XL - Workbook - chap 2

2
BELONGING
OBJECTIFS
EXERCICES
GRAMMAIRE
Modaux
Voix passive
Proposition infinitive ( V1 to V2 )
Phrases interro-négatives
Question tags
Souhait et hypothèse
Graphie des comparatifs
Dérivation
Cause et but
1, 2, 3, 15
14
17
18
19
12
10
11
13
LEXIQUE
Mots transparents et faux-amis
Mots croisés : cliques
Révision d’adjectifs
4
5
21
PHONOLOGIE
Accent de mot
Bad or mad?
Prononciations de <u>
Article indéfini a ou an
Intonation dans les question-tags
Reconstitution d’un texte oral
6
7
8
9
19
16
MÉTHODOLOGIE
Écrire une lettre
20
●1 Les modaux : identification
왘 ANATOMY OF A CLIQUE p. 30
왘 GB 9-14
a. Soulignez le modal, et reportez-le dans la colonne de gauche du tableau p. 22, en
face du sens qu’il apporte à l’énoncé.
1. Cliques may no longer be needed after a while.
2. You must belong to a group to feel part of the school.
3. One thing you can’t hide is when you’re crippled inside.
4. May I meet the other members of the group?
5. I said ‘No’ once and for all; so you needn’t cry.
6. They won’t accept you: you don’t belong to their clique!
7. You must not tell anybody about the rules of our clique.
8. You will get into trouble if you do not follow the rules.
2 . B E L O N G I N G ■ 21
Modaux
Domaine
concerné
Sens
..............
C’est une permission demandée, autorisée ou refusée.
..............
C’est une éventualité
..............
C’est possible / impossible sur le plan matériel, social, intellectuel, etc.
..............
C’est prévisible, inévitable.
..............
..............
..............
..............
C’est indispensable.
..............
C’est interdit.
..............
Ça ne sert à rien.
..............
..............
b. Résumez l’emploi des modaux utilisés ci-dessus, en répartissant les quatre termes
suivants dans les cases à droite du tableau :
domaine du nécessaire / domaine du possible / domaine de l’obligatoire / domaine du probable
●2 Les modaux : manipulation
왘 GB 9-17
Write each of the sentences in the chart below or on the next page, in front of its most
appropriate ending:
1. You mustn’t pick flowers in the park:
8. She may go into a pub:
2. She can’t be hungry:
9. He can’t have recognized me:
3. He doesn’t feel very well;
10. His computer doesn’t work properly;
4. She may know the doctor’s address,
11. They must have saved some money;
5. You needn’t worry:
12. The United Kingdom might become a Republic
6. She may be going to the cinema tonight:
13. A vaccine against AIDS will be discovered this
7. He’s using his old camera.
century;
.................................................
.................................................
I remember she mentioned him once.
.................................................
.................................................
she is eighteen.
.................................................
.................................................
after the death of the Queen.
.................................................
.................................................
she has eaten all the cereals.
.................................................
.................................................
we have never met.
.................................................
.................................................
he should see a doctor.
.................................................
.................................................
22 ■
X L 2 DE
he must get it repaired.
.................................................
.................................................
she said she felt like going out.
.................................................
.................................................
we’ll be safe.
.................................................
.................................................
let’s hope it will be soon.
.................................................
.................................................
he must have repaired it.
.................................................
.................................................
otherwise they would be ruined by now.
.................................................
.................................................
it’s strictly forbidden.
●3 Les modaux : production
왘 STYLE-STEALING FRIEND p. 32
The psychologist has given advice to Leah. Translate what she will say to her friend:
Le psychologue : « Dites à votre amie…
1. … que vous ne pouvez plus accepter son attitude ;
“ I
..................................................................................
”
2. … qu’il faut qu’elle comprenne que cela vous rend dingue ;
“You
.................................................................................
”
3. … qu’elle devrait se trouver un style plus personnel ;
“You
.................................................................................
”
4. … que vous l’autorisez à acheter les mêmes vêtements que vous, à condition (provided that)
qu’elle ne les porte pas à l’école. »
“You
..................................................................................
.......................................................................................
●4 Mots transparents et faux-amis
”
왘 ANATOMY OF A CLIQUE p. 30
Dans ce texte, beaucoup de mots ressemblent au français. Mais sont-ils aussi transparents qu’ils le paraissent ?
On trouve, par exemple : “Many girls have agonizing experiences with cliques.”
a. Cherchez les sens de ces mots dans des dictionnaires unilingues anglais et français,
puis notez-les ci-dessous :
agonizing /ənazŋ/:
agonisant :
experience /kspəriəns/ (noun) :
expérience :
2 . B E L O N G I N G ■ 23
b. Que constatez-vous ?
........................................................................................
........................................................................................
c. Traduisez :
1. Avant d’arriver dans ce lycée, elle n’avait pas fait l’expérience d’appartenir à une bande.
........................................................................................
........................................................................................
2. Il est interdit de faire des expériences sur des animaux vivants en cours d’anatomie.
........................................................................................
........................................................................................
●5 W ord Bank
왘 ANATOMY OF A CLIQUE p. 30
The clues for this crossword are all mixed up and the references are missing. Find the
correct reference to each clue (example: 4 across 씮, 5 down 앗, etc.). The first
one has been done for you:
Clues:
1
. . . . . . . . . . . . . . . : be a member of
. . . . . . . . . . . . . . . : confident
1 down : long-sleeved garment used
G
and prevent them from moving
. . . . . . . . . . . . . . . : young person who is no longer
a child but who has not yet become
. . . . . . . . . . . . . . . : great physical or mental pain
. . . . . . . . . . . . . . . & . . . . . . . . . . . . . . . : confidence
(used twice in the crossword)
. . . . . . . . . . . . . . . : farther or later than
3
T
4
R
O
U
T
R
U
A
P
S
G O
N
C
A
K
L
14
E
I
N
T
. . . . . . . . . . . . . . . : give someone more knowledge
L
I
T
Y
A
D
C
T
L
E
N
7
T
13
S
I
Q
U
E
S
S
T
E
G
H
T
C
U
R
E
N
T
E
E
N
A
Y
O
E
N
D
12
B
O
16
T
11
N
15
I
R
C
Y
B
E
O
8
O
J
10
6
R
I
9
5
E
A
to bind the arms of a person
an adult
2
S
S
E
U
L
P
O
P
N
O
G
E
about something
R
T
. . . . . . . . . . . . . . . : someone between thirteen and nineteen years of age
. . . . . . . . . . . . . . . : a set of elements
. . . . . . . . . . . . . . . : group of persons united by common interests who shut others out of their company
. . . . . . . . . . . . . . . : what defines you
. . . . . . . . . . . . . . . : help
. . . . . . . . . . . . . . . : fashionable (informal)
. . . . . . . . . . . . . . . : the qualities that make up a person’s character
●6 Accent de mot
왘 STYLE-STEALING FRIEND p. 32
Here are the longest words you can hear in the dialogue. Circle in each of them the
main stressed syllable:
psychologist / understand / frustrating / annoying / radical / solution
24 ■
X L 2 DE
●7 Bad or mad?
왘 STYLE-STEALING FRIEND p. 32
Choose between the two options the one you can hear in the dialogue and cross out
the other one:
1. … you have a problem with your friend – or is it with your looks / locks?
2. … I cry / try very hard...
3. … I always end up feeling mad / bad, you know.
4. … it gets annoying after a while / mile!
5. … when that clown / clone also happens to be your best friend…
6. … when your friend copies your book / look.
7. … instead of making a bus / fuss…
8. … you’ll just have to smile and bear / wear it.
9. Good look / luck!
●8 Prononciation de <u>
왘 STYLE-STEALING FRIEND p. 32
a. Here are four words from the dialogue Style-stealing friend with different
pronunciations of the letter ‘u’. Pronounce them, remembering that the French
pronunciation of the letter ‘u’ is impossible in English.
understand //
solution /u/
unique /ju/
suggest /ə/
b. The words below are also from the dialogue. Write each of them in the column
corresponding to the pronunciation of the letter < u >.
nuts / frustrating / trust / fuss / suppose / result / luck
●9 Article indéfini A ou AN ?
왘 GB 50
a. Read the sentence aloud and explain in French the choice of the article:
Leah would like to have an unusual look, a unique look.
........................................................................................
........................................................................................
........................................................................................
b. The following ideas and expressions can be used in the commentary of the dialogue.
Fill in all the blanks with the article a or an.
1. Wearing
......
uniform can be very unpleasant, especially if it is
2. In some schools, uniforms were abolished by
3. She depicts her friend as
......
......
......
ugly uniform.
unanimous vote.
unscrupulous person with
......
unacceptable attitude.
2 . B E L O N G I N G ■ 25
4. This seems to be
......
usual problem among teenagers. Leah has
psychologist’s help; she hopes he can give her
5. It is
......
......
universal truth that young people have
......
urgent need of the
useful tip to solve her problem.
......
unconscious desire to identify with
somebody they admire.
6. To look unique, she would rather wear
ultra-feminine dress than
......
unisex pair of
ultimatum or decide not to make
......
unnecessary fuss
......
jeans.
7. She can either give her friend
......
about it.
8. We can observe
......
U-turn in her attitude when she decides that after all she wants to keep
her best friend.
10 Le comparatif de supériorité des adjectifs courts :
●
phonie-graphie / forme
왘 NIKE AD p. 36
왘 GB 71
a. Mettez les adjectifs à la forme comparative :
fat
cuter
fatter
fine
..............
big
..............
up
..............
wise
..............
fit
..............
red
..............
white
..............
pale
..............
sad
..............
cute
Quelles modifications avez-vous parfois apportées à l’orthographe ? À votre avis,
pourquoi ces modifications (pensez à la prononciation) ?
........................................................................................
........................................................................................
Y a-t-il d’autres mots que les adjectifs qui suivent la même règle quand vous leur
ajoutez un suffixe ? Donnez au moins deux exemples.
........................................................................................
........................................................................................
b. Relevez tous les comparatifs qui figurent dans la publicité pour Nike :
........................................................................................
Que remarquez-vous ?
.................................................................
........................................................................................
26 ■
X L 2 DE
11 La dérivation
●
왘 DIFFERENT DOCUMENTS FROM THE UNIT
왘 GB 44, 69
a. Find words of the same family as the underlined words:
Example: (p. 28) The teenager in the picture looks sad and lonely.
1. (p. 28) We would like her to look happier and more cheerful.
sadness / loneliness.
...............................
2. (p. 29) Some people turn into wallflowers just because they are shy or lazy.
...................
3. (p. 30) Some girls want to become a member of a clique because they don’t feel secure in who
they are.
.............................................................................
4. (p. 32) Leah should feel proud of being copied by her best friend.
..........................
5. (p. 34) Having friends may cause pain, but it is indispensable to get integrated.
...............
........................................................................................
6. (p. 36) You should be convinced that the energy you create makes you self-assured and more
beautiful.
............................................................................
7. (p. 38) Because of her classmates’ attitude Pecola felt ugly and angry.
.......................
8. (p. 38) Although somewhat discouraged Pecola was not without hope.
.......................
b. Choose four of these words and use them in sentences associated with the theme
of belonging:
sadness / loneliness.
The sadness in her eyes betrays a strong feeling of loneliness.
Example: (p. 28) The teenager in the picture looks sad and lonely.
........................................................................................
........................................................................................
........................................................................................
........................................................................................
........................................................................................
12 Le souhait et l’hypothèse
●
왘 BLUE EYES p. 38
Like Pecola, many people, especially teenagers, wish they were slightly or totally
different from what they are. What about you? Say what you would like to change
either about yourself or about life in general and imagine the possible consequences:
Example:
1.
If only I could smile like the Mona Lisa! / I wish I could smile like
the Mona Lisa.
If I had the Mona Lisa smile, people would find me very enigmatic.
.....................................................................................
........................................................................................
2.
.....................................................................................
........................................................................................
3.
.....................................................................................
........................................................................................
2 . B E L O N G I N G ■ 27
13 La cause et le but
●
왘 SPOT THE BULLY p. 41
왘 GB 74
a. Which of the reasons for becoming a bully can you hear in the video, and which can
you see?
born that way / chemical imbalance / conflict / death in the family / diet / excessive discipline / excitement /
feeling good / feeling in control / never known love / lack of self-esteem / lonely / almost sexual pleasure /
one of the gang / personal problems / power / revenge / status / stress
what I can see
what I can hear
b. Classify the reasons in the chart below:
causes (why?)
purpose (what for?)
Inborn factors + bad habits
Emotional factors
Social factors
death in the family;
power;
c. Develop three of the causes, reasons or motives mentioned in the chart, using linkwords (see GB 74 for help):
Example:
1.
Some people have become bullies - because of …. / following… / after …
- in order to … / so as to ....
.....................................................................................
........................................................................................
2.
.....................................................................................
........................................................................................
3.
.....................................................................................
........................................................................................
28 ■
X L 2 DE
14 Voix passive
●
왘 SPOT THE BULLY p. 41
왘 GB 31, 51, 52
Using words and expressions from the video, translate the following sentences:
1. Les enfants s’attendent à être aimés et choyés.
........................................................................................
2. On devrait toujours leur témoigner du respect.
........................................................................................
3. La douleur physique ne comptait pas : il y était habitué.
........................................................................................
4. En dépit de leur violence, la plupart des « durs » peuvent aussi être considérés comme des
victimes.
........................................................................................
........................................................................................
15 Le modal WILL
●
왘 SPOT THE BULLY p. 41
왘 GB 12
Translate the sentences from the video, paying special attention to the value of will :
1. 40% of us will be bullies at some time.
........................................................................................
2. If you’re going to build a successful career as a bully, you’ll probably start at home.
........................................................................................
........................................................................................
3. To make a career out of bullying, you’ll be persistent.
........................................................................................
16 Reconstitution de texte
●
왘 I COULDN’T COME IN p. 44
Listen to the recording and fill in the blanks:
FRANK: Why couldn’t you . . . . . . . . . . . . . . . ? It wasn’t a fancy . . . . . . . . . . . . . . . party. You could have come
as . . . . . . . . . . . . . . . . Don’t you . . . . . . . . . . . . . . . how people . . . . . . . . . . . . . . . have seen you if you’d just
–just breezed . . . . . . . . . . . . . . . ? Mm? They would have seen . . . . . . . . . . . . . . . who’s . . . . . . . . . . . . . . . ,
delightful, . . . . . . . . . . . . . . . …
RITA: But I don’t wanna be . . . . . . . . . . . . . . . and delightful: funny. What’s . . . . . . . . . . . . . . . ? I don’t
. . . . . . . . . . . . . . . be funny. I wanna talk . . . . . . . . . . . . . . . with the rest of you, I don’t wanna spend the
. . . . . . . . . . . . . . . takin’ the piss, comin’ on with the . . . . . . . . . . . . . . . because that’s the . . . . . . . . . . . . . . .
way I can get into the . . . . . . . . . . . . . . . . I didn’t want to come to your . . . . . . . . . . . . . . . just to
. . . . . . . . . . . . . . . the court jester.
FRANK: You weren’t . . . . . . . . . . . . . . . asked to play that . . . . . . . . . . . . . . . . I just –just . . . . . . . . . . . . . . .
you . . . . . . . . . . . . . . . be yourself.
RITA: But I don’t want to be . . . . . . . . . . . . . . . . Me? What’s me? Some . . . . . . . . . . . . . . . woman who gives us
all a . . . . . . . . . . . . . . . because she thinks she can . . . . . . . . . . . . . . . , because she thinks that one day she’ll be
. . . . . . . . . . . . . . . the rest of them, . . . . . . . . . . . . . . . seriously, . . . . . . . . . . . . . . . , with knowledge, livin’ a
. . . . . . . . . . . . . . . life. Well, she . . . . . . . . . . . . . . . be like that, really, but bring her . . . . . . . . . . . . . . .
because she’s . . . . . . . . . . . . . . . for a laugh!
FRANK: If you . . . . . . . . . . . . . . . that’s why you were . . . . . . . . . . . . . . . , to be . . . . . . . . . . . . . . . at, then you
can get . . . . . . . . . . . . . . . , now. You were invited because I . . . . . . . . . . . . . . . to have your . . . . . . . . . . . . . . .
and if you can’t . . . . . . . . . . . . . . . that, then I . . . . . . . . . . . . . . . you stop . . . . . . . . . . . . . . . me and
. . . . . . . . . . . . . . . visiting an . . . . . . . . . . . . . . . who can cope with . . . . . . . . . . . . . . . .
2 . B E L O N G I N G ■ 29
17 Proposition infinitive (V1 t o V2)
●
왘 I COULDN’T COME IN p. 44
Translate:
1. Je voulais t’inviter ; je voulais que tu viennes.
........................................................................................
2. Tu n’étais pas censé apporter un cadeau. Personne ne te l’a demandé.
........................................................................................
........................................................................................
3. Je ne m’attendais pas à ce que tu te mettes sur ton trente-et-un.
........................................................................................
4. Je ne veux pas que tu m’aides, je veux simplement que tu me tiennes compagnie.
........................................................................................
........................................................................................
18 Phrases interro-négatives
●
왘 I COULDN’T COME IN p. 44
Complete the sentences below, using the same structure as in the following sentence
from the text:
“If you go out to dinner, don’t you bring wine?”
1. If you arrive later than expected,
2. If you want to buy new shoes,
3. If you visit a foreign country,
......................................................
?
.........................................................
?
..........................................................
?
4. If your best friend is in hospital,
5. If you need money desperately,
.......................................................
?
........................................................
?
Dans ces phrases, quel est à votre avis le mot le plus accentué ?
.......................
L’énonciateur cherche-t-il a) à mieux connaître les habitudes de son interlocuteur ou
b) à justifier son propre comportement en se référant à la norme ?
........................................................................................
19 Question-tags
●
왘 I COULDN’T COME IN p. 44
왘 GB 29
a. Certaines des phrases du texte auraient pu s’accompagner d’un ‘question-tag’.
Commencez par compléter ces phrases comme dans l’exemple ci-dessous :
1. I couldn’t come in,
could I? ➘
........................................................................................
2. You weren’t expected to dress up or buy wine,
...........................
?➘
........................................................................................
3. It wasn’t a fancy dress party,
...........................
?➘
........................................................................................
4. People would have seen someone who’s delightful and charming,
.......................
?➚
........................................................................................
........................................................................................
30 ■
X L 2 DE
5. You weren’t being asked to play the court jester,
...........................
?➘
........................................................................................
6. One day, she’ll be like the rest of them,
.........................
?➚
........................................................................................
7. She can’t be like that,
.........................
?➚
........................................................................................
C’est l’intonation qui apporte l’information dans un tag : si elle est montante ➚, l’énonciateur interroge
réellement son interlocuteur ; si elle est descendante ➘, il demande à son interlocuteur de confirmer ce que
lui-même affirme.
Traduisez chacune des phrases ci-dessus, en tenant compte de l’intonation indiquée
par la flèche et en évitant l’emploi abusif de « n’est-ce pas ? ».
20 CAN YOU… write a letter?
●
왘 ABC ANTI-BULLYING CAMPAIGN p. 43
You have just heard a programme on the radio about ABC’s activities, in which the letter from the “very
upset and scared 12-year-old” was read aloud. You would like to get in touch with the little boy to “give
him advice and help”, as requested in his letter.
Using the framework of the letter provided as a guide and making the necessary
changes, write a letter to ABC.
2 . B E L O N G I N G ■ 31
21 Révision des adjectifs courants
●
La plupart des adjectifs se trouvent dans les documents de l’unité ou sont utilisés dans leurs commentaires.
Ils qualifient soit le temps qu’il fait, soit l’apparence, l’attitude ou la personnalité d’un individu.
ACROSS
DOWN
2. Agitated
5. Between cold and hot
6. Relaxed
8. Far from fast
9. What the weather is like in winter
12. Children are scared of … rooms
13. Pleased, delighted
15. Like the French when they won the World Cup
17. Affectionate and charming
18. ‘… Woman’ is a famous movie
19. Silly
20. I was wet, because the weather was …
23. Someone who doesn’t want to make any
effort is …
24. Some are clean and others are …
26. Rather astonished
28. Opposite of boring
29. Worried, distressed
1. He is not joking: he is …
3. It was an extremely bad surprise for him:
he was …
4. Good-looking (for a man)
7. Not pleased at all…
10. Of great interest or value
11. Afraid, frightened
13. Opposite of cold
14. Opposite of full
15. He doesn’t complain when he has to wait:
he is …
16. Very pretty
17. Sometimes it is rainy, and sometimes it is …
21. They don’t look the same
22. We enjoyed the game very much. It was
very…
25. Not adult yet
27. Opposite of strong
1
2
3
E
4
5
8
H
6
A
9
7
A
11
10
I
12
13
15
14
D
17
16
18
P
E
19
T
20
D
N
21
22
23
24
25
I
26
E
27
28
29
U
32 ■
X L 2 DE
P
E
N