5 - New Live

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5 - New Live
lesson
FILE 5
1. Read and learn
Aaron McGruder, jeune dessinateur surdoué, est le
créateur des Boondocks, une bande dessinée hiphop qui fait beaucoup parler d’elle aux États-Unis
depuis quelques années. Le Tome 1 de The
Boondocks - “Parce que je sais que tu ne lis pas le
journal”, est sorti en France en juin 2003. Le mot
Boondocks signifie “banlieue ennuyeuse”. Voir la
rubrique Extra reading, p. 76 du manuel.
a. On laissera les élèves prendre connaissance de
ce document mélange de photo et de dessin avant
de leur en demander une description.
Échange possible :
Class: We can see some comic strip characters and
a black man in the middle of them.
Teacher: Who is he, do you think?
Class: Maybe he is the creator of these characters.
Teacher: Can you describe him?
Class: He is black.
Teacher: Can you find a synonym for black in the
help box.
Class: He is dark-skinned.
Teacher: Yes, he is dark-skinned.
On en profitera alors pour faire lire la help box afin
de s’assurer que les mots proposés sont clairs pour
tous.
À noter que le mot Afro correspond à Afro hair
style c’est-à-dire une coiffure afro.
Échange possible :
Class: He is dark-skinned, and good-looking, he
looks quite young, he has got short black hair.
Teacher: What about the other characters?
Class: They are all cartoon or comic strip characters.
Teacher: Age?
Class: They are very young, probably between 9
and 12 years old.
Teacher: Ethnic origin?
Class: Three of the boys are dark-skinned, the girl
seems to be black and white.
Teacher: Biracial.
Class: The girl is biracial.
Teacher: Style?
Class: The boy in the back has got an Afro, the boy
behind the man has got a hairband and dreadlocks,
the boy in the foreground is wearing a hat, a heavy
jacket and jeans, they look like rappers. The boy on
the far right is wearing a white T-shirt, shorts and
trainers. He is holding old “disks”.
Teacher: LPs.
Etc.
N.B. : Le personnage sur la droite est plutôt de
type asiatique. C’est un personnage secondaire et
non un des héros de la BD.
1
FILE 5
Texte enregistré
Book pp. 66-67
b. On demandera alors aux élèves de lire le
premier paragraphe pour compléter leur
description.
Teacher: What other things can you tell me about
the man?
Class: His name is Aaron McGruder, he is the
creator of a comic strip called The Boondocks, he
loves hip-hop culture.
Teacher: And what about the characters?
Class: They are The Boondocks, they are AfricanAmerican city kids.
Teacher: What does African-American mean?
Class: It means black/American of African origin.
Teacher: And what about city kids?
Class: Kids that live in big American cities, for
example New York, Chicago, Los Angeles…
À ce stade, on pourra faire effectuer une première
récapitulation qui sera consignée au tableau pour
constituer le début de la trace écrite. Cette
récapitulation pourra être plus ou moins longue et
détaillée selon la motivation du groupe dont on a
la charge.
Productions possibles :
The Boondocks is a comic strip about a group of
African-American city kids. Their creator is Aaron
McGruder.
Aaron McGruder is young, dark-skinned and goodlooking.
c. On fera ensuite écouter et lire le texte en entier,
charge aux élèves de dire ensuite tout ce qu’ils ont
compris. Les récapitulations pourront varier d’un
groupe à l’autre puisqu’il s’agit de partir ici de tout
ce que les élèves ont compris sans pour l’instant
dépasser ce stade.
163
FILE 5 • lesson 1
Class: The Boondocks was first published in 1997 in a
student newspaper. It appeared on the Internet too.
McGruder finished his studies in 1998. In 2003, The
Boondocks had appeared in over 250 newspapers.
À ce stade, si certains élèves ont déjà besoin
d’employer le Pluperfect, on les y aidera sans
s’appesentir.
d. Cette tâche va permettre de faire sentir aux
élèves la raison de l’apparition du Pluperfect dans
ces phrases. Les élèves vont commencer par
numéroter les deux phrases proposées dans l’ordre
du texte, puis dans l’ordre chronologique.
Corrigé :
- appearance of The Boondocks on the Internet:
text order: 2 - chronological order: 1
- first publication of The Boondocks in a
newspaper: text order: 1 - chronological order: 2
- publication of The Boondocks (the strip) in The
Source: text order: 2 - chronological order: 1
- end of McGruder’s studies: text order: 1 chronological order: 2
• Puis, à l’aide du tableau on commencera par faire
redire les faits dans l’ordre chronologique.
Teacher: Tell the facts in chronological order: first
The Boondocks…
Class: First The Boondocks appeared on the
Internet, then they were published in a newspaper.
Teacher: And the second series of facts?
Class: The Boondocks were published in The
Source, then McGruder finished his studies.
On écrira ces deux phrases au tableau pour référence.
• On fera ensuite retrouver les mots de liaison
utilisés pour ces deux phrases dans le paragraphe 2.
Corrigé : before that ; when
On écrira ces mots au tableau pour pouvoir les
pointer au besoin dans la formulation des phrases.
On demandera ensuite aux élèves de cacher le
texte et de redire les faits dans l’ordre du texte en
utilisant le mot de liaison. On guidera les élèves
pour l’utilisation du Pluperfect.
Teacher: Now hide the text and tell the facts in the
text order.
Class: The Boondocks were published in a
newspaper.
On pointera du doigt before that au tableau.
Class: Before that they appeared…
Teacher: Before that… (geste pour indiquer le
passé)
Class: …before that they had appeared on the
Internet.
On écrira cette phrase au tableau en face de la
164
phrase correspondante au Prétérit.
Puis on fonctionnera de la même manière avec la
deuxième phrase.
On pointera When au tableau.
Class: When McGruder finished his studies, The
Source had published/had begun publishing the strip.
Cette phrase sera consignée au tableau en face de la
phrase équivalente au Prétérit.
Les élèves auront donc sous les yeux les 2 séries de
phrases. On les fera relire par plusieurs élèves.
e. On fera relire le paragraphe 3 puis réfléchir à la
tâche proposée.
Teacher: The Boondocks became the heroes of a TV
series before or after McGruder turned 29?
Class: Before.
Teacher: So, before McGruder turned…
Class: Before McGruder turned 29, The Boondocks
had already become the heroes of a popular TV series.
On écrira cette phrase au tableau pour poursuivre la
trace écrite.
f. Avec une classe motivée, on poursuivra le travail en
demandant aux élèves de réfléchir au parcours de
Aaron McGruder. On leur fera ainsi sentir pourquoi
l’auteur de cet article a jugé opportun de l’écrire en
employant le Pluperfect : parce que cette forme
verbale lui permet de présenter tel ou tel événement
par rapport à un autre qui lui sert de repère et de
faire un bilan (avec “already”), ce qui lui permet ici
de souligner le caractère exceptionnel de ce parcours.
Productions possibles :
Aaron’s story is extraordinary because by the time he
turned 23, his comic strip had already appeared in a
University newspaper and on the Internet.
Aaron’s story is interesting because by the time he
finished his studies, the largest urban magazine had
already begun publishing his strip.
Aaron’s story is remarkable because by the time he
turned 29, The Boondocks had already become the
heroes of a very popular TV series.
On pourra poursuivre ainsi :
Teacher: But what about McGruder himself, what
consequence did the success of his comic strip have on
him?
Class: He became famous. / He became a famous
cartoonist.
Teacher: So recap.
Class: Aaron McGruder’s story is extraordinary
because by the time he turned 24, he had already
become a famous cartoonist.
Cette phrase ou une équivalente sera notée au
tableau pour conclure la trace écrite.
2. Practise writing
Background information about Lauryn Hill
The story starts in South Orange, New Jersey,
May 25th 1975 when Lauryn Hill was born the
second child and only daughter of Mal and
Valeris Hill. Her father was a computer
consultant and her mother a high school English
teacher.
At age 6 she started writing songs with her
brother Malaney. The lyrics she wrote were very
mature for her young age.
At age 13 she performed on showtime at the
Apollo. Around the same time she met the two
cousins Wyclef Jean and Prakazrel “Pras” Michel
in Junior High School, and the rap trio The
Fugees was born.
After acting in some soaps and in the film Sister
Act II: back in the habit alongside Whoopi
Goldberg, the trio released their debut album in
1993, Blunted on reality. The album didn’t sell
very well and critics said 17-year-old Lauryn
should go solo. But Lauryn stayed with the
group. In 1996 their first single in three years
came out, Fu-gee-la, and after that their second
solo album, The Score, which Lauryn had helped
co-write and co-produce, was released.
The album sold over 17 million copies making
the Fugees the biggest-selling rap-group of all
time. The trio also received two Grammy
Awards.
At the age of 21, still touring with the Fugees,
Lauryn became pregnant, and in 1997, she gave
birth to her first child, a baby boy, Zion David
Marley. Son of Rohan Marley, and grandson of
reggae legend Bob Marley.
The Fugees disappeared from the public eye for
a while, working on soundtracks and solo
albums.
In October 1998 her debut single was released
Doo Wop (that thing) which sold gold. The
album, The Miseducation of Lauryn Hill, was a
deeply personal album for which Hill wrote,
arranged, and produced almost every track. A
complex self-portrait of a woman dealing with
love, self-respect and the wonders of
motherhood, the album received across-theboard raves from critics and fans alike, including
a laudatory review from The New York Times,
who dubbed Hill “a visionary”. As the album
was climbing the charts Lauryn became a
mother again on November 12th 1998, to a baby
girl named Selah Louise Marley.
In February 1999, Hill received 11 Grammy
Awards nominations, she walked away with five
Awards including Album of the Year and Best
New Artist.
In May 2002 her second solo album MTV
Unplugged N°2 was released. In this album
which is very different from the rest of her work
she calls herself “the first hip-hop folk singer”.
When she is not in the studio, Hill raises her two
children and devotes energy to her two youth
out-reach programs, Camp Hill in upstate New
York and the refugee camp in New Jersey.
FILE 5 • lesson 1
On fera écouter et lire tout ou partie de ce texte,
puis on proposera l’exercice 1 du Think, Workbook
page 92.
Avant de lancer cette activité, on pourra proposer
aux élèves l’exercice 1 du Rhythm’n sounds, page
93 du Workbook.
• On commencera par laisser les élèves observer la
photo proposée puis on les encouragera à dire tout
ce qu’ils savent sur cette artiste.
Teacher: Look at the photograph do you know
who this hip-hop artist is?
Class: It’s Lauryn Hill.
Teacher: Tell me everything you can about her.
Class: She is African-American, she is quite young,
she is good-looking, she is an excellent rap singer.
She writes her own songs…
Dans l’hypothèse d’une classe ne connaissant pas
cette artiste, on passera directement à l’exercice.
• Workbook pp. 89-90 – worksheet 2
On commencera par demander aux élèves de
raconter la vie de Lauryn Hill dans l’ordre
chronologique c’est-à-dire au Prétérit, chose que
les élèves savent faire depuis longtemps.
Productions possibles :
Lauryn Hill was born on the 25th of May 1975.
In 1993, when she was 18, she played and sang in
Sister Act II, a film with Whoopi Goldberg.
In 1996, when she was 21, she released The Score,
an album with the Fugees. This album sold 17
million copies.
In 1997, when she was 22, she gave birth to her son
Zion David Marley.
In November 1998, when she was 23, she gave
birth to her daughter Selah Louise Marley and she
released her debut solo album The Miseducation
165
FILE 5 • lesson 1
of Lauryn Hill. It sold triple platinum. Lauryn Hill
wrote the songs of this album, she arranged them,
she produced them and she sang them.
Puis on demandera aux élèves d’écrire un texte sur
sa vie en montrant ce qu’elle a d’étonnant et donc
en utilisant before that, when, already on pourra
aussi ajouter by the time si on le juge nécessaire,
ces mots forceront bien sûr l’emploi du Pluperfect.
Le professeur passera dans les rangs pour aider les
élèves individuellement dans leur formulation. Il
fournira des amorces de phrases, fera remarquer
les antériorités si nécessaire…
On laissera les élèves travailler seuls ou par deux
pendant une quinzaine de minutes, puis on
produira ensemble au tableau, grâce aux
propositions des uns et des autres et en suscitant
toujours l’entre-écoute et l’inter-correction, un texte
qui pourra ensuite être consigné dans les cahiers.
Productions possibles :
Lauryn Hill was born on May 25th 1975. In 1996,
when she was 21, she released The Score, an album
with the Fugees which sold 17 million copies, but
before that she had played and sang in the film
Sister Act II with Whoopi Goldberg. By the time she
turned 22, she had already given birth to her first
child: a boy called Zion David Marley.
In November 1998, when she was 23, she released
her debut solo album called The Miseducation of
Lauryn Hill, which she had produced, arranged,
written and sung. But before that in the same year,
she had given birth to her second child: a girl called
Selah Louise Marley.
By February 1999, she had already received 5
Grammy Awards for The Miseducation of Lauryn
Hill.
In May 2002, she released her second solo album
MTV Unplugged N°2 which she had written, sung,
arranged and produced.
3. Go forward
Raptime
Background information about hip-hop
The term hip-hop is used to describe a cultural
movement which includes specialized styles of
dance, graffiti art and music. The music’s early
roots can be traced back to the South Bronx of
New York during the mid-1970s.
Rap music originated as a cross-cultural product.
166
Most of its important early practitionersincluding Kool Herc, D.J. Hollywood, and Afrika
Bambaataa were either first- or secondgeneration Americans of Caribbean ancestry.
Herc and Hollywood are both credited with
introducing the Jamaican style of cutting and
mixing into the musical culture of the South
Bronx. By most accounts Herc was the first DJ to
buy two copies of the same record for just a 15second break (rhythmic instrumental segment)
in the middle. By mixing back and forth
between the two copies he was able to double,
triple, or indefinitely extend the break. In so
doing, Herc effectively deconstructed and
reconstructed so-called found sound, using the
turntable as a musical instrument.
While he was cutting with two turntables, Herc
would also perform with the microphone in
Jamaican toasting style-joking, boasting, and
using myriad in-group references. Herc’s musical
parties eventually gained notoriety, spawning a
number of similar DJ acts. Among the new
breed of DJs was Afrika Bambaataa, the first
important Black Muslim in rap. (The Muslim
presence would become very influential in the
late 1980s.)
In 1979, the first two rap records appeared: King
Tim III (Personality Jock), recorded by the
Fatback Band, and Rapper’s Delight, by Sugarhill
Gang. Rapper’s Delight quickly inspired Rapture
(1980) by the new-wave band Blondie, as well as
a number of other popular records.
In 1982, Afrika Bambaataa’s Planet Rock became
the first rap record to use synthesizers and an
electronic drum machine. With this recording,
rap artists began to create their own backing
tracks rather than simply offering the work of
others in a new context.
A year later, Bambaataa introduced the sampling
capabilities of synthesizers on Looking for the
Perfect Beat (1983).
During the mid-1980s, rap moved from the
fringes of hip-hop culture to the mainstream of
the American music industry as white musicians
began to embrace the new style.
In 1986, rap reached the top ten on the
Billboard pop charts with Walk This Way by RunDMC and Aerosmith.
Known for incorporating rock music into its
raps, Run-DMC became one of the first rap
groups to be featured regularly on MTV (Music
Television).
In the late 1980s, a large segment of rap became
highly politicized, resulting in the most overt
Thanks for tuning in, you rap-lovers. Tonight “Raptime”
is about a very special band – three boys, Joseph Simmons,
Darryl MacDaniels and Jason Mizell from the middleclass New York borough of Queens. They had been rap
fans for years when Joseph’s brother, Russell, encouraged
them to form a rap group.
Well, they did it! They formed “Orange Crush”... Now,
who knows “Orange Crush”? We all do... because in 1982,
the boys left school and changed the name of their group
to... Run DMC. //
Run DMC was not just another rap group, they
revolutionized rap! They changed the face of rap forever!//
Their first single “It’s like that”, in 1983, was a shock! A
real breakthrough! Listen to these rock guitar samples. So
aggressive! No other rappers had ever done that before.
And the lyrics! So powerful! So meaningful! They really
had something to say! //
Now, in 1984, with their first album, simply called “Run
DMC”, something incredible happened! For the first time
in the history of rap, an album sold more than one million
copies... No rap album had ever reached gold record status
before. //
Their second album “King of Rock” was released in 1985.
It was a huge hit too... Run DMC became incredibly
popular! No rappers had ever been so popular before.//
On top of that, in 1986, with the hit single “Walk this
way”, they managed to break into the white market... and
this is something no other rap group had ever managed to
do. //
Run DMC released their 3rd album, Raisin’ Hell, in 1987.
It sold over 3 million copies in the USA, becoming the first
platinum rap album, the first rap album to go to Number
1 in the R&B charts, and the first rap album to enter the
U.S. top 10.//
That’s all for tonight... Meet me tomorrow night same
time. Till then, keep rapping!
FILE 5 • lesson 1
social agenda in popular music since the urban
folk movement of the 1960s.
The groups, Public Enemy and Boogie Down
Productions, epitomized this political style of rap.
Public Enemy came to prominence with their
second album, It Takes a Nation of Millions to
Hold Us Back (1988), and the theme song Fight
the Power from the motion picture Do the Right
Thing (1989), by American film-maker Spike Lee.
Alongside the rise of political rap came the
introduction of gangsta rap, which attempts to
depict an outlaw lifestyle of sex, drugs, and
violence in inner-city America.
In 1988 the first major album of gangsta rap was
released: Straight Outta Compton by the rap
group NWA (Niggaz With Attitude). Songs from
the album generated an extraordinary amount
of controversy for their violent attitudes and
inspired protests from a number of organizations,
including the FBI. However, attempts to censor
gangsta rap only served to publicize the music
and make it more attractive to both black and
white youths. NWA became a platform for
launching the solo careers of some of the most
influential rappers and rap producers in the
gangsta style, including Dr. Dre, Ice Cube, and
Eazy-E.
In the 1990s, rap became increasingly eclectic. A
number of rap artists have borrowed from jazz,
using samples as well as live music. As rap became
increasingly part of the American mainstream in
the 1990s, political rap became less prominent
while gangsta rap, as epitomized by the Geto
Boys, Snoop Doggy Dogg, and Tupac Shakur, grew
in popularity.
Since the mid-1980s rap music has greatly
influenced both black and white culture in North
America. Many rap enthusiasts assert that rap
functions as a voice for a community without
access to the mainstream media. According to
advocates, rap serves to engender self-pride, selfhelp, and self-improvement, communicating a
positive and fulfilling sense of black history that
is largely absent from other American institutions.
• On commencera par demander aux élèves de
regarder les photos et de lire le titre pour en
conclure de quel sujet l’article traite. Le but ici est
que les élèves établissent un lien entre le mot “hiphop” et la musique rap.
Productions possibles :
It’s about hip-hop. It’s about hip-hop culture. On
the photos we can see rappers/we can see
somebody’s hands on a… turntable (à fournir) /
he’s a DJ (On rectifiera la prononciation.) / it’s
about rap / the singers are Run DMC…
167
FILE 5 • lesson 1
• Workbook p. 90 – worksheet 3
a. Première lecture de survol pour relier chaque
paragraphe au titre correspondant.
Corrigé :
Paragraph 1: the pioneers
Paragraph 2: the golden era
Paragraph 3: gangsta rap
Paragraph 4: New Jack Swing
On demandera ensuite aux élèves de préciser la
réponse donnée plus haut.
Teacher: So what is this article really about then?
Class: It’s about the history of rap.
b. Cette étape va permettre de faire retrouver les
principales informations. On pourra faire écouter
le texte, pour que les élèves sachent comment tous
ces noms se prononcent puis ils relèveront les
informations.
- The pioneers: mid-1970’s; DJ Kool Herc;
Grandmaster Flash; Afrika Bambaataa
- The golden era: mid-1980s to the 1990s; Run
DMC, Public Enemy; more popular
- Gangsta rap: 1990s; NWA*, ICE-T and Ice cube;
more violent
- New Jack Swing: 1990s; Bobby Brown, Puff Daddy
* Niggaz With Attitude
On aura reproduit la grille au tableau et les élèves
fourniront leurs réponses. On réécoutera et on fera
relire chaque paragraphe pour vérifier les
réponses. Une fois la grille remplie, on fermera les
livres et on récapitulera en utilisant uniquement les
notes du tableau.
Échange possible :
Class: Hip-hop began in the mid 1970s with
pioneers like DJ Kool Herc, Grandmaster Flash and
Afrika Bambaataa. Then, it was the golden era,
from the mid-1980s to the 1990s, with Run DMC
and Public Enemy…
Teacher: Why “golden”?
Class: Because rap became very popular/more
popular.
Teacher: Than…?
Class: More popular than before/than it was before
(à rectifier) / than it had been before/than it had
ever been before. (On fera reprendre la phrase
complète plusieurs fois avant de poursuivre.)
Class: After that, there was gangsta rap…
Teacher: Gangsta is short for what word, do you
think?
Class: Gangster.
Teacher: That’s right, but it is spelt gangsta because
of the way rappers pronounce it.
168
Teacher: Evolution?
Class: Rap became more violent.
Teacher: Than…
Class: Rap became more violent than it had ever
been before.
Teacher: Recap, please
Class: In the 1990s, rap became more violent than
it had ever been before, with/because of rappers
like NWA, Ice-T and Ice Cube.
c. Cette étape sera réservée aux groupes très
intéressés par le sujet et qui auront des
informations à communiquer.
Teacher: What else do you know about hip-hop
culture or rap in the U.S. or in France?
Class: In the United States, rappers are mostly
black… In France there are many rappers, the most
famous being, MC Solaar, Iam…
• On commencera par faire écouter l’enregistrement aux élèves une première fois avec comme
consigne préalable les trois questions posées. Il
s’agit ici d’entraîner les élèves à réunir le maximum
d’indices dès la première écoute.
Productions possibles :
It’s a show, a radio show, a radio program(me) for
rap lovers, for people who love rap. It’s about Run
DMC. The man/The presenter loves their music. He
sounds excited/enthusiastic (à fournir à la
demande).
• Les élèves pourront ensuite dire ce qu’ils savent
ou ce qu’ils viennent d’apprendre (texte p. 67), ou
ce qu’ils ont pu saisir dès la première écoute à
propos de Run DMC.
• Workbook p. 91 – worksheet 4
a. On fera écouter la première partie deux fois, en
veillant à laisser une vraie pause entre les deux
écoutes pour que les élèves aient le temps de
récapituler un peu dans leur tête ce qu’ils ont
compris et profiter ainsi pleinement de la
deuxième écoute. Les élèves auront comme
consigne de repérer le maximum de choses, sans
prendre de notes. Il est utile de temps en temps de
soumettre les élèves à cet exercice de
mémorisation de quelques mots-clés.
Les élèves volontaires prendront ensuite la parole
pour dire ce qu’ils ont compris. Les productions
seront très diverses d’un groupe à l’autre. On
guidera ensuite les élèves vers une récapitulation
à partir de ce qu’ils auront compris. Nous
proposons un exemple très modeste.
d’eux. On ménagera des pauses pour qu’ils aient le
temps de noter les mots-clés.
Selon les capacités de concentration des élèves
dont on a la charge, on corrigera et on fera
récapituler un point après l’autre ou bien
l’ensemble du tableau à la fin.
Récapitulation :
Three boys from New York were rap fans so they
formed a group called Orange Crush. When they
left school in 1982, they changed the name of the
group to Run DMC.
Note : Orange Crush : boisson à l’orange avec de la
glace pilée.
Corrigé :
- It’s Like That: shock / rock guitar / aggressive /
lyrics / powerful / say
b. On fera ensuite écouter la deuxième partie en
demandant aux élèves de repérer les mots-clés,
c’est-à-dire les mots plus fortement accentués et
ceux qui sont répétés.
Corrigé : revolutionized, rap, changed, forever.
Teacher: Okay, so what did Run DMC do? Use the
words you have spotted…
Class: Run DMC revolutionized rap, they changed
rap forever!
On poursuivra la trace écrite à l’aide de cette phrase.
c. On lira les informations du tableau pour que les
éléments à trouver soient clairs pour tous, puis on
passera à l’écoute de la troisième et dernière
partie, en ménageant des pauses aux doubles
barres indiquées.
Teacher: Listen to the end of the document. For
each title you hear, tick single or album, so pay
attention to these words… and pick out the dates.
It’s Like That: single, 1983
Run DMC: album, 1984
King of Rock: album, 1985
Walk this Way: single, 1986
Raisin’ Hell: album, 1987
On effectuera une correction rapide.
Teacher: Now recap please.
Class: It’s Like That, was Run DMC’s first single, it was
released in 1983. Their first album was simply called
Run DMC and it was released in 1984. King of Rock,
their second album was released in1985. The hit
single, Walk This Way was released in 1986, and in
1987 they released their third album: Raisin’ Hell.
d. Maintenant que les élèves ont bien saisi que
l’émission s’organise autour des cinq succès de Run
DMC, ils vont pouvoir prendre des notes sur chacun
Échange possible :
Teacher: Can you recap?
Class: Their first single It’s Like That was a shock,
they used rock guitar samples.
Teacher: And what else was remarkable?
Class: Their lyrics.
Teacher: Can you tell me what lyrics are in a song?
Class: The words.
Teacher: That’s right, so what was special about
Run DMC’s lyrics?
Class: They were strong, powerful (On reviendra à
la bande autant de fois que nécessaire.), the lyrics
were not stupid, they really had something to say.
This single was a shock because they used aggressive
rock guitar samples and powerful lyrics. They had
something to say = the words weren’t stupid.
FILE 5 • lesson 1
Productions possibles :
Three boys from New York formed Run DMC.
They were rap fans.
They formed Orange Crush.
They left school in 1982.
They changed the name of their group.
Corrigé :
- Run DMC: something incredible happened / first
time / one million copies
Échange possible :
Class: When the album called Run DMC was released
something incredible happened: for the first time a
rap album sold more than 1 million copies.
Si l’élément Gold Record Status n’est pas repéré on
pourra procéder comme suit :
Teacher: Listen again and find the title given to an
album that sells more than one million copies.
Class: A gold record.
Teacher: Do you know the other categories?
Class: Platinum.
Teacher: Do you know how many albums that
corresponds to?
Class: 3 million copies.
Teacher: So recap about Run DMC.
Class: When the album called Run DMC was
released something incredible happened: for the
first time a rap album sold more than 1 million
copies, it was a gold record.
Corrigé :
- King of Rock: second hit / popular
Class: When their second album was released in 1985,
it was a hit/Run DMC became very/incredibly popular.
169
FILE 5 • lesson 1
- Walk this Way: hit / break / white / market
Il faudra probablement procéder par étapes en
revenant à la bande plusieurs fois pour faire
comprendre l’idée d’entrée sur un marché.
Échange possible :
Class: They managed to break the market.
Teacher: Are you sure? They managed to break
(signe de la main pour montrer que l’on casse
quelque chose) the market? Listen again. What’s
the word just after break?
Class: Into.
Teacher: Correct, “break into” something means
“get in/enter by force”. Now what market did they
break into?
Class: The white market.
Teacher: What is Run DMC’s ethnic origin?
Class: They are black/African-American.
Teacher: And their fans?
Class:They are black too.
Teacher: Correct, so what happened with Walk this
Way?
Class: Run DMC managed to break into the white
market.
Teacher: Which means...
Class: White people started buying their album,
not just black people.
Teacher: You got it!
Corrigé :
- Raisin’ Hell: 3 million copies / first platinum rap
album / first rap album – N°1-charts / first rap
album – U.S. top ten
Class: Raisin’Hell was the first rap album to sell 3
million copies so it was the first rap album to be a
platinum record. It was the first rap album to be
n°1 in the charts, and it was the first rap album to
enter the U.S. top ten.
On aura pris soin de noter chaque récapitulation
au tableau pour constituer la trace écrite.
e. On fera réécouter l’ensemble. Il s’agit d’identifier
les phrases utilisées par le commentateur pour faire
comprendre ce que ce parcours a eu d’exceptionnel.
Les mots “no”, “had ever” et “before”, récurrents
dans ces phrases, mettront les élèves sur la voie.
Corrigé :
- no other rappers had ever done that before
- no rap album had ever reached gold status before
- no rappers had ever been so popular before
- this is something no other rap group had ever
managed to do
Une fois ces phrases repérées, on pourra revenir
dessus pour aider les élèves à les découvrir dans le
170
détail. On pourra noter au tableau pour la
première phrase : No ... ... had ever ... ... before..
Les élèves écoutent et complètent. Puis on répète
plusieurs fois. “Reached” sera sans doute à fournir
dans la phrase 2.
On fera reformuler les informations concernant
Raisin’ Hell pour utiliser la nouvelle structure.
Échange possible :
Teacher: Run DMC’s third album, Raisin’ Hell sold 3
million copies. It was the first platinum rap album.
The first? So no other…
Class: No other rap album had ever sold 3 million
copies before. / No other rap album had ever
reached platinum record status before.
Teacher: What else?
Class: It became the first rap album to become
number 1 in the charts.
Teacher: What charts exactly, listen again.
Class: R&B (Rhythm’n Blues).
Teacher: Recap.
Class: Raisin’ Hell became the first rap album to
become N°1 in the R&B charts.
Teacher: The first? So no other…
Class: No other rap album had ever been N°1 in the
R&B charts before.
Teacher: And also?
Class: Raisin’ Hell was the first rap album in the top
ten.
Teacher: What top ten.
Class: The U.S. top ten.
Teacher: Recap.
Class: Raisin’ Hell became the first rap album to
enter the U.S. top ten. / No other rap album had
ever entered the U.S. top ten before.
• Les élèves vont ensuite s’entraîner à parler d’un
des titres en adoptant un ton de présentateur
radio. Ils ont toutes les notes prises ainsi que les
phrases qu’ils viennent de découvrir sous les yeux
pour les y aider.
Ils pourront s’y préparer à la maison et se produire
devant la classe au cours suivant.
Pour conclure, on fera une écoute-lecture du script.
Puis les élèves prendront en notes dans leur cahier
la trace écrite.
On proposera ensuite l’exercice 2 du Think, page
92. L’exercice 2 du Rhythm’n sounds, Workbook
page 93 pourra être proposé en début de cours
suivant, avant les prises de parole des élèves.
Workbook p. 92 – worksheet 5
RHYTHM'N SOUNDS
1 Pluperfect
Workbook p. 93 – worksheet 6
Corrigé :
Dans la phrase, un verbe est au Prétérit : turned.
Un opérateur est au Prétérit : have ➝ had.
Les verbes qui fonctionnent avec cet opérateur
sont : appear et become.
Ils sont au participe passé : appeared et become
(attention à “become”, forme identique à la base
verbale).
1 Pluperfect et prononciation de had
La phrase dit qu’il est arrivé quelque chose à
McGruder en 2003 (= il a eu 29 ans) et que la
célébrité des Boondocks date d’avant 2003.
Dans cette phrase, l’énonciateur veut dire qu’à 29
ans, McGruder avait déjà connu le succès avec ses
Boondocks.
Le Pluperfect se construit avec l’opérateur have au
Prétérit . Le verbe qui suit est au participe passé .
Le Pluperfect permet à l’énonciateur de dire qu’à
un moment du passé telle ou telle chose s’était
déjà produite, ou existait déjà.
2 Pluperfect + when, already, before that, ever
Corrigé :
1. [They had been rap fans for years]
ANTÉRIORITÉ
[when Russel encouraged them to form a rap group].
POINT DE REPÈRE
2. [When McGruder finished his studies, in 1998],
POINT DE REPÈRE
[The Source had already begun publishing the strip].
ANTÉRIORITÉ
3. [The Boondocks was first published in 1997]
POINT DE REPÈRE
[but before that, it had appeared on the Internet.]
ANTÉRIORITÉ
4. Their first single in 1983 was a shock.
POINT DE REPÈRE
No other rappers had ever done that before.
ANTÉRIORITÉ
Already, before that, ever… before + Pluperfect
signalent que les choses se sont produites avant un
point de repère passé (antériorité).
Comment est prononcé had dans les énoncés suivants ? Avec
le /•/ de cat, avec le /e/ de l’article “a” ou bien tout
simplement /d/. Écoute et coche tes réponses.
Ready? Off we go!
1. Before 1997, The Boondocks had appeared on the Internet.
2. In 1998, The Source had already begun publishing the
strip.
3. No other rappers had ever written like this before.
4. When McGruder turned 29, they had already appeared
in 250 newspapers.
5. Before he turned 29, he had already become very famous.
6. By the time she was 24, she had already had two children.
7. Before the end of 1996, The Source had sold 17 million
copies.
8. She became more popular than she had ever been.
FILE 5 • lesson 1
THINK
Now listen again, check and repeat. Ready? Off we go!
Remarques pour le professeur :
Le but de cet exercice est de travailler la
prononciation de had quand il est opérateur du
Pluperfect. Employé seul comme verbe – he had a
car and a motorbike – had est prononcé en forme
forte /h•d/. Employé comme opérateur, il est la
plupart du temps réduit à /hed/ (et même /ed/)
voire à /d/ après les pronoms (I, you, etc.). Il est
important que les élèves acquièrent le réflexe de la
réduction vocalique, élément-clé de l’anglais oral.
Corrigé :
1. Before 1997, The Boondocks had appeared on
the Internet. /hed/
2. In 1998, The Source had already begun
publishing the strip. /hed/
3. No other rappers had ever written like this
before. /hed/
4. When McGruder turned 29, they had already
appeared in 250 newspapers. /d/
5. Before he turned 29, he had already become
very famous. /d/
6. By the time she was 24, she had already had two
children. /d/
7. Before the end of 1996, The Source had sold 17
million copies. /hed/
8. She became more popular than she had ever
been. /d/
171
FILE 5 • lesson 1
Quand il est opérateur du Pluperfect, had est le
plus souvent réduit à /hed/, ou /d/ après les
pronoms.
2 Run /◊/ ou ran /•/ ? Cut /◊/ ou cat /•/ ?
a. Écoute les phrases puis encadre la syllabe accentuée de
chacun des mots. Ready? Off we go!
1. They come from the middle-class borough of Queens.
2. Russel encouraged them to form a rap group.
3. Russel was Joseph’s brother.
4. Their second album was another hit.
5. Just listen to Run DMC and you’ll become a rap-lover.
Now listen and repeat. Ready? Off we go!
borough - encouraged - Russel - brother - another become - lover
b. Écoute les phrases puis encadre la syllabe accentuée de
chacun des mots. Ready? Off we go!
1. Raisin’ Hell became the first platinum rap album.
2. No rappers had ever been so popular before.
3. On top of that they managed to break into the white
market.
Now listen and repeat. Ready? Off we go!
platinum - album - rappers - managed
c. Écoute les phrases suivantes. Indique si les mots se
prononcent comme cut /◊/ ou comme cat /•/. Ready? Off
we go!
1. Who knows “Orange Crush”?
2. Their first single “I like that” was a shock!
3. They had been rap fan for years!
4. No other rapper had done that before!
5. They changed the name of their group to Run DMC.
6. Run DMC is a very special band of three boys.
Now listen again, check and repeat. Ready? Off we go!
Crush - that - fan - done - Run - band
Remarques pour le professeur :
Il n’est pas aisé de bien prononcer ces deux
phonèmes pour un francophone, et ce
principalement pour deux raisons :
- le français n’a pas l’équivalent du /•/ de cat. C’est
un phonème qui fait appel à une ouverture
latérale des lèvres – il faut avoir l’impression que ça
tire aux commissures ! – tandis que les côtés de la
langue sont en contact avec les molaires inférieures
et la pointe juste derrière les incisives inférieures.
172
- Ce /•/ posant des problèmes aux francophones,
est alors prononcé avec un /a/ français – celui de
quatre. Le problème est que ce /a/ français est très
proche du /◊/ anglais de cut. On a donc une
réaction en chaîne : cat est mal prononcé et
devient cut, qui dès lors est prononcé avec un son
français, celui de bœuf /œ/. Ce qui donne :
cat /•/ ➝ cut /◊/
cut /•/ ➝ /kœt/
Les mots tels que pub, love, run, etc. sont toujours
mal prononcés alors que le phonème /◊/ n’est ni
plus ni moins qu’un /a/ français – c’est d’ailleurs son
origine. (Les gens du Nord de l’Angleterre ne le
prononcent d’ailleurs pas puisque pour eux love
est prononcé /lÖv/, avec le même phonème que
book.) En prononçant le mot français lave, on a
pratiquement prononcé le mot anglais love.
Donc… I lave you?
Corrigé :
a. 1. They come from the middle-class bo rough of
Queens. - 2. Russel en cou raged them to form a rap
group. - 3. Ru ssel was Joseph’s bro ther. - 4. Their
second album was a no ther hit. - 5. Just listen to
Run DMC and you’ll be come a rap- lo ver.
Ces mots ont en commun d’avoir /◊/ en syllabe
accentuée.
(On peut noter que la correspondance
orthographique est <o>, <u>, <ou>.)
b. 1. Raisin’ Hell became their first pla tinum rap
al bum. - 2. No ra ppers had ever
been so popular before. - 3. On top of that they
ma naged to break into the white market.
La syllabe accentuée comporte à chaque fois la
lettre <a>, de loin la graphie la plus fréquente pour
ce phonème.
Ces mots ont en commun d’avoir /•/ en syllabe
accentuée.
c. 1. Who knows “Orange Crush”? cut /◊/
2. Their first single “I like that” was a shock! cat /•/
3. They had been rap fans for years! cat /•/
4. No other rapper had done that before! cut /◊/
5. They changed the name of their group to Run
DMC. cut /◊/
6. Run DMC is a very special band of three boys. cat
/•/
AT HOME pages 95-97
1 a. décider : decide
- créer : create
- inspirer de : inspire by
- publier : publish
- paraître/apparaître : appear
- finir : finish
Ce sont des verbes qui ressemblent beaucoup
aux mots français correspondants, ce sont donc
des mots transparents.
b. begin - began - begun - commencer
become - became - become - devenir
2 A few years ago, McGruder decided to create
a comic strip. In 1997, The Boondocks was first
published. But before that, it had appeared
on the Internet. When he finished his studies,
The Source had already begun publishing the
strip. By the time he turned 29, The Boondocks
had already appeared in over 250 newspapers.
3 a) When she arrived on the scene of the crime,
the criminal had already left.
b) By the time she got the number of his car,
he had sold it.
c) When she discovered his address, he had
already moved.
d) By the time she phoned his workplace, he
had already quit.
e) When she met his girlfriend, he had already
finished with her.
4 Puff Daddy was born in Harlem in 1970. He
spent much of his childhood in New York. He
went to university but he soon dropped out
and he started to work for Uptown Records. By
the time he turned 20, he had already become
executive producer for a number of successful
rap albums.
In 1993, he created his own label: Bad Boy
Entertainment. By 1996, he had already
produced many hits with different artists and
his label had become a great success. In 1997,
he released his debut solo album. Although
Puff Daddy had never released any albums
before, No Way Out won the 1998 Grammy
Award for Best Rap Album.
5 a) Thanks for tuning in!
b) They changed the face of rap forever!
c) So powerful! So meaningful!
d) Something incredible happened!
e) On top of that…
f) Meet me tomorrow night same time.
g) Till then, keep rapping!
6 band, rap group, single, rock guitar samples,
lyrics, album, gold record, hit, release,
platinum album, R&B charts, top ten
- the lyrics
- release an album
- this album sold one million copies
7 Their first single “It’s Like That”, in 1983, was
a shock! A real breakthrough! Listen to these
rock guitar samples. So aggressive! No other
rappers had ever done that before. And the
lyrics! So powerful! So meaningful! They really
had something to say! Now, in 1984, with their
first album, simply called “ Run DMC ”,
something incredible happened! For the first
time in the history of rap, an album sold more
than one million copies… No rap album had
ever reached gold record status before.
FILE 5 • lesson 1
WORKBOOK
8 a) No other rap album had ever reached
platinum record status before.
b) No other rap album had ever entered the
U.S. top 10 before.
c) No other album had ever sold 45 million
copies before.
d) No other album had ever received 12
Grammy nominations before.
e) No other album had ever generated 7 top
ten singles before.
EXERCISES LESSON 1
Book page 78
1 a) The gangsters managed to get in easily
because the owners had forgotten to lock the
back door before going on holiday.
b) My father went back home at lunch time
because he had forgotten an important file.
c) When Peter had finished reading Sandra’s
letter, he gave her a call.
d) When Rockefeller died, he had become the
richest man in the world.
2 My grandfather was an extraordinary
character. He was the youngest of 5 children.
When he was 13, his father died. He was very
courageous: he worked really hard, and by the
time he was 15, he had already finished high
school. He went to university because he
wanted to become a sports teacher. Nobody in
the family had ever been to university before.
173
FILE 5 • lesson 1
174
Unfortunately, when he was 22 he was the
victim of a car accident and he became
handicapped. So he went back to evening
school and worked harder than ever. By the
time he was 30, he was married, he and his
wife had already had 3 children and he had
become a well-respected engineer.
3 a) When I arrived, the party had already
begun.
b) By the time I opened the door, the thief had
already escaped.
c) Elvis Presley changed the face of Rock’n’Roll.
Nobody/No other Rock’n’Roll singer had ever
sung like him before.
d) By the time Mozart was 7, he had already
composed his first sonatas.
At 7/At the age of 7, Mozart had already
composed his first sonatas.
lesson
FILE 5
1. Read and learn
a. Les élèves observeront la photo, liront et
écouteront le titre de cet article. On attendra les
réactions. On veillera à intervenir au minimum
pour laisser les élèves réagir spontanément mais on
fournira le vocabulaire à la demande. Selon le
niveau du groupe, cette phase d’anticipation sera
plus ou moins longue.
Productions possibles :
There is a tag on the plane. / Someone has written
a tag on a plane. / Some vandals entered the
airport and wrote a large tag on a plane. / There
are policemen everywhere/the police / the
policemen are looking for clues. / Maybe the
vandals climbed up the fence / they used the
mobile gantry to climb on the wing…
• Workbook p. 98 – worksheet 1
b. On passera ensuite à la lecture des deux
premiers paragraphes (lignes 1 à 11) du texte. On
demandera aux élèves de surligner les faits. On
notera au tableau : Who? What? Where? When?
How? Consequences?
On pourra faire écouter ces deux paragraphes
avant de laisser les élèves travailler seuls quelques
minutes. Puis ils fourniront leurs réponses. Si l’on
dispose du transparent, on pourra surligner au fur
et à mesure.
Échange possible :
Pupil 1: Who?
Class: Graffiti vandals.
Pupil 2: What?
Class: Attacked a jumbo jet/ wrote a large graffiti
tag name (Vas&Aike).
Pupil 3: Where?
Class: Brisbane Airport./Brisbane is in Australia/in
Queensland (à faire préciser au besoin).
Pupil 4: When?
Class: Yesterday between 2 and 3 am.
Pupil 5: How?
Class: Cut the fence with a pair of pliers / used a
mobile gantry to reach the wing of the aircraft.
Teacher: Consequences?
Class: Damage estimated at thousands of dollars.
On fera récapituler l’incident en guidant les élèves.
Ils pourront ou non garder le texte sous les yeux,
selon le niveau du groupe. On veillera à bien
souligner l’emploi du Prétérit tout au long de cette
récapitulation des faits.
Productions possibles :
Graffiti vandals attacked a jet and wrote a large
graffiti tag name at Brisbane Airport yesterday
between 2 and 3 am. They cut the fence with a pair
of pliers and they used a mobile gantry to reach
the wing of the aircraft. They caused damage
estimated at thousands of dollars/ thousands of
dollars of damage.
2
FILE 5
Texte enregistré
Book pp. 68-69
c. On fera écouter et lire le paragraphe 3, puis les
élèves repéreront les deux problèmes de sécurité
qui se sont posés. Le mot “rounds” est connu
(paper rounds) et est proche du mot “rondes”. Il
faudra peut-être aider les élèves pour “aircraft” :
Teacher: Look at the photograph: where’s the
mobile gantry?
Class: Near the plane…
Teacher: Find a synonym for “plane” in the
paragraph…
Class: aircraft. (On notera au tableau : plane =
aircraft.)
Corrigé :
No security patrols had done rounds that night. /
A mobile gantry had been left near the aircraft.
On complétera le résumé commencé à l’étape
précédente en guidant les élèves pour la
production du style indirect :
Teacher: So, recap now… The airport authorities…
Class: The airport authorities said/explained/
admitted that no security patrols had done rounds
that night and that a mobile gantry had been left
near the aircraft.
On fera reprendre cette phrase plusieurs fois, avec
les différents verbes introductifs puis on la notera
à la suite du résumé, en encadrant le verbe
introductif au Prétérit et en soulignant les deux
verbes au Pluperfect dans les propos rapportés.
d. Nous proposons ici la transcription de la
conversation originale entre les reporters et les
autorités de l’aéroport. Les élèves vont commencer
par souligner les différences entre cette
transcription et les paroles rapportées dans
175
FILE 5 • lesson 2
l’article. Les différences entre discours direct et
discours indirect donc.
Airport authorities: The vandals cut the fence with
a pair of pliers and they used a mobile gantry to
reach the wing of the aircraft.
Reporters: Did the security patrols hear or see
anything unusual?
Airport authorities: No security patrols did rounds
last night.
Reporters: Why was a mobile gantry left near the
aircraft?
Airport authorities: We can’t give any
explanations, but we are going to investigate and
security at the airport will be considerably
reinforced.
Les élèves auront donc souligné les changements
qui doivent être effectués quand on rapporte les
propos de quelqu’un à l’aide d’un verbe
introducteur au Prétérit : les changements de
temps (passage du Prétérit au Pluperfect) ; les
changements de pronoms ; et les changements de
compléments de temps.
Il restera au moment de l’activité orale à rendre les
élèves attentifs à l’ordre des mots dans les
questions.
Une fois ce nécessaire travail de repérage effectué,
les élèves vont pouvoir passer à la restitution.
e. On demandera aux élèves de rapporter ce qui a
été dit à la conférence de presse. Les élèves ne se
serviront ici que de la transcription qu’ils viennent
de préparer. On veillera à faire utiliser des verbes
introducteurs aussi variés que possible. On
sollicitera systématiquement les élèves pour les
rectifications dans cette tâche collective afin de
parvenir à un résumé proche de celui proposé cidessous.
Productions possibles :
The airport authorities said/ explained the vandals
had cut the fence with a pair of pliers, and that
they had used a mobile gantry to reach the wing
of the aircraft. The reporters then asked if the
security patrols had heard or seen anything
unusual. The airport authorities answered/
explained / admitted no security patrols had done
rounds that night. The reporters asked why a
mobile gantry had been left near the aircraft. The
airport authorities said/admitted they couldn’t
give any explanations, but they added they were
going to investigate. They said/added/promised/
announced security at the airport would be
considerably reinforced.
176
On complétera le résumé commencé en ajoutant
les deux dernières phrases en gras. On encadrera et
soulignera les groupes verbaux comme
précédemment.
On conclura le travail sur ce texte avec les exercices
1 et 2 du Think, Workbook page 100.
On fera ensuite écouter et lire tout ou partie du
texte après avoir fait l’exercice 1 du Rhythm’n
sounds de la page 101 du Workbook. À noter que
cet exercice constitue une bonne préparation au
Practise speaking qui suit.
2. Practise speaking
The police press conference
Police: We think the investigation will be long and
difficult.
Reporter: Can you explain why?
Police: Because the two vandals were very careful.
Reporter: Have you found any fingerprints or any clues?
Police: No, we haven’t. They worked with gloves.
Reporter: Are there any witnesses you can question?
Police: No, but we are going to question all the graffiti
artists in Brisbane.
Reporter: Is it a crime to write graffiti?
Police: No, it isn’t, most of the time. But Vas & Aike
committed a crime because they broke into the airport and
because they caused thousands of dollars of damage.
• On commencera par faire écouter les phrases une
première fois en entier en expliquant la situation.
Teacher: Listen to the police press conference
about the attack on the jet at Brisbane airport.
On fera écouter une seconde fois en demandant
aux élèves de repérer qui parle : Police or reporter?
Puis on notera en gros au tableau tous les verbes
introductifs proposés dans le livre, ou seulement
deux ou trois, ou plus à l’inverse, selon le niveau du
groupe.
• On procédera ensuite phrase par phrase.
- Dans un premier temps, on demandera aux
élèves de répéter chaque phrase ou question (en
trois parties pour la dernière réplique qui est plus
longue). C’est à ce moment-là que l’on pourra
éclairer le sens de certains mots au besoin : gloves,
witnesses. Les élèves entendront donc la phrase
ou la question à rapporter au style indirect
plusieurs fois.
Dans le cas d’un groupe qui a beaucoup de mal à
faire l’effort de mémorisation nécessaire pour
réussir cet exercice, même après plusieurs
exemples, on pourra les laisser lire le script à la
page 122, pour n’avoir à faire que les
transformations découlant du passage au style
indirect.
Productions possibles :
The police said (they thought) the investigation
would be long and difficult.
The reporter asked if they could explain why.
The police answered the two vandals had been
very careful.
The reporter wanted to know if they had found
any fingerprints or any clues.
The police admitted they hadn’t.
The police added they had worked with gloves.
The reporter asked if there were any witnesses
(they could question).
The police answered there weren’t.
They added they were going to question all the
graffiti artists in Brisbane.
The reporter asked if it was a crime to write
graffiti.
The police said it wasn’t, most of the time.
But they added that Vas&Aike had committed a
crime / because they had broken into the airport
and / because they had caused thousands of dollars
of damage.
On pourra, si on le juge utile, faire noter quelques
exemples dans le cahier, que les élèves pourront
comparer avec le script page 122 lors de leurs
révisions.
3. Go forward
Texte enregistré
Avec une classe en difficulté, ou si le temps
manque, on pourra laisser de côté ce texte, d’un
niveau relativement élevé, puisque les objectifs
linguistiques de la leçon auront été abondamment
traités dans les parties 1 et 2 de la leçon.
Cependant, ce texte traitant d’un aspect important
de la culture hip-hop, les tags ou graffitis, on pourra
tout aussi bien choisir de ne le traiter qu’avec un
groupe que le sujet intéresse particulièrement,
quelque soit le niveau de ce groupe.
• On notera au tableau “Graffiti and graffiti
artists…” et on laissera les élèves réagir. Puis on
notera un ? au tableau pour déclencher quelques
questions éventuellement. On enchaînera
rapidement si le groupe manque d’inspiration.
On veillera à la forme du verbe après “graffiti” :
singulier. (On pourra expliquer : Graffiti is the
general idea of writing on walls… and then you
speak about the different “tags”.)
Productions possibles :
Graffiti artists are usually young people, they write
their tags or their names on walls. Many people
don’t like graffiti. They find graffiti ugly or dirty.
Graffiti is illegal. Graffiti belongs to hip-hop
culture. Hip-hop was born in the mid-1970s. Why
do people write tags? How long does it take them
to write a tag? Is it very expensive? How much
money do they spend on paint every week?
FILE 5 • lesson 2
- Puis on pointera un verbe au tableau et, soit on
fournira le premier exemple, soit on demandera
aux élèves les plus rapides de le faire. On fera
reprendre l’exemple plusieurs fois et on le notera
au tableau. On poursuivra ainsi, en sollicitant les
élèves pour les rectifications éventuelles. Progressivement, on pourra laisser les élèves choisir le
verbe introducteur, puis effacer les exemples notés,
si le groupe se débrouille très bien.
• Workbook p. 99 – worksheet 2
a. On commencera par faire lire et écouter le texte
2, page 69 du manuel en même temps pour assurer
une bonne mise en place de la prononciation des
mots nouveaux et des nombreux mots transparents
du texte.
Puis les élèves diront tout ce qu’ils ont compris du
texte en utilisant les mots déjà connus ou les mots
qu’ils reconnaissent dans le texte.
Selon les classes, cette restitution sera plus ou
moins riche de détails, mais la présence de
nombreux mots transparents devrait permettre à
chacun de trouver des choses à dire.
On pourra faire des pauses après chaque
paragraphe, pour que les élèves racontent ce qu’ils
ont compris avant de poursuivre. Il ne s’agit pas ici
d’entrer dans le détail mais de relever tout ce qui
est compris d’emblée par les élèves.
Productions possibles :
Graffiti has existed for many years/for hundreds or
thousands of years, but modern graffiti was born
in the mid-1970s with hip-hop.
Graffiti artists usually write their names. It takes
about 30 to 45 minutes to create a mural. There are
lots of different paint colours in the U.S., over 150,
but artists (like to) mix paints (to create their own
177
FILE 5 • lesson 2
colors). Many artists travel around the country and
paint their names everywhere.
On prendra soin de bien noter sur une partie du
tableau toutes les choses proposées par les élèves
et sur lesquelles on reviendra en b).
• On fera écouter et lire chaque paragraphe à
nouveau et les élèves choisiront le titre
correspondant en citant les éléments du
paragraphe qui justifient ce choix.
Corrigé :
- Paragraph 1: the origins
Quotes: It has been around for hundreds if not
thousands of years/born in the late ‘70s.
- Paragraph 2: graffiti techniques
Quotes: From line 16 to line 36, the paragraph is all
about techniques: about the shape of the letters,
the textures. How the artists work to make a
mural, how they mix paint.
- Paragraph 3: an artist’s evolution.
Quotes: Three years ago, Music tells us… But today,
Music says…: The artist’s name is Music (his pseudo)
and he tells us about his artistic evolution in the
last three years.
- Paragraph 4: graffiti art vs advertisement
Quotes: Public art space, logos, graffiti is a
response to commercial saturation.
b. On laissera à nouveau les élèves relire le texte
individuellement avec comme consigne de
comparer avec les notes et questions prises lors de
l’anticipation.
Les élèves ont à ce stade lu et entendu le texte
plusieurs fois. On pourra alors fermer les livres et
les laisser prendre la parole pour raconter tout ce
qu’ils ont retenu de ce texte. On les guidera en
veillant à ce qu’ils s’écoutent entre eux, pour
rebondir sur ce que disent leurs camarades, enrichir
ou rectifier… On n’exigera pas qu’ils suivent
forcément l’ordre d’apparition des informations
dans le texte mais petit à petit, on parviendra à un
court résumé de ce que les élèves ont retenu, donc
de ce qui les a plus intéressés. D’un groupe à
l’autre, ce résumé sera plus ou moins long et sera
très différent.
c. Cette étape va permettre de faire prendre
conscience aux élèves des différents points abordés
par Music et les préparera à pouvoir rapporter ses
propos au style indirect. On guidera les élèves pour
qu’ils ne cherchent pas à tout rapporter mais pour
qu’ils parviennent à un résumé des propos et idées
de Music.
178
Corrigé :
in red: lines 37 to 42
in blue: lines 45 to 49
in green: lines 56 to 59
Productions possibles :
Music explained/ told the reporters that in the past,
he had travelled all around the country by hopping
trains, and that he had painted his pseudonym and
his area code along the way. He added that lots of
artists did this and that was why a lot of graffiti
was found in train yards.
Music explained that today he was more interested
in the art and he added that he was more
concerned with the respect of other painters than
with writing his pseudo all around the country.
Finally, Music said there were many logos and
advertisements everywhere but he added that
none of it was personal. Music concluded that
graffiti art was a response to commercial
saturation.
d. On proposera ici aux élèves l’occasion de donner
leur avis sur la question : Graffiti: art or vandalism?
Échange possible :
Teacher: So, what do you think? Is graffiti art or
vandalism?
Class: I think graffiti is art, the colors are often
beautiful and the letters are really complex.
Class: I don’t think graffiti is art, the tags are ugly
most of the time. Taggers write graffiti to annoy
people, that’s all!
Class: I am a graffiti artist, I spend a lot of time
practising, I think graffiti is beautiful and difficult.
It is an art!
On profitera aussi de cette étape pour faire
réfléchir les élèves au problème posé dans la
dernière partie de ce texte. Le niveau et la finesse
du raisonnement dépendra ici pour beaucoup du
niveau de maturité des élèves.
Si les élèves ont du mal à comprendre le problème
tel qu’il est posé là, on n’insistera pas, sachant que
la File 6 sera consacrée à la publicité et aux
problèmes d’éthique qu’elle pose.
Échange possible :
Class: It is true that there are a lot of
advertisements in our world. / There are a lot of
logos and ads.
Teacher: What is the problem with logos?
Class: Everybody has got the same logos, so everybody looks the same.
Teacher: What’s the difference between graffiti
and logos.
On terminera le travail sur ce texte par les exercices
2 et 3 du Rhythm’n sounds, Workbook page 102.
THINK
Workbook pp. 100-101 – worksheet 3
1
Style indirect avec verbes introducteurs au
Prétérit
Corrigé :
• 1. “The vandals cut the fence with a pair of
pliers”, the authorities explained. SD - 1’. The
authorities explained the vandals had cut the
fence with a pair of pliers. SI - 2. “Did the security
patrols hear or see anything unusual?”, reporters
asked. SD - 2’. Reporters asked if the security
patrols had heard or seen anything unusual. SI 3. “Have you found any fingerprints?”, the
reporters asked. SD - 3’. The reporters asked if
they had found any fingerprints. SI
• Les verbes introducteurs des phrases au style
indirect sont au Prétérit.
• Les groupes verbaux des phrases 1 et 2 sont au
Prétérit. Dans la phrase 3, il s’agit du Present
perfect.
Dans les phrases 1’, 2’ et 3’, les groupes verbaux
sont au Pluperfect. On est donc passé du Prétérit
ou du Present perfect au Pluperfect.
Quand on rapporte des propos avec un verbe
introducteur au Prétérit, si les phrases au style
direct sont au Prétérit ou au Present perfect, on
utilise dans les deux cas le Pluperfect au style
indirect.
2 Million, thousand, hundred, dozen
Corrigé :
1. For the first time in the history of rap, an album
sold more than one million copies… It sold over 3
million copies in the USA. - 1’. In the 19th century,
millions of buffaloes were killed.
2. The damage cost ten thousand dollars. - 2’.
They wrote a large graffiti tag name and caused
damage estimated at thousands of dollars. - 3.
This magnificient oak tree is over six hundred
years old. - 3’. Depending on how you define
graffiti, it has been around for hundreds of
years… - 4. I need two dozen eggs. - 4’. Dozens
of people from all over the world visit the site in
the hope of spotting a Leprechaun.
Quand ils sont précédés d’un chiffre, million,
thousand, hundred et dozen ne prennent pas le
“-s” du pluriel.
Dans les phrases 1’, 2’, 3’ et 4’, millions, thousands,
hundreds et dozens ne sont pas précédés d’un
chiffre. Il sont employés comme noms et sont suivis
à chaque fois de of et d’un nom au pluriel.
Million, thousand, hundred et dozen fonctionnent
de deux façons :
- comme adjectif. Ils sont précédés d’un chiffre ou
d’un quantifieur, sont suivis d’un nom au pluriel. Ils
ne prennent pas la marque du pluriel.
- comme nom. Ils sont au pluriel, sont suivis de of
et d’un nom au pluriel.
FILE 5 • lesson 2
Class: Graffiti are personal, logos are not.
Teacher: Do you think graffiti is a response to
advertisements then?
Class: Yes, I do. / No, I don’t, not really. / I don’t
know!
RHYTHM'N SOUNDS
Workbook pp. 101-102 – worksheet 4
1 Formes faibles
a. Écoute les phrases suivantes. Coche la prononciation des
mots en gras. Ready? Off we go!
1. We think the investigation will be long and difficult.
2. Can you explain why?
3. Because the two vandals were very careful.
4. Have you found any fingerprints?
5. Are there any witnesses you can question?
6. No, but we are going to question all the graffiti artists
in Brisbane.
Now listen again, check and repeat. Ready? Off we go!
b. Lecture à voix haute. Écoute la phrase suivante. Ready?
Off we go!
At a press conference, the airport authorities explained
that the vandals had cut the fence with a pair of pliers and
that they had used a mobile gantry to reach the wing of
the aircraft.
Remarques pour le professeur :
Cet exercice est une nouvelle occasion de travailler
la clé de voûte de l’anglais oral : les formes faibles
et /e/. Outre le travail de reconnaissance, il faut
veiller en répétition à ce que les élèves respectent
ces formes faibles.
179
FILE 5 • lesson 2
La lecture à voix haute permet également de
travailler les formes faibles, et les liaisons, et l’on
voit que des suites de syllabes peuvent ne
comporter que des mots inaccentués.
Ex. : … and that they had used…
Pour la prononciation de had, on peut trouver soit
/d/, soit /hed/, voire /ed/ et le /h/ tombe dans ce
cas, ce qui est fréquent.
Corrigé :
a.
1. We think the investigation will be long and
difficult. /n/
2. Can you explain why? /ken/
3. Because the two vandals were very careful. /we/
4. Have you found any fingerprints? /hev/
5. Are there any witnesses you can question?
/e/
/ken/
6. No, but we are going to question all the graffiti
/bet/
/te/
artists in Brisbane.
Les mots outils tels que : and, can, were, have, are,
can, but, to, etc., sont systématiquement réduits et
prononcés avec le son /e/.
b.
At a press conference, the air port au tho rities
/e/ /e/
ex plained that the van dals had cut the fence
/e/ /e/
/e/
/e/
with a pair of pliers and that they had used a
/e/
/e/
/e/ /e/
/e/
/e/
/e/
2 Lettres non prononcées
Écoute les phrases et barre les lettres qui ne sont pas prononcées
dans chacun des mots. Ready? Off we go!
1. The average mural can be created in 30 to 45 minutes.
2. Artists create more colors by mixing paint from half
empty cans.
3. I wrote my pseudonym to identify my home region.
4. Today, I’m more interested in graffiti art.
5. He says there should be more public art space.
Now listen again, check and repeat. Ready? Off we go!
average - half - wrote - pseudonym - interested - should
Remarques pour le professeur :
Les mots sélectionnés dans cet exercice présentent
la particularité de contenir des lettres qui ne
débouchent sur aucun phonème dans la
180
Corrigé :
1. ave/rage – 2. hal/f – 3. w/rote / p/ seudonym – 4.
inte/rested – 5. shoul/d
3 Mots de plusieurs syllabes
Écoute les phrases et encadre la syllabe accentuée des mots.
Ready? Off we go!
1. Graffiti has delivered many messages – the political, the
obscene, the territorial, the artistic.
2. Modern graffiti manipulates letter form.
3. Letters become unrecognizable.
4. He doesn’t defend the vandalism aspect of graffiti art.
5. Look everywhere and you’ll see advertisements!
6. Graffiti is a response to commercial saturation.
7. Do you like three-dimensional letters?
Now listen again, check and repeat. Ready? Off we go!
graffiti - political - territorial - artistic - manipulates unrecognizable - vandalism - advertisements - commercial
- saturation - dimensional
/e/
mo bile gantry to reach the wing of the air craft.
/e/
prononciation. Bien que vus et revus les half,
should, etc., sont souvent maltraités. Les mots tels
que average ou interested connaissent des
fortunes diverses – average est employé en sport et
on parle en “français” de “goal avérage”, bien
loin de l’original.
Interested, en trois syllabes /’IntrIstId/, comporte
trois fois le même phonème /I/.
Remarques pour le professeur :
On reverra ici la règle dite de “Lion” évoquée en
File 3 lesson 2.
Nous voulons également attirer leur attention sur
le fait que certains suffixes ne modifient pas le
schéma accentuel du mot de départ.
Ex. : vandal ➝ vandalism
recognize ➝ unrecognizable
dimension ➝ dimensional
À titre indicatif, un verbe tel que manipulate entre
dans la règle de fonctionnement suivante :
les verbes en “-ate” de trois syllabes et plus sont
accentués sur l’ante-pénultième (avant avantdernière) : dominate, escalate, demonstrate, etc.
Pour les autres, c’est “-ate” qui est accentué :
create, donate, dictate, etc.
Les élèves devront rapprocher artistic des autres
mots en “-ic” qu’ils ont vus en File 3 lesson 2. C’est
la syllabe qui précède “-ic” qui est accentuée (il y a
quelques exceptions, mais ceci est sans importance
à ce niveau). L’adjectif political entre dans la règle
de “-ic”, mais comme politics est lui en exception
Corrigé :
1. Gra ffi ti / po li tical / terri to rial / ar tis tic - 2.
ma ni pulates - 3. un re cognizable - 4. van dalism 5. ad ver tisements - 6. com mer cial / satu ra tion 7. di men sional
• Quatre mots suivent la règle dite de “Lion”:
territorial, commercial, saturation, dimensional.
• Artistic suit la règle des mots terminés par “-ic”.
- “dimensional” se décompose de la façon suivante :
nom : di men sion
suffixe : -al
Le nom suit la règle dite de “Lion” et le suffixe ne
change rien.
- “unrecognizable” se décompose de la façon
suivante :
préfixe : unverbe : re cognize
suffixe : -able
Le suffixe ne change pas la prononciation/l’accentuation.
- “vandalism” se décompose de la façon suivante :
nom : van dal
suffixe : -ism
Le suffixe ne change rien.
WORKBOOK
had heard or seen anything unusual. The
airport authorities admitted no security patrols
had done rounds that night. Worse still, when
the reporters asked why a mobile gantry had
been left near the aircraft, the airport
authorities said they couldn’t give any
explanations, but added they were going to
investigate. They announced that security at
the airport would be considerably reinforced.
3 At a press conference, the airport authorities
explained that the vandals had cut the fence
with a pair of pliers, and that they had used a
mobile gantry to reach the wing of the
aircraft. Reporters asked if the security patrols
had heard or seen anything unusual. The
airport authorities admitted that no security
patrols had done rounds that night.
FILE 5 • lesson 2
à la règle nous n’avons pas voulu compliquer la
tâche inutilement.
4 R: Did you see anything unusual that night?
W: Oh yes! At about 2 am, I heard a car stop
near my house.
R: Did you have a look at the car?
W: Yes, I went to the window and took a good
look at it.
R: Did you see the number plate?
W: Yes, I did, and because my memory isn’t
very good any more, I wrote the number
down.
R: Did you see the two men?
W: Oh yes… I saw them getting out of the car
and I can describe them (if you like).
AT HOME pages 104-108
1 On acceptera les verbes au Prétérit, comme
dans le texte, mais on fera noter la base
verbale dans les cahiers et les fiches, en
correction.
1. explain - 2. ask - 3. admit - 4. say - 5. add - 6.
announce
Réponses possibles :
answer, tell, cry, repeat, inform, enquire,
shout…
2 Graffiti vandals attacked a Cathay Pacific
jumbo jet at Brisbane Airport yesterday
between 2 and 3 am. They wrote a large
graffiti tag name (VAS&AIKE) and caused
damage estimated at thousands of dollars. At
a press conference, the airport authorities
explained that the vandals had cut the fence
with a pair of pliers and that they had used a
mobile gantry to reach the wing of the
aircraft. Reporters asked if the security patrols
5 a. depending; define; forms; messages;
political; obscene; territorial; artistic; graffiti;
inspired; integral; part; culture; modern;
manipulates; type; point; artist; textures;
mural; minutes; tags; colors; mixing; trains;
pseudonym; code; identify; region; interested;
art; concerned; respect; defend; vandalism;
aspect; public; space; logos; personal; response;
commercial; saturation.
b. une vague : a wave
méconnaissable : unrecognizable
formes : shapes
ombres : shadows
fioritures : flourishes
moyen, standard : average
disponible : available
à moitié vide : half-empty
sauter d’un train à l’autre : hopping trains
publicités : advertisements
181
FILE 5 • lesson 2
6 Les phrases comportant des éléments en gras
(a, b, c, e, f) auront été barrées par les élèves.
a) Graffiti has been around for hundreds, if
not thousands, of years.
b) Today, graffiti is an integral part of hip-hop
culture.
c) Hip-hop culture was born in the late ‘70s.
d) Right. Most of the words are merely the
artist’s name, or his crew’s name, or a short
message.
e) There are a hundred and fifty spray paint
colors available in the U.S.
f) Taggers travel all around the country and
write their pseudonym and their area code to
identify their home region.
g) Right. A world where corporate logos and
imagery are omnipresent.
h) Right. You’ll see logos and advertisements,
but none of it is personal/graffiti art is a
response to commercial saturation.
7 1. When asked if they had ever seen a tag,
80% of the people answered they had, while
20% answered they hadn’t.
2. When asked where they had seen it, 85% of
the people answered they had seen it on
public transport, 55% answered they had seen
it on a public building, while 35% answered
they had seen it on a legal graffiti wall.
3. When asked if they had ever written a tag,
23% of the people answered they had, while
77% answered they hadn’t.
4. When asked if they thought graffiti was art
or vandalism, 64% of the people answered
they thought it was vandalism, while 36%
thought it was art.
8 a) The teacher told Kevin she was very
disappointed.
b) She told her boyfriend she would never
speak to him again.
c) He asked his friend why he had painted his
car yellow.
d) He told her he had never met a star before.
e) They said they had had a terrible time at the
party.
f) Her dad promised she would be able to go
fishing and play golf.
g) I asked the guide if we could go and visit a
typical Italian village.
h) Our friend asked us if we had enjoyed our
holiday with them.
182
9 a) Dozens of people came to the meeting.
b) There are sixty million inhabitants in France.
c) This man has read hundreds of books.
d) My parents live more than four thousand
kilometres away.
e) We’ll need two dozen eggs to make that
many cakes!
EXERCISES LESSON 2
Book page 78
4 a) “I bought a new bike last month.”, he said.
b) “We worked together yesterday.”, the two
friends told the teacher.
c) “Have you already visited London?”, he
asked his girlfriend.
d) “I’ve never been to England.”, the girl
answered.
e) “Where were you last night?”, the police
asked the suspect.
5 - Mary asked Greg if he had bought the book
about Australia.
- Greg answered that he had.
- Mary asked if he had started reading it.
- Greg replied he had looked at the pictures.
6 a) The dinosaurs disappeared several million
years ago.
b) Millions of people were killed during the
Second World War.
c) Napoleon died nearly two hundred years
ago.
d) Agatha Christie wrote dozens of books.
e) Go and get me three dozen eggs, please.
7 Yesterday, I met Stanley, an old friend. I hadn’t
seen him for a dozen years because he had left
for the United States. He told me he had
earned millions of dollars in the States. He
added that he had bought a house in our
town. I told him I was delighted.
WRITE
Exemples de productions possibles :
My uncle Jason is an amazing person. He is my
mother’s brother, the oldest of three children. By
the time he was 15, he had already made up his
mind: he wanted to be an actor. When he was 17,
he left school and took drama lessons. Nobody in
the family had ever been an actor before. When he
was 20, he left for the United States and
Hollywood! By the time he was 25, he had already
SPEAK
Questionnaire à photocopier et à remettre aux
élèves.
OPINION POLL
1. Have you ever
seen a tag?
Yes ❒
No ❒
2. Where did you
see a tag?
On public transport:
On a public building:
On a legal graffiti wall:
Yes ❒
Yes ❒
Yes ❒
No ❒
No ❒
No ❒
3. Have you ever
written a tag?
Yes ❒
No ❒
4. Do you think
graffiti is…
Art ❒ Vandalism ❒
Guided Tour
Textes enregistrés
En complément des leçons, qui portent sur le hiphop, ce Guided Tour vise à fournir un panorama
historique du lien qui a pu exister entre la musique
et la rébellion chez les jeunes, des années soixante
à nos jours.
Chaque page traite d’un aspect spécifique de la
question : les jeunes contre la guerre dans les
années soixante (page 71), le mouvement des Civil
Rights (page 72), la baisse de l’engagement des
jeunes et le rôle des musiciens dans la défense de
grandes causes (page 73). Les consignes sont
conçues pour permettre de ne traiter qu’une seule
ou deux de ces pages, au cas où l’on ne disposerait
pas d’assez de temps pour traiter l’ensemble du
Guided Tour.
Productions possibles pour la première partie :
When asked if they had ever seen a tag, 5 pupils out
of 5 in our group said they had already seen one.
When asked where they had seen a tag, 2 pupils
out of 5 in our group answered they had seen one
on public transport, 1 pupil out of 5 said he had
seen one on a public building, and 3 pupils out of
5 said they had seen one on a legal graffiti wall.
When asked if they had ever written a tag, 3 pupils
out of 5 in our group said they had already written
one.
When asked if they thought graffiti was art or
vandalism, 3 pupils out of 5 in our group said they
thought graffiti was vandalism.
Productions possibles pour la deuxième partie :
When asked if they had ever seen a tag, 95% of the
people in our class said they had already seen one.
When asked where they had seen a tag, 75% / three
quarters of the people in our class answered they
had seen one on public transport, 45% of the people
in our class said they had seen one on a public
building, and 33% / one third of the people in our
class said they had seen one on a legal graffiti wall.
When asked if they had ever written a tag,12% of
the people in our class said they had already
written one.
When asked if they thought graffiti was art or
vandalism, 55% / more than half of the people in
our class said they thought graffiti was vandalism.
FILE 5 • lesson 2
appeared in many films and had become very
famous. Three years later, he married his first wife
and six months later, he had already got a divorce!
After his second divorce, he realized he didn’t like
being so famous so he decided to become a film
producer. By the time he was 35, he had already
won his first Oscar Award for best film. Two years
later, he married a very nice woman, my aunt, and
they haven’t divorced yet!
Book pp. 70-73
1 Livres fermés. Courte étape de warming up.
Les élèves peuvent se servir de ce qu’ils ont appris
dans les leçons; ils peuvent aussi puiser dans leurs
propres connaissances musicales.
Après quelques interventions, on fera ouvrir le livre
pour ajouter d’autres réponses à partir des
illustrations.
Suggestions pour guider les productions :
I like reggae and rasta music. Singers like Bob
Marley often have a political message: they talk
about peace, about finding your roots, about the
oppression of black people, etc.
A lot of rappers like NTM, Akhenaton or Public
Enemy have a political message: they talk about
life in the suburbs, about urban violence, etc.
Madonna isn’t very political usually, but in one of
her albums, she criticizes American politics and the
American way of life.
Etc.
183
FILE 5
2
Les consignes b), c) et d) portent sur chaque
page prise individuellement. Si le professeur a
choisi de ne traiter qu’une seule page, il pourra
sauter la question a) et passer directement aux
questions qui se rapportent à la page traitée.
a) Il ne s’agit pas à ce stade de faire une lecture en
détail, mais plutôt un repérage général. D’ailleurs,
pour les pages 71 et 72, les illustrations à ellesseules devraient permettre aux élèves de répondre.
On leur demandera de repérer des mots-clés dans
les documents et dans les textes. On laissera
quelques minutes pour chaque page, afin que les
élèves puissent noter leurs réponses, puis on
corrigera en grand groupe au fur et à mesure des
pages. Le professeur inscrira au tableau les
époques et les causes défendues, pour commencer
la trace écrite.
Corrigé :
Page 71: In the 1960s, young people asked for
peace, love and freedom. They protested against
the Vietnam War and against nuclear weapons.
Page 72: Young people (from the 1950s to the
present) have fought for civil rights: civil rights
activists ask for equal rights for African- Americans.
Page 73: Since the 1980s, young people have also
been worried about the Third World: they’ve asked
for famine relief, for the reduction of the Third
World debt and for development aid. Others have
defended the cause of peace, especially in the
black community in American cities.
b) - Dans un premier temps, on fera observer les
illustrations, puis on fera lire (et écouter) les textes,
et on demandera à 4 ou 5 élèves de proposer un
titre pour cette page.
Suggestions pour guider les productions :
Several of the pictures show young people at rock
festivals in America and Britain, or demonstrating
against nuclear bombs. The Woodstock poster
includes the words “peace” and “music”. There is
a badge with the peace sign and a peace slogan.
The chronology says that there was “growing
opposition to the war”. So this page is about antiwar and anti-nuclear protests in the 1960s.
Possible titles: “Make love not war”, “NO to WAR”,
“Youth against War”, “Give peace a chance”, “The
Sixties for peace”, “Stop the Bomb”, etc.
- Poster de Woodstock. Les élèves auraient peutêtre du mal à définir ce qu’est un symbole, mais ils
seront capable de dire que la colombe
184
“représente” la paix. Cette question a pour but de
faire remarquer que l’illustration répète, dans un
autre code, le slogan du poster.
Suggestions pour guider les productions :
The white dove usually represents, stands for or
symbolizes the idea of peace. The neck of the
guitar stands for music in general. The dove is
standing on the guitar, therefore music and peace
are associated in the drawing.
c) On fera lire (et éventuellement écouter) les
textes de la page 72. Les élèves pourront lever le
doigt dès qu’ils auront repéré un élément de
réponse, ou on pourra leur demander de faire le
travail de repérage individuellement, puis corriger
en grand groupe.
Suggestions pour guider les productions :
The Civil Rights movement wants to end
discrimination against black people. It fights for
equal rights.
It’s a movement that emerged in America.
In the 1950s and 1960s, Martin Luther King was the
most famous Civil Rights leader. He believed in
Christian values and non-violence.
Another Civil Rights activist was Malcolm X. He
was not a Christian (unlike M.L. King). He was a
Muslim. He belonged to the Nation of Islam party.
He was prepared to use violence to get equality
(“by any means necessary”).
The Black Panther party also fought for equal
rights. The party was formed in California in 1966.
They sometimes used violence.
Today too, some people still fight for racial equality
and for black rights, like the rap band Public
Enemy.
- On demandera aux élèves de décrire la pochette
du disque de Public Enemy, puis de lire le texte – on
insistera sur la dernière phrase pour leur permettre
d’interpréter la présence de deux planètes.
Suggestions pour guider les productions :
This is an album cover for a band called Public
Enemy. I think it’s a rap band. It’s a blue cover, that
makes you think of the sky and also of the Earth,
the Blue Planet. It’s like a science fiction poster, and
the letters of the title, Fear of a black planet look
like the letters on the poster for Star Wars. There
are two planets. One is blue, so we can guess it’s the
Earth. The other planet is dark brown, and it has a
target with a man in the middle (that’s the logo of
the band in fact). Maybe the word “fear” in the
title suggests that white people are afraid of black
d) - On laissera quelques instants aux élèves pour
regarder la pochette des Sex Pistols et pour lire (et
écouter) le texte correspondant.
Suggestions pour guider les productions :
In the middle of the Sex Pistols album, there is a
portrait of the Queen of England, but her eyes and
mouth are hidden by the title of the album (God
Save the Queen) and by the name of the band.
The letters are like the letters people use to write
an anonymous letter, or to write a threat. The title
of the album is also the title of the British national
anthem.
The Punk movement rebelled against everything.
Against idealism, but also against the
Establishment. That’s why the cover makes fun of
the Queen and of the national anthem. It shows no
respect for traditional British values. The Punk
badge, next to the cover, shows the Union Jack, the
British flag. But, like the Queen, the flag is
disfigured. It’s a kind of provocation against the
values of the country.
- Cette question vise à faire remarquer que le logo
de Live Aid fonctionne sur le même principe que le
logo de Woodstock : une guitare et une “cause”
(colombe pour Woodstock, continent africain ici).
Suggestions pour guider les productions :
The big poster on either side of the stage is like a
logo for the concert and the campaign. It shows
the African continent and a guitar neck. The
continent is like the body of the guitar. The guitar
and logo are at the center of a kind of target:
maybe it means that the target is starvation in
Africa, and it suggests that people have to target
famine and destroy it thanks to music. So music
(the guitar) is the instrument that will help relieve
famine in Africa.
- Récapitulation de la page 73. On demandera aux
élèves de lire (et écouter) les textes et de lever la
main dès qu’ils auront repéré un élément de
réponse.
Suggestions pour guider les productions :
In 1985, pop singer Bob Geldof organized Live Aid
to raise funds for Africa.
Bono campaigns for the reduction of the Third
World debt: he lobbies politicians and influences
public opinion.
Afrika Bambaataa promotes peace and uses hiphop to turn kids away from violence, especially to
reduce Black on Black crime in American cities.
Rappers like Chuck D (Public Enemy) take part in
the Hip-Hop for Peace Project.
FILE 5
people. The two planets suggest a separation, a
segregation between white people (living on the
blue planet) and black people (on the black planet).
The Nation of Islam call is: revolution, not
integration. Maybe that’s why there are two
planets. Black people, according to this cover,
shouldn’t try to be accepted by white people, to be
integrated. Instead, they should just try and live
separately from white people and make their own
rules, their own laws.
e) On demandera aux élèves de feuilleter à
nouveau l’ensemble du Guided Tour, et de choisir
une cause qui leur semble particulièrement
importante. On leur laissera quelques minutes
pour préparer leurs interventions. Ils pourront
travailler par paires.
Suggestions pour guider les productions :
I think that it’s important to campaign against war.
A lot of people protested against the Vietnam war,
at Woodstock for example. Unfortunately, there
have been many wars since the 1960s. It’s
important to do something against war when you
think that the war is not justified.
I think the most important cause in this Guided
Tour is Third World aid. We live in a modern world,
but so many people are dying every day because
they don’t have enough water, or their water is not
drinkable, or sometimes they don’t have food
because it doesn’t rain, so the vegetables don’t
grow...
Racism is an important cause, not just in America.
There’s discrimination all over the world, including
in France. Like Britain, France had a lot of colonies,
and when immigrants arrived from the colonies or
from other countries, they were treated very badly.
And they still are...
Etc.
1 Quiz
(Les questions sont enregistrées une fois sans les réponses, puis
une deuxième fois avec les réponses.)
Q. 1: What was young people’s most famous slogan in the
1960s?
A.: Make love, not war.
Q. 2: In 1969 and 1970, thousands of young people
gathered at huge rock festivals, asking for peace, love and
freedom. Can you name two of these festivals and say
where they took place?
A.: The Woodstock Festival, in the USA. The Isle of Wight
Festival, in Britain.
185
FILE 5
Q. 3: Many singers expressed young people’s revolt and
ideals in the 1960s. Can you name two of these singers?
A.: In the 1960s, singers such as Jimi Hendrix, John
Lennon, Joan Baez or Bob Dylan gave voice to young
people’s revolt and ideals.
Q. 4: The Punk movement rejected the Establishment
and the 1960s’ idealism. In fact, punks rejected everything!
When did the Punk movement emerge?
A.: The Punk movement emerged in the 1970s.
Q. 5: In 1985, pop singer Bob Geldof organized Live Aid,
an international music event. What cause did Live Aid
raise money for?
A.: Live Aid raised money to relieve famine in Africa.
Q. 6: What movement fights against racial segregation
and defends the rights of black Americans?
A.: The Civil Rights movement.
Q. 7: This famous leader of the Civil Rights movement
believed in non-violence and was awarded the Nobel Peace
Prize in 1964. He was shot in 1968. What was his name?
A.: Martin Luther King.
Q. 8: Rap pioneer Afrika Bambaataa founded the Zulu
Nation movement to promote peace and unity. What does
he use hip-hop for?
A.: He uses hip-hop to turn kids away from violence.
PROJECT WORK
Ce Project work encourage les élèves à comparer ce
qu’ils ont appris à propos du monde anglo-saxon
avec ce qui a pu se passer en France. Plutôt que de
proposer une recherche purement documentaire,
à partir de livres ou d’Internet, nous proposons ici
une sorte de “collectage” plus interactif.
Les interviews se feront évidemment en français
(sauf si les élèves interrogent leur professeur
d’anglais...), mais le compte rendu en classe se fera
en anglais. Ce sera donc aussi l’occasion d’un petit
exercice de traduction. On pourra proposer aux
volontaires de s’inspirer de la page 71 du manuel
pour concocter quelques questions : sur le rôle de
la musique, les manifestations, le conflit des
générations, la réaction contre la guerre, etc.
186
Background information
The 1960s at war
1962: Cuban Missile Crisis. Nikita Khrushchev
plans to place intermediate-range nuclear
missiles in Cuba to counter the U.S. lead in
developing and deploying strategic missiles.
Khrushchev also thereby intends to protect
Cuba from another U.S.-sponsored invasion,
such as the failed attempt at the Bay of Pigs in
1961.
1963: John F. Kennedy assassinated.
1965: First official U.S. soldiers in Vietnam. By
1966, more than 500,000 troops were deployed
in the area.
On Nov. 30, 1969, newspapers reported that U.S.
Army troops had massacred up to 600 men,
women and children in a remote village called
My Lai. Opposition to the war grew from many
quarters
Dec.1969: first draft lottery since WWI.
57,000 U.S. soldiers were killed in the Vietnam
War.
Woodstock
For facts and images, see sites like:
http://www.theimageworks.com/specialcollection
/specialframes/woodstock/default.htm
http://www.lib.virginia.edu/speccol/exhibits/sixties
/woodstock.html
http://www.lib.virginia.edu/speccol/exhibits/sixties/
viet.html
http://www.woodstock69.com/wsrprnt1.htm
From slavery to civil rights
1776: at the time of the American Revolution,
there are 500,000 slaves in the American South.
1830s: the character of “Jim Crow” is
popularized by the white minstrel Thomas Rice,
in a song called “Jump Jim Crow”. Rice uses
burnt cork to blacken his face, dresses up as a
plantation slave and imitates the dancing and
singing associated with “Negro” stereotypes.
1860: there are about 4 million slaves on the
Southern cotton plantations.
1861-65: American Civil War. The Union
(Northern slave-free states) fights against the
Confederacy (the Southern states). The Union
wins.
1863: Emancipation Proclamation. Slavery is
abolished.
1866: Ku Klux Klan created in Tennessee (the
KKK is officially outlawed in 1871 but continues
Martin Luther King (1929-1968)
M.L. King was born in Atlanta, Georgia, with deep
roots in the Southern Baptist Church tradition.
An eloquent spokesman and activist for social
justice, he convinced President Kennedy and later
President Johnson to push for legislation to end
discrimination
The Sixties sit-in protests throughout the South
and the “Freedom” rides brought King to an
increasingly sympathetic national audience.
At the March on Washington, 250,000 protesters
converged to the steps of the federal
government.
Musicians associated with the Civil Rights
movement
- Josh White was a singer and guitarist. In the
1930s, he settled in Harlem. He sang political
blues, with lyrics about segregation and racism.
One of his albums was titled No more ball and
chain. In his Defense factory blues, he
controversially attacked wartime factory
segregation. In 1963, he performed at Martin
Luther King’s March on Washington, and he often
sang at fund raising events for the Civil Rights
movement. He died in 1969.
See: http://www.elijahwald.com/joshprotest.html
- On feminism and blues music, see:
http://www.zmag.org/zmag/articles/carterjulyaug
98.htm
- Discrimination in voter registration in the South
was the impetus for the protest march from Selma
to Montgomery, Alabama, in March 1965. The
demonstration was followed extensively by the
media. The Staple Singers recorded an album,
Freedom Highway, to commemorate the march.
Another song, Respect Yourself stressed the
importance of self-respect and self-esteem.
- On music as the expression of black cultural
identity in the 1960s, see:
http://www.soul-patrol.com/funk/essay.htm
- The singer Aretha Franklin was also associated
with M.L. King. She was a symbol of ethnic and
feminist pride in the black community and had
roots in Gospel music (Gospel has been a part of
the black heritage since slavery).
- Organizations such as the Black Panthers, the
Nation of Islam and the Black Nationalist
Movement advocated retaliatory violence and a
separation of the races. The pioneer dub/rap
group The Last Poets used spoken words and
music to protest against discrimination. Their song
Niggers are Scared of Revolution dealt with the
apathy in the black community about black
revolution.
- The Black Panther Party’s slogan “Power to the
People” became a song by the Chi-Lites.
- Gil Scott Heron’s song The Revolution will not be
Televised discussed how the media was at pains to
avoid issues important to black people.
FILE 5
its activities to this day).
1896: Jim Crow Laws voted by the Supreme Court,
allowing separate facilities and services for black
and white people, provided that the services are
of equal quality. Southern states begin making
separate but lesser quality provision for Blacks.
Public transportation, public waiting rooms,
restaurants, theaters, public parks are segregated;
separate schools, hospitals and other public
institutions are designated for black people.
1950s-1960s: emergence of the Civil Rights
movement.
1954-5: Supreme Court decisions “Brown vs Board
of Education” makes segregation in public schools
illegal.
1963: Civil Rights March on Washington. Martin
Luther King makes his “I have a dream” speech.
1964: the Civil Rights Act outlaws ”Jim Crow”
practices, prohibits discrimination in employment
(racial or sexual), and establishes the Equal
Employment Opportunity Commission.
1965: Malcolm X assassinated.
- Riots in the Sixties: Harlem in 1964, Watts in
1965, Detroit and Newark in 1967. The riots were
often against social and economic deprivation
rather than merely against segregation.
- The Watts riots were triggered by claims of
police brutality. They led to the arrest of 4,000
citizens. For 6 days, Blacks and Hispanics rioted
through the ghettos of Los Angeles. 209 buildings
were destroyed and 34 people died.
1968: Civil Rights Act extends equal rights to housing.
Malcolm X
His father was allegedly killed by Ku Klux Klan
members.
Early on, he fell into crime. In prison, he was
exposed to The Nation of Islam, started by Elijah
Muhammed, the supposed prophet of Allah, who
preached that the black race was superior to the
white, that the white race was inherently evil,
and that total separation was the only way to
achieve racial equality. When Malcolm came out
187
FILE 5
of prison, he dropped his slave name (Little) and
took the Nation’s symbolic X as his last name.
After his split from the Nation of Islam, Malcolm
X started the Organization of Afro-American
Unity, which vowed to promote greater
harmony among all nationalities and races. He
was shot in February1965 in New York.
Black Panther party
Formed in 1966 in Oakland, California, the party
demanded the right to control the schools,
medical centres, welfare programmes and police
systems in poor black areas. They also
demanded exemption from military service and
the right to bear arms for self-protection.
They initiated ‘liberation’ schools, breakfast
programs for children and medical clinics in
poor areas. The Black Panthers had many
confrontations with the police that led to
shootings and arrests.
Film
On the Sixties in the U.S., Britain, France and
other countries, see the excellent documentary
film: Young Blood: A new generation challenges
the Establishment, People’s Century Series (BBC).
Hip-Hop
See File 5, lesson 1, pages 167-168 for some
background information on hip-hop. See also
the comprehensive and useful volume:
L’Offensive Rap, by Olivier Cachin, Découvertes
Gallimard n° 274.
VIDEO
Hip-hop: rebellious!
Sequence 1: This is a subculture
(11:41)
Mare 134: Graffiti, break-dancing and rapping all… was
a unified movement and I think rappers – they don’t
understand the impact of graffiti, you know. I think when
people, a lot of rappers talk about hip-hop and so on, they
just think “rap” and they’re sort of not completely
knowledgeable of what really happened in that period,
with the art, you know. It’s been a really aggressive and
popular movement since the early ’70s and has spread
worldwide. We have never seen any art style or any art
school have that kind of impact. And it’s a social impact,
188
which people, you know, don’t understand, because it’s
like, it’s all these young kids, young artists that come
together and just spray their messages.
Brim: Some people have their ballet, their opera music
and their… whatever, you know. We have our art. We
have our art, we have our music and we have our dance
– this is a subculture.
Sequence 2: Origins & styles of break-dancing
(13:01)
Crazy Legs: Breaking developed because of Afrika
Bambaataa and Zulu Nation, really.
Wiggles: Lockin’ and poppin’ evolved from California,
but by the time it got to New York, we had developed a
style called electric boogie. While poppin’ was more,
hem, disciplined and more like steady, you know what I
mean? Boogie was more funky, it was more “Tss, Tss,
Tss”, you know, it was more having fun. It was more like
James Brown versus Prince, you know. L.A. was like
Prince and New York was James Brown.
Crazy Legs: (laughs) I’d rather be James Brown!
Sequence 3: LL Cool J
(13:57)
Image only
Sequence 4: LL Cool J
(14:35)
The first artist signed to Def Jam was a 17 year-old
rapper from Palace, Queens – LL Cool J.
… Cool J. song
If you cried and thought I died, you definitely was wrong
It took a thought, plus I brought Cut Creator along
Evened up with E-Love down with the Cool J. force
Symbolizin’ in the rhymin’ for the record of course
I’m a tower full of power with rain and hail
Cut Creator scratch the record with his fingernail
Rock the bells
Sequence 5: Unstoppable!
(15:14)
Run DMC’s success with Raisin’ Hell in 1986 kicked hiphop into a multi-million-dollar frame. MTV were forced
to play more rap.
Now it’s really common to see rap in the charts in all its
forms.
Vanilla Ice, even New Kids on the Block are in on the act.
Worldwide it’s a phenomenon that is unstoppable. The
only truly creative original art form of the ’80s can be seen
everywhere: here in the U.K., in France, Japan and Canada.
Sequence 6: Hip-hop: rebellious!
Complete document
(15:45)
FILE 5
Guided Tour File 5 - Video
Hip-hop: rebellious!
Before watching, say all you know about hip-hop culture.
Sequence 1: This is a subculture
a) Watch this sequence. Don’t worry if you don’t understand what the people are saying.
Concentrate on what they are doing, where they are, how they are dressed, etc. What activities did
the hip-hop movement include?
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
b) Watch this sequence again. According to MARE 134, hip-hop was a unified movement that
included
..................................................................................................................................................................................................................................................................
……………………………………………..…………
,
and ……………………………………………..………… .
c) Listen to MARE 134 again, and fill in the gaps:
Rappers don’t understand the impact of ……………………………………………..…………
Hip-hop has been a really
…………………………………..…………
and
…………………………………..…………
movement since the
and
…………………………………..…………
early …………………………………..…………
d) Now listen to BRIM.
Hip-hop music, dance and art are to him what
…………………………………..…………
music are to other people.
Sequence 2: Origins and styles of break-dancing
a) Watch CRAZY LEGS. Where is he dancing? Why do you think he got this nickname?
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
b) WIGGLE speaks about two different break-dancing styles. Listen, then fill in this chart:
breaking styles
places
characteristics
singers associated
with the style......
and steady
Lockin’ and Poppin’
…………………………………..………
…………………………...
Electric Boogie
…………………………………..………
funky and …………………….....……...
Prince
James Brown
Sequence 3: LL Cool J (image only)
machines or equipment is he miming at the beginning and end of the sequence?
...................................................................................................................................................................................................................................................................................................
..................................................................................................................................................................................................................................................................................................
© Éd. Didier
This is New York rapper LL Cool J when he was 17. Watch him move and try to beat his rhythm. What
189
FILE 5
Sequence 4: LL Cool J
a) Listen to LL Cool J’s Rock the Bells. Don’t panic if you don’t understand the lyrics, just beat the
rhythm.
b) Now listen to this rap with the transcript and try and read the lyrics out loud with LL Cool J.
… Cool J. song
If you cried and thought I died, you definitely was wrong
It took a thought, plus I brought Cut Creator along
Evened up with E-Love down with the Cool J. force
Symbolizin’ in the rhymin’ for the record of course
I’m a tower full of power with rain and hail
Cut Creator scratch the record with his fingernail
Rock the bells
Sequence 5: Unstoppable!
a) Run DMC’s Raisin’ Hell was a multi-million-dollar success. What year was it released? And what
happened to rap on MTV?
...................................................................................................................................................................................................................................................................................................
b) Rap can be found in many countries. Name 4 countries:
,
,
……………………………………………… ……………………………………………… ………………………………………………………
and ………………………………………………
Sequence 6: Hip-hop: rebellious! (complete document)
a) Now watch the whole document with the transcript. Have you learned something you didn’t know
about hip-hop? What?
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
b) Do you think rap styles have changed a lot since the 1980s? In what ways?
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
190
Suggestions pour guider les productions :
Hip-hop started in the 1970s, and it got really
popular in the 1980s. At the beginning, there were
stars like DJ Kool Herc or Afrika Bambaataa. DJs
used turntables to produce new kinds of sound
effects. They mixed different records, or scratched
the records. They also used sampling. It was very
experimental.
Rap music is different from pop or rock music,
because usually the singer doesn’t sing a tune, he
speaks his text to the music. Rap often delivers a
strong message.
At the beginning, rap was mainly an AfricanAmerican phenomenon, and many rappers wrote
songs about their culture, or about black poverty
or racial discrimination and violence in the USA.
Later, a lot of Hispano-Americans also made songs
about their own culture.
In the 1980s, rap became more and more
successful, with bands like Run DMC or Public
Enemy. They became very famous and with them,
rap got out of the black ghetto. People of different
ethnic backgrounds were listening to rap. And
now it’s an international phenomenon.
Hip-hop is not just about music. Young people in
America also used painting to express themselves.
They did not paint on (how do you say “toiles” in
English?) canvases, they painted on city walls or on
subway trains. It was illegal.
painting graffiti on a wall. These are the three
activities included in hip-hop: music, dance and
graffiti.
These people are dressed like rappers. They are
young, and some of them are painting graffiti.
They’re probably in New York. One of them is
painting the logo for Zulu Nation, Afrika
Bambaataa’s movement. He’s talking about hip-hop.
b) On repassera la séquence en se concentrant sur
les propos de MARE 134, un jeune graffitiste qui
insiste sur l’importance de l’art au sein du
mouvement hip-hop. Nous avons inséré des soustitres, fournissant ainsi des mots-clés qui
faciliteront la compréhension.
Corrigé :
According to MARE 134, hip-hop was a unified
movement that included graffiti, break-dancing
and rap.
c) On fera des pauses lors du visionnement pour
permettre aux élèves de compléter les phrases.
Corrigé :
Rappers don’t understand the impact of graffiti.
Hip-hop has been a really aggressive and popular
movement since the early ‘70s.
d) Hip-hop music, dance and art are to him what
ballet and opera music are to other people.
Sequence 2: Origins and styles of break-dancing
a) On oublie souvent que la danse faisait partie
intégrante du hip-hop. Le break-dancing (ce que l’on
appelait en général le “Smurf” en France) est assez
rapidement tombé en désuétude, contrairement à la
musique sur laquelle on le dansait.
On remarquera que le CRAZY LEGS que l’on voit
danser au début de la séquence est l’un des jeunes
gens interviewés, quelques années plus tard, dans
ce documentaire (à gauche, il porte une casquette
et dit “I’d rather be James Brown”).
a) On passera la séquence une première fois en
demandant aux élèves de se concentrer sur les
éléments visuels pour repérer les différents
véhicules du mouvement hip-hop, et pour situer la
scène et les intervenants.
Suggestions pour guider les productions :
CRAZY LEGS is dancing in a disco or a night-club at
the beginning of the sequence. There are a lot of
spot lights and a mirror ball. And then you see him
dancing in the street, on the pavement, (How do
you say “carton” in English?) on a piece of
cardboard. He’s very flexible and supple, and does
some difficult moves. He can bend his legs very easily.
That’s probably why he was nicknamed CRAZY LEGS.
Suggestions pour guider les productions :
In this sequence, you can see a DJ mixing music on
turntables, young people dancing and others
b) On passera la séquence deux fois pour
permettre aux élèves de remplir le tableau, qui
leur fournit une aide pour comprendre le discours
Sequence 1: This is a subculture
FILE 5
Ce documentaire remonte aux débuts du hiphop et en aborde les différentes composantes : la
musique, la danse et le graffiti. Avant de visionner la
première séquence, les élèves récapituleront ce qu’ils
ont appris dans les leçons et le Guided Tour. Le
professeur peut également décider d’utiliser ce
document comme introduction au chapitre. Dans ce
cas il commencera par inviter les élèves à dire ce qu’ils
savent sur le hip-hop, et en particulier sur le rap.
Si l’on décide de traiter ce document avant
d’étudier le chapitre, les réponses des élèves seront
sans doute moins détaillées, mais leur connaissance
du sujet devrait leur permettre de suivre sans trop
de problème.
191
FILE 5
de WIGGLE (autre “crew name”).
Corrigé : Places: California, Los Angeles - New York
Characteristics: disciplined and steady - funky and fun
Sequence 3: LL Cool J (image only)
On insiste dans les leçons et dans la rubrique
Creative Writing (page 74) sur la composante
rythmique du rap. Cette séquence permet de
confirmer que le rythme est non seulement audible,
mais bel et bien visible. On suggérera aux élèves de
battre la cadence avec leur doigt, sur leur table. Puis
ils décriront les “instruments” que mime LL Cool J.
Suggestions pour guider les productions :
LL Cool J is beating the rhythm with his body. He
marks each beat with a movement.
At the beginning, he’s pretending that he’s a DJ
mixing or scratching records. At the end of the
sequence, he’s blowing in his hands. I don’t know
what he’s trying to do, maybe he’s making the
sound of a base drum? He’s having a lot of fun, and
his friend looks a bit embarrassed.
Sequence 4: LL Cool J
On fera écouter ce rap une première fois sans le script,
et battre à nouveau la cadence. Puis on distribuera le
texte de la chanson (extraite de l’album Rock the
Bells), car les paroles sont difficiles à déchiffrer. Les
élèves demanderont le vocabulaire qui leur manque.
Il ne s’agit par là d’un exercice de compréhension
orale. On se contentera de travailler sur le rythme en
lisant le texte en même temps que LL Cool J.
Voir script.
Sequence 5: Unstoppable!
Corrigé :
a) Run DMC’s Raisin’ Hell was released in 1986. It was
a great success, so MTV were forced to play more
rap. Rap was no longer just for small radio stations
in black communities, it was a global phenomenon.
b) Rap can be found in many countries, like the
U.K., France, Japan and Canada.
Sequence 6: Hip-hop: rebellious!
On distribuera les scripts avant de passer l’intégralité
du document. Puis on interrogera les élèves.
Suggestions pour guider les productions :
a) I’m a big rap fan, so I already knew a lot about the
hip-hop movement. But I didn’t really know a lot
about the beginnings of the movement. I didn’t
realize that the music wasn’t famous from the start.
I thought rap was an instant success. Also, I didn’t
192
know that people did break-dancing in the street. //
I hadn’t realized that graffiti was really part of the
hip-hop movement, that it was a unified movement//
I didn’t know there was a difference between rap
styles in Los Angeles and in New York, etc.
b) I think rap styles have changed a lot since the
1980s. The clothes have changed. If you look at
CRAZY LEGS, his clothes are not cool at all. And the
dance styles have changed too. Nobody does
break-dancing any more now, it’s a bit ridiculous.
LL Cool J. too looks a bit ridiculous, he looks like a
kid having fun. Rappers today are more
professional, they’re more like stars, etc.
WORKBOOK
A GUIDED TOUR page 109
1 Bob Dylan: against conservative values and the
older generation. Against the war.
Martin Luther King: against segregation and
violence.
Live Aid: against poverty and famine.
Woodstock Festival: against the war, against
violence, against conservative values and the
older generation.
Nation of Islam party: against segregation.
Afrika Bambaataa: against violence, against
segregation.
Isle of Wight Festival: against the war, against
violence, against conservative values and the
older generation.
Hip-Hop for Peace Project: against violence.
Civil Rights movement: against segregation.
Punk Bands: against conservative values and
the older generation.
Anti-nuclear marches: against the war, against
pollution.
Malcolm X: against segregation.
2 a) Growing opposition to the war.
b) A new youth culture emerged.
c) Bob Dylan gave voice to youth revolt and ideals.
d) The Civil Rights movement fights for an end
to racial segregation.
e) Martin Luther King was awarded the Nobel
Peace Prize.
f) Malcolm X demanded equality.
g) Youths ready to take up arms against the
white oppressor.
h) Rap often deals with identity issues.
i) Punks thought the world was rotten.
j) Mass youth protest has declined.
k) He uses hip-hop to turn kids away from
violence.
l) He uses the media to lobby world leaders.
Book p. 74
Cet atelier d’écriture permettra aux élèves de
découvrir à quel point le rap est une “discipline”
exigeante ! Les quelques mots d’introduction
seront lus et commentés en classe.
• Travail en groupes de 10 minutes : Les élèves
commenceront par faire une liste de mots se
rapportant à ce thème. Ils devront penser à trouver
des mots qui riment entre eux…
a. On commencera par faire lire et écouter le rap
• Phase en commun : on pourra leur faire
remarquer qu’un rap, comme une chanson a un
“plan ou mouvement”.
Exemple : Earth Day Rap :
- constat négatif - ordres, conseils pour améliorer
les choses – conséquences possibles
Il faudra donc qu’ils organisent leurs mots en idées
successives… on pourra fournir des exemples pour
débloquer certains groupes, à la demande.
proposé qui pourra servir de modèle pour l’atelier
d’écriture. Puis on le fera répéter en insistant sur le
respect du rythme, de l’accentuation et de la
prononciation, tout d’abord sans la musique, puis
avec la musique.
On s’entraînera par courtes bribes au besoin pour
se “mettre en bouche” les mots.
Puis on fera écouter le fond musical seul en
demandant aux élèves de lire le poème dans leur
tête en même temps.
FILE 5
Creative writing
• Travail en groupes de 10 minutes : classer les mots
trouvés en deux ou trois parties correspondant aux
deux ou trois idées ou sentiments à exprimer.
Chanson enregistrée :
• Phase en commun : on écoute à nouveau la
musique sans paroles pour se remettre en tête le
rythme.
- paroles et musique
- musique toute seule
Dès que les élèves se sentiront prêts, on leur
demandera de rapper à haute voix.
Les volontaires pourront se produire seuls devant
le reste du groupe.
b. Puis on passera à la phase d’écriture. Les élèves
se mettront par groupes de 3 ou 4. Ils
commenceront par choisir le thème qu’ils vont
aborder soit parmi la liste proposée soit tout autre
sujet qui leur paraîtra intéressant.
Pour les élèves plus en difficulté, on pourra leur
proposer de partir d’un des trois exemples fournis,
si cela peut les aider.
Strategies
• Travail en groupes de 15 minutes : écriture.
Chacun dans le groupe se donne une ligne à écrire,
pas plus, puis on tente de les assembler, on les
modifie, ou on en écrit d’autres… pour parvenir à
un rap de cinq ou six vers.
Le professeur passe dans les rangs pour aider à la
demande.
• Phase en commun : on écoute la bande-son pour
lire dans sa tête son rap et voir si ça fonctionne, on
rectifie au besoin, puis les volontaires et
uniquement ceux-là se produisent en public ! On
pourra même en enregistrer certains.
How to understand long sentences
Book p. 75
a. Les obstacles à la compréhension ne relèvent
b. • Première chose à faire quand une phrase est un
pas toujours du vocabulaire. Les élèves pourront
par eux-mêmes constater que les mots de cette
phrase sont soit connus soit proches du français.
Cette phrase peut être perçue comme difficile
parce qu’elle est longue et qu’elle est
“compliquée” : elle comporte plusieurs
propositions.
peu longue : s’assurer que l’on a bien repéré à quoi
se réfèrent les pronoms. Ici, le pronom “it”. On
laissera les élèves réfléchir une minute, puis ils
donneront la solution : “graffiti”. On leur fera
redire clairement : il faut toujours relier les pronoms
aux noms ou aux groupes nominaux auxquels ils se
réfèrent (se rapportent / qu’ils remplacent).
193
FILE 5
• Deuxième étape : souligner les verbes conjugués
car à chaque verbe conjugué correspond une
proposition. Les élèves travailleront seuls, puis ils
donneront leur nombre de propositions, sans
donner les verbes… Corrigé : quatre.
Si un grand nombre d’élèves ont donné un nombre
différent, on les laissera réfléchir une ou deux
minutes pour choisir les quatre verbes. Puis on
corrigera ensemble.
Corrigé : define – has been around – has taken –
delivered (On ne dira rien sur le “has” sousentendu si les élèves n’en parlent pas.)
• Troisième étape, repérer les “mots de liaison”. Les
élèves reconnaîtront facilement “although” et
“and”. “Depending on how” est nouveau pour
eux, mais pas difficile à comprendre du fait qu’ils
connaissent “how” et que “depending on” fait
penser à “cela dépend”, donc “selon”.
Si les élèves ont relevé “if”, lors de la correction sur
le nombre de propositions, on leur fera remarquer
la position des deux virgules qui encadrent “if not
thousands”, comme des parenthèses : la
proposition se poursuit après avec “of years”, qui
se rapporte à “hundreds” et on pourrait se passer
de cette “incise”.
Corrigé :
[ Depending on how you define graffiti, ] [ it has
been around for hundreds, if not thousands, of
years ], [ although it has taken many forms ] and [
delivered just as many messages –the political, the
obscene, the territorial, the artistic. ]
• On rappelle ici aux élèves l’importance d’inclure
les mots de liaison dans le vocabulaire à mémoriser
car ils sont toujours présents dans des phrases
complexes. Par exemple, ils ont vu “although” dans
le dossier 4 (File 4, lesson 2) et il leur est bien utile
ici de comprendre que ce mot introduit une
réserve, une opposition.
• Dernière remarque importante : souvent certains
mots ne sont pas répétés, pour alléger la phrase.
On demandera aux élèves d’en trouver un
exemple. Corrigé : [ it has delivered …]
On en profitera pour faire remarquer que ce
“delivered” tout seul est bien le participe passé
d’un Present perfect et non pas un Prétérit. “It is”
194
a été mis en facteur, “and” jouant le rôle du signe
“+” : It has (taken… + delivered…).
C’est un procédé courant dans les phrases
complexes et il faut le garder à l’esprit.
On rappellera un autre exemple, vu en File 3,
lesson 2. Ici, c’est are qui n’est pas répété :
Radiation and heat levels are so high, life-friendly
planets so rare and cosmic bombardments so
severe that the only life-forms that might exist
would be little green bacteria.
c. Il s’agit ici de montrer aux élèves que les phrases
complexes ne sont pas des effets de style, qu’elles
sont indispensables pour exprimer des idées
nuancées, en fait qu’elles sont également plus
complexes du point de vue du sens…
En guidant les élèves, on les amènera à dire que
grâce à “although”, l’auteur de cette phrase dit :
Attention : ce qu’on appelle “graffiti” existe depuis
longtemps, mais il y a des différences entre
graffitis : du point de vue de la forme et du point
de vue du message qu’ils envoient. C’est très
important car, souvent, les gens n’emploient le mot
“graffiti” que dans un seul sens : les tags de
vandales sur les murs par exemple. Il dit donc que
ce mot devra toujours être bien “défini” : de quelle
époque on parle, de quel type de graffiti, des
intentions de ceux qui les font, etc.
Donc la phrase complexe dit plus de choses que les
trois phrases simples.
d. Le but est ici que les élèves retracent les mêmes
étapes sur un exemple différent, qui est extrait du
même article de journal, à l’origine. Ils pourront le
faire en suivant les tips. S’ajoute ici un pronom
relatif dont on fera retrouver le référent, comme
pour les autres types de pronoms, si les élèves ne
le font pas d’eux-mêmes.
Corrigé :
[ Although graffiti [ that grew out of hip-hop ] is
created for artistic and egotistical reasons ], [ it has
often been associated with vandalism ] [ because
most of it is done without permission ] and
[ because gangs use it to mark territory and to
identify themselves ].
A new beginning
Aaron McGruder ayant été présenté dans la leçon
de ce dossier, il était important de permettre aux
élèves intéressés de découvrir ses bandes dessinées,
ses personnages et son humour.
Les consignes ont été conçues pour que les élèves
puissent travailler en autonomie.
a. Productions possibles :
The author of this comic strip is Aaron McGruder,
a young Afro-American who created a very
popular comic strip called The Boondocks.
McGruder’s story is exceptionnal because by the
time he turned 29, his strip had already appeared
in over 250 newspapers, and the Boondocks had
become the heroes of a very popular TV series.
The characters of this comic strip are a group of
young mostly African-American city kids who love
hip-hop.
b. - Huey Freeman is probably about 12, Riley
Freeman, his brother, is probably around 9 or 10.
- They are in a suburb.
Il est probable qu’à ce stade il faille préciser une
différence culturelle entre la France et les ÉtatsUnis : en effet les élèves répondront
probablement : they are in the country or in a small
town.
On précisera donc :
In the United States, the suburbs are generally very
posh/rich… people who can’t afford nice and big
houses live in inner-cities areas such as Harlem or
the Bronx in New York, whereas in France, it’s the
opposite…
- They look bored, ill-at-ease and a little angry.
c. - The time of year: spring
- Their names: their names are Huey and Riley
Freeman
- Where they come from: Chicago
- Where they live now: in the upscale (rich / posh)
neighborhood of Woodcrest
d. - The narrator speaks in the square bubble: he
says that Huey and Riley look forward to their new
life in Woodcrest / that they are happy to be here
in Woodcrest… but they don’t look happy, Huey
and Riley Freeman look ill-at-ease, bored and a
little angry.
- They don’t really look forward to their new life.
They’d like to go back to Chicago because they
think there’s nothing (to do) in this suburb.
Book pp. 76-77
e. The people in Woodcrest are rich (well-off) and
the streets are safe. In the South side of Chicago,
the people are poor and the streets are dangerous
(hard).
FILE 5
Extra reading
f. “You can relax and have a normal life now,
nobody will mug you”, is what Huey is trying to say
to his little brother, but Riley understands: “You
can do what you like here nobody will stop you”.
g. To make people think and to make people
laugh.
Cette bande dessinée a pour but de faire rire, bien
évidemment, mais tout en usant d’effets comiques,
l’auteur veut également faire réfléchir ses lecteurs
à ce qu’est le quotidien de certains jeunes Afroaméricains aux États-Unis.
h. Il est toujours très difficile de faire percevoir
l’humour. Nous tentons ici de guider les élèves vers
une explication des ressorts de l’humour de
McGruder.
- The discrepancy between what the author says
and how the characters feel: frames n° 2, 3 (and
the discrepancy between the way the narrator
narrates and Riley speaks: attirer l’attention sur les
deux extrêmes dans les niveaux de langues).
- The way the characters compare their new
neighborhood to Chicago: frame 4.
They are in a beautiful place with gardens and tall
trees and all… but they keep looking for subway
stops and carry-out places, which is what they have
always known and can’t do without…
- The discrepancy between the way the boys look
and the way they speak: frames 3, 4, 8.
Riley is very young, he looks like a very small boy
but he speaks like a gangster, a thug (à fournir à
la demande).
Huey looks very young too, but he speaks like an
older person, he seems too mature for his young
age.
- The fact that Riley doesn’t know at all how to
behave in this new place: frame 8.
Avec une classe très motivée, on pourra préciser
que ces deux personnages représentent, de
manière exagérée, deux tendances de la
communauté noire. Huey est la mémoire du
peuple noir et son porte-parole. Ses références
sont les Black Panthers, le blues, alors que Riley est
plus tourné vers la culture urbaine : hip-hop, rap,
etc.
195
FILE 5
,
FICHE DE REVISION
Que réviser et comment réviser en vue du prochain contrôle ?
Prévois 25 minutes de travail sur chaque texte à réviser, autant que possible réparties sur
plusieurs jours. Organise ton planning de révisions :
Date du contrôle : .
. . . . . . . . . . . . . . . . . . . . . . . .
– 25 minutes de travail sur “. . . . . . . . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– 25 minutes de travail sur “. . . . . . . . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– 25 minutes de travail sur “. . . . . . . . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– 25 minutes de travail sur “. . . . . . . . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
Que faire pendant ces 25 minutes ?
- Relire le texte (en le réécoutant si tu as la cassette ou le CD) ainsi que les notes du cahier
correspondantes.
- Rechercher dans le lexique les mots oubliés, les noter et les mémoriser.
- Relire la rubrique Think correspondante.
- Refaire les exercices du Workbook et du livre correspondants : cacher les réponses, les refaire
au brouillon puis vérifier avec les corrections. Au besoin, prévoir de refaire ceux que tu as vraiment ratés.
- Apprendre le Memo par cœur, en le réécoutant si possible pour avoir des phrases-modèles en
tête.
Après ces révisions, vérifie que tu sais :
➝ Former le Pluperfect.
➝ Situer une action antérieure à un moment du passé en utilisant : before, already, when, by the time,
ever… before.
➝ Raconter des événements du passé, antérieurs à des points de repère passés.
➝ Rapporter les paroles prononcées par quelqu’un dans le passé en utilisant des verbes
introducteurs variés et précis.
➝ Savoir choisir entre, par exemple, “dozen” et “dozens”.
New Live 3e – File 5 – Fiche de révision
196
Name: .
Class: .
FILE 5
TEST ❋ FILE 5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
Mark: .
. . . . . . . . . . .
/40
VOCABULAIRE (6 points)
Traduis les verbes suivants, puis ajoute le Prétérit et le participe passé.
expliquer : .......................................................................................................................................................................................................................................................................
demander :
....................................................................................................................................................................................................................................................................
répondre : ........................................................................................................................................................................................................................................................................
admettre :
........................................................................................................................................................................................................................................................................
dire (2 verbes) :
ajouter :
........................................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................................................
annoncer :
.......................................................................................................................................................................................................................................................................
apparaître :
.....................................................................................................................................................................................................................................................................
devenir : .............................................................................................................................................................................................................................................................................
commencer (2 verbes) : ................................................................................................................................................................................................................................
EXERCICES (10 points)
a) (5 p.) Ce paragraphe retrace le fabuleux destin d’Henry Ford, créateur d’une célèbre marque
d’automobiles. Complète-le avec les verbes entre parenthèses au temps qui convient.
When Ford
…………..………………..………………..……………………..………….
…………………..………………..………………..……………..………….
He
nothing (have), not even a proper education.
………………..……..………………..………………..…………………….
……..………………..………….
his father’s farm in 1879 (leave), he
(start) as a mechanic and by 1890 he
……………..………………..…………
(become) a chief engineer. In his spare time he ……………………..………………..……………..…………..………….
(experiment) with several engines and by 1896, he ……………………………………………..…………..………………………..………………..……
…………………………………………
(already - manage) to drive his first home-made automobile.
In 1903, he ……………………..……………..………………..………………..…………. (start) the Ford Motor Company and he decided
to mass-produce cheap cars. Before that, only wealthy people
……………..……………….
……………..………………..………………..……
(be able) to afford cars.
In 1908, he put out his first Model T and one year later, 10 thousand Model Ts ……………………………..………………
..………………..……………..………….
(be sold).
When the company stopped production in 1927, Henry Ford
………………..………….
………………..………………..………………..……
(become) one of the richest men in the world.
b) (4 p.) Mets les phrases suivantes au discours indirect.
- “When did Peter meet Jenny for the first time?”, Paul asked.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
197
FILE 5
- “Have you ever visited Cambridge?”, Sue asked her friend.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
- “I was very happy with him.”, Jenny admitted.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
- “I didn’t see them at the club last night.”, the man remembered.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
c) (1 p.) Traduis la phrase suivante :
Il y a plus de 60 millions d’habitants en France. Des milliers de gens arrivent en France
chaque année.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
COMPRÉHENSION ÉCRITE (10 points)
a) (1,5 p.) Lis les quatre premières lignes. Que fait cette fille ? Pourquoi est-ce étonnant ?
Réponds en français.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
b) (1,5 p.) Retrouve de la ligne 5 à 12 les trois étapes qui ont conduit l’interviewée à faire ce
qu’elle fait. Souligne-les en bleu dans le texte puis résume-les en français.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
c) (7 p.) Lis le deuxième échange (lignes 13 à 26) :
Qui furent les professeurs de l’interviewée ? ............................................................................................................................................................
Encadre dans le texte les deux adjectifs qu’elle utilise pour les décrire.
En quoi est-ce surprenant ? Souligne dans le texte et explique en français :
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
Après quelques mois d’entraînement : quel constat ont-ils fait ? Explique en français.
.........................................................................................................................................................................................................................................................................................................
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198
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FILE 5
Retrouve de la ligne 21 à la ligne 26 les quatre événements qui suivirent ce constat, souligneles puis résume en français.
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http://www.bbc.co.uk/suffolk/going_out/clublife/features/break_dancing/break_dancing.shtml
Break-dancing which grew up in the early Hip-Hop days is
known to be quite a male dominated sport, but Kelly Ludgrove
a.k.a.*(*also known as) Kelfx who is from Framligham, Suffolk
has been in the breaking scene since 1998.
Kelly explained how she originally got into break-dancing.
“Initially, the music really. I had been into Hip-Hop for a few years
before I actually started break-dancing. I loved the music, I spent
hours listening to it at home. Then I started going to clubs to
watch people DJing and break-dancing.
I watched it for ages and thought it was really cool, …but I never
even dreamed of trying it myself… you see, there were really few B-girls back then… but then one
day in early 1998 I remember thinking: why am I watching this? I should be doing it!”
5
10
It didn’t take long before Kelly was hooked into breaking and in 1999 a group - Force 10 - was
formed.
“When I first started, it wasn’t training as such. I do now, I train regularly. But when I first started
we just met in the local Baptist chapel in Earl Soham, just three of us. There was JB, Scratch Daddy
(DJ Adz) and myself. I watched them and they would teach me. Both of them were really good
teachers and really encouraging, although they had never really taught anyone before. After a few
months we realized that we had become good enough and we started going to the Hip-Hop nights
at Traders in Ipswich.
We met up with a couple of guys from Norwich (Graham a.k.a. Emphatic and Andy a.k.a. Worm)
and started training with them.
One day they asked us if we had ever considered breaking in a crew and we went like: «why not
then?». Force 10 was formed that night. A few weeks later we had already become somewhat
famous: we had started getting gigs and shows and doing battles. Now we compete in all the
competitions in England.”
15
20
25
199
FILE 5
EXPRESSION ÉCRITE (10 points)
Grâce aux informations suivantes, écris quelques extraits de la biographie de Stevie Wonder.
Tu souligneras le côté extraordinaire de son parcours : tu emploieras le Prétérit et le Pluperfect
ainsi que des expressions telles que when, by the time, already, ever… before.
Real name: Steveland Judkins
Date of birth: May 13th, 1950
1957: harmonica and drums
1961: contract with famous record company Motown /
renamed Little Stevie Wonder
1963: First hit single Fingertips
1977: 3rd Grammy Award for Album of the Year / except
Frank Sinatra, no other artist...
1983: Dr Martin Luther King’s birthday: declared a
national holiday / Stevie’s personal victory: start
campaign with hit single Happy Birthday: 1981
1998: a total of 18 Grammy Awards + 70 millions LPs
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© Éd. Didier
200
Vocabulaire
expliquer : explain, explained, explained
demander : ask, asked, asked
répondre : answer, answered, answered
admettre : admit, admitted, admitted
dire (2 verbes) : say, said, said / tell, told, told
ajouter : add, added, added
annoncer : announce, announced, announced
apparaître : appear, appeared, appeared
devenir : become, became, become
commencer (2 verbes) : begin, began, begun / start,
started, started
Exercices
a) When Ford left his father’s farm in 1879, he had
nothing, not even a proper education.
He started as a mechanic and by 1890 he had
become a chief engineer. In his spare time he
experimented with several engines and by 1896,
he had already managed to drive his first homemade automobile.
In 1903, he started the Ford Motor Company and
he decided to mass-produce cheap cars. Before
that, only wealthy people had been able to afford
cars.
In 1908, he put out his first Model T and one year
later, 10 thousand Model Ts had been sold.
When the company stopped production in 1927,
Henry Ford had become one of the richest men in
the world.
b) - Paul asked Peter when he had met Jenny for
the first time.
- Sue asked her friend if he/she had ever visited
Cambridge.
- Jenny admitted she had been very happy with
him.
- The man remembered he hadn’t seen them at the
club the night before.
c) There are over 60 million inhabitants in France.
Thousands of people arrive in France every year.
Compréhension écrite
Kelly explained how she originally got into breakdancing.
“Initially, the music really. I had been into Hip-Hop for
a few years before I actually started break-dancing.
I loved the music, I spent hours listening to it at
home. Then I started going to clubs to watch people
DJing and break-dancing.
I watched it for ages and thought it was really cool,
…but I never even dreamed of trying it myself…
you see, there were really few B-girls back then...
but then one day in early 1998 I remember thinking:
why am I watching this? I should be doing it!”
FILE 5
Corrigé TEST :
“When I first started, it wasn’t training as such. I do
now, I train regularly. But when I first started we just
met in the local Baptist chapel in Earl Soham, just
three of us. There was JB, Scratch Daddy (DJ Adz)
and myself. I watched them and they would teach
me. Both of them were really good teachers and
really encouraging , although they had never
really taught anyone before. After a few months
we realized that we had become good enough and
we started going to the Hip-Hop nights at Traders in
Ipswich.
We met up with a couple of guys from Norwich
(Graham a.k.a. Emphatic and Andy a.k.a. Worm)
and started training with them.
One day they asked us if we had ever considered
breaking in a crew and we went like: «why not
then?». Force 10 was formed that night. A few
weeks later we had already become somewhat
famous: we had started getting gigs and shows and
doing battles. Now we compete in all the
competitions in England.”
a) Elle fait de la “break-dance”. C’est étonnant
parce que c’est un sport d’hommes/de
garçons/dominé par les garçons.
b) Au début, elle écoutait la musique.
Puis elle est allée regarder les gens danser dans les
clubs.
Puis elle a décidé de danser elle-même.
c) - JB and Scratch Daddy.
Ils n’avaient jamais enseigné à d’autres avant.
- Ils étaient assez bons/Ils étaient devenus assez
bons (pour se produire en public).
- Rencontre avec 2 garçons. Formation du groupe
Force 10. Ils commencent à être célèbres / à
obtenir/donner des spectacles. Ils font des
compétitions partout en Angleterre.
201
FILE 5
202
Expression écrite
Steveland Judkins, a.k.a. Stevie Wonder, was born
on May 13th 1950. He is African-American and he
is blind.
By the time he turned 7 he could already play / had
already learned how to play the harmonica and
the drums. When he was 11, he signed a contract
with the famous record company Motown. He was
renamed/named Little Stevie Wonder.
By 1963/By the time he was 13, he had already
released his first hit single, it was called Fingertips.
In 1977 he received his 3rd Grammy Award for
Album of the Year: Except Frank Sinatra, no other
artist had ever received 3 Grammy Awards for
Album of the Year before.
In 1983, Dr Martin Luther King’s birthday was
declared a national holiday. It was Stevie’s personal
victory because he had started the campaign with
his hit single Happy Birthday two years before, in
1981.
In 1998, at 48, he had received 18 Grammy Awards
and he had sold 70 million LPs.