File - CT COLT Technology Academy

unit
6
Little
boxes
menu
culture keys > p. 180
• Civilisation
Advertising
...............................
108
..................................
110
VIDEO
• Texte
Targets (S. Lynn)
• Expression orale
• Here comes the commercial!
• Little Boxes (M. Reynolds)
. . . . . . . . . . . . . . . . . . . . . 113
.......................
113
.............................
114
• Texte
Newspeak (G. Orwell)
• Expression écrite
Buy Nothing Day
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
• Entraînement au bac
Social bottles (A. Huxley)
keywords
Nouns
• deprived [d'pravd] of:
privé de
• ad / advert ['{dv«:t] /
advertisement
• devoid [d'vɔd] of:
........................
118
• Grammaire
Gérondif, infinitif et proposition infinitive
. . . . . . . . . . 120
• Anglais pratique
Shopping
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
• Méthodologie
Utiliser un dictionnaire
................................
122
dépourvu de
[əd'v«:tsmənt]
• brand: marque
• consumer [kən'sju:mə]:
consommateur
• consumer goods:
Verbs &
expressions
• consume [kən'sju:m]:
biens de consommation
• consumer society [sə'saət]
• mass consumption
[kən'sÃmpʃən] / production
• conformity
• uniformity
• standardization
["st{ndəda'zeʃən]
• copycat: copieur
• lack (manque) of personality
• puppet ['pÃpt]: marionnette
• victim
• slave
• robot ['rəυbɒt]
• dependence on
Adjectives
• uniform
• monotonous [mə'nɒtənəs]
• similar (to)
106
consommer
• be guided ['gadd] by
• follow the fashion
• comply [kəm'pla] with
= conform [kən'fɔ:m] to
• be a mere [mə] (simple)
machine [mə'ʃi:n]
• do as others do / copy
• be alike: se ressembler
• target ['tɑ:gt] (verb + noun):
cible(r)
• lack sth: manquer de
• brainwash sb (laver le
cerveau de qqn) into V-ing
• condition / influence sb
into V-ing
• standardize
• be submitted to
• be at the mercy ['m«:s] of
• depend upon / on
1. Observe Andy Warhol ’s painting, One Hundred
Campbell’s Soup Cans (1962), for a few seconds.
What is your first reaction? Why?
2. In your opinion, what was Warhol’s goal when painting
this famous picture?
TıOıOıLıBıOıX
Nouns
• can (US) = tin (GB)
• label [lebl]: étiquette
• series ['sər:z] (sing. / plur.)
• repetition
• criticism ['krtszəm]
Adjectives
• eye-catching: qui attire l’oeil
• identical [a'dentkəl]
• thought-provoking:
qui amène à réfléchir
• puzzling: surprenant
• provocative [prə'vɒkətv]
Verbs & expressions
• imitate
• focus ['fəυkəs] on
• stress = underline: souligner
• condemn [kən'dem]
• denounce [d'naυns]
• criticize ['krtsaz] sth / sb
for V-ing
• resist
domination
influence
opposition
révolte
107
unit
6
STARTING BLOCKS
A
Advertising
Advertising technique
Basic appeals
Advertisers manipulate emotion to get people to buy
a product. The most common basic appeals to fundamental instincts are: imitation, self-satisfaction,
possession, responsibility, curiosity, love, fear and
comfort. Advertisers often associate their products
with desirable images to make them equally desirable:
attractive models, show-business and sports stars,
beautiful landscapes…
1. First, read the text Advertising technique, then
describe ads 1 and 2. (Use the Toolbox.)
2. Who are the targets of these ads?
3. Explain the pun (jeu de mots) in ad 1.
4. Which basic appeal does each ad correspond to?
Justify your answer.
2
1
TıOıOıLıBıOıX
Nouns
• ice cube
• wrist [rst]: poignet
• leather ['leðə] jacket: blouson de cuir
• stopwatch: chronomètre
• nurse
• hospital ward [wɔ:d]: salle d’hôpital
• bandage ['b{nddZ]: pansement
• lifebuoy ['lafbɔ]: bouée de sauvetage
• winner
• stereotype ['sterətap]
108
Adjectives
• slim: mince
• obese [əυ'bi:s]
• healthy ['helθ]: en bonne santé
• wounded ['wu:ndd]: blessé
• victorious [vk'tɔ:rəs]
• sexy
• attractive
Verbs & expressions
• be overweight [əυvə'wet]:
avoir des kilos en trop
• lose weight (poids)
• be on a diet ['daət]: être au régime
• serve sb = look after
• crush (écraser) ≠ be crushed
• clench one’s fist: serrer le poing
• raise (lever) one’s fist
• succeed in V-ing = manage to V:
réussir à V
• prove: prouver
• reinforce ["ri:n'fɔ:s]
• convince sb to V: convaincre qqn de V
Little boxes
B
workbook p. 55-56
Advertising yesterday and today
10
1. Read the text twice, then hide it and answer the
following questions.
a. Explain what the first form of advertising was.
b. What happened during WWI? Why?
c. Explain the origin of the name “soap opera”.
d. Name at least ten advertising media. Can you
name others, not mentioned in the text?
5
15
Word of mouth1 was the first form of advertising.
However, commercial messages were found in the
ruins of Pompeii. Shop signs, billboards2 and other
forms of advertising existed in the 17th century
and written ads appeared in newspapers in
England, mainly to promote medicines. In the
early 20th century, many ads contained pictures
and car ads began filling the pages of magazines
and newspapers.
20
During WWI, manufacturers and agencies focused
on a new market, women, because they realized
that they did most of the shopping. In addition,
more and more ads for cosmetics and other beauty
products emerged. This period saw the beginning
of “soap operas3”: melodramatic radio serials4
which targeted housewives and advertised soap
and other cleaning products.
Today, the number of advertising media is endless:
posters or billboards, radio, cinema and television
commercials, magazines, newspapers, flyers5, web
banners and pop-ups, skywriting, street furniture6,
bus shelters7, buses, taxis, platforms and trains,
stickers on products in supermarkets, even elastic
bands on disposable nappies8…
1. bouche-à-oreille – 2. panneaux – 3. mélos (soap: savon) –
4. ['sərəlz] feuilletons – 5. prospectus – 6. mobilier urbain –
7. Abribus – 8. [ds'pəυzəbl 'n{pz] couches jetables
2. Describe ads 3 and 4 with the help of the Toolbox.
3. Which basic appeal does each ad correspond to?
Justify your answer.
4. What image of women is conveyed in each ad?
Would you say that the image of women is changing in
today’s advertising media? Give examples.
5. Listen to some radio ads with the help of your
Workbook.
4
3
slides
•Cloning (cartoon)
•Peta (poster)
video time
•TV commercials
See p. 169
109
unit
6
TEXT 1
Targets
culture keys > p. 180
Dr. Susan LINN, a psychologist and
writer, is currently the Associate
Director of the Media
Center for Children at
Harvard University . Her
recent publications
include articles in the
Los Angeles Times and
Newsweek. Dr. Linn is
internationally known
for her innovative work using
puppets in child psychotherapy.
5
10
1. ['daəmənd]
2. bolster: stimuler
3. faltering: en perte de vitesse
4. engagement: fiançailles
5. deserve [d'z«:v]: mériter
6. indulge [n'dÃldZ] in:
se faire plaisir avec
7. process ['prəυses]:
analyser, comprendre
8. breathtaking
['breθtekŋ]: époustouflant
15
20
25
My daughter is a popular kid these days. Taco Bell wants her, and so does Burger
King. […] Children are the darlings of corporate America. They’re targets for
marketers of everything from hamburgers to minivans. And it’s not good for them.
Even while I, like all American parents, am held responsible for the behavior of my
child and for safeguarding her future, corporations bombard her with messages that
undermine my efforts. […]
There’s no doubt that advertising works. Its success stories are told and retold
within the industry. At mid century the phrase “A Diamond1 Is Forever” succeeded
so well in bolstering2 a faltering3 diamond market that by 1951, 80 percent of
American marriages began with a diamond engagement4 ring. In 1970, just before
McDonald’s began telling moms that they “deserve5 a break today”, annual sales
were at $587 million; by 1974 annual sales jumped to $1.9 billion.
So what’s the big deal? What’s wrong with trying to get people to buy a diamond
engagement ring or indulge in6 the occasional Big Mac with fries? Well, all of these
legendary campaigns were aimed at adults, who presumably can bring a certain
amount of information and judgment to their decisions about what’s good for them.
Because children are unable to employ such judgment, they are more vulnerable
to marketing. Preschool children, for instance, have trouble differentiating between
commercials and regular programming on television. […]
I recently sat with a group of elementary school kids who all told me that
commercials do not tell the truth, yet when asked, they all had strong opinions
about which was the “best” brand of sneaker. Their opinions were based not on their
own experience but on what they’d seen on TV and in magazine ads. Advertising
appeals to emotions, not to intellect, and it affects children even more profoundly
than it does adults. […]
Today’s children are assaulted by advertising everywhere –
at home, in school, on sports fields, in playgrounds, and on
the street. They spend almost forty hours a week engaged
with the media – radio, television, movies, magazines, the
30 Internet – most of which are commercially driven. The
average child sees about 40,000 commercials a year on
television alone.
Children, including very young children, often watch
television by themselves, meaning that no adult is present to
35 help them process7 marketing messages.
While television remains the major medium through
which advertisers target children, it’s no longer the only
medium. The average American child lives in a home with
three television sets, two CD players, three radios, a video
40 game console, and a computer. Two-thirds of children
between the ages of eight and eighteen have televisions in
their bedrooms. […]
The impact of corporate marketing on children’s lives is
breathtaking8 and is expanding around the world virtually
45 unchecked.
Susan LINN, Consuming Kids (2004)
110
Little boxes
Around the text
A Warming up
Describe the photo briefly, then read the title and
the first two sentences of the text, and imagine
what it is about.
B Reading comprehension workbook p. 57-58
Read the text with the help of your Workbook.
C Key questions
1. What has changed in the advertising business
over the last decades?
2. Explain why and how “A Diamond Is Forever” and
“You deserve a break today” became legendary
advertising catch phrases (accroches).
3. Why does marketing to children affect them more
than adults?
4. Today’s children […] on the street. (l. 26) Explain
this sentence, giving precise examples.
5. Do you think there should be laws to ban ads
aimed at children?
D Writing time
After watching a commercial on TV, a teenager tries
to convince his father to buy a minivan.
Write down the conversation. (150-200 words)
1. Pensez aux campagnes publicitaires que vous
avez pu voir dans ce domaine et à l’importance
des enfants dans le choix d’une voiture familiale.
2. N’oubliez pas de mettre les propos de chaque
interlocuteur entre guillemets.
3. Employez un niveau de langue orale familier
mais grammaticalement correct.
4. Les mots suivants vous seront utiles : DVD player –
foldaway screen (écran escamotable) – passenger
seat – colour satellite navigation system (GPS) –
safety – airbag – sliding (coulissante) door
TıOıOıLıBıOıX
Nouns
• purpose ['p«:pəs] = goal
• by-product: produit dérivé
• market opportunity: créneau
• easy prey: proie facile
• pressure ['preʃə]
• ratings: audimat
Adjectives
• catchy: accrocheur
• gullible ['gÃlbl]: crédule
• defenceless against
• easily-led: manipulable
• harmful: nuisible
• guilty ['glt]
• potential (buyer)
Verbs & expressions
• market sth (for children)
• launch [lɔ:ntʃ] (lancer) a product /
campaign
• attract: attirer, séduire
• persuade [pə'swed] / convince
[kən'vns] sb to V
• lure [ljυə]: attirer (par la ruse)
• deceive [d'si:v]: tromper
• manipulate [mə'npjυlet]
• create false needs
• ban = prohibit
• have an impact on
• purchase ['p«:tʃs] = buy
• control
Entraînements
E S’entraîner à traduire
Traduisez le passage de I recently sat… (l. 20) à … does
adults. (l. 25)
a. sat with : traduisez sat par le verbe « assister » et
étoffez en précisant à quoi assistait le narrateur.
b. when asked : précisez le sujet et étoffez avec un
complément d’objet.
c. strong : trouvez l’équivalent en deux mots.
d. opinions : le français préférera le singulier.
e. which was : sera-t-il utile de traduire ce groupe de
mots ?
f. based : la traduction mot à mot est impossible.
g. than it does adults : sera-t-il nécessaire de traduire
it does ?
F Savoir prononcer
1. Tongue-twister : prononciation de [b], [p], [t] et [d]
a. Lisez à haute voix les phrases suivantes. N’oubliez
pas que les consonnes -b-, -p-, -t- et -d- exigent en
anglais une plus grande quantité d’air pour être
prononcées correctement. (Voir p. 13.)
b. Vérifiez à l’écoute. Rabat V
Betty Botter bought some bitter butter.
Peter Piper picked a peck of pickled peppers.
Ding Dong, David’s Daddy is at the door.
2. Lisez à haute voix le texte du début jusqu’à … my
efforts. (l. 6)
a. Faites particulièrement attention à la
prononciation des mots contenant les consonnes
-b-, -p-, -t- et -d-.
b. Comment se prononcent les voyelles en gras
dans les mots suivants : [ɒ], [{], [e], [] ou [ə] ?
popular – children – corporate – America – targets
– American – parents – behavior – corporation –
message – efforts
c. Quelle est la particularité du -u- en gras dans
safeguarding?
d. Vérifiez à l’écoute.
111
unit
6
TEXT 1
PRATIQUE
DE LA LANGUE
Pratiquer la grammaire
A Prépositions et gérondif (V-ING)
> Précis 34B
1. Relevez les infinitifs, les gérondifs, et les prépositions
qui les introduisent. En c, TO est-il la marque de l’infinitif
ou une préposition ?
a. … am held responsible for […] safeguarding her
future… (l. 4)
b. What’s wrong with trying to get people to buy…
(l. 13)
c. … more vulnerable to marketing… (l. 17)
d. … between commercials and regular
programming. (l. 18)
2. Mettez le verbe entre parenthèses à l’infinitif ou au
gérondif.
a. You can’t blame them for (try) to (sell) their
products.
b. There’s no point in (spend) forty hours a week in
front of a TV set.
c. It’s not good for them to (be) bombarded with
those messages.
d. My daughter is not used to (watch) those films.
B Articles THE et Ø
> Précis 21B-21C
1. Justifiez l’emploi de THE ou Ø dans les passages en
gras à l’aide des réponses suivantes : L’élément est connu
de tous. – Il est défini par ce qui suit. – Il exprime une
idée générale ou une notion.
a. There’s no doubt that advertising works. (l. 7)
b. … with the media – radio, television, movies,
magazines, the Internet… (l. 29)
c. The impact of corporate marketing on… (l. 43)
2. Traduisez les passages a, b et c. Pour quels mots
l’emploi de l’article est-il différent dans les deux
langues ?
3. Traduisez.
a. Les enfants ne sont pas conscients du pouvoir de
la télévision et de l’influence de la publicité.
b. Cela concerne seulement les enfants qui passent
de longues heures sur Internet.
C Comparaison
> Précis 30C
1. DO est-il un verbe ou un auxiliaire dans ces énoncés ?
Traduisez.
a. Taco Bell wants her, and so does Burger King. (l. 1)
b. … it affects children even more profoundly than it
does adults. (l. 24)
2. Complétez avec BE, DO ou HAVE à la forme qui convient.
a. She enjoys watching those programmes and so … I.
b. They made big sales and so … Taco Bell.
c. She’s spent eight hours watching TV and so … her
brother.
d. She’s trying harder than I … .
Enrichir son lexique
D La persuasion
Observez les deux structures et traduisez les phrases.
1. Verbe + complément + TO + verbe
a. What’s wrong with trying to get people to buy a
diamond engagement ring…? (l. 13)
b. He tried to convince his father to change his old
TV set for a new one.
c. Advertisers are always urging (presser) consumers
to buy before it’s too late.
d. The kids were pestering (harceler) us to go to
Disneyland.
2. Verbe + complément + INTO + V-ING
Dans cette structure, le verbe qui suit into indique
112
le résultat et le verbe qui précède into indique le moyen
utilisé pour atteindre ce résultat.
a. We talked our parents into buying a minivan.
b. Commercials often brainwash consumers into
buying things they don’t want.
c. She badgered (harceler) her daughter into doing
her homework.
d. My son cajoled me into buying him a new i-Pod.
e. His mother shamed (faire honte) him into
apologizing to his friend.
f. We had to coax (amadouer) Jennifer into visiting
her uncle in hospital.
g. Clever advertising often lures customers into
buying useless gadgets.
Little boxes
Speakers’corner
A
Here comes the commercial!
1. Use the Toolbox to describe the scene in the picture.
2. Read the following two texts about efficient advertising.
Corporations know that teens want to be cool, so they must make them
believe that to be truly cool, you need their product. In the 1990s
corporations discovered that the youth1 market had money and was
ready to pay top dollar2 in order to be cool. Corporations have been
banking on3 the cool factor ever since. Some companies hire4 “cool
hunters” or “cultural spies5” to infiltrate the world of teens and report
back on the latest trends6.
1. jeunesse – 2. le prix fort – 3. miser sur – 4. engager – 5. espions – 6. tendances
• Commercials often create an emotional atmosphere that draws you into
the advertisement and makes you feel good.
• Music and other sound effects add to the excitement of commercials.
They help set the mood (ambiance) advertisers want.
• Sports heroes, movie stars and teen icons often tell you what to eat and
what to wear.
3. Listen to a radio commercial and analyse its strong points.
4. Group work: Taking the information above into account, create a one-minute
radio commercial for trainers / sneakers. You may record it if you want to create
special sound effects and play it to the class.
5. Talking point: Choose the best radio commercial and justify your choice.
B
Little Boxes
1. Read the two stanzas aloud. Pay special attention to the following points:
a. Pronunciation and word stress (accent de mot): hillside ['hlsad] –
ticky tacky ['tk"t{k] – university ["ju:n'v«:st] – lawyers ['lɔ:jəz] –
business ['bzns] – executives [g'zekjυtvz]
b. Which words (repeated several times) will be particularly emphasized
(mis en relief)?
c. Be careful with the links (liaisons).
d. Rhythm is very important: don’t read too fast.
2. Listen to the recording twice and check the points mentioned in question 1.
3. Learn these two stanzas and practise reciting them.
5
Little boxes on the hillside1,
Little boxes made of ticky tacky2,
Little boxes on the hillside,
Little boxes all the same.
There’s a green one and a pink one
And a blue one and a yellow one,
And they’re all made out of ticky tacky,
And they all look just the same.
1. flanc de la colline – 2. camelote – 3. avocats – 4. cadres supérieurs
10
15
TıOıOıLıBıOıX
Nouns
• (love) note: billet (doux)
• crib: antisèche
• trainers ['trenəz] (UK) /
sneakers ['sni:kəz] (US):
baskets, tennis
• sole: semelle
• upper: dessus de la chaussure
• ankle: cheville
• leather ['leðə]: cuir
• canvas ['k{nvəs]: toile
• rubber: caoutchouc
• shoelace ['ʃu:les]: lacet
Adjectives
• striped [strapt]: rayé
• brightly coloured
• multicoloured
• comfortable
• trendy: branché
• fashionable: à la mode
Verbs & expressions
• cheat [tʃi:t]: tricher
• fit (sb): aller bien (à qqn)
• breathe [bri:ð]: respirer
• play footsie with sb:
faire du pied à qqn
• chat sb up (inf.): draguer qqn
And the people in the houses
All went to the university,
Where they were put in boxes
And they came out all the same,
And there’s doctors and lawyers3,
And business executives4,
And they’re all made out of ticky tacky,
And they all look just the same.
Malvina REYNOLDS, Little Boxes (1962)
113
unit
6
TEXT 2
Newspeak
British essayist, journalist and novelist
George ORWELL (1903-1950) is among
the most admired writers of the 20th
century. His two best-known novels,
Animal Farm
(1944)
and
1984 (1949),
are political allegories which
both describe
dictatorships in
imaginary countries. Today, the adjective “Orwellian” is
generally used to describe a totalitarian
["təυt{l'tεərən] society in which the
state controls everyone’s lives and
thoughts.
In 1984, “Big Brother” rules over Oceania. Nobody ever sees the dictator but everybody
knows that “Big Brother is watching you” through telescreens, spies1 and the Thought Police. In
this passage Winston, the hero, meets Syme, a friend who is working on the Newspeak
Dictionary.
5
10
15
1. spy [spa]: espion
2. wastage ['westdZ]:
gaspillage
3. string: série
4. grasp [grɑ:sp]: saisir
20
25
“How is the Dictionary getting on?” said Winston.
“Slowly,” said Syme. “I’m on the adjectives. It’s fascinating.”
He had brightened up immediately at the mention of Newspeak.
“The Eleventh Edition is the definitive edition,” he said. “We’re getting the
language into its final shape – the shape it’s going to have when nobody speaks
anything else. When we’ve finished with it, people like you will have to learn it all
over again. You think that our chief job is inventing new words. But not a bit of it!
We’re destroying words – scores of them, hundreds of them, every day. We’re cutting
the language down to the bone. The Eleventh Edition won’t contain a single word
that will become obsolete before the year 2050.”
His thin dark face had become animated, his eyes grown almost dreamy.
“It’s a beautiful thing, the destruction of words. Of course the great wastage2 is
in the verbs and adjectives, but there are hundreds of nouns that can be got rid of
as well. It isn’t only the synonyms; there are also the antonyms. After all, what
justification is there for a word which is simply the opposite of some other word? A
word contains its opposite in itself. Take ‘good’, for instance. If you have a word like
‘good’, what need is there for a word like ‘bad’? ‘Ungood’ will do just as well – better,
because it’s an exact opposite, which the other is not. Or again, if you want a
stronger version of ‘good’, what sense is there in having a whole string3 of vague
useless words like ‘excellent’ and ‘splendid’ and all the rest of them? ‘Plusgood’
covers the meaning, or ‘doubleplusgood’ if you want something stronger still. Of
course we use those forms already. But in the final version of
Newspeak there’ll be nothing else. In the end the whole notion of
goodness and badness will be covered by only six words – in reality,
only one word. Don’t you see the beauty of that, Winston? It was
30 B.B.’s idea originally, of course,” he added.
“You haven’t a real appreciation of Newspeak, Winston,” he
said almost sadly, detecting Winston’s lack of enthusiasm. “You
don’t grasp4 the beauty of the destruction of words. Don’t you see
that the whole aim of Newspeak is to narrow the range of
35 thought? In the end every concept that can ever be needed will be
expressed by exactly one word, with its meaning rigidly defined
and all its subsidiary meanings rubbed out and forgotten. Already,
in the Eleventh Edition, we’re not far from that point. Every year
fewer and fewer words, and the range of consciousness always a
40 little smaller. The Revolution will be complete when the language
is perfect. Has it ever occurred to you, Winston, that by the year
2050, at the very latest, not a single human being will be alive who
could understand such a conversation as we are having now?”
George ORWELL, 1984 (1949) (abridged)
114
Little boxes
TıOıOıLıBıOıX
Around the text
A Warming up
1. Describe the film still briefly.
2. Read the introduction and guess what everyday life is like in
Oceania.
3. Read the title. What is Big Brother trying to control?
B Reading comprehension workbook p. 59-60
Read the text with the help of your Workbook.
C Key questions
1. What is Syme’s job? What are his feelings as regards
Newspeak? Why?
2. Why doesn’t Winston speak much? What sort of hero do you
think he is?
3. What is the ultimate aim of Newspeak?
4. Do you think destroying words can “narrow the range of
thought” (l. 34)?
5. Why is it important for dictators to narrow the range of
thought?
D Writing time
What does the expression “Big Brother is watching you.” mean to
you today? (150-200 words)
1. Vous devez faire allusion aux technologies qui pourraient
réduire les libertés. Pensez à porter un jugement sur la
problématique du sujet.
2. Cette activité est un essai : le niveau de langue doit être formel.
3. Utilisez le lexique de la Toolbox et des Keywords (p. 106).
Les mots suivants vous seront également utiles :
spyware – store / misuse information – tap (mettre sur écoute)
a phone – CCTV (closed-circuit television).
Nouns
• regime [re'Zi:m]
• freedom of thought, speech, expression
• privacy ['prvəs]: vie privée
• outsider
• rebel ['rebl]
Adjectives
• stern [st«:n] = severe [s'və]
• nightmarish ['natmεərʃ]: cauchemardesque
• self-satisfied ['s{tsfad]
• fanatic
Verbs & expressions
• spy (on sb): espionner
• pry (fouiner) into sth / sb’s life
• hunt down: pourchasser
• manipulate [mə'npjυlet]
• threaten ['θretn]: menacer
• oppress
• terrorize ['terəraz]
• smother ['smÃðə]: étouffer, réprimer
• eliminate ['lmnet]
• suspect [səs'pekt] sb of sth / V-ing
• mistrust / distrust sb: se méfier de qqn
• denounce [d'naυns]
• prevent (sb from V-ing): empêcher
• express oneself
• obey sb / sth
• submit to [səb'mt]: se soumettre à
• worship ['w«:ʃp]: vénérer
• revolt / rebel [r'bel] (against)
Entraînements
E S'entraîner à traduire
F Savoir prononcer
Traduisez le passage de “You haven’t…” (l. 31) à “… and
forgotten.” (l. 37)
a. You : emploierez-vous « tu » ou « vous » ?
b. real appreciation : faites une double transposition :
nom Þ verbe / adjectif Þ adverbe.
c. Newspeak : « Néolangage » ou « Novlangue » ?
d. sadly : évitez l’adverbe en « -ment ».
e. in the end : évitez de traduire mot à mot ; trouvez
l’expression équivalente.
f. every : traduisez par un pluriel.
g. can ever be needed : employez la voix active.
h. will be expressed : employez la forme pronominale.
i. subsidiary meanings : « sens subsidiaires »,
« nuances » ou « sens cachés » ?
1. Tongue-twister : prononciation de [{], [ɒ] et [ɑ:]
a. Lisez à haute voix la phrase suivante :
Dad eats what he can, what he can’t he cans
(met en conserve).
b. Vérifiez à l’écoute. Rabat V
2. Revoyez le tableau des voyelles, puis lisez le texte de
“The Eleventh…” (l. 8) à “… destruction of words.” (l. 16).
a. Associez à chaque symbole phonétique la (les)
lettre(s) en gras des mots suivants. Rabat V
eleventh – language – learn – scores –
hundreds – obsolete – dark – beautiful
b. Vérifiez à l’écoute.
115
unit
6
TEXT 2
PRATIQUE
DE LA LANGUE
Pratiquer la grammaire
A Subordonnées en WHEN et le futur
> Précis 10C
1. Quels éléments signalent le futur dans ces énoncés?
Apparaissent-ils dans les subordonnées en WHEN ?
a. “… the shape it’s going to have when nobody
speaks anything else.” (l. 9)
b. “When we’ve finished with it, people like you will
have to…” (l. 10)
2. Que désigne le present perfect en b : un fait déjà
accompli au moment où l’on parle ou un fait qui sera
accompli dans l’avenir ? Traduisez.
3. Traduisez.
a. Quand ce sera fini, nous contrôlerons le monde.
b. Je serai heureux lorsque j’aurai terminé.
B Comparatifs et superlatifs
> Précis 25B-25C
1. Relevez les comparatifs et superlatifs dans les
passages suivants. Indiquez pour chacun le mot racine
ainsi que sa nature (adjectif, adverbe ou quantifieur).
Comment forme-t-on le comparatif et le superlatif d’un
adjectif long (fascinating) ?
a. “… will do just as well – better, because…” (l. 21)
b. “… a stronger version of ‘good’…” (l. 22)
c. “… fewer and fewer words…” (l. 39)
d. “… always a little smaller.” (l. 39)
e. “… by the year 2050, at the very latest…” (l. 41)
2. Traduisez.
a. C’est le pire régime que je connaisse, bien pire que
dans mes cauchemars.
b. Y aura-t-il moins de mots dangereux ?
c. Quel est le mot le plus beau et le plus fort de
notre langue ?
d. Cette langue est-elle plus originale que la nôtre ?
C
EVER
et NEVER
> Précis 6B-28
1. Traduisez EVER et NEVER dans les énoncés ci-dessous.
Lequel des deux mots a un sens négatif ?
a. “Nobody ever sees the dictator…” (l. 1)
b. “Has it ever occurred to you…” (l. 41)
c. “It has never occurred to me.”
2. Dans quel(s) contexte(s) EVER et NEVER sont-ils
respectivement utilisés ?
a. dans un énoncé interrogatif ;
b. avec un terme négatif ;
c. quand l’énoncé a un sens négatif mais ne
comporte pas de négation.
3. Complétez avec EVER ou NEVER.
a. Have you … heard anything so stupid?
b. Nothing like this has … happened.
c. They’ve … tried this before.
Enrichir son lexique
D Les préfixes
Quelques préfixes
un- / il- / im- / in- /
ir- / disforemisselfcounterunderover-
Sens
négatif
vers l’avant
mal, de manière fausse
regard ou action sur soi
opposition
insuffisance
surabondance, excès
Exemples
undo – illogical – immobilize –
inefficient (inefficace) – irreversible – disagree
foresee (prévoir)
mislead (induire en erreur)
self-evident (qui va de soi)
counterattack
undernourished (sous-alimenté)
overpriced (excessivement cher)
Aidez-vous du tableau pour traduire (sans dictionnaire) les vingt mots suivants.
La nature du mot est donnée entre parenthèses : v (verbe), n (nom) ou a (adjectif).
unbearable (a)
unbutton (v)
illiterate (a)
immature (a)
incredible (a)
indescribable (a)
irreplaceable (a)
disarmament (n)
116
disabled (a)
forearm (n)
foretell (v)
misbehave (v)
mistrust (v)
self-centred (a)
self-locking (a)
counterweight (n)
underfed (a)
underpaid (a)
overcrowded (a)
overheated (a)
Little boxes
Writers’corner
Buy Nothing Day
BND is organized each year in Canada and the USA on
the fourth Friday of November, the day after
Thanksgiving.
“For 24 hours, millions of people around the world do
not participate in the frantic consumer-binge1 that’s
become our culture. We pause. We make a small choice
not to shop. Together we say: enough is enough. And we
help build this movement to rethink our unsustainable
course2.”
Buy Nothing Day, in www.adbusters.org
1. consommation frénétique – 2. ici, choix non viables
A
Préparez-vous
1. Assurez-vous d’abord que vous avez bien compris les
objectifs de cette organisation.
2. Que vous preniez position pour ou contre, vous avancerez
des arguments qui ne sont pas nécessairement tous évoqués
dans les documents ci-dessus.
B
Organisez vos idées
1. Vous devez écrire un essai : le niveau de langue sera donc
formel.
2. Dans l’introduction, vous annoncerez le sujet et analyserez
d’abord rapidement la position des militants de BND. Vous
développerez ensuite vos arguments pour ou contre votre
éventuelle participation à une prochaine journée d’action de
cette organisation. Vous conclurez en essayant, éventuellement,
de relancer le débat.
C
Mobilisez les structures
et le lexique
1. Plus que toute autre forme d’expression écrite, un essai exige
l’emploi de nombreux mots de liaison. > Outils p. 235-236
2. Vous aurez certainement besoin des structures permettant
d’exprimer l’opinion, l’accord et le désaccord. > Outils p. 230-233
3. Aidez-vous des Keywords (p. 106) et de la Toolbox ci-contre.
Poster created by Connor O’Brien, 2005 ([email protected])
n Look at the poster and read the texts. Do you agree with
the BND (Buy Nothing Day) activists? Are you ready to join
them next time? Explain why or why not.
(150-200 words)
TıOıOıLıBıOıX
Nouns
• consumer power
• excessive consumption = overconsumption
• shopaholic: accro de conso
• waste: perte, gâchis
• resources
• environment
• (buying / shopping) frenzy: frénésie
• wallet: portefeuille
• corporation: grande entreprise
Adjectives
• irresponsible
• selfish
• material (goods): (biens) matériels
• materialistic
• moral ≠ immoral
• naïve
• due to: en raison de
Verbs & expressions
• boycott
• harm: nuire / faire du tort à
• send a signal
• resist pressure
• refrain (s’abstenir) from shopping
• go on a spending spree: dépenser sans compter
• destroy
• deplete (the earth): épuiser
• boost: stimuler
117
unit
6
TRAINING TIME
Social bottles
Aldous HUXLEY (1894-1963), the
grandson of a famous biologist, was
born in Surrey, England. He first
made his reputation
with satirical novels
(Crome Yellow [1921]
and Antic Hay [1923]),
but achieved worldwide fame with Brave
New World (1932), in
which he gave a terrifying and premonitory picture of a
genetically engineered, scientifically
controlled society.
The year is 2543. Babies are produced in bottles and divided into five groups: the top group
is the Alphas, while the Deltas and the Epsilons are the lowest groups. The Savage, a young man
from a distant island, discovers this “brave new world”.
5
10
15
1. gorge
2. personnel
3. avoir la compétence
4. incuber (mettre à couver
dans un incubateur)
5. pour le bien de
6. poser
7. hors de vue
20
25
118
“I was wondering,” said the Savage, “why you produce Deltas at all. You can make
any kind of people in the bottles at the Centre. Why don’t you make everybody an
Alpha?”
Mustapha Mond laughed. “Because we have no wish to have our throats1 cut,” he
answered. “We believe in happiness and stability. A society of Alphas could not fail
to be unstable and miserable. Imagine a factory in which the staff2 were all Alphas.
All of them would be thinking people. Each would be capable – within limits – of
making a free choice. Each would be fit for3 responsible work. Imagine what would
happen!” he repeated.
The Savage tried to imagine it. He was not very successful.
“It would fail completely,” went on the Controller. “A man who was Alphahatched4 and Alpha-conditioned would go mad in a factory. He would go mad if he
had to do Delta work. He would start to break things up. Alphas can be trained to
be good servants of the State, but only if they are given Alpha work. A Delta or an
Epsilon citizen can be expected to make Delta or Epsilon sacrifices for the sake5 of
society. The reason is that they are trained to. They do not see themselves as making
sacrifices. Their conditioning has laid down6 the rails along which they must run.
They can’t help themselves. They have been trained to be happy in the work they
must do. Each one of us goes through life enclosed in the bottle of our social
training. But if we happen to be Alphas, our social bottles are enormous compared
with Delta or Epsilon bottles. Alphas have much more freedom than low-class
workers. They must obey the State, of course. But they would suffer terribly if they
were enclosed in Delta or Epsilon bottles.
You can surely understand this?”
The Savage was thoughtful.
“The best kind of society,” said
30 Mustapha Mond, “is shaped like an iceberg
– a mountain of ice floating in the sea.
Eight-ninths of the people live quietly,
usefully and happily out of sight7. They
obey orders. Nobody need trouble about
35 them, because they are contented. They live
below the water-line, as you might say.
One-ninth of the people – the Alphas, the
people with responsible work to do – live
above the water-line. They form the top of
40 the iceberg. Their needs are greater than
those of the Deltas and Epsilons who live
obedient lives below the water-line.”
“And are those low-class workers really
happy? In spite of the terrible work they
45 have to do?” asked the Savage.
“Terrible work? They don’t find it terrible.
Indeed, they like it. It’s light work and it’s
childishly simple. It demands little effort
of mind or body. They have seven and a
Little boxes
50
half hours of fairly gentle work each day. Then they have their soma ration. Each
worker is allowed a fixed number of soma tablets for each day’s work. They have a
lot of organised sport and free cinemas. What more can they ask for?”
Aldous HUXLEY, Brave New World (1932), adapted by S. H. Burton
COMPRÉHENSION
Hints
Read the whole text.
1. When and where does the action take place? What kind of document is it? f
2. Why is the Savage given so much information about this “brave new world”? (20 words)
Vous devez définir la nature
de l’extrait de façon précise :
excerpt from a British press article,
a historical novel…
Read from the beginning to ... very successful. (l. 13)
3. Say in one sentence why the Savage doesn’t understand the process of producing babies.
4. Say in your own words:
a. what the characteristics of Alphas are; (20 words)
b. what would happen if there were only Alphas. (30 words) f
Comme cela est souvent le cas,
la forme verbale à utiliser
dans votre réponse est donnée
dans la question.
(Voir également la question 7.)
Read from “It would...” (l. 14) to ... thoughtful. (l. 28)
5. List all the verbs in the passive voice in this passage and explain why there are so many.
6. Are the lower groups happy? Why or why not? (30 words)
7. Why would Alphas suffer if they were shut inside Delta or Epsilon bottles? (30 words)
8. Quote two sentences showing that men cannot do anything to change the course of their
lives.
Read from “The best kind...” (l. 29) to the end.
9. Which metaphor does Mustapha use to describe this “brave new world”? What impression
does this metaphor create? (30 words)
10. Which groups live above and below the water-line? What are their respective
percentages?
11. Pick out one sentence showing what the lower groups are expected to do.
12. Pick out two sentences defining the nature of the work they have to do.
13. What is soma and what is its purpose? (20 words) f
Vous aurez ici à utiliser
des structures exprimant le but :
for ... (not) to, in order to, so that…
EXPRESSION
Write both essays 1 and 2 or essay 3 alone.
1. In your opinion, does the Savage approve or disapprove of the organization of society in
this “brave new world”? Justify. (50 words)
2. In today’s world, what would the equivalents of soma be? Justify. (200 words) f
3. Aldous Huxley is often said to have painted a premonitory picture of today’s society in
Brave New World. Do you or don’t you agree? Justify. (250 words)
TRADUCTION
Translate from “And are those...” (l. 43) to the end. f
Ne vous limitez pas à des choses
qui s’avalent. Pensez à tout ce
que le soma pourrait être de
nos jours et développez vos idées.
Des transpositions s’imposent :
• childishly simple :
adverbe Þ adjectif
adjectif Þ nom
• mind or body : noms Þ adjectifs
119
unit
6
GRAMMAIRE
Gérondif, infinitif et proposition infinitive
STEVE:
5
10
Hey! I’ve just had great fun finding a new ringtone for my mobile phone! Here,
I’ll put it on for us to listen to.
PAUL: I’ll never get used to watching you waste your time in such a ridiculous way. I
don’t understand why you devote so much time to such silly games! Don’t you want to
take a break sometimes?
STEVE: Basically, I don’t object to listening to the good old tunes, but well, most of the
time, I get fed up of hearing the same thing. And I love looking for new sounds and…
PAUL: You just can’t resist downloading any old rubbish!
STEVE: Well, you can’t blame me for being keen on new technologies.
PAUL: Sorry, but I absolutely refuse to become a fashion victim like the rest of you!
STEVE: That’s a pity because Sarah wants us to help her choose a ringtone for her
mobile. And I suppose you don’t intend to disappoint her, do you?
PAUL: Well, I might agree to help her, after all…
Infinitif et gérondif
> Précis 33A-34-35A
1. I’ve just had great fun finding a new ringtone... (l. 1)
2. Don’t you want to take a break… (l. 4)
3. … I love looking for new sounds… (l. 7)
4. You just can’t resist downloading… (l. 8)
5. … I absolutely refuse to become… (l. 10)
6. … I might agree to help her… (l. 13)
Classez les mots en gras en deux groupes : gérondif et
infinitif. Quel sont ceux qui expriment une activité déjà
réalisée (ou que l’on a déjà pratiquée) et ceux qui expriment un acte qui n’est pas encore réalisé ?
Proposition infinitive
> Précis 33B
1. … I’ll put it on for us to listen to. (l. 2)
2. … Sarah wants us to help her choose… (l. 11)
l
Le pronom qui précède chaque infinitif est-il sous forme
de sujet ou de complément ?
l Laquelle des deux propositions exprime le but ? Par quel
mot est-elle introduite ?
l Traduisez ces deux phrases.
Prépositions
> Précis 34B
1. … I get fed up of hearing… (l. 7)
2. … looking for new sounds… (l. 7)
3. … you can’t blame me for being… (l. 9)
La préposition en gras est-elle suivie d’un groupe nominal,
d’un gérondif ou d’un infinitif ?
Déduisez : Les prépositions peuvent être suivies … .
TO : marque
de l’infinitif ou préposition ?
1. I’ll never get used to watching you… (l. 3)
2. … you devote so much time to such silly games! (l. 4)
3. … you don’t intend to disappoint her… (l. 12)
120
Que trouve-t-on après TO dans chacun de ces passages :
un groupe nominal, un infinitif ou un gérondif ?
Déduisez : Dans quel(s) cas TO est-il une préposition ?
Pratiquer
A Complétez avec l’infinitif ou le gérondif.
1. I don’t mind (admit) it: I was shocked!
2. I must be careful. I can’t afford (make) a mistake.
3. Did you enjoy (go) out with her?
4. Why do you spend so much time (complain) about
them?
5. I’d prefer (wait) for her (ask) me.
6. Don’t forget (send) me the address of that music shop!
7. I remember (see) him in concert last month.
8. Don’t interrupt them. They’re busy (record) a new CD.
B Reformulez les énoncés avec FOR ou TO.
Ex. : I’ve been rude to her. Þ I hope she’ll forgive me …
Þ I hope she’ll forgive me for being rude to her.
1. He’s never downloaded music.
Þ He isn’t used …
2. She’ll be happy to see you on Sunday.
Þ She looks forward …
3. I can’t refuse to help her.
Þ I don’t object …
4. “You gave me a good idea. Thanks!”
Þ She thanked him …
5. I’m not a fashion victim!
Þ You can’t reproach me …
C Traduisez.
1. Je n’aime pas télécharger de la musique sans payer.
2. Je ne dis pas cela pour que tu te sentes coupable.
3. Ne t’attends pas à ce que je fasse la même chose !
Little boxes
Everyday life
Shopping
A
Listen
1. What did Frank want to buy? Where did he go and
whom did he ask?
2. Which expressions correspond to « premier étage »,
« blouson d’aviateur » and « cabine d’essayage » ?
3. Listen to the dialogue again and sum up the shopping
sequence, giving as many details as you can.
B
Your turn
Pair work: With the help your teacher will give you,
imagine the conversation when:
– buying shoes;
– taking back an item;
– buying a record;
– asking for information about opening hours.
A •F•E•W• T•I•P•S
People and places
• shop assistant [ə'sstənt] / salesman ['selzmən]
• on the ground floor (rez-de-chaussée) / on the first /
second / third floor
• escalator ['eskəletə]
Shop assistant or cashier [k{'ʃə]
• Hello, what can I do for you?
• Can I help you?
• We’re open from 9am to 7pm, Monday to Saturday.
• We’re closed at lunchtime.
• There’s a special discount ['dskaυnt] on this item ['atəm]
(article).
• It’s a real / good bargain ['bɑ:gn] (bonne affaire)!
• This is the item as seen on TV.
• The fitting / changing rooms (cabines d’essayage) are
over there.
• Which size do you take / What size are you: small,
medium ['mi:dəm], large or extra large?
• I’ll just check (vérifier). / Let me check.
• Do you want me to wrap it up (faire un paquet)?
• You can return it within seven days and exchange
[ks'tʃendZ] it.
• You can also get a refund [r'fÃnd] (vous faire rembourser).
• We can give you a credit note (avoir).
• If you take it to the customer service desk (service
clientèle), they’ll sort it all out (arranger) for you.
• Here’s your receipt [r'si:t] (reçu). You’ll need it if you want
to return an item.
• We take all major ['medZə] credit cards.
• Thanks. Here’s your change (monnaie). Have a nice day!
Customer ['kÃstəmə]
• What are your opening hours?
• Excuse me, I’m looking for...
• Could you tell me where the ... department [d'pɑ:tmənt]
(rayon) is?
• I’m just browsing ['braυzŋ]. (Je ne fais que regarder.)
• How much is this jacket?
• Does it suit [su:t] (aller) me?
• Is there somewhere I can try this on?
• The jacket’s fine, but the trousers don’t fit (ne va pas).
• It’s too loose [lu:s] (ample) / baggy ≠ tight (serré).
• Do you have this in a larger size?
• Have you got it in another colour / size?
• Can I return it?
• Where is the cash desk / till (caisse)?
• Can I pay by cheque (UK) / check (US)?
• Do you take credit cards?
• Could I leave my bags here and pick them up later?
121
unit
6
MÉTHODOLOGIE
workbook p. 61-62
Utiliser un dictionnaire
Lorsque vous cherchez un mot, le dictionnaire vous aide à :
1. Trouver la catégorie grammaticale (nom, verbe, adjectif…).
2. Vérifier l’orthographe, l’accent de mot et la prononciation
grâce à la phonétique, notée entre crochets.
3. Repérer les différents sens possibles du mot à traduire.
4. Repérer l’origine géographique du mot (États-Unis,
Grande-Bretagne, Australie…).
5. Vérifier si le mot est dénombrable ou indénombrable.
Prononciation
Exemple
Sens figuré
Catégorie grammaticale
(nom)
Domaine particulier
(Mil = Military)
A. Trouver la bonne traduction
Traduisez les phrases suivantes après avoir recherché le
sens des mots soulignés.
1. He got behind the wheel and drove off.
2. Let’s take an actual example…
3. After all these years, this boy is still a puzzle to me.
4. Les aiguilles de sa montre ne bougent plus.
5. Il appuya sur le champignon pour doubler le
camion.
6. Elle va se mettre tout le monde à dos.
122
Lorsque vous cherchez un mot dans un dictionnaire,
vous devez :
l Parcourir rapidement toutes les propositions, afin de
trouver la meilleure définition. Quand un mot a plusieurs sens, les différentes définitions sont numérotées.
l Choisir la catégorie grammaticale correspondante
avant de traduire. Un mot peut avoir plusieurs fonctions
dans la phrase.
l Prêter une attention particulière aux éléments en gras.
Il se peut que ce que vous avez à traduire se trouve en
toutes lettres dans le dictionnaire (expressions,
proverbes, etc.).
Little boxes
l
Regarder et comprendre les abréviations utilisées.
l Penser à vérifier dans l’autre partie (anglais ou français)
du dictionnaire bilingue.
B. Proverbes et expressions
idiomatiques
Avant de traduire les proverbes et expressions suivants,
choisissez l’élément souligné à partir duquel vous allez
effectuer votre recherche.
1. Don’t count your chickens before they are
hatched.
2. And pigs might fly!
3. He’s got bats in the belfry.
4. Birds of a feather flock together.
5. You’re always beating about the bush!
6. It was a devil of a job to get them to understand.
7. And yet, it was as easy as pie.
8. I’ve got a bone to pick with him.
Le dictionnaire vous permet de traduire les proverbes et
expressions idiomatiques. Il suffit de repérer le mot
porteur de sens. Il s’agit en général du premier terme de
la phrase (un nom, un verbe ou un adjectif). Vous devrez
alors rechercher ce mot dans le dictionnaire et trouver le
proverbe ou l’expression à traduire.
C. Exemples
1. Lisez les phrases suivantes, puis les extraits de dictionnaire ci-dessous correspondant à chacun des mots
soulignés.
2. Prononcez les mots banana, broom et subway à l’aide
des transcriptions phonétiques.
3. À quelle catégorie grammaticale correspondent les
mots soulignés ci-dessous ?
4. Repérez pour chacun de ces mots la traduction
correspondant au contexte.
5. Traduisez les phrases.
a. Sa politique a donné un coup de fouet au pays.
b. Son père et sa mère sont dans la politique.
c. Autrefois, certains prisonniers recevaient des
coups de fouet.
d. Don’t you think the government needs a new
broom?
e. He went bananas when he saw that he had to start
all over again.
f. We’d better take the subway to cross the road safely.
123