Together 3e - Workbook- Éditions Maison des Langues by Editions Maison des Langues

Anglais

Together 3

A2/B1

Workbook Avec la collaboration de :

Marie-Claire Chauvin Formatrice à l'ESPE de Créteil (94)

Rachel Fraser Collège Le Luberon, Cadenet (84)

Sabine Menou Lycée Périer, Marseille (13)

Isabelle Ranger Lycée de l'Empéri, Salon-de-Provence (13) Sous la direction de :

Laurence Giovannoni Inspectrice d'académie Inspectrice pédagogique régionale Académie d'Aix-Marseille

Éditions Maison des Langues, Paris

Sommaire Unit 1

Style wars 5

Lesson 1: Today I'm wearing…

DVD: London fashion

Apprends à comprendre… une vidéo

Observe: L'exclamation avec so et such

DVD: Spoof TV news bulletin

Apprends à comprendre… une vidéo

Pronunciation

La musique de l'anglais : l'exagération

Unit 4

Jobs

Lesson 2: Dress code

Reading: Urban tribes

Observe: L'expression du conseil

Reading: Summer Jobs

Observe: Le present perfect avec ever, never et already

Apprends à comprendre… un document sonore

Observe: will have to + V

DVD: London music

Pronunciation La musique de l'anglais : les lettres muettes et l'accentuation des noms composés

Unit 2

Storytelling

Lesson 1: By word of mouth

19 20

Reading: The legend of Finn Mc Cool 20 Apprends à comprendre… un texte écrit

Observe: Le prétérit simple et le prétérit en be + V-ing

Observe: Les pronoms relatifs

Lesson 2: Fact and fiction DVD: The Secret of Kells

Observe: La voix passive

Observe: L'adjectif substantivé

31 32

La prononciation de was et -ed

Lesson 1: Just for laughs

Reading: Calvin & Hobbes

Observe: Le present perfect avec just, already, not… yet 37

Lesson 2: Are you kidding?

Reading: April Fool's News

Observe: L'expression du but

Reading: A letter of application

Observe: if + prétérit… would + V

Pronunciation

La musique de l'anglais : la segmentation et les liaisons

Unit 5

Let's go to Frisco!

Lesson 1: There's gold in California!

61 62

Reading: A Rush to the West

DVD: Discovering Angel Island

Observe: Le prétérit et le past perfect

Observe: Les modaux + have + participe passé 67

LOL

Unit 3

Lesson 2: You're hired!

Reading: The Picture of Dorian Gray 27

Pronunciation

Lesson 1: Experience needed

Lesson 2: Today's gold

Reading: What would the world be like if Steve Jobs had never existed? 70 Apprends à comprendre… un texte écrit

Observe: if + past perfect… would have + participe passé

Pronunciation La musique de l'anglais : la réduction des mots grammaticaux

Sommaire Unit 6

Best friends 4ever 75

Lesson 1: Count on me!

All's well that ends well

Unit 8

Lesson 1: Love is blind

103 104

Observe: Expect somebody to do something

Reading: To know or not to know…

104

Reading: Skype conversation

Observe: Le discours indirect

Reading: My mistress' eyes are nothing like the sun

106

Observe: Say et tell : comment choisir ?

Apprends à comprendre… un texte écrit

108

Observe: La comparaison

108

Observe: La concession

109

Observe: Whereas ou although ? Comment choisir ?

109

Lesson 2: I wish I hadn't…

Reading: Is it OK to lie?

DVD: Bend it like Beckham

Apprends à comprendre… une vidéo

Observe: Les reproches et les regrets

Pronunciation

La musique de l'anglais : protester et se plaindre

Lesson 2: The devil incarnate

110

Reading: Synopsis: three plays by Shakespeare 110 DVD: Student Shakespeare Festival 111 Observe: La formation et comportement des adjectifs avec affixes 113 Observe: Les adjectifs en -ful et -less 114 Observe: Le pronom relatif whose 115

Portraying Unit 7 Australia

Lesson 1: Made in Australia

Reading: A newspaper article

Observe: Have + participe passé ou have been + V-ing

Observe: Le present perfect en be + V-ing avec for et since

Lesson 2: The Australian outback

Reading: Newman High School History blog

DVD: A trailer : Rabbit-Proof Fence

Pronunciation

116

La musique de l'anglais : la graphie [o] et les syllabes accentuées dans une poésie

My portfolio

117

Apprends à comprendre… un document sonore 97

Observe: Used to, would fréquentatif

Observe: Les subordonnées de temps en when, while, as 115

Unit

My portfolio

Je suis capable de…

    Écouter Je suis capable de comprendre une chanson irlandaise. Je suis capable de comprendre un extrait

de film.

In Dublin's fair city, where the girls are so pretty… You were probably sent here by your family…

101

Parler (en continu) Je suis capable de raconter une histoire.

Once upon a time, there was…

Parler (dialogue) d'une histoire Je suis capable de participer au récit collaborative.

That night, Alison was going back home when…

102

Lire

A long time ago there was an Irish giant called… The room was filled with the smell of roses.

La prononciation de used to/didn't use to/use

Je suis capable de comprendre une légende. Je suis capable de comprendre un extrait Écrire

Je suis capable de rédiger un article film pour un site internet Wiki.

de roman.

sur un livre ou un

Grammaire ponctuelle au Je suis capable de décrire une action passé. en train de se Je suis capable de décrire une action dérouler au passé. relatifs : who, Je suis capable d'employer les pronoms why. et when which, where, passive. Je suis capable de m'exprimer à la voix Vocabulaire sur le monde Je suis capable d'utiliser du vocabulaire des légendes. Je connais le vocabulaire de la fiction

"Gravity" was directed by… It was Friday night. Emma was spending a year in Galway…

Je suis capable d'écrire une histoire.

littéraire.

Prononciation faible de la Je suis capable de distinguer la forme à bon escient. forme forte de was et de les utiliser

There was a prince who met a princess… A bunch of little ones were

singing… Irish is a language which is spoken by Irish people. The hero was taken to prison. The giant challenged his enemy. The author wrote a play about… He was exhausted. Was he French?

Fais la liste de ce que tu dois revoir.

118

English sounds English vowels

[i:] tree

[] fish

[e] pen

[] bag

[ɑ:] car

[ɔ] dog

[ɔ:] door

[υ] book

[u:] shoe

[] bus

[:] girl

[ə] elephant

[e] cake

[əυ] boat

[a] eye

[aυ] cow

[ɔ] boy

[ə] beard

[eə] chair

[υə] tourist

English consonants

[ʃ] shopping

[tʃ] beach

[d] bridge

[ŋ] sing

[θ] thank you

[ð] brother

Style wars Accessories and clothes piercing…

Urban tribes Emos…

Exclamations Gosh!…

Materials & patterns silk…

Unit

Lesson

Today I'm wearingâ&#x20AC;Ś 1 Describe two of these characters. Use as many details as possible to comment on their physical appearance, clothes, accessories.

What do you usually wear at school? At the weekend? What are you wearing now?

Lesson

Unit

A. Look at the photo and the title. Anticipate on the content of this video: say what you think it is going to be about.

B. Watch the introduction ( 00:26) and pick out all the names of jobs that you hear. What do they have in common?

Models, photographers, hair and make-up stylists, fashion stylist… They all deal with fashion.

C. Watch the video and note down what you understand. Recap the main facts orally.

D. Watch the video again and note down the voice-over's questions. Check your answers with your classmates.

1. How does she know their looks? Is it easy for her? 2. How does Cristina get her ideas? 3. What are Cristina’s favourite colours? 4. What does Cristina like to wear? 5. Can anyone be a fashion stylist?

E. In pairs, try to remember the answers. If you don't remember, try to imagine them. F. Watch again and check your answers. Take notes, don't write sentences! 1. It can be difficult or easy. It depends on how good your team is.

She gets her inspiration from travels, books, magazines, designers and her friends. 2. She prefers black, grey and white. 3. In the summer, she likes to wear dresses with a hoodie, with trainers or sandals. She also loves sunglasses. 4. 5. It’s a good profession for boys or girls to go into.

G. Now speak for a minute about this video.

Unit

Lesson

Apprends à comprendre… Une vidéo Observe le guidage qui t'a été proposé pour comprendre la vidéo : qu'as-tu fait avant de la regarder ? J’ai essayé d’anticiper le contenu, notamment l’idée principale de la vidéo, à partir d’une image (dessin et texte).

.. ..................................................................................................................................................................................................................................

Qu'est-ce que cela t'a permis de faire ? Cela m'a permis de faire des hypothèses sur ce que j’allais voir. Ensuite, quand j’ai regardé la vidéo, j’avais déjà une idée de son

contenu - je connaissais déjà le contexte . Donc j’ai eu moins de difficultés à comprendre. J’ai par exemple pu reconnaître du

vocabulaire qui a trait à l’univers de la mode.

Quel est, à ton avis, le lien entre la question A et la question B ? À l'étape B, on retrouve, utilisés en contexte (par Cristina Aranda), les mots qui concernent la mode et qui ont été utilisés lors

de la première étape (l’anticipation). J’ai reconnu plus facilement certains mots puisque je les avais utilisés juste avant.

En quoi consiste la méthode de travail utilisée dans les questions C et D ? La prise de notes. Au cours de l’écoute et du visionnage, j’ai relevé des mots que j’ai compris. Les mots qui sont les plus

audibles sont souvent ceux qui ont le plus d’importance par rapport à l’idée générale et aux points principaux de la vidéo.

Qu'est-ce que cela t'a permis de faire ensuite ? De m’appuyer sur mes notes pour rapporter tout ce que j’ai ensuite été capable de dire sur cette vidéo.

3 Classify the messages from the Grammy Awards ceremony (on the next page). Some comments

are positive, some are criticisms. Afterwards, in your chart, highlight the words and punctuation marks that helped you decide. Report to the class.

Laura Jones @LaJo Mary Johns John Hughes @JHughes

Lesson

positive comments

Unit

criticisms

- These dark suits are awesome! - She looks so gorgeous! - I really fancyâ&#x20AC;Ś so trendy! - I think she's the most glamorous model on the catwalk.

- Look at those dull ties, definitely old-fashioned!

- Sooo stylish! - Such an amazing couple! They look awesome! - They're so classy!

4 In pairs, list the positive adjectives and their antonyms. Can you add more to the list? Then report to the class.

positive adjectives in the messages awesome

(for example)

gorgeous

smart

stylish

elegant

classy

fantastic

trendy

great

glamorous

refinedâ&#x20AC;Ś

amazing

adjectives I know

antonyms in the messages

adjectives I know

old-fashioned

(for example) poor plain tasteless graceless unrefined horrible

dull

bad-looking

Now react to the photo with no message by texting your friends.

(The photo with no message is the first one on the left)

Unit

Lesson

Observe L'exclamation avec so et such Observe ces phrases : a. His dark sunglasses are so stylish! b. They are such wonderful people! c. Oh my gosh, look at her! She looks so gorgeous! d. Such an amazing couple! Quel est le point commun entre ces quatre phrases ? Elles comportent toutes

un point d'exclamation .

Surligne les mots outils qui contribuent à transmettre l'enthousiasme, l'intensité d'un sentiment. Quels sont les deux petits mots qui ont cet effet ? Complète le tableau ci-dessous. so

such

+ adjectif

+ groupe nominal

Attention au groupe nominal qui peut changer de forme selon qu'il est au singulier ou au pluriel. Place dans l'ordre les éléments nécessaires au groupe nominal après ce mot outil. nom

a/an

Groupe nominal singulier :

(adjectif) (adjectif)

Groupe nominal pluriel :

a/an

(adjectif)

nom

6 Complete the sentences with the correct form of these verbs. wear

are wearing

They

1 How often

wears

4 We

work (x2)

woollen jumpers because it is very cold today. you

listen

2 We are in Susan's room at the moment – we 3 She

listen (x2)

to the radio? are doing

our homework.

glasses because she can't see very well.

are not listening to the football match on the radio because we are watching it on TV.

5 Sam

works

6 My dad

is working

in a clothes shop on Saturdays. in China at the moment.

Lesson

Unit

7 Fill in the blanks with so or such. 1 I love Rihanna. She's

such

2 She looks

trendy!

3 Look at these jeans, they are such

4 They are

5 This video game is

a good singer!

gorgeous!

good bargains! so

cool, it's definitely my favourite.

8 Match the beginnings of the sentences with their endings. 1 Cotton

a comes from sheep.

2 Leather

b is the name for strong blue cotton fabric.

3 Denim

c is used to make shoes, jackets and belts.

4 Wool

d is very soft and beautiful.

5 Silk

e comes from the fibres in the seeds of a plant.

6 Velvet

f is made by insects.

9 Circle the correct words.

Interview with a model - (1) Do you travel / Are you travelling a lot? - Yes, I (2) am going / go to fashion shows all over Europe. - Do you work every week? - No, I (3) work / am working two weeks every month. At the moment I (4) don't work / 'm not working. - (5) Do you always wear / Are you always wearing fashionable clothes? - No. When I'm not working I (6) wear / am wearing simple clothes – like now I (7) wear / am wearing a plain T-shirt and a pair of jeans. - (8) Do you like / Are you liking signing autographs? - No, I don't really like being famous. I am quite shy, to tell you the truth. I (9) know / am knowing that's strange. - But do you enjoy being a model? - Oh yes! I (10) think / am thinking I am very lucky. 11

Unit

Lesson

Dress code 1 Read these newspaper quotes and match them with the drawings.

URBAN TRIBES

“Musical fashion trends have come a long way from the 1970s, and leaders in the HIP HOP scene have been at the forefront of these. The last decade saw artists such as Snoop Dogg and Nelly sporting plus-size clothing. Baggy jeans, hoodies and joggers were all must-haves for urban youth.” […] “As the baggy style starts to fade into the past, top stars from Jay-Z to Rihanna are now leading the way with new trends. Twisted jeans, block-coloured tops and hoodies are all making their way onto the small screen and into our wardrobes thanks to the trendsetters in today's music scene.” The Daily Record and Sunday Mail, Glasgow

“Jeans, especially slim-cut denim, are a HIPSTER essential. So are white T-shirts, leather jackets and hooded sweatshirts.” […] “Hipsters love their iPhones, yet swoon over antiquated technology like typewriters and record players.” The New York Times

Sunday Review, by Steven Kurutz

“The greatest concentrations of hipsters, the hiptionary definition continues, can be found living in the Williamsburg, Wicker Park and Mission District neighborhoods of major cosmopolitan centers such as New York, Chicago, and San Francisco respectively.” NPR.org, "The Hipsterfication of America" by Linton Weeks

3 “The Oxford English Dictionary’s definition of EMO is purely musical: ‘derived from hardcore punk music and characterised by emotional, usually introspective lyrics.’ […] They often dress similarly to goths, but the emo fashion for spiky, coloured hair dye and studded clothing seems to show punk influences.” BBC News, "How are Goths and Emos defined" by Mark Sedgwick 20

“Faces are chalky white, eyes and lips black.” […] “To achieve that just-got-out-of-a-coffin look, you need corsets, capes, Celtic crosses, tight jeans and short-sleeved T-shirts with your favourite music bands.” Daily Mail, "EMO Cult Warning for Parents"

2 In the first paragraph… 1 circle the time markers and convert them into dates: In the 2000s / in 2014 2 underline the names of stars mentioned. Say which period they correspond to: Snoop Dog and Nelly = 2000 ; Jay-Z to Rihanna = 2014

3 highlight the pieces of clothing associated with these periods or stars. Draw conclusions about similarities and differences: The baggy style has disappeared. Hoodies are still popular. 4 read and find a synonym for "wearing" and for "disappear": 12

sporting

fade into the past

Lesson

Unit

3 Read the second paragraph and… 1 note down the names of clothes, objects and cities: white T-shirts, leather jackets, hooded sweatshirts, iPhones, antiquated technology like typewriters and record players. New York, Chicago and San Francisco. 2 use your notes above and recap in your own words what you know about hipsters:

4 Read the third paragraph and… 1 circle the names of other urban styles mentioned:

goths, punks

2 say what Emos have in common with them: dress similarly to goths, but the emo fashion for spiky, coloured hair dye and studded clothing seems to show punk influences. Faces are chalky white, eyes and lips black -just-got-out-of-a-coffin look -corsets, capes, Celtic crosses

3 observe these expressions: a "Faces are chalky white"

b "that just-got-out-of-a-coffin look"

In expression a) focus on the word chalky (chalk = craie). Can you deduce the expression's meaning? Their faces are as white as chalk. In b) focus on the word coffin (= cercueil). How could you describe their appearance, the way they look? They are very pale and look like vampires who have just walked out of their coffins.

Choose two styles among the list and write a description. hippy

surf

grunge

punk

Unit

Lesson

6 Write what you think these people are saying.

A B

05 CLASSE Listen to the following dialogues and match their numbers with the photos. Compare them with what you wrote and react orally.

1 Dialogue nº 1 = photo

2 Dialogue nº 2 = photo

3 Dialogue nº 3 = photo

4 Dialogue nº 4 = photo

Lesson

05 CLASSE

Unit

Listen to dialogue 1 and…

1 pay attention to the tone of the voices and comment on the situation: The tone of the voices is tense. They are arguing. 2 focus on the woman's sentence and identify the problem: He told her what she should wear. 3 pick out the verbs in the man's answer and reformulate his intentions: He only wanted to advise her. 4 pick out the adjective he uses to describe her and explain what it means: touchy = She is easily offended.

05 CLASSE

Listen to dialogue 2 and…

1 identify the characters: a husband and his wife / a couple. 2 spot the name of a piece of clothing and two adjectives referring to it: blouse / white + striped 3 pick out the man's choice: the white blouse 4 focus on the end of his sentence and comment on the situation: She must hurry up / she is late / If she takes her time, she will miss her train.

05 CLASSE

Listen to dialogue 3 and…

1 write down the words you understand: 2 in pairs, discuss who the characters are and note down the urban style mentioned: a mother and her daughter / punk 3 pick out words showing the woman's opinion about this style: (what a) disgrace, (you drive me) crazy, change your style, dress properly… 4 use your notes to recap orally on this situation and give your opinion about it.

Unit

Lesson

Listen to dialogue 4 and…

05 CLASSE

1 note down the verbs mentioned: should stop wearing / wear / try / would look 2 pick out all the adjectives that you hear, then find two adjectives used as opposites: dull, brighter, flowery, young, trendy, lovely / dull and brighter 3 now focus on what these adjectives refer to:

colours / scarf / you (Laura)

4 sum up the situation using your notes, give your opinion and add your own advice:

Observe L'expression du conseil Observe les énoncés suivants et surligne tout ce qui exprime le conseil. a. Laura, you really should stop wearing dull colours! b. You ought to stop right now! c. You'd better hurry up or you’ll miss your train! Complète : Should

uniquement tandis que

had better

ought

sont suivis de la base verbale est suivi de

+ base verbale.

Toutes trois ont une forme passée : should

forme passée de shall ;

ought

forme passée d'un verbe aujourd'hui disparu ;

had

forme passée de have.

Ces formes verbales renvoient-elles au passé / au présent / à l'avenir ? La forme du prétérit permet d'atténuer la force d'un ordre en le plaçant dans un contexte qui n'est pas le contexte présent, un contexte irréel  ordre + prétérit de l'irréel = CONSEIL.

Lesson

Unit

12 You are the owner of a video game shop. Some young customers sometimes consider your shop as a play room and you would like them to behave. Create a poster to give them instructions. Use should, shouldn't, ought to, had better and the following items. 1 play with your friends too long

4 come with your parents

2 pay for what you break

5 play games for adults

3 put the games you try back in their boxes

13 Your younger sister wants to join a hip hop band. Give her some advice on what to wear or not. tracksuit

hoodie

skirt

baggy trousers

baseball cap

bermudas

I think you should / ought to / 'd better wear a tracksuit, a hoodie, baggy trousers and a baseball cap… You shouldn't / ought not to / 'd better not wear a skirt or bermudas…

Unit

Pronunciation

La musique de l’anglais : les lettres muettes et l’accentuation des noms composés A. 08 CLASSE Écoute ces phrases. Quelles lettres n'entend-t-on pas ? Barre-les dans les phrases ci-dessous : 1 You shouldn't / jeans. / wear/tight 2 She ought / / to buy / some new clothes. 3 I advise you to stop wearing black / lipstick. / B. Lis ces phrases à haute voix et barre les lettres qui ne se prononcent pas : 1 You should / wear/ sneakers, / you can't walk / in high / heels! 2 Margaret / / ought / not to wear/so much make up! She looks like a ghost! 3 He'd better not buy / I've already got one! / that blue/ t-shirt, C.

09 CLASSE

Maintenant écoute les phrases et vérifie. Surligne les lettres muettes

et entraîne-toi à lire les phrases. Que remarques-tu ? Dans l’ensemble ‘ould’ on ne prononce pas le ‘l’. On ne prononce pas l’ensemble ‘gh’ au milieu ou à la fin d’un mot, mais au début on prononce le ‘g’. Les ‘r’ à la fin des mots ne sont généralement pas prononcés. Avant ‘k’ on n’entend ni ‘l’ ni ‘c’.

D. Observe ces mots. Que remarques-tu ? Ils se construisent avec deux noms, ils peuvent être ‘collés’, reliés par un trait d'union ou séparés. video games / polo shirt / t-shirt / tank top / sunglasses / catwalk / Fashion Week / trendsetter / sweatshirt

10 CLASSE

Maintenant écoute-les. Souligne la partie qui est accentuée à l'oral.

Que remarques-tu ?

On accentue le premier nom plus que le deuxième.

F. Lis ces mots à haute voix : typewriter / record player / baseball cap / headband / flip-flops / safety pin / necklace / classmate / Grammy Awards

11 CLASSE

Maintenant écoute et vérifie la place de l'accent de mot.

Complète la règle : Quand un nom est composé de on accentue le

premier

nom

deuxième

car il définit le

Par exemple, t-shirt / polo shirt / sweatshirt. Quelle partie est accentuée dans : fancy dress party. Pourquoi ? 18

fancy = adjectif ; dress party = nom composé

dress

nom .

Storytelling Legends

Adjectives to describe feelings

a giant…

terrified…

Fiction a plot…

Time markers Verbs of action to flee…

as soon as…

Unit

Lesson

By word of mouth T he l eg en d o f Finn Mc Cool 5

long time ago there was an Irish giant who was called Finn Mc Cool. One day he challenged his enemy, the Scottish giant Benandonner, to come to Ireland and fight him. So Finn built a passage across the sea from Ulster to Scotland but he was so exhausted when it was finished that he fell asleep. Suddenly he heard a tremendous noise: it was the Scottish giant who was walking towards him. Finn was terrified when he realised that Benandonner was much bigger than him. He took to his legs and ran back home, where his wife, Oonagh, was waiting for him. Oonagh had an idea. She disguised him as a baby to pretend he was their son and put him in the cradle. When Benandonner arrived, she told him her husband was hunting in County Kerry. As soon as the Scottish giant saw the huge “baby boy” he imagined the size of the father and did not want to stay there. He fled back to Scotland, scared to death. He was so heavy and he ran so fast that he destroyed the causeway, which became known as the Giant’s Causeway.

Finn came out of the cradle and thanked his wife. While Benandonner was running away, Finn picked up a piece of earth and threw it at him, but it missed its target and fell into the sea, becoming the Isle of Man. The hole filled up with water; it is now the biggest lake in Ireland: Lough Neagh.

Lough Neagh

The Giant’s Causeway

1 Read the first two sentences of this legend — or tale — and underline the time markers which are typical of the genre.

2 Read and highlight in different colours… 1 the names of people. Then, write them here: Finn Mc Cool, Benandonner, Oonagh

2 the names of places or countries. Write them here and locate them on the map (p. 21): Ireland, Ulster, Scotland, County Kerry, the Giant's Causeway, the Isle of Man, Lough Neagh

3 the adjectives of nationality: Irish, Scottish

4 Now recap orally what you already know about this story. 20

Lesson

Unit

SCOTLAND the Giant's Causeway

ULSTER Lough Neagh Isle of Man

IRELAND Dublin

COUNTY KERRY

Cork

3 Circle the words in the text which mean… 1 épuisé:

exhausted

2 il s'endormit:

he fell asleep

6 mort de peur:

scared to death

7 un morceau de terre:

3 il prit ses jambes à son cou: he took to his legs

8 sa cible:

his target

4 énorme:

9 le trou:

the hole

5 il s'enfuit:

huge

a piece of earth

he fled

And the past form of these verbs… 1 remercier:

thanked

4 tomber:

2 ramasser:

picked up

5 se remplir:

3 lancer:

fell filled up

threw

4 In the first paragraph, underline two relative clauses (circle the relative pronouns in each). 21

Unit

Lesson

5 Put the pictures in chronological order.

6 Now say what you know about the two giants and the Giant's Causeway, the Isle of Man and Lough Neagh.

Apprends à comprendre… Un texte écrit Regarde le texte que tu as surligné. Quelle couleur est majoritaire ? La couleur choisie pour les noms de lieux ou de pays.

Quelle conclusion en as-tu tirée concernant l'idée principale ? La géographie, les lieux sont essentiels dans cette légende : la création légendaire de la Chaussée des géants entre

l'Irlande du Nord et l'Écosse.

Pour comprendre un texte, il faut donc être attentif aux mots récurrents ou aux mots qui appartiennent à un même champ lexical. À partir des premiers mots de l'histoire, qu'as-tu pu déduire sur le genre littéraire de cet écrit ? Il s'agit d'une histoire qui se situe dans le passé, tellement ancienne qu'on ne sait plus qui l'a écrite : c'est une légende.

Donc, que peut-on s'attendre à trouver dans ce type d'histoire ? Quels éléments s'y rapportent dans l'histoire de Finn Mc Cool ? Du merveilleux, de l'imaginaire, de la féerie, des événements invraisemblables / l'explication de la géographie par

une fiction dans laquelle se seraient affrontés deux géants.

Dans ces phrases, qu'est-ce qui t'a aidé(e) à comprendre le sens des mots et expressions souligné(e)s ? Coche la/les réponses correctes : a. but he was so exhausted when it was finished that he fell asleep b. He took to his legs and ran back home

 22

le contexte



la composition du mot lui-même

la ressemblance avec le français

Lesson

Unit

Observe Le prétérit simple et le prétérit en be + V-ing Traduis la phrase suivante extraite de la légende de Finn Mac Cool. While Bennandonner was running away, Finn picked up a piece of earth and threw it at him. Alors que Bennandonner s'enfuyait, Finn ramassa une motte de terre et la lui lança.

Souligne les formes verbales. Associe un symbole visuel aux formes verbales que tu as identifiées. 1. was running away

•

2. picked up

3. threw

•



Pour résumer, on dira que... (relie les éléments de la colonne de gauche avec ceux de la colonne de droite) : 1. le prétérit en be + V-ing 2. le prétérit simple

• plante le décor d'une histoire • décrit une action d'arrière-plan • décrit une action ponctuelle dans le passé

7 Circle the correct verb. We were reading the tale when the lights were going off / went off.

1 The enemy broke / was breaking the wall and escaped. 2 While the fire was burning they evacuated / were evacuating the castle. 3 We were flying / flew to Ireland when one of the engines failed. 4 Did you see / Were you seeing the giant run away?

8 Match the questions with their answers. 1 Was the giant trying to escape?

3 a

No, they didn't.

2 Were the guards sleeping?

2 b

Yes, they were.

3 Did the guards see the giant escaping?

c Yes, he was.

4 Did a car arrive to pick up the escaped giant?

d Yes, he did.

5 Did the giant's friend help him escape?

4 e

Yes, it did. 23

Unit

Lesson

9 Look at the photo and make hypotheses about… 1 the place: a city: Dublin 2 the woman's occupation: cockels and mussels = she's a fishmonger / she sells fish

3 the period (century): 19th century (but it's not in the song)

16 CLASSE Now listen to the song (first two stanzas) and check if your hypotheses were right or wrong. Then, write the name of the woman:

Molly Malone

16 CLASSE Listen again to the first stanza of the song and write the words you understand. Use them to sum up orally what you know about this song and about the main character.

In Dublin, the girls are pretty. There was one pretty girl called Molly Malone who sold fish on a wheelbarrow in the streets of Dublin and she cried "Cockles and Mussels alive alive O" to make people buy her fish.

16 CLASSE Listen to the second stanza. Write the words you understand, then sum up the principal information:

She was a fishmonger and her father and mother were also fishmongers. Like her, they cried "Cockles and Mussels alive alive O!" in the streets of Dublin.

13 Do the same with the last part. Poor Molly Malone died of a fever and now her ghost haunts the streets and sings "Cockles and Mussels alive alive O!"

14 Now sum up orally the complete story told in the song. 15

Write a different ending for this story.

Lesson

Unit

Observe Les pronoms relatifs Grâce aux pronoms relatifs, on peut relier des phrases simples et en faire des phrases complexes. À l'aide de which/who/where, au choix, reconstruis les phrases pour en faire des phrases complexes. a. He ran back home. / There, his wife was waiting for him. b. There was an Irish giant. / He was called Finn Mc Cool. c. He destroyed the causeway. / It became the Giant's Causeway. a. He ran back home where his wife was waiting for him. b. There was an Irish giant who was called Finn Mc Cool. c. He destroyed the causeway which became the Giant's Causeway Relie les phrases : 1. which 2. who 3. where 4. when

J'utilise le pronom relatif…

2 quand l'antécédent fait référence à… 1 4 3

un animé humain un non animé un moment un lieu

16 Circle the antecedent in these sentences and complete with a relative pronoun (who, which, where, when).

Stephen Spielberg is the film director who made ET.

1 Galway is the city

where

2 2011 is the year

when

3 This is the man

who

4 Ireland is a country

my sister met her boyfriend. Michael D. Higgins became President of Ireland. studies at Trinity College.

which

5 Sean Connery is one of the actors 6 Rugby is a sport

which

is unique. who

starred in a James Bond film.

is very popular in Ireland.

17 Complete the sentences. Use relative pronouns and your own ideas. 1 I like people

who…

2 I enjoy going to places

where…

. 25

Unit

Lesson

Fact and fiction A. Watch the complete extract and check your hypotheses about the characters and the setting. Make more suppositions about the characters in this passage.

the Middle Ages, monks, a monastery, an illuminated book, a quill pen, ink, a fairy, a forest, woods, wolves…

B. Listen to your classmates. One of you will recap all that can be said so far. C. Observe the setting and identify the principal elements in the first scene: What sort of atmosphere do they create? Speak about the sensations and feelings of the boy.

The boy is frightened, scared to death. He probably thinks he's going to be eaten/devoured/attacked by the wolves.

D. Listen to the different answers of your classmates and recap. E. Observe how the atmosphere builds up. How does the scene make you feel? Explain your reactions.

Frightened, scared to death… and curious to know what will happen next.

F. What event do you think is the turning point of the story? Speak about the feelings of the spectator in this passage and compare with the previous scene.

The turning point is when the boy meets the fairy. Their relationship is built, and Brendan will be saved. First: fear, then relief when he is saved by the fairy. Then we laugh, it's funny when the boy falls off the rock.

G. Watch again and pick out the words you recognise: fairy, forest, sent, your parents, make, wolves...

H. Watch the last passage and pick out as many words as you can: family, food, ink, I was just lost, no mother? I'm alone too…

I. Sum up the end by looking at your notes in question H. J. Now sum up the complete extract. What do you think is going to happen next? A young boy and his cat are walking in the forest and they seem lost and frightened. Suddenly, they are attacked/ surrounded by a pack of hungry wolves. Then a fairy appears, but she is not friendly, she doesn’t want them to stay in her forest. However, the turning point of the story is when Brendan tells her that he has no family. She seems moved/touched. We can imagine that she is going to help him find ink, that they will become friends and live some fantastic adventures together. 26

Lesson

he artist is the creator of beautiful things. To reveal art and conceal the artist is art’s aim. […] Those who find beautiful meanings in beautiful things are the cultivated. For these there is hope. […] There is no such thing as a moral or an immoral book. Books are well written, or badly written. That is all. […] All art is quite useless.

The room was filled with the smell of roses. Sitting on a sofa, smoking a cigarette, was Lord Henry Wotton. Through the open door came the distant sounds of the London streets; and now and then the fantastic shadows of birds in flight flitted across the long silk curtains that were stretched in front of the huge window […]. In the centre of the room stood a portrait of an extraordinarily beautiful young man. Sitting a little distance in front of it was the artist himself, Basil Hallward. As the painter looked at the portrait, he smiled. “It is your best work, Basil, the best thing you have ever done,” said Lord Henry, slowly. “You really must send it next year to the Grosvenor. The Grosvenor is really the only place to exhibit a painting like that.”

Unit

used to make his friends laugh at him at Oxford University. “No, I won’t send it anywhere.” Lord Henry looked at him in surprise through the thin blue smoke of his cigarette. “Not send it anywhere? My dear man, why not? What odd people you painters are!” “I know you will laugh at me,” Basil replied, “but I really can’t exhibit it. I have put too much of myself into it.”

Lord Henry stretched himself out on the sofa and laughed. “Too much of yourself in it! Basil, this man is truly beautiful. He does not look like you.”

“You don’t understand me, Harry,” answered the artist. “Of course I am not like him. I would be sorry to look like him. It is better not to be different from other people. The stupid and ugly have the best of this world. Dorian Gray — ” “Dorian Gray? Is that his name?” asked Lord Henry, walking across the room towards Basil Hallward.

“I don’t think I shall send it anywhere,” the painter answered, moving his head in that odd way that

“Yes, that is his name. I wasn’t going to tell you.” Adapted from Penguin readers The Picture of Dorian Gray Oscar Wilde (1890)

1 Look at the lay-out and punctuation, then tick the words that best qualify each part of this extract:

 a dialogue a song

 a descriptive passage

a poem

 considerations about art

a newspaper article

2 Now match each part with the words you chose: 1 Introduction (lines 1-9) considerations about art

2 First part (lines 10-21) descriptive passage

3 Second part (lines 22-51) a dialogue

3 Read the text and underline the names of people. Which of these characters are actually present in the room?

the painter, Basil Hallward and his friend, Lord Henry Wotton (Dorian Gray is not present, only his picture)

Unit

Lesson

4 Find the words or sentences in the text which mean… Introduction 1 le but de l'art: 2 l'espoir:

art's aim hope

First column 3 l'odeur:

the smell

4 les longs rideaux de soie qui étaient tirés devant l'immense fenêtre: the long silk curtains that were stretched in front of the huge window

5 envoyer:

send

6 étrange:

odd

Second column 7 j'y ai mis trop de moi-même:

I have put too much of myself into it

8 Lord Henry s'étira sur le canapé: Lord Henry stretched himself out on the sofa

5 Read the text again and find information about the painting. 1 Information given by the narrator: In the centre of the room stood a portrait of an extraordinary beautiful young man.

2 Lord Henry's opinion about the painting: It is your best work, Basil, the best thing you have ever done. 3 What the artist says about it: I really can't exhibit it. I have put too much of myself into it.

6 From line 41 to the end, find a sentence which shows that there is something strange and maybe frightening about Dorian Gray and his picture: I would be sorry to look like him.

7 Now use your answers as notes to sum up what you can say about this extract.

Lesson

Unit

Observe La voix passive a. He is surrounded by wolves. b. You were probably sent here by your family. c. Be yourself. Everyone else is already taken. Souligne les formes verbales dans ces trois phrases. Qu'ont-elles en commun ? deux formes distinctes Il s'agit de la voix passive. Le passif est composé de deux formes verbales. Lesquelles ? Écris-les dans le tableau ci-dessous. be

participe passé

conjugué +

Compare maintenant les deux phrases ci-dessous. Laquelle est à la voix passive ? d ou e ? d. The fairy saved the boy.

e. The boy was saved by the fairy.

Complète : Dans la phrase active, on parle plutôt de la fée. Dans la phrase passive, on parle plutôt du garçon. Dans les deux cas, on donne un coup de projecteur différent sur l'action en plaçant ce dont on parle en :



première position

en deuxième position.

Considérons ces deux exemples : f. Books are well written, or badly written. That is all. g. "The Picture of Dorian Gray" was published in 1891. Dans la première phrase, connaît-on la personne qui écrit des livres ? OUI / NON ? Dans la deuxième, sait-on qui a publié ce roman ? OUI / NON ? On peut donc en déduire qu'avec la voix passive, on s'intéresse plus au sujet grammatical qu'à l'agent (celui qui agit accomplit l'action). Dans le dernier exemple, pourquoi l'agent n'est-il pas mentionné ? Coche les bonnes réponses :

 Books are well written, or badly written. That is all.



"The Picture of Dorian Gray" was published in 1891.



parce qu'il n'a aucune importance parce qu'on ne sait pas qui il est parce que ce sont les livres et pas ceux qui les écrivent qui intéressent celui qui parle parce que c'est le romancier qui est le plus important pour celui qui parle parce que c'est du roman que l'on veut parler et pas de l'éditeur

Unit

Lesson

8 Write a brief article on Oscar Wilde on a separate sheet of paper using the biographical information in your Student's book (page 31).

9 Complete these sentences with the verbs in brackets in the passive. Choose the correct tense: past or present.

The Picture of Dorian Gray

was published

in 1891. (publish)

is read

1 This newspaper

by millions of people every morning. (read) are made

2 Most computers and mobiles phones was broken

3 This window 4 The Mona Lisa

6 English

yesterday. (break) by Leonardo da Vinci. (paint)

was painted were sold

5 A lot of paintings is spoken

7 Plastic and glass bottles

in China. (make)

at last month's exhibition. (sell) all over the world. (speak)

are recycled

in a special factory. (recycle)

10 Rewrite the sentences in the passive voice, starting with the words given. Colm Tóibín wrote Brooklyn.  Brooklyn was written by Colm Tóibín. 1 Tomm Moore and Nora Twomey directed The Secret of Kells. The Secret of Kells was directed by Tomm Moore and Nora Twomey. 2 A pack of wolves surrounded Brendan. Brendan

was surrounded by a pack of wolves.

3 Brendan's family didn't send him in the forest. Brendan

wasn't sent in the forest by his family.

4 Enemies destroyed the monastery. The monastery was destroyed by enemies. 5 The movie moved the audience. The audience was moved by the movie.

Lesson

Unit

Observe L'adjectif substantivé a. Those who find beautiful meanings in beautiful things are the cultivated. b. The stupid and [the] ugly have the best of this world. De quoi sont composés les segments soulignés ? De l'article défini "the" et d'un adjectif.

À quoi ce groupe de mot fait-il référence, dans le contexte donné ? Coche la bonne réponse : à un individu



à une catégorie de personnes possédant une caractéristique commune à quelques personnes seulement

Comme tous les adjectifs, l'adjectif contenu dans cette structure est

invariable

11 Complete these sentences with the + adjective. Choose from the list. blind

young

The young

homeless

unemployed

rich

elderly

poor

have the future in front of them.

2 Life is easy when you have a job but

the unemployed

often find it hard.

3 There are more and more jobs in old people's homes. Lots of nurses are needed for

the elderly

4 It is difficult to feel safe when you can't see.

The blind

need a special dog to help them.

5 Robin Hood is an English legend: he robbed

the rich

and gave all his money to

the poor

and this made him very popular.

6 Winter is particularly hard for

the homeless

, they suffer from the cold.

Unit

Pronunciation

Pronunciation : was et -ed A.

Écoute ces phrases. Entends-tu /wɒz/ ou /wəz/ ?

18 CLASSE

1 There was an Irish giant who challenged

2 He was exhausted when he finished.

a Scottish giant.

19 CLASSE

3 His wife was waiting for him.

Écoute ces phrases et coche le son de was que tu entends : /wɒz/

/wəz/

1. Were you watching the TV? Yes, I was.

X X

2. She was fifteen when she passed her exam. 3. Was he French or English?

4. He wasn't at school today.

C. Coche la bonne réponse : was :

est

was :

 est  est

was :

20 CLASSE

 n'est pas

accentué quand il apparaît dans une phrase complète.

n'est pas accentué quand il apparaît en fin de phrase. n'est pas accentué quand il y a une négation (not).

Écoute ces verbes au prétérit. Entends-tu /d/, /t/, /Id/? Coche la case qui correspond : /d/

/t/

/Id/

1. challenged

2. exhausted

3. finished

E. 21 CLASSE Écoute ces bases verbales et coche la case qui correspond au son final. Puis écoute les verbes au prétérit et coche la case qui correspond : Bases verbales

Fin vocalisée

Fin non vocalisée

1. thank 2. arrive 3. destroy

X X

4. pass 5. land

6. want

Prétérit

thanked arrived destroyed

passed landed

wanted

Complète :

Après un son vocalisé le –ed se prononce :

/d/

Après un son non-vocalisé le –ed se prononce :

/t/

Après un son /t/ ou /d/ le –ed se prononce :

/id/

/d/

. .

X X

/t/

/Id/

X X

LOL Comic strips drawing…

Types of humour word pun…

Body language wink…

Unit

Lesson

Just for laughs 1 Look at the following funny images. What resources are used in each image? Write the type of humour under the image. absurd

stereotype

twisted humour

word pun

absurd stereotype

twisted humour word pun

2 Write the number of the image next to the sentence that describes it. Then add another sentence to explain why it's funny, using the prompts. 1 The boy hasn't revised for his exam.

So he has put a memory stick in his ear, like in a computer / as if he were a computer.

2 Someone has sprayed a tag on a wall.

And waist means the belly, not WASTE which means something that is not used. The joke is that what we eat makes us fatter (goes to the waist) but also a lot of what we cook isn’t actually eaten, so it goes to WASTE.

3 They have received an invitation to dinner.

But it’s an invitation to the French Embassy and the French are known to eat frogs and snails, so the invitation is suspicious. 34

Lesson

4 They have cut an Englishman's head in half to see what composes it.

Unit

And it's full of stereotypes that don’t actually exist; the centre of the brain is even ‘traditional breakfast’. The whole brain is composed of pre-conceived ideas about the British.

3 Imagine someone has cut a Frenchman's head in half to see what composes it. Write the funny labels on different parts.

revolutionary feeling/ Napoleon

coffee and croissants

love of chic fashion

protest marches and workers' strikes wine

23 CLASSE

Listen to the noise stories and note down information:

story

who

where

what

type of humour

a man and a woman

in bed/the bedroom stairs

snoring/unable to sleep burglar go downstairs

stereotype

an ice-skater a sports commentator

at the ice-rink

competition accident mistake/falls down

twisted humour

on the phone/ at home

shouts down the handset/ phone

prank call

hit by the ball in the head

twisted humour

teenagers/ young persons/ people

tennis player(s)

tennis court

5 Recap orally to explain what has happened and why it's funny. 35

Unit

Lesson

6 Read the comic strip. What has Calvin already experienced? What hasn't he done yet? He has read a new comic book, he has petted a happy dog, he has got a letter in the mail, he has eaten the marshmallows in hot chocolate, but he hasn’t smiled when a big kid called him a nasty name, he hasn’t punched his teeth (straight down his ugly neck)… yet!

7 Highlight the activities. Underline what Calvin hasn't experienced. 8 In which frame is Calvin:

1 disappointed

2 vindictive

3 happy

9 Place these elements in the correct column: ugly

new comic book

happy dog

smiling

positive new comic book happy dog smiling hot chocolate

hot chocolate

nasty

punch

negative ugly nasty punch

10 Propose a translation for the negative elements. ugly = laid, moche ; nasty = méchant, horrible ; punch = donner un coup de poing

11 Why is Calvin disappointed? Because he would like to punch the big kid who calls him names but he’s too little / scared, he knows that he never will… 36

Lesson

Unit

12 Why is the situation absurd? Tick the correct box(es):



Because Calvin is talking to a toy tiger.



Because the toy tiger talks to Calvin.



Because Calvin is only six and he can write like an adult. Because Calvin likes hot chocolate. Because he wants to punish the big boy who calls him names.

13 Do you think Calvin will finally experience all his little joys of life? Why? Why not? Maybe he will one day because he will get revenge when he grows up. Maybe the toy tiger (Hobbes) will help him with a plan. Maybe he will ask his school friends to help him. Maybe not because he isn’t violent but it’s nice to dream of revenge.

Write your list of "little joys of life". Swap with a partner and tell the class.

Observe Le present perfect avec just, already, not… yet a. I think somebody has just fallen down. b Yes, I have already eaten marshmallows with hot chocolate. c. I have not punched anybody on the nose yet! Souligne le present perfect dans les énoncés ci-dessus. entre le passé et le présent. Il est composé de Le present perfect sert à établir un lien suivi du l'auxiliaire (ou opérateur) au have/has présent verbe au participe passé e colonne du verbe irrégulier ou base verbale en -ed). ( 3 Surligne les mots qui ont déclenché l'utilisation du present perfect. Fais correspondre chaque adverbe dans la colonne de gauche à son sens, dans la colonne de droite. 1. just 2. already 3. not… yet

3 1 2

• quelque chose n'a pas encore lieu • quelque chose vient d'avoir lieu • quelque chose a déjà eu lieu

Unit

Lesson

15 Complete the sentences with for or since. for

I've worked in this country

1 They've been here

12 weeks.

since

2 She's studied French

three o'clock.

for

two years.

3 I've had this map of Europe

since

4 We've lived here in Austria

for

I was five years old. a long time. since

5 My teacher has worked at the school

2005.

16 Complete the sentences with the past participles of these verbs. study I've

studied

1 They've

live

work

not see

English for three years. lived

in the same country since they were born.

2 How long have you

worked

3 How long has she

had

not seen

4 I have

know

have

5 How long have you

as a monitor at the summer camp? that travel book from the library?

that new exhibition. known

your neighbours?

17 Order the words to make sentences. hasn't / The / finished / yet / language / course. The language course hasn’t finished yet.

1 that / you / book / Have / read / yet / travel? Have you read that travel book yet? 2 already / had / breakfast / I've / my.

I've already had my breakfast.

3 my / just / homework / finished / I've / French. I've just finished my French homework. 4 Has / Jamie / lunch / eaten / already? Has Jamie already eaten lunch? 5 the US / to / They / just / moved / have.

They have just moved to the US.

18 Complete the text with the past simple or present perfect form of the verbs in brackets. Jason (1)

has lived

to study at the university in Milan. At first Jason (3) didn't know past few months he (4) (5)

studied

has learnt/learned

(not know) much Italian but over the

(study) Spanish at secondary school and this (6)

Italian pizza. Since then he (8)

has eaten

(move) there when he went

(learn) the basics from his flatmates, Paulo and Laura. Jason

the two languages are quite similar. When Jason (7)

moved

(live) in Italy for three months. He (2)

arrived

helped

(help) him a lot because

(arrive) in Milan he tried his first real

(eat) in most of the pizza restaurants in the city.

Lesson

Unit

19 Complete the crossword with the answers to the clues:

DOWN 

ACROSS 

4 6

what comics are made of: WIDGARNS

C 4

A R

O 2

T 6

I P 39

Unit

Lesson

Are you kidding? 1 Read these stories and complete the chart:

World’s First-Ever Glass-Bottomed Hot Air Balloon House

leading building company has announced that their engineering crew has secretly invented the world’s first-ever glass-bottomed hot air balloon house. The new invention will offer home owners spectacular views of the countryside beneath them. The project has been entirely funded by the company’s maverick owner and the homes will shortly be available for the general public. Scientists have created a special satnav (GPS) application so that people won’t get lost up in the air and the company will provide landing pads for people to come down to earth in order to go to work, go shopping or meet friends. An online service will also be made available for people requiring technical assistance.

Major Electronics Company announces new Eco-App 15

major electronics company is going to launch Eco Plants, a smart, eco-friendly air purifier that will run on solar energy. The SMART Eco Plants will intake CO2 and release oxygen so as to support a healthier environment. In order to activate the Eco-App customers will have to buy a pot and some earth and

place their mobile there to recharge. The company is also going to include 25 Eco-Flowers so that people can have flowers throughout the year and so that their homes may be sweetly fragranced whatever the season. The Eco Plants will be a beautiful 30 addition to the users’ home and won’t require any maintenance.

news story 1

news story 2

invention

Glass-Bottomed Hot Air Balloon House

Eco Plants, a smart, ecofriendly air purifier

inventor

(A leading building company’s) engineering crew

a major electronics company

sponsor

company’s maverick owner

a major electronics company

Lesson

Unit

2 Underline the particular advantages of the inventions. 3 Find what has been done already and what is going to be done in the future and complete the chart:

already done news story 1

- have invented a glass-bottomed air balloon house - (scientists) have created a special satnav application

news story 2

- have invented an Eco-App

done in the future - provide landing pads - an online service … for people requiring technical assistance - launch Eco Plants - include Eco-Flowers

4 Highlight in green the expressions used to speak about the future. Find two different ways of expressing the future and write them here: will/won't + V; be going to + V

5 Find why each of these elements is interesting: element news story 1

• special satnav application

• people won’t get lost up in the air

• landing pads

• (people to come down to earth) in order to go to work, go shopping or meet friends

• intake CO2 and release oxygen news story 2

purpose (le but)

• buy a pot and some earth • Eco-Flowers

• support a healthier environment • activate the Eco-App • have flowers throughout the year • homes may be sweetly fragranced whatever the season

6 Highlight in blue the expressions linking the elements and their purpose. Find two different ways of expressing purpose and write them here. Then recap orally on everything you remember about each story. so (that) / so (as to) / in order to

7 Which story appeals to you the most? Why? Write two or three sentences to explain your choice.

Unit

Lesson

Observe L'expression du but a. Scientists have created a special satnav application so that people won't get lost up in the air. b. Customers will have to buy a pot and some earth in order to activate the Eco App. Dans les phrases ci-dessus, entoure les mots qui permettent d'exprimer le but. Dans ces énoncés, souligne le sujet de la proposition principale et le sujet de la subordonnée. Que constates-tu ? , Dans la a, les sujets sont différents le sujet est le même. dans la b, . Récapitulons :

Pour exprimer le but, on peut employer : 1.

so that

in order to

2 1

…suivi de…

• base verbale • sujet + proposition avec modal

8 Complete with an expression of purpose (so that/in order to). 1 He pulled out a chair

so that

his grandmother could sit down and rest.

2 She caught the morning train

in order to

3 She caught the morning train

so that

4 They will sell the tickets online

she wouldn't be late for the meeting.

so that

5 Sharon's going to start revising in May 6 Sharon's already started revising

get to the meeting on time.

people can buy them from home. so that

in order to

she will get good exam results. get good results in her exams.

7 The architects have created an open-space office plan each other while they are working.

so that

the office workers can see

Lesson

Unit

A. Watch and speak freely about this video. B. Watch the beginning again ( 0:14) and focus on what the young man does. What conclusions can you draw about his feeling? He reads documents, speaks on the phone. He looks worried, totally discouraged.

C. Watch again, sound off ( 0:14) and focus on the young man's facial expressions. Tick the adjectives that qualify the way he looks:

 

hopeless



disenchanted

angry

hopeful



downhearted

disgusted

enthusiastic

disillusioned



D. Listen to the rest of the video and take notes. Write the words you understand. documents, university , dollars, student, college education, hard, parents, expensive, debt…

E. Listen to Zach again and put up your hand when you think he is exaggerating and insisting particularly.

F. Listen and find… 1 how much his parents paid for his studies: 2 what degree/diploma he's got:

$35,000

A film studies’ degree

G. Orally, recap on all the information you have about this young man. H. Give your opinion about Zach and say what is funny in the video. I think Zach is very lazy, he lacks energy and ambition and finds it natural that his parents should pay for his studies for the rest of their lives but he never speaks of finding a job to pay for his studies by himself! He is a caricature of an immature, selfish, ungrateful teenager/young man. So the video is funny in that sense: he doesn’t realise the absurdity of what he says and how cruel he really is towards his parents. The video seems to imply that there is no other solution, whereas in fact it denounces the attitude of some young people who expect too much from their parents.

Unit

Lesson

Apprends à comprendre… Une vidéo Quelles sont les questions qui portent explicitement sur la partie visuelle du document vidéo ? la B et la C

Quel rôle les images jouent-elles ici ? Elles facilitent la compréhension, il faut donc regarder attentivement pour déceler les éléments les plus efficaces pour faciliter notre compréhension, notamment les expressions du visage.

Que peut-on faire à partir d'une liste de mots prélevés dans une vidéo (ou un audio) ? Les utiliser pour rendre compte de ce qu’on a compris en les mettant en relation, c’est-à-dire reconstruire le sens.

Te souviens-tu de l'image qui illustre à l'écran les termes : graduated et degree ? Quels liens peux-tu établir entre l'image et les mots que tu as entendus ? La photo de Zach vétu de la toge que portent les étudiants américains (ou britanniques) pour la cérémonie de remise de leur diplôme illustre les mots "graduated" (to gratuate: recevoir son diplôme de fin d’études) et "degree" (diplôme).

Quelles sont les autres images qui t'ont aidé(e) à comprendre le sens des propos de Zach ?

9 Look at these images from the British sitcom Mr. Bean. Choose the words that correspond to each picture and write them in the space opposite:

cross restaurant frown customers disappointed roadside field shellfish car chew smirk break down passenger waiter hitch request glare happy fingers thumb

cross restaurant frown customers disappointed shellfish

chew waiter request glare fingers

roadside field break down passenger car

smirk hitch happy thumb

Lesson

Unit

10 Describe what Mr Bean is doing in each scene. Choose one element from each box

to say what you think is going to happen next in each scene. The others in the class can then guess which scene you are talking about. You can also add whatever you like, these are just some ideas! people

actions

places

things

expressions

a rich woman a local farmer a pretty student an old man a group of children the manager a dog a horse

wave apologise drive ride ask drop bring stand

toilets village back seat outside under the table hotel London

a bicycle a napkin a handbag a scooter a camper van a spoon the bill a skateboard

frown glare smile wink shrug grin

11 Read the predictions and write sentences about Joe using will or won't. 1

Joe will drive a Ferrari.

Joe will be a famous footballer.

3 Joe won't marry a Hollywood star. 4

Will Joe be happy?

Joe won't be a teacher.

be a famous footballer ✓ drive a Ferrari ✓

be happy?

marry a Hollywood star ✗

be a teacher ✗

12 Order the words to make sentences. 1 to / going / for / wait / the / Are / bus / you ? Are you going to wait for the bus?

2 are / to / going / wait / my / We / for / cousin. We are going to wait for my cousin.

3 study / They / to / aren't / French / going. They aren't going to study French.

4 going / are / wear / What / you / to ? What are you going to wear?

5 is / a / to / He / up / for / car / save / going. He is going to save up for a car.

Unit

Pronunciation

La musique de l’anglais : l’exagération A.

27 CLASSE

Écoute ces phrases. Que fait la voix en anglais ? Souligne les parties accentuées.

1 I mean, this is going to be really hard on my parents! 2 I never realized how expensive college was going to be! 3 They're going to be paying for the rest of their lives! B. Que fait la voix pour marquer l'accentuation ? Elle monte et descend, les phonèmes sont rallongés, on s’attarde sur ces parties.

C. Pourquoi accentue-t-on ces parties dans ces phrases ? Coche les cases qui conviennent :

 pour insister sur le sens  pour donner un effet comique D. Les parties accentués sont :

 pour exagérer

pour poser une question

pour donner un lien grammatical

 les mots porteurs de sens

les mots grammaticaux

E. Lis ces phrases à haute voix. Quelles parties seront accentuées d'après toi ? Souligne-les au crayon gris. 1 A leading building company has announced that their engineering crew has secretly invented the world's first-ever glass-bottomed hot air balloon house.

2 The project has been entirely funded by the company's maverick owner. 3 A major electronics company is going to launch Eco Plants, a smart, eco-friendly air purifier that will run on solar energy.

4 The Eco Plants will be a beautiful addition to the users' home and won't require any maintenance. F. 28 CLASSE Maintenant écoute ces phrases et vérifie l'accentuation. Surligne les parties accentuées et entraîne-toi à répéter ces phrases. G. Voici un court extrait de bulletin météorologique. Tu dois y apporter un effet d'exagération. Décide quelles parties seront accentuées, souligne-les et entraîne-toi avant de les lire à la classe : Good evening! Tonight's weather forecast is good news for all our viewers in South Carolina! There's going to be a late summer heatwave starting on Wednesday, with temperatures over 30° Celcius. Days will be hot and nights will be cool with the traditional transatlantic breeze sweeping in from the coast.

Jobs

Working conditions

Working sectors

working hours…

law…

Jobs babysitter…

Qualities punctual…

Unit

Lesson

Experience needed 1 Read the following job ads and present them orally.

www.summerjobs.emdl

SummerJobs Fastfood Restaurant Attendant

Adventure Camp Coach

• Location: San Francisco, CA (USA) • J ob type: part-time; 3 months (June-August)

• Location: Oakland, CA (USA) • Job type: part-time; 3 months (June-August)

Looking for... • A trustworthy young person (16 years old or more) with good communication, administrative and organizational skills, and a strong attention to detail.

Looking for... • A fun, creative, energetic, and responsible young person aged 16+ with excellent leadership skills who enjoys being around young children.

Requirements • High school diploma • English and French

Requirements • High school diploma • English and a foreign language

Experience needed • Candidates should have worked in a restaurant before or at least have some experience using a cash register

Experience needed • Candidates should have worked with kids before

Ann Ramsey Home adress: 5, Adeleine St, Oakland, CA (USA) Date of birth: 13/12/1996 E-mail: annramsey@emdl.fr Education & Experience

Personal Skills

- Creativity, flexibility, - High school diploma good communication skills (Fine Art) - Voluntary work in Languages summer camp - English and Spanish (2013) - Dishwasher in Hobbies a restaurant (2012-13) - Acting, listening to - Occasional music and hiking babysitting - Singing and playing the guitar in a band - Drawing

2 Read Ann's CV and find what corresponds to each job (work in pairs). Fast Food Restaurant Attendant Location

San Francisco, CA (USA) (next to Oakland)

Profile

good communication skills 16+

Academic qualification

Work experience

High school diploma (Fine Arts) Language - English Dishwasher in a restaurant (2012-13)

Adventure Camp Coach Oakland, CA (USA) good communication skills, 16+ creativity singing and playing the guitar in a band her hobbies in general High school diploma (Fine Arts) Languages - English and Spanish Voluntary work in a summer camp (2013) Occasional babysitting

3 Now choose what job is best for Ann and say why (speak for at least one minute). 48

Lesson

Unit

Observe Le present perfect avec ever, never et already Lis et observe ces six exemples. Souligne les formes verbales. a. It is the first time I have ever had an interview. b. It is the first time I have had an interview. c. Have you ever considered being a chef? d. Have you considered being a chef? e. No, I have never considered that. f. Yes, I have already considered being a chef. Qu'ont-elles de commun ? Elles sont composées de et du have participe passé du passé dans le présent. (present perfect). Cette forme verbale permet de faire un bilan Surligne les mots qui ont déclenché l'utilisation du present perfect. Dans le tableau ci-dessous, fais correspondre les phrases et leur emploi. Celui qui parle :

• a déjà envisagé quelque chose

• phrase a

• insiste sur la nouveauté d'une expérience

• pose une question qui a pour objet de faire un bilan

• phrase b • phrase c

• pose une question sur un bilan dans le but de faire un bilan sans trop insister sur ce bilan d • fait un bilan dans une phrase négative

• phrase d • phrase e • phrase f

• fait un bilan sans trop insister

4 Write questions about experiences (using the present perfect). Then answer them. 1 He / ever work / waiter?

Has he ever worked as a waiter? Yes, he has.

2 You / ever see / a live concert?

Have you ever seen a live concert? Yes, I have.

3 She / ever eat / octopus?

Has she ever eaten octopus? No, she hasn't.

4 You and your classmates / ever cheat / on an exam?

Have you and your classmates ever cheated on an exam? No, we haven't. 49

Unit

Lesson

30 CLASSE

Listen to the interview and react.

30 CLASSE

Listen to the first part of the dialogue and pick out the words you identify.

great news, adventure, coach, so excited, Wow!

So what conclusions can you draw about the girls' feelings? She's very happy and excited.

Listen to their dialogue and pick out the words and expressions that refer to the job they are talking about: 30 CLASSE

kids, wake up, breakfast, morning activities, sport, artistic activities, sing songs

8 Classify them according to: What Ann will have to do

What Ann won't have to do

- wake up early, before the kids, around 6.30am to get everything ready for them

- prepare their breakfast

- prepare the equipment for morning activities

- entertain the kids in the evenings

- organise sport and artistic activities

- organise sing songs

9 Now sum up orally the content of this dialogue by using your notes.

Lesson

Unit

Apprends à comprendre… Un document sonore Que t'a permis de faire la première écoute globale de cette conversation ? De repérer le nombre de locuteurs et de me faire une idée du sujet principal.

Outre le vocabulaire, quels éléments ont été importants pour t'aider à comprendre le contexte ? L’intonation et les exclamations

Pour comprendre le sens, comment as-tu procédé ensuite ? J’ai relevé les mots que j’ai reconnus et identifiés, lors d’une prise de notes.

Qu'as-tu fait de ces mots à l'étape suivante ? Je les ai classés, ce qui m’a permis d’avoir une compréhension plus fine du contenu.

10 Read the following job descriptions and write the correct job sector for each one. education

health and social care

the performing arts

1 Training people in schools, colleges and universities.

media

accounting

education

2 Keeping records of the money a person or organisation earns and spends. 3 Looking after people who are sick, old or poor. 4 Building houses, bridges, etc.

construction

accounting

health and social care

construction

5 Entertaining people through dance, film, music, etc.

the performing arts

6 Communicating, entertaining and keeping the audience updated with the latest news media

through the Internet, newspapers, magazines, TV, etc.

11 Read the texts and write the correct job sector for each one. catering

tourism

retail

law

Wash your hands before preparing food

Silence in court

Politicians in new scandal

politics

business

catering

law politics

Unit

Lesson

Sale! 50% off all summer clothes

Company profits up by £5 million last year

All-inclusive two-week holiday to the Caribbean – only £1,500 for two people

retail

business

tourism

Observe Will have to + V Lis les phrases suivantes. Identifie les modaux en les surlignant. Fais correspondre les phrases à gauche avec leur signification à droite. a. She must wake up early. • Expression du futur.

b. She will wake up early. c. She will have to wake up early.

• Expression de l'obligation dans le futur. • Expression de l'obligation.

d. She must wake up early tomorrow. Rappel : le modal est toujours suivi d'une

base verbale

12 Ann is looking at different job offers. Write what she will have to do in each of them. babysitter

receptionist

shop assistant

lifeguard

1 She will have to play with children… 2 She will have to answer the phone… 3 She will have to talk to customers… 4 She will have to ensure the swimmers' safety… 5 She will have to serve food… 6 She will have to give private lessons… 7 She will have to make sure that the rules are respected…

waitress

tutor

sports referee

Lesson

Unit

A. Watch this video and memorise as much as you can. B. Then react and speak freely about what you remember. C. Watch and listen again. Pick out the names of jobs you hear.

D. Take notes about them:

E. Now organise your notes in this grid: jobs A and R manager (Artists and Repertoire)

what these people do in these jobs finds the best talent, new bands for recording companies

manager

organises the artistâ&#x20AC;&#x2122;s career

tour manager

organises concerts in different places

producer

produces recordings with the artist

artist (s)

perform and record the music

song writer, composer

writes the music

sound engineer

controls the sound made by a band

roadie

prepares the sounds and light equipment for concerts

F. In pairs, compare your answers with your classmates and complete them. G. Listen again and complete your grid if necessary. H. Recap orally on everything you have learnt in this video. I. Would you like to work in the music industry? If so, which job would you prefer? 53

Unit

Lesson

You're hired! 1

32 CLASSE

Listen to the complete interview for the Best Jobs in the World and react.

32 CLASSE

Then listen and…

1 identify the contestants' names. Write them down in the chart below. 2 listen and pick out three names of animals:

sharks

dolphins

python

Now listen to the first contestant and find the adjective that qualifies her. Then pick out words and sentences about her reaction in a dangerous situation. Write your findings in the chart below. 32 CLASSE

4 Do the same for contestants n°2 and n°3. 5 Draw your conclusions about each contestant: Who is the best candidate?

The contestants' names

Adjective(s) that she/he thinks qualifies her/him

Contestant nº1: brave

Words/sentences about her/his reaction in a dangerous situation I would go on swimming, 1. I would try to ignore it (the shark), no reason to be scared… I wouldn't touch it (the python), leave 2. window open so that it could go back outside

ELIZA Contestant nº2: calm and collected

I love dolphins but I can’t stand sharks, 1. I would kill it, I intend to have a weapon on me at all times

Qualified? (Yes/No)

Yes

2. Shout and scream

GREG Contestant nº3: caring and enthusiastic ALLAN

1. If I saw a shark, I would swim and play with it No 2. I would prepare breakfast for the python

6 Now recap on everything you can say about the three of them.

Lesson

Unit

7 Put the pieces of this application letter back together in the correct order: B

As you will see from my CV, I have considerable customer service experience through my Saturday position at Asco and my work as a waitress last summer. These posts have given me experience of working quickly and efficiently in a busy environment and I enjoyed the face-to-face contact with customers.

Kate Rice Personnel Manager Fenmans Canterbury CT1 2HX C

Dear Ms Rice, I am starting my second year at the University of Kent and am seeking part-time work for the coming year. I am particularly interested in working for Fenmans as this is a busy, prestigious store where I could make use of my experience in working with the public and my Spanish and French language skills. E

If I got the job, I would do my best to meet the job’s expectations. I would be available for work at weekends and on Tuesday or Thursday afternoons during term-time. During vacations I would be able to work full-time if required and would also be available to work in the evening when Fenmans opens late during the Christmas shopping period.

If you do not have any current openings, I hope that you will be able to keep my application on file for future reference. F

Yours sincerely

Joanna Andrews

Joanna Andrews (Miss)

Correct order

Hales Court Downs Road Canterbury Kent CT2 7BA 1st September 2011

Corresponding piece of paper

8 Focus on the proper nouns you can see. Who or what do they refer to? 1 Kate Rice is

the personnel manager at Fenmans

2 Joanna Andrews is 3 Fenmans is

the sender / the applicant

a prestigious store where Joanna would like to work

. . .

Unit

Lesson

9 Identify the position available at Fenmans and the job sector. Shop assistant, in the retail job sector.

10 Read paragraph C again and explain why Spanish and French are mentioned. She speaks both Spanish and French and that would be an asset for the job.

11 Read paragraph B again and find out the applicant's past work experience. She has already worked at Asco and as a waitress.

12 Underline the adverbs in the second sentence of paragraph B. What do they refer to? quickly and efficiently: They refer to Joannaâ&#x20AC;&#x2122;s qualities at work.

13 Read paragraph D again. Circle the time-markers. Say what they refer to. At weekends, on Tuesday or Thursday afternoons, during term-time, during vacations, in the evening, during the Christmas shopping period: They refer to the moments she would be available to work at Fenmans.

14 Highlight the verbs in paragraph D and comment on the use of the tenses. got, would do, would be, would be able: They are past simple and conditional. She uses these tenses because she says what she would do and could do if she had the job.

15 Now write the ad for the job Joanna is applying for.

SHOP ASSISTANT NEEDED (FENMANS) - Location: Canterbury, Kent (UK) - Job type: part-time, annual Looking forâ&#x20AC;Ś - 16 years old or more - Communication and organizational skills, used to working in a busy environment - Should be available during holidays and weekends Requirements - High school diploma - English and a foreign language Experience needed - Customer service, working with the public Please contact Kate Rice, personnel manager at prestigious retail store, Fenmans 56

Lesson

Unit

Observe If + prétérit… would + V Lis ces phrases et trouve celle qui évoque une situation qui a des chances de se réaliser : a ou b ? D'une situation qui a peu de chances de se réaliser : a ou b ? a. If I have the job, I will be so happy! b. If I had the job, I would be so happy!

Complète : if

La forme

présent

+ if

tandis que la forme

prétérit

possible

… will + V sert à parler d'une situation

… would + V sert à parler d'une situation

irréelle

16 Complete the following sentences with if + prétérit… would + V: 1 If I

had

2 If I

won

(have) your number, I

would phone

(win) the Best Jobs in the World contest, I

(phone) you. would organise

(organise) a party.

3 If teenagers

could find would be

(earn) money and

4 If Joanna

(can find) part-time jobs, they

had

would earn

(be) more independent.

(have) the job, she

would be

(be) available

during the Christmas holidays.

5 I

would send

(send) my CV if the job

was

(be) part-time.

17 Circle the correct words. 1 If more students had / would have a part-time job, they are / would be more independent. 2 If you want / had wanted this job, you will have to / would have to apply now or it'll be too late. 3 If you had sent / have sent your CV on time, you would have / will have a job now. 4 If you win / won the Best Jobs in the World contest, you will spend / would have spent a year in Australia, and they've just called you for an interview! Aren't you excited?

5 You will meet / would meet my new boss if you came / come to the shop today.

Unit

Lesson

18 "If + présent simple… will + V" or "if + prétérit… would + V"? Complete the sentences with the following verbs. ask

train

want

1 If you have this job, you 2 If you

were

4 If John

applies

5 If you

want

take

pass

will take

the bus every morning. pass

hard-working, you would

trained

3 If my sister

enter

have to

more, she would

more pocket money, you

apply

your exams.

enter ask

for this job, he will

a professional team. me to help him write his CV.

will have to

to find a summer job.

19 Complete the sentences with these words. punctual

ambitious

He's not very

hard-working

punctual reliable

1 Tim is very

mature

sense of humour

fit

ambitious

6 Our teacher has got a good

fit

. You can count on him for anything. mature

to be a professional swimmer. You have to train every day.

4 If you want this job you will have to prove that you are 5 Harry is

reliable

. He always arrives late for work.

2 Young people who look after children have to be 3 You have to be

work well in a team

hard-working

because it is a busy store.

. He wants to have his own business, be successful, rich and famous! sense of humour . She laughs when we do silly things in class.

7 In your new job you will have many colleagues, so it is important for you to work well in a team .

20 Complete the sentences with personal qualities so they are true for you. 1 My friends say I am

because

2 My teachers think that I am 3 My best friend is

. because

because

. .

Lesson

Unit

21 Order the letters and write the personal qualities in the grid. What is the mystery word? 1 2

M 3

4 5

I 6

1 CEDEERXIPEN 2 RUMEAT

4 VECRLE

N H

T B A

EXPERIENCED MATURE

3 FOSHEUNMSOEUR OF

SENSE

HUMOUR CLEVER

5 TIF

FIT

6 GONUTIOG

OUTGOING

7 SUOIAMBIT

AMBITIOUS

8 BIARELEL The mystery word is

RELIABLE PUNCTUAL

22 Read the texts and circle the correct words. Barry is a good worker. He always arrives on time and you can count on him for anything. He will never let you down. He is punctual and

Susan loves her job and she would like to have more responsibilities. She has been working in her job for a long

(1) ambitious / reliable .

time. She is (2) experienced / mature and (3) clever / ambitious.

Gary is always laughing and joking. He loves to be with people, especially if he is the centre of attention. He is

Sally seems much older than her age. She has been working as a volunteer with Save the Children

(4) punctual / outgoing and he (5) has a good sense of humour / is fit.

for two years and is good friends with everybody who works in her group. She is (6) reliable / mature and she (7) has a good sense of humour / works well in a team.

Unit

Pronunciation

La musique de l’anglais : la segmentation et les liaisons A.

36 CLASSE

Écoute ces phrases. Combien de segments entends-tu ? Sépare les segments avec un /.

1 Tonight/I'm going to interview/the three finalists of "The Best Jobs in the World". 2 What would you do/if you saw a shark/while you were swimming? 3 How would you react/if you woke up/with a python in your bed? B. 36 CLASSE Écoute ces phrases à nouveau et répète. Combien de propositions (sujet + verbe) figurent dans : Phrase 1 :

une

Phrase 2 :

trois

Phrase 3 :

deux

Donc, dans un segment : Donc, à l'intérieur d'un segment :

la voix peut s'arrêter  la voix ne s'arrête pas  on effectue des liaisons entre les mots on sépare les mots

C. Pourquoi y a-t-il plusieurs segments dans ces phrases ? Coche les cases qui conviennent : pour respirer  pour réguler le débit de la phrase



pour permettre une meilleure compréhension

pour respecter la ponctuation

D. 37 CLASSE Écoute ces phrases et marque la séparation des segments. Puis marque les liaisons (exemple : what about). entre les mots avec un 1 I love dolphins/but I can't stand sharks. 2 If I saw a shark/I would swim towards it/to play with it. 3 I would walk out of the room/and leave the window open/so that it could go back outside/ to its own environment.

4 I would think about/what sort of breakfast I could prepare/for my new friend. E. Entraîne-toi à les répéter.

5 Immigration land of opportunity…

Let's go to Frisco!

Gold Rush prospector…

Feeling adjectives exhausted…

New technologies search engine…

Unit

Lesson

There's gold in California! 1 Match the following sentences with the posters: 1. Letâ&#x20AC;&#x2122;s all rush and have fun finding gold in California! 2. Emigrants were attracted by economic opportunity and free land.

2 1

2 Imagine you lived in 1849. Would these posters make you want to go to San Francisco? Why? Why not? Compare your opinion with your classmate's. Write a few sentences to sum up your views.

Lesson

Unit

3 Read the text and circle the names of countries and states. Locate them on the maps below (pages 63 and 64).

A R u s h to t h e W e s t

he California Gold Rush began on January 24, 1848, after James Wilson Marshall, a carpenter and sawmill operator, had found gold at 5 Sutter’s Mill in Coloma, California. The news of gold brought 300,000 people to California from the United States and abroad. It attracted tens of thousands of prospectors from Latin 10 America, Europe, Australia, and Asia. Half arrived by sea and half came from the East on the California Trail. The gold-seekers, called “forty-niners” (a reference to 1849), were the first ones to arrive, mostly from Oregon. They often faced difficulties during the trip. The forty-niners found gold in streams and riverbeds using simple techniques such as panning. Some prospectors, who had found gold worth tens of billions of today’s dollars, became very rich, but there were very few of them! The majority returned home with little more than what they had started with.

Oregon California THE UNITED STATES

EUROPE

During this period of time new methods of transportation had also developed such as steamboats and trains. By 1869 railroads had been built across the country from California to the East of the US.

Between 1847 and 1870, the population of San Francisco exploded from 500 to 150,000

However, the Gold Rush also had negative aspects. The large number of newcomers gradually drove Native Americans away from their lands. To protect their living areas, some Indians attacked the prospectors who later counter-attacked, which caused many losses among the Natives. Furthermore, many Indians who had managed to escape were not able to survive away from their lands and starved to death. An estimated 100,000 California Indians died between 1848 and 1868, and some 4,500 of them were murdered. Gold mining also caused environmental harm to rivers and lakes.

ASIA

LATIN AMERICA AUSTRALIA

Unit

Lesson

4 Which name of state is repeated?

California

. Draw arrows on the map above to show the itineraries of the people coming from other parts of the US. What do they all have in common? They were all prospectors who left their states to go to California to look for gold.

5 Read paragraph 2 again and highlight the name of the first people who arrived. 6 Deduce the definition of the word "forty-niners". They came as early as 1849 so people called them forty-niners.

7 Look at the map and deduce why they were the first to arrive. Because Oregon is not far from California.

8 Read this quote again and underline the name of the technique they used: "The forty-niners found gold in streams and riverbeds using simple techniques such as panning." Tick the picture which corresponds to this technique:

ď&#x192;ź

Lesson

Unit

9 Read the last three paragraphs again. Pick out the positive aspects of the Gold Rush and write them in the chart. Then do the same for the negative sides of the Gold Rush. positive aspects

negative aspects

- Some prospectors, who had found gold worth tens of billions of today’s dollars, became very rich - During this period of time new methods of transportation had also developed (steamboats, trains, railroads) - Between 1847 and 1870 the population of San Francisco grew from 500 residents to 150,000

- Very few prospectors became rich - T he majority returned home with little more than what they had started with - Attacks on Native Americans who were removed from their lands by force - 100,000 California Indians died between 1848 and 1868, some starved to death - Gold mining also caused environmental harm to rivers and lakes

10 Weigh the pros and cons and conclude orally in your own words. You can use: "On one hand... On the other hand..."

A. Watch from 00:09 to 00:35. Write down the words you understand. Compare with your classmates.

history, experience, walls, place, sight, immigrants…

B. Focus on the pronoun "they". Who or what does it refer to? Watch again to find the link between "they" and the carvings you can see on the walls.

“they” refers to the immigrants who came to Angel Island. The immigrants must have carved the walls.

C. Now watch up to 00:35 and check your answers. Recap everything in your own words. Some people who emigrated to the US stayed in Angel Island. During their stay they carved the walls. Today these carvings show/explain what the immigrants must have felt when they arrived.

D. Watch the video until the end and identify the numbers. Write them down here. What do they refer to? Compare your answers with your classmates'.

1910, 1940, tens of thousands, 1970. 1910 and 1940 refer to the dates when Chinese immigrants started to arrive to Angel Island and when they stopped coming. “Tens of thousands” corresponds to the number of immigrants who came to Angel Island. 1970 refers to the year when Alexander Weiss rediscovered Angel Island.

E. Imagine where these people came from and why. Discuss what they must have felt on arriving.

Many must have come from Asia (Japan, China, India…), Russia, Central America probably because they wanted to escape persecutions or poverty. They must have been scared/frightened/terrified/tired/exhausted but also hopeful.

Unit

Lesson

F. In pairs comment on the importance of restoring the immigration center and the carvings.

This is part of the history of the US. It’s important to remember how difficult it must have been for those who emigrated. Today, people come to the center to know about their own family history, the origin of their ancestors, and how they must have felt when they arrived.

G. Now use your notes to recap on what you have learnt about Angel Island. Conclude by giving your opinion.

11 Write what Cheng Sun found out when she and her mother arrived in San Francisco two years after her father.

rent a house

prepare a welcome dinner

find a job

choose a school

buy presents for us

When we arrived, my father had already… rented a house, he had already prepared a welcome dinner for us, he had already found a job, he had already chosen a school for me and he had already bought some presents for us.

Observe Le prétérit et le past perfect Dans la phrase suivante, souligne les groupes verbaux. a. When we arrived, my father had already prepared the house. Puis place-les sur l'axe chronologique suivant : had already prepared the house

when we arrived

Que peux-tu en déduire ? L'aspect had + participe passé sert à parler…



d'un événement qui aura bientôt lieu. d'un événement dans le passé, mais qui n'exprime rien de plus. d'un événement repéré par rapport à un autre événement passé.

Explique l'utilisation de had + participe passé dans cette phrase : b. The forty-niners had heard the information before they started digging. "Before they started digging" sert d'événement repère. "They had heard the information" se situe en amont dans la chronologie. 66

Lesson

Unit

12 Complete the sentences with the past simple or the past perfect form of the verbs in brackets. 1 When they

arrived

(arrive) in California, some prospectors had already found (find +

already) gold nuggets.

2 Some

took after those who

3 They

had never seen

4 Some immigrants

got

(take) a ship from New York, and they had come (come) from Oregon.

(get) to California

(see + never) gold before. became

(become) very rich.

Observe Les modaux + have + participe passé Surligne les auxiliaires modaux dans les phrases ci-dessous. a. The immigrants must have felt totally exhausted after their trip. b. They may have been sea-sick on the boat. c. Their children might have been unhappy about their new situation. De quelle forme verbale sont-ils toujours suivis dans ces trois exemples ? have

participe passé

Traduis les deux premières phrases en français : a. Les immigrants ont dû se sentir épuisés après leur voyage. b. Il est possible qu'ils aient eu le mal de mer sur le bateau. Dans les phrases ci-dessous, la combinaison modal + forme verbale participe passé

have

signifie (choisis la nuance de sens qui convient) :

a. The immigrants must have felt really exhausted after their trip. b. They may have been sea-sick on the boat. c. Their children might have been unhappy

b c a

• possibilité portant sur le passé • presque certitude dans le passé

about their new situation.

Unit

Lesson

Today's gold 1 Look at the map and discuss what today's gold is. Write a few sentences to present examples of IT products you use every day and what you use them for.

Silicon Valley

SAN FRANCISCO

STANFORD UNIVERITY

Listen to the history of Larry Page and Sergey Brin's invention: Google. Focus on the dates you hear and place them on this timeline: 02 CLASSE

January 1996

September 15th 1997

September 4th 1998

August 19th 2004

Lesson

02 CLASSE

Unit

Listen again and focus on the verbs. Note down the events they refer to:

- began: The creators began Google in January 1996. - was registered: The domain name Google.com was registered on September 17th 1997. - incorporated: The company was incorporated on September 4th 1998. - came: An initial public offering came on August 19th 2004.

4 Focus on places and find out: 1 the name of the university they attended: 2 the place where Google started:

Standford

in a garage

5 Recap what you know about the creation of Google. 6

02 CLASSE

Listen and focus on the positive aspects of Google. Take notes here:

As a result of the IBO many of the company’s employees became paper millionaires. Employees are encouraged to spend 20% of their time on personal interests. Google’s most popular service is its online search engine Google Search. Users use this tool to look for information by typing keywords into the search bar.

02 CLASSE

Listen and focus on the negative aspects of Google. Take notes here:

One recurring issue has been privacy. These concerns range from the Gmail program’s automatic email scanning to create targeted advertising to the data and image collection of Google Street View. The Google search engine has been criticised for its censorship of search results and even the company headquarters has been accused of unnecessary energy use.

8 In pairs discuss these aspects. Which ones seem the most important to you? Weigh the pros

and cons. Would you be ready to stop using Google? Explain your position to your classmate.

On the one hand, Google is a wonderful tool but, on the other hand, it violates people’s privacy. I wouldn’t be ready to stop using Google because I was born with the Internet. I’m really used to searching the net thanks to Google and it is an extraordinary tool. However…

Unit

Lesson

Focus on the paratext and find out what sort of document it is.

an article published on a website

10 Read the title again. What do you know about this man? Take notes of what you expect to read. Discuss your ideas with the class.

It is about Steve Jobs, the man who created Apple. It is going to be about how the world would be without Jobs’s creations.

11 Read the text and check your hypotheses.

http://www.extremetech.com/computing/98791-what-would-the-world-be-like-if-steve-jobs

What would the world be like if Steve Jobs had never existed? By Sebastian Anthony on October 6, 2011 at 12:54 pm

52 Comments

February 24, 1955. AT&T has just created the first transistor, the Pentagon has just started developing the first nuclear intercontinental ballistic missiles, and in San Francisco Steve Jobs is born. But what if Steve Jobs had never lived? What would the world be like today? It is easy to point to the iPhone and say that it revolutionized computing, that Jobs is a genius, but what if, on that fateful February day some 56 years ago, Jobs hadn’t been born? You wake up, and rather than check your phone for the latest news or email, you would watch TV or listen to the radio. There wouldn’t be a GPS in your car, you would use a map. Again, you would listen to the radio, or perhaps to a CD. Once you get to the office, there wouldn’t be a personal computer sitting on your desk. During your lunch break you wouldn’t be able to play Angry Birds. You would have a video game console, but you wouldn’t have access to digital downloads of music, videos, or games. Your console would have a horrible interface, so you would generally spend your evenings outside in the garden reading books made from dead trees, or listening to music on your 100-CD auto-changer. Every morning your 1950s life begins all over again. “When will those computers actually start helping humans?”

Adapted from www.extremetech.com

12 Concentrate on paragraph 1 and pick out a date and the name of a city. What do they refer to? February 24, 1955

San Francisco

. It corresponds to Jobs’s date and place of birth.

13 Read paragraph 2 and circle the noun that qualifies Steve Jobs. Read the entire text and highlight the inventions and objects associated with him.

Lesson

Unit

14 In a different colour, highlight the inventions and objects associated with a world without Steve Jobs. Then classify them in these two columns: Inventions and objects associated with Steve Jobs

Inventions and objects associated to a world without Steve Jobs first transistor TV radio map CD video game console with a horrible interface books 100-CD auto-changer

iPhone / phone GPS Personal computer (PC) Angry Birds digital downloads of music, videos or games.

15 Compare the words in each column. Which world do you prefer?

16 Read the last paragraph and circle a date. Complete: A world with Steve Jobs: from

1950s

until

today

17 Do you agree with Sebastian Anthony's point of view? Why? Why not? Give your opinion to the class. Be as convincing as possible!

18 An elderly person does not share Sebastian Anthony's point of view and writes to express his/her opinion and convince the readers.

1 List the arguments you want this person to use. People don’t write letters any longer, communication has changed: people don’t take time to talk, children no longer read, they only play video games, people can’t look for information without googling.

2 Use some of the following useful expressions to express his/her opinion:

• From my point of view = In my view = In my opinion = Personally, I think = As far as I'm concerned… • It seems to me that … = I have the feeling that… • I am well aware that… • On the one hand… on the other hand… • I don't share your opinion because…

Unit

Lesson

19 Write the answer to Anthony's article: I am an old lady who has managed to live so far without becoming a geek! Personally, I think that Mr Anthony goes too far in his article. If Steve Jobs had never been born we would have survived! I am well aware that the Internet is a fantastic invention but if we weigh the pros and cons, we can see that the cons are numerous. I have the feeling that people don’t communicate any longer. They think they do, but they don’t. Everything goes too fast, people don’t take time to write letters or talk to each other, they just send texts, but it’s not enough! Children are addicted to the net. They play online games, chat on Facebook. They no longer read! They don’t even know that you can find information without googling. It seems to me that something should be done before it is too late. Yours sincerely, Mrs White

Apprends à comprendre… Un texte écrit Qu'as-tu fait avant même de lire le texte ? A quoi cela t'a-t il été utile ? J’ai observé tout ce qui se situe à la périphérie du texte (= le paratexte) pour obtenir les premiers éléments qui vont me permettre de découvrir de quel type de document il s’agit et donc me faciliter la lecture .

Quel rôle a joué le titre dans ta découverte du texte ? À partir du titre, j’ai pu découvrir l’idée principale de ce texte. D’autre part, comme il pose une question, ma lecture a été orientée par la recherche de la réponse à cette question.

À quoi la première lecture du texte a-t elle servi ? À vérifier les hypothèses que j’avais formulées à partir des premiers éléments (paratexte, titre).

Explique en quoi la question 13 du WB t'a aidé(e) à construire un "réseau de sens". Après avoir repéré un mot important pour explorer le sujet principal du texte (genius), j’ai pu mettre en relation les exemples donnés à la suite pour illustrer ce point. Ces mots (relevés ensuite dans le tableau) ont permis d'explorer plus en détail cette idée importante pour illustrer le thème principal (que serait notre univers aujourd’hui si Steve Jobs n’était jamais venu au monde?).

Lesson

Unit

Observe If + past perfect… would have + participe passé If I had lived before the Internet, I would have lost touch with all my friends. Cette phrase comporte deux propositions. Dans chaque proposition, surligne le verbe lexical. Quels sont les auxiliaires qui y sont associés ? Souligne-les.

Complète le schéma ci-dessous avec ces éléments :

PARTICIPE PASSÉ (x2) I

• Proposition 1 : if + • Proposition 2 :

+ +

HAD

had would

+ +

HAVE

WOULD

participe passé have

I (x2)

participe passé

La première proposition s'est-elle réalisée ? OUI / NON ?

Complète la phrase récapitulative suivante en entourant les éléments adéquats : Dans les phrases en if comme ci-dessus, on envisage la conséquence/ la cause d'un fait possible dans l'avenir/ le passé/ le présent, mais qui ne s'est pas produit.

20 Complete the sentences for each situation by using the verb forms above. 1 I didn't listen to my brother. I downloaded the wrong file. If I

had listened to my brother, I wouldn’t have downloaded the wrong file.

2 We bought the computer game. We didn't have enough money. If we had had enough money, we would have bought this computer game.

3 You didn't check you emails tonight. You didn't know about Martin's party. If you had checked your emails tonight, you would have known about Martin’s party.

4 I played video games too long. I fell asleep in class. If I

hadn’t played video games too long, I wouldn’t have fallen asleep in class.

5 I searched on Google. I found the information I was looking for. If I

hadn’t searched on Google, I wouldn’t have found the information I was looking for.

Unit

Pronunciation

La musique de l’anglais : la réduction des mots grammaticaux A.

06 CLASSE

Écoute ces phrases. Quels mots ou groupes de mots sont accentués? Souligne-les.

1 All over its walls, carvings in many languages reveal a unique story about those who came through it. 2 This company's mission is to organize the world's information and make it universally accessible and useful.

3 They were able to create a search engine that can estimate a website's importance based on its incoming links.

06 CLASSE

Écoute à nouveau et répète.

C. Lis ces phrases à haute voix et souligne les mots ou groupes de mots qui, selon toi, seront accentuées : 1 The news of gold brought 300,000 people to California from the United States and abroad. 2 An estimated 100,000 California Indians died between 1848 and 1868, and some 4,500 of them were murdered.

3 What if Steve Jobs had never lived? What would the world be like today? D.

07 CLASSE

Écoute et vérifie puis répète.

Les parties soulignées E. Quels mots apportent du sens à la phrase ? Quel est le rôle des parties non-accentuées/réduites ? Elles permettent la construction grammaticale

Complète : On peut comprendre le sens d'une phrase en anglais à partir des Quand on dit une phrase en anglais, on doit donc réduire

08 CLASSE

mots ou groupes de mots accentués. les mots grammaticaux

Entraîne-toi à dire ces phrases à haute voix :

1 Google is the most used search engine in the world. 2 Asian immigrants came through Angel Island but European immigrants came through Ellis Island. 3 Steve Jobs was born in San Francisco in February 1955.

Best friends 4ever Friendship Adjectives

Reproach How could you?…

sincere…

Verbes introducteurs said…

Regret I wish…

Unit

Lesson

Count on me! 1 You're going to listen to a cover of the song "Count on me" by Bruno Mars. What do you expect the song to be about? What words do you expect to hear?

The song must/might/may be about friendship/love/affection, a friend in need… Words: friend, friendship, feelings, help, promise, be there, by your side, count on someone, rely on someone…

09 CLASSE Listen to the song and take notes of what you hear. Compare with the words in your list. Recap orally on the subject of the song.

Words: count on me/on you, help our friends in need, I’ll be there, never say goodbye, mean to me… The song is about friendship, about what it means to be a friend, about what your friends are supposed to do.

09 CLASSE

Listen and concentrate on the first part. Fill in the grid with the lyrics you hear:

examples of problems or difficulties

what the singer will do for his/her friend

Stuck in the middle of the sea

Sail the world (to) find you

Lost in the dark / can’t see

Be the light (to) guide you

Toss and turn/ can’t fall asleep

Sing a song beside you

Forget how much you really mean to me

Remind you (how much you really mean to me)

09 CLASSE Now listen again to the chorus and to the end of the song. Pick out the words you can identify.

shoulder to cry on, never let go, never say goodbye

5 Deduce from this what the singer will do for his friend. He will always be there for him, he can count on him whatever happens, because that’s what friends are supposed to do.

6 Look at your notes and sum up everything you can about this song. 7 In pairs, discuss this quotation from the song. Then tell the class about your interpretation

of this sentence: "Find out what we're made of when we are called to help a friend in need." We can discover if we are a real friend, if we are generous, helpful, if we are a good person, if we deserve our friend, etc…

Lesson

Unit

8 Read the quotes, highlight the keywords and choose the right adjectives. Which one do you prefer? Why?

1 1

loyal

sympathetic

“We’re with you whatever happens,” Hermione said quickly. J.K. Rowling

Harry Potter and the Half-Blood Prince

“I don’t need a friend who changes when I change and who nods when I nod; my shadow does that much better.”

sincere

generous

“Grief can take care of itself, but to get the full value of joy you must have somebody to divide it with.” Mark Twain

“I do not ask the wounded person how he feels, I myself become the wounded person.” Walt Whitman

Plutarch

Observe Expect somebody to do something a. Laura expected him to be on time but he wasn't. Laura s'attendait à ce qu'il soit à l'heure (mais il ne l'était pas). b. We want them to stop posting nasty messages on Facebook. Nous voulons qu'ils arrêtent (de poster de méchants messages sur Facebok).

Traduis les deux énoncés en français (la partie en caractères gras) dans les lignes prévues à cet effet. Quels éléments sont différents dans le passage de l'anglais vers le français ? Pourquoi les francophones font-ils souvent une erreur lorsqu'ils veulent dire que « quelqu'un veut que quelqu'un d'autre fasse quelque chose » ? • « A ce que » / « que » sont ajoutés et le verbe est conjugué. • Ils ont tendance à ajouter « that » alors qu’il faut utiliser une proposition infinitive (to + Base verbale).

Schéma à respecter : mets les éléments suivants dans le bon ordre. VERBE DE VOLONTÉ / BASE VERBALE / SUJET 2 (complément du pronom personnel sujet) / SUJET 1 / TO SUJET 1 + VERBE DE VOLONTÉ + SUJET 2 + TO + BASE VERBALE

Unit

Lesson

9 Read this

conversation.

Tom says :

Brenda says :

Tom, I need your help! I got into an argument with my friend Linda.

Is that why you two got into an argument? Because you couldn’t go?! Brenda says :

Tom says :

Linda? I’ve never met her, have I? Brenda says :

No, I don't think so. The thing is... I accepted her friend request on Facebook six months ago. We have several mutual friends in common, so I had heard about her from them and seen pictures of them together. Since we've become Facebook friends, we’ve exchanged messages, tweeted each other, and talked on Skype. We’ve got to know each other quite well. I think I really like her.

Well, I guess so… Since then, Linda has been posting nasty comments on my wall. She claims that I was never a real friend — that I was just “virtual.” We used to chat every day, and now I feel quite lonely. I didn't expect her to behave like this, but I really hope our friendship isn’t over. Tom says :

Well, it’s true that you never actually met… You never had a real face to face conversation… Brenda says :

Tom says :

So what’s the matter? Brenda says :

Last week, she told me she was having problems with her friends at school. They have been teasing her about how she dresses. They said she was not cool enough to hang out with them anymore. She said that she felt really bad and wanted to see me. She asked if I could take a bus to visit her in London. But my mum doesn’t want me to go because she has never met Linda and she lives too far away. So I messaged Linda and I told her I couldn’t come this time.

Yeah… I admitted that our friendship had only been online so far but I explained that it didn’t change how much I cared for her. I said I would try to come and see her as soon as possible. But she replied she was going to “unfriend” me on Facebook. She asked me to stop posting on her wall, tweeting her, and calling her on Skype. Tom says :

Well… maybe she’s not such a good friend after all… You should just wait and see…

10 To help you understand what happened between the two friends, write the dialogue. You will: 1 highlight all the introductory verbs, 2 underline what was said by the two friends, 3 in these underlined parts, circle the verbs or modal verbs,

HE SAID "HI!"

4 fill in the grid on the following page.

Direct speech

Reported speech 78

Hi!

Lesson

Tense or modal

Unit

Reported speech

Tense or modal

told (tell au prétérit)

She told me she was having problems

prétérit en be + V-ing

"My friends say I am not cool enough to hang out with them anymore."

said (say au prétérit)

They said she was not cool enough to hang out with them anymore.

prétérit simple

Linda

"I feel really bad and I want to see you."

said (say au prétérit)

She said she felt really bad and wanted to see me.

prétérit simple

présent simple (question)

Linda

"Can you take a bus to visit me in London?"

asked (ask au prétérit)

She asked if I could take a bus to visit her in London.

prétérit simple avec "if"

can't

Brenda

"I can't come this time."

told (tell au prétérit)

I told her I couldn't come this time.

couldn't

présent simple

Linda

"You are not a real friend, you're just virtual."

claimed (claim au prétérit)

She claimed that I was not a real friend, that I was just virtual.

prétérit simple

present perfect

Brenda

"Our friendship has only been online so far."

admitted (admit au prétérit)

I admitted our friendship had only been online so far.

past perfect

"It doesn't change how much I care for you."

explained (explain au prétérit)

I explained it didn't change how much I cared for her.

prétérit simple

Who?

Direct speech

Linda

"I'm having problems with my friends at school"

Linda

présent simple

présent en be + V-ing présent simple

présent simple Brenda

Introductory verb

will

Brenda

"I will try to come and see you asap."

said (say au prétérit)

I said I would try to come and see her asap.

would

be going to: présent

Linda

"I'm going to unfriend you on Facebook."

replied (reply au prétérit)

She replied she was going to unfriend me on Facebook.

be going to: prétérit

impératif

Linda

"Stop posting on my wall, tweeting me, and calling me on Skype."

asked (ask au prétérit)

She asked me to stop posting on her wall, tweeting her, and

to + base verbale

Unit

Lesson

11 Now write the complete script of their argument and act it out with your classmate! Linda: I'm having problems with my friends… at school. They have been teasing me about how I dress and they said I was not cool enough to hang out with them anymore. I feel really bad, I want to see you. Can you take a bus and visit me in London? Brenda: I can't come this time. Linda: You are not a real friend,

you're just virtual. Brenda: Our friendship has only been online so far, but it doesn't change how much I care for you. I will try to come and see you asap. Linda: I'm going to unfriend you on Facebook, so stop posting on my wall and calling me on Skype.

Write a short text to give your opinion on virtual friendship in the column Letters to the Editor of a newspaper.

I think that virtual friendship…

Observe Le discours indirect a. Linda  me: "I am going to 'unfriend' you on Facebook tomorrow." b. Linda told me she was going to 'unfriend' me on Facebook the next day. Surligne dans la phrase b tous les changements opérés entre a et b. Puis récapitule. Récapitulons : On a ajouté

un verbe introducteur de discours

. On a changé :

1. les pronoms personnels ;

2. la phrase a été transposée au passé car il s’agit du discours rapporté ; 3. l'indication temporelle (tomorrow  the next day). On a enlevé les

guillemets

Lesson

Unit

Observe Say et tell : comment choisir ? Identifie, pour chacune des phrases suivantes, le verbe introducteur de discours. a. He said to her that he wanted to go.

c. He told her that he wanted to go.

b. He said he wanted to go.

d. He told her to leave.

Ces deux verbes signifient « dire » en français, mais fonctionnent chacun de façon différente. Dans quelle phrase ne sait-on pas à qui l'énonciateur s'adresse ? a? b ? c ? d ? Récapitulons en faisant correspondre chaque verbe introducteur à son emploi.

1. Tell 2. Say

2 1 1

peut être suivi est toujours suivi s'emploie pour rapporter

• d'un complément de personne

2 2 1

• d'un complément de personne précédé de to • d'aucun complément de personne • un fait ou un ordre

13 Read the sentences in direct speech. Then choose the correct words to complete the sentences in reported speech.

1 I'm going out with a friend called Luisa. went/was going out

John said he

with a girl called Luisa.

2 We met on holidays. have/had met

He told me they

on holidays.

3 I won't see her again until July. wouldn’t/didn’t see

He added he

her again until July.

4 I miss her! had missed/ missed

He said he

her.

14 Choose tell or say and the correct verb: 1 They 2 He

said

goodbye to us and got on the train.

told

me yesterday not to drive so fast.

3 "I am exhausted" he 4 He didn't

tell

said

anything to her. 81

Unit

Lesson

I wish I hadn'tâ&#x20AC;Ś 1

11 CLASSE How can you defend yourself? Listen and make short dialogues by matching the sentences below.

1. I can't believe it! You're always spreading rumours about me! Shame on you!

a. No, I'm not! I just borrowed your pencil a few times!

2. You're always taking my stuff! I've had enough!

b. It's not true! I was just looking for something I had dropped in the corridor!

3. How dare you spy on me like this! I saw you behind the door, watching us!

c. I'm not! I never said anything about you behind your back!

2 Now choose one of the situations above and imagine how the dialogue continues:

3 Pair work: act out those dialogues with your classmate! Then, reverse the roles. 82

Lesson

Unit

4 Read the title and the first paragraph. Find what word is repeated several times and circle it. Contest essay:

Is it OK to lie?

I wish I hadn’t lied and disappointed my dad By Nancy Vo, El Monte HS, 28th January 2013

veryone has lied about something in their life at one point or another. Little white lies are definitely different from big ones. I should know that.

experienced the wrath of my dad when I told him a big one. It was on a Saturday, sometime in November, when I was invited to my best friend’s “Sweet Sixteen.” I knew my dad wasn’t going to let me go to my best friend’s birthday party because my area isn’t exactly the safest, for one, and two there were going to be boys there. So, I looked to a lie to help me get what I wanted. I told my dad that I was going to the movie theater to catch a late showing of The Twilight Saga: Breaking Dawn and that I wouldn’t be home until 11 or 12 at night. He believed me, or at least until he saw what one of my friends had texted me. The text read, “YESSS! I can’t believe you’re gonna go to Melissa’s party! I’ll see you there babe! Call me when you get here!!” I never called her.

nstead I lost my credibility and got my phone taken away for a month. At that moment, all I remember was being frustrated with myself. I should’ve just stayed home that night. I shouldn’t have tried to pull a fast one on my dad. And I’ll never forget what my dad told me that night. He said, “I’m really disappointed in you. We’re family and family don’t lie to each other.” I wish I had told him the truth. I could have tried to persuade him to take me there… Lying can be fine when you’re trying to save someone from getting hurt; however, lying for your own intentions is definitely not acceptable. I wish I could win his trust back… For now, the only thing I can do is apologize and tell him how sorry I am, hoping he will forgive me… Adapted from L. A. Youth

5 Concentrate on the title and sum up the subject of the essay. Nancy lied to her father. Her father was very disappointed in her and now Nancy regrets it. So the essay is about lying and telling the truth.

6 Read the essay again from line 1 to line 22 and use the context to find the words which mean… 1 petits mensonges pieux: 2 dire la vérité:

little white lies

tell the truth

3 seizième anniversaire:

sweet sixteen

Unit

Lesson

7 Underline the time markers in the first paragraph. Then circle the words they refer to. 8 Read the paragraph again and find what lie Nancy told her Dad. Highlight this sentence. 9 Look at questions 4 to 8 and tell Nancy's story. 10 Read the essay again from line 23 to the end and use the context to find the words which mean… 1 au lieu de cela: 2 déçu:

instead

disappointed

3 regagner la confiance de quelqu'un: 4 s'excuser:

win someone’s trust back

to apologise

11 Underline the sentences about what Nancy thinks now. Draw your conclusions: Now



she regrets it

she thinks she was right to tell a lie

s he is sad she couldn't go to the party.

12 Observe the sentence at the end which starts with I. Find out how Nancy feels now:



she regrets it



she would have preferred to tell the truth

she is angry at her Dad she thinks she was really smart/intelligent.

13 Look at questions 11 and 12, and draw the list of what Nancy says to express regret: I should’ve just stayed home that night; I shouldn't have tried to pull a fast one on my dad; I wish I had told him the truth; I could have tried to persuade him to let me go; I wish I could win his trust back…

14 Focus on the conclusion. Do you agree with Nancy? ((Ici les élèves sont amenés à dire ce qu’ils pensent du mensonge, et à opposer leur propre opinion à celle de la narratrice (revenir sur l’intro et la conclusion) , et éventuellement à faire part de leur propre expérience.))

Lesson

Unit

A. Watch this scene from a famous film. Have you seen it? Say what you already know about the film.

B. Write the corresponding information and then use these elements to speak about the scene you've watched. Jules' house

1 Place:

Jules, Jess, Jules' mother (Mrs Paxton)

2 People: 3 Situation:

argument between the two girls

C. Watch again and focus on the facial expressions of the two girls, listen to their tone and deduce how they feel. You can choose several answers: Jules:



angry

relieved



hurt

tired



jealous

sorry

Jess:



sorry

angry



sad

glad



guilty

jealous

D. Watch part 1 again ( 00:31). Pick out keywords and expressions to find out why Jess came to see Jules.

“feel really bad”, “ sorry”, “ a mistake”, “I didn’t know what I was doing”

E. Use the context to explain the meaning of the expression "be in a strop with someone": To be angry, upset, ill-tempered, in an aggressive, unpleasant, resentful mood…

F. Listen again and pick out the stressed words you can identify. Deduce what Jules is reproaching Jess with.

“I can’t believe you kissed him!”

G. Look at your notes above and sum up everything you can say about this scene. H. Now watch the rest of the video (00:31) and observe Jess's attitude. What do you think she is trying to do?

She’s trying to convince Jules that she is wrong, that she didn’t want/mean to hurt her.

I. In pairs, comment on the two girls' argument. Use words or structures that express regrets and wishes.

She shouldn’t/could have… she probably wishes she hadn’t… she wishes she could… she didn’t expect her friend to… + lexique de l’amitié

J. Now recap on the whole video using your notes. 85

Unit

Lesson

15 Imagine you are Jess. Jules is blaming you for flirting with Joe. Text her and do your best to apologise.

Apprends à comprendre… Une vidéo À ton avis, pourquoi as-tu été encouragé(e) à te concentrer dès le début sur les éléments suivants : place, people, situation ? Parce qu’ils permettent de comprendre les points principaux de la vidéo (on peut aussi y faire référence à l’aide de quelques mots interrogatifs : where/who/what).

À propos de la question C, penses-tu que cette consigne aurait été possible si, au lieu d'avoir une vidéo, on avait eu un document audio ? Non, les expressions du visage appartiennent à la composante visuelle du document. Ce sont des éléments supplémentaires sur lesquels on peut s’appuyer pour comprendre une vidéo et qui n’existent pas dans un document sonore sans images. Il faut donc être attentif à tout ce que l’on voit et pas seulement à ce que l’on entend pour construire le sens, en mettant systématiquement en rapport les images avec le son.

Relis la question E et réfléchis : pourquoi t'a t-on demandé de t'appuyer sur le contexte pour comprendre le sens de cette expression ? Parce que l’on s’attend, en fonction du contexte, c’est-à-dire de la situation et des sentiments des personnages, comme ici par exemple, à ce qu’ils disent certaines choses plutôt que d’autres. On peut donc deviner le sens des mots/expressions par rapport à la situation et au sujet de la conversation.

Relis les différentes consignes et trouve celles qui t'ont aidé(e) à te concentrer sur ce qui est spécifique à la composante sonore du document. La question F : Listen again and pick out the stressed words you can identify, et la question D : Pick out keywords and expressions to find out why Jess came to see Jules.

Lesson

Unit

Observe Les reproches et les regrets Lis ces deux phrases et souligne les formes verbales conjuguées. a. I really wish you were here to help me! b. My friend wishes he could come to the party. But it is impossible. Ces phrases expriment :



le souhait



le goût

le regret

le reproche

l'enthousiasme

Que peux-tu constater dans ces phrases ?

Wish est suivi d'un verbe au

prétérit

Ce verbe fait-il référence au passé ? OUI / NON À quoi cette forme verbale fait-elle référence ?

À une situation irréelle.

Attention : Cette construction ne s'emploie pas avec tous les verbes, on utilise en priorité : could/would/had/was/were et quelques verbes exprimant aussi un état comme knew/lived…

16 Transform these sentences in order to express wish and regret. 1 I shouldn't have laughed at my friend… I hurt her feelings. I wish… I hadn't laughed at my friend and hurt her feelings. 2 I should have helped my friend when she asked me. I regret it! I… wish I had helped my friend when she asked me. 3 I shouldn't have driven so fast. I had an accident! I… wish I hadn't driven so fast. 4 I shouldn't have refused to go to the pics with my BB. She felt really sad about it. I… wish I hadn't refused to go to the pics with my BB. 5 I should have listened to my dad. I… wish I had listened to my dad. 87

Unit

Pronunciation

La musique de l’anglais : protester et se plaindre A. 15 CLASSE Écoute ces phrases. Dans quelles phrases se plaint-on ? Et dans quelles phrases proteste-t-on ? 1 I can't believe it! You're always spreading rumours about me! 2 You're always taking my stuff! I've had enough!

protester

se plaindre

3 How dare you spy on me like this! I saw you behind the door.

protester

B. Lis ces phrases à haute voix, puis écoute et vérifie. C.

15CLASSE

Écoute à nouveau et souligne les éléments accentués.

D. 15 CLASSE Maintenant écoute et note  quand l'intonation est montante,  quand l'intonation est descendante. Complète : Quand on se plaint en anglais, l'intonation est

descendante

Quand on proteste en anglais, l'intonation est

montante

E. Entraîne-toi à dire ces phrases avec l'intonation qui convient. Décide tout d'abord si tu te plains ou si tu protestes. 1 Oh no! We always have so much homework! I'm never going to be able to finish it! 2 What?! More homework? You must be joking! How can we finish all that? 3 I can't believe the bus didn't stop! Surely the driver saw us waving at him! 4 That driver never stops, it's so annoying, what are we going to do now? 5 It's so unfair! Mum wants me to look after my little sister… again… 6 Not babysitting again! I'm always looking after her! Can't someone else do it for a change?

Portraying Australia People journalist…

Animals koala…

Places beach…

Festivals workshop…

Arts & traditions knitting…

Unit

Lesson

Made in Australia 1 Look at these brochures for three festivals in Australia and complete the chart with the missing information, when required.

Alice Springs Beanie Festival

Brisbane Festival A celebration of arts in the city Founded: 1996 Line-up: classical and contemporary music, theatre, acrobatics and dance, comedy, opera, circus Genres: urban, latin, hip hop, pyrotechnic displays, light laser and special effects shows, rock ‘n’ roll cabaret, poetry and slam sessions… Stalls: world food and drink available from morning to night

Name

Brisbane Festival

Canberra National Folk Festival

Alice Springs Beanie Festival

Since

1996

1967

1997

Canberra National Folk Festival

Australia’s premier folk festival event Founded: 1967 Music: different acts from all continents and all styles: roots, blues, traditional Dance: shows and audience participation, initiation into country dancing… Film: first-ever screenings, experimental workshops…

For 18 years 47 years

17 years

Bringing together beanie makers from around the world Founded: 1997 Workshops: freestyle silk painting, pottery, easy-carve printmaking, tie-dying, textile sculptures… Refreshments: cake bonanza, kangaroo barbecue, tea tasting…

Activities

Shows

Food and drink

slam sessions

dance, comedy, opera, circus, poetry, music, acrobatics, pyrotechnic display, light laser

world food and drink available from morning to night

country dancing, acts from all continents and styles, screenings, experimental workshops

dance music concerts

pottery painting printmaking tie-dying beanie making

cake bonanza, kangaroo barbecue, tea tasting…

Lesson

Unit

2 Write a short text to present the festival you would like to go to. You must also say why you have chosen this festival.

I would like to go to the Beanie festival in Alice Springs because I am interested in art and crafts. I have chosen this festival because I have never tried pottery but I’d like to. I have always wanted to do tie-dying. I haven’t eaten kangaroo meat before and I’m not sure I would like it but I’d like to try.

18 CLASSE

Listen to a radio crew reporting a festival and…



1 find where the crew is:

at a concert?

2 listen and find who is speaking:

the Festival organiser?

at a shopping centre?

3 listen and find what the festival celebrates:  wool?

18 CLASSE

at the cinema?

 a journalist? food?

sport?

Listen again and take notes to complete the chart: First group

Note down the different people interviewed (first listening) Note down their activities (second listening) Find how long they've been there: hours, days… (third listening) Find when they first came to the festival (third listening) Identify the other important event for this festival report (fourth listening)

didgeridoo player (busker) acrobat Peter - warming up instrument, getting ready, playing didgeridoo - stretching and visualising moves about half an hour

Second group three women sitting on a bench (Aboriginal) setting up painting workshops a couple of hours, since 8am ever since it started, five years ago

the catwalk and the amazing woollen creations

Unit

Lesson

5 Read this newspaper article and highlight the different Australian cities.

“ 10

Pick of the Week:

Photographer Ravi Hindersudnati in Sydney

Ever since I first arrived in Sydney from Singapore I have felt part of this vibrant, cosmopolitan city. I’ve been living here for two years now. It’s a place where you can get tired playing rugby in the park, get mesmerised by Verdi at the Sydney Opera House and get smiled at by hundreds of people… all in the Darwin: In the top end of nowhere? Not for me, it’s more like the centre of everything…

same day! I have been working as a photographer for travel books for eight years so I have often travelled to beautiful cities, but nowhere like Sydney. More and more people have decided to live in sensational Sydney. The quality of life is getting better and better and there is less and less unemployment. Here people seem happier and more relaxed than in other cities. Maybe it’s because Sydney has always opened its arms to all sorts of people from all sorts of countries… ever since the first people set foot in this beautiful bay!

Melbourne: I’ve been a fan of the hipster city ever since I arrived here in…

Perth: I’ve been surfing the waves of this groovy town for seven years now and…

6 Circle information on the reader and write a sentence to describe him. Ravi Hindersudnati is… from Singapore. He's a photographer for travel books who has been living in Sydney for two years now and who loves the vibrant, cosmopolitan nature. In fact, it is his favourite city.

7 Read again to find the adjectives he uses to describe Sydney. Underline them in the text. 8 Pick out two periods of time and find the activity associated with them. periods of time

activity

for two years

- living in Sydney

for eight years

- working as a photographer - travelling to beautiful cities

9 Concentrate on the pleasant things that can happen to people in Sydney. Complete: They can get… tired playing rugby in the park, mesmerised at the Opera House, smiled at by hundreds of people.

“

In the weekend supplement we ask readers to share their life experiences. This week’s contributors were asked to write in about the Australian city they have chosen to live in.

Lesson

Unit

10 Circle the sentences about the recent changes in Sydney. The quality of life is getting better and better and there is less and less unemployment.

11 Concentrate on the conclusion and find what has never changed in Sydney. Sydney has always opened its arms to all sorts of people from all sorts of countries. Since when? Since the first people set foot in this beautiful bay.

Observe Have + participe passé ou have been + V-ing ? Fais correspondre le dessin à la phrase qui l'explique le mieux.

a. He has played for half an hour and he hasn't finished yet. b. He has been playing for three hours and he has just finished. Résumons-nous :

1. Avec have + participe passé, on s'intéresse… 2. Avec have been + V-ing, on s'intéresse…

• aux conséquences de l'activité sur la personne ou son entourage.

• à la durée de l'action.

Unit

Lesson

Observe Le present perfect en be + V-ing avec for et since Lis les énoncés suivants et traduis-les en français. a. How long have you been here? Since 8 o'clock this morning. Depuis quand êtes-vous là ? Depuis 8 heures ce matin.

b. We have been setting up our workshop for about half an hour. Nous installons notre atelier depuis une demi-heure environ.

Que constates-tu ? En français, on utilise quel temps pour la traduction de have + participe passé ? Coche la bonne case :



le présent

le passé

le futur

For et since sont tous deux traduits par le mot depuis en français. Pourquoi utilise-t-on deux mots différents en anglais ? Observe ce qui se trouve après since et après for :

1. since 2. for

est suivi de…

2 1

• l'expression d'une durée • une date/un moment précis

À toi de jouer ! Classe toutes les indications de temps suivantes selon qu'elles correspondent à since ou à for : a fortnight / a month / yesterday / 1999 / a century / your birthday / months / Christmas / 3 o'clock / 3 hours / a decade / 10 years Since

yesterday 1999 your birthday Christmas 3 o'clock

For

a fortnight a month a century months 3 hours a decade 10 years

Lesson

Unit

12 Circle the correct words. 1 I have been working since / for four hours. 2 They have been swimming since / for half past two. 3 You have been playing rugby since / for you were three. 4 I've been travelling around Australia for / since three weeks. 5 Since / For many years we have been working on a new project.

13 How long/since when have they been doing it? Complete the sentences. 1 Suzie / play the didgeridoo / two hours. Suzie has been playing the didgeridoo for two hours.

2 The children / play in the surf / four o'clock. The children have been playing in the surf since four o’clock.

3 Joe / not / learn / French / long. Joe has not been learning French for long.

4 Ken / walk / midday. Ken has been walking since midday.

5 The friends / chat on the phone / half an hour. The friends have been chatting on the phone for half an hour.

14 Put the verb in the correct form. 1 He

has

finished

just

his homework and now he's watching TV. (finish)

2 I

have visited

lots of countries but I've never been to the United States. (visit)

3 We

have been playing

tennis since five o'clock and the game still isn't over. (play)

4 I arrived at the dentist's at two o'clock and now it's quarter to three. I

have been waiting

for 45 minutes! (wait)

5 That boy 6 The Aboriginals

has been looking have been living

at me for ten minutes, what is he staring at? (look) in Australia for thousands of years. (live)

Unit

Lesson

The Australian outback 1

20 CLASSE Listen to the radio programme and react. Use the box below to take notes on the information you heard. Speak freely about what you have already understood.

Rabbit-proof fence, cattle, farmer, rabbits, rapidly multiplied, Victoria, New South Wales, southern Queensland and South Australia, 1901 = barrier, 400 men, hot + hostile, train + donkeys, film = Rabbit-Proof Fenceâ&#x20AC;Ś

20 CLASSE

Listen to the first part and concentrate on the arrival of the rabbits. Note down: who

Thomas Austin, an Australian cattle farmer

when

why

in the mid-1800s

He had been used to hunting and eating rabbits when he lived in England and thought it would be fun to have some on his land.

20 CLASSE Listen to the second part and pick out information on the rabbits' progress in Australia:

They got used to living in the Australian outback and rapidly multiplied. They spread and ate all the crops and grass, so there wouldn't be enough for the cattle. The rabbits were a serious problem for:

hundreds of farmers

Listen to the last part and concentrate on the solution the Australians found to the problem. Note down information: 20 CLASSE

The state of Western Australia decided to build a barrierâ&#x20AC;Ś

5 The Rabbit-Proof Fence is the name of: 96

a film by Phillip Noyce starring Kenneth Branagh.

Lesson

Unit

6 Look at your notes and recap orally what you know about the existence of the rabbit-proof fence.

Eighty Mile Wallal Downs Beach Cape Keraudren

No. 1 Fence No. 2 Fence No. 3 Fence Route taken in film Rabbit-Proof Fence

Jigalong

Kalbarri Dongara Moore River Perth

Apprends à comprendre… Un document sonore Quelle est la première chose que tu as été amené(e) à faire sur ce document audio ? je l'ai écouté par petits morceaux fragmentés



j'ai écouté librement l'interview en entier j'ai lu le script

Qu'est-ce que cela t'a permis ? De me faire une idée du sujet principal, du thème de l’interview. Quelle différence y a t-il entre l'information que tu as notée dans le cadre de la question 1 et ce que tu as écrit dans le tableau de la question 2 ? 1. Cadre : J’ai noté les premiers éléments, mots, structures que j’ai reconnus, en vrac. 2. Tableau : J’ai trié dans ce que j’avais compris ce qui relevait de différents domaines pour classer cette information et

me permettre d’y voir plus clair, de mieux comprendre les faits historiques rapportés et commentés dans l’émission de radio. Si tu as compris qu'il s'agit d'évoquer un problème, que vas-tu chercher logiquement à repérer, donc à écouter attentivement dans la suite de l'exposé ?

Si des solutions sont proposées ou trouvées. À quoi les notes que tu as prises te servent-elles à la fin de ce type de travail ?

A résumer tout ce que j’ai compris, donc à m’approprier le vocabulaire et la grammaire nécessaires pour en parler en continu, en enchaînant les informations et les énoncés.

Unit

Lesson

7 Read the introduction to the article on the Newman High School History blog. Find the place the reporters have gone to on the map (page 97).

(Jigalong)

www.newmanhighschool.emdl

Newman High School Western Australia

history

humour

arts & crafts

As you well know, our roving history reporters, Sandy and Sean, are used to digging up the facts for their weekly history report, much in the same way as our mascot, Walter the wombat. This week they travelled to Jigalong, which used to be a maintenance site for workmen constructing the Western Australia Barrier, to interview Doris, a woman who is now in her eighties and who has lived there all her life. Read on to find out more.

S & S: What did that mean, exactly?

Aboriginal kids used to call us names but we were strong. We never got used to hearing the insults but we would ignore them and stick together. We would have such fun, the three of us, playing together in the red sand… But life was hard too… S & S: In what way was life hard?

D: Well, there was no running water so we would have to go to the well every morning. And mother used to work as a help in the big house up at the station so we didn’t use to see her much except late in the evenings. But we kept together… S & S: Do you mean that you were luckier than some other children?

D: It meant that we weren’t white and we weren’t Aboriginal. The white kids used to bully us and the

odds & ends

Sandy and Sean: Good morning, Doris. Could you tell us about your life here in Jigalong? Doris: Well, I’ve always lived here with my mother and my two sisters. My father used to work on building the fence but he died pretty soon after my little sister, Hattie, was born. He was white but my mother was an Aboriginal so the local authorities didn’t like us kids much. They said we had bad blood.

news and society

D: Of course, some other mixed race children, as well as many Aboriginal children, were taken away from their families by the white people to stop the cultural mix and “be protected”, and they never came back. They were the Stolen Generations. This interview will be continued next week.

8 Find information on the person who is interviewed (the interviewee) and complete her family tree:

father (white)

sister

mother (Aboriginal)

sister (Hattie)

Doris interviewee

Lesson

Unit

9 Read the second part of the interview again and concentrate on life in the past for the

interviewee. Highlight the positive elements in green and the negative elements in blue.

10 What expressions show how life was in the past? used to/didn't use to/would + base verbale 11 Read the final part and say, in your own words, what the "Stolen Generations" were. Write a couple of sentences to explain:

The Stolen Generations were Aboriginal children and mixed-race children who were taken away from their families by the white authorities. The authorities believed that Aboriginals and whites shouldn’t mix and have children together. They said it was for their protection…

A. Look at the poster and talk about it. What elements feature in the poster? There are two Aboriginal or mixed race girls in the foreground. are wearing poor clothes. The older girl is carrying the They

younger girl. Maybe the little girl is tired. Maybe the little is Hattie, Doris’s little sister. There is a barbed wire fence girl behind them. Perhaps they want to go home. They might have taken from their families. They are probably the Stolen been Generations. The title of the film is Rabbit-Proof Fence. The smaller title at the top says that 1,500 miles is a long way home. Maybe they walked home/escaped from a detention centre.

B. Listen to the soundtrack (sound only 00:13  00:40). What can you hear? What does it evoke for you?

Music, man talking (Aboriginal under control = British accent) = menace / girls laughing = happy / engine or motor + accident + glass breaking = danger / girls shouting = scared + danger / car stopping

C. Watch the opening (00:13  00:47). What can you see? Take notes. Jigalong , Australia 1931; Australian bush / outback + happy girls running in the forest / playing in the red sand / loving mother; old car arriving in the dust + children running / mother telling them to run, police officer / authorities + official papers, taking the children away / physically tearing them from their mother, children screaming + mother screaming ‘NO!’, children crying in the car windows, mother running after the car, man (British) talking to rich… 99

Unit

Lesson

D. Watch the opening again. Find who the characters are and who is speaking. Girls = Doris + Hattie + other sister = Aboriginal mixed race + living on a settlement in Jigalong, Mother = Maud, Man = local authority officer / government minister / in charge of Aboriginal affairs

E. What do you think happens to the characters? The girls are probably sent to a sort of prison. Maybe they will be adopted by the white women. The man will probably congratulate the officer for taking the children. The girls will probably try to escape and find their way home.

F. Watch the next part and check (00:47  01:11). G. Circle

five words to describe the girls' life in the Moore River Native Settlement:

fear

silence

uniforms

happiness

school

punishment

bars

kindness

H. Watch the next part in the dormitory (1:12  1:23) and find what the girls decide to do. They decide to run away and go back home to their mother. They are going to walk.

I. Watch the final part (1:24  2:21) and take notes about their adventure: people

transport

problems

3 girls + tracker (Moodoo), authorities, mother, farmer (white)

on foot, on horseback, car, train (railway), bicycle…

followed by a tracker, very long way (1,500 miles), desert, forest or jungle

J. Recap and say if you would like to see this film or not.

Choose a historical wall or fence in another country and take notes on it. You can use the chart below to help you. Then present it to the class. You may like to show a picture of it. Name of the wall or barrier Where When it was erected Why it was erected The wall/barrier today

100

Lesson

Unit

Observe Used to, would fréquentatif Lis ces phrases et réponds aux questions ci-dessous. a. Australia didn't use to have a problem with rabbits. b. Australia didn't have a problem with rabbits before the 18th century. Souligne ce qui diffère dans les phrases ci-dessus. 1. Dans la phrase a / b, on ne parle que du passé. 2. Dans la phrase a / b, on parle du passé et du présent.

Les phrases c et d sont assez semblables par leur sens. On emploie souvent used to + base verbale et would + base verbale indifféremment pour exprimer une action qui s'est répétée dans le passé. c. The rabbits would eat all the crops. d. The rabbits used to eat all the crops. Compare les deux phrases suivantes : e. There was little technology on site. f. There used to be little technology on site. Would dit « fréquentatif » s'emploie plutôt avec : des sujets animés / des sujets inanimés ? Entoure la bonne réponse.

13 Complete the text using the correct form of used to and the verbs in brackets. British people (1)

used to spend

(not sunbathe) because it (3) They (4)

(spend) their holidays at the seaside. They (2) didn't use to sunbathe

didn't use to be

(not be) fashionable to have a suntan.

didn't use to go (not go) abroad. They (5)

coastline. They (6)

used to travel

used to go

(travel) by train. Brighton (7)

(go) to towns along the British used to be

(be) a popular

destination and in the summer the beaches were full of rich people. They (8) didn't use to wear (not wear) sunglasses but they (9)

used to wear

(wear) large sunhats.

101

Unit

Pronunciation

Pronunciation : used to/didn’t use to/use A.

23 CLASSE

Écoute ces phrases. Entends-tu /ju:s/ ou /ju:z/ ?

1 Australia never used to have a problem with rabbits. 2 Rabbits didn't use to live in Australia. 3 They used camels to carry the equipment. B.

24 CLASSE

Écoute ces phrases et coche le son de use/used que tu entends : /ju:s/

/ju:z/

1. They used the telegraph to communicate in the 1800s.

2. They didn't use to have telephone lines in the outback. 3. D octors didn't use planes to travel in Australia before 1928.

4. They used to travel on horseback or in cars. 5. Did you use merino wool to knit that scarf?

X X

6. When did you use to listen to the Dreamtime stories?

C. Observe les phrases avec le son /ju:z/. Surligne l'élément qui suit dans la phrase et coche la bonne réponse : de to on le prononce /ju:z/.  d'un nom 2. Dans ce cas, use/used to :  est un verbe lexical (sens = employer, utiliser) 1. Quand use/used est suivi :

sert à exprimer l'habitude D. Regarde les phrases avec un son /ju:s/. Entoure l'élément qui suit dans la phrase et coche la bonne réponse :

 de to

1. Quand use/used est suivi :

d'un nom

2. Use/used s'agit dans ce cas :

d'un verbe lexical (sens = employer, utiliser)

on le prononce /ju:s/.

 sert à exprimer l'habitude E.

25 CLASSE

Regarde ces phrases. Faut-il /ju:s/ ou /ju:z/ ? Lis-les à haute voix, puis écoute et vérifie.

1 I used to live in Canberra so I got used to speaking English. /ju:s/

3 The Aboriginals didn't use to live in cities, they used to live in the Outback. /ju:s/

2 He used dot painting to illustrate the story. /ju:z/

4 We are going to use a camera to take photos,

25 CLASSE

/ju:z/ /ju:s/ Écoute à nouveau les phrases avec used to. Entends-tu le /d/ final de used ?

OUI

102

they aren't used to being filmed.



NON. Pourquoi ?

Parce qu'on fait la liaison avec le /t/ de "to" qui suit.

All's well that ends well Le théâtre a playwright…

Les grands sujets universels love…

La description morale evil…

Les parties du corps lips…

Shakespeare Globe Theatre…

Unit

Lesson

Love is blind 1 Read the questions and answer this quiz about William Shakespeare. See how many points you can get. Sometimes, you may have to guess some answers!

To know or not to know... 1 When was he born? a. In 1616. b. In 1415. c. In 1789.

2 Where was he born and raised? a. In Southampton. b. In London. c. In Stratford-upon-Avon. 3 What was his job? a. He was a poet. b. He was a playwright. c. He was an actor. d. He was a poet, a playwright and an actor.

4 What did he write?

104

a. 10 plays and 100 sonnets. b. 15 plays and 10 sonnets. c. 37 plays and 154 sonnets.

5 How many words did he actually "invent"? a. None. b. About 3,000. c. About 10,000.

6 Which university did he go to? a. Cambridge. b. Oxford. c. Harvard. d. None.

7 Which of the following

was not written by William Shakespeare? a. Hamlet. b. Shakespeare in Love. c. Much Ado about Nothing. d. The Tempest.

8 Who loves Juliet? a. Romeo. b. Mercutio. c. Caliban.

9 What happens to the

main characters in Hamlet and Macbeth at the end of the plays? a. They both live happily ever after. b. They both die. c. They both marry a queen.

10 Who could not act in plays in Shakespeareâ&#x20AC;&#x2122;s time? a. Women. b. Boys. c. Aristocrats. 11 Whatâ&#x20AC;&#x2122;s the name of the

theatre that he helped build in 1599 and in which many of his plays were performed? a. The Globe. b. The Bard. c. The Queen.

12 What happened to the Globe

Theatre in 1613? a. It leaked. b. It was opened. c. It was destroyed by fire.

Lesson

Unit

Questions

Your answer

Now count your points and check your results:

d c c

9 to 12 points: You are the Shakespeare expert! You know almost everything about him but surely there must be some other things you could learn. Could you quote two famous lines for example?

b a

b a a

9 10

Right or wrong?

4 to 8 points: Well, you are not exactly an expert on Shakespeare yet but you will soon know lots of things about him and understand why he is still so popular nowadays. 0 to 3 points: The good news is that you will not be bored in this unit as you need to learn almost everything!

2 Now you have answered the quiz, why do you think Shakespeare is still famous nowadays? He is still famous today because of his huge vocabulary. Because his plays deal with universal themes.

27 CLASSE Listen to this famous Shakespearean actress and take notes. List all the words you understand.

Shakespeare, Royal Shakespeare Company, Hamlet, greed and ambition, Romeo and Juliet, 14, love, etc.

27 CLASSE Listen again to the first part of this recording (1:32) and say who speaks, to whom and what this person feels.

anger

despair

sadness

 enthusiasm

surprised

1 Quote to justify your answer: so fond of / I could talk for hours / Fancy that / intonation 2 Quote at least three universal themes mentioned. Identify the most important theme for the speaker. Link the themes identified with the plays in the grid underneath. universal themes

plays mentioned

greed, ambition

Richard III

life and death

Hamlet

love

Romeo and Juliet

3 With the help of the information collected, sum up what you have understood.

27 CLASSE

Now listen to the second part (1:33) and…

1 pick out all the words used by the actress to describe love:

complex, sad, ridiculous… 105

Unit

Lesson

2 name the two plays mentioned: "Romeo and Juliet" and "A Midsummer Night's Dream" 3 pick out the common point between the two plays: The parents disagree with the children's choice of partners. 4 sum up what you have understood about love in Shakespeare's plays.

6 Read the first four lines of this poem.

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date. Sonnet 18

1 What did you understand? I understood that someone (probably in love) compares someone else to summer and other nice things.

2 Who is speaking to whom? A lover is speaking to his beloved. 3 What does this mean? Explain in your own words. What is it for? It means the person who speaks is deeply in love with the other person. For him/her, summer is not good enough for a comparison because it is too extreme compared to his/her beloved.

4 Now learn the first two lines by heart.

7 Read an unusual sonnet by Shakespeare. What is the poem about? This sonnet is very unusual. If you compare it with the previous one. The comparisons are not at all flattering for the loved one.

My mistress’ eyes are nothing like the sun My mistress’ eyes are nothing like the sun; Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. 5

I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress when she walks treads on the ground. And yet, by heaven, I think my love as rare As any she belied with false compare.

Sonnet 130

106

Lesson

28 CLASSE

Unit

Now read and listen to the poem and identify its object. Who is the poem for?

The poem is a love poem even though it does not show at first. In literary terms, it is called an "anti-blason du corps".

9 Highlight the words referring to parts of the body. With a different pen, highlight the colours. 10 For each part of the body, find the object of comparison or colour. part of the body

object of comparison

eyes

≠ the sun

lips

coral, red

her breasts hairs

≠ snow wire

cheeks

not like roses damasked

breath

≠ perfume, reeks

(voice)

not like music

11 What conclusion can you draw from this? Is this poem flattering for the beloved or not? This poem is not at all flattering at first sight. Because the comparisons used are very derogatory. However, the poet, being sincere in his comparisons, shows that the lover is sincere.

12 Is this a love poem? Explain. Yes, it is a love poem . The lover says "yet I think my love as rare as any she belied with false compare" in other words, he says that he loves her a lot and does not want to praise her falsely.

13 Why is this poem unusual? This poem is unusual because normally, poets tend to make things more beautiful than they are. Here, sincerity is the main interest.

14 In your opinion, why did Shakespeare write it? Perhaps, he wanted to… make fun of poets whose poetry was always too flattering. He may have wanted to show that perfection is not always necessary to inspire/trigger love.

107

Unit

Lesson

Apprends à comprendre… Un texte écrit Que remarques-tu après avoir fait le surlignage demandé ? Qu’il y a de nombreux mots qui appartiennent au champ lexical du corps humain.

Quelle conclusion en tires-tu sur l'idée principale et le contenu du poème ? Que le poème va porter sur la description physique de quelqu’un, de sa maîtresse ("my mistress’s eyes…").

La question 10 de la page 107 permet d'établir des liens entre des mots appartenant à ces deux champs lexicaux (le corps et les couleurs). S'agit-il toutefois d'une similitude ou d'une opposition ? D'une opposition.

Quels sont les éléments qui t'ont aidé(e) à le comprendre ? Example : "Coral is far more red than her lips’ red, ou: no such roses see I in her cheeks; music hath a far more pleasing sound"

In groups of four, rewrite the poem in modern English. You can "paraphrase" it a little.

My girlfriend's eyes are not at all like the sun, her lips are not as red as coral and her breasts are the colour of dun, not at all white. However, even if my girlfriend is not perfect, my love is really sincere.

Observe La comparaison Quels mots indiquent qu'il s'agit d'une comparaison dans les énoncés ci-dessous ? Entoure-les. a. Her lips are not as red as coral. b. Her eyes are not like the sun. Complète le schéma ci-dessous:

108

+ adjectif +

+ groupe nominal

Lesson

Unit

Observe La concession Quelles conséquences pourrais-tu anticiper à partir de la première proposition ? Coche les cases qui correspondent à des conséquences prévisibles. The poet loves a person,  he compliments her.



he criticises her.

he admires her. he describes her physical defects.

 he honours her.

Observe la phrase suivante : Although

the poet loves her

he criticises her defects.

3 une rupture de logique

On peut dire que dans cette phrase, il existe

entre le segment 2 et le 3.

Qu'est-ce qui permet l'association exceptionnelle des deux segments ? Le marqueur de concession "although".

Quels autres marqueurs de concession connais-tu ? Choisis parmi les marqueurs suivants ceux qui expriment la concession : maybe / though / because / since / however / and yet / perhaps

Observe Whereas ou although ? Comment choisir ? a. The queen was cruel whereas the king was not. b. Although the queen was cruel, she felt guilty. Attention ! Les francophones confondent souvent l'expression du contraste et l'expression de la concession. Dans un cas les deux propositions sont sur un même niveau de sens, elles ont le même poids (whereas). Dans le deuxième cas, l'une est déterminée par l'autre (although). Whereas = Although =



Trouve la traduction des marqueurs suivants. Fais correspondre les mots de gauche à leur équivalents en français. 1. although 2. whereas

2 1

• alors que • bien que

109

Unit

Lesson

The devil incarnate 1 Read the synopsis of three plays by Shakespeare. Classify them into tragedies or comedies and identify the main themes.

The popular yet sinister play Macbeth is about a brave Scottish general who receives a prophecy from a trio of witches: they tell him that one day he will become King of Scotland, and take the throne of King Duncan. When Macbeth receives the news, he is puzzled and sends Lady Macbeth a letter. To fulfill this prophecy, she encourages him to kill the King. As Macbeth becomes a murderer, Lady Macbeth, whose ambition is limitless, goes mad. This story is about power, corruption and death.

A Midsummer Night’s Dream is very often performed by children in schools as it is full of fairies and young people looking for love. Four young people, whose parents are aristocrats and who live in Athens, fall in love with each other. Unfortunately for one couple, their parents do not approve of the relationship. When the young people escape to the woods, they meet fairies who bring more chaos to their relationships. Though the plot is rather complicated — there are two plays which are intertwined in A Midsummer Night’s Dream — the play ends happily with three weddings.

Tragedy Macbeth

X X

A Midsummer night's dream

Romeo and Juliet

Comedy

Romeo and Juliet is a very sad play about two young lovers whose families (the Capulets and the Montagues) hate each other. While their families are quarrelling and feuding, they get married in secret. Although the play ends unhappily for the lovers, their deaths will eventually reconcile the feuding families. Romeo and Juliet is a beautiful play, probably Shakespeare’s most famous, and is the eternal reference for tragic love throughout the world.

Main themes ambition power corruption death Imagination love forbidden love happiness forbidden/tragic love hate reconciliation

Find the words in English - trône : throne - très étonné : puzzled - sans limite : limitless - l'intrigue : the plot - entremêlés : intertwined - familles ennemies : feuding families, - partout dans throughout le monde : the world

2 Highlight the time markers in one colour and the relative pronouns in another. Which word is both a time marker and a relative pronoun?

110

when

Lesson

Unit

A. Watch the beginning of the video and answer the questions: 1 Where? The event takes place in San Diego. 2 What? It is a festival dedicated to Shakespeare's works. 3 Who? Lots of children and teenagers are involved in the project. Teachers too.

B. Watch the beginning again and find two numbers and a date. Match them with the elements in the other column. Number 1:

300

Number 2:

A date:

• outdoor stages • students

2006

• festival launched

C. Sum up what you have understood. D. Watch the second part of the video. The class will be divided into five groups. Each group

will focus their attention on one of the following people and write down the words they hear. Angela Lathem (Teacher 1)

Some kids will: perform one play / interpret a sonnet / twist…

Teenage girl

They have come in and helped us with our scenes / Workshop / amazing / Othello / understand emotions

Teenage boy

Think / some old stuffy guy / but NO / writes some pretty crazy stuff

Teacher 2 (blond-haired + glasses)

My students / excel / quotes from Shakespeare / good grades on essay

Adult (younger)

Expand vocabulary / enjoy playing with the language / issues / really grow a lot / exciting

E. Judging from their attitudes and words, what could you deduce from their vision of the San Diego festival and of Shakespeare?

All of them look and sound enthusiastic about this festival. Some of them emphasise the fun they have, others

focus their attention on what they learn. The teenage boy sounds a little surprised: he used to think Shakespeare was "some old stuffy guy" but then he realised that, although he died a long long time ago, he's still relevant today.

F. Why is Shakespeare called the "Immortal Bard"? He is called a Bard because it means "poet" and immortal because his plays and works are still as relevant today as they were 450 years ago. 111

Unit

Lesson

3 Look at this first page of the illustrated tragedy of Macbeth. Match the nouns with

the elements on the poster. Then use the adjectives in the list to describe the characters.

NOUNS 1 heroes

3 witches

5 helmet

7 shield

2 villains

4 ghost

6 sword

8 dagger

ADJECTIVES wicked / nasty / evil / innocent / guilty / bloody fearless / fearful / pitiless / powerful / powerless / frightening

4 6

1 2

112

Lesson

Unit

4 Now look carefully at each character's attitude and write what they are going to do. cast a spell

organise a trap

attack or slaughter someone

disappear into thin air

Observe La formation et comportement des adjectifs avec affixes Observe l'énoncé suivant. a. The witches appeared to Macbeth. He was terribly afraid – poor frightened man! b. The king is asleep. The pitiless warrior Macbeth is approaching. Surligne les adjectifs. Que constates-tu ? • frightened et pitiless sont placés avant un nom (en position épithète). • afraid et asleep sont en position attribut (après le verbe).

Complète la phrase récapitulative suivante : Les adjectifs commençant par a- (tels que asleep, awake, afraid, aware...) se placent toujours en position

attribut

alors que les autres adjectifs peuvent indifféremment se trouver

en position épithète ou attribut.

On peut dire « a frightened man » mais on ne peut pas dire « an afraid man ».

113

Unit

Lesson

Observe Les adjectifs en -ful et -less a. When Macbeth kills the king, he is pitiless and the king can't do anything, he is absolutely powerless. b. Macbeth is a fearless warrior but a sinful man. nom

Souligne les adjectifs dans cette phrase. Ils sont composés de d'un suffixe -ful / -less . Quel est le suffixe qui possède une connotation négative ? -ful . possède une connotation positive ?

-less

+ . Quel est le suffixe qui

Attention ! Certains adjectifs se construisent en ajoutant au nom un des deux suffixes : Adjectives avec suffixe -ful ou -less :

pain, care, fear, power, pity, hope, meaning, event, use, harm, help, colour, thought, faith…

Adjectives avec suffixe -ful seulement :

beautiful, wonderful, plentiful, peaceful…

Adjectives avec suffixe -less seulement :

childless, tasteless, godless, homeless, endless, timeless, worthless, dauntless…

5 Find the right adjective in the following contexts. careful

1 He has never had an injury. He is a very 2 Macbeth looks

thoughtful

. What's on his mind? homeless

3 They have nowhere to live, they are

4 Listen to the birds singing. This place is really

peaceful

5 Lots of things happened last night. It was an

eventful

evening.

6 Lady Macbeth is a

fearless

creature. She is never afraid.

harmless nothing because he has no weapon.

7 This poor man is absolutely

114

warrior.

when he sees Macbeth arrive to kill him. He can do

Lesson

Unit

Observe Le pronom relatif whose Whose (who + génitif) est un pronom relatif dont l'antécédent est un animé humain (who) et qui établit une relation d'appartenance (who-se ). "Romeo and Juliet" is a very sad play about two young lovers whose families detest each other. Deux phrases simples composent cette phrase complexe. Trouve-les ! Romeo and Juliet is a very sad play about two young lovers.

Their families destest each other.

Qu'est-ce qui a changé entre la phrase complexe et les phrases simples ? Complète la phrase cidessous: nom

Whose est toujours suivi d'un au français).

(jamais d'un

article

, contrairement

6 Choose the right relative pronoun: who or whose? 1 I met the woman

whose

2 These are the young people 3 This is the man 4 Look at this woman 5 This is the child

who

sister is an actress. who

have just got married.

bought a sword and a dagger. whose

who

ambition is to become the queen. is so pleased to have seen the Globe today.

Observe Les subordonnées de temps en when, while, as Identifie les marqueurs de temps ci-dessous en les surlignant, puis choisis la meilleure traduction. a. When the young people escape to the woods they meet the fairies. b. While their families are quarrelling and feuding, they get married in secret. c. As Macbeth becomes a murderer, Lady Macbeth, whose ambition is limitless, goes mad. 1. when

• comme

2. while

• lorsque/quand

3. as

• pendant que/alors que

115

Unit

Pronunciation

La musique de l’anglais : la graphie [o] et les syllabes accentuées dans une poésie A. 33 CLASSE Écoute les mots suivants et classe-les dans le tableau ci-dessous selon leur prononciation. love / know / grow / goddess / go / more / snow / show though / although / not / poet / honour / nothing /əυ/ boat

know though grow go snow show although poet

34 CLASSE

// bus

/ɔ/ door

love nothing

/ɒ/ dog

goddess honour not

Écoute les vers suivants et souligne les mots qui sont accentués.

1 My mistress' eyes are nothing like the sun. 2 Coral is far more red than her lips' red. 3 If snow be white, why then her breasts are dun. C. Combien de mots sont accentués dans chaque vers ? Entoure la bonne réponse : 3/4/5/6

116

My portfolio

Unit

Je suis capable de…

    Écouter Je suis capable de comprendre un dialogue dans lequel des conseils vestimentaires sont donnés.

You really should stop wearing dull colours.

Je suis capable de comprendre une vidéo sur la mode.

A world of models, photographers, hair and makeup…

Parler (en continu) Je suis capable de décrire quelqu'un.

He is a blue-eyed boy…

Parler (dialogue) Je suis capable de choisir un cadeau pour un(e) ami(e).

We should buy her the sweater.

Lire Je suis capable de comprendre des extraits d'articles de presse.

Musical fashion trends have come a long way from…

Je suis capable de comprendre des messages courts.

His dark sunglasses are soo stylish!

Écrire Je suis capable d’écrire des messages courts.

They are such a cool band.

Je suis capable d'écrire un email.

Dear Laura, How are you doing?

Grammaire Je suis capable de parler d'actions habituelles, et des caractéristiques d'une personne.

She wears glasses.

Je suis capable de décrire une action en train de se dérouler.

The model is walking…

Je suis capable d'utiliser l'exclamation avec so et such.

She looks so gorgeous! They're such a cool band!

Je suis capable d'exprimer mon opinion et de donner des conseils.

I think you should wear brighter colours…

Vocabulaire Je suis capable d'utiliser le lexique de la description physique.

This is a young man with short curly brown hair.

Je suis capable d'utiliser le lexique des vêtements et des accessoires.

Hippies often wear long skirts.

Prononciation Je suis capable d'identifier les lettres muettes dans une phrase.

She ought to buy some new clothes.

Je suis capable d'accentuer correctement les noms composés.

fancy dress party

Fais la liste de ce que tu dois revoir.

117

Unit

My portfolio

Je suis capable de…

    Écouter Je suis capable de comprendre une chanson irlandaise.

In Dublin's fair city, where the girls are so pretty…

Je suis capable de comprendre un extrait de film.

You were probably sent here by your family…

Parler (en continu) Je suis capable de raconter une histoire.

Once upon a time, there was…

Parler (dialogue) Je suis capable de participer au récit d'une histoire collaborative.

That night, Alison was going back home when…

Lire Je suis capable de comprendre une légende.

A long time ago there was an Irish giant called…

Je suis capable de comprendre un extrait de roman.

The room was filled with the smell of roses.

Écrire Je suis capable de rédiger un article sur un livre ou un film pour un site Internet Wiki.

"Gravity" was directed by…

Je suis capable d'écrire une histoire.

It was Friday night. Emma was spending a year in Galway…

Grammaire Je suis capable de décrire une action ponctuelle au passé.

There was a prince who met a princess…

Je suis capable de décrire une action en train de se dérouler au passé.

A bunch of little ones were singing…

Je suis capable d'employer les pronoms relatifs : who, which, where, when et why.

Irish is a language which is spoken by Irish people.

Je suis capable de m'exprimer à la voix passive.

The hero was taken to prison.

Vocabulaire Je suis capable d'utiliser du vocabulaire sur le monde des légendes.

The giant challenged his enemy.

Je connais le vocabulaire de la fiction littéraire.

The author wrote a play about…

Prononciation Je suis capable de distinguer la forme faible de la forme forte de was et de les utiliser à bon escient.

Fais la liste de ce que tu dois revoir.

118

He was exhausted. Was he French?

My portfolio

Unit

Je suis capable de…

    Écouter Je suis capable de comprendre une histoire racontée à l'aide de bruitages.

(des pas, un téléphone…)

Je suis capable de découvrir un bulletin d'information humoristique.

After briefly reviewing several documents…

Parler (en continu) Je suis capable de raconter une histoire à partir d'une série de bruitages.

I think somebody has just fallen down...

Je suis capable de m'exprimer à partir d'un document déclencheur de parole.

I think somebody is going to pick him up…

Parler (dialogue) Je suis capable d'échanger au cours d'une partie de Pictionary.

Lire Je suis capable de comprendre une bande dessinée. Je suis capable de comprendre de faux articles de presse (poissons d'avril).

He's grinning because he's going to play a joke on somebody… Some of these I haven't personally experienced, sad to say. A major electronics company is going to launch Eco Plants…

Écrire Je suis capable d’écrire un article sur une fausse nouvelle (poisson d'avril). Je suis capable d'écrire sur mes expériences. Grammaire Je suis capable d'exprimer un lien entre le passé et le présent à l'aide du present perfect avec just, already, not… yet. Je suis capable d'exprimer le but. Je suis capable de parler de l'avenir avec will et be going to.

Queen decides to rent out her services as hard-times hit the monarchy. I have already… but I haven't… yet. But I'd love to!

I have just seen her. The SMART Eco Plants will intake CO2 and release oxygen so as to support a healthier environment. He's going to play a joke on somebody…

Vocabulaire Je suis capable d'utiliser du vocabulaire et des expressions sur différents types d'humour.

comic strip, speech bubbles, stereotype, absurd…

Je suis capable d'utiliser le vocabulaire du langage corporel.

grin, glare, frown, smirk…

Prononciation Je suis capable d'identifier l'exagération dans une phrase en anglais.

I never realized how expensive college was going to be!

119

Unit

My portfolio

Je suis capable de…

    Écouter Je suis capable de comprendre une conversation téléphonique.

Hi Kate, this is Ann. I’ve got great news…

Je suis capable de comprendre une interview à la radio.

Good evening ladies and gentlemen. Tonight I’m going to interview…

Parler (en continu) Je suis capable d'enregistrer une offre d'emploi à la radio.

Hello! We are Rose and Laura. We are looking for a new chef…

Parler (dialogue) Je suis capable de m'exprimer en interaction dans le cadre d'un jeu de devinettes.

- I will have to entertain a child. - Is it… a babysitter?

Je suis capable de jouer une interview.

-G ood morning, Ms Wilde. Could you tell me about your experience?

Lire Je suis capable de comprendre une série d'offres d'emploi et une lettre de candidature.

Dear Mrs, I am starting my second year…

Écrire Je suis capable de rédiger une offre d'emploi.

Looking for a trustworthy young person who…

Je suis capable d'écrire une lettre de candidature.

As you will see from my CV, …

Grammaire Je suis capable de faire un bilan à l'aide du present perfect avec ever, never et already.

I have never worked as a waitress.

Je suis capable d'exprimer l'obligation dans le futur.

I will have to play with children…

Je suis capable de faire une hypothèse avec if + prétérit… would + V.

If I got the job, I would…

Vocabulaire Je suis capable de parler des métiers et des qualités requises pour les exercer.

babysitter, waiter, creativity, initiative…

Je suis capable d'utiliser des adjectifs de personnalité.

brave, punctual, outgoing…

Prononciation Je suis capable de segmenter des énoncés et de faire les liaisons.

Fais la liste de ce que tu dois revoir.

120

Tonight / I'm going to interview / the three finalists…

My portfolio

Unit

Je suis capable de…

    Écouter Je suis capable de comprendre un reportage sur l'invention de Google. Je suis capable de comprendre un documentaire sur Angel Island.

Parler (en continu)

This company’s mission is to organise the world’s information… From 1910 to 1940 tens of thousands of immigrants entered the United States…

Je suis capable de m'exprimer à partir d'un document déclencheur de parole.

I prefer using Google…

Je suis capable d'enregistrer la voix off d'un documentaire.

They must have been really exhausted…

Parler (dialogue) Je suis capable de participer à un débat. Lire Je suis capable de comprendre un texte historique. Je suis capable de comprendre un article d'un journal en ligne.

Écrire Je suis capable de rédiger un témoignage. Je suis capable d'écrire sur un forum pour donner mon opinion.

Grammaire

If I had lived before the Internet, I wouldn't have been able to... The California Gold Rush began on January 24, 1848… What would the world be like if Steve Jobs had never existed? When we arrived, my father had already bought… From my point of view, if Steve Jobs had never existed, we would have…

Je suis capable de faire la différence entre le prétérit et le past perfect.

Some prospectors, who had found gold worth tens of billions of today’s dollars, became very rich.

Je suis capable d'exprimer la probabilité au passé avec les modaux may/must + have + participe passé.

They must have felt…

Je suis capable d'employer l'irréel du passé avec if + past perfect… would have + participe passé.

If I had lived before the Internet, I wouldn't have been able to…

Vocabulaire Je suis capable d'utiliser le vocabulaire de l'immigration.

famine, poverty, hard living conditions…

Je suis capable d'utiliser le vocabulaire des nouvelles technologies.

search engine, download files, start-up, headquarters…

Prononciation Je suis capable d'identifier la réduction des mots grammaticaux.

This company's mission is to organise the world's information. 121

Unit

My portfolio

Je suis capable de…

    Écouter Je suis capable de comprendre une chanson.

If you ever find yourself stuck in the middle of the sea, …

Je suis capable de comprendre un dialogue.

You're always taking my stuff!

Parler (en continu) Je suis capable de donner ma propre définition de l'amitié.

A friend is someone who… I expect him/her to…

Parler (dialogue) Je suis capable de jouer une scène de dispute.

You've never been a real friend to me!

Lire Je suis capable de comprendre des citations d'auteurs célèbres.

“We’re with you whatever happens”

Je suis capable de comprendre un article de magazine.

Everyone has lied about something in their life…

Écrire Je suis capable d’écrire un dialogue.

I am so sorry! I wish I hadn't…

Je suis capable d'écrire un SMS d'excuse.

I wish I hadn't…

Grammaire Je suis capable d'utiliser la structure expect somebody to do something.

I expect a friend to be loyal.

Je suis capable d'utiliser le discours indirect et les verbes introducteurs.

She said I was not a real friend.

Je suis capable d'exprimer le reproche et le regret.

You shouldn't have told him! I wish I could win his trust back.

Vocabulaire Je suis capable d'utiliser le vocabulaire du reproche, de l'excuse, du regret et des sentiments.

ask, claim, avoid, tell the truth, regret, patch things up…

Prononciation Je suis capable de me plaindre et de protester en anglais.

Fais la liste de ce que tu dois revoir.

122

I can't believe it! You're always spreading rumours about me!

My portfolio

Unit

Je suis capable de…

    Écouter Je suis capable de comprendre un reportage à la radio sur un festival de Sydney.

It’s now time for the three o’clock ‘Out and About’ report …

Je suis capable de comprendre une émission de radio sur l'histoire de l'Australie.

Australia never used to have a problem with rabbits.

Parler (en continu) À partir de plusieurs brochures, je suis capable de dire ce que j'aimerais faire.

I'd like to go to the Brisbane festival because…

Je suis capable de faire un court exposé sur les « murs » célèbres de l'Histoire.

The Berlin wall used to separate…

Parler (dialogue) Je suis capable de participer à une émission de radio sur les nouveaux immigrants en Australie.

I used to live in a town called…

Lire Je suis capable de comprendre des brochures sur des festivals en Australie.

Brisbane festival: a celebration of arts in the city.

Je suis capable de comprendre un article de journal australien.

Ever since I first arrived in Sydney from Singapore…

Écrire Je suis capable d’écrire une carte postale.

Dear Claire, I've been in Sydney for ten days now…

Je suis capable d'écrire des devinettes.

I have been living in Paris for ten years now and…

Grammaire Je suis capable d'utiliser le present perfect en be + V–ing avec for et since.

I have been playing the didgeridoo for two hours.

Je suis capable d'utiliser used to et would fréquentatif.

I used to live in Paris. I would always meet my friends in…

Je suis capable d'employer get used to + V-ing.

I got used to living in the outback…

Vocabulaire Je suis capable d'utiliser le vocabulaire des arts et traditions populaires.

pottery, arts & crafts, knitting, body painting…

Je suis capable de parler de la brousse australienne.

outback, fence, cattle…

Prononciation Je suis capable de faire la différence entre used to/ use to.

There didn't use to be rabbits in Australia.

Fais la liste de ce que tu dois revoir.

123

Unit

My portfolio

Je suis capable de…

    Écouter Je suis capable de comprendre l'essentiel d'une interview sur une actrice.

Well, when I started acting in the Royal Shakespeare Company in Stratford…

Je suis capable de comprendre une vidéo sur des adolescents qui jouent des pièces de Shakespeare.

This Saturday at noon, some 300 San Diego students will perform Shakespeare…

Parler (en continu) Je suis capable de commenter un document parce que j'ai su l'interpréter.

This poem is unusual because…

Je suis capable de présenter une pièce de Shakespeare.

"Macbeth" is about greed and…

Parler (dialogue) Je suis capable de décrire un personnage.

Macbeth is brave…

Lire Je suis capable de comprendre l'essentiel du message d'une poésie.

My mistress's eyes are nothing like the sun.

Je suis capable de comprendre un quiz sur Shakespeare.

Who loves Juliet?

Écrire Je suis capable d’écrire un petit poème.

My girl's eyes are not like the sun.

Je suis capable de réécrire un sonnet en anglais moderne.

You are beautiful…

Grammaire Je suis capable de faire la différence entre l'expression du contraste et l'expression de la concession.

He loves her although she is not pretty. He is brave whereas his friend is reckless.

Je suis capable de faire la différence entre les adjectifs avec préfixe en a- utilisés en position attribut et les autres.

He was afraid. He was a fearful man.

Je suis capable d'utiliser la comparaison.

Your eyes are like…

Vocabulaire Je suis capable de parler des sentiments et des caractéristiques morales des personnages.

Greed / envy / jealousy / guilt fearless / fearful / frightening/ bloody / innocent…

Je suis capable d'utiliser le vocabulaire du théâtre.

Play / rehearse / act / performance…

Prononciation Je suis capable d'accentuer les mots porteurs de sens dans un poème.

124

Coral is far more red than her lips' red.

Crédits Crédits photographiques : Couverture : Anky10/Dreamstime.com, Grigor Atanasov/Dreamstime.com, Monkey Business Images/Dreamstime.com ; U1 : p. 6, © SIMS2 ; p. 8, Featureflash/Dreamstime.com, Sbukley/Dreamstime.com ; p. 11, Voices 4 ; p. 14, Lilia Barladyan/Dreamstime.com, Leslie Banks/Dreamstime. com, Leslie Banks/Dreamstime.com ; U2 : p. 20, © National Geographic ; Signal7/iStockphoto.com ; p. 21, Nicemonkey/Dreamstime.com ; p. 24, Statue of Molly Malone on Grafton Street/Mark A. Wilson/Wikimedia Commons ; p. 27, Dorian Gray/Penguin Books Ltd ; p. 28, Oscar Wilde portrait by Napoleon Sarony/Library of Congress/Wikimedia Commons ; U3 : p. 34, from the How To Be British Collection © LGP, Brighton, UK www.lgpcards.com, rman10112/Cartoonstock, 8330015/ Jantoo Cartoons, gene mora/Cartoonstock ; p. 36, © Calvin & Hobbes, Bill Watterson/GoComics ; p. 39, Kuzzie/Dreamstime.com, Wladimir Bulgar/Dreamstime. com, Geothea/Dreamstime.com, Calvin & Hobbes, Bill Watterson/GoComics ; p. 40, Jeff Schultes/Dreamstime.com, Cienpies Design/Illustrations/Dreamstime. com ; p. 44, STUDIO CANAL/UNIVERSAL FOCUS/WORKING TITLE FILMS/KEYTE, GILES/Album-online ; p. 45, Starsstudio/Dreamstime.com ; U4 : p. 48, © Adolfo Lopez num21034 photaki.com ; p. 59, Voices ; U5 : p. 62, Emmanuel.boutet/Wikimediacommons, The Granger Collection, New York/Wikimedia Commons ; p. 63, Harper's Weekly/How We Got Gold in California. 1860/Wikimedia Commons, Robyn Mackenzie/Dreamstime.com, Library of Congress/Wikimedia Commons ; p. 64, Grafissimo/iStockphoto.com, L. C. McClure/Wikimedia Commons, Harper's Weekly magazine/Wikimedia Commons ; p. 70, Extremetech.com ; U6 : p. 78, myillo/ iStockphoto.com ; p. 83, © LA Youth ; U7 : p. 90, Lifeontheside/Dreamstime.com ; p. 92, Diana Valujeva/Dreamstime.com ; p. 97, Rabbit-Proof Fence in 2005 Roguengineer/Wikimedia Commons ; p. 98, Jwk1/Dreamstime.com ; p. 99, © Courtesy of Recorded Picture Company ; U8 : p. 104, Brad Calkins/Dreamstime. com, Massimo Sala/Dreamstime.com, Marty142/Dreamstime.com, gabor/Wikimedia Commons ; p. 106, Nn555/Dreamstime.com ; p. 112, © Classical Comics Ltd. N.B : Toutes les photographies provenant de www.flickr.com sont soumises à une licence de Creative Commons (Paternité 2.0 et 3.0). Crédits textes : p. 12, Sunday Review, by Steven Kurutz from The New York Times, 9/15 © 2013 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited ; The Daily Record and Sunday Mail, Glasgow, Feb 9, 2012 ; NPR.org, "The hipsterfication of America" by Linton Weeks, Nov 17, 2011 and Urban Dictionary ; BBC News, "How are Goths and Emos defined" by Mark Sedgwick, Apr 4, 2013 ; Daily Mail, "EMO cult warning for parents", Aug 16, 2006 ; p. 27, Oscar Wilde, The Picture of Dorian Gray (1890), adapted from Penguin Readers ; p. 55, Reproduced with permission of the University of Kent Careers and Employability Service www.kent.ac.uk/careers who own copyright. Contact Bruce Woodcock bw@kent.ac.uk for details ; p. 70, extremetech.com: "What would the world be like if Steve Jobs had never existed?", By Sebastian Anthony on October 6, 2011 at 12:54 pm ; p. 83, "I wish I hadn't lied and disappointed my Dad", Nancy Vo, El Monte HS, 28 th January 2013 © LA Youth magazine ; p. 106, sonnet 130 "My mistress' eyes are nothing like the sun", William Shakespeare. Crédits vidéos : © Brookemead Associates Ltd, Smart English Video Pack A2, 2012 (Units 1, Bonus 1, Bonus 3, Unit 4, Bonus 4, Bonus 5, Bonus 7) ; The Secret Of Kells, A film by Tomm Moore, © 2009 Les Armateurs/Cartoon Saloon/Vivi Film/France 2 Cinéma (Unit 2) ; "Man Doesn't Know How Parents Ever Going To Pay Off Massive Student Loan Debt" © The Onion, http:// www.theonion.com (Unit 3) ; "Discovering Angel Island: the Story Behind the Poems" footage courtesy of © The KQED Asian Education Initiative (Unit 5) ; Bend it like Beckham, © Bilb Production Limited (Unit 6) ; trailer Rabbit-Proof Fence, © Courtesy of Recorded Picture Company (Unit 7) ; San Diego Student Shakespeare Festival, © KPBS et San Diego Shakespeare Society (Unit 8). Crédits audio : "Molly Malone", Pearson ELT (Unit 2) ; "The History of Google", © WatchMojo ; reprise de "Count on me", de Bruno Mars (Unit 6), par Ayesha Mendham (voix) et Pablo Garrido (guitare). Locuteurs : Rachel Fraser, Natasha Young, Joe Moore, Ryan Williamson, Ayesha Mendham, Daniel Francis-Berenson, Caroline Scott, Orla Sommers, Sarah Hamilton, Anne Clare Nolan. Montage : Enric Catalá et Sergi Bautista (Blind Records), avec des effets sonores de Freesound.org et iStockphoto, et chanson "Molly Malone". Reprinted by permission of the author; toutes les musiques provenant de www.freesound.org sont soumises à une licence de Creative Commons sampling plus 1.0. Tous les textes et documents de cet ouvrage ont fait l‘objet d‘une autorisation préalable de reproduction. Malgré nos efforts, il nous a été impossible de trouver les ayants droit de certaines œuvres. Leurs droits sont réservés aux Éditions Maison des Langues. Nous vous remercions de bien vouloir nous signaler toute erreur ou omission ; nous y remédierions dans la prochaine édition. Les sites Internet référencés peuvent avoir fait l‘objet de modifications. Notre maison d‘édition décline toute responsabilité concernant d‘éventuels changements. En aucun cas, nous ne pourrons être tenus pour responsables des contenus de liens vers des tiers à partir des sites indiqués. Toute reproduction d’un extrait quelconque de ce livre, par quelque procédé que ce soit, et notamment par photocopie ou microfilm, est strictement interdite. Based on ‘Voices’, copyright © Macmillan Publishers Limited 2009. Published under Licence. This edition is for sale in the French school market only.

Conseil pédagogique et éditorial Eduard Sancho, Florence Pitti Coordination éditoriale et rédaction Alícia Carreras Conception graphique couverture et intérieur Oscar García Ortega, Luis Luján, Setanta, Salon de Thé Mise en page Aleix Tormo Illustrations Oscar Domènech

Copyright de cette édition : Éditions Maison des Langues, Paris, 2014. ISBN : 978-2-35685-235-9 Dépôt légal : mai 2014 Imprimé dans l'UE