Pages d`ouverture

Transcription

Pages d`ouverture

Anglais Term
B1/ B2
Sous la direction de
Jean-Louis HABERT
Romain BERLIER, Agrégé d’anglais
Lycée Joffre, Montpellier
Formateur
Marina GUIBERT, Agrégée d’anglais
Lycée privé d’Alzon, Nîmes
Jean-Louis HABERT
Agrégé d’anglais, Docteur en linguistique
Montpellier
Martine HOYET, Certifiée d’anglais
Lycée Albert Camus, Nîmes
Fiona RATKOFF, Agrégée d’anglais
Académie de Nantes
Joanna WISTREICH, Certifiée d’anglais
Lycée Alphonse Daudet, Nîmes
NEW
Philippe MONTEIRO, Agrégé d’anglais
Lycée Joffre, Montpellier
Introduction
03
1
Heroes and Legends
05
2
Nobody’s Perfect
17
3
The Grass is Greener
29
4
Living Together
43
5
Under the Influence
55
6
Where Power Lies
68
7
Moving On?
81
8
Tomorrow’s World
93
Lecture suivie
105
Fiches méthodologiques
109
– Rédiger un dialogue
– Écrire une lettre
– Rédiger un article de presse
– Les procédés de traduction
Couverture : USA, Washington, D.C., Capitol Building at night (selective focus).
Toutes les références à des sites Internet présentées dans cet ouvrage ont été vérifiées attentivement à la date d’impression. Compte tenu de la
volatilité des sites et du détournement possible de leur adresse, les éditions Belin ne peuvent en aucun cas être tenues pour responsables de leur
évolution. Nous appelons donc chaque utilisateur à rester vigilant quant à leur utilisation.
Le code de la propriété intellectuelle n’autorise que « les copies ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une
utilisation collective » [article L. 122-5] ; il autorise également les courtes citations effectuées dans un but d’exemple ou d’illustration. En revanche « toute
représentation ou reproduction intégrale ou pa tielle, sans le consentement de l’auteur ou de ses ayants droit ou ayants cause, est
illicite » [article L. 122-4]. La loi 95-4 du 3 janvier 1994 a confié au C.F.C. (Centre français de l’exploitation du droit de copie, 20, rue des
Grands Augustins, 75006 Paris), l’exclusivité de la gestion du droit de reprographie. Toute photocopie d’œuvres protégées, exécutée
sans son accord préalable, constitue une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.
© Éditions Belin, 2012
ISBN 978-2-7011-6236-2
Introduction
Le but que nous avons poursuivi en construisant New On Target
Terminale est décrit dans le détail page 2 du manuel de l’élève.
Outre la volonté de répondre aux exigences du programme
culturel du cycle terminal et de la démarche actionnelle recommandée par les textes officiels depuis déjà plusieurs années, ce
nouveau manuel de terminale se devait de prendre en compte
l’évolution des épreuves du baccalauréat qui seront mises en
place dès la session 2013.
Le nouveau bac : l’épreuve écrite
L’épreuve écrite n’a pas subi de transformation radicale si ce
n’est l’apparente disparition de la traduction qui était traditionnellement classée dans la partie « compréhension de l’écrit » et
qui recevait une plus grande place dans les épreuves destinées
aux sections littéraires que dans celles réservées aux sections
S et ES. En conséquence, la partie « examen blanc » (dernière
double page de chaque chapitre : mock exam) du manuel ne propose pas d’exercice de traduction.
En revanche, nous avons accordé une attention toute particulière au choix et à la longueur des textes et avons veillé à ce que
leur contenu soit en rapport étroit avec la thématique de chaque
chapitre afin que les élèves puissent utiliser dans cette épreuve
les connaissances acquises durant l’étude des divers supports
dudit chapitre.
Comme les textes officiels le recommandent, chaque épreuve
est divisée en deux parties (compréhension de l’écrit et expression écrite) valant chacune 10 points. Nous avons organisé
les questions de compréhension en deux niveaux : celles qui
relèvent d’une compréhension plus globale du contenu exigible
au niveau B1, communes aux élèves de LV1 et de LV2, et celles
plus spécialement destinées au niveau B2 et aux élèves de LV1
(voir p. 22 et 23 du BO n° 43 du 24 novembre 2011).
Nous avons procédé de la même façon pour ce qui est de la partie expression écrite : deux sujets sont proposés pour les LV2
avec une exigence de niveau B1. Ils sont accompagnés de la
consigne Do both tasks et la longueur de l’ensemble est, à titre
indicatif, de 300 mots. Le premier sujet est du type narratif et le
second davantage orienté vers l’argumentation construite.
Pour les candidats de LV1, deux sujets sont également proposés : au choix, l’un des deux sujets imposés aux LV2 et un
second développement (à choisir parmi au moins deux sujets)
dans lequel le candidat doit montrer son aptitude à argumenter
de façon nuancée (voir p. 23 du BO n° 43 du 24 novembre 2011).
La longueur totale des deux sujets LV1 est à titre indicatif de 350
à 450 mots.
Le nouveau bac : les épreuves orales
Rappelons que la partie orale de l’examen est obligatoire pour
les sections ES, S, STI2D, STD2A, STG, STS2S et STL. Elle est divisée en une épreuve de compréhension orale et une épreuve
d’expression orale (voir p. 24 du BO n° 43 du 24 novembre 2011).
Elles seront administrées en classe.
La compréhension de l’oral
Dans New On Target Terminale, les élèves y sont plus spécifiquement préparés dans les troisièmes doubles pages de chaque
chapitre, et en particulier sur la page de droite sur laquelle des
sujets de compréhension et d’expression en relation avec la thématique de chaque chapitre leur sont proposés accompagnés
de conseils, d’un guidage méthodologique selon la nature du
support (monologue, dialogue, interview, discussion, etc.) et
d’une aide lexicale ciblée pour ce qui concerne la première des
deux épreuves. Ils y sont préparés à prendre des notes afin de
les réutiliser efficacement lors du compte rendu (en français)
qu’ils doivent faire de ce qu’ils ont entendu et compris. Ils sont
également invités à travailler à deux et à s’auto- ou s’inter-évaluer à l’aide de la fiche téléchargeable (marking file 1) qui est
une synthèse de celles qui seront utilisées par les professeurs
le jour de l’examen (voir p. 28 et 29 du BO n° 43 du 24 novembre
2011).
L’expression orale
Pour ce qui concerne l’épreuve d’expression orale, elle aussi
administrée en classe selon les modalités détaillées dans le
BO cité supra, nous avons mis en place un entraînement (Talk
about the theme) qui reprend la philosophie de l’épreuve et est
constitué de questions visant à stimuler l’inspiration des candidats au cas où celle-ci viendrait à manquer. Cette partie est
accompagnée d’une aide lexicale ciblée et d’une seconde fiche
d’évaluation (marking file 2), destinée spécifiquement au professeur qui voudra chiffrer la performance des élèves. Cette
fiche est, elle aussi, inspirée des modèles que l’on trouvera dans
le BO du 24 novembre 2011 p. 32 et 33. Ces deux fiches pourront
être reproduites et adaptées à chaque fois que les professeurs
souhaiteront évaluer la compréhension ou l’expression orales
lors de l’utilisation des supports audio et vidéo utilisés dans le
manuel et en particulier dans la partie « Ateliers ».
Ajoutons qu’un CD supplémentaire d’entraînement à la compréhension orale est proposé (www.editions-belin.com ; code
produit : 006383). Il contient des extraits audio spécialement
conçus pour l’épreuve de compréhension dont chacun dure 90
secondes, conformément aux recommandations du BO.
Les corrigés
L’épreuve orale de langue obligatoire en série L
Nous avons choisi, dans les corrigés d’examens blancs, de ne
pas nous substituer, dans la partie expression écrite, à l’expression des élèves. En revanche, les réponses concernant la partie
« compréhension de l’écrit » sont traitées dans le détail. Nous
n’avons pas proposé de barème puisque nous invitons les collègues à choisir les questions à poser selon le niveau de leur
public ou la section à laquelle ils appartiennent (bac général ou
bac technologique).
Elle est préparée dans toutes les pages qui s’appuient sur des
supports audio ou vidéo, qu’il s’agisse de ceux proposés sur la
page de gauche de la troisième double page de chaque chapitre
ou des activités d’expression proposées dans les pages « Ateliers » et plus généralement partout où le travail en interaction
est mis en oeuvre (Interact, Teamwork, etc.). Les performances
des élèves peuvent être chiffrées en utilisant les fiches que l’on
trouvera dans le BO n° 43 p. 30 et 31.
Livre du professeur New On Target Term © BELIN 2012
3
LELE et anglais approfondi
Les élèves peuvent s’entraîner à l’épreuve orale de langue
vivante approfondie en série L à l’aide des neufs textes de lectures suivies qui leur sont proposés en fin de manuel et qui
reprennent tous l’un des quatre thèmes majeurs du programme
culturel terminal. Avec chaque texte, les élèves sont invités à
construire un dossier qu’ils présenteront ensuite au professeur.
Ainsi, la partie Build up your dossier du manuel a-t-elle été conçue
pour aider les élèves à construire et organiser des connaissances plus générales sur l’auteur et son œuvre, la période littéraire à laquelle le texte se rattache, les œuvres littéraires du
même genre et/ou la (les) thématique(s) développée(s) dans
ce type d’œuvres. Cette préparation servira à l’élève pour présenter le passage sur lequel il devra s’exprimer et pour le replacer dans le cadre littéraire qui est le sien.
Toutes ces activités peuvent également être utilisées pour les
élèves préparant l’épreuve orale obligatoire de littérature
étrangère en langue étrangère (LELE). L’évaluation de ces
épreuves peut être menée à l’aide des fiches contenues dans le
BO déjà cité p. 30, 31 et 34.
Les corrigés
Les corrigés des activités proposées en lien avec les textes de la
partie « Lectures suivies » proposent des éléments de réponses
qui aideront les élèves à présenter le texte retenu.
Les fiches de travail
Toutes ces fiches – téléchargeables et rassemblées en fin de
fichier du livre du professeur en version imprimée – permettent
de faciliter la prise de notes, l’échange d’informations et d’enrichir les connaissances.
• wordfile 1a, wordfile 1b
Des fiches d’aide à la compréhension de l’écrit ou de l’oral, l’une
construite en français, l’autre en anglais pour répondre aux différences de niveaux des élèves auxquels les supports seront
proposés. Ces fiches sont annoncées par le cartouche Wordwork en seconde et troisième doubles pages de chaque chapitre.
• wordfile 2
Des fiches d’enrichissement du vocabulaire portant sur le
champ lexical correspondant au thème développé dans le support étudié. Ces fiches sont également annoncées par le cartouche Wordwork.
• teamfile
Des fiches de travail en groupes permettant la mise en place
d’une véritable interaction dans le cadre de la salle de classe à
partir des supports écrits et oraux des deuxièmes et troisièmes
doubles pages de chaque chapitre, rubrique Interact. Nous en
avons limité le nombre à quatre par type de support.
4
• marking file
Voir ci-dessus, « Le nouveau bac : les épreuves orales ».
• dvdfile
Des fiches pour guider, voire vérifier, la compréhension orale des
supports vidéo proposés dans les ateliers d’entraînement à la
compréhension de l’oral ou certaines pages « Magazine/compétence culturelle ».
• artfile
Des fiches d’enrichissement des connaissances culturelles
et artistiques en relation avec les oeuvres présentées sur les
pages « Art and Society/Histoire des arts » (sixième double
page de chaque chapitre).
Les corrigés des fiches
Les corrigés de toutes ces fiches figurent bien évidemment dans
ce fichier. Afin de ne pas trop mâcher le travail de synthèse des
élèves lors de la phase de mise en commun des informations ou
opinions recueillies lors de la partie interactive du cours, nous
n’avons pas proposé de fiches spécifiques.
Les fiches méthodologiques
Nous proposons également, à la fin de ce fichier, des fiches méthodologiques :
– rédiger un dialogue ;
– rédiger un article de presse ;
– écrire une lettre ;
– les procédés de traduction.
La traduction
Malgré la disparition de la traduction à l’épreuve écrite, il nous a
semblé néanmoins indispensable de conserver dans les pages
du manuel des passages réservés à l’entraînement à la traduction, et en particulier à la version. On trouvera cet entraînement
sur la seconde double page de chacun des huit chapitres.
En outre, certains des exercices proposés dans les pages réservées à la réflexion sur la langue (Language Corner) sont également des exercices de version (parfois de thème) portant sur
des points de langue qui posent souvent beaucoup de difficultés
aux jeunes « traducteurs ».
En conséquence, les corrigés proposés dans le fichier pédagogique ont été conçus pour aider les professeurs à faire assimiler
à leurs élèves un certain nombre de procédés de traduction que
nous avons détaillés dans les fiches mentionnées plus haut.
Nos corrigés n’ont évidemment pas valeur de modèles figés, et
restent des propositions de traduction, sachant que cet exercice
implique toujours, à un moment ou à un autre, de trancher parmi
plusieurs options possibles.
livre du professeur
1 Heroes and Legends
Pages d’ouverture
(p. 12-13)
(p. 13)
Corrigé
(exemples)
Picture 1 is Wonder Woman, a superheroine created in 1941. She
has superhuman strength, speed and agility and, by lassooing
people, she can make them tell the truth. Her bracelets are
indestructible and her tiara can be used as a weapon. Although
dressed very sexily, she was originally designed as a feminist
figure whose aim was to achieve peace, harmony and equality
between peoples and between the sexes.
Picture 2 is of two firemen/firefighters, advancing with a hose
into the heart of a fire. Although they are wearing helmets and
have oxygen tanks, their job is extremely dangerous and often
calls for great bravery. Most Americans remember that, on 9/11,
343 firefighters lost their lives.
Picture 3 is Oscar Pistorius, a South African runner who has
prosthetic legs from the knee downwards. Not content with
breaking world records in competitions for disabled athletes, he
has also taken part in competitions for able-bodied athletes and
has created a lot of controversy because he can run faster than
most able-bodied people can.
Picture 4 is the late Steve Jobs, co-founder of Apple, inventor,
businessman and visionary. His determination to put electronic
devices on the market that were as much works of art as
machines led to the iMac, iPod, iPhone and iPad.
Picture 5 is a painting, St George and the Dragon, by Edward
Coley Burne-Jones, done in 1866. The legend, which probably
originated in Lebanon, tells of a man who saved a princess
from being eaten by a dragon and then made all the people in
the kingdom convert to Christianity after he killed the beast.
St George became popular in England during the Crusades
and became patron saint of the English monarchy in the 14th
century. The flag of St George (a red cross on a white background)
is one of the component parts of the Union Jack and has become
a strong symbol for nationalist movements in England.
(students’ own answers)
I-way to Heaven
(p. 14-15)
(p. 14)
Corrigé
It is a play on words with Highway to Heaven – the title of a
popular 1980s American TV series, replacing Highway by I-way,
a reference to the names of Apple products (iPhone, iPad, iPod,
iMac...). Everything becomes an “i-thing” with Steve Jobs that
even his death is related to Apple.
The first picture is an advertisment featuring Steve Jobs (as
a young man who has just launched his company). He is shown
offering an apple to the viewer, just as Eve offered an apple to
Adam in the Bible. He is asking us to yield to temptation, that is
to say buy an Apple product rather than something produced
by any other computer company. The implication is that the
pleasure will be intense, almost sinful. And, just as in the case of
original sin, once you have bitten it, there will be no going back.
(Note that the apple also figures in the story of Snow White as an
object of temptation.) The second picture is the cover of the July,
26th 2004 issue of Newsweek magazine. The headline is based
on a pun on the translation of Descartes’ famous phrase cogito
ergo sum: I think therefore I am. The “slogan” in the headline
suggests that one cannot live without an iPod.
There are several possible explanations:
– For the initial logo, in 1976, Jobs chose a picture of Sir Isaac
Newton with an apple about to fall on his head (and thereby
enable him to formulate the laws of gravity). Jobs often compared
his situation to Newton’s, since they both had problems getting
their ideas accepted.
– The apple is a symbol of lust and knowledge, i.e. the strong
desire for knowledge. Combined with the colours of the rainbow,
this is an oblique reference to hippie culture, a subject dear to
Jobs’s heart.
– The Beatles had chosen the name Apple for their record label.
(This ended in a long dispute over brand ownership.)
(p. 14)
Corrigé
The tone used is laudatory. The biographer writes very highly
of Steve Jobs’s achievements and expresses deep admiration
for him although he seems to have a few reservations with
regard to his “controversial management style”.
Some of the terms (“legend”, “revolutionize”, “his place in
history”, “stature’...) and the repeated use of superlatives make
the description seem exaggerated.
This expression means that the company had the same
characteristics as Jobs himself: his creation resembled him;
it was his exact reflection. The Economist stresses the inner
contradictions within Steve Jobs and points out that his
personality could not simply be grafted onto his company; they
kept their own characteristics. However, the journalist uses
a forensic metaphor rather similar to the DNA metaphor in the
Economist article: “Every iPhone or MacBook has his fingerprints
all over it” meaning that Steve Jobs lived through his creations.
According to the biography, “Combining art and technology,
beauty and processing power [...] Apple is at the crossroads of
art and technology.” For The Economist, “he was obsessed with
product design and aesthetics.” The aesthetic beauty attained
by Apple designers gave them the advantage over their main
rivals. The Economist insists on this aesthetic dimension,
whereas the biography also mentions the technological aspect.
Steve Jobs had an eventful life with many twists and turns,
ups and downs – perfect material for a film, especially now that
one of the current trends is for biopics. After all, a movie was
made recently about the life of Mark Zuckerberg, the founder of
Facebook and was very successful.
5
He is made out to be rather a megalomaniac and very
autocratic and authoritarian in his dealings with his employees.
He did not always behave in the “cool” way he was thought
to behave. He is shown as a man who never accepted vague
approximations or uncertainty, and who put a lot of pressure on
his staff.
(p. 14)
Corrigé
Les deux propositions d’expression écrite n’ont rien de
comparable. Nous conseillons, par exemple, de « faire plancher »
les élèves en classe ou à la maison sur le premier sujet indiqué.
Il s’agira bien évidemment d’utiliser à bon escient le travail
réalisé en amont autour de cette double page du manuel pour
développer leur opinion – imposée certes par l’intitulé du sujet,
mais qui constitue un bon exercice à la défense d’un point de
vue. On pourra les inciter également à utiliser des formules
superlatives et exclamatives et adverbes afin de donner plus de
poids à leur démonstration.
Insistons également sur l’originalité et éventuellement sur
l’humour et la légèreté à apporter à ce type de composition pour
sortir des sentiers battus et susciter l’intérêt du correcteur.
Concernant le deuxième sujet, il s’agit clairement d’un travail de
recherche et de compilation de type empirique.
WORDWORK
(p. 14)
Corrigé
wordfile-p14-1a/1b
A. 1. launch, 2. start-up (company), 3. (look at) the big picture,
4. manage to, 5. lasting, 6. carry forward, 7. according to,
8. infuse, 9. likely, 10. crossroads.
B. 1/a, 2/b, 3/c, 4/b, 5/a, 6/b.
wordfile-p14-2
A. An entrepreneur is someone who creates and runs a business.
He or she may remain the sole owner of the enterprise, or
may decide to go into partnership with someone else. Most
entrepreneurs like to retain control of their creations and be the
ones who decide on company policy.
B. business, enterprise, company.
C. 1/d, 2/g, 3/c, 4/e, 5/f, 6/a, 7/b.
D. 1. funds, 2. costs, 3. returns, 4. running.
(p. 15)
Corrigé
teamfile-p15-1
A. 1. a. he was [...] the orchestrator of invention
b. he could see the big picture
c. he pushed [those innovations]
2 a. with relentless energy
b. by creating [...] a company with lasting market power [...]
filled with creative designers and daredevil engineers who will
carry forward his vision
c. his place in history/working with him was both infuriating and
an inspiration
d. an entrepreneur of the same stature as Henry Ford/the
greatest business executive of our time
6
e. working with him was both infuriating and an inspiration
3. Legend, innovations, revolutionize.
4. Long-lasting, creative, artistic, technologically-advanced,
beautiful, aesthetic, powerful.
5. Creativitiy, inventiveness, resilience, perfectionism, good
design.
6. Legend.
7. Both were at the origin of revolutionary concepts that
changed people’s ways of life. Both were also extremely
resilient in hostile environments.
teamfile-p15-2
A. 1. (lines 1-4) “The Steve Jobs story is the stuff of legend: from
tinkering about with electronics in a garage to launching a startup, to creating one of the world’s most successful companies.”
This passage shows an evolution from the bottom up.
2. Computing, telecommunications, music, publishing, retailing
(+ others that are not mentioned).
3. “creative designers and daredevil engineers who will carry
forward his vision”
4. Art, design, technology, technical perfection (which have
brought success).
5. Technologically innovative, creative, beautiful, aesthetic,
powerful, technically perfect...
6. “the cutthroat world of high-tech”
7. (students’ own answers)
Leur demander de prendre l’exemple d’un produit Apple qu’ils
possèdent ou connaissent bien.
Travail à la maison ou dans le cadre d’un travail en salle
informatique
teamfile-p15-3
A. 1. He was not an engineer.
2. Product design and aesthetics, making advanced technology
simple to use.
3. Taking half-formed ideas and showing how to achieve them.
4. A hippie, a rebel, an outcast.
5. “[he] ended up being hailed by many of those corporate giants
as one of the greatest chief executives of his time.”
6. Showmanship, strategic vision, attention to detail, a specific
management style.
7. Dictatorial/autocratic with his employees.
8. Fall from grace, period in the wilderness.
9. (examples) “an inspiration to any businessperson
[...]”/“revived the ailing company he had co-founded and turned
it into the world’s biggest tech firm”/“the fanatical loyalty he
managed to inspire in customers”/“Many Apple users feel
themselves to be part of a community with Mr Jobs as its leader.”
10. Combining emotion and computer technology.
11. All Apple devices bear their creator’s mark/are branded with
his touch.
Travail à la maison ou dans le cadre d’un travail en salle
informatique
teamfile-p15-4
A. 1. (Lines 59-61) Not much is said about this. (students’ own
research)
livre du professeur
2. Jobs was ousted from Apple and founded another company
(NeXT) later, ironically, to be acquired by Apple in 1996, which
brought Jobs back to the company he originally co-founded! The
magazine is not explicit about it.
3. Apple lost its hold on the marketplace. We know because it is
called “ailing“.
4. Taking advantage of the disagreements and rivalries at the
head of the company, Microsoft “outsmarted” Apple.
5. It has become “the world’s biggest tech firm”: huge success,
better results than Microsoft.
6. Close links, loyalty, confidence, a “personal link”.
7. Bumper stickers (a form of unpaid advertising), the sense of
belonging to a community.
TRANSLATOR’S WORKSHOP
(p. 14)
Corrigé
En tant que technologue, M. Jobs était différent parce qu’il
n’était pas ingénieur et c’était là sa grande force. Son obsession,
bien plus orientée vers le design des produits et l’esthétique,
était aussi de rendre une technologie avancée simple à utiliser.
À plusieurs reprises, il s’est emparé d’une idée existante mais
non-aboutie (l’ordinateur commandé par la souris, le lecteur
de musique numérisée, le téléphone intelligent, la tablette
numérique) et a montré au monde informatique comment
construire tout cela correctement.
[...] Dans le vaste monde des affaires, cet homme qui aimait se
considérer comme un hippie en révolte permanente contre les
grandes sociétés a fini salué par de nombreux de ces mêmes
géants comme l’un des plus grands chefs d’entreprise de son
époque.
PROJECT
(p. 15)
Ce projet initialement proposé à des groupes de 5 élèves
pourrait être organisé avec des groupes de 7 voire 8 élèves, ce
qui permettrait à chaque « jury » de faire passer cet entretien
d’embauche à plusieurs candidats et de faire son choix à l’issue
de ces entretiens.
Ainsi, un debriefing comparatif pourrait être réalisé à l’issue
de l’activité, la rendant encore plus interactive. Le travail de
préparation implique l’élaboration de questions crédibles, plus
ou moins complexes et axées sur le profil et la personnalité des
candidats, et, pour les candidats, la préparation de réponses
afin de ne pas se laisser déstabiliser par les questionneurs,
comme dans « la vraie vie », en somme. Chaque participant
devra également réfléchir à son attitude au cours de
l’entretien, sa tenue, ainsi que ses positionnements physique
et idéologique.
Les candidats devront faire leur possible pour mettre en avant
leurs qualités et leurs atouts, les « intervieweurs » cherchant
souvent à les piéger, en tout cas à les pousser dans leurs
retranchements.
Giving it Away
(p. 16)
(p. 16)
Corrigé
The man is Bill Gates, co-founder of Microsoft and one of the
world’s most generous philanthropists.
The cartoon is referring to both men’s involvement in
philanthropy: the old lady represents the world and the men
supporting her are a metaphor for the large sums of money they
give to charity.
The scene depicts a rich woman giving money to a beggar.
This is the same idea, on a smaller scale, as Gates and Buffet
giving money to help the poor.
Philanthropy refers to a particular person giving money
away whereas charity is a more general concept, often
embodied in an institution, of helping others in need through
various activities.
(p. 16)
Script
tapescript1-p16
WOMAN: Welcome to Points of View. Our guest this afternoon
is Keith Waterman, a sociologist and writer who has just
published a book called Make Money by Giving it Away,
which, despite its rather flippant title, is in fact quite a
serious look at philanthropy these days. Keith, perhaps you
could tell us about it.
MAN: Yes, well it all began when I was doing some research into
respect for authority and the cult of personality – how things
in the Western world have changed radically over the last 50
years or so. If you look at the way people in authority are now
fair game for any sort of attack by the press...
WOMAN: You mean corruption charges and sex scandals and...
MAN: Yes, all that used to be forbidden territory.
WOMAN: All swept under the carpet.
MAN: Yes. Not any more of course.
WOMAN: We no longer look up to our betters the way we used to.
MAN: No. Well, it depends how you define “betters”. It used to be
people higher up the social scale than you are. But that idea
has gone completely out of the window.
WOMAN: So who are the people we look up to as role models these
days?
MAN: Basically, they are people who have made a lot of money
through their own business acumen or some exceptional
talent for doing something. And if you add to that a social
conscience...
WOMAN: Like Bill Gates, you mean. Giving all that money to
charity...
MAN: Yes, exactly. Philanthropists like him are among the most
respected people around today.
WOMAN: But you say in the book that philanthropy is not just
giving money away.
MAN: No, not at all. Take the example of Jeff Skoll. He made a great
deal of money...
WOMAN: From eBay, right?
7
MAN: Yes, he was one of its cofounders. As I say, he made a lot of
money which enabled him to set up a film company which
only makes films with a social message.
WOMAN: That’s all very well, as long as it’s not just some sort of
publicity stunt...
MAN: Not at all. He keeps a very low profile, so a lot of his
philanthropic work simply isn’t talked about in the media.
And, thanks to his fortune, he can promote and finance
social entrepreneurship.
WOMAN: Social entrepreneurship? Now, you see, when I hear
words like that, I think to myself: here we are, another
buzzword, another bit of meaningless jargon. Adding “social”
to the name of a business isn’t going to convince me that a
company has a heart of gold. It’s just a marketing gimmick.
MAN: No, you’re wrong there. Social entrepreneurship is about
changing things.
WOMAN: Are you telling me it’s nothing to do with making money?
MAN: No, I’m not saying that. Profit is involved but it’s not the main
objective. Look, last year I went to the annual World Forum of
Jeff Skoll’s foundation. It was packed with business people
talking about gaps in the market and business ideas...
WOMAN: Just like any other business conference...
MAN: No. The purpose of it all was to analyse how the proposed
business ideas could help to lift people out of poverty. Some
of the participants were investors who help finance small
and medium-sized businesses in Africa or South America.
One company had developed a low-cost pump which was
helping millions of farmers in developing countries to irrigate
their land.
WOMAN: Oh, come on. Helping them at a price. Even if you sell your
product cheaply, you are selling to millions of people. It’s just
good business sense.
MAN: Yes, but the main aim is to develop innovative solutions to
bring about social change. Making a profit is a secondary
outcome. Skoll agrees he’s a capitalist but says he has two
bottom lines: one shows the financial gain, the other the
social gain.
WOMAN: So, unlike the normal philanthropist who just gives his
money away, Skoll makes it into more.
MAN: Yes, exactly.
Corrigé
d. social entrepreneurs
Keith Waterman. Sociologist and writer. Just published a
book entitled Making Money by Giving it Away.
Bill Gates, co-founder of Microsoft; Jeff Skoll, co-founder of
eBay. The former built up the most powerful software corporation
that ever existed, the latter created the greatest online auction
site.
Bill Gates has given money away to charity. Jeff Skoll has
set up a film company that makes films with a social message.
To bring about social change. A social entrepreneur is
someone who sets up profit-making businesses that also take
social benefit into account.
She says that social entrepreneurs are only out to make
money.
8
(p. 16)
Corrigé
If I had a lot of money, I would definitely want to use some of
it to help people less well-off than me. I think homeless people
are the white elephant of our society and that we shouldn’t allow
people to live in complete poverty in our so-called developed
countries.
My initial thought would be to give a huge sum to a particular
charity, but I would be worried about not knowing exactly what
use was made of it. Therefore I would rather set up my own
charity. One way I could do this would be by buying a large
house and converting it into a hostel. It would put up homeless
people free of charge and provide free meals. Not only that, but
I could also employ some homeless people to work in the hostel
as either cooks or cleaners. This would be a way of getting these
people back into the job market and little by little into a more
stable way of life.
My only concern would be that the whole enterprise would not
be self-sustaining as it does not generate any revenue. This
means that it couldn’t be repeated elsewhere in the country
unless other large donors came forward. One possibility would
be to have everyone work as volunteers and make the hostel
grow its own vegetables. This would not solve the whole problem
but would alleviate some of the running costs. The rest of the
money would come from myself as well as private donations.
WORDWORK
(p. 16)
Corrigé
wordfile-p.16-1a
1/a, 2/c, 3/c, 4/a, 5/b, 6/c, 7/a, 8/c.
wordfile-p.16-1b
1/d, 2/f, 3/e, 4/j, 5/i, 6/a, 7/h, 8/g, 9/c, 10/b.
wordfile-p.16-2
A. 1/c, 2/d, 3/e, 4/b, 5/a.
B. 1. cash dispenser, withdraw, 2. currency, 3. borrow, loan,
4. tip, coins, 5. refund.
C. 1/e, 2/a, 3/d, 4/b, 5/f, 6/c.
(p. 16)
Corrigé
teamfile-p16-1
1. Keith Waterman. Sociologist. Make Money by Giving it Away.
2. Bill Gates; giving a lot of money to charity (or co-founding
Microsoft is probably what he is more famous for).
3. Philanthropist.
4. They feel a lot of respect.
5. Jeff Skoll, co-founder of eBay.
6. He has set up a film company that only makes films with a
social message.
7. No, “he keeps a very low profile”.
teamfile-p16-2
1. It is about philanthropists today, inspired by research into
respect for authority and the cult of the personality.
livre du professeur
2. They are often attacked by the press over corruption charges
and sex scandals.
3. Interviewer: “swept under the carpet”; interviewee: “it used to
be forbidden territory”.
4. People higher up the social scale.
5. People who have made a lot of money through their own
business acumen or exceptional talent and especially those who
also have a social conscience.
6. Business isn’t doing enough for society.
7. Social change – to lift people out of poverty.
teamfile-p16-3
1. Social entrepreneurship is about changing things
2. Profit is secondary, social gain is more important.
3. Gaps in the market and business ideas.
4. How business ideas can help lift people out of poverty.
5. Financing business in Africa or South America. One company
had developed a low-cost pump which was helping millions of
farmers in developing countries to irrigate their land.
6. Developing innovative solutions.
7. It’s not just about giving money away, it’s about making it into
more.
teamfile-p16-4
1. Flippant. It seems to lack seriousness.
2. No, she thinks the content is serious.
3. A publicity stunt.
4. She is skeptical. “buzzword”, “meaningless jargon”, and a
“marketing gimmick”.
5. No, she says it sounds just like any other business conference
6. It’s good business sense because it is selling a product to
millions of people.
7. b. she’s skeptical of them.
PRONUNCIATION
(p. 16)
Corrigé
A. The first voice is American, the second British.
Comments
In the American pronunciation of these words, they all have four
syllables and an almost equal double stress. In the (standard)
British pronunciation, only one syllable of each word is stressed
and the words are reduced to three syllables instead of four, one
syllable being so “contracted” that it disappears.
B.
aristocrat
Bernard
garage
laboratory
magazine
princess
Renaissance
research
American
2
2
2
1
1
1
1
1
British
1
1
1
2
3
2
2
2
Beyond the Limits (p. 17)
Script
tapescript4-p17
WOMAN: Now for a story of cruel luck and incredible courage.
Just over two years ago, 17-year-old Bethany Hamilton was
well on her way toward a successful surfing career. But,
while catching some waves one morning in Hawaii with her
friend Greg, a 14-foot tiger shark attacked. Greg got panicstricken, lost his balance and was knocked unconscious by
his surfboard as he fell into the sea. Bethany realised she
had to do something if she was going to save her friend from
being eaten by the shark, so she got him back on his board
where he came to quite quickly and managed to surf back to
the shore. Unfortunately Bethany wasn’t as lucky: the shark
attacked a second time while she was still in the water and
tore her left arm off. Bethany survived and, since then, has
been acclaimed as a real heroine. Not only that but in 2010
she turned pro surfer. There has been a documentary made
based on her life and now a full-length feature film, Soul
Surfer, has been released. Ryan Cordell, our movie critic,
went to the Hollywood premiere last night. So, Ryan, what
did you think? This is obviously not just another surfing
movie, is it?
MAN: No indeed. It has to be said that this is a truly remarkable
story. This young woman, who was seriously disabled
because of her heroic action to save her best friend’s life, is
someone you don’t easily forget. I met her at the premiere
and I was so impressed by her. Even though it’s been a
couple of years since the accident and she is a household
name for surfers all over the world, she is still amazed that
she has become such an icon and role model for thousands
of young people.
WOMAN: I understand she does a lot of work to help other disabled
people.
MAN: Yes, that’s right. She insists that the movie, the documentary
and so on are not just about her and what she has achieved,
but it’s all about increasing awareness about disability,
making disabled people more visible...
WOMAN: Does she actually appear in the movie?
MAN: Yes, she does all the stunt work for the sequences after the
shark episode when we see her surfing with only one arm.
WOMAN: That must be... I don’t know, upsetting, disturbing... to see
that.
MAN: Maybe a little at first, but you soon hardly notice the fact
that she’s missing an arm. You accept it as... normal.
WOMAN: What is particularly surprising is that, after the accident,
she just got back on her surfboard and took up her career
again as if nothing had happened, competing alongside ablebodied surfers.
MAN: Yes, and that’s what really comes through in the movie: her
determination to do what she had always set out to do: to be
a professional surfer.
WOMAN: Wasn’t she scared of another shark attack?
MAN: Well, we talked about this and she said that what scared
her more was not being able to surf again. Surfing is her life.
9
Listen and write a summary
Corrigé (exemple)
Bethany Hamilton, jeune prodige du surf, vit sa vie transformée,
lorsqu’à l’âge de 17 ans elle eut le bras arraché par un requin
après avoir secouru son ami Greg qui avait perdu l’équilibre
dans la panique qui avait suivi l’attaque du requin et avait
perdu connaissance, frappé de plein fouet par sa planche de
surf. Bethany réussit à le remettre sur sa planche et il réussit
à regagner la plage sans encombres. Bethany, elle, n’eut pas
cette chance. Cependant elle survécut et est même considérée
comme une authentique héroïne dans le milieu du surf, ayant
réussi à reprendre la compétition quelques semaines seulement
après sa sortie de l’hôpital. En 2010 elle devint professionnelle et
après un film documentaire qui lui a été consacré, un autre film
vient de sortir. Ryan Cordell, le critique de cinéma interviewé, a
assisté à l’avant-première la veille à Hollywood.
Il ne s’agit pas seulement d’un film sur le surf, mais d’un film sur
une histoire remarquable, un acte d’héroïsme. Ryan a rencontré
l’intéressée qui ne comprend toujours pas son statut de modèle
voire d’icône pour des milliers de jeunes.
Bethany insiste sur le fait que le film traite du handicap, milieu
dans lequel elle s’investit beaucoup afin de soulever une prise
de conscience sur le handicap et de rendre les handicapés plus
visibles. Dans le film elle n’apparait que dans les séquences
de surf après l’accident, où on la voit évoluer dans les rouleaux
avec son bras manquant. La journaliste s’en émeut, insinuant
le fait que ce doit être déroutant et bouleversant, mais Ryan
dit simplement que l’on finit par la voir comme une personne
normale évoluant au milieu des surfeurs professionnels. Le film
se concentre sur sa détermination à atteindre l’objectif qu’elle
s’était fixé avant l’accident : devenir professionnelle de surf.
Enfin, à la question de la peur qu’elle pourrait avoir d’une nouvelle
attaque de requin, sa réponse est très claire : sa plus grande peur
serait de ne plus pouvoir surfer car le surf c’est sa vie.
Talk about the theme
Corrigé
Plutôt qu’un corrigé qui pourrait correspondre à ce qu’un élève de
terminale pourrait produire, nous proposons quelques éléments
de méthodologie et de mise en œuvre de cette activité.
Cette partie est une préparation à l’épreuve d’expression orale
du baccalauréat que tous les candidats passeront quelle que
soit leur série. On peut imaginer travailler cette partie à la fin du
chapitre lorsque les élèves auront travaillé plusieurs aspects de
l’héroïsme d’hier et d’aujourd’hui afin de pouvoir répondre aux
questions posées dans le manuel, lesquelles ne sont qu’une
amorce de problématique, bien d’autres points pouvant être
soulevés.
Encourager les élèves à utiliser la boîte Words and Expressions
qui pourra leur permettre de trouver d’autres idées pour leur
prise de parole en continu.
Une méthodologie doit être mise en place dès le début de
l’année afin que les élèves prennent l’habitude de prendre des
notes : cinq minutes de préparation ne leur permettront pas
d’écrire des phrases complètes qu’ils pourraient lire par la suite.
Il convient de les entraîner à prendre des notes pour répondre
10 Livre du professeur New On Target Term © BELIN 2012
aux questions posées : n’écrire que les mots importants (noms,
verbes, adjectifs), numéroter les idées, écrire un mot de liaison
devant chaque idée afin de soigner les transitions (mettre en
place un code tel que la première lettre du mot de liaison choisi :
ainsi ils écriront H pour However, B pour Besides, etc.).
Il faut que les élèves s’habituent à utiliser des expressions
idiomatiques qui rendront leur prise de parole plus naturelle et des
mots de liaison (voir la section méthodologie en fin de manuel).
Les élèves doivent donner leur point de vue et ne doivent pas
uniquement se concentrer sur les questions proposées mais
également élargir le débat en suggérant des contre-exemples, ou
en approfondissant une des idées qui leur paraît essentielle. Le
but est d’argumenter en s’appuyant sur des exemples concrets.
Language Corner
(p. 18-19)
Words ending in -ing
Corrigé
Observation/réflexion
Il s’agit bien sûr d’aider les élèves à y voir clair dans la forêt des
mots en –ing dans le double but d’accéder à la compréhension
des énoncés qui les contiennent puis dans la maîtrise de leurs
emplois.
1. tinkering : gérondif, complément circonstanciel (suit une
préposition) ; 2. computing, publishing, retailing : noms, COD
(de affected) ; 3. creating : gérondif, complément de moyen ;
4. lasting : adj. verbal, épithète (de market power) ; 5. combining :
gérondif, complément de moyen ; 6. working : gérondif sujet (de
was) ; 7. infuriating : adj. verbal, attribut (de working).
Voir ci-dessus 3 et 5.
1. du bricolage électronique dans un garage au lancement
d’une start-up (le français emploie ici des noms)
2. l’informatique des tablettes, l’édition numérique, et même le
commerce de détail (idem)
3. Il parvint à ce résultat en créant [...] une société (emploi d’un
gérondif français)
4. une société pourvue d’une puissance de vente durable
(emploi d’un adjectif en français)
5. En associant art et technologie, beauté et puissance de calcul
(emploi d’un gérondif français)
6. Travailler avec lui pouvait être à la fois exaspérant et une
source d’inspiration (infinitif et adjectif verbal en français)
Application/expression
(exemples tirés de l’article de the Economist)
1. obsessed with making advanced technology : gérondif,
complément de l’adjectif obsessed
2. an existing but half-formed idea : adjectif verbal, épithète
3. ended up being held by many : participe présent, groupe
being held attribut
4. an astonishing attention to detail : adjectif verbal, épithète
5. the ailing company : adjectif verbal, épithète
6. what was perhaps most astonishing : adjectif verbal, attribut
7. the resulting product : adjectif verbal, épithète
a. When it came to putting on a show for a new product
livre du professeur
nobody else in the computer industry could match Steve Jobs.
b. Mr Jobs spent his life packaging computer magic into elegantly
designed, easy-to-use products.
c. The era of personal technology is just beginning.
d. He empowered millions of people by giving them access to
cutting-edge technology.
e. His insistence on putting users first has become deeply
ingrained in his own company and is now spreading to rival
firms.
f. At the recent unveiling of its new tablet computer by Amazon’s
CEO Mr Bezos, there were a few swipes at Apple.
g. By doing his best to imitate Mr Jobs, Mr Bezos, unwittingly,
also flattered him.
Situations which have changed
Corrigé
But : maîtriser les structures permettant d’opposer le passé au
présent.
used to be forbidden, not any more, no longer, the way we
used to
adverbes : not any more, no longer
All that didn’t use to be forbidden territory.
All (that) used to be swept under the carpet. / All (that) is no
longer swept under the carpet. We don’t look up to our betters as
we did before.
a. Philanthropy is no longer what it used to be.
b. The press didn’t use to question people in power.
c. The relationship between the government and the press didn’t
use to be what it has become/is now.
d. There used to be a tendency to cover up scandals of all sorts.
e. Nowadays people in authority are no longer respected.
Making complex sentences
Corrigé
But : aider la compréhension et la création d’énoncés complexes.
(relatifs et leurs antécédents)
1. that, personal computers ; 2. Ø, the way ; 3. who, creative
designers, daredevil engineers ; 4. whose, businessperson ;
5. which, a Hollywood movie ; 6. Ø, the fanatical loyalty.
(justifications)
1. that : relatif « passe partout » remplace antécédent de toute
nature, toutes fonctions sauf complément de nom
2. relatif « zéro » complément de manière de did
3. who, sujet relatif utilisé pour les personnes
4. whose, relatif complément de nom, utilisé en anglais moderne
quelle que soit la nature de l’antécédent (humain ou non)
5. which, relatif pour antécédent non humain, ici mis en
apposition à l’antécédent par l’utilisation du tiret et attribut du
sujet it
6. Ø, complément d’objet de inspire
Les relatifs peuvent être omis sauf quand ils ont les fonctions
sujet, ou complément de nom (génitif), ou lorsqu’ils introduisent
une relative non-définissante auquel cas ils sont précédés
(presque toujours) d’une virgule, voire d’un tiret.
a. He demanded a lot from the people who worked for him.
b. Jobs learned from his mistakes, of which there were many/
which were many.
c. He was born to a Syrian student and his American girlfriend (,)
who gave him up for adoption immediately.
d. In 1979, he visited Xerox’s research lab where he was dazzled
by what he saw.
e. Steve pushed the buttons of many people, one of whom was
John Sculley, formerly Pepsi’s CEO.
f. The iPhone brought a new touchscreen technology onto the
market which instantly made every other smartphone look like
an antique.
g. Jobs designed closed and inflexible products and systems,
which was what his critics complained about.
Phrasal verbs: adverb or preposition?
Corrigé
But : aider les élèves à comprendre et à utiliser ces tournures
idiomatiques.
up to : up/adverbe (= look respectfully), to/préposition
(= introduit le complément de look up)
away : adverbe (= le COD est placé entre give et away qui n’est
jamais une préposition)
up : adverbe (= a film company est le COD de set up)
about : préposition rejetée après le verbe dans ce passif
prépositionnel
look up, give away, set up
Un phrasal verb est intransitif ou transitif direct. On peut
souvent le remplacer par un verbe d’origine latine. S’il est court,
le COD de ce type de verbe peut être placé entre le verbe et
l’adverbe. La préposition, elle, introduit le complément du verbe.
Pour compliquer l’analyse, certains phrasal verbs sont aussi
prépositionnels (look up to + compl.).
We no longer consider our betters with respect. But you
say in the book that philanthropy is not just donating money.
He made a lot of money which enabled him to launch a film
company. A lot of his philanthropic work isn’t discussed in the
media.
a. Born on October 28th 1955, Bill Gates grew up in Seattle with
his two sisters.
b. The Melinda and Bill Gates Foundation has given out over $6.2
billion in grants/scholarships since its inception.
c. In 1987 Hewlett was named director emeritus, serving in that
position until he passed away on Jan. 12, 2001.
d. Hewlett’s most lasting legacy was not HP, but rather the
Foundation that he set up in 1966 with his wife Flora and their
eldest son, Walter.
e. Robert W. Johnson died of Bright’s disease in 1910, and his
brother James took over until the founder’s son, Robert W.
Johnson II was ready to take the helm.
Livre du professeur New On Target Term © BELIN 2012 11
f. Robert W. Johnson II grew up in an era when wealthy
individuals were expected to give back a portion of their wealth
to the community.
g. Carnegie grew up in a working-class family and was expected
to take up the weaving trade.
True Brits
(p. 20-21)
(p. 20)
Script
tapescript5-p20
WOMAN: You may think that heroic fantasy is very much a presentday genre, but its origins go back quite a long way. That’s
according to Lev Grossman, the book critic for Time magazine
who also broadcasts on national radio in the United States.
Tom, you’ve just come back from New York and I believe
you heard Lev Grossman recommending something rather
unexpected.
MAN: Yes, quite recently he chose to recommend that his listeners
should read the quartet of novels The Once and Future King
by T. H. White, which rather surprised me.
WOMAN: Because... ?
MAN: Well, for one thing, they’re such... such English books. The
first one was written in 1938, remember, on the eve of war
with Germany. People were working themselves up into a
pitch of patriotic fervour. In Germany they had the Nordic
heroes like Siegfried; in England we had King Arthur.
WOMAN: You mean it was propaganda?
MAN: No, no, nothing like that. It wasn’t even published until 20
years later. But it was definitely a product of its time, like
Lord of the Rings, which was also written during the Second
World War. Same idea really: fighting for right against the
forces of evil. And the fact that T. H. White actually brings
Robin Hood into the books – a total anachronism really –
can’t be accidental. The other great legend of English history.
There’s definitely a lot of patriotism in there.
WOMAN: But is that a reason why 21st century Americans
shouldn’t appreciate it? I mean, the story of Arthur is just as
well-known over there as it is here.
MAN: True, but Grossman is probably a bit of an exception.
Apparently, The Sword in the Stone, the first of the quartet,
has been one of his favourite books since he was a child. He
says it sets the standard by which he judges all historical
fiction, and is the most perfect story of childhood committed
to paper.
WOMAN: But surely The Once and Future King is much more than
that...
MAN: Oh yes, indeed, and Grossman also says he admires the
novels for the way they transform an epic into modern
language without losing any of the grandeur or the magic of
the original story. In fact he thinks that T. H. White should be
considered one of the founding fathers of modern fantasy.
Corrigé
1. “Legendary” has two meanings: either (1) “belonging to
legend” or (2) “so famous that everyone knows about him/her/
it”. King Arthur is legendary in the second sense and possibly
in the first sense too. He is probably imaginary but it is difficult
to call him fictional because it is not sure whether his first
appearance in the written word was pure invention or not. After
the departure of the Romans, there were a great many RomanoBritish “kings”; one of them could easily have been the inspiration
for the legend. However, most of Arthur’s extraordinary exploits
and those of his knights – as recounted by poets and other
writers – are undoubtedly fictional.
Alfred the Great is legendary in the second sense (after all, he
is the only English monarch called “the Great”), and it is certain
that some of the anecdotes about his life, like the one in the
picture, are imaginary. He himself, however, was a real person
and not fictional or imaginary.
The legend of Robin Hood came together from several different
sources and, in fact, there are different legends situated at
different times in history and portraying Robin in different ways.
It would be fair to say that he is legendary in all senses of the word.
Winston Churchill is neither imaginary nor fictional. However, his
speeches and certain things about him have become legendary
(in the second sense of the word): his cigar, his heavy drinking,
his determination and his talent for public speaking.
2. a. It was written in 1938 at a time when there was a great
current of patriotism (in preparation for what was regarded by
many as certain war against Germany).
2. b. T. H. White was one of the founders of modern fantasy.
Arthur was the (legendary) founder of a unified England.
3. a. (exemples) The characteristics said to have made England
great are: unity in the face of a common enemy, courage,
perseverance, resourcefulness...
3. b. (exemples) The characteristics most admired by English
people are: courage in adversity, modesty, tolerance, fairness,
honesty, dependability, self-deprecation...
Gospel Truth? (p. 22-23)
(p. 22)
Corrigé
The Death of Nelson
Lord Nelson is shown in a state of collapse but his head is held
high and he is looking up (possibly to Heaven...). His pose is
elegant and studied, his clothes unstained by blood, and he
is the centre of attention on the ship. This is obviously a hero
approaching death with calm and dignity.
The Secret of England’s Greatness
Queen Victoria is standing looking down at an African monarch
who is kneeling before her as a mark of submission (Victoria
was only between 1m 40 and 1m 50 tall so it would have been
out of the question to show the African standing up...). She is
the all-powerful one here, the one to be respected and revered.
Her “greatness” is highlighted and echoed in the painting’s title.
The Surrender of General Lord Cornwallis
General Benjamin Lincoln is on horseback and so is Washington,
who is behind him. This automatically raises them above the
level of the British (in red), who are on foot. Lincoln’s hand is held
livre du professeur
out towards the British officer’s sword, symbolising surrender.
The Americans and French are shown as equal partners in the
victory. Note that Lord Cornwallis himself is not present even
though his defeat is the very subject of the painting. This almost
constitutes an insult to the defeated Lord.
• It needs to portray something momentous in the country’s
history, one that its citizens remember or need to be reminded of
even years, decades or centuries later. As well as this, it should
of course have great artistic merit.
• By saying what he did, West admitted that he knew the
circumstances of what happened. He knew that Nelson did not
die on the main deck and that some of the people shown in the
picture were not actually present. Many people who would see
the painting would know it was not true to life, but West knew
that people who idolised Nelson (i.e. most of the British nation)
would not mind at all, for what they wanted was something
that contributed to the Admiral’s reputation and almost godlike
status. By adding a touch of fiction to a real event, Trumbull
managed to raise Nelson even higher in people’s opinions, and,
although he departed from the “gospel truth” (hence the title of
this double page), he undoubtedly told himself that the “truth”
he was imparting was in many ways just as valid. It should not
be forgotten that our present-day obsession with verifiable fact
is a relatively recent fashion when it comes to telling a story...
PROJECT
(p. 23)
Pour cette activité, deux options sont possibles : la réalisation
d’une courte vidéo à présenter à la classe, ou une scène à
jouer « en direct » en classe. Dans les deux cas, précisons si
besoin est l’importance de la « voix-off », la voix de la fiabilité
historique, celle qui restitue la vérité clairement et en détail,
surtout lorsqu’une « docu-fiction » (on pense à certaines
réalisations télévisées prenant appui sur des civilisations
antiques, Pompéi, Herculanum, Troie, l’Egypte des Pharaons)
sort forcément quelque peu du fil historique rapporté par les
historiens et experts pour rendre l’histoire plus « attrayante »
ou « télégénique ». Il est ainsi nécessaire de rappeler aux
spectateurs la distance qu’il convient d’adopter face aux faits
ainsi relatés et la nécessité de s’approprier ces faits historiques
par des voies plus « conventionnelles » en parallèle.
L’activité supplémentaire
Une fiche de travail est téléchargeable : artfile-p.22. Il s’agit d’un
texte sur Benjamin West.
Corrigé
artfile-p.22
Despite his humble origins, the American painter, Benjamin West
(1738-1820) reached the pinnacle of English art in 1772 when
he became an official court painter for King George III and, in
1792, President of the Royal Academy of Arts. The young painter,
John Trumbull arrived on West’s doorstep in London in 1780.
Unlike West who had little formal education, Trumbull came from
an elite American family; his father was Governor of Connecticut
and a supporter of the American rebellion.
West had the gift of inspiring his students, improving their
skills while ensuring that they retained their individuality, not
reducing them to mere clones of their teacher. A few months
after his arrival in London, Trumbull was imprisoned on
charges of treason. At some risk to his own reputation, West
did not abandon the young artist. Instead, he supplied him with
materials which allowed Trumbull to continue his artistic studies
while in prison.
West had pioneered a new category of art: modern history
painting. According to artistic theory dating from the
Renaissance, history painting was the highest category of art. It
involved subjects not only from ancient history and mythology,
but also from the Bible and other elevated literature. The key
was to depict uplifting human behaviour which embodied virtue.
Anything too contemporary was deemed too familiar and hence
was considered inappropriate -- the fear being that (according
to the old saying) familiarity breeds contempt or, at least, fails
to instil veneration. In 1770 West chose to defy this custom
with his painting The Death of General Wolfe which depicted
the last moments of the British hero, General Wolfe, who died
in the course of a victorious battle in Canada during the recent
French and Indian Wars. West insisted upon depicting General
Wolfe in the brilliant red military garb of contemporary British
soldiers, not in timeless classical drapery, and upon placing
the military “martyrdom” in a recognisable Canadian setting.
It was a bold and revolutionary portrayal since it countered
traditional academic theory which argued that dignity and
veneration required the distancing of contemporary events in
universalising allegory and costume. Despite misgivings on the
part of the English art world and the King himself when West
announced his intentions, the painting was a great success.
It inspired many artists, including Trumbull, to embrace such
modern themes in the late eighteenth century.
West’s example had a profound effect upon Trumbull. When
Trumbull made a second visit to London in 1784, after the
Revolutionary War had ended, he decided, with West’s enthusiastic
encouragement and guidance, to immortalise the recent American
struggle for independence in a series of paintings.
Ateliers (p. 24-26)
Atelier 1
(p. 24)
Script
dvdscript-p24
This man said that imagination is more important than
knowledge. Welcome to watchmojo.com and today we’ll be
learning more about the life and accomplishments of Albert
Einstein.
Born March 14th 1879 in Germany, Albert Einstein’s early
scientific interest can be traced to a simple compass he was
shown at the age of five, which prompted him to wonder what
controlled its movement. At age ten, he was given important
readings in mathematics, science and philosophy to nurture his
talents. While at school, Einstein excelled in certain subjects,
though his boredom made him appear lazy to many of his
teachers. Upon graduating at the turn of the 20th century,
Einstein unsuccessfully sought a teaching job. Instead he
eventually secured employment at a Swiss patent office which
allowed him enough spare time to continue his scientific
research and studies. His work there centred on electromagnetic
devices and this greatly influenced his later ideas and theories.
1905 was a huge year in Einstein’s career and it has since been
labelled his annus mirabilis or miracle year. It was the year the
scientific community took notice. He was awarded his PhD by
the University of Zurich and published four landmark papers
during that period. These papers went on to build the foundation
of physics and alter the accepted perceptions of space, time
and matter. This was also when he introduced the most famous
equation of the 20th century – E=MC2 – in reference to the
relationship between the mass and energy of a certain object.
Within three years, Einstein’s reputation as a foremost scientist
helped him become a university lecturer. Soon after, he quit
that and his job as a patent clerk to rise through the ranks
and become a full professor, which he achieved in 1911. He
continued within the world of academia and in 1919 he became
world-famous when a theory he had put forth years earlier was
effectively proven true. His general theory of relativity further
explained the forces of gravity and made him a successor to
Isaac Newton in the world of physics.
In 1921 Einstein was honoured with the Nobel Prize in physics
for his explanation of the photoelectric effect of quantum
mechanics, which helped clarify the nature of light. He was
subsequently treated as a veritable celebrity on his travels
around the world and throngs of fans gathered to hear him
speak. His fame allowed him to help further his social and
political beliefs. However, his status as a Jew made him a target
for the rising Nazi party. By 1933 he was no longer able to teach
in Germany: his works were being burned and he was even
targeted for assassination. A well-known pacifist with Zionist
beliefs, Einstein decided to move to the United States that year
and settle at New Jersey’s Institute for Advanced Study.
In 1939 Einstein went against his pacifist leanings to alert
the American government to the possibility that Hitler and
his forces were creating nuclear weapons. Initially sceptical,
President Franklin Delano Roosevelt eventually conceded and
the Manhattan Project materialised. This was the mission that
saw the development of the first atomic bomb.
The next year, Einstein became an American citizen. He was also
a prominent member of the NAACP or National Association for
the Advancement of Colored People and was part of the battle
for civil rights in the US.
In 1952 as one of the world’s most prominent Jews, Einstein
was approached by the Israeli Premier to become the second
president of the newly-formed state of Israel. He declined,
claiming he lacked the people skills necessary for the job.
Einstein’s later years were spent trying to discover a Unified
Field Theory that would explain the basic forces of nature
and the universe in one framework, or essentially a theory of
everything. However, he was unable to do so before his death on
April 18th 1955 from internal bleeding caused by an abdominal
aortic aneurism. He worked tirelessly until the end of his life and
even brought with him a speech to finish on his final hospital
trip. Albert Einstein is not only remembered as one of the fathers
of modern physics and perhaps the most famous scientist of
the 20th century but also as an unpretentious genius who never
lost his childlike sense of wonder.
Corrigé
(questions du manuel)
Newton formulated the theory of gravity, Darwin developed
the theory of evolution (thereby going against literal
interpretations of the Bible), Edison invented the light bulb
(revolutionising people’s everyday lives), Einstein worked out
the theory of relativity (making it theoretically possible to travel
in time) and Fleming discovered penicillin (which changed the
course of medical history).
a. Because he was bored, his teachers thought he was lazy.
b. He got his PhD, he published four imprtant papers and he
introduced the equation E=MC2.
c. He had become world-famous in 1919 and was awarded the
Nobel Prize in physics in 1921 but in Germany his works were
burned by the Nazis in the 1930s and he was not allowed to
teach (because he was Jewish).
d. It is not surprising because he was a victim himself of
intolerance and inhumanity. Being Jewish in Nazi Germany
must have seemed very similar to being black in certain states
of the USA.
e. They think he turned his back on his pacifism when he put
himself at the disposal of the US government and the Manhattan
Project, which was designed to kill people on a huge scale.
dvdfile-p24
A. 1905 He was awarded his PhD. He published four very
important papers. He introduced the equation E=MC2.
1911 He became a university professor.
1919 He achieved worldwide celebrity.
1921 He was awarded the Nobel Prize.
1933 He decided to move to the USA.
1939 He warned the US government about German plans
to create nuclear weapons.
1952 He was asked if he would like to be President of Israel.
B. 1/a/b, 2/a/c, 3/b, 4/b, 5/c.
Atelier 2
(p. 25)
Corrigé
The author is in his 60s. He is American and he has children.
He is a psychologist and his favourite heroes were Superman
and Batman.
As an adult, he viewed comic books differently, not only
through adult eyes but his being a psychologist also changed
his perception of superhero stories.
He realised that there is something universal about
superhero stories. Readers can identify with superheroes. They
recognise their own strengths and weaknesses in those of their
heroes.
Batman is a good example. The author explains that the
people who have gone through a trauma often overcome that
trauma by dedicating their lives to charitable activities.
ll. 21-23: superhero stories are about morality and loyalty,
about self-doubt and conviction of beliefs. l. 41: Superheroes
also serve as models of moral behavior.
livre du professeur
As a child he found the answers to his questions by immersing
himself in a superhero story. He could apply to himself what he
had learnt from his superheroes.
ll.26-29: Moreover, in our superheroes’ foibles, struggles and
triumphs, we can see elements of our own foibles and struggles,
and hope for our lost triumphs.
ll. 54-56: But from each superhero’s struggles and actions, I had
the opportunity to learn something about myself.
ll. 64-65: Through observing others, we learn something that we
can apply to ourselves.
The author’s message is that stories about superheroes put
forward a model of moral conduct. Superheroes represent the
epitome of American moral values that children can apply to
themselves.
Atelier 3
(p. 26)
Corrigé
Loyalty, bravery and altruism.
Suggestions: loyalty/Nelson Mandela, bravery/Aung San Suu
Kyi, altruism/Mother Teresa of Calcutta.
Examples: courage, nerve, fearlessness, audacity, strength,
influence, might, vigour, energy, generosity, kindness, bigheartedness.
The heroes are the NYC firefighters and rescuers who died on
9/11 trying to save people’s lives.
Ten years after the 9/11 attack, the cartoonist wants to
remind us that hundreds of people put their lives at risk to save
other people and that we mustn’t forget them. Heroes are not
only in books and superhero stories but can be found all over the
world in everyday life.
Atelier 4
(p. 26)
Corrigé
Si cela est possible, on mettra chaque groupe autour d’une
table ronde afin que les élèves partagent leurs arguments et
mobilisent le lexique.
Le groupe A fait la liste des grands personnages de la vie
politique ou de la littérature, héros de films ou de cinéma qui ont
eu un impact positif sur la société. Sous forme de prise de notes,
ils font le point sur le besoin qu’ont les humains de s’identifier
à un modèle. Dans un deuxième temps, individuellement, ils
réfléchissent à l’influence positive qu’a pu exercer sur eux un
personnage célèbre (romancier, musicien, chanteur, acteur,
personnage de bande dessinée etc.).
Le groupe B fait la liste des risques potentiels que l’identification
à une célébrité peut entraîner sur les masses ou à titre
individuel. Il conviendra de donner des exemples concrets. On
peut également demander aux élèves de comparer les héros
d’aujourd’hui aux héros d’hier. Pendant la phase d’interaction, les
deux groupes se font face et interviennent librement.
Une autre possibilité est de faire interagir les élèves deux à deux.
Atelier 5
Corrigé
B1. (students’ own answers)
(p. 26)
B2. Afin d’enrichir le devoir, on suggérera aux élèves de faire
quelques recherches sur Steve Jobs : ses réalisations concrètes,
ses stratégies de communication, sa personnalité, son impact
sur notre vie quotidienne, son portrait sur le site officiel d’Apple,
les innombrables articles et témoignages (de ses fans et de ses
détracteurs).
http://www.apple.com/stevejobs/
http://www.cbsnews.com/stories/2011/10/05/scitech/
main20116338.shtml
http://www.telegraph.co.uk/technology/steve-jobs/8899695/
The-critics-who-have-taken-on-Steve-Jobs.html
Class Project
(p. 27)
Ce projet de classe est inspiré de l’émission Britain’s Got Talent
(connu en France sous le nom de « La France a un Incroyable
Talent ») que les élèves connaissent bien et dont beaucoup
sont friands, ce qui peut être une source de motivation
supplémentaire. Ce projet se propose de conserver le format du
programme télévisé avec des candidats, des présentateurs et
un jury. Chaque élève se voit assigner un rôle qu’il devra jouer
lors de la présentation du projet.
Les élèves en compétition pour être élu le héros de l’année
travailleront seuls en gardant leur « talent » secret afin de
préserver le suspense et rendre le projet plus stimulant.
Les présentateurs prépareront ensemble : ils doivent animer le
spectacle, se répartir les rôles, le temps de parole, décider de
l’ordre de passage, présenter les candidats brièvement, etc.
Le jury devra se mettre d’accord sur le type de héros qu’il
recherche et surtout prendre des notes pendant le passage
des candidats afin de pouvoir leur demander des explications,
clarifications, etc. Il faut que chaque membre du jury pose une
question par candidat. Ensuite ils devront délibérer dans une
salle à part tout en anglais (activité qui sera jugée par un des
présentateurs qui les suivra) et argumenter. Cette activité, si
elle n’est pas encadrée par le professeur, pourra être filmée par
le présentateur les accompagnant afin d’apporter la preuve que
la délibération s’est bel et bien déroulée en anglais. Par ailleurs,
nous préconisons de filmer ces présentations de projet car le
visionnage permet aux élèves de s’auto-évaluer, de prendre
conscience de leurs points forts et de leurs points faibles.
Les professeurs qui souhaiteraient évaluer ce projet peuvent
préparer une fiche d’évaluation avec leurs élèves (points
importants à repérer : la qualité de la langue, des arguments, du
lexique, des expressions idiomatiques, des mots de liaison, du
ton utilisé, etc.) et évaluer eux-mêmes ou demander aux élèves
candidats qui ne « passent » pas de le faire (chacun se voyant
attribuer un membre du jury, un présentateur, ou un candidat).
Mock exam
(p. 28-29)
Cette épreuve peut être proposée dans son intégralité aux
élèves des séries ES et S. Les dix premières questions de la
partie « compréhension de l’écrit » et la première question du
sujet d’expression écrite peuvent être proposées aux élèves des
séries technologiques.
Corrigé
Comprehension de l’écrit
a. The characters present are Barack Obama, Gramps, Tutu
and Ann, who is Barack Obama’s mother.
b. The characters mentioned are Barack Obama’s dad and a
friend of Barack Obama’s parents.
False. “He had left Hawai back in 1963, when I was only two
years old.” (ll. 2-3)
The conversation takes place in the house of the narrator’s
grandparents.
The narrator’s father is called Barack Obama.
False. “sipping whiskey.” (l.8), “Gramps stops to take another
nip from his flask” (ll. 42-43), “but Gramps takes another sip of
whiskey “ (l. 66)
A lookout is a place from which you can get a good view of
something. The narrator’s parents went there with one of their
friends because they had decided to show him around. (cf. ll. 2223)
He was African.
a. He got it from his own father as a birthday present.
b. “if he could give it a try” (l. 36), “he started coughing up a fit.”
(l. 38)
c. Their friend coughed so hard that he dropped the pipe “a
hundred feet down the face of the cliff.” (ll. 40-41)
The narrator’s father threatened to throw his friend over the
railing.
10 True. “your mother was begging Barack to stop” (l. 69), “of
course your mother was still pretty upset when they got home.”
(l. 77)
11 The narrator‘s mother and grandparents kept telling him
the same stories. Because they had been told so many times,
they were recounted the same way every time, without any
hesitation.
12 Sea captains are in a position of authority and, because they
are often portrayed smoking a pipe, the pipe has come to be
equated with authority and, by extension, wisdom. The African
student must have been so impressed that he wanted to try
smoking the pipe.
13 Gramps seems to pity the African student. It shows that the
narrator’s father overreacted.
14 For her, the boy’s reaction was completely normal and
rational. Anybody would have offered to buy a new pipe instead
of risking their life trying to get it back.
Expression écrite
LV1/LV2 (B1)
Récompenser les copies qui mettent en avant les sentiments du
personnage (peur, consternation, incompréhension...)
(exemple) At the end of the passage, the narrator is told that
his father was a courageous man who would do anything in order
to achieve what he had set out to do. He paid no attention to
what other people thought. In other words, the narrator’s father
is portrayed as a heroic figure.
The grandfather is a sort of “go-between” who is continuously
trying to keep his dead son’s memory alive. Recounting
anecdotes about someone is a good way of not allowing them
to be forgotten.
LV1 (B2)
livre du professeur
The Maltese Falcon
2 Nobody’s Perfect
(p. 32-33)
(p. 32)
Pages d’ouverture
(p. 30-31)
Après les héros légendaires réels ou imaginaires, nous passons
à une vue plus moderne du héros, celle qui montre aussi
qu’un héros est celui qui surmonte ses faiblesses. Mais nous
abordons aussi la thématique du héros déchu, qu’il s’agisse de
personnages réels ou fictifs.
La double page d’ouverture propose un échantillon de ce type de
héros/anti-héros et les questions de la partie Speak permettent
aux élèves d’entrer de plain-pied dans la thématique du chapitre.
(p. 31)
Corrigé
He fell from favour because of scandal about his affairs with
various women. His worst mistake was saying under oath and in
public that he did not have “sexual relations” with one particular
woman, Monica Lewinsky, because it was proved that he lied.
He was impeached for perjury and obstruction of justice but not
convicted.
The cartoon is a reference to a story that all Americans know. It is
about George Washington who, it is said, chopped down a cherry
tree when he was only 6 (because he was trying out a hatchet).
When his father angrily asked who had done it, he admitted,
saying “I cannot tell a lie, father, you know I cannot tell a lie! I
did cut it with my little hatchet.” Clinton is shown in the same
situation but, instead of admitting to the deed, he denies all
knowledge of it even when the evidence is staring us in the face.
The posters are all of films that involve anti-heroes, i.e.
people who are not perfect but whom one admires anyway.
Dirty Harry is a violent, ruthless policeman (but fighting on
the side of right), the heroes of Inglourious Basterds (note the
deliberately incorrect spelling) seem to be as bloodthirsty as
their Nazi enemies, and Hamlet manages to kill his own loved
ones while trying to get revenge for his father’s death.
Here, one can include Floyd Landis, winner of the 2006
Tour de France but stripped of his title for using drugs. He only
admitted this in 2010 and finally retired from racing in 2011
at the age of 36. He attracted the admiration/hero-worship
that goes with being a sports star, a singing star (cf. Amy
Whitehouse) or a politician (cf. Bill Clinton). Physical attributes
are also important when it comes to admiration/hero-worship:
Amy Winehouse may not have been classically beautiful but she
was provocative and sexy; Bill Clinton was a young good-looking
president and many women found him very attractive; Floyd
Landis had the fit body of a sportsman... The same applies to
the movie anti-heroes: it is no accident that the anti-heroes in
question are played by men who are regarded as sex symbols:
Clint Eastwood, Brad Pitt and Mel Gibson.
L’extrait littéraire présenté ici, et notamment illustré par l’affiche
du film réalisé en 1941 d’après le roman de Dashiell Hammett
publié en 1930, nous présente les personnages principaux de
l’extrait, Sam Spade et Iva. Sam Spade est le héro du roman mais
un héro très différent des personnages habituels de romans
notamment parce que l’auteur présente son personnage
uniquement à travers ses gestes et paroles. Le point de vue
exclusivement objectif omet toutes les pensées du personnage,
les motivations internes qui pourraient apporter au lecteur un
point de vue plus intime ou personnel du personnage. Le film
est un classique du « film noir », un genre qui emprunte à la fois
au film de gangsters et au film de détectives. Marqué par la crise
économique de 1929 et par la Seconde Guerre Mondiale, les
films américains reflètent les grandes déceptions de l’époque.
Les films deviennent plus réalistes. Les tournages ont parfois
lieu en pleine rue et non plus uniquement dans des studios.
L’atmosphère est sombre, la femme est fatale. Il pleut souvent.
Les scènes se déroulent la nuit. John Huston, le réalisateur du
film, a eu le génie de transposer le style de Hammett au cinéma
en présentant un film qui ne montre une histoire qu’à travers le
point du vue du personnage principal, Sam Spade. Il est présent
dans toutes les scènes, sauf une, celle du meurtre de son
associé.
Corrigé
The picture on the left is a still from the film of the novel The
Maltese Falcon by Dashiell Hammett. It’s in black and white
and shows a man trying to console a woman who seems to be
crying. However, we do not see any tears and the woman has
her back turned to the man.... He is standing very close to her
and is touching her arm, which suggests that they belong to the
same family, are husband and wife, or are intimate friends. The
woman is dressed in smart black clothes (black dress, black
hat) and is wearing a pearl necklace. She might be in mourning.
She looks well-to-do. The second picture is the poster for the
same film. The actor on the poster is the same as the character
in the picture. He is holding a gun, which suggests that it is a
gangster or detective film. The black and white picture, the date
the film was released (1941), and the actor (Humphrey Bogart)
place the film in the classic genre of the “film noir”.
(p. 32)
Corrigé
The scene takes place in Sam Spade’s office at ten o’clock in
the morning (“When Sam Spade reached his office at ten o’clock
the following morning”).
The three characters are Sam Spade, a private detective,
Effie Perine, his secretary, and Iva, who could be Sam’s late
partner’s wife.
The kissing implies that they are having, or at least have had,
an affair and that Iva is in love with him. However, Sam Spade
does not love her. He asks his secretary to “keep her away”.
He complains when his secretary lets her come into his office
anyway. He feels (or pretends to feel) pity for her and kisses her
to make her stop crying but has “brooding” eyes once she is gone.
Iva thinks Sam Spade killed her husband (“did you kill him?”,
“You killed my husband, Sam”).
He is being ironic and is not afraid to say out loud what he
thinks of her. He thinks she is stupid and does not care about
hurting her feelings.
Iva cries because her husband was killed and because Sam
Spade’s words are harsh. The tears are also a way to make Sam
Spade be nice to her. As soon as she starts crying, “he put his
arms around her. He kissed her neck”.
In the last sentence, we discover that Sam Spade’s partner is
dead. Iva’s husband might be this partner, which suggests that
Sam Spade was having an affair with his partner’s wife. Or, Iva’s
husband died as well as his partner in which case Sam might
be feeling overwhelmed by the trouble he is having with his
partner’s absence, the loss of a friend, and his problems with Iva.
The hero/heroine of a novel is usually the most likeable
or sympathetic character in the book because the reader is
expected to identify with him/her. (NB. “sympathetic” means
for whom the reader feels the most sympathy or empathy.) But
Sam Spade is not a sympathetic hero. He is more an anti-hero
than a hero. He is not honest with the woman who is apparently
in love with him and who is in distress. He is irritable because
his secretary has let Iva enter his office. He tries to get rid of her
as quickly as possible (“a surreptitious look at the watch on his
wrist”) and does not promise to go and see her that night (“not
tonight”). The text gives us no information about what he feels
and why he reacts the way he does. His cold, harsh words are
not those of someone sympathetic...
(p. 32)
Corrigé
L’expression écrite proposée ici permet d’adapter ses exigences
aux niveaux des élèves de la classe. Sensibiliser les élèves au
style de l’auteur et leur conseiller de l’imiter. (Écrire à la manière
de...).
WORDWORK
(p. 32)
Corrigé
wordfile-p32-1a/1b
A. (towards Effie) complained, irritable, cranky, put his hand
on her head, smoothed her hair, sorry angel.
(towards Iva) his kiss, held her, a little movement to release
her, stroke her back, poor darling, impatient grimace, grimaced
again, surreptitious look at her mouth, scowled at her, asked
coldly, laughed at her, clapped his palms, kissed her neck,
kissed her mouth.
voice low and warning, irritable, her shoulders drooped,
wearily.
came quickly to him, raising her sad face for his kiss, pressed
her face, sobbing, her eyes were wet, white-ringed, fresh tears,
humbly, moaned, you’ll come tonight?
B. Black clothes, mourning, sobbing, wet eyes, white-ringed,
killed, white handkerchief to her face, dead partner.
C. Made a little movement as if to release her, drew his lips back
over his teeth, impatient grimace, turned his chin aside, bent his
head for a surreptitious look at the watch, asked coldly, bright
idea, his eyes still glittering, bowed her out, brooding eyes.
wordfile-p32-2
A. 1/m, 2/h, 3/r, 4/a, 5/t, 6/c, 7/q, 8/b, 9/g, 10/p, 11/d, 12/e,
13/o, 14/k, 15/f, 16/i, 17/j, 18/l, 19/n, 20/s.
B. whispered, barked, called, mumbled, cry out, hissed.
(p. 32)
Corrigé
teamfile-p32-1
A. No, he is not. He asked his secretary to “keep her away”.
He takes her in his arms and consoles her. At the end of the
passage, they kiss.
impatient: “a surreptitious look at the watch on his wrist”,
“impatient grimace”, “His cuff was pulled back far enough to
leave the watch uncovered”.
angry: “His eyes were ... angry.”, “He scowled at her”.
hard-boiled: “he asked coldly”, “His face was expressionless”.
scornful: “Ha!”, “Jesus Christ!”, “Who put that bright idea into
your head?”.
He goes towards her, puts his arms around her and kisses
her.
Low, tender, coldly.
He is tough and unsentimental by nature. He sees Iva as
being untrustworthy.
Sam Spade’s partner has a desk in his office. As a result every
time he sees the desk, he is angry: “His eyes, squinting at the
desk that had been his partner’s, across the room from his own,
were angry.” And “He sat holding the papers in one hand, the
tobacco in the other, and looked with brooding eyes at his dead
partner’s desk.” One reason that might explain his reaction, both
his friendship for his partner and the kissing of his partner’s
wife, is that he believes that Iva is responsible for her husband’s
death and does not want to arouse her suspicions. By kissing
her and making believe that he cares for her, he hopes to find his
partner’s murderer.
teamfile-p32-2
Iva Archer’s husband was Sam Spade’s partner.
Iva Archer is a little more than thirty. She is pretty and has
a charming figure but she is just starting to get a little old (“Her
facial prettiness was perhaps five years past its best moment”).
“She wore black clothes from hat to shoes. They had as
mourning an impromptu air.”
“She came to stand beside the desk, moving with easy surefooted grace in black slippers whose smallness and heel-height
were extreme.”
She is dressed in black because her husband has died and so
she is in mourning but her manner of walking (“easy sure-footed
grace”) and the height of her heels reveal her will to continue to
seduce men.
Untrustworthy: “Did you send for Miles’s brother?” he asked.
“Yes, he came over this morning.” He grimaced again...
livre du professeur
Deceitful: “I thought –” She lifted a hand to her mouth and fresh
tears came to her eyes. She came to stand beside the desk,
moving with easy sure-footed grace in black slippers whose
smallness and heel-height were extreme. “Be kind to me, Sam,”
she said humbly.
Distressed: “Oh, Sam!” she said. The words were blurred by her
sobbing
She may have always been the type of woman who needs
to seduce men in order to get what she wants and now that her
husband is dead, she is looking for new protection in Sam Spade.
On one level she appears to be a tragic figure as she is
crying and seems helpless, but in fact her words and clothes are
not those of the tragic heroine; she lacks respect for her dead
husband.
teamfile-p32-3
A. They are kissing. This suggests they might be lovers
First, Sam Spade goes towards the window. Iva follows him
there.
When she goes towards him, he turns quickly and walks to his
desk.
Iva then follows him to his desk and starts crying again. Sam
Spade gets up and takes her in his arms.
They show that Iva is the one who is chasing Sam Spade
whereas he is trying to get away from her. There is no love in
this relationship.
His attitude is both cold and warm because he tries to get
away from her whilst trying to console her at the same time. He
probably thinks that being nice to her is the best way to get rid
of her.
He calls his secretary “angel” and calls Iva “darling” and
“precious”. Using an endearment to address a person can
be thought of in two ways. It either means a high degree of
intimacy or a certain degree of condescension. When the book
was written, it was more acceptable for men to use words like
“angel” to address women whom they were not intimate with.
These days, such a usage is considered patronising.
Clinging: “Her arms were around him before his held her.”
Deceitful: “I thought –” She lifted a hand to her mouth and fresh
tears came to her eyes. She came to stand beside the desk,
moving with easy sure-footed grace in black slippers whose
smallness and heel-height were extreme. “Be kind to me, Sam,”
she said humbly.
Melodramatic: “Oh, Sam,” she moaned, “did you kill him?”
(possible answer) One reason that might explain his
reaction, both his friendship for his partner and the kissing of his
partner’s wife, is that he believes that Iva is responsible for her
husband’s death and does not want to arouse her suspicions. By
kissing her and making believe that he cares for her, he hopes to
find his partner’s murderer.
teamfile-p32-4
Several passages show that Sam Spade is a tough-minded
character, whose patience runs short very quickly:
• “I asked you to keep her away,” Spade complained. • “His eyes
[...] were angry.” • He drew his lips back over his teeth in an
impatient grimace. • He scowled at her and cleared his throat. •
“Who,” he asked coldly, “put that bright idea in your head?”
Although Iva Archer is not the main person in the novel who
illustrates the idea of the femme fatale, she does have some
of the aspects: young, pretty, “finely modeled” body, dressed
to seduce (“in black slippers whose smallness and heel-height
were extreme”).
We have no insight into the characters’ true feelings or
thoughts. We can only see the characters’ actions and their
surroundings (door/handkerchief/desk). Sam Spade’s body
movements are described from a purely objective viewpoint, as
if they did not belong to him, as if he had no control over them
(“His left arm was around her”,“He took his arms from her”). Iva
Archer’s reactions are described in the same way (“She lifted
a hand to her mouth and fresh tears came to her eyes.”) As a
result, the reader has to guess what the characters are feeling
from their actions, words and facial expressions.
The novel was written and published during the Great
Depression which began with the stock market crash of
October 1929. Unemployment increased sharply. The number of
homeless people increased as well. Life was hard.
(p. 32)
Corrigé
– Elle est dans la pièce à côté, dit-elle à voix basse pour le
prévenir.
– Je t’avais demandé de l’empêcher d’entrer, dit Spade sur un
ton de reproche. Lui aussi parlait à voix basse.
Effie Perine ouvrit tout grands ses yeux noisette et sa voix se fit
aussi irritable que la sienne.
– Oui, mais tu ne m’as pas dit comment faire.
Ses paupières se refermèrent légèrement et ses épaules
retombèrent.
– Cesse de ronchonner, Sam, dit-elle d’un ton las, je l’ai supportée
toute la nuit.
PROJECT
(p. 33)
Il s’agit de mettre en scène l’extrait, le but étant d’entraîner les
élèves à produire un anglais le plus authentique possible. On
peut leur proposer de visionner le passage du film afin de les
aider à bien camper les attitudes des personnages, la kinésie
allant le plus souvent de pair avec la façon de délivrer un
message.
Presidential Lies
(p. 34)
(p. 34)
Corrigé
From left to right the three characters are Richard Nixon,
Ronald Reagan and Bill Clinton. All three are former US presidents.
Both Nixon and Reagan are defiant. Clinton seems laid-back
and nonchalant.
They seem to be denying allegations made against them,
saying that they have done nothing wrong.
By putting these three assertions in the same drawing, the
cartoonist is implying that they are all lies.
(p. 34)
Script tapescript6-p34
WOMAN: Good evening, and welcome to Late Night Comment.
Tonight we have the well-known historian David Fergusson,
whose new book Lies, Lies, Damned Lies investigates why
three US presidents got into big trouble for being, in the
famous phrase, ‘economical with the truth.’ David, what led
you to this particular subject, when your previous books
have been mostly about modern warfare?
DAVID: In writing my last book, on Richard Nixon and the war in
Vietnam, I was struck by how it was his lying that finished
him off with the American public, rather than what he
actually did.
WOMAN: Such as?
DAVID: The carpet bombing of Cambodia, which he carried out
under the cover of ‘airlifting supplies’. Henry Kissinger called
this ‘ingenious’ – the cover, that is, not the action. They
were like naughty boys, but the end result was death and
destruction. Similarly, the famous break-in to the Democrat’s
party headquarters in the Watergate Hotel was not regarded
as fatal to the President until it was proven, by studying
tapes of his conversations, that he had lied: he claimed to
have known nothing about it. ‘I’m not a crook,’ he said. But
he clearly was. The lying was what really upset the public.
WOMAN: Don’t all politicians lie?
DAVID: Clearly, politics is a very complex game, a bit like poker,
where you have to fool the opposition a lot of the time,
disguise your intentions. But outright lying is at one extreme.
Once discovered, it means no one can trust you. People need
to trust their leaders, believe in their basic integrity.
WOMAN: Your chapter on Ronald Reagan was fascinating. He
seemed, unlike Clinton and Nixon, to get away with his
untruths.
DAVID: Reagan was very clever at appealing to the public’s
sentimental side by using his actor’s folksy charm, admitting
just enough and saying sorry. So with the Iran-Contra
scandal, which was really horrendous in its implications –
WOMAN: Just remind us of the details...
DAVID: Well, in the 1980s there was a US arms embargo on
Iran, a country supporting terrorism. But a section of the
US government sold weapons to the Iranian military in
exchange for money and the freeing of American hostages.
Part of this money was used to fund the Contras.
WOMAN: Who weren’t a charity.
DAVID: Far from it! The Contras were violent anti-communist
rebels fighting the Nicaraguan socialist government: they
frequently raped, tortured and murdered civilians. President
Reagan appeared on TV in 1986: he admitted weapons
transfers had taken place, but denied any trading of arms
for hostages.
WOMAN: Which was a lie.
DAVID: Yes, because a few months later he gave another TV
speech in which he said, ‘You deserve the truth. I take
full responsibility.’ He then admitted that his previous
assertions were not true. In fact, it’s now clear that he knew
all about the scheme, despite the appalling record of the
Contras. Somehow, history has forgiven him – with the help
of Republican propaganda and collective amnesia.
WOMAN: As it has Bill Clinton. Democrats’ propaganda?
DAVID: Not really. Clinton’s mistake was not in what he did, which
was minor, but in how he handled the aftermath. He lied
under oath, before a grand jury, about his relationship with
Paula Jones, one of his former employees in Arkansas. This
was in 1998, during a successful presidential term. But what
we really remember is his statement in a press conference
in the same year, concerning another woman in his White
House team: ‘I have never had sexual relations with Monica
Lewinsky. I’ve never had an affair with her.’ When this was
proven to be a lie, his honesty, integrity and moral character
were called into question. The eventual result was the
election success of George W. Bush in 2000, which... well
we’re still living with the consequences of that today.
Corrigé
The conversation is taking place in a radio studio, between
the presenter of a political or current affairs programme and
David Fergusson, a historian.
The book investigates why three American presidents –
Richard Nixon, Ronald Reagan and Bill Clinton - got into trouble
for lying to the public.
All three presidents lied to the public and subsequently got
found out.
Nixon had to resign, Clinton stayed in power but his honesty,
integrity and moral character were put into question and the
Democrats lost the 2000 election. Reagan got away with it by
using his actor’s charm.
The presenter asks whether all politicians lie. David Fergusson
says that in politics you have to disguise your intentions and
fool the opposition but that outright lying is “at one extreme”.
He says that the public needs to trust its politicians, implying
that people are perhaps more influenced by what politicians say
than by what they do.
(p. 34)
Corrigé
L’article est pour un « tabloid », l’élève doit donc s’efforcer de
reproduire les caractéristiques de ce type de presse dans les
expressions utilisées et le ton général de son écrit. L’élève doit
aussi montrer qu’il a pris conscience du lectorat de ce type de
journal.
Dirty Bill busted again
Bill Clinton may be a great politician, but behind the family man
and easy-going demeanour lies an obsession with sex. This is
the shocking conclusion of another sex scandal that has just
emerged, this time with work partner Monica Lewinsky. Earlier
this year the Don Juan was heard saying that he had “never had
a sexual affair with her” but that was an outright lie. What does
this tell us about him? Do we want to be governed by someone
who cheats on his wife and lies to the entire world about it? Are
these the values that we want in our society? No, of course not!
If a man is more interested in his next sexual conquest than in
livre du professeur
doing his best for the people of the United States, then he is not
fit to govern. His wife Hilary has been as deceived as much as we
all have, and she’ll be telling him what we all want to tell him: get
out of the (white) house, Bill!
WORDWORK
(p. 34)
Corrigé
wordfile-p34-1a
1/b, 2. (Le présentateur de) Late Night Comment a invité David
Fergusson à participer à l’émission, 3/c, 4/b, 5/a, 6/a, 7/c, 8/b,
9/c, 10/c.
wordfile-p34-1b
1/b, 2. (The presenter of) Late Night Comment invited David
Fergusson to take part in the programme, 3/c, 4/b, 5/a, 6/a, 7/c,
8/b, 9/c, 10/c.
wordfile-p34-2
Truth: authentic, bona fide, genuine, indubitable, proof,
reality, unerring, veracious, verity.
Lies: bluff, counterfeit, deceit, ersatz, fabrication, fake, false,
falsehood, feign, forgery, tall story, whopper.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Expression
a false impression
The course of true love
never did run smooth.
Translation/explanation
une fausse impression
La route de l’amour a
toujours été un chemin
semé d’embûches.
showed one’s true colours. montrer son vrai visage.
un(e) ami(e) fidèle
a true friend
I swear to tell the truth, the Je jure de dire la vérité,
toute la vérité, et rien
whole truth, and nothing
que la vérité.
but the truth.
sous de faux prétextes
under false pretences
His behaviour give the lie to son comportement contredit
ses paroles
his words.
très fidèle.
true to life
un petit mensonge sans
a white lie
conséquence
devenir réalité.
come true
Il ment comme un arracheur
He is lying through his
de dents !
teeth!
fidèle à soi-même
true to form
Je me suis laissé(e) bercer
I was lulled into a false
par une fausse impression
sense of security.
de sécurité.
sonner vrai
ring true
le moment de vérité
the moment of truth
une fausse alarme
a false alarm
un (seul) faux pas
one false step
trop beau pour être vrai
too good to be true
Il tient parole.
He’s [...] true to his word.
il n’y a pas de meilleures
There’s many a true word
vérités que celles dites en
spoken in jest.
plaisantant.
(p. 34)
Corrigé
teamfile-p34-1
A. c.
The radio programme is called Late Night Comment and the
guest is a historian.
His latest book is called Lies, lies, lies and investigates why
three US presidents got into trouble for lying to the public.
In the past he has mainly written about modern warfare.
They talk about Richard Nixon, Ronald Reagan and Bill Clinton.
It is said that political leaders are often deceptive and hide
their intentions but that outright lying is “at one extreme” that
the public does not accept.
teamfile-p34-2
A. 1969, 37th; He resigned after the Watergate
scandal. It was found out that his party had illegally spied on the
opposition (the Democrats) during the presidential elections.
B. The Vietnam war.
Cambodia is mentioned. The US wanted to bomb it because
members of the People’s Army of Vietnam and the Vietcong were
hiding there.
Nixon covered up the truth by claiming that the planes were
used for airlifting supplies.
Henry Kissinger.
The result of the bombing was death and destruction.
It was called the Watergate scandal after the Watergate Hotel
which was the campaign headquarters of the Democratic party
during the elections. The scandal involved the Republican party
breaking in to the headquarters with the intention of obtaining
information about the Democrats’ campaign.
The president was discredited when it was found out that he
had been lying when he said he knew nothing of what was going
on. He eventually resigned.
teamfile-p34-3
A. From 1981 to 1989, 40th, a movie actor
B. He seemed to get away with his untruths. He used his
folksy charm to appeal to the public’s sentimental side.
The Iran-Contra scandal. With money from arms sales to
Iran, the USA were funding the Contras, anti-communist rebels
in Nicaragua.
The official relationship was that of an embargo of the US on
Iran because the latter was supporting terrorism.
The Contras were anti-communist rebels in Nicaragua. The
guest is obviously against them because he says that they
frequently raped, tortured and murdered civilians.
In the first one he admitted part of the truth but denied the
other part, in his second appearance he admitted the whole
truth.
It is not very clear but seems to be a mix of Republican
propaganda and collective amnesia.
teamfile-p34-4
A. 1. From 1993 to 2001, 2. 42nd.
B. 1. He lied about his relationships with women he worked with.
2. 1998.
3. The first woman implicated was Paula Jones, a former
employee in Arkansas and Monica Lewinsky, a woman from his
White House team.
4. In the first case he lied under oath to a grand jury, and in the
second he lied to the press.
5. The American public put his honesty, integrity and moral
character into question.
6. The guest’s last remark “we’re still living with the consequences
of that today” obviously implies that, from his point of view, George
W. Bush’s presidency was not a good thing for the USA. The guest
almost certainly sympahises more with the Democrats.
PRONUNCIATION
(p. 34)
Corrigé
A. 1. a. recent, b. plate, eighty
2. a. war, more, b. hair, dare
3. a. lost, b. wastage, bridge
4. a. depth, b. control
5. a. honey, monkey, b. brick
B. (students’ own answers)
From Saint to Serial Killer
(p. 35)
Script
tapescript8-p35
MARY: Good evening. This is Mary Hamilton of Toronto radio news
and tonight we’re lucky to have with us Sergeant Jim Smyth
who arrested a man a few days ago who has been charged
with various crimes, notably theft, several sexual assaults
and the murder of two women. Now normally we wouldn’t
devote a programme to this sort of news, but the man is
Russell Williams, the commander of Canada’s largest and
most important air force base. He is also regarded as one of
the best pilots in the country and had the honour to pilot the
Queen’s plane on her last visit to Canada! So, Mr Smyth how
did you come to believe Russell Williams was a murderer?
JIM: Well, we had been working on a case where a man had been
spying on women and had taken photos of them half-naked.
MARY: A voyeur?
JIM: Yes, but he posted the photos on the net and we managed to
trace his IP address.
MARY: And it turned out to be Williams.
JIM: Absolutely.
MARY: You actually had evidence to prove it?
JIM: Yeah, we got a search warrant and went through everything
he owned.
MARY: And you found... ?
JIM: Well, among other things, a lot of women’s underwear:
300 pieces of lingerie, most of which he had stolen. And in
one place, we found lingerie that belonged to two women
who had been attacked, one woman who was missing and
another who had been murdered.
MARY: Didn’t you think you were just mistaken? That a man like
that couldn’t be involved in that sort of thing?
JIM: Oh no. It’s often men who seem to be beyond suspicion who
turn out to be the worst predators. They don’t all have greasy
hair and dirty raincoats, you know.
MARY: Did you ask him where the underwear came from? I mean
it could have been his wife’s.
JIM: It could have been, of course. But it wasn’t. He said it was
all his because he liked wearing it himself – which turned
out to be true. But we tested some pieces for DNA and we
found not only his DNA on them but also that of a number of
women who had been attacked, including one who had been
murdered. Then, on his computer, we found crime-scene
snapshots and two videos. We also matched tyreprints from
his SUV to tracks left in the snow near one of the victim’s
houses.
MARY: And all that was enough to arrest him?
JIM: Oh yes. He tried to talk his way out of it at first, but he soon
realised he was cornered and it didn’t take long before he
confessed. He said he’d admit everything in order to save his
wife from any further distress.
MARY: So you’re sure you’ve got the right man.
JIM: There’s absolutely no doubt. You see, he told us where to find
the woman who had disappeared.
MARY: I see. So she can now give evidence against him too?
JIM: Oh no. She had been dead for almost a week when we found
her.
Help on important words, important questions (p. 35)
Corrigé
– Sergeant Jim Smyth/Smith (a policeman)
– Russell Williams, a serial killer
– Williams spied on women and took photos of them. He posted
the photos on the net. He attacked two other women and killed
another two. He stole their underwear and took photos of the
crime scene.
Police working on the case of the women who were spied on,
traced Williams’ IP address through the photos on the net. They
searched his home and found women’s underwear, the DNA
of the four women involved in the cases of attacks, murder
and disappearance, and snapshots of the crime scenes.
Furthermore, the tyreprints of Williams’ SUV matched those
found at a crime scene. Williams confessed and told the police
where to find the woman who had disappeared. The police found
the woman, who was dead.
(p. 35)
Corrigé
Mary Hamilton, journaliste à Toronto Radio News interviewe
le sergent Jim Smyth qui est à l’origine de l’arrestation d’un
homme ayant commis divers délits et crimes (vols, agressions
sexuelles et le meurtre de deux femmes). Ce qui rend cette
affaire d’autant plus surprenante est que l’homme inculpé, le
commandant de la base militaire la plus importante du Canada,
est considéré comme un des meilleurs pilotes du pays et a ainsi
eut l’honneur de piloter l’avion transportant la Reine Elizabeth II
lors de son dernier voyage officiel au Canada.
Mary veut savoir comment la police en est venue à inculper
Williams. Le sergent lui explique que la police enquêtait sur une
affaire impliquant un homme qui espionnait des femmes et les
prenait en photos alors qu’elles étaient à demi-nues. C’était non
seulement un voyeur mais malheureusement pour lui il publia
livre du professeur
les photos sur Internet, ce qui permit à la police de le retrouver
grâce à son adresse IP. Un mandat de perquisition fut obtenu et
tout ce qu’il possédait fut scrupuleusement fouillé. On découvrit
de nombreux sous-vêtements féminins dont la plupart avaient
été volés et dont quatre d’entre eux appartenaient à deux
femmes qui avaient été agressées, une qui était portée disparue
et une autre qui était morte.
La police ne fut pas surprise de l’identité du présumé coupable,
car les pires prédateurs s’avèrent souvent être des hommes qui
semblent au-dessus de tout soupçon.
Lorsque les policiers lui demandèrent l’origine de ces sousvêtements, il leur répondit qu’ils lui appartenaient et qu’il les
portait, ce qui était vrai. Cependant lors de la recherche d’ADN
sur certains de ces sous-vêtements, il ne fut pas trouvé que le
sien mais aussi celui de certaines femmes dont celui de celle
qui avait disparu et de celle qui était morte. De plus sur son
ordinateur furent découverts des clichés de scènes de crime et
deux vidéos. Et finalement les empreintes de pneus de son 4×4
correspondaient à celles trouvées sur la neige près de la maison
d’une des victimes.
Il essaya de nier mais avoua assez rapidement afin de ne pas
faire souffrir sa femme plus longtemps. La police est sûre
d’avoir le vrai coupable car il leur indiqua même où se trouvait le
corps de la femme disparue qui était morte depuis presque une
semaine lorsqu’on la découvrit.
Language Corner
(p. 36-37)
Advice and reproach
Reprise de structures qui devraient être connues et maîtrisées.
Corrigé
a. ought to, b. can’t, c. shouldn’t (+ have).
should et ought to: you ought not to have come... you
should be home... On rappellera que traditionnellement ought
to implique de la part de l’énonciateur une plus forte contrainte
morale.
« Tu n’aurais pas dû venir ici aujourd’hui, ma douce. Ce n’est
pas prudent. » « Tu ne peux pas rester ici. Tu devrais être chez
toi. » En français c’est le verbe « devoir » qui porte la marque
du temps.
a. You should have kept her away.
b. You should have told me how.
c. You should/shouldn’t have sent for Miles’s brother. (Tout
dépend du message que veux passer l’énonciateur et de ce que
la co-énonciatrice a fait ou non).
d. You should be kind to me, Sam.
e. Now, Iva, you shouldn’t.
Grammaticalement parlant, rien ne s’oppose à ce que l’on
remplace should par ought to dans tous ces énoncés.
Les énoncés dépendront des opinions personnelles des
élèves. On pourra leur demander de se placer sur un plan de
forte moralité, auquel cas ought to serait préféré à should.
Exemples possibles :
a. Nixon ought to have been tried for war crimes.
b. He ought to have apologized to the American public.
c. He shouldn’t have tried to cover up the break-in. That was a
terrible mistake.
d. Politicians ought to tell people the truth/ought to be punished
for lying to the people.
e. Reagan ought to have been made to pay for his “untruths”.
f. Clinton ought to have been impeached and removed from
office for lying under oath.
The uses of “for”
Corrigé
Les diverses natures de for (préposition, conjonction) sont
source de contre-sens pour les élèves. Les diverses traductions
de la préposition ne le sont pas moins... Le but de la phase de
réflexion est d’attirer l’attention des élèves sur ce problème
apparemment anodin.
for = because : énoncé a.
for fait partie d’un verbe à particule : piège pour attirer l’attention
des élèves sur cette impossibilité : for n’est pas un adverbe !
for introduit la notion de durée : énoncé h.
for introduit la notion d’échange : énoncé g.
for introduit la notion de but : énoncés c. et e.
for introduit la notion de cause : énoncé f.
Les énoncés b. et d. n’entrent dans aucune de ces catégories.
Il s’agit de structures prépositionnelles (transitives indirectes)
correspondant à des structures transitives directes en français.
(attendre qqn ou qch., envoyer chercher qqn).
for n’est conjonction que dans l’énoncé a. (= car).
Question dont le but est d’inciter les élèves à faire leurs
propres recherches dans ce domaine comme dans d’autres.
Nous conseillons de les orienter vers le dictionnaire des presses
universitaires d’Oxford (OUP) Advanced Learner’s Dictionary.
a. She was waiting for Sam.
b. She had obviously been there for quite a long time.
c. She was still pretty for her age.
d. She came for comfort.
e. She was angry with him for not telling her how to keep Iva
away.
f. He stopped touching her hair for the inner door had just
opened, revealing Iva.
g. Iva was wearing black for she was in mourning.
h. He was impatient for Iva to leave.
i. He was annoyed with her for coming to his office so soon after
her husband’s death.
The genitive
Occasion de faire le point en contexte sur les emplois de ‘s et la
notion de possession.
Corrigé
Toutes les occurrences de ‘s et de pronoms possessifs.
Rapport de possession : Effie Perine’s brown eyes/as
irritable as his/His partner’s/Miles’s brother.
génitif incomplet : his partner’s (desk)
his = Sam’s voice. Exemple : Effie Perine’s brown eyes opened
wide and her voice was as irritable as Sam’s.
Génitif générique : a lot of women’s underwear
the commander of Canada’s largest and most important air
force base.
a. David Fergusson’s latest book deals with the most famous
presidential lies.
b. He considers, rightly or wrongly, that Clinton’s lies are less
serious than Nixon’s.
c. Among America’s recent presidents, it seems George W. Bush
is the most detested.
d. Russel Williams’s behaviour is clearly that of a sadist, not a
hero’s.
e. When women’s underwear was discovered in his home, he
said it was his wife’s.
f. He seems to be one of Canada’s most dangerous predators.
g. The tyre tracks found were definitely his/his car’s.
The order of events
Travail sur les temps grammaticaux.
Être capable d’expliquer la chronologie d’événements fait partie
des compétences listées dans le CERL.
Corrigé
arrested : prétérit
had been working/had been spying : pluperfect en be + -ing (dit
« continu »)
had taken : pluperfect
posted/managed : prétérit
found : prétérit
had been attacked : pluperfect passif
we had been working : l’énonciateur insiste sur le bilan
du travail que son équipe avait accompli au moment de
l’identification du prédateur recherché.
a man had been spying : l’énonciateur insiste sur le comportement du prédateur antérieur à son identification.
had taken : simple bilan de l’activité du prédateur antérieurement
à son identification.
X X
X
X
X X X
d
b
c
a
P
ligne bleue = working, ligne jaune = spying, xxx = taken, post
d = attack
b = manage
c = find
a = arrested, (distance a-P : a few days)
P = moment de parole, présent
a. In his home there were 300 pieces of women’s underwear,
most of which he had stolen.
b. Some of them belonged to a woman who had been missing
and to another who had been murdered.
c. There we found traces of DNA from a woman who(m) we had
been looking for in vain for months.
d. He told us where to find the body of a missing woman/a
woman who had disappeared/a woman who had gone missing.
e. When we found her, she had been dead for nearly a week.
The Bigger They Come…
(p. 38-39)
(p. 39)
Corrigé
The complete saying is “The bigger they come, the harder
they fall.” It refers to the danger of success and celebrity. The
farther up the ladder you climb, the worse you will hurt yourself
if you fall off. It illustrates what happened to the people shown
here who all reached the top of the ladder in their respective
careers before undergoing dramatic reversals in their lives.
Jennifer Capriati, a tennis champion, suffered from lack of selfconfidence and depression which led her to petty crime and
drugs; Tonya Harding, an Olympic figure skater, let ambition get
the better of her; Marion Jones, a world champion athlete, gave
in to temptation and took drugs; O. J. Simpson, a hero to millions
of American sports fans, lost his popularity because of his
alleged role in his wife’s murder, and Tiger Woods’s adulterous
relationships destroyed his image.
Useful expressions :
– I would give X 8 points because he/she couldn’t resist the
temptation to..., which I can easily understand.
– I’d be tempted to give only 2 points to X because he/she has no
excuse whatsoever for behaving that way.
– I’d be hard on X and only give him/her 3 points since he/she
didn’t do anything to prevent his/her downfall.
– I would give X maximum points because I reckon he/she can’t
be held responsible for...
– I’d give him/her 9 out of 10 because what happened to him/her
could happen to anybody.
PROJECT
(p. 39)
Le projet ici proposé doit bien évidemment mettre en évidence
l’activité langagière d’interaction orale. On suggèrera aux
élèves jouant le rôle du/de la journaliste d’adopter un ton bien
précis (au choix, et entre autres : une compassion exagérée
en allant systématiquement dans le sens du « pauvre » héros
déchu, ou bien un ton marqué par la provocation et la mise en
difficulté du héros se trouvant régulièrement poussé dans ses
retranchements, devant ainsi se justifier et prouver sa bonne
volonté par exemple). Le but est clairement de se rapprocher
au plus possible d’une situation crédible et « réelle » qui fera
réagir les autres élèves et suscitera ainsi un débat éventuel
sur la déontologie journalistique (voir chapitre 5). Assuronsnous également que chacun des deux participants s’exprime de
manière équivalente en terme de quantité de paroles produites,
le journaliste ne se contentant pas de poser des questions
consciencieusement préparées, mais se permettant aussi
d’interrompre son interlocuteur, de commenter ses propos, de
réorienter la discussion etc. En somme, une véritable interaction
livre du professeur
incluant éléments langagiers et tout ce qui relève du « body
language » également.
Satirical Cartoons
(p. 40-41)
(p. 40)
Corrigé
The basic messages in each cartoon are as follows.
• Gillray is insisting on the greed of both France and Britain.
They each think they have the right to rule the world and, when
forced to divide it between them, find there is hardly enough to
go round.
• The wolf has Hitler’s moustache and a German-style uniform,
so it is obvious that Germany is being equated with the wolf of
the fairytale who preys on smaller animals. Tex Avery is also
making fun of the exaggerated German “goose-step”, the style
of marching that characterised the German army at the time.
• Gary Trudeau showed what he thought went on behind closed
doors in the White House at the time of the Watergate scandal.
He put the emphasis on dishonesty and intrigue.
• Gerald Scarfe’s unique style is used here to suggest that Mrs
Thatcher had (or should have had?) nightmares about her order
to sink the Argentinian cruiser the General Belgrano. The order
she gave for a nuclear submarine to attack it was thought by
many to be unlawful because the cruiser claimed it was outside
the exclusion zone.
PROJECT
(p. 41)
Ce projet propose de créer un dessin satirique (photomontage
possible) illustrant les déboires d’un homme politique. La
presse regorgeant de scandales impliquant des politiciens, les
élèves ne devraient pas avoir de mal à trouver quelqu’un qui
sera l’objet de leur projet.
L’objectif sera d’utiliser les outils et axes méthodologiques qu’ils
auront mis en évidence lors de l’étude de ce magazine et des
différents documents étudiés : choix du dessin et graphisme,
choix des couleurs, choix des mots, public visé, etc.
La présentation des projets à la classe pourra donner lieu à
une évaluation chiffrée qui devra s’appuyer sur les dessins
(respect de la consigne du projet, conception fidèle aux critères
du dessin satirique, humour sous-jacent perceptible...) et sur
la prestation orale de chaque groupe lors de la présentation de
son projet (phonologie, intonation, conviction, argumentation et
justification des choix).
texte sur les cartoons.
Corrigé
artfile-p.40
The dictionary definition of a cartoon is “a simple drawing
showing the features of its subjects in a humorously exaggerated
way”. Originally, however, a cartoon meant something quite
different: a preparatory drawing. For example, the “Leonardo
Cartoon”, owned by the National Gallery in London, is not in the
least funny; it is a study for a religious painting.
It was the artist John Leech, in 1843, who first used the term
to mean a humorous drawing or satirical sketch. The word
gained currency and the genre became one of the earliest to
cross all class barriers. Following the growing popularity of
magazines like Punch and New Yorker, which published a good
many cartoons, the comic strip arrived – a series of cartoons
that tell a story. They originated in late 19th century American
newspapers and had text attached in speech bubbles or
captions. From here it was only a short step to the comic book
which, in some countries, is considered to be an art form on a
par with all others.
A cartoon is not only a fixed image. It is also the word used to
designate animated films (where the characters are drawn over
and over again to simulate movement). The primary aim of this
genre is entertainment rather than satire or social comment,
although numerous propaganda cartoons were produced during
World War II and, more recently, cartoons like The Simpsons and
South Park, have reflected current political and social issues
in their plot lines and have caused considerable controversy,
notably among conservative elements in American society.
South Park, in particular, with its bad language, violence and
emphasis on satire and parody, has provoked strong reactions,
and has shown how cartoons can still have some influence
despite the fact that they are incredibly low-tech when
compared to the computer animations that are currently filling
the movie theaters.
Ateliers
(p. 42-44)
Atelier 1
(p. 42)
Script
dvdscript-p42
NIXON: I want to say this to the television audience. I’ve made my
mistakes but in all of my years of public life I have never
profited, never profited from public service.
NARRATOR: He was the first American president to resign from the
job. Welcome to watchmojo.com and today we’ll be learning
more about the life and accomplishments of Richard Nixon.
NIXON: People have got to know whether or not their president’s a
crook. Well, I’m not a crook. I’ve earned everything I’ve got.
NARRATOR: Richard Milhous Nixon was born January 9th 1913 in
Yorba Linda, California. During his modest and conservative
Quaker upbringing he became a skilled debater. He won
a scholarship to the Duke University School of Law and
graduated in 1937. After attempting to join the FBI, Nixon
practised law in Whittier, California. In 1938 he met Pat Ryan
and they married two years later.
NIXON: Pat doesn’t have a mink coat but she does have a
respectable Republican cloth coat and I always tell her that
she’d look good in anything.
NARRATOR: In 1942 Nixon enrolled in the US Navy. After serving in
the Pacific theatre of World War II, and rising to Lieutenant
Commander, he returned to civilian life in 1946. Nixon and
his family then moved back to Whittier where he ran as
a Republican for Congress. He won and two years later he
was easily reelected. During his congressional term, he
rose to national prominence as a member of the House UnLivre du professeur New On Target Term © BELIN 2012 25
American Activities Committee when he proved instrumental
in breaking a prominent Soviet spy case. At the end of 1949,
Nixon ran for the United States Senate. During this campaign
he was given his enduring nickname, Tricky Dick. In 1952
Dwight D. Eisenhower chose the 39-year-old senator as
his vice-presidential candidate. Scandal hit when Nixon
was accused of maintaining a slush fund of contributions.
Nixon defended himself to sixteen million Americans with a
televised address on September 23rd 1952.
NIXON: Black and white, spotted, and our little girl Trisha, the sixyear-old, named it Checkers. And you know, the kids, like all
kids, love the dog and I just want to say this right now that,
regardless of what they say about it, we’re going to keep it.
NARRATOR: The public responded favourably to the Checkers speech
and the Eisenhower-Nixon ticket won the election that year.
During his two terms as vice-president, Nixon managed
important foreign and domestic issues. The awesomely
high-profile journeys overseas – one example was his visit
to the Soviet Union where he spontaneously debated Nikita
Khrushchev on the merits of capitalism versus communism.
In 1960, Nixon ran for president against Democrat John F.
Kennedy. The impressive-ended series of televised debates
was a turning point in the campaign. Nixon’s physical
appearance compared to Kennedy’s was sickly, and this
helped lead to his narrow defeat in the election. Nixon then
returned to California to write. In 1962 he ran for State Governor
and his loss signalled to many the end of his political career.
He did not run for president in 1964 and Lyndon Johnson
humiliated the Republicans at the polls. Despite everything,
Nixon remained a GOP star and in 1968 he made another run
at the presidency. With Johnson’s withdrawal, the ongoing
Vietnam war and the assassination of star Democrat Robert F.
Kennedy, it was a turbulent time.
NIXON: This is the first time in the history of this country that
a presidential candidate could honestly come before an
American audience and say that respect for the United
States around the world is in jeopardy.
NARRATOR: The Republicans capitalised on this and on November
5th 1968 Richard Nixon was elected the 37th president of the
United States.
NIXON: Having lost a close one eight years ago and having won a
close one this year, I can say this: winning’s a lot more fun.
NARRATOR: While in office, Nixon dealt with an unstable economy
and oversaw reforms in welfare, civil rights and more.
In foreign affairs, Nixon helped end the Vietnam war,
reestablished contact with China and improved relations
with the Soviet Union. In 1972, Nixon was reelected in a
landslide victory. However, his undoing was already in the
works.
ANNOUNCER: The Democratic National Committee is trying to solve
a spy mystery. It began before dawn Saturday when five
intruders were captured by police inside the offices of the
Committee in Washington. The five men carried cameras and
apparently had planted electronic bugs.
NARRATOR: A few months prior to his reelection, a group of men
linked to the Nixon administration was arrested at the
Democratic Party headquarters in Washington’s Watergate
complex and what followed was one of the biggest
scandals in presidential history. The Watergate scandal was
revealed as a cover-up by the Nixon administration to hide
involvement in illegal activities against their opponents. It
ultimately led to Nixon’s resignation from the presidency on
August 9th 1974.
NIXON: I have never been a quitter. To leave office before my term
is completed is abhorrent to every instinct in my body.
NARRATOR: Nixon was granted a full pardon by the Ford
administration a month later. A few years later, he was paid
600,000 dollars by British TV personality David Frost for a
string of in-depth television interviews.
NIXON: Well, when the President does it, that means that it is not
illegal.
FROST: By definition.
NIXON: Exactly.
NARRATOR: Between 45 and 50 million people watched the FrostNixon interviews when they aired in 1977. The last decades
of Nixon’s life were spent rebuilding his reputation as a
best-selling author, senior statesman and foreign policy
specialist. On April 22nd 1994, Nixon died after suffering
a massive stroke ten months after his wife’s passing. He
is remembered by many as the face of the embarrassing
Watergate scandal. However, Richard Nixon’s contributions
to world peace also helped shape his legacy.
NIXON: As I leave you, I want you to know: just think how much
you’re going to be missing me. You don’t have Nixon to kick
around any more.
Corrigé
He is shown just after his inauguration as President in 1968,
during his celebrated 1960 TV debate with Kennedy, meeting
Khrushchev, meeting Chairman Mao, and during his televised
resignation speech of 1974.
a. He was accused of maintaining a slush fund (i.e. in this
case, making personal use of contributions to the election
campaign and not only being reimbursed for expenses, which
was absolutely legal, but also receiving gifts, which, although
not strictly illegal, would have opened him up to accusations
of corruption). He dealt with it by speaking to the nation on
television and protesting his innocence. His mention of the dog,
Checkers, and of his children, was a clever maneuver to win
people over to his side.
b. In 1968, the Democrats (who were in power under Johnson)
were having a hard time because the USA was getting a bad name
because of its intervention in Vietnam. What’s more, President
Johnson withdrew from the election and the Democrats no
longer had Robert Kennedy either. In 1972, the Republicans
were having a successful term of office because the Vietnam
war had ended, there were improved relations with China and an
improved economic and social situation internally.
a. It shows two characteristics that are often mentioned as
being typical of Americans: naivety and sentimentality.
b. This shows that, even as early as 1960, a politician’s
appearance and demeanour was beginning to be as important
livre du professeur
as his policies. Presenting an image of cheerfulness, good
health and good looks is still vital for American politicians.
c. It shows how Americans often fail to see how other nations can
possibly regard them with anything but admiration and – in the
case of “aid” or intervention – gratitude, and that when they do
realise that they are not always considered the “good guys”, they
will go a long way in trying to rectify the situation. Nixon’s speech
about the image of the USA worldwide triggered a massive reaction.
dvdfile-p42
A. 1937 He graduated from Duke University.
1939 He got married.
1942 He enrolled in the Navy.
1946 He returned to civilian life and moved back to Whittier.
1949 He ran for the Senate.
1952 He became vice-president under Eisenhower.
1960 He ran for President against John F. Kennedy and lost.
1962 He ran for State Governor of California and lost.
1968 He ran a second time for President and won.
1972 He was reelected President.
1974 He resigned from the presidency.
1977 The Frost-Nixon interviews were televised.
B. 1/a, 2/c; 3/c, 4/b.
C. 1. Grand Old Party, 2. (students’ own answers)
Atelier 2
(p. 43)
Corrigé
Both passages are extracted from Lance Armstrong’s
autobiography It’s Not About the Bike, published in 2001. Passage A
is the back cover of the book. Passage B is an extract from the book.
a. Lance Armstrong was diagnosed with testicular cancer in
October 1996. His chance of survival was estimated at 40%.
b. No, it didn’t. He never stopped training and even drew strength
from riding intensely.
c. He entered the Tour de France only 16 months after going out
of hospital and he became a father.
d. (possible answers) Determination, courage, will power,
optimism, nerve, resolution, strength of character, perseverance,
tenacity, strong-mindedness, stubbornness.
a. Lance Armstrong says that cycling makes him feel
at peace. When cycling, he is not focusing on his problems,
however serious they may be. Tiredness makes him forget for
a while that he is ill.
b. He is running away from illness and death. Riding gives him
the temporary sensation of not being so ill.
c. Both illness and competition are physically hard. Fighting
against cancer can be compared to a race: dependence on time,
progress reports, checkpoints, blood tests...
Atelier 3
(p. 44)
Les ateliers 3, 4 et 5 portent sur des personnages mondialement
reconnus comme hors du commun et dont l’action ou le travail
ont marqué l’histoire du monde ou l’actualité récente.
Corrigé
La vie et les exploits sportifs de Lance Armstrong sont connus
de tous. Après avoir fait l’admiration du plus grand nombre, des
rumeurs sont venues jeter le doute sur la façon dont le champion
a obtenu ses victoires. Le héros a toujours nié avoir triché et n’a
pas hésité à traîner ses accusateurs devant les tribunaux. Notre
but n’est pas de prendre parti, mais de donner aux élèves une
occasion de faire des recherches, de comparer les opinions,
d’en rendre compte et éventuellement de donner leur sentiment
personnel. (Entraînement à la seconde partie de l’examen oral).
Atelier 4
(p. 44)
Corrigé
Diviser la classe en quatre groupes dont chacun sera à son tour
subdivisé en deux parties : les « pour » et les « contre ».
Chaque groupe sera chargé d’effectuer les recherches
nécessaires sur chacune des quatre personnalités présentées
ici, sachant qu’aucune d’entre elles n’a laissé l’opinon publique
indifférente. Les élèves seront donc encouragés à prendre
parti en s’appuyant sur les faits que leurs recherches auront
permis de mettre à jour. Gageons que ce sera également pour
eux l’occasion d’acquérir de nombreuses connaissances et
éventuellement de changer d’avis sur les personnes concernées.
Organiser les présentations sous forme de débat. Les groupes
auditeurs pourront être invités à prendre parti à la fin de chaque
présentation.
Atelier 5
(p. 44)
Corrigé
La problématique offerte ici est la même que celle des deux
ateliers précédents. Avant de rédiger le court essai, les élèves
devront ici aussi effectuer des recherches pour compléter les
informations fournies dans les guidelines, et dont certains
ignoreront le contenu. Les inviter à formuler leurs sentiments
(surprise, admiration, désapprobation, etc.).
Class Project
(p. 45)
Si l’on souhaite évaluer ce projet, on peut utiliser les critères
suivants pour établir une fiche d’évaluation (avec l’aide des
élèves, cela peut même devenir un exercice très intéressant
et leur permettre de construire leur projet autour d’axes très
précis).
• Demander aux élèves de réutiliser un certain nombre de mots
nouveaux appris au cours de l’étude des supports proposés
dans le chapitre, ainsi que des structures grammaticales et,
bien entendu, des mots de liaison : leur demander un nombre
précis de mots/structures à réutiliser afin d’établir un barème le
moins subjectif possible.
• Il faudrait également ajouter des critères plus pragmatiques
tels que la qualité de l’argumentation, la clarté de l’exposé, le ton
utilisé, la conviction et les efforts pour utiliser des « gap-fillers »
et pour avoir un anglais qui se rapproche le plus de celui d’un
natif (schéma intonatif et phonologie).
Mock exam
(p. 46-47)
Cette épreuve peut être proposée dans son intégralité aux
élèves des séries ES et S. Les dix premières questions de la
partie « compréhension de l’écrit » et la première question du
sujet d’expression écrite peuvent être proposées aux élèves des
séries technologiques.
Corrigé
LV1/LV2 (B1)
1. a. Rudolph Jordache and an elderly man.
1. b. • Rudolph Jordache is obviously a rich and famous person.
The other character is a lawyer.
• Nothing precise is said about Rudolph’s job. The old man is a
lawyer, probably retired (“in my time”).
• As Rudolph mentions dollars, he may be American. The old
man is probably French as the scene takes place in the south
of France.
• Nothing is said about Rudolph’s health. That of the old man
seems rather poor (coughs a lot, wipes his lips...).
2. The scene is set in the south of France, on the French Riviera.
3. Rudolph is visiting the old man.
4. Rudolph’s brother was murdered.
5. Dividing his brother’s estate has caused “maximum acrimony”.
6. Danovic is obviously the man who murdered Rudolph’s
brother.
7. The young man intends to kill his father’s murderer.
8. Rudolph is trying to avoid his nephew(‘s) becoming a murderer
himself and getting into serious trouble, including running the
risk of being killed too.
9. Rudolph wants the the lawyer to help him find someone who
will agree to execute Danovic before his nephew finds him.
10. He is prepared to pay a “professional” killer and the lawyer
for helping him to find such a man.
LV1 (B2)
11. Rudolph refers to the old lawyer being involved with the
milieu “in his time”.
12. “I sympathize with your position, Monsieur Jordache,” he
said, “but as you can imagine, it is not something that can be
arranged overnight, if at all...”
“I will see what I can do. At the very best, I can only hope to
communicate with a gentleman who might just possibly be
interested and have him get in touch with you. I hope you
understand that would have to be the beginning and the end of
the matter for me.”
13. The “job” obviously consists in having Danovic killed.
14. His services = killing Danovic.
Your services = getting in touch with the person who might be
interested in taking on the job of killing Danovic, convincing him
to do the job, and arranging payment for his services.
15. Rudolph is afraid that his nephew might find Danovic before
someone else does and put his own life on the line while trying
to avenge his father.
16. “Steadily” reveals that Rudolph is determined to have
Danovic “taken out” and that he is ready to pay whatever price
is necessary to have his way.
17. He is certainly not used to it. It may be the first time
he has made such a decision in a lifetime of honesty and
righteousness.
“In the silence Rudolph reflected painfully on what he was
doing. He was committing an evil act. All his life he had believed
in goodness and morality and he was now committing an evil
act.”
18. Either he does nothing to prevent what his nephew is about
to do, and he lets him become a murderer, or he acts to stop
the course of events and becomes a murderer himself... by
proxy.
Expression écrite
(students own answers)
livre du professeur
3 The Grass is Greener...
Pages d’ouverture
(p. 50-51)
Comme la double page le montre, le chapitre est dédié aux
raisons qui poussent les gens à quitter leur pays d’origine pour
aller s’installer ailleurs dans l’espoir d’une vie meilleure. Ceci
est l’occasion de quelques rappels historiques que les supports
choisis illustrent clairement.
(p. 51)
Corrigé
The complete saying has several possible versions: The
grass is (always) greener on the far side of the hill; the grass is
greener on the other side of the fence...
Pictures 1 and 3 are of the USA. Picture 1 shows Chinese
immigrants panning for gold in California during the Gold
Rush (after 1849). The vast majority of Chinese immigrants
were men. They emigrated for economic reasons: there was
widespread poverty in China resulting largely from British policy
regarding opium. Picture 3 is a photo taken on a freeway in San
Diego, near the Mexican border. The signs still exist but were
first erected in the 1990s when a lot of Mexicans trying to enter
the USA illegally would run across the freeway trying to escape
from border guards, without looking at the traffic. Many were
killed by drivers who could not stop in time. Since then, these
“caution” signs have been used by both pro-immigrant and
anti-immigrant groups in their various campaigns: on teeshirts,
banners, posters, etc.
Both pictures illustrate the belief, held by many who are living in
difficult circumstances, that things will be better if they move to
a different place.
Picture 3 was taken in Berlin on the occasion of the
commemoration of the fall of the Berlin Wall. It has to be
remembered that Berlin had been divided into American, British,
French and Soviet sectors at the end of the Second World War.
Berlin itself was surrounded by “East Germany” under Soviet
control. So, when the “iron curtain” came down, Berlin became
the obvious place for people to escape to the west, by passing
from the Soviet sector to another sector. The wall was built by
the East Germans to stop this happening. Checkpoints were
set up along the wall to allow authorised travellers to pass. In
this picture of a busy Berlin street, two women dressed in the
uniforms of border guards stand where the wall originally stood,
in front of one of the old checkpoints.
Almost There
(p. 52-53)
(p. 52)
Corrigé
(p. 52)
Corrigé
The two main characters are Eilis and Georgina. They are
Irish. They are on a boat headed for New York.
Eilis believes that she will not have any problems entering
the United States because she has a full work permit instead of
a temporary one and because Father Flood will be waiting for her
on her arrival.
Georgina is surprised because it is no longer easy to get a
full work permit. She believes the priest must know someone.
However, Eilis might still be put in quarantine if she doesn’t do
something about her wretched appearance. Georgina tries to
change Eilis’s physical appearance by making her up, arranging
her hair and getting her to wear more appropriate clothes.
Georgina helps Eilis choose the most appropriate clothes:
a dress and shoes that are plain and simple. She also tells her
how she must carry her coat and how to look more mature.
Georgina is transforming her from an innocent-looking, hungry
and frightened young girl into a more mature and experienced
young woman.
Georgina is used to crossing the Atlantic and knows from
experience who is going to be stopped and who isn’t. Eilis on
the other hand has no experience of what is going to happen
and does not realise that her passport and papers might not be
enough to get through immigration.
Georgina advises her not to cough and to keep her eyes wide
open so that the doctors will not stop her to check if she has
tuberculosis or an eye disease.
Georgina believes that the United States is a land of freedom
and if you are brave and hard-working enough you will be able to
succeed in life. Now that Eilis has reached the United States, she
should be brave enough to do what she wants.
When Eilis looks at herself in the mirror she is greatly
surprised to see that she is rather good-looking. On the one
hand, she believes that putting make-up on would make her
life easier as she would be able to go out more freely and meet
new people. On the other hand, the make-up would hide her true
personality and people would not know who she truly was.
The extract is set in the past. This is obvious because Ellis
Island is no longer a reception centre for immigrants. Other clues
are:
– Eilis is travelling by boat (“back in the cabin” and reference to
a “trunk”). Rare are those who cross the Atlantic by boat these
days, except on luxury liners.
– doctors on Ellis Island are afraid of TB (tuberculosis), a disease
that is rare and curable today but was rife and often fatal in the
past.
– Eilis uses “a thin cake of make-up” and “rouge”. These days,
a young woman would not use the same terminology. “Cake
make-up” was thicker than current “bases” and “blusher” is the
term used for “rouge”.
10 The doctors checked for any kind of diseases, and if you
were suspected of having one you were stopped and could be
put in quarantine. You were also supposed to have a job waiting
for you.
11 She is a young, rather plain Irish girl. She is poor (she is
hungry) and was raised a Catholic. She is not alone in the world
and can rely on the help of a priest to find work when she arrives
(“the help of a priest”).
(p. 52)
Corrigé
Conseiller aux élèves d’utiliser le contenu de la Toolbox et des
fiches lexicales. Suggérer d’utiliser les informations contenues
dans le texte pour décrier les conditions du voyage, faire
imaginer l’attitude des autorités à l’arrivée, les questions
posées, l’état nerveux dans lequel Eilis se trouvait, etc. En fait
le contenu de cette lettre est en grande partie présente dans le
passage étudié.
WORDWORK
(p. 53)
Corrigé
wordfile-p53-1a/1b
A. 1/g. Father Flood
2/c. She made Eilis open her suitcase and show her what clothes
she had brought so that she could select suitable attire
3/i. we don’t want you looking like a tart
4/h. nothing fancy
5/e. red floral
6/j. nothing fancy
7/f. the water on this boat has made it stand out
8/d. arranging to have her trunk carried on deck
9/b. comb her hair straighter now that the brushing was done
10/a. so that it could be tied back into a bun
11/k. don’t cough
B. (exemples)
1. She made Eilis open her suitcase and show her what clothes
she had brought
2. She chose ... and selected
3. insisting that the shoes would have to be polished.
4. wear your coat ... don’t wash (et tous les autres emplois de
l’impératif)
5. getting Eilis to comb her hair out
6. Georgina made Eilis sit on the bottom of the bunk and turn her
face towards the light and close her eyes.
7. When she finished, she sent Eilis into the bathroom
8. ...and told her to...
wordfile-p53-2
A. Upon arrival in the United States, all persons are subject
to inspection by a US Customs Officer. The airline personnel
will show you to the inspection area. You will queue up in an
inspection line and then speak with a customs officer. If you are
a U.S. citizen, special lines may be available to you. If you are not
a U.S. citizen, you should use the lanes marked for non-citizens.
If you are a U.S. citizen, the officer will ask you for your passport
and Customs Declaration form, verify your citizenship, and
welcome you back to the United States. You may be asked to
proceed to a second screening point with your belongings for
additional questioning. If you are an alien, the Officer must
determine why you are coming to the United States, what
documents you may require, if you have those documents, and
how long you should be allowed to stay in the United States. If
you are allowed to proceed, the officer will stamp your passport
and customs declaration form and issue a completed form that
will show you how long you are allowed to stay. Officers may
decide that you should not be permitted to enter the United
States. You will either be placed in detention, or temporarily held
until return flight arrangements can be made.
B. 1/d, 2/a, 3/d, 4/e, 5/f, 6/b, 7/c, 8/i, 9/j, 10/h.
(p. 53)
Corrigé
teamfile-p53-1
a. She is not worried as she knows that Father Flood will be
meeting her on the dock and she is in possession of a full work
permit.
b. wretched, innocent, frightened, hungry, older, good-looking
and nervous. Some of these suggest that the crossing was very
rough.
a. childlike / starved / inexperienced / trusting / intimidated
/ fearful. The adjectives reveal the contrast between Eilis on the
one hand who is naive and knows nothing about what is going
to happen on arrival, and Georgina who is more experienced and
straightforward.
b. The two women seem to get along despite their differences.
Georgina helps Eilis choose her clothes (“She chose a white
dress”), gives her advice on her hairstyle (“don’t wash your hair
again”), and puts on her make-up with care (“For twenty minutes
she worked slowly”). She calls her “darling” which suggests a
friendly relationship.
First of all, Eilis has low self-esteem. She is surprised to
see that she is “almost good-looking”. She is not sure about
the image she wants to give. On the one hand, she would like
to be like her sister and Georgina, the type of women who are
confident about their physical appearance and who wear makeup. She would like to feel confident about walking in streets
filled with strangers. On the other hand, she is worried about
appearing different from the way she actually feels inside.
teamfile-p53-2
Georgina knows what happens on Ellis Island and knows that
it is not easy to enter the USA. She has obviously been through
the procedure several times and can therefore give Eilis very
precise information about what to expect, and what she should
and shouldn’t do if she wants to get through.
knowledgeable, frank, well-intentioned, sophisticated,
effective, straightforward. The adjectives show the contrast
between Eilis – who is naive and knows nothing about what
is going to happen on arrival – and Georgina, who is more
experienced and practical.
She “made Eilis open her suitcase”. She “chose”/“selected”
clothes. She got Eilis to “comb her hair”. The grammatical form
used is the imperative (“wear your coat”, “look”, “don’t wash”,
“don’t look”). This reinforces the picture given of a character who
knows what has to be done in order to get what one wants and
who is so sure of herself that she does not hesitate to give Eilis
orders.
The two women seem to get along despite their differences.
Georgina helps Eilis choose her clothes (“She chose a white
livre du professeur
dress”), gives her advice on her hairstyle (“don’t wash your hair
again”), and puts on her make-up with care (“For twenty minutes
she worked slowly”). She calls her “darling” which suggests a
friendly relationship.
teamfile-p53-3
Eilis looks “wretched” and is not in good shape. Both Eilis
and Georgina are hungry (“We’re all hungry”). Eilis’s clothes are
not in good condition (“make sure that nothing she wore was too
wrinkled”, “the shoes would have to be polished”).
First of all, for Georgina, Ellis Island is the place where people
can be stopped, examined and put in quarantine (“If she did
not take care she would be stopped at Ellis Island and put in
quarantine, or at least given a thorough medical examination.”).
Eilis must be careful not to cough and to keep her eyes open as
they are afraid she might have TB or an eye disease.
Then, “they” have a tendency to stop the Irish (“they stop the
Irish”). They will not stop Eilis if she does not look innocent and
wears mascara and “rouge”.
Finally, it is the entrance to “the land of the free and the brave”.
She believes that she is going to be met by Father Flood and
is not going to have any problems entering the country because
she has a full work permit.
Georgina is worried because Eilis has no idea of what she
is supposed to do to get through Ellis Island without attracting
any attention. She is too innocent and does not realise that it
will do her no good if she looks like a hungry Irish girl in search
of a new life.
She is probably poor (“I’m hungry”) and in need of a job
(“work permit”).
teamfile-p53-4
It relied on the flow of newcomers from abroad to people its
lands. It lacked people to do the farming, lumbering, mining,
hunting, and the like.
The story takes place during the “legislating immigration”
period, a period during which immigration was limited. It was no
longer possible for just anyone to emigrate to the United States.
Even though Eilis came from western Europe, she could be sent
back home.
(p. 53)
Corrigé
Le soir précédant le jour où elles devaient normalement accoster,
elle se rendit à la salle à manger en compagnie de Georgina qui
lui déclara qu’elle avait une salle tête et que si elle n’y prenait pas
garde, elle serait interceptée en arrivant à Ellis Island et placée
en quarantaine, ou du moins qu’elle subirait un examen médical
complet. De retour dans la cabine, Eilis montra son passeport
à Georgina ainsi que les papiers qu’elle avait pour lui prouver
qu’elle n’aurait aucune difficulté pour entrer aux Etats-Unis. Elle
lui dit que le Père Flood serait là pour l’accueillir. Georgina fut
surprise, lui dit-elle, de voir qu’Eilis avait un permis de travail
permanent et non un permis temporaire. Elle était persuadée
qu’il était devenu difficile d’obtenir un tel document même avec
l’aide d’un prêtre. Elle demanda à Eilis d’ouvrir sa valise et de
lui montrer quels vêtements elle avait apportés afin de pouvoir
lui choisir la tenue la plus adaptée le jour du débarquement, et
s’assurer qu’elle ne porterait rien qui ne fût trop froissé.
PROJECT
(p. 53)
Le Project proposé ici restitue la problématique de l’immigration
abordé dans le texte mais d’un point de vue contemporain (mise
en valeur des enjeux économiques et éducatifs). Le lexique et
les structures nécessaires au bon déroulement de l’activité
peuvent s’adapter aux élèves de tous les niveaux. Les plus
faibles peuvent proposer des questions élémentaires ou jouer
le rôle d’immigrants non-anglophones. Les meilleurs élèves
peuvent également mettre à contribution leurs compétences
Name of the
period
The settlers of the
new world
Mass migration
Number of
immigrants
17th to the early Small
19th century
15 million
between the
1820s and the
1880s
A wave becomes
a flood
1865 to the
early 20th
century
Legislating
immigration
Time period
Early 20th
century to the
1960’s
The Hart-Cellar act 1965 to the
present day
nearly 25 million
Nationality of immigrants
Reasons for immigrating to the US
German (or from German-speaking
areas), French, Dutch
Central European, Scandinavian,
Irish
The promise of cheap land.
Southern and eastern Europeans:
Italians, Greeks, Hungarians,
Poles, and others speaking Slavic
languages. 2.5 to 3 million Jews.
Northern and western Europeans
The number of
immigrants was
restricted
As many as in the Korean, Chinese, Indian, Filipino,
early 1900’s
Pakistani, African
The Irish were primarily Catholic whereas the original
European settlers had been Protestant and the governing
religious practice was Protestant. The Irish were therefore
regarded as outsiders.
There was no land for them in their own
countries; they were freed from military
service at the end of the Napoleonic
Wars in Europe.
Eastern Europe was undergoing
economic changes and the people were
looking for land.
They were political and religious
refugees.
To find jobs.
pour proposer des questions plus complexes ou des réponses
plus élaborées. Il est conseillé, lors de la préparation, de bien
séparer les immigration officers des immigrants afin que chaque
groupe n’entende pas les questions ou réponses préparées par
l’autre groupe. Le jeu de rôle sera ainsi plus authentique et les
élèves seront obligés de bien s’écouter pour jouer le sketch face
à la classe.
A Question of Identity
(p. 54)
(p. 54)
Corrigé
The many passports connote different nationalities; this links to
the title’s reference to “identities”. Indeed, a large part of people’s
sense of identity is defined by their nationality and where they
come from. The headlines talk about immigration, both of poor
people to richer countries and of expats living in France. This
connects with the idea of identity being put into “question” because
people are moving to foreign countries. The passports also reflect
this as they are the means by which people travel. I think the word
“identity” has become frequently used in recent years because
there is much more movement of people around the world, both
for economic reasons and lifestyle choices. The headline “Number
of Immigrants in the UK on the Increase” supports this point. What
this means is that people’s identity is no longer simply defined by
their nationality or where they are born.
(p. 54)
Script
tapescript9-p34
BOB: Mm, that was delicious, Laura. Once again, thank you so
much for inviting us.
SIMON: Coffee, Steph?
STEPH: Thank you, Simon. You know, when we rented the villa, we
didn’t expect to have English neighbours.
LAURA: Oh there are a lot of expats down here you know.
BOB: But you haven’t told us why you two came and settled here.
How long did you say it’s been: 20 years?
SIMON: That’s right.
STEPH: But your kids are back in the UK.
SIMON: Yes, they both have jobs there.
STEPH: And they even went to college there, right?
LAURA: To university, yes, I suppose that might look a bit, well,
contradictory, since they grew up here.
BOB: No... but I’d like to know why.
LAURA: Well, I suppose, like most other British expats, we came
here partly because of the climate, the food, the wine – the
lifestyle in general – and, of course, because property was
much cheaper then, and still is to some degree.
SIMON: We were living in a tiny house in England and the mortgage
alone cost us about two-thirds of our combined salaries.
STEPH: But wasn’t it difficult to just uproot yourselves like that?
I mean, 20 years ago... you had two young children, didn’t
you? And I guess you had to find jobs, learn French... it must
have been a real hard decision to make. Leaving your own
home country like that.
LAURA: Not as much as you might think. You see, neither Simon
or myself had a totally English childhood although we both
feel a certain nostalgia for, well, I don’t know what you’d call
it really...
BOB: What do you mean by not having an English childhood?
LAURA: Well, Simon was actually born in Paris.
SIMON: Yes, I spent my early childhood there, though I don’t
remember much about it. Then my father was posted to
Calcutta where we settled for a few years. After that, he
went to work in Cameroon in West Africa and I was sent to
boarding school in England. So I got used to forging a sort
of double identity: during the school holidays I went home
to Cameroon and was an English boy in a foreign country,
and in term time I was in my... home country if you like, but I
didn’t feel as if I had any real roots there.
STEPH: What about you, Laura?
LAURA: Well, it was quite different for me. I grew up in London and
had a very settled, stable sort of existence. I went to the same
school from the age of 6 to when I left to go to university.
STEPH: But you said you didn’t have an English childhood...
LAURA: Well, I never felt properly English because my father
wasn’t English, you see. He was a Polish Jew, and he never
completely lost his foreign accent. He came to England in
1937 because of the anti-Semitism in Poland. Doors were
shutting for him everywhere. He was always top of the class
at his school but there was very little chance of him going on
to university because of the quotas.
STEPH: Quotas?
LAURA: Yes, there was a limit on the number of Jews who got
university places.
STEPH: Really? I didn’t know that.
LAURA: Mm.
BOB: Looking back, I suppose you’re glad he left...
LAURA: Well, if he’d stayed, I probably wouldn’t be here today. The
rest of the family didn’t make it.
BOB: Oh, I see. They all stayed in Poland.
LAURA: Yes.
SIMON: So you see why it wasn’t as difficult for us as it might be
for others to leave our home country because neither of us
felt 100% English.
STEPH: But what about having your kids grow up in a foreign
country?
SIMON: Oh, we were quite happy with that, to begin with. First of
all, they would be getting a solid, reliable education without
us having to pay through the nose for it.
BOB: But there’s state education in England too, isn’t there? You
don’t have to pay.
SIMON: Of course, and ideally that’s where we would have wanted
to send our kids if the schools had been good enough. Which
unfortunately they’re not. Or at least we didn’t think so. It’s a
real dilemma: you either support the state system and risk
your kids not learning anything, or else you embrace the
private system and go against what you believe in. We felt
that here in France we could rely on them learning the basics
thoroughly and it was just up to us then to make sure they
got enough chances to be creative outside school.
LAURA: Creativity is something that tends to be more encouraged
in the English system.
STEPH: So they went through the French state system but went
back to England to go to college. Is that something they
wanted to do, or did you sort of pressure them into it?
livre du professeur
SIMON: Well, we did rather encourage them. I think from our point
of view it was a mixture of, well, on the one hand, wanting the
best for them – and we still believe that British universities
have more to offer than French ones – but also a way of not
totally renouncing our British origins – our roots.
LAURA: I think it was also because we wanted our children to have
similar experiences to our own, as students I mean. That sort
of thing brings you closer.
STEPH: And how did they feel about that? I mean, going from one
country to another to live and to study?
LAURA: Oh you know, for the young, it’s all quite exotic and exciting
changing country. I think it was for my dad and it certainly
was for us, and after all our kids are...
SIMON: Children of immigrants?
LAURA: ...well, I mean, they don’t feel as if they belong to just one
country. Going back to England to study and get a job wasn’t
just a matter of looking for greener grass – it was all about
finding their own identity, I suppose – as true Europeans.
Corrigé
The two couples are Simon and Laura (English) and Bob and
Steph (American).
The conversation takes place in Laura and Simon’s house in
France.
The decision was taken 20 years ago and it was to leave
England and go to live in France.
Their reasons were: the lifestyle, the food, the wine, the
climate, and also the cheaper house prices. Later on they also
talk about the benefits of having a good state education for their
children.
Simon was born in Paris and then lived in Calcutta and
Cameroon where his father was posted. When his parents lived
in Cameroon he spent term time at boarding school in England.
This meant that when in Cameroon he felt foreign, but when
he was at boarding school he didn’t quite feel like other British
people. In some ways he felt he was between two stools.
Laura’s father was a Polish Jew and always had an accent, so
she didn’t feel 100% English.
He was a Polish Jew who left Poland in 1937 because of the
restrictions on university places for Jewish people. He left for
England whilst the rest of his family stayed in Poland.
They went to school in France but then moved to England to
go to university. They have both stayed on and found jobs.
Laura’s children are one quarter Polish, three-quarters
British and have grown up in France.
(p. 54)
L’élève doit utiliser l’information donnée dans le texte pour
appuyer son argumentation mais est fortement encouragé à
puiser également dans ses expériences personnelles.
L’élève doit comparer son opinion à celle donnée par
Laura en faisant référence aux exemples qu’elle donne dans
l’enregistrement.
Ici il n’est pas nécessaire de faire référence au texte, l’opinion
personnelle de l’élève suffit et est préférable.
WORDWORK
(p. 54)
Corrigé
wordfile-p54-1a
1. Bob & Stephanie : US. Simon & Laura : UK.
2. Laura et Simon ont invité Bob et Stephanie.
3. Le couple britannique.
4. 1/g, 2/e, 3/c, 4/f, 5/j, 6/d, 7/a, 8/i, 9/h, 10/b.
5. climat, nourriture, art de vivre, prix du logement, qualité de
l’éducation publique d’état.
wordfile-p54-1b
1. Bob & Stephanie : US. Simon & Laura : UK.
2. Laura et Simon invited Bob and Stephanie.
3. The British couple.
4. 1/g, 2/e, 3/c, 4/f, 5/j, 6/d, 7/a, 8/i, 9/h, 10/b.
5. climate, food, lifestyle, housing cost, quality of public
education.
wordfile-p54-2
A. 1/c, 2/a/b, 3/b, 4/a/b.
B. apprentice/trainee, CV/résumé, gap year/sabbatical,
profession/trade, redundant/unemployed, retire/step down,
salary/wages.
C. 1. gap year, 2. apprentice, 3. résumé, 4. redundant, 5. retire, 6.
profession, 7. wages.
(p. 54)
Corrigé
teamfile-p54-1
4 different voices: Laura, Simon, Bob and Steph.
Laura says she grew up in London.
Laura is Simon’s partner, and Steph is Bob’s partner.
The conversation takes place in Laura and Simon’s house.
Bob says “thanks so much for inviting us” to Laura.
It takes place in France. Steph notes that Simon and Laura
had to learn French. Laura says: “there are a lot of expats down
here”, which would indicate France – possibly the south of
France.
Laura and Simon left England and moved to France, where
they now live.
They both returned to England, initially to study at university
but they now live and work there.
teamfile-p54-2
Better lifestyle: food, wine, climate. Cheaper housing prices.
Better quality state education.
a. False. Laura: “Not as much as you think”.
b. False. Simon: “I spent my early childhood there (Paris)”.
c. False. Simon: “During the school holidays I went home to
Cameroon”.
d. False. Laura: “I went to the same school from the age of 6 to
when I left to go to university.”
e. Her father was a Polish Jew/a Jewish immigrant from Poland.
f. They encouraged them to go back to the UK to study at
university.
teamfile-p54-3
Laura’s father was a Polish Jew who arrived in the UK in 1937.
He always had a Polish accent.
He was Jewish at a time when restrictions where being put
in place for them, such as quotas for university places. There
was a lack of opportunity for him despite the fact that he always
did very well at school.
He was a victim of the rising anti-Semitism of the time.
He might have been deported by the Nazis and maybe killed.
teamfile-p54-4
Their two children are in the UK. They initially went there to
study at university and then stayed on because they both have
jobs.
a. False. Laura says she was very happy for her children to
grow up in France. One of the reasons was because they would
get a solid state education.
b. False. They felt that in France they could rely on them learning
the basics thoroughly.
c. False. They wanted to send their children to state schools for
ideological reasons.
d. True. Simon says it was up to them to ensure their children got
enough chances to be creative outside school.
e. False. They tried to encourage them to do it in the UK.
f. Laura thinks that, for young people, changing country is exotic
and exciting. (Example: I would feel the same but I would also
find it quite hard to adapt to a new culture.)
g. None. She thinks they feel European rather than any particular
nationality.
PRONUNCIATION
(p. 54)
Corrigé
A. First syllable: everywhere (see tapescript below).
B. (see tapescript below)
Script
tapescript10-p54
1. degree; stress on the second syllable: degree.
2. delicious; stress on the second syllable: delicious.
3. encourage; stress on the second syllable: encourage.
4. everywhere; stress on the first syllable: everywhere.
5. existence; stress on the second syllable: existence.
6. per cent; stress on the second syllable: per cent.
Script
tapescript11-p54
1. neighbour, pressure. True. They rhyme. Neighbour has the
same final vowel sound as pressure: [e].
2. pressure, dilemma. True. They rhyme. Pressure has the same
final vowel sound as dilemma: [e].
3. climate, private. True. They rhyme. They have the same two
vowel sounds: [ai] and [I].
4. mortgage, engage. False. They don’t rhyme. One reason is
because mortgage is stressed on the first syllable.
5. foreign, London. True. They rhyme. Their last syllables are
identical: [en].
6. Polish, polish. False. They are pronounced differently. In the
adjective of nationality, the letter “o” is pronounced [eu]. In the
verb and noun, it’s pronounced [A].
On the Move
(p. 55)
Script
tapescript12-p55
PAUL: Ji, you were born in North Korea but your family left when
you were 10, is that right? Why did they leave?
JI: Yes, well my father was a diplomat and got posted to our
embassy in Cambodia. He was cultural attaché at the time.
At least that was his official title, but I’ve always wondered
what his job really was...
PAUL: I see. Do you remember the day you left? How did you feel?
Did you have any idea that you’d never be going back to live
there?
JI: I remember it very clearly indeed. I was really nervous and
excited. Very few people were allowed to travel outside the
country then and it’s still true today I’m afraid. I was only
young but even then I realised we were living behind a...
What was it Winston Churchill called it?
PAUL: An iron curtain?
JI: Yes, that’s it. And somehow I knew that we were going away
for good: there was something in my dad’s attitude. I can’t
explain it really.
PAUL: Premonition maybe?
Ji: Maybe.
PAUL: But how did you end up in England?
JI: Well, when he was in Cambodia, I think my father was
“infected” – as they say in North Korea – by Western ways
of thinking that were gaining popularity in Cambodia in the
1990s.
PAUL: And you noticed this?
JI: Oh yes. He was getting more and more fed up with having to
do exactly as he was told, say things he didn’t really believe
in... And then it all happened very quickly. He got his French
counterpart – who he knew quite well, I think – to act as a
go-between with the British and arrange for my mother and
us two kids to spend a summer in Britain.
PAUL: And the British fixed it up?
JI: Yes. The plan was for us to apply for political asylum as soon
as we got there. It worked out fine, but it took another year
before my father joined us.
PAUL: What about school in England? How did you learn to speak
English?
JI: For the first few months I understood nothing at all. And there
were no EFL classes. I communicated by sign language
mostly! However, all the students in my class were very
friendly and the fact that I had to speak only English at
school helped me learn the language quickly.
PAUL: Do you remember what you felt about your new home? Did
you feel very foreign?
JI: Foreign at the beginning, yes of course, but perhaps more
“different” than foreign – I mean I was speaking Korean at
home with my family, and English at school – I was living
in two different worlds at the same time. But I soon came
to think of England as “home” – much more so than North
Korea anyway.
PAUL: So now you have finished your studies, where are you
going to live?
JI: Well, after “defecting” to the west, I guess going back to North
Korea is ruled out, unless I want to spend the rest of my life
in jail... It doesn’t matter which country I live in as long as
there is a large international community. That’s what I really
enjoy: being with people from diverse cultural backgrounds.
livre du professeur
My origins are important, yes, but I think we learn to acquire
cultural identities and are not just born with them, so I
don’t feel so strongly Korean any more. For the moment
I am just happy to be “on the move”. There are all sorts of
opportunities and experiences out there, and I don’t want to
miss out on any of them.
Help on interviews
(P. 55)
Corrigé
The other main questions are:
– Do you remember what you felt about your new home? Did you
feel very foreign?
– So now you have finished your studies, where are you going
to live?
(P. 55)
Corrigé
Notes prises par l’élève qu’il transformera en résumé en français
– Ji was born in North Korea
– Father was a diplomat stationed in Cambodia
– He sent his family to England and they applied for political
asylum
– Then the father himself “defected” and joined his family
– Ji felt very foreign at first and had to learn English from scratch
at the age of 8
– She soon adapted and felt more English than Korean but is
still proud of her origins.
– Ji feels happy in a cosmopolitan environment and intends to
make the most of what an open world has to offer.
Ji a quitté sa Corée du Nord natale quand son père, diplomate
(ou espion ?) de profession fut envoyé au Cambodge dans
les années 90. Elle eut le pressentiment que ce départ était
définitif et la suite des événements lui donna raison. Elle
détecta chez son père des signes « d’occidentalisation » et
son départ pour l’Angleterre avec sa famille, arrangé avec
l’aide de collègues diplomates français et anglais, confirma
ce sentiment. Une fois arrivé en Angleterre la famille demanda
l’asile politique et fut réunie un an plus tard avec l’arrivée du
père. Les débuts furent difficiles pour des raisons culturelles
et linguistiques mais Ji apprit rapidement l’anglais et son
assimilation fut rapide sans qu’elle ne renie sa culture
d’origine. Elle termina ses études en Grande-Bretagne et se
sent tout à fait assimilée mais également très confortable
dans les environnements cosmopolites. Elle sait qu’un retour
au pays natal est impossible mais n’exclut pas de vivre dans
d’autres pays que le Royaume-Uni, consciente qu’elle est des
possibilités qu’offre une économie globalisée.
(P. 55)
Comme le préconisent les textes officiels, on a ici une bonne
occasion de demander aux élèves ce qu’ils entendent par la
notion d’échanges et de contact des cultures.
On pourra encourager les élèves à s’appuyer sur leur vécu
éventuel dans ce domaine ou, faute de mieux, sur des lectures
qu’ils auraient faites ou des films qu’ils auraient vus. Les divers
supports proposés dans le chapitre pourront aider ceux dont
l’inspiration est la plus fragile.
Language Corner
(p. 56-57)
Talking about who’s in control
Corrigé
a. she made Eilis open.../(she made Eilis) show her... ;
b. arranging to have her trunk carried on deck ; c. getting Eilis
to comb...
a. Georgina fait ouvrir sa valise à Eilis ; b. Georgina fait
descendre sa malle (par quelqu’un) ; c. Georgina s’efforce de
convaincre Eilis de se brosser les cheveux d’une certaine façon.
coercition = a, persuasion = c, utilisation des services
fournis = b.
Georgina made Eilis sit on the bottom of the bunk and turn
her face towards the light and close her eyes/the water on this
boat has made it stand out like a ball of steel wool.
Non. Dans le premier énoncé l’idée de coercition est présente.
Dans le second, la structure indique une idée de cause.
Application/expression (exemples)
a. Georgina had Eilis wear make-up.
b. Georgina made Eilis polish her shoes.
c. She got Eilis to look full, happy and healthy.
d. She made her look as if she was well-fed.
e. She had her brush her hair so that it could be tied back into a
bun. She had her apply some lipstick carefully.
f. She made Eilis look like a different person. Etc.
Talking about what will happen
Corrigé
PRL sur la valeur épistémique/assertive de will/would sans
employer de mots barbares pour nos élèves ! Nous préférons
associer simplement les formes du modal à l’idée de certitude
dans ce contexte précis.
she would be stopped at Ellis island and put in quarantine/
they’ll be afraid to stop you
will, would.
a/b. She told her that she would be met by Father Flood.
insisting that the shoes would have to be polished.
You’ll need to spend a few hours brushing it to get it into any
shape at all.
She thought that she would love to know how to put make-up on
properly herself
It would be much easier, she imagined, to go out among people
she did not know, maybe people she would never see again.
she knew that people would look at her [...] if she were dressed
up like this every day in Brooklyn.
(Exemples d’énoncés possibles)
a. If they see your suitcase, they will know immediately that
you’re Irish.
b. If they saw your suitcase, they would know immediately that
you were Irish.
c. If your clothes were too wrinkled, they would stop you and ask
questions.
d. If you looked famished they would suspect some disease and
send you back home.
a. If I put too much make-up on, I’ll/I’d look like a tart.
b. If I wore too gaudy a dress, I’d attract too much attention.
c. If people in Brooklyn saw me like this, they’d take me for what
I’m not.
Talking about aims and intentions
Corrigé
so that she could select suitable attire for her.
so that : locution conjonctive (conjonction)
La conjonction that seule suffit souvent à introduire la même
idée. D’autres possibilités : in order to, so as to, to. Le choix est
souvent une question de style. Ces mots de liaisons ne sont pas
forcément interchangeables dans tous les contextes.
(Quelques réponses possibles)
a. She warned her so that she wouldn’t attract the attention of the
Immigration Officers/so as to avoid attracting the attention.../to
avoid attracting...
b. She showed Georgina her passport and papers to convince
her that she had reasons to be confident about getting through
Immigration.
c. She made her open her suitcase (so as) to see what would be
best for her to wear on arrival.
d. They had to be polished so that she would not look like a poor
Irish girl.
e. She advised her to look confident so as not to make the
immigration officers suspicious.
f. She told her not to cough to avoid being put in quarantine.
g. She decided to make her up so as to make her look healthy,
attractive, prosperous and confident.
Reporting what people say
Corrigé
Nous renvoyons au paragraphe concernant l’expression de la
certitude.
Georgina [...] told her that [...] if she did not take care she
would be stopped at Ellis island and put in quarantine
Ici, un seul : told.
say, ask, answer, etc. Les élèves futés verront vite la
réponse dans la partie « application ».
Les transformations imposées par le passage du
discours direct au discours indirect concernent les temps et
leur concordance, le passage des premières et deuxièmes
personnes (singulier ou pluriel) aux troisièmes (pour les
pronoms personnels et les pronoms et adjectifs possessifs), et
les accords correspondants (au présent).
Faire parler Georgina ici : If you do not take care, you will be
stopped and put in quarantine.
L’exercice qui suit montrera aussi qu’il est souvent nécessaire
de « jouer » avec les démonstratifs et certains mots de
liaison, et aussi que certains verbes entraînent l’emploi des
équivalents du subjonctif français (c). On a aussi dans cet
exercice deux occasions de faire remarquer l’emploi tout à
fait acceptable de must dans un contexte passé (troisième
intervention de Georgina, exemple c), et des passages où le
discours indirect devient presque « libre » pour des raisons de
style.
(examples)
a. Georgina told/advised/Eilis to wear her coat over her arm and
(to) look as though she knew where she was going. She told/
reminded her not to wash her hair again because the water on
the boat made it stand out like a ball of steel wool. She added
that Eilis would need to spend a few hours brushing it to get it
into any shape at all.
b. Georgina told/advised Eilis not to look too innocent. She said
they would be afraid to stop her once she had put some eye-liner
on her and some rouge and mascara. She also told her that her
suitcase was all wrong but that there was nothing they could do
about that.
Eilis asked/wanted to know what was wrong with it/her suitcase.
c. Georgina insisted she (should) try not to look so frightened.
Eilis complained that she was hungry but Georgina reminded
her they were all hungry; then she said there was no need for
her to look hungry, and told her to pretend she was full.
Eilis objected that she almost never wore make-up at home.
Georgina reminded her that she was about to enter the land
of the free and the brave. She added that she didn’t know/she
wondered how Eilis got the stamp on her passport. She said
she was sure the priest knew/must know someone. She finally
told her that the only thing they could stop her for was if they
thought she had TB, and consequently advised her not to cough
whatever she did. Another thing they could stop her for was
if they thought she had some eye disease whose name she
couldn’t remember. Therefore, she must keep her eyes open. She
said/admitted that sometimes they didn’t stop you* at all except
to look at your* papers.
* rappel qu’il s’agit d’un you générique
Writing a dialogue
Corrigé
Dans la première phrase, l’auteur utilise le discours
dit indirect ou rapporté et fait référence aux deux personnages à
la troisième personne. Dans le second passage, l’utilisation des
guillemets montre qu’il a recours au discours direct.
Les propos tenus au présent au discours direct sont
rapportés au passé au discours indirect.
Les première et deuxième personnes deviennent des troisièmes
personnes au discours indirect.
Voir ce qui est dit pour le point précédent.
a. Georgina said, “You look wretched Eilis and if you don’t take
care you will be stopped at Ellis Island and put in quarantine.”
b. Eilis said, “Look, Georgina. My passport and papers show that I
won’t have any problem entering the United States.”
c. Eilis said, “I will/shall be met by Father Flood.”
livre du professeur
d. Georgina said, “I must say I am surprised you’ve got a full work
permit rather than a temporary one.”
e. Georgina said, “I don’t think it’s easy nowadays to get such a
document, even with the help of a priest.”
f. Georgina said, “Now, open your suitcase and show me what
clothes you have brought (with you) so that I can choose a
suitable attire for you when you are disembarking. I want to
make sure that nothing you wear is too wrinkled.”
g. Georgina said, “Now while I’m putting some make-up on, comb
your hair out even straighter so that we can tie it back into a
bun.”
Dividing Lines
(p. 58)
Il y a deux parties dans cette double page culturelle : la première
traite des « lignes » qui empêchent les échanges et la seconde
traite des gens qui les franchissent, pour quelles raisons et avec
quels résultats.
(p. 58)
Corrigé
Envoyer les élèves sur les sites suivants dont la liste n’est
bien sûr pas exhaustive. Confier un site à un groupe d’élèves
et les faire comparer les informations recueillies par les divers
groupes. En fin d’activité, mettre en place une synthèse débat
permettant de comparer les points communs et les différences
entre les dividing lines retenues.
Hadrian’s Wall
http://en.wikipedia.org/wiki/Hadrian’s_Wall
http://www.aboutscotland.com/hadrian/
http://www.google.fr/search?q=hadrian’s+wall&hl=fr&prmd=i
mvns&tbm=isch&tbo=u&source=univ&sa=X&ei=3hB7T_vrBY
6q8AOO5bHQCA&sqi=2&ved=0CD4QsAQ&biw=1665&bih=816
http://www.bbc.co.uk/history/ancient/romans/hadrian_gallery.
shtml
Ces deux derniers sites offrent une grande collection d’images
permettant de monter un diaporama commenté à l’aide des
informations recueillies sur les autres sites (tâche actionnelle).
The Berlin Wall
http://en.wikipedia.org/wiki/Berlin_Wall
http://history1900s.about.com/od/coldwa1/a/berlinwall.htm
http://www.berlin-life.com/berlin/wall
http://www.google.fr/search?q=the+berlin+wall&hl=fr&prmd
=imvnsab&tbm=isch&tbo=u&source=univ&sa=X&ei=qhN7T
9G_JMLP0QXXkanICQ&sqi=2&ved=0CFMQsAQ&biw=1665&b
ih=816
Cette dernière adresse offre une collection d’images permettant
d’organiser le même exercice que celui suggéré ci-dessus.
A Peace Wall, Belfast
Une recherche sur les « troubles » en Irlande du Nord (Ulster)
nous paraît utile.
http://en.wikipedia.org/wiki/The_Troubles
http://www.historyonthenet.com/Chronology/timelinenorthern
ireland.htm (timeline)
http://www.bbc.co.uk/history/recent/troubles/the_troubles_
article_01.shtml
http://en.wikipedia.org/wiki/Peace_lines
http://news.bbc.co.uk/2/hi/uk_news/northern_ireland/8121362.
stm
images :
http://www.guardian.co.uk/uk/gallery/2009/jul/29/peace-wallbelfast-northernireland-pictures
http://www.google.fr/search?q=peace+walls+in+belfast&hl=
fr&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=
KRZ7T5SeJYWQ8QOeitWvCA&ved=0CFMQsAQ&biw=1665&b
ih=816
The Mexico–USA border fence
http://en.wikipedia.org/wiki/Mexico_–_United_States_barrier
http://immigration.about.com/od/bordersportsandcustoms/i/
Fence_Issue.htm
http://www.commondreams.org/headline/2009/10/02-5
http://immigration.procon.org/view.answers.php?questionID=
000778 (pros & cons)
images :
http://www.google.fr/search?hl=fr&q=the+mexicous+border+fence&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&biw=
1665&bih=816&um=1&ie=UTF-8&tbm=isch&source=og&sa=
N&tab=wi&ei=CyJ7T67KL6jX0QXepLm7CQ
(p. 58)
Script
tapescript13-p58
WOMAN 1: If you get caught, it’s harder to get back in now than
it used to be. When I started talking to immigrants back
in 1987 they could usually get through on the fourth try.
Now it’s taking them from eleven to fourteen tries. In some
areas if they catch you more than once they prosecute. The
Department of Justice has created special prosecutors in
the US Attorney’s office to deal with repeat-crossers, and
some of them end up serving time in federal prisons.
MAN 1: I spent ten years on duty there. I guess it must have been
one of the most famous border crossings in history. Its name
even got into movies and books – everyone knew about
Checkpoint Charlie. Looking back on it now, it seems almost
surreal – a wall going across the middle of a city, separating
families, cutting streets in two, even going through buildings
sometimes. All that because of the iron curtain; because the
commies didn’t want their people to see what life was like on
the other side.
WOMAN 2: Well, I think the basic idea was to keep the two
communities apart, for their own good, you know. And
because the city had definite areas where each community
lived – almost like ghettoes really – it was relatively easy to
decide where walls could be put up to make barriers. Myself,
I think things have come to a pretty state of affairs when a
wall is put up in the interests of peace. Yes, all right, things
have improved a lot since the first walls went up, and a lot of
people want to keep them. If nothing else, they’ve become
tourist attractions. But I think if you want to stop people
hating each other, building walls is not the right way to go
about it.
MAN 2: So here we are about halfway along the wall, 60 kilometres
or so from each coast. Although there is no clear evidence
to show whether it was intended as a deterrent against
invasion or as a sort of customs barrier, most historians
now agree that it was more of a symbolic frontier than a real
one, designed to show off the power of the nation that had
conquered Britain little more than half a century before.
Corrigé
The first is the Mexico-USA border fence. What the woman says
places it in the USA (Department of Justice, US Attorney’s office,
federal).
The second is the Berlin Wall. The man mentions Checkpoint
Charlie, a wall in the middle of a city, the iron curtain, and
“commies” (i.e. communists).
The third is a Belfast Peace Wall. The two communities mentioned
are obviously the Protestants and the Catholics. The name of the
wall is referred to as well: “a wall is put up in the interests of peace”.
The fourth is Hadrian’s Wall. It is located on a fairly narrow stretch
of land (60 kms from each coast) which corresponds to northern
England/southern Scotland. The “nation that had conquered
Britain” is a reference to Rome. The date “half a century before”
refers to the Roman conquest of England which took effect in
the years following the victory over Boudicaa/Boadicea in 60 AD.
Crossing the Lines
(p. 59)
(p. 59)
Corrigé
Both men were foreign-born. They both came from well-todo families and were well-educated. Both men left their native
countries never to return although for different reasons. Both
became citizens of their adoptive countries. Both men became
famous English-speaking writers in their new countries.
Both biographies tend to prove that one of the main reasons
for people to leave, or flee from their native lands, is the search
for freedom or an attempt to escape oppression. (cf. http://
en.wikipedia.org/wiki/Joseph_Conrad & http://en.wikipedia.org/
wiki/Khaled_Hosseini)
WORDWORK
(p. 59)
Corrigé
wordfile-p59
A. The Schengen agreement allows passport-free travel
throughout 22 of the EU’s 27 member states, plus four others.
Although Denmark is a signatory of the agreement, it now wants
to reintroduce border controls. The Danes plan to rebuild manned
border stations, to implement video surveillance of cars crossing
Danish borders and to use sniffer dogs for drug searches.
The Danish government says the resumption of border checks is
needed to help prevent cross-border crime, illegal immigration,
drug trafficking and arms smuggling.
Of these, problems associated with illegal immigration are
placed at the forefront by certain right-wing politicians and
lobby groups. They say that the recent rise in break-ins is due
to the influx of Eastern European gangs. Police authorities agree
with this analysis, but the irony is that, by concentrating on
the break-ins, police have been spending less time policing the
borders and have been catching fewer human smugglers and
illegal immigrants than before. So, as more criminal elements
get into the country, the crime rate goes up even higher...
B. 1/j, 2/f, 3/g, 4/i, 5/h, 6/b, 7/c, 8/a, 9/d, 10./e.
PROJECT
(p. 59)
Cette mission vient compléter les activités actionnelles suggérées ci-dessus. Afin d’étoffer le contenu des propos échangés,
donner le temps aux élèves d’effectuer les recherches nécessaires sur les personnes ou personnages qu’ils auront choisis.
Landscape painting
(p. 60-61)
(p. 60)
Corrigé
• Both Gainsborough and Stubbs were concerned with realism:
Gainsborough’s portraits and Stubbs’s animals bear witness to
this. However, when it came to portraying the countryside and
country life as it really was, they were both affected by the fashion
of the day – the idealisation of rural life. In Gainsborough’s case,
it is obvious from the title of The Watering Place that this was an
imaginary location (otherwise he would have called it by its real
name). Artistic composition and lighting effects were what was
important. The case of Stubbs is quite different: everything nonhuman in Haymakers seems perfectly realistic and probably
painted from life, but the clean, well-dressed agricultural workers
are too good to believe. At that time, agricultural labourers were
very poor and life in the country was extremely hard. One might
compare Stubbs’s version of country life with Marie-Antoinette’s
bucolic pleasures at Trianon.
• Many 18th century English landowners went on the “Grand
Tour” which took them, among other places, to Rome. They (and
the artists of the day) were much influenced by the picturesque
nature of Classical ruins and the result was that many English
estates were endowed with topographical and architectural
features that were intended to reproduce the picturesque
“Romantic” nature of such ruins. Unlike France, where wealthy
landowners spent most of their time at court and therefore had
little interest in their country estates, English landowners lived
much of the year on their estates, entertained lavishly, and
brought about the flowering of English domestic architecture
during the Georgian era. “Improvements” that were made were
the addition of lakes, small hills, temples, trees planted at
strategic points... in order to make natural features even more
agreeable to the eye. This was by no means the same as the
Renaissance desire to control and formalise nature (as seen in
French and Italian gardens).
• Impressionism is all about painting what you see and not what
you think you ought to see: painting real light in fact. Since Turner’s
main interest was in light, it is not surprising that Impressionist
painters found inspiration in his works. Also, Turner’s brushwork
was daring, impetuous... it was the brushwork of someone who
was in a hurry to capture the moment.
• (students’ own answers)
texte sur le Romantisme.
livre du professeur
Corrigé
artfile-p.00
This movement had its roots in the 18th century and was
essentially a reaction to many of the tenets of that century (also
called the Age of Reason or the Age of Enlightenment), notably
that disciplines created by Man – such as science, mathematics
and philosophy – reigned supreme, whereas Nature was
regarded as something to be tamed and put into order. The
Romantic, on the other hand, was in awe of Nature, marvelled at
its forces and saw it as pure, regenerative and near-divine.
Nature was at the forefront of the Romantic movement. Just
as, nearly two centuries later, young people were dropping
out of society, rejecting convention and trying to “get back to
nature”, so the Romantics looked at the results of the Industrial
Revolution and saw only overcrowded cities, poverty and
degradation. In believing himself capable of all things, Man was
removing himself from his natural state and becoming alienated
from Nature. In the eyes of the Romantics, what had started off
in the Renaissance as an escape from religious oppression
and a celebration of humankind, had gone much too far. The
Romantics wanted to return to a more “natural” state, to exist
in surroundings that had not been corrupted by human hands.
This was fine in theory, but it was very tempting to help Nature
along a little bit. A landowner whose family had been used to
formal Italian gardens for three generations was not suddenly
going to let his estate become a complete wilderness. To be
fashionable, he would make it look a little wild and mysterious in
places, but he would not lose control of it.
The same was true of landscape painting in the early days of
the Romantic movement. Although some painters went out and
painted Nature without doctoring the view, others thought it
was a better idea to “improve” on Nature. An idealised vision of
Nature was often easier to sell than a completely true one.
Ateliers
Atelier 1
(p. 62-63)
(p. 62)
Script
dvdscript-p42
REBECCA: There are millions of people throughout the world in need
of protection and aid. Hi, I’m Rebecca Brayton and welcome
to watchmojo.com and today we’ll be learning more about
the world’s refugee situation and what we can do to help. So
can you explain to us: what exactly is a refugee?
RIVKA: A refugee is a person who has been forced to flee their
country, to cross a border because they are in fear of
persecution, for reasons of political opinion, religion, race,
nationality or social group.
[refugee interview]
The international community has agreed that people do have
to have this right to seek protection but, in order for it to be
real, individual countries have to allow people to come in.
People who are the victims of persecution are actually the
victims of a violation of human rights, so I think if we think
about it like that, and if we try to imagine what we would do
in a similar situation... What would you do if somebody came
knocking at your door and threatened you, what would... and
you knew that you couldn’t go to the police?
REBECCA: How does someone become a refugee?
RIVKA: For example, if you are a child in a country where children
are being forced into being child soldiers or who are open to
be kidnapped by paramilitaries to be taken off to be child
soldiers and if you try to decide or your family decides we
don’t want this to happen to our child, I think it’s impossible
for people here to imagine... How could somebody come off
and take a child of ten and take them off into the jungle and
make them into a soldier and feed them drugs so that they’ll
become compliant killers? If that family were to succeed in
fleeing, they would be refugees. Unfortunately, most people
who do need protection can’t get it, but the people who do
manage to escape, and the people who do manage to get to
another country need at least to be heard.
[refugee interview]
REBECCA: How many refugees are living in the world right now?
RIVKA: By some estimates, there are over ten million refugees
in the world. Some have been recent refugees, for example
refugees from Iraq, who in the last few years perhaps fled Iraq
to go to Syria and Jordan. Afghan refugees who have been in
Pakistan for many, many years and in Iran, another country
that we don’t think of as receiving refugees; they have close to
a million Afghan refugees that they are housing. In addition to
all these over ten million refugees, there are also many more
what we call internally displaced people: people who have not
crossed the border but who have moved to another region of
their country, have fled or have been pushed because of war
or because of persecution or because somebody wants their
land... It’s not easy these days to find a place of refuge. Often
it’s the very people that need protection that have difficulty
getting documents, that have difficulty crossing borders, that
have difficulty getting on airplanes, and what we’re saying to
people is: think about these things, think about the need for
protection and let’s be generous. Refugees are people and
people have human rights.
Corrigé (questions du manuel)
(photo 1) After the Second World War, the UN voted to
partition the territory known as Palestine into a Jewish part
and an Arab part. No Arab nation supported this partition but
pro-Jewish feeling was very strong after the Holocaust and the
state of Israel was created in 1948. Civil war had already begun
by then in Palestine and hundreds of thousands of Arabs had
already left. The war continued with the forced expulsion of
many Arabs and the killing of many others. Whether or not it
was official Israeli policy to proceed with this “ethnic cleansing”
is disputed, but the result was that about 700,000 Palestinian
Arabs either left or had to leave their homes.
(photo 2) Conflict between Muslims and Hindus in India dates
back to the 8th century. Muslim invaders took over most of
India and it was only centuries later, under British rule, that their
“occupation” was ended. When India was granted independence
in 1947, it was thought that Hindus and Moslems could not
govern together in peace (although some, like Gandhi, believed
they could). For this reason, the Moslem state of Pakistan was
created in the belief that two separate states – one Muslim
and one Hindu – was the only viable solution. Working out the
partition, however, was not easy. There was a sizeable Hindu
minority in what was to become Pakistan and millions of
Moslems were living in Hindu-dominated India. Therefore, when
the two states were established, there was a mass exodus – of
Hindus from Pakistan to India, and of Moslems from India to
Pakistan. There were uprisings, riots, massacres... Miilions of
refugees flooded across borders in search of safety.
(photo 3) The rise of the Nazi party in Germany was largely
because of its economic policies: reducing unemployment
and poverty in a country crippled by the constraints put on it
after its defeat in 1918. But the Nazis also put emphasis on
regaining self-esteem: Germans should realise that theirs was
a superior race; they had no reason to feel shame or humiliation
for what had happened in the past... The superiority of one race
implies the inferiority of another and, for the Nazis, this was
above all the Jewish race which, among other things, was
blamed for Germany’s defeat in 1918. Persecution began with
taunting in the street, slogans painted on shop windows... and
continued with laws (1933) preventing Jews from occupying
certain posts or having full citizenship rights. By the time
Kristallnacht arrived in 1938 (a series of coordinated attacks
on Jews), many thousands had already emigrated. Because
of the new laws, they were not allowed to obtain cash in
exchange for their assets and so many left Germany with very
few possessions.
a. Political opinion, religion, race, nationality or social group.
b. Human rights.
c. They may be kidnapped by paramilitaries and taken off to be
child soldiers.
d. Syria, Jordan, Pakistan, Iran.
e. “People who have not crossed the border but who have moved
to another region of their country, have fled or have been pushed
because of war or because of persecution or because somebody
wants their land.”
f. (example) She thinks countries should treat refugees with
generosity and respect because they have human rights just
like the countries’ own citizens.
dvdfile-p62
A. The international community has agreed that people do have
to have this right to seek protection but, in order for it to be real,
individual countries have to allow people to come in. People
who are the victims of persecution are actually the victims of a
violation of human rights, so I think if we think about it like that,
and if we try to imagine what we would do in a similar situation...
What would you do if somebody came knocking at your door and
threatened you, what would... and you knew that you couldn’t go
to the police?
B. 1. False. “individual countries have to allow people to come in”
2. True. “it’s impossible for people here to imagine”
3. False. “people who do manage to get to another country need
at least to be heard”
4. True. “Often it’s the very people that need protection that
have difficulty getting documents, that have difficulty crossing
borders, that have difficulty getting on airplanes”
5. True. “...let’s be generous. Refugees are people...”
C. (possible sentence)
Although almost all countries agree that it is a basic human right
to be safe in one’s own country, when this right is violated, a lot
of countries refuse to allow the victims to enter and thereby
escape persecution.
Atelier 2
(p. 63)
Corrigé
The language in the extract under study is definitely not
what could be called “standard English” in the sense that it
is sometimes faulty (= defective), sometimes colloquial (=
very informal). Sometimes the transcription indicates the
pronunciation “miles a big live oaks” instead of “miles of...” One
can pin down the accent socially, ethnically and geographically:
“them numbers” (uneducated and/or lower class), “she don’t
know it” (lower-class and/or Southern States and/or AfricanAmerican), “we one big anthill” (omission of verb: uneducated
African-American from the Southern States), “Jackson be filled
with” (use of the infinitive for present indicative: uneducated
African-American from the Southern States), “we all chatting”
(omission of the auxiliary: uneducated from the Southern States).
“This tells us that the narrator must be an uneducated AfricanAmerican from the southern states”.
Six days a week, I take the bus across the Woodrow Wilson
Bridge to (the place) where Miss Leefolt and all her white friends
live, in a neighborhood called Belhaven. Right next to Belhaven
is the city center and the state capital. The Capitol building is
really big, pretty on the outside but I have never been in it. I
wonder how much they pay to clean that place.
Down the road from Belhaven is white Woodland Hills, then
Sherwood Forest, which is an area with miles of big live oaks
with moss hanging down. Nobody lives in it yet, but it’s there
for the time in the future when white folks are ready to move
somewhere else new. Then there’s the country, out where Miss
Skeeter lives on the Longleaf cotton plantation. She doesn’t know
it, but I picked cotton out there in 1931, during the Depression,
when we didn’t have anything to eat but some cheese.
The city where the story is set is Jackson, Mississippi.
Belhaven is an apparently white and privileged, upper-class area
in Jackson, which is separated from “the colored part a town” (ll.
25-26) or “the colored neighborhood” (l. 45), an underprivileged,
working-class area inhabited by African-Americans.
The bus that is mentioned (“the number six bus”, line 29) is
filled with black maids (i.e. cleaners) who commute from their
area of residence to the wealthy area where they work every
day and return home in the evening: “maids heading home in
our white uniforms” (ll. 31-32) who “clean that place” (l. 14) and
“iron pleats” (l. 50).
The most obvious reference is to “Miss Parks” (l. 35),
namely Rosa Parks (1913-2005) who, on 1st December 1955
in Montgomery, Alabama, refused to give up her seat to make
room for a white passenger and thereby became a symbol of
resistance to racial segregation. This act of defiance made her
“the mother of the freedom movement” and sparked off the Civil
Rights movement led by Martin Luther King.
livre du professeur
The narrator is a female domestic servant. She uses the
phrase “old lady like me” to refer to herself, which would
tend to indicate that she is in her sixties. She mentions her
remembrances from 1931 and alludes to another cleaning lady
who is “seventeen years younger”. She used to be a cotton
picker (“I picked cotton out there in 1931”, ll. 21-22) and is now a
maid. She lives in the black neighborhood across the bridge and
works in the privileged, white area.
In connection with the reference to Rosa Parks (“we sit
anywhere we want to now thanks to Miss Parks”, ll. 34-35),
we can guess that the scene is set in the late fifties or early
sixties, between 1956 and 1963 anyway. The allusion to colored
hospitals is reminiscent of the segregation in public places
and the famous “Jim Crow” Laws, notably the 1942 Health Care
regulation about “segregated facilities at state charity hospital
and separate entrances at all state hospitals.” Most of these
segregation laws with a supposedly “separate but equal” status
for blacks and whites were enforced for decades and were
eventually overruled by the 1964 Civil Rights Act.
This text can be linked to the topic of this chapter insofar
as, especially in times of conflict, inequalities or recession,
some people turn to other categories or people for help, work
or freedom. Even though such relationships are sometimes
the expression of a certain kind of injustice or hypocrisy, it is
a typical way in which society works. However, what this text
also refers to is the solidarity, resilience, bravery and strongmindedness of these women.
Atelier 3
(p. 64)
Corrigé
a. On both sides of the fence, the landscape looks arid which
shows that the region is in fact a desert with very little rainfall.
There is no sign of green grass on either side.
b. The dotted line represents the Mexico-US border. What is
actually missing is the (in)famous fence that the US authorities
have been putting up for several years now to dissuade
immigrants from “crossing the line”.
c. The man on the left is Uncle Sam, in other words the US
government. The two men on the right are Mexicans who are/
were planning to enter the US in search of a job and a better life.
d. The billboards show graphs illustrating the dire state of the US
economy. They replace the fence and are intended to play the
same role: to deter would-be immigrants. And it seems to work
fine if we are to believe the Mexicans’ decision to turn back and
forget the “American dream”.
Uncle Sam explains why the charts have been put up. He
seems confident that they will play a more efficient role in
deterring the immigrants than a fence would.
The Mexicans have realised that the grass may not be that
greener on the other side, which both the landscape and the
billboards show.
The title invites those tempted by immigration to think twice
before making their move.
Atelier 4
(p. 64)
Corrigé
Quelques adresses pour aider les élèves à trouver des
informations et des arguments :
http://en.wikipedia.org/wiki/Running_Fence
http://www.christojeanneclaude.net/major_fence.shtml
http://www.google.fr/search?q=running+fence&hl=fr&prmd=i
mvns&tbm=isch&tbo=u&source=univ&sa=X&ei=6R18T_fDCq
nT0QW20qynDQ&ved=0CEAQsAQ&biw=1665&bih=816
images :
http://sfpublicpress.org/news/2010-11/decades-years-aftersonoma-running-fence-christo-still-making-art-and-waves
Confier les sites aux deux groupes pour étude préalable de
leurs contenus.
Chacun des deux groupes peut illustrer ses arguments grâce
aux images récupérées sur internet, éventuellement sous forme
de diaporama.
Atelier 5
(p. 64)
Corrigé
On peut suggérer aux élèves de consulter http://en.wikipedia.
org/wiki/Robert_Fulghum pour en savoir plus sur l’auteur de la
citation.
Nous conseillons aussi à nos collègues All I Really Need to Know
I Learned in Kindergarten (1988), recueil d’écrits dans lequel on
peut trouver de nombreux supports pour des classes allant de la
troisième à la terminale.
Cinq points pour guider la construction de l’essai :
This phrase generally implies that things are better on the
other side of the place you live in, be it a country or simply a
neighbourhood. This also implies that very often “lines” –
whether material or immaterial – divide people.
Fences are supposed to keep out those on the wrong side
of the fence, so that those on the right side won’t have to share
what they can enjoy. But what those on the “wrong” side of the
fence must realise is that if the grass is greener on the other
side it may simply be because the people living there water it,
a metaphor meaning that material happiness comes with work
and effort, and that maybe making that effort on one’s own side
of the fence where the grass is not so green might be enough
to change life there without having to cross the line. Certainly a
lesson for those immigrants tempted by the lure of the welfare
system – some might think.
water = work, even hard work; effort.
(students’s own answers)
Not really, the lesson is: if you want happiness you have to
work for it. As they say in the US, “there is no such thing as a
free meal”.
(Encourager les élèves à conclure leurs essais par des proverbes
servant de conclusion/synthèse à la problématique discutée).
Class Project
(p. 65)
Ce projet propose une réflexion sur les relations et les sentiments
que l’on peut avoir au contact d’autres cultures lorsque l’on fait
partie d’une minorité. Ce type d’expérience est assez à la mode
dans le monde entier vu le nombre de programmes télévisés qui
mettent des célébrités dans des milieux inconnus, voire hostiles,
afin de provoquer des chocs culturels et faire découvrir aux
téléspectateurs des ethnies et des cultures différentes.
Le projet consiste à préparer, jouer et filmer quatre épisodes
d’un programme télévisé montrant les difficultés de tous
ordres auxquelles on peut être confronté dans une culture
différente.
• Donner du temps aux élèves pour faire construire ce projet : ils
devront faire des recherches sur le peuple qu’ils visent, écrire le
scénario, l’apprendre par cœur pour ensuite le jouer et le filmer.
• Faire un planning de diffusion du programme pour que chaque
groupe s’organise et ait préparé son clip vidéo pour le jour prévu.
• Programmer la diffusion d’un épisode par semaine (le même
jour si possible, tel un programme télévisé), ce qui permettra
d’avoir un fil conducteur et surtout de maintenir la motivation
pendant un mois.
• Pour les confidences et réactions des participants au
programme, deux possibilités s’ouvrent à la classe : soit les
filmer avant de les projeter en classe (ce qui pourrait permettre
à des classes plus faibles d’écrire le texte et de le jouer), soit
les faire en direct (le présentateur invite sur le plateau les
participants et les interviewe en direct (ce qui permet de faire
un travail plus « authentique » avec une prise de parole sans
notes, conseillé pour des classes/élèves plus à l’aise). Cette
dernière solution permet de mettre un point final à ce travail,
le présentateur invitant tous les participants sur le plateau le
même jour donc les élèves devront ressortir leurs notes et se
remémorer les différents épisodes diffusés afin de poser des
questions et délibérer.
Mock exam
(p. 66-67)
Corrigé
a. The passage deals with the time just before the Berlin
Wall was built (August 1961) by the East German authorities
to prevent East Germans from fleeing to West Berlin in order
to escape communist rule in East Germany. (The conversation
itself must take place before 1989 since the Wall is obviously
still in place.)
b. It tells the story of an East German woman and her lover who
planned to leave East Germany just in time before the authorities
closed all borders. We gather that the woman did manage to
escape but the passage does not say whether her lover followed
her or stayed behind.
“Running Away From Home” seems to fit the passage best
because most of it tells of the story of how the woman managed
to escape. It was not just “leaving” home. “Leaving” does not
convey the idea of urgency that “running away” does.
a/b. The two characters are passengers on a plane about to
land in West Berlin. The woman escaped just before the wall went
up. She is German (note that she is smoking German cigarettes:
HB) and is almost certainly a West German citizen. The other
character is a man, the one telling the story. We don’t know much
about him from this passage. He could well be American.
c. They are going to West Berlin.
d/e. The people mentioned are the woman’s parents, East
Germans with responsible positions in the East German
Communist party. They lived in Leipzig. Stephan is the woman’s
husband, another East German working for the government.
Florian is the woman’s (“occasional”) lover, an East Berliner and
a journalist for an East German newspaper.
Other people mentioned are Florian’s daughter, Jutta, and his
former wife, another high-ranking official in the Communist party.
Before 1989, since the Wall is still standing.
a. see the answers to 3. d/e.
b. It is important to understand that the people who decided
to escape (the woman and Florian) had also decided to leave
members of their families behind, whom they were not sure ever
to see again. Also, they knew that those left behind might suffer
from their escape because of their position in the party.
a. The narrator is the man travelling on the plane with the
woman. But the woman is the narrator of the story of her escape.
b. “Someone, I sensed immediately, who had seen a great many
things she would have preferred not to have seen.”
c. The woman and Florian had become/grown “more doubtful
about the regime and the future.” They knew they had very little
time to act if they ever wanted to leave the country.
d. The woman pretended she was meeting a friend at the local
swimming-pool, and she took very few things with her. Florian
left his appartment to talk with the woman just in case the
place might be bugged. He also avoided arousing his ex-wife’s
suspicion by leaving his daughter behind after trying to make
contact with her.
a. No, because she loved her parents and she knew her
decision might hurt her father’s career.
b. “For the enemy. Who is everyone outside the Warsaw Pact and
the ‘fraternal brotherhood’ of fellow Socialist prison camps, like
Cuba, Albania, North Korea...”
c. She calls them “prison camps”.
d. Apartments were often “bugged”, i.e. there were microphones
hidden here, and telephone lines were bugged too. Also, the fact
that some people knew of places where you could cross to the
West “undetected” shows that the East-German authorities kept
a close watch on people’s movements.
a. She’s very nervous. She is chain-smoking, hoping each
cigarette will help calm her.
b. Obviously because seeing the Wall reminds her of what she
has escaped from.
c. This place refers to East-Berlin and its Wall.
d. “I can never fly over this place and not light up. It’s almost
Pavlovian.”
e. “we had spent thirty minutes bouncing through turbulence
over German Democratic Republic airspace...”
f. “brought about (as the American pilot explained) by having to
fly at just ten thousand feet over this foreign country.”
a. Maria is Florian’s ex-wife. We know that because we are told
that Florian made a last attempt to get in touch with his daughter.
b. Because she fled a few hours before the borders were sealed
and the Wall began going up. “Time was running out.”
c. “He looked ashen”: Florian was very pale because he knew he
would have to go without his daughter or stay behind.
“They’ve gone out”: Florian knew he couldn’t even say goodbye
to his daughter.
livre du professeur
Expression écrite
LV1 / LV2 (B1)
Conformément aux instructions concernant le nouveau bac ces
deux sujets concernent la compétence de narration.
LV1 (B2)
Les candidats sont ici invites à exprimer des idées personnelles,
à les défendre, à argumenter. Voir les textes officiels décrivant
cette partie de l’épreuve.
4 Living Together
Après les rêves de paysages « plus verts », après avoir traversé
les lignes, souvent au prix de grands sacrifices ou face au
danger, il s’agit maintenant d’étudier comment les échanges de
cultures sont vécus.
Pages d’ouverture
(p. 68-69)
(p. 69)
Corrigé
(picture 1) This is Canada (by elimination). This must be a
sort of commemorative mural, a tribute to Indian tribes, showing
respect for them as Native Canadians and letting them know
that their contribution to Canadian society is appreciated. (This
is brought out in the video p. 77.)
(picture 2) This is the USA. We know this from the sign on the
shop (...USA) and the slogan on the truck (America, love it or
leave it!). This is probably a street in Chinatown in one of the big
US cities.
(picture 3) This is almost certainly the UK because the girls are
wearing school uniforms, something that is much less common
in North America. This is probably the playground of an inner-city
school where there is a huge non-white and/or Moslem/Muslim
population, e.g. London, Birmingham...
(picture 4) From the St George’s cross, we know that this is the
UK. This is either a gathering of football supporters (note the red
T-shirts) or a mixture of players and supporters in the changing
rooms. Red and white are the traditional England colours and the
colours of the St George’s cross, the flag of England (not of the
UK). This flag has become associated not only with football but
with patriotism and far-right political parties.
(examples)
Picture 1: it is reassuring that Canadian society values the
contribution of Native Canadians.
Picture 2: the slogan is provocative, especially because it is
going through a district crammed with immigrants, because,
although it doesn’t mention immigrants by name (it could, after
all, apply to any US citizen), it says that if you start complaining
about anything or criticising the USA, you should leave the
country (implying, “go back where you came from”).
Picture 3: the fact that two of the girls are wearing headscarves,
denoting they are Moslem, is something that French people may
find disturbing and provocative.
Picture 4: It is unexpected to see a black English football
supporter who has no problems sporting the St George’s flag. He
considers himself as English as his friends. This image might
shock far-right racist politicians who might think a black man
has no right to identify with “Englishness” .
The Apache Girl
(p. 70-71)
(p. 70)
Corrigé
(exemple) The present day situation of Native Americans in the
USA shows many contrasts. Some Native Americans have grown
rich from tourism and from running casinos on their reservations.
Others have worked hard and managed to become integrated into
American society. However, alcoholism is widespread and there
are high unemployment rates among Native Americans, resulting
in the fact that many live on the poverty line.
The picture shows an American school bus on a dirt road in
the Arizona desert near Monument Valley, home to the Navajos.
The Apaches are one of the many tribes that make up the Navajo
Nation. The text therefore will probably be about the life of an
Apache girl in this remote region where huge distances have to
be covered to access public services.
(p. 70)
Corrigé
The two main characters are Lucinda Ridder and Agnes
Hooper. They are on a school bus coming back from the local
high school. Agnes is the bus driver. Lucinda is a student.
Lucinda always sits at the very back of the school bus
because that is where the other childrent have told her to sit.
This reveals that she has no friends as no one ever sits at the
back with her.
Lucinda is of Apache origin. The Apaches were a tribe which
managed to resist the white settlers and soldiers for a long time.
The other children on the bus reject her because of her origins.
Agnes feels sorry for the girl but she has never yet done
anything to help improve Lucinda’s integration. However, here,
for the first time, Agnes says a few kind words as Lucinda is
getting off the bus.
4 Living Together
Lucinda is obviously not happy living with her grandmother
The solitary aspect of the place and the unkempt and derelict
(cf. lines 44-48: “Agnes was struck [...] must be far worse”).
We have the feeling that Lucinda has lived an extremely
solitary and lonely life with no one to help her or to be her friend.
environment echo the inner solitude and (apparent) frailty of
the girl. The hostility of the weather echoes that of the people
she has to live with.
teamfile-p70-4
The Apache wars took place between 1851 and 1906 in the
south-western part of the United States, in New Mexico and
Arizona.
The Apaches fought against American settlers and the
United States army. They stole property and killed Mexicans and
Americans. They fought because their lands were being taken
away from them.
Cochise was an Apache leader who fought against Mexican
and American encroachment on Apache lands. He raided American
settlements and often won the battles because the Americans
were too preoccupied at the time by their own civil war and
because the Apaches had a better knowledge of the terrain. Many
people died on both sides. A peaceful treaty was negociated in the
end and Cochise died a free man on his reservation.
Geronimo was also a famous Apache leader who fought against
Mexican and American expropriation of their lands. Like Cochise
he raided their settlements and towns but, unlike Cochise, he
surrendered and died a prisoner far away from his homeland.
“Code name Geronimo” was the name initially given to the
military operation that ended in the death of Osama bin Laden in
2011. Some Native Americans disapproved of the name given to
the code as it continued to perpetuate the image of the warrior
Indian. Geronimo’s great-grandson said that the operation’s
name was “an outrageous insult”. The name was eventually
changed to “Operation Neptune Spear”.
The children reflect their parents’ perception of Indians
which results from past conflicts.
(p. 70)
Pas de corrigé type ici. Nous nous sommes placés dans la
phase 1 de l’expression écrite au baccalauréat qui vise surtout
l’expression au niveau B1 pour le premier sujet (narration) pour
aller vers le niveau B2 (argumentation) dans le second.
(p. 70)
Corrigé
teamfile-p70-1
a. Her mother is in prison, b. Her father is dead, c. Her
grandmother’s name is Catherine Yates and she is a widow.
She is of Apache origin. The white students refuse to be
friends with her because of the past violence of the Apaches in
Arizona.
Lucinda is a “scrawny, homely girl”, with “bone-thin arms”
and “thick eye-shrinking glasses”. She is not pretty.
Lucinda is of Apache descent but her family on her
father’s side was white. Lucinda does not look Indian. “Lucy’s
Indian blood had been diluted enough [...] so she didn’t look
particularly Indian.” However, the fact that she is partly white or
does not look Indian does not matter for the other children on
the bus. What counts is that she has Indian blood. Her physical
appearance (skinny with thick glasses) does not help.
lonely, slow, sad, silent, skinny.
She has never received any kindness from her family either.
teamfile-p70-2
Agnes Hooper is the school bus driver.
compassionate, sympathetic, kind, well-intentioned.
These adjectives reveal that she feels sympathy for Lucinda.
It may be that she feels this way because she herself was a
lonely girl when she was young and Lucinda is friendless.
Agnes’s point of view is expressed in both quotes.
The italics mean that the word “look” is emphasised when
said; it therefore suggests that this is what Agnes thinks or has
said at some time.
It distances the narrator from the local inhabitants whose
point of view this is.
There are no quotes in the extract which illustrate Lucinda’s
point of view. Lucinda is seen from other people’s point of view.
This reinforces her isolation.
teamfile-p70-3
a. long dirt trail, thick cloud, crooked wooden post, narrow
turnaround space,
b. The action takes place in a poor and remote rural area reached
by rough, unmade-up roads.
dismal, depressing, heartbreaking.
The place: dirty, trailing (dust), blustery, weed-clogged.
The girl: scrawny, homely, friendless, stubborn, silent, half-hearted.
Things: heavy (backpack), ungainly.
44
WORDWORK
(p. 71)
Corrigé
wordfile-p71-1a/1b
A. 1. (adj.)/g, 2. (n)./i, 3. adj.)/k, 4. (n.)/b, 5. (n.)/d, 6. (v.)/j,
7. (adj.)/c, 8. (adj.)/l, 9. (n.)/m, 10. (adv.)/f, 11. (adj.)/a, 12.
(adj.)/h, 13. (n.)/e.
B. 1. her thick, eye-shrinking glasses
2. with her bone-thin arms
3. Agnes Hooper’s supposedly food-free bus
4. they no longer bothered to tease her
5. (Agnes) was struck by the girl’s obvious reluctance to exit the
bus
6. she squinted her eyes to keep out the dust
C. 1. The yellow school bus rumbled down the long dirt trail
known as Middlemarch Road, throwing up a thick cloud of red
dust that swirled high into the air behind it.
2. Lucy finally stepped off the bus onto the weed-clogged shoulder
3. It took several moves to maneuver the ungainly bus in the
narrow turnaround that had been bulldozed into the shoulder of
the road.
4. She squinted her eyes to keep out the dust, but she didn’t
raise a hand to ward off the flying gravel and grit
livre du professeur
wordfile-p71-2
A. 1/h, 2/p, 3/g, 4/l, 5/o, 6/m, 7/c, 8/a, 9/j, 10/i, 11/r, 12/n, 13/f,
14/d, 15/e, 16/t, 17/k, 18/b, 19/q, 20/s.
B. 1. loneliness, 2. privacy, 3. emptiness, 4. quiet, 5. hopeless.
(p. 71)
Corrigé
Le cœur tendre de la conductrice du car éprouvait de la
compassion pour cette adolescente étrange et férocement
silencieuse. Après tout, ce n’était pas la faute de Lucinda Ridder
si son père était mort, si sa mère était en prison et si elle avait
elle-même été contrainte de venir vivre avec sa grand’mère
veuve, Catherine Yates, dont le propre arrière-grandpère avait
été un chef Apache célèbre. Le sang indien de Lucy avait été
relativement dilué par son grandpère et son père de telle
sorte qu’on ne détectait rien de particulièrement indien en elle.
Cependant, dans cette contrée rurale du sud-est de l’Arizona
où les événements qui avaient marqué les guerres contre les
Apaches avaient toujours de l’importance, les gens savaient qui
elle était et qui étaient ses ancêtres. Et pour/comme tout ce qui
concernait les Apaches, à quoi pouvait-on s’attendre ?
PROJECT
(p. 71)
Le but de l’activité est de faire communiquer les élèves autour de
la thématique présentée dans le texte. Si la classe est habituée à
parler en anglais en petits groupes, la communication entre les
élèves pour constituer le questionnaire s’effectuera en anglais.
Il se peut que quelques groupes parlent en anglais tandis que
d’autres, qui sont plus en difficulté, parlent en français. Cela
dépend également de la période de l’année à laquelle ce chapitre
sera étudié.
Le but du questionnaire est également de réinvestir le lexique
du texte (voir Wordwork) et de faciliter ainsi sa mémorisation.
La comparaison des questionnaires produits par chaque groupe
permet de faire une synthèse globale du travail de la classe et de
mobiliser à nouveau les savoirs lexicaux. Les questions peuvent
enfin être l’occasion d’aborder les problèmes rencontrés par les
jeunes dans leurs établissements scolaires et d’évoquer des
pistes de solutions.
Why Bother?
(p. 72)
(p. 72)
Corrigé
The cartoon is superficially about wealthy English or
American tourists in Paris who believe that “money talks”, which
removes any need for them to speak French. By extension,
the cartoonist could also be seen to be making a more general
comment on the arrogance of certain people when travelling
abroad, notably those who spend a lot of money and believe
that the local population should be grateful and make an effort
to speak the travellers’ language. Such people believe that it’s
not up to them to make any effort to speak the language of the
country they are visiting.
The question “Why bother?” can be applied to native English
speakers travelling abroad who believe that learning the language
of the countries they are visiting is a waste of time because most
of the people they encounter will speak some English.
(p. 72)
Script
tapescript14-p72
RACHEL: Has the film started yet? I want to watch that.
MOTHER: Have you finished your homework already, Rachel?
RACHEL: Yeah.
DAVID: Even the French translation you said you had to do?
RACHEL: Well... no, but it doesn’t matter. It’s the last bit of French
homework this year, and I’m going to drop French next year
anyway, so...
MOTHER: What do you mean, “drop French next year” ? You can’t
do that, can you?
RACHEL: Yeah I can if I want to. Let’s face it, I’m not exactly top of
the class in it, am I?
DAVID: That’s just because you’re lazy. You don’t take the time to
learn the vocabulary. You said so yourself.
RACHEL: Yeah, all right. But I’d be better off doing more Maths and
Science.
MOTHER: Better off? Better off for what?
RACHEL: For getting a job of course.
DAVID: As what? A nuclear scientist perhaps?
MOTHER: Don’t be silly, David. Rachel, you’re only fourteen.
RACHEL: So?
MOTHER: Well, you want to go to university later on, don’t you?
RACHEL: So you keep telling me.
MOTHER: There’s no reason why you shouldn’t.
RACHEL: Yeah, maybe.
MOTHER: So you’re years away from having to get a job.
RACHEL: That’s no reason not to be thinking about it now, is it?
You’re the one who’s always telling me to think ahead.
MOTHER: But learning another language is so important...
RACHEL: How is it important?
MOTHER: Well... Look, if you want to bring everything down to how
employable you’re going to be, look at is this way: you might
have to travel abroad a lot, even work abroad for some time.
Everything’s global these days. Speaking a foreign language
means that employers see you as as... as a bridge to new
clients or customers overseas.
DAVID: Oh come on, Mum, global business is done in English. The
whole world’s falling over backwards to learn English – the
Chinese, the Japanese, everyone... And, in Europe...
MOTHER: In Europe, there are 23 official languages, and the Union
actively encourages everyone to speak at least one foreign
language.
DAVID: Yeah, so they say, but the truth of it is that, if you actually
go to the EU offices in Brussels, I bet you find pretty much
everybody talking to each other in English, or maybe French.
MOTHER: French, yes, exactly. A lot of people speak French.
DAVID: Oh yeah? How many?
MOTHER: I don’t know. Lots.
RACHEL: Nowhere near as many as speak English though.
MOTHER: That’s not the point. Everyone should learn a foreign
language – to expand your personal horizons, to become
more rounded, more... tolerant, more... altruistic!
45
4 Living Together
RACHEL: Altru...what?
DAVID: Altruistic. It means caring about other people.
MOTHER: It means understanding other cultures, knowing how
other nations tick, understanding each other. You come
to realise that just because some people speak another
language, it doesn’t mean they can’t express the same ideas
or feelings as you can. The whole problem with Englishspeakers is that we’re too arrogant, too superior, too... too
insular...
DAVID: Especially the Americans.
MOTHER: America isn’t an island, David. You can’t be American and
insular at the same time.
DAVID: Oh, don’t be so pedantic, Mum. You know what I mean.
RACHEL: What does “pedantic” mean?
MOTHER: Speaking a foreign language also makes you more
imaginative – more open-minded. And if you’re going into
business, that’s what you’ve got to be.
RACHEL: I don’t know if I want to go into business...
DAVID: But you don’t have to speak a foreign language in order to
be imaginative and open-minded!
MOTHER: No, perhaps not, but it helps. And I read somewhere that
learning a language improves a student’s grades in other
subjects, so, if you must be pragmatic about everything, it’s
something that will look good on a university application.
DAVID: Maybe. Depends what course you want to do.
RACHEL: What does “pragmatic” mean?
Corrigé
Rachel, David and their mother are talking. Rachel is 14 years
old and she is David’s younger sister.
It is Rachel’s decision to drop French at school the following
year. Her reasons are that she isn’t good enough and she thinks
taking more Maths and Science will give her a better chance of
getting a job later on.
Her mother is shocked. David teases her.
The discussion that follows is about whether or not speaking
another language than English is important for getting a job.
Arguments for speaking another language, stated by the
mother:
– it will help you get a job;
– it improves your grades in other subjects;
– it can help you get into university;
– it expands your horizons/makes you less insular/makes you
more open-minded and imaginative;
– it makes you more altruistic/makes you understand others better.
Arguments against speaking another language, stated by David:
– all global business is done in English;
– you can be open-minded without learning a foreign language.
The young tend to think of education in terms of what will
be useful to them in getting a job whereas the older generation
is more concerned that education should build character and
improve the mind.
(p. 72)
Entraînement à la partie “argumentation/défense de ses opinions” des tâches d’expression.
46
Corrigé
Firstly, learning another language is helpful in the workplace.
Business these days knows no borders, and being in touch with
people in other countries is a crucial feature of a successful
company.
Secondly, nowadays, it is highly likely that we will regularly
meet people who speak a different language from us. Knowing
one or more foreign languages will enable us to communicate
with and learn from such people.
Finally, learning another language is important in terms of our
personal development: it gives us access to a different culture.
Even though visiting a country is a first step towards discovering
a new culture, speaking the language of that country gives
us a much deeper understanding. Each culture has different
traditions and social conventions that affect communication.
Speaking the language is crucial to understanding these.
In a world that is becoming increasingly multicultural and where
people from different horizons meet daily, not being able to
speak another language is a hindrance for both communication
and personal development.
WORDWORK
(p. 72)
Cet exercice prend la forme du compte rendu qui sera demandé
aux élèves le jour de l’examen oral, partie compréhension.
Corrigé
wordfile-p72-1a
La famille de Rachel se prépare à regarder un film. Sa mère lui
demande si elle a terminé ses devoirs et Rachel répond que
oui. Mais son frère sent qu’elle ment et lui demande si elle a
vraiment fini sa traduction de français. Rachel admet que ce
n’est pas le cas mais que cela n’a pas d’importance puisqu’elle
va abandonner l’étude du français l’année prochaine. Sa mère
s’emporte et lui dit que c’est hors de question mais Rachel
rétorque que de toute façon elle est très mauvaise en français
et que ce serait plus utile pour elle de mettre l’accent sur les
maths et les sciences.
Son frère l’accuse d’être tout simplement paresseuse et elle
reconnaît qu’elle ne fait pas l’effort d’apprendre le vocabulaire.
Rachel soutient que les maths et les sciences lui donneront
une plus grande chance de trouver un travail, mais son frère
se moque d’elle et lui demande si elle envisage d’étudier la
physique nucléaire à 14 ans. Sa mère lui dit qu’il faut déjà
penser à aller à l’université et qu’à son âge il est un peu tôt pour
s’engager dans une voie plutôt qu’une autre. Elle essaie de la
convaincre de l’importance qu’il y a à apprendre une langue
étrangère, non seulement pour voyager mais aussi pour trouver
plus facilement un emploi.
David rappelle à sa mère que le commerce international se fait
en anglais, que le monde entier tient absolument à apprendre
la langue, et que même dans l’Union européenne la plupart des
échanges se font en anglais et plus rarement en français.
La mère de Rachel argue que l’apprentissage d’une langue
étrangère a d’autres avantages et que cela contribue à
rendre les gens plus ouverts/tolérants. Elle ajoute que les
anglophones ont une tendance à l’arrogance et à se renfermer
sur eux-mêmes et qu’être polyglotte est un avantage dans
le monde des affaires. Elle termine en disant que la maîtrise
livre du professeur
d’une langue étrangère ne nuit pas sur un CV. Rachel a du mal
à suivre les arguments de sa mère car elle ne comprend pas les
mots « altruisme » et « pragmatisme ».
wordfile-p72-1b
1/a/d/e/g/h/i/
2/a/b/e/g/i/k/l.
3/a/c/d/f/g/h/(i)/k.
wordfile-p72-2
Country
Bulgaria
the Czech
Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Ireland
Italy
Latvia
Lithuania
Malta
the
Netherlands
Poland
Portugal
Romania*
Slovakia
Slovenia
Sweden
The United
Kingdom
Inhabitants
(singular)
a Bulgarian
a Czech
Inhabitants
(plural)
the Bulgarians
the Czechs
Language
spoken
Bulgarian
Czech
a Dane
an Estonian
a Finn
a Frenchman/a
Frenchwoman
a German
a Greek
a Hungarian
an Irishman,
an Irishwoman
an Italian
a Latvian
a Lithuanian
a Maltese
a Dutchman,
a Dutch woman
a Pole
a Portuguese
man/woman
a Romanian*
a Slovak
a Slovene
a Spaniard
a Swede
a Briton**
the Danes
the Estonians
the Finns
the French
Danish
Estonian
Finnish
French
the Germans
the Greeks
the Hungarians
the Irish
the Italians
the Latvians
the Lithuanians
the Maltese
the Dutch
German
Greek
Hungarian
English,
Gaelic
Italian
Latvian
Lithuanian
Maltese
Dutch
the Polish
the Portuguese
Polish
Portuguese
the Romanians*
the Slovaks
the Slovenes
the Spaniards
the Swedes
the British**
Romanian*
Slovak
Slovene
Spanish
Swedish
English
* One still finds the old spelling: Roumania, Roumanian.
** Many Britons identify themselves more as English (an
Englishman/an English woman), Scottish or Scots (a
Scotsman/a Scots woman), Welsh (a Welshman/a Welsh
woman) or Northern Irish (a Norther Irishman/Irishwoman).
a. Spain, b. Spain, c. Spain and France, d. Wales (UK), e.
Ireland and Scotland, f. Belgium.
(p. 72)
Corrigé
teamfile-p72-1
Three people are talking. Their names are Rachel, David and
the third is their mother. Rachel is 14 years old and she is David’s
younger sister.
David is Rachel’s older brother and he teases her quite a bit.
The mother seems to have a lot more influence on Rachel than
she does on David. David comes across as the most confident
because he teases Rachel, and gives fairly short and dismissive
answers to his mother.
Rachel says she wants to drop French at school next year.
Her mother disagrees with this decision because she thinks that
learning foreign languages is very important for Rachel’s future.
They are discussing the usefulness of speaking another
language, both for employment and for personal development.
Altruistic: helping others without any benefit to oneself.
Pedantic: attaching too much attention to unimportant details.
teamfile-p72-2
She thinks it would be better for her to learn more Maths and
Science.
She thinks this will be better for her employment prospects.
The mother assumes her daughter will go to university.
No she doesn’t. “So you’re years away from having to think
about a job”.
She says that her mother is always advising her to think ahead,
so she thinks that it is not too early to start thinking about a job.
Rachel is not sure she would like to go into business.
teamfile-p72-3
Because they think that speaking a foreign language will
help the company get more business abroad (“Employers see
you as a bridge to new clients abroad”).
The European Union has 23 official languages and they actively
encourage everyone to speak at least one foreign language.
It expands your personal horizons and makes you more
rounded, more tolerant, more altruistic, more open-minded and
more imaginative.
She thinks they are too arrogant and too insular.
She implies that they believe people speaking another
language cannot express the same ideas or feelings as they can.
It makes you a more employable. It makes you a more
altruistic person. It makes you more open-minded. It helps you
get better grades in other subjects.
teamfile-p72-4
“The whole world is falling over backwards to learn English.”
No, he doesn’t: “Oh come on mum, global business is done
in English.”
He thinks everyone speaks either English or French, but that
most people communicate in English.
He thinks they are too insular (a misuse of the word
“insular”). What he means is that they are very inward-looking;
they regard their own country as superior to others.
He says that everyone speaks English so it is not important
for business. He says that it is only important in certain
situations, i.e. for certain courses at university.
PRONUNCIATION
Script
1. There’s not much left, is there?
2. Where’ve you been?
3. Who do you think it was?
(p. 73)
tapescript15-p72
47
4 Living Together
4. What does it matter?
5. Why don’t you ask your father?
6. How do you know it is true?
7. What does he want you to do?
8. Where did you find that?
Corrigé
1/g, 2/e, 3/h, 4/a, 5/b, 6/c, 7/f, 8/d.
NB. When writing out the questions in full, it is impossible to “decontract” number 5.
Lasagna and Chips
(p. 73)
Script
tapescript16-p73
PRESENTER: Of all the countries in Europe, it is perhaps Britain that
has seen the greatest changes to its eating habits over the
last fifty years. Not just the food on restaurant menus, but
also what’s on the supermarket shelves and what’s being
cooked and served up in homes all over the country. With
me here is cookery writer Jacqueline Moss to tell us how and
why this has come about. So, Jacqueline, has British food
really changed so much?
JACQUELINE: Oh, yes, almost out of all recognition. You have to
remember that, back in the early sixties, most people
thought spaghetti came out of a tin, very few people would
have been able to tell you what a spring roll was, oil was
hardly ever used in cooking, and the only herb in frequent
use was parsley.
PRESENTER: So what happened to change all that?
JACQUELINE: Well, two things really. In the sixties, the economy
was doing well, people were more prosperous and more
and more of them were going abroad for their holidays – to
France, Italy, Spain and Greece mostly – where they came
into contact for the first time with genuine Mediterraneanstyle cuisine.
PRESENTER: Which they liked, I suppose?
JACQUELINE: Oh yes. And with writers like Elizabeth David
popularising it – particularly French and Italian cuisine
– a sort of food culture developed, and quite a lot of food
snobbery too. The foodies of the day were really very snooty
about what was right and what was wrong. Fortunately, you
don’t get so much of that these days.
PRESENTER: You said there were two things...
JACQUELINE: Yes, well, around the same time – the early- to midsixties – immigration began to increase quite steadily. You
began to see quite exotic things in food shops, and there
were Indian restaurants springing up all over the place...
PRESENTER: Not just Indian, surely?
JACQUELINE: No, but the Indian ones tended to be cheaper, so more
people got to taste what Indian food was like. And the British
took to Indian food like a duck to water. Did you know that
curry is now considered one of the most popular dishes
in Britain, and as far as restaurant or takeaway food is
concerned, chicken Tikka Masala is the most popular dish?
PRESENTER: Even more popular than fish and chips?
JACQUELINE: Yes. In fact, British companies even export chicken
Tikka Masala to India and Pakistan, where it supposedly
originated!
48
PRESENTER: So, does that mean that we in Britain have managed to
assimilate all sorts of international influences and produce...
well, what? A new British cuisine?
JACQUELINE: Yes and no. There is definitely an incredible interest in
cookery at all levels of society...
PRESENTER: Probably because of all those TV programmes...
JACQUELINE: Yes, certainly, that’s helped a lot. And people are
experimenting more, trying out new ideas, combining
ideas from different origins... But, on the other hand, I’m
afraid some people just haven’t quite grasped what it’s all
about. You get some really strange combinations on menus
sometimes...
PRESENTER: Like what, for example?
JACQUELINE: Well, how do you fancy lasagna and chips?
PRESENTER: Ah... yes. I see what you mean.
Help on new words
(p. 73)
Corrigé
Parsley. The French translation persil has five letters in
common.
spaghetti (NB. uncountable, invariable noun in English),
spring roll (Chinese cuisine), oil, curry (NB used as both a
countable and uncountable noun), chicken Tikka Masala (see
the explanation in the textbook), lasagna (invariable, singular or
plural, usually uncountable), chips (NB. chips UK = French fries
USA ; chips USA = crisps UK).
(p. 73)
Corrigé
Comme d’habitude, il s’agit avant tout ici d’entraîner les élèves
même si on les évalue en fin de parcours. Il est donc conseillé
de les inviter à lire les conseils, consignes et tips donnés dans
la première partie de cette page. Et comme il est question
d’entraînement, il est conseillé de pratiquer également l’entraide
en travaillant à plusieurs.
Le sujet de cette échange, qu’il convient d’identifier comme une
interview radiophonique ou télévisée, porte sur l’extraordinaire
révolution culinaire qui a eu lieu au Royaume-Uni depuis la fin
des années 1950. Ce qui est important que les élèves repèrent
concerne les causes de cette révolution, à savoir l’amélioration
du niveau de vie des Britanniques dix ans après la fin de la
Seconde guerre mondiale, l’habitude prise par les vacanciers
de voyager dans les pays méditerranéens où ils ont appris à
connaître et à apprécier d’autres façons de cuisiner et de se
nourrir, ainsi que l’influence des habitudes alimentaires des
populations immigrées, en particulier de celles en provenance
du sous-continent indien. Une compéhension plus fine sera
valorisée si il est clairement mis en avant :
– qu’une certaine forme de snobbisme s’est également
développée concernant la cuisine ;
– que les nombreux livres et émissions télévisées ont joué un
rôle important dans cette mutation ;
– que les leçons n’ont pas toujours été bien assimilées et
donnent naissance à de curieux mélanges... ;
– que de façon assez surprenante la Grande-Bretagne exporte
« sa » cuisine exotique vers les pays d’où elle est censée venir !
livre du professeur
(p. 73)
Pas de corrigé type ici, bien entendu, mais quelques éléments de
méthode pour entraîner l’élève à la seconde partie de l’épreuve
orale. Pour ce faire, nous renvoyons aux conseils déjà donnés
dans le premier chapitre.
Ici il sera question d’aider les élèves à définir la notion « d’espace
et d’échanges ». Il nous paraît utile, pour éviter l’apprentissage
par cœur de définitions de ces notions du programme, somme
toute, assez vagues et peut-être abstraites pour les élèves, de
« souffler » des exemples concrets comme nous le faisons ici
sous le n° 1. L’apprentissage et la mémorisation du contenu de la
boîte lexicale nous paraissent aussi primordiaux.
Language Corner
(p. 74-75)
Talking about who decides what
Les activités d’observation et de réflexion ont pour but d’attirer
l’attention des élèves sur l’absence de concordance des temps
et de désinences de conjugaison entraînées par un certain
nombre de verbes véhiculant l’idée d’autorité imposée à autrui.
Certains découvriront peut-être que « la troisième personne
du singulier » d’un verbe n’est pas toujours marquée par la
présence du « s ».
Corrigé
decreed.
sit.
3e personne du singulier sans « s », mais aussi absence de
concordance des temps, decreed étant au pluperfect.
Pour aider les élèves à justifier le recours à la base verbale
qui est ici l’équivalent d’un subjonctif, leur demander quel modal
ils insèreraient entre she et sit sans changer le sens de l’énoncé.
(On peut envisager should mais aussi must, ce qui donnerait
également l’occasion de rappeler la présence de must dans les
contextes passés, et les formes relevant du discours indirect,
ce qui est le cas ici.)
On pourra aussi rappeler que le fait de dire à quelqu’un de
faire quelque chose ne préjuge pas de la réalisation de l’action
ordonnée ou suggérée... d’où le recours en français au subjonctif,
mode de l’irréel, et à la base verbale en anglais : l’action n’étant
pas réalisée au moment où elle est mentionnée, l’anglais, dans
sa grande logique, ne marque aucune trace de conjugaison.
(Exercice d’expression en contexte dont le but est d’utiliser
l’équivalent du subjonctif français. Types d’énoncés possibles :)
a. The school bus rules stipulated that food be kept out of the
bus/that no food be brought on the bus, etc.
b. The US highway code requires that bus drivers turn on/flash
their warning lights whenever the bus stops.
(On en profitera pour rappeler que les automobilistes doivent
aussi s’arrêter quel que soit le sens de circulation et en aucun
cas dépasser ou croiser le car scolaire avant qu’il n’ait repris sa
route... Belle phrase en perspective... Voir exercice n° 2).
c. She could have suggested that the students be kinder to
Lucinda/stop bullying her/show compassion, etc.
d. School authorities should decree that bullying be forbidden
and severely punished.
(But : attirer l’attention des élèves sur les diverses façons de
rendre le subjonctif.)
a. The US highway code requires that drivers stop when they are
behind or meeting a school bus loading or unloading students.
b. After her mother was sentenced to jail, the court ordered that
Lucinda go and live with her grandmother.
c. The local residents had asked that a space be cleared for the
school bus to turn round in.
d. They are now fighting for the county to have the (hard)
shoulders and ditches cleaned/cleared.
e. The city council has decreed that the speed limit be limited to
15 miles an hour (mph) when driving past all schools.
f. Parents insisted/demanded that their children should not
cohabit with children of Apache descent.
g. Lucy waited for the bus to be out of sight before waving her
hand. (autre façon de traduire le subjonctif)
h. She capped her hand over her eyes/used her hand as an
eyeshade so as to keep the dust raised by the bus from getting
into her eyes.
Obligation or certainty?
Attirer l’attention des élèves pour éviter la confusion entre les
valeurs pragmatiques et épistémiques de must et have to...
sans employer ces mots barbares qu’ils rencontreront en
troisième cycle.
Corrigé
quasi certitude de l’énonciateur : had to be pure torture,
must be far worse.
obligation/nécessité : the French translation [...] you had to do
Le point de vue d’Agnes.
Oui. La nuance est faible et nous n’entrerons pas dans les
détails à ce niveau d’étude.
Rappel : l’énoncé donné en exemple pourrait être produit par
tout lecteur commentant la situation de Lucinda.
Tout, le lycée et le trajet en car pour s’y rendre, devait être
pure et simple torture pour elle.
Agnes imaginait que tout ce qui pouvait l’attendre à la maison
devait être bien pis encore.
Même la traduction de français que tu disais avoir à faire/que
selon toi tu devais faire ?
On remarque que le verbe devoir peut offrir les mêmes ambiguïtés que must et have to, ce qui n’est pas le cas de « avoir à ».
(Obligation et nécessité dans un contexte passé.)
a. She had to switch on the bus’s blinking red lights.
b. She had to remain seated in the back row.
c. She had to go and live with her grandmother.
d. The driver had to maneuver the bus to turn back.
e. She had to squint her eyes.
(Certitude. En fait nous demandons aux élèves de donner
leur avis sur des faits passés.)
a. Her grandmother’s home must have been located in a very
remote place.
4 Living Together
b. She must have been afraid of her schoolmates’ reaction if she
changed places.
c. Lucy must have felt extremely lonely.
d. The vehicle must have been old/seen better days/had a lot of
miles on the clock, etc.
e. The road must have been very narrow.
Sentences that use the be + V-ing form
But : rappeler que la forme en be + ing, dite « continue » ne sert
pas qu’à décrire des actions en cours, et qu’elle est souvent la
trace d’un commentaire laissé par l’énonciateur. L’intonation
(et la gestuelle qui accompagne l’énoncé) aident souvent à
comprendre de quelle nature est ce commentaire (colère, ironie,
humour, lassitude, etc.).
L’exemple choisi ici est enregistré, on pourra donc faire porter
l’attention sur la façon dont les choses sont dites.
Corrigé
always
Rachel à sa mère.
Parce qu’elle semble un peu excédée par le reproche
qu’on lui fait, compte tenu de ce qu’on ne cesse de lui répéter.
Sur le fait que le monde entier fait « des pieds et des mains »
pour apprendre l’anglais.
(But de l’exercice : attirer l’attention sur les diverses valeurs de
be + ing.)
a. ferme décision
b. you are : contestation ; you’re taking French : ordre
c. reproche
d. intention, projet
Describing people and things
Corrigé
bone-thin, eye-shrinking, food-free, weed-clogged, halfhearted, open-minded
bone-thin : nom + adjectif qualificatif
eye-shrinking : nom + adjectif verbal
food-free : nom + adjectif qualificatif
weed-clogged : nom + adjectif/participe passé
halfhearted : adverbe + nom + ed
open-minded : adjectif + nom + ed
le premier des deux mots complète le second.
squelettique, qui rend(ait) ses yeux minuscules, (ici) d’où la
nourriture est bannie, couvert de mauvaises herbes, hésitant/
qui manque d’enthousiasme, qui a l’esprit ouvert
(On insistera sur la souplesse et l’économie de mots dont
l’anglais fait preuve et sur la difficulté qu’il y a à traduire ces
adjectifs.)
a. Near Lucinda’s house was a shotgun-pellet-pocked road sign
(a road sign pocked with shotgun pellets).
b. Everything around her house was dust-covered (covered with
dust).
c. The whole region was constantly windswept.
d. Lucinda’s was a heart-rending story.
e. Mrs. Hooper was very kind-hearted/a very kind-hearted person.
f. You could hardly say that Lucinda’s life was problem-free.
The Changing Faces
of the US Population
(p. 76-77)
(p. 76)
Corrigé
The black population has decreased while the non-Hispanic
white population has skyrocketed. One of the reasons for this
decrease in the number of blacks is that the black middle class
has followed the white middle class to the suburbs where
houses are cheaper and schools better. The black population has
obviously been replaced by Hispanics.
The main difference in the US population is the increase
in the number of Hispanics, partly due to immigration from
Mexico. “One in six Americans are now Hispanics.” The black
population is stable. The white population, which is stable in
numbers, is decreasing in percentage (from 69 to 64%) as the
overall US population increases. The American population is no
longer a “white-black dominated” America but a “multiracial and
multicultural” one.
(exemple) It is doubtful that Americans living in areas
little affected by immigration have changed their views on the
“American identity”. However, it is clear that, in the major cities
and in other areas where immigration has brought about “visible’
changes, Americans have been forced to see themselves in
a new light: as members of a society in which certain ethnic
groups have more importance than before, and must therefore
be given their voice. This is particularly noticeable in TV series
where there is a basic cast of five or six main characters (e.g. CSI,
NCIS and all the various procedural police dramas...). Instead of
the “token blacks” of the seventies and eighties, producers now
feel bound to include a Hispanic and an Asian in the basic cast,
along with at least one African-American. To avoid being accused
of pandering to political correctness, producers have also gone
as far as including actors from other origins in their casts (e.g.
Greek in CSI Manhattan and Israeli in NCIS...).
(p. 77)
Corrigé
(exemple) Mixed marriages are not new in the USA and have
always existed. According to the extracts on the page, they are
fairly common (“14.6%” of all marriages in the USA in 2009) and
seem to be viewed as not “unnatural” .
(Cette question a pour objectif de permettre aux élèves d’illustrer
ce fait par des exemples connus du grand public et de donner
leur opinion. On peut réfléchir avec eux aux problèmes que ces
couples rencontrent avec leur famille proche ou leur entourage,
ainsi que les difficultés que de tels couples peuvent rencontrer
en France. Les problèmes évoqués peuvent également être liés
aux différences de culture, de religion.)
livre du professeur
dvdscript-p77.pdf
Rebecca: Based largely in Western Canada, the métis people
are a distinct aboriginal populace born out of relations
between Indian women and European men. This population
significantly influenced the Western expansion of the
country. Hi, I’m Rebecca Brayton and welcome to watchmojo.
com, and today in part two of our interview with Doctor John
Ralston Saul, he submits that Canadians’ identities are a
product of this aboriginal influence.
Saul: You know, I begin this book by saying that we are a métis
civilisation and, like the métis people, both physically
but also emotionally and intellectually, we’re the product
largely of an aboriginal inspiration. In effect, those of us
who came to Canada, you know, over the last four centuries,
have adapted ourselves to that reality. Well, people say
things like Canadians do this because... the climate or
because of the geography... What they’re forgetting is that
there were people doing it for thousands of years here
before that, and that, in fact, we didn’t adapt to climate
and geography, we adapted to the people who had adapted
to the climate and geography, who had figured out how
to have a non-monolithic-based nation state, how to be
egalitarian, how to have inclusion which wasn’t race-based.
So all of these things are part of what it is to be here. For
five hundred years, the Europeans and the United States
have worked on this idea of the monolithic nation state
where you say: “Well what’s an Englishman?” And then
there’s this answer. The answer is true and untrue. It’s true
because... and untrue because five hundred years were
spent banning religions, murdering minorities, banning
minority languages, coming up with the monolithic myth.
And at the end of it you can take a flag and wrap it around
your shoulders – not you, the – and say this is what it is to
be an American. If you’re some other kind of nation state,
which is what I’m describing, then you really don’t want
to be able to answer that question too easily. ‘Cos if you
can, then you’re actually lying to yourself because you’re
talking about yourself as if you were a European, US-style
nation state and I don’t think we are, and that’s really the
fabulous strength here. Since A Fair Country came out, the
response has been things like: “You know I’ve always felt
that,” “This sounds right,” or “I’ve always felt this but I didn’t
have the language.” It unlocks something in, I think, their
unconscious and they like what it says about themselves.
Now that is not a romantic statement. You know, why would
you want to hate what you think about yourself? Or why
would you want to feel inadequate when you think about
yourself? So, an explanation that makes sense and makes
you feel right about yourself has to have some kind of
truth about it. We go from 2 million aboriginals... suddenly
plummets (at) the end of the 19th entury, beginning of the
20th to 150,000. We’re back up to 1.3 million, on our way to
2 million, to where we started. And maybe more. And this
is fabulous. We’re getting a second chance to have this
central pillar of Canada rebuild itself.
Corrigé
dvdfile-p77
A. 1. Before the Europeans arrived, indigenous Canadians had
created an egalitarian state which was not based on race.
2. In Europe and the USA, the last five hundred years have been
spent creating monolithic nation states.
3. The strength of Canada lies in the fact that it is not the same
sort of state.
4. Although the aboriginal population plummeted at the end of
the 19th century, it is rising again and has already reached over
one million.
B. 1/f, 2/d, 3/e, 4/a, 5/c, 6/b.
C. 1/2/5.
(1) because Canadians are a métis civilisation.
(2) because Americans have built up a monolithic nation state.
(3) because the opposite is true: Canadians find it difficult to
talk about the subject.
PROJECT
(p. 77)
L’objectif de ce Project est avant tout de donner l’occasion aux
élèves de prendre la parole de manière active/interactive en
classe. Le thème choisi permet de réinvestir le lexique et est
l’occasion de valoriser les élèves qui ont des talents dramatiques
sans oublier bien sûr les compétences linguistiques. Ils peuvent
préparer le sketch en classe ou à la maison.
Depicting Real Life
(p. 78-79)
(p. 78)
Corrigé
• (exemples) Hogarth wanted to satirise the the way Members
of Parliament were elected in England. Although England proudly
proclaimed itself to have a parliament that represented the
people, corruption was rife and the ruling classes (= the landed
gentry) found any number of ways of retaining the privileges
of their rank, one of which they believed was the right to sit in
Parliament.
Ferris understood his market. The average American was very
patriotic and outward shows of patriotism were (and still are)
common, e.g. flying the American flag in one’s garden or over
one’s front door. It was therefore only common sense for an
artist with any business sense to paint subjects that appealed
to Americans’ sense of patriotism. The USA was still a young
nation at the beginning of the 20th century. It was still creating
its own “mythology”, establishing the legends which are the
mainstay of a great deal of patriotism (e.g. King Arthur in
England, William Tell in Switzerland...). One of these “legends”
was the first Thanksgiving, an event which may indeed have
happened, but certainly not in the form that it was transmitted
down the generations... Ferris chose to paint the “legendary”
version because that is what people believed and what people
wanted to see on their walls.
Mount was also part of a nationalist movement, but over half a
century earlier. In the middle of the 19th century, it was even
more important to establish a sort of “American-ness” that
would set American civilisation and culture on its own feet
and separate it from its European roots. This subject, showing
51
4 Living Together
harmony between Man and Nature and between different races,
was one way of showing to the world that the USA was not only a
beautiful country, but also progressive in its ideas.
• (exemples) In Hogarth’s satirical works, we expect details to
be exaggerated and stereotypical because that is often one of
the main features of satire: we are made to laugh because our
attention is drawn to something that is larger than life, ridiculous;
absurd... Here, the combination of unfortunate circumstances is
unlikely but it is that very combination that makes us laugh. For
Ferris, it was important to carry on the “legend” of Thanksgiving:
the friendly Indians, the industrious and well-meaning settlers...
The scene is a highly idealised version of the event. Somehow
we have the impression that the settlers are doing a favour
for the Indians by offering them food, giving them an example
of European customs. This is a little strange given that it was
actually the Indians’ generosity that enabled the settlers to
survive, so this ceremony should really be giving thanks to the
Indians... Mount painted an idealised version of farm life and
of racial harmony, in the hope of providing a model for the way
society should function in the New World. In doing this, he can
be no more guilty of dishonesty than Gainsborough with his
Romantic landscapes. He wanted to show beauty and harmony
and stimulate high moral feelings in those who saw his works.
PROJECT
(p. 79)
Ce projet entre naturellement dans une approche pluridisciplinaire
avec l’eventuelle participation du professeur d’arts plastiques. La
partie linguistique sera mise en avant lorsque les élèves devront
justifier ou défendre leurs choix et leurs « oeuvres ».
texte sur scenes from everyday life et history painting.
Corrigé
artfile-p.78
A. When painting scenes from everyday life or history paintings,
it can be said that there are three types of painter: firstly,
the ones who try and make their paintings look as much like
photographs as possible; secondly, those who want their
subjects to be recognisable to the viewer but impose their own
style which may take certain liberties with reality; and, finally,
those for whom their own vision of reality takes precedence
over any considerations of “photographic” accuracy.
In the first category we can find painters in practically every
century: Vermeer, Hogarth, Ford Madox Brown, Hopper... This
is hardly surprising since most people like to hang something
they can recognise on their walls. Although the techniques used
by these artists to portray reality vary widely, the end result is
always a recognisable representation of it.
In the second category, we find painters like Lowry, whose
primitive matchstick men continue to strike a chord with the
general public even though the figures could hardly be called
true representations of real people. Generally speaking, the man
in the street enjoys the primitives like Lowry, Gauguin and Henri
Rousseau – perhaps because their paintings hark back to the
way we all viewed the world when we were children – but this
is not the case when it comes to the third category of painters
52
for whom artistic vision often pushes any other considerations
into the background. No matter how passionately and coherently
a painter may defend this vision, if the viewer is looking at a
picture called “fish on a plate” and he can’t easily recognise
either a fish or a plate, the painter’s arguments collapse like a
pack of cards when confronted with the damning remark, “but it
doesn’t look anything like a fish on a plate!”
This is where the general public and art critics rarely see eye to
eye. Whereas the cognoscenti of the art world tend to gush over
depth and vision and truth and light, the big sellers on the art
reproduction websites are often works that have been slated
by the critics. For example, the most popular prints in the UK
in recent years have been reproductions of paintings by selftaught Scottish artist Jack Vettriano, often accused by highbrow
critics of pandering to popular taste.
B. 1/e, 2/c, 3/d, 4/a, 5/f, 6/b.
Ateliers
Atelier 1
(p. 80-82)
(p. 80)
Script
dvdscript-p80
VERONICA: There are more reasons for raising a child bilingually
than you may think. Hi, I’m Veronica with watchmojo.com
and today we’re speaking with Caroline Erdos, a speechlanguage pathologist from the Montreal Children’s hospital
on the dos and don’ts of raising a child learning two
languages from birth. What are the benefits of raising a child
who knows more than one language?
CAROLINE: Well, there are several cognitive advantages. So,
for example, bilingual children have been found to have
better abilities of problem-solving and ignoring irrelevant
information when they’re problem-solving. There are also
advantages later in life. For example, adults with Alzheimer:
the adults who are bilingual will tend to begin showing signs
of Alzheimer later than the monolingual individuals.
VERONICA: Do you always have to have one parent speak one
language, the other parent speak another language, and a
teacher stick to one language?
CAROLINE: One can choose the formula one wants. So it could be
one parent, one language at home – two different languages
in the home – or it could be one language in the home, one
language at day care – there are various formulas. What that
does is ensure that there’s a sufficient amount of input in
each language, so, for example, a child with whom we only
read in a language would not necessarily be exposed to
vocabulary concerning academics or sports, but if we’re
holding many conversations with that child in that language,
then we’re covering a wide range of vocabulary.
VERONICA: Will learning more than one language ever confuse your
child?
CAROLINE: No. Generally children are quite able to learn two
languages and, in fact, worldwide, there are more individuals
who are bilingual than individuals who are monolingual.
VERONICA: Now should parents worry if the child uses two
languages in one sentence?
CAROLINE: No, actually it’s quite natural phenomena for individuals
who are bilingual to use words from the other language and,
livre du professeur
in fact, children tend to do that more if they’re around adults
who they know speak both languages. And if they do that
in a context where the adults do not speak both languages,
they’re usually doing it because they don’t have the word in
one language and they’ll borrow from another language. It’s
not something to worry about.
VERONICA: Will a child who’s learning more than one language
speak later on in life than someone who’s just learning one
language?
CAROLINE: In fact, studies have looked at comparing language
milestones between bilingual children and monolingual
children and the milestones appear to be very similar. So
the babbling occurs around the same age whether the
child is monolingual or bilingual: first words, first word
combinations, sentences...
VERONICA: Are there any situations where maybe it’s not ideal to
teach your child two languages?
CAROLINE: Not that I know of. Even in the extreme case of children
who have language disorders or what we call language
impairment, those children, whether they’re bilingual or
monolingual, their language skills will look the same, so
bilingualism does not further exacerbate – even a child with
language difficulties. Of course, the child will have difficulty
learning the second language because that child had difficulty
learning a first language, but to the extent that that child can
learn one language, she can learn a second language.
VERONICA: So is it ever too late to introduce a new language for your
child?
CAROLINE: It probably is never too late but, the later a child is
introduced to a language, the less likely that child is to lose
the accent. There’s some critical age that is yet unidentified,
but beyond that age – that’s what we’re seeing in fact – one
can learn a language very well but we’ll not necessarily
master the language in terms of pronunciation.
VERONICA: As a parent, what can you do to make sure that your child
will learn both languages to the best of his or her ability?
CAROLINE: Well, they can make sure that the child is getting a
sufficient amount of input, so at least 30% of what the child
hears should be in a given language if that child is expected
to be productive in that language. They should also make
sure that the person who is speaking to the child masters the
language so that the child is getting an adequate language
model, and the exposure should be sustained – it should
not just be sporadically throughout the year; it should be as
often as possible and in a sustained continuous manner.
VERONICA: Well, thank you. It was really great having you.
CAROLINE: It’s my pleasure.
Corrigé
The jar of honey is from Canada. It is probable that the honey
is destined for the Quebecois market because of the bilingual
label (honey/miel).
The road sign is in north-west Scotland. Bilingual road signs
are common now in Scotland, particularly in the northern parts
where a larger number of people speak Gaelic.
The restaurant sign in the USA. Since Tacos (a Mexican speciality:
a filled tortilla) are now popular throughout the USA, this sign
could be almost anywhere. However, there are certainly more
restaurants specialising in tacos in the southern states, and
particularly in areas with a large Hispanic population.
Canada is the only one of the three countries mentioned that has
two official languages: English and French. Scotland’s official
language is English. Gaelic is only spoken by about 60,000
people. The USA has no federal official language, but several
states authorise official signs and the publication of official
documents in languages other than English.
Canada and Scotland have one point in common: a lot of people
are bilingual. In Scotland, this is particularly necessary for
children born to Gaelic-speakers. They will have to speak English
at school and use English throughout their lives, so they cannot
simply speak Gaelic.
a. Bilingual children have better abilities of problem-solving
and ignoring irrelevant information when they’re problemsolving. Bilingual adults show signs of Alzheimer later than the
monolingual individuals.
b. No, it is not the only way. The only requirement is to have
sufficient input of both languages.
c. (students’ own answers)
d. The questions are about children becoming confused and
using more than one language in one sentence. Neither should
cause concern for parents. (The question about bilingual
children beginning to speak later than other children could be
added to these two points.)
e. One parent, one language at home; two different languages in
the home; one language in the home, one language at day care.
(examples) Understanding more than one culture, openmindedeness, employability...
dvdfile-p80
A. 1. dos and don’ts, 2. raising a child, 3. benefits, 4. abilities, 5. signs
B. 1/F, 2/T, 3/T, 4/F, 5/F, 6/T, 7/F, 8/T.
C. Start exposing your children to both languages as early as
possible, above all in order to avoid problems of pronunciation.
Ensure there’s a sufficient amount of input in each language,
either by parents or teachers, and that this input is sustained
and continuous. Don’t worry if your children use words from two
languages in the same sentence.
Atelier 2
(p. 81)
Dans cet extrait, la barrière franchie est une barrière sociale.
Corrigé
(students’ own answers) In the novel, Eliza is the daughter of
a rich aristocrat, Jerome is one of their farmer’s sons and Ruby
is his sister.
The conversation takes place in a barn.
Given the social gap between Eliza and Jerome, she can’t
really show her feelings. An aristocrat’s daughter can’t tell a
farmer’s son that she is in love with him, especially the son of a
farmer who works for her own father.
Jerome has always had outdoor or farming activities: he
knows how to build a playhouse of straw, he has already climbed
in the ricks, milked cows and fed pigs.
Eliza has had a very different upbringing: she has learnt how
53
4 Living Together
to decant wine and knows about good wines. They sometimes
have guests for lunch or dinner, Jerome never has any.
Eliza never makes her bed, Jerome always does. Unlike Jerome,
Eliza has grown up in a very privileged environment.
She says that in order to give someone a privileged upbringing, jobs are created (implying jobs for Jerome’s family).
(first part) What they have in common is their love of books,
poetry, Harcourt Barton and the countryside
(second part: students’ own answers)
On valorisera les réponses qui montrent que les élèves ont
détecté toutes les difficultés qui pourraient empêcher le
rapprochement de Jerome et Eliza.
The book is situated in the past. (In fact it is set in 1860.)
This is obvious early on from the mention of a specific social
convention which is no longer valid: Eliza does not want to be
thought “forward” by touching Jerome. There is also the fact
that Eliza has learnt how to decant wine (no longer regarded as
a skill to be taught to young ladies!) and the fact that she talks
about “luncheon” (and not “lunch”)... Furthermore, the extract
is all about the social divide between Eliza and Jerome, which
suggests a story set at a time when upbringing and class were
more of a barrier to relationships than they are today.
The relationship between Eliza and Jerome shows that
“crossing the lines” first and then “living together” is not always
an easy task. The social divide makes it hard for them to show
their feelings and express their mutual love.
Atelier 3
(p. 82)
Ce sont deux citations qui concernent le “vivre ensemble” et les
moyens de faire tomber les barrières.
Corrigé
• http://en.wikipedia.org/wiki/Eleanor_Roosevelt
• http://www.biography.com/people/eleanor-roosevelt-9463366
Inciter les élèves à trouver d’autres citations pour éclairer
l’action de cette First Lady hors du commun :
http://www.brainyquote.com/quotes/authors/e/eleanor_roosevelt.
html
Martin Luther King’s quote is from the 1960s when he was
advocating peaceful demonstrations in the fight for Civil Rights.
The Eleanor Roosevelt quote is from 1960 in the New York Times
and could refer to internal social division or to the Cold War.
Of the two quotes, the latter is a blunt, pragmatic approach
to obtaining peace (getting people around a table to talk about
their differences), the former is a desire for brotherhood but
offers no practical advice as to how to obtain it.
(students’ own answers) Students can compare their
speaking style from various videos on the internet. The following
points could be made:
– Martin Luther King uses short sentences, rhetorical devices
and poetic images to excite his listeners.
– Eleanor Roosevelt’s sentences are more complex, her delivery less
passionate. There is more distance between her and her listeners.
(exemple) The title of the chapter is “Living Together” and the
theme is how people from different backgrounds manage to live
side by side and how certain cultures are influenced by others.
54
Atelier 4
(p. 82)
Ces propos font écho à ceux que l’on entend ou que l’on peut
lire dans un grand nombre de pays européens confrontés aux
mêmes problèmes d’intégration des immigrés. Le sujet est
« chaud » et nécessite guidage professoral et apprentissage de
la tolérance et écoute de l’autre.
Confier les tâches décrites dans les Guidelines à plusieurs
groupes afin de gagner en temps de préparation.
Atelier 5
(p. 82)
Il y a deux types de tâches d’expression écrite ici qui rappellent
celles qui sont données le jour de l’examen à la suite de l’exercice
de compréhension de l’écrit. La première, conformément aux
IO, invite les élèves à une forme de narration (niveau B1). Les
secondes aux développement d’opinons et à l’argumentation
(niveau B2).
Class Project
(p. 83)
L’atelier n° 4 aura normalement donné l’occasion d’enrichir le
vocabulaire et les idées qui permettront de mener à bien ce Class
Project. Il est bien sûr nécessaire de s’assurer que le contenu des
six documents proposés est bien saisi. Une phase de reproches
adressés à chaque locataire permettra une prise de parole et une
interaction substantielles. Cette phase aura lieu lors de la réunion
entre les sept personnages concernés. Elle sera suivie dans
chaque groupe par la rédaction des règles de vie.
L’objectif de ce Class Project est de favoriser la prise de parole en
interaction tout en valorisant les talents d’acteurs des élèves.
Les personnages sont très différents les uns des autres et ont
des personalités très marquées, ce qui devrait faciliter le choix
des élèves tout en apportant d’une touche d’humour à l’activité.
Il ne faut pas hésiter à encourager les élèves à apporter quelques
objets qui donneront plus de crédibilité aux personnages
(lunettes de soleil...).
Mock exam
(p. 84-85)
Corrigé
LVI/LV2
a. The narrator is a young woman called Arissa Illahi (l.51).
She is probably in her twenties (though no real clue is given in
the text) and she is a widow (her husband died in the World Trade
Center attack as referred to in line 78 “the husband I had kept
alive in my heart”).
b. The narrator must be a Muslim as she is wearing a hijab, the
traditional scarf worn by women in Muslim countries. She might
be from the Middle East or Pakistan in view of the way she says
what seems to be a goodbye.
(Exiger que la religion soit mentionnée et tolérer une approximation géographique quant à la nationalité.)
c. We understand that she has just lost her husband and that
she is pregnant (l. 34-35: “I leaned my protruding belly”; l. 37-39:
“I was afraid to touch my abdomen; I wanted to leave its resident
out of this”).
livre du professeur
a. The narrator is in New York City. Reasons:
– geographical references (Pier 34 [l. 31], Canal and West Street
[l. 28-29];
– reference to the subway (l. 21);
– reference to the World Trade Towers (l. 40-43).
b. No, she doesn’t live there. She lives in the mid-Hudson Valley
(l. 4).
c. She walked (“A few fallen ones [leaves][...] crackled under
my feet...” [l. 5-7]) and then took the subway to get there (“The
subway ride” [l. 21]).
d. It is a reference to the towers of the World Trade Center that
are missing from the skyline having collapsed in September. The
use of the word “wounded” tells us about the narrator’s feelings
when seeing the skyline: 9/11 is a painful memory for her as she
lost her husband in the attack.
a. It is autumn given the references to the fallen leaves (“This
year the trees of the mid-Hudson Valley were reluctant to shed
their leaves. A few fallen ones...” [l. 3-4]). The words “when fall
was about to lose its hue” (l. 1-2) and “a hint of the approaching
winter” (l. 47) specify the end of autumn.
b) It is foggy (“walls of fog” [l. 3]) and the air is cool and chilly
(“a cool breeze was blowing” [l. 46]; “the wind felt chilly” [l. 4950]).
It is early morning (“the early morning fog” [l. 44 & l. 53],
“In a few hours, it would be another normal day” [l. 53], “the
predawn quietness” [l. 55]).
The event that changed the narrator’s life is the 9/11 attack
on the World Trade Center in New York because her husband died
in one of the towers that collapsed.
Once she reached her destination, she intended to get rid of
her veil or “hijab”.
It makes us think that she is intending to commit suicide.
(exemple) I think a good alternative title would be “Turning
the Page” because, by getting rid of her veil, the woman is
getting rid of her past and the culture that she associates to her
husband; she is turning a page of her life.
“...it would be another normal day. Was there such a thing
anymore?” (l. 53-54), “it had become a constant geological
reminder of the tragedy, etched in history” (l. 59-61).
10 Yes, the weather conditions match the narrator’s feelings.
She uses the metaphor of the jet stream and the storm over
the Atlantic Ocean as a parallel of what is going on inside her: a
multitude of feelings and emotions (excitement but also fear...)
caused by the change she is about to make to her life.
11 “For a brief sickening moment, I debated on which should
go – the veil or me.”(l.47-48) (Accepter aussi : “Instead, I let it sail
down towards the depths, its grave”)
Expression écrite
Le premier des deux sujets du niveau B1 renvoie aux consignes
du nouveau baccalauréat qui proposent des sujets de narration
à ce niveau et/ou qui permettent aux élèves d’expliquer
simplement les raisons d’un choix ou certains propos.
Pour le niveau B2, les élèves ont ici un large choix entre des
sujets qui incitent à défendre une position ou à l’expliquer.
5 Under the Influence
Nous entrons dans la partie du programme culturel concernant
les « lieux et formes de pouvoir ». Le premier des deux chapitres
est consacré aux moyens utilisés pour influencer les masses.
Les médias et la publicité y ont donc une part prépondérante.
Pages d’ouverture
(p. 88-89)
(p. 89)
Corrigé
(examples) Pictures 1 and 2 are examples of billboard-style
advertising in the USA. The first one, probably at the entrance
to a shopping mall, is a deliberately “retro” evocation of the art
deco period (1920s-1930s) when advertising slogans tended
to be more blatant than today, simply because advertising was
in its infancy and did not get such a negative response as it
sometimes does today. The slogan, placed above a clock, uses
humour to get over its message.
Picture 2 shows to what extent we are surrounded – even invaded
– by advertising in our everyday lives. These billboards seem
to be at the entrance to a shopping mall, and tell motorists and
pedestrians what stores and services are available there. People
are being incited to visit specific shops and restaurants. The
billboards use the simplest possible phrases in order to get over
their messages in the most succinct and effective way possible.
Picture 3 is part of a news-stand in the UK – the part where
the celebrity magazines are on display. In true “yellow press”
tradition, headlines are huge and pictures vital. The words
in the headlines are carefully chosen for their impact on the
magazines’ readers (in this case, mainly teenage girls) and
garish colours are used to attract the eye. The magazines have
to reflect the language, interests and tastes of its readers in
order to sell copies.
Picture 4 is a TV ad for an organisation that runs workshops on
how to make money on the stock market. By using an AfricanAmerican in a business suit, the ad is obviously attempting to
55
appeal to young black males with a desire to move up the social
and financial ladder. The image of an attaché case full of money,
reminiscent of movies about spies, industrial espionage or hired
killers, suggests a world that is exciting and maybe a bit risky.
The different factors present in the images and the words are
exactly what their target audience is seeking: excitement, risk,
freedom, money...
in order to buy borrow even more to continue buying and
become trapped in a cycle of borrowing and spending. “It keeps
us hooked on a cycle of borrow and spend, with fiscal policies
dependent on mountains of debt.”
The author is trying to tell us that advertising is not only
influencing our lifestyles in a negative way but is responsible for
the economic (and environmental) problems we are facing today.
(p. 90)
The Power of Advertising
(p. 90-91)
(p. 90)
Corrigé
The picture of a hand emerging from a screen (and reaching
out as if begging for something...) symbolises what advertisers
are attempting to do on television and on the Internet, i.e. to get
the viewer/consumer to spend more money. The statistics show
the incredible amount of time spent (or wasted, some would say)
looking at – or being exposed to – advertising which is invading
our lives more and more. All this suggests that the text is going to
be about the negative side of advertising.
(p. 90)
Corrigé
Advertising is everywhere. In the movies we watch on TV, on
the internet, everywhere we look, whatever we do, be it watching
TV, working with, or surfing on the Internet, we are assailed by
unwanted commercial messages.
The people responsible for regulating the media have come
under the influence of the advertising industry. They have
concentrated their attention exclusively on revenue and profit.
“Governments, regulators and media companies tend to regard
advertising purely as a form of revenue. They have – under
pressure from an industry looking to maximise its income –
allowed it to proliferate.”
The message of advertising is that our happiness comes
from, and depends on what we buy and how much we buy. The
more we buy the happier we are or are supposed to be. “The moral
of the thousands of different stories they tell is that the only way
to secure pleasure, popularity, security, happiness or fulfilment
is through buying more; more consumption – regardless of how
much we already have.”
The first problem is the message: “the promise of
advertising is entirely empty. We now have a voluminous body
of work showing that past a certain point, there is no connection
between the volume of consumer goods a society accumulates
and the well-being of its people.”
The second problem is environmental: “our current growth in
consumption is unsustainable.”
The third problem – which is linked to the second – is economic:
“we must begin to imagine economic models that appreciate the
finite, and that do not rely on endless economic growth.”
If the message of advertising is that people need to buy in
order to be happy, then it is not surprising that we, as individuals
but also as a nation, are in debt. The people who borrow money
56
Corrigé
L’objectif de cette expression écrite est de faire réfléchir les
élèves aux limites des thèses abordées par l’auteur tout en
organisant son discours de manière claire et argumentée
(entraînement aux épreuves d’expression écrite du baccalauréat). Le lexique abordé dans les phases speak et read peut
être mobilisé à nouveau ici pour en faciliter la mémorisation
(voir les exercices proposés dans le Wordwork).
(p. 90)
Corrigé
teamfile-p90-1
Movies, schools, the Internet, clothes.
Advertising can also be found in magazines, on billboards,
on the radio, and in newspapers.
The most common television genre that people watch is
advertising.
On average, British viewers see 48 commercials every day.
33% of Australian TV time is taken up by commercials
whereas it is 40% in the US.
They tend to regard advertising purely as a form of revenue.
This suggests either that they are not convinced by the power of
advertising over young children or that they know of its power
but are much too influenced by the power of major companies.
The governments undergo major lobbying from companies in
order not to regulate commercials targeting young children and
teenagers. These companies undergo major pressure from their
stockholders who expect increasing profits every year. Without
the investment of stockholders, the companies become less
profitable.
Those who are responsible for this power of advertising are
the governments, regulators, the advertising industry, major
companies that advertise products, investors, parents, schools
that allow advertising...
teamfile-p90-2
Per day: about one hour; per week: about 7 hours; per year,
about 365 hours = more than 15 days.
Local news stations/programmes abound in the USA and
are watched by the large majority of people. In order to get the
highest possible number of viewers for their ads, it is only logical
that advertisers should choose programmes with the largest
number of viewers.
The huge amount spent targeting young consumers reflects
the influence that children have on what products are bought by
the household.
It shows that people are spending more and more time on
livre du professeur
the Internet than watching TV, and/or that TV channels can also
be watched on computer.
The more fundamental concern regarding the effects
of advertising on children relates to questions of potential
harm resulting from exposure. A variety of research findings
are relevant to this issue. Several studies, for example, have
found that parent–child conflicts occur commonly when
parents deny their children’s product purchase requests that
were precipitated by advertising. Considerable research has
examined advertising’s cumulative effect on children’s eating
habits. Studies have documented that a high percentage of
advertisements targeting children feature candy, fast foods,
and snacks and that exposure to such advertising increases
consumption of these products.
teamfile-p90-3
The moral is that the only way to be happy is by buying more
and more “regardless of how much we already have”.
Individually, advertisements are harmless and “innocent”.
They have no real power to inflence us when it comes to
buying something. The power of advertisements comes from
its cumulative, “collective”, effect. We are more likely to buy a
product if we see ads promoting it regurlarly on TV.
No. Research has proved that there is no link between our
accumulation of consumer goods and our happiness. Examples:
the experiences and relationships that give the most meaning
to our lives and are responsible for our happiness cannot be
bought (love/friendship/family...).
Banning advertising is more likely to increase our quality of
life”
a. for, b. for, c. against, d. for, e. against, f. against, g. for,
h. against.
teamfile-p90-4
Advertising is dangerous for the environment because it is
responsible for our growth in consumption and supply will soon
be unable to meet demand. “The global economy has expanded
five-fold in the last fifty years. By the end of the century [...) it
will be eighty times larger.”
They say the only way to reduce global warming is by
consuming less. Technology alone is not enough.
We spend 500,000,000,000 dollars on advertising every
year.
a./b. People are influenced by two things according to the
author: the public relations campaigns from the energy sector
and our cultural environment which encourages us to continue
buying. The PR campaigns from the energy sector give the
general public a feeling of security, a belief that we have the
power to improve the situation of global warming not by buying
less but by buying differently. This is false. The only way to stop
the problem is not by buying more energy efficient products but
by buying less.
a. The author believes that “we must pursue a way of working
that values longevity over built-in obsolescence.” In other words,
he advocates recycling and repairing.
b. (students’ own answers)
“If we want to avoid high unemployment, we need to pass on
productivity gains by giving people more free time rather than
more money.”
Contrary to the claim of free-market ideology, supply is
not a response to demand. Capitalist firms usually create the
demand for their products by various marketing techniques,
advertising tricks, and planned obsolescence. Advertising
plays an essential role in the production of consumerist demand
by inventing false “needs” and by stimulating the formation of
compulsive consumption habits, totally violating the conditions
for maintenance of planetary ecological equilibrium. The
criterion by which an authentic need is to be distinguished from
an artificial one is whether it can be expected to persist without
the benefit of advertising.
The aim of the author is to criticize/denounce/put the blame on/
condemn the power of advertising. Justin Lewis is the head of
the school of journalism, media and cultural studies at Cardiff
University. He is mainly concerned with the ways in which
public opinion can be influenced. More specifically, his research
focuses on the exploration of television as a means to construct
public opinion.
WORDWORK
(p. 91)
Corrigé
wordfile-p91-1a/1b
1. commercial free, 2. reluctant, 3. endorse, 4. devise, 5. for
all their diversity, 6. fulfilment, 7. connection, 8. well-being, 9.
evidence, 10. finite, 11. has expanded five-fold, 12. targets,
13. required, 14. beguiling, 15. is up against, 16. thereby, 17.
threatens, 18. if we are to, 19. dumping, 20. stifles.
wordfile-p91-2
A. 1/f, 2/j, 3/b, 4/i, 5/l, 6/o, 7/g, 8/c, 9/m, 10/d, 11/e, 12/t, 13/q,
14/h, 15/s, 16/r, 17/a, 18/p, 19/k, 20/n.
B. 1. headline, 2. classified ads, 3.misprint, 4. op-ed, 5. agony
column.
(p. 91)
Corrigé
Les climatologues mettent l’accent sur le fait que si nous
devons avoir des chances d’atteindre les objectifs qui
permettront d’éviter des niveaux de réchauffement climatique
catastrophiques, le recours à la seule technologie ne suffira
pas. Il faut que nous commencions par moins consommer. Les
presque 500 000 000 000 dollars que nous dépensons chaque
année en publicité, et leur refrain envoûtant, nous disent de
faire strictement le contraire. La science du climat n’est pas
seulement en butte à une campagne de relations publiques
très bien financée par des intérêts particuliers dans le secteur
de l’énergie, elle doit aussi se battre dans un environnement
culturel hostile qui ne cesse de nous pousser à ne pas nous faire
de soucis et à continuer de consommer. La publicité et la culture
qu’elle promeut, se faisant, menacent la viabilité de la vie sur la
planète.
57
One Scandal Too Many
(p. 92)
(p. 92)
Corrigé
From the photo of the newspaper we can first of all deduce that
the News of the World was a tabloid. This is shown by the large
print of the headlines and the snappy language it uses. The title
talks about a “scandal too many”: this could refer to a scandal
uncovered by News of the World, but the headline of the bottom
newspaper is “Thank you and Goodbye”, from which we can
deduce that the scandal affected the newspaper itself.
The top newspaper headline gives a clue as to what the scandal
was about. Indeed, the News of the World was found to have
hacked into a number of celebrities’ and personalities’ phones,
including the murdered Milly Dowler, over a number of years.
Such activities were deemed criminal offences by the courts
and the newspaper was forced to cease publication.
(p. 92)
Script
tapescript17-p92
MAN: The News of the World phone-hacking scandal broke in
2011. It doesn’t matter much now who was involved, what
was overheard or what the paper published as a result – it’s
a question of principle. Yes, OK, people were hurt, private
messages became public property, all sorts of sordid little
secrets came out of the closet and a lot of dirty linen was
washed in public, but that’s all water under the bridge. What
really matters is that it finally put an end to a grubby little
tabloid that appealed to the basest of human instincts. The
News of the World was what many people thought to be one
of worst manifestations of the ruthlessness and corruption
of the media empire owned by Rupert Murdoch. But,
although the paper has disappeared from the news-stands,
it can hardly be said that the Murdoch empire has crumbled
because of it. In fact, it seems to be thriving. So, the question
is, what can be done to curb the power of this media empire?
Does the press in this country have too much power? With
me here is Jacqueline Bradshaw, a lawyer specialising in
media issues. Jacqueline, what’s your take on this?
WOMAN: Well, I think you have to make a distinction here between
the power of the press and the power of the Murdoch empire.
The minute you start talking about curbing the power of the
press you are talking about regulating the freedom of the
press, the freedom of journalists to investigate, to protect
their sources... You’re attacking freedom of speech, freedom
of opinion...
MAN: But when you look at what they print these days – the
most ridiculous allegations... The News of the World scandal
doesn’t seem to have had much effect.
WOMAN: Of course not, because, even if the media giants get taken
to court for libel, the damages they have to pay out are just
another business cost. They can afford it. And people pay for
this sort of journalism. The readership figures prove it.
MAN: OK, so we get the press we deserve. But if that press is
corrupt, dishonest, unlawful... what do we do about it?
58
Nothing? Do we go to the courts, do we get our politicians to
take some action? Politicians got involved in the News of the
World case, didn’t they?
WOMAN: Yes, and that’s one possible course of action, of course.
MAN: Well, if you agree to that, then you agree to curbing the
power of the press.
WOMAN: Not at all. If a media company grows too powerful, that
generally means the press is not powerful enough. The
media company allows no room for points of view other than
its own; it allies itself with a political party in exchange for
favours and, of course, more power. But that is not the same
power as the “power of the press”: a powerful press is built
on vigorous debate, it allows new voices to emerge and new
points of view to be heard. The more diverse the press is, the
more powerful it becomes.
MAN: So what you’re saying is, paradoxically, if we want the
media giants to have less power, the press in general should
become more powerful.
WOMAN: If you like, yes.
MAN: But how can we clamp down on media empires and yet give
the press more power? Stricter regulation wouldn’t seem to
be the answer.
WOMAN: Absolutely not, especially with regard to libel laws, which
is what a lot of people are asking for. What they don’t seem
to realise is that restrictions on free speech won’t have much
effect on people like Murdoch. The ones who will suffer will
be people like bloggers on the Internet, children complaining
about their head teachers... The Murdochs of this world will
simply pay their fines and stay in business.
MAN: But the News of the World didn’t stay in business.
WOMAN: No, but that wasn’t because of any restriction on free
speech or because of the hundreds of thousands paid out in
libel damages over the years. The paper had been involved in
criminal activity. That’s not the same thing at all.
Corrigé
The two people talking are Jacqueline Bradshaw and a male
interviewer. Jacqueline Bradshaw is a lawyer who specialises in
media issues.
The News of the World was a tabloid, characterised by the
interviewer as “grubby” and appealing to the basest of human
instincts. It was involved in a phone hacking scandal that broke
in 2011. We learn that a lot of people were hurt and that hidden
secrets were uncovered. We also learn that politicians got
involved and that the hacking was deemed a criminal activity.
The woman compares the power of the press with the power
of the Murdoch Empire.
The power of the Murdoch Empire restricts the power of the
press because it allows no room for opinions other than its own;
in other words it restricts journalists’ freedom of speech.
The power of the press is much more important for democracy
because it tolerates many different opinions and criticism. This
in turn leads to debate and prevents a particular political party’s
views becoming dominant.
The power of the media is very difficult to regulate because it
is a huge money-making business. This means that it can afford
to pay fines if it gets taken to court for libel. It also means that
livre du professeur
it can ally itself to political parties in exchange for favours and
even more power.
(p. 92)
Corrigé
(exemple) The freedom of the press is one of the landmarks of
modern democracy. Without a press free to criticise politicians,
a country can rapidly descend into dictatorship. In this sense
the press can never be powerful enough if it is to keep influential
people in check and accountable for their actions.
However, there is another sense in which I think that the press is
too powerful. This is in the way it changes the cultural landscape
of a country. It is most notable with the abundance of tabloids
that have directly contributed to and probably caused our shift
to a consumer society obsessed with image and frivolous
values. It has been argued that this is due more to the power of
the media companies that own the tabloids, but I think that there
is another important aspect which is the lack of restrictions
that journalists enjoy when writing about people’s private lives.
One is never immune from being talked about in the press and
the consequences can be disastrous. For instance, a photo of
the alleged murderer of Joanna Yates was published in many
newspapers before he was eventually found innocent. Here
there was no respect by the press of a man’s right to remain
innocent until proven guilty.
I think that the problem of talking about the power of the press
is that we often have an idea of a good and righteous press.
However, in some cases the chief concern of the press is not to
save democracy but simply to sell newspapers.
WORDWORK
(p. 92)
Corrigé
wordfile-p92-1a/1b
1/j, 2/h, 3/m, 4/n, 5/o, 6/l, 7/k, 8/e, 9/b, 10/f, 11/i, 12/c, 13/a,
14/g, 15/d.
wordfile-p92-2
Types of publication: 1/c, 2/e, 3/a, 4/d, 5/b.
The contents: 1/c, 2/e, 3/k, 4/a, 5/h, 6/g, 7/j, 8/b, 9/i, 10/d.
Miscellaneous: 1/e, 2/h, 3/a, 4/c, 5/b, 6/i, 7/d, 8/g, 9/j, 10/f.
(p. 92)
Corrigé
teamfile-p92-1
The News of the World.
The scandal was about journalists using phone hacking.
2011.
a/iii, b/iv, c/i, d/ii.
a. People’s feelings were hurt.
b. The general public came to know the content of messages that
were not meant for their eyes.
c. Secrets were revealed.
d. What should have remained a private problem became public
knowledge.
He says it didn’t stay in business. The woman explains that
this was because it was involved in criminal activity.
teamfile-p92-2
The News of the World was a tabloid.
Grubby.
The man says it appealed to humans’ basest instincts.
We can deduce that its readers were voyeuristic and only too
delighted to read about other people’s misfortunes.
The paper was owned by Rupert Murdoch’s media empire
(News International).
The two nouns used to qualify it are “ruthlessness” and
“corruption”.
It no longer exists.
teamfile-p92-3
Two words used to describe media companies are “ruthless”
and “corrupt”. This shows that these companies set out to make
as much money as possible, even if it entails using sketchy
methods.
They are often taken to court for libel.
They have to pay damages.
They are not affected by the fines because they are very rich.
The readership proves how successful they are.
Corrupt, dishonest and unlawful.
The woman says media companies are too powerful because
the press is not powerful enough.
a. They allow no room for points of view.
b. They ally themselves with political parties in exchange for
favours.
teamfile-p92-4
The freedoms she mentions are the freedom of the press,
the freedom of journalists to investigate and to protect their
sources, as well as the freedom of speech and of opinion.
The press are not powerful enough because the media
companies are too powerful.
The press can become more powerful if it becomes more
diverse. This can be achieved by restricting the power of the
media companies.
The three benefits she cites are: vigorous debate, allowing
new voices to emerge and allowing new points of view to be
heard.
The man doesn’t think that stricter regulation would be the
answer to restrict the power of the media companies.
Yes, the woman agrees with the man. She says “absolutely
not”.
The woman says that bloggers on the Internet and children
complaining about their headteachers will be the ones to suffer
from stricter regulations.
PRONUNCIATION
(p. 92)
Corrigé
blogger, company, favour, freedom, human, hundred, journalist,
manifestation*, overheard, politician*, power, property,
question*, ridiculous, stricter, thousand*.
* Linguists (and dictionaries) will say that there is no schwa in
these words in standard English (although there is in certain
59
regional variations). However, when correcting pronunciation of
the final syllable of these words and words like them, it is useful
to insist on replacing the incorrect sound by a schwa.
Deciding What To Print
(p. 93)
Script
tapescript19-p93
SUSAN: Ben Croyden is the leader of one of the main journalists’
unions and he’s with us here tonight to talk about problems
his profession faces with regard to freedom of expression,
in light of the much-publicised Tommy Smith case. Good
evening, Ben.
BEN: Hi.
SUSAN: So, can you tell us a bit about the case, Ben?
BEN: Well, Tommy Smith was suspended last week for attempting
to disclose information about a government bill that is soon
to be put before Parliament.
SUSAN: Sorry, but what’s the problem with that? If it’s going to be
put before Parliament, everyone’s going to know what’s in it.
BEN: Yes, but not yet. It’s still being drafted, and it concerns a
very sensitive issue – nuclear energy – so until the final
wording is decided on, it’s all very hush-hush.
SUSAN: So the government stepped in?
BEN: Yes. They put pressure on Tommy’s editor, and Tommy’s
article never appeared.
SUSAN: What sort of pressure are we talking about?
BEN: In this case, withdrawal of funds. Tommy’s paper supports
the government and, in return, gets funds from them. So...
SUSAN: So if the paper prints something against the government,
no more funds.
BEN: Exactly.
SUSAN: Would you say that this often happens?
BEN: More than you might think. It’s not just pressure from
the establishment, either. What keeps a lot of papers up
and running is advertising, so you can’t afford to upset
your advertisers. You might find yourself having to hold
a story just because it says something bad about your
biggest advertiser. If you run the story you could risk losing
thousands – hundreds of thousands.
SUSAN: So what can be done in cases like that?
BEN: Not a great deal. It’s all very well to say that editors should
choose their news stories only on their merits, but there
are a lot of very ruthless and determined people out there...
You’d do well not to get in their way.
SUSAN: Is there anything journalists can do to avoid being
pressurised?
BEN: The most important thing – if, that is, you want to be a
serious journalist – is to make sure people know you won’t
give in to pressure. Always refuse gifts and say no to any
sort of freebie, like tickets to a show or a weekend in Paris.
If it gets about that you can be bought off for writing or
not writing something, then not only are you going to get
pressured from all directions, but you’ll probably end up
working for the gutter press, or not working at all.
SUSAN: What about dealing with one’s own personal convictions?
Don’t they threaten unbiased reporting as much as any
outside pressure?
60
BEN: It’s true, some journalists come under pressure from their
own strong beliefs. It can be very tempting to be selective
about what you report, but that would be totally unethical. You
can’t censor the news just to please yourself or anyone else.
SUSAN: And yet this, apparently, is what the government did in the
Tommy Smith case.
BEN: Yes, it did.
SUSAN: Thank you, Ben. And now...
(p. 93)
Corrigé
(exemple)
Une femme interviewe Ben Croyden, le leader d’un des principaux
syndicats de journalistes, au sujet de la liberté d’expression,
suite à la très médiatisée affaire impliquant Tommy Smith.
Ce dernier fut suspendu pour avoir voulu révéler des informations
sur un projet de loi sur l’énergie nucléaire. Or, jusqu’à ce qu’il soit
examiné au Parlement, il est top secret ; d’où l’intervention du
gouvernement qui a fait pression sur l’éditeur de Tommy.
En fait le journal en question soutient le parti au pouvoir ; par
retour, il reçoit un financement que le gouvernement a menacé
de retirer si jamais le journal publie les révélations de Tommy.
Ce genre de procédé n’est pas inhabituel et il ne provient pas
uniquement de pressions des hautes autorités de l’Etat, mais
également d’agences de publicité qui sont souvent la principale
source de financement des médias. Ainsi un journal ne peut
se permettre de publier une information portant atteinte à la
réputation de leur financeur majoritaire.
Ben Croydon rappelle que l’on ne peut pas faire grand-chose
dans ce genre de cas, bien que les éditeurs devraient pouvoir
choisir librement leurs sujets sur des critères objectifs, tel que
l’intérêt qu’ils présentent. Pour éviter de subir des pressions,
un journaliste sérieux se doit de clamer haut et fort qu’il ne
cédera pas à la pression. Ainsi Ben Croydon conseille de refuser
tout type de cadeau car cela peut être un moyen d’acheter le
journaliste, et si la nouvelle se répand qu’un journaliste cède à
ce genre de tentation, il pourrait ne plus travailler que pour la
presse à scandale, ou ne plus travailler du tout.
Que dire des convictions personnelles ? Ne menacent-elles
pas l’objectivité du journaliste au même titre que les pressions
diverses que ce dernier peut subir ? Certains journalistes peuvent
être tentés de n’écrire que des papiers véhiculant leurs idées,
mais ceci traduirait un manque évident d’éthique ; manquement
que le gouvernement a eu dans le cas de Tommy Smith.
Language Corner
(p. 94-95)
Translating devoir
Nous souhaitons attirer l’attention sur les nombreuses
traductions possibles du verbe « devoir ». On pourra ajouter à
la réflexion l’emploi lexical (devoir + COD) qui n’apparaît pas ici
dans les énoncés tirés de l’article p. 90.
Corrigé
if we are to meet : convenance, chances que quelque
chose se fasse
livre du professeur
we must begin : obligation
climate science has to contend with : nécessité
we need to pass : besoin, nécessité
La valeur lexicale est absente de ces exemples (devoir
quelque chose = owe). La valeur d’obligation que l’on trouve
dans certains emplois de is to est également absente, tout
comme celle où is to exprime un arrêt du destin, tous emplois
qui se traduisent par « devoir ».
Are to dans le premier exemple véhicule l’idée d’obligation
(ce que l’on est censé faire pour des raisons de règlement, de
loi, etc.). Owe dans le second exemple contient la valeur lexicale
de devoir ou sens de dette.
• Si nous devons avoir des chances d’atteindre les objectifs
qui permettront d’éviter des niveaux de réchauffement
climatique catastrophiques...
• Nous devons (il nous faut) commencer par consommer moins.
• (La climatologie) doit faire face à un environnement culturel
hostile qui nous incite continuellement à ne pas nous faire de
souci et à continuer de consommer.
• Si nous voulons éviter de très haut taux de chômage nous
devons renoncer aux gains de productivité en donnant aux gens
davantage de temps libre plutôt que davantage d’argent.
Remarque pour attirer l’attention des élèves sur l’origine du
sens du modal ought to (obligation morale).
1. a : devoir quelque chose. Don’t forget you still owe me £45.
b. être dans l’obligation de. If we had to choose, we would leave
the euro zone.
c. obligation absolue. You really must reduce your deficit.
d. nécessité. We really have to give this problem our full attention.
e. arrêt du destin. He was to end up penniless; it was inevitable.
f. question sur ce qu’il convient de faire. And what are we to do now?
g. obligation. Must I really reveal who my sources are to avoid
going to jail?
h. destinée. Turkey is to join the EU sooner or later.
Different meanings of “is to”, “are to”, etc.
Groupe verbal d’emploi fréquent et aux multiples sens sur lequel
on n’insiste pas toujours assez pour éviter (ou créer !) les
ambiguïtés, et les contresens.
Corrigé
• if we are to meet the targets required to avoid catastrophic
levels of global warming = éventualité et/ou idée de destinée,
ambiguïté que le verbe devoir ne lève pas non plus en français.
Si nous devons avoir des chances d’atteindre les objectifs qui
permettront d’éviter des niveaux de réchauffement climatique
catastrophiques
• What are we to do if newspapers also engage in criminal
activities? = demande de conseil (concernant ce qu’il convient
de faire)
Que devons-nous faire (sommes-nous censés faire) si les
journaux eux aussi s’engagent dans des activités illégales ?
• As a child prodigy he was the darling of the media, and yet
he was to die in poverty at the age of 35. = idée de destinée.
Enfant prodige, il était le chouchou des médias, et cependant il
devait mourir dans le dénuement à l’âge de 35 ans.
• You are not to disclose your sources! = ordre/interdiction,
rappel au devoir ou au règlement.
Vous ne devez pas (vous n’êtes pas censés, supposés) révéler
vos sources !
• I was to be promoted to editor when they decided to put the
magazine to sleep. = événement prévu, voire convenu.
Je devais être promu au rang de rédacteur en chef quand ils ont
décidé de cesser la publication du magazine.
• I should have seen it coming. But how was I to know? =
demande de conseil.
J’aurais dû voir cela venir. Mais comment aurais-je pu savoir/
étais-je censé savoir ? (Noter le passage au verbe « pouvoir » ici.)
• What am I to do now? = demande de conseil (concernant ce
qu’il convient de faire)
Que dois-je/suis-je censé faire maintenant ?
a. What are we to do with the gutter press?
b. You’re not to leave this rag within reach of the children.
c. If we are to make laws to limit the excesses of the gutter
press, we have to do it/act now!
d. The News of the World was to disappear.
e. I am to go on assignment to Africa next month.
Using the word “what”
Corrigé
adjectif quantifieur : What truth there might have been in their
articles was always questionable.
pronom interrogatif : what can be done to curb the power of this
media empire?
adjectif exclamatif : What a dirty rag the News of the World was!
adjectif interrogatif : What sort of scandal are we dealing with here?
pronom relatif (= ce qui, ce que, ce dont) : When you look at what
they print these days
• It doesn’t matter much now who was involved, what was
overheard or what the paper published as a result (ce qui fut
(illégalement) entendu, ce que le journal a publié)
• The News of the World was what many people thought to be one
of worst manifestations of the ruthlessness and corruption of
the media empire owned by Rupert Murdoch (ce que beaucoup
pensaient être l’une des plus odieuses manifestations...)
• So what you’re saying is, paradoxically, if we want the media
giants to have less power, (ce que vous suggérez...)
• Absolutely not, especially with regard to libel laws, which* is
what a lot of people are asking for. (ce qui est ce que beaucoup
de gens demandent...)
• What they don’t seem to realise is that restrictions on free
speech won’t have much effect on people like Murdoch. (ce dont
ils ne semblent pas être conscients...)
* en profiter pour rappeler la différence entre which et what ici.
a. But if the press is corrupt, what can we do/do we do/are
we to do about it?
61
b. Laws that punish libel, that’s what people want.
c. But what journalist worthy of the name would agree to work
for such a rag?
d. I wouldn’t spend a single cent of what little I have to buy such
a magazine!
e. What a terrible rag/paper this tabloid is!
The more... the more...
Structure à bien maîtriser pour avancer des arguments.
Corrigé
[the more (adverbe) + adjectif + sujet + verbe] x 2
plus la presse est diverse/plus diverse est la presse
The less diverse the press is, the less powerful it becomes.
The less free the press is, the weaker it becomes. The freer
the press is, the stronger it becomes.
a. The cheaper newspapers are, the more numerous the
readership is.
b. The more expensive newspapers are, the fewer readers there are.
c. The more we consume, the more we pollute.
d. The faster consumption grows, the warmer the climate gets.
e. The less we repair and recycle, the more we waste.
(exemples)
a. Advertisers want us to believe that the more we buy, the
happier/the more fulfilled we will feel.
b. The less advertising we allow, the less tempted people will be
to consume.
c. The sooner we start, the better off the planet will be.
d. The less we rely on growth, the more chances mankind has
to survive.
How It Used To Be
(p. 96-97)
(p. 96)
Corrigé
Voir tableau ci-dessous.
The first advertisement dates back to the early sixties
(judging by the woman’s hairstyle and makeup, and the design
of the product itself). It was aimed both at women who believed
that “the best way to a man’s heart was through his stomach”
as well as at men who were looking for a Christmas present for
their wives.
The second ad (on the right) dates back to the fifties (again, this
is obvious by the hairstyle and make-up) and is probably aimed
at women who were looking for ways to make their lives easier.
A new type of screw-top bottle was apparently much easier to
unscrew than previous models. However, this ad should not
be taken at face value alone. There may well have been many
helpless women who would ask a man to open a bottle of
ketchup for them, but there were just as many who would have
laughed at the ad and laughed at themselves too (which was
what the advertisers probably intended).
The third ad dates back to the post-war period (from the
hairstyle, clothes and shoes, and the fact that it is in black
and white...). It is aimed at women who spend their days doing
the housework and feel tired out at the end of it. Interestingly
enough, the advertiser obviously thinks that such women will
be more likely to buy the product if they believe that it will not
only give them energy but will earn them the admiration and
appreciation of men.
The women portrayed here are all housewives and conform
to the gender roles that society expected them to play at the
time: being perfect mothers and wives.
The overall
composition
The product
The person /people portrayed
The copy
A colour photo
A food mixer/
blender
A couple. They are smiling/look happy. They
are in the kitchen and seem to be excited
about their new purchase: the food mixer that
is in the foreground.
The copy is an exclamation supposedly uttered by
the man or simply expressing a man’s point of view. It
illustrates what the role of women was considered to
be at the time: that of a housewife who was expected
to stay at home, look after the children and cook.
However, since this ad only dates back to the 60s, it is
likely that it is somewhat tongue in cheek.
A close-up
Tomato juice/
ketchup
A woman is holding a bottle of tomato juice/
ketchup. From the expression on her face
we deduce that she is both surprised and
delighted.
The copy is a question with the word “woman”
underlined emphasizing the woman’s disbelief. As in
the previous ad, there is a definite association between
the kitchen and women. The copy also refers to women
being weak: thanks to a new screw top, women will
be able to open this bottle of tomato juice/ketchup all
alone without their husband’s help!
A man is standing with his arm around his
wife. They are smiling and seem to be in love
with each other. The man is wearing a suit, the
woman is wearing a dress and an apron and is
holding a feather duster: the very incarnation
of the perfect housewife. She’s pretty and
elegant, but nonetheless she seems to accept
her role of doing all the chores in the house.
The copy is the sentence said by the man in the photo
and the words spoken in the comic strip. What attracts
the reader is the paradox expressed by the man in the
photo. After all, how can it be that the harder you work,
the more attractive you look? Once the sentence has
attracted the reader’s attention, the reader wants to
know the answer and goes on to read the comic strip.
A black and
Kellogg’s pep:
white ad made a breakfast
up of a photo cereal
and a comic
strip
62
livre du professeur
However, in almost all Western countries and some Eastern ones,
thanks to the feminist movement, women are now regarded as
equal to men in most people’s minds and in the eyes of the law
(even if equality has not been achieved in all areas, such as
in the workplace). Whereas, previously, they were portrayed
in a limited number of stereotypical roles (the housewife and
mother, the glamorous femme fatale...) they are now shown in
many different roles: at work, at home, playing sport... Men and
women no longer live in two completely different spheres.
(p. 97)
Corrigé
Picture 1: Chesterfield cigarettes are being advertised by
film star Ronald Reagan who later became the 40th president of
the USA (1980-1988).
Picture 2 is an ad for a fizzy soft drink “Seven-Up”.
Both pictures are very shocking today. The first one is
advertising a product that is now regarded as extremely
dangerous to one’s health and current wisdom has it that one
should not advertise anything harmful. Naturally, when the ad
was published, the link between smoking and various serious
diseases was either not known or deliberately ignored. It is all
the more shocking since the cigarettes are advertised as being
the perfect Christmas present.
The second picture is shocking in its own way because the bottle
of “Seven-Up” has replaced the milk bottle: the baby is drinking a
fizzy soft drink which certainly isn’t the best thing for a baby to
drink because soft drinks have no nourishing properties, have a
high sugar content and can damage his/her health.
Essayer de faire trouver différents domaines dans lesquels
il faut être vigilant concernant l’éthique (racisme, égalité
hommes-femmes, le handicap, la santé, les enfants et leur
utilisation médiatique...). Faire trouver des arguments et
éventuellement faire débattre sur la question suivante : dans un
pays où la liberté est un des fondements principaux, est-il juste
de faire de la censure et d’interdire des publicités ?
dvdscript-p97.pdf
REBECCA: Advertising permeates our everyday life in expected and
unexpected ways and, as a result, has an immense effect
on our culture. Hi, I’m Rebecca Brayton and welcome to
watchmojo.com and today we’re speaking with Terry O’Reilly
who is aiming to educate the public on how advertising
decisions are made. The Age of Persuasion, How Marketing
Ate Our Culture: that seems pretty self-explanatory but why
don’t you tell us more about the premise of the book?
TERRY: When Mike Tennant and I pitched the idea to the CBC as
a radio show first, we said this: “We want to create a radio
show about advertising because we think there’s never been
more advertising in the world than right now.” There’s ads on
NASA rockets, there’s ads inside golf holes, there’s now ads
on condoms. So once you hit that, I think you can safely say
that advertising is ubiquitous. So, because people are so
surrounded by advertising, we said, “Why not create a show
and then a book and bring people inside the advertising
process, bring them inside advertising agencies, to the
boardrooms where decisions are made so you can see how
they’re made and why they’re made. Bring them inside
creative departments and see how ideas are created and
then bring listeners and readers inside recording studios
and inside film shoots so they can see how commercials are
put together.”
REBECCA: When did the age of persuasion begin?
TERRY: That’s a good question. I would say the dawn of modern
marketing began when railways first appeared, because
then suddenly manufacturers could ship their goods to
everywhere in the country, where they could not do that
before with that kind of efficiency. Then the next beat was
the morse code, believe it or not. That when manufacturers
could ship their goods, they now could, via morse code, send
advertising copy to different cities to be put in newspapers.
The next beat was radio. Radio was the first time you could
actually talk to an entire country with a human voice. So that
was really those three beats (that) led to modern marketing.
After that, of course, came television and magazines and all
sorts of things, but those were the three essential beats.
REBECCA: What effect have marketing and advertising had on
modern culture?
TERRY: The conservative estimate is that we see 300 ads a day –
that’s conservative. And then the outside is probably a few
thousand ads a day. So if you’re being exposed to that much
commercial imagery and messages it has to affect your
life. So, the way we talk in many ways has been affected by
advertising; the way, you know, what you aspire, what you
wear, the way you look. So really almost... You know, the
television we watch is affected by advertising because, even
the way – you think about this – even the way a television
show is scripted, it’s scripted in a way that it knows that it
has commercial breaks. So the writers have to write knowing
there’s a commercial break coming, and knowing they’re
going to lose their market or their viewers for another two
minutes, then come back. So even the way television shows
are scripted is affected by advertising. So it is literally
everywhere.
Corrigé
dvdfile-p97
/b, /a/d
a. railways, b. the morse code, c. radio.
(possible answer) Television shows are scripted to take
account of commercial breaks. Scriptwriters know that for two
minutes they will lose their viewers and then get them back
again.
1/e, 2/d, 3/a, 4/b, 5/c.
PROJECT
(p. 97)
En anticipation à ce projet, on peut envisager de faire la question
Speak 3 afin que les élèves aient déjà réfléchi aux problèmes
d’éthique posés par la publicité.
63
Art and the Consumer Society
(p. 98-99)
(p. 99)
Corrigé
• (exemples d’amorces) The one I like best is the one by...
My favourite work of art shown here is... The one I find the most
striking is...
Pour les quatre œuvres, on attendra les éléments suivants dans
les descriptions des élèves :
• All four works of art feature consumer goods, things that
are part of people’s everyday lives, and many of which have
become symbols of consumerism. The portrayal of such objects
in paintings, sculpture or in installation art must be taken as
a comment on present-day society and, in certain cases, a
rejection of mass consumption. The humour and mockery that
is present in the work of Hanson, Warhol and Oldenburg serves
to make the comment more acid.
• (students’ own answers)
• A “fake artist” means someone who is not creating anything
original but simply “rearranging” objects that have been created
by someone else and making them into something new.
(+ students’ own answers)
• (exemples) Roy Lichtenstein, Robert Rauschenberg, Jasper
Johns, Richard Hamilton, Ed Ruscha, Keith Haring, Jeff Koons,
Damien Hirst, Anish Kapoor, Subodh Gupta, Cindy Sherman.
Project
(p. 99)
Ce projet de type actionnel, testé en classe par les auteurs,
rencontre un franc succès et suscite une réelle motivation
chez les élèves qui deviennent, le temps d’une séance, artistes
et businessmen/women. Les élèves travaillent donc par paire
et se mettent d’accord sur un scénario éventuel dans le cadre
de l’entretien qu’ils s’apprêtent à passer avec les directeurs
de la galerie d’art « joués » par les autres élèves de la classe
ou un groupe d’élèves à tour de rôle (choix du professeur) qui
auront préparé une série de questions et ne manqueront pas
de réagir aux arguments mis en avant par les « candidats ».
Les œuvres produites devront être frappantes et clairement
identifiables par les visiteurs de la future exposition (à réaliser
dans la classe ou au CDI à l’issue de l’activité de classe). Le but
est de faire réagir les visiteurs, de les interpeller. Même si on
contrôlera le thème et les éléments visuels pour lesquels les
« artistes » auront opté, une grande liberté leur sera accordée,
dans la mesure où ils réutilisent les grands axes du Pop Art et/
ou de l’art contemporain tels qu’envisagés à travers l’étude de
la double page.
On suggère de faire utiliser une grille d’évaluation (non chiffrée
ici) telle que celle proposée ci-dessous, grille qui permettra un
debriefing du jury suite aux entretiens, debriefing qui pourra
bien évidemment être évalué également, afin que tous les
élèves, artistes, agents et jurys puissent voir leur travail
sanctionné, ou plutôt récompensé, par une note donnée par
le professeur.
64
Arguments
• Choice (e.g. coherence with the theme of the
exhibition)
• Validity (well-argued or not)
• Variety
• Creativity/originality
Presentation
• Clarity (showing it was well-prepared...)
• Intelligibility (correct grammar, good pronunciation...)
• Use of appropriate vocabulary (choice of adjectives,
etc.)
• Communication skills (convincing? interaction with
the jury?)
• Overall impression (dynamic? dull? natural?
stilted?...)
texte sur Pop Art.
Corrigé
artfile-p.98
Pop Art had its roots in the England of the late 50s, but is now
more associated with the United States of the early 60s. English
art critic Lawrence Alloway was the first to use the term “Pop”
to describe this form of art that makes use of the objects,
materials and technology of mass production: the fruits of our
industrial society with their brash colours and hard lines –
depersonalised, two-dimensional and ready-made...
Pop Art borrows from advertising, photography, comic strips
and other mass media sources. It is a genre that is firmly
anchored in everyday life and in popular taste, bringing into the
realm of art things that were previously considered beyond the
limits of art – notably everything that comes under the heading
of kitsch.
It was during the huge Pop Art exhibition at the Sidney Janis
Gallery in New York in 1962 that Pop Art established itself as a
serious, recognised form of art. For many critics, the movement
marked the end of modernism and the beginning of the
postmodern era.
In Britain, Pop Art was the product of the Independent Group,
formed in 1952, whose members resisted the commitment
of the established art world to modernist art, design, and
architecture. They were particularly intrigued by American
automobile design, with its emphasis on planned obsolescence
– the intentional production of goods that would soon require
replacement. British Pop artists were particularly active in
installation art and in creating “happenings”.
In America, Pop artists reproduced, duplicated and combined
elements from everyday life. Their works were commentaries
on American society, a celebration (or a condemnation) of the
way everything was now destined for consumption.
One of the most famous American Pop artists, Andy Warhol,
had a personal fascination with movie stars and the concept
of fame. It was he who predicted that in the future everybody
would be world famous for fifteen minutes.
livre du professeur
Ateliers
Atelier 1
(p. 100-102)
(p. 100)
Script
dvdscript-p100
REBECCA: Yellow journalism is a type of reporting best-known for
highlighting scandals and sensationalism over genuine
news. Hi, I’m Rebecca Brayton and welcome to watchmojo.
com and today we’ll be taking a look at yellow journalism,
then and now. There’s no talking about Hearst without
discussing the term “yellow journalism”. Can you just kind
of explain to us how this came to be?
KENNETH: Well, when we talk about yellow journalism now, we just
basically mean all the sins of journalism: that something’s
not really accurate and sensationalistic. In Hearst’s time,
it was a very specific thing. It was a slur on mass-market
popular newspapers that was thrown about by the elite
publishers and the conservative publishers, and they
generally had smaller newspapers and they were appalled
that somebody who had Hearst’s politics, which were ‘friend
of the people’ politics and somebody who liked to talk to his
readers at their own level and be interested in the things
they were interested in. Whereas the elite newspapers
believed it was the job of a newspaper to take the people out
of the gutter and make them all, you know, as high-minded
and virtuous as the elite editors considered themselves to
be. People loved Hearst’s newspaper because it contained
information and was entertaining. They thought it was a
great newspaper and other outside observers, not selfinterested ones like the elite papers at the time, admitted
that Hearst was producing value for his readers and that it
was, actually, a terrific read. A lot of the things that Hearst
did at the time are still being done today. He made headlines
bigger. He put bigger illustrations on front page. People
like to look at pictures and they like to read headlines. Our
newpapers today – the things we read – more resemble
Hearst’s at that time, probably not as good as Hearst’s was
at that time, but they more resemble Hearst’s than they do
the old-style elite newspapers which were dull, grey, boring
and very pretentious.
Corrigé
(example) Although yellow journalism initially referred
to the colour of cartoons on the front pages of newspapers, it
came to mean journalism dealing with sensational news, or
treating the news in such a way as to attract the reader looking
for sensation and scandal – for example, by using large banner
headlines (that go across the width of the page) and photos of
the people involved. This can be seen in the New York American:
there is a banner headline, the headlines are about dramatic
or sensational events (kills, slain, shoots...) and there are two
photographs on the page, both portraits.
a. (students’ own answers)
b. Hearst’s papers were bigger, they used the same everyday
language as their readers, they were entertaining, they had big
headlines and big illustrations. They were not pretentious and
did not attempt to educate readers or set out any form of moral
code to live by.
c. Big headlines and illustrations are still with us today. Even
quality papers now have illustrations on the front page.
d. (example) Kenneth Whyte doesn’t seem to have much
sympathy for newspapers that are boring and pretentious so
he admires Hearst for giving people “a terrific read”. It’s also
obvious that Whyte approves of the way in which Hearst waged
a successful war against an elite conservative press.
The two News of the World headlines refer to celebrities
and not major events of any sort. The first (2011) is about
Elizabeth Hurley (British actress/model) and her relationship
with Australian cricketer Shane Marne. Both were married at the
time and separated from their spouses. The headline is just a
rumour that they were about to split up. The key elements here
are glamour, the movies, sex and sport. Any of these will sell
newspapers and a combination of them is even better.
The second is from May 2010 and refers to Sarah Ferguson, the
former wife of Prince Andrew, Duke of York who was Britain’s
special representative for trade and investment at the time.
A journalist posing as a businessman got in touch with Sarah
Ferguson and recorded a conversation with her during which
she guaranteed she could get him access to Prince Andrew
(and therefore, by implication, enable him to use Prince Andrew
as a means of getting business abroad) in return for £500,000.
The key element here is royalty, one of the most sure-fire
components you can have if you want to sell something in
Britain. The British Royal family is also an enormous audience
draw in most Western countries, notably since Princess Diana
became the world’s number one media star.
“Rot in Hell” appeared the day of the killing of Osama Bin Laden
in Pakistan by US forces. The anger and hate in this headline
represents what many Americans felt after 9/11.
“Gotcha” (i.e. [we have] got you = we’ve caught you/beaten
you...) was the headline that appeared the day after the
Argentinian cruiser General Belgrano was sunk by a British
submarine in the South Atlantic during the Falklands War
between Britain and Argentina, a conflict over sovereignty of the
Falkland Islands which lasted less than three months and ended
with the Argentinian surrender. The sinking of the Belgrano,
although controversial, stopped any further action on the part
of the Argentinian navy. The Sun, famous for its jingoistic (=
chauvin) patriotism, did not hesitate to show that it had no
regrets about the naval action of the previous day.
“God! Not again!” followed the assassination of Robert (“Bobby”)
F. Kennedy on 6th June 1968. Less than 5 years earlier, his
brother, President John F. Kennedy had been assassinated in
Dallas. The headline’s dramatic expression of despair and use of
colloquial language was an eye-catcher.
dvdfile-p100
A. 1/b/c, 2/a/c/d, 3/b/c, 4/b/d.
B. Hearst’s newspaper: a terrific read, entertaining, friend of the
people, mass-market, popular.
Elite newspapers: boring, conservative, dull, high-minded,
pretentious, self-interested, virtuous.
65
Atelier 2
(p. 101)
Corrigé
The object under discussion is a rubber wristband with a
small hologram. It looks like a watch with a thin bracelet offering
a wide range of colours.
It allegedly optimizes athletes’ performances by regulating
the natural flow of energy around the body. It supposedly
improves their strength, balance and flexibility. With this
wristband on, they run faster, jump higher or drive faster.
The sports mentioned are football, cricket, tennis and rugby.
Sceptics: Jeremy Snape, former cricket player in the England
team, thinks athletes should only count on themselves. Roberto
Forzoni, former member of the Football Association and the Lawn
Tennis Association says the wristbands are just “gimmicks” and
adds that athletes sometimes think they can compensate for
lack of effort or talent by wearing them.
“Keep an open mind” means that you should think twice
before saying that the wristbands do not work; don’t make
up your mind too quickly. What science cannot prove is not
necessarily wrong. Rephrasing: “Don’t reject something out of
hand without considering all the evidence”.
Despite the lack of any scientific evidence in its favour, it
became a worldwide success simply because of an effective
advertising campaign showing a few famous athletes wearing it.
Atelier 3
(p. 102)
Corrigé
The black and white advertisement shows a woman smoking.
Her face is wrinkled, she looks unhealthy and probably older
than she is. The slogan is obviously ironical, smoking does
not make the woman look glamorous. The ad is recent because
this hard-hitting, rather shocking sort of poster has only been
used in recent anti-smoking campaigns. The ad on the right
shows a doctor and a woman smoking... and enjoying it. The
design of the poster and the woman’s hairstyle show that it
dates back to the 50s.
The ad on the left aims at showing the noxious effects of
smoking on your health and on your physical appearance. The
ad on the right makes the point that smoking is not hazardous
to your health since even doctors smoke, and, because doctors
prefer Camels, they must be even better for your health than any
other brand...
The ads are similar in that they both use portraits to illustrate
their point: the woman on the left looks decidedly unattractive
and unhealthy; the people on the right look happy and healthy.
They are also similar in that they are trying to undermine certain
pre-conceived ideas about smoking. Back in the 1950s many
people already believed that smoking was bad for your health
although there was little scientific evidence to prove its link to
any fatal illnesses. Camel was therefore trying to undermine
this point of view by linking health (i.e. doctors) with smoking. In
the more recent ad, the advertiser is obviously aiming at young
people (particularly young women) who often think of smoking
as grown-up and “cool”. Being “glamorous” is something many
young women aspire to and by juxtaposing this word with this
image, the effect is quite shocking. Note that the more modern ad
66
uses irony: the ad is saying the opposite of what the slogan says.
The older ad is straightforward: the message is in the slogan.
Advertising has become much more sophisticated over the
years, as these two ads show. Images have become more striking
and advertising copy has been reduced from informative text
to one-line slogans. The average attention span of the reader
or television viewer has decreased considerably and life these
days is faster, harder, more competitive, more aggressive. This
is reflected in advertisements.
Up until the 1970s smoking was considered as socially
acceptable and for many children, it was almost a coming of
age. In many social groups, not smoking was even regarded
as prudish and “uncool”. Although many millions of people still
smoke, the proof of links between smoking and life-threatening
illnesses has incited many to stop smoking and brought about
numerous anti-smoking campaigns. Public authorities now
make use of the power of advertising to show the very dangerous
and toxic effects of smoking by displaying shocking pictures in
the media or on cigarette packs. Advertising for tobacco has also
been made illegal in most media, and smoking in public places
or the workplace has been made illegal too.
Atelier 4
(p. 102)
Corrigé
Les guidelines décrivent en détail comment procéder. En
complément, nous proposons d’autres extraits du code de
déontologie du journalisme australien :
Aim to attribute information to its source. Where a source
seeks anonymity, do not agree without first considering the
source’s motives and any alternative attributable source.
Do not allow advertising or other commercial considerations
to undermine accuracy, fairness or independence.
Do your utmost to ensure disclosure of any direct or indirect
payment made for interviews, pictures, information or stories.
Present pictures and sound which are true and accurate.
Any manipulation likely to mislead should be disclosed.
Do not plagiarise.
Do your utmost to achieve fair correction of errors.
Atelier 5
(p. 102)
Le plan de travail est détaillé pour l’élève.
Class Project
(p. 103)
Ce projet a pour but de faire construire une publicité utilisant
une œuvre d’art. Nous proposons une mise en route sous forme
de jeu : les élèves mettent des noms de produits dans un sac
et ensuite suivra un tirage au sort. L’intérêt se situe dans le
fait que les élèves auront la surprise du produit qu’ils auront à
promouvoir.
Ce sera également le moment de revoir le vocabulaire de la
publicité (slogan, logo...).
Il serait souhaitable de travailler sur les publicités proposées
p. 103 afin de montrer comment l’œuvre d’art a été détournée
et pourquoi elle a été choisie pour ce produit en particulier.
Ne pas hésiter à valoriser les équipes gagnantes en exposant
leur travail au CDI par exemple ou en proposant une intervention
livre du professeur
dans des cours d’anglais d’autres classes pour exposer leur
travail et surtout l’expliquer.
Mock exam
(p. 104-105)
Corrigé
LV1/LV2 B1
The scene takes place in America as we know from the
following references: “A Los Angeles Times report” (l. 17); “A grey
haired former CBA reporter, now with CNN” (ll. 38-39); “A woman
reporter from an ABC magazine program” (l. 55); “An offbeat
enquiry came from Newsday” (l. 76).
The fate being discussed is that of Crawford Sloane’s wife,
son and father. They have been abducted.
He is shocked and anxious: “He expressed his shock and
anxiety.” (ll. 2-3)
He is very emotional: “Twice during his statement, Sloane had to
pause to control the emotion in his voice.” (ll. 15-16)
a. “A voice interjected: ‘you’ll be swamped with crank calls.’”
(l. 10)
b. “But then, inevitably some in the press corps weighed in with
tougher enquiries.” (ll. 21-23)
c. “Do you think it’s possible, as some are already speculating,
that your family may have been seized by foreign terrorists?”
(ll. 25-27)
d. “You’re ducking the question.” (l. 30)
I would chose “a question of principle”. This is because
we learn that Sloane had previously written a book in which
he says that hostages are expendable and ransoms should
not be paid for them. Now that he is in the shoes of someone
whose relatives have been taken hostage, he is asked if he still
stands by his statements. I think this extract is about whether
one should stand by one’s principles, even if this means going
against one’s instincts.
LV1/LV2 B2
Sloane wanted to answer “How the hell would you feel?”.
Instead he replied, “Obviously, I hope it isn’t true.” (ll. 36-37)
Sloane wrote in his book that hostages are expendable and
ransoms should not be paid. This caused particular distress to
families who still had relatives imprisoned in the Middle East.
Sloane is now in a situation where his relatives have been
abducted and are probably being held hostage. Therefore he
is in a situation where he would benefit from everything he
condemns in his book.
“Twice during the statement Sloane had to pause to control
emotion in his voice” (l. 15); “Sloane wanted to answer, How the
hell would you feel?” (ll. 35-36); “he raised his hands helplessly.”
(l. 69)
10 “‘Oh, come on, Crawf,’ the CNN man persisted. ‘If you were
standing here instead of me, you wouldn’t let anyone get away
with that.’” (ll. 47-49)
“Sloane acknowledged mentally that at plenty of press
conferences in the past he had played hardball as an interrogator
himself.” (ll. 73-75)
11 She accuses him of being of being unsympathetic as he did
not take enough account of what the families with relatives still
being held hostage in the Middle East were feeling.
12 a. False: “An offbeat enquiry came from Newsday.” (l. 76)
b. True: “His teachers say he’s advanced for his age” (l. 89).
c. False: “Sloane was immediately surrounded by some who
wanted to shake his hand and wish him well.” (ll. 95-97).
13 Yes, he does indeed retain his dignity. We are told that
a reporter subsequently described him as “dignified and
impressive in agonizing circumstances” (ll. 18-19). After his
initial speech he answers all the questions calmly: “No, he said
quietly” (l. 66), and he doesn’t get annoyed with the reporters
for asking tough questions, because he knows he would have
done the same if he were one of them: “While not enjoying what
was happening, Sloane acknowledged mentally that at plenty
of press conferences in the past he had played hardball as an
interrogator himself.” (ll.72-75)
More generally, there is no indication that he loses his calm.
Expression écrite
LV1 B1
Les LV1 sont invités d’emblée à argumenter sur deux points
qui font rarement l’unanimité. On pourra récompenser les élèves
qui penseront à trouver des arguments fournis par l’histoire des
propos de Sloane qui sont rappelés dans le texte.
Le second sujet est plus propice à l’expression d’opinions
personnelles qui devront être justifiées.
LV2 B1
Les deux sujets proposés aux LV2 sont l’un d’ordre narratif,
l’autre argumentatif, comme il est recommandé dans les textes
officiels.
LV1 B2
Ici les élèves sont clairement invités à argumenter et à donner
leurs avis et les raisons qui les motivent.
67
6
Where Power Lies
Pages d’ouverture
(p. 107)
Corrigé
Picture 1 is the House of Commons, the lower chamber
of the UK Parliament. Picture 2 is the lobby of the CIA at their
headquarters in Langley, Virginia.
Even though Britain is a monarchy and the House of Commons
is the lower chamber, the latter has more power than either the
monarch or the upper chamber (the House of Lords). This is
because of the actions of various monarchs and the passing of
certain laws. On the one hand, monarchs came to realise that,
if they were to refuse to give their assent to any Act passed
by Parliament, they would probably trigger off a rebellion. On
the other hand, the Parliament Act of 1911 (and subsequent
Acts) established that the House of Lords could not block a Bill
that had passed through the Commons. It could only suggest
modifications. This, in effect, took away any effective power
from the Lords.
The CIA (Central Intelligence Agency) has often been accused
of being a law unto itself. In the name of national security, it
has the right to override decisions made by other authorities
and, in certain cases, can act outside the law. However, it has
also seemed to go too far in recent years – there have been
accusations of lying to Congress, contravening human rights
legislation and being guilty of abuse of power.
(students’ own answers, although [a] is the meaning
originally intended by the cartoonist)
The picture refers to the way in which the US government
poured money into the Bank of America in 2009 when the bank
reported heavy losses after taking over Merrill Lynch, a huge
financial institution that was in a state of collapse after the 2008
crisis. This was the government’s bail out of Bank of America
(the largest bank in the USA). If it had not done this, it is possible
that the whole banking system in the USA might have collapsed.
In the picture, dollar bills are being used to put out the fire, so
it seems that the artist is also asking a question: is the bailout
going to work?
(p. 108-109)
(p. 108)
(p. 106-107)
Après le chapitre 5, largement consacré au pouvoir de la presse,
des médias et de la publicité, ce chapitre porte sur les lieux où
siègent le pouvoir et les puissants.
Cette double page d’ouverture offre deux types de documents :
les premiers seront reconnus assez facilement par les élèves et
parlent d’eux-mêmes puisqu’ils ont surtout un rôle d’illustration
du thème développé dans le chapitre ; les deux suivants sont
plus ouverts au commentaire et à l’interprétation.
68
Scratch My Back?
Corrigé
The expression is “(if) you scratch my back, I’ll scratch yours”
meaning, basically, that one good turn deserves another.
However, in the expression “scratch my back” is more than a
hint of self-interest. Therefore, the expression is usually applied
to situations where people do each other favours that bring
material benefits. The obvious context in which this happens
is where influence can be brought to bear to obtain something:
a car salesman looking for accommodation for his student
daughter may offer to give a potential landlord a substantial
discount on a new car in return for giving his daughter the lease
on a flat. Such agreements may be legal and quite open, but
more often than not they tend to be tacit arrangements to avoid
any accusation of wrongdoing.
The extract is therefore bound to be about the use of influence
when two people want to obtain something from each other.
(p. 108)
Corrigé
The two main characters are Nolan Wainwright and Ben
Rosselli. Wainwright is the head of security (“a top security
executive”) in a bank (lines 1-3: “Nolan Wainwright [...] normal
work within the bank.” “The chief of security”). Ben Rosselli is
the bank’s president (FMA) (l. 52).
The text actually refers to two different time sequences.
Lines 14-15 plunge the reader back into an important event that
took place “ten years earlier” (l. 14) and somewhere different,
in “a small upstate town” (l. 15). This flashback aims to reveal
how intricate the relationship between both characters will turn
out to be. Then, the rather tense relationship between them
changed “two years later” (l. 99) again and kept on that way for
the following eight years up to the time of narration.
Ben Rosselli wanted to avoid paying a speeding fine and
having demerit points on his driving licence. He assumed that
this could be done given his power and influence.
Wainwright needed a mortgage loan to buy a house and bring
his family to the city where he worked as chief of police (l. 37).
They came into conflict because Wainwright refused to withdraw
the charges against Roselli.
Wainwright got what he came to Rosselli’s office for: his loan
was approved. Rosselli, who already had three demerit points on
his driving licence because of Wainwright’s refusal to “co-operate”
(l. 44) thought that approving the mortage loan would lead
Wainwright to overlook any future speeding violations. (ll. 91-92).
But once again Wainwright remained adamant. (ll. 93-94)
Three quotes are to be underlined:
Lines 5-7: “he [Wainwright] and Ben Rosselli had achieved both
friendship and mutual respect. It had not always been that way.”
Lines 91-94: “What happens now if I get caught speeding in your
town?” “We’ll throw the book at you [...] you’ll probably be in jail.”
Lines 103-104: “a contract [was] signed, and Wainwright came
to work for FMA.”
livre du professeur
Thus, things have changed for the better between both men.
One may even say that Wainwright’s staunch honesty has
played in his favour and earned him a reputation for being both
incorruptible and reliable.
The Civil Rights Act of 1964 made it illegal to discriminate
against people in the workplace because of their colour but it was
only in the 1970s with the increasing number of voices raised
against the establishment (anti-war, feminism, pro-abortion,
etc.) that some employers realised that pursuing an “affirmative
action” policy of seeking to employ African-Americans would
help their public image. Other employers, whilst not actively out
to have more black faces among their staff, were extra careful
not to discriminate when hiring people.
(exemples) honest, stubborn, fearless. He resists pressure
from above and puts his honour and integrity first. He is
obviously single-minded when it comes to enforcing the law :
“Nolan Wainwright was adamant” (l. 40-41); “We’ll throw the
book at you” (l. 93); “tenaciously strong and totally incorruptible”
(l. 101-102).
(p. 108)
Corrigé
Dans cette production écrite, on pourra proposer une grille
d’évaluation critériée aux élèves, en amont de ce travail, afin de
diriger leur rédaction vers l’emploi de structures et formulations
adéquates correspondant à la situation posée par le sujet.
Le but est que le travail réalisé, notamment à travers l’étude
du texte, puisse trouver un écho dans cette production écrite,
tout en laissant une certaine liberté d’imagination aux élèves.
On suppose aisément que les sentiments en jeu tourneront
autour de la déception d’une femme choquée, outrée, et très
remontée contre Rosselli, si jamais Nolan explique à son épouse
que Rosselli a signé la demande de prêt immobilier pour « de
fausses raisons ». Autrement, la tonalité de la conversation
pourra également être celle d’une joie totale et inconditionnelle,
si Nolan passe sous silence certains « détails » de son entrevue
avec Rosselli. Dans ce cas-là, le passage quasiment « obligé »
est celui de l’extrême enthousiasme chez l’épouse de Nolan,
avec l’expression de souhaits, projets et idées d’avenir. Les
élèves auront également une occasion idéale d’employer en
contexte le discours rapporté auquel ils sont entraînés p. 112
(Language Corner).
(p. 108)
Corrigé
teamfile-p108-1
The bank, the boardroom, the tower executive floor, Nolan’s
office, a small upstate town, a big city, the outskirts of the little
town, a traffic court, the FMA Headquarters, Rosselli’s office on
the 36th floor, police headquarters
The main action takes place at the FMA headquarters (ll. 1-13).
The flashbacks (ll. 14-104) are to a small upstate town 10 years
before and to FMA Headquarters eight years before.
They met because of a speeding offence which turned into
a conflict between them – Rosselli wanting the charge to be
withdrawn and Wainwright refusing to do anything about it.
The initial conflictual relationship turned into one of trust and
mutual esteem.
It refers to the time when, following the passing of the Civil
Rights Act (1964), people made a point of not discriminating
against job applicants because of their race.
He was surprised because no one had mentioned it. And,
as the text says, he suspected that the loan might have been
rejected because Wainwright was black (“he smelled the odor of
injustice,” l. 74).
It is a committee that ensures that there is no discrimination
of any kind in the various fields of civil life. People can turn to the
committee if they feel they have been discriminated against.
The atmosphere is light-hearted and satirical despite the
mention of bribery and corruption. Roselli’s reckless driving is
not taken too seriously (he drove his cars “as their designers
intended”) and the attempt at corruption is recounted in short
sharp sentences that have a comic effect.
The main practice brought to the fore is the use of influence to
dispense with some of the unpleasant facts of life that ordinary
people have to put up with, e.g. speeding tickets. However, Roselli
is not heavily condemned by the author for doing this; he is
simply taking advantage of what is common practice. Moreover,
he has an acute sense of what is just and unjust and is a shrewd
judge of character, so he is a sympathetic character overall. The
fact that he tries to get round the law does not detract from this.
(students’ own answers) It may be argued that the FMA
represents the tentacular multinationals whose influence
extend as far as having an effect on legal and political affairs.
teamfile-p108-2
He went from detective lieutenant in a big city to police chief
of a small town to chief of security for a major bank. He is almost
certainly earning a great deal more at the bank than he would
ever have earned in the police force, so his career up to now has
been extremely successful.
The tone used to describe Wainwright’s achievements is
rather laudatory: “an outstanding record” (l. 17), “tenaciously
strong and totally incorruptible” (ll. 101-102).
It is important for two reasons:
a. Wainwright probably believed that being black made his
position as chief of police far more precarious than it would have
been if he had been white. It was vital for him to be seen to be
totally incorruptible and single-minded.
b. It shows that Rosselli is not racist, thereby making his
character more sympathetic.
Lines 50-51 (“the home mortgage loan [...] would make it
possible to bring Wainwright’s wife and family to the town”)
show that he had a wife and children, and that, following his
appointment in the small upstate town, Nolan and his family
were separated while he looked for a home where they could all
live together again.
(exemples) honest, unflinching, resolute, strong-minded,
incorruptible, obstinate, stubborn, pig-headed.
He wasn’t intimidated by people of power and influence or by the
power of money, and could not be blackmailed.
Apart from the fact that Rosselli thinks his status allows him
69
6 Where Power Lies
to have his way with the law, both men don’t seem that different.
They’re both strong-willed and rather hot-tempered even if
Nolan manages to remain cool in “hot” moments. And they both
obviously hate injustice. The resemblance in character explains
why their wills sometimes clash (l. 13).
teamfile-p108-3
He is President of FMA (l. 52), a bank. Because he is a very
powerful man who often has his way, it must be a major bank
(“the state’s most powerful man of money,” ll. 31-32). The job of
President involves making strategic decisions and determining
long-term policy.
The phrase means that Ben Rosselli is a very strong-willed
and authoritative person who does not take it lightly when his
authority or opinion is challenged.
Driving his fast car “as it was intended to be driven” seems to
be the only luxury that he grants himself in a rather conservative
way of life. He thinks his status allows him to bend the rules of
the highway code a little...
It means that being given a speeding ticket was not a
problem for Rosselli because it could usually be “fixed” (i.e. the
speeding ticket would be torn up). The narrator’s tone is amused
disapproval of the way in which this practice is both routine and
commonplace.
“the state’s most powerful man of money” (l. 31-32).
(students’ own answers) On espère que les élèves
replaceront bien leur réponse dans le contexte des années
1960, époque à laquelle il était encore rare de voir des noirs en
position d’autorité dans les forces de l’ordre ou dans l’armée.
There is no connection. The “blackmail” (i.e. withdraw the
speeding ticket and you get your loan) was attempted without
his knowledge: “Ben Rosselli had known nothing of the police
chief’s mortgage loan application or its rejection; such matters
were conducted at a lower level than his own” (ll. 71-74).
However, as President, he nevertheless had the power to reverse
the refusal of the loan.
One could say that Wainwright does when Rosselli signs his
loan application (ll. 88-90). However, one could also say that
Rosselli does too when, two years later, he gets Wainwright to
work for him.
teamfile-p108-4
(exemple) He had just arrived and knew no one. “Friends”
also implies influential friends, allies, people who would protect
him.
Nolan is as powerful as the head of security of a big bank can
be, but he still answers to his boss Ben Rosselli and apparently
does not always have the upper hand when their wills clash, as
lines 8-13 seem to show.
Lines 31-32 show that Ben Rosselli can have many things
“fixed” when it comes to minor offences.
He wears two hats, being both the local branch manager
of the bank and a councilman. His role is that of a middleman,
to intervene with the chief of police on Rosselli’s behalf.
He imagines that, because as a councilman he supported
70
Wainwright’s appointment*, this gives him a certain power over
Wainwright.
* Unlike other public service posts such as mayor or sheriff, the
chief of police is not normally an elected post.
The first example of retaliation here is the rejection of Nolan’s
mortage loan. (ll. 59-61). Another one is to be found lines 80-83:
“I’ll hire a lawyer and we’ll go to the Civil Rights Commission for
a start. If we don’t succeed there, whatever else can be done to
cause you trouble, that I’ll do.”
It means both “I’ll get my revenge on you” and “I’ll acquire
you,” i.e. “you’ll work for me”.
(students’ own answers, depending on their knowledge
of company organisation). Influence on boardroom decisions
comes essentially from three sources: shareholders (interested
in maximising their dividends and making sure of the solidity
of their investment), management (concerned about the
profitability and efficiency of the day-to-day running of the
company, as well as their own career opportunities) and nonmanagerial employees sometimes represented by trades unions
(concerned mainly about salaries and working conditions).
WORDWORK
(p. 108)
Corrigé
wordfile-p108-1a
1. executive, 2. look out onto, 3. clash, 4. outstanding record, 5.
outskirts, 6. was clocked, 7. ticket, 8. summons, 9. with his right
foot near the floor, 10. fix(ed), 11. appointment, 12. counsel, 13.
fined heavily, 14. reckless, 15. prided himself, 16. simmering
wrath, 17. threats, 18.was seeking.
wordfile-p108-1b
Corrigé
1/d, 2/g, 3/j, 4/l, 5/h, 6/q, 7/a, 8/i, 9/n, 10/b, 11/r, 12/k, 13/f,
14/p, 15/c, 16/s, 17/o, 18/e, 19/m.
wordfile-p108-2
Corrigé
A. 1/d, 2/a, 3/c, 4/i, 5/f, 6/g, 7/e, 8/b, 9/h, 10/j.
B. 1/b, 2/c, 3/ a, 4/e, 5/g, 6/d, 7/f.
(p. 109)
Corrigé
Le moment venu, M. Rosselli, représenté devant la cour par
son avocat, fut condamné à payer une lourde amende pour
conduite dangereuse et se vit retirer trois points sur son permis
de conduire, ce qui le plongea dans une colère noire. En temps
voulu également, la demande de prêt hypothécaire de Nolan
Wainwright fut rejetée par la First Mercantile American Bank.
Moins d’une semaine plus tard, Wainwright se presenta(it) au
bureau de Ben Rosselli au 36e étage de la tour où se trouvait le
siège de la FMA, profitant ainsi de l’accessibilité dont se flattait /
targuait le président de la banque.
Quand il apprit qui était son visiteur, Ben Rosselli fut surpris de
voir qu’il était noir. Personne n’avait mentionné ce détail.
PROJECT
(p. 109)
Dans cette mission de type actionnel, il s’avère nécessaire
d’avoir travaillé le lexique lié à la tenue d’un procès afin de rendre
livre du professeur
la scène la plus réaliste possible. L’idéal est d’avoir montré un
extrait de procès réel ou fictif aux États-Unis aux élèves afin qu’ils
s’imprègnent « visuellement » de la teneur d’un tel événement.
Bien entendu, en terme de contenu, l’histoire telle que présentée
par le texte se trouvant sur la double page, devra être largement
utilisée, pour d’évidentes raisons de fil narratif. Ceci étant dit,
les différents intervenants (au nombre de 9, ce qui permet de
dupliquer le nombre de scènes réalisées par les groupes d’élèves,
selon l’effectif de la classe : 2 ou 3 scènes jouées, avec le cas
échéant des élèves évaluateurs) auront tout loisir d’intégrer des
éléments de leur choix pour « pimenter » la scène.
Behind Closed Doors
(p. 110)
(p. 110)
Corrigé
The building that we can see through the gate in the
background is the White House. The photographer is suggesting
that the White House is a place that is highly protected and
where secrecy is of paramount importance.
It is obvious that the author has written about her experiences
“behind closed doors”, i.e. out of the public eye, in secret.
Because of the photo of the White House, this in turn suggests
that she worked for a government department with something
to hide from the general public, e.g. the secret services.
(p. 110)
Script
tapescript20-p110
MAN: In this series of programmes, we’re asking journalists from
different parts of the world to choose a recent political event
that has stirred up public opinion in their own country and to
talk about it. Today, it’s the turn of Boston Herald journalist
Juliet Goldsmith. Juliet, what have you chosen for us?
WOMAN: Well, I don’t suppose it’ll come as a surprise to any
Americans who may be listening, but I don’t think it got
much press here in Britain: it’s the Valerie Plame affair.
MAN: Ah yes, the spy who was outed by her own employers
because her husband wrote something against the
government – the Bush administration.
WOMAN: Yes, I guess that’s it in a nutshell. But, to my mind, it’s
not just about the Bush administration; it’s about the White
House itself and the powers that are amassed in that
building.
MAN: Why did this story get so much coverage in the States?
WOMAN: Well, just like in the UK, there’s a general fascination with
anything to do with secrecy: secret agents, the corridors
of power, what goes on behind closed doors... There have
been endless movies and TV shows. But then again if the
story hadn’t been related to the Iraq War, it might not have
got so many column inches. A lot of Americans had been
against the war, but they’d been more or less smothered by
a general mood of patriotism and revenge for 9/11.
MAN: So what came to light in the Plame Affair was a vindication
of what those people had been saying?
WOMAN: Yes, to some degree. But it went further than that. It was
about the abuse of power in general. Or at least that’s the
way it looked to many of us.
MAN: Perhaps you could go over the facts for listeners who may
not be aware of what actually occurred.
WOMAN: Well, basically, it’s the story of a woman, Valerie Plame,
whose secret identity as a high-level CIA operative was
leaked to the Washington Post by the White House after
her husband criticised the invasion of Iraq by the USA. As a
result, she had to resign at the age of 42 and give up her
career.
MAN: It has to be said, of course, that her husband, Joseph Wilson,
wasn’t just anybody.
WOMAN: No. He was a high-ranking diplomat. He’d been an
ambassador.
MAN: So he shouldn’t have come out against his own employers.
WOMAN: Well, this is it. Should he or shouldn’t he? He had produced
a report in 2002 – before the invasion of Iraq – in which he
stated that there was no evidence for suspecting Iraq of
attempting to produce nuclear weapons by buying uranium
from Niger. But then, in a speech in 2003, President Bush
said those famous sixteen words.
MAN: Sixteen words...
WOMAN: Yes, I can quote them: “The British government has
learned that Saddam Hussein recently sought significant
quantities of uranium from Africa.”
MAN: Which wasn’t strictly true.
WOMAN: Worse than that. It was (a) patent misrepresentation of
Joseph Wilson’s report.
MAN: Right. And so Wilson made the fatal decision...
WOMAN: Yes, he decided to speak out. Now he could have decided
to just keep quiet. If you’re a government employee, that’s
what you’re expected to do. You don’t agree with what we’re
doing? Then you shouldn’t be working for us.
MAN: Do you think he was right to speak out?
WOMAN: I don’t think he realised what the consequences would
be. Had he in any way foreseen that the administration
would take its revenge in the way it did, he might have
thought twice about the whole thing.
MAN: And this revenge... why ruin the career of Wilson’s wife?
What had she got to do with it?
WOMAN: She was CIA and I guess she was a security risk with her
husband so obviously opposed to the administration.
MAN: But wasn’t it just as much of a security risk to expose the
identity of a spy? When they leaked the information to the
press, weren’t they putting the country’s security at risk?
WOMAN: You say “they”. I don’t think there was ever any proof of
a conspiracy to leak information about Valerie Plame being
a CIA agent.
MAN: But the person who leaked it surely wouldn’t have done so if
he hadn’t had some sort of green light from higher up...
WOMAN: That’s not for me to say.
MAN: Well, whatever the means employed, the Bush
administration got what it wanted. Wilson was made to
realise he couldn’t just say what he wanted to.
WOMAN: Yes, but there was a huge backlash against the
71
6 Where Power Lies
administration when Valerie Plame kicked up a fuss and
went public about the whole thing. There was a book and
even a movie...
MAN: So who won and who lost?
WOMAN: I really don’t think there were any winners here. Plame
and Wilson came off best, I guess, but they must have been
mentally drained by the experience.
MAN: And the Bush administration?
WOMAN: As I said before, we’re talking about the White House here,
not just about any one specific administration. The staff may
change, but the system and the powers remain in place.
MAN: So what you’re saying is...
WOMAN: Who was it said that power corrupts?
MAN: I think I see what you mean.
Corrigé
A man who is a British journalist is interviewing an American
journalist working for The Boston Herald: Juliet Goldsmith
Valerie’s husband could be charged with triggering the whole
thing off because he wrote something against the American
government and the Bush administration in particular. His wife
was punished for it.
The international event that was at the origin of the affair
was the war in Iraq which President Bush had justified by saying
that Iraq had WMD (weapons of mass destruction) made with
uranium imported from Africa. This went against the conclusions
of a report made by Joseph Wilson. He felt he had to denounce
these claims, and this triggered the affair.
In order to answer this, it has to be remembered that the
President is head of the Executive branch of government, but
the Executive branch cannot declare war. This is done by the
Legislative Branch (Congress). “In this case, Congress was
highly influenced by the WMD argument – which proved to be
unfounded. After the war, the power of the Executive to wield
such influence was brought into question.
(p. 110)
Corrigé
Nous proposons ici un nouvel exercice d’expression écrite dans
l’esprit de la première partie des travaux demandés lors de
l’épreuve du baccalauréat. Quelques pistes sont fournies en cas
de panne d’imagination.
WORDWORK
(p. 110)
Corrigé
wordfile-p110-1a
A. 1/h, 2/g, 3/i, 4/a, 5/c, 6/b, 7/f, 8/j, 9/d, 10/e.
B. 1/d, 2/f, 3/a, 4/e, 5.b, 6/c.
wordfile-p110-1b
1/c, 2/j, 3/f, 4/h, 5/i, 6/n, 7/a, 8/l, 9/m, 10/b, 11/o, 12/p, 13/r,
14/k, 15/q, 16/e, 17/g, 18/d.
wordfile-p110-2
A. 1/i, 2/q, 3/m, 4/n, 5/c, 6/s, 7/g, 8/o, 9/p, 10/e, 11/a, 12/r, 13/t,
14/b, 15/l, 16/k, 17/f, 18/j, 19/d 20/h
B. 1. backbencher, 2. by-election, 3. lobby, 4. platform, 5. lame
duck, 6. “first past the post” system, 7. spin doctor.
72
(p. 110)
Corrigé
teamfile-p110-1
Former job: spy. Former employer: the CIA. Termination of
employment: She had to quit. Age when she left her job: 42.
Her identity had been leaked to The Washington Post, so she
could no longer operate as a spy. Also, she was a security risk
with her husband opposed to the administration.
Name: Joseph Wilson. Occupation: high-ranking diplomat
(ambassador rank).
She made a fuss and disclosed the whole affair to the press.
There was a huge backlash against the administration.
teamfile-p110-2
High-ranking diplomat (ambassador rank).
The subject was Iraq and its nuclear weapons (if any). It
concluded that there was no evidence that Iraq was attempting
to produce nuclear weapons by buying uranium from Niger.
He criticized the administration for misrepresenting the
conclusions of his report, and invading Iraq on false pretences.
Valerie Plame is his wife. Because of his stand on Iraq that
went against President Bush’s stance, his wife’s name and
position with the CIA was disclosed in the press so as to ruin her
career.
They were both mentally drained.
teamfile-p110-3
It was accused of disclosing the name of a spy so that she
had to resign.
A report by Valerie Plame’s husband saying that there was no
evidence that Iraq was attempting to produce nuclear weapons
by buying uranium from Niger.
He accused the administration of misrepresenting his
report in order to justify the invasion of Iraq. As a government
employee, this amounted to treason.
There was a general mood of patriotism and revenge for the
9/11 attacks.
The speech suggested that Iraq was producing nuclear
weapons (weapons of mass destruction). The famous
sixteen words accused Iraq of buying uranium from Africa.
The consequence was the declaration of war on Iraq and the
subsequent invasion.
teamfile-p110-4.pdf
The man is British. The woman is American: Juliet Goldsmith,
a journalist with The Boston Herald.
It asks journalists from all over the world to present a political
event that stirred up public opinion in their own country.
Firstly because it has to do with secrecy, spies and power.
People are fascinated by this sort of thing. Secondly, because
the subject of the affair was on the lips of all Americans: the war
on terror and the “rightness” of America’s action in Iraq.
According to the guest, the Valerie Plame affair is about the
White House and its excess of power.
livre du professeur
They/It leaked his wife’s name to The Washington Post as a
way to take revenge.
She implies that the decision to sabotage Mrs Plame’s career
came from the highest spheres of power at the White House
(“the person wouldn’t have done it if he hadn’t had some green
light from higher up...”)
Whatever the administration, the power of the executive
remains and can lead to corruption.
PRONUNCIATION
(p. 110)
Script
tapescript21-p110
1. about, 2. affair, 3. career, 4. chosen, 5. drained, 6. employer,
7. house, 8. identity, 9. mind*, 10. nuclear, 11. out, 12. post, 13.
quote, 14. say, 15. States, 16. surprise, 17. their**, 18. they, 19.
twice, 20. whole*.
* Their homonyms (mined and hole) do not occur in the
recording.
** or there. Both words occur in the recording.
Corrigé
[eu] chosen, post, quote, whole
[au] about, house, out
[Ie] career, nuclear
[aI] identity, mind, surprise, twice
[EI] drained, say, States, they
[Ee] affair, their/there
[ôI] employer
The diphthong [ue] does not occur.
Who and What to Believe
(p. 111)
Script
tapescript22-p111
Friends, I have come here tonight with sorrow and anger in
my heart. Sorrow and anger. Our community has come under
vicious attack. I, myself in particular and my lovely wife, Dixie,
have been singled out for a number of hurtful and untruthful
accusations that touch on our honesty and our integrity. They
come from those who fear us, who fear the power of the Lord,
who fear everything we stand for: our traditional values that
stand firm against the immorality we see all around us, against
all those who are trying to destroy the fabric of our society,
against intrusion into our private lives by manmade laws and
manmade governments, against Satan himself.
I shall not lower myself to answer the charges that have
been levelled against me. You all know that I am just a simple
preacher. You all know the good that I have done with the
generous donations you have made. And have I profited from this
personally? Do I drive a gold-plated Cadillac? No, my friends, I do
not. And although I don’t live in a shack or wear rags or consume
only bread and water, how could we keep our community
growing if I didn’t put forward a positive image: an image of
prosperity and contentment that comes from spreading the
word of the Lord?
I believe that I have a mission. And nothing and no one is
going to stop me. Certainly not any heathen government that
seems intent on setting itself up as an equal to the power of
the Lord. What gives them the right to interfere in my affairs?
To look into my bank accounts? The First Amendment to the
Constitution says that “Congress shall make no law respecting
an establishment of religion, nor prohibiting the free exercise
thereof”. This means that the government cannot judge us. It
has no rights over us. It’s called separation of church and state.
So if I choose to buy or sell some property or transfer funds to
some offshore account – I’m not saying I’ve done any of these
things, mind you, I’m just using them as an example – if I should
do any of these things, that is none of their business.
Now I have also had friends ask me why I don’t speak out more in
public, why I don’t make my voice heard. Well, let me say this. We
made a bargain with the government back in 1954 – well, not me
personally, of course, but you know what I mean. I guess around
that time people were beginning to think the churches had too
easy a time of it. There were even rumors about changing the
Consitution. The bargain was that churches would be officially
tax exempt. But, in return, it became illegal for churches to speak
out or organise opposition to anything the government declared
to be legal. Speaking out would jeopardise our tax exemption. So,
I have a choice: shut up or pay up. And, in these times of financial
crisis, my friends, I have made my choice.
Help on monologues
(p. 111)
Corrigé
The five rhetorical questions are:
– And have I profited from this personally?
– Do I drive a gold-plated Cadillac?
– ...how could we keep our community growing if I didn’t
put forward a positive image: an image of prosperity and
contentment that comes from spreading the word of the Lord?
– What gives them the right to interfere in my affairs?
– To look into my bank accounts?
(p. 111)
Corrigé
(idées principales du monologue)
• Il est en colère et chagriné parce que sa communauté a été
attaquée et en particulier lui et sa femme Dixie. Il réfute les
accusations portées contre eux ajoutant qu’elles touchent leur
honnêteté et leur intégrité.
• Les instigateurs de cette campagne sont ceux qui craignent le
pouvoir divin et les valeurs traditionnelles que sa communauté
défend contre l’immoralité ambiante.
• Il dénonce l’intrusion dans leurs vies privées sous couvert de
lois faites par l’homme.
• Il ne comprend pas les accusations qui sont portées à son
encontre et sur son train de vie en particulier, lui le simple
prêcheur qui fait du bien avec les dons généreux faits par les
membres de sa communauté et que bien entendu il n’a pas
utilisés pour son confort et son enrichissement personnels.
• Il se doit de véhiculer une image positive de sa communauté,
et de sa prospérité. Un leader pauvre ne véhiculerait pas cette
idée de prospérité.
• Il dénonce le pouvoir du gouvernement qui se substitue à
73
6 Where Power Lies
celui de Dieu. En effet il dénonce l’intrusion dans ses affaires
personnelles en se fondant sur le 1er amendement qui établit
clairement la séparation de l’Église et de l’État.
• Il ajoute que lui respecte les engagements passés avec l’État,
exemptant l’Église d’impôts à condition qu’elle ne s’exprime pas
sur des lois faites par l’État.
• Il a par conséquent un choix à faire : se taire ou payer, et par
ces temps de crise son choix a été évident.
Language Corner
(p. 112-113)
The genitive
Corrigé
’s de lieu = 5 ; ’s de temps = 1 ; ’s d’appartenance = 2, 7 ; ’s
de caractéristiques (génitif générique) = 3, 6 ; ’s complément
de nom à caractère « objectif » = 4 (c’est Wainwright qui a été
nommé) ; ’s complément de nom à caractère « subjectif » = 8
(c’est Wainwright qui fait la réponse).
3. the job of a chief, 4. the appointment of the new chief, 5.
the most powerful man of money in the state.
3. N2, 4. N1, 5. N1, 6. N2 (i.e. a hat that had all the
characteristics of that of a banker; “hat” meaning “attitude”
here.) Si on comprend littéralement que his = banker, le
contresens devient immédiat(ement comique !). Rappeler aux
élèves qui ne connaîtraient pas l’expression qu’en français on
dit “mettre sa casquette de...” quand on change de rôle.
Ne retenir que les expressions qui ne sont pas déjà utilisées
dans la partie « réflexion » :
• the bank’s security department = rapport d’appartenance, de
possession (= of the bank) ;
• Nolan Wainwright’s appointment = complément de nom à
caractère objectif : Wainwright a été nommé ;
• in Rosselli’s office = rapport d’appartenance, de possession ;
• the banker’s still simmering wrath = rapport d’appartenance,
de possession (the wrath of the banker) ;
• the police chief’s mortgage loan = rapport d’appartenance, de
possession (the mortgage loan given to the police chief).
a. FMA was California’s biggest bank.
b. Ben Rosselli’s sentencing is on the front page of yesterday’s
paper. Didn’t you see it?
c. A policeman’s job is to report offenders regardless of their
social status.
d. It would seem that Wainwright’s office was a little less
spacious than his boss’s.
e. Rosselli took Wainwright’s answers as threats.
f. Wainwright’s skin colour played an important part in his
appointment.
Direct and indirect speech
Le discours rapporté est très souvent utile lorsque les élèves
doivent rendre compte des idées ou des propos émis par autrui.
Or la nature des nouvelles épreuves orales va les amener à se
retrouver en permanence dans cette situation. Il nous paraît
74
donc plus que nécessaire de nous assurer que la maîtrise des
transformations induites par le passage d’un discours à l’autre
est solidement acquise.
Le premier. Emploi de verbe introductif du discours indirect :
had told.
Le second énoncé est au discours direct : emploi des
guillemets.
Wainwright returned from the tower executive floor to his
own more modest office which looked out onto a light well.
“Don’t disturb me for a while,” he told his secretary. (Passage du
passé au présent dans la partie au discours direct, de l’infinitif
négatif à l’impératif, remplacement de him par me.)
When he had finished reading, Ben Rosselli, as a matter of
interest, asked what Nolan intended to do if they didn’t make the
loan. (Transformation de la forme interrogative en subordonnée
interrogative indirecte introduite par what, utilisation du verbe
introductif ask, remplacement de we par they, et de you par
Nolan, et de this pas the.)
(Exercice dont la maîtrise portera ses fruits lors des
épreuves tant écrites qu’orales du bac.)
Transformation possible :
The bank manager-councilman dropped over to police
headquarters.
“Good morning. I’ve come to see whether you could see your
way to withdrawing Mr. Rosselli’s traffic summons,” he began
amiably.
“I’m afraid there’s absolutely nothing I can do,” Nolan Wainwright
answered adamantly.
“May I remind you,” the councilman pointed out somewhat less
amiably, “that you are new to this community, that you need friends,
and that non-cooperation is hardly the way to recruit them?”
“I’m afraid there’s nothing I can legally do, sir.”
“I would like to remind you, as the manager of FMA’s local branch,
that you have recently applied for a home mortage loan which
would make it possible for your wife and family to join you here.
Mr. Rosselli is FMA’s president, as you may know.”
“I’m afraid I fail to see any relationship between a loan application
and a traffic summons,” Nolan said.
Transformation possible :
Ben Rosselli asked, as a matter of interest, what Nolan intended
to do if they didn’t make the loan.
Wainwright answered coldly that he would fight, that he would
hire a lawyer and that they’d go to the Civil Rights Commission
for a start. He added that if they didn’t succeed there, he would
do whatever else he could to cause the bank trouble.
It was obvious that he meant what he said and Rosselli snapped
that he didn’t respond to threats.
Wainwright answered that he wasn’t making threats, that he
was simply answering a question that had been put to him.
Ben Rosselli hesitated, then scribbled a signature in the file.
Then, unsmiling, he declared that the application was approved.
Before he left, the banker asked Wainwright what would happen
now if he got caught speeding in his town.
livre du professeur
Nolan answered that he would throw the book at him, and that
if it was another reckless driving charge he would probably end
up in jail.
Omitting words
Corrigé
Mots omis : fixed ; gotten him/get him ; take its revenge
Pour le financier le plus puissant de l’état, bien des choses
pouvaient être arrangées et l’étaient souvent.
Un jour je t’aurai. Dans ce sens il n’y était jamais parvenu. Mais
dans un autre oui./Il y parvint.
S’il avait d’une manière ou d’une autre pu prévoir que le
gouvernement se vengerait comme il l’avait fait
Faire dire aux élèves comment le français évite les
répétitions. (adverbe pronominal « y » ; pronom personnel
« le » ; parfois, pas ici, adverbe pronominal « en »).
(Cet exercice a pour but de montrer qu’il existe d’autres façons
d’éviter les répétitions de verbe.)
a. The City Council intended to hire an African-American as Chief
of Police. It turned out that the first applicant was one.
b. It was rare for Wainwright to lose patience. But in difficult
situations he sometimes did.
c. He had tried on several occasions to catch Rosselli speeding,
but he had never managed to.
d. He was confident that one day he would.
e. Rosselli was confident that they would never confiscate his
driver’s licence. Yet they did.
f. “Do you think the judge will go easy on you yet again? You’re
wrong. He won’t.”
g. “And if you keep on driving like that, you’ll end up in jail. I’m
telling you, you will.”
Conditional sentences
La maitrise de l’emploi des conditionnelles en if et des principales qui les accompagnent sont aussi, nous semble-t-il, une
des compétences indispensables à la défense d’idées et/ou à
l’argumentation. Nous en profitons pour rappeler l’omission de if
et l’inversion qu’elle entraîne.
Corrigé
• Principale : it might not have got so many column inches
• Conditionnelle = if the story hadn’t been related to the Iraq War
• Principale : he might have thought twice about the whole thing
• Le groupe conditionnel se décompose en trois propositions :
– had he in any way foreseen (proposition conjonctive
conditionnelle) ;
– that the administration would take its revenge in the way
(proposition conjonctive COD) ;
– (that) it did (relative, complément de way)
3/4. La suppression de if entraîne une inversion stylistique.
5. Had the story not been related to the Iraq War, it might not
have got so many column inches.
a. If her husband hadn’t blown the whistle on the Iraq affair,
Valerie wouldn’t have lost her job.
b. If someone hadn’t misrepresented Wilson’s report, the lives of
many American soldiers would have been spared.
c. If they had not been more or less smothered by a general
mood of patriotism and revenge for 9/11, Americans might not
have believed what the Bush administration told them.
(exemples)
a. You might have escaped detection if your real identity hadn’t
been leaked.
b. Had the police not intervened the consequences would have
been dramatic.
c. If the story hadn’t come out when it did, she would not have
had to admit she was CIA.
d. To be honest I think you made a huge mistake. If I had been in
your shoes, I would never have said a word.
e. The agent should have notified her superiors immediately if
she had suspected anything fishy.
a. Should you happen one day to work for the government,
don’t forget that you are not to reveal anything that takes place
in the corridors of power/behind closed doors.
b. Mr Wilson, should you reveal the smallest secret, we would be
obliged to terminate your wife’s job.
c. Joseph, had you kept silent, neither of us would be out of a job/
unemployed today.
Power in the Movies
(p. 114-115)
(p. 115)
Corrigé
In two of the four posters – The Iron Lady and The King’s
Speech – the British Houses of Parliament (the Palace of
Westminster) can be seen either sideways on or in the background, as a reminder of the main seat of power in the United
Kingdom. Neither a Prime Minister nor a King have any power
without Parliament behind them. A fierce J. Edgar Hoover with
a threatening expression is shown against part of the US flag,
the symbol of American power. Note that Thatcher and Hoover
have the same intense expression of determination and menace
in their eyes.
The Iron Lady was Margaret Thatcher’s nickname, with
indirect reference to the Iron Maiden (a medieval instrument of
torture) and to the fact that Margaret Thatcher rarely gave in or
changed her mind: she had an “iron will”.
The Lady was not the original title of the film – it was originally
going to be called Freedom from Fear. The word “lady”
evokes calm, grace and dignity, which are undoubtedly the
characteristics that Luc Besson wished to underline.
J. Edgar could have been what Hoover was called by his staff.
It was certainly how he signed himself (with the word Hoover
afterwards, of course). Giving a biopic the name of its hero/
heroine is an obvious choice. Not using the word Hoover here
could indicate the film-makers’ fear of mockery, since Hoover is
now a synonym for vacuum cleaner.
75
6 Where Power Lies
The King’s Speech is the perfect example of a double meaning, a
device often used in titles. The film is about the way in which King
George VI spoke, i.e. his speech, but it also includes references
to the opening of Parliament when the monarch makes a speech
in which the government’s intentions are announced; this is
called the King’s/Queen’s Speech.
These phrases are meant to give us a clue as to what the
films are about. In the case of The Iron Lady, it is a reference
to Margaret Thatcher’s uncompromising, unflinching character.
J. Edgar Hoover, even though he was not president, was said
to have enormous power as the head of the FBI. By using the
phrase “the most powerful man in the world”, the idea is to
intrigue us and make us curious to know how it came about that
he had more power than the president.
The phrase from The King’s Speech is a clever aphorism
possibly chosen to emphasise the film’s focus on language and
expression, and the fear associated with public speaking.
Movie biographies (biopics) usually concentrate on a few
key aspects of the subject’s life. Some biopics attempt to be
objective, but it is not necessarily objectivity that will bring in
audiences. This is revealed in the synopses on these pages
(which have all been taken from official publicity for the
movies). Since the synopsis of a movie is designed to sell the
movie to the public, it will be dynamic, seductive, dramatic,
sensationalist... and journalistic. Words and phrases are used
for their emotional impact (with a preference for clichés), much
as in the yellow press: “secrets”, “political turmoil”, “a true story
of love”, “accusations”, “turmoil”, “reviled”... When one compares
the synopses to the more down-to-earth, factual, biographical
information, the difference in style is evident.
5. Both in the posters and in the photographs of the real people,
there is a common sense of determination and duty. With Margaret
Thatcher and Hoover, you feel that they accept the idea of being
worshipped by some people and hated by others. Aung San Suu
Kyi and George VI both seem kind and gentle in their photos but
are given a heroic pose in the posters, suggesting bravery.
PROJECT
(p. 115)
Pour ce projet, on veillera à ce que les élèves choisissent des
personnalités issues de domaines variés. Un travail en paires
semble le mieux adapté à une mise en scène pour une présentation interactive, par exemple une discussion entre le futur
réalisateur du film et un(e) journaliste, ou bien le réalisateur
et la personne célèbre elle-même, son agent, un descendant
ou un membre de sa famille... Les consignes sont brèves mais
explicites et le message est clair : la totalité du travail réalisé
en amont avec les élèves sur cette double page va pouvoir être
mobilisée et transférée dans cette activité de type actionnel au
cours de laquelle on valorisera l’originalité du choix réalisé (lié à
un pays anglophone ou à une personne anglophone ou encore
un événement ayant impliqué un pays anglophone – voir « The
Lady », qui fut mariée à citoyen britannique), l’humour, l’interactivité et la réactivité dans cette discussion. Il s’agira d’une
production permettant aux élèves de s’approprier un travail de
classe, de se mettre sur le devant de la scène et de se placer
dans la peau de personnes célèbres, ce qu’ils ne rechignent ja-
76
mais à faire... De plus, la créativité avec la réalisation de l’affiche
n’est pas négligeable et pourra donner lieu à l’attribution d’un
bonus « artistique » – toutefois non exigible.
Portraits: Who Wears the Breeches?
(p. 116-117)
(p. 117)
Corrigé
• All four pictures show couples: emblematic, unknown or famous ones. These couples are the main focus in all four images.
They somehow “fill a gap”: without them, the pictures would be
pointless. They actually bring life to them and give the backgrounds or landscapes a reason to be shown.
• The two couples in the paintings are represented in their own
environments/surroundings, contrary to the photographs in
which the backgrounds are either the impersonal backdrop of a
photography studio or the lifeless patio outside some house that
could be anyone’s. The Gainsborough painting shows an outdoor
scene, with the couple posing in a way that could suggest that
they are showing us what they own: their land. Portraits like
this were often designed to be passed on from generation to
generation as a reminder of the (glorious) past. The couple in
the Hockney painting also seem to be showing off what they
have: a sober, elegant flat (or house) with a balcony, a relaxed
lifetsyle and a beautiful cat. Both couples seem aloof, distant,
expressionless. One wonders what their home life is really like...
There is no intimacy, no communication between the partners.
In both pictures there is an animal which reflects the sitters’
status: a hunting dog and a Siamese cat.
Although Charles and Diana are not communicating with each
other, it is obvious that this is a photo to celebrate a formal
occasion and that protocol dictates their pose. Both are
smiling, and their closeness immediately tells one that they
are “together”, but whether their smiles indicate domestic
happiness is another matter.
The Eve Arnold photo is totally different. The people are not facing
the viewer; they are involved in each other. This is a moment in
time that is not posed but simply captured by the camera for
posterity.
• In the Gainsborough painting the man is standing holding
a shotgun, which could be interpreted either as a symbol of
masculine power or of ownership of land (or as both). It may
however just be decorative since the pose looks very studied.
His wife is sitting demurely by his side, dressed in powder blue
silk or satin (completely inappropriate for country life). The lap
of her dress is unfinished (perhaps it was expected that a child
would have been born to occupy the space...). She looks frail,
especially when contrasted with her husband. One wonders how
this couple will survive in the country...
In the Hockney painting, the man is sitting in what could be
called a rather “feminine” pose – neither virile nor assertive.
His lack of assertiveness is enhanced by the presence of the
couple’s white cat sitting on his left leg. His wife is standing with
her hands on her hips as if she were mistress of the house, the
one “wearing the breeches”, as it were.
livre du professeur
In the Donovan photograph, Princess Diana is sitting in a very
formal pose (with her hands in her lap – the conventional
pose suggesting demure submissiveness) and is wearing a
very feminine dress, whereas the Prince of Wales is in military
uniform and wearing all his medals and decorations – the
symbols of majesty and power – and has his hand on his sword
as if to defend his wife in case of attack.
In the “snapshot” of Arthur Miller and Marilyn Monroe, he is
crouching at her feet – the position of adoration. But this is not a
weak position because he is holding her hand as if to comfort her.
He has deliberately come down to her level to offer her comfort
or reassurance, as one does with a child, so that he doesn’t
seem to be towering over her and dominating her. Ironically, this
is perhaps the opposite of what Marilyn wanted: her attraction to
powerful men was well-known. Perhaps she needed Miller to be
more dominating? Or perhaps he wasn’t like this all the time and
may have been too domineering...
PROJECT
(p. 117)
Les consignes liées à cette mission actionnelle parlent d’ellesmêmes.
Le mieux serait que les élèves puissent présenter une version
vidéoprojetée de leur réalisation, ou bien, si cela n’est pas
possible compte-tenu de la nature artistique de la production,
une version papier d’une taille aisément visible (A3)
Deux options s’offrent aux élèves : une prestation en classe
avec assemblage des trois éléments « en direct » : présentation
de l’œuvre réalisée, mise en musique, commentaires oraux,
ou bien réalisation d’un fichier vidéo-son avec plan sur l’œuvre
réalisée incluant zooms avant et arrière sur certains de ses
éléments, musique en fond sonore discret et descriptions et
commentaires simultanés à la manière de ceux d’un audioguide. Cette deuxième option semble ici la plus intéressante.
Faisons noter aux élèves que le contenu d’un audio-guide doit
capter l’attention de l’auditeur car, dans le cas contraire, il
devient vite ennuyeux, ce qui devra à tout prix être évité ici.
Une fiche de travail est téléchargeable : artfile-p.116. Il s’agit
d’un texte sur les portraits des presidents des États-Unis.
Corrigé
artfile-p.116
One of the traditions of being President is having a portrait
made. The National Portrait Gallery in Washington, D.C., has at
least one portrait of every American President. These likenesses
are in different mediums such as paintings, sculpture,
drawings, prints, and photographs. This exhibition provides
a visual record of the men who have held the highest political
office in the country. Some presidential portraits were created
before the sitters were elected President; others were painted
during their presidency; and still others were created after they
left office. Sometimes the artist had only a short time with the
President: Peter Hurd spent only fifty minutes with Lyndon
Johnson during two sittings. On the other hand, Greta Kempton
painted five portraits of Harry Truman and had five sessions
with him just for the first portrait. The artists of the two group
portraits, William Garl Brown (Zachary Taylor at Walnut Springs)
and Ole Peter Hansen Balling (Grant and His Generals), both
traveled in the war zone to sketch and paint their subjects.
Another artist, George P. A. Healy, painted portraits of several
Presidents, including Martin Van Buren, John Tyler, and James
K. Polk. Artists who were unable to meet with the President
in person relied on other portraits to create their likenesses.
Although most of the works in this exhibition are finished
portraits, some were made as studies for a final work. One of
these is Douglas Chandor’s portrait of Franklin Delano Roosevelt,
which, although unfinished, gives the viewer a good image of
the President. For many years, a presidential portrait was the
only way in which people could know what their Presidents
looked like. Their expressions in these portraits may be serious,
warm, somber, or happy. Important information can be gathered
just from looking at portraits. Beyond what the sitters looked
like and what they wore at the time the portrait was created,
portraits provide clues to the person through the objects in the
background. You can see the differences and similarities when
there are multiple portraits of one President in the exhibition.
Combining what you see with research and study will give you a
deeper understanding of those people who have been President.
Ateliers
(p. 118-119)
Atelier 1
(p. 118)
Script
dvdscript-p118
REBECCA: He’s the dragon you love to hate. Hi, I’m Rebecca Brayton
and welcome to watchmojo.com and today we’re speaking
with entrepreneur Kevin O’Leary. Explain to us what you
think makes a good entrepreneur.
KEVIN: Communication skills it turns out are paramount. The
ability to actually articulate what your idea is in a very
short period of time is number one. Number two – and this
is far in some ways more complicated to explain; but just
because you have a good idea, doesn’t mean you’re going to
make money. There’s a difference between a good idea and
someone who can execute the business plan. So spend the
next five minutes of a presentation explaining why you’re
the right person to actually execute the plan. And this is far
more complicated because you get peppered with a whole
series of questions in any presentation that you try to raise
money for, whether it’s on Dragons Den or Shark Tank or else
somewhere else.
How much of your own money have you put into this
business?
CONTESTANT: I put 50,000 dollars of my own money and I haven’t
taken any salary out of the company in a year and a half.
KEVIN: Cry me a river!
You have to go through that gauntlet to prove that you’re the
right person or your team are the right people. And if those
two things come together then the magic starts. That’s when
a team or a person starts to sizzle like an isotope because
clearly they become a leader. It’s clear that they are different
than anybody else, not only can they articulate their idea,
they can actually convince you they can execute it. That’s
the kind of entrepreneur I want to finance.
77
6 Where Power Lies
REBECCA: Do you think that emotions should have no place in
business?
KEVIN: Not when you’re judging a business for is financial merits
because, at the end of the day, money’s different than
anything else in life. There’s no grey. You either make money
or you lose it. I’m not trying to make friends, I’m trying to
make money, I say that all the time. People say to me, what
about love? And I say, try love without money.
REBECCA: Now I’ve seen you say that being an employee never has
a good outcome. Would you like to elaborate on that?
KEVIN: A really good employee ends up with equity because
they’re so invaluable you don’t want to lose them. And that’s
the right way to look at it. They’re either partners or they’re
costs. So what happens to employees in companies: the
minute they’re hired there’s somebody in that organisation
trying to figure out how to fire them. That’s what’s going
on. That’s what happens in all companies because they’re
costing money for the shareholders. And I think you have to
be realistic. So if you’re an employee you have to make sure
you get up every morning and create value for the business
you’re in or you’re going to get fired.
REBECCA: In terms of choosing a team, I mean, how would you go
about choosing the right team?
KEVIN: Many people will come and go. You’ll lose a third of your
employees because the culture’s just being formed, and it
becomes very obvious very quickly which people don’t fit
in the culture that’s getting the critical mass. I mean, you
create a company, it’s got a culture, and those that don’t fit
– you should get rid of them. Even if it’s your mother, you’ve
got to fire her.
REBECCA: What are Kevin O’Leary’s secrets to success and/or
business ethics?
KEVIN: The government provides regulations and laws under
which everybody has to play so that’s... those are like the
games, the rules of a football game. Everybody has to abide
by them. That’s a given. Now when it comes to winning in
business, I like to be very competitive, I like to pour boiling
oil over my competitors and think every day: how can I kill
them? Because that is the war of business. Ultimately,
I want my shareholders to make more money than my
competitors. And that’s very healthy. So I think the DNA of a
business has to be how you make money: how do you spend
your time making money for your shareholders? And you’re
nobody as an entrepreneur until you’ve made money for
somebody else.
REBECCA: Thank you very much.
KEVIN: Thank you.
Corrigé
The cartoon illustrates how the credit crunch came about in
2008, and how different financial institutions exert power over
others. Ordinary people take out a mortgage (= a loan to buy
property) to buy a house. In the USA this is often a loan from
a mortgage company rather than from a bank. The mortgage
company, in turn, borrows from a bank in order to supply the
mortgages. At each stage, interest is added, and this is what
78
makes the system function. But, at the top of the pyramid is
the stock exchange (Wall Street) which, by buying and selling
stock (= shares), determines the value of a company and
causes fluctuations in that value. Therefore, any uncertainty
about a bank’s solidity will filter down the pyramid: Wall Street
puts pressure on the banks, the banks put pressure on the loan
companies, etc. The end result is that, if Wall Street thinks a
bank has lent too much money to people who ought not to have
borrowed it, those people will be shown no mercy. Their houses
will be taken away from them.
The first headline shows how credit restrictions determine
whether or not certain businesses can continue operating or will
go bankrupt. This is because many companies need liquidity in
order to pay for materials and labour before their goods go on
the market and the returns come in. Without credit, they could
not pay for those materials and labour.
The second headline shows how even countries have to bow
to the power of money. If a country is in debt internationally
– to the IMF or to European central banks – those institutions
can decide to cancel the debt, extend the repayment period,
reduce the interest, etc. in order to prevent that country from
going bankrupt and bringing chaos to its internal and external
affairs. If they do decide to “bail out” the country in trouble,
then they may ask for certain guarantees, so as to be sure the
same situation will not occur again. Austerity measures (e.g.
the reduction of government expenditure, the reduction of civil
servants’ salaries, increased taxation...) belong to this category
of guarantees.
The third headline shows that international financial institutions
can even have a say in a country’s system of government. This
is a very controversial issue because, if (as has been the case
in the past) a bank will only lend money to a country that has
a capitalist economy and a democratically-elected government,
then you could say that a bank has more power than a
government...
a. Having a good idea, having the ability to carry out that idea,
being able to convince others that you are the right person to
carry it out.
b. None at all. When you make decisions about money, there
are no grey areas: you make it or you lose it. And when you do
business, you are not doing it to make friends but to make money.
c. Because, ultimately, you are either good enough to become a
partner in the company and therefore stop being an employee,
or you are not good enough, in which case someone is trying to
get rid of you and that puts you under a lot of pressure.
d. They are something that you have to work with. They are the
rules of the game. He doesn’t seem to have much regard for
them and I think we can assume that he believes that the rules
are there to be broken from time to time.
e. He has a very aggressive attitude towards competitors (“I like
to pour boiling oil over my competitors and think every day: how
can I kill them?”) and it is hard to imagine that he would have a
friendly relationship with them!
(example) Kevin O’Leary is a very hard-headed businessman
for whom money seems all-important. He equates success
with making money and might well sacrifice almost anything
livre du professeur
for the sake of profit. One has to remember, however, that it is
his role in his TV programmes to play the part of the heartless
entrepreneur, so one wonders how much of what he says is just
an act.
dvdfile-p118
A. 1/b, 2/a, 3/c, 4/a, 5/c.
B. 1/c, 2/d, 3/a, 4/b.
Atelier 2
(p. 119)
Corrigé
a. His name is Bruce Gold and he is a professor at Brooklyn
College. He is Jewish.
b. Ralph works for the US President. He is one of the President’s
aides. Ralph and Bruce may have studied in the same college or
been members of the same student’s club.
The phone call is about a job that Ralph is offering Bruce.
a. Bruce is being offered work in the White House. He is
expected to support the President’s policies and his decisions.
b. Bruce is officially asked not to object to any decision made
by the White House, which is in contradiction with the idea of
having complete freedom.
c. Bruce is a renowned college professor, famous for his
independent mind and integrity. The fact that he is Jewish
seems to be an advantage too.
a. The saying “as good as gold” means sage comme une
image. By agreeing to support all the President’s decisions,
Bruce Gold loses the freedom of thought for the sake of power.
Being in favour of all the President’s policies makes Gold “as
good as gold”.
b. The author thinks politicians control public opinion and distort
the truth to achieve their goals.
Atelier 3
(p. 120)
Le pouvoir des humoristes est ici le sujet de l’entraînement
à l’expression orale en continu dont la maîtrise sera bien utile
le jour de la seconde partie de l’examen oral. S’assurer que le
contenu du court paragraphe d’introduction est bien compris
des élèves : son but est de les aider à voir clair dans l’intention
du dessinateur qui a choisi un sujet qui en général ne laisse pas
indifférent.
Corrigé
(Aider les élèves à comprendre la mise en scène de la
situation, les jeux d’ombres et de lumières étant rarement
fortuits ou innocents.)
Guidage vers le mot clé : overcrowding. The issue is
overcrowding in prisons.
The message is: it may be humane to think of the conditions
in which prisoners live but that it might also be time to think
of their victims whose conditions unfortunately cannot be
improved...
La question elle-même pourrait constituter le sujet d’un débat
dans le cadre de l’expression orale en interaction.
Atelier 4
(p. 120)
Corrigé
Le dessinateur veut montrer qu’Oprah Winfrey est l’exemple
parfait du contrôle par les médias de l’opinion publique. On
conseillera aux élèves de surfer sur son propre site www.oprah.
com ou sur son compte Facebook pour se faire une idée de
l’étendue de son influence auprès du grand public.
Pour des informations sur Malcolm X, voir www.malcolmx.
com
On incitera les élèves à dire ce qu’ils croient être l’opinion du
cartoonist concernant la célebrité en question et à exprimer
leur propre opinion. Rien n’empêche, bien au contraire, de leur
demander s’ils voient dans le PAF français une personne qui
ressemblerait à Ms Winfrey et s’ils se laissent eux-mêmes
influencer par ce type de personnage(s).
Atelier 5
(p. 120)
En fait nous mettons ici l’élève dans les conditions semblables
à celles qu’il rencontrera le jour de l’examen écrit puisque les
questions d’expression écrite sont liées au contenu du ou des
textes choisis pour l’évaluation de la compréhension écrite.
B1. Le premier sujet relève, conformément à ce qui est prévu, de
la capacité à expliquer une opinion ou une décision.
B2. Le second sujet donne l’occasion à l’élève de développer
le pour et le contre d’une situation pour terminer par un choix
argumenté.
On peut proposer aux élèves du lexique lié à l’absence de
soumission :
refuse to, surrender (something to someone), give in (to
someone), yield (to something/someone), not abide by (a
rule...), not obey (someone/something), not conform to (a
rule...), not comply with (a rule...), not be accommodating, be
uncooperative, be insubordinate, be unwilling (to do something),
be reluctant (to do something).
Corrigé
(exemple)
Dear Ralph,
Following our conversation on the phone, I have spent the whole
night thinking about the job you offered me. At first sight it is a
most attractive proposition: working with the President could be
the chance of a lifetime. However, I have decided to decline the
offer. Let me tell you why.
You said that I would have complete freedom of action as long
as I agreed with all the decisions made by the White House.
You must realise that this is impossible. I have always been
independent and open-minded and I am not used to giving in to
pressure from anyone. As you said, I am not a yes-man and I
will not sacrifice my beliefs for the sake of power; I am not that
kind of man. I refuse to be associated with any manipulation of
that sort.
I do hope you will understand my decision.
Yours sincerely,
Bruce
79
6 Where Power Lies
Class Project
(p. 121)
Ce projet a pour but de travailler sur le pouvoir politique et
plus particulièrement sur l’écriture du discours politique, mais
également sur la manière de le prononcer !
Il devrait intéresser des élèves ayant (déjà ou bientôt) l’âge
légal pour voter. La politique devient un domaine source de
débats et d’interrogations.
On pourrait envisager un travail en amont sur des discours
politiques (un républicain et un démocrate ou un travailliste
et un conservateur) sur un même thème et analyser les
différentes techniques utilisées et les différentes idées.
Ne pas oublier de travailler sur la population à laquelle le discours
s’adresse ; on ne s’adresse pas à une population d’agriculteurs
du Midwest de la même façon qu’à un public d’intellectuels de
la côte est.
Ce projet permettra aux élèves de se familiariser avec les
thèses des différents partis après un travail de recherche afin
que leur discours soit le plus proche possible de la réalité.
On peut même envisager un travail en groupe sur différents
thèmes qui seront distribués par barrette : par exemple, la peine
de mort (groupe 1a : la position des républicains ; groupe 1b : la
position des démocrates), et ainsi de suite pour les différents
thèmes. Chaque groupe rapporte le fruit de ses recherches. Les
élèves prennent des notes et ainsi chaque élève aura une fiche
synthétique sur les divergences majeures des deux partis sur
des thèmes importants.
Mock exam
(p. 122-123)
Corrigé
LV1/LV2 B1
The main character’s name is Phoebe Barton. She is also
referred to as Miss Barker by the receptionist. Given the
receptionist’s attitude to Phoebe, this mistake is quite possibly
deliberate.
The two characters present are Roderick Winshaw – who we
assume is the director of the gallery – a tall well-built man in his
late thirties, and Lucinda, a beautiful blonde who is Roderick’s
receptionist.
The two characters that are mentioned are Marcia, the temp who
replaced Lucinda while she was away and Harry, Phoebe’s old
tutor who is said to be a friend of Roderick Winshaw’s.
The action takes place in a London art gallery.
The main character has come from Leeds and has travelled
down by train.
She is at the gallery to present some slides of her work to
Mr Winshaw.
a. “London’s demented clamour was silenced in an instant”
(ll. 2-3); “she had entered a haven: hushed...” (l. 4).
b. “who smiled hello in a distinctively threatening manner” (ll.
8-9); “under the receptionist’s insolent scrutiny” (l. 16).
c. “mumbled some sort of reply and then for a few seconds, too
scared to advance any further, lingered to look at the paintings
80
on the walls” (ll. 10-12 ; “she took a deep breath and dragged her
resisting feet towards the desk” (ll. 14-15).
The first problem she encounters is that her appointment
is not marked down in the diary. Lucinda explains that this is
because the person that Phoebe spoke to on the phone did not
have the authority to make appointments.
a. False. “I was away last week. You would have spoken to
Marcia, our temp.” (ll. 33-34)
b. False. “Phoebe could feel herself shrivelling.” (l. 55)
a. “[Marcia] doesn’t actually have the authority to make
appointments” (ll. 34-35); “No, these won’t be any good to us I’m
afraid” (l. 53). Lucinda also refers to Roderick as Roddy (l. 50)
thereby showing her intimacy with her boss.
b. “Yes, of course. That accent.” ll. 42-43; “I’m sorry they’re not
what we’re looking for at all at the moment” (ll. 59-60); “Perhaps
you might care to try some of the smaller galleries” (ll. 62-63);
“some of them do rent out places to amateur painters” (ll. 6465); “she’s brought along some of her sketches” (ll. 75).
The receptionist is successful in belittling Phoebe and asserting
her power, as Phoebe feels herself shrivelling (l. 55) and is
aware of her utter powerlessness (l. 56).
10 The situation takes a better turn for her when Roderick
Winshaw walks in. He was expecting Phoebe, and he shows his
authority over the receptionist, invites Phoebe in for a chat and
sends Lucinda out to lunch rather bluntly.
LV1/LV2 B2
11 Roddy is in his late thirties, tall and well-built.
12 He looks at the photos very briefly (“cursory inspection”)
and then the text says that “he had already decided what he
wanted from this tantalizing new arrival” (ll. 83-84).
13 a. Roddy, being well-built, seems the sporty confident type.
The fact that he invites Phoebe out for lunch shows he is also
outgoing and sociable... but certainly somewhat of a womaniser
too.
b. Roddy treats the receptionist in a professional way. The only
sign of intimacy is that he sometimes calls her Lucy instead of
Lucinda. It is fairly obvious that Lucinda imagines (or makes
out to other people) that they have a much more intimate
relationship.
c. Roddy has an extravagant lifestyle and seems to have a lot of
money as he takes Phoebe out to an expensive restaurant for
lunch.
14 The main character is not at ease with the expensive
restaurant’s menu; we can therefore conclude that she is from a
fairly humble background and inexperienced in the ways of the
world.
15 (exemple) I would describe this episode as amusing,
because the characters are very stereotypical, especially the
receptionist. One of the classic types of humour – the put-down
– is present when Roderick deliberately puts the receptionist in
her place.
Expression écrite
livre du professeur
7 Moving On?
Dans quel sens nos sociétés évoluent-elles ? Ce premier
chapitre consacré à « l’idée de progrès » vise l’évolution des
mentalités et des rapports humains afin d’aider les élèves
à comprendre ce qui se passe dans le monde et le monde
anglo-saxon en particulier dans le domaine des relations
sociales. Des progrès sont-ils accomplis ? Qui en bénéficie ?
Faisons-nous des progrès dans les domaines de l’égalité et de
la justice ? À quoi les changements auxquels nous assistons
sont-ils dus ?
Les aspects matériels et scientifiques du progrès feront l’objet
du chapitre suivant et nous les relierons précisément à leur
impact sociétal.
Pages d’ouverture
(p. 126-127)
(p. 127)
Corrigé
Picture 1 shows two senior citizens/two old age pensioners/
an elderly couple looking at job ads. This is obviously a posed
photo and not a real couple, but even so it reflects several
features of present-day (British) society. Firstly, retired people
often seek employment in order to supplement their pensions.
Secondly, the job market in Britain has become very flexible
with more and more part-time jobs available. This means that,
in certain sectors, the job market is particularly favourable for
seniors (e.g. supermarket cashiers). Thirdly, high unemployment
in certain sectors has meant that many people have been forced
into early retirement: older employees with seniority cost more
than young people just starting their careers. Finally, Britain has
an aging population. All this means that more elderly people are
seeking part-time jobs than ever before.
Picture 2 is of Licia Ronzulli, an Italian MEP with the People
of Freedom party (the centre-right party created by Silvio
Berlusconi). She is well-known for bringing her daughter,
Vittoria, to the European Parliament in Strasbourg where the
rules permit women to bring their babies to work. However,
the first time Licia appeared with her baby in 2010, the press
made the event into a major story. Licia said that she wanted
to make a point about the difficulties women face in juggling
careers and baby care. It is perhaps not surprising that one
of her main fields of interest is women’s rights and gender
equality. Although other women politicians do not seem to
be following her example, Licia’s action and the reaction to
it show that there is now general acceptance in Europe that
women with young children and who have regular employment
deserve some special considerations.
Picture 3 shows two people sitting in separate booths in a bar or
a restaurant. This may be a singles bar where single people go
to meet others. Alternatively, it may be a restaurant and the two
people may be waiting to be served. Whichever it is, both people
are alone and the suggestion is (by showing them facing away
from each other) that both are lonely. The photo is a comment on
the fact that there are more and more people living alone these
days, sometimes by choice, sometimes not.
Picture 4 was taken at a White Pride Festival in Indiana in
2002. The man is known as Grunt. His head is shaved and he
has a tattoo on the right side of it – White Pride World Wide –
around a Celtic Cross, which is a symbol frequently used by
white extremist groups. There is another tattoo on his neck
including symbols that could be interpreted as a swastika. The
image he presents is that of an aggressive, violent, dangerous
man. Although the main racialist group in the USA – the Ku Klux
Klan – has seen its organisation weaken since the 1950s, other
groups have sprung up in more recent years in reaction to the
civil rights movement, to immigration, and to what these groups
see as society’s drift to the left, i.e. acceptance of alternative
lifestyles, political correctness, restrictions on “taking the
law into one’s own hands”... Extremist groups have also been
gaining popularity in many European countries as a reaction to
multiculturalism and high immigration, and as a manifestation
of “islamophobia”. The populist radical right wing has gained a
political hold in several countries (e.g. Britain’s BNP, France’s
Front National, Italy’s Forza Nuova).
(students’own answers)
Obedience or Choice?
(p. 128-129)
(p. 128)
Corrigé
The picture on page 128 is the Chinese “yin yang” symbol,
used to show how so many aspects of life can be represented
as two opposing but complementary elements. By placing
silhouettes of a man and a woman in each part of the symbol,
the person who drew this is suggesting that men and women
are very different but complement each other, and that they are
equal forces. It is an interesting way of illustrating the equality
of the sexes. The picture on page 129 is a theatre poster for a
Shakespeare comedy: The Taming of the Shrew. It shows a
man trying to “tame” a giant of a woman who is laughing at his
attempts to dominate her. The comedy is about the way in which
Petruchio reduces his wife Katherina/Kate to submission – not
by violence but by words, e.g. by complimenting her for what
are obviously ill-intentioned acts and by depriving her of home
comforts under the pretence that nothing is good enough for her.
Whether or not Shakespeare intended Kate’s final submission to
be taken seriously or not, the play treats relationships between
the sexes as a battle for supremacy. The title of the double page
obviously refers to the role of women: whether they are forced to
obey their male partners or whether they can exercise choice.
(p. 128)
Corrigé
(Message in a Bottle)
Garrett is in love with Theresa. He has a father who is getting
old. Theresa has a son, Kevin, who still goes to school. Her
parents do not live with her in Boston.
81
7 Moving On?
He is worried because one of them is going to have to move
if they want to live together but both have good reasons not to
do so.
Garrett has his own business in Wilmington. He does not
want to live in Boston. He will have to take care of his father.
Theresa has strong ties in Boston. Her son still goes to school and
he likes it there. She has a good job and friends. It was difficult to
get this job. If she moved she would have to give everything up.
(The Taming of the Shrew)
That women should submit to their husbands in all things.
Men work hard while women stay at home safe. For a woman
not to obey her husband is to be a traitor to the country and to
want war. Women are naturally weak. It is useless to want to be
as strong as men.
The first text is an extract from a modern novel whereas
the second is an extract from an early 17th century play. The
first puts men and women on an equal footing whereas in the
second, men are women’s superiors.
(p. 128)
Pour aider les élèves dans la rédaction de leur expression écrite
et plus particulièrement pour enrichir leur vocabulaire, ils
peuvent utiliser les fiches dans la partie Wordwork.
Adjectifs : unappreciated, distrustful, loving, understanding.
Verbes : blame, assist, be hurt, undermine, expect, care for.
Noms : bliss, gratification, scorn, care, compassion, trust,
resentful, confidence.
(p. 127)
Corrigé
teamfile-p128-1
A. Garrett lives in Wilmington. Wilmington is in North Carolina.
The towns are 820 miles apart.
They do not want to have to talk about having to make a
choice which is likely to be painful.
“One of them was going to have to change his or her life
dramatically.”
He is the manager of his own business (“He had his own
business”). This means that if he moved, he would have to sell
his business or hire someone to replace him. If he decided to
sell, he might not be able to find another business in Boston.
Hiring someone to replace him is not a good solution either.
Wilmington is a small coastal town in North Carolina
(100,000 inhabitants). Boston is the capital of and largest
city in Massachusetts (600,000 inhabitants for Boston itself,
4.5 million for greater Boston). Garrett would have to adapt to
living in a much bigger city (find a new home, make new friends,
build new relationships). He would have to start everything over
again when in fact, in his home town, he is living the perfect life
he has always imagined living.
Garrett has a father who is getting old and who has no one to
take care of him. If Garrett moved it might have serious effects
on his father’s hopes of having someone to take care of him in
his old age.
Garrett is afraid that if Theresa decides to move, she will
82
resent him for having to sacrifice her career and her son’s
happiness for their love. Their relationship might not survive the
strain and they might end up separating.
He refuses to think about it because, whatever choice they
make, they are not going to be happy.
teamfile-p128-2
A. Theresa lives in Boston whereas Garret lives in Wilmington,
North Carolina. The towns are 820 miles apart.
Wilmington is a small town in North Carolina (100,000
inhabitants). Boston is the capital of and the largest city
in Massachusetts (600,000 inhabitants for Boston itself,
4.5 million for greater Boston). Theresa would have to adapt
to living in a much smaller town (find a new home, make new
friends, build new relationships...).
Her parents would probably not mind as they live “elsewhere”,
but her son would be very much affected by the move because
he goes to a school he likes. Theresa also has “a network of
friends she would have to leave.” She would probably lose them
all and would have to make new ones in a town where no one
knows her.
She is a journalist working for a major newspaper. She has
worked hard to get where she is (“She’d worked hard to get
where she was, and if she left Boston, she’d probably have to
give it up”). The word “blossoming” suggests that she has still
not reached the peak of her career. Leaving Boston would mean
that she would have to give up all her dreams of promotion.
Garrett is afraid that if Theresa decides to move, she will
resent him for having to sacrifice her career and her son’s
happiness for their love. Their relationship might not survive the
strain and they might end up separating.
teamfile-p128-3
A. The role of the husband is to take care of his wife. In order
to do this, he has to work for a living and endure hard conditions
(“painful labour both by sea and land”). The role of the wife is
to love and obey her husband, a much easier task because she
is “at home, secure and safe”. Because the husband suffers in
order to fulfil his obligations to his wife, Kate suggests that it
is only natural that the wife should make things easier for the
husband at home.
a. She compares it to the relationship between ruler and
subject (“prince” here means sovereign).
b. If the wife does not abide by the rules – if she seeks to rule
rather than obey – then she is to blame for any conflict in the
relationship.
Katherina suggests that if a woman refuses to obey she is
attempting to change the natural order of things. Any change in
the natural order will have repercussions: it will bring chaos and
war to the world. Universal harmony depends on every individual
fulfilling their responsibilities.
Their bodies are soft and weak because their hearts are
soft and weak too. Here is another example of Shakespeare’s
perception of the links between the different parts of the world,
and the importance of unity at all levels.
livre du professeur
a. This quote suggests that Katherina did not abide by the
rules in the past and has changed since then.
b. Katherina realises that women who try to rule over men might
believe that they have power when in fact they have none. The
“lances”, whether they are words or frowns, are as harmless as
straws.
(exemple) Some people take this speech at face value – as
the beliefs of Katerina at the end of the play, and therefore as the
beliefs of Shakespeare – others believe that Katerina is speaking
tongue in cheek as is the playwright. It is the latter point of view
that prevails these days because (a) the views expressed here
were outdated even in Shakespeare’s day, (b) Shakespeare
expresses quite opposite views in other plays, (c) the play is
a sort of “play within a play” – a tale told by a drunken man –
and should be considered as a farce that is not to be taken at all
seriously.
teamfile-p128-4
A. Katherina’s temper is notorious and it is thought no man
would ever wish to marry her. On the other hand, Hortensio and
Lucentio are eager to marry her younger sister Bianca. However,
Baptista, Katherina and Bianca’s father, has sworn not to allow
his younger daughter to marry before Katherina is wed. When
Petruchio arrives in Padua, Hortensio seizes the opportunity to
recruit Petruchio as a suitor for Katherina. Petruchio agrees and,
to counter Katherina’s shrewish nature, seduces her with reverse
psychology, pretending that every harsh thing she says or does is
kind and gentle. In Petruchio’s house, once they are married, she
is refused food and clothing because nothing is good enough for
her; he claims perfectly cooked meat is overcooked, a beautiful
dress doesn’t fit right, and a stylish hat is not fashionable. Finally,
Katherina comes to understand Petruchio’s methods of taming,
and she willingly agrees with Petruchio that even the sun is the
moon. Meanwhile, Lucentio has married Bianca and Hortensio a
rich widow. In the final scene of the play Lucentio, Hortensio and
Petruchio argue about whose wife is the most obedient. Petruchio
makes a bet whereby each will send a servant to call for their
wives, and whichever comes most obediently will have won.
Katherina is the only one of the three who comes. At the end of the
play, Katherina gives a speech on the subject of why wives should
always obey their husbands.
First, she tries to resist her husband. Then, she comes to
realise that there is nothing she can do but obey her husband
if she wants to get what she wants. Finally, she completely
accepts a husband’s superiority to his wife and ends the play by
explaining that it is a wife’s duty to obey.
(see above, teamwork 3)
WORDWORK
(p. 129)
Corrigé
wordfile-p129-1a/1b
A. 1/f, 2/c, 3/a, 4/b, 5/g, 6/d, 7/e.
B. 1/g, 2/k, 3/i, 4/h, 5/f, 6/b, 7/m, 8/j, 9/a, 10/l, 11/c, 12/d, 13/e.
wordfile-p129-2
A. 1/l, 2/e, 3/p, 4/b, 5/t, 6/g, 7/d, 8/i, 9/f, 10/q, 11/c, 12/n, 13/a,
14/o, 15/m, 16/k, 17/r, 18/j, 19/s, 20/h.
B. In America, it is very easy to get through a day without being
flirtatious. Flirting is not part of the day to day interactions
between men and women. While it can’t be said that Americans
never flirt with married men or women, it’s certainly not looked
on in general as acceptable. Rather a relationship of that nature
– even if it’s innocuous – is hidden from public view. In France,
flirting and flattery is commonplace and is often done without
the sexual undertones that you might find in the United States.
Simply garnering the attention or flattery of a man doesn’t
necessarily mean that he wants to go home with you. Women
too are also allowed to flirt although it tends to be men that are
generally more flattering and flirtatious. It’s very important to
understand that not all of this flirting leads back to the bedroom.
It’s simply reflective of a way of treating and viewing women.
While some Americans might find it off-putting, in general you
can feel free to smile or say “thank you” without feeling like you
might be too encouraging. Of course if you want to encourage
and reciprocate the attention, you can always smile and respond
back.
(p. 129)
Corrigé
D’un autre côté Theresa était très liée à la ville de Boston. Malgré
le fait que ses parents habitaient ailleurs, Kevin, lui, allait dans
un lycée où il se plaisait et quant à elle, elle avait une carrière
florissante dans un grand journal et un réseau d’amis qu’elle
devrait quitter. Elle avait travaillé dur pour en arriver là et, si elle
quittait Boston, elle devrait probablement renoncer à tout cela.
En serait-elle capable sans jamais lui en vouloir pour ce qu’il lui
aurait fait/demander de faire ?
PROJECT
(p. 129)
L’objectif de cette activité est multiple :
– vérifier la compréhension du texte ;
– donner l’occasion aux élèves de s’approprier le lexique du texte
pour le transformer en arguments des décisions qu’ils vont
défendre dans l’esprit du CECRL et du bac 2013 ;
– développer la prise de parole en interaction ;
– les encourager à jouer un dialogue face à la classe ;
– valoriser leurs talents d’improvisation ;
– travailler la prononciation, l’intonation, l’accentuation ;
– les amener à s’inter-évaluer pour qu’ils puissent à leur tour
progresser dans leur prise de parole.
Il est conseillé d’apporter quelques objets pour mettre les
élèves en scène. Si le travail est donné à faire à la maison, les
élèves peuvent apporter leurs propres objets (chapeau, foulard,
lunettes...). Il ne faut pas grand-chose pour plonger la classe
dans une scène imaginaire.
L’inter-évaluation des productions orales oblige tous les élèves à
écouter les productions de leurs camarades et à se concentrer
sur les raisons pour lesquelles certaines productions sont
meilleures que d’autres. Les critères d’évaluation peuvent
varier en fonction des objectifs fixés par le professeur pour la
séquence (prononciation/enrichissement lexical/qualité de la
mise en scène et imagination/correction et authenticité de la
langue...).
83
7 Moving On?
Singles
(p. 130)
(p. 130)
Corrigé
The pictures show two sides of the “single life”. In the first
picture, the young man is sitting at his window reading a book
and at the same time basking in the sunshine that is pouring
through the window. It looks as if he doesn’t have a care in the
world. We sense that he is really enjoying his free time; that he
is doing exactly what he wants to do. He may be alone, but he
isn’t lonely. The second picture shows a young woman (in the
foreground) who has an unhappy expression. If we relate the
picture to the title of the page, we could say that here is a lonely
person who would love to be part of a couple like the pair in
the background. She may or may not know them, she may be
angry and jealous because the other woman has “stolen” her
boyfriend, or she may simply be jealous of their happiness at
being together. So, one picture is trying to illustrate the positive
side of being alone, the other the negative side.
(p. 130)
Script
tapescript23-p110
COLIN: Good evening. Welcome to Let’s Talk. I’m Colin Parker.
Tonight, let’s talk about a lifestyle choice that is either
something to be celebrated or something to feel very glum
about, depending on your point of view. Back in the 1970s,
one in five households consisted of just one member. Now,
the ratio is one in three. So do we have a dramatic increase
in lonely people, or a lot of fun-loving single folk with the
freedom to do just what they want? What do you think? We’d
like to hear from you, especially if you live alone.
And my first caller tonight is Judy from Manchester. Good
evening, Judy.
JUDY: Good evening Colin. I’ve been living alone since my husband
left me three years ago...
COLIN: Right. So you’re divorced now?
JUDY: Yes, one of the 60%.
COLIN: Sorry?
JUDY: Apparently that’s the percentage of marriages that end in
divorce. So my lawyer told me, anyway.
COLIN: And how are you coping? Do you have children?
JUDY: No, I’m all on my own. It’s pretty horrendous.
COLIN: What’s been the biggest change in your lifestyle since the
split-up?
JUDY: Well, I used to be a fab cook, you know, making a proper
evening meal every day. Now I can’t be bothered. I just buy
ready meals all the time.
COLIN: You don’t feel it’s worth cooking just for yourself.
JUDY: No. You want someone to share it with.
COLIN: It comes more expensive though, doesn’t it, if you buy
ready-cooked stuff all the time?
JUDY: Yes, that’s quite true. I’ve had to cut down on a few other
things.
COLIN: And it’s not a very healthy way to eat either, is it? I mean,
what do they put in those “meals for one”?
84
JUDY: I really wouldn’t know...
COLIN: All sorts of additives, and too much salt and sugar. It can’t
be good for you, Judy.
JUDY: No, well...
COLIN: And here’s a shocking statistic texted to us by Jane from
Glasgow: ‘Half of all the money spent on ready meals in the
EU is spent in the UK. We spend £7,000 a minute on that
rubbish! Dan from London’s on the line. Are you a live-alone,
Dan?
DAN: Yup. Love it. Means I can do what I want. Go out when I want
with whoever I want. Get home when I want.
COLIN: Sounds like you’re one of those metrosexuals, Dan.
DAN: Eh? What?
COLIN: Urban, young, nice salary, lots of disposable income?
DAN: Yeah, so what?
COLIN: Well, not everyone is as lucky as you are. Not Alison, for
example. Alison’s calling from Norwich. Hi, Alison!
ALISON: Hi, Colin. No, I’m certainly not well off but I’ve chosen to
live alone. Being a couple’s like being in a dictatorship.
COLIN: Sounds like you’ve “been there done that”.
ALISON: You’re dead right I have. So I made a fresh start, after six
months of hell.
COLIN: You moved out?
ALISON: Yep. A bit too quick maybe. Didn’t plan it enough. I mean,
there are so many singles looking for flats, it took me
a while to find something I liked. Then of course I had to
furnish it...
COLIN: Ah yes, now there’s another thing. It seems that companies
like IKEA are making a mint out of people like you.
ALISON: How did you know I went to IKEA?
COLIN: Just a guess, Alison. So you weren’t tempted to go back
and live with your parents?
ALISON: No, well I’ve only got my Dad and he lives alone too.
COLIN: Another statistic.
ALISON: Beg your pardon?
COLIN: I said, “Another statistic”. There are more and more men of
a certain age living alone these days.
ALISON: Why is that then?
COLIN: Well, men are living longer. Whereas the country used to
be swarming with widows, in a few years’time, there may be
more men outliving their partners than women.
ALISON: Thank you, Colin. That really has cheered me up.
COLIN: Oh... right. Well, let’s move on to our next caller...
Corrigé
A phone-in.
The programme takes place in the UK and 4 people are
talking. They are Colin – the presenter – and Judy, Dan and
Alison the phone-in guests.
All three are single and live alone.
Judy hates her lifestyle and she eats a lot of ready meals. It
is not her chosen lifestyle as it is a consequence of her husband
leaving her.
Dan loves his lifestyle, he is young, urban, has a lot of money
and goes out a lot – when and where he wants. It is a lifestyle
that he has chosen.
Alison loves being alone. She chose this lifestyle because she
livre du professeur
left her partner 6 months ago. She lives in a flat and buys her
furniture at IKEA.
We learn that 1 in 3 people are single and that 60% of
marriages end in divorce.
People spend £7,000 a minute on ready meals because
people either can’t be bothered to cook or don’t see the point,
especially if they are not cooking for anyone else.
Men are living longer and there are more and more elderly
people living alone.
Judy is very depressed about being alone whereas Dan
and Alison both love it. I think it depends on how each one of
them views the important aspects of life. Judy obviously likes
sharing her life especially cooking whereas Dan and Alison like
doing their own thing in their own time. They both view being
in a relationship as too restricting. I think the increase in the
number of single people is also due to an increase in the number
of things that people want to do these days, i.e. go out and
have fun. In the past people were more interested in leading a
comfortable family life.
(p. 130)
Corrigé
(exemple)
I think living on my own would have both benefits and drawbacks.
To begin with I would enjoy it a lot. One can live by one’s own
rules: I could listen to my music whenever I wanted to, I could
also come and go whenever I pleased. I think it would be a lot
of fun; I could invite friends over without having to ask anyone’s
permission.
However, realistically, life is not only about having endless fun.
I could not go out or invite friends over every night. Therefore
there would probably be quite a few instances when I would be
totally alone and I think that would be challenging. I think life can
become depressing if you have no one to share your emotions
with, chat about your day or even just watch TV with.
I think that living alone can potentially be a lot of fun and exciting
but that one tends to forget how important it is to interact with
others – even just for a minute or two – every day. If not in a
couple then I would definitely try and live in a flatshare!
WORDWORK
(p. 130)
Corrigé
wordfile-p130-1a/1b
1/e, 2/l, 3/h, 4/a, 5/o, 6/b, 7/c, 8/n, 9/d, 10/f, 11/g, 12/i, 13/j,
14/k, 15/m.
wordfile-p130-2
After flirting at a mutual friend’s party, Matt and Lucy decide
to go on a date together and try out a new Italian restaurant.
Lucy has been single for a while after graduating from university
and is on the lookout for someone new. Most of Lucy’s friends
have already settled down with their partners but she lives in
a bedsit and really wants a serious relationship. She wants to
get married soon and start a family as she dreams of having
lots of children.
Matt on the other hand lives in a flatshare with friends from
work and enjoys the life of a bachelor. Every Saturday he likes
to go out with his mates and let his hair down. He doesn’t want
any long-term commitment, but fancies Lucy and is keen to get
to know her better.
Laura is a young professional working in the city as an investment
banker. It’s a very high pressure job and she finds it hard to find
the time to meet up with her friends and family. In the evening
she often gets a takeaway from a local restaurant or microwaves
a ready-made meal from the supermarket as she is too tired
to cook for herself when she gets home from work. However,
Laura is quite happy with her lifestyle for the time being as she is
ambitious and keen to climb the career ladder. Her parents worry
about her becoming a workaholic and hope that one day she’ll
meet that someone special to tie the knot with.
(p. 130)
Corrigé
teamfile-p130-1
c. living alone.
There are four people talking and they live in the UK.
Since the 1970s, the number of people who are living alone
has increased dramatically, from 1 in 5 to 1 in 3.
We learn that 60% of marriages end in divorce.
UK citizens spend £7,000 per minute on ready meals. This is
as much as the money spent on ready meals in the whole of the
EU, meaning that the UK is by far the largest consumer of ready
meals in Europe.
They are expensive and unhealthy.
The other cost is furnishing and companies like IKEA that
produce and sell cheap furniture get a lot of trade from single
people.
Men are living a lot longer, meaning that, increasingly, they
are outliving their wives and ending up living alone when they
reach old age.
teamfile-p130-2
Judy is from Manchester.
No, she doesn’t have children.
She’s lived alone for three years because her husband left
her.
She hates living alone; she finds it “horrendous”.
She used to be a good cook but now she only eats ready
meals because she doesn’t feel it’s worth cooking unless you
have someone to share it with.
Because of the extra cost induced by buying ready meals,
she has had to cut back on other things.
teamfile-p130-3
Dan is from London.
He is single.
He loves being single.
He loves being single because he can do what he wants,
go out when he wants with whoever he wants and get home
whenever he wants.
Colin calls Dan a metrosexual.
Metrosexuals are urban, young, have nice salaries and
85
7 Moving On?
a lot of disposable income. (The indeterminate sexuality of
metrosexuals is not mentioned.)
“Urban” means they live in large cities and lead an urban
lifestyle, e.g. they go out a lot.
“Young” means they are between their mid-20s and mid-30s.
“Nice salaries” means they earn a good living, probably above
£35,000 a year.
“Lots of disposable income” means they have a lot of money left
to spend on non-essential costs. In other words everything that
is not rent, bills, transport and food.
teamfile-p130-4
Alison is from Norwich.
She is single.
She likes being single.
She used to be in a relationship and live with her partner but
felt it was like being in a dictatorship. She didn’t feel free to act
the way she wanted to.
She moved out after six months.
She took a long time to find a flat she liked and then she had
the problem of furnishing it.
Because Colin says that more men may be outliving their
partners than women. Alison is being ironic and actually means
the opposite.
PRONUNCIATION
(p. 130)
tapescript25-p130
Script
B. Three ways of pronouncing double “o”
1. [u] as in foot and cook.
2. [u:] as in food and soon.
3. [ô:] as in floor and door.
Three ways of pronouncing “e” followed by “a”
1. [E] as in bread and healthy.
2. [i:] as in heat and mean.
3. [Ie] as in year and hear.
Women at the Top
(p. 131)
Script
tapescript26-p131
MAN: Tonight, I’m talking to our legal affairs correspondent Linda
Davenport about changes in the Supreme Court following
the appointment of Elena Kagan. Now, Linda, the Supreme
Court is made up of nine Justices and it’s been over thirty
years since a woman first joined their ranks, so why should
we sit up and take notice now that the Supreme Court has
three female Justices? After all, there’s no glass ceiling left
to be broken, is there? Women are no longer curiosities in
positions of authority.
LINDA: Well, social scientists say that the number three is the
critical one when it comes to the presence of women within
a group of people who have to take a collective decision.
MAN: So this applies not just to the Supreme Court?
LINDA: No, indeed. It’s the magic number for boards of directors,
juries, any group of decision-makers.
86
MAN: And what happens exactly when there are three women as
opposed to two or one?
LINDA: Well, let’s look first of all at one woman within a group
of men. She will usually consider it her role in some way
to represent all women and will tend to be guarded about
what she says. She will also have problems getting listened
to. Ruth Bader Ginsburg, for example, one of the three
current female Justices, said that, when she was the only
woman, her comments were sometimes ignored in the
Justices’private conferences until someone else – a man –
made the same point.
MAN: And when a second woman joins the group?
LINDA: Apparently, there is no significant difference until the third
one arrives. Then the group begins to function differently:
it becomes more collaborative, more open to different
perspectives. And it is far more likely that the women will
be listened to. Furthermore, since there are now three of
them, the women as individuals no longer feel it necessary
to represent women in general – they are much more willing
to speak openly.
MAN: So the fact of there being three female Justices could well
bring about some changes.
LINDA: Quite possibly, especially since many of the issues that
come before the Supreme Court are in fact gender-related.
Having three Justices with first-hand experience of what is
under discussion is an undeniable advantage.
MAN: What about the two latest appointments: Sonia Sotomayor
and Elena Kagan, both appointed by President Obama. Do
you think they are good choices?
LINDA: Sotomayor, yes. She is the first ever Hispanic Justice and
the only woman on the Supreme Court to have grown up in
a public housing project in the Bronx. She is the true symbol
of success; the rags to riches story that we all love and that
proves that America is still a land of opportunity.
MAN: And the other one?
LINDA: Elena Kagan. Well, I’m sure she’s very competent but, like
Sotomayor, she has no children. There are many women who
wish the President had nominated a woman with children
as proof that women can still have kids and reach the top of
their profession.
(p. 131)
Corrigé
Résumé des idées principales :
Le journaliste reçoit Linda Davenport pour parler des
changements prévisibles à la Cour Suprême après l’élection de
la troisième juge femme sur les neuf juges composant la cour.
Il ne comprend pas les raisons d’une telle effervescence
médiatique au sujet de cette nomination : depuis que la première
femme a été nommée il y 30 ans, la société ne s’étonne plus de
voir des femmes à des postes à responsabilité.
En fait c’est le nombre « 3 » qui est très important car il leur
est plus facile de prendre une décision collective et d’affirmer
leur opinion face à une assemblée d’hommes.
Ainsi une femme seule tendra a vouloir représenter toutes
les femmes et donc sera très vigilante aux propos qu’elle tiendra,
souvent ignorés par ses confrères masculins.
livre du professeur
En revanche lorsqu’elles sont trois, les hommes les
écouteront davantage et elles hésiteront moins à défendre leur
propre point de vue plutôt que celui des femmes en général.
Des changements sont donc prévus à la Cour suprême car
un grand nombre des affaires traitées par la Cour est lié à la
discrimination sexuelle.
Les deux dernières juges nommées par le président Obama
sont de bonnes recrues, Sonia Sotomayor étant l’incarnation
parfaite du rêve américain en tant qu’hispanique élevée dans
le Bronx et qui a réussi. Toutes deux sont très compétentes
mais aucune d’elles n’a d’enfants, ce que déplore la journaliste
car elles ne démontrent pas qu’une femme peut concilier vie de
mère de famille et poste à responsabilité.
Language Corner
(p. 132-133)
Mise au point sur des indéfinis courants.
Either, neither, both...
Corrigé
Une seule.
Le second et le troisième.
Le premier.
Ni l’un ni l’autre ne voulait/souhaitait en parler.
L’un d’entre eux allait devoir changer de vie de façon radicale.
Mais lequel des deux ?
Ceci n’est pas qu’un simple exercice de thème. La mise en
contexte des phrases à traduire en fait des énoncés réels
produits dans une situation de communication (quasi) réelle.
a. There are only two possible solutions. Either I leave Wilmington
or Theresa leaves Boston.
b. Which is the more desirable. (Attirer l’attention sur la forme du
superlatif ici.)
c. Our two lives are so different.
d. Neither solution offers a lasting future.
e. Both Garrett and Theresa asked themselves the same
questions.
f. But neither (of them) had the right/proper/adequate answer.
g. “My case is more complicated,” Theresa reasoned, “for both
Kevin and I would have to change our lives.”
h. However, one of them would have to take a decision sooner
or later.
i. Who/which one must/has to/should take the decision? Either
one. It doesn’t really matter.
“Old” English
Nous « sautons » sur l’occasion qui nous est donnée ici de
rappeler aux élèves que le tutoiement n’est pas absent de la
langue anglaise. Si on a des élèves germanistes, on n’oubliera
pas de faire le parallèle entre les pronoms et adjectifs anglais et
leurs « ancêtres » allemands.
(thou = du ; thy/thine = dein, etc., occasion pour rappeler
l’évolution sonore de la dentale germanique [d] : [d] ➝ [t], [0]
ou [∂] selon les cas).
Corrigé
thy : your ; thee : you (complément) ; thou : you (sujet).
On pourra rappeler l’instabilité qui existait encore à l’époque du
Barde entre thy et thine, qui a finalement pris la nature « pronom
possessif » correspondant à yours (et qui rappelle le passage
de my à mine).
thy ➝ thine.
thy ➝ thyself (que l’on retrouve dans le proverbe courant :
Physician, heal thyself).
La seconde personne du singulier a souvent gardé une
désinence en « -st » qui n’est pas sans rappeler celle de l’allemand
moderne. Mais l’exercice d’application n° 2 montre que ce n’est pas
valable pour les verbes be ou will.
Le « s » de la troisième personne du singulier reste souvent
orthographié « -th ».
Le « s » de la troisième personne du singulier apparaît dans
le second vers, autre signe d’un système en pleine évolution.
Your husband is your lord, your life, your keeper
Your head, your sovereign; one that cares for you
Whilst you lie warm at home, secure and safe
Even such a woman owes to her husband
O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name!
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
[...] ‘Tis but thy name that is my enemy.
Thou art thyself, though not a Montague.
[...] So Romeo would, were he not Romeo call’d,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
The uses of “but”
On ne s’arrête à notre avis pas assez souvent sur ce mot et
ses emplois dont la méconnaissance peut entraîner de sérieux
contresens/nonsens.
Corrigé
Nous avons rendu cette phase délibérément magistrale pour
gagner du temps.
Les élèves sont amenés à réfléchir dans la première partie des
exercices d’application.
Si seulement j’avais étudié Shakespeare, je l’aurais eu cet
examen !
Je ne peux qu’admirer son œuvre/ne peux pas m’empêcher
d’admirer son œuvre.
Je lis tout (avec plaisir) sauf la poésie.
Où pouvez-vous trouver un mélange de comédie et de tragédie
ailleurs que chez Shakespeare ?
Si je n’avais pas eu/Sans cette connaissance de Shakespeare,
j’aurais échoué à l’examen.
87
7 Moving On?
Je sais que la lecture de Shakespeare est difficile, mais une
bonne connaissance de ses pièces est un sérieux avantage les
jours d’examen.
Je ne peux jamais lire Roméo et Juliette sans fondre en larmes.
Je ne connais pas un seul étudiant parmi nous qui ne souhaite
maîtriser/connaître à fond les pièces de Shakespeare.
(exemple)
Et quand elle se montre rebelle, maussade, morose, aigre
Et qu’elle ne se soumet pas à sa juste volonté
Elle n’est qu’une vilaine rebelle [...]
Pourquoi nos corps sont-ils délicats, frêles et tendres
Peu adaptés au labeur et aux difficultés de ce monde
Si ce n’est que pour nos sentiments délicats et nos cœurs
Soient en harmonie avec notre nature extérieure ? [...]
Mais à présent, je vois bien que nos lances ne sont que fétus de
paille.
a. The Taming of the Shrew is but a simple unpretentious
play.
b. I cannot help but cry with laughter whenever I see the film
version starring Richard Burton and his wife... Elizabeth Taylor.
c. But for Professor Smith I would never have learned to
appreciate Shakespeare.
d. I have read everything he wrote but his sonnets.
e. If I had but the time to read it all again!
Expressions of place
Réflexion sur les composés de where.
Corrigé
somewhere (else), elsewhere, where.
indéfini some + adverbe where, adverbe else + adverbe
where, conjonction where (classification de OED).
Il n’avait jamais envisagé de vivre ailleurs.
Bien que ses parents vécussent ailleurs.
Elle avait travaillé dur pour parvenir là où elle était/pour en
arriver là.
anywhere, nowhere (+ else), wherever.
a. anywhere else, b. where (else), c. nowhere else, d. where,
e. somewhere.
Going Too Far?
(p. 134-135)
(p. 135)
Corrigé
Three of the organisations are right wing: the Tea Party,
the BNP and the Ku Klux Klan. The Tea Party is by far the most
moderate: it is supposedly not racist and does not advocate
violent action. Since it is affiliated to the Republican party, such
views are to be expected. The BNP is not overtly racist or in favour
of violence either; however, it is strongly suspected of being both.
The Ku Klux Klan is in a completely different category: neither of
the other right-wing organisations would want to be associated
with it because of its racism and violence.
The remaining two organisations both have the same emblem
88
– the clenched fist – often used by groups with revolutionary
intent and more often than not associated with left-wing groups.
The SWP is indeed on the extreme left wing, but the ELF has no
political programme except an environmental one. The SWP and
the Tea Party are non-violent, but that is the only thing they have
in common. On the other hand, surprisingly, the SWP does have
a few things in common with the KKK: the fact that both are
somewhat disorganised and have a very small membership. The
ELF also shares two features with the KKK, in that (a) it favours
violent direct action and (b) is a “secret” organisation, i.e. it is
made up of individual cells who are unaware of the existence of
other cells; the KKK is known as the “invisible empire”, which
also suggests a good deal of secrecy.
The emblem of the Tea Party is Gadsden’s Flag (there is a
Wikipedia article about it). This was an American flag that
predated the Stars and Stripes and served as a warning: the
coiled rattlesnake (native to the original 13 states [symbolised
by the 13 bands round the snake’s body on the flag) tells those
who see the flag (i.e. the British authorities) not to tread on it
(i.e. not to “oppress” it), implying that, if they do so, they will pay
a heavy price. Its message nowadays is very similar. It is saying
to the government: if you go too far (in the way you are changing
our country), we shall fight back, for the values we believe in.
The KKK uses various crosses and geometric figures. Common
ones are the Iron Cross (of Teutonic origin) and the swastika. The
blood drop (see the illustration p. 134) is also used to suggest
either the idea of shedding blood for one’s country or shedding
other people’s blood in the pursuit of one’s aims... The crosses
(like the Celtic cross favoured by other white supremacist
groups) were chosen because they are associated with heroic
legends, tales of chivalry, etc. and/or with the ideals of Nazi
Germany.
The clenched fist (or raised fist) of the ELF and the SWP is hardly
original. The same emblem has been used by groups as diverse
as the Jewish Defense League, revolutionaries in the October
Revolution of 1917 (Russia), the Black Panthers, and Women’s
Liberation Groups. It conveys the message “fight for...” but it has
no political association. Only the context determines its precise
meaning.
The BNP logo uses the Union Jack and the colours of the Union
Jack (red, white and blue) in its publicity and emblems. The
reason is obvious: it immediately suggests patriotism.
With the exception of the Tea Party and, to a certain extent
the BNP, the other extremist groups mentioned here are usually
denied air time on radio and TV. Therefore, they are only too keen
to jump on the bandwagon of current events and gain some
visibility.
(example) After 9/11 the SWP entered the “Stop the War Coalition”
with other left-wing groups in Britain and helped bring about a
huge demonstration in 2003 against making war on Iraq. For the
first time in years, the SWP’s name was heard in the media.
PROJECT
(p. 135)
Véritable exercice de type actionnel, ce Project vise à travailler
à la fois l’expression orale en continu et, compte-tenu du sujet,
l’interaction orale.
On veillera à la neutralité du débat en rappelant que les orateurs,
livre du professeur
tels des acteurs dans un film, jouent un rôle qu’ils auront choisi
ou qui leur aura été assigné mais ne parlent pas en leur nom
propre ! Encourager avant tout les élèves à faire des recherches
sur ces groupes et sur les législations existantes ici ou là afin
que le contenu de la conférence ait une certaine densité en
termes d’idées et de richesse linguistique.
Shaking Off Tradition
(p. 137)
(p. 137)
Corrigé
• Whether it be for Rothko, Pollock or Basquiat, new forms of art
emerged in the 1940s and 1950s up to the 1980s that ran counter
to the existing values of figurative art which, in simple terms,
made paintings highly accessible because they showed easilyrecognisable subjects and scenes. With abstract art and – in the
case of Basquiat – neo-expressionism, spectators have to play a
more active part. They have to interpret works of art and accept
that different people may look at them in radically different
ways, according to individual ideas and sensitivities. This clearly
widened the whole scope of art criticism by introducing a far
more subjective side to the understanding of art. Beauty is more
than ever in the eye of the beholder. Basquiat combined both
figurative and abstract elements: whilst the meaning of certain
“concrete” features of his works were obvious, others were open
to a more metaphorical interpretation.
(Les réponses des élèves seront toutes acceptables quelle qu’en
soit la teneur puisqu’il s’agit ici de leur demander d’exprimer une
opinion en relation avec des adjectifs donnés.)
• (students’own answers)
• Expressing emotion and getting an emotional reaction is
often one of the aims of an artist. Some artists are undeniably
attempting through their art to escape reality, which they reject
as being trite or gloomy or otherwise. All three artists being
looked at here have expressed their feelings and their views
on society in their works. In the quotation, Rothko likens his
experience as a painter to the experience felt by the “beholders”
by referring to something that can neither be scientifically
explained nor reduced to a uniform, monolithic type of reaction.
• (students’own answers)
Expressions utiles : personal taste, interior design, aesthetics,
line and colour, hidden messages, shapes...
PROJECT
(p. 135)
Cette mission actionnelle peut être menée en classe ou à
la maison. Il faudra, dans ce deuxième cas de figure, laisser
suffisamment de temps aux élèves pour s’y plonger avec
efficacité. En plus de permettre aux élèves de continuer à se
familiariser avec les œuvres respectives de ces trois artistes, le
projet proposé ici englobe plusieurs composantes. Il s’agira de
lancer des mini-débats à l’intérieur de chaque groupe de travail
afin de confronter les avis et les ressentis de chacun. Un élève,
à la fois modérateur et rapporteur, sera chargé de faire état de
l’avancée de la réflexion de son groupe. La dernière étape, la
rédaction d’un rapport de type article, pourra donner lieu à une
rédaction en classe et en groupe afin que, pour poursuivre le
travail collaboratif, tout le groupe soit évalué sur cette production
écrite. Pour plus de simplicité, on peut aussi envisager que les
recherches et les débats en groupe portent sur un seul artiste,
envisagé à travers la diversité de sa production. Ceci éviterait en
effet les redites lors de la phase de mise en commun à l’oral.
de textes sur l’expressionisme aux États-Unis et sur l’art
conceptuel.
Corrigé
artfile-p.137
American Expressionism
Just before the First World War, the American art world woke
up to what was happening in European art and, from then
until World War II, the major American galleries exhibited only
the work of European artists. American artists felt rejected
by their public, but became fascinated by the theories behind
Modernism and Surrealism. When their ranks were swollen by
European artists fleeing from Hitler’s Europe, it did not take
long before the first home-grown American art movement was
born: Abstract Expressionism. Led by Willem de Kooning and
Jackson Pollock, they drew their inspiration from dreams and
from imagery found in primitive art, ancient inscriptions and so
on. From this movement emerged another group, the New York
School, whose members (including Rothko), although grouped
under one name, painted in very diverse styles.
Conceptual Art
This movement claims that the art of a work of art is in the idea,
not in the object itself; the object is neither sacred nor necessarily
permanent. Therefore, many forms of conceptual art involve
temporary installations or even temporary “performances”.
Ateliers
(p. 138-139)
Atelier 1
(p. 138)
Script
dvdscript-p138
She has turned perfectionism in the home into a worldwide
media empire. Welcome to watchmojo.com and today we’ll be
learning about the life and career of Martha Stewart.
MAN: Every kind of form. This is to make...?
MARTHA: Don’t mess it up.
MAN: These are, oh, in a certain order?
MARTHA: Hey, you’re messing up.
MAN: That makes you crazy, doesn’t it?
MARTHA: Yup.
Martha Helena Kostyra was born August 3rd 1941 in New
Jersey. Her Polish-American upbringing was filled with cooking,
sewing, gardening and other traditional pursuits. She started
a moderately successful modelling career at age 13 and
ultimately won a partial scholarship to attend Barnard College
in New York due to her good grades. Stewart eventually earned
a double degree in history and architectural history. Eventually
she cultivated a talent in business and worked as a stockbroker
between 1967 and 72. Soon after, she and her family moved to
an old farmhouse in Connecticut. She undertook the restoration
of that house and during that time she discovered her penchant
89
7 Moving On?
for decorating. By the late 1970s she started a thriving catering
service. This led to a chance encounter with a book publisher
who was impressed with her skills and offered her a book deal.
In 1982 Martha Stewart Entertaining was released and launched
this domestic goddess’s empire.
Remember, however you choose to decorate your
Thanksgiving table, special touches are always going to be
appreciated by your family and your friends.
In fact, that book became the best-selling cookbook since Julia
Child’s Mastering the Art of French Cooking. Stewart became
famous for her labour-intensive recipes and craft projects.
Throughout the remainder of the 80s she released other popular
books including Martha Stewart’s Hors d’œuvres, Weddings, and
Martha Stewart’s Christmas. In 1990 the first edition of Martha
Stewart Living magazine was released with Stewart acting as
the magazine’s editor-in-chief and lifestyle guru. Three years
later, Stewart launched a weekly television series that brought
her magazine to life, and that was quickly expanded to a daily
programme accompanied by various network holiday specials.
Martha Stewart’s lifestyle empire was growing rapidly and, in 1997,
she created Martha Stewart Living Omnimedia by consolidating
her various creative media ventures. She became Chairwoman,
President and CEO, and this move solidified the Martha Stewart
brand even further. Stewart was briefly made a billionaire when
Martha Stewart Living Omnimedia went public on the New York
Stock Exchange in 1999, though she has remained a majority
shareholder. Stewart’s star lost some of its shine after she was
accused of insider trading at the end of 2001.
In New York today, Martha Stewart was indicted on criminal
charges relating to an insider trading scandal that began
more than a year ago.
Stewart allegedly sold hundreds of shares of ImClone Systems
stock one day before news was made public that the company’s
new cancer drug had not been approved by the FDA. After much
media attention and scrutiny, Stewart was formally charged.
This prompted her to step down as CEO of her company ahead
of her trial. In March 2004, she was found guilty of conspiracy,
obstruction of justice and two counts of making false statements.
A few months later she was sentenced to five months in a
minimum security prison and a $30,000 fine.
MARTHA: Add some salt and some pepper.
MAN: Do you ever hear from any of the cons?
She served an additional five months of house arrest at her
home in New York. Shortly before her release, NBC revealed that
Stewart would star in two new shows on the network starting in
2005. She appeared in a spin-off of Donald Trump’s Apprentice
and she launched a new daytime talk show which was the
beginning of her much-publicized comeback.
You just peel the skin off...
She also began releasing a number of new books and expanded
her brand even further with houseware and product lines at
various department stores. In 2010 The Martha Stewart Show
moved from syndication to the Hallmark channel and the next
year she introduced another new show on that channel called
Martha Bakes.
Oh it looks so good!
90
Martha Stewart has been a magnet for criticism throughout
her career. Many have felt she set an unrealistic example for
working mothers and that her ideal of perfectionism in the home
was a step backward.
WOMAN: So what happens if you’re sick? Do you stay in bed?
MARTHA: I’m never sick.
WOMAN: You’re never sick?
MARTHA: Why get sick? It’s a waste of time.
However, her shrewd business sense, unparalleled work ethic
and talent for decorating have garnered her an ultra-loyal
following and that’s a good thing.
... use my thumb, but I’ve been thumbprinted like a lot of
times and I’m not going there.
Corrigé
It is about women as entrepreneurs.
a. She learned traditional housekeeping skills at home
(cooking, sewing, gardening...), learned and practised business
skills as a stockbroker, learned and practised interior decorating
skills when she renovated her house, and improved her catering
skills as the owner of a catering service. The fact that she did
some modelling also shows that she was physically attractive –
which is always a plus for someone in the media.
b. She had her first book published in 1982 and it became a
bestseller. This led to more books and a magazine in 1990 of
which she was editor-in-chief. Following this, she launched a
weekly TV series, then a daily TV programme. She brought all her
ventures under one umbrella in 1997 by creating Martha Stewart
Living Omnimedia which became a public company in 1999.
c. She was accused of insider trading and had to step down as
CEO of her company. She spent some time in prison and had to
pay a large fine.
d. (students’own answers)
e. Martha Stewart has created and run her own media empire
and, in so doing, has shown that a woman can make it to the
top of her profession. This should be seen as another triumph
for feminism and a step forward for all those who want to
encourage the spirit of entrepreneurship in young women, but
Martha Stewart promotes a mentality and a lifestyle that are far
removed from the ideals of feminism. She is rooted in the home
– making it comfortable and beautiful, cooking meals that can
take hours to prepare... and she seems not to be living in the
same world as most young women of today.
(dependent on students’own research)
dvdfile-p138
A. 1941
Martha is born.
1954 Martha becomes a model.
1967 Martha works as a stockbroker.
1976 Martha starts a catering business.
1982 Martha has her first book published:
Martha Stewart Entertaining.
1990 The first issue of the magazine
Martha Stewart Living appears.
1997 The company Martha Stewart Living Omnimedia
is created.
livre du professeur
1999 Martha Stewart Living Omnimedia becomes
a public company.
2001 Martha is accused of insider trading.
2004 Martha goes to prison.
2005 Martha stars in two shows for NBC.
2010 Martha’s show moves to the Hallmark TV channel.
2011 The first episode of a TV show called “Martha Bakes”
is broadcast.
B. 1/a, 2/A, 3/b.
C. FDA = Federal Drug Administration, CEO = Chief Executive
Officer, NBC = National Broadcasting Company.
Atelier 2
(p. 139)
Corrigé
Byron’s wife left him for another man. Solitude is a poem with
a depressing mood, the reflection of Byron’s own depression
and his cynical view of mankind.
10 feet. The apostrophe makes the word one foot shorter.
10 lines.
ABABBCBCC
One alliteration: line 2, alliteration with the letter “s”.
One repetition: ll. 13-14, repetition of the word “bless”.
“But” marks the opposition between both verses. Verse 1 is
about what solitude is not whereas verse 2 is Byron’s definition
of what solitude is.
Each verse has the same number of lines, the same rhyme
scheme. Verse 2 is the counterpart of verse 1. The effect
produced is a well-balanced poem.
Nature.
The people who feel lonely in spite of being surrounded by
other people or having a full social life.
10 Verse 1: a. l. 4, b. ll. 8-9, c. l. 3, d. l. 7, e. l. 1.
Verse 2: a. l. 12, b. ll. 13-14, c. ll. 10-11-12, d. l. 16.
11 Solitude is not the fact of being alone but refers to an
unpleasant feeling of emptiness. You can be surrounded by
people and feel lonely. Being alone does not necessarily mean
feeling sad and missing others.
Atelier 3
(p. 140)
Corrigé
A man and a woman are on/in the starting blocks, ready
to race. However, instead of wearing tracksuits or running
kit, they are dressed in business suits. Both show the same
determination but the man is in focus and the woman is blurred,
some distance behind.
Our eyes focus on the man first. The photographer wants to
show the inequalities between men and women in the working
world.
Both are dressed in a very similar way: a formal suit with
white shirt or blouse and black shoes. Women who are in
positions of authority at work have to wear mannish clothes to
be taken more seriously, to get more respect.
Both are getting ready to run/win the race/the competition
on the business track. However, the point here is that men and
women are not on an equal footing, whatever their skills or
determination. Men have got a head start over women.
On peut renvoyer les élèves à quelques sites intéressants. Plus
particulièrement sur les USA :
http://www.catalyst.org/publication/217/womens-earningsand-income
http://www.time.com/time/nation/article/0,8599,1983185,00.
html
Plus général (Nations-unies) :http://unstats.un.org/unsd/demo
graphic/products/Worldswomen/Executive%20summary.htm
Atelier 4
(p. 140)
Nous sommes ici à nouveau dans l’entraînement à l’expression
orale en interaction, donc dans l’entraînement à l’épreuve orale
du bac 2013. Les questions posées pourraient être celles d’un
examinateur et elles sont là, comme toujours, pour aider les
élèves à structurer leur réaction. Le sujet fait écho au thème
développé dans le magazine p. 134-135.
Donner des éléments de comparaison aux élèves avant de les
lancer dans les échanges d’idées et d’opinion afin qu’ils puissent
argumenter à partir de faits et éviter les clichés.
On peut faire réfléchir les élèves sur les mots choisis par les
deux personnalités (idiots, extremism vs virtue).
Les sites suivants donnent des informations sur les positions de
Clint Eastwood et de Barry Goldwater, dont il serait utile d’aider
les élèves à connaître qui il était, le premier ne devant pas poser
trop de problème... bien que les rôles de policier/justicier qui
l’ont rendu célèbre dans les années 1970 paraissent bien loin
des positions « modérées » qu’il semble favoriser sur ses vieux
jours. C’est d’ailleurs une question à poser : devient-on plus
modéré ou plus extrémiste en vieillissant ? Et si oui, pourquoi ?
Les exemples foisonnent pour répondre dans un sens ou dans
l’autre.
http://newsbusters.org/blogs/noel-sheppard/2012/02/06/
clint-eastwood-says-hes-certainly-not-politically-affiliated-mrobama
http://www.cinemaretro.com/index.php?/archives/1471-CLINTEASTWOOD-OPENS-UP-ABOUT-POLITICS.html
http://en.wikipedia.org/wiki/Clint_Eastwood
http://en.wikipedia.org/wiki/Barry_Goldwater
http://www.liberalslikechrist.org/about/Goldwater.html
http://blog.marianne.com/journal/archives/2005/04/barry_
goldwater.php
Atelier 5
(p. 140)
Les sujets proposés dans cet atelier relèvent de la seconde
partie de ceux donnés les jours d’examen : exprimer des opinions
et savoir argumenter pour les défendre.
Corrigé
LV1/B2
(exemple) Solitude is neither positive nor negative: it is the
state of being alone. Loneliness, on the other hand, is not an
objective noun; it is the unpleasant feeling of emptiness that a
person may feel due to the absence of friends or people to talk
to.
a. In society today, you can join a gym, go to the cinema, visit
museums, do something artistic (music, painting, sculpture...),
attend lectures, help other people...
91
7 Moving On?
b. Social networks may facilitate contacts but, in resorting to
them, people might be showing how lonely they feel.
In the company of others, it is perfectly possible to feel lonely
if you feel you have nothing in common with the people around
you – mainly if you believe they don’t understand you – or if the
one person you want to be with is not there. The development of
social networks on the Internet (notably the rise of chatrooms
and forums where people constantly exchange messages) may
have increased virtual friendships, but nothing cannot replace
the satisfaction of real relationships and the proportion of people
feeling lonely seems to be growing.
LV2/B1
Causes are numerous: the present-day high divorce rate,
longer life expectancy, the (selfish?) choice of career over
family life, the break-up of the family unit, etc.
(exemple) It is a feature of the 20th and 21st centuries.
People are becoming more and more concerned by their own
personal happiness and are refusing to accept anything less
than their ideal of happiness. Because of the mass media, people
often have a clear idea of what their ideal is in terms of a life
partner, so many prefer to live alone rather than accept life with
a partner who does not come up to their ideal.
(exemples) Keep close links with your family. Make your
home as comfortable as possible. Take exercise, join a gym,
a dance club, etc., i.e. make a conscious effort to go out and
socialise.
Class Project
(p. 141)
Ce projet propose de travailler sur le monde anglo-saxon et ses
évolutions en préparant un projet de documentaire télévisé à
présenter à la chaîne souhaitant lancer ce programme.
En terminale, ce projet peut être un bon moyen de réactiver la
compétence culturelle en travaillant sur le monde anglophone
et non pas seulement la Grande-Bretagne et les États-Unis.
Dans chaque groupe, chaque équipe prépare tout un projet
centré autour d’un des pays de la liste (tiré au sort) et devra le
présenter à la chaîne de télévision. Chaque équipe du groupe
1 sera en compétition avec une autre équipe du groupe 2 qui
travaillera sur le même projet.
On peut envisager de donner au moins trois semaines pour
que les élèves puissent préparer leur projet car ils devront
faire des recherches sur les différents pays, chercher dans
quels domaines il y a eu de réels changements (parmi ceux
proposés), trouver des statistiques, etc. et rédiger leur projet
grâce au traitement de texte et éventuellement un diaporama
qui pourra être vidéo-projeté lors de la présentation du projet.
92
Mock exam
(p. 142-143)
Texte journalistique pour cette épreuve écrite en étroite relation
avec les supports proposés dans le chapitre.
Corrigé
LV1/LV2 B1
/c.
On their own, by themselves, singletons, unpartnered.
a. “The share of the population that lives alone has doubled
since the 1970s”, b. “Fewer people than ever are going through a
wedding”, c. “people who live by themselves will be the biggest
group in 20 years time”.
Divorce is easier, fewer people marry, there is an increase
in cohabitation, fewer people are having children, women are
focussing on their education (and postponing having children).
a. The percentage of the population now living alone, b. The
proportion of women expected never to have children, c. The
proportion of girls born in 2001 who will reach the age of 100,
d. The percentage of children today who live with both parents.
LV1/LV2 B2
No. “The increase in people living by themselves is among
the young and the middle aged as well as the elderly”
Cohabitation is more likely to end in separation than
marriage. Since more people are cohabiting than marrying, then
it naturally follows that more couples will split up and more
people will end up living alone.
“increasing numbers of elderly people - of whom many will be
widowed - are also boosting numbers who live by themselves”.
You don’t have to be Einstein to understand that the more people
lose their spouse, the more end up living alone!
“to cope with the growing numbers living long lives. In the
past people over 85 were considered the oldest group; now the
threshold has been raised by the ONS to 90.” Here again the
explanation is simple arithmetics! The longer people live the
greater the number of over-90 grows.
10 A kidult is an adult still living with his/her parents. The word
combines the words “kid” and “adult” into one word.
11 The text explains that young adults study longer than they
used to, that they have a harder time finding a job and the rising
cost of living makes it harder and harder for them to achieve
financial independence. (The French have even made a comedy
film about this...)
Expression écrite
LV1 (B1)
Les élèves sont ici invités davantage à donner et à justifier leur
avis qu’à faire une narration. Mais cet avis pourrait très bien
s’appuyer sur des frais réels vécus qui serviraient d’arguments
aux opinons exprimées.
LV2 (B1)
Ici, ils sont invités à narrer une situation fictive (Dialogue
writing), puis à exprimer un avis argumenté.
LV1 (B2)
Phase d’expression où l’on invite les élèves à imaginer la vie...
qui les attend.
livre du professeur
8 Tomorrow’s World
Où et combien de temps vivrons-nous demain ? Comment allonsnous résoudre les problèmes écologiques qui se posent ? Quelle part
la technologie jouera-t-elle dans l’émancipation ou l’asservissement
des peuples ? Telles sont quelques unes des questions auxquelles
ce chapitre va essayer de faire réfléchir les élèves.
Pages d’ouverture
(p. 144-145)
(p. 145)
Corrigé
Picture 1 is a close-up of the “supertower” seen on page
159 – a projected 450-storey building for London. The scale
of the project is immense. It amounts to a complete town
with parks, public squares, schools and hospitals (See the
information on www.e-architect.co.uk/london/new_town_tower_
popularchitecture.htm)
Picture 2 is of a control room. It could be a factory, a storage
facility, a film studio... it’s difficult to say. In the control room, one
man has a number of screens to monitor and banks of switches
and buttons to operate. The impression is of a stressful situation
and of a place where technology has the upper hand.
Picture 3 is of a space shuttle being launched. The shuttle
program ended in August 2011.
Picture 4 is of a robot which seems to be programmed to carry
shopping, or even do the shopping. Like most “domestic robots”
it is a prototype and not yet on the market.
The obvious choice is picture 3 because the program has been
ended. Many people think we should continue space research
even after the technical problems of the past. These people
see space travel as the future, and even envisage settlement
of other planets. Others believe that the billions spent on the
shuttle and other space programs were a waste of money and
that the only real reason for such programs was rivalry with the
USSR in the Cold War era.
Just Thaw and Serve
(p. 146-147)
Le titre donné à cet extrait est délibérément misleading en ce
qu’il rappelle le mode d’emploi que l’on peut lire sur toutes les
boîtes de repas congelés tout préparés qu’il suffit de placer
dans un four à micro-ondes... Le procédé paraît « simple comme
bonjour »... En est-il de même pour ce que l’image représente ?
Laissons les élèves en parler.
(p. 146)
Corrigé
The picture is an artist’s impression of how to “lassoo”
and tow an iceberg. Since “thaw” means “turn ice into water”,
the iceberg is being taken somewhere and turned into water.
“Serve” suggests that the water obtained will be “served” to
people, i.e. it will be drinking water. We can therefore conclude
that the operation is designed to bring drinking water (in the
form of an iceberg) to places where there is a shortage.
(p. 146)
Corrigé
Water shortage
The author develops the idea of bringing icebergs from the
north pole down to the countries of southern Europe in need of
fresh water.
Because temperatures in the region are forecast to rise
several degrees this century, reducing rainfall another 30%, and
making things worse than they are currently said to be.
It was difficult for Mougin to interest investors in his idea
because he couldn’t show them his vision and their interest was
quickly chilled by the cost of the undertaking.
They are a French software company which sells highend product-testing software to such companies as Boeing
and Toyota, and offers modeling expertise to researchers like
Mougin. The expression «high-end» implies expensive and
exclusive and the fact that huge multinationals prefer to go to
Dassault rather than develop their own software implies that
Dassault have unrivalled expertise.
Dassault provided Mougin with 3-D-imaging technologies
and 15 of its engineers.
The team concluded that Mougin’s idea would work. Since it
is also Dassault’s policy to share its modeling software rather
than sell it, this was an obvious case for sharing it: good for the
image of the company because it is “high-profile” (i.e. covered
by the media), involving products that are seen as modern
and sophisticated (“the cool things its products can do”) and
giving Dassult the opportunity to be seen to support research
(“supporting scientific inquiry”).
Thanks to 3-D, Mougin’s team was able to virtually examine
the iceberg from all angles and inspect both the insulation skirt
and the seine used to capture and tow it.
(p. 146)
Contrairement aux expressions écrites habituelles et pour rester
dans l’esprit de ce chapitre, les élèves sont encouragés ici à
inventer quelque chose d’utile. Pour les aider dans la rédaction
de leur courrier, ils peuvent être incités à :
– expliquer le fonctionnement de leur invention ;
– en montrer les avantages ;
– cibler la population pour laquelle leur invention sera la plus
utile ;
– souligner leurs besoins pour développer le projet ;
– montrer comment ils pourront surmonter les difficultés qu’ils
pourraient rencontrer ;
– proposer un rendez-vous pour rencontrer le directeur.
Les élèves peuvent également s’aider des fiches méthodologiques pour savoir comment rédiger une lettre et organiser
93
leur discours. Il est évident que nous sommes à nouveau dans
l’entraînement à l’une des parties de l’exercice d’expression
écrite du baccalauréat.
(p. 146)
Corrigé
teamfile-p146-1
In 1925 (because, in 2011, he was 86)
They can be towed to the most arid regions and melted there
for fresh water.
The idea of towing icebergs to the world’s thirstiest regions
goes back to the 1950s. Mougin began looking seriously at the
concept in the mid-1970s.
“He came up with the idea to enclose the bottom half of
an iceberg with a skirt fashioned from insulating geotextile
material.”
Assisted drift is “a scenario in which ocean currents could be
used to help steer the tugboat pulling the iceberg”. It is useful as
it helps reduce fuel consumption.
The price of the undertaking was the main problem. (“a trial
tow of a 7 million-ton iceberg would cost about $10 million – a
sum that chilled investors.”)
Mougin was inspired to approach Dassault after watching
a documentary that used the company’s 3-D modeling to bring
to life architect Jean-Pierre Houdin’s theory on how the Great
Pyramid of Giza was built.
He was able to simulate an iceberg’s entire journey from
Newfoundland to the Canary Islands.
teamfile-p146-2
It is a French software company. Dassault sells high-end
product-testing software to such companies as Boeing and Toyota.
They helped him simulate an iceberg’s entire journey from
Newfoundland to the Canary Islands.
They simulated the trip that a boat towing a 7-million-ton
berg would take in terms of days and energy, as well as how
much ice would melt. They concluded it was worth the try.
They computed that larger iceberg didn’t lose much more
water than smaller ones, in other words that the melting rate
didn’t depend on the size of the iceberg.
They had previously made it possible to visualise architect
Jean-Pierre Houdin’s theory on how the Great Pyramid of Giza
was built.”
It helped simulate of the parameters that had to be taken
into account such as the weather conditions, currents and
eddies and even the consequences of a possible storm.
It’s obviously a way to advertise the quality and efficiency
of their sofware.
teamfile-p146-3
(Les élèves chargés de cette fiche doivent préciser au moment
de prendre la parole qu’ils vont parler d’autres moyens
d’apporter de l’eau potable aux régions qui en ont besoin.)
A plane dumps a chemical, either silver iodine or dry ice,
onto a cloud which triggers a rain shower. The inclusion of the
chemicals creates a condensation of H2O which then transforms
itself into water and rain.
(Les élèves doivent ici être prêts à rendre compte oralement
du contenu du second paragraphe.)
Advantages and disadvantages: in China, in 2009, although
cloud seeding was responsible for an increase in snowfalls, the
snow also blocked 12 main roads around Beijing. Cloud seeding
used after the Chernobyl disaster to protect the population of
Moscow from radioactive particles in clouds had no drawbacks
and none are mentioned in connection with solar panels either.
teamfile-p146-4
A./C. Les élèves doivent annoncer qu’ils vont expliquer le
fonctionnement de la technologie tridimensionnelle.
B. pictures, patent, side by side, stereoscope, paying, premiered,
simultaneously, alike, projectionists, unwatchable.
WORDWORK
(p. 146)
Corrigé
wordfile-p146-1a/1b
A. 1. calving, 2. brine, 3. haul, 4. towing, 5. full tilt, 6. insulating,
7. melting, 8. tugboat, 9. drastically, 10. chilled, 11. high-end, 12.
dwarf, 13. high-profile, 14. eddies, 15. seine, 16. enthralling.
B. 1. chill 2. dwarf.
wordfile-p146-2
A. 1/h, 2/i, 3/r, 4/m, 5/n, 6/a, 7/d, 8/q, 9/l, 10/f, 11/c, 12/p, 13/t,
14/s, 15/k, 16/b, 17/j, 18/o, 19/g, 20/e.
B. In 1752, Benjamin Franklin conducted his famous kite flying
experiments and proved that lightning is electricity. During
the 1700s, lightning was a major cause of fires. Many buildings
caught on fire when struck by lightning and kept burning
because they were mainly built of wood. Benjamin Franklin
wanted his experiment to be practical, so he developed the
lightning rod. A tall rod is attached to the outside wall of a
house. One end of the rod points up to the sky; the other end
is connected to a cable, which stretches down the side of the
house to the ground. The end of the cable is then buried at least
ten feet underground. The rod attracts the lightning and sends
the charge into the ground.
(p. 147)
Corrigé
L’idée de remorquer des icebergs vers les régions les plus arides
remonte aux années 1950. Mougin commença à réfléchir
sérieusement à ce concept au milieu des années 1970. À
l’époque, la technologie permettant de mettre en œuvre une
entreprise d’une telle ampleur n’existait pas. Mais maintenant les
choses ont changé grâce à Mougin qui, à l’âge de 86 ans, travaille
toujours à plein régime. Il y a quelques années, il lui vint l’idée
d’enfermer la partie inférieure d’un iceberg dans une jupe isolante
fabriquée à partir d’un matériau géotextile afin de réduire la fonte
de la glace pendant le transport. Puis il imagina un scénario dans
lequel on pourrait utiliser les courants océaniques pour aider à
diriger le remorqueur tractant l’iceberg et réduire ainsi de façon
spectaculaire la consommation de carburant, principe que Mougin
a baptisé « dérive assistée ». Mais l’essai de remorquage d’un
iceberg de sept millions de tonnes coûterait environ 10 millions
de dollars, somme qui a... refroidi les investisseurs.
livre du professeur
PROJECT
(p. 147)
Transformons nos élèves en journalistes scientifiques...
Dans le prolongement du texte, les élèves sont amenés à
comprendre comment, dans leur vie quotidienne, les habitants
de pays différents font face au manque d’eau potable. Les
solutions proposées dans le monde sont très variées et
adaptées à chaque pays ou localité.
La présentation du pays, des difficultés rencontrées pour
trouver de l’eau potable et l’explication des solutions envisagées
permet de travailler chez les élèves leur capacité à prendre la
parole en continu.
Les élèves peuvent être répartis en groupes de 4 pour simplifier
la restitution face à la classe. Ils choisissent ensemble le pays
et la solution mais se répartissent le thème à présenter à la
classe (présentation du pays/présentation des problèmes liés à
la pénurie d’eau potable/présentation des solutions/analyse des
solutions, difficultés rencontrées, propositions d’autres pistes
de solutions...).
L’utilisation de supports iconographiques ici est essentielle pour
faciliter la compréhension par tous les élèves de la classe des
problèmes rencontrés et des solutions proposées par les divers
pays.
À la fin des présentations de la classe, une comparaison entre
les différentes solutions peut être effectuée avec discussion
sur les avantages et les inconvénients de chaque proposition.
Back into Space?
(p. 148)
(p. 110)
Corrigé
The title refers to the fact that many people are asking the
question whether or not the USA should resume its space
programs, i.e. should we go back into space? The second
picture shows one of the major reasons why the programs
were stopped: the Challenger. This shuttle exploded shortly
after take-off in 1986 killing all the crew members. The general
public were well-informed about this particular flight because
it had been given a high profile: one of the crew was a woman
teacher who had been selected from 11,000 applicants to be
the first “teacher in space” and NASA was capitalising on this to
boost its image with the public. Naturally, when the flight ended
in disaster, the effects on NASA’s image were devastating. The
other photo is of a former astronaut. The recording is almost
certainly going to be about him and his views on the USA’s
space programs.
(p. 148)
Script
tapescript27-p148
Now we move on to a subject that continues to raise controversy
though, it has to be said, it has been put on the back burner for
a while now because it involves spending millions of dollars of
government funds on what many believe is a non-esssential
luxury in these days of economic crisis and concerns about
more immediate issues such as terrorism. I’m talking about
the space program, or rather the lack of it. Apart from the
two Voyager probes and the international space station, it
would seem that the USA has been neglecting its ambitions in
outer space in recent years. At least that is the view of former
astronaut Story Musgrave – a veteran space traveller turned
author, publicist, consultant and a few other things – who gave
an interview to Time magazine not so long ago in which he
attacked the policy of the present government in matters of
space exploration.
Mr Musgrave, at the ripe old age of 75, has not hung up his
spacesuit for a fishing rod. Still incredibly active and the father
of seven children ranging from the age of 50 to the age of 5, he
is not one to mince his words. In his interview with Time, he
implies that the USA got cold feet after the Challenger disaster.
When that much-publicized shuttle broke apart back in 1986,
there was a massive public reaction against space travel;
people seemed to think lives were being needlessly wasted by
teams of incompetent engineers. And for what? The ultimate
ambition was not clear. Now Mr Musgrave asserts that NASA
engineers were not to blame. They had identified the problem
and communicated it to the powers-that-be some time before
the accident happened. So why was Challenger launched?
Mr Musgrave suggests that the powers-that-be just weren’t
listening. What he doesn’t go into is why they weren’t listening
which, of course, is another matter.
In the interview, Mr Musgrave also comes down heavily
on Washington’s lack of vision. He suggests Washington
should create one – a great vision – and that it should be
“communicated artistically” – to quote his own words. He also
criticises the government for funding a space station rather
than more exploration projects like Voyager. He would have liked
to see 400 Voyagers, exploring farther out, and he suggests
combining robotics programs with human programs, the idea
being to go out into space with robots who would mine materials,
manufacture, assemble a habitat for humans... Mr Musgrave
obviously wants to get humans out there, out into space, though
he doesn’t actually talk about what we would do out there...
It is clear that he, however, would like to go back out there again.
He has flown on all five shuttles, has spent over a thousand
hours in space and apparently intends to spend more, but next
time it will be as a tourist. When asked what he particularly liked
about space travel, he suggested – by using an analogy with
having children – that it was something he could never have
enough of.
It has to be said that Story Musgrave is one in a million. Not
just because he was an astronaut, or he because he has such
an unusual first name, or even because he is so outspoken in
his criticism of government policy on space. He is someone
who seems to have stepped out of a 1950s western. He has all
courage, the hokey values and the pioneer spirit of a world we
have long left behind. And yet, somehow, his down-to-earth way
of speaking, his simple words and his deep conviction that it is
the role and the destiny of humankind to explore and discover
might just be what is needed to change the government’s mind
and get the space program under way again.
Corrigé
c. Lack of space programs.
95
The country being talked about is the USA. The woman has an
American accent, she mentions dollars, the USA space programs,
Time magazine, NASA and Washington.
b. retired astronaut, d. publicist, f. author, g. consultant.
His first name is Story. He is 75 years old and has seven
children between the age of 5 and 50. He is still incredibly active
and not one to mince his words.
He criticises the government for lacking vision in terms
of space travel and for funding a space station instead of
exploration projects like Voyager.
The lack of enthusiasm concerning space travel dipped after
the 1986 Challenger disaster. It is now even lower in a time of
economic crisis and concerns over more immediate issues such
as terrorism. Space programs are seen as an expensive nonessential luxury.
Mr Musgrave would like to see 400 Voyagers exploring
further out. He would also like to see combinations of robotics
and human programs. He wants to get humans “out there”.
(p. 148)
Corrigé
Le plan de travail est tout tracé, l’élève n’a plus qu’à trouver le
bon ton et les bon arguments qui serviront à convaincre le ou
les destinataires.
Si l’inspiration vient à manquer, on peut suggérer de consulter
certains sites sur lesquels les groupes de pressions américains
pro-space alignent leurs arguments, tout en mettant en garde
les élèves contre la facilité du copier/coller. Exemples :
http://www.space.com/2090-space-groups-lobby-congresssupport-entrepreneurs.html
http://www.spacepolitics.com/category/lobbying/
WORDWORK
(p. 148)
Corrigé
wordfile-p148-1a/1b
A. 1. raise, 2. though, 3. space, 4. lack, 5. probes, 6. ripe, 7.
ranging, 8. clear.
B. 1. put on the back burner, 2. concerns, 3. issues, 4. lack, 5.
probes, 6. ranging, 7. not [...] mince his words, 8. got cold feet,
9. powers-that-be, 10. go into (something), 11. comes down
heavily on, 12. outspoken, 13. down-to-earth, 14. get [...] under
way again.
wordfile-p148-2
A. 1. broke down, 2. run over, 3. ran into, 4. fell off, 5. blew up, 6.
knocked off, 7. fall over, 8. came undone.
B. 1/d, 2/c, 3/e, 4/b, 5/a.
C. 1. mend, fix, 2. check, verify, 3. comply with, conform to, 4.
glue, adhesive, 5. defect, flaw.
(p. 148)
Corrigé
teamfile-p148-1
Story.
He is 75 years old.
He used to be an astronaut.
96
He is now an author, a publicist and a consultant amongst
other things.
He has 7 children between the ages of 5 and 50.
He is incredibly active and not one to mince his words.
teamfile-p148-2
He expects Washington to create a great vision (and resume
space exploration?).
He wants the vision to be communicated artistically.
He is in favour of exploration projects such as Voyager.
He wants to explore farther out (in outer space).
He thinks robotics programs and human programs should
be combined.
The robots could mine materials, manufacture and assemble
a habitat for humans.
His final aim is to get humans out there, even if he doesn’t
explain what humans would do out there.
teamfile-p148-3
Because they involve spending millions of dollars of
government funds on non-essential luxuries.
People feel more immediate issues such as terrorism are
more important these days.
The US has funded two Voyager probes and the international
space station in recent years.
The Challenger disaster in 1986.
In 1986, the space shuttle Challenger disintegrated 73
seconds after it was launched and its seven crew members died.
After the disaster there was a massive public reaction
against space travelling. People seemed to think lives were
being needlessly wasted.
(students’ own answers: the Columbia disaster)
teamfile-p148-4
Time magazine.
He attacked the present government.
He attacked them over their space exploration policy.
He thinks the Challenger disaster is at the origin of the problem.
He doesn’t agree that NASA engineers were at fault. They had
identified a problem and communicated it to the powers-that-be
but the latter didn’t listen.
“The powers-that-be” refers to the government or to the
government agencies in charge of the program.
He says the problem with Washington is that they lack vision.
He criticises the government for funding a space station
rather than more exploration projects like Voyager.
PRONUNCIATION
(p. 148)
Corrigé
A. (exemples)
The bow [beu] (= arc) and arrow was a deadly weapon in the
hands of Robin Hood.
livre du professeur
Hercule Poirot gave a little bow [bæu] (= révérence) and kissed
Lady Manners’ hand.
There are sixty seconds in a minute [’mInIt] (= minute).
There was a minute [mæI’nju:t] (= minuscule) speck of dust
in his eye.
We had to row [Reu] (= ramer) for half an hour before we were
rescued by a cruise liner.
They were having a terrible row [Ræu] (= dispute). It could be
heard all the way down the street.
There was a small tear [tEe] (= déchirure) in the sleeve of her
dress where she had caught it on the rose bush.
A tear [tIe] (= larme) rolled down her cheek when the lovers
parted at the end of the movie.
B.
noun
Oo
comment
comfort
conduct
convict
verb
oO
design
exploit
increase
insult
object
permit
progress
record
respect
review
A Longer Life
Oo
comment
comfort
oO
conduct
convict
design
exploit
increase
insult
object
permit
progress
record
respect
review
(p. 149)
Script
tapescript29-p149
Man: Have you seen this?
Woman: What?
Man: This article in the paper.
Woman: What article?
Man: About reversing the ageing process.
Woman: No. Did you say “reversing it”?
Man: Yeah.
Woman: That’s ridiculous. You can’t reverse it. You can’t even
stop it. All you can do it put it off.
Man: Not according to this. Listen: “Before treatment, the
skin, brains and organs of the mice resembled those of an
80-year-old person...”
Woman: Mice? I thought we were talking about humans.
Man: Let me finish: “Two months afterwards, the animals had
grown so many new cells that they were almost completely
rejuvenated.” They think the same treatment can be given to
humans. It’s some sort of enzyme...
Woman: So you mean we wouldn’t just put off the effects of
ageing but we would actually get back what we had when
we were younger – looks, skin tone... mental faculties too?
Man: Yes, apparently. It says here we could end up living
longer, healthier lives, free from age-related illnesses like
Alzheimer’s and heart disease.
Woman: But think of what would happen. There would be an
enormous population increase and we’d get a double dose
of all the problems that go with an ageing population: huge
increases in health service costs, more people having to
give up their jobs to look after elderly relatives...
Man: No, that’s where you’re wrong. The treatment would
actually have the opposite effect. Yes, there would be more
old people, but they would be in excellent health. It would in
fact reduce health service costs overall.
Woman: But what about pensions? Any increase in the number
of old-age pensioners puts an extra burden on the state as
well as on employers and wage-earners.
Man: It wouldn’t if everyone worked longer. If we live till we’re
100, then we can probably work until we’re 80 or so.
Woman: Oh yes? Do you see yourself working till you’re 80?
Come on! People are already protesting about raising the
retirement age to 67!
Man: We’re not talking about now. They say the treatment won’t
be on the market for another 10 years or so. Attitudes might
have changed by then.
Woman: How long do they reckon we can live for, anyway. with
this new treatment ?
Man: Well, they’re saying up to about 150 years.
Woman: 150 years! Good Lord.
Man: I don’t find it that surprising. After all, about 50% of children
born in Britain these days will probably live till they’re a
hundred.
Woman: Maybe, but 150 years... it doesn’t seem right somehow.
Man: “Four score years and ten”, you mean?
Woman: No, but... well, yes. I think we should just let nature take
its course. You never know what might happen when you
start tampering with nature.
Man: I wouldn’t worry. When it comes down to it, I don’t think this
treatment is going to have any large-scale effect.
Woman: What? After all you’ve just said?
Man: Think about it. If you’d developed something like that, you
wouldn’t want to give it away for free, would you? I bet it’ll be
the most expensive treatment in the world.
Woman: Well, if you’re thinking of having it in 10 years’ time,
you’d better start saving now!
(p. 149)
Corrigé
Idées principales que les élèves devraient trouver:
Un article de presse annonce une découverte scientifique
renversant le processus de vieillissement alors que jusqu’à
présent seul un ralentissement était possible.
Une expérience faite sur des souris dont la peau, le cerveau
et les organes ressemblent à ceux d’une personne de 80
ans montre qu’après deux mois de traitement (sous l’effet
d’une certaine enzyme) toutes leurs cellules étaient presque
intégralement rajeunies/renouvelées.
Ce traitement permettrait de rajeunir toutes les cellules et
par conséquent de vivre plus longtemps, en meilleure santé et
sans les maladies liées à l’âge telle que la maladie d’Alzheimer et
les maladies cardiovasculaires.
97
La femme soulève quelques problèmes : il y aurait une
croissance de la population ce qui augmenterait les problèmes
liés à une population vieillissante: coûts des frais de santé,
certains démissionneraient de leur travail pour s’occuper de
leurs parents âgés, etc.
Cependant l’homme rétorque qu’elle fait fausse route : il
y aurait une population âgée plus nombreuse, certes, mais
en meilleure santé, ce qui réduirait les coûts pour la sécurité
sociale.
Quant aux retraites ce ne serait pas vraiment un problème
car les gens travailleraient jusqu’à environ 80 ans.
Avec ce traitement les gens devraient pouvoir vivre jusqu’à
150 ans ce qui ne surprend pas l’homme qui précise que 50 %
des enfants nés en Grande-Bretagne à l’heure actuelle vivront
certainement jusqu’à 100 ans.
La femme pense que l’on devrait laisser faire la nature.
L’homme la rassure en indiquant que ce traitement ne concernera
que peu de monde car il sera certainement très coûteux...
(p. 149)
Pour l’exercice proposé ici dans le chapitre 8, conseiller aux
élèves de travailler le thème avec ce qui aura été vu au chapitre
7 (si toutefois il a été travaillé dans cet ordre) car les deux
chapitres vont ensemble et apportent chacun un point de vue
différent sur le thème.
Language Corner
(p. 150-151)
Use of the articles (revision)
Corrigé
Les réponses que nous obtenons de la part de nos élèves
concernant la nature des divers déterminants nous ont incités
à une révision assez systématique qui englobe français et
anglais.
Nous commençons donc par un bref rappel de l’essentiel que
nous illustrons à l’aide d’un long paragraphe tiré du texte p. 146,
avec la volonté constante de mener toute réflexion langagière en
contexte et non à partir de phrases créées hors de tout contexte.
a. Articles définis : le, la les.
Articles définis contractés : au (à + le), aux (à + les), du (de +
le), des (de + les).
Articles partitifs : du, de la, des.
Articles indéfinis : un, une, des.
b. Article défini : the (quels que soient le genre et le nombre).
Article indéfini : a/an, (pas d’article indéfini pluriel : Ø).
a/b/c. Ø (water) shortages : pénuries en général, (indéfini).
« les pénuries d’eau/les périodes de sécheresse ». Le français
emploie l’article défini pour parler des choses en général, logique
que l’on pourrait trouver discutable.
Ø (southern) Europe : pas d’article devant les noms de continents
ou de pays (exceptions rares). « L’Europe méridionale ». Le
français emploie l’article défini devant les noms de pays, de
continents, de lieux en général; l’anglais seulement devant
certains noms de lieux (deserts, grandes plaines, The Sahara,
98
The Ukraine).
Ø temperatures : les températures en général, indéfini pour
l’anglais. « Avec des températures dont on prévoit... ». Ici le
français a recours logiquement à l’article indéfini pluriel.
Ø rainfall : les précipitations en général. « réduisant ainsi de 30 %
supplémentaires les précipitations », cf. emploi n° 1 ci-dessus.
Ø things : les choses, la situation en général. « la situation ne
va pas aller en s’améliorant ». Nouvelle différence de vues
entre les deux langues, l’anglais ne faisant pas référence à des
événements précis et identifiables.
Ø global warming : « le réchauffement planétaire ». Concept
général. Même différence de vues que précédemment.
Ø water from Ø icebergs : l’eau et les icebergs en général. « L’eau
contenue dans les icebergs ». L’anglais n’emploie pas d’article
devant les noms d’éléments (ex : earth, wind and fire).
Ø French engineer [...] Mougin. Pas d’article (défini) devant les
titres ou les métiers (ex : Dr Brown). « l’ingénieur français [...] G.
Mougin ». Autre différence d’emploi entre les deux langues que
l’on retrouve devant les noms de titres (le Roi George VI) ou de
métier (le Professeur Dubois).
Ø Europe : voir plus haut.
d/e. in the region : renvoie à l’Europe méridionale déjà
mentionnée. « dans la région, dans cette région ». Le français
peut même aller dans ce cas jusqu’à remplacer l’article défini
par un démonstratif (se souvenir que the est une forme réduite
de that).
to the northwest : renvoie à un endroit bien précis. Le français
fonctionne ici de la même façon : « quelques milliers de
kilomètres vers le nord-ouest/au nord-ouest ».
the purest water : l’emploi du superlatif définit le type d’eau.
Le français fonctionne de la même façon dans ce cas, syntaxe
exceptée : « l’eau la plus pure ».
the ocean’s brine : il s’agit d’un océan aisément identifiable
même s’il n’a pas été spécifiquement cité auparavant (on a
parlé du Groenland). « dans l’eau salée de l’océan »
While ultimately proving Mougin’s theories correct, the
simulation wasn’t without Ø drama. Indeed, the first trial was
a disaster, which confirmed the wisdom of Ø modeling. The
simulated tug hit a huge eddy and spent a month circling in
place before moving on, resulting in too much melting and Ø
heavy fuel consumption. Despite some initial handwringing,
the necessary fix proved quite simple: moving the departure
date from Ø mid-May to Ø mid-June. “Voilà , there were no more
eddies in our route, and within about four months we did it,”
Simard says. “ The first lesson the simulation taught us was: if
you want to do this project, choose the best departure date”.
a. He had been dreaming about it for 35 years. The Dassault
Systèmes company (almost) did it!
b. The somewhat crazy project formed/took shape in the brain of
French engineer Georges Mougin.
c. A fantasy to begin with/At first a fantasy, the idea thrived
thanks to advances in oceanography.
d. Today Georges Mougin’s dream has become feasible and has
been made into a 3-D model thanks to the high-end software of
Dassault Systèmes.
livre du professeur
e. Georges Mougin’s dream of towing an iceberg down to the
Canaries has a purely socio-environmental goal.
f. As the engineer told the AFP, the iceberg will help cool existing
power plants or fuel those of the OTEC (ocean thermal energy
conversion) type.
g. He added that “the water resulting from the melting process
will make it possible to air-condition vast areas” before being
used as fresh/drinking water for human consumption.
d. Fresh water is a rare resource in many countries.
e. In the 21st century about a billion human beings in the world
still have no access to it.
f. More than two and a half billion have no sanitation.
g. Icebergs are drifting mountains of fresh water.
h. Mougin recently proved that his project was technologically
feasible while many still saw it as a madman’s dream.
Use of the indefinite article a/an
Corrigé
Autre “petit mot” sur lequel on passe peut-être trop souvent...
L’emploi des prépositions courantes variant souvent d’une
langue à l’autre, nous nous arrêtons ici sur la préposition “de”.
Corrigé
• they now number about 15,000 a year : rappel n° 8.
• An iceberg is a floating reservoir : rappel n° 5.
• And water* from icebergs** is the purest water : * rappel n° 3,
**rappel n° 1.
• Such a waste, he says : rappel n° 4.
• Peter Wadhams, a professor of ocean physics : rappel n° 2
(nom en apposition), rappel n° 5.
• on en compte de nos jours environ 15 000 par an. C’est ici
le français qui emploie l’article Ø !
• un iceberg est un réservoir (d’eau fraîche) flottant. Les deux
langues fonctionnent ici de la même façon.
• et l’eau contenue dans un iceberg est l’eau la plus pure qui soit.
Le français remplace le pluriel par un singulier.
• quel gaspillage, dit-il. C’est ici le français qui emploie l’article Ø !
• Peter Wadhams, professeur d’océanographie. C’est ici le
français qui emploie l’article Ø !
a fifth of southern Europe : a = one
such a massive undertaking : rappel n° 4
the bottom half of an iceberg : rappel n° 2
with a skirt : rappel n° 2
he imagined a scenario : rappel n° 2
a principle Mougin calls : rappel n° 5
but a trial tow : rappel n° 2
of a 7-million ton iceberg : rappel n° 2
a sum that chilled : rappel n° 5
thanks to a virtual-reality boost : rappel n° 2
an iceberg’s entire journey : rappel n° 2
is part of an effort by Dassault : rappel n° 2
after watching a documentary : rappel n° 2
the modeling software is a high-profile way : rappel n° 2
the model even factored in a fierce storm : rappel n° 2
on day 22 of a trip : rappel n° 2
just like a supertanker : rappel n° 2
which makes it a very attractive form of simulation : rappel n° 2
he’s one of a team of experts : rappel n° 2
it was later used in a TV documentary : rappel n° 2
a. Have you heard of The Iceberg Project, a somewhat crazy plan
headed by French engineer G. Mougin?
b. Well, its ambition is to tow an iceberg to the Red Sea, thus
bringing a sizeable fresh water reserve to these arid regions/
areas.
c. With the help of Dassault Systèmes, Georges Mougin has been
able to study the feasibility of such a project.
How to translate the preposition de
• Water* shortages plague a fifth of* southern* Europe
la pénurie d’eau potable est un grave problème pour un
cinquième de l’Europe du sud.
• And with temperatures in the region forecast to rise* several
degrees this century
Et avec des températures dans cette région dont on prévoit
qu’elles vont augmenter de plusieurs degrés au cours de ce
siècle
• reducing* rainfall another 30%
ce qui réduirait les précipitations d’ encore 30 %
• global warming is increasing the number of* icebergs calving
off* Greenland
le réchauffement climatique accroît le nombre d’icebergs qui se
détachent du Groënland
• And water from* icebergs is the purest water
Et l’eau de ces icebergs est la plus pure qui soit
• All those bergs eventually dissolve in the ocean’s* brine
Tous ces icebergs finissent par fondre dans l’eau salée de l’océan
• A few years ago, he came up with the idea to* enclose
the bottom half of* an iceberg with a skirt fashioned from*
insulating geotextile material
Il y a quelques années il lui vint l’idée d’enfermer la partie
inférieure d’un iceberg dans une jupe faite à partir d’un matériau
géotextile isolant
• But a trial tow of* a 6.5 million-ton* iceberg would cost about
$10 million*
Mais un essai de remorquage d’un iceberg de 6,5 million de
tonnes coûterait environ 10 millions de dollars
• says Peter Wadhams, a professor of* ocean physics at*
Cambridge University
dit Peter Wadhams, professeur d’océanographie de l’Université
de Cambridge
Revoir avec les élèves l’entrée du mot « de » dans un
dictionnaire bilingue afin de leur faire prendre conscience de
l’ampleur du problème. On pourra leur demander comment ils
traduiraient :
je me souviens du « projet iceberg », celui-ci pose de gros
problèmes de financement, il vient de l’expliquer, etc.
Revoir également les prépositions anglaises les plus
couramment traduites par « de » (of, off, from), sans oublier ’s,
ainsi que les verbes français suivis de « de ».
99
a. The success of the Ice Dream Project will depend on the
number of investors that Mougin can convince.
b. I’m sure that the experiment will cost more than $10 million.
c. Mougin remembers the abandonment of his first project in the
Emirates of the Gulf.
d. When he suggested towing/proposed to tow an iceberg, they
thought it was just a wild/crazy dream.
e. He contemplated the glaciers that came down from the mountains
of Greenland and the icebergs that calved off the icecap.
f. The Ice Dream, a film by French engineer G. Mougin, was as
successful as The Big Blue.
g. Such an idea could only originate from the mind of a genius.
The Smart Revolution
(p. 152-153)
(p. 153)
Corrigé
Avant de lancer les élèves dans les questions/tâches de la
partie «speak», confier la lecture des différents articles à
plusieurs groupes et leur demander d’en rendre compte et d’en
commenter le contenu.
The “smart revolution” refers to the technological progress
our society is undergoing as more and more intelligent gadgets
are invading our everyday life in order to make it easier.
Drawbacks: the computer is on the verge of becoming extinct;
when too much technology rules the world it can be dangerous
because technology cannot be completely relied on; the fact that
technology is used to wage war is hinted at in a negative way in
the last passage from The Economist.
Les faire réfléchir à quelques points : Une telle société est-elle
envisageable ? Leur demander citer des œuvres littéraires ou
cinématographiques qui ont quelques années et qui traitaient de
la société du futur : qu’en est-il de nos jours ? Ces visions étaientelle bonnes ? Leur demander de donner des exemples concrets.
Pour le débat, leur imposer un rôle : une partie de la classe est
pour, l’autre est contre. Leur laisser 10 minutes pour préparer
leurs arguments : leur demander de ne pas écrire de phrases
complètes, mais uniquement des notes qu’ils devront utiliser
pour prendre la parole (ceci est un moyen de travailler leur
technique afin de se préparer au mieux à l’épreuve d’expression
orale du baccalauréat).
PROJECT
(p. 153)
Projet qui devrait motiver les élèves car on leur demande d’être
inventifs et créatifs. De plus une certaine compétition naîtra
entre les équipes pour savoir qui a trouvé l’invention ou le
gadget le plus bizarre.
Exiger des élèves d’utiliser tous les paramètres d’une publicité
(slogan, texte, accroche, logo...)
La classe élira la meilleure (ou les trois meilleures) publicité(s)
qui pourra/pourront être affichée(s)dans la classe ou au CDI,
ou éventuellement, les trois groupes pourraient aller présenter
leur publicité dans les classes voisines, ce qui est toujours très
valorisant et un bon entraînement pour l’oral final.
Inspiring Architects
(p. 154-155))
(p. 155)
Corrigé
St Paul’s Cathedral is an example of English baroque architecture
from the 17th century. In this sense its very presence in a
modern city is a link with the past. However, when it was built,
the architecture was heavily influenced by Renaissance models
from continental Europe and therefore, indirectly, by Ancient
Greece and Rome.
The Houses of Parliament illustrate the mid-nineteenth century
desire to recreate links with an architectural past that, in simple
terms, predates the rediscovery of Classical ideals of beauty.
This “Gothic revival” celebrated the wonders of ornate medieval
Gothic architecture.
The Gherkin has no visible links with the past, especially when
you compare it with the surrounding buildings. This is above all
due to the fact that it seems to have no vertical straight lines,
which is a dramatic departure from any previous style of British
architecture.
• Students’ own answers.
On pourra intégrer aux avis et réactions des élèves des adjectifs
permettant de mettre des mots sur leur argumentation, tels
que : sacrilegious, subtle, ill-assorted, successful, tasteful, risky,
challenging, disappointing, over-ornate, eye-catching, catchy,
shocking, fitting...
• (exemple) A monument can become the “soul” of the city
when it is thought of as the nerve centre of city life, when key
events in history have occurred there or around it (revolutions,
coronations, assassinations, births, bombings...), when it has
a unique architecture or a unique social or economic function,
when there is a special story attached to it (it was left unfinished,
it was destroyed and rebuilt, it survived a war or a natural
catastrophe...) or when it has become an important landmark of
the city and thereby one of its symbols.
PROJECT
(p. 155)
Pour la réalisation de ce projet qui permet de réinvestir tout le
contenu travaillé grâce à l’étude de cette double page, nous
suggérons les modalités suivantes : des groupes de huit élèves
(deux membres de chaque lobby se feront face pendant cette
table-ronde), le maire de la ville et le directeur de l’urbanisme
seront les « chefs de table » puisqu’ils « reçoivent » à la mairie,
et deux représentants des associations de riverains pourraient
également être de la partie. Suite à l’exposé des deux lobbys
(groupes), des questions révélatrices d’une certaine inquiétude,
dubitatives ou polémiques, pourront être posées pour rendre la
réunion plus animée ! Il serait judicieux de travailler en amont
les diaporamas à réaliser afin de faire comprendre aux élèves
la nécessité d’un document clair et précis, avec « le poids des
mots » et « le choc de photos », le but étant de convaincre un
auditoire a priori hostile (pour le lobby opposé au projet). Tous
les élèves seront évalués dans ce contexte de production orale
en interaction.
livre du professeur
d’un texte sur l’architecture londonienne.
Corrigé
artfile-p.116
During the reign of James I, Inigo Jones revolutionised English
architecture with the introduction of a classical style inspired by
the designs of the 16th-century Italian architect Andrea Palladio.
In creating an elegant square at Covent Garden, he introduced
London to the principle of the Italian piazza and began a trend
that continued throughout the 19th century.
Although classical proportions and principles were subsequently
adapted to suit different fashions, most important London
buildings up until the mid-19th century remained classical in
inspiration, reaching the height of elegance during the Regency
period in the early 19th century. A large number of large Regency
buildings still survive – like Buckingham Palace and the National
Gallery – as well as several terraces. The Regency terrace is, in
fact, what many regard as typical of London in the same way as
the brownstone is typical of New York and the Haussmann-style
apartment building typical of Paris.
At the same time as the classical style was flourishing, the Gothic
revival movement was taking hold. Instead of white and grey
stone, architects began to use brick. The coming of the railways
gave architects the chance to create massive terminals in the
Gothic style, that sometimes looked more like cathedrals than
stations. Up until the end of the 19th century, this was the style
that prevailed in London, in both public and private buildings.
In time, of course, London would come to look just like any other
modern city with its glass, concrete and steel skyscrapers, but
between, say, 1900 and 1939, there was a flowering of different
styles ranging from “imperial baroque” to “byzantine” – all of them
grandiose. This variety of styles is what gives London its unique
character: some people think it is a hotch-potch of ill-matched
and often ill-conceived buildings; others think it well reflects the
eclectic (and sometimes eccentric) taste of Londoners and gives
the impression of a city that is always changing.
Sometimes the question might be what was done to the
body after death, but it all boils down to bones, whatever
information you can get from the skeleton.
Rebecca: And how did you originally get involved in this field?
Kathy: I trained to do bioarcheology and work with ancient
skeletons. But back in those days the disciplines weren’t as
formalised, the process of board certification really hadn’t
been established – it’s very important today but... because
we testify in court, but back then when police would find
bones, they’d say, well, just take them to the bones lady out
at the university, and that’s how I started doing cases.
Rebecca: Now the majority of your stories originate from your
past. How about some of the stories that have stuck out for
you?
Kathy: Yeah, I draw on casework or on an experience. Grave
Secrets was based on my human rights experience
exhuming a mass grave in Guatemala. Fatal Voyage drew
on my mass disaster recovery experience. Ironically it came
out one month before I was deployed to Ground Zero, to help
with that recovery effort. Some are based more specifically
on individual cases, some combine different cases – you
know, you’ll have a two-level story operating, so... I think it’s
like every writer, you just draw on what you know on and
what your experiences have been.
Rebecca: Something I noticed was the... you discussing the
psychological effects of your job. Can you tell me just a bit
more about its impact on you personally?
Kathy: I think the hardest case I ever worked was Ground Zero
because it was so massive. Three thousand – whatever –
people were murdered in one fell swoop. But whether it’s that
or you’re working on an individual case in the lab, you have
to maintain a distance, you have to have a psychological
mechanism or the psychological make-up that allows you to
remain an objective scientist because that’s what your job is
and if you get emotionally involved in every case you’ll burn
out for one thing and you won’t really do a good job as an
objective scientist.
(p. 156-157)
Woman: Victim is female, late teens to mid twenties. Knife
marks on the bone. Evidence of deep cuts, probably to
open up the flesh, make it more appetizing for the dogs.
(p. 156)
Script
dvdscript-p156
Rebecca: Her fascinating career was the inspiration for the
television show Bones. Hi, I’m Rebecca Brayton and welcome
to watchmojo.com and today we’re speaking with author
Kathy Reichs about her work as a forensic anthropologist.
Kathy: Forensic anthropologist is a physical anthropologist
with a speciality in the human skeleton. So we work for
medical examiners and coroners, for law enforcement, for
the military, for disaster recovery and we’re brought in when
a pathologist can’t do a regular autopsy because the body
is mutilated or decomposed or dismembered or burned
or mummified or just bones, and we address primarily the
question of who is it – identity – and then what happened
to the person – the cause or manner of death. Sometimes
the question might be how long has that person been dead.
Rebecca: What advice would you have for people – the young
people you’re aiming at – who want to enter this field?
Kathy: A lot of kids get excited about forensic science and they
get really excited about the forensic end of it and then forget
the science end of it. If you want to acquire a skill that’s
going to allow you to work in a crime lab or in a medical legal
lab, you need hard science. You need chemistry or physics or
biology or DNA or physical anthropology – something along
those lines.
Rebecca: Thank you very much.
Kathy: Thank you.
Corrigé
It’s about the way that jobs have changed because of
advances in science.
Ateliers
Atelier 1
101
a. Medical examiners, coroners, law enforcement (agencies),
the military, pathologists.
b. When the body is mutilated, decomposed, dismembered,
burned, mummified or is just bones.
c. Who is it? What happened to the person? How long has that
person been dead? What was done to the body after death?
d. She worked at the university on ancient skeletons and was
known by the police as the “bone lady” whom they would go
to when they had bones they needed to identify. It wouldn’t be
possible today because the “process of board certification” has
been established. This means that, in order to carry out certain
tasks (like helping the police), people have to be approved by
certain authorities.
e. The irony was that the book was based on Ms Reich’s
experience in mass disaster recovery, but her most important
experience in that field was just about to happen (on 9/11).
f. (example) You should keep your distance and remain objective
because, if you don’t, you cannot do your job properly.
g. (example) If you want to be a forensic scientist, you must first
acquire knowledge of hard science.
Many illustrators now work on computer and have had to
learn computer skills. It is no longer a question of drawing and
painting on paper. The precision of computer images, the speed
at which one can work, the facility with which images can be
modified and the fact that computer images can be incorporated
immediately into an on-screen layout are all reasons why
computers are so widely used in illustration.
A lot of the operations in car assembly plants (and plants in
other industries as well) are carried out by robots which have
replaced manpower in operations that are repetitive, hazardous
or demand a degree of precision that cannot be equalled by
men. As a result, machine operatives have, in many cases,
been retrained to operate the control panels of computerised
equipment and to monitor operations rather than carry them out
themselves.
The aeronautics industry has always been in the forefront of
technological advance, notably in the area of safety and the
reduction of the risk of human error. With the arrival of the
automatic pilot and the fact that, nowadays, some planes “fly
themselves”, the pilot’s job has changed radically. But computers
can go wrong and pilots must still have the same skills as before
in order to get out of trouble.
dvdfile-p156
A. 1. coroner, 2. law enforcement, 3. disaster recovery,
4. autopsy, 5. board certification, 6. medical examiner, 7. dismembered, 8. casework.
B. 1. It all boils down to remaining calm and detached.
2. There were several details that stuck out.
3. The police bring me in when they can’t identify the body.
4. I think we’ll have to draw on all our resources to solve this
problem.
5. When the report came out, there was a lot of reaction from
police authorities.
6. If you don’t take it easy, you’ll burn out.
C. A lot of kids get excited about forensic science and they get
really excited about the forensic end of it and then forget the
science end of it. If you want to acquire a skill that’s going to
allow you to work in a crime lab or in a medical legal lab, you
need hard science. You need chemistry or physics or biology
or DNA or physical anthropology – something along those
lines.
Atelier 2
(p. 157)
Profiter de cet extrait pour faire faire des recherches sur
l’auteur dont le nom ne dit peut-être rien aux élèves, mais dont
ils ont tous certainement vu certains films, voire lu certains
romans.
Toutes les œuvres de Michael Crichton ont une base scientifique
solide et mettent régulièrement en garde dans des domaines
scientifiques divers contre ceux qui se prennent pour Dieu,
quels que soient leurs motifs.
Corrigé
a. Human beings.
b. Nanotechnology, biotechnology and computer technology.
They can “release self-replicating entities into the environment”,
that is to say organisms that, after self-replication, can be found
in the environment.
Computer viruses, biotechnology (modified maize genes
appearing in native maize), the creation of a lethal virus by
Australian researchers.
Scientists believe it will be hard to control new technologies. The
new forms of technology may not be as safe as scientists used
to think.
Nanotechnology is the latest form of technology. It
creates machines of extremely small size such as computer
components. Nano- is a prefix meaning a billionth.
Nanotechniques (associated with biotech and computer
technology) enable the creation of self-reproducing machines.
In the future, new organisms may emerge that can change form
at will and may have an enormous impact on mankind.
Researchers are advised to take measures now to control
the emergence of such organisms.
(exemple) Humans should pay more attention to the impact
of new technologies on the biosphere if they do not want to
repeat the errors of the past.
Nanotechnology, biotechnology and computer technology
– the latest forms of technology – release self-reproducing
organisms which may go beyond their creators’ control and have
a dangerous impact on mankind. The example of modified maize
genes in native maize is one example. Despite the advantages
of nanotechnology in the treatment of cancer or in computers,
researchers should take measures now in order not to lose
control of what the self-replication of these organisms may
cause. (98 words)
Scientists here are compared to “the creator of all things”
according to some religions. But God is supposed to have known
what he/she wanted when he/she created the world/universe.
On the contrary the author argues that men who create living
and self-reproducing “creatures” may not have quite thought out
the consequences that their work might entail.
livre du professeur
Atelier 3
(p. 158)
Corrigé
On conseillera aux élèves de se mettre en situation et d’organiser
une réunion à l’aide d’un paperboard ou d’un powerpoint.
(exemple)
Ladies and gentlemen,
I am here to give you more details about the new NASA budget.
As you know, the shuttle program has been closed down and
money reallocated to other agency programs. It obviously has
an effect on employment:
Houston (l’élève peut montrer une photo des bureaux de la NASA
à l’aide du vidéoprojecteur), where fewer flight controllers will be
needed.
Cape Canaveral (photo du site), which will need fewer launchpad
technicians.
New Orleans (photo de l’usine), where the external tank of the
shuttle was built.
The biggest job losses will be in Cape Canaveral where 5,400
people are expected to be made redundant.
The sectors which will benefit from the reallocation of money
are the sectors of Robotic Missions, Space Technology,
Planetary Science, Exploration Technology and Climate
Science. Unsurprisingly, the winner is Climate Science with
a $2.3 billion budget allocated to earth-studying satellites.
Scientists are getting more and more worried about the effects
of global warming on the earth and consequently, NASA has
decided to increase the budget in that sector by about onefourth.
Atelier 4
(p. 158)
Nous conseillons de prévoir un moment de recherche pour
que les élèves aient des notions assez claires de ce que sont
les cellules souches et pourquoi elles suscitent tant d’espoir
et de débats éthiques quand il s’agit de cellules souches
embryonnaires. Sans ce minimum de connaissances, le
cartoon sera difficilement compris et son humour grinçant
encore moins.
Un premier moment serait donc consacré à une mise au point
sur le sujet avant de passer aux différents débats que proposent
les points soulevés dans les guidelines.
Corrigé
Once a person’s stem cells have been isolated from their
more developed and more specialised “neighbours” they can be
frozen to be re-injected into the body later on in life when one
or several organs need to be regenerated, which more or less
comes to making the various components of a body repairable,
a way, some people think, of reaching mankind’s dream of
immortality. In this cartoon the time has obviously been reached
when such technology has become commonplace, with every
parent freezing their offsprings’s stem cells for “further use”.
The child in the cartoon must have been seriously misbehaving
since his parents are simply threatening him with destroying
(“unfreeze”) his frozen stem cells, thus making him mortal
again. In other words the threat is nothing less than one of a
death sentence! An example of what you can call – literally –
“sick humour”...
Il est question de l’intervention de l’État dans la recherche
scientifique en général et, par ricochet, celle de l’apport de fonds
privés et de l’aide aux universités que de grands groupes pas
toujours motivés par la philanthropie peuvent leur apporter.
Autant d’idées à souffler aux élèves en panne d’inspiration.
Cette question pose celle des limites éthiques de la recherche
scientifique et de qui doit éventuellement la contrôler et du rôle
que devraient jouer les différents pays dont les valeurs et les
intérêts ne sont pas souvent en harmonie.
C’est la question « qui tue » ! Celle où les croyances
religieuses ne manquent jamais de déchaîner les passions,
comme c’est le cas en particulier aux États-Unis d’Amérique.
L’étude de l’histoire des sciences semble montrer qu’on a
parfois réussi à ralentir leur progrès mais que le progrès et la
connaissance finissent toujours par l’emporter. For better or for
worse? est une autre partie du débat.
Cette question permettra de construire une synthèse des
idées avancées.
Atelier 5
(p. 158)
Cette question pourrait faire l’objet d’un des sujets proposés les
jours d’examen dans la partie expression écrite où l’on demande
aux élèves d’exprimer un avis et d’argumenter. Nous essayons
de leur faciliter la tâche dans cet atelier en leur soufflant à
nouveau des pistes et en restant au niveau du concret. Le
dernier point paraît tout à fait d’actualité et semble devenir un
problème récurrent pour l’avenir.
Class Project
(p. 159)
En écho à la double page sur l’architecture nous allons demander
aux élèves de présenter leur vision de l’architecture du futur.
Qui n’a jamais rêvé de construire une ville nouvelle ? Ce projet se
limitera à la construction de la « maison du futur », enfin à son
plan, voire sa maquette.
Les élèves devront s’attacher à des critères bien particuliers tels
que le rôle de la technologie, l’aspect écologique, l’esthétique,
etc. On aurait du mal à accepter que tous les projets ne soient pas
« HQE » ! Cela pourrait même être une consigne supplémentaire.
Tous les élèves devraient pouvoir trouver un aspect qui les
intéresse et ainsi trouver leur place au sein du groupe.
Une question qui pourrait aussi être soulevée serait
l’environnement dans lequel chaque groupe envisagerait sa
maison du futur : dans quel type de ville, dans quel pays, etc.
Hormis les aspects artistiques, créatifs, technologiques,
architecturaux, l’objectif principal est langagier et les élèves
devront présenter et défendre leur projet, ce qui implique
une écoute attentive de la part des autres élèves. Ainsi ces
derniers devront poser des questions à l’équipe qui présente
son projet (demande de précisions, contre-arguments). Pour
que tous les élèves écoutent bien, ils devront tous préparer
une ou deux questions pendant l’écoute et le professeur
choisira qui posera les questions afin de maintenir l’attention
de toute la classe.
103
Mock exam
(p. 160-161)
Corrigé
LV1/LV2 (B1)
Harvey and Bruce are doctors. They run a clinic together and
are probably associates. “As you know, Bruce and I have been
running the clinic” (ll. 6-7) : “Clinics and doctors usually crave
media attention.” (l. 10) ; “And I, for one, ...” (l. 12)
Harvey and Sara are on rather friendly terms because
Harvey is going to disclose a secret. Besides when he says in
line 2 “You’re going to think I’m crazy”, she replies with humour
“Nothing new there.” (l. 3)
The conversation is either taking place in a public place or
in a private place like a house but with a lot of people around.
We know this because the characters are not alone in a
room: Harvey keeps checking whether there is not someone
eavesdropping (“scanned the area to make sure that no one was
around,” l. 4-5).
a. True: “trying our best to keep all results secret and
avoiding the press at all costs” (ll. 8-9). This is not always the
case though (“Clinics and doctors crave media attention,” l. 11.)
b. False: “I know,” Sara replied, “but I never understood why”( l.
10).
c. True: “Clinics and doctors usually crave media attention” (ll.
10-11).
d. True: “And I, for one, am never against seeing my smiling face
on TV” (ll. 12-13).
e. True: “our treatment is experimental. In such cases even a
rumor of success brings on expectations which probably cannot
be met” (ll. 14-15).
They have been working on AIDS and have been trying a new
treatment that seems to be working.
They are running out of money and, if they are not given
a federal grant, the clinic won’t be able to carry on with the
experiment; it is very difficult to find a cure because the virus
mutates very quickly.
They know they are making progress because the tests have
been very effective on mice and monkeys: The HIV virus was
destroyed.
They are quite confident that, even if they have not found a
complete cure, they at least have an effective treatment for AIDS
because it seems to be working on large mammals.
There are several aspects that prevent them from working
more quickly: a lack of money (ll. 25-26), and the AIDS virus
itself that keeps mutating (l. 65). On top of everything else, the
health agencies seems to be dragging their feet when it comes
to taking the right decisions.
Sara seems to agree with Harvey on this (l. 81).
10 He managed to conduct his research without too much
interference from the authorities by doing all their lab tests in
Southeast Asia – where no one interferes in your business, i.e.
discretion is the order of the day – and in Bangkok in particular.
11 She suggests they show the government their results in
secret, thinking it would immediately grant them funds after
seeing their first results. (ll. 110-113).
12 The FDA seems reluctant to authorise experiments on
patients with AIDS.
13 They don’t think that politicians are trustworthy; they would
tell everyone about the discovery in order to make political
capital out of it. (ll. 115-118)
LV1/LV2 (B2)
14 She could be a journalist because she seems to be familiar
with the power of politicians. Also, she asks very pertinent
questions that lead Harvey to reveal his secret. Besides, she
seems to have heard the rumours about the discovery, rumours
that can only have been spread around in very high spheres,
which journalists often frequent. (ll. 47-48)
15 They have tried to keep their results a secret because they
don’t want to announce that they have found a “miracle cure”
and then disappoint millions of people by saying that in fact
they were wrong (ll. 66-69). Secondly they want to protect their
patients’ identities because there is still a lot of prejudice and
discrimination against people suffering from AIDS. (ll. 17-20).
Finally they wanted to have 100% conclusive results before
telling the Department of Health and Human Services, or the
Food and Drug Administration because the latter would slow
things down by testing the drug for years before allowing it to be
put on the market. (ll. 75-76 and ll. 96-100)
16 They are changing their minds now because they are
running out of money, but mostly because they think that,
with the amount of evidence they have, the FDA would waive
the regular delay they impose on other drugs. Besides, working
discreetly with the FDA would avoid too much media attention.
(ll. 105-109).
17 It shows that their relationships are tense because the HHS
wants to control the scientists’ work, which tends to slow down
their research.
Expression écrite
LV1 (B1) LV2 (B2)
Nous sommes toujours ici dans la phase plus ou moins narrative
de l’épreuve. L’expression et l’organisation d’arguments n’est
toutefois pas totalement absente de l’exercice.
LV1 (B2)
Cette seconde partie de l’épreuve concerne la capacité à
exprimer et à défendre des opinions.
Nous avons essayé de varier les thèmes en allant du plus terre à
terre au plus «politique».
livre du professeur
Lecture suivie
In the Face of an Angry Crowd (p. 164-165)
(p. 165)
a. crowd, cruel, thoughtless, gaunt as wolves (simile), troop
of animals, infuriated, reckless.
The protesters seem to have turned into animals. They seem to
have lost their reason. They are portrayed as wild animals ready
to attack/pounce on their prey.
b. They are protesting against Irishmen being brought in to do
their jobs. (Faced with demands for higher wages, employers are
intending to use cheap Irish labour.)
She is trying to reason with the protesters. She also wants to
protect Mr Thornton.
She placed herself in front of Mr Thornton and used her own
body as a shield to protect him from the protesters.
No, she doesn’t. She fails in her attempt. “If she thought
her sex would be a protection, – if, with shrinking eyes she had
turned away from the terrible anger of these men, in any hope
that ere she looked again they would have paused and reflected,
and slunk away, and vanished, – she was wrong.” (l. 63-68)
First of all, he stands still and faces the dangerous crowd of
protesters silently and impassively. When Margaret gets hurt
(l. 80) there is a role reversal – he protects her (l. 83-84). Line
85 is the turning point of the passage: he addresses the crowd
directly and vehemently (cf. the use of exclamation marks). He
faces the crowd determined not to falter.
(exemple) An omniscient narrator describes the scene
precisely (cf. the use of adjectives and adverbs). The presence
of direct speech also enhances the realistic aspect of the
passage. The event described here may portray the sort of thing
that happened in northern England during the Plug Plot Riots of
1842.
Snow White Revisited
(p. 165-167)
(p. 167)
(exemple) A queen who thought she was the most beautiful
woman in the land was told by her magic mirror that her
stepdaughter Snow White was more beautiful and tried to have
her killed. But Snow White was not killed; she escaped into the
forest and was eventually taken in by seven dwarfs. The queen
found her and poisoned her with an apple. Snow White appeared
to die but she was placed in a glass coffin and she was “brought
back to life” by a prince who opened the coffin and kissed her (or
when the coffin was moved and the piece of poisoned apple fell
out of her mouth).
This passage is entitled “Snow White Revisited” because the
author uses the same characters, the same basic situation and
nearly the same plot but the personality of the characters and
the tone of the story changes radically. This type of work is
called a parody.
Snow White is not at all the beautiful princess featured in the
original fairy. Here she is enormously fat. The grotesque aspect
is conveyed by the use of superlative forms (“the biggest”, “the
fattest”) and by hyperbole (“she wore a pink dress large enough
to house a small circus” [l. 5-6], “the rings on her fingers were
almost lost in her flesh” [l. 15-16], “She giggled and buried her
chin in her chest. The action created so many ripples of fat that
her head looked as if it was melting” [l. 38-41]). The absurd
discrepancy between the original Snow White and this one is
meant to make the reader laugh.
Like many female characters in fairy tales, Snow White is
waiting for her Prince Charming. She is disappointed to hear that
David is neither a prince nor the son of a wealthy nobleman.
The dwarfs tried to murder Snow White by poisoning her.
In a judgment reminiscent of absurdist stories by writers like
Lewis Carroll, the judge decided that, to atone for their crime, the
dwarfs would have to look after Snow White.
The following are farcical elements:
– the physical description of Snow White (exaggerated,
grotesque...);
– the surprising way she speaks (she is supposed to be a
princess but her language is common and vulgar);
– some absurd logic (e.g. Snow White suggests it’s totally natural
for short people to be oppressed [l. 60]);
– some lines that are obviously there for comic effect and not
much else (e.g. the “dragon” joke [l. 109-112]).
Leave the barbarians alone
(p. 167-168)
(p. 1685)
They – the nomads – are cattle breeders. They wish they
could use and make the most of their land. They suffered violent
attacks and humiliation. Among others, soldiers and farmers
among many others have taken advantage of the situation.
The word goes back to Greek times, when barbarians were
anyone who wasn’t Greek. By extension, the word has come
to mean people from other countries who are thought to be
uncivilised, even violent. If you describe someone as a barbarian,
you disapprove of them because they behave in a way that is
cruel or uncivilised.
The nomads do not seem to be barbarians. On the contrary the
narrator implies that they were the victims of barbarities on the
pretext that the Empire had to be protected. (l. 7 -11)
Lecture suivie
The narrator sides with the nomads and thinks that if they
rebelled, their oppressors would be given a lesson and would
change their attitude and show them a little respect
The narrator does not mention the name of the country
he lives in but this passage may remind the reader of British
attitudes to Boer settlers in South Africa in the late 19th and
early 20th centuries. Boers had tended to be nomadic before
this and resented being still thought of as “transient’ when it
was they who had effectively “civilised” the country.
The narrator is a magistrate (l. 23) who is trying to throw
light on the injustice done to the “barbarians”. He wants to
defend their cause. His speech is an indictment of the way the
“barbarians” are treated. He uses precise examples, rhetorical
questions and repetitions to prove his point.
Line 65 (“I have achieved nothing by letting myself go”) proves
that the narrator did not manage to convince the young man
who is with him. The last paragraph shows that he is not even
sure that he managed to convince himself.
Culture Shock
(p. 169-170)
(p. 170)
The scene takes place in the Congo. The passage deals with
the day the Price family arrived there.
The father is a Reverend, he has four daughters (the narrator,
Ruth May and twins Leah and Adah). They have just arrived in
the Congo.
It is a first person narrative. (cf. “we”, “I”).
Different senses (examples among others):
– touch (“We had to sit so close to other people there wasn’t
room to breathe” [l. 13]);
– hearing (“A roar of voices and weird birds lombarded my ears
and filled my head to the brink. I am sensitive to noise of any
kind” [l. 18-19]);
– sight (“the bright sunlight both give me tension headaches,
but the sun at least by then had gone down” [l. 20-21]);
– smell (“The scent of it was strong enough to choke any animal
you can think of” [l. 27-29]).
The reader therefore feels closer to the narrator and may
experience the scene just like one of the characters.
She seems rather uncomfortable in this environment.
“weird songs” (l. 51), “which made my skin crawl” (l. 54-55).
What strikes her most is that people around her wear no clothes.
The people she describes do not seem to have human
characteristics. The use of the word “wilderness” raises the
issue of the opposition between nature and culture which is
present throughout the text. In her eyes, they are more or less
on the same level as animals.
She has the greatest admiration for her father; she virtually
deifies him: “so he looked ten feet tall” (l. 121), “but his chest
and shoulders looked just huge” (l. 126). She notes his skills as
a public speaker: “It was not so much a speech as a rising storm”
(l. 134), “he shouted in his rising singsong preaching voice that
goes high and low, then higher and lower, back and forth like a
saw ripping into a tree trunk” (l. 141-144).
Living together is often associated with the notion of “culture
shock” which prevails in this extract. The narrator is obviously
not used to being in contact with other cultures. The natives,
however, seem to be attempting to assilimiate the Price family
into their culture.
Relinquishing Power
(p. 171-172)
(p. 172)
Five characters speak in this scene: King Lear, his three
daughters – Goneril, Regan and Cordelia – and (the Duke of) Kent.
(Cornwall is Regan’s husband and Albany is Goneril’s husband).
He wants to hand his kingdom over to his three daughters
because he thinks he is too old to reign.
He wants to know which one of his daughters loves him
most. He expects them to be able to openly express their feelings
for him. He will give the most lands and the greatest power to the
daughter who he believes loves him the most.
Goneril and Regan assert that the love they feel for their father
is boundless. The language that they use is very hyperbolic.
Cordelia does not seem to be able to put into words the love
she feels for her father.
Lear is not at all happy with what Cornelia has just said.
He suggests that unless she says what is expected of her, her
chances of getting a fair share of power will be considerably
reduced.
He repudiates Cornelia and splits his kingdom in two parts.
• Hyperbole. I love you more than words can wield the
matter; Dearer than eye-sight, space, and liberty. (l. 20-21)
The words are excessive, exaggerated. Lear is flattered.
• Metaphor. Come not between the dragon and his wrath. (l. 93)
This figure of speech also conveys the notion of excess. Lear is
so infuriated with Cornelia that he compares himself to a dragon.
This image prepares the audience for the decision he will make
at the end of the passage.
• Anaphora. With shadowy forests and with champains rich’d,/
With plenteous rivers and wide-skirted meads. (l. 30-31)
The repetition here conveys the notion of opulence mirroring
what Lear will give to Goneril.
• Metonymy. The coronet/the crown.
On stage, the transfer of power is shown in concrete terms by
the handing over of the crown.
• Run-on-line. Unhappy that I am, I cannot heave/My heart into
my mouth.
The break in the usual pattern gives more force to the words at
the beginning of the second line.
The Devil’s Work
(p. 173-175)
(p. 175)
NB. Erratum in line 47 of the first edition: for “be” read “he”.
Giles blames his wife for not wanting to show him the books
she reads. He also says that he is unable to pray when she is in
the house with him.
livre du professeur
Parris wonders why the Devil would decide to intrude into
his life when there are so many immoral people where he lives.
The devil may be incarnated on earth as a human being
but it can also turn up in the guise of an insect or of an animal.
It is therefore portrayed as a cunning entity which could be
anywhere. The omnipresence of the Devil creates a feeling of
general hysteria.
Tituba’s origins, the fact she is a slave and the way she
speaks, make her the very embodiment of “otherness”. She is
held responsible for Betty’s state. She is accused of stealing
souls for the Devil.
In The Crucible, some people are accused of witchcraft. A
parallel can be drawn with the persecution of communists from
the late 1940s to the late 1950s (by the McCarthy Committee).
Given Arthur Miller’s views, the play is undoubtedly an allegory
of the McCarthy Committee’s persecution of thousands of
American citizens accused of being Communists.
(McCarthyism: http://en.wikipedia.org/wiki/McCarthyism)
The Marketplace
(p. 175-177)
(p. 177)
The action takes place in approximately 1650 in Boston, New
England, America (not known as the United States until after the
Declaration of Independence in 1776).
Hester Prynne’s appearance is contrasted with the women
in the crowd. She is described as “beautiful” with “indescribable
grace” and “perfect elegance” and wearing splendid clothes. The
older women are unfavourably described as having a “coarser
fibre”, “hard featured”, “iron visaged” and ugly.
The women are part of a stern and unforgiving Puritan
society where severe punishment is given to those who break
the moral code, a society where “religion and law were almost
identical”.
The contrast between the physical appearance of Hester and the
older women is used by the author to illustrate the differences
in their moral and spiritual characters. Hester is described in
positive and approving language, whereas the older women
are portrayed as harsh and unforgiving, which shows that the
narrator (and maybe the author himself) does not approve of
Puritanism and its intolerance.
The author compares the past unfavourably with his
present (1850) – “the age had not such refinement” – and
makes it clear that he considers the punishment being given
to Hester is much too harsh and unjust. The author shows
disapproval at the “peculiar interest in whatever penal infliction
might be expected to ensue” and the enthusiasm shown for
Hester’s punishment.
The scarlet letter refers to the letter ‘A’ which stands for
Adultery and is made from red cloth which is stitched to her
clothing.
This is because Hester has no husband living with her and yet
has given birth to a child. (Hester was married not single, but
her husband hadn’t joined her.) The colour is associated with
immorality. The scarlet letter marks Hester out as a criminal
“taking her out of the ordinary relations and humanity and
inclosing her in a sphere by herself”.
The word “severity” is used twice in the passage and on both
occasions is associated with the Puritan code and how it has
affected the character of the people in the community. It results
in rigidity and an unbending attitude to transgression as well as
a disproportionate punishment for offences.
A modern equivalent of Hester would be a single parent living
in a society governed by a strict moral and religious code (such
as Iran or Saudi Arabia) or a young woman in such a society who
decides to defy its rules e.g. by refusing to wear the burka.
Hoping for a Man?
(p. 178-179)
(p. 179)
Ursula is doing some embroidery (“stitching a piece of
brightly-coloured embroidery”, ll. 3-4). She is 26 and is a
teacher (“class mistress”, l. 96). She is independent and full of
admiration for her sister.
Gudrun is drawing (l.5). She is 25. She is beautiful and everything
about her is soft (“beautiful, passive, soft-skinned, soft-limbed”,
ll. 58-60). She is intelligent, calm in a difficult situation but her
face does not betray her emotions (“masklike expressionless
face”, ll. 114-115).
The subject is marriage. Gudrun brought it up. The sisters
do not seem to expect the same things out of life. Gudrun would
like to marry as soon as possible because she thinks that she
could have a better life that way (l. 17-18). She pretends that
she is not actively looking for a husband but she would not
turn down a nice proposal (l. 79-80). Ursula seems to be more
reluctant. She asserts that even though she has had several
offers she has never been tempted to accept one. The way she
sees marriage is quite negative (“more likely to be the end of
experience,” ll. 30-31).
Gudrun and Ursula are having a metaphysical discussion
about marriage and are pondering on the meaning of life. Gudrun
depicts marriage as something which cannot be avoided (“It
seems to be the inevitable next step,” l.93). Women are “doomed”
to get married and to have children (“Perhaps one doesn’t really
want them, in one’s soul – only superficially,” ll. 116-118).
This rejection of the notion of free will may give a pessimistic
tone to the passage. On the other hand, the last paragraph
(with expressions such as “not yet” l. 135 and “an intimation
of something yet to come” l. 136) gives the impression that
something good might be expected.
a. It is a third person narrative in which the narrator is
omniscient.
Example quote: “They both laughed, looking at each other. In
their hearts they were frightened.” (ll. 52-53)
b. Both description and dialogue are present in this passage.
Throughout the conversation, the reader has direct access to
the sisters’ feelings. The narrator gives further information
about their feelings and their state of mind in the paragraphs
in which description prevails. (cf. introspection, stream of
consciousness, complex characters...).
107
Lecture suivie
c. (students’ own answers)
Examples of figurative language:
“Nothing materialises! Everything withers in the bud” (ll. 84-85)
“masklike expressionless face” (ll. 114-115)
“that strange brightness of an essential flame that is caught,
meshed, contravened.” (ll. 126-127)
“but underneath, in the darkness, something was coming to
pass.” (ll. 131-132)
“like an infant in the womb” (l. 134)
In Greek mythology, Artemis and Hebe were two goddesses.
Artemis was the goddess of wild animals, wilderness, virginity
and young girls. Hebe was said to protect young married
couples. This metaphor echoes the reference to their “virgin
look” (l. 57). The parallel that the narrator draws between the
two young women and Artemis enhances their virginal attitude
and their fears about marriage.
This image conveys Gudrun’s pessimistic perception of
things since it suggests that life is unfinished and only made
up of failures. Everything in life is doomed to be aborted, nothing
can be achieved, and nothing exists really. A sentence that
echoes this image is “If only she could break through the last
integuments!” (ll. 131-132)
We are not alone
(p. 180-181)
(p. 181)
The extract takes place in the late 70s (“more than 30
years” after 1945) and in two different locations. The first is
the Pacific island of Taratua, and the second is on the shores of
Lake Baikal in the then USSR. The “moment when history held its
breath” refers to the moment extraterrestrial life forms enter the
atmosphere.
The two main characters’ paths separated in 1945; one went
to the US and the other to the USSR. They have had no contact
since then. This is because the story is set during the Cold War
when the USA and the USSR were sworn enemies. One of their
main areas of rivalry was the conquest of space and the two
main characters are engineers working on these projects; they
are thus rivals. The story reminds the reader of what happened
after the fall of the Third Reich, when both the USA and the USSR
“shared” the German scientists who had launched the German
V1 and V2 programs, in other words the first (unmanned)
rockets.
Arthur C. Clarke was right to say that “Only the future could
tell if he or Reinhold had made the better choice” because the
situation nowadays is very different from that in the 1950s:
notably, the USSR has collapsed. We now do not consider Russia
and the USA to be equal powers. Therefore it would seem Reinhold
has made the better choice. But in the light of the launching of
the first artificial satellite by the USSR in October 1957, followed
later by the first manned space flight in April 1961, it would seem
that Reinhold had made the wrong choice.
Méthodologie
Rédiger un dialogue
CHOIX 1 : Vous pouvez choisir de présenter votre dialogue
comme une pièce de théâtre.
VOCABULAIRE POUR RÉDIGER UN DIALOGUE
PRÉSENTATION : écrivez les énoncés de chaque énonciateur :
• sans utiliser de guillemets ;
• en ajoutant des indications scéniques, si vous le souhaitez.
PAUL (sits down with his head in his hands) I can’t go on
any more.
JANE What’s the matter, Paul? (She comforts him by
putting her arm around him.)
INTRODUCTORY VERBS
• 1. speak: add, answer, break in, declare, interrupt, point out,
repeat, reply, say
• 2. speak loudly: call (out), cry, scream, shout, yell
• 3. speak softly: mumble, murmur, mutter, whisper
• 4. speak emotionally: boast, complain, confess, groan,
insist, laugh, moan, object, scoff, sigh, sob, stammer
CHOIX 2 : Vous écrivez votre dialogue à l’intérieur d’une narration. Il faut alors respecter la ponctuation anglaise.
PRÉSENTATION : pour chaque nouvel énonciateur :
• allez à la ligne et ouvrez les guillemets (pas de tirets) ;
• fermez les guillemets à la fin de l’énonciation, ajoutez votre
narration pour expliquer qui parle, comment, ce qu’il fait.
“............,” said Paul angrily, banging his fist on the table.
“...................?” he went on to ask.
“..........................,” replied Jane in a condescending tone.
GESTURES
bang one’s hand, clench one’s fist, frown, gaze at, look at,
pull a (long) face, put one’s head in one’s hands, shrug
(one’s shoulders) stare at, throw one’s arms in the air
ADVERBS
abruptly, angrily, calmly, excitedly, forcefully, helpfully,
ironically, joyfully, lovingly, nervously, sadly,
sarcastically, strangely, suddenly, sympathetically.
Écrire une lettre
The writer’s address: top right.
The date: under the writer’s address.
25, Grange Rd
The addressee’s address (for business letters):
Williamstown
AB1 C23 Kent
on the left, after the date.
The greeting
• if name unknown: Dear Sir /Madam
• if surname known: Dear Mr/ Mrs (married woman)/
Miss (unmarried woman) / Ms (any woman) Smith
• if first name known: Dear John/Mary...
The introduction (examples)
• I’m writing to tell you/to ask you...
• Thank you for your letter of 8th May.
• Further to your telephone call today, ...
4th June 2011
Mr H. Williams
Harry’s Pizza Place
25 High Street
Williamstown
AB2 C95 Kent
Dear Mr Williams,
The main body of letter
I would like to apply for the job of part-time pizza
Signing off
chef as advertised in the Kent Messenger.
I am...
[..]
• Yours faithfully (very formal)
• Yours sincerely (business and acquaintances)
• (with) Best wishes (friends)
• (with) Love from (very good friends)
• Best regards (business emails)
Signature
I look forward to hearing from you very shortly.
Yours sincerely,
Jack Cook
109
Méthodologie
Rédiger un article de presse
Un article de presse :
• transmet de l’information ;
• se base sur des éléments précis ;
• traite un sujet bien délimité ;
• suit un développement structuré ;
• est écrit dans un style fluide et facile à suivre.
RÉDIGER UN ARTICLE
LE TITRE
Paradoxalement, il est plus facile à trouver une fois l’article
rédigé.
L’introduction (« l’accroche »)
• Elle a pour fonction d’« accrocher » le lecteur.
• Pour un article strictement factuel, l’introduction doit présenter les caractéristiques de l’événement : What? Where?
When? Who? Why? How?
Différents types possibles
– l’intro-portrait (un personnage, un objet, un animal ...),
– l’intro-circonstances (description ou narration synthétique
de l’événement),
– l’intro-dialogue,
– ou encore une interpellation directe du lecteur.
LE DÉVELOPPEMENT
Plusieurs formes possibles
• La pyramide inversée :
– Le premier paragraphe apporte l’information-clef.
– La suite de l’article apporte des informations secondaires en
ordre décroissant d’importance.
• Le sablier
– Le premier paragraphe apporte l’information-clef.
– La suite de l’article apporte des précisions.
– Mais on garde des informations marquantes pour les placer
en fin d’article.
CHILDREN SOLD GU
NS IN SCHOOL
in a school
g guns to each other
Kids have been sellin
little as £5 each.
playground – for as
en a lad
the illicit trade wh
Teachers uncovered
narrowly
,
air guns in class
fired one of the
.
missing another pupil
ught the pelthought to have bro
is
y
bo
old
ar-ye
11
An
Blackpool.
ol,
ho
Sc
o Dellmer High
let-firing weapons int
ildren are
ch
t
tha
’s terrifying
One parent said: “It
woman said:
ss.” A police spokes
carrying guns in cla
they can be
guns are not toys –
“These ball-bearing
very dangerous.”
general do
chers and adults in
What can parents, tea
in our net
Jo
?
playing with guns
to prevent kids from
forum!
2010
Jennings, March 21,
Stan
• L’organisation chronologique
– Elle respecte le déroulement des événements rapportés.
Attention ! Quelle que soit la forme de développement retenue,
chaque paragraphe doit apporter une information nouvelle.
LA CONCLUSION
Elle peut au choix
• élargir le thème
• relancer le débat (par une question par exemple)
• décrire sous un angle différent la situation ou le personnage
mentionnés dans l’introduction (boucle).
Méthodologie
Les procédés de traduction
Conseils généraux
• Avant de vous lancer dans la traduction, il convient
de bien explorer le texte et le passage que vous allez
traduire. Essayez :
– d’en évaluer le contenu (est-il descriptif, affectif,
intellectuel... ?) ;
– de reconstituer la situation ;
– de repérer le niveau de langue (écrite, orale, formelle,
familière, vulgaire...) ;
– d’identifier les effets stylistiques.
« Portable » est un emprunt abusif (un anglicisme)
puisque le mot « portatif » est sa traduction littérale.
2. LE CALQUE
• À éviter aussi souvent que possible. Il fait souvent sursauter les correcteurs de versions :
the man in the street
l’homme dans la rue/l’homme de la rue
Alors que la meilleure traduction est :
le Français (le citoyen) moyen
3. LA TRADUCTION LITTÉRALE
Procédés de traduction les plus courants
1. L’EMPRUNT
• On l’utilise quand le français ne possède pas de mot
équivalent au mot à traduire pour des raisons culturelles ou de nouveauté scientifique :
She handed me a glass of sherry.
Elle me tendit un verre de sherry.
Click to download the plug-ins.
Cliquez pour télécharger les plug-ins.
Certains emprunts (ex : plug-ins) sont faits pour créer
des effets (stylistiques, savants, etc.) alors qu’une
recherche approfondie montre que le français possède
des équivalents :
Cliquez pour télécharger les greffons.
• Le traducteur qui veut créer un effet « couleur locale »
aura souvent recours à des emprunts alors que des
mots français équivalents existent :
Corridas ? He loved them! He was a real aficionado!
Les corridas ? Il adorait ! C’était un vrai aficionado.
Notez que l’anglais lui-même a emprunté des mots
espagnols :
Bullfights ? He loved them. He was a real fan.
Notez les variantes françaises possibles selon l’effet
que l’on veut créer :
Les courses de taureaux ?
Il adorait. Il en était fan.
Les courses de taureaux ?
Il adorait. Il en était vraiment féru.
• Emprunts abusifs passés dans la langue courante :
I’ve just bought a laptop.
Je viens de m’acheter un laptop/un ordinateur
portable/un portable.
• Elle consiste à traduire d’une langue dans l’autre, mot
à mot :
She fell off the stepladder.
Elle est tombée/tomba de l’escabeau.
The plane took off on time.
L’avion a décollé/décolla à l’heure.
• Mais les différences culturelles ou linguistiques interdisent souvent ce procédé. Parfois, la traduction littérale n’a pas de sens :
Elle m’a posé un lapin.
*She put me a rabbit. She stood me up.
• Les différences syntaxiques obligent aussi à abandonner la traduction littérale :
The dog was run over.
*Le chien a été roulé dessus.
Le chien s’est fait écraser.
• Les trois procédés décrits ci-dessus relèvent de la
traduction « directe » ; ceux qui suivent de la traduction
dite « oblique ».
4. LA TRANSPOSITION
• Ce procédé consiste à utiliser dans la langue d’arrivée
des mots d’une autre nature que ceux employés dans la
langue de départ :
Ring me up as soon as they arrive.
Appelez-moi dès leur arrivée.
« Dès qu’ils arrivent » est tout à fait recevable, mais
l’inverse n’est pas possible : *Ring me up as soon as their
arrival.
• Le célèbre « chassé-croisé » est un exemple de transposition :
The children groped their way across the room.
Les enfants traversèrent la pièce (obscure) à tâtons.
111
Méthodologie
Les procédés de traduction (suite)
5. LA MODULATION
7. L’ADAPTATION
• On recourt à ce procédé lorsque la langue d’arrivée n’a
• Ce procédé consiste à trouver l’équivalent français d’une
pas d’équivalent littéral à la tournure de la langue de
départ :
tournure étrangère intraduisible littéralement pour des
raisons essentiellement culturelles :
I will always remember the day when we met.
Je n’oublierai jamais le jour où nous nous sommes
rencontrés.
Il s’agit ici de modulation obligatoire. Mais la traduction
proposée ci-dessus montre un autre exemple de modulation, facultative, celle-ci :
I will always remember
Je n’oublierai jamais
(opposition affirmatif/négatif et dans le domaine
grammatical et dans le domaine lexical)
Noter que la traduction de l’énoncé anglais de départ
pourrait très bien se faire avec une transposition :
Je n’oublierai jamais le jour de notre rencontre.
6. L’ÉQUIVALENCE
• Les exclamations produites par des situations similaires dans des cultures différentes donnent un bon
exemple d’équivalence :
Ouch!
Aïe !
Peek-a-boo!
Coucou !
• Le cas des expressions idiomatiques figées ou des
proverbes en donnent un autre exemple :
straight from the horse’s mouth
de source sûre
He drinks like a fish.
Il boit comme un trou.
strong as an ox
fort comme un Turc
as good as gold
sage comme une image
Every cloud has a silver lining.
À quelque chose malheur est bon.
He bolted down his meal before you could say
Jack Rabbit.
Il avala/engloutit son repas en un clin d’œil.
8. L’ÉTOFFEMENT ET L’AMPLIFICATION
• Ce procédé est aussi appelé « expansion ».
• On rencontre des cas où il est indispensable d’ajouter
une précision dans la langue d’arrivée afin d’obtenir le
même effet que celui obtenu dans la langue de départ.
• C’est souvent ce qu’on est obligé de faire pour traduire les prépositions anglaises ou plus généralement
lorsque la traduction littérale ne se suffit pas à ellemême :
To the trains /planes
accès au quai/aux avions
Passengers to Waterloo
les passagers à destination de la gare de Waterloo
Don’t forget to stop at the bakery for the bread.
N’oublie pas de t’arrêter à la boulangerie
pour prendre le pain.
• On traduit souvent les prépositions en ajoutant un
adjectif :
the plot against the King
le complot ourdi contre le roi
• Il faut aussi très souvent étoffer la traduction des pronoms démonstratifs et des conjonctions :
This in itself would turn out to be
a rather dangerous option.
Ce choix en lui-même devait se révéler
plutôt dangereux.
The murderer, as was expected,
came back to where he had left his victim.
L’assassin, comme il fallait s’y attendre,
revint à l’endroit où il avait laissé sa victime.

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