Did you know?

Transcription

Did you know?

Piece of Cake 4e
Anglais
Auteur :
Sarah Legros
Agrégé d’anglais
Académie de Paris
Conseillère pédagogique : Estelle Recht
Professeur certifié
Collège Jean Monnet (61)
Sous la direction éditoriale de Sophie de la Porte et Laura Vidore
Co-auteurs :
2� Fabienne Bazziconi
Collège Arc de Meyran (13)
2� Ingrid Delpech-Gaudin
Collège Saint-Joseph de
l’Apparition (81)
2� Zaïa Berkane
Collège Julie Daubié (57)
2� Ellen Dodds
Collège Louis Pasteur (81)
2� Joëlle Cendrier
Collège Pierre Reverdy (72)
2� Fanny Dralet
Collège Claude Debussy (93)
2� Catherine Chardonnet
Collège Anatole Le Braz (22)
2� Anne-Lise Dumas-
Decaestecker
Collège de l’Esplanade (62)
2� Déborah Chasseport
Collège Bellevue (86)
2� Karine Fontaine Leroy
Collège Jean Rogissart (8)
2� Marie-Claire Chauvin
Collège Antoine de SaintExupéry (94)
2� Cathy Germain
Collège de Puisaye site
« Armand Nogues » (89)
2� Laurence Cousty
Collège Saint Andre (33)
2� Catherine Dathuy
Collège Louis Denayrouze (12)
2� Laurence Gilmant
Collège Les Rives du Léman (74)
2� Edwige Grazide
Collège Beau Regard (32)
2� Aniella Lebeau
Collège Louis de Broglie (55)
2� Damien Lesellier
Institution Saint Pierre (14)
2� Ewelina Majtczak
Collège Jacques Brel (61)
2� Isabelle Pfeiffer
Lycée l’Initiative (75)
2� Rafika Selmi
Collège Les Rives du Léman (74)
2� Linda Sergent
Professeur contractuel
Collège Jean Moulin (62)
2� Caroline Slater
Collège Alain Savary (31)
2� Delphine Valero
Collège Le Gymnase Lucie
Berger - Jean Sturm (67)
Relecteurs : Marie Aubé, Simon Juganol
p. 6
p. 8
Projet pédagogique
Présentation du manuel numérique
Prologue : Royal meeting
p. 10 à 23
Tâches du chapitre :
Royal day
I looove it!
Lucky letter
Who’s who?
2�Prévoir un
emploi du temps.
2�Organiser une
fête.
2�Écrire une
lettre.
2�Élaborer un
arbre généalogique.
p. 12
p. 14
p. 16
p. 18
Stage 1
Stage 2
Stage 3
Explore
2�Interviewer
un membre de la
famille royale.
p. 22
Culture : À la découverte de la monarchie britanique.
Grammaire : BE et HAVE au présent simple ; parler de ses goûts et donner
son avis.
Lexique : La famille, la monarchie et ses activités.
Méthode : Mener une interview.
1 The Big Apple
p. 24 à 37
Back on track
How delicious!
I love NY
Melting Pot
2�Décrire un
ititnéraire.
2�Écrire une
critique de
restaurant.
2�Promouvoir la
visite d’un site
touristique.
2�Décrire son
lieu favori.
p. 26
p. 28
p. 30
p. 32
Stage 1
Stage 2
Stage 3
Explore
2�Créer une
publicité.
p. 36
Culture : À la découverte du Melting Pot de New York.
Grammaire : Indiquer son chemin ; s’exclamer ; utiliser l’impératif et le
present perfect ; faire des suggestions.
Lexique : New York, le tourisme.
Méthode : Créer un spot publicitaire.
Piece of Cake
2 Changing times
p. 38 à 51
Revolutionising
the world!
2�Défier ses
camarades.
p. 40
Stage 1
Victorian lives
Crazy factory
2�Écrire un
journal intime.
2�Créer une
émission de
radio.
p. 42
p. 44
Stage 2
Stage 3
American
modernity
2�Présenter
la modernité
américaine.
2�Participer à
un débat.
p. 46
p. 50
Explore
Culture : À la découverte de la Révolution Industrielle américaine.
Grammaire : Utiliser le prétérit ; exprimer une obligation.
Lexique : La Révolution Industrielle et la société victorienne.
Méthode : Participer à un débat.
3 When I grow up
p. 52 à 65
My life plans
When I’m 34
2�Organiser un
sondage.
2�Décrire son
moi idéal.
p. 54
p. 56
Stage 1
Stage 2
Fortune-tell
me!
My New Year’s
resolutions
2�Prédire le futur
et donner des
conseils.
2�Prendre des
bonnes résolutions.
p. 58
p. 60
Stage 3
Explore
2�Envoyer un
message dans
le futur.
p. 64
Culture : À la découverte des traditionnelles bonnes résolutions.
Grammaire : Parler de ses projets ; donner des conseils ; WILL.
Lexique : L’avenir, les résolutions de la nouvelle année.
Méthode : Comprendre les paroles d’une chanson.
4 Mysterious murder
p. 66 à 79
Crime scene
Suspects and
alibis
Brainstorming!
2�Organiser une
conférence de
presse.
2�Interroger des
suspects.
2�Écrire un
rapport de
police.
p. 68
p. 70
p. 72
Stage 1
Stage 2
Stage 3
Heroes and
villains
2�Convier des
collègues à une
réunion.
p. 74
Explore
2�Résoudre
une enquête
policière.
p. 78
Culture : À la découverte des enquêteurs et des meurtriers célèbres.
Grammaire : Le passif ; le présent BE + V-ING ; MAY / MUST ;
les indénombrables.
Lexique : Mener une enquête, une scène de crime.
Méthode : Participer à une réunion.
5 Back to 1920’s Chicago!
p. 80 à 93
Jazz it up!
2�Écrire une
biogaphie.
Chicago nightlife
Al Capone and
Co.
2�Créer un tract.
p. 82
p. 84
Stage 1
Stage 2
Fun facts
2�Écrire une
brochure.
2�Raconter des
anecdotes amusantes.
2�Organiser
une exposition.
p. 86
p. 88
p. 92
Stage 3
Explore
Culture : À la découverte du Chicago des années folles.
Grammaire : Les propositions relatives ; USED TO + BV ; AGO ; BE ALLOWED
TO + BV.
Lexique : Le jazz, la Prohibition et les gangsters.
Méthode : Regarder un documentaire.
Précis de grammaire
Phonologie
Livret de lecture 6 Louis Armstrong, Nelson Mandela, Lewis Caroll,
p. 122 à 141
p. 142
Les Frères Grimm, Roald Dahl, Edgar Allan Poe
p. 144 à 153
p. 154 à 159
p. 160
Lexique
Crédits
6 My South African adventures
p. 94 à 107
Breathtaking!
2�Décrire un
paysage.
p. 96
Stage 1
Travelling
around
Tick it off your
bucket list!
Diversity and
conflicts
2�Écrire un
carnet de voyage.
2�Raconter des
anecdotes.
2�Enregistrer
une émission de
radio.
2�Créer un blog
sur un voyage.
p. 98
p. 100
p. 102
p. 106
Stage 2
Stage 3
Explore
Culture : À la découverte de l’Afrique du Sud.
Grammaire : Décrire une image ; HAVE + V-EN, FOR, SINCE ; le comparatif.
Lexique : Nature, activité sportive et histoire sud-africaine.
Méthode : Écrire un blog.
7 Once upon a time…
p. 108 à 121
Fairest of all
2�Créer une
couverture de
livre.
p. 110
Stage 1
Down with
clichés
Revolting
rhymes
2�Interviewer un
personnage de
conte de fées.
2�Écrire une
parodie de conte.
p. 112
p. 114
Stage 2
Stage 3
Inspiring tales
2�Écrire une
critique littéraire.
p. 116
Explore
2�Participer à
un prix littéraire.
p. 120
Culture : À la découverte des contes britanniques les plus célèbres.
Grammaire : Le superlatif ; WOULD + BV ; le style indirect.
Lexique : Les contes de fées.
Méthode : Défendre son point de vue.
Look out!
Expression orale individuelle
Compréhension orale
Expression orale en interaction
Expression et compréhension écrite
Présentation du manuel
2� La langue anglaise est présente dans de nombreux domaines de la vie courante et elle
est parlée par plusieurs centaines de millions de personnes à travers le monde. Ce manuel
a pour but de vous aider à mieux maîtriser cette langue tout en vous donnant plaisir à la
comprendre, à la parler et à l’écrire. À la fin de chacun des huit chapitres, vous serez amenés
à remplir une mission ambitieuse, mais pas de panique : si vous suivez les étapes comme
il faut, vous aurez toutes les cartes en main pour réussir !
Al Capone and co.
Stage 3
22 You’re going to create a booklet
4 Newspaper clip
about the Chicago gangsters!
22 Read this article and answer the
questions in your workbook. Feel
The Chicago Times
Thursday, January 25th, 2007
Stage 2
1 Gangsta!
Chicago nightlife
do you think these men are?
5 Visit our exhibition!
Who
about 1920’s Chicago nightlife.
did they
22 You’re going to write a leaflet
According to you, what kind of activities
Look at this document.
find it?
22What is it? In what context may you
What’s its purpose?
what their
engage in back in the 1920’s? Imagine
day schedule could be.
between
22Now listen to a top secret conversation
of his mob!
members
is a cabaret!
1 twoLife
Al Capone and
Stage
and
Focus on this picture for a minute
up!it with your classmates: where
discuss
and when is the scene set?
2 Listen
Al Capone and co.
Stage 3
5 Jazzmen
22 You’re going to talk about the lives
of famous jazz musicians.
* When he was
about 18 and lived
in Manhattan,
Alphonse Capone
was stabbed in
the face during a
fight
and
his
scars
earned
him the nickname
businessman
a
as
himself
Capone often presented
who liked
“Scarface”.
and a gentleman who was fond of opera,
served
He
* Al Capone was never charged with murder
nice clothes and who enjoyed jazz music.
who played in
because the investigators working on his
as a sponsor for many jazz musicians
dirty money. In
case could not gather enough evidence!
his cabarets and were paid with his
prejudice and
The only motive which they found to send
a country which was still filled with
to get
him to prison was tax evasion and violation
segregation, it was hard for black musicians
tolerance and
hired, but thanks to Capone’s relative
of the Prohibition law: that’s why he only
to develop their
generosity, they were offered a chance
spent eight years in jail.
a living. in your workbook. Feel free to react!
skills while
musical
questions
theearning
answer
* Al Capone’s bullet-proof Cadillac limousine
article and
loved by many
People tend to forget that Capone was
was seized by the police in 1932 and it was
Great Depression hit the city
When thewere
Chicagoans.
and the Charleston
later used as President Franklin D. Roose* Both jazz music
fed
and
kitchen
soup
a
up
set
even halls
Capone dance
in 1929,
banned from many
“legitimate”
velt’s limo!
Many people saw him as
people!
1,000 destitute
over considered
because they were
vulgar
and scana sort of modern Robin Hood.
dalous!
It conveys the
Everybody knows the name Al Capone.
once Public
image of a ruthless gangster who was
of his death
Enemy No. 1. Today is the 60th birthday
Al Capone, the
and I’d like to talk about the other
complex man behind the mobster.
4 Newspaper clip
won’t be
place, thetour. You
about thegangster
guide
sayChicago
youthe
canof
22 Listen to 2the
2What
perfectly normal.
people?
theit’s
the clothes, –
atmosphere,everything
able to understand
on the main events and match
gangsters!
doing?
to focus
are
Trythey
2WhatChicago
2the
aboutlistening:
22Second
22 You’re going to create a booklet
in your workbook.
dates with the appropriate events
Jazz it up!
Stage 1
free to react!
Did you know?
22 Read
Did
youthis
know?
the
main events with your classDiscuss thecity
22Third listening:
2 Dazzling
happened at the Hawmates. Can you briefly sum up what
Day Massacre?
what nightdiscover
St. Valentine’s
andthe
Now,
during
andlisten
thorne Inn
life was like in 1920’s Chicago!
22Answer the questions in your
3 Who’s who?
Now have a look at these timelines.
complete sentences!
jazzmen using
workbook.
22Make an oral presentation of these
band leader, Armstrong’s mentor.
Joe “King” Oliver: cornet player and
organized crime! 1
in 1927
who’s
1922 who
1890 Play
who worked for the North Side gang!
Some months and find out who belonged to the Outfit and
Created the
Moved to New
again 1938
to the guide
22Listen
in New York
Creole Jazz Band
Orleans
1885
Died in
Born in
Chicago
1925
African-Americans 1919
Don’t you wonder why there are only Louisiana
Created the
Arrived in
guess?
a
have
Dixie Syncopators
on the above picture? Can you
Chicago
The Chicago Times
* The Charleston was particularly popular with
rebellious young women called the “Flappers”,
January
Thursday,
who wore short dresses and
adopted an
exube-
Did you know?
25th, 2007
rant behavior.
* When he was
name Al Capone. It conveys the
Everybody knows theToolbox
about 18 and lived
Public
image of a ruthless gangster who wasenonce
22Ces noms verbaux s’utilisent exactement
in Manhattan,
2
on peut ajouter
out.
anglais,
Who do you think these men are?
to be arrogant.
parler d’activités
Pour 60th
read the article carefully and find
22the
his death
piano player and band leader reputedFriday, February 15th, 2013
birthday of
comme les autres noms :
Jelly Roll Morton: jazz composer,
un
Enemy No. 1. Today isà une
Alphonse
Capone
1928Newspaper clip
in illegal
base verbale le suffixe -ING pour créer
Toolbox
1922
According to you, what kind of activities did they
4
1941
issue in American
62Al Capone and his mob engaged
the
a complicated
Capone,
York
been
Al
the
to New
and
other
Moved
has always
the
Race
in Chicago
manufacture
about
Arrived
the
talk
ago,
to
1890
like
years
in
I’d
their
Died
Ninety
2
and
6
VERBAL.
what
NOM
Imagine
U.S. was supoù la réalité
1920’s?
Camille
was stabbed in
activities in the 1920’s.
4 Dear
the 1920s, the North ofLosthe
Born in
Angeles
history. In1926
22Pour parler d’une période du passé
2 Satchmo engage in back in the
prohibited.
of alcohol
sale
> gambling
in
gamble
2were
Chicago gangsters!
the 6mobster.
Cela
New Orleans
the
behind
react!
progressive but in practice, racism
manto
USED TO + BV.
about
be quitewith
torecordings
complex
on utiliseworkbook.
posed
Feel free
62Al Capone and his mob engaged
a booklet
www.lelivrescolaire.frbe.
on www.lelivrescolaire.fr.
First
était différente,
To whom?
your
could
inFrank
a look at an interactive
thereanswer the questions
permet> d’exprimer
schedule
the face during a
22 You’re going to createHave
daypresentation
In Chicago,
bootlegging
minds.
Nitti
bootleg
dans une
Look at this postcard: who wrote it?
Red Hot Peppers
22BE ALLOWED TO +62BV
in people’s
and
was deep-rooted
Armstrong which you didn’t know?
article
Hymie Weiss
this
bootlegging in the 1920’s.
peut permettre de transporter les gens
22 Read
22What does it tell you about Louis
au contraire
the
Cafe3and“Bugs”
Torrio
de NOT permet
Johnny
does the sender narrate? Armstrong’s
DreamlandGeorge
like the
Enforcer”
l’autorisation. L’ajout
kind of experience between
black cabarets
aka “the
62racketeer
comme pour en recréer
22What
werefriend
from gambling.
historique,
fight
conversation
and
1929 – 1934
as a businessman
of money
earned
him the nickname
Earl Hines: piano player,
a lotscars
himself> racketeering
certaine époque
gothis
62They
presented
waiters
22Now listen to a top secret
Capone often
entertainers, theMoran
“the
theBrain”
his
aka
where
with
de parler d’une interdiction.
1923 Lincoln Gardens,Recorded
3 Armstrong’s autobiography
1983
l’atmosphère, les habitudes, etc.
and there
orchestra
own
mob!
his
of
African-Americans,
to who liked
were
opera,
of
in Chicago
allowed
“Scarface”.
members
Arrived
1903
fond
were
customers
two
the
was
bands
and
and
in
who
jazz
Died
black
Capone
Al
62Some
a gentleman
andto dance
autobiography,
considered more
Read two extracts from Armstrong’s
Born in
62In the 1920s, the Chicagoans used
which were
Oakland
were white dance-halls,
1928
at the end of
dance-halls.
in white
Louis Armstrong, In His Own Words,
Pittsburgh
jazz music. He served
enjoyed
who
and listen to jazz music in cabarets.
with Armstrong’s
refined. Hot Five
Recordedmore
nice clothes andplay
legitimate,
your textbook.
alcohol.
Contract at the Grand Terrace Cafe
1920s Chicago?
62People were not allowed to drink
écoulé entre
22How does he describe his life in
22Pour indiquer le temps qui s’est as a sponsor for many jazz musicians who played in
traditional, the
parler et le
22What is the Lincoln Gardens?
The dances were more decent, more
l’événement passé dont on souhaite
Inother Chicago gangsters! Include everything you know aboutlife,
2“Lil”? Listen up!
dirtyAlmoney.
hisabout
but a sweetened type of
22Who are “Papa Joe” and
Capone and
Toolbox
a booklet
music was not wild hot jazz
case could not gather
2Createwith
his cabarets and were2paid
informain, Al Capone’s
on utilise
ajouter
evidence!
2007AGO.
pourand
engaged enough
présent,
25th,
22On utilise
entertheune
Thursday, January
un groupeThe customers,
waiters
sur music.
theWHICH
illegal activities which the mobsters
22Pour ajouter une information
Chicago, the
non-humain (objets,
jazz
and
Ralph Capone
1920’s
in he
warwith
prejudice
tion sur un antécédent
Al Capone
the gang
filled
phrase,
to add photographs
(or Dion)
When
was
were
Deanbands
une nouvelle
Don’t forget
4 Inkredible!
sans commencer
some black
be were
a country which was still
nominalYou
* won’t
Massacre,
onlyetc.
white, although
motive
which
they found to send
concepts) :
tainers
St. Valentine’s DayThe
aka “Bottles”
Chicago gangster tour.
the
Inn incident, theto
of
guide
the
Hawthorne
which are aka “Scarface”
to
the
isolated
on peut former une proposition subordonnée
records
was
O’Banion
Listen
many
2
2
on
made
get
the
Five
community
Hot
everywhere
The
black
2
6
ink
The
conveys
spilled
in.
musicians
It
et
blackto make
to come
WHO, WHICH
Oh oh, this student
allowed
about
and
lived
avec les pronoms relatifs
the name Al Capone.Your task
relative
booklet more alluring! him to prison was tax evasion and violation
segregation, it was hardandfor
1 Gangsta!
your
landmarks.
normal.
considered
Everybody
captions 18
time of segregation.
aknows
his sheet of paper…
from the larger society, it was
understand everything – it’s perfectly WHERE.
to bits?
une
of four
ablemissing
and
into groupstolerance
WHERE
Public
Split uprelative
Enfin,cabarets
“black
theajouter
22Can you help him remember the
calledpour
Capone’s
on 1920’s
toChicago!
une information
gangster who was 2once
were22also
but thanks
own exhibition
there
hired,
in Manhattan,
22On utilise WHO pour ajouter
ruthless
However,
autilise
ofonwhite
un lieu :
sur
image
information
eighty-seven
of the Prohibition law: that’s
2Design a leaflet to advertise for your
and match
why he87only
events
jazz music, cabarets, black and
people could mix,
sur un antécédent humain : tans” where black2He
information on: Prohibition,
death
went to New York City, where he played
6 and
and
to develop their
his
of
chance
a
who
22Second listening: Try to focus on the main
birthday
offered
one topic to provide some
were
60th
choose
they
and
the
is
62Louis Armstrong married Lil Hardin,
sometimes
generosity,
and
Today
1.
Henderson.
together
No.
Fletcher
Alphonse Capone
dance
music,with
Enemy
listen to the same
flappers.
in your workbook.
was a piano player.
did they
Pops.
tans, speakeasies,
or events
the the Charlestonoforyour
the appropriate
with
and tans included the
a living.
the datesLouis
Al Capone,
Did you know?
nicknamed Satchmo
have a fling. Famous black
skills while earning
exhibition!
According to you, what kind of activities
Armstrong was often
eighty-six
86even
(jazz singing with
and I’d like to talk about the other 22Don’t forget to mention the dates musical
was stabbed in
to record scat singing
what their
Sunset Cafe and the Plantation Cafe.
his scoreevents with your class* Al Capone’s bullet-proof Cadillac limousine
He was the first one
in your school?
jazz legend,
main
Discuss
According to thethe
Your task
lovedaby many
mobster.
was
22How about handing out the flyers
engage in back in the 1920’s? Imagine
22Third listening:
nonsense syllables).
man behind the
and create
“Heebie Jeebies”
complex
People tend to forget that Capone
the face
during
stage. Go on http://edu.glogster.com/
when he was recording
was seized by the police in 1932 and it was
the
the four musicians mentioned in this
improvise!
fell to the ground
one ofHawChoose
happened22at
he had to
85 city
of the jazzman’s life.
what
up
sum
eighty-five
hit the
the lyrics by heart,
you
include pictures and a short description
knowingbriefly
Depression
history:
mates. Can
and not
the Great
your interactive biography! It must
Whenearned
They will make your poster
Chicagoans.
Armstrongs in American
you want to. And what about graphics?
fight
and his scars
him the nickname fed
re are three famous
There
later used as President Franklin D. RooseYou may also include a timeline if
* The
between
presented himself as a businessman
and during the St. Valentine’s Day Massacre?
Capone aoften
thorne Inn
more lively.
different musician) and talk about
in 1929, Capone even set up a soup kitchen and
22Now listen to a top secret conversation
one of you should have worked on
who liked
“Scarface”.
84 eighty-four
opera,
22Then form groups of four (each
of
fond
velt’s
with relative clauses.
limo!
was
sentences
who
complex
use
as
to
Try
him
mob!
and a gentleman
the jazzman’s life to your classmates!
1,000 destitute people! Many people saw
over
Al Capone and two members of his
He served
Capone
was never charged with murder
* Al
nice clothes and who enjoyed jazz music.
a sort of modern Robin Hood.
who played in
3 Who’s who?
as a sponsor for many jazz musicians
dirty money. In
case could not gather enough evidence!
his cabarets and were paid with his
2 Listen up!
crime!
and
with prejudice
Play who’s who in organized
filled
stillSide
was
which
The only motive which they found to send
gang!
a country
North
for the
worked
to the Outfit and who
to get
gangster tour. You won’t 2be
2Listen to the guide again and find out who belonged
22 Listen to the guide of the Chicago
him to prison was tax evasion and violation
segregation, it was hard for black musicians
perfectly normal.
tolerance and
able to understand everything – it’s
hired, but thanks to Capone’s relative
of the Prohibition law: that’s why he only
to develop their
the main events and match
generosity, they were offered a chance
Toolbox
spent
eight years in jail.
22Second listening: Try to focus on
a living.
in your workbook.
earning
events
while
skills
appropriate
the
musical
with
dates
the
limousine
* Al Capone’s bullet-proof Cadillac
22Ces noms verbaux s’utilisent exactement
d’activités en anglais, on peut ajouter
Capone was loved by many
Pour parler
events with your classthat
main
forget
to
the
tend
Discuss
People
was22seized
by the police in 1932 and it was
listening:
22Third
hit the city
verbale le suffixe -ING pour créer un
happened at the Hawbase
à une
Chicagoans. When the Great Depression
later
used
as President Franklin D. Roosemates. Can you briefly sum up what
62Al Capone and his mob engaged in illegal
kitchen and fed
Day Massacre?
VERBAL.
NOM
in 1929, Capone even set up a soup
thorne Inn and during the St. Valentine’s
velt’s
limo!
as
saw him
62gamble > gambling
over 1,000 destitute people! Many people
2Al Capone and his mob engaged in
6
Robin Hood.
Frank Nitti
62bootleg > bootlegging
Hymie Weiss a sort of modern
George “Bugs”
Johnny Torrio
aka “the Enforcer”
3 Who’s who?
62racketeer > racketeering
Moran
aka “the Brain”
62They got a lot of money from gambling.
Play who’s who in organized crime!
who worked for the North Side gang!
out who belonged to the Outfit and
22Listen to the guide again and find
3 Race issues
Gangsta!
Have a guess1
Des activités Stage 3 Al Capone and co.
interactives composées
de documents textuels,
sonores et vidéos pour
progresser dans les
activités langagières.
1
Town daily
Louis Armstrong.
This man is the famous jazz trumpeter
to?
what events the dates correspond
22Open your workbook.. Can you guess
in
of Louis Armstrong and fill in the timeline 22Now
22Now listen to a short biography
your workbook.
100 % web
82
100 % web
eighty-three
83
Toolbox
Des boîtes à outils pour vous
présenter les notions de
grammaire importantes.
Toolbox
Al Capone
Dean (or Dion)
aka “Scarface”
O’Banion
George “Bugs”
Moran
Your task
Did you know?
eighty-two
Des compléments
100 % web pour
approfondir le travail
effectué en classe.
Johnny Torrio
aka “the Brain”
The Chicago Times
Hymie Weiss
86
Frank Nitti
ajouter
parler d’activités en anglais, on peut
22Pour
Capone
Ralph
créer un
une base verbale le suffixe -ING pour
akaà“Bottles”
NOM VERBAL.
62gamble > gambling
62bootleg > bootlegging
62racketeer > racketeering
eighty-six
Your task
Include everything you know about
s’utilisent exactement
noms averbaux
22Ces
booklet about Al Capone and other Chicago gangsters!
22Create
in, Al Capone’s life,
noms :
les autres
illegal activities which the mobsters engaged
comme
war in 1920’s Chicago, the
the gang
Don’t forget to add photographs
engaged in illegal
mob
and his
Capone
62Althe
incident, the St. Valentine’s Day Massacre, etc.
Inn
Hawthorne
1920’s.
the
in
more alluring!
activities
and captions to make your booklet
in
engaged
mob
his
and
Capone
Al
62
eighty-seven 87
62They got a lot of money from gambling.
Your task
Explore
86
Al Capone
Dean (or Dion)
aka “Scarface”
O’Banion
everything you know about
and other Chicago gangsters! Include
22Create a booklet about Al Capone
engaged in, Al Capone’s life,
illegal activities which the mobsters
the gang war in 1920’s Chicago, the
forget to add photographs
Valentine’s Day Massacre, etc. Don’t
the Hawthorne Inn incident, the St.
more alluring!
and captions to make your booklet
Ralph Capone
aka “Bottles”
eighty-seven
eighty-six
À la découverte du monde anglophone !
Des documents authentiques, modernes et
originaux pour comprendre les spécificités
culturelles du monde anglophone.
Fun facts
22 You’re going to learn and tell fun
facts about 1920’s Chicago!
d’ya think? Personally,
Check out da gangsta outfit! What
Twenties" and experience
I’d love to go back to the "Roaring
the Charleston and have
the excitement of the cabarets, dance
sounds like a lot of fun!
a glimpse at the real Al Capone! It
to know some fun facts
Talking about it, would you like
about the 1920’s? Let’s go!
1 Louis Armstrong
he was born on
Louis Armstrong always claimed that
born on August
August 4th, 1900 while he was actually
a way to embellish the
4th, 1901! So, was it a mistake or
3 Prohibition
100 % web
4 Seriously?
100 % web
Authenticité et diversité
L’anglais est une langue aux multiples visages.
Pour mieux le comprendre, vous rencontrerez
dans ce manuel des documents variés (e-mails,
émissions de radio, bande-annonce de film,
article de journal, sondage, etc.), vous visiterez l’Afrique du Sud et New York… Différents
accents sont à l’honneur dans les enregistrements et différentes orthographes sont utilisées
dans ce manuel. L’orthographe britannique est
la règle, sauf dans les chapitres 1 et 5, qui ont
pour cadre les États-Unis. Restez attentifs !
against it were
were called “the drys” while those
The people in favour of Prohibition
that they hired
struggled so hard for temperance
referred to as “the wets.” The drys
to wine!
the Bible and remove all references
Dr. Charles Foster Kent of Yale to rewrite
in 1933, President Franklin D. Roosevelt
When Prohibition was repealed (cancelled)
exclaimed: “I think it’s time for a beer”!
Watch
television series “Boardwalk Empire”?
American
the
of
heard
ever
you
Have
2
2
re.fr and find out what it is about!
a trailer of this HBO series on www.lelivrescolai
characters.
of
You may recognize a couple
than one string to their bows.
1920’s Chicago gangsters had more
O’Banion was... a florist!!! Of
Indeed, North Side gang leader Dean
his criminal activities but O’Banion
course, it was a convenient front for
at arranging them!
did love flowers and he was very good
Not only did he love music
Al Capone also had unexpected talents.
he also composed his own song
– opera and jazz in particular – but
have believed that “Scarface”
while in prison at Alcatraz! Who could
song for his “Madonna Mia”?
love
sentimental
a
written
would have
song on www. lelivrescolaire.fr.
22Watch an ABC report on Al Capone’s
story of his life?
around with his
At the age of 12, Armstrong was fooling
to a reform
fired a gun in the air. He was sent
friends on New Year’s Eve and he
he learnt
for eighteen months. That’s where
school, the Colored Waif’s Home,
to play the cornet!
with the Creole Jazz Band, his mother
One day, as Armstrong was rehearsing
come all the way up
had
She
him.
hugging
started
May Ann showed up and
and
had told her that her son was sad
from New Orleans because somebody
telephone
the
had
people
Few
she know?
depressed. It was a lie but how could
at that time!
workbook.
22Now, answer the questions in your
2 Jelly Roll Morton
Ferdinand Joseph
Jelly Roll Morton’s real name was
used to play in
LaMothe. When in New Orleans, he
When his grandbrothels (houses of prostitution).
that she
mother found out, she was so shocked
disowned him!
arrogant and
Jelly Roll Morton was reputed to be
had invented
he
flamboyant. He often boasted that
Mister
jazz music: his autobiography is entitled
Morton, New
Jelly Roll: The Fortunes of Jelly Roll
As he liked to
Orleans Creole and inventor of Jazz!
had a diashow off and radiate wealth, he also
mond in one of his front tooth!
Roll Morton in
Jelly
about
questions
the
Answer
22
your workbook.
88
6
eighty-eight
six
Toolbox
Louis Armstrong with his mother,
Mary Ann, and his sister, Beatrice.
des prépositions ou
22On peut ajouter à certains verbes
verbes, avec une
des adverbes pour créer de tout nouveaux
signification qui leur est propre :
22show off : frimer, se faire remarquer
62Jelly Roll Morton liked to show off.
22show up : arriver
up at the Lincoln
62One day, Armstrong’s mother showed
Gardens.
22find out : découvrir
found out that his
62When Jelly Roll Morton’s grandmother
him.
grandson played in brothels, she disowned
Your task
Your task
87
Your task
Une tâche intermédiaire
pour évaluer et valider
les compétences dont
vous aurez besoin pour
la tâche finale.
Did you know?
Alcatraz island, also called “the
Rock”, is located in the San
Francisco Bay. It was used as a
federal prison from 1933 to 1963.
Al Capone was imprisoned there
from 1934 to 1939.
pick five fun facts.
Read the Explore pages carefully and
22Split up the class into two teams.
questions you’ll ask the other team.
In your workbook, write down the
the most questions wins!
22The team who correctly answers
numbering
pageeighty-nine
89
Treasure trove
Skills
Skills
a chalk line
22Utiliser la forme passive.
pas
22Quand le sujet d’une phrase n’a
accompli l’action décrite par le verbe,
par exemple lorsqu’il en est la victime,
partion utilise la forme passive en BE +
passé,
cipe passé. Quand le contexte est
c’est BE qui sera conjugué au prétérit.
night.
62Mr. O’Neill was killed yesterday
62He was shot in the head.
22La forme passive permet aussi de
mettre l’accent sur l’objet de l’action
quand on ne connaît pas la personne
n’est
qui a accompli l’action ou qu’elle
pas très importante.
62Fingerprints were analysed.
62A gun was found next to the corpse.
moins
22Formuler des hypothèses plus ou
sûres.
parler
22Pour formuler une hypothèse ou
d’une éventualité, on peut utiliser
l’auxiliaire modal MAY. Il permet
d’insister sur le fait que le doute plane,
se
on n’est pas sûr que l’événement
modaux,
autres
les
réalise. Comme
MAY est invariable et il est suivi d’une
fond.
22Parler d’événements en toile de
22Le prétérit BE + V-ING sert à expliquer
ce que l’on faisait à un certain moment
dans le passé ou lorsqu’un événement
précis s’est produit.
62At 11:00 pm, I was watching TV.
62I was sleeping when the murder
occurred.
lui qui
22BE est un auxiliaire : c’est donc
s’accorde avec le sujet (WAS/WERE),
qui porte la négation et qui sert
d’auxiliaire dans les questions.
62She wasn’t doing anything when
Mr. O’Neill was killed.
62Were they sleeping at 11:00 pm?
22La construction emphatique
22On peut utiliser l’auxiliaire DO pour
insister sur la vérité d’une action dont
on vient de parler.
have
62“You and Brian were supposed to
dinner on Thursday night.” –“Yes,
indeed, we did have dinner.”
footprints
hear a gunshot
a mug shot
a gun
base verbale.
62The culprit may be Kat Perry.
lie.
62They may tell the truth but they may
22En revanche, quand on veut exprimer
une quasi-certitude, on utilise l’auxiliaire modal MUST.
be
62She has disappeared so she must
guilty.
et
22Dans les deux cas, les modaux MAY
MUST permettent de donner un avis,
sur
d’exprimer son opinion personnelle
le degré de probabilité d’un événement.
22Utiliser des noms indénombrables.
des
22“Information” et “evidence” sont
noms indénombrables, ce qui signifie
ne
qu’on ne peut pas les compter : ils
On
sont envisagés que comme un tout.
et
ne peut pas les conjuguer au pluriel
:
ils sont suivis d’un verbe au singulier
62Evidence is hard to find.
préfaire
les
plus
22On ne peut pas non
céder de l’article a(n) ou d’un numéral
(one, two, etc.), à moins d’utiliser
“a piece of”.
crime
62Ø Evidence was collected on the
scene.
his
62She found a piece of evidence in
personal planner.
General vocabulary
* a police inspector
* a private detective
* an investigator
* a victim
* a suspect
* a witness
* a culprit
* a murderer
* a criminal
* a corpse / a body
* an informer
* a police report
* a press conference
* an encrypted message
* a magnifying glass
Crime scene
/
* break into a house
an apartment
piece of
* information - a
information
* clues
* fingerprints
* size 6 sneakers
* a personal planner
* be shot in the head
* crime tape
* evidence
a computer
of evidence
* a piece
Questioning the suspects
* a mug shot
* an alibi
* walk home
* witness something
* make a phonecall
Adjectives
* suspicious
* annoying
* deaf
* innocent
* honest
* beefy / muscular
* short
* slender
* guilty
How does that sound?
Listen and repeat the words.
Can you pronounce these words?
dictation.
Can you write them? Listen and take
seventy-seven
Your final
task
76
Going further
A Royal Meeting
22You will interview a member of
the royal family to know more about
him or her: daily life, likes and dislikes,
relatives, etc.
1. Pair up with a classmate and pick
the person you like the most in the
picture below.
2. What kind of questions could you
ask this person? Check out exercise
2 in your workbook.
3. Gather all the information you can
find on him or her: you can read over
the pages of your
textbook again and browse www.royal.gov.uk
and www.lelivrescolaire.fr.
Now fill in the grid in your workbook.
4. Write down the interview with your
classmate.
5. You can play out the interview in
front of the class or you can record
it, or why not film it?
Interviewer quelqu’un :
Piece of Cake!
22Les clés du succès : Préparer, Organiser,
Créer.
Préparer l’interview
22Avant de faire une interview, un journaliste se renseigne…
22sur la personne interviewée, son actualité, son métier ou
ses fonctions, sa vie quotidienne, ses goûts, etc.
Cela permettra de poser des questions pertinentes et bien
ciblées.
N’oubliez pas que, pour la tâche finale, vous devez aussi
inventer les réponses !
Il faut donc d’autant mieux se préparer et en apprendre le plus
possible sur la famille royale pour que l’interview soit la plus
réaliste possible.
Créer !
Organiser ses connaissances
22You should start your interview with
a brief contextualization, as if you
were on the radio or on TV
(Who? When? Where? Why?).
22You can be creative when inventing
the answers but try and make the interview
as realistic as
possible.
22How about finding a fun fact about
22How about recording your interview
22
your royal guest in order to make your
on www.lelivrescolaire.fr and sending
interview more amusing?
it to your teacher by e-mail?
22Une fois le travail de préparation terminé,
vous vous retrouvez face à de nombreuses
connaissances, mais elles ne sont pas
forcément bien triées. Il va donc falloir les
organiser.
22Pourquoi ne pas organiser tout cela
en créant un tableau : la vie quotidienne
dans une première colonne, ce que la
personne aime dans une autre, ce qu’elle
n’aime pas dans une troisième, un fait
amusant sur lui ou elle dans une dernière
colonne.
22Cela va vous permettre de mieux
organiser les différentes parties de
l’interview.
22Vous avez à présent
toutes les
cartes en main pour
faire une bonne
interview, il ne vous
reste plus qu’à
l’écrire puis à la jouer.
22Pensez d’abord
aux questions
que vous voudriez
poser à votre
invité, puis imaginez
ses réponses :
soyez créatifs ! Vous
pouvez inventer des répliques
amusantes mais
il
faut que l’intervie
w reste réaliste.
22Vous pouvez aussi
introduire
l’interview comme
un journaliste le
ferait en précisant
la date,
l’interview, la personne le lieu de
interviewée,
le contexte, etc. :
elle sera encore
plus réaliste !
22Et maintenant…
À vous de jouer !
2. L’article indéfini a/an
les traduit par un(e).
A/AN sont des articles indéfinis. On
62I can see a penguin.
il s’agit, on sait juste qu’il s’agit
Ici, on ne sait pas de quel pingouin
d’un pingouin parmi d’autres.
se prononce [ju] :
par une consonne ou par un U- qui
22On utilise A devant un mot qui commence
62a factory, a clue, a university, etc.
commence par une voyelle ou un H22On utilise AN devant un mot qui
non prononcé :
an hour, an heir, etc.
62an elephant, an orphan, an investigator,
alors l’article zéro Ø.
indéfini A/AN au pluriel. On utilise
22Il n’y a pas de forme de l’article
3. L’article défini
ou pluriels.
différentes :
L’article THE a deux prononciations
un U se prononçant [ju]
commençant par une consonne ou
22Il se prononce [] devant un nom
Queen, the universe, etc.
62The landscape, the musician, the
commençant par une voyelle.
22Il se prononce [] devant un nom
23
Les quantités
ALL, MANY (noms dénomon utilise des quantifieurs comme
Pour parler de la quantité d’une chose,
, A LOT OF, A BIT OF, etc.
brables) / MUCH (noms indénombrables)
.
62All the customers were African-American
Apartheid.
62There were many unfair laws during
pour évoquer une
au pluriel ou un nom indénombrable
22On utilise SOME avec un nom dénombrable
chose.
quelque
quantité indéterminée de
in the museum.
62There were some beautiful paintings
62There was some alcohol in the cabarets.
sait qu’il n’y en a pas
y a de quelque chose, ou quand on
s’il
pas
sait
ne
on
quand
ANY
22On utilise
NOT ANY)
(on l’utilise alors à la forme négative
Durban?
62Are there any museums to visit in
race today, Your Majesty.
62I’m afraid there is not any horse
NO.
22Pour la négation, on peut uiliser
scene.
62There were no clues on the crime
Des conseils pratiques et
méthodologiques pour
améliorer vos méthodes de
travail et d’apprentissage.
Les pronoms personnels sujet et complément
Le mot « pronom » veut dire
on remplace les noms par des pronoms.
Parfois, pour éviter de se répéter,
« à la place du nom ».
personnels.
22Il existe deux types de pronoms
we, you, they.
22Les pronoms sujets : I, you, he/she/it,
62You are very nice.
62She is very tall.
them.
you,
us,
him/her/it,
22Les pronoms objets : me, you,
62I don’t trust them.
62She’s in love with him.
La possession
On s’interroge avec WHOSE + GN.
are these?
62Whose surfboard is it? Whose records
a trois possibilités :
22Pour parler de la possession, on
l’identité du posses22On utilise le génitif pour préciser
seur.
62It is Will’s surfboard.
lien entre une personne
NB : Le génitif permet d’établir un
animaux de compagnie,
et son entourage : famille, objets,
etc.
the
62Ben’s girlfriend, my sister’s toothbrush,
Queen’s dogs.
quand on connaît
22On utilise les adjectifs possessifs
déjà l’identité du possesseur.
62His schedule is very impressive.
62Your daughter is so tall!
et l’objet dont il est
si l’on connaît l’identité du possesseur
22On utilise les pronoms possessifs
question.
hers.
62Is it yours? No, it isn’t. I think it’s
62The apple, the end, the idea, etc.
one hundred and thirty-three
132
Going further
twenty-two
twenty-three
Ø London
les noms comIl existe quelques exceptions pour
THE United Kingdom,
posés et les noms pluriels, comme
THE United States, THE Netherlands.
Des enregistrements
audio pour travailler la
compréhension orale et
la prononciation.
Your final task
tips
en anglais !
Ne l’utilisez pas quand vous écrivez
On utilise ce symbole comme un outil.
des notions (courage,
des généralités ou évoquer des concepts,
22On peut l’utiliser pour exprimer
freedom, patience, etc.) :
62Ø Courage is a great thing.
22
62Ø Dogs bark.
il désigne une quantité indéfinie.
22Utilisé devant un nom dénombrable,
ou « de ».
»
la
de
«
»,
du
«
dirait
on
En français,
62There’s Ø tea if you want.
62I don’t eat Ø meat.
au pluriel, l’article zéro a la
22Utilisé devant des noms dénombrables
même valeur.
En français, on dirait « des ».
Africa!
62I saw Ø sharks when I went to South
lorsqu’on parle d’une personne
22On utilise également l’article zéro
nom.
son
et
officiel
titre
son
en précisant
“the second”)
62Ø Queen Elizabeth II (prononcé
62Ø Prince William
62Ø President Hollande
un pays ou une
22Enfin, l’article zéro s’utilise devant
ville.
Africa,
62Ø England, Ø Canada, Ø South
77
seventy-six
La tâche finale du
chapitre, qui vous permet
de mobiliser l’ensemble
des connaissances et des
notions abordées dans le
chapitre.
des noms singuliers
précise. Il peut s’employer devant
L’article défini désigne une chose
Il garde toujours la même forme, THE.
de quelque chose…
On utilise l’article défini pour parler
East.
connu de tous : The sun rises in the
62qui est unique en son genre et/ou
to the record you told me about yesterday.
62dont on a déjà parlé : I listened
Du vocabulaire
thématique en rapport
avec le chapitre.
Treasure trove
Les notions de
grammaire dont
vous aurez besoin
pour mener à
bien les tâches du
chapitre et mieux
communiquer en
anglais.
133
one hundred and thirty-two
Toutes les notions abordées dans le manuel ainsi
qu’un rappel de celles vues en 6e et 5e.
Mais aussi :
2�Une liste de verbes irréguliers, qu’il conviendra de connaître d’ici la fin de l’année. Un petit effort !
Ils sont vraiment indispensables à la bonne maîtrise de la langue.
2�Un lexique, qui vous aidera dans la recherche et l’apprentissage de nouveaux mots.
2�Une double-page de phonologie, qui vous aidera à mieux comprendre les sons de l’anglais.
2�Un livret de lecture pour découvrir des extraits de textes emblématiques en lien avec les chapitres.
2�Un laboratoire de langue disponible sur lelivrescolaire.fr.
Compréhension
orale
Expression et
compréhension écrite
Expression orale
individuelle
Expression
orale et intéraction
seven
7
Votre manuel numérique gratuit
sur www.lelivrescolaire.fr
Des ressources complémentaires gratuites
Consultez
2
2
2
2
2
Davantage d’exercices pour s’entraîner.
Des dossiers interdisciplinaires pour chaque chapitre.
Des activités numériques en ligne.
Une boîte à outils numériques : géométrie dynamique et tableur.
Une synthèse à télécharger pour chaque chapitre.
Pour le professeur
Vidéoprojetez
2 Accédez en quelques clics aux
ressources pédagogiques de votre
manuel.
2 Affichez ces ressources en classe via
un vidéoprojecteur ou un TBI.
Évaluez
2 Vos élèves font leurs exercices de
façon interactive et vous recevez leurs
réponses sur lelivrescolaire.fr.
2 Vous pouvez corriger les exercices
directement en ligne ou imprimer les
réponses et les corriger à la main.
2 Pour chaque élève, un tableau vous
permet de valider les compétences du
socle commun et de faire des exercices
pour chaque compétence.
Créez
2 En quelques clics, vous insérez vos
cours personnalisés ainsi que tous
types d’exercices dans votre manuel
numérique (QCM, exercices à trous,
mots croisés, etc.).
2 Vous retrouvez vos contenus à tout
moment sur le site internet. Vous pouvez
les emporter avec vous sur une clé USB.
Partagez
2 Vous pouvez partager vos créations
(cours et exercices) avec vos élèves
et/ou collègues.
2 Profitez des contenus rendus publics
par les autres professeurs de la communauté.
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Chapitre # 2 titre_courant
9
Prologue
Royal
meeting
At the end of this chapter, your final
task will be to interview a member of
the British royal family.
To do so, here are the steps you will take:
2� invent the Queen’s day schedule;
2� organise a party for Prince William;
2� write a letter to a member of the royal
family;
2� build the royal family tree.
Stage 1
Royal day
2� You’re going to invent the Queen’s day schedule.
1 Royal visit
Describe the picture.
Look at the picture.
Who are the characters?
Can you guess what’s happening?
2�Now listen.
2 Royal activities
Pair up with a classmate.
Open your workbook and make
a list of possible activities in the
Queen’s working day.
3 The Queen’s schedule
Look at the Queen’s day schedule.
Aren’t there some odd things?
2�Point them out, discuss them with your classmates and
suggest alternatives. How about browsing the official website of
the British Monarchy?
2�Now open your workbook and invent a crazy schedule for the
Queen!
t
7.30 am Breakfas
newspapers
ing
ad
Re
8.00 am
public
ing letters from the
9.00 am Answer
aiting
-w
class with lady-in
10.00 am Hip-hop
the dogs
10.30 am Walking
ivate Secretaries
Pr
11.00 am Meeting
er of India
the High Commission
12.00 am Meeting
ham
ck
Be
d's with David
12.30 am McDonal
pson Art Gallery
om
Th
the
ceremony of
ing
en
Op
pm
0
1.3
spital
the Royal London Ho
4.00 pm Visiting
e with Rihanna
5.00 pm Tea tim
the Prime Minister
6.30 pm Meeting
Hall
at the Royal Albert
8.30 pm Concert
with da girls
11.00 pm Nightclub
12
twelve
4 Post-it notes
Can you identify the author
of these notes?
2�Which one is going to modify
the Queen’s schedule?
Did you know?
2012,
brated her Diamond Jubilee in June
* The Queen cele
the
n! She is only
which marked her sixty years of reig
ond jubilee in the hisdiam
a
e
second monarch to celebrat
en Victoria in 1897.
tory of the U.K. The first one was Que
d of the Commonwealth of Nations,
* Elizabeth II is Hea
t member states.
which is composed of 54 independen
the British Empire. The
Most of them used to be colonies of
ntries like Canada, South Africa, New
Queen often visits Commonwealth cou
, etc.
Zealand, Australia, Jamaica, Nigeria
5 Leave a message
Now listen to the Queen’s answering machine.
One of the messages is also going to modify the above schedule: which one?
Toolbox
2�Pour parler de l’emploi du temps de quelqu’un,
on utilise le présent simple. Il permet notamment
d’évoquer les habitudes et la routine quotidienne.
Attention à ne pas oublier le -S à la 3e personne
du singulier !
6�The queen answers letters from the public
at 9.00 am.
2�Lorsqu’on parle d’une personne en précisant
sa fonction officielle et son nom, on utilise
l’article Ø.
6�Ø Queen Elizabeth II (prononcé “the second”)
6�Ø Prince William
2�Lorsqu’on parle d’un pays ou d’une ville, on
utilise aussi l’article Ø.
6�Ø England, Ø Canada, Ø South Africa,
Ø London
Your task
2�Imagine that you are the Queen of England. What would be your schedule for tomorrow? You don’t get to
be a monarch every day so… have fun! But don’t forget that a monarch also has a number of obligations.
2�You are going to work in pairs. Following the model of activity 3, write down your schedule in your
workbook, without showing it to your classmate. Then, describe it: will he or she be able to write it
down in the exact same way?
thirteen
13
Stage 2
I looove it!
2� You’re going to organise a party for Prince William.
1 Likes and dislikes
Look at this woman. What is she talking about?
Who can she be? Where is she?
2�Now listen to the extract and fill in the grid in
your workbook.
2 Royal postcard
Look at this postcard. Who is the sender? Who is he writing to?
2�Using the provided information, write a short description about the sender (interests, job, activities).
3 Royal wedding
Look at the picture. Who are these two
people? In which context was the picture
taken?
2�Now listen and answer the questions in
your workbook!
Did you know?
4 My opinion
Prince William and Prince Harry are
both supporting various charities
in the U.K. and abroad.
In 2009, they even created their
own Foundation. Kate Middleton
shares similar charitable interests.
100 % web
Did you watch Kate and William’s wedding on TV on April 29th, 2011? You can watch a BBC video on
www.lelivrescolaire.fr.
2�Fill in the grid in your workbook and discuss with your classmates.
14
fourteen
5 Quiz time!
Which Royal are you?
2�Answer the questions in your workbook and check your result below!
If you have a majority of :
2�you are Prince William, Duke of
Cambridge.
Like him, you love sports, particularly football, and you enjoy
travelling. You are very generous and you
support several charities.
If you have a majority of
2�you are Kate Middleton,
Duchess of Cambridge.
:
Like her, you love clothes and
many people consider you to be
a fashion icon. You’re also a keen sportsperson and you particularly like playing hockey.
:
2�you are Prince Harry of Wales.
Like him, you enjoy playing many sporting activities, like polo, and you love
to party with your friends.
You’re reputed to be quite rebellious!
:
2�you are Queen Elizabeth II.
Like her, you like nature and you are
fond of dogs and horses.
You dress in a traditional but colourful fashion and you are reputed to keep your
feelings to yourself.
Toolbox
2�Pour parler de ce qu’on aime ou de ce qu’on
n’aime pas, on utilise des verbes de goûts (LIKE,
LOVE, HATE, PREFER, etc.), suivis de…
2�un NOM
2�V-ING
2�TO + base verbale (on n’entend presque pas
le TO à l’oral : il est prononcé )
6�Harry likes going out.
6�William loves to play football but Kate prefers
to play hockey.
6�The Queen hates surprises whereas William
loves being surprised.
2�On peut aussi utiliser des expressions telles
que I AM FOND OF + GN ou V-ING, I CAN’T STAND /
BEAR + GN ou V-ING :
6� I am fond of royal clothes.
6�I can’t stand watching royal events, they’re
boring!
2�Pour donner son opinion, on utilise des expressions telles que I THINK / BELIEVE THAT + GN + V
ou I AGREE / DISAGREE WITH + GN :
6�I think that the monarchy is useless.
6�I disagree with Tom and Laura.
Your task
2�Kate Middleton and Prince Harry want to organise a surprise party for Prince William! They’re both very
busy so they asked Fun Ben, the best party planner in London, to help them. They want the party to be
perfect so they must tell him about William’s tastes.
2�Split up into groups of three and act out the conversation between Kate, Harry and Fun Ben!
fifteen
15
Stage 3
Lucky letter
2� You’re going to write a letter to a member of the royal family.
1 Mystery letter
A letter arrived at Buckingham Palace today:
try to guess who it is from and what it says!
6� It may come from…
6� It might be from…
2 What a mess!
Oh no, the letter is all messed up!
2�Can you put the pieces back into the right order?
B
A
I have the honour to be, Madam, Your
Majesty’s humble and obedient servant.
E
Her Majesty The Queen,
Buckingham Palace
London SW1A 1AA
F
Alexander Williams,
25 St James’s Street,
London SW1A 1HG,
(+44) 1444 475647
H
It would be great if you could participate in a group
interview to reveal the secrets of your fabulous style.
Kate Middleton, Duchess of Cambridge, has already
accepted my invitation, together with Lady Gaga,
Queen Silvia of Sweden, Jay-Z, Jude Law, and the
Beckhams. I am looking forward to your answer and
I am available at your convenience.
3 Brainstorming
Look at the picture. Who are the characters?
2�According to you, what are they talking about?
4 Listen up!
Now listen and learn more about their conversation!
16
sixteen
C
Alexander Williams
A.Will
G
D
Your Majesty,
15th October
My name is Alexander Williams, I am
a fashion reporter for Vogg magazine
and I am most interested in your royal
wardrobe. Your colourful dresses,
your elegant overcoats and your iconic
hats have always been a great inspiration for many designers.
5 Royal answer
Look at this letter.
2�Who is it from? What does it say?
Did you know?
The Queen receives two or three hun
day,
dred letters from the public every
s
ose
cho
She
e!
sometimes many mor
read
to
a selection of those letters
herself and she tells members of her
staff (her Private Secretary or a lady
them
like
ld
wou
in-waiting) how she
to be answered.
Toolbox
2�Pour exprimer son opinion personnelle et parler
d’une éventualité, on peut utiliser l’auxiliaire
modal MAY.
6�The letter may come from a journalist.
2�Avec MAY, on dit qu’il y a autant de chances
pour que la lettre vienne d’un journaliste que
pour que ce ne soit pas le cas.
On peut également utiliser l’auxiliaire modal MIGHT,
qui permet d’insister encore plus sur le doute.
6�It might come from a politician but I’m not
sure at all.
2�Le présent BE + V-ING est un temps du présent
qui peut permettre d’évoquer des projets. Avec
le présent BE + V-ING, l’énonciateur partage une
information prévue aujourd’hui pour l’avenir.
6�Tuesday is impossible. The Queen is going
to the hairdresser, then she is meeting the
Prime Minister.
Your task
2�Write a letter to a member of the royal family with your classmates! First of all, you must agree on who
you will write to.
2�Don’t forget to present your school and to tell the addressee that you are working on the British Monarchy.
You may ask questions about his or her life, tastes, habits.
2�And don’t forget to include all the elements of a formal letter: your name and address, the date, a form
of address (Your Majesty, Your Royal Highness, Dear Madam, Dear Sir), a letter ending (Yours Sincerely,
Yours Truly).
2�You may find useful addresses on the official website of the British monarchy: www.royal.gov.uk
seventeen
17
Who’s who?
2� You’re going to build the royal family tree!
Hello there! For those who don’t know me, my name is Sir
Edmund, but please call me Edmund. I’m an explorer and
I love to travel around the world. I will guide you through
the Explore pages throughout the year. Today, let’s have a
closer look at the British royal family!
1 Her Majesty
Queen Elizabeth II was crowned in 1952, so she has reigned for more
than sixty years! She is the head of state of the United Kingdom while
the Prime Minister is the head of government, which means that the
Queen’s political role is limited. However, she is a great political
symbol.
2�Look at the pictures and make a short presentation of each of
them (type, author, date, subject).
1
2
3
4
Explore
2�Feel free to react! Which one do you prefer? Why?
2 Royal e-mails
2�Look at these e-mails.
A technical problem must have occurred…
2�Can you guess what the missing words are?
1. Andy Warhol, Queen, 1985. – 2. Official portrait
of Elisabeth II, 1967. – 3. Terry Morris, Her Majesty
Queen Elizabeth II, 2012. – 4. Lydia de Burgh,
Queen Elisabeth II, 1926.
2�Listen and check your answers!
2� The Queen is having some trouble using her computer… It looks like one of her e-mails has disappeared!
2�Listen and find out who she was writing to
and what about!
18
eighteen
3 Keep calm and carry on
100 % web
2�Watch a BBC video on www.lelivrescolaire.fr.
2�Which royals do you recognise?
2�Answer the question in your workbook.
4 Riddles
1
3
2�Find out which members of the royal family are described below.
On your mark, get set, go!
I am the Duchess of Cornwall and I am
Charles’ second wife.
4
I got married in
2012, I support
many charities and
I love hockey and
fashion.
G
5
My official title is “Princess
Royal” and I am William and
Harry’s aunt.
Prince Charles
Prince Harry
Duchess Camilla
D
H
I’ve been a monarch for more than 60 years.
I am a dog and horse lover.
6
Prince William
C
B
I was born in Greece in 1921. I’ve always supported my beloved wife in her royal duties.
I am heir to the
British throne
and I got married
twice.
7
A
2
Princess Anne
Prince Philip
Toolbox
2�On utilise le génitif (’s) pour établir un lien
social ou familial entre deux personnes.
6�Kate Middleton is Prince William’s wife.
6�Charles is Elizabeth and Philip’s son.
E
8
I love football and polo and I am
involved in charities, together
with my wife and brother.
I am Charles and Diana’s
youngest son and I am enrolled in
the British army.
Queen Elizabeth II
F
Kate Middleton
5 Royal residences
Members of the British royal family inhabit a number
of residences across Britain: Buckingham Palace,
Clarence House, Kensington Palace, Balmoral Castle,
Windsor Castle, etc. Browse www.royal.gov.uk and find
out more about the royal residences!
2�Go on www.lelivrescolaire.fr if you’d like to see
James Bond escorting the Queen from Buckingham
Palace to the 2012 Olympic Games!
Your task
2�You will build the royal family tree. For each person, you should put a picture you like and give as many
details as you can: name, official title, date of birth (and death), age, likes, dislikes and even a fun fact
if you find one.
2�Get more information on www.royal.gov.uk and www.princeofwales.gov.uk.
2�Be creative! You can invent an original tree, you can draw one or use your computer.
page numbering
nineteen
19
Skills
2�Identifier quelqu’un : parler de son identité, de sa personnalité, de sa nationalité, etc.
Pour identifier quelqu’un et parler de son identité, on utilise BE. C’est un auxiliaire, c’est
donc lui qui portera la négation et l’interrogation si besoin est.
6�The Queen is very hard-working.
6�Prince Harry isn’t married.
2�Décrire physiquement quelqu’un et parler de son environnement, de sa famille, de ses
affaires, etc.
On utilise HAVE. Dans ce cas de figure, HAVE n’est pas un auxiliaire, c’est un verbe lexical qui
signifie la possession. Il ne peut donc pas prendre en charge la négation et l’interrogation.
6�She has one daughter.
6�Do you have any corgies?
6�I don’t have a crown.
2�Construire une phrase interrogative ou négative avec DO.
Pour construire une phrase interrogative avec HAVE verbe lexical mais aussi avec presque
tous les autres verbes (sauf BE et certains emplois de HAVE), on utilise l’auxiliaire DO.
6�Do you like playing football?
6�She doesn’t visit France very often.
2�Parler d’une personne en utilisant son titre officiel.
Lorsqu’on parle d’une personne en précisant son titre officiel et son nom, on utilise l’article Ø.
6�Ø Queen Elizabeth II
(prononcé “the second”)
2�Lorsqu’on parle d’un pays ou d’une ville, on utilise aussi l’article Ø.
6�Ø England, Ø Canada, Ø South Africa, Ø London
Il existe quelques exceptions, comme THE United Kingdom ou THE United States.
2�On utilise le génitif (’s) pour établir un lien social ou familial entre deux personnes.
6�Kate Middleton is Prince William’s wife.
6�Charles is Elizabeth and Philip’s son.
2�Parler de ses goûts.
Pour parler de ce qu’on aime ou de ce qu’on n’aime pas, on utilise des verbes de goûts
(LIKE, LOVE, HATE, PREFER, etc.) suivis de…
2�un NOM
2�V-ING
2�TO + base verbale (on n’entend presque pas le TO à l’oral : il est prononcé )
6�Harry likes going out.
6�William loves to play football but Kate
prefers hockey.
On peut aussi utiliser des expressions telles que I AM FOND OF + GN ou V-ING, I CAN’T
STAND / BEAR + GN ou V-ING :
6�I am fond of royal clothes.
6�I can’t stand watching royal events,
they’re boring!
2�Donner son avis.
Pour donner son avis, on utilise des expressions comme I THINK / BELIEVE THAT + GN + V ou
I AGREE / DISAGREE WITH + GN :
6�I think that the royal family is too
6�I disagree with her because I believe
traditional
that British people are proud of their
traditions.
20
twenty
Treasure trove
a lady-in-waiting
Queen Elizabeth II
Buckingham Palace
a butler
Royalty
* a queen, a king
* a princess, a prince
* a duchess, a duke
* a monarch
* the monarchy
* a kingdom
* a jubilee
* the Commonwealth
(of Nations)
* a crown
* the throne
* a grandmother (granny,
grandma), a grandfather
(grandad, grandpa)
* grandchildren: a grandson,
a granddaughter
* an uncle, an aunt
* a wife, a husband
* a mother-in-law,
a father-in-law
a
* brother-in-law,
a sister-in-law
* a relative
Family relationships
* a mother, a father
* a son, a daughter
* a brother, a sister
Royal activities and interests
* a schedule
* an official visit
* an opening ceremony /
to launch (a new museum)
* a horse race
* a concert hall
* be parsimonious
* a fancy restaurant
* a charity
* play football / polo / rugby
* an interview / to be
interviewed (by a journalist)
* walk the dogs
Who said royalty was just about traditions?
* plug in
* a mouse
* an e-mail
* a computer
* the addressee
* the sender
Can you pronounce these words and phrases? Listen and repeat!
Can you write them? Listen and take dictation.
twenty-one
21
Your final task
A Royal Meeting
2�You will interview a member of the royal family to know more about
him or her: daily life, likes and dislikes, relatives, etc.
1. Pair up with a classmate and pick the person you like the most in the picture below.
2. What kind of questions could you ask this person? Check out exercise 2 in your workbook.
3. Gather all the information you can find on him or her: you can read over the pages of your
textbook again and browse www.royal.gov.uk and www.lelivrescolaire.fr.
Now fill in the grid in your workbook.
4. Write down the interview with your classmate.
5. You can play out the interview in front of the class or you can record it, or why not film it?
tips
2�You should start your interview with a brief contextualization, as if you were on the radio or on TV
(Who? When? Where? Why?).
2�You can be creative when inventing the answers but try and make the interview as realistic as
possible.
2�How about finding a fun fact about your royal guest in order to make your interview more amusing?
2�How about recording your interview on www.lelivrescolaire.fr and sending it to your teacher by e-mail?
22
twenty-two
Going further
Interviewer quelqu’un :
Piece of Cake!
2�Les clés du succès : Préparer, Organiser, Créer.
Préparer l’interview
journaliste se renseigne…
2�Avant de faire une interview, un
actualité, son métier ou
2�sur la personne interviewée, son
ses goûts, etc.
ses fonctions, sa vie quotidienne,
ns pertinentes et bien
Cela permettra de poser des questio
ciblées.
, vous devez aussi
N’oubliez pas que, pour la tâche finale
inventer les réponses !
arer et en apprendre le plus
Il faut donc d’autant mieux se prép
l’interview soit la plus
que
r
possible sur la famille royale pou
réaliste possible.
Créer !
Organiser ses connaissances
iné,
2�Une fois le travail de préparation term
ses
breu
nom
de
à
face
vous vous retrouvez
connaissances, mais elles ne sont pas
ir les
forcément bien triées. Il va donc fallo
organiser.
cela
2�Pourquoi ne pas organiser tout
enne
tidi
quo
vie
la
:
eau
en créant un tabl
la
que
ce
,
nne
colo
ière
dans une prem
lle
qu’e
ce
e,
autr
une
s
dan
personne aime
fait
un
e,
sièm
troi
une
s
n’aime pas dan
ière
amusant sur lui ou elle dans une dern
colonne.
2�Cela va vous permettre de mieux
organiser les différentes parties de
l’interview.
2�Vous avez à présent toutes les
cartes en main pour faire une bon
ne
interview, il ne vous reste plus qu’à
l’écrire puis à la jouer.
2�Pensez d’abord aux questions
que vous voudriez poser à votre
invité, puis imaginez ses réponse
s :
soyez créatifs ! Vous pouvez inventer des répliques amusantes mais
il
faut que l’interview reste réaliste.
2�Vous pouvez aussi introduire
l’interview comme un journaliste le
ferait en précisant la date, le lieu
de
l’interview, la personne interviewée
,
le contexte, etc. : elle sera encore
plus réaliste !
2�Et maintenant… À vous de jouer !
twenty-three
23
1
The Big Apple
task will be to make a commercial to
promote New York City.
2� describe an itinerary;
2� write a restaurant review;
2� advertise the visit of the Statue of Liberty;
2� learn more about New York’s melting-
pot culture.
Stage 1
Back on track
2� You’re going to describe an itinerary.
1 What’s going on?
Look at the picture. Can you guess what’s happening to the
two characters?
2�Tip: Have a look at the toolbox, it will help you describe the
picture.
2 Listen up!
Now listen.
2�Who is talking? Where are they? What is their problem?
3 Giving directions
Learn how to express directions!
2�Check the toolbox and do exercise 2 in your workbook.
4 Map it out!
Can you help them?
2�Look at the map and draw their itinerary in your workbook.
2�Make them come across as many famous places and
monuments as possible!
5 Let’s take the subway!
Wow, there are some wonderful
paintings at the Museum of
Modern Art (MoMA)! Tom and Steph
would like to go there from their hotel,
which is just next to the
59th St - Columbus Circle station.
What subway line(s) should they take?
Amadeo Modigliani,
Anna Zborowska ,
1917.
Vincent Van Gogh,
Starry night, 1889.
26
twenty-six
Have a look at their “to-do list” and fill in the grid in your workbook
to guide them from one place to another.
2�Tip: Ask your teacher for a map of NYC’s subway!
Did you know?
1. Manhattan – 2. Brooklyn – 3. Quee
ns
4. Bronx – 5. Staten Island
* There are five boroughs in New York City:
Manhattan (the most famous one),
Brooklyn,
the Bronx, Queens and Staten Isla
nd. New
York is not the capital of the United
States:
do you know which city is the cap
ital?
* In many American cities, the streets form a
grid, which means that they never
cross. We
call it a grid plan. So if you ask a cab
driver
to take you to 5th Avenue, he will
not know
if he must drive you to Lower Man
hattan or
Upper Manhattan!
Toolbox
2�Quelques expressions utiles pour décrire une
image :
2�Pour indiquer son chemin à quelqu’un, on
utilise des expressions comme :
6�in the foreground / in the background
6�turn left
6�on the left / on the right
6�turn right
6�at the bottom / at the top
6�go straight up / go straight ahead
6�in the middle…
6�turn left on 53rd Street
6�in the top left-hand corner
6�take the second on the left /right
6�in the bottom right-hand corner…
6�it’s on your left / on your right
6�there is/are…
6�it’s at the corner of 49th Street and 6th Avenue
6�…is at one block / two blocks from…
Your task
2�Guide your classmate to a place of your choice then listen to his or her directions to guess what
destination he or she has chosen!
2�Pick a place on the map, draw your itinerary on your workbook and off we go!
2�Then listen to your classmate and draw his or her itinerary on the second map in your workbook.
twenty-seven
27
How delicious!
Stage 2
2� You’re going to write a restaurant review.
1 At the restaurant
Listen to the conversation and put the vignettes in the right order.
2�Do you know what a tip is? Have a look at the “Did you know” box before you listen to the recording!
1
2
3
4
5
6
7
8
9
2 Sorting out the menu
Now look at the menu.
2�Can you help Steph find the three courses that
she can order?
28
twenty-eight
Did you know?
ers
In the United States, the custom
mo
of
t
should leave a small amoun
ney to the waiter/waitress before
for
they leave, as a personal reward
It
tip.
a
ed
their services. It is call
l
represents about 20% of the tota
d,
bill. If the service is not very goo
if
you can leave a smaller tip. But
are
you
n
the
you leave no tip at all,
considered to be rude!
3 Could I have the check, please?
Observe the restaurant check.
2�What day is it? What did the woman order after all?
4 Restaurant reviews
Tom and Steph are looking at reviews of “NYC Big Apple” on a website.
2�Which customer’s review do you think they agree with?
Annie C. “Loved it!”
The NYC Big Apple is such an amazing restaurant! The service is great, the waiters are friendly, the place is
very chic and the food is delicious: perfection on a plate! The ambiance was so romantic! It’s not the cheapest
restaurant in town but it’s worth the price. If you’ve never been there, hurry up!
BigBellyPete “Small portions…”
This place is very well decorated, the service is OK, and the food is exquisite but the portions are so tiny!!! :(
What a pity!
Mike12 “Terrible service!”
If you have already been to this restaurant, you know how awful the service is… The waiters are so snobbish!
You really don’t wanna leave a tip… The food and the setting are wonderful - too bad the service doesn’t match.
5 Ego’s review
100 % web
2�Listen to Ego’s review in Disney-Pixar’s Ratatouille on www.lelivrescolaire.fr and answer the questions in
your workbook.
Toolbox
2�Pour exprimer la surprise, l’admiration, le
regret, etc., on utilise des exclamations :
2�HOW + ADJ.
6�How delicious!
2�WHAT + A (+ ADJ.) + GN au singulier
6�What a beautiful place!
2�SO + ADJ.
6�The waitress is so friendly!
2�SUCH + A (+ ADJ.) + GN au singulier
6�She is such a mean person!
2�Pour parler de ce qu’on n’a jamais fait dans
sa vie ou de ce qu’on a déjà fait, on utilise HAVE
+ V-EN (auxiliaire HAVE + participe passé) aussi
appelé PRESENT PERFECT, avec les adverbes
NEVER et ALREADY. Il permet de créer un lien
entre le passé et le présent, en d’autres termes
de faire le bilan de ses expériences.
6�I have never tried shrimps with a sweet
sauce so I’ll have that.
6�If you’ve already been to this restaurant,
you know how rude the waiters are.
Your task
2�Write your own restaurant review! You can pick an existing NYC restaurant or invent a new one.
2�Tip: You will need many adjectives to describe the place, the food and the waiters.
Try and use exclamations!
twenty-nine
29
Stage 3
I
NY
2� You’re going to advertise the visit of the Statue of Liberty.
1 Sightseeing
Tom and Steph want to go sightseeing.
Look at the picture: where do they want to go?
2�Now listen.
2 Famous places
Can you try to place the monuments on the map?
2�Here are some clues: the Statue of Liberty is on Liberty Island,
Ground Zero is in the South of Manhattan whereas the Empire
State Building is in the middle of Manhattan, and the Museum of
Natural History is right next to Central Park.
3 Messy vignettes
2�Listen and put the vignettes back in the right order.
1
2
Did you know?
30
3
4
5
6
thirty
ue’s
You can visit the inside of the stat
crown! It was closed after the terror
but it
attacks of September 11th, 2001
ta
Wha
9.
200
in
re-opened to the public
unique experience!
4 Audio tour
Do you want to learn more about the
Statue of Liberty?
2�Then listen to Steph’s audio tour and
fill in the blanks in your workbook!
5 Coffeestrophe!
Oh no, Steph has spilled some coffee on
her brochure!
2�Can you help her find the missing bits?
Toolbox
2�L’impératif peut être utilisé pour donner un
ordre à quelqu’un mais aussi pour encourager
quelqu’un à faire quelque chose.
6�Get on a ferry and visit the Statue of Liberty!
2�À l’oral, on comprend bien que ce n’est pas un
ordre grâce à l’intonation. À l’écrit, le contexte
aide en général à faire la différence.
2�On peut encourager quelqu’un tout en
s’incluant soi-même grâce à LET’S.
6�Let’s go! Let’s visit Ground Zero!
2�Pour suggérer à quelqu’un de faire quelque
chose, on utilise des expressions comme…
2�WHAT ABOUT + V-ING
6�What about going to Ground Zero and
visiting the 9/11 Memorial?
2�HOW ABOUT + V-ING
6�How about visiting the Museum of Natural
History?
2�WHY DON’T WE / YOU + V
6�Why don’t we go to Liberty Island?
Your task
2�Working in pairs, promote the visit of the Statue of Liberty. You will have to encourage tourists to go to
Liberty Island and to explain what’s to visit there, why it is such a unique experience, etc.
Which group will be the most persuasive?
thirty-one
31
Melting Pot
2� You’re going to learn more about New York City!
Hi, it’s Edmund again! I don’t know about you, but I’m
a big fan of New York. It’s such a cosmopolitan city! It is
often called "the city that never sleeps" because there are
people everywhere and things happening 24/7! New York
is also a melting pot: it gathers people from all sorts of
cultural and ethnic backgrounds. Would you like to know
more about this colorful mosaic? Let’s go!
1 Ellis Island
100 % web
Ellis Island used to be a worldwide
gateway to America: between 1892
and 1924, more than 20 million
people embarked on long boat trips
from their home countries to the
shores of New York City. Today, Ellis
Island allows Americans to trace
back their family’s arrival in America
and it is home to an immigration Main hall
museum.
2�Learn more about Ellis Island and its history on www.ellisisland.org
and share information with your classmate(s).
2 Harlem
Originally a Dutch village, Harlem is a large neighborhood in the borough of Manhattan. It has long been a
great center for African-American culture. Many legendary writers, activists and musicians have made their
mark in Harlem: W.E.B. Dubois, Langston Hughes, Malcom X, Duke Ellington, Louis Armstrong, etc. It is home
to the famous Apollo Theater, one of the oldest music halls in the U.S.
2�Listen to Harlem-born Michael talk about his neighborhood!
32
thirty-two
3 Chinatown
100 % web
Manhattan’s Chinatown is home to the largest
concentration of Chinese people in the United
States. It is located in the south of Manhattan.
The area is particularly known for its markets, its
authentic Chinese restaurants and its specialty
stores.
2�Go on www.lelivrescolaire.fr to watch the
2012 Lunar New Year Parade. What does the parade look like?
What can you see?
4 Take the A Train
100 % web
Do you know the jazz song entitled “Take the A Train”? Would you like to know more about the A Line
subway route, running from Brooklyn to Harlem?
2�Watch a BBC report on www.lelivrescolaire.fr.
Toolbox
2�Quand un événement est achevé, révolu, daté, on utilise
le PRETERIT.
6�Between 1892 and 1924, millions of people left their
home countries, embarked on long boat trips and
reached the shores of New York City.
2�En revanche, quand il existe un lien entre le passé et
présent, on utilise HAVE + V-EN (aussi appelé PRESENT
PERFECT).
6�Harlem has been the center for African-American
culture for a long time.
2�Ici, l’action a commencé dans le passé mais est toujours
vraie dans le présent : cela fait longtemps qu’Harlem est le
centre de la culture afro-américaine et c’est encore le cas
aujourd’hui.
6�Many artists have made their mark in Harlem.
2�Ici, l’action est passée mais elle a laissé des traces dans
le présent, ses conséquences se font encore ressentir
aujourd’hui : ces artistes ont tellement marqué la vie culturelle de Harlem que leur influence se ressent encore dans
le présent.
Did you know?
You may wonder why New
York city is nicknamed “the
Big Apple”. This phrase has
been used for a rather long
time and it is difficult to trace
back its origin but rumor has
it that jazz musicians in the
1920’s and 1930’s referred
to a concert in New York as
“playing the Big Apple”. There
was even a jazz club in Harlem
called “the Big Apple”.
So, information or speculation?
Your task
Your task
2�On a card, write a short description of your favourite place in New York (it can be a neighborhood,
a monument, a museum, etc.) without writing its name. Now swap cards with your classmates and try
to guess what their favourite places are!
pagethirty-three
numbering
33
Skills
2� Indiquer son chemin à quelqu’un.
Pour guider quelqu’un, on utilise des expressions comme : “turn left”, “turn right”, “go
straight up”, “go straight ahead”, “turn left on 53rd Street”, “take the second on the left /
right”, “it’s on your left / on your right”.
2�S’exclamer.
Pour exprimer la surprise, l’admiration, le regret, etc., on utilise des exclamations.
2�On peut utiliser HOW + ADJ.
2�On peut utiliser SO + ADJ.
6�How delicious!
2�On peut utiliser WHAT + A (+ ADJ.) + GN
2�Enfin, on peut utiliser SUCH + A (+ ADJ.)
au singulier
+ GN au singulier
6�She is such a mean person!
2�Commander au restaurant.
Pour commander au restaurant, on utilise les expressions “I’LL HAVE” ou “I’D LIKE”
6�I’ll have the crispy shrimps, please.
6�I’d like a coke, please.
2�Créer un lien entre passé et présent avec HAVE + V-EN (auxiliaire HAVE + participe passé).
La forme HAVE + V-EN (aussi appelée PRESENT PERFECT) permet de créer un lien entre le
passé et le présent.
Elle est utilisée :
2�pour parler de ce qu’on n’a jamais fait ou de ce qu’on a déjà fait dans sa vie, c’est-à-dire
pour faire le bilan, dans le présent, de ses expériences.
6�I’ve already been to this restaurant. The waiters are so rude!
2�pour évoquer une action qui a commencé dans le passé mais qui continue dans le présent.
6�Harlem has been the center for African-American culture for a long time.
2�pour parler d’une action passée qui a laissé des traces dans le présent, dont les conséquences se font encore ressentir aujourd’hui.
6�Many artists have made their mark in Harlem.
2�Encourager quelqu’un à faire quelque chose.
L’impératif peut être utilisé pour donner un ordre à quelqu’un mais aussi pour encourager
quelqu’un à faire quelque chose.
6�Get on a ferry and visit the Statue of Liberty!
On peut encourager quelqu’un tout en s’incluant soi-même grâce à LET’S.
6�Let’s go! Let’s visit Ground Zero!
2�Faire des suggestions.
Pour suggérer à quelqu’un de faire quelque chose, on utilise des expressions comme…
2�WHAT ABOUT + V-ING
2�WHY DON’T + Pronom + BV
6�Why don’t we go to Liberty Island?
HOW ABOUT + V-ING
6�What about visiting Ground Zero?
34
thirty-four
Treasure trove
a crown
a torch
rays / spikes
a broken chain
a tablet
a pedestal
Cityscape
* the Big Apple
* a yellow cab
* a cab driver
* a skyscraper
* the subway
* a musical
* a fast-food restaurant
* a block
* a grid plan
* a ticket
* the change
* a borough
* Ground Zero
* the 9/11 Memorial
* Broadway
* the Metropolitan Museum
(the Met)
* the Museum of Natural
History
* Central Park Zoo
* the Museum of Modern Art
(MoMA)
* a course
* a tip
* the check
* rude, mean vs. kind,
friendly
* delicious, delightful vs.
tasteless, disgusting
* sparkling water
* tap water
* a coke
Sightseeing
* the Statue of Liberty
* Ellis Island
* the Empire State Building
* Central Park
* Times Square
At the restaurant
* a waiter, a waitress
* a customer
* the menu
* a dish
2�NB: Some words are different in American English and in British English.
For instance, the word “check” is typically American. The British equivalent is the word “bill”.
Melting Pot
* a cosmopolitan city
* an immigrant
* an African-American
* a Jew
* a Hispanic
* a Chinese person
* Chinatown
* a parade
Can you pronounce these words? Listen and repeat the words.
thirty-five
35
Your final task
Make a commercial to promote
New York City!
2�In groups, you will create your own touristic commercial to promote New York City!
Use your workbook to organize your ideas.
In New York city, you can live incredible experiences.
You can visit fantastic places, learn about cultural landmarks and discover great neighborhoods.
You’re working for a travel agency and you must promote the city to future tourists.
1. Form groups of three or four. You should start with a brief presentation of New York City.
Why is it a must-see?
2. You should make it as easy as possible for tourists to get around in New York: How can they get to
the main monuments from their hotel? What is the itinerary from one monument to another?
3. What restaurant would you advise them to go to? Why?
4. If they want to go sightseeing, what monuments can they visit, what places can they discover?
5. When you’re ready, play out your commercial. Be inventive!
6. How about voting for the best commercial?
tips
2�There are many things to prepare: share the work with the members of your group!
2�Be original! You can upload Photo Story if you’d like to bring your photos to life and custom
your audio soundtrack!
2�You may also film yourselves! What about using visual or sound effects and drawing your commercial logo and famous monuments on cardboards?
2�If you don’t have a camera, you can play out the scene in class in front of your classmates and
you can use the same material.
2�Rehearse your lines before you play out your commercial!
36
thirty-six
Going further
Créer un spot publicitaire :
Piece of Cake!
2�Les clés du succès : Partager, Orchestrer, Connaître.
Partager le travail
s une liste de ce
2�Avant de vous mettre au travail, faite
une “to-do list”.
cela
elle
qu’il y a à faire : en anglais, on app
z des
2�Répartissez-vous le travail : attribue
ts forts.
poin
ses
de
tion
tâches à chacun en fonc
?
uipe
l’éq
s
dan
Avez-vous un dessinateur
ue ?
atiq
orm
l’inf
Un comédien ? Un as de
Un bon caméraman ? Tirez parti des
talents de chacun !
Orchestrer
2�Pour faire un bon spot publicitaire
, il faut d’abord en écrire la partitio
n : quelles
images allez-vous inclure ? Dans que
l ordre ? Qu’allez-vous dire ?
Il va falloir écrire le script de votre
publicité : essayez d’écrire un text
e vivant et
attrayant, en utilisant des exclamatio
ns et des encouragements.
2�Quel(s) support(s) allez-vous utili
ser ? Vous pouvez télécharger Pho
to Story,
qui vous permet de mettre des pho
tos en mouvement, d’enregistrer votr
e propre
texte et de choisir votre musique de
fond. Vous pouvez aussi vous filme
r ou jouer
votre spot devant la classe. Soyez
créatifs ! Vous pouvez dessiner le
logo de votre
spot, les monuments, la note du rest
aurant, etc. sur des cartons blancs
en forme de
bulles ou de pommes par exemple.
Connaître son texte
s devez bien
r ou de jouer le spot en classe, vou
2�Avant de s’enregistrer, de se filme
notes.
sembler hésitant ou devoir lire vos
connaître votre texte pour ne pas
convaincante.
ns
moi
nte,
viva
votre publicité moins
Ce serait dommage, cela rendrait
ve l’accent tonique ?
mots un peu compliqués : où se trou
2�Entraînez-vous à prononcer les
le site d’un
s ? Vous pouvez écouter les mots sur
Comment se prononcent les voyelle
de
aire
usse en ligne ou celui d’un dictionn
dictionnaire bilingue, comme le Laro
prononciation, comme Howjsay.
thirty-seven
37
2
Changing
times
task will be to participate in a debate
about the effects of industrialisation.
2� challenge your classmates about the
Industrial Revolution;
2� continue Oliver Twist’s diary;
2� record a radio programme;
2� give a short presentation on the American
modernity.
Stage 1
Revolutionising the world!
2� You’re going to challenge your classmates about the great inventors of the
Industrial Revolution!
1 Modern equivalent
100 % web
Match these objects to their modern equivalents
on www.lelivrescolaire.fr!
2�Do you have any idea of when they were
invented?
2 Great inventions
Listen to the radio programme and find out who invented what and when!
2�Do exercice 2 in your workbook.
3 The Victorian Age
2� Look at DDC History online
and pick up information on
the Industrial Revolution and
the Victorian Age.
Did you know?
the longest* Queen Victoria is
the history
in
arch
reigning mon
of England so far: she reigned
from June 1837 to January
1901. But beware, Queen
Elizabeth II is catching up!
olution
* The Industrial Rev
had many positive effects on
Great Britain, like improved
transportation and communication, higher production
and a better quality of life for
many people.
Foreground: Cannon Street Station and Cannon Street Railway Bridge, crossing the River
Thames. Background: St Paul Cathedral
40
forty
4 The Great Exhibition
2� Read this newspaper clip carefully and
answer the questions in your workbook.
The Crystal Palace in Hyde Park, London, during the 1851
Great Exhibition: a showcase of the British Empire’s technological advancement.
5 Intruders!
2� Look at the picture and describe it. Hmm… Isn’t there something strange about it?
Toolbox
2�On utilise le prétérit simple pour parler d’un événement achevé, daté : il appartient au passé et on
peut le dater précisément avec des indications de temps.
2�Pour les verbes réguliers, on ajoute -ED à la base verbale du verbe pour toutes les personnes.
6�William F. Talbot invented photography in 1840.
2�Certains verbes sont dits irréguliers, ils ne respectent pas la règle du -ED.
6�Queen Victoria was only 18 when she became queen.
Your task
2�Challenge your classmates! Prepare one question about a great inventor of the Industrial Revolution.
Now check what your classmates have learnt!
Then you can answer their questions to check what you’ve learnt!
forty-one
41
Stage 2
Victorian lives
2� You’re going to continue Oliver Twist’s diary.
1 Wealth gap
2� Look at the two pictures carefully
and answer the questions in your
workbook.
2 Oliver Twist
2� Look at the picture below and guess what’s happening.
Now how about reading an extract from Dickens’s novel Oliver Twist? Fill in the grid in your workbook.
The room in which the boys were fed was a large stone hall, with a copper at one end;
out of which the master, dressed in an apron for the purpose, and assisted by one or
two women, ladled the gruel at mealtimes. Of this festive composition the boys had
one porringer and no more. […] The bowls never wanted washing. The boys polished
them with their spoons till they shone again. […] Oliver Twist and his companions
suffered the tortures of slow starvation for three months. […] The evening arrived; the
boys took their places […] the gruel was served out; and a long grace was said over
short commons. The gruel disappeared. […] Child as he was, [Oliver] was desperate
with hunger. […] He rose from the table; and advancing to the master, basin and spoon
in hand, said, somewhat alarmed at his own temerity: “Please, sir, I want some more.”
The master was a fat, healthy man; but he turned very pale. He gazed with stupified
astonishment on the small rebel for some seconds. […] “What!” said the master at
length, in a faint voice. “Please, sir,” replied Oliver, “I want some more.” The master
aimed a blow at Oliver’s head with the ladle […].
Charles Dickens, Oliver Twist, 1838.
Did you know?
of great prospeEven if the Victorian Era was a time
British families,
rity for Great Britain and for many
they had to
millions of people were starving and
lived in dire
pack together in slums, where they
a very early
conditions. Many children died at
t, which means
uen
age. Child labour was very freq
children who
that instead of going to school, the
rich people’s
survived had to work as servants in
ellers in the
homes, chimney sweeps, flower-s
.
kers
streets or factory and mine wor
42
forty-two
3 Oliver’s diary
2� Look, we’ve found Oliver Twist’s
diary! Read this extract and find out
more about the daily life of poor children during the Victorian Age.
4 Polanski’s screen adaptation
In 2005, Dickens’s famous novel was adapted for the screen by Roman Polanski.
2�Watch the official trailer on the Internet and discuss it with your classmates.
5 Charles Dickens
100 % web
Let’s learn more about the life of Charles Dickens!
2�Watch a video on www.lelivrescolaire.fr.
Toolbox
Pour comparer deux éléments, on peut utiliser le
comparatif.
2�Comparatif de supériorité (plus + adj. + que)
2�MORE + ADJ + THAN (adjectifs longs)
6�This family is more modest than the other one.
2�ADJ.-ER + THAN (adjectifs courts)
6�They are richer than the other family.
2�Comparatif d’infériorité (moins + adj. + que)
2�LESS + ADJ. + THAN
6�Their clothes are less sophisticated than
those of the first family.
Pour opposer deux éléments, on peut utiliser
l’adverbe WHEREAS.
6�The first family’s clothes are elegant
whereas the mother and her two children
are wearing humble clothes.
Pour exprimer l’obligation au passé, on utilise
HAD TO :
6�Many poor children had to work during the
Victorian era.
6�Oliver, still starving, had to go back to his
seat.
Your task
2�Continue Oliver Twist’s diary. What happened to him in the workhouse on January 9th?
Don’t forget to write about his obligations in the workhouse!
forty-three
43
Crazy factory
Stage 3
2� You’re going to record a radio programme!
1 Who is he?
Look at the picture and describe it. Who is the man? What is he like?
2�Do you know anything about him?
2�Why do you think this stage is called “Crazy factory”? Have a guess!
2 The factory scene
Have a look at the pictures. They were taken from Charlie
Chaplin’s movie Modern Times.
2�What can you guess about the main character and the
setting?
2�Now watch the factory scene on the Internet and
answer the questions in your workbook!
A
B
C
D
E
F
3 Bubbles
2� Match each bubble to the appropriate vignette.
Leave me alone, you stupid fly!
1
2
Come on, faster!
It’s not me, it’s him!
3
4
Ouch, it hurts, you idiot!
5
Leave me alone!
But sir, I was just washing
my hands!
44
forty-four
6
4 The feeding machine
In Modern Times, Charlie Chaplin shows the way
machines started to rule people’s lives and the way
the individual was lost in the new industrial system.
In factories, machines were everywhere: in the movie,
Little Tramp even tries out a feeding machine meant
to speed up the workers’ lunch time! Yet it is not
working very well and the result is disastrous but very
amusing. How about watching the feeding machine
scene on the Internet? How do you react in front of this
scene?
2�More generally, what do you think of the idea of a
feeding machine?
2�What image does it give of industrialisation?
5 Pros and cons
Listen to the document. What is it?
Who is talking? What does it say about
Modern Times?
2�Listen again very carefully and make a
list of the pros and cons of indutrialisation in your workbook.
Did you know?
Tip: You won’t understand everything and
it’s completely normal. Try to focus on the
words you already know and those that
are stressed - it should help you understand the general ideas.
How about splitting the document into
several parts?
Little Tramp or simply The Tramp
was Charlie Chaplin’s most famous character and you can see
him in many of his films, including Modern Times. This movie
deals with a very serious topic,
that is the American modernity
and the desperate employment
conditions which many people
faced during the 1930’s Great
Depression, but Chaplin treats
it with great humour and critical
distance.
Toolbox
2�On utilise l’article zéro Ø avec un nom singulier
quand on s’intéresse à une notion, à un concept.
6�Ø Industrialisation had both positive and
negative effects.
Your task
2�Record a radio programme! Pair up with a classmate and decide who will be the host and who will be
the guest, a historian specialising in the American Industrial Revolution. The topic of the programme
should be Chaplin’s Modern Times and the pros and cons of industralisation.
forty-five
45
American modernity
2� You’re going to give a short presentation about the American modernity.
Hi folks! Phew! Working on an assembly line is more tiring
than I thought it would be. By the way, did you know that
the United States had its Industrial Revolution in the 19th
and 20th centuries? Let’s find out more about it!
1 The American Industrial Revolution
During the 19th century, the U.S. experienced a great time of
economic and social change. Men were increasingly replaced
by machines while many people working on farms found jobs in
factories. Americans expanded transportation through railroads
and steamboats and they invented new industrial techniques like
the sewing machine. At the beginning of the 20th century, the
industrialist Henry Ford, who was very famous for his Model T car,
developed the concept of the assembly line, based on a division of
labour: each worker performed one simple operation. It allowed
mass production, hence lower selling prices, hence increased Henry Ford in
one of his automobiles.
sales, which in turn allowed for higher wages for the workers.
“There is but one rule for the industrialist and that is: make the highest quality goods possible
at the lowest cost possible,” Ford once said.
2�Complete the diagram in your workbook.
2 Representing modernity
Have you ever heard of Charles Sheeler? He was an American
painter and photographer of the 20th century. Have a look at
the painting, currently exhibited at the Museum of Modern
Art (MoMA) in New York City, and feel free to react. What do
you think of the title?
2�Go on www.lelivrescolaire.fr if you want to have a closer look at the painting.
2�As you may have noticed, Sheeler was particularly
interested in depicting America’s modernity. Among his
favourite themes are factories, machines, skyscrapers,
railroads, etc. When you’re ready, listen to the guide of
the museum tour and fill in the grid in your workbook.
Charles Sheeler, American landscap
e,19
30.
46
forty-six
3 The Great Depression
The beginning of the 20th century was a period of prosperity for the United
States. Yet, as the population of the cities was growing bigger and bigger,
new issues arose, like overcrowding and disease, and many people lived in
dire conditions of life. The Great Depression of the 1930’s further deteriotated
their situation. The market crash of 1929 marked the beginning of a period
of great poverty, high unemployment, starvation and bank failures. American
President Franklin D. Roosevelt launched a program called “the New Deal” to
help the poor and the unemployed. The American Depression had devastating
effects on the economy of countries all over the world.
2�Now how about having a
look at the picture below?
Describe the expression on the Dorothea Lange, Migrant Mother,
1936.
woman’s face.
Can you guess why she looks that way?
2�Why don’t you do some research on Franklin D. Roosevelt?
4 A testimony
Listen to Kate talk about her life during the Great Depression.
Franklin D. Roosevelt
5 Rap it out!
100 % web
Check out a rap song about the Industrial
Revolution on http://flocabulary.com/industrial-revolution/!
Toolbox
2�En anglais, certains adjectifs peuvent servir de noms pour créer
des catégories. Mais attention, le nom ne prend pas de -S, même
s’il est pluriel ! On dira ainsi “the poor” (les pauvres), “the rich”
(les riches), “the unemployed” (les chômeurs), “the young” (les
jeunes), “the old” (les personnes âgées).
6�The poor often lived in the street.
6�The rich were healthy and ate well.
6�Roosevelt launched the “New Deal” to help the unemployed.
Your task
Your task
2�You’re participating in an international junior conference and you must give a short presentation
about the American modernity or one of its aspects!
page forty-seven
numbering
47
Skills
2�Évoquer un événement passé.
Emploi
2�Le prétérit simple est un temps du passé
employé pour parler d’événements en
rupture avec le présent, que l’on peut
dater précisément avec des indications
de temps.
Formation
2�Pour les verbes réguliers, on ajoute -ED
à la base verbale du verbe pour toutes
les personnes.
6�Alexander Bell invented the telephone
in 1876.
6�Several inventions revolutionised the
19th century.
2�Si le verbe se termine par -E, on ajoute
simplement -D.
6�Some people lived in terrible conditions.
2�Si le verbe se termine par une
consonne + -Y, le -Y- devient -I- et on
ajoute -ED.
6�They tried to survive.
2�Si le verbe comporte une seule syllabe,
terminée par une consonne précédée
d’une voyelle, on double la consonne
finale :
6�stop > stopped, plan > planned
2�Prononciation.
2�La terminaison -ED se prononce de trois
façons différentes selon le son final de
la base verbale (mais ce n’est jamais
[ed] !) :
6�Après les sons [d] ou [t], elle se prononce [d] : decided, started, wanted,
needed, etc.
48
forty-eight
6�Après les sons [k], [p], [s], [f], [∫], elle
se prononce [t] : blocked, helped,
dressed, fixed, laughed, pushed, etc.
6�Après tous les autres sons, elle se
prononce [d] : lived, played, received,
suffered, surprised, etc.
2�Verbes irréguliers.
2�Certains verbes sont dits irréguliers,
ils ne respectent pas la règle du -ED.
6�Queen Victoria was only 18 when she
became queen.
2�Exprimer une obligation au passé.
2�Pour exprimer l’obligation au passé,
on utilise HAD TO + BV :
6�Many poor children had to work
during the Victorian era.
6�Oliver, still starving, had to go back to
his seat.
2�Parler de catégories de personnes.
2�Certains adjectifs peuvent servir de
noms pour créer des catégories. Mais
attention, le nom ne prend pas de -S,
même s’il est pluriel ! On dira ainsi
“the poor” (les pauvres), “the rich” (les
riches), “the unemployed” (les chômeurs),
“the young” (les jeunes), “the old” (les
personnes âgées).
6�The poor often lived in the street.
6�The rich were healthy and ate well.
6�Roosevelt launched the New Deal to
help the unemployed.
Treasure trove
a telephone
a typewriter
a telegraph
a steam locomotive
an (electric) light bulb
The Industrial Revolution
* prosperity
* economic power
* an invention / an inventor
* a steam engine
* a railway
* the Victorian era
* the Great Exhibition
* glass and steel
Victorian lives
* an orphan
* a street-vendor
* a chimney sweep
* a servant
* a factory
* a workhouse
* a slum
* child labour
* a ladle
* a gruel
* starve
* starving
* dire conditions of life
Crazy factory
* an assembly line
* work on an assembly line
* a conveyor belt
* tighten bolts
* an (industrial) worker
* an employer / a boss
* to clock in / out
Miscellaneous
* the poor
* the rich
* the unemployed
* unemployment
* the New Deal
forty-nine
49
Your final task
Participate in a debate on the effects
of industrialisation!
2�But don’t forget that you must present sound arguments in order to convince,
so your knowledge must be up to the situation!
1. Form groups of five pupils (or more): there should be two pupils defending the positive effects of
industrialisation, two pupils underlining its negative effects and one arbiter. Decide on your position
in the debate: pro-industrialisation? anti-industrialisation? arbiter?
2. Now gather all the information you can in order to be as persuasive as possible. Read over the
pages of your book and don’t hesitate to listen to the recordings again.
3. Decide on what arguments you’re going to use: you can write them down at first but you should
avoid reading your notes during the debate!
4. The arbiter should go from one group to the other, listen to each group’s arguments, help each
group anticipate the other group’s arguments, etc.
5. Now it’s your move!
2�During the debate, the arbiter
should make sure that the two
groups are allowed to express
their opinions and that they have
the approximate same speaking
time.
2�At the end of the debate, the
arbiter should elect the most
persuasive group!
tips
2�You can find more information on the Victorian Age on www.lelivrescolaire.fr.
2�Remember, you can give your opinion by using phrases like I THINK / BELIEVE THAT + GN + V,
I AGREE / DON’T AGREE / DISAGREE WITH YOU BECAUSE…
2�What about filming the debate and watching it? It is a great way of pointing out your own weak
points… and improving on them!
50
fifty
Going further
Participer à un débat :
Piece of Cake!
2�Les clés du succès : Professionnel, Organisé, Charismatique
Professionnel
quand il s’agit de
2�Bien connaître son sujet, surtout
sérieuses et
rces
sou
faits historiques, et utiliser des
sûres.
formeront la base
2�Bien choisir ses arguments : ils
prendre le temps de
de votre discours alors mieux vaut
bien les préparer !
ments seraient
2�Éviter de lire ses notes : les argu
moins convaincants !
ires, leur laisser
2�Écouter les arguments des adversa
ve de respect,
preu
e
un espace de parole équitable. Fair
c’est aussi cela être professionnel.
Organisé
2�Il est indispensable d’organiser ses
arguments. Par exemple, pourquoi
ne pas commencer par les plus
évidents pour finir avec les plus travaillés ou les plus puissants ?
Il serait dommage de se retrouver
à
court d’arguments solides à la fin
du
débat, là où tout se joue !
2�Être organisé, c’est aussi anticipe
r
les arguments du camp opposé pou
r
pouvoir mieux y répondre !
Charismatique
2�Ne pas marmonner ou lire ses note
s en
baissant la tête : ne pas hésiter à
regarder les
adversaires et s’exprimer de façon
claire.
2�Choisir une position confortable
sans pour
autant s’avachir sur sa table. Éviter
de se
tortiller les mains, de se toucher les
cheveux, etc.
2�Varier le ton pour ne pas paraître
ennuyeux : cela vous donnera plus de
prestance
et on aura envie de vous écouter.
2�Préférer les silences ou les gap
-fillers
anglais (“well…”, “I mean…”, “Wh
at I’m
trying to say is…”) aux hésitations
de type
« Eeeeuh… ». Ce n’est pas grave de
réfléchir aux mots qu’on va utiliser, c’es
t même
normal et un silence peut donner
du poids à
votre discours !
2�Pourquoi ne pas s’entraîner dev
ant une
glace ou se filmer, afin de repérer
ses petits
défauts ?
fifty-one
51
3
When I grow
up
task will be to send a message to your
future you!
2� carry out a survey in your classroom;
2� describe your ideal future self;
2� predict one of your classmates’ future
and give him or her advice;
2� make New Year’s resolutions.
My life plans
Stage 1
2� You’re going to carry out a survey.
1 Lisa, Paul and Sarah
Look at the three pictures and describe them. What do you think the characters are doing?
2�Now listen and check your answers.
2 Jake’s fairy tale
Look at these vignettes: they’re all messed up! Can you put them back in the right order?
2�Listen and check your answers.
3
Did you know?
Have you ever heard of American
Idol? It’s a TV singing competition
for young Americans who’d like
to become popstars.
Jennifer Lopez counted among
the judges in 2011 and 2012.
But the competition is tough:
there’s only one winner each year!
4
54
fifty-four
2
1
7
6
5
3 A.I.Y survey
2� Look at this survey. Who is carrying out the survey? Who are the respondents? What questions are
asked? What are the results?
The American Institute for Youth carried out a survey of 1,500 teenagers between age 14 and 17 to know
more about their ambitions for the future. Thirty nine percent of todayʼs American teens dream of being
famous when they are older. The AIY draws the parentsʼ attention to the influence of television on their
childrenʼs career choices.
Teens’ Top professional ambitions (%)
Be famous
Work in the
medical field 16%
39%
5% Other
6%
Work in
11% 9% Be a teacher
the media
Be a business
Be a lawyer
person
14%
Teens’ Top personal ambitions (%)
Other
Be in
6%
a couple
Travel a lot
9%
24%
Own a car
11%
Have
children
15%
19%
16%
Live in a big city
Own a house
or a flat
4 My life plan
Now what about YOUR life plan? Fill in the grid in your workbook, then pair up with a classmate and tell
each other about what you plan on doing in the future!
2� My life plan is to...
2� I plan on...
2� I’d like to...
2� I plan to...
Toolbox
2�Pour parler de quelque chose qu’on aimerait
faire, on utilise WOULD LIKE TO + BV.
6�I would like to become a pilot.
Attention à la prononciation de WOULD :
le L ne s’entend pas > [wud]
WOULD peut se contracter sous la forme ’D.
6�He’d like to own a house.
2�On remarquera que TO ne s’entend presque
pas à l’oral puiqu’il n’est pas accentué.
Il sera prononcé [t].
2�Pour parler de ce qu’on a prévu de faire, on
utilise PLAN ON + V-ING ou PLAN TO + BV.
6�Six percent of the students plan on being
teachers.
6�I plan to become very famous!
2�Pour exprimer la quantité, on utilise des
expressions comme :
6�most of the pupils
6�half the class / half of them
6�some of the teenagers
6�(very) few pupils
Your task
2�How about carrying out your own survey in the classroom? Split up into groups of four or five and ask
your classmates what their life plans are: what are their professional and personal ambitions? Fill in
the first grid in your workbook, then give your results to your teacher who will help you gather the
results for the whole class and calculate the percentages. Fill in the second grid in your workbook.
2�Then present your results using complete sentences (30% of the pupils in the class would like to...
Most of them plan on...) and draw two pie charts to illustrate them!
fifty-five
55
Stage 2
When I’m 34
2� You’re going to describe your ideal future self.
1 Vinyl
Do you know who these young men are?
2�Look at the vinyl and try to guess what the song is about!
2 When I’m 64
Now listen to the song and note down the words you
recognise.
2�What do you think the song is about?
2�Which of these vignettes are appropriate to describe it?
1
4
56
fifty-six
2
5
3
6
3 Leo’s school project
Have a look at Leo’s school project.
2�What do you think the instructions were?
2�Oh no, some words are starting to fade away...
Can you guess what these words are?
2�Now listen and check your answers!
4 Your own song!
Now how about writing your own crazy song to
explain what you will do when you’re thirty-four?
Everything is possible so let your imagination run
wild!
2�“When I get older, ...”
Did you know?
“When I’m sixty-four” was
one of Paul McCartney’s
first compositions: he
wrote it when he was
only 16! McCartney
turned 64 in 2006, but
his life is not quite as
peaceful as the life he
describes in the song!
Toolbox
2�Pour évoquer des événements futurs ou faire
des prédictions, on utilise l’auxiliaire modal WILL.
Il se contracte sous la forme ’LL. Comme les autres
auxiliaires de modalité, WILL est invariable.
6�I will have three children.
6�I’ll be a great reporter some day.
Attention à l’expression du futur dans les
subordonnées de temps ! Quand on a WILL dans
la proposition principale, la proposition subordonnée introduite par WHEN se conjugue au
présent. Cela nous donne donc WHEN + présent,
S + WILL + BV :
6�I will have a big house when I am 34.
6�When she grows up, she will be a famous
scientist.
Your task
2�Form groups of at least four pupils. Draw your ideal future self: what will you be like when you are 34?
What will you do? Don’t show your drawing to the rest of the group! To make the game more difficult, each
of you will also draw a fake future life. Now shuffle the drawings. Each one of you is going to describe his
or her future self : “When I am 34, I will...” and the group must guess which drawing it corresponds to!
fifty-seven
57
Stage 3
Fortune-tell me!
2� You’re going to predict your classmate’s future and give him or her advice!
1 Crystal sphere
Look at the photograph.
2�Who is this woman? What is she doing?
2 Party time!
Now look at this picture.
2�What do you deduce from it?
3 Simon’s future
Can you guess what the psychic is saying?
2�Now listen!
The letter P in the word psychic should not be pronounced! [’sakk]
58
fifty-eight
4 Be a psychic!
Now imagine that you are the psychic:
What does the future hold for your friend Lea?
What advice can you give her?
2�You will…
2�You should…
2�You’d better…
Did you know?
Halloween is celebrated every year on
October 31, that is to
say All Hallow's Eve.
Celebrations include
telling
trick-or-treating, wearing costumes,
!
lms
fi
ror
scary stories and watching hor
Toolbox
2�Pour donner un conseil ou inciter quelqu’un à
faire quelque chose, on utilise le modal SHOULD.
Comme tous les modaux, SHOULD est invariable
et il est suivi d’une base verbale.
6�I’m sure Lea likes you. You should talk to her.
Le L de SHOULD ne se prononce pas ! [d]
2�La forme négative SHOULDN’T permet aussi de
donner des conseils mais on sent souvent une
pointe de reproche.
6�You shouldn’t be so shy!
2�Pour donner un conseil, on peut également
utiliser HAD BETTER + BV, qui peut se contracter
en ’D BETTER.
6�You’d better tell Simon you like him.
6�You’d better work more if you want to
become a famous mathematician!
Attention, en anglais “advice” est un nom
indénombrable! Donner des conseils se dira
“give advice” mais pour parler d’un seul conseil,
on doit dire “a piece of advice”.
Your task
2�Working in pairs, you will predict your classmate’s
future and he or she will predict yours!
2�You should give each other advice too.
fifty-nine
59
My New Year’s resolutions
2� You’re going to write your New Year’s resolutions!
Happy New Year everyone! Did you write your New Year’s
resolutions? Would you like to know mine? Here they are:
1. I’ll explore and travel even more.
2. I’ll keep taking care of my moustache.
3. I’ll stop asking my mom to wash my clothes.
1 The notebook
2� Look at the notebook.
2�Whose could it be? When was it written? What for?
2 Julie and Matt
2� Look at these two lists of resolutions and answer the questions in your workbook.
60
sixty
3 Chatting up
2� Now look at the picture: what are
the two characters talking about?
2�Compare the dialogue with the
notebooks on the previous page:
what do you notice?
4 Megan’s New Life’s Resolutions
2� This year, Megan decided to
write an original list of resolutions:
look at it and discuss it with your
classmates!
Toolbox
2�Les verbes indiquant le début ou
la fin d’un événement sont suivis de
V-ING. 0n aura donc START + V-ING et
STOP / QUIT + V-ING.
6�I will start going to the gym.
6�I’ll stop eating junk food.
6�I’ll quit smoking.
Did you know?
A time capsule
is a container
where you can
hide objects and
which you bury
ions
in the ground so that future generat
!
(or your future self ) discover them
Your task
Your task
2�Write your New Year’s resolutions! What will you do? What will you start or stop doing?
2�You may use the glogster website if you want to create an original poster!
page numbering
sixty-one
61
Skills
2�Parler de ses projets d’avenir.
2�Pour parler de quelque chose qu’on
aimerait faire, on utilise WOULD LIKE
TO + BV.
6�I would like to become a pilot.
2�WOULD peut se contracter sous la
forme ’d.
6�He’d like to own a house.
On remarquera que TO ne s’entend presque
pas à l’oral puisqu’il n’est pas accentué.
Il sera prononcé [t].
2�Pour parler de ce qu’on a prévu de faire,
on utilise PLAN ON + V-ING ou PLAN TO
+ BV.
6�Six percent of the students plan on
being teachers.
6�I plan to become a rock star.
2�Évoquer des événements futurs.
2�Pour évoquer des événements futurs ou
faire des prédictions, on utilise l’auxiliaire modal WILL. Il se contracte sous
la forme ’LL. Comme les autres auxiliaires de modalité, WILL est invariable.
6�I will have three children.
6�I’ll be a great reporter some day.
Attention à l’expression du futur dans les
subordonnées de temps ! Quand on a WILL
dans la proposition principale, la proposition subordonnée introduite par WHEN se
conjugue au présent. Cela nous donne donc
WHEN + présent, S + WILL + BV :
6�I will have a big house when I am 34.
6�When she grows up, she will be a
famous scientist.
62
sixty-two
2�Donner des conseils.
2�Pour donner un conseil ou inciter
quelqu’un à faire quelque chose, on
utilise le modal SHOULD. Comme tous
les modaux, SHOULD est invariable et il
est suivi d’une base verbale.
6�I’m sure Lea likes you. You should talk
to her.
Le L de SHOULD ne se prononce pas [ud] !
2�La forme négative SHOULDN’T permet
aussi de donner des conseils mais on
sent souvent une pointe de reproche.
6�You shouldn’t smoke, it’s bad for your
health.
2�Pour donner un conseil, on peut également utiliser HAD BETTER + BV, qui
peut se contracter en ’D BETTER.
6�You had better quit smoking.
6�You’d better stick to my plans!
En anglais “advice” est un nom indénombrable ! Donner des conseils se dira
“give advice” mais pour parler d’un seul
conseil, on doit dire “a piece of advice.”
2�Indiquer le début ou la fin d’un événement.
2�Les verbes indiquant le début ou la fin
d’un événement sont suivis de V-ING :
on aura donc START + V-ING et STOP +
V-ING.
6�I’ll quit smoking.
Treasure trove
a lawyer
a journalist
a rock star
a painter
a sports car
Careers
* a businesswoman
a businessman
* be famous
* a concert tour
* a workshop
* an exhibition
* a doctor
* a teacher
* a TV report
* abroad
* the suburbs
* graduate from university
* a gap year
* a date
* get married
* gorgeous
* handsome
* respondents
* percent (%)
* the fireside
* dig the weeds
* rent a cottage
* scrimp and save
* a crystal sphere
* a psychic
* give advice
* a piece of advice
* quit smoking
* lose weight
* go to the gym
* do voluntary work
* ask someone out
Life plans
* a fairy tale
* cheesy
* own a house / a flat
* earn money
Survey
* carry out a survey
When I’m 64
* mend a fuse
* knit a sweater
Fortune telling
* predict the future
* what the future holds
for someone
New Year’s resolutions
* make resolutions
* stick to one’s resolutions
* Christmas break
sixty-three
63
Your final task
Send a message to your future you!
2�How about writing an e-mail to your future self and sending him
or her a time capsule?
1. Decide on the day and year when you want to receive the e-mail.
2. Explain your future self what your life plans are.
3. Tell him or her what you think your future life will be like.
4. Give him or her advice: “You should always remember to...”, “You’d better...”
5. You can write your New Life’s resolutions if you want to.
6. Tell him or her where your time capsule is hidden and what’s in it.
7. Go to www.futureme.org and send this message to your future you!
tips
2�Pick an e-mail address which you think you will keep for a long time so that you do receive the
message in the future!
2�You should believe in yourself, be ambitious!
64
sixty-four
Going further
Comprendre les paroles d’une chanson :
Piece of Cake!
2�Les clés du succès : Prélever, Optimiser, Compenser
Prélever les informations clés
s fois
2�Bien écouter la chanson, plusieur
si nécessaire.
ions
2�Mettre de côté les mots ou express
tout
compliqués. Il est normal de ne pas
comprendre.
nus et
2�Cibler les mots clés, les mots con
les mots qui sont répétés.
Optimiser les éléments trouvés
2�Deviner le thème de la chanson
à partir
des informations rassemblées.
2�Noter tous les mots auxquels ce
thème
nous fait penser.
2�Faire des suggestions à partir de
certaines informations : que font des
grandsparents le dimanche matin ? Que
fait une
grand-mère à côté de la cheminée
?
2�Réécouter pour essayer de repé
rer de
nouveaux éléments.
Compenser les lacunes
2�Chercher les paroles de la chanso
n sur Internet.
2�Chercher la définition des mots
que l’on ne comprend pas dans
un dictionnaire unilingue.
2�Si ce n’est toujours pas clair, véri
fier le sens du mot dans un
dictionnaire bilingue.
2� Écouter des chansons
en
anglais est une très bo
nne façon
d’améliorer son anglais.
Prenez
l’habitude d’écouter att
entivement la chanson avan
t de
chercher les paroles su
r Internet.
De plus, faites attentio
n aux sites
sur lesquels vous allez
:
sur certains, les paroles
sont mal
retranscrites !
films ou des
2� Vous pouvez aussi regarder des
s-Titrée) :
Sou
e
séries en VOST (Version Original
grès rapides
pro
des
c’est un moyen efficace de faire
ut, il peut
déb
Au
tout en passant un bon moment.
tout en
res
s-tit
sou
vous paraître pénible de lire les
s vous
vou
s,
-vou
urez
regardant les images mais rass
avez
s
vou
que
lm
fi
y habituerez très vite. Si c’est un
rder
rega
le
de
r
déjà vu, pourquoi ne pas essaye
s sous-titres ?
avec les sous-titres anglais voire san
de
pas
s
mai
Vous ne comprendrez pas tout
vous
que
tant
e
panique, ce n’est pas très grav
!
e
n’êtes pas perdu dans l’intrigu
sixty-five
65
4
Mysterious
murder
task will be to solve a mystery case.
2� organise a press conference;
2� question the suspects;
2� write a police report;
2� send your colleagues an invitation to a
meeting.
Stage 1
Crime scene
2� You’re going to organise a press conference.
1 Crime scene
Observe the picture.
2� What can you see? Try to guess what’s happening.
2 Listen up!
2� Now listen to the dialogue and gather
as much information as you can.
3 Watch out!
2� Look at the victim’s personal planner and
help Detective Logan find more clues.
68
sixty-eight
4 On the phone
Detective Logan would like to know more about the people referred to in the victim’s planner.
2� Listen to her phone conversation with Inspector Frost!
5 Police report
2� Look, Julie Logan has just received the
police report: what are the new clues?
Did you know?
No one else in
the world has
your fingerprints!
Each person’s
fingerprints are
unique, that’s
why they are such
a valuable tool for
criminal invesy
tigators. It also explains why so man
thieves and criminals wear gloves!
Toolbox
2�Quand le sujet d’une phrase n’a pas accompli
l’action décrite par le verbe, par exemple lorsqu’il
en est la victime, on utilise la forme passive en BE
+ participe passé. Quand le contexte est passé,
6�Mr. O’Neill was killed yesterday night.
6�He was shot in the head.
2�La forme passive permet aussi de mettre
l’accent sur l’objet de l’action quand on ne
connaît pas la personne qui a accompli l’action
ou qu’elle n’est pas très importante.
6�Fingerprints were analysed.
6�A gun was found next to the corpse.
Your task
2�Organise a press conference to answer the journalists’ questions about the situation.
2�Form groups of five pupils to act the role-play: there must be two journalists, Inspectors Jones and
Frost and Detective Julie Logan.
sixty-nine
69
Stage 2
Suspects and alibis
2� You’re going to question the suspects.
1 Mug shots
Look at these pictures: under what circumstances were the photographs taken?
2� Describe the people and guess who they are.
2 What’s going on?
Have a good look at the picture and guess
what’s happening. What can the two characters be telling each other?
2� Now listen to the dialogue.
2�Pick out the first suspect’s alibi.
2�Did the suspect hear or see anything?
3 Inspector Jones
Look at the picture: who do you think Inspector Jones is questioning?
2� Now listen to the conversation.
2�What is the second suspect’s alibi?
2�Did he/she hear or see anything?
4 Bosling’s alibi
Inspector Frost questioned Ryan Bosling. Have a look at the pictures.
2� What is his alibi?
2� Did he hear or see anything?
70
seventy
5 Police statement
2� Now read this police report and check your answers! Fill in the grid in your workbook.
Did you know?
Mug shots (or mugshots) were
invented by Allan Pinkerton, a Sco
ttish American detective, in the 19t
h
century. Since then, they have bee
n
used as a way of keeping photogr
aphic
record of people who were arrested
,
thus making identification by witnesses easier.
Toolbox
2�Le prétérit BE + V-ING sert à expliquer ce que
l’on faisait à un certain moment dans le passé ou
lorsqu’un événement précis s’est produit.
6�At 11:00 pm, I was watching TV.
6�I was sleeping when the murder occurred.
2�BE est un auxiliaire : c’est donc lui qui s’accorde
avec le sujet (WAS/WERE), qui porte la négation et
qui sert d’auxiliaire dans les questions.
6�She wasn’t doing anything when Mr. O’Neill
was killed.
6�Were they sleeping at 11:00 pm?
2�On peut utiliser l’auxiliaire DO pour insister sur
la vérité d’une action dont on vient de parler.
6�“You and Brian were supposed to have
dinner on Thursday night.” –“Yes, indeed,
we did have dinner.”
Your task
2�Detective Logan would like to question the suspects herself. You will form groups of four and each one
of you is going to be one of the characters: Detective Logan, Kat Perry, Jack Reaper and Ryan Bosling.
2�Look at the vignettes: they’ll help you remember who was doing what!
seventy-one
71
Stage 3
Brainstorming!
2� You’re going to write a police report.
1 Distracted investigators!
Investigators Julie Logan, Amy Jones and Duncan Frost are trying to gather all the information they have
collected so far. Oops, they must be tired because they made a mistake somewhere and they also forgot
one piece of information!
2� Have a closer look and give them a hand!
2 The culprit may be…
Look at the investigators: what are they thinking about?
2� Listen to their conversation and take down notes.
2�Now do you have an idea of who the culprit may be?
72
seventy-two
3 You’ve got mail!
Look, Detective Logan received a letter when she came back
home!
2� Who can it be from?
2� Can you guess what it says?
4 Secret message
So, who sent the letter? Julie Logan is pretty sure that there
is an encrypted message in it.
2� Read the letter carefully and help her out!
2� Tip: Pay attention to the sender’s job.
It may help you decipher the secret message!
Did you know?
d for ages
Encrypted messages have been use
s Ceasar
to set up secret communication. Juliu
communiis said to have used crytography to
y generals!
cate secret information to his arm
Toolbox
2�Pour formuler une hypothèse ou parler d’une
éventualité, on peut utiliser l’auxiliaire modal
MAY. Le doute plane, on n’est pas sûr que l’événement se réalise. Comme les autres modaux,
MAY est invariable et il est suivi d’une base
verbale.
6�They may tell the truth but they may lie too.
2�En revanche, quand on veut exprimer une quasi-certitude, on utilise l’auxiliaire modal MUST.
6�She has disappeared so she must be guilty.
2�Dans les deux cas, les modaux MAY et MUST
permettent d’exprimer son opinion personnelle
sur le degré de probabilité d’un événement.
2�NB : Pour évoquer l’éventualité, vous pouvez
aussi utiliser les adverbes MAYBE et PERHAPS.
Your task
2�Imagine that you are Detective Logan: you must write a report to break the news!
Send it to your colleagues, Inspectors Amy Jones and Duncan Frost at the following address:
Inspectors A. Jones and D. Frost
37 Safe Street
London E1 7HP
seventy-three
73
Heroes and villains
2� You’re going to e-mail all the detectives you know to ask them for some help.
Hi there! Do you like my new detective outfit?
I must admit that you’ve been terrific investigators so far! How about having a look at some of the
most famous detectives and villains in fiction?
1 Sherlock Holmes
100 % web
Sherlock Holmes is one of the world’s most famous fictional characters. He
was invented by Scottish writer Sir Arthur Conan Doyle and appears in many of
his novels and short stories. Holmes is a detective in late 19th century London;
he lives at 221B Baker Street, with his friend and assistant Dr. Watson and his
landlady, Mrs. Hudson. Sherlock Holmes is reputed to be able to solve difficult
cases thanks to his outstanding logical reasoning. He is typically portrayed with a
trench coat, a deerstalker hat, a pipe and a magnifying glass. If you go to London,
you can visit the Sherlock Holmes Museum at 221B Baker Street!
2� Watch the trailer for BBC TV series Sherlock on the Internet: do you think
the story is set in 19th century London?
2�What are the common points and differences with Arthur Conan Doyle’s
novels?
2 Agatha Christie
100 % web
Have you ever heard of Agatha Christie? She was a very famous writer
of detective stories. Her first novel, The Mysterious Affair at Styles, was
published in 1920. It introduced the memorable character of Hercule
Poirot, a Belgian detective living in London. Poirot is characterised by
his stiff moustache and his dandy attire. Another famous character
is Miss Marple, an old spinster and amateur detective who solves
intricate crimes with her acute intelligence. In 1971, Agatha Christie
was made Dame Agatha Christie by Queen Elizabeth II at Buckingham
Palace!
2� Listen to her talk about her writing process in a BBC documentary
on www.lelivrescolaire.fr.
74
seventy-four
3 Dr. Jekyll and Mr. Hyde
In 1886, Robert Louis Stevenson published a short story entitled
Strange Case of Dr. Jekyll and Mr. Hyde. It tells the story of a London
lawyer who investigates strange events connecting his friend Dr. Jekyll
and the devilish Mr. Hyde. In fact, they’re both... the same person! In
order to conceal his evil urges, Dr. Jekyll created a potion; yet it had the
effect of turning him into another person, the aggressive and dangerous
Mr. Hyde. So they are the two parts of his split personality, one good
and one evil.
2� Look at the two pictures and discuss them with your classmates.
4 Jack the Ripper
“Jack the Ripper” is the name given to a serial killer who murdered several prostitutes in the slums of London in 1888. Each victim’s abdomen was ripped and
her throat was cut. Yuk!!! Many policemen investigated but they were never able
to identify the culprit as there was not enough evidence. Jack the Ripper features
in many works of fiction. If you go to London, you can visit the Chamber of Horrors
at Madame Tussauds, the famous wax museum, and you will see his shadow in a
dark London alley... Spooky!
2� Look at this cartoon taken from Punch,
Punch, September 1888. The capt
ion reads:
a British satirical magazine, and read the caption carefully.
“There floats a phantom in the slum
2�Answer the questions in your workbook.
’s foul air
Shaping to eyes which have the gift
of seeing,
Into the Spectre of that loathly lair.
(...)”
5 Detective Logan
Detective Logan went to the street indicated in Megan O’Neill’s message.
Oh look, there’s a tape here! But... Oh no! It’s all ruined! Someone must have
found it before she did... Who can it be? She tried to repair it back at home.
2� Listen to what it says and see if you can still hear something.
Toolbox
2�“Information” et “evidence” sont des noms
indénombrables, ce qui signifie qu’on ne peut
pas les compter : ils sont envisagés comme un
tout. Cela explique pourquoi ils sont suivis d’un
verbe au singulier et ne peuvent pas être conjugués au pluriel.
6�Evidence is hard to find.
Your task
Your task
2�On ne peut pas non plus les faire précéder de
l’article a(n) ou d’un numéral (one, two, etc.),
à moins d’utiliser “a piece of”
6�Ø Evidence was collected on the crime
scene.
6�She found a piece of evidence in his
personal planner.
2�The situation is critical: we need help. Imagine you’re Detective Logan and you want to set up a
meeting with all the detectives you know.
2� Write them an e-mail: briefly explain the situation and ask them to come as soon as possible!
pageseventy-fi
numbering
ve
75
Skills
2�Utiliser la forme passive.
2�Quand le sujet d’une phrase n’a pas
accompli l’action décrite par le verbe,
par exemple lorsqu’il en est la victime,
on utilise la forme passive en BE + participe passé. Quand le contexte est passé,
6�Mr. O’Neill was killed yesterday night.
6�He was shot in the head.
2�La forme passive permet aussi de
mettre l’accent sur l’objet de l’action
quand on ne connaît pas la personne
qui a accompli l’action ou qu’elle n’est
pas très importante.
6�Fingerprints were analysed.
6�A gun was found next to the corpse.
2�Parler d’événements en toile de fond.
2�Le prétérit BE + V-ING sert à expliquer
ce que l’on faisait à un certain moment
dans le passé ou lorsqu’un événement
précis s’est produit.
6�At 11:00 pm, I was watching TV.
6�I was sleeping when the murder
occurred.
2�BE est un auxiliaire : c’est donc lui qui
s’accorde avec le sujet (WAS/WERE),
qui porte la négation et qui sert
d’auxiliaire dans les questions.
6�She wasn’t doing anything when
Mr. O’Neill was killed.
2�La construction emphatique
2�On peut utiliser l’auxiliaire DO pour
insister sur la vérité d’une action dont
on vient de parler.
6�“You and Brian were supposed to have
dinner on Thursday night.” –“Yes,
indeed, we did have dinner.”
76
seventy-six
2�Formuler des hypothèses plus ou moins
sûres.
2�Pour formuler une hypothèse ou parler
d’une éventualité, on peut utiliser
l’auxiliaire modal MAY. Il permet
d’insister sur le fait que le doute plane,
on n’est pas sûr que l’événement se
réalise. Comme les autres modaux,
MAY est invariable et il est suivi d’une
base verbale.
6�The culprit may be Kat Perry.
6�They may tell the truth but they may lie.
2�En revanche, quand on veut exprimer
une quasi-certitude, on utilise l’auxiliaire modal MUST.
6�She has disappeared so she must be
guilty.
2�Dans les deux cas, les modaux MAY et
MUST permettent de donner un avis,
d’exprimer son opinion personnelle sur
le degré de probabilité d’un événement.
2�Utiliser des noms indénombrables.
2�“Information” et “evidence” sont des
noms indénombrables, ce qui signifie
qu’on ne peut pas les compter : ils ne
sont envisagés que comme un tout. On
ne peut pas les conjuguer au pluriel et
ils sont suivis d’un verbe au singulier :
2�On ne peut pas non plus les faire précéder de l’article a(n) ou d’un numéral
(one, two, etc.), à moins d’utiliser
“a piece of”.
6�Ø Evidence was collected on the crime
scene.
6�She found a piece of evidence in his
personal planner.
Treasure trove
a chalk line
footprints
hear a gunshot
a mug shot
a gun
General vocabulary
* a police inspector
* a private detective
* an investigator
* a victim
* a suspect
* a witness
* a culprit
* a murderer
* a criminal
* a corpse / a body
* an informer
* a police report
* a press conference
* an encrypted message
* a magnifying glass
* clues
* fingerprints
* size 6 sneakers
* a personal planner
* break into a house /
an apartment
* information - a piece of
information
* witness something
* make a phonecall
* walk home
* short
* slender
* guilty
* innocent
* honest
* beefy / muscular
Crime scene
a
* be shot in the head
* crime tape
* evidence
computer
* a piece of evidence
Questioning the suspects
* a mug shot
* an alibi
Adjectives
* suspicious
* annoying
* deaf
seventy-seven
77
Your final task
Brainstorming in process!
2�Participate in a gathering of detectives and solve the mystery!
Detective Logan’s colleagues answered her call, they’re all gathered for a brainstorming.
Now let’s unmask the murderer!
1. Form groups of five pupils and decide who’s going to be who! Invent the names of the detectives, but don’t forget that there is also one Detective Julie Logan in each group.
2. Start the meeting by presenting yourselves to your colleagues: What is your name?
Where do you come from? Do you use any particular method when you investigate?
3. Sum up the whole case. What happened? Who was killed? How? Where? Who are the main
suspects? Write down all the pieces of evidence and testimonies you have collected so far.
4. Discuss it all with your colleagues. Make hypotheses about the suspects. Analyse the most
recent developments of the case and make deductions.
5. Look! A secretary just brought a letter from a mysterious sender!!! Open it and find out
what it says!
6. Now you have enough information to solve the mystery. Which group is going to be the
fastest one? Hurry up!!!
tips
2�How about writing down your detective name on a piece of paper and pinning it on your clothes
or putting it on the desk before you? It will be easier for everyone to remember who you are!
2�How about using props and language or behavior mannerisms to make the role play even more
realistic?
2�Don’t hesitate to use a very big sheet of paper, it will be more convenient for you to write down
all the elements you have collected and to analyse them together.
2�Pay attention to the message on the envelope: what can it mean?
78
seventy-eight
Going further
Participer à une réunion en anglais :
Piece of Cake!
2�Les clés du succès : Préparation, Ordre du jour, Collaboration
Ordre du jour
Préparation
la préparer
2� Avant de faire une réunion, il faut
es particiautr
les
nd
qua
u
pour ne pas être perd
ts.
suje
ains
cert
pants évoqueront
des noms
2� De quoi va-t-on parler ? Y a-t-il
point sur
à connaître ? Doit-on se mettre au
certains thèmes précis ?
détectives,
2� Dans le cadre d’une réunion de
ents de
élém
il faut connaître les principaux
meurtre,
du
es
l’enquête : victime, circonstanc
etc.
,
déjà
a
suspects principaux s’il y en
2� Établir un ordre du jour avant de
commencer la réunion est un bon
moyen de rester organisé et de ne
pas s’éparpiller.
2� De quoi va-t-on discuter ? Dans que
l
ordre ? Pendant combien de temps
?
2� Choisir quelqu’un dans le groupe
de discussion pour présider la
séance peut permettre de mieux
faire respecter l’ordre du jour.
Collaboration
2�Faire une réunion, c’est se réun
ir pour travailler ensemble
autour d’un sujet précis. Il faut don
c partager le temps de parole,
s’écouter les uns les autres, ne pas
se couper la parole.
2�Il ne faut pas hésiter à poser des
questions pour être sûr de
bien comprendre l’avis des autres.
“So you think (X) may be the
culprit, is that right?”
2�Collaborer, c’est aussi apporter sa
contribution : il faut bien sûr
participer à la réflexion et mettre en
avant ses opinions personnelles.
2� In the U.S., many pupils participate in the dynamics of their
school by joining clubs and organisations. It is an opportunity
for them to start involving themselves in a field they like, like art,
science, chess, cooking, dance, the environment, debating, music,
drama, robotics, etc. They often participate in meetings to help set
up art exhibitions, musicals, plays, chess competitions, fundraising campaigns, debates, etc. Are there any clubs in your school?
seventy-nine
79
5
Back to
1920’s
Chicago!
task will be to organize an exhibition
on 1920’s Chicago!
2� write biographies of famous jazz
musicians;
2� design a leaflet to advertise for your
exhibition;
2� write a booklet about the Chicago
gangsters;
2� tell fun facts about 1920’s Chicago.
Stage 1
Jazz it up!
2� You’re going to talk about the lives of famous jazz musicians.
1 Have a guess
This man is the famous jazz trumpeter Louis Armstrong.
2�Open your workbook. Can you guess what events the dates correspond to?
2�Now listen to a short biography of Louis Armstrong and fill in the timeline in
your workbook.
2 Satchmo
100 % web
Have a look at an interactive presentation on www.lelivrescolaire.fr.
2�What does it tell you about Louis Armstrong which you didn’t know?
3 Armstrong’s autobiography
Read two extracts from Armstrong’s autobiography,
Louis Armstrong, In His Own Words, at the end of
your textbook.
2�How does he describe his life in 1920s Chicago?
2�What is the Lincoln Gardens?
2�Who are “Papa Joe” and “Lil”?
4 Inkredible!
Oh oh, this student spilled ink everywhere on
his sheet of paper…
2�Can you help him remember the missing bits?
Did you know?
s.
was often nicknamed Satchmo or Pop
* Louis Armstrong
with
ing (jazz singing
He was the first one to record scat sing
legend, his score
jazz
the
to
nonsense syllables). According
ebie Jeebies”
“He
g
rdin
fell to the ground when he was reco
he had to improvise!
and not knowing the lyrics by heart,
ory:
famous Armstrongs in American hist
* There are three
ut Neil Armstrong
trumpeter Louis Armstrong, astrona
ng: try not to get
and road racing cyclist Lance Armstro
confused.
82
eighty-two
5 Jazzmen
Now have a look at these timelines.
2�Make an oral presentation of these jazzmen using complete sentences!
Joe “King” Oliver: cornet player and band leader, Armstrong’s mentor.
1885
Born in
Louisiana
1890
Moved to New
Orleans
1922
Created the
Creole Jazz Band
1919
Arrived in
Chicago
1927
Some months
in New York
1925
Created the
Dixie Syncopators
1
1938
Died in
Chicago
Jelly Roll Morton: jazz composer, piano player and band leader reputed to be arrogant.
1922
Arrived in Chicago
1890
Born in
New Orleans
1928
Moved to New York
1926
First recordings with
Red Hot Peppers
Earl Hines: piano player, Armstrong’s friend
1903
Born in
Pittsburgh
1923
Arrived in Chicago
1929 – 1934
Recorded with his
own orchestra
1928
Recorded with Armstrong’s Hot Five
Contract at the Grand Terrace Cafe
2
1941
Died in
Los Angeles
3
1983
Died in
Oakland
Toolbox
2�Pour ajouter une information sur un groupe
nominal sans commencer une nouvelle phrase,
on peut former une proposition subordonnée
relative avec les pronoms relatifs WHO, WHICH et
WHERE.
2�On utilise WHICH pour ajouter une information sur un antécédent non-humain (objets,
concepts) :
6�The Hot Five made many records which are
considered landmarks.
2�On utilise WHO pour ajouter une information
sur un antécédent humain :
6�Louis Armstrong married Lil Hardin, who
was a piano player.
2�Enfin, on utilise WHERE pour ajouter une
information sur un lieu :
6�He went to New York City, where he played
with Fletcher Henderson.
Your task
2�Choose one of the four musicians mentioned in this stage. Go on http://edu.glogster.com/ and create
your interactive biography! It must include pictures and a short description of the jazzman’s life.
You may also include a timeline if you want to. And what about graphics? They will make your poster
more lively.
2�Then form groups of four (each one of you should have worked on a different musician) and talk about
the jazzman’s life to your classmates! Try to use complex sentences with relative clauses.
eighty-three
83
Stage 2
Chicago nightlife
2� You’re going to write a leaflet about 1920’s Chicago nightlife.
1 Life is a cabaret!
Focus on this picture for a minute and
discuss it with your classmates: where
and when is the scene set?
2�What can you say about the place, the
atmosphere, the clothes, the people?
2�What are they doing?
2 Dazzling city
Now, listen and discover what nightlife was like in 1920’s Chicago!
2�Answer the questions in your
workbook.
3 Race issues
Don’t you wonder why there are only African-Americans
on the above picture? Can you have a guess?
2�Now read the article carefully and find out.
Town daily
Friday, February 15th, 2013
4 Dear Camille
Look at this postcard: who wrote it? To whom?
2�What kind of experience does the sender narrate?
Race has always been a complicated issue in American
history. In the 1920s, the North of the U.S. was supposed to be quite progressive but in practice, racism
was deep-rooted in people’s minds. In Chicago, there
were black cabarets like the Dreamland Cafe and the
Lincoln Gardens, where the entertainers, the waiters
and the customers were African-Americans, and there
were white dance-halls, which were considered more
legitimate, more refined.
The dances were more decent, more traditional, the
music was not wild hot jazz but a sweetened type of
jazz music. The customers, the waiters and the entertainers were white, although some black bands were
allowed to come in. The black community was isolated
from the larger society, it was a time of segregation.
However, there were also cabarets called the “black
and tans” where black and white people could mix,
listen to the same music, dance together and sometimes
even have a fling. Famous black and tans included the
Sunset Cafe and the Plantation Cafe.
84
eighty-four
5 Visit our exhibition!
Look at this document.
2�What is it? In what context may you find it?
What’s its purpose?
Did you know?
* Both jazz music and the Charleston were
banned from many “legitimate” dan
ce halls
because they were considered vulg
ar and scandalous!
* The Charleston was particularly popular with
rebellious young women called the
“Flappers”,
who wore short dresses and adopted
an exuberant behavior.
Toolbox
2�Pour parler d’une période du passé où la réalité
était différente, on utilise USED TO + BV. Cela
peut permettre de transporter les gens dans une
certaine époque historique, comme pour en recréer
l’atmosphère, les habitudes, etc.
6�In the 1920s, the Chicagoans used to dance
and listen to jazz music in cabarets.
2�Pour indiquer le temps qui s’est écoulé entre
l’événement passé dont on souhaite parler et le
présent, on utilise AGO.
6�Ninety years ago, the manufacture and the
sale of alcohol were prohibited.
2�BE ALLOWED TO + BV permet d’exprimer
l’autorisation. L’ajout de NOT permet au contraire
de parler d’une interdiction.
6�Some black jazz bands were allowed to
play in white dance-halls.
6�People were not allowed to drink alcohol.
Your task
2�Design a leaflet to advertise for your own exhibition on 1920’s Chicago! Split up into groups of four
and choose one topic to provide some information on: Prohibition, jazz music, cabarets, black and
tans, speakeasies, the Charleston or flappers.
2�Don’t forget to mention the dates of your exhibition!
2�How about handing out the flyers in your school?
eighty-five
85
Stage 3
Al Capone and co.
2� You’re going to create a booklet about the Chicago gangsters!
1 Gangsta!
According to you, what kind of activities did they
engage in back in the 1920’s? Imagine what their
2�Now listen to a top secret conversation between
Al Capone and two members of his mob!
2 Listen up!
2� Listen to the guide of the Chicago gangster tour. You won’t be
able to understand everything – it’s perfectly normal.
2�Second listening: Try to focus on the main events and match
the dates with the appropriate events in your workbook.
2�Third listening: Discuss the main events with your classmates. Can you briefly sum up what happened at the Hawthorne Inn and during the St. Valentine’s Day Massacre?
3 Who’s who?
Play who’s who in organized crime!
2�Listen to the guide again and find out who belonged to the Outfit and who worked for the North Side gang!
Johnny Torrio
aka “the Brain”
George “Bugs”
Moran
Hymie Weiss
Dean (or Dion)
Al Capone
O’Banion
aka “Scarface”
86
eighty-six
Frank Nitti
Ralph Capone
aka “Bottles”
4 Newspaper clip
2� Read this article and answer the questions in your workbook. Feel free to react!
The Chicago Times
Thursday, January 25th, 2007
Everybody knows the name Al Capone. It conveys the
image of a ruthless gangster who was once Public
Enemy No. 1. Today is the 60th birthday of his death
and I’d like to talk about the other Al Capone, the
complex man behind the mobster.
Capone often presented himself as a businessman
and a gentleman who was fond of opera, who liked
nice clothes and who enjoyed jazz music. He served
as a sponsor for many jazz musicians who played in
his cabarets and were paid with his dirty money. In
a country which was still filled with prejudice and
segregation, it was hard for black musicians to get
hired, but thanks to Capone’s relative tolerance and
generosity, they were offered a chance to develop their
musical skills while earning a living.
People tend to forget that Capone was loved by many
Chicagoans. When the Great Depression hit the city
in 1929, Capone even set up a soup kitchen and fed
over 1,000 destitute people! Many people saw him as
a sort of modern Robin Hood.
Did you know?
* When he was
about 18 and lived
in Manhattan,
Alphonse Capone
was stabbed in
the face during a
fight and his scars earned him the
nickname
“Scarface”.
because the investigators working
on his
case could not gather enough evid
ence!
The only motive which they found
to send
him to prison was tax evasion and
violation
of the Prohibition law: that’s why
he only
* Al Capone’s bullet-proof Cadillac limousine
was seized by the police in 1932 and
it was
later used as President Franklin D.
Roosevelt’s limo!
Toolbox
2�Pour parler d’activités en anglais, on peut ajouter
à une base verbale le suffixe -ING pour créer un
NOM VERBAL.
6�gamble > gambling
6�bootleg > bootlegging
6�racketeer > racketeering
2�Ces noms verbaux s’utilisent exactement
6�Al Capone and his mob engaged in illegal
6�Al Capone and his mob engaged in
6�They got a lot of money from gambling.
Your task
2�Create a booklet about Al Capone and other Chicago gangsters! Include everything you know about
the gang war in 1920’s Chicago, the illegal activities which the mobsters engaged in, Al Capone’s life,
the Hawthorne Inn incident, the St. Valentine’s Day Massacre, etc. Don’t forget to add photographs
and captions to make your booklet more alluring!
eighty-seven
87
Fun facts
2� You’re going to learn and tell fun facts about 1920’s Chicago!
Check out da gangsta outfit! What d’ya think? Personally,
I’d love to go back to the "Roaring Twenties" and experience
the excitement of the cabarets, dance the Charleston and have
a glimpse at the real Al Capone! It sounds like a lot of fun!
Talking about it, would you like to know some fun facts
about the 1920’s? Let’s go!
1 Louis Armstrong
Louis Armstrong always claimed that he was born on
August 4th, 1900 while he was actually born on August
4th, 1901! So, was it a mistake or a way to embellish the
story of his life?
At the age of 12, Armstrong was fooling around with his
friends on New Year’s Eve and he fired a gun in the air. He was sent to a reform
school, the Colored Waif’s Home, for eighteen months. That’s where he learnt
to play the cornet!
One day, as Armstrong was rehearsing with the Creole Jazz Band, his mother
May Ann showed up and started hugging him. She had come all the way up
from New Orleans because somebody had told her that her son was sad and
depressed. It was a lie but how could she know? Few people had the telephone
at that time!
2�Now, answer the questions in your workbook.
2 Jelly Roll Morton
Jelly Roll Morton’s real name was Ferdinand Joseph
LaMothe. When in New Orleans, he used to play in
brothels (houses of prostitution). When his grandmother found out, she was so shocked that she
disowned him!
Jelly Roll Morton was reputed to be arrogant and
flamboyant. He often boasted that he had invented
jazz music: his autobiography is entitled Mister
Jelly Roll: The Fortunes of Jelly Roll Morton, New
Orleans Creole and inventor of Jazz! As he liked to
show off and radiate wealth, he also had a diamond in one of his front tooth!
2�Answer the questions about Jelly Roll Morton in
your workbook.
88
eighty-eight
Louis Armstrong with his mother,
Mary Ann, and his sister, Beatrice.
3 Prohibition
100 % web
The people in favour of Prohibition were called “the drys” while those against it were
referred to as “the wets.” The drys struggled so hard for temperance that they hired
Dr. Charles Foster Kent of Yale to rewrite the Bible and remove all references to wine!
When Prohibition was repealed (cancelled) in 1933, President Franklin D. Roosevelt
exclaimed: “I think it’s time for a beer”!
2�Have you ever heard of the American television series “Boardwalk Empire”? Watch
a trailer of this HBO series on www.lelivrescolaire.fr and find out what it is about!
You may recognize a couple of characters.
4 Seriously?
100 % web
1920’s Chicago gangsters had more than one string to their bows.
Indeed, North Side gang leader Dean O’Banion was... a florist!!! Of
course, it was a convenient front for his criminal activities but O’Banion
did love flowers and he was very good at arranging them!
Al Capone also had unexpected talents. Not only did he love music
– opera and jazz in particular – but he also composed his own song
while in prison at Alcatraz! Who could have believed that “Scarface”
would have written a sentimental love song for his “Madonna Mia”?
2�Watch an ABC report on Al Capone’s song on www. lelivrescolaire.fr.
Toolbox
2�On peut ajouter à certains verbes des prépositions ou
des adverbes pour créer de tout nouveaux verbes, avec une
signification qui leur est propre :
2�show off : frimer, se faire remarquer
6�Jelly Roll Morton liked to show off.
2�show up : arriver
6�One day, Armstrong’s mother showed up at the Lincoln
Gardens.
2�find out : découvrir
6�When Jelly Roll Morton’s grandmother found out that his
grandson played in brothels, she disowned him.
Your task
Your task
Did you know?
Alcatraz island, also called “the
Rock”, is located in the San
Francisco Bay. It was used as a
federal prison from 1933 to 1963.
Al Capone was imprisoned there
from 1934 to 1939.
2�Split up the class into two teams. Read the Explore pages carefully and pick five fun facts.
In your workbook, write down the questions you’ll ask the other team.
2�The team who correctly answers the most questions wins!
pageeighty-nine
numbering
89
Skills
2�Former une proposition relative.
2�Pour ajouter une information sur un
groupe nominal sans commencer une
nouvelle phrase, on peut former une
proposition subordonnée relative avec
les pronoms relatifs WHO, WHICH et
WHERE.
2�On utilise WHO pour ajouter une information sur un antécédent humain :
6�Louis Armstrong married Lil Hardin,
who was the piano player in the Creole
Jazz Band.
2�On utilise WHICH pour ajouter une
information sur un antécédent nonhumain (objets, concepts) :
6�The Hot Five and Hot Seven made
many records which are considered
landmarks in the history of jazz.
2�Enfin, on utilise WHERE pour ajouter
une information sur un lieu :
6�This is the Lincoln Gardens, where the
Creole Jazz Band used to play.
2�Parler d’événements implantés dans le
passé.
2�Pour parler d’une période du passé
où la réalité était différente, on utilise
USED TO + BV. Cela peut permettre de
transporter les gens dans une certaine
époque historique, comme pour en
recréer l’atmosphère, les habitudes, etc.
6�In the 1920’s, the Chicagoans used
to dance and listen to jazz music in
cabarets.
6�The nightlife used to mirror their thirst
for freedom and adventure.
2�USED TO marque également une
certaine stabilité, il faut donc que les
événements aient été bien implantés
dans le passé.
90
ninety
6�African-American musicians used to
play in black cabarets, although once
in a while some of them played in
white institutions.
2�Indiquer le temps qui s’est écoulé entre
un événement passé et le présent.
2�Pour indiquer le temps qui s’est écoulé
entre l’événement passé dont on souhaite parler et le présent, on utilise
AGO. Comme il s’agit de dire quelque
chose sur l’événement passé (le présent n’est qu’un point de repère),
AGO s’emploie avec le prétérit.
6�Ninety years ago, the manufacture
and the sale of alcohol were
prohibited.
2�Formuler une autorisation ou une interdiction.
2�Pour parler d’une autorisation, on peut
utiliser l’expression BE ALLOWED TO + BV.
6�A small number of black jazz bands
were allowed to play in white dance
halls.
2�Au contraire, pour parler d’une interdiction, on mettra l’expression à la forme
négative en lui ajoutant NOT.
6�People were not allowed to drink
during the Prohibition era.
2�Former des noms verbaux.
2�Pour parler d’activités en anglais, on
peut ajouter à une base verbale le
suffixe -ING pour créer un NOM VERBAL,
qui va s’utiliser comme les autres noms.
6�Al Capone and his mob engaged in
6�They got a lot of money from gambling.
Treasure trove
a piano player / a pianist
a submachine gun
a record
a gangster
scat singing
Jazz it up!
* a jazz musician
* a jazzman
* a timeline
* a biography
* a nickname
* a trumpet player / a trumpeter
* a cornet player / a cornetist
* a saxophone player /
a saxophonist
* play the piano / the trumpet
* skills
* a jazz band
* make a record / record a tune
* a landmark
* a jazz club / a cabaret
* the Lincoln Gardens
* boast something
* rebellion
* a rebel
* hot jazz
* dance
* the Charleston
* a Flapper
* liquor
* bootlegging
* a bootlegger
* a speakeasy
* a police raid
* a black and tan
* an African-American
* segregation
* segregated
* a dance hall
* the Roaring Twenties
* the Jazz Age
* a gang war
* gambling
* a gambling den
* racketeering
* a whorehouse
* a prostitute
* a pimp
* black hand racket
* a massacre
* a slaughter
* ruthless
* tax evasion
* go to jail
Chicago nightlife
* a cabaret
* adventure
* excitement
Prohibition
* the wets vs. the drys
* forbidden
* prohibited
* alcohol
* booze
* beer
* wine
Al Capone and Co.
* a mobster
* a racketeer
* organized crime
* Scarface
* a scar
* a mob
* the Outfit
ninety-one
91
Your final task
Organize your exhibition
2�Now you have all the necessary elements to organize your own exhibition
on 1920’s Chicago!
Would you like to share what you’ve learnt? How about setting up an exhibition for the teachers,
the school staff and the other pupils to know more about the “Roaring Twenties”?
You could even invite your parents!
1. Split up into groups of four or five pupils.
2. Organizing an exhibition requires a lot of efforts so share the work! There are many different
topics to talk about so you should figure out who is going to focus on what.
3. With your classmates, decide on the material for the exhibition. What are you going to
use? Glogster posters? Regular hand-made posters? Photographs and captions? Drawings?
Fun signs? All these materials at once?
4. Now off you go! You should give as much information as possible about your topic. Don’t
hesitate to scan the pages of your textbooks again and to listen to the recordings. Try to write
complex sentences to make your language as refined as possible.
5. But don’t forget to include fun facts too!
6. Now how about being the guide? Lead the visitors through the exhibition, develop some
of the elements if you feel like it and answer their questions!
tips
2�What about using various supports? The public would probably find your exhibition more
alluring! You could even use Powerpoint or create a poster with Publisher!
2�You will find many photographs online: try to find the best quality of image and print your
pictures!
2�Perhaps you could use a visual sign to indicate fun facts? How about a music note?
A speech bubble? Use your imagination!
92
ninety-two
Going further
Regarder un documentaire en anglais:
Piece of Cake!
2�Les clés du succès : Préparer, Opter/Omettre, se Concentrer
Préparer le visionnage
re, il faut un
2� Avant de regarder un documentai
mp lexical.
cha
son
et
e
thèm
peu en connaître le
s spéci2�Apprendre à l’avance certains mot
permet de les
fiques ou se les remettre à l’esprit
e et, de fait, de
repérer plus facilement par la suit
est dit autour
mieux se concentrer sur tout ce qui
du mot.
Opter pour certains mots, en Omettre
d’autres
2� Vous ne pourrez pas tout compren
dre et c’est normal. Il va donc fallo
ir opter
pour certains mots, par exemple les
termes liés au thème étudié ou les
mots plus
généraux que l’on connaît déjà.
2�Omettre les mots inconnus et/o
u compliqués et ne pas s’affoler si
on est perdu
pendant un moment. On ne stresse
pas et on se raccroche à un mot con
nu ou une
phrase simple dès que possible.
2�Utiliser les mots repères pour ess
ayer de suivre le fil du documentai
re. Cela
permettra d’inférer plus facilement
le sens général des phrases, souven
t longues
et complexes.
se Concentrer sur les images
r inférer le
e des images du documentaire pou
2� Ne pas sous-estimer l’importanc
sens de ce qu’on entend.
quelqu’un
souvent plus facile de comprendre
2�Avez-vous déjà remarqué qu’il est
le ton de
ent
pour les documentaires. Non seulem
quand on le voit ? Cela vaut aussi
ressions
exp
prit général de ses propos mais les
la personne vous aidera à saisir l’es
lement
éga
t
ron
vements de sa bouche vous aide
de son visage, ses gestes et les mou
à mieux comprendre.
compréhenpas détourner votre attention de la
2�Attention cependant : cela ne doit
!
ïe
l’ou
ailler ensemble la vue et
sion orale. Efforcez-vous de faire trav
ninety-three
93
6
My South
African
adventures
task will be to write a travel blog.
2� describe a South African landscape;
2� write an extract from a travel journal;
2� tell an anecdote in a blog;
2� record a radio programme about South
Africa.
Stage 1
Breathtaking!
2� You’re going to describe a South African landscape.
1 Table Mountain
South Africa has some of the most breathtaking
landscapes in the world.
2�Listen to the guide and answer the questions
in your workbook.
2 Wonderful wildlife
Have a look at this document. What is it?
2�What does it tell you about the South African fauna and flora?
2�Does it make you want to live the experience? Why?
Experience the wonders
of the African wildlife!
WILDLIFE
Embark on one of our game drives or walking
safaris and observe Africa’s BIG FIVE – elephant,
lion, rhino, leopard and buffalo – as well as
many other wild animals!
Find out what it feels like to be JUST INCHES
AWAY from a dangerous predator! WOW!
FLORA
Our reserve is also home to more than 300 trees!
Although South Africa’ climate is semi-arid,
our reserve is situated in a savannah where the
climate is more temperate, which allows for a
rather diverse flora.
Have you ever seen
the majestic wildlife of
South Africa? Embark
on a unique safari in the
S.A. National Reserve!
The S.A. National reserve is
waiting for you to explore its
breathtaking landscapes and
magnificent wildlife.
96
ninety-six
3 Describing a landscape
The South African landscapes are particularly diverse.
2�Form a group with three of your classmates. Each one of you will pick a picture and describe it; the other
three must guess which one it is!
1
2
3
4
5
Did you know?
The Kruger National Park is one of
the largest reserves in Africa! It is
home to tens of thousands of wild
animals!
Toolbox
2�Pour décrire une photographie, on peut utiliser
la tournure présentative THERE + BE conjuguée
(there is, there are).
2�Pour situer les éléments de la photo, on va
utiliser des expressions comme :
6�in the foreground / background / middle
6�at the top / at the bottom
6�in the top left-hand corner / bottom righthand corner
Your task
2�Draw a South African landscape (or townscape) in your workbook without showing it to your classmates.
Don’t forget to include some details (animals, people, buildings, etc.)! Then form groups of four pupils.
2�Each one of you is going to describe his or her landscape to the rest of the group and they must draw
what you’re describing. For each round, the one whose drawing is the closest to the model wins a point!
ninety-seven
97
Stage 2
Travelling around
2� You’re going to write an extract from a travel journal!
1 Have a guess!
Look at these characters: who can they be?
2�What do you think they’re doing?
2 Planning a trip
2� Look at this map, listen to their conversation and spot the
places where each of them would like to go and the places
they finally agreed upon.
3 Travel journals
Look at Emma and Jake’s travel journals: what do you notice?
2�What can you deduce from their tastes?
2�Discuss the journals with a classmate.
South Africa
July 1: day 1.
Today, we’ve visited the Two
Oceans Aquarium. Boring, except
for the big sharks!!! Later on,
we’ve seen an awesome indie pop
band in a cafe at the V&A Waterfront! Those guys sure rock!
July 2: day 2.
We’ve been to Boulders Beach,
Emma was super happy. We’ve
seen a whole
colony of
penguins, it
was fun :)
Then we’ve
been to Robben Island: what a
poignant moment!
Jake
98
ninety-eight
I was so touched by the
sight of Nelson Mandela’s
former cell! This man’s my hero!
July 3: day 3.
Today we’ve visited the Iziko
National Gallery: it was inte
interesting but we spent more than 3
hours there, it was too long. Fortunately, we went to Long Beach
afterwards and I’ve been able to
rent a surfboard!
Amazing sensations!!!
July 1st
Today, we’ve been to the V&A
Waterfront and we’ve visited the
Two Oceans Aquarium: it was terrific! Then we’ve had a drink in a
cafe and there was a band playing
a gig. I’d call it noise rather than
music!
July 2nd
This morning,
we’ve been to Boulders Beach, where
we saw many penguins: they’re
adorable!!! Then we’ve been to Robben Island, where Nelson Mandela
used to be imprisoned. I must admit
that it moved me to tears!
Emma
July 3rd
We’ve been in South Africa for
3 days now and I never want to
leave! Today, we’ve visited the
Iziko National Gallery where African artworks are exhibited. Loved
it! Then we’ve been to Long Beach
- Jake wanted to surf. It was a bit
boring...
We haven’t been to the top of Table
Mountain yet, we’ll go up there
tomorrow!
Did you know?
* There is only a one-hour time difference
between France and South Africa in
winter
and there’s no time difference in sum
mer!
* The South African currency is called the
South African Rand and 1€ ~ R12
(12 rands).
Did you know that the Big Five (the
five most
difficult animals to hunt: the rhino,
elephant,
lion, buffalo, leopard) were represe
nted on
the South African banknotes?
Toolbox
2�La forme HAVE + V-EN, aussi appelée PRESENT
PERFECT, a pour caractéristique générale de créer
un lien entre le présent et le passé.
2�Le present perfect peut être utilisé…
2�pour parler d’événements qui viennent juste
de se produire, qui sont encore proches du
présent.
6�We’ve just visited Robben Island.
2�pour évoquer des événements qui ont commencé dans le passé mais qui sont toujours
vrais dans le présent.
6�We have been here for three days now.
6�Come on, I haven’t surfed since last Monday!
2�FOR et SINCE signifient tous les deux « depuis »
mais on aura FOR + durée et SINCE + date /
moment précis.
Your task
2�Imagine that you are either Emma or Jake. It’s July 10th and you’ve been in Durban for three days.
Write in your travel journal to explain what you’ve done in Durban so far (on July 8th, 9th and 10th)!
2�Don’t forget to take their tastes into account. Emma wanted to go on a safari and Jake wanted to go surfing!
ninety-nine
99
Stage 3
Tick it off your bucket list!
2� You’re going to write an anecdote in a blog.
1 Incredible!
What is the most adventurous / audacious thing you’ve
ever done?
2�Split up in groups of four and tell your story to your
classmates. Then ask them if they have ever done the
same before. Don’t forget to listen to their stories too of
course!
2�Fill in the grid in your workbook.
2 Xtreme
2� Look at this leaflet: what is it about? Have you ever
experienced one of these activities? If not, do you feel like
trying out? Why?
3 Have you ever…
What sort of document is it? Who is/are the author(s)?
2�Practise reading anecdotes and feel free to react. Ask your classmate if he or she has ever tried one of
these uncommon activities and if he or she would like to try (again)!
100
one hundred
4 Who did what?
Look at these pictures. Describe them and feel free to react.
Have you ever tried one of these activities? Which one(s) would you like to try?
2�Ask your classmates the same questions and listen to their answers!
2�Now look at the three characters: listen and find out who did what!
HAVE YOU EVER…?
WOULD YOU LIKE TO TRY?
Did you know?
A “bucket list” is a list of things you
’d like to do before
you die, that is before you “kick the
bucket”.
How about writing your own bucket
list? Are there any
places you’d like to travel to? Adventu
rous things you’d
like to try out? Famous people you
’d like to meet?
Every time you complete one of thes
e things, tick it off
your bucket list!
Toolbox
2�Pour demander à quelqu’un s’il a fait quelque
chose un jour dans sa vie, pour l’inviter à parcourir sa vie depuis sa naissance jusqu’au moment
présent, on utilise le PRESENT PERFECT (HAVE +
V-EN) avec EVER.
6�Have you ever been to South Africa?
6�Have you ever stroked a wild animal?
2�Pour parler de ce qu’on n’a jamais fait dans sa
vie, on utilise le PRESENT PERFECT avec NEVER
alors que pour parler de ce qu’on a déjà fait,
on utilise le PRESENT PERFECT avec ALREADY.
6�I have never tried skydiving.
6�She has never seen a whale.
6�I’ve already been moutain biking before.
2�Dans les deux cas, le present perfect permet de
faire un lien entre le passé et le présent : je fais
le bilan maintenant, dans le présent, des expériences que j’ai vécues dans le passé.
Your task
2�There are many things to do in South Africa, aren’t there? Among all the activities you’ve seen, what’s
the one you’d prefer to try? Imagine that you’ve just tried it and write your testimony in the “Have you
ever…” blog! Following the model of Activity 3, tell us what you felt, if you liked it or not, if you’d like to
do it again, etc. Be inventive!
one hundred and one 101
Diversity and conflicts
2� You’re going to participate in a radio programme.
Sanibonani! It means “hello” in Zulu, the language spoken by the Zulu people! So what do you think about South
Africa? Amazing, isn't it? How about discovering the complex
South African history and culture? Would you like to know
more about the Zulus, the Afrikaners, Nelson Mandela, the
apartheid? Let's go folks!
1 Some history
Actress Charlize
Theron was born
in Benoni,
South Africa.
The Republic of South Africa has three capitals:
Pretoria (executive), Cape Town (legislative) and
Bloemfontein (judicial) and its current president
is Jacob Zuma (political party: A.N.C.).
It has had a complex history. Its original inhabitants were black people but colonisation by
Europeans started in the 17th century with the
arrival of the Dutch (or Boers) and the English.
The colonists imported large numbers of black
slaves from the East Indies.
Today, South Africa is a mosaic of people with various ethnic backgrounds: blacks, whites, coloureds, but also people of Asian and
Indian origins. Diversity still is one of the key features of South Africa
where there are eleven official languages, including Afrikaans, English,
Zulu and Xhosa.
2�Look at the poster and describe it. Pair up with a classmate and react
according to what you’ve just learnt!
2 Apartheid
Have you ever heard of apartheid? It is the official system of racial segregation
which used to be enforced in South Africa from 1948 to 1994. Laws were passed
to establish the supremacy of white people over other races. Marriage between
mixed races was forbidden, public places were segregated, white pupils were
more advantaged than non-white pupils, etc. Most black people were poorer than
white people and lived in terrible conditions. The United Nations condemned
this racist policy and many international movements against apartheid were
created. The South African government eventually introduced reforms in the
1980’s and 1990’s. In 1994, multi-racial democratic elections were held and
Nelson Mandela was elected president.
2�Look at the pictures. In what historical context were they taken?
How do they make you feel?
102
one hundred and two
3 Nelson Mandela
Nelson Mandela was a leader of the A.N.C (African National
Congress) and he vigorously struggled against apartheid.
He couldn’t bear the fact that white people were legally more
advantaged than black people. Mandela’s birth name, which
was given to him by his father, is “Rolihlahla”, which means
“troublemaker”, but one of his teachers gave him the English
name “Nelson”! Mandela is also known as Madiba, his Xhosa
clan name (meaning “father”).
He was arrested and imprisoned in 1962. He spent 27 years in prison, mostly on Robben Island, off Cape
Town. On the day of his release – Feb. 11th, 1990 - Mandela made a famous speech to the South African
nation. He received the Nobel Peace Prize in 1993 and became the country’s first black president in 1994.
During his presidency (1994–1999), he worked on reducing inequalities in South Africa.
2�Read an extract from Nelson Mandela’s release speech at the end of
your book and discuss it with your classmates.
4 Wealth gap
Problems are far from being solved in South Africa. Prejudice has not disappeared
yet and there are still many inequalities: some people live in small huts whereas other South Africans live in gorgeous residences with swimming pools.
2�Have a look at these photographs. Can you guess which picture was
taken in Soweto, a poor suburb of Johannesburg, and which one was taken
in the wealthy northern suburbs of Jo’burg?
Toolbox
2�Pour comparer deux éléments, on utilise le
comparatif.
2�Le comparatif de supériorité (plus… que)
2�adjectifs courts : ADJ. + ER + THAN
6�Most black people were poorer than white
people during apartheid.
2�adjectifs longs : MORE + ADJ. + THAN
6�White people were more privileged than
non-white people.
2�Le comparatif d’infériorité (moins … que)
2�LESS + ADJ. (court ou long) + THAN
6�Whites were generally less poor than blacks
and coloureds.
6�Blacks were less advantaged than whites.
Your task
2�Pair up with a classmate and record a radio programme about South Africa! You’ll need one host and
one expert. You can start with a jingle then the host can present himself or herself, give the name of
the radio and present the guest, an expert in South African history.
2�Tips: Write down your script before you record, it’ll be much easier!
2�Rehearse the script in order to sound as natural as possible. Why not underline the stressed syllables
of some difficult words and note down some diphtongs ([ei] in apartheid for instance)?
2�The radio programme should alternate between the host’s questions and the expert’s answers.
2�Don’t forget to compare the conditions of whites and non-whites during apartheid.
one hundred and three 103
Skills
2�Décrire une image.
Pour décrire une image, on peut utiliser la
tournure présentative THERE + BE conjuguée (there is/there are).
2�Pour situer les éléments de la photo,
on va utiliser des expressions comme :
6�in the foreground / in the background / In the center
6�at the top / at the bottom
6�in the top left-hand corner / in the
bottom right-hand corner
Attention à toutes ces petites prépositions
(in, at, on), il faut bien les retenir !
2�HAVE + V-EN.
La forme HAVE + V-EN (auxiliaire HAVE +
participe passé), aussi appelée PRESENT
PERFECT, a pour caractéristique générale
de créer un lien entre le présent et le passé.
Elle peut être utilisée...
2�pour parler d’événements qui viennent
de se produire, qui sont encore
proches du présent, tout frais dans la
mémoire.
6�We have just visited Robben Island.
2�pour calculer le temps qui s’est écoulé
depuis qu’on a commencé à faire
quelque chose.
6�We have been here for three days
now.
6�Come on, I haven’t surfed since last
Monday!
On remarquera que l’on utilise FOR + durée
et SINCE + date.
Ici les événements ont commencé dans
le passé (« il y a trois jours » ou « lundi
dernier ») mais ils durent encore dans le
présent.
2�pour demander à quelqu’un s’il a fait
quelque chose un jour dans sa vie,
104
one hundred and four
l’inviter à parcourir sa vie depuis sa
naissance jusqu’au moment présent.
On l’utilise alors avec EVER.
2�pour parler de ce qu’on n’a jamais
fait dans sa vie ou de ce qu’on a déjà
fait. On l’utilise alors avec NEVER ou
ALREADY.
6�I’ve already been moutain biking
before.
Dans les deux derniers cas, le present perfect crée un lien entre le passé et le présent
puisqu’il permet de faire le bilan de ses
expériences.
Si on veut donner plus de détails sur
un événement et utiliser un repérage précis
dans le passé, on doit utiliser le prétérit car
il y a coupure avec le présent.
6�I went shark cage diving in 2012.
It was fun!
2�Comparer deux éléments.
Pour comparer deux éléments, on utilise le
comparatif.
2�Le comparatif de supériorité (plus … que)
2�adjectifs courts : ADJ. + ER + THAN
6�Most black people were poorer than
white people during apartheid.
NB. Avec GOOD et BAD, on obtient des
formes spécifiques : BETTER THAN et
WORSE THAN.
2�adjectifs longs : MORE + ADJ. + THAN
6�White people were more privileged
than non-white people.
2�Le comparatif d’infériorité (moins … que)
LESS + ADJ. (court ou long) + THAN
6�Whites were generally less poor than
blacks and coloureds.
6�Blacks were less advantaged than
whites .
Treasure trove
a leopard
a lion
an elephant
a rhino
a buffalo
Adjectives
* breathtaking
* majestic
* magnificent
* gorgeous
* awesome
* terrific
* amazing
* magic
* diverse
* audacious
* incredible
* adventurous
* destitute
* privileged
* advantaged
* disadvantaged
* segregated
* the wildlife
* the savannah
* a baobab tree
* a palm tree
* stroke an animal
Safari
* a predator
* a game reserve
Animals
* a cheetah
* a crocodile
* a penguin
* a shark
* a blue whale
Activities
* a gig
* surfing
* skydiving
* paragliding
* quad biking
* abseiling
* sand boarding
* mountain biking
* bungee-jumping
* shark cage diving
More general vocabulary
* a flag
* a landscape
* a map
* a province
* a travel journal
* a harbour
* book tickets
* a currency
* a bucket list
* a descendant
* colonisation
* a prison cell
* a slave
* apartheid
* segregation
History
* an inhabitant
* a settler
* a colonist
* a policy
* an election
* a citizen
one hundred and five 105
Your final task
My very own travel blog!
2�You’re going to write your travel blog to talk about your adventures in
South Africa.
1. You’ve been in South Africa for a week. What does your travel blog look like? Are you alone?
With friends? With your family?
2. Talk about what you’ve done so far, the places you’ve visited, the animals you’ve seen. Write
a short paragraph for each day you’ve spent there, beginning on July 2nd. “Today, I’ve…”
3. Try to include both funny anecdotes and cultural elements which you’ve learnt in museums.
4. Don’t forget to include pictures of what you’ve seen!
ARE YOU ALONE?
WITH FRIENDS?
tips
Y?
WITH YOUR FAMIL
2�As you know, many people write blogs so if you want yours to draw the Internet surfers’ attention, try to include beautiful pictures, funny photographs, nice colours, amusing comments, etc.
It’ll make people want to read your adventures!
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one hundred and six
Going further
Écrire un blog en anglais :
Piece of Cake!
2�Les clés du succès : Percutant, Original, Coloré
Percutant
attrayant à votre blog. Il faut bien
2� Commencez par donner un nom
rdé.
sûr que le nom touche au thème abo
envie aux internautes de s’y
2�Un blog bien rédigé donnera plus
d’orthographe.
attarder qu’un blog truffé de fautes
permet de ne pas perdre en crédi2�Écrire de façon bien renseignée
percutants.
bilité et de rendre vos propos plus
Original
2� Il y a beaucoup de blogs en lign
e.
Si vous décidez d’écrire votre blog
,
il faut qu’il soit le plus original
possible : c’est comme cela qu’il se
démarquera des autres.
2�Créez un blog à votre image, en
racontant des anecdotes amusantes,
en postant vos photos les plus bell
es,
drôles, touchantes ou insolites.
Coloré
2� Ne pas hésiter à incorporer des
photos, des dessins, des
polices de couleur, des effets visu
els (majuscules, points d’exclamation, etc.).
2�Le design du blog est très importa
nt. Éviter les fonds ternes
et les polices sombres qui rendron
t le blog un peu triste. Mais
attention à ne pas en faire trop non
plus, cela pourrait fatiguer
les yeux des internautes !
Si les images ne sont pas de vous, pen
sez à citer vos sources (le
site sur lequel vous les avez trouvées
, le nom du photographe, etc.)
one hundred and seven 107
7
Once upon a
time…
task will be to participate in a literary
prize.
2� create a book cover;
2� interview a fairy tale character;
2� write a fractured fairy tale;
2� write a literary review.
Stage 1
Fairest of all
2� You’re going to create a book cover.
1 Who are they?
Do you recognise these
characters?
2�Who are they?
2 Messy tale
These vignettes are all messed up! Try to remember the story and put them back into the correct order.
2�Are some elements different from the story you know? Why?
1
2
3
4
5
6
3 The Brothers Grimm
Check your answers by reading the
Brothers Grimm’s Snow White and the Seven
Dwarves at the end of your book.
2�Sum up all the elements that differ from the
story you know.
110
one hundred and ten
Did you know?
Do you know Walt
Disney’s Snow White?
In this 1937 version, the
dwarves are called Doc,
Grumpy, Happy, Sleepy,
Bashful, Sneezy, and
Dopey. Can you find the
French equivalents?
4 Popcorn time!
Have you seen Mirror, Mirror and Snow White and the Huntsman? Both films were released in 2012.
2�Watch the official trailers on the Internet and compare the atmosphere and the charaters in the two films.
5 Book cover
Have a look at this book cover.
Oops, the title is fading away… Can you guess what it is?
2�Pick up all the elements referring to this story.
Toolbox
2�Pour indiquer que quelqu’un est doté du plus haut degré d’une qualité (la plus belle, le plus gentil,
la plus méchante), on utilise le superlatif de supériorité. Il peut se construire de deux façons selon la
longueur de l’adjectif : THE MOST + ADJ. (long) ou THE + ADJ.-EST (court).
6�Snow White is the most beautiful woman in the kingdom.
6�The Queen is the meanest person in the world.
Your task
2�Now that you’ve read the Brothers Grimm’s version of Snow White, how about creating a book cover for
the tale? You should write a summary of the tale on the back cover: make it as enticing as possible for
future readers!
2�Try to use the superlative at least once. The front cover should include the title of the tale, the name of
its author and a drawing or a picture.
one hundred and eleven 111
Stage 2
Down with clichés
2� You’re going to interview a fairy tale character!
1 What the Shrek?!
Have you seen the Shrek movies? Tell the class what you remember about them.
What do you think they have to do with fairy tales?
2�Watch the official trailers of Shrek 2 and Shrek the Third on the Internet. Which characters do you
recognise? Are they presented in the traditional way? Why does it make the movies so funny?
2�Now how about reading this movie review? Do you agree with it? Why?
Shrek the Third
Shrek is a scandalous anti-fairy tale and that’s why we love it. Like the two previous movies, Shrek the Third
handles clichés with a great sense of humour and excels at parodying fairy tales. Forget traditional happilyever-afters, handsome princes and damsels in distress. In Shrek, the prince and princess are ugly ogres, Prince
Charming is an arrogant jerk, Fairy Godmother is a scheming villain, Snow-White kicks butt and the Big Bad
Wolf is friends with the Three Little Pigs and enjoys tea parties! Go get your cinema tickets and get ready for
some serious fun!
2 You’ve got a text!
Have a look at these text messages. Who wrote them? To whom? Why are they funny?
2�Open your workbook and invent a funny text conversation between two fairy tales characters!
112
one hundred and twelve
3 A very fairy interview
Read the article carefully.
2�Who are the interviewees?
What do they think of their
respective fairy tales?
4 Flashcards
Form groups of four pupils.
Each one of you should fill in one of
the four flashcards in your workbook.
2�Now ask one another questions in
order to know more about the other
characters and fill in the other three
flashcards!
Did you know?
Canadian author Margaret
Atwood enjoys turning fairy
tales upside down. In Good
Bones and Simple Murders,
she writes from the viewpoint
of bad characters – the “Ugly
Sister” the “Evil Stepmother”,
the “Wicked Witch”, etc.!
The Fairy Times
William Fairyland: Two very famous guests agreed to answer
some of our questions today: famous Sleeping Beauty and just as
famous Anastasia, one of Cinderella’s stepsisters. Let’s start with
Sleeping Beauty.
So, could you tell me what you think of your fairy tale?
SB: Well, to be honest, I’m not sure… I’m asleep most of the
time so I don’t know much about it, you know what I mean?
Like, seriously, I basically grow up, prick my finger, sleep for
a hundred years and wake up when the prince kisses me…
Booooooring! Give me a break!
WF (laughing): So what would you suggest?
SB: I dunno, how about swapping roles for once? The prince
sleeps for a hundred years and I come to rescue him!
WF: That would definitely come as a big surprise!
SB: … (starts snoring)
WF: Ok, I think we’ve lost her… Now, hello Anastasia! Could
you give us your opinion about Cinderella?
A: It stinks! It is the worst tale ever! I don’t understand why
Cinderella ends up with the prince and I don’t. She is such a manipulative little pest! How comes she gets the fairy, the wishes,
the beautiful dress and all?
WF: Well maybe coz she’s the good one whereas you keep
bullying her?
A: Whatever, Mr Smarty Pants… It’s always the nice pretty girl
who gets to live happily ever after. Nobody tries to understand
me. Maybe I’m mean because I’m sad and jealous, have you
thought about that?
WF: How about being nice and friendly for a change?
A: With that sly little demon? Never!
Toolbox
2�Pour demander quelque chose, on peut utiliser
le modal CAN, mais le modal COULD permet de
faire une demande plus polie.
6�Could you tell us more about the film?
6�Could you develop a bit please?
Your task
2�How about interviewing the fairy tale character of your choice? It can be a hero, a villain, or a more
secondary character – it’s up to you!
2�Pair up with a classmate and write down your interview, then play it out in front of the class! Be creative
and try to make the interview as funny as possible!
one hundred and thirteen 113
Stage 3
Revolting rhymes
2� You’re going to write your own fractured fairy tale!
1 Weird!
Look at the pictures. Oh oh, something is going wrong in the realm of fairy tales!
2�Pair up with a classmate and try to guess what is going on!
2 Snow White
2�Read Roald Dahl’s version of Snow White and the Seven Dwarves at the end of your textbook, and answer
the questions in your workbook.
3 Watch and listen!
100 % web
Watch Roald Dahl’s version of another famous fairy tale on www.lelivrescolaire.fr.
2�What do you notice? Is it similar to the fairy tale you know?
Did you know?
Have you ever heard of Roald
Dahl? Did you know that he has
written several parodies of fairy
tales in a 1982 collection of poems
entitled Revolting Rhymes? You
can discover three of them in this
stage but there are three more:
“Jack and the Beanstalk”, “Goldilock
s” and “The Three Little Pigs”.
Roald Dahl
Roald Dahl has also written many
famous stories like Charlie and the
Chocolate Factory, The Witches, Mat
ilda, etc.
Many of his books were adapted for
the screen.
114
one hundred and fourteen
4 Mess around
Look at the vignettes and put them back into the right order. Then listen and check your answers!
2�What traditional fairy tale is this poem inspired from?
In what way is it different from the original tale?
1
2
4
5
3
Toolbox
2�Pour parler d’un présent imaginaire, construire
un irréel du présent, on utilise le conditionnel en
IF + PRETERIT… WOULD + BV.
6�If the Little Red Riding Hood had a pistol,
she would shoot the wolf.
2�Attention, avec BE, on utilise IF + WERE à
toutes les formes (if I were, if you were, if he / she
were…)
6�If the prince were a head-chopper,
Cinderella would not marry him.
Your task
2�Write your own parody of a famous fairy tale!
2�Here is how it’s going to happen: Your teacher has three dice with characters, places and objects on
them. Throw the characters die twice and throw the other dies once. You now have two characters,
one place and one object that you will have to use in your fractured fairy tale! Be creative! You may of
course include other characters, places and objects.
2�Do you remember the beginning of Roald Dahl’s Cinderella? “I guess you think you know this story.
You don’t.” Start your story with a similar address to the reader using the conditional. “Have you ever
asked yourselves what would happen if…?”
2�Give it all you’ve got: don’t forget that you will participate in a literary prize!
one hundred and fifteen 115
Inspiring tales
2� You’re going to write a literary review.
Hi there, it’s Edmund again! Personally, I love the original
fairy tales, which are often much darker than the Disney
versions! You know, many writers, artists and filmmakers
have been inspired by the tales of the Brothers Grimm, Hans
Christian Andersen, Lewis Carroll and Charles Perrault.
Let’s discover some of their works!
1 Millais’s Cinderella
Have you ever heard of John Everett Millais? He was a very famous British
painter who lived in the 19th century. In 1881, he completed a painting
entitled “Cinderella”.
2�Observe the picture and try to take in all the details. What can you say
about the setting and the atmosphere? Can you see any symbol in the picture?
2�Now listen to the guide tell you about the painting, and take down notes!
2 Alice in Wonderland
John
Everett Millais, Cinderella, 1881.
Alice’s Adventures in Wonderland is an 1865 novel written by English author
Lewis Carroll. It tells the story of a girl named Alice who falls down a rabbit hole and lands up in the fantasy
world of Wonderland. You may know the 1951 Disney version.
2�Have a look at the drawings. They were made by four different illustrators. Which one do you prefer? Why?
2�Match each picture to a passage from the novel at the end of your textbook.
116
one hundred and sixteen
2�In 2010, Tim Burton adapted the story for the screen. What characters do you remember and how did they
look like? Watch the trailer on the Internet.
3 “Timeless symbols and images”
2�“Folktales (...) are a kind of collective dreaming, filled with timeless symbols and images we can all relate
to, regardless of age or culture”, says writer Marianna Mayer. Discuss this statement in small groups.
4 Edgar A. Poe
Does the name Edgar Allan Poe ring a bell? He was an American
writer, poet and literary critic who wrote many gothic tales. Poe was
very good at immersing the reader in a gloomy atmosphere made up
of mystery, death and madness. Yet some of his tales are actually
pretty funny. For instance, in Some Words With a Mummy, an ancient
Egyptian mummy – Allamistakeo or “the Count” – comes to life and
quietly tells his story to the men who took him out of his tomb!
2�Read the extract from the tale at the end of your textbook, and
answer the questions in your workbook!
Toolbox
2�Pour dire que quelqu’un est doué pour faire
quelque chose, on peut utiliser l’expression BE
GOOD AT + NOM ou V-ING.
6�The painter is good at introducing symbols,
like the peacock feather in Cinderella.
6�The illustrator is very good at depicting
settings.
2�Au style direct, on utilise des guillemets pour
rapporter la parole des personnages.
6�“I wish I hadn’t cried so much!”, said Alice.
6�“There’s plenty of room”, said Alice.
2�Pour passer au style indirect, on ajoute THAT
ou Ø après le verbe introduisant la parole (SAY,
EXCLAIM, CRY, SHOUT, MUMBLE, etc.) puis,
comme en français, on transpose les pronoms et
les temps si nécessaire afin de respecter la cohérence de la phrase.
6�Alice said that she wished she hadn’t cried
so much.
6�Alice said Ø there was plenty of room.
Your task
Your task
2�Pick two of your classmates’ fractured tales and read them carefully. Write one criticism for each tale.
What do you like or dislike about it? What is the author good at? Don’t hesitate to develop your opinion
about some precise passages from the story. How about using the indirect speech at least once?
(“I like the passage when the wicked stepmother says that… I think it’s very funny!”).
one hundred
page
andnumbering
seventeen 117
Skills
2�Parler du plus haut degré.
2�Le superlatif de supériorité permet de
distinguer un élément par rapport à
tous les autres éléments d’un même
groupe : on indique que cet élément est
doté du degré le plus haut d’une qualité ou d’une quantité, relativement aux
autres. Il peut se construire de deux
façons, selon la longueur de l’adjectif :
THE MOST + ADJ (adj. long) ou THE +
ADJ.-EST (adj. court).
6�Snow-White is the most beautiful
woman in the kingdom.
6�Blanche-Neige est la plus belle femme
du royaume, c’est-à-dire qu’elle se
distingue de toutes les autres femmes
du royaume, c’est elle qui est dotée du
plus haut degré de beauté.
6�The Queen is the meanest person in
the world.
2�Dans le conte de Blanche-Neige, la
reine demande à son miroir “Who is
fairest of them all?”
2�Demander quelque chose poliment.
2�Pour demander quelque chose, on peut
utiliser le modal CAN, mais le modal
COULD permet de faire une demande
plus polie.
6�Could you tell us more about the film?
6�Could you develop a bit please?
2�Comme tous les modaux, COULD garde
la même forme à toutes les personnes :
I could, he could, they could.
2�Parler d’une situation imaginaire dans le
présent.
2�Pour parler d’un présent imaginaire,
construire un irréel du présent, on utilise le conditionnel en IF + PRETERIT…
WOULD + BV.
118
one hundred and eighteen
6�If the Little Red Riding Hood had a
pistol, she would shoot the wolf.
2�Attention, avec BE, on utilise IF + WERE
à toutes les formes (if I were, if you
were, if he/she were…)
6�If the prince were a head-chopper,
Cinderella would not marry him.
2�Dire que quelqu’un est doué pour quelque
chose.
2�Pour dire que quelqu’un est doué pour
faire quelque chose, on peut utiliser
l’expression BE GOOD AT + V-ING.
6�The painter is good at introducing
symbols, like the peacock feather in
Cinderella.
6�The illustrator is very good at depicting settings.
2�Utiliser le style indirect.
2�Au style direct, on utilise des guillemets pour rapporter la parole des
personnages.
6�“I wish I hadn’t cried so much!”, said
Alice.
6�“There’s plenty of room”, said Alice.
2�Pour passer au style indirect, on ajoute
THAT ou Ø après le verbe introduisant
la parole (SAY, EXCLAIM, CRY, SHOUT,
MUMBLE, etc.) puis, comme en français, on transpose les pronoms et les
temps si nécessaire afin de respecter la
cohérence de la phrase.
6�Alice said that she wished she hadn’t
cried so much.
6�Alice said Ø there was plenty of room.
Treasure trove
Sleeping Beauty
the Seven Dwarves
(one dwarf)
a mummy
Cinderella
the Evil
Stepmother
Fairy
Godmother
Snow White
Fairy tale characters
* the Huntsman
* Little Red Riding Hood
* the Big Bad Wolf
* Rapunzel
* Puss-in-Boots
* Donkey
* the Gingerbread Man
* Pinocchio
* the Mad Hatter
* the March Hare
* The Caterpillar
* The Little Mermaid
* a witch
* a forest
* a candy house
* a pirate ship
* a desert island
* a magic potion
* a glass slipper
* a sword
* a coffin
* chop off heads
* a jam-maker
* a pistol
* knickers
* wicked
* timeless
* gloomy
* gothic
Places
* a castle
* a dungeon
Objects
* a magic mirror
* a magic wand
* a magic lamp
Parody
* an ogre
* a horse-race jockey
Adjectives
* fair
* handsome
* evil
Miscellaneous
* a book cover
* disguise oneself
* a realm
* a rhyme
one hundred and nineteen 119
Your final task
Our literary prize
2�Participate in a literary prize! Defend your fractured tale in front
of the jury!
1. Before presenting your tale, how about creating a book cover for it, with a nice front page
and a short but enticing summary? You can also add illustrations if you feel like it!
2. Have the whole class read your story and read the other groups’ tales.
3. Each group should defend its tale. Play the critic: ask each group questions about their story
and their vision of the writing process, give your opinion, etc. When it’s your turn, go to the
front of the class and answer the critics’ questions. Try to be as persuasive as possible!
4. Time to vote! Each pupil should vote for the story he or she considers to be the best. (You’re
not allowed to vote for your own story of course…).
tips
2�How about giving your tale a funny title? You could play on words or choose a mysterious title
which makes the reader want to read your story!
2�If you like drawing and painting, why don’t you illustrate your story? It would make it even
more enjoyable.
120
one hundred and twenty
Going further
Défendre son point de vue :
Piece of Cake!
2�Les clés du succès : Précis, Organisé, Convaincant
Précis
t faire passer un message clair et
2� Défendre son point de vue, c’es
convaincre !
précis. Sans cela, il est difficile de
t d’abord être précis dans ses
2�Être précis dans ses propos, c’es
de préparation en amont qu’il ne
pensées. Cela suppose un travail
sage principal que je souhaite
faut pas négliger : quel est le mes
ments ?
faire passer ? Quels sont mes argu
Organisé
2� Pour défendre son point de vue de
manière convaincante, il faut organiser ses arguments de façon logique
plutôt que de les jeter en vrac.
2�Pourquoi ne pas les présenter sou
s forme de plan ?
« Premièrement… Deuxièmement…
Enfin… ». Cela permettra à l’interlocuteur de mieux suivre l’argumentat
ion et de la retenir plus facilement.
2�Quels sont vos arguments clés
? Ce sont ceux-là qui devront
ressortir du discours et sur lesquels
il faudra insister, ceux-là que
l’interlocuteur devra retenir.
Convaincant
2� Il ne suffit pas d’énoncer des arguments pour être convaincant.
Il faut être enthousiaste, sincère, avancer des convictions.
2�Être convaincant, c’est également parler de manière assurée, utiliser un ton décidé et un volume de voix approprié, mettre l’emphase
sur certains éléments choisis, savoir faire des pauses bien placées
pour renforcer le discours.
2�La gestuelle joue aussi un rôle important. Quelqu’un qui est tout
recroquevillé sur lui-même, se tortille les mains et marmonne ses
notes ne paraîtra pas très convaincant. Il faut se tenir droit, éviter
les tics gestuels et regarder ses interlocuteurs.
one hundred and twenty-one 121
Qu’est-ce que la grammaire ? C’est un ensemble de règles
qui organisent le fonctionnement d’une langue.
C’est un peu comme le code de la route.
Lorsqu’on le maîtrise, on est un conducteur hors pair.
En revanche, lorsqu’on ne le respecte pas, on devient
un mauvais conducteur, voire un danger public !
Quand on maîtrise la grammaire anglaise, on parle et on
écrit un anglais agréable à entendre et à lire. En revanche,
lorsqu’on n’en respecte pas les règles, on parle et on écrit
un anglais incompréhensible !
Mais rassurez-vous, nous autres les Anglais trouvons
votre grammaire bien plus difficile que la nôtre !
Autour du verbe
Les indispensables .............................................. 123
L’auxiliaire BE
123
L’opérateur DO
124
Les verbes lexicaux .............................................. 125
Le cas du verbe HAVE
125
Les verbes de goûts
125
Le verbe WANT
125
Le verbe NEED
125
Les modaux ........................................................... 125
Obligation et interdiction
125
Possibilité et impossibilité
126
La permission
126
Le conseil
126
Les quasi-modaux ................................................. 126
Les conjugaisons .................................................. 127
L’impératif !
127
Le présent simple
127
Le présent BE + V-ING
128
Le prétérit
128
L’avenir
129
Autour du nom
Les noms dénombrables
et indénombrables ............................................... 131
122
one hundred and twenty-two
Le pluriel des noms .............................................. 131
Les articles ........................................................... 132
L’article zéro
132
L’article indéfini
132
L’article défini
132
Les quantités ....................................................... 133
Les pronoms personnels sujet
et complément ..................................................... 133
La possession ...................................................... 133
Les adjectifs ......................................................... 134
Les comparatifs ................................................... 134
Les superlatifs ....................................................... 135
Autour de la phrase
Les types de phrases ..........................................
Se repérer dans l’espace ....................................
Les prépositions de lieu
Les directions
Se repérer dans le temps ....................................
Les adverbes de fréquence
Poser des questions ............................................
Donner son opinion .............................................
Les propositions relatives ..................................
136
136
136
136
137
138
138
139
140
Part 1
Autour du verbe
Le verbe est un peu le moteur de la phrase : c’est lui qui permet de parler
de l’action. En anglais, il en existe deux types :
2�Les verbes lexicaux sont ceux qui ont un sens, qui expriment une action
ou un état.
2�Les opérateurs ou auxiliaires sont des outils grammaticaux qui
permettent de prendre en charge les phrases négatives, interrogatives
et les réponses brèves.
RAPPEL
BV 6 Base Verbale
GN 6 Groupe Nominal
V-EN 6 Participe passé
Les indispensables
1. L’auxiliaire BE
Le verbe BE sert à identifier et localiser les personnes et les objets. Il est indispensable pour la vie de
tous les jours !
Mais c’est aussi un auxiliaire, ou verbe-outil, car c’est lui qui portera la négation, l’interrogation et les
réponses brèves si besoin. Il a des pouvoirs supérieurs à ceux des autres verbes lexicaux. Il servira
d’ailleurs à conjuguer ces derniers au présent BE + V-ING.
Voici comment il se conjugue au présent simple. C’est le seul verbe qui a trois formes différentes.
Voyez comment il se comporte aux formes affirmative, négative et interrogative.
Forme affirmative
Forme négative
Forme interrogative
et interro-négative
I am (I’m)
I am not (I’m not)
Am I? / Am I not?
You are (You’re)
You are not (You’re not/You aren’t)
Are you? / Aren’t you?
He is (He’s)
He is not (He’s not/He isn’t)
Is he? / Isn’t he?
She is (She’s)
She is not (She’s not/She isn’t)
Is she? / Isn’t she?
It is (It’s)
It is not (It’s not/It isn’t)
Is it? / Isn’t it?
We are (We’re)
We are not (We’re not/We aren’t)
Are we? / Aren’t we?
You are (You’re)
You are not (You’re not/You aren’t)
Are you? / Aren’t you?
They are (They’re)
They are not (They’re not/They aren’t) Are they? / Aren’t they?
2. L’opérateur DO
C’est un peu l’ami invisible des verbes lexicaux : il prend en charge les négations, les interrogations et
les réponses brèves.
2�Voici comment il se conjugue au présent simple.
Forme affirmative
Forme négative
Forme interrogative
Forme interro-négative
I do
I don’t
Do I?
Don’t I?
You do
You don’t
Do you?
Don’t you?
He does
He doesn’t
Does he?
Doesn’t he?
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Forme affirmative
Forme négative
Forme interrogative
Forme interro-négative
She does
She doesn’t
Does she?
Doesn’t she?
It does
It doesn’t
Does it?
Doesn’t he?
We do
We don’t
Do we?
Don’t we?
You do
You don’t
Do you?
Don’t you?
They do
They don’t
Do they?
Don’t they?
2�Puisqu’il est un opérateur, il sert à conjuguer d’autres verbes.
Aux formes affirmatives, ces verbes pourront se débrouiller seuls :
6�The Queen has several palaces.
6�She likes horse races.
6�Prince William plays football.
Mais lorsque NOT, le point d’interrogation « ? » ou même les deux en même temps voudront s’inviter
dans la phrase, ces verbes lexicaux refuseront catégoriquement de travailler, et laisseront DO s’en
charger.
6�Does the queen have several palaces?
6�Doesn’t she like horse races? Yes, she does!
6�Prince William doesn’t play hockey, does he?
L’opérateur DO a un double, un frère jumeau. Ils se ressemblent comme deux gouttes d’eau, mais l’un
est un opérateur et l’autre est un verbe lexical. Trouvez qui est qui dans cette phrase :
6�What do you do on Sundays?
Les verbes lexicaux
2�Qui sont-ils ? Ce sont tous les verbes qui expriment une action ou un état, par opposition aux
auxiliaires ou opérateurs qui ne disent rien en soi et ne sont que des outils grammaticaux.
1. Le cas du verbe HAVE
Verbe lexical, HAVE sert à parler de l’environnement, de ce qu’il y a autour d’une personne : ses
affaires, sa famille, ses animaux domestiques, etc. Il servira également à la description physique.
6�Prince Harry has one brother.
6�Queen Elizabeth II has several dogs.
6�He has red hair.
6�They have several palaces.
2�Pour les formes négative, interrogative et les réponses brèves, HAVE fera appel à l’opérateur DO.
6�I don’t have any pets
6�Does Mandela have children? Yes, he does.
2. Les verbes de goût
Les verbes de goût LIKE, LOVE, HATE, PREFER, ENJOY, DISLIKE sont des verbes lexicaux.
Aux formes interrogative, négative et pour les réponses brèves, l’opérateur DO sera nécessaire.
Voici comment ils se conjuguent au présent simple.
6�I like…
6�Don’t you like opening ceremonies?
6�He loves…
6�No, I don’t.
6�She prefers…
6�Does Prince William like hockey?
6�You enjoy…
6�No, he doesn’t, but Kate does.
6�They dislike…
2�Ces verbes de goût ont la particularité d’être suivis d’un GN, de V-ING ou de to + BV :
6�She dislikes surprises.
6�She prefers to play hockey.
6�Do they enjoy going out?
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3. Le verbe WANT
Pour exprimer la volonté, on utilise le verbe WANT. Il sera toujours suivi de TO et d’une BV. Pourquoi ?
Lorsqu’on veut quelque chose, c’est qu’on ne l’a pas encore ; TO sert à se déplacer vers quelque chose,
vers la réalisation d’une action. Puisque cette action n’existe pas encore, elle n’est pas conjuguée
(base verbale).
2�Ce verbe est un verbe lexical. DO sera l’opérateur nécessaire pour les négations, les interrogations
et les réponses brèves.
6�He wants to become a rockstar.
6�Don’t you want to write a fractured tale?
2�On peut également ajouter un pronom entre WANT et TO pour parler de ce qu’on veut que quelqu’un
fasse (ou ne fasse pas) :
6�I want you to tell me the truth!
6�She doesn’t want me to go to a cabaret.
4. Le verbe NEED
2�Pour exprimer la nécessité, on utilise le verbe lexical NEED.
Il pourra être suivi d’un GN.
6�Do you need a cab? Yes, I do, thanks!
6�You don’t need a map, do you? No, we don’t.
Il pourra aussi être suivi de TO + BV.
6�Do you need to call a cab? Yes, I think we do.
6�You don’t need to take a map, do you? No, we don’t.
2�Comme pour WANT, NEED a besoin d’être suivi de TO + BV car lorsqu’on a besoin de faire quelque
chose, c’est qu’on ne l’a pas encore fait, et que l’on doit se diriger vers cette action qui n’existe pas
encore dans la réalité.
Les modaux
Les modaux sont des mots-outils, qui permettent à l’énonciateur d’ajouter son point de vue, de donner
un éclairage différent au verbe. Ils sont invariables (ils ne prennent donc jamais de -S) et sont toujours
suivis d’une BV. Ils prendront en charge les négations et les interrogations.
En ajoutant un modal, on ajoute une nouvelle dimension.
6�You run.
6�You may run.
6�You mustn’t run.
6�You should run.
6�You can run.
6�Could you run?
2�La première phrase est une constatation. Qu’évoquent les autres ?
1. Obligation et interdiction, des règles strictes !
Le modal MUST sert à évoquer des obligations.
6�You must be back by midnight.
6�They must work harder.
Sa forme négative, MUSTN’T, est employée pour évoquer des interdictions.
6�You mustn’t smoke in the restaurant.
6�You mustn’t be late at the airport.
2. La forte probabilité ou quasi-certitude
Le modal MUST permet également d’exprimer une quasi-certitude. On donne son opinion personnelle
sur le degré de probabilité d’un événement, que l’on pense très élevé.
6�His wife is very suspicious: she must be guilty.
6�It must be difficult to become a movie star.
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3. Possibilité et impossibilité, des constats évidents
Le modal CAN évoque ce qu’il est possible de faire. C’est possible parce que c’est permis ou parce
qu’on en est capable.
6�Snow White can sing very well.
6�We can visit the Met today, it is open.
Sa forme négative, CAN’T, évoque ce qu’on ne peut pas faire. C’est impossible parce qu’on n’en est pas
capable ou parce que c’est physiquement/moralement inenvisageable.
6�He can’t swim, he is afraid of water.
6�You can’t say that life was easy during the Victorian Age.
4. La permission, une invitation à respecter
Le modal MAY peut servir à donner une permission. On donne le feu vert à quelqu’un.
6�You may go to the ball.
À la forme négative, MAY NOT refuse une permission. On ne peut pas, ce n’est pas autorisé : feu
rouge !
6�You may not dance with the prince!
5. L’éventualité, le doute plane
Le modal MAY permet également d’évoquer une éventualité ou de formuler une hypothèse. On
exprime son opinion personnelle sur le degré de probabilité d’un événement, que l’on pense moyen.
Avec MAY, le doute plane, on n’est pas sûr que l’événement se réalise.
6�The culprits may tell the truth but they may lie too.
6. Le conseil, c’est à vous de voir !
Le modal SHOULD permet de donner un conseil. Sa forme négative SHOULDN’T également,
mais on peut y entendre une pointe de reproche. Pourtant on n’interdit pas et on n’oblige pas
avec SHOULD, on incite seulement ! Feu orange : à toi de décider !
6�You should work more if you want to become a doctor.
6�You should go to Cape Town, it’s a great city!
6�You shouldn’t go to Johannesburg, it is reputed to be dangerous.
7. La question polie
Le modal COULD permet de demander quelque chose poliment. La question paraît moins pressante.
6�Could you tell me what a royal day looks like?
Les quasi-modaux
BE ALLOWED TO
Pour parler d’une autorisation, on peut utiliser l’expression BE ALLOWED TO + BV.
6�A small number of black jazz bands were allowed to play in white dance halls.
Au contraire, pour parler d’une interdiction, on mettra l’expression à la forme négative en lui ajoutant NOT.
6�People were not allowed to drink during the Prohibition era.
BE ABLE TO
BE ABLE TO sert à exprimer la capacité. Il remplace CAN dans l’expression du futur.
6�I will finally be able to go on a safari.
6�They won’t be able to come.
HAVE TO
L’expression modale HAVE TO permet d’exprimer l’obligation. Avec HAVE TO, l’obligation est souvent
imposée par une contrainte extérieure, elle est plus objective qu’avec MUST.
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6�In England, you have to drive on the left.
6�Poor children had to work during the Victorian era.
USED TO
Pour parler d’une période du passé où la réalité était différente, on utilise USED TO + BV. Cela peut permettre de transporter les gens dans une certaine époque historique, comme pour en recréer l’atmosphère, les habitudes, etc.
6�In the 1920’s, the Chicagoans used to dance the Charleston in cabarets.
USED TO marque également une certaine stabilité, il faut donc que les événements aient été bien
implantés dans le passé.
6�African-American musicians used to play in black cabarets only.
Les conjugaisons
1. L’impératif !
2�Avec l’impératif, on donne un ordre direct. On utilise donc la
base verbale seule, non conjuguée, sans sujet . Pas besoin de
fioriture, on demande l’action.
6�Stop talking!
6�Give me the money.
2�Mais la BV est bien faible ! Si NOT s’invite dans la phrase,
c’est DO qui le portera !
6�Don’t lie to me!
6�Don’t move, you are under arrest!
L’impératif peut également servir à encourager vivement quelqu’un à
faire quelque chose.
6�Embark on a ferry and come visit Liberty Island!
Comment savoir s’il s’agit d’un ordre ou d’un encouragement ?
Ce n’est pas si compliqué. À l’oral, il faut écouter l’intonation.
Elle est descendante quand on donne un ordre et ascendante quand
on encourage. À l’écrit, le contexte aide à faire la différence.
6�Come with us or we’ll kill you.
6�Come with us, it’ll be fun!
2. Le présent simple
2�Avec le présent simple, ce qui compte c’est l’action brute. C’est pourquoi on utilise la base verbale
du verbe, avec pour seule modification l’ajout d’un -S à la 3e personne du singulier.
Il permet d’évoquer les habitudes et la routine quotidienne, notamment lorsqu’on l’associe à des
adverbes de fréquence. Il est également le présent de vérité générale.
6�The Queen always reads the news in the
6�Dogs bark.
morning.
6�Water boils at 100°C.
6�Many teenagers dream of becoming famous.
Attention aux négations, interrogations et réponses brèves !
En anglais, aucun verbe lexical ne prend en charge la négation, l’interrogation ou les réponses brèves.
L’auxiliaire DO conjugué au présent simple sera donc nécessaire.
Attention à l’orthographe !
2�Pour les verbes se terminant par un -Y précédé d’une consonne, la terminaison à la troisième personne du singulier devient -IES.
6�She studies.
6�He flies.
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Attention à la prononciation !
2�Le -S final à la troisième personne du singulier peut se prononcer de trois manières différentes,
selon les cas :
2� dans tous les cas (she walks, he jumps, etc.) sauf :
2�[] après une voyelle, et après , , ,, , , , (, he robs, she swims, he runs, etc.)
2� après les verbes se terminant par , [], ,  et (She discusses, she mixes, he accises, it
crashes, he breathes)
3. Le présent BE + V-ING
Avec le présent BE + V-ING, ce qui compte c’est le point de vue de l’énonciateur sur l’action. Avec -ING,
l’énonciateur met son grain de sel dans la phrase ; c’est son regard, son avis. Lorsqu’on est témoin
d’une action que l’on veut faire partager, on utilise le présent BE + V-ING. On l’utilisera aussi pour se
justifier, s’excuser ou exagérer l’action de quelqu’un d’autre.
2�On le forme en conjuguant l’auxiliaire BE au présent simple auquel on ajoute un V-ING :
6�The sun is shining on the sea, it’s breathtaking!
6�I can’t come because I’m going to New York.
6�She’s always making fun of me!
2�Pour les verbes se terminant par -Y, on ajoute ING : studying, staying, playing.
2�Pour les verbes se terminant par -E, on enlève -E et on ajoute -ING : taking, believing, releasing.
2�Pour les verbes d’une syllabe se terminant par une consonne, précédée d’une voyelle, on double
la consonne finale : running, putting, hitting.
4. Le prétérit simple
Avec le prétérit simple, on est en rupture avec le présent. On évoque un événement passé – qu’il
s’agisse d’un passé proche ou lointain – que l’on peut dater précisément.
Ce qui compte avec le prétérit simple, c’est l’action en elle-même.
2�Pour les verbes réguliers, on ajoute -ED à la base verbale du verbe, pour toutes les personnes !
6�I played
6�He/she/it played
6�You played
6�You played
6�We played
6�They played
2�Si le verbe se termine par -E, on ajoute simplement -D : receive 6 received.
2�Si le verbe se termine par une consonne + -Y, le -Y devient -I et on ajoute -ED : study 6 studied.
2�Si le verbe comporte une seule syllabe, terminée par une consonne, précédée d’une voyelle, on
double la consonne finale : stop 6 stopped, grab 6 grabbed.
Attention à la prononciation !
2�La terminaison -ED a trois prononciations différentes (ce n’est jamais [ed] !), cela dépend du son final
de la base verbale :
2�Après les sons  ou , on prononce  : decided, visited, wanted, needed, etc.
2�Après les sons , , ,  et , on prononce [t] : marked, jumped, dressed, fixed, laughed,
pushed, catched, etc.
2�Après tous les autres sons, on prononce  : lived, played, surprised, suffered, etc.
Certains verbes sont dits irréguliers, ils ne respectent pas la règle du -ed. Il faudra les apprendre,
grâce à la liste en fin de manuel, page 141.
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5. Le prétérit BE + V-ING
Le prétérit BE + V-ING sert à expliquer ce que l’on faisait à un certain moment dans le passé, ou
lorsqu’un événement précis s’est produit.
6�What were you doing at 11:00 pm?
6�I was sleeping when the murder occurred.
BE est un auxiliaire : c’est donc lui qui s’accorde avec le sujet (WAS/WERE), qui porte la négation et qui
sert d’auxiliaire dans les questions.
6�She wasn’t doing anything.
6. L’avenir
Contrairement au français, il n’existe pas de temps futur en anglais, mais des outils pour évoquer l’avenir.
WILL
WILL est un modal qui permet de faire des prédictions sur l’avenir. Avec WILL on est à 100 % sûr de
ce que l’on dit, soit parce qu’on est persuadé que les choses vont se produire, soit parce qu’on s’y
engage.
6�I will quit smoking.
6�It will rain tomorrow.
Attention à l’expression du futur dans les subordonnées de temps ! Quand on a WILL dans la proposition principale, la proposition subordonnée introduite par WHEN se conjugue au présent.
Cela nous donne donc WHEN + présent, S + WILL + BV :
6�When she grows up, she will be a scientist.
Présent BE + V-ING
Le présent BE + V-ING est un temps du présent qui permet d’évoquer ses projets. Avec le présent
BE + V-ING, l’énonciateur partage une information supplémentaire, c’est prévu aujourd’hui pour l’avenir.
6�The Queen is visiting South Africa next week.
BE GOING TO + BV
Be going to + BV permet d’évoquer ce que l’on a l’intention de faire ou ce qui va certainement se produire car le processus est lancé.
6�We’re going to visit Ellis Island, we bought our tickets on the internet yesterday.
Verbes d’intention
PLAN ON + V-ING
6�I plan on becoming a lawyer.
WOULD LIKE TO + BV
Pour parler de ce que l’on aimerait faire, on emploie WOULD LIKE TO + BV :
6�I’d like to to become a plumber.
7. HAVE + V-EN
La forme HAVE + V-EN (auxiliaire HAVE + participe passé), aussi appelée PRESENT PERFECT, a pour
caractéristique générale de créer un lien entre le présent et le passé. Le nom “present perfect” met
d’ailleurs l’accent sur cette dimension présente.
2�Le present perfect peut être utilisé…
2�pour parler d’événements qui viennent juste de se produire. On l’utilise souvent avec JUST.
6�We’ve been to Boulders beach today.
6�We’ve just visited Robben Island.
Les souvenirs sont frais dans la mémoire, les événements passés sont encore proches du présent.
2�pour calculer le temps qui s’est écoulé depuis qu’on a commencé à faire quelque chose.
On l’utilise alors souvent avec FOR et SINCE (depuis).
6�We’ve been in South Africa for three days now.
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6�I have played the piano since 2005.
2�On remarquera que l’on utilise :
2�FOR + durée
2�SINCE + date ou autre point de repère
Ici les événements ont commencé dans le passé
(« il y a trois jours » ou « lundi dernier ») mais ils
durent encore dans le présent.
2�Pour demander à quelqu’un s’il a fait
quelque chose un jour dans sa vie, l’inviter à parcourir sa vie depuis sa naissance
jusqu’au moment présent et à faire le bilan de ses expériences, on l’utilise alors avec EVER.
6�Have you ever stroked a wild animal?
2�Pour parler de ce qu’on n’a jamais fait dans sa vie ou de ce qu’on a déjà fait, on l’utilise alors avec
NEVER et ALREADY.
6�I’ve already been mountain biking before.
Dans les deux derniers cas, le present perfect crée un lien entre le passé et le présent puisqu’il permet
de faire le bilan de ses expériences.
On peut aussi parler de ce qu’on n’a pas encore fait, sous-entendu de ce qu’on compte faire plus tard.
On utilise alors YET.
6�We haven’t visited the Two Oceans aquarium yet.
Si on veut donner plus de détails sur un événement et utiliser un repérage précis dans le passé,
on doit utiliser le prétérit car il y a alors coupure avec le présent.
6�I went shark cage diving in 2012. It was fun!
La forme passive
On utilise la forme passive BE + V-EN quand le sujet d’une phrase n’a pas accompli l’action décrite par
le verbe, on utilise par exemple le passif quand le sujet est victime de l’action.
6�Mr. O’Neill was shot in the head.
La forme passive permet aussi de mettre l’accent sur l’objet de l’action quand on ne connaît pas la
personne qui a accompli l’action ou quand elle n’est pas très importante.
6�Mr. O’Neill was killed yesterday night. 6 On ne sait pas par qui.
6�Fingerprints were analyzed. 6 On devine qu’il s’agit d’experts, ce n’est pas important.
Quand on souhaite préciser la personne qui a accompli l’action (l’agent), on peut l’introduire en fin de
phrase par la préposition BY.
6�Romeo and Juliet was written by William Shakespeare.
Début et fin
Les verbes indiquant le début et la fin d’un événement sont suivis de V-ING : START + V-ING et STOP /
FINISH / QUIT + V-ING.
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Part 2
Autour du nom
Les noms dénombrables et indénombrables
Il y a deux types de noms en anglais :
2�ceux que l’on peut compter, les noms dénombrables : house, dog, bed, surfboard, etc.
2�ceux que l’on ne peut pas compter, les noms indénombrables : milk, bread, liberty, courage, etc.
2�Les dénombrables ont une forme plurielle, alors que les noms indénombrables sont invariables.
Cette distinction est importante : c’est elle qui permet de bien choisir l’article que l’on emploie.
Les noms INFORMATION, EVIDENCE et ADVICE sont indénombrables. On ne peut pas les mettre au
pluriel et ils sont suivis d’un verbe au singulier :
6�Advice is needed.
On ne peut pas non plus les faire précéder de l’article a(n) ou d’un numéral (one, two, etc.), à moins
d’utiliser “ a piece of”
6�Ø Evidence was collected on the crime scene.
6�She found a piece of evidence in his personal planner.
6�This is a vital piece of information.
Le pluriel des noms
2�La forme plurielle d’un nom dénombrable s’obtient en ajoutant un -S final.
6�a house 6 three houses.
6�a bed 6 several beds.
2�Les noms se terminant par -S, -Z, -X, -CH, -SH, -IS ont un pluriel en -ES.
6�one box 6 two boxes, one beach 6 two beaches, etc.
2�Les noms se terminant par -O ont un pluriel en -OES.
6�one tomato 6 two tomatoes, one flamingo 6 two flamingoes, etc.
2�Les noms se terminant par une consonne et un -Y ont un pluriel en -IES.
6�a short story 6 two short stories, a party 6 two parties, etc.
2�Les noms se terminant par -F ont un pluriel en -VES.
6�a wolf 6 two wolves, a leaf 6 two leaves, etc.
2�Enfin, attention aux pluriels irréguliers !
6�a man 6 two men
6�a child 6 three children
6�a foot 6 two feet
6�a woman 6 ten women
6�a tooth 6 many teeth
6�a mouse 6 four mice
Les articles
2�Il y a trois articles en anglais :
2�l’article zéro (Ø) ;
2�l’article indéfini ;
2�l’article défini.
1. L’article zéro
L’article zéro n’est pas vraiment un article, c’est plutôt une absence d’article, que l’on représente par le
symbole Ø.
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On utilise ce symbole comme un outil. Ne l’utilisez pas quand vous écrivez en anglais !
2�On peut l’utiliser pour exprimer des généralités ou évoquer des concepts, des notions (courage,
freedom, patience, etc.) :
2�
6�Ø Dogs bark.
6�Ø Courage is a great thing.
2�Utilisé devant un nom dénombrable, il désigne une quantité indéfinie.
En français, on dirait « du », « de la » ou « de ».
6�There’s Ø tea if you want.
6�I don’t eat Ø meat.
2�Utilisé devant des noms dénombrables au pluriel, l’article zéro a la
même valeur.
En français, on dirait « des ».
6�I saw Ø sharks when I went to South Africa!
2�On utilise également l’article zéro lorsqu’on parle d’une personne
en précisant son titre officiel et son nom.
6�Ø Queen Elizabeth II (prononcé “the second”)
6�Ø President Hollande
2�Enfin, l’article zéro s’utilise devant un pays ou une
ville.
6�Ø England, Ø Canada, Ø South Africa,
Ø London
Il existe quelques exceptions pour les noms composés et les noms pluriels, comme THE United Kingdom,
THE United States, THE Netherlands.
2. L’article indéfini a/an
A/AN sont des articles indéfinis. On les traduit par un(e).
6�I can see a penguin.
Ici, on ne sait pas de quel pingouin il s’agit, on sait juste qu’il s’agit
d’un pingouin parmi d’autres.
2�On utilise A devant un mot qui commence par une consonne ou par un U- qui se prononce [ju] :
6�a factory, a clue, a university, etc.
2�On utilise AN devant un mot qui commence par une voyelle ou un Hnon prononcé :
6�an elephant, an orphan, an investigator, an hour, an heir, etc.
2�Il n’y a pas de forme de l’article indéfini A/AN au pluriel. On utilise alors l’article zéro Ø.
3. L’article défini
L’article défini désigne une chose précise. Il peut s’employer devant des noms singuliers ou pluriels.
Il garde toujours la même forme, THE.
On utilise l’article défini pour parler de quelque chose…
6�qui est unique en son genre et/ou connu de tous : The sun rises in the East.
6�dont on a déjà parlé : I listened to the record you told me about yesterday.
L’article THE a deux prononciations différentes :
2�Il se prononce devant un nom commençant par une consonne ou un U se prononçant 
6�The landscape, the musician, the Queen, the universe, etc.
2�Il se prononce  devant un nom commençant par une voyelle.
6�The apple, the end, the idea, etc.
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one hundred and thirty-two
Les quantités
Pour parler de la quantité d’une chose, on utilise des quantifieurs comme ALL, MANY (noms dénombrables) / MUCH (noms indénombrables), A LOT OF, A BIT OF, etc.
6�All the customers were African-American.
6�There were many unfair laws during Apartheid.
2�On utilise SOME avec un nom dénombrable au pluriel ou un nom indénombrable pour évoquer une
quantité indéterminée de quelque chose.
6�There were some beautiful paintings in the museum.
6�There was some alcohol in the cabarets.
2�On utilise ANY quand on ne sait pas s’il y a de quelque chose, ou quand on sait qu’il n’y en a pas
(on l’utilise alors à la forme négative NOT ANY)
6�Are there any museums to visit in Durban?
6�I’m afraid there is not any horse race today, Your Majesty.
2�Pour la négation, on peut uiliser NO.
6�There were no clues on the crime scene.
Les pronoms personnels sujet et complément
Parfois, pour éviter de se répéter, on remplace les noms par des pronoms. Le mot « pronom » veut dire
« à la place du nom ».
2�Il existe deux types de pronoms personnels.
2�Les pronoms sujets : I, you, he/she/it, we, you, they.
6�She is very tall.
6�You are very nice.
2�Les pronoms objets : me, you, him/her/it, us, you, them.
6�She’s in love with him.
6�I don’t trust them.
La possession
On s’interroge avec WHOSE + GN.
6�Whose surfboard is it? Whose records are these?
2�Pour parler de la possession, on a trois possibilités :
2�On utilise le génitif pour préciser l’identité du possesseur.
6�It is Will’s surfboard.
NB : Le génitif permet d’établir un lien entre une personne
et son entourage : famille, objets, animaux de compagnie,
etc.
6�Ben’s girlfriend, my sister’s toothbrush, the
Queen’s dogs.
2�On utilise les adjectifs possessifs quand on connaît
déjà l’identité du possesseur.
6�His schedule is very impressive.
6�Your daughter is so tall!
2�On utilise les pronoms possessifs si l’on connaît l’identité du possesseur et l’objet dont il est
question.
6�Is it yours? No, it isn’t. I think it’s hers.
one hundred and thirty-three 133
Pronoms
sujets
Adjectifs
possessifs
I
my
you
your
he/she/it
Exemples
Pronoms
possessifs
Exemples
6�This is my magnifying glass.
mine
6�This magnifying
glass is mine.
6�Where is your surfboard?
yours
6�Is this surfboard
yours?
his/her/its 6�I’ve never met his wife.
6�We found her footprints in the flat.
6�You can’t judge a book by its cover.
his/hers/
its
6�Whose wife is she?
His?
6�Whose footprints
are these? Hers?
we
our
6�The Queen is our grandmother.
ours
6�These instruments
are ours!
you
your
6�I love your band!
yours
6�Is this band yours?
they
their
6�It’s their choice.
theirs
6�The choice is
theirs.
Le pronom ONE
Contrairement au français, l’anglais ne permet pas d’utiliser un article et un adjectif sans un nom ou un
pronom.
6�These gangsters give me the creeps, especially the tall one!
Les adjectifs
2�Les adjectifs servent à qualifier une chose ou une personne.
2�Les adjectifs en anglais sont invariables et se placent toujours avant le nom.
6�an amazing trip 6 a scary big shark.
2�Lorsqu’on veut utiliser un adverbe pour intensifier l’adjectif, on le place avant l’adjectif.
6�The waiter is really rude.
6�The menu is so long!
6�Child labour is quite unusual today.
Les comparatifs
Pour comparer deux éléments, on utilise le comparatif. L’adjectif
indique le domaine dans lequel on se situe.
2�On utilise le comparatif de supériorité quand le premier élément
surpasse le second dans le domaine en question.
2�Pour les adjectifs courts (adj. d’une syllabe ou adj. de deux
syllabes se terminant par -Y, -OW) : ADJ. -ER + THAN.
6�In South Africa, many blacks and coloureds are still poorer than whites.
6�This tale is funnier than the other ones.
Attention aux irréguliers :
6�good 6 better, bad 6 worse, far 6 farther ou further.
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one hundred and thirty-four
2�Pour les adjectifs longs (deux syllabes ou plus) :
MORE + ADJ. + THAN.
6�During Apartheid, white people were more privileged than non-white people.
6�Jack Reaper is more suspicious than Kat Perry.
2�On utilise parfois le comparatif d’infériorité :
LESS + ADJ. (LONG) + THAN.
6�This museum is less interesting than the other one.
2�On utilise également le comparatif d’égalité ou d’inégalité : (NOT) AS + ADJ. + AS.
6�Bugs Moran was as dangerous as Al Capone in the 1920’s.
Les superlatifs
On utilise le superlatif de supériorité, pour distinguer l’élément qui se situe au dessus de tous les
autres éléments d’un même groupe : on indique qu’il est doté du degré le plus haut d’une qualité ou
d’une quantité.
2�On utilise THE + ADJ-EST avec un adjectif court.
6�It’s the greatest trip I’ve ever been on!
6�Nelson Mandela is the bravest person I’ve heard of.
Attention aux exceptions :
6�good 6 best, bad 6 worst, far 6 farthest.
2�On utilise THE MOST + ADJ. avec un adjectif long.
6�New York is the most lovely city in the world!
On peut aussi utiliser le superlatif d’infériorité pour évoquer la chose qui se situe en-dessous de
toutes les autres, celle qui est dotée du plus bas degré d’une qualité ou d’une quantité. On utilisera
alors THE LEAST + ADJ.
6�It’s the least expensive hotel in NYC.
Les noms verbaux
Pour parler d’activités en anglais, on peut ajouter à une base verbale le suffixe -ING pour créer un nom
verbal, qui va s’utiliser comme les autres noms : reading, driving, travelling, teaching, etc.
6�Al Capone and his mob engaged in bootlegging in the 1920’s.
6�The gangsters got a lot of money from gambling.
Nommer un groupe de gens
Certains adjectifs peuvent servir de noms pour créer des catégories. Mais attention, le nom ne prend
pas de -S, même s’il est au pluriel !
On dira ainsi “the poor” (les pauvres), “the rich” (les riches), “the unemployed” (les chômeurs),
“the young” (les jeunes), “the old” (les personnes âgées).
6�During the Victorian Age, the poor often lived in the street.
Cela ne marche qu’avec certains adjectifs, alors attention à ne pas créer des catégories au hasard !
Dans le doute, utiliser the + ADJ (sg) + people :
6�the young people
one hundred and thirty-five 135
Autour de la phrase
Part 3
Les types de phrases
2�Les types de phrases sont les mêmes en français et en anglais :
2�les phrases affirmatives ;
2�les phrases interrogatives ;
2�les phrases négatives.
Les phrases affirmatives sont les seules dans lesquelles le verbe lexical accepte de travailler.
Travailler est un grand mot pour un verbe lexical ! Cela se limite à de petites choses :
2�un -S au présent simple (et uniquement à la 3e personne du singulier !) ;
2�un -ED au prétérit simple (et à toutes les personnes) ;
2�éventuellement un -ING (et uniquement si BE est là pour l’aider !).
Dans les phrases négatives et interrogatives, les verbes lexicaux viennent les mains dans les poches ; ce sont les bases
verbales.
Il faut bien que quelqu’un s’occupe de piloter les questions et
de porter NOT : ce sont les opérateurs qui s’en occupent.
Dans les phrases interrogatives, l’opérateur DO s’occupe de
la conjugaison, de NOT, s’inverse avec le sujet, tandis que la
base verbale garde sa place toute trouvée à la droite du sujet.
6�Does the verb work?
Dans les phrases négatives, l’opérateur DO s’occupe de la conjugaison et de NOT.
La base verbale se place juste à côté, comme si de rien n’était.
6�No, the verb doesn’t work!
Bien sûr, BE est loin de toutes ces considérations ! Lui il
s’occupe de tout. Il porte NOT, se conjugue, s’inverse avec
le sujet, et supporte la présence du « ? » sans se plaindre !
Se repérer dans l’espace
1. Les prépositions de lieux
136
one hundred and thirty-six
2. Les directions
6�Turn left: tourner à gauche
6�Turn right: tourner à droite
6�Take the second on the left / right: prendre la deuxième à gauche / droite
6�Go straight ahead / up: aller tout droit
La localisation avec THERE + BE
2�Pour dire ce qui se trouve quelque part (ou ne s’y trouve pas), on utilise THERE + BE + GN.
6�There is a museum on Robben Island.
6�There were many destitute black people during Apartheid.
2�Pour s’interroger, on inversera BE et THERE.
6�How many inhabitants are there in the Big Apple?
6�Was there a gangster who could compete with Al Capone?
Se repérer dans le temps
1. Les adverbes de fréquence
Pour préciser à quelle fréquence on fait quelque chose, on utilise le présent simple et les adverbes
ALWAYS, USUALLY, OFTEN, SOMETIMES, RARELY / SELDOM et NEVER.
6�The queen often walks in the countryside with her dogs.
Les adverbes de fréquence sont toujours placés avant le verbe ou l’adjectif auxquels ils s’appliquent
(même dans les questions), sauf avec le verbe BE.
6�The dwarves seldom meet pretty princesses.
6�Mais : Elizabeth II is always happy to meet her people.
2�À la forme interrogative, on aura deux possibilités :
2�Si l’on attend une réponse de type YES/NO : Do you often…?
6�Do you often watch horse races?
2�Si l’on attend une réponse ouverte, plus libre : How often…?
6�How often do you send e-mails, Your Majesty?
On utilisera aussi des expressions comme “Once a day”, “Twice a week”, “Three times a month”, etc.
2. AGO
Pour indiquer le temps qui s’est écoulé entre l’événement passé dont on souhaite parler et le présent,
on utilise AGO. Comme il s’agit de dire quelque chose sur l’événement passé (le présent n’est qu’un
point de repère), AGO s’emploie avec le prétérit.
6�Ninety years ago, the sale of alcohol was prohibited.
6�Queen Elizabeth II started to reign more than sixty years ago.
Poser des questions
Une question en anglais est obligatoirement construite avec un auxiliaire ou un opérateur.
Il en existe deux types en anglais : les questions fermées (YES/NO questions : on ne peut répondre
que par oui ou non) et les questions ouvertes (WH- questions : elles laissent place à une réponse plus
libre). Pour ces dernières on utilise des mots interrogatifs qui sont appelés WH- words à cause de leur
forme : ils contiennent tous les lettres WH.
one hundred and thirty-seven 137
2�Ils permettent de s’interroger sur :
2�Quoi 6 WHAT
2�Comment 6 HOW
2�Qui 6 WHO
2�Pourquoi 6 WHY
2�Quand 6 WHEN
2�Lequel/laquelle/lesquels/lesquelles 6
WHICH
2�Où 6 WHERE
2�À qui 6 WHOSE
WHAT et HOW peuvent également être combinés à d’autres mots pour poser des questions très précises :
6�What time is it? What job would you like to do?
6�How well can you surf? How far is Durban?
1. Au présent simple
2�Les questions fermées (YES/NO questions) :
6�Is she guilty? Yes, she is.
6�Does the evil queen die at the end of the tale? Yes, she does.
2�Les questions ouvertes (WH- questions) :
6�When is our meeting? It’s tomorrow at 9 am.
6�How often do you meet the Prime Minister? I meet him every day.
2. Au présent BE + V-ING
6�Is she going to New York? Yes she is.
2�Les questions ouvertes (WH-questions) :
6�When are you visiting the MoMA? We’re visiting it on Thursday.
3. Au prétérit simple
6�Was Louis Armstrong a trumpet player?
Yes, he was.
6�When was Nelson Mandela born?
He was born on July 18th, 1918.
6�Did Chaplin direct Modern Times?
Yes, he did.
6�When did King Oliver die? He died in 1938.
4. Au prétérit BE + V-ING
6�Were poor children working during the Victorian Age? Yes, they were.
6�What were you doing yesterday at 11:00 pm? I was at home, calling a friend.
5. Au présent perfect HAVE + V-EN
2�Les questions fermées (yes/no questions) :
On les construit souvent avec les adverbes EVER, ALREADY, YET.
6�Have you ever been to South Africa? No, I’ve never been there.
6�Have you already tried the Chicago Gangster Tour? Yes, I have, what a thrill!
6�Have you started your travel blog yet? No, I haven’t started it yet.
2�Les questions ouvertes (WH-questions) :
6�What have you learnt at the Apartheid Museum? I’ve learnt so many things!
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one hundred and thirty-eight
Donner son opinion
1. Donner son avis
2�Pour donner son avis, on utilise des expressions comme I THINK / BELIEVE THAT + GN + V ou
I AGREE / DISAGREE WITH + GN :
6�I think that the inventors of the 19th century were geniuses!
6�I agree with her.
2�On peut aussi commencer sa phrase par :
2�According to me, …
2�In my opinion, …
2. Parler de ses goûts
2�Pour parler de ce qu’on aime ou de ce qu’on
n’aime pas, on utilise des verbes de goût
(LIKE, LOVE, HATE, PREFER, etc.), suivis de…
2�un NOM
2�V-ING
6�Jelly Roll Morton liked showing off.
2�de TO + base verbale (on n’entend presque
pas le TO à l’oral: il est prononcé t)
6�William loves to play football but Kate
prefers hockey.
On peut aussi utiliser des expressions telles que BE
FOND OF + GN ou V-ING, CAN’T STAND / BEAR + GN ou V-ING.
6�I am fond of safaris!
6�I can’t stand watching royal events, they’re boring!
3. Suggérer
2�On peut utiliser des formules interrogatives :
2�Sur un ton neutre :
6�WHAT / HOW ABOUT + V-ING 6 How about
becoming a superstar?
6�WHAT / HOW ABOUT + GN 6 What about a
visit to the psychic?
2�Sur un ton plus convaincant :
6�WHY DON’T YOU + BV 6 Why don’t you write a letter to the Queen?
6�WHY NOT + BV 6 Why not write a fractured fairy tale?
2�On peut donner des conseils avec SHOULD (voir Part 1 - Autour du verbe)
2�Pour donner un conseil, on peut également utiliser HAD BETTER + BV, qui peut se contracter en
̓ D BETTER.
6�You had better quit smoking.
6�You’d better look at a map or you’ll get lost.
4. S’exclamer
Pour exprimer la surprise, l’admiration, le regret, etc., on utilise des exclamations. On peut utiliser :
2�HOW + ADJ.
6�How delicious!
one hundred and thirty-nine 139
2�WHAT + A (+ ADJ.) + GN au singulier
2�SO + ADJ.
2�SUCH + A (+ ADJ.) + GN au singulier
6�You are such a mean person!
Les propositions relatives
Pour ajouter une information sur un groupe
nominal sans avoir à commencer une
nouvelle phrase, on peut former une proposition subordonnée relative avec les pronoms relatifs WHO, WHICH et WHERE.
2�On utilise WHO pour ajouter une information sur un antécédent humain :
6�Louis Armstrong married Lil Hardin, who was the piano player in the Creole
Jazz Band.
2�On utilise WHICH ou THAT pour ajouter une information sur un antécédent
non-humain (objets, concepts, etc.) :
6�The gangsters earned a lot of money through the sale of alcohol,
which was illegal in the 1920’s.
6�Amstrong’s Hot Five and Hot Seven made many records that are
considered landmarks in the history of jazz.
2�Enfin, on utilise WHERE pour ajouter une information sur un lieu :
6�This is the Lincoln Gardens, where the King Oliver’s Creole Jazz
Band used to play.
Le conditionnel
Pour parler d’un présent imaginaire, construire un irréel du présent, on utilise le
conditionnel en
IF + PRÉTÉRIT… WOULD + BV.
6�If the Little Red Riding Hood had a pistol, she would shoot the wolf.
Avec BE, on utilise IF + WERE à toutes les formes (if I were, if you were, if he/she were…)
6�If I were rich, I’d buy a big house and a sports car!
Style direct / style indirect
Au style direct, on utilise des guillemets pour rapporter la parole de quelqu’un :
6�“I wish I hadn’t cried so much!” said Alice
6�Then my mom exclaimed: “I’m tired of you!”
Pour passer au style indirect, on ajoute THAT ou Ø après le verbe introduisant la parole (SAY, EXCLAIM,
CRY, SHOUT, MUMBLE, YELL, etc.) puis, comme en français, on transpose les pronoms et les temps si
nécessaire afin de respecter la cohérence de la phrase.
6�Alice said Ø she wished she hadn’t cried so much.
6�Then my mom exclaimed that she was tired of me.
140
one hundred and forty
Verbes irréguliers
be
was/were
been
être
Base
Verbale
keep
become
became
become
devenir
know
knew
known
connaître
begin
began
begun
commencer
learn
learnt
learnt
connaître
bite
bit
bitten
mordre
leave
left
left
bring
brought
brought
devenir
partir,
quitter
build
built
built
construire
let
let
let
laisser
burn
burnt
burnt
brûler
lose
lost
lost
perdre
buy
bought
bought
acheter
make
made
made
faire
catch
caught
caught
attraper
meet
met
met
rencontrer
choose
chose
chosen
choisir
pay
paid
paid
payer
come
came
come
venir
put
put
put
mettre
cost
cost
cost
coûter
read /i:/
read /e/
read /e/
lire
cut
cut
cut
couper
run
run
run
courir
do
did
done
faire
say
said
said
dire
draw
drew
drawn
dessiner
see
saw
seen
voir
dream
dreamt
dreamt
rêver
sell
sold
sold
vendre
drink
drank
drunk
boire
send
sent
sent
envoyer
drive
drove
driven
conduire
show
showed
shown
montrer
eat
ate
eaten
manger
sing
sang
sung
chanter
fall
fell
fallen
tomber
sit
sat
sat
feel
felt
felt
(res)sentir
s’asseoir,
être assis
find
found
found
trouver
sleep
slept
slept
dormir
fly
flew
flown
voler
speak
spoke
spoken
parler
forget
forgot
forgotten
oublier
spend
spent
spent
dépenser
forgive
forgave
forgiven
pardonner
steal
stole
stolen
voler
get
got
got
obtenir
take
took
taken
prendre
give
gave
given
donner
tell
told
told
dire à
go
went
gone
aller
think
though
though
penser
grow
grew
grown
grandir
wake
woke
waken
se réveiller
have
had
had
avoir
wear
wore
worn
porter
hear
heard
heard
écouter
win
won
won
gagner
hide
hid
hidden
cacher
write
wrote
written
écrire
Base
Verbale
Prétérit
Participe
passé
Traduction
kept
Participe
passé
kept
garder
Prétérit
Traduction
one hundred and forty-one 141
Phonologie
Listen to all the words on www.lelivrescolaire.fr
Prononcer les deux TH anglais
respondent aux lettres TH : 
Il y a deux sons en anglais qui cor
dans this)
(comme dans thing) et  (comme
”, essayer de placer votre
ing
“th
son  de
* Pour prononcer le
ant en la faisant très légèrement
langue juste sous vos dents de dev
dépasser et faîtes frotter le son.
cez ce tongue-twister : “I thought
6�Quand vous êtes prêts, pronon
gs on Thursday”.
thirty-three thousand different thin
rentrer un
son  de “this”, il faut cette fois
le
cer
non
pro
r
Pou
* rière les dents de devant, juste à
peu la langue et la faire frotter der
l’entrée du palais.
r pour vous entraîner : “They
6�Voici une autre phrase à répéte
ther’s birthday”.
were together to celebrate their mo
[] Bathing suits
[] Mouth
[] Gun
Le schwa 
* Le schwa est le son le plus simple à produire en
anglais et c’est aussi le plus couran
C’est ainsi que se prononce le mo
t.
t “a” dans “a book” par exemple :
il suffit d’ouvrir légèrement la bouche et de produire un
petit son court. Vos lèvres et votre
langue ne bougent pas
du tout. C’est un son très fréquen
t en anglais dans les syllabes inacce
ntuées :
6�about : 
6�trumpeter : 
6�doctor : 
6�America : 
6�circus : 
6�chocolate : ()
* Au sein d’une phrase, on trouvera aussi le schwa
dans les mots inaccentués :
* The child wants to eat a candy 6 les mots “the”
et
“to” sont ici inaccentués et se pro
ceront respectivement  et 
non.
[] Yoghurt
[] Ear
[] Horse
[] Hair
[] Telephone
[] Cakes
[] Car
142
one hundred and forty-two
[] Computer
[] Book
[] Bird
Le suffixe -IC(S)
* Dans les mots se terminant en -IC ou
-ICS, l’accent tonique tombe sur l’avantdernière syllabe.
6�e.g. fan’tastic, ro’mantic, demo’cratic, etc.
* Attention aux exceptions, comme ’politics et ’catholic.
[] Pupils
[] Shark
[] Television
[] Queen
Voyelles brèves et longues
,,,, ) ou
elles peuvent être courtes ( ,,
* En anglais, les voy
c deux points , ,  , , )
longues (On les transcrit alors ave
t prêter à confusion !
quer la différence à l'oral car cela peu
mar
bien
à
n
ntio
Atte
* prononcer les mots suivants :
* Entraînez-vous à
6�rich / reach
6�fill / feel
6�live / leave
6�hit / heat
6�ship / sheep
6�sit / seat
[] Boy
[] Mouse
[] Cat
[] Shopping
[] Drive
[] Yes
[] Run
[] Dog
[] Tourists
one hundred and forty-three 143
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lecture
Louis
Armstrong
(1901-1971)
In His Own Words
– We migrated from New Orleans to Chicago, when times were real good. There
were plenty of work, lots of Dough flying around, all kinds of beautiful women
at your service. A musician in Chicago in the early twenties [was] treated and
respected just like some kind of a God.
– We hit at Nine O’clock that night at the Lincoln Gardens. […] We cracked
down on the first note and that band sounded so good to me after the first note that
I fell right in like old times. Papa Joe really did blow that horn. The first number
went down so well we had to take an encore. […] I particularly enjoyed Lil that
night […] for a woman I thought she was really wonderful.
Louis Armstrong, In His Own Words, Oxford University Press, 2001.
Mandela’s voice
On February 11, 1990, Nelson Mandela made a speech to the South African nation
upon his release after 27 years in prison.
“ Friends, Comrades and Fellow South Africans.
I greet you all in the name of peace, democracy and freedom for all. […]
Nelson Mandela
(Born in 1918)
* dough (informal) 6 de
l’argent
* hit (informal) 6 arriver
quelque part
* a horn 6 une trompette
(ou un cornet)
* an encore 6 un bis
* youth 6 la jeunesse
* a struggle 6 une lutte
* the strength 6 la force
* shattered 6 brisé, anéanti
* embroiled 6 mêlé,
impliqué
* strife 6 querelles, luttes
144
one hundred and forty-four
On this day of my release, I extend my sincere and warmest gratitude to the
millions of my compatriots and those in every corner of the globe who have
campaigned tirelessly for my release. […]
I pay tribute to the endless heroism of youth. You, the young lions, have energised our entire struggle. I pay tribute to the mothers and wives and sisters of our
nation. You are the rock-hard foundation of our struggle. Apartheid has inflicted
more pain on you than on anyone else.
On this occasion, we thank the world community for their great contribution
to the anti-apartheid struggle. […]
My salutations would be incomplete without expressing my deep appreciation
for the strength given to me during my long and lonely years in prison by my
beloved wife and family. […]
Today the majority of South Africans, black and white, recognise that apartheid
has no future. It has to be ended by our own decisive mass action in order to build
peace and security. […] The destruction caused by apartheid on our sub-continent
is incalculable. The fabric of family life of millions of my people has been shattered.
Millions are homeless and unemployed. Our economy lies in ruins and our people
are embroiled in political strife. […]
Livret de lecture
Our march to freedom is irreversible. We must not allow fear to stand in our way.
Universal suffrage on a common voters’ roll in a united democratic and non-racial
South Africa is the only way to peace and racial harmony. ”
Nelson Mandela, 1990.
Alice in Wonderland
1. [W]hen the Rabbit actually took a watch out of its waistcoat-pocket, and
looked at it, and then hurried on, Alice started to her feet, for it flashed across her
mind that she had never before seen a rabbit with either a waistcoat-pocket, or
a watch to take out of it, and burning with curiosity, she ran across the field after
it, and fortunately was just in time to see it pop down a large rabbit-hole under
the hedge. […]
2. “ I wish I hadn’t cried so much!” said Alice, as she swam about, trying to find
her way out. “I shall be punished for it now, I suppose, by being drowned in my
own tears!” […] It was high time to go, for the pool was getting quite crowded
with the birds and animals that had fallen into it : there were a Duck and a Dodo,
a Lory and an Eaglet, and several other curious creatures. Alice led the way, and
the whole party swam to the shore. […]
3. She stretched herself up on tiptoe, and peeped over the edge of the mushroom,
and her eyes immediately met those of a large caterpillar, that was sitting on the top
with its arms folded, quietly smoking a long hookah, and taking not the smallest
notice of her or of anything else. […]
4. There was a table set out under a tree in front of the house, and the March
Hare and the Hatter were having tea at it, […] The table was a large one, but the
three were all crowded together at one corner of it “No room! No room!” they cried
out when they saw Alice coming. “There’s plenty of room!” said Alice indignantly,
and she sat down in a large arm-chair at one end of the table.
Lewis Caroll
(1832-1898)
*
*
*
*
*
*
*
*
*
*
*
*
*
*
for 6 car
a field 6 un champ
a hedge: une haie
be drowned 6 être noyé
the shore 6 le rivage
on tiptoe 6 sur la pointe
des pieds
peep 6 jeter un coup
d’œil
the edge 6 le bord
a caterpillar 6
une chenille
a hookah 6
un narguillé
a hare 6
un lièvre
sew 6 coudre
prick one’s
finger 6
se piquer
le doigt
needle 6
aiguille
Lewis Carroll, Alice in Wonderland (extracts), 1865.
Snow White and
the Seven Dwarfs
ONCE upon a time in the middle of winter, […] a queen sat at a window sewing.
[…] [S]he pricked her finger with the needle, and three drops of blood fell upon the
snow. And the red looked pretty upon the white snow, and she thought to herself,
Jacob Grimm
(1785-1863)
Wilhelm Grimm
(1786-1859)
one hundred and forty-five 145
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lecture
“Would that I had a child as white as snow, as red as blood, and as black as the
wood of the window-frame.” Soon after that she had a little daughter, who was as
white as snow, and as red as blood, and her hair was as black as ebony; and she was
therefore called Little Snow White. And when the child was born, the Queen died.
After a year had passed the King took to himself another wife. She was a beautiful
woman, but proud and haughty, and she could not bear that any one else should
surpass her in beauty. She had a wonderful looking-glass, and when she stood in
front of it and looked at herself in it, and said –
“Looking-glass, Looking-glass, on the wall,
Who in this land is the fairest of all?”
the looking-glass answered –
“Thou, O Queen, art the fairest of all!”
Then she was satisfied, for she knew that the looking-glass spoke the truth. But
Snow White […] grew more and more beautiful; and when she was seven years old
she was as beautiful as the day, and more beautiful than the Queen herself. And
once when the Queen asked her looking-glass –
it answered –
“Thou art fairer than all who are here, Lady Queen.”
But more beautiful still is Snow White, as I ween.”
* proud 6 fière
* haughty 6 hautaine,
arrogante
* a looking-glass 6 un
miroir
* fair 6 belle
* thou 6 you
* heave 6 se soulever
* breast 6 poitrine
* pride 6 fierté
* a weed 6 une mauvaise
herbe
* a token 6 un témoignage
* weep 6 pleurer
* a boar 6 un sanglier
* stab 6 poignarder
146
one hundred and forty-six
[…] From that hour, whenever she looked at Snow White, her heart heaved in her
breast, she hated the girl so much. And envy and pride grew higher and higher in
her heart like a weed, so that she had no peace day or night. She called a huntsman,
and said, “Take the child away into the forest; I will no longer have her in my sight.
Kill her, and bring me back her heart as a token.” The huntsman obeyed, and took
her away; but when he had drawn his knife, and was about to pierce Snow White’s
innocent heart, she began to weep, and said, “Ah, dear huntsman, leave me my life!
I will run away into the wild forest, and never come home again.”
And as she was so beautiful the huntsman had pity on her and said, “Run away,
then, you poor child.” […] And as a young boar just then came running by he
stabbed it, and cut out its heart and took it to the Queen as proof that the child
was dead. The cook had to salt this, and the wicked Queen ate it, and thought she
had eaten the heart of Snow White. […]
[The poor girl] ran as long as her feet would go until it was almost evening; then
she saw a little cottage and went into it to rest herself. Everything in the cottage
Livret de lecture
was small, but neater and cleaner than can be told. […] Against the wall stood
seven little beds side by side. […]
[A]s she was so tired, she laid herself down on one of the little beds, […] said a
prayer and went to sleep. When it was quite dark the owners of the cottage came
back; they were seven dwarfs who dug and delved in the mountains for ore. They
lit their seven candles, and as it was now light within the cottage they saw that
some one had been there, for everything was not in the same order in which they
had left it. […]
[T]he seventh [dwarf ] when he looked at his bed saw little Snow White, who
was lying asleep therein. And he called the others, who came running up, and
they cried out with astonishment, and brought their seven little candles and let
the light fall on little Snow White. “Oh, heavens! oh, heavens!” cried they, “what
a lovely child!” and they were so glad that they did not wake her up, but let her
sleep on in the bed. […]
* dig (dug, dug) and
delve 6 creuser
* ore 6 minerai
* therein 6 à l’intérieur
* astonishment 6 stupéfaction
* spare 6 épargner
* dwelling 6 résidence
* a hill 6 une colline
* astounded 6 stupéfaite
* betray 6 trahir
* pedlar 6 marchand
ambulant
When it was morning little Snow White awoke, and was frightened when she
saw the seven dwarfs. But they were friendly and asked her what her name was.
“My name is Snow White,” she answered. “How have you come to our house?”
said the dwarfs. Then she told them that her step-mother had wished to have her
killed, but that the huntsman had spared her life, and that she had run for the
whole day, until at last she had found their dwelling. The dwarfs said, “If you will
take care of our house, cook, make the beds, wash, sew, and knit, and if you will
keep everything neat and clean, you can stay with us.” […]
[T]he Queen, believing that she had eaten Snow White’s heart […] went to her
looking-glass and said –
and the glass answered –
“Oh, Queen, thou art fairest of all I see,
But over the hills, where the seven dwar[ves] dwell,
Snow White is still alive and well,
And none is so fair as she.”
Then she was astounded, for she knew that the looking-glass never spoke falsely,
[…] so she thought and thought again how she might kill her […] [a]nd when she
had at last thought of something to do, she painted her face, and dressed herself
like an old pedlar-woman, and no one could have known her. In this disguise she
went over the seven mountains to the seven dwarfs, and knocked at the door and
cried, “Pretty things to sell, very cheap, very cheap!” Little Snow White looked
one hundred and forty-seven 147
Livret de
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out of the window and called out, “Good-day, my good woman, what have you
to sell?” “Good things, pretty things,” she answered; “stay-laces of all colours,” and
she pulled out one which was woven of bright-coloured silk. “I may let the worthy
old woman in,” thought Snow White, and she unbolted the door and bought the
pretty laces. […] Snow White had no suspicion, but stood before her, and let herself be laced with the new laces. But the old woman laced so quickly and laced so
tightly that Snow White lost her breath and fell down as if dead. “Now I am the
most beautiful,” said the Queen to herself, and ran away.
Not long afterwards, in the evening, the seven dwarfs came home, but how
shocked they were when they saw their dear little Snow White lying on the
ground […]. They lifted her up, and, as they saw that she was laced too tightly,
they cut the laces; then she began to breathe a little, and after a while came to life
again. When the dwar[ves] heard what had happened they said, “The old pedlarwoman was no one else than the wicked Queen; take care and let no one come in
when we are not with you.”
But the wicked woman when she had reached home went in front of the glass
and asked –
and it answered as before –
But over the hills, where the seven dwar[ves] dwell,
* a lace 6 un lacet,
un ruban
* silk 6 soie
* worthy 6 digne, brave
* unbolt 6 dévérouiller
* tightly 6 serré
* witchcraft 6 sorcellerie
* a comb 6 un peigne
* beguiled 6 envoûtée
* make a bargain 6
conclure un marché
* senseless 6 sans
connaissance
* a paragon (of) 6 un
modèle (de)
148
[…] [B]y the help of witchcraft, which she understood, she made a poisonous
comb. Then she disguised herself and took the shape of another old woman. So
she went over the seven mountains to the seven dwarfs, knocked at the door, and
cried, “Good things to sell, cheap, cheap!” Little Snow White looked out and said,
“Go away; I cannot let any one come in.” “I suppose you can look,” said the old
woman, and pulled the poisonous comb out and held it up. It pleased the girl so
well that she let herself be beguiled, and opened the door. When they had made a
bargain the old woman said, “Now I will comb you properly for once.” Poor little
Snow White had no suspicion, and let the old woman do as she pleased, but hardly
had she put the comb in her hair than the poison in it took effect, and the girl fell
down senseless. “You paragon of beauty,” said the wicked woman, “you are done
for now,” and she went away. But fortunately it was almost evening, when the seven
dwarfs came home. When they saw Snow White lying as if dead upon the ground
they at once suspected the step-mother, and they looked and found the poisoned
one hundred and forty-eight
Livret de lecture
comb. Scarcely had they taken it out when Snow White came to herself, and told
them what had happened. Then they warned her once more to be upon her guard
and to open the door to no one.
The Queen, at home, went in front of the glass and said –
then it answered as before –
* long for 6 avoir très
envie de
* dare 6 oser
* get rid of 6 se débarrasser de
* cunningly 6 astucieusement
* rest 6 repos
But over the hills, where the seven dwarfs dwell,
[…] “Snow White shall die,” she cried, “even if it costs me my life!” Thereupon
she went into a quite secret, lonely room, where no one ever came, and there she
made a very poisonous apple. Outside it looked pretty, white with a red cheek, so
that every one who saw it longed for it; but whoever ate a piece of it must surely die.
When the apple was ready she painted her face, and dressed herself up as a
country-woman, and so she went over the seven mountains to the seven dwarfs.
She knocked at the door. Snow White put her head out of the window and said,
“I cannot let any one in; the seven dwarfs have forbidden me.” “It is all the same
to me,” answered the woman, “I shall soon get rid of my apples. There, I will give
you one.”
“No,” said Snow White, “I dare not take anything.” “Are you afraid of poison?”
said the old woman; “look, I will cut the apple in two pieces; you eat the red cheek,
and I will eat the white.” The apple was so cunningly made that only the red cheek
was poisoned. Snow White longed for the fine apple, and when she saw that the
woman ate part of it she could resist no longer, and stretched out her hand and
took the poisonous half. But hardly had she a bit of it in her mouth than she fell
down dead. […] Then when [the Queen] asked of the Looking-glass at home –
it answered at last –
“Oh, Queen, in this land thou art fairest of all.”
Then her envious heart had rest, so far as an envious heart can have rest. The
dwarfs, when they came home in the evening, found Snow White lying upon the
ground; she breathed no longer and was dead. […] They laid her upon a bier, and
all seven of them sat round it and wept for her, and wept three days long.
one hundred and forty-nine 149
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[…] They said, “We could not bury her in the dark ground,” and they had a
transparent coffin of glass made, so that she could be seen from all sides, and they
laid her in it, and wrote her name upon it in golden letters, and that she was a
king’s daughter. Then they put the coffin out upon the mountain, and one of them
always stayed by it and watched it. […]
It happened, however, that a king’s son came into the forest, and went to the
dwarfs’ house to spend the night. He saw the coffin on the mountain, and the
beautiful Snow White within it, and read what was written upon it in golden letters. Then he said to the dwarfs, “Let me have the coffin, I will give you whatever
you want for it. […] I cannot live without seeing Snow White. I will honour and
prize her as my dearest possession.” As he spoke in this way the good dwarfs took
pity upon him, and gave him the coffin.
And now the King’s son had it carried away by his servants on their shoulders.
And it happened that they stumbled […], and with the shock the poisonous piece
of apple which Snow White had bitten off came out of her throat. And before
long she opened her eyes, lifted up the lid of the coffin, sat up, and was once more
alive. “Oh, heavens, where am I?” she cried. The King’s son, full of joy, said, “You
are with me,” and told her what had happened, and said, “I love you more than
everything in the world; come with me to my father’s palace, you shall be my wife.”
And Snow White was willing, and went with him, and their wedding was held
with great show and splendour. But Snow White’s wicked step-mother was also
bidden to the feast. When she had arrayed herself in beautiful clothes she went
before the Looking-glass, and said –
* a coffin 6 un cercueil
* stumble 6 trébucher
* throat 6 gorge
* a lid 6 un couvercle
* be willing 6 être d’accord
* array 6 revêtir, s’habiller
* utter 6 prononcer
* a curse 6 une malédiction, un juron
* wretched 6 malheureuse
* stir 6 bouger
* iron slippers 6
chaussures en fer
* tongs 6 pinces
150
one hundred and fifty
the glass answered –
“Oh, Queen, of all here the fairest art thou,
But the young Queen is fairer by far as I trow.”
Then the wicked woman uttered a curse, and was so wretched, so utterly wretched,
that she knew not what to do. At first she would not go to the wedding at all, but
she had no peace, and must go to see the young Queen. And when she went in
she knew Snow White; and she stood still with rage and fear, and could not stir.
But iron slippers had already been put upon the fire, and they were brought in
with tongs, and set before her. Then she was forced to put on the red-hot shoes,
and dance until she dropped down dead.
The Grimm Brothers, Snow White and the Seven Dwarfs (extracts),
translated by Margaret Hunt, 1812, adapted by Sarah Legros.
Livret de lecture
“Snow White and the Seven
Dwarfs” in Revolting Rhymes
When little Snow White’s mother died,
The king, her father, up and cried,
‘Oh, what a nuisance! What a life!
‘Now I must find another wife!’
(It’s never easy for a king
To find himself that sort of thing.) […]
However, in the end he chose
A lady called Miss Maclahose,
Who brought along a curious toy
That seemed to give her endless joy -This was a mirror framed in brass,
A MAGIC TALKING LOOKING GLASS.
Ask it something day or night,
It always got the answer right. […]
Now every day, week in week out,
The spoiled and stupid Queen would shout,
‘Oh Mirror, Mirror on the wall,
‘Who is the fairest of them all?’
The Mirror answered every time,
‘Oh Madam, you’re the Queen sublime. […]
Then suddenly, one awful day,
She heard the Magic Mirror say,
‘From now on, Queen, you’re Number Two.
‘Snow White is prettier than you!’ […]
She called the Huntsman to her study.
She shouted at him, ‘Listen buddy!
‘You drag that filthy girl outside,
‘And see you take her for a ride!’ […]
The Huntsman dragged the lovely child
Deep, deep into the forest wild.
Fearing the worst, poor Snow White spake.
She cried, ‘Oh please give me a break!’ […]
The Huntsman’s heart began to flutter.
It melted like a pound of butter.
He murmured, ‘Okay, beat it, kid,’
And you can bet your life she did.
Later, the Huntsman made a stop
Roald Dahl
(1916-1990)
* What a nuisance! 6 Comme
c’est énervant !
* spoiled 6 gâtée
* shout 6 crier
* a study 6 un bureau
* buddy 6 mon pote
* drag 6 traîner
* spake (archaic) 6 spoke
* flutter 6 palpiter
* melt 6 fondre
one hundred and fifty-one 151
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* a bullock 6 un bœuf
* rotten 6 fichue
* hitch a ride 6 se faire emmener en voiture
* a (parlour-)maid 6 femme de
chambre
* three foot ten (3,10 ft) 6
environ 1 mètre
* squander 6 gaspiller
* back 6 parier sur
* grab 6 saisir, s’emparer de
* Have a go! 6 Essaye!
* whisper 6 murmurer
* daft 6 idiots, “foufous”
* dough 6 de l’argent
152
one hundred and fifty-two
Within the local butcher’s shop,
And there he bought, for safety’s sake,
A bullock’s heart and one nice steak.
‘Oh Majesty! Oh Queen!’ he cried,
‘That rotten little girl has died!
‘And just to prove I didn’t cheat,
‘I’ve brought along these bits of meat.’
‘The Queen cried out, ‘Bravissimo!
‘I trust you killed her nice and slow.’
Then (this is the disgusting part)
The Queen sat down and ate the heart! […]
While all of this was going on,
Oh where, oh where had Snow White gone?
She’d found it easy, being pretty,
To hitch a ride in to the city,
And there she’d got a job, unpaid,
As general cook and parlour-maid
With seven funny little men,
Each one not more than three foot ten,
Ex horse-race jockeys, all of them.
These Seven Dwarfs, though awfully nice,
Were guilty of one shocking vice -They squandered all of their resources
At the race-track backing horses. […]
One evening, Snow White said, “Look here,
I think I’ve got a great idea.
Just leave it all to me, okay?
And no more gambling till I say.” […]
And then, when it was very late
She slipped in through the Palace gate. […]
[She crept] On tip-toe through the mighty hall
And grabbed the mirror off the wall.
As soon as she had got it home,
She told the Senior Dwarf (or Gnome)
To ask it what he wished to know.
‘Go on!’ she shouted. ‘Have a go!’ […]
‘Which horse will win tomorrow’s race,
‘The Ascot Gold Cup Steeplechase?’
The Mirror whispered sweet and low,
‘The horse’s name is Mistletoe.’
The Dwarfs went absolutely daft,
They kissed young Snow White fore and aft,
Then rushed away to raise some dough
Livret de lecture
With which to back old Mistletoe. […]
They went to Ascot and of course
For once they backed the winning horse.
Thereafter, every single day,
The Mirror made the bookies pay.
Each Dwarf and Snow White got a share,
And each was soon a millionaire,
Which shows that gambling’s not a sin
Provided that you always win.
* bookies (boomakers) 6 sorte
de PMU
* a share 6 une part
* gambling 6 le jeu, les jeux
d’argent
* a sin 6 un péché
* provided that 6 à condition
que
Roald Dahl, Snow White and the Seven Dwarfs in Revolting Rhymes (extracts), 1982.
© Jonathan Cape Lts & Penguin Books Ltd
Some Words with a Mummy
The conversation soon grew animated. Much curiosity was, of course, expressed
in regard to the somewhat remarkable fact of Allamistakeo’s still remaining alive.
“I should have thought,” observed Mr. Buckingham, “that it is high time you
were dead.”
“Why,” replied the Count, very much astonished, “I am little more than seven
hundred years old! My father lived a thousand, and was by no means in his dotage
when he died.”
Edgar Allan Poe
(1809-1849)
[…]
“But what we are especially at a loss to understand,” said Doctor Ponnonner, “is
how it happens that, having been dead and buried in Egypt five thousand years
ago, you are here to-day all alive and looking so delightfully well.”
“Had I been, as you say, dead,” replied the Count, “it is more than probable that
dead, I should still be.” […]
Edgar Allan Poe, Some Words with a Mummy (extracts), 1845.
* grow 6 devenir
* astonished 6 surpris
* by no means 6 en
aucune façon
* be in one’s dotage 6
être gâteux
* at a loss to 6 incapable to
* buried 6 enterré
* Had I been dead 6
si j’étais mort
* still 6 encore
one hundred and fifty-three 153
Lexique
Légende
(adj.) adjectif
(adv.) adverbe
(conj.)
conjonction
(expr.)
expression
verbe irrégulier
(interj.)
interjection
(n.) nom
(prép.)
préposition
(v.) verbe
Anglais > Français
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
154
a gap year (n.) année sabbatique
above (prép.) au-dessus de
above (adj.) ci-dessus
address (n.) adresse
addressee (n.) destinataire
adventure (n.) aventure
advertise for (v.) faire de la publicité
pour
advice (n.) conseil
agree (v.) être d’accord
alibi (n.) alibi
almond (n.) amande
alone (adj.) seul
amazing (adj.) extraordinaire
annoying (adj.) agaçant
answer (v.) répondre
answering machine (n.) répondeur
anyway (adv.) en tout cas, bref
apartheid (n.) apartheid
apparently (adv.) apparemment
appointment (n.) rendez-vous
apron (n.) tablier
army (n.) armée
ask for directions (v.) demander son
chemin
assembly line (n.) chaîne de montage
astonishment (n.) stupéfaction
attend (v.) assister à
audacious (adj.) audacieux
avoid (v.) éviter
awful (adj.) horrible
background (n.) arrière-plan
be fond of (v.) aimer beaucoup
be hungry (v.) avoir faim
be worth something (v.) valoir
quelque chose
bean (n.) haricot
bear (v.) supporter
beg (v.) mendier
behaviour (n.) comportement
one hundred and fifty-four
* belong (v.) faire partie de
* bet (v.) parier
* block (n.) bloc d’immeubles, pâté
de maison
* bloody (informal) (adj.) fichu
* blow (n.) coup
* bolt (n.) boulon
* bootlegging (n.) vente d’alcool de
contrebande
* booze (informal) (n.) alcool
* boring (adj.) ennuyeux
* borough (n.) arrondissement de
New York
* both (pron.) (tous/toutes) les deux
* bottom (n.) bas
* brainstorming (n.) remue-méninges
* break into (v.) entrer par effraction
dans
* breakfast (n.) petit-déjeuner
* breathtaking (adj.) impressionnant
* bridge (n.) pont
* British (adj.) britannique
* broken (adj.) cassé
* brother-in-law (n.) beau-frère
* browse (v.) naviguer (informatique)
* buffalo (n.) buffle
* bully (v.) malmener
* bungee-jumping (n.) saut à
l’élastique
* bury (v.) enterrer
* busy (adj.) occupé
* butler (n.) majordome
* cab (n.) taxi
* cableway (n.) téléphérique
* cancel (v.) annuler
* caption (n.) légende
* care (about) (v.) se soucier de,
s’intéresser à
* carefully (adv.) attentivement,
prudemment
* carry out (v.) effectuer, mener
* catch up (v.) rattraper
* celebrate (v.) fêter, célébrer
* cell (n.) cellule
* century (n.) siècle
* charity (n.) association caritative
* chart (n.) graphique
* cheap (adj.) peu cher
* check (n.) addition
* cheesy (informal) (adj.) nul, ringard
* cheetah (n.) guépard
* chestnut (n.) châtaigne, marron
* childhood (n.) enfance
* chimney sweep (n.) ramoneur
* classmate (n.) camarade de classe
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classroom (n.) salle de classe
clothes (n.) vêtements
clue (n.) indice
cod (n.) cabillaud
coke (n.) coca
colleague (n.) collègue
colony (n.) colonie
colourful (adj.) coloré
come across (v.) croiser
comment (n.) commentaire
computer (n.) ordinateur
concert hall (n.) salle de concert
conversation (n.) conversation
conveyor belt (n.) tapis roulant
copper (n.) chaudière (contenant)
corpse (n.) cadavre
countryside (n.) campagne
course (n.) plat (au restaurant)
crazy (adj.) fou
crispy (adj.) croustillant
crowd (n.) foule
crown (n.) couronne
culprit (n.) coupable
current (adj.) actuel
customer (n.) client
cute (adj.) mignon
daily (adj.) quotidien
dance hall (n.) dancing
date (n.) rendez-vous (galant)
daughter (n.) fille
dazzling (adj.) éblouissant
deaf (adj.) sourd
deal (with) (v.) aborder, traiter (de)
delicious (adj.) délicieux
desperate (adj.) désespéré
dire (adj.) terrible, horrible
disagree (v.) ne pas être d’accord
disease (n.) maladie
dress (n.) robe
duchess (n.) duchesse
duke (n.) duc
dull (adj.) terne
Dutch (adj.) hollandais
eager (adj.) impatient, enthousiaste eccentric (adj.) excentrique
empire (n.) empire
engagement (n.) obligation
enjoy (v.) aimer, apprécier
entertainment (n.) divertissement
escort (v.) escorter
evil (adj.) méchant, malfaisant
excited (adj.) excité, emballé
exhibit (v.) exposer
exhibition (n.) exposition
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expensive (adj.) cher
exquisite (adj.) exquis
factory (n.) usine
fade away (v.) s’effacer
fairy tale (n.) conte de fée
family tree (n.) arbre généalogique
famous (adj.) célèbre
fancy (adj.) raffiné, chic
fashion (n.) mode
father-in-law (n.) beau-père
feed (v.) nourrir
feeling (n.) sentiment
film (U.K.) (n.) film
find out (v.) découvrir
fingerprints (n.) empreintes
digitales
fish (n.) poisson
flat (adj.) plat
fly (n.) mouche
focus (on) (v.) se concentrer (sur)
footprints (n.) empreintes de pied
forbid (v.) interdire
forbidden (adj.) interdit
foreground (n.) premier-plan
friendly (adj.) sympathique
gamble (v.) parier, jouer
gather (v.) rassembler
gaze (v.) regarder fixement
gear (n.) engrenage
get married (v.) se marier
gig (informal) (n.) concert
glove (n.) gant
go out (v.) sortir
goat cheese (n.) fromage de chèvre
good (n.) bien
gorgeous (adj.) magnifique
graduate (v.) terminer ses études,
obtenir son diplôme
grandad (n.) papy
grandfather (n.) grand-père
grandmother (n.) grand-mère
granny (n.) mamie
grid (n.) tableau
ground (n.) sol, terre
gruel (n.) gruau, bouillie
grumpy (adj.) grincheux
guess (v.) deviner, imaginer
guilty (adj.) coupable
gun (n.) pistolet
gym (n.) salle de sport
habit (n.) habitude
hairdresser (n.) coiffeur
handsome (adj.) beau
have a drink (v.) prendre un verre
have guts (expr.) avoir du cran
hazelnut (n.) noisette
heir (n.) héritier
high commissioner (n.) haut-
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commissaire
historical (adj.) historique
horse race (n.) course de chevaux
hospital (n.) hôpital
host (n.) animateur/animatrice
hotel (n.) hôtel
hug (v.) étreindre
humble (adj.) humble
hurt (v.) faire mal
husband (n.) mari
illegally (adv.) illégalement
imprison (v.) emprisonner
incredible (adj.) incroyable
indeed (adv.) en effet
informer (n.) informateur
inhabit (v.) habiter, vivre dans
inhabitant (n.) habitant
ink (n.) encre
interest (n.) intérêt
interview (n.) interview, entretien
intruder (n.) intrus
invent (v.) inventer
investigator (n.) enquêteur
issue (n.) question, problème
item (n.) article, élément
itinerary (n.) itinéraire
jail (n.) prison
job (n.) travail
jubilee (n.) jubilé
keen (on) (adj.) passionné,
enthousiaste
kingdom (n.) royaume
labour (U.K.) (n.) travail
labor (U.S.) (n.) travail
ladle (n.) louche
lady-in-waiting (n.) dame de
compagnie
landlady (n.) logeuse
landmark (n.) événement majeur
landscape (n.) paysage
language (n.) langue
launch (v.) lancer (un produit,
une campagne)
law (n.) loi
lawyer (n.) avocat
leaflet (n.) flyer, prospectus
leave (v.) quitter
lie (v.) mentir
light bulb (n.) ampoule (électrique)
liquor (n.) alcool
lost (adj.) perdu
loud (adj.) fort (volume sonore)
lovely (adj.) charmant, ravissant
lucky (adj.) chanceux
lunch (n.) déjeuner
magnifying glass (n.) loupe
main (adj.) principal
map (n.) carte
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mark (n.) note
mashed potatoes (n.) purée
match (v.) correspondre
mean (v.) signifier
mean (adj.) méchant, désagréable
meat (n.) viande
meet (v.) rencontrer
meeting (n.) réunion
menu (n.) menu
mess (n.) désordre
mill (n.) usine/moulin
mistake (n.) erreur
mister Smarty Pants (expr) Monsieur
je-sais-tout
mob (n.) gang
mobster (n.) gangster
modest (adj.) modeste
monarch (n.) monarque
monarchy (n.) monarchie
mother-in-law (n.) belle-mère
mouse (computer) (n.) souris
(d’ordinateur)
movie (U.S.) (n.) film
mug shot (n.) portrait (photo
d’identité judiciaire)
must-see (n.) incontournable
neighbour (n.) voisin
nervous (adj.) anxieux
New Year’s Eve (n.) réveillon du
Nouvel An
newspaper (n.) journal
nickname (n.) surnom
nightclub (n.) boîte (de nuit)
noise (n.) bruit
noisy (adj.) bruyant
not have the stomach for (expr.) ne pas avoir envie de
novel (n.) roman
odd (adj.) étrange
order (v.) commander (au restaurant)
outstanding (adj.) remarquable
overcrowding (n.) surpopulation
own (adj.) propre
palm tree (n.) palmier
parsimonious (adj.) économe
party (n.) fête
pastry (n.) pâte (pâtisserie)
peanut (n.) cacahouète
penguin (n.) pingouin
performance (n.) représentation
perhaps (adv.) peut-être (que)
personal planner (n.) agenda
phone (n.) téléphone
phonecall (n.) coup de téléphone
photo(graph) (n.) photo(graphie)
pick (v.) choisir
pilot (n.) pilote
pistacchio (n.) pistache
one hundred and fifty-five 155
* place (n.) endroit, lieu
* plain (adj.) simple
* plug in (v.) brancher
* policeman/policewoman (n.) policier/policière
* politician (n.) homme/femme
politique
* porringer (n.) écuelle
* post-it note (n.) post-it
* postcard (n.) carte postale
* pound (n.) livre (1 livre = 0,45 kg)
* power (n.) pouvoir
* present (n.) cadeau
* prime minister (n.) premier ministre
* promote (v.) promouvoir
* pros and cons (expr.) les pours et
les contres
* psychic (n.) médium
* pupil (n.) élève
* puppy (n.) chiot
* purpose (n.) but
* pyjamas (n.) pyjama
* radio programme (n.) émission de
radio
* ragged (adj.) en haillons
* railway (n.) chemin de fer
* rebellious (adj.) rebelle
* record (n.) disque
* record (v.) enregistrer
* reduce (v.) réduire
* refined (adj.) raffiné, élégant
* rehearse (v.) répéter (une scène)
* reign (v.) régner
* relationship (n.) relation
* relative (n.) proche
* release (n.) libération
* reliable (adj.) fiable
* report (n.) reportage, rapport
* residence (n.) résidence
* review (n.) critique
* royal (adj.) royal
* rude (adj.) malpoli
* rule (v.) gouverner, dominer
* sale (n.) vente
* salmon (n.) saumon
* sauce (n.) sauce
* scar (n.) cicatrice
* schedule (n.) emploi du temps
* screw, tighten (bolts) (v.) serrer (des
boulons)
* sender (n.) expéditeur
* sense of direction (expr.) sens de
l’orientation
* service (n.) service
* setting (n.) cadre, décor
* sew (v.) coudre
* shamrock (n.) trèfle
* shark (n.) requin
156
one hundred and fifty-six
* shoot (at somebody) (v.) tirer (sur
quelqu’un)
* short story (n.) nouvelle
* show off (v.) frimer
* show up (v.) arriver
* shrimp (n.) crevette
* single (adj.) célibataire
* sister-in-law (n.) belle-soeur
* skyscraper (n.) gratte-ciel
* slaughter (n.) massacre
* slave (n.) esclave
* slender (adj.) mince
* slot (time) (n.) créneau
* slum (n.) taudis ou quartier pauvre
* sly (adj.) sournois
* sneakers (n.) baskets
* snobbish (adj.) snob
* solve (v.) résoudre
* son (n.) fils
* soon (adv.) bientôt
* sophisticated (adj.) raffiné, chic
* snore (v.) ronfler
* spanner (n.) clé à mollette
* sparkling water (n.) eau gazeuse
* speakeasy (n.) bar clandestin
(pendant la Prohibition)
* speech (n.) discours
* spill (v.) renverser
* split (up) (v.) se séparer
* spontaneous (adj.) spontané
* spoon (n.) cuillère
* starvation (n.) faim, famine
* starve (v.) être affamé, mourir de faim
* steam (n.) vapeur
* stepmother (n.) belle-mère
* stick to (v.) respecter, se tenir à
* straight ahead (expr.) tout droit
* stressed (adj.) accentué
* stroke (v.) caresser
* submachine gun (n.) mitraillette
* suburb (n.) banlieue
* suggest (v.) suggérer
* sum up (v.) résumer
* summary (n.) résumé
* support (v.) soutenir
* survey (n.) sondage
* suspicious (adj.) suspect
* sweet (adj.) sucré
* symbol (n.) symbole
* tag (n.) étiquette
* take place (v.) avoir lieu
* tap water (n.) eau du robinet
* taste (n.) goût
* tax evasion (n.) fraude fiscale
* tear (n.) larme
* terrific (adj.) épouvantable, super
* testimony (n.) témoignage
* text message (n.) texto
* throne (n.) trône
* throughout (prép.) tout au long de,
partout dans
* timeline (n.) frise chronologique
* tiny (adj.) minuscule
* tip (n.) pourboire
* tooth (al : teeth) (n.) dent
* top (n.) haut
* topic (n.) sujet
* trailer (n.) bande-annonce
* travel (v.) voyager
* travel journal (n.) journal de voyage
* trouble (n.) problème
* trumpeter (n.) trompettiste
* typewriter (n.) machine à écrire
* underline (v.) souligner
* underworld (n.) pègre
* unemployment (n.) chômage
* uniform (n.) uniforme
* upside down (adv.) sens dessus
dessous
* useless (adj.) inutile
* vegetable (n.) légume
* vegetarian (n., adj.) végétarien
* villain (n.) méchant
* waiter/waitress (n.) serveur/
serveuse
* walk (the dogs) (v.) promener
(les chiens)
* wealthy (adj.) riche
* website (n.) site internet
* wedding (n.) mariage (cérémonie)
* week (n.) semaine
* whale (n.) baleine
* whatever! (informal) (interj.) peu
importe
* whereas (conj.) alors que
* wicked (adj.) méchant, mauvais
* wife (n.) femme, épouse
* wild (adj.) sauvage
* wine (n.) vin
* wish (n.) souhait
* witness (n.) témoin
* wonderful (adj.) merveilleux
* work on an assembly line (expr.) travailler à la chaîne
* worker (n.) ouvrier
* workhouse (n.) hospice
* youngster (n.) jeune (homme/fille)
* you’re welcome (expr.) il n’y a pas
de quoi, de rien
* yummy (informal) (adj.) délicieux
* zucchini (n.) courgette
Français > Anglais
* accentué (adj.) stressed
* actuel (adj.) current
* addition (n.) check
* adresse (n.) address
* agaçant (adj.) annoying
* agenda (n.) personal planner
* aimer beaucoup (v.) be fond of
* aimer, apprécier (v.) enjoy
* alcool (n.) liquor, booze (familier)
* alibi (n.) alibi
* aller tout droit (expr.) go straight
ahead
* alors que (conj.) whereas
* amande (n.) almond
* ampoule (électrique) (n.) light bulb
* animateur/animatrice (n.) host
* année sabbatique (n.) a gap year
* annuler (v.) cancel
* anxieux (adj.) nervous
* apartheid (n.) apartheid
* apparemment (adv.) apparently
* arbre généalogique (n.) family tree
* armée (n.) army
* arrière-plan (n.) background
* arriver (v.) show up
* arrondissement (de New
York) (n.) borough
* article, élément (n.) item
* assister à (v.) attend
* association caritative (n.) charity
* attentivement,prudemment (adv.) carefully
* au-dessus de (prép.) above
* audacieux (adj.) audacious
* aventure (n.) adventure
* avocat (n.) lawyer
* avoir du cran (expr.) have guts
* avoir faim (v.) be hungry
* avoir lieu (v.) take place
* baleine (n.) whale
* bande-annonce (n.) trailer
* banlieue (n.) suburb
* bar clandestin (pendant la Prohibition) (n.) speakeasy
* bas (n.) bottom
* baskets (n.) sneakers
* beau (adj.) handsome
* beau-frère (n.) brother-in-law
* beau-père (n.) father-in-law
* belle-mère (n.) mother-in-law,
stepmother
* belle-soeur (n.) sister-in-law
* bien (n.) good
* bientôt (adv.) soon
* boîte (de nuit) (n.) nightclub
* boulon (n.) bolt
* brancher (v.) plug in
* bref (adv.) anyway
* britannique (adj.) British
* bruit (n.) noise
* bruyant (adj.) noisy
* buffle (n.) buffalo
* but (n.) purpose
* cabillaud (n.) cod
* cacahouète (n.) peanut
* cadavre (n.) corpse
* cadeau (n.) present
* cadre, décor (n.) setting
* camarade de classe (n.) classmate
* campagne (n.) countryside
* caresser (v.) stroke
* carte (n.) map
* carte postale (n.) postcard
* cassé (adj.) broken
* célèbre (adj.) famous
* célibataire (adj.) single
* cellule (n.) cell
* chaîne de montage (n.) assembly
line
* chanceux (adj.) lucky
* charmant, ravissant (adj.) lovely
* châtaigne, marron (n.) chestnut
* chaudière (contenant) (n.) copper
* chemin de fer (n.) railway
* cher (adj.) expensive
* chiot (n.) puppy
* choisir (v.) pick
* chômage (n.) unemployment
* ci-dessus (adj.) above
* cicatrice (n.) scar
* clé à mollette (n.) spanner
* client (n.) customer
* coca (n.) coke
* coiffeur (n.) hairdresser
* collègue (n.) colleague
* colonie (n.) colony
* coloré (adj.) colourful
* commander (au restaurant) (v.) order
* commentaire (n.) comment
* comportement (n.) behaviour
* concert (n.) gig (familier)
* conseil (n.) advice
* conte de fée (n.) fairy tale
* conversation (n.) conversation
* correspondre (v.) match
* coudre (v.) sew
* coup (n.) blow
* coup de téléphone (n.) phonecall
* coupable (adj.) guilty, culprit
* courgette (n.) zucchini
* couronne (n.) crown
* course de chevaux (n.) horse race
* créneau (horaire) (n.) slot
* crevette (n.) shrimp
* critique (n.) review
* croiser (v.) come across
* croustillant (adj.) crispy
* cuillère (n.) spoon
* dame de compagnie (n.) lady-inwaiting
* dancing (n.) dance hall
* découvrir (v.) find out
* déjeuner (n.) lunch
* délicieux (adj.) delicious, yummy
(familier)
* demander son chemin (v.) ask for
directions
* dent (n.) tooth (pluriel : teeth)
* désespéré (adj.) desperate
* désordre (n.) mess
* destinataire (n.) addressee
* deviner, imaginer (v.) guess
* discours (n.) speech
* disque (n.) record
* divertissement (n.) entertainment
* duc (n.) duke
* duchesse (n.) duchess
* eau du robinet (n.) tap water
* eau gazeuse (n.) sparkling water
* éblouissant (adj.) dazzling
* économe (adj.) parsimonious
* écuelle (n.) porringer
* effectuer, mener (v.) carry out
* élève (n.) pupil
* émission de radio (n.) radio programme
* empire (n.) empire
* emploi du temps (n.) schedule
* empreintes de pied (n.) footprints
* empreintes digitales (n.) fingerprints
* emprisonner (v.) imprison
* en effet (adv.) indeed
* en haillons (expr.) ragged
* encre (n.) ink
* endroit, lieu (n.) place
* enfance (n.) childhood
* engrenage (n.) gear
* ennuyeux (adj.) boring
* enquêteur (n.) investigator
* enregistrer (v.) record
* enterrer (v.) bury
* enthousiaste (adj.) enthusiaste,
eager
* en tout cas (loc. adv.) anyway, in any
case
* épouvantable (adj.) dreadful, terrific
* erreur (n.) mistake
* esclave (n.) slave
one hundred and fifty-seven 157
* escorter (v.) escort
* étiquette (n.) tag
* étrange (adj.) odd
* être affamé (v.) starve
* être d’accord (v.) agree
* étreindre (v.) hug
* événement majeur (n.) landmark
* éviter (v.) avoid
* excentrique (adj.) eccentric
* excité, emballé (adj.) excited
* expéditeur (n.) sender
* exposer (v.) exhibit
* exposition (n.) exhibition
* exquis (adj.) exquisite
* extraordinaire (adj.) amazing
* faim, famine (n.) starvation
* faire de la publicité pour (v.) advertise for
* faire mal (v.) hurt
* faire partie de (v.) belong
* femme (n.) wife
* fête (n.) party
* fêter, célébrer (v.) celebrate
* fiable (adj.) reliable
* fichu (adj.) bloody (familier)
* fille (n.) daughter
* film (n.) film (U.K.), movie (U.S.)
* fils (n.) son
* fort (volume sonore) (adj.) loud
* fou (adj.) crazy
* foule (n.) crowd
* fraude fiscale (n.) tax evasion
* frimer (v.) show off
* frise chronologique (n.) timeline
* fromage de chèvre (n.) goat cheese
* gang (n.) mob
* gangster (n.) mobster
* gant (n.) glove
* goût (n.) taste
* gouverner, dominer (v.) rule
* grand-mère (n.) grandmother
* grand-père (n.) grandfather
* graphique (n.) chart
* gratte-ciel (n.) skyscraper
* grincheux (adj.) grumpy
* gruau, bouillie (n.) gruel
* guépard (n.) cheetah
* habitant (n.) inhabitant
* habiter, vivre dans (v.) inhabit
* habitude (n.) habit
* haricot (n.) bean
* haut (n.) top
* haut-commissaire (n.) high commissioner
* héritier (n.) heir
* historique (adj.) historical
* hollandais (adj.) Dutch
158
one hundred and fifty-eight
* homme/femme politique (n.) politician
* hôpital (n.) hospital
* horrible (adj.) awful
* hospice (n.) workhouse
* hôtel (n.) hotel
* humble (adj.) humble
* illégalement (adv.) illegally
* il n’y a pas de quoi (expr.) you’re
welcome
* impatient (adj.) impatient, eager
* impressionnant (adj.) breathtaking
* incontournable (n.) must-see
* incroyable (adj.) incredible
* indice (n.) clue
* informateur (n.) informer
* interdire (v.) forbid
* interdit (adj.) forbidden
* intérêt (n.) interest
* interview, entretien (n.) interview
* intrus (n.) intruder
* inutile (adj.) useless
* inventer (v.) invent
* itinéraire (n.) itinerary
* jeune (homme/fille) (n.) youngster
* journal (n.) newspaper
* journal de voyage (n.) travel journal
* jubilé (n.) jubilee
* lancer (un produit, une campagne) (v.) launch
* langue (n.) language
* larme (n.) tear
* légende (n.) caption
* légume (n.) vegetable
* les pours et les contres (expr.) pros
and cons
* libération (n.) release
* livre (n.) pound (1 livre = 0,45 kg)
* logeuse (n.) landlady
* loi (n.) law
* louche (n.) ladle
* loupe (n.) magnifying glass
* machine à écrire (n.) typewriter
* magnifique (adj.) gorgeous
* majordome (n.) butler
* maladie (n.) disease
* malfaisant (adj.) evil, wicked
* malmener (v.) bully
* malpoli (adj.) rude
* mamie (n.) granny
* mari (n.) husband
* mariage (cérémonie) (n.) wedding
* massacre (n.) slaughter
* méchant (n.) villain
* méchant, désagréable (adj.) mean,
bad, wicked, evil
* médium (n.) psychic
* mendier (v.) beg
* mentir (v.) lie
* menu (n.) menu
* merveilleux (adj.) wonderful
* mignon (adj.) cute
* mince (adj.) slender
* minuscule (adj.) tiny
* mitraillette (n.) submachine gun
* mode (n.) fashion
* modeste (adj.) modest
* monarchie (n.) monarchy
* monarque (n.) monarch
* monsieur je-sais-tout (expr.) mister
Smarty Pants
* mouche (n.) fly
* naviguer (informatique) (v.) browse
* ne pas être d’accord (v.) disagree
* noisette (n.) hazelnut
* note (n.) mark
* nourrir (v.) feed
* nouvelle (n.) short story
* nul, ringard (adj.) cheesy (familier)
* obligation (n.) engagement
* obtenir son diplôme (v.) graduate
* occupé (adj.) busy
* ordinateur (n.) computer
* ouvrier (n.) worker
* palmier (n.) palm tree
* papy (n.) grandad
* parier (v.) bet, gamble
* passionné, enthousiaste (adj.) keen
(on)
* pâte (pâtisserie) (n.) pastry
* paysage (n.) landscape
* pègre (n.) underworld
* perdu (adj.) lost
* petit-déjeuner (n.) breakfast
* peu cher (adj.) cheap
* peu importe (interj.) whatever!
(familier)
* peut-être (que) (adv.) perhaps,
maybe
* photo(graphie) (n.) photo(graph)
* pilote (n.) pilot
* pingouin (n.) penguin
* pistache (n.) pistacchio
* pistolet (n.) gun
* plat (adj.) flat
* plat (au restaurant) (n.) course
* poisson (n.) fish
* policier/policière (n.) policeman/
policewoman
* pont (n.) bridge
* portrait (photo d’identité judiciaire) (n.) mug shot
* post-it (n.) post-it note
* pourboire (n.) tip
* pouvoir (n.) power
* premier ministre (n.) prime minister
* premier-plan (n.) foreground
* prendre un verre (v.) have a drink
* principal (adj.) main
* prison (n.) jail
* problème (n.) trouble
* proche (n.) relative
* promener (les chiens) (v.) walk (the
dogs)
* promouvoir (v.) promote
* propre (adj.) own
* prospectus, flyer (n.) leaflet
* purée (n.) mashed potatoes
* pyjama (n.) pyjamas
* question, problème (n.) issue
* quitter (v.) leave
* quotidien (adj.) daily
* raffiné (adj.) fancy
* raffiné, chic (adj.) sophisticated,
refined
* ramoneur (n.) chimney sweep
* rapport (n.) report
* rassembler (v.) gather
* rattraper (v.) catch up
* rebelle (adj.) rebellious
* réduire (v.) reduce
* regarder fixement (v.) gaze
* régner (v.) reign
* relation (n.) relationship
* remarquable (adj.) outstanding
* remue-méninges (n.) brainstorming
* rencontrer (v.) meet
* rendez-vous (n.) appointment
* rendez-vous (galant) (n.) date
* renverser (v.) spill
* répéter (une scène) (v.) rehearse
* répondeur (n.) answering machine
* répondre (v.) answer
* reportage (n.) report
* réprésentation (n.) performance
* requin (n.) shark
* résidence (n.) residence
* résoudre (v.) solve
* respecter, se tenir à (v.) stick to
* résumé (n.) summary
* résumer (v.) sum up
* réunion (n.) meeting
* réveillon du Nouvel An (n.) New
Year’s Eve
* riche (adj.) wealthy
* robe (n.) dress
* roman (n.) novel
* ronfler (v.) snore
* royal (adj.) royal
* royaume (n.) kingdom
* s’effacer (v.) fade away
* salle de classe (n.) classroom
* salle de concert (n.) concert hall
* salle de sport (n.) gym
* sans dessus dessous (expr.) upside
down
* sauce (n.) sauce
* saumon (n.) salmon
* saut à l’élastique (n.) bungee-jumping
* sauvage (adj.) wild
* se concentrer (sur) (v.) focus (on)
* se marier (v.) get married
* se séparer (v.) split (up)
* se soucier de, s’intéresser
à (v.) care (about)
* semaine (n.) week
* sens de l’orientation (expr.) sense
of direction
* sentiment (n.) feeling
* serrer (des boulons) (v.) screw,
tighten (bolts)
* serveur/serveuse (n.) waiter/waitress
* service (n.) service
* seul (adv.) alone
* siècle (n.) century
* signifier (v.) mean
* simple (adj.) plain
* site internet (n.) website
* snob (adj.) snobbish
* sol, terre (n.) ground
* sondage (n.) survey
* sortir (v.) go out
* souhait (n.) wish
* souligner (v.) underline
* sourd (adj.) deaf
* souris (d’ordinateur) (n.) mouse
(computer)
* soutenir (v.) support
* spontané (adj.) spontaneous
* stupéfaction (n.) astonishment
* sucré (adj.) sweet
* suggérer (v.) suggest
* sujet (n.) topic
* supporter (v.) bear
* super (adj.) great, terrific
* surnom (n.) nickname
* sournois (adj.) sly
* surpopulation (n.) overcrowding
* suspect (adj.) suspicious
* symbole (n.) symbol
* sympathique (adj.) friendly
* tableau (n.) grid
* tablier (n.) apron
* tapis roulant (n.) conveyor belt
* taudis, quartier pauvre (n.) slum
* taxi (n.) cab
* téléphérique (n.) cableway
* téléphone (n.) phone
* témoignage (n.) testimony
* témoin (n.) witness
* terne (adj.) dull
* terrible, horrible (adj.) dire
* texto (n.) text message
* tirer (sur quelqu’un) (v.) shoot (at
somebody)
* tous/toutes les deux (pron.) both
* tout au long de, partout
dans (prép.) throughout
* traiter (de), aborder (v.) deal (with)
* travail (n.) job
* travail (n.) labour (U.K.), labor (U.S.)
* travailler à la chaîne (expr.) work on
an assembly line
* trèfle (n.) shamrock
* trompettiste (n.) trumpeter
* trône (n.) throne
* uniforme (n.) uniform
* usine (n.) factory
* usine / moulin (n.) mill
* valoir quelque chose (v.) be worth
something
* vapeur (n.) steam
* végétarien (n., adj.) vegetarian
* vente (n.) sale
* vente d’alcool de contrebande (n.) bootlegging
* vêtements (n.) clothes
* viande (n.) meat
* vin (n.) wine
* voisin (n.) neighbour
* voyager (v.) travel
one hundred and fifty-nine 159
Crédits
Prologue > p. 10-11 : Getty Images / WireImage - p. 13 : Wikimedia – p. 14 : 1 et 2. Getty Images / WireImage – p. 15 : 1, 2, 3 et 4. Getty Images / WireImage –
p. 18 : 1. Bridgeman / Caroline Wiseman Modern and Contemporary ; 2. Photo12 / KEYSTONE Pressedienst ; 3. Wikimedia / Terry Morris ; 4. Getty Images / Lydia
de Burgh - p. 22 : Getty Images / WireImage – p. 23 : 1 et 2. Getty Images / WireImage
Chapitre 1 > p. 24-25 : Getty Images / Quien busca encuentra – p. 26 : 1 et 2. Scala Archives / Digital image, The Museum of Modern Art, New York - p. 27 :
Wikimedia / Michael J. - p. 30 : Getty Images / Time & Life Pictures - p. 32 : 1. Getty Images / Barry Winiker ; 2. Getty Images / Archive Holdings Inc. ; 3. Getty
Images / Alice Attie ; 4. . Getty Images / GEORGE KARGER / Time & Life Pictures ; 5. Getty Images / Lonely Planet - p. 33 : 1. Getty Images / Rich LaSalle ; 2. Getty
Images / NY Daily News - p. 36 : 1. Getty Images / Visage ; 2. Getty Images / Yagi Studio
Chapitre 2 > p. 38-39 : RMN / The National Gallery, Londres - p. 40 : 1. Getty Images / Time & Life Pictures ; 2. Getty Images / SSPL via Getty Images - p. 41 : Getty
Images / Edmund Walker - p. 42 : 1. Getty Images / Thomas Benjamin Kennington ; 2. Getty Images / Joseph Nash ; 3. Getty Images / Harold Copping - p. 44 :
1, 2 et 3. Roy Export S.A.S. Scan courtesy Cineteca di Bologna - p. 45 : Wikimedia / Archives de Roy Export Company Establishment - p. 46 : 1. Getty Images ; 2.
Scala Archives / Digital image, The Museum of Modern Art, New York / Scala, Florence - p. 47 : 1. Getty Images / Buyenlarge ; 2. Getty Images / Apic ; 3. Getty
Images / Archive Holdings Inc. - p. 50 : Getty Images / Dave and Les Jacobs - p. 51 : Getty Images / Hill Street Studios
Chapitre 3 > p. 52-53 : Getty Images / Andrew Rich - p. 55 : 1. Getty Images / Peter Dazeley - 2. Getty Images / Willie B. Thomas - p. 56 : Getty Images / Harry
Hammond/V&A Images - p. 57 : Getty Images / Photo Kevin Mazur / WireImage - p. 58 : Getty Images / Ugurhan Betin - p. 59 : 1. Wikimedia / Photo Toby Ord ;
2.Getty Images / Rubberball / Mike Kemp - p. 60 : Getty Images / George Doyle - p. 64 : 1. Getty Images / Blend Images ; 2. Getty Images / JGI / Jamie Grill
Chapitre 4 > p. 66-67 : Dreamstime.com / Philcold - p. 69 : Getty Images / Yagi Studio - p. 71 : Getty Images / NY Daily News - p. 74 : 1. Hartswood Films ; 2. Getty
Images / Popperfoto - p. 75 : 1. Photo12 / Ann Ronan Picture Library ; 2. Paramount Pictures ; 3. Wikimedia / John Tenniel - p. 79 : Getty Images / Robert Daly
Chapitre 5 > p. 80-81 : Getty Images - p. 82 : Getty Images - p. 83 : 1. Getty Images / Redferns ; 2. Getty Images ; 3. Wikimedia / Photo William P. Gottlieb - p. 85 :
Getty Images / Time & Life Pictures - p. 86 : 1. Getty Images ; 2. Getty Images / NY Daily News ; 3, 4, et 5. Getty Images / Chicago History Museum ; 6. Getty
Images / APA ; 7. Getty Images / Chicago History Museum - p. 87 : Wikimedia / United States department of Justice - p. 88 : Getty Images - p. 89 : Getty Images /
David MacGlynn - p. 92 : Getty Images - p. 93 : Dreamstime.com / Saniphoto
Chapitre 6 > p. 94-95 : Getty Images / Mark Hannaford – p. 96 : 1. Getty Images / Henk Badenhorst ; 2. Getty Images / Neil Austen ; 3. Wikimedia / Lexicon ;
4. Getty Images / James Hager ; 5. Getty Images / Elliot Neep ; 6. Getty Images / James Hager ; 7. Getty Images / HPH Publishing ; 8. Getty Images / Herman
Verwey ; 9. Getty Images / Louis Hiemstra ; 10. Getty Images / Juergen Stumpe ; 11. Getty Images / Gerald Hinde ; 12. Getty Images / HPH Publishing ; 13.
Getty Images / Kim Wolhuter - p. 100 : Getty Images / Jeff Rotman - p. 101 : 1. Cango Wildlife Ranch (www.cango.co.za) 2. Getty Images / Justin Pumfrey / Carrie
Beecroft ; 3. Getty Images / Heinrich van den Berg - p. 102 : 1. Wikimedia / Sgt. Michael Connors ; 2. Getty Images / Martin Harvey ; 3 et 4. Getty Images - p. 103 :
1. Getty Images ; 2. Wikimedia / Paul Mannix ; 3. Getty Images / Christian Science Monitor ; 4. Getty Images / Per-Anders Pettersson
Chapitre 7 > p. 108-109 : Photo12 / Archives du 7e Art / DR – p. 110 : Wikimedia / Walt Disney Productions / Gilles Mairet
Livret de lecture > p. 144 : 1 et 2. Getty Images - p. 145 : 1. Getty Images / Oscar Gustav Rejlander ; Wikimedia ; p. 151 : Getty Images / Photo Tony Evans p. 153 : Wikimedia / Library of Congress
Maquette : Alix Miquel et Julie Bénard
Mise en page : Alix Miquel
Illustrations : François Saintamon
Avec la participation de Kimberly Black.
Dépôt légal : Avril 2013 / ISBN 979-10-90910-04-1
Imprimé en France par QUALIBRIS FABRICATION
lelivrescolaire.fr
80, rue des Haies
75020 Paris
01 55 25 75 00
[email protected]
160
one hundred and sixty

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