Meeting Point T

Transcription

Meeting Point T

Livret de présentation
Meeting Point Tle
Nouveauté
2012
Offre découverte :
gratuit jusqu’au
31/12/2012
(voirr au dos)
ond
Une méthode actionnelle, qui rép
aux besoins de toutes les séries
Vous trouverez dans ce livret :
➤ la présentation de Meeting Point Terminale
➤ la présentation du nouveau Bac
➤ des extraits du Workbook (Unit 8)
➤ des extraits du Fichier pédagogique (Unit 8)
Les points forts
de la méthode
Meeting
Point
T
ANGLAIS
TOUTES SÉRIES
B1/B2
LE
Une démarche conforme au CECRL et au nouveau programme
du cycle Terminal.
Un manuel structuré autour des 5 activités langagières, offrant
une grande liberté pédagogique.
Une démarche pédagogique guidée, centrée sur la réalisation de
tâches motivantes et concrètes, qui développent les compétences
nécessaires à la réussite au Bac.
Des documents (textes, audio, images, vidéo) originaux et de
difficultés variées, pour travailler toutes les notions du programme
et permettant des parcours adaptés à toutes les séries et à tous
les usages (en classe, en sous-groupes et en autonomie).
Des évaluations à la carte avec un grand choix de sujets.
Tous les outils élève/prof pour préparer le Bac : travail sur la langue,
supports de compréhension, outils méthodologiques, aide
à la production écrite et orale...
L’intégration des TICE, de manière souple, dans le travail en classe
et pour le travail en autonomie : mp3 élève, webquests, activités
sur internet (posts sur forums, tweets…), manuels interactifs.
Un Fichier pédagogique réunissant de nombreux conseils
didactiques offrant des exploitations détaillées et les outils
pour évaluer selon les critères du Bac.
1
La structure du manuel et d'une unité
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15
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genetic or belt = skip (GB ny: très
titrerès
accentu
MP3
owing us?les mots and
)
Trouvez un
MP3
prog
16
foll
convey r (US
b. Repérez
r ≠ skinelle
myths
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z l’exemple
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avez compris
4 Écoute a. Mémorisez le plusent
flaw:
=
ce que vous
MP3
ous
z brièvem
MP3
17
hazard
b. Résume
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MP3
MP3
18
extrait
ce dernier
a. Écoutez
toutes
en œuvre
et mettez
s
es étudiée
les stratégi
pour relever
précédemmentpoints évoqués
ts
les différen
.
dans ce passage
ble
ez l’ensem
b. Présent
dans
s à la classe
du discour
rendu précis
un compte
minutes
d’une à deux
à l’écrit.
à l’oral ou
62
Reading co
rner
ASK
YOUR T
W
hen he came
back to the
yard,
the moonlig
ht was a frozen night lay wild and deep
world’s incredib
across the desert
silver that touched
le blacknes
ing1 gently
and
in the vague s. The girl Henriette walked but could not dissolve
shadows. He
hard earth
the
bringing her
went that way, along the Tonto road,
around.
swaythe click of
Her face was
his heels on
clear and strange
something
the
and incuriou
to come,
s in the night,
the house. Apaches and knew what it
as though
would be. But
he said: “You’reshe waited for
She was indiffere like to crawl down2
too far from
nt,
10 loneline
unafraid. Her next to a settlement and
ss in it,
voice was cool
wait
up, so soft and the fatalism that made
and he could for strays3.”
her words so
good.”
even. “There’s hear the faint
He took off
his
a wind coming
His blond hair hat, long legs braced4
, and his eyes
glowed in the
were both attentive
She said in
a deep breath: fugitive light.
and puzzled.
15
His lips were
“Why do you
restless5 and
do that?”
quick wind
the sing and
around him.
“You have folks rush of strong feeling
She spoke in
was like a current
in Lordsbu
a
rg?”
known without direct, patient way as
of
though explainin
asking “I run
“No,” he said,
g something
a house6 in
Lordsburg.”
he should have
“it wasn’t what
20
“My folks are
dead – I think. I asked.”
when I was
There was a
young.”
massacre in
He stood with
the Supersti
tion Mounta
his head bowed7
There was a
ins
, his mind reaching
hardness and
back to fill in
a rawness8 to
had survived
that gap of her
this
and had paid
25 offered
for her survival; land and little sympath
life.
no explanat
y for the weak.
and looked
ions or apologie
with the dead
She
at him now
s for whateve
in
patience of all
a
silent
r had been;
way that
the past years
He said: “Over
she was still
in her
in the Tonto
a pretty girl
with a house
Basin is a pretty eyes, in the expressiv
half
eness of her
land. I’ve got
lips.
“If that’s your built...”
a piece of a
country, why
ranch there
30
His lips laughed
–
are
here?”
and the rashnessyou
taller in the
9 in
him glowed
moonlight.
“A debt to
hot again and
“That’s why
collect.”
he seemed to
you’re going
grow
kind of debts.
to Lordsburg?
Everybody
in the Territor You will never get through
Then you tried
y knows you.
collecting those
to wipe out
35 and
Once
a grudge10 and
the debt kept
then there was you were just a rancher.
will. You’d better growing and more
a
bigger one to
men are waiting
wipe out –
His bright smile run away from the debts.”
to kill you.
Someday a
man
“No,” she murmurkept constant, and presently
ed, “you won’t
she
way her eyes
run.” He could lifted her shoulders with
were
resignation.
see the sweetnes
40
He said, “We’d sad for him; he could see
s of her lips
in them the
and the
yard in silence, better go back,” and
turned her with patience he had never
hearing the
learned.
seeing the glow
undertone of
his
men’s drawling arm. They went across
her go through of men’s pipes in the dark
the
talk
corners. Malpais roll out of the shadows
the station
door; she turned
,
Bill
1. oscillant
to look at him stopped and watched
2. ramper 3.
6. (ici) maison
once more,
personnes isolées
close 7. penchée
her eyes all
/ inclinée 8./ égarées 4. tendit ses
longues
âpreté
ge on
of a webpa
h
iin charge
aper, you are short article and choose
li newsp
online
write a
ki g ffor an
a recording,
list workin
USA. Select
As a journa
ation to the
Mexican immigr
a photo.
ÉCOU TEZ
ET SÉLE CTIO
reportages.
Écoutez trois
1
NNEZ
CD
3
Read and understand
2. What's done cannot be undone
trement
Chaque enregis fois.
trois
sera diffusé
2
5
Cette écoute
.
en continu
WB
Read the scene and discuss what you have
understood with the class.
Then turn to your Workbook for help.
Première écoute
Characterization
se fera
a. What is unusual about Lady Macbeth’s
behaviour?
b. Why has the gentlewoman sent for the
doctor?
c. What is Lady Macbeth haunted by?
d. From line 20 to line 23 who is Lady
Macbeth talking to? Does she speak in prose
or in verse? What secrets does she reveal?
e. What does the doctor conclude?
What does he fear?
écoute
Deuxième
tions
Notez les informa clés)
(mots
mémorisées
z par
que vous classere
:
rubriques
• lieux •
noms propres
activités, actions,
• marqueurs
événements
(dates,
de temps
•
moments)
périodes,
,
(chiffres
s
donnée
pourcentages).
GENTLEWOMAN: Lo you! Here she
comes. This is her very guise1; and,
upon my life, fast asleep. Observe her;
stand close.
DOCTOR: How came she by that light?
GENTLEWOMAN: Why, it stood by2 her.
She has light by her continually; ’tis
her command.
DOCTOR:You see her eyes are open.
10 GENTLEWOMAN: Ay, but their sense
are shut.
DOCTOR: What is it she does now?
Légende à venir
Look how she rubs her hands.
GENTLEWOMAN: It is an accustomed3
choix
15 action with her to
seem thus washing her hands. I have known her continue in
Justifiez votre
s’installer
this apour
quarter of an hour.
la frontière
4.
s qui ont traversé
ai
ADY
M
ACBETH
:
Yet
here’s
a
spot
L
ICLE
mexica
mexicain
raisons
L’ART
rantss
lan social,
: Hark5! She speaks! I will set down what comes from her, to satisfy my
RÉDI GEZ « infiltré » un groupe d’immig
DOCTOR
arrière-p
lien familial,
orr
Vous avez
remembrance
thedemore strongly.
, âge, origine,
nom,
moyens
,
is.
ue,
nts (nombre
aux États-Un
LADY MACBETH: Out, damned spot! Out, I say! – One; two: why then, ’tis time to
distance20 parcour
ez les immigra
..).
d’arrivée (lieux, rés...). do’t. – Hell is murky6. – Fie7, my lord, fie! A soldier and afeard8? – What need we
1. Présent
u point d
au
rêves et projets.
rencont
s dangers
de leur départ,voyage du point de départ et autres,
fear
who
knows
it,
when
none
can
call
our
power
to accompt9? – Yet who would
autres
le
s...).
climatiques nts, attitude
2. Décrivez
es. have thoughttravaille
the oldz man to have had so much blood in him?
conditions
ments, a
de personn
, sentime
lequel vous
x groupes
transport utilisés,passeurs (intérêts
e pour
: Do you mark that? […]
DOCTOR
s par ces deuxdu journal / magazin
ez les
3. Présent
nts éprouvé
m
25 LADY MACBETH:article.
votre Here’s the smell of the blood still. All the perfumes of Arabia will
les sentime eur, mentionnezz le nom
4. Évoquez
notillustrer
sweeten this little hand. Oh! Oh! Oh!
paraît le mieux
un titre accroch a été écrit.
5. Trouvez
photo qui vous
DOCTOR: What a sigh is there! The heart is sorely10 charged.
ernet la p
laquelle l’article nnez sur Internet
et la date à
GENTLEWOMAN: I would not have such a heart in my bosom11 for the dignity of
l’article : sélectio
6. Illustrez
the whole body.
30 DOCTOR: Well, well, well,
GENTLEWOMAN: Pray God it be, sir.
PAGE WEB
age.
page.
CRÉE Z LA l’article et la photo sur la page.
a meilleure
DOCTOR: This disease is beyond my practice; yet I have known those which have
ui élira la
qui
à la classe
1. Insérez
12
du lycée.
walked in their sleep who have
ez votre travail page sur le site du
129died holily in their beds.
8 hands;
2. Présent
Unit your
LADY MACBETH: Wash
put on your nightgown13; look not so pale. I tell
, publiez cette
3. Si possible
échanges
Espaces et 35 du
you
yet again, Banquo’s buried; he cannot come out on’s grave14.
pouvoir
Lieux et formes DOCTOR: Even so?
LI STT E N I NG
LADY MACBETH: To bed, to bed! There’s knocking at the gate. Come, come, come,
come, give me your hand. What’s done cannot be undone. To bed, to bed, to bed!
(Exit)
5
Training for an audition
s.
MP3
ci-dessu
ep
re
e écoute
ts repérés
ments
ts élémen
e et dernièr
les différen
4 Troisièm
des liens entre
n.
– Établissez
vos notes.
us vvotre attentio
plus
e plu
le
– Complétez
qui retient
istrement
lasse.
la classe.
sez l’enreg
auprès de
5 Choisis
oralement
William Shakespeare, Macbeth, Act V, Scene 1, 1605
1. appearance 2. near 3. usual 4. tache 5. listen 6. dark and unpleasant
7. Fi ! / Morbleu ! (juron exprimant la désapprobation, etc.) 8. afraid
9. demander des comptes à notre puissance 10. painfully 11. poitrine
12. saintement 13. chemise de nuit 14. out of his grave
128
MP3
00
a. Listen to Lady Macbeth and say which
words are particularly stressed.
Out, damned spot! Out, I say! — One; two:
why then, ’tis time to do’t. — Hell is murky.—
Fie, my lord, fie! A soldier and afeard?
Here’s the smell of the blood still. All the
perfumes of Arabia will not sweeten this little
hand. Oh! Oh! Oh!
Wash your hands; put on your nightgown;
look not so pale. I tell you yet again, Banquo’s buried; he cannot come out on’s grave.
To bed, to bed! There’s knocking at the gate.
Come, come, come, come, give me your
hand. What’s done cannot be undone. To
bed, to bed, to bed!
Artus Scheiner,
9. témérité
230
b. Say what feeling each line reveals. Lady Macbeth
beth sounds:
MP3
MP3
00
dark and her
lips
Legende à venir
quarters. Beyond softly sober, and then
passed down
her window,
the narrow
“Plummer
in the yard,
corridor to
and Shanley
a man was
her own
are in Lordsbu
murmuring
On the following
rg. Malpais
to another man:
Bill knows
day the stage
it.”
coach is attacked
An Indian came
.
boldly abreast
The cattlema
the coach
n dropped
him with one and made a target that
around the
couldn’t be
sharp ruts11
shot. The wheels
missed.
and the
50 high
screamed as
into the air.
Then they were whole heavy superstructure
they slowed
The gambler12
rushing
of the coach
bounced
He leaned againstsaid quietly, “You had downgrade.
better take
the door
this,”
his cheeks.
He said to the with his small hands grippinghanding Henriette his
gun.
army girl: “Be
and looked
the sill13
at her with
a way that was sure and keep between . Pallor loosened
55 to the
window’s sill.
those gentlem
desperate and
en,”
forlorn and
Henriette saw
dropped his
the bluff14 rise
head
down the mountai
up
n without brake.and close in like a yellow
faded back.
wall. They were
Gunfi
Coming up
rolling
from her knees re fell off and the crying
below, with
the angular
pattern of Lordsbuthen she saw the desert’s of the Indians
60 fog. There
was no more
flat surface
rg vaguely on
firing
were screamin
far
g on the wheels, and Happy Stuart’s voice the far borders of the
heat
stared out of
lifted again
and going off,
the window
and the brakes
and screamin
sullenly; the
the cattlema
army girl seemed g again. The Englishm
n’s face was
shining with
the gambler
an
in a deep desperat
a strange sweat.
up, but he had
65 She saw
Henriette reached e dream;
an unnatur
that he was
al weight to
over to pull
dead.
him and slid
into the far
comer.
11. ornières
45
12. joueur (d’argent)
13. rebord de
la portière
Ernest Haycox,
14. falaise
Stage to Lordsburg
How do the
for the oral exam
documents
you have studied
• Myths and
in the unit illustrate
heroes • Power?
& p. 247-248
the ideas(s)
of:
R E ADI NG
c. Listen to these words, then read them aloud:
damned • murky • blood • Arabia • gown • buried.
d. Now read the whole passage aloud.
CO R N E R
Lieux et formes
Mythes et hérosdu pouvoir
Help!
Observations
smell of blood \blØd\
(be) fast asleep
wander: errer
rub one’s hands: se frotter les mains
get a stain off: enlever une tache
get rid of: se débarrasser de
reassure
180
Revelations
guilt: culpabilité
burden: fardeau
betray: trahir
relive an event
disclose the truth
be haunted by
be remorseful = have
pangs of remorse
The witnesses
The play
onlooker / spect
send for a doctor
overhear
fear sth might + V
cure: guérir
S P E A K I N G I N T E R AC T I O N
iambic pentameter
soliloquy \sE"lIlEkwi\ =
monologue
Lieux et formes du pouvoir
Mythes et héros
Unit 12
181
Une structure en 5 parties, mettant en évidence les 5 activités langagières
dominantes.
15 unités thématiques (dont une unité de Art Project) ancrées dans les réalités
des pays anglophones et proches des centres d’intérêt des élèves, garantes de richesse
en terme de civilisation.
La structure d’une unité (3 unités par Partie)
■
Chaque unité démarre par l’annonce de la tâche finale.
SSK
O UR T A
YO
END
AT THE
OF THIS UNIT
Puis suivent des doubles pages proposant des documents variés, jalonnées
PREPARE
de tâches intermédiaires faciles à repérer.
L’unité propose également des pages dédiées à la
à la phonologie.
, au vocabulaire et
Avant la tâche, une page de méthodologie.
En fin d’unité, une tâche authentique finale avec un guidage structuré.
■
Sont également intégrées aux unités, selon la compétence dominante :
– Une double page de Reading Corner (extraits de littérature anglo-saxonne) ;
– Ou une double page de Speaking Corner (documents « déclencheurs »
variés, pour l’entraînement à l’expression orale).
À la fin de chaque Partie : une double page d’entraînement/évaluation
en vue du Bac : 3 sujets minimum sont proposés pour chaque activité langagière
(un sujet par unité).
En fin de manuel : des outils adaptés à l’élève de Terminale
• Un dossier Bac (24 p.) voir p. 5 de ce livret
• Un Précis grammatical clair et facile pour l’élève (22 p.)
• Les principaux repères culturels (Grande-Bretagne et États-Unis)
• Les verbes irréguliers
2
, 1937
GET READY
jambes 5. ne
10. rancœur
/ rancune cessaient de remuer
Unit 15
231
Les unités du manuel
N°
Titres des unités et thèmes principaux
Partie / Activité langagière
Myth or reality?
1
Faits historiques et mythes américains : les pères Pèlerins, l’oncle Sam…
2
Swinging Sixties
Les années 1960 en Grande-Bretagne : mode, musique, radios pirates,
libération des femmes...
3
A Man’s world (Art project)
L’homme vu dans les arts : dominant, travailleur, héroïque, protecteur ;
les stéréotypes
4
Brave New World?
La procréation, de la science-fiction à la réalité, le clonage, les progrès
de la recherche génétique, les mères porteuses…
5
The land of two halves
La colonisation britannique et ses conséquences, rapports passés et actuels
entre la Nouvelle Zélande et la Couronne britannique, légendes maories...
6
Which is Witch?
La chasse aux sorcières, de Salem au maccarthisme
7
A common ground
Le Commonwealth hier et aujourd’hui, les Commonwealth Games ; focus
sur le Canada
8
Borderlands
Les mouvements migratoires Mexique/États-Unis : espoirs, exemples
d’intégration, échecs, travail illégal
9
A matter of life and death
Le port d’armes, la criminalité, la peine de mort aux États-Unis
10
The power of money
Rapports Nord/Sud, délocalisations et conséquences, commerce équitable…
11
Higher, faster, stronger
Les sports : santé, dopage, Jeux olympiques et paralympiques, sport et droits
civiques, sports anglo-saxons
12
Corridors of power
Unité sur Macbeth de Shakespeare
13
Dixieland
L’économie touristique de la Louisiane, le brassage des populations, le jazz
et la world music ; solidarité après Katrina, marée noire, écologie...
14
Builders and titans
La construction d’empires économiques au début du XXe siècle (Rockefeller, Ford)
et aujourd’hui (Steve Jobs, Jeff Bezos…) ; Anita Roddick, fondatrice de Body Shop
15
Western Trails
La frontière, l’Ouest, les cowboys ; le cinéma, John Ford, l’évolution de l’image
des Indiens dans les films…
Spoken production
Production orale
en continu
Reading
Compréhension de l’écrit
Listening
Compréhension de l’oral
Speaking interaction
Production orale en
interaction
Writing
Production écrite
3
Point sur les nouvelles
épreuves du Bac (2013)
D’après le BO du 16/11/2011
Classes de ES, S, STG
■
LV1 (C B2) / LV2 (C B1)
Épreuve écrite, examen terminal
– Compréhension : un à trois documents d’une longueur calibrée dont certains peuvent
comporter un élément visuel. L’élève répond à des questions sur ce(s) document(s), ciblées
selon le niveau attendu (B1 ou B2).
– Expression : l’élève rédige un ou plusieurs textes.
■
Épreuve orale, en cours d’année
– Compréhension : au cours du 2e trimestre. L’élève écoute un (ou deux) document(s)
inconnu(s), d’une durée maximale d’une minute trente secondes. Trois écoutes sont
proposées, puis l’élève écrit un résumé en français.
– Expression : au cours du 3e trimestre. L’élève tire au sort une des notions étudiées dans
l’année, s’exprime en continu puis en interaction avec l’examinateur.
Classes de L
■
LV1 (C B2) / LV2 (C B1)
Épreuve écrite, examen terminal
– Compréhension : un à trois documents d’une longueur calibrée dont certains peuvent
comporter un élément visuel. L’élève répond à des questions sur ce(s) document(s), ciblées
selon le niveau attendu (B1 ou B2).
– Expression : l’élève rédige un ou plusieurs textes construits et une argumentation personnelle.
■
Épreuve orale, en cours d’année
– Expression : l’élève présente une liste des notions étudiées dans l’année et les
documents qui les illustrent. L’examinateur choisit une notion, s’ensuit une présentation
en continu par l’élève puis en interaction avec l’examinateur.
Spécialité : langue vivante approfondie (LVA)
■ Épreuve orale, examen terminal
LV1 (C C1) / LV2 (C B2)
– Expression : l’élève présente deux dossiers, chacun sur une notion étudiée dans l’année,
comportant deux documents étudiés en classe et un choisi par l’élève. L’examinateur choisit une
notion, s’ensuit une présentation en continu par l’élève puis en interaction avec l’examinateur.
Littérature en langue étrangère (LELE)
■ Épreuve orale, examen terminal
– Expression : l’élève apporte deux dossiers illustrant des thèmes du programme de
littérature en langue étrangère, comportant au minimum trois textes chacun, et tout autre
document choisi par l’élève. L’examinateur choisit une de ces thématiques, s’ensuit
une présentation en continu par l’élève puis en interaction avec l’examinateur.
Toutes séries
LV3 (C A2)
Langue étrangère ou régionale
■ Épreuve orale
– Expression : l’élève apporte une liste des notions étudiées dans l’année et les documents
qui les illustrent. L’examinateur choisit une notion, s’ensuit une présentation en continu par
l’élève puis en interaction avec l’examinateur.
Oral de rattrapage (30’ dont 10’ prépa)
D’après le BO du 2/03/2012
Les élèves auront le choix entre deux documents inconnus qui porteront chacun sur une
notion travaillée pendant l’année.
4
Le Bac avec Meeting Point :
tous les atouts pour réussir !
Dans toutes les unités
Un affichage explicite des notions travaillées.
Un grand choix de documents authentiques pour s’entraîner au Bac : visuels, audio,
vidéo, textes, qui abordent une large variété de points de vue et apportent une richesse
culturelle aux élèves.
Une page de méthodologie « Improve your… skills », située avant la tâche finale,
entraîne les élèves en contexte dans les cinq activités langagières, prépare à la tâche
et au Bac.
Une page de tâche finale, adaptée aux horaires réduits, implique l’élève dans des
activités concrètes et stimulantes, tout en mobilisant les compétences écrites et orales
attendues au Bac, pour toutes les séries.
En fin d’unité, des doubles pages « Speaking Corner » (documents variés) ou « Reading
Corner » (textes littéraires) proposent des documents tremplins qui pourront être utilisés
par le professeur pour mesurer les progrès des élèves et préparer au Bac. La rubrique
« Get ready for the oral exam » permet de faire le point sur les différentes notions
traitées et les documents retenus pour illustrer les notions, en vue de l’épreuve orale.
En fin de chaque partie, des doubles pages d’évaluation sommative « Objectif Bac »
écrit et oral puis une évaluation selon les critères du bac. Ces pages réunissent :
– des « Tips », conseils méthodologiques essentiels,
– des sujets d’entraînement avec la possibilité pour l’élève de s’auto-évaluer (en
comparant sa production à celle d’un anglophone, mise à disposition sur le site
compagnon),
– les descripteurs des compétences attendues,
– l’annonce des sujets d’évaluation (au moins un sujet par unité, soit 3 sujets minimum
pour chaque activité langagière).
En fin de manuel, un dossier Bac
10 pages d’outils méthodologiques : enrichir sa production écrite, améliorer sa
compréhension de l’oral, commenter une image fixe et animée, enrichir sa prise de parole.
6 pages de préparation au Bac oral « Présenter les notions » : ces pages fournissent
des outils langagiers pour parler des documents et des notions ainsi que des pistes de
réflexion pour nourrir l’exposé oral.
8 pages de préparation au Bac écrit : 4 sujets d’écrit en compréhension et expression
(exploités dans le Fichier pédagogique).
5
Les éléments de la méthode
Le Workbook (96 pages)
Il est conçu pour permettre à l’élève de développer des stratégies
d’apprentissage et de devenir autonome. Avec de nombreuses
fiches d’entraînement et des aides pour la prise de parole.
Les audio élève en mp3
Un ensemble de ressources pour permettre le
travail en autonomie, avec des documents de
compréhension de l’oral en lien avec les unités
du manuel, des outils linguistiques (phonologie),
les documents d’entraînement méthodologique
(« Improve… ») ou d’évaluation, ainsi qu’une
sélection de textes enregistrés.
MP3
MP3
Le coffret de 3 CD audio classe
Les compréhensions orales du manuel,
des documents authentiques pour s’entraîner
au Bac et tous les documents pour les évaluations.
Le DVD-Rom (voir ci-contre)
Un support réunissant 10 images fixes
et une douzaine de documents vidéo
(avec leurs exploitations pédagogiques imprimables).
Le Fichier pédagogique (400 pages),
à retrouver aussi sur le site compagnon
Il fournit des conseils didactiques, des exploitations et corrigés
des activités, plusieurs types de mise en œuvre, les sujets des
évaluations diagnostiques, les sujets des évaluations sommatives avec les grilles d’évaluation critériées et des fiches
photocopiables pour les élèves.
Les manuels interactifs
(voir p. 8)
Le site compagnon :
www.editions-hatier.fr/meetingpoint
eetingp
Propose deux types de contenus : pour
ur l’élève
et pour l’enseignant. (voir au dos de
livret).
e ce
e livre
et)).
La clé du Bac
Pour préparer efficacement
l’épreuve de CO au Bac.
(voir au dos de ce livret).
6
Le DVD-Rom
La partie Vidéo
Lisible sur lecteur DVD
et sur ordinateur
13 documents vidéo
Documents de 1 à 4 minutes
Avec sous-titrage anglais
en option
La partie Rom
Lisible sur ordinateur
5 images fixes inédites
et 5 reprises du manuel
à imprimer ou à vidéoprojeter
pour varier les supports
Quelques exemples de
documents vidéo en Terminale
U1
Documentaire sur les origines de la fête de Thanksgiving.
U4
Documentaire sur l’aspect positif de la recherche sur les cellules
souches dans la lutte contre certaines maladies génétiques.
U6
Extrait d’Un Roi à New York de Charlie Chaplin (1957) sur la chasse
aux sorcières aux États-Unis dans les années 50.
U7
Documentaire sur le Commonwealth.
U7
Sketch humoristique sur les origines historiques du Commonwealth.
U8
Extrait de Bread and Roses de Ken Loach (2000) sur la situation des
immigrants latinos aux États-Unis (document inclus dans le CD-Rom
de démonstration).
U10
Film d’animation dénonçant les effets pervers de la production
de biocarburants sur les pays en voie de développement.
U12
Extrait d’une adaptation télévisée de Macbeth (Shakespeare).
U15
Documentaire sur la genèse du métier de cowboy.
Liste non exhaustive !
7
Les manuels interactifs
À découvrir sur www.numerique-hatier.fr
En édition enrichie : l’intégralité du manuel
vidéoprojetable
– enrichi de l’audio élève + l’ensemble des
périphériques classe (documents audio et vidéo,
images vidéoprojetables, fichier pédagogique…) ;
– personnalisable grâce à de nombreuses
fonctionnalités (palette graphique, enregistreur…).
Le fichier pédagogique et
les fiches photocopiables
Les images vidéoprojetables
et leurs exploitations
Le manuel de l'élève
vidéoprojetable
L’audio classe et
l’audio élève en un clic
Les documents
vidéo en un clic et
leurs exploitations
En édition standard
(à télécharger ou en ligne) :
l’intégralité du manuel vidéoprojetable
+ l’audio élève
8
Offre découverte :
gratuit jusqu’au
31/12/2012
Offre prescripteur :
gratuit sur adoption
UNIT
8
BORDERLANDS
Tune in!
MANUEL k P. 119
Crossing over CD
Sommaire des extraits
rkbook
• Extraits de l’unité 8 du Wo
ier pédagogique
Fich
du
8
ité
l’un
• Extraits de
PART 1
p. 9
p.12
Useful words: Tijuana \tI…E"wA…nE/: a Mexican town located near the border •‘La linea’ Spanish word
for border •chill /tSIl/: fraîcheur •boasting: qui se vante d’avoir •beguiling /bI"gaIlIN/: trompeur
•boozy /"bu…zI\: alcoolisé
What does it refer to?
Pick out a number:
Circle the words you have heard on this map:
C
CALIFORNIA
olorado
Los Angeles
U N I T E D S TAT E S
ARIZONA
Tecate
Calexico
San Diego
Tijuana
Phoenix
NEW-MEXICO
Dallas
Gulf
El Paso
TEXAS
Houston
a
MEXICO
de
an
Gr
rni
Rio
o
alif
of C
Pacific
Ocean
Riv
er
1.
2.
Laredo
Corpus Christi
Gulf
of
Mexico
Brownsville
0
Proposed fencing
3.
a) Find:
- words that characterize this place:
- details about the climate:
- information about the economic situation:
b) Classify the information given about the area in the following grid.
Characteristics of the place
4.
200 miles
Economic situation
– In the US:
– In Mexico:
Climate and landscapes
Listen to the last two sentences and pick out three adjectives.
ACTION 1
Sum up what you have learnt about the border.
long • stretch over from...to... • busy • debated • prospects • limited job opportunities
• destitute (very poor) • wealthy • success • disappointment
UNIT 8
Extraits Workbook Unité 8
• 9
UNIT
8
BORDERLANDS
PART 2
Useful word: flows: échanges
5.
6.
7.
8.
Read aloud each phonetic transcription and write down the words:
\pE"trEÁl\:
\"maIgrEnt\:
\taIt\:
\treId\:
What was the first word you heard at the beginning of part 2?
Pick out a number
What does it refer to?
Focus on numbers. What do the following numbers correspond to?
650:
85:
2,400:
2:
a) Pick out as many words as you can related to business.
b) Classify them in the following grid.
Above
Below
What?
Type of business: Legal? Illegal?
How much?
ACTION 2
Say what you have understood about the problems at the border
busy • watch over • patrols • tragedies • thriving business • drug dealing • commercial exchanges
at stake (en jeu) • smuggle sth through (passer en contrebande) • sophisticated • equipment
PART 3
Useful word: harvest /"hA…vIst/: récolte, moisson
10.
Pick out as many words as you can and organize your notes:
How many?
Status?
Biggest group:
- Nationality?
- Figure?
Jobs:
in what sectors?
ACTION 3
What can you say about immigration in the USA?
attract • job opportunities • building site • the suburbs • rural area • painful (pénible) • cheap labour
force • farming industry • farm labourers • unskilled (non qualifié) • menial (subalterne)
10 •
UNIT 8
1. A Hard Path to Hope
MANUEL k P. 120-121
I Find the key information
PART 1
1.
2.
3.
4.
Can you name each item? Skim through part 1 to find the words in English.
Use the context to guess the meaning of the underlined words and phrases:
a) “They and other Mexicans have been gathered together by smugglers … .” (introduction)
b) “At this place the Rio Grande was so shallow that the Mexicans could walk almost completely across,
needing to swim only the last few yards to the American side,” (l.1 à 4)
c) “Fifteen bucks, and I put you on a back road to Fort Stockton.” (l.11)
“He stood in the shaded glare of the headlights, verifying the payments.” (l.12 à 14)
“Don’t no one try to jump off,” he warned. (l.19)
Where does the story take place?
- Country:
- River:
- Town/City:
- Area:
Who are the people present in the scene? Find information about them and classify them into two groups.
Group 1
Group 2
How many?
Nationality?
Name when given?
5.
6.
a) Read the first six lines again and list all the verbs.
b) Rephrase what you have understood and say what happens at the beginning of the text.
Read from l. 7 down to l. 16 (‘started north’). List all the words describing the travelling conditions
and classify them into two columns:
What do they travel in?
7.
8.
a) Find words related to money:
b) Who gets the money?
Conditions?
What for?
a) What do the underlined words have in common?
“… a man named Hanson growled: […] as he drove, a cohort rode atop the cab of the truck, keeping
a shotgun aimed at the passengers. ‘Don’t no one try to jump off,’ he warned.” (l.10-20)
b) What can we guess about the passengers’ feelings then? Why?
UNIT 8
• 11
UNIT
8
BORDERLANDS
recap 1
a) Tell the story with the help of the following words.
sneak across - uncomfortable conditions - greedy - cash in on - unscrupulous - ill-treated / mistreated
b) Tick the title that best corresponds to this part.
A dangerous journey A way to heaven A ride to the Promised Land A pleasant trip
PART 2
9.
10.
11.
12.
13.
Use the context to guess the meaning of the underlined words:
“Damnit,” he cried, “we’ve got to fix this,” ... [but] to their horror, the two Anglos revved the motor and took off
across the desert, leaving the wetbacks stranded, with no guide, no food and, worst of all, no water. (l.23-27)
a) Pick out two verbs showing that the truck has a problem.
b) “…the engine began to sputter, caught, and then purred nicely.” (l.25)
What does the word ‘nicely’ indicate about what is going on?
The problem has been solved The problem has not been solved
c) In this context can you guess the meaning of the word ‘delight’ (l.25).
d) Say in your own words what has just been done.
a) Say what the underlined pronoun refer to:
- “when they were far from the river” (l.21): ?
- “Damnit,” he cried, “we’ve got to fix this” (l.23):
- “But to their horror” (l.25-26):
b) Tick the correct answer: The incident was a trap a game a road accident.
c) Sum up the incident in your own words.
d) How did the passengers feel at that moment?
Pick out at least three sentences related to the climate. a) What did they need most? Quote keywords only.
b) What are the consequences?
c) Find the opposite of the word heaven (paradise).
14.
15.
Focus on the Guzmans.
a) Who are they (full names)?
b) What happened to them?
How are they related to each other?
Fill in the time chart out and say what happened.
4 am
10 am
noon
2 pm
late afternoon
A
A
1st day k 2nd day
recap 2
A
A
A
a) Explain this quotation ‘It was a trip into hell’ (l. 28).
Help: be lured into – deceive (tromper) - easy prey (proie) - nightmare – awful / appalling
b) Who does the narrator side with? Find clues in the text to justify your answer. What are the narrator’s
intentions?
Help: tragic plight (situation critique) - frightful (épouvantable) - betrayal (trahison) - inexperience - gullibility
(naïveté)
12 •
UNIT 8
II Arizona, a flashpoint CD
PART 1
Useful words: flashpoint: point chaud, zone délicate • roil: secouer
1.
2.
Read the following phonetic transcriptions aloud. What words do they correspond to?
Use a dictionary to find their meaning if necessary.
/rO… krÅp/:
/"letIs/:
/plœnts/:
a) List as many stressed words as you can.
b) Classify what you have learnt about the state of Arizona in the following grid.
Records
Trade
Agriculture
Industry
ACTION 1
Say what you have learnt about immigration in Arizona.
raise an issue • controversial • political • death toll (nombre de morts) • prevail (dominer) • immigrants
• represent • industrial • fields • agricultural • cheap labour force • farm labourers • unskilled (non
qualifié) • menial (subalterne)
PART 2
Useful word: the Minutemen \"mInItmen\ = a group of men ready to take up arms at a minute’s notice
3.
a) Read these words aloud. Circle the ones you hear.
contrary controversy
patrol petrol
border broader
b) Classify the words you have heard in this grid.
Who?
Objects used
spectacular binocular
Actions taken
Place
lawn chair long chair
Final goal
ACTION 2
Sum up what you have learnt about the reactions to immigration in Arizona.
organize • private • patrol • citizen • hostile to • newcomers • object to • prevent from V-ING • watch
over • catch • arrest • spot • undocumented aliens \Øn"dÅkjÁmentId "eIlIEnz\ • curb immigration
• defend • implement a tighter border control
UNIT 8
• 13
UNIT
8
Borderlands
Tâche finale (p. 129) : As a journalist working for an online newspaper, you are in charge
of a webpage on Mexican immigration to the USA. Select a recording, write a short article
and choose a photo.
Activités langagières
POI
Tune in!
(p. 118-119)
CE
CO
CO
1. A hard
path
to hope
(p. 120-121)
CE
PE
CO
CE
2. The
other side
of the coin
(p. 122-123)
3. Mixed
feelings
(p. 124)
PPC
CO
PE
POI
CO
CO
4. Life in
America
(p. 125)
PE
POI
Contenus
– Comprendre un dessin
humoristique
– Comprendre
un graphique
– Comprendre
un document authentique
– Comprendre
des documents
authentiques
– Comprendre un texte
littéraire
– Rédiger un article
– Traduire
– Vidéo
MANUEL
Of hope and
justice k P.
– Comprendre un texte
littéraire
– Faire un récit à l’oral
– Comprendre un
témoignage authentique
– Écrire un texte
argumentatif (200 mots)
Prolongements tâches / aides
– Commenter une image (p. 240-241)
– Fiche Workbook
– Aide méthodologique (p. 238-239)
– Fiches Workbook
– Fiche Workbook
– Language at work : L’expression du but et
de la cause • Propositions à l’infinitif (p. 126)
– Fiche vidéo (DVD-Rom et site compagnon)
30
– Commenter une image (p. 240-241)
– Fiche Workbook
– Language at work : Prépositions (p. 126)
– Fiche Workbook
– Comprendre
un dessin humoristique
– Comprendre un
document authentique
– Build up your vocabulary (p. 127)
– Fiche Workbook
– Comprendre un
document authentique
– Écrire une courte
biographie (80-120 mots)
– Confronter
des opinions sur
des extraits de films
– Fiche Workbook
– Improve your listening skills (p. 128)
Enregistrement MP3 : Listen to Marisol, an American girl of Mexican origin
(Speaking Corner, p. 131).
L’activité langagière principale de cette unité est la CO (compréhension de l’oral).
6•
EXTR AITS FICHIER PÉDAGOGIQUE - UNIT 8
Extraits Fichier pédagogique Unité 8
MANUEL k P. 118-119
TUNE IN!
> Mise en œuvre communicative
On peut mettre en place un travail de groupes à l’aide des supports iconographiques de
cette double page. Le groupe A étudiera le cartoon p. 118. Le groupe B examinera la carte,
les graphiques et diagrammes de la p. 119. Les deux groupes désigneront un rapporteur,
qui présentera un compte rendu du document en répondant aux questions du manuel.
k Productions possibles :
1. A power shift
a.
health care • incentives • hire
b.
The man is concerned about minorities in California and the opportunities they can have.
He supports them. He pleads in favour of Californian minorities. He wants the government
to adopt a new policy on welfare. He would like the government to pass laws to increase
housing. He thinks the gap between minorities and American citizens can be bridged
by offering more educational opportunities to youngsters. He would like the government
to urge the employers to develop projects to hire minorities.
c.
At first the woman thinks it’s really kind of him to feel so concerned about minorities
in California. Then she sounds stunned and puzzled: apparently the man is not used to being
concerned about minorities. He must have been the typical prejudiced white man who does
not really care about minorities.
d.
The man has read the newspaper and is really taken aback after discovering the new data
regarding minorities. It looks as if the percentage of Whites is about to decline.
e.
The man is overwhelmed with anxiety. He is worried / worries about what will happen in the near
future. He fears he might be discriminated against. He may lose ground. He is likely to be set
apart / rejected / excluded. He fears he might not find accommodation easily or that he may
become a second-class citizen. Only limited job opportunities may be offered to his children.
2. The “browning” of America
b.
Over the past ten years / decade, the percentage of Hispanics or Latinos has soared.
There are 43% more Hispanics or Latinos in the USA. The Hispanic or Latino population is
almost twice as high as in 2000. Only the percentage increase of Asian people is higher
(43.3%). However, there are very few Asian people compared to Hispanics or Latinos.
The Hispanics or Latinos now constitute the second largest population in the USA with 16.3%,
above the Black population (12.6%).
On the contrary, the “Not Hispanic or Latino” group / population has hardly grown /
risen. There is just a slight growth of 4.9%.
Over the past few / last years, the population by State has changed mainly in the border
States such as California, Texas and Arizona. As they are States neighbouring the StatesMexico border, we can imagine that this increase has been provoked / caused by
the Hispanic or Latino population who have crossed the border legally or illegally.
N.B. : dans une perspective communicative, on incitera les élèves à échanger
•7
UNIT
8
BORDERLANDS
et à demander des éclaircissements ou des compléments d’information
à leurs camarades en les renvoyant à l’aide méthodologique p. 242-243.
3. Role play
➼ VOIR FICHIER PÉDAGOGIQUE À PARAÎTRE
4. Crossing over
CORRIGÉ DE LA FICHE DU WORKBOOK
1.
2.
3.
1,951 • number of miles of the US-Mexico border
The States • Mexico • Tijuana • Brownsville • California • Arizona • New Mexico •
Texas • Rio Grande • the Gulf of Mexico
a) and b)
Characteristics of the place
complicated • maddening •
beguiling • overwhelming •
hope • desperation • dreams
4.
Economic situation
US: world’s largest
economy
Mexico: endemic poverty
Climate and landscapes
mountains • deserts •
rivers • heat • chill
busier • watched • controversial
> Action 1!
5.
6.
7.
8.
9.
The US-Mexico border is one of the longest borders in the world. It stretches over
several States in the USA and it snakes from San Diego to Brownsville, across all sorts
of landscapes, from mountains to deserts. The US-Mexico border is very busy and much
debated. Indeed, as Mexico can only offer limited job opportunities, many Mexicans
who are destitute dream of crossing the border to find success and better prospects
in one of the wealthiest countries in the world.
tight • patrol • migrant • trade
dangers
hundreds. It refers to the number of people who die crossing the border every year.
650 million dollars • a 2,400-foot tunnel • 85 feet beneath the border • 2 tons of
marijuana
a) fortunes • businesses • trade • drug traffickers • cocaine • heroin • marijuana •
synthetic drugs
b)
Above
8•
What?
trade
Type of business: Legal? Illegal?
How much?
legitimate businesses
$650 million
Below
drug traffic
illegal
> Action 2!
Not only is the US-Mexico border very busy, but it is also watched over by regular
patrols since it is dangerous. Indeed legal and illegal businesses are thriving on the
border like commercial exchanges or drug dealing and many fortunes are made. Much
is at stake on the border as narco trafficantes / drug dealers smuggle drugs through
tunnels with sophisticated equipment dug below ground! No wonder tragedies should
occur every day and hundreds of migrants should die each year.
10.
How many?
Millions
of immigrants
Status?
legal and illegal
Biggest group:
– Nationality?
– Figure?
– Mexicans
– more than half
Jobs:
in what sectors?
agriculture •
housing • tourism
> Action 3!
More than half the immigrants in the USA are Mexicans who are attracted by the job
opportunities there. Indeed, as they are willing to accept low wages, they represent an
easily-hired cheap labour force. Moreover, since they are also ready to accept painful
jobs, they easily find unskilled or menial jobs, both in the suburbs on building sites,
in hotels and in restaurants, or in rural areas as farm labourers at harvest time or in
the farming industry.
> Script de l’enregistrement
➼ Part 1
It can be complicated, maddening, beguiling… for those who haven’t seen it before,
the United States-Mexico border can be overwhelming. It is a place of hope, of desperation,
of dreams. These two neighboring nations, one battling endemic poverty, the other boasting
the world’s largest economy, share 1,951 miles of border. “La Linea”, as it is known
on the Mexican side, snakes over mountains and deserts and along rivers. The border
stretches from Tijuana, a city where generations of Californian teenagers have spent boozy
nights across the daytime heat and evening chill of the desert in Arizona and New Mexico,
along the wide Rio Grande River, in Texas, and down to the Gulf of Mexico beach towns
outside Brownsville. No border is busier, no border is more closely watched, no border is
more controversial. More than the entire population of the United States cross it according
to the White House. 1’05’’
➼ Part 2
Dangers come with the increasing flows. Tighter border patrols have pushed migrants into
the deserts and hundreds die trying to cross each year.
Fortunes are made on the border, above and below ground. On the surface, legitimate
businesses conduct $650 million worth of trade each year… below ground, drug traffickers,
the “narco trafficantes”, have built sophisticated tunnels to transport cocaine, heroin,
marijuana and synthetic drugs.
•9
UNIT
8
BORDERLANDS
In January, US border agents discovered a 2,400-foot tunnel that was dug 85 feet beneath
the Mexico-California border. It had electric lighting, ventilation systems and a concrete
floor. Agents found two tons of marijuana inside. 1’51”
➼ Part 3
Millions of immigrants, legal and illegal, have crossed “La Linea”. In the past decade, more
than ever have been crossing into the United States, streaming into America’s fields at
harvest time, its suburban construction zones, its backrooms and at restaurants and hotels.
Even though the numbers dropped slightly in the early 2000s, they appear to be climbing
again. The result is that more illegal immigrants live in the United States now than ever,
and more than half are Mexican.
c.
It is not surprising that the 1,951-mile States-Mexico border should arouse mixed feelings
(desperation and hope) as the two countries are completely opposed. The States boasts
the world’s largest economy, contrary to Mexico, which is plagued by economic problems,
crime and misery.
The border is the longest in the world and it stretches over all sorts of landscapes from
mountains to beaches and rivers such as the wide Rio Grande. You can be confronted with
all sorts of climatic conditions (from heat to chill) depending on the place where you cross
the border. And as many people cross the border (more than the entire population cross
it according to the White House), it is the busiest, the most watched over and the most
debated / disputed border in the world.
No wonder it should be a dangerous place too! It is all the more risky as border patrols keep
on rejecting migrants into the desert where hundreds of undocumented people die every
year. On the surface and below ground, all sorts of legal and illegal trades and businesses are
conducted. Once a 2,400-foot tunnel was discovered. It was so well equipped with electric
lighting and ventilation systems that it was easy to survive in it for a long time!
More than half the illegal immigrants living in the States are Mexicans who have crossed
the border to work in fields, building sites, restaurants and hotels doing the jobs the Americans
often find degrading.
1. A HARD PATH TO HOPE
MANUEL k P. 120-121
1. New horizons
a.
Many Mexicans are attracted to the USA because of the promise of a better life, a new
life bringing more wealth and material comfort. It is more than just changing horizons for
them, since it sometimes appears as a question of survival for the whole family. What draws
them to the other side are also the med facilities and the education system. What’s more,
they know they can find unskilled jobs quite easily and start off quickly.
b.
Group A: The American Dream is still alive and attracts immigrants like a magnet. It is
a permanent fascination. Indeed the USA is still considered the Land of Plenty, a haven for
impoverished immigrants seeking jobs, decent housing, health care, education. They know
10 •
that all this can only be reached through hard work and self-determination and they are ready
to endure hardships.
Group B: Mexicans dream of making it out there in the US, of climbing the rungs of the social
ladder, of succeeding. They also wish they could get papers one day and become American
citizens. But their ultimate goal is to be reunited with their families and to be able to go back
to their country when they can retire and live a peaceful life with enough money.
Journalist: Good evening, I’m Bill Connelly and you’re listening to our programme
“New Horizons”. Tonight’s topic has to do with “hyphenated Americans”, Italian-Americans,
German-Americans, Irish-Americans, African-Americans, Mexican-Americans…
It’s the same old story: penniless immigrants arrive on American shores seeking a new life.
And because they work hard, they manage to have a better life.
But at a time when immigration is such a burning political issue, is the American Dream still
alive?
To answer our questions, we’re pleased to welcome Alejandro Perez. Could you tell us more
about yourself?
Alejandro Perez: Good evening Bill. Well, first of all, let me tell you that the dream is still
alive. Millions of people have uprooted themselves to pursue this dream. It is still very
powerful… I’m from the outskirts of Mexico City... I’ve left my wife and child in Mexico to try
and make it out here in the US. I want them to have better living conditions and a higher
standard of living.
Journalist: How come you were ready to leave everything behind? What made you leave
your native country?
Alejandro: As I said, I had to find a way out of poverty and unemployment. In Mexico,
I was making 600 pesos a month (about $70) as a car mechanic, but that was not enough
to provide my family with the bare necessities.
Journalist: Are jobs in the US better paid?
Alejandro: Yes, even the lowest-paid jobs in the US are worth the sacrifices compared
to the wages we have in Mexico. I earn 8 to 10 times more here. There are so many jobs
available for unskilled workers too… The 2000-km border between our two countries is a
strong magnet.
Journalist: Indeed, over a million Mexicans migrate to the US every year, despite the global
recession. What other reasons forced you to migrate?
Alejandro: The prospects in the US are much greater: material comfort can be reached easily,
excellent med facilities increase life expectancy (it is 4 years more than in Mexico)… I want
my family to join me when the time comes. I hope that my little boy will get a good education.
Journalist: One more question Alejandro… Would you say that there is a Mexican Dream?
Alejandro: Oh, yes, definitely. The real Mexican Dream is that people leave for the US,
find a job, improve their income gradually over the years, get papers, bring their family and
build something in the US, but then later, depending on their age and how they do, go back
to Mexico and retire there.
Journalist: From what we’ve heard tonight we can say that Latinos in the US are at a crossroads economically, politically and culturally. They are a force to be reckoned with! So,
Alejandro, we wish you good luck, and thank you for sharing your experience with us.
➼ VOIR FICHIER PÉDAGOGIQUE À PARAÎTRE (corrigé de la fiche du Workbook)
• 11
UNIT
8
BORDERLANDS
2. Facing reality
3. Find the key information
> Mise en œuvre
– On demandera aux élèves de regarder l’image, de réagir et d’anticiper le contenu du texte
en quelques phrases.
k Productions possibles (anticipation)
This is a photo which looks quite genuine and was probably taken in the vast expanses of
the desert that covers the Mexican-American border. As a matter of fact, we can notice
brown and brittle grass seared by the sun / heat, dried-up little bushes and nothing else…
There is just a fence that has been built in the middle, going as far as the eye can see.
It makes us think of a sort of no man’s land.
The text may deal with the hardships encountered by people in this environment. It may relate
the difficult trip of immigrants trying to walk across the desert to get to the USA. They might
find themselves in the middle of nowhere, alone, facing a difficult / harrowing journey…
– Puis on divisera la classe en plusieurs groupes de quatre élèves maximum, qui se
concentreront sur une des deux parties du texte à l’aide de la fiche de compréhension
du Workbook.
– Les élèves mettront ensuite en commun leurs informations et réflexions ; ils échangeront
et confronteront leurs opinions.
1.
2.
3.
truck (l. 8) • headlights (l. 13) • cab (l. 16)
a) gathered together: ont été rassemblés
b) shallow: peu profond • yards: quelques mètres (1 yard = 0,9144 mètre, avec 1 square
yard = 0,83612736 mètre carré)
c) bucks: dollars (fam. : “tickets”) • glare: lueur, lumière • jump off: sauter en marche
– Country: mainly the USA (l. 4: “American side”) – Town / City: Fort Stockton (l. 12)
– River: Rio Grande (l. 1) – Area: border / desert area
4.
5.
How many?
Group 1
18 (men + women) + 2 other men
Group 2
2
Nationality?
Name when given?
Mexican
“wetbacks”
American
Hanson
a) was shallow (Rio Grande) • could walk across (Mexicans) • swim (Mexicans) • had
stationed (Americans) • helped (Mexicans)
b) The Mexicans had to go across the Rio Grande River but did not need to swim (only
partly for the last leg of the journey) as the water level was very low, due to the drought.
So, that part of the journey was not the harshest / hardest. Moreover, two other Mexicans
were there (on the other side) to help them, and in particular, the women.
12 •
6.
What do they travel in?
truck k old / miserable
+ served many times
+ bouncing over the roads
7.
8.
Conditions?
Mexicans are piled in
+ they mustn’t move
uncomfortable trip
a) “fifteen bucks” (l. 11) + “verifying the payments” (l. 13)
b) Hanson gets the money from each single candidate for illegal immigration in order
to drive them to Fort Stockton and leave them on a safe road. (l. 11: “and I put you on
a back road to Fort Stockton”)
a) They are all verbs showing the Americans’ attitude towards the Mexicans: they reveal
they are aggressive, threatening, even violent. They want to scare them in order to control
them better.
b) They must have had second thoughts, doubts about their guides although they did not
have any choice and had to rely on them to get to the US. They must have felt ill-at-ease,
worried, even scared because of the way they were treated by Hanson and his accomplices.
recap 1
a) The Mexicans want to migrate to the USA illegally / they are candidates for immigration
but are undocumented aliens trying to sneak across the border, so they need the help of
guides. They depend entirely on them / their fate is in their hands. The American guides
are greedy smugglers who have made a deal with them and who are only taking advantage
of / cashing in on the situation to make a profit. They do not seem to have any qualms
of conscience / have a guilty conscience … What’s more, the Mexicans are treated like
cattle by the guides, and manipulated by those unscrupulous men. They are mistreated /
ill-treated. They are travelling in inhumane conditions and do not have a say. / They must
respect the rules imposed on them.
b) A ride to the Promised Land
9. fix: réparer • Anglos: Américains, Blancs • stranded: laissés en plan
10. a) cough (l. 23) + conk out (l. 24)
b) The problem has been solved.
c) Pour leur plus grande joie
d) Hanson pretends he has just finished repairing the truck and makes them hear the sound
of the engine starting. So they think that the problem has just been solved.
11. a) – they (l. 22) refers to the Mexicans + American guides.
– he (l. 24) refers to Hanson + this (l. 24) refers to the problem / the breakdown.
– their (l. 26) refers to the Mexicans.
b) The incident was a trap.
c) First, Hanson pretended the truck had a problem / some trouble / that there was
a breakdown. So he asked the Mexicans to get off the truck. He made the Mexicans think
that he was repairing the truck. But it turned out to be a trap.
d) When hearing the sound of the engine again, the Mexicans were hopeful and thought
that they would be able to get back on the truck and move on. But, finally, the American
guide betrayed the Mexicans and left them stranded in the middle of nowhere, in the
desert. They were far from the river, helpless, defenceless, powerless. They were panicstricken / horror-stricken.
12. – “the sun was blazing high” (l. 29) – “the sky was an arch of blue” (l. 34)
– “in that dreadful heat” (l. 36) (+ “whose swollen tongue filled his mouth”, l. 30)
• 13
UNIT
8
BORDERLANDS
13. a) food / water / a guide / cacti.
b) Several Mexicans have already died of thirst.
c) hell (l. 29).
14. a) Cándido Guzman and Manuela Guzman. They are brother and sister. (“stared madly at
her brother”, l. 37).
b) They tried to walk out of the deadly desert and to find help, but with the other Mexicans, they
endured the terrible pain of a scorching sun. / they endured excruciating pains. Most of them
slowly died of thirst. They had nothing to quench their thirst and no glimmer of hope. Manuela
dies in her brother’s arms. We do not know at the end of the text what will happen to Cándido.
15.
4 a.m
10 a.m
noon
2 p.m late afternoon
1st day k 2nd day
A
A
A
A
(fake)
1 Mexican 3 more dead less than
breakdown
dies +
8 people
6 more (by 11)
still alive
A
death
of Manuela
recap 2
a) The Mexicans were lured into the possibility of getting to the other side safely, but were
deceived. They were easy preys who could not do anything and would not denounce their
“killers” as they were undocumented aliens. Their slow descent into hell is that of the end
of a dream. / The trip to freedom has turned into a nightmare. But the most awful / appalling thing of all is that it is for some of them the end of a life… Their lives are at stake and
the tragedy is that their lives are not worth more than $270! What’s more, their death will
probably unnoticed.
b) Michener sides with the Mexicans and focuses on their tragic plight. This is a frightful
narrative which raises the question of “betrayal” (different levels)… The promises of a better
future in the USA are broken by those who use immigration for their own benefit. / They lure
Mexicans to the States to take advantage of their inexperience and gullibility.
The author goes a little further in this story and makes us wonder if America is still a refuge
for the poor and the oppressed (for the “tired” and “huddled masses”, cf. Emma Lazarus’s
poem on the pedestal of the Statue of Liberty)… Is the American Dream still within reach
of those outside the US?
4. Meeting Cándido
Reporter: I am about to interview Cándido Guzman, a Mexican, whose dream of coming to
the United States ended in a nightmare. Please tell me why so many Mexicans risk their lives
crossing the border from Mexico to America?
Cándido: A lot of Mexicans have friends or family who live in America and tell them of
the opportunities there. It is only natural to want a better life, which is why my sister and
I decided to risk everything and head for America.
Reporter: Tell me about your journey.
Cándido: We started at the Gulf of Mexico. It wasn’t an easy journey, we had to trudge through
the waters of the Rio Grande and when we reached the American side we paid smugglers a lot
of money each for the privilege of riding in their filthy truck. I should have known then that they
were untrustworthy swindlers, just out for a buck! They abandoned us on the roadside.
14 •
Reporter: How did your journey end?
Cándido: Horrifically. Half of the Mexicans perished in the heat, including my sister Manuela.
It was the worst moment of my life.
Reporter: Thank you for sharing your story with us. It is one of the saddest stories I have ever
heard and unfortunately one of many similar accounts about the dangers Mexicans face when
crossing the border.
5. Translation workshop
Les dix-huit clandestins / wetbacks mexicains furent conduits vers un camion en piteux
état, qui avait cahoté sur ces routes / pistes maintes fois, mais, avant de les laisser
monter, un homme du nom de Hanson grogna / brailla : « Quinze dollars / tickets, et je
vous dépose sur une petite route après Fort Stockton. » Il vérifia les paiements à la lumière
des phares, compta les Mexicains, les entassa et se dirigea vers le nord. Mais pendant qu’il
conduisait, un de ses acolytes monta sur la cabine du camion et braqua un fusil de chasse
sur les passagers.
6. Arizona: A flashpoint
1.
2.
roiled • row crop • lettuce • plants
a) Arizona • border • flashpoint • no • State • arrests • illegal • migration • crossing •
deaths • roiled • political • battles • immigration • busy • border • place • huge •
commerce • workers • stream • the United States • Mexico • labor • world •
productive • fields • picking • row • crops • lettuce • working • huge • agro-business
• processing • plants
b)
Records
– arrests for illegal migration
– crossing deaths
– political battles
Trade
huge commerce
Agriculture
pick row crops
Industry
agro-business
processing plants
> Action 1!
3.
Through this recording an issue is raised: immigration. The topic is highly controversial.
In Arizona arrests for illegal immigration and political battles prevail. The crossing death
toll is at its highest too. Since immigrants represent a cheap labour force, they are easily
hired to do menial jobs in the industrial and agricultural fields as farm labourers or
unskilled workers.
a) controversy • patrol • border • binocular • lawn chair
b)
Who?
the Minutemen
Objects used
– binocular
– lawn chair
Actions taken
patrol
Place
border
Final goal
reduce the flow
of immigrants
• 15
UNIT
BORDERLANDS
8
> Action 2!
4.
5.
6.
Some American citizens who call themselves the Minutemen have decided to organize
patrols because they are hostile to newcomers and object to immigration. They want
to prevent undocumented aliens from crossing the border. That’s why they have decided
to watch over the border lying on lawn chairs using binoculars to spot illegal immigrants
and help border patrols catch and arrest them. They want the government to implement
a tighter border control in order to curb immigration and defend the American border.
2006
deported
a) reaction • Latin America • furious • children • adults • affected • Arizona • Mexican authorities • number • children • deported • doubled • more • 3,000 • first • 3 •
months • 2006 • US Congress • proposed • building • hefty • wall • length • border •
reaction • proposals • highly • negative • emotional
b)
7.
What problems?
Who?
deportation
children
How many?
more than 3,000
Decision in the US
Who? The US Congress
What? Build a hefty wall
Reaction in Latin America
furious • highly negative • emotional
> Action 3!
As a tighter border control has been enforced to check the flow of immigrants, adults
and children have been affected. More than 3,000 children have been deported, a number
which has doubled in the first three months of 2006. In order to support an increasing
number of people who object to undocumented aliens crossing the border, some US
Congressmen have suggested they build a fence between Mexico and the US. It is not
surprising that reactions in Latin America should be highly negative, emotional and furious.
➼ Part 1
Arizona is America’s new border flashpoint. No State has more arrests for illegal migration,
no State has more crossing deaths and no State is more roiled by political battles over
immigration. Arizona’s busy border is a place of huge commerce. Workers stream into the
United States from Mexico to labor in some of the world’s most productive fields, picking
row crops such as lettuce, and working in huge agro-business processing plants. [...] 0’35’’
➼ Part 2
But the flow of immigrants is a source of constant controversy. Some have taken the
matters into their own hands. A US citizens group known as “the Minutemen” is conducting
a patrol of the Arizona border. They arrive with binoculars and lawn chairs taking the border
battle into their own hands. [...] 0’54’’
16 •
➼ Part 3
Reaction in Latin America was furious. [...] Children and adults are affected. In Arizona,
Mexican authorities say the number of Mexican children who were deported doubled to
more than 3,000 in the first 3 months of 2006. Some in the US Congress have proposed
building a hefty wall along the length of the border. The reaction in Latin America to such
proposals has been highly negative and emotional.
b.
The recording under study is entitled “Arizona: a flashpoint”. It raises a key issue, namely
the problem of immigration. Contrary to other documents, the journalist focuses on Mexican
immigrants only.
He stresses that the immigrants are attracted to the US because of the job opportunities
offered. The immigrants represent a cheap labour force, are employed in the farming industry.
They work as farm labourers, have unskilled or menial jobs.
However, immigration is a highly controversial issue in the States. Some citizens object
to immigration, they patrol the border to prevent immigrants from entering the States.
They are determined to catch / arrest undocumented aliens. The Minutemen patrol
the border to curb immigration, to defend their territory.
They are hostile to the newcomers. Hence, the use of binoculars, helicopters. They resort
to sophisticated equipment to implement a tighter border control.
Some Congress people want a huge fence to be built along the border to enforce tighter
border controls and to check the flow of immigrants.
7. Watch a video: Of hope and justice (Bread & Roses)
N.B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le
DVD-Rom et sur le site compagnon.
k Productions possibles (questions du manuel p. 121) :
a.
Sam and Maya are both marching / demonstrating in the streets of L.A. to protest against
the janitors’ unfair situation and working conditions. Sam is a committed activist and is leading
this movement in his wish to help Maya and all the people like her. As for Maya, she is one
of the people whose names are written on the placards, and she is fighting to get her job back
because she has been unfairly dismissed. They are happy to fight together, and simply be together
as Sam’s invitation to dinner proves. They seem to be close friends engaging in a romance.
b.
In his speech Sam refers to the revolutionary slogan used during the 1912 Lawrence Strike
in Massachusetts (“We want bread and roses”) where textile workers stood up for their
rights and fought against their employers to get higher wages, better living conditions and
respect. Sam takes this as a model to follow and gives the people assembled courage to go
on and win. He wants them to hope, but also get justice done, through unionism. We can see
that the slogan is written on a huge banner and we understand in this very scene why the film
is also entitled “Bread and Roses”.
c.
During Sam’s speech the police were seen approaching the building, so we may assume
that they have come to stop the demonstration – turning into a sit-in – to scatter / break
up the crowd. They might even take them to the Police Station if they resist. There they will
certainly check if they are undocumented aliens / illegal workers…
• 17
UNIT
8
BORDERLANDS
Act it out!
> Mise en œuvre
– Travail de groupes ou travail individuel.
– Les élèves pourront se préparer en classe ou à la maison et se mettre en scène devant
le reste de la classe.
– Ceux qui ne se sentent pas assez à l’aise pour jouer devant leurs camarades pourront
aussi se filmer en dehors de la classe et apporter leur clé USB en cours.
– Toute la classe pourra prendre en charge l’évaluation.
➼
VOIR FICHIER PÉDAGOGIQUE À PARAÎTRE
Grille d’évaluation
Nom de l’élève :
Rôle choisi :
01234
Interaction avec le partenaire
01234
Prononciation / intonation / accentuation
01234
Script cohérent, intéressant, original
01234
Correction de la langue
01234
MANUEL k P. 122-123
3. MIXED FEELINGS
➼
MANUEL k P. 124
4. LIFE IN AMERICA
MANUEL k P. 125
1. Spanglish, the new lingo
➼
2. Latinos of the US
➼
/ 20
Réalisation du travail / « jeu » (body language)
2. THE OTHER SIDE OF THE COIN
➼
Total:
3. Movie corner
> Mise en œuvre communicative
– Cette activité se prête bien à un travail en groupes, en autonomie à la maison.
18 •
– Dans un premier temps, les élèves doivent visionner chez eux les différentes bandesannonces. Ils doivent ensuite choisir un document et le présenter aux autres membres
de leur groupe et justifier leur choix pour convaincre leurs camarades de la pertinence de
leur sélection.
Cette première étape peut être enregistrée et peut faire l’objet d’une évaluation formative
par le professeur. Cela peut aussi donner lieu à une production écrite.
– Dans un deuxième temps, les élèves doivent visionner chez eux le film choisi par
le groupe en entier et préparer un compte rendu. Cette activité peut être menée en classe
ou au labo multimédia par exemple.
• Si l’option de la présentation devant la classe est retenue, un rapporteur doit être désigné (par les membres du groupe ou le professeur) qui évoquera le film à partir de notes
uniquement.
• Une discussion sur les différents films et la vision de l’immigration qu’ils proposent peut
suivre. Les élèves doivent se reporter à l’aide méthodologique p. 242-243 de leur manuel
(Enrichir sa prise de parole).
• Si un labo multimédia ou un matériel de baladodiffusion est disponible, les élèves
peuvent s’enregistrer individuellement à l’aide de leurs notes. Cet enregistrement peut
aussi faire l’objet d’une évaluation si le professeur le souhaite.
MANUEL k P. 126-127
LANGAGE AT WORK
➼
IMPROVE YOUR LISTENING SKILLS
MANUEL k P. 128
k Corrigés
1.
2.
3.
Le thème principal du discours de Barack Obama est l’immigration aux États-Unis.
a. Cet extrait évoque les États-Unis en tant que nation composée d’immigrants qui ne met
pas en avant le droit du sang mais le droit du sol : le choix librement consenti et parfois
difficilement gagné de devenir un citoyen américain et d’épouser les valeurs et les idéaux
américains (la liberté, la libre entreprise, la démocratie...).
b. E pluribusðunum. Outðof many, one.❙ We defineðourselves ❙ asða
nationðofðimmigrants ❙ – a nation that welcomes those willing to embraceðAmerica’s
idealsðand America’s precepts. ❙ That’s why ❙ millionsðof people, ❙ ancestors to
mostðofðus, ❙ braved hardshipðand great risk ❙ to come here ❙ — so they could be free to
workðand worship ❙ and startða business ❙ and live their livesðin peaceðand prosperity. ❙
• Les mots qui sont en italique dans le passage sont des formes faibles. Ces mots ne sont
pas accentués. Ce ne sont pas des mots porteurs de sens mais des mots grammaticaux :
prépositions, connecteurs, déterminants.
a. Two and a half (years) • 31% • 75% • 64% • 40% • two years (ago)
b.
Problèmes
drugs • currency •
weapons • apprehensions
(along the border)
Solutions
seized more • step up •
patrols • along the border
Résultats
apprehensions • cut • fewer
• people • attempting •
cross border • illegally
• 19
UNIT
8
4.
5.
BORDERLANDS
c. Over the past two and a half years patrols along the border have seized more drugs (+31%),
currency (+75%), weapons (+64%).
From two years ago, apprehensions have been cut by 40%.
Far fewer people are attempting to cross the border illegally.
d. Barack Obama insiste sur le fait que la situation s’est nettement améliorée à la frontière
américano-mexicaine depuis deux ans environ, date à laquelle les forces déployées ont été
renforcées dans le but de dissuader et d’obtenir des résultats probants face aux problèmes
liés à l’immigration clandestine et à la contrebande de drogue, d’armes et d’argent.
b. Barack Obama a choisi d’illustrer ses propos sur le rêve américain grâce à l’exemple
de José. José a immigré très jeune aux États-Unis où il a trouvé un travail d’ouvrier agricole
auquel il consacre beaucoup d’énergie. Parallèlement, il poursuit ses études au lycée
et travaille dur. Après avoir entendu le témoignage d’un spationaute dont le patronyme
révèle ses origines immigrées, José décide qu’il exercera lui aussi ce métier. À force
de travail, José obtient un diplôme universitaire qui le conduit dans un laboratoire
où il collabore au développement d’un nouveau système d’imagerie médicale numérique.
Peu de temps après, il se retrouve à bord de la navette spatiale Discovery, se remémorant
ses rêves d’enfant rendus possible grâce au rêve américain.
b. Selon Barack Obama, la population américaine doit faire savoir au pouvoir législatif
qu’une réforme sur l’immigration est nécessaire et voulue par une majorité grandissante
qui est présente partout dans le pays. D’après lui, la population immigrée représente pour
l’avenir du pays une réelle force économique. Barack Obama souhaite que le rêve américain
perdure, que les États-Unis offrent aux hommes et aux femmes à l’avenir prometteur,
qui souhaitent immigrer aux États-Unis, la possibilité de vivre une vie meilleure, de réaliser
leurs rêves, de développer leurs talents. Il est persuadé que les États-Unis doivent réserver
une place de choix aux hommes et aux femmes porteurs de promesses venus d’horizons
différents. Il est convaincu qu’ainsi les États-Unis bénéficieront de leurs talents et en sortiront plus forts et grandis.
➼ MP3 n° 14
You know, you know, about a week ago, I delivered a commencement address at Miami
Dade Community College, which is one of the most diverse schools in the nation.
The graduates were proud that their class could claim heritage from 181 countries around
the world — 181 countries. (Applause.)
➼ MP3 n° 15
E pluribus unum. Out of many, one. We define ourselves as a nation of immigrants –
a nation that welcomes those willing to embrace America’s ideals and America’s
precepts. That’s why millions of people, ancestors to most of us, braved hardship and great
risk to come here – so they could be free to work and worship and start a business and live
their lives in peace and prosperity.
➼ MP3 n° 16
Over the past two and a half years, we’ve seized 31 percent more drugs, 75 percent more
currency, 64 percent more weapons than ever before. (Applause.) And even as we have
stepped up patrols, apprehensions along the border have been cut by nearly 40 percent
from two years ago. That means far fewer people are attempting to cross the border illegally.
20 •
➼ MP3 n° 17
So José studied, and he studied hard. And one day, he’s standing in the fields, collecting
sugar beets, and he heard on a transistor radio that a man named Franklin Chang-Diaz –
a man with a surname like his – was going to be an astronaut for NASA. So José decided –
right there in the field, he decided – well, I could be an astronaut, too.
So José kept on studying, and he graduated high school. And he kept on studying, and
he earned an engineering degree. And he kept on studying, and he earned a graduate
degree. And he kept on working hard, and he ended up at a national laboratory, helping
to develop a new kind of digital medical imaging system.
And a few years later, he found himself more than 100 miles above the surface of the Earth,
staring out of the window of the shuttle Discovery, and he was remembering the boy in
the California fields with that crazy dream that in America everything is possible. (Applause.)
➼ MP3 n° 18
Think about that, El Paso. That’s the American Dream right there. (Applause.)
That’s what we’re fighting for. We are fighting for every boy and every girl like José with a
dream and potential that’s just waiting to be tapped. We are fighting to unlock that promise,
and all that holds not just for their futures, but for America’s future. That’s why we’re going
to get this done.
We need Washington to know that there is a movement for reform that’s gathering strength
from coast to coast. That’s how we’ll get this done. That’s how we can ensure that in the
years ahead we are welcoming the talents of all who can contribute to this country and that
we’re living up to the basic American idea that you can make it here if you try. (Applause.)
YOUR TASK
➼
MANUEL k P. 129
MANUEL k P. 130-131
SPEAKING CORNER
k Productions possibles
A. Observe and react
Cartoon: Keep Out
This cartoon exemplifies the contradiction that the United States is facing with regard
to immigration. There are two men standing in the middle of a fence, which represents
the Mexico-US border. The first man, who is also the biggest, is Uncle Sam, with an irritated
face, holding a big sign that says “Keep out”. Underneath him is a much smaller man, dressed
in a nice suit, an employer, with a smile on his face, holding a sign that says “Help Wanted”.
Because of these signs, you can tell that they are facing the Mexican side of the border and
both signs are directed towards Mexicans.
Uncle Sam is the symbol of the United States and American people. The sign he is holding,
according to the author, represents the opinions of the American people. They do not want
any more Mexican immigrants coming into the country. Conversely, the man representing
American employers, unlike American people, wants to encourage Mexican immigrants to
keep coming into the country. The reasoning behind the encouragement is that Mexican
• 21
UNIT
8
BORDERLANDS
immigrants, especially illegal immigrants, are willing to take any type of job with any type of
salary. This is an argument that anti-immigrant Americans use against immigration. They say
that immigrants are taking jobs away from American citizens and the jobs that are left are
often low-paid because immigrants bring the salary down.
The employers know, however, that the work ethic of the immigrants is very strong. They
take jobs that Americans won’t do – dishwashers, janitors, maids, etc. — and without any
complaints. As long as there is no agreement between the two, the problem will persist.
Picture: Border wars
The Mexican-American border spans more than 3,000km and is the most frequently crossed
border in the world. For illegal immigrants, it is the point of entry into the United States. Since
most of the border is inhospitable desert and risky river crossings, illegal immigrants face
dangerous situations to cross into the United States.
Immigration has become a hot political issue in the United States in recent years. Antiimmigrant groups argue that illegal immigrants are taking jobs away from American citizens
and are a drain on American taxpayers. To them, immigration must be stopped at all costs
and as soon as possible. The most (in)famous of these groups are the Minutemen, a group of
ultra-nationalist, right-wing American citizens. They take their name from the ordinary citizens
who helped fight off the British army during the American Revolution for Independence.
The Minutemen all live in border areas and they take matters into their own hands in what
they feel is an invasion of Mexicans. They believe that the American government is powerless
and / or unwilling to stop illegals from coming into the country and often use the argument
that the people they are trying to keep out are terrorists taking advantage of the length of
the border. They post themselves in the desert in areas they know are frequented
by border crossers and try to catch them, turning them in to border protection authorities
for deportation. However, they do not have any legal right to carry out these actions.
The picture shown depicts the Minutemen “securing” the border to stop immigrants
from coming in. They support building a fence along the Mexico-US border to stop illegal
immigration. The fact that along the fencing they have installed American flags supports
the evidence their organization is racist and discriminatory. The message they are giving
out is that America is only for Americans.
Business Week: Embracing Illegals
➼
B. Podcast (MP3 n° 19)
➼
VOIR FICHIER PÉDAGOGIQUE À PARAÎTRE (script de l'enregistrement)
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