BoardingPass_EP1 complet

Transcription

BOARDING
PASS
Anglais
1
re
B1 B2
Séries
technologiques
LIVRE DU PROFESSEUR
Brigitte LALLEMENT
Nathalie HATOY
Isabelle TRAMOY
À télécharger gratuitement sur www.hachette-education.com
• Les fichiers MP3 de l’audio élève.
• Des grilles d’auto-évaluation.
• Une grille d’évaluation pour la compréhension orale.
Couverture : Anne-Danielle Naname
Relecture et mise en page : Nadine Lucas
www.hachette-education.com
© Hachette Livre 2015
58, rue Jean-Bleuzen – 92178 Vanves Cedex
ISBN : 978-2-01-399803-1
0,83 kg éq. CO2
Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.
Le Code de la propriété intellectuelle n’autorisant, aux termes des articles L. 122-4 et L. 122-5, d’une part,
que les « copies ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une
utilisation collective », et, d’autre part, que « les analyses et les courtes citations » dans un but d’exemple
et d’illustration, « toute représentation ou reproduction intégrale ou partielle, faite sans le consentement
de l’auteur ou de ses ayants droit ou ayants cause, est illicite ». Cette représentation ou reproduction, par
quelque procédé que ce soit, sans autorisation de l’éditeur ou du Centre français de l’exploitation du droit
de copie (20, rue des Grands-Augustins, 75006 Paris), constituerait donc une contrefaçon sanctionnée par
les articles 425 et suivants du Code pénal.
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Boarding Pass 1re Séries technologiques - Livre du professeur
Mode d’emploi
Nous recommandons vivement aux professeurs utilisateurs de Boarding Pass Première de lire ce
mode d’emploi avec attention, car nous expliquons les choix que nous avons faits dans les neuf
folders et nous donnons des pistes pour tirer le meilleur parti des documents et appareils
pédagogiques présents dans le manuel ainsi que dans l’eWorkbook, dans le CD audio et dans le DVD.
Ces pistes pédagogiques ne seront pas répétées dans chaque chapitre.
Chaque Unit a été conçue pour faire émerger une problématique qui concilie à la fois l’étude de la
langue anglaise et une approche des situations spécifiques aux pays anglophones. Dans chaque
chapitre, nous avons rassemblé des documents et suggestions d’activités convergents : textes,
enregistrements audio, activités orales, mises en situations pratiques, vidéo, etc.

LA DOUBLE PAGE D’OUVERTURE
Le menu de l’unité, sur la page de gauche, permet au professeur et aux élèves de voir d’un coup
d’œil les objectifs qui sont assignés à chaque étape, ainsi que les titres des documents qui
serviront à la mise en œuvre de ces objectifs.
La photo d’ouverture, sur la page de droite, illustre le thème de l’unité. Cette photo pourra être
utilisée, au gré du professeur, pour faire émerger des attentes concernant le thème de l’unité,
pour éveiller la curiosité des élèves et pour homogénéiser les connaissances lexicales
nécessaires au thème abordé.

CULTURAL BACKGROUND
La composante culturelle est un élément fondamental des programmes de lycée et de Boarding
Pass, mais elle ne constitue pas un objet d’enseignement à isoler de l’apprentissage linguistique.
Rappelons les termes des instructions officielles : « À tous les niveaux, cette approche se fera en
situation de communication de manière à donner toujours la priorité au développement des
compétences linguistiques et à l’acquisition par l’élève d’une plus grande autonomie.
L’existence d’un contenu culturel ne doit, en aucun cas, être un prétexte à un cours de
civilisation. » Cette composante culturelle justifie l’apprentissage de la langue en lui donnant du
contenu.
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L’objectif de la double-page Cultural Background est d’amener les élèves à construire euxmêmes des repères culturels et à se familiariser avec les outils langagiers qui vont leur faciliter
l’entrée dans la thématique et l’appréhension des documents proposés. Ces pages, que nous
avons voulues interactives, sont composées de documents courts et faciles d’accès. Elles
apportent des éclairages variés et introduisent les informations nécessaires pour que les élèves
tirent le meilleur parti de l’ensemble du chapitre (le backgound).
1. WHAT DO YOU KNOW ABOUT . . . ?
Nous abordons la composante culturelle de manière interactive. Comme nous le recommande le
Cadre européen commun de référence, nous voulons intégrer à notre enseignement les
connaissances éparses et parcellaires que les élèves ont pu acquérir dans « la vie réelle ».
Nous demandons tout d’abord aux élèves de répondre à un questionnaire qui peut se présenter
soit sous forme de questionnaire ouvert soit sous forme de questionnaire à choix multiples.
Nous invitons les élèves à exprimer non seulement les connaissances qu’ils peuvent avoir
acquises dans les cours de langues, d’histoire ou dans leur expérience personnelle, mais aussi
leurs présupposés. Nous savons que leurs définitions seront probablement approximatives et
qu’ils n’auront pas la réponse à toutes les questions, mais nous voulons qu’ils se mettent en
position de recherche, qu’ils fassent des hypothèses en fonction de ce qu’ils croient savoir.
Nous conseillons au professeur de favoriser les interactions et de conduire cette phase
souplement ; ce n’est pas le moment de raisonner en termes de « bonnes » ou « mauvaises »
réponses, mais plutôt d’ouvrir des échanges. C’est après cette phase d’approche que l’on
donnera les réponses qui figurent dans le livre du professeur. Les élèves pourront les
confronter à leurs hypothèses. À noter que les élèves pourront utiliser l’eWorkbook pour cette
activité.
En fin de parcours – et de préférence après la lecture des réponses –, on fera une pause
récapitulative : on sollicitera la classe pour une reformulation, un regard critique ou une
synthèse, ce qui est un entraînement à la prise de parole en continu.
2. UN PODCAST
Cette mini-conférence est une autre source d’informations. Ce document facile, court et lu à
vitesse mesurée, offre un premier contact avec la compréhension de l’oral.
Les questions sont destinées à guider les élèves en ciblant la compréhension des points
essentiels.
Avant de faire écouter le podcast, le professeur vérifiera que les élèves comprennent bien les
questions ou amorces. Il invitera les élèves à préparer leur prise de notes (recopier les amorces
de phrases, les questions, etc.) et les encouragera à ne noter que les éléments significatifs
pendant l’écoute.
Après la correction le professeur pourra encourager les élèves à construire un résumé de
l’enregistrement en utilisant comme trame les réponses aux questions qu’ils articuleront. De
cette manière, on entraînera les élèves à structurer leur réflexion et leur prise de parole.
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3. UN TEXTE
Le texte de cette page est court et purement informatif. Il ne dépasse pas 100 à 150 mots et ne
présente pas de difficulté syntaxique ; donc on pourra le faire lire sans s’y appesantir. Les
questions sont simples, visent essentiellement le repérage et sont conçues pour être traitées
dans des délais très courts. Elles ciblent les points essentiels.
Le professeur pourra, au choix : le faire lire à la maison pour une exploitation en classe, ou le
faire lire en classe par groupes de deux ou trois pour faciliter l’entraide et améliorer l’efficacité ;
faire faire le travail individuellement pour entraîner les élèves à la lecture en temps limité en
vue des épreuves du baccalauréat et, à plus long terme, à une compétence qui leur sera utile
dans leur vie professionnelle.
4. UN DOCUMENT
Une quatrième étape est constituée soit d’un document iconographique avec son commentaire,
soit d’un tableau de statistiques significatives, soit d’un mini-texte portant sur un aspect
spécifique. L’objectif est de susciter un commentaire dans la classe.
ACTION!
La tâche proposée à la fin de la double-page permet aux élèves de synthétiser les informations
et ainsi de se les approprier dans une démarche personnelle. Cette tâche correspond à
l’approche de type actionnel préconisée dans le CECR : l’élève doit accomplir des tâches dans
des circonstances et un environnement donnés. Les actes de parole se réalisent dans un
contexte social qui leur donne leur pleine signification. Il y a « tâche » dans la mesure où les
élèves mobilisent stratégiquement leurs compétences en vue de parvenir à un résultat
déterminé.
Nous demandons souvent aux élèves de se prendre en charge pour faire des présentations et
mini-exposés. Nous conseillons vivement aux professeurs d’encourager le travail par deux ou
trois. Rappelons que le travail par mini-groupes doit être soigneusement structuré et limité
dans le temps. Les élèves doivent savoir exactement ce qui est attendu d’eux.
Nous suggérons, tout au long de l’année, de constituer un Year Blog qui permettra de garder la
trace de tous les travaux réalisés par les élèves. On pourra y faire figurer des productions orales
ou écrites réalisées au cours de l’année.

VIDEO FILE
Le programme de première fait explicitement référence au support vidéo : « On introduira
avantageusement le support vidéo dont la compréhension est facilitée par l’image et le
contexte. » En effet, les avantages de la vidéo sont grands. Nous apprécions sa richesse au plan
culturel en raison de l’immédiateté du contact qu’elle offre avec la réalité quotidienne, son
authenticité linguistique qui tient au fait qu’elle présente des situations de communication dans
lesquelles les individus interagissent. Comme le voyage à l’étranger, la vidéo est une source
irremplaçable d’informations car elle expose nos élèves à la réalité quotidienne des pays. Nous
apprécions aussi la complémentarité entre l’image et le son, outil pédagogique que nous
exploitons.
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TRAIN YOUR EARS
Les exercices, qui sont enregistrés, ont pour objectif de préparer les élèves à l’écoute en leur
faisant repérer certaines spécificités de la langue anglaise. Nous insistons souvent sur la
réalisation phonique des mots transparents à l’écrit ou des mots mal connus. Ces exercices
servent à lever un certain nombre de difficultés.
BEFORE YOU WATCH
Grâce aux documents iconographiques et aux pistes données dans cette rubrique, le professeur
fait émettre des hypothèses, fait anticiper le contenu du document et crée des attentes et un
cadre de références qui aidera les élèves à mieux accéder au sens du document.
Cette anticipation est conçue pour être menée en petits groupes avant la mise en commun en
classe entière, sous la direction du professeur. L’objectif est de stimuler la curiosité des élèves.
Leurs hypothèses seront confirmées ou infirmées lors du visionnage.
NOW WATCH
Après un premier visionnage, on pourra éventuellement commencer par demander aux élèves
de restituer, par paires ou par petits groupes, ce qu’ils ont observé. On évitera la mise en
commun avec la classe entière, pour éviter que les réponses des élèves les plus compétents ne
court-circuite la démarche individuelle de recherche de sens. Le simple fait de décrire ce qu’ils
ont vu et l’émission d’hypothèses serviront de base à l’exploration ultérieure.
Puis on fera visionner le document, plusieurs fois, et on invitera les élèves les plus compétents à
prendre des notes puis à en préparer un compte-rendu en petits groupes, tandis qu’un guidage,
qui figure dans l’eWorkbook, permettra aux élèves qui en ont besoin de parvenir à un niveau de
compréhension comparable à celui de leurs camarades plus avancés. Ce guidage tient compte
des caractéristiques spécifiques de chaque document avec, par exemple, une part plus ou moins
grande de compréhension ou d’expression. Il est conçu pour pouvoir être utilisé en autonomie.
L’utilisation de tablettes permettra d’individualiser ce travail.
Pour faciliter la tâche du professeur, nous avons prévu un découpage du document en
séquences indiquées par des incrustations discrètes sur l’image. Le professeur trouvera dans ce
livre du professeur un descriptif précis du découpage en séquences associé à la transcription de
la bande-son.
RECAP
À l’issue du travail exploratoire décrit ci-dessus, tout le monde pourra répondre aux pistes de
synthèse (Recap). Nous conseillons à nouveau de faire travailler les élèves en petits groupes
afin de favoriser les échanges d’informations et d’analyses. Les réponses des élèves pourront
être synthétisées au tableau, enrichies, et tenir lieu de trace écrite.
REACT
Les élèves sont invités à donner leur avis et leurs réactions ou, dans certains cas, à faire
émerger l’implicite. Des échanges collectifs sont souhaitables à ce moment du cours.
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ACTION!
Comme dans la double-page Cultural Background, nous proposons une tâche à la fin de l’activité
de compréhension dans le but non seulement d’intégrer les nouvelles compétences acquises,
mais aussi de mettre les élèves en situation « d’acteurs sociaux ayant des tâches à accomplir ».

SOUND FILE
Nous proposons un ensemble de documents enregistrés variés, courts et authentique :
interviews, récits, conversations, etc.
La compréhension de l’oral mérite une attention toute particulière, car elle ne peut s’acquérir
qu’avec un entraînement systématique. L’entraînement à la compréhension de l’oral est
essentiel, comme cela est souligné dans le programme des lycées : « Il convient d’attacher une
grande importance à la compréhension de l’anglais oral, qui pose des problèmes particuliers
aux élèves francophones. L’enseignant aidera l’élève à se construire la compétence de
compréhension de l’oral. Cet entraînement ne saurait se limiter à une série de questions posées
par le professeur : il conviendra de mettre en place des stratégies d’écoute active. »
La démarche que nous avons adoptée pour les documents oraux est proche de celle qui
s’applique aux documents vidéo.
Comme pour le document vidéo, nous proposons dans l’eWorkbook un guidage destiné aux
élèves les moins autonomes. Ce guidage tient compte des difficultés spécifiques de chaque
document. Nous entraînons les élèves à fragmenter la chaîne sonore, à repérer les éléments
porteurs de sens, les intonations et le ton, de façon à construire du sens. Nous recommandons
l’utilisation de tablettes ou de lecteurs MP3, pour permettre une individualisation du processus.
TRAIN YOUR EARS
Les exercices, qui sont enregistrés, ont pour objectif de préparer les élèves à l’écoute en leur
faisant repérer certaines spécificités de la langue anglaise et en les préparant à reconnaître le
connu, à partir duquel ils déduiront le sens. Notre objectif est, certes, que les élèves puissent
acquérir un meilleur « accent anglais », mais surtout qu’ils apprennent à mieux comprendre
l’anglais parlé par un anglophone.
Nous insistons souvent sur la réalisation phonique des mots transparents à l’écrit. En effet, de
nombreux mots, identiques à l’écrit en français et en anglais – animals, temporary, paralysis,
introduction, etc. –, ne sont pas facilement compris à l’oral.
BEFORE YOU LISTEN
Cette phase préparatoire commence par une anticipation à partir des photos ou du titre. Elle
permettra aux élèves d’être mieux à même de comprendre l’enregistrement.
Nous demandons aux élèves de réagir, de décrire ou de commenter. Le professeur fait émettre
des hypothèses, fait anticiper le contenu du document et crée des attentes et un cadre de
références qui vont aider les élèves à mieux accéder au sens du document. Rappelons les
termes des instructions officielles : « Pour construire le sens du message, l’élève est amené à
faire appel à certaines capacités cognitives qui concourent à faire émerger des sens. Parmi elles,
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citons : anticiper sur ce qui va être entendu à partir des données de la situation antérieure à
l’écoute proprement dite. »
Cette phase doit être courte, mais le professeur cherchera néanmoins à faire produire des
énoncés complets et encouragera la classe à les complexifier. Le professeur anticipera les
réponses des élèves et leurs difficultés linguistiques, lexicales en particulier. On pourra le plus
souvent introduire le vocabulaire indispensable à partir des images.
NOW LISTEN
Comme pour la vidéo, nous proposons un guidage spécifique pour les élèves qui n’ont pas
atteint le niveau B1 en compréhension. Ce questionnaire permet aux élèves d’arriver aux
mêmes réponses que leurs camarades grâce à un guidage plus serré – en leur proposant des
stratégies transférables (repérer, traiter l’information, inférer le sens, etc.) et des aides comme,
par exemple, des amorces de réponses ou des questions visant à préciser les repères à relever.
Le guidage est conçu pour un travail individuel en classe, avec des pauses et des échanges, mais
il peut aussi être utilisé en autonomie avec l’eWorkbook.
Pour faciliter la tâche du professeur, nous avons prévu un découpage du document en
séquences (généralement deux ou trois) qui ont chacune une piste. Le professeur trouvera dans
ce livre du professeur une transcription indiquant où se situent les césures.
RECAP & REACT
On procédera comme indiqué plus haut dans la partie vidéo : les élèves font un compte-rendu
pour lequel nous donnons des pistes d’organisation puis ils sont invités à donner leurs avis et
leurs réactions. La synthèse de ce qui a été produit par la classe pourra servir de base à la trace
écrite.
 SUM UP THE DOCUMENT IN FRENCH
Dès la classe de première, nous préparons les élèves à l’épreuve du baccalauréat avec cette
consigne qui les amène à faire une synthèse organisée de ce qui a été compris.
ACTION!
Comme dans le Cultural Background, nous proposons une tâche à la fin de l’activité de
compréhension dans le but non seulement d’intégrer les nouvelles compétences acquises, mais
aussi de mettre les élèves en situation « d’acteurs sociaux ayant des tâches à accomplir ». Les
élèves utilisent le contenu de ce qu’ils ont compris dans un contexte différent, ou bien sous un
point de vue différent.
TEXT FILE 1

Lire est, parmi les cinq activités langagières fondamentales, celle que l’on peut développer le
plus rapidement à condition de rendre les élèves conscients des stratégies à mettre en œuvre.
Cette compétence, dont le développement est capital pour tous les élèves, nécessite un
entraînement systématique.
Le préambule commun aux programmes de première décrit la démarche : « On mettra en place
des stratégies de compréhension qui soient transférables de document en document. L’écrit
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permet le retour en arrière, la relecture, ce que l’oral ne permet pas. Il offre donc la possibilité
d’un travail en profondeur, où mémoire et logique sont fortement sollicitées. Toutes les
stratégies de découverte du sens sont mises à contribution pour construire une compréhension
globale, affinée progressivement pour donner accès à l’implicite. »
Nous proposons des textes divers : extraits de presse, de romans, discours, paroles de
chansons, etc. Ils sont courts : environ 250 mots. Nous avons écarté ceux dont la charge lexicale
nous a paru trop lourde.
BEFORE YOU READ
Le texte est toujours accompagné de deux photos qui, outre leur fonction illustrative, ont une
fonction pédagogique. On commencera par utiliser ces photos – et éventuellement le titre du
document – pour faire émerger des idées, des mots, voire des phrases susceptibles d’être
rencontrées dans le texte afin de créer des attentes et un cadre de références. La lecture sera
ainsi facilitée, car les élèves trouveront dans le texte des réponses aux questions qu’ils se seront
posées, ou matière à infirmer ou confirmer les hypothèses qu’ils auront émises.
Exemples d’activités d’anticipation :
- utilisation de l’illustration et du titre : par exemple, observer les photos et dire ce qu’elles
évoquent, s’interroger sur le titre et sur les correspondances ou dissonances qu’il entretient
avec l’illustration ;
- observation de la construction du texte : combien y a-t-il de paragraphes, s’agit-il d’un
dialogue, y a-t-il une introduction ? ;
- observation de la source : quel type d’écrit, quel auteur, quel journal ou quel magazine ? ;
- exploration d’un champ lexical autour d’un mot-clé.
READ
Comme pour la vidéo et le document sonore, nous proposons un guidage spécifique pour les
élèves qui n’ont pas atteint le niveau B1 en compréhension. Ce questionnaire permet aux élèves
d’arriver à un niveau de compréhension comparable à celui de leurs camarades grâce à un
guidage plus serré – en leur proposant des stratégies transférables (repérer, traiter
l’information, inférer le sens, etc.) et avec des aides comme, par exemple, des amorces de
réponses ou des questions visant à préciser les repères à relever.
Le guidage est conçu pour un travail individuel en classe, avec des pauses et des échanges, mais
il peut aussi être utilisé en autonomie avec l’eWorkbook.
Quelques conseils de mise en œuvre
La première lecture. Il est important qu’elle soit rapide. Les élèves sont souvent bloqués dans
leur compréhension par la lenteur avec laquelle ils progressent. Ils s’arrêtent à chaque mot
jusqu’à en oublier le sens de ce qui précède. Si le processus est trop lent, il ne peut y avoir
construction de sens. On encouragera les élèves à lire le texte trois fois plutôt que de s’y
attarder trop longtemps. Nous conseillons vivement au professeur d’utiliser le temps comme un
puissant levier pédagogique ; il pourra se fixer des objectifs en termes de temps.
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Lors de la première lecture, l’élève peut être invité à trouver des éléments d’information précis
(scanning), ou à en extraire le sens général (skimming).
On peut demander aux élèves de :
- repérer des noms propres, des noms de lieux, des dates, des mots récurrents, etc. ;
- trouver dans le texte la réponse aux hypothèses élaborées à partir du titre ou de l’image ;
- trouver à quel paragraphe correspondent des sous-titres proposés ;
- remettre dans l’ordre des phrases résumant le texte ;
- insérer une phrase donnée à un endroit logique, etc.
Dans l’eWorkbook, nous proposons une lecture fractionnée, en encourageant les élèves à se
concentrer soit sur un paragraphe soit sur un personnage, soit sur un lieu. Les questions visent
à faire trouver des repères, développer les stratégies d’inférence, encourager les retours en
arrière, susciter la formulation d’hypothèses. Les élèves sont accompagnés pas à pas, car il est
important qu’ils réussissent les tâches qui leur sont proposées : on ne se situe pas dans un
contexte d’évaluation mais dans un contexte d’entraînement. Nous ne cherchons jamais à
piéger les élèves.
Il nous semble utile que les élèves préparent individuellement le travail avant une
reformulation orale collective (Recap). Il est souvent souhaitable d’encourager un travail par
deux pour une première approche, afin de donner confiance aux plus faibles. En effet, dans une
gestion collective du travail (questionnement du professeur à l’ensemble de la classe), on
assiste trop souvent à une prise de pouvoir des meilleurs élèves au détriment des moins bons
ou des plus lents, qui abandonnent tout effort et se contentent d’attendre plus ou moins
patiemment que les autres trouvent les réponses.
WORK ON WORDS
L’objet de cette rubrique est d’aider les élèves à inférer le sens de certains mots et à réviser et
fixer le sens des autres. Les capacités d’inférence et de déduction, capacités éminemment
transférables, seront utiles pour développer l’autonomie des élèves. Notons que cet exercice
devrait être réussi par tous, car les élèves peuvent toujours se reporter soit au texte qu’ils
viennent de lire, soit à leur dictionnaire.
Dans cette activité, nous faisons aussi travailler les élèves sur des stratégies qui les aideront à
deviner le sens des mots : repérage de la formation des mots (racines et affixes) ou des familles
de mots.
L’ENREGISTREMENT DU TEXTE (CD)
Nous avons enregistré les textes, car ils contiennent presque tous un point de vue mis en relief
par l’interprétation des acteurs. Ceci ne signifie pas qu’une approche audio-orale soit
souhaitable, mais l’écoute peut favoriser la compréhension. Les enregistrements pourront être
exploités de manière diverse. Par exemple, on peut faire entendre un court passage pour faire
deviner la suite ou ce qui précède ; ou bien faire écouter un extrait pour faire sentir l’implicite.
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L’enregistrement sera toujours utile pour le travail de lecture à haute voix en fin de séquence.
Nous conseillons de faire travailler les élèves sur un court passage, et de les inviter à obtenir un
résultat aussi proche que possible du modèle proposé, plutôt que de faire lire l’ensemble du
texte.
SUM UP
Cet exercice constitue une articulation entre la compréhension de l’oral et une première
approche de l’écrit. Il consiste à demander aux élèves de reproduire un résumé entendu en
utilisant les mots-clés qui leur sont donnés. Nous conseillons de passer l’enregistrement autant
de fois que les élèves le demandent pour permettre au plus grand nombre de réussir.
La première écoute donne lieu à un simple repérage. Les élèves suivent les mots donnés dans le
manuel au fur et à mesure de l’écoute. Ces mots leur serviront de points de repères pour
reconstituer le texte entendu le plus fidèlement possible. Notons qu’il n’y aura pas de difficulté
de compréhension puisque le texte a déjà été lu et compris.
Le professeur pourra opérer des allers-retours entre oral et écrit, inciter les élèves à repérer et
corriger leurs erreurs. Soulignons qu’il ne s’agit pas d’une dictée, au sens où cet exercice est
pratiqué en français à l’école avec un objectif limité à l’orthographe, mais bien d’une première
étape d’apprentissage de l’écriture. On permettra d’ailleurs que la production de chaque élève
puisse être différente – à condition qu’elle soit cohérente et que les mots donnés soient
présents.
ACTION!
La lecture du texte est ponctuée par une tâche qui permet aux élèves de s’approprier le contenu
du document en le transposant dans une tâche d’ordre social avec un certain nombre de
changements :
- changement de point de vue (le récit vu par un autre personnage que le narrateur) ;
- changement de forme (un dialogue transformé en récit oral ou, à l’inverse, un récit transformé
en conversation) ;
- changement de situation (l’élève se met en scène avec son vécu à la place du narrateur), etc.
Nous proposons souvent aux élèves de s’enregistrer (à la maison ou au CDI). Leur production
pourra ainsi être insérée dans le Year Blog ou bien ramassée par le professeur sur une clé USB,
en lieu et place d’une copie.
Le professeur trouvera les descripteurs du CECRL correspondant à chacune des tâches.

TEXT FILE 2
Le texte qui figure sur cette page a un statut équivalent à celui qui figure dans le Text File 1. Il
offre au professeur la possibilité de faire un choix : il peut soit faire le texte 1 puis faire lire le
texte 2 en autonomie, soit choisir ce texte au lieu du texte 1.
Notons que, en préparation pour l’épreuve du baccalauréat, les élèves sont invités à comparer
ou contraster les textes 1 et 2, notamment à en percevoir les différences de points de vue.
11

WRITING WORKSHOP
L’objectif de cette page est d’entraîner les élèves à la production écrite. Il ne s’agit pas
seulement de leur donner des sujets d’écriture, mais de leur faire acquérir des stratégies
spécifiques pour chaque type d’écriture.
Le travail commence toujours pas l’observation et l’analyse d’un modèle. Au fil du manuel, nous
faisons découvrir aux élèves les spécificités de divers types d’écrit : lettre, narration,
argumentation, brochure publicitaire, etc.
À noter qu’il existe un lien fort entre le type d’écrit choisi et la nature du projet de fin de
séquence, dont cette page constitue la préparation la plus importante.

LANGUAGE WORKSHOP
GRAMMAR
Les programmes du lycée invitent les professeurs à toujours aborder la grammaire « à partir
des documents proposés et en contexte d’utilisation ».
Dans chaque unit, nous avons choisi un fait de langue pour chacun des textes (1 & 2).
Rappelez-vous
Comme nos élèves font de l’anglais depuis de nombreuses années, nous savons que beaucoup
d’entre eux « connaissent les règles », même s’ils ne savent pas toujours les utiliser… C’est
pourquoi nous commençons par leur demander de rappeler ces règles. Mais nous savons que la
difficulté réelle tient plutôt à « comment appliquer ces règles » – et c’est l’objet de la seconde
phase, qui est une phase d’observation.
Allez plus loin
Nous avons, chaque fois, isolé des énoncés extraits du texte étudié ou faisant partie de ce que le
texte donne à dire. Le professeur pourra enrichir ce corpus par d’autres énoncés produits en
situation au cours de l’exploration du document, pour mettre en évidence les invariants dans le
fonctionnement de la langue et montrer comment tout énoncé est en relation d’étroite
dépendance avec la situation d’énonciation. On s’efforcera de toujours relier intimement la
forme au sens et d’éviter les explications abstraites auxquelles on préférera toujours des mises
en situation concrètes.
Cette observation est à conduire en classe après la lecture du texte et avant les exercices qui
permettent des réemplois destinés à fixer les règles préalablement étudiées.
Exercices
Les exercices permettent une mise en œuvre systématique du point de langue observé dans des
phrases en contexte. Ces exercices de fixation sont destinés principalement au travail à la
maison.
12
Grammar Game
La tâche qui ponctue la page de grammaire est le plus souvent un jeu destiné à une mise en
œuvre intensive du point de langue observé dans une situation de communication ludique. La
« mise en scène » d’ordre social est importante, car elle donne tout son sens à la langue
pratiquée.
VOCABULARY
Cette page comporte une liste du vocabulaire dont les élèves auront besoin pour parler du
thème du chapitre. Elle sera utilisée au moment jugé opportun en fonction du niveau et des
besoins des élèves. Les exercices visent à aider les élèves à s’approprier le lexique ou construire
des savoir-faire. L’acquisition du vocabulaire ne consiste pas en l’apprentissage de mots isolés :
les mots sont étudiés en contexte, afin que les élèves comprennent comment les mots s’insèrent
syntaxiquement dans l’énoncé. En outre, ce vocabulaire est mis en réseaux par le moyen de la
dérivation morphologique, et par le recours aux champs sémantiques lié au thème. Parfois nous
demandons aux élèves de faire une mind map, que nous les encourageons à enrichir avec tous
les mots qu’ils connaissent. Ceci sera fait utilement en classe entière, au tableau. L’utilité de
cette activité est d’organiser les connaissances. Ce travail peut être fait à n’importe quel
moment du cours, y compris en début de séquence avec le commentaire de la photo
d’ouverture, par exemple, puis complété au fur et à mesure du travail. Parfois, aussi, nous
renvoyons les élèves au dictionnaire pour vérifier leurs déductions ; ou nous leur demandons
de travailler sur les collocations, la dérivation ou la polysémie de certains mots.

SKILLS TRAINING
Ces pages sont consacrées à l’entraînement des compétences langagières (la compréhension de
l’oral, la compréhension de l’écrit) ou à des sous-compétences (les sons de l’anglais, le
commentaire d’un graphique).
Les opérations mentales propres à chacune des activités langagières sont décomposées et
explorées afin de permettre aux élèves de progresser. Ce travail est volontairement conduit en
français. Il est important que cette conceptualisation puisse être faite individuellement par tous
les élèves, sans qu’ils soient empêchés par une maîtrise insuffisante de la langue de prendre
conscience des capacités à acquérir et des stratégies à mettre en œuvre.

YOUR PROJECT
Les projets donnent du sens à l’ensemble du travail mené dans le chapitre, et seront bien
entendu annoncés dès le début de la séquence : les élèves savent ce qu’ils vont devoir faire et
pourquoi ils développent les apprentissages proposés.
Cette page invite les professeurs à clore la séquence par un projet ambitieux : une tâche
complexe qui implique une production écrite ou orale. L’objectif est que les élèves s’engagent
dans une combinaison d’activités qui contribuent à un travail en interaction, réception,
production et compréhension.
Les projets ont été préparés par les tâches intermédiaires (Action!) qui ponctuent chaque phase
de la séquence et, en particulier, par la page Writing Workshop qui en constitue le pilier.
13
La procédure est détaillée dans le manuel afin que les élèves puissent organiser leurs actes de
parole et le travail de groupe. Rappelons que la langue nécessaire à la gestion du travail (les
consignes) fait partie intégrante des objectifs à poursuivre, comme le signale le CECR.
La mise en œuvre de ces projets prendra du temps, donc nous invitons les professeurs à faire
un choix en fonction des goûts des élèves et de leurs possibilités. Une partie est à conduire en
temps scolaire, l’autre hors temps scolaire.
Les élèves pourront évaluer eux-mêmes leur production en se référant à la grille d’évaluation
de l’expression orale qui se trouve dans le rabat de couverture ou celle de l’expression écrite
qui figure sur le site www.hachette-education.com.

TECHNOLOGY CORNER
Dans six des neuf chapitres, nous proposons une double-page orientée vers la technologie. Nous
avons croisé la problématique du chapitre avec les pôles de connaissances spécifiques à chaque
série technologique. Ce croisement traduit l’ambition de développer une approche des enjeux
liés aux sciences et aux technologies – et aussi de travailler des champs linguistiques propres à
chaque spécialité.
Nous visons en particulier l’entraînement à la compétence de lecture plus longue – et à des
recherches libres sur la toile.
Une activité à privilégier sera de faire faire des comptes-rendus en français – ce qui correspond
à une compétence très souvent utile dans le monde professionnel futur de nos élèves.
Rappelons les termes du programme spécifique aux séries technologies : « L’entrée par la
discipline technologique doit enrichir et motiver la communication dans la langue vivante. Les
activités proposées aux élèves et les productions, notamment orales, qui en découlent n’en
seront que plus concrètes et pratiques. La construction d’une véritable maîtrise des
technologies de l’information et de la communication se fait en étroite corrélation avec les
activités proposées. L’élève devra en particulier être régulièrement entraîné à :
- la construction de diaporamas de présentation ;
- le maniement de logiciels adaptés ;
- la communication à distance par webcam, messagerie électronique, par visioconférence, etc. ;
- la gestion d’enregistrements (enregistrer, séquencer, etc.) ».

ART HISTORY CORNER
Dans trois chapitres, la double-page Technology Corner est remplacée par une double-page Art
History Corner.
Les nouveaux programmes du lycée insistent clairement sur la nécessité de ne pas limiter
l’enseignement des langues vivantes au cadre de la classe. Il est important pour les élèves qu’ils
poursuivent leur apprentissage au-delà du temps du cours de langue, pour approfondir les
champs culturels abordés et multiplier les points de vue – et aussi pour élargir leur temps
d’exposition à la langue.
C’est dans cette optique que nous proposons, à la fin de chaque Unit, une page consacrée au
thème du chapitre vu à travers les arts. Nous suggérons d’explorer chaque thème à travers le
14
prisme de plusieurs domaines artistiques – cinéma, littérature, art pictural, musique –, que l’on
pourra croiser pour faciliter la problématisation. L’entrée culturelle « Gestes fondateurs et
mondes en mouvement » prendra alors tout son sens, autour des quatre notions du programme
du cycle terminal.
Les élèves prennent ainsi conscience que l’enseignement des langues vivantes mobilise des
compétences et des savoirs partagés, acquis soit dans d’autres disciplines soit dans leurs
loisirs : « Dans les deux cas, l’élève gagne en plus large perspective. » (Programme du cycle
terminal, 2010.)
Ces pages prennent tout leur sens grâce à la tâche suggérée : des recherches complémentaires
aboutissant à un diaporama, un exposé, une écoute ou un petit film présenté aux autres élèves
de la classe – autant de bons moyens de mettre l’outil informatique au service du travail en
classe de langue, tout en mettant en perspective ce que l’on a appris dans tout le chapitre.
Enfin, ces apports culturels auront une résonance encore plus grande dans le cadre d’un travail
pluridisciplinaire ou d’une sortie scolaire, qui permettront de développer, mobiliser et partager
compétences et savoirs.

EXAM TRAINING
Chaque chapitre est clos par une double-page de sujets d’examen : un sujet d’écrit en page de
gauche et des éléments pour l’oral en page de droite.
Pour les évaluations concernant l’écrit, on trouve un texte – ou deux textes – accompagné de
tâches de vérification du sens. Suivent les deux sujets d’expression écrite conformes au
descriptif du programme ; ils permettent de vérifier si les élèves se sont approprié les
stratégies mises en place dans les divers chapitres.
Pour la compréhension de l’oral, nous indiquons chaque fois un lien qui conduit à un document
oral ou vidéo que l’élève devra résumer en français.
Concernant l’expression orale, nous offrons dans chaque chapitre un guidage pour l’exposé
demandé. Le professeur encouragera les élèves à réviser en petits groupes afin de mutualiser
les idées – mais le guidage est fait pour que cette préparation ne se fasse pas sur le temps
scolaire forcément limité. Au plan pratique, l’entraînement à l’épreuve d’expression orale sera
plus réaliste si les élèves s’enregistrent. Le professeur pourra s’inspirer de la grille d’évaluation
proposée dans le rabat de couverture pour noter les élèves.
15
Des sites à connaître…
Site de Hachette Livre où trouver Boarding Pass Première :
www.hachette-livre.fr
Ministère de l’Éducation :
www.education.gouv.fr
Apprentissage des langues et TIC (technologie de l’information et de la communication) :
www.ciep.fr/ressources/tice (puis choisir « didactique des langues »)
Le portail des professionnels de l’éducation (recherche thématique sur plus de 500 sites de référence) :
http://eduscol.education.fr/numerique
Site pédagogique du ministère de l’Éducation nationale :
www.eduscol.education.fr
Innovations en langues :
http://eduscol.education.fr/cid45757/presentation-des-ressources-pour-les-langues-vivantes.html
Tous les sites académiques :
www.education.gouv.fr/syst/acad.htm
Ressources électroniques pour l’enseignement (dictionnaires, grammaires en ligne, etc.) :
www.educasource.education.fr (rubrique « langage », puis « anglais »)
CANOPÉ, le moteur de recherche de l’éducation :
www.reseau-canope.fr
16
Sommaire
Welcome to grade 11
p.17
Unit 1
Gaming Passion
p. 19
Unit 2
Shop Ethical
p. 34
Unit 3
Food Matters
p. 51
Unit 4
Silicon Valley
p. 67
Unit 5
A Nation of Gunfighters
p. 86
Unit 6
Big Brother Is Watching Us
p. 102
Unit 7
Scotland the Brave
p. 118
Unit 8
Slaves Who Dared
p. 134
Unit 9
Sport Is More Than Just a Game
p. 149
Précis grammatical
p. 165
17
WELCOME TO GRADE 11pp
pp. 12 & 15
L’objectif de ces quatre pages est de donner aux élèves – dès le démarrage de l’année – des habitudes
de communication, tout en instaurant dans la classe une atmosphère détendue propice aux
échanges.
Les ice breaking activities sont ludiques, courtes et conçues pour susciter l’intérêt. Nous
recommandons vivement au professeur de donner du rythme à la première séance de l’année, en
limitant strictement le temps imparti et, éventuellement, en faisant des choix parmi les activités
proposées. Nous suggérons aussi que, si certaines activités ont été laissées de côté, elles puissent
être reprises plus tard.
1. SPEAK ENGLISH
TASK 1 SHOW HOW GOOD YOUR MEMORY IS
Avec cette tâche amusante, les élèves produisent tous de l’anglais. La parole doit circuler
rapidement. On organisera les groupes – assez grands pour que l’effort de mémoire soit
intéressant – en limitant les mouvements d’élèves (il suffira souvent de demander à certains de
se retourner). On veillera à ce que les élèves aient bien compris la consigne (le mieux sera
probablement de commencer l’activité avec eux dans un des groupes) et lu l’exemple donné
afin qu’ils puissent tenir le rythme.
TASK 2 BINGO!
Les élèves doivent interroger des camarades. Cette activité relève d’une communication réelle
puisqu’il y a un déficit d’information. Les élèves se lèvent et circulent dans la classe. Ils
prennent donc contact les uns avec les autres, en ce début d’année.
Une présentation en tableau facilite la prise de notes. Si les élèves ne disposent pas de
l’eWorkbook, il faudra leur faire préparer une grille à remplir.
2. WRITE IN ENGLISH
TASK 1 MAKE A NAME TAG
Une petite activation lexicale ludique permettant aux élèves de remobiliser quelques mots
qu’ils ont probablement un peu oubliés pendant les vacances.
TASK 2 TALK ABOUT YOUR FRIEND
Cette activité – à conduire avec humour – complète avantageusement la fiche de présentation
que les professeurs font remplir en début de séance.
TASK 3 WRITE A STORY
Cette tâche est une forme de cadavre exquis, un jeu pratiqué dans les cercles littéraires au
début du XXe siècle. L’objectif est que les élèves communiquent par écrit. Le résultat de leur
production ne manquera pas de les amuser.
18
3. LISTEN TO ENGLISH
TASK 1 LISTEN AND READ A POEM OUT LOUD
Un poème bien connu, qui fera réfléchir les élèves sur les différences entre graphie et phonie. À
faire lire à haute voix, en demandant un effort pour imiter le rythme.
TASK 2 IS THAT YOUR LAST WORD?
L’enregistrement de ce jeu peut être utilisé de deux manières : soit le professeur fait écouter
chaque question avec son choix de réponses et donne aux élèves le temps d’écrire la réponse de
leur choix (c’est ce qui est proposé dans le manuel) ; soit le professeur utilise l’eWorkbook,
dans lequel nous ne faisons figurer que les réponses à cocher – et dans ce cas l’activité est
beaucoup plus rapide.
Transcription
1. What is the capital of Scotland?
□ Aberdeen
 Edinburgh
□ Glasgow
□ Inverness
2. What is the flag of the UK called?
□ Maple Leaf
□ Stars and Stripes
□ Tricolour
 Union Jack
3. Whose statue is on Trafalgar Square in London?
 Admiral Nelson
□ Napoleon
□ Queen Victoria □ Winston Churchill
4. Which English King had six wives?
□ Charles I
□ George V
 Henry VIII
□ William the Conqueror
5. Where is Loch Ness?
□ In England
□ In Ireland
 In Scotland
□ It does not really exist.
6. Where in the UK is the Lake District?
 In England
□ In Northern Ireland
□ In Connemara □ In Wales
7. Which is the symbol of Scotland?
□ A leek
□ A rose
□ A shamrock
 A thistle
8. Where is Hyde Park?
□ In Dublin
 In London
□ In Los Angeles □ In San Francisco
9. What is the name of the guards in the Tower of London?
 The Beefeaters
□ The Castle Guards
□ The Security Guards
□ The Tower Guards
10. Who invented the sandwich?
 The Earl of Sandwich □ George Washington
□ Ronald McDonald
□ Queen Victoria
11. What do they celebrate in Britain on November 5th?
 Guy Fawkes Night
□ Halloween
□ Valentine’s Day □ St. Patrick’s Day
12. What is the longest river in the UK?
□ The Channel □ The Severn
 The Thames □ The Trent
13. What is the name of a famous shopping street in London?
□ Broadway
□ Fleet Street
 Oxford Street □ Wall Street
14. What is the capital of the Republic of Ireland?
□ Belfast
□ Cardiff
 Dublin
□ London
15. Who wrote Romeo and Juliet?
□ Conan Doyle  Shakespeare □ Marlowe
□ Agatha Christie
4. READ IN ENGLISH
TASK 1 WANT TO BE MY FRIEND?
Pour cette tâche amusante, nous conseillons vivement au professeur de faire travailler les
élèves par deux, pour obtenir plus de rapidité.
1. Truly great friends are hard to find, difficult to leave, and impossible to forget. (G. Randolf)
2. If you make friends with yourself, you will never be alone. (M. Maltz)
19
3. Life is partly what we make it, and partly what it is made by the friends we choose. (T. Williams)
4. Friendship is like a glass ornament; once it is broken it can rarely be put back exactly the same
way. (Anonymous)
5. A friend is one who knows us, but loves us anyway. (Fr. J. Cummings)
6. The best way to destroy an enemy is to make him a friend. (A. Lincoln)
7. Friendship is like money, easier made than kept. (S. Butler)
8. Only your real friends will tell you when your face is dirty. (Proverb)
9. A true friend is someone who overlooks your failures and tolerates your success! (D. Larson)
TASK 2 SOLVE THE MYSTERY
Un exemple de whodunit, devinette typiquement britannique, qui amènera les élèves à
reprendre contact avec un texte un peu plus long. Les élèves lisent pour trouver la solution à
leur enquête, ce qui donne du sens à l’activité.
The clock was behind the man as he was walking, so he could not see it. He turned around at the
sound of the clock; so he obviously heard it.
Unit 1 Gaming Passion
p. 16
‘‘Spaces and exchanges’’
PROBLÉMATIQUE : Does video gaming change people’s lives for the better or for the
worse?
Cette unité aborde la question des jeux vidéo : un moyen de distraction qui, en quelques années, a
supplanté beaucoup d’activités de loisir. Quelles en sont les conséquences du point de vue
économique et, surtout, quel en est l’impact sur la vie des joueurs, en particulier des jeunes ? C’est à
ces questions que le croisement de documents variés va apporter des pistes de réponses.
Menu de l’unité
Cultural Background A Big Business
Cette double-page présente des éléments d’information statistiques sur les jeux et les joueurs.
Video File E-sports: Gaming Can Pay College Tuition Fees
Les jeux vidéo considérés comme un sport ? C’est ce que laisse entendre ce reportage sur des
bourses accordées aux champions de League of Legends.
Sound File “I Get Paid to Play Games!”
L’interview d’un jeune, dont le métier est de tester les jeux avant leur commercialisation.
Text File 1 Can Video Games Be Good for You?
Un document qui décrit une étude scientifique sur les effets bénéfiques des jeux vidéo.
Text File 2 “I Was a Game Addict”
Le témoignage d’un jeune homme qui a pu se guérir de cette nouvelle addiction, qui guette un
nombre non négligeable de jeunes : l’addiction aux jeux vidéo.
20
Writing Workshop How to write an application letter
Une étape indispensable pour se préparer au jeu de rôle qui constitue le projet de fin de
séquence.
Language Workshop Grammar: can, could, may, be able to – Vocabulary: le vocabulaire des
jeux vidéo
Skills Training Dire et comprendre les nombres
Une révision qui sera utile à bien des élèves.
Your Project Hire a game tester
Technology Corner
Deux articles présentent les développements des jeux vidéo.
Exam Training Written and oral exam: compréhension et expression.
OUVERTURE
p. 17
Mode d’emploi p. 3
À partir de cette illustration, on pourra aborder le thème de l’unité. L’image n’est pas destinée à
être décrite, mais elle devrait suffire à déclencher des prises de parole. Quelle expérience les
élèves ont-ils des jeux vidéo ? Qui joue ? À quelle fréquence ? Etc. Le professeur donnera les
mots au fur et à mesure des demandes. On peut aussi conseiller aux élèves de regarder la
banque de mots qui se trouve à la page 27.
CULTURAL BACKGROUND A Big Business
pp. 18 & 19
1. WHAT DO YOU KNOW ABOUT . . . THE HISTORY OF VIDEO GAMES?
Cette première activité – qui peut être interactive si les élèves se servent de l’eWorkbook – est
destinée à fournir quelques points de repères utiles pour la suite. Nous recommandons d’inciter
les élèves à travailler par deux, afin de confronter leurs hypothèses. Il ne s’agit nullement de
vérifier des connaissances, mais de trouver quelle est la réponse la plus plausible.
1. The first video games were invented: In the 1970s.
2. The first video arcade game ever commercially produced was: Computer Space.
3. The most popular paying app people have bought is: Angry Birds.
4. In Super Mario, the hero’s job is: Plumber.
5. The film based on a video game that has made the most money is: Lara Croft: Tomb Raider.
2. THE US VIDEO GAME INDUSTRY BY NUMBERS
Les informations enregistrées dans ce podcast portent toutes sur des statistiques, donc sur des
nombres, comme l’indique le titre. Rappelons que la page Skills Training porte sur les nombres.
Si les élèves ont du mal, on pourra commencer par un travail rapide sur la page 28.
Transcription
Lecturer: Video games have become very popular over the last 30 years. Let me give you a few statistics
21
about the phenomenon.
Last year, consumers spent $21 billion on video games, hardware, and accessories.
Fifty-one percent of all American households have a video game console.
In a country of about 315 million, that’s just about 186 million players.
Seventy-two percent of American households play video games.
Teenagers are not alone playing video games! The average game player is 37 years old.
Seventy-one percent of players are over 18 years of age.
The average gamer spends about 18 hours a week playing video games.
Forty-two percent of all game players are women.
Half of all parents play video games with their children at least once a month.
3. A LEADING FORM OF ENTERTAINMENT
C’est avec ce petit texte informatif – qui ne devrait pas poser de difficulté de compréhension –
que nous abordons le cœur du sujet annoncé dans le titre de la double-page : A Big Business.
1. The computer and video game industry has experienced an explosive growth.
2. Many people think of video games as a kid’s thing but it is serious business. The industry provides
lots of jobs; most players are adults and the largest titles make more money than Hollywood/the
cinema.
3. Video games can be “good” or “bad”. They are products of our culture.
4. Major companies produce their own games but they also produce hardware.
4. VIDEO GAME GENRES
Beaucoup d’élèves reconnaîtront les différents genres cités. On pourra leur proposer de donner
des exemples de jeux, ce qui pourra donner lieu à une discussion.
a. Simulation games closely simulate aspects of reality.
b. Action games have gameplay with emphasis on combat.
c. Adventure games require the player to interact with people or the environment in order to solve
puzzles.
d. Strategy games require careful thinking and planning in order to achieve victory.
e. Role-playing games cast the player in the role of a character who must evolve in a world full of
monsters and acquire experience points.
f. Massively multiplayer online role-playing games, or MMORPGs, involve up to hundreds of
players interacting with each other over the Internet.
ACTION!
Ask your friends about their gaming habits
Niveau CECRL B1 Aborder sans préparation une conversation sur un sujet familier, exprimer des
opinions personnelles et échanger de l’information sur des sujets familiers.
Les élèves pourront tirer parti du travail effectué dans cette double-page pour participer à cet
échange que l’on aura soin de limiter dans le temps. On leur demandera de respecter les étapes
indiquées.
VIDEO FILE E-sports: Gaming Can Pay College Tuition Fees
p. 20
Ce reportage de la BBC porte sur le sport électronique – appellation qui désigne la pratique sur
Internet ou en LAN party d’un jeu vidéo obligatoirement multijoueur, via un ordinateur ou une
console de jeu. Certaines universités américaines ont pris conscience de cette tendance de fond
et offrent désormais des bourses à des joueurs brillants, comme elles le faisaient
traditionnellement pour les sports physiques.
22
E-sports have blown up in popularity in the US over the past few years. With thousands of gamers
competing and millions watching, the phenomenon has come a long way in a very short period of time.
Now more than ever, players are considering pro-gaming as a valid career, especially in the US.
BEFORE YOU WATCH
1. The picture shows gamers who are concentrated on their screens. The banners under the picture
announce that Robert Morris University is now “recruiting collegiate gamers” and offers
“scholarships”.
2. What do you think e-sports are? The letter e stands for “electronic”.
3. Traditionally, who are scholarships offered to? In France, scholarships are offered to students
whose parents cannot afford to pay for their children’s needs when they go to university (or to
school).
NOW WATCH
On invitera les élèves les plus compétents à prendre des notes à partir du document puis à en
préparer un compte-rendu en petits groupes.
Le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves d’un niveau moins
avancé de parvenir à un degré de compréhension comparable à celui de leurs camarades plus
avancés.
À l’issue de ce travail exploratoire, tout le monde pourra répondre aux pistes de synthèse
(RECAP) qui sont présentes dans le manuel.
eWorkbook
Build up the meaning A2+
WATCH THE WHOLE DOCUMENT ONCE.
1. Réponses libres : chaque élève repère ce qu’il reconnaît.
2. Réponses libres : chaque élève construit sa propre compréhension à partir de ce qu’il a compris lors
de la première écoute. On encouragera les élèves à travailler à deux, pour confronter leurs hypothèses.
CONCENTRATE ON PART 1.
3. Good athletes
4. Tens of thousands of dollars: it corresponds to the scholarships offered to the students and what
students pay to study at the university.
5. Scholarships can pay for your tuition and lead to a career as a professional athlete.
6. These students play League of Legends; they are champion gamers.
7. Country: the US
City: Chicago
Name of the university: Robert Morris University
8. Traditionally, students win scholarships because they are athletes/excellent at sports; but in this
university they can earn a scholarship to play the video game League of Legends in the school’s team.
9. Réponses libres. Exemples : Because they consider playing video games is a sport; because they
think gaming develops capacities; they want their students to win competitions, to improve the
reputation of the University, etc.
10. Kurt Melcher is a sports coach, and e-sports scholarships were his idea.
11. 105: number of schools that play in the league.
12. The team practices Monday through Friday, four hours a day.
13. Their equipment: mechanical keyboards and high-end computers’ monitors. The lessons:
analysis and discussions on tactics.
14. Because they want to (keep up and) be the best.
15. These students must play every day and train to be the best/not be defeated at League of
Legends; this is why they practice a lot.
23
17. American football, baseball, and soccer.
18. – both are competitive;
– e-sports are not cardiovascular but they require hand-eye coordination and a strategic mind.
RECAP
Les élèves font la synthèse de leurs notes – ou des réponses du questionnaire A2.
Les réponses ci-dessous pourront constituer la trace écrite à porter dans les cahiers.
Rappelons que le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves de
niveau faible de parvenir à un niveau de compréhension comparable à celui de leurs camarades
plus avancés.
5. The scholarship is offered by Robert Morris University in Chicago to students who display
excellence at League of Legends/are very good gamers/are ready to play the video game League of
Legends, competitively.
– A scholarship that can pay for their tuition fees and lead them to a career as a professional athlete.
– Students are required to practice a lot (Monday through Friday, four-hour blocks)–it’s somewhat
like a job.
6. E-sports are as competitive as traditional sports. They are very detail-oriented, and require handeye coordination and a strategic mind.
REACT
7 & 8. Réponses libres.
Transcription
Image
1
Le journaliste
Son
American universities have a long tradition of awarding scholarships
to students who display excellence out on the sports field. With a US
degree costing tens of thousands of dollars, an athletic scholarship can
Arrivée de l’équipe de jeux pay for tuition and in some cases lead to a career as a professional
vidéos
athlete.
These students are benefiting from scholarships which cover some of
the cost of their university degrees. They are part of a college team
which plays the videogame League, of Legends, competitively. Robert
Morris University in Chicago is the first in the world to offer an athletic
scholarship of this kind.
2
Interview de Kurt Melcher,
E-Sport
coordinator
à
Robert Morris University
Kurt Melcher is one of the sports coaches at the college. The
“electronic” or “eSports” scholarship was his idea.
"We are in a collegiate league, there are 105 other schools that are in
this league. We are the only ones that have decided to be varsity and
give athletic scholarships for it. They practice Monday through Friday,
four-hour blocks, so everyone in this room is receiving some sort of
scholarship. So it’s somewhat like a job, but, you know, it’s a job that
they love.”
Conditions d’entraînement RMU’s e-sports team, the Eagles, have a dedicated practice space
kitted out with responsive mechanical keyboards and high-end
computers, monitors. And the players receive analysis and discussions
on tactics from coaches. Much like all the colleges’ other team sports.
Interview d’un étudiant de I used to play League of Legend, I mean… Yeah, I was pretty much
l’équipe des Eagles
addicted to the game. But here you have to play so much to keep up
and to be the best, like we’re undefeated and we do that because we
practice so much.”
3
“I think there are so many parallels to traditional sports, outside of
24
Interview de Kurt Melcher
the physical exertion, that League of Legends and e-sports provide.
It’s certainly just as competitive. When I see the players in this room
practising, it is the competition level as you would see in American
football, baseball or soccer. Just because it is not cardiovascular, it is
very detail-oriented, you have to have hand-eye coordination strategic
mind. All of those things mirror traditional sports up and down.”
Action!
Discuss: should competitive gaming be considered as sport?
NIVEAU B1 du CECRL Prendre part à une discussion formelle courante sur un sujet familier conduite
dans une langue standard clairement articulée.
Nous conseillons au professeur d’inviter les élèves à se répartir par rapport à leur positionnement
(pour ou contre), pour obtenir des groupes dans lesquels les deux options sont représentées. Les
élèves les moins autonomes pourront reprendre à leur compte les arguments développés dans le
document par Kurt Melcher. Cette activité demande un effort d’argumentation.
SOUND FILE “I Get Paid to Play Games!”
p. 21
Une journaliste interviewe un jeune homme qui a réussi à faire des jeux vidéo sa profession.
Game testing is an essential step in the process of game development. Testing ensures the quality
control of video games. The most important function of game testing is the discovery of software
bugs or defects. Until recently, testers used to be hired to verify that software complied to the
specifications, no matter if those specifications where good or bad. In some cases, they were paid
according to the number of bugs they found. Nowadays they are being more and more involved
during the development of the software itself. Testing is no longer a separate task, the testers
support business analysts, architects, and programmers by bringing in the testing perspective.
Software testing is a highly technical field requiring computing expertise, analytic competence,
and critical evaluation skills. Testers are more and more in demand.
BEFORE YOU LISTEN
1. The photo shows a young man who is playing a video game. He seems to be deeply concentrated.
The catch phrase on the photo seems to mean that this is an advertisement for a company that tries
to hire people. The title also shows that someone is going to speak about their job: “Get paid to play
games.’’
NOW LISTEN
Le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves d’un niveau moins
avancé de parvenir à un degré de compréhension comparable à celui de leurs camarades plus
avancés.
eWorkbook
LISTEN TO THE WHOLE DOCUMENT.
1. Réponses libres : les élèves notent ce qu’ils repèrent.
25
2. Réponses libres : on encouragera les élèves à échanger pour confronter leurs hypothèses.
3. He works in a small start-up that tests mobile applications.
4. Games.
5. Victor tests games before they are released to the public. Then he can give a review of the game–
so that the company can polish and fix errors.
6. I feel I am incredibly lucky. I feel useful. I enjoy myself. I think playing games all day is super. I
have a sense of accomplishment when the game is released to the public.
7. It’s incredibly fun to break the game, and when you find a bug the results can be hilarious.
8. Being a game tester is not always fun.
9. Sometimes, you are forced to check on games you have no interest in! And sometimes, you have to
work a lot.
10. Last year, he had to go to work for thirteen hours a day for six days a week for a whole month!
Of course, he was exhausted.
RECAP
3. Victor works in a small start-up that tests mobile applications–mostly games. He tests games: he
tries to find errors and gives reviews on the games.
4. Say how Victor feels about his job and on what occasion he feels particularly proud.
He is enthusiastic. He feels useful. He finds it fun. He feels particularly proud when the game he
worked on is released to the public.
5. Advantages: He enjoys himself while working. He plays something new every day. He feels useful.
Drawbacks: He has to play games that he is not interested in. He works a lot. It is exhausting.
REACT
6. Réponses libres.
Transcription
Host – Hello Victor! So, you are a fan of video games!
Victor – Yes, I am! And, I even get paid to play games. I’ve managed to find a job as a game tester.
I’ve found a small start-up that tests mobile applications–and most of those applications are games.
So I feel I am incredibly lucky. You see, before any game is released to the public, game companies
look for people to test their games and give their review of the game. This helps them to polish and
fix errors. This makes me feel useful!
Host – It sounds like your job is every gamer’s dream!
Victor – Yes! Honestly, I enjoy myself while I work there. You are playing games the whole day and,
that in itself is super . . . at least for the first few weeks. At first, I was excited to go to work. Every
day, I would get to play something new! It’s incredibly fun to try to break the game, and when you
find a bug, the results can be hilarious. You see, the best part about being a game tester is the sense
of accomplishment you feel once the game you worked on is finally released to the public.
****
Host – So, it’s always fun!
Victor – Well, I must say that being a game tester is not always fun . . . Being a tester means you get
to play games the entire day. But it doesn’t mean you get to choose what games to play. You can be
forced to check on games you have no interest in! And the other thing is that we sometimes have to
work a lot. Last year, we had to go to work for thirteen hours a day for six days a week for a whole
month! I couldn’t believe how exhausted I felt during this period!
Host – Thank you, Victor.
26
Action!
Write an article about game testing as a profession
NIVEAU B1 du CECRL Résumer avec une certaine assurance une source d’informations factuelles,
en faire le rapport et donner son opinion.
Les élèves pourront réutiliser ce qu’ils ont entendu dans le document. Ils devront transposer le style
oral de l’interview en style plus écrit. Ils pourront reprendre sa structure : d’abord les aspects
positifs puis les aspects négatifs. Une dernière partie, qui portera sur les personnes susceptibles de
faire ce travail, demandera aux élèves une réflexion plus distanciée (c’est une préparation pour le
projet de fin de séquence (voir p. 29).
TEXT FILE 1 Can Video Games Be Good for You?
pp. 22 & 23
Ce document est le script d’une vidéo produite par AsapSCIENCE, une chaîne créée sur
YouTube par deux Canadiens (de Toronto) qui publient chaque semaine des vidéos relatives à
un sujet scientifique.
AsapSCIENCE founders Mitchell Moffit and Gregory Brown have chosen their mission: to broaden
the appeal and accessibility of science–or (in their words) to peddle a ‘‘gateway drug’’ to potential
geeks.
BEFORE YOU READ
1. Réponses libres. Il est probable que les élèves connaîtront le jeu et qu’ils pourront en parler.
The game has existed since 1985 but there have been many versions. It is one of the oldest games.
3. The document will present arguments to support the answers in question 2.
NOW READ
Le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves de niveau moins
avancé de parvenir à un niveau de compréhension comparable à celui de leurs camarades plus
avancés.
eWorkbook
CONCENTRATE ON THE INTRODUCTION.
1. Positive side: Video games provide a fun escape from reality.
Negative sides: They are often portrayed as violent, lazy, and a waste of time.
Question: “Do they have positive effects?”
2. The article will provide an answer to the question in the introduction: “Do video games have
positive effects?”
READ PARAGRAPH 1.
3. Socializing.
4. Gamers play with people from all over the world and they make friends online.
Sometimes, virtual friends meet in real life.
Some people who met in a MMORPG fell in love.
27
READ THE REST OF THE TEXT.
5. a. Video games can increase intellectual function: l. 12 to 18.
b. Video games can be educational: l. 19 to 22.
c. Video games can increase attention to detail: l. 23 to 24.
d. Video games can improve eyesight: l. 25 to 26.
e. Video games can be a benefit for pilots or surgeons who can practice: l. 27 to 30.
6. Duration: two months. Time played: 30 minutes each day.
Skills impacted: memory, strategic planning, and fine motor skills of the hands.
8. piloting/flying/operating planes
operating on patients
driving
9. Video games develop skills, but it is important to use these skills in real life. So use your games in
moderation and enjoy your free time.
RECAP
5. Video games are appreciated because they provide a fun escape from reality. They are reproached
with being violent, lazy, and a waste of time.
6. The first strong side mentioned is their socializing aspect: gamers make friends online.
7. The experiment with Super Mario: participants played Super Mario 64 for 30 minutes a day over
two months.
8. The five positive effects of video games revealed by the experiment:
– the brains of the participants saw an increase of grey matter. The consequence was better memory,
strategic planning, and fine motor skills of the hands;
– video games can be used as effective teaching tools. They improve attention skills and they may
help kids who suffer from dyslexia to read more accurately;
– action games can also increase attention to detail;
– improvements in eyesight have been observed–gamers can see small details, like tiny writing;
– video games may help in training people for careers like being a pilot or a surgeon; students can
practice before being introduced to the real thing (same with driving).
9. The conclusion says that everybody should play in moderation so that they can use the skills they
have acquired.
REACT
WORK ON WORDS
1. common – unreal – decrease – ineffective – inaccurately – unsurprisingly – useless
2. Line 12: noun – Line 16: noun – Line 23: verb.
3. advertisement – announcement – improvement – abolishment – discouragement –
embarrassment – government – management – payment – recruitment
SUM UP
Transcription
Many people think video games are violent, lazy, and a waste of time. But in fact, they have a
socializing aspect.
Many studies have shown they improve intellectual function, memory, and strategic planning.
They can also be educational and they increase attention to details in individuals.
Other studies have seen improvements in eyesight. This technology is also used to train pilots or
doctors.
But you should enjoy your games in moderation.
28
Action!
Act out a scene
NIVEAU B1 du CECRL Exprimer sa pensée sur un sujet abstrait et expliquer pourquoi quelque chose pose
problème. Faire comprendre ses opinions et ses réactions.
NIVEAU B2 du CECRL Exprimer et exposer ses opinions dans une discussion et les défendre avec
pertinence en fournissant explications, arguments et commentaires.
Dans ce jeu de rôle, l’un des élèves pourra reprendre les arguments déveoppés dans le document,
tandis que celui qui joue le parent devra s’appuyer sur l’introduction ou trouver des arguments plus
personnels (le coût, le nombre de jeux déjà présents à la maison, etc.).
TEXT FILE 2 “I Was a Game Addict”
p. 24
Cet extrait du Guardian est un témoignage personnel et émouvant : celui d’un jeune homme de
24 ans, à l’époque où l’article est paru, qui raconte son addiction.
Symptoms of Video Game Addiction in Teens
Although video game addiction has not been given the same status as alcohol or drug addiction
which have treatment centers, it has noticeably increased among teenagers. One reason is that
video game designers make better and better entertainment–their objective is to produce games
that people will get grabbed by.
Someone who is addicted to video gaming can become distracted, irritable, or disinterested in
anything that does have to do with the game.
One aspect is that the teen is unable to control the amount of time they spend playing. They
completely lose track of time. Then because the teen spends so much time on their video game
console or computer, they neglect friends and family or homework, or they neglect even personal
hygiene.
1. The brackets in the title imply that the text is going to be a first-person story. The word “addict”
means that the person played games all the time and could not do anything else.
a. ‘‘Sales of video games in the UK have outstripped sales of films and music.’’
‘‘What makes online games so much more appealing than other media is the fact they have no time
limit.’’
‘‘These online games are a form of escape, just like alcohol or drugs.’’
“In the world of games, I was a winner.”
b. Reason: Online games are a form of escape.
Example: A 30-year-old Chinese man collapsed and died after a three-day gaming spree. He had
eaten almost nothing, and hadn’t slept at all.
c. Tom Meltzer
In real life: he was a lonely and unpopular teenager, with conflicts he could neither escape nor
resolve.
In games: he could be anyone, do anything–be a hero; he found the world of games safe.
3. Cette question, qui arrive en conclusion, reprend les réponses aux questions 1 et 2.
NOW DISCUSS THE LINKS BETWEEN THIS TEXT AND THE TEXT ON P. 22.
4. The two texts deal with the effects of video games on people’s lives. Text 1 is a scientific document
describing studies and developing the good consequences video games can have. Text 2 is a personal
testimony of somebody who became an addict after playing too much. This is a bad aspect of video
games.
5. The conclusion sentence, which says that we should use video games in moderation, as a leisure
activity.
29
Action!
Give a warning speech
NIVEAU A2 du CECRL Faire un bref exposé préparé sur un sujet relatif à sa vie quotidienne, donner
brièvement des justifications et des explications pour ses opinions, ses projets et ses actes.
B1 : Faire un exposé simple et direct, préparé, sur un sujet familier dans son domaine, dans lequel les
points importants sont expliqués avec assez de précision.
Les élèves joueront le rôle de Tom Meltzer. Ils reprendront à leur compte ce qu’il dit dans le
document, mais devront aussi intégrer les explications du médecin.
On incitera les élèves à travailler aussi la manière dont ils s’adressent à leur auditoire (eye contact,
clear voice, not reading out their notes, etc.).
WRITING WORKSHOP How to write an application letter
p. 25
Action!
Write an application letter to apply for a job as a game tester
Au choix du professeur, ce travail d’écriture pourra se suffire à lui-même ou tenir lieu de préparation
au projet final qui est en page 29. Si possible, on photocopiera le modèle afin que les élèves puissent
surligner les éléments et remplir les cases.
1. Observe the model.
a. § 1 is where she saw the job ad; § 2 is her experience; § 3 is her qualification and qualities; § 4 is
her motivation; § 5 is enclosure and closing.
b. What each paragraph contains:
– (§ 1) Jennifer saw the job offer on Terry’s Company’s website;
– (§ 2) her experience: she has worked as a receptionist (with multiple phone lines and a large
professional staff) for several years;
– (§ 3) her qualifications: she can use Microsoft Office, particularly PowerPoint and she has strong
communication, customer service, office, and administrative skills;
– (§ 4) she is interested in this job because she enjoys working in a team atmosphere, and forming a
strong working relationship with fellow co-workers. She likes having responsibilities, and she has
enthusiasm and determination.
2. & 3. Les élèves suivent les consignes pour rédiger leur propre lettre.
Annonce
GAMES GALORE
How would you like to work in one of the leading interactive entertainment
companies?
We are currently looking to recruit a number of Testers to join our Development
Services Team. We aim at gamers who would like to enter the games industry but
who are finding it difficult to gain experience.
Job Description
We are looking for experienced gamers. They will test scripts to find bugs,
identify their severity and enter clear and accurate bug descriptions. They will
follow instructions accurately, and actively work with colleagues when needed.
Knowledge, Skills & Experience
30
Clear communicator both written and verbally
Experienced games player with the ability to familiarize with gameplay elements
rapidly
Passion and enthusiasm for the role and the company
Ability to work unsupervised and maintain focus and commitment
Flexibility to work additional hours if necessary
Salary
Salary will depend on the experience of the candidate. Competitive hourly rate.
Company Overview
GAMES GALORE is a developer of software and games for personal computers,
wireless devices, and video game consoles. It is one of the largest gaming
software company in America, but it also cultivates creative talent worldwide.
GAMES GALORE Team is dedicated, passionate, and creative. They enjoy being
part of a lively company in an exciting and ever-evolving industry.
LANGUAGE WORKSHOP
pp. 26 & 27
GRAMMAR
Can, could, may, be able to
Rappelez-vous
1. Can et may se traduisent tous les deux par « pouvoir ».
Can indique ce qu’une personne est capable de faire ; May indique une permission.
Can et may peuvent aussi indiquer qu’un événement n’est pas certain.
2. Modal + base verbale (infinitif sans to).
Forme affirmative : sujet + can/may + V
Forme négative : sujet + cannot/may not + V
Forme interrogative : can/may + sujet + V ?
Allez plus loin
3. a. Video games can be educational.
b. Gamers can see smaller details more clearly.
c. These skills are useful if you use them–which you can’t (sous-entendu « use ») if all you do is play
video games.
d. The notion of a video game addiction may seem odd.
e. If people have problems, they can use video games as a form of escape.
f. The world of games is a world where no one can harm me.
g. And I was always able to triumph over my enemies. (Pas de modal mais was able to est un
équivalent de can.)
4. On ne peut pas remplacer can par may dans les phrases b, c et f, car can indique une capacité
physique.
5. Was able to est un équivalent de can. I could always triumph . . .
Exercises
1. Can I play video games now? Yes, you can./No, you can’t.
Can a video game help me to learn English? Yes, it can./No, it can’t.
Can this be true? Yes, it can./No, it can’t.
31
2. a. I will be able to change the world.
b. Nobody will be able to harm me.
c. I will not be able to talk to you.
3. a. I can’t play my favorite game because I haven’t got my computer. Incapacité dans le présent
b. I wish I could play! Prétérit du non-réel
c. Could I borrow your computer, Jessie? Demande polie
d. Of course you can! It’s in my room. Autorisation
e. I could not play yesterday because I had a lot of homework. Incapacité dans le passé
4. a. You may be asked to enter a password. Possibilité
b. Students may access the Internet in the library. Autorisation
c. John might have become a game tester. Possibilité non réalisée dans le passé
d. May I ask you to help me with my essay? Demande d’autorisation
5. a. Some games may be dangerous.
b. With these glasses, I can read tiny writing.
c. You may be tired after an hour in front of the screen.
d. My grandmother cannot use a computer.
GRAMMAR GAME
You can but you may not!
L’objectif de cette activité est que les élèves arrivent à utiliser les modaux de manière
spontanée. On évitera de s’appesantir trop longtemps pour garder l’aspect ludique.
VOCABULARY
Exercises
1. a. He drops out of school at least one day per week.
b. He hated school, so he dropped out of school.
c. Today, most American households are equipped with computers.
d. We notice an increase in the number of gamers.
e. For some scientists, playing games is good for your brain.
2. a. hardware – book – screen – software – mouse
b. upset – irritable – furious – fun – angry
c. purchaser – seller – buyer – client – customer
SKILLS TRAINING Dire et comprendre les nombres
p. 28
Les élèves ont fréquemment besoin de dire ou de comprendre des nombres – or cela représente
souvent un obstacle. C’est pourquoi nous avons choisi de proposer un entraînement à cette
sous-capacité.
Nous indiquons ci-dessous les réponses à la phase intitulée « Concluez ».
LES NOMBRES COMPOSÉS
2. Il y a une virgule là où les Français mettent un point.
On ajoute and entre les dizaines et les unités.
Dans un nombre, il n’y a pas de terminaison -s à la fin de hundred, thousand et million.
Les symboles $ et £ sont placés avant le nombre mais ils sont prononcés après.
L’ACCENTUATION
2. L’accent est sur la terminaison teen en a ; et sur la racine eight en b.
32
LES DATES
2. En a, nineteen seventy-one. En b, two thousand and fourteen.
En anglais britannique (c), the 25th of January 2014. En anglais américain, January fourteen, 2015.
3. Travail oral.
L’HEURE
2. English-speaking people often use the 12 hour clock.
3. Travail oral.
YOUR PROJECT Hire a game tester
p. 29
Le travail proposé dans ce projet de fin de séquence a été largement préparé par les Actions!
tout au long du chapitre et surtout par le Writing Workshop. Le lexique a aussi été largement
pratiqué au cours du chapitre et le document du Sound File est une préparation évidente pour
ce jeu de rôle.
Outre toutes les aides données dans le corps du chapitre et dans cette page en particulier, le
professeur pourra trouver des pistes intéressantes en faisant une recherche sur Internet avec
ces mots-clés : job interview et role play. Les exemples vidéo sont nombreux, et on pourra
éventuellement en montrer un aux élèves.
TECHNOLOGY CORNER
pp. 30 & 31
Nous ne proposons pas de « corrigé » pour cette double-page, dont l’objectif est de donner aux
élèves l’occasion de lire de l’anglais de manière libre et non guidée. C’est aussi l’occasion pour
eux de prendre des initiatives. Ce travail est une préparation pour les stages dans le contexte de
la vie professionnelle : lire un article en anglais et en faire le compte-rendu pour des collègues
est une capacité souvent appréciée.
WRITTEN EXAM TRAINING
COMPREHENSION
Questions Doc. 1
pp. 32 & 33
1. This article deals with: the representation of the war in Call of Duty.
2. Treyarch is a video game company.
Josh Olin works as a community manager.
Call of Duty is a combat video game.
Hank Keirsey gives advice on things related to war.
3. The battles depicted in Call of Duty never took place.
Wrong: “Each battle is based on a historical one.”
Ex-soldiers helped to make the game closer to reality.
True: “Keirsey found veterans who served in these conflicts, and interviewed them for historical
accuracy.”
There is no historical mistake in Call of Duty.
Wrong: “Misrepresentation and mistakes in historical facts of World War II are found throughout the
game.”
The journalist thinks that Call of Duty could be used in schools.
True: “This can provide an important educational lesson.”
4. In a book, people find descriptions and stories and it is up to them to imagine the reality. In a
video game, reality is shown. People see the places and the people as they would in a movie but they
interact with the characters and the environment, which they cannot do in a movie. People are
immersed in action.
33
Questions Doc. 2
1. This document is: a newspaper article
2. The text is about the representation of Indians in video games.
3. Connor is a half-Mohawk, half-British and an assassin.
Ubisoft Montreal is a video game company.
Assassin’s Creed III is a video game produced by Ubisoft Montreal.
Thomas Deer is a Mohawk cultural consultant.
4. Ubisoft recruits Thomas Deer because “the last thing they wanted was a collection of clichés and
stereotypes”. They wanted “to make Connor more authentic”.
5. Thomas Deer’s advice to Ubisoft :
“Deer warned them that any visual depiction of the sacred masks is considered offensive.”;
“He advised them on which types of clothing and jewelry to use.”
6. Sentences showing that:
– there are not many Native American characters in video games: “Native American video game
characters are particularly rare.”;
– Ubisoft did not only ask Thomas Deer for help: “The team also worked with the Mohawk
community near Montreal and contracted some of its residents [ . . . ]”;
– Native American characters in video games are often stereotypical: “And when they do appear
[ . . . ] they’re often boiled down to generic, spiritual people.”
Questions Docs 1 and 2
1. The two titles that correspond to both documents 1 and 2 are:
– Video Games Trying to Portray Reality;
– Exploring Culture and History Through Video Games.
2. They both want to be accurate and portray reality. At Treyarch, they say that they want to “reflect
reality as closely as possible”. At Ubisoft, they say that they did not want “a collection of clichés and
stereotypes”. Both hired consultants to make sure that they were as close as possible to reality. Both
want to be authentic.
EXPRESSION
Pour l’évaluation de l’expression écrite, on pourra utiliser la grille qui figure sur le site
www.hachette-education.com.
ORAL EXAM TRAINING
COMPREHENSION
Video Game Controversy
www.abc.net.au/am/content/2013/s3862992.htm
(From the beginning to 1’35)
Transcription
ELIZABETH JACKSON: Psychologists say there is now irrefutable evidence that the human brain can
be changed in unprecedented ways by playing violent video games. Baroness Susan Greenfield, a
professor of Pharmacology at Oxford University, has told a conference in Sydney that research
shows continued exposure to violent games results in structural changes to the brain. These
changes include a smaller prefrontal cortex, which is the part of the brain which deals with higher
order thinking and impulse control. Baroness Greenfield said adolescents were particularly
vulnerable between the ages of 11 and 14, because that’s when many new brain connections are
being made, and the changes are permanent.
SUSAN GREENFIELD: The data at the moment is pointing to, as we’ve been saying at this conference,
adaptions that we might not find necessarily altogether desirable - really, a large amount of
evidence suggesting that that can lead to aggression and can lead to compulsive ways of behaving
34
that we should start to think about how we deal with.
ELIZABETH JACKSON: Do you feel that because video gaming is such a big business that the
commercial imperative is undermining the scientific findings?
SUSAN GREENFIELD: Well it was ever thus, of course. Whenever you have the chance to make
money, as we were discussing in many areas, that is a factor and one can’t just sort of gnash one’s
teeth and beat one’s (inaudible). It’s a fact of life that if you have people having fun, and other
people are making money out of them, this is a very happy situation for most people, you know? So
what we have to do is rather than just saying it’s all bad, let’s stop it, we have to think of something
better. We have to think of something that’s even more exciting - well, not so much exciting; that’s
more fulfilling, that makes you feel confident in yourself, that gives you a sense of being a real
individual, that gives you a sense of self-esteem. We need to think of those things and how we can
deliver that to young people. [...]
EXPRESSION
Le professeur invitera les élèves à suivre le guidage que nous proposons pour se préparer à
l’épreuve orale. On pourra conseiller aux élèves de travailler en petits groupes à la maison et de
s’enregistrer pour s’entraîner. Pour l’évaluation de l’expression orale, on pourra utiliser la grille
qui figure dans le rabat de couverture.
Unit 2 Shop Ethical
p. 34
‘‘Spaces and exchanges’’
PROBLÉMATIQUE : How can our values and behaviour have an impact on global
exchanges? The example of shopping.
Ce chapitre, qui aborde l’influence de la société de consommation, intéressera au premier chef les
élèves des sections STMG – mais touchera aussi tous les élèves. Les inégalités entre pays riches et
pays pauvres, conséquences entre autres de la mondialisation, ont conduit des citoyens à se lancer
dans le commerce équitable. Ce mouvement, né aux États-Unis dès les années 1940, vise à
rééquilibrer les échanges commerciaux en important et en vendant des produits réalisés par des
artisans de pays en voie de développement, afin de leur assurer de meilleures conditions de vie. Si ce
type de commerce est aujourd’hui répandu dans tous les pays industrialisés, il trouve
particulièrement sa place dans les pays anglo-saxons, où l’initiative individuelle est encouragée pour
soutenir le bien commun.
Menu de l’unité
Cultural Background An Unfair World
Cette double-page permet aux élèves de faire un état des lieux de l’impact de la mondialisation
et des inégalités qui en découlent.
Video File Living With Coffee
Ce premier reportage permet, à travers l’exemple de la culture du café, de comprendre les
principes qui sous-tendent le commerce équitable.
Sound File Trade As One–Take Action!
Une campagne de sensibilisation américaine, qui montre la responsabilité et le rôle de chacun
dans l’émergence d’une société plus juste.
35
Text File 1 Consume With a Conscience
Cet extrait du site DailyFinance met en lumière l’impact des comportements individuels sur les
pratiques des entreprises commerciales qui doivent s’adapter au nouveau mode de
consommation plus éthique de leur clientèle.
Text File 2 Buy Nothing Today!
Ce mouvement, né au Canada dans les années 1990, dont l’objectif est de dénoncer la
surconsommation dans les pays occidentaux et en particulier aux États-Unis, est
particulièrement suivi dans les pays anglo-saxons.
Writing Workshop How to make a persuasive leaflet
Une étape indispensable pour se préparer à la campagne de sensibilisation qui constitue le
projet de fin de séquence.
Language Workshop Grammar: la forme be + V-ing; l’expression de la volonté – Vocabulary
Skills Training Comprendre les mots
Les stratégies à mettre en œuvre pour inférer le sens des mots inconnus, à l’oral comme à
l’écrit.
Your Project Organize an awareness campaign
Technology Corner
Quatre articles, qui illustrent l’impact des nouvelles technologies sur nos habitudes de
consommation.
Exam Training Written and oral exams: compréhension et expression.
OUVERTURE
p. 35
Cette illustration permettra d’aborder le thème de l’unité. On veillera à laisser à la classe le soin
de proposer des pistes de commentaires, mais on pourra leur proposer de réfléchir en groupe
sur quelques pistes : places, type of agriculture, people, impact on the producers’ way of life,
markets, etc. Le professeur répondra aux sollicitations des élèves pour le vocabulaire. Ce sera
l’occasion de revoir ou d’enseigner du lexique utile pour la suite.
On évitera toutefois de passer trop de temps sur ce document, afin de ne pas déflorer les sujets
abordés par la suite.
CULTURAL BACKGROUND An Unfair World
pp. 36 & 37
1. WHAT DO YOU KNOW ABOUT . . . CONSUMPTION FIGURES?
Il ne s’agit bien entendu pas d’évaluer, à ce stade, les connaissances des élèves, mais
simplement de les amener à réfléchir sur les inégalités entre pays riches et pays pauvres. On
proposera donc aux élèves de réaliser ce quiz en petits groupes, pour favoriser les échanges et
les réflexions individuelles.
Pour ne pas consacrer trop de temps à cette activité, on pourra utiliser la fonction drag and
drop dans l’eWorkbook.
36
1. 12% of the world’s people live in North America and Western Europe, and account for 60% of
private consumption.
2. 20% of the world’s population lacks food, shelter, housing, water, and access to electricity. They
account for only 1.3% of total private consumption.
3. Companies spend more than $200 billion on advertising in the U.S. each year when $50 billion a
year could provide adequate food, clean water, and basic education for the world's poorest.
4. The world's richest countries account for 45% of all meat consumption, and 87% of vehicle
ownership.
5. Each day, an American consumes 575 liters of water while a Chinese consumes 86 liters.
2. THE VOTE IN YOUR POCKET
Ce podcast souligne la façon dont chacun, individuellement, participe aux inégalités qui ont été
décrites précédemment par les choix qu’il fait quand il consomme.
1. “The vote in your pocket”: with your spending power, you can help in the struggle towards better
world.
2. When we buy cheap clothes, it’s a vote for workers exploitation.
– When we buy cars that consume a lot of gas, we have an impact on climate changes.
– When we buy cheap meat, we influence the quality of life of the animal.
– When we shop at supermarkets, we have an impact on high street and local shops.
3. Coffee, tea, breakfast cereal, bread, bin bags.
4. When we favour organic produce, we vote for environmental sustainability.
When we favour fair trade, we vote for human rights.
Transcription
Your money is a vote which you can use every time you go shopping. By using your spending power
wisely you can help in the struggle towards a better world.
Food and goods in the UK are relatively cheap. But while we might be saving money, there may be a
cost somewhere down the line.
Buying cheap clothes which have been made in sweatshops is a vote for worker exploitation.
Buying a 4X4 that uses a lot of gas, especially if live in a city, is a vote for climate change. Factory
farmed animals may make cheap meat but it comes at a price on the quality of life of the animal.
And then, when it comes to supermarkets, the cost can be to our high streets and local shops. You
see, even small, everyday purchases, such as coffee, tea, breakfast cereal, bread or bin bags are a
vote for something. Favouring organic produce is a vote for environmental sustainability and fair
trade is a vote for human rights.
3. BANGLADESHI GARMENT WORKERS
La tragédie du Rana Plaza, en 2013, a largement participé – en particulier dans les pays anglosaxons – à une forme de prise de conscience collective. C’est ce que les élèves (re)découvrent
dans ce texte.
1. Bangladesh is the world’s second largest clothing exporter after China, and yet its population is
one of the poorest in the world and lives in terrible conditions. Wages are low, the working
conditions are hard and security measures are frequently ignored.
2. In May 2013, a garment factory collapsed in Rana Plaza and caused the death of 1,129 people.
2,500 were injured. It was revealed that the firms were still using child labour, beating staff, ignoring
fire safety rules and threatening trade union members with murder.
3. The disaster caused outrage in the West and petitions were signed, calling on various companies
to change.
37
4. WHAT IS IN OUR GARBAGE?
On demandera aux élèves de travailler en groupe, pour décrire l’évolution de nos habitudes de
consommation depuis 20 ans. On fera, en particulier, repérer la disparition des cendres et
poussières au profit des éléments recyclables. Ils pourront ainsi commencer à définir ce qui
constitue un comportement écoresponsable.
Action!
Interview your classmates about their shopping habits
NIVEAU A2 du CECRL Demander et fournir des renseignements simples, réagir et répondre à une
demande d’aide ou d’explication.
Les différents axes abordés dans ces deux pages permettront aux élèves de sélectionner les aspects
les plus pertinents pour mener leur enquête, dont ils pourront en particulier utiliser les résultats
pour le projet final (p. 47). Cette enquête permettra aux élèves de prendre conscience à la fois de
leur responsabilité individuelle et du fait que le problème abordé est commun à toutes les sociétés
occidentales (et pas seulement aux États-Unis).
VIDEO FILE Living With Coffee
p. 38
Ce reportage permet de découvrir le commerce équitable en partant d’un exemple concret : la
production de café en Colombie.
Fair trade aims at promoting greater equity in international trading partnerships. It promotes
sustainable development by securing the rights of producers in developing countries and offering
them better trading conditions.
BEFORE YOU WATCH
Questions 1, 2 et 3. Bien entendu, le lien entre les deux illustrations est évident : l’un produit du
café, dont il dépend pour trouver un revenu ; l’autre consomme le café, qui est devenu un élément
incontournable dans les sociétés occidentales. On fera émerger les connaissances des élèves sur la
production de café, et on les amènera à émettre des hypothèses sur le contenu du document. Ces
deux étapes faciliteront leur compréhension lors du visionnage.
NOW WATCH
4. On invitera les élèves les plus compétents à prendre des notes à partir du document puis à en
avancés.
(Recap) qui sont présentes dans le manuel.
eWorkbook
1. Réponses libres. La grille permet aux élèves de faire un premier classement dans leurs notes.
2. Réponses libres. On encouragera les élèves à échanger leurs hypothèses.
3. The little girl’s family lives on coffee. At home, she plants coffee. Her dream is to continue studying
and become a doctor.
4. There is little chance that she will make her dream come true because her family is poor.
38
5. Many drink coffee: widely traded commodity/coffee industry/huge;
– Coffee drinkers know nothing about coffee producers: don’t know/coffee/grown/grew;
– What is important for coffee drinkers is the price of coffee: cheaper.
6. Because we want cheap coffee, coffee planters are paid very low salaries.
7. Poverty, disease, and conflict.
8. Columbia is mentioned because it is a big coffee producer.
9. 3 hectares: size of small coffee farms;
– 1/2 million: number of small coffee farms;
– 3rd: rank in the world for coffee production;
– 10 million: number of coffee bags exported every year.
10. Columbian producers do not have a lot of power on the coffee market because they have very
small farms.
11. Fair trade aims to address some of the inequalities in the conventional trading system by:
a. sharing the benefit of trade more equitably between the consumers, between the environment
and–most important–with the producer.
b. That price has been calculated to ensure the farmers can cover their cost of production and meet
their basic needs.
c. The farmers will always be paid this fair price–so they are protected from the fluctuations of the
market.
d. On top of that they are paid a premium for investment in local community development.
12. a. The aim of Fair Trade is to share the benefit of trade equitably.
b. This price ensures that farmers get a fair price for their production.
c. Farmers are always paid the same price.
b. They can get a premium for community development projects.
RECAP
Il s’agit pour les élèves de faire la synthèse des informations qu’ils ont comprises dans le
document vidéo. On leur proposera de faire cette synthèse seuls ou en petits groupes avant la
mise en commun, qui sera l’occasion pour l’enseignant d’enrichir les productions en fonction
des objectifs qu’il se sera fixés. Les pistes ci-dessous pourront constituer la trace écrite.
5. Coffee is the second most widely traded commodity in the world after oil, and yet coffee drinkers
know nothing about coffee producers, the way it is produced and sold. They are only concerned
about the price of the coffee they buy.
6. Coffee traders try to make the production prices as low as possible, and this has an impact on the
producers’ living and working conditions. The coffee farms are small, and the producers depend on
the movements in the market.
7. Fair trade aims at sharing the benefits of trade more equitably between the consumers, the
environment, and the producer. That price is calculated so that the farmers can cover their cost of
production and meet their basic needs. They are protected from the fluctuations of the market. They
receive a Premium that is invested in local community development.
REACT
8. Réponses libres. On encouragera les élèves à réagir et à s’interroger sur leur propre implication
dans ce système. Jusqu’où les consommateurs sont-ils prêts à aller pour offrir une société plus juste ?
39
Transcription
Image
1
La jeune fille avec des soustitres.
Salle des marchés + port +
terrasses de cafés
Interview + producteurs
Couper certaines phrases, la
bande son peut être
repositionnée sur les images
des producteurs
Son
When I am at home, I plant the coffee. I go to school and I want to
continue studying. I want to help my grandparents. I want to be a
doctor.
Coffee is the second most widely traded commodity in the world
after oil. And that’s the trouble. The coffee industry is huge. Coffee
drinkers have become mere consumers. We don’t know where the
coffee was grown or who grew it.
Today we’ve divorced from where we buy the majority of our
products. We don’t see the people who made them and we just say
oh they’ll make the coffee cheaper so they’re good for me.
2
In the global coffee trade, “good for me” has worked out well for the
Buveurs de café + images en coffee drinkers. Not so well for some of those who grow it. For them,
noir et blanc
it has led to poverty, disease and conflict.
Plantations de café
Nearly all of Columbia coffee farms are small, less than 3 hectares,
but with over half a million, that’s still the third biggest coffee
Dans un hangar + pesée du
producer in the world exporting more than 10 million bags every
café
year. 4:54
There’s new thinking in the world about how countries like
Columbia can deal with these volatile movements in the market. One
now of growing in popularity is the concept of Fair trade.
3
Producteurs contents +
interview de la jeune femme
+ courbe des marchés +
retour aux exploitations
Fair trade is an alternative model in international trade which just
aims to address some of the inequalities in the conventional trading
system by sharing the benefits of trade more equitably between
the consumers, between the environment and – most importantly –
with the producer. That price has been calculated to ensure the
farmers can cover their cost of production primarily and meet their
basic needs. If the international market price falls below the fair
trade price, the farmers will always be paid this fair trade price - so
they are protected from the fluctuations of the market. On top of
that they are paid a Premium - and that premium is for investment
in local community development.
Action!
Make diagrams to illustrate the production and sale of coffee
NIVEAU CECRL B1 Résumer une source d’informations factuelles et en faire le rapport
Il est assez simple, en saisissant les termes coffee + production, de trouver des informations, des
diagrammes et des schémas décrivant les processus de production et de vente du café. Il reviendra
aux élèves de synthétiser ces informations en évitant le copier-coller. Ce travail pourra utilement
être réalisé en groupe, et les productions obtenues pourront être affichées dans la classe. Les
résultats de cette recherche pourront également être réinvestis dans le dépliant qu’ils créeront à la
fin de la séquence (projet p. 43).
SOUND FILE Trade as One–Take Action!
p. 39
Trade as One est une entreprise qui vise à promouvoir exclusivement les produits issus du
commerce équitable et qui propose aux consommateurs d’inscrire leurs achats dans une
démarche militante. Dans ce document, l’entreprise développe son argumentation et ses
objectifs, pour essayer de convaincre les consommateurs de la rejoindre.
Trade as One is an American organization created by Nathan George. It uses Fair Trade to change
the American consumers’ attitudes regarding consumerism and promote sustainable business.
40
BEFORE YOU LISTEN
1. Le texte introducteur résume succinctement le principe du commerce équitable. Il sera
particulièrement utile aux élèves qui n’auraient pas travaillé auparavant sur la vidéo. Après une
première lecture, on fera fermer les livres et reformuler ce qui a été compris pour s’assurer que
ce prérequis est bien connu des élèves, avant d’écouter le document.
2. Les élèves ayant déjà travaillé sur le document vidéo trouveront sans difficultés des idées à
suggérer. Cette phase d’anticipation et d’émission d’hypothèses permettra une meilleure
compréhension du document oral.
NOW LISTEN
avancés.
eWorkbook
LISTEN TO THE WHOLE DOCUMENT
3. We get more and more stuff.
– We become preoccupied, busy, driven people.
– We lose gratitude and generosity.
– This system manipulates us and enslaves us.
4. Americans’ problem: they get more and more stuff, so they are transformed into consumers. They
lose their humanity. They become slaves of trade.
5. The poor live on less than $2 a day.
– They may be gifted or intelligent or hard-working, but there’s no escape.
– They don’t have access to jobs, to resources, to justice, to education, or even to clean water.
6. The poor populations’ problem: they are left out of the system (no jobs, no resources, no
education, etc.). They are enslaved by the system.
7. What if an answer to our problem could also be an answer to theirs?
– What if our spending/the money we spend could be used to fix problems?
– What if the money we spend could save a life?
8. Perhaps a solution might be to make sure that people get a fair price for what they produce for us.
10. The American people: they get what they need, like coffee, olive oil, chocolate, soap, bags, teeshirts, gifts, etc.
The poor people: they earn a living wage, made sustainably and made without slavery or child
labour.
41
11. So join us because it’s good to be upset, it’s better to be inspired. And remember, nothing
changes until people of conviction take action.
Example: It’s time you did something to help these people. Being upset shows you are generous–but
you must transform this into action.
RECAP
Il s’agit pour les élèves de faire la synthèse des informations qu’ils ont comprises. On leur
proposera de faire cette synthèse seuls ou en petits groupes avant la mise en commun, qui sera
l’occasion pour l’enseignant d’enrichir les productions en fonction des objectifs qu’il se sera
fixés. On pourra utiliser ces pistes pour la trace écrite.
4. In America, the consumers are manipulated so that they feel they always need more and more
things, consume and spend money so that trading companies become richer and richer. Consumers
are enslaved by the system.
Half of the world’s population, in developing countries, lives on less than $2 a day. They don’t have
access to jobs, to resources, to justice, or even to clean water. They have little education. This
situation is profoundly unfair.
Trade as One proposes to react against the situation. The American consumers could buy fair trade
products (coffee, olive oil, chocolate, soap, bags, tee-shirts, etc.) so that the producers are ensured
minimum wages whatever the market fluctuations. The firms would not rely on slavery or child
labour anymore. Premiums would contribute to the poorest countries’ local development and offer
health care and education to the population. Fair Trade also contributes to environmental
improvements.
REACT
Dans les classes dont le niveau le permet, on attirera l’attention des élèves sur le point de vue
de l’énonciateur. Ce document fait partie d’une campagne de publicité, et l’adhésion aux
arguments de l’entreprise est présentée comme logique, cohérente et noble. Se souvenir que
Trade As One est une entreprise commerciale amènera les élèves à prendre du recul sur les
motivations et les arguments retenus par l’auteur ce document.
Transcription
You know it’s strange, but the more stuff we get, the more entitled we feel. We become preoccupied,
busy, driven people. We lose all sense of gratitude and our generosity disappears, and we’re
reduced to being just consumers. We live in this system that ruthlessly targets us, that manipulates
us, and before we know it, enslaves us.
***
And meanwhile, half of the world’s population lives on less than $2 a day. And no matter how gifted,
intelligent or hard working they are, there’s no escape. They don’t have access to jobs, to resources,
to justice, or even to clean water. They have little education, and nobody they know can help.
***
Now, what if an answer to our problem could also be an answer to theirs? What if our spending
could actually be used to fix problems instead of creating them? What if the money we spend could
save a life? With Fair Trade, small changes to our spending habits here could transform whole
communities there. We get things we need, like coffee, olive oil, chocolate, soap, bags, tee-shirts,
gifts, all made by the poor who now earn a living wage, made sustainably and made without slavery
or child labor. What they get are jobs that bring them dignified work, that break cycles of
dependency, and the freedom from abuse.
***
If people all over America are partnering with Trade As One to buy fair trade, their purchases have
42
brought dignity, stability and hope to some of the darkest places in the world.
So join us because it’s good to be upset, it’s better to be inspired. And remember, nothing changes
until people of conviction take action.
Action!
Encourage your friends to buy fair trade products
NIVEAU B1 du CECRL Développer une argumentation suffisamment bien pour être compris sans
difficulté la plupart du temps.
NIVEAU B2 du CECRL Faire un exposé avançant des raisons pour ou contre un point de vue particulier, en
présentant les avantages et les inconvénients d’options diverses.
Les élèves pourront reprendre à leur compte nombre d’arguments avancés tant dans ce document
sonore que dans la vidéo ou la double-page d’entrée. Ce podcast pourra être réinvesti dans le
dépliant qu’ils créeront à la fin de la séquence (Project p. 43).
TEXT FILE 1 Consume With a Conscience
pp. 40 & 41
La prise de conscience des consommateurs, de plus en plus sensibilisés aux conséquences
induites par la société de consommation, amène à des modifications dans leurs comportements.
Les entreprises se voient aujourd’hui contraintes à prendre en compte ce nouveau mode de
consommation, quitte à en faire un nouvel argument de vente. C’est cet aspect qui est
développé dans cet article.
BEFORE YOU READ
On amènera les élèves à percevoir que le respect des règles du commerce équitable et
l’implication d’une marque dans une organisation caritative sont mis en avant comme
arguments de vente.
2. La mise en relation des illustrations et du titre du document permettra de faire émerger la
notion de consommation responsable.
The photo on the right-hand page is an advert for perfume. Very little is said about the product itself,
the brand insists on their partnership with a charity that defends women dignity and fights against
poverty in developing countries, as is illustrated on the small photos at the bottom of the poster. The
title of the text directly addresses the consumers and appeals to their conscience: they can at the same
time consume and participate in social improvements.
L’émission d’hypothèses rendue possible par le travail d’analyse précédent prépare les élèves à
la lecture et facilitera leur compréhension du texte.
NOW READ
On invitera les élèves les plus compétents à prendre des notes puis à préparer un compte-rendu
du texte en petits groupes.
avancés.
eWorkbook
READ THE WHOLE TEXT.
43
FOCUS ON PARAGRAPH 1.
2. Ten Thousand Villages is a clothes store located near Lancaster, Pennsylvania.
3. Jessica King shops there because the items sold are made by women in Bengladesh. Her purchases
enable them to earn a living.
FOCUS ON PARAGRAPHS 2.
4. Citizen Consumerism consists in buying products and defending a cause at the same time.
5. “make more of their purchases purposeful, be it by choosing fair-trade products or merchandise
that supports a cause” (l .7-8).
6.
Shop
Campaign
Cause they promote
Macy
Go Red For Women
Prevention of heart disease
Toys R Us
Autism Speaks
Support to Autism
7. Some brands sign partnerships and launch campaigns to promote charity causes.
8. The expression that develops the term “citizen consumerism”: “shopping with a social
conscience”.
9. Today, consumers are not willing to spend their money blindly anymore. They want to consume
and make a good action at the same time.
FOCUS ON THE END OF THE TEXT.
10.
Retailer
Major Chains
Name of the Green lines and
campaign
products
Organization
/
they support
Who the money The environment
helps
How it works
The products are
green: they are ecofriendly
Target
Redcard
Take
Charge
Education
Schools
Starbucks
of
Shoppers
who
use
credit card can have 1%
of
their
purchase
donated to a school in
need of funding
Create Jobs for USA
Opportunity
Network
Finance
small business owners in
under-served areas
Customers
buy
$5
bracelets. The money is
used to propose low
interest rates to small
business owners in underserved areas
10. When you buy these companies’ products, you contribute to a good cause. So you consume with
a conscience.
11. These companies have understood that proposing the consumers to link their purchases to a
good cause is a way to attract them. The consumers will prefer to buy their products. It’s a new way
to advertise their products.
RECAP
Les exemples de réponses ci-dessous pourront constituer la trace écrite à porter dans les
cahiers.
5. ‘‘Citizen consumerism’’ consists in choosing fair-trade products or products that contribute to
promoting a cause.
44
6. Some firms have signed up partnerships with organizations that defend human rights, fights
against poverty or promote causes.
7. Macy’s Go Red For Women promotes the prevention of heart disease.
– Toy ‘‘R’’ Us’s Autism speaks supports an organization that helps autistic persons.
– Target’s REDcard donates 1% of the purchases made with their credit card to schools in need of
funding.
– Starbucks sells bracelets and has created a fund to propose low interest rates to small business
owners in underserved areas.
– Many major chains propose green lines that respect the environment.
8. More and more companies promote charities and run cause-related promotions. They have
understood that citizen consumerism is a developing trend, and they have to adapt if they don’t want
to lose their customers.
REACT
On incitera les élèves à prendre du recul par rapport à leurs propres habitudes de
consommation.
WORK ON WORDS
1. purchases – retailer – brand – proceeds – non-profit
2. Real friends: merchandise (marchandise); false friends: supports (soutenir), bulbs (ampoule),
organic (bio).
3. marge – courant principal
4. a. increase : augmenter (verbe) – + ing: qui augmente (adj.) – + ly (adverbe): qui va en
augmentant/de plus en plus
b. purpose: le but (nom) – + ful (adj.): qui a un but – + ly (adverbe): qui va en ayant un
but/délibérément
SUM UP
Transcription
These days, consumers want to make their purchases purposeful. They choose fair-trade products
or merchandise that supports a cause. As a result, retailers propose cause-related promotions.
When you buy their products, part of the money you give is donated to charities to build schools or
hospitals, to create jobs or defend social causes. The idea of eco-friendly is spreading and most
retailers boast "green" lines and products. There’s an increased popularity in shopping with a social
conscience.
ACTION!
Present a cause-related promotion
NIVEAU B1 du CECRL Faire un exposé simple et direct, préparé, dans lequel les points importants sont
expliqués avec assez de précision. Donner brièvement des raisons et des explications.
Cette recherche permettra aux élèves de prendre conscience que la consommation éthique n’est pas
réservée aux États-Unis ou aux pays anglo-saxons, mais que cette tendance se développe également
dans leur propre pays. La présentation qu’ils en feront les amènera à expliciter les processus retenus
par les entreprises.
TEXT FILE 2 Buy Nothing Today!
p. 42
La campagne Buy Nothing Day se poursuit chaque année au Canada, aux États-Unis et en
Grande-Bretagne, et arrive progressivement en France. Les consommateurs sont invités,
pendant 24 heures, à ne rien acheter pour prendre conscience de la démarche de
surconsommation dans laquelle ils sont souvent engagés. Cette action rappelle aux entreprises
45
et aux industriels le rôle du consommateur et les incite à prendre davantage en compte les
aspects sociaux, économiques et environnementaux de leurs productions.
1. In 1992, a group of Canadian environmentalists decided to tackle the problem of
overconsumption in America to lead consumers to reconsider their spending habits and consider the
impact of consumerism on the environment. Every year, usually the day after Thanksgiving,
consumers are asked not to buy anything during 24 hours.
2. The group organizes small events in the streets (campaigners dressed up as shopping police and
handing out “fines” to shoppers, participants in pig masks snorting and jeering at shoppers, etc.).
They also launch awareness campaigns and put posters on the walls to advertise the day and
denounce the impact of overconsumption on the environment. Humor is their most effective
weapon.
3. The opponents consider this event is not a good idea, since consumerism is what keeps the
economy growing. If consumers stopped consuming, that would lead to economic decline,
joblessness, and poverty. They consider consuming is part of the way our society works, and
refusing to consume would be a step backward into the past. It would be a “protest against
modernity”.
On invitera les élèves, une fois les positions des parties explicitées, à prendre position sur cet
évènement.
4. Both texts deal with the same aspect: how to control our shopping habits and take the future of
the world into account. But even though the goals seem similar, the means to get a better world are
totally different: in text 1 the consumers are prompted to consume, but to consume “with a
conscience”, whereas in text 2 they are prompted to consume less.
5. Buy Nothing Day’s aim is to raise consumers’ awareness on the impact of their shopping habits on
the environment, so we can say they are part of the citizen consumerism trend; but at the same time
their aim is to reduce consumerism–not to improve shoppers’ trading habits, so their means is
somewhat different. But both texts are illustrations of a general trend: consumers are more and
more aware of what they do when they shop.
Action!
Write an article about Buy Nothing Day event
NIVEAU B1 du CECRL Écrire des textes articulés simplement en liant une série d’éléments discrets en une
séquence linéaire.
NIVEAU B2 du CECRL Écrire des textes clairs, détaillés et articulés.
Pour accomplir cette tâche, les élèves reprendront les informations contenues dans le texte, et on les
incitera à y ajouter un point de vue plus personnel qu’ils auront développé au cours de cette lecture.
WRITING WORKSHOP How to make a persuasive leaflet
p. 43
Au choix du professeur, ce travail d’écriture pourra se suffire à lui-même ou tenir lieu de
préparation au projet final qui est en page 47.
a. At first glance, our eye is attracted by the colors of the leaflet, by the pictures and by the main
headlines written in capital letters and that stand out on the background.
b. The left-hand part is a list of actions customers can take to “get the fair-trade habits”. It will go
into the leaflet when folded. The middle part displays a quotation that describes the impact of fair
trade on coffee growers in Rwanda and links and information to know more about fair trade. It will
46
be the back of the leaflet when folded. The right-hand part, which is the front page of the leaflet,
consists of a list of fair- trade products. Each part is presented with a big headline and an illustration.
c. The headings: capital letters, nearly 1/4 of the page, come out on the colored background. They
directly address the reader (“you”, imperative form). They are short.
– The pictures: about 1/3 of each page. They represent the producers that benefit from fair trade,
and a customer when she buys fair-trade products. The producers and the customers are smiling:
everybody benefits from fair trade. We understand that fair trade is made for real people; it is not
just a concept, an organization or an idea. It makes fair trade real.
– The colours: bright colors, but that do not hide the text. Just a few colours (red, black, green, and
orange).
– The texts: short and clear. They do not exceed half the page. The sentences are short and easy to
understand; they directly address the reader with useful information.
2. Prepare your leaflet.
Cette phase préparatoire amènera les élèves à chercher des informations, à sélectionner celles
qui leur semblent les plus pertinentes en fonction des remarques faites lors de l’observation du
modèle et à préparer les éléments visuels qui leur seront utiles. Cette préparation leur fera
gagner du temps lors de l’étape suivante. On invitera les élèves à échanger au sein des groupes
(en anglais si possible !) pour verbaliser leurs intentions et leurs opinions. Il sera utile
d’organiser le travail avec eux (qui fait quel type de recherche ? qui synthétise ? qui écrit ? qui
distribue la parole ?) de façon à s’assurer que tous les élèves s’impliquent dans ce travail.
3. Produce your leaflet.
Cette étape pourrait être faite à la maison, puisqu’il s’agit essentiellement de mise en page. On
proposera aux différents groupes de présenter leurs dépliants et de choisir les meilleurs qui
pourront être utilisés lors de la campagne de sensibilisation qu’ils mèneront dans leur lycée
(voir projet p. 47).
LANGUAGE WORKSHOP
pp. 44 & 45
GRAMMAR
La forme be + V-ing (Text File 1 p. 40)
Rappelez-vous
Forme affirmative : sujet + be conjugué + V-ing
Forme interrogative : be conjugué + sujet + V-ing
Forme négative : sujet + be conjugué + not + V-ing
La forme be + V-ing permet à l’énonciateur de donner son point de vue sur l’action, comme s’il faisait
un ralenti. Cela lui permet de décrire l’action, et éventuellement de sous-entendre un commentaire.
Allez plus loin
1. In the future, more and more of us will be waking up to citizen consumerism. More and more of us
were waking up to citizen consumerism.
2. Believe est un verbe d’état, pas un verbe d’action. Il n’est pas possible de faire un « arrêt sur
image ». Il ne peut donc pas être utilisé avec la forme be + V-ing.
3. Le texte p. 40 décrit un processus en cours de construction. Le journaliste observe et commente ce
qui est en train de se passer : il est donc logique d’y trouver de nombreuses formes du présent be +
V-ing.
47
Exercises
1. a. They are buying
b. They have been consuming
c. He was copying
d. We will be shopping
2. a. Only in the simple present: love – prefer – possess – seem– decide
b. In the present simple or be + V-ing present: create – shop – go – find – purchase – hear – buy
3. a. Nowadays, more and more people are choosing shops with a social conscience.
b. For many years, many retailers have been organising events that help the producers.
L’expression de la volonté (Text File 2 p. 42)
Observez
1. Verbes indiquant une volonté : decide – want – choose – would like
2. Ces verbes sont suivis d’une forme verbale précédée de to. Quand cette volonté s’exerce sur
quelqu’un d’autre que le sujet, cette personne s’insère entre le verbe et to : want somebody to + BV.
Allez plus loin
1. a et c : le sujet de ces phrases est aussi celui sur lequel la volonté s’exerce. Énoncés b et d : le sujet
exerce sa volonté sur une autre personne.
2. b : They want them to reconsider their spending habits. d : They would like it their message to be
taken seriously.
Exercises
1. a. her. b. us. c. it.
2. a. Hank Cox wants to defend consumerism.
b. The activists want their action to take place on the day after Thanksgiving.
c. They want the campaigners to dress up as policemen.
d. They ask them to wear pig masks.
e. They want everyone to be informed.
f. Lasn wants his message to be heard.
Grammar Game - Pictionnary
On proposera aux élèves de mener cette activité en petits groupes de quatre ou cinq, de façon à
ce que tout le monde puisse s’exprimer sans lassitude.
VOCABULARY
Exercises
1. a. Customers go window-shopping – order – purchase – return goods – save – spend – fill
shopping carts – do their shopping.
b. Shopkeepers display the goods – serve – greet – help – give the bill.
2. a. Mrs. Ryan won £200 at the lottery.
b. I want to put the money I have saved in the bank.
c. This good quality shirt is not expensive–it is a good bargain.
d. I’d like to find a summer job to earn money.
e. I don’t have change. I only have my Visa Card.
3. out of stock  available. poisonous  edible. perfect  damaged. spend  save
4. Shopping mall – shopping spree – shopping centre – go shopping – do one’s shopping – shopping
cart – shopping trolley – shopping basket – window-shopping – Christmas shopping – e-shopping –
cyber shopping – shopping precinct – shopping list – shopping trip – go on a shopping trip –
lunchtime shopping – shopping bag – shopping complex – online shopping
5.
Chilled cabinets: 4
Fresh food section: 12
48
Deli counter: 10
Check out line: 13
Fruit and veggies section: 11
Bakery section: 14
Canned goods section: 9
Dairy section: 1
Meat section: 3
Fish section: 2
Frozen food section: 4
Health and beauty section: 8
Cleaning products section: 7
Beverages: 6
Pet food section: 15
Candy section: 5
SKILLS TRAINING Comprendre les mots
p. 46
L’objectif de cette page est de rappeler aux élèves qu’il leur est très souvent possible de deviner
le sens d’un mot inconnu sans avoir forcément recours au dictionnaire (ou à l’aide du
professeur !). Le rapprochement avec le français (ou avec une autre langue), l’observation de la
façon dont les mots sont formés ou la déduction d’après le contexte suffisent souvent à se faire
une idée du sens.
1. a. promote (promotion) font la promotion/promeuvent
b. perceived (percevoir)  perçue
c. ban (bannir)  interdiction
d. fueled (fioul)  donner de l’énergie/alimenter
2. En regardant l’histoire et le succès de The Body Shop, il devient clair que les campagnes qui
reposent sur l’éthique peuvent attirer la fidélité de ceux qui souhaitent changer le monde.
3. Powerful: puissant – partnership: partenariat – outnumber: dépasser en nombre – quickthinking:
qui réfléchit rapidement – fundraising: qui lève des fonds – phone card: carte téléphonique – warship:
bâteau de guerre.
4. a. abords
b. ingérables
c. sous-entendu
5. a. touchy  difficult: compliqué
b. squandering  instead + saving: gaspiller
c. sealed  hermetically: scellé
d. gist  not + all of the details: le sens général
6. a. stacks: en tas
b. snort: grogner
c. fines: amende – swollen: rempli
d. antics: singeries
e. dispatched: distribués
YOUR PROJECT Organize an awareness campaign
p. 47
Le travail proposé dans ce projet de fin de séquence a été largement préparé par les Actions!,
tout au long du chapitre et, surtout, par le Writing Workshop. Les élèves ayant été sensibilisés
tout au long de la séance sur les conséquences de la surconsommation, il leur sera facile de
trouver les arguments à développer dans leur campagne, à destination de leurs camarades.
Step 1
Ces différents éléments se complètent. Chaque groupe travaillant sur un des axes, les élèves
pourront mener une campagne riche et proposer des supports variés, qui donneront à leurs
camarades un large éventail d’actions et de pistes pour devenir des consommateurs éclairés et
responsables.
49
Step 2
Les élèves de chaque groupe devront se mettre d’accord non seulement sur le thème qu’ils
souhaitent traiter mais aussi sur le type de document qu’ils réaliseront et les points qu’ils
mettront en lumière. On incitera (si cela est possible) les élèves à communiquer en anglais.
Step 3
On invitera chaque groupe à désigner un porte-parole, qui viendra présenter leur projet
commun. La mise en commun de tous les projets permettra de donner une cohérence à
l’ensemble de la campagne, et les conseils et commentaires du reste de la classe leur
permettront d’affiner leur projet. Cette présentation se fera bien entendu en anglais.
Step 4
Sélectionner, extraire et classer des informations pertinentes dans texte sont des capacités que
l’on se doit de développer chez les élèves. On les encouragera donc à éviter les simples copiercoller. Les différentes pages Writing Workshop du manuel leur donneront des conseils précieux
pour la réalisation de leurs supports. L’utilisation des outils TICE est bien entendu
incontournable.
TECHNOLOGY CORNER
pp. 48 & 49
COMPREHENSION
Questions
pp. 50 & 51
1. In February 100 students gathered on the Georgetown University campus to denounce
corporations, globalization, the International Monetary Fund (IMF), and the World Trade
Organization (WTO).
2. The students were passionate and cheered every sentence.
3. Vietnam and India.
4. Children are chained to a sewing machine without food or water. In India, workers earn 18 cents
per hour and are allowed to visit the bathroom only twice per day. People there live 12 to a room.
They share their beds and have only gruel to eat. They are forced to work 90 hours each week,
without overtime. They have no right to speak out, no right to unionize. They live in poverty, filth
and sickness.
5. The young woman wanted the crowed to be moved by her story, to consider Nike responsible for
these people’s awful working and living conditions. She wanted to denounce the impact of
globalization and consumerism on developing countries.
6. First Pietra Rivoli was somewhat skeptical. She thought the girl had maybe invented or
exaggerated everything, so she decided to investigate for herself.
7. Arguments in favor of globalization: international market competition creates wealth for the
whole world, every country will sooner or later benefit from it. Many countries, like Taiwan, China or
India have improved their economic situation due to globalization.
Arguments against globalization: hard market forces have devastating effects upon workers. Many
countries, largely in Africa, do not yet benefit from globalization; and even in rapidly growing
countries such as China, many are left behind.
50
8. Pietra Rivoli does not side with anyone. She has investigated in many countries all over the world
and her conclusion is that globalization cans at the same time have positive and negative effects:
ome countries have benefited form it (Taiwan, China, India), but others have not (African countries).
Even when they have, not all the population make profits, and the gap between the haves and havenots is widening.
EXPRESSION
Pour l’évaluation de l’expression écrite, on pourra utiliser la grille qui figure dans le site
Internet.
ORAL EXAM TRAINING
COMPREHENSION
Tracking your every move
https://www.youtube.com/watch?v=tJqKneNi6kQ (00:00 to 1:30)
TRANSCRIPTION
Male host – What about Big Brother. Some retailers are tracking customers’ every move, using
elaborate technology in their store.
Female host – Is this too invasive, or is it a way to better serve you, the customer? CBS 5’s Greg
Argos has the straight story.
GREG ARGOS – Tracking your every shopping move may seem farfetched, but major retailers like
NordStrom, Family Dollar and Cabela’s are using in-store technology that does just that.
Stephen Jeffery – Our whole mission in life is to try to understand better, and analyze the customer
experience as they shop in the physical environment, in a retail store.
Stephen Jeffrey’s company Brickstream has created this product.
Stephen Jeffrey – We deploy ceiling-mounted devices. Just think of them as small computers with
eyes.
Greg Argos – And those eyes watch what products customers look at for how long, and whether or
not they are purchased.
Stephen Jeffrey – We are not actually taking pictures of anybody.
Greg Argos – But other companies are using even more detailed technology, gathering information
even about our facial expressions to see what products customers like and what products not so
much.
Rick Murray – Is it worrisome? For me, probably a little bit. But, at the same time, what did you
expect? Here we got all this technology in our hands, and certainly companies are going to use that
in every way they can, to be able to take advantage of what your buying habits and shopping habits
are.
EXPRESSION
Le professeur invitera les élèves à suivre le guidage que nous proposons, pour les préparer à
s’enregistrer pour s’entraîner.
Pour l’évaluation de l’expression orale, on pourra utiliser la grille qui figure dans le rabat de la
couverture.
51
Unit 3 Food Matters
p. 52
‘‘The Idea of progress’’
PROBLÉMATIQUE : Does change always mean progress? The example of eating habits.
Nous nous proposons ici d’étudier l’évolution des habitudes alimentaires, en nous intéressant
principalement à la malbouffe – devenue le modèle dominant dans de nombreux pays – et à son
impact sur nos vies. Le progrès est-il toujours synonyme d’amélioration, d’évolution vers un terme
idéal ? L’unité examine également différentes initiatives mises en place pour remettre les repas sains
à l’ordre du jour, chose évidemment compliquée compte tenu de l’omniprésence des chaînes de fastfood, de leur pouvoir et des stratégies marketing déployées.
Menu de l’unité
Cultural Background Eating Habits
Une double-page qui permet de faire émerger les connaissances lexicales et culturelles que les
élèves peuvent avoir au sujet des habitudes alimentaires, particulièrement dans le monde
anglo-saxon.
Video File Jamie Oliver’s Food Revolution
Jamie Oliver, célèbre chef et militant britannique, s’est rendu dans une école aux États-Unis,
pour tenter d’enseigner l’alimentation et changer les habitudes alimentaires des élèves
américains.
Sound File Junk Food Black Market
Suite à la réduction du nombre de distributeurs de boissons dans les établissements de
Californie et à la forte demande qui s’en est suivie, un marché noir s’est développé dans
certaines écoles.
Text File 1 A Strange Experiment
La malbouffe peut-elle nous mettre en danger ? C’est la question que s’est posée le réalisateur
Morgan Spurlock dans son documentaire Super Size Me, dans lequel il décide de se nourrir
exclusivement de repas McDonald’s pendant un mois. L’article proposé ici s’intéresse aux règles
suivies par Spurlock et aux conséquences de son expérience.
Text File 2 Food Ads Target Children
Chaque année, l’industrie alimentaire dépense des milliards en publicité afin de promouvoir ses
produits auprès des enfants. Cet article analyse le débat autour des alternatives proposées pour
limiter leur impact.
Writing Workshop How to make an effective poster
Le poster est un outil largement utilisé, que les élèves doivent apprendre à rendre efficace.
Cette étape prépare utilement le projet de fin de séquence.
Language Workshop Grammar Le présent et le prétérit ; les noms composés – Vocabulary
Les habitudes alimentaires
52
Skills Training Commenter un diagramme
Il est indispensable d’avoir le vocabulaire et les formes verbales nécessaires pour décrire et
commenter un diagramme.
Your Project Organize a Healthy Week in your school
Les élèves sont invités à organiser, dans leur lycée, une semaine d’action pour promouvoir une
alimentation et un mode de vie sains.
Technology Corner Cette double-page s’intéresse aux innovations liées à l’alimentation : les
fast-food trucks, les nouvelles technologies permettant d’optimiser les ressources ou encore
l’agriculture high-tech.
Exam Training Written and oral exams: compréhension et expression
OUVERTURE
p. 53
On pourra utiliser cette sérigraphie pour aborder le thème de l’unité. On veillera à laisser à la
classe le soin de proposer des pistes de commentaire. Si les élèves manquent d’inspiration, on
se contentera d’indiquer quelques pistes : fast-food restaurant, eating habits, eating out, etc. Le
professeur répondra aux sollicitations des élèves pour le vocabulaire.
On pourra demander aux élèves s’ils mangent souvent hors de chez eux : les lieux et les raisons.
On évitera toutefois de passer trop de temps sur ce document, afin de ne pas déflorer les sujets
CULTURAL BACKGROUND Eating Habits
p. 54 & 55
Cette double-page a pour but de revoir ou d’enseigner le lexique utile pour l’unité, tout en
donnant des repères culturels aux élèves, mais il permet également d’amorcer le travail sur la
notion « idée de progrès ». Après étude des différents documents proposés, on pourra
demander aux élèves de réfléchir au lien avec la notion et de le justifier.
1. WHAT DO YOU KNOW ABOUT . . . NUTRITION BASICS?
Ce schéma en forme de pyramide permettra de revoir ou d’enseigner du lexique utile pour la
suite.
1. Réponses libres. Demander de justifier afin de faire émerger des adjectifs comme sugary, sweet,
fattening, fatty, fresh, healthy/unhealthy, etc.
2. Réponses libres. Pour une classe d’un niveau plus faible, on pourra proposer des aliments à classer
dans les différentes catégories (chicken, pear, cream, crisps, cracker, steak, oyster, corn, butter, etc.).
3. Vitamin-rich foods: carrots, spinach, nuts, orange, pineapple, lentils, asparagus, banana, kiwis,
broccoli, strawberries, tomatoes, dried apricots, avocados, etc.
High-protein foods: eggs, steaks, soy milk, pork chops, chicken breast, turkey, anchovies, salmon,
lamb, tofu, etc.
Calcium-rich foods: cheese, yoghurt, milk, ice cream, almonds, figs, sardines, etc.
High-calorie foods: peanut butter, pizza, chocolate, cheese, salad dressing, oil, bacon, sausage,
pasta, dried fruit, butter, avocados, etc.
53
2. THE BRITISH AT TABLE
Ce podcast permet d’introduire la notion « idée de progrès », en montrant l’évolution des
habitudes alimentaires en Grande-Bretagne.
1. The information comes from a UK government report on eating habits
2. The two countries see meals in a different light. In Britain, people don’t have a special time for meals,
they don’t really stop for lunch, or they do it for a very short time and don’t have a proper meal. They
probably eat sandwiches or salads and don’t leave the office. They are very keen on snacking. On the
contrary, lunch is almost a ritual in France; people take a one-hour break from 12:30 to 1:30, gather
round a table and share a real meal. Unlike in France, TV dinners are becoming the norm.
3. A TV dinner is when people have dinner while watching TV (usually a series or a reality show).
4. In Britain, cookery skills are in decline and so the British often eat unhealthy ready-meals and
salty snacks. This can be partly explained by the fact that people spend a lot of time at work. They eat
out more often than before and don’t have home-cooked meals. The traditional Sunday roast is also
declining with an average of 14 times a year.
5. Britons eat less fruit, vegetables, and fish than fifty years ago (less than 200 grams of green
vegetables each week).
Transcription
Interviewer: The latest government report about the food we eat has just come out. What
information does it give us?
Expert: Well… It shows that, because people spend so much time at work, they have never learned
to cook! Mealtimes are not clearly defined in Britain. We eat often and quickly, at any time of the
day – or night. We don’t really have a precise time for meals – unlike most French people who have
lunch between 12:30 and 13:30. Then we have a culture of TV dinners – you know when people eat
whatever is in the cupboard while watching their favorite reality show or series.
Interviewer: So, it shows that our eating habits have changed.
Expert: Yes. Britons eat out more than they used to. And when they are at home, they turn to ready
meals—and salty snacks. People sit down to a traditional Sunday roast lunch only 14 times a year!
More generally, in the last fifty years, people have cut back drastically on green vegetables and fruit
–and fish. The average 21rst century Briton eats less than 200 grams of green vegetables each
week.
3. THE FAST-FOOD INDUSTRY
Ce texte retrace de manière très synthétique l’histoire de l’industrie de la restauration rapide.
1. An entrepreneur named Ray Kroc started the fast-food industry in California. He liked the fact that
these restaurants were cheap, clean and that the food that was served was simple.
2. Ford is mentioned because the preparation methods used by fast-food restaurants are similar to
Ford’s automobile assembly-line methods: one employee performs one task or activity (cooking the
fries, making the burger, etc.).
3. Globalization is the connection of different parts of the world. Fast-food chains have become a
symbol of globalization because they have expanded everywhere around the globe and they have
become common. For example, McDonald’s now has more than 30,000 restaurants in 121 countries.
4. Propre: clean; vaisselle: china; s’étendre: spread; dans le monde entier: worldwide.
4. NEW FOOD TRENDS
Ce document s’intéresse aux nouvelles tendances culinaires alternatives, comme
l’entomophagie (la consommation d’insectes) ou la raw food, qui consiste à se nourrir
d’aliments crus.
1. Bio: organic; magasin: outlet; sain: healthy; franchise: chain; régime diet, éviter avoid, produits
laitiers dairy; cru raw, noix nuts, graines seeds; mode fad
54
Action!
Interview your classmates
NIVEAU CECRL B1 Utiliser un questionnaire préparé pour conduire un entretien structuré, avec quelques
questions spontanées complémentaires.
Cette micro-tâche sera l’occasion de revoir la forme interrogative et l’expression de la fréquence.
VIDEO FILE Jamie Oliver’s Food Revolution
p. 56
Cette vidéo est un extrait de la série-documentaire Food Revolution, qui met en scène le célèbre
chef britannique Jamie Oliver, essayant d’enseigner de nouvelles habitudes alimentaires dans
une école des États-Unis. Jamie Oliver tente ici une expérience : montrer aux petits Américains
comment et à base de quoi sont préparés les nuggets de poulet qu’ils aiment tant, et voir si
ceux-ci seraient toujours disposés à en manger. Cette expérience s’avérera être un échec.
BEFORE YOU WATCH
On fera décrire l’illustration de droite puis celle avec Jamie Oliver. On demandera ensuite aux
élèves quel peut être le lien entre les deux photos et le sens de “food revolution”.
1. The child is eating a chicken nugget. It is made of chicken, bread and then it is fried. Nuggets are
high in calories and fatty so they are unhealthy and might cause weight gain or health problems like
cholesterol or diabetes.
2. On the picture on the left, we can see the famous British chef/cook, Jamie Oliver in a kitchen. He
seems to be teaching or explaining something to an audience. He may be giving cookery classes.
Jamie Oliver might be promoting healthy eating or trying to teach better eating habits to people who
don’t eat healthy food. That’s why it is called “Food Revolution”. He wants people to be healthier and
to change their menus by learning how to cook.
NOW WATCH
Le guidage qui figure dans l’eWorkbook vise à permettre aux élèves de niveau moins avancé de
parvenir à un niveau de compréhension comparable à celui de leurs camarades plus avancés.
eWorkbook
WATCH EXPERIMENT 1
1. Where: In a school
Who: Jamie Oliver + the children + the teacher
What is shown: Vegetables
The kids’ reactions: they are surprised.
2. Jamie Oliver shows fresh vegetables. No kid is able to identify a tomato, which shows that they
have never seen one.
55
WATCH EXPERIMENT 2
4. Who: Jamie Oliver.
What: Jamie Oliver shows the kids a raw chicken.
Jamie Oliver’s goal: “My goal is to do something really extreme with these kids and get them to care
about what goes into their bodies.”
6. Jamie Oliver wants to show the kids that chicken nuggets are made of parts that are disgusting.
WATCH THE LESSON
7. The elements he puts into the mixer: bones, connective tissues, and chicken skin.
8. The ingredients he adds: stabilizer, flavoring, and bread crumbs.
9. The tools he uses: a knife, a cutter, a pan, and a mixer.
10. His recipe:
– Take a chicken and take out all the good parts in it.
– Put/pour the horrible parts (bone, skin, etc.) into a mixer.
– Add stabilizer and flavoring.
– Mix the stuff.
– Get a cutter and cat the mix into patties/the shape of nuggets.
– Put bread crumbs on the patties.
– Whack the pieces in a pan.
Then serve!
11. The kid’s reactions: they are horrified to see what is in the nuggets.
12. Jamie Oliver want to teach the kids what goes into their bodies when they eat chicken nuggets.
WATCH THE FINAL PART OF THE VIDEO
13. The experiment was a failure: the kids are horrified to see what is in the nuggets–but they still
are ready to eat them once they look like what they are used to.
RECAP
4. Jamie Oliver did a test to see if elementary school children recognized fresh vegetables. The kids
looked as if they had never seen fresh vegetables. He showed them a tomato but they didn’t know
what it was. One of them even said it was a potato. We can suppose that they are not used to eating
fresh food. Jamie Oliver found that quite shocking.
5. He decided to do an experiment by showing the kids how chicken nuggets are made and what
parts of the chicken are used. He tried to shock the children by showing them that only the bad parts
of chicken are used to make nuggets.
What he shows in the video is quite disgusting (color, texture, etc.). He removes the breast and the
wings and only keeps disgusting ingredients like the skin, bones and blood, and bad bits. He keeps
repeating « bones », « connective tissues », and « horrible » to reinforce his message.
REACT
6. The kids look disgusted/horrified when Jamie shows them the mixture of meat, bones, tissues,
and skin. They admit that the meat is “horrible” and they say that they wouldn’t eat it. However,
when Jamie Oliver starts shaping it like the nuggets they usually eat in fast-food restaurants and asks
who would eat it, the kids all raise their hands.
7. Even if the kids know that the ingredients used are disgusting, they still eat the food if it’s in the
friendly little shape of something that they love and that they are used to eating. They don’t realize
that what goes into their bodies is the horrible mixture they saw a few minutes before.
56
Transcription
Image
1
Experiment 1
Arrivée de Jamie Oliver dans l’école.
Jamie Oliver dans la classe.
Il montre des légumes.
2
Experiment 2
Jamie Oliver montre un poulet et le découpe.
3
The lesson
La démonstration :
Jamie Oliver montre la carcasse.
Il la découpe et la broie.
Il façonne un nugget
Les enfants qui lèvent le doigt
Son
We’re gonna do a little test. Right?
Who knows what this is?
Potatoes?
Potato? So you think these are potatoes? Not
potatoes, so . . . ?
I don’t know.
Do you want to learn a lesson that can change
your life?
Yes!
My goal is to do something really extreme with
these kids and get them to care about what goes
into their bodies and this experiment works
every single time.
Right. Who knows what this is?
When you get a chicken like this, there’s bits on
it that are worth lots of money. The breasts are
the most expensive parts. It’s the biggest and it’s
the white meat, OK? And that is a chicken breast,
OK?
What do you think happens to this?
They get thrown away.
You wanna to eat some?
Uuuugh!
OK. So I’m gonna tell you a little story about how
we can use all the leftover bits to make food.
And watch me.
Ew!!!
Some of the processed food that you love is
made from the bits you don’t like: bones, all the
connective tissues, little bits of bone marrow,
stuff like that, they even add chicken skin. Put a
load of chicken skin in here as well.
OK. So once they’ve done that, pour the wound
up meat and bone, and skin, a little bit of
horrible bits, and they put it into a massive
machine that squeezes all the soft stuff away
from the gangly hard stuff. Look at it.
Oh it’s not going through!
Ew!
What was the good meat, that or that?
That!
And what kind of meat is that?
The horrible.
Jamie Oliver: OK. So to cook this there’s lots of
connective tissue and since that really aren’t
meat, to be honest. You’ve got to put loads of
stuff in it. Stabilizer, flavoring in there to make it
taste of something nice instead of something
horrible.
Once they’ve done that, they mix it all up, and
make this big load of gunk. And then guess what
we can do.
57
Action!
Convince your friends
We can get a cutter and cut out our very own
patty. Just like that. Put some bread crumbs on
it. And there you go, ladies and gentlemen, our
very own patty. Then all we do is whack it in a
pan, lovely.
Now who would still eat this?
Great. So there it goes . . . The whole experiment
failed.
NIVEAU B1 du CECRL Peut faire un exposé simple et direct, préparé, sur un sujet familier, dans lequel les
Pour réaliser cette tâche, les élèves devront choisir un aliment qu’il faut éviter de manger trop
souvent (pizza, bonbon, soda, etc.) et argumenter pour convaincre leurs camarades de l’éliminer de
leur alimentation, en expliquant la manière dont il est préparé, ce qu’il contient, l’effet qu’il peut
avoir sur la santé. Les élèves plus faibles pourront choisir les nuggets de poulet et reprendre les
arguments présentés dans la vidéo.
SOUND FILE Junk Food Black Market
p. 56
Ce document est produit par la chaîne américaine NPR. Il traite du marché noir qui s’est
développé dans un lycée de Californie, suite à la décision du gouverneur Arnold
Schwarzenegger de limiter le nombre de distributeurs.
BEFORE YOU LISTEN
1. The boys are probably high-school students. They are drinking sodas they bought from the
vending-machine in front of them. Sodas often contain too much sugar/are high in sugar and can
cause health problems. Eating too much sugar can lead to being overweight or obese which can then
trigger diabetes.
2. Arnold Schwarzenegger passed a law that limits the sale of soft drinks like coke and sugared
waters in the state’s public schools. This law aims at making lunches and snacks healthier. The
governor probably wanted to change the way children eat and reduce child obesity.
NOW LISTEN
3. On procédera à une écoute en trois fois, car le document est riche en informations (voir
transcription). On pourra auparavant demander aux élèves d’expliquer ce qu’est a black market
avec des exemples, et de dire ce qu’ils pensent entendre dans ce document.
avancé de parvenir à un niveau de compréhension comparable à celui de leurs camarades.
eWorkbook
58
CONCENTRATE ON THE JOURNALIST’S INTRODUCTION.
3. Words related to:
– the place: State of California;
– the bill: limits soda machines on school campuses;
– the aim of the bill, according to Jennifer Obahume: change the diet of American students.
4. Arnold Schwarzenegger signed a bill to limit soda machines in schools in order to change the diet
of American students.
5. Jennifer Obakume’s favorite menu for lunch: candy bar and a grape soda.
– What the school did: they stopped selling junk food and took out all but one soda machines.
– The consequence: an unbelievable line.
6. Students used to buy a lot of sodas from the vending machines. Now the machines have been
removed. Only one is left. So students have to queue.
8. Words related to:
– the sellers: students;
– the clients: students;
– the products sold: boxes of candy and chips;
– the places: (they go to) Burger King or Starbucks to buy the products.
9. The boy and Jennifer are amused.
10. How the system works: in the morning, some students buy candies and chips or go to Burger
King or Starbucks and then sell their supplies at school
At lunchtime, seniors who go out throw junk food over the school gates
And some students order pizza and have them delivered at the school gate.
11. Arnold Schwarzenegger’s bill was not a success because students buy their favorite products on
the “black market”.
RECAP
4. Governor Arnold Schwarzenegger signed a bill to limit soda machines in public schools. This law
aims at changing the diet of American students and encouraging healthier eating habits. Too many
children are overweight or obese in America and so Arnold Schwarzenegger wanted schools to start
fighting obesity and give children healthier options for their meals or snacks.
– Inglewood High School in Los Angeles decided to remove all but one soda machine, which resulted
in a very long line during recess and lunchbreaks.
– This created a black market for junk food: in the morning some students buy huge boxes of candies
or chips from the supermarket, or go to Burger King or Starbucks and then sell their supplies from
their bags to other students, probably making a profit. The soda machine ban also gave rise to other
initiatives: some senior students who get out at lunchtime throw fast food over the gates to their
friends. Other student order pizza over the phone and have them delivered at the school gates. If
schools administrators catch the junk food smugglers or they buyers in the act, they confiscate the
loot.
5. In my opinion, it is up to parents to teach nutrition to their kids and cook healthy meals so they
don’t get bad eating habits. Bans are useless because we can’t force children to change their eating
habits and eat healthy food overnight. If they crave for candies or fast food, they will find a way to
get it, as we saw with the junk food black market in Inglewood High School. Prohibition doesn’t
work. Health should be a matter of personal and family responsibility.
– I don’t think the problem is the food, I think it’s the lack of exercice. We need to increase children’s
physical activity. Kids should get active and spend more time outdoor instead of watching TV or
playing video games.
59
– I think this bill is a good idea because it makes access to fatty sugary snacks more difficult for
students. It encourages kids to eat better so it is an effective step towards healthy habits. School
should be a place where kids learn how to eat healthily. What is the point of teachers telling children
not to eat junk food and have a vending-machine in the school?
One in three American children is overweight or obese so this measure might help to curb childhood
obesity.
Transcription
The State of California is trying to fight children obesity by influencing what kids eat. Arnold
Schwarzenegger, recently signed a bill to limit soda machines and to encourage healthier food
options on California school campuses. Youth radio Jennifer Obakhume wonders if restrictions will
really change the diet of American students.
***
Jennifer Obakhume reporting: I’m a senior at Englewood High School in Los Angeles and I must
confess that my preference for lunch is a candy bar and a grape soda. Last spring, my school stopped
selling fast food and took out all but one soda machine which now has an unbelievable line. They
didn’t plan for what happened next—a black market for junk food.
Student 1: Do you just have Reese’s or...
Student 2: I have M&Ms.
Student 1: So Reese’s or--I’ll take a Reese’s.
***
Obakhume: Here’s how it works.
Student 2: Thank you.
Obakhume: Students buy huge variety boxes of candy and chips or go to Burger King or Starbucks in
the morning and then sell their supplies. Anthony Hurrayi says students hide their transactions from
stricter teachers when their backs are turned in class.
Anthony Hurrayi: So they’re like whispering. They’re like, `Hey, I got candy. Who wants to buy?’ And
then they’re like, `Well, I want to buy.’ And they pass the money from student to student to student
and they pass the stuff back. It’s really funny to see it. (Soundbite of voices)
Obakhume: You’ve got to see it to believe it. Seniors who get out at noon throw fast food over
campus gates to friends. And not only that, some students even call in pizza orders and have them
delivered at the school gate. If you get caught, they take away your loot.
Action!
Discuss: for or against soda machines in schools?
NIVEAU B1 du CECRL Prendre part à une discussion formelle courante sur un sujet familier et qui
suppose l’échange d’informations factuelles. Comparer et opposer des alternatives en discutant de ce qu’il
faut faire, etc.
Les élèves pourront se servir des arguments développés dans le document pour alimenter cette
discussion.
TEXT FILE 1 A Strange Experiment
pp. 58 & 59
60
Cet article fait référence au documentaire Super Size Me, de Morgan Spurlock, sorti en 2004.
Grand classique sur la malbouffe, Super Size Me met en lumière les conséquences effroyables de
la junk food sur notre santé. Spurlock s’est livré à une expérience édifiante : pendant un mois,
matin, midi et soir, il s’est nourri exclusivement chez McDonald’s. L’idée du documentaire lui
est venue après que deux adolescentes ont intenté un procès à l’enseigne, qu’elles rendaient
responsable de leur obésité. Procès perdu, puisqu’on a reproché aux jeunes filles de ne pouvoir
prouver le lien entre leur obésité et la célèbre chaîne de fast-food. Le réalisateur a donc décidé
de relever le défi pour déterminer s’il y avait bien un lien de cause à effet. Le document proposé
ici rappelle les règles suivies par Spurlock durant son expérience, ainsi que les conséquences
que celle-ci a eues sur sa santé.
BEFORE YOU READ
1. In the first picture we can see young people ordering meals at a McDonald’s counter. The second
one is an outdoor menu board. It shows all the “daily specials”, that is to say all the special offers
depending on the day. For example, any soda of any size costs $1 every day, on Saturdays the Happy
Meal is 99 cents, on Wednesday a Quarter Pounder with Cheese (Royal Cheese) with medium fry is
$3.99, etc. These prices are quite cheap and probably attract a lot of customers.
2. The movie may be about a man who ate too much fast food. His mouth is stuffed with French fries
and he looks helpless and even scared. Maybe he is addicted to fast food. The colours evoke the
former McDonald’s logo so it may denounce McDonald’s food and the fact that it is addictive. ‘‘Super
Size’’ used to be the largest size of drinks or fries at McDonald’s.
3. The text probably explains who the man is and what happened to him. The title suggests that he
did some kind of experiment with fast food so the text may deal with the consequences of the
experiment.
NOW READ
On invitera les élèves les plus compétents à prendre des notes, puis à préparer un compterendu du texte en petits groupes.
eWorkbook
FOCUS ON THE INTRODUCTION.
2. More than 2/3: proportion of adult Americans who are overweight.
37%: proportion of American children who are overweight.
3. Four health problems associated with obesity: diabetes, heart disease, stroke, and high blood
pressure.
4. Obesity is said to be “epidemic” because it affects a very high proportion of Americans.
5. Morgan Spurlock: he is a filmmaker.
– The question he wanted to answer: “Is fast food really that bad for you?”
– His menus during the experiment: McDonald’s food–what they sell over the counter.
– The duration of the experiment: 30 days.
7. He wanted to find out what consequence this diet would have on his body.
9.
Time references
Symptoms related to his body
One week
Day 9
5% more body weight
Symptoms related to his
mood
Chest pressure and discomfort + he felt hungry He felt depressed.
soon after eating.
61
In 12 days
He gained 17 pounds.
Before 30 days
He had gained 24.5 pounds.
He was often moody and
He had high cholesterol, high blood glucose, high exhausted.
blood pressure, and serious liver damage. His fat
level had soared.
By the third week
Heart
palpitations,
breathlessness.
chest
pain,
and
10. The answer to the question from § 1 (Is fast food really that bad for you?): obviously, it is very
bad.
11. The sentence that echoes answer 11: “Fast food [ . . . ] is downright toxic to the body.”
RECAP
5. a. Obesity is at “epidemic” proportions because it is a disease that affects a lot of Americans (more
than 2/3 of adult Americans are overweight.). 37% of American children have a high degree of body
fat. Obesity is linked to many serious health problems like diabetes, heart diseases, high blood
pressure, which are becoming more common as our consumption of fast food increases.
b. Morgan Spurlock decided to do/conduct an experiment to denounce the effects of fast food on
people’s health. He followed some rules: he had to eat only McDonald’s food for 30 days, three times
a day–for breakfast, lunch, and dinner. He couldn’t eat something that was not sold in McDonald’s
restaurants.
c. Morgan Spurlock’s evolution:
– Week 1: Spurlock gained 5% of his body weight;
– Day 9: he began having strange symptoms. He felt depressed, he had chest pressure, and he was
hungry soon after eating even though he ate 5,000 calories per day;
– In 12 days he gained 17 pounds (7.7 kg);
– Week 3: he began having heart palpitations and chest pain, and he had difficulty in breathing;
– Before the 30 days were up, he was overweight (with a weight gain of 24.5 pounds), he had high
cholesterol, high blood pressure a high degree of body fat, and serious liver damage. He was often
moody and exhausted.
REACT
6. Considering Morgan Spurlock’s symptoms during and at the end of the experiment, it is safe to say
that fast food is bad for us. Of course the experiment was a bit extreme and not many people eat so
much fast food but still, the high levels of salt, fat, and sugar contained in this food make it really
unhealthy.
7. Spurlock chose McDonald’s for his experiment because it is the largest and the most famous fastfood chain in the world. It is the world leader. As we saw in the Cultural Background pages, there are
over 30,000 restaurants around the world and 46 million people eat there every day.
8. I think Morgan Spurlock helped prove that McDonald’s is bad for our health. He is a kind of hero
because he sacrificed his health to show the shocking effects of fast food/I think he was crazy to do
such an experiment. It’s very dangerous and he could have had more serious health problems.
Everybody knows that fast food is unhealthy so his experiment was pointless.
WORK ON WORDS
1. Overweight, body weight, weight gain, weight loss, excess weight, weight watching, weight
control, weight lifting, etc.
62
2. Heart diseases: maladies cardiaques – health experts: les experts en santé publique – body weight:
poids – chest pressure: douleur thoracique – heart palpitations: palipitations cardiaques – high blood
pressure: hypertension – liver damage: lésions au foie – fat level: taux de masse grasse.
3. Dis + comfort → dis- est un suffixe privatif synonyme de “not”. Disadvantage, disagree, dishonest,
disenchanted, disrespect, etc.
Un + healthy → un- est un suffixe privatif, synonyme de “not”. Unable, unafraid, unashamed,
unattractive, unbearable, unbelievable, uncertain, uncomfortable, uncommon, uncompleted,
uncontrolled, unconvincing, etc.
In + expensive → in- est un suffixe privatif, synonyme de “not”. Inaccurate, inaccessible, indistinct,
inelegant, ineffective, insecure, etc.
4. breath (souffle) ; -less (suffixe privatif) ; -ness (suffixe qui transforme un adjectif en nom). 
Essouflement
Transcription
In the USA, lots of people, including children, are overweight. Health experts believe it is because of
fast food. Film-maker Morgan Spurlock decided to make an experiment. He would eat only
MacDonald’s food for 30 days. He quickly gained weight and had serious health problems.
Spurlock proved that fast food is toxic to the body. It took him 14 months to lose the weight he had
gained in just 30 days.
Action!
Draw a timeline
NIVEAU B1 du CECRL Rapporter assez couramment une narration ou une description simples, sous
forme d’une suite de points.
On incitera les élèves à travailler en petits groupes. L’objectif de cette micro-tâche est que les élèves
fassent la synthèse de ce qu’ils ont appris dans le texte, tout en s’appropriant et en manipulant le
vocabulaire grâce aux recherches nécessaires pour illustrer leur frise chronologique et à la
présentation qu’ils en feront.
TEXT FILE 2 Food Ads Target Children
p. 60
Cet extrait du Guardian s’intéresse au débat autour des stratégies marketing utilisées par
l’industrie de la malbouffe, dont les cibles préférées restent les enfants. Les gouvernements
doivent-ils davantage réguler la publicité ?
1. On fera décrire l’illustration de droite puis on demandera aux élèves de trouver le lien avec le
titre.
The picture shows a promotional event organized by the brand Cracker Jack, a popcorn brand. We
can see a stage with giant packets of Cracker Jack, giant popcorns, the mascott of the brand, and a
hostess who is giving away free samples to the kids who participate in the event. The children have
to go inside the packets to win something, as we can see with the sign on the right “find your suprise
inside”. These events attract children and encourage them to buy the product that is promoted by
organizing funny games and giving kid-friendly gifts. The title suggests that the text deals with fastfood ads that target children. Promotional events like the one in the picture are one way to target
and attract children. The text may deal with the various marketing strategies that catch children’s
attention.
2. Paragraphs 2 and 3 apply to the US; paragraphs 4 and 5 apply to the UK.
3. In the UK, fast-food commercials have been banned during programmes specifically made for
children, so probably between 3 and 6 o’clock because that’s the time when children watch TV and
have a snack. Obviously, advertisers disagree with this ban because it means a loss of profits for
advertising agencies. One of them explains that bans won’t make a difference and that the
government should encourage people to have healthier eating habits instead of banning ads.
63
– A study conducted by the University of California suggests that, on the contrary, government
regulations could help prevent obesity.
– The majority of the products advertised by food companies are high in calories, sugary, contain a
lot of saturated fat and sodium, which can lead to health problems and obesity.
– The favorite target of fast-food companies is teens between 12 and 14 years old, even though
children under 6 also see three fast-food ads every day. Kids are easy targets because they don’t
have the ability to decide what is good for them and they don’t realize the consequences of
unhealthy eating.
Now discuss the links between this text and the text on p. 59.
4. Both texts have to do with the effects of fast-food industry on our lives: Morgan Spurlock’s life on
page 59 and children’s lives on page 60. In both texts someone tries to do something–or to warn
people against the danger of unhealthy food.
5. Both texts come to the conclusion that something has to be done!
Action!
Comment on a food ad for children
NIVEAU B1 du CECRL Faire un exposé simple et direct, préparé, sur un sujet familier dans lequel les
Pour aider à la réalisation de cette micro-tâche, on pourra faire un brainstorming sur les stratégies
qui rendent une publicité efficace, avant de distribuer une fiche d’aide lexicale (product, slogan,
catch-phrase, brand, commercial, layout, poster, billboard, target, eye-catching, bright colours, to
attract, customers, etc.). Cela peut également être l’occasion de revoir en classe la langue utile pour
décrire une image (at the top, in the background, on the left, etc.). Cette étape permet de préparer la
page suivante : How to make an effective poster.
WRITING WORKSHOP How to make an effective poster
p. 61
Au choix du professeur, la réalisation du poster pourra se suffire à elle-même ou tenir lieu de
préparation au projet final, qui est en page 65.
1. a. Title: Destination Heart Healthy Eating
Headings: Heart Healthy Eating Education Classes
Slogan: Grand River Health Changing Lifestyles
Conclusion: Learn about health conditions, Healthy eating, nutrients & vitamins.
Introduction
References: Evidence indicates by completing after conducting six classes, they have found that
“participants can reduce total cholesterol between 7-21%”.
b. Réponses libres. Discussion à conduire en classe entière.
2. Prepare your own poster.
Les élèves suivront le mode d’emploi.
LANGUAGE WORKSHOP
pp. 62 & 63
GRAMMAR
Présent et Prétérit
64
Rappelez-vous
● On emploie le présent simple pour parler d’une caractéristique du sujet, d’une habitude, d’une
vérité générale ou d’un sentiment ; on emploie le prétérit simple pour parler d’une action passée,
finie dans le temps.
● Pour mettre au prétérit un verbe régulier : on ajoute -ed à la base verbale ; pour les verbes
irréguliers, il faut les apprendre par cœur (voir la liste dans le rabat de la couverture) ! L’auxiliaire
be devient was au singulier et were au pluriel.
● Pour mettre un verbe au prétérit ou au présent à la forme interrogative : auxiliaire + sujet + base
verbale + ? ; à la forme négative : sujet + auxiliaire + not + base verbale.
● Pour construire les formes négatives et interrogatives, on utilise l’auxiliaire do au présent, et did au
prétérit.
Allez plus loin
1. a : emploi du présent simple, car l’énonciateur exprime une vérité générale (selon lui) ; b : emploi
du présent simple, car il s’agit d’une opinion ; de c à f : emploi du prétérit simple, car il s’agit
d’actions qui ont eu lieu dans le passé ou d’états passés.
2. “In 2004” place explicitement l’action dans le passé.
3. Les exemples c, d et e font partie d’un récit au passé. Les exemples a et b sont une présentation au
présent.
Exercises
1. Currently: present tense; last year: past tense; every day: both; right now: present tense;
presently: present tense; in the 21st Century: present tense; in the 19th Century: past tense; two
years ago: past tense; this month: both; regularly: both; nowadays: present tense.
2. a. The fast-food industry began in California.
b. There were many fast-food restaurants on this street.
c. This was a problem.
d. The experiment exhausted Spurlock.
e. He felt hungry after eating.
3. a. What do restaurants like Panera Bread sell?
b. What did he have to do?
c. What did they sell?
d. How long did it take Spurlock to lose the weight he had gained?
4. a. What do fast-food restaurants offer?
b. What does too much fat make?
c. What do doctors call for?
Noms composés
Rappelez-vous
On peut relier deux ou plusieurs noms en les juxtaposant. On place en dernier le nom noyau.
Allez plus loin
1. Experts et consumption sont les noms principaux.
2. Les experts de l’université de Yale – les experts en santé publique – la consommation de fast food :
le nom noyau vient en premier en français.
3. Yale University porte sur experts.
Exercises
a. A heart disease.
b. Advertising ban.
c. Children’s programmes.
d. Low-calories products.
GRAMMAR GAME
e. a thirty-day experiment
f. A 2013 report.
g. A strange lifestyle.
h. Serious health consequences.
Make a crazy story
L’aspect ludique de cette activité devrait inciter les élèves à pratiquer le prétérit de manière
spontanée. On veillera à conduire ce jeu sur un rythme rapide.
65
VOCABULARY
Exercises
1. 1. (overweight) → a. (too heavy, too fat)
2. (healthy) → d. (good for your body)
3. (fattening) → e. (likely to make you fat)
4. (addictive) → c. (that you cannot stop taking once you have started)
5. (skinny) → b. (very thin)
3. Uncle Ted had a weight problem. The doctor told him he was overweight. Indeed, he was always
hungry and he used to love eating junk food, like chips or hamburgers and he certainly didn’t eat
enough vegetables. We told him to be careful, to eat healthy food and to exercise. We helped him
to lose weight: he lost 15 kilos in two months!
4. He is overweight; he should have healthier eating habits to lose weight.
I have a balanced diet so I am in good health.
It’s important to exercise regularly in order to stay fit.
You’re a few pounds overweight; you need to slim down a little.
Children love candies but they are bad for their teeth.
I have to get vaccinated against this disease.
Stop talking about food! It’s making me hungry!
SKILLS TRAINING Commenter un diagramme
p. 64
1. The pie chart is about how often people eat; it is divided into four parts. More than one third of
people eat four times a day. 20% of the people intervewed say they eat three times a day. The green
part shows the proportion of people who eat five times a day, it represents 17%. The smallest
number is 12%, which is the proportion of people who eat less than three times or more than five
times a day.
2. The bar chart shows the daily calorie needs of different people. The highest number of calories is
10,000 calories a day and it is the amount that athletes need. They need twice as many calories as
builders, who need 5,000 calories a day. The third largest number is the calories needed by pregnant
women- around 3,000 calories a day. Office workers need 2,000 calories per day, and babies need
half that number.
3. The line chart shows the consumption of fast food by Australian teenagers. There are three lines
in the chart. The blue one is the consumption of pizza. It rose gradually between the 1980’s and
2000. It has remained constant since 2000. The green line shows the consumption of burgers: it
skyrocketed in the 1980’s and then gently increased until the end of the 1990’s. It has remained
steady since then. The pink line represents the consumption of fish and chips. We can see that it
fluctuated because it slightly went down between 1980 and 1985, then it increased a little between
1985 and 1990. It has been declining gradually since then.
La (les) forme(s) verbale(s) dont vous avez besoin
a. Si le diagramme décrit le présent, utilisez le présent en be + V-ing.
b. Si le diagramme décrit le passé, utilisez le prétérit.
c. Si le diagramme montre la relation entre le passé et le présent, utilisez le present perfect.
YOUR PROJECT Organize a healthy week in your school
p. 65
tout au long du chapitre et surtout par le Writing Workshop.
Les élèves ont à la fois les connaissances sur la nourriture et les compétences nécessaires pour
argumenter leurs choix et préparer leurs supports. L’organisation de la Semaine du goût dans
66
les établissements, en octobre généralement, pourra ainsi être proposée, en liaison avec le
travail de la classe, auquel il donnera du sens.
TECHNOLOGY CORNER
pp. 66 & 67
pp. 68 & 69
COMPREHENSION
Questions Doc. 1
1. This document is a newspaper article
2. This article explains that Ireland Children’s Minister, Frances Fitzgerald, publicly advised parents
against giving junk food to their children to keep them quiet because it may have a link with
childhood obesity in the country.
3. Frances Fitzgerald is the Children’s Minister in Ireland.
4. She gave advice to parents. She warned them not to give junk food to their children so they keep
quiet.
5. She issued a warning because new studies showed that one if four primary school children in
Ireland is overweight or obese.
6. 30,000 is the number of primary school children who are obese. 25 % is the proportion of kids
aged 3 who are overweight or obese.
7. She doesn’t blame only parents for these figures. She thinks that schools have a role to play and
that the State should encourage children to exercise more by providing more leisure facilities.
Questions Doc. 2
1. The main characters are Barbie, a little girl, and her parents.
2. The scene takes place at dinner time. They are eating.
3. The menu is veal and potatoes. Barbie doesn’t like veal because she doesn’t want to eat
slaughtered animals.
4. a. Wrong: “You can’t live on potatoes.”
b. Wrong: “She’s getting too thin.”
c. Wrong: “I wish someone had helped me with that before it was too late.”
5. Mrs. Marks wants Barbie to participate in a beauty pageant. Mr. Marks doesn’t seem to know
about the pageant.
6. Barbie is opposed to the pageant
7. Mr. Marks thinks beauty pageants aren’t healthy (“Well, it isn’t healthy”).
8. Barbie would like Mr. Marks to tell Mrs. Marks that Barbie will not go to the pageant.
1. Both documents deal with parents’ reactions to what their children eat.
2. Text 1 shows that some parents don’t worry about what their kids eat and give them junk food
whereas text 2 shows the opposite, with a mother who is very concerned about her daughter’s
weight.
– In text 1 Children’s Minister, Frances Fitzgerald, asked parents not to give junk food to their
children because it can cause obesity or other health problems. Similarly, Barbie’s father in text 2 is
concerned about his daughter’s health and he doesn’t want her to get too thin for the beauty
pageant.
67
3. I think Mr. Marks disagrees with parents in doc. 1 because he is a little concerned about his
daughter’s health (he says that the pageant isn’t healthy). On the other hand he doesn’t seem to have
a big personality and he doesn’t stand for Barbie about the pageant. He also says “just let her eat
what she wants”.
EXPRESSION
Pour l’évaluation de l’expression écrite, on pourra utiliser la grille qui figure dans l’eWorkbook.
ORAL EXAM TRAINING
COMPREHENSION
The First Lady introduces Let’s Mo
Transcription
Before coming to the White House, the President and I lived lives like most families. Two working
parents, busy–trying to maintain some balance -- picking kids up from school, and trying to get
things done at work. Just too busy. Not enough time. And what I found myself doing was probably
making up for being unable to cook a good meal for my kids -- was going to fast food a little more
than I’d like, ordering pizza. And I started to see the effects on my family, particularly my kids. It got
to the point where our pediatrician basically said you may want to make some changes. So I started
making those changes. Short, easy changes. But they led to some really good results. So I wanted to
take the lessons that I learnt to the White House. This led to our new initiative, Let’s Move. Let’s
Move is a nationwide initiative that basically focuses on four key components. First, we want to
improve the information and the tools that parents need to make the changes that are desired in
their families. The second is that we have to improve the quality of food in our schools. That’s
where kids are eating many of their meals, and we have to do a better job of making sure that that
food is quality. Third, we need to improve access and affordability of healthy foods. We have to
eliminate food deserts in this country, and we need to do it now. And finally, we have to increase
physical education for our kids. We need to get them moving. And we’re going to be relying a lot on
major sports organizations to help us achieve that goal. And we’re very excited about that. "Let’s
Move" is gonna take families out of their isolation and give them the nationwide support that they
need in a whole range of industries to get their kids on track to live healthier lives, to eat right, to
get more exercise, and to be ready to face the challenges of–of the future.
EXPRESSION
Le professeur invitera les élèves à suivre le guidage que nous proposons, pour les préparer à
Pour l’évaluation de l’expression orale, on pourra utiliser la grille qui figure dans l’eWorkbook.
Unit 4 Silicon Valley
p. 70
‘‘The idea of progress’’
PROBLÉMATIQUE : Is Silicon Valley making the world a better place?
68
Cette unité se propose d’étudier la course à l’innovation qui se déroule dans la Silicon Valley, berceau
et épicentre mondial des nouvelles technologies. Cette technopole californienne peut-elle apporter
une solution à tous les problèmes, ou bien oublie-t-elle parfois son objectif en inventant gadgets et
applications, certes amusants mais inutiles ? Ce sont les questions auxquelles les élèves seront
amenés à réfléchir. Chaque année apporte son lot d’innovations, et les géants de la technologie se
disputent le marché, mais quel est l’impact de cette course technologique sur notre vie quotidienne ?
Le thème traite également de la culture entrepreneuriale et des start-up.
Menu de l’unité
Cultural Background The Epicenter of Technologies
Une double-page qui retrace brièvement l’histoire de la Silicon Valley, pour mettre en lumière
sa culture entrepreneuriale.
Video File A Day With Google Glass
Un journaliste de TechCrunch explique le fonctionnement des Google Glass, paire de lunettes
connectées créées par Google, et donne son avis sur leur utilité.
Sound File Delivery Drones
Un drone pour livrer un colis ou une pizza ? Ce document audio décrit le nouveau projet
d’Amazon, de Google et de Domino’s Pizza.
Text File 1 Starting Young
Cet article du New York Times détaille le projet du milliardaire Peter A. Thiel, qui offre une
bourse à des étudiants de moins de 20 ans, pour travailler sur un projet innovant – à condition
qu’ils abandonnent l’université.
Text File 2 The New Zuckerbergs
Un article dans lequel l’auteur s’interroge sur la raison d’être de la Silicon Valley et dénonce la
frivolité de ses récents projets.
Writing Workshop How to pitch a project
Une étape indispensable pour se préparer au débat qui constitue le projet de fin de séquence.
Language Workshop Grammar: la comparaison ; l’expression de la quantité – Vocabulary:
les nouvelles technologies – l’entrepreneuriat
Skills Training Comprendre un document oral
Les stratégies à mettre en œuvre pour aborder un document écrit.
Your Project Pitch your invention or app to Silicon Valley investors
Technology Corner
Un article sur la conférence TechCrunch Disrupt, qui organise tous les ans un concours de startup dans la Silicon Valley, ainsi que deux articles sur les nouvelles technologies appliquées au
domaine de la santé.
Exam Training Written and oral exams: comprehension and expression
69
OUVERTURE
p. 71
Cette illustration nous plonge dans le monde des ordinateurs et des réseaux. Toutefois, nous
suggérons au professeur d’aborder plutôt le thème de l’unité avec le document iconographique
figurant à la page 72, qui ciblera plus précisément le sujet du chapitre.
CULTURAL BACKGROUND The Epicenter of Technologies
pp. 72 & 73
Cette double-page a pour but de donner aux élèves des repères géographiques et culturels sur
la Silicon Valley.
Le document visuel est une carte de la Silicon Valley avec les principales sociétés
technologiques qui s’y trouvent. Il peut être intéressant de faire noter la présence de la NASA et
celle de la prestigieuse université de Stanford, grâce à laquelle s’est créée la Silicon Valley.
On pourra demander aux élèves de décrire le document (nature, pays, ville) puis de parler
brièvement des sociétés qu’ils connaissent, et les faire conclure en trouvant le point commun de
toutes ces sociétés.
1. WHAT DO YOU KNOW ABOUT . . . SILICON VALLEY?
Certains élèves suivent les nouvelles technologies de très près et auront sûrement des
connaissances sur de récentes start-up. On pourra éclaircir la définition de « start-up ».
Les sociétés sur la carte (outre celles qui sont citées dans la question 3) :
– Genentech is a biotechnology company;
– Oracle specializes in software products;
– Cisco Systems sells networking equipment;
– Google specializes in Internet-related products;
– Facebook is a social networking site.
2. Silicon Valley is located in California, near San Francisco. It is home to hundreds of tech
companies.
3. 1. (eBay) → b. (provides consumer-to-consumer sales services.)
2. (Yahoo) → d. (is a search engine.)
3. (Apple) → e. (designs and sells computers, cellphones, music players, etc.)
4. (NASA) → a. (makes satellites and studies the Solar System.)
5. (YouTube) → c. (is a video-sharing website.)
2. SILICON VALLEY, A STATE OF MIND
70
Ce document est adapté d’une émission de radio de la BBC Radio 4. On y entend un
entrepreneur s’exprimer sur ce qu’il appelle “l’état d’esprit” ou “la mentalité” de la Silicon
Valley.
Deux points sont abordés :
– la définition de la “mentalité Silicon Valley”, c’est-à-dire une manière d’envisager le monde et
ses problèmes et de vouloir proposer des solutions en créant de nouveaux produits ;
– les géants Internet de la Valley n’ont pas le monopole car de nouvelles start-up arrivent en
permanence avec, à leur tête, des jeunes qui ont grandi pendant l’ère numérique. Ces jeunes
sont inspirés par The Social Network, le film sur Mark Zuckerberg, fondateur de Facebook, et
veulent aussi essayer de créer leur société. Selon Ralph Linley, cela contribue à rendre le monde
meilleur.
On fera une première écoute globale pour identifier le thème du document puis, selon ce qui a
été compris, on orientera les écoutes suivantes sur des points précis en utilisant les questions
du manuel.
1. In this radio programme, a young entrepreneur defines Silicon Valley as a mentality, a state of
mind. Silicon Valley entrepreneurs look at the world and, if they see a problem or a pain point, they
try to develop a solution and sell it.
2. He says that there are many big tech companies in Silicon Valley but new ones are started each
year.
3. He also explains that many young people are attracted to Silicon Valley today and want to start a
company. One of the reasons is that they have seen the movie The Social Network and they want to
do like Mark Zuckerberg. What’s more, it’s easier for them because they are the first generation born
with technology and apps in their hands. It’s like breathing air to them. He calls them “digital
natives”.
4. He thinks the Silicon Valley state of mind will help make the world a better place.
Transcription
Host- Here is what Ralph Linley, a young entrepreneur, thinks about Silicon Valley.
Ralph Linley- For me, I think Silicon Valley is more of a state of mind, it’s a mentality among
entrepreneurs to look at the world, and if you see something that you want to change, if you see a
pain point, then try to develop a solution, a product to address that and kind of take your idea and
bring it to market […]. There are certainly big tech companies out there but there’s always new ones
coming along and I think the younger folks that are digital natives and are living and breathing with
all these apps and that’s how they view the world and they watch the Social Network, the movie
about Mark Zuckerberg and then they think, “Hey, that’s pretty cool! I wanna try and do that,” and I
think that’s just a great thing in general for the world.
3. IN SILICON VALLEY, INNOVATION IS EVERYTHING
Ce texte retrace brièvement les origines de la Silicon Valley. Le texte étant très synthétique, il
est nécessaire d’essayer de faire déduire les liens logiques aux élèves : le Stanford Research
Park a attiré scientifiques et inventeurs, car la présence de la prestigieuse université assurait
une qualité de recherche. Le prix Nobel de physique de William Shockley a fait venir encore
plus de scientifiques désireux, eux aussi, de travailler dans la région de la science et de la
technologie. C’est cette émulation qui a créé la Silicon Valley.
Demander pourquoi la région a été rebaptisée « Silicon Valley » : la silicone était utilisée dans la
fabrication des puces informatiques.
À savoir : le terme « Silicon Valley » est apparu dans la presse pour la première fois en 1971.
1. │─────────────│───────────│──────────────────────│───────
agricultural area
1951
1956
1960’s-80’s
in California
Stanford University W. Shockley won the Nobel Prize
Many tech companies
built the Stanford
in Physics for inventing
moved to Silicon Valley
Research Park.
the transistor.
2. The first invention created in Silicon Valley was the transistor (= a small device used to control the
flow of electicity in radios, TV, computers, etc
3. Brilliant scientists, high-risk business, rapid success or failure, job mobility, and informal
behavior.
4. (§1) zone: area; installations: facilities ; (§2) puces: chips; (§3) échec: failure; comportement:
behavior.
71
4. DID YOU KNOW?
On pourra compléter le résumé avec la bande-annonce de la saison 1, disponible à l’adresse
suivante: www.hbo.com/silicon-valley/about/video/trailer.html#
Action!
Give a presentation on a Silicon Valley-based company
NIVEAU B1 du CECRL Restituer une information avec ses propres mots, éventuellement à partir de notes.
Cette micro-tâche permet aux élèves de se familiariser davantage avec la Silicon Valley et de
rebrasser le lexique autour des sociétés et des nouvelles technologies. On leur demandera de ne pas
rédiger de phrases mais seulement de noter les mots-clés et d’intégrer plusieurs sources.
VIDEO FILE A Day With Google Glass
p. 74
Cette vidéo a été réalisée par TechCrunch, site d’informations spécialisé dans les start-up et les
produits Internet. Le journaliste explique ici le fonctionnement des Google Glass, paire de
lunettes connectées créées par Google.
Les Google Glass ont été mises en vente en mai 2014 aux États-Unis. De nombreuses
polémiques ont suivi leur mise sur le marché : danger pour la vie privée, problèmes de sécurité
pour la personne qui les porte, questions autour de leur utilité, leur prix (environ $1,500), leur
autonomie. En ont résulté des ventes très mitigées. En janvier 2015, Google a donc décidé de
suspendre la commercialisation des Glass, en annonçant par simple post « We’re closing the
Explorer Program so we can focus on what’s coming next. January 19 will be the last day to get the
Glass Explorer Edition. In the meantime, we’re continuing to build for the future, and you’ll start to
see future versions of Glass when they’re ready. (For now, no peeking.) » Il ne s’agirait donc
officiellement pas de la fin des Google Glass, mais d’une refonte du projet. On parle également
d’applications spécifiques au monde professionnel (chirurgiens, techniciens, etc).
La pertinence du document ne nous paraît pas remise en cause, puisqu’elle pourra – au
contraire – faire l’objet d’un débat plus approfondi avec les élèves, en les faisant s’interroger
sur les causes de cette suspension et sur l’avenir des Google Glass (et/ou des objets connectés
en général). Le document pourra être complété par la compréhension orale suivante :
www.marketplace.org/topics/tech/google-decides-shelve-glass-now
BEFORE YOU WATCH
Demander aux élèves d’émettre des hypothèses sur les différentes fonctions de l’appareil.
Parmi les fonctions de Google Glass : get directions, get texts/emails notifications, take a
picture/record a video and share it, organize and access your notes, read the news, send messages,
make a call hands-free, listen to music, have access to your events/calendar.
NOW WATCH
72
eWorkbook
WATCH THE WHOLE DOCUMENT.
1. Note down words you understand.
The journalist’s use of the
device
Using them for about three
weeks
Wear them about four
hours a day
Don’t wear them when I’m
in front of the computer
Read the NYT
Read and Answers emails
Take pictures
The functions of the device
Ask GG for directions
Read The New York
headlines
Get email notifications
Read the mail out loud
Reply to mail
Take a picture
The journalist’s opinion
Times
A little redundant (in front of
the computer)
So far, so good
Look a little bit weird (walking
down the street)
The nice thing (read and reply
to mail out loud)
Super simple
Life changing? World Changing?
A Bust? Don’t know BUT pretty
handy
2. Use these words to explain what you have learnt in this video.
Réponses libres
3. Google Glass
4. He’s been using the device for three weeks.
He wears it four hours a day.
He doesn’t wear it when he is in front of a computer because it is a little redundant.
5. It sits above the right eye. So it’s not in the field of vision.
FUNCTION 1
6. It is a coffee place.
7. “I’m going to ask GG for directions”.
8. “I just tap on the side and say: Ok Glass, get directions"
FUNCTION 2
9. “I can get things like the New York Times headlines".
FUNCTION 3
10. “I can get my mail. I can have it read it out loud just by swiping through and then I can listen to it.
“And I can reply to it, of course.”
11. When you get an email, it flashes up in front of the eye. You can have GG to read the mail out loud
by swiping through on the side. You can also reply to it out loud. GG picks up everything, transcribes
it and then sends it in an email.
FUNCTION 4
12. “Taking a picture is super simple. I can tap on the side right there”.
CONCLUSION
13. Is it life changing? Is it world changing? Is it a bust?”
14. “It is pretty handy”
73
RECAP
3. A journalist from TechCrunch explains how Google Glass works. He’s been using the device for 3
weeks and he tells us about his experience and gives his opinon. He wears it 3 or 4 hours a day when
he’s outside but he doesn’t wear it when he is in front of the computer because he obvisouly doesn’t
need to be connected. He finds this device very helpful/useful/handy.
4. You can ask Google Glass for directions by tapping the touchpad on the right and saying “Ok,
Glass”, then “get directions”. Google Glass will guide you to your destination. By swiping the
touchpad you can have access to the news: Google Glass will read the news out loud to you. Google
Glass also sends you emails notifications and read emails out loud to you. To reply you can dictate
your message to Google Glass, which will record what you say.
You can also take pictures, either by tapping on the touchpad or hands-free with the voice command.
5. He explains that it’s too early to tell if it’s going to revolutionize our lives but he finds it pretty
handy and he looks quite enthusiastic about it.
REACT
6. Demander aux élèves de classer les commentaires positifs et négatifs, et de les reformuler. Ils
peuvent ensuite essayer d’en trouver d’autres. Cet exercice permet de fournir des pistes de
réflexion en vue de l’écriture de l’article.
Exemples de production :
– Google Glass users could be distracted by visual information popping up, which can be particularly
dangerous if they are driving;
– With Google Glass we won’t pay attention to the real world around us anymore and we’ll be obsessed
with our social networking accounts;
– We won’t communicate face to face with people;
– A smartphone can perform exactly the same functions and is much cheaper so Google Glass is useless;
– Google Glass is quite ugly/not fashionable/stylish.
7. On s’assurera que les élèves développent suffisamment leurs réponses et maîtrisent le
vocabulaire. On les encouragera à partager leurs réactions :
– I don’t think it’s a useful device because . . .
– I don’t really see the point of wearing Google Glass if I have a smartphone because . . .
– I find it very helpful because . . .
– I’m not sure I’d like to wear it because . . .
Transcription
Image
1
Le journaliste
74
Son
This is Drew Olanoff from TechCrunch and we’re talking a little bit
about Google Glass today.
I’ve been using them for about three weeks and I wear them about
4 hours a day. It depends on how often I’m outside. Obviously, I
don’t wear them when I’m in front of the computer, that’s a little
redundant. But so far, so good. It sits right here above my right eye
so it’s not in my field of vision.
2
Il sort pour faire une démo de
Google Glass.
Il avance dans la rue en
expliquant les fonctions
All right. We’re gonna head over the Creamery to have a cup of
coffee so we’re gonna ask Google Glass for directions. So I just tap
here and say “Ok Glass, get directions. The Creamery.”
I can get other things like the New York Times headlines. I might
look a little weird walking down the street doing this but you get
used to it.
While I’m walking along I can also get my email which will just
flash up in front of my eye. The nice thing is I can have it read it out
loud to me just by swiping through and then I can listen to it.
(Voice command : “email from Daniel Pickford”)
So I can reply to it, of course.
“Hey, I’ll definitely be around. Let me know where you want to
meet up. Maker Faire is actually right by my house.” Google Voice
picks up everything that I said, transcribes it, sends it in an email.
Automatically.
If I see anything that’s interesting, taking a picture is super simple.
I just tap on the side right there;
Is it life-changing? Is it world-changing? Is it a bust? You can’t tell.
But it’s pretty handy for now.
Action!
Write an article about Google Glass
NIVEAU B1 du CECRL Écrire des descriptions détaillées simples et directes sur une gamme étendue de
sujets familiers ; faire le compte-rendu d’expériences en décrivant ses sentiments et ses réactions dans un
texte simple et articulé.
Préciser aux élèves que l’originalité sera valorisée (présentation, ton, visuels, etc.). On pourra aider
les élèves à bien structurer leur article en leur proposant un plan :
– un titre ;
– un premier paragraphe avec les informations de base (quoi ? qui ? où ? quand ?) ;
– un ou deux paragraphes avec des arguments ;
– une conclusion.
SOUND FILE Delivery Drones
p. 75
Ce document audio est une adaptation d’un reportage de BBC News. Il décrit le futur système
de livraison par drones (Prime Air) imaginé par Amazon, qui n’est pas seul dans cette course,
puisque Google y travaille aussi, avec son Project Wing.
1. Réponses libres
2. Customer = [‘kʌstəmə] – purpose = [‘pɜ:pəs] – wasteful = [‘weɪstfʊl] – package = [‘pækɪʤ] –
founder = [‘faʊndə] – safety = [‘seɪftɪ] – used = [‘ju:zd] – retailer = [‘ri:teɪlə]
BEFORE YOU LISTEN
1. The device we can see in the picture is a drone. It is delivering a parcel. The document is probably
going to deal with the commercial use of drones. Drones are remote-controlled aircrafts used in the
military for surveillance/to fire missiles/to launch attacks. Now Amazon wants to use them for
commercial purposes, to deliver parcels to customers who order online.
2. Amazon probably considers using drones because it would reduce the delivery time.
75
NOW LISTEN
préparer un compte rendu en petits groupes.
eWorkbook
1. Pick out the words related to drones.
2. a. Réponses libres
b. Réponses libres
CONCENTRATE ON PART 1
3. Company: Amazon.
– Use of drones: drones could deliver products in less than 30 minutes.
– Name of the service: Amazon Prime Air.
– Definition of a drone: unmanned aerial vehicles.
– Other uses: farming/surveillance/photography/video.
– Cost: less than a smartphone.
4. What a drone is: it is a device that looks like a small plane but there is no pilot on board. It is
generally used for crop inspections, for surveillance and high definition air photography and video. It
is also widely used by the military.
– What Jeffrey P. Bezos has imagined: J. P. Bezos, the founder of Amazon, has imagined using drones
to deliver packages in less than 30 minutes to Amazon.com customers.
5. parachute and landing the drone.
6. Skeptical.
7. But this proved problematic because people might risk injury
8. To deliver its products, Amazon is thinking of using a parachute or landing the drone. However,
they are skeptical. Landing the drone is problematic as people might get injured by the drones’
rotors.
9. - the advantages of drones: faster, less wasteful, and more eco-friendly
- the drawbacks: privacy / safety issues
10. What was the “DomiCopter” used for?
The "DomiCopter" was used for delivering two pizzas in the United Kingdom.
11. Which other companies are planning to use drones.
Domino’s Pizza and Google.
12. What is the growing trend concerning drones today?
They are used for commercial or civic purposes instead of military actions.
13. What might complicate the companies’ plans?
New regulation from the U.S Federal Aviation Administration.
14. Drones are faster, less wasteful and more eco-friendly than trucks. But they raise privacy and
safety concerns. Other companies want to use drones for commercial pruposes: Google and
Domino’s Pizza which created the DomiCopter to deliver pizza. However, new regulations from the
FAA might threaten their plans.
76
RECAP
plus avancés.
4. Amazon plans to start offering 30-minute deliveries using drones/unmanned aerial vehicles. Jeff
Bezos, the founder and CEO of Amazon, thinks that drones could be up and running in the near
future. Amazon is testing the drones to ensure the methods of delivery are safe. Delivering the
package by landing the drone turned out to be problematic as people might get injured and lose a
finger if they get too close to the rotors while trying to fetch their parcel. Amazon also considered the
parachute approach, which seems like something out of The Hunger Games.
Drones are currently used for other purposes, like surveillance, crop inspections in farming, or by
filmmakers for shooting movies or taking aerial photographs.
As for the advantages, drones run on electric motors, which makes them more environmentallyfriendly than trucks. Using drones would reduce energy consumption. The delivery time would be
much shorter and could be compared to a purchase made at the store.
However, drone deliveries raise safety issues with people risking to get injured. Also, as drones will
obviously have a camera to navigate their surroundings it also raises privacy issues because the
images obtained by drones might be used to collect data.
REACT
5. Demander aux élèves de donner leur avis et dire s’ils feraient confiance à un drone pour leurs
livraisons. Ces questions permettent d’amorcer la micro-tâche orale prévue ensuite.
Exemples de production :
– I wouldn’t trust delivery drones because . . .
– I think the pros of drone delivery outweigh the cons because . . .
– I think the idea is fabulous because . . .
– In my opinion, this idea is not feasible within just a few years’ time because . . .
Transcription
Amazon founder Jeff Bezos has announced that his company is starting a service for Amazon.com
customers that would deliver packages via small drones in less than 30 minutes. The world’s largest
online retailer announced that its own fleet could be up and running in the near future. He called
the service Prime Air.
Drones, also known as unmanned aerial vehicles, are already used as cameras for crop inspections
in farming, for surveillance, and high definition air photography and video. Some models cost less
than a smartphone.
***
Amazon considered several methods of actually delivering the packages including by parachute –
like in The Hunger Games – or landing the drone. But this proved problematic because people might
risk injury by getting too close to the drone’s rotors.
Commercial drones may be faster, less wasteful and more eco-friendly than trucks but with
hundreds of them in the sky, it raises countless privacy and safety issues yet to be resolved.
***
Amazon isn’t the only company toying with the idea of using drones for commercial purposes.
Domino’s posted video of the "DomiCopter" delivering two pizzas in the United Kingdom earlier
this year. And Google also announced it is developing its own system of drones to deliver goods.
Using drones for beneficial civic or commercial purposes, instead of military actions, seems to be a
growing trend. But new regulations from the US Federal Aviation Administration might complicate
the companies’ plans.
Nigel Cassidy, BBC News.
77
Action!
Give a two-minute talk about delivery drones
NIVEAU B1 du CECRL Mener à bien une description directe et non compliquée de sujets connus ; donner
brièvement les raisons et explications relatives à des opinions, projets et actions.
Cette activité offre aux élèves l’occasion de s’entrainer pour la tâche finale (présenter son
application) en décrivant le fonctionnement d’un appareil et en essayant de convaincre un auditoire.
On leur demandera de présenter le drone et son fonctionnement, puis de donner au moins trois
avantages ou inconvénients (qui devront être suffisamment développés), selon le point de vue
choisi. Insister sur l’importance de ne pas rédiger les notes mais de noter seulement les mots clés.
TEXT FILE 1 Starting Young
pp. 76 & 77
Cet article du New York Times relate le projet de Peter A. Thiel, cofondateur de PayPal et
premier investisseur externe de Facebook, devenu milliardaire, qui, au nom du progrès, a lancé
la Thiel Fellowship. Cette bourse de 100,000 $ est offerte à des jeunes de moins de 20 ans, afin
qu’ils lancent leur start-up ou leur ONG. Condition sine qua non : les candidats retenus doivent
abandonner leurs études à l’université et sont invités à s’installer dans la Silicon Valley, où ils
seront suivis par des entrepreneurs et investisseurs. Selon Peter A. Thiel, les États-Unis peinent
à innover depuis les années 1970 et il attribue cette stagnation au fait que les jeunes
Américains passent une grande partie de leur vie à rembourser des dettes et ne travaillent plus
sur les technologies et l’innovation. Le progrès et l’esprit entrepreneurial dans le domaine de la
technologie et de l’innovation seraient bloqués par le coût exorbitant de l’enseignement
supérieur et les dettes qu’il engendre. Dans son discours anti-universitaire, Peter A. Thiel remet
en cause le coût de l’université aux États-Unis et suggère que, pour des millions de jeunes, elle
est une perte de temps et d’argent. Il cite régulièrement l’exemple de Steve Jobs, Bill Gates ou
encore Mark Zuckerberg, qui ont tous trois quitté l’université avant l’obtention de leur diplôme.
BEFORE YOU READ
1. The pictures show young people working on computers or tablets. They may be interns in a tech
company or young entrepreneurs. The article may deal with students who get internships in big
companies or it may be about start-ups launched by young entrepreneurs.
2. They are probably working on a project they have conceived. They may have decided to start
young because if you are a student and you fail early, you’re not risking your family or your job.
NOW READ
eWorkbook
78
FOCUS ON PRINCETON.
1. Words related to Princeton (§ 1):
hustling to class, hitting the books, acing tests
dropped out / exorbitant cost of college
2. Princeton is a university = cost of college
It is: □ expensive = exorbitant cost (nearly $55, 000 a year)
3. . Eden Full hasn’t returned to Princeton.
4. The verb that corresponds to answer 3: drop out
5. “Something extraordinary for a Princetonian.” You don’t normally quit such a prestigious
university
FOCUS ON THE “BETTER OFFER” (§ 2 & 3).
7. The offer:
– the line that explains what it is: lines 5-6;
– who it is offered to: smart young people;
– what fields are concerned: science, technology, and business;
– what these candidates must do: they must drop out of college.
8. Bill Gates and Steve Jobs: they dropped out of college and they created successful tech companies.
9. Ms. Full was offered this fellowship because she had a project: to develop a low-cost solar panel.
FOCUS ON THE EXPERIMENT (§ 4& 5).
10. The initiator of the experiment:
– his name: Peter A. Thiel;
– his social status: a billionaire;
– the two companies he is involved in: PayPal and Facebook.
11. The experiment:
– who it is aimed at: people under the age of 20;
– what it offers: $50,000 a year for two years;
– where it takes place: Silicon Valley;
– who the jury is: would-be mentors, successful entrepreneurs;
– the allotted time: a pitch of two and a half minutes;
– what the candidates must do: pitch their project.
RECAP
4. Eden Full was studying engineering at Princeton when she decided to apply for the Thiel
Fellowship.
– This program was created by Peter A. Thiel, the cofounder of PayPal, now a billionaire. Thiel
selected twenty students under twenty years old and offered them $100,000 to work on their
innovative ideas for two years, and to eventually launch their start-up. To participate in this project
candidates must pitch their idea to an assembly of successful entrepreneurs and investors. If they
are selected, they must drop out of college. Eden’s project was chosen and she got the opportunity to
work on a low-cost solar panel that she tested in Africa.
– Many famous CEOs dropped out of university to work on their start-up companies: Steve Jobs, Bill
Gates, Mark Zuckerberg.
REACT
5. Thiel wants young people to work on innovative technology. He wants to prove that in order to
speed up/accelerate progress you don’t need a college degree, least of all one that costs tens of
thousands of dollars.
Le but des questions 6 et 7 est d’entraîner les élèves à donner leur opinion et à préparer des
arguments pour la saynète entre Eden et ses parents. On pourra en profiter pour revoir
l’expression du conditionnel.
79
6. Honestly, I don’t think that quitting college is a good idea because you might not succeed in Silicon
Valley and then find yourself without a degree, which will make finding a job quite difficult. Also,
these students come from prestigious university so there is no need for them to rush into business;
they can wait a few years until they graduate, then start working on their projects. If I were Eden I
would have waited until graduation./I totally agree with Peter A. Thiel, we don’t need a college
degree to innovate. Eden was right to join the program. She wouldn’t have learnt the ropes in Silicon
Valley or met so many people if she had stayed in college.
7. People might be more eager/passionate/creative/inventive and more willing to take risks when
they are young. The good thing about starting early as an entrepreneur is that failure might not seem
so scary and if you make mistakes, there is a lot of time for you to be able to recover. Once people
start their working/family life, they may be more reluctant to start a business. However it might be
more difficult for you to raise funds.
WORK ON WORDS
1. Hustling to class: courir/se précipiter en classe; hitting the books: étudier dur; acing tests: réussir
brillamment; diving: plonger.
2. Faire repérer aux élèves les deux propositions mises en contraste par l’adverbe instead dans
chaque phrase, afin qu’ils puissent en déduire le sens :
– dropping out instead of hustling to class, hitting books, acing tests;
– diving into the real world of science instead of going to college.
3. Experiment: a new idea or method that you try out ≠ experience: the knowledge and skills that
you have gained through doing something for a period of time.
4. Bank (= banque, donc argent) + roll (faire rouler, faire marcher) = bankroll (financer).
5. A verb: apply (for) – a noun: application.
Transcription
Eden Full dropped out of Princeton University because she received a better offer. She was offered a
grant of $100,000 for working on her project, a low-cost solar panel.
This is the idea of Peter Thiel, the cofounder of Paypal. His intention is to encourage young students
to work on innovative projects. Applicants who are selected must pitch their ideas to an assembly of
investors
Action!
Act out the conversation between Eden and her parents
NIVEAU B1 du CECRL Lancer, poursuivre et clore une conversation simple en face à face, sur des sujets
familiers. Réagir à des sentiments tels que la surprise, la joie, la tristesse, la curiosité et l’indifférence et
pouvoir les exprimer. Comparer et opposer des alternatives en discutant de ce qu’il faut faire, qui ou quoi
choisir, etc.
La phase de préparation est essentielle au bon déroulement de l’activité même si elle doit être
limitée dans le temps. Pour éviter aux élèves la tentation de préparer le dialogue dans son intégralité
puis de le lire lors du passage, on pourra leur demander de travailler soit individuellement soit en se
rassemblant par rôle, le but étant de ne pas dévoiler les paires/trinômes à l’avance et de laisser place
à la spontanéité. Dans tous les cas, ne pas accepter des interventions intégralement rédigées. Les
élèves dans le rôle d’Eden réfléchissent à différentes manières d’expliquer le projet, de justifier la
décision et de rassurer les parents. Les parents, eux, l’interrogent sur ses motivations, demandent
des précisions sur le programme Thiel Fellowship et enrichissent leur conversation en recourant à
des expressions marquant l’accord, le désaccord, la surprise, le doute, etc., qui pourront être
rapidement réactivées avant le début du travail.
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TEXT FILE 2 The New Zuckerbergs
p. 78
Cet article s’interroge sur l’utilité des innovations développées dans la Silicon Valley. L’auteur
dénonce le caractère futile et éphémère des nouvelles applications mises sur le marché, et
s’étonne qu’avec tout ce potentiel scientifique et technologique les inventions récentes ne
soient pas plus sérieuses, et ne s’intéressent pas à des causes importantes comme
l’environnement, le manque de logements ou le système de santé.
1. On fera décrire l’illustration de droite puis on demandera aux élèves de trouver le lien avec le
titre, puis avec le sous-titre, pour leur donner davantage de pistes.
This text may deal with young engineers who create new apps; they are called the “new
Zuckerbergs” in reference to Mark Zuckerberg, the founder of Facebook, who started his social
networking site when he was a student and revolutionized the way the world interacts. The subtitle
suggests that innovations and new apps might not be as revolutionary as they should, given the
potential of Silicon Valley.
2. Silicon valley engineers are clever/bright/brainy/smart. They are highly knowledgeable/skilled
in new technologies because they grew up with the Internet (they are “digital natives”). They have a
talent for finding new ideas and are willing to take risks/they have an entrepreneurial spirit.
– Yet, according to the author, this potential is not fully exploited. Most projects started in Silicon
Valley in the last few years are apps that are not meaningful or world-changing. For example, these
apps add more filters to our photos or help us have access to more restaurant reviews. “Social”
probably refers to the numerous messaging apps like Snapchat or WhatsApp developed in Silicon
Valley, or to social networking apps like Instagram or Twitter. Although these apps include
funny/cool functions which might entertain us for a while, they are frivolous and not really
innovative.
– These apps may be fun but after a while you find they are useless.
– The talent flowing in Silicon Valley should start focusing on important causes like the environment,
homelessness, or the healthcare system instead of coming up with more trivial apps.
– In the author’s opinion, a meaningful project is a “big idea” that would really help people and make
the world a better place.
3. The problem in Silicon Valley today is that many “innovations” are not revolutionary. New
projects enable tech companies to make money and keep up in the innovation race but these
projects are hardly ever meaningful or world-changing. However, even though Silicon Valley might
not fully exploit its tech potential and often releases unimportant apps, some people there do try to
work on innovative projects. Peter A. Thiel created the Thiel Fellowship which helps twenty young
entrepreneurs under 20 years old to bring their innovative ideas and projects to life. One of the Thiel
fellows has built a low-cost solar panel to bring affordable electricity to developing countries. The
rise of the sharing economy might also bring more meaningful ideas to market with services that
would benefit people and the environment (swaping, renting, lending, crowdfunding,
crowdsourcing, etc.).
4. The New York Times article and Kasper Hulthin present opposite views on Silicon Valley. The
author of the text 2 gives quite a negative image of Silicon Valley saying that it wastes its talent on
trivial projects instead of working on world-changing ideas whereas The New York Times article
highglights the benefits that Silicon Valley can offer.
Action!
Present an app of your choice
NIVEAU B1 du CECRL Faire un exposé simple et direct, préparé, qui soit assez clair pour être suivi sans
difficulté la plupart du temps et dans lequel les points importants sont expliqués avec assez de précision.
Cette activité demande un travail de recherches afin de sélectionner l’application à présenter.
81
WRITING WORKSHOP How to pitch a project
p. 79
Au choix du professeur, ce travail d’écriture (puis de prise de parole) pourra se suffire à luimême ou tenir lieu de préparation au projet final qui est en page 83.
1. Observe the model
a. In the first paragraph Cyrus introduces himself and presents his start-up.
In the second paragraph he mentions the problem he came across and the solution he has invented
to fix it. He has built a story around his invention. Then he describes his app, its functions, and how it
works.
Finally he explains why his app is unique.
b. Cyrus manages to be convincing by telling a story which grabs the listeners’ attention. He explains
clearly what problem he’s trying to solve. Many people can understand and relate to Cyrus’s story.
He also describes his app in a clear and concise way.
c. On proposera une ou deux vidéos tirées des concours de start-up, comme TechCrunch Startup
Battlefield, Techstars Demo Day ou encore Y Combinator Demo Day. On trouvera des pitchs
intéressants à l’adresse suivante : http://www.businessinsider.com/the-best-startup-pitches-of-alltime-2012-11?op=1&IR=T
2. Prepare your arguments.
Les élèves suivront le mode d’emploi.
3. Write your pitch
On fera lire les conseils donnés en prévision de la présentation. On pourra inciter les élèves à
s’évaluer mutuellement sur la qualité de leur prestation.
LANGUAGE WORKSHOP
pp. 80 & 81
GRAMMAR
La comparaison
Rappelez-vous
1. Pour comparer deux éléments, on utilise un comparatif. Pour comparer un élément à l’ensemble
de sa catégorie, on utilise un superlatif.
2. Comparatif de supériorité : adjectif court  adjectif -er + than (la terminaison en -y devient -ier) ;
adjectif long  more + adjectif + than
Comparatif d’égalité : as + adjectif + as
Comparatif d’infériorité : less + adjectif + than
3. Good → better → the best
Bad → worse → the worst
Allez plus loin
1. a. Drones are faster, more eco-friendly, and less wasteful than trucks.
b. Eden Full received a better offer.
c. Applicants must be as convincing as possible.
d. Eden was luckier than other candidates.
2. Dans les exemples a à d, on compare deux éléments et on dit que l’un est supérieur ou inférieur à
l’autre ; alors que dans les exemples e et f, on dit qu’un élément est supérieur à tous les autres.
82
Exercises
1. More talented; as useful as; newer; worse; less interesting; safer; handier; the easiest.
2. a. Here, Google is the best-known/most famous company.
b. The latest iPhone is thinner than the previous one and has a larger screen.
c. Uber was elected the most useful app.
d. It’s more dangerous to land the drone than to use a parachute.
e. The ideas developped in Silicon Valley are not as revolutionary as they could be.
3. a. The iPhone 6 is larger and thinner than the iPhone 5.
b. A smartphone is more useful than a smartwatch.
c. Google Glass is handier than a smartphone.
d. Drones are faster than trucks.
e. A delivery man is more reliable than drones.
L’expression de la quantité
Rappelez-vous
On encouragera les échanges entre élèves et on notera au tableau les suggestions à retenir.
2. All, every, a lot of, many, much, some, a few, a little, few, no, none.
Allez plus loin
1. a. We have lots of problems worth tackling.
b. We use too much energy and too many resources.
c. Some of these issues have been tackled.
d. Few apps are very meaningful.
2.
Noms dénombrables
– lots of/a lot of (beaucoup de)
– many (beaucoup)
– some (un certain nombre/des)
– a few (quelques)
– few (peu de)
Noms indénombrables
– lots of (beaucoup de)
– much (beaucoup)
– some (une certaine quantité/du/de la)
– a little (un peu de)
– little (peu de)
Exercises
1. a. Many people rush to the Apple stores when a new iPhone is released.
b. To spend so much money for an electronic device is just crazy!
c. In a few years’ time, drones will deliver pizzas.
d. Few people know that Steve Jobs created the first Apple computer in a garage.
2. a. Few/little devices today are not connected to the Internet.
b. Before starting on a new project, scientists determine how much/how many funding is available.
c. Much/Many/A lot of companies want to get in the drone business.
d. Many/Few innovative ideas were born in Silicon Valley.
GRAMMAR GAME
Comparing Game
On gérera le temps de manière stricte pour donner du rythme à ce jeu. On s’assurera que tous
les élèves ont bien compris la règle… Il sera vraiment utile d’avoir un chronomètre !
VOCABULARY
Exercises
1. a. An engineer – a scientist – an applicant → an applicant is not a job.
b. A laptop – a tablet – a personal computer → you cannot carry a PC around with you. It’s not a
handheld computer.
83
c. Inventive – affordable – creative → affordable is not a skill and it does not involve imagination.
d. Innovate – invest – fund → to innovate is not to provide money, unlike the other two verbs.
2. Tech devices: laptop, techie, tablet, USB stick, wearable.
Innovation: revolutionize, scientist, innovate, discover, inventive, design.
Investment: fund, entrepreneur, recruit, run a company, CEO.
3. 1: recruit
6: scientist
2: tablet
7: improve
3: affordable
8: college
4: creative
9: revolutionary
5: design
10: techie
SKILLS TRAINING Comprendre un document oral
p. 82
L’objectif de cette page est d’aider les élèves à se construire une stratégie pour aborder un
document audio ou vidéo.
Étape 1 – Préparer l’écoute
On pourra faire un brainstorming en anglais sur le titre et l’image, et amener les élèves à
dresser une liste de mots qu’ils s’apprêtent à entendre au vu du titre et de l’iconographie.
À vous !
In this recording Eden Full probably explains how she became an entrepreneur. She may also give
details on how her solar panel works and explain what it does.
Words we expect to hear: solar panel, sun, electricity, invest, create, design, technology, help,
countries, etc.
Étape 2 – Écouter une première fois
Cette écoute a pour but d’identifier le sujet principal du document et le nombre d’intervenants. Elle
peut se faire sans prise de notes.
À vous !
In this recording we hear two speakers: Eden and a man. Eden talks about her invention. She
explains why she developed her solar panel. She mentions Kenya so she probably wanted to bring
electricity to places in Kenya where people didn’t have access to it. The man works with Eden.
Étape 3 – Écouter à nouveau et prendre des notes
À vous !
Developed – device – rotates – solar panel – developing countries – electricity – intuitive – rural
areas – follow – sun – mentor – beginning – admitted to Princeton University – grant – travel to
Kenya – prototype – people – need – invent – help – technology – continue – commercialization –
mentorship – trust – relationship – valuable.
Étape 4 – Classer et créer des liens
On demandera aux élèves de faire des phrases simples mais complètes avec les mots qu’ils ont
repérés. On leur dira d’en placer plusieurs dans la même phrase, pour les habituer à chercher les
liens entre les différents mots compris.
Étape 5 : Reconstruire le sens
À vous !
a. Eden Full est une jeune entrepreneuse qui a étudié à Princeton.
84
b. Le SunSaluter est un panneau solaire qui permet aux régions rurales des pays en développement
qui n’ont pas d’électricité d’y avoir accès. Le panneau tourne et suit le Soleil pour avoir de l’énergie
plus longtemps.
c. Lorsqu’elle était à Princeton, elle a obtenu une bourse pour aller au Kenya tester le tout premier
prototype de son SunSaluter. Elle explique qu’elle a beaucoup appris en parlant à des personnes qui
avaient réellement besoin de cette technologie, et que c’est pour cela qu’elle a continué dans cette
voie et inventé quelque chose qui pourrait les aider.
d. David Colt est le maître de stage d’Eden. Il l’a guidée dans son projet.
e. Eden pense qu’il l’a beaucoup aidée. Elle lui fait confiance et elle pense que cette relation a été très
importante pour la réalisation de son projet.
YOUR PROJECT Pitch your invention or app to Silicon Valley investors
p. 83
La tâche finale de production orale est : « Présentez votre nouvelle application/invention à une
assemblée d’investisseurs de la Silicon Valley. » Ces pitchs s’effectueront à la manière des
nombreux concours de start-up organisés dans la Silicon Valley (TechCrunch Disrupt,
Techstars, etc.).
tout au long du chapitre et, surtout, par le Writing Workshop.
TECHNOLOGY CORNER
pp. 84 & 85
pp. 86 & 87
COMPREHENSION
Questions Doc
1. This article deals with the under-representation of women in technology.
2. a. Right: “Fewer than 10 percent of all computer programmers are women.”
b. Wrong: “Three times as many jobs have been created in STEM fields [ . . . ] than in non-STEM
fields” et “STEM workers have been far less likely to experience unemployment.”
c. Right: “There is still no female equivalent of a Steve Jobs, Bill Gates or Mark Zuckerberg.”
d. Right: “Brazil, India, and Malaysia are among the rising powers that have much more successfully
prepared girls to enter computer science.”
3. Various programs have been launched across the country to encourage girls’ interest in
technology.
4.
Name
Initiator
Place
Target audience
Activities
Jill Denner
Pajaro Valley
Low-income Latina Creating
girls and boys
games
computer
85
GEMS club
Laura
Jones
Reasoner Fairfax County
Technovation
Challenge
Iridescent
Learning
Girls
Google’s New York Low-income girls
headquarters
Building
rockets,
studying strawberry
DNA,
programming
computer games using
free web-based tools
Developping a real
mobile web app and
pitching it to a team of
judges
5. Jasmine Gao created an app called Trending which shows fashion trends and directs shoppers to
nearby stores or online retailers.
6. Now Jasmine Gao is excited about computer science: “Jasmine is now studying finance and
computer information systems [ . . . ] and hopes to someday launch her own tech business.”
EXPRESSION
ORAL EXAM TRAINING
COMPREHENSION
“Innovation Is Built on Failure”
www.marketplace.org/topics/wealth-poverty/starting-over-startup-when-it-time-stop
00:21 to 02:01
Transcription
Lauren Barghout is trying to embrace failure. She’s a scientist and entrepreneur from the San
Francisco Bay area. Recently, she went to a tech industry conference where, in speech after speech,
she heard stuff like: “this innovation is built on failure,” and “failure is the easiest way to learn.”
Barghout has two failed companies to her name. And she says these messages “made me feel less
like an idiot.”
Now, Barghout’s no slouch. She’s got a doctorate from UC Berkeley in Vision Science–a combination
of computer science, neurobiology and physics. At her house in Oakland, she’s commemorated each
of her life’s achievements with a fish tank. “When I passed my oral exams, I got a fish tank. When I
got my masters, I got a fish tank.” “This was my PhD.”
And yet, after a decade trying to launch a successful company in Silicon Valley, still no fish tank for
that one. Barghout has spent her career developing technology that makes it easier to manipulate
and search for photos online.
“Whenever I pitch it to a VC or a customer, I usually get a ‘Wow!’ and then they bring in the
engineers and it gets pretty exciting.”
She’s come close to success, once, twice, “didn’t make it. But I still believe a version of this
technology will change the world. And so I’m going to keep doing this over and over again.”
In fact, she’s already working on her next company. But that requires the kind of practical
calculations like “If I’m able to refinance the house, I have enough housemates that I should be able
to cover the mortgage.”
Barghout’s tolerance for risk, her single-mindedness – it’s what you need to be an entrepreneur.
EXPRESSION
Le professeur invitera les élèves à suivre le guidage que nous proposons pour les préparer à
l’épreuve orale. On pourra conseiller aux élèves de travailler en petits groupes à la maison, et de
86
Unit 5 A Nation of Gunfighters
p. 88
“Places and forms of power”
PROBLÉMATIQUE : Why do Americans love guns and what is the social cost of gun
ownership?
Cette unité aborde la question des armes à feu aux États-Unis. Pourquoi les Américains demeurentils si culturellement attachés aux pistolets et aux fusils ? Les élèves savent certainement que les
armes à feu sont légales aux États-Unis, mais l’objectif de cette unité est de développer leurs
connaissances quant à l’origine de cette « culture des armes » et aux conséquences de leur présence
en grand nombre dans le pays (environ 50 % des foyers américains). Le droit de posséder une arme
à feu aux États-Unis est protégé par l’intouchable 2e amendement, mais les fréquents massacres et
fusillades relancent régulièrement le débat sur le port d’armes et forcent les Américains à
s’interroger et à prendre position. Certains exigent une régulation plus stricte quand d’autres, menés
par la puissante National Rifle Association, exigent que leur droit à se défendre soit préservé. Quels
sont les différents points de vue et arguments dans ce débat ? Les documents proposés permettront
aux élèves de préparer la tâche finale de l’unité : un talk-show sur le thème des armes à feu et du
besoin ou non d’en limiter l’accès.
Menu de l’unité
Cultural Background Gun Violence in the USA
Cette double-page retrace l’origine de cette tradition en évoquant son puissant défenseur – la
NRA – ainsi que des éléments d’information statistiques sur la violence liée aux armes à feu.
Video File Loopholes in the Gun Law
Cette vidéo s’intéresse au débat autour d’une récente loi visant à réformer le port d’armes dans
le Colorado.
Sound File Alarming Surge in Urban Violence
Un document audio qui décrit la forte hausse des crimes par armes à feu dans les grandes villes
américaines et qui tente de donner des éléments d’explication.
Text File 1 “I Could Have Saved Lives!”
Cet article raconte l’expérience d’un homme avec les armes à feu durant ses années lycée.
Text File 2 First Day at School
Y aura-t-il un jour des gardes surarmés dans tous les établissements scolaires des États-Unis ?
C’est la vision dystopique qui est présentée dans cet extrait de nouvelle.
Writing Workshop How to write an essay
Une étape indispensable pour se préparer au jeu de rôle qui constitue le projet de fin de
séquence.
Language Workshop Grammar for, since, ago ; les prépositions de lieu et particules –
Vocabulary Le vocabulaire lié à la criminalité et aux armes.
87
Skills Training Prononcer et entendre les voyelles
Une révision qui sera utile à bien des élèves.
Your Project Organize a talk show
Art History Corner Gunfighters in the Arts
Comment la culture des armes est-elle représentée dans l’art ?
Exam Training Written and oral exam: compréhension et expression
OUVERTURE
p. 89
Nous suggérons d’utiliser cette illustration pour aborder le thème de l’unité. On veillera à
laisser à la classe le soin de proposer des pistes de commentaires. Si les élèves manquent
d’inspiration, on se contentera d’indiquer quelques pistes : gun, barrel, place, reasons, message,
etc. Le professeur répondra aux sollicitations des élèves pour le vocabulaire. Ce sera l’occasion
de revoir ou d’enseigner du lexique utile pour la suite. Par exemple : own a gun, firearm,
shooting, shoot, license, etc.
CULTURAL BACKGROUND Gun Violence in the USA
pp. 90 & 91
Cette double-page a pour but de revoir ou d’enseigner le lexique utile pour l’unité, tout en
donnant des répères culturels aux élèves. Il permet également d’amorcer le travail sur la notion
de « lieux et formes de pouvoir ». Après l’étude des différents documents proposés, on pourra
demander aux élèves de réfléchir au lien avec la notion et de le justifier.
1. WHAT DO YOU KNOW ABOUT... BASIC GUN FACTS?
Cette première activité – qui peut être interactive si les élèves se servent de l’eWorkbook – est
destinée à fournir quelques points de repères utiles pour la suite.
1. The picture shows the Second Amendment. This is the Second Amendment to the American
constitution.
2. The main clause: “The right of the people to keep and bear arms shall not be infringed.” The
supporting argument: “A well-regulated militia, being necessary to the security of a free State.”
3. A “militia” is an army composed of ordinary citizens (rather than professional soldiers).
4. The firearms homicide rate in the US is 20 times higher than in other rich countries.
– On average, more than 100,000 people are shot each year and 30,000 of them die.
– More than one million people in the US have been killed with a gun since 1968, when Dr. Martin
Luther King, Jr. and Robert F. Kennedy were assassinated.
2. A VERY POWERFUL LOBBY
Ce podcast permet d’introduire la notion de « lieux et formes de pouvoir » en s’intéressant à la
National Rifle Association, puissant lobby américain qui lutte farouchement contre toute forme
de restriction du droit au port d’armes et dont le pouvoir d’influence concerne aussi bien la
sphère publique que politique.
88
– The NRA is a powerful pressure group/lobby in the US.
– They want to defend the 2nd Amendment to the US Constitution–the right to own a gun.
– They provide gun training and shooting courses for the public, including children.
– Their argument: they say that three out of four American women will be victims of violent crime at
some time in their lives; guns are a fact of everyday life; guns are no more dangerous than swimming
pools, electrical appliances, or all sorts of poisons everybody has in their kitchens or bathrooms.
– To counterbalance their position, they say that they are very tough on punishment for gun-related
crimes.
– Their mode of action: they donate a lot of money to political candidates who support the right to
carry guns, and they react when they feel the right of citizens to carry guns is threatened.
Transcription
We cannot talk about gun control in the USA without looking at The National Rifle Association. The NRA
is a big pressure group in the US. Their goal is to promote and encourage gun shooting.
They provide gun training for the public, including children. They run special programs for women. To
advertise these programs, they say that three out of four American women will be victims of violent crime
at some time in their lives.
They claim guns are a fact of everyday life. Guns, they say, are no more dangerous than swimming pools,
electrical appliances, or all sorts of poisons everybody has in their kitchens or bathrooms.
To those who say there are too many gun crimes, they answer that they are very tough on punishment for
gun-related crimes.
The NRA is a very powerful lobby. They donate a lot of money to political candidates who support the
right to carry guns, and they are always ready to react when they feel the right of citizens to carry guns is
threatened.
3. AN OLD WILD WEST TRADITION
Ce texte rappelle que la culture des armes à feu aux États-Unis est liée à l’histoire de
l’acquisition du territoire américain, particulièrement à la conquête de l’Ouest (deuxième
moitié du XIXe siècle). Cette période a fondé la tradition des armes à feu dans le pays, car elles
étaient nécessaires pour conquérir et défendre ces territoires de l’ouest, souvent peuplés
d’Indiens. En l’absence de troupes fédérales et d’ordre établi, la population qui a immigré vers
l’ouest à cette époque, majoritairement des hommes au début, a pris l’habitude de se faire
justice elle-même. Historiquement, posséder une arme apparaît donc naturel.
1. This is the cover of a magazine called Western Story Magazine. It was published on October 8th,
1938. It shows a handsome young man on his horse. He’s wearing typical Western clothes: a
Western shirt, a bandana around his neck, a lasso, and a cowboy hat has just fallen off his head. He’s
firing a handgun so he might be hunting buffaloes or chasing someone. This man represents the
typical figure of the American cowboy hero.
2. Courage and strength are the traditional American ideals quoted in the text.
3. People can be killed or injured when there are guns everywhere, including children who might
accidentally pull the trigger of a loaded weapon. The suicide and homicide rates are higher where
guns are allowed.
4. A 12-year old boy shot his mother because they disagreed on household chores and a man killed
his neighbour because he didn’t like his dog.
5. Espace sauvage: wilderness – force: strength – survie: survival – foyer: household – blessures:
injuries – chargées: loaded – corvée: chore.
4. GUN CRIME STATISTICS
Cette affiche a été publiée par la Brady Campaign to Prevent Gun Violence, association qui
milite pour le contrôle des armes à feu aux États-Unis. Elle tire son nom de James Brady, citoyen
américain et conseiller du président Ronald Reagan, qui faillit perdre la vie lors de l’attentat
contre Reagan, en 1981, et qui demeura paralysé à vie. Il devint dès lors un fervent partisan du
contrôle des armes à feu dans le pays.
This poster shows the number of people murdered by guns in one year in various countries around
the world. We can notice that most countries have less than a hundred gun murders a year. The US,
89
on the other hand, has an incredibly higher rate with nearly 10,000 people murdered with guns
every year.
In the middle of the ad we can see a handgun with the colours of the American flag and the slogan
“God Bless America”. Considering the statistics, we understand that this slogan is ironical because
the poster shows nothing to be patriotic about. On the contrary, these numbers reveal that the US
should be ashamed and try to change things.
This campaign is obviously aimed at fighting gun violence in America by pointing out the high gun
murder rate in the US in contrast with other countries around the world. It might denounce the easy
access to guns in the country and the fact that anybody can walk into a store and get a gun.
ACTION!
Make a two-minute presentation about guns in America
NIVEAU B1 du CECRL Mener à bien une description directe et non compliquée de sujets variés en la
présentant comme une succession linéaire de points.
L’objectif de cette tâche est que les élèves fassent la synthèse de ce qu’ils ont appris dans cette
double-page constituée de documents informatifs.
VIDEO FILE Loopholes in the gun law
p. 92
Ce document vidéo est extrait d’un reportage sur une loi, votée dans le Colorado en 2013, visant
à réguler l’usage des armes à feu dans cet État de l’ouest américain.
Le Colorado est tristement célèbre pour la fusillade dans un lycée de Columbine, qui a fait treize
morts (douze élèves et un enseignant) et vingt-quatre blessés, le 20 avril 1999. Dans ce
reportage, le journaliste interroge des personnes opposées à cette nouvelle loi, considérant
celle-ci comme une atteinte à leur liberté, garantie par la Constitution des États-Unis. Il donne
ensuite la parole à un homme qui, au contraire, souhaite un plus grand contrôle des armes à feu
pour éviter les tueries dans les écoles.
The 2013 Colorado bill requires universal background checks for anyone who wants to buy a
firearm; it prohibits the sale, transfer, or possession of large-capacity ammunition magazines. And
it requires identification markings on all large-capacity magazines manufactured in Colorado.
BEFORE YOU WATCH
1. Pro-gun activists have found ways to legally sell guns in spite of the law.
NOW WATCH
À l’issue de ce travail exploratoire, tout le monde pourra répondre aux pistes de synthèse (RECAP) qui
sont dans le manuel.
eWorkbook
90
2. Considering these words, make guesses about the content of the document.
Réponses libres.
3. State: Colorado
City: Denver
Exact location: outside the state Capital
4. Their values are the values of the Wild West.
5. A ban on high-capacity ammunition magazines and tighter background checks.
6. People are no longer allowed to buy high-capacity ammunition magazines. And there are strict
checks of people’s identities before they can buy a gun.
7. Striking
8. The new law is striking because Colorado has a long Wild West tradition, in which guns are
sacred.
9. They are pro-gun; so they are against the new law.
10. The problem is the person not the tool.
11. It is not the gun that kills. It is the person who pulls the trigger/who holds the gun/who shoots.
12. – “Our Constitution’s Second Amendment” guarantees that we have a right to have guns.
– People can have a bomb if they want it. If they pay the taxes, then they have a right to have one
13. They are going to protest against the new law. Maybe demonstrate against it or vote against it.
14. He is an anti-gun activist.
15. Daniel died at Columbine/was killed in the Columbine massacre.
16. And then he was killed with the gun that was purchased through one of those loopholes.
17. He campaigns to “close the loopholes in the law”.
18. – three colours: purple, half red, half blue;
– two parties: conservative, liberal.
19. – a red state: when the majority is Conservative;
– a blue state: when the majority is Liberal;
– a purple state: a state where half the people are Conservative and the other half is Liberal.
20. If the State government has managed to pass a ban law in this state which is half liberal, half
conservative, there is no reason why such a law could not be passed in the whole nation.
RECAP
Les élèves font la synthèse de leurs notes – ou des réponses du questionnaire A2+.
plus avancés.
4. A new law has been voted in Colorado to regulate the sale and possession of guns. This law ban
high-capacity ammunition magazines and requires stricter background checks for all firearms’ sales.
5. The pro-gun people interviewed in the document say that guns are not the only form of violence
and that it is possible to harm someone without using a gun. For one of them, the problem is not the
gun but the person using it. Another person says that this law is unconstitutional and that the
politicians who voted this law are traitors since the Second Amendment explicitly says that the right
to bear arm shall not infringed.
The last man who is interviewed, on the other hand, supports gun control laws. He lost his son in the
Columbine shooting in 1999. Since then he’s been fighting for more regulation in order to fill the
loopholes in the existing laws.
6. The situation in Colorado is particularly interesting because Colorado is a Purple State, a State
where the Democrats and the Republicans have similar levels of support by the voters. Therefore,
this law can set an example for the rest of the country.
91
REACT
Transcription
Image
Son
1
Le capitole + statue
L’intérieur du magasin
2
Prospectus
If Colorado’s politicians need any reminder that this was the Wild
West, it stands outside their state capitol. People here hold on
tightly to that right to bear arms. So the new gun control laws
they’ve passed here are striking, and a sign that maybe America is
changing.
In the oldest gun store in Denver, they’re digesting that ban on highcapacity ammunition magazines and tighter background checks.
There’s plenty of ways to create violence and inflict harm on other
people, other than firearms and I think that the emotion of a firearm
is... they’re not addressing the problem. The problem is the person,
not the tool.
By the door, cards for customers to send to politicians to remind
them how costly voting against the gun lobby can be.
Our constitution says Second Amendment will not be infringed.
That means it’s not limited. Yeah, people say, “Oh does that mean
people can have a bomb if they want it?” Yeah, it does. If they can
afford it, if they can pay the taxes and everything that go with it,
why not?
Homme barbu
3
4
But what about the victims? Tom Mauls carries his son’s trainers
with him when he’s campaigning for gun control. Daniel died at
Columbine, like Aurora, a massacre that scarred Colorado
Two weeks before he was killed, he said to me one evening at table,
Dad did you know there are loopholes in the Brady Bill, the law that
requires background checks?
And then he was killed with the gun that was purchased through
one of those loopholes. That’s what’s driven me. I wanted to close
those loopholes. For him. And for the sake of others.
What makes Colorado all the more interesting is that it’s what they
call a “purple state”: half red, half blue, half conservative, half
liberal.
So what they can do here may be a very good indicator as to what
politicians nationwide can do.
Action!
Write an article entitled “Is America changing?”
NIVEAU B1 du CECRL Résumer avec une certaine assurance une source d’informations factuelles sur des
sujets familiers courants et non courants dans son domaine, en faire le rapport et donner son opinion.
92
Cette micro-tâche pourra être amorcée en classe ou être préparée à la maison. On pourra aider les
élèves à bien structurer leur article en leur proposant un plan :
– un titre ;
– un premier paragraphe avec les informations de base (quoi ? qui ? où ? quand ?) ;
– un ou deux paragraphes avec des arguments ;
– une conclusion.
SOUND FILE Alarming Surge in Urban Violence
p. 93
Ce document audio est extrait du talk-show hebdomadaire Fresh Outlook. Il traite de la forte
hausse des homicides dans les grandes villes américaines. Un professeur de droit pénal de
Seton Hall University, New Jersey, tente d’apporter des éléments de réponses pour expliquer
cette violence. Il explique qu’elle est multifactorielle. Il met en avant plusieurs facteurs socioéconomiques, comme les jeunes qui abandonnent l’école et le manque d’opportunités, la
présence des gangs, le quartier d’origine et sa situation économique. S’ajoute à cela une vague
de licenciements dans la police des grandes villes, comme Chicago ou New York.
In 2013, 414 people were killed in Chicago; with more than 80 percent of those deaths attributed
to gun violence. Seventy-five percent of Chicago’s gun-death victims in 2012 were AfricanAmerican or Latino. While an alarming number of young people in Chicago have been killed in gun
attacks, many more are exposed to gun violence on a regular basis. While 414 people were killed
in 2013, there were a total of 1,864 shootings in the city. Chicago’s homicides have taken place
mostly in neighborhoods in the west and south of the city. Gun crime in Chicago is most prevalent
in communities with high rates of poverty and unemployment. The City of Chicago as a whole has
an extreme poverty rate of nearly 10 percent, with more than 260,000 households living in
extreme poverty. (Source: an Amnesty International report)
BEFORE YOU READ
1. The picture shows a board with pictures of people who were murdered in Chicago. The document
may deal with the victims of gun crime in Chicago or it may be about the causes of gun violence.
NOW LISTEN
eWorkbook
CONCENTRATE ON WHAT THE HOST SAYS.
3. Lately, there’s been a homicide epidemic ravaging America’s inner cities.
4. The document is going to be about the alarming situation in some cities and probably the causes
and solutions.
93
CONCENTRATE ON WHAT THE REPORTER SAYS.
5. Chicago; Philadelphia; New Orleans
6. Big American cities are in crisis. / The urban US is in crisis.
7. - What’s causing this violence?
- Why has carnage gone on for so long?
- And what can be done, beyond gun control?
CONCENTRATE ON WHAT THE GUEST, JOHN PAITAKES, SAYS.
8. Job: Professor
Where he works: Seton Hall University
Specialty: criminal justice & practitioner
9. Because he knows the theory and he is a practitioner.
10. It’s a combination of factors.
11. There are many causes for the surge of violence.
12. 1. school dropouts – gang members
2. poor neighbourhoods
3. police layoffs
13. They need money, so drop out of school and start selling drugs.
Then gang members solicit them.
14. high crime area – economically depressed neighborhood.
17. When you have vacant, dilapidated buildings, people leave the area; then, gang members take
over the area.
18. Young people are solicited by gang members and become delinquents, exposed to gun violence
on a daily basis.
RECAP
3. The issue: the surge of violence in American cities; the homicide rate has risen in US cities (for
example in Chicago forty people were murdered in January alone). And the situation is the same in
other big cities. The urban US is « in crisis ». The question is what’s causing this violence and what
can be done apart from gun control?;
– John Paitakes, the guest, is a professor of criminal justice at Seton Hall University and he used to be
on the State parole board (people who decide whether a prisoner should be released on parole);
– there is a combination of factors and not just one reason. The roots of this violence are socioeconomic. First kids who drop out of school try and earn a living and then get solicited by gangs and
start selling drugs. Poor neighborhoods are hot spots for gun violence because when buildings are
old dilapidated, people leave the area and gangs take control. So the problems are basically poverty
and unemployment. Plus, there has been many layoffs in police departments, so it is hard for the
police to do their job.
REACT
94
Transcription
Host – Hi everybody! Welcome back to Fresh Outlook. I’m T.W. Brill. Well, lately, there’s been a
wave of homicides pervading America’s inner cities. So what’s causing so much violence? Let’s take
a look.
Reporter – This year, Chicago saw over 40 homicides, just in January. And it’s not alone. From
Philadelphia to Omaha, from Oakland to New Orleans, the urban US is in crisis.
What’s causing the violence? Why has carnage gone on for so long? And what can be done, beyond
gun control?
Host – I’d like to introduce the panel. We have DD, and Bill, and a new guest. John, tell us a little bit
about yourself. Where are you from?
John – Hi. I’m John Paitakes, from Seton Hall University – I’m a professor of criminal justice. I
worked in the field of probation for a number of years, was on the State parole board – so I – a
combination practitioner and...
Host – Yeah! So you have a lot to say on this topic. Let’s start with you. So, why this surge in violence
in inner cities, since it is more than ever?
John – You know, there’s a combination of factors, I think. I don’t think you can pinpoint any one
thing. School dropouts – you know, the kids drop out of school. What do you do? So right away, gang
members are going to try and solicit them to join the gang. If you drop out of school, what can you
do in terms of work or whatever?
The quickest way to make money may be selling drugs or whatever. So, school dropouts may be
where it starts. And then, you know, the peer pressure... the neighborhoods they grow up in – like a
high crime area, economically depressed. It kind of goes along with the theory – the broken window
theory – that says when you have vacant buildings, and dilapidated buildings, and people leave the
area; then gang members ... and you know, vagrants take over the area –all of a sudden, it become
prominent for... In big cities, that’s what has happened to some extent. In addition to that, we’ve had
a lot of police layoffs, if you have noticed, especially in Chicago or New York. Many police
departments laid off a large segment of law enforcement people. So you have less people....
So... it’s a combination of things.
Action!
Illustrate the surge of violence in American cities
NIVEAU B1 du CECR Écrire des rapports très brefs de forme standard conventionnelle, qui transmettent
des informations factuelles courantes.
Cette tâche invite les élèves à présenter des informations sous forme de schéma. Ceux-ci pourront
éventuellement être invités à en faire une présentation orale qui reprendra les arguments entendus
dans le document.
TEXT FILE 1 “I Could Have Saved Lives!”
pp. 94 & 95
Cet article du New York Times relate la prise de conscience et les regrets d’un homme au sujet
des armes à feu, qu’il manipulait pourtant lorsqu’il était jeune. Le contexte est une
manifestation organisée le jour de la fête des mères pour la réglementation de la vente d’armes.
The first Million Mom March was a rally held on Mother’s Day, May 14, 2000 in Washington D.C. in
order to promote tighter gun control. The march reportedly drew an estimated attendance of
750,000 people, but with 150,000 to 200,000 people holding satellite events in more than seventy
cities across the country, the total number of participants was about one million.
BEFORE YOU READ
2. Considering the two photos and the title we can suppose that the little girl was the victim of gun
violence. The text might relate how she was killed or it may be about what her family is doing now to
make sure it never happens again. “I could have saved lives” may be the words of a policeman, or a
politician, or someone who wishe they had acted before it was too late.
95
NOW READ
eWorkbook
READ PARAGRAPH 1.
1. – Mr. Allen; age: 46; profession: emergency room technician; what happened to him: he was held
up at gun point;
– Veronica Moser Sullivan; age: 6; what happened to her: she was a victim of a shooting./She was
shot./She was killed.
2. Mr. Allen carried a photo of Veronica and it galvanized him into action.
3. Maybe he participated in demonstrations or he did something to help the family or to prevent
violent actions.
READ PARAGRAPH 2.
5. He refers to the period when he was at Thomas Jefferson High School in Brooklyn.
6. – price: $150
– where he got it: on the street.
– what he kept if for: he wanted to deter bullies.
7. A lot of people had guns. “He was hardly the only one who had a firearm.”
READ PARAGRAPHS 3 AND 4.
8. His mother.
9. She found the gun and gave him a dressing down.
10. She made a scene./She shouted at him.
11. Name 1: Khalil Sumpter; age: 15
Verb: shot
Place: in the second-floor hallway of his high school
Name 2: Tyrone Sinkler; age: 16
Name 2: Ian Moore; age: 17
12. He feels that he might have used his gun and killed some of his schoolmates.
READ PARAGRAPH 5
13. If I had told the authorities about the fact that everybody had guns in their schoolbags, I would
have saved these boys’lives.
14. Today he has regrets, he feels guilty, he is “plagued by guilt.”
RECAP
96
4. Mr. Allen is a 46-year old emergency room technician. He lives in Brooklyn, New York. He went to
school there too, at Thomas Jefferson High School.
– When he was at school, he used to carry a gun in his bag to keep bullies away. He had bought the
gun on the street for $150. Nobody was surprised because many other students came to school with
firearms.
A few years later, a 15 year-old student killed two schoolmates at Thomas Jefferson High School.
Mr. Allen felt guilty because he felt he could have saved the lives of the two students.
REACT
5. His mother « saved his life » because, if he had kept on carrying a gun to school, he might have
used it and ended up in prison or got killed.
6. Mr. Allen was not always against guns when he was a high school student. But he changed his
mind when two students were shot by another student; and seeing the portrait of picture of
Veronica Moser-Sullivan, the youngest victim of the 2012 Aurora shooting, encourages him to take
action.
WORK ON WORDS
1. deterrent: instrument de dissuasion.
2. “She gave him the dressing down of a lifetime.” Elle m’a passé un savon.
3. “Mr. Allen said he remained plagued by guilt.” He felt guilty: il se sentait coupable
4. emergency room technician; technicien de salle d’urgence – sock drawer: tiroir à chaussettes –
metal detectors détecteurs de métaux.
Transcription
When Mr. Allen was in high school, he carried a gun in his knapsack every day. He used it as a bully
deterrent and many of his friends carried guns too. Fortunately his mother found his gun and
forbade him to carry a gun. A few years later, one student shot two others in his school. Today,
M.Allen feels guilty and thinks he should have told the authorities about the situation. When he saw
a picture of a little girl who had been shot in a theatre, he decided to take action against guns.
ACTION!
Make a speech to convince students not to have guns
NIVEAU B1 du CECRL Développer une argumentation suffisamment bien pour être compris sans
NIVEAU B2 du CECRL Enchaîner des arguments avec logique. Expliquer un point de vue sur un problème
en donnant les avantages et les inconvénients d’options diverses.
Les élèves joueront le rôle de M. Allen. Ils reprendront à leur compte ce qu’il dit dans le document
mais devront aussi amorcer la préparation de la tâche finale en cherchant d’autres arguments. Ce
travail peut s’effectuer en petits groupes.
Si l’on choisit de faire passer les élèves en classe, on les incitera à travailler la manière dont ils
s’adressent à leur auditoire (eye contact, clear voice, not reading out their notes, etc.).
TEXT FILE 2 First Day at School
p. 96
L’extrait proposé ici décrit la rentrée scolaire d’une fillette de 7 ans dans une école américaine.
Cette nouvelle, qui présente une société américaine ultra militarisée, est inspirée des propos de
l’ancien président de la NRA, qui, en 2012, a demandé que des gardes armés soient placés dans
chaque établissement du pays, suite à la tuerie de l’école primaire Sandy Hook à Newtown, qui
coûta la vie à vingt-sept personnes. Cette requête fait très largement écho au leitmotiv de la
NRA: « The only thing that can stop a bad guy with a gun is a good guy with a gun. » Il s’agirait
donc également, à terme, d’armer les enseignants pour qu’ils puissent défendre leurs élèves.
"Teachers should teach, but if there is personnel that has interest and is willing to go through 40
to 60 hours of [firearms] training, then schools should be willing to [arm them]. (Source: an NRA
report on security in schools)
97
On pourra proposer en classe l’une des vidéos suivantes sur le sujet school shooting :
www.youtube.com/watch?v=AyEjyztvK2o
www.youtube.com/watch?v=LMzl7RoyjEk
2. The two main characters: a mother and her little girl. The mother is taking her child to her first
day at school.
– The little girl is very curious. Her mother thinks she is nervous, so she tells her school is going to be
nice and interesting (she is going to draw, and run and play).
– The girl sees the two guards at the entrance of the school.
– The security measures are surprising for an infant school: the child’s name is checked on the
computer; she gets a lanyard with her photo and her ID; and there is an armed officer at the drop off
zone.
3. Obviously the security measures imply that there is a risk. Even an infant school is guarded, which
is rather frightening.
4. The child is not afraid of the gun: she “marvels at” at the sight of the sunlight on the metal of the
gun. But she asks if there are “bad guys”. Her mother reassures her.
Les élèves pourront aussi parler de leur expérience de gardes armés dans les gares, les
aéroports ou autres lieux publics.
5. Text 1 is a newspaper article from The New York Times whereas text 2 is probably an extract from
a novel or a short story.
6. The two texts deal with the same issue: guns in school. In Thomas Jefferson High School, there was
no security measure: no control at the entrance, and no gun detector. But we must not forget that Mr.
Allen speaks about his experience as a student, 20 years before the article, when there were not as
many instances of shootings in schools.
7. The story in text 2 may not be total fiction as, in many schools nowadays; students are screened
when entering school.
WRITING WORKSHOP How to write an essay
p. 97
Les élèves commenceront par une phase d’observation, puis ils pourront élaborer leur essai en
suivant le modèle.
98
1. a. The topic: Is technology making our lives better or not?
b. – paragraph 1 is the “motion”: technology is for our benefit;
– paragraph 2 counterbalances the “motion”: technology has negative effects;
– paragraph 3 is the conclusion: technology can be a benefit if it has a moral dimension.
c. Paragraph 1:
– general argument: “Technical progress is a key to happiness.”;
– development: “Man has made breakthroughs in so many fields, thanks to technical progress that he
can be proud of his achievements.”;
– example: “Medicine is the case that comes to mind first, yet electricity, mass-production, or
computers are also real assets.”
Paragraph 2:
– linking word: “However”;
– argument 1: “It is true that technical progress is not without drawbacks.”;
– example: “Mad-cow disease is an example of the negative effects of increasing the production of
meat.”;
– linking word: “Furthermore”
– argument 2: “The industrial revolution, which was made possible by the progress of technologies,
has resulted in a world full of pollution.”;
– linking word: “On top of that”.
Paragraph 3:
– opinion: “Global warming, which is one of the consequences of this pollution, will probably result
in more natural catastrophes.”
d. – “however” introduces a counterargument;
– “furthermore” introduces an extra argument;
– “on top of that” also introduces an extra argument.
2. & 3. Les élèves suivront le mode d’emploi qui figure dans le manuel.
LANGUAGE WORKSHOP
pp. 98 & 99
GRAMMAR
For, since, ago
Rappelez-vous
• Ago s’utilise avec le prétérit. Il signifie « il y a ».
• Since marque un point de départ. il s’utilise avec le Present Perfect et se traduit par « depuis ».
• For indique une durée. Il peut s’utiliser avec le Present Perfect et se traduit alors par « depuis ».
Il peut aussi s’utiliser avec le prétérit et se traduit alors par « pendant ».
Allez plus loin
1. a. Il y a plusieurs années, M. Allen a été menacé avec une arme à feu par trois adolescents.
b. Il y a un détecteur de métal dans cette école depuis 2003.
c. Il porte une arme depuis des années.
d. Pendant des années, il a porté une arme tous les jours.
2. Dans la phrase c, l’action est toujours vraie au moment présent, alors que dans le phrase d l’action
se situe dans le passé.
Exercices
1. a. For three days
f. Since 2005
b. Since Monday
g. For a very long time
c. Since he was young
h. Since she was born
d. For twenty minutes
i. Since Christmas
e. For all his life
j. For 10 years
2. a. He read about Aurora shooting a few years ago.
b. Since December 2012, there have been at least 91 school shootings in America.
c. My father was a student in this school for more than ten years.
d. He was jailed for three years for owning a gun without a permit.
e. He has owned a gun for nearly two decades now.
Les prépositions de lieu et particules (Text File 2 p. 96)
Rappelez-vous
• Réponses libres.
• Position : at, on, in, by, near, under, behind, below, beside, inside, between, in front of, against, etc. ;
mouvement : to, into, across, through, out of, towards, up, down, etc.
Allez plus loin
1. Les prépositions qui servent à introduire un complément : at, to, into et without ; les particules qui
transforment le sens d’un verbe : down, out et in.
2. a. La femme a baissé sa vitre.
d. Ils ne la laisseront pas entrer sans cela.
e. Elle entra enfin dans la salle de classe.
En français, il y a un chassé-croisé : la préposition ou la particule en anglais devient le verbe en
français.
99
Exercises
1. HENRY: Hello, James, is my wife at home?
JAMES: Yes, Sir.
HENRY: Good. Can you bring her to the phone?
JAMES: Your wife is in the bathroom with the plumber, Sir.
HENRY: My wife’s in the bathroom with her boyfriend! James, go to my bedroom, and find the box
under my bed. There’s a gun in it. Take it out, go to the bathroom and shoot my wife. (Two gun
shots)
HENRY: Well done, James! What did you do with the gun?
JAMES: I put it in the swimming pool in the back garden, Sir.
HENRY: But we haven’t got a swimming pool, James!
JAMES: Oh, I see. Well, then, you’ve got the wrong number, I’m afraid, Sir.
2. a. Elle traversa la rivière en nageant.
b. Elle s’enfuit immédiatement en courant.
c. Ils dévalèrent les escaliers en courant.
d. Ils font du vélo le long du canal.
e. J’ai traversé la ville en vélo.
GRAMMAR GAME
Find the hidden objects
Cette activité permettra aux élèves de réutiliser les prépositions de lieu de façon ludique.
VOCABULARY
Exercises
1. a. They broke into my house.
b. This area is not safe at all.
c. He threatened me.
d. He didn’t look like a murderer.
e. There were no witnesses.
f. A man took out a gun and shot the boy.
g. A woman was injured.
2. You can load/own/fire/buy/get/sell/use/carry/aim/pull/a gun.
3. Murderer/Outlaw/Robber/Thug/Witness.
4. Give the nouns corresponding to these verbs with their French translation.
Injure: injury (blesser, blessure); load: load (charger, charge); defend: defense (défense) fear: fright
(avoir peur, peur); fight: fight (se battre, combat); threaten: threat (menacer, menace).
SKILLS TRAINING Prononcer et entendre les voyelles
p. 100
L’objectif de cette page est d’aider les élèves à produire les sons proches de l’authentique,
surtout en ayant pour objectif de les amener à mieux repérer les sons de l’anglais oral. On
insistera sur la notion de placement des sons dans la bouche, que l’on pourra faire observer sur
le traditionnel schéma reproduit ci-dessous. On travaillera par opposition et comparaison entre
le français et l’anglais, et entre les différents sons de l’anglais – en particulier, la différence entre
voyelles tendues et non tendues de l’anglais.
100
1. Le son de sit [ɪ] – On fera comparer tick et « tique ».
2. Le son de tea [i:] – On fera comparer mean et « mine ».
3. Le son de bed [e] – On fera comparer bet et « bête ».
4. Le son de cat [æ] – On fera comparer gas et « gaz ».
5. Le son de bar [ɑː] – On fera comparer car et « quart ».
6. Le son de bush [ʊ] – On fera comparer bull et « boule ».
7. Le son de moon [u:] – On fera comparer cool et « coule ».
8. Le son de cut [ʌ] – On fera comparer but et « but ».
9. Le son de pot [ɒ] – On fera comparer pot et « pote ».
10. Le son de door [ɔː] – On fera comparer door et « dort ».
11. Le son de bird [ɜː] - On fera comparer term et « terme ».
12. Le son de again [ə] – Cette voyelle neutre n’existe que dans les syllabes inaccentuées des
mots de plusieurs syllabes. Elle est très fréquente pour la forme faible des mots grammaticaux.
YOUR PROJECT Organize a talk show
p. 101
On invite ici les élèves à se décentrer et à adopter un point de vue qui prend en compte un
contexte bien particulier. Les arguments qu’ils pourront utiliser ont été largement développés
tout au long du chapitre ; il s’agit donc en fait pour eux de simplement les mettre en mots, en
s’aidant du modèle proposé.
Il ne s’agit pas ici d’organiser un débat où la parole est libre – ce qui laisse généralement la
place aux élèves les plus rapides et les plus compétents –, mais de permettre une prise de
parole organisée, gérée par l’élève présentateur. On se référera si besoin au modèle écrit
proposé p. 115.
Ce débat sera mis en scène et filmé, et les productions seront visionnées par l’ensemble de la
classe, qui pourra ainsi les commenter, les comparer et en déduire les éléments qui rendent une
prise de parole argumentée et efficace. Ce travail les entraînera ainsi à un des aspects définis
pour le niveau B2 du CECRL : « Faire un exposé clair, préparé, en avançant des raisons pour ou
contre un point de vue particulier, et en présentant les avantages et les inconvénients d’options
diverses. »
ART HISTORY CORNER Gunfighters in the Arts
pp. 102 & 103
Nous ne proposons pas de « corrigé » pour cette double-page, qui constitue une sorte de
catalogue qui donne des pistes aux élèves. Ces derniers pourront faire leur choix pour conduire
des recherches qu’ils partageront avec leurs camarades.
101
pp. 104 & 105
COMPREHENSION
Questions Doc. 1
1. This is an article from Time, which dates back to 2003.
2. The main topic of the document is: Violence and gun-bearing in Britain.
3. The key ideas of the text:
– the nation’s concern about recent killings;
– the causes of violence in inner cities;
– a radical position about the issue;
– the measures suggested to fight the problem.
4. Equivalents: meeting (§1): summit (§2); explosive (§3): volatile (§3); managers(§4): executives;
arms: weapons (§4).
Erratum: les equivalents de “policeman” et de “accuse violently” demandés dans l’édition 01 (avril
2015) ne sont pas dans le texte.
5. a. Gangs carry out their drug-dealing activities in Britain, but the killers come from Jamaica. True:
“[ . . . ] drug gangs, particularly Jamaican dealers, protect their multimillion pound profits with
weapons.”
b. Parties are a safe place. False: “One young Londoner says many of her friends have stopped going
to parties because even a spilled drink can lead to a shooting.”
c. Rap groups such as the So Solid Crew are partly responsible for gun violence. True: “Rap groups,
in particular London’s band So Solid Crew, were at least partly to blame.”
d. David Blunkett thinks more severe controls should be applied to song lyrics. True: “David
Blunkett suggested holding talks with music industry executives about ‘what is and what isn’t
acceptable’ in song lyrics.”
6. – greater protection for witnesses;
– an amnesty for those who turn in illegal weapons;
– ban carrying replica weapons and air guns in public places;
– raise the allowable age for owning an air gun from 14 to 17;
– a new minimum five-year sentence for illegal possession of a gun.
Questions Doc. 2
1. Peggy Rambach teaches criminals incarcerated at Suffolk County House of Correction.
2. Peggy Rambach is not optimistic about her students’ future: “Many of them will pick one up the
minute they’re back on the street.”
3. Most people support gun control.
4. Peggy Rambach believes addressing the underlying circumstances that lead people to gun
violence.
1. The two documents deal with gun-related problems.
2. David Blunkett is favorable to gun control whereas Peggy Rambach prefers addressing the causes
of violence.
EXPRESSION
ORAL EXAM TRAINING
102
COMPREHENSION
US Gun Debate: Obama Unveils Gun Control Proposals
TRANSCRITION
President Barack Obama - If there is even one thing we can do to reduce this violence, if there’s even
one life that can be saved, then we’ve got an obligation to try. And I’m gonna do my part. As soon as
I’m finished speaking here I will sit at that desk and I will sign a directive giving law enforcement,
schools, mental health professionals and the public health community some of the tools they need
to help reduce gun violence.
We will make it easier to keep guns out of the hands of criminals by strengthening the background
check system. We will help schools hire more resource officers if they want them, and develop
emergency preparedness plans. We will make sure mental health professionals know their options
for reporting threats of violence, even as we acknowledge that someone with a mental illness is far
more likely to be a victim of violent crime than the perpetrator.
And while year after year, those who oppose even modest gun safety measures have threatened to
de-fund scientific or medical research into the causes of gun violence, I will direct the Centers for
Disease Control to go ahead and study the best ways to reduce it. And Congress should fund
research into the effects that violent video games have on young minds.
We don’t benefit from ignorance. We don’t benefit from not knowing the science of this epidemic of
violence.
These are a few of the 23 executive actions that I’m announcing today, but as important as these
steps are, they are in no way a substitute for action from members of Congress.
EXPRESSION
Unit 6 Big Brother Is Watching Us
p. 106
“Places and forms of power”
PROBLÉMATIQUE : Is pervasive surveillance in our daily lives a danger or a benefit?
Cette unité aborde les nombreuses questions posées par la surveillance à laquelle nous sommes tous
soumis, en raison du développement des technologies connectées. L’ouvrage d’Orwell, qui a inspiré
notre titre, apparaîtra en filigrane au fil des pages. Nous explorerons les causes et les conséquences
de la banalisation des dispositifs de surveillance – et, notamment, ses répercussions sur le respect de
la vie privée.
Menu de l’unité
Cultural Background Spy Britain
Une double-page qui aborde la situation particulière de la Grande-Bretagne, qui est la
championne mondiale des caméras de surveillance.
103
Video File Behavioral Targeting
Un reportage montre comment la publicité ciblée se nourrit des goûts et projets des
internautes, qu’elle détecte au gré de leurs recherches et des pages qu’ils visitent sur la Toile.
Sound File The End of Privacy?
Une interview aborde la question de notre vie privée mise à mal par les réseaux sociaux et de
notre téléphone qui rendent publics tous les détails de notre vie.
Text File 1 This Is the Ultimate Transparency
Un extrait du dernier roman de Dave Eggers, qui raconte un univers dont la ressemblance avec
Google n’échappera à personne. La transparence est le pilier de ce nouvel âge numérique dicté
par une entreprise privée.
Text File 2 Orwell’s Satire Has Become Reality!
Comme l’indique le titre, cet article montre que la dystopie d’Orwell n’est plus de la sciencefiction.
Writing Workshop How to prepare for a debate
Language Workshop Grammar Le present perfect ; les propositions relatives – Vocabulary
Le vocabulaire de la surveillance.
Skills Training Comprendre un texte
Les stratégies à mettre en œuvre pour aborder un document écrit.
Your Project Organize a debate
Conduire un débat organisé, à l’anglo-saxonne.
Technology Corner
Trois articles abordent différents outils technologiques au service de la surveillance.
Exam Training Written and oral exams: compréhension et expression.
OUVERTURE
p. 107
Nous suggérons d’utiliser cette illustration pour aborder le thème de l’unité. On veillera à
laisser à la classe le soin de proposer des pistes de commentaires. Si les élèves manquent
d’inspiration, on se contentera d’indiquer quelques pistes : places, people, reasons, etc. Le
professeur répondra aux sollicitations des élèves pour le vocabulaire. Ce sera l’occasion de
revoir ou d’enseigner du lexique utile pour la suite. Par exemple : surveillance camera, watch,
surveillance services, etc.
On pourra demander aux élèves de parler de la présence de caméras de surveillance dans les
villes françaises (in shops, supermarkets, train stations, underground stations, etc.).
On évitera toutefois de passer trop de temps sur ce document afin de ne pas déflorer les sujets
104
CULTURAL BACKGROUND Spy Britain
pp. 108 & 109
1. WHAT DO YOU KNOW ABOUT . . . CCTV IN BRITAIN?
Quelques points de repères. On n’attend pas des élèves qu’ils connaissent vraiment les
réponses, mais qu’ils s’interrogent sur la probabilité de tel ou tel choix. Les réponses seront
données rapidement, pour infirmer ou confirmer leurs choix.
1. CCTV is the abbreviation of Closed-Circuit Television.
2. CCTV is the use of video cameras to transmit a signal to a specific place, on a limited set of
monitors. It differs from broadcast television in that the signal is not openly transmitted.
3. CCTV cameras were invented in the 1940s (1942).
4. CCTV cameras became very common in the 1990s.
2. WHO IS BIG BROTHER?
Dans cette mini-conférence, il nous a paru utile de situer le personnage de Big Brother dont les
élèves ont sans doute entendu le nom – car il est passé dans le langage courant – mais dont ils
ne connaissent probablement pas l’origine. On commence ici à aborder la constatation qui soustend la totalité du chapitre : la fiction d’Orwell est devenue réalité dans notre monde connecté.
1. Secret story.
2. George Orwell created the character of Big Brother in a novel called 1984 (published in 1949).
3. It is a totalitarian society.
4. Big Brother is a supreme ruler. He has total control over people. Screens are installed everywhere
to control people. (On rappellera l’illustration de la page d’ouverture.)
5. People are encouraged to report people who have done something wrong–even their parents or
family.
6. Nowadays, the term “Big Brother” has become a synonym for abuse mass surveillance.
Transcription
Everybody has heard about the TV reality show called “Big Brother” – you know, the program that is
called “Secret Story” in France. But, perhaps, you don’t know the origin of this name, Big Brother.
Well, Big Brother is a character from a novel by English novelist, George Orwell. This book was
published in 1949. As it was about the future, Orwell called it “1984”. It was later turned into a
movie.
In this book, Orwell describes a totalitarian society, in which a supreme ruler, Big Brother, has total
control over the people.
There are screens everywhere that record what everybody says and does. The people are constantly
reminded of this by huge posters with this phrase: “Big Brother is watching you.” It is on display
everywhere in the city.
Not only that… People are encouraged to report people who have done something wrong – even
their parents or family. This society is a caricature of totalitarian regimes.
Since the publication of Orwell’s novel the term “Big Brother” has become a synonym for “abusive
mass surveillance”.
3. SURVEILLANCE BY NUMBERS IN THE UK
Comme l’indique le titre, nous invitons les élèves à lire et commenter des statistiques
concernant la Grande-Bretagne, championne mondiale des caméras de surveillance. On pourra
commencer par faire formuler collectivement les indications chiffrées données dans le schéma.
On fera notamment remarquer la disproportion entre le nombre de caméras à Londres et à
Paris. Puis les élèves liront le texte.
105
1. 1%: the percentage of British people in the world’s population.
20%: the percentage of existing CCTV cameras in the world.
6 million: number of CCTV cameras.
300: number of times a UK citizen is caught on CCTV cameras.
£500 million: money spent on installing cameras in the last decade.
70,255: number of cameras that are publicly controlled.
70 times more: estimation of the number of cameras operated by private businesses.
2. A big concern is the lack of regulation governing the use of private CCTV cameras.
4. CCTV CAMERAS ARE EVERYWHERE!
1. surveiller : monitor – magasins : stores – voleur à l’étalage : shoplifter – améliorer : improve –
comportement : behaviour – preuve : evidence – bouchons : traffic jams.
2. Protection of property: in stores and banks;
– crime detection: on public transport (vandals), in public places (unacceptable behaviour),
– safety: on public transport, on road sides.
Action!
Make a presentation about Big Brother in today’s world
NIVEAU B1 du CECRL Rapporter une narration ou une description simples sous forme d’une suite de
points.
Cette activité permet aux élèves de faire le lien entre les différents points abordés dans la doublepage : origine du nom « Big Brother » et déclinaison du concept de surveillance dans le monde
d’aujourd’hui.
VIDEO FILE Behavioral Targeting
p. 110
Ce reportage porte sur ce que l’on nomme en français « publicité ciblée » : technique de
publicité rendue possible par les « mouchards », ou logiciels espions, dont nos ordinateurs sont
la cible.
Behavioral targeting is meant to deliver relevant ads to a receptive audience: data drawn from
recent online activity (keyword searches and site visits) show what consumers are interested in. So
they get specific messages adapted to their needs or interest.
BEFORE YOU WATCH
1 et 2. On fera décrire l’illustration de droite puis on demandera aux élèves de trouver le lien entre
cette illustration et le trio d’écrans avec sa légende : One site, multiple messages. On s’approchera de
la définition donnée ci-dessus, en introduction, sans aller trop loin, car les explications seront
données dans le reportage.
NOW WATCH
106
3. On abordera ce reportage avec l’opening sequence, première partie dont nous avons supprimé la
bande-son, pour amener les élèves à faire des hypothèses. On leur facilitera ainsi la compréhension
de la suite du document.
On invitera les élèves les plus compétents à prendre des notes à partir du document puis à préparer
un compte-rendu en petits groupes.
Le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves de niveau moins avancé
de parvenir à un niveau de compréhension comparable à celui de leurs camarades.
À l’issue de ce travail exploratoire, tout le monde pourra faire la synthèse à l’aide des pistes de
synthèse présentes dans le manuel (RECAP).
eWorkbook
CONCENTRATE ON THE FIRST PART OF THE VIDEO.
1. Advertisers know about our activity right across the web to better understand what we want.
They are tracking our browsing habits.
CONCENTRATE ON SHAMI CHAKRABARTI.
5. She is against behavioral targeting.
6. incredibly intimate, and potentially powerful.
7. With behavioral targeting, advertisers know:
– who people are talking to;
– what they’re reading;
– what they consume.
CONCENTRATE ON THE LADY IN BLUE.
8. She does not mind.
9. Not so vexed, transparent, benefit, etc.
10. I feel quite relaxed about.
CONCENTRATE ON THE JOURNALIST’S CONCLUSION.
12. She is pessimistic.
13. Consumers are becoming the consumed. They try to shape what it is that we want, before we
even know that we want it.
RECAP
Les élèves font la synthèse de leurs notes – ou des réponses du questionnaire A2.
4. Behavioral targeting: it refers to what advertisers do–they track our browsing habits so that they
can better understand what we want and send us ads related to what we are interested in. (cf. aussi
la définition donnée en introduction ci-dessus.)
5. The points of view: the lady in blue does not mind/feels relaxed about it/finds it exciting as long
as it’s transparent.
– The journalist feels very pessimistic/finds it troubling. She thinks we are being traded; it goes too
far and it might influence our choices.
REACT
Transcription
Son
Image
Opening sequence
Un dessin animé : plan sur l’immeuble à la page
du Guardian.
On voit une pub de voiture.
Behavioral marketing
Pas de son
107
Des consommateurs chargés de sacs dans la rue.
La journaliste
Le dessin animé
correspondantes
Shami Chakrabarti
+
les
pages
Une femme en bleu
La journaliste
web
Online advertising goes further still. Advertisers
are eager to know about our activity right across
the web and so to better understand what we
want, they’re tracking our browsing habits.
It’s called behavioral targeting.
When we visit a site that contains advertising,
the advertising company’s server sends back at
us a cookie: a tiny file that identifies our
computer uniquely. Now, as we surf the web, the
cookie in effect, tracks where we go, registering
our interest for the advertising company. They
then target adverts more accurately. Visit a car
site, get car ads. Visit a travel site, get travel ads.
It’s that simple. It’s also for many deeply
worrying.
By monitoring somebody’s web behavior, you
can build up a picture of who they are talking to,
what they’re reading, what they consume, and
that can be incredibly intimate, and potentially
powerful. It profiles somebody’s life.
I’m really not so vexed by behavioral advertising
and targeting, I think that, as long as it’s
transparent at some level and you, the
consumer, the user, have the ability to find out
what is being, kind of, used to your supposed
benefit, then I feel quite relaxed about it and
actually I think it can be excitingly forward ??
Consumers are becoming the consumed. We’re
watched and traded. If this wasn’t enough, web
commerce seems to be evolving one step further
and perhaps in a more troubling direction. It’s
attempting to bury itself deeper in our minds, to
try to shape what it is that we want, before we
even know that we want it.
Action!
Discuss your experience as a ‘‘targeted consumer’’
NIVEAU B1du CECRL Rapporter une narration ou une description simples sous forme d’une suite de
points.
NIVEAU B2du CECRL Expliquer un point de vue sur un problème en donnant les avantages et les
inconvénients d’options diverses.
Cette activité demande un effort d’argumentation. Comme les personnages présents dans la vidéo,
les élèves pourront exprimer leur propre opinion. Les structures prélevées dans le document leur
permettront de réaliser cette tâche sans difficulté.
SOUND FILE The End of Privacy?
p. 111
Une journaliste de la chaîne américaine d’information continue, RT, interviewe Stephen
Rambam, fondateur et PDG de Pallorium Inc.
108
Pallorium, Inc. is an investigative Agency, with offices worldwide. Since 1980, Pallorium’s
investigators have closed more than 10,000 cases, ranging from homicide investigations to
missing persons cases to various types of sophisticated financial frauds.
Pallorium’s CEO, Steven Rambam, is a well-known lecturer, who speaks on topics ranging from
"the location of missing persons", to "international and multi-jurisdictional investigation", to "the
criminal use of false identification", to "war crimes and the pursuit of war criminals", etc.
BEFORE YOU LISTEN
On fera établir un lien entre les deux illustrations et le titre du document.
1. A family is having dinner in their kitchen. The light is on and there is no curtain. Obviously, a man
is watching them with binoculars. This illustrates the title: they have no privacy.
NOW LISTEN
3. On invitera les élèves les plus compétents à prendre des notes à partir du document puis à
synthèse présentes dans le manuel (Recap).
eWorkbook
Les élèves arriveront aux mêmes conclusions que leurs camarades de B1+ grâce au guidage qui
facilitera leur tâche.
3. How easy it is to violate people’s privacy.
5. Stephen Rambam: founder and CEO of Pallorium Inc.
Pallorium Inc.: a worldwide investigative agency.
6. He carries out/does investigations all over the world.
7. Warning; people; privacy; dead; time; people; consciously; more; information; online.
8. Rambam has been warning people and at the same time people do not care: they consciously
post information online.
9. Your location, your likes, your dislikes, your religion, your sexual orientation, how you vote,
where you live, who your friends are, who your family is, what music you listen to, what books
you read. And photos.
10. On your Facebook page.
11. Your cell phone.
12. It tells me where you are at every minute of the day. It tells me who your friends are; it tells
me who is important to you; it tells me where you work; it tells me where you live; it tells me
where you eat.
109
11. He is worried about the situation.
12. People are not worried. “People care less and less about privacy. The greatest amount of
data that’s been being compiled on each of us today is self-contributed. You have
conscientiously put it up there for the whole world.
Transcription
Journalist – RT’s sitting down with Stephen Rambam, founder and CEO of Pallorium Inc., a
worldwide investigative agency. Steve, thank you very much for sitting down to speak with RT
today.
Stephen Rambam – My pleasure.
Journalist – For more than a decade, you’ve been warning the mass public – or, at least, informing
them that privacy is dead. Get over it. And in that time, people have consciously been putting more
and more information about themselves online. What do you think this has done to your message of
privacy being dead?
***
Stephen Rambam – Well, the truth is that people care less and less about privacy – at least they act
as if they do. The greatest amount of data that’s been being compiled on each of us today is selfcontributed. Your location, your likes, your dislikes, your religion, your sexual orientation, how you
vote, where you live, who your friends are, who your family is, what music you listen to, what books
you read – all sorts of things that frankly are a window into your soul. All of these things are selfcontributed. I can go to your Facebook page and obtain information equivalent to what people
would pay a private investigator §10,000 a few years ago to go out and gather. You have
conscientiously put it up there for the whole world – and that includes, of course, the holy grail of
investigation which is location and photos.
***
I’ll tell you the biggest privacy invader of all – it’s your cell phone. This has changed everything. If
you think about the cell phone, you’ll understand that this is the greatest invasion of privacy ever.
First of all, it tells me where you are at evry minute of the day. It tells me who your friends are; it
tells me who is important to you; it tells me where you work; it tells me where you live; it tells me
where you eat: it tells me everything that I need to know about you.
RECAP
4. Thanks to the development of technological gadgets like our cell phones and to social network
sites like Facebook, it has become easy to violate personal privacy and get personal photos or all
sorts of personal information: our location, our likes, our dislikes, our religion, our sexual
orientation, how we vote, where we live, who our friends are, who our family is, what music we
listen to, what books we read, etc.
5. Steve Rambam is the founder and CEO of Pallorium Inc., a worldwide investigative agency. He
thinks personal privacy is dead: anybody can access any information at any time.
6. The general public does not seem to care. They willingly and consciously give their own
information. Rambam has tried to warn them . . . in vain.
REACT
7. Réponses libres. On pourra encourager les élèves à parler de leur expérience des réseaux sociaux : ce
qu’ils postent, ce qu’ils évitent de publier.
Action!
Warn your friends about what they post on social networks
110
NIVEAU B1 DU CECRL Peut développer une argumentation suffisamment bien pour être compris sans
NIVEAU B2 DU CECRL Peut faire un exposé avançant des raisons pour ou contre un point de vue
particulier et en présentant les avantages et les inconvénients d’options diverses.
Les élèves pourront reprendre à leur compte nombre d’arguments avancés par Steve Rambam et
utiliser les réflexions qu’ils ont formulées pour répondre à la question 7 (REACT).
TEXT FILE 1 This Is the Ultimate Transparency
pp. 112 & 113
Ce texte est un extrait de The Circle, roman de Dave Eggers, publié en 2013.
The Circle raises questions about memory, history, privacy, democracy, and the limits of human
knowledge.
The Circle is the world’s most powerful Internet company. It links users’ personal emails, social
media, banking, and purchasing with their universal operating system, resulting in one online
identity and a new age of civility and transparency. The Orwellian references are everywhere but
the Circle’s central slogan–"All that happens must be known’’–reminds us of the dreams of social
connectivity realised by Mark Zuckerberg.
The Circle is a caricatured vision of high-tech totalitarianism, in which liberal idealism reaches a
final solution instead of the fascist or communist totalitarianism of 1984.
BEFORE YOU READ
1. All these companies are high-tech companies that are related to the Internet. They have changed
the world in two or three decades.
3. The situation: a meeting in a big company. One of the people is welcoming the other–who is going
to make a speech: the microphone is ready.
NOW READ
4. On invitera les élèves les plus compétents à prendre des notes à partir du document puis à
synthèse présentes dans le manuel (Recap).
eWorkbook
READ THE INTRODUCTION.
1. The companies mentioned are: Microsoft, Google, Apple, YouTube, Facebook, and Twitter.
The Circle is a company that has amalgamated the functions of these companies.
2. Tom Stenton, the company’s CEO, is conducting a meeting.
READ FROM L. 1 TO L. 5.
3. Transparency (transparence).
4. Olivia Santos is representative for District 14. She is probably going to talk about transparency.
111
READ FROM L. 6 TO L. 10.
5. Citizens need to know what their leaders are doing: how they spend their days, who they are
meeting with, who they are talking to.
7. It is your right.
7. A smattering of applause (which shows they are enthusiastic).
READ FROM L. 11 TO THE END.
8. She is going to wear a new device.
9. Every meeting, every conversation, every movement, every word.
10. On the Internet (on her Circle page); the data will be “broadcast”.
11. She probably wants to prove that she is a good “transparent” politician.
RECAP
5. The situation: a meeting. It is conducted by Tom Stenton, CEO of the company, who has invited a
congresswoman and representative from District 14, Olivia Santos. He wants her to talk to the
audience;
– the Circle: it is a vast info-tech company. Examples of mottos: “Transparency for everyone”, ‘‘Every
citizen has a right to transparency”, and “We want transparency”.
– the new device: it is a portable camera in the shape of a lens that can be worn at all times. It
transmits/broadcasts every detail of the life of the person who wears it.
6. Olivia Santos’s arguments: before, it was technically impossible to have complete transparency.
But, now that the new device is available, everyone can access whatever the wearer is saying or
doing in every moment of their lives.
REACT
7 & 8. Réponses libres.
WORK ON WORDS
1. Stage (estrade), advocate (défendre), introduce (présenter), applause (applaudissements),
applauded (applaudir), ask for quiet (demander le calme).
2. • advocate (avocat): encourage;
• representative (représentant): congresswoman;
• citizens (cité, citoyen): inhabitants;
• applause (applaudir): ovation ;
• audience (audience): public.
3. Être disponible, être à la disposition de.
Transcription
Olivia Santos is a Representative. She visits the Circle, a vast info-tech enterprise. They have
invented a technological new device. When you wear it, everything you do is recorded and
broadcast. Every move you make, and every word you speak are available to anybody. The Circle
people consider citizens have the right to know everything about their leaders. They consider
democracy needs entire transparency. Representative Santos is going to wear one of these devices
so that her constituents know everything about her.
112
ACTION!
Advertise a product
NIVEAU B1 DU CECRL Écrire pour demander, transmettre des informations d’intérêt immédiat et faire
comprendre les points qu’il/elle considère importants.
NIVEAU B2 DU CECRL Pouvoir relater des informations et exprimer des points de vue par écrit.
On encouragera les élèves à repérer les arguments présents dans le texte – développés par Olivia
Santos. Ce travail pourra éventuellement être conduit en groupes, sous forme de jeu. On encouragera
les élèves à rechercher des slogans. Un concours de la « meilleure pub » pourra donner une
motivation supplémentaire.
TEXT FILE 2 Orwell’s Satire Has Become Reality!
p. 114
Cet article fait référence à la Journée sans achats, dont les élèves auront sans doute entendu
parler car elle a été introduite en France depuis quelques années. À l’origine de cette
manifestation, Adbusters, une organisation canadienne.
Adbusters Media Foundation is an anti-consumerist organization founded in 1989 by Kalle Lasn
and Bill Schmalz in Vancouver, British Columbia, Canada. The foundation describes itself as "a
global network of artists, activists, writers, pranksters, students, educators, and entrepreneurs
who want to advance the new social activist movement of the information age." They publish an
advertising-free magazine with an international circulation of 120,000 devoted to challenging
consumerism. Adbusters is perhaps one of the best known activist magazines in the Western
world.
1. The text is probably going to compare Orwell’s world with today’s reality. It will probably deal
with surveillance in our daily lives.
3. Average means “moyen”. Mr. Average is anyone of us. In French, we could say M. Tout-le-Monde.
4. Mr. Average uses his television (cable or satellite); his computer (and his ISP provides an Internet
connection); his cell phone with GSM service; many CCTVs cameras en route; his automobile which
probably has a tracking device; another computer in his workpace. Then, he is watched by more
CCTVs cameras during lunch break; and more cameras on his journey back home. All these devices
are connected.
5. His digital viewing patterns, his position, his attitude in the workplace, etc., are monitored for
financial and marketing purposes, national security, crime monitoring, Google Earth and Google
Street View. Media corporations, surveillance giants, employers, etc., are interested in this
information.
6. The author of the article is worried about pervasive surveillance. Like Orwell, he pushes every bit
of information to the extreme to make his point.
8. The two text deal with pervasive surveillance–what was called “the ultimate transparency in text
1. Their common message is that “Mr. Average’s time is never going to be solely his own ever again”
or “My every meeting, movement, my every word will be available to all constituents and to the
world”.
9. The two texts deliver the same message through different means. Text 1 relies on a new device
invented by a new company whereas text 2 only mentions existing devices or systems. Réponses
libres.
Action!
Deliver a speech about the dangers of electronic surveillance
NIVEAU A2 DU CECRL Pouvoir faire un bref exposé préparé sur un sujet relatif à sa vie quotidienne,
donner brièvement des justifications et des explications pour ses opinions, ses projets et ses actes.
113
NIVEAU B1 DU CECRL Pouvoir faire un exposé simple et direct, préparé, qui est assez clair pour être suivi
sans difficulté la plupart du temps et dans lequel les points importants sont expliqués avec assez de
précision.
Cette tâche a été largement préparée par le travail sur les différents documents. Les élèves pourront
éventuellement reprendre des arguments développés dans le Sound File, et implicitement critiqués
dans la satire du Text File 1 ou dans la caricature du Text File 2. Ils devraient arriver à cette
conclusion : « You are never going to be solely on your own. »
WRITING WORKSHOP How to prepare for a debate
p. 115
Si possible, on photocopiera les modèles afin de faire surligner les éléments que nous avons
classés ci-dessous.
1. a. The resolution debated is “should wild animals be kept in captivity?”. The affirmative speaker is
speaker 1; the negative speaker is speaker 2.
b. The sentence that states speaker 1’s position and introduces the topic is “animals can be studied
in the wild–but they can be studied more closely, more rigorously, and over a longer period of time
in captivity”.
c.
Speaker 1
Animals can be studied in the wild–but they can
be studied more closely, more rigorously, and
over a longer period of time in captivity.
(Opening statement)
Zoos support scientific research in three ways: For example, a recent study of gorillas in British
they fund field research, employ scientists, and zoos found that happiness can extend their life
make inaccessible animals available for study. expectancy by up to 11 years. (Example)
(Argument 1)
This study would not have been possible in the That finding can now be used to help in the
wild. (Argument 2)
conservation
of
gorillas
worldwide.
(Consequence)
Furthermore, the money raised by zoos can also
be spent on animal conservation projects.
(Argument 3)
Speaker 2
Zoos do not permit longer or more fruitful
scientific research. (Rebutting statement)
Behavioral research is of little interest when
animals are observed in an unnatural habitat.
(Argument 1)
The gorilla study carried out last year is only
relevant to captive populations–and only to the
zoos concerned. (Argument 2)
Research into animals may be valuable but is
does not need to happen in the context of
captivity. (Argument 3)
Environments cause reactions–so no-one can be
sure that what is found in a captive environment
will be true in natural habitat. (Explanation)
Animals should be left in their natural
surroundings and not used as tools for public
entertainment. (Conclusion)
2. Les élèves suivront le mode d’emploi qui leur est proposé dans ce paragraphe.
3. On fera lire les conseils donnés en prévision du débat. On pourra inciter les élèves à s’évaluer
mutuellement sur la qualité de leur prestation.
114
LANGUAGE WORKSHOP
pp. 116 & 117
Signalons que les exercices peuvent être faits de façon interactive dans l’eWorkbook. Les
renvois proposent d’aller plus loin dans les points de grammaire grâce au précis et, là encore,
des exercices interactifs sont disponibles dans l’eWorkbook (avec leurs corrigés).
GRAMMAR
Le present perfect
Rappelez-vous
1. Tandis que le prétérit fait référence à une action appartenant au passé – et implique une rupture
avec le présent, le present perfect établit un lien entre le passé et le présent. On l’emploie pour parler
d’une action qui a commencé dans le passé et qui n’est pas terminée, ou dont le moment est indéfini.
2. Pour mettre un verbe au present perfect : auxiliaire have + participe passé.
Allez plus loin
3. a. We’ve all wanted and expected transparency from our elected leaders. (present perfect)
b. But the technology wasn’t there to make it fully possible. (prétérit/infinitif)
c. Now it is available. (présent)
d. I will be wearing the device that the Circle people have invented. (référence à l’avenir forme be + Ving/present perfect)
4. a. Pas de référence temporelle. C’est ce que nous avons toujours voulu.
b. Le prétérit se réfère au passé. Il y a rupture avec le présent (maintenant, on a la technologie).
c. Comme son nom l’indique, le présent fait référence à une vérité constatée. Ceci est renforcé par la
présence de now.
d. La forme verbale avec will fait référence à l’avenir ; la seconde établit le lien entre le passé
(l’invention) et le présent (cette invention a une influence sur le présent, et même sur l’avenir).
Exercises
1. b. Olivia Santos has been elected.
c. She has been speaking for half an hour.
e. We have always advocated transparency.
2. a. He + go: He has gone.
b. They + leave: They have left.
c. We + be listening: We have been listening.
d. She + be invited: She has been invited.
3. Les expressions indiquant une rupture avec le passé rendent le present perfect impossible.
Always – when I was a child – since 2010 – sometimes – often – last summer – at that time – yet.
Les propositions relatives
Rappelez-vous
1. On encouragera les échanges entre élèves et on notera au tableau les suggestions à retenir.
2. Antécédent humain : who, that ; antécédent non humain : which, that.
Si les élèves proposent whose, on développera rapidement mais on ne l’imposera pas.
Allez plus loin
3. a. The cell phone which Mr. Average is carrying to work has the capability to triangulate its
position.
b. Those who use computers in the workplace invite the attention of surveillance giants.
c. Mr. Average will be tracked by Google Street View which is now available to the general public.
4. a. Which a pour antécédent the cell phone. Il est complément du verbe is carrying. Il pourrait être
remplacé par that.
115
b. Who a pour antécédent those (les gens). Il est sujet du verbe use.
c. Which a pour antécédent Google Street View. Il est sujet du verbe is.
5. Dans la phrase a, which pourrait être remplacé par that.
6. Dans l’exemple a, le relatif peut être omis puisqu’il est complément.
Exercises
1. a. Mr. Average, who works in the city centre, lives in the suburb.
b. He is used to his journey to work, which is very long.
c. On his way, there are lots of CCTV cameras, which/that have been installed by private companies.
2. a. The cameras, which are owned by media corporations, are very high-tech./The cameras, which
are very high-tech, are owned by media corporations.
b. My sister, who has installed a camera in her garden, lives next door./My sister, who lives next
door, has installed a camera in her garden.
c. I can access the Internet thanks to my cell phone which has Bluetooth.
GRAMMAR GAME
Good and bad experiences
On gérera le temps de manière stricte pour donner du rythme à ce jeu. On s’assurera que tous
les élèves ont bien compris la règle… Il sera vraiment utile d’avoir un chronomètre !
VOCABULARY
Exercises
1. Rule (diriger): ruler (dirigeant) – investigate (faire une enquête): investigation (enquête),
investigator (enquêteur) – gaze at (regarder fixement): gaze (regard fixe) – report (signaler): report
(rapport), reporter (journaliste) – spy (espionner): spy (espion) – trust (faire confiance): trust
(confiance) – search (fouiller): search (fouille, recherche), searcher (chercheur).
2. a. Elle porte souvent des habits gris. (clothes)
b. Cela fait partie de ses habitudes. (habits)
c. Dans 1984, c’est un délit de parler à ses voisins. (crime)
d. Il a été poursuivi pour crime. (murder)
e. Je vais prévenir mon frère. (warn)
f. Je voudrais l’empêcher de faire des sottises. (prevent)
3. a. The man was gazing at me.
b. I do not trust him.
c. Please, prevent her from entering this street.
d. He was prosecuted for the murder.
4. Complete the prompt with as many verbs as you can.
A spy tracks down (people)/infringes on people’s privacy/overhears conversations/takes
photos/records conversations/reports on what he has seen/writes reports/wiretaps
people/deciphers codes/investigates difficult cases/does not trust people he does not know/passes
coded messages, etc.
SKILLS TRAINING Comprendre un texte
p. 118
L’objectif ce cette page est d’aider les élèves à se construire une stratégie pour aborder un texte.
Le professeur veillera à faire verbaliser les opérations mentales que les élèves mettent en
œuvre pour répondre aux questions.
116
Étape 1 – Avant de lire
Quelques exemples de réponses.
This is an article from The Guardian, a British daily paper. The picture shows that it deals with the
NSA, an American organization. The name of the organization contains the word “Security”, which
gives us information about the topic of the text. Judging from the title, we can guess that there is a
new program. It probably has something to do with Google or Facebook.
Étape 2 – Lisez l’ensemble du texte
Réponses libres.
Étape 3 – Relisez le texte
§ 1: The National Security Agency has obtained direct access to the systems of Google, Facebook,
Apple, and other US Internet giants.
§ 2: PRISM, which allows officials to collect material including search history, the content of emails,
file transfers, and live chats.
§ 3: The Guardian has verified the authenticity of the document.
§ 4: All companies denied knowledge of any such program.
§ 5: Microsoft, Yahoo, Google, Facebook, YouTube, Skype, and Apple. The Internet brands are
claimed to be part of the information-sharing program. Yet, Microsoft is running an advertising
campaign with the slogan "Your privacy is our priority”.
Étape 4 – Tirez des conclusions
– undisclosed (l. 4): secret/non communiqué (participe passé utilisé comme adjectif);
– collect (l. 5): collecter (verbe, même famille que le mot français);
– content (l. 6): contenu (nom, même famille que le mot français);
– verified (l. 8): vérifier (verbe, même famille que le mot français);
– classified (l. 9): classé (participe passé, même famille que le mot français);
– denied (l. 13): nier (verbe, même famille que le mot français);
– knowledge (l. 13): connaissance (nom, la racine est le verbe know);
– spokesman (l. 14): porte-parole (nom, on reconnaît le verbe speak et le nom man);
– information-sharing program (l. 16): partage d’information (share signifie « partager »).
La forme du verbe implique une affirmation claire. Le journaliste croit à cette information
« obtenue par le biais d’un document secret » et vérifiée par le Guardian. Il ne croit pas le porteparole d’Apple, qui affirme n’avoir « jamais entendu parler de PRISM ».
Étape 5 – Reconstruisez du sens
Réponses libres.
YOUR PROJECT Organize a debate
p. 119
Rappelons que le débat que nous envisageons ici n’est pas une discussion à bâtons rompus sur
un sujet donné mais un débat organisé et codé, au sens anglo-saxon du terme. Nous suggérons
au professeur de consulter un article de Boucif Benyacine, « Organiser des débats en classe
d’anglais », consacré à cette activité sur le site du SCEREN:
www.educ-revues.fr/ARGOS/AffichageDocument.aspx?iddoc=33708
117
TECHNOLOGY CORNER
pp. 120 & 121
pp. 122 & 123
COMPREHENSION
Big Brother Is Watching You
Questions
1. This text is an extract from a novel.
2. Name: Winston Smith;
– age: 39;
– physical condition: not too good–he had a varicose ulcer and had to rest several times while going
upstairs.
3. The city looks “desolate”.
4. The poster:
– its size: too large for indoor display; the face on it is more than a meter wide;
– what it depicts: the enormous face of a man, about 45, with a heavy black moustache and ruggedly
handsome features;
– its slogan: Big Brother Is Watching You;
– the places where it appears: in the hallway, on each landing, in the street, on the wall of the house
front opposite;
– the impression it conveys: the man’s eyes seem to follow you and to look into your own eyes.
5. The telescreen is an oblong metal plaque, an instrument that transmits voices–a sort of radio;
– it receives and transmits sounds and pictures. Winston could be seen as well as heard.
6. The helicopter is the Police Patrol, snooping into people’s windows;
– we can guess that the Thought Police analyzes and controls what people think.
7. Winston lives in a totalitarian society where people have no freedom and are constantly
controlled.
EXPRESSION
Pour l’évaluation de l’expression écrite, on pourra utiliser la grille qui figure sur le site Internet.
ORAL EXAM TRAINING
COMPREHENSION
Surveillance in Schools
www.abc.net.au/news/2009-07-23/uk-students-and-teachers-under-surveillance/1364026
00:22 to 1:58
118
Transcription
Stephanie Kennedy: Like many schools in the UK, Angel Road Junior School, a primary school in
Norwich, has closed circuit television to monitor the entrance and exits of the property.
But it’s also installed cameras in the school’s toilets to stop vandalism.
The principal Len Holman explains it was the students who wanted the bathrooms to be under
surveillance.
Len Holman: The pupils of the school saw that there was available space on the security system
operating in the school and asked whether TV cameras could be installed, just to cover the sink
areas, in order to prevent further vandalism to the toilets.
Stephanie Kennedy: In south London, the newly refurbished Stockwell Park High School has nearly
100 CCTV cameras on the premises with another 100 due to be installed. Not only are the general
areas monitored but classrooms also have cameras.
The hi-tech surveillance system dubbed Classwatch was installed after gang members broke into
the school and mugged students and stole valuable equipment.
Deputy head Mike Rush says with Big Brother watching, the theft and assaults have stopped.
Mike Rush: As soon as we got that message out into the community that if you came onto the site
here a high quality, good high definition picture would be burned onto a disc, sent to the local police
station, immediately, almost overnight in fact, the problem of people coming onto the school site
here ceased.
Stephanie Kennedy: And the school plans to use the cameras to resolve disputes about bullying or if
claims are made against teachers.
But teachers’ unions argue cameras in bathrooms and classrooms are inappropriate and set a
worrying precedent. They’re concerned the cameras could be used for covert surveillance of pupils
and staff.
EXPRESSION
Pour l’évaluation de l’expression orale, on pourra utiliser la grille qui figure sur le rabat de la
couverture.
UNIT 7 Scotland the Brave
p. 124
‘‘Myths and heroes’’
PROBLÉMATIQUE : What does it mean to be Scottish? The making of an identity.
L’identité collective d’un peuple se construit progressivement au fil des années par son histoire, sa
langue, sa culture, ses mythes. Les débats qui ont eu lieu en 2014, lors du référendum sur
l’indépendance de l’Écosse, ont permis de constater que l’identité écossaise était une question qui
dépassait largement le stéréotype du porteur de kilt jouant de la cornemuse en buvant du whisky,
sur le bord d’un loch dans les Highlands. Que signifie « être écossais » ? Comment s’est construite
l’identité de ce peuple ?
Menu de l’unité
CULTURAL BACKGROUND A Small Nation With Big Ambitions
Une double-page qui permet de faire émerger tant les représentations que se font les élèves de
l’Écosse que les connaissances qu’ils peuvent déjà en avoir, en leur donnant un premier aperçu
de ce qui a fondé l’identité écossaise.
VIDEO FILE Ghosts to Visit
Un reportage qui illustre un des aspects des mythes écossais : la présence des fantômes.
119
SOUND FILE Scottish Myths and Legends
Les mythes et légendes écossaises mettent en évidence la façon dont l’histoire a été interprétée
au fil des siècles.
TEXT FILE 1 Lost on Loch Ness
On ne peut évoquer l’Écosse sans Nessie, aperçu pour la première fois en 565, mais qui
continue à hanter les eaux profondes du loch Ness et l’inconscient collectif écossais.
TEXT FILE 2 April 2014: is Nessie Back?
Il suffit de peu pour que les mythes et les légendes que l’on croit appartenir au passé renaissent,
comme cela fut le cas quand certains ont cru apercevoir, sur l’outil cartographique d’Apple, la
preuve de l’existence de Nessie.
Writing Workshop How to make an effective slideshow
Le diaporama est un outil de plus en plus largement utilisé, et que les élèves apprennent à
rendre efficace. Cette étape prépare utilement le projet de fin de séquence.
LANGUAGE WORKSHOP Grammar les articles ; l’expression du doute et de la
certitude –Vocabulary – Les mythes et les légendes
Skills Training Utiliser le dictionnaire
Le dictionnaire est un outil qu’il faut savoir utiliser.
Your Project Plan a school trip to Scotland
Les élèves ont les connaissances et les outils nécessaires pour défendre les choix qu’ils feront
en organisant un voyage en Écosse.
ART history CORNER Scotland in the arts
L’identité écossaise illustrée dans les arts : la peinture, la musique, la littérature et le cinéma.
Exam Training Written and oral exam: compréhension et expression
OUVERTURE
p. 125
Comme cela sera vu tout au long du chapitre, l’identité d’un peuple repose à la fois sur son
histoire et ses traditions, mais aussi sur sa géographie et ses légendes. On partira donc des
représentations que les élèves ont de l’Écosse – représentations illustrées par cette photo
d’ouverture. On veillera à laisser à la classe le soin de proposer des pistes de commentaires. À
partir des descriptions proposées, on commencera à définir ce qui constitue l’identité d’un
peuple, tout en apportant quelques termes qui seront utiles pour la suite (bagpipe, piper, loch,
castle, etc.). On évitera toutefois de passer trop de temps sur ce document afin de ne pas
déflorer les sujets abordés par la suite.
120
CULTURAL BACKGROUND A Small Nation With Big Ambitions
pp. 126 & 127
1. WHAT DO YOU KNOW ABOUT . . . SCOTLAND?
Ce « test » de culture générale peut être proposé sous forme de concours dans des groupes
d’élèves. Il permet à la fois de faire émerger les connaissances des élèves et d’apporter quelques
repères culturels. Les réponses seront projetées, et on laissera les élèves réagir.
1. c) 790 (130 are unoccupied).
2. c) Edinburgh (but Glasgow is actually the biggest city in Scotland).
3. c) Loch Ness.
4. b) Ben Nevis (1,343 m).
5. a) St Andrew’s Cross (a white cross, or saltire, with a blue background. It is to be found on the
Union Jack, as well as the Tricolour, the Irish flag, the Baner Cymru, the Welsh flag, and St George’s
Cross, the English flag.)
6. a) The telephone by Alexander Graham Bell in 1876.
7. b) 5.2 million (about 8.5% of the United Kingdom population).
2. A TURBULENT HISTORY
Ce podcast sous forme de mini-conférence permet aux élèves de prendre conscience des
multiples influences qui ont participé à la construction de l’identité écossaise, ainsi que
certaines dates et épisodes marquants de l’histoire de l’Écosse.
1. The Celts (language, mythology), the Romans (roads and fortresses), Christian missionaries
(religion), the Vikings (legends) and William the Conqueror.
2. -----------I-------------------------------------------I---------------------I-----------------------------------------------1314
1603
1707
King Robert the Bruce
James VI became king Scotland
defeated
of England
joined the UK
the English army
3. He was James VI in Scotland. When Queen Elisabeth I of England died without children, he
inherited the crown on England. He was the first James to rule England, so he was called James I in
England.
Trancription
Scotland was an independent kingdom for centuries and has its own history – full of battles and
violence. Over the centuries, various invaders brought their languages and cultures: the Celts, from
Eastern Europe; the Romans, who built roads and fortresses; Christian missionaries, who brought
their religion; the Vikings – and then William the Conqueror, from Normandy.
The English tried to invade Scotland many times, but King Robert the Bruce defeated the English
army in 1314. Scotland had its own king or queen until 1603. On that year, Elizabeth I, the queen of
England died without children. It was the king of Scotland, James VI, who inherited the throne and
became James I of England. James ruled both England and Scotland but the Kingdom of Scotland
remained independent until 1707, when it was joined with England, in the United Kingdom of Great
Britain.
3. THE KING WHO FORGED A NATION
La victoire de Robert 1er Bruce à Bannockburn en 1314 marque le début de la construction
d’une véritable identité écossaise. Il parvient à unir les clans écossais pour remporter une
victoire héroïque sur Edouard 1er d’Angleterre, qui tentait d’envahir l’Angleterre, et permet à
l’Écosse de rester indépendante jusqu’en 1707. Ce héros écossais est encore célébré tous les
121
ans les 12 et 13 juillet, lors des fêtes de Homecoming Scotland – fêtes qui invitent tous ceux qui
ont des origines écossaises à retrouver leurs racines.
1. He was a natural leader. He fought alongside with his men. He shared their life and defeated the
English army at Bannockburn in 1314.
2. A crusade was a military expedition undertaken by European Christians in the 11th, 12th and
13th centuries to recover control of the Holy Land from the Muslims.
3. Robert was dead when his followers set off for the crusade, but they brought his heart with them,
because he wanted his heart to be buried in the Holy Land.
4. Thanks to Bruce’s victory in Bannockburn, the Scots were united and gained independence. His
victory gave birth to a spirit of pride and independence in the country.
5. defeat – followers – share – heart– casket– pride.
4. A DEMAND FOR AUTONOMY
Le référendum sur l’indépendance organisé en septembre 2014 a été l’occasion pour les
Écossais de s’interroger sur leur identité, et a donné lieu à de nombreux écrits et analyses que
les élèves pourront trouver sur Internet et qui leur permettra de mieux comprendre les
différents points de vue exprimés – qui ont finalement mené à la victoire des partisans du non.
Action!
Make a presentation about Scottish traditions
Niveau B1 du CECRL Décrire ou raconter avec une série d’éléments simples en un discours qui
s’enchaîne.
Cette activité permet aux élèves de s’informer sur différentes traditions ou héros qui participent à la
construction de l’identité écossaise.
VIDEO FILE Ghosts to Visit
p. 128
Ce reportage proposé par ITN présente un des souterrains d’Edinburgh dans lequel des
volontaires ont passé la nuit, dans le cadre d’une étude scientifique. Certains ont rapporté avoir
été témoins d’expériences étranges…
BEFORE YOU WATCH
1 et 2. Les réponses sont personnelles. Elles permettront aux élèves de se remémorer les mots liés
aux fantômes et amorceront une discussion sur ce phénomène, préparant ainsi l’activité d’écriture
(Action!) Visionner la première partie de ce document sans son permettra aux élèves de se faire une
première idée de ce qu’ils vont entendre et d’émettre des hypothèses. On leur facilitera ainsi la
compréhension de la suite du document. On insistera bien entendu sur l’atmosphère qui s’en dégage.
NOW WATCH
122
eWorkbook
1. Part 1: ghost hunt
Part 2: shoemaker
Part 3: volunteers’ experiments a few moments in in the vault
Stressed words – Chaque élève repèrera les mots qu’il reconnaît, et qu’il utilisera pour commencer à
construire du sens. Bien entendu cette étape ne fera pas l’objet d’une mise en commun au risque
d’amener les élèves les plus performants à reconstruire directement le document sans que leurs
camarades aient eu l’occasion de mettre en œuvre leurs propres stratégies.
2. Edinburgh / tunnels / vault
- dark tunnels
- a ghost hunt
- volunteers
- reports of the paranormal
3. Les élèves sont amenés à mettre en relation les informations repérées pour reconstruire le sens.
In Edinburgh, a ghost hunt was organized in old tunnels. Volunteers were proposed to go there and
report on paranormal experiences they might have encountered.
4. shoemaker / cobbler
- leather apron
5. None of the people who took part in the experiment knew about that.
6. Somebody saw a man wearing a leather apron in this room.
7. This person did not know about the legend, and yet he has seen the shoemaker. This proves that
ghosts do exist! The experiment was a success.
8. Either there is a ghost there or it was just darker in that room.
9. Spookiest – cold – black
10. No
11. She says ghosts exist.
12. Réponses libres: on invitera les élèves à analyser le point de vue de la journaliste, qui prétend que
les fantômes existent, alors que son expression montre qu’elle est amusée et qu’elle ne croit
probablement pas à ce qu’elle dit.
RECAP
4. Les pistes de synthèse proposées amèneront les élèves à organiser les éléments compris lors de
l’écoute. Qu’ils aient ou non été aidés par le questionnaire qui figure dans l’eWorkbook, tous les
élèves pourront ainsi participer et leurs productions constitueront la trace écrite.
– In the photo a ghost can be seen. It was taken in 200-year-old tunnels deep below Edinburgh;
– a woman says a man is often seen in these tunnels; he is a shoemaker, wearing a leather apron. It
was seen by several people, including people who had never heard of the story before;
– the journalist was taken to the place that is considered the spookiest of all. She did not see a
headless corpse–but she perfectly understands that you can have the impression of seeing a ghost.
REACT
123
Transcription
Images
OPENING TRACK
Tunnels souterrains dans le
noir
GHOSTS TO VISIT
1
Tunnels souterrains dans le
noir
2
Interview 1ere femme
3
Homme dans le tunnel
Homme qui parle
Femmes dans le tunnel
Journaliste qui parle
Tunnels
No sound
Son
If you look at these photos… “You’ve just seen a ghost” say scientists
who claim that here is for sure… that this vault is haunted. It was taken
in these 200-year-old tunnels, deep below Edinburgh where strange
sightings come often, making it the choice for Britain’s biggest ghost
hunt in which hundreds of volunteers came back with reports of the
paranormal.
One of the spirits that we believe is here is the figure of a shoemaker, a
cobbler. And he is very often described as wearing a leather apron and
none of the people who took part in the experiment knew about that,
and yet somebody said that in one particular room they saw a man
wearing a leather apron walking past the door.
So scientists want to look closely at where the volunteer saw or felt
something strange.
The experiences took place in a vault that had a reputation for being
haunted. There’s something about those places which brings on the
experiences and it may be that there’s a ghost there, it may be
something trivial like it was just darker.
And one vault was judged spookiest of all. I was taken there. We’re just
spending a few moments inside that chamber, and it’s bitterly cold and
pitch black apart from this candle and believe me, if you’re going to
feel haunted, it’s going to be in here.
Today, we didn’t see a headless corpse, but the study here may be the
best body of evidence yet. Ghosts exist.
For ITN
Action!
Write a sensationnel short article
Niveau B1 du CECRL Rédiger un texte articulé et cohérent, pour rendre compte d’expériences, de faits et
d’événements.
Il s’agit pour les élèves de rapporter, sous forme d’article de journal, une des expériences
mentionnées dans la vidéo. Les informations, les structures et le lexique rencontrés dans le
reportage pourront être réutilisés.
SOUND FILE Scottish Myths and Legends
p. 129
Un reportage qui permet de passer en revue les différents éléments qui ont donné naissance
aux mythes et légendes écossais : le paysage et le climat, qui donnent à ce pays une atmosphère
bien particulière ; les différents peuples qui ont envahi l’Écosse au fil du temps en apportant
avec eux leurs propres légendes et traditions ; et l’histoire, bien entendu.
Hadrian’s Wall was built by the Romans in the 2nd century by Roman emperor Hadrian who
wanted to separate the romans from the Scottish “barbarians”. In addition to its military role,
gates through the wall served as customs posts. It was about 73 miles long and ran from the west
coast to the east coast. Over the centuries people took the stones for building (several nearby
124
monasteries contain stones taken from Hadrian’s Wall), but a significant portion of the wall still
exists today. It is the most popular tourist attraction in Northern England and was made a
UNESCO World Heritage Site in 1987.
BEFORE YOU LISTEN
Il sera important que les élèves se fassent une idée de ce qu’est le mur d’Hadrien avant
d’entendre le document. Les hypothèses émises faciliteront la compréhension du document.
NOW LISTEN
eWorkbook
1. Chaque élève repérera les mots qu’il reconnaît, qu’il utilisera pour commencer à construire du
sens. Bien entendu cette étape ne fera pas l’objet d’une mise en commun au risque d’amener les
élèves les plus performants à reconstruire directement le document sans que leurs camarades aient
eu l’occasion de mettre en œuvre leurs propres stratégies.
2. Au-delà du repérage des mots connus, on amènera les élèves à mettre ces éléments en relation
pour créer du sens. Cette première synthèse, qui ne fait pas l’objet d’une mise en commun, sera
complétée au fur et à mesure du guidage.
3. Opinions about Scotland
4. summer – rain – wind – beauty – dramatic – magic – mystery – Celtic – tradition – curious
5. Les mots ci-dessus, connus des élèves, leur permettent de répondre à cette question.
The weather and the beauty of the Scottish landscape create and very romantic atmosphere, full of
magic and mystery. No wonder Scotland is an ideal setting for legends and myths.
6. The Scottish myths and legends.
7. - 8000 years ago : the Celts
- 1st century AD (ante dominum = avant JC): the Romans
8. Emperor Hadrian’s aim was to prevent the wild Scots from coming to England.
9. wild people fierce warriors
10. The English considered the Scots were barbarians, uncivilized, cruel. They were probably afraid
of them.
11. The stories they told about Scotland were frightening, and certainly dealt with fights, murders
and violence. They reinforced the feelings of the English towards the Scots.
12. Giants, monsters, supernatural, blood thirsty monsters.
13. The Vikings also brought their own stories.
14. Cette question amène les élèves à réutiliser l’ensemble des éléments repérés ci-dessus pour
reconstruire le sens du document.
125
RECAP
4. Les pistes de synthèse proposées amèneront les élèves à organiser les éléments compris lors de la
lecture. Qu’ils aient ou non été aidés par le questionnaire qui figure dans l’eWorkbook, tous les élèves
pourront ainsi participer et leurs productions constitueront la trace écrite.
– When you mention Scotland, images come to your mind: rain, wind, the beauty and dramatic
character of landscapes. These images create a lasting impression and magic and mystery.
– The myths and legends of Scotland date back to the arrival of the Celts about 8,000 years ago.
When the Romans arrived in Britain, documentary evidence started. Emperor Hadrian built a wall to
keep the wild people of the North out of England. The stories grew more dramatic with every tale.
REACT
5. Réponses libres. On amènera les élèves à analyser leurs propres représentations de l’Écosse avec
les faits décrits dans le document sonore, et peut-être à en retrouver l’origine.
Transcription
Down through the ages, many have expressed opinions about Scotland. Some, it has to be said, more
complimentary than others. But whether native Scot, holiday visitor, historian or travel writer, one
thing is absolutely for certain: once experienced, Scotland can never be forgotten.
At the height of the summer, the rain can be driving under the wind bracing, but even through the
mists, the beauty and dramatic character of Scotland will shine to create a lasting impression; and
seemingly every step you take will take you to tunnels of magic and mystery – steeped in Celtic
tradition and oozing with challenges for the curious.
***
The myths and legends of Scotland date right back to the arrival of the Celts about 8000 years ago
who, in more recent times, have become synonymous with the classic story-telling tradition. But it
wasn’t until the Romans arrived in Britain, in the first century AD, that documentary evidence starts
to appear. As the emperor Hadrian built his wall to keep the wild people of the North out of
England, news travelled fast of the fierce warriors of Scotland. Naturally, as few Southerners back
then had the way to go and see for themselves, the stories grew more dramatic with every tale.
***
Larger than life young braves, giants, monsters and supernatural creatures, all had their parts to
play. When the marauding Vikings arrived, complete with their own often incredibly blood-thirsty
legends, the resulting mix got very interesting indeed.
Action!
Act out a dialogue: “Beware of the wild people of the North!”
Niveau B2 du CECRL - Prendre part à une conversation avec spontanéité et aisance.
- Exposer son point de vue, développer idées et opinions de manière précise.
- Argumenter et réagir aux arguments d’autrui.
Les élèves pourront reprendre à leur compte les faits exposés dans le document sonore.
TEXT FILE 1 Lost on Loch Ness
pp. 130 & 131
Ce texte est un extrait de The Loch Ness Legacy, de Boyd Morrison, publié en 2013.
The Loch Ness Legacy starts with the encounter between Charles Darwin and a mysterious and
terrifying creature. This encounter will provide a spark for his evolutionary theory.
BEFORE YOU READ
1. & 2. Réponses libres. Elles permettront aux élèves de formuler des hypothèses qu’ils pourront vérifier
lors de la première lecture du texte, ce qui en facilitera la compréhension.
126
NOW READ
eWorkbook
READ THE WHOLE TEXT
1. Lors de cette première lecture, on invitera les élèves à se concentrer sur les éléments qu’ils
reconnaissent et à mettre ces éléments en relation pour en tirer du sens. Bien entendu cette étape ne
fera pas l’objet d’une mise en commun au risque d’amener les élèves les plus performants à reconstruire
directement le document sans que leurs camarades aient eu l’occasion de mettre en œuvre leurs
propres stratégies. Cette première compréhension superficielle sera affinée au fur et à mesure du
guidage.
2. Place: the loch
Weather: rain, noise,
Visibility: rare sightings
3. Edmonstone is terrified: “his eyes were glassy with terror.”
4. He has seen something he can’t recognize (can you see what it is?) and he hears something (an
abrupt sound split the rain). 10 minutes earlier, they had encountered a monstrous wake. He has
heard stories about a creature living on the loch, so he believes the beast in just in front of them.
FOCUS ON PART 2
5. a creature living in the loch.
6. Darwin had heard stories about it.
7. “Darwin of course, had heard the tales of a creature living in the loch.“
8. He did not believe the beast existed
L. 15-16: “secondhand anecdotes were completely unreliable.”
9. Darwin is a scientist; so, if there is a new species on the loch, he wants to see it. / “Direct
observation was the only viable scientific method for documenting new species.”
10. Darwin is not frightened: “with a smile”. Edmonstone seems reassured: “than the lord”.
11. They have just seen Urquhart Castle, they know where they are they are not lost anymore. And
there is a small beach not far away. They are saved.
12. Cette question amène les élèves à mettre en relation les différents éléments repérés plus tôt pour
reconstruire le sens.
13. a massive shape – a huge black eye – like a cat’s eye – the creature
14. The creature seems enormous, and somewhat threatening.
15. “the two men tumbled out onto the rocks.” They “paused to catch their breath” – they “peered at
the loch.” They were terrified, and they ran away. When the beast disappeared, they were relieved,
but still on guard.
16. There was no sign of the beast anymore.
127
RECAP
4. Les pistes de synthèse proposées amèneront les élèves à organiser les éléments compris lors
de la lecture. Qu’ils aient ou non été aidés par le questionnaire qui figure dans l’eWorkbook,
tous les élèves pourront ainsi participer et leurs productions constitueront la trace écrite.
– The situation: two men are rowing on Loch Ness in a terrible storm;
– the general atmosphere: spooky, cold, rainy;
– John Edmonstone’s feelings: he is terrified of “the beast”;
– Darwin’s point of view: he is a scientist, so he is curious of documenting a new species through
direct observation;
– at the end, they both see the creature for a very short time and then it disappears.
REACT
5 à 7. Réponses libres.
WORK ON WORDS
1. See (voir), watch (observer), look up (lever les yeux), focus (fixer), peer (scruter).
2. Glassy  glass (vitreux): easy, funny, tricky, rainy.
Monstrous  monster (monstrueux): enormous, generous, serious.
Scientific  science (scientifique): optimistic, terrific, pathetic, pessimistic.
Ghostly  ghost (fantomatique): friendly, lovely, weekly.
Massive  mass (massif): attractive, repulsive, sensitive.
3. Un- (préfixe négatif); rely (verbe : se fier à); -able (suffixe qui marque la capacité): peu fiable.
4. Sightings – soaked – shape – dip – ripple.
Transcription
Edmonstone and Darwin were rowing on Loch Ness in a terrible storm. It was raining and they
were soaked. Suddenly they heard an abrupt noise and Darwin was terrified. He was sure it was the
monster everybody talked about. They reached the beach and suddenly a massive shape rose from
the water. A huge creature looked at them, and dipped back below the water. The two men looked
at the loch to see if they could see it again, but it had disappeared. No sign of the creature remained,
as if it had never existed.
ACTION!
Write an article for the local gazette
Niveau B1 du CECRL Rédiger un texte articulé et cohérent, sur des sujets concrets ou abstraits.
- Restituer une information avec ses propres mots, paraphraser simplement de courts passages écrits.
- Rendre compte d’expériences, de faits et d’événements.
Les élèves seront amenés à reformuler les informations repérées dans le texte, à passer du discours
direct au discours indirect et à expliciter les sentiments des protagonistes. Ce travail pourrait être
réalisé en groupe, et on encouragera les élèves à mettre en forme leur article de journal et à
l’illustrer. Un concours de la « meilleure pub » pourra donner une motivation supplémentaire.
TEXT FILE 2 April 2014: is Nessie Back?
p. 132
En 2014, une mystérieuse forme a été repérée sur les images satellite du Loch Ness proposées
par Apple Maps, qui a immédiatement été interprétée par les fans de Nessie comme une preuve
de l’existence du monstre du Loch Ness. Cette information a été reprise dans le pays, créant
beaucoup d’émotion. Il a cependant été découvert peu après que cette forme était
probablement celle d’un bateau supprimé de la carte par Google, mais cette explication semble
trop simple pour satisfaire les amoureux de Nessie.
128
Important – Nous n’avons pas obtenu de Google Maps l’autorisation de publier la photo. C’est
pourquoi nous laissons au professeur le soin de trouver cette photo troublante sur Internet.
1. Réponses libres. Les élèves émettent des hypothèses qui faciliteront leur compréhension du texte.
2. On the one hand, if you zoom on the photo, you clearly see the monster’s giant flippers; the size of
the object would make it likely to be Nessie; it can’t be a floating log or a giant seal. On the other
hand, the shape could be that of a boat’s wake, considering that the vessel has been blurred out.
Indeed, it can only be viewed on iPads or iPhones.
3. Il serait intéresssant que les élèves voient la veritable photo.
4. Nessie is so widely known that everybody will want to see the photo to build up their own opinion
on the subject. That makes a wonderful advertising campaign for Apple’s application!
5. Nessie attracts around 300,000 visitors a year, and brings local businesses £30m annually. With
Nessie appearing on modern photos, what could be a simple legend from the past becomes “real”.
Everyone coming to Scotland will want to see the Loch, in case they could catch a glimpse of the
monster. So many visitors spend their money in the shops, hotels, and restaurants around the loch,
which is very good for business!
6. These two documents illustrate how important Nessie is for Scotland. It is not only a recurrent
feature in literature (the novel used for text 1 dates back just to 2013), it still fascinates people who
are ready to believe in its existence.
7. Nessie is not only part of the Scottish popular culture, it is known worldwide and embodies what
Scotland represents everywhere: a country of mystery and wilderness, where nature still resists our
material world. The regular “signs” of its existence that have been found since 565 A.D. when
St. Columba first mentioned it, keep the legends alive, as if it was a link between Scotland’s past and
present.
Action!
Record a radio piece of news
NIVEAU A2 du CECRL Raconter une histoire ou décrire quelque chose par une simple liste de points.
NIVEAU B1 du CECRL Exprimer des sentiments, une opinion personnelle. Faire une description claire et
détaillée sur un sujet connu ou étudié.
Il s’agit pour les élèves de reprendre les informations proposées dans les différents extraits
d’articles, de les classer et de les verbaliser. On les invitera à prendre position sur l’existence du
monstre, tout en tenant compte du contexte d’énonciation : ils sont bien sur une radio écossaise et
s’adressent à des auditeurs qui ont probablement envie de voir l’existence de Nessie confirmée !
WRITING WORKSHOP How to make an effective slideshow
p. 133
Ce travail, mené à partir de deux exemples que les élèves compareront, préparera l’étape 4 du
projet final qui est en page 137.
a. The most effective slide is the big one. It is much clearer, easier to read, and more attractive.
b. Colors: do not use too many colors;
– visuals: just use one or two pictures. Artwork may distract your audience;
– layout: do not write too much information on each slide–no more than six lines per slide, no more
than seven words per line. Use lists instead of full sentences;
– length of text written on the slide: the text must be short, simple, and clear;
– fonts: the letters must be big enough to be read at first glimpse. Use Arial or Time New Roman
fonts, which are easily read. Avoid capital letters;
– background: it must be simple and enhance the text and the pictures.
129
2. Prepare your slideshow.
Les sites proposés permettront aux élèves d’identifier quelques lieux et éléments
incontournables lors d’un voyage en Écosse, parmi lesquels ils pourront faire leur choix. On leur
demandera d’analyser la façon dont ces éléments sont sélectionnés et mis en valeur dans ces
vidéos.
Le guidage proposé permettra aux élèves de travailler par groupes, en autonomie. On insistera
pour que le commentaire qu’ils rédigeront ne soit pas repris intégralement dans leur
diaporama : ils sélectionneront les points qu’ils souhaitent mettre en valeur.
3. Create your slideshow.
Ce travail sera l’occasion pour les élèves de mettre en œuvre les compétences validées par le
B2i collège et de valider certaines des compétences du B2i lycée.
Les élèves présenteront leurs diaporamas à leurs camarades, qui seront invités à les conseiller
pour qu’ils puissent les améliorer. Ce travail sera réutilisé lors du projet final.
LANGUAGE WORKSHOP
pp. 134 & 135
GRAMMAR
Les articles
Rappelez-vous
Il y a trois articles en anglais : a, the et .
– L’article a est l’article indéfini que l’on utilise quand on rencontre un élément pour la
première fois. Il a deux formes : a et an.
– L’article the est l’article défini que l’on utilise quand on parle d’un ou plusieurs éléments
connus ou déterminés.
– On choisit l’article  pour introduire un nom pluriel non déterminé, un nom abstrait ou certains
noms comme les noms de lac.
Allez plus loin
a. Il s’agit du nom du lac.
b. Edmundstone considère que Darwin sait de quelle bête il s’agit.
c. Il a déjà été question de l’ondulation auparavant (« they’d first encountered ten minutes ago »).
d. Le premier friend est determiné par la suite (of a friend). Le second indique qu’il ne s’agit pas d’un
ami en particulier.
e. Il s’agit de l’eau du lac, qui est donc déterminée par le contexte.
f. C’est la première fois qu’il est question de cet édifice qu’ils découvrent.
g. Ils découvrent l’œil pour la première fois. La lumière est déterminée par le complément qui suit
(« of his lantern »).
h. Il s’agit de la science en général, d’un nom abstrait.
130
Exercises
1. a. Peter O’Connor was walking along the shore of  Loch Ness when he saw a shape on the loch.
b. At first he thought it was a rowing boat.
c. But then he saw a brown object.
d. A few weeks later, a scientific expedition was planned to make a general study of  Loch Ness.
e. The participants used  cameras and an echo sounder mounted on a boat.
f. They saw what appeared to be a monster’s back moving through the water.
g. They also saw an object that continuously changed  shape on the surface of the water.
h.  numerous echo soundings were taken.
2. a. Scotland is part of the United Kingdom.
b. Music is part of the Scottish tradition.
c. Doctor O’Brian lives in Dundee.
d. He plays the bagpipe every Saturday in a bar in the town center.
e. Tradition is to drink whisky while listening to music.
L’expression du doute et de la certitude
Rappelez-vous
Pour donner son opinion sur la véracité d’un fait, on peut utiliser :
– un auxiliaire modal comme might, may, could, can et must (du moins probable au plus probable);
– des adverbes tels que perhaps, maybe, probably, likely to, allegedly, apparently, etc.
Allez plus loin
a. Apple’s global satellite map application shows an allegedly 100-foot-long creature.  L’adverbe
allegedly indique que le journaliste ne pense pas vraiment qu’il s’agisse du monstre.
b. A satellite image appeared on Apple Maps, apparently showing the creature.  L’adverbe
apparently indique que le journaliste met en doute le fait qu’il s’agisse de la créature.
c. The excitement may be manufactured by Apple  L’auxiliaire may indique que le journaliste n’est
pas certain que tout ceci ait effectivement été mis en scène par Apple. Il prend ses distances avec
cette théorie.
d. The size of the object makes it likely to be Nessie.  L’adverbe likely indique que Andrew Dixon
sait qu’il n’y a pas vraiment de certitude, mais qu’il estime très probable que cette forme soit celle de
Nessie.
e. There can’t be secret submarine trials going on.  L’auxiliaire can’t indique que l’énonciateur est
sûr de lui. Il est impossible que des essais aient lieu.
Exercises
3. a. It’s probably true./It must be true.
b. It can be the shape of a boat./It may be the shape of a boat.
c. This could be the shape of Nessie, the Loch Ness monster./Perhaps this is the shape of Nessie, the
Loch Ness monster.
d. They can’t have seen anything at the bottom of the lake.
e. This man might have been dreaming./Maybe this man has been dreaming.
GRAMMAR GAME
Who could it be?
On gérera le temps de manière stricte pour donner du rythme à ce jeu. On encouragera les
élèves à varier les modaux et les adverbes utilisés.
VOCABULARY
Exercises
1. Evil – grisly – ghastly – sovereign – realm/kingdom – wizzard.
2. a. Many Scottish castles are said to be inhabited by ghosts; they are haunted.
b. How do you know if a spirit is good or evil?
c. It was a terrible and fierce revenge!
d. I have made a promise. I will not break my oath/vow.
e. Robert the Bruce defeated the English army at Bannockburn.
3. Réponses libres. On invitera les élèves à ajouter aux mots de la Word bank ceux qu’ils connaissent
déjà ou qu’ils auront rencontrés tout au long du chapitre.
131
SKILLS TRAINING Utiliser le dictionnaire
p. 136
L’objectif de cette page est d’aider les élèves à ne pas se contenter de la première définition ou
traduction qu’ils trouvent dans un dictionnaire, mais de tirer profit des différentes informations
qui leur sont données pour faire le choix le plus pertinent. Savoir se servir correctement d’un
dictionnaire est une première étape indispensable vers l’autonomie ! On invitera les élèves à
travailler en petits groupes sur cette page, de façon à leur permettre de verbaliser leurs
démarches et ainsi de mieux les acquérir.
La phonétique
1. Pedestrian – mountain – arrival – scientific.
• Les catégories grammaticales
2. Devinez – ou cherchez – la signification de ces abréviations que l’on rencontre couramment.
C : dénombrable
¢ : indénombrable
Conj : conjonction
GB: anglais
i.e.: c’est-à-dire
pp : participe passé
refl : réflexif
s.o. : someone
sth : something
US : américain
Vi : verbe intransitif
Vtr : verbe transitif
3. a. Darwin watched for any sign of the monstrous wake they’d first encountered.  a wake (n): un
sillon.
b. An abrupt noise split the rain.  to split (v): fendre, déchirer.
c. The beauty of Scotland will shine and create a lasting impression  to last (v): durer; lasting: qui
dure.
4. a. Adverbe : bien;
b. Adjectif : bien;
c. Verbe (well up) : monter (aux yeux);
d. Exclamatif : bon, eh bien;
e. Nom : un puits.
• Les domaines d’emploi
6. Trouvez la traduction du mot « cours »
a. Make a difference.
b. In the course of the year/During the year.
c. River/stream.
d. Lesson.
e. Value.
f. Private course.
• Les verbes à particule ou préposition
7. a. Darwin and Edmonton kept on rowing until they arrived at the shore. (keep: garder; keep on:
continuer)
b. They were looking at the Castle. (look: avoir l’air; look at: regarder)
c. They looked for any sign of the creature. (look: avoir l’air; look for: chercher)
132
d. Some tourism professionals are looking into turning Loch Ness into a theme park. (look: avoir
l’air; look into: envisager de)
e. On their way home, they ran into an old man who said he had seen Nessie. (run: courir; ran into:
rencontrer)
f. Sceptics say the story was made up. (make: faire; make up: inventer)
• Les exemples
8. a. It depends on the weather.
b. The temperature is cool.
c. Elle a enfreint la loi.
d. Il est venu me chercher.
YOUR PROJECT Plan a school trip to Scotland
p. 137
Il est important que les élèves apprennent à se servir de façon pertinente des diaporamas,
qu’on les encourage à utiliser – en particulier – pour présenter leurs projets lors des épreuves
d’ETLS. Ces diaporamas doivent servir de base à leur prise de parole, qui ne doit pas se limiter à
la lecture des différentes diapositives. Bien entendu, on encouragera également les élèves à
utiliser le plus possible l’anglais lors des échanges.
ART HISTORY CORNER Scotland in the Arts
pp. 138 & 139
Nous ne proposons pas de « corrigé » pour cette double-page, dont l’objectif est de proposer un
panorama de la façon dont l’identité écossaise a été représentée grâce aux différents médias
artistiques. Ce sera l’occasion pour eux d’approfondir ces connaissances et d’enrichir leur
culture par le biais de recherches qu’ils partageront avec leurs camarades.
pp. 140 & 141
COMPREHENSION
Questions Doc. 1
1. Mary King’s Close is an area in Edinburgh where families used to live in tenement buildings until
during the 16th and 17th centuries. It was deserted when the plague ravaged the families who lived
there in the 17th century.
2. The place hasn’t changed much since the 17th century. It is as if people were sent back in the past.
People walk in dark and narrow places (out of the sunshine, through vaults and alleyways), the
rooms are small. The story of the girl who died there is ghastly. All the ingredients for a good ghost
story can be found in Mary King’s Close!
3. Annie lived in Mary King’s Close in the 17th century. She probably caught the plague, and there
was no treatment for her. People were probably afraid to catch the plague too, so they refused to
take care of her and left her there until she died, alone and abandoned.
4. When she entered Annie’s room, a Japanese psychic was suddenly struck by an overwhelming
feeling of sickness, hunger and cold and, when she tried to leave, felt the ghastly tug of a ghostly
hand on her leg. Experiments were conducted in the room, and a photo of "very faint white or
transparent spheres" was taken. A member of Edinburgh University heard footsteps and the sound
of rustling clothing, even though there was no one there.
133
5. A workshop has been recreated. Visitors are led to the close by guides dressed like in the 17th
century who take them through the narrow and dark vaults and alleyways. Everything is made so
that people feel as if they were sent back to a somewhat threatening past, so that they are ready to
believe in Annie’s ghost.
6. The journalist is apparently neutral and does not really say whether he believes in ghosts or not.
But on the other hand, he insists on the elements orchestrated by the operators so that people
believe in Annie’s story, so he probably thinks everything is just an attraction for tourists.
EXPRESSION
ORAL EXAM TRAINING
COMPREHENSION
Scotland Vote “No” to Independance
www.youtube.com/watch?v=nKJ7ppAFhhQ
Transcription
The announcement of the Fife result made it a mathematical certainty. The nay Sayers have won the
day, Scotland voted against independence by a small majority.
Amid relief and happiness for ‘No’ voters, those in charge of the ‘yes’ campaign were forced to
accept defeat. “Scotland has by majority decided not, at this stage, to become an independent
country. I accept that verdict of the people, and I call on all of Scotland to follow suit.”
It was a win for Alistair Darling’s better together campaign. “we have chosen unity over division,
and positive change rather than needless separation” but also a win for democracy. Turnout was
high, very high- across the board. ‘The turnout is 87.9 per cent.
Prime Minister David Cameron campaigned heavily to keep the United Kingdom together, but he
was pragmatic once the results were in. While delighted that Scotland voted no, he also promised
new powers for Scotland. ‘To all those who did vote for independence, we hear you. We now have a
chance, a great opportunity to change the way the British people are governed and change it for the
better.
Alex Salmond’s Scottish nationalist party has been promised a seat at the negotiation table, as plans
for more powers for Scotland are drawn up. That’s the discussion now. As David Cameron claimed,
the Scottish independence debate has been “settled for a generation’.
EXPRESSION
couverture.
134
UNIT 8 Slaves Who Dared
p. 142
‘‘Myths et heroes’’
PROBLÉMATIQUE : How did some extraordinary people manage to survive and fight
slavery?
Nous avons choisi d’aborder la question de l’esclavage par le prisme des « héros ». L’essentiel des
documents est constitué de sources primaires, notamment des récits ou autobiographies d’esclaves.
Notre objectif est que les élèves prennent conscience du fait que, malgré le phénomène de
déshumanisation induit par la condition d’esclave, certains êtres humains ont osé résister et affirmer
leur humanité et leur désir de liberté.
Menu de l’unité
CULTURAL BACKGROUND An Overview of Slavery in America
Une double-page qui apporte les informations indispensables touchant à la question de
l’esclavage aux États-Unis.
VIDEO FILE The Legacy of Slavery
Un reportage montre comment la question de l’esclavage, longtemps occultée, a récemment été
mieux prise en compte grâce aux films traitant de ce sujet.
SOUND FILE When Slaves Arrived in the Americas
Un document extrait de l’autobiographie d’un ancien esclave.
TEXT FILE 1 Twelve Years a Slave
Un extrait du récit de Solomon Northup qui a été adapté au cinéma en 2013.
TEXT FILE 2 Crossing the River: a Kentucky Slave Narrative
Un ancien esclave, acteur de l’Underground Railroad, raconte comment il aidait des esclaves à
s’enfuir.
Writing Workshop How to make a historical panel
LANGUAGE WORKSHOP Grammar Le passif ; Used to + V/ Be used to + V-ing – Vocabulary Le
vocabulaire de l’esclavage
Skills Training Enrichir son style à l’écrit
Quelques secrets pour mieux écrire.
Your Project Set up an exhibition
ART HISTORY Corner Slavery in the Arts
Quelle représentation de l’esclavage : peinture, musique, littérature et cinéma ?
Exam and oral Training Written and oral exams: compréhension et expression.
135
OUVERTURE
p. 143
On pourra utiliser cette illustration très riche pour aborder le thème de l’esclavage. On veillera
à laisser à la classe le soin de proposer des pistes de commentaires en leur montrant que de
nombreux détails sont significatifs.
Exemples de détails à faire remarquer :
– a map of Africa with people who are chained;
– a sailing boat on the sea (for the transport of slaves);
– gold collars with names on them (masters’ names);
– a small sign on the bottom right (it probably shows that the scene is a Caribbean island, etc.).
CULTURAL BACKGROUND An Overview of Slavery in America
pp. 144 & 145
1. WHAT DO YOU KNOW ABOUT . . . SLAVERY?
Quelques points de repères sur l’esclavage. On n’attend pas des élèves qu’ils connaissent
vraiment les réponses mais qu’ils s’interrogent sur la probabilité de tel ou tel choix. Les
réponses seront données rapidement, pour infirmer ou confirmer leurs choix. Notre objectif est
que, d’une part, les élèves se rendent compte que l’esclavage n’est pas seulement un
phénomène attaché à l’Amérique, et que d’autre part ils prennent la mesure de l’ampleur de ce
phénomène.
1. False (slavery has existed for millennia and in practically all continents).
2. True.
3. True.
4. False (25 to 30 million persons were deported).
5. True.
6. True.
7. False (there was slavery in the Southern states but the Northern states were free states).
8. True (New York State was a Northern state, so it was free; Georgia was a Southern state, so it was
a slave state).
9. True.
10. False (it is President Abraham Lincoln who issued a proclamation liberating all slaves).
2. RUNAWAY SLAVES
Dans cette mini-conférence enregistrée, nous abordons en particulier cette organisation, qui a
permis à une centaine de milliers d’esclaves de s’échapper : The Underground Railroad.
Nous conseillons au professeur de faire entendre le document autant de fois que nécessaire,
pour que les élèves parviennent à trouver les réponses aux questions. On encouragera les
échanges entre les élèves.
136
1. Slaves’ Living Conditions;
– The Underground Railroad;
– Statistics about Slaves Who Gained Their Freedom.
2. Slaves tried to run away because their lives were really hard (often beaten, families separated, not
enough to eat, no decent housing).
3. When runaway slaves were captured, they were returned to their owners and they were whipped
or even had an arm or a leg cut off.
4. The Underground Railroad was a vast network of people who helped fugitive slaves to escape.
5. Stations: houses or businesses where salves could stop and rets; stockholders: people who
contributed money or goods to help slaves; conductors: people who were responsible for moving
slaves around.
6. Hundreds: number of slaves who were moved to the North or to Canada each year;
– 100,000: number of slaves that the South lost;
– 1810 and 1850: dates when the Underground Railroad worked.
Transcription
Slaves had very hard living conditions. They were often beaten and tortured. Slave families were
torn apart when the members were sold to different owners. Some slaves did not have enough to
eat, or a decent place to live. So thousands of people tried to run away but it was difficult. Many
runaway slaves were recaptured and returned to their owners. Then they might be punished by
whipping or by cutting off part of an arm, leg, hand or foot.
Fortunately, in the 19th century, a vast network of people – not an organization, just individuals –
helped fugitive slaves to escape. It was the Underground Railroad. The system used railroad words:
the homes and businesses where fugitives would rest and eat were called “stations”, the people who
contributed money or goods were "stockholders," and the people who were responsible for moving
fugitives from one station to the next were "conductors".
Thanks to this system, hundreds of slaves were moved to the North or to Canada each year. The
South lost 100,000 slaves between 1810 and 1850.
3. THE TRIANGLE TRADE
Ce texte court et facile est parfaitement illustré par la petite carte qui figure à droite. Les
réponses à la question 1 sont d’ailleurs données. On demandera aux élèves de repérer les mots
exacts du texte qui explicitent le schéma.
On pourra faire travailler les élèves à partir du schéma puis leur demander d’expliquer ou de
justifier certains éléments : Why would they transport manufactured good to Africa? Why . . .
1. Step 1: from Britain to Africa; they transported firearms, gunpowder, metals, alcohol, cotton
goods, knives, and mirrors;
– step 2: from Africa to America/across the Atlantic; they transported slaves;
– step 3: from America to Britain; they transported slave-produced goods, cotton, tobacco, suger
cane, and coffee.
2. Armes à feu: firearms; poudre à canon: gunpowder; voyage: journey; sommes: amounts.
4. A HARROWING VOYAGE
On fera observer puis commenter l’illustration : on trouve dans cette gravure l’illustration des
permières lignes du texte. Les élèves pourront comprendre packed tightly et chained down.
1. On attend une reformulation du texte. L’idéal serait de faire fermer les livres puis de projeter la
photo afin que les élèves reformulent ce qu’ils ont lu.
2. The title means un voyage atroce.
ACTION!
Prepare a quiz about slavery
NIVEAU B1 du CECRL Apporter de l’information, poser des questions sur un problème ou l’exposer assez
précisément.
L’objectif de cette tâche est que les élèves fassent la synthèse de ce qu’ils ont appris dans cette
double-page constituée de documents informatifs. Au plan linguistique, c’est le maniement des
questions qui sera entraîné.
137
VIDEO FILE The Legacy of Slavery
p. 146
Ce reportage d’ITN nous emmène dans une plantation visitée par des touristes.
BEFORE YOU WATCH
1. Life was very hard for slaves.
On pourra demander aux élèves de résumer les informations qu’ils ont eues dans la première
double-page.
2. The photo comes from a movie about slavery. We may imagine that Americans don’t like to
remember that shameful past.
3. The title of the document refers to the imprints of slavery on today’s world. How white Americans
may feel and how black descendants of slaves may feel. This is probably the problem that the
documents will deal with.
NOW WATCH
avancés.
eWorkbook
2. The journalist is in a park with a beautiful colonization style house. It is probably the house of
plantation owners.
4. A searing painful, much needed discussion.
5. Americans do not like to talk about slavery. The issue of slavery has been avoided for too long, by
too many people.
6. Deborah Mayhew is the owner of the plantation/the house and the park.
7. In the past: She would give tours of her plantation but did not mention slaves.
Today: It is easier.
8. What has caused the change is the movies that have come out.
9. Murtis Johnson is in a graveyard/cemetery.
10. The adjectives used to describe the graves are unmarked or neglected
11. It shows that nobody cared about slaves’ graves.
12. It’s a dark part of American history. People are not proud about it.
138
13. African Americans must look forward not back.
14. Because the issues of today and the issues of tomorrow are so much more important than the
issues of history.
16. Debt.
17. The nation (America) must repay the nation’s debt to slaves.
18. Cathie Hanbrick proposes to pay by telling their story.
19. Hollywood and local historians.
20. The journalist mentions these people because both historians
people/filmmakers can participate in telling the story of the slave era.
and
Hollywood
RECAP
5. With the movies about slavery that have been filmed, everybody talks about slavery, which they
did not in a recent past.
6. The key question is: “How can we have a discussion about slavery legacy?”
7. The different opinions:
– Deborah Mayhew would give tours of her plantation but did not mention slaves. Now she finds it
easier to talk about slavery because of the movies that have come out.
– Murtis Johnson notices that slaves’ graves are unmarked or neglected. Nobody cared about slaves’
graves because slavery is a dark part of American history. People are not proud about it.
– The African Americans politician thinks black people must look forward not back: “The issues of
today and the issues of tomorrow are so much more important than the issues of history.”
– Cathie Hanbrick thinks the nation must repay the nation’s debt to slaves by telling their story.
– The journalist thinks that both historians and Hollywood people/filmmakers can participate in
telling the story of the slave era.
REACT
Transcription
Image
1
Arrivée du journaliste dans la
plantation
2
Deborah Mayhew
Gros plan sur le cimetière
Murtis Johnson
3
Le politicien
Son
The actors, the producers, the cameras have long ago left the set
here. But the question remains. Has Hollywood helped to reignite a
searing, painful, much needed discussion about the legacy of
slavery? Plantation owners and local historians alike agree: the
issue has been avoided for too long, by too many.
Until a few years ago, Deborah Mayhew would give tours of her
plantation without even mentioning the word slave.
We kind of skirted around the issue, when guests would come and
they would ask something, and we weren’t really telling the story of
slavery then. Today, with the movies that have been filmed and
everyone talking about slavery, it’s easier.
But across the Deep South, the graves of former slaves are either
unmarked, or neglected. Murtis Johnson is trying to change that,
saying America owes a debt to those it treated so terribly.
It’s a dark spot on American history, there is no doubt. Any...
anything that’s dark... we feel darkness. We don’t want to talk about
it.
But one descendant of a slave, now a prominent politician, says
African Americans must look forward, not back. You can see on my
face that I’m somewhat of Africa. To spend much time reflecting on
it or talking about it is not my issue. Why? Because the issues of
today and the issues of tomorrow are so much more important than
139
4
Cathie Hambrick
Vues de la plantation
ACTION!
Present a movie
the issues of history.
But for Cathie Hambrick, America must reflect on the sins of the
slave era to repay a nation’s debt to those it abused.
I don’t know how their debt can ever be paid. But I think that we
absolutely must do a better job... of telling their story.
Helped by Hollywood and by local historians, the story of those
who were enslaved on this land is slowly reemerging.
Robert More, ITV news, in Southern Louisiana.
Niveau A2 du CECRL Faire un bref exposé préparé, donner brièvement des justifications et des
explications pour ses opinions.
Niveau B1 du CECRL Pouvoir faire un exposé simple et direct, préparé, dans lequel les points importants
sont expliqués avec assez de précision.
Pour réaliser cette tâche, les élèves devront choisir un film, puis en donner le pitch et, surtout,
argumenter pour montrer son intérêt. Comme les personnages présents dans la vidéo, les élèves
pourront exprimer leur propre opinion. Les structures prélevées dans le document les aideront.
SOUND FILE When Slaves Arrived in the Americas
p. 147
Ce document est extrait du récit autobiographique d’un ancien esclave, Olaudah Equiano. Il y
décrit les conditions de son arrivée à la Barbade, ancienne colonie britannique de 1625 à 1966.
Les îles des Caraïbes étaient l’une des destinations des bateaux d’esclaves.
Olaudah Equiano was kidnapped in Nigeria at the age of 11, sold by local slave traders and
shipped across the Atlantic to Barbados and then Virginia.
He was sold to a British Royal Navy officer, Michael Pascal, who was very good to him. Pascal took
Equiano along on his long voyages across the oceans and he taught him how to read and write.
But after eight years, Equiano was sold to a ship captain in London, and then to a prominent
merchant. While working as a deckhand and valet, Equiano managed to earn some money and
then buy his own freedom.
Equiano spent much of the next 20 years travelling the world, and campaigning for the abolition
of slavery. In 1789 he wrote his autobiography, which became immensely popular (this is one of
the earliest books published by a black African writer). In 1792, he married an Englishwoman,
Susanna Cullen, and they had two daughters. Equiano died on March 31st, 1797.
BEFORE YOU LISTEN
1. We are going to hear a former slave–and we know that he is an activist. He will probably be
talking about what his life was like when he was a slave.
Pour préparer les élèves à comprendre le document, nous suggérons au professeur de faire
observer l’illustration et de lire les quelques lignes qui l’accompagnent. On élucidera,
notamment, le mot « auction ».
2. The island of Barbados is in the Caribbean sea.
NOW LISTEN
140
avancés.
eWorkbook
3. Many merchants
4. They made us jump in order to see if we were fit/in good condition/able to work physically. They
pointed to the land in order to make us go the place where the auction was going to take place.
5. They were treated like sheep/animals.
6. In the merchant’s yard, ready to be sold.
7. The slaves did not stay long in the merchants’ yard. Soon, they were sold.
8. The buyers rushed into the yard in order to choose the slaves they wanted to buy.
9. One consequence was that families/relations and friends were separated.
10. This part deals with:
 tor tur e.
11. Heavy iron chains;
– instruments if torture;
– beaten till some of his bones were broken.
12. It drove them to despair. Many of them preferred death/committed suicide/killed themselves.
RECAP
niveau plus faible de parvenir à un niveau de compréhension comparable à celui de leurs
camarades plus avancés.
4. – When they arrived, slaves were put in separate parcels/groups and merchants came onboard to
examine them. Then they were conducted to the merchant’s yard (like so many sheep), without
regard to sex or age;
– when the sales took place, the buyers rushed and made a choice among the slaves (of that parcel
they like best). In this manner, without scruple, are relations and friends separated, most of them
never to see each other again. The consequence was that relations and friends were separated;
– slaves were often branded with their master’s name; they were chained and often tortured. Some
preferred to die;
– Olaudah felt he was being treated as an animal. He felt there was no humanity in the way they were
treated. He must have felt revolted but there was nothing he could do.
REACT
Pour ce document, nous ne demandons pas de réactions personelles aux élèves mais une
interprétation de l’implicite.
5. Branding with a name is normally what is done for cattle: when cows are let out in open spaces,
they are branded so that they can be identified as belonging to one particular person. This shows
that slaves have exactly the same status as animals.
141
6. Some slaves revolted or tried to run away. Others were totally dehumanized and accepted their
plight. It was extremely difficult to react. That is why the slaves who are quoted in this chapter can
be considered as heroes.
Transcription
Many merchants now came on board. They put us in separate parcels and examined us attentively.
They also made us jump, and pointed to the land, signifying we had to go there. We were conducted
immediately to the merchant’s yard, where we were pent up all together like so many sheep,
without regard to sex or age.
***
We were not many days in the merchant’s custody before we were sold after their usual manner,
which is this: on a signal given, the buyers rush at once into the yard where the slaves are confined
and make a choice of that parcel they like best. In this manner, without scruple, are relations and
friends separated, most of them never to see each other again.
***
It was very common for the slaves to be branded with the initial letters of their master’s name; and
a load of heavy iron chains hung about their necks. Indeed on the most trifling occasion they were
loaded with chains and often instruments of torture were added. I have seen a Negro beaten till
some of his bones were broken, just for letting the pot boil over. This drove the poor creatures to
despair and many preferred death to their intolerable lives.
ACTION!
Record a testimony
Niveau A2 du CECRL Raconter une histoire ou décrire quelque chose par une simple liste de points.
Expliquer en quoi une chose lui plaît ou lui déplaît.
Niveau A2 du CECRL Relater en détail ses expériences en décrivant ses sentiments et ses réactions.
Cette tâche est un compte-rendu du document entendu. Les élèves ont peu de travail personnel à
faire : on pourra donc les inviter à soigner la forme de leur présentation. On insistera sur l’intérêt de
travailler à partir de notes et non d’un texte rédigé.
TEXT FILE 1 Twelve Years a Slave
pp. 148 & 149
Ce texte est extrait de l’autobiographie de Solomon Northup.
The book - Between 1760 and 1902, two hundred autobiographies of ex-slaves were collected. In
1999, twenty of them were published in a book entitled I Was Born a Slave. They describe
whippings, torture, starvation, resistance, and escapes; slave auctions, kidnappings, and murders;
sexual abuse, religious confusion, the struggle of learning to read and write; and the triumphs and
difficulties of life as free men and women. One of them has been adapted into a movie.
The movie, 12 Years a Slave, is based on the true story of Solomon Northup, a free man born in
New York State. Northup was kidnapped by two men who offered him work in a travelling music
show, and then sold him to a slave trader. He then faced the hard and cruel life of slaves, but also
unusual kindness from some people. He struggled to stay alive, and also to retain his dignity.
Eventually, Solomon Northup met with a Canadian abolitionist who helped him recover his
freedom.
The movie, directed by Steve McQueen, won many awards, including the Best Picture Academy
Award. McQueen was the first black producer and director to have received such acclaim.
BEFORE YOU READ
1. On demande aux élèves de reformuler ce qu’ils ont lu sur la plaque que la ville de Saratoga, NY, a
dressée à la mémoire de Solomon Northup.
142
2. Saratoga is located in upstate New York. It was a free state (slave states were in the South).
3. The picture on the right-hand page shows a white man and slaves who are chained. The slave
owner is looking at one slave in particular, Solomon Northup. This must be a slave auction and the
white man is considering buying Solomon Northup.
NOW READ
4. Rappelons que le questionnaire qui figure dans l’eWorkbook vise à permettre aux élèves de
niveau plus faible de parvenir à un niveau de compréhension comparable à celui de leurs camarades
plus avancés. À l’issue de ce travail exploratoire, ils pourront répondre aux questions de synthèse
(RECAP) destinées aux élèves de niveau B1 (qui sont dans le manuel).
eWorkbook
READ PARAGRAPH 1.
1. Character 1: Burch. He is the master.
Character 2: Radburn. He is Burch’s employee.
2. RADBURN: “How do you feel now?”
BURCH: I am sick. What is the cause of my imprisonment??
BURCH: I am a free man; I have a wife and children and my name is Northup. Why did I have this
treatment?
RADBURN: No, you are not free. You come from Georgia.
3. He feels sick. He speaks aloud and boldly. He complains bitterly.
4. Northup wanted Radburn to take off his chains.
5. He tried to hush him. And, as he could not, he flew into a towering passion.
READ PARAGRAPH 2.
6. His business is to receive/oversee slaves, feed them and whip them.
7. The phrase “human stable” implies that slaves are treated like animals/cattle/horses.
8. Instruments of torture.
9. They are going to beat him.
READ PARAGRAPH 3.
10. Northup was severely beaten.
11. The two men’s attitude is brutal.
Northup’s attitude: he refuses to yield.
Burch wants Northup to admit that he is a slave.
Northup maintains that he is a free man.
12. Northup is a very strong man.
RECAP
6. The city of Saratoga is the place where Northup says he was born. It is in upstate New York, a free
State. Georgia is mentioned because it is a slave State. The owner considers Northup as a slave
whereas Northup maintains he is a free man.
7. Northup is revolted. He feels sick. He speaks aloud and boldly. He complains bitterly; Burch is
adamant. He maintains that he has bought Northup; then he tries to hush him and flies into a
towering passion.
8. Radburn’s business is to receive/oversee slaves, feed them and whip them.
9. A paddle and a cat o’nine tails are instruments of torture/formidable whips.
143
REACT
À propos de ce texte, nous ne demandons pas de réactions personnelles aux élèves, mais une
interprétation de l’implicite.
10. The phrase “human stable” implies that the slave-owners consider the slaves as cattle.
11. Northup is a strong-willed man. He says that, in spite of all the brutal blows, he continued to
assert he was a free man: “Still I would not yield. All his brutal blows could not force from my lips the
foul lie that I was a slave.”
WORK ON WORDS
1. The lexical field of speech: say, reply, inquire, answer, assert, complain, deny, declare, insist upon.
2. The verb “hush” is echoed by “could not quiet me”.
3. Four adverbs with a -ly ending: boldly: avec assurance; bitterly: amèrement; silently:
silencieusement; roughly: brutalement.
Free: freely (librement); brutal: brutally (brutallement).
Transcription
When Northup arrived at the plantation, he tried to convince Burch that he was a free man. Burch
declared that he had bought him – so Northup was his property. As Northup refused to agree, Burch
grew very angry and ordered his employee, Radburn, to go bring whips. Northup was brutally
beaten but he maintained his position. He was a very courageous man.
ACTION!
Make a presentation about Solomon Northup
NIVEAU A2 du CECRL Écrire des biographies imaginaires et des poèmes courts et simples sur les gens.
NIVEAU A2 du CECRL Raconter une histoire.
On incitera les élèves à travailler en petits groupes pour cette tâche qui implique, d’une part, que les
élèves fassent un choix dans les éléments d’information qu’ils trouveront et, d’autre part, qu’ils
fassent un effort de transcription pour passer d’un code écrit à un code oral.
TEXT FILE 2 Crossing The River: a Kentucky Slave Narrative
p. 150
Un ancien esclave raconte comment il a aidé de nombreux congénères à fuir leur condition en
traversant le fleuve pour atteindre un État libre, l’Ohio.
During the Great Depression of the 1930s, the Federal Writers’ Project set out to record the
experiences and opinions of everyday people. As part of this project, thousands of former slaves in
seventeen states were interviewed. One result of these oral history interviews was the Slave
Narrative Collection, a set of 2,300 autobiographical documents. These interviews, which were
conducted between 1936 and 1938, gave former slaves a chance to share their memories.
144
2. Arnold Gragston was born a slave on a plantation that belonged to Mr. Jack Tabb in Mason County,
Kentucky. He secretly transported other slaves across the river to Ohio, a free state. Mr. Tabb was a
plantation owner. He was different from the other owners. He was good to his slaves and treated
them well: he did not beat them as much as the other masters. He had a slave who taught the others
how to read and write and figure;
– One reason why Gragston became an Underground Railroad conductor was that he was allowed to
go around in the day and night.
– Gragston stopped carrying runaway slaves in 1863 because somebody saw him and set out after
him.
3. Gragston is a very good and generous man.
4. Mr. Tabb’s character is very different from Mr. Burch’s. Mr. Tabb is good to his slaves whereas
Mr. Burch is cruel. Most slave owners were closer to Mr. Burch than to Mr. Tabb who was an
exception.
ACTION!
Write an article about Kentucky runaway slaves
NIVEAU B1 du CECRL Collationner des éléments d’information et les résumer. Résumer une source
d’informations factuelles, en faire le rapport et donner son opinion.
Nous demandons aux élèves de faire un compte-rendu personnel du texte qu’ils viennent de lire. Ils
seront amenés à se décentrer pour transformer un récit à la première personne (an I story) en récit à
la troisième personne.
WRITING WORKSHOP How to make a historical panel
p. 151
a. On ne demande pas ici de relever exactement les informations concernant le personnage de
Thurgood Marshall, mais d’identifier à quoi correspond chacun des éléments du panneau :
– une introduction qui présente le personnage et dit pourquoi il est important;
– une citation qui caractérise sa pensée;
– un exemple d’action qui l’a rendu célèbre;
– des photos qui illustrent son rôle (ici le Congrès) ou son action (segregated schools).
b. – The panel should present as much information as possible. Wrong: you must make a choice.
– Presenting the general historical context is important. True: if it explains why the person is
important.
– Explaining the impact the character presented has had is useless as people can guess it from the
information presented. Wrong: it is better to make things very clear for the visitor.
2. Prepare your panel.
Nous conseillons au professeur de photocopier cette biographie pour que les élèves puissent
surligner les éléments avec des couleurs différentes.
– Son origine (age, country);
– Ce qui lui est arrivé (kidnapped, sold, then his different masters);
– Ce qu’il a fait (support the abolition of slavery, write a book, campaign against slavery);
– Les événements importants dans sa vie et la trace qu’il a laissée.
b. Recherche libre.
3. Make your panel.
On imitera le panneau modèle.
145
LANGUAGE WORKSHOP
pp. 152 & 153
GRAMMAR
Le passif
Rappelez-vous
• Un verbe à la voix passive indique que le sujet grammatical subit une action (avec la voix active, il
agit).
• Pour mettre un verbe à la voix passive : auxiliaire be (conjugué) + participe passé.
Ex.: He was taken across the river.
Allez plus loin
1. a. Northup was sold into slavery in 1841.
b. He had been kidnapped by a slave trader.
c. Burch said that he had bought me.
d. Blows were inflicted upon my naked body.
2. He had been kidnapped by a slave trader. Le complément d’agent est introduit par la préposition
by.
3. L’énoncé c. n’est pas au passif: Burch said that he had bought me.
Burch said that I had been bought by him. La voix active a été préférée dans cet énoncé car
l’énonciateur s’intéresse à Burch.
4. Merchants sold Northup into slavery in 1841.
A slave trader had kidnapped him.
Burch inflicted blows upon my naked body.
5. Blows will be inflicted upon my naked body.
Exercises
1. a. Families were separated by slave owners.
b. Slaves used to be beaten very often.
c. Slaves were given permission to go to church on Sundays.
d. Slaves were occasionally allowed to learn to read and write.
2. a. He was caught.
b. He will be caught.
c. They are often caught.
d. He may be caught.
3. a. Slavery was abolished in 1865.
b. Northup had been enslaved for 12 years when he was rescued in 1853.
c. In the 21st century, some people are still sold as slaves.
d. I hope slavery will be abolished in all countries in the next 10 years.
Used to + V / be used to +V-ing
Observez
• Énoncé a.: used to + V – Cette forme se réfère au passé.
Énoncé b.: be used to + V-ing – Cette forme est le passif du verbe use, qui signifie « habituer (à) ».
• a. M. Tabb me laissait/m’autorisait à me déplacer jour et nuit.
b. Beaucoup d’esclaves avaient l’habitude d’être battus.
146
Allez plus loin
Il ne faut pas confondre :
– used to + V qui est une forme grammaticale renvoyant à un passé en rupture avec le présent ;
– be used to, qui est une forme passive et signifie “être habitué à”.
Exercises
1. a. Gragston used to carry runaway slaves across the river.
b. Mr. Tabb used to treat his slaves correctly.
c. Many slaves were used to being submissive, so not many of them revolted.
d. Gragston used to be treated correctly, so he did not run away.
2. a. He used to have slaves but then he freed them.
b. Plantations owners/planters were used to being served.
c. Before he was kidnapped, Solomon Northup was not used to being beaten.
GRAMMAR GAME
Make a “sentence competition”
Pour cette activité, nous conseillons au professeur de faire préparer par les élèves des « petits
papiers » en nombre suffisant afin que chacun puisse tirer au sort un papier de chaque
catégorie. On pourra soumettre les productions à la classe, qui validera ou non la correction.
Grammar categories
simple past
could + V
question
negative sentence
had to + V
VOCABULARY
Verbs
beat
treat
sell
exploit
abolish
set free
hunt down
deny
whip
Exercises
1. 1. The masters took advantage of their slaves.  The slaves were exploited.
2. The slaves were chained together by their hands and feet.  They were in shackles.
3. In 1862 President Lincoln issued a proclamation liberating all slaves.  President Lincoln
promised the slaves would be freed.
4. The slaves were not allowed to say what they thought.  They didn’t have freedom of speech.
2. Slave trader • slave owner • recruiter • runaway • abolisher.
3. 1. What was it like for your ancestors to work in the cotton fields?  It was hard working in them.
Their backs hurt at the end of the day from bending over so much.
2. How did the slave owners hunt down the runaways?  They went after them with dogs.
3. When did the Confederate armies surrender?  In 1865. That was the end of the war.
4. How long was your grandfather held in bondage?  Oh, for about 30 years of his life.
5. What did he do when he recovered his freedom?  Not much. He was so worn out from slavery
that he died soon afterwards.
SKILLS TRAINING Enrichir son style à l’écrit
p. 154
Les élèves ont fréquemment besoin de dire ou de comprendre des nombres – or cela représente
souvent un obstacle. C’est pourquoi nous avons choisi de proposer un entraînement à cette
sous-capacité.
147
AMELIOREZ VOTRE VOCABULAIRE
1. Exemple de réponses.
It was an enjoyable day. I had decided to escape from the plantation. I felt cheerful and started
running. Suddenly my master turned up. I tried to hide behind a huge tree. “Solomon, come here,”
he shouted. He had seen me and he was furious. Then I was whipped and locked up in a dark room
for 3 days.
RELIEZ VOS PHRASES
2. a. Black people, who had been captured in tribal wars, were transported from Africa to America.
b. White children were more privileged than black schools, which were poor and overcrowded.
c. The issue of slavery, which has been avoided for too long, now appears in movies.
3. a. I was unhappy so I decided to run away.
Because/As I was unhappy, I decided to run away.
Being unhappy, I decided to run away.
I was unhappy so I decided to run away.
b. The weather was very bad, so I could not cross the river.
The weather was so bad that I could not cross the river.
Because/As the weather was very bad, I could not cross the river.
The weather being very bad, I could not cross the river.
c. Even though/Though Mr. Tabb is a rather nice man some people hate him.
Mr. Tabb is a rather nice man and yet some people hate him.
ENRICHISSEZ VOS PHRASES
4. a. This movie (sujet) focuses (verbe) on the experience of a slave (complément).
b. This movie focuses on the experience of a black (adjectif portant sur woman) woman (nom utilisé
comme adjectif) slave, named Sethe.
• This movie focuses on the experience of a black woman slave, named Sethe, who escaped to Ohio
from a Kentucky plantation in 1856 (proposition relative dont l’antécédent est black woman slave
named Sethe).
• Based on the Pulitzer prize-winning novel by Toni Morrison (proposition elliptique équivalente à
which is based on), this movie focuses on the experience of a black woman slave, named Sethe, who
escaped to Ohio from a Kentucky plantation in 1856.
5. Réponses libres. On fait parcourir un chemin exactement inverse par rapport à celui qui a été
parcouru dans l’exercice précédent.
CORRIGEZ-VOUS
6. When Fred left for work that morning, she made the promise to her wife. “Promise me you will
not cross the river, Fred,” she said. Fred agreed but he was not very happy. “I know which I am
doing!” he thought.
When he arrives at the cotton field, he saw his friend, Mary, on the other side of the field. She was
carrying a bag very big. “I must help her,” Fred thought, “This bag is too heavy for him.” And he
walked towards her. He did not have time to see the plantation manager which immediately came
with his whip. Fred was taken back at the plantation.
YOUR PROJECT Set up an exhibition
p. 155
148
Cette exposition, que nous proposons en projet de fin de séquence, pourra se tenir soit au CDI –
si on a eu l’accord du documentaliste – soit dans un autre lieu, selon les disponibilités.
Le travail a été largement préparé par les Actions! tout au long du chapitre et, surtout, par le
Writing Workshop, dont l’objectif est l’organisation d’un panneau d’exposition.
Les sujets que nous proposons dans le Step 1 sont des suggestions. Il n’est pas indispensable
que tous soient ouverts. Mais il est important que les groupes d’élèves se consacrent à des
sujets différents pour que les uns tirent bénéfice du travail des autres.
ART HISTORY CORNER Slavery in the Arts
pp. 156 & 157
Nous ne proposons pas de « corrigé » pour cette double-page, qui constitue une sorte de
catalogue qui donne des pistes aux élèves. Ces derniers pourront faire leur choix pour conduire
des recherches, qu’ils partageront avec leurs camarades.
pp. 158 & 159
COMPREHENSION
Questions
1. The narrator is a young slave girl. She tells about how she learned to read and write.
2. Her family: “No one ever spoke of my father or mother.”
Her looks: “My complexion was almost white.”
Her daily life: “It was Hannah do this and Hannah do that.”
Her dream: “I had a desire for knowledge [ . . . ] I determined to learn.’’
3. “Slaves were slaves to him. [ . . . ] he regarded them not as men and women, but in the same light
as horses or other domestic animals.”
4. “My dream was destined to be realized. One day…” (l. 45)
5. – Her colour and origin: she is an old white woman, from the North (the wife of a sand digger).
– Her position towards slavery: she is a northern woman, and has no prejudices against birth, or
race, or condition.
– What she did for Hannah: she taught her to read.
6. If you want something hard enough, you can make it happen.
EXPRESSION
ORAL EXAM TRAINING
COMPREHENSION
My Ancestors Were Slaves Owners
http://kuer.org/post/woman-comes-terms-her-familys-slave-owning-past
TRANSCRIPTION
Journalist – Yesterday, we heard from a black man who was surprised by just how much he was
burnt by discovering the details in his ancestors’ lives
Today we hear from a white woman whose ancestors wre on the other side of the story.
Kate Byroade – My name is Kate Byroade. I live in West Hartford Connecticut and my six words are :
“Slavery’s legacy broke my family pride.”
Journalist – “Slavery’s legacy broke my family pride.” Those are the six words from Kate Byroade
and our colleague Michele Norris is here to talk about the meaning behind them.
Hi Michelle,
Michele Norris – Hi Steve
Journalist – OK. So What is the back story here?
Michele Norris – Well, let’s talk a little about Kate Byroade.
149
She is a librarian. She has two daughters. She now lives in New England but her family history
reaches back to the American South. And as we unpack her six words, “Slavery’s legacy broke my
family pride.” we should really focus on that last word: pride.
Journalist – Why?
Michele Norris – Well, for two reasons.
First Kate Kate Byroade is proud of the fact that she has surrounded herself with all kinds of
diversity: she lives in a diverse neighbourhoood; she attends a diverse church. Her kids go a diverse
Girl Scout troops. That’s really important to her.
But there’s a different kind of... I guess more complicated pride based on family lore.
She’s always known that her family has owned slaves in the South. Where the pride comes is the
fact that the family took some sort of comfort in the idea that the slaves that worked for them were
treated better than most. Their slaves were treated well. This is the story that she heard over and
over again, especially from her southern grandmother.
Kate Byroade – She was matter-of fact that the family had owned slaves in the past but emphasized
we did not come from a plantation-type family and that our slaves has been trusted house servants.
At first that seemed OK to me because it was OK to her. But eventually I understood that the
domination of another person’s free will was unacceptable. We are very shy in this culture about
calling out the great wickedness of slavery, and we should not be. We must not be.
EXPRESSION
couverture.
UNIT 9 Sport Is More Than Just a Game
p. 160
‘‘Myths and heroes’’
PROBLÉMATIQUE : What is the social significance of sports culture in the UK?
Comme l’indique le titre de cette unité, nous verrons quel est le rôle du sport au Royaume-Uni – un
jeu comme pour le reste du monde, certes, mais aussi beaucoup plus : un véritable fait culturel avec
ses exigences morales et ses excès moins positifs. Le football en sera la référence essentielle, mais
d’autres sports seront aussi abordés au fil des documents.
Menu de l’unité
CULTURAL BACKGROUND Sports in the UK
Une double-page qui propose des informations sur l’importance du sport au Royaume-Uni :
historique, jeux de paris, pratique, événements, etc.
VIDEO FILE Number One, at Last!
Un reportage sur le rôle du cricket dans la psyché des Anglais.
SOUND FILE Do Athletes Make Too Much Money?
Une conversation argumentée sur une question que l’on se pose souvent.
150
TEXT FILE 1 Why Do We Love Football?
Trois témoignages sur ce que représente le football pour un Anglais.
TEXT FILE 2 Fallen Idols
Un article sur des idoles du sport qui ont déçu leur public.
WRITING WORKSHOP How to design a homepage
Une étape indispensable pour préparer le projet de fin de séquence.
LANGUAGE WORKSHOP Grammar Le gérondif (V-ing) ; le past perfect – Vocabulary Le
vocabulaire du sport et de la compétition
SKILLS TRAINING Prononcer et entendre : l’accentuation et l’intonation
Comment produire une intonation qui ait du sens.
YOUR PROJECT Create a website to present typically British sports
TECHNOLOGY CORNER
Trois articles qui abordent différents outils technologiques au service du sport.
EXAM TRAINING Written and oral exams: compréhension et expression.
OUVERTURE
p. 161
On pourra utiliser cette illustration pour aborder le thème du sport – en particulier du sport
collectif. On veillera à laisser à la classe le soin de proposer des pistes de commentaires.
Le professeur répondra aux sollicitations des élèves pour le vocabulaire. Si les élèves manquent
d’inspiration, on se contentera d’indiquer quelques pistes.
A rugby match in a stadium. Players in the foreground with blue and red sweatshirts. Spectators in
the background. The painting gives an impression of dynamism: some players are holding the two
main contestants at arms’ length, hoping to take hold of the ball. We can think that camaraderie
naturally comes with this sport because no single player can win a match. It takes a team’s spirit.
CULTURAL BACKGROUND Sports in the UK
pp. 162 & 163
1. WHAT DO YOU KNOW ABOUT . . . SPORTS MARKETING?
Les questions d’argent sont importantes dans le sport et nous les aborderons à plusieurs
reprises dans le chapitre.
Les élèves devraient trouver les réponses sans difficulté. Pour ne pas passer trop de temps sur
cette activité, on pourra utiliser la fonction drag and drop dans l’eWorkbook.
a. Sports marketing includes the management of sports events, the sponsorship of athletes and the
construction of stadiums.
b. Its most important sources of money are: ticket sales and TV broadcast rights.
c. The number of people with sport-related jobs in the UK is estimated at over 400,000.
d. Sport is in the top 15 industry sectors in England, above motor vehicles and telecoms services.
151
e. Players get extravagant sums of money to wear clothing, or do TV commercials or photos for
advertisements.
2. A NATION OF BOOKMAKERS
Ce podcast aborde la présence des boutiques de paris en Grande-Bretagne, phénomène qui est
étranger aux élèves puisque les paris sont assimilés à des jeux d’argent et, à ce titre, contrôlés
par l’État. À noter que, depuis 2010, les jeux en ligne sont autorisés mais qu’ils ne recueillent
pas, ou pas encore, de grosses mises.
Avant d’aborder l’écoute de ce podcast, on élucidera les mots bet et bookmaker’s en faisant
observer l’image.
1. A synonym for “bookmaker’s”: betting shop.
2. 8,500: number of betting shops;
– 2.1: number of Britons who gamble online;
– 650: number of pounds (£) that the British spend on gambling.
3. At a betting shop, you can easily place a bet on Manchester United. Bets are also taken via the
Internet or phones, with SMS.
4. The British bet on football, horse racing, cricket, rugby, tennis, and golf.
5. Other examples of events people may bet on: the probability that man will land on Mars, or that it
will snow on Christmas Day, or the outcome of political elections, or the winner of reality television
contests.
Transcription
In many countries, bookmaking is illegal – but it is legal in the United Kingdom. There is a large
market in the UK for gambling at betting shops – or bookmakers’ – or on various websites.
There are about 8,500 betting shops and it is estimated that about 2.1 million Britons gamble
online; the online sports betting market is estimated to be worth £650 million.
The British will bet on anything: the probability that man will land on Mars, or that it will snow on
Christmas Day, or the outcome of political elections, or the winner of reality television contests.
Betting shops are everywhere. You can place a bet on Manchester United as easily as you can buy
bread. Bets are also taken via the Internet or phones, with SMS.
Most of the bets at betting shops or online are on sporting events. The English are passionate about
football – this is what attracts the majority of betting interest; but they also bet on horse racing,
cricket, rugby, tennis, golf, etc.
3. THE SPORTS THEY LIKE
Quels sont les sports les plus populaires en Grande-Bretagne ? C’est à cette question que
répond ce texte court et simple.
1. Football is compared to “fish and chips”, an iconic meal in Britain.
2. The British think England is football’s real home because it is in Britain that the rules of the game
were codified in 1963. And the Football Association was founded in Britain.
3. Sports and sports events quoted:
– rugby;
– cricket;
– golf (the Open Championship Golf);
– horseracing (the Grand National Horse Racing);
– tennis (Wimbledon tournament);
– (Motor racing) the F1 British Grand Prix.
4. règles: rules – fondée: founded – équipes: team; courses de chevaux: horse racing – événements:
events.
152
4. BRITISH SPORTS BY NUMBERS
Réponses libres : ce tableau de chiffres est le support de la tâche ci-dessous (Action!).
Action!
Organize a guessing contest
NIVEAU A2 du CECRL Interagir avec une aisance raisonnable dans des situations bien structurées. Poser des
questions, répondre à des questions dans des situations prévisibles.
L’aspect ludique de cette micro-tâche réclame une stricte gestion du temps. Les chronomètres seront
bienvenus.
VIDEO FILE Number One, at Last!
p. 164
Une incursion dans le domaine du cricket, ce sport que peu de Français connaissent et qui est
pourtant, en termes de nombres de pratiquants, le second sport au rang mondial.
Cricket is played between two teams of eleven players. At the centre of the field, there is a
rectangular pitch. The bowler delivers the ball to the batsman who attempts to hit the ball with
his bat away from the fielders so he can run to the other end of the pitch and score a run.
The game is played by 120 million players worldwide. Cricket was invented in England in the 16th
century. It developed to be the national sport. The British then exported cricket to all the countries
of the British Empire, so that it is popular in Australia, India, the West Indies, and South Africa.
BEFORE YOU WATCH
1. Il est probable que peu d’élèves connaissent les arcanes du cricket, mais on pourra soit leur
donner quelques éléments d’information (voir notre introduction), soit leur faire faire des
recherches sur ce sport.
NOW WATCH
eWorkbook
3. The new title the England cricket team has just won: The best test match team in the world.
4. They defeated India.
5. They want to win every match so they can be the best team in the world.
6. The two stressed words that refer to England’s defeats:
– demolition by the West Indies;
153
– humiliation by the Australians.
7. The English felt humiliated and defeated.
8. The sports mentioned are: football, rugby and tennis. They were all invented by the English.
9. A lesson on what it means to be English:
– accepting defeat with good grace;
– applauding those who have become much better.
10. We can guess the British have a sense of honour./They are good sports.
11. The two verbs used by the man to describe the feelings of the British in the past are hoping and
expecting.
12. He says: “Let’s enjoy the winning now.”
13. The little boy symbolizes the future.
14. The two assets (atouts) that he illustrates: talent and youth.
15. The journalist’s conclusion: because there are talented children in our clubs, we can hope a
bright future for English sports.
RECAP
cahiers.
3. The past: the England cricket team had been demolished by the West Indies and humiliated by the
Australians.
Now: Britain has won over India; so they are number 1 (for the first time in 30 years)!
4. In the past, cricket fans were good sports: they accepted defeat with good grace and applauded
the winners (a lesson on what it means to be English).
5. Now cricket fans are going to expect success, be proud of their team.
REACT
7. A national team’s performance has an impact on the country: we have the example of France in
1998 or Germany in 2014. People feel proud.
Transcription
Image
1
The two TV hosts introduce the
subject
Cricket field with images of
young players playing cricket
and parents watching.
Interview of two boys in jerseys.
154
Son
It’s been a long time coming but England cricketers are, at last,
able to claim the title of being the best test match team in the
world.
The latest winner of India which they competed on Saturday
means they’re at the top of the official rankings for the first
time. SO what does it mean to a new generation of fans?
Graham Satchell went to find out.
Astwood Bank Cricket Club in the West Midlands.
It’s been going since 1843.
Make no mistake: For some, England being the best test side in
the world is huge. They want to win every match so they can be
the best team in the world.
2
TV commentator (off)
Someone throws the cricket ball
and shouts (he has won the
point).
Defeats.
Close-up on TV Commentator.
3
- Two male cricket players
One man interviewed
- Young Ellis Browning and other
older children playing cricket.
(TV commentator / voix off)
It’s been a long wait for England fans and years of pain.
Demolition by the West Indies, humiliation by the Australians.
For so long England, the last man. Watching England over the
last thirty years or so has almost become an object lesson in
what it means to be English. Things like accepting defeat with
good grace and, as for other sports like football, rugby, tennis, I
could go on, it also means applauding those who’ve become
much better at games that the English invented.
I think we’ve had so many years, probably all my life, of never
expecting to win, always hoping to win, but never expecting to.
Now we expect to, and it’s going to be quite a shock when we
start to lose but let’s worry about that later and enjoy the
winning now.
This is three-year old Ellis Browning. He’s got all the shots.
England wants to stay number one for years to come. There is
talent and youth in clubs like this that might just make it
happen.
ACTION!
Interview a friend about a sporting event
Graham Satchell BBC News, Redditch.
NIVEAU A2 du CECRL Répondre à des questions simples et réagir à des déclarations simples dans un
entretien.
NIVEAU B1 du CECRL Conduire un entretien préparé, vérifier et confirmer les informations, bien qu’il lui
soit parfois nécessaire de demander de répéter si la réponse de l’interlocuteur est trop rapide ou trop
développée.
Les productions attendues sont personnelles. On proposera aux élèves de changer de rôle au bout de
quelques minutes (l’intervieweur devient l’interviewé) et on les encouragera à enregistrer leur
conversation.
SOUND FILE Do Athletes Make too Much Money?
p. 165
La conversation enregistrée a trait à un sujet souvent débattu : le salaire des stars du sport. Les
élèves trouveront dans ce document un exemple d’argumentation.
Forbes list of the world’s highest-paid athletes: pay in million dollars.
#1 Floyd Mayweather (Boxing): $105
#2 Cristiano Ronaldo (Football): $80
#3 LeBron James (Basketball) $72.3
#4 Lionel Messi (Football): $64.7
#5 Kobe Bryant (Basketball): $61.5
#6 Tiger Woods (Golf): $61.2
#7 Roger Federer (Tennis): $56.2
#8 Phil Mickelson (Golf): $53.2
#9 Rafael Nadal (Tennis): $44.5
#10 Matt Ryan (American football): $43.8
BEFORE YOU LISTEN
1. The photo shows a swimmer with his goggles and bathing cap. He seems to be diving into a pool of
dollars. This montage illustrates the topic of the document: athletes and money.
155
2. Réponses libres. Les élèves citeront sans doute les salaires astronomiques versés à certains
footballeurs.
NOW LISTEN
eWorkbook
2. Réponses libres
3. Take down notes about the survey the host mentions.
Question asked: Do sports stars make too much money?
Answers:
63% of the people interviewed think get paid too much.
37% think they deserve the money they get.
4. Like 63% of the people interviewed, she thinks athletes make far too much money.
5. Nurses, doctors, teachers
6. They contribute to society more than sports stars do.
7. They are heroes.
8. Refuse, sign, autograph, sell and profit.
9. She heard a sports star refusing to sign an autograph because his autograph might be sold at a
profit.
10. She says it is ridiculous.
11. Like 47% of the people interviewed, he thinks athletes deserve the money they get.
12. TV rights – T-shirts – tickets
14. 1. Their career is short.
2. Sport has become entertainment, so they should make as much money as movie stars.
3. They bring in a lot of revenues because they have fans who buy T-shirts, etc.
4. They can be inspiring – many support charities (helping children, fighting famine, raising money for
medical research).
RECAP
cahiers.
4. It is a well-known fact that some athletes make a lot of money. Their pay can be compared to that
of pop stars or cinema idols. Top athletes get big money from sponsors, fans, television, advertising,
etc. The question is: do they make too much money or not? In a recent study, 63% of the people
interviewed answered “Yes” while 37% said “No”.
156
5. The arguments for a positive answer: people who are important to society, like nurses, doctors,
teachers, etc., earn very little compared to the money athletes make. Then many sports stars just
don’t care about their fans;
– the arguments for a negative answer: they deserve it because their career is short and they are
talented; sport has become entertainment and many people watch their games, buy their T-shirts,
buy tickets to follow them, listen to them on radio–so they bring in a lot of revenue. Then sports
stars can be inspiring: many support charities.
REACT
On encouragera les élèves à donner leur avis.
Transcription
Host – Do sports stars make too much money? In a recent survey, 63% of the people interviewed
answered “Yes, they get paid too much” while 37% said “No, they deserve the money they get.”
What do you think Sarah?
Sarah – Oh, I think athletes make far too much money, especially footballers. I think that people like
nurses, doctors, teachers... earn very little compared to the money athletes make. Sports stars are
considered as heroes by their fans… but many of them just don’t care about their fans. I heard one
refusing to sign an autograph. He said: “Not my autograph. You’d sell it and make a profit off my
name.” It’s ridiculous.
***
Host – It is a controversial topic. What do you think, Michael?
Michael – I know a few top athletes get multimillion salaries. Top athletes get big money from
sponsors, fans, television, advertising, etc. – but I think they deserve it. Their career is short – often
less than ten years. And sport has become entertainment – so, why shouldn’t athletes make as much
money as movie stars or pop stars? They are talented, and they perform on the world’s stage. And
then, many people watch their games, buy their T-shirts, buy tickets to follow them, listen to them
on radio – so they bring in a lot of revenue.
Sports stars can be inspiring to all of us. Quite a few of them support charities. Millions of dollars
from their pay checks go toward supporting causes like helping children, fighting famine, raising
money for medical research.
Host – Thank you Michael, Thank you Sarah.
ACTION!
Make a presentation about an athlete
NIVEAU A2 du CECRL Faire un bref exposé préparé, donner brièvement des justifications et des
explications pour ses opinions, ses projets et ses actes.
B1 : Pouvoir faire un exposé simple et direct, préparé. Donner brièvement les raisons et explications
relatives à des opinions, projets et actions.
Les exposés seront réalisés en deux parties :
– une présentation (sport concerné, brève biographie et exemples de réussite) ;
– l’argent que gagne ce champion, éventuellement ce qu’il en fait.
On demandera aux élèves de faire un effort pour une prise de parole convaincante.
TEXT FILE 1 Why Do We Love Football?
pp. 166 & 167
Pour déterminer la place du football dans la société britannique, nous avons choisi trois
témoignages qui nous ont semblé significatifs : celui d’un joueur, celui d’un spectateur et celui
d’un dirigeant de l’équipe nationale.
157
BEFORE YOU READ
On pourra laisser les élèves s’exprimer sans trop intervenir pour ne pas déflorer le travail qui
sera accompli dans l’Action!.
2. Les illustrations méritent que les élèves s’y attardent davantage, car leur commentaire
permet d’anticiper sur le contenu du document. On pourra garder pour la fin du cours le
commentaire de la bannière qui est au premier plan de la photo de droite, car elle reprend
nombre d’arguments développés dans les témoignages.
The photo on the left-hand page is a close up on spectators–during a match, obviously. The two
people in the foreground are smiling–a great action has probably just happened. Maybe their
favourite team has just scored a goal–or won the match. There is a person behind them that is
blowing into a trumpet and another person on the right who is beating a drum. So it must be very
noisy.
On the right-hand page, we can see a terrace reserved for Liverpool supporters. They are all wearing
red shirts, in the colour of their club. Many are waving banners with the name of their team and
others have banners with their traditional football song “You’ll never walk alone”.
NOW READ
eWorkbook
1. a. Andy Harper: former (Newcastle) football player;
b. Walled Abu Nada: football fan;
c. Roy Hodgson: manager of the England national football team.
FOCUS ON ANDY HARPER’S TESTIMONY.
3. People: players – fans – team – people;
Movement: movement – antics (the ball) – moves (it) – flows – rises and falls;
Sound: the noise and the buzz – the songs;
Atmosphere: electricity;
Fans: dynamism – passion.
4. The essential reason why Andy Harper loves football: it brings people together.
5. Another other noun that belongs to the same family as “divides”: division
FOCUS ON WALLED ABU NADA’S TESTIMONY.
7. The only thing that we, the 7 billion people living on earth, share, is our passion and love towards
our favourite football team.
158
8. The figures that Walled Abu Nada gives (1 universe, 8 planets, 204 countries, 804 islands, 7 seas, 7
billion people) show that football is universal.
9. Football fans’ actions: they kiss their team’s badge after scoring when they play with friends. They
support their team.
- Football fans’ feelings: they are proud, humble and loyal.
10. “Unfortunately.” means Malheureusement.
11. This word is contradictory with the contents of paragraph 1.
12. The “ugly sides” of football: abusive and racist chants, match fixing, cheating and dirty playing
13. The effect of the actions quoted above:
– on normal people: they make people hate football;
– on fans: they motivate fans to put an end to these ugly acts.
FOCUS ON ROY HODGSON’S TESTIMONY.
14. The key word in this paragraph is “culture”.
15. Football is mass culture whereas films, plays, books, operas are not for everyone.
16. Roy Hodgson loves football because he feels football is the culture of the English.
RECAP
cahiers.
4. Andy Harper is a former Newcastle player. He loves everything about football: the movement in
the game, the fans’ passion, the noise and the atmosphere (songs, buzz) and mostly the fact that
football brings people together.
5. Walled Abu Nada is a football fan. He quotes many figures to show that football is universal.
Being a football fan involves representing your team, kissing your team’s badge after you score when
you’re playing with your friends, being proud to support your team, being proud but humble after
each victory and loyal after each defeat.
The beautiful sides of football: it is life. It is what the whole world has in common; the ugly sides of
football: abusive and racist chants, match fixing, cheating, and dirty playing.
6. Roy Hodgson is the manager of the England national football team. He considers football very
special because it is mass culture.
REACT
7. The key word in this sentence is our culture. What Roy Hodgson means is that football belongs to
every single Englishman.
WORK ON WORDS
1. Contraries: victory: defeat – fall: rise – beautiful: ugly – clean: dirty – proud: humble – cheat (be)
loyal.
2. Equivalents: ancien: former – cinéma: films – pitreries: antics – partager: share.
3. Unfortunately: un- (prefix); fortune (root); -ly (suffix).
Unnaturally – unpleasantly – unrealistically – unwillingly.
4. Athletics – physics – arithmetics – acoustics – electronics – geopolitics, etc.
Transcription
Andy Harper is a former football player. He loves everything about football. He thinks it brings
people together.
Walled Abu Nada is a football fan. He thinks football is what is in common between all the people of
the world. But he mentions the ugly side of the beautiful game: abusive and racist chants, match
fixing, cheating and dirty playing. He says football is life.
Roy Hodgson is manager of the England national football team. He thinks football is part of Britain’s
culture. It is popular culture.
Action!
Discuss: why do you/don’t you love football?
159
NIVEAU A2 du CECRL Faire face à des échanges courants; poser des questions, répondre à des questions et
échanger des idées et des renseignements sur des sujets familiers.
NIVEAU B1 du CECRL Exprimer sa pensée sur un sujet abstrait ou culturel. Exprimer des opinions personnelles
et échanger de l’information sur des sujets familiers.
Dans cette discussion informelle, les élèves sont invités à exprimer leur propre opinion – sujet qui a
déjà été abordé dans la phase Before you read. Le document qu’ils ont lu pourra leur faciliter la tâche.
TEXT FILE 2 Fallen Idols
p. 168
Cet article fait référence à des sportifs de haut niveau qui ont atteint le sommet de la gloire
avant une chute vertigineuse. L’exemple le plus frappant est celui d’Oscar Pistorius, athlète sudafricain amputé des deux jambes, qui a fait l’admiration du monde entier avant d’être inculpé
puis condamné pour le meurtre de sa compagne (homicide involontaire).
Epigram is the University of Bristol’s independent student newspaper.
1. – Tiger Woods: a golfer who cheated on his wife;
– Lance Armstrong: a cyclist who won the Tour de France seven times before he was convicted of
using performance-enhancing drugs;
– Oscar Pistorius: a Paralympian champion who was convicted of homicide in the death of his
girlfriend.
2. Ryan Giggs and Ashley Cole were also found cheating on their wives.
3. – Perhaps we should not look into their private lives but their behaviour is shocking because
top athletes are role models–and they make a lot of money out of being role models.
4. Armstrong had cancer before he won the Tour de France. But he was found to tale illicit
substances.
5. All the men quoted in this text used to be idols: top champions, admired worldwide for their
sports achievements. But their glory has been tarnished by their wrong doing–which also tarnished
their respective sports.
6. Both texts have to do with sport, but text 1 deals with a sport–namely football–whereas text 2
deals with sportsmen. Text 2 echoes l. 29 and 30 (the beautiful game has an ugly side).
7. Walled Abu Nada would feel angry. He loves football so much that he would like everything and
everybody to be “beautiful” about it.
Action!
Write a paragraph about a “fallen idol”
NIVEAU A2 du CECRL Faire une description brève et élémentaire d’un événement, d’activités passées.
NIVEAU B1 du CECRL Raconter une histoire en décrivant ses sentiments et ses réactions dans un texte
simple et articulé.
Pour accomplir cette tâche, les élèves ont un modèle (le paragraphe 3) et le plan attendu. On les
encouragera à choisir d’autres fallen idols que celles qui sont citées dans le texte.
WRITING WORKSHOP How to design a homepage
p. 169
160
1. a.
General presentation
header
Side panel
Footer
b. The header (en-tête) is a combination of text and images that usually appears at the top of each
page.
In the top of the page, you generally find the name of the site.
The footer (pied de page) is the bottom of the page. You generally find elements such as the
copyright, links to important pages (contact, name of the company, icons to social networks, etc.). It
is usually repeated on each page.
The side panel (menu latéral) is a menu composed of hyperlinks that present the content of each
page and enables you to reach the page you want to go to.
Hyperlinks (liens hypertexte) are words or icons you click on to open another page or site.
Often, there is a general presentation of what people will find on the site.
On pourra aussi proposer aux élèves de trouver des maquettes de pages d’accueil en tapant ces
mots clés : free + homepage + templates.
2. On invitera les élèves à faire des recherches pour découvrir les sports britanniques
emblèmatiques, mais il est possible, pour gagner du temps, de leur proposer la liste sur laquelle ils
travailleront dans le projet (p. 173).
Naviguer sur Internet en s’interrogeant sur l’ergonomie des différents sites rencontrés leur
permettra également d’avoir leurs propres idées pour la construction de pages d’accueil originales.
3. Cette page sera utilisée, dans le cadre du projet p. 173, pour regrouper les différentes pages créées
par les élèves. On proposera donc à chaque groupe de venir présenter ses propres choix à la classe,
de façon à sélectionner la page d’accueil qui sera effectivement utilisée.
LANGUAGE WORKSHOP
pp. 170 & 171
GRAMMAR
Le gérondif (V-ing)
Rappelez-vous
On transforme un verbe en nom avec la terminaison –ing. Exemple : reading, la lecture.
Allez plus loin
1. a. Being proud to support your team is part of life. (sujet)
b. Match fixing, cheating, and dirty playing can make any normal person hate watching football.
(sujets et complément [watching])
c. The British love supporting their team. (complément)
2. Elle est un nom car elle est le complément de hate ; elle est un verbe car elle a elle-même un
complément (football).
161
Exercises
1. Writing: l’écriture – mountain climbing: l’alpinisme – canoeing: le canotage – smoking: le fait de
fumer – training: l’entraînement – camping: le camping (faire du camping, à ne pas confondre avec
camping site : un camping) – shopping: le fait de faire des courses.
2. a. I love running.
b. I think boxing is a violent sport.
c. Skiing is not a very British sport.
d. Being proud of one’s team is very important.
e. Motivating fans is what Andrew Harper has managed to do.
Le past perfect
Rappelez-vous
Pour mettre un verbe au past perfect : auxiliaire had + participe passé
Allez plus loin
1. a. In 2009 the world learnt (1) that Tiger Woods had cheated (2) on his wife on various occasions.
b. In an interview with Oprah Winfrey, Armstrong confessed (1) that he had used (2) illegal drugs.
c. Armstrong’s performances were (1) even more amazing as he had fought (2) cancer.
d. In 2014, Oscar Pistorius, who had inspired (2) so many people, was found (1) guilty.
2. Le past perfect signale que l’action s’est passée avant celle qui est exprimée au prétérit.
3. Faites un repérage temporel: Voir les numéros 1 et 2, ci-dessus.
4. On emploie le past perfect pour parler d’une action qui est antérieure à un moment passé.
Exercises
1. a. I went to see a baseball game for the first time. I had never seen a ball game before.
b. He arrived late for practice yesterday. It had already begun.
c. They played tennis yesterday. They were not very good at it. They had never played before.
d. She invited us to watch the game but we couldn’t come. We had arranged to do something else.
2. They had bought –they had fallen – they had given – they had had – they had made – they had lost
– they had taken – they had written – they had paid – they had left.
3. a. For years, many people had suspected Armstrong’s use of performance-enhancing drugs.
b. He went to his basketball practice yesterday but there was nobody. He did not know that the
session had been canceled.
c. The cricket game last weekend was great. I had never seen one before.
d. By 2010, Beckham had won everything there was to win in football, and became a father for the
first time.
4. a. By age 18, she had already won several cups.
b. They were fans of cycling until they learnt that Armstrong had used drugs.
c. Before his trial, Oscar Pistorius had proved that disabled athletes could become icons.
d. He had played at Manchester all his career when he decided to change clubs.
GRAMMAR GAME
Talk about what you did
Cette activité d’entraînement pourra venir conclure la réflexion sur la forme had V-en.
En faisant travailler les élèves en petits groupes, on démultiplie le temps de parole de la classe.
VOCABULARY
Exercises
1. a. lose
c. the finish line
b. defeat
d. success
2. a. You can win a match/a prize/a cup/a tournament/money/a game, etc.
b. You can win/watch/appreciate/train for/play a game.
162
c. Spectators can support (a team)/cheer/applaud/kiss (their team’s badge)/clap their
hands/chant/shout, etc.
3. Training: entraînement; trainer: entraîneur; trainers: chaussures de sport – support: soutenir;
support: soutien; supporter: supporter – winner: gagnant – beginner: débutant; beginning: début –
owner: propriétaire – start: début; starter: démareur/entrée (restaurant) – loser: perdant; loss: perte.
4. Réponses libres. Pour cette activité, un travail collectif au tableau est enrichissant.
SKILLS TRAINING Prononcer et entendre : l’accentuation et l’intonation
p. 172
L’objectif ce cette page est de sensibiliser les élèves à la question de l’accentuation et de
l’intonation. Un mot mal accentué devient incompréhensible pour un anglophone. Par ailleurs,
en faisant prendre conscience aux élèves des problèmes de tension et d’élision, on leur apprend
à mieux comprendre l’anglais oral. Comme nous le soulignons dans le premier paragraphe, il
faut presque toujours deviner les éléments non accentués comme les mots grammaticaux.
En ce qui concerne l’intonation, l’objectif est, en particulier, de leur faire découvrir les liens
entre intonation et sens.
Notons que les élèves ont accès aux enregistrements avec les flashcodes.
YOUR PROJECT Create a website to present typically British sports
p. 173
Notons que les élèves trouveront des aides très utiles et intéressantes en allant sur Internet
avec ces mots clés : create a website.
Step 1 – Ces sports ont été choisis pour leur aspect emblématique de la culture sportive
britannique. Les élèves interagissent pour se mettre d’accord sur le sport qu’ils souhaitent
présenter. On veillera, dans la mesure du possible, à ce que les groupes travaillent sur des
sports différents.
Step 2 – Sélectionner, extraire et classer des informations pertinentes dans texte sont des
capacités que l’on se doit de développer chez les élèves. On les encouragera donc à éviter les
simples copier-coller, pour privilégier une prise de note qui leur permettra une écriture plus
personnelle et plus synthétique, davantage en adéquation avec le type de support proposé.
Step 3 – Il s’agit pour la classe de préparer un site qui regroupera les productions de chaque
groupe. On sera donc vigilant quant au nommage des fichiers, de façon à éviter les problèmes
techniques qui pourraient survenir à cause d’un manque de rigueur dans la gestion des sources.
L’insertion de liens hypertextes est simple, mais les élèves pourront au besoin se référer à l’aide
en ligne de leur traitement de texte pour effectuer cette opération.
Step 4 – Il est certain que l’utilisation de logiciels spécialisés pour la création de sites permettra
d’obtenir des résultats plus satisfaisants, mais l’utilisation d’un simple traitement de texte avec
insertion d’images et de liens hypertextes permettra de gagner du temps et de la simplicité
dans la mise en œuvre.
Mettre le site réalisé en ligne, par le biais du site du lycée par exemple, permettra de donner à
ce travail une dimension sociale particulièrement motivante pour les élèves, qui pourront ainsi
montrer à leurs familles les productions réalisées et la façon dont la langue est mise en action
dans leurs cours.
163
TECHNOLOGY CORNER
pp. 174 & 175
pp. 176 & 177
COMPREHENSION
Questions Doc. 1
1. This document is a poem.
2. The characters are a child and his mother: ‘‘Mom, I’m going to be a star’’ and ‘‘I love you child
[ . . . ]’’.
3. ‘‘I love you child for what you are’’ and ‘‘It’s time for you to learn to read”.
4. The child has big dreams about the future: he wants to be a star.
5. – The child wants to be a millionaire. True: ‘‘I will make a million dollars.’’
– The child wants to be a very famous football player. True: ‘‘All the fans will shout my name’’ and
‘‘Generating hoots and hollers’’.
– The child wants to become a pop star. Doesn’t say.
6. The mother lets her child dream but she says that she will always love her child, whether or not he
becomes a star.
Questions Doc. 2
1. This article deals with children’s career ambitions.
2.
Career dream
Before
Nowadays
Teaching
4%
15%
Being a footballer
Being a pop star
12%
11%
Being an actor
11%
3. ‘‘Today’s celebrity culture’’ and ‘‘Children see footballers on TV and their lives look exciting,
glamorous, and fun.’’
4. a. Wayne Rooney is the living example that anybody can be a sports star. Wrong: ‘‘Wayne Rooney
is not on the pitch at Old Trafford by chance. He has incredible talent, determination and has put in
years of hard work.’’
b. Kids often don’t realize what it takes to be a sports celebrity. Right: ‘‘It is hard for them to realize
that they are the end product of a lot of ingredients including talent and hard work.’’
Questions – Docs 1 and 2
1. The title that corresponds to both documents: Children’s dreams.
2. The child in doc. 1 would answer to the questions of the survey mentioned in doc. 2: ‘‘I want to be
a football star.’’
164
EXPRESSION
Pour l’évaluation de l’expression écrite, on pourra utiliser la grille qui figure dans le site
Internet.
ORAL EXAM TRAINING
COMPREHENSION
Sport is Great
http://learnenglish.britishcouncil.org/en/britain-great/sport-great-part-1
0:00 to 1:40
Transcription
Journalist – Britain is a sport loving nation. It’s the birth place of some of the world’s favourite
sports including cricket, rugby and football. And it’s the home of some of the world’s most iconic
sporting venues.
From world class football stadiums and formula one circuits, to the greatest arena of all, an Olumpic
village... Britain has it all.
This is Silverstone circuit, one of the world’s most famous motor sports venues. Every year,
hundreds of thousands of fans come here to watch some of the most exciting sporting events on the
planet. Over the last sixty years, this circuit has changed with the times and its most recent
development is a new pit and paddock called the Silverstone Wing.
Richard Philips is the managing director of Silverstone. He oversees everything that takes place
here.
So what would you say to someone who has never been to a race before?
Richard Philips – I think you’ve got to come to Silverstone.
We have the biggest and most knowledgeable crowd in the world.
Three hundred and twenty-five thousand people over the weekend at the Grand Prix, the biggest
outdoor event in the country.
Journalist – All the great British names have driven here: Nigel Manson, Lewis Hamilton, Jenson
Button... and me – I have always wanted to drive a Ferrari. And what better place to do it than the
home of British motor sports?
Racing instructor Chris Ward is going to give me a high-speed driving lesson.
EXPRESSION
couverture.
165
Précis grammatical
1. ADJECTIFS
p. 180
p. 181
1. a. I have a new big blue wooden house.
b. She has a beautiful old white wedding dress.
c. We have a new friendly brown young puppy.
d. He gave her a big box of horrible cheap chocolates.
e. She gave him some trendy pink woolen socks.
2. a. boring. b. entertaining. c. bored. d. interested. e. depressed.
3. a. I know an Englishman who is a French teacher.
b. He is not strict enough with his pupils.
c. But he is rather nice.
d. The English travel a lot.
2. ADVERBES
p. 182
1. a. “Will you be coming with me?” I asked hopefully.
b. “I won’t, unless you do what I want,” she said angrily.
c. I started to feel seriously afraid.
d. So, I quickly decided what I’d do.
2. a. I like tea very much.
b. She speaks English fluently.
c. He speaks so quietly.
d. I always go to Spain in the summer.
e. I go to the gym daily.
3. a. I hardly know Pat.
b. I hardly ever see her.
c. We hardly ever talk on the phone.
d. She hardly has any friends.
3. ARTICLE 
p. 183
1. a. a train. b. train. c. Trains d. a train
2. a. My favorite colour is the yellow.
b. I go to the school at 8 a.m. every day.
c. What time do you go to the bed?
d. I stay at the home on Saturdays.
e. I love the August best of all the months.
3. a. Canada is a wonderful country.
b. She likes blue. It's the colour of her eyes.
c. Wood is a noble material.
d. At what time is lunch served?
e. Will you be at home tomorrow night?
4. ARTICLE A/AN
1. a. a; b. a; c. a; d. an; e. a; f. a; g. an; h. an; i. a; j. an.
166
p. 184
2. a. an; b. an; c. one; d. an; e. an.
5. ARTICLE THE
p. 184
1. a. the; b. ; c. ; d. the; e. the.
2. a. What do you do? – I’m a teacher.
b. Do you teach the English?
c. No, I don’t. I teach the maths.
d. Is it a difficult job?
3. a. I prefer travelling by train.
b. Queen Elizabeth was crowned in 1952.
c. I’ll go either to Africa or to the United States this summer.
d. On Mondays, I have an English lesson, and then I play tennis.
6. AVENIR (RÉFÉRENCE À L’)
1. a. Shall; b. Shall; c. Will; d. Will; e. will; f. shall.
p. 185
2. a. Why are you turning on the television? I'm going to watch the news.
b. I have lost my wallet. I don’t have any money. I am going to lend you some.
c. Why are you carrying that ladder? I'm going to paint my house.
d. Everything is planned. I'm going to be on holiday for a few weeks.
e. That’s a great idea. I'm going to come with you.
3. a. It’s too cold here!  I’ll close the window.
b. I haven’t got a cardigan.  No problem, I’ll lend you one.
c. If it rains  I’ll take my umbrella.
d. I am tired.  I’ll go to bed.
4. a→2. b→5. c.→6. d→4. e→7. f→1. g→3.
7. BE
1. a. Is he tall?
b. Was she here yesterday?
c. Is there a dog in the house?
d. Is your grandmother very old?
e. Are you 16?
2. a. Oui
b. Non
3. a. Is there a chair in this room? — Yes there is.
b. Are you cold? — No, I'm not.
c. Is your dog dangerous? — Yes he/she/it is.
d. Is your mother hungry? — Yes she is.
e. How old are you? — I'm 18.
p. 186
c. Non
d. Oui
4. a. This is a nice blue hat.  verbe lexical
b. Are you being stupid?  auxiliaire
c. We’ve been away for two weeks.  verbe lexical
d. Are you 19 or 20?  verbe lexical
e. Were they allowed to enter the building?  auxiliaire
167
5. a. I know you are right.
b. You are always right–at least, this is what you are saying.
c. You are lucky.
d. Let’s go out for lunch. I’m very hungry.
8. COMPARAISON
1. a. My sister, Mandy, is older than me.
b. But she is better at school than I am.
c. My brother Bill is younger than I am.
d. He is noisier than me and my sister.
e. He is faster than we are.
p. 188
2. a. My computer is more modern than yours.
b. My house is not as big as yours.
c. My new sofa is more comfortable than yours.
d. This book is better than Harry Potter.
e. You are nicer than I am.
3. a. Our town used to be clean. Now, it’s getting more and more dirty.
b. Computers used to be expensive, but now they’re getting less and less expensive/cheaper and
cheaper.
c. Our neighbour used to be very nice, but now he’s getting more and more unpleasant.
d. Cars used to be slow, but now they are faster and faster.
4. a. He is the saddest boy I know. He is always crying.
b. She does a lot of running. She is more energetic than I am.
c. It was the worst holiday I ever had. It was awful.
d. I laughed for two hours. It was the funniest film I had ever seen.
5. a. He is bad. He is the worst person I know.
b. She is good. She is the best person I know.
c. That woman is old. She is the oldest woman I know.
d. That dog is dangerous. It is the most dangerous dog I have ever seen.
e. That book is not interesting. It is the least interesting book I have ever read.
6. a. She is the brightest girl in the class.
b. This book is the better of the two.
c. This is the least interesting task I have to do.
d. This is the smallest dog I have ever seen.
e. It is not as nice as my dog./It is less nice than my dog.
9. DÉMONSTRATIFS
1. a. this; b. This; c. This; d. That; e. that.
p. 189
2. a. Those; b. these; c. these; d. this; e. these.
3. a. Look at this cake. It looks delicious.
b. I ate a cake like that last week and it wasn't very good.
c. A chocolate cake, that's what I want.
10. DISCOURS INDIRECT
168
1. a. He said he was proud to be among us.
b. He said he was coming from his hometown.
c. He said he had spoken to a group of protesters the day before.
p. 190
2. a. My parents have bought a nice new house.
b. It is very close to where we were.
c. They are moving in tomorrow.
d. I'II be able to come and visit you easily.
e. I will take you out often.
3. a. He asked me how long I was going to stay there.
b. He asked me where I came from.
c. He asked me if I knew anybody there.
d. He asked me who was going to put me up.
e. He asked me if I had any goods to declare.
f. He asked me if I was aware I could not import fresh fruit.
4. a. He advised me to take my warmest clothes.
b. He asked me to send me a photo of my family.
c. He reminded me not to forget to bring my camera.
d. He asked me not to tell my friend I was coming.
11. DO
p. 191
1. a. Question: Does Hilary cook fantastically?
Négation: No, she doesn't cook fantastically.
b. Question: Does she make lots of cakes?
Négation: No, she doesn't make lots of cakes.
c. Question: Does she like cooking?
Négation: No, she doesn't like cooking.
d. Question: Did she make a chocolate mousse yesterday?
Négation: No, she didn’t make a chocolate mousse yesterday.
e. Question: Does she do her job very well?
Négation: No, she doesn't do her job very well.
2. a. makes; b. does; c. makes; d. done; e. do.
3. a. I'm going to make tea.
b. Do you do a lot of sport? Yes, I do.
12. DURÉE
c. My neighbours make too much noise.
d. Léo never does his room.
p. 192
1. a. for; b. for; c. since; d. since
2. a. There are twelve months in a year.
b. Three months ago, I went to the seaside.
c. I have been waiting for his return for two months.
d. Two years ago, she changed jobs.
3. a. How long have you known Benji?
b. I have known him for five years.
c. In fact, since he arrived in France.
d. Before he came, he lived in England for two years.
e. We have worked together since the beginning of the year.
13. ÉNONCES À DEUX VERBES
1. a. agree  to + V
b. avoid  V-ing
c. can’t stand  V-ing
d. decide  to + V
e. expect  to + V
f. feel like  V-ing
p. 193
169
g. give up  V-ing
h. want  to + V
2. a. Jane enjoys swimming in the sea.
b. Bill can’t stand doing sport.
c. He prefers climbing mountains.
d. He wants Jane to come with him.
e. But she refuses to do dangerous sports.
i. enjoy  V-ing
j. promise  to + V
3. a. I can't bear waiting.
b. I asked him/her to help me.
c. He refused to carry my luggage.
d. He loves taking the plane.
e. He doesn't remember locking his car.
14. EXCLAMATION
1. a. What are you talking about?
b. What a lot of money they have!
2. a. What; b. How; c. What; d. How; e. What.
c. How much money do they have?
d. How fast he’s driving!
3. a. He is so nice.
b. He is married to such a beautiful girl.
c. They get on with each other so well.
d. They have such a big dog.
e. They have so many friends.
15. HAVE
1. a. Yes, I am. b. No, he isn’t. c. Yes, I have. d. Yes, they did. e. No, there aren’t.
p. 195
2. a. J'ai passé un très bon moment.
b. Il a toujours tort.
c. Je prends une douche tous les matins.
d. Elle ne prend jamais de petit déjeuner.
e. Mon frère a 16 ans.
1. a. yesterday  prétérit
b. 10 years ago  prétérit
c. already  present perfect
d. yet  present perfect
e. this morning  prétérit
f. this year  present perfect
g. last year  prétérit
h. at half past five  prétérit
16. HAVE + V-EN
2. a. What did you do yesterday night?
b. How long have you been living here?
c. How long has it been raining?
17. HYPOTHÈSE
a. I’d be surprised if they came.
b. They might be late.
c. I’d so much like to see you tomorrow.
p. 196
d. I never saw that when I was in New York.
e. He has been working here for twenty years.
3. a. He lost the book I had given him for Christmas.
b. I went to the concert you told me about.
c. John had already been there for two hours when I arrived.
d. He told me he would come, but he did not turn up.
e. The next day she left, as she had planned.
170
p. 194
p. 196
d. If she had known, she wouldn't have corne.
18. IMPÉRATIF
1. a. If you are hungry, eat a sandwich.
b. If you are tired, have a rest.
c. If you are hot, take off your jumper.
d. If your feet hurt, sit down.
2. a. Listen to me.
b. Stop smoking.
3. a. Let's try and do this exercise.
b. Now correct your work.
19. MODAUX
p. 197
c. Do not eat sweets.
d. Do not cook in butter.
c. Go away at once.
d. Don't forget your book.
1. a. can’t - can b. Can - can c. Can - can’t - can’t.
p. 197
2. a. must; b. have to; c. have to; d. have to; e. must; f. must.
3. a. must b. can’t c. must d. mustn’t.
4. a. If he is not here, he must have a problem. I'm positive.
b. He may have forgotten. But it's very unlikely.
c. He might be ill. This can happen to anybody.
d. He might have won on the loto and not need to work.
e. He can't have won the prize. He doesn't gamble.
20. NOMBRES
p. 199
1. a. Forty thousand, six hundred and thirty-five.
b. Eight hundred seventy-six thousand, nine hundred and twenty-three.
c. Nine million seven hundred and thirty-nine thousand, nine hundred and thirty-one.
d. Four hundred and twenty-one million, nine hundred and twenty-eight thousand, five hundred and
eighty-one.
e. Nine hundred and seventy nine billion, eight hundred and sixty-three million, seven hundred and
eighty-five thousand, nine hundred and seventy-two.
2. a. four O four
b. ninth
c. nine O one
d. three 0 nine eight five two three O O one
e. seven hundred and sixty thousand, three hundred and forty eight pounds
3. a. I’d like to have two million pounds.
b. I have ten thousand pounds at the bank.
c. They have saved hundreds of dollars.
d. I'd like half of this cake.
e. Two thirds of the pupils have never been to the United States.
4. a. A quarter to ten a.m.
b. Ten to eleven a.m.
c. A quarter past eight.
d. Twenty-seven minutes past three p.m.
e. Twenty minutes past eight p.m.
f. Twenty-eight minutes to eleven p.m.
g. One minute to eight p.m.
171
21. NOMS
p. 200
1. Aunts: [s] – books: [s] – boots: [s] – boys: [z] – clashes: [iz] – cousins: [z] – glasses: [iz] – houses:
[z] – papers: [z] – parts: [s] – passes: [iz] – phones: [z] – races: [iz] – sports: [s] – tables: [z].
2. a. I have bought beautiful pairs of jeans.
b. The children had nice white mice in their pockets.
c. The ladies gave me pence.
d. The men took my knives to cut tomatoes.
3. a. My luggage is heavy!
b. Would you have some more information about him/her?
c. She has blond hair.
d. Have you heard the latest piece of news?
e. I like fruit for dessert.
4. a. Give me your luggage.
b. The TV news is not good.
c. I like your furniture very much.
d. Vegetables are good for your health.
e. I’m going to give you a piece of information.
22. PASSIF
1. c. It was made in the USA.
d. It has been well received by the critics.
p. 201
2. a. The body of Lord Arthur was found in the lounge.
b. The police were called at 7.
c. The murderer will be arrested soon.
d. Lord Arthur must have been followed home.
e. I was not told the truth.
3. a. Jenny was seen in a white car this morning.
b. It was driven by a tall black man.
c. I was told he was her father.
d. He is said to be very rich.
e. The dishes must be done before he is back.
4. a. My brother would be happy is he was invited at your birthday party.
b. Yesterday, he was interviewed for a Summer job.
c. He may be offered a permanent job in September.
d. If everything works out all right, he will be paid well.
23. POSSESSIFS
p. 202
24. PRÉPOSITIONS
p. 203
1. a. his b. her c. their.
2. a. mine. b. yours c. theirs.
1. a. at; b. to; c. in; d. on; e. on; f. to; g. from.
2. a. of; b. of; c. for; d. at; e. of; f. with; g. at.
172
3. a. I wasn't able to answer the teacher.
b. I need to see you this afternoon.
c. What does the exam paper consist of?
d. I depend on my parents right now.
e. She looks like her mother.
4. a. The friend I play tennis with can’t play today.
b. So I’m going to try and call the boy I talked to you about last time.
c. You know, the one who has a racket he was so proud of.
d. This is a game I am not at all interested in.
25. PRÉSENT SIMPLE
1. a. He drives a taxi.
b. She writes romantic novels.
c. She teaches maths.
d. He programs software.
e. She makes dresses.
3. a. What does he do on Sundays?
b. He works in a big cinema in London.
c. He sells tickets and ice-cream.
d. What time does he get home?
e. He gets home at 3 in the morning.
2. a. Oh, does he work in your school?
b. Oh, does he often save people?
c. Does she work in an office?
p. 205
d. Oh, do they like it?
e. Oh, does he make good cakes?
26. PRÉSENT BE + V-ING
p. 205
1. Verbes que l’on peut employer aux deux présents : (b.) do, (c.) eat, (e.) meet, (g.) walk et (i.) run ;
verbes que l’on emploie seulement au présent simple : (a.) believe, (d.) hate, (f.) like et (h.) prefer.
2. a→A; b→A; c→B; d→A; e→B; f→B; g→B; h→A; i→C; j→B.
3. a. What are people doing in the street?
b. They are waiting for the bus.
c. They take the bus every day.
27. PRÉTÉRIT SIMPLE
d. I am working hard at the moment.
e. I am going on holiday next week.
p. 206
1. Begin: began – break: broke – drive: drove – leave: left – sleep: slept – speak: spoke – start: started
–think: thought – want: wanted – work: worked.
2. a. Did Brendon teach mathematics?
b. Did Jenny speak English?
c. Did Candy fly to Washington?
d. Did the situation become worse?
e. Did Mary steal a bag?
3. a. No, I wasn't.
b. No, he didn't.
c. No, he wasn't.
d. No, we weren't.
e. No, they didn't.
4. a→1; b→1; c→2; d→1; e→2.
28. PRÉTÉRIT BE + V-ING
1. a. I was sleeping when a noise woke me up.
b. I was sure that someone was walking in the room upstairs.
c. I switched the light on and the noise stopped immediately.
d. I thought it was some pigeons that were walking on the roof.
e. I felt relieved and went back to sleep at once.
p. 207
173
2. a. When I arrived, he was getting ready to get out.
b. When he saw me, he opened the door.
c. While I was doing my homework he was playing with the computer.
d. I was cleaning the house when someone rang at the door.
29. PRONOMS PERSONNELS
1. a. He; b. him; – you; c. She; d. She; e. her.
p. 208
2. a. myself; b. yourself; c. himself;. d. themselves.
3. a. each; b. herself; c. ourselves; d. each other.
30. PROPOSITIONS CIRCONSTANCIELLES
p. 208
a. so that; b. though; c. where; d. when; e. because.
31. PROPOSITIONS COMPLÉTIVES
p. 209
1. a. He said that he loved her.
b. The strange thing is that he doesn’t like chocolate.
2. a. what; b. what; c. who; d. when; e. who.
3. a. It's strange that he should arrive so early.
b. If you should see him, tell him to call me.
c. It's incredible that he should say that.
32. PROPOSITIONS INFINITIVES
1. a. He told me to sit there.
b. The twins asked us if we looked alike.
c. Their mum expected them to clean up the mess.
d. Susie persuaded her sister to tidy up.
e. Mum did not allow me to go out.
2. a. Tell your father to do the shopping.
b. I want you to do the washing up.
33. PROPOSITIONS RELATIVES
p. 209
c. They will force you to work harder.
d. Ask you teacher to explain you again.
1. a. Robert Hanssen was an American spy who has had a very quiet life.
b. Robert Hanssen is an American citizen whose wife is Russian.
c. Robert Hanssen, whose own children never suspected anything, was never proved guilty.
d. His house, which is very large, had a nice front garden.
2. a. when; b. which; c. What; - which; d. which; e. who; f. which.
3. a. I met the man whose story you told me about.
b. The student whose marks are the best will get the prize.
c. It is a prize you can be proud of.
4. a. I arrived on a Tuesday, the day when Americans voted.
b. The White House is where the President lives.
c. California is a state where many Mexicans live.
d. It’s the reason why Spanish is spoken in many places.
174
p. 210
34. QUANTIFIEURS INDÉFINIS
1. a. We have not had any dinner.
b. There is not any sun today.
c. There are not any children in our group.
d. We do not have any money.
e. They do not have any friends.
p. 211
2. a. I don't eat many vegetables.
b. I don't drink much beer.
c. I don't have much time at the weekends.
d. I don't have many friends in this city.
e. You cannot find much information on this website.
f. There isn't much furniture in this house.
3. a. some; b. anything; c. nothing;. d. anyone; e. somewhere; f. anywhere.
35. QUESTIONS
1. a. Where; b. When; c. How old; d. How many; e. How long; f. Whose; g. Who.
p. 212
2. a. How often do you go to Michigan?
b. How far is it from here?
c. How long is the flight?
d. How much is it?
e. How many times have you met your cousins?
3. a. What are you listening to?
b. Who did you go with?
c. What are you the most proud about?
d. What attracts you most in this project?
e. What are you talking about?
f. Who called you this morning?
g. Who will you be taking with you?
36. RELATIONS ENTRE LES NOMS
1. a. Airport building
b. Car park
c. Building site
2. a. The robber walked across the front garden.
b. He threw a brick through a ground floor window.
c. He went upstairs to the bedroom.
d. Garden furniture
e. Town centre
f. Bus driver
p. 212
3. a. Un verre de vin : a glass of wine. Un verre à vin: a wine glass.
b. Un verre à eau : a water glass. Un verre d’eau : a glass of water.
4. a. Anne’s blue jumper; b. her friend’s dress; c. her boyfriend’s pink trousers before.
5. a. She is driving her parents' car.
b. He is playing his girlfriend's piano.
c. They are going on a week's holiday.
6. a. I’m wearing the John’s new coat.
b. Everybody likes clothes’ John John’s clohes.
c. You should try mums mum’s cake. It’s delicious.
175
37. USED TO + V
p. 213
38. V-ING
p. 214
a. She used to smoke.
b. They used to spend a lot of money.
c. I used to run every morning.
d. They used to go out with each other.
1. a. By working hard in the evenings.
b. By cooking healthy food.
c. By going to bed early.
d. By doing the housework.
e. By joining a gym club.
2. a. in; b. on; c. of; d. on; e. to.
3. a. surprised; b. boring; c bored; d. tired; e. tiring.
Imprimé en France par Dupli-Print – Dépôt légal : juillet 2015
Collection n° 03 – Édition n° 01 – N° d’impression : 2015063999
23/3337/6
176

BoardingPass_EP1 complet

Transcription

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