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Insight 2de - Insight Hatier
Insight 2 de Extrait du Workbook Sommaire Le Workbook: pour quoi faire, comment ? ........................................................................... 2 Watch your words! ........................................................................................................................................... 3 Warm up! ................................................................................................................................................................... 4 Book Quiz ................................................................................................................................................................. 6 All about me ........................................................................................................................................................... 7 All about you ......................................................................................................................................................... 8 Outline: I’m a"keeno" ................................................................................................................................ 9 Text 1: Please Mrs Butler ........................................................................................................................ 11 Text 2: Back to school Text 2: Grammarama ............................................................................................................................... 13 .................................................................................................................................. 15 Views ............................................................................................................................................................................16 Text 3: A tough teacher ............................................................................................................................ 17 Text 3: Grammarama .................................................................................................................................. 19 Work out: Opinions about school ................................................................................................. 20 Issue: Vocabulary .......................................................................................................................................... 21 Issue: Listen ........................................................................................................................................................ 22 Extra Text: The fun they had .............................................................................................................. 23 Workbook_BAT2.indd 1 07/04/2005 12:37:29 Le Workbook : pour quoi faire, comment ? Le Workbook Insight 2de est conçu selon plusieurs principes. 1. Il n’est pas obligatoire. Nous laissons au professeur le choix de décider si le cahier d’activités est utile pour ses élèves. Quant aux textes du manuel, les questions ne s’arrêtent pas à mi-chemin pour renvoyer au Workbook. Les activités du Workbook sont bien au contraire complémentaires au travail proposé dans les pages du manuel et permettent d’aller plus loin dans l’exploitation pédagogique. 2. Il est utile pour l’écoute de documents audio. En effet, il est impossible de faire une fiche d’écoute dans le manuel car les élèves seraient tentés d’écrire dessus. 3. Il est utile pour le travail sur les textes et les images. De nombreux exercices d’accompagnement sont proposés pour aider les élèves à mieux comprendre, mémoriser les structures et s’exprimer. 4. Il permet de mieux exploiter le CD élève. Tous les documents du CD élève sont repris par des exercices qui permettent à l’élève de tester sa compréhension orale, de s’entraîner à parler. Les réponses présentes à la fin permettent en plus une autocorrection qui favorise l’autonomie de l’élève. 5. Il propose une unité de transition collège-lycée (Unit 1). Unit 1: Live & Learn (présentée dans ce spécimen) Les documents présents dans la première unité du manuel ne sont pas « simplifiés ». En revanche, le Workbook propose un accompagnement « en douceur » avec une section d’amorçage et de mise en place des méthodes de base : − des conseils méthodologiques : aides sous formes de bulles, questionnement sur la démarche de l’élève… ; − une familiarisation avec les transcriptions phonétiques et aides lexicales ; − la mise en place des techniques de lecture et d’inférence ; − un travail sur la grammaire à partir des images pour encourager la production orale ; − la mise en place du travail avec la rubrique Watch your words pour enrichir le vocabulaire ; − la mise en place du travail avec le CD élève pour encourager l’autonomie de l’élève ; − la préparation guidée d’un premier débat (ce support se trouve sur le site Internet et sera intégré au Workbook). WORKBOOK x PAGE 2 Insight Workbook_BAT2.indd 2 07/04/2005 12:37:39 Watch your words! Il est essentiel d’apprendre et de retenir du vocabulaire pour enrichir votre langue, et ne pas demander de l’aide à chaque fois que vous voulez vous exprimer. Plus vous connaissez de vocabulaire, plus vous gagnez de l’assurance ! LE VOCABULAIRE DANS LE MANUEL Dans les pages d’Insight, vous avez remarqué que le vocabulaire se trouve à plusieurs endroits : – Word help : dans la colonne à gauche des textes, les mots dont vous avez parfois besoin immédiatement ; – Zoom in : dans les questions sur les textes, vous trouverez souvent des exercices sur le vocabulaire pour mieux comprendre les détails ; – Watch your words : en bas de page, cette boîte de vocabulaire contient des mots qui vous aideront à parler du document étudié. Transcription phonétique (cf. Back Pack) Titre de la rubrique Traduction en italique. Si le mot n’est pas traduit, c’est qu’il est transparent, ou que vous devriez déjà le connaître… Syllabe accentuée en gras Séparation entre deux mots Synonyme COMMENT APPRENDRE LE VOCABULAIRE Voici une liste de conseils. Choisissez les bons ! D’accord Pas d’accord a. Il vaut mieux apprendre cinq à six mots à la fois, pas plus. b. C’est souvent mieux de prononcer les mots en les apprenant. c. Il suffit de tout apprendre une bonne fois juste avant le test. d. Il faut revoir tout son vocabulaire de temps à autre. e. Il faut essayer de réutiliser les mots dans des phrases en cours. f. Il vaut mieux recopier la liste des mots sur une fiche ou dans un carnet. g. Un répertoire est mieux qu’un carnet pour apprendre. h. Avec tout ce vocabulaire dans le livre, un dictionnaire est inutile. Ÿ Voici les bons conseils qu’il faut suivre. Notre mémoire est limitée et sélective… On apprend du vocabulaire comme autre chose : il est impossible de tout savoir d’un seul coup ! Il faut donc s’entraîner régulièrement et essayer de « fixer » les mots. Il faut donc suivre les conseils a., b., e. et f. – Si on apprend tout d’un coup, puis plus rien, on se dégoûte et on oublie tout au bout de quelques jours. Il faut donc apprendre les mots par petits groupes qui vont ensemble, puis les revoir régulièrement (tous les deux ou trois jours). – Pour s’approprier les mots, il vaut mieux les prononcer et les écrire que simplement les regarder. Essayez et trouvez ce qui fonctionne le mieux pour vous. – Le répertoire est peu utile car il serait étrange d’apprendre les mots commençant par a, puis par b, etc. Et pour chercher un mot, il vaut mieux utiliser un dictionnaire ! WORKBOOK x WARM UP x PAGE 3 Insight Workbook_BAT2.indd 3 07/04/2005 12:37:39 Warm up! Travailler avec le CD élève Ces pages vous proposent un travail sur les trois premiers documents du CD élève. Les exercices peuvent être faits en classe ou de façon autonome, en début d’année, pour démarrer le travail avec le CD élève. Pour les autres documents, allez dans la section spéciale « CD élève » à la fin du Workbook. – Le manuel propose d’autres documents sonores dans les pages Outline et Issue. Ces documents pourront être écoutés en classe et font l’objet de pages dans ce cahier, mais ne sont pas sur le CD élève. – Avec le CD élève, vous pouvez tester votre compréhension orale et vous entraîner à répéter certaines phrases pour améliorer votre expression. – N’hésitez pas à écouter ce CD sur un ordinateur pour mieux gérer les pauses et retours en arrière, ou à mettre les documents sur un lecteur portable pour pratiquer plus souvent ! PISTE 1 Introduce yourself to your teacher k OVERVIEW (Écoutez en entier une ou deux fois sans prendre de notes.) Quelle est la situation ? a. Une nouvelle élève parle de sa famille à son professeur, devant la classe. b. Une nouvelle élève se présente à son professeur, devant la classe. c. Une élève explique pourquoi elle est arrivée en retard en cours. k ZOOM IN A. Réécoutez et notez une dizaine de mots que vous comprenez : noms propres, chiffres, mots importants. .................................................................................................................................................................................................... .................................................................................................................................................................................................... B. Réécoutez chaque question et réponse et choisissez la meilleure description. 1 Question + réponse 1 a. L’élève doit se lever pour parler. Elle est un peu timide. b. L’élève peut rester assise pour parler. Elle est un peu timide. c. L’élève doit se lever pour parler. Elle est contente de pouvoir s’exprimer. Repérez son nom : ................................................. et son âge : ................................................. 2 Question + réponse 2 a. La scène se passe après Noël et l’élève vient de Newcastle. b. La scène se passe juste avant Noël et l’élève vient de Newcastle. c. La scène se passe après Noël, à Newcastle. 3 Question + réponse 3 a. L’élève aime beaucoup cette école qui date de 1916. b. L’élève trouve que cette vieille école est horrible. c. L’élève aime assez cette école construite il y a très longtemps. L’école où était l’élève auparavant a été construite dans les années ................................................. 4 Question + réponse 4 a. L’élève a emménagé le week-end dernier et ne connaît presque personne. b. L’élève est arrivée le week-end dernier et connaît déjà plusieurs personnes. c. L’élève est arrivée la veille et ne connaît presque personne. Dans quelle classe est sa voisine ? ................................................. WORKBOOK x WARM UP x PAGE 4 Insight Workbook_BAT2.indd 4 07/04/2005 12:37:39 k PRACTICE! Complétez la dernière phrase (il manque les syllables acentuées) et entraînez-vous à la prononcer. So I .................................................ven’t had much ................................................. to .................................................ny.......... .......................................dy, a................................................. from my ................................................. door ................................ .................bour who’s in my .................................................ter’s ................................................. PISTE 2 Introduce yourself to a schoolmate k OVERVIEW (Écoutez en entier une ou deux fois sans prendre de notes.) Quelle est la situation ? a. Deux amis se retrouvent le jour de la rentrée et parlent de skateboard. b. Deux amis se donnent rendez-vous pour aller jouer au football. c. Deux élèves se rencontrent pour la première fois et parlent de l’école et de football. k ZOOM IN 1 Réécoutez. Entourez seulement les mots que vous entendez. Steve Stephen first sister cousin skate goalkeeper entertaining Greg brother Kate’s training Gregory Jerkin father Dad football footballer Mike Mikey Jenkins mother last Mum basketball housework skate homework 2 Complétez le résumé avec les mots que vous avez entourés. ................................................. and ................................................. meet after Mr .................................................’s class on the ................................................. day of school. ................................................. has got his little ...................................’s ............................................... board but in fact his favourite sport is ................................................. and he plays .............. ............................. . ................................................. is a too and invites him to the ................................................. tomorrow. He also invites him to come and visit his friend ................................................. and do their .............................................. .................................................... agrees to come but first has to inform his ...................................................................... . k PRACTICE! Complétez le début du dialogue (il manque les syllables acentuées) et entraînez-vous à le jouer. – ................................................. ! .....’m in your ........ ! I didn’t ................................................. you ..................... in this ........... of ..................... ! – ......... ............ ! .......... were the one a ..................... at the ....................., .........n’t you? ............. do you ................ of Mr ..................... ? WORKBOOK x WARM UP x PAGE 5 Insight Workbook_BAT2.indd 5 07/04/2005 12:37:40 Book Quiz Do you know your book? – Where does the scene in page 143 take place? Asking questions .................................................................................................. – Who is shaking hands with Thierry Henry in page 63? .................................................................................................. – When does the scene in page 108 take place? .................................................................................................. – What colour are the woman’s glasses in Unit 3, Text 1? Match : reliez, faites correspondre Translation : traduction Match the words with their translations. .................................................................................................. – What is the simple past of “I throw”? .................................................................................................. – In which book was the text on page 156 published? .................................................................................................. – On which page can you find information about FOR and SINCE? .................................................................................................. – What is the last word of Zoom in 3, page 121? .................................................................................................. How many…• Hong long ago…• How old…• Where…• Who…• When…• What…• Which…• •Qui… •Quel âge… •Combien… •Quand… •Où… •Que… •Quel… •Il y a combien de temps… – What sport are the men on page 30 playing? .................................................................................................................................................................................................... – On which page can you see a musician? Give two pages! .................................................................................................................................................................................................... – Which country is between Malawi and Kenya? .................................................................................................................................................................................................... – Which American state is divided into two parts by a lake? .................................................................................................................................................................................................... – You are in Carlisle and follow Hadrian’s Wall. Where will you arrive? .................................................................................................................................................................................................... – What does the word “gig” mean? (See Watch your words page 115.) .................................................................................................................................................................................................... Extra question – What is your favourite picture in the book? Explain why......................................................................................... .................................................................................................................................................................................................... WORKBOOK x WARM UP x PAGE 6 Insight Workbook_BAT2.indd 6 07/04/2005 12:37:40 All about me The real me My ID • Name 1 FAVOURITES .................................................................................................. • My favourite food is • Date of birth .................................................................................................. ................................................................................................. • My favourite place is • Height .................................................................................................. ................................................................................................. • My favourite colour is • Hair colour .................................................................................................. ................................................................................................. • My favourite music is • Eye colour .................................................................................................. ................................................................................................. • My favourite pastime is • Occupation .................................................................................................. ................................................................................................. 2 GETTING PERSONAL! 3 IT’S A MATERIAL WORLD… • I feel happy when • The last 3 things I bought were: .................................................................................................. Ÿ.............................................................................................. • I get annoyed when Ÿ............................................................................................... .................................................................................................. Ÿ............................................................................................... • I’d like to learn to • My most precious possession is: .................................................................................................. ................................................................................................. • I am good at ................................................................................................. .................................................................................................. ................................................................................................. • If I ruled the world I’d ban • For my next birthday I’d like: .................................................................................................. ................................................................................................. • If I was invisible for a day I would ................................................................................................. .................................................................................................. ................................................................................................. • If I was an animal, I’d be ................................................................................................. .................................................................................................. ................................................................................................. • I really can’t resist .................................................................................................. • The person I text the most is .................................................................................................. WORKBOOK x WARM UP x PAGE 7 Insight Workbook_BAT2.indd 7 07/04/2005 12:37:40 All about you 1 Ask somebody else about him / her. Complétez les questions pour pouvoir les poser à quelqu’un d’autre. Posez d’autres questions aussi, et notez les réponses. Quand vous dialoguez, utilisez par exemple : “What about you?” (Et toi ?) ; “Me too”/ “So do I” (moi aussi), etc. a. Choose some information from the “All about me” page and make questions. – What’s your name? .................................................................................................................................................................................................... – When were you ..............................................................? .................................................................................................................................................................................................... – How tall ..............................................................? .................................................................................................................................................................................................... – What’s the ..............................................................? .................................................................................................................................................................................................... – What’s your favourite ..............................................................? .................................................................................................................................................................................................... – When do you ..............................................................? .................................................................................................................................................................................................... – What would you .............................................................. if you were ..............................................................? .................................................................................................................................................................................................... b. Make a few more questions. – How many .............................................................. have you got? .................................................................................................................................................................................................. ? .................................................................................................................................................................................................... Ne confondez pas “I am like him” (Je suis comme lui) et “I like him” (Je l’aime bien). 2 Report about who you met: who is like you, who is not like you… I met .............................................................. who is ................................................................................................................... Both of us like .............................................................................................................................................................................. Like .................................................(name), I enjoy ....................................ing ......................................................................... WORKBOOK x WARM UP x PAGE 8 Insight Workbook_BAT2.indd 8 07/04/2005 12:37:40 UNIT 1 Live & Learn Outline I’m a "keeno" PAGE 12 Listen to the sounds / noises, not what the people say. k OVERVIEW 1 Where does the scene take place? Ask your teacher for the words you don’t know ! What’s the English for… ? In a factory In a school Justify your answer with two elements: ................................. + ................................. 2 Who is speaking? 3 What is the word “Keeno”? A teacher ["ti…tSE] The narrator’s first name. A student ['stu…dEnt] A nickname the other students give him. k ZOOM IN 1 Words used to describe the narrator. Circle the words you hear: – smart scruffy – messy tidy – courageous wimp – hard-working lazy – teacher’s pet school rebel 2 The narrator’s appearance. Connect the dots: tie • shirt • hair • trousers • Only circle one word per line. “Smart” is the opposite of “scruffy”, “messy” is the opposite of “tidy”, etc. • tucked in neatly • fit me properly • the right length • not baggy • done to perfection 3 Fill in the blanks. a. There are [down / up / in] sides to being a Keeno though. The missing word means: avantages / inconvénients. b. I’ve been [pleased / toasted / teased] for it. The missing word means: taquiné / testé. 4 Choose the right answers. a. Recently, the narrator had a really good: r geography b. After the lesson he thanked: r nobody c. In the canteen, he was: r congratulated r the teacher r teased r maths r history r himself r ignored r English lesson. r the other students. r pushed. 5 What should the narrator do if he does not want to be called a keeno? Choose the right answer. Footwear: Wear trainers Wear shoes Shirt: Tuck it into his trousers Untuck it Attitude to teachers: Annoy them Respect them WORKBOOK x UNIT 1 x PAGE 9 Insight Workbook_BAT2.indd 9 07/04/2005 12:37:40 UNIT 1 Live & Learn 6 The narrator’s feelings. a. Fill in the blanks with the stressed syllables and words. I think that’s pa...........tic to be ...........nest: that you have to a........... the ...........chers just to ........... in. I used to get up ........... about being a ........... no but ........... I take it as a ........... pliment. ........... fter ........... , if ...........ple are going to ........... me for ...........king ........... , ........... get worked ........... about it? b. Choose the right answer. He feels sorry for them. He respects them. He would like to be more like them. k ZOOM OUT What does the “keeno” think of school? He likes it. He doesn't like it. Justify your choice in your own words: .............................................................................................................................................................................................................. k PHONOLOGY 1. Phonetic transcriptions 2. Word stress Write the words next to their transcriptions. Underline the stressed syllables. "sØmwØn: ................................. smA…t: ................................. "efEt: ................................. kO…z: ................................. probably maybe someone suppose because neatly "trØbl: ................................. kO…ld: ................................. perfection "ki…nEÁ: ................................. raIt: ................................. properly S∏…t: ................................. h”E: ................................. Ne soulignez qu’une seule syllabe. Attention : trousers il s’agit uniquement des syllabes qui sont dragging prononcées. bottom baggy example really history lesson canteen ignored instead happy definitely anything dØn: ................................. "prÅpElI: ................................. "bÅtEm: ................................. DE√: ................................. ti…zd: ................................. Ig"zA…mpl: ................................. "hIstrI: ................................. "ÅnIst: ................................. w∏…kt: ................................. rÅN: ................................. WORKBOOK x UNIT 1 x PAGE 10 Insight Workbook_BAT2.indd 10 07/04/2005 12:37:41 UNIT 1 Live & Learn Text 1 Please Mrs Butler PAGE 14 Trouvez des mots pour décrire le lieu et les personnages. 1 Focus on this picture. a. List all the words you may need to describe this picture. ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... b. Complete the description with the words: textbook – busy – books – child – dress – care – teacher – tell. This picture features (représente) a young ................................................. with his ................................................. . He is carrying some ................................................. and is looking in her direction as if he wanted to .......................... her something. The woman is wearing a ................................................. and she is holding a ........................................ She is probably ................................................. and she doesn’t seem to ..................................... about what the boy has to say. 2 Complete the sentences below with words from the list. sink – roof – lamb – rubber – swallow – rude names – cupboard a. If you write with a pencil and you make a mistake, Lisez d’abord tout l’exercice, puis commencez par les mots les plus faciles. you can always erase it with a ..................................... b. At home, your mother probably stores food in the kitchen..................................... c. The top of a house is called the ..................................... d. When we eat, we chew our food, then we ..................................... it. e. The thing in which you can wash the dishes, or your hands, is called a ..................................... f. ‘Silly twit!’ or ‘Idiot’ are examples of ..................................... g. The Silence of the ..................................... is the story of Hannibal Lecter and Clarice Starling. 3 Match each “pet name” with its French translation. dear • my lamb • • mon chéri • ma petite fleur my love • • mon ange my flower • • mon petit WORKBOOK x UNIT 1 x PAGE 11 Insight Workbook_BAT2.indd 11 07/04/2005 12:37:41 1 Live & Learn UNIT Utilisez exclusivement des mots de Watch your words. N’oubliez pas de conjuguer les verbes. N’utilisez pas deux fois le même mot. Pensez aux particules ou prépositions séparées du verbe. 4 Vocabulary: do you know your words? Complete the following sentences with words and phrases from Watch your words. A boy ........................... to his teacher ........................... Derek Drew who ........................... him. He ........................... him of being a ........................... and he would certainly like him to be ........................... . But Mrs Butler ........................... the ........................... to mind his own business and she is ........................... to punish Derek Drew. After all, Derek Drew may be ........................... but he’s not a ...........................: he just ........................... his .................. 5 Read the last stanza of the text and explain what tone of voice you use (rising or falling ) or if a word or syllable is stressed ( __ ). Lock yourself in the cupboard dear. Dites les phrases à haute voix pour tester vos hypothèses. Run away to sea. Do whatever you can, my flower. But don’t ask me! k LANGUAGE WATCH : L’IMPÉRATIF 1. Relevez dans le texte Please Mrs Butler tous les verbes à l’impératif, et expliquez comment il est formé. 2. Reliez chaque phrase de la colonne A à une phrase de la colonne B. B A 1. Mrs Butler, Jack keeps copying from me. a. Ask Susan to share hers with you. 2. Mrs Butler, Helen keeps bothering me. b. Don’t pay attention to her. 3. Mrs Butler, I don’t understand. c. Don’t do that again, or you’ll be punished. 4. Mrs Butler, I’ve left my book at home. d. Don’t panic, it’s very easy. 5. Mrs Butler, I haven’t done my homework, I’m sorry. e. Hide your paper with your hand. 6. Mrs Butler, I’m not feeling well. f. Go and shut the blind. 7. Mrs Butler, my pen is broken. g. Borrow one from Jack. 8. Mrs Butler, the sun’s in my eyes. h. Go to the nurse’s office. WORKBOOK x UNIT 1 x PAGE 12 Insight Workbook_BAT2.indd 12 07/04/2005 12:37:41 UNIT Back to school 1 Live & Learn Text 2 PAGE 16 Composez des phrases pour faire des suppositions. Attention au choix du modal dans la deuxième colonne ! 1 Choose elements from each column to make sentences that correspond to the picture. The teacher must be satisfied with the student. It may be a maths lesson. The student could be shy (= timid). ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... 2 Find the dialogue between the teacher and the student which is hidden in the sentences below. – “Sorry, I’m late. I missed my bus,” the boy said. – “Open your books at page 25,” said the teacher. – “Yes, I did,” answered the boy. – “Well done! You’ve improved a lot,” said the teacher. Choisissez les quatre bonnes phrases pour faire un dialogue qui correspond au contexte ! – “Sit down and be quiet, please!” said the teacher. – “Gary copied from me,” said the boy. – “Thanks, Miss,” the boy answered. – “Did you do this yourself?” asked the teacher. ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... WORKBOOK x UNIT 1 x PAGE 13 Insight Workbook_BAT2.indd 13 07/04/2005 12:37:41 1 Live & Learn UNIT 3 Finish the summary of the story: fill in the blanks with the appropriate irregular verbs from the list below. forget – get – tell – send – make – freeze – – N’oubliez pas de mettre les verbes au prétérit. – Consultez la liste à la fin du livre si vous avez un doute. know – feel – speak – be – have to – see The narrator ..................................... embarrassed when he ..................................... to school as he ......................... come to the front of the class. The teacher ..................................... him write his name on the board, which he ...................................... how to do. But he suddenly ..................................... how to do it. When the teacher ...................................... him to spell his name again, he ..................................... as he ........................... all the class was making fun of him. The teacher ..................................... to him to reassure him but it ..................................... too difficult for him to remember. So, the teacher ..................................... him back to his chair. 4 (Zoom In 4) Guess how old Richard is in this extract. Make three sentences from the columns below. Richard Choisissez le bon modal. can’t be 10 or 11, but he seems younger. must be 25, as it is too old for a schoolboy. may be 7 or 8, as writing his name is not an easy thing to do. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. 5 (Zoom Out 1) Imagine what happened afterwards. Match the first two columns and complete the sentences with the most appropriate endings, or with what you think will happen. – Il faut relier des éléments des deux premières colonnes et utiliser les verbes pour compléter les phrases. – Vous pouvez imaginer d’autres situations encore. When the lesson’s over, I don’t think the boy’s mother will make fun of …, During break, I am sure Richard will complain about …, Before anything happens, the teacher could remember…, When she hears of the incident, the other kids might run home, When he’s an adult, the boy may tell the class to… .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. WORKBOOK x UNIT 1 x PAGE 14 Insight Workbook_BAT2.indd 14 07/04/2005 12:37:42 UNIT 1 Live & Learn Grammarama Text 2 PAGE 18 Look at the pictures (p. 18). Do the following activities to find what Anna and Steven’s grandfather is telling them about his first day at secondary school. 1 Picture 1: Fill in the blanks with a word taken from the following list: told – fun – half past seven – were – arrived – holidays – were – decided – had – yard. I ..................................... at school at ..................................... There ..................................... not many people in the ....................................., but two of my best friends ..................................... there. We ..................................... each other about our ..................................... and then we ..................................... to play football. We ..................................... a lot of ...................................... 2 Picture 2: Same exercise. This time, you need to put most verbs into the past simple (prétérit): look – eight o’clock – wait – be – ring – dare – tell – line up. At ....................................., the bell ...................................... We all ..................................... along the wall and ......................... for the teacher to ..................................... us to come in. We ..................................... very impressed and nobody ............................ to talk. The teacher ..................................... very strict. Now describe pictures 3 and 4 with the help of the questions and the vocabulary. 3 Picture 3: What type of lesson did they have in the afternoon? Was it easy or difficult? What did he do? Did the teacher see him? What did he tell him? How did the teacher sound? a math lesson – ask somebody for help – unfortunately – tell somebody to do something – angry .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. 4 Picture 4: What happened after class? What did the teacher give him? How did he feel after writing so many lines? stay in detention after class – give lines to copy – numb (engourdi) – wrist (poignet) – painful ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... WORKBOOK x UNIT 1 x PAGE 15 Insight Workbook_BAT2.indd 15 07/04/2005 12:37:42 UNIT 1 Live & Learn Back Pack Views PAGE 19 1 Match the following words with the definitions. Visual • Caption / catch phrase • Copy / text • • An organisation’s visual symbol • Written information: a story, what you can do… • The main picture (usually a photo) • A few words or a sentence that attracts people’s attention Logo • 2 Place the names in the right places. The ..................................... The ..................................... The ..................................... The ..................................... 3 Complete the following summary. Cross the wrong words, or choose words from the list in Watch your words page 19. This [photo / advert] is mainly composed of a [visual / text] which is a [photo / painting] of two young black men. At the [top / bottom] we can read the [caption / legend] which says “A mind is a terrible thing to waste” and the [copy / sentence] alongside with two [visuals / logos]. The scene certainly takes place at the corner of a ..................................... because the house in the [background / foreground] looks ..................................... . The two men are wearing ..................................... and their [trousers / t-shirts] have one upturned leg, which may be a sign that they are in a [charity / gang]. They seem to be exchanging something, which could be [drugs / food]. In fact, this picture is a .....................................: we can’t see their heads, but the heads of two young men who are ..................................... . We can read about their [families / dreams]: they both want to ............................................ .............................. . The [advertisers / teenagers] probably want to show who the two young men [could / will] become in the future. The problem is that now, they are wasting their .....................................: they do not think about [money / education] and will certainly ..................................... . The ad asks readers to give [time / money] to the UNCF, which seems to be an organisation that helps black teenagers with their [clothes / studies] so that they don’t end up in the street selling [food / drugs]. I [like / dislike] this ad because .............................................. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. WORKBOOK x UNIT 1 x PAGE 16 Insight Workbook_BAT2.indd 16 07/04/2005 12:37:42 UNIT 1 Live & Learn Text 3 A tough teacher 1 Choose words from each column to make sentences PAGE 20 Attention au sens et à la grammaire des phrases. that could correspond to the picture. Write the full sentences! a. I don’t think that the students are allowed 1. for not working enough in class. b. The photo shows an aerial view of some pupils 2. to talk in this room. c. The students are at school 3. to do a test or an exam. d. Perhaps the teacher has punished the students 4. who are taking an exam. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. 2 Look again at the text and question 2 in Zoom In. What do we learn about the girl? Choose the best answers. a. She was punished: b. We do not know her name: for being late. to protect her identity as she’s a minor. for not doing her homework. to hide her identity from her family. for being rude. to avoid giving her free publicity. for drawing on the table. to keep journalists away from her. 3 (Zoom Out 1) In some countries, parents as well as teachers are not allowed to hit their children. Do you agree with this? Complete the sentences and put them into the appropriate part, according to your opinion. WORKBOOK x UNIT 1 x PAGE 17 Insight Workbook_BAT2.indd 17 07/04/2005 12:37:43 UNIT 1 Live & Learn The government should let parents ............................................................... . Parents shouldn’t be allowed ........................................................................... The government should force parents ............................................................ We need to teach some children ............................................................ Parents ought to be allowed .................................................................. The authorities should allow parents .................................................... Attention aux structures : allow sb TO DO sth; need TO DO sth mais let sb DO sth. • I agree as.... .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. • I disagree as.... ............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. 4 (Zoom Out 2) Do you think you will spoil or pamper your children when you are older? Complete the following sentences. You may use the following verbs: try to be – pamper – discipline – spoil. – Vous devez utiliser le futur dans la deuxième moitié de la phrase (I will + BV / I won’t + BV) ou des modaux : I may + BV. – Ajoutez vos propres arguments à la suite ou à la place de ceux qui vous sont proposés ici. – Justifiez votre opinion pour enrichir vos phrases. • If I have children, I will ...................................................................... because ...................................................................... • If I become a parent, ................................................................................................................................................................... • When I bring up / raise my children, ..................................................................................................................................... • When I punish my children, ..................................................................................................................................................... .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. ............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. ............................................................................................................................................................................................................. .............................................................................................................................................................................................................. .............................................................................................................................................................................................................. WORKBOOK x UNIT 1 x PAGE 18 Insight Workbook_BAT2.indd 18 07/04/2005 12:37:43 UNIT 1 Live & Learn Text 3 Grammarama PAGE 22 1 Choose which sentences express purpose (le but) and which ones express cause. Sentences Purpose Cause a. The mother is angry at her son for listening to music loud. b. He needs to work harder to have better marks. c. He should turn off the music to be able to concentrate. d. She blames him for getting bad marks at school. 2 Now put the verbs in brackets (entre parenhèses) into the right form: FOR + V-ing or TO + base form (base verbale). a. She often blames him ..................................... (be) untidy. b. She wants him to improve at school ..................................... (succeed) in life. c. That boy needs to learn his lessons ..................................... (get) good marks. d. He criticizes his mother ..................................... (not / leave) him alone. 3 Now look at the picture and make sentences with the words that are given to you. Example : mother – angry – listen to music loud. The mother is angry at her son for listening to music loud. a. reproach – never tidy his bedroom. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. b. often – scold (gronder) – play on the computer too much. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. c. have to – do homework – understand the lesson. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. d. need – learn vocabulary regularly – speak English well. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. 4 Now write three more sentences alone. a. ........................................................................................................................................................................................................ ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. b. ........................................................................................................................................................................................................ ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. c. ........................................................................................................................................................................................................ ............................................................................................................................................................................................................. WORKBOOK x UNIT 1 x PAGE 19 Insight Workbook_BAT2.indd 19 07/04/2005 12:37:43 UNIT 1 Live & Learn Work out Opinions about school PAGE 23 1 Study the tables in your book. Complete the following sentences. Example: Most students think that........ or A few students say that........ a. ..................................... they should have less homework. b. ..................................... classes need to be smaller. c. ..................................... lessons should be easier. d. ..................................... their school is fairly or pretty good. e. ..................................... they don’t know how to describe their school. f. ..................................... school is enjoyable most of the time. Most: la plupart de(s) ; A few : quelques. Pour en savoir plus : allez dans le Précis Grammatical, Quantifieurs. Tous les mots se trouvent dans les tableaux p. 23. 2 Using words from page 23, complete the following sentences with comparative forms. ..................................... students enjoy going to school than we would perhaps imagine. However, most students would prefer lessons to be ..................................... and do not want teachers to be as ..................................... as they are today. Naturally, they would also like to see ..................................... classes than at present and have ............ tests. Most students would like school to offer more ..................................... and have ...................................... strict teachers. Posez ces questions pour faire votre sondage. Cf. Précis Grammatical : la phrase interrogative. 3 Survey: complete the following questions with : how likely........, how many........, what........, what if........, how stressed........, how many........, do you think it........, how long........, should mobiles / cell phones........, how often........ a. ..................................... we had computers instead of books? b. ..................................... do you spend doing your homework? c. ..................................... lessons do you have per week? d. ..................................... would be better if you had less homework? e. ..................................... do you have tests or exams? f. ..................................... be permitted / allowed in school? g. ..................................... subjects do you study? h. ..................................... are you to go into further education? i. ..................................... do you think about school in general? j. ..................................... are you by homework? N’oubliez pas le -s au verbe à la 3e personne du singulier. 4 Now take down the answers to the questions. a. ......................................................................................................................................................................................................... b. ......................................................................................................................................................................................................... c. ......................................................................................................................................................................................................... d. ......................................................................................................................................................................................................... e. ......................................................................................................................................................................................................... f. .......................................................................................................................................................................................................... g. ........................................................................................................................................................................................................ h. ......................................................................................................................................................................................................... i. ......................................................................................................................................................................................................... j. ......................................................................................................................................................................................................... WORKBOOK x UNIT 1 x PAGE 20 Insight Workbook_BAT2.indd 20 07/04/2005 12:37:43 UNIT 1 Live & Learn Issue Vocabulary PAGE 24 Uniforms and other clothes… Put each word into a group. (Some words may go into more than one group.) 1 See Watch you words (page 24) for help. – Baggy jeans – Dirty trainers – Baseball cap – Navy blue jacket – Leather briefcase – Football boots – Grey trousers – School tie – Knee-length skirt – Business suit – Swimming trunks (boys) – Friendship bands – V-neck pullover – Round-neck pullover – White socks – Black socks – Sunglasses – Leather jacket – Lace-up shoes – Long-sleeved shirt – Portable umbrella – Tracksuit bottoms – Boxer shorts – Gym shorts – Silk tie – Sweatshirt – T-shirt – Swimming costume (girls) school uniform office clothes casual wear sportswear ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... 2 (Question 2, p. 24) Imagine you are the headmaster of a school. You want to introduce a more modern uniform. Use the words you have found and Watch your words to write your own dress code. You can be as original as you like. Utilisez les mots ci-dessus dans vos phrases. Utilisez les amorces suivantes: – ...... must / must not be worn. – ...... are forbidden / banned. – ...... are (not) permitted / allowed. – ...... may be worn / are acceptable. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. ............................................................................................................................................................................................................. Pour le débat, reportez-vous au site Internet ou au Workbook. WORKBOOK x UNIT 1 x PAGE 21 Insight Workbook_BAT2.indd 21 07/04/2005 12:37:44 UNIT 1 Live & Learn Listen Issue PAGE 24 1 Listen to the whole document. a. Explain briefly what it is about. b. Make a list of all the people who speak. ................................................................................. ................................................................................. ................................................................................. ................................................................................. 2 Part one. Choose the right answers. a. At the moment, pupils at Burleigh: wear uniforms. do not wear uniforms. b. The headmaster of Burleigh: is in favour of uniforms. is opposed to uniforms. c. A visitor to the school thought: the students were too concerned about their appearance. the students were not concerned enough about their appearance. 3 Part two. Choose the right answers. a. The first student interviewed: believes uniforms will stop pupils from stealing from each other. believes uniforms will have a negative effect on pupils' working conditions. is concerned that teachers' attitudes will change if uniforms are introduced. b. The second student interviewed: believes uniforms will stop pupils from stealing from each other. believes uniforms will have a negative effect on pupils' working conditions. is concerned that teachers' attitudes will change if uniforms are introduced. c. The third student interviewed: believes uniforms will stop pupils from stealing from each other. believes uniforms will have a negative effect on pupils' working conditions. is concerned that teachers' attitudes will change if uniforms are introduced. 4 Part three. Find the missing words At the moment, I spend a ..................................... on my daughter’s clothes. It would be .................................... with uniforms because they’re .................................... to buy than .................................... clothes. I also think uniforms could make the school ....................................: you can tell if somebody is not from the school, and .......................... wearing a uniform can’t miss classes because ..................................... in the town will see them. 5 Identify the stressed syllables in a few important words uniform ..................................... ..................................... ..................................... ..................................... ..................................... ..................................... Pour le débat, reportez-vous au site Internet ou au Workbook. WORKBOOK x UNIT 1 x PAGE 22 Insight Workbook_BAT2.indd 22 07/04/2005 12:37:44 UNIT Extra Text The fun they had 1 Unknown words… 1 Live & Learn PAGE 26 Attention, gardez votre manuel fermé pour faire les exercices a. et b. a. Do not look at your book. Read sentences 1 to 6 and then list the ones in which it is possible to understand the key idea, even if a word is missing: EASY: ................................................................................................................................................................................................. MORE DIFFICULT: ........................................................................................................................................................................... 1. (l. 1) On the page ..................................... May 17, 2157, she wrote, “Today Tommy found a real book!” 2. (l. 32) Tommy ..................................... with laughter (rire). 3. (l. 37) “But my mother says a teacher has to be adjusted to ..................................... each boy and girl it teaches and that each kid has to be taught differently.” 4. (l. 52) The screen was ....................................., and it said: “Today’s arithmetic lesson is on the addition of proper fractions. Please insert yesterday’s homework in the proper .....................................” 5. (l. 54) All the kids from the ..................................... came, laughing and shouting in the ....................................., sitting together in the schoolroom, going home together at the end of the day. 6. (l. 60) “When we ..................................... the fractions 1/2 and 1/4...” b. Complete the sentences above with appropriate words or phrases. Here are some suggestions, but you can use your own ideas too: multiply (switched) on understand playground district dated place exploded. Pour éviter de répondre au hasard, identifiez d’abord le type de mot qui manque : nom, verbe à l’infinitif ou au participe passé, adjectif, etc. c. Now compare your answers with the words in the text. ............................................................................................................................................................................................................. – Which words are equivalent to the words in the text? ............................................................................................................................................................................................................. – Which words are NOT really equivalent to the words in the text? ............................................................................................................................................................................................................. – Is that an important problem? Yes No Que déduisez-vous au sujet des mots que vous ne comprenez pas ? Ils empêchent souvent de comprendre l’idée générale et il vaut mieux avoir un bon dictionnaire. Ils sont souvent peu utiles pour comprendre le sens général et il vaut mieux ne pas perdre trop de temps à essayer de les comprendre à tout prix. WORKBOOK x UNIT 1 x PAGE 23 Insight Workbook_BAT2.indd 23 07/04/2005 12:37:44 UNIT 1 Live & Learn – Essayez de repérer la première phrase (qui sert souvent à présenter les personnages). – Identifiez les noms qui sont mentionnés pour la première fois avec a / an puis repris avec the. 2 Read the text again. The following sentences form a summary of the text but they are not in the correct order. Put them back into the right order. a. The lesson for that day was an arithmetic lesson on fractions. b. He showed the book to Margie. c. While the mechanical teacher was explaining fractions, Margie began dreaming of how much fun students used to have. d. After that, Margie’s Mamma called her to go to school. e. Margie couldn’t believe this as she thought mechanical teachers were smarter. f. Margie was a young girl who hated school as she had been given bad marks in a geography test. g. But then Tommy found an old book about school in the attic. h. Tommy explained to her that in the past, students had teachers who were men. 1. .................... 2. ................ 3. .................... 4. .................... 5. .................... 6. .................... 7. .................... 8..................... 3 (Zoom Out 2).Would you rather have a “mechanical teacher” like the one in the story or keep your regular teachers? Make at least 6 sentences, using Watch your words. Watch your words Preference: I would rather have a… than a… • I would prefer to have… • We need to… Dislikes: When you are fed up with V-ing, … : Quand on en a assez de + verbe • I would hate to have a… • a mechanical teacher would… • a robot could never… • … would never be able to… The mechanical teacher: switch sth on / off • the replay button • get up later • when we want to • be programmed • perfect lessons The “real” teacher: human contact • make you laugh • understand your difficulties • good atmosphere • more interesting • have a sense of humour The mechanical teacher: 1. ........................................................................................................................................................................................................ .............................................................................................................................................................................................................. 2. ......................................................................................................................................................................................................... .............................................................................................................................................................................................................. 3. ........................................................................................................................................................................................................ ............................................................................................................................................................................................................. The “real” teacher: 1. ........................................................................................................................................................................................................ .............................................................................................................................................................................................................. 2. ......................................................................................................................................................................................................... .............................................................................................................................................................................................................. 3............................................................................................................................................................................................................ ............................................................................................................................................................................................................. WORKBOOK x UNIT 1 x PAGE 24 Insight Workbook_BAT2.indd 24 07/04/2005 12:37:44
