Unit 2.indd

Transcription

Unit 2.indd

UNIT 2 The New Americans
Notion : Espaces et échanges
• Activité langagière dominante : compréhension de l’oral
• Activité langagière associée : expression orale
FINALITÉ ET ORGANISATION GÉNÉRALE DU PROJET
Le thème général

Le thème de ce chapitre, les nouveaux immigrants aux États-Unis, s’inscrit dans la notion « Espaces et
échanges ». La problématique à laquelle on apportera des éléments de réponse au fil des quatre doublespages est la suivante : « Quelles sont les aspirations des nouveaux Américains ? »
Les documents proposés à l’étude sont de nature variée : témoignages issus de reportages vidéo ou d’émissions radiophoniques, extraits de romans et articles de journaux, graphiques… Ils permettent :
− de comprendre que les États-Unis ont été et sont toujours une terre d’immigration,
− de dresser plusieurs portraits de nouveaux arrivants aux aspirations différentes,
− de mesurer l’impact de chaque immigrant sur la société américaine,
− de mieux comprendre l’esprit américain.
En fin de parcours

• Évaluation de l’expression orale en interaction :
− tâche : prendre part à un débat radiophonique sur les nouveaux Américains.
• Évaluation de la compréhension de l’oral :
− tâche : choisir un invité pour une émission télévisée.
• Évaluation
dans les cinq activités langagières :
− compréhension d’un témoignage
− expression orale autour de la notion « Espaces et échanges », en particulier sur ce que les immigrants
apportent au nouveau pays dans lequel ils s’installent,
− lecture et compréhension de plusieurs documents (extrait de roman et de documentaire)
− rédaction d’une entrée de journal intime et d’un dialogue argumentatif
Parcours culturel

Parcours culturel
Documents
Notion :
• Espaces et échanges
Thème :
Les nouveaux Américains : le « rêve américain » est-il
toujours vivant ?
Problématique :
→ Quelles sont les aspirations des nouveaux
Américains ?
→ Destination, les États Unis → pp. 34-35
A Nation of Nations
Radio Interviews, Personal stories
Documentary, Ellis Island
→ En quête d’une nouvelle vie → pp. 36-37
“A shot at the American Dream”
NPR radio, “Immigrants hope their American
Dream is not fading “
The “ Dream Act”
→ Une intégration réussie → pp. 38-39
Chang Rae Lee, “I wasn’t unwelcomed”
Documentary, “Renewed hope”
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→ Le rêve américain : toujours vivant → pp. 40-41
Fareed Zacharia,
“I still believe in the American Dream”
Stratégies pp. 44-45
Laundromat becomes an English classroom”
Culture file : Immigrant communities → pp. 48-49
Eavan Bolan, The Emigrant Irish
Margaret Regan, The Death of Josseline
Entraînements et évaluations

Activités langagières
• Comprendre les
points principaux d’une
expérience personnelle
• Comprendre les points
clés dans un reportage
télévisé
Poser/répondre à
des questions sur une
expérience personnelle
• Comprendre des
informations et des
opinions dans un article
de presse
• Comprendre les faits
principaux, l’identité
des personnages, leurs
actes et leurs motivations
dans des témoignages
personnels et des textes
littéraires
Tâches d’entraînement
Stratégies
Évaluations finales
Tâche 1 :
Comprendre
Après quelques
Prendre part à un débat
un monologue
recherches, rédiger une
entrée pour un livret de
→ pp. 44 - 45 radiophonique sur les
nouveaux Américains
présentation du musée de
l’immigration à Ellis Island
→ p. 35
Tâche 2 :
Choisir un invité pour
une émission télévisée
Faire un bref exposé
pour présenter et
→ p. 46
commenter une photo
→ p. 37
Rechercher et
échanger des informations
sur des personnalités
américaines d’origine
étrangère
→ p. 39
Entraînement
Évaluation
Discuter la définition
de l’expression « le rêve
américain » dans le but
Compréhension
de rédiger un tweet
de l’oral
4 situations d’évaluation
→ p. 41
→ p. 50
→ p. 47
Outils de la langue

Words
• Immigration → p. 35
• Obstacles and Success → p. 35
• Work → p. 36
• Feelings → p. 36
• Integration → p. 39
• Achievements → p. 39
• Can-do spirit → p. 41
• Prosperity / Want → p. 41
• Mots composés → p. 17
Prononciation
Grammaire
• Rythme et formes faibles à → p. 42
et →
p. 17
p → Précis de prononciation 7 p. 219
• Want, would like, expect sb to…
p. 18
→ p. 43 et →
g → Précis grammatical 22 p. 210
• Accentuation des mots composés
→ p. 42
• When / If... → p. 43 et →
p. 18
g → Précis grammatical 20 p. 208
• Terminaisons en -ion → p. 42
Déroulement de la séquence : les supports et les différents parcours possibles

L’ensemble du parcours permet aux élèves d’explorer la thématique des « nouveaux Américains » en lien avec
la notion « Espaces et échanges » et de s’entraîner à la réalisation des tâches finales dans les deux activités
langagières plus spécifiquement visées. Cependant, conscients des contraintes horaires, nous proposons
dans le tableau ci-contre un parcours d’une durée maximale de 8 séances, évaluation comprise, qui tout
en permettant une exploration partielle mais substantielle de la thématique, les préparera également à la
tâche finale prévue pour l’activité dominante en compréhension de l’oral.
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Sont indiqués dans le tableau ci-dessous :
• en grisé, les supports et activités incontournables nécessaires à la réalisation de la tâche finale dans
l’activité langagière dominante du chapitre : Guest selection for a talk show.
•
ce picto signale les documents que les élèves pourront étudier à la maison, en autonomie, avant la
mise en commun en classe.
• en blanc , les autres supports et activités proposés que le professeur pourra choisir d’étudier en fonction
de sa classe et du temps dont il dispose.
Ces activités peuvent être effectuées à la maison, par la classe entière ou un groupe d’élèves, et suivies
d’une mise en commun classe entière. Elles peuvent aussi être utilisées pour les cours d’approfondissement en option.
Les activités sur la langue (Language Tools, manuel pp. 42-43) et sur les Stratégies (manuel pp. 44-45)
seront menées à mesure de l’avancée dans le chapitre, en fonction des documents et des tâches choisis
par le professeur et des besoins des élèves.
PAGES INTRODUCTIVES
p. 32
Destination America
A Nation of Nations
p. 34
Personal stories
p. 35
Recap
p. 35
p. 35
Training Task 1: A presentation leaflet
In search of a better life
A shot at the American Dream
p. 36
Immigrants hope their dream is not fading
p. 36
The Dream Act
p. 37
Recap
p. 37
Training Task 2: Picture commentary
p. 37
Successful integration
“I wasn’t unwelcomed”
p. 38
“Renewed hope”
p. 39
Recap
p. 39
Training Task 3: Faces of America
p. 39
Keeping the American Dream alive
p. 40
Recap
p. 41
p. 41
Training Task 4: Tweeting the Dream
Language tools
p. 42
Stratégies
p. 44
Final Task 1: Take part in a radio programme about the New Americans
p. 46
Final Task 2: Guest selection for a talk show
p. 46
p. 47
Évaluations
Fiche Recap

Mise à la disposition des élèves dans le Workbook →
p. 19 ou sur le site
www.didierpassword.fr.
Cette fiche récapitulative permet d’effectuer une trace écrite (de préférence sous forme de notes) à l’issue
des différents Recaps et de faire la synthèse en fin de chapitre, de manière à se préparer activement à
l’épreuve orale du baccalauréat :
• noter ce que l’on a appris,
• progresser dans la découverte de la problématique,
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• établir les liens avec la notion au programme et
d’autres chapitres traitant la même notion.
Les élèves peuvent la remplir hors classe suite à
l’étude de chaque double-page et elle peut être utilisée pour le récapitulatif de début d’heure suivante.
Dans l’optique de la préparation au baccalauréat,
cette fiche servira de support aux élèves pour s’entraîner à la présentation orale de la notion. En effet,
les réponses aux questions des Recaps (voir les
suggestions dans les pages suivantes) permettent
aux élèves de bâtir peu à peu leur prise de parole
en inscrivant le thème du chapitre dans la notion
plus vaste d’« Espaces et échanges ». En fin d’étude,
ils auront ainsi développé des idées sur lesquelles
appuyer leur présentation.
Voir aussi Entraînement
manuel p. 30.
PAGES INTRODUCTIVES
Objectifs

• Permettre aux élèves de rentrer dans la problématique du chapitre en illustrant ce que peut éventuellement recouvrir le titre : The new Americans.
• Amener les élèves à s’interroger sur les conséquences de l’immigration pour les pays et pour les
immigrants eux-mêmes.
Analyse du document d’ouverture

Une couverture du célèbre magazine américain,
Time. On y voit le visage en gros plan d’une femme
imaginaire créé entièrement par ordinateur, synthèse
des portraits des personnes d’origines diverses qui
figurent à l’arrière-plan. Le caractère « mosaïque »
(assemblage de parts disparates faisant un tout
esthétiquement équilibré) de ce portrait ainsi que le
titre et les sous-titres posent clairement le visage de
l’Amérique, société multiculturelle capable d’intégrer ses immigrants. Le travail de synthèse de
l’ordinateur peut évoquer le melting pot, ce creuset
qui façonne et « mélange » harmonieusement les
individus dans la société où ils vivent.
On introduira ici du lexique tel que multicultural
society ; immigrants ; shaping the country ; mix of
races and cultures.
Forme de travail

Collective.
Suggestions de mise en œuvre

Étape 1
Travail méthodologique sur la composition de
l’image. Attirer l’attention des élèves :
− dans un premier temps, sur l’arrière-plan et faire
expliciter ce qu’évoquent pour eux ces visages multiples ;
− dans un second temps, sur le visage au premier
plan et le texte. Les amener à remarquer que cette
femme est une création virtuelle.
Faire émettre des hypothèses sur les différents
aspects du visage de la jeune femme. S’attarder à
nouveau sur la composition de la photo pour faire
émerger l’implicite :
→ Compare the background and the foreground: what
do they symbolise?
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Expression orale,
Manuel pp. 32-33
Productions possibles :
• This is the cover of an American magazine
called Time. Apparently, it is a special issue
whose headline is “The New Face of America”.
• Judging from the headline, we can guess this
document deals with immigration to the US
nowadays.
• In the subtitle, the words immigrants, shaping
and multicultural involve the diversity brought
by immigrants which has shaped/formed American history and politics.
• In the background, we have a multitude/a
large number of faces which all look different,
men or women’s faces with dark or fair hair
and dark or fair skin… All of them give the US
its unique multicultural society.
• The focus of the photo is the portrait of a
young woman who looks quite familiar and
attractive. She has a placid smile.
• However if we take a closer look, we notice
her features are quite ambiguous. In fact, it is
a curious combination/mixing of Asian, African, Middle Eastern and Anglo-Saxon traits.
We learn that this woman is not real. She was
created by a computer by mixing/blending
all the people from various geographical and
cultural origins who live in the US.
• As the portrait is not a real one, we can wonder
if such a blend of different races really exists.
N.B. : les mots ou expressions soulignés peuvent
résulter de l’étoffement des productions au cours des
échanges.
Étape 2 :
Faire le lien entre la couverture de Time et le titre
The New Americans.
• This woman is the typical representation of
the sort of descendant/offspring that is likely
to emerge in this multicultural society.
/…/
/…/
• All the ethnic groups are mixed/melted in one
face with harmony: it is the perfect symbol/illustration of the melting pot where all the different
cultures are mixed.
• This document perfectly illustrates the diversity
of the American society: a changing society / a multicultural society and depicts the fusion of different
nationalities, ethnicities and cultures.
Destination America
Manuel pp. 34-35
1. A Nation of Nations Analyse des documents

• Une page d’accueil du site Destination America
incluant des photos, un quiz que les élèves pourp. 11 ou sur
ront remplir dans leur Workbook →
www.didierpassword.fr., une introduction présentant quelques données historiques, telle que la date
1965, qui a amené un changement considérable dans
l’histoire de l’immigration américaine (cette date sera
reprise dans le quiz, question n°10), et différentes
rubriques. Certaines de ces rubriques apparaissent
sous forme de questions sur les différentes époques
et raisons de la venue aux États-Unis d’immigrants
de toutes origines.
• Des données statistiques
Le graphique n°1 « en barres » permet de répertorier les différentes vagues d’immigration sur une
période de cent ans. On peut faire les constatations
suivantes :
- les grandes vagues d’immigration du XXe siècle
sont, en chiffres, à peu près équivalentes à celles
du début du XXIe siècle, ce qui tend à montrer
qu'aujourd'hui comme hier, les États-Unis sont
une terre d’immigration ;
- au début du XXe siècle, la quasi-totalité des
immigrants venait d’Europe ;
- au début du XXIe siècle, la tendance s’est inversée : une très faible minorité d’immigrants est
d’origine européenne. La plupart des arrivants
aujourd’hui viennent d’Amérique Latine et d’Asie ;
- la période correspondant à la Seconde Guerre
mondiale enregistre l’immigration la plus faible,
le système de quota de 1921-1924 ayant considérablement ralenti les arrivées aux États-Unis ;
- l’immigration repart dans les années 1960, certainement grâce à l’abolition du “Quota System”
par le président Lyndon Johnson ;
- de plus, l’abolition du “Chinese Exclusion Act” en
1943 et la guerre du Vietnam entre 1964 et 1975
ouvrent les portes au monde asiatique ;
- tout au long du XXe siècle, les lois sur l’immigration ont tantôt été favorables pour les immigrants
d’origine latino-américaine en raison des besoins
en main-d’oeuvre bon marché, et tantôt plutôt
drastiques pour limiter leur arrivée.
Manuel p. 34
Le deuxième graphique en « camembert » insiste
davantage sur l’origine des immigrants : on pourra
constater qu’en 2010, environ la moitié des immigrants étaient d’origine mexicaine et asiatique – la
plus forte proportion concernant les Mexicains.
- les immigrants Mexicains et leurs descendants
constituent de fait l’une des communautés les
plus importantes des États-Unis, et certainement
l’un des groupes les plus influents. La proximité
des États-Unis par rapport à leur propre territoire
(3200 km de frontières communes), l’image attractive du « mode de vie US » ainsi que la situation
économique du Mexique ont contribué à attirer de
nombreux migrants Mexicains ;
- en ce qui concerne les Asiatiques, la loi de 1965,
en posant comme critère d’admission la possession de qualifications, a eu pour effet l’arrivée de
nombreux cadres et techniciens originaires d’Asie,
notamment dans les domaines de la science et
de la médecine. Par ailleurs, la fin de la guerre
du Vietnam en 1975 a également entraîné une
vague importante de réfugiés admis aux ÉtatsUnis pour raisons humanitaires et politiques. Les
immigrants d’origine Asiatique se répartissent
de manière à peu près équivalente entre ressortissants originaires de l’Inde, des Philippines et
de la Chine, suivis de près par le Vietnam et la
Corée du Sud.
- le reste (Other) regroupe entre autres le Canada,
Cuba, des pays d’Amérique du Sud et quelques
pays d’Afrique.
En cas d’étude à la maison
• procéder à la phase d’anticipation, question
1, classe entière,
• demander aux élèves de faire à la maison,
le quiz correspondant à la question 2 et de
se préparer à reformuler oralement ce qu’ils
ont compris,
• leur demander d’étudier les graphiques en
prenant quelques notes, de manière à pouvoir
les commenter en classe entière
5
Lexique

Pas de difficulté majeure grâce aux nombreux mots
transparents. Le mot pegged (sur la page d’accueil
de Destination America, à la fin de l’introduction)
peut être inféré en contexte, notamment avec les
pourcentages.
Formes de travail

1. individuelle ; 2. collective.
Accès au sens

1. a. Attirer l’attention des élèves sur les titres : A
Nation of Nations - Destination America et les faire
expliciter.
b. Leur laisser quelques minutes pour prendre
connaissance du document en autonomie. Puis
leur demander s’ils ont trouvé des réponses à leurs
questions. Mise en commun des premières réactions
sous forme de notes. La vérification des réponses
aux questions pourra faire l’objet d’une préparation
à la maison en faisant réaliser les activités proposées dans le Workbook →
• The United States appears to be a nation of
immigrants. It was the first destination for
immigrants in the past, it is a favourite destination for immigrants today and it may still be
the destination number 1 in the future.
• The 1965 Act certainly played a major role in
the immigration history.
• It marked a radical break from the immigration policies from the past.
• It opened the door to a fresh wave of immigrants whose entry was formely/previously
limited or refused/denied/not allowed.
• Today’s immigrants arrive from all parts of
the world.
• The first decade of the 21st century rivals/
competes the first decade of the 20th century
with nearly equal percentages that can be considered as significant in history.
• The USA remains a nation of nations.
Dates
Reasons for
immigrating
1851 - 1860
Potato Famine
1861 - 1870
Land of Opportunity
1871 - 1880
Religious Freedom
1881 - 1890
The Age of Steam
1891 - 1900
Southern Italians
1901 - 1910
Russian pogroms
WHY DID THEY COME?
- Freedom to worship:
A strong desire to create a new society in which they
could have a religious freedom.
- Freedom from oppression:
America offered the opportunity to make a new life
in a land that valued Liberty.
- Freedom from want:
Immigrants hoped to have a better quality of life with
a plot of land which was for them a means to survive
and become prosperous.
- Freedom from fear:
Escaping to America was not an option, it was a
matter of life and death for some immigrants.
- Freedom to create:
Immigrants collectively represented the single
greatest transfer of talent the world had ever seen.
TAKE THE QUIZ
Activité à réaliser avec les élèves en salle multimédia ou à faire préparer à la maison en reportant
les réponses dans le Workbook →
p. 11 ou sur la
fiche disponible sur le site www.didierpassword.fr.
Les réponses aux questions figurent sur le site
Destination America. La correction pourra se faire en
équipes en interaction. Un élève menant le quiz et
posant les questions, le reste de la classe divisé en
deux équipes concurrentes. Possibilité d’attribuer
des points pour les bonnes réponses mais aussi
pour la justification.
Corrigé
1. The correct answer is: b. A play with a
Romeo and Juliet style plot.
site
A. WEBQUEST H Workbook →
p. 10 ou sur le
Corrigé :
1. Search the website www.pbs.org/destinationamerica/ to find answers to the questions below:
WHEN DID THEY COME?
− Number of Europeans who came to the US between
1815 and 1915: 30 million Europeans.
− Dates:
6
The term “melting pot” came from a 1908 play
by English writer Israel Zangwill. The melodrama transposed the plot of Shakespeare’s
Romeo and Juliet to New York City, with the
star-crossed lovers now from Russian Jewish
and Russian Cossack backgrounds. In the
play’s climactic moment, the hero proclaims:
“Understand that America is God’s Crucible,
the great Melting-Pot where all the races
of Europe are melting and reforming! A fig
for your feuds and vendettas! Germans and
Frenchmen, Irishmen and Englishmen, Jews
and Russians – into the Crucible with you all!
God is making the American.”
2. The correct answer is: b. A nuclear chain
reaction
The Manhattan Project: The rise of Fascism in
Italy and Nazism in Germany led to a “braindrain” from Europe in the 1930s, as scientists
– many of them Jews– immigrated to the
United States to take up posts at American
laboratories and universities. Many of these
scientists participated in the Manhattan Project –the effort to create an American atomic
bomb. Italian Enrico Fermi was working at
the University of Chicago when he oversaw
the first controlled nuclear chain reaction,
which proved that an atomic bomb was a
practical proposition. News was transmitted
to the Manhattan Project’s leaders in a coded
message “The Italian navigator has successfully landed in the New World.”
3. The correct answer is: a. Land
Boomers and Sooners: In the 1870s, railroad
executives, real-estate speculators, and
would-be settlers—collectively known as
“Boomers” – lobbied the government to
allow non-Indians into unassigned land. In the
1880s, federal laws undermined the Indians’
right to the land they’d been promised. In
1889, President Benjamin Harrison signed
legislation opening up two million acres of
Indian Territory to settlement, on a first come,
first served basis. At noon on April 22 of that
year, some 50,000 Boomers raced into the
territory. Many of the 1889 Boomers, however,
found that others had snuck in before April
22 and staked out land claims. These “Sooners” as they were called gave Oklahoma its
nickname, the “Sooner State.”
4. The correct answer is: b. The Mormons
In 1827, Joseph Smith, of Palmyra in western
New York State, announced that the angel
Moroni had guided him to a buried set of golden plates engraved in “reformed Egyptian,”
which the 21-year-old Smith then translated
into English with the aid of special glasses.
According to Smith, the plates revealed that
ancient Israelites had traveled to North America thousands of years earlier. Further revelations led Smith to found a new sect in 1830,
which became known as the Mormons, from
the faith’s principal scripture, The Book of
Mormon. Today, there are more than 2.5 million
Mormons in America, and they comprise about
three-quarters of the population of Utah.
5. The correct answer is: c. Ayn Rand
In the spring of 1917, Russia’s government,
battered in World War I and beset by internal
unrest, collapsed. Czar Nicholas II abdicated in March, and a provisional government
took over. In October, the Bolshevik (communist) party seized power. The revolution was
followed by two years of bloody civil war as the
Bolsheviks successfully fought off challenges
from the forces of several White (anticommunist) groups. The war, and the famine that
followed, claimed perhaps 2 million lives and
created 1.5 million refugees, about 30,000 of
whom settled in America before the immigration restrictions of the 1920s went into
effect. One of those who was allowed out
of the country was Allisa Rosenbaum, who
managed to obtain a visa to visit relatives in
America in 1926 and never returned. Changing
her name to Ayn Rand she later authored the
hugely successful novels The Fountainhead
(1943) and Atlas Shrugged (1957).
6. The correct answer is: b. Roger Williams
A colony of a different kind was Rhode Island.
Founded in 1636 by Roger Williams, a minister
who had been banished from Massachusetts
because of his ideas on freedom of worship,
it was the first colony to guarantee religious
tolerance, and it provided a refuge for Quakers, Baptists, Jews and other non-Puritans.
7. The correct answer is: b. Cuban refugees
Mariel and the Balseros: In April 1980, Castro
announced that any Cuban who wanted to
leave the country could do so by way of the
port of Mariel. Between April and October,
when Castro closed the port, Cuban-Americans brought 125,000 people to Florida from
Mariel, many aboard small craft. Cubans
continued to flee to America, many of them
in ramshackle boats and rafts. An unknown
number of these balseros (raft people) died
in the attempt. Before 1994, Cubans who
reached Florida were allowed to stay, but
that year the Clinton administration changed
its policy in order to discourage the balseros.
Over the next decade, balseros intercepted by
the Coast Guard were sent to camps at the
U.S. Naval Base at Guantanamo Bay, Cuba.
8. The correct answer is: a. John Locke
The ideas of the English philosopher John
Locke had a profound effect on the political
development of the young United States. In
works like Two Treatises of Government (1690),
he rejected the prevailing view that rulers
derived their authority from God, and thus
were entitled to unlimited power. Instead,
Locke argued that all people possessed fundamental rights to life, liberty, and property, and
that it was the government’s duty to protect
these rights – a concept Thomas Jefferson
expressed in the preamble to the Declaration
of Independence more than three-quarters of
a century later: “We hold these truths to be
self-evident, that all men are created equal,
that they are endowed by their Creator with
certain unalienable rights, that among these
are life, liberty, and the pursuit of happiness.”
7
9. The correct answer is: c. Elizabeth Cady
Stanton
Most historians date the start of the struggle
for women’s suffrage in the United States to
1848, when Lucretia Mott and Elizabeth Cady
Stanton organized a conference at Seneca
Falls, New York. Out of this meeting came a
wide-ranging “Declaration of Principles” that
included legal equality for women and men,
as well as suffrage. The aftermath of the
Civil War split the small movement. In 1869
Congress passed the Fifteenth Amendment,
which guaranteed the right to vote to the newly
freed slaves, but it applied only to men. The
National Woman Suffrage Association (NWSA),
led by Stanton and Susan B. Anthony, argued
against ratification of the amendment unless
it guaranteed women the vote, too.
10. The correct answer is: c. Koreans
The first Korean immigrants to the United States
were about 7,000 young men who came to Hawaii
in 1903-1904 as laborers on the islands’ sugarcane plantations. Korean immigration rose in the
early 1960s, when special legislation gave work
permits to South Korean doctors and nurses.
Thanks to the 1965 reforms, which came about
the same time that the South Korean government
eased restrictions on emigration, a big wave
of immigration began in 1968. By 1980, about
350,000 Koreans had settled in America, rising to
800,000 in 1990 and 1.1 million in the early 21st
century. Today, 90 percent of Korean-Americans
are post-1965 arrivals or their children.
3. On amènera les élèves à découvrir ou à se remé-
morer les données factuelles concernant l’immigration Américaine (son histoire, les politiques
d’immigration menées dans le passé et la situation
actuelle). On insistera sur 1965, une date clé dans
l’histoire de l’immigration, et on pourra peut-être
2. Personal Stories
Analyse des documents

• Deux enregistrements de témoignages d’immigrantes venues aux États-Unis pour des raisons
tout à fait différentes : une jeune femme d’origine
Taïwanaise venue par ambition professionnelle mais
qui a du mal à s’adapter à la vie New-Yorkaise d’une
part, et une femme d’origine iranienne, réfugiée
politique. Elle aussi a rencontré des difficultés mais
se sent progressivement mieux intégrée bien que
son pays natal lui manque.
• Les photos sont les portraits de ces deux jeunes
femmes.
8
l’opposer à “the historic high of 15% in 1910” et au
“Quota System” de 1921-1924.
Amener les élèves à faire le lien entre les différentes
données chiffrées et les deux schémas (dates et
origines).
Commencer par la pratique des chiffres, des dates
et des nationalités. Faire comparer les deux graphiques. S’appuyer sur la phrase-exemple donnée
pour le second chart.
• The first document shows the different waves
of immigration from the beginning of the XXth
century to the beginning of the XXIst century.
• At first sight, we can notice that the beginnings
of the two centuries are quite similar in terms
of numbers.
• However, if we take a closer look, we notice
that the origins of the immigrants are different.
• At the beginning of the XXth century, the
majority/the greater number of people came
from Europe whereas today they mainly come
from Asia and Latin America.
• If we observe the second chart, we are given
more details about immigrants from Asia and
Latin America: in fact, immigrants from Latin
America is mainly come from Mexico and Asian
immigrants is mostly come from the Philippines, China and India, a few more coming from
Vietnam and South Korea.
• The Quota System from 1921-1924 slowed
down immigration but its repeal in 1965, as
seen before, brought considerable/significant
change in the history of immigration.
• We notice/observe that since the 1960s, the
number of immigrants has kept increasing.
Today, immigration has reached an unprecedented number / today the number of immigrants is bigger than ever making the USA the
first destination to start a new life. Manuel p. 35 –
CD1 Élève Piste 8
Transcription du document audio

fang-yi Sheu - 00:10 to 02:00
Fang-yi Sheu always loved to dance / but the
island of taïwan was too small for her ambitions
// she wanted to dance on the world stage /
which meant she had to leave her uncomprehending parents behind / and take her chances
in new york city // the art of departure chronicles her life / living as a star of the martha
graham dance company // if not for dancing /
would you ever have come to the united states
// no / I am a dancer / who dances in new
/…/
/…/
york / but I don’t know how to enjoy life in new
york // I don’t know what ‘life’ means to me in
new york // in new york / the only thing I do is
dance / happy and sad / I fight with myself every
day // dance and life will never be in one place /
no matter where I choose to stay / I will never feel
complete / because both of them are my dreams //
you had to move to new york / to become a
professional modern dancer / do you think
modern dance will flourish in taïwan / to the
point that future taïwanese dancers will have
/ plenty of opportunities in their homeland // I
want to believe that yes / it will one day / it may
take time / but one day/ I believe//
I see/ do you think your nostalgia / as you put
it / for taïwan / has any effect on your dancing/ perhaps as fuel for your emotions // yes
/ I am that kind of person // I don’t know how
to express myself / except through my body /
through dance / but I still miss home very much
// if I can wish anything / I’d wish for dance and
life / to be in one place //
would you encourage other artists to move to
new york to pursue their dreams // no / but I
will encourage them to follow their hearts and
their dreams / don’t give up too easily //
Farah Naficy - 02:06 to 04:10 ferdows naficy and her two daughters / mahnaz
and farah / became independent women in
america // when ferdows decided to emigrate to
the us / she opened the door for her daughters
to later join her in california //
after so many years in the united states / does it
finally feel like home / or will that designation
always belong to iran the country of your birth
and childhood //
as a teenager growing up in the united states in the
early 1960s / I sort of felt an outsider and longed
for a sense of belonging // my brother on the other
hand / felt immediately at home when he came
here and / has always taken great pride in being an
iranian-american / when I returned to iran for a
visit in 1968 / I quickly felt at home / and the visit
had an enormous influence on my later decision
to return to iran to live // when I returned to the
us in 1982, this time as a political exile / I gained
new respect for the democratic institutions of this
country / and in time / I felt more like home / but
the call of my birthplace is always there //
do you feel more like an immigrant / or an exile
/ in america //
I have lived my life in the us in two parts /
growing up / I lived the life of an immigrant
/ my mother having brought us here so many
years before // she took enormous pride in
being an iranian-american and / took her
citizenship very seriously / she instilled
this pride in us as well / but /I always felt /
/…/
/…/
somewhat apart from my peers // I longed for a
place that felt more like home / I followed that
call / and returned to iran on the eve of the revolution / after almost four years living there / I
returned / this time as a political exile / though /
well /I feel more at home now / than when I first
came /there is a part of me that will always feel
in exile / whether in the us or in iran // Lexique et phonologie

Pas de difficultés majeures, les différentes personnes parlent clairement et le lexique utilisé est
simple. À l’issue de l’étude de ce document, on
pourra entraîner les élèves avec l’activité des Language Tools Stress on compound nouns, manuel
p. 42, afin de les préparer à la production orale.
Formes de travail

1. collective ; 2. individuelle ; 3. exploitation en
groupes.
Accès au sens

1. Phase d’anticipation à mener rapidement. Laisser venir les différentes propositions et au besoin,
attirer l’attention des élèves sur le titre, les photos
et les noms des personnages, ce qui permettra de
remettre en mémoire et en « oreille » le contenu
lexical : achieve - exile - immigrants - hostility - discrimination - birthplace - homeland.
• Where do you come from? What’s your native
country? What’s your homeland? Do you miss
your native country, are you homesick?
• Why did you come to the US? Did you want
to start from scratch? Did you meet any difficulties?
• Did you find any obstacles to your integration?
Were the people hostile or welcoming?
• What dream did you want to fulfil/to achieve?
2. Première écoute du document dans son intégralité
pour trouver des réponses aux questions soulevées.
En cas de difficulté…
• Selon la classe, si les élèves ont encore des
difficultés à prendre des notes pendant l’écoute
en début d’année, faire d’abord écouter l’enregistrement jusqu’à la fin du premier témoignage, puis faire écouter la deuxième partie en
ménageant éventuellement un court instant de
prise de notes en fin d’écoute de chaque partie.
• Si les élèves sont à l’aise, on pourra procéder à la prise de notes pendant l’écoute,
modalité à laquelle il est bon de les entraîner
en vue de l’épreuve du baccalauréat.
9
3. a. En deux sous-groupes : deuxième et éventuellement troisième écoute du document.
Chaque sous-groupe se focalise sur l’un des aspects
développés en prenant des notes au fur et à mesure
de l’écoute.
b. Échanges au sein de chaque sous-groupe avant
présentation à l’autre groupe.
• Fang-Yi Sheu comes from Taïwan / is
Taïwanese whereas Farah Naficy comes from
Iran / is from Iranian origin. Both of them
moved to the US but for different reasons.
• Taïwan is an island off the Eastern Coast of
China.
• Iran, formely known as Persia, and now officially known as the Islamic Republic of Iran, is
a country in the Middle-East.
• Fang-Yi Sheu was very eager to succeed as a
dancer / her ambition drove her to emigrate to
New York. In fact, she’s a dancer but she wanted
to become a professional modern dancer. That’s
why she moved to New York, she hoped to fulfil
her dream.
• Farah Naficy followed/joined her mother
who wanted more independence, to the US
and settled in California. However, she didn’t
stay there. Farah returned to Iran when she
was an adult. In 1982, she had to flee/escape/
run away from her native country. She became
a refugee/an exile.
/…/
/…/
• Fang-Yi Sheu feels “happy and sad”. She
misses her homeland very much. She feels
homesick. She thinks she can’t be completely happy in New York although dancing is
her dream/her passion. She feels she doesn’t
‘live’ in New York. She’s only here for her job.
She wishes dance and life to be in one place.
• Farah Naficy has mixed feelings towards her
new country. When she was a teenager, she
didn’t feel integrated but she felt proud to be an
Iranian-American. She felt like an immigrant/a
foreigner. No wonder she felt at home in Iran
where she had come for a visit in 1968.
• Yet, when she returned to the US to flee the
new political regime, she felt more at home. She
felt more respectful for the democratic institutions / She showed more respect towards this
democratic country. Though she has realized
how democratic the USA was, she thinks she ’ll
never feel completely “at home” in this country.
N.B. : les mots ou expressions soulignés peuvent
résulter de l’étoffement des productions au cours des
échanges.
c. La trace écrite pourra se faire à l’aide des ID cards
proposées dans le Workbook →
www.didierpassword.fr. Deux élèves seront chargés
de résumer les échanges qui auront eu lieu au cours
de cette activité lorsque tout le monde aura rempli
son ID card.
Country of origin: Taïwan
Place of residence in the US: New York
Job: dancer
Reasons for emigrating: to become a professional modern
dancer / to have a better career / to have a better job opportunity /
take her chance in New York City
Family’s feelings: didn’t understand her decision
Feelings:
- for her native country: homesick / misses her native country /
it’s her life
- for the USA: happy and sad – happy because dancing is her dream and sad because she feels
homesick
Hopes for the future: wishes dance and life to be in one place /
wishes Taïwanese people to have good job opportunities in Taïwan
/ hopes dance will flourish there.
Other information: would encourage artists to follow their
dreams
10
Country of origin: Iran
Place of residence in the US: California at first
Job: /
Reasons for emigrating: political exile
Family’s feelings: mother who is proud to be American, brother
who adapted easily
Feelings:
- for her native country: it’s her birthplace. Feels like home.
- for the USA:mixed feelings: first, felt as an outsider / had difficulties to
adjust to her new country.
On her second stay, felt more at home.
Hopes for the future: /
Other information: came to the US twice: first, to join her mother, secondly, as a political refugee.
À l’issue de ce travail, il est possible de mettre
en place la réflexion grammaticale propre à cette
double-page, à savoir les structures Want, would
like, expect sb to… qui posent souvent problème aux
élèves. On pourra mener les activtés proposées dans
le manuel, p. 43, et dans le Workbook →
p. 18.
Recap
À faire directement à la suite de l’étude des documents de la double-page. Partir des exemples abordés ou éventuellement en trouver d’autres. Sinon,
possibilité de poser le Recap comme consigne d’une
tâche à préparer à la maison en vue du contrôle oral
de la séance suivante. Reporter les réponses dans
la fiche Recap du Workbook →
p. 19.
Productions possible :
• The US is a country of hopes.
• Immigrants hope to have a better career/
better job opportunities, a better life, a better
education.
/…/
/…/
• They know they will not be persecuted. They
can find asylum/shelter.
• They expect to fulfil their dreams.
Training Task 1: A Presentation leaflet

DVD Vidéo 3
Cette tâche donnera aux élèves l’occasion de réinvestir ce qu’ils viennent d’apprendre tout en enrichissant
le parcours culturel grâce au visionnage de la vidéo
3 Ellis Island Immigration Museum.
On peut y voir des images du début XXe siècle et entendre
les témoignages d’une immigrante suédoise, d’un visiteur du Family Center et de l’un des responsables du
musée, Steve Briganti. Le montage d’extraits proposé
permet de mieux cerner l’importance d’Ellis Island
et de prendre conscience du nombre considérable
d’immigrants venus de toute l’Europe pour différentes
raisons au cours de plusieurs décennies. Faire visionner l’ensemble de la vidéo afin que les élèves puissent
prendre des notes. Les images d’époque permettent
de se faire une idée de la classe sociale des différents
immigrants et des conditions dans lesquelles ils arrivaient aux État-Unis.
11
Séquençage du document vidéo :

Time code
Images
Soundtrack
Part 1
From 00:50
to 01 : 40
• Statue of Liberty + immigrants landing on Ellis Island
• Steve Briganti, Statue of
Liberty Ellis Island Foundation
• Photo of Ellis Island
this was the dream // this was the reality // ellis island was
gateway and gateway // millions of american lives began
here // war began again here // more than one hundred
million citizens of the united states can trace their ancestry
here / to an immigrant who landed at ellis island // what brave
pioneers / they were // what it must have been like for them //
Part 2
From 02:07
to 03:19
• Portraits of immigrants +
Steve Briganti
I don’t think if you’ve got ellis island ancestry / you go out
there and not hear the voices of these people / as they
arrived to find a new life for themselves // many museums
display history / but ellis island museum is history //
they came by the millions / from ten thousands cities and
towns and villages and ghettos // people looking for a better
life // and they helped make america a better country // since
the year 1600/60 million people have come to the united
states / fully one fifth of that number / 12 million came in a
little more than 30 years / between 1892 and 1924 / and they
came to the ellis island immigration station // ellis island is
pretty symbolic of the populating of america // it wasn’t the
only place that people came to / but it was clearly the largest
place / the site of the largest human migration history center
in the world // in 1922, / there was a turkish family / mother /
father / three daughters and two sons / were like a million
christians living in turkey / they were like the mayflower
pilgrims / who came to america to escape religious
persecutions //
more than half of all living americans can trace family
routes back to ellis island // it’s important for / you know /
it’s important for my children to know / for my grandchildren
to grow and know what we came to // the american family
immigration history center /at the ellis island immigration
museum is where that knowledge lies // people come to
the record center because they want to know about the
people who came before them // perhaps they understand
themselves // we want to connect with something // we
want to connect with something that is important to us // and
the most important thing / the most of us are families // he
22 million people who came to the port of new york between
1892 and 1924/ are listed there //
their names/ and a lot more information filled the ships’
manifests’ lists of passengers / which are the underlying
proofs and evidence of the millions who came // I think it’s
wonderful that people can come here and find their heritage/
and find people that they knew/they know and love and their
history // there are public records / and you simply need to
come with that person’s name / and go into your exploration
// it took us five years to create the database. and cost about
twenty-two and a half million dollars //
• Ellis Island
• Birgitta Fichter, Swedish
Immigrant, 1924
Part 3
From 21:15
to 22:32
• Family History Center
• A visitor of the History family
centre.
• Family History Centre
1. a. La classe sera séparée en trois groupes différents correspondant aux trois sections du leaflet,
avec des objectifs d’écoute différenciés. Les prises
de notes sont possibles au fur et à mesure de l’écoute
sur la page du Workbook →
p. 13.
Comme il s’agit d’un premier entraînement à la CO
on pourra, en amont, travailler les pages Stratégies
Comprendre un monologue, manuel pp. 46-47.
12
b. Échange en binômes au sein de chaque groupe.
2. Group Work: laisser aux élèves le temps de la
mise en commun afin qu’ils puissent compléter la
section choisie de leur brochure dans le workbook.
Historical and
Geographical Data
The Immigrants
The Family History Centre
• Millions of Americans came
through Ellis Island.
• Today, more than 100 million
American citizens have ancestors
who came through Ellis Island.
• Ellis Island > more than a
museum: it is History.
• Since the year 1600, 60 million
people have come to the US.
Pioneers
• They came to America to start a
new life, a better life. This life began
at Ellis Island.
• The immigrants came from
everywhere: cities, towns,
villages…> helped build America.
• A section of the Ellis Island
Museum.
• People come to this section
because they want to know about
their ancestors, their heritage.
• The 22 million passengers who
came to New York Harbour between
1892 and 1924 are listed in the
Record Centre.
• 12 million immigrants in a little
more than 30 years between 1892
and 1924.
• Ellis Island: a symbolic place as far
as immigration is concerned.
• Largely contributed to the
population growth of America.
• They came for different reasons:
for example, Christian families living
in Turkey came to escape religious
persecution.
• You just have to come with the
person’s name and start your
exploration.
• It took five years to create the
database and it cost 22,5 million
dollars.
• Possible to have access to
documents such as the ships’
manifests or the passengers’ lists.
In search of a better life
Manuel pp. 36-37
1. “A shot at the American Dream”
Manuel p. 36

Formes de travail

Il s’agit de deux posts de personnes d’origines différentes qui se sont installées aux États-Unis. Elles
racontent leur arrivée et les raisons pour lesquelles
elles ont décidé d’émigrer. La structure même des
témoignages facilitera les repérages et l’accès au
sens :
− date d’arrivée aux Étas-Unis,
− raisons de l’immigration,
− situation actuelle,
− espérances pour l’avenir.
Anticipation collective ;1. individuelle ; 2. collective.
En cas d'étude à la maison
Demander aux élèves…
• de noter les éléments de réponse aux questions 1 et 2,
• d’être prêts à les reformuler oralement et à
répondre aux questions éventuelles de leurs
camarades.
Lexique

Aucune difficulté lexicale. Lexique simple et courant
sauf le titre du document, “A shot at the American
dream”, que l’on pourra faire expliciter à la fin.
Accès au sens

Étape d’anticipation : dans un premier temps, créer
l’attente en faisant réagir les élèves à la source des
deux textes et à l’origine des deux personnes : faire
anticiper le type de support, le type de discours
(blog = expérience personnelle publiée sur internet)
et le propos éventuel. Étant donné le pays d’origine,
faire émettre des hypothèses quant à la venue aux
États-Unis. Faire vérifier les hypothèses à la lecture.
• These documents are two comments posted
on the internet.
• The writers come from different countries.
Perhaps they write to tell about their arrival in
the US and their experience there.
• The title “A shot at the American dream”
suggests the writers will certainly talk about
their hopes in their new country. They certainly
have great hopes for the future.
1. Lecture et travail individuels. Mise en commun
collective.
13
• Kayla is from Cuban origin whereas Miguel
is from Mexico. Both arrived in New York a
few years ago.
• Kayla followed her parents (who probably fled
political persecution).
• We easily imagine she was a child/a little girl
when she arrived.
• It was difficult for Kayla at first.
• The whole family settled in Brooklyn which
is a tough/difficult borough of New York. Kayla
was shocked/bewildered.
• As a child, she probably didn’t speak the language very well.
• Today, she has adjusted to/adapted to her
new country and she sounds completely happy.
She probably made friends and adapted to her
American school. Today, she feels American
and doesn’t want to go back.
• Miguel arrived in the US to graduate / to pass a
degree / to get a diploma. He was probably older
than Kayla since he came to go to University.
• American universities are well-reputed:
Miguel knows if he graduates there, he will
have a better job / he will be better-paid.
• Today, he is studying in a prestigious university and at the same time, working part-time
to pay for his fees, which means he certainly
comes fom a poor background.
2. Laisser quelques minutes aux élèves pour préparer la mise en commun des informations. Sous
forme de notes, écrire les récapitulations des élèves
au tableau. On pourra encourager les élèves à faire
des comparaisons.
• Both Kayla and Miguel fulfilled their dreams
though in a different way:
- Kayla adjusted to her new country,
- she is proud to be American/an American
citizen,
- she seems pleased to live in New York although
it is not what she had imagined at first,
- Miguel is studying in a prestigious American
University (perhaps an Ivy League University):
he will find a job that will meet his expectations
/ if he does, we can be sure he will succeed in
his future career / he will have good job offers
• “I hope I will have a shot at the mythical
American Dream” means that through his work,
he hopes to succeed, have a good job opportunity and improve his life.
• In both cases, they have fulfilled their dreams
in the way that they have succeeded in their
“pursuit of happiness”. Both of them seem
hopeful for the future / optimistic.

Extrait d’une émission de radio de la NPR (National
Public Radio) du 8 Avril 2009. Il se compose d’une
interview de deux immigrants d’origines differentes :
Martin Matoda originaire de Bulgarie et Nick Injow
originaire du Kenya. Ils témoignent de leur expérience et nous font partager leur perception du rêve
américain.
La photo nous montre un jeune homme, visiblement
sur le point de passer un entretien d’embauche.

millions of immigrants have come to this country in search of their own american dream
/ it’s often rewarding / but rarely easy/ it’s
even tougher when the entire country is
going through hard times so / here are stories of immigrants in their own words //
/…/
14
i s te
9
Manuel p. 36 –
P
2. Immigrants hope their American Dream is not fading
CD 1 Élève
/…/
my name is martin matoda / I’m from bulgaria
// after graduating high school / I decided I was
looking for a better education and a better life
/ the education system in bulgaria / it’s very
different from what it is here // it’s more academically oriented / rather than practical / and
that’s why people from all over the world / they
want to come here and study / and get a handson experience // and then maybe get a couple of
years of real work experience after they get their
degree // I finished my mba degree this last may
/ and I was very confident in the beginning that
I’ll get a job fairly easily with / given that I’ve a
master’s degree / and in the beginning / I was talking to recruiters / but as the economy get worse
/ I started to hear less and less / back after I send
the resume / and at some point / I didn’t hear
anything // my name is nick injow // I was born
/…/
/…/
and raised in nairobi kenya // and I came to the
united states / I’ve been here 10 years / I’m a
trained accountant / I joined an accountant
firm / went to college in the united kingdom
// and I studied / I majored in economics
and social sciences // when I returned to my
country / kenya / back in the late 1990s / there
were no opportunities because / the political
system had run down the economy // then the
opportunity to come to america just surfaced
/ everybody was very excited / you could not
describe / what it is / to be in this land / and
experience all the opportunities / we were
told about since we were babies // I had two
brothers and one sister / living in baltimore /
and they thought / that I could go back into
the corporate world / I entered the corporate
world and I worked / with a number of companies for about four years /doing accounting
work and / I experienced the fear of losing my
job / that fear became reality because / I lost
a good professional job three times / and no
/ I’m not disappointed because / every pitfall
/ I as an immigrant see that there is / added
opportunity to be something different // so I
decided I am going to work for myself / I’ve
been self-contracting for about six seven years
now / the american dream is still very much
alive / because I think the dream exists in our
minds / and in our hearts //
Lexique et phonologie

Pas de difficultés lexicales ou phonologiques. Le
débit est suffisamment clair pour que les élèves
comprennent sans mal le sens global. Le terme
accountant pourra être inféré par le contexte, notamment avec economics et social science, sinon le
donner.
Formes de travail

1. individuelle ; 2. 3. et 4. collectives.
En amont de l’accès au sens du document audio, on
pourra proposer aux élèves l’exercice de prononciation  Rythm and weak forms, manuel p. 42, et dans
le Workbook →
p. 34. L’alternance entre formes
accentuées et formes non accentuées posent souvent
problème aux élèves qui ont du mal à dissocier les
différents groupes de sens.
Accès au sens :

1. Phase d’anticipation à mener rapidement à partir
du titre et de la photo. Immigrants - American Dream
et la photo permettent d’anticiper sur le contenu du
document.
• The words immigrants, hope and American
Dream suggest that this programme is about
immigrants in the US and their hopes for the
future. American Dream suggests a better life
for the future.
• However “hope is not fading” indicates they
think their dream is not disappearing / is still
alive.
• On the photo, we see a man, certainly waiting
for a job interview. So, from the title and the
photo we guess the immigrants may have doubts
about their future jobs. Maybe they fear they
might not find a good job and so “not have a
shot at the American Dream”.
2. Première écoute du document dans son inté-
gralité. Donner un temps court (1 min) à l’issue de
l’écoute pour que les élèves notent individuellement
ce qu’ils ont retenu, puis mise en commun en classe.
Accepter les mots isolés, les noter au tableau et en
fin de collecte, faire émettre des hypothèses de sens.
• I heard different people speaking, three I
think.
• Two of them have foreign accents, so they
must be immigants coming to America. I guess
both of them are talking about their lives in
the US.
• One of them has the American accent so he
must be the journalist leading the interview.
3. Deuxième écoute :
> Focus on the people’s origins and their reasons
for coming.
• The first immigrant is called Martin Matoda.
He is of Bulgarian origin / He comes from Bulgaria / from Eastern Europe.
• He came to the US to study / to have a better
education / to go to University / to graduate
in order to have a better life / a well-paid job.
• The second immigrant is called Nick Injows
and he comes from Nairobi in Kenya / he is of
Kenyan origin. He came to the USA to find a
job since there were no job opportunities in
his native country.
• That’s why he joined his sisters and brothers
who were living in Baltimore.
Avant de procéder à une troisième écoute, faire
émettre des hypothèses
> What do they sound like? Puis troisième écoute.
Vérifier les hypothèses > Listen once more, this time
concentrate on their feelings and check your answers.
15
• At first, Martin was hopeful for the future
since he got his MBA. He was confident he
would find a good job with his degree.
• Yet, with the economical crisis / he suffered
from the economical crisis, he didn’t find any
jobs / he didn’t manage to find a job. He had
no news from recruiters even if he had a good
résumé/CV. At that point, we can be sure Martin
feels rather disillusioned and disappointed.
He certainly thinks his job opportunity is fading / He fears he might not have a shot at the
American Dream.
• Nick was at first really excited to come to the
US. He had always been told what a wonderful
country the US is / that the US is the land of
opportunities. In fact, he did find a job but he
lost his job three times / he was made redundant
/ he was laid off three times. Yet, he didn’t feel
disappointed / discouraged / hopeless / helpless
/ downhearted.
• After that, he decided to work for himself. He
thinks being in the US is a good opportunity
even if he had bad experiences.
4. Laisser un temps court aux élèves afin qu’ils
rassemblent leurs idées ; possibilité de travailler en
binômes. Puis mise en commun en classe.
En cas de difficulté
Pour faciliter l’accès au sens, il est possible
de faire écouter tout ou partie du document
une dernière fois avec prise de notes. Mise
en commun des informations.
• For Martin, the American Dream was the
opportunity to get a good education, to get a
degree, to have access to a good job and so to
earn a living and improve his living conditions.
As he was not able to get a good steady job /
achieve his goals, he feels frustrated.
• For Nick, the American Dream is slightly different. Although he also came to have a good job,
he is conscious being in the US is a real asset.
What he experienced was on the whole rather
positive. He is hopeful for the future because
he strongly believes the dream is in his mind
and his heart.
3. The “Dream Act”

Accès au sens

Photo de la manifestation du 20 avril 2004 à Capitol
Hill, Washington D.C. Plus de 300 étudiants, certains
venant d’aussi loin que la Californie, étaient présents
ce jour-là. Tous avaient revêtu le costume de la
cérémonie des diplômes afin de protester contre leur
avenir incertain et leur probable exclusion du pays.
Au premier plan, Nelly Rodriguez, étudiante d’origine
latino-américaine. Ces étudiants sans papiers sont
arrivés enfants aux États-Unis et espèrent, grâce
au Dream Act, obtenir un titre de résidence légale.
1. et 2. Donner 3 minutes aux élèves pour prendre
Le Dream Act est un acronyme pour Development,
Relief and Education for Alien Minors. Cette loi a été
présentée une première fois au Congrès le 1er août
2001, suivies de différentes versions en 2005, 2007 et
2009 mais n’ont jamais abouti. Si elle était votée, cette
loi garantirait la résidence légale à un certain nombre
d’illégaux arrivés aux États-Unis enfants, y ayant vécu
depuis au moins cinq ans et désireux et capables de
continuer leurs études.
Lexique

Le document est facile d’accès. Le mot mock peut
être inféré après lecture du texte grâce au contexte.
Stage – ceremony + date: April 20, 2004.
Forme de travail

Collective.
16
Manuel p. 37
connaissance du document et mémoriser le plus
d’informations possible. Possibilité d’une deuxième
lecture pour répondre à la consigne 2.
• This photo shows a students’ demonstration
that took place in Washington D.C. on Capitol
Hill in April 2004.
• At first, we may think it is a graduation ceremony but if we take a closer look, we notice
that the students don’t look cheerful. On the
contrary, they look rather sad and worried.
• In the foreground, we see Nelly Rodriguez,
a student who is certainly from Latino origin. She’s holding a sign reading ‘Now What?’
meaning she doesn’t know what will happen
in the future.
• The text suggests that these students are
undocumented/illegal / don’t have any identity
papers.
• They are not American citizens.
• I suppose they fear for their future / they fear
they might be deported / be sent back to their
native countries.
/…/
/…/
• They are demonstrating. They want people to
know about their situation and they expect the
bill “the Dream Act” to be voted. They would like
to become American citizens in order to study
in the USA and take their exams and graduate.
• These citizens are fighting for their status. They
want to become legal students to have the right
to live in the country they have known since their
childhood / for so many years. They would like
to take part in the American society and life.
3. Webquest
Cette tâche nécessite une phase de recherche et de
préparation qui peut être faite soit à la maison, soit
en salle multimédia. On pourra indiquer aux élèves
le numéro de Time du 25 juin 2012, dont la couverture titre « We are Americans… just not legally » et
qui rapporte des témoignages personnels de jeunes
sans papiers de toutes origines qui ont décidé de se
« dénoncer » (« coming out ») afin de forcer l’administration fédérale à agir. Les données ci-dessous
pourront nourrir les productions d’élèves :
Note culturelle
The original Bill called the Development, Relief
and Education for Alien Minors Act (the Dream
Act), is a long anticipated Immigration Bill
which was just introduced in the US Congress
(both Senate and House) on March 26, 2009.
This original legislation was proposed to provide millions of immigrant children who graduate from US High Schools the opportunity
to receive US Residency (a ‘Green Card’) after
so many years of being left in the shadows by
State and federal laws. The new legislation will
provide immigration benefits to those who
arrived in the United-States as children, before
the age of 16 and who have been residing in the
US continuously for at least five years prior to
the Bill being enacted into law.
The Dream Act failed to pass in 2009 and even
though Senator Reid brought it up to the floor
twice : the first time, pre-midterm election 2010
where it died with a defense authorization bill ;
and the second, in December 2010, when it fell
five votes short of passing.
Recently, in 2011, Democrats in both the House
and Senate re-introduced the Dream Act. Both
bills (House Bill and Senate Bill) continue to
await Congregational action.
www.dreamact2009t.org
Recap
Activité orale qui se base sur les documents étudiés.
On pourra donner ce travail à la maison et reporter les réponses dans la fiche Recap du Workbook
→
p. 19.
En cas d’étude à la maison
Demander aux élèves…
• de noter les éléments de réponse dans le
Workbook,
• d’être prêts à reformuler leurs réponses
oralement.
• Immigrants may find it difficult to adjust to
their new country.
• It may be hard to enrol at a university since
the fees are very expensive.
• It’s not always easy to find a job because some
people are prejudiced against immigrants.
• When you are undocumented, you fear deportation / being expelled from the country. You
can’t have any plans for the future / your future
is uncertain.
Training task 2: Picture commentary

Cette tâche d’entraînement vise une production
orale nécessitant une phase de recherche hors
classe. Possibilité de faire faire les questions 1 et
2 à la maison.
1. et 2.
Insister pour que les élèves ne prennent
en note que des mots isolés pour leurs commentaires.
3. La troisième question se fera en classe. Cette acti-
vité d’expression orale permettra un entraînement
supplémentaire à la prise de parole. S’assurer que
les élèves travaillent à partir de notes succinctes et
les encourager à faire des comparaisons. Possibilité
pour les élèves d’enregistrer la préparation de leur
prise de parole.
Les données ci-dessous pourront nourrir les productions d’élèves.
Notes culturelles
• American Gothic is an iconic painting by
Grant Wood, in the collection of the Art Institute of Chicago. Wood’s inspiration came from
a cottage designed in the Gothic Revival style
with a distinctive upper window and a decision to paint the house along with “the kind of
people I fancied should live in that house.” The
painting shows a farmer standing beside his
spinster daughter. The figures were modeled
by the artist’s dentist and sister. The woman
is dressed in a colonial print apron mimicking
XIXth century American and the couple are in
the traditional roles of men and women, the
man’s pitchfork symbolizing hard labor, and
/…/
17
/…/
the flowers over the woman’s right shoulder suggesting domesticity. It is one of the most familiar
images in XXth century American art, and one of
the most parodied artworks within American
popular culture.
• Santiago Forero is a Colombian artist that
has been working in Photography, Video and
New Media for the past ten years. He attended
Pontificia Universidad Javeriana in Bogotá
where he got his B.F.A in Visual Arts in 2005.
After moving to Austin, Texas, he received his
M.F.A. in Studio Art with a concentration in
Photography from The University of Texas
at Austin in 2010 and the Artist of the Year in
Photography Award by the Austin Visual Arts
Association the same year.
Ces informations pourront être retrouvées sur
le site en.wikipedia.org/wiki/American_Gothic
• A parody of the original iconic painting American Gothic, by Grant Wood in 1930.
• Instead of the two typical XIXth century immigrants, we see people of Mexican origin. It suggests the typical XIXst century immigrants are
from Mexican origin.
• Instead of a pitchfork, the man on the photo
is holding a tool and has dirty hands: he is not a
farmer anymore, he has become a builder which
is also hard labour.
• His wife has a feather duster in her pocket:
she must be a housekeeper, the kind of menial
jobs usually done by unskilled workers when
they settle in the US.
• The house has changed. It is a bright blue
colour, typical of many houses in Mexico.
• By caricaturing the famous painting, representing 19th century typical Americans, Santiago
Forero wants us to realize / wants to stress /
emphasize the importance of the MexicanAmericans today.
• It reveals that immigrants of Mexican origin
must be influential in the American social,
political and economical life.
Successful integration
Manuel pp. 38-39
1. “I wasn’t unwelcomed”

• La photo nous montre un quartier résidentiel d’une
banlieue Américaine et un groupe de personnes de
tous ages, qui visiblement entretiennent de bons
rapports.
• Extrait d’un roman de Chang Rae Lee, Gesture
Life, publié en 1999. Fils dún psychiatre coréen du
nord réfugié à Séoul, Chang Rae Lee a trois ans en
1968 quand sa famille immigre aux États-Unis. Rien
ne semblait destiner Chang Rae Lee à l´écriture :
il commence sa vie professionnelle en tant qu’analyste financier à Wall Street après avoir étudié à
lÚniversité de Yale. Sa vocation d´écrivain ne se
révèle qu’à la mort de sa mère. Il sínstalle alors
en Oregon où il participe à des ateliers d´écriture.
Et surtout il rencontre son mentor, le poète Garrett
Hongo, auquel Gesture Life est dédié.
Le narrateur et héros du roman, le « docteur »
Franklin Hata est un Japonais d’origine coréenne ;
il s’est établi dans une bourgade du New Jersey,
Bedley Run, au début des années soixante. Désormais septuagénaire à la retraite, il semble couler des
18
Manuel p. 38
jours paisibles dans sa banlieue cossue. Il vit dans
une vaste demeure de style néo-Tudor avec jardin
et piscine dallée. Il semble avoir gagné l’estime de
ses voisins.
Le titre et l’introduction du passage nous dépeignent
directement le personnage principal : le narrateur,
d’origine Asiatique, qui semble être apprécié dans
son voisinage.
Éléments de sens de l’extrait :
• Installation du narrateur dans cette banlieue cossue : living thirty-odd years in the same place / I’ve
lived here as long as any / here, fifty minutes north of
the city / a picturesque town.
• L’âge du narrateur : living thirty-odd years in the
same place / as an elder / silver hair.
• Le fait que tout le monde le connaisse et l’apprécie : people know me here / everyone here knows
perfectly who I am / Whenever I step into a shop,
someone will say ‘Hey, it’s good Doc Hata’ / How are
yous and Hellos / gradual and accruing recognition / the
small but unequalled pleasure that comes with being
familiar sight to the eyes / I alone rate the blustery
greeting, the special salutation / my name, both odd
and delightful to people
• Le sentiment du narrateur : I deeply appreciate / I
somehow enjoy an almost Oriental veneration
• Le fait qu’à son arrivée, les choses étaient différentes : It wasn’t always so / In my first years, things
were a bit different / few people seemed to notice me
Lexique

L’ensemble du texte ne comporte pas de difficultés
majeures même si certains mots seront difficiles
à comprendre pour les élèves, mais tous ne sont
pas nécessaires. De plus, un travail d’inférence est
proposé dans le Workbook →
p. 15.
Formes de travail

1. individuelle puis collective ; 2. en groupes ; 3.
collective.
Accès au sens

1. a. Anticipation avec le titre du passage et l’introduction. Cette introduction peut amener aisément
les élèves à supposer que le texte parle de la vie
d’un immigrant d’origine asiatique, installé aux
États-Unis. Le titre suggère que son intégration a
été réussie.
• The main character must be the narrator who
is of Asian origin / who comes from Asia.
• “Has settled, not far from New York City”
suggests he has immigrated to the US.
• The title suggests he managed to integrate
quite successfully in his new country.
• Judging from the title and the introduction, I
imagine the text is about the narrator’s life and
feelings in his new country.
b. Lecture silencieuse axée sur une première prise
d’indices spécifiques qui fait suite à la question
précédente : les informations concernant la vie du
narrateur ainsi que les sentiments qu’il éprouve.
• The text decribes the narrator’s daily routine
in Bedley Run, the little town where he has
settled.
• When he arrived no one / a few people seemed
to notice him / people seemed rather indiﬀerent. But after some years – 30 years – people
seem to appreciate and respect him. Wherever
he goes, he is greeted by the local population.
• The narrator enjoys this recognition / enjoys
being accepted and is glad to blend in the community.
2. La classe sera divisée en deux groupes et pourra
utiliser le Workbook →
p. 14-15. Afin de matérialiser les recherches, les élèves devront surligner les
informations trouvées :
− le premier groupe s’attachera à découvrir ce qui
concerne la routine du narrateur ainsi que l’attitude
des gens à son égard,
− le deuxième groupe se concentrera sur tout ce qui
concerne l’arrivée du narrateur : l’époque à laquelle
il s’est installé, des détails sur la ville de Bedley Run
à ce moment-là ainsi que l’attitude de la population
à son égard.
En cas de difficulté…
On pourra demander aux élèves d'utiliser
le guidage plus serré qui se trouve dans le
Workbook →
p. 15.
Help
– Focus on what people say to the narrator
and what they do for him:
“When I buy my paper each morning, the newsstand owner wil say…” (l. 28-29)
“And the young, bushy-eyebrowed woman at the
deli, […] always reaches over the refrigerated
glass counter and waves her plump hands and
says...” (l. 32-33)
“She winks at me and makes sure to prepare
my turkey breast sandwich herself” (l. 37-38)
“Folding an extra wedge of pickle into the butcher paper...” (l. 39)
> It is a friendly attitude.
– Look out for words expressing the narrator’s feelings in this passage.
deeply appreciate (l. 21) / enjoy (l. 23) / veneration (l. 24) / …
> The narrator is proud and flattered to be
recognized and appreciated.
Help
– Focus on the passage (l. 59-64):
“I suppose it was because Bedleyville was still
Bedleyville then, and not yet Bedley Run”
> The adverbs indicate the town was about
to change its name.
– “though desperately wanting to be.” (l. 61) à
but/however desperately wanting to be.
> I suppose it was because Bedleyville was
still Bedleyville then, and not yet Bedley Run,
however/but it desperately wanted to be called
Bedley Run.
“tax” is very close to “taxe” in French > any
newcomer was seen as beneficial for the city
in terms of population and tax paying.
census refers to the number of inhabitants
in the city.
– Conclude > When he arrived, the narrator
thought people were indifferent and were not
interested in him. However, he realized people
saw newcomers as beneficial for the city.
19
Un temps de travail sera attribué aux groupes avant
la mise en commun. Le questionnement sera privilégié si des informations données n’ont pas été
comprises. Enfin, un élève devra rapporter les informations prises en notes lorsque les exposés des
groupes auront été faits.
• We learn that the narrator has adapted to the
local life of his town: he goes shopping in the
town, he buys his newspaper everyday, he buys
a sandwich at the deli for lunch.
• Whenever he enters a shop, he is greeted by
the locals who have a friendly attitude towards
him. They seem to appreciate him. They want
him to know they appreciate him: the lady at the
Deli makes sure to prepare his sandwich herself.
• The narrator is delighted with these ways of
greeting / acknowledging him with a simple smile
or a quick hello.
• He arrived in Bedley Run, at that time called
Bedleyville, in 1963, thirty years ago.
• At that time, people did not seem to be
interested in newcomers. New people were
seen as a means of developing the city and
bringing money to the country.
• Bedley Run, then called Bedleyville seemed
to live together / to live in harmony apart from
the black and the Chinese communities. The
narrator took short trips in the country and
noticed that people seemed to live together
without problems. Only the Blacks and the
Chinese in urban areas lived apart.
• Black people because in the 1960s segregation still prevailed and most of the black
community lived in ghettos or in speciﬁc geographical areas.
/…/
2. “Renewed hope”
Analyse du document

Il s’agit d’un documentaire sur la communauté vietnamienne de San Diego et plus particulièrement sur
le boom des salons de manucure tenus par des Vietnamiens, car ce travail ne nécessite pas de connaitre
parfaitement la langue et n’exige pas de qualifications
spécifiques. Certains de ces immigrants se trouvaient
à l’origine dans des camps de réfugiés au Vietnam.
L’actrice Tippi Hedren, qui visita plusieurs fois l’un de
ces camps, décida d’aider les réfugiés à leur arrivée
aux États-Unis et envoya sa propre manucure enseigner les rudiments du métier aux femmes.
La fin de la guerre du Vietnam et le départ des Américains en 1975 précipita l’exode de la population et
des vagues successives de réfugiés arrivèrent sur
le sol américain. Les Vietnamiens arrivés aux États-
20
/…/
• The Chinese because they lived in enclaves of
their own (“Chinatowns”) that had been created
in the 19th century and still resented the 1943
Chinese Exclusion Act.
• Perhaps he noticed that the Chinese did not
want to mix because of the way they had been
treated.
• So he thought he would not be treated diﬀerently. He reckoned American people would
see him as an intruder
• Although the narrator expected to be discriminated against rejected / ostracized, people
were interested in him and made him feel he
was not unwelcomed.
3. Il s’agit ici d’une discussion sur l’évolution de la
situation du narrateur. Ce travail doit inciter l’élève
à exposer des idées, voire exprimer son accord ou
son désaccord sur l’interprétation de ses camarades.
La préparation à cette question pourra donner
lieu à un travail à la maison.
• When the narrator settled in Bedley Run,
people didn’t seem to be interested in him
although they told him he wasn’t unwelcomed.
• They have gradually learnt to know him and
to appreciate him.
• The ﬁrst sentence is in capital letters because
it shows how important it is for the narrator
to be recognised. He is proud to be accepted /
acknowledged / to belong to the place. It shows
his integration was a success.
• For him, recognition is necessary for a successful integration. He is thankful/grateful
to the local people for accepting / adopting /
integrating him.
Manuel p. 39 –
DVD Vidéo 4
Unis après 1978 étaient en général jeunes (60 % étant
des enfants), pour beaucoup originaires du milieu
rural et peu instruits. Très peu parlaient une langue
étrangère (anglais ou français). Ce bas niveau d’instruction n’a pas manqué de poser certains problèmes
concernant la reconversion professionnelle, l’adaptation et l’intégration de ces réfugiés dans la société
américaine, difficultés que n’avaient pas rencontrées
la première vague d’immigrants vietnamiens, composée de civils et militaires appartenant pour la plupart
aux classes dirigeantes et aux milieux aisés (cadres,
hauts fonctionnaires, officiers supérieurs, banquiers,
industriels, intellectuels, ingénieurs, médecins, dentistes, pharmaciens, juristes, riches commerçants,
etc.). À ces catégories, il faut ajouter des employés
de l’ambassade ou d’entreprises américaines ainsi
que les membres de leurs familles.
On pourra visionner l’ensemble du documentaire sur : http://www.video.google.com/ Full Focus : San Diego’s
Vietnamese 6-9-05
Séquençage de la video

Time code
Images
Elements of the soundtrack
From the
beginning
to 01:06
Gloria Penner, KPBS Public
Affairs Director, presenting
the show
“Good evening, I’m Gloria Penner. It’s been 30 years since Saigon
fell to communists, Vietnam, causing tens of thousands of refugees
to flee their homeland and with 40,000 settled in San Diego. Today
the Vietnamese community here numbers more than 60,000 with
the medium-aged Vietnamese Americans heading 30.
Many are too young to remember the old country, for the others,
the emotional upheaval of leaving their homeland and adapting
to life in America is still fresh”.
From 01:21
to 02:11
Gloria Penner talking
“How do all people who have lost virtually everything managed
to rebuild their spirit and their livelihood. We’ll begin with an
excerpt of the documentary by independent producer Judy
Hammond. It tells little known stories about a business that
gave many Vietnamese refugees renewed hope.”
This is a nail salon, a new neighbourhood, especially if you live
in the South West of the US and three times out of four, you’ll
find the Vietnamese immigrants hard at work.
“that’s an economic niche for many Vietnamese American
women. Because you can start business with little money
down, with very limited skills and limited education and limited
English language and ability”.
A beauty salon, Vietnamese
women polishing nails
Prof. Linda Vo. UC Irvine
Asian-American studies
From 05:06
to the end 05:18
Nail salon and beauty
exhibition
In the decade since, nails have become big business, it’s a
6-billion-dollar-a-year industry which Vietnamese run alone
making at least a third of the market nationally.
Lexique

Les images du salon de beauté permettent de comprendre nail et nail salon. Du point de vue strictement
phonologique, pas de problème majeur quant à la
compréhension du document. Il faudra prévoir 2 ou
3 écoutes. Les chiffres peuvent apporter une aide
supplémentaire.
Formes de travail

1. individuelle puis collective ; 2. collective.
Accès au sens

Phase d’anticipation avec l’image et le titre.
• The scene takes place in a beauty salon, certainly in San Diego, California, according to
the title.
• We see Asian women, hard at work, and judging from the title, we understand they are
of Vietnamese origin. They are doing other
women’s nails.
• We learn that because of the end of the Vietnam war / the departure of American troops
from Saïgon, in 1975 / X years ago, tens of thousands of Vietnamese people left / fled / escaped
from their native country to seek refuge in the
US. They had lost everything. They had no
choice but to rebuild their lives.
• 40,000 of them settled in San Diego.
• Today, the community numbers more than
60,000 people.
• A lot of Vietnamese-American women found
renewed hope in an unexpected business: nail
salons.
• That job was perfect for them: they could
start with little money, they didn’t need a
high education, they didn’t need to be fluent
in English and they didn’t need a lot of qualifications/skills.
• Today, it is a six-billion dollars industry per
year, mainly run by Vietnamese people.
2. Laisser quelques minutes de réflexion indivi1. Lors du visionnement, le professeur mettra l’ac-
cent sur la nature du document proposé et insistera
sur l’importance de l’image, étape préalable à la
construction du sens.
duelle pour préparer la prise de parole. Il est possible de visionner une nouvelle fois le document de
façon partielle (fin du document à partir du salon
de beauté).
21
• Apparently, most Vietnamese-American
women had the opportunity to find a job quickly.
This job was the key to their integration.
• This job helped them rebuild their lives and
gave them new hopes for the future.
• Vietnamese-Americans did so well that nails
have become a very important business, producing six billion dollars a year, which can be seen
as a successful integration.
Recap
/…/
• People can also feel integrated because they
have managed to mix/blend in the community.
Training Task 3: Faces of America

Cette tâche d’entraînement vise une production orale
nécessitant une préparation.
1. La première phase de recherche se fait soit hors
classe, soit en salle multimédia. Diviser la classe
en trois groupes. Compléter les ID cards dans le
Workbook →
p.15.
2. La deuxième partie se fera en classe avec une
• People can feel integrated thanks to a job that
can give them a new life and new hopes.
• Integrating a country can mean speaking the
language ﬂuently.
• People can feel integrated because they are
accepted by the population / because people
know them and they are greeted with aﬀection.
/…/
mise en commun des informations. Afin de promouvoir une prise de parole collective et ordonnée, le
professeur pourra distribuer la parole comme suit :
− le groupe 1 pose des questions au groupe 2,
− ensuite, le groupe 2 pose des questions au groupe
3,
− enfin le groupe 3 pose des questions au groupe 1.
À la fin des échanges, un ou plusieurs élèves récapituleront les informations prises en notes dans
les ID cards.
Andrew Carnegie’s biography
Life (childhood, schooling, memorable events, etc.)
Personal details
Date/Place of Birth: • First job in 1848 at the age of 13, as a bobbin boy
November 25, 1835
– Dunfermline, Fife,
Scotland.
Arrival in the US:
moved to Allegheny
(poor area) –
Pennsylvania with his
parents in 1848.
Family background:
First son of William Carnegie – a linen weaver
and local leader of the Chartists (who sought
to improve the conditions of working-class life
in Great Britain), and of Margaret Carnegie –
daughter of Thomas Morrison – a shoemaker
and political and social reformer.
Andrew’s father wanted to escape starvation /
had to borrow money to migrate. There,father
found a job in a cotton mill / the mother earned
her living by binding shoes.
22
(he changed spools of thread) in a cotton mill /
worked 12 hours a day, 6 days a week in a Pittsburg
cotton factory for $1.20 a week.
hard worker / was by turn a telegraph messenger
boy, a secretary / telegraph operator for the
Pennsylvania Railroad Company / became the
superintendent of the Pittsburgh Division: vital to his
later success.
• The railroads: the first big businesses in America
/ the Pennsylvania: one of the largest of them all.
Carnegie: learned much about management and cost
control during these years. Built Pittsburgh’s Carnegie
Steel Company / later merged with several other
companies to create U.S. Steel. Led the enormous
expansion of the American steel industry.
• With his fortune: turned to philanthropy. A passion
for reading: gave most of his money to establish
many libraries, schools, and universities in the
United States, the United Kingdom, Canada and
other countries, as well as a pension fund for former
employees.
• Often regarded as the second-richest man in
history after John D. Rockefeller and one of the most
important philantropist of his era. Often referred to
as a true “rags to riches” story.
• Died on August 11, 1919, in Lenox, Massachusetts
of bronchial pneumonia.
Salma Hayek’s biography
Personal details
Date/Place of Birth: • Sent to the Academy of the Sacred Heart in Grand
September 2, 1966
- Coatzacoalcos,
Veracruz, Mexico
Arrival in the US:
moved to Los
Angeles, California,
in 1991.
Family background:
mother: opera singer and talent scout of
Spanish ancestry / father: oil company executive
of Lebanese ancestry
• Salma means “safe’ in Arabic” / was raised in
a wealthy, devoutly Roman Catholic family
Coteau, Louisiana, at the age of twelve / diagnosed
with dyslexia / attended college in Mexico City :
studied International Relations at the Universidad
Iberoamericana.
• At the age of 23: landed the title role in Teresa
(1989), a successful Mexican telenovela / made her
a star in Mexico.
• Moved to Los Angeles, California, in 1991 to study
acting under Stella Adler / had limited fluency in
English – attributed to her suffering from dyslexia.
• In 1995, given a starring role opposite Antonio
Banderas in Desperado. Received an Academy Award
nomination for Best Actress for her role as Frida
Kahlo in the film Frida, released in 2002.
• Spokesperson for Avon cosmetics since February
2004.
• On September 21, 2007, gave birth to daughter
Valentina Paloma Pinault in Los Angeles. In 2009,
married French billionaire and CEO François-Henri
Pinault.
• In 2011, launched her own line of cosmetics,
skincare and haircare products called Nuance by
Salma Hayek.
• Also an activist in the awareness campaign on
violence against women and discrimination against
immigrants.
Jerry Yang’s biography
Personal details
Date/Place of Birth: Life: graduated from Sierramont Middle School and
November 6, 1968 in
Tapeï, Taïwan.
Arrival in the US:
moved to San Jose,
California at the
age of ten with his
mother and younger
brother / father died
when Jerry was two.
Family background:
mother: an English teacher. Yet, Jerry only knew
one English word: shoe, on his arrival / became
fluent in 3 years / was placed in an Advanced
Placement English class.
Piedmont Hills High School in San Jose / earned
a Bachelor of Science and a Master of Science in
electrical engineering from Stanford University, April
1994, co-created an Internet website called “Jerry
and Dave’s Guide to the World Wide Web” with David
Filo, consisting of a directory of other websites / was
renamed “Yahoo!” (an exclamation). Yahoo! became
very popular.
Yang and Filo realized the business potential / cofounded Yahoo! Inc. in April 1997.
In 1999: named to the MIT Technology Review
TR100 as one of the top 100 innovators in the world
under the age of 35.
married to Akiko Yamazaki, a Japanese woman who
was raised in Costa Rica.
February 2007, Jerry Yang and his wife gave US$75
million to Stanford University.
Today: currently on the Board of Directors of the
Asian Pacific Fund, and Cisco / also on the Stanford
University Board of Trustees.
23
Keeping the American Dream alive
Manuel pp. 40-41
Analyse du document

Ce document est un article publié le 21 Octobre
2010 dans le magazine américain Time. Son auteur,
le journaliste Fareed Zacharia, compte parmi les
intellectuels les plus influents dans les médias américains. Il analyse ici l’évolution du rêve américain
en se référant à sa propre expérience.
• Années 70 : les USA connaissent une période de
prospérité et de stabilité politique en dépit de la crise
économique mondiale et d’un malaise politique intérieur ; comparée à l’Inde, c’est une démocratie riche ;
• Années 2000 : l’Inde, pays en voie de développement, a connu une forte croissance pendant plusieurs décennies ; en revanche, les États-Unis ne
sont plus autant que par le passé le symbole de la
réussité économique. Mais le dynamisme démographique et culturel du pays assure la survivance de
l’American Dream et donne des raisons d’espérer.
Lexique

Pas vraiment de difficultés dans cet article si ce n’est
Betamax cassettes (l. 13) qu’il faudra expliquer aux
élèves, ceux-ci étant trop jeunes pour savoir de quoi
il s’agit. La série Dallas étant revenue sur le devant
de la scène récemment, il se peut que les élèves
la connaissent ; dans le cas contraire, leur donner
un bref aperçu (cette activité pourrait très bien être
donnée en travail à la maison et un élève pourrait
faire un rapide compte-rendu en début d’heure
suivante). Quelques notions historiques pourront
éventuellement être données aux élèves, telles que
Vietnam War and post Vietnam War si le document
vidéo p. 39 n'a pas été étudié en amont.
Formes de travail

1. à deux puis collective ; 2. individuelle puis collective ; 3. en groupes ; 4. à deux puis collective.
Accès au sens

1. Phase d’anticipation : en étudiant les éléments
périphériques (photo, titre, source, date) les élèves
24
peuvent imaginer quelles informations seront données
dans l’article et se préparer à la lecture. Leur laisser
quelques minutes pour rassembler leurs idées.
• This document is a press article issued from
Time Magazine, a worldwide known American
magazine.
• It was published in 2010 and written by Fareed
Zakaria, an American of Indian origin.
• Judging from the title, “I” suggests Fareed
Zakaria is speaking. “still” makes me think the
American Dream may have disappeared in some
people’s minds.
• On the photo, I can see people of Indian origin attending a parade in New York. They look
cheerful and pleased to be there.
• From the title and the photo, I suppose Fareed
Zakaria is going to give us his opinion as an
Indian-American about the American Dream
today.
2. Première étape de compréhension : découverte
des faits généraux et reformulation, puis mise en
commun. Les élèves disent ce qu’ils ont compris ; les
inviter à approuver ou à réfuter ce qui est proposé par
les autres pour développer l’interaction dans la classe.
3.a. Deuxième étape de compréhension : compréhension plus fine visant à proposer un compterendu plus précis des différentes étapes dans la vie
de Fareed Zakaria. Pour cela, diviser la classe en
trois groupes en suivant les trois axes fournis par
la consigne :
− group 1 : vision du rêve américain quand l’auteur
vivait en Inde ;
− group 2 : vision du rêve américain quand l’auteur
étudiait aux États-Unis ;
− group 3 : sa perception de la situation aujourd’hui,
alors qu’il vit aux États-Unis depuis de nombreuses
années.
The American Dream when the
writer lived in India
The American Dream on the
writer’s first visit in the US
His perception of the situation
today
• The journalist had never been to
the US but he knew what it was like
through watching worldwide known
TV series.
• He was fascinated, so were all the
people he knew. He imagined the
US was like what he had seen in the
series.
• When he came to America on a
first visit, the journalist realized it
was not what he had imagined.
• It was not a kaleidoscope of sexy
images. It was different from Dallas
/ from the image conveyed in TV
series and shows.
• The situation today is not the
same. It is a reversed situation.
American people seem pessimistic/
discouraged/hopeless about their
future whereas Indian people are
full of hopes and faith.
The American Dream when the
writer lived in India
The American Dream on the
writer’s first visit in the US
• For him, America was a paradise
where everybody lived a wonderful
life.
• The American Dream for him
consisted in open land, shiny
skyscrapers, fancy cars, cowboy
businessmen, sexy actresses…
• There seemed to be an immense
contrast between his native country
and the US.
By comparison, India seemed far
behind.
• Everybody, even politicians
dreamed of “the States”.
Even if the 70s were hard/tough
times, to the rest of the world,
America was sparkling.
• His vision of the American Dream
was slightly different.
• The modern American Dream
consisted in prosperity and well
being.
• The American Dream was
materialized by a spacious house
with a double garage. The majority
of people, mostly middle-class
people, could hope to be able to
buy such a house. They had the
feeling the American dream was
not impossible to reach / was within
their reach.
• Happiness relied on prosperity.
It created contentment, pleasure,
satisfaction, happiness.
• It gave energy and motivation to
people. They had the feeling they
could face any challenge: they
invented the can-do spirit.
• Being prosperous was a stimulus
for them.
• At that time, American optimism
contrasted with Indian fatalism.
b. Mise en commun. Le travail sera plus riche si
les trois groupes peuvent travailler en véritable
interaction. Les élèves doivent reformuler ce qu’ils
ont compris. Chaque partie pourra donner lieu à
une prise de parole en continu qui fournira une
synthèse du travail de construction du sens avant
une prise de notes.
4. Prise d’indices à mener en individuel ou en
binômes.
The reasons for optimism are:
• Economic reasons: America is the largest and
the richest market in the world.
• Demographic reasons: it is the only country in
the industrialized world where the population
is increasing.
• Historical reasons: immigrants have contributed to keep the Dream alive.
The American Dream is a part of American
history.
• Cultural and psychological reasons: it’s the
only country in the world to have the diversity,
the openness, the dynamism which give this
country its power / which make this country
so powerful and unique.
His perception of the situation
today
• They have the ambition to
succeed.
• After years of stagnation, the
whole country is coming out /
coming to light.
• It is conveying the image of a
booming economy.
Recap
• The American dream has been present from
the start: what the USA is now is founded on
immigration. People wanted to become American citizens in order to become independent
/ get their freedom.
• The American dream helps make America
what it is. It also influences / shapes the Americans’ attitudes in the face of adversity.
• Believing in the dream is a cultural trait. The
“Pursuit of happiness” is written in the American constitution and is part of the American
“can do” spirit.
• The successive waves of immigration have
built the country and given it its richness.
• The Dream has changed over times but is
always here.
• The diversity, the openness and the dynamism
have made this country exceptional and unique.
• Even if the American economy is not thriving,
the US still gives immigrants the opportunity
to improve their lives / to remain hopeful for
the future / to live in a democracy / to have a
shot at the American Dream.
25
Training task 4: Tweeting the Dream

1. Répartir les élèves par groupes de trois ou quatre.
Cette tâche d’expression orale va fournir aux élèves
l’occasion de répondre à la problématique de départ
– les exemples donnés tout au long du chapitre
pourront évidemment être repris. Ils sont également
invités à utiliser leurs connaissances pour enrichir
leur définition.
2. Tâche d’entraînement à l’expression écrite : laisser les élèves produire individuellement un tweet de
140 caractères.
LANGUAGE TOOLS • Corrigés •
Manuel p. 42-43
WORDS
Feelings and reactions
a.
excitement
apprehension
exultant - thrilled excited
apprehensive anxious hesitant - worried
happiness
glad - delighted cheerful - elated
optimistic hopeful - buoyant
courage
audacious courageous brave
b. Exemples de productions possibles :
Talking about immigration
• On the first photo, the woman has probably left
her country in difficult circumstances and she is no
doubt courageous. She looks anxious. Maybe she’s
apprehensive for her future and she’s wondering
whether she has made the right decision.
a. reasons for immigrating: war - political or religious persecution - lack of money - unemployment
-famine - family reunion - job opportunity - better
education…
• The little boy at her side does not look so worried
but he may be very hesitant about his future.
• The second photo shows a whole family. The smile
on their faces suggests all of them are glad of their
situation. They have certainly adjusted to their new
country and are hopeful and optimistic for their
future and their children’s future.
The odd one out
a.
1. asset
4. remote
2. foreign
5. immigrants
3. integrate
6. grasp
b.
When settling in a foreign country, speaking
the language fluently is an asset when it
comes to finding employment.
Immigrants sometimes find it difficult to
integrate because of their poor command of
the language. That’s why many of them take
language classes. They know it will also help
them grasp cultural habits that may be very
remote from theirs.
26
hope
obstacles: language - discrimination - cultural habits
- be uprooted...
integrating: job - education - family - sports...
b. Exemples de productions possibles :
• People have been immigrating to the United
States for centuries. They have come for many
reasons: religious or political persecution,
to escape wars, because of famine, to get a
better education or for a job opportunity, to
join a family member / a relative…
• However, integrating a new country is not
always easy and the newcomers often meet
a lot of difficulties such as the inhabitants’
hostility or the complexity of learning the
language and adapting to new cultural habits.
On top of that, being cut off from your family
roots must be heartbreaking for a lot of
immigrants.
• That’s why you need a lot of courage to start
from scratch. Yet, the promise of a better life
through a better job and a better education is
a good reason to remain optimistic.
P R O N U N C I AT I O N
ste 1
Pi
p.17
ist e
11
Stress on compound nouns
P
Workbook →
- 'high-tech engineer - 'real estate agent - 'lifestyle
- 'school education - com'munity center
0
Rhythm and weak forms
Conclusion: it is always the first term of the compound
noun that bears the main stress.
'homeland - 'birthplace - 'Asian American - suc'cess
story - 'will power - 'world stage - 'corporate world
Pi
ste 1
2
Words ending in -ion
Verbs
'immigrate
ex'pect
'fascinate
'starve
'organize
as'similate
con'front
de'port
'integrate
dis'criminate
de'termine
Derived nouns
immi'gration
expec'tation
fasci'nation
star'vation
organi'zation
assimi'lation
confron'tation
depor'tation
inte'gration
discrimi'nation
determi'nation
GRAMMAR
Want/would like/expect sb to...
Observe
→ We would like you to start community work if you
have never done any before.
• Les constructions des phrases sont semblables
et leur sens très proche :
When/If…
S + want/would like/expect + Cplmt + to + BV
Observe
→ vouloir que qqu’un fasse qque chose / attendre
de qqu’un qu’il fasse qque chose
• Dans les phrases 1 et 2, les actions exprimées par
les verbes principaux (be able to settle / be easier)
sont soumises à condition :
• Le second verbe est précédé de “to” car l’action
qu’il introduit ne s’est pas encore réalisée : elle est
souhaitée, espérée, attendue, visée.
Practise
a. Martin Matoda wants/would like recruiters to
give him a job.
b. Farah wants/would like Iranian women to be
better recognized.
c. Fang-Yi Sheu wants/would like/expects Taiwanese
dancers to develop modern dance in their homeland.
d. Farah would like her fellow immigrants to integrate more easily.
Exemples de productions possibles :
→ We expect you to be on time for the lectures and
to take notes.
→ We expect you to work hard every day.
→ We would like you to go to optional evening lessons
when you have time.
- condition explicite : si Martin trouve du travail / si
la loi est votée ;
- condition implicite : quand il trouvera du travail =
uniquement à partir de ce moment là / quand la loi
sera votée = uniquement à partir du vote de la loi.
Elles ne peuvent se réaliser qu’au moment où ces conditions sont remplies. On ne sait pas quand ces conditions
seront remplies mais on est certain de ces conditions :
si elles ne sont pas remplies, rien ne se passera. On les
pose donc comme des vérités irréfutables.
• Dans les subordonnées introduites par if ou when,
on ne peut pas employer le modal will puisque will
exprime une forte probabilité mais pas une vérité.
D’où l’absence de « futur » dans les propositions
subordonnées temporelles introduites par when.
• La phrase 3 se refère à une action accomplie avec
un résultat présent (when he has graduated = he has
a degree). On pose comme condition non discutable
le moment où Miguel pourra se mettre en quête du
rêve américain (have a shot at the American dream).
On ne peut donc pas avoir de modal.
27
Practise
travel across the different states.
→ If I find a flat easily, I will invite my neighbours for
a house-warming party.
a. They will leave their country if they don’t find/
haven’t found a job.
b. When they have become American citizens, it will
be easier for them to integrate.
Etc.
Etc.
→ When they have really settled, they will finally
feel American.
→ If they manage to find a house quickly, they will
feel relieved.
→ When I am there, I will try to find a job and then
Workbook
pp. 17-18
WORDS
→ My parents would like you to help yourself in the
kitchen if you are hungry.
Compound words
a.
academic background
homesick
racial discrimination
history centre
steerage passenger
career prospects
host country
social background
immigration station
job centre
homeland
job opportunity
b. Exemple de production possible :
In the 1920s, a lot of steerage passengers went
through Ellis Island, the Immigration Station.
Many of them were homesick because they had
to leave their homeland. However, the promise
of job opportunities and career prospects made
them adopt their host country.
→ My mother wants you to be on time in the morning
in order not to miss the bus.
→ My parents would like you to be here for dinner
at 8 p.m.
→ My mother expects you to put your laundry in the
basket in the bathroom.
→ The teachers expect all the American students to
behave in class.
→ They would like them to participate in class.
→ The school staff expect the American students
to attend school regularly and not to skip classes.
→ They would like the students to have a good time
in the school.
→ They want them to have lunch at school in order
to taste French food.
Etc.
When/If…
is
11
Rythm and weak form
P
P R O N U N C I AT I O N
te
I feel like I am embodying the American dream. My
parents never had the opportunity to get an education,
to go to college, to pursue a professional career and
earn a lot of money. They have always had financial
problems and they are still living in a small house
in a poor suburb. So I feel like it is my job to be there
for them and show them that I can succeed and be
someone important. I will continue to fight as much
as I can so they will be proud of me.
GRAMMAR
28
→ If they leave their homeland, some immigrants
will be homesick.
→ When immigrants find refuge, they will feel relieved.
→ If they cross the border, they will be granted
equal rights.
→ When they integrate, they will discover another
culture.
→ If they get a job, they will have a better life.
→ When they obtain a degree, they will have better
opportunities.
→ If they have ambitions, they will succeed.
→ If they are welcome, they will share common
values.
Want/would like/expect sb to…
→ If they are not rejected, they will try to fulfil their
dream.
Etc.
4
Manuel pp. 44-45 –
Pi
ste 1
STRATÉGIES
CD 1 Élève
Comprendre un monologue
Objectifs

Premier volet des stratégies de compréhension de
l’oral. Doit permettre aux élèves de mieux saisir les
messages transmis lors d’une prise de parole assez
longue de type témoignage, exposé, reportage etc.,
en s’entraînant à :
− se préparer à l’écoute ;
− faire des repérages et stocker en mémoire ;
− mettre en relation les éléments repérés pour
construire du sens.
Pi
ste 1
4
Analyse du document

Extrait d’une émission radiophonique sur NPR,
datant du 16 août 2011, d’une durée de 2’16 min,
intitulé New York Laundromat becomes an English
classroom. Il s’agit d’un reportage sur une expérience particulière d’enseignement de l’anglais aux
immigrés dominicains et mexicains, sans papier
pour la plupart, installés à Manhattan. Cet enseignement dispensé par un bénévole, Hector Canonge,
se fait dans un Lavomatic, alors que les immigrants
viennent y faire leur lessive.
On entend dans ce reportage :
− l’introduction de l’animatrice de l’émission de NPR
qui annonce le sujet,
− le bruit des machines à laver,
− le professeur Hector Canonge qui fait répéter des
mots anglais, donne leur traduction en espagnol et
témoigne brièvement de son expérience,
− les immigrants qui répétent,
− le journaliste George Bodarky, de WFUV – national
public radio in New York city – qui explique longuement le projet mené par Hector Canonge.
On remarquera que même si plusieurs personnes
interviennent dans ce reportage, il ne s’agit pas
d’un dialogue : l’explication de G. Bodarky est en
fait illustrée par les témoignages.

immigrants in new york city / who want to learn
english / have a new venue / in which to do so /
the laundromat //
george bodarky / of member station wfuv /
tells us about one man’s project / to teach
english / in that free time between washing
and folding //
(soundbite of laundromat machines)
amid the gurgling of washers and hum of driers
at the magic touch laundromat in northern
manhattan / hector canonge is teaching english
// his vocabulary lesson / starts off with words
fitting for the setting // shirt / shirt. (translated
in spanish)
/…/
/…/
canonge is just standing in front of a wall of
stainless steel industrial driers / at the head of a
bright yellow folding table // his eight students
are lined up along the table / four on each side /
six women and two men / from the dominican
republic and mexico //
pants / pants // (translated in spanish)
canonge says he wanted to offer immigrants
in the neighborhood / especially those without documentation / a relaxed setting to learn
english //
so many / recent immigrants can go to a school
/ a public school and say / you know / i want to
learn english / because the first thing they’re
going to ask you is / well / do you have an id //
or even in the library //
this part of manhattan has a large population
of spanish-speaking immigrants // canonge
lives in the neighbourhood // he got the idea
for the english classes / while doing his own
laundry //
i saw many people struggling with the
machines / you know / reading / like / the
instructions //when do I put the soap // what’s
wash / and what’s bleach / or what’s rinse //
during the day / there is the korean owner /
who tends the place / so / even that is / you
know / they can’t talk to him // they can’t say /
i need change // you know / give me five dollars
in change // and also / he can’t speak spanish
/ so that’s a pain //
underwear // no // underwear //
but when you live in a neighbourhood / where
so many people do speak spanish / it’s easy to
put off learning english // that’s what myra
kayro / who hails from the dominican republic
/ says happened to her // she’s been living in the
us for 26 years / and became a citizen about six
months ago //
everybody speaks spanish in this neighbourhood // it’s very difficult to speak english //
Suggestions d’exploitation

On pourra envisager le travail sur cette double-page
à différents moments de l’étude du chapitre, soit en
amont de la tâche d’entraînement 1 : A presentation
leaflet, manuel p. 35, afin de préparer le transfert de
stratégies, soit en aval pour réaliser ce transfert et
préparer à l’écoute du document Immigrants hope
their American Dream is not fading, manuel p. 36.
Étapes possibles :
La préparation à l’écoute se fait individuellement
à la maison : les élèves prennent en notes leurs
29
hypothèses sur le reportage radiophonique proposé.
Mise en commun des hypothèses classe entière lors
de la séance suivante.
Écoute du document pour vérification des hypothèses : on demandera aux élèves de se concentrer
sur l’environnement sonore et sur qui parle (voir
premiers éléments à repérer du tableau page 45
du manuel). Nouvelle phase de travail à la maison :
demander aux élèves de repérer notamment les
ÉVALUATIONS
Lors du cours suivant : mise en commun des
éléments repérés par groupes de 4 ou 5 élèves et
mise en relation. Demander aux élèves de préparer
par écrit, à la maison, une synthèse individuelle en
francais de ce qu’ils ont compris. Ils pourront se
reporter à l’entraînement
Compréhension de
l’oral, manuel pp. 50-51.
• Corrigés •
Task 1. Speaking . . . . . . . . . . . . . . 00 pts
Documents supports (role-play cards)

→
mots qui se détachent clairement, les indicateurs
de lieux, les données chiffrées.
Voir documents photocopiables p. 00 de ce
guide.
eux aussi quelques questions et se tenir prêts à
intervenir à tout moment. On peut, pour limiter
le nombre de groupes, donner plus de cartes de
journalistes.
4. Lancer le Talk Show pendant 15 minutes. Ne
pas interrompre les élèves.
Suggestion de grille d’évaluation

→
Il s’agit d’une prise de parole en interaction dans
le cadre d’un talk show radiophonique. Dans un
tel contexte, des notes seront permises mais
elles doivent être très succintes et regardées avec
parcimonie.
Les élèves devront tirer au sort une carte (role-play
cards) qui leur attribuera un rôle :
− le présentateur de l’émission de radio,
− une immigrante d’origine Hondurienne,
− un immigrant d’origine Indienne,
− une jeune femme d’origine chinoise.
Forme de travail

Collective.
Documents supports

CD2 Évaluations piste 3
→
Voir document photocopiable p. 00 de ce guide
Présentation de la tâche

Les élèves devront écouter un groupe de journalistes chargés de sélectionner un ou des participants à une émission radiophonique sur les
« nouveaux américains ». Ces journalistes décrivent trois différents profils d’immigrants candidats
à l’émission et donnent leur avis sur leur éventuelle
participation.
À l’issue des trois écoutes, les élèves devront
identifier les profils d’immigrants retenus par les
journalistes (pas de justifications demandées).
Forme de travail ;

Propositions de mise en œuvre

Individuelle.
Prévoir une séance : Il est possible pour gagner
du temps de n’évaluer que quelques groupes et de
donner une co-évaluation pour les autres.
Propositions de mise en œuvre

1. Constituer des groupes de quatre élèves. Tous se
préparent sans savoir exactement à quel moment
ils vont effectuer leur prestation.
2. Les élèves tirent une carte.
3. Donner aux élèves 10 minutes pour prépa-
rer leurs interventions. Les élèves spectateurs
doivent, tout comme le journaliste, préparer
30
Task 2. Listening . . . . . . . . . . . . . . 00 pts
Voir document photocopiable p. 00 de ce guide
Présentation de la tâche :

Manuel pp. 46-47
Prévoir un maximum de 30 minutes en tout.
1. Trois écoutes, chacune suivie d’une pause de 1
ou 2 minutes.
2. Chaque élève prend des notes lors des différentes écoutes.
3. À la fin de la troisième écoute, laisser du temps
aux élèves pour répondre à la question.
Corrigés et barèmes :

Non
sélectionné pour
l’émission
Sélectionné pour
l’émission
Candidat 1
Candidat 2
Candidat 3
Toutes les cases sont correctement cochées : 10 pts.
Une erreur : 5 pts
Deux erreurs : 1 pt
ÉVALUATIONS
Manuel p. 47
Compréhension de l’oral
Documents supports

→ Voir
1. Communication du titre accompagnant l’enre-
les consignes dans le manuel p. 47.
CD2 Évaluations Piste 4
2. Trois écoutes intégrales au cours desquelles
Grille d’évaluation et de notation

(source : B.O. du 24 nov. 2011)
→
gistrement : From illegal immigrant to world known
specialist à écrire au tableau.
Voir document photocopiable p. 00 de ce guide.
Présentation du document

Le Dr Alfredo Quinones-Hinojosa témoigne de sa
réussite spectaculaire : de son arrivée aux États-Unis
comme saisonnier sans papier en Californie jusqu’à
sa réussite en tant que chirurgien neurologue réputé.
Forme de travail

Individuelle.
Passation

l’élève peut prendre des notes comme il le souhaite
au brouillon :
Écoute 1 - Pause d’une minute
Écoute 2 - Pause d’une minute
Écoute 3
3. Après la dernière écoute, l’élève dispose de 10
minutes pour rendre compte de ce qu’il a compris,
en français, sur sa copie. On pourra lui suggérer de
remettre aussi son brouillon – qu’on sera vigilant
de ne pas regarder avant d’avoir évalué le compterendu – afin de pouvoir observer le passage entre
les notes et la restitution et ainsi pouvoir mieux
aider les élèves qui auraient des difficultés dans
cette épreuve.
La passation et l’évaluation de la performance de
l’élève suivent les instructions officielles (B.O. du
24 novembre 2011). Prévoir 20 minutes.
Éléments de réponse et barème

Dans le tableau ci-dessous apparaissent en colonne de gauche les critères fixés par le BO du 24 novembre
2011, en colonne de droite les éléments de réponse pour le document dont il est question ici.
Niveau
Comprendre un document de type monologue
From illegal immigrants to world-known specialist
BO du 24 novembre 2011
Éléments de réponse possibles
Situer la prestation du candidat à l’un des cinq
degrés de réussite et attribuer à cette prestation
le nombre de points indiqué - sans le fractionner
en décimales - de 0 à 10
31
Le candidat n’a pas compris le document. Il n’en
a repéré que des éléments isolés, sans parvenir
à établir de liens entre eux. Il n’a pas identifié le
sujet ou le thème du document.
• Quelques mots relevés.
• Thème et sujet n’ont pas été identifiés.
1 pt
A1
• Quelques expressions relevées.
• Le candidat est parvenu à relever des mots
isolés, des expressions courantes et à les mettre • Thème partiellement compris : un homme a
en relation pour construire une amorce de
réalisé le rêve américain.
compréhension du document.
• Le candidat a compris seulement les phrases/les
idées les plus simples.
3 pts
A2
Certaines informations ont été comprises
mais le relevé est incomplet, conduisant à une
compréhension encore lacunaire ou partielle.
Plus d’informations partielles relevées qu’en A1 :
• Cet homme, immigrant illégal est arrivé en
Californie avec très peu d’argent /3 dollars en
poche.
• A travaillé très dur pour réussir.
5 pts
• Les informations principales ont été relevées.
• L’essentiel a été compris.
Compréhension satisfaisante.
B1
• A écrit un livre pour raconter son expérience.
• Il est arrivé aux Etats-Unis en 1987, il y a environ
20 ans.
• A travaillé de ses mains et a eu le sentiment qu’il
pouvait réaliser le rêve américain.
• Pour lui, les temps ont changé mais le rêve
américain existe toujours.
• Le rêve, c’est d’avoir de quoi se nourrir, de quoi
nourrir ses enfants et de quoi payer leurs études.
8 pts
B2
• Des détails significatifs du document ont été
relevés et restitués conformément à sa logique
interne.
• Le contenu informatif a été compris, ainsi que
l’attitude du locuteur (ton, humour, points de vue,
etc.). Compréhension fine.
Plus de détails :
• Le rêve américain est toujours vivant même si
les moyens de l’atteindre ont évolué.
• La réussite de cet immigrant : il travaille toujours
de ses mains mais dans un institut prestigieux,
un des plus prestigieux au monde. Il est médecin
(spécialiste).
• Plus difficile maintenant d’entrer aux US pour les
Mexicains : les frontières sont mieux gardées.
• Il est fier de ce qu’il a fait.
10 pts
Si des éléments ont été relevés à plusieurs niveaux, il appartiendra au correcteur de définir le niveau global
atteint.
Note de l’élève : note sur 10 × 2 =
/20
Expression orale
→ Voir
les consignes dans le manuel p. 47.
Grille d’évaluation et de notation

(source : B.O. du 24 nov. 2011)
→
32
Voir document photocopiable p. 00 de ce guide.
Compréhension de l’écrit
Documents supports et protocole

→
a. Both texts deal with immigrants’ feelings
Voir documents photocopiables p. 00 de ce guide .
Corrigé et barème

Total des points = 60 pts (à diviser par 6 pour obtenir
une note sur 10 pts)
b. Both texts are:  narratives
c.  Text 1 is non-fictional and text 2 is fictional
1 pt
par bonne réponse = 3 pts
Text 1
Where (place and country)
2,5 pts
Characters present in
the scene (identification
– and if mentioned : age
– occupations – origin –
relationships)
Text two
High School at Prospect Heights, in
Brooklyn, New York USA.
3 éléments de réponse = 1,5 pt
Store, USA.
2 éléments de réponse = 1 pt
• Student N° 219870508 called Chit Su,
17, high school student (9th grade) from
Burma or Thailand.
5 éléments de réponse = 2,5 pts
• Dariana, the Coordinator of Special
Programs but a better job title would
be The Fixer ( she has solutions for
everything), 25, from Dominican
Republic.
6 éléments de réponse : 3 pts
I , the narrator – shopkeeper – from
Ethiopia.
Burmese sisters: probably former
students at that school who have
relocated in Texas.
• Customers of the shop - narrator’s
uncle and two friends/ living in the USA.
• Narrator’s mother and brother / in
Ethiopia
5 éléments de réponse = 2,5 pts
7 pts
Other people involved:
how they are related to the
characters present – where
they live
4 pts
2 pts par réponse correcte accompagnée d’une
justification= 18 pts
Text 1
a. All the students at the International High School
at Prospect Heights have just arrived in the country.
Wrong. “the students who have lived in the country for
longer have learned to blend in better… but the new
kids are easy to spot”. (l. 1-3)
b. All the students at the International High School
at Prospect Heights wear a uniform.
Wrong. “brand-name sneakers and low-riding jeans”.
(l. 2-3)
c. Student No. 219870508 has managed to blend in
perfectly well.
Wrong. “Somehow Student N° 219870508 got it almost
right.” (l. 5) Her clothes fit too well to be hand-medowns, and they leave no trace of a foreign country”.
(l. 12)
d. Lots of personal details about Student N°
219870508 are available.
Wrong. “very little is known about Student N°
219870508. No one is exactly sure where she came
from, ou how she got here this morning, up three flights
of stairs and past security.” (l. 26-27)
e. Student N° 219870508 has a bad command of
English.
Right. “her English is very limited.” (l. 31)
f. Student N° 219870508 is given a package of peanutbutter crackers because she has a stomach ache.
Wrong. “Eat these every time you feel nervous”. (l. 39)
Text 2
g. The narrator earns a lot of money.
Wrong. “I own my business, and that business is
okay.” (l. 8) “Grateful it’s not worse.” (l. 9) / “when I
can afford to” (l. 9)
h. The narrator sends money to his family on a
regular basis.
Wrong. “I send them money every few months when
I can afford to.” (l. 9)
i. The narrator thinks his new life is fulfilling.
Wrong. “I was hit with the sudden terrible and frightening realization that everything I had cared for and
loved was either lost or living on without me seven
thousands miles away, and that what I had here was
not a life, but a poorly constructed substitution.”
(l. 3-5)
In text 1, student n° 219870508 has just arrived
in the USA whereas the narrator in text 2 has been
living there for some time. 2 pts
a. • The main character in text 1 wants to appear
integrated:
33
today is her first day […] but at least by appearances
she could be any girl entering the ninth grade at any
high school in any city or small town across America.”
(l. 5-8) 2 pts (1 pour l’adjectif correctement choisi,1
pour la justification.)
• The main character in text 2 wants to appear
successful:
“A grim store and a cheap apartment.” (l. 6) “I tell them
only that I own my business and that business is okay.”
(l. 7-8) “I send them money.” (l. 9) 2 pts
b. • The main character in text 1 actually feels tense:
“it was obvious Chit Su was suffering from a bad case
of nerves.” (l. 24) 2 pts
34
• The main character in text 2 actually feels lonely,
uprooted and homesick,
“Left alone behind the counter, I was hit… made up of
one uncle , two friends.” (l. 3-6) 4 pts
2 pts
a. The main character in text 1 wants the American
students to think she is one of them.
b. The main character in text 2 wants his family to
think he has succeeded.
 A challenging experience 1,5 pt
UNIT 2
Évaluations
Final task 1 The new Americans
Name :
Class :
Speaking
Manuel p. 46
Take part in a radio programme about the new Americans
Suggestion de grille d’évaluation

Traitement du sujet
A2
B1-1
B1-2
B2
Prendre part à une
conversation.
Aisance et coopération.
Intelligibilité et recevabilité linguistique
A pu mettre en adéquation
sa production avec le
sujet proposé : est bien un
immigrant prenant part à une
émission sur les nouveaux
Américains.
• A lu ses notes en « jouant »
peu. Des hésitations.
• Voix peu audible.
• Peut soutenir une
conversation simple.
La langue est compréhensible
malgré des erreurs
élémentaires, un lexique
limité et une prononciation
assez imparfaite (fort accent
français)
1 à 3 pts
1 à 2 pts
1 à 2 pts
A pu avancer plusieurs
arguments simples en
adéquation avec le sujet.
• A su prendre de la distance
par rapport à ses notes.
• S’est exprimé clairement
mais a récité plus qu’il/elle
n’a joué.
• S’est exprimé dans une
langue compréhensible
et globalement correcte ;
vocabulaire spécifique bien
utilisé.
• Erreurs occasionnelles.
• Bon rythme oral même si un
accent et une intonation trop
françisés sont perceptibles.
4 pts
3 pts
3 à 4 pts
A pu avancer des idées
argumentées de manière
claire et méthodique en
utilisant des procédés variés.
• Peut prendre l’initiative de la
parole et son tour de parole.
• Sait se reprendre et
reformuler.
• La langue est compréhensible
et globalement correcte.
• Bonne maîtrise du
vocabulaire nécessaire à la
tâche.
• Utilise une gamme assez
étendue de vocabulaire et de
structures appropriés.
• Est clairement intelligible
même si un accent étranger
est perceptible et s’il y a des
erreurs occasionnelles.
5 à 6 pts
4 pts
5 à 6 pts
• A utilisé presque tous les
procédés.
• A pu enrichir sa production
en situation.
• A fait preuve d’originalité.
Peut construire un entretien
avec efficacité et aisance,
en s’écartant spontanément
des questions préparées et
en exploitant et relançant les
réponses interessantes.
• A acquis une prononciation
et une intonation claires et
naturelles.
• A un bon contrôle
grammatical ; des bévues
occasionnelles, des erreurs
non systématiques et de petites
fautes syntaxiques peuvent
encore se produire mais elles
sont rares et peuvent être
corrigées rétrospectivement.
• Ne fait pas de fautes
conduisant à des malentendus.
7 pts
5 pts
7 à 8 pts
35
36
Sangjay Lakshmi
Indian
• Left India: 2009
• Reason: work as a high tech
engineer
• Became CEO of his company
Anna Lin Wu
Chinese
• Left China: 2007
• Reason: study at Yale
• Graduated and found the job she
wished for
Carmen Alvarado
Hondurian
• Left Honduras: 2010
• Reason: Join her husband
• Became an active member of
Charity Action Against Hunger
Speaking - Role-Play cards
The TV presenter
The TV presenter
Final task 1
Sangjay Lakshmi
Indian
• Left India: 2009
• Reason: work as a high tech
engineer
• Became CEO of his company
Évaluations
Anna Lin Wu
Chinese
• Left China: 2007
• Reason: study at Yale
• Graduated and found the job she
wished for
Carmen Alvarado
Hondurian
• Left Honduras: 2010
• Reason: Join her husband
• Became an active member of
Charity Action Against Hunger
UNIT 2
The new Americans
Name :
Class :
Manuel p. 46
UNIT 2
Évaluations
The new Americans
Name :
Class :
Compréhension de l’écrit
Text 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
Everybody has The Outfit—the outfit they bought for America. The students who have
lived in the country for longer have learned how to blend in better, disappearing in
brand-name sneakers and low-riding jeans. But each September on the first day of
school, the new kids are easy to spot. […]
Sitting behind a cluttered desk in her office on the fourth day of school, Dariana Castro
examines the new girl from behind cat’s-eye glasses. Somehow, Student No. 219870508
got it almost right. Today is her first day at the International High School at Prospect
Heights, a Brooklyn public school that teaches English to new immigrants, but at least
by appearances she could be any girl entering the ninth grade at any high school in any
city or small town across America. She has silky brown hair, which is half up, and small
eyes, which are cast down at the floor. Her lips are glossed and her nails polished, but
that doesn’t stop her from nibbling on them. She wears brand-new blue jeans (factory
made), a black-and-red Mead backpack, and a T-shirt the fluorescent-green color of
Nickelodeon slime. Her clothes fit too well to be hand-me-downs1, and they leave no
trace of a foreign country. It’s as if someone undressed a mannequin in the back-toschool display in the teen department of Target, and re-created the ensemble on her.
“What’s your name?” Dariana asks.
“Chit Su,” the girl says, twisting a flower-shaped ruby ring on her finger.
“Cheet Sue,” Dariana repeats carefully.
Cradling a phone receiver to her ear, she motions for the girl to take a seat.
Officially she is known as the Coordinator of Special Programs, but a better job title
would be The Fixer. Every immigrant community has one, and the International High
School at Prospect Heights has Dariana, a twenty-five-year-old Dominican with pale
skin, curly red-tinted hair that will change colors and styles many times in the coming
months, and a solution for everything.
As soon as the new girl walked into her office to pick up her class schedule, it was
obvious to Dariana that Chit Su was suffering from a bad case of nerves. But that’s just
about the only thing about Chit Su that is obvious. Other than the ID number assigned
to her by the New York City Department of Education, very little is known about Student No. 219870508. No one is exactly sure where she came from, or how she got here
this morning, up three flights of stairs and past security. To Dariana, she looks like
an ordinary American girl. But she is from Burma. Or Thailand. Her answer changes
depending on who asks. Either way, she is the only person in the entire school who
speaks her language, now that the flip-flop-wearing Burmese sisters have relocated to
Texas. She is seventeen years old, and her English is very limited. That much is clear.
“Are you happy to be here?” Dariana asks, leaning forward. “Are you nervous?”
Silence. Shifting her weight in the chair, the girl smiles, her teeth crowded on top of
each other like subway riders at rush hour.
“You’re not nervous?” Dariana asks again, this time speaking more slowly. More silence.
Dariana stands up and walks over to the corner of the room, where a large plastic bag
is filled with snacks and small cartons of juice.
“Here,” she says, handing Chit Su a package of peanut-butter crackers, along with her
class schedule. “Eat these every time you feel nervous. It will make you feel better.”
Rubbing her stomach, Dariana pretends to chew. “Mmmm. That’s what I do.”
Brooke Hauser, The New Kids (2011)
1. articles of clothing that have already been used and are given away when not wanted anymore
37
UNIT 2
Évaluations
The new Americans
Name :
Class :
Text 2
1
2
3
4
5
6
7
8
9
10
11
No one tells you this at the beginning, but the days of a shopkeeper are empty. There
are hours of silence punctuated briefly with bursts of customers who come and go
within the span of a few minutes. […] Left alone behind the counter, I was hit with the
sudden terrible and frightening realization that everything I had cared for and loved
was either lost or living on without me seven thousand miles away, and that what I had
here was not a life, but a poorly constructed substitution made up of one uncle, two
friends, a grim store and a cheap apartment. […]
In my monthly letters and phone calls to my mother and brother in Ethiopia, I tell
them only that I own my business, and that business is okay. Never good. Never bad.
Simply okay. Could be better. Grateful it’s not worse. I send them money once every
few months when I can afford to, even though I know they don’t need it. I do it because
I am in America, and because sending money home is supposed to be the consolation
prize for not being home.
Dinaw Mengestu, The Beautiful Things That Heaven Bears (2007)
Read the texts carefully, then answer the questions
Tick the right answer.
a. Both texts deal with:
 immigration trends
 immigration policy
 success
 immigrants’ feelings
b. Both texts are:
 essays
 narratives
 newspaper articles
 diaries
 reports
c. Both texts are
 fictional
 non-fictional
 text 1 is non-fictional and text 2 is fictional
 text 1 is fictional and text 2 is non fictional
Fill in the grid below picking out as many details as possible.
Text 1
Text 2
Where (place and country)
Characters actually present in
the scene (identification – and if
mentioned: age, occupations, origin,
relationships)
Other people involved: how they are
related to the characters present –
where they live
Read the following statements and decide if they are right or wrong. Justify by
quoting the text.
Text 1
a. All the students at the International High School at Prospect Heights have just arrived in the
country.
..........................................................................................................................................................
b. All the students at the International High School at Prospect Heights wear a uniform.
..........................................................................................................................................................
c. Student No. 219870508 has managed to blend in perfectly well.
..........................................................................................................................................................
38
UNIT 2
Évaluations
The new Americans
Name :
Class :
d. Lots of personal details about Student N° 219870508 are available.
..........................................................................................................................................................
e. Student N° 219870508 has a bad command of English.
..........................................................................................................................................................
f. Student N° 219870508 is given a package of peanut-butter crackers because she has a stomach ache.
..........................................................................................................................................................
Text 2
g. The narrator earns a lot of money.
..........................................................................................................................................................
h. The narrator sends money to his family on a regular basis.
..........................................................................................................................................................
i. The narrator thinks his new life is fulfilling
..........................................................................................................................................................
Draw conclusions about how long Student N° 219870508 and the narrator of text
2 have been in this country. (about 15 words)
..........................................................................................................................................................
..........................................................................................................................................................
Complete the following sentences by using some of the adjectives from the two
lists below. Quote the text to justify your choice.
a. integrated - successful - at ease - competitive - busy
• The main character in text 1 wants to appear ............................................................................
.........................................................................................................................................................
• The main character in text 2 wants to appear ............................................................................
.........................................................................................................................................................
b. homesick - uprooted - tense - lonely - happy - lost
• The main character in text 1 actually feels ................................................................................
.........................................................................................................................................................
• The main character in text 2 actually feels ................................................................................
.........................................................................................................................................................
Complete the following sentences with elements from the list below:
his/her family - his/her friends - the government - the American students - the teachers - the customers
a. The main character in text 1 wants ............................………… to think she is one of them.
b. The main character in text 2 wants ..............................………… to think he has succeeded.
Among the following titles, which one would you choose for that set of document?
 A challenging experience
 A humiliating experience
 Making a dream come true
 Assimilation
 Multiculturalism
39
UNIT 2
Évaluations
The new Americans
Name :
Class :
Expression écrite
A diary entry
Write Chit Su’s diary entry recalling her first day at the International High School (150 words).
A dialogue
Imagine a conversation the narrator in text 2 had with his mother when he first told her he was
going to settle in the US (250 words).
40