Lesson 1 Sarah thinks she twisted her ankle. She hasn`t told the

Chapter 7
Lesson 1
Sarah thinks she twisted her ankle. She
hasn’t told the teacher yet and she
continues to run.
She should tell the teacher about her
ankle and she shouldn’t run. She should
go to the doctor ’s.
The twins sleep in class because they are
ill but they play basketball in the rain.
T h e y s h o u l d n ’ t g o to s c h o o l a n d t h e y
shouldn’t play in the rain. They should stay
home and get some rest.
On utilise should + BV pour donner un
c o ns e il.
Ex: you should … = tu devrais …
On utilise shouldn’t + BV pour faire un
reproche.
Ex: he shouldn’t … = il ne devrait pas …
Chapter 7
Lesson 2
What could Sidney do when he was three
years old? Could he skate?
Yes, he could. He could skate but he
couldn’t make incredible moves.
What about Maria and Novak? Could they
do drop shots when they were five?
No, they couldn’t. They couldn’t do
drop shots but they could play backhands.
On utilise could + BV pour parler de ce que
qqn pouvait / savait faire dans le passé.
On utilise couldn’t + BV pour parler de ce
que qqn ne pouvait / savait pas faire dans
le pa s s é .
COULD = CAN au passé
Chapter 7
Lesson 3
Were they able to win without Dwane
Patterson?
No, they were not. They weren’t able to
win without him. They were able to score a
touchdown but it wasn’t enough.
Was Dwane able to walk when he was
injured?
Yes, he was. He was able to walk and
get some rest but he wasn’t able to run.
Pour parler de ce que l’on a pu faire, on
utilise BE au passé (was / were) + able to +
BV.
Affirmations: sujet + was/were able to + BV
Négation: sujet + wasn’t/weren’t able to +
BV
Question: Was/Were + sujet + able to + BV
BE au passé + able to + BV indique une
capacité ou incapacité momentanée à faire
l’action alors que could a une valeur qui
s’inscrit plus dans la durée.
Chapter 7
Lesson 3 (part 2)
Did Dwane have to stay in bed for a week
after his injury?
No, he didn’t. He didn’t have to stay in
bed for a week but he had to walk with
crutches.
Did his teammates have to train harder?
Yes, they did. They had to train harder
to play better.
Pour parler de ce que quelqu’un a dû faire,
on utilise had to + BV.
Pour demander si quelqu’un a dû faire
q u e l q u e c h o s e , o n u ti l i s e d i d + s u j e t + h a v e
to + BV?
Pour parler de ce que quelqu’un n’a pas eu
besoin de faire, on utilise didn’t have to +
BV.
Chapter 7
Lesson 4
He scored a hundred points in a basketball
game. Whose record is it?
It is Chamberlain’s record.
In 2009, Britta Steffen swam the 100m
freestyle in 52.07 sec. The former record
holder was Lisbeth Trickett whose record
was 52.88 sec.
Bob Beamon, whose record was 8.90 m,
was the record holder from 1968 to 1991.
[’s] indique un lien d’appartenance entre
d e u x é l é m e n ts . I l s ’ a g i t d u g é n i ti f.
ex: Bolt’s record.
Celui qui « possède » est : Bolt.
Celui qui est « possédé » est : record.
Dans une question, whose signifie : à qui
Whose peut aussi vouloir dire : dont.
Il sera alors pronom relatif.
Chapter 7
Lesson 5
Chelsea played really well and crushed
Marseilles 7 to 2. It was exactly the game
that / Ø Chelsea fans wanted to see.
Easy victory for Djokovic in a match
that / Ø Del Potro would probably like to
forget quickly.
The Penguins played an offensive game
that enabled Crosby to score 3 times. He is
a player whose offensive moves are going
to be useful in the playoffs.
The Lakers, whose efforts were not
rewarded, lost at the very end of the game.
Les propositions permettant d’apporter
des compléments d’information sont des
propositions relatives. Les précisions
apportées concernent l’antécédent qui
peut être une personne ou une chose.
whose, that et Ø sont des pronoms relatifs.
I l s s o n t s u i v i s p a r u n s u j e t.
whose = dont
th a t / Ø = q u e
Lorsque that peut être remplacé par which,
il sera suivi d’un verbe et correspondra à
qui et prendra la fonction sujet.