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Did you know?
Piece of Cake 4e Anglais Auteur : Sarah Legros Agrégé d’anglais Académie de Paris Conseillère pédagogique : Estelle Recht Professeur certifié Collège Jean Monnet (61) Sous la direction éditoriale de Sophie de la Porte et Laura Vidore Co-auteurs : 2� Fabienne Bazziconi Professeur certifié Collège Arc de Meyran (13) 2� Ingrid Delpech-Gaudin Professeur certifié Collège Saint-Joseph de l’Apparition (81) 2� Zaïa Berkane Professeur certifié Collège Julie Daubié (57) 2� Ellen Dodds Professeur certifié Collège Louis Pasteur (81) 2� Joëlle Cendrier Professeur certifié Collège Pierre Reverdy (72) 2� Fanny Dralet Professeur certifié Collège Claude Debussy (93) 2� Catherine Chardonnet Professeur certifié Collège Anatole Le Braz (22) 2� Anne-Lise Dumas- Decaestecker Professeur certifié Collège de l’Esplanade (62) 2� Déborah Chasseport Professeur certifié Collège Bellevue (86) 2� Karine Fontaine Leroy Professeur certifié Collège Jean Rogissart (8) 2� Marie-Claire Chauvin Professeur certifié Collège Antoine de SaintExupéry (94) 2� Cathy Germain Professeur certifié Collège de Puisaye site « Armand Nogues » (89) 2� Laurence Cousty Professeur certifié Collège Saint Andre (33) 2� Catherine Dathuy Professeur certifié Collège Louis Denayrouze (12) 2� Laurence Gilmant Professeur certifié Collège Les Rives du Léman (74) 2� Edwige Grazide Professeur certifié Collège Beau Regard (32) 2� Aniella Lebeau Professeur certifié Collège Louis de Broglie (55) 2� Damien Lesellier Professeur certifié Institution Saint Pierre (14) 2� Ewelina Majtczak Professeur certifié Collège Jacques Brel (61) 2� Isabelle Pfeiffer Professeur certifié Lycée l’Initiative (75) 2� Rafika Selmi Professeur certifié Collège Les Rives du Léman (74) 2� Linda Sergent Professeur contractuel Collège Jean Moulin (62) 2� Caroline Slater Professeur certifié Collège Alain Savary (31) 2� Delphine Valero Professeur certifié Collège Le Gymnase Lucie Berger - Jean Sturm (67) Relecteurs : Marie Aubé, Simon Juganol p. 6 p. 8 Projet pédagogique Présentation du manuel numérique Prologue : Royal meeting p. 10 à 23 Tâches du chapitre : Royal day I looove it! Lucky letter Who’s who? 2�Prévoir un emploi du temps. 2�Organiser une fête. 2�Écrire une lettre. 2�Élaborer un arbre généalogique. p. 12 p. 14 p. 16 p. 18 Stage 1 Stage 2 Stage 3 Explore 2�Interviewer un membre de la famille royale. p. 22 Culture : À la découverte de la monarchie britanique. Grammaire : BE et HAVE au présent simple ; parler de ses goûts et donner son avis. Lexique : La famille, la monarchie et ses activités. Méthode : Mener une interview. 1 The Big Apple p. 24 à 37 Tâches du chapitre : Back on track How delicious! I love NY Melting Pot 2�Décrire un ititnéraire. 2�Écrire une critique de restaurant. 2�Promouvoir la visite d’un site touristique. 2�Décrire son lieu favori. p. 26 p. 28 p. 30 p. 32 Stage 1 Stage 2 Stage 3 Explore 2�Créer une publicité. p. 36 Culture : À la découverte du Melting Pot de New York. Grammaire : Indiquer son chemin ; s’exclamer ; utiliser l’impératif et le present perfect ; faire des suggestions. Lexique : New York, le tourisme. Méthode : Créer un spot publicitaire. Piece of Cake 2 Changing times p. 38 à 51 Tâches du chapitre : Revolutionising the world! 2�Défier ses camarades. p. 40 Stage 1 Victorian lives Crazy factory 2�Écrire un journal intime. 2�Créer une émission de radio. p. 42 p. 44 Stage 2 Stage 3 American modernity 2�Présenter la modernité américaine. 2�Participer à un débat. p. 46 p. 50 Explore Culture : À la découverte de la Révolution Industrielle américaine. Grammaire : Utiliser le prétérit ; exprimer une obligation. Lexique : La Révolution Industrielle et la société victorienne. Méthode : Participer à un débat. 3 When I grow up p. 52 à 65 Tâches du chapitre : My life plans When I’m 34 2�Organiser un sondage. 2�Décrire son moi idéal. p. 54 p. 56 Stage 1 Stage 2 Fortune-tell me! My New Year’s resolutions 2�Prédire le futur et donner des conseils. 2�Prendre des bonnes résolutions. p. 58 p. 60 Stage 3 Explore 2�Envoyer un message dans le futur. p. 64 Culture : À la découverte des traditionnelles bonnes résolutions. Grammaire : Parler de ses projets ; donner des conseils ; WILL. Lexique : L’avenir, les résolutions de la nouvelle année. Méthode : Comprendre les paroles d’une chanson. 4 Mysterious murder p. 66 à 79 Tâches du chapitre : Crime scene Suspects and alibis Brainstorming! 2�Organiser une conférence de presse. 2�Interroger des suspects. 2�Écrire un rapport de police. p. 68 p. 70 p. 72 Stage 1 Stage 2 Stage 3 Heroes and villains 2�Convier des collègues à une réunion. p. 74 Explore 2�Résoudre une enquête policière. p. 78 Culture : À la découverte des enquêteurs et des meurtriers célèbres. Grammaire : Le passif ; le présent BE + V-ING ; MAY / MUST ; les indénombrables. Lexique : Mener une enquête, une scène de crime. Méthode : Participer à une réunion. 5 Back to 1920’s Chicago! p. 80 à 93 Tâches du chapitre : Jazz it up! 2�Écrire une biogaphie. Chicago nightlife Al Capone and Co. 2�Créer un tract. p. 82 p. 84 Stage 1 Stage 2 Fun facts 2�Écrire une brochure. 2�Raconter des anecdotes amusantes. 2�Organiser une exposition. p. 86 p. 88 p. 92 Stage 3 Explore Culture : À la découverte du Chicago des années folles. Grammaire : Les propositions relatives ; USED TO + BV ; AGO ; BE ALLOWED TO + BV. Lexique : Le jazz, la Prohibition et les gangsters. Méthode : Regarder un documentaire. Précis de grammaire Phonologie Livret de lecture 6 Louis Armstrong, Nelson Mandela, Lewis Caroll, p. 122 à 141 p. 142 Les Frères Grimm, Roald Dahl, Edgar Allan Poe p. 144 à 153 p. 154 à 159 p. 160 Lexique Crédits 6 My South African adventures p. 94 à 107 Tâches du chapitre : Breathtaking! 2�Décrire un paysage. p. 96 Stage 1 Travelling around Tick it off your bucket list! Diversity and conflicts 2�Écrire un carnet de voyage. 2�Raconter des anecdotes. 2�Enregistrer une émission de radio. 2�Créer un blog sur un voyage. p. 98 p. 100 p. 102 p. 106 Stage 2 Stage 3 Explore Culture : À la découverte de l’Afrique du Sud. Grammaire : Décrire une image ; HAVE + V-EN, FOR, SINCE ; le comparatif. Lexique : Nature, activité sportive et histoire sud-africaine. Méthode : Écrire un blog. 7 Once upon a time… p. 108 à 121 Tâches du chapitre : Fairest of all 2�Créer une couverture de livre. p. 110 Stage 1 Down with clichés Revolting rhymes 2�Interviewer un personnage de conte de fées. 2�Écrire une parodie de conte. p. 112 p. 114 Stage 2 Stage 3 Inspiring tales 2�Écrire une critique littéraire. p. 116 Explore 2�Participer à un prix littéraire. p. 120 Culture : À la découverte des contes britanniques les plus célèbres. Grammaire : Le superlatif ; WOULD + BV ; le style indirect. Lexique : Les contes de fées. Méthode : Défendre son point de vue. Look out! Expression orale individuelle Compréhension orale Expression orale en interaction Expression et compréhension écrite Présentation du manuel 2� La langue anglaise est présente dans de nombreux domaines de la vie courante et elle est parlée par plusieurs centaines de millions de personnes à travers le monde. Ce manuel a pour but de vous aider à mieux maîtriser cette langue tout en vous donnant plaisir à la comprendre, à la parler et à l’écrire. À la fin de chacun des huit chapitres, vous serez amenés à remplir une mission ambitieuse, mais pas de panique : si vous suivez les étapes comme il faut, vous aurez toutes les cartes en main pour réussir ! Al Capone and co. Stage 3 22 You’re going to create a booklet 4 Newspaper clip about the Chicago gangsters! 22 Read this article and answer the questions in your workbook. Feel The Chicago Times Thursday, January 25th, 2007 Stage 2 1 Gangsta! Chicago nightlife do you think these men are? 5 Visit our exhibition! Who about 1920’s Chicago nightlife. did they 22 You’re going to write a leaflet According to you, what kind of activities Look at this document. find it? 22What is it? In what context may you What’s its purpose? what their engage in back in the 1920’s? Imagine day schedule could be. between 22Now listen to a top secret conversation of his mob! members is a cabaret! 1 twoLife Al Capone and Stage and Focus on this picture for a minute up!it with your classmates: where discuss and when is the scene set? 2 Listen Al Capone and co. Stage 3 5 Jazzmen 22 You’re going to talk about the lives of famous jazz musicians. * When he was about 18 and lived in Manhattan, Alphonse Capone was stabbed in the face during a fight and his scars earned him the nickname businessman a as himself Capone often presented who liked “Scarface”. and a gentleman who was fond of opera, served He * Al Capone was never charged with murder nice clothes and who enjoyed jazz music. who played in because the investigators working on his as a sponsor for many jazz musicians dirty money. In case could not gather enough evidence! his cabarets and were paid with his prejudice and The only motive which they found to send a country which was still filled with to get him to prison was tax evasion and violation segregation, it was hard for black musicians tolerance and hired, but thanks to Capone’s relative of the Prohibition law: that’s why he only to develop their generosity, they were offered a chance spent eight years in jail. a living. in your workbook. Feel free to react! skills while musical questions theearning answer * Al Capone’s bullet-proof Cadillac limousine article and loved by many People tend to forget that Capone was was seized by the police in 1932 and it was Great Depression hit the city When thewere Chicagoans. and the Charleston later used as President Franklin D. Roose* Both jazz music fed and kitchen soup a up set even halls Capone dance in 1929, banned from many “legitimate” velt’s limo! Many people saw him as people! 1,000 destitute over considered because they were vulgar and scana sort of modern Robin Hood. dalous! It conveys the Everybody knows the name Al Capone. once Public image of a ruthless gangster who was of his death Enemy No. 1. Today is the 60th birthday Al Capone, the and I’d like to talk about the other complex man behind the mobster. 4 Newspaper clip won’t be place, thetour. You about thegangster guide sayChicago youthe canof 22 Listen to 2the 2What perfectly normal. people? theit’s the clothes, – atmosphere,everything able to understand on the main events and match gangsters! doing? to focus are Trythey 2WhatChicago 2the aboutlistening: 22Second 22 You’re going to create a booklet in your workbook. dates with the appropriate events Jazz it up! Stage 1 free to react! Did you know? 22 Read Did youthis know? the main events with your classDiscuss thecity 22Third listening: 2 Dazzling happened at the Hawmates. Can you briefly sum up what Day Massacre? what nightdiscover St. Valentine’s andthe Now, during andlisten thorne Inn life was like in 1920’s Chicago! 22Answer the questions in your 3 Who’s who? Now have a look at these timelines. complete sentences! jazzmen using workbook. 22Make an oral presentation of these band leader, Armstrong’s mentor. Joe “King” Oliver: cornet player and organized crime! 1 in 1927 who’s 1922 who 1890 Play who worked for the North Side gang! Some months and find out who belonged to the Outfit and Created the Moved to New again 1938 to the guide 22Listen in New York Creole Jazz Band Orleans 1885 Died in Born in Chicago 1925 African-Americans 1919 Don’t you wonder why there are only Louisiana Created the Arrived in guess? a have Dixie Syncopators on the above picture? Can you Chicago The Chicago Times * The Charleston was particularly popular with rebellious young women called the “Flappers”, January Thursday, who wore short dresses and adopted an exube- Did you know? 25th, 2007 rant behavior. * When he was name Al Capone. It conveys the Everybody knows theToolbox about 18 and lived Public image of a ruthless gangster who wasenonce 22Ces noms verbaux s’utilisent exactement in Manhattan, 2 on peut ajouter out. anglais, Who do you think these men are? to be arrogant. parler d’activités Pour 60th read the article carefully and find 22the his death piano player and band leader reputedFriday, February 15th, 2013 birthday of comme les autres noms : Jelly Roll Morton: jazz composer, un Enemy No. 1. Today isà une Alphonse Capone 1928Newspaper clip in illegal base verbale le suffixe -ING pour créer Toolbox 1922 According to you, what kind of activities did they 4 1941 issue in American 62Al Capone and his mob engaged the a complicated Capone, York been Al the to New and other Moved has always the Race in Chicago manufacture about Arrived the talk ago, to 1890 like years in I’d their Died Ninety 2 and 6 VERBAL. what NOM Imagine U.S. was supoù la réalité 1920’s? Camille was stabbed in activities in the 1920’s. 4 Dear the 1920s, the North ofLosthe Born in Angeles history. In1926 22Pour parler d’une période du passé 2 Satchmo engage in back in the prohibited. of alcohol sale > gambling in gamble 2were Chicago gangsters! the 6mobster. Cela New Orleans the behind react! progressive but in practice, racism manto USED TO + BV. about be quitewith torecordings complex on utiliseworkbook. posed Feel free 62Al Capone and his mob engaged a booklet www.lelivrescolaire.frbe. on www.lelivrescolaire.fr. First était différente, To whom? your could inFrank a look at an interactive thereanswer the questions permet> d’exprimer schedule the face during a 22 You’re going to createHave daypresentation In Chicago, bootlegging minds. Nitti bootleg dans une Look at this postcard: who wrote it? Red Hot Peppers 22BE ALLOWED TO +62BV in people’s and was deep-rooted Armstrong which you didn’t know? article Hymie Weiss this bootlegging in the 1920’s. peut permettre de transporter les gens 22 Read 22What does it tell you about Louis au contraire the Cafe3and“Bugs” Torrio de NOT permet Johnny does the sender narrate? Armstrong’s DreamlandGeorge like the Enforcer” l’autorisation. L’ajout kind of experience between black cabarets aka “the 62racketeer comme pour en recréer 22What werefriend from gambling. historique, fight conversation and 1929 – 1934 as a businessman of money earned him the nickname Earl Hines: piano player, a lotscars himself> racketeering certaine époque gothis 62They presented waiters 22Now listen to a top secret Capone often entertainers, theMoran “the theBrain” his aka where with de parler d’une interdiction. 1923 Lincoln Gardens,Recorded 3 Armstrong’s autobiography 1983 l’atmosphère, les habitudes, etc. and there orchestra own mob! his of African-Americans, to who liked were opera, of in Chicago allowed “Scarface”. members Arrived 1903 fond were customers two the was bands and and in who jazz Died black Capone Al 62Some a gentleman andto dance autobiography, considered more Read two extracts from Armstrong’s Born in 62In the 1920s, the Chicagoans used which were Oakland were white dance-halls, 1928 at the end of dance-halls. in white Louis Armstrong, In His Own Words, Pittsburgh jazz music. He served enjoyed who and listen to jazz music in cabarets. with Armstrong’s refined. Hot Five Recordedmore nice clothes andplay * Al Capone was never charged with murder legitimate, your textbook. alcohol. Contract at the Grand Terrace Cafe 1920s Chicago? 62People were not allowed to drink écoulé entre 22How does he describe his life in 22Pour indiquer le temps qui s’est as a sponsor for many jazz musicians who played in because the investigators working on his traditional, the parler et le 22What is the Lincoln Gardens? The dances were more decent, more l’événement passé dont on souhaite Inother Chicago gangsters! Include everything you know aboutlife, 2“Lil”? Listen up! dirtyAlmoney. hisabout but a sweetened type of 22Who are “Papa Joe” and Capone and Toolbox a booklet music was not wild hot jazz case could not gather 2Createwith his cabarets and were2paid informain, Al Capone’s on utilise ajouter evidence! 2007AGO. pourand engaged enough présent, 25th, 22On utilise entertheune Thursday, January un groupeThe customers, waiters sur music. theWHICH illegal activities which the mobsters 22Pour ajouter une information Chicago, the non-humain (objets, jazz and Ralph Capone 1920’s in he warwith prejudice tion sur un antécédent Al Capone the gang filled phrase, to add photographs (or Dion) When was were Deanbands une nouvelle Don’t forget 4 Inkredible! sans commencer some black be were a country which was still nominalYou * won’t Massacre, onlyetc. white, although motive which they found to send concepts) : tainers St. Valentine’s DayThe aka “Bottles” Chicago gangster tour. the Inn incident, theto of guide the Hawthorne which are aka “Scarface” to the isolated on peut former une proposition subordonnée records was O’Banion Listen many 2 2 on made get the Five community Hot everywhere The black 2 6 ink The conveys spilled in. musicians It et blackto make to come WHO, WHICH Oh oh, this student allowed about and lived avec les pronoms relatifs the name Al Capone.Your task relative booklet more alluring! him to prison was tax evasion and violation segregation, it was hardandfor 1 Gangsta! your landmarks. normal. considered Everybody captions 18 time of segregation. aknows his sheet of paper… from the larger society, it was understand everything – it’s perfectly WHERE. to bits? une of four ablemissing and into groupstolerance WHERE Public Split uprelative Enfin,cabarets “black theajouter 22Can you help him remember the calledpour Capone’s on 1920’s toChicago! une information gangster who was 2once were22also but thanks own exhibition there hired, in Manhattan, 22On utilise WHO pour ajouter ruthless However, autilise ofonwhite un lieu : sur image information eighty-seven of the Prohibition law: that’s 2Design a leaflet to advertise for your and match why he87only events jazz music, cabarets, black and people could mix, sur un antécédent humain : tans” where black2He information on: Prohibition, death went to New York City, where he played 6 and and to develop their his of chance a who 22Second listening: Try to focus on the main birthday offered one topic to provide some were 60th choose they and the is 62Louis Armstrong married Lil Hardin, sometimes Who do you think these men are? generosity, and Today 1. Henderson. together No. Fletcher Alphonse Capone dance music,with Enemy listen to the same flappers. spent eight years in jail. in your workbook. was a piano player. did they Pops. tans, speakeasies, or events the the Charlestonoforyour the appropriate with and tans included the a living. the datesLouis Al Capone, Did you know? nicknamed Satchmo have a fling. Famous black skills while earning exhibition! According to you, what kind of activities Armstrong was often eighty-six 86even (jazz singing with and I’d like to talk about the other 22Don’t forget to mention the dates musical was stabbed in to record scat singing what their Sunset Cafe and the Plantation Cafe. his scoreevents with your class* Al Capone’s bullet-proof Cadillac limousine He was the first one in your school? jazz legend, main Discuss According to thethe Your task lovedaby many mobster. was 22How about handing out the flyers engage in back in the 1920’s? Imagine 22Third listening: nonsense syllables). man behind the and create “Heebie Jeebies” complex People tend to forget that Capone the face during stage. Go on http://edu.glogster.com/ when he was recording was seized by the police in 1932 and it was the the four musicians mentioned in this improvise! fell to the ground one ofHawChoose happened22at he had to 85 city of the jazzman’s life. what up sum eighty-five hit the the lyrics by heart, you include pictures and a short description knowingbriefly Depression history: mates. Can day schedule could be. and not the Great your interactive biography! It must Whenearned They will make your poster Chicagoans. Armstrongs in American you want to. And what about graphics? fight and his scars him the nickname fed re are three famous There later used as President Franklin D. RooseYou may also include a timeline if * The between presented himself as a businessman and during the St. Valentine’s Day Massacre? Capone aoften thorne Inn more lively. different musician) and talk about in 1929, Capone even set up a soup kitchen and 22Now listen to a top secret conversation one of you should have worked on who liked “Scarface”. 84 eighty-four opera, 22Then form groups of four (each of fond velt’s with relative clauses. limo! was sentences who complex use as to Try him mob! and a gentleman the jazzman’s life to your classmates! 1,000 destitute people! Many people saw over Al Capone and two members of his He served Capone was never charged with murder * Al nice clothes and who enjoyed jazz music. a sort of modern Robin Hood. who played in because the investigators working on his 3 Who’s who? as a sponsor for many jazz musicians dirty money. In case could not gather enough evidence! his cabarets and were paid with his 2 Listen up! crime! and with prejudice Play who’s who in organized filled stillSide was which The only motive which they found to send gang! a country North for the worked to the Outfit and who to get gangster tour. You won’t 2be 2Listen to the guide again and find out who belonged 22 Listen to the guide of the Chicago him to prison was tax evasion and violation segregation, it was hard for black musicians perfectly normal. tolerance and able to understand everything – it’s hired, but thanks to Capone’s relative of the Prohibition law: that’s why he only to develop their the main events and match generosity, they were offered a chance Toolbox spent eight years in jail. 22Second listening: Try to focus on a living. in your workbook. earning events while skills appropriate the musical with dates the limousine * Al Capone’s bullet-proof Cadillac 22Ces noms verbaux s’utilisent exactement d’activités en anglais, on peut ajouter Capone was loved by many Pour parler events with your classthat main forget to the tend Discuss People was22seized by the police in 1932 and it was listening: 22Third comme les autres noms : hit the city verbale le suffixe -ING pour créer un happened at the Hawbase à une Chicagoans. When the Great Depression later used as President Franklin D. Roosemates. Can you briefly sum up what 62Al Capone and his mob engaged in illegal kitchen and fed Day Massacre? VERBAL. NOM in 1929, Capone even set up a soup thorne Inn and during the St. Valentine’s velt’s limo! activities in the 1920’s. as saw him 62gamble > gambling over 1,000 destitute people! Many people 2Al Capone and his mob engaged in 6 Robin Hood. Frank Nitti 62bootleg > bootlegging Hymie Weiss a sort of modern George “Bugs” Johnny Torrio bootlegging in the 1920’s. aka “the Enforcer” 3 Who’s who? 62racketeer > racketeering Moran aka “the Brain” 62They got a lot of money from gambling. Play who’s who in organized crime! who worked for the North Side gang! out who belonged to the Outfit and 22Listen to the guide again and find 3 Race issues Gangsta! Have a guess1 Des activités Stage 3 Al Capone and co. interactives composées de documents textuels, sonores et vidéos pour progresser dans les activités langagières. 1 Town daily Louis Armstrong. This man is the famous jazz trumpeter to? what events the dates correspond 22Open your workbook.. Can you guess in of Louis Armstrong and fill in the timeline 22Now 22Now listen to a short biography your workbook. 100 % web 82 100 % web eighty-three 83 Toolbox Des boîtes à outils pour vous présenter les notions de grammaire importantes. Toolbox Al Capone Dean (or Dion) aka “Scarface” O’Banion George “Bugs” Moran Your task Did you know? eighty-two Des compléments 100 % web pour approfondir le travail effectué en classe. Johnny Torrio aka “the Brain” The Chicago Times Hymie Weiss 86 Frank Nitti aka “the Enforcer” ajouter parler d’activités en anglais, on peut 22Pour Capone Ralph créer un une base verbale le suffixe -ING pour akaà“Bottles” NOM VERBAL. 62gamble > gambling 62bootleg > bootlegging 62racketeer > racketeering eighty-six Your task Include everything you know about s’utilisent exactement noms averbaux 22Ces booklet about Al Capone and other Chicago gangsters! 22Create in, Al Capone’s life, noms : les autres illegal activities which the mobsters engaged comme war in 1920’s Chicago, the the gang Don’t forget to add photographs engaged in illegal mob and his Capone 62Althe incident, the St. Valentine’s Day Massacre, etc. Inn Hawthorne 1920’s. the in more alluring! activities and captions to make your booklet in engaged mob his and Capone Al 62 eighty-seven 87 bootlegging in the 1920’s. 62They got a lot of money from gambling. Your task Explore 86 Al Capone Dean (or Dion) aka “Scarface” O’Banion everything you know about and other Chicago gangsters! Include 22Create a booklet about Al Capone engaged in, Al Capone’s life, illegal activities which the mobsters the gang war in 1920’s Chicago, the forget to add photographs Valentine’s Day Massacre, etc. Don’t the Hawthorne Inn incident, the St. more alluring! and captions to make your booklet Ralph Capone aka “Bottles” eighty-seven eighty-six À la découverte du monde anglophone ! Des documents authentiques, modernes et originaux pour comprendre les spécificités culturelles du monde anglophone. Fun facts 22 You’re going to learn and tell fun facts about 1920’s Chicago! d’ya think? Personally, Check out da gangsta outfit! What Twenties" and experience I’d love to go back to the "Roaring the Charleston and have the excitement of the cabarets, dance sounds like a lot of fun! a glimpse at the real Al Capone! It to know some fun facts Talking about it, would you like about the 1920’s? Let’s go! 1 Louis Armstrong he was born on Louis Armstrong always claimed that born on August August 4th, 1900 while he was actually a way to embellish the 4th, 1901! So, was it a mistake or 3 Prohibition 100 % web 4 Seriously? 100 % web Authenticité et diversité L’anglais est une langue aux multiples visages. Pour mieux le comprendre, vous rencontrerez dans ce manuel des documents variés (e-mails, émissions de radio, bande-annonce de film, article de journal, sondage, etc.), vous visiterez l’Afrique du Sud et New York… Différents accents sont à l’honneur dans les enregistrements et différentes orthographes sont utilisées dans ce manuel. L’orthographe britannique est la règle, sauf dans les chapitres 1 et 5, qui ont pour cadre les États-Unis. Restez attentifs ! against it were were called “the drys” while those The people in favour of Prohibition that they hired struggled so hard for temperance referred to as “the wets.” The drys to wine! the Bible and remove all references Dr. Charles Foster Kent of Yale to rewrite in 1933, President Franklin D. Roosevelt When Prohibition was repealed (cancelled) exclaimed: “I think it’s time for a beer”! Watch television series “Boardwalk Empire”? American the of heard ever you Have 2 2 re.fr and find out what it is about! a trailer of this HBO series on www.lelivrescolai characters. of You may recognize a couple than one string to their bows. 1920’s Chicago gangsters had more O’Banion was... a florist!!! Of Indeed, North Side gang leader Dean his criminal activities but O’Banion course, it was a convenient front for at arranging them! did love flowers and he was very good Not only did he love music Al Capone also had unexpected talents. he also composed his own song – opera and jazz in particular – but have believed that “Scarface” while in prison at Alcatraz! Who could song for his “Madonna Mia”? love sentimental a written would have song on www. lelivrescolaire.fr. 22Watch an ABC report on Al Capone’s story of his life? around with his At the age of 12, Armstrong was fooling to a reform fired a gun in the air. He was sent friends on New Year’s Eve and he he learnt for eighteen months. That’s where school, the Colored Waif’s Home, to play the cornet! with the Creole Jazz Band, his mother One day, as Armstrong was rehearsing come all the way up had She him. hugging started May Ann showed up and and had told her that her son was sad from New Orleans because somebody telephone the had people Few she know? depressed. It was a lie but how could at that time! workbook. 22Now, answer the questions in your 2 Jelly Roll Morton Ferdinand Joseph Jelly Roll Morton’s real name was used to play in LaMothe. When in New Orleans, he When his grandbrothels (houses of prostitution). that she mother found out, she was so shocked disowned him! arrogant and Jelly Roll Morton was reputed to be had invented he flamboyant. He often boasted that Mister jazz music: his autobiography is entitled Morton, New Jelly Roll: The Fortunes of Jelly Roll As he liked to Orleans Creole and inventor of Jazz! had a diashow off and radiate wealth, he also mond in one of his front tooth! Roll Morton in Jelly about questions the Answer 22 your workbook. 88 6 eighty-eight six Toolbox Louis Armstrong with his mother, Mary Ann, and his sister, Beatrice. des prépositions ou 22On peut ajouter à certains verbes verbes, avec une des adverbes pour créer de tout nouveaux signification qui leur est propre : 22show off : frimer, se faire remarquer 62Jelly Roll Morton liked to show off. 22show up : arriver up at the Lincoln 62One day, Armstrong’s mother showed Gardens. 22find out : découvrir found out that his 62When Jelly Roll Morton’s grandmother him. grandson played in brothels, she disowned Your task Your task 87 Your task Une tâche intermédiaire pour évaluer et valider les compétences dont vous aurez besoin pour la tâche finale. Did you know? Alcatraz island, also called “the Rock”, is located in the San Francisco Bay. It was used as a federal prison from 1933 to 1963. Al Capone was imprisoned there from 1934 to 1939. pick five fun facts. Read the Explore pages carefully and 22Split up the class into two teams. questions you’ll ask the other team. In your workbook, write down the the most questions wins! 22The team who correctly answers numbering pageeighty-nine 89 Treasure trove Skills Skills a chalk line 22Utiliser la forme passive. pas 22Quand le sujet d’une phrase n’a accompli l’action décrite par le verbe, par exemple lorsqu’il en est la victime, partion utilise la forme passive en BE + passé, cipe passé. Quand le contexte est c’est BE qui sera conjugué au prétérit. night. 62Mr. O’Neill was killed yesterday 62He was shot in the head. 22La forme passive permet aussi de mettre l’accent sur l’objet de l’action quand on ne connaît pas la personne n’est qui a accompli l’action ou qu’elle pas très importante. 62Fingerprints were analysed. 62A gun was found next to the corpse. moins 22Formuler des hypothèses plus ou sûres. parler 22Pour formuler une hypothèse ou d’une éventualité, on peut utiliser l’auxiliaire modal MAY. Il permet d’insister sur le fait que le doute plane, se on n’est pas sûr que l’événement modaux, autres les réalise. Comme MAY est invariable et il est suivi d’une fond. 22Parler d’événements en toile de 22Le prétérit BE + V-ING sert à expliquer ce que l’on faisait à un certain moment dans le passé ou lorsqu’un événement précis s’est produit. 62At 11:00 pm, I was watching TV. 62I was sleeping when the murder occurred. lui qui 22BE est un auxiliaire : c’est donc s’accorde avec le sujet (WAS/WERE), qui porte la négation et qui sert d’auxiliaire dans les questions. 62She wasn’t doing anything when Mr. O’Neill was killed. 62Were they sleeping at 11:00 pm? 22La construction emphatique 22On peut utiliser l’auxiliaire DO pour insister sur la vérité d’une action dont on vient de parler. have 62“You and Brian were supposed to dinner on Thursday night.” –“Yes, indeed, we did have dinner.” footprints hear a gunshot a mug shot a gun base verbale. 62The culprit may be Kat Perry. lie. 62They may tell the truth but they may 22En revanche, quand on veut exprimer une quasi-certitude, on utilise l’auxiliaire modal MUST. be 62She has disappeared so she must guilty. et 22Dans les deux cas, les modaux MAY MUST permettent de donner un avis, sur d’exprimer son opinion personnelle le degré de probabilité d’un événement. 22Utiliser des noms indénombrables. des 22“Information” et “evidence” sont noms indénombrables, ce qui signifie ne qu’on ne peut pas les compter : ils On sont envisagés que comme un tout. et ne peut pas les conjuguer au pluriel : ils sont suivis d’un verbe au singulier 62Evidence is hard to find. préfaire les plus 22On ne peut pas non céder de l’article a(n) ou d’un numéral (one, two, etc.), à moins d’utiliser “a piece of”. crime 62Ø Evidence was collected on the scene. his 62She found a piece of evidence in personal planner. General vocabulary * a police inspector * a private detective * an investigator * a victim * a suspect * a witness * a culprit * a murderer * a criminal * a corpse / a body * an informer * a police report * a press conference * an encrypted message * a magnifying glass Crime scene / * break into a house an apartment piece of * information - a information * clues * fingerprints * size 6 sneakers * a personal planner * be shot in the head * crime tape * evidence a computer of evidence * a piece Questioning the suspects * a mug shot * an alibi * walk home * witness something * make a phonecall Adjectives * suspicious * annoying * deaf * innocent * honest * beefy / muscular * short * slender * guilty How does that sound? Listen and repeat the words. Can you pronounce these words? dictation. Can you write them? Listen and take seventy-seven Your final task 76 Going further A Royal Meeting 22You will interview a member of the royal family to know more about him or her: daily life, likes and dislikes, relatives, etc. 1. Pair up with a classmate and pick the person you like the most in the picture below. 2. What kind of questions could you ask this person? Check out exercise 2 in your workbook. 3. Gather all the information you can find on him or her: you can read over the pages of your textbook again and browse www.royal.gov.uk and www.lelivrescolaire.fr. Now fill in the grid in your workbook. 4. Write down the interview with your classmate. 5. You can play out the interview in front of the class or you can record it, or why not film it? Interviewer quelqu’un : Piece of Cake! 22Les clés du succès : Préparer, Organiser, Créer. Préparer l’interview 22Avant de faire une interview, un journaliste se renseigne… 22sur la personne interviewée, son actualité, son métier ou ses fonctions, sa vie quotidienne, ses goûts, etc. Cela permettra de poser des questions pertinentes et bien ciblées. N’oubliez pas que, pour la tâche finale, vous devez aussi inventer les réponses ! Il faut donc d’autant mieux se préparer et en apprendre le plus possible sur la famille royale pour que l’interview soit la plus réaliste possible. Créer ! Organiser ses connaissances 22You should start your interview with a brief contextualization, as if you were on the radio or on TV (Who? When? Where? Why?). 22You can be creative when inventing the answers but try and make the interview as realistic as possible. 22How about finding a fun fact about 22How about recording your interview 22 your royal guest in order to make your on www.lelivrescolaire.fr and sending interview more amusing? it to your teacher by e-mail? 22Une fois le travail de préparation terminé, vous vous retrouvez face à de nombreuses connaissances, mais elles ne sont pas forcément bien triées. Il va donc falloir les organiser. 22Pourquoi ne pas organiser tout cela en créant un tableau : la vie quotidienne dans une première colonne, ce que la personne aime dans une autre, ce qu’elle n’aime pas dans une troisième, un fait amusant sur lui ou elle dans une dernière colonne. 22Cela va vous permettre de mieux organiser les différentes parties de l’interview. 22Vous avez à présent toutes les cartes en main pour faire une bonne interview, il ne vous reste plus qu’à l’écrire puis à la jouer. 22Pensez d’abord aux questions que vous voudriez poser à votre invité, puis imaginez ses réponses : soyez créatifs ! Vous pouvez inventer des répliques amusantes mais il faut que l’intervie w reste réaliste. 22Vous pouvez aussi introduire l’interview comme un journaliste le ferait en précisant la date, l’interview, la personne le lieu de interviewée, le contexte, etc. : elle sera encore plus réaliste ! 22Et maintenant… À vous de jouer ! 2. L’article indéfini a/an les traduit par un(e). A/AN sont des articles indéfinis. On 62I can see a penguin. il s’agit, on sait juste qu’il s’agit Ici, on ne sait pas de quel pingouin d’un pingouin parmi d’autres. se prononce [ju] : par une consonne ou par un U- qui 22On utilise A devant un mot qui commence 62a factory, a clue, a university, etc. commence par une voyelle ou un H22On utilise AN devant un mot qui non prononcé : an hour, an heir, etc. 62an elephant, an orphan, an investigator, alors l’article zéro Ø. indéfini A/AN au pluriel. On utilise 22Il n’y a pas de forme de l’article 3. L’article défini ou pluriels. différentes : L’article THE a deux prononciations un U se prononçant [ju] commençant par une consonne ou 22Il se prononce [] devant un nom Queen, the universe, etc. 62The landscape, the musician, the commençant par une voyelle. 22Il se prononce [] devant un nom 23 Les quantités ALL, MANY (noms dénomon utilise des quantifieurs comme Pour parler de la quantité d’une chose, , A LOT OF, A BIT OF, etc. brables) / MUCH (noms indénombrables) . 62All the customers were African-American Apartheid. 62There were many unfair laws during pour évoquer une au pluriel ou un nom indénombrable 22On utilise SOME avec un nom dénombrable chose. quelque quantité indéterminée de in the museum. 62There were some beautiful paintings 62There was some alcohol in the cabarets. sait qu’il n’y en a pas y a de quelque chose, ou quand on s’il pas sait ne on quand ANY 22On utilise NOT ANY) (on l’utilise alors à la forme négative Durban? 62Are there any museums to visit in race today, Your Majesty. 62I’m afraid there is not any horse NO. 22Pour la négation, on peut uiliser scene. 62There were no clues on the crime Des conseils pratiques et méthodologiques pour améliorer vos méthodes de travail et d’apprentissage. Les pronoms personnels sujet et complément Le mot « pronom » veut dire on remplace les noms par des pronoms. Parfois, pour éviter de se répéter, « à la place du nom ». personnels. 22Il existe deux types de pronoms we, you, they. 22Les pronoms sujets : I, you, he/she/it, 62You are very nice. 62She is very tall. them. you, us, him/her/it, 22Les pronoms objets : me, you, 62I don’t trust them. 62She’s in love with him. La possession On s’interroge avec WHOSE + GN. are these? 62Whose surfboard is it? Whose records a trois possibilités : 22Pour parler de la possession, on l’identité du posses22On utilise le génitif pour préciser Précis de grammaire seur. 62It is Will’s surfboard. lien entre une personne NB : Le génitif permet d’établir un animaux de compagnie, et son entourage : famille, objets, etc. the 62Ben’s girlfriend, my sister’s toothbrush, Queen’s dogs. quand on connaît 22On utilise les adjectifs possessifs déjà l’identité du possesseur. 62His schedule is very impressive. 62Your daughter is so tall! et l’objet dont il est si l’on connaît l’identité du possesseur 22On utilise les pronoms possessifs question. hers. 62Is it yours? No, it isn’t. I think it’s 62The apple, the end, the idea, etc. one hundred and thirty-three 132 Going further twenty-two twenty-three Ø London les noms comIl existe quelques exceptions pour THE United Kingdom, posés et les noms pluriels, comme THE United States, THE Netherlands. Des enregistrements audio pour travailler la compréhension orale et la prononciation. Your final task tips en anglais ! Ne l’utilisez pas quand vous écrivez On utilise ce symbole comme un outil. des notions (courage, des généralités ou évoquer des concepts, 22On peut l’utiliser pour exprimer freedom, patience, etc.) : 62Ø Courage is a great thing. 22 62Ø Dogs bark. il désigne une quantité indéfinie. 22Utilisé devant un nom dénombrable, ou « de ». » la de « », du « dirait on En français, 62There’s Ø tea if you want. 62I don’t eat Ø meat. au pluriel, l’article zéro a la 22Utilisé devant des noms dénombrables même valeur. En français, on dirait « des ». Africa! 62I saw Ø sharks when I went to South lorsqu’on parle d’une personne 22On utilise également l’article zéro nom. son et officiel titre son en précisant “the second”) 62Ø Queen Elizabeth II (prononcé 62Ø Prince William 62Ø President Hollande un pays ou une 22Enfin, l’article zéro s’utilise devant ville. Africa, 62Ø England, Ø Canada, Ø South 77 seventy-six La tâche finale du chapitre, qui vous permet de mobiliser l’ensemble des connaissances et des notions abordées dans le chapitre. des noms singuliers précise. Il peut s’employer devant L’article défini désigne une chose Il garde toujours la même forme, THE. de quelque chose… On utilise l’article défini pour parler East. connu de tous : The sun rises in the 62qui est unique en son genre et/ou to the record you told me about yesterday. 62dont on a déjà parlé : I listened Du vocabulaire thématique en rapport avec le chapitre. Treasure trove Les notions de grammaire dont vous aurez besoin pour mener à bien les tâches du chapitre et mieux communiquer en anglais. 133 one hundred and thirty-two Toutes les notions abordées dans le manuel ainsi qu’un rappel de celles vues en 6e et 5e. Mais aussi : 2�Une liste de verbes irréguliers, qu’il conviendra de connaître d’ici la fin de l’année. Un petit effort ! Ils sont vraiment indispensables à la bonne maîtrise de la langue. 2�Un lexique, qui vous aidera dans la recherche et l’apprentissage de nouveaux mots. 2�Une double-page de phonologie, qui vous aidera à mieux comprendre les sons de l’anglais. 2�Un livret de lecture pour découvrir des extraits de textes emblématiques en lien avec les chapitres. 2�Un laboratoire de langue disponible sur lelivrescolaire.fr. Compréhension orale Expression et compréhension écrite Expression orale individuelle Expression orale et intéraction seven 7 Votre manuel numérique gratuit sur www.lelivrescolaire.fr Des ressources complémentaires gratuites Consultez 2 2 2 2 2 Davantage d’exercices pour s’entraîner. Des dossiers interdisciplinaires pour chaque chapitre. Des activités numériques en ligne. Une boîte à outils numériques : géométrie dynamique et tableur. Une synthèse à télécharger pour chaque chapitre. Pour le professeur Vidéoprojetez 2 Accédez en quelques clics aux ressources pédagogiques de votre manuel. 2 Affichez ces ressources en classe via un vidéoprojecteur ou un TBI. Évaluez 2 Vos élèves font leurs exercices de façon interactive et vous recevez leurs réponses sur lelivrescolaire.fr. 2 Vous pouvez corriger les exercices directement en ligne ou imprimer les réponses et les corriger à la main. 2 Pour chaque élève, un tableau vous permet de valider les compétences du socle commun et de faire des exercices pour chaque compétence. Créez 2 En quelques clics, vous insérez vos cours personnalisés ainsi que tous types d’exercices dans votre manuel numérique (QCM, exercices à trous, mots croisés, etc.). 2 Vous retrouvez vos contenus à tout moment sur le site internet. Vous pouvez les emporter avec vous sur une clé USB. Partagez 2 Vous pouvez partager vos créations (cours et exercices) avec vos élèves et/ou collègues. 2 Profitez des contenus rendus publics par les autres professeurs de la communauté. Connectez-vous sur www.lelivrescolaire.fr 8 lelivrescolaire.fr Pour les élèves Révisez Entraînez-vous 2 Retrouvez l’intégralité de votre manuel en ligne pour réviser vos cours. 2 Profitez des autres manuels d’HistoireGéographie, de Français, d’Anglais et de Mathématiques pour réviser. 2 Tous les exercices du manuel sont disponibles dans un format interactif. 2 Préparez vos interros grâce aux exercices interactifs. Découvrez l’application du www.livrescolaire.fr ! Chapitre # 2 titre_courant 9 Prologue Royal meeting At the end of this chapter, your final task will be to interview a member of the British royal family. To do so, here are the steps you will take: 2� invent the Queen’s day schedule; 2� organise a party for Prince William; 2� write a letter to a member of the royal family; 2� build the royal family tree. Stage 1 Royal day 2� You’re going to invent the Queen’s day schedule. 1 Royal visit Describe the picture. Look at the picture. Who are the characters? Can you guess what’s happening? 2�Now listen. 2 Royal activities Pair up with a classmate. Open your workbook and make a list of possible activities in the Queen’s working day. 3 The Queen’s schedule Look at the Queen’s day schedule. Aren’t there some odd things? 2�Point them out, discuss them with your classmates and suggest alternatives. How about browsing the official website of the British Monarchy? 2�Now open your workbook and invent a crazy schedule for the Queen! t 7.30 am Breakfas newspapers ing ad Re 8.00 am public ing letters from the 9.00 am Answer aiting -w class with lady-in 10.00 am Hip-hop the dogs 10.30 am Walking ivate Secretaries Pr 11.00 am Meeting er of India the High Commission 12.00 am Meeting ham ck Be d's with David 12.30 am McDonal pson Art Gallery om Th the ceremony of ing en Op pm 0 1.3 spital the Royal London Ho 4.00 pm Visiting e with Rihanna 5.00 pm Tea tim the Prime Minister 6.30 pm Meeting Hall at the Royal Albert 8.30 pm Concert with da girls 11.00 pm Nightclub 12 twelve 4 Post-it notes Can you identify the author of these notes? 2�Which one is going to modify the Queen’s schedule? Did you know? 2012, brated her Diamond Jubilee in June * The Queen cele the n! She is only which marked her sixty years of reig ond jubilee in the hisdiam a e second monarch to celebrat en Victoria in 1897. tory of the U.K. The first one was Que d of the Commonwealth of Nations, * Elizabeth II is Hea t member states. which is composed of 54 independen the British Empire. The Most of them used to be colonies of ntries like Canada, South Africa, New Queen often visits Commonwealth cou , etc. Zealand, Australia, Jamaica, Nigeria 5 Leave a message Now listen to the Queen’s answering machine. One of the messages is also going to modify the above schedule: which one? Toolbox 2�Pour parler de l’emploi du temps de quelqu’un, on utilise le présent simple. Il permet notamment d’évoquer les habitudes et la routine quotidienne. Attention à ne pas oublier le -S à la 3e personne du singulier ! 6�The queen answers letters from the public at 9.00 am. 2�Lorsqu’on parle d’une personne en précisant sa fonction officielle et son nom, on utilise l’article Ø. 6�Ø Queen Elizabeth II (prononcé “the second”) 6�Ø Prince William 2�Lorsqu’on parle d’un pays ou d’une ville, on utilise aussi l’article Ø. 6�Ø England, Ø Canada, Ø South Africa, Ø London Your task 2�Imagine that you are the Queen of England. What would be your schedule for tomorrow? You don’t get to be a monarch every day so… have fun! But don’t forget that a monarch also has a number of obligations. 2�You are going to work in pairs. Following the model of activity 3, write down your schedule in your workbook, without showing it to your classmate. Then, describe it: will he or she be able to write it down in the exact same way? thirteen 13 Stage 2 I looove it! 2� You’re going to organise a party for Prince William. 1 Likes and dislikes Look at this woman. What is she talking about? Who can she be? Where is she? 2�Now listen to the extract and fill in the grid in your workbook. 2 Royal postcard Look at this postcard. Who is the sender? Who is he writing to? 2�Using the provided information, write a short description about the sender (interests, job, activities). 3 Royal wedding Look at the picture. Who are these two people? In which context was the picture taken? 2�Now listen and answer the questions in your workbook! Did you know? 4 My opinion Prince William and Prince Harry are both supporting various charities in the U.K. and abroad. In 2009, they even created their own Foundation. Kate Middleton shares similar charitable interests. 100 % web Did you watch Kate and William’s wedding on TV on April 29th, 2011? You can watch a BBC video on www.lelivrescolaire.fr. 2�Fill in the grid in your workbook and discuss with your classmates. 14 fourteen 5 Quiz time! Which Royal are you? 2�Answer the questions in your workbook and check your result below! If you have a majority of : 2�you are Prince William, Duke of Cambridge. Like him, you love sports, particularly football, and you enjoy travelling. You are very generous and you support several charities. If you have a majority of 2�you are Kate Middleton, Duchess of Cambridge. : Like her, you love clothes and many people consider you to be a fashion icon. You’re also a keen sportsperson and you particularly like playing hockey. If you have a majority of : 2�you are Prince Harry of Wales. Like him, you enjoy playing many sporting activities, like polo, and you love to party with your friends. You’re reputed to be quite rebellious! If you have a majority of : 2�you are Queen Elizabeth II. Like her, you like nature and you are fond of dogs and horses. You dress in a traditional but colourful fashion and you are reputed to keep your feelings to yourself. Toolbox 2�Pour parler de ce qu’on aime ou de ce qu’on n’aime pas, on utilise des verbes de goûts (LIKE, LOVE, HATE, PREFER, etc.), suivis de… 2�un NOM 2�V-ING 2�TO + base verbale (on n’entend presque pas le TO à l’oral : il est prononcé ) 6�Harry likes going out. 6�William loves to play football but Kate prefers to play hockey. 6�The Queen hates surprises whereas William loves being surprised. 2�On peut aussi utiliser des expressions telles que I AM FOND OF + GN ou V-ING, I CAN’T STAND / BEAR + GN ou V-ING : 6� I am fond of royal clothes. 6�I can’t stand watching royal events, they’re boring! 2�Pour donner son opinion, on utilise des expressions telles que I THINK / BELIEVE THAT + GN + V ou I AGREE / DISAGREE WITH + GN : 6�I think that the monarchy is useless. 6�I disagree with Tom and Laura. Your task 2�Kate Middleton and Prince Harry want to organise a surprise party for Prince William! They’re both very busy so they asked Fun Ben, the best party planner in London, to help them. They want the party to be perfect so they must tell him about William’s tastes. 2�Split up into groups of three and act out the conversation between Kate, Harry and Fun Ben! fifteen 15 Stage 3 Lucky letter 2� You’re going to write a letter to a member of the royal family. 1 Mystery letter A letter arrived at Buckingham Palace today: try to guess who it is from and what it says! 6� It may come from… 6� It might be from… 2 What a mess! Oh no, the letter is all messed up! 2�Can you put the pieces back into the right order? B A I have the honour to be, Madam, Your Majesty’s humble and obedient servant. E Her Majesty The Queen, Buckingham Palace London SW1A 1AA F Alexander Williams, 25 St James’s Street, London SW1A 1HG, (+44) 1444 475647 H It would be great if you could participate in a group interview to reveal the secrets of your fabulous style. Kate Middleton, Duchess of Cambridge, has already accepted my invitation, together with Lady Gaga, Queen Silvia of Sweden, Jay-Z, Jude Law, and the Beckhams. I am looking forward to your answer and I am available at your convenience. 3 Brainstorming Look at the picture. Who are the characters? 2�According to you, what are they talking about? 4 Listen up! Now listen and learn more about their conversation! 16 sixteen C Alexander Williams A.Will G D Your Majesty, 15th October My name is Alexander Williams, I am a fashion reporter for Vogg magazine and I am most interested in your royal wardrobe. Your colourful dresses, your elegant overcoats and your iconic hats have always been a great inspiration for many designers. 5 Royal answer Look at this letter. 2�Who is it from? What does it say? Did you know? The Queen receives two or three hun day, dred letters from the public every s ose cho She e! sometimes many mor read to a selection of those letters herself and she tells members of her staff (her Private Secretary or a lady them like ld wou in-waiting) how she to be answered. Toolbox 2�Pour exprimer son opinion personnelle et parler d’une éventualité, on peut utiliser l’auxiliaire modal MAY. 6�The letter may come from a journalist. 2�Avec MAY, on dit qu’il y a autant de chances pour que la lettre vienne d’un journaliste que pour que ce ne soit pas le cas. On peut également utiliser l’auxiliaire modal MIGHT, qui permet d’insister encore plus sur le doute. 6�It might come from a politician but I’m not sure at all. 2�Le présent BE + V-ING est un temps du présent qui peut permettre d’évoquer des projets. Avec le présent BE + V-ING, l’énonciateur partage une information prévue aujourd’hui pour l’avenir. 6�Tuesday is impossible. The Queen is going to the hairdresser, then she is meeting the Prime Minister. Your task 2�Write a letter to a member of the royal family with your classmates! First of all, you must agree on who you will write to. 2�Don’t forget to present your school and to tell the addressee that you are working on the British Monarchy. You may ask questions about his or her life, tastes, habits. 2�And don’t forget to include all the elements of a formal letter: your name and address, the date, a form of address (Your Majesty, Your Royal Highness, Dear Madam, Dear Sir), a letter ending (Yours Sincerely, Yours Truly). 2�You may find useful addresses on the official website of the British monarchy: www.royal.gov.uk seventeen 17 Who’s who? 2� You’re going to build the royal family tree! Hello there! For those who don’t know me, my name is Sir Edmund, but please call me Edmund. I’m an explorer and I love to travel around the world. I will guide you through the Explore pages throughout the year. Today, let’s have a closer look at the British royal family! 1 Her Majesty Queen Elizabeth II was crowned in 1952, so she has reigned for more than sixty years! She is the head of state of the United Kingdom while the Prime Minister is the head of government, which means that the Queen’s political role is limited. However, she is a great political symbol. 2�Look at the pictures and make a short presentation of each of them (type, author, date, subject). 1 2 3 4 Explore 2�Feel free to react! Which one do you prefer? Why? 2 Royal e-mails 2�Look at these e-mails. A technical problem must have occurred… 2�Can you guess what the missing words are? 1. Andy Warhol, Queen, 1985. – 2. Official portrait of Elisabeth II, 1967. – 3. Terry Morris, Her Majesty Queen Elizabeth II, 2012. – 4. Lydia de Burgh, Queen Elisabeth II, 1926. 2�Listen and check your answers! 2� The Queen is having some trouble using her computer… It looks like one of her e-mails has disappeared! 2�Listen and find out who she was writing to and what about! 18 eighteen 3 Keep calm and carry on 100 % web 2�Watch a BBC video on www.lelivrescolaire.fr. 2�Which royals do you recognise? 2�Answer the question in your workbook. 4 Riddles 1 3 2�Find out which members of the royal family are described below. On your mark, get set, go! I am the Duchess of Cornwall and I am Charles’ second wife. 4 I got married in 2012, I support many charities and I love hockey and fashion. G 5 My official title is “Princess Royal” and I am William and Harry’s aunt. Prince Charles Prince Harry Duchess Camilla D H I’ve been a monarch for more than 60 years. I am a dog and horse lover. 6 Prince William C B I was born in Greece in 1921. I’ve always supported my beloved wife in her royal duties. I am heir to the British throne and I got married twice. 7 A 2 Princess Anne Prince Philip Toolbox 2�On utilise le génitif (’s) pour établir un lien social ou familial entre deux personnes. 6�Kate Middleton is Prince William’s wife. 6�Charles is Elizabeth and Philip’s son. E 8 I love football and polo and I am involved in charities, together with my wife and brother. I am Charles and Diana’s youngest son and I am enrolled in the British army. Queen Elizabeth II F Kate Middleton 5 Royal residences Members of the British royal family inhabit a number of residences across Britain: Buckingham Palace, Clarence House, Kensington Palace, Balmoral Castle, Windsor Castle, etc. Browse www.royal.gov.uk and find out more about the royal residences! 2�Go on www.lelivrescolaire.fr if you’d like to see James Bond escorting the Queen from Buckingham Palace to the 2012 Olympic Games! Your task 2�You will build the royal family tree. For each person, you should put a picture you like and give as many details as you can: name, official title, date of birth (and death), age, likes, dislikes and even a fun fact if you find one. 2�Get more information on www.royal.gov.uk and www.princeofwales.gov.uk. 2�Be creative! You can invent an original tree, you can draw one or use your computer. page numbering nineteen 19 Skills 2�Identifier quelqu’un : parler de son identité, de sa personnalité, de sa nationalité, etc. Pour identifier quelqu’un et parler de son identité, on utilise BE. C’est un auxiliaire, c’est donc lui qui portera la négation et l’interrogation si besoin est. 6�The Queen is very hard-working. 6�Prince Harry isn’t married. 2�Décrire physiquement quelqu’un et parler de son environnement, de sa famille, de ses affaires, etc. On utilise HAVE. Dans ce cas de figure, HAVE n’est pas un auxiliaire, c’est un verbe lexical qui signifie la possession. Il ne peut donc pas prendre en charge la négation et l’interrogation. 6�She has one daughter. 6�Do you have any corgies? 6�I don’t have a crown. 2�Construire une phrase interrogative ou négative avec DO. Pour construire une phrase interrogative avec HAVE verbe lexical mais aussi avec presque tous les autres verbes (sauf BE et certains emplois de HAVE), on utilise l’auxiliaire DO. 6�Do you like playing football? 6�She doesn’t visit France very often. 2�Parler d’une personne en utilisant son titre officiel. Lorsqu’on parle d’une personne en précisant son titre officiel et son nom, on utilise l’article Ø. 6�Ø Queen Elizabeth II 6�Ø Prince William (prononcé “the second”) 2�Lorsqu’on parle d’un pays ou d’une ville, on utilise aussi l’article Ø. 6�Ø England, Ø Canada, Ø South Africa, Ø London Il existe quelques exceptions, comme THE United Kingdom ou THE United States. 2�On utilise le génitif (’s) pour établir un lien social ou familial entre deux personnes. 6�Kate Middleton is Prince William’s wife. 6�Charles is Elizabeth and Philip’s son. 2�Parler de ses goûts. Pour parler de ce qu’on aime ou de ce qu’on n’aime pas, on utilise des verbes de goûts (LIKE, LOVE, HATE, PREFER, etc.) suivis de… 2�un NOM 2�V-ING 2�TO + base verbale (on n’entend presque pas le TO à l’oral : il est prononcé ) 6�Harry likes going out. 6�William loves to play football but Kate prefers hockey. On peut aussi utiliser des expressions telles que I AM FOND OF + GN ou V-ING, I CAN’T STAND / BEAR + GN ou V-ING : 6�I am fond of royal clothes. 6�I can’t stand watching royal events, they’re boring! 2�Donner son avis. Pour donner son avis, on utilise des expressions comme I THINK / BELIEVE THAT + GN + V ou I AGREE / DISAGREE WITH + GN : 6�I think that the royal family is too 6�I disagree with her because I believe traditional that British people are proud of their traditions. 20 twenty Treasure trove a lady-in-waiting Queen Elizabeth II Buckingham Palace a butler Royalty * a queen, a king * a princess, a prince * a duchess, a duke * a monarch * the monarchy * a kingdom * a jubilee * the Commonwealth (of Nations) * a crown * the throne * a grandmother (granny, grandma), a grandfather (grandad, grandpa) * grandchildren: a grandson, a granddaughter * an uncle, an aunt * a wife, a husband * a mother-in-law, a father-in-law a * brother-in-law, a sister-in-law * a relative Family relationships * a mother, a father * a son, a daughter * a brother, a sister Royal activities and interests * a schedule * an official visit * an opening ceremony / to launch (a new museum) * a horse race * a concert hall * be parsimonious * a fancy restaurant * a charity * play football / polo / rugby * an interview / to be interviewed (by a journalist) * walk the dogs Who said royalty was just about traditions? * plug in * a mouse * an e-mail * a computer * the addressee * the sender How does that sound? Can you pronounce these words and phrases? Listen and repeat! Can you write them? Listen and take dictation. twenty-one 21 Your final task A Royal Meeting 2�You will interview a member of the royal family to know more about him or her: daily life, likes and dislikes, relatives, etc. 1. Pair up with a classmate and pick the person you like the most in the picture below. 2. What kind of questions could you ask this person? Check out exercise 2 in your workbook. 3. Gather all the information you can find on him or her: you can read over the pages of your textbook again and browse www.royal.gov.uk and www.lelivrescolaire.fr. Now fill in the grid in your workbook. 4. Write down the interview with your classmate. 5. You can play out the interview in front of the class or you can record it, or why not film it? tips 2�You should start your interview with a brief contextualization, as if you were on the radio or on TV (Who? When? Where? Why?). 2�You can be creative when inventing the answers but try and make the interview as realistic as possible. 2�How about finding a fun fact about your royal guest in order to make your interview more amusing? 2�How about recording your interview on www.lelivrescolaire.fr and sending it to your teacher by e-mail? 22 twenty-two Going further Interviewer quelqu’un : Piece of Cake! 2�Les clés du succès : Préparer, Organiser, Créer. Préparer l’interview journaliste se renseigne… 2�Avant de faire une interview, un actualité, son métier ou 2�sur la personne interviewée, son ses goûts, etc. ses fonctions, sa vie quotidienne, ns pertinentes et bien Cela permettra de poser des questio ciblées. , vous devez aussi N’oubliez pas que, pour la tâche finale inventer les réponses ! arer et en apprendre le plus Il faut donc d’autant mieux se prép l’interview soit la plus que r possible sur la famille royale pou réaliste possible. Créer ! Organiser ses connaissances iné, 2�Une fois le travail de préparation term ses breu nom de à face vous vous retrouvez connaissances, mais elles ne sont pas ir les forcément bien triées. Il va donc fallo organiser. cela 2�Pourquoi ne pas organiser tout enne tidi quo vie la : eau en créant un tabl la que ce , nne colo ière dans une prem lle qu’e ce e, autr une s dan personne aime fait un e, sièm troi une s n’aime pas dan ière amusant sur lui ou elle dans une dern colonne. 2�Cela va vous permettre de mieux organiser les différentes parties de l’interview. 2�Vous avez à présent toutes les cartes en main pour faire une bon ne interview, il ne vous reste plus qu’à l’écrire puis à la jouer. 2�Pensez d’abord aux questions que vous voudriez poser à votre invité, puis imaginez ses réponse s : soyez créatifs ! Vous pouvez inventer des répliques amusantes mais il faut que l’interview reste réaliste. 2�Vous pouvez aussi introduire l’interview comme un journaliste le ferait en précisant la date, le lieu de l’interview, la personne interviewée , le contexte, etc. : elle sera encore plus réaliste ! 2�Et maintenant… À vous de jouer ! twenty-three 23 1 The Big Apple At the end of this chapter, your final task will be to make a commercial to promote New York City. To do so, here are the steps you will take: 2� describe an itinerary; 2� write a restaurant review; 2� advertise the visit of the Statue of Liberty; 2� learn more about New York’s melting- pot culture. Stage 1 Back on track 2� You’re going to describe an itinerary. 1 What’s going on? Look at the picture. Can you guess what’s happening to the two characters? 2�Tip: Have a look at the toolbox, it will help you describe the picture. 2 Listen up! Now listen. 2�Who is talking? Where are they? What is their problem? 3 Giving directions Learn how to express directions! 2�Check the toolbox and do exercise 2 in your workbook. 4 Map it out! Can you help them? 2�Look at the map and draw their itinerary in your workbook. 2�Make them come across as many famous places and monuments as possible! 5 Let’s take the subway! Wow, there are some wonderful paintings at the Museum of Modern Art (MoMA)! Tom and Steph would like to go there from their hotel, which is just next to the 59th St - Columbus Circle station. What subway line(s) should they take? Amadeo Modigliani, Anna Zborowska , 1917. Vincent Van Gogh, Starry night, 1889. 26 twenty-six Have a look at their “to-do list” and fill in the grid in your workbook to guide them from one place to another. 2�Tip: Ask your teacher for a map of NYC’s subway! Did you know? 1. Manhattan – 2. Brooklyn – 3. Quee ns 4. Bronx – 5. Staten Island * There are five boroughs in New York City: Manhattan (the most famous one), Brooklyn, the Bronx, Queens and Staten Isla nd. New York is not the capital of the United States: do you know which city is the cap ital? * In many American cities, the streets form a grid, which means that they never cross. We call it a grid plan. So if you ask a cab driver to take you to 5th Avenue, he will not know if he must drive you to Lower Man hattan or Upper Manhattan! Toolbox 2�Quelques expressions utiles pour décrire une image : 2�Pour indiquer son chemin à quelqu’un, on utilise des expressions comme : 6�in the foreground / in the background 6�turn left 6�on the left / on the right 6�turn right 6�at the bottom / at the top 6�go straight up / go straight ahead 6�in the middle… 6�turn left on 53rd Street 6�in the top left-hand corner 6�take the second on the left /right 6�in the bottom right-hand corner… 6�it’s on your left / on your right 6�there is/are… 6�it’s at the corner of 49th Street and 6th Avenue 6�…is at one block / two blocks from… Your task 2�Guide your classmate to a place of your choice then listen to his or her directions to guess what destination he or she has chosen! 2�Pick a place on the map, draw your itinerary on your workbook and off we go! 2�Then listen to your classmate and draw his or her itinerary on the second map in your workbook. twenty-seven 27 How delicious! Stage 2 2� You’re going to write a restaurant review. 1 At the restaurant Listen to the conversation and put the vignettes in the right order. 2�Do you know what a tip is? Have a look at the “Did you know” box before you listen to the recording! 1 2 3 4 5 6 7 8 9 2 Sorting out the menu Now look at the menu. 2�Can you help Steph find the three courses that she can order? 28 twenty-eight Did you know? ers In the United States, the custom mo of t should leave a small amoun ney to the waiter/waitress before for they leave, as a personal reward It tip. a ed their services. It is call l represents about 20% of the tota d, bill. If the service is not very goo if you can leave a smaller tip. But are you n the you leave no tip at all, considered to be rude! 3 Could I have the check, please? Observe the restaurant check. 2�What day is it? What did the woman order after all? 4 Restaurant reviews Tom and Steph are looking at reviews of “NYC Big Apple” on a website. 2�Which customer’s review do you think they agree with? Annie C. “Loved it!” The NYC Big Apple is such an amazing restaurant! The service is great, the waiters are friendly, the place is very chic and the food is delicious: perfection on a plate! The ambiance was so romantic! It’s not the cheapest restaurant in town but it’s worth the price. If you’ve never been there, hurry up! BigBellyPete “Small portions…” This place is very well decorated, the service is OK, and the food is exquisite but the portions are so tiny!!! :( What a pity! Mike12 “Terrible service!” If you have already been to this restaurant, you know how awful the service is… The waiters are so snobbish! You really don’t wanna leave a tip… The food and the setting are wonderful - too bad the service doesn’t match. 5 Ego’s review 100 % web 2�Listen to Ego’s review in Disney-Pixar’s Ratatouille on www.lelivrescolaire.fr and answer the questions in your workbook. Toolbox 2�Pour exprimer la surprise, l’admiration, le regret, etc., on utilise des exclamations : 2�HOW + ADJ. 6�How delicious! 2�WHAT + A (+ ADJ.) + GN au singulier 6�What a beautiful place! 2�SO + ADJ. 6�The waitress is so friendly! 2�SUCH + A (+ ADJ.) + GN au singulier 6�She is such a mean person! 2�Pour parler de ce qu’on n’a jamais fait dans sa vie ou de ce qu’on a déjà fait, on utilise HAVE + V-EN (auxiliaire HAVE + participe passé) aussi appelé PRESENT PERFECT, avec les adverbes NEVER et ALREADY. Il permet de créer un lien entre le passé et le présent, en d’autres termes de faire le bilan de ses expériences. 6�I have never tried shrimps with a sweet sauce so I’ll have that. 6�If you’ve already been to this restaurant, you know how rude the waiters are. Your task 2�Write your own restaurant review! You can pick an existing NYC restaurant or invent a new one. 2�Tip: You will need many adjectives to describe the place, the food and the waiters. Try and use exclamations! twenty-nine 29 Stage 3 I NY 2� You’re going to advertise the visit of the Statue of Liberty. 1 Sightseeing Tom and Steph want to go sightseeing. Look at the picture: where do they want to go? 2�Now listen. 2 Famous places Can you try to place the monuments on the map? 2�Here are some clues: the Statue of Liberty is on Liberty Island, Ground Zero is in the South of Manhattan whereas the Empire State Building is in the middle of Manhattan, and the Museum of Natural History is right next to Central Park. 3 Messy vignettes 2�Listen and put the vignettes back in the right order. 1 2 Did you know? 30 3 4 5 6 thirty ue’s You can visit the inside of the stat crown! It was closed after the terror but it attacks of September 11th, 2001 ta Wha 9. 200 in re-opened to the public unique experience! 4 Audio tour Do you want to learn more about the Statue of Liberty? 2�Then listen to Steph’s audio tour and fill in the blanks in your workbook! 5 Coffeestrophe! Oh no, Steph has spilled some coffee on her brochure! 2�Can you help her find the missing bits? Toolbox 2�L’impératif peut être utilisé pour donner un ordre à quelqu’un mais aussi pour encourager quelqu’un à faire quelque chose. 6�Get on a ferry and visit the Statue of Liberty! 2�À l’oral, on comprend bien que ce n’est pas un ordre grâce à l’intonation. À l’écrit, le contexte aide en général à faire la différence. 2�On peut encourager quelqu’un tout en s’incluant soi-même grâce à LET’S. 6�Let’s go! Let’s visit Ground Zero! 2�Pour suggérer à quelqu’un de faire quelque chose, on utilise des expressions comme… 2�WHAT ABOUT + V-ING 6�What about going to Ground Zero and visiting the 9/11 Memorial? 2�HOW ABOUT + V-ING 6�How about visiting the Museum of Natural History? 2�WHY DON’T WE / YOU + V 6�Why don’t we go to Liberty Island? Your task 2�Working in pairs, promote the visit of the Statue of Liberty. You will have to encourage tourists to go to Liberty Island and to explain what’s to visit there, why it is such a unique experience, etc. Which group will be the most persuasive? thirty-one 31 Melting Pot 2� You’re going to learn more about New York City! Hi, it’s Edmund again! I don’t know about you, but I’m a big fan of New York. It’s such a cosmopolitan city! It is often called "the city that never sleeps" because there are people everywhere and things happening 24/7! New York is also a melting pot: it gathers people from all sorts of cultural and ethnic backgrounds. Would you like to know more about this colorful mosaic? Let’s go! 1 Ellis Island 100 % web Ellis Island used to be a worldwide gateway to America: between 1892 and 1924, more than 20 million people embarked on long boat trips from their home countries to the shores of New York City. Today, Ellis Island allows Americans to trace back their family’s arrival in America and it is home to an immigration Main hall museum. 2�Learn more about Ellis Island and its history on www.ellisisland.org and share information with your classmate(s). 2 Harlem Originally a Dutch village, Harlem is a large neighborhood in the borough of Manhattan. It has long been a great center for African-American culture. Many legendary writers, activists and musicians have made their mark in Harlem: W.E.B. Dubois, Langston Hughes, Malcom X, Duke Ellington, Louis Armstrong, etc. It is home to the famous Apollo Theater, one of the oldest music halls in the U.S. 2�Listen to Harlem-born Michael talk about his neighborhood! 32 thirty-two 3 Chinatown 100 % web Manhattan’s Chinatown is home to the largest concentration of Chinese people in the United States. It is located in the south of Manhattan. The area is particularly known for its markets, its authentic Chinese restaurants and its specialty stores. 2�Go on www.lelivrescolaire.fr to watch the 2012 Lunar New Year Parade. What does the parade look like? What can you see? 4 Take the A Train 100 % web Do you know the jazz song entitled “Take the A Train”? Would you like to know more about the A Line subway route, running from Brooklyn to Harlem? 2�Watch a BBC report on www.lelivrescolaire.fr. Toolbox 2�Quand un événement est achevé, révolu, daté, on utilise le PRETERIT. 6�Between 1892 and 1924, millions of people left their home countries, embarked on long boat trips and reached the shores of New York City. 2�En revanche, quand il existe un lien entre le passé et présent, on utilise HAVE + V-EN (aussi appelé PRESENT PERFECT). 6�Harlem has been the center for African-American culture for a long time. 2�Ici, l’action a commencé dans le passé mais est toujours vraie dans le présent : cela fait longtemps qu’Harlem est le centre de la culture afro-américaine et c’est encore le cas aujourd’hui. 6�Many artists have made their mark in Harlem. 2�Ici, l’action est passée mais elle a laissé des traces dans le présent, ses conséquences se font encore ressentir aujourd’hui : ces artistes ont tellement marqué la vie culturelle de Harlem que leur influence se ressent encore dans le présent. Did you know? You may wonder why New York city is nicknamed “the Big Apple”. This phrase has been used for a rather long time and it is difficult to trace back its origin but rumor has it that jazz musicians in the 1920’s and 1930’s referred to a concert in New York as “playing the Big Apple”. There was even a jazz club in Harlem called “the Big Apple”. So, information or speculation? Your task Your task 2�On a card, write a short description of your favourite place in New York (it can be a neighborhood, a monument, a museum, etc.) without writing its name. Now swap cards with your classmates and try to guess what their favourite places are! pagethirty-three numbering 33 Skills 2� Indiquer son chemin à quelqu’un. Pour guider quelqu’un, on utilise des expressions comme : “turn left”, “turn right”, “go straight up”, “go straight ahead”, “turn left on 53rd Street”, “take the second on the left / right”, “it’s on your left / on your right”. 2�S’exclamer. Pour exprimer la surprise, l’admiration, le regret, etc., on utilise des exclamations. 2�On peut utiliser HOW + ADJ. 2�On peut utiliser SO + ADJ. 6�How delicious! 6�The waitress is so friendly! 2�On peut utiliser WHAT + A (+ ADJ.) + GN 2�Enfin, on peut utiliser SUCH + A (+ ADJ.) au singulier + GN au singulier 6�She is such a mean person! 6�What a beautiful place! 2�Commander au restaurant. Pour commander au restaurant, on utilise les expressions “I’LL HAVE” ou “I’D LIKE” 6�I’ll have the crispy shrimps, please. 6�I’d like a coke, please. 2�Créer un lien entre passé et présent avec HAVE + V-EN (auxiliaire HAVE + participe passé). La forme HAVE + V-EN (aussi appelée PRESENT PERFECT) permet de créer un lien entre le passé et le présent. Elle est utilisée : 2�pour parler de ce qu’on n’a jamais fait ou de ce qu’on a déjà fait dans sa vie, c’est-à-dire pour faire le bilan, dans le présent, de ses expériences. 6�I’ve already been to this restaurant. The waiters are so rude! 2�pour évoquer une action qui a commencé dans le passé mais qui continue dans le présent. 6�Harlem has been the center for African-American culture for a long time. 2�pour parler d’une action passée qui a laissé des traces dans le présent, dont les conséquences se font encore ressentir aujourd’hui. 6�Many artists have made their mark in Harlem. 2�Encourager quelqu’un à faire quelque chose. L’impératif peut être utilisé pour donner un ordre à quelqu’un mais aussi pour encourager quelqu’un à faire quelque chose. 6�Get on a ferry and visit the Statue of Liberty! On peut encourager quelqu’un tout en s’incluant soi-même grâce à LET’S. 6�Let’s go! Let’s visit Ground Zero! 2�Faire des suggestions. Pour suggérer à quelqu’un de faire quelque chose, on utilise des expressions comme… 2�WHAT ABOUT + V-ING 2�WHY DON’T + Pronom + BV 6�Why don’t we go to Liberty Island? HOW ABOUT + V-ING 6�What about visiting Ground Zero? 34 thirty-four Treasure trove a crown a torch rays / spikes a broken chain a tablet a pedestal Cityscape * the Big Apple * a yellow cab * a cab driver * a skyscraper * the subway * a musical * a fast-food restaurant * a block * a grid plan * a ticket * the change * a borough * Ground Zero * the 9/11 Memorial * Broadway * the Metropolitan Museum (the Met) * the Museum of Natural History * Central Park Zoo * the Museum of Modern Art (MoMA) * a course * a tip * the check * rude, mean vs. kind, friendly * delicious, delightful vs. tasteless, disgusting * sparkling water * tap water * a coke Sightseeing * the Statue of Liberty * Ellis Island * the Empire State Building * Central Park * Times Square At the restaurant * a waiter, a waitress * a customer * the menu * a dish 2�NB: Some words are different in American English and in British English. For instance, the word “check” is typically American. The British equivalent is the word “bill”. Melting Pot * a cosmopolitan city * an immigrant * an African-American * a Jew * a Hispanic * a Chinese person * Chinatown * a parade How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. thirty-five 35 Your final task Make a commercial to promote New York City! 2�In groups, you will create your own touristic commercial to promote New York City! Use your workbook to organize your ideas. In New York city, you can live incredible experiences. You can visit fantastic places, learn about cultural landmarks and discover great neighborhoods. You’re working for a travel agency and you must promote the city to future tourists. 1. Form groups of three or four. You should start with a brief presentation of New York City. Why is it a must-see? 2. You should make it as easy as possible for tourists to get around in New York: How can they get to the main monuments from their hotel? What is the itinerary from one monument to another? 3. What restaurant would you advise them to go to? Why? 4. If they want to go sightseeing, what monuments can they visit, what places can they discover? 5. When you’re ready, play out your commercial. Be inventive! 6. How about voting for the best commercial? tips 2�There are many things to prepare: share the work with the members of your group! 2�Be original! You can upload Photo Story if you’d like to bring your photos to life and custom your audio soundtrack! 2�You may also film yourselves! What about using visual or sound effects and drawing your commercial logo and famous monuments on cardboards? 2�If you don’t have a camera, you can play out the scene in class in front of your classmates and you can use the same material. 2�Rehearse your lines before you play out your commercial! 36 thirty-six Going further Créer un spot publicitaire : Piece of Cake! 2�Les clés du succès : Partager, Orchestrer, Connaître. Partager le travail s une liste de ce 2�Avant de vous mettre au travail, faite une “to-do list”. cela elle qu’il y a à faire : en anglais, on app z des 2�Répartissez-vous le travail : attribue ts forts. poin ses de tion tâches à chacun en fonc ? uipe l’éq s dan Avez-vous un dessinateur ue ? atiq orm l’inf Un comédien ? Un as de Un bon caméraman ? Tirez parti des talents de chacun ! Orchestrer 2�Pour faire un bon spot publicitaire , il faut d’abord en écrire la partitio n : quelles images allez-vous inclure ? Dans que l ordre ? Qu’allez-vous dire ? Il va falloir écrire le script de votre publicité : essayez d’écrire un text e vivant et attrayant, en utilisant des exclamatio ns et des encouragements. 2�Quel(s) support(s) allez-vous utili ser ? Vous pouvez télécharger Pho to Story, qui vous permet de mettre des pho tos en mouvement, d’enregistrer votr e propre texte et de choisir votre musique de fond. Vous pouvez aussi vous filme r ou jouer votre spot devant la classe. Soyez créatifs ! Vous pouvez dessiner le logo de votre spot, les monuments, la note du rest aurant, etc. sur des cartons blancs en forme de bulles ou de pommes par exemple. Connaître son texte s devez bien r ou de jouer le spot en classe, vou 2�Avant de s’enregistrer, de se filme notes. sembler hésitant ou devoir lire vos connaître votre texte pour ne pas convaincante. ns moi nte, viva votre publicité moins Ce serait dommage, cela rendrait ve l’accent tonique ? mots un peu compliqués : où se trou 2�Entraînez-vous à prononcer les le site d’un s ? Vous pouvez écouter les mots sur Comment se prononcent les voyelle de aire usse en ligne ou celui d’un dictionn dictionnaire bilingue, comme le Laro prononciation, comme Howjsay. thirty-seven 37 2 Changing times At the end of this chapter, your final task will be to participate in a debate about the effects of industrialisation. To do so, here are the steps you will take: 2� challenge your classmates about the Industrial Revolution; 2� continue Oliver Twist’s diary; 2� record a radio programme; 2� give a short presentation on the American modernity. Stage 1 Revolutionising the world! 2� You’re going to challenge your classmates about the great inventors of the Industrial Revolution! 1 Modern equivalent 100 % web Match these objects to their modern equivalents on www.lelivrescolaire.fr! 2�Do you have any idea of when they were invented? 2 Great inventions Listen to the radio programme and find out who invented what and when! 2�Do exercice 2 in your workbook. 3 The Victorian Age 2� Look at DDC History online and pick up information on the Industrial Revolution and the Victorian Age. Did you know? the longest* Queen Victoria is the history in arch reigning mon of England so far: she reigned from June 1837 to January 1901. But beware, Queen Elizabeth II is catching up! olution * The Industrial Rev had many positive effects on Great Britain, like improved transportation and communication, higher production and a better quality of life for many people. Foreground: Cannon Street Station and Cannon Street Railway Bridge, crossing the River Thames. Background: St Paul Cathedral 40 forty 4 The Great Exhibition 2� Read this newspaper clip carefully and answer the questions in your workbook. The Crystal Palace in Hyde Park, London, during the 1851 Great Exhibition: a showcase of the British Empire’s technological advancement. 5 Intruders! 2� Look at the picture and describe it. Hmm… Isn’t there something strange about it? Toolbox 2�On utilise le prétérit simple pour parler d’un événement achevé, daté : il appartient au passé et on peut le dater précisément avec des indications de temps. 2�Pour les verbes réguliers, on ajoute -ED à la base verbale du verbe pour toutes les personnes. 6�William F. Talbot invented photography in 1840. 2�Certains verbes sont dits irréguliers, ils ne respectent pas la règle du -ED. 6�Queen Victoria was only 18 when she became queen. Your task 2�Challenge your classmates! Prepare one question about a great inventor of the Industrial Revolution. Now check what your classmates have learnt! Then you can answer their questions to check what you’ve learnt! forty-one 41 Stage 2 Victorian lives 2� You’re going to continue Oliver Twist’s diary. 1 Wealth gap 2� Look at the two pictures carefully and answer the questions in your workbook. 2 Oliver Twist 2� Look at the picture below and guess what’s happening. Now how about reading an extract from Dickens’s novel Oliver Twist? Fill in the grid in your workbook. The room in which the boys were fed was a large stone hall, with a copper at one end; out of which the master, dressed in an apron for the purpose, and assisted by one or two women, ladled the gruel at mealtimes. Of this festive composition the boys had one porringer and no more. […] The bowls never wanted washing. The boys polished them with their spoons till they shone again. […] Oliver Twist and his companions suffered the tortures of slow starvation for three months. […] The evening arrived; the boys took their places […] the gruel was served out; and a long grace was said over short commons. The gruel disappeared. […] Child as he was, [Oliver] was desperate with hunger. […] He rose from the table; and advancing to the master, basin and spoon in hand, said, somewhat alarmed at his own temerity: “Please, sir, I want some more.” The master was a fat, healthy man; but he turned very pale. He gazed with stupified astonishment on the small rebel for some seconds. […] “What!” said the master at length, in a faint voice. “Please, sir,” replied Oliver, “I want some more.” The master aimed a blow at Oliver’s head with the ladle […]. Charles Dickens, Oliver Twist, 1838. Did you know? of great prospeEven if the Victorian Era was a time British families, rity for Great Britain and for many they had to millions of people were starving and lived in dire pack together in slums, where they a very early conditions. Many children died at t, which means uen age. Child labour was very freq children who that instead of going to school, the rich people’s survived had to work as servants in ellers in the homes, chimney sweeps, flower-s . kers streets or factory and mine wor 42 forty-two 3 Oliver’s diary 2� Look, we’ve found Oliver Twist’s diary! Read this extract and find out more about the daily life of poor children during the Victorian Age. 4 Polanski’s screen adaptation In 2005, Dickens’s famous novel was adapted for the screen by Roman Polanski. 2�Watch the official trailer on the Internet and discuss it with your classmates. 5 Charles Dickens 100 % web Let’s learn more about the life of Charles Dickens! 2�Watch a video on www.lelivrescolaire.fr. Toolbox Pour comparer deux éléments, on peut utiliser le comparatif. 2�Comparatif de supériorité (plus + adj. + que) 2�MORE + ADJ + THAN (adjectifs longs) 6�This family is more modest than the other one. 2�ADJ.-ER + THAN (adjectifs courts) 6�They are richer than the other family. 2�Comparatif d’infériorité (moins + adj. + que) 2�LESS + ADJ. + THAN 6�Their clothes are less sophisticated than those of the first family. Pour opposer deux éléments, on peut utiliser l’adverbe WHEREAS. 6�The first family’s clothes are elegant whereas the mother and her two children are wearing humble clothes. Pour exprimer l’obligation au passé, on utilise HAD TO : 6�Many poor children had to work during the Victorian era. 6�Oliver, still starving, had to go back to his seat. Your task 2�Continue Oliver Twist’s diary. What happened to him in the workhouse on January 9th? Don’t forget to write about his obligations in the workhouse! forty-three 43 Crazy factory Stage 3 2� You’re going to record a radio programme! 1 Who is he? Look at the picture and describe it. Who is the man? What is he like? 2�Do you know anything about him? 2�Why do you think this stage is called “Crazy factory”? Have a guess! 2 The factory scene Have a look at the pictures. They were taken from Charlie Chaplin’s movie Modern Times. 2�What can you guess about the main character and the setting? 2�Now watch the factory scene on the Internet and answer the questions in your workbook! A B C D E F 3 Bubbles 2� Match each bubble to the appropriate vignette. Leave me alone, you stupid fly! 1 2 Come on, faster! It’s not me, it’s him! 3 4 Ouch, it hurts, you idiot! 5 Leave me alone! But sir, I was just washing my hands! 44 forty-four 6 4 The feeding machine In Modern Times, Charlie Chaplin shows the way machines started to rule people’s lives and the way the individual was lost in the new industrial system. In factories, machines were everywhere: in the movie, Little Tramp even tries out a feeding machine meant to speed up the workers’ lunch time! Yet it is not working very well and the result is disastrous but very amusing. How about watching the feeding machine scene on the Internet? How do you react in front of this scene? 2�More generally, what do you think of the idea of a feeding machine? 2�What image does it give of industrialisation? 5 Pros and cons Listen to the document. What is it? Who is talking? What does it say about Modern Times? 2�Listen again very carefully and make a list of the pros and cons of indutrialisation in your workbook. Did you know? Tip: You won’t understand everything and it’s completely normal. Try to focus on the words you already know and those that are stressed - it should help you understand the general ideas. How about splitting the document into several parts? Little Tramp or simply The Tramp was Charlie Chaplin’s most famous character and you can see him in many of his films, including Modern Times. This movie deals with a very serious topic, that is the American modernity and the desperate employment conditions which many people faced during the 1930’s Great Depression, but Chaplin treats it with great humour and critical distance. Toolbox 2�On utilise l’article zéro Ø avec un nom singulier quand on s’intéresse à une notion, à un concept. 6�Ø Industrialisation had both positive and negative effects. Your task 2�Record a radio programme! Pair up with a classmate and decide who will be the host and who will be the guest, a historian specialising in the American Industrial Revolution. The topic of the programme should be Chaplin’s Modern Times and the pros and cons of industralisation. forty-five 45 American modernity 2� You’re going to give a short presentation about the American modernity. Hi folks! Phew! Working on an assembly line is more tiring than I thought it would be. By the way, did you know that the United States had its Industrial Revolution in the 19th and 20th centuries? Let’s find out more about it! 1 The American Industrial Revolution During the 19th century, the U.S. experienced a great time of economic and social change. Men were increasingly replaced by machines while many people working on farms found jobs in factories. Americans expanded transportation through railroads and steamboats and they invented new industrial techniques like the sewing machine. At the beginning of the 20th century, the industrialist Henry Ford, who was very famous for his Model T car, developed the concept of the assembly line, based on a division of labour: each worker performed one simple operation. It allowed mass production, hence lower selling prices, hence increased Henry Ford in one of his automobiles. sales, which in turn allowed for higher wages for the workers. “There is but one rule for the industrialist and that is: make the highest quality goods possible at the lowest cost possible,” Ford once said. 2�Complete the diagram in your workbook. 2 Representing modernity Have you ever heard of Charles Sheeler? He was an American painter and photographer of the 20th century. Have a look at the painting, currently exhibited at the Museum of Modern Art (MoMA) in New York City, and feel free to react. What do you think of the title? 2�Go on www.lelivrescolaire.fr if you want to have a closer look at the painting. 2�As you may have noticed, Sheeler was particularly interested in depicting America’s modernity. Among his favourite themes are factories, machines, skyscrapers, railroads, etc. When you’re ready, listen to the guide of the museum tour and fill in the grid in your workbook. Charles Sheeler, American landscap e,19 30. 46 forty-six 3 The Great Depression The beginning of the 20th century was a period of prosperity for the United States. Yet, as the population of the cities was growing bigger and bigger, new issues arose, like overcrowding and disease, and many people lived in dire conditions of life. The Great Depression of the 1930’s further deteriotated their situation. The market crash of 1929 marked the beginning of a period of great poverty, high unemployment, starvation and bank failures. American President Franklin D. Roosevelt launched a program called “the New Deal” to help the poor and the unemployed. The American Depression had devastating effects on the economy of countries all over the world. 2�Now how about having a look at the picture below? Describe the expression on the Dorothea Lange, Migrant Mother, 1936. woman’s face. Can you guess why she looks that way? 2�Why don’t you do some research on Franklin D. Roosevelt? 4 A testimony Listen to Kate talk about her life during the Great Depression. Franklin D. Roosevelt 5 Rap it out! 100 % web Check out a rap song about the Industrial Revolution on http://flocabulary.com/industrial-revolution/! Toolbox 2�En anglais, certains adjectifs peuvent servir de noms pour créer des catégories. Mais attention, le nom ne prend pas de -S, même s’il est pluriel ! On dira ainsi “the poor” (les pauvres), “the rich” (les riches), “the unemployed” (les chômeurs), “the young” (les jeunes), “the old” (les personnes âgées). 6�The poor often lived in the street. 6�The rich were healthy and ate well. 6�Roosevelt launched the “New Deal” to help the unemployed. Your task Your task 2�You’re participating in an international junior conference and you must give a short presentation about the American modernity or one of its aspects! page forty-seven numbering 47 Skills 2�Évoquer un événement passé. Emploi 2�Le prétérit simple est un temps du passé employé pour parler d’événements en rupture avec le présent, que l’on peut dater précisément avec des indications de temps. Formation 2�Pour les verbes réguliers, on ajoute -ED à la base verbale du verbe pour toutes les personnes. 6�Alexander Bell invented the telephone in 1876. 6�Several inventions revolutionised the 19th century. 2�Si le verbe se termine par -E, on ajoute simplement -D. 6�Some people lived in terrible conditions. 2�Si le verbe se termine par une consonne + -Y, le -Y- devient -I- et on ajoute -ED. 6�They tried to survive. 2�Si le verbe comporte une seule syllabe, terminée par une consonne précédée d’une voyelle, on double la consonne finale : 6�stop > stopped, plan > planned 2�Prononciation. 2�La terminaison -ED se prononce de trois façons différentes selon le son final de la base verbale (mais ce n’est jamais [ed] !) : 6�Après les sons [d] ou [t], elle se prononce [d] : decided, started, wanted, needed, etc. 48 forty-eight 6�Après les sons [k], [p], [s], [f], [∫], elle se prononce [t] : blocked, helped, dressed, fixed, laughed, pushed, etc. 6�Après tous les autres sons, elle se prononce [d] : lived, played, received, suffered, surprised, etc. 2�Verbes irréguliers. 2�Certains verbes sont dits irréguliers, ils ne respectent pas la règle du -ED. 6�Queen Victoria was only 18 when she became queen. 2�Exprimer une obligation au passé. 2�Pour exprimer l’obligation au passé, on utilise HAD TO + BV : 6�Many poor children had to work during the Victorian era. 6�Oliver, still starving, had to go back to his seat. 2�Parler de catégories de personnes. 2�Certains adjectifs peuvent servir de noms pour créer des catégories. Mais attention, le nom ne prend pas de -S, même s’il est pluriel ! On dira ainsi “the poor” (les pauvres), “the rich” (les riches), “the unemployed” (les chômeurs), “the young” (les jeunes), “the old” (les personnes âgées). 6�The poor often lived in the street. 6�The rich were healthy and ate well. 6�Roosevelt launched the New Deal to help the unemployed. Treasure trove a telephone a typewriter a telegraph a steam locomotive an (electric) light bulb The Industrial Revolution * prosperity * economic power * an invention / an inventor * a steam engine * a railway * the Victorian era * the Great Exhibition * glass and steel Victorian lives * an orphan * a street-vendor * a chimney sweep * a servant * a factory * a workhouse * a slum * child labour * a ladle * a gruel * starve * starving * dire conditions of life Crazy factory * an assembly line * work on an assembly line * a conveyor belt * tighten bolts * an (industrial) worker * an employer / a boss * to clock in / out Miscellaneous * the poor * the rich * the unemployed * unemployment * the New Deal How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. forty-nine 49 Your final task Participate in a debate on the effects of industrialisation! 2�But don’t forget that you must present sound arguments in order to convince, so your knowledge must be up to the situation! 1. Form groups of five pupils (or more): there should be two pupils defending the positive effects of industrialisation, two pupils underlining its negative effects and one arbiter. Decide on your position in the debate: pro-industrialisation? anti-industrialisation? arbiter? 2. Now gather all the information you can in order to be as persuasive as possible. Read over the pages of your book and don’t hesitate to listen to the recordings again. 3. Decide on what arguments you’re going to use: you can write them down at first but you should avoid reading your notes during the debate! 4. The arbiter should go from one group to the other, listen to each group’s arguments, help each group anticipate the other group’s arguments, etc. 5. Now it’s your move! 2�During the debate, the arbiter should make sure that the two groups are allowed to express their opinions and that they have the approximate same speaking time. 2�At the end of the debate, the arbiter should elect the most persuasive group! tips 2�You can find more information on the Victorian Age on www.lelivrescolaire.fr. 2�Remember, you can give your opinion by using phrases like I THINK / BELIEVE THAT + GN + V, I AGREE / DON’T AGREE / DISAGREE WITH YOU BECAUSE… 2�What about filming the debate and watching it? It is a great way of pointing out your own weak points… and improving on them! 50 fifty Going further Participer à un débat : Piece of Cake! 2�Les clés du succès : Professionnel, Organisé, Charismatique Professionnel quand il s’agit de 2�Bien connaître son sujet, surtout sérieuses et rces sou faits historiques, et utiliser des sûres. formeront la base 2�Bien choisir ses arguments : ils prendre le temps de de votre discours alors mieux vaut bien les préparer ! ments seraient 2�Éviter de lire ses notes : les argu moins convaincants ! ires, leur laisser 2�Écouter les arguments des adversa ve de respect, preu e un espace de parole équitable. Fair c’est aussi cela être professionnel. Organisé 2�Il est indispensable d’organiser ses arguments. Par exemple, pourquoi ne pas commencer par les plus évidents pour finir avec les plus travaillés ou les plus puissants ? Il serait dommage de se retrouver à court d’arguments solides à la fin du débat, là où tout se joue ! 2�Être organisé, c’est aussi anticipe r les arguments du camp opposé pou r pouvoir mieux y répondre ! Charismatique 2�Ne pas marmonner ou lire ses note s en baissant la tête : ne pas hésiter à regarder les adversaires et s’exprimer de façon claire. 2�Choisir une position confortable sans pour autant s’avachir sur sa table. Éviter de se tortiller les mains, de se toucher les cheveux, etc. 2�Varier le ton pour ne pas paraître ennuyeux : cela vous donnera plus de prestance et on aura envie de vous écouter. 2�Préférer les silences ou les gap -fillers anglais (“well…”, “I mean…”, “Wh at I’m trying to say is…”) aux hésitations de type « Eeeeuh… ». Ce n’est pas grave de réfléchir aux mots qu’on va utiliser, c’es t même normal et un silence peut donner du poids à votre discours ! 2�Pourquoi ne pas s’entraîner dev ant une glace ou se filmer, afin de repérer ses petits défauts ? fifty-one 51 3 When I grow up At the end of this chapter, your final task will be to send a message to your future you! To do so, here are the steps you will take: 2� carry out a survey in your classroom; 2� describe your ideal future self; 2� predict one of your classmates’ future and give him or her advice; 2� make New Year’s resolutions. My life plans Stage 1 2� You’re going to carry out a survey. 1 Lisa, Paul and Sarah Look at the three pictures and describe them. What do you think the characters are doing? 2�Now listen and check your answers. 2 Jake’s fairy tale Look at these vignettes: they’re all messed up! Can you put them back in the right order? 2�Listen and check your answers. 3 Did you know? Have you ever heard of American Idol? It’s a TV singing competition for young Americans who’d like to become popstars. Jennifer Lopez counted among the judges in 2011 and 2012. But the competition is tough: there’s only one winner each year! 4 54 fifty-four 2 1 7 6 5 3 A.I.Y survey 2� Look at this survey. Who is carrying out the survey? Who are the respondents? What questions are asked? What are the results? The American Institute for Youth carried out a survey of 1,500 teenagers between age 14 and 17 to know more about their ambitions for the future. Thirty nine percent of todayʼs American teens dream of being famous when they are older. The AIY draws the parentsʼ attention to the influence of television on their childrenʼs career choices. Teens’ Top professional ambitions (%) Be famous Work in the medical field 16% 39% 5% Other 6% Work in 11% 9% Be a teacher the media Be a business Be a lawyer person 14% Teens’ Top personal ambitions (%) Other Be in 6% a couple Travel a lot 9% 24% Own a car 11% Have children 15% 19% 16% Live in a big city Own a house or a flat 4 My life plan Now what about YOUR life plan? Fill in the grid in your workbook, then pair up with a classmate and tell each other about what you plan on doing in the future! 2� My life plan is to... 2� I plan on... 2� I’d like to... 2� I plan to... Toolbox 2�Pour parler de quelque chose qu’on aimerait faire, on utilise WOULD LIKE TO + BV. 6�I would like to become a pilot. Attention à la prononciation de WOULD : le L ne s’entend pas > [wud] WOULD peut se contracter sous la forme ’D. 6�He’d like to own a house. 2�On remarquera que TO ne s’entend presque pas à l’oral puiqu’il n’est pas accentué. Il sera prononcé [t]. 2�Pour parler de ce qu’on a prévu de faire, on utilise PLAN ON + V-ING ou PLAN TO + BV. 6�Six percent of the students plan on being teachers. 6�I plan to become very famous! 2�Pour exprimer la quantité, on utilise des expressions comme : 6�most of the pupils 6�half the class / half of them 6�some of the teenagers 6�(very) few pupils Your task 2�How about carrying out your own survey in the classroom? Split up into groups of four or five and ask your classmates what their life plans are: what are their professional and personal ambitions? Fill in the first grid in your workbook, then give your results to your teacher who will help you gather the results for the whole class and calculate the percentages. Fill in the second grid in your workbook. 2�Then present your results using complete sentences (30% of the pupils in the class would like to... Most of them plan on...) and draw two pie charts to illustrate them! fifty-five 55 Stage 2 When I’m 34 2� You’re going to describe your ideal future self. 1 Vinyl Do you know who these young men are? 2�Look at the vinyl and try to guess what the song is about! 2 When I’m 64 Now listen to the song and note down the words you recognise. 2�What do you think the song is about? 2�Which of these vignettes are appropriate to describe it? 1 4 56 fifty-six 2 5 3 6 3 Leo’s school project Have a look at Leo’s school project. 2�What do you think the instructions were? 2�Oh no, some words are starting to fade away... Can you guess what these words are? 2�Now listen and check your answers! 4 Your own song! Now how about writing your own crazy song to explain what you will do when you’re thirty-four? Everything is possible so let your imagination run wild! 2�“When I get older, ...” Did you know? “When I’m sixty-four” was one of Paul McCartney’s first compositions: he wrote it when he was only 16! McCartney turned 64 in 2006, but his life is not quite as peaceful as the life he describes in the song! Toolbox 2�Pour évoquer des événements futurs ou faire des prédictions, on utilise l’auxiliaire modal WILL. Il se contracte sous la forme ’LL. Comme les autres auxiliaires de modalité, WILL est invariable. 6�I will have three children. 6�I’ll be a great reporter some day. Attention à l’expression du futur dans les subordonnées de temps ! Quand on a WILL dans la proposition principale, la proposition subordonnée introduite par WHEN se conjugue au présent. Cela nous donne donc WHEN + présent, S + WILL + BV : 6�I will have a big house when I am 34. 6�When she grows up, she will be a famous scientist. Your task 2�Form groups of at least four pupils. Draw your ideal future self: what will you be like when you are 34? What will you do? Don’t show your drawing to the rest of the group! To make the game more difficult, each of you will also draw a fake future life. Now shuffle the drawings. Each one of you is going to describe his or her future self : “When I am 34, I will...” and the group must guess which drawing it corresponds to! fifty-seven 57 Stage 3 Fortune-tell me! 2� You’re going to predict your classmate’s future and give him or her advice! 1 Crystal sphere Look at the photograph. 2�Who is this woman? What is she doing? 2 Party time! Now look at this picture. 2�What do you deduce from it? 3 Simon’s future Can you guess what the psychic is saying? 2�Now listen! The letter P in the word psychic should not be pronounced! [’sakk] 58 fifty-eight 4 Be a psychic! Now imagine that you are the psychic: What does the future hold for your friend Lea? What advice can you give her? 2�You will… 2�You should… 2�You’d better… Did you know? Halloween is celebrated every year on October 31, that is to say All Hallow's Eve. Celebrations include telling trick-or-treating, wearing costumes, ! lms fi ror scary stories and watching hor Toolbox 2�Pour donner un conseil ou inciter quelqu’un à faire quelque chose, on utilise le modal SHOULD. Comme tous les modaux, SHOULD est invariable et il est suivi d’une base verbale. 6�I’m sure Lea likes you. You should talk to her. Le L de SHOULD ne se prononce pas ! [d] 2�La forme négative SHOULDN’T permet aussi de donner des conseils mais on sent souvent une pointe de reproche. 6�You shouldn’t be so shy! 2�Pour donner un conseil, on peut également utiliser HAD BETTER + BV, qui peut se contracter en ’D BETTER. 6�You’d better tell Simon you like him. 6�You’d better work more if you want to become a famous mathematician! Attention, en anglais “advice” est un nom indénombrable! Donner des conseils se dira “give advice” mais pour parler d’un seul conseil, on doit dire “a piece of advice”. Your task 2�Working in pairs, you will predict your classmate’s future and he or she will predict yours! 2�You should give each other advice too. fifty-nine 59 My New Year’s resolutions 2� You’re going to write your New Year’s resolutions! Happy New Year everyone! Did you write your New Year’s resolutions? Would you like to know mine? Here they are: 1. I’ll explore and travel even more. 2. I’ll keep taking care of my moustache. 3. I’ll stop asking my mom to wash my clothes. 1 The notebook 2� Look at the notebook. 2�Whose could it be? When was it written? What for? 2 Julie and Matt 2� Look at these two lists of resolutions and answer the questions in your workbook. 60 sixty 3 Chatting up 2� Now look at the picture: what are the two characters talking about? 2�Compare the dialogue with the notebooks on the previous page: what do you notice? 4 Megan’s New Life’s Resolutions 2� This year, Megan decided to write an original list of resolutions: look at it and discuss it with your classmates! Toolbox 2�Les verbes indiquant le début ou la fin d’un événement sont suivis de V-ING. 0n aura donc START + V-ING et STOP / QUIT + V-ING. 6�I will start going to the gym. 6�I’ll stop eating junk food. 6�I’ll quit smoking. Did you know? A time capsule is a container where you can hide objects and which you bury ions in the ground so that future generat ! (or your future self ) discover them Your task Your task 2�Write your New Year’s resolutions! What will you do? What will you start or stop doing? 2�You may use the glogster website if you want to create an original poster! page numbering sixty-one 61 Skills 2�Parler de ses projets d’avenir. 2�Pour parler de quelque chose qu’on aimerait faire, on utilise WOULD LIKE TO + BV. 6�I would like to become a pilot. 2�WOULD peut se contracter sous la forme ’d. 6�He’d like to own a house. On remarquera que TO ne s’entend presque pas à l’oral puisqu’il n’est pas accentué. Il sera prononcé [t]. 2�Pour parler de ce qu’on a prévu de faire, on utilise PLAN ON + V-ING ou PLAN TO + BV. 6�Six percent of the students plan on being teachers. 6�I plan to become a rock star. 2�Évoquer des événements futurs. 2�Pour évoquer des événements futurs ou faire des prédictions, on utilise l’auxiliaire modal WILL. Il se contracte sous la forme ’LL. Comme les autres auxiliaires de modalité, WILL est invariable. 6�I will have three children. 6�I’ll be a great reporter some day. Attention à l’expression du futur dans les subordonnées de temps ! Quand on a WILL dans la proposition principale, la proposition subordonnée introduite par WHEN se conjugue au présent. Cela nous donne donc WHEN + présent, S + WILL + BV : 6�I will have a big house when I am 34. 6�When she grows up, she will be a famous scientist. 62 sixty-two 2�Donner des conseils. 2�Pour donner un conseil ou inciter quelqu’un à faire quelque chose, on utilise le modal SHOULD. Comme tous les modaux, SHOULD est invariable et il est suivi d’une base verbale. 6�I’m sure Lea likes you. You should talk to her. Le L de SHOULD ne se prononce pas [ud] ! 2�La forme négative SHOULDN’T permet aussi de donner des conseils mais on sent souvent une pointe de reproche. 6�You shouldn’t smoke, it’s bad for your health. 2�Pour donner un conseil, on peut également utiliser HAD BETTER + BV, qui peut se contracter en ’D BETTER. 6�You had better quit smoking. 6�You’d better stick to my plans! En anglais “advice” est un nom indénombrable ! Donner des conseils se dira “give advice” mais pour parler d’un seul conseil, on doit dire “a piece of advice.” 2�Indiquer le début ou la fin d’un événement. 2�Les verbes indiquant le début ou la fin d’un événement sont suivis de V-ING : on aura donc START + V-ING et STOP + V-ING. 6�I will start going to the gym. 6�I’ll stop eating junk food. 6�I’ll quit smoking. Treasure trove a lawyer a journalist a rock star a painter a sports car Careers * a businesswoman a businessman * be famous * a concert tour * a workshop * an exhibition * a doctor * a teacher * a TV report * abroad * the suburbs * graduate from university * a gap year * a date * get married * gorgeous * handsome * respondents * percent (%) * the fireside * dig the weeds * rent a cottage * scrimp and save * a crystal sphere * a psychic * give advice * a piece of advice * quit smoking * lose weight * go to the gym * do voluntary work * ask someone out Life plans * a fairy tale * cheesy * own a house / a flat * earn money Survey * carry out a survey When I’m 64 * mend a fuse * knit a sweater Fortune telling * predict the future * what the future holds for someone New Year’s resolutions * make resolutions * stick to one’s resolutions * Christmas break How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. sixty-three 63 Your final task Send a message to your future you! 2�How about writing an e-mail to your future self and sending him or her a time capsule? 1. Decide on the day and year when you want to receive the e-mail. 2. Explain your future self what your life plans are. 3. Tell him or her what you think your future life will be like. 4. Give him or her advice: “You should always remember to...”, “You’d better...” 5. You can write your New Life’s resolutions if you want to. 6. Tell him or her where your time capsule is hidden and what’s in it. 7. Go to www.futureme.org and send this message to your future you! tips 2�Pick an e-mail address which you think you will keep for a long time so that you do receive the message in the future! 2�You should believe in yourself, be ambitious! 64 sixty-four Going further Comprendre les paroles d’une chanson : Piece of Cake! 2�Les clés du succès : Prélever, Optimiser, Compenser Prélever les informations clés s fois 2�Bien écouter la chanson, plusieur si nécessaire. ions 2�Mettre de côté les mots ou express tout compliqués. Il est normal de ne pas comprendre. nus et 2�Cibler les mots clés, les mots con les mots qui sont répétés. Optimiser les éléments trouvés 2�Deviner le thème de la chanson à partir des informations rassemblées. 2�Noter tous les mots auxquels ce thème nous fait penser. 2�Faire des suggestions à partir de certaines informations : que font des grandsparents le dimanche matin ? Que fait une grand-mère à côté de la cheminée ? 2�Réécouter pour essayer de repé rer de nouveaux éléments. Compenser les lacunes 2�Chercher les paroles de la chanso n sur Internet. 2�Chercher la définition des mots que l’on ne comprend pas dans un dictionnaire unilingue. 2�Si ce n’est toujours pas clair, véri fier le sens du mot dans un dictionnaire bilingue. 2� Écouter des chansons en anglais est une très bo nne façon d’améliorer son anglais. Prenez l’habitude d’écouter att entivement la chanson avan t de chercher les paroles su r Internet. De plus, faites attentio n aux sites sur lesquels vous allez : sur certains, les paroles sont mal retranscrites ! films ou des 2� Vous pouvez aussi regarder des s-Titrée) : Sou e séries en VOST (Version Original grès rapides pro des c’est un moyen efficace de faire ut, il peut déb Au tout en passant un bon moment. tout en res s-tit sou vous paraître pénible de lire les s vous vou s, -vou urez regardant les images mais rass avez s vou que lm fi y habituerez très vite. Si c’est un rder rega le de r déjà vu, pourquoi ne pas essaye s sous-titres ? avec les sous-titres anglais voire san de pas s mai Vous ne comprendrez pas tout vous que tant e panique, ce n’est pas très grav ! e n’êtes pas perdu dans l’intrigu sixty-five 65 4 Mysterious murder At the end of this chapter, your final task will be to solve a mystery case. To do so, here are the steps you will take: 2� organise a press conference; 2� question the suspects; 2� write a police report; 2� send your colleagues an invitation to a meeting. Stage 1 Crime scene 2� You’re going to organise a press conference. 1 Crime scene Observe the picture. 2� What can you see? Try to guess what’s happening. 2 Listen up! 2� Now listen to the dialogue and gather as much information as you can. 3 Watch out! 2� Look at the victim’s personal planner and help Detective Logan find more clues. 68 sixty-eight 4 On the phone Detective Logan would like to know more about the people referred to in the victim’s planner. 2� Listen to her phone conversation with Inspector Frost! 5 Police report 2� Look, Julie Logan has just received the police report: what are the new clues? Did you know? No one else in the world has your fingerprints! Each person’s fingerprints are unique, that’s why they are such a valuable tool for criminal invesy tigators. It also explains why so man thieves and criminals wear gloves! Toolbox 2�Quand le sujet d’une phrase n’a pas accompli l’action décrite par le verbe, par exemple lorsqu’il en est la victime, on utilise la forme passive en BE + participe passé. Quand le contexte est passé, c’est BE qui sera conjugué au prétérit. 6�Mr. O’Neill was killed yesterday night. 6�He was shot in the head. 2�La forme passive permet aussi de mettre l’accent sur l’objet de l’action quand on ne connaît pas la personne qui a accompli l’action ou qu’elle n’est pas très importante. 6�Fingerprints were analysed. 6�A gun was found next to the corpse. Your task 2�Organise a press conference to answer the journalists’ questions about the situation. 2�Form groups of five pupils to act the role-play: there must be two journalists, Inspectors Jones and Frost and Detective Julie Logan. sixty-nine 69 Stage 2 Suspects and alibis 2� You’re going to question the suspects. 1 Mug shots Look at these pictures: under what circumstances were the photographs taken? 2� Describe the people and guess who they are. 2 What’s going on? Have a good look at the picture and guess what’s happening. What can the two characters be telling each other? 2� Now listen to the dialogue. 2�Pick out the first suspect’s alibi. 2�Did the suspect hear or see anything? 3 Inspector Jones Look at the picture: who do you think Inspector Jones is questioning? 2� Now listen to the conversation. 2�What is the second suspect’s alibi? 2�Did he/she hear or see anything? 4 Bosling’s alibi Inspector Frost questioned Ryan Bosling. Have a look at the pictures. 2� What is his alibi? 2� Did he hear or see anything? 70 seventy 5 Police statement 2� Now read this police report and check your answers! Fill in the grid in your workbook. Did you know? Mug shots (or mugshots) were invented by Allan Pinkerton, a Sco ttish American detective, in the 19t h century. Since then, they have bee n used as a way of keeping photogr aphic record of people who were arrested , thus making identification by witnesses easier. Toolbox 2�Le prétérit BE + V-ING sert à expliquer ce que l’on faisait à un certain moment dans le passé ou lorsqu’un événement précis s’est produit. 6�At 11:00 pm, I was watching TV. 6�I was sleeping when the murder occurred. 2�BE est un auxiliaire : c’est donc lui qui s’accorde avec le sujet (WAS/WERE), qui porte la négation et qui sert d’auxiliaire dans les questions. 6�She wasn’t doing anything when Mr. O’Neill was killed. 6�Were they sleeping at 11:00 pm? 2�On peut utiliser l’auxiliaire DO pour insister sur la vérité d’une action dont on vient de parler. 6�“You and Brian were supposed to have dinner on Thursday night.” –“Yes, indeed, we did have dinner.” Your task 2�Detective Logan would like to question the suspects herself. You will form groups of four and each one of you is going to be one of the characters: Detective Logan, Kat Perry, Jack Reaper and Ryan Bosling. 2�Look at the vignettes: they’ll help you remember who was doing what! seventy-one 71 Stage 3 Brainstorming! 2� You’re going to write a police report. 1 Distracted investigators! Investigators Julie Logan, Amy Jones and Duncan Frost are trying to gather all the information they have collected so far. Oops, they must be tired because they made a mistake somewhere and they also forgot one piece of information! 2� Have a closer look and give them a hand! 2 The culprit may be… Look at the investigators: what are they thinking about? 2� Listen to their conversation and take down notes. 2�Now do you have an idea of who the culprit may be? 72 seventy-two 3 You’ve got mail! Look, Detective Logan received a letter when she came back home! 2� Who can it be from? 2� Can you guess what it says? 4 Secret message So, who sent the letter? Julie Logan is pretty sure that there is an encrypted message in it. 2� Read the letter carefully and help her out! 2� Tip: Pay attention to the sender’s job. It may help you decipher the secret message! Did you know? d for ages Encrypted messages have been use s Ceasar to set up secret communication. Juliu communiis said to have used crytography to y generals! cate secret information to his arm Toolbox 2�Pour formuler une hypothèse ou parler d’une éventualité, on peut utiliser l’auxiliaire modal MAY. Le doute plane, on n’est pas sûr que l’événement se réalise. Comme les autres modaux, MAY est invariable et il est suivi d’une base verbale. 6�They may tell the truth but they may lie too. 2�En revanche, quand on veut exprimer une quasi-certitude, on utilise l’auxiliaire modal MUST. 6�She has disappeared so she must be guilty. 2�Dans les deux cas, les modaux MAY et MUST permettent d’exprimer son opinion personnelle sur le degré de probabilité d’un événement. 2�NB : Pour évoquer l’éventualité, vous pouvez aussi utiliser les adverbes MAYBE et PERHAPS. Your task 2�Imagine that you are Detective Logan: you must write a report to break the news! Send it to your colleagues, Inspectors Amy Jones and Duncan Frost at the following address: Inspectors A. Jones and D. Frost 37 Safe Street London E1 7HP seventy-three 73 Heroes and villains 2� You’re going to e-mail all the detectives you know to ask them for some help. Hi there! Do you like my new detective outfit? I must admit that you’ve been terrific investigators so far! How about having a look at some of the most famous detectives and villains in fiction? 1 Sherlock Holmes 100 % web Sherlock Holmes is one of the world’s most famous fictional characters. He was invented by Scottish writer Sir Arthur Conan Doyle and appears in many of his novels and short stories. Holmes is a detective in late 19th century London; he lives at 221B Baker Street, with his friend and assistant Dr. Watson and his landlady, Mrs. Hudson. Sherlock Holmes is reputed to be able to solve difficult cases thanks to his outstanding logical reasoning. He is typically portrayed with a trench coat, a deerstalker hat, a pipe and a magnifying glass. If you go to London, you can visit the Sherlock Holmes Museum at 221B Baker Street! 2� Watch the trailer for BBC TV series Sherlock on the Internet: do you think the story is set in 19th century London? 2�What are the common points and differences with Arthur Conan Doyle’s novels? 2 Agatha Christie 100 % web Have you ever heard of Agatha Christie? She was a very famous writer of detective stories. Her first novel, The Mysterious Affair at Styles, was published in 1920. It introduced the memorable character of Hercule Poirot, a Belgian detective living in London. Poirot is characterised by his stiff moustache and his dandy attire. Another famous character is Miss Marple, an old spinster and amateur detective who solves intricate crimes with her acute intelligence. In 1971, Agatha Christie was made Dame Agatha Christie by Queen Elizabeth II at Buckingham Palace! 2� Listen to her talk about her writing process in a BBC documentary on www.lelivrescolaire.fr. 74 seventy-four 3 Dr. Jekyll and Mr. Hyde In 1886, Robert Louis Stevenson published a short story entitled Strange Case of Dr. Jekyll and Mr. Hyde. It tells the story of a London lawyer who investigates strange events connecting his friend Dr. Jekyll and the devilish Mr. Hyde. In fact, they’re both... the same person! In order to conceal his evil urges, Dr. Jekyll created a potion; yet it had the effect of turning him into another person, the aggressive and dangerous Mr. Hyde. So they are the two parts of his split personality, one good and one evil. 2� Look at the two pictures and discuss them with your classmates. 4 Jack the Ripper “Jack the Ripper” is the name given to a serial killer who murdered several prostitutes in the slums of London in 1888. Each victim’s abdomen was ripped and her throat was cut. Yuk!!! Many policemen investigated but they were never able to identify the culprit as there was not enough evidence. Jack the Ripper features in many works of fiction. If you go to London, you can visit the Chamber of Horrors at Madame Tussauds, the famous wax museum, and you will see his shadow in a dark London alley... Spooky! 2� Look at this cartoon taken from Punch, Punch, September 1888. The capt ion reads: a British satirical magazine, and read the caption carefully. “There floats a phantom in the slum 2�Answer the questions in your workbook. ’s foul air Shaping to eyes which have the gift of seeing, Into the Spectre of that loathly lair. (...)” 5 Detective Logan Detective Logan went to the street indicated in Megan O’Neill’s message. Oh look, there’s a tape here! But... Oh no! It’s all ruined! Someone must have found it before she did... Who can it be? She tried to repair it back at home. 2� Listen to what it says and see if you can still hear something. Toolbox 2�“Information” et “evidence” sont des noms indénombrables, ce qui signifie qu’on ne peut pas les compter : ils sont envisagés comme un tout. Cela explique pourquoi ils sont suivis d’un verbe au singulier et ne peuvent pas être conjugués au pluriel. 6�Evidence is hard to find. Your task Your task 2�On ne peut pas non plus les faire précéder de l’article a(n) ou d’un numéral (one, two, etc.), à moins d’utiliser “a piece of” 6�Ø Evidence was collected on the crime scene. 6�She found a piece of evidence in his personal planner. 2�The situation is critical: we need help. Imagine you’re Detective Logan and you want to set up a meeting with all the detectives you know. 2� Write them an e-mail: briefly explain the situation and ask them to come as soon as possible! pageseventy-fi numbering ve 75 Skills 2�Utiliser la forme passive. 2�Quand le sujet d’une phrase n’a pas accompli l’action décrite par le verbe, par exemple lorsqu’il en est la victime, on utilise la forme passive en BE + participe passé. Quand le contexte est passé, c’est BE qui sera conjugué au prétérit. 6�Mr. O’Neill was killed yesterday night. 6�He was shot in the head. 2�La forme passive permet aussi de mettre l’accent sur l’objet de l’action quand on ne connaît pas la personne qui a accompli l’action ou qu’elle n’est pas très importante. 6�Fingerprints were analysed. 6�A gun was found next to the corpse. 2�Parler d’événements en toile de fond. 2�Le prétérit BE + V-ING sert à expliquer ce que l’on faisait à un certain moment dans le passé ou lorsqu’un événement précis s’est produit. 6�At 11:00 pm, I was watching TV. 6�I was sleeping when the murder occurred. 2�BE est un auxiliaire : c’est donc lui qui s’accorde avec le sujet (WAS/WERE), qui porte la négation et qui sert d’auxiliaire dans les questions. 6�She wasn’t doing anything when Mr. O’Neill was killed. 6�Were they sleeping at 11:00 pm? 2�La construction emphatique 2�On peut utiliser l’auxiliaire DO pour insister sur la vérité d’une action dont on vient de parler. 6�“You and Brian were supposed to have dinner on Thursday night.” –“Yes, indeed, we did have dinner.” 76 seventy-six 2�Formuler des hypothèses plus ou moins sûres. 2�Pour formuler une hypothèse ou parler d’une éventualité, on peut utiliser l’auxiliaire modal MAY. Il permet d’insister sur le fait que le doute plane, on n’est pas sûr que l’événement se réalise. Comme les autres modaux, MAY est invariable et il est suivi d’une base verbale. 6�The culprit may be Kat Perry. 6�They may tell the truth but they may lie. 2�En revanche, quand on veut exprimer une quasi-certitude, on utilise l’auxiliaire modal MUST. 6�She has disappeared so she must be guilty. 2�Dans les deux cas, les modaux MAY et MUST permettent de donner un avis, d’exprimer son opinion personnelle sur le degré de probabilité d’un événement. 2�Utiliser des noms indénombrables. 2�“Information” et “evidence” sont des noms indénombrables, ce qui signifie qu’on ne peut pas les compter : ils ne sont envisagés que comme un tout. On ne peut pas les conjuguer au pluriel et ils sont suivis d’un verbe au singulier : 6�Evidence is hard to find. 2�On ne peut pas non plus les faire précéder de l’article a(n) ou d’un numéral (one, two, etc.), à moins d’utiliser “a piece of”. 6�Ø Evidence was collected on the crime scene. 6�She found a piece of evidence in his personal planner. Treasure trove a chalk line footprints hear a gunshot a mug shot a gun General vocabulary * a police inspector * a private detective * an investigator * a victim * a suspect * a witness * a culprit * a murderer * a criminal * a corpse / a body * an informer * a police report * a press conference * an encrypted message * a magnifying glass * clues * fingerprints * size 6 sneakers * a personal planner * break into a house / an apartment * information - a piece of information * witness something * make a phonecall * walk home * short * slender * guilty * innocent * honest * beefy / muscular Crime scene a * be shot in the head * crime tape * evidence computer * a piece of evidence Questioning the suspects * a mug shot * an alibi Adjectives * suspicious * annoying * deaf How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. seventy-seven 77 Your final task Brainstorming in process! 2�Participate in a gathering of detectives and solve the mystery! Detective Logan’s colleagues answered her call, they’re all gathered for a brainstorming. Now let’s unmask the murderer! 1. Form groups of five pupils and decide who’s going to be who! Invent the names of the detectives, but don’t forget that there is also one Detective Julie Logan in each group. 2. Start the meeting by presenting yourselves to your colleagues: What is your name? Where do you come from? Do you use any particular method when you investigate? 3. Sum up the whole case. What happened? Who was killed? How? Where? Who are the main suspects? Write down all the pieces of evidence and testimonies you have collected so far. 4. Discuss it all with your colleagues. Make hypotheses about the suspects. Analyse the most recent developments of the case and make deductions. 5. Look! A secretary just brought a letter from a mysterious sender!!! Open it and find out what it says! 6. Now you have enough information to solve the mystery. Which group is going to be the fastest one? Hurry up!!! tips 2�How about writing down your detective name on a piece of paper and pinning it on your clothes or putting it on the desk before you? It will be easier for everyone to remember who you are! 2�How about using props and language or behavior mannerisms to make the role play even more realistic? 2�Don’t hesitate to use a very big sheet of paper, it will be more convenient for you to write down all the elements you have collected and to analyse them together. 2�Pay attention to the message on the envelope: what can it mean? 78 seventy-eight Going further Participer à une réunion en anglais : Piece of Cake! 2�Les clés du succès : Préparation, Ordre du jour, Collaboration Ordre du jour Préparation la préparer 2� Avant de faire une réunion, il faut es particiautr les nd qua u pour ne pas être perd ts. suje ains cert pants évoqueront des noms 2� De quoi va-t-on parler ? Y a-t-il point sur à connaître ? Doit-on se mettre au certains thèmes précis ? détectives, 2� Dans le cadre d’une réunion de ents de élém il faut connaître les principaux meurtre, du es l’enquête : victime, circonstanc etc. , déjà a suspects principaux s’il y en 2� Établir un ordre du jour avant de commencer la réunion est un bon moyen de rester organisé et de ne pas s’éparpiller. 2� De quoi va-t-on discuter ? Dans que l ordre ? Pendant combien de temps ? 2� Choisir quelqu’un dans le groupe de discussion pour présider la séance peut permettre de mieux faire respecter l’ordre du jour. Collaboration 2�Faire une réunion, c’est se réun ir pour travailler ensemble autour d’un sujet précis. Il faut don c partager le temps de parole, s’écouter les uns les autres, ne pas se couper la parole. 2�Il ne faut pas hésiter à poser des questions pour être sûr de bien comprendre l’avis des autres. “So you think (X) may be the culprit, is that right?” 2�Collaborer, c’est aussi apporter sa contribution : il faut bien sûr participer à la réflexion et mettre en avant ses opinions personnelles. 2� In the U.S., many pupils participate in the dynamics of their school by joining clubs and organisations. It is an opportunity for them to start involving themselves in a field they like, like art, science, chess, cooking, dance, the environment, debating, music, drama, robotics, etc. They often participate in meetings to help set up art exhibitions, musicals, plays, chess competitions, fundraising campaigns, debates, etc. Are there any clubs in your school? seventy-nine 79 5 Back to 1920’s Chicago! At the end of this chapter, your final task will be to organize an exhibition on 1920’s Chicago! To do so, here are the steps you will take: 2� write biographies of famous jazz musicians; 2� design a leaflet to advertise for your exhibition; 2� write a booklet about the Chicago gangsters; 2� tell fun facts about 1920’s Chicago. Stage 1 Jazz it up! 2� You’re going to talk about the lives of famous jazz musicians. 1 Have a guess This man is the famous jazz trumpeter Louis Armstrong. 2�Open your workbook. Can you guess what events the dates correspond to? 2�Now listen to a short biography of Louis Armstrong and fill in the timeline in your workbook. 2 Satchmo 100 % web Have a look at an interactive presentation on www.lelivrescolaire.fr. 2�What does it tell you about Louis Armstrong which you didn’t know? 3 Armstrong’s autobiography Read two extracts from Armstrong’s autobiography, Louis Armstrong, In His Own Words, at the end of your textbook. 2�How does he describe his life in 1920s Chicago? 2�What is the Lincoln Gardens? 2�Who are “Papa Joe” and “Lil”? 4 Inkredible! Oh oh, this student spilled ink everywhere on his sheet of paper… 2�Can you help him remember the missing bits? Did you know? s. was often nicknamed Satchmo or Pop * Louis Armstrong with ing (jazz singing He was the first one to record scat sing legend, his score jazz the to nonsense syllables). According ebie Jeebies” “He g rdin fell to the ground when he was reco he had to improvise! and not knowing the lyrics by heart, ory: famous Armstrongs in American hist * There are three ut Neil Armstrong trumpeter Louis Armstrong, astrona ng: try not to get and road racing cyclist Lance Armstro confused. 82 eighty-two 5 Jazzmen Now have a look at these timelines. 2�Make an oral presentation of these jazzmen using complete sentences! Joe “King” Oliver: cornet player and band leader, Armstrong’s mentor. 1885 Born in Louisiana 1890 Moved to New Orleans 1922 Created the Creole Jazz Band 1919 Arrived in Chicago 1927 Some months in New York 1925 Created the Dixie Syncopators 1 1938 Died in Chicago Jelly Roll Morton: jazz composer, piano player and band leader reputed to be arrogant. 1922 Arrived in Chicago 1890 Born in New Orleans 1928 Moved to New York 1926 First recordings with Red Hot Peppers Earl Hines: piano player, Armstrong’s friend 1903 Born in Pittsburgh 1923 Arrived in Chicago 1929 – 1934 Recorded with his own orchestra 1928 Recorded with Armstrong’s Hot Five Contract at the Grand Terrace Cafe 2 1941 Died in Los Angeles 3 1983 Died in Oakland Toolbox 2�Pour ajouter une information sur un groupe nominal sans commencer une nouvelle phrase, on peut former une proposition subordonnée relative avec les pronoms relatifs WHO, WHICH et WHERE. 2�On utilise WHICH pour ajouter une information sur un antécédent non-humain (objets, concepts) : 6�The Hot Five made many records which are considered landmarks. 2�On utilise WHO pour ajouter une information sur un antécédent humain : 6�Louis Armstrong married Lil Hardin, who was a piano player. 2�Enfin, on utilise WHERE pour ajouter une information sur un lieu : 6�He went to New York City, where he played with Fletcher Henderson. Your task 2�Choose one of the four musicians mentioned in this stage. Go on http://edu.glogster.com/ and create your interactive biography! It must include pictures and a short description of the jazzman’s life. You may also include a timeline if you want to. And what about graphics? They will make your poster more lively. 2�Then form groups of four (each one of you should have worked on a different musician) and talk about the jazzman’s life to your classmates! Try to use complex sentences with relative clauses. eighty-three 83 Stage 2 Chicago nightlife 2� You’re going to write a leaflet about 1920’s Chicago nightlife. 1 Life is a cabaret! Focus on this picture for a minute and discuss it with your classmates: where and when is the scene set? 2�What can you say about the place, the atmosphere, the clothes, the people? 2�What are they doing? 2 Dazzling city Now, listen and discover what nightlife was like in 1920’s Chicago! 2�Answer the questions in your workbook. 3 Race issues Don’t you wonder why there are only African-Americans on the above picture? Can you have a guess? 2�Now read the article carefully and find out. Town daily Friday, February 15th, 2013 4 Dear Camille Look at this postcard: who wrote it? To whom? 2�What kind of experience does the sender narrate? Race has always been a complicated issue in American history. In the 1920s, the North of the U.S. was supposed to be quite progressive but in practice, racism was deep-rooted in people’s minds. In Chicago, there were black cabarets like the Dreamland Cafe and the Lincoln Gardens, where the entertainers, the waiters and the customers were African-Americans, and there were white dance-halls, which were considered more legitimate, more refined. The dances were more decent, more traditional, the music was not wild hot jazz but a sweetened type of jazz music. The customers, the waiters and the entertainers were white, although some black bands were allowed to come in. The black community was isolated from the larger society, it was a time of segregation. However, there were also cabarets called the “black and tans” where black and white people could mix, listen to the same music, dance together and sometimes even have a fling. Famous black and tans included the Sunset Cafe and the Plantation Cafe. 84 eighty-four 5 Visit our exhibition! Look at this document. 2�What is it? In what context may you find it? What’s its purpose? Did you know? * Both jazz music and the Charleston were banned from many “legitimate” dan ce halls because they were considered vulg ar and scandalous! * The Charleston was particularly popular with rebellious young women called the “Flappers”, who wore short dresses and adopted an exuberant behavior. Toolbox 2�Pour parler d’une période du passé où la réalité était différente, on utilise USED TO + BV. Cela peut permettre de transporter les gens dans une certaine époque historique, comme pour en recréer l’atmosphère, les habitudes, etc. 6�In the 1920s, the Chicagoans used to dance and listen to jazz music in cabarets. 2�Pour indiquer le temps qui s’est écoulé entre l’événement passé dont on souhaite parler et le présent, on utilise AGO. 6�Ninety years ago, the manufacture and the sale of alcohol were prohibited. 2�BE ALLOWED TO + BV permet d’exprimer l’autorisation. L’ajout de NOT permet au contraire de parler d’une interdiction. 6�Some black jazz bands were allowed to play in white dance-halls. 6�People were not allowed to drink alcohol. Your task 2�Design a leaflet to advertise for your own exhibition on 1920’s Chicago! Split up into groups of four and choose one topic to provide some information on: Prohibition, jazz music, cabarets, black and tans, speakeasies, the Charleston or flappers. 2�Don’t forget to mention the dates of your exhibition! 2�How about handing out the flyers in your school? eighty-five 85 Stage 3 Al Capone and co. 2� You’re going to create a booklet about the Chicago gangsters! 1 Gangsta! Who do you think these men are? According to you, what kind of activities did they engage in back in the 1920’s? Imagine what their day schedule could be. 2�Now listen to a top secret conversation between Al Capone and two members of his mob! 2 Listen up! 2� Listen to the guide of the Chicago gangster tour. You won’t be able to understand everything – it’s perfectly normal. 2�Second listening: Try to focus on the main events and match the dates with the appropriate events in your workbook. 2�Third listening: Discuss the main events with your classmates. Can you briefly sum up what happened at the Hawthorne Inn and during the St. Valentine’s Day Massacre? 3 Who’s who? Play who’s who in organized crime! 2�Listen to the guide again and find out who belonged to the Outfit and who worked for the North Side gang! Johnny Torrio aka “the Brain” George “Bugs” Moran Hymie Weiss Dean (or Dion) Al Capone O’Banion aka “Scarface” 86 eighty-six Frank Nitti aka “the Enforcer” Ralph Capone aka “Bottles” 4 Newspaper clip 2� Read this article and answer the questions in your workbook. Feel free to react! The Chicago Times Thursday, January 25th, 2007 Everybody knows the name Al Capone. It conveys the image of a ruthless gangster who was once Public Enemy No. 1. Today is the 60th birthday of his death and I’d like to talk about the other Al Capone, the complex man behind the mobster. Capone often presented himself as a businessman and a gentleman who was fond of opera, who liked nice clothes and who enjoyed jazz music. He served as a sponsor for many jazz musicians who played in his cabarets and were paid with his dirty money. In a country which was still filled with prejudice and segregation, it was hard for black musicians to get hired, but thanks to Capone’s relative tolerance and generosity, they were offered a chance to develop their musical skills while earning a living. People tend to forget that Capone was loved by many Chicagoans. When the Great Depression hit the city in 1929, Capone even set up a soup kitchen and fed over 1,000 destitute people! Many people saw him as a sort of modern Robin Hood. Did you know? * When he was about 18 and lived in Manhattan, Alphonse Capone was stabbed in the face during a fight and his scars earned him the nickname “Scarface”. * Al Capone was never charged with murder because the investigators working on his case could not gather enough evid ence! The only motive which they found to send him to prison was tax evasion and violation of the Prohibition law: that’s why he only spent eight years in jail. * Al Capone’s bullet-proof Cadillac limousine was seized by the police in 1932 and it was later used as President Franklin D. Roosevelt’s limo! Toolbox 2�Pour parler d’activités en anglais, on peut ajouter à une base verbale le suffixe -ING pour créer un NOM VERBAL. 6�gamble > gambling 6�bootleg > bootlegging 6�racketeer > racketeering 2�Ces noms verbaux s’utilisent exactement comme les autres noms : 6�Al Capone and his mob engaged in illegal activities in the 1920’s. 6�Al Capone and his mob engaged in bootlegging in the 1920’s. 6�They got a lot of money from gambling. Your task 2�Create a booklet about Al Capone and other Chicago gangsters! Include everything you know about the gang war in 1920’s Chicago, the illegal activities which the mobsters engaged in, Al Capone’s life, the Hawthorne Inn incident, the St. Valentine’s Day Massacre, etc. Don’t forget to add photographs and captions to make your booklet more alluring! eighty-seven 87 Fun facts 2� You’re going to learn and tell fun facts about 1920’s Chicago! Check out da gangsta outfit! What d’ya think? Personally, I’d love to go back to the "Roaring Twenties" and experience the excitement of the cabarets, dance the Charleston and have a glimpse at the real Al Capone! It sounds like a lot of fun! Talking about it, would you like to know some fun facts about the 1920’s? Let’s go! 1 Louis Armstrong Louis Armstrong always claimed that he was born on August 4th, 1900 while he was actually born on August 4th, 1901! So, was it a mistake or a way to embellish the story of his life? At the age of 12, Armstrong was fooling around with his friends on New Year’s Eve and he fired a gun in the air. He was sent to a reform school, the Colored Waif’s Home, for eighteen months. That’s where he learnt to play the cornet! One day, as Armstrong was rehearsing with the Creole Jazz Band, his mother May Ann showed up and started hugging him. She had come all the way up from New Orleans because somebody had told her that her son was sad and depressed. It was a lie but how could she know? Few people had the telephone at that time! 2�Now, answer the questions in your workbook. 2 Jelly Roll Morton Jelly Roll Morton’s real name was Ferdinand Joseph LaMothe. When in New Orleans, he used to play in brothels (houses of prostitution). When his grandmother found out, she was so shocked that she disowned him! Jelly Roll Morton was reputed to be arrogant and flamboyant. He often boasted that he had invented jazz music: his autobiography is entitled Mister Jelly Roll: The Fortunes of Jelly Roll Morton, New Orleans Creole and inventor of Jazz! As he liked to show off and radiate wealth, he also had a diamond in one of his front tooth! 2�Answer the questions about Jelly Roll Morton in your workbook. 88 eighty-eight Louis Armstrong with his mother, Mary Ann, and his sister, Beatrice. 3 Prohibition 100 % web The people in favour of Prohibition were called “the drys” while those against it were referred to as “the wets.” The drys struggled so hard for temperance that they hired Dr. Charles Foster Kent of Yale to rewrite the Bible and remove all references to wine! When Prohibition was repealed (cancelled) in 1933, President Franklin D. Roosevelt exclaimed: “I think it’s time for a beer”! 2�Have you ever heard of the American television series “Boardwalk Empire”? Watch a trailer of this HBO series on www.lelivrescolaire.fr and find out what it is about! You may recognize a couple of characters. 4 Seriously? 100 % web 1920’s Chicago gangsters had more than one string to their bows. Indeed, North Side gang leader Dean O’Banion was... a florist!!! Of course, it was a convenient front for his criminal activities but O’Banion did love flowers and he was very good at arranging them! Al Capone also had unexpected talents. Not only did he love music – opera and jazz in particular – but he also composed his own song while in prison at Alcatraz! Who could have believed that “Scarface” would have written a sentimental love song for his “Madonna Mia”? 2�Watch an ABC report on Al Capone’s song on www. lelivrescolaire.fr. Toolbox 2�On peut ajouter à certains verbes des prépositions ou des adverbes pour créer de tout nouveaux verbes, avec une signification qui leur est propre : 2�show off : frimer, se faire remarquer 6�Jelly Roll Morton liked to show off. 2�show up : arriver 6�One day, Armstrong’s mother showed up at the Lincoln Gardens. 2�find out : découvrir 6�When Jelly Roll Morton’s grandmother found out that his grandson played in brothels, she disowned him. Your task Your task Did you know? Alcatraz island, also called “the Rock”, is located in the San Francisco Bay. It was used as a federal prison from 1933 to 1963. Al Capone was imprisoned there from 1934 to 1939. 2�Split up the class into two teams. Read the Explore pages carefully and pick five fun facts. In your workbook, write down the questions you’ll ask the other team. 2�The team who correctly answers the most questions wins! pageeighty-nine numbering 89 Skills 2�Former une proposition relative. 2�Pour ajouter une information sur un groupe nominal sans commencer une nouvelle phrase, on peut former une proposition subordonnée relative avec les pronoms relatifs WHO, WHICH et WHERE. 2�On utilise WHO pour ajouter une information sur un antécédent humain : 6�Louis Armstrong married Lil Hardin, who was the piano player in the Creole Jazz Band. 2�On utilise WHICH pour ajouter une information sur un antécédent nonhumain (objets, concepts) : 6�The Hot Five and Hot Seven made many records which are considered landmarks in the history of jazz. 2�Enfin, on utilise WHERE pour ajouter une information sur un lieu : 6�This is the Lincoln Gardens, where the Creole Jazz Band used to play. 2�Parler d’événements implantés dans le passé. 2�Pour parler d’une période du passé où la réalité était différente, on utilise USED TO + BV. Cela peut permettre de transporter les gens dans une certaine époque historique, comme pour en recréer l’atmosphère, les habitudes, etc. 6�In the 1920’s, the Chicagoans used to dance and listen to jazz music in cabarets. 6�The nightlife used to mirror their thirst for freedom and adventure. 2�USED TO marque également une certaine stabilité, il faut donc que les événements aient été bien implantés dans le passé. 90 ninety 6�African-American musicians used to play in black cabarets, although once in a while some of them played in white institutions. 2�Indiquer le temps qui s’est écoulé entre un événement passé et le présent. 2�Pour indiquer le temps qui s’est écoulé entre l’événement passé dont on souhaite parler et le présent, on utilise AGO. Comme il s’agit de dire quelque chose sur l’événement passé (le présent n’est qu’un point de repère), AGO s’emploie avec le prétérit. 6�Ninety years ago, the manufacture and the sale of alcohol were prohibited. 2�Formuler une autorisation ou une interdiction. 2�Pour parler d’une autorisation, on peut utiliser l’expression BE ALLOWED TO + BV. 6�A small number of black jazz bands were allowed to play in white dance halls. 2�Au contraire, pour parler d’une interdiction, on mettra l’expression à la forme négative en lui ajoutant NOT. 6�People were not allowed to drink during the Prohibition era. 2�Former des noms verbaux. 2�Pour parler d’activités en anglais, on peut ajouter à une base verbale le suffixe -ING pour créer un NOM VERBAL, qui va s’utiliser comme les autres noms. 6�Al Capone and his mob engaged in bootlegging in the 1920’s. 6�They got a lot of money from gambling. Treasure trove a piano player / a pianist a submachine gun a record a gangster scat singing Jazz it up! * a jazz musician * a jazzman * a timeline * a biography * a nickname * a trumpet player / a trumpeter * a cornet player / a cornetist * a saxophone player / a saxophonist * play the piano / the trumpet * skills * a jazz band * make a record / record a tune * a landmark * a jazz club / a cabaret * the Lincoln Gardens * boast something * rebellion * a rebel * hot jazz * dance * the Charleston * a Flapper * liquor * bootlegging * a bootlegger * a speakeasy * a police raid * a black and tan * an African-American * segregation * segregated * a dance hall * the Roaring Twenties * the Jazz Age * a gang war * gambling * a gambling den * racketeering * a whorehouse * a prostitute * a pimp * black hand racket * a massacre * a slaughter * ruthless * tax evasion * go to jail Chicago nightlife * a cabaret * adventure * excitement Prohibition * the wets vs. the drys * forbidden * prohibited * alcohol * booze * beer * wine Al Capone and Co. * a mobster * a racketeer * organized crime * Scarface * a scar * a mob * the Outfit How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. ninety-one 91 Your final task Organize your exhibition 2�Now you have all the necessary elements to organize your own exhibition on 1920’s Chicago! Would you like to share what you’ve learnt? How about setting up an exhibition for the teachers, the school staff and the other pupils to know more about the “Roaring Twenties”? You could even invite your parents! 1. Split up into groups of four or five pupils. 2. Organizing an exhibition requires a lot of efforts so share the work! There are many different topics to talk about so you should figure out who is going to focus on what. 3. With your classmates, decide on the material for the exhibition. What are you going to use? Glogster posters? Regular hand-made posters? Photographs and captions? Drawings? Fun signs? All these materials at once? 4. Now off you go! You should give as much information as possible about your topic. Don’t hesitate to scan the pages of your textbooks again and to listen to the recordings. Try to write complex sentences to make your language as refined as possible. 5. But don’t forget to include fun facts too! 6. Now how about being the guide? Lead the visitors through the exhibition, develop some of the elements if you feel like it and answer their questions! tips 2�What about using various supports? The public would probably find your exhibition more alluring! You could even use Powerpoint or create a poster with Publisher! 2�You will find many photographs online: try to find the best quality of image and print your pictures! 2�Perhaps you could use a visual sign to indicate fun facts? How about a music note? A speech bubble? Use your imagination! 92 ninety-two Going further Regarder un documentaire en anglais: Piece of Cake! 2�Les clés du succès : Préparer, Opter/Omettre, se Concentrer Préparer le visionnage re, il faut un 2� Avant de regarder un documentai mp lexical. cha son et e thèm peu en connaître le s spéci2�Apprendre à l’avance certains mot permet de les fiques ou se les remettre à l’esprit e et, de fait, de repérer plus facilement par la suit est dit autour mieux se concentrer sur tout ce qui du mot. Opter pour certains mots, en Omettre d’autres 2� Vous ne pourrez pas tout compren dre et c’est normal. Il va donc fallo ir opter pour certains mots, par exemple les termes liés au thème étudié ou les mots plus généraux que l’on connaît déjà. 2�Omettre les mots inconnus et/o u compliqués et ne pas s’affoler si on est perdu pendant un moment. On ne stresse pas et on se raccroche à un mot con nu ou une phrase simple dès que possible. 2�Utiliser les mots repères pour ess ayer de suivre le fil du documentai re. Cela permettra d’inférer plus facilement le sens général des phrases, souven t longues et complexes. se Concentrer sur les images r inférer le e des images du documentaire pou 2� Ne pas sous-estimer l’importanc sens de ce qu’on entend. quelqu’un souvent plus facile de comprendre 2�Avez-vous déjà remarqué qu’il est le ton de ent pour les documentaires. Non seulem quand on le voit ? Cela vaut aussi ressions exp prit général de ses propos mais les la personne vous aidera à saisir l’es lement éga t ron vements de sa bouche vous aide de son visage, ses gestes et les mou à mieux comprendre. compréhenpas détourner votre attention de la 2�Attention cependant : cela ne doit ! ïe l’ou ailler ensemble la vue et sion orale. Efforcez-vous de faire trav ninety-three 93 6 My South African adventures At the end of this chapter, your final task will be to write a travel blog. To do so, here are the steps you will take: 2� describe a South African landscape; 2� write an extract from a travel journal; 2� tell an anecdote in a blog; 2� record a radio programme about South Africa. Stage 1 Breathtaking! 2� You’re going to describe a South African landscape. 1 Table Mountain South Africa has some of the most breathtaking landscapes in the world. 2�Listen to the guide and answer the questions in your workbook. 2 Wonderful wildlife Have a look at this document. What is it? 2�What does it tell you about the South African fauna and flora? 2�Does it make you want to live the experience? Why? Experience the wonders of the African wildlife! WILDLIFE Embark on one of our game drives or walking safaris and observe Africa’s BIG FIVE – elephant, lion, rhino, leopard and buffalo – as well as many other wild animals! Find out what it feels like to be JUST INCHES AWAY from a dangerous predator! WOW! FLORA Our reserve is also home to more than 300 trees! Although South Africa’ climate is semi-arid, our reserve is situated in a savannah where the climate is more temperate, which allows for a rather diverse flora. Have you ever seen the majestic wildlife of South Africa? Embark on a unique safari in the S.A. National Reserve! The S.A. National reserve is waiting for you to explore its breathtaking landscapes and magnificent wildlife. 96 ninety-six 3 Describing a landscape The South African landscapes are particularly diverse. 2�Form a group with three of your classmates. Each one of you will pick a picture and describe it; the other three must guess which one it is! 1 2 3 4 5 Did you know? The Kruger National Park is one of the largest reserves in Africa! It is home to tens of thousands of wild animals! Toolbox 2�Pour décrire une photographie, on peut utiliser la tournure présentative THERE + BE conjuguée (there is, there are). 2�Pour situer les éléments de la photo, on va utiliser des expressions comme : 6�in the foreground / background / middle 6�at the top / at the bottom 6�on the left / on the right 6�in the top left-hand corner / bottom righthand corner Your task 2�Draw a South African landscape (or townscape) in your workbook without showing it to your classmates. Don’t forget to include some details (animals, people, buildings, etc.)! Then form groups of four pupils. 2�Each one of you is going to describe his or her landscape to the rest of the group and they must draw what you’re describing. For each round, the one whose drawing is the closest to the model wins a point! ninety-seven 97 Stage 2 Travelling around 2� You’re going to write an extract from a travel journal! 1 Have a guess! Look at these characters: who can they be? 2�What do you think they’re doing? 2 Planning a trip 2� Look at this map, listen to their conversation and spot the places where each of them would like to go and the places they finally agreed upon. 3 Travel journals Look at Emma and Jake’s travel journals: what do you notice? 2�What can you deduce from their tastes? 2�Discuss the journals with a classmate. South Africa July 1: day 1. Today, we’ve visited the Two Oceans Aquarium. Boring, except for the big sharks!!! Later on, we’ve seen an awesome indie pop band in a cafe at the V&A Waterfront! Those guys sure rock! July 2: day 2. We’ve been to Boulders Beach, Emma was super happy. We’ve seen a whole colony of penguins, it was fun :) Then we’ve been to Robben Island: what a poignant moment! Jake 98 ninety-eight I was so touched by the sight of Nelson Mandela’s former cell! This man’s my hero! July 3: day 3. Today we’ve visited the Iziko National Gallery: it was inte interesting but we spent more than 3 hours there, it was too long. Fortunately, we went to Long Beach afterwards and I’ve been able to rent a surfboard! Amazing sensations!!! July 1st Today, we’ve been to the V&A Waterfront and we’ve visited the Two Oceans Aquarium: it was terrific! Then we’ve had a drink in a cafe and there was a band playing a gig. I’d call it noise rather than music! July 2nd This morning, we’ve been to Boulders Beach, where we saw many penguins: they’re adorable!!! Then we’ve been to Robben Island, where Nelson Mandela used to be imprisoned. I must admit that it moved me to tears! Emma July 3rd We’ve been in South Africa for 3 days now and I never want to leave! Today, we’ve visited the Iziko National Gallery where African artworks are exhibited. Loved it! Then we’ve been to Long Beach - Jake wanted to surf. It was a bit boring... We haven’t been to the top of Table Mountain yet, we’ll go up there tomorrow! Did you know? * There is only a one-hour time difference between France and South Africa in winter and there’s no time difference in sum mer! * The South African currency is called the South African Rand and 1€ ~ R12 (12 rands). Did you know that the Big Five (the five most difficult animals to hunt: the rhino, elephant, lion, buffalo, leopard) were represe nted on the South African banknotes? Toolbox 2�La forme HAVE + V-EN, aussi appelée PRESENT PERFECT, a pour caractéristique générale de créer un lien entre le présent et le passé. 2�Le present perfect peut être utilisé… 2�pour parler d’événements qui viennent juste de se produire, qui sont encore proches du présent. 6�We’ve just visited Robben Island. 2�pour évoquer des événements qui ont commencé dans le passé mais qui sont toujours vrais dans le présent. 6�We have been here for three days now. 6�Come on, I haven’t surfed since last Monday! 2�FOR et SINCE signifient tous les deux « depuis » mais on aura FOR + durée et SINCE + date / moment précis. Your task 2�Imagine that you are either Emma or Jake. It’s July 10th and you’ve been in Durban for three days. Write in your travel journal to explain what you’ve done in Durban so far (on July 8th, 9th and 10th)! 2�Don’t forget to take their tastes into account. Emma wanted to go on a safari and Jake wanted to go surfing! ninety-nine 99 Stage 3 Tick it off your bucket list! 2� You’re going to write an anecdote in a blog. 1 Incredible! What is the most adventurous / audacious thing you’ve ever done? 2�Split up in groups of four and tell your story to your classmates. Then ask them if they have ever done the same before. Don’t forget to listen to their stories too of course! 2�Fill in the grid in your workbook. 2 Xtreme 2� Look at this leaflet: what is it about? Have you ever experienced one of these activities? If not, do you feel like trying out? Why? 3 Have you ever… What sort of document is it? Who is/are the author(s)? 2�Practise reading anecdotes and feel free to react. Ask your classmate if he or she has ever tried one of these uncommon activities and if he or she would like to try (again)! 100 one hundred 4 Who did what? Look at these pictures. Describe them and feel free to react. Have you ever tried one of these activities? Which one(s) would you like to try? 2�Ask your classmates the same questions and listen to their answers! 2�Now look at the three characters: listen and find out who did what! HAVE YOU EVER…? WOULD YOU LIKE TO TRY? Did you know? A “bucket list” is a list of things you ’d like to do before you die, that is before you “kick the bucket”. How about writing your own bucket list? Are there any places you’d like to travel to? Adventu rous things you’d like to try out? Famous people you ’d like to meet? Every time you complete one of thes e things, tick it off your bucket list! Toolbox 2�Pour demander à quelqu’un s’il a fait quelque chose un jour dans sa vie, pour l’inviter à parcourir sa vie depuis sa naissance jusqu’au moment présent, on utilise le PRESENT PERFECT (HAVE + V-EN) avec EVER. 6�Have you ever been to South Africa? 6�Have you ever stroked a wild animal? 2�Pour parler de ce qu’on n’a jamais fait dans sa vie, on utilise le PRESENT PERFECT avec NEVER alors que pour parler de ce qu’on a déjà fait, on utilise le PRESENT PERFECT avec ALREADY. 6�I have never tried skydiving. 6�She has never seen a whale. 6�I’ve already been moutain biking before. 2�Dans les deux cas, le present perfect permet de faire un lien entre le passé et le présent : je fais le bilan maintenant, dans le présent, des expériences que j’ai vécues dans le passé. Your task 2�There are many things to do in South Africa, aren’t there? Among all the activities you’ve seen, what’s the one you’d prefer to try? Imagine that you’ve just tried it and write your testimony in the “Have you ever…” blog! Following the model of Activity 3, tell us what you felt, if you liked it or not, if you’d like to do it again, etc. Be inventive! one hundred and one 101 Diversity and conflicts 2� You’re going to participate in a radio programme. Sanibonani! It means “hello” in Zulu, the language spoken by the Zulu people! So what do you think about South Africa? Amazing, isn't it? How about discovering the complex South African history and culture? Would you like to know more about the Zulus, the Afrikaners, Nelson Mandela, the apartheid? Let's go folks! 1 Some history Actress Charlize Theron was born in Benoni, South Africa. The Republic of South Africa has three capitals: Pretoria (executive), Cape Town (legislative) and Bloemfontein (judicial) and its current president is Jacob Zuma (political party: A.N.C.). It has had a complex history. Its original inhabitants were black people but colonisation by Europeans started in the 17th century with the arrival of the Dutch (or Boers) and the English. The colonists imported large numbers of black slaves from the East Indies. Today, South Africa is a mosaic of people with various ethnic backgrounds: blacks, whites, coloureds, but also people of Asian and Indian origins. Diversity still is one of the key features of South Africa where there are eleven official languages, including Afrikaans, English, Zulu and Xhosa. 2�Look at the poster and describe it. Pair up with a classmate and react according to what you’ve just learnt! 2 Apartheid Have you ever heard of apartheid? It is the official system of racial segregation which used to be enforced in South Africa from 1948 to 1994. Laws were passed to establish the supremacy of white people over other races. Marriage between mixed races was forbidden, public places were segregated, white pupils were more advantaged than non-white pupils, etc. Most black people were poorer than white people and lived in terrible conditions. The United Nations condemned this racist policy and many international movements against apartheid were created. The South African government eventually introduced reforms in the 1980’s and 1990’s. In 1994, multi-racial democratic elections were held and Nelson Mandela was elected president. 2�Look at the pictures. In what historical context were they taken? How do they make you feel? 102 one hundred and two 3 Nelson Mandela Nelson Mandela was a leader of the A.N.C (African National Congress) and he vigorously struggled against apartheid. He couldn’t bear the fact that white people were legally more advantaged than black people. Mandela’s birth name, which was given to him by his father, is “Rolihlahla”, which means “troublemaker”, but one of his teachers gave him the English name “Nelson”! Mandela is also known as Madiba, his Xhosa clan name (meaning “father”). He was arrested and imprisoned in 1962. He spent 27 years in prison, mostly on Robben Island, off Cape Town. On the day of his release – Feb. 11th, 1990 - Mandela made a famous speech to the South African nation. He received the Nobel Peace Prize in 1993 and became the country’s first black president in 1994. During his presidency (1994–1999), he worked on reducing inequalities in South Africa. 2�Read an extract from Nelson Mandela’s release speech at the end of your book and discuss it with your classmates. 4 Wealth gap Problems are far from being solved in South Africa. Prejudice has not disappeared yet and there are still many inequalities: some people live in small huts whereas other South Africans live in gorgeous residences with swimming pools. 2�Have a look at these photographs. Can you guess which picture was taken in Soweto, a poor suburb of Johannesburg, and which one was taken in the wealthy northern suburbs of Jo’burg? Toolbox 2�Pour comparer deux éléments, on utilise le comparatif. 2�Le comparatif de supériorité (plus… que) 2�adjectifs courts : ADJ. + ER + THAN 6�Most black people were poorer than white people during apartheid. 2�adjectifs longs : MORE + ADJ. + THAN 6�White people were more privileged than non-white people. 2�Le comparatif d’infériorité (moins … que) 2�LESS + ADJ. (court ou long) + THAN 6�Whites were generally less poor than blacks and coloureds. 6�Blacks were less advantaged than whites. Your task 2�Pair up with a classmate and record a radio programme about South Africa! You’ll need one host and one expert. You can start with a jingle then the host can present himself or herself, give the name of the radio and present the guest, an expert in South African history. 2�Tips: Write down your script before you record, it’ll be much easier! 2�Rehearse the script in order to sound as natural as possible. Why not underline the stressed syllables of some difficult words and note down some diphtongs ([ei] in apartheid for instance)? 2�The radio programme should alternate between the host’s questions and the expert’s answers. 2�Don’t forget to compare the conditions of whites and non-whites during apartheid. one hundred and three 103 Skills 2�Décrire une image. Pour décrire une image, on peut utiliser la tournure présentative THERE + BE conjuguée (there is/there are). 2�Pour situer les éléments de la photo, on va utiliser des expressions comme : 6�in the foreground / in the background / In the center 6�at the top / at the bottom 6�on the left / on the right 6�in the top left-hand corner / in the bottom right-hand corner Attention à toutes ces petites prépositions (in, at, on), il faut bien les retenir ! 2�HAVE + V-EN. La forme HAVE + V-EN (auxiliaire HAVE + participe passé), aussi appelée PRESENT PERFECT, a pour caractéristique générale de créer un lien entre le présent et le passé. Elle peut être utilisée... 2�pour parler d’événements qui viennent de se produire, qui sont encore proches du présent, tout frais dans la mémoire. 6�We have just visited Robben Island. 2�pour calculer le temps qui s’est écoulé depuis qu’on a commencé à faire quelque chose. 6�We have been here for three days now. 6�Come on, I haven’t surfed since last Monday! On remarquera que l’on utilise FOR + durée et SINCE + date. Ici les événements ont commencé dans le passé (« il y a trois jours » ou « lundi dernier ») mais ils durent encore dans le présent. 2�pour demander à quelqu’un s’il a fait quelque chose un jour dans sa vie, 104 one hundred and four l’inviter à parcourir sa vie depuis sa naissance jusqu’au moment présent. On l’utilise alors avec EVER. 6�Have you ever been to South Africa? 2�pour parler de ce qu’on n’a jamais fait dans sa vie ou de ce qu’on a déjà fait. On l’utilise alors avec NEVER ou ALREADY. 6�I have never tried skydiving. 6�I’ve already been moutain biking before. Dans les deux derniers cas, le present perfect crée un lien entre le passé et le présent puisqu’il permet de faire le bilan de ses expériences. Si on veut donner plus de détails sur un événement et utiliser un repérage précis dans le passé, on doit utiliser le prétérit car il y a coupure avec le présent. 6�I went shark cage diving in 2012. It was fun! 2�Comparer deux éléments. Pour comparer deux éléments, on utilise le comparatif. 2�Le comparatif de supériorité (plus … que) 2�adjectifs courts : ADJ. + ER + THAN 6�Most black people were poorer than white people during apartheid. NB. Avec GOOD et BAD, on obtient des formes spécifiques : BETTER THAN et WORSE THAN. 2�adjectifs longs : MORE + ADJ. + THAN 6�White people were more privileged than non-white people. 2�Le comparatif d’infériorité (moins … que) LESS + ADJ. (court ou long) + THAN 6�Whites were generally less poor than blacks and coloureds. 6�Blacks were less advantaged than whites . Treasure trove a leopard a lion an elephant a rhino a buffalo Adjectives * breathtaking * majestic * magnificent * gorgeous * awesome * terrific * amazing * magic * diverse * audacious * incredible * adventurous * destitute * privileged * advantaged * disadvantaged * segregated * the wildlife * the savannah * a baobab tree * a palm tree * stroke an animal Safari * a predator * a game reserve Animals * a cheetah * a crocodile * a penguin * a shark * a blue whale Activities * a gig * surfing * skydiving * paragliding * quad biking * abseiling * sand boarding * mountain biking * bungee-jumping * shark cage diving More general vocabulary * a flag * a landscape * a map * a province * a travel journal * a harbour * book tickets * a currency * a bucket list * a descendant * colonisation * a prison cell * a slave * apartheid * segregation History * an inhabitant * a settler * a colonist * a policy * an election * a citizen one hundred and five 105 Your final task My very own travel blog! 2�You’re going to write your travel blog to talk about your adventures in South Africa. 1. You’ve been in South Africa for a week. What does your travel blog look like? Are you alone? With friends? With your family? 2. Talk about what you’ve done so far, the places you’ve visited, the animals you’ve seen. Write a short paragraph for each day you’ve spent there, beginning on July 2nd. “Today, I’ve…” 3. Try to include both funny anecdotes and cultural elements which you’ve learnt in museums. 4. Don’t forget to include pictures of what you’ve seen! ARE YOU ALONE? WITH FRIENDS? tips Y? WITH YOUR FAMIL 2�As you know, many people write blogs so if you want yours to draw the Internet surfers’ attention, try to include beautiful pictures, funny photographs, nice colours, amusing comments, etc. It’ll make people want to read your adventures! 106 one hundred and six Going further Écrire un blog en anglais : Piece of Cake! 2�Les clés du succès : Percutant, Original, Coloré Percutant attrayant à votre blog. Il faut bien 2� Commencez par donner un nom rdé. sûr que le nom touche au thème abo envie aux internautes de s’y 2�Un blog bien rédigé donnera plus d’orthographe. attarder qu’un blog truffé de fautes permet de ne pas perdre en crédi2�Écrire de façon bien renseignée percutants. bilité et de rendre vos propos plus Original 2� Il y a beaucoup de blogs en lign e. Si vous décidez d’écrire votre blog , il faut qu’il soit le plus original possible : c’est comme cela qu’il se démarquera des autres. 2�Créez un blog à votre image, en racontant des anecdotes amusantes, en postant vos photos les plus bell es, drôles, touchantes ou insolites. Coloré 2� Ne pas hésiter à incorporer des photos, des dessins, des polices de couleur, des effets visu els (majuscules, points d’exclamation, etc.). 2�Le design du blog est très importa nt. Éviter les fonds ternes et les polices sombres qui rendron t le blog un peu triste. Mais attention à ne pas en faire trop non plus, cela pourrait fatiguer les yeux des internautes ! Si les images ne sont pas de vous, pen sez à citer vos sources (le site sur lequel vous les avez trouvées , le nom du photographe, etc.) one hundred and seven 107 7 Once upon a time… At the end of this chapter, your final task will be to participate in a literary prize. To do so, here are the steps you will take: 2� create a book cover; 2� interview a fairy tale character; 2� write a fractured fairy tale; 2� write a literary review. Stage 1 Fairest of all 2� You’re going to create a book cover. 1 Who are they? Do you recognise these characters? 2�Who are they? 2 Messy tale These vignettes are all messed up! Try to remember the story and put them back into the correct order. 2�Are some elements different from the story you know? Why? 1 2 3 4 5 6 3 The Brothers Grimm Check your answers by reading the Brothers Grimm’s Snow White and the Seven Dwarves at the end of your book. 2�Sum up all the elements that differ from the story you know. 110 one hundred and ten Did you know? Do you know Walt Disney’s Snow White? In this 1937 version, the dwarves are called Doc, Grumpy, Happy, Sleepy, Bashful, Sneezy, and Dopey. Can you find the French equivalents? 4 Popcorn time! Have you seen Mirror, Mirror and Snow White and the Huntsman? Both films were released in 2012. 2�Watch the official trailers on the Internet and compare the atmosphere and the charaters in the two films. 5 Book cover Have a look at this book cover. Oops, the title is fading away… Can you guess what it is? 2�Pick up all the elements referring to this story. Toolbox 2�Pour indiquer que quelqu’un est doté du plus haut degré d’une qualité (la plus belle, le plus gentil, la plus méchante), on utilise le superlatif de supériorité. Il peut se construire de deux façons selon la longueur de l’adjectif : THE MOST + ADJ. (long) ou THE + ADJ.-EST (court). 6�Snow White is the most beautiful woman in the kingdom. 6�The Queen is the meanest person in the world. Your task 2�Now that you’ve read the Brothers Grimm’s version of Snow White, how about creating a book cover for the tale? You should write a summary of the tale on the back cover: make it as enticing as possible for future readers! 2�Try to use the superlative at least once. The front cover should include the title of the tale, the name of its author and a drawing or a picture. one hundred and eleven 111 Stage 2 Down with clichés 2� You’re going to interview a fairy tale character! 1 What the Shrek?! Have you seen the Shrek movies? Tell the class what you remember about them. What do you think they have to do with fairy tales? 2�Watch the official trailers of Shrek 2 and Shrek the Third on the Internet. Which characters do you recognise? Are they presented in the traditional way? Why does it make the movies so funny? 2�Now how about reading this movie review? Do you agree with it? Why? Shrek the Third Shrek is a scandalous anti-fairy tale and that’s why we love it. Like the two previous movies, Shrek the Third handles clichés with a great sense of humour and excels at parodying fairy tales. Forget traditional happilyever-afters, handsome princes and damsels in distress. In Shrek, the prince and princess are ugly ogres, Prince Charming is an arrogant jerk, Fairy Godmother is a scheming villain, Snow-White kicks butt and the Big Bad Wolf is friends with the Three Little Pigs and enjoys tea parties! Go get your cinema tickets and get ready for some serious fun! 2 You’ve got a text! Have a look at these text messages. Who wrote them? To whom? Why are they funny? 2�Open your workbook and invent a funny text conversation between two fairy tales characters! 112 one hundred and twelve 3 A very fairy interview Read the article carefully. 2�Who are the interviewees? What do they think of their respective fairy tales? 4 Flashcards Form groups of four pupils. Each one of you should fill in one of the four flashcards in your workbook. 2�Now ask one another questions in order to know more about the other characters and fill in the other three flashcards! Did you know? Canadian author Margaret Atwood enjoys turning fairy tales upside down. In Good Bones and Simple Murders, she writes from the viewpoint of bad characters – the “Ugly Sister” the “Evil Stepmother”, the “Wicked Witch”, etc.! The Fairy Times William Fairyland: Two very famous guests agreed to answer some of our questions today: famous Sleeping Beauty and just as famous Anastasia, one of Cinderella’s stepsisters. Let’s start with Sleeping Beauty. So, could you tell me what you think of your fairy tale? SB: Well, to be honest, I’m not sure… I’m asleep most of the time so I don’t know much about it, you know what I mean? Like, seriously, I basically grow up, prick my finger, sleep for a hundred years and wake up when the prince kisses me… Booooooring! Give me a break! WF (laughing): So what would you suggest? SB: I dunno, how about swapping roles for once? The prince sleeps for a hundred years and I come to rescue him! WF: That would definitely come as a big surprise! SB: … (starts snoring) WF: Ok, I think we’ve lost her… Now, hello Anastasia! Could you give us your opinion about Cinderella? A: It stinks! It is the worst tale ever! I don’t understand why Cinderella ends up with the prince and I don’t. She is such a manipulative little pest! How comes she gets the fairy, the wishes, the beautiful dress and all? WF: Well maybe coz she’s the good one whereas you keep bullying her? A: Whatever, Mr Smarty Pants… It’s always the nice pretty girl who gets to live happily ever after. Nobody tries to understand me. Maybe I’m mean because I’m sad and jealous, have you thought about that? WF: How about being nice and friendly for a change? A: With that sly little demon? Never! Toolbox 2�Pour demander quelque chose, on peut utiliser le modal CAN, mais le modal COULD permet de faire une demande plus polie. 6�Could you tell us more about the film? 6�Could you develop a bit please? Your task 2�How about interviewing the fairy tale character of your choice? It can be a hero, a villain, or a more secondary character – it’s up to you! 2�Pair up with a classmate and write down your interview, then play it out in front of the class! Be creative and try to make the interview as funny as possible! one hundred and thirteen 113 Stage 3 Revolting rhymes 2� You’re going to write your own fractured fairy tale! 1 Weird! Look at the pictures. Oh oh, something is going wrong in the realm of fairy tales! 2�Pair up with a classmate and try to guess what is going on! 2 Snow White 2�Read Roald Dahl’s version of Snow White and the Seven Dwarves at the end of your textbook, and answer the questions in your workbook. 3 Watch and listen! 100 % web Watch Roald Dahl’s version of another famous fairy tale on www.lelivrescolaire.fr. 2�What do you notice? Is it similar to the fairy tale you know? Did you know? Have you ever heard of Roald Dahl? Did you know that he has written several parodies of fairy tales in a 1982 collection of poems entitled Revolting Rhymes? You can discover three of them in this stage but there are three more: “Jack and the Beanstalk”, “Goldilock s” and “The Three Little Pigs”. Roald Dahl Roald Dahl has also written many famous stories like Charlie and the Chocolate Factory, The Witches, Mat ilda, etc. Many of his books were adapted for the screen. 114 one hundred and fourteen 4 Mess around Look at the vignettes and put them back into the right order. Then listen and check your answers! 2�What traditional fairy tale is this poem inspired from? In what way is it different from the original tale? 1 2 4 5 3 Toolbox 2�Pour parler d’un présent imaginaire, construire un irréel du présent, on utilise le conditionnel en IF + PRETERIT… WOULD + BV. 6�If the Little Red Riding Hood had a pistol, she would shoot the wolf. 2�Attention, avec BE, on utilise IF + WERE à toutes les formes (if I were, if you were, if he / she were…) 6�If the prince were a head-chopper, Cinderella would not marry him. Your task 2�Write your own parody of a famous fairy tale! 2�Here is how it’s going to happen: Your teacher has three dice with characters, places and objects on them. Throw the characters die twice and throw the other dies once. You now have two characters, one place and one object that you will have to use in your fractured fairy tale! Be creative! You may of course include other characters, places and objects. 2�Do you remember the beginning of Roald Dahl’s Cinderella? “I guess you think you know this story. You don’t.” Start your story with a similar address to the reader using the conditional. “Have you ever asked yourselves what would happen if…?” 2�Give it all you’ve got: don’t forget that you will participate in a literary prize! one hundred and fifteen 115 Inspiring tales 2� You’re going to write a literary review. Hi there, it’s Edmund again! Personally, I love the original fairy tales, which are often much darker than the Disney versions! You know, many writers, artists and filmmakers have been inspired by the tales of the Brothers Grimm, Hans Christian Andersen, Lewis Carroll and Charles Perrault. Let’s discover some of their works! 1 Millais’s Cinderella Have you ever heard of John Everett Millais? He was a very famous British painter who lived in the 19th century. In 1881, he completed a painting entitled “Cinderella”. 2�Observe the picture and try to take in all the details. What can you say about the setting and the atmosphere? Can you see any symbol in the picture? 2�Now listen to the guide tell you about the painting, and take down notes! 2 Alice in Wonderland John Everett Millais, Cinderella, 1881. Alice’s Adventures in Wonderland is an 1865 novel written by English author Lewis Carroll. It tells the story of a girl named Alice who falls down a rabbit hole and lands up in the fantasy world of Wonderland. You may know the 1951 Disney version. 2�Have a look at the drawings. They were made by four different illustrators. Which one do you prefer? Why? 2�Match each picture to a passage from the novel at the end of your textbook. 116 one hundred and sixteen 2�In 2010, Tim Burton adapted the story for the screen. What characters do you remember and how did they look like? Watch the trailer on the Internet. 3 “Timeless symbols and images” 2�“Folktales (...) are a kind of collective dreaming, filled with timeless symbols and images we can all relate to, regardless of age or culture”, says writer Marianna Mayer. Discuss this statement in small groups. 4 Edgar A. Poe Does the name Edgar Allan Poe ring a bell? He was an American writer, poet and literary critic who wrote many gothic tales. Poe was very good at immersing the reader in a gloomy atmosphere made up of mystery, death and madness. Yet some of his tales are actually pretty funny. For instance, in Some Words With a Mummy, an ancient Egyptian mummy – Allamistakeo or “the Count” – comes to life and quietly tells his story to the men who took him out of his tomb! 2�Read the extract from the tale at the end of your textbook, and answer the questions in your workbook! Toolbox 2�Pour dire que quelqu’un est doué pour faire quelque chose, on peut utiliser l’expression BE GOOD AT + NOM ou V-ING. 6�The painter is good at introducing symbols, like the peacock feather in Cinderella. 6�The illustrator is very good at depicting settings. 2�Au style direct, on utilise des guillemets pour rapporter la parole des personnages. 6�“I wish I hadn’t cried so much!”, said Alice. 6�“There’s plenty of room”, said Alice. 2�Pour passer au style indirect, on ajoute THAT ou Ø après le verbe introduisant la parole (SAY, EXCLAIM, CRY, SHOUT, MUMBLE, etc.) puis, comme en français, on transpose les pronoms et les temps si nécessaire afin de respecter la cohérence de la phrase. 6�Alice said that she wished she hadn’t cried so much. 6�Alice said Ø there was plenty of room. Your task Your task 2�Pick two of your classmates’ fractured tales and read them carefully. Write one criticism for each tale. What do you like or dislike about it? What is the author good at? Don’t hesitate to develop your opinion about some precise passages from the story. How about using the indirect speech at least once? (“I like the passage when the wicked stepmother says that… I think it’s very funny!”). one hundred page andnumbering seventeen 117 Skills 2�Parler du plus haut degré. 2�Le superlatif de supériorité permet de distinguer un élément par rapport à tous les autres éléments d’un même groupe : on indique que cet élément est doté du degré le plus haut d’une qualité ou d’une quantité, relativement aux autres. Il peut se construire de deux façons, selon la longueur de l’adjectif : THE MOST + ADJ (adj. long) ou THE + ADJ.-EST (adj. court). 6�Snow-White is the most beautiful woman in the kingdom. 6�Blanche-Neige est la plus belle femme du royaume, c’est-à-dire qu’elle se distingue de toutes les autres femmes du royaume, c’est elle qui est dotée du plus haut degré de beauté. 6�The Queen is the meanest person in the world. 2�Dans le conte de Blanche-Neige, la reine demande à son miroir “Who is fairest of them all?” 2�Demander quelque chose poliment. 2�Pour demander quelque chose, on peut utiliser le modal CAN, mais le modal COULD permet de faire une demande plus polie. 6�Could you tell us more about the film? 6�Could you develop a bit please? 2�Comme tous les modaux, COULD garde la même forme à toutes les personnes : I could, he could, they could. 2�Parler d’une situation imaginaire dans le présent. 2�Pour parler d’un présent imaginaire, construire un irréel du présent, on utilise le conditionnel en IF + PRETERIT… WOULD + BV. 118 one hundred and eighteen 6�If the Little Red Riding Hood had a pistol, she would shoot the wolf. 2�Attention, avec BE, on utilise IF + WERE à toutes les formes (if I were, if you were, if he/she were…) 6�If the prince were a head-chopper, Cinderella would not marry him. 2�Dire que quelqu’un est doué pour quelque chose. 2�Pour dire que quelqu’un est doué pour faire quelque chose, on peut utiliser l’expression BE GOOD AT + V-ING. 6�The painter is good at introducing symbols, like the peacock feather in Cinderella. 6�The illustrator is very good at depicting settings. 2�Utiliser le style indirect. 2�Au style direct, on utilise des guillemets pour rapporter la parole des personnages. 6�“I wish I hadn’t cried so much!”, said Alice. 6�“There’s plenty of room”, said Alice. 2�Pour passer au style indirect, on ajoute THAT ou Ø après le verbe introduisant la parole (SAY, EXCLAIM, CRY, SHOUT, MUMBLE, etc.) puis, comme en français, on transpose les pronoms et les temps si nécessaire afin de respecter la cohérence de la phrase. 6�Alice said that she wished she hadn’t cried so much. 6�Alice said Ø there was plenty of room. Treasure trove Sleeping Beauty the Seven Dwarves (one dwarf) a mummy Cinderella the Evil Stepmother Fairy Godmother Snow White Fairy tale characters * the Huntsman * Little Red Riding Hood * the Big Bad Wolf * Rapunzel * Puss-in-Boots * Donkey * the Gingerbread Man * Pinocchio * the Mad Hatter * the March Hare * The Caterpillar * The Little Mermaid * a witch * a forest * a candy house * a pirate ship * a desert island * a magic potion * a glass slipper * a sword * a coffin * chop off heads * a jam-maker * a pistol * knickers * wicked * timeless * gloomy * gothic Places * a castle * a dungeon Objects * a magic mirror * a magic wand * a magic lamp Parody * an ogre * a horse-race jockey Adjectives * fair * handsome * evil Miscellaneous * a book cover * disguise oneself * a realm * a rhyme How does that sound? Can you pronounce these words? Listen and repeat the words. Can you write them? Listen and take dictation. one hundred and nineteen 119 Your final task Our literary prize 2�Participate in a literary prize! Defend your fractured tale in front of the jury! 1. Before presenting your tale, how about creating a book cover for it, with a nice front page and a short but enticing summary? You can also add illustrations if you feel like it! 2. Have the whole class read your story and read the other groups’ tales. 3. Each group should defend its tale. Play the critic: ask each group questions about their story and their vision of the writing process, give your opinion, etc. When it’s your turn, go to the front of the class and answer the critics’ questions. Try to be as persuasive as possible! 4. Time to vote! Each pupil should vote for the story he or she considers to be the best. (You’re not allowed to vote for your own story of course…). tips 2�How about giving your tale a funny title? You could play on words or choose a mysterious title which makes the reader want to read your story! 2�If you like drawing and painting, why don’t you illustrate your story? It would make it even more enjoyable. 120 one hundred and twenty Going further Défendre son point de vue : Piece of Cake! 2�Les clés du succès : Précis, Organisé, Convaincant Précis t faire passer un message clair et 2� Défendre son point de vue, c’es convaincre ! précis. Sans cela, il est difficile de t d’abord être précis dans ses 2�Être précis dans ses propos, c’es de préparation en amont qu’il ne pensées. Cela suppose un travail sage principal que je souhaite faut pas négliger : quel est le mes ments ? faire passer ? Quels sont mes argu Organisé 2� Pour défendre son point de vue de manière convaincante, il faut organiser ses arguments de façon logique plutôt que de les jeter en vrac. 2�Pourquoi ne pas les présenter sou s forme de plan ? « Premièrement… Deuxièmement… Enfin… ». Cela permettra à l’interlocuteur de mieux suivre l’argumentat ion et de la retenir plus facilement. 2�Quels sont vos arguments clés ? Ce sont ceux-là qui devront ressortir du discours et sur lesquels il faudra insister, ceux-là que l’interlocuteur devra retenir. Convaincant 2� Il ne suffit pas d’énoncer des arguments pour être convaincant. Il faut être enthousiaste, sincère, avancer des convictions. 2�Être convaincant, c’est également parler de manière assurée, utiliser un ton décidé et un volume de voix approprié, mettre l’emphase sur certains éléments choisis, savoir faire des pauses bien placées pour renforcer le discours. 2�La gestuelle joue aussi un rôle important. Quelqu’un qui est tout recroquevillé sur lui-même, se tortille les mains et marmonne ses notes ne paraîtra pas très convaincant. Il faut se tenir droit, éviter les tics gestuels et regarder ses interlocuteurs. one hundred and twenty-one 121 Précis de grammaire Qu’est-ce que la grammaire ? C’est un ensemble de règles qui organisent le fonctionnement d’une langue. C’est un peu comme le code de la route. Lorsqu’on le maîtrise, on est un conducteur hors pair. En revanche, lorsqu’on ne le respecte pas, on devient un mauvais conducteur, voire un danger public ! Quand on maîtrise la grammaire anglaise, on parle et on écrit un anglais agréable à entendre et à lire. En revanche, lorsqu’on n’en respecte pas les règles, on parle et on écrit un anglais incompréhensible ! Mais rassurez-vous, nous autres les Anglais trouvons votre grammaire bien plus difficile que la nôtre ! Autour du verbe Les indispensables .............................................. 123 L’auxiliaire BE 123 L’opérateur DO 124 Les verbes lexicaux .............................................. 125 Le cas du verbe HAVE 125 Les verbes de goûts 125 Le verbe WANT 125 Le verbe NEED 125 Les modaux ........................................................... 125 Obligation et interdiction 125 Possibilité et impossibilité 126 La permission 126 Le conseil 126 Les quasi-modaux ................................................. 126 Les conjugaisons .................................................. 127 L’impératif ! 127 Le présent simple 127 Le présent BE + V-ING 128 Le prétérit 128 L’avenir 129 Autour du nom Les noms dénombrables et indénombrables ............................................... 131 122 one hundred and twenty-two Le pluriel des noms .............................................. 131 Les articles ........................................................... 132 L’article zéro 132 L’article indéfini 132 L’article défini 132 Les quantités ....................................................... 133 Les pronoms personnels sujet et complément ..................................................... 133 La possession ...................................................... 133 Les adjectifs ......................................................... 134 Les comparatifs ................................................... 134 Les superlatifs ....................................................... 135 Autour de la phrase Les types de phrases .......................................... Se repérer dans l’espace .................................... Les prépositions de lieu Les directions Se repérer dans le temps .................................... Les adverbes de fréquence Poser des questions ............................................ Donner son opinion ............................................. Les propositions relatives .................................. 136 136 136 136 137 138 138 139 140 Part 1 Autour du verbe Le verbe est un peu le moteur de la phrase : c’est lui qui permet de parler de l’action. En anglais, il en existe deux types : 2�Les verbes lexicaux sont ceux qui ont un sens, qui expriment une action ou un état. 2�Les opérateurs ou auxiliaires sont des outils grammaticaux qui permettent de prendre en charge les phrases négatives, interrogatives et les réponses brèves. RAPPEL BV 6 Base Verbale GN 6 Groupe Nominal V-EN 6 Participe passé Les indispensables 1. L’auxiliaire BE Le verbe BE sert à identifier et localiser les personnes et les objets. Il est indispensable pour la vie de tous les jours ! Mais c’est aussi un auxiliaire, ou verbe-outil, car c’est lui qui portera la négation, l’interrogation et les réponses brèves si besoin. Il a des pouvoirs supérieurs à ceux des autres verbes lexicaux. Il servira d’ailleurs à conjuguer ces derniers au présent BE + V-ING. Voici comment il se conjugue au présent simple. C’est le seul verbe qui a trois formes différentes. Voyez comment il se comporte aux formes affirmative, négative et interrogative. Forme affirmative Forme négative Forme interrogative et interro-négative I am (I’m) I am not (I’m not) Am I? / Am I not? You are (You’re) You are not (You’re not/You aren’t) Are you? / Aren’t you? He is (He’s) He is not (He’s not/He isn’t) Is he? / Isn’t he? She is (She’s) She is not (She’s not/She isn’t) Is she? / Isn’t she? It is (It’s) It is not (It’s not/It isn’t) Is it? / Isn’t it? We are (We’re) We are not (We’re not/We aren’t) Are we? / Aren’t we? You are (You’re) You are not (You’re not/You aren’t) Are you? / Aren’t you? They are (They’re) They are not (They’re not/They aren’t) Are they? / Aren’t they? 2. L’opérateur DO C’est un peu l’ami invisible des verbes lexicaux : il prend en charge les négations, les interrogations et les réponses brèves. 2�Voici comment il se conjugue au présent simple. Forme affirmative Forme négative Forme interrogative Forme interro-négative I do I don’t Do I? Don’t I? You do You don’t Do you? Don’t you? He does He doesn’t Does he? Doesn’t he? one hundred and twenty-three 123 Forme affirmative Forme négative Forme interrogative Forme interro-négative She does She doesn’t Does she? Doesn’t she? It does It doesn’t Does it? Doesn’t he? We do We don’t Do we? Don’t we? You do You don’t Do you? Don’t you? They do They don’t Do they? Don’t they? 2�Puisqu’il est un opérateur, il sert à conjuguer d’autres verbes. Aux formes affirmatives, ces verbes pourront se débrouiller seuls : 6�The Queen has several palaces. 6�She likes horse races. 6�Prince William plays football. Mais lorsque NOT, le point d’interrogation « ? » ou même les deux en même temps voudront s’inviter dans la phrase, ces verbes lexicaux refuseront catégoriquement de travailler, et laisseront DO s’en charger. 6�Does the queen have several palaces? 6�Doesn’t she like horse races? Yes, she does! 6�Prince William doesn’t play hockey, does he? L’opérateur DO a un double, un frère jumeau. Ils se ressemblent comme deux gouttes d’eau, mais l’un est un opérateur et l’autre est un verbe lexical. Trouvez qui est qui dans cette phrase : 6�What do you do on Sundays? Les verbes lexicaux 2�Qui sont-ils ? Ce sont tous les verbes qui expriment une action ou un état, par opposition aux auxiliaires ou opérateurs qui ne disent rien en soi et ne sont que des outils grammaticaux. 1. Le cas du verbe HAVE Verbe lexical, HAVE sert à parler de l’environnement, de ce qu’il y a autour d’une personne : ses affaires, sa famille, ses animaux domestiques, etc. Il servira également à la description physique. 6�Prince Harry has one brother. 6�Queen Elizabeth II has several dogs. 6�He has red hair. 6�They have several palaces. 2�Pour les formes négative, interrogative et les réponses brèves, HAVE fera appel à l’opérateur DO. 6�I don’t have any pets 6�Does Mandela have children? Yes, he does. 2. Les verbes de goût Les verbes de goût LIKE, LOVE, HATE, PREFER, ENJOY, DISLIKE sont des verbes lexicaux. Aux formes interrogative, négative et pour les réponses brèves, l’opérateur DO sera nécessaire. Voici comment ils se conjuguent au présent simple. 6�I like… 6�Don’t you like opening ceremonies? 6�He loves… 6�No, I don’t. 6�She prefers… 6�Does Prince William like hockey? 6�You enjoy… 6�No, he doesn’t, but Kate does. 6�They dislike… 2�Ces verbes de goût ont la particularité d’être suivis d’un GN, de V-ING ou de to + BV : 6�She dislikes surprises. 6�She prefers to play hockey. 6�Do they enjoy going out? 124 one hundred and twenty-four 3. Le verbe WANT Pour exprimer la volonté, on utilise le verbe WANT. Il sera toujours suivi de TO et d’une BV. Pourquoi ? Lorsqu’on veut quelque chose, c’est qu’on ne l’a pas encore ; TO sert à se déplacer vers quelque chose, vers la réalisation d’une action. Puisque cette action n’existe pas encore, elle n’est pas conjuguée (base verbale). 2�Ce verbe est un verbe lexical. DO sera l’opérateur nécessaire pour les négations, les interrogations et les réponses brèves. 6�He wants to become a rockstar. 6�Don’t you want to write a fractured tale? 2�On peut également ajouter un pronom entre WANT et TO pour parler de ce qu’on veut que quelqu’un fasse (ou ne fasse pas) : 6�I want you to tell me the truth! 6�She doesn’t want me to go to a cabaret. 4. Le verbe NEED 2�Pour exprimer la nécessité, on utilise le verbe lexical NEED. Il pourra être suivi d’un GN. 6�Do you need a cab? Yes, I do, thanks! 6�You don’t need a map, do you? No, we don’t. Il pourra aussi être suivi de TO + BV. 6�Do you need to call a cab? Yes, I think we do. 6�You don’t need to take a map, do you? No, we don’t. 2�Comme pour WANT, NEED a besoin d’être suivi de TO + BV car lorsqu’on a besoin de faire quelque chose, c’est qu’on ne l’a pas encore fait, et que l’on doit se diriger vers cette action qui n’existe pas encore dans la réalité. Les modaux Les modaux sont des mots-outils, qui permettent à l’énonciateur d’ajouter son point de vue, de donner un éclairage différent au verbe. Ils sont invariables (ils ne prennent donc jamais de -S) et sont toujours suivis d’une BV. Ils prendront en charge les négations et les interrogations. En ajoutant un modal, on ajoute une nouvelle dimension. 6�You run. 6�You may run. 6�You mustn’t run. 6�You should run. 6�You can run. 6�Could you run? 2�La première phrase est une constatation. Qu’évoquent les autres ? 1. Obligation et interdiction, des règles strictes ! Le modal MUST sert à évoquer des obligations. 6�You must be back by midnight. 6�They must work harder. Sa forme négative, MUSTN’T, est employée pour évoquer des interdictions. 6�You mustn’t smoke in the restaurant. 6�You mustn’t be late at the airport. 2. La forte probabilité ou quasi-certitude Le modal MUST permet également d’exprimer une quasi-certitude. On donne son opinion personnelle sur le degré de probabilité d’un événement, que l’on pense très élevé. 6�His wife is very suspicious: she must be guilty. 6�It must be difficult to become a movie star. one hundred and twenty-five 125 3. Possibilité et impossibilité, des constats évidents Le modal CAN évoque ce qu’il est possible de faire. C’est possible parce que c’est permis ou parce qu’on en est capable. 6�Snow White can sing very well. 6�We can visit the Met today, it is open. Sa forme négative, CAN’T, évoque ce qu’on ne peut pas faire. C’est impossible parce qu’on n’en est pas capable ou parce que c’est physiquement/moralement inenvisageable. 6�He can’t swim, he is afraid of water. 6�You can’t say that life was easy during the Victorian Age. 4. La permission, une invitation à respecter Le modal MAY peut servir à donner une permission. On donne le feu vert à quelqu’un. 6�You may go to the ball. À la forme négative, MAY NOT refuse une permission. On ne peut pas, ce n’est pas autorisé : feu rouge ! 6�You may not dance with the prince! 5. L’éventualité, le doute plane Le modal MAY permet également d’évoquer une éventualité ou de formuler une hypothèse. On exprime son opinion personnelle sur le degré de probabilité d’un événement, que l’on pense moyen. Avec MAY, le doute plane, on n’est pas sûr que l’événement se réalise. 6�The culprits may tell the truth but they may lie too. 6. Le conseil, c’est à vous de voir ! Le modal SHOULD permet de donner un conseil. Sa forme négative SHOULDN’T également, mais on peut y entendre une pointe de reproche. Pourtant on n’interdit pas et on n’oblige pas avec SHOULD, on incite seulement ! Feu orange : à toi de décider ! 6�You should work more if you want to become a doctor. 6�You should go to Cape Town, it’s a great city! 6�You shouldn’t go to Johannesburg, it is reputed to be dangerous. 7. La question polie Le modal COULD permet de demander quelque chose poliment. La question paraît moins pressante. 6�Could you tell me what a royal day looks like? Les quasi-modaux BE ALLOWED TO Pour parler d’une autorisation, on peut utiliser l’expression BE ALLOWED TO + BV. 6�A small number of black jazz bands were allowed to play in white dance halls. Au contraire, pour parler d’une interdiction, on mettra l’expression à la forme négative en lui ajoutant NOT. 6�People were not allowed to drink during the Prohibition era. BE ABLE TO BE ABLE TO sert à exprimer la capacité. Il remplace CAN dans l’expression du futur. 6�I will finally be able to go on a safari. 6�They won’t be able to come. HAVE TO L’expression modale HAVE TO permet d’exprimer l’obligation. Avec HAVE TO, l’obligation est souvent imposée par une contrainte extérieure, elle est plus objective qu’avec MUST. 126 one hundred and twenty-six 6�In England, you have to drive on the left. 6�Poor children had to work during the Victorian era. USED TO Pour parler d’une période du passé où la réalité était différente, on utilise USED TO + BV. Cela peut permettre de transporter les gens dans une certaine époque historique, comme pour en recréer l’atmosphère, les habitudes, etc. 6�In the 1920’s, the Chicagoans used to dance the Charleston in cabarets. USED TO marque également une certaine stabilité, il faut donc que les événements aient été bien implantés dans le passé. 6�African-American musicians used to play in black cabarets only. Les conjugaisons 1. L’impératif ! 2�Avec l’impératif, on donne un ordre direct. On utilise donc la base verbale seule, non conjuguée, sans sujet . Pas besoin de fioriture, on demande l’action. 6�Stop talking! 6�Give me the money. 2�Mais la BV est bien faible ! Si NOT s’invite dans la phrase, c’est DO qui le portera ! 6�Don’t lie to me! 6�Don’t move, you are under arrest! L’impératif peut également servir à encourager vivement quelqu’un à faire quelque chose. 6�Embark on a ferry and come visit Liberty Island! Comment savoir s’il s’agit d’un ordre ou d’un encouragement ? Ce n’est pas si compliqué. À l’oral, il faut écouter l’intonation. Elle est descendante quand on donne un ordre et ascendante quand on encourage. À l’écrit, le contexte aide à faire la différence. 6�Come with us or we’ll kill you. 6�Come with us, it’ll be fun! 2. Le présent simple 2�Avec le présent simple, ce qui compte c’est l’action brute. C’est pourquoi on utilise la base verbale du verbe, avec pour seule modification l’ajout d’un -S à la 3e personne du singulier. Il permet d’évoquer les habitudes et la routine quotidienne, notamment lorsqu’on l’associe à des adverbes de fréquence. Il est également le présent de vérité générale. 6�The Queen always reads the news in the 6�Dogs bark. morning. 6�Water boils at 100°C. 6�Many teenagers dream of becoming famous. Attention aux négations, interrogations et réponses brèves ! En anglais, aucun verbe lexical ne prend en charge la négation, l’interrogation ou les réponses brèves. L’auxiliaire DO conjugué au présent simple sera donc nécessaire. Attention à l’orthographe ! 2�Pour les verbes se terminant par un -Y précédé d’une consonne, la terminaison à la troisième personne du singulier devient -IES. 6�She studies. 6�He flies. one hundred and twenty-seven 127 Attention à la prononciation ! 2�Le -S final à la troisième personne du singulier peut se prononcer de trois manières différentes, selon les cas : 2� dans tous les cas (she walks, he jumps, etc.) sauf : 2�[] après une voyelle, et après , , ,, , , , (, he robs, she swims, he runs, etc.) 2� après les verbes se terminant par , [], , et (She discusses, she mixes, he accises, it crashes, he breathes) 3. Le présent BE + V-ING Avec le présent BE + V-ING, ce qui compte c’est le point de vue de l’énonciateur sur l’action. Avec -ING, l’énonciateur met son grain de sel dans la phrase ; c’est son regard, son avis. Lorsqu’on est témoin d’une action que l’on veut faire partager, on utilise le présent BE + V-ING. On l’utilisera aussi pour se justifier, s’excuser ou exagérer l’action de quelqu’un d’autre. 2�On le forme en conjuguant l’auxiliaire BE au présent simple auquel on ajoute un V-ING : 6�The sun is shining on the sea, it’s breathtaking! 6�I can’t come because I’m going to New York. 6�She’s always making fun of me! Attention à l’orthographe ! 2�Pour les verbes se terminant par -Y, on ajoute ING : studying, staying, playing. 2�Pour les verbes se terminant par -E, on enlève -E et on ajoute -ING : taking, believing, releasing. 2�Pour les verbes d’une syllabe se terminant par une consonne, précédée d’une voyelle, on double la consonne finale : running, putting, hitting. 4. Le prétérit simple Avec le prétérit simple, on est en rupture avec le présent. On évoque un événement passé – qu’il s’agisse d’un passé proche ou lointain – que l’on peut dater précisément. Ce qui compte avec le prétérit simple, c’est l’action en elle-même. 2�Pour les verbes réguliers, on ajoute -ED à la base verbale du verbe, pour toutes les personnes ! 6�I played 6�He/she/it played 6�You played 6�You played 6�We played 6�They played Attention à l’orthographe ! 2�Si le verbe se termine par -E, on ajoute simplement -D : receive 6 received. 2�Si le verbe se termine par une consonne + -Y, le -Y devient -I et on ajoute -ED : study 6 studied. 2�Si le verbe comporte une seule syllabe, terminée par une consonne, précédée d’une voyelle, on double la consonne finale : stop 6 stopped, grab 6 grabbed. Attention à la prononciation ! 2�La terminaison -ED a trois prononciations différentes (ce n’est jamais [ed] !), cela dépend du son final de la base verbale : 2�Après les sons ou , on prononce : decided, visited, wanted, needed, etc. 2�Après les sons , , , et , on prononce [t] : marked, jumped, dressed, fixed, laughed, pushed, catched, etc. 2�Après tous les autres sons, on prononce : lived, played, surprised, suffered, etc. Certains verbes sont dits irréguliers, ils ne respectent pas la règle du -ed. Il faudra les apprendre, grâce à la liste en fin de manuel, page 141. 128 one hundred and twenty-eight 5. Le prétérit BE + V-ING Le prétérit BE + V-ING sert à expliquer ce que l’on faisait à un certain moment dans le passé, ou lorsqu’un événement précis s’est produit. 6�What were you doing at 11:00 pm? 6�I was sleeping when the murder occurred. BE est un auxiliaire : c’est donc lui qui s’accorde avec le sujet (WAS/WERE), qui porte la négation et qui sert d’auxiliaire dans les questions. 6�She wasn’t doing anything. 6�Were they sleeping at 11:00 pm? 6. L’avenir Contrairement au français, il n’existe pas de temps futur en anglais, mais des outils pour évoquer l’avenir. WILL WILL est un modal qui permet de faire des prédictions sur l’avenir. Avec WILL on est à 100 % sûr de ce que l’on dit, soit parce qu’on est persuadé que les choses vont se produire, soit parce qu’on s’y engage. 6�I will quit smoking. 6�It will rain tomorrow. Attention à l’expression du futur dans les subordonnées de temps ! Quand on a WILL dans la proposition principale, la proposition subordonnée introduite par WHEN se conjugue au présent. Cela nous donne donc WHEN + présent, S + WILL + BV : 6�When she grows up, she will be a scientist. Présent BE + V-ING Le présent BE + V-ING est un temps du présent qui permet d’évoquer ses projets. Avec le présent BE + V-ING, l’énonciateur partage une information supplémentaire, c’est prévu aujourd’hui pour l’avenir. 6�The Queen is visiting South Africa next week. BE GOING TO + BV Be going to + BV permet d’évoquer ce que l’on a l’intention de faire ou ce qui va certainement se produire car le processus est lancé. 6�We’re going to visit Ellis Island, we bought our tickets on the internet yesterday. Verbes d’intention PLAN ON + V-ING 6�I plan on becoming a lawyer. WOULD LIKE TO + BV Pour parler de ce que l’on aimerait faire, on emploie WOULD LIKE TO + BV : 6�I’d like to to become a plumber. 7. HAVE + V-EN La forme HAVE + V-EN (auxiliaire HAVE + participe passé), aussi appelée PRESENT PERFECT, a pour caractéristique générale de créer un lien entre le présent et le passé. Le nom “present perfect” met d’ailleurs l’accent sur cette dimension présente. 2�Le present perfect peut être utilisé… 2�pour parler d’événements qui viennent juste de se produire. On l’utilise souvent avec JUST. 6�We’ve been to Boulders beach today. 6�We’ve just visited Robben Island. Les souvenirs sont frais dans la mémoire, les événements passés sont encore proches du présent. 2�pour calculer le temps qui s’est écoulé depuis qu’on a commencé à faire quelque chose. On l’utilise alors souvent avec FOR et SINCE (depuis). 6�We’ve been in South Africa for three days now. one hundred and twenty-nine 129 6�I have played the piano since 2005. 2�On remarquera que l’on utilise : 2�FOR + durée 2�SINCE + date ou autre point de repère Ici les événements ont commencé dans le passé (« il y a trois jours » ou « lundi dernier ») mais ils durent encore dans le présent. 2�Pour demander à quelqu’un s’il a fait quelque chose un jour dans sa vie, l’inviter à parcourir sa vie depuis sa naissance jusqu’au moment présent et à faire le bilan de ses expériences, on l’utilise alors avec EVER. 6�Have you ever been to South Africa? 6�Have you ever stroked a wild animal? 2�Pour parler de ce qu’on n’a jamais fait dans sa vie ou de ce qu’on a déjà fait, on l’utilise alors avec NEVER et ALREADY. 6�I have never tried skydiving. 6�I’ve already been mountain biking before. Dans les deux derniers cas, le present perfect crée un lien entre le passé et le présent puisqu’il permet de faire le bilan de ses expériences. On peut aussi parler de ce qu’on n’a pas encore fait, sous-entendu de ce qu’on compte faire plus tard. On utilise alors YET. 6�We haven’t visited the Two Oceans aquarium yet. Si on veut donner plus de détails sur un événement et utiliser un repérage précis dans le passé, on doit utiliser le prétérit car il y a alors coupure avec le présent. 6�I went shark cage diving in 2012. It was fun! La forme passive On utilise la forme passive BE + V-EN quand le sujet d’une phrase n’a pas accompli l’action décrite par le verbe, on utilise par exemple le passif quand le sujet est victime de l’action. 6�Mr. O’Neill was shot in the head. La forme passive permet aussi de mettre l’accent sur l’objet de l’action quand on ne connaît pas la personne qui a accompli l’action ou quand elle n’est pas très importante. 6�Mr. O’Neill was killed yesterday night. 6 On ne sait pas par qui. 6�Fingerprints were analyzed. 6 On devine qu’il s’agit d’experts, ce n’est pas important. Quand on souhaite préciser la personne qui a accompli l’action (l’agent), on peut l’introduire en fin de phrase par la préposition BY. 6�Romeo and Juliet was written by William Shakespeare. Début et fin Les verbes indiquant le début et la fin d’un événement sont suivis de V-ING : START + V-ING et STOP / FINISH / QUIT + V-ING. 6�I will start going to the gym. 6�I’ll stop eating junk food. 130 one hundred and thirty Part 2 Autour du nom Les noms dénombrables et indénombrables Il y a deux types de noms en anglais : 2�ceux que l’on peut compter, les noms dénombrables : house, dog, bed, surfboard, etc. 2�ceux que l’on ne peut pas compter, les noms indénombrables : milk, bread, liberty, courage, etc. 2�Les dénombrables ont une forme plurielle, alors que les noms indénombrables sont invariables. Cette distinction est importante : c’est elle qui permet de bien choisir l’article que l’on emploie. Les noms INFORMATION, EVIDENCE et ADVICE sont indénombrables. On ne peut pas les mettre au pluriel et ils sont suivis d’un verbe au singulier : 6�Evidence is hard to find. 6�Advice is needed. On ne peut pas non plus les faire précéder de l’article a(n) ou d’un numéral (one, two, etc.), à moins d’utiliser “ a piece of” 6�Ø Evidence was collected on the crime scene. 6�She found a piece of evidence in his personal planner. 6�This is a vital piece of information. Le pluriel des noms 2�La forme plurielle d’un nom dénombrable s’obtient en ajoutant un -S final. 6�a house 6 three houses. 6�a bed 6 several beds. Attention à l’orthographe ! 2�Les noms se terminant par -S, -Z, -X, -CH, -SH, -IS ont un pluriel en -ES. 6�one box 6 two boxes, one beach 6 two beaches, etc. 2�Les noms se terminant par -O ont un pluriel en -OES. 6�one tomato 6 two tomatoes, one flamingo 6 two flamingoes, etc. 2�Les noms se terminant par une consonne et un -Y ont un pluriel en -IES. 6�a short story 6 two short stories, a party 6 two parties, etc. 2�Les noms se terminant par -F ont un pluriel en -VES. 6�a wolf 6 two wolves, a leaf 6 two leaves, etc. 2�Enfin, attention aux pluriels irréguliers ! 6�a man 6 two men 6�a child 6 three children 6�a foot 6 two feet 6�a woman 6 ten women 6�a tooth 6 many teeth 6�a mouse 6 four mice Les articles 2�Il y a trois articles en anglais : 2�l’article zéro (Ø) ; 2�l’article indéfini ; 2�l’article défini. 1. L’article zéro L’article zéro n’est pas vraiment un article, c’est plutôt une absence d’article, que l’on représente par le symbole Ø. one hundred and thirty-one 131 On utilise ce symbole comme un outil. Ne l’utilisez pas quand vous écrivez en anglais ! 2�On peut l’utiliser pour exprimer des généralités ou évoquer des concepts, des notions (courage, freedom, patience, etc.) : 2� 6�Ø Dogs bark. 6�Ø Courage is a great thing. 2�Utilisé devant un nom dénombrable, il désigne une quantité indéfinie. En français, on dirait « du », « de la » ou « de ». 6�There’s Ø tea if you want. 6�I don’t eat Ø meat. 2�Utilisé devant des noms dénombrables au pluriel, l’article zéro a la même valeur. En français, on dirait « des ». 6�I saw Ø sharks when I went to South Africa! 2�On utilise également l’article zéro lorsqu’on parle d’une personne en précisant son titre officiel et son nom. 6�Ø Queen Elizabeth II (prononcé “the second”) 6�Ø Prince William 6�Ø President Hollande 2�Enfin, l’article zéro s’utilise devant un pays ou une ville. 6�Ø England, Ø Canada, Ø South Africa, Ø London Il existe quelques exceptions pour les noms composés et les noms pluriels, comme THE United Kingdom, THE United States, THE Netherlands. 2. L’article indéfini a/an A/AN sont des articles indéfinis. On les traduit par un(e). 6�I can see a penguin. Ici, on ne sait pas de quel pingouin il s’agit, on sait juste qu’il s’agit d’un pingouin parmi d’autres. 2�On utilise A devant un mot qui commence par une consonne ou par un U- qui se prononce [ju] : 6�a factory, a clue, a university, etc. 2�On utilise AN devant un mot qui commence par une voyelle ou un Hnon prononcé : 6�an elephant, an orphan, an investigator, an hour, an heir, etc. 2�Il n’y a pas de forme de l’article indéfini A/AN au pluriel. On utilise alors l’article zéro Ø. 3. L’article défini L’article défini désigne une chose précise. Il peut s’employer devant des noms singuliers ou pluriels. Il garde toujours la même forme, THE. On utilise l’article défini pour parler de quelque chose… 6�qui est unique en son genre et/ou connu de tous : The sun rises in the East. 6�dont on a déjà parlé : I listened to the record you told me about yesterday. L’article THE a deux prononciations différentes : 2�Il se prononce devant un nom commençant par une consonne ou un U se prononçant 6�The landscape, the musician, the Queen, the universe, etc. 2�Il se prononce devant un nom commençant par une voyelle. 6�The apple, the end, the idea, etc. 132 one hundred and thirty-two Les quantités Pour parler de la quantité d’une chose, on utilise des quantifieurs comme ALL, MANY (noms dénombrables) / MUCH (noms indénombrables), A LOT OF, A BIT OF, etc. 6�All the customers were African-American. 6�There were many unfair laws during Apartheid. 2�On utilise SOME avec un nom dénombrable au pluriel ou un nom indénombrable pour évoquer une quantité indéterminée de quelque chose. 6�There were some beautiful paintings in the museum. 6�There was some alcohol in the cabarets. 2�On utilise ANY quand on ne sait pas s’il y a de quelque chose, ou quand on sait qu’il n’y en a pas (on l’utilise alors à la forme négative NOT ANY) 6�Are there any museums to visit in Durban? 6�I’m afraid there is not any horse race today, Your Majesty. 2�Pour la négation, on peut uiliser NO. 6�There were no clues on the crime scene. Les pronoms personnels sujet et complément Parfois, pour éviter de se répéter, on remplace les noms par des pronoms. Le mot « pronom » veut dire « à la place du nom ». 2�Il existe deux types de pronoms personnels. 2�Les pronoms sujets : I, you, he/she/it, we, you, they. 6�She is very tall. 6�You are very nice. 2�Les pronoms objets : me, you, him/her/it, us, you, them. 6�She’s in love with him. 6�I don’t trust them. La possession On s’interroge avec WHOSE + GN. 6�Whose surfboard is it? Whose records are these? 2�Pour parler de la possession, on a trois possibilités : 2�On utilise le génitif pour préciser l’identité du possesseur. 6�It is Will’s surfboard. NB : Le génitif permet d’établir un lien entre une personne et son entourage : famille, objets, animaux de compagnie, etc. 6�Ben’s girlfriend, my sister’s toothbrush, the Queen’s dogs. 2�On utilise les adjectifs possessifs quand on connaît déjà l’identité du possesseur. 6�His schedule is very impressive. 6�Your daughter is so tall! 2�On utilise les pronoms possessifs si l’on connaît l’identité du possesseur et l’objet dont il est question. 6�Is it yours? No, it isn’t. I think it’s hers. one hundred and thirty-three 133 Pronoms sujets Adjectifs possessifs I my you your he/she/it Exemples Pronoms possessifs Exemples 6�This is my magnifying glass. mine 6�This magnifying glass is mine. 6�Where is your surfboard? yours 6�Is this surfboard yours? his/her/its 6�I’ve never met his wife. 6�We found her footprints in the flat. 6�You can’t judge a book by its cover. his/hers/ its 6�Whose wife is she? His? 6�Whose footprints are these? Hers? we our 6�The Queen is our grandmother. ours 6�These instruments are ours! you your 6�I love your band! yours 6�Is this band yours? they their 6�It’s their choice. theirs 6�The choice is theirs. Le pronom ONE Contrairement au français, l’anglais ne permet pas d’utiliser un article et un adjectif sans un nom ou un pronom. 6�These gangsters give me the creeps, especially the tall one! Les adjectifs 2�Les adjectifs servent à qualifier une chose ou une personne. 2�Les adjectifs en anglais sont invariables et se placent toujours avant le nom. 6�an amazing trip 6 a scary big shark. 2�Lorsqu’on veut utiliser un adverbe pour intensifier l’adjectif, on le place avant l’adjectif. 6�The waiter is really rude. 6�The menu is so long! 6�Child labour is quite unusual today. Les comparatifs Pour comparer deux éléments, on utilise le comparatif. L’adjectif indique le domaine dans lequel on se situe. 2�On utilise le comparatif de supériorité quand le premier élément surpasse le second dans le domaine en question. 2�Pour les adjectifs courts (adj. d’une syllabe ou adj. de deux syllabes se terminant par -Y, -OW) : ADJ. -ER + THAN. 6�In South Africa, many blacks and coloureds are still poorer than whites. 6�This tale is funnier than the other ones. Attention aux irréguliers : 6�good 6 better, bad 6 worse, far 6 farther ou further. 134 one hundred and thirty-four 2�Pour les adjectifs longs (deux syllabes ou plus) : MORE + ADJ. + THAN. 6�During Apartheid, white people were more privileged than non-white people. 6�Jack Reaper is more suspicious than Kat Perry. 2�On utilise parfois le comparatif d’infériorité : LESS + ADJ. (LONG) + THAN. 6�This museum is less interesting than the other one. 2�On utilise également le comparatif d’égalité ou d’inégalité : (NOT) AS + ADJ. + AS. 6�Bugs Moran was as dangerous as Al Capone in the 1920’s. Les superlatifs On utilise le superlatif de supériorité, pour distinguer l’élément qui se situe au dessus de tous les autres éléments d’un même groupe : on indique qu’il est doté du degré le plus haut d’une qualité ou d’une quantité. 2�On utilise THE + ADJ-EST avec un adjectif court. 6�It’s the greatest trip I’ve ever been on! 6�Nelson Mandela is the bravest person I’ve heard of. Attention aux exceptions : 6�good 6 best, bad 6 worst, far 6 farthest. 2�On utilise THE MOST + ADJ. avec un adjectif long. 6�New York is the most lovely city in the world! On peut aussi utiliser le superlatif d’infériorité pour évoquer la chose qui se situe en-dessous de toutes les autres, celle qui est dotée du plus bas degré d’une qualité ou d’une quantité. On utilisera alors THE LEAST + ADJ. 6�It’s the least expensive hotel in NYC. Les noms verbaux Pour parler d’activités en anglais, on peut ajouter à une base verbale le suffixe -ING pour créer un nom verbal, qui va s’utiliser comme les autres noms : reading, driving, travelling, teaching, etc. 6�Al Capone and his mob engaged in bootlegging in the 1920’s. 6�The gangsters got a lot of money from gambling. Nommer un groupe de gens Certains adjectifs peuvent servir de noms pour créer des catégories. Mais attention, le nom ne prend pas de -S, même s’il est au pluriel ! On dira ainsi “the poor” (les pauvres), “the rich” (les riches), “the unemployed” (les chômeurs), “the young” (les jeunes), “the old” (les personnes âgées). 6�During the Victorian Age, the poor often lived in the street. Cela ne marche qu’avec certains adjectifs, alors attention à ne pas créer des catégories au hasard ! Dans le doute, utiliser the + ADJ (sg) + people : 6�the young people one hundred and thirty-five 135 Autour de la phrase Part 3 Les types de phrases 2�Les types de phrases sont les mêmes en français et en anglais : 2�les phrases affirmatives ; 2�les phrases interrogatives ; 2�les phrases négatives. Les phrases affirmatives sont les seules dans lesquelles le verbe lexical accepte de travailler. Travailler est un grand mot pour un verbe lexical ! Cela se limite à de petites choses : 2�un -S au présent simple (et uniquement à la 3e personne du singulier !) ; 2�un -ED au prétérit simple (et à toutes les personnes) ; 2�éventuellement un -ING (et uniquement si BE est là pour l’aider !). Dans les phrases négatives et interrogatives, les verbes lexicaux viennent les mains dans les poches ; ce sont les bases verbales. Il faut bien que quelqu’un s’occupe de piloter les questions et de porter NOT : ce sont les opérateurs qui s’en occupent. Dans les phrases interrogatives, l’opérateur DO s’occupe de la conjugaison, de NOT, s’inverse avec le sujet, tandis que la base verbale garde sa place toute trouvée à la droite du sujet. 6�Does the verb work? Dans les phrases négatives, l’opérateur DO s’occupe de la conjugaison et de NOT. La base verbale se place juste à côté, comme si de rien n’était. 6�No, the verb doesn’t work! Bien sûr, BE est loin de toutes ces considérations ! Lui il s’occupe de tout. Il porte NOT, se conjugue, s’inverse avec le sujet, et supporte la présence du « ? » sans se plaindre ! Se repérer dans l’espace 1. Les prépositions de lieux 136 one hundred and thirty-six 2. Les directions 6�Turn left: tourner à gauche 6�Turn right: tourner à droite 6�Take the second on the left / right: prendre la deuxième à gauche / droite 6�Go straight ahead / up: aller tout droit La localisation avec THERE + BE 2�Pour dire ce qui se trouve quelque part (ou ne s’y trouve pas), on utilise THERE + BE + GN. 6�There is a museum on Robben Island. 6�There were many destitute black people during Apartheid. 2�Pour s’interroger, on inversera BE et THERE. 6�How many inhabitants are there in the Big Apple? 6�Was there a gangster who could compete with Al Capone? Se repérer dans le temps 1. Les adverbes de fréquence Pour préciser à quelle fréquence on fait quelque chose, on utilise le présent simple et les adverbes ALWAYS, USUALLY, OFTEN, SOMETIMES, RARELY / SELDOM et NEVER. 6�The queen often walks in the countryside with her dogs. Les adverbes de fréquence sont toujours placés avant le verbe ou l’adjectif auxquels ils s’appliquent (même dans les questions), sauf avec le verbe BE. 6�The dwarves seldom meet pretty princesses. 6�Mais : Elizabeth II is always happy to meet her people. 2�À la forme interrogative, on aura deux possibilités : 2�Si l’on attend une réponse de type YES/NO : Do you often…? 6�Do you often watch horse races? 2�Si l’on attend une réponse ouverte, plus libre : How often…? 6�How often do you send e-mails, Your Majesty? On utilisera aussi des expressions comme “Once a day”, “Twice a week”, “Three times a month”, etc. 2. AGO Pour indiquer le temps qui s’est écoulé entre l’événement passé dont on souhaite parler et le présent, on utilise AGO. Comme il s’agit de dire quelque chose sur l’événement passé (le présent n’est qu’un point de repère), AGO s’emploie avec le prétérit. 6�Ninety years ago, the sale of alcohol was prohibited. 6�Queen Elizabeth II started to reign more than sixty years ago. Poser des questions Une question en anglais est obligatoirement construite avec un auxiliaire ou un opérateur. Il en existe deux types en anglais : les questions fermées (YES/NO questions : on ne peut répondre que par oui ou non) et les questions ouvertes (WH- questions : elles laissent place à une réponse plus libre). Pour ces dernières on utilise des mots interrogatifs qui sont appelés WH- words à cause de leur forme : ils contiennent tous les lettres WH. one hundred and thirty-seven 137 2�Ils permettent de s’interroger sur : 2�Quoi 6 WHAT 2�Comment 6 HOW 2�Qui 6 WHO 2�Pourquoi 6 WHY 2�Quand 6 WHEN 2�Lequel/laquelle/lesquels/lesquelles 6 WHICH 2�Où 6 WHERE 2�À qui 6 WHOSE WHAT et HOW peuvent également être combinés à d’autres mots pour poser des questions très précises : 6�What time is it? What job would you like to do? 6�How well can you surf? How far is Durban? 1. Au présent simple 2�Les questions fermées (YES/NO questions) : 6�Is she guilty? Yes, she is. 6�Does the evil queen die at the end of the tale? Yes, she does. 2�Les questions ouvertes (WH- questions) : 6�When is our meeting? It’s tomorrow at 9 am. 6�How often do you meet the Prime Minister? I meet him every day. 2. Au présent BE + V-ING 2�Les questions fermées (YES/NO questions) : 6�Is she going to New York? Yes she is. 2�Les questions ouvertes (WH-questions) : 6�When are you visiting the MoMA? We’re visiting it on Thursday. 3. Au prétérit simple 2�Les questions fermées (YES/NO questions) : 6�Was Louis Armstrong a trumpet player? Yes, he was. 2�Les questions ouvertes (WH- questions) : 6�When was Nelson Mandela born? He was born on July 18th, 1918. 6�Did Chaplin direct Modern Times? Yes, he did. 6�When did King Oliver die? He died in 1938. 4. Au prétérit BE + V-ING 2�Les questions fermées (YES/NO questions) : 6�Were poor children working during the Victorian Age? Yes, they were. 2�Les questions ouvertes (WH- questions) : 6�What were you doing yesterday at 11:00 pm? I was at home, calling a friend. 5. Au présent perfect HAVE + V-EN 2�Les questions fermées (yes/no questions) : On les construit souvent avec les adverbes EVER, ALREADY, YET. 6�Have you ever been to South Africa? No, I’ve never been there. 6�Have you already tried the Chicago Gangster Tour? Yes, I have, what a thrill! 6�Have you started your travel blog yet? No, I haven’t started it yet. 2�Les questions ouvertes (WH-questions) : 6�What have you learnt at the Apartheid Museum? I’ve learnt so many things! 138 one hundred and thirty-eight Donner son opinion 1. Donner son avis 2�Pour donner son avis, on utilise des expressions comme I THINK / BELIEVE THAT + GN + V ou I AGREE / DISAGREE WITH + GN : 6�I think that the inventors of the 19th century were geniuses! 6�I agree with her. 2�On peut aussi commencer sa phrase par : 2�According to me, … 2�In my opinion, … 2. Parler de ses goûts 2�Pour parler de ce qu’on aime ou de ce qu’on n’aime pas, on utilise des verbes de goût (LIKE, LOVE, HATE, PREFER, etc.), suivis de… 2�un NOM 2�V-ING 6�Jelly Roll Morton liked showing off. 2�de TO + base verbale (on n’entend presque pas le TO à l’oral: il est prononcé t) 6�William loves to play football but Kate prefers hockey. On peut aussi utiliser des expressions telles que BE FOND OF + GN ou V-ING, CAN’T STAND / BEAR + GN ou V-ING. 6�I am fond of safaris! 6�I can’t stand watching royal events, they’re boring! 3. Suggérer 2�On peut utiliser des formules interrogatives : 2�Sur un ton neutre : 6�WHAT / HOW ABOUT + V-ING 6 How about becoming a superstar? 6�WHAT / HOW ABOUT + GN 6 What about a visit to the psychic? 2�Sur un ton plus convaincant : 6�WHY DON’T YOU + BV 6 Why don’t you write a letter to the Queen? 6�WHY NOT + BV 6 Why not write a fractured fairy tale? 2�On peut donner des conseils avec SHOULD (voir Part 1 - Autour du verbe) 2�Pour donner un conseil, on peut également utiliser HAD BETTER + BV, qui peut se contracter en ̓ D BETTER. 6�You had better quit smoking. 6�You’d better look at a map or you’ll get lost. 4. S’exclamer Pour exprimer la surprise, l’admiration, le regret, etc., on utilise des exclamations. On peut utiliser : 2�HOW + ADJ. 6�How delicious! one hundred and thirty-nine 139 2�WHAT + A (+ ADJ.) + GN au singulier 6�What a beautiful place! 2�SO + ADJ. 6�The waitress is so friendly! 2�SUCH + A (+ ADJ.) + GN au singulier 6�You are such a mean person! Les propositions relatives Pour ajouter une information sur un groupe nominal sans avoir à commencer une nouvelle phrase, on peut former une proposition subordonnée relative avec les pronoms relatifs WHO, WHICH et WHERE. 2�On utilise WHO pour ajouter une information sur un antécédent humain : 6�Louis Armstrong married Lil Hardin, who was the piano player in the Creole Jazz Band. 2�On utilise WHICH ou THAT pour ajouter une information sur un antécédent non-humain (objets, concepts, etc.) : 6�The gangsters earned a lot of money through the sale of alcohol, which was illegal in the 1920’s. 6�Amstrong’s Hot Five and Hot Seven made many records that are considered landmarks in the history of jazz. 2�Enfin, on utilise WHERE pour ajouter une information sur un lieu : 6�This is the Lincoln Gardens, where the King Oliver’s Creole Jazz Band used to play. Le conditionnel Pour parler d’un présent imaginaire, construire un irréel du présent, on utilise le conditionnel en IF + PRÉTÉRIT… WOULD + BV. 6�If the Little Red Riding Hood had a pistol, she would shoot the wolf. Avec BE, on utilise IF + WERE à toutes les formes (if I were, if you were, if he/she were…) 6�If I were rich, I’d buy a big house and a sports car! Style direct / style indirect Au style direct, on utilise des guillemets pour rapporter la parole de quelqu’un : 6�“I wish I hadn’t cried so much!” said Alice 6�Then my mom exclaimed: “I’m tired of you!” Pour passer au style indirect, on ajoute THAT ou Ø après le verbe introduisant la parole (SAY, EXCLAIM, CRY, SHOUT, MUMBLE, YELL, etc.) puis, comme en français, on transpose les pronoms et les temps si nécessaire afin de respecter la cohérence de la phrase. 6�Alice said Ø she wished she hadn’t cried so much. 6�Then my mom exclaimed that she was tired of me. 140 one hundred and forty Verbes irréguliers be was/were been être Base Verbale keep become became become devenir know knew known connaître begin began begun commencer learn learnt learnt connaître bite bit bitten mordre leave left left bring brought brought devenir partir, quitter build built built construire let let let laisser burn burnt burnt brûler lose lost lost perdre buy bought bought acheter make made made faire catch caught caught attraper meet met met rencontrer choose chose chosen choisir pay paid paid payer come came come venir put put put mettre cost cost cost coûter read /i:/ read /e/ read /e/ lire cut cut cut couper run run run courir do did done faire say said said dire draw drew drawn dessiner see saw seen voir dream dreamt dreamt rêver sell sold sold vendre drink drank drunk boire send sent sent envoyer drive drove driven conduire show showed shown montrer eat ate eaten manger sing sang sung chanter fall fell fallen tomber sit sat sat feel felt felt (res)sentir s’asseoir, être assis find found found trouver sleep slept slept dormir fly flew flown voler speak spoke spoken parler forget forgot forgotten oublier spend spent spent dépenser forgive forgave forgiven pardonner steal stole stolen voler get got got obtenir take took taken prendre give gave given donner tell told told dire à go went gone aller think though though penser grow grew grown grandir wake woke waken se réveiller have had had avoir wear wore worn porter hear heard heard écouter win won won gagner hide hid hidden cacher write wrote written écrire Base Verbale Prétérit Participe passé Traduction kept Participe passé kept garder Prétérit Traduction one hundred and forty-one 141 Phonologie Listen to all the words on www.lelivrescolaire.fr Prononcer les deux TH anglais respondent aux lettres TH : Il y a deux sons en anglais qui cor dans this) (comme dans thing) et (comme ”, essayer de placer votre ing “th son de * Pour prononcer le ant en la faisant très légèrement langue juste sous vos dents de dev dépasser et faîtes frotter le son. cez ce tongue-twister : “I thought 6�Quand vous êtes prêts, pronon gs on Thursday”. thirty-three thousand different thin rentrer un son de “this”, il faut cette fois le cer non pro r Pou * rière les dents de devant, juste à peu la langue et la faire frotter der l’entrée du palais. r pour vous entraîner : “They 6�Voici une autre phrase à répéte ther’s birthday”. were together to celebrate their mo [] Bathing suits [] Mouth [] Gun Le schwa * Le schwa est le son le plus simple à produire en anglais et c’est aussi le plus couran C’est ainsi que se prononce le mo t. t “a” dans “a book” par exemple : il suffit d’ouvrir légèrement la bouche et de produire un petit son court. Vos lèvres et votre langue ne bougent pas du tout. C’est un son très fréquen t en anglais dans les syllabes inacce ntuées : 6�about : 6�trumpeter : 6�doctor : 6�America : 6�circus : 6�chocolate : () * Au sein d’une phrase, on trouvera aussi le schwa dans les mots inaccentués : * The child wants to eat a candy 6 les mots “the” et “to” sont ici inaccentués et se pro ceront respectivement et non. [] Yoghurt [] Ear [] Horse [] Hair [] Telephone [] Cakes [] Car 142 one hundred and forty-two [] Computer [] Book [] Bird Le suffixe -IC(S) * Dans les mots se terminant en -IC ou -ICS, l’accent tonique tombe sur l’avantdernière syllabe. 6�e.g. fan’tastic, ro’mantic, demo’cratic, etc. * Attention aux exceptions, comme ’politics et ’catholic. [] Pupils [] Shark [] Television [] Queen Voyelles brèves et longues ,,,, ) ou elles peuvent être courtes ( ,, * En anglais, les voy c deux points , , , , ) longues (On les transcrit alors ave t prêter à confusion ! quer la différence à l'oral car cela peu mar bien à n ntio Atte * prononcer les mots suivants : * Entraînez-vous à 6�rich / reach 6�fill / feel 6�live / leave 6�hit / heat 6�ship / sheep 6�sit / seat [] Boy [] Mouse [] Cat [] Shopping [] Drive [] Yes [] Run [] Dog [] Tourists one hundred and forty-three 143 Livret de lecture Louis Armstrong (1901-1971) In His Own Words – We migrated from New Orleans to Chicago, when times were real good. There were plenty of work, lots of Dough flying around, all kinds of beautiful women at your service. A musician in Chicago in the early twenties [was] treated and respected just like some kind of a God. – We hit at Nine O’clock that night at the Lincoln Gardens. […] We cracked down on the first note and that band sounded so good to me after the first note that I fell right in like old times. Papa Joe really did blow that horn. The first number went down so well we had to take an encore. […] I particularly enjoyed Lil that night […] for a woman I thought she was really wonderful. Louis Armstrong, In His Own Words, Oxford University Press, 2001. Mandela’s voice On February 11, 1990, Nelson Mandela made a speech to the South African nation upon his release after 27 years in prison. “ Friends, Comrades and Fellow South Africans. I greet you all in the name of peace, democracy and freedom for all. […] Nelson Mandela (Born in 1918) * dough (informal) 6 de l’argent * hit (informal) 6 arriver quelque part * a horn 6 une trompette (ou un cornet) * an encore 6 un bis * youth 6 la jeunesse * a struggle 6 une lutte * the strength 6 la force * shattered 6 brisé, anéanti * embroiled 6 mêlé, impliqué * strife 6 querelles, luttes 144 one hundred and forty-four On this day of my release, I extend my sincere and warmest gratitude to the millions of my compatriots and those in every corner of the globe who have campaigned tirelessly for my release. […] I pay tribute to the endless heroism of youth. You, the young lions, have energised our entire struggle. I pay tribute to the mothers and wives and sisters of our nation. You are the rock-hard foundation of our struggle. Apartheid has inflicted more pain on you than on anyone else. On this occasion, we thank the world community for their great contribution to the anti-apartheid struggle. […] My salutations would be incomplete without expressing my deep appreciation for the strength given to me during my long and lonely years in prison by my beloved wife and family. […] Today the majority of South Africans, black and white, recognise that apartheid has no future. It has to be ended by our own decisive mass action in order to build peace and security. […] The destruction caused by apartheid on our sub-continent is incalculable. The fabric of family life of millions of my people has been shattered. Millions are homeless and unemployed. Our economy lies in ruins and our people are embroiled in political strife. […] Livret de lecture Our march to freedom is irreversible. We must not allow fear to stand in our way. Universal suffrage on a common voters’ roll in a united democratic and non-racial South Africa is the only way to peace and racial harmony. ” Nelson Mandela, 1990. Alice in Wonderland 1. [W]hen the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge. […] 2. “ I wish I hadn’t cried so much!” said Alice, as she swam about, trying to find her way out. “I shall be punished for it now, I suppose, by being drowned in my own tears!” […] It was high time to go, for the pool was getting quite crowded with the birds and animals that had fallen into it : there were a Duck and a Dodo, a Lory and an Eaglet, and several other curious creatures. Alice led the way, and the whole party swam to the shore. […] 3. She stretched herself up on tiptoe, and peeped over the edge of the mushroom, and her eyes immediately met those of a large caterpillar, that was sitting on the top with its arms folded, quietly smoking a long hookah, and taking not the smallest notice of her or of anything else. […] 4. There was a table set out under a tree in front of the house, and the March Hare and the Hatter were having tea at it, […] The table was a large one, but the three were all crowded together at one corner of it “No room! No room!” they cried out when they saw Alice coming. “There’s plenty of room!” said Alice indignantly, and she sat down in a large arm-chair at one end of the table. Lewis Caroll (1832-1898) * * * * * * * * * * * * * * for 6 car a field 6 un champ a hedge: une haie be drowned 6 être noyé the shore 6 le rivage on tiptoe 6 sur la pointe des pieds peep 6 jeter un coup d’œil the edge 6 le bord a caterpillar 6 une chenille a hookah 6 un narguillé a hare 6 un lièvre sew 6 coudre prick one’s finger 6 se piquer le doigt needle 6 aiguille Lewis Carroll, Alice in Wonderland (extracts), 1865. Snow White and the Seven Dwarfs ONCE upon a time in the middle of winter, […] a queen sat at a window sewing. […] [S]he pricked her finger with the needle, and three drops of blood fell upon the snow. And the red looked pretty upon the white snow, and she thought to herself, Jacob Grimm (1785-1863) Wilhelm Grimm (1786-1859) one hundred and forty-five 145 Livret de lecture “Would that I had a child as white as snow, as red as blood, and as black as the wood of the window-frame.” Soon after that she had a little daughter, who was as white as snow, and as red as blood, and her hair was as black as ebony; and she was therefore called Little Snow White. And when the child was born, the Queen died. After a year had passed the King took to himself another wife. She was a beautiful woman, but proud and haughty, and she could not bear that any one else should surpass her in beauty. She had a wonderful looking-glass, and when she stood in front of it and looked at herself in it, and said – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” the looking-glass answered – “Thou, O Queen, art the fairest of all!” Then she was satisfied, for she knew that the looking-glass spoke the truth. But Snow White […] grew more and more beautiful; and when she was seven years old she was as beautiful as the day, and more beautiful than the Queen herself. And once when the Queen asked her looking-glass – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” it answered – “Thou art fairer than all who are here, Lady Queen.” But more beautiful still is Snow White, as I ween.” * proud 6 fière * haughty 6 hautaine, arrogante * a looking-glass 6 un miroir * fair 6 belle * thou 6 you * heave 6 se soulever * breast 6 poitrine * pride 6 fierté * a weed 6 une mauvaise herbe * a token 6 un témoignage * weep 6 pleurer * a boar 6 un sanglier * stab 6 poignarder 146 one hundred and forty-six […] From that hour, whenever she looked at Snow White, her heart heaved in her breast, she hated the girl so much. And envy and pride grew higher and higher in her heart like a weed, so that she had no peace day or night. She called a huntsman, and said, “Take the child away into the forest; I will no longer have her in my sight. Kill her, and bring me back her heart as a token.” The huntsman obeyed, and took her away; but when he had drawn his knife, and was about to pierce Snow White’s innocent heart, she began to weep, and said, “Ah, dear huntsman, leave me my life! I will run away into the wild forest, and never come home again.” And as she was so beautiful the huntsman had pity on her and said, “Run away, then, you poor child.” […] And as a young boar just then came running by he stabbed it, and cut out its heart and took it to the Queen as proof that the child was dead. The cook had to salt this, and the wicked Queen ate it, and thought she had eaten the heart of Snow White. […] [The poor girl] ran as long as her feet would go until it was almost evening; then she saw a little cottage and went into it to rest herself. Everything in the cottage Livret de lecture was small, but neater and cleaner than can be told. […] Against the wall stood seven little beds side by side. […] [A]s she was so tired, she laid herself down on one of the little beds, […] said a prayer and went to sleep. When it was quite dark the owners of the cottage came back; they were seven dwarfs who dug and delved in the mountains for ore. They lit their seven candles, and as it was now light within the cottage they saw that some one had been there, for everything was not in the same order in which they had left it. […] [T]he seventh [dwarf ] when he looked at his bed saw little Snow White, who was lying asleep therein. And he called the others, who came running up, and they cried out with astonishment, and brought their seven little candles and let the light fall on little Snow White. “Oh, heavens! oh, heavens!” cried they, “what a lovely child!” and they were so glad that they did not wake her up, but let her sleep on in the bed. […] * dig (dug, dug) and delve 6 creuser * ore 6 minerai * therein 6 à l’intérieur * astonishment 6 stupéfaction * spare 6 épargner * dwelling 6 résidence * a hill 6 une colline * astounded 6 stupéfaite * betray 6 trahir * pedlar 6 marchand ambulant When it was morning little Snow White awoke, and was frightened when she saw the seven dwarfs. But they were friendly and asked her what her name was. “My name is Snow White,” she answered. “How have you come to our house?” said the dwarfs. Then she told them that her step-mother had wished to have her killed, but that the huntsman had spared her life, and that she had run for the whole day, until at last she had found their dwelling. The dwarfs said, “If you will take care of our house, cook, make the beds, wash, sew, and knit, and if you will keep everything neat and clean, you can stay with us.” […] [T]he Queen, believing that she had eaten Snow White’s heart […] went to her looking-glass and said – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” and the glass answered – “Oh, Queen, thou art fairest of all I see, But over the hills, where the seven dwar[ves] dwell, Snow White is still alive and well, And none is so fair as she.” Then she was astounded, for she knew that the looking-glass never spoke falsely, […] so she thought and thought again how she might kill her […] [a]nd when she had at last thought of something to do, she painted her face, and dressed herself like an old pedlar-woman, and no one could have known her. In this disguise she went over the seven mountains to the seven dwarfs, and knocked at the door and cried, “Pretty things to sell, very cheap, very cheap!” Little Snow White looked one hundred and forty-seven 147 Livret de lecture out of the window and called out, “Good-day, my good woman, what have you to sell?” “Good things, pretty things,” she answered; “stay-laces of all colours,” and she pulled out one which was woven of bright-coloured silk. “I may let the worthy old woman in,” thought Snow White, and she unbolted the door and bought the pretty laces. […] Snow White had no suspicion, but stood before her, and let herself be laced with the new laces. But the old woman laced so quickly and laced so tightly that Snow White lost her breath and fell down as if dead. “Now I am the most beautiful,” said the Queen to herself, and ran away. Not long afterwards, in the evening, the seven dwarfs came home, but how shocked they were when they saw their dear little Snow White lying on the ground […]. They lifted her up, and, as they saw that she was laced too tightly, they cut the laces; then she began to breathe a little, and after a while came to life again. When the dwar[ves] heard what had happened they said, “The old pedlarwoman was no one else than the wicked Queen; take care and let no one come in when we are not with you.” But the wicked woman when she had reached home went in front of the glass and asked – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” and it answered as before – “Oh, Queen, thou art fairest of all I see, But over the hills, where the seven dwar[ves] dwell, Snow White is still alive and well, And none is so fair as she.” * a lace 6 un lacet, un ruban * silk 6 soie * worthy 6 digne, brave * unbolt 6 dévérouiller * tightly 6 serré * witchcraft 6 sorcellerie * a comb 6 un peigne * beguiled 6 envoûtée * make a bargain 6 conclure un marché * senseless 6 sans connaissance * a paragon (of) 6 un modèle (de) 148 […] [B]y the help of witchcraft, which she understood, she made a poisonous comb. Then she disguised herself and took the shape of another old woman. So she went over the seven mountains to the seven dwarfs, knocked at the door, and cried, “Good things to sell, cheap, cheap!” Little Snow White looked out and said, “Go away; I cannot let any one come in.” “I suppose you can look,” said the old woman, and pulled the poisonous comb out and held it up. It pleased the girl so well that she let herself be beguiled, and opened the door. When they had made a bargain the old woman said, “Now I will comb you properly for once.” Poor little Snow White had no suspicion, and let the old woman do as she pleased, but hardly had she put the comb in her hair than the poison in it took effect, and the girl fell down senseless. “You paragon of beauty,” said the wicked woman, “you are done for now,” and she went away. But fortunately it was almost evening, when the seven dwarfs came home. When they saw Snow White lying as if dead upon the ground they at once suspected the step-mother, and they looked and found the poisoned one hundred and forty-eight Livret de lecture comb. Scarcely had they taken it out when Snow White came to herself, and told them what had happened. Then they warned her once more to be upon her guard and to open the door to no one. The Queen, at home, went in front of the glass and said – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” then it answered as before – * long for 6 avoir très envie de * dare 6 oser * get rid of 6 se débarrasser de * cunningly 6 astucieusement * rest 6 repos “Oh, Queen, thou art fairest of all I see, But over the hills, where the seven dwarfs dwell, Snow White is still alive and well, And none is so fair as she.” […] “Snow White shall die,” she cried, “even if it costs me my life!” Thereupon she went into a quite secret, lonely room, where no one ever came, and there she made a very poisonous apple. Outside it looked pretty, white with a red cheek, so that every one who saw it longed for it; but whoever ate a piece of it must surely die. When the apple was ready she painted her face, and dressed herself up as a country-woman, and so she went over the seven mountains to the seven dwarfs. She knocked at the door. Snow White put her head out of the window and said, “I cannot let any one in; the seven dwarfs have forbidden me.” “It is all the same to me,” answered the woman, “I shall soon get rid of my apples. There, I will give you one.” “No,” said Snow White, “I dare not take anything.” “Are you afraid of poison?” said the old woman; “look, I will cut the apple in two pieces; you eat the red cheek, and I will eat the white.” The apple was so cunningly made that only the red cheek was poisoned. Snow White longed for the fine apple, and when she saw that the woman ate part of it she could resist no longer, and stretched out her hand and took the poisonous half. But hardly had she a bit of it in her mouth than she fell down dead. […] Then when [the Queen] asked of the Looking-glass at home – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” it answered at last – “Oh, Queen, in this land thou art fairest of all.” Then her envious heart had rest, so far as an envious heart can have rest. The dwarfs, when they came home in the evening, found Snow White lying upon the ground; she breathed no longer and was dead. […] They laid her upon a bier, and all seven of them sat round it and wept for her, and wept three days long. one hundred and forty-nine 149 Livret de lecture […] They said, “We could not bury her in the dark ground,” and they had a transparent coffin of glass made, so that she could be seen from all sides, and they laid her in it, and wrote her name upon it in golden letters, and that she was a king’s daughter. Then they put the coffin out upon the mountain, and one of them always stayed by it and watched it. […] It happened, however, that a king’s son came into the forest, and went to the dwarfs’ house to spend the night. He saw the coffin on the mountain, and the beautiful Snow White within it, and read what was written upon it in golden letters. Then he said to the dwarfs, “Let me have the coffin, I will give you whatever you want for it. […] I cannot live without seeing Snow White. I will honour and prize her as my dearest possession.” As he spoke in this way the good dwarfs took pity upon him, and gave him the coffin. And now the King’s son had it carried away by his servants on their shoulders. And it happened that they stumbled […], and with the shock the poisonous piece of apple which Snow White had bitten off came out of her throat. And before long she opened her eyes, lifted up the lid of the coffin, sat up, and was once more alive. “Oh, heavens, where am I?” she cried. The King’s son, full of joy, said, “You are with me,” and told her what had happened, and said, “I love you more than everything in the world; come with me to my father’s palace, you shall be my wife.” And Snow White was willing, and went with him, and their wedding was held with great show and splendour. But Snow White’s wicked step-mother was also bidden to the feast. When she had arrayed herself in beautiful clothes she went before the Looking-glass, and said – “Looking-glass, Looking-glass, on the wall, Who in this land is the fairest of all?” * a coffin 6 un cercueil * stumble 6 trébucher * throat 6 gorge * a lid 6 un couvercle * be willing 6 être d’accord * array 6 revêtir, s’habiller * utter 6 prononcer * a curse 6 une malédiction, un juron * wretched 6 malheureuse * stir 6 bouger * iron slippers 6 chaussures en fer * tongs 6 pinces 150 one hundred and fifty the glass answered – “Oh, Queen, of all here the fairest art thou, But the young Queen is fairer by far as I trow.” Then the wicked woman uttered a curse, and was so wretched, so utterly wretched, that she knew not what to do. At first she would not go to the wedding at all, but she had no peace, and must go to see the young Queen. And when she went in she knew Snow White; and she stood still with rage and fear, and could not stir. But iron slippers had already been put upon the fire, and they were brought in with tongs, and set before her. Then she was forced to put on the red-hot shoes, and dance until she dropped down dead. The Grimm Brothers, Snow White and the Seven Dwarfs (extracts), translated by Margaret Hunt, 1812, adapted by Sarah Legros. Livret de lecture “Snow White and the Seven Dwarfs” in Revolting Rhymes When little Snow White’s mother died, The king, her father, up and cried, ‘Oh, what a nuisance! What a life! ‘Now I must find another wife!’ (It’s never easy for a king To find himself that sort of thing.) […] However, in the end he chose A lady called Miss Maclahose, Who brought along a curious toy That seemed to give her endless joy -This was a mirror framed in brass, A MAGIC TALKING LOOKING GLASS. Ask it something day or night, It always got the answer right. […] Now every day, week in week out, The spoiled and stupid Queen would shout, ‘Oh Mirror, Mirror on the wall, ‘Who is the fairest of them all?’ The Mirror answered every time, ‘Oh Madam, you’re the Queen sublime. […] Then suddenly, one awful day, She heard the Magic Mirror say, ‘From now on, Queen, you’re Number Two. ‘Snow White is prettier than you!’ […] She called the Huntsman to her study. She shouted at him, ‘Listen buddy! ‘You drag that filthy girl outside, ‘And see you take her for a ride!’ […] The Huntsman dragged the lovely child Deep, deep into the forest wild. Fearing the worst, poor Snow White spake. She cried, ‘Oh please give me a break!’ […] The Huntsman’s heart began to flutter. It melted like a pound of butter. He murmured, ‘Okay, beat it, kid,’ And you can bet your life she did. Later, the Huntsman made a stop Roald Dahl (1916-1990) * What a nuisance! 6 Comme c’est énervant ! * spoiled 6 gâtée * shout 6 crier * a study 6 un bureau * buddy 6 mon pote * drag 6 traîner * spake (archaic) 6 spoke * flutter 6 palpiter * melt 6 fondre one hundred and fifty-one 151 Livret de lecture * a bullock 6 un bœuf * rotten 6 fichue * hitch a ride 6 se faire emmener en voiture * a (parlour-)maid 6 femme de chambre * three foot ten (3,10 ft) 6 environ 1 mètre * squander 6 gaspiller * back 6 parier sur * grab 6 saisir, s’emparer de * Have a go! 6 Essaye! * whisper 6 murmurer * daft 6 idiots, “foufous” * dough 6 de l’argent 152 one hundred and fifty-two Within the local butcher’s shop, And there he bought, for safety’s sake, A bullock’s heart and one nice steak. ‘Oh Majesty! Oh Queen!’ he cried, ‘That rotten little girl has died! ‘And just to prove I didn’t cheat, ‘I’ve brought along these bits of meat.’ ‘The Queen cried out, ‘Bravissimo! ‘I trust you killed her nice and slow.’ Then (this is the disgusting part) The Queen sat down and ate the heart! […] While all of this was going on, Oh where, oh where had Snow White gone? She’d found it easy, being pretty, To hitch a ride in to the city, And there she’d got a job, unpaid, As general cook and parlour-maid With seven funny little men, Each one not more than three foot ten, Ex horse-race jockeys, all of them. These Seven Dwarfs, though awfully nice, Were guilty of one shocking vice -They squandered all of their resources At the race-track backing horses. […] One evening, Snow White said, “Look here, I think I’ve got a great idea. Just leave it all to me, okay? And no more gambling till I say.” […] And then, when it was very late She slipped in through the Palace gate. […] [She crept] On tip-toe through the mighty hall And grabbed the mirror off the wall. As soon as she had got it home, She told the Senior Dwarf (or Gnome) To ask it what he wished to know. ‘Go on!’ she shouted. ‘Have a go!’ […] ‘Which horse will win tomorrow’s race, ‘The Ascot Gold Cup Steeplechase?’ The Mirror whispered sweet and low, ‘The horse’s name is Mistletoe.’ The Dwarfs went absolutely daft, They kissed young Snow White fore and aft, Then rushed away to raise some dough Livret de lecture With which to back old Mistletoe. […] They went to Ascot and of course For once they backed the winning horse. Thereafter, every single day, The Mirror made the bookies pay. Each Dwarf and Snow White got a share, And each was soon a millionaire, Which shows that gambling’s not a sin Provided that you always win. * bookies (boomakers) 6 sorte de PMU * a share 6 une part * gambling 6 le jeu, les jeux d’argent * a sin 6 un péché * provided that 6 à condition que Roald Dahl, Snow White and the Seven Dwarfs in Revolting Rhymes (extracts), 1982. © Jonathan Cape Lts & Penguin Books Ltd Some Words with a Mummy The conversation soon grew animated. Much curiosity was, of course, expressed in regard to the somewhat remarkable fact of Allamistakeo’s still remaining alive. “I should have thought,” observed Mr. Buckingham, “that it is high time you were dead.” “Why,” replied the Count, very much astonished, “I am little more than seven hundred years old! My father lived a thousand, and was by no means in his dotage when he died.” Edgar Allan Poe (1809-1849) […] “But what we are especially at a loss to understand,” said Doctor Ponnonner, “is how it happens that, having been dead and buried in Egypt five thousand years ago, you are here to-day all alive and looking so delightfully well.” “Had I been, as you say, dead,” replied the Count, “it is more than probable that dead, I should still be.” […] Edgar Allan Poe, Some Words with a Mummy (extracts), 1845. * grow 6 devenir * astonished 6 surpris * by no means 6 en aucune façon * be in one’s dotage 6 être gâteux * at a loss to 6 incapable to * buried 6 enterré * Had I been dead 6 si j’étais mort * still 6 encore one hundred and fifty-three 153 Lexique Légende (adj.) adjectif (adv.) adverbe (conj.) conjonction (expr.) expression verbe irrégulier (interj.) interjection (n.) nom (prép.) préposition (v.) verbe Anglais > Français * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 154 a gap year (n.) année sabbatique above (prép.) au-dessus de above (adj.) ci-dessus address (n.) adresse addressee (n.) destinataire adventure (n.) aventure advertise for (v.) faire de la publicité pour advice (n.) conseil agree (v.) être d’accord alibi (n.) alibi almond (n.) amande alone (adj.) seul amazing (adj.) extraordinaire annoying (adj.) agaçant answer (v.) répondre answering machine (n.) répondeur anyway (adv.) en tout cas, bref apartheid (n.) apartheid apparently (adv.) apparemment appointment (n.) rendez-vous apron (n.) tablier army (n.) armée ask for directions (v.) demander son chemin assembly line (n.) chaîne de montage astonishment (n.) stupéfaction attend (v.) assister à audacious (adj.) audacieux avoid (v.) éviter awful (adj.) horrible background (n.) arrière-plan be fond of (v.) aimer beaucoup be hungry (v.) avoir faim be worth something (v.) valoir quelque chose bean (n.) haricot bear (v.) supporter beg (v.) mendier behaviour (n.) comportement one hundred and fifty-four * belong (v.) faire partie de * bet (v.) parier * block (n.) bloc d’immeubles, pâté de maison * bloody (informal) (adj.) fichu * blow (n.) coup * bolt (n.) boulon * bootlegging (n.) vente d’alcool de contrebande * booze (informal) (n.) alcool * boring (adj.) ennuyeux * borough (n.) arrondissement de New York * both (pron.) (tous/toutes) les deux * bottom (n.) bas * brainstorming (n.) remue-méninges * break into (v.) entrer par effraction dans * breakfast (n.) petit-déjeuner * breathtaking (adj.) impressionnant * bridge (n.) pont * British (adj.) britannique * broken (adj.) cassé * brother-in-law (n.) beau-frère * browse (v.) naviguer (informatique) * buffalo (n.) buffle * bully (v.) malmener * bungee-jumping (n.) saut à l’élastique * bury (v.) enterrer * busy (adj.) occupé * butler (n.) majordome * cab (n.) taxi * cableway (n.) téléphérique * cancel (v.) annuler * caption (n.) légende * care (about) (v.) se soucier de, s’intéresser à * carefully (adv.) attentivement, prudemment * carry out (v.) effectuer, mener * catch up (v.) rattraper * celebrate (v.) fêter, célébrer * cell (n.) cellule * century (n.) siècle * charity (n.) association caritative * chart (n.) graphique * cheap (adj.) peu cher * check (n.) addition * cheesy (informal) (adj.) nul, ringard * cheetah (n.) guépard * chestnut (n.) châtaigne, marron * childhood (n.) enfance * chimney sweep (n.) ramoneur * classmate (n.) camarade de classe * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * classroom (n.) salle de classe clothes (n.) vêtements clue (n.) indice cod (n.) cabillaud coke (n.) coca colleague (n.) collègue colony (n.) colonie colourful (adj.) coloré come across (v.) croiser comment (n.) commentaire computer (n.) ordinateur concert hall (n.) salle de concert conversation (n.) conversation conveyor belt (n.) tapis roulant copper (n.) chaudière (contenant) corpse (n.) cadavre countryside (n.) campagne course (n.) plat (au restaurant) crazy (adj.) fou crispy (adj.) croustillant crowd (n.) foule crown (n.) couronne culprit (n.) coupable current (adj.) actuel customer (n.) client cute (adj.) mignon daily (adj.) quotidien dance hall (n.) dancing date (n.) rendez-vous (galant) daughter (n.) fille dazzling (adj.) éblouissant deaf (adj.) sourd deal (with) (v.) aborder, traiter (de) delicious (adj.) délicieux desperate (adj.) désespéré dire (adj.) terrible, horrible disagree (v.) ne pas être d’accord disease (n.) maladie dress (n.) robe duchess (n.) duchesse duke (n.) duc dull (adj.) terne Dutch (adj.) hollandais eager (adj.) impatient, enthousiaste eccentric (adj.) excentrique empire (n.) empire engagement (n.) obligation enjoy (v.) aimer, apprécier entertainment (n.) divertissement escort (v.) escorter evil (adj.) méchant, malfaisant excited (adj.) excité, emballé exhibit (v.) exposer exhibition (n.) exposition * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * expensive (adj.) cher exquisite (adj.) exquis factory (n.) usine fade away (v.) s’effacer fairy tale (n.) conte de fée family tree (n.) arbre généalogique famous (adj.) célèbre fancy (adj.) raffiné, chic fashion (n.) mode father-in-law (n.) beau-père feed (v.) nourrir feeling (n.) sentiment film (U.K.) (n.) film find out (v.) découvrir fingerprints (n.) empreintes digitales fish (n.) poisson flat (adj.) plat fly (n.) mouche focus (on) (v.) se concentrer (sur) footprints (n.) empreintes de pied forbid (v.) interdire forbidden (adj.) interdit foreground (n.) premier-plan friendly (adj.) sympathique gamble (v.) parier, jouer gather (v.) rassembler gaze (v.) regarder fixement gear (n.) engrenage get married (v.) se marier gig (informal) (n.) concert glove (n.) gant go out (v.) sortir goat cheese (n.) fromage de chèvre good (n.) bien gorgeous (adj.) magnifique graduate (v.) terminer ses études, obtenir son diplôme grandad (n.) papy grandfather (n.) grand-père grandmother (n.) grand-mère granny (n.) mamie grid (n.) tableau ground (n.) sol, terre gruel (n.) gruau, bouillie grumpy (adj.) grincheux guess (v.) deviner, imaginer guilty (adj.) coupable gun (n.) pistolet gym (n.) salle de sport habit (n.) habitude hairdresser (n.) coiffeur handsome (adj.) beau have a drink (v.) prendre un verre have guts (expr.) avoir du cran hazelnut (n.) noisette heir (n.) héritier high commissioner (n.) haut- * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * commissaire historical (adj.) historique horse race (n.) course de chevaux hospital (n.) hôpital host (n.) animateur/animatrice hotel (n.) hôtel hug (v.) étreindre humble (adj.) humble hurt (v.) faire mal husband (n.) mari illegally (adv.) illégalement imprison (v.) emprisonner incredible (adj.) incroyable indeed (adv.) en effet informer (n.) informateur inhabit (v.) habiter, vivre dans inhabitant (n.) habitant ink (n.) encre interest (n.) intérêt interview (n.) interview, entretien intruder (n.) intrus invent (v.) inventer investigator (n.) enquêteur issue (n.) question, problème item (n.) article, élément itinerary (n.) itinéraire jail (n.) prison job (n.) travail jubilee (n.) jubilé keen (on) (adj.) passionné, enthousiaste kingdom (n.) royaume labour (U.K.) (n.) travail labor (U.S.) (n.) travail ladle (n.) louche lady-in-waiting (n.) dame de compagnie landlady (n.) logeuse landmark (n.) événement majeur landscape (n.) paysage language (n.) langue launch (v.) lancer (un produit, une campagne) law (n.) loi lawyer (n.) avocat leaflet (n.) flyer, prospectus leave (v.) quitter lie (v.) mentir light bulb (n.) ampoule (électrique) liquor (n.) alcool lost (adj.) perdu loud (adj.) fort (volume sonore) lovely (adj.) charmant, ravissant lucky (adj.) chanceux lunch (n.) déjeuner magnifying glass (n.) loupe main (adj.) principal map (n.) carte * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * mark (n.) note mashed potatoes (n.) purée match (v.) correspondre mean (v.) signifier mean (adj.) méchant, désagréable meat (n.) viande meet (v.) rencontrer meeting (n.) réunion menu (n.) menu mess (n.) désordre mill (n.) usine/moulin mistake (n.) erreur mister Smarty Pants (expr) Monsieur je-sais-tout mob (n.) gang mobster (n.) gangster modest (adj.) modeste monarch (n.) monarque monarchy (n.) monarchie mother-in-law (n.) belle-mère mouse (computer) (n.) souris (d’ordinateur) movie (U.S.) (n.) film mug shot (n.) portrait (photo d’identité judiciaire) must-see (n.) incontournable neighbour (n.) voisin nervous (adj.) anxieux New Year’s Eve (n.) réveillon du Nouvel An newspaper (n.) journal nickname (n.) surnom nightclub (n.) boîte (de nuit) noise (n.) bruit noisy (adj.) bruyant not have the stomach for (expr.) ne pas avoir envie de novel (n.) roman odd (adj.) étrange order (v.) commander (au restaurant) outstanding (adj.) remarquable overcrowding (n.) surpopulation own (adj.) propre palm tree (n.) palmier parsimonious (adj.) économe party (n.) fête pastry (n.) pâte (pâtisserie) peanut (n.) cacahouète penguin (n.) pingouin performance (n.) représentation perhaps (adv.) peut-être (que) personal planner (n.) agenda phone (n.) téléphone phonecall (n.) coup de téléphone photo(graph) (n.) photo(graphie) pick (v.) choisir pilot (n.) pilote pistacchio (n.) pistache one hundred and fifty-five 155 * place (n.) endroit, lieu * plain (adj.) simple * plug in (v.) brancher * policeman/policewoman (n.) policier/policière * politician (n.) homme/femme politique * porringer (n.) écuelle * post-it note (n.) post-it * postcard (n.) carte postale * pound (n.) livre (1 livre = 0,45 kg) * power (n.) pouvoir * present (n.) cadeau * prime minister (n.) premier ministre * promote (v.) promouvoir * pros and cons (expr.) les pours et les contres * psychic (n.) médium * pupil (n.) élève * puppy (n.) chiot * purpose (n.) but * pyjamas (n.) pyjama * radio programme (n.) émission de radio * ragged (adj.) en haillons * railway (n.) chemin de fer * rebellious (adj.) rebelle * record (n.) disque * record (v.) enregistrer * reduce (v.) réduire * refined (adj.) raffiné, élégant * rehearse (v.) répéter (une scène) * reign (v.) régner * relationship (n.) relation * relative (n.) proche * release (n.) libération * reliable (adj.) fiable * report (n.) reportage, rapport * residence (n.) résidence * review (n.) critique * royal (adj.) royal * rude (adj.) malpoli * rule (v.) gouverner, dominer * sale (n.) vente * salmon (n.) saumon * sauce (n.) sauce * scar (n.) cicatrice * schedule (n.) emploi du temps * screw, tighten (bolts) (v.) serrer (des boulons) * sender (n.) expéditeur * sense of direction (expr.) sens de l’orientation * service (n.) service * setting (n.) cadre, décor * sew (v.) coudre * shamrock (n.) trèfle * shark (n.) requin 156 one hundred and fifty-six * shoot (at somebody) (v.) tirer (sur quelqu’un) * short story (n.) nouvelle * show off (v.) frimer * show up (v.) arriver * shrimp (n.) crevette * single (adj.) célibataire * sister-in-law (n.) belle-soeur * skyscraper (n.) gratte-ciel * slaughter (n.) massacre * slave (n.) esclave * slender (adj.) mince * slot (time) (n.) créneau * slum (n.) taudis ou quartier pauvre * sly (adj.) sournois * sneakers (n.) baskets * snobbish (adj.) snob * solve (v.) résoudre * son (n.) fils * soon (adv.) bientôt * sophisticated (adj.) raffiné, chic * snore (v.) ronfler * spanner (n.) clé à mollette * sparkling water (n.) eau gazeuse * speakeasy (n.) bar clandestin (pendant la Prohibition) * speech (n.) discours * spill (v.) renverser * split (up) (v.) se séparer * spontaneous (adj.) spontané * spoon (n.) cuillère * starvation (n.) faim, famine * starve (v.) être affamé, mourir de faim * steam (n.) vapeur * stepmother (n.) belle-mère * stick to (v.) respecter, se tenir à * straight ahead (expr.) tout droit * stressed (adj.) accentué * stroke (v.) caresser * submachine gun (n.) mitraillette * suburb (n.) banlieue * suggest (v.) suggérer * sum up (v.) résumer * summary (n.) résumé * support (v.) soutenir * survey (n.) sondage * suspicious (adj.) suspect * sweet (adj.) sucré * symbol (n.) symbole * tag (n.) étiquette * take place (v.) avoir lieu * tap water (n.) eau du robinet * taste (n.) goût * tax evasion (n.) fraude fiscale * tear (n.) larme * terrific (adj.) épouvantable, super * testimony (n.) témoignage * text message (n.) texto * throne (n.) trône * throughout (prép.) tout au long de, partout dans * timeline (n.) frise chronologique * tiny (adj.) minuscule * tip (n.) pourboire * tooth (al : teeth) (n.) dent * top (n.) haut * topic (n.) sujet * trailer (n.) bande-annonce * travel (v.) voyager * travel journal (n.) journal de voyage * trouble (n.) problème * trumpeter (n.) trompettiste * typewriter (n.) machine à écrire * underline (v.) souligner * underworld (n.) pègre * unemployment (n.) chômage * uniform (n.) uniforme * upside down (adv.) sens dessus dessous * useless (adj.) inutile * vegetable (n.) légume * vegetarian (n., adj.) végétarien * villain (n.) méchant * waiter/waitress (n.) serveur/ serveuse * walk (the dogs) (v.) promener (les chiens) * wealthy (adj.) riche * website (n.) site internet * wedding (n.) mariage (cérémonie) * week (n.) semaine * whale (n.) baleine * whatever! (informal) (interj.) peu importe * whereas (conj.) alors que * wicked (adj.) méchant, mauvais * wife (n.) femme, épouse * wild (adj.) sauvage * wine (n.) vin * wish (n.) souhait * witness (n.) témoin * wonderful (adj.) merveilleux * work on an assembly line (expr.) travailler à la chaîne * worker (n.) ouvrier * workhouse (n.) hospice * youngster (n.) jeune (homme/fille) * you’re welcome (expr.) il n’y a pas de quoi, de rien * yummy (informal) (adj.) délicieux * zucchini (n.) courgette Français > Anglais * accentué (adj.) stressed * actuel (adj.) current * addition (n.) check * adresse (n.) address * agaçant (adj.) annoying * agenda (n.) personal planner * aimer beaucoup (v.) be fond of * aimer, apprécier (v.) enjoy * alcool (n.) liquor, booze (familier) * alibi (n.) alibi * aller tout droit (expr.) go straight ahead * alors que (conj.) whereas * amande (n.) almond * ampoule (électrique) (n.) light bulb * animateur/animatrice (n.) host * année sabbatique (n.) a gap year * annuler (v.) cancel * anxieux (adj.) nervous * apartheid (n.) apartheid * apparemment (adv.) apparently * arbre généalogique (n.) family tree * armée (n.) army * arrière-plan (n.) background * arriver (v.) show up * arrondissement (de New York) (n.) borough * article, élément (n.) item * assister à (v.) attend * association caritative (n.) charity * attentivement,prudemment (adv.) carefully * au-dessus de (prép.) above * audacieux (adj.) audacious * aventure (n.) adventure * avocat (n.) lawyer * avoir du cran (expr.) have guts * avoir faim (v.) be hungry * avoir lieu (v.) take place * baleine (n.) whale * bande-annonce (n.) trailer * banlieue (n.) suburb * bar clandestin (pendant la Prohibition) (n.) speakeasy * bas (n.) bottom * baskets (n.) sneakers * beau (adj.) handsome * beau-frère (n.) brother-in-law * beau-père (n.) father-in-law * belle-mère (n.) mother-in-law, stepmother * belle-soeur (n.) sister-in-law * bien (n.) good * bientôt (adv.) soon * boîte (de nuit) (n.) nightclub * boulon (n.) bolt * brancher (v.) plug in * bref (adv.) anyway * britannique (adj.) British * bruit (n.) noise * bruyant (adj.) noisy * buffle (n.) buffalo * but (n.) purpose * cabillaud (n.) cod * cacahouète (n.) peanut * cadavre (n.) corpse * cadeau (n.) present * cadre, décor (n.) setting * camarade de classe (n.) classmate * campagne (n.) countryside * caresser (v.) stroke * carte (n.) map * carte postale (n.) postcard * cassé (adj.) broken * célèbre (adj.) famous * célibataire (adj.) single * cellule (n.) cell * chaîne de montage (n.) assembly line * chanceux (adj.) lucky * charmant, ravissant (adj.) lovely * châtaigne, marron (n.) chestnut * chaudière (contenant) (n.) copper * chemin de fer (n.) railway * cher (adj.) expensive * chiot (n.) puppy * choisir (v.) pick * chômage (n.) unemployment * ci-dessus (adj.) above * cicatrice (n.) scar * clé à mollette (n.) spanner * client (n.) customer * coca (n.) coke * coiffeur (n.) hairdresser * collègue (n.) colleague * colonie (n.) colony * coloré (adj.) colourful * commander (au restaurant) (v.) order * commentaire (n.) comment * comportement (n.) behaviour * concert (n.) gig (familier) * conseil (n.) advice * conte de fée (n.) fairy tale * conversation (n.) conversation * correspondre (v.) match * coudre (v.) sew * coup (n.) blow * coup de téléphone (n.) phonecall * coupable (adj.) guilty, culprit * courgette (n.) zucchini * couronne (n.) crown * course de chevaux (n.) horse race * créneau (horaire) (n.) slot * crevette (n.) shrimp * critique (n.) review * croiser (v.) come across * croustillant (adj.) crispy * cuillère (n.) spoon * dame de compagnie (n.) lady-inwaiting * dancing (n.) dance hall * découvrir (v.) find out * déjeuner (n.) lunch * délicieux (adj.) delicious, yummy (familier) * demander son chemin (v.) ask for directions * dent (n.) tooth (pluriel : teeth) * désespéré (adj.) desperate * désordre (n.) mess * destinataire (n.) addressee * deviner, imaginer (v.) guess * discours (n.) speech * disque (n.) record * divertissement (n.) entertainment * duc (n.) duke * duchesse (n.) duchess * eau du robinet (n.) tap water * eau gazeuse (n.) sparkling water * éblouissant (adj.) dazzling * économe (adj.) parsimonious * écuelle (n.) porringer * effectuer, mener (v.) carry out * élève (n.) pupil * émission de radio (n.) radio programme * empire (n.) empire * emploi du temps (n.) schedule * empreintes de pied (n.) footprints * empreintes digitales (n.) fingerprints * emprisonner (v.) imprison * en effet (adv.) indeed * en haillons (expr.) ragged * encre (n.) ink * endroit, lieu (n.) place * enfance (n.) childhood * engrenage (n.) gear * ennuyeux (adj.) boring * enquêteur (n.) investigator * enregistrer (v.) record * enterrer (v.) bury * enthousiaste (adj.) enthusiaste, eager * en tout cas (loc. adv.) anyway, in any case * épouvantable (adj.) dreadful, terrific * erreur (n.) mistake * esclave (n.) slave one hundred and fifty-seven 157 * escorter (v.) escort * étiquette (n.) tag * étrange (adj.) odd * être affamé (v.) starve * être d’accord (v.) agree * étreindre (v.) hug * événement majeur (n.) landmark * éviter (v.) avoid * excentrique (adj.) eccentric * excité, emballé (adj.) excited * expéditeur (n.) sender * exposer (v.) exhibit * exposition (n.) exhibition * exquis (adj.) exquisite * extraordinaire (adj.) amazing * faim, famine (n.) starvation * faire de la publicité pour (v.) advertise for * faire mal (v.) hurt * faire partie de (v.) belong * femme (n.) wife * fête (n.) party * fêter, célébrer (v.) celebrate * fiable (adj.) reliable * fichu (adj.) bloody (familier) * fille (n.) daughter * film (n.) film (U.K.), movie (U.S.) * fils (n.) son * fort (volume sonore) (adj.) loud * fou (adj.) crazy * foule (n.) crowd * fraude fiscale (n.) tax evasion * frimer (v.) show off * frise chronologique (n.) timeline * fromage de chèvre (n.) goat cheese * gang (n.) mob * gangster (n.) mobster * gant (n.) glove * goût (n.) taste * gouverner, dominer (v.) rule * grand-mère (n.) grandmother * grand-père (n.) grandfather * graphique (n.) chart * gratte-ciel (n.) skyscraper * grincheux (adj.) grumpy * gruau, bouillie (n.) gruel * guépard (n.) cheetah * habitant (n.) inhabitant * habiter, vivre dans (v.) inhabit * habitude (n.) habit * haricot (n.) bean * haut (n.) top * haut-commissaire (n.) high commissioner * héritier (n.) heir * historique (adj.) historical * hollandais (adj.) Dutch 158 one hundred and fifty-eight * homme/femme politique (n.) politician * hôpital (n.) hospital * horrible (adj.) awful * hospice (n.) workhouse * hôtel (n.) hotel * humble (adj.) humble * illégalement (adv.) illegally * il n’y a pas de quoi (expr.) you’re welcome * impatient (adj.) impatient, eager * impressionnant (adj.) breathtaking * incontournable (n.) must-see * incroyable (adj.) incredible * indice (n.) clue * informateur (n.) informer * interdire (v.) forbid * interdit (adj.) forbidden * intérêt (n.) interest * interview, entretien (n.) interview * intrus (n.) intruder * inutile (adj.) useless * inventer (v.) invent * itinéraire (n.) itinerary * jeune (homme/fille) (n.) youngster * journal (n.) newspaper * journal de voyage (n.) travel journal * jubilé (n.) jubilee * lancer (un produit, une campagne) (v.) launch * langue (n.) language * larme (n.) tear * légende (n.) caption * légume (n.) vegetable * les pours et les contres (expr.) pros and cons * libération (n.) release * livre (n.) pound (1 livre = 0,45 kg) * logeuse (n.) landlady * loi (n.) law * louche (n.) ladle * loupe (n.) magnifying glass * machine à écrire (n.) typewriter * magnifique (adj.) gorgeous * majordome (n.) butler * maladie (n.) disease * malfaisant (adj.) evil, wicked * malmener (v.) bully * malpoli (adj.) rude * mamie (n.) granny * mari (n.) husband * mariage (cérémonie) (n.) wedding * massacre (n.) slaughter * méchant (n.) villain * méchant, désagréable (adj.) mean, bad, wicked, evil * médium (n.) psychic * mendier (v.) beg * mentir (v.) lie * menu (n.) menu * merveilleux (adj.) wonderful * mignon (adj.) cute * mince (adj.) slender * minuscule (adj.) tiny * mitraillette (n.) submachine gun * mode (n.) fashion * modeste (adj.) modest * monarchie (n.) monarchy * monarque (n.) monarch * monsieur je-sais-tout (expr.) mister Smarty Pants * mouche (n.) fly * naviguer (informatique) (v.) browse * ne pas être d’accord (v.) disagree * noisette (n.) hazelnut * note (n.) mark * nourrir (v.) feed * nouvelle (n.) short story * nul, ringard (adj.) cheesy (familier) * obligation (n.) engagement * obtenir son diplôme (v.) graduate * occupé (adj.) busy * ordinateur (n.) computer * ouvrier (n.) worker * palmier (n.) palm tree * papy (n.) grandad * parier (v.) bet, gamble * passionné, enthousiaste (adj.) keen (on) * pâte (pâtisserie) (n.) pastry * paysage (n.) landscape * pègre (n.) underworld * perdu (adj.) lost * petit-déjeuner (n.) breakfast * peu cher (adj.) cheap * peu importe (interj.) whatever! (familier) * peut-être (que) (adv.) perhaps, maybe * photo(graphie) (n.) photo(graph) * pilote (n.) pilot * pingouin (n.) penguin * pistache (n.) pistacchio * pistolet (n.) gun * plat (adj.) flat * plat (au restaurant) (n.) course * poisson (n.) fish * policier/policière (n.) policeman/ policewoman * pont (n.) bridge * portrait (photo d’identité judiciaire) (n.) mug shot * post-it (n.) post-it note * pourboire (n.) tip * pouvoir (n.) power * premier ministre (n.) prime minister * premier-plan (n.) foreground * prendre un verre (v.) have a drink * principal (adj.) main * prison (n.) jail * problème (n.) trouble * proche (n.) relative * promener (les chiens) (v.) walk (the dogs) * promouvoir (v.) promote * propre (adj.) own * prospectus, flyer (n.) leaflet * purée (n.) mashed potatoes * pyjama (n.) pyjamas * question, problème (n.) issue * quitter (v.) leave * quotidien (adj.) daily * raffiné (adj.) fancy * raffiné, chic (adj.) sophisticated, refined * ramoneur (n.) chimney sweep * rapport (n.) report * rassembler (v.) gather * rattraper (v.) catch up * rebelle (adj.) rebellious * réduire (v.) reduce * regarder fixement (v.) gaze * régner (v.) reign * relation (n.) relationship * remarquable (adj.) outstanding * remue-méninges (n.) brainstorming * rencontrer (v.) meet * rendez-vous (n.) appointment * rendez-vous (galant) (n.) date * renverser (v.) spill * répéter (une scène) (v.) rehearse * répondeur (n.) answering machine * répondre (v.) answer * reportage (n.) report * réprésentation (n.) performance * requin (n.) shark * résidence (n.) residence * résoudre (v.) solve * respecter, se tenir à (v.) stick to * résumé (n.) summary * résumer (v.) sum up * réunion (n.) meeting * réveillon du Nouvel An (n.) New Year’s Eve * riche (adj.) wealthy * robe (n.) dress * roman (n.) novel * ronfler (v.) snore * royal (adj.) royal * royaume (n.) kingdom * s’effacer (v.) fade away * salle de classe (n.) classroom * salle de concert (n.) concert hall * salle de sport (n.) gym * sans dessus dessous (expr.) upside down * sauce (n.) sauce * saumon (n.) salmon * saut à l’élastique (n.) bungee-jumping * sauvage (adj.) wild * se concentrer (sur) (v.) focus (on) * se marier (v.) get married * se séparer (v.) split (up) * se soucier de, s’intéresser à (v.) care (about) * semaine (n.) week * sens de l’orientation (expr.) sense of direction * sentiment (n.) feeling * serrer (des boulons) (v.) screw, tighten (bolts) * serveur/serveuse (n.) waiter/waitress * service (n.) service * seul (adv.) alone * siècle (n.) century * signifier (v.) mean * simple (adj.) plain * site internet (n.) website * snob (adj.) snobbish * sol, terre (n.) ground * sondage (n.) survey * sortir (v.) go out * souhait (n.) wish * souligner (v.) underline * sourd (adj.) deaf * souris (d’ordinateur) (n.) mouse (computer) * soutenir (v.) support * spontané (adj.) spontaneous * stupéfaction (n.) astonishment * sucré (adj.) sweet * suggérer (v.) suggest * sujet (n.) topic * supporter (v.) bear * super (adj.) great, terrific * surnom (n.) nickname * sournois (adj.) sly * surpopulation (n.) overcrowding * suspect (adj.) suspicious * symbole (n.) symbol * sympathique (adj.) friendly * tableau (n.) grid * tablier (n.) apron * tapis roulant (n.) conveyor belt * taudis, quartier pauvre (n.) slum * taxi (n.) cab * téléphérique (n.) cableway * téléphone (n.) phone * témoignage (n.) testimony * témoin (n.) witness * terne (adj.) dull * terrible, horrible (adj.) dire * texto (n.) text message * tirer (sur quelqu’un) (v.) shoot (at somebody) * tous/toutes les deux (pron.) both * tout au long de, partout dans (prép.) throughout * traiter (de), aborder (v.) deal (with) * travail (n.) job * travail (n.) labour (U.K.), labor (U.S.) * travailler à la chaîne (expr.) work on an assembly line * trèfle (n.) shamrock * trompettiste (n.) trumpeter * trône (n.) throne * uniforme (n.) uniform * usine (n.) factory * usine / moulin (n.) mill * valoir quelque chose (v.) be worth something * vapeur (n.) steam * végétarien (n., adj.) vegetarian * vente (n.) sale * vente d’alcool de contrebande (n.) bootlegging * vêtements (n.) clothes * viande (n.) meat * vin (n.) wine * voisin (n.) neighbour * voyager (v.) travel one hundred and fifty-nine 159 Crédits Prologue > p. 10-11 : Getty Images / WireImage - p. 13 : Wikimedia – p. 14 : 1 et 2. Getty Images / WireImage – p. 15 : 1, 2, 3 et 4. Getty Images / WireImage – p. 18 : 1. Bridgeman / Caroline Wiseman Modern and Contemporary ; 2. Photo12 / KEYSTONE Pressedienst ; 3. Wikimedia / Terry Morris ; 4. Getty Images / Lydia de Burgh - p. 22 : Getty Images / WireImage – p. 23 : 1 et 2. Getty Images / WireImage Chapitre 1 > p. 24-25 : Getty Images / Quien busca encuentra – p. 26 : 1 et 2. Scala Archives / Digital image, The Museum of Modern Art, New York - p. 27 : Wikimedia / Michael J. - p. 30 : Getty Images / Time & Life Pictures - p. 32 : 1. Getty Images / Barry Winiker ; 2. Getty Images / Archive Holdings Inc. ; 3. Getty Images / Alice Attie ; 4. . Getty Images / GEORGE KARGER / Time & Life Pictures ; 5. Getty Images / Lonely Planet - p. 33 : 1. Getty Images / Rich LaSalle ; 2. Getty Images / NY Daily News - p. 36 : 1. Getty Images / Visage ; 2. Getty Images / Yagi Studio Chapitre 2 > p. 38-39 : RMN / The National Gallery, Londres - p. 40 : 1. Getty Images / Time & Life Pictures ; 2. Getty Images / SSPL via Getty Images - p. 41 : Getty Images / Edmund Walker - p. 42 : 1. Getty Images / Thomas Benjamin Kennington ; 2. Getty Images / Joseph Nash ; 3. Getty Images / Harold Copping - p. 44 : 1, 2 et 3. Roy Export S.A.S. Scan courtesy Cineteca di Bologna - p. 45 : Wikimedia / Archives de Roy Export Company Establishment - p. 46 : 1. Getty Images ; 2. Scala Archives / Digital image, The Museum of Modern Art, New York / Scala, Florence - p. 47 : 1. Getty Images / Buyenlarge ; 2. Getty Images / Apic ; 3. Getty Images / Archive Holdings Inc. - p. 50 : Getty Images / Dave and Les Jacobs - p. 51 : Getty Images / Hill Street Studios Chapitre 3 > p. 52-53 : Getty Images / Andrew Rich - p. 55 : 1. Getty Images / Peter Dazeley - 2. Getty Images / Willie B. Thomas - p. 56 : Getty Images / Harry Hammond/V&A Images - p. 57 : Getty Images / Photo Kevin Mazur / WireImage - p. 58 : Getty Images / Ugurhan Betin - p. 59 : 1. Wikimedia / Photo Toby Ord ; 2.Getty Images / Rubberball / Mike Kemp - p. 60 : Getty Images / George Doyle - p. 64 : 1. Getty Images / Blend Images ; 2. Getty Images / JGI / Jamie Grill Chapitre 4 > p. 66-67 : Dreamstime.com / Philcold - p. 69 : Getty Images / Yagi Studio - p. 71 : Getty Images / NY Daily News - p. 74 : 1. Hartswood Films ; 2. Getty Images / Popperfoto - p. 75 : 1. Photo12 / Ann Ronan Picture Library ; 2. Paramount Pictures ; 3. Wikimedia / John Tenniel - p. 79 : Getty Images / Robert Daly Chapitre 5 > p. 80-81 : Getty Images - p. 82 : Getty Images - p. 83 : 1. Getty Images / Redferns ; 2. Getty Images ; 3. Wikimedia / Photo William P. Gottlieb - p. 85 : Getty Images / Time & Life Pictures - p. 86 : 1. Getty Images ; 2. Getty Images / NY Daily News ; 3, 4, et 5. Getty Images / Chicago History Museum ; 6. Getty Images / APA ; 7. Getty Images / Chicago History Museum - p. 87 : Wikimedia / United States department of Justice - p. 88 : Getty Images - p. 89 : Getty Images / David MacGlynn - p. 92 : Getty Images - p. 93 : Dreamstime.com / Saniphoto Chapitre 6 > p. 94-95 : Getty Images / Mark Hannaford – p. 96 : 1. Getty Images / Henk Badenhorst ; 2. Getty Images / Neil Austen ; 3. Wikimedia / Lexicon ; 4. Getty Images / James Hager ; 5. Getty Images / Elliot Neep ; 6. Getty Images / James Hager ; 7. Getty Images / HPH Publishing ; 8. Getty Images / Herman Verwey ; 9. Getty Images / Louis Hiemstra ; 10. Getty Images / Juergen Stumpe ; 11. Getty Images / Gerald Hinde ; 12. Getty Images / HPH Publishing ; 13. Getty Images / Kim Wolhuter - p. 100 : Getty Images / Jeff Rotman - p. 101 : 1. Cango Wildlife Ranch (www.cango.co.za) 2. Getty Images / Justin Pumfrey / Carrie Beecroft ; 3. Getty Images / Heinrich van den Berg - p. 102 : 1. Wikimedia / Sgt. Michael Connors ; 2. Getty Images / Martin Harvey ; 3 et 4. Getty Images - p. 103 : 1. Getty Images ; 2. Wikimedia / Paul Mannix ; 3. Getty Images / Christian Science Monitor ; 4. Getty Images / Per-Anders Pettersson Chapitre 7 > p. 108-109 : Photo12 / Archives du 7e Art / DR – p. 110 : Wikimedia / Walt Disney Productions / Gilles Mairet Livret de lecture > p. 144 : 1 et 2. Getty Images - p. 145 : 1. Getty Images / Oscar Gustav Rejlander ; Wikimedia ; p. 151 : Getty Images / Photo Tony Evans p. 153 : Wikimedia / Library of Congress Maquette : Alix Miquel et Julie Bénard Mise en page : Alix Miquel Illustrations : François Saintamon Avec la participation de Kimberly Black. Dépôt légal : Avril 2013 / ISBN 979-10-90910-04-1 Imprimé en France par QUALIBRIS FABRICATION lelivrescolaire.fr 80, rue des Haies 75020 Paris 01 55 25 75 00 [email protected] 160 one hundred and sixty