • • • Orthographe différente: cat park ban lap half • • • • Orthographe différente:

book • youth • boot • wool • butcher • put • book youth• stool foot ••bull • boot• stood • wool butcher put tuna •• should • •glue • foot juice ••bull few ••stool shoe • stood tuna should glue • • • juice few shoe • •

•

Classement /i:/

Orthographe différente : Orthographe différente : Classement /:/ Classement /:/

Orthographe différente : Orthographe différente :

Classement //

Classement /u:/

Classement //

Classement /u:/

• Orthographe différente:

Orthographe différente :

Orthographe différente:

Orthographe différente :

Classement //

Classement /:/

Classement //

Classement /:/

Orthographe différente:

Orthographe différente :

Orthographe différente:

Orthographe différente :

Classement /e/

Classement /ei/

Classement /e/

Classement /ei/

Orthographe différente:

Orthographe différente :

Orthographe différente:

Orthographe différente :

Classement /æ/

Classement //

worse • horse • hawk • daughter • nurse • prawn • worse raw • early • stir• • • horse• learn • hawk daughter nurse pr awful • turn walk• • • work• •awn rbought aw early • dawn • • bird• learn • stir• • awful turn • work skirt • •water more • walk bought bird dawn • taught ••earn • version skirt water more • • • taught earn version • • beg • bet • bake • say • play • red • raid • wait • beg bacon • great • bet • bake• bell • say• • play make• •red mason • raid• maid • wait• • bacon great bell rainy • •head • •leopard• • make many • mason hate • eight • maid• faith • rainy head leopard • • • many hate eight faith • • • brother • love • candle • mat • sun • son • bat • but brother ugly • blood • love• double • candle• • mat sun son magic• • cat • • cut • bat • but ugly blood double • • • magic cat cut • •

• •

•

Classement /æ/

Classement //

• Orthographe différente:

Orthographe différente :

Orthographe différente:

Orthographe différente :

Audio CD2 piste 54

n° 142 udio  AMP3 CD2 piste 54 MP3 n° 142



1.III. Règles génér ales d’accentuation selon L’ac centuation des m otsle nombre de syllabes L : c’est l’accent qui porter a sur syllabe a cet accent tonique. Il est di cile 1.’accent Règlestonique générales d’accentuation selon le nombr e deporter syllabes l’une des syllabes d’un mot. Dans l’alphabet phod’établir des règles constantes, mais en général, on L ’accentiltonique : c’est l’accent qui porter cet principes accent tonique. nétique, est graphiquement représenté par le a sur rsyllabe etrouveporter les graands suivantsIl :est di cile l’signe une ‘des syllabes d’ un mot. Dans l’ alphabet pho d’ établir des r ègles constantes, mais en général, on avant la syllabe en question : par exemple, • Les adjectifs et les noms de deux syllabes nétique, /bk.lt/ il est graphiquement représenté, par le retrouve les grands principes suivants : booklet , architect /.k.tekt/ economic portent, en général, l’accent tonique sur la signe ‘ avant la syllabe en question : par e x emple, /i.knm.k/. • Les adjectifs et les noms syllabes premièr e syllabe : bookde let,deux backbone, ticket, booklet /bk.lt/, architect /.k.tekt/, economic portent, en génér al, l’ accent tonique sur la Pour quoi l’ accentuation est importante en anglais : b ro ther, li ttle, bi gger, per fect /i.knm.k/. première syllabe : booklet, backbone, ticket, contrairement au français, les mots anglais portent • b Les verbes syllabes sont quant à eux, rother, little,debideux quoi l’tonique accentuation importante en anglais gger, perfect l’Pour accent . Lesestnoms, verbes, adjectifs :et en général, accentués sur la dernière syllabe : contr airement au syllabe français,portent les motsl’anglais adverbes d’une accent portent tonique. verbes • for Lesbid det, deux syllabes sont quant à eux, , collec begin… l’Pour accent tonique . Les noms, verbes, adjectifs et les mots de deux syllabes ou plus, seule une en général, accentués sur la dernière syllabe : adverbes d’une syllabe portent l’accent tonique. forbid, collect, begin… Pour les mots de deux syllabes ou plus, seule une Accent tonique si l’une des quatre catégories = noms, adjectifs, Mot d’une seule syllabe verbes, adverbes Accent tonique si l’une des quatre catégories = noms, adjectifs, Mot d’une seule syllabe En généradverbes al : noms, adjectifs = sur la première syllabe verbes, Mot de deux syllabes -verbes = accent tonique en général sur la deuxième syllabe En général : noms, adjectifs = sur la première syllabe Mot de deux syllabes Une seule=syllabe a l’en accent la terminaison -verbes accent porter tonique génértonique al sur laetdeuxième syllabedu mot Mot de plus de trois syllabes peut vous donner une indication, comme indiqué dans le tableau Une seule syllabe portera l’accent tonique et la terminaison du mot ci-dessous Mot de plus de trois syllabes peut vous donner une indication, comme indiqué dans le tableau ci-dessous Voici les mots qui ne sont pas accentués en général : les articles (a / an/ the…), les prépositions (at / in/ on / by…), les conjonctions (and / or/ but…), l’auxiliaire be et have. Voici les mots qui ne sont pas accentués en général : les articles (a / an/ the…), les prépositions (at / in/ / by…), les conjonctions (and / or/ but…), l’auxiliaire be et have. on 2. Règles générales de l’accentuation de mot selon la terminaison des mots

Phonologie

III. L’accentuation des mots

2. Règles générales de l’accentuation de mot selon la terminaison des mots Mots se terminant par: L’accent se porte sur: ic : mechanic Mots se terminant par: ic : mechanic ion : intention ion : intention ient : efcient ate ient : efcient ate

syllabe précède celle contenant -ic L’La accent sequi porte sur: Exceptions : Catholic, Arabic, arithmetic, arsenic, lunatic, heretic, politics, rhetoric La syllabe qui précède celle contenant -ic Laceptions syllabe placée avant le son -ion Ex Arabic, arithmetic, arsenic, lunatic, heretic, politics, rhetoric : Catholic, Exceptions : dandelion, television La syllabe placée avant le son -ion syllabe qui: dandelion, précède -ient ExLa ceptions television VLa erbe de deux : accent sur la deuxième syllabe : translate syllabe quisyllabes précède -ient Pour les noms : accent sur la première syllabe : the Senate Verbe de deux syllabes : accent sur la deuxième syllabe : translate Exceptions : debate, estate, innate Pour les noms : accent sur la première syllabe : the Senate Mots de plus dede deux syllabes : accent sur l’antépénultième (c’est-à-dire Exceptions : bate, estate, innate deux syllabes avant le son contenant -ate) : accommodate Mots de plus de deux syllabes : accent sur l’antépénultième (c’est-à-dire deux syllabes avant le son contenant -ate) : accommodate

265

IV. L’intonation de la phrase anglaise En phonologie, l’intonation la phrla ase est la mélodie, courbe mélodique, qui, selon qu’elle soit monIV. L’inton ationdede phr ase ou an glaise tante ou descendante, indiquera le sens voulu par le locuteur. En phonologie, l’intonation de la phrase est la mélodie, ou courbe mélodique, qui, selon qu’elle soit montante ou descendante, indiquera le sens voulu par le locuteur. 1. Intonation descendante: 1. Intonation descendante: Intonation descendante pour exprimer: •Intonation Les phrasesdescendante déclaratives pour exprimer: Mary is coming to the party tonight. • Les es à déclar l’impér atif Les or phrdrases atives

Sit down immediately! Mary is coming to the party tonight.

• Les en WhLes questions ordres à l’impér atif

What do you want? Sit down immediately!

• Les ases exen clamatives Les phr questions Wh-

What velywant? day! What adoloyou

• Les phrases exclamatives 2. Intonation montante:

What a lovely day!

2. Intonation montante: Intonation montante pour exprimer: •Intonation Les questions ouvertes enpour yes /eno montante xprimer:

Have you studied in England ?

• ouvertes en yes / no England du ? sens de votre phrase. En Les plusquestions de la phonétique, l’intonation emploHave yée you serastudied aussiinporteuse En plus de la phonétique, l’intonation employée sera aussi porteuse du sens de votre phrase.

V. Les variétés d’anglais dans le monde LeV. lexique yé peut vous e de savoir si vousle êtesm enon présence Les emplo variét és d’permettr anglais dans de de l’anglais britannique ou américain. Le lexique employé peut vous permettre de savoir si vous êtes en présence de l’anglais britannique ou américain.

266

tomato Anglais/tm:t/ britannique

tomato /tmeit/ Anglais américain

lieutenant /leftennt/ tomato /tm:t/ privacy /privsi/ /leftennt/ lieutenant

lieutenant /lu:tennt/ tomato /tmeit/ privacy /praivsi/ /lu:tennt/ lieutenant

schedule /edju:l/ privacy /privsi/ either /aið/ /edju:l/ schedule

schedule /skedl/ privacy /praivsi/ either /i:ð/ /skedl/ schedule

either /aið/

either /i:ð/

Phonologie

La phonétique de certains mots, qui ont pourtant la même orthographe, peuvent aussi être des indicateurs du type d’anglais employé. En effet, certains mots sont prononcés différemment en anglais britanLa phonétique certains mots, quiles ontprincipaux pourtant la même orthographe, peuvent aussi être des indicanique et en anglaisde américain. En voici : teurs du type d’anglais employé. En effet, certains mots sont prononcés différemment en anglais britannique et enbritannique anglais américain. En voici les principaux : Anglais Anglais américain

VI. Des outils pour vous aider à bien prononcer En classe: VI. Des

outils pour vous aider à bien prononcer

•EnLeclasse: tableau d’API (Alphabet Phonétique International) anglais de votre manuel Let’s Meet Up! • que Le tableau d’APIz consulter (AlphabetauPhonétique Inter vous pouve début du Pr écisLet ’ s Meet Up! national) anglais(p. de263) votr.e manuel de phonologie que vous pouvez consulter au début du Précis de phonologie (p. 263). Hors de la classe:

• Les dictionnaires unilingues ou bilingues, au CDI de votre lycée par exemple. • Les dictionnaires unilingues ou bilingues, au CDI • Votre professeur·e d’anglais. de votre lycée par exemple. • Votre professeur·e d’anglais.

Sur internet, Hors de laplusieurs classe:sites peuvent vous aider à bien prononcer un mot anglais. Voici par exemple quatre sites utiles : Sur internet, plusieurs sites peuvent vous aider à bien prononcer un mot anglais. Voici par exemple quatre • https://www.youtube.com : Entrez dans Recher• https://www.macmillandictionary.com : Entrez le sites utiles : cher le mot dont vous cherchez la prononciation mot dans Search. On vous indique si le mot est - • et • dénombr https://www ez dansprRecher https://www .com : Entrez le English pr.youtube.com onunciation ou: Entr American onuncia able.macmillandictionary ou indénombrable, sa prononcia cher Sear ch. motde dont cherche la prononciation mot dans Onphonétique, vous indique si leque motleest tion. le Vous vrievous z trouver unezvidéo où le mot tion, sa transcription ainsi English pr onunciation American pr onuncia et ou dénombr able ou indénombr able, sa pr ononcia est prononcé par un·e anglophone. pluriel pour les dénombrables. tion. Vous devriez trouver une vidéo où le mot tion, sa transcription phonétique, ainsi que le • https://www.wordreference.com : Vous trouve• https://www.linguee.fr : Entrez le mot que vous est prononcé par un·e anglophone. pluriel pour les dénombrables. rez le dictionnaire de Wordreference et celui de recherchez. On vous donne la traduction du • https://www • https://www eferdans ence.com : VVous ouve-z .linguee.fr le motz accéder que vous Collins. Entr.wor ez ledrmot l’onglet. oustrpouve mot en français. En outre,: Entr vousezpouve W or dr efer ence rensuite ez le dictionnair e de et celui de r echer che z. On vous donne la tr aduction du sélectionner les accents suivants : à la prononciation britannique ou américaine, Collins . Entr ez le mot dans l’onglet. VousScottish/ pouvez mot en En outr z accéder US/ UK/ UK-RP/ UK-Y orkshir e/ Irish/ ainsi qu’fràançais. l’utilisation dee,cevous motpouve en conte xte ensuite sélectionner les accents suivants : à la pr ononciation britannique ou américaine, US Southern/ Jamaican. dans une phrase en anglais, suivie de sa US/ UK/ UK-RP/ UK-Yorkshire/ Irish/ Scottish/ ainsi qu’à l’utilisation de ce mot en contexte traduction. US Southern/ Jamaican. dans une phrase en anglais, suivie de sa traduction.

267

Fiches de méthodologie Fiches de méthodologie

Pour mieux travailler Comprendre une consigne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Pour1.mieux travailler .......................................................................................................

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 1. Mémoriser Comprendre. . . .une consigne 269 ........................................................................................................................................... 3. Relire un devoir écrit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 2. Mémoriser 270 4. traducteur 3. Utiliser Relire unundevoir écrit ou un dictionnaire en ligne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 272 .................................................. 5. aire une internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 4. FUtiliser unrecherche traducteur ou un dictionnaire en ligne 274 ....................................................................................................................

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5. Faire une recherche internet

276

Pour réaliser les projets Repérer une fake news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 Pour6.réaliser les projets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7. unefake image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 6. Analyser Repérer une news 278 ....................................................................................................................... 8. 280 7. Analyser Analyser un unetableau image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 9. scène de film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 8. Analyser Analyser une un tableau 280 ....................................................................................................... 10. Poster sur lesscène réseaux sociaux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 9. Analyser une de film 281 ......................................................................................................................

11. une . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 10. Réaliser Poster sur lesvidéo réseaux sociaux 282 ....................................................................................................................... 12. outilsune TICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 11. Les Réaliser vidéo 284 ............................................................................................

13. availler groupe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 12. Tr Les outils en TICE 286 .................................................................................................................................

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13. Travailler en groupe

288

Pour vous entraîner dans les différentes activités langagières Médiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Pour14. vous entraîner dans les différentes activités langagières .......................................................................................................................................... 15. Compréhension orale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 14. Médiation 289 ................................................................................................................ 16. 15. Compréhension Compréhension écrite orale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 290 17. oraleécrite en interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 16. Expression Compréhension 292 ......................................................................................... 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 17. Expression Expression or orale ale en en continu interaction 294 ..............................................................................................................

19. encontinu interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 18. Expression Expression écrite orale en 296 ........................................................................................ 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 19. Expression Expression écrite écrite .en interaction 298 .................................................................................................

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20. Expression écrite

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300

Méthodologie

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1 Comprendre une consigne

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1 Comprendre une consigne Les consignes sont des instructions qui ont pour rôle de guider le travail sur un document oral ou écrit, pour réaliser une tâche orale ou écrite. Elles sont formulées à l’aide d’un verbe à l’impératif. Les consignes sont des instructions qui ont pour rôle de guider le travail sur un document oral ou écrit, Elles progressent généralement du repérage à la réalisation d’une production orale ou écrite personpour réaliser une tâche orale ou écrite. Elles sont formulées à l’aide d’un verbe à l’impératif. nelle. Dans ce manuel, chaque document fait l’objet de 3 à 5 questions. Elles progressent généralement du repérage à la réalisation d’une production orale ou écrite personnelle. Dans ce manuel, chaque document fait l’objet de 3 à 5 questions. 1 Pour commencer, vous rencontrerez des consignes de repérage ou d’identication d’éléments signicatifs 1 ou Pour commencer, vousCes rencontr erez des consignes sur dans un document. consignes demandent de un repér age ou d’identication d’éléments signicatifs qu’ rele vé soit effectué avec les verbes ci-contr e, sur ou dans un document. Ces consignes demandent qui attirent votre attention sur des éléments précis qu’un relevé soit effectué avec les verbes ci-contre, du document. qui attirent votre attention sur des éléments précis du document.

2 À partir du relevé ou repérage de mot(s) ou expression(s) effectué, un travail d’analyse 2 d’interpr À partir étation du relevé ou êtr repér age deOn mot(s) ou ou peut e réalisé. expression(s) effectué, un tr d’analyse vous demande de produir e avail des énoncés ou d’interpr peut êtresur réalisé. On complets enétation prenant appui les élé vous demande de pr oduir e des énoncés ments que vous avez repérés. Ce travail complets enavec prenant appui ci-contr sur les élé est indiqué les verbes e. ments que vous avez repérés. Ce travail est indiqué avec les verbes ci-contre.

Pick out words or expressions Pick out words Spot or expressions Find out elements Spot Choose Find out elements Select Choose Match Select Match

Deduce Explain why Deduce Analyse Explain why Show how Analyse Sum up Show how Justify with a quote Sum up Justify with a quote

3 À ce stade, un travail de reformulation ou de synthèse de mots ou d’expressions du document 3 Àvous ce stade, un travail de reformulation ou de e. peut être demandé avec les verbes ci-contr synthèse de mots ou d’expressions du document peut vous être demandé avec les verbes ci-contre.

Rephrase Sum up / Recap Rephrase Sum up / Recap

4 Ce travail d’analyse ou d’interprétation effectué, un travail de production personnel en lien avec le 4 Ce travail d’analyse étationpr effectué, document étudié vous ou est d’interpr généralement oposé. un travail de pr oduction personnel en lien avecil le Sans le repér age, l’analyse et la reformulation, document étudié vous est génér alement oposé. n’aurait pas été possible. Vous le trouverepr z dans les Sans le repér age, l’analyse etles la rverbes eformulation, consignes commençant par ci-contrile. n’aurait pas été possible. Vous le trouverez dans les consignes commençant par les verbes ci-contre.

Write Say Write Imagine Say Create Imagine Take part in Create Take part in 269

Fiche N°

2 Mémoriser

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Les 3 règles d’or …

2 Mémoriser

… Les …

La mémoire

…

On distingue la mémoire à court terme (savoir son cours pour e oir qui suit, voire pour le lendeLa ml’heur ém eà court On distingue la mémoir e main) et la mémoire à long termeterme (pour (savoir la tâcheson cours pour qui suit, e pour le lendenale, pour l’heur le bac,e pour vosvoir études…). Il est donc main) et la de mémoir e à long (pour tâche important multiplier les eterme xercices de la mémorinale, pour le bac, pour vos études…). Il est donc sation et de réviser fréquemment. important de multiplier les exercices de mémoriPour mémoriser quelque chose, mieux vaut l’avoir sation et de réviser fréquemment. compris. Donc n’hésitez pas à poser des questions quelque chose, mieux l’avoir àPour votrmémoriser e professeur·e et prene z des notesvaut pour compris. Donc n ’hésite z pas à poser des questions pouvoir les relire plus tard. à votre professeur·e et prenez des notes pour pouvoir les relire plus tard.

… …

Triez règles ganise z 3Orrie z T Relie z z rganise O eliez R

d’or

Entraînez-vous à l’aide des Memory Challenges proposés dans le manuel et avec les activités Challenges Entr aînez-vous à l’aide desrMemory ludiques de la plateforme eussirenlangue.fr qui proposés dansdes le manuel lesdu activités vous propose outils deetréavec vision lexique, ludiques de la plateforme reussirenlangue.fr de la grammair e et de la phonologie. Celle-ci qui vous pr opose des outils de r é vision du xique, épermettra en outre de tester votrelecompr de la grammair e et de la phonologie. Celle-ci hension de certains documents. Utilise z les liens vous permettr a en outr e de tester votr e compr Quizlet pour mémoriser puis réviser régulièr e-éhension de certains documents. Utilisez les liens ment le vocabulair e de chaque séquence. Quizlet pour mémoriser puis réviser régulièrePour rendre les révisions entre ami·e·s plus amument le vocabulaire de chaque séquence. santes, vous pouvez aussi créer vos propres Pour rendrsur e les révisions concours Kahoot.it . entre ami·e·s plus amusantes, vous pouvez aussi créer vos propres concours sur Kahoot.it.

Le traitement des informations Il est toujours plus facile d’apprendre lorsque les Appliquez la méthode TOR ! Appliquez choses sont clair es. Cela commence natur ellemots-clés : Trier - Organiser - Relier Trois mots-clés Le traitement des informations Il est toujours plus facile d’appr endre lorsque les ment par la tenue de votr e support (cahier ou Appliquez la méthode TOR ! Appliquez Triez cecequi quiestestutile utileetetcecequi quinenel’est l’est choses sont clair es.e Cela natur elle-e et classeur). Plus votr prisecommence de notes ser a clair mots-clés : Trier - Organiser - Relier Trois mots-clés pas. Inutile de retenir tout le vocabulaire ment parée la, tenue votr e support ou structur et plusde vous pourr ez appr(cahier endre eTriez cecequi utile qui utileetetcele cequi quinenel’est l’este d’un texte parestest exemple, vocabulair classeur). Plus votrez prise notes sera clair e et cacement. N’hésite pas à de illustr er certains propos pas. Inutile de r etenir tout le vocabulair e structur et plus vous pourrez appr eou mots ée de, vocabulair e. Respecte z un endr codeede d’un texte par exemple, le vocabulaire cacement. z pas eux·se à illustr.er certains propos couleurs etN’hésite soyez rigour Organisez les connaissances, c’est-à-dire ou mots de vocabulaire. Respectez un code de regroupez-les par thème, par catégorie, Pour mémoriser et être capable de restituer les couleurs et soyez rigoureux·se. Organisez les connaissances, c’est-à-dire par ressemblance, etc. connaissances dans plusieurs semaines, plusieurs r egr oupez-les par thème, par catégorie, Pour mémoriser et êtr e capable restituer mois ou même des années plus de tard, classezles et Reliez les éléments en établissant des par ressemblance, etc. connaissances dans plusieurs semaines, plusieurs reliez les informations nouvelles à ce que vous liens logiques entre ce qui est nouveau et mois ou même Reliez les éléments en établissant des connaisse z déjà.des années plus tard, classez et ce que vous connaissez déjà. reliez les informations nouvelles à ce que vous liens logiques entre ce qui est nouveau et connaissez déjà. ce que vous connaissez déjà.

Les trois principaux modes de mémorisation

270

Nous apprenons tous de façon différente en faisant appel à nos sens (souvent l’ouïe et la vue mais parfois aussi tr par ois le mouvement). Les principaux modes de mémorisation Nous apprenons tous de façon différente en faisant appel à nos sens (souvent l’ouïe et la vue mais parfois aussi par le mouvement). Essaye Essayez z tous ces moyens Mémoire visuelle ? et voyez lequel / lesquels Lisez et écrivez, dessinez, associez des Essaye Essayez tous ces moyens Mémoire visuellevisuelles ? vous convien(nen)t le coznvien(nen)t images mentales à ce que vous deet voyez lequel / lesquels Lisez et écrivez, dessinez, associez des mieux. La lecture seule ne vez retenir (ex : mémorisez des prépositions vous convien(nen)t convien(nen)t le images mentales visuelles à ce que que vous dede lieu en visualisant un lieu précis mieux. La lecture seule ne vez retenir (ex : mémorisez des prépositions vous aimez). de lieu en visualisant un lieu précis que vous aimez).

Ces types de mémoire sont complémentaires: vous devez repérer le moyen qui vous convient le mieux, mais ne devez pas négliger les autres. Ces types de mémoire sont complémentaires: vous devez repérer le Pour qu’un apprentissage soit utile, il faut bien sûr avoir compris, moyen qui vous convient le mieux, mais ne devez pas négliger les autres. mais aussi passer par la répétition espacée. Comme pour les grands Pour qu’un appr soitentr utile,aîner il fautrégulièr bien sûr avoir pour compris sportifs·ves, vousentissage devez vous ement être, mais aussi la répétition espacée Comme pour les grands capable depasser retenirpar quelque chose sur le long .terme. sportifs·ves, vous devez vous entraîner régulièrement pour être capable de retenir quelque chose sur le long terme.

Mémoire kinesthésique ? Lisez puis récitez à voix Mémoire kinesthésique haute, en mar chant, en ? Lisez puisenrécitez voix dansant, faisantàdes haute, en mar chant, en les gestes associés (comme dansant, en appr faisant des un acteurs qui ennent gestes associés (comme les texte). acteurs qui apprennent un texte). nUtilisez des Post-it® pour

Méthodologie

Mémoire auditive ? Lisez à haute voix, répéMémoire auditive tez en chantant, enr?egisLisez à haute voix,e smartrépétr ez-vous sur votr tez en chantant, enr egisphone et réécoutez dès que tr ez-vous sur votre smartvous pouvez. phone et réécoutez dès que vous pouvez.

® noter les points impor-

des Post-it pour tants etz mette z-les dans nUtilise des endr où imporvous les noter les oits points verr comme tantsezetsouvent, mettez-les dans par xemple survous la porte des eendr oits où les de e chambrcomme e! verrvotr ez souvent, par exemple sur la porte de votre chambre !

Les outils Les mind maps

Les zoutils Fabrique des aides visuelles du type carte mentale, sur support O  Lesmind maps papier ou numérique. Xmind8 Fabriquez des aides visuelles du type carte mentale, sur support O  Popplet Classez les éléments selon leur importance à l’aide de titres. papier ou numérique. Xmind8 Mindnode Faites ressortir les éléments-clés: utilisez un code de couleurs opplet Vocabulary PBox pour tablettes Classez les éléments selon leur importance à l’aide de titres. Mindnode vives, surlignez, soulignez, encadrez, entourez d’un cercle … Vocabulary Box pour tablettes Faites ressortir les éléments-clés: utilisez un code de couleurs vives, surlignez, soulignez, encadrez, entourez d’un cercle … thèmeauaucentre centred’un d’uncercle cercle. Dessinez les branches principales et indiquez Placez lelethème les les titreess au bout de chaque branche. En dessous de chaque titre, listez le vocabulaire, thèmeauaucentre centred’un d’uncercle cercle. Dessinez les branches principales et indiquez Placez lelethème les les titreess au bout de chaque branche. Lire, Photographier, Écrire, En dessous de chaque titre, listez le vocabulaire, Fiches aide-mémoire Cartes mentales

Se créer des images mentales Lire, Photographier, Écrire, Se créer des Vu images e mentales

Mouvement Mouvement

Vue

Modes

Lire, Marcher, Faire des gestes, Danser Modes Ouïe Lire, Marcher, Faire des gestes, Danser Lire, Enregistrer, Écouter,

Ouïe

Répéter en chantant Lire, Enregistrer, Écouter, Répéter en chantant

Cartes mentales

Mémorisation

Stratégies

Fiches aide-mémoire

Stratégies Répertoire Répertoire

Mémorisation TOR

Trier Trier

TOR

Relier Relier Organiser Organiser

Les ches thématiques et répertoires Vous pouvez faire des ches par thème, axe ou séquence, comprenant du lexique, des idées, des faits Les ches thématiques et répertoires culturels (ou les 3) vus en classe. Ajoutez des titres, des sous-titres, des dessins… qui constitueront des ous es pouve z fair e des ches parpouve thème, axe ou séquence , compr du leun xique, des faits rVepèr pour la mémoir e. Vous z alimenter deux carnets: un enant en anglais, autrdes e enidées, français. culturels (ou les 3) vus en classe. Ajoutez des titres, des sous-titres, des dessins… qui constitueront des repères pour la mémoire. Vous pouvez alimenter deux carnets: un en anglais, un autre en français. Réalisez un lexique classé par ordre alphabétique. Réalisez Réalisez un lexique classé par ordre alphabétique. Réalisez Vous pouvez créer votre propre liste de mots avec leur traduction, leur construction, suivies d’un exemple de phrase incluant le mot. Vous pouvez ajouter la transcription phonéV ous si pouvez propre listededeprononciation. mots avec leur traduction, leur construction, suitique le motcréer posevotr deseproblèmes vies d’un exemple de phrase incluant le mot. Vous pouvez ajouter la transcription phoné-

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3 Relire un devoir écrit Une relecture en 2 temps

Garder le temps nécessaire pour … rGar La ègle d’temps ores der le deux relectur nécessair e (minimum 5pour min)! … deux relectures (minimum 5 min)!

1. Lisez une première fois pour revoir la cohé2. Faites une deuxième lecture en vous concenrence et l’enchaînement des idées. Unglobale e relectur e en 2 tempstrant uniquement sur la langue (orthographe, 1. Lisez une première fois pour revoir la cohé2. Faites une deuxième lectur en vous concengrammair e, syntax e), la mise eneforme (alinéas, Si vous le pouvez, laissez passer quelques minutes rence globale et l’enchaînement des idées. trant uniquement la type langue aphe, pr ésentation proprsur e au de (orthogr sujet: lettr e, diaavant la deuxième lecture pour avoir un regard grammaire, syntaxe), la mise en forme (alinéas, Si vous le pouvez, laissez passer quelques minutes logue, article de journal, etc.) et la ponctuation. neuf. présentation propre au type de sujet: lettre, diaavant la deuxième lecture pour avoir un regard logue, article journal, etc.) et la ponctuation. nPensez à repérer tout au long de l’année les erreurs que vous avede z tendance à fair e fréquemment. neuf. Vériez tout particulièrement ces points dans votre relecture.

nPensez à repérer tout au long de l’année les erreurs que vous avez tendance à faire fréquemment. Vériez tout particulièrement ces points dans votre relecture.

Les Grammy Awards de la grammaire ! Pour éviter les erreurs les plus courantes, voici notre top 10 nÉcoutez les chansons sur internet et les refrains pour retenir des chansons pop anglo-sax onne qui peuvent vous aider . Gr ammy A w ar ds Les de la grammmémorise air edezchansons !langue Écoute z les sur internet les points qu’ils illustrent.et n Pour éviter les erreurs les plus courantes, voici notre top 10 mémorisez les refrains pour retenir des chansons pop anglo-saxonne qui peuvent vous aider. les points de langue qu’ils illustrent. 1. *Anyone Can Play Guitar, by Radiohead 6. I Don’t Wanna Live Forever, by Taylor Swift nLes auxiliair modaux sont toujours suivis de la Can PlayesGuitar 1. *Anyonebase , by Radiohead verbale. auxiliair es modaux toujours suivis de la, (auxilair es modaux : cansont , could , must, may , might nLes base, should verbale. shall , will, would) (auxilaires modaux : can, could, must, may, might, shall, should, will, would)

2. Why Do I Feel so Sad? by Alicia Keys

nUne question se forme généralement selon le 2. Why Do I Feel so Sad? by Alicia Keys

schéma suivant : question forme généralement selon le + (pronom interrse ogatif) + auxiliair e + sujet + verbe nUne complément? schéma suivant : (pronom interrogatif) + auxiliaire + sujet + verbe + complément?

3. Born To Be Wild, by Steppenwolf

nPour exprimer le but («pour» + verbe), on utilise Be Wild 3. Born To to , by Steppenwolf + base verbale. exprimer le but («pour» + verbe), on utilise nPour to + base verbale. 4. Last Christmas I gave you my heart, by Wham nQuand vous racontez un fait passé et daté, vous 4. Last Christmas I gave you my heart, by Wham utilisez le prétérit.

nQuand vous racontez un fait passé et daté, vous utilisez le prétérit. 5. She moves far away, by Alle Farben e nve À la personne du singulier s 3far away, b 5. She mo y Alle Farben

e du présent simple, le verbe prend un -s. À la 3 personne du singulier n du présent simple, le verbe prend un -s.

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nwanna = Live want to (etegonna to) For ver b=ygoing 6. I Don’t W« anna Twill aylor Swift Vouloir » se dit want (et, pas / would ) wanna = want to (et gonna = going to) n  dire « vouloir + want Pour verbe », on utilise want + to + will would « Vouloir » se dit (et pas / ) base verbale. want Pour dire « vouloir + verbe », on utilise + to + base verbale.

7. Single Ladies, by Beyoncé nLes adjectifs ne prennent jamais 7. Single Ladies , by Beyoncé de -s en anglais. nLes-sadjectifs ne prennent jamais de en anglais. 8. People Are Strange, by The Doors nAAu person devient people. repluriel, Strange 8. People , by The Doors Et people est un nom pluriel.

pluriel, person devient people. nAupeople Et est un nom pluriel. 9. Give Peace a Chance, by John Lennon

nDevant un nom employé dans un sens général, a Chance 9. Give Peace , by John Lennon on ne met pas l’article the. yé dans un sens général, nDevant un nom emplothe on ne met pas l’article . 10. The Man Who Never, by Maroon 5 Man Never WHWho renvoie à une Which 10. The n , bpersonne. y Maroon 5 renvoie à une chose ou une idée.

nWH renvoie à une personne. Which renvoie à une chose ou une idée.

Apprenez à créer vos propres check-lists le jour de l’évaluation!

Macheck-list

Pour cela, vous devez vous concentrer sur les consignes. Vous devez en déduire des éléments spéciApprenez à créer vos proprescheck-lists le jour de l’évaluation! ques au devoir. Pour cela, vous devez vous concentrer sur les consignes. Vous devez en déduire des éléments spéciObservez l’exemple ci-dessous: ques au devoir.

Méthodologie

Ma check-list

Observez l’e1xemple ci-dessous: Read this extract from Post-Mortem, by Patricia Cornwell (1990). thethis styleextr of act thefrauthor, write the ,ne chapterCornwell (30-50 lines) and include a questioning. 2 1 In Read om Post-Mortem byxtPatricia (1990).

2 In the style of the author, write the next chapter (30-50 lines) and include a questioning. nVous devrez

donc repérer V devrez le respecter netous schéma narreratif donc repér de auteur·e. le et rl’especter schéma narratif de l’auteur·e.

nIl faudra que ce

chapitre suive l’extrait Il faudr a que cez de vous vene nque lir e et que l’histoir e ait chapitr e suive l’extr soit entez. de que cohér vous vene lire et que l’histoire soit cohérente.

nVous devrez

respecter le V ous de ez evr de nnombr lignes minimum respecter le (et maximum nombr e de ). lignes minimum (et maximum).

nIl vous faudra ajouter des dialogues (dis-

cours direct) et/ou du discours rapporté

Il vousinclur faudr ajouter dialogues e aune scènedes d’interr ogatoir(dise. npour courscela, direct ) et/ou du rapporté Pour vous ne de vrdiscours ez pas oublier de varier les verbes introducteurs . pour inclur e une scène d’interrogatoir e. Pour cela, vous ne devrez pas oublier de varier les verbes introducteurs.

S’il vous est demandé de «rédiger un chapitre à la manière de», vous pouvez en déduire qu’il faudra sûrement utiliser le prétérit simple et donc préciser succinctement la règle sur votre brouillon an de S’ilrovous demandé «rfois édiger unvoir chapitr e à la manière de», vous pouvez en déduire qu’il faudra p cédeest r à la relecturede une le de terminé. sûrement utiliser le prétérit simple et donc préciser succinctement la règle sur votre brouillon an de De cette façon, essayez de rééchir à quatre ou cinq points que vous pourrez vérier lors de vos relectures. procéder à la relecture une fois le devoir terminé. Vous pouvez également vous inspirer de la check-list suivante qui vous propose des pistes sur lesquelles De cette façon, essayez de rééchir à quatre ou cinq points que vous pourrez vérier lors de vos relectures. travailler. Vous pouvez également vous inspirer de la check-list suivante qui vous propose des pistes sur lesquelles travailler.

Ma check-list Est-ce que...

Macheck-list

 j’aiebien traité le sujet, tout le sujet et rien que le sujet ? Est-c que...    

j’ai épondu aux sujet,tions toutposées le sujet?et rien que le sujet ? j’ai rbien traité le ques onsignes (type j’ai compt e ques des ctions posées ? de production, nombre de mots…) ? j’ai trenu épondu aux

 ort de structur er le de voirde ? production, nombre de mots…) ?  j’ai consignes (type j’ai ftait enul’eff compt e des lj’ai esidées idées s’enchaînent-ell es faç onlogique avec ecdes desmots motsde deliaison liaisonetetccee  s’enchaînent-ell es aç les fait l’eff ort de structur erde lde e fde von oir ?logiqueav que je veux dire est-il clair ? les lesidées idéess’enchaînent-ell s’enchaînent-elles esde defaç façon onlogique logiqueav avec ecdes desmots motsde deliaison liaisonetetccee  que j’ai illus tré mon trav ailclair avec?des exemples concrets ? je veux dire es t-il paragr aphes la ligne ? ets ?  ait des  j’ai es concr j’ai fillus tré mon trav ail aven ec allant des exàempl essant antàlelatype de? devoir : références culturelles,  e cont t intér  lj’ai par agraphes en(suiv allant ligne faitenu des es humour, originalité...) ?  le contenu est intéressant (suivant le type de devoir : références culturelles, es répétitions?d’idées ou de mots ?  humour, j’ai évité loriginalité...) une langue riche (c’esou t-à-dir e un?vocabulaire varié, de nouvelles   j’ai vité les répétitions d’idées de mots j’ai éutilisé structures...) ?  j’ai utilisé une langue riche (c’est-à-dire un vocabulaire varié, de nouvelles aphe ?  sj’ai vérifies...) é l’orthogr tructur ?  la ponctuation  j’ai aphe ? (points, virgules...) et mis des majuscules en j’ai rvespecté érifié l’orthogr début de phrase et aux noms propres ?  j’ai respecté la ponctuation (points, virgules...) et mis des majuscules en opr ement et noms  début j’ai écrit lisiblement ? ? depr phr ase et aux propres  j’ai écrit proprement et lisiblement ? 273

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ou un dictionnaire en ligne 4 Utiliser un traducteur ou un dictionnaire en ligne La règle d’or Rechercher des mots pas des phrases! La uniquement, règle d’or Recher cher des mots … uniquement, pas des phrases!

…

La rapidité d’utilisation des outils numériques facilite le travail en anglais et est une aide précieuse– à condition de savoir les utiliser. La rapidité d’utilisation des outils numériques facilite le travail en anglais et est une aide précieuse– à condition de savoir les utiliser.

Les sites de traduction automatique

Les sites de traduction automatique utilisent des robots qui traduisent mot à mot ou par segments de teLes xte. Le logiciel génèrde e une tr traduction en tenant compte deom nombratique eux paramètres identiables par les sittres aduction aut Les sites de aduction automatique utilisent des r obots qui tr aduisent motconte à motxte ou. par segments de robots du site, mais sans jamais replacer les mots et la phrase dans leur texte. Le logiciel génère une traduction en tenant compte de nombreux paramètres identiables par les Vous ne pouvez donc pas vous contenter de reprendre sans aucune vérication préalable le texte obterobots du site, mais sans jamais replacer les mots et la phrase dans leur contexte. nu avec un traducteur automatique. Vous ne pouvez donc pas vous contenter de reprendre sans aucune vérication préalable le texte obteVoici par exemple trois sources d’erreurs possibles avec un traducteur en ligne: nu avec un traducteur automatique. • l’orthographe: «amande» (le fruit) sera traduit almond, mais «amende» (une contravention) sera Voici par exemple trois sources d’erreurs possibles avec un traducteur en ligne: traduit ne. • l’orthographe: «amande» (le fruit) sera traduit almond, mais «amende» (une contravention) sera • les homonymes : «avocat» pourra être traduit soit par avocado s’il s’agit du fruit, soit par lawyer s’il traduit ne. s’agit du métier. • les homonymes: «avocat» pourra être traduit soit par avocado s’il s’agit du fruit, soit par lawyer s’il • les expressions idiomatiques: en français, «elle a encore sauté le repas» donne she jumped again s’agit du métier. the meal (traduction erronée mot à mot) au lieu de she skipped the meal. • les expressions idiomatiques: en français, «elle a encore sauté le repas» donne she jumped again Ces écautions valent également lorsque vous traduise z de l’anglais vers le français: un traducteur theprmeal (traduction erronée mot à mot) au lieu de she skipped the meal. comme ceux cités ci-après vous fournira uniquement une idée globale, rapide et approximative du Ces valent également aduisez dePar l’anglais vers français: un traducteur senspr d’écautions un texte, sans pour autant lelorsque traduirevous corrtrectement. ailleurs, ce le n’est qu’en vous essayant à la comme ceux cités ci-aprque ès vous une idée globale, rapide approximative du des tr aduction «manuelle» vousfournir pourraezuniquement améliorer votr e maîtrise syntaxique, gret ammaticale et lexicale sens d’ un te xte, sans pour autant le tr aduir e corr ectement. Par ailleurs, ce n ’ est qu’ en vous essayant à la deux langues française et anglaise. traduction «manuelle» que vous pourrez améliorer votre maîtrise syntaxique, grammaticale et lexicale des deux langues française et anglaise. Q   https://www.deepl.com/fr/translator Q   http://www.reverso.net https://www .deepl.com/fr/tr anslator https://www .linguee.fr/ http://www.reverso.net https://www.linguee.fr/

Le dictionnaire en ligne bilingue

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Le dictionnaire en ligne est quant à lui un incontournable du travail en et hors la classe, en avoir un dans favoris ou en appli téléchar gée sur le smartphone estgue un must. Ils vous permettront de trouver Lesesdictionn air e en lign e bilin Le dictionnair e en ligned’informations est quant à luisur un incontournable du travail et hors la classe, en avoir un facilement un maximum un mot ou expression queenvous recherchez. must dans ses favoris ou en appli téléchargée sur le smartphone est un . Ils vous permettront de trouver

phonétique du mot. La transcription phonétique du mot.

(un nom commun) La nature du mot (un nom commun) Les sens que prend le mot suivant le Lesconte sensxte. que prend le mot suivant le contexte.

Le fait qu’il soit dénombrable. Le fait qu’il soit dénombrable.

Méthodologie

Par exemple, voici les informations obtenues sur un dictionnaire bilingue lorsque nous cherchons des informations sur le mot desk: Par exemple, voici les informations obtenues sur un dictionnaire bilingue lorsque nous cherchons des desk: La transcription informations Lasur naturlee mot du mot

Nos recommandations de dictionnaires bilingues en ligne: • https://context.reverso.net/traduction/anglais-francais/ Nos recommandations de dictionnaires bilingues en ligne: Avec sa section «Contexte», Reverso vous permet, au moment où vous tapez les mots, de voir appa • https://context.reverso.net/traduction/anglais-francais/ raître des propositions de traductions d’expressions idiomatiques. Avec sa section «Contexte», Reverso vous permet, au moment où vous tapez les mots, de voir appa Ex: Il pleut des cordes.  It’s raining cats and dogs. raître des propositions de traductions d’expressions idiomatiques. • https://www.linguee.fr/ Ex: Il pleut des cordes.  It’s raining cats and dogs. Linguee vous propose des traductions dans leur contexte, vériées par des expert·e·s du milieu concerné • https://www.linguee.fr/ (juridique, médical, etc.)– idéal pour savoir exactement quel mot utiliser en fonction de votre besoin. Linguee vous propose des traductions dans leur contexte, vériées par des expert·e·s du milieu concerné • http://www.wordreference.com/enfr/ (juridique, médical, etc.)– idéal pour savoir exactement quel mot utiliser en fonction de votre besoin. En plus d’être un dictionnaire en ligne, WordReference propose des forums pour diverses langues, où les • http://www.wordreference.com/enfr/ utilisateurs·rices peuvent échanger pour mieux apprendre. En plus d’être un dictionnaire en ligne, WordReference propose des forums pour diverses langues, où les utilisateurs·rices peuvent échanger pour mieux apprendre.

Le dictionnaire en ligne unilingue D  L’utilisation de dictionnaires unilingues vous permettra oxforddictionaries.com d’Le accéder à des dénitions pluse complètes , en vous donnant gueD dictionn air en lign e unilin  dictionary.cambridge.org L’utilisation de dictionnair esences unilingues vous permettr a onotamment accès aux différ d’orthogr aphe et de pr oxforddictionaries.com www .merriam-webster.com d’accéder àentr desedénitions plus complètes , en vous donnant nonciation l’anglais britannique et l’anglais américain. dictionary.cambridge.org notamment accès aux différences d’orthographe et de pro www.merriam-webster.com nonciation entr e l’anglais britannique et l’anglaise américain. Ainsi, en cher chant neighbour sur le dictionnair unilingue dictionary.cambridge.org, vous trouverez:

Ainsi, en cherchant neighbour sur le dictionnaire unilingue dictionary.cambridge.org, vous trouverez:

L’orthographe du mot en anglais américain si celle-ci Ldiffèr ’orthogr du mot en e deaphe l’anglais britannique. anglais américain si celle-ci diffère de l’anglais britannique.

La transcription phonétique du mot avec la possibilité de l’entendre prononcé par un·e locuteur·rice natif·ive –Laàtrvous de choisir la prononciation vous convient anscription phonétique du motqui avec la possibilité de l’entendrde e prvotr ononcé par un·e locuteur·rice natif·ive en fonction e accent! – à vous de choisir la prononciation qui vous convient en fonction de votre accent!

Bilingues ou unilingues, les dictionnaires en ligne sont indispensables! Bilingues ou unilingues, les dictionnaires en ligne sont indispensables! nTip: devenez curieux·euse des mots que vous découvrez en réalisant des nuages de mots avec les synonymes, antonymes ou famille de

Tip: de curieux·euse mots quesites vousgr découvr ez en réalisant survene un zmot recherché des ou gr âce aux atuits suivants: nmots https://nuagedemots.co/ des nuages de mots avec les synonymes, antonymes ou famille de https://wor mots sur undart.com/ mot recherché ou grâce aux sites gratuits suivants: http://wor dsaladapp.com/ (disponible en appli sur IOS et Android) https://nuagedemots.co/ https://worditout.com/wor d-cloud/create dart.com/ http://wordsaladapp.com/ (disponible en appli sur IOS et Android) https://worditout.com/word-cloud/create

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5 Faire une recherche internet

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5 Faire une recherche internet

aired’or une Les 2F règles …

Les … … …

Repérer les fake news 2 rRepér ègles d’or er les Se recentrer fake neement ws régulièr Se er surrecentr le sujet régulièrement sur le sujet

Avant de se connecter Prévoyez un journal de recherche, papier ou numérique, où prendre des notes au fur et à mesure de laA recher che. de se connecter vant Prévoyez un journal de recherche, papier ou numérique, où prendre des notes au fur et à mesure de Ouvrez par exemple un document Word, dans lequel vous pourrez copier la recherche. coller les les informations intéressantes. Ouvrez par exemple un document Word, dans lequel vous pourrez copier Notez le lessujet la recher che en titre. Et faites un rapide brainstorming coller les le inforde mations intér essantes. autour du sujet. Les idées que vous notez sont les mots-clés que vous allez Notez lepour sujetvotr deelarecher recherche. che en titre. Et faites un rapide brainstorming utiliserle autour du sujet. Les idées que vous notez sont les mots-clés que vous allez utiliser pour votre recherche.

Les moteurs de recherche Commencez d’abord par une recherche large: pas plus de trois mots. Ajoute z ensuite vos mots-clés pour aner la recher che. Les mot eur s de recher che Commencez d’abord par une recherche large: pas plus de trois mots. Vous pouvez encore orienter votre recherche grâce aux outils suivants: Ajoutez ensuite vos mots-clés pour aner la recherche. options des moteurs de recherche Les ateurs recherche Vousopér pouve z encorde e orienter votre recherche grâce auxLes outils suivants: • Pour chercher uniquement sur les réseaux • «Image» pour rechercher ce type de Les options des moteurs de recherche Les opérateurs dedervant echer sociaux , tapez @ leche mot recherché. • «Vidéo» chiers uniquement. •• Pour Pour cher chercher cherun uniquement sur les r éseaux pour rechercher ce type de hashtag, tapez # devant le mot. •• «Image» «Actualités / news» pour rechercher sur les sociaux, tapez @ devant le mot recherché. chiers uniquement. • «Vidéo» Exemple : #hatier sites d’information (journaux, magazines, TV, • Pour chercher un hashtag, tapez # devant le mot. • «Actualités / news» pour rechercher sur les • Ex Pour exclur e un mot de votre recherche, tapez radio…). emple : #hatier sites d’information (journaux, magazines, TV, le symbole - devant le mot à exclure. • «Maps» pour chercher un lieu, localiser. • Ex Pour e x clur e un mot de votr e r echer che, tape z radio…). emple : mammifères marins -baleine le symbole - devant le mot à exclure. • «Maps» pour chercher un lieu, localiser. • Ex Pour recher cher une xpression exacte, L   emple : mammifèr esemarins -baleine mettez-la entre guillemets.   L    • Ex Pour recher cher xpreession xacte , emple : “the life une of pi”e(titr de livre eou de lm) www.google.fr   mettez-la entre guillemets. www.qwant .com • Ex Pour associer des echer , tape OR entre emple : “the life of rpi” (titreches de livr e ouzde lm) www.bing.com .google.fr www chaque mot. www .qwant .com uk.yahoo.com / us.yahoo.com • Ex Pour associer des rOR echer emple : marathon raceches, tapez OR entre www.bing.com chaque mot. uk.yahoo.com / us.yahoo.com Exemple : marathon OR race 276

Les encyclopédies en ligne

Méthodologie

Attention, si vous êtes en France, vous avez probablement accès par défaut à la version française du moteur de recherche. Les premiers résultats sont alors en Attention, si vous êtes en France, avedes z prrobablement accès par français. Mais vous pouvez modier la langue pour vous obtenir ésultats en anglais : défaut à la version française du moteur de recherche. Les premiers résultats sont alors en • Google vous le propose sur la page d’accueil: «Google disponible en: English». français. Mais vous pouvez modier la langue pour obtenir des résultats en anglais : • Bing vous propose dans les paramètres de limiter la recherche à une langue spécique. • Google vous le propose sur la page d’accueil: «Google disponible en: English». Évitez les traductions automatiques proposées par les moteurs de recherche, • Bing vous propose dans les paramètres de limiter la recherche à une langue spécique. elles sont souvent fausses ou très approximatives. Évitez les traductions automatiques proposées par les moteurs de recherche, elles sont souvent fausses ou très approximatives. Q     Q  www.britannica .com    www.scholarpedia.org www .com www.britannica .infoplease.com www .scholarpedia .org www.wikipedia.org www.infoplease.com www.wikipedia.org

Vous y trouverez des informations plus structurées. Elles vous permettent d’Les avoir uneen vision globale d’un sujet et elles donnent des pistes cy clopédies envous lign e Vousdes y trouver z des informations structur ées. Elles vous permettent vers sujetsevoisins, ce qui vous plus permet d’enrichir ou corriger votre liste d’avoir une vision globale d’un sujet et elles vous donnent des pistes de mots-clés. vers des sujets voisins, ce qui vous permet d’enrichir ou corriger votre liste Wikipédia est souvent un bon point de départ. En de mots-clés. Quel que soit le sujet de votre recherche, bas d’une che ( Liens externes), vous trouverez vous êtes comme un·e inspecteur·rice ou un·e d’investigation : vous Quel quejournaliste soit le sujet de votre recher che, Wikipédia est souvent un des bon sites pointou dedes départ. En notamment des liens vers documene z unecomme enquête. Si inspecteur·rice vos sources sont vous êtes un·e  Liens e xternes bas d’une cheés ( au sujet. ), vous trouverez ments consacr ables, aurez des résultats solides. ou un·evous journaliste d’investigation : vous notamment des liens vers des sites ou des docuSinon, allez suivrSi e des fausses menezvous une enquête. vos sour ces pistes sont ! Mais attention, Wikipédia est une encyclopédie ables, vous aurez des résultats solides. ments consacrés au sujet. collaborative: toutes les pages ne sont pas de Sinon, vous allez suivre des fausses pistes! Mais attention, Wikipédiane est unepas encyclopédie qualité égale et certaines sont ables. Il cfaut ollabor ative: toutes les pages ne sont pasces. de l’utiliser en parallèle avec d’autres sour qualité égale et certaines ne sont pas ables. Il faut l’utiliser en parallèle avec d’autres sources.

Conserver les informations À chaque fois que vous trouvez une information Quand vous trouvez une image intéressante, intér essante, copie z-la dans e journal de ations vous pouvez la copier-coller dans votre journal Conserv er lesvotrinform chaque que vous trouve information Quand vous ouve z une image intéressante, rÀecher che,fois avec quelques motsz une de commentair e. de recher che.trEt vous pouve z sauvegar der les intéressante, copiez-la dans votre journal de vous, les pouve z la copier-coller journal PDF audios ou les vidéosdans dansvotr un edossier recherCopiez che, avec quelques mots de commentair e. de r echer che. Et vous pouve z sauvegar der les che: Copiez toujours le lien complet vers PDF, les audios ou les vidéos dans un dossier une page page qui vous intéresse. de recher che: Copiez Copiez toujours le lien complet vers Clic dr oit oit Une page webvous peutintéresse. vous paraître facile à page gequi une page pa / « Enregistrer l’image sous… » retrouver quand vous êtes dessus... Mais Clic droit oit Une facile à pavous ge web quandpage aurpeut ez vuvous vingtparaîtr autrese pages, / « Enregistrer l’image sous… » rvous etrouver êtes dessus... Mais aurezquand oubliévous le chemin que vous Quand vous trouvez une information ou un quandpar vous aur!ez vu vingt autres pages, avez couru document intéressant sur votre smartphone, vous aurez oublié le chemin que vous Quand vous trouve z une Créez un dossier sur le disque dur. Vous gardez-en une trace. Vousinformation pouvez parou exun emple avez parcouru ! document intér votreou smartphone y sauvegardez votre feuille de recherche vous envoyer leessant lien parsur e-mail, bien prendr,e Créez sur le disque garde z-enécrite une trou ace. Vegistr ous pouve par exemple si c’estun undossier document Wor d. dur. Vous une note enr er unzmémo vocal. y sauvegardez votre feuille de recherche vous envoyer le lien par e-mail, ou bien prendre V aussi envoyer sious c’estpouvez un document Word. le lien par une note écrite ou enregistrer un mémo vocal. e-mail à un·e camarade pour attirer son Vous pouvez envoyerson le lien par attention ou luiaussi demander opinion. e-mail à un·e camarade pour attirer son attention ou lui demander son opinion.

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6 Repérer une fake news

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6 Repérer unefake news Les fake news sont de fausses informations, ou infox, qui sont propagées délibérément. On en trouve de plus en plus, et elles ne sont pas toujours faciles à identier. Face à ce phénomène, il est important de fake ne wsbonnes Lesposer sont dequestions fausses informations, x, qui sont propagées délibérément. On en trouve de se les pour éviter d’ou êtrinfo e piégé·e. plus en plus, et elles ne sont pas toujours faciles à identier. Face à ce phénomène, il est important de se poser les bonnes questions pour éviter d’être piégé·e.

Les 5 règles d’or pour repérer les fake news Les 5 règles d’or pour repérer lesfake news 1 Vériez la source de l’information. Qui V a publié l’information? Cette personne ou cette source est-elle 1 ériez la source de l’information. reconnue et able? S’agit-il d’un·e expert·e reconnu·e ou d’un site Qui a publié l’information? Cetteches personne cette ce est-elle de référ ence? Faites des recher si vousou ave z unsour doute. reconnue et able? S’agit-il d’un·e expert·e reconnu·e ou d’un site de référence? Faites des recherches si vous avez un doute. 2 Lisez plus loin que les titres et méez-vous des images. Certains titres ou accroches peuvent être trompeurs. On y trouve souvent des 2 Lisez plus loin que les titres et méez-vous des images. tournures de phrases ou des exagérations qui visent à attirer le ou la lecteur·rice, Certains ou accroches être trompeurs. mais qui titr nees racontent qu’unepeuvent interprétation de l’histoirOn e. y trouve souvent des tournures de phrases ou des exagérations qui visent à attirer le ou la lecteur·rice, Ne vous arrêtez pas à une armation de ce type, lisez les détails. Faites attenmais qui ne racontent qu’une interprétation de l’histoire. tion aux images qui accompagnent les informations et ont pour but d’inuencer Ne vous arrête pas à une armation ce type, lisezsur lesune détails. Faites attenvotr e vision de zl’information et peuventde vous amener fausse piste. tion aux images qui accompagnent les informations et ont pour but d’inuencer votre vision de l’information et peuvent vous amener sur une fausse piste. 3 Regardez la date! Il3arrive que vieilles histoires soient republiées Regar dede z la date! pour faire croire à des informations nouvelles. Il arrive que de vieilles histoires soient republiées pour faire croire à des informations nouvelles. 4 Comparez les informations. Si4 l’information semble trop farfelue, il peut s’agir Comparezvous les informations. d’une blague ou d’un canular. Faites des recherches pour Si l’information trop farfelue, il peut agir compar er ou crvous oisersemble les informations. Vérie z surs’les d’uned’information blague ou d’un canular. Faites des recherches pour sites ociels et pr ofessionnels. comparer ou croiser les informations. Vériez sur les sites d’information ociels et professionnels. 5 Demandez conseil!

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Si apr ès avoir suivi ces conseils vous n’êtes toujours pas sûr·e d’une information, 5 Demandez conseil! vous pouvez demander conseil à quelqu’un qui est en mesure de porter un Si après avoir suivi ces conseils vous n’êtes toujours pas sûr·e d’une jugement éclair é comme un·e pr ofesseur·e ou documentaliste. Vousinformation, pouvez vous pouve z demander conseil à quelqu’ estpermet en mesur de porter unavez aussi aller sur un site comme CheckNe ws un quiqui vous de esavoir si vous jugement éclair é comme un·e professeur·e ou documentaliste. Vous pouvez affair e à une vraie information. aussi aller sur un site comme CheckNews qui vous permet de savoir si vous avez affaire à une vraie information.

7 Analyser une image

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La règle d’or

7 Analyser une image Analyser Analyser une image, c’est la décomposer de manière à comprendre

Ana r une image,clés c’est: la décomposer de manière à comprendre ceslyse trois questions àAnalyser Que voit-on ? Quel est l’effet recherché ? Comment s’y prend l’auteur.e ? à ces trois questions clés : Que voit-on ? Quel est l’effet recherché ? Comment s’y prend l’auteur.e ? interpréter.

Identier Décrird’ e or … règle La Identier

…

Méthodologie

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Interpr Décriréter e Interpréter

interpréter.

1. Identifier nRepérez les informations données dans la légende.

1. Repér Identifier ez les informations données dans la légende.

•n La nature de l’image : a photograph, a poster, a cover, an advert, a cartoon, a drawing, a comic strip... • Le titre, l’auteur·e et laadate s’ils sont donnés • La nature de l’image : photograph, a poster, a cover, an advert, a cartoon, a drawing, a comic strip... • Le titre, l’auteur·e et la date s’ils sont donnés In the top

2. Décrire

• Les lieux

Décrire • 2. Les personnages • Les lieux et / ou les objets • Les personnages • Les actions et / ou les objets • Les couleurs • Les actions • Les plans: in the background, • Les couleurs in the middle, in the foreground • Les plans: in the background, in the middle, in the foreground

At the top

left-hand In the top corner left-hand corner

At the top

On the left-hand On sidethe / left-hand On the left side / On the left

In the bottom left-hand In the bottom corner left-hand corner

In the top right-hand In the top corner right-hand corner

On the right-hand On sidethe / right-hand On the right side / On the right

Black Panther, dir. by Ryan Coogler, with Chadwick Boseman and Lupita Nyong’o, 2018 Black Panther, dir. by Ryan Coogler, with Chadwick Boseman and Lupita Nyong’o, 2018

At the bottom At the bottom

In the bottom right-hand In the bottom corner right-hand corner

3. Interpréter • Mes impressions personnelles: I have the impression that…

Inteterpr étl’image: er This picture symbolises… I think the aim is… • 3. La visée l’intérêt de • Mes impressions personnelles: I have the impression that… • Le message et le point de vue de l’auteur: The artist wants to… The artist believes that… • La visée et l’intérêt de l’image: This picture symbolises… I think the aim is… The artist wants to… The artist believes that…

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8 Analyser un tableau

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La règle d’or

8 Analyser un tableau Un tableau tableau est un type d’image, et son analyse consiste à le décomposer décomposer de manière à comprendre ce qu’il représente et ce Un tableau tableau est un type d’image, et son analyse consiste à le décomposer manièr à compr endrché e ce? qu’il représente ce l’artiste ? décomp oser ?deQuel Que voit-on est el’ef fet recher Comment s’y pretend

Identier Décrird’ e or … règle La Identier

…

Interpr Décriréter e Interpréter

Que voit-on ? Quel est l’effet recherché ? Comment s’y prend l’artiste ?

1. Identifier nRepérez les informations données dans la légende.

1. Repér Identifier ez les informations données dans la légende.

 titre, l’artiste et la date de réalisation •n Le • • • • • •

Le lieu de conservation et les dimensions s’ils sont précisés Le titre, l’artiste et la date de réalisation Le contexte historique et culturel Le lieu de conservation et les dimensions s’ils sont précisés Le mouvement artistique: impressionism, cubism, pop art, realism, renaissance, Dada, Art Deco, Le contexte historique et culturel conceptual, classicism... • Le mouvement artistique: impressionism, cubism, pop art, realism, renaissance, Dada, Art Deco, conceptual, classicism...

2. Décrire • Le genre: a portrait, a landscape, a stand still, aDécrir trompe-l’oeil,e a religious scene, a 2. a portr a ait, genraelandscape, scene... a stand • historical Le genre:scene, still, a trompe-l’oeil, a religious scene, a • historical Les personnages et / eou les objets scene, a genr scene... • • • •

Les espaces et décors Les personnages et / ou les objets La construction du tableau et les Les espaces et décors éléments picturaux: straight / vertical / • horizontal La construction du tableau et les / / diagonal lines, shapes str aight / vertical / éléments pictur aux: forms... horizontal / diagonal lines, shapes / • forms... Les couleurs, la lumière, l’atmosphère • Les couleurs, la lumière, l’atmosphère

Charles Sheeler, Classic Landscape, 1931 Charles Sheeler, Classic Landscape, 1931

In the foreground, brown and grey rail tracks draw the viewer’s eye into the distance. On the left, we can see a white building with orange silos, and In the the top foregr ound, brocorner wn andther greye risaila tr acks draw the viebuilding wer’s eyewith into a in right-hand geometrical white the distance. Onsmok the left , we In canthe seebackgr a whiteound, building withmiddle orange silos, and bright coloured estack. in the , ther e seems in the top right-hand corner ther e is a geometrical white building with a to be another factory in the distance. bright coloured smokestack. In the background, in the middle, there seems to be another factory in the distance.

3. Interpréter • Mes impressions personnelles: It seems that... We get a feeling of...

Inteterpr étl’image: er The painting illustrates... • 3. La visée l’intérêt de • Mes impressions personnelles: It seems that... We get a feeling of... • Le message et le point de vue de l’artiste: The painter points out... • La visée et l’intérêt de l’image: The painting illustrates... 280

The painter points out...

9 Analyser une scène de film

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La règle d’or Identier An alyser un e sc èn e de film 9 Décrird’ e or … règle La Identier à compr comprendre ce que nous montre le ou la réalisateur·rice. L’objectif est de répondre à ces trois questions clés : Que voit-on ? Quel est l’effet àrecher compr e ce que nous réalisateur·rice. compché rendr montr e le ? Comment s’y pr end le ouou la la réalisateur·rice ? L’objectif est de répondre à ces trois questions clés : Que voit-on ? Quel est l’effet recherché ? Comment s’y prend le ou la réalisateur·rice ?

…

Méthodologie

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Interpr Décriréter e Interpréter

1. Identifier nRepérez les informations données dans la légende et l’introduction de la vidéo.

1. Identifier

Repérez les informations données dans la légende et l’introduction de la vidéo.  titre, le ou la réalisateur·rice et la date de sortie du lm •n Le

• • • •

La situation du passage dans le lm si elle est précisée Le titre, le ou la réalisateur·rice et la date de sortie du lm Le genrede lm: a comedy, a drama, a western, a science ction lm, a historical lm, an epic, La situation du passage dans le lm si elle est précisée a documentary... • Le genrede lm: a comedy, a drama, a western, a science ction lm, a historical lm, an epic, a documentary...

It’s a Free World..., dir. by Ken Loach, 2007 It’s a Free World..., dir. by Ken Loach, 2007

The scene is an extract from It’s a Free World…, a social realist drama that was directed by Ken Loach The is in an2007. extract from It’s aAngie Free W and scene released In this scene, isorld…, helpinga social r ealist dr ama that was dir ected b y Ken illegal immigrants by giving them passports. Loach and released in 2007. In this scene, Angie is helping illegal immigrants by giving them passports.

2. Décrire • Les personnages et / ou les objets

Décrir e • 2. Les actions et événements • Les personnages et / ou les objets • Les espaces et décors • Les actions et événements • Les plans: a wide shot, a long shot, • Les espaces et décors a medium shot, a close-up, a close shot... • Les plans: a wide shot, a long shot, a medium shot, a close-up, a close shot...

• Les mouvements de la caméra: still frame, travelling, panoramic, zoom... • Les mouvements de la caméra: still frame, • tr Les couleurs, laamic, lumièrzoom... e, l’atmosphère avelling, panor • La bande-son • Les couleurs, la lumière, l’atmosphère • La bande-son

3. Interpréter • Mes impressions personnelles: What strikes me most in ... is... I nd the scene interesting... We get a feeling of... 3. Interpréter • Mes impressions personnelles: What strikes me most in ... is... I nd the scene interesting... • W Laevisée l’intérof... êt de la scène de lm: The scene is about... It is a key scene... get a et feeling • Le message et le point de vue du ou deThe la réalisateur·rice: wants to emphasise / stress scene is about... The It is adirkector ey scene... • La visée et l’intérêt de la scène de lm: the fact that... • Le message et le point de vue du ou de la réalisateur·rice: The director wants to emphasise / stress the fact that...

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10 Poster sur les réseaux sociaux Fiche N°

Poster sur les réseaux sociaux La règle d’or 10 Pensez toujours aux réactions de vos lecteurs·rices La Pense règle d’or aux réactions z toujours … de vos lecteurs·rices

…

Ce qu’on peut poster… Ce qu’ poster… desontepeut xtes limités à 280caractères sur Twitter des textes limités + des images et des vidéos à 280caractères sur Twitter + des images et des vidéos tous types de documents sur Facebook (sauf les PDF) tous types de documents sur Facebook (sauf les PDF) sur YouTube des vidéos et Dailymotion sur YouTube des vidéos et Dailymotion sur Snapchat sur Snapchat

des photos, vidéos et messages éphémères des photos, vidéos et messages éphémères

Quel avantage ? Quel conseil? Réagissez en temps réel à une audience large. Quel avantage ? Quel conseil? Utilisezzles (hashtag) Réagisse en bons tempssymboles réel à une: #audience larpour ge. les mots-clés et @ (arobase) pour un·e Utilisez les bons symboles : # (hashtag) pour utilisateur·rice. les mots-clés et @ (arobase) pour un·e Partagez en temps réel avec vos ami·e·s. utilisateur·rice. Réglezz les paramètr de condentialité Partage en temps réelesavec vos ami·e·s. pour bien cibler vos destinataires. Réglez les paramètres de condentialité pour Créez votre propre chaîne. bien cibler vos destinataires. quoi pas créer vos propres vidéos? CrPour éez votr e ne propr e chaîne. Personnalise z vos Pourquoi ne pasmessages créer vosen propres vidéos? les modiant avec des ltres, des smileys, des Personnalisez vos messages en masques... les modiant avec des ltres, des smileys, des Rééchissez bien avant de publier! masques... Partage z ce que vousavant voyez. Rééchisse z bien de publier!

sur Instagram

des images et vidéos courtes

Choisisse desvous mots-clés Partage z cezque voyez.pertinents précédés de # (hashtag). sur Instagram des images et vidéos courtes Choisissez des mots-clés pertinents pr écédés deconfondr # (hashtag). Sur toutes ces plateformes, mieux vaut rester concis·e. Il ne faut pas e un réseau social et un blog. Si vous voulez être lu·e·s par vos abonné·e·s, évitez les textes trop longs. Préférez également Surtournur toutes ces plateformes, mieuxes vaut resterqui concis·e . Il neaccr faut pas confondr un réseau et les es actives aux tournur passives, sont plus ocheuses. Enn,e vous pouvesocial z utiliser un blog. Si vous voule z êtr e lu·e·s par vos abonné·e·s, é vite z les te xtes tr op longs . Pr éfér e z également les hashtags, mais évitez de les additionner: ils servent à catégoriser votre post, et à indiquer à votre les tournures actives aux tournur es passives, qui sont plus accrocheuses. Enn, vous pouvez utiliser lecteur·rice le ou les sujet(s) principal(aux) de celui-ci. les hashtags, mais évitez de les additionner: ils servent à catégoriser votre post, et à indiquer à votre lecteur·rice le ouimage les sujet(s) Protéger son et saprincipal(aux) vie privée de celui-ci.

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Sur internet, vous laissez des traces personnelles, volontaires ou involontaires. Soyez prudent·e Protéger son image et sa vie privée quand vous montrez votre vie privée, ne publiez pas toutes sortes d’images de vous. Adoptez les bons Sur internet, vous z des , volontair es ou involontair es.par Soamètr yez prudent·e ré exe s : utilise z unlaisse pseudo, netr réaces vélezpersonnelles pas de données personnelles, vériez les es de conquand vous montr e z votr e vie privée, ne publie z pas toutes sortes d’images de vous. Adopte z les bons dentialité de votre prol, optez le plus souvent pour le mode «privé»... réexes : utilisez un pseudo, ne révélez pas de données personnelles, vériez les paramètres de condentialité de votre prol, optez le plus souvent pour le mode «privé»... nAvez-vous envie qu’on   retrouve cette photo un peu À cha chaqu quee réseau, un mot de passe choisi avec soin ! gênante dans dixqu’ ans? Ave z-vous envie on n     Non? Soyez aussi aussi prudent·e avec votr e smartphone, votre taAlors nephoto la publie z retrouve cette un peu pas ou bien gênante dansrestr dix eigne ans? z-en À chaqu cha qqu’avec uee réseau, mot de passe blette votrun e or dinateur . choisi avec soin ! l’Non? accèsAlors à vosne prla oches. publiez Soyez aussi smartphone, votrd’ami·e·s. e taaussi pas prudent·e avec votredans N’acceptez des inconnu·e·s vos réseaux pas ou bien restreignez-en blette qu’avec votre ordinateur. l’accès à vos proches.

innoant·e in gil person el·an le t·e

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re spectueu·euse imaginatif·e

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poète ous-même

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reconnaissant·e

Avoir une attitude et un langage respectueux N’oubliez pas que vous vous adressez à un grand nombre de personnes, dont certaines ne vous Avoir une attitude et un langage respectueux connaissent pas. Demandez-vous: est-ce que je dirais telle ou telle chose et de cette manière si j’étais N’oublie z pas quepersonnes vous vous adr face à de vraies ? essez à un grand nombre de personnes, dont certaines ne vous connaissent pas. Demande z-vous: est-ce que je dirais chose de cetteblesser manière j’étais Pensez toujours aux réactions de vos lecteurs·rices. Et ételle vitezou lestelle propos quietpeuvent ousiles face à de aies personnes images quivrpeuvent choquer. ? Penseindiquer z toujours aux de réactions de vos lecteurs·rices. évitezutiliser les propos blesser les Pour le ton votre message, il vaut parfoisEtmieux des qui peuvent nN’écrive z pas enou majuscules : c ’ est comme CRIER dans les images qui peuvent choquer. smileys ou des GIF animés, et ainsi éviter tout malentendu. Il ne faudrait orécrive eilles!z pas en majuscules: nN’ Pourque indiquer le tonsoit de mal votrepris. message, il vaut parfois mieux utiliser des pas votre post c’est comme CRIER dans les smileys ou des GIF animés, et ainsi éviter tout malentendu. Il ne faudrait oreilles! pas que votr e post soit mal pris. Ne pas propager de fake news Avant toute publication, apprenez à vérier les sources et les Ne pas propager defake news contenus an de ne pas propager de fausses informations ou Avant toute publication, apprSur eneinternet, z à vérier lestrouve sourzces les des informations erronées… vous desetmilliers contenus an de ne pas pr opager de fausses informations d’informations, mais beaucoup sont fausses. Alors dépouilleou z, des informations errzonées… Sur internet, vouspublier! trouvez des milliers compar ez et vérie l’information pour mieux d’informations, mais beaucoup sont fausses. Alors dépouillez, compar z et vérie z l’information pour mieux publier! Rester esous la vigilance parentale

P    factuel.afp.com P    Decodex par Le Monde.fr factuel.afp.com Checknews.fr par Liberation.fr Decodex par Le Monde.fr Checknews.fr par Liberation.fr

Certains réseaux sociaux demandent une autorisation des parents pour les Rester sous la vigilance parentale mineur·e·s, il faut vous renseigner avant de vous y inscrire. Dans tous les cas, Certains réseaux sociaux demandent unepour autorisation parents le contrôle des par ents reste primordial utiliser lesdes réseaux enpour touteles mineur·e·s, il fautz-en vousavec renseigner avant y inscrir Dans contr tous les sécurité, discute eux. C’est unde movous yen de se pre.otéger e lecas, le contr ôle des par ents r este primor dial pour utiliser les r éseaux en toute cyber-harcèlement. En cas de problème, demandez de l’aide à un·e adulte. sécurité, discutez-en avec eux. C’est un moyen de se protéger contre le cyber-har cèlement cas de problème, demandez de l’aide à un·e adulte. Respecter le cadr.eEn légal Respectez le droit d’auteur et le droit à l’image. Si vous citez des extraits Respecter le cadre légal de texte, indiquez-en la source. Si vous voulez utiliser des documents Respecte z leappartiennent droit d’auteur pas, et le assur droit e àz-vous l’image.d’Si z des qui ne vous envous avoircite le dr oit. extraits de texte, source.Cr Sieative vous Commons voulez utiliser documents Pour cela,indique préférez-en z leslalicences (CC)des gratuites qui ne vous appartiennent pas, assur e z-vous d’ en avoir le droit. précisent les conditions d’utilisation. Cr eative Commons Pour cela, préférez les licences (CC) gratuites

nPour vous renseigner sur le cyber-harcèlement

vous enseigner allez sur lersite ociel sur nPour de la CNIL (Commission le cyber-har cèlement nationale l’informatique allez sur lede site ociel dedes la CNIL (Commission et libertés). nationale de l’informatique et des libertés).

nSi vous interviewez des

personnes, demandez une Si vous interviepour wez diffuser des nautorisation leur image et leur voix.z une personnes, demande autorisation pour diffuser leur image et leur voix.

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11 Réaliser une vidéo

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La règle d’or

11 Réaliser une vidéo La préparation

Plus le story-board est précis, plus le … règle La d’etor Plus le story-boar d tournage la vidéo est pr écis, plus seront réussis le ! … tournage et la vidéo seront réussis !

Prévoyez d’abord un temps de conception pour bien dénir le projet et prévoir tout ce dont vous La préparation aur ez besoin. Prévoyez d’abord un temps de conception pour bien dénir le projet et prévoir tout ce dont vous aurez besoin. Choisir le bon type de vidéo nVisionnez ensemble des lms et des vidéos pour Rééchissez ensemble à ce que sera votre lm, son objectif, son format, Visionne z ensemble des inspir er. Choisir le bon type de vidéo nvous son genre: lms et des vidéos pour Rééchissez ensemble à ce que sera votre lm, son objectif, son format, vous inspirer. • un clip informatif? une publicité? un sketch? un reportage? un tutoriel? son genre: • une mini-ction? basée sur un scénario original? adaptée d’un livre? • un clip informatif? une publicité? un sketch? un reportage? un tutoriel? • un documentaire? sur un lieu, un événement, une personne? une interview? • une mini-ction? basée sur un scénario original? adaptée d’un livre? • une animation? une pixilation(image par image, comme Wallace and Gromit) ? • un documentaire? sur un lieu, un événement, une personne? une interview? • une animation? pixilation(image par image, comme Wallace and Gromit) ? Formaliser l’idéeune principale de la vidéo

Rédigez un synopsis: une courte description de ce que sera le lm (½ page). Formaliser l’idée principale de la vidéo Résumez aussi votre synopsis en une seule phrase: un pitch. S’il est accrocheur, il vous aidera à présenRédigez un synopsis: une courte description de ce que sera le lm (½ page). ter votre projet à tou·te·s les intervenant·e·s que vous allez solliciter! Résumez aussi votre synopsis en une seule phrase: un pitch. S’il est accrocheur, il vous aidera à présenter votre projet à tou·te·s les intervenant·e·s que vous allez solliciter! Écrivez le scénario. 1 À partir du synopsis, découpez l’histoire 3 Découpez chaque séquence en difféÉcrivez le scénario. en séquences (une séquence = 1 lieu, rents plans (ou prises de vue). Décri1 1Àaction). 3 Découpez partir du synopsis, découpez l’histoire séquence endécor diffé-, vez-les trèschaque précisément : lieu, en séquences (une séquence = 1 lieu, rents plans prises derépliques, vue). Décriaccessoir es,(ou comédiens, 2 Écrivez pour chaque séquence les divers 1 action). vez-les très précisément : lieu, décor, cadrage, bruitages, musique… éléments descriptifs et les dialogues. accessoires, comédiens, répliques, 2 Écrivez pour chaque séquence les divers n Écrivez votre story-board aussi précisément que possible, plan par plan. cadrage, bruitages, musique… éléments descriptifs et les dialogues. n Écrivez votre story-board aussi précisément que possible, plan par plan. Lieu Personnages Costumes et Plan Nom du plan nVous pouvez vous répartir les + décor + répliques accessoires n° + description séquences V ous pouveou z n Lieu Personnages Costumes et Plan Nom du plan les 1 plans pourles vous répartir + décor + répliques accessoires n° + description tr availler enou plus séquences 2 petits groupes. les plans pour 1 travailler en plus petits groupes.

2

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L ’     L ’  CeltX Free    StoryBoardThat CeltX Free(pour Mac) StoryBoardF ountain StoryBoardThat StoryBoardFountain (pour Mac)



P       P    FramaP ad    Google Docs Fr amaP ad Mega .nz Google Docs Mega.nz

Le tournage L’équipe

nN’oubliez pas de prévenir en amont les personnes sur le lieu de tournage an d’éviter les bruits N’ oublie de prévenir inopportunes. en amont les personnes asitesz pas ou interventions npar sur le lieu de tournage an d’éviter les bruits parasites ou interventions inopportunes.

Pour être ecace, le mot d’ordre est «organisation». L’équipe Plus vous serez organisé·e·s, et plus le tournage se passeêtre ecace, le mot d’ordre est «organisation». rPour a bien. Plus vous serez organisé·e·s, et plus le tournage se passeRépartissez les rôles dans l’équipe: ra bien. acteur·rice·s, cadreur·euse, responsable des décors, Répartisse z les de rôles dansde l’équipe : des costumes, la prise son, etc. acteur·rice·s, cadreur·euse, des Faites pour chacun une listeresponsable des tâches et dudécors, matériel des costumes, de la prise de son, etc. dont il est responsable. Faites pour chacun une liste des tâches et du matériel Prévoyez à l’avance dans quel ordre vous allez lmer dont il est responsable. les différents plans. Prévoyez à l’avance dans quel ordre vous allez lmer Soyez patient·e·s. Certains plans d’une minute deles différents plans. mandent parfois une après-midi entière de tournage. Soyez patient·e·s. Certains plans d’une minute deVériez – et vériez encore – que vous n’avez oublié mandent parfois une après-midi entière de tournage. aucun plan. Et dans le doute, refaites-le! Vériez – et vériez encore – que vous n’avez oublié aucun plan. Et dans le doute, refaites-le! nDemandez conseil à votre professeur·e concernant

Méthodologie

Q ? - un caméscope Q ? - un appareil photo hybride - un caméscope - un smartphone ou une tablette - un appareil photo hybride - un smartphone ou une tablette

Le tournage

les autorisations pour lmer dans un lieu public Demande votrlm e prou ofesseur·e concernant extraità de de musique. nou utiliserzunconseil les autorisations pour lmer dans un lieu public ou utiliser un extrait de lm ou de musique.

Le montage Il faut maintenant assembler les plans bout à bout, sans Le m ontage oublier la bande-son, pour former les séquences en reprenant Ilvotr faut maintenant assembler plansdes bout à bout, sans e story-board. Vous pouveles z utiliser musiques et des oublier la bande-son, pour former les séquences enassur repre enant chansons pour accompagner vos séquences, mais z-vous votrevous story-boar d. zVous pouve z utiliser musiques et desvous que respecte les dr oits d’ auteurdes . Vous pouvez aussi chansons pour accompagner vos séquences, mais assur ez-vous tourner vers des banques de musiques libres de droit comme queCvous respecte les droitschive d’auteur . Vous pouvez aussi vous Dig. C Mixter ou FrzeeMusicAr . tourner vers des banques de musiques libres de droit comme Organisez des séances de visionnage en commun pour Dig.CC Mixter ou FreeMusicArchive. prendre ensemble les décisions importantes. Organisez des séances de visionnage en commun pour Prévoyez un temps confortable pour le montage car c’est souprendre ensemble les décisions importantes. vent à cette étape qu’on prend conscience d’oublis ou de ratés. Il Pr évo yez un temps pour leséance montage c’est soufaut alors parfois préconfortable voir une nouvelle de car tournage pour étape qu’on end conscience rvent efairàe cette certains plans ou pr enr egistr er certainsd’oublis sons. ou de ratés. Il faut alors parfois prévoir une nouvelle séance de tournage pour rQuelques efaire certains plans ou enregistrer certains sons. tips!

L   VSDC Free Video Editor L   VideoPad VSDCMovie Free Video MakerEditor VideoPad Movie Maker L     (   ) L     Apowersoft (   ) CamStudio Apowersoft PCamStudio      P   FrameByFr ame   MonkeyJam FrameByFrame MonkeyJam P      P    MovieMakerOnline   FramaPad MovieMakerOnline StoryBoardThat FramaPad StoryBoardThat

• Si vous devez créer une vidéo pour votre chaîne YouTube, essayez de trouver un nom pour celle-ci et Quelques tips! une phrase accrocheuse pour commencer votre vidéo: Hello everyone! Every day is a great day! • Si vous devez créer une vidéo pour votre chaîne YouTube, essayez de trouver un nom pour celle-ci et • Si vous devez jouer un rôle, imaginez quels sont les sentiments et les intentions du personnage. C’est une phrase accrocheuse pour commencer votre vidéo: Hello everyone! Every day is a great day! ce qu’on appelle «se détacher du texte». • Si vous devez jouer un rôle, imaginez quels sont les sentiments et les intentions du personnage. C’est • N’oubliez pas d’articuler et de parler fort. Cela vous évitera de mauvaises surprises lors du montage. ce qu’on appelle «se détacher du texte». • N’oubliez pas d’articuler et de parler fort. Cela vous évitera de mauvaises surprises lors du montage.

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12 Les outils TICE

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12 Les outils TICE

Utilisée à bon escient, la technologie peut vous faciliter la tâche et rendre vos productions plus ancrées dans la réalité. Vous devez toutefois choisir le bon outil et expérimenter. Vous aurez parfois besoin de ACCOUNT Utilisée bon escient, la technologie peut vous inquiéte faciliter la tâche rendre vos productions plus ancr créer unàcompte en ligne ne vous z pas, lesetservices ci-dessous proposent uneées offre NEEDED . Mais ACCOUNT * dans la réalité. Vous devepistes z NEEDED toutefois le bon outil et expérimenter. Vous aurez parfois besoin de gr atuite . Voici quelques pour choisir vous aider à choisir! créer un* compte en ligne . Mais ne vous inquiétez pas, les services ci-dessous proposent une offre gratuite . Voici quelques pistes pour vous aider à choisir! Simulateurs de réseaux sociaux • Instagram https://generatestatus.com/generate-fake-instagram-post/ Simulateurs de réseaux sociaux • Snapchat https://igenerator.eu/?snapchat_image • Instagram https://generatestatus.com/generate-fake-instagram-post/ • Facebook https://generatestatus.com/facebook-post-generator/ • Snapchat https://igenerator.eu/?snapchat_image • Twitter https://generatestatus.com/fake-tweet-generator/ • Facebook https://generatestatus.com/facebook-post-generator/ • Créateur de mèmes https://www.mememaker.net/ • Twitter https://generatestatus.com/fake-tweet-generator/ • Créateur de mèmes https://www.mememaker.net/ Simulateurs d’applications de messagerie • Messenger https://igenerator.eu/?facebook_full_chat Simulateurs d’applications de messagerie • WhatsApp https://www.igenerator.eu/?whatsapp_iphone • Messenger https://igenerator.eu/?facebook_full_chat • Messages sur téléphones Androïd https://www.igenerator.eu/?android_message • WhatsApp https://www.igenerator.eu/?whatsapp_iphone • Messages sur iPhones http://ios.foxsash.com/ ou http://ifaketextmessage.com • Messages sur téléphones Androïd https://www.igenerator.eu/?android_message • Messages sur iPhones http://ios.foxsash.com/ ou http://ifaketextmessage.com

Éditeurs de photos en ligne • Pixlr https://pixlr.com/editor/ Éditeurs de photos en ligne • BeFunky https://www.befunky.com/create/ • Pixlr https://pixlr.com/editor/ • BeFunky https://www.befunky.com/create/ Éditeurs de vidéos en ligne • MovieMakerOnline https://moviemakeronline.com/ Éditeurs de vidéos en ligne CCOUNT • Adobe Spark https://spark.adobe.com/sp/ ANEEDED • MovieMakerOnline https://moviemakeronline.com/ ACCOUNT NEEDED

• Adobe Spark https://spark.adobe.com/sp/ Créer et monter sa vidéo • Écrire son scénario https://framapad.org/fr/ Créer et monter sa vidéo • Construire son story-board https://www.storyboardthat.com/ • Écrire son scénario https://framapad.org/fr/ • Monter sa videostory-boar https://mo viemakeronline.com/ d https://www • Construire son .storyboardthat.com/ CCOUNT • Éditer le son (logiciel) https://audacity.fr/ ANEEDED • Monter sa video https://moviemakeronline.com/ ACCOUNT NEEDED

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• Éditer le son (logiciel) https://audacity.fr/

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* Vériée en 2019 * Vériée en 2019

Méthodologie

Posters et infographies CCOUNT • Canva https://www.canva.com/ ANEEDED Posters et infographies ACCOUNT NEEDED CCOUNT • Genially http://genial.ly/ ANEEDED • Canva https://www.canva.com/ ACCOUNT NEEDED CCOUNT • Pik To Chart http://piktochart.com/ ANEEDED • Genially http://genial.ly/ ACCOUNT NEEDED CCOUNT • Easelly https://easel.ly/ ANEEDED • Pik To Chart http://piktochart.com/ ACCOUNT NEEDED CCOUNT • Glogster https://edu.glogster.com/ ANEEDED • Easelly https://easel.ly/ ACCOUNT

Créer un magazine CCOUNT • MadMagz https://madmagz.com/fr ANEEDED Créer un magazine ACCOUNT NEEDED CCOUNT • Issuu https://issuu.com ANEEDED • MadMagz https://madmagz.com/fr ACCOUNT NEEDED CCOUNT • Calaméo https://fr.calameo.com/ ANEEDED • Issuu https://issuu.com ACCOUNT NEEDED

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• Glogster https://edu.glogster.com/ Créer un dépliant

Présentations vidéos

CCOUNT • Powtoon https://www.powtoon.com/home/ ANEEDED Présentations vidéos ACCOUNT NEEDED CCOUNT • Biteable https://app.biteable.com/video/starters ANEEDED • Powtoon https://www.powtoon.com/home/ ACCOUNT CCOUNTNEEDED • Adobe Spark https://spark.adobe.com/sp/ ANEEDED • Biteable https://app.biteable.com/video/starters ACCOUNT

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13 Travailler en groupe

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GROUP WORK PAIR WORK GROUP WORK PAIR WORK

13 Travailler en groupe Pourquoi travailler en groupe ? • Pour aider ses partenaires et être aidé·e en retour.

nL’esprit d’équipe est une des composantes ma-

our quoi travailler endegroupe jeures? du fonctionnement en société. Il permet de •P Pour élabor er plus ecacement des pistes • Pour aider ses partenaires et être aidé·e en retour. réexion, des questions, tester vos connaissances. • Pour élaborer plus ecacement des pistes de • Pour expérimenter l’anglais d’une manière plus réexion, des questions, tester vos connaissances. authentique. • Pour expérimenter l’anglais d’une manière plus • Pour construire en commun autour d’une tâche authentique. à mener à l’oral ou à l’écrit. • Pour construire en commun autour d’une tâche à mener à l’oral ou à l’écrit.

équipe estation une des composantes availlerd’en collabor (travail identique masur une ntrL’esprit jeures du fonctionnement en société. Il permet de même tâche mis en commun) ou en coopér ation (tr avail différ ent maisation complémentair e pour aboutir travailler en collabor (travail identique sur une àmême une réalisation travail en équipe tâche mis commune). en commun)Leou en coopér ation vous permet de mais gagner en conancee, en estime de (travail différent complémentair pour aboutir vous-même et decommune). développerLevos compétences à une réalisation travail en équipe relationnelles à la réussite d’un prde ojet vous permet –deindispensables gagner en conance , en estime scolair e, personnel etvelopper professionnel dans le futur.revous-même et de dé vos compétences lationnelles – indispensables à la réussite d’un projet scolaire, personnel et professionnel dans le futur.

Comment travailler en groupe • Quand tout le monde est d’accord sur ce qu’il PAIR WORK Le travail en binôme vous permet d’Comm échanger facilement sur une activité commune faut faire, il est temps de se répartir les rôles. ent travailler en groupe Pet AIR W OR K avail en binôme vous permet • Quand tout le monde est d’accord sur ce qu’il de réaliser Le des tr activités d’inter action orale ou · Qui effectue les recherches? d’ échanger facilement sur une activité commune faut faire, il est temps de se répartir les rôles. écrite en vous répartissant les rôles dénis dans la · Qui écrit ou rédige? et de réaliser des activités d’interaction orale ou consigne: · Qui effectue les recherches? écrite en vous répartissant les rôles dénis dans la · Qui coordonne les tâches? Exemple Imagine a conversation between an astro· Qui écrit ou rédige? consigne: naut and a US president. · Qui fera la restitution orale du travail? · Qui coordonne les tâches? Exemple Imagine a conversation between an astroLe travail en amont dans l’unité vous pernaut and effectué a US president · Qui synthétise les questions pour les poser à . · Qui fera la restitution orale du travail? met de réaliser cette tâche. l’enseignant·e? Le travail effectué en amont dans l’unité vous per· Qui synthétise les questions pour les poser à · Qui gère le temps et répartit la parole? met de réaliser l’enseignant·e? Le trtâche. avail en groupe peut se GROUP WORKcette · Qui crée le document nal (PowerPoint, carte faire de 3 à 6 élèves. · Qui gère le temps et répartit la parole? GROUP WORK Le travail en groupe peut se mentale, ache, article…)? Pour qu’il soit ecace, vous devez respecter · Qui crée le document nal (PowerPoint, carte faire de 3 à 6 élèves. quelques règles: mentale, ache, article…)? Pour qu’il soit ecace, vous devez respecter • tous les membres doivent lire la consigne, personnel personnel sur le travail du groupe et le quelques règles: rôle que que vous avez joué. Qu’est-ce que • tous les membres individuellement, sans être • tous les membres doivent lire la consigne, personnel le ?travail groupe et le personn el sur vous avez aimé Quelsdu sont les points interrompus, expriment ce qu’ils ont compris rôle qu que e vous avez joué. Qu’est-ce que qui pourront être améliorés ? • du toustravail les membr es individuellement, sans êtres’y à effectuer et la manière dont il faut vous avez aimé ? Quels sont les points interr , expriment ce qu’ils ont compris prendrompus e, qui pourr ont êtrpour e améliorés ? er votre Rappele z-vous: amélior du travail à effectuer et la manière dont il faut s’y • chacun·e exprime son accord ou désaccord sur anglais, il faut parler anglais! prendre, ce qui a été dit en apportant un ou des arguRappelez-vous: pour améliorer votre • ments chacun·e exprime son accor d ou désaccord sur pour justier son opinion. anglais, il faut parler anglais! ce qui a été dit en apportant un ou des arguments pour justier son opinion.

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14 Médiation

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Médiation 14 n

Qu’est-ce que la médiation ? Dénition : La médiation consiste à transmettre à quelqu’un les informations contenues dans un

Qu’ est-ceouque la médiation document un échange écrit ou oral.?Il faut avoir compris le contenu du document ou de la conversation

Méthodologie

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Dénition : La médiation consiste à transmettr à quelqu’ un les danseun de pouvoir le reformuler, en anglais ou en freançais. Il s’agit deinformations jouer le rôle contenues d’intermédiair . nan document ou un échange écrit ou oral. Il faut avoir compris le contenu du document ou de la conversation an de pouvoir le reformuler, en anglais ou en français. Il s’agit de jouer le rôle d’intermédiaire.

Les descripteurs du programme – B2 • Transmettre une information, interpréter Les descripteurs du pr ogramme – B2 Peut assurer une interpr étation consécutive sur des • sujets Transmettr e une information, interpr éter généraux et/ ou connus, transmettre les Peut assur er une interpr étation consécutive des pr opos importants et les points de vue, si sur l’intervesujetsfait génér et/ ou pauses connus,et trclarie ansmettr les nant de fraux équentes sonepr opos prnécessair opos importants et les points de vue, si l’intervesi e. nant fait de fréquentes pauses et clarie son propos  Écouter une conversation sur un sujet vu en cours et si nécessair e. de transmettre l’essentiel du contenu à être capable  une autrune e personne en anglais ousujet en frvu ançais suivant Écouter conversation sur un en cours et la êtrsituation. e capable de transmettre l’essentiel du contenu à une autre personne en anglais ou en français suivant • Traiter un texte ou un dossier documentaire la situation.

Peut (en langue Y), faire une synthèse et rendre • compte Traiter un texte ou un dossier documentair e d’informations et d’arguments venant Peut (en langue Y),ces fairor e une e X). de diverses sour ales synthèse et écriteset (enrendr langue compte d’informations arguments (en venant Peut compar er, opposeretetd’synthétiser langue de diverses sour ces or ales et écrites (en langue Y), des informations et points de vue différents (enX). Peut compar er, opposer et synthétiser (en langue langue X). Y), des informations et points de vue différents (en  Expliciter un fait culturel (Thanksgiving par exemple) à langue X). une personne qui ne connaît pas ce fait, en anglais ou  en Expliciter unsuivant fait cultur el (Thanksgiving par exemple) à français la situation. une personne qui ne connaît pas ce fait, en anglais ou • Faciliter la coopér en français suivantation la situation.

Peut mettre en évidence le problème principal à ré• soudr Faciliter la coopér ation e dans une tâche complexe. Peut agir comme mettre en évidence le pr,oblème principal rérPeut apporteur·euse du groupe noter les idées etàles soudre dans tâcheavec comple e. Peut décisions, lesune discuter le grxoupe et agir fairecomme ensuite rapporteur·euse du grdes oupe , noter et les en plénière un résumé points deles vueidées exprimés. décisions, les discuter avec le groupe et faire ensuite  Participer à un travail de groupe et guider ses camaenrplénièr eavers un résumé des points dedes vue exprimés.es ades à tr des reformulations, commentair  an d’accomplir tâche Participer à un trla avail de demandée. groupe et guider ses camarades à travers des reformulations, des commentaires an d’accomplir la tâche demandée.

• Mener un travail collectif Peut organiser et gérer un travail collectif de • façon Menerecace un travail collectif , inciter les membres d’un groupe à Peut or et gérleurs er unidées travail décrir e ganiser et développer et collectif recentrerde habifaçon ecace , inciter les membres un groupedes à lement l’attention des participants end’sollicitant décrir e et développer leurs idées et recentrer habipr opositions. lement l’attention des participants en sollicitant des  Expliquer à un camarade une consigne dans ses propositions. propres mots en anglais ou en français.  Expliquer à un camarade une consigne dans ses

• Faciliter communication propreslamots en anglais ou en français. Peut aider les parties en désaccord à mieux • se Faciliter communication comprlaendr e et à obtenir un consensus en Peut aider parties en désaccor reformulantles leurs positions, en présedntàanmieux t les prinse compr endr e désaccor et à obtenir consensus cipaux points de d, enun rep érant les teen rrains reformulant positions, présende tanbesoins t les prinet d’ entente, enleurs établissant desen priorités cipaux points de désaccor d, e n r e p é r a n t l e s t e r r a i n s d’objectifs. d’entente, en établissant des priorités de besoins et  Animer un débat et faciliter les échanges en clariant d’objectifs. les malentendus et en faisant émerger les différents  points Animerde unvue. débat et faciliter les échanges en clariant les malentendus et en faisant émerger les différents • Établir pluriculturel pointsun deespace vue.

Peut, à l’occasion de rencontres interculturelles, • rÉtablir uneespace pluricultur el ents de sa propre econnaîtr des points de vue différ Peut, à l’ occasion de r encontr es inter culturelles vision du monde et en tenir compte, clarier les , rmalentendus econnaître desetpoints de vue différ ents de sa prdes opre discuter des ressemblances et visionences du monde et ende tenir les de différ de points vuecompte, et d’apprclarier oches an malentendus et discuter essemblances et des détendr e l’atmosphèr e etdes derpermettr e à la discusdifférd’ences de points de vue et d’approches an de sion avancer. détendre l’atmosphère et de permettre à la discus Rencontrer des personnes de cultures et de langues sion d’avancer. différ entes (en voyage scolaire, en vacances) et être

 capable compte dede leurs différ ences, savoir Rencontrde er tenir des personnes cultur es et de langues compar er sa cultur e à celle des es et leveretles différentes (en voyage scolair e, autr en vacances) être ambiguïtés an de favoriser les échanges. capable de tenir compte de leurs différences, savoir comparer sa culture à celle des autres et lever les La médiation n’est pas de la traduction, le passage par la traduction estan unedestr atégie parmi d’autres. ambiguïtés favoriser les échanges.

La médiation n’est pas de la traduction, le passage par la traduction est une stratégie parmi d’autres.

Stratégies Stratégies Faire des repérages pour bien comprendre le contenu des documents ou de la conver > Stratégies Stratégies sation (lexique, dimension culturelle…). sation Faire des repérages pour bien comprendre le contenu des documents ou de la conver > >  ce que l’on veut communiquer. sation (lexique, dimension culturelle…). sation activement > Écouter  ce que l’on veut communiquer. > r eformuler si besoin. Écouter activement > > Se mettre à la place de l’autre pour anticiper ses problèmes et trouver des solutions. reformuler si besoin. > Être capable de trouver les mots dans une autre langue que celle des documents ou à la place(de de l’anglais l’autre pour sespar problèmes et trouver des solutions. > Se de mettre la conversation versanticiper le français exemple). > Être capable de trouver les mots dans une autre langue que celle des documents ou de la conversation (de l’anglais vers le français par exemple).

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15 Compréhension orale

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15 Compréhension orale Les descripteurs du programme – B2

• Peut suivre l’essentiel d’une conférence, d’un discours, d’un compte rendu et d’autres formes Les descripteurs du programme – B2 d’exposés complexes du point de vue du fond et de la forme. • Peut suivre l’essentiel d’une conférence, d’un discours, d’un compte rendu et d’autres formes • Peut comprendre des annonces et des messages sur des sujets concrets et abstraits, s’ils sont d’exposés complexes du point de vue du fond et de la forme. en langue standard et émis à un débit normal. • Peut comprendre des annonces et des messages sur des sujets concrets et abstraits, s’ils sont • Peut comprendre la plupart des reportages et des autres enregistrements ou émissions radiodifen langue standard et émis à un débit normal. fusées en langue standard et peut identier correctement l’humeur, le ton, etc., du ou de la • locuteur·rice. Peut comprendre la plupart des reportages et des autres enregistrements ou émissions radiodiffusées en langue standard et peut identier correctement l’humeur, le ton, etc., du ou de la • Peut comprendre la plupart des lms, des journaux et des magazines télévisés en langue locuteur·rice. standard. • Peut comprendre la plupart des lms, des journaux et des magazines télévisés en langue standard. Faites une expérience Faites 1 Pre Prenez nez le document F page 51 : Rom-coms for Faites une expérience Faites everyone. 1 Pre Prenez nez le document F page 51 : Rom-coms for 2 Anticipez everyoneà. partir du titre : quel sera le sujet ? Connaissez-vous tous les mots du titre ? 2 Anticipez à partir du titre : quel sera le sujet ? 3 Écoutez et notez les mots que vous connaissez, Connaissez-vous tous les mots du titre ? les mots-clés, les mots accentués, tous les élé3 Écoutez notezsemblent les motsimportants. que vous connaissez, ments quietvous les mots-clés, les mots accentués, tous les élé4 S’il y a des blancs ou des éléments manquants : ments qui vous semblent importants. imaginez ce qui manque et ce que vous allez 4 devoir S’il y aécouter des blancs manquants : . ou des éléments imaginez ce qui manque et ce que vous allez 5  vos hypothèses. devoir écouter. 6 Récapitulez tout ce que vous avez compris. 5  vos hypothèses. 6 Récapitulez tout ce que vous avez compris.

Que vous apprend cette expérience? Que vous apprend cette Comprendre un document audio expérience? ne veut pas dire en faire la traducCompr endr e un document tion intégr ale, l’important estaudio de ne veut pas dir e en fair e la tr aduccomprendre l’essentiel et s’il vous tion intégrdes ale,éléments l’important depas manque ceest n’est compr e l’Avec essentiel et s’il vous le plus endr grave. de l’entr aînemanque des éléments ce n ’ est pas ment et en étant actif·ve en classe, le pluspouve grave. Avec amélior de l’entrer. aînevous z vous ment et en étant actif·ve en classe, Ce qui est important est de noter vous pouvez vous améliorer. les mots-clés, les noms propres Ce estcompr important de noter etc.qui pour endreest l’essentiel les message. mots-clés, les noms propres du etc. pour comprendre l’essentiel du message.

Avant l’écoute

290

À partir des éléments accompagnant le document audio (titre,out introduction A vant l’éc e oule À partir des éléments accompagnant chapô, légende), vériez les termes que document e, intr oduction vous compraudio enez.(titr Vous pouve z faireou chapô, légende), vérie z les que une petite liste de mots entermes rapport vous compr ene z. V ous pouve z fair e qui pourront vous aider, vous pouvez une petite liste de mots en rapport émettr e des hypothèses et pr éparer qui pourr ont vous aider, vous pouvez votr e brouillon. émettre des hypothèses et préparer Voici des idées de brouillon: dessiner votre brouillon. des colonnes qui correspondent au Voici des de br ouillon: dessiner nombr e d’idées écoutes, utiliser une couleur des colonnes correspondent au différ ente corrqui espondant à chaque nombr e d’ écoutes, utiliser une couleur écoute pour les notes. différente correspondant à chaque écoute pour les notes.

Voici les informations que nous avons pour le document p. 51: Voici les informations que nous avons AIR WORK Listen to Greg Berlanti, 1 Ple pour document p. 51: the director of Love, Simon, interviewed on WORKPublic 1 PAIR Listen to Greg Berlanti, NPR (National Radio). the director of Love, Simon, interviewed on NPRen (National On déduit:Public Radio).

• qu’il s’agit d’un support authentique, puisqu’il s’agit d’une On en déduit: interview radio. • qu’il s’agit d’un support authentique, puisqu’il s’agit d’une • le réalisateur va sûrement parler de son lm. Il y a sûreinterview radio. ment deux personnes puisqu’il s’agit d’une interview. • le réalisateur va sûrement parler de son lm. Il y a sûre• que le lm s’adresse à un public adolescent et qu’il parle ment deux personnes puisqu’il s’agit d’une interview. d’amour (pour tout le monde). • que le lm s’adresse à un public adolescent et qu’il parle

Les questions à se poser

La premièr éc out Ces questions sont à écrire e en amont et e vont vous Les questions à se poser aider à écrire votre brouillon. Ces questions sont à écrire en amont et vont vous • Quelle est la nature du document ? (Un disaider à écrire votre brouillon. cours, une bande annonce, une interview, un • e Quelle estjournal la natur e du ? (Un xtrait de télé visé,document une émission dedisTV ou cours, une bande annonce, une interview, un de radio…) extrait de journal télévisé, une émission de TV ou • Qui parle? (Identité, sexe, nombre de voix, leur de radio…) métier/ occupation, les liens entre les per• sonnes, Qui parle? (Identité,prse xe, nombr de voix, leur personnes ésentes ou eseulement métier/ occupation, les liens entre les permentionnées, attitude…) sonnes, personnes présentes ou seulement • Est-ce qu’il y a des données chiffrées? (Âge, mentionnées, attitude…) somme, pourcentage, date…) • Est-ce qu’il y a des données chiffrées? (Âge, • Quel est le sujet principal? (Les éléments somme, pourcentage, date…) accompagnant le document ont-ils déjà donné • une Quelpiste?) est le sujet principal? (Les éléments accompagnant le document ont-ils déjà donné • Y a-t-il des indices sonores? (Musique, bruits de une piste?) fond, quelque chose ou quelqu’un.) • Y a-t-il des indices sonores? (Musique, bruits de • Est-ce qu’il y a des aides visuelles? (S’il s’agit fond, quelque chose ou quelqu’un.) d’une vidéo, vous pouvez voir apparaître des • noms, Est-ce qu’il y a des aides (S’il s’agitvous des mots etc. Ces visuelles éléments?peuvent d’une et vidéo, pouve appar aîtr des aider vousvous pouve z fairzevoir le lien avec cee que noms,entende des mots vous z.) etc. Ces éléments peuvent vous aider et vous pouvez faire le lien avec ce que vous entendez.)

Qu’avez-vous noté? Qu’ typiave cal z-vous teenage noté? Greg

Berlanti directed

big reveal teenage typi calstudi directedc comedy major o SimGreg on is Berlanti gay romanti bichangi g reveal ng the gender myself major o Simon power studi of representati on is gay romantic comedy changi evocatinvge the gendercomimyself ng of age power of representation evocative coming of age

Méthodologie

La première écoute

Il faut noter noter tout ce que pouvez le long du document document : ce que vous entendez ou Il faut nvous oter tout ce que long ce quenoter voyez. S’il rpouvez este desleblancs, du document : cecompléter que vous entendez ou docu ment vous pourr ez les pendant les ce que vous voyez. S’il r este des blancs, pauses ou lors des écoutes suivantes. vous pourrpas ez des les compléter pendant les Ne notez phrases entièr es, utipauses lors des écoutes suivantes.des lisez desouabréviations ou seulement Ne notez pas des phrases entièr es, utimots-clés, des initiales etc. lisez des abréviations ou seulement des mots-clés, des initiales etc.

Les écoutes suivantes Réécouter le document plusieurs fois

Les écdeout es suiv Qu’ allez-vous voir écouter ensuiteant an dees com-

Réécouter le document plusieurs fois pléter vos notes? Qu’allez-vous devoir écouter ensuite an de com• À qui s’adresse le document? pléter vos notes? • Quel est le ton des personnes qui parlent? • À qui s’adresse le document? neutre? en colère? passionné? triste? Cela va • vous Quel aider est le àton desendr personnes qui parlent? compr e l’implicite du docuneutre? passionné? triste? Cela va ment (ceen quicolèr n’este? pas dit). vous aider à comprendre l’implicite du docu• Quels sont les sujets? Quel est le but en l’aborment (ce qui n’est pas dit). dant? Quels sont les enjeux? • Quels sont les sujets? Quel est le but en l’abordant? Quels sont les enjeux?

Love Simon is your typical teenage romantic comedy. big reveal is revealed right away Simon is gay Love Simon is your typical teenage romantic comedy. revealed away biWhy g reveal right up is cgay want tois set this story to look likSiemaontypi al teenage romantic comedy? Why to set story to look this of like a typical changiwant ng the gender the up romanti c interest teenage ? the center of it c comedy having a romanti gay protagoni st at gender of changi ng the romantijust c inreali terest had been a closeted teenthemyself zed just a gay at the center of havi n g protagoni s t i the power of representation evocativte for him had greatbeen comiangcloseted of age teen moviemyself , not seejusthimreali selfzed or just his the power of for representati o n evocati v e him storyline great coming of age movie, not see himself or his storyline

Après les écoutes Relisez vos notes et rédigez-les en étant synthétique maisès en ayant lesout éléments Apr lestous éc esrepérés. Relisez vos notes et rédigez-les en étant synthétique mais en ayant tous les éléments repérés.

Après Apr ès cces es écoutes, vous êtes capable de prendre la parole et dire ce que vous avez Après cces Après esduécoutes, vous êtes capable de compris ou à l’oral. document à l’écrit prendre la parole et dire ce que vous avez

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16 Compréhension écrite

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16 Compréhension écrite Les descripteurs du programme – B2 • Peut comprendre tout type de courriel ou publication sur les réseaux sociaux même s’ils sont Les descripteurs du programme – B2 rédigés en langage familier. • Peut comprendre tout type de courriel ou publication sur les réseaux sociaux même s’ils sont • Peut parcourir rapidement plusieurs textes en parallèle (articles, rapports, sites internet, ouvrages, rédigés en langage familier. etc.) et en relever les points pertinents. • Peut parcourir rapidement plusieurs textes en parallèle (articles, rapports, sites internet, ouvrages, • Peut reconnaître si un texte donne de l’information factuelle ou bien s’il cherche à convaincre les etc.) et en relever les points pertinents. lecteurs·rices. Peut reconnaître la structuration d’un texte. • Peut reconnaître si un texte donne de l’information factuelle ou bien s’il cherche à convaincre les • Peut lire pour son plaisir de façon très autonome, en adaptant le mode et la rapidité de leclecteurs·rices. Peut reconnaître la structuration d’un texte. ture à différents textes (magazines, romans assez simples, livres d’histoire, biographies, carnets de • vo Peut lireguides, pour son plaisirde dechansons, façon très autonome , en adaptant le ences mode adéquates. et la rapidité de lecyage, passages poèmes), en utilisant les référ ture à différents textes (magazines, romans assez simples, livres d’histoire, biographies, carnets de voyage, guides, passages de chansons, poèmes), en utilisant les références adéquates. Faites une expérience. Faites Que vous apprend cette expérience? 1 Prenez enez le texte p. 97 : This Is What Social Media Faites Faites une expérience. Que vous apprend cette Had to Say About the March for Our Lives. Avez-vous besoin de chercher tous expérience? 1 Prenez enez le texte p. 97 : This Is What Social Media les mots dans un dictionnaire pour 2 Had Barreztotous les mots inconnus et surlignez tous Say About the March for Our Lives. Ave z-vous besoin dee cher pouvoir compr endr un techer xte?tous Ne les mots connus. les mots dans un dictionnair e pour pouve z-vous pas vous appuyer sur 2 Barrez tous les mots inconnus et surlignez tous 3 Essayez de résumer le texte à partir des éléments pouvoir compr endre ?un texte? Nee les éléments connus Compr endr les mots connus. non barrés. pouve z-vous pas vous appuyer un texte ne signie pas le traduirsur e 3 Essayez de résumer le texte à partir des éléments les éléments connus ? Compr endr e dans son intégr alité. Compr endr e 4 Lisez maintenant le texte en entier. Cherchez les non barrés. un te xte ne signie pas le tr aduir e en détail peut traduire une commots inconnus dans un dictionnaire. dans son intégr Compr e pr éhension  n ealité. mais saisirendr le sens 4 Lisez maintenant le texte en entier. Cherchez les 5 Comparez ce que vous avez compris avec le en détail peut traduirefois unesur com-e. global peut certaines mots inconnus dans un dictionnaire. résumé à l’étape 3. préhension  n e mais saisir le sens 5 Comparez ce que vous avez compris avec le global peut certaines fois sure. résumé à l’étape 3.

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Avant la lecture

nParatexte: informations autour du texte, souvent situées

Anticiper à partir du paratexte

nParatexte: informations autour du texte, souvent situées en bas de page.

Azvleant eaccompagnants Lise paratela xte etlectur les éléments Anticiper à partir du paratexte le texte (chapô, image, légende) et posez-vous les Lise z le parsuivantes: atexte et les éléments accompagnants questions le texte (chapô, image, légende) et posez-vous les • Quelle est la nature du document? (Article de questions suivantes: journal, extrait de roman, poème, etc.) • Quelle est la nature du document? (Article de • Quelle date? (Date d’écriture et/ ou de parujournal, extrait de roman, poème, etc.) tion) Quel contexte historique? (Si cela vous • semble Quelle date ? (Date d’écriture et/ ou de parupertinent.) tion) Quel contexte historique? (Si cela vous • Quel est le titre? (Possibilité d’émettre des semble pertinent.) hypothèses à vérier au moment de la lecture. • V Quel le titr ? (Possibilité émettr e des ous est pouve z leeconnaîtr e ou ild’peut vous évohypothèses à vérier au moment de la lectur quer des choses: nom propre, date, etc.) e. Vous pouvez le connaître ou il peut vous évo-

en bas de page.

• Qui a écrit le texte? (Vous pouvez connaître d’autres œuvres de l’auteur·e ou il·elle peut vous • é Qui a écrit le choses texte? (V ous pouve z connaîtr e voquer des comme le conte xte histod’autres es de l’auteur·e ou il·elle peut vous rique, le œuvr courant artistique, etc.) évoquer des choses comme le contexte histon S’il s’agit d’un te xteartistique, littéraire onetc.) parlera d’auteur·e (writer) rique, le cour ant qui peut se décliner par type de texte: un·e dramaturge

s’agit d’un texte littéraire on auteur·e (writer (playwright ), un·e romancier·èr e (parler novelista) d’ etc. On parler a ) nS’il de pour par un article presse . dramaturge quijournaliste peut se décliner type dede texte: un·e (playwright), un·e romancier·ère (novelist) etc. On parlera

nYdea journaliste -t-il un chapô? (Qu’ enez-vous des .personnages, pour unappr article de presse

de l’intrigue? Possibilité d’émettre des hypothèses à véri-

a -t-il un chapô? appre.) enez-vous des personnages, au moment de(Qu’ la lectur nYer de l’intrigue? Possibilité d’émettre des hypothèses à vérier au moment de la lecture.)

Il est essentiel de faire plusieurs lectures du texte.

Lectur e du text esavoir ce que vous allez devoir repérer. Choisissez la méthode qui Lise z les questions en amont pour Il est essentiel de faire plusieurs lectures du texte. vous convient: différents surligneurs, tableau à remplir, etc. Lisez les questions en amont pour savoir ce que vous allez devoir repérer. Choisissez la méthode qui Lectur e1 vous convient: différents surligneurs, tableau à remplir, etc. Elle correspond à la compréhension globale et permet de répondre aux hypothèses émises avant la Lectur lecture. e 1 Elle correspond à la compréhension globale et permet de répondre aux hypothèses émises avant la Lectur lecture. es suivantes Elles correspondent à la compréhension détaillée du texte. Lectures suivantes Elles corr à la éhension détaillée du texte. Dans unespondent extrait littér aircompr e

Méthodologie

Lecture du texte

Les personnages Dans un extrait littéraire Le nombre de personnages, les relations entre eux. Interviennent-ils dans le texte ou sont-ils seulement mentionnés? Les personnages Le nombre de personnages, les relations entre eux. Interviennent-ils dans Faites un travail de repérage des pronoms personnels. le texte ou sont-ils seulement mentionnés? Les lieux Ville, pays, lieu public, lieu privé, etc. Faites un travail de repérage des pronoms personnels. Une date Date précise, époque, période, etc. Les lieux Ville, pays, lieu public, lieu privé, etc. La narration Externe, interne ou omnisciente. Une date Date précise, époque, période, etc. La narration

Externe, interne ou omnisciente. nAttention à ne pas confondre l’auteur·e: celui ou celle qui

écrit et le ou la narrateur·trice: celui ou celle qui s’exprime

Attention ne Ils pasouconfondr e l’auteur·e: celuient·e·s. ou celle qui un teàxte. elles peuvent être différ ndans écrit et le ou la narrateur·trice: celui ou celle qui s’exprime dans un texte. Ils ou elles peuvent être différent·e·s.

Dans un article de presse Les personnes Dans un article de presse Les nombres Les personnes Les objectifs principaux Les nombres

Le nombre, leur fonction, les paroles prononcées ou rapportées? À quoi correspondent-ils (année, pourcentage…)? Le nombre, leur fonction, les paroles prononcées ou rapportées? Dénoncer, annoncer, montrer, etc. À quoi correspondent-ils (année, pourcentage…)?

Les objectifs principaux Dénoncer, annoncer, montrer, etc. Stratégies pour comprendre Il s’agit de comprendre la structure interne du texte. Voici ce qu’il faut repérer: les mots de liaison, les Stratégies pour comprendre différents paragraphes ou les retours à la ligne également quand il s’agit d’un texte littéraire. Il s’agit de comprendre la structure interne du texte. Voici ce qu’il faut repérer: les mots de liaison, les Les mots de liaison ainsi que les paragraphes sont aussi à repérer dans les articles de presse. Souvent différents paragraphes ou les retours à la ligne également quand il s’agit d’un texte littéraire. une idée ou un argument correspond à un paragraphe. Les mots de liaison ainsi que les paragraphes sont aussi à repérer dans les articles de presse. Souvent Vous pouvez donner un titre à chaque paragraphe ou bien donner la liste des thèmes principaux. une idée ou un argument correspond à un paragraphe. Vous pouvez donner un titre à chaque paragraphe ou bien donner la liste des thèmes principaux. Vous tombez tombez sur des mots inconnus ? Regardez si vous avez une aide lexicale, si vous connaissez connaissez un mot de la même famille ou bien si vous pouvez en déduire le sens avec le V ous tombez toe.mbez sur des cela motsl’inférence. inconnus ? Regardez si vous avez une aide lexicale, si vous context contexte. On appelle connaissez connaissez un mot de la même famille ou bien si vous pouvez en déduire le sens avec le + Trouver le mot racine contexte. On appelle cela l’inférence. contexte. ment le mot est formé. + Trouver le mot racine + S’aider du contexte pour comprendre le sens du mot. ment le mot est formé. + Comprendre le rôle du mot dans la phrase. + S’aider du contexte pour comprendre le sens du mot. + Comprendre le rôle du mot dans la phrase. 293

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17 Expression orale en interaction

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17 Expression orale en interaction Les descripteurs du programme – B2

• Peut exposer ses idées et ses opinions et argumenter sur des sujets complexes familiers, Les descripteurs du programme – B2 identier avec précision les arguments d’autrui et y réagir de façon convaincante en langue standard. • Peut exposer ses idées et ses opinions et argumenter sur des sujets complexes familiers, • Peut échanger ou négocier pour trouver une solution, présenter ses conditions et poser des identier avec précision les arguments d’autrui et y réagir de façon convaincante en langue standard. questions détaillées sur des sujets complexes. • Peut échanger ou négocier pour trouver une solution, présenter ses conditions et poser des • Peut conduire un entretien ou une conversation téléphonique avec ecacité et aisance, questions détaillées sur des sujets complexes. en s’écartant spontanément des questions préparées et en exploitant et relançant les réponses • intér Peutessantes. conduire un entretien ou une conversation téléphonique avec ecacité et aisance, en s’écartant spontanément des questions préparées et en exploitant et relançant les réponses intéressantes. nIl y a deux types d’interaction: à deux et à plusieurs. nIl y a deux types d’interaction: à deux et à plusieurs. epl i uer

raconter

epl i uer

 ue stionner

négocier

raconter

 ue stionner

er ia lnoégo gucier

formuler une opinion

eprimer un point de ue eprimer un point de ue

réagir et rebondir

formuler u pien niter on arngeuom

ia logruéaer gir et rebondir relancer

eprimer de s émotions

relancer

eprimer de s émotions

arg umenter

L’interaction préparée Dans le cas d’une interaction préparée (jeu de rôle, saynète), prenez enLnote quelques mots-clés qui vous serviront de base lors de l’in’int er action pr épar ée Dans le cas d’ une inter action pr épar ée (jeu de r prenez teraction. À cela, ajoutez quelques informationsôle, quisaynète), vous paraissent en note quelques mots-clés qui vous serviront de base lors de l’inutiles. Par exemple: teraction. À cela, ajoutez quelques informations qui vous paraissent • vériez la prononciation et l’accentuation des mots dont vous n’êtes utiles. Par exemple: pas sûr·e avec un dictionnaire en ligne (WordReference, Cambridge…), • vériez la prononciation et l’accentuation des mots dont vous n’êtes • préparez quelques phrases idiomatiques et des gap llers. pas sûr·e avec un dictionnaire en ligne (WordReference, Cambridge…), • préparez quelques phrases idiomatiques et des gap llers.

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Adaptez votre niveau de langue à la situation (plus de e niveau oAdaptez ou u moins moinsvotr familier). Évitez langue à la situation par exemple de mettr(plus e des olike ou u moins moi familier). ounsI’m gonnaÉvitez si vous par exemple de rôle mettravec e des faites un jeu de like I’m gonna ou une situation formellesi vous faites unun jeuentr deetien rôle avec comme d’emune situation for melle bauche. comme un entretien d’emPar ailleurs, essayez d’anticiper les arguments de l’autre. Dialoguez avec votrbauche. e partenaire à partir des mots-clés et entraînez-vous à refaire le dialogue même si certaines formulations changent. Par ailleurs, essayez d’anticiper les arguments de l’autre. Dialoguez avec votre partenaire à partir des

Dans le cas d’une interaction spontanée (comme dans la vraie vie), ce Si vous vous ne trouvez pas un qui compte c’est d’oser se lancer directement en anglais sans écrire! L ’int er action spont an ée mot ou une formulation, Dans le cas zd’pr une inter action spontanée (comme dans la dans vraie vie), V ous pouve endr e une minute pour rééchir chacun·e votrece Si vousàneparaphraser vous trouvez pas pensez , un qui c’est d’oser se lancer directement en anglais sans écrire! tête,compte puis lance z-vous! mot ou une  for oumulation, illustrer ! Vous pouvez prendre une minute pour rééchir chacun·e dans votre paraphraser , pensez à • Mettez le ton si vous jouez un rôle et dans tous les cas, soyez impliVous ne connaissez pas tête, puis lancez-vous!    illustrer ! cover letter,ou vous pouvez qué·e. V ous ne connaissez pas • Mettez le ton si vous jouez un rôle et dans tous les cas, soyez implidire a letter for a job. • Si vous ne comprenez pas ce que dit votre interlocuteur·rice, n’hésicover , vous pouvez qué·e. Vous neletter connaissez pas tez pas à le·la faire répéter: Sorry? (intonation montante), I beg your a letter for a job. , dirmétier e le de advertiser don?ne Could youene sayz that doeyou mean? • par Si vous compr pas again? ce queWhat dit votr interlocuteur·rice, n’hésiV ous pouvez ne connaissez vous illustrerpas par Sorry ? I beg your tez pas à le·la faire répéter: (intonation montante), advertiser • par Pense z aux réponses du type: es,you I do.mean? No, I can’t. Mais le métier de , don? Could you say courtes that again? What Ydo the person who promotes vous pouvez développez dès que vous le pouvez! products onillustr TV.er par the person who promotes • Pensez aux réponses courtes du type: Yes, I do. No, I can’t. Mais • Relancez votre partenaire en lui posant des questions, en lui demandant son avis, etc. products on TV. développez dès que vous le pouvez! • Regardez votre interlocuteur·rice. • Relancez votre partenaire en lui posant des questions, en lui demandant son avis, etc. • Surtout, laissez-le ou laissez-la prendre part à la conversation! • Regardez votre interlocuteur·rice.

Méthodologie

L’interaction spontanée

• Surtout, laissez-le ou laissez-la prendre part à la conversation!

Le débat Avant le débat

Pendant le débat

débat • Le Choisisse z votre position suivant le point de vue Avant le débat à défendre. • Choisissez votre position suivant le point de vue • Prenez des notes (pas de phrases complètes) à défendre. qui résument vos arguments. • Prenez des notes (pas de phrases complètes) • Faites une liste de mots de liaison que vous qui résument vos arguments. devrez utiliser. • Faites une liste de mots de liaison que vous devrez utiliser.

• Utilisez un niveau de langue assez soutenu. Pendant le débat • Pratiquez l’écoute active: soyez attentif·ve à ce que • Utilisez un niveau de langue assez soutenu. disent les autres pour pouvoir rebondir sur leurs • ar Prguments, atiquez l’écoute soyeau z attentif·ve à ce que placezactive: vos idées bon moment. disent les autres pour pouvoir rebondir sur leurs • Demandez la parole et respectez la parole des arguments, placez vos idées au bon moment. autres. • Demandez la parole et respectez la parole des Après le débat, revenez sur les mots qui autr es. le vous ont ont manqué et apprenez-les ! Après le le débat, revenez sur les mots qui vous ont ont manqué et apprenez-les !

Voici des expressions et des phrases que vous pourriez utiliser lors de vos prochains dialogues, débats, entretiens… Help yourself! Voici des expressions et des phrases que vous pourriez utiliser lors de vos prochains dialogues, débats, entretiens… Help yourself! Gap llers Well,… Gap llers So… Er... Well,… You kno w/see,… So… Er...I mean,… You know what w/see,… WhatYou I’mkno trying to say is... You w what mean,… Hokno w can I sayI this,… What I’m to say is... Lettrying ’s see,… How can I say this,… Anyway , the point is... Let’s see,… Anyway, the point is...

Disagreement

Expressing opinions

I believe…I feel… I don’t agree with you… Expressing opinions Disagreement It seems to me that… I’m not sure about that… ve…I feel… I don agrtoeea with you… I agr ee’tup point, but… FromI belie my point of view…. seems me that… m not sure about that… AsItfar as I’mtoconcerned… WeI’don ’t seem to agree here… I agr ee’s up a point, but… From my point of view…. That nottoalways true… Personally , I think… As m concerned… We don’t seem to agree here… I’d far likeas to I’point out that… That’s not always true… Personally, I think… Phone conversations I’d like to point out that… Hello, this is Mary. May I speak with John? Phone conversations Brian speaking. Hello, Could this is Mary . May I speak with John? you slo w do wn a little? Brian speaking. Sorry, I didn’t quite catch that. Could you repeat it, please? Could slowa do wn a little? Canyou I leave message? Sorry, I didn’t quite catch that. Could you repeat it, please? Can I leave a message?

Agreement I agree with you… Agreement Denitely… I agr withpoint… you… seeee your Denitely… I think so too… I see point… That ’s ayour good point… soyou’ too… ActuallyI ,think I think re right… ThatThat ’s a good point… ’s true… Actually, I think you’re right… That’s true…

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18 Expression orale en continu

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Expr La règle d’or ession

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orale en continu

Connaissances … Méthode La rConnaissances ègle d’or Entraînement Méthode … Entraînement Les descripteurs du programme – B2 • Peut faire une description claire et détaillée d’une gamme étendue de sujets en relation avec Les descripteurs du programme – B2 son domaine d’intérêt. • Peut faire une description claire et détaillée d’une gamme étendue de sujets en relation avec • Peut dire de façon détaillée en quoi des événements et des expériences le/ la touchent son domaine d’intérêt. personnellement. • Peut dire de façon détaillée en quoi des événements et des expériences le/ la touchent • Peut développer méthodiquement une argumentation en mettant en évidence les points personnellement. signicatifs et les éléments pertinents. • Peut développer méthodiquement une argumentation en mettant en évidence les points • Peut développer un exposé de manière claire et méthodique en soulignant les points signicatifs et les éléments pertinents. signicatifs et les éléments pertinents. • Peut développer un exposé de manière claire et méthodique en soulignant les points • Peut s’écarter spontanément d’un texte préparé pour suivre les points intéressants soulevés signicatifs et les éléments pertinents. par des auditeurs·rices. • Peut s’écarter spontanément d’un texte préparé pour suivre les points intéressants soulevés par des auditeurs·rices.

La préparation des notes Étape 1: Mobilisez vos idées et vos connaissances.

La préparation des notes

• Culturelles: en fonction du sujet. Étape 1: Mobilisez vos idées et vos connaissances. • Lexicales: un vocabulaire riche et précis lié à la présentation. • Culturelles: en fonction du sujet. • Grammaticales: les structures vues en classe. • Lexicales: un vocabulaire riche et précis lié à la présentation. • Grammaticales : les zstructur es vues en notes. classe. Étape 2: Commence à prépar er vos Vous pouvez créer une carte mentale avec les mots-clés qui se lisent dans le sens des aiguilles d’une Étape 2: Commencez à préparer vos notes. montre ou bien faire une liste avec: Vous pouvez créer une carte mentale avec les mots-clés qui se lisent dans le sens des aiguilles d’une • des abréviations: ex; i.e. montre ou bien faire une liste avec: • des signes ( ). • des abréviations: ex; i.e. • des couleurs différentes pour les titres de parties et sous-parties. • des signes ( ). • des espaces entre chaque partie et des alinéas pour les sous-parties. • des couleurs différentes pour les titres de parties et sous-parties. • des èches pour indiquer les exemples ou les conséquences. • des espaces entre chaque partie et des alinéas pour les sous-parties. • des èches poureindiquer les exà emples Étape 3: Prépar z le passage l’oral.ou les conséquences. • Mettez dans la marge les connecteurs logiques et gap llers. Étape 3: Préparez le passage à l’oral. • Surlignez les points importants. • Mettez dans la marge les connecteurs logiques et gap llers. 296

Entraînez-vous avec un dictionnaire en ligne pour bien prononcer les mots-clés.

L’entr ement Puis, faites la aîn pravec ésentation orale: e en ligne pour bien prononcer les mots-clés. Entraîne z-vous un dictionnair • à voix haute (de préférence), Puis, faites la présentation orale: nFilmez-vous puis regardez votre prestation pour trouver des points à améliorer. • devant le miroir ou mieux, devant un·e camarade ou un • à voix haute (de préférence), Filme z-vous puis regardez votre prestation n membre de votre famille, pour trouver des points à améliorer. • devant le miroir ou mieux, devant un·e camarade ou un • dans le temps imparti, membre de votre famille, • plusieurs fois pour ajuster. • dans le temps imparti,

Méthodologie

L’entraînement

• plusieurs fois pour ajuster. Pou Pourr un entraînement régulier, vous pouvez regarder des tutos sur la prise de parole en continu, continu, vous entraîner à prendre la parole sur toutes sortes de sujets ou encore vous Pour un entraînement pouvez egar der des tutos sur la prise de parole Pour parler à voix haute à larégulier maison, vous dès que vousrle pouvez. en continu, continu, vous entraîner à prendre la parole sur toutes sortes de sujets ou encore vous parler à voix haute à la maison dès que vous le pouvez.

La présentation en classe • Contournez les dicultés d’expression.

La ésent en classe · Ditespr la même chose ation en faisant une phrase (I’m thirsty.  I want to drink.). • Contournez les dicultés d’expression. · Utilisez un équivalent approximatif (a vet  aI’doctor for animals). · Dites la même chose en faisant une phrase ( m thirsty.  I want to drink.). · Simpliez votre formulation (I feel likea sleeping.  I want to sleep.). · Utilisez un équivalent approximatif ( vet  a doctor for animals). • Parlez susamment fort et distinctement pour être compris·e. · Simpliez votre formulation (I feel like sleeping.  I want to sleep.). • L’erreur est humaine! Inutile de vous focaliser sur les erreurs. • Parlez susamment fort et distinctement pour être compris·e. • Essayez de prononcer les phrases correctement en pensant à la musique de la langue anglaise. • L’erreur est humaine! Inutile de vous focaliser sur les erreurs. • Essayez de prononcer les phrases correctement en pensant à la musique de la langue anglaise. Pendant la présentation • Gardez les pieds bien ancrés au sol. Pendant la présentation • Utilisez la gestuelle. • Gardez les pieds bien ancrés au sol. • Parlez avec conviction et enthousiasme. • Utilisez la gestuelle. • Laissez un petit temps de silence avant de commencer. • Parlez avec conviction et enthousiasme. • Faites des pauses pendant votre présentation. • Laissez un petit temps de silence avant de commencer. • Essayez de regarder tou·te·s vos interlocuteurs·rices. • Faites des pauses pendant votre présentation. • Faites attention à votre posture. • Essayez de regarder tou·te·s vos interlocuteurs·rices. • Faites attention à votre posture.

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19 Expression écrite en interaction

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19 Expression écrite en interaction Qu’est-ce que l’expression écrite en interaction ?

nDénition: Il s’agit d’échanges généralement courts entre

Qu’ est-ce que l’àel’écrit xpr.ession écrite en interaction ? interlocuteurs·rices

Dénition: s’agit d’échanges alement courts entre échangesIl personnels (lettre,génér messagerie instantanée, nEx: interlocuteurs·rices à l’écrit messages téléphoniques, …). ou impersonnels (formulaires, …). Ex: échanges personnels (lettre,informel messagerie instantanée, Forme: Le langage est souvent , il peut être emprunté messages téléphoniques, …) ou impersonnels (formulair au langage oral. Structurer le texte n’est pas la priorité. Il es, est…). même Forme: de Le langage estde souvent informel , il peut être emprunté possible demander clarier un propos. au langage oral. Structurer le texte n’est pas la priorité. Il est même possible de demander de clarier un propos.

Les descripteurs du programme – B2 • Peut maintenir une relation à travers une correspondance personnelle dans une langue uide et Les descripteurs du programme – B2 ecace. • Peut maintenir une relation à travers une correspondance personnelle dans une langue uide et • Peut se procurer par lettre ou par courriel les informations dont il·elle a besoin. Peut prendre ecace. des messages personnels et professionnels complexes et en laisser, à condition de pouvoir de• mander Peut se pr ocur er par lettre ou par courriel les informations dont il·elle a besoin. Peut prendre des compléments d’information. des messages personnels et professionnels complexes et en laisser, à condition de pouvoir de• Peut intervenir en ligne pour relier ses contributions à d’autres déjà publiées, saisir les implications mander des compléments d’information. culturelles et réagir de façon adéquate. • Peut intervenir en ligne pour relier ses contributions à d’autres déjà publiées, saisir les implications • Peut s’engager dans des échanges en ligne entre plusieurs participants, relier ecacement culturelles et réagir de façon adéquate. ses contributions à d’autres déjà publiées, à condition qu’un·e modérateur·rice aide à gérer la • discussion. Peut s’engager dans des échanges en ligne entre plusieurs participants, relier ecacement ses contributions à d’autres déjà publiées, à condition qu’un·e modérateur·rice aide à gérer la discussion. Faites une expérience. Faites 1  : est-ce un texto ? un e-mail ? plusieurs messages sur Faites Faites une expérience. un forum de discussion ? 1  : est-ce un texto ? un e-mail ? plusieurs messages sur 2 Qui écrit ? Allez-vous utiliser votre nom et prénom ou bien un pseudonyme ? un forum de discussion ? 3 Prise de notes : quelle longueur ? quel registre de langue ? quel sujet ? à qui cela 2 Qui écrit ? Allez-vous utiliser votre nom et prénom ou bien un pseudonyme ? s’adresse-t-il ? 3 Prise de notes : quelle longueur ? quel registre de langue ? quel sujet ? à qui cela 4 Utilisez un dictionnaire (papier ou en ligne) pour traduire des mots mais surtout pas s’adresse-t-il ? des phrases entières. 4 Utilisez un dictionnaire (papier ou en ligne) pour traduire des mots mais surtout pas 5 Entraînez-vous d’abord sur un brouillon en utilisant des couleurs différentes pour des phrases entières. chaque participant·e. 5 Entraînez-vous d’abord sur un brouillon en utilisant des couleurs différentes pour chaque participant·e. Que vous apprend cette expérience ?

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Il ne s’agit pas seulement de rédiger mais de réagir à l’écrit à ce que votre interlocuteur·trice vous a écrit Que vous apprend cette expérience ? ou bien à ce que vous lui avez écrit. Il ne s’agit pas seulement de rédiger mais de réagir à l’écrit à ce que votre interlocuteur·trice vous a écrit N’oubliez pas que vous pouvez demander des précisions à votre interlocuteur·rice si vous n’avez pas ou bien à ce que vous lui avez écrit. compris ses propos. N’oubliez pas que vous pouvez demander des précisions à votre interlocuteur·rice si vous n’avez pas Essayez d’adopter un langage correct, mais ne vous concentrez pas trop sur la forme. Vous pouvez vous compris ses propos. corriger en temps réel, comme à l’oral. Essayez d’adopter un langage correct, mais ne vous concentrez pas trop sur la forme. Vous pouvez vous

Assurez-vous toujours de :

ac ent • Communiquer vous faire bien comprendre en effic reformulant auem besoin (What I meant is…, I’m sorry, I didn’t mean…). Assurez-vous toujours de : • prendre en compte la ou les réponses précédentes et les réactions de votre ou vos interlocuteurs·rices. • vous faire bien comprendre en reformulant au besoin (What I meant is…, I’m sorry, I didn’t mean…). • mettre en place des stratégies pour communiquer: la coopération, l’illustration, la négociation, etc. • prendre en compte la ou les réponses précédentes et les réactions de votre ou vos interlocuteurs·rices.

Méthodologie

Communiquer efficacement

• mettre en place des stratégies pour communiquer: la coopération, l’illustration, la négociation, etc.

Organiser sa prise de parole à l’écrit 1

dénir le conte xte prise de cette inter action à l’écrit: pour écrivez-vous? OrBien ganiser sa de par ole àquoi l’écrit

1

3 3

5 5

À qui? Quelles questions vous posez-vous? Sur quel support (en ligne, par voie posBien dénir le conte de cette interaction à l’écrit: pour écrive z-vous? à tale, par courrier électrxte onique ...)? Réponde z-vous à quelqu’ un,quoi ou bien êtes-vous qui? Quelles questions vous posez-vous? Sur quel support (en ligne, par voie posl’Àorigine de ce questionnement? tale, par courrier électronique ...)? Répondez-vous à quelqu’un, ou bien êtes-vous à l’origine de ce questionnement? Préparer son sujet : prenez des notes et rassemblez les outils dont vous avez besoin. N’écrivez pas de phrases complètes mais rééchissez au lexique dont Prépar erezson sujet : prenez des notes et rassemblez les outils dont vous vous aur besoin. avez besoin. N’écrivez pas de phrases complètes mais rééchissez au lexique dont vous aurez besoin. Répéter ses interventions : imaginez les questions ou les réponses que vous pourriez formuler. Quels éléments pouvez-vous apporter à cette conversation? Répéter ses interventions : imaginez les questions ou les réponses que vous pourriez formuler. Quels éléments pouvez-vous apporter à cette conversation? Anticiper une clarication : rassemblez les outils et expressions que vous pourrez utiliser pour reprendre et clarier un propos si celui-ci n’a pas été compris par Anticiper une clarication : rassemblez les outils et expressions que vous votre interlocuteur·rice. pourrez utiliser pour reprendre et clarier un propos si celui-ci n’a pas été compris par votre interlocuteur·rice. Mettre le ton : rééchissez aux moyens de mettre le ton dans vos écrits (ponctuation, mais aussi symboles, GIFs, images et smileys s’il s’agit d’une conversation Mettre le ton : rééchissez aux moyens de mettre le ton dans vos écrits personnelle). (ponctuation, mais aussi symboles, GIFs, images et smileys s’il s’agit d’une conversation personnelle).

2 2

4 4

Entraînez-vous Ent raînez-vous à plusieurs ! Vous venez venez de devenir ami·e sur Instagram avec une célébrité que vous adorez. Imaginez la Entraînez-vous Entraînez-vous à plusieurs ! pourriez avoir elle. Présentez-vous, expliquez pourquoi vous conversation que vous convers ation privée V ous venez de devenir ami·e sur sociaux, Instagrametc. avec une célébrité que vous adorez. Imaginez la ve nez l’aimez, la suivez sur les réseaux conversation conversation privée que vous pourriez avoir elle. Présentez-vous, expliquez pourquoi vous l’aimez, la suivez sur les réseaux sociaux, etc. nVeillez à adopter le bon registre de langue et à adapter votre ton.

nVeillez à adopter le bon registre de langue et à adapter votre ton.

S ’     S igener’ ator.eu     ifaketextmessage.com igenerator.eu ifaketextmessage.com

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20 Expression écrite Les descripteurs du programme – B2 • Peut écrire des descriptions claires et détaillées sur une variété de sujets en rapport avec son Les descripteurs du programme – B2 domaine d’intérêt. • Peut écrire des descriptions claires et détaillées sur une variété de sujets en rapport avec son • Peut écrire une critique de lm, de livre ou de pièce de théâtre. domaine d’intérêt. • Peut écrire un essai ou un rapport qui développe une argumentation de façon méthodique • Peut écrire une critique de lm, de livre ou de pièce de théâtre. en soulignant de manière appropriée les points importants et les détails pertinents qui viennent • l’Peut écrire un essai ou un rapport qui développe une argumentation de façon méthodique appuyer. en soulignant de manière appropriée les points importants et les détails pertinents qui viennent l’appuyer. Faites une expérience. Faites

Que vous apprend cette expérience?

1 D’instinct, D’in comment traduiriez-vous Faites Faites unestinct, expérience. en anglais anglais les deux expressions sui1 vantes D’instinct, D’instinct, ? comment traduiriez-vous en anglais a nglais deux. expressions sui- Il me faitles chanter -vantes Il me ?fait marcher. -Des Il me fait chanter . *He makes me énoncés de type -sing Il meoufait mar cher . me walk ne sont *He makes makes me Des typece *He pas rénoncés ecevablesdedans contexte. sing ou *He makes me walk ne sont 2 Cherchez maintenant ces expressions pas recevables dans ce contexte. dans le dictionnaire. 2 Cherchez maintenant ces expressions 3 Que remarquez-vous sur la démarche dans le dictionnaire. même d’écriture ? Pouvez-vous tou3 jours Que rtraduir emarquez-vous sur ?la démarche e mot à mot même d’écriture ? Pouvez-vous toujours traduire mot à mot ?

An d’éviter les confusions, il faut garder en tête Que vous apprend cette expérience? qu’écrire ce n’est pas traduire. En effet, penser An d’éviter confusions, fautlegar deràen tête comme celales évite de passeril par mot mot qu’permet écrire ced‘nutiliser ’est pas traduir e. En et une langue deeffet, plus penser en plus comme cela é vite de passer par le mot mot authentique. Il convient donc de penserà dir ecteet permet d‘utiliseretune langue une de plus en plus ment en anglais d’acquérir logique de la authentique. Il convient donc de penser dirpar ectelangue, en participant activement en classe ment en anglais et d’ acquérir une logique de la exemple, pour se faire corriger. langue, en participant activement en classe par L’anglais est très global alors que le français est exemple, pour se faire corriger. très spécique. C’est pourquoi le même terme en L’anglais esttrtraduir ès global alorsidées. que lePour français est anglais peut e plusieurs chaque tr ès spécique. C’ est pour quoi le même terme en mot appris, essayer de retenir trois sens différents anglais est trèspeut utile.traduire plusieurs idées. Pour chaque mot appris, essayer de retenir trois sens différents est très utile.

Le fond et la forme Réussir une expression écrite, c’est assurer un équilibre entre le fond (les idées) et la forme (la façon de les articuler), toutet en répondant à un sujet Le fonled la form e donné. Réussir une expression écrite, c’est assurer un équilibre entre le fond (les idées) et la forme (la façon de Pour cela, appliquez la méthode COOL: les articuler), le tout en répondant à un sujet donné. endr : bien compr endr C pour Pour cela, compr applique z laeméthode COOL : e le sujet est essentiel ( 18 Compréhension écrite p. 276). obéir : il faut suivre la direction donnée par les mots-clés du Compr sujet. éhension écrite O pour pour comprendre: bien comprendre le sujet est essentiel ( 18 p. 276). C organiser: plus vos idées seront organisées, plus votre devoir sera clair. O pour pour obéir : il faut suivre la direction donnée par les mots-clés du sujet. O lire: lire et relire sa production en entier à la n sont des étapes capitales. L pour pour organiser: plus vos idées seront organisées, plus votre devoir sera clair. Fiche N° Fiche N°

O L pour lire: lire et relire sa production en entier à la n sont des étapes capitales.

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Dans ce type d’échanges écrits, tout dépend du Présenter un courrier formel destinatair e . En effet, une lettr e à quelqu’ un de Écrir e un e-m ail dépend ou un e lettr e un courrier formel Dans ce type écrits, du Présenter sa famille serad’àéchanges distinguer d’unetout correspondance Nom et adresse de l’expéditeur·rice destinatair e. En effet, lettr à quelqu’ un de avec une institution ou une encor e àeun potentiel Nom et adresse sa famille sera à distinguer d’une correspondance Date emplo yeur. de l’expéditeur·rice avec une institution ou encore à un potentiel Nom et adresse Date nAttention du·de la destinataire emplo yeur. , le langage SMS ne sera pas recevable dans ce type d’écrit.

nAttention, le langage SMS ne sera pas recevable dans ce type d’écrit.

Méthodologie

Écrire un e-mail ou une lettre

Nom et adresse du·de la destinataire

Dear Madam, Sir Dear Madam, Sir

Formule de politesse

Lettre … …e Lettr … …

Si gnature Formule de politesse Signature

Fond Fond

Forme Forme

Un email

Une lettre

Pour amener l’objet du courriel Un email • I’m writing to you today… Pour l’objet du courriel  • The ramener eason why I’m writing is… I’ m writing to you today… • I really wanted to tell you about… eason why I’m email writingisis… • The The rpurpose of my to know… I r eally wanted to tell • I’m writing to nd outyou if… about… The purpose of my email is to know… •En ouverture : • I’m writing to nd out if… • Dear X En ouvertur e :X • Dear Mr/ Mrs Dear X • Hi (to a friend) • Dear Mr/ Mrs X Pour conclure: • Hi (to a friend) • Yours sincerely Pour e: • Regarconclur ds (to someone you esteem) Y ours sincer ely • See you soon (to a friend) someone you esteem) • Regar Xo Xo ds (to(to a very good friend) See you soon (to a friend) • Pour parler d’une pièce jointe: • Xo Xo (to a very good friend) • You will nd the document attached Pour une pièce jointe: • As prparler omisedd’ please nd the document Y ou will nd the document attached • attached • As promised please nd the document attached

Pour amener l’objet du courrier Une lettre • If I may, I would like to + V Pour objet du • I amamener writing tol’inform youcourrier about… If I may , I would lik e to V • The subject of my letter+is… am writing informI would you about… • IWith all due to respect, like to inform you that… The subject of my letter • I wanted to tell you howis… I was doing. With all due respect, I would like to inform you that… •En ouvertur e : you how I was doing. wanted to tell •• IDear Madam, Sir e : concern •En Toouvertur whom it may • Dear Madam, Sir Pour conclure: • To whom it may concern • Yours faithfully Pour • Kind conclur regards e: Y ours • Love frfaithfully om LA Kind r egar ds • Point de vigilance : Lo ve fr om LA • • Aérer son courrier au maximum. de vigilance : de paragraphe chaque fois que •Point Changer de ligne ou • vous Aérerapporte son courrier au maximum. z un élément nouveau (dans une lettre • formelle). Changer de ligne ou de paragraphe chaque fois que apporte z undeélément • vous Utiliser les mots liaison. nouveau (dans une lettre • formelle). Pas de présentation particulière pour une lettre • àUtiliser les mots de liaison. un·e pr oche. • Pas de présentation particulière pour une lettre à un·e proche.

Écrire un dialogue Attention, un dialogue n’est pas un script. Il ne sut donc pas d’ écriredialogue des répliques échangées Écrir edialogue un Attention, un n pas unau script. Il neou au entre deux personnages’est (comme cinéma sut donc pasimportant d’écrire des épliques échangées théâtr e). Il est derconte xtualiser . entre deux personnages (comme au cinéma ou au Commencez par une courte phrase d’introducthéâtre). Il est important de contextualiser. tion puis donnez des précisions sur les expresCommence z par courte phr oduc sions faciales ouune l’atmosphèr e, ase cela d’intr permet detion puis donnez des précisions sur les expres-

rendre le dialogue visuel pour le ou la lecteur·rice et donc authentique. rendre le dialogue visuel pour le ou la lecteur·rice Dans le fond comme dans la forme, un dialogue et donc authentique. en anglais s’avère assez différent d’un dialogue en Dans le fond danscas, la forme, un dialogue fr ançais. Danscomme le premier le dialogue en anglais s’davantage avère assedans z différ unndialogue en s’imbrique leent récitd’et ’est visible fr ançais. Dans le pr emier cas, le dialogue que grâce aux guillemets. s’imbrique davantage dans le récit et n’est visible

301

Présentation d’un dialogue

nSaid is dead!

en français en anglais Présentation d’un dialogue «– Un jour je partirai et tu ne me reverras “Someday, I’ll run away, and you will never en français anglais plus jamais! cria-t-il. see me again!” heen shouted. Un jour partirai tu ne me revchoquée. erras “Someday , I’do ll rwn, un ”away and er you never –«–Calme toi je d’abor d,»etrépondit-elle “F irst, calm she ,answ ed,will shocked. plus jamais! cria-t-il. see me again!” he shouted. •– Calme Les guillemets sont ouverts auchoquée. •“First, Les calm guillemets utilisés début toi d’abord,» répondit-elle down,” sont she answ ered, au shocked. début du dialogue et ne sont fermés et à la n de chaque intervention. • qu’ Lesapr guillemets sonteouverts au • Les guillemets sont utilisés au début ès la dernièr réponse. • Pas d’inversion sujet/verbe pour les début du dialogue et ne sont fermés et à la n de chaque intervention. • Des tirets sont utilisés à chaque introducteurs de paroles. qu’après la dernière réponse. • Pas d’inversion sujet/verbe pour les ligne pour marquer le changement • Pas de tirets. • de Despersonnage. tirets sont utilisés à chaque introducteurs de paroles. ligne pour marquer le changement • Pas de tirets. de personnage.

Évitez la répétition du Said issaid dead! à chaque ligne,  n verbe rÉvite emplace z-le par un z la répétition duautre verbe. verbe said à chaque ligne, remplace z-lesay par unanswer, autre Parler : tell, , ask, rverbe. eply, explain, admit, deny… tell, sayshout… , ask, answer, Crier : :scr eam, Parler rÀeply , e xplain, admit, deny… voix basse: mumble, scr eam, shout… whisper… Crier: À voixémotion basse: :mumble, Avec cry, laugh, whisper… argue… Avec émotion: cry, laugh, argue…

Écrire un article

Attention, il faut distinguer l’article du paragraphe arÉcrir gumentatif. premier se base sur des faits et eLeun article Attention, il faut distinguer l’article duest parragr aphe non sur l’opinion. Même si un article arement argumentatif. Le pr emier base sur des faits et objectif, l’opinion n’est passe donnée directement: non sur l’ opinion. Même si un article est rarpense ement l’enjeu est de faire comprendre ce que l’on objectif, l’opinion n’est donnée directement: dans la manièr e et paspas dans les mots. l’enjeu est de faire comprendre ce que l’on pense À partir du thème qui vous est donné, vous devez dans la manière et pas dans les mots. trouver un sujet (un aspect caractéristique ou À du thème qui vousautour est donné, vous prpartir oblématique du thème) duquel votrde e vez trouverser una sujet (un aspect caractéristique ou article construit. problématique du thème) autour duquel votre Le paragraphe introductif doit permettre aux article sera construit. lecteurs·rices de répondre aux questions en Le agraphe oductif doit…permettr e aux Wh-par (Who? What?intr Wher e? When? ) et d’imaginer lecteurs·rices de répondr e aux en clair ement la situation que vousquestions allez développer WhWho? What? Wher e? When? … ) et d’imaginer dans( la suite. clairement la situation que vous allez développer dans la suite.

Vous devez maîtriser les mots de liaison, rechercher le vocabulaire spécique au sujet Vousvous devetrzaite maîtriser les mots liaison , au que z, et répartir vosdeidées tout recher le vocabulaire spécique au sujet long decher l’article. que vous traitez, et répartir vos idées tout au Chaque nouveau paragraphe doit apporter des long de l’article. éléments supplémentaires. Chaque nouveau paragraphe doit apporter des N’hésitez pas à utiliser des citations de gens éléments supplémentaires. connus ou qui interviennent dans les faits relatés. N’hésitez pas à utiliser des citations de gens Pour plus de cohérence et d’inspiration donnez connus ou qui interviennent dans les faits relatés. un titre à votre article après l’avoir écrit. Pour plus de cohérence et d’inspiration donnez un titre àz des votrformules e articlepassives après (équivalent l’avoir écrit. nUtilise du pronom neutre «on») pour donner à votre article un ton plus

objectif. z des formules passives (équivalent du pronom nUtilise neutre «on») pour donner à votre article un ton plus objectif.

Écrire un paragraphe argumentatif Le paragraphe argumentatif n’est pas un plaiFaites bien attention à trouver les mots justes do yer. Vouse ne un devez pas présenter une seule et arpour vousent exprimer de façon claire et concise. Écrir par agr aphe gum atif Le par agr aphe ar gumentatif n ’ est pas un plai Faites bien attention à trouver les mots justes unique vision de problèmes amenés par le sujet. Il Ne confondez pas vos arguments (les idées qui do yer.deVous ne le depour vez pas pour vous exprimer de façon claire et concise. s’ agit peser et pr leésenter contre.une seule et répondent au problème posé en introduction) et unique vision de problèmes amenés par le sujet. Il Ne e confonde pasrendent vos arguments (les idées Construisez votre texte en suivant le principe de les xemplesz(qui les arguments plus qui s’agit de peser le pour et le contre. répondent oblème l’entonnoir: de l’argument le plus évident à l’arguconcr ets enau lesprillustr ant).posé en introduction) et Construise z votr e te xte en suivant le principe de les e x emples (qui r endent les arguments plus ment le plus rééchi. Vos phrases introductive et conclusive ne doivent l’entonnoir: de l’argument le plus évident à l’arguconcrets en les illustrant). Tout l’enjeu de l’exercice est d’argumenter, relatipas excéder une à deux lignes. ment le plus rééchi. Vos phrases introductive et conclusive ne doivent viser, réfuter, critiquer… Tout l’enjeu de l’exercice est d’argumenter, relatipas excédernune àzdeux lignes.différents: Note les guillemets Pour cela vous devez maîtriser les mots de liai«…»: guillemets français, viser, réfuter, critiquer… son an que votre développement soit structuré “…”: guillemets anglais z les guillemets différents: nNote Pour cela z maîtriser mots de liai «…»: guillemets français, et suivi devous boutde envebout par votrles e lecteur·rice, sans “…”: guillemets anglais son angêne. que votre développement soit structuré aucune et suivi de bout en bout par votre lecteur·rice, sans aucune gêne.

302

CREDITS TEXTES p. 16 © 2015 National Public Radio, Inc. Excerpts from news report RIBA Stirling Prize, by Patrick Lynch, 31 October, 2017 ©ArchDaily, p. 147 “Mars City: Human missions to space colony will start in CREDITS titled Tea Tuesdays: How Tea + Sugar Reshaped The British EmD.R. - ; p. 73 THE GRAPES OFTEXTES WRATH: 75TH ANNIVERSARY2024, EDITION Elon Musk says, by James Titcomb 29 September 2017 2015Godoy National Public Radio,published Inc. Excerpts news , by Patrick Lynch,renewed 31 October p. 16 RIBA Prize p. 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Distributed Tribune Content Agency Samuel Gibbs, 17/07/2017 ©© Guardian Media p. 139 Alexander, 12/03/2017 Telegraph Media; pGroup Limited 2018 2015 Atlantic Media Co., asisfirst published in ThetoAtlantic MaCaroline Musk: recognition regulate AI software to combatcan ‘existential before it’s-bust too late trueNations story ofunveils Captainslaver Bligh’ s mutineers p. 61TheIsn’t It Romantic?’ only pretending be a different kind Facial spot liarsthreat’ and could help air pBounty: . , 205 The United y memorial , By, byJacqueline gazine. All rights ved.HAN, Distributed Tribune Agency; Samuel Gibbs, ,17/07/2017 © Guardian ; p. Media , 12/03/2017 Telegraph MediaD.R. 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The British Isles The British Isles

TheThe United States of America United States of America TheThe United States of America United States of America RUSSIA

RUSSIA

RUSSIA

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CANADCANAD A A

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OlympiaOlympia Washingt on Washingt on OlympiaOlympia Washingt on Washingt on Salem Salem

HelenaHelena

Bismarck Bismarck

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Montana Montana Wyoming Wyoming

Boise Boise Oregon Oregon

NorthNor Dako taDakota th Bismarck Bismarck NorS th Doak aDoak South Douth ak tao Dt ak taota Nor th SouthPierre akotPierre aDakota SDouth

Wyoming Wyoming PierrePierre

Idaho Idaho Oregon Oregon Boise Boise Idaho Idaho

Nebraska Nebraska Cheyenne Cheyenne Nebraska Nebraska

Carson Carson City City

Salt Lake City Salt Lake City Sacramento Sacramento Carson Carson City City City Salt Lake City NevadaNevadaSalt Lake Sacramento Sacramento California CaliforniaNevadaNevada Utah Utah California California Utah Utah

Cheyenne Cheyenne DenverDenver Colorad oorado Col Denver Denver Colorad oorado Col Santa Fe Santa Santa Fe Santa Fe Santa Santa Fe

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Phoenix Phoenix O

Ariz ona Arizona Phoenix Phoenix Arizona Arizona

New Mexi coMexico New New Mexi coMexico New

Honolulu Honolulu

Mexique Mexique Hawaii Hawaii Honolulu Honolulu Hawaii Hawaii

Mexique Mexique

Canada Canada

a

a

Vermont Montpelier Vermont

Maine

Montpelier

Augusta Maine

New Augusta Hampshire New Mass achusetts Hampshire Concord Boston Minnesota Massachusett Rhodes Albany Concord Minnesota Island Boston Rhode St. Paul Providence Wisconsin New York Island Albany Wisconsin New Y ork Lansing St. Paul Providence Madison Hartford Connecticut Pennsylvania Mi Lchigan ansing Madison Hartford Trenton Connecticut Harrisburg Pennsylvania New Jersey Michigan Columbus Des Moines Dover T renton New Harrisburg Delaw areJersey In dianapolis Ohio Iowa Illinois West Annapolis ColumbusVirginia Dover Lincoln Des Moines Dela ware Ohio Iowa Maryland Illinois Indiana West Richmond Springfield Indianapolis Charleston Virginia Annapolis Virginia Kansas Maryland Indiana Lincoln Jefferson City Frankf o rt Richmond Springfield Taopeka ginia Raleigh Kans s Charleston Vir Kentucky Jefferson City Frankfort Topeka North Missouri Raleigh Kentucky Tennessee Carolina Nashville North Missouri Tennessee Columbia Carolina Nashville Atlanta Columbia Georgia Atlanta Montgomery Georgia

Little Rock klahoma City Oklahoma klahoma City Oklahoma Texas Texas

Austin Austin

Arkans as Little Rock Arkansas

Alabama Montgomery Alabama Tallahassee Mississippi Jackson Baton Rouge Mississippi Tallahassee Louisiana Baton Rouge Louisiana Jackson

Florida Florida

South Carolina South Carolina

The English-speaking world The English-speaking world HONOLULU HONOLULU

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DALLAS NEW YORK NASSAU DALLAS NEW YORK NASSAU

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Alaska (USA)

United Kingdom United Kingdom

Alaska (USA)

Canada Canada

Hawaii (USA) Hawaii (USA)

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Québec

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Ireland

Québec

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St-Kitts Ireland Gibraltar and Nevis S t-Kitts Anguilla Gibraltar Malta and Nevis Antigua Anguilla and Barbuda Malta An tigua Nigeria Mon tserrat and Barbuda Gambia Dominica Camer GhanaNigeria M tserrat Ston Lucia Gambia Dominica St Vincent Ghana Camer S t Lucia and the Grenadines S Vincent Btarbados and the Grenadines Liberia Grenada Rwanda Barbados Sierra Leone Burund Lib e ria GrenadaAscension Rw anda Sierra Leone Zambia B urun d Sain t Helena Asc ension BotswZana ambia Saint Helena Namibia Botswana Namibia Tristan da Cunha Tristan da Cunha

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South Georgia and the South Sandwich Islands South Georgia and the South Sandwich Islands

British Antarctic Territory Countries where English is the only first language Countries where English is the only first language

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CAPE NAIROBI TOWN CAPE NAIROBI TOWN

Akrotiri and Akr oelia tiri D hek and Dhekelia

NEW DEHLI NEW DEHLI

PERTH

CANBERRA

WELLINGTON

PERTH

CANBERRA

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Hong Kong (China) roon Hong Kong India P akistan Marshall Philippines Sudan (China) Islands roon South Sudan India Marshall Philippines Sudan Micronesia Palau Uganda Islands S ingapor e South Sudan Solomon Micronesia Nauru Ke nya Palau Uganda S ingapor e I slands Samoa a Solomon British Indian N auru P apua T uv alu Ke n y a T anzania di Ocean Territory Samoa New Guinea Islands a B ritish I ndian Mala wi Fiji P apua T uv alu T anzania Se y chelles di Vanuatu Ocean Territory N ew G uinea Mauritius Malawi Fiji Seychelles Vanuatu Australia Tonga Zimbabwe Mauritius Swaziland Australia Tonga Zimbab Leso tho we Swaziland L eso tho h Africa Pakistan

h Africa

New Zealand New Zealand

Countries where English is a second language Countries where English is a second language

Classroom English

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Pour mieux communiquer à l’écrit et à l’oral Pour mieux communiquer L points à esl’écrit et clés à l’orenal82 fiches

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anglais

Pour s’exprimer sur 65 thèmes contemporains Pour s’exprimer surchaque 65 thèmes contemporains Les mots clés sur thème Des exemples pour les appr endre en contexte Les mots clés sur chaque thème 3 00 exemples exercices pour formuler idées Des pourmieux les appr endre enses contexte T00 ousex les 3 ercorrigés cices pour mieux formuler ses idées Tous les corrigés

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Primo&Primo - Crédits photos The Gherkin or 30 St. Mary Axe, London Financial District. ph © Patrick Bombaert / Getty Images / © Foster & Partners, 2003.

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