Together 3e - Livre de l'élève - Éditions Maison des Langues by Editions Maison des Langues

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ANGLAIS

L'anglais en action !

Together 3 Marie-Claire Chauvin

Formatrice à l'ESPE de Créteil (94)

Rachel Fraser

Collège Le Luberon, Cadenet (84)

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Sabine Menou

Lycée Périer, Marseille (13)

Isabelle Ranger

Lycée de l'Empéri, Salon-de-Provence (13) Muriel Benisty (Arts together) Lycée Victor Hugo, Marseille (13)

Sous la direction de :

Laurence Giovannoni

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

Éditions Maison des Langues, Paris

A2/B1

Les niveaux-cibles : de A2 vers B1

Palier 2 Le niveau à atteindre à l’issue du palier 2 est fixé à B1 en langue vivante 1.

- Je peux comprendre les points essentiels quand un langage clair et standard est utilisé et s’il s’agit de sujets familiers. - Je peux comprendre l’essentiel de nombreuses émissions de radio ou de télévision sur des sujets qui m’intéressent si l’on parle d’une façon relativement lente et distincte.

Lire

- Je peux lire des textes courts et simples. - Je peux trouver une information particulière dans des documents courants. - Je peux comprendre des lettres personnelles courtes et simples.

- Je peux comprendre des textes rédigés essentiellement dans une langue courante. - Je peux comprendre la description d’événements, l’expression de sentiments et de souhaits dans des lettres personnelles.

Prendre part à une conversation

- Je peux communiquer lors de tâches simples et habituelles ne demandant qu’un échange d’informations simple et direct sur des sujets et des activités familiers. - Je peux avoir des échanges très brefs même si, en règle générale, je ne comprends pas assez pour poursuivre une conversation.

- Je peux faire face à la majorité des situations que l’on peut rencontrer au cours d’un voyage. - Je peux prendre part sans préparation à une conversation sur des sujets familiers ou qui concernent la vie quotidienne.

S’exprimer oralement en continu

- Je peux utiliser une série de phrases ou d’expressions pour décrire en termes simples ma famille et d’autres gens, mes conditions de vie.

- Je peux m’exprimer de manière simple afin de raconter des expériences et des événements. - Je peux brièvement donner les raisons et explications de mes opinions ou projets. - Je peux raconter une histoire ou l’intrigue d’un livre ou d’un film et exprimer mes réactions.

- Je peux écrire des messages simples et courts. - Je peux écrire une lettre très simple.

- Je peux écrire un texte simple et cohérent sur des sujets familiers ou qui m’intéressent personnellement. - Je peux écrire des lettres personnelles pour décrire expériences et impressions.

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- Je peux comprendre des expressions et un vocabulaire très fréquent relatifs à ce qui me concerne de très près (par exemple moi-même, ma famille, les achats, l’environnement proche...). - Je peux saisir l’essentiel de messages simples et clairs.

Écrire

ÉCRIRE

NIVEAU B1

Écouter

PARLER

COMPRENDRE

NIVEAU A2

Avant-propos

Les points forts de Together 3e

La méthode Together accompagne les élèves depuis le début de leur parcours au collège. Dans cette dernière étape du palier 2, Together 3e continue à les faire progresser vers le niveau B1 en développant l’autonomie et l’initiative.

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•D es supports et des contenus culturels motivants. Le souci de la motivation des élèves et de leur adhésion au projet du professeur a continué à guider le travail des auteures. Un apprentissage centré sur les apprenants qui leur garantit un degré d’activité optimal est une condition essentielle de leur réussite. • La lisibilité du parcours. Impossible de gagner l’adhésion des élèves sans leur rendre intelligible le parcours proposé ! L’entrée par la tâche, l’exposition rapide et claire des finalités, des savoirs et des savoir-faire leur permettent d’être associés efficacement aux objectifs. • La construction des capacités dans les activités langagières : les supports de compréhension de l’écrit, de l’oral et de la vidéo sont accompagnés d’activités dans le Workbook qui procèdent rigoureusement de la méthode inductive. Les consignes visent à garantir l’acquisition de stratégies, qui seules donneront un caractère durable aux apprentissages. • L’expression orale en continu et en interaction sont sollicitées d’une manière qui focalise avant tout le sens et la motivation à travers des tâches où priment l’expression personnelle et l’initiative. • L’entraînement à l’expression écrite, une activité souvent peu prise en charge dans les séances de langues, se poursuit dans le cadre de la rubrique « How to Write » introduite en 4e. Ces activités pourront utilement outiller les professeurs dans ce domaine.

Une nouveauté : la réflexion sur les stratégies

Par le biais d’activités spécifiques dans le Workbook, cette pratique réflexive procure aux élèves de 3e le recul nécessaire pour mieux comprendre comment on apprend, quels sont les gestes mentaux et les techniques à développer dans les activités de compréhension pour mieux réussir. Ces stratégies, en compréhension comme en expression, font également l’objet d’un dossier de méthodologie dans le manuel de l’élève. Tournée vers la réussite et la poursuite du parcours de l’élève, notre démarche s’inscrit dans le cadre institutionnel d’une liaison collège-lycée dynamique et cohérente. A travers l’apprentissage collaboratif, le respect de l’élève et la valorisation de sa parole, Together 3e permettra aux futurs lycéens d’envisager avec confiance et motivation la suite de leur parcours en anglais. Excellente année scolaire à tous avec Together 3e !

Laurence Giovannoni IA-IPR d’anglais Académie d’Aix-Marseille

Découvrir son manuel La double page d'ouverture

Un premier contact visuel pour entrer dans la thématique de l’unité. Des activités d’entrée en projet pédagogique.

Storytelling

Our project

Par ticiper à un con d'écriture cré cours ative pour un ma gazine

, nous allons...

Pour réussir notre projet Utiliser :

t en be + V-ing

Le prétérit simple et le prétéri Les pronoms relatifs La voix passive

you think of? music make es. s. people and plac e famous Irish ographs and the definition with the phot Daniel Day-Lewis eway Giant's Caus The Bono Oscar Wilde rds Awa e Academy winner of thre best actors, • One of today's and died in the 19th century and activist man • A writer who lived ness try busi Irish singer, es in the coun • An influential sity, one of the most visited plac curio A geological

12 CLASSE

What does this

L'adjectif substantivé

2 Look at thes

Le lexique des légendes

es Match the nam

et de la fiction littéraire

Découvrir :

Des légendes irlandaises ure irlandaise La musique et la littérat Le film The Secret of Kells Gray Le roman The Picture of Dorian

•

L’annonce de la tâche finale, des tâches intermédiaires et des objectifs linguistiques pour que les élèves perçoivent rapidement le parcours qui leur est proposé.

Mini projects

Lesson 1 collaborative. Participer à une histoire Lesson 2 ou Écrire le synopsis d'un livre Wiki. et d'un film pour un site Intern

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Les leçons

Un entraînement aux 5 activités langagières : écouter, lire, parler en continu, parler en interaction et écrire. 2

Unit

Lesson

➜ Je vais comprendre une légende irlandaise ➜ Je vais participer au récit d'une histoire collaborative

By word of mouth 13 CLASSE Read and discover an Irish legend. ➜ WB p20 Then, listen to it.

Lesson

3 16 CLASSE Look at this photo and discover a popular Irish song. Guess what the story is about. Then, listen and check.

Unit

➜ WB p24

- I guess it's about…

TIPs & TrICks p126 ➜ wb p22

Apprends à comprendre… un texte écrit

Th e le g e n d of Fin n Mc Co ol 25

Alive, alive-O! Alive, alive-O! Crying 'Cockles and Mussels' alive, alive-O!

Finn came out of the cradle and thanked his wife. While Benandonner was running away, Finn picked up a large 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.

Vocabulary

giant /ˈdʒaɪənt/ challenge /ˈtʃælɪndʒ/ enemy /ˈenəmi/ fight tremendous /trɪˈmendəs/ terrified

Lough Neagh

Mini project

The Giant’s Causeway

le berceau 2 la chaussée

14 CLASSE 06 ÉLÈVE

to take to one's legs = to leave to flee (fled fled) /fliː/ = to escape scared to death to frighten /ˈfraɪtən/

What about you?

Think about a story, a legend or a popular tale that you know and tell it to the class. - Once upon a time, there

28 • twenty-eight

Vocabulary

was an old king who…

For further information about the Giant's Causeway check out our National Geographic video: http://www.emdl.fr/anglais

15 CLASSE 07 ÉLÈVE

Pronunciation : was

A. Listen to these sentences: /wɒz/ or /wəz/?

1. There was an Irish giant who challenged a Scottish giant. 2. He was exhausted when he finished. 3. His wife was waiting for him.

B. Read them aloud. Then, listen again and check. ➜ WB p32

L’essentiel du vocabulaire de chaque unité, avec des transcriptions phonétiques si nécessaire. 4 • four

13 CLASSE 07 ÉLÈVE

Ce pictogramme renvoie au CD classe et aux fichiers audio élève téléchargeables sur http://together.emdl.fr

TIPs & TrICks p129

fs et des adverbes Utilise des adjecti expression. pour enrichir ton des verbes. Vérifie le temps

4 What about you? Be creative ! Write a different ending for this story. ➜ WB p24

long time ago there was an Irish giant who was called Finn Mc Cool. One day he challenged his enemy, the Scottish giant Benando nner, to 5 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 10 who was walking towards him. Finn was terrified when he realised that Benando nner 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 15 to pretend he was their son and put him in the cradle1. 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 20 stay there. He fled back to Scotland, scared to death. He was so heavy and he ran so fast that he destroyed the causeway2, which became known as the Giant’s Causeway.

soCLe

• Décrire • Raconter une histoire, un événement • S'entraîner à la lecture expressive à haute voix

Participate in a storytellin 1. Divide the class into groups

g contest

of four or five.

2. Each group creates a story that begins with "That night, young Alison was going back home when…". 3. Each student in his/her group says a new sentence to add to the story.

That night, young Alison was going back home when…

… she saw a terrifying giant coming towards her…

What about you?

Activités d’entraînement à l’expression personnelle, écrite ou orale.

4. At the end of the activity, one student in each group will tell the whole story to the class.

5. Decide which story is the best!

Grammar

Did you know...? et TIPS & TRICKS Notes culturelles, Sur fond jaune, ces activités de informations compléprononciation, d’accentuation ou mentaires, astuces et d’intonation familiarisent les élèves avec stratégies pour les élèves. la musicalité de la langue anglaise. p132 et 138 ➜ wb p23, 25

✶ Le prétérit simple et le prétérit

en be + V-ing ; les pronoms

relatifs

twenty-nine • 29

Découvrir son manuel En haut de la page, les descripteurs des activités proposées dans chaque leçon et les principales compétences sont indiqués.

Unit

de roman ➜ Je vais lire un extrait sur un livre ou un film ➜ Je vais rédiger un court article

Lesson

th (Dubli n) - Birth: Octobe r 16 , 1854 poetry - release - 1881: first volume of by Bogue (publi sher) Vera (first play) - cancel

EN - marry - 1884: Consta nce Lloyd Dorian Gray" - 1891: "The Picture of publish - ban in Englan d - 1892: "Salom e" (play) of Being - 1895: "The Impor tance Londo n Earnes t" - perfor m - in prison Senten ce to 2 years of th 1900 (Paris ) - Death: Novem ber 30 ,

Picture of and the beginning of The 2 Read an extract from the preface and find what it's about. ➜ WB p27 famous novel, Dorian Gray, Oscar Wilde's

➜ WB

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

the smell of roses. SitThe room was filled with cigarette, was Lord Henry ting on a sofa, smoking a door came the distant Wotton. Through the open and now and then the sounds of the London streets; in flight flitted across the fantastic shadows of birds of the that were stretched in front 15 long silk curtains […]. huge window stood a portrait of an exIn the centre of the room young man. Sitting a little traordinarily beautiful the artist himself, Basil distance in front of it was he painter looked at the portrait, 20 Hallward. As the smiled. the best thing you have “It is your best work, Basil, “You really slowly. Henry, Lord ever done,” said the Grosvenor. The Grosmust send it next year to place to exhibit a painting venor is really the only

Cette indication renvoie au Workbook pour travailler un point de grammaire particulier ou pour aller plus loin.

1. Choose a book you have you have seen recently.

thirty-one • 31

Mini projects

verbs.

destruction

fright/fear

to challenge

challenge

•

es intera

d from this Give a definiti on, a synonym unit. antonym or mime it. Your , an friends must guess what it is. man who…

to flee

EItgsnt

UhAtRO

• thirtyARA -two hREtcc

4 Complete these words with

lPtO

the missing letters. Then

a) n-v-l

b) b--g---h-

sc---t

--h-

e) --t-b--g-

5 Are these words related to fact, news report

bestseller

Fact

news report

fantasy

film scr

ther.emdl.f ge

science fiction •

3 Put the The first letter is given.

to fiction.

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find words related order news reportto letters in the correct

d) l-g--d

legend

biograph y

Fact

if s

Lesson 2

c) f-l-

or both?

autobiography

fantasy

cic

Bo th tE Itl

e s inter

Fiction

hRtAPcE

match them with the correct

fact, fiction,

ort

ds related to

news rep

bestse - It's a very large man who… ller

definitions.

writes about his/her 1. a book which someone own life actors what their 2. a text which tells the characters must say writes about somebody 3. a book which someone else's life ry characters and events 4. a story about imagina to a myth 5. a traditional story, similar

fiction, or both? y autobiograph

biography

Both

•

d ...

writing Take part in a creative contest for a magazine soCLe

C2 C4 C7

if s

-h-

friends antonym or mime it. Your must guess what it is.

if s

c) f-l-/fear challenge fright sc-destruction -t d) l-g-

• Ex

b) bto terrify -g--

er match c i ctheme r a e s i n t with the correct definiti ons.

1. a book whic to challenge h someone writ es about his/ own life her 2. a text whic terror h tells characters mus the actors what their flight t say 3. a book whic -d h someone writ es about som else's life ebody e) --t4. a story abou b--g-t imaginar y -hcharacters and 2 Select one word from this unit. 5. a tradition events al story, simi an lar to a myth 5 m, Are these wor Give a definition, a synony

to frighten

to destroy

es interac

film script

legend

science fict

ion

Fiction

ipt

• Écrire un court récit, une descri • Saisir et ption

1. Choose one of these gen res (legend, and a setting song, short stor (per iod, loca tion). Unity, novel…) 2. Think abo ut the main cha Our project racters and wha 3. Organise you t happens to r text into thre them. e or four para 4. Choose a title grap hs (250 words). for your stor y.

•

cic

soCLe

mettre composition en page un texte ; organi You are taki C4 Partici d'un docum ser la ng part in a per à la concep ent crea C7 • prenan tion d’un projet contest. The t en compte collectif en theme you hav tive writing les objectifs fixés e to write abo ut is “A Stra nge Encoun How to procee ter”.

letters. Then

the missing

•E

e words with

ItltE hRtAPc

ther.emdl.f ge

4 Complete thes

the verbs. a) n-v1 Match the nouns with l

lPtO

EItgsn

ARA

ether.emd l og

• Ex

hREtcc

ted to fiction.

.fr

Put the lette rs in the corr The first lette ect order to r is given. find words rela

s s, word AtRO Words, wordUh

ject Unit 2 Take part in contest for a creative writing a magazine

terror

2 Select one wor

- It's a very large

Our pro

ether.emd l og

cic

if s

to flee

flight

to terrify

• Ex

to frighten

.fr

ns with the

to destroy

1 Match the nou

Lesson 1

s•

p31

ivé

Words, words , words

ÉC

Unit

tif

p136 et 140 ➜ wb p29,

Wiki

Lesson 1

Gravity is a science fiction thriller which was directed by Alfonso Cuarón, a Mexican director. The film was shot in 3D and it stars Sandra Bullock and George Clooney...

substant ✶ La voix passive ; l'adjectif

Lesson 2

www.wikitogether.emdl/gra

read or a film

the author/ 2. Collect information about , the plot, director, characters/actors the setting… You can include article. Wiki your 3. Write a photo.

Grammar

description • Écrire un court récit, une travail : • Être autonome dans son savoir l'organiser, le planifier

vity

Write a short Wiki articl

1 ho d c ab t d c b a p i i m h g f e 2 y h1 ok 4 j h i h t ocod kl f d d 5 nbc ablm a m 6 s g r p f q i op e f Ce pictogramme renvoie i h 2 8 aux exercices interactifs uwk 74 t supplémentairesy sur le 5l67 h j 8 k z manuel numérique ou sur i xy df h 9 le site compagnon : oo n t5ym 6g 8 http://together.emdl.fr f lm pq rs Our8 project o 7 7 6 5 Cette page permet la mise en w de l’unité. Les 8tâches œuvre tduuprojet z yet motivantes. 8 finales sont ludiques x g 9 tym inter

C2 C7

Les tâches intermédiaires mobilisent les faits de langue mis en place à chaque étape et préparent à la tâche finale.

Une page qui privilégie le plaisir de la langue et donne une coloration ludique à l’apprentissage du lexique, à son appropriation et à sa mémorisation.

ic e s

soCLe

30 • thirty

Words, words, words

will have to guess the title.

by Johnny Depp.

Mini project

Readers Adapted from Penguin The Picture of Dorian Gray Oscar Wilde (1890)

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

Oscar Wilde

film or a book you like. They

Jack Sparrow and is played - The main character is called n"? - Is it " Pirates of the Caribbea

a 4 Tell your classmates about

laugh at him at Oxford used to make his friends send it anywhere.” University. “No, I won’t in surprise through the Lord Henry looked at him . “Not send it anycigarette thin blue smoke of his not? What odd people where? My dear man, why you painters are!” “but I laugh at me,” Basil replied, 35 “I know you will put too much of myself really can’t exhibit it. I have into it.” himself out on the sofa Lord Henry stretched this Basil, it! in of yourself and laughed. “Too much l. He does not look like you.” 40 man is truly beautifu me, Harry,” answered the “You don’t understand him. I would be sorry like not am I course artist. “Of not to be different from to look like him. It is better and ugly have the best of other people. The stupid Gray — ” 45 this world. Dorian his “Dorian Gray? Is that name?” asked Lord Henry, towalking across the room wards Basil Hallward. name. I wasn’t 50 “Yes, that is his going to tell you.”

➜ WB p30

the poster from the film 1 Look at the screenshot and rs hypotheses about the characte The Secret of Kells. Make ➜ WB p26 and the setting of the story.

2:46

Unit

the following information.

Wilde using 3 Write a brief article on Oscar

Fact and fiction

Les séquences vidéo s’intègrent naturellement à la progression de l’unité.

ther.emdl. ge

Lesson

TIPs

& TrICks description p129 • Écrire un court récit, une un texte ; organiser la Vérifie les • Saisir et mettre en page temps utili l'un sés composition d'un document projet collectif en ité, rédige ton texte dans d’un Ajoute des au prétérit • Participer à la conception fixés adjectifs . prenant en compte les objectifs terrifie (tremen

creative writing You are taking part in a Strange Encounter”. have to write about is “A contest. The theme you

ed ... How toAproce FRIDAY NIGHT

novel…) (legend, song, short story, genres thesenight. wasofFriday Emma was spending a year 1. Choose Itone n). locatio (period in Galway as an, au pair. It was only her second day them. and a setting happens to ers and there and she stillcharact didn’t feel verywhat comfortable. 2. Think about the main (250 words). phs She didn’t really like being four paragra at night in such your text into three or alone 3. Organisaebig house, but the family were invited to a friends’ story. yourwas forbaby a titleThe 4. Choosehouse. sleeping, everything was quiet.

d), as soon des adverbes (suddous, as… relatifs (wh ) et des pronomsdenly, tes phra o, where…) pou ses. r étof fer Pense à évo quer les personn sentiments ages. des N'oublie pas de rédi l'introdu ction et ger la conclus ion.

Suddenly the phone rang. She jumped nervously. TIPs & TrICks p129Going fur ther… It stopped, then rang again. Should she answer it? She Vérifie les temps1.utilisés dans B2i Organise the texte au prétérit. could only say that the family were out. Then a knock l'unité, rédige tonwith productions your classmates Ajoute des adjectifs (tremendous, and put them toget her to create was heard at the window. a book. terrified), des2. adverbes (suddenly, Choose the font as soon as…) et des pronoms Times New Roma Her heart started to beat loudly. Was there 12pt, double n, relatifs (who, where…) pour étoffer space. someone outside? She tiptoed to the kitchen. As the tes phrases. 3. Write the table of conte nts with the of the storie frightened girl approached the window, she saw them, Pense à évoquertitles les sentiments des s and the autho 4. Design the rs. cover: select absolutely scary, all dressed up: a bunch of little ones personnages. insert a picture, a text zone, pas de rédiger write the title who were singing “Trick or treat! Trick or treat!”. She N'oublie the text zone. inside l'introduction et la conclusion. 5. Write out had a look at the calendar and burst out laughing. the blurb. 6. Don't forget to do a spellcheck printing the before final version of your composition.

Claudia

Simenon NIGHT a year A FRIDAY s spending Emma wa second day day night. s only her It was Fri pair. It wa fortable. y as an au l very com h fee in Galwa suc n’t in did she still ne at night friends’ there and being alo to a really like re invited et. She didn’t family we g was qui se, but the everythin sly. a big hou s sleeping, ped nervou e baby wa g. She jum ran house. Th ne wer it? She the pho uld she ans a knock Sho Suddenly in. aga Then then rang were out. It stopped, the family y say that could onl re dow. . Was the at the win the beat loudly was heard kitchen. As started to rt the hea to r He tiptoed saw them, outside? She d the window, she le ones someone l approache up: a bunch of litt gir ned frighte dressed treat!”. She scary, all t! Trick or absolutely ick or trea laughing. singing “Tr burst out who were endar and k at the cal n had a loo udia Simeno

thirty-three

Going further…

• 33

s Organise the production put them with your classmates and together to create a book. New Roman, 2. Choose the font Times 12pt, double space. with the 3. Write the table of contents authors. titles of the stories and the a picture, 4. Design the cover: select the title inside insert a text zone, write the text zone. 5. Write out the blurb. before 6. Don't forget to do a spellcheck of your printing the final version composition.

B2i

Cla

thirty-three • 33

32 • thirty-two

five • 5

Découvrir son manuel English Mag 2

English Mag

“Colm Tóibín

A Land

of Writers

Jonathan Swift ulliver’s Travels, often conside red as a children’s book, is in fact a bitter1 satire on English politicians and human nature. The Gulliver’s voyages was publish story of ship captain Lemuel ed anonymously in 1726. author was the Anglo-Irish Its writer, clergyman and satirist Jonathan Swift, born in 1667 in Dublin. In Gullive r’s visits to fanciful2 countries such as Lilliput and Brobdingnag, the hero meets both tiny and giant inhabitants, who represe nt the different aspects of human ity Swift wanted to criticis e.

Usages du numérique et validation du B2i dans l’encadré :

rank McCourt was born in 1930 Brooklyn, NY, to Irish immigr in ant parents. His father was an ex-IRA man from Northern Ireland and his mother an Irish Catholi c from Limerick. During 40 The Great Depression, the family moved back to Ireland, where the future author grew up in extreme poverty. He returne d to when he was 17 and eventua 6 the United States lly became a highschool teacher. But McCou rt never forgot his poor 45 childhood in Limerick so that when he retired7 from teaching, he started writing about it in his first novel, entitled Angela’ s Ashes after his mother. The book was a bestseller, then a film. It made its author so famous that a Frank McCourt 50 museum was opened in Limerick.

f you ever find yourself in the centre of Dublin on June 16th, you might be surpris ed to see a lot of people wearing old-fashioned clothes. That’s because this is “Bloomsday”, an annual celebration of the life of James Joyce. was a famous Irish author Joyce who wrote poems, short stories and autobiographical novels. One of his most famous books is Ulysses, which describes in detail the events of one single3 day in Dublin: 16 June 1904. The protagonist of this novel is called Leopold Bloom. Joyce’s work has since inspired writers of every generation, and Ulysses is considered one of the th great classics of 20 century literatu re.

It’s your turn! 1.

1. bitter = amer 2. fanciful • = imaginaire 4. playwright = auteur dramatique • 5. shortlist• 3. single = seul ed = sélectionné 6. eventually = finaleme nt • 7. retire = prendre sa

retraite

34 • thirty-four

It’s your turn!

Frank McCourt 35

James Joyce 10

Unit

he saddest Irish stories are about the millions of people who left their home country for Austral ia or America, and never came back.” This is what 25 Colm Tóibín believes. The novelist, playwr ight4 and journalist, born in 1955, is considered one of Ireland’s greatest living writers. His books have been translated into 25 languages and he has won many prestigious awards . Tóibín has been 30 shortlisted 5 three times for the the equivalent of the French Booker Prize, Prix Goncourt. His novel Brooklyn is the story of a woman who emigrated from Ennisc orthy to New York in the 1950s.

Ireland is quite a small island and yet it is well-kn own for its literary tradition. Let’s discover four major Irish writers.

English Mag

Unit

La pause culturelle de l’unité, sous une forme attrayante, proche de celle des pages d’un magazine.

soCLe

• Créer, produire,traiter, exploiter des données • Organiser la composition d’un document, prévoir sa présentation en fonction de sa destination

B2i Prepare the book trailer a book by one of these authors. to publicise

2. Organise a PowerPoint presentation with three or four slides. 3. Choose a soundtrack for your book trailer.

Indications pour la validation des items du socle commun de connaissances et de compétences. .

thirty-five • 35

Notes de vocabulaire pour faciliter l’accès au sens.

ÉC

1. Irish is a Gaelic language life takes place. annual celebration of Joyce's 2. "Bloomsday" is ... the in Dublin. Irish singer ... was born 3. Sinead O'Connor is an can go surfing. you ... beach great a is 4. Brandon Bay in Ireland. became the biggest lake 5. That's the reason ... it

Lesson 2

l'histoire)

… when we met a famous

singer.

(action ponctuelle, qui vient interrompre la première)

2 Les pronoms relatifs Who = animé humain Which = non animé Where = lieu When = moment Why = cause

who • There was an Irish Giant was called Finn Mac Cool. There was an Irish Giant.

He was called Finn Mac

Cool.

How grammar works

about a famous Listen to a tour guide talking the questions. Irish writer and answer

WHAT IS BEAUTY?

written Wilde also wrote / was pubThe Picture of Dorian Gray children’s stories, 15 poems, plays and d in 1891. lishes / was publishe but this was his only novel. Dorian Gray life. It is about a man called Oscar Wilde had a difficult beauty physical his for that thinks prison who He sent / was sent to t than his soul. / died 5 is more importan two years and he was dying / is painted When an artist paints only 46 years old. Dorian 20 when he was Gray a beautiful picture of him, Now, The Picture of Dorian to age painting the of for one ed Gray wishes considers / is consider and not fiction. and become old and ugly, the classics of gothic horror really happens, the is studied 10 him. When this Every year, it studied / consequences are terrible. British students 25 by thousands of written was / wrote This book for their literature exams. Wilde. by the Irish author Oscar

3 4 La voix passive 1. Schéma :

be (conjugué) + participe passé (+ by + agent)

de placer 2. La voix passive permet nous en première position ce qui parle. on intéresse le plus, ce dont • The boy was suddenly by wolves. (Ici, c'est du garçon que

attacked

nous parlons.)

e Si l'on s'intéressait davantag garçon, aux loups et moins au petit on dirait : The wolves suddenly attacked a boy.

souvent 3. Le passif en anglais est l'équivalent du « on » français connu, lorsque l'agent n'est pas qu'il qu'il est très évident ou importe peu. • The Picture of Dorian was published in 1891.

Gray

important (C'est le livre qui est le plus nom de l'éditeur aux yeux du locuteur. Le n'est pas mentionné.)

136, 138, 140 ➜ Précis grammatical p132,

wb p23, 25, 29, 31

36 • thirty-six

Pygmalion

ten by Pygmalion was writht George the Irish playwrig It was named Bernard Shaw. k mythological Gree the r afte , who fell in character Pygmofalion his sculptures, love with one to life. which then cameset in London at the beginning The storthy is ury. The main character is Speaking On a rainy of the 20 cent B1a poor flower girl. of An anecdote Eliza Doolittle, s Henry Higgins, a professorwill anecdote au passé. evening she meetbets with a friend that he Je peux raconter une s, who a duchess d to etic into happene phon that girl e anecdot king funny Talk about a the cockney speato speak beautiful English, were you? turn Where child. a were you how you when was with you? by teaching her What were you doing? Who like a lady. oduces her into high society, the playing r.emd ocrat. In - I remember one day, I was He then intr aken forogan ethearist l Unit 2 in the garden when… How grammarwher e shes is mist y turns into a duchess, but work reall r end, she neve independent woman, and Higgins rous rather into an her. Amo rc ng thec nume ic e a r with s e Lesson t i n 1 most famous is falls in love Shaw’s play, the Writing A2+ adaptations of Fair Lady, released in 1964. Books 1 Le prétérit simple 1 Choisis lasur the musical My livre. un correcte. et le prétérit cour t forme

Une présentation claire de la grammaire pour faciliter la compréhension et la mémorisation.

1 Who is the writer? for? 2 Which horror story is he famous he write? 3 Apart from novels, what did 4 Where was he born? When? with? world the 5 Who did he travel into? 6 What was his novel made

Manipulation des faits de langue nouveaux dans des exercices.

Je peux écrire un texte 1. While my unit brother travelled ed in this mention / was Choose one of the books travelling in Ireland, it. Say he visited tion card about and write a short informa some relatives in Dublin. d, who wrote it, the genre... when it was publishe 2. He was having a drink withs. short synopsi our cousin awhen Don't forget to include he met / was meeting his girlfriend. in… by … was published

SP correcte 4 Quelle est la forme

Read the text and answer the questions.

? Voix active ou passive ?

(action qui dure, décor de

Grafton

Reading Pygmalion

n". l'histoire de "Pygmalio Je peux comprendre

les points principaux Je peux comprendre d’une biographie.

• Ex

in 1922. 1. James Joyce wrote Ulysses the biggest lake in Ireland. 2. Finn Mac Cool created Dublin in 1976. Mullen Jr. founded U2 in 3. Bono, The Edge and Larry in Steven the part of Abraham Lincoln 4. Daniel Day-Lewis played Spielberg's film Lincoln. th century. 9 the in Kells of Book 5. Celtic monks created The

• We were shopping in Street…

A2+

17 CLASSE 08 ÉLÈVE

.fr

pour que la partie suivantes à la voix passive 3 Transpose les phrases soit davantage mise en relief. soulignée (le complément)

= décor de 2. Prétérit en be + V-ing dans le l'histoire, action qui dure passé.

Listening A tour guide

s•

which,

people. ... is spoken by many Irish

• We met a famous singer.

B1-

d'un pronom relatif (who,

1 Le prétérit simple et le prétérit en be + V-ing ou 2e colonne 1. Prétérit simple (V-ed t au du verbe irrégulier) = événemen passé qui est terminé.

en be + V-ing

1. Prétérit simple (V-ed ou 2e colonne of the play? 4. He is the author 1 was Wholistening du verbe irrégulier) = événemen to his friend place? t au take playing the drums the action passé qui est terminé. whendoes he heard 2 When and where / was hearing a strange sound. • We met a famous singer. 3 What is it about? 5. They talked / were talking l? 2. Prétérit successfu nt experime about the 4 en be + V-ing = their Was plans and suddenly they l'histoire, action qui dure décor de dans le decided to start a band. passé.

Activités interactives Fais le point sur tout ce que tu supplémentaires sur as appris en remplissant la grille valuation le site compagnon : d'autoé de ton workbook http://together.emdl.fr "Ulysses"

3. While they chatted / were chatting he discovered that she played the fiddle.

Intera2cting Complète les blancs à l'aide d'un pronom relatif (who, event ant where, which, when, An import why).

soCLe

que je faisais 1. à quelqu'un is a Gaeliccelanguage Je peux raconterIrish ... is spoken by many Irish people. passé. à un moment du 2. "Bloomsday" is ... the annual celebratio and where n of Joyce's life takes place. what he/she was doing 3. Sinead Ask your partner O'Connor isntanevent d (Olympics happene Irish singer ... was born in Dublin. an importa he/ she was when election of Asia, ast 4. Brandon South-E Bay in i is a opening ceremony, tsunam great beach ... you can go surfing. the US...). 5. That'stthe of reason ... it became the biggest Obama as presiden lake in Ireland.

were you doing when…? - What Lesson 2 I was… - That was in 2012… I think

r et être capable • Savoir s'autoévalue • We were shopping ses in Grafton de décrire ses centres d'intérêt, Street… compétences et ses acquis

(action qui dure, décor de

? Voix active ou passive ?

singer.

2 Les pronoms relatifs Who = animé humain Which = non animé Where ➜ WB= p118 lieu When = moment Why = cause 37

Cool.

4 La voix passive

WHAT IS BEAUTY?

be (conjugué) + participe passé (+ by + agent) 2. La voix passive permet de en première position ce qui placer intéresse le plus, ce dont nous on parle. • The boy was suddenly attacked by wolves.

(Ici, c'est du garçon que

nous parlons.)

Si l'on s'intéressait davantag aux loups et moins au petit e garçon, on dirait : The wolves suddenly

En fin d’unité, cette page aide les élèves à se situer au terme du parcours et leur permet de s’évaluer dans les cinq activités langagières, en lien avec l’auto-évaluation finale du Workbook (My portfolio). 36 • thirty-six

6 • six

Je peux comprendre les points principaux d’une biographie.

Je peux comprendre l'histoire de "Pygmalio n".

1 Who is the writer? 2 Which horror story is he famous for? 3 Apart from novels, what did he write? 4 Where was he born? When? 5 Who did he travel the world with? 6 What was his novel made into?

Pygmalion

Pygmalion was written by the Irish playwright George Bernard Shaw. It was named after the Greek mythological character Pygmalion, who fell in love with one of his sculptures, which then came to life. The story is set in London at the beginning of the 20th century. The main character is Eliza Doolittle, a poor flower girl. On a rainy evening she meets Henry Higgins, a professor of phonetics, who bets with a friend that he will turn the cockney speaking girl into a duchess by teaching her how to speak beautiful English, like a lady. He then introduces her into high society, where she is mistaken for an aristocrat. In the end, she never really turns into a duchess, but rather into an independent woman, and Higgins falls in love with her. Among the numerous adaptations of Shaw’s play, the most famous is the musical My Fair Lady, released in 1964.

Je peux raconter une anecdote au passé.

Talk about a funny anecdot e that happened to you when you were a child. Where were you? What were you doing? Who was with you? - I remember one day, I was playing in the garden when…

A2+ Writing

Books

Je peux écrire un texte cour t sur un livre.

Choose one of the books mentioned in this unit and write a short informa tion card about it. Say when it was published, who wrote it, the genre... Don't forget to include a short synopsis. "Ulysses" was published in… by …

attacked a boy.

3. Le passif en anglais est souvent l'équivalent du « on » français lorsque l'agent n'est pas connu, qu'il est très évident ou qu'il importe peu. • The Picture of Dorian Gray was published in 1891.

(C'est le livre qui est le plus important aux yeux du locuteur. Le nom de l'éditeur n'est pas mentionné.)

➜ Précis grammatical p132,

wb p23, 25, 29, 31

136, 138, 140

1 2 3 4

Who is the author of the play? When and where does the action take place? What is it about? Was the experiment successfu l?

Interacting An important event

Je peux raconter à quelqu'un ce que je faisais à un moment du passé.

Read the text and answer the questions.

Listen to a tour guide talking about a famous Irish writer and answer the questions.

1. Schéma :

Check your progress The Picture of Dorian Gray pubWilde also wrote / was lishes / was publishe written d in 1891. 15 poems, plays It is about a man called and children’s stories, Dorian Gray but this was his only novel. who thinks that his physical beauty Oscar Wilde had a difficult 5 is more importan life. t than his soul. He sent / was sent to prison When an artist paints for / is painted two years and he was dying a beautiful picture of him, / died Dorian 20 when he was only 46 years old. Gray wishes for the painting to age Now, The Picture of Dorian and become old and ugly, Gray and not considers / is consider 10 him. When this ed one of really happens, the the classics of gothic horror consequences are terrible. fiction. Every year, it studied / This book wrote / was is studied written 25 by thousand s of British students by the Irish author Oscar Wilde. for their literature exams.

A tour guide

Unit

A2+ Reading Pygmalion

17 CLASSE 08 ÉLÈVE

An anecdote

There was an Irish Giant.

He was called Finn Mac

B1- Listening

B1- Speaking

thirty-seven •

• There was an Irish Giant was called Finn Mac Cool.who

suivantes à la voix passive pour que la partie soulignée (le complément) soit davantage mise en relief.

1. James Joyce wrote Ulysses in 1922. 2. Finn Mac Cool created the biggest lake in Ireland. 3. Bono, The Edge and Larry Mullen Jr. founded U2 in Dublin in 1976. 4. Daniel Day-Lewis played the part of Abraham Lincoln in Steven Spielberg's film Lincoln. 5. Celtic monks created The Book of Kells in the 9th century.

l'histoire)

… when we met a famous

(action ponctuelle, qui vient interrompre la première)

3 Transpose les phrases

4 Quelle est la forme correcte

Check your progress

tif

e s inter

friend 4. He was listening to his / was heard / 1. While my brother travelled playing the drums when he travelling in Ireland, he visited was hearing a strange sound. some relatives in Dublin. / were talking about talked They 5. our with they 2. He was having a drink their plans and suddenly meeting was / met he when cousin decided to start a band. his girlfriend. chatting 3. While they chatted / were the fiddle. he discovered that she played

à l'aide 2 Complète les blancs where, when, why).

•

if s

cic

1 Choisis la forme correcte.

•E

Lesson 1

Unit

Check your progress

ther.emdl.f ge

Unit

How grammar works

Ask your partner what he/she was doing and where he/ she was when an importa nt event happened (Olympi opening ceremony, tsunami cs in South-East Asia, election Obama as president of the of US...). - What were you doing when…? - That was in 2012… I think I was…

soCLe

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p118

thirty-seven • 37

Découvrir Découvrir son son Workbook manuel La page d'ouverture

Les leçons

La première page de chaque unité permet un travail en autonomie et une reprise des compétences travaillées préalablement dans le manuel.

6 pages par leçon reprennent les visuels et les textes principaux de l’unité et proposent des activités lexicales, de compréhension et d’acquisition de la langue. Exercice de classement qui prépare la formulation de la règle grammaticale.

Storytelling

Observe

Le prétérit simple et le la phrase suivante Traduis

While Bennandonner was ...........................

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

up a piece of earth and

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

aux formes verbales que

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 5 things are the cultivated. For these there is hope.. […] There Now say what you know about the two giants and the Giant's Causeway, the Isle of Man is no such thing as a moral or an immoral book. Books are well written, and Lake Neagh. or badly written. That is all. […] All art is quite useless.

threw it at him.

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

Apprends à comprendre…

...........

Un texte écrit

fantastic ?shadows of birds Regarde le texte que tu as surligné. Quelle couleur est majoritaire

tu as identifiées.

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

In the centre of the room stood a portrait of an ex Quelle conclusion en as-tu tiré concernant l'idée principale ? traordinarily



•

Pour comprendre un texte, il faut donc être attentif aux mots récurrents ou aux mots qui “It is your best work, Basil, ceux de la colonneappartiennent à un même champ lexical. the best thing you have ever done,” said Lord

Henry, slowly. “You really

mustsur send it nextlittéraire À partir des premiers mots de l'histoire, qu'as-tu pu déduire le genre deGrosvenor. cet écrit ? year to the 25

• plante le décor d'une histoire n • décrit une action d'arrière-pla • décrit une action ponctuelle

• le prétérit simple

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.

colonne de gauche avec

(relie les éléments de la

• le prétérit en be + V-ing

a plot

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

•

résumer, on dira que... Pour de droite) :

Fiction

Lesson

Finn Mac Cool.

running away, Finn picked

terrified

Unit

prétérit en be + V-ing

extraite de la légende de

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

un symbole visuel Associe

Adjectives to describe feelings

Lesson

les formes verbales. Souligne

a giant

Lesson

5 Put the pictures in chronological order.

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

Legends

Unit

The Grosvenor is really the only place to exhibit a painting like that.”

“I don’t think I shall send

odd way that

dans l'histoire de Finn Mc Cool ?

Unit

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 45 of this world. Dorian Gray —” “Dorian Gray? Is that his name?” asked Lord Henry, walking across the room towards Basil Hallward.

“Yes, that is his name. I wasn’t going to tell you.”

it anywhere,” que peut-on s'attendre à trouver dans ce type d'histoire ? Quels éléments s'y rapportentthe painter answered, moving dans le passé Donc, his head in that

used to make his friends laugh at him at Oxford 30 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!” 35 “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.”

Adapted from Penguin readers The Picture of Dorian Gray Oscar Wilde (1890)

as soon as

to flee

025-044_tgr3_wbk_u2_aleixV1_2t.indd 25

7 Circle the correct verb.

We were reading the tale

Look at the lay-out and punctuation?, then choose Dans ces phrases, qu'est-ce qui t'a aidé à comprendre le sensextract: des mots/expressions souligné(e)s the words that

when the lights were going

a. but he was so exhausted when it was finished that he fell asleep a dialogue

off / went off.

b. He took to his legs and ran back home

Time markers Verbs of action

Observation du fonctionnement de la langue et formulation de la règle de grammaire.

the wall and escaped.

breaking 1 The enemy broke / was they 2 While the fire was burning

Ireland 3 We were flying / flew to seeing 4 Did you see / Were you

Match the questions with

when one of the engines

le contexte

2 Now match each part with the

prisoners 3 Did the guards see the

escaping?

present in the room?

Yes, he/she was.

Yes, he/she did.

e Yes, it did.

him escape?

best qualify each part of

words you chose: 2 First part (lines 10-21)

025-044_tgr3_wbk_u2_aleixV1_2t.indd

the names of people. Which

3 Second part (lines 22-51)

of these characters are actually

33 33 11/03/14 12:22

11/03/14 12:21

29 025-044_tgr3_wbk_u2_aleixV1_2t.indd

Réflexion sur les stratégies de compréhension de l’écrit, de l’oral et de la vidéo.

11/03/14 12:21

My portfolio

ÉC

Unit

Je suis capable de…

À la fin du Workbook, cette page récapitulative aide les élèves à faire le point sur leur parcours. Des phrases d’exemples illustrent chaque descripteur.

Écouter

   

Je suis capable de comprendre une chanson irlandaise.

Parler (en continu)

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

Je suis capable de raconter une histoire. Parler (dialogue)

Once upon a time, there

Je suis capable de comprendre

un extrait de film.

Je suis capable de participer au récit d'une histoire collaborative.

Je suis capable de comprendre

Grammaire

Je suis capable de décrire une action ponctuelle au passé.

Je suis capable de décrire une action en train de se dérouler au passé. Je suis capable d'employer les pronoms relatifs en : who, which, where et when, et why. Je suis capable de m'exprimer à la voix passive. Vocabulaire

Je suis capable d'utiliser du vocabulaire sur le monde des légendes.

Je connais le vocabulaire

de la fiction littéraire.

Prononciation

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

07 CLASSE

Écoute ces

08 CLASSE

"Gravity" was directed by…

C. Coche

It was Friday night. Emma was spending a year in Galway…

was :

There was a prince who met a princess…

was :

A bunch of little ones were singing…

09 CLASSE

Irish is a language which is spoken by Irish people.

tu entends

/wəz/

/wɒz/

Une page par unité consacrée au travail sur la prononciation et l’intonation.

e complète. une phras raît dans quand il appa de phrase. accentué raît en fin n'est pas quand il appa . accentué tion (not) n'est pas spond : a une néga qui corre quand il y e la case accentué /Id/? Coch n'est pas

réponse :

est est est

Écoute ces

verbes au

prétérit. /d/

tu /d/, /t/,

Entends/t/

/Id/

enged

spond au

qui corre e la case ales et coch spond : bases verb qui corre Écoute ces coche la case isée E. 10 CLASSE prétérit et Fin non vocal verbes au isée

The giant challenged his enemy.

The author wrote a play about…

He was exhausted. Was he French?

11/03/14 12:22

was que

1. chall 2. exhausted 3. finished

The hero was taken to prison.

les

Bases verba

Unit

Fin vocal

1. thank

son final.

te les

Puis écou

/d/

Prétérit thanked

/t/

/Id/

arrived destroyed passed landed

2. arrive 3. destroy

wanted

4. pass 5. land 6. want : : Complète se prononce isé le –ed . son vocal Après un : : se prononce se prononce /d/ le –ed son /t/ ou Après un

aleixV1_2t.indd

_tgr3_wbk_u2_

025-044

Et en plus, en téléchargement gratuit sur le site compagnon de la méthode : http://together.emdl.fr

Pronunciation

was 3 His wife

son de et coche le

was. TV? Yes, I

la bonne

was :

025-044_tgr3_wbk_u2_aleixV1_2t.indd

enged

who chall

phrases

he finished. usted when him. waiting for

exha 2 He was

Ente

phrases.

an Irish giant

was 1 There ish giant. a Scott

the . watching d her exam 1. Were you she passe fifteen when 2. She was English? French or 3. Was he l today. 't at schoo 4. He wasn

The room was filled with the smell of roses.

un extrait de roman.

Écrire

histoire.

A long time ago there was an Irish giant called…

une légende.

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

Je suis capable d'écrire une

s et -ed tion : wa /? Pronuncia z/ ou /wəz nds-tu /wɒ

was…

That night, Alison was going back home when…

Lire

Je suis capable de comprendre

Unit

tion Pronuncia

. Après un

son non-vocal

isé le –ed

39 11/03/14

12:22

How to write How to write

A blurb

1 Read the blurbs in these book covers of three Irish novels.

2 Try to define in your own words what a blurb

Ireland: A Novel, Frank Delaney

Unit

is and what it is for.

3 Find the elements of the blurbs and fill them

in the chart. Brooklyn, Colm Tóibín

Gulliver's travels, Jonathan Swift

Main character

Time & setting

How to write

Themes

Genre

Suspense (stylistic devise to grab the reader's attention)

2 pages spécifiquement consacrées au développement de l’expression écrite.

4 Read these comments and highlight in two 1 what defines a blurb:

different colours:

2 what qualities a good blurb must have:

"A blurb is the book description you find on the back of a book to describe

a book's contents."

"It is meant to give a hint of the story in an attractive way, to grab the reader's attention, without giving away the ending." "Good back cover copy should be intriguing and it should tell just enough of the story to pique a reader's interest and make them want more — that's what will sell your book." "A book blurb should be a fair representation of the style of the book; it should tempt the reader to want to know more — now."

5 Now, you can write your own blurb. Choose would make your friend want to read

38 025-044_tgr3_wbk_u2_ali_v4tintes.indd

38-39

this

a poem a newspaper article

11/03/14 12:21

3 Read the text and underline

b Yes, they were.

escaped prisoner?

help 5 Did the prisoner's friend

1 Introduction (lines 1-9)

a No, they didn't.

sleeping? 2 Were the prison guards

considerations

la ressemblance avec le français about art

025-044_tgr3_wbk_u2_aleixV1_2t.indd 28

to escape? 1 Was the prisoner trying

a descriptive passage

a song

la composition du mot lui-même

failed.

the giant run away?

their answers.

the 4 Did a car arrive to pick up

the castle.

evacuated / were evacuating

a novel you particularly like, and write a blurb that it! Don't forget to use the tips given on this page!

39 10/03/14 18:34

seven • 7

Sommaire

Style Wars Style wars Our Our proje project ct

Pour réussir notre

Présen Créer des ter person un candid nages at pour auxun Person jeu vidéo of the Year Awards

projet, nous allons...

Créer des personnages pour un jeu vidéo

Utiliser :

en be + V-ing be + V-ing présent simpleetetleen présentsimple Le présent et such prétérit on avec so L'exclamati Le conseil n’t were/were et du t et There n de l'opinion was/wasn’ L'expressio There personnalité et de laphysique, description métiers de la lexiquedes Le lexique des accessoires s pour parler du caractère des vêtements et idiomatique expressions Des

Smile style

Découvrirr :: Découvri mode à Londres vie d'une styliste de

La és du monde anglophone Des personnalit contemporaines Des tribus urbaines talents De jeunes américains représentatifs Des films d'une époque projects de la mode Mini

144 likes ents 3 comm So nice! great! Jerry Hall She looks ndy Wow! Trendy_Ma Such a cool Binks Wow! ination! Jay Ray comb

Mini projects Lesson 1 Mini projects er une personne célèbre.

Listen to the soundtracks and match them with the photos. 01 CLASSE

2 Look at the pictures and name as

many accessories and clothes as possible. You have 30 seconds! Ready, steady, go!

Interview Lesson 1 2 r un défilé de mode filmé. Lesson Commente biographie Rédiger une courte

Lesson d'un Prix2 Nobel. pour une soirée Donner des conseils des jeux vidéo. déguisée sur le thème

Storytelling rytelling

Sto

Our project

Pour réussir notre

projet, nous allons...

Utiliser :

et le prétérit en be Le prétérit simple Les pronoms relatifs

12 CLASSE

What does

this music

make you

think of?

places. people and the definitions. famous Irish and s 2 Look at these with the photographs Daniel Day-Lewi names Match the Causeway The Giant's Bono Oscar Wilde Academy Awards winner of three best actors, th • One of today'slived and died in the 19 centuryactivist and who country • A writer businessman places in the ial Irish singer, • An influent curiosity, one of the most visited al • A geologic

Participer à un concou d'écriture créativ rs e pour un magaz ine

+ V-ing

La voix passive L'adjectif substantivé et de la fiction littéraire Le lexique des légendes

Découvrir : Des légendes irlandaises irlandaise La musique et la littérature Kells Le film The Secret of of Dorian Gray Le roman The Picture

Mini projects Lesson 1 collaborative. Participer à une histoire Lesson 2 livre ou Écrire le synopsis d'un Internet Wiki. d'un film pour un site

• Commenter un défilé de mode filmé

• Donner des conseils pour une soirée déguisée sur le thème des jeux vidéo

• Participer à une histoire collaborative

Nos mini projets

Compétences culturelle et lexicale

Notre projet

Participer à un concours d'écriture créative pour un magazine

ÉC

• Écrire le synopsis d'un livre ou d'un film pour un site Internet Wiki

• La description physique • Le lexique des vêtements et des accessoires • La vie d'un styliste de mode à Londres • Des tribus urbaines contemporaines • Des films américains représentatifs de la mode d'une époque

• Les légendes et la fiction littéraire • Des légendes irlandaises • La musique et la littérature irlandaises • Le film The Secret of Kells • Le roman The Picture of Dorian Gray, d'Oscar Wilde

Arts together Units 1-2 A visit to the National Gallery of Ireland

LOLL LO

Pour réussir notre

projet, nous allons...

Utiliser :

Le present perfect avec L'expression du but

Our project

Réaliser un bulleti n d'information humor istique pour le collège

just, already, not…yet

be going to es Le futur avec will et expressions humoristiqu types d'humour et des Le lexique des différents Le langage corporel

Découvrir :

anglaises et américaines Des bandes dessinées Des nouvelles insolites

What laugh? What's es you t mak prefer? or film? 1 Wha s do you edy show joke sort of urite com your favo

KEEP CALM AND SMILE

April Fool's Day

Le rire : une aide pour

mieux vivre ensemble

Mini projects

Lesson 1 d'une bande Compléter les bulles ter. dessinée et l'interpré Lesson 2 que Écrire unerarticle humoristi pour le 1 avril.

SP 44

Réaliser un bulletin d'information humoristique pour le collège

• Passer une annonce à la radio en tant que recruteur

Our project

29 CLASSE

• dog walke • taxi driver

Listen and

identify

the jobs.

• teacher babysitter •

Pour réussir notre Utiliser :

Le present perfect Will have to + V

projet, nous allons...

avec ever, never et

Passer un entreti en d'embauche

already

capacité L'expression de la +V If + prétérit… would Les talents et les métiers

Les adjectifs de personnalit

Découvrir :

Jobs in the World" Le concours "The Best États-Unis d'Angleterre et des Des universités célèbres

Mini projects

Lesson 1 à la radio en tant Passer une annonce que recruteur.

Lesson 2 de candidature pour Rédiger une lettre Jobs in the World". le concours "The Best

• Écrire un article humoristique pour le 1er avril

Passer un entretien d'embauche 54

• Rédiger une lettre de candidature pour le concours "The Best Jobs in the World"

Arts together Units 3-4 Humour in British art 8 • eight

• Le lexique des différents types d'humour et des expressions humoristiques • Le langage corporel • Des bandes dessinées anglaises et américaines • Des nouvelles insolites • April Fool's Day • Le rire : une aide pour mieux vivre ensemble

Jobs Jobs

• Compléter les bulles d'une bande dessinée et jouer la scène

• Les talents et les métiers • Les adjectifs de personnalité • Le concours "The Best Jobs in the World" • Des universités célèbres d'Angleterre et des États-Unis

Sommaire Activités de réception

Activités de production

Compétence phonologique

• Le présent simple et le présent en be + V-ing • L'exclamation avec so et such • L'expression de l'opinion et du conseil

• Les lettres muettes (should, ought) • L'accentuation des noms composés

Découvrir le métier de styliste à Londres • Lire des articles de presse sur les styles vestimentaires des nouvelles « tribus urbaines »

• Décrire les personnages d'un jeu vidéo • S'exprimer en interaction dans le cadre d'un jeu de devinettes • Commenter un défilé de mode • Écrire un e-mail pour donner des conseils à un(e) ami(e) • Donner une appréciation et exprimer son opinion

• Exercices interactifs (sur la version numérique et le site compagnon) • London fashion

• Le prétérit simple et le prétérit en be + V-ing • Les pronoms relatifs • La voix passive • L'adjectif substantivé

• La prononciation de was : forme pleine et forme faible • La prononciation de la marque -ed du prétérit des verbes réguliers

• Découvrir une légende irlandaise • Écouter une chanson traditionnelle irlandaise • Comprendre un extrait de film d'animation • Lire un extrait de roman

• Raconter une histoire ou une légende • Inventer une histoire à plusieurs voix • Échanger à propos d'un film ou d'un livre qui nous a plu • Écrire un article sur un auteur célèbre • Écrire la fin d'une chanson

• Exercices interactifs (sur la version numérique et le site compagnon) • The Secret of Kells, by Tomm Moore and Nora Twomey

ÉC

•

Reading

Units 1-2 Brooklyn by Colm Tóibín

• L'exagération

• Lire une bande dessinée • Comprendre une histoire racontée à l'aide de bruitages • Lire de faux articles de presse (poissons d'avril) • Découvrir un bulletin d'information humoristique

• Le present perfect avec just, already, not… yet • L'expression du but • Le futur avec will et be going to

• Le present perfect avec ever, never et already • Will have to + V • L'expression de la capacité • If + prétérit… would + V

• La segmentation et les liaisons

Ressources complémentaires

Compétence grammaticale

• Lire une série d'offres d'emploi et une lettre de demande d'emploi • Comprendre une conversation téléphonique Découvrir les métiers • du monde du spectacle • Écouter une interview à la radio

• Raconter une histoire à partir d'une série de bruitages • S'exprimer à partir d'un document déclencheur de parole • Échanger au cours d'une partie de Pictionary • Écrire un article sur une fausse nouvelle (poisson d'avril)

• Exercices interactifs (sur la version numérique et le site compagnon) • Spoof TV news bulletin

• S'exprimer en interaction dans le cadre d'un jeu de devinettes • Jouer une interview • Jouer un entretien d'embauche • Rédiger une offre d'emploi • Écrire une lettre de demande d'emploi

• Exercices interactifs (sur la version numérique et le site compagnon) • London Music

Reading Units 3-4 Revenge of the Lunch Ladies by Kenn Nesbitt

66 nine • 9

Sommaire Notre projet Let's

Our project

Pour réussir notre

Organiser un débat : doit-on limiter le pouvoir d'Internet pour protéger les citoyen s?

projet, nous allons...

Utiliser :

perfect Le prétérit et le past + participe passé Les modaux + have passé would have + participe if + past perfect… L'irréel du passé avec n Le lexique de l'émigratio technologies Le lexique des nouvelles

Découvrir :

n vers la Californie

La ruée vers l'or, l'émigratio

et Angel Island

La Silicon Valley Steve Jobs ; les inventions de L'histoire de Google a's Californi think en State"? do you y? 1 Why is "The Gold valid toda e still nicknamthis name Why is

Mini projects Lesson 1 documentaire Faire la voix off d'un sur Angel Island. t. Lesson 2 l'invention d'Interne Imaginer la vie avant

Our project

Utiliser : Expect somebody

Rédiger le scénario d'une scène de dispute et de réconciliation et la jouer

Rédiger le scénar io et jouer une scène de dispute et de réconciliation

projet, nous allons...

to do something

Le discours indirect

rs et les verbes introducteu

Les regrets Le lexique des reproches,

des excuses, des regrets

et des sentiments

"Count on me" de Bruno Une reprise de la chanson Beckham Le film Bend it like sportives Quelques grandes rivalités

find as nds to c. 30 seco this topi you haverelated to dship: ible 2 Frien s as poss word many steady… go! Ready,

• Imaginer la vie avant l'invention d'Internet

• Jouer une scène • Les reproches, les excuses, d'explication les regrets et les sentiments entre deux ami(e)s • Une reprise de la chanson "Count on me" de Bruno Mars • Le film Bend it like Beckham • Quelques grandes rivalités sportives • Rédiger un courriel d'excuse

Les reproches

Découvrir :

• L'émigration • Les nouvelles technologies • La ruée vers l'or, l'émigration vers la Californie et Angel Island • La Silicon Valley • L'histoire de Google • Les inventions de Steve Jobs

BestBefriends 4ever st friends 4ever Pour réussir notre

Organiser un débat : doit-on limiter le pouvoir d'Internet pour protéger les citoyens ?

• Faire la voix off d'un documentaire sur Angel Island

Compétences culturelle et lexicale

ancisco-debajo-de-

dolescente-atractivo-en-san-fr

te-36314169.jpg mstime.com/x/a

ancisco-con-puente-golden-ga

Let's gogoto Frisco! to Frisco!

indo-en-san-fr reamstime.com/x/adolescente-l pg http://thumbs.drea http://thumbs.d ncisco-33480009.jpg ente-golden-gate-36314169.j x/puente-golden-gate-san-fra indo-en-san-francisco-con-pu http://thumbs.dreamstime.com/ .jpg http://thumbs.dreamstime.com/x/adolescente-l puente-golden-gate-36314177

Nos mini projets

Mars

Mini projects Lesson 1 ion entre Jouer une scène d'explicat deux ami(e)s. Lesson 2 d'excuse. Rédiger une lettre

Arts together Units 5-6 Art in New York

Portraying Australia aying Australia

ÉC

Portr

Our project

Pour réussir notre Utiliser :

Le present perfect

projet, nous allons...

en be + V-ing avec

Rédiger un journa l de bord au cours d'un voyage en Austra lie

Rédiger un journal de bord au cours d'un voyage en Australie

for et since

fréquentatif Used to et would Get used to + V-ing

en Australie Les lexique des arts outback) australienne (the Australian Les lexique de la brousse

Découvrir :

populaires de l'Australie Les arts et les traditions Annual Wool Week villes, Sydney et l' Quelques grandes de l'Australie L'histoire récente Les "Dreamtime stories"

Mini projects

ds and

16 CLASSE

them with

soun to the Listen res. the pictu

match

Lesson 1 pour Écrire une carte postale raconter un festival.

Lesson 2 de radio sur Participer à une émission ts en Australie. les nouveaux immigran

All's well that All's wellends well ll

that ends we

Our project

Dans cette unité,

nous allons...

Jouer une scène de Macbeth

Utiliser :

Romeo and Juliet

RichaRd iii

26 CLASSE

each Match

quotatio

of with one

e!"

a hors dom for i say…" e, my king tion." • “a horsdamned spot! outthat is the ques men and • “out be or not to be, e, and all the eo?" • “to the world's a stagers" thou Rom • “all en merely playWherefore are wom eo! eo, Rom “o Rom

s. the play

Le pronom relatif whose while, as de temps en when, Les subordonnées universels et des grands sujets Le lexique du théâtre (physique et morale) Le lexique de la description

Découvrir :

e La poésie de Shakespear e siècle et de nos jours élisabéthain au XVI e Le monde du théâtre tragédies de Shakespear une des plus célèbres La pièce de Macbeth,

•

as you

les marqueurs although, La concession avec however though and yet, La comparaison

like it

Mini projects

Lesson 1 Écrire un poème d'amour.

Lesson 2 classe. de Shakespeareà la Présenter une pièce

macbeth

hamlet

Jouer une scène de Macbeth 110

• Écrire une carte postale pour raconter un festival

• Le lexique des arts en Australie • La brousse australienne (the Australian outback) • Les arts et les traditions populaires de l'Australie • Quelques grandes villes ; Sydney et l'Annual Wool Week • Participer à une • L'histoire récente de l'Australie émission de radio • Les "Dreamtime stories" sur les nouveaux immigrants en Australie

• Écrire un poème d'amour • Présenter une pièce de Shakespeare à la classe

• Le théâtre et les grands sujets universels • La description (physique et morale) • La poésie de Shakespeare • Le monde du théâtre élisabéthain au XVIe siècle et de nos jours • Macbeth, l'une des plus célèbres tragédies de Shakespeare

Arts together Units 7-8 Art in Australia: from modern to contemporary art

10 • ten

Sommaire Compétence phonologique

Activités de réception

Activités de production

Ressources complémentaires

• Le prétérit et le past perfect • Les modaux may/ must + have + participe passé • L'irréel du passé avec if + past perfect… would have + participe passé

• La réduction des mots grammaticaux

• Lire un texte d'histoire • Comprendre un documentaire • Écouter un reportage sur l'invention de Google • Lire un article sur un journal en ligne

• S'exprimer à partir d'un document déclencheur de parole • Enregistrer la voix off d'un documentaire • Écrire un témoignage • Écrire sur un forum pour donner son opinion

• Exercices interactifs (sur la version numérique et le site compagnon) • Discovering Angel Island

• Expect somebody to do something • Le discours indirect et les verbes introducteurs • Les reproches • Les regrets

• Protester et se plaindre

• Comprendre une chanson • Découvrir des citations d'auteurs célèbres • Comprendre un dialogue • Lire un article de magazine • Regarder un extrait de film

• Jouer une scène de dispute • Formuler à l'écrit notre définition de l'amitié • Écrire un dialogue • Écrire un SMS d'excuse

• Exercices interactifs (sur la version numérique et le site compagnon) • Bend it like Beckham, by Gurinder Chadha

Compétence grammaticale

Reading Units 5-6 The Curious Incident of the Dog in the Night-time by Mark Haddon • Used to/use to

• La concession avec les marqueurs although, though, and yet, however • La comparaison • Le pronom relatif whose • Les subordonnées de temps en when, while, as

• Les réalisations phonétiques de la graphie [o] • Les syllabes accentuées dans une poésie • Lire un poème de manière expressive

• Lire des brochures sur des festivals en Australie • Écouter un reportage à la radio sur un festival de Sydney • Écouter une émission de radio sur l'histoire de l'Australie • Lire un article de journal australien Découvrir un film sur • les "générations volées"

• Écrire une carte postale • Écrire dans le cadre d'un jeu de devinettes • Faire un court exposé sur les "murs" célèbres de l'Histoire • À partir de plusieurs brochures, dire ce que l'on aimerait faire

• Exercices interactifs (sur la version numérique et le site compagnon) • A trailer: RabbitProof Fence, by Phillip Noyce

• Répondre à un quiz • Écouter l'interview d'une actrice • Lire l'un des sonnets les plus célèbres de Shakespeare • Découvrir deux célèbres tragédies et une comédie • Regarder une vidéo sur des pièces de Shakespeare jouées par des adolescents

• Écrire un poème • S'exprimer sur nos films ou livres préférés • Présenter une pièce de Shakespeare en public • Jouer une scène d'une pièce de Shakespeare

• Exercices interactifs (sur la version numérique et le site compagnon) • Student Shakespeare Festival

ÉC

• Le present perfect en be + V–ing avec for et since • Used to et would fréquentatif • Get used to + V-ing

Reading Units 7-8 Mr William Shakespeare’s Plays by Marcia Wiliams

122

Dossier méthodologique

126

Précis grammatical

132

Glossaire Scripts

151

English sounds

eleven •170 11

174

Welcome to Dublin!

Last night I was walking down Blackhall Place when I bumped into your sister. If you hadn’t come to study in Dublin, we wouldn’t have met each other…

You’ve been ignoring me for days!

ÉC

I love your skirt, it’s so stylish!

12 • twelve

I’m sorry. I should have called you.

Welcome to Dublin!

We are going to spend a month in Paris next spring. We are so excited!

ÉC

I have been living in Ireland since 2006.

Wow! Lucky you!

It’s about an Irish young woman who decides to emigrate to Brooklyn.

What’s the book about?

thirteen • 13

Ă&#x2030;C

Smile style

1 144 likes 3 comments

ice! Jerry Hall So n s great! y Wow! She look d an M y_ d en Tr ol Wow! Such a co Jay Ray Binks mbination! co

01 CLASSE List en to the soundtra cks and match them with the photos.

2 Look at th e pictures and nam e as many accessor ies and clothes as poss ible. You have 30 second s! Ready, steady, go !

014-025_tgr3_sbk_u1.indd 14

14/03/14 14:52

Style wars

O Ouurr pprroo jjeecctt

Utiliser :

Pour réussir notre projet, nous allons...

PCréseer ndte esr puenr pour un scoanndaidgaets jeu vidé o the Year Awards

Le présent présentsimple simpleetetleen présent be + V-ing en be + V-ing Le L'exclamation prétérit avec so et such

There L'expression was/wasn’t de l'opinion et There et du were/weren’t conseil

lexiquedes de la description Le lexique métiers et de laphysique, personnalité des vêtements et des accessoires Des expressions idiomatiques pour parler du caractère

ÉC

Découvrir : Découvrir :

La vie d'une styliste de mode à Londres Des personnalités du monde anglophone Des tribus urbaines contemporaines De jeunes talents Des films américains représentatifs Mini projects de la mode d'une époque

Mini projects

Lesson 1 Mini projects

Interviewer une personne célèbre. Lesson 1 Lesson 2 un défilé de mode filmé. Commenter Rédiger une courte biographie Lesson d'un Prix2 Nobel. Donner des conseils pour une soirée déguisée sur le thème des jeux vidéo.

014-025_tgr3_sbk_u1.indd 15

14/03/14 14:52

Unit

Lesson

➜ Je vais décrire quelqu'un ➜ Je vais donner mon opinion sur un style

Today I'm wearing… 1 Look at these characters from the popular video game The SIMS 2. Choose one of

them and describe him/her to the class. The class must find him/her in the picture. ➜ WB p6 17

ÉC

- He is a young man with short curly brown hair. He's tall and slim. He’s wearing a nice short-sleeved brown polo shirt. Guess who it is!

word order = opinion + (size) + shape + colour + (material)

2 Who's who? Choose one of your classmates. - Is it a boy? / Is he blue-eyed? / Is he wearing…? - Yes, he is a boy…

3 Watch the video "London fashion". Would you like

to be a stylist? Why? ➜ WB p7

Vocabulary

The class will ask you yes/no questions to find out who it is.

02 CLASSE 01 ÉLÈVE

leather jacket /ˈleðə/ woollen sweater /ˈwʊlən/ silk scarf /skɑːrf/ baggy jeans /dʒiːnz/ tight dress /taɪt/ sleeveless top (UK) tank top (US) = haut sans manches

plain polo shirt /pleɪn/ roll-neck sweater = pull à col roulé

striped suit /straɪpt suːt/ = costume rayé checked trousers = à carreaux flowery skirt /skɜːt/ tie-dyed T-shirt /ˈtaɪdaɪd/ high heels /hiːlz/

wb p8 TIPS & TrIckS p128 ➜ 2:38

Apprends à comprendre…

une vidéo

16 • sixteen 014-025_tgr3_sbk_u1.indd 16

14/03/14 14:52

Lesson

Unit

4 Look at this slideshow from the Grammy Awards and match the photos with the messages. There is one photo with no message. Which one is it? ➜ WB p8

21 lasses dark sung Gosh! His O stylish! O are SOOO :44

13/09/2014

Mary Johns

Oh my gosh, look at her! She looks so gorgeous! I really fancy that sleeveless black dress, so trendy! I think she’s the most glamorous model on the catwalk.

ÉC

by + V-ing = moyen

John Hughes @JHughes Look at those dull ties, definitely old-fashioned! Could improve their style by mixing old with new!

Vocabulary

22.00 uple! They mazing co Such an a me! Look at her in look aweso dress, and him in that shiny ey’re so classy! that suit, th

13/09/2014

Laura Jones @LaJo These dark suits are awesome!

03 CLASSE 02 ÉLÈVE

awesome /ˈɔːsəm/ (to) die for dull /dʌl/ = insipide old-fashioned gosh! /ɡɒʃ/ = mon dieu !

stylish amazing classy gorgeous /ˈɡɔːdʒəs/ (to) fancy = aimer trendy = branché

What about you? Now react to the photo with no message. ➜ WB p9

- @grammy They are such a cool band. I love the jackets they are wearing...

Mini project

Comment on a fashion show

1. You have been asked to comment on the latest Fall New York Fashion Week.

SocLe

• Parler en continu • Raconter, décrire • Présenter un défilé

Okay... Here we go! Wow! The first model is wearing a red and black dress with black boots… So stylish!

http://together.emdl.fr. 2. Watch the video (a two-minute section) on http://together.emdl.fr

3. Take notes while watching (description of the clothes, colours, patterns and material used, your opinion…).

4. Rehearse. Make sure you use exclamative sentences! 5. Ready? You're on air! Don't forget to record yourself.

Grammar

p132 et 139 ➜ wb p10

✶ Le présent simple et en be + V-ing ; l'exclamation avec so et such

seventeen • 17

014-025_tgr3_sbk_u1.indd 17

14/03/14 14:52

Unit

Lesson

➜ Je vais reconnaître de nouveaux styles urbains ➜ Je vais exprimer mon opinion et donner des conseils

Dress code 1 Read these article extracts about urban styles and match them with the drawings. ➜ WB p12

“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 1 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 today music scene.” The Daily Record and Sunday Mail, Glasgow

URBAN TRIBES

“Jeans, especially slim-cut denim, are a HIPSTER essential. So are white T-shirts, 2 leather jackets and hooded sweatshirts.” […] “Hipsters love their iPhones, yet swoon 10 over antiquated technology like typewriters and record players.” The New York Times Sunday Review, by Steven Kurutz

ÉC

“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 15 respectively.

“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 3

“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” by

à blocs de couleur

se pâmer d’admiration

d’un blanc crayeux

What about you? Now it's your turn!

Choose two styles and write a description.

➜ WB p13 hippy

surf

grunge

Vocabulary hoodie twisted jeans = une coupe de jean

punk

- Hippies often wear long skirts and…

ripped jeans = déchirés denim = jeans (le tissu) studded = clouté bell-bottoms /ˈbelbɒtəmz/

03 ÉLÈVE

headband = bandeau necklace = collier baseball cap beanie /ˈbiːni/ = bonnet

straw hat /strɔː/

= chapeau de paille

bullet belt

= pattes d'éléphant

18 • eighteen 014-025_tgr3_sbk_u1.indd 18

14/03/14 14:53

Lesson

Unit

3 These people are talking about looks, making suggestions, arguing or giving advice to each other. Imagine what they are saying. 06 CLASSE 04 ÉLÈVE

La musique de l’anglais : silent letters

A B

A. Listen to these sentences. Which letters don't you hear? 1. You shouldn't wear tight jeans. 2. She ought to buy some new clothes. 3. I advise you to stop wearing black lipstick.

B. Listen again and repeat.

➜ WB p18

ÉC

05 CLASSE

Now listen and check. ➜ WB p14

Mini project

SOCLe

• Produire un écrit court • Rédiger un courriel

Give advice to someone who is going to a fancy dress party

1. Your best friend has been invited to a fancy dress party on the theme of video games. He/She has to choose a disguise and wants your advice.

lauraallen@emdl.fr fancy dress party

2. First select a disguise and jot down on a piece of paper as many ideas as you can. Classify them: colours, clothes, accessories...

Dear Laura,

3. Give your opinion and some advice. Use should, ought to, had better, I suggest you + V, I advise you to + V.

party and I think you should choose...

How are you doing? I've been thinking about your fancy dress I suggest you wear...

4. Be polite! Start your email with "Dear + name" and finish with See you soon, Talk to you soon, XOXO, Love...

Grammar

p140 ➜ wb p16

✶ L'expression de l'opinion et du conseil

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Unit

Words, words, words

1 British or American English?

sneakers / trainers

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zip / zipper

ic e s

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d c ab 67 g f e 3 4 k j i h 5 n 6 lm s r q p o 8 7 w t u t t h z b y m x u h 9 t / o c / Lesson 1

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handbag / purse

pants / trousers

tank top / sleeveless top

fringe / bangs

colours / colors

jumper / sweater

knickers / panties

2 Find two words to describe each piece of clothing.

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1. A piece of clothing that you wear over

4 Label the clothes and accessories. Be as precise as possible.

ther.emdl. ge

• Ex

3 Read each definition and find out what piece of clothing it is.

Lesson 2

ÉC

woollen shirt cotton scarf flowery pyjamas silk checked dress socks striped jumper

inter

your body from the waist downwards, and that covers each leg separately. It can be tight, slim-cut or baggy.

2. It consists of a jacket, trousers, and

sometimes a waistcoat, all made from the same fabric. Men wear it to be elegant and on special occasions.

3. This piece of clothing is loose and

warm and it is very popular among young people, especially hip hop followers. It is a sweater that has something to cover the head.

grey jeans

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Our project

Unit

Create a character for a video game SocLe

• Décrire, expliquer : présenter son personnage de jeu vidéo, expliquer les raisons qui nous font préférer un personnage à un autre • Réagir à des propositions, exprimer ses goûts, ses opinions, faire des suggestions

How to proceed ...

c4 You are a group of young video game creators. Each member of the group presents one character he or she has created to the rest of the team. Decide on which three characters will be selected for the game.

1. Work in groups of five. Decide on a type of video game: sports, adventure, life simulation, war…

2. On your our own, decide on the sex of your character, his/her physical looks, the clothes and the accessories he/she is wearing. 3. Each h creator presents his/her character to the team.

4. The team members react and give their opinion and makee suggestions on how to improve the character.

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5. The team decides on which three characters will be selected for the game.

Let me introduce my creation to you. It's a girl. Her name is Ella and she is a great explorer. She loves discovering new places and she loves Egypt. She is a quite tall, brown-haired and blue-eyed young woman. To discover new places she wears comfortable clothes: a pair of beige cotton trousers, a brown linen jacket... And she protects her head from the sun by wearing a headscarf!

. s mb m o c We definitely keep Ella because she is a nice, goodlooking explorer. Boys and girls will love her!

014-025_tgr3_sbk_u1.indd 21

130 et 1 rIckS p ments et TIPS & T r les vête o choisi. te p a d a u vidé à bien

Pense e de je es au typ . accessoir création nom à ta n u r e n n o ourquoi Tu peux d e valoir p réations. ir fa n ie in de b er tes c Prends so vrait sélectionn de e ip u pos q é l’ ne tes pro ccompag a , le ib Si poss in. d'un dess

I think your character is very nice but she should have more accessories. We suggest you add a compass and a map in her pocket. She could have a mobile phone too. We advise you to give her a pet, a small monkey or a parrot!

Going further… B2i Draw a picture of your character. 2. Scan it or use a ggraphics editing software (like Photoshop) to create your design. 3. Create a slideshow presentation to present your character. 4. Zoom on some im important parts of your character and insert comments. 5. Present your slideshow to your team mates.

twenty-one • 21

14/03/14 14:53

English Mag

Unit

K WAL D O YWO AME L L HO OF F

Not only can movies give actors the status of movie stars, but they can also turn them into fashion icons. Some of Hollywood’s most successful actors have become famous thanks to their on-screen style. Movies are the echoes of the fashion of their time. They have also triggered1 new trends by influencing the fans.

ÉC

Baz Luhrmann’s movie adaptation (2013) of F. Scott Fitzgerald’s novel The Great Gatsby (1925) gives the spectators a perfect account of what people of the Roaring Twenties2 used to wear, especially women. They wore dresses that were lighter and brighter and shorter than ever before. Fashion designers played with fabrics, textures and patterns to create totally new styles of clothes. Evening dresses, coats and jackets were often trimmed with fur3 and were embellished with sequins4, beads5 or feathers6.

During the sum mer of 1958, D Sandy meet at a the beach and nny and fall in love. Then senior te rm begins at R yd School, where Danny has a b ell High ad-boy attitude, upsettin i gS transformatio andy. Olivia Newton John’s n Sandy” is one from “good Sandy” to “bad of the film’s m ost opment — her 1950s full skir iconic devel7 ts, fitted ers and cheerl t ea pom-poms are sweatby killer red m der re p 8 la ce d ules and a skin 9 of shiny black -t jeans for the fi ight pair nal iconic movie th at made boys a scene. An nd girls want to look like the main protagon ists!

1. trigger = déclencher • 2. the Roaring Twenties = les années folles • 3. trimmed with fur = en fourrure • 4. sequins = paillettes 5. beads = perles • 6. feathers = plumes • 7. fitted sweaters = des pulls moulants • 8. killer red mules = mules rouge sang 9. skin-tight = (pantalon) moulant • 10. vagrant = clochard • 11. lead role = rôle principal • 12. layered necklaces = colliers superposés • 13. windbreaker = coupe-vent • 14. round-neck = col rond • 15. worn = usés

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English Mag

Unit

rebel WITHOUT A CAUSe CAUSe

Rebel Without a Cause is a 1955 American drama about confused suburban, middleclass teenagers. Over the years, the film has become a classic mainly for the acting of cultural icon James Dean, who died in a car accident before the film’s release. If you’re you going for his movie looks, you should wear a red cotton windbreaker13 jacket, which can be found on Dean’s official website, a white round-neck14 T-shirt, and worn15 dark blue jeans, with simple black boots.

ÉC

r some wife, looking fo lly gets hit se u o h d re o b A ta er life, acciden adventure in h wakes up with amnesia, he on the head. S for a free-spirited New Yorker istaken r took a and is m10 n. The directo 11 because sa u S ed ll ca vagrant ad role donna in the le and he definitea M n o ce n a ch le s personal sty of the pop star’ t decision. The film brought ly made the righ ture look to the mainstream a Madonna’s sign every girl wanted to imitate d n r a s in the 1980 ets, leggings o ck ja t gh ti s: k o Susan’s cool lo ed necklaces12 , black rubber er tight jeans, lay d lipstick. re d n a , bracelets

It’s your turn! 1.

B2i You are asked to look for the cast of a film called Summertime in New York. You need to define the physical profiles of the main actors. First, read the description of the film:

SocLe

• Mettre en forme un texte • Insérer une image

2. Make a list of the most important physical features of the three main characters (the tourist couple and the gang leader) and the clothes and accessories that they will wear.

Summertime in New York is an action film taking 3. Draw an example, scan it, and add it to your document. place in the Big Apple, in which a good-natured couple of tourists is taken hostage by a gang whose leader is a world-famous terrorist. twenty-three • 23

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s• ic e s

tif

How grammar works

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Unit

ther.emdl. ge

inter

Lesson 1 1 Le présent simple et en be + V-ing Présent simple = actions habituelles, vérités générales, caractéristiques d'une personne.

1 Choisis la bonne forme verbale.

Everyday Ella, a young American top model, goes / is going to the gym to keep fit. She always jogs / is jogging for an hour and then swims / is swimming for thirty minutes. Look! She dives / is diving into the pool! Oh no! Some paparazzi take / are taking photos of her!

• She wears glasses.

Présent en be + V-ing = action en train de se dérouler. • The models are walking on the catwalk.

2 L'exclamation avec so et such 1. So + adjective/adverbe

1. This model is elegant.

2. Such + groupe nominal

• This is such a good film!

2. Working as a stylist is an interesting job. 3. These photographers are nosy. 4. One Direction is a cool band. 5. J-Lo is a good singer and actress.

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Lesson 2 3 Traduis les phrases suivantes.

1. Nous ferions mieux de partir sans elle. Elle est toujours en retard ! 2. Je devrais sortir la poubelle, mais je n'ai pas envie de le faire. 3. Je lui ai suggéré de manger avant le vol.

4. Tu devrais t'acheter de nouvelles chaussures, celles-ci sont déchirées ! 5. Il m'a recommandé de me couper les cheveux.

6. Tu ne devrais pas acheter ce pantalon. Il est trop collant. 7. Tu pourrais essayer la robe noire, elle est très jolie !

4 Julie et Sarah viennent de se présenter au casting d'un film et elles ont été engagées pour jouer le rôle de deux rappeuses. Tu es le costumier : donne-leur cinq conseils sur les vêtements, accessoires, style…

Julie

• She’s so pretty! • You speak so quickly!

2 Transforme les phrases suivantes en phrases exclamatives en utilisant so ou such.

L'expression de l'opinion 1. Pour exprimer l'opinion : I think / I believe (that)… In my opinion… To my mind… 2. Pour exprimer l'accord : I agree with… Absolutely! 3. Pour exprimer le désaccord : I don't agree with… I disagree… 4. Pour exprimer l'indifférence : I don't care I don't mind 3 4 L'expression du conseil Pour donner un conseil : 1. should/shouldn't + V

• You should buy a new suit. • You shouldn’t wear dark colours.

2. had better + V

• You’d better wear something else tonight.

3. ought to + V

• She ought to buy this dress.

4. could + V

• You could try these jeans on.

5. advise (someone) to + V

• I advise you to wear bell-bottoms to the party.

6. recommend (someone) + V

Sarah

• I recommend you buy this tie.

➜ Précis grammatical p132, 139 et 140

wb p10 et 16

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Check your progress

Listening A radio report

07 CLASSE

Unit

A2+ Reading

Vanity Fair

05 ÉLÈVE

Je peux comprendre un texte cour t.

Listen to the report and choose the right answers.

Read the text and say if the statements are true (T) or false (F). Justify.

B1-

VANIT Y FAIR

ga At the moment I’m readin sa book called Vanity Fair. It’ ty in cie so novel which satirises main 19th century England. The g character is Becky, a youn d woman who is determine r beauty and to become rich. She uses he cial position. charisma to improve her so tor for a rich Becky goes to work as a tu eir son. Together, family, then she marries th in London and they go to a lot of parties h aristocrats. Paris, where Becky meets ric o borrow a lot of Becky and her husband als urn, and they money which they can’t ret playing card often cheat when they ’re games. sting book I think that this is an intere n victims because it shows that fashio aren’t just a modern idea.

Where is Jerry reporting live from? When is it taking place? Where is Jerry standing? What's happening? What is the first model wearing? What is the prize for the best collection? How many colleges participate?

Je peux comprendre une émission de radio.

1 2 3 4 5 6 7

Speaking A 1960s theme party

Je peux donner des conseils.

Give advice to someone who wants to attend a 1960s theme party.

A2+

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- I think you should wear …

Writing What are they wearing?

Je peux décrire une personne.

Describe what your teacher and the person sitting next to you are wearing today.

- My teacher is wearing a black and white striped shirt and…

Interacting B1 A present

Je peux me mettre d'accord avec mes camarades.

In pairs, choose someone from the class. Imagine it's his/her birthday. Discuss what would be the best gift. Justify your choice. - Inn my opinion, we should buy her the blue sweater. It's beautiful! - I disagree. I suggest we…

1 2 3 4 5

Vanity Fair is a novel from the 1990s. Before her marriage, Becky was poor. Becky is ugly. She marries the son of a rich family. Becky and her husband usually lend money.

SocLe

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p117

twenty-five • 25

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2 1

12 CLASSE

ke you think of?

What does this music ma

people and places. finitions. photographs and the de Match the names with the Daniel Day-Lewis The Giant's Causeway o Bon Oscar Wilde ards ner of three Academy Aw • One of today's best actors, win 19th centur y the • A wr iter who lived and died in essman and activist sin • An influential Irish singer, bu most visited places in the countr y the • A geological cur iosity, one of

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2 Look at these famous Irish

Storytelling

Our pro ject

Utiliser :

Pour réussir notre projet, nous allons... Le prétérit simple et le prétérit en be + V-ing Les pronoms relatifs La voix passive

Par ticip er à u d'écr itu n concours re pour un créative magazin e

L'adjectif substantivé

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L e lexique des légendes et de la fiction littéraire

Découvrir :

Des légendes irlandaises

La musique et la littérature irlandaises L e film The Secret of Kells

Le roman The Picture of Dorian Gray

Mini projects

Lesson 1 Participer à une histoire collaborative. Lesson 2 Écrire le synopsis d'un livre ou d'un film pour un site Internet Wiki.

Unit

Lesson

➜ J e vais comprendre une légende irlandaise ➜ Je vais participer au récit d'une histoire collaborative

By word of mouth Read and discover an Irish legend. ➜ WB p20 Then, listen to it. 13 CLASSE

wb p22 TIPS & TRICKS p126 ➜

Apprends à comprendre… un

texte écrit

The le g e n d of Finn Mc Cool

Oonagh had an idea. She disguised him as a baby to pretend he was their son and put him in the cradle1. 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 causeway2, which became known as the Giant’s Causeway.

ÉC

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.

Vocabulary

to take to one's legs = to leave to flee (fled fled) /fliː/ = to escape scared to death to frighten /ˈfraɪtən/

giant /ˈdʒaɪənt/ challenge /ˈtʃælɪndʒ/ enemy /ˈenəmi/ fight tremendous /trɪˈmendəs/ terrified

14 CLASSE 06 ÉLÈVE

What about you? Think about a story, a legend

or a popular tale that you know and tell it to the class.

- Once upon a time, there was an old king who…

28 • twenty-eight

The Giant’s Causeway

Lough Neagh

le berceau 2 la chaussée

F or further information about the Giant's Causeway check out our National Geographic video: http://www.emdl.fr/anglais

15 CLASSE 07 ÉLÈVE

Pronunciation : was

A. Listen to these sentences: /wɒz/ or /wəz/? 1. There was an Irish giant who challenged a Scottish giant. 2. He was exhausted when he finished. 3. His wife was waiting for him.

B. Read them aloud. Then, listen again and check. ➜ WB p32

Lesson 3

Unit

Look at this photo and discover a popular Irish song. Guess what the story is about. Then, listen and check. ➜ WB p24 16 CLASSE

- I guess it's about…

e-O! Alive, aliv -O! e Alive, aliv les ck Crying 'Co ' els and Muss -O! e alive, aliv

9 ICKS p12 TIPS & TR

es des adverb adjectifs et Utilise des ir ton expression. pour enrich verbes. temps des Vér if ie le

What about you? Be creative! Write a different

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ending for this story. ➜ WB p24

Mini project

SOCLE

• Décrire • Raconter une histoire, un événement • S'entraîner à la lecture expressive à haute voix

Participate in a storytelling contest 1. Divide the class into groups of four or five.

2. Each group creates a story that begins with "That night, young Alison was going back home when…".

That night, young Alison was going back home when…

3. Each student in his/her group says a new sentence to add to the story.

… she saw a terrifying giant coming towards her…

4. At the end of the activity, one student in each group will tell the whole story to the class. 5. Decide which story is the best!

Grammar

p132 et 138 ➜ wb p23, 25

✶ Le prétérit simple et le prétérit en be + V-ing ; les pronoms relatifs

twenty-nine • 29

Unit

Lesson

➜ Je vais lire un extrait de roman ➜ Je vais rédiger un court article sur un livre ou un film

Fact and fiction

1 Look at the screenshot and the poster from the film The Secret of Kells. Make hypotheses about the characters and the setting of the story. ➜ WB p26

2:46

2 Read an extract from the preface and the beginning of The Picture of

Dorian Gray, Oscar Wilde's famous novel, and find what it's about. ➜ WB p27

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

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. “Yes, that is his name. I wasn’t going to tell you.”

ÉC

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. adjectif substantivé

30 • thirty

Adapted from Penguin Readers The Picture of Dorian Gray Oscar Wilde (1890)

Lesson

Unit

3 Write a brief article on Oscar Wilde using the following information.

➜ WB p30

- Birth: October 16 th, 1854 (Dublin)

- 1 881: first volume of poetry - release - by Bogue (publisher) Vera (first play) - cancel - 1884: Constance Lloyd - marry

- 1891: "The Picture of Dorian Gray" publish

- 1892: "Salome" (play) - ban in England

- 1895: "The Importance of Being Earnest" - perform - in London Sentence to 2 years of prison

ÉC

- Death: November 30 th, 1900 (Paris)

Oscar Wilde

4 Tell your classmates about a film or a book you like. They will have to guess the title. - The main character is called Jack Sparrow and is played by Johnny Depp. - Is it "Pirates of the Caribbean"?

Mini project

SOCLE

C2 C7

Write a short Wiki article

www.wikitogether.emdl/gravity

1. Choose a book you have read or a film you have seen recently.

2. Collect information about the author/ director, characters/actors, the plot, the setting…

3. Write your Wiki article. You can include a photo.

Grammar

• Écrire un court récit, une description • Être autonome dans son travail : savoir l'organiser, le planifier

Wiki

Gravity is a science fiction thriller which was directed by Alfonso Cuarón, a Mexican director. The film was shot in 3D and it stars Sandra Bullock and George Clooney...

p136 et 140 ➜ wb p29, p31

✶ La voix passive ; l'adjectif substantivé

thirty-one • 31

1 o h d t c d ab c b a m p g i f e 2 4 k j l i k h f o d 5 n 6 m s 2

Words, words, words

s•

destruction

to challenge

Give a definition, a synonym, an antonym or mime it. Your friends must guess what it is.

3 Put the letters in the correct order to find words related to fiction. The first letter is given.

EITGSNT

ITLTE

LPTO

HRTAPCE

ic e s

inter

ÉC

HRETCCARA

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• Ex

- It's a very large man who…

UHATRO

inter

terror

challenge

fright/fear

2 Select one word from this unit.

Lesson 2

ic e s

s•

flight

to terrify

to frighten

to flee

to destroy

tif

• Ex

1 Match the nouns with the verbs.

ther.emdl. ge

Lesson 1

tif

Unit

4 Complete these words with the missing letters. Then match them with the correct definitions. a)

N-V-L

b) B__G___H_ c)

F_L_ SC___T

1. a book which someone writes about his/her own life 2. a text which tells the actors what their characters must say 3. a book which someone writes about somebody else's life 4. a story about imaginary characters and events 5. a traditional story, similar to a myth

r f q op 8 7 6 w 5 u t 8 yz d) L_G__D

__T_B__G___H_

5 Are these words related to fact, fiction, or both? news report

bestseller

fantasy

autobiography

biography

Fact

news report

32 • thirty-two

Both

film script

legend

sc ience fiction

Fiction

Our project

Unit

Take part in a creative writing contest for a magazine SOCLE

• Écrire un court récit, une description • Saisir et mettre en page un texte ; organiser la composition d'un document • Participer à la conception d’un projet collectif en prenant en compte les objectifs fixés

C2 C4 C7

You are taking part in a creative writing contest. The theme you have to write about is “A Strange Encounter”.

How to proceed ...

1. Choose one of these genres (legend, song, short story, novel…) and a setting (period, location). 2. Think about the main characters and what happens to them. 3. Organise your text into three or four paragraphs (250 words). 4. Choose a title for your story.

TIPS & TRICKS p12 9

ÉC

Vérif ie les temps utilisés dans l'unité, rédige ton texte au prétérit. Ajoute des adjectifs (tremendous, terrified), des adverbes (sudde as soon as…) et des pronom nly, s relatifs (who, where…) pou r étoffer tes phrases. P ense à évoquer les sentim ents des personnages. N 'oublie pas de rédiger l'introduction et la conclus ion.

HT A FRIDAY NIG year was spending a a m m E t. gh ni day It was Friday only her second as w It . ir pa au rtable. in Galway as an feel very comfo ’t dn di l il st e there and sh night in such being alone at ke li ly al re ’t to a friends’ She didn y were invited il m fa e th t bu as quiet. a big house, , everything w ng pi ee sl as w d nervously. house. The baby ng. She jumpe ra e on ph e th y it? She Suddenl uld she answer ho S n. ai ag ng ra hen a knock It stopped, then ily were out. T m fa e th at th y could only sa e window. there was heard at th at loudly. Was be to d te ar st t As the Her hear to the kitchen. d oe pt ti he S e? em, someone outsid dow, she saw th in w e th ed ch approa le ones frightened girl : a bunch of litt up d se es dr l al y, or treat!”. She absolutely scar or treat! Trick ck ri “T g in ng ng. who were si burst out laughi d an ar nd le ca e had a look at th

Going further… B2i Organise the productions 1. with your classmates and put them together to create a book. 2. Choose the font Times New Roman, 12pt, double space. 3. Write the table of contents with the titles of the stories and the authors. 4. Design the cover: select a picture, insert a text zone, write the title inside the text zone. 5. Write out the blurb. 6. D on't forget to do a spellcheck before printing the final version of your composition.

Claudia Simen

thirty-three • 33

Unit

English Mag

A Land

of Writers

Ireland is quite a small island and yet it is well-known for its literary tradition. Let’s discover four major Irish writers.

ulliver’s Travels, often considered as a children’s book, is in fact a bitter1 satire on English politicians and human nature. The story of ship captain Lemuel Gulliver’s voyages was published anonymously in 1726. Its author was the Anglo-Irish writer, clergyman and satirist Jonathan Swift, born in 1667 in Dublin. In Gulliver’s visits to fanciful2 countries such as Lilliput and Brobdingnag, the hero meets both tiny and giant inhabitants, who represent the different aspects of humanity Swift wanted to criticise.

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Jonathan Swift

James Joyce

f you ever find yourself in the centre of Dublin on June 16th, you might be surprised to see a lot of people wearing old-fashioned clothes. That’s because this is “Bloomsday”, an annual celebration of the life of James Joyce. Joyce was a famous Irish author who wrote poems, short stories and autobiographical novels. One of his most famous books is Ulysses, which describes in detail the events of one single3 day in Dublin: 16 June 1904. The protagonist of this novel is called Leopold Bloom. Joyce’s work has since inspired writers of every generation, and Ulysses is considered one of the great classics of 20th century literature.

34 • thirty-four

1. bitter = amer • 2. fanciful = imaginaire • 3. single = seul 4. playwright = auteur dramatique • 5. shortlisted = sélectionné 6. eventually = finalement • 7. retire = prendre sa retraite

English Mag

Unit

“Colm Tóibín

IM Frank McCourt

rank McCourt was born in 1930 in Brooklyn, NY, to Irish immigrant parents. His father was an ex-IRA man from Northern Ireland and his mother an Irish Catholic from Limerick. During The Great Depression, the family moved back to Ireland, where the future author grew up in extreme poverty. He returned to the United States when he was 17 and eventually6 became a highschool teacher. But McCourt never forgot his poor childhood in Limerick so that when he retired7 from teaching, he started writing about it in his first novel, entitled Angela’s Ashes after his mother. The book was a bestseller, then a film. It made its author so famous that a Frank McCourt museum was opened in Limerick.

ÉC

he saddest Irish stories are about the millions of people who left their home country for Australia or America, and never came back.” This is what Colm Tóibín believes. The novelist, playwright4 and journalist, born in 1955, is considered one of Ireland’s greatest living writers. His books have been translated into 25 languages and he has won many prestigious awards. Tóibín has been shortlisted5 three times for the Booker Prize, the equivalent of the French Prix Goncourt. His novel Brooklyn is the story of a woman who emigrated from Enniscorthy to New York in the 1950s.

It’s your turn!

SOCLE

• Créer, produire,traiter, exploiter des données • Organiser la composition d’un document, prévoir sa présentation en fonction de sa destination

1. B2i Prepare the book trailer to publicise a book by one of these authors. 2. Organise a PowerPoint presentation with three or four slides.

3. Choose a soundtrack for your book trailer.

thirty-five • 35

s• ic e s

Lesson 1

tif

How grammar works

• Ex

Unit

ther.emdl. ge

inter

1 Le prétérit simple et le prétérit en be + V-ing

1 Choisis la forme correcte.

4. He was listening to his friend playing the drums when he heard / was hearing a strange sound.

1. While my brother travelled / was travelling in Ireland, he visited some relatives in Dublin. 2. He was having a drink with our cousin when he met / was meeting his girlfriend.

5. They talked / were talking about their plans and suddenly they decided to start a band.

3. While they chatted / were chatting he discovered that she played the fiddle.

1. Prétérit simple (V-ed ou 2e colonne du verbe irrégulier) = événement passé, terminé. • We met a famous singer.

2. Prétérit en be + V-ing = décor de l'histoire, action qui dure dans le passé. • We were shopping in Grafton Street… (action qui dure, décor de l'histoire)

… when we met a famous singer.

(action ponctuelle, qui vient interrompre la première)

2 Complète les blancs à l'aide d'un pronom relatif (who, which, where, when, why).

1. Irish is a Gaelic language ... is spoken by many Irish people.

2 Les pronoms relatifs

2. "Bloomsday" is ... the annual celebration of Joyce's life takes place. 3. Sinead O'Connor is an Irish singer ... was born in Dublin. 4. Brandon Bay is a great beach ... you can go surfing.

5. That's the reason ... it became the biggest lake in Ireland.

Who = animé humain Which = non animé Where = lieu When = moment Why = cause • There was an Irish Giant who was called Finn Mac Cool.

Lesson 2

3 Transpose les phrases suivantes à la voix passive pour que la partie

He was called Finn Mac Cool.

soulignée (le complément) soit davantage mise en relief.

ÉC

There was an Irish Giant.

1. James Joyce wrote Ulysses in 1922.

2. Finn Mac Cool created the biggest lake in Ireland.

3. Bono, The Edge and Larry Mullen Jr. founded U2 in Dublin in 1976. 4. Daniel Day-Lewis played the part of Abraham Lincoln in Steven Spielberg's film Lincoln. 5. Celtic monks created The Book of Kells in the 9th century. 4 Quelle est la forme correcte ? Voix active ou passive ?

WHAT IS BEAUTY?

The Picture of Dorian Gray publishes / was published in 1891. It is about a man called Dorian Gray who thinks that his physical beauty is more important than his soul. When an artist paints / is painted a beautiful picture of him, Dorian Gray wishes for the painting to age and become old and ugly, and not him. When this really happens, the consequences are terrible. This book wrote / was written by the Irish author Oscar Wilde.

Wilde also wrote / was written poems, plays and children’s stories, but this was his only novel. Oscar Wilde had a difficult life. He sent / was sent to prison for two years and he was dying / died when he was only 46 years old. Now, The Picture of Dorian Gray considers / is considered one of the classics of gothic horror fiction. Every year, it studied / is studied by thousands of British students for their literature exams.

4 La voix passive

1. Schéma : be (conjugué) + participe passé (+ by + agent) 2. La voix passive permet de placer en première position ce qui nous intéresse le plus, ce dont on parle. • The boy was suddenly attacked by wolves.

(Ici, c'est du garçon dont nous parlons.)

Si l'on s'intéressait davantage aux loups et moins au petit garçon, on dirait : The wolves suddenly

attacked a boy.

3. Le passif anglais est souvent l'équivalent du « on » français lorsque l'agent n'est pas connu, qu'il est très évident ou qu'il importe peu. • The Picture of Dorian Gray was published in 1891.

(C'est le livre qui est le plus important aux yeux du locuteur. Le nom de l'éditeur n'est pas mentionné.) ➜ P récis grammatical p132, 136, 138, 140

36 • thirty-six

wb p23, 25, 29, 31

Check your progress

A tour guide

17 CLASSE 08 ÉLÈVE

Je peux comprendre les points principaux d’une biographie.

Listen to a tour guide talking about a famous Irish writer and answer the questions. Who is the writer? Which horror story is he famous for? Apart from novels, what did he write? Where was he born? When? Who did he travel the world with? What was his novel made into?

B1-

Speaking An anecdote

Je peux raconter une anecdote au passé.

Talk about a funny anecdote that happened to you when you were a child. Where were you? What were you doing? Who was with you?

Writing Books

Je peux écrire un texte cour t sur un livre.

Choose one of the books mentioned in this unit and write a short information card about it. Say when it was published, who wrote it, the genre... Don't forget to include a short synopsis. "Ulysses" was published in… by …

Je peux comprendre l'histoire de "Pygmalion".

Read the text and answer the questions.

Pygmalion

Pygmalion was written by the Irish playwright George Bernard Shaw. It was namedal after the Greek mythologic in character Pygmalion, who fell s, love with one of his sculpture which then came to life. g is set in London at the beginnin The story th character is of the 20 century. The maringirl. On a rainy Eliza Doolittle, a poor flowe s, a professor of evening she meets Henry Higginiend that he will phonetics, who bets with a frl into a duchess turn the cockney speaking gir beautiful English, by teaching her how to speak like a lady. h society, He then introduces her into hig istocrat. In the where she is mistaken for an aro a duchess, but end, she never really turns int n, and Higgins rather into an independent wothmae numerous falls in love with her. Amongthe most famous is adaptations of Shaw’s play, released in 1964. the musical My Fair Lady,

ÉC

- I remember one day, I was playing in the garden when…

A2+

Reading Pygmalion

1 2 3 4 5 6

A2+

B1- Listening

Unit

1 2 3 4

Who is the author of the play? When and where does the action take place? What is it about? Was the experiment successful?

Interacting An important event

Je peux raconter à quelqu'un ce que je faisais à un moment du passé.

Ask your partner what he/she was doing and where he/ she was when an important event happened (Olympics opening ceremony, tsunami in South-East Asia, election of Obama as president of the US...). - What were you doing when…? - That was in 2012… I think I was…

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p118

thirty-seven • 37

Units 1-2

Arts together

A visit to the National Gallery of Ireland

Ireland is well-known for its love of literature and writers, but it is also a land of artists in the broadest sense of the word. Through their visual art, Irish artists also tell stories. Let’s discover some of Ireland’s most famous paintings.

ÉC

Hellelil and Hildebrand, the Meeting on the Turret Stairs by Frederic William Burton (1864) © National Gallery of Ireland, Dublin

Narrative painting

Hellelil and Hildebrand, the Meeting on the Turret Stairs is Ireland’s favourite painting. It was influenced by the Pre-Raphaelites in its colours, style, and themes. The subject of this painting is taken from a medieval Danish ballad. It depicts princess Hellelil and Hildebrand, meeting on the stone stairs of a tower. The princess’s father considered Hildebrand, a young guard and knight, as an unsuitable match for his daughter and asked his sons to kill him. The painting captures the last moment of intimacy between the two ill-fated lovers. Hildebrand died from his wounds and Hellelil from heartbreak.

38 • thirty-eight

Observe and describe 1. D escribe the emotions and feelings depicted in the painting. You can use words from this list. • sorrowful = sad • out of modesty = par pudeur • tragic • dramatically romantic • to embrace warmly = enlacer chaleureusement • passionate • poignant = émouvant • part = to separate • t enderness = tendresse • hide one's emotions

2. Write a short dialogue between the two lovers. You can use words from this list. Then act the scene! • modest = pudique • unfortunately = • gentle = doux malheureusement • be heartbroken = •h eartwrenching = avoir le cœur brisé

déchirant

B2i Watch the video on http://together. 3. emdl.fr to learn more about Burton's painting.

Arts together

Cityscapes ...

… and landscapes

In the early 20th century, Ireland was fighting for independence from the UK. A lot of people at the time wanted to show that they were Irish and not British. For this reason, many artists painted scenes from the West of Ireland, as it was emblematic of the country. Paul Henry was a Northern Irish artist who painted landscapes in a post-impressionist style and captured the light of this part of Ireland like no other artist before him. One of his most famous paintings is A Connemara Village.

In The Liffey Swim Jack B. Yeats – the brother of the great poet William Butler Yeats – managed to capture the atmosphere and the excitement of the crowd during a sporting event. In 1923, the swim was said to be “the biggest free spectacle of the year in Dublin”. Ireland was a young country in 1923. By depicting such a sporting race, Yeats may have wanted to show the courage and determination of the Irish people in their fight for independence. If you look closely, the river Liffey looks a bit dangerous as it has red lines in it and red can stand for danger. When we look at this painting, we feel as if we were part of it, also trying to catch a glimpse of the race!

Observe and describe

Observe and imagine 1. B2i Look at A Connemara Village by Paul Henry on http://together.emdl.fr. 2. Imagine you are in this landscape. How do you feel? What do you see around you and in the distance? Can you imagine the sounds and smells of the place?

rite a postcard that describes what it feels like 3. W to be in this place. You can use some of these words.

ÉC

Describe the painting and its atmosphere. You can use words from this list. • catch a glimpse of = • crowd = foule • double-decker tram = entrevoir tramway à deux étages • a sporting event • r iver banks = rives, • cheer somebody on = berges

encourager

• lean forward = se pencher en avant

• thrilled = ravi

Units 1-2

The Liffey Swim by Jack Butler Yeats (1923) © National Gallery of Ireland, Dublin

• majestic = majestueux • impressive = impressionnant

• quiet = calme • flocks of sheep = troupeaux de moutons

Did you know...?

an annual open in Dublin's race g min swim water race main river, the Liffey. The first 0. 192 took place in

* The Liffey Swim is

* I n 1921, Southern

Ireland

became an independent republic after a war between the British and the Irish Republican Army.

thirty-nine • 39

Units 1-2

Reading

Brooklyn

By nine o’clock Eilis was in the parish hall5 peeling vegetables in the big kitchen at the back. There were women working beside her whom she had never met before, all of them older than she, some with faint6 American accents but all of Irish origin. Most of them were just here for this part of the morning, she was told, before going home to feed their families. Soon it became clear that two women were in charge. When Father Flood arrived he introduced Eilis to them. “They are the Miss Murphys from Arklow,” he said. “Though we won’t hold that against7 them.” The two Miss Murphys laughed. They were tall, cheerful looking women in their fifties. “It’ll be just the three of us,” one of them said, “here all day. The other helpers will come and go.” “We’re the ones with no homes to go to,” the other Miss Murphy said and smiled. “Now, we’ll feed them in sets of twenty,” her sister said.

ilis went to midnight mass1 with Mrs. Kehoe and Miss Keegan, discovering on the way home that Mrs. Kehoe was among the parishioners2 5 who were roasting a turkey and potatoes and boiling a ham for Father Flood, who had arranged for it all to be collected at twelve. “It’s like the war,” Mrs. Kehoe said. “Feeding the 3 10 army. Has to be done like clockwork . I’ll carve4 what our own small needs will be from the turkey, the biggest one I could get, it’ll be six hours in the oven, before I send it off. And we’ll eat, just the four of us, myself, Miss McAdam, Miss Heffernan and Miss Keegan here, as soon as the turkey is off our hands. And if there’s anything left over, we’ll save it for you, Eilis.”

ÉC

Colm Tóibín (2009)

1. mass = messe • 2. parishioner = paroissien • 3. like clockwork = comme sur des roulettes • 4. carve = découper la volaille 5. parish hall = salle paroissiale • 6. faint = léger • 7. hold (something) against (somebody) = en vouloir à qqn 8. sitting = service • 9. rough and ready = sans façons, à la bonne franquette • 10. stout = bière brune • 11. stuffing = farce 12. Brussels sprout = chou de Bruxelles • 13. to have a fresh hairdo = sortir de chez le coiffeur • 14. huddle = se blottir 15. with a slight stoop = légèrement vouté • 16. mild delight = doux délice

40 • forty

Reading

Thus as the men began to arrive to spend all of Christmas Day in the hall they were barely noticed among the crowd. It was only later, after midday, when the visitors began to disperse, that they could be seen clearly, some of them sitting alone with a bottle of stout in front of them, others huddled14 in groups, many of them stubbornly still wearing cloth caps instead of paper hats. The Miss Murphys were anxious for the men who came first to gather at one or two of the long tables, enough to make a group who could be served soon with bowls of soup so that the bowls could be washed and used again by the next group. As Eilis, on instructions, went out to encourage the men to sit down at the top table nearest to the kitchen, she observed coming into the hall a tall man with a slight stoop15; he was wearing a cap low over his forehead and an old brown overcoat with a scarf at the neck. She paused for a moment and stared at him. He stood still as soon as he had closed the main door behind him, and it was the way he took in the hall, surveying the scene with shyness and a sort of mild delight16, that made Eilis sure, for one moment, that her father had come into her presence.

“Each of us prepares sixty-five dinners, it might even be more, in three sittings8. I’m in Father Flood’s own kitchen and the two of you are here in the hall. As soon as a turkey arrives, or when the ones we have cooking upstairs are ready, Father Flood will attack them and the hams and carve them. The oven here is just for keeping things hot. For an hour people will bring us turkeys and hams and roast potatoes and the thing is to have vegetables cooked and hot and ready to be served.” “Rough and ready9 might be a better way of putting it,” the other Miss Murphy interrupted. “But we have plenty of soup and stout10 for them while they’re waiting. They’re very nice, all of them.” “They don’t mind waiting, and if they do, they don’t say.” “Are they all men?” Eilis asked. “A few couples come because she is too old to cook, or they’re too lonely, or whatever, but the rest are men,” Miss Murphy said. “And they love the company and it’s Irish food, you know, proper stuffing11 and roast potatoes and Brussels sprouts12 boiled to death.” She smiled at Eilis and shook her head and sighed. As soon as ten o’clock mass was over people began to call by. Father Flood had filled one of the tables with glasses and bottles of lemonade and sweets for the children. He made everyone who came in, including women with fresh hairdos13, put on a paper hat.

ÉC

Units 1-2

It’s your turn! ➜ Ask your teacher for the activity sheet!

forty-one • 41

Ă&#x2030;C

P E E K M L A C AND E L I M S

h? What you laug ? What's s e k a m r 1 What ? ou prefe kes do y edy show or film jo f o t r m so o c e our it your fav

LOL Utiliser :

Réaliser un b d'inform ulletin humor is ation tique p le collèg our e

Pour réussir notre projet, nous allons...

Our pro ject

Le present perfect avec just, already, not… yet L'expression du but

Le futur avec will et be going to

Le lexique des différents types d'humour et des expressions humoristiques

ÉC

Le langage corporel

Découvrir :

Des bandes dessinées anglaises et américaines Des nouvelles insolites April Fool's Day

Le rire : une aide pour mieux vivre ensemble

Mini projects

Lesson 1 Compléter les bulles d'une bande dessinée et jouer la scène. Lesson 2 Écrire un article humoristique pour le 1er avril.

Unit

Lesson

➜ J e vais découvrir différents types d'humour ➜ Je vais écrire les dialogues d'une bande dessinée

Just for laughs stereotype

twisted humour

word pun

Listen to the noise stories and say what has happened. ➜ WB p35 23 CLASSE

- I think somebody has just fallen down...

22 CLASSE 09 ÉLÈVE

humour /ˈhjuːmə/ comic strip = une

Vocabulary

ÉC

absurd

1 Look at the following funny images. What techniques are used in each image? ➜ WB p34

bande dessinée

speech bubble /ˈbʌbəl/ thought bubble frame = vignette (ici) punch line /ˈpʌntʃˌlɑɪn/ = la chute (fin) d'une blague

prank call = une farce téléphonique

pun = calembour, jeu de mots

a parody twisted humour = humour noir

to laugh /lɑːf/ to crack a joke = raconter une blague

44 • forty-four

Lesson

Unit

3 Read the comic strip. What has Calvin already

experienced? What hasn't he done yet? ➜ WB p35

w…? Did you kno

that a comic strip n & Hobbes is er ican Am by ed ** C alvi at and illustr p ri was written st The ll Watterson. ntures ve cartoonist Bi ad e iv at chly imagin ri e th s w llo ld fo year-o kid, ecocious sixof Calvin, a pr s. tiger, Hobbe and his trusty

What about you? What "little joys of life" have you already experienced?

ÉC

What "little joys" would you like to experience? Write your list. Swap with a partner and tell the class. ➜ WB p37 I have already… but I haven't … yet. But I'd love to!

Mini project

SOCLE

• Décrire • Raconter une histoire, un événement • Lire de manière expressive

Act out the speech bubbles in a comic strip 1. In pairs, look at the following comic strip.

2. What is the situation? What has happened? Complete the speech and thought bubbles.

3. Act out the scene for the class.

Grammar

p132 ➜ wb p37

✶ Le present perfect avec just, already, not… yet forty-five • 45

Unit

Lesson

➜ Je vais découvrir quelques poissons d'avril originaux ➜ Je vais écrire un article pour faire un poisson d'avril

Are you kidding?

1 April 1st is April Fool's Day, when people play tricks on each other. Read these two news stories. Are they true or April Fools? How do you know? ➜ WB p40

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

MAJOR ELECTRONICS COMPANY ANNOUNCES NEW ECO-APP A 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 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 addition to the users’ home and won’t require any maintenance.

trust anyone on April ** Y ou can't BBC. Fool's Day, not even the mme in gra pro s new s On a ser iou a hoax story ast adc bro y the 7 195 g on trees in about spaghetti growin nd! Switzerla s s the whole internet get ** Sometime s! rie sto trolled by spoof news

Did you know…?

ÉC

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.

2 Watch a spoof news bulletin and say why (you

think) it's funny. ➜ WB p43

1:19

46 • forty-six

24 CLASSE 10 ÉLÈVE

La musique de l’anglais : exaggeration A. Listen to these sentences. What happens to the voice? 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. Read them aloud. Then, listen again and check. ➜ WB p46

Lesson

Unit

3 Look at these images from the British sitcom Mr. Bean. How does the character look to you? What is he doing? What do you think is going to happen in each scene?

➜ WB p44

Vocabulary

25 CLASSE 11 ÉLÈVE

look (+ adjectif) = avoir l'air glare = lancer un regard noir frown /frɑʊn/ = froncer les sourcils

eyebrows = sourcils grin = un large sourire smirk /smɜrk/ = sourire d'un air satisfait

nod = opiner de la tête shake hands/your head shrug your shoulders =

4 Now it's your turn! Play facial expressions pictionary! Divide

hausser les épaules wink = faire un clin d'oeil (to) fool someone = duper quelqu'un

(a) fool = (an) idiot

ÉC

the class up into two teams, or more. Choose a situation card. Go up to the board and draw the facial expression and the situation that explains it. Your team must guess both the expression and the situation. - He's grinning because he's going to play a joke on somebody…

Mini project

SOCLE

C2 C7

• Écrire un court récit, une description • Être autonome dans son travail : savoir l'organiser, le planifier

Write an article for a newspaper on April Fool's Day nt out her Queen decides to re

1. Choose one of these spoof headlines – or create your own.

2. Imagine what has happened and what the consequences are going to be.

Hugs not fines: new user-friendly police measures provoke controversy

3. Write your article.

4. Find or create an illustration to accompany your text.

5. Put it up on the wall for the class to read.

Grammar

mes hit the monarch

services as hard-ti

Girl carried off into space after balloons disappear i heading Balkan tsunam K towards the U

p141 et 133 ➜ wb p42, 44

✶ L'expression du but ; le futur avec will et be going to

forty-seven • 47

Unit

Words, words, words

n s e e v l w b e v m u k g e n e m tg n r r e n o er car toonist

word pun

comic str ip

s•

tif

ic e s

inter

speech bubble

thought bubble

1. when you use language to make a joke

1. a round shape where the character's

2. when you use a completely strange situation as the basis for a joke

2. a series of cartoon drawings that tell a story or part of a story

3. when you use conventional concepts to make people laugh

3. the author of a cartoon or comic strip

words are written

ic e s

4 Match the verbs with the pictures. Then, write a sentence to describe each of them. nod

XoHa

2. a comic version of a real event

grin

inter

frown

shrug your shoulders

shake hands

tif

s•

1. a false news story

3 Unscramble the letters to find the words behind the definitions.

ther.emdl. ge

• Ex

ÉC

4. a round shape where the character's thoughts are written

4. when the comic situation is tragic or

Lesson 2

the nouns.

stereotype

involves suffering

twisted humour

types of humour from lesson 1.

2 Match the definitions with

• Ex

1 Match the definitions with different absurd

ther.emdl. ge

Lesson 1

laugh

fpsoo

3. when a false buzz goes wild on the internet

ltorl

4. a funny story

koje

g go

5. someone who believes fake news stories

lofo

h er

6. making someone believe an untrue story

dikdgin

48 • forty-eight

g oj 6

Our project

Unit

Create a spoof news bulletin for your school SOCLE

• Raconter une histoire, un événement, expliquer • Traiter une image, une vidéo • Accomplir une tâche selon les règles établies en groupe ; représenter le groupe

You have been asked to create a spoof news bulletin for your school.

How to proceed ...

C2 C4 C7

1. In groups of four, choose one of these categories or one related specifically to your school: education, world, weather, sport, family, politics, society, economy, health, media, jobs…

2. Decide on the subject. Jot down ideas about who, where, what, why and when. What has happened? What is going to happen? What will happen in the future? Remember that spoof news bulletins rely heavily on irony and humour. 3. Think of the form your bulletin will take: voice over or video and commentary.

ÉC

4. Prepare the different elements for your commentary (photos, maps, posters, illustrations…), write the script and organise TIPS & TRICKS p1 the storyboard for your presentation. Don't forget 30 et 131 Le titre doit être ac to invent a catchy headline. Try to be creative and funny! crocheur, 5. Assemble your news bulletin using the recommendations above. One of you will present your bulletin to the class.

A VIRTUAL SCHOOL? Scientists today have said that real flesh and blood teachers are going to disappear. According to them, we will soon be living in virtual reality and all future communication will take place via invisible thought cables, including school. In order to maintain the teaching process...

intriguer les lecteu rs. L es jeux de mots pe uvent être très eff icaces !

Going further… B2i Make the films of your news 1. bulletins and put them together using appropriate software. 2. D on't forget to try special effects between the different news subjects. 3. C ompile the soundtrack with jingles, sound effects… 4. When it's finished, why not post it on the school website… maybe for April Fool's Day!

Home / World / Weather / Sport / Politics / Family / Society / Economy / Health / Media / Jobs forty-nine • 49

Unit

English Mag

Laughter & Hum

The most important day for this charity is Red Nose Day in March each year when people all over the country work together to raise money4. Supermarkets, garages, post offices, charity outlets such as Oxfam and many other places will give people a traditional clown’s red nose in exchange for a donation. People are encouraged to wear the noses on Red Nose Day to help raise awareness5 of the charity and to make people laugh. There are red noses for people, cars, and even horses! The day culminates in a live telethon event on BBC One, and lots of other money-raising events take place too. Famous personalities do crazy or funny things on TV and there’s always a funny video to a song by well-known artists. The concept of Comic Relief has now spread to different countries, including the US, Australia, New Zealand and many others.

Comic Relief is a British Charity3 that was founded in 1985 by the comedy scriptwriter Richard Curtis (Mr Bean, Four Weddings and a Funeral, Bridget Jones’s Diary) and the comedian Lenny Henry because they wanted to help fight the famine in Ethiopia. Now the money is used to help all sorts of people in difficulty both in Britain and in other countries across the world.

ÉC

mic Relief

Laughter1 and humour are an essential part of life for humans. In fact, laughter can help us in many ways. It can defuse a tense situation, create bonds2 between people, allow us to relax and it even contributes to physical fitness. Look at some ways in which laughter is used to overcome difficulties today.

• 2. bonds = liens • 3. charity = œuvre caritative • 4. to raise money = pour récolter des fonds 5. raise awareness = sensibiliser • 6. workshop = atelier 7. rowing machine = rameur 1. laughter = le rire

50 • fifty

Comedian Jimmy Carr performs at a comedy and music gig to raise money for Comic Relief

English Mag

Unit

Clowns Without Borders is another charity organisation that uses humour to help people in difficulty. CWB was founded in Barcelona in July 1993 and they offer laughter to help relieve the suffering of all persons, especially children, who live in areas of crisis including refugee camps, and conflict zones. They bring laughter, contemporary clown performances and workshops6 into communities so that people can celebrate together and forget their problems for a while. The founders realised that there was a great need to laugh in crisis situations and humour provides psychological support to communities who have suffered trauma. Especially children must continue to be children, even in extremely difficult situations.

Clowns Without B rders

A CWB clown in the Philippines

Laughter Therapy

ÉC

Laughter can also be used as a therapy. It is a great way to fight the physical effects of stress. When we laugh, our body relaxes and endorphins (natural painkillers) are released into the blood stream. A laughter therapist’s aim is to help us laugh more easily, and the body can’t tell the difference between fake and real laughter! Researchers at the University of Michigan have also calculated that just 20 seconds of laughter could be as good for the health as three minutes spent on a rowing machine7! Groups of elderly people, young people in hospital and mental health patients are all thought to benefit especially from laughter therapy. If you’re not convinced yet, remember this: children laugh about 400 times a day but adults only manage a miserable 15!

It’s your turn! 1.

SOCLE

• Créer, produire, traiter, exploiter des données • Organiser la composition d’un document, prévoir sa présentation en fonction de sa destination

B2i Choose a video and comment on the humour and the way in which the video can help charities, on http://www.emdl.fr/anglais.

2. Choose a well-known song and make your own funny "Red Nose Day" video to show the class.

Lenny Henry and kids in Kenya fifty-one • 51

s•

How grammar works

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Unit

ther.emdl. ge

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Lesson 1 1 Regarde les objets et dis ce qu'Anthony a fait ou n'a pas encore

fait aujourd'hui.

1 Le present perfect avec just, already, not… yet

Le present perfect (have + participe passé) sert à exprimer un lien entre le passé et le présent. Ce lien peut être un lien d'immédiateté (just) = quelque chose vient à peine d'arriver. •S omebody has just fallen down the stairs.

Ce lien peut être le bilan présent des expériences passées (already et not… yet).

• I have already revised for the exam. • I haven’t cracked a joke yet today.

1. To ou in order to ou so as to + base verbale. Le sujet de la phrase principale et de la subordonnée est le même.

ÉC

Lesson 2

2 Complète ces phrases pour indiquer le but de ces différentes actions :

the customers eat

fool the readers

interv iew the actor

make people laugh

drivers find their way

1. The journalist has picked up the microphone … 2. They've written a spoof news article … 3. She's compiled a new book of jokes … 4. The satNav has been programmed … 5. The waiter has brought the food …

3 Complète ces phrases avec la forme de be going to ou will selon le cas.

1. I … to Spain next summer. I've already booked the tickets. 2. … we ever meet again? 3. Look at those clouds! It … rain this afternoon. 4. We have been thinking about it and we have decided that we … buy a new car his year. 5. If it doesn't rain, he … go sailing tomorrow morning.

52 • fifty-two

L'expression du but

• In order to activate the Eco App, customers will have to buy a pot and some earth.

2. S o (that) + groupe nominal + modal (will/can). • Scientists have created an app so that people won’t get lost.

3 Le futur avec will et be going to

On utilise will + base verbale pour parler de l'avenir. Il s'agit d'une prédiction qui peut se baser sur des faits connus ou bien sur une volonté de celui qui parle. •T he Smart Eco Trees will intake CO2 and release oxygen.

Be going to + base verbale permet à l'énonciateur de parler de l'avenir en s'appuyant sur la présence d'indices. Be est conjugué. • A major electronics company is going to launch Eco Trees.

Les deux formes sont toutefois souvent interchangeables dans des contextes futurs. ➜ P récis grammatical p132, 133 et 141

wb p37, 42, 44

Check your progress 26 CLASSE

12 ÉLÈVE Listening B1 Raising money for charity

B1-

Listen to Steve and Sammy talking about plans for raising money for a charity, and answer the questions. What charity are they going to raise money for? When is the event going to take place? Where will the actions take place? What is the first group going to do? How will the second group get money? What will the winner get in the egg and spoon race? How much are they hoping to collect this year?

A2+

Speaking Planning a joke

Je peux comprendre un ar ticle humoristique.

Read the text and answer the questions.

The Prime Minister will today visit one of the big, grey clouds over Britain in order to ‘get an understanding’ of rain. It has rained for 90 days so far this year, and it’s only the beginning of April! A Downing Street spokesman said the Prime Minister is going to fly into the centre of a cloud while hanging from a helicopter. The spokesman added that it’s important for the Prime Minister to see for himself where rain comes from. Our newspaper will have some experts hanging alongside him so that they can explain what he’s looking at. This initiative follows weeks of continuous criticism of the government who have not reacted quickly enough to bad weather reports. Several towns have been under water for days. Many children have been given emergency swimming lessons so as to be able to swim home from school. The Prime Minister has cancelled the next two weeks so that he can sit in the dark and think passionately about the nature of clouds. After that, everything will be fine. For the moment, people must just keep calm and carry on with their lives.

Je peux parler de ce que je vais faire.

Speak about your plans for playing a joke on someone. What are you going to do? What for?

B1-

ÉC

- I’m going to… so that…

Reading British Prime Minister to visit big, grey cloud

1 2 3 4 5 6 7

Je peux comprendre une conversation téléphonique.

Unit

Writing A holiday postcard

Je peux faire le bilan de ce que j'ai déjà fait et de ce que je n'ai pas encore fait.

Write a postcard home speaking about your trip to an English-speaking country. What have you already done? What haven't you done yet? What are you going to do next?

1 2 3 4 5 6

What is the Prime Minister going to do? Why? Who will go with him? How will he get there? Why has the Prime Minister decided to do this? What is the situation in Britain? What will happen after?

A2+ Interacting Talking about humourists

Je peux décrire mon humoriste préféré.

Choose your favourite comedian or funny person. Describe his/her type of humour, facial expressions, what he/she has done... Do not say his/her name. Your partner asks questions and guesses who it is. - He has a funny voice and plays lots of prank calls. - Has he ever acted in a film? - No, but he has been on TV many times…

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p119

fifty-three • 53

29 CLASSE

bs.

entify the jo

Listen and id

• teacher • babysitter

ÉC

• dog walker • taxi driver

Jobs

Our pro ject

Utiliser :

Pour réussir notre projet, nous allons... Le present perfect avec ever, never et already ill have to + V W

Passer u n ent d'emba retien uche

L 'expression de la capacité If + prétérit… would + V

L e lexique des talents et des métiers

ÉC

L es adjectifs de personnalité

Découvrir :

Le concours "The Best Jobs in the World"

es universités célèbres d'Angleterre et des États-Unis D

Mini projects

Lesson 1 Passer une annonce à la radio en tant que recruteur. Lesson 2 Rédiger une lettre de candidature pour le concours "The Best Jobs in the World".

Unit

Lesson

➜ Je vais parler de ce que l'on doit faire au travail ➜ Je vais parler de mes talents, de mes expériences

Experience needed 1 Ann is looking for a part-time job. Look at these ads and at her CV,

and find which job suits her best. Justify. ➜ WB p48

- I think she'd be a great... because she is... and has already worked as a...

www.summerjobs.emdl

SummerJobs FASTFOOD RESTAURANT ATTENDANT

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

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

ADVENTURE CAMP COACH

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 •E nglish and a foreign language

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

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

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

Experience needed • Candidates should have worked with kids before

Education & Experience igh school diploma -H (Fine Art) oluntary work in -V summer camp (2013) ishwasher in -D a restaurant (2012-13) ccasional -O babysitting

Ann has been selected for one of the jobs. She calls a friend who is already working there. Listen and pick out information about her future working conditions. ➜ WB p50

Apprends à comprendre… un document sonore

3 You have found a job. Explain what you will have to do.

Your partner has to find what job it is. - I will have to entertain a child. - Is it… a babysitter?

56 • fifty-six

Vocabulary

wb p51 TIPS & TRICKS p127 ➜

reativity, flexibility, -C good communication skills Languages - English and Spanish Hobbies - Acting, listening to music and hiking inging and playing -S the guitar in a band - Drawing

31 CLASSE 13 ÉLÈVE

30 CLASSE

- S he will probably have to wake up early…

Personal Skills

babysitter waiter/waitress cashier dishwasher lifeguard /ˈlaɪfɡɑːd/ paper boy receptionist /rɪˈsepʃənɪst/ restaurant host/hostess tutor /ˈtjuːtə/ sports referee = arbitre shop assistant officer = office worker

Lesson

Unit

4 Watch this video called "London Music". Which of the jobs mentioned in

the video would you like to do? Justify. ➜ WB p53

3:01

What about you? In pairs, choose one of the jobs in activity 1

and act out the job interview. A is the recruiter and B is the candidate. Then change roles.

ÉC

Have you ever…?

Mini project

SOCLE

• Décrire, raconter, expliquer • Faire une brève annonce ou un exposé préparé ; lire de manière expressive

Record your job offer

1. You are a team of young recruiters and you have to hire someone.

2. Work in pairs. Decide on a job you want to offer.

3. Say who you are and what profile you are looking for.

4. Make a description of what the job consists of: working hours, duration of the contract, salary, tasks he/she will have to do, experience needed…

Hello! We are Rose and Laura. We are looking for a new chef for our restaurant. Have you ever considered being a chef? …

5. Now write the script of your radio presentation and record it.

Grammar

p133 et 134 ➜ wb p49, 52

✶ L e present perfect avec ever, never et already ; will have to + V

fifty-seven • 57

Unit

Lesson

➜ Je vais dire ce que je ferais dans une situation donnée ➜ Je vais écrire une lettre de candidature

You're hired ! 1 Look at this homepage for an Australian website. What is it about?

www.bestjobs.australia.com

What do you think would be the best job in the world?

…?

Did you know

ÉC

2 32 CLASSE Now listen to an unusual interview of the three finalists applying for the position. Who do you think is the best candidate? Why? ➜ WB p54

ELIZA

Vocabulary

- I think X is the best candidate because he is…

ALLAN

GREG

3 What about you? Would you be a good candidate for the Best Jobs in the World? Imagine you are the interviewee and answer the questions. - If I saw a shark coming, I would…

nsland 09, Tour ism Quee ** In 20 rrier Ba t ea promoted the Gr ist destination ur to al ob gl a Reef as couraging with a website en to apply for de wi rld wo people e World". th in "The Best Job ns were 35,000 applicatio , ** Over 0 er 20 countries received from ov s. st ali fin 16 to and cut down

33 CLASSE 14 ÉLÈVE

punctual /ˈpʌŋktjuəl/ reliable = fiable /rɪˈlaɪəbl̩/ mature /məˈtjʊə/ outgoing = sociable ambitious /æmˈbɪʃəs/ flexible helpful = caring open-minded ≠ narrow-minded enthusiastic /ɪnˌθjuːziˈæstɪk/ committed motivated collected /kəˈlektɪd/ = calm brave

34 CLASSE 15 ÉLÈVE

La musique de l’anglais : liaison A. Listen and find the pauses in each sentence.

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. Listen again and repeat. ➜ WB p60 58 • fifty-eight

Lesson

Unit

4 This application letter has been torn up by mistake. Put the pieces back together.

➜ WB p55

ÉC

Thank you for taking the time to read this application and I look forward to hearing from you.

5 Now write the ad for the job Joanna is applying for. ➜ WB p56

Mini project

SOCLE

C2 C7

• Écrire un court récit, écrire une lettre, écrire sur soi • Être autonome dans son travail : savoir l'organiser, le planifier.

Apply for the Best Jobs in the World 1. Watch the video "The Best Jobs in the World" at http://together.emdl.fr and select the job you prefer.

2. Write an application letter.

3. Divide the letter into three paragraphs: 1st paragraph: mention the job you are applying for and say why you've chosen it. 2nd paragraph: say what you have to offer: your skills, experience and personality. List what you would do if you got the job. rd

3 paragraph: say thank you to them for considering you for the job and add a closing formula.

Grammar

Dear Mr./Mrs./Ms. I have seen your ad on the Internet and I would like to be considered for the post of… I think I’d be a great… because...

TIPS & TRICKS p129

Souviens-toi que dans une lettre de candidature il faut savoir mettre ses qualités en valeur !

p136 ➜ wb p57

✶ If + prétérit … would + V

fifty-nine • 59

1 o h d t c d ab c b a m p g i f e 2 4 k j l i k h f o d 5 n 6 m s Words, words, words

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corresponding sectors.

ic e s

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1 sports referee

3 receptionist

1 lawyer

a construction

2 waiter/waitress

4 dishwasher

2 product manager

b law

3 financial controller

c media

4 kindergarten teacher

d education

5 florist apprentice

e accounting

6 TV presenter

7 builder

g retail

initiative

teamwork skills

in those two jobs?

ÉC

narrow-minded

2. t ake care • look after • cook •

4 Which qualities are required

1. h elpful • hard-working • flexible •

• Ex

3 Find the odd one out and cross it out. Be ready to justify your choice.

creative

punctual

enthusiastic

meticulous

ther.emdl. ge

Lesson 2

marketing

s•

organisational skills

attention to deta

communication skills

creativity

leadership skills

flexibility

qualities.

2 Match each job with its

• Ex

1 Link the four jobs with the required

ther.emdl. ge

Lesson 1

tif

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reliable

patient

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caring

funny

open-minded

supervise

3. r eliable • collected • ignorant •

brave

r f q op 8 7 6 w 5 u t 8 yz 4. c reativity • flexibility • punctual •

initiative

5 Match the following adjectives with their antonyms.

1 brave

a shy

2 outgoing

b fearful

3 polite

c narrow-minded

4 enthusiastic

d rude

5 open-minded

e indifferent

60 • sixty

A teacher

A doctor

SOCLE

C2 C4 C7

• Établir un contact social, dialoguer, demander et donner des informations • Être autonome dans son travail : savoir l'organiser, le planifier • Respecter la répartition des responsabilités et des rôles de chacun • Accomplir une tâche selon les règles établies en groupe

How to proceed ...

Your friend and yourself are planning to apply for a job next summer. To train for the job interview, you will follow these steps:

1. In pairs, choose one of the jobs you've seen in this unit. Decide on who is going to be the applicant and who is going to be the recruiter.

2. Applicant: Get ready to explain why you are applying and why you think you are cut out for the job (personality, capacities, experience…). Prepare questions about what you want to know about the job (tasks, working hours…). Recruiter: Prepare the questions you are going to ask (qualifications, capacities, experience…). 3. Together, review your questions and answers.

Good morning, Sir. My name is Kim Wilde and I'm applying for the job.

f 67

Unit

Play a job interview

ÉC

Our project

Good morning, Ms Wilde. Could you tell me about your experience? Have you ever…? What would you do if…?

TIPS & TRICKS p130 et 131 Pense à respecter les règles de civilité (salutations, remerciements… ). Il s'agit d'un entretien pro fessionnel : le ton devra être formel et le registre de langue adapté.

P ense à utiliser les outils gra mmaticaux et lexicaux de l'unité : le pres ent perfect, will have to + V, if + prétérit ... would + V Articule bien, parle assez fort , regarde bien ton interlocuteur et n'hésit e pas à faire des gestes. Montre-toi convain cant !

Going further… B2i Create a dynamic video 1. of the interview. Record your video and store it into a file. 2. Download Movie Maker. 3. Follow the instructions and choose the extracts of the video you want to get rid of. 4. Add music if you want to. 5. Give your video a title.

sixty-one • 61

Unit

English Mag

TOP ENGLISH AND AMERICAN

UNIVERSITIES

The names of the following universities are famous worldwide1. They are often quoted in films or associated with celebrities. But do you know where they are located and what they are famous for? The University of Oxford

ÉC

Oxford was the first university in the English-speaking world. Teaching existed at Oxford in some form as early as 1096 and developed rapidly from 1167, when the French king Henry II banned English students from attending the University of Paris. Today Oxford University is a leader in many fields2, with outstanding3 research achievement4.

Cambridge London Oxford

The University of Cambridge Cambridge is also one of the world’s oldest universities, and it is regularly ranked5 as the best in the UK. Like Oxford, Cambridge maintains a long tradition of student participation in sport and recreation – rowing6 is particularly popular.

T he London School of Economics and Political Science

15 The LSE is a public research university specialised in social sciences as well as in mathematics, statistics, philosophy and history. It is located in central London. There have been 16 Nobel Prize winners among its alumni7 and staff – including Irish playwright George Bernard Shaw and philosopher Bertrand Russell – and at least 37 world leaders.

1. worldwide = all over the world • 2. fields = domaines • 3. outstanding = extraordinaire, exceptionnel • 4. achievement = réussite • 5. ranked = classé • 6. rowing = aviron 7. alumni = anciens élèves • 8. wealth = richesse • 9. make up = composer, constituer

62 • sixty-two

Harvard Yale Columbia

Harvard University

Columbia University is located in the center of New York City. It is one of the world’s most famous institutions and is one of the eight universities making up9 the Ivy League. Columbia was the first North American site where the uranium atom was split. It is also an extraordinary place for research. Indeed it was the birthplace of FM radio and the laser, among other achievements.

Yale University

Did you know…?

Yale University is a private Ivy League research university 35 located in New Haven, Connecticut. Founded in 1701, among its many notable alumni are former president Bill 40 Clinton, actress Meryl Streep, film director Oliver Stone and composer Cole Porter.

Columbia University

Harvard University is a private Ivy League research university in Cambridge, Massachusetts. Its history, influence and wealth8 have made it one of the most prestigious universities in the world. Harvard’s athletic rivalry with Yale is intense in every sport in which they meet, especially in the annual football meeting called “The Game”. Some of its notable alumni are American political leaders Franklin D. Roosevelt, John F. Kennedy, George W. Bush and Barack Obama.

ÉC

Unit

English Mag

It’s your turn!

• The Ivy league is an athletic conference composed of sports teams from eight private universities in the North East of the United States. This name is used to refer to those eight schools as a group. The eight institutions are Brown University, Columbia University, Cornell University, Dartmouth College, Harvard University, Princeton University, the University of Pennsylvania, and Yale University. • The term “Ivy League” has become a synonym of academic excellence and social elitism.

SOCLE

• Utiliser les fonctions principales d'un moteur de recherche • Chercher et sélectionner l'information demandée • Organiser la composition du document, prévoir sa présentation en fonction de sa destination

1. B2i Go on the internet and google "famous English universities" or "famous American universities".

2. Choose one that is not presented in the English Mag. 3. Look for useful information, choose a photo, take notes and present it to the class.

sixty-three • 63

s• ic e s

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How grammar works

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Unit

ther.emdl. ge

inter

Lesson 1 1 Tu souhaites gagner un peu d'argent en gardant les enfants

Le present perfect (have + participe passé) sert à exprimer un lien entre le passé et le présent. Ce lien permet de faire le bilan présent des expériences passées. C'est aussi le cas pour ever et never qui renforcent cette idée de bilan.

de tes voisins. Imagine et rédige les questions qu'ils vont te poser concernant ton expérience et tes capacités.

1 Present perfect avec ever, never et already

sing a lullaby

•H ave you ever considered being a chef?

• I have never done babysitting.

play with children

On utilise le present perfect avec already lorsque l'on tient compte de l'ensemble de la vie d'une personne pour trouver au moins une occurrence d'une expérience donnée.

•S he would be a great adventure camp coach because she has already worked in a summer camp.

make the children's dinner

(Elle possède déjà cette expérience.)

read a book to children

change diapers

2 On t'apprend que ta candidature a été acceptée pour travailler

ÉC

dans un fast-food de ta ville. Écris au moins six phrases en expliquant ce que tu vas probablement devoir faire.

Lesson 2

3 Mets le verbe entre parenthèses à la forme correcte.

1. If you (accept) this job, you'd have to work at the weekend. 2. They'd get better results if they (study) harder. 3. If Lisa (not/be) always so late, she would be promoted. 4. If you (not/drink) so much coke, you'd sleep better. 5. Mark would be really upset if he (know) about the theft. 6. If William (not/spend) so much time playing video games, he'd have better grades at school. 4 Réponds aux questions suivantes.

1. What would you do if you won the lottery? 2. How would you react if you saw a shark while swimming? 3. What would you do if your neighbour asked you to babysit her four children? 4. What would you wear if you had a job interview? 5. What would you say if you had to quote your qualities?

2 Will have to + V Lorsqu'il est question d'une obligation appliquée à l'avenir, on se trouve confronté à une difficulté : obligation = normalement must et modalité du futur = will.

Mais il est impossible d'avoir deux auxiliaires modaux à la suite. On utilisera must (seul) si le contexte suffit pour indiquer qu'il s'agit du futur ou have to associé à will. • From now on, she will have to wake up early.

3 4 If + prétérit… would + V Avec cette structure, on exprime une hypothèse présente ou une condition, mais dont le degré de probabilité est moins élevé qu'avec if + présent, ... will. On se place dans une situation irréelle. • If I had the job, I would be so happy. (Je ne l'ai pas, j'aimerais l'avoir.)

➜ P récis grammatical p133, 134 et 136

wb p49, 52, 57

64 • sixty-four

Check your progress A2+ Listening A job interview

35 CLASSE 16 ÉLÈVE

A2+

Unit

Reading Job ads

Je peux comprendre des offres d’emploi.

Listen to a job interview and answer the questions.

You have been selected for one of these jobs. Choose one and say what you will have to do.

Speaking

B1- If I were...

Je peux dire ce que je serais si...

How long has she worked in a restaurant? What does she enjoy most about her job? Why does she want to change jobs? Has she ever worked before? How would she react if she had the job? What is she going to do next year?

Je peux comprendre un entretien d’embauche.

1 2 3 4 5 6

Think about a famous person or a classmate and jot down information based on the example. Make other comparisonsincloure (colour, dibuix object, country, film...). Your partner has(tiger to d'Aula discover who you are. woods)

ÉC

- If I were an animal, I would be a tiger. If I were a colour, ... incloure dibuix

A2+ Writing

d'Aula (home invisible)

A wildlife caretaker

Je peux imaginer ce que je ferais si…

What would you do if you were the winner of one of "the best jobs in the world" and were now a wildlife caretaker?

If I was a wildlife caretaker, first I would…

Interacting A2 An important event

Je peux mettre en scène et jouer un entretien d'embauche.

Play a job interview: A is applying to be a waiter in a cafeteria. B is the recruiter. - Good morning… - Hello, have a seat, please.

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p120

sixty-five • 65

Arts together

Units 3-4

The dry British humour is often said to be based on irony and sarcasm. Follow Arts Together and discover two artists who use humour and irony in their works.

ÉC

Martin Parr (1952) is a British documentary photographer and photojournalist. Parr likes to show critical aspects of society and offers a sometimes shocking satire of Britain. Many of his photos are thought-provoking, cruel and funny at the same time. Martin Parr’s famous series of photographs of the seaside town of New Brighton was published under the title The Last Resort. They catch the absurdities of everyday life in a popular, working class, rundown holiday resort near Liverpool. Parr stresses that “one of the things we do best in this country is irony.”

The Last Resort, in New Brighton by Martin Parr (1983-1985) © Serpentine Gallery, London, UK

Observe and describe

Describe the irony depicted in the photograph (and in the title The Last Resort). You can use words from the list. • inappropriate • unusual/strange = weird • a seaside resort = une station balnéaire

• nag = harceler, rouspéter • sunbathe = prendre un bain de soleil

• be lying = être allongé

de sable

• a construction site = un chantier

• a bulldozer • a bucket = un seau • a shovel/a spade = une pelle • a sand castle = un château

Observe and react

Explain the subtitle and say why it is humourous. Observe and imagine a conversation between the mother and her daughter. You can use some words from this list. • a punk • sulky = boudeur(se) • be bad-tempered = avoir mauvais caractère

• be resentful about somebody = en vouloir à quelqu'un

• c an't stand + V-ing = ne pas supporter de

66 • sixty-six

• be rebellious • won't + V = refuser de • be fed up with = en avoir marre de

• ignore • be wrong = avoir tort • keep + V-ing = continuer de

Signs of the Times “Underneath it all she really is a lovely girl” by Martin Parr (1992) © Janet Borden, New York, USA

ÉC

Barry Flanagan (1941-2009) was a Welsh sculptor who was well-known for his giant bronze hares. In 1997, he made a tribute to Rodin’s world-famous sculpture The Thinker in the form of a humourous parody. Our first reaction when we see this hare sitting on a rock resting his jaw on his fist is to smile, isn’t it? Barry Flanagan often used a hare as his signature. He made many sculptures of hares in humanlike positions and activities such as dancing, boxing or playing an instrument. Why? “The hare,” he said, “is rich and expressive.” Do you agree with the artist? It is maybe a way to say that we shouldn’t take ourselves too seriously.

Units 3-4

Arts together

Observe and react

Thinker on a ro ck, by Barry Flana gan (1997) © National Galle ry of Art, Washington

Observe and make a sketch of the sculpture. Add a thought bubble and imagine what the hare may be thinking of.

l Usefru ons exp essi I wish I had… I wish I could + V If only I could + V

Going further… B2i Make your own slideshow presentation for the MOS (Museum Of Smile) with your five favourite works by Martin Parr and Barry Flanagan. Present it to the class and justify your choices.

The Thinker by Auguste Rodin (1902) © Musée Rodin, Paris

sixty-seven • 67

Units 3-4

Reading

Revenge of the Lunch Ladies

The Hilarious book of School Poetry Kenn Nesbitt (2007)

My Teacher Took My iPod

She said she would return it; I’d have it back that day. But then she tried my headphones on and gave a click on Play.

ÉC

My teacher took my iPod. She said they had a rule; I couldn’t bring it into class or even to the school.

Her body started swaying3. Her toes began to tap4. She started grooving5 in her seat and rocking to the rap.

She looked a little startled1, but after just a while she made sure we were occupied and cracked a wicked smile2.

My teacher said she changed her mind. She thinks it’s now okay to bring my iPod into class. She takes it every day. 1. startled = étonnée • 2. crack a (wicked) smile = esquisser un sourire (malicieux) • 3. sway = se balancer 4. tap = taper du pied en mesure • 5. groove = se trémousser (ici) • 6. whoopie cushion  = coussin péteur 7. bug = insecte • 8. gummy worm = bonbon gélifié en forme de ver • 9. squirm = se tortiller 10. prank = (ici) poisson d’avril • 11. fool = plaisanter • 12. put in detention = coller

68 • sixty-eight

Reading

Units 3-4

April Fool’s Day

Elijah left a piece of plastic dog doo on the floor, and Vincent put some plastic vomit in the teacher’s drawer. Amanda put a goldfish in the teacher’s drinking glass. These April Fool’s Day pranks10 are ones that you could use in class.

ÉC

Alyssa brought an apple with a purple gummy worm8 and gave it to the teacher just to see if she would squirm9.

Mackenzie put a whoopie cushion6 on the teacher’s chair. Makayla told the teacher that a bug7 was in her hair.

Before you go and try them, though, there’s something I should mention: The teacher wasn’t fooling11 when she put us in detention12.

It’s your turn! ➜ Ask your teacher for the activity sheet!

sixty-nine • 69

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Let's go to Frisco! Our pro ject

Pour réussir notre projet, nous allons... Utiliser :

Le prétérit et le past perfect

Organis doit-on er un débat : limiter d'Intern le pouvoir et pou protége r les cito r yens ?

L es modaux + have + participe passé

L 'irréel du passé avec if + past perfect… would have + participe passé L e lexique de l'émigration

ÉC

L e lexique des nouvelles technologies

Découvrir :

La ruée vers l'or, l'émigration vers la Californie et Angel Island L a Silicon Valley

L 'histoire de Google ; les inventions de Steve Jobs

Mini projects

Lesson 1 Faire la voix off d'un documentaire sur Angel Island. Lesson 2 Imaginer la vie avant l'invention d'Internet.

Unit

Lesson

➜ J e vais découvrir des faits historiques sur la Californie ➜ Je vais imaginer ce que des personnages du passé ont vécu et ressenti

There's gold in California! 1 Look at these

two documents. Then discuss the reasons why California attracted so many people in the 19th century.

➜ WB p62

2 Read the text and discover the positive and negative aspects of the Gold Rush. ➜ WB p63

to the

West

ÉC

A Rush

During this period of time new methods of transportation had also developed such as steamboats3 and trains. By 1869 railroads had been built across the country from California to the East of the US.

he California Gold Rush began on January 24, 1848, after James Wilson Marshall, a carpenter and sawmill operator1, 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 panning2. 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.

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. 1

72 • seventy-two

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

opérateur de scierie 2 chercher de l'or à la batée 3 bateau à vapeur

Lesson 3 Watch an extract from a documentary about Angel Island. Imagine why most people left their countries and what they may or must have felt. ➜ WB p65

Unit

01 CLASSE 17 ÉLÈVE

famine /ˈfæmɪn/ poverty /ˈpɒvəti/ hard living conditions land of opportunity disease /dɪˈziːz/ persecute /ˈpɜːsɪkjuːt/ earn a living /ɜːn/ panic-stricken

EN Vocabulary

1:27

/ˈpænɪkˌstrɪkən/ exhausted /ɪɡˈzɔːstɪd/

impressed distressed /dɪˈstrest/ anxious /ˈæŋkʃəs/ desperate /ˈdespərət/ hopeful /ˈhəʊpfəl/ broken-hearted

- When they arrived in California, the immigrants may have felt…

/ˌbrəʊkənˈhɑːtɪd/

4 Cheng Sun arrived in San Francisco with her mother two years after her father. Her English teacher asks her to write about what she discovered when they arrived. ➜ WB p66 prepare a welcome dinner

ÉC

rent a house

choose a school

find a job

buy presents for us

- When we arrived, my father had already…

Mini project

SOCLE

Record the voice-over of a documentary

1. Watch another extract from the documentary about Angel Island (1:36 à 2:19).

• Décrire • Raconter une histoire, un événement • Lire de manière expressive

They must have been really exhausted and homesick and decided to...

2. The audio files of this part of the documentary have been lost. The director asks you to rewrite and record the Park Ranger's words. 3. In groups, make hypotheses about the origin of the carvings on the walls, the feelings and motivations behind them…

4. Write the script and record your production.

Grammar

p134 ➜ wb p66, 67

✶ L e prétérit et le past perfect ; les modaux + have + participe passé seventy-three • 73

Unit

Lesson

➜ Je vais donner mon opinion sur les nouvelles technologies ➜ Je vais imaginer la vie sans Internet

Today's gold

MARIN

Listen to the history of Larry Page and Sergey Brin's invention: Google. Focus on the dates to recap on the principal events of this success story. ➜ WB p68

ÉC

02 CLASSE

74 • seventy-four

Vocabulary

SAN FRANCISCO

1 Look at the map and discuss what today's gold is. What do you know about these companies, the technologies and products they create? Which ones do you use or prefer? Justify. ➜ WB p68

Silicon Valley

emon

Mo untain vi

Sant 03 CLASSE 18 ÉLÈVE

search engine /ˈendʒɪn/ start-up /ˈstɑːtʌp/ headquarters /hedˈkwɔːtəz/ = siège (d'une entreprise) privacy /ˈpraɪvəsi/ user /ˈjuːzər/ targeted advertising /ˈtɑːɡɪtɪd/ /ˈædvətaɪzɪŋ/ censorship /ˈsensəʃɪp/

= censure upload/download files 04 CLASSE 19 ÉLÈVE

La musique de l’anglais : stressed and unstressed words

A. Listen to these sentences. Underline the stressed words.

1. This company's mission is to organise the world's information and make it universally accessible and useful. 2. They were able to create a search engine that can estimate a website's importance based on its incoming links.

B. Listen again and repeat.

➜ WB p74

Campbel

Lesson

Unit

3 Read the following article and discuss the author's intentions. Do you agree

with him? Do you disagree? Explain. ➜ WB p70

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

wb p72 TIPS & TRICKS p126 ➜ A pprends à comprendre… un texte écrit

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

ÉC

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

4 An elderly person does not share Sebastian Anthony's point of view. He/she sends in

a comment to express his/her opinion and convince the readers. ➜ WB p72 - From my point of view, if Steve Jobs had never existed, we would have… SOCLE

• Dialoguer sur des sujets familiers

C2 • Réagir à des propositions Mini project C7 • Accomplir une tâche selon les règles établies en groupe Imagine you were born before the Age of the Internet 1. In groups of four, imagine you had lived before the invention of the Internet.

If I had lived before the Internet, I wouldn't have been able to...

2. Think about how different it would have been to: do your homework, communicate with your friends, take photos, record videos, listen to music, watch films… 3. Would you have preferred to live then?

Grammar

p136 ➜ wb p73

✶ If + past perfect… would have + participe passé seventy-five • 75

v w n

persecution

journey

1. A long trip from one place to another. 2. A wish for something that one thinks could come true.

m q w 4. The state of being poor.

inter

ÉC

headquarters

users

app

social network

start-up

censorship

1. The new Twitter ... are located in the Mid-Market neighborhood of San Francisco.

2. Google has made its largest European acquisition yet with the purchase of DeepMind, an artificial intelligence ... based in London.

3. Everyone has heard of the most popular ... – Facebook – but there are many more.

4. Flag is an ... that prints and mails your photos for free. 5. Facebook ... enjoy sharing photos. 6. Internet ... is control or suppression of information on the Internet.

76 • seventy-six

s• ic e s

Make as many combinations as possible.

search send surf invite connect with download create share upload

emails the net friends music files a page photos

tif

4 Link the verbs with the nouns.

3 Complete the sentences with one of these words.

ther.emdl. ge

Lesson 2

5. Unfair or cruel treatment because of race, religion, or political beliefs.

• Ex

o w m o

3. Lack of food over a long period of time.

2 Match these adjectives with their illustrations: exhausted, anxious, broken-hearted, shocked.

ic e s

famine

hope

pover ty

1 Match the words with their definitions.

• Ex

1 i n w Lesson 1

ther.emdl. ge

s•

Words, words, words Lesson 1

tif

Unit

inter

Unit

Let's debate: for or against measures to limit the power of the Internet? SOCLE

• Décrire, raconter, expliquer • Exprimer ses idées, ses opinions, faire des suggestions • Accomplir une tâche selon les règles établies en groupe • Respecter la répartition des rôles de chacun

C2 C4 C7

A growing number of citizens in your country have decided to act in favour of a better use of the Internet (no spying, a greater respect of private data, efficient measures against dangerous sites, etc.). They have decided to start a movement in order to promote their ideas. A debate has been organised in your town on this issue. The idea is to convince the population and the politicians.

How to proceed ...

1. Make groups of four or five and decide on your roles. There will be 1 (or 2) representative(s) of the movement for a better use of the Internet (MBUI), 1 politician against these ideas, and 2 citizens who don't know what to do yet. 2. Note down the problems that the Internet has created, and how the world would have been without those problems.

ÉC

3. List the measures proposed by the MBUI and explain how they could improve the situation. 4. List the arguments against.

Comment imagine s-tu que ton personnage va s'e xprimer (ton, gestuelle, niveau de langue) ? Tiens compte de ce s remarques pour organiser ta présentation. Pense à utiliser de s expressions pour expr imer ton po et pour étayer ton int de vue argumentation.

6. Organise a vote to make the final decision.

7. In the end you must reach an agreement, then sum up your debate and present your decision to the class.

It is high time that we do something to improve the situation! With a few wise measures, we could make our hyper connected society a better place to live.

It might already be too late, the Internet has become a real nightmare and there is no more privacy in the world. If we had been more vigilant, we wouldn't have reached this situation.

TIPS & TRICKS

p130 et 131 T u peux donner un no personnage afin de m à ton ren davantage dans ton trer rôle.

5. Organise your debate. In turns, give your arguments. Be convincing!

Our project

Well, let's see what measures we could take...

Going further… B2i Search the web to find 1. a film in which people have lost all freedom and have, for example, become dominated by machines or systems. 2. T ype a short synopsis for the school website. 3. Insert the trailer.

seventy-seven • 77

Unit

English Mag

re u t l u c r e t n u o C The Hippie a i n r o f i l a C n i movement

During the 1960s young people started to rebel against the dominant culture, corresponding to their parents’ comfortable way of life. They didn’t want to live in the consumer society and they rejected middle class values. They were against nuclear weapons and the Vietnam War. We refer to their culture as “counterculture”, as opposed to “mainstream” culture. Some of these young people chose to become “hippies”. Many hippies lived in communes, or together in districts like Haight-Ashbury in San Francisco. They promoted freedom, peace and love and the return to nature.

Counterculture and music

ÉC

Bob Dylan is an American singer-songwriter whose 1960s songs, such as “Blowing in the Wind” and “The Times They are A-Changing” became the anthems1 of the civil rights 5 movement and the anti Vietnam War demonstrations2. He and Joan Baez are today considered as major representatives of the protest song3 movement. They sang together at Martin Luther King’s March on 10 Washington on August 28, 1963. Singer Janis Joplin was a major figure of San Francisco’s Haight-Asbury in the 1960s. She became highly popular after taking part in the Monterey Festival which launched4 15 her too-short career.

1. anthem = hymne • 2. demonstration = manifestation 3. protest song = chanson engagée • 4. to launch = lancer 5. overnight = du jour au lendemain • 6. crowds of tourists = des hordes de touristes • 7. bargain = une bonne affaire

8. thrift stores = une friperie, un magasin d’occasion

78 • seventy-eight

English Mag

Unit

Monterey festival

Haight-Ashbury

Haight-Ashbury is a popular district where the hippie movement was born in the 1960s. It has now become a tourist area. Many important figures of this movement used to live there: famous singers (including Jerry Garcia from the Grateful Dead and Janis Joplin), cult leaders and 6 35 mime troupes. Today, crowds of tourists visit this district and look for vintage bargains7 in thrift stores8 in recollection of the good old days. It is now a very lively place. A must-see if you go to Frisco!

ÉC

This three-day concert took place in June, 1967 in Monterey, California. Up to 90,000 people took part in this festival in which Jimi Hendrix, Janis Joplin and The Who performed. The Monterey Pop Festival launched the careers of many singers who sang there, turning them into stars overnight5. It was the first widely-promoted and hugely-attended rock festival and it inspired the organisation of many others, like the Woodstock Festival two years later.

It’s your turn!

SOCLE

• Créer, produire,traiter, exploiter des données • Organiser la composition d’un document, prévoir sa présentation en fonction de sa destination

B2i Surf the net and find information on the Woodstock festival in the 1960s. Write a short paragraph to present this unique experience. Include a couple of photos.

seventy-nine • 79

s•

How grammar works

ic e s

tif

• Ex

Unit

ther.emdl. ge

inter

Lesson 1 1

1 Mets les verbes entre parenthèses au past perfect.

1. Nobody … gold in California before James Wilson Marshall. (find)

4. Prospectors … about gold so they decided to go west to get rich. (hear) 5. Nobody … that Facebook would be such a success. (imagine)

2 Prétérit ou past perfect ? Complète les phrases avec le temps qui convient.

1. Until 1848, nobody … (find) gold in California.

Le prétérit nous permet simplement de situer des événements ou des situations dans un récit passé.

2. He … that there was gold until he found a nugget. (think + never) 3. I … about the Gold Rush before. (hear + never)

2 Le prétérit vs. le past

perfect

• The California Gold Rush began in January 1848.

Le past perfect (had + participe passé) permet de placer un événement avant un autre événement dans un récit. • The California Gold Rush began in January 1848 because James Wilson had found gold.

2. It was the first time Alexander Weiss … (visit) Angel Island.

3. The prospectors were exhausted, they … (work) for many hours.

4. When he saw the Chinese poems he … (decide) to make the place a historic landmark.

5. After James Wilson Marshall … (discover) gold, prospectors rushed to California.

3 De quelle autre manière pourrais-tu dire cela ? Utilise des modaux.

1. I am sure James Wilson Marshall was surprised when he found gold.

ÉC

2. Maybe the immigrants were scared when arriving on Angel Island. 3. I am sure the prospectors had problems during their journey. 4. Steve Jobs was certainly admired by young people.

5. Perhaps some Chinese immigrants regretted leaving their traditions behind.

6. I'm quite sure that the living conditions were very harsh at the time.

Lesson 2

4 Lis les phrases suivantes et invente des réponses en commençant par if.

1. What if your parents had not bought a TV? 2. What if your best friend had moved? 3. What if you had won the lottery?

4. What if Google had not been invented?

5. What if you had worked harder last year?

3 Les modaux + have + participe passé

L'association d'un modal (may/ might/could/must/should) et de have + participe passé nous permet d'exprimer un avis sur des événements ou des situations révolues. May/might/could = possibilité •T he immigrants may have felt lost when they arrived in America.

Must = probabilité forte •T hey smashed a window to get in so they must have made quite a lot of noise.

Should = regret/reproche •T hey should have listened to your advice.

4 If + past perfect… would have + participe passé

Les subordonnées de condition sont souvent introduites par if. Ici, il s'agit d'une hypothèse sur quelque chose qui aurait pu se produire dans le passé, mais qui ne s'est pas produit. On parle d'irréel dans ce cas. • If Steve Jobs had not existed, I would never have had a laptop.

➜ P récis grammatical p134 et 136

wb p66, 67, 73

80 • eighty

Check your progress

Je peux comprendre les points principaux de documents enregistrés simples.

Listen to Sam talking about her great grandparents and answer the questions. What nationality were his great grandparents? Why did they emigrate to the US? How long did the journey last? Note down the feelings mentioned. Explain them. What was Ellis Island? What happened to immigrants there?

A2+

Speaking Me and my cell phone

Je peux relater une expérience vécue, donner mon opinion.

Speak about your own experience with cell phones. How often do you use yours? Think of the pros and cons.

A2+

Writing A disappointed prospector

Je peux écrire un cour t récit.

Imagine you were one of the 49ers. Write a few lines in your diary to speak about your experience and feelings before going back home with no gold at all.

October 10th 1849, No gold again today. If I had listened to…

Life in Russia

Je peux comprendre l'histoire des Juifs de Russie qui ont émigré aux États-Unis.

Read the text and answer the following questions.

We escaped the Pale of Settlement

From the 1880s until the 1920s, over two million Jewish immigrants went to the United States. Many immigrants came from Russia. In 1881 the czar of Russia was killed and many people said that Jews had taken part in his killing. Soon the czar’s son, the new ruler, passed laws against the Jewish people. Most Jews were forced to live in the Pale of Settlement. Life in the Pale was very hard and there were few ways to earn a living. Almost everyone was poor. But even worse were the pogroms. The pogroms were mob attacks on Jewish people, which the Russian government encouraged. Soldiers and others destroyed stores and homes and attacked people. No one was safe. Jews could not leave the Pale without permission. To escape their harsh life, many Jewish people decided to go to America. They often left at night. They made their way to a seaport, such as Hamburg, Germany, or Odessa, Russia. Then, with the help of Jewish organisations, they bought tickets on ships sailing to the United States. The journey was difficult, but the immigrants knew their lives would be better in America.

ÉC

- I often use my cell phone to text my friends…

B1- Reading

1 2 3 4 5

05 CLASSE

20 ÉLÈVE A2+ Listening Sam's great grandparents

Unit

1 2 3 4

What was life like in the Pale for Jewish people? Why did many of them escape Russia? Where did they want to go and why? What means of transport did they use to go to the United States?

Interacting Acting out a situation

Je peux exprimer clairement un point de vue.

Student A: Your neighbour wants to convince you that new technologies have got only good sides. You want to prove to him that he is wrong. Student B: You want to convince your neighbour that new technologies have got only good sides. - Internet is a great invention! It’s totally safe and … - That’s not true! I don’t agree with you at all… Let me tell you why.

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p121

eighty-one • 81

Ă&#x2030;C

d as ds to fin . n o c e s 0 have 3 is topic hip: you ted to th 1 Fr iends s possible rela rds a many wo adyâ&#x20AC;Ś go! te Ready, s

Best friends 4ever Our pro ject

Pour réussir notre projet, nous allons...

Utiliser :

Rédiger l d'une sc e scénar io ène de d isp et de réc onciliat ute ion et la jouer

Expect somebody to do something

Le discours indirect et les verbes introducteurs L es reproches Les regrets

ÉC

Le lexique des reproches, des excuses, des regrets et des sentiments

Découvrir :

Une reprise de la chanson "Count on me" de Bruno Mars Le film Bend it like Beckham

Quelques grandes rivalités sportives

Mini projects

Lesson 1 Jouer une scène d'explication entre deux ami(e)s. Lesson 2 Rédiger un courriel d'excuse.

Unit

Lesson

➜ J e vais dire ce que j'attends d'un ami ➜ Je vais écrire les paroles d'une chanson

Listen to a cover of the song "Count on me" by Bruno Mars. What is the message? 09 CLASSE

➜ WB p76

Count on me! now…?

Did you k

is celebrated endship Day ugust ** F ri Sunday of A on the first ange gifts People exch . ar ye y er ev acelets flowers, br like cards, . ds n ba hip and fr iends

2 Read the quotes and choose the right adjective. Which quotation do you prefer? ➜ WB p77 loyal

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

Harry Potter and the Half-Blood Prince

“Grief 1 can take care of itself, but to get the full value of joy you must have somebody to divide it with.” Mark Twain

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

generous

sincere

ÉC

sympathetic

Plutarch

“I do not ask the wounded2 person how he feels, I myself become the wounded person.” Walt Whitman

3 What about you? What do you expect from your friends?

Give your own definition of a friend. - A friend is someone who… I expect him/her to…

84 • eighty-four

chagrin

blessé

Lesson

Unit

4 Read this conversation and find what the problem is. Do you have virtual friends? Why? ➜ WB p78

Brenda says :

Tom 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 :

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. Tom says :

Tom says :

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

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.

So what’s the matter?

Well, I guess so… Since then, Linda has been posting nasty2 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.

Brenda says :

Last week, she told me she was having problems with her friends at school. They have been teasing1 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.

Tom says :

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

taquiner méchants, désagréables

ÉC

10 CLASSE 21 ÉLÈVE

5 What about you? For or against virtual friendship? Write a short text to give your opinion on virtual friendship in the column Letters to the Editor of a newspaper. ➜ WB p80 I think that virtual friendship…

Mini project

Act out an argument scene

1. Imagine that the argument between Brenda and Linda took place face-to-face, not on Skype. In pairs, write out the script of their argument. Change the names and use boys' names when necessary.

SOCLE

You've never been a real friend to me. You're just virtual!

Vocabulary

Linda? I’ve never met her, have I?

ask /ɑːsk/ claim /kleɪm/ tell /tel/ promise /ˈprɒmɪs/ complain /kəmˈpleɪn/ say /seɪ/ admit /ədˈmɪt/ reply /rɪˈplaɪ/ add /æd/

• Dialoguer sur des sujets familiers • Raconter, expliquer • Exprimer son opinion

OK, I admit that our relationship has only been online so far but...

2. Rehearse, then act out the argument. 3. A pupil or your teacher can record or film the scene.

Grammar

p137 et 141 ➜ wb p77, 80

✶ E xpect somebody to do something ; le discours indirect

eighty-five • 85

Unit

Lesson

➜ Je vais exprimer des regrets et des reproches ➜ Je vais rédiger un courriel d'excuse

I wish I hadn't… 1

Look at these pictures and imagine what the conflicts are about. Then listen and check. ➜ WB p82

11 CLASSE

l Usefru ons exp essi

2 In pairs, choose one of the situations above and act it out. Then reverse the roles.

I can't believe it! How could you? I've had enough! I can't stand it anymore! How dare you + V

3 Read this contribution from the L.A. Youth magazine

and find what Nancy did wrong. ➜ WB p83

Is it OK to lie?

ÉC

Contest essay:

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 wrath1 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.

86 • eighty-six

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 one2 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 1

colère, courroux

rouler, piéger

Lesson

Unit

12 CLASSE 22 ÉLÈVE

4 Watch an extract from the film Bend it

avoid /əˈvɔɪd/ lie /laɪ/ make fun of flirt /flɜːt/ tell the truth win someone's trust apologise /əˈpɒlədʒaɪz/ regret /rɪˈɡret/ mean /miːn/ betray /bɪˈtreɪ/ patch things up /pætʃ/ be in a strop /strɒp/

Vocabulary

like Beckham. Why does Jess come to see Jules? What is Jules blaming Jess for? ➜ WB p85

1:15

wb p8 6 TIPS & TRICKS p128 ➜

vidéo

Apprends à comprendre… une 13 CLASSE 23 ÉLÈVE

5 Imagine you are Jess. Text Jules to apologise.

➜ WB p86

La musique de l’anglais : protest and reproach

A. Listen to these sentences: protest or reproach?

ÉC

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

Mini project

2. You're always taking my stuff! I've had enough! 3. How dare you spy on me like this! I saw you behind the door, watching us!

B. Read them aloud. Then, listen again and check. ➜ WB p88

C2 C7

• Décrire, raconter, expliquer • Raconter une histoire, un événement, une expérience • Rendre compte de faits • Écrire sur soi, sur son entourage

Write an email to apologise

1. Imagine you have disappointed someone you met during your summer holidays in England.

2. Think about what happened. 3. Write an email to apologise and think of a few solutions to mend your relationship.

Grammar

Dear..., Last week you told me you were upset... You complained I had... Let me explain, I wish I hadn’t hurt you... maybe we could...

p142 ➜ wb p87

✶ Les reproches et les regrets eighty-seven • 87

Unit

Words, words, words

Lesson 1

loyal

sympathetic

generous

sincere

1. S omeone who is always there for you whatever happens is… 2. Someone who always tells you the truth is…

2 Match the verbs in black with their synonyms in green.

1 Complete the definitions with these adjectives.

reply promise hurt admit add say tell h c a o r rep acknowled ge go on answer blame vow wound

1 ab bcd a u g & d f t e 4 3 r k y j 5 i h n t m c l f n m

3. S omeone who is ready to share with you whatever he/she has…

4. Someone who understands and cares about someone's problems

Lesson 2

ÉC

3 Complete the sentences with the following verbs and expressions. in a strop

accuse someone of

patch things up

forgive

win someone's trust

apologise

1. If you say "You've been lying" to someone, you … him/her … lying. 2. If you say "I'm sorry", you … .

3. If you tell a friend who has hurt you "It's ok, let's forget about it, we're still friends", you … him/her.

4. If you try hard to win your friend back after an argument, you try to … .

5. If you do your best to convince your friend that he can believe you and that you are honest, you try to … his … . 6. If you are in a bad temper, grumpy and upset, you are … .

4 Find other verbs with a similar meaning. 1. ask pardon

5. pardon

2. lament

6. be untruthful

3. blame

7. acknowledge

4. have faith in

8. be disloyal to

88 • eighty-eight

Our project

Unit

Write an argument scene for a series and act it out together SOCLE

C2 C4 C7

• Dialoguer sur des sujets familiers • Décrire, raconter, expliquer • Raconter un événement, une expérience

A director has asked you to write the script for one of the scenes of his/her series. The scene is about two people who are having an argument, and who later apologise to each other. They eventually patch things up.

1. In pairs, decide who the two main characters are, what their relationship is, the bone of contention and the setting. 2. Write the script.

d yz

ÉC

3. Act out the scene!

SCRIPT

Main characters: father and daughter Bone of contention: the father lent his car to his daughter, but she scratched it

TIPS & TRICKS

How to proceed ...

How dare you return my car in such a state! I should never have lent you my car!

p130 et 131 I l faut choisir la ton alité de ton scénario (hum ouristique, dramatique…). P ense à utiliser les outils grammaticaux et lexicaux étudiés dans l'unité : expre ssi du reproche, le dis on du regret, cours indirect... Entraîne-toi à jou er la scène avec ton partenaire. F ais preuve de conv ict à l'intonation et au ion et veille débit de ton élocution.

I am so sorry! I wish I hadn't…

Setting: at home

Going further… B2i Record yourself to make a 1. real video and store it in a file. 2. C hoose a song that could illustrate the storyline. 3. Use Movie Maker to add the music. 4. Edit your video… and share it!

eighty-nine • 89

English Mag

Unit

Since the dawn1 of sports, there have always been rivals. Rivalries are what fuel sports — they are at the heart of competition. Some are heated and personal, while others are based on mutual respect and admiration. Regardless of their nature, they all captivate the attention of fans and provide memorable moments in sporting history.

India vs. Pakistan (cricket)

ÉC

India and Pakistan are rivals in many things. But their biggest rivalry probably revolves around2 the sport of cricket. When there is an important game between the two countries, more than 300 million Indians and Pakistanis may watch it on television. But fans now have another reason to be competitive: when the two teams meet, each side tries to break the world record for the most people singing a national anthem together. Cricket has also helped India tell its story. In the 2001 Bollywood musical Lagaan, one of the characters, a cricket bowler, is an Untouchable (the lowest rank in India’s caste system). This character is based on Palwankar Baloo, an Untouchable who broke cricket’s caste barrier in India in the early 1900s.

Yankees vs. Red sox (baseball)

The rivalry between the Yankees and the Red Sox is one of the oldest and fiercest in North American professional sports. For more than 100 years, the Boston Red Sox and the New York Yankees have been intensely competitive. In 1919, Red Sox owner Harry Frazee sold star player Babe Ruth — “the Bambino” — to the Yankees, and then the Red Sox, who had been extremely successful up until then, didn’t win a World Series until 2004, 86 years later! However, the Yankees went on to become one of the most successful professional baseball teams over that time. A superstition known as the “Curse of the Bambino” grew from this turnaround3 in the sporting successes of the teams and became a focal point of their rivalry over the years.

1. dawn = ici, la naissance • 2. revolve around = tourner autour 3. turnaround = redressement • 4. bred = élévé • 5. merciless = sans pitié 6. dubbed = ici, appelé • 7. ranked = classé • 8. field = faire jouer 9. feistiness = esprit combatif • 10. arch enemies = ennemis jurés

90 • ninety

English Mag

Unit

Ali vs. Frazier (boxing)

Boxing is born and bred4 in rivalry. There can’t be fights in the first place without a source of conflict between two people. Perhaps no rivalry better demonstrates the beauty and brutality of the sport than the one opposing Muhammad Ali and Joe Frazier. The two boxers had very different styles but they were both merciless5. Their third and final boxing match — dubbed6 the “Thrilla in Manila” — took place on October 1st, 1975. They were competing for the Heavyweight Championship of the World at the Araneta Coliseum in Quezon City in the Philippines’ Metro Manila region. The fight between Ali — the winner — and Frazier is often ranked7 as one of the best in boxing’s history. It was the culmination of the two men’s rivalry.

New Zealand vs. Australia (rugby)

ÉC

New Zealand and Australia are very competitive in athletics. The two Commonwealth countries field8 teams for sports such as netball and cricket. New Zealand’s All Blacks and Australia’s Wallabies also go head-to-head regularly in the Tri Nations rugby championship. Jonathan Millmow’s article, “Nothing wrong with a bit of trans-Tasman rivalry,” describes the relationship as “just typical feistiness9 between two arch enemies10,” and quotes New Zealand coach Mark Greatbatch as saying, “...we had a beer at the end of the day. It’s competitive. It’s great. It’s Australia-New Zealand.”

It’s your turn!

SOCLE

• Créer, produire,traiter, exploiter des données • Organiser la composition d’un document, prévoir sa présentation en fonction de sa destination

1. B2i Look for other famous sporting rivalries on the web. 2. Choose one, take notes and present it to the class. You can prepare a PowerPoint presentation, including photos and quotations. 3. Here is a list of sites you can search if you need inspiration: http://together.emdl.fr.

ninety-one • 91

s•

How grammar works

ic e s

tif

• Ex

Unit

ther.emdl. ge

inter

Lesson 1 1 Dis à ton meilleur ami ce que tu attends de lui.

tell you the truth

keep your secrets safe

trust you

be honest

1 Expect somebody to do something S'attendre à ce que quelqu'un fasse quelque chose. Verbe de volonté suivi de l'infinitif en to. Schéma :

2 Raconte par écrit à ton ami(e) la conversation que tu as eue avec ta mère.

• I expect my friends to be generous and loyal.

2 Le discours indirect

On l'utilise pour rapporter les paroles d'une autre personne. Au discours indirect, les temps, la syntaxe et les pronoms peuvent changer par rapport au discours direct. Il est introduit par un verbe introducteur (say, tell, ask...).

Mum: Will you accept my friendship request on Facebook? You: No, I won't! Mum: Why not? You: 'Cause I don't want you to spy on me and to know what I post on my wall! Mum: Ok, I'll admit I am curious… but I'm a bit worried about you. You: Oh Mum! You're always worrying about me! You should trust me!

Sujet 1 + expect + sujet 2 forme complément + to + base verbale

• I’m having problems with my friends at school.

Lesson 2

• She told me she was having problems with her friends at school.

ÉC

3 Tu as quelques reproches à faire à ton ami(e) : vide ton sac !

• Always copy off my essays • Always decide on everything • Lie to me • Ignore me for days

4 Tes parents n'auraient pas dû faire certaines choses. Dis-le leur, et ajoute ce qu'ils auraient pu faire à la place.

1. They hung up on your boyfriend/girlfriend.

2. They accused you of lying. 3. They tidied your room.

4. They read your emails.

5 Tu veux que ta/ton meilleur(e) ami(e) te pardonne. Dis-lui

que tu regrettes ce que tu as fait.

1. You gave him the cold shoulder.

2. You spread rumours about him/her.

3. You flirted with his/her girlfriend/boyfriend. 4. You read his diary.

3 Les reproches

1. Should/Shouldn't have + participe passé • You shouldn’t have told him!

2. Présent en be + V-ing avec always • You are always copying off my essays!

3. Reproach somebody for/with + V-ing • He reproaches her for being too independent.

4. Blame somebody for + V-ing • She blamed me for not doing my job properly.

5 Les regrets

1. I wish... + could, would, past perfect ou prétérit • I wish I could win his trust back. • I wish I had told him the truth.

2. Should/Shouldn't have (à la première personne du singulier/ pluriel) + participe passé • I shouldn’t have tried to pull a fast one on my dad. • We should have just stayed at home. ➜ P récis grammatical p137, 141 et 142

92 • ninety-two

wb p77, 80, 87

Check your progress 14 CLASSE 24 ÉLÈVE

Need some advice?

Je peux repérer les éléments principaux d’un échange dans une émission de radio.

Listen and answer the questions. 1 What kind of radio programme is it? 2 Who is calling and why? 3 What advice is given to the caller?

Speaking Apologies

Je peux présenter des excuses.

Je peux comprendre l'implicite d'un texte.

Read the text and answer the questions.

THE DEVOTED FRIEND, by OSCAR WILDE

nts," ˝Ah! I know nothing about the feelings of pareIn . man ily fam a said the Water-rat; ˝I am not nd fact, I have never been married, and I never inte ip ndsh to be. Love is all very well in its way, but frie is much higher. Indeed, I know of nothing in the ted world that is either nobler or rarer than a devo friendship." a ˝And what, pray, is your idea of the duties of was who et, devoted friend?" asked a Green Linn heard sitting in a willow-tree hard by, and had over the conversation. the ˝Yes, that is just what I want to know," said , Duck, and she swam away to the end of the pond and stood upon her head, in order to give her children a good example. ˝I ˝What a silly question!" cried the Water-rat. to ted devo be should expect my devoted friend to me, of course." little ˝And what would you do in return?" said the his bird, swinging upon a silver spray, and flapping tiny wings.

Leave a one-minute message on your best friend's voice mail to apologise for your behaviour and to explain why he or she remains your best friend. - I'm so sorry, I shouldn't have…

Writing A poem

ÉC

B1-

Reading The devoted friend

B1-

A2+ Listening

Unit

Je peux écrire un poème.

Write a 10-line poem in which you remind your friend what he blamed you for. You try to patch things up. You reproached me with ignoring you, But let me say how much I still care for you.

You blamed me for...

1 2 3 4 5

Who are the main characters? What is the topic of their conversation? What is said about it in this extract? What is implied in the last sentence? Do you like this story? What do you particularly like or dislike in it?

A2+ Interacting

Stay tuned!

Je peux par ticiper à une émission de radio.

Nancy's Dad is being interviewed on a youth radio program. He's talking about an argument he had with his daughter, Nancy. Act out the interview with a classmate. - It all started when I told her … / I shouldn't have…

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p122

ninety-three • 93

Units 5-6

Arts together

ART IN NEW YORK FROM REALISM TO PHOTOREALISM

Nighthawks by Ed ward Hopper (19 42) © Art Institute of Chicago

ÉC

RICHARD ESTES: THE MASTER OF PHOTOREALISM

Hopper's Nighthawks

Richard Estes (born 1932) is an American artist who is best known for his photorealistic or hyperrealistic paintings. His works often represent cityscapes full of reflective surfaces, shop windows, mirrors but also signs and advertisements. He paints from photographs that he takes, and uses several photographs of the same scene from multiple angles to create his final work. Because of their incredible precision, Richard Estes’s paintings can often be mistaken for photographs.

Observe and react

1. B2i Look at The Candy Store by Richard Estes on http://together.emdl.fr. 2. What strikes you? What are your first impressions? 3. Memory game! Look at the painting carefully for several minutes. Then with your partner draw the list of everything you remember. You can use some of these words: • a lollipop = une sucette • r eflections = reflets • building facades • a van = une camionnette

94 • ninety-four

• a yellow cab • a shop window = une vitrine • a neon sign = une enseigne au néon

Edward Hopper (1882-1967) was an American realist painter. He painted modern America and its city life in quite a realistic way. Hopper’s painting Nighthawks is among the most famous paintings in the USA. It was inspired by a diner in Greenwich Village, in Manhattan, where Hopper used to live. The word “nighthawks” is used about people who stay up late. The painting has a mysterious atmosphere and it makes the viewer wonder. Who is talking to whom? What are they talking about? Do they know each other?

Observe and imagine Imagine Nighthawks is the setting of a film noir (a type of crime film offering a dark vision of reality, especially popular in the 1940s and 1950s). Write a short synopsis.

Arts together

Units 5-6

THE KINGS OF NYC STREET ART: KEITH HARING AND JEAN-MICHEL BASQUIAT

Tuttomondo by Keith Haring (1989) Mural in Pisa, Italy

Keith Haring and Jean-Michel Basquiat were two street artists who took graffiti and street art to galleries and museums. Haring became famous in the 1980s for his illegal drawings on the walls of the New York subway while Basquiat did his street art on huge city walls. They were both shooting stars who reached the top in their twenties and both died prematurely. Keith Haring celebrated life in his drawings but he was also an activist who fought against racism and ignorance concerning Aids. Basquiat’s mixed origins (Haitian and Puerto Rican) also influenced his work especially when dealing with the history of African-Americans.

uiat (1982) Slave Auction by Jean-Michel Basq Paris © Musée national d’art moderne,

ÉC

This painting mixing graffiti, paint, and paper collage is about the dark age of slavery. There are many symbols in Slave Auction such as the boat in the middle and the skull with the crown of thorns, an allusion to Jesus Christ. On the left, we can see portraits of toothless slaves looking frantic. At the bottom, a black football player represents the heroic descendants of slaves. The crossed-out tag in the bottom right-hand corner is the name of the famous African-American jazz musician Charlie Parker with the vowels left out.

Observe and describe

Observe Haring's mural. Describe it and say what feelings are depicted in it. You can use words from this list:

• bright splashes of colour = des touches

• feel like + V-ing • exhilarating =

• fi gure = silhouette • j oyful = cheerful

• energetic • optimistic

de couleurs vives

euphorisant

Observe and react What is Basquiat's message in Slave Auction? You can use these words: • pay tribute to = rendre hommage à • denounce • expose • frantic = affolé, hagard

ninety-five • 95

Units 5-6

Reading

The Curious Incident of the Dog in the Night-time Mark Haddon (2003)

I went through Mrs. Shears’s gate, closing it behind me. I walked onto her lawn and knelt4 beside the dog. I put my hand on the muzzle5 of the dog. It was still warm. The dog was called Wellington. It belonged to Mrs. Shears, who was our friend. She lived on the opposite side of the road, two houses to the left. Wellington was a poodle6. Not one of the small poodles that have hairstyles but a big poodle. It had curly black fur7, but when you got close you could see that the skin underneath the fur was a very pale yellow, like chicken. I stroked8 Wellington and wondered who had killed him, and why.

ÉC

t was 7 minutes after midnight. The dog was lying on the grass in the middle of the lawn1 in front of Mrs. Shears’s house. Its eyes were 5 closed. It looked as if it was running on its side, the way dogs run when they think they are chasing a cat in a dream. But the dog was not running or asleep. The dog was dead. There was a garden fork2 sticking out3 of the dog. The points of the fork must have gone all the way through the dog and into the ground because the fork had not fallen over. I decided that the dog was probably killed with the fork because I could not see any other wounds in the dog and I do not think you would stick a garden fork into a dog after it had died for some other reason, like cancer, for example, or a road accident. But I could not be certain about this.

1. lawn = gazon, pelouse • 2. garden fork = bêche • 3. stick out = dépasser 4. kneel (knelt, knelt) = s’agenouiller • 5. muzzle = muselière • 6. poodle = caniche 7. fur = fourrure, pelage • 8. stroke = caresser • 9. tear = déchirer

96 • ninety-six

Reading

Units 5-6

and I knew that it meant “happy”, like when I’m reading about the Apollo space missions, or when I am still awake at 3 a.m. or 4 a.m. in the morning and I can walk up and down the street and pretend that I am the only person in the whole world. Then she drew some other pictures

but I was unable to say what these meant. I got Siobhan to draw lots of these faces and then write down next to them exactly what they meant. I kept the piece of paper in my pocket and took it out when I didn’t understand what someone was saying. But it was very difficult to decide which of the diagrams was most like the face they were making because people’s faces move very quickly. When I told Siobhan that I was doing this, she got out a pencil and another piece of paper and said it probably made people feel very

and I knew that it meant “sad”, which is what I felt when I found the dead dog. Then she showed me this picture

ÉC

My name is Christopher John Francis Boone. I know all the countries of the world and their capital cities and every prime number up to 7,057. Eight years ago, when I first met Siobhan, she showed me this picture

and then she laughed. So I tore9 the original piece of paper up and threw it away. And Siobhan apologized. And now if I don’t know what someone is saying, I ask them what they mean or I walk away.

It’s your turn! ➜ Ask your teacher for the activity sheet!

ninety-seven • 97

Ă&#x2030;C

atch

unds and m

e so Listen to th 16 CLASSE 1 s. the picture them with

Portraying Australia Our pro ject

Utiliser :

Pour réussir notre projet, nous allons...

Rédiger un bord au journal de co voyage e urs d'un n Austra lie

L e present perfect en be + V-ing avec for et since Used to et would fréquentatif Get used to + V-ing

L es lexique des arts en Australie

ÉC

L es lexique de la brousse australienne (the Australian outback)

Découvrir :

Les arts et les traditions populaires de l'Australie Quelques grandes villes, Sydney et l'Annual Wool Week

L'histoire récente de l'Australie

Les "Dreamtime stories"

Mini projects

Lesson 1 Écrire une carte postale pour raconter un festival. Lesson 2 Participer à une émission de radio sur les nouveaux immigrants en Australie.

Unit

Lesson

➜ J e vais découvrir des festivals typiquement australiens ➜ Je vais dire ce que j'aime dans la ville où j'habite

Made in Australia like to go to? Why? ➜ WB p90

Alice Springs Beanie Festival

17 CLASSE 25 ÉLÈVE

arts & crafts = travaux manuels landscape pottery /ˈpɒtərɪ/ knitting /ˈnɪtɪŋ/ = tricot body painting /ˈbɒdɪ/ graffiti photography performing arts crew /kru/ = équipe workshop /wɜkʃɒp/ = atelier handmade stall /stɔːl/ = stand

Vocabulary

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…

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…

ÉC

CANBERRA NATIONAL FOLK FESTIVAL

Vocabulary

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

1 Look at these brochures for three festivals in Australia. Which one would you

Listen to a radio crew reporting on a festival in Sydney called "Annual Wool Week". What type of festival is it? What activities are held? ➜ WB p91

18 CLASSE

100 • a hundred

Lesson

Unit

3 Look at this excerpt from an Australian newspaper where readers contribute their

experiences. Why does this reader like his city so much? ➜ WB p92

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…

Photographer Ravi Hindersudnati get + adjective in Sydney = become

“ 10

PICK OF THE WEEK:

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…

“

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.

What about you? Where do you live? How long have you been living there? What do you like

ÉC

about the place? Write a short text on a piece of paper. Swap and guess who wrote it. I have been living in… for ten years now and…

Mini project

SOCLE

• Rendre compte de faits, écrire une description, un court récit sur une activité, une expérience personnelle

Write a postcard from a festival in Australia 1. You are at a festival in Australia and write a postcard to a friend, telling him or her about your experience.

2. Choose which city and which festival. You can choose one of the festivals on these pages, or another one.

3. Find out information about the festival and the activities on offer. 4. Decide what you have or haven't done already, how long you have been there, where you have been staying…

Dear Claire, I've been in… for… It has been…

5. Choose one of the visuals from your Workbook, or create your own. Ask your teacher for the layout. 6. Write your postcard, invent an Australian stamp and "send" it to your classmates.

Grammar

p133 ➜ wb p93, 94

✶ L e present perfect en be + V-ing avec for et since

a hundred and one • 101

Unit

Lesson

➜ Je vais découvrir des faits saillants de l'histoire de l'Australie ➜ Je vais participer à une émission de radio

The Australian outback 1 Look at these pictures and imagine what the rabbit-proof fence is and why it was created.

Route taken in film Rabbit-Proof Fence

Vocabulary

Eighty Mile Wallal Downs Beach Cape Keraudren

No. 1 Fence No. 2 Fence No. 3 Fence

Jigalong

Moore River Perth

Kalbarri Dongara

19 CLASSE 26 ÉLÈVE

pest = fléau outback /ˈaʊtbæk/ = brousse australienne fence /fens/ = clôture livelihood /ˈlaɪvlɪhʊd/ = moyens d’existence coast /kəʊst/ barrier /ˈbærɪə/ mile /maɪl/ barbed wire /bɑ:bd waɪə/ = fil de fer barbelé cattle = bétail native /ˈneɪtɪv/ crop = récolte

Listen to a radio programme with Paul Webster, History professor at Murdoch University in Perth talking about the origin of the rabbit-proof fence. Check your hypotheses. ➜ WB p96 20 CLASSE

wb p97 TIPS & TRICKS p127 ➜ Apprends à comprendre… un document sonore

ÉC

3 Read on to find out more about Australia's history on the Newman High School blog.

How was Doris's childhood like? ➜ WB p98 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, 5 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.

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 15 mother was an Aborigine so the local authorities didn’t like us kids much. They said we had bad blood. S & S: What did that mean, exactly? D: It meant that we weren’t white and we weren’t Aboriginal. The white kids used to bully us and the

102 • a hundred and two

NEWS AND SOCIETY

ODDS & ENDS

20 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… 25 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. 30 But we kept together… S & S: Do you mean that you were luckier than some other children? D: Of course, some other mixed race children, as well as many Aboriginal children, were taken away from 35 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.

Lesson

Unit

4 Look at the screenshot and the poster and

2:21

imagine who the characters are and what the film is about. Then watch the trailer and check your hypotheses. ➜ WB p99

21 CLASSE 27 ÉLÈVE

Pronunciation : used to

A. Listen to these sentences: /ju:s/ or /ju:z/?

What about you? Can you think of

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.

other historically famous fences or walls? Look for information on the internet, choose one and present it briefly to the class.

ÉC

➜ WB p100

- The Berlin wall used to separate… People in the East would…

Mini project

B. Read them aloud. Then, listen again and check. ➜ WB p102

SOCLE

C2 C7

• Dialoguer sur des sujets familiers • Demander et donner des informations • Décrire, raconter, expliquer

Participate in the "Foreigners in Australia" radio programme

1. Imagine you have recently moved to Australia and a radio programme called "Foreigners in Australia" invites you to participate. 2. They want to know all about your life in France: your school, your home, your village or city, your daily routine, the holidays…

3. In pairs, play the roles of the radio speaker and the guest.

Tell me, where did you live in France?

I used to live in a town called…

4. Prepare the questions and the answers.

Grammar

p135 ➜ wb p100, 101

✶ Used to, would fréquentatif ; get used to + V-ing

a hundred and three • 103

o h d t c b d c ab m g ip f e 2 4 k j l i k h f o d 5 n 6 m rs f Words, words, words

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• Ex

Lesson 1

ther.emdl. ge

for different types of arts and crafts and then match them with the pictures. a) nitingkt

b) fragitif

antinpgi 2

inter

get excited

get wet

get hot

get worried

get lost

get tired

1. If you walk into the Australian outback without a map, you will … .

2. Don't go surfing in the ocean if you don't want to … .

ic e s

to people with the appropriate situation.

get dark

c) yoptert d) BdyO

2 Match what happens

1 Unscramble the letters to find the words

tif

Unit

3. When they work long hours they … . 4. Before a special event, children … .

5. It's … in here. I'm going to turn the air conditioner on. 6. It's … , we should go home now.

lamppost

shopping centre

pavement

settlement

beach

crossroads

valley

s•

• Ex

3 Place the words into the corresponding column or in both.

mountain

field

cliff

shop window

ic e s

tif

Lesson 2

ther.emdl. ge

ÉC

7. I'm … . Mike hasn't arrived yet. I think we should call the police.

inter

barbed wire

fence

bench

q p o 8 7 6 w 5 u t 8 z xy 8

traffic lights

coast

Town

pavement

hill

Country

4 Find the words from activity 3 that correspond to these definitions.

1. It's very high and sometimes there is snow on it.

4. People sit here, to wait for a bus for example.

2. It's between two hills and there's often a river in it.

5. Many barriers are made of this or have this on top, and it cuts you if you touch it.

3. The light on this is lit in the evening.

6. It's where the sea or ocean meets the land.

104 • a hundred and four

Our project

Unit

Write a travel logbook about a road trip around Australia SOCLE

• Écrire un court récit, une description, tenir un carnet de voyage • Consulter des bases de données documentaires ; chercher et sélectionner l'information demandée • S'intégrer et coopérer dans un projet collectif, respecter la répartition des responsabilités et des rôles de chacun

C2 C4 C7

You have been asked to contribute to a collaborative travel logbook about Australia called “Roaming Round Australia”.

How to proceed ...

1. In groups of four, pick a place from those pictured on the map.

2. Look for information about the place: GEOGRAPHY: where it is situated in Australia HISTORY: how the place has grown and changed over the years TOURIST ATTRACTIONS: things to do, city sites and landmarks... CULTURE: festivals, music, museums, arts and crafts...

3. Jot down ideas about how long you have been visiting the place, what cultural activities you have done, what tourist attractions you have visited... 4. Select components for your entry (photos, pictures, posters, maps…), write the accompanying text and organise the layout of your entry.

Darwin

Perth

Cairns

Alice Springs Ayers Rock (Uluru)

f 67

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5. Write your logbook entry using all of the above. Then, assemble all the entries together.

TIPS & TRICKS p129

Pas de copier-coller ! Les textes doiv ent être originaux. Pense au graphisme, à la lisibilité et aux couleurs pour attirer l'attention des lecteurs. L es textes doivent être informati fs, mais pas trop longs. Ils doivent donner envie aux lecteurs de visiter ces lieux ! N 'oublie pas de citer les sources des illustrations.

Brisbane

Adelaide Sydney Melbourne

SYDNEY We have been walking around Sydney, the state capital of New South Wales, for three days and... Sydney is situated on Australia's south-east coast...

Going further… B2i Create a poster to 1. promote your travel logbook. 2. Choose a title, the images and your promotional text. 3. Hang it on the wall.

It used to be a small settlement of Aborigines… Tomorrow morning we're leaving for Cairns! a hundred and five • 105

Unit

English Mag

Bilbao the sandhill rat

DREAMTIME STORIES 15

The Aboriginal civilisation is one of the world’s most ancient civilisations. The Aborigines have lived on earth for at least 40,000 years. They believe that long ago the earth was soft and had no form. Then, the Ancestor Spirits emerged from beneath the earth and created the landscape, the mountains, the rivers, the trees... They also made the natural elements and all living things (people, animals...). This time of creation is called the Dreamtime and the “Dreamtime stories” represent this creation. In many Dreamtime stories the Ancestor Spirits come to earth looking like animals, or plants, or insects but behave1 just like humans. Dreamtime stories pass on important knowledge2 and cultural values to later generations. Since the Aborigines have no written language, storytelling is very important. For at least forty thousand years, the Aborigines have maintained the traditions of Dreamtime through stories, music, dance, art, and ceremony.

ÉC

Wayamba the turtle

The Aborigines frequently use dot3 painting to illustrate the stories. The traditional colours used are yellow (the sun), brown (the earth), red (desert sand), and white (clouds and the sky). They are found on rocks, caves, leaves and bark4, or on desert sand.

Here are some paintings of Aboriginal Ancestor Spirits.

Koobor the koala

1. behave = se comporter • 2. knowledge = connaissances 3. dot = point • 4. bark = écorce • 5. flat = plat, sans relief

106 • a hundred and six

Goorialla the rainbow serpent

English Mag

Unit

ÉC

This painting illustrates the story of Goorialla, the rainbow serpent who came to earth when it was completely flat5 and created the hills and mountains, the valleys and rivers. Goorialla is called the Rainbow Serpent because his spirit still lives in the sky in the form of a rainbow. Some other titles of Dreamtime stories are: “Why the crocodile rolls”, “How the Kookaburra got their laugh”, “How tortoise lost his tail”…

The story of Goorialla

F or further information about Dreamtime painters check out our National Geographic video: http://emdl.fr/anglais

It’s your turn!

SOCLE

• Créer, produire,traiter, exploiter des données • Organiser la composition d'un document et soigner sa présentation

1. Choose one of the other Dreamtime stories mentioned and imagine what the story might be.

B2i Find the Dreamtime story you've chosen on 2. http://emdl.fr/anglais, copy and illustrate it.

a hundred and seven • 107

s•

How grammar works

ic e s

tif

• Ex

Unit

ther.emdl. ge

inter

Lesson 1 1 Regarde ces images et dis ce qu'ils ont fait. Utilise le present

perfect en be + V-ing.

Le present perfect en be + V-ing exprime une idée de bilan.

2 Regarde ces images et dis ce qu'ils font, depuis quand ou depuis combien de temps. 1

1 2 Le present perfect en be + V-ing avec for et since

• I have been studying English. • I have been playing the didgeridoo.

On utilise souvent cette construction avec for (= depuis) et since pour souligner la durée et pour indiquer que l'activité n'est pas finie. for + durée

• I have been living in Sydney for two years now.

since + indication temporelle précise

• I have been living in Sydney since 2012.

3 Used to/Would fréquentatif

ÉC

1998

Lesson 2

3 Used to ou would ?

1. My brother lived in Australia for many years, but he ... always come back for Christmas.

2. She ... love playing tennis before she hurt her shoulder.

Ces deux structures sont utilisées pour faire référence à des actions passées en insistant sur la rupture entre passé et présent. 1.Used to permet d'opposer le passé et le présent. L'événement ou la série d'événements ont duré dans le passé. On traduit souvent cette forme par « autrefois ». • There used to be no rabbits in Australia before the 18th century.

2. Would permet de parler d'actions ou de situations ponctuelles qui se sont produites de manière répétée dans le passé. Il se rencontre souvent en contexte narratif. • The rabbits would often eat the crops.

3. I ... live in Perth, but I moved to Melbourne last year. 4. He ... hate spinach, but now he loves it!

5. When I was a child, my mom ... read me a story before going to bed. 4 Get used to + V-ing

4 Imagine que tu vis depuis deux ans en Australie. En utilisant les éléments ci-dessous, dis à quoi tu t'es habitué/ne t'es pas encore habitué.

drive on the left

celebrate Christmas in summer

speak English

play cricket

eat kangaroo

Cette structure renvoie à l'idée de s'habituer à faire quelque chose. •T he rabbits soon got used to living in the Australian outback.

wear a uniform ➜ P récis grammatical p133 et 135

wb p93, 94, 100, 101

108 • a hundred and eight

Check your progress 22 CLASSE 28 ÉLÈVE

Childhood holidays

Je peux comprendre une conversation.

Listen to Richard talking about his holidays with his parents and answer the questions. Where did the family use to go on holidays? What part of the trip did he like especially? Why? What would his parents do on arrival? What would Richard do? How long has he been living in Australia? What are the advantages?

A2+ Speaking

Me and my school

Je peux comprendre l'histoire de "Around the World in 80 days".

Read the text and answer the questions.

ok by Jules Verne. It’s I’ve just read this bo and n called Phileas Fogg about an English ma to ssepar tout, who try his French ser vant Pa , rse cou Of . ys da rld in 80 travel around the wo le op pe d an st exi es didn’t in those days aeroplan in and ship. used to travel by tra tout set out from ss Phileas and Pa epar ia. l through Egypt to Ind London and they trave been ’t that the railway hasn There they discover to get up onto elephants finished yet, so they g ey have been travellin continue their trip. Th a cue res y the nth when for more than a mo y have from danger and the a ud woman called Ao to ck ba get ether. They lots of adventures tog ed! int po ap . Phileas is dis England af ter 81 days king loo en lises that he’s be But in the end he rea lly ua ce the star t - act at the wrong date sin rney in 80 days. they completed the jou ry, Phileas marries At the end of the sto happily ever af ter. Aouda and they all live edy into an adventure com The story was made ng rri sta , aci Cor by Frank film in 2004, directed n’t ve ha I Coogan but Jackie Chan and Steve and watch it over try ll seen it, maybe I wi the holidays...

Je peux parler de ce que je fais à l'école.

Speak about you and your school. How long have you been there? What have you been doing?

ÉC

- I’ve been here since… I’ve been learning English for four… I haven’t …

B1-

Reading Around the World in 80 days

1 2 3 4 5 6

B1-

A2+ Listening

Unit

Writing My life over 30 years

Je peux parler au passé.

Imagine yourself in 30 years' time. Look back over your life and write about how you used to live, what you used to do, what you have been doing, for how long…

Now I’m forty-five and I’ve been living in… but I used to …

1 2 3 4 5

Who wrote Around the World in 80 Days? Who helped Phileas Fogg? How did they travel? Who did Aouda marry? What happened in 2004?

A2+ Interacting

Talking about cities

Je peux parler d'expériences dans une ville.

Imagine you are living in Australia. Choose one of the cities you've seen in this unit and describe your experiences. Do not say its name. Your partner will ask questions and guess the name of the city. - I've been living in this city for two years… There are a lot of… - Mm… is it Canberra?

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p123

a hundred and nine • 109

ROMEO AND JULIET

RICHARD III

ion with

26 CLASS

t ch quota Match ea

one of

ÉC

e!" for a hors m o d g in k " e, my • “A hors mned spot! Out I say… e question." • “Out da or not to be, that is th ll the men and • “To be world's a stage, and a • “All mtheen merely players" ore are thou Romeo?" ref wo omeo! Whe R , o e m o R • “O .

s the play

AS YO

U LIKE

MACBETH

All's well that ends well

Our pro ject

Dans cette unité, nous allons...

Utiliser :

Jouer un e sc de Macb ène eth

La concession avec les marqueurs although, though, and yet, however La comparaison

Le pronom relatif whose

Les subordonnées de temps en when, while, as

ÉC

Le lexique du théâtre et des grands sujets universels Le lexique de la description (physique et morale)

Découvrir :

La poésie de Shakespeare

Le monde du théâtre élisabéthain au XVIe siècle et de nos jours

Macbeth, l'une des plus célèbres tragédies de Shakespeare

Mini projects

Lesson 1 Écrire un poème d'amour. Lesson 2 Présenter une pièce de Shakespeare à la classe. HAMLET

Unit

Lesson

➜ J e vais découvrir la vie et l'œuvre de Shakespeare ➜ J e vais écrire un sonnet à la manière de Shakespeare

Love is blind 1 What do you know about William Shakespeare? In pairs read and answer the quiz.

For every correct reply you get three points. The pair with the highest score will be the winner. Let's play! ➜ WB p104

To know or not to know...

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.

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

4 What did he write?

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

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?

ÉC

2 Where was he born and raised? a. In Southampton. b. In London. c. In Stratford-upon-Avon.

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

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

1 When was he born? a. In 1616. b. In 1415. c. In 1789.

a. Romeo. b. Mercutio. c. Caliban.

10 Who could not act in plays in Shakespeare’s time? a. Women. b. Boys. c. Aristocrats. 11 What’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.

Listen to this famous Shakespearean actress and find out how Shakespeare deals with love in different ways. ➜ WB p105 27 CLASSE

- Shakespeare describes love in very different ways : either he … or … 112 • a hundred and twelve

Lesson 3

Unit

Read this sonnet by Shakespeare, then listen to it. What is unusual about this love poem? ➜ WB p106 28 CLASSE

Did you know…?

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.

I have seen roses damasked1, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight 2 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; 3 My mistress when she walks treads on the ground. And yet, by heaven, I think my love as rare As any she belied4 with false compare.

Sonnet 130

damassé • puer • fouler • démentir 2

ÉC

wb p108 TIPS & TRICKS p126 ➜ Apprends à comprendre… un texte écrit

29 CLASSE 29 ÉLÈVE

La musique de l’anglais : stressed syllables in poetry

ing the sonnet is a poem hav ** A d, efef, gg, cdc b, aba e em sch me rhy ins and tra qua ee thr composed of lines). (14 t ple cou al min ter a s! eare wrote 154 sonnet ** Shakesp uty, bea e, lov are s me the The main time, death, power…

My mistress’ eyes are nothing like the sun

What about you? In groups of four, rewrite

the poem in modern English. You can "paraphrase" it a little. ➜ WB p108

Mini project

A. Listen to these three sentences and identify the stressed words or syllables.

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.

B. How many stressed syllables are there in each line? In pairs, alternate to recite one line after the other, respecting the stresses. ➜ WB p116

SOCLE

• Décrire, raconter • Lire de manière expressive

Write a love poem

1. Choose to write a love poem or the parody of a love poem. 2. Follow the pattern of Shakespeare's sonnet. 3. Select six items you are going to use in your description (cheeks, eyes, hair...).

Her eyes a They ma re blue like... ke me fe el...

4. Think of possible comparisons.

5. Use one of the following concessive markers in the last stanza: although, even though, though, and yet, however.

Grammar

p138 et 139 ➜ wb p109

✶ L a concession ; la comparaison a hundred and thirteen • 113

Unit

Lesson

➜ Je vais découvrir trois célèbres pièces de Shakespeare ➜ Je vais présenter à la classe ma pièce de Shakespeare préférée

The devil incarnate

1 Read the synopsis of three plays by Shakespeare. Classify them into tragedies

or comedies and identify the main themes. Justify. ➜ WB p110

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.

ÉC

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.

30 CLASSE 30 ÉLÈVE

Vocabulary

Shakespeare Festival. How are the students going to benefit from studying Shakespeare? ➜ WB p111

114 • a hundred and fourteen

ork in a dramatic w tragedy is r te ac ** A ar ain ch which the m pecially e sorrow, es suffers extrem of a tragic e nc as a conseque with ility to cope flaw, or inab ces. an st um rc le ci unfavourab that amatic work medy is a dr and s ou or m ** A co of ten hu is light and ppy ha a ns ai nt co that usually the conflict. resolution of

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.

2 Now watch a video of the San Diego Student

2:22

ow…?

Did you kn

self-interest mercy /ˈmɜːsi/ = clémence betrayal /bɪˈtreɪəl/ = trahison guilt /ɡɪlt/ = culpabilité love destiny ambition death /deθ/ beauty /ˈbjuːti/ fear /fɪə/ revenge /rɪˈvendʒ/ envy hatred /ˈheɪtrɪd/ = haine power /paʊə/ corruption

QMacbeth Jack et 10.5mm Dec1 1

20/1/12

17:04

Lesson

Page 1

Classical Comics

3 Look at the cover of the illustrated tragedy

"I’m fascinated by your approach to the play and its language. dramatic and, altho I find them gripping, Shakespeare is alway ugh for me the original these plays, I think s my reason for turning to that what you are doing in illuminating and making perhaps more lucid, especially for youn is clever and mean g people, ingful." Patrick Stewart, Actor

of Macbeth. Read the synopsis again, identify the characters and Thedescribe full play in quic them. ➜ WB p112 k mod

Witchcraft, superstiti on, murder - it’s all here! Featuring stunning artwork and full of action, atmosphe re and intrigue from start to finish ; this wonderful treatment of The Bard’s timeless trage dy will have you on the edge of your seat.

Script Adaptation:

John McDonald Character Design s& Original Artwork: Jon Haward Colouring & Letter ing: Nigel Dobbyn Inking Assistant: Gary Erskine Design & Layout: Jo Wheeler Additional Inform ation: Karen Wenborn Editor in Chief: Clive Bryant

Nick Smithson, Sci-Fi-Online.co.uk

31 CLASSE 31 ÉLÈVE

"I think Classical Comics could be ushering in a new age of British comi cs. Buy!" Terry Hooper, www.ComicBitsOnline.co m

— guilty /ˈɡɪlti/ = coupable wicked = méchant fearful = craintif ugly /ˈʌɡli/ pitiless = impitoyable anxious /ˈæŋkʃəs/ = worried sad dangerous www.classicalcom ics.c cruel = evil om

"What is particular ly good about this series is that there are three different texts available for each of the plays... If I were a literature teacher, I would be finding copies of all of their titles for my students!"

Liz Jones, Children’s author and CYBILS nominee panel memb er

Macbeth is also availa ble in two alternative text versions:

SHAKESPEARE PLAY • GRAPHIC NOVEL

William Shakespeare

innocent fair /feə/ brave/fearless beautiful pitiful calm joyful = joyeux harmless = inoffensif kind

valeur d'hypothèse

UK £9.99

THE PLAY IN ENTIRE MODERN K QUIC SH FOR ENGLI -PACED A FAST D! REA

THE GRAPHIC NO VEL

Vocabulary

"The idea behind this collection is so simp le that I'm surprised that it hasn't been done befor e. This is an essential purchase for all who want to get to grips with Shakespeare's original play."

MACBETH

- The warrior in the middle must be... He seems....

Unit

ern English for a fast-paced read !

This full colour graph ic novel presents “The Scott ish Play” in all its glory, using English that anyone can understand. Macbeth is prob ably the most dramatic of Shakespeare's tragedies and this version will give you a brand new and totally fulfilling view of the sheer genius of Shak espeare’s story telling.

The entire Shakespeare play as a graphic novel!

The entire play translated into plain English!

THE GRAPHIC NO VEL William Shakespe are

What about you? Think about your favourite films, novels, TV shows…

Make a short description of them and identify the main themes.

ÉC

- "Game of Thrones" is a TV series which … The main themes are power…

SOCLE

Mini project

C2 C7

• Écrire un court récit, une description • Être autonome dans son travail : savoir l'organiser, le planifier • Rechercher et sélectionner par soi-même des informations utiles pour accomplir une tâche

Present one of Shakespeare's plays

1. Now, you are the Shakespearian expert! In pairs, find information about other plays on the internet.

2. Choose one that you like and identify its type. Is it a comedy or a tragedy?

3. Take notes about the synopsis, the characters, the main themes of the play...

4. Write a short text, then present your play to the class.

Grammar

p138 et 139 ➜ wb p114, 115

✶ L e pronom relatif whose ; les subordonnées de temps en when, while, as

a hundred and fifteen • 115

Unit

5 n l

Words, words, words

4 k j i sick at heart

love is blind

1 Match each expression with its illustration.

English people are always amazed when they realise how many words or expressions in every day use they owe to Shakespeare. The Bard actually invented more than 1,500 words and used lots of words of French, Greek or Latin origin for the first time. Some of these newly-coined words did not survive but many others did . The title of this page “Words, words, words” for instance, comes from Hamlet when the main character does not want to answer a question about what he is reading. So, 450 years after Shakespeare’s death, English-speakers are still quoting the greatest playwright ever.

to vanish into thin air

to break the ice

it's Greek to me

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9 6 rs 7 8 7 w 6 8 u 5 t g 8 m yz y t ic e s

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116 • a hundred and sixteen

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a. disparaître sans laisser de traces b. ne rien comprendre c. briser la glace d. se sentir très mal e. lorsqu'on aime vraiment quelqu'un, on ne voit pas ses défauts

2 Now match them with their French explanation.

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Our project

Unit

Act out a scene from Macbeth SOCLE

• Reproduire un modèle oral • Dire un texte de manière expressive • S'impliquer dans la mise en œuvre du projet collectif

C2 C4 C7

Your school wants to organise a performance of Macbeth for the Open Day. You are going to perform Act I, scene 3.

How to proceed ...

1. Watch the filmed version of the scene on http://together.emdl.fr and observe the atmosphere, the setting and the characters.

2. Read the original text, or a modern version of it, on http://together.emdl.fr.

3. In groups of five, choose a role: one of the three witches, Macbeth or Banquo. Find two adjectives to describe your character. Who/What does he/she remind you of? (Current person or situation going on in the world today.) 4. Think of how you are going to show these characteristics in the way you act. 5. Learn your lines by heart.

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6. Rehearse together before you act the scene out in front of the class.

All hail, Macbeth, hail to thee, Thane of Cawdor!

All hail, Macbeth! Hail to thee, Thane of Glamis!

All hail, Macbeth, thou shalt be king here after!

TIPS & TR ICKS p13 0 et 131

Pour être b bien droit ien entendu, il fa ut e la person t faire comme si te tenir tu parlais ne la plus à é loignée d I magine ans la piè qu ce. la person e tu n'es plus toine même, m ais D étermine laqui parle. caractéri frappante stique la d personna ans la personnali plus ge pour m té ieux l'inca du rner.

Going further… B2i Create your own video 1. or audio rap version of the scene. 2. C hoose a background music, with Magic Music Maker for example. 3. L earn your cues by heart and say them stressing the meaningful words. 4. S peak in turns with your partner and record yourself with Audacity.

a hundred and seventeen • 117

Unit

English Mag

Queen Elizabeth I: a fabenarofbaiting Shakespeare’s plays and of

London in Shakespeare’s days was a dynamic capital city and a new economic centre. There were lots of people to 20 entertain and plays were a popular form of leisure1, with many rival theatre companies and playwrights. Shakespeare’s contemporaries included Ben Jonson, John Webster and Christopher Marlowe, 25 who was stabbed to death in mysterious circumstances when only 29! The publishing industry was in its infancy and competition between companies was fierce, so plays were often written on 30 scraps of paper2 and kept secret until their first performance!

The Globe Theatre was built in 1599 by Shakespeare’s playing company. In 1613, it was destroyed by fire during a performance of Henry VIII and rebuilt in 1614. Pressure from Puritan opinion forced it to close in 1642. In 1997, the Globe Theatre started a new life when it was rebuilt exactly on the same spot3 next to the river Thames. Its structure is round, made out of oak wood4 and is the only building in London with a thatched roof 5. The richer people used to sit on benches at the top of the theatre while the poorer stood in the pit6 even if it rained during the performance. Women were not allowed to act, so young boys played the women’s roles.

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The Globe Theatre

The Golden Age of English theatre

Theatre in the Elizabethan period

the rich

William Shakespeare

the poor The Globe Theatre in London (rebuilt as it was 400 years ago)

1. leisure = loisir • 2. scrap of paper = feuille de brouillon • 3. spot = endroit 4. oak wood = bois de chêne • 5. thatched roof = toit de chaume • 6. pit = fosse 7. dice = dés • 8. bear-baiting = combat d’ours et de chiens • 9. plague = peste

118 • a hundred and eighteen

English Mag

Unit

Queen Elizabeth I was very keen on bearbaiting. It was an extremely violent attraction, and Shakespeare often refers to it in his plays, like in Macbeth, for example.

Cock-fighting was a highly popular attraction in Shakespeare's days

The Plague9

Did you know that in Shakespeare’s time, nobody knew how the bubonic plague, a mortal disease, was transmitted. It was called the Black Death and everyone was terrified of it. Shakespeare’s Globe Theatre had to close on several occasions because of this threat. Actors had to flee to the country to avoid catching it. In 1603, the Plague ravaged London and killed 33,000 people.

Public theatres in those days were also very cheap: 1 penny for a show, but you had to stand in the pit. The new Globe Theatre in London has revived this tradition with tickets in the pit for only £5! Apart from games like chess, dice7 and bowls, there were three extremely popular attractions: bear-baiting8, cock-fighting and plays. The three were extremely popular.

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The population of London, in Shakespeare’s time was 200,000 (it is now more than 8 million!). There was a wide gap between the rich and the poor but it did not matter how rich or poor they were, what social class they belonged to, they all delighted in what entertainment London had to give.

London and entertainment in Shakespeare’s time

It’s your turn!

SOCLE

• Créer, produire,traiter, exploiter des données

1. B2i Check what is on at the Globe at the moment. Go to http://together.emdl.fr and enjoy! 2. Choose one of the plays on stage and advertise it in front of the class.

a hundred and nineteen • 119

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Lesson 1 exprimant la comparaison.

(Il existe une relation d'équivalence entre les yeux et le soleil. Leur éclat est le même.)

2. On peut aussi utiliser like + nom pour comparer. • Her eyes are like the sun.

2 La concession

Avec les marqueurs de concession, il y a une rupture de logique entre les attentes déclenchées par la proposition n°1 et la proposition n°2. • Although she is not perfect, he loves her.

On peut exprimer la même idée avec d'autres marqueurs de concession : • She is not perfect, and yet, he loves her. • She is not perfect, he loves her, though. • She is not perfect. However, he loves her.

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3 Le pronom relatif whose

3 Transforme les deux phrases simples en une seule phrase complexe. Utilise le pronom relatif whose.

1. This is the girl. Her father refuses to let her choose her husband. 2. Shakespeare is a playwright. His plays are still famous today. 3. He met Lady Macbeth. Lady Macbeth's hands are never clean. 4. An actor is an artist. An actor's job is to make people dream.

4 Fais correspondre les éléments de la colonne de gauche avec ceux de la colonne de droite pour former des phrases cohérentes. Traduis-les ensuite en français.

1. As the King arrived at the castle, 2. When the king fell asleep, hile Romeo was looking 3. W for Juliet, 4. They got married when 5. The bells rang while 6. As Macbeth was becoming obsessed with the murder of the king,

1. As + adjectif + as: il s'agit d'un comparatif d'égalité. • Her eyes are as bright as the sun.

1. The plot of Midsummer Night's Dream sounds complicated 2. Macbeth is not completely evil 3. Romeo and Juliet's families hate each other 4. Shakespeare's plays were written nearly five centuries ago

Lesson 2

1. Juliet / hair / black = ebony (ébène) 2. Her skin / white = snow 3. Hermia / lips / red = cherries 4. The witches / noses / crooked = a corkscrew (tire-bouchon) 5. My beloved / eyes / blue = the sea / the sky 6. Your legs / long and thin = spider's legs

a) he feels he has to kill the king. b) the two lovers will marry. c) the story is very entertaining. d) they are still extremely popular.

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1 La comparaison

1 En utilisant les éléments suivants, fabrique des phrases

2 Choisis les phrases à relier en ajoutant un marqueur de concession.

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How grammar works

Unit

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a) Macbeth approached with his knife b) his wife became mad c) he asked for some food d) the soldiers were asleep e) they were still very young f) Juliet was looking for Romeo

Whose est un pronom relatif dont l'antécédent est un animé humain et qui établit une relation d'appartenance. Il est toujours suivi d'un nom (mais jamais d'un article, contrairement au français). •T here are also artisans whose favourite pastime is to act. (dont le passe-temps favori est de faire du théâtre)

4 Les subordonnées de temps en when, while, as

When, while et as introduisent des compléments de temps. 1. When permet d'utiliser une situation pour en repérer une autre. C'est le plus général des trois : •W hen they escape to the woods, they meet the fairies.

2. While indique que deux situations ont lieu en même temps, en parallèle. •W hile their families were quarrelling, they got married in secret.

3. As permet de situer une situation par rapport à une autre avec une idée de temps (deux événements ont lieu en même temps) mais aussi parfois de cause. •A s they try to find their loved one, they get lost in the woods. ➜ P récis grammatical p138 et 139

120 • a hundred and twenty

wb p109, 114, 115

Check your progress 32 CLASSE 32 ÉLÈVE

Romeo and Juliet

Je peux comprendre les points principaux d’une intrigue.

Listen to the summary of Romeo and Juliet three times. The first time, just listen. Then take notes the second and third times. Say all you have understood in French.

Speaking A play

Je peux comprendre l'intrigue de "Richard III" lorsque je lis le synopsis de la pièce.

Read the text and answer the questions.

After a long civil war between two royal houses, that of Lancaster and that of York, England is finally at peace. But Richard, King Edward's younger brother, envies Edward's power and happiness. Richard, whose physical deformity makes him bitter, aspires to the throne in secret and decides to do everything in order to carry out his plans. He will use all means of action, including the murders of his nephews and wife as well as political manipulation, to reach his goal. However, when the people of England witness all his crimes, they start to fear and detest him. Fortunately, the earl of Richmond decides to invade England to stop Richard's ascension to power. The night before the battle, Richard dreams of all the people he has killed: they appear to him as ghosts who curse him. The day after, he is killed in battle and Richmond is crowned King of England. Peace has returned to the Kingdom of England.

Je peux raconter les événements essentiels d'une pièce de théâtre.

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Jot down some information on a piece of paper about a play you know well. Talk about: characters, themes, type of play… Speak for one minute. - This play is about…

Writing Macbeth

Je peux écrire un texte cour t sur un personnage.

Write the portrait of Macbeth. You may use comparisons and a concessive clause.

Macbeth is a brave warrior who…

A2+

Reading Richard III

B1-

B1- Listening

Unit

1 2 3 4

Who are the three main characters? Explain why Richard is not happy (two reasons). What does he do to fight against his unhappiness? What happens at the end? Explain the last paragraph in French. 5 If we sum up the story, is there peace, war and then peace? Or war, peace, war and peace?

Interacting Guess the name of a film

Je peux poser des questions. Je peux répondre à des questions.

Choose a play or a film you have seen. Your friend asks questions and guesses its name. - Who is the director? What happens…? When was it released? ...

SOCLE

• Savoir s'autoévaluer et être capable de décrire ses centres d'intérêt, ses compétences et ses acquis

Fais le point sur tout ce que tu as appris en remplissant la grille d'autoévaluation de ton workbook ➜ WB p124

a hundred and twenty-one • 121

Arts together

Units 7-8

FROM MODERN TO CONTEMPORARY ART

Art has a long history in Australia, with Aboriginal art dating back 30,000 years at least. Australian art reflects the diversity of Australian culture. In these pages, you will discover some modern and contemporary artists.

Charles Meere

Australia is associated with sunny beaches and surfing. Here, in this iconic painting of Australian art, the artist wanted to depict the beach goers as athletic characters, almost like heroes posing with perfect suntanned bodies in a rather idealised way. The painting contributed to the myth of Australia as a healthy and sporty nation.

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Charles Meere (1890-1961) was an Englishborn Australian artist who was well-known for his landscapes, still lifes and mural designs. He was also famous for using the Art Deco style (movement from the 1920s to the 1940s which used highly stylised and cylindrical figures in architecture).

122 • a hundred and twenty-two

Observe and react Imagine you are on this beach. Which character would you be? What activities would you be doing? Justify your answers. You can use words from this list. • fit = healthy and strong • be in good shape = être en forme • towel = serviette éponge • deckchair = sun lounger, transat • lilo = matelas gonflable

Arts together

Ron Mueck

Observe and imagine

John Brack (1920-1999) was born in Melbourne and was famous for his urban paintings. He used simplified shapes and a brown palette. In the 1950s, Australian middleclass families bought cars and started going out for day trips in the wilderness. John Brack captured the reality of everyday life by painting this typical suburban family. The father is focusing on the driving while the mother, son and daughter are looking out. They all seem to be cut off from one another.

John Brack

Units 7-8

Imagine what the mother and children are looking at. You can use words from this list.

• the viewer = le spectateur

• wild animals =

les animaux sauvages

• the wilderness = la nature sauvage

• the unspoilt nature = la nature préservée

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Ron Mueck was born in Melbourne in 1958 but he now works in Great Britain. Mueck is a self-taught artist who used to make muppets for the Muppet Show. He is internationally known for his larger than life hyperrealistic sculptures. Indeed, he once said: “I never made life-size figures because it never seemed to be interesting. We meet life-size people every day.” Mueck’s sculptures reproduce tiny details of the human body, but play with scale to produce stunning visual images. To make his sculptures, he uses mixed media such as silicon, fiberglass, polyester resin and natural hair implanted one by one!

Observe and describe

What is striking in this sculpture? Compare the visitors' size with that of the boy and imagine his feelings. What is your own reaction? You can use words from this list.

• huge ≠ tiny • life-size = grandeur nature • scale = échelle de grandeur • minute details = precise and small • realistic = true-to-life • to be crouching = être accroupi • disturbing = inquiétant

Going further… B2i Watch the American film maker David Lynch speak about Ron Mueck's sculptures in http://together.emdl.fr.

a hundred and twenty-three • 123

Units 7-8

Reading

Mr William Shakespeare’s Plays

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Marcia Williams (2000)

124 • a hundred and twenty-four

Units 7-8

Reading

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1. to trudge about = traîner • 2. feuding = ennemis • 3. quarrel = dispute 4. boisterous = turbulent • 5. to prick like thorn = piquer comme une épine 6. to be infatuated with = être entiché de • 7. doth = does • 8. to troop = marcher en groupe • 9. to forbid = interdire • 10. to woo = courtiser • 11. to wed = se marier • 12. soppy = à l’eau de rose, mélo • 13. to buzz off = décamper 14. to hence = d’où

It’s your turn! ➜ Ask your teacher for the activity sheet! a hundred and twenty-five • 125

Dossier méthodologique Des stratégies pour… comprendre l'écrit Avant de lire un texte, j'observe :

The le g e n d of Fin n M a c Coo l 5

Finn came out of the cradle and thanked his wife. While Benandonner was running away, Finn picked up a large 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

• Les repérages que j'ai effectués m'aident à dégager des indices, c'est-à-dire des points d'appui à partir desquels je peux tirer des conclusions pour construire le sens du texte.

• Les consignes : underline, circle, highlight m'aident à identifier les mots importants (mots clés). Je peux ensuite les mettre en relation avec d'autres indices souvent donnés à la suite pour les illustrer ou les développer. Ces mots apparaissent comme autant d'échos aux points principaux pour explorer plus en détail les idées importantes. Ainsi je peux repérer les réseaux de sens qui constituent le texte.

long time ago there was an Irish giant who was called Finn Mac Cool. One day he challenged his enemy, the Scottish giant Benandonner, to come to Ireland where he lived 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.

plusieurs mots appartenaient au même champ lexical (celui du corps humain, de la géographie, de l'imaginaire, etc.). Ces mots servent à illustrer l'idée principale à travers le lexique utilisé.

The Giant's Causeway

le berceau ; 2 la chaussée

• Les éléments situés à la périphérie du texte (le paratexte : illustrations, source, date, notes de vocabulaire, etc.). Ces premiers indices vont m'aider à découvrir la nature du document et m'en faciliteront la compréhension lors de la lecture.

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À partir du titre, je vais pouvoir me faire une idée du thème du document. S'il contient une question par exemple, ma lecture sera orientée par la recherche de la réponse à cette question.

• Ma lecture n'est jamais passive puisque je suis toujours amené(e) à faire des hypothèses, à les vérifier, à repérer des indices et à en tirer des conclusions sur le sens du texte.

À partir du paratexte et du titre notamment, je peux émettre des hypothèses, anticiper l'idée principale et le contenu du texte. Ma première lecture pourra donc être guidée par la vérification de mes hypothèses : étaient-elles justes ou erronées ? Cette manière de procéder constitue une stratégie de lecture : elle est transférable à tout autre texte puisque, quand je serai seul(e) devant un document inconnu, sans aucune consigne, je pourrai procéder de cette manière.

Pendant la lecture :

• Je fais des repérages. Dans Together, j'ai été encouragé(e) à faire des repérages précis dans les textes. Ces repérages m'ont souvent permis de me rendre compte que

126 • a hundred and twenty-six

Après la lecture :

Je peux m'appuyer sur les indices que j'ai relevés pour faire un compte rendu du texte à l'oral. En restituant oralement ce que j'ai compris, je m'entraîne à prendre la parole en continu.

Mon résumé oral est facilité par les notes sur lesquelles je m'appuie pour m'exprimer. Je peux ainsi m'approprier les savoirs que j'ai acquis sur la langue (lexique, grammaire, syntaxe) et les savoir-faire que j'ai acquis dans la langue (enchaîner des énoncés, gérer mes hésitations, m'autocorriger, revenir en arrière, etc.) et prendre confiance en moi et en mes capacités à parler anglais.

Dossier méthodologique Des stratégies pour… comprendre l'oral

Avant l'écoute : e-O! Alive, aliv -O! e Alive, aliv les ck o 'C g in Cry els' and Muss -O! e alive, aliv

Une image est quelquefois proposée avant l'écoute. Je peux alors commencer par observer cette image pour anticiper l'idée principale et le contenu.

• J'émets des hypothèses et je les vérifie au fil des différentes écoutes. Cela me permet de progresser peu à peu dans la compréhension de l'audio : si, par exemple, j'ai compris qu'un problème est soulevé, je vais écouter attentivement la suite pour savoir si des solutions sont proposées.

s'exprimer, je remarque leurs intonations. Cela m'aide à comprendre s'il s'agit d'une dispute, d'une conversation amicale, à percevoir si les personnages sont effrayés, s'ils sont contents, enthousiastes ou tristes…

• Je prends des notes au fil des écoutes : je relève les mots que j'ai reconnus et identifiés. Ces repérages me permettent de dégager des indices, c'est-à-dire des points d'appui à partir desquels je vais pouvoir tirer des conclusions pour construire le sens.

Cela me permet de découvrir le contexte et d'émettre des hypothèses sur ce que je vais entendre ensuite. Cette étape me permet d'acquérir du vocabulaire nouveau que je vais reconnaître ensuite au moment de l'écoute.

. 2

Pendant l'écoute :

• Souvent les consignes m'incitent, dans un second temps, à trier et à classer ces indices dans un second temps pour accéder à une compréhension plus fine du contenu.

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• Quand j'écoute un document sonore pour la 1e fois, je l'écoute en entier pour repérer le nombre de locuteurs par exemple et me faire une idée du sujet principal.

Après l'écoute :

Les notes que j'ai prises et mon propre effort de mémoire me permettent de résumer ce que j'ai compris du document, en m'appropriant le vocabulaire et la grammaire nécessaires pour en parler en continu, en enchaînant les informations et les énoncés.

• Au cours de la 1e écoute, je suis également attentif(ve) aux bruits de l'environnement qui me permettent de percevoir le contexte et de me représenter la situation (émission de radio, conversation téléphonique, interview dans la rue, etc.). Lorsque j'entends les personnages

a hundred and twenty-seven • 127

Dossier méthodologique Des stratégies pour… comprendre une vidéo

Avant le visionnage :

2:46

Pendant le visionnage :

• Les stratégies utilisées pour comprendre un document audio sont la plupart du temps valables pour comprendre la composante sonore de la vidéo. La différence est qu'avec une vidéo, je peux aussi m'appuyer sur les images qui facilitent la compréhension du contexte et de la situation. Je peux par exemple observer les expressions du visage des personnages, leurs attitudes physiques, leurs regards. Le cadre, les décors et l'ambiance qu'ils contribuent à créer jouent aussi un rôle important pour faciliter la compréhension.

• Il s'agira donc de mettre en relation les images et le son.

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• L'avantage d'un document vidéo est que la compréhension ne repose pas seulement sur les paroles et les mots ; elle est facilitée par des éléments qui ne relèvent pas seulement de la langue.

Comme pour un document audio, je dispose quelquefois d'une image (affiche, arrêt sur image, couverture d'un DVD…) à observer pour anticiper l'idée principale et le contenu.

Cela me permet de découvrir le contexte et de faire des hypothèses sur ce que je vais regarder. Cette étape m'aide à acquérir du vocabulaire nouveau que je vais reconnaître au moment de l'écoute.

128 • a hundred and twenty-eight

Après le visionnage :

Dossier méthodologique Des stratégies pour… s'exprimer à l'écrit

Avant d'écrire :

• Je m'efforce d'enrichir mes phrases par l'usage de propositions subordonnées, d'adverbes et d'adjectifs. J'essaie d'être clair(e) et de susciter l'intérêt du lecteur !

• Je lis attentivement la consigne pour bien comprendre ce que l'on attend de moi et ne rien oublier. • Je reviens sur la séquence et je recherche les éléments (lexicaux, grammaticaux, culturels) que je vais pouvoir mobiliser.

• S'il s'agit d'un récit de fiction, je commence par planter le décor en répondant aux questions : who? what? where? when?

Pendant la rédaction :

S'il s'agit d'une argumentation, elle pourra élargir la réflexion par le biais d'une question par exemple.

• Je soigne la fin de mon devoir : s'il s'agit d'un récit, elle pourra être drôle, surprenante, tragique... selon mon inspiration.

• Je jette sur le brouillon, dans le désordre, les idées qui me viennent à l'esprit. Je donne ensuite une structure cohérente à mon devoir en ordonnant mes idées de manière logique et progressive ou chronologique en fonction de la consigne. • Je structure mon devoir en faisant des paragraphes distincts. J'utilise des connecteurs logiques ou chronologiques (that's why, consequently, first, then, finally, eventually…).

Après la rédaction :

Je n'oublie pas de me relire en vérifiant la qualité de l'expression et la cohérence de mes phrases. Je vérifie tout particulièrement les formes verbales : dois-je utiliser un présent simple ou un présent be + V-ing ? Un prétérit ou un present perfect ? N'ai-je pas oublié le -s de la 3e personne au présent simple ? Dans les phrases négatives, je vérifie que je n'ai pas oublié l'auxiliaire.

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GHT A FRIDAY NI ar s spending a ye ght. Emma wa cond day se r he It was Friday ni ly on s au pair. It wa in Galway as an comfortable. didn't feel very ll sti e sh d an there night in such at ne alo y like being ds' She didn't reall vi in ted to a frien e family were th t iet. bu qu e, s us wa ho a big erything was sleeping, ev rvously. ne d pe house. The baby m ju e one rang. Sh She Suddenly the ph she answer it? again. Should ng ra en th , a knock en Th t. It stopped ou re we that the family could only say ow. nd wi e th at d was hear Was there d to beat loudly. Her heart starte kitchen. As the e th to ed to tip , de? She , she saw them someone outsi ow nd wi e approached th ones tle lit of h nc frightened girl : a bu y, all dressed up or treat!”. She absolutely scar or treat! Trick k ric “T ng gi laughing. t who were sin ou burst e calendar and had a look at th

Je prends le temps de faire plusieurs relectures avec un objectif différent à chaque fois : je vérifie la grammaire, le lexique, la ponctuation et la présentation de mon devoir.

Darwin

Perth

Cairns

Alice Springs Ayers Rock (Uluru)

Brisbane

Adelaide Sydney Melbourne

SYDNEY We have been walking around Sydney, the state capital of New South Wales, for three days and... Sydney is situated on Australia's south-east coast... It used to be a small settlement of Aborigines… Tomorrow morning we're leaving for Cairns!

Claudia Simen

a hundred and twenty-nine • 129

Dossier méthodologique Des stratégies pour… s'exprimer à l'oral

L'entraînement à la maison : Pour préparer l'interrogation orale de début de séance, par exemple, je m'exprime à haute voix.

Lors de ces moments d'hésitation, certaines expressions ou certains mots vont m'aider à gérer les silences et à formuler ma pensée. En anglais, on les appelle des gap-fillers : Er… , Well…, So…, What I mean is…, Let me think…, You know…, You see…, The thing is…, The problem is…, The point is…, I'd say that…, I mean…, I suppose…, I guess…, In a way…

Pour que cet entraînement soit efficace, je m'efforce de m'appuyer sur des notes constituées de mots-clés ou de segments de phrases. C'est ainsi que je vais pouvoir progresser dans le cadre de l'expression personnelle authentique. Si j'ai besoin de lire une préparation entièrement rédigée, je peux bien sûr le faire au début pour me donner confiance, puis peu à peu je vais pouvoir m'en éloigner en me concentrant fortement sur ce que je veux dire et sur la mobilisation des outils de langue nécessaires. Je sollicite aussi ma mémoire.

Sans toutefois me permettre de pauses trop longues, je veille à ne pas me précipiter ; je réfléchis à ce que je veux dire et aux outils de langue que je vais mobiliser pour y parvenir.

De façon générale :

• je m'efforce de parler avec assurance et conviction,

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À la maison, il me sera aussi très utile de m'enregistrer sur mon ordinateur, mon smartphone ou un lecteur enregistreur mp3 en fonction du matériel dont je dispose. Cette méthode me permettra de prendre conscience de la qualité de mon expression orale : prononciation, accentuation, rythme et intonation. L'avantage est que je pourrai recommencer autant de fois que je le souhaite jusqu'à ce que je sois satisfait(e) du résultat. Je pourrai aussi envoyer des fichiers son à mon professeur pour être évalué(e) à l'oral.

Well, first of all…, I'd like to add that…, What I'm trying to say is that…, In other words…

• je module ma voix pour que mon élocution ne soit pas monocorde ou ennuyeuse, • je pense à regarder mon auditoire et j'évite de lire mes notes, • pour m'aider, j'illustre mon propos d'un document numérique, de préférence.

La prise de parole en classe :

POUR M'EXPRIMER EN INTERACTION :

Quand je dois parler pendant au moins une minute, par exemple, je me concentre sur le sens de mon message (ce que je veux dire) et sur sa forme (les mots et les structures dont j'ai besoin, la prononciation et l'intonation).

Pour m'exprimer en face à face ou avec plusieurs personnes, il est important de bien respecter les tours de parole. Pour attirer l'attention, je dois trouver l'expression qui convient et utiliser les techniques de la conversation.

Le registre de l'oral est différent de celui de l'écrit : on a tendance à juxtaposer les énoncés plutôt qu'à faire des phrases complexes. On utilise davantage la coordination plutôt que la subordination. À l'oral, il est normal d'hésiter, de faire des pauses, de revenir en arrière quand on s'est trompé ou quand on souhaite reformuler un énoncé.

Voici quelques expressions utiles :

POUR M'EXPRIMER EN CONTINU :

130 • a hundred and thirty

• Quand je ne comprends pas : I 'm sorry, I didn't get what you said. Can you repeat please? • Quand je n'ai pas bien entendu : Do you mind repeating?, Can you speak louder please?, Can you repeat what you said?

Dossier méthodologique

• Pour dire que je ne sais pas: I have no idea, I haven't got a clue, I'm sorry but I can't answer that question…

• Pour jouer ensuite un dialogue ou une scène à plusieurs : je m'efforce de ne pas trop lire mes notes, mais au contraire de regarder mon/ mes camarades. Je parle fort et distinctement pour être sûr(e) que je me fais comprendre. Je joue pleinement le rôle de mon personnage en adoptant le ton, les gestes et les expressions du visage adaptés (colère, peur, etc.). Je peux bien entendu utiliser des accessoires pour rendre la scène encore plus vivante et crédible.

• Pour maintenir l'échange : Of course, go ahead!, Do you get my point?, Do you really think so?, I see what you mean…, Let me say something about that…, Do I make myself clear?, Let's move on to the next point…

• Nous nous aidons des pages du livre et du travail déjà fait en amont (vocabulaire, grammaire, contenus culturels, idées, autres activités…) pour alimenter notre réflexion, trouver les outils de langue dont nous avons besoin et les mobiliser efficacement dans ce contexte.

• Pour exprimer mon opinion, mon accord ou mon désaccord : I think that…, In my opinion…, To my mind…, I agree with you…, I think you're right…, I totally approve/disapprove…, This is quite true, This is interesting but…

• Pour attirer l'attention, interpeler quelqu'un: Well, let me tell you something…, Let me finish please, I'd like to say that…

POUR COMMENTER UN TABLEAU :

In the top left-hand corner

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De façon générale, j'écoute attentivement ce que disent mes camarades. Lors d'une présentation à plusieurs, je m'adapte et je suis solidaire. S'ils ont du mal, je peux prendre la relève de façon naturelle.

POUR TRAVAILLER EN BINÔMES OU EN GROUPE :

• Nous examinons attentivement la consigne pour faire les choix nécessaires et répartir le travail et les rôles entre les membres du groupe.

• Nous pouvons désigner un élève qui sera le modérateur ; sa responsabilité sera de donner la parole et de solliciter les autres membres du groupe en veillant à ce que tous s'expriment. Attention à bien tenir compte de l'avis de chacun !

• Nous réfléchissons en commun pour trouver les idées et points principaux de notre prise de parole ou production écrite. Nous notons ces premiers éléments à l'aide de mots clés (verbes, expressions, etc.) dans le désordre pour constituer une base de départ. Ensuite, nous les organisons et les classons pour obtenir la trame ou le plan de notre dialogue/prise de parole à plusieurs.

In the background

In the top right-hand corner

In the top/ upper part On the left-hand side

On the right-hand side

In the middle

In the bottom/ lower part In the bottom left-hand corner

In the foreground

In the bottom right-hand corner

Quelques expressions utiles : It's a painting, a poster, a photograph, a cartoon, an ad, a comic strip… It comes from…, It's taken from… The painter/artist/cartoonist/photographer is… It was painted/drawn by… It is set in…, It represents…, The characters portrayed are…

a hundred and thirty-one • 131

Précis grammatical Le groupe verbal Le présent simple et le présent en be + V-ing 1. On utilise le présent simple pour parler des caractéristiques d'une personne, pour exprimer la routine, une action habituelle, une vérité générale. Ce temps est souvent associé aux adverbes et expressions de fréquence tels que : every day, every morning, rarely, sometimes, often, always, usually, never, on + jour, at the weekend…

Si un verbe se termine par une consonne + -y, on remplace ce y par -ies.

Unit 2

Attention ! À la forme interrogative et à la forme négative, c'est l'auxiliaire qui porte -es (do  does, don't  doesn't). • Does he wear glasses? • No, he doesn’t.

2. On utilise le présent en be + V-ing pour décrire une action en train de se dérouler au moment où on parle (now, at the moment, look!, listen!...). Il se compose de be conjugué + V-ing. •A t the moment, Mum, I am doing my homework.

• Look! He is coming!

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

2. On utilise le prétérit en be + V-ing pour parler d'une action qui dure dans le passé, pour installer le décor de l'histoire.

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1. On utilise le prétérit simple (V-ed ou deuxième colonne du verbe irrégulier) pour parler d'un événement qui a eu lieu dans le passé et qui est terminé. Il est souvent associé à des indications temporelles comme yesterday, last year, in 2003, two years ago...

Unit 3

carry  carries worry  worries

À la 3e personne du singulier, on ajoute -s à la base verbale, ou -es si la base verbale se termine par -s, -ch, -sh, -o, -x ou -z. • She usually plays tennis at the weekend. • He goes jogging on Fridays.

marry  marries study  studies

Unit 1

• My brother was visiting Dublin when he met his friend from work.

Le present perfect avec just, already, not… yet 1

Cette forme verbale est un peu difficile à appréhender pour les Français car il n'existe pas de forme équivalente dans notre langue. Le present perfect permet de situer l'événement par rapport à un point de vue, contrairement aux temps simples. • I have already studied for the exams.

(Le point de vue dans cet exemple est celui de la personne qui parle et qui fait le constat du résultat de l'action.)

Cette forme verbale permet d'exprimer un lien entre le présent et le passé. C'est pourquoi certains marqueurs de temps sont souvent associés au present perfect.

132 • a hundred and thirty-two

En voici quelques-uns : 1. Just signale que quelque chose vient à peine de se produire. • She has just fallen down. 2. Already permet d'indiquer que quelque chose s'est déjà produit. • I have already eaten marshmallows. 3. Not... yet permet d'indiquer que quelque chose ne s'est pas encore produit. • I haven’t read that comic book yet.

Précis grammatical Le present perfect avec ever, never et already Le present perfect (have + participe passé) sert à exprimer un lien entre le passé et le présent. Never et ever permettent tous deux de parcourir toutes les situations sans s'arrêter sur aucune, de faire un bilan de ses expériences. • Have you ever played the guitar? • No, I have never played the guitar.

•S he would be a great adventure camp coach because she has already worked in a summer camp. (Elle a déjà cette expérience.)

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

Unit 7

On utilise le present perfect avec already lorsqu'on considère le passé pour trouver au moins une occurrence d'une expérience donnée.

Unit 4

Cette association du present perfect, de be + V-ing et d'un complément de durée (for et since) exprime une idée de bilan, indique qu'une activité se prolonge jusqu'au moment présent. • We have been coming here ever since it started, five years ago.

1. Avec le present perfect simple, on parle du résultat de l'action entreprise : • I have just warmed up my instrument.

(l'instrument est prêt à être utilisé)

Unit 3

• I have been warming up my instrument for an hour now. (je suis fatigué / j'en ai assez d'attendre, etc.)

3. Rappel : • For + durée de temps (a few days, a decade...)

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Différence de sens entre le present perfect (1) et le present perfect en be + V-ing (2) :

2. Avec le present perfect en be + V-ing, on ne s'intéresse pas vraiment au résultat, mais à l'activité :

• I have been waiting for an hour.

•S ince + indication temporelle précise (2003, last year, yesterday...) • I have been living in Sydney since 2012.

Will et be going to

1. Will + base verbale permet de parler de l'avenir. Il s'agit d'une prédiction qui peut se baser sur des faits connus ou bien d'une volonté de celui dont on parle. • The houses will shortly be available for the general public.

All future communications will take place via invisible thought cables...

2. Be going to + base verbale permet à l'énonciateur de parler d'une prédiction basée sur des indices présents. • A major electronics company is going to launch Eco Plants. (D'après certains indices présents, je peux affirmer que cela est prévu, a été programmé.)

Il faut toutefois savoir que will et be going to + base verbale sont souvent interchangeables dans des contextes futurs. • I will be in London on Saturday. • I am going to be in London on Saturday. a hundred and thirty-three • 133

Précis grammatical Le prétérit et le past perfect 1. Le prétérit nous permet de situer des événements passés ou des situations dans un récit passé, sans autre précision. • We arrived early in the afternoon. 2. Le past perfect (had + participe passé) permet de situer les événements les uns par rapport aux autres. On sort de la

Unit 4

Will have to + V

Will have to + V exprime une obligation objective dans l'avenir (qui n'existe pas encore, mais qui est prévue) portant sur un événement situé dans l'avenir.

Must peut aussi renvoyer à l'avenir, tout seul, si le contexte s'y prête, s'il est clairement futur. Attention ! Will must  jamais deux auxiliaires modaux ne se suivent.

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• You will have to look after children all day long.

Unit 5

• When we arrived, my father had already prepared the house.

Les modaux

chronologie linéaire d'un récit pour parler d'un événement antérieur. Dans un récit, une histoire, il s'associe souvent au point de vue du narrateur ou d'un personnage.

Unit 5

Les auxiliaires modaux + have + participe passé

L'association d'un modal (may/might/ could/must/should) et de have + participe passé nous permet d'exprimer un avis sur des événements ou des situations révolues.

3. Should + have + participe passé exprime le reproche portant sur une situation passée. • You should have worn a clean shirt at the meeting.

1. Must + have + participe passé exprime une forte probabilité portant sur le passé. On est presque sûr de ce que l'on avance. • They must have been full of hope.

2. May/might/could + have + participe passé exprime une possibilité portant sur une situation passée. • Her Dad may have felt distressed to see so many people waiting.

134 • a hundred and thirty-four

I can't find my phone.

Mmmm... You must have left it in the last shop.

Précis grammatical Used to et would fréquentatif On utilise ces deux formes verbales pour désigner des actions qui avaient lieu dans le passé, mais qui sont maintenant révolues. 1. Used to + base verbale permet d'opposer le passé et le présent. L'événement ou la série d'événements a eu lieu dans le passé. On traduit suivant cette forme par l'adverbe « autrefois ». • My father used to work on the fence. (Autrefois, mon père travaillait à la barrière.)

My sister lived in Australia for many years, but she would always come home for Christmas.

• I used to live in Melbourne.

Ces deux structures sont souvent employées indifféremment, mais attention, would s'emploie généralement avec des sujets animés.

Unit 7

(Autrefois, j'habitais à Melbourne.)

2. Would + base verbale permet de parler d'actions ou situations ponctuelles qui se sont produites de manière répétée dans le passé. Il se rencontre souvent en contexte narratif.

Be used to + V-ing, get used to + V-ing

1. Avec be used to + V-ing, on exprime l'idée d'habitude subie (c'est une forme passive). • Sandy and Sean are used to digging up the facts for their weekly history report.

I am never going to get used to waking up so early.

2. Avec get used to + V-ing, c'est le processus de passage d'un état à un autre qui est marqué. On exprime le fait de prendre une nouvelle habitude.

Unit 7

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• We would have such fun, playing in the sand!

• We never got used to hearing the insults but we would ignore them.

Mais attention : il ne faut pas confondre be used to + V-ing avec l'expression du passé révolu used to + base verbale (dont on a parlé ci-dessus). Ces deux structures peuvent aussi être suivies d'un groupe nominal. • I am not getting used to the Australian accent. a hundred and thirty-five • 135

Précis grammatical Les conditionnelles

Unit 3

If + présent, … will + V Il s'agit d'une condition réalisable ou possible. On fait une prédiction. • If it rains, we won’t go to the beach.

If + prétérit, … would + V

What would you do if you were in my shoes?

Polish them!

Unit 4

idée par un schéma, ce serait : si X  Y. On distingue trois catégories de conditionnelles.

Dans les phrases exprimant la condition, la subordonnée en if représente la condition tandis que la principale en est la conséquence. Si on représentait cette

Il s'agit d'une condition peu probable, on parle alors d'irréel. On exprime une hypothèse ou une condition moins sûre qu'avec if + présent, … will + V. • If I had the job, I would be so happy.

If + past perfect, … would + have + participe passé

ÉC

Unit 5

Il s'agit d'une condition imaginaire dans le passé : on imagine ce qui se serait passé si quelque chose avait eu lieu. On parle d'irréel du passé.

• If Steve Jobs hadn’t existed, you probably wouldn’t have used your GPS today!

La voix passive

Unit 2

La voix passive

La voix passive permet de placer en première position un élément important qui serait placé après le verbe dans une phrase à la voix active. • This book was published in 2003. (Ici, c'est le livre et pas la personne qui l'a publié, c'est-à-dire l'agent, qui nous intéresse.)

Le passif est souvent l'équivalent du « on » français lorsque l'agent n'est pas connu, qu'il est très évident ou qu'il importe peu. • He was arrested after a bomb attack. (On l'a arrêté.) Le schéma du passif est : be (conjugué) + participe passé (+ by + agent)

136 • a hundred and thirty-six

Précis grammatical Le discours indirect

Lorsqu'on rapporte les paroles de quelqu'un, la phrase subit de nombreux changements. Ces changements varient selon le type de phrase. Heureusement, le discours indirect fonctionne de la même façon en anglais et en français. Certaines caractéristiques sont communes à tous les types de phrases.

Déclaratif : say, tell, reply, add... Impératif : order, tell

Interrogatif : ask, wonder

3. Changement de temps (on rapporte des paroles qui ont été dites  le passé est souvent employé). Présent simple 

Prétérit



Past perfect

Present perfect 

Past perfect



Past Perfect

Prétérit

Past perfect

4. Changement des pronoms personnels qui varient selon la situation d'énonciation.

Ann: “I want to help him. He’s my friend.” Ann said that she wanted to help him, she added that he was her friend.

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Phrase déclarative

2. Absence de guillemets.

1. Ajout de verbes introducteurs du discours (+ that) :

Le discours indirect

• verbe introducteur du discours (say/tell/reply/add...) • pronoms personnels transposés • transposition au passé (présent  préterit) • absence de guillemets

Phrase impérative

Noah: “Rose, stop it immediately!” Noah ordered Rose to stop it immediately. • verbe introducteur du discours (ici = un ordre, donc order / tell) • base verbale  to + base verbale

Phrase interrogative (yes/no)

Eve: “Sandra, can I take the bus to visit you in London?” Eve asked Sandra if she could take the bus to visit her in London.

Unit 6

• verbe introducteur du discours (ask ) • introduction de if • ordre des mots de la phrase affirmative (sujet - verbe). Une question rapportée n'est plus une question !

Phrase interrogative (wh-)

Sandra: “Maureen, when can you come?” Sandra asked Maureen when she could come. • verbe introducteur du discours (ask ) • on garde le pronom interrogatif tel quel • ordre des mots de la phrase affirmative (sujet - verbe)

a hundred and thirty-seven • 137

Précis grammatical La phrase complexe Les propositions relatives Grâce aux pronoms relatifs who, which, that, when, where ou why, on peut relier deux phrases simples pour en faire une phrase complexe : on les choisit selon l'antécédent auquel ils se rapportent. Si l'antécédent... • est un animé humain  who • There was an Irish Giant who was called Finn Mac Cool .

• est un lieu  where

• We went to visit Dublin where James Joyce was born.

• est un moment  when • Molly Malone waited for the moment when she could at last sing her favourite song. • est une cause  why

• That’s the reason why it became the Giant’s Causeway.

(There was an Irish Giant + He was called Finn Mac Cool)

Unit 2

• n'est pas animé  which

• The Blarney Stone is a stone which gives people the gift of eloquence.

Unit 8

Le pronom relatif whose

Comme les autres pronoms relatifs, il permet de relier deux phrases simples pour en faire une phrase complexe, mais pour whose, il est nécessaire d'identifier un antécédent qui soit animé humain (lovers) et une notion d'appartenance (their).

ÉC

Whose est un pronom relatif dont l'antécédent est un animé humain et qui établit une relation d'appartenance. Il est toujours suivi d'un nom (jamais d'un article, contrairement au français). Whose est souvent traduit par le pronom relatif « dont » en français.

• Romeo and Juliet is a play about two young lovers whose families detest each other.

(Romeo and Juliet is a play about two young lovers + Their families detest each other)

Unit 8

La concession

Les marqueurs de concession though, although, however et (and) yet permettent de faire coexister deux propositions qui s'opposent a priori, pour lesquelles il y a une rupture dans la logique. 1. En tête de phrase, on utilise souvent although et sa traduction est « bien que ». • Although he describes her flaws, he loves her.

2. En fin de phrase, on peut utiliser 138 • a hundred and thirty-eight

though, qui aura alors un effet rétroactif (cependant/pourtant). • He describes her flaws, he loves her, though. 3. However (cependant) et (and) yet (pourtant/et pourtant) sont des adverbes de phrase et se placent plutôt en début de phrase, ou en fin de phrase (however). • The poet describes her flaws. However, he loves her. • The poet describes her flaws. And yet, he loves her.

Précis grammatical Les subordonnées de temps en when, while et as When, while et as permettent de situer temporellement un événement ou un état par rapport à un autre. Ils introduisent des compléments de temps. 1. When permet d'utiliser une situation pour en repérer une autre. C'est le plus général des trois. • When they escape to the woods, they meet the fairies.

• While their families were quarrelling, they got married in secret.

3. As permet de situer une situation par rapport à une autre avec une idée de temps, mais aussi parfois de cause. Il est à rapprocher du « comme » français. • As they go deeper in the woods, they get more and more lost.

2. While permet aussi d'utiliser une situation pour en repérer une autre : les

deux actions ont lieu en même temps, en parallèle.

Unit 8

L’expression de l’exclamation et la comparaison Unit 1

L'exclamation avec so et such Pour exprimer l'exclamation on peut utiliser :

• They are such nice people! • Such beauty is amazing!

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1. So + adjectif

Si le nom est au pluriel, ou s'il est indénombrable, alors le déterminant sera Ø.

• She’s so pretty!

2. So + adverbe

• You speak so quickly!

3. Such + un groupe nominal : déterminant (+ adjectif) + nom.

• Wow! This is such a good film!

La comparaison

Unit 8

1. As + adjectif + as exprime une comparaison d'égalité. • Her eyes are as bright as the sun.

2. On peut aussi utiliser l'adverbe like + nom pour comparer. • Her eyes are like the sun.

(Il existe une relation d'équivalence entre les yeux et le soleil. Les yeux brillent tout autant que le soleil.)

Dans les expressions toutes faites on peut omettre le premier as. • She is (as) proud as a peacock.

a hundred and thirty-nine • 139

Précis grammatical L’expression de l’opinion et du conseil L'expression de l'opinion Il existe diverses façons d'exprimer son opinion en anglais. 1. On peut utiliser un verbe d'opinion : I think/believe/guess (that) … I suppose (that) …

4. Pour exprimer son désaccord : I don't agree with … = I disagree I think you are wrong. Nonsense!/Rubbish! 5. Pour exprimer son indifférence : I don't care. I don't mind.

L'expression du conseil

1. Should/shouldn't + base verbale est la forme la plus couramment utilisée. C'est un auxiliaire modal (la forme passée de shall). Il est donc suivi d'une base verbale, comme tous les auxiliaires modaux. Le conseil émane de l'énonciateur, celui qui parle.

3. Ought to est utilisé pour un conseil très appuyé. C'est un conseil donné par rapport à une norme ou à des règles extérieures (should = le conseil vient de celui qui parle).

• You should buy a new jacket.

4. Could + base verbale donne une idée de possibilité, qui en contexte, s'entend comme une suggestion.

ÉC

Unit 1

3. Pour exprimer son accord, on utilise : I agree with … I think you are right. Absolutely!/Definitely!

2. On peut utiliser une des expressions suivantes, en début de phrase : In my opinion, … To my mind, … In my view, … As far as I am concerned, … I am convinced that…

Unit 1

•Y ou shouldn’t wear that dress, it’s too tight.

2. Had better + base verbale sousentend une alternative. Cette forme est très souvent contractée en 'd better.

• You had better look for another job. = You’d better look for another job.

• You ought to be more careful.

• You could buy this silk scarf.

5. Advise (somebody) to + base verbale • I advised her to change her style.

6. Recommend (somebody) + base verbale •T he shop assistant recommends you try those jeans on.

L'expression de la généralité

Unit 2

L'adjectif substantivé : the + adjectif On associe l'article défini the à un adjectif pour parler d'une catégorie de personnes ayant une caractéristique commune. Il existe habituellement un nombre limité de catégories utilisées : (the poor, the rich, the blind...), mais des auteurs comme Oscar Wilde peuvent

140 • a hundred and forty

inventer d'autres exemples originaux (the cultivated, the ugly...). On utilise aussi the + adjectif pour parler de notions abstraites (the beautiful, the tragic, the supernatural).

Précis grammatical L’expression de la volonté et du but Les verbes de volonté suivis de propositions infinitives complètes Avec la structure want / would like / expect + someone + to + base verbale, on exprime l'idée d'une influence de quelqu'un sur quelqu'un d'autre. En d'autres termes, on veut/désire/s'attend à ce que quelqu'un d'autre fasse quelque

chose. La source d'erreur liée à cette structure provient de la différence de construction entre le français et l'anglais. Le français emploie un subjonctif là où l'anglais emploie un infinitif avec to.

somebody

to + base verbale

s'attendre à ce que

quelqu'un

verbe au subjonctif

want / would like

somebody

to + base verbale

expect

vouloir que

quelqu'un

verbe au subjonctif

L'expression du but

4. So that + groupe nominal + modal (will/can) peut être utilisé aussi bien si le sujet est le même que dans la subordonnée...

ÉC

On introduit les subordonnées de but par des marqueurs tels que : to + base verbale, in order to + base verbale, so as to + base verbale ou so that + groupe nominal.

1. Dans la plupart des cas, c'est to qui est employé pour traduire le mot français « pour » et il est suivi d'une base verbale. Le sujet de la subordonnée n'est pas mentionné car c'est le même que celui de la proposition principale. • He told them a joke to amuse them.

2. On peut utiliser aussi in order to + base verbale et so as to + base verbale.

Unit 3

Unit 6

•S cientists have created an app so that they can help people. (scientists et they = même sujet)

... que s'il est différent. •S cientists have created an app so that people won’t get lost. (scientists et people = sujets différents)

I'm staying on in Australia for nine more months so that I can perfect my English.

• In order to activate the

Eco App, customers will have to buy a pot and some earth.

•T he new EU packaging rules have been passed so as to combat increasing obesity.

3. Attention : « pour » + nom est traduit par for + nom. • This is a joke for you. a hundred and forty-one • 141

Précis grammatical L’expression du souhait, du reproche et du regret Le souhait et le regret 1. Pour exprimer le regret et le souhait, on utilise le verbe wish qui est suivi d'un prétérit dit modal car il ne renvoie pas à une idée de passé, mais plutôt à de l'irréel. Attention ! Tous les verbes ne peuvent pas être employés après wish. On trouve surtout les modaux could et would, le past perfect (had + participe passé) et le prétérit.

Notez ici la possibilité d'utiliser was en anglais contemporain et were en anglais plus formel. 2. On peut exprimer le regret aussi avec should/shouldn't have (à la première personne du singulier/pluriel) + participe passé. • We should just have stayed home.

• I shouldn’t have tried to pull a fast one on my dad.

• I wish I could win her trust back.

Unit 6

• I wish I had told her the truth.

• I wish he was/were here to help me. I wanted to get into Architecture School, but my marks aren’t good enough. I wish the end-of-course exams hadn’t been so hard.

ÉC

Unit 6

Well, you should have started studying a bit sooner, don’t you think?

Le reproche

Pour exprimer le reproche, plusieurs possibilités s'offrent à nous :

1. Should/ shouldn't have + participe passé • You shouldn’t have told him!

2. Présent en be + V-ing + always Si cette forme verbale (action en cours) n'exprime pas le reproche à elle seule, son association avec always, qui exprime la permanence, peut aboutir à cet effet de reproche. • He’s always making rude remarks!

142 • a hundred and forty-two

3. Reproach somebody for/with + V-ing • She reproached them for/with

spreading rumours.

4. Blame somebody for + V-ing • She blamed me for not doing

my job properly.

Précis grammatical Exercices Style Wars

Unit 1

1 Complete the names of these clothing items using vowels (a, e, i, o, u). 1. W__LL_N 2. 3. 4. 5. 6.

SW__T_R SL__V_L_SS T_P R_PP_D J__NS PL__D SH_RT M_L_T_RY J_CK_T STR_P_D S__T

in brackets.

2 Complete the paragraph with the correct forms (present simple or be + V-ing) of the verbs

Sam is a famous American actor. He (1) … (have) a large house and two dogs. He (2) … (like) wearing casual clothes when he isn't working on a film. Today he (3) … (wear) baggy jeans and a leather jacket. He (4) … (go) to yoga class every afternoon. For yoga he usually (5) … (wear) his favourite tie-dyed T-shirt. This afternoon his girlfriend Vicky (6) … (go) with him to yoga to try something new. She normally (7) … (wear) cool high heels but for yoga class today she (8) … (wear) beautiful red trainers.

ÉC

3 Rewrite the sentences using the words in brackets. 1. My jeans are so comfortable! (such) I've got …

2. Lady Gaga's style is so interesting! (so) Lady Gaga dresses …

3. Sophie thinks hip-hop is such fantastic music! (so) Sophie thinks … 4. Your leather jacket is so gorgeous! (such) You've got …

5. Brad's acting is so good! (so) Brad acts …

6. The movie Grease is so iconic! (such) Grease is …

4 Write a suggestion for each sentence using the verb in brackets. 1. All of my jeans are ripped. (should) 2. I'm going to a wedding. (shouldn't) 3. Jason wants to be an emo. (ought to) 4. My sister wants to be a hipster. (could) 5. I want to be a hippy. (recommend) 6. I'm going to a punk concert in the Alps in January. (advise) 7. Matthew's going to a hip-hop concert in Chicago. (had better) a hundred and forty-three • 143

Précis grammatical Unit 2

Storytelling

1 Write the word for each definition.

2. a book which is very popular 3. the protagonist in a story

4. a story involving an imagined adventure 5. the place where a story takes place

A_____ B_________ M___ C________ F______ S______

1. a person who writes a book

2 Choose the correct forms of the verbs in brackets.

It was summer and Sinéad (1) thought / was thinking about her summer holidays when her friend Orla (2) rang / was ringing. Sinéad (3) invited / was inviting Orla to go on holiday with her. They really (4) wanted / were wanting to leave Dublin for a week and go camping.

Sinéad and Orla (5) decided / were deciding to go to Connemara, in the west of Ireland. The bus ride (6) took / was taking five hours. While Sinéad (7) read / was reading her book on her Kindle Orla (8) listened / was listening to traditional Irish music on her mobile phone. The bus (9) stopped / was stopping. The girls had finally arrived in Connemara.

ÉC

They walked to their campsite. While they (10) put / were putting up their tent it suddenly (11) started / was starting raining. The rain didn't stop for the next three days. Sinéad finished her book and Orla listened to all of her music. While they (12) had / were having breakfast they (13) decided / were deciding to go home. They girls were feeling sad and bored. In the end, they decided that they were city girls and (14) fled / were fleeing back to Dublin.

3 Fill in the blanks with the correct relative pronouns (who, which, when, where and why).

1. Colm Tóibín is an Irish writer … believes that the saddest stories are about the time … people left Ireland and never returned. 2. Gulliver's Travels is a book … is considered to be for children but everyone can enjoy. 3. Dublin is the place … "Bloomsday" takes place on 16th June. 4. Dublin is a beautiful city … you can see The Book of Kells. 5. Lots of rain is the reason … Ireland is so green. 6. Frank McCourt is an Irish author … wrote Angela's Ashes.

4 Choose the correct verb forms – active or passive. The Book of Kells (1) created / was created around 800 A.D. in a monastery in Ireland. It (2) wrote / was written by Celtic monks. The book (3) contains / is contained many beautiful images and religious texts. The Book of Kells (4) didn't finish / wasn't finished. It (5) gave / was given to Trinity College in Dublin in 1661 where you can (6) see / be seen it today.

144 • a hundred and forty-four

Précis grammatical Unit 3

LOL

prefer

comedy

1 Use these words to complete the questions. Then write your answers to the questions. laugh

1. What makes you … ? 2. What sort of jokes do you … ? 3. What's your favourite … show or film?

2 Choose the correct words to complete the dialogue. already

laughing

funny

just

yet

Beth Why are you (1) … ? Justin I've (2) … seen a very (3) … episode of Mr. Bean. Oh, really? Which one? Beth Justin The one where he goes to the dentist. Beth Oh, I haven't seen that one (4) … . Justin Have you seen the one where he takes an exam? Beth Yes, I've (5) … seen that one. It's fantastic. 1. 2. 3. 4. 5. 6.

ÉC

3 Complete the sentences using in order to or so that.

Elderly people do laugh therapy … improve their health. On Red Nose Day, celebrities do funny things on TV … make money for charities. Clowns without Borders was created … people in conflict zones can laugh, too. The charity Comic Relief was started … people in Ethiopia can have food to eat. People wear red clown noses on Red Nose Day … raise money for charities. Doctors tell people to start laugh therapy … they can relax more.

4 Complete the sentences using for or to.

On April Fool's Day people play tricks on each other … fun. When people make puns, they use language … make jokes. Eric reads comics … enjoy himself. Laugh therapy is good … everyone.

1. 2. 3. 4.

5 Complete each sentence with the correct form of the verb in brackets. Use be going to + verb or will + verb. Sometimes both options are correct. 1. On April Fool's Day we … (make) a prank call to my cousin. 2. Red Nose Day … (be) a success again this year. 3. Laugh therapy … (become) more popular in the future. 4. I … (see) the new Mr. Bean film this weekend at the cinema. 5. Clowns without Borders … (make) a lot of sad children laugh. 6. Calvin & Hobbes … (be) popular in the future.

a hundred and forty-five • 145

Précis grammatical Unit 4

Jobs

1 Match the half sentences. a. works with kids in a school. b. drives a car all day or night. c. looks after children. d. works with animals. e. works at sports events. f. delivers the newspaper. g. serves the food in a restaurant.

1. A dog walker 2. A kindergarten teacher 3. A waiter or waitress 4. A sports referee 5. A paperboy 6. A babysitter 7. A taxi driver

2 George wants a summer job as an adventure camp monitor. Read the interview between Terry (the camp manager) and George, and put the words into the correct spaces. never

have

already

haven't

job

lifeguard

kids

ever (x2)

done

ÉC

Terry Good afternoon, George. George Hello. I'm interested in the adventure camp monitor (1) … . Okay. Have you (2) … worked as an adventure camp monitor? Terry George No, I've (3) … worked at a summer camp before. But I have (4) … worked as a babysitter. Terry Okay, so you have worked with (5) … before. That's good. And have you ever (6) … any adventure sports? George Yes, I (7) … . I love hiking and surfing, and I'm a (8) … . That's perfect. Have you (9) … been to Hawaii? Terry George No, I (10) … . Would you like to? The job is yours! Terry

3 George accepts the job and Terry tells him what he will have to do. Write the sentences.

1. (look after children in the ocean) 2. (work well in a team) 3. (be very responsible)

4. (smile a lot) 5. (speak English with the kids)

4 Complete the sentences with the correct forms of the verbs. 1. 2. 3. 4. 5. 6. 7. 8. 9.

If you … (be) a waiter, you would serve food in a restaurant. If we … (travel) to Cambridge, we would go to a rowing event. Christine wouldn't be a dog walker if she … (not/like) dogs. If I … (go) to Yale, I would study Literature. Vince would be really happy if he … (get) the paperboy job. If Mark … (win) a trip to Harvard, he would go in the autumn. Lori wouldn't have any money for the summer if she … (not/work) as a babysitter. Sally would spend a lot of time at the beach if she … (work) as a lifeguard. What would you do if you … (have) to work nights and sleep days?

146 • a hundred and forty-six

Précis grammatical Unit 5

Let's go to Frisco!

are true for you. search engine

the net

headquarters

emails

upload

Do you know where Facebook's … is located? What is the most popular … in the world? Do you know how to … a video onto YouTube? How do you use … for homework? Do you ever … films? How many … do you send every week?

1. 2. 3. 4. 5. 6.

download

1 Put the correct words into the sentences. Then answer the questions so they

2 Choose the correct verbs – past simple or past perfect.

ÉC

Cesar Chavez (1) was / had been an American migrant farm worker and activist who co-founded the United Farmworkers Union. Until Chavez, no one (2) created / had created an organisation to help migrant farm workers. When Chavez (3) was / had been a child, his family moved to California to work on farms. Before moving to California, his father (4) owned / had owned a small shop in Arizona which the family (5) lost / had lost during the Great Depression. In California, the family (6) worked / had worked very hard picking fruit and vegetables, and (7) had / had had almost no rights. This new life (8) was / had been much harder than when they (9) owned / had owned a shop. Chavez (10) continued / had continued working as a migrant farmer until 1952. Later, he (11) fought / had fought for migrant farmers' rights until his death in 1993. Today, Cesar Chavez's birthday, March 31st, is celebrated as a holiday in California.

3 Rewrite the sentences using may/must + have + past participle. I am sure Cesar Chavez was a dedicated man. Maybe migrant farm workers in California had a difficult life. I am sure that Chavez's family were proud of him. Maybe Chavez influenced other activists. I am sure Chavez made many migrant farmers happy. Maybe Chavez had some problems with the farm owners.

1. 2. 3. 4. 5. 6.

4 Write the correct forms of the verbs. Use modals. 1. If Cesar Chavez … (not fight) so hard, migrant farmers … (not gain) so many rights. 2. If James Wilson Marshall … (not find) gold, California … (not be called) The Golden State. 3. If Jimi Hendrix … (not perform) at the Monterey Festival, he … (not turn) into a star overnight. 4. If Steve Jobs … (not be) born, no one … (not create) an iPhone.

a hundred and forty-seven • 147

Précis grammatical Unit 6

Best friends 4ever

1. G_N_R__S 2. SYMP_TH_T_C 3. L_Y_L 4. S_NC_R_

1 Complete these positive adjectives with a, e, i, o and u.

Now complete the sentences with one of the words above.

Someone who never lies to you is … Someone who always supports you is … Someone who always shares what they have with you is … Someone who shows that he/she understands and cares about you is …

1. 2. 3. 4.

2 Rewrite each sentence using the structure expect somebody to do something. 1. 2. 3. 4.

Your parents think you should study more. The coach believes his team should win the match. I think my friends should help me when I need it. People think India will beat Pakistan in cricket this year.

"I go out with friends every Friday." He said that... "Josh saw Michelle at the disco." He told us that Josh... "I've never been to Rome." She said that... "I'll take your books back." My father said that... "We are going to stay in a hotel." They told us that... "You can borrow my bike." He said that I... "Donald, have you seen Gravity?" I... "Fiona, can you swim?" I... "Ron, I have to go." I...

1. 2. 3. 4. 5. 6. 7. 8. 9.

ÉC

3 Rewrite the direct speech as reported speech (discours indirect).

4 Match the sentences.

1. I failed my History exam. 2. Andrew told everyone my secrets. 3. Sarah didn't help me when I needed her to. 4. I have no money for the Bruno Mars concert. 5. My parents read my Facebook posts last night. 6. I have nothing to wear to Dana's party. 7. I have five exams this week. 8. I lost my mobile phone at the beach.

148 • a hundred and forty-eight

a. I shouldn't have told him everything about me. b. I wish I didn't have to study so much. c. I wish I had signed out of my account. d. I wish I had studied more. e. I wish I could count on her more. f. I should have been more careful with it. g. I wish I had some new jeans. h. I should have saved more.

Précis grammatical Unit 7

Portraying Australia

two years

New Year's Day

last summer

at least 15 years

20 01

1 Put the vocabulary in the correct column: for or since. a while

my last bir thday

a long time

June

since

for

all my life

the last two weeeks

half an hour

ÉC

2 Complete the sentences with verbs in the present perfect with be + V-ing and for or since. 1. Martha … (live) in Melbourne … 2005. 2. Philippe … (study) in Sydney … the last two weeks. 3. The Aborigines … (paint) the Ancestor Spirits … at least the last 40,000 years. 4. Matthew … (play) the didgeridoo … last summer. 5. We … (travel) around Australia … a month. 6. People … (surf) in Australia … a long time.

3 Put used to or would in the following sentences. In some cases both are possible. Martha … love living in Melbourne but now she wants to move to Sydney. When Vince was a child he … go trekking in the outback every summer. I … surf at Bondi Beach until I saw a shark there. People didn't … collect Aboriginal art but now they do. Every summer we went on holiday to Perth and we … spend two weeks there. Sarah … hate going to festivals but now she really enjoys it.

1. 2. 3. 4. 5. 6.

4 Write the correct forms of the verbs in the spaces. get

wear

think

eat

celebrate

drive

have

move

When I was 15, my father (1) … a new job in Sydney and the whole family (2) … there. I (3) … I was going to hate it, but in the end I got used to it. There were a lot of differences between Sydney and home. First of all, my parents had to get used to (4) … on the left side of the road! Then we had to get used to (5) … Christmas in summer. I never got used to (6) … Australian food. I also had to get used to (7) … a school uniform, which I didn't like very much. I very quickly got used to (8) … such beautiful warm weather, though.

a hundred and forty-nine • 149

Précis grammatical Unit 8

All's well that ends well

1 Write the vowels to complete the adjectives. Then match them to the opposite adjectives. 4. _NN_C_NT

7. C_LM

2. B___T_F_L

5. J_YF_L

8. F__R

3. K_ND

6. H_RML_SS

a) cruel

b) wicked

e) fearful

f) guilty

1. BR_V_

c) anxious

d) sad

g) ugly

h) dangerous

word is possible. however

yet

2 Use the correct word from the boxes to complete the sentences. In some cases, more than one though

although

ÉC

1. Shakespeare wrote his plays for the Globe Theatre a long time ago, and … they are still performed today. 2. The theatre was closed in 1642 by the Puritans. …, it was later rebuilt on the same spot. 3. Women could go to see plays … they were not allowed to act. 4. Cock-fighting was a popular form of entertainment in those times … today it is forbidden. 5. He describes her flaws, he loves her … . 6. … Romeo loves her too, their marriage is impossible because their parents are totally opposed to it. 7. They are like two identical cherries, and …, one is more appealing to man than the other.

3 Join the two sentences using whose.

Hamlet is a prince. His father is dead. Macbeth is a Scottish general. His wife goes mad. Juliet is a girl. Her family is fighting with her boyfriend's family. Shakespeare was a writer. His plays are still meaningful today.

1. 2. 3. 4.

4 Complete the sentences using when or while. 1. 2. 3. 4. 5. 6. 7.

… their families were quarrelling, they got married in secret. We'll talk to her … she gets back. You can rest a little … I have a shower. … he was talking, she ran away. I was in the shower … you phoned; sorry. We want you to look after your sister … we're visiting grandma in hospital. Please remain silent … we're filming.

150 • a hundred and fifty

Glossaire ANGLAIS-FRANÇAIS

Abréviations : adj. adjectif ; adv. adverbe ; conj. conjonction ; excl. exclamation ; expr. expression ; fam. familier ; loc. locution; n. nom ; prép. préposition; pron. pronom ; v. verbe ; v. irrég. verbe irrégulier ; onomat. onomatopée.

ÉC

a bunch of (loc.) un groupe, (fam.) tas de, bouquet a long time ago (loc.) il y a longtemps a lot of (prép.) beaucoup de a pair of (loc.) deux a shoulder to cry on (expr.) une épaule pour pleurer Aboriginal (adj.) aborigène Aborigine (nom) aborigène abroad (adv.) à l’étranger absolutely (adv.) absolument absurd (adj.) absurde accidentally (adv.) accidentellement account (nom) compte (en banque) achieve (v.) réussir achievement (nom) réussite across (prép.) à travers act out (v.) jouer (un rôle) acting (nom) jeu (au théâtre) activist (nom) militant actor, actress (nom) acteur, actrice ad (nom) pub(licité) add (v.) ajouter advice (nom) conseil after (prép.) après/d’après against (prép.) contre agree (v.) être d’accord aim (nom) but ; (v.) viser aircraft (nom) avion aisle (nom) allée (théâtre / transport) allow (v.) autoriser almost (adv.) presque also (adv.) aussi amazing (adj.) génial, super amnesia (nom) amnésie among (prép.) parmi

amount (nom) montant, somme anonymously (adv.) anonymement anthem (nom) hymne (national) anxious (adj.) anxieux anywhere (adv.) n’importe où apologise (v.) s’excuser applicant (nom) candidat apply for (v.) poser sa candidature approach (v.) approcher arrange (v.) organiser as many as (adv.) autant de… que as soon as (conj.) dès que ask (v.) demander at least (adv.) au moins attend (v.) assister à attendant (nom) vendeur, serveur award (nom) récompense, prix awesome (adj.) (fam.) génial, super awful (adj.) affreux, horrible

baseball cap (nom) casquette de baseball basis (nom) base bay (nom) baie (mer) be cut out for something (v. irrég.) être fait pour qqch be determined to (v.) être déterminé à be in charge (v.) avoir la charge de be mistaken (v. irrég.) se tromper, faire erreur be over (v. irrég.) être fini, être terminé be part of (v. irrég.) faire partie de be polite (v. irrég.) être poli be said to be (expr.) on dit que be sorry (v. irrég.) être désolé be unable to do something (v. irrég.) être incapable de faire qqch beach goer (nom) promeneur sur la plage, se dit d'une personne qui aime aller à la plage bead (nom) perle bear-baiting (expr.) combat d’ours beat (v. irrég.) battre beauty (nom) beauté become (v. irrég.) devenir beginning (nom) début behaviour (nom) comportement beige (adj.) beige believe (v.) croire bench (nom) banc bend (v. irrég.) courber beneath (prép.) sous benefit (profit from) (v.) profiter besides (adv.) aussi, de plus best (adj.) meilleur ; (adv.) mieux bestseller (nom) bestseller bet (v. irrég.) parier betray (v.) trahir

babysitter (nom) baby-sitter bad-boy attitude (expr.) mauvais genre badly (adv.) très, gravement baggy jeans (nom) jean baggy ballad (nom) chanson, ballade ballistic missil (nom) missile balistique ban (v.) exclusion; bannir band (nom) groupe (musique), bande bang (nom) détonation, boum barbed wire (nom) fil de fer barbelé barely (adv.) à peine barrier (nom) barrière

a hundred and fifty-one • 151

Glossaire ANGLAIS-FRANÇAIS

cabin (nom) cabine call by (v.) passer (chez qqn) card games (nom) jeu de cartes careful (adj.) qui fait attention careless (adj.) qui ne fait pas attention carpenter (adj.) menuisier cartoonist (adj.) dessinateur de BD carve (v.) sculpter, tailler carving (adj.) sculpture, gravure cash register (adj.) caisse enregistreuse cast (nom); (v. irrég.) distribution [théâtre]; lancer, mouler catchy (adj.) accrocheur catsuit (nom) combinaison catwalk (nom) podium, passerelle causeway (nom) chaussée Celtic (adj.) celte chalky (adj.) crayeux challenge (v.) défier character (nom) personnage charisma (nom) charisme charity (nom) association caritative cheat (v.) tricher check (v.) vérifier checked (adj.) à carreaux (vêtements) cheek (nom) joue, culot cheerful (adj.) gai, jovial cheerleader (nom) pom-pom girl chess (nom) (jeu d’)échecs childhood (nom) enfance choose (v. irrég.) choisir citizen (nom) citoyen cityscape (nom) paysage urbain claim (v.) réclamer class (nom) classe classmate (nom) camarade de classe classy (nom) élégant clergyman (nom) pasteur, curé, prêtre

SP 152 • a hundred and fifty-two

cliff (nom) falaise clockwork (nom) mécanisme d’horlogerie closely (adv.) de près, intimement clothes (n.) vêtements clown (nom) clown coach (nom) voiture à cheval, diligence; entraineur cockles (nom) coques (fruits de mer) cockney speaking (nom) parler cockney coloured hair dye (nom) teinture capillaire come back (v. irrég.) revenir comer, a newcomer (nom) arrivant comfortable (adj.) confortable compass (nom) boussole conceal (v.) dissimuler concertation (nom) dialogue, consultation conclude (v.) conclure conscientious (adj.) consciencieux contest (nom); (v.) concours; contester convincingly (adj.) de manière convaincante cook (v.) cuisiner, faire cuire cool (adj.) frais, cool cope (v.) faire face corset (nom) cordage, corset cotton (nom) coton count on someone (v.) compter sur qqn countryside (nom) campagne couple (nom) couple cover (nom); (v.) couverture; couvrir cow (nom) vache cowboy (nom) cowboy cradle (nom) berceau crew (nom) équipage criticise (v.) critiquer cross (pl. crosses) (nom) croix crossroad (nom) carrefour

ÉC

beyond (adv.) au-delà Big Apple (nom) surnom de New York City birth (nom) naissance birthplace (nom) lieu de naissance black (adj.) noir black-coloured top (nom) haut noir blood stream (nom) flux sanguin, circulation du sang blue-eyed (adj.) aux yeux bleus blurb (nom) texte de présentation boil (v.) bouillir bond (nom) lien boots (nom) bottes border (nom) frontière, bord bored (adj.) qui s’ennuie born and bred (adj.) né et élevé borrow (v.) emprunter both (adj.); (pron.); (adv.) (tous) (les) deux bowl (nom) bol, coupe boy (nom) garçon brain (nom) cerveau breast (nom) poitrine brief (adj.) bref ; (v.) donner des consignes brighter (adj.) plus brillant/clair bring (v. irrég.) apporter broad (adj.) large brown (adj.) marron, brun bubble (nom) bulle bullet belt (nom) cartouchière burst (v. irrég.) éclater businessman/woman (nom) homme/femme d’affaires buy (v. irrég.) acheter buzz (nom) buzz by heart (loc.) par cœur by word of mouth (expr.) de bouche à oreille

Glossaire ANGLAIS-FRANÇAIS

each (adj.); (pron.); (adv.) chaque; chacun; chacune each other (pron.) l’un l’autre, mutuellement, réciproquement earn (v.) gagner (de l'argent) easily (adv.) facilement echoe (v.) faire écho eco-friendly (adj.) écologique elderly (adj.) âgé elegant (adj.) élégant embellished (adj.) embelli enough (adv.) assez environmental harm (nom) dégâts envitonnementaux essential (adj.) essentiel ever before (adv.) jamais (auparavant) everyday (adv.) tous les jours exchange (nom); (v.) change, échange; changer, échanger excitement (nom) excitation exhausted (adj.) épuisé exhibit (v.) montrer, exposer explain (v.) expliquer explode (v.) exploser eye (nom) œil

ÉC

dark (adj.) sombre dawn (nom) aube dear (adj.) cher decade (nom) décennie delight (nom) délice depict (v.) décrire, dépeindre describe (v.) décrire destroy (v.) détruire development (nom) développement diaper (nom) couche (de bébé) dice (nom) dés die (v.) mourir; (nom) un dé dig up (v. irrég.) déterrer disagree (v.) ne pas être d’accord disappoint (v.) décevoir discover (v.) découvrir discuss (v.) discuter disguise (nom) déguisement dishwasher (nom) personne qui fait la vaisselle en tant que travail disloyal (adj.) déloyal disperse (v.) disperser dive (v. irrég.) plonger downwards (adv.) vers le bas drama (nom) tragédie, pièce de théâtre drawer (nom) tiroir drawing (nom) dessin dress (v.) habiller

fabric (nom) tissu face (nom); (v.) visage; faire face fact (nom) fait fade (v.) décroître fair (adj.); (nom) clair; foire faith (nom) foi fake (adj.) factice fall (nom) automne (US); (v. irrég.) tomber fall asleep (v. irrég.) s’endormir fall in love (v. irrég.) tomber amoureux fall over (v. irrég.) tomber (par terre) famous (adj.) célèbre fancy (v.) avoir envie de, plaire; (adj.) élaboré, coloré fancy dress party (nom) fête costumée fashion designer (nom) créateur de mode fateful (adj.) fatidique fearful (adj.) apeuré feather (nom) plume feature (nom) trait (du visage) feed (v. irrég.) nourrir fence (nom) clôture fiction (nom) fiction fictional (nom) de fiction fiddle (nom) violon field (nom) champ fierce (adj.) féroce fight against (v. irrég.) combattre fill up (v.) remplir film script (nom) scénario de film find (v. irrég.) trouver find out (v. irrég.) découvrir finish (v.) finir first-ever (nom) tout premier fist (nom) poing fit (v. irrég.) convenir flap (v.) claquer [au vent]

dress code (nom) code vestimentaire dress up (v.) bien s’habiller, se déguiser duchess (nom) duchesse dull (adj.) ennuyeux, fade dummy (nom); (adj.) sucette, mannequin; crétin, factice dun (adj.) brun

crowd (nom) foule cue (nom) réplique, signal culminate (v.) culminer cultivated (adj.) cultivé cultural icon (nom) icône culturelle curiosity (nom) curiosité curly (adj.) bouclé current (adj.) actuel cut down (v. irrég.) réduire

a hundred and fifty-three • 153

Glossaire ANGLAIS-FRANÇAIS

IM h

hair (nom) cheveux ham (nom) jambon handbag (nom) sac à main hang out (v. irrég.) traîner happen (v.) arriver, se produire hard times (nom) moments difficiles hard-working (adj.) travailleur hardcore punk music (nom) musique punk hardcore hare (nom) lièvre harsh (adj.) dur had better (v. irrég.) faire mieux de, avoir intérêt à head (nom) tête hear (v.) entendre heartbreak (nom) peine de cœur, chagrin d’amour

Gaelic (adj.) gaélique (d'Irlande ou d'Écosse) gang leader (nom) chef de gang gap (nom) espace, intervalle, fossé garden fork (nom) fourche gather (v.) rassembler geek (nom) geek geological (adj.) géologique get mesmerized (v. irrég.) être fasciné gift (nom) cadeau, don give advice (v. irrég.) conseiller glass-bottomed (adj.) au fond de verre glimpse (v.) entrevoir gloomy (adj.) sombre, lugubre go further (v. irrég.) aller plus loin gold nugget (nom) pépite d’or gold-seeker (nom) chercheur d’or goldfish (nom) poisson rouge 154 • a hundred and fifty-four

heavily (adv.) lourdement helper (nom) assistant helpful (adj.) pratique, serviable here we go! (expr.) allons-y ! voilà ! high heels (nom) talons hauts high society (nom) haute société high time (nom) grand temps hike (v.) randonner hilarious (adj.) hilarant hill climbing (nom) escalade; randonnée de basse montagne hire (v.) louer, embaucher hole (nom) trou holiday resort (nom) complexe touristique hooded sweatshirt (nom) sweat à capuche hoodie (nom) (fam.) sweat à capuche hope (v.) (n.) espérer, espoir (be) hopeful (adj.) espérer horse riding (nom) équitation housewife (nom) femme d'intérieur, femme au foyer hug (v.) serrer dans ses bras hang up on someone (v. irrég.) raccrocher au nez

good looking (adj.) beau, séduisant good-natured (adj.) qui a bon caractère gorgeous (adj.) superbe, splendide gosh! (excl.) ça alors, mon dieu ! Goth (nom); (adj.) gothique (mode) grade (nom) note (scolaire) (US) grant (v.) accorder great-grandparents (nom) arrièregrands-parents greatest (adj.) le plus grand grey (adj.) gris grief (nom) chagrin, deuil groovy (adj.) branché, super grow up (v. irrég.) grandir grunge (adj.) grunge guess (v.) deviner gummy worm (nom) bonbon gélifié en forme de ver gym (nom) gymnase, salle de sport

ÉC

flaw (nom) défaut flee (v. irrég.) fuir flip-flops (nom) claquettes, tongs flit (flitted) (v.) voleter floor (nom) sol flowery (adj.) fleuri flyer (nom) prospectus follower (nom) partisan, disciple forefront (nom) première ligne forehead (nom) front (visage) former (adj.) ancien, précédent founder (nom) fondateur free-spirited (adj.) indépendant frighten (v.) faire peur frightened (adj.) effrayé fringe (nom) frange, marge from (prép.) de fuel (v.) alimenter full-time (adv.) à plein temps funny (adj.) drôle

I don’t care (loc.) ça m’est égal, je m’en fiche I don’t mind (loc.) ça m’est égal, peu importe iconic (adj.) emblématique ill-fated lovers (nom) amants maudits imagine (v.) imaginer impressed (adj.) impressionné improve (v.) améliorer in fact (adv.) en réalité in my opinion (expr.) d’après moi

Glossaire ANGLAIS-FRANÇAIS

lack (nom); (v.) manque; manquer lamppost (nom) lampadaire land (nom); (v.) pays; atterrir landmark (nom) monument, repère landscape (nom) paysage large (adj.) large, grand last (adj.) dernier last (v.) durer laugh (v.) rire laughter (nom) rire launch (v.) lancer, donner le coup d'envoi lawn (nom) pelouse layout (nom) disposition, plan lead role (nom) rôle principal leader (nom) leader, chef leadership (nom) leadership leather jacket (nom) veste en cuir leg (nom) jambe, pied (d'une table) legging (nom) legging, caleçon leisure (nom) loisir lie (v.) mentir life simulation (nom) simulation de vie lighter (nom) briquet linen (nom) lin lip (nom) lèvre lipstick (nom) rouge à lèvres listen to (v.) écouter little one (nom) enfant lively (adj.) vivant, gai lonely (adj.) solitaire long-sleeved (adj.) à manches longues look (nom) look, allure look after (v.) s’occuper de look forward to (v.) avoir hâte de

jaw (nom) mâchoire Jewish (adj.) juif job offer (nom) offre d’emploi jog (v.) faire du jogging jogger (nom) personne qui fait du jogging joke (nom) blague jot down (v.) prendre des notes joy of life (nom) joie de vivre jumper (nom) sweater, pullover Just For Laughs (nom) festival de comédie just-got-out-of-a-coffin look (nom) air de déterré

keep calm (v. irrég.) rester calme keep fit (v. irrég.) rester en forme killer red mules (nom) mules rouge sang kneel (v.) s’agenouiller

loose (adj., v.) lâche, ample loudly (adv.) fort lovely (adj.) adorable lullaby (nom) berceuse

main character (nom) personnage principal mainly (adv.) surtout mainstream (adj.) courant, grand public major (adj.) considérable, majeur make sure (v. irrég.) s'assurer make-up (nom) maquillage make up (v. irrég.) inventer man (nom) homme manage (v.) gérer map (nom) carte marry (v.) épouser marshmallow (nom) guimauve mass (nom) masse, messe match (nom); (v.) match; assortir mate (nom) copain material (adj., nom) matériel maverick (nom) dissident, non conformiste melting pot (nom) melting pot, creuset mend (v.) réparer merciless (adj.) cruel, sans merci midday (nom) midi middle-class (adj.) bourgeois, de la classe moyenne mild (adj.) doux, tiède millitary jacket (nom) veste militaire mime (v.) mimer mistake (nom) erreur mistress (nom) maîtresse, amante mix (v.) mélanger mob attack (nom) attaque de la foule

knickers (nom) culotte (fam.); pants knight (nom) chevalier knock (v.) frapper

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in the end (adv.) finalement indeed (adv.) en effet, vraiment infamous (adj.) tristement célèbre, infâme influential (adj.) influent inhabitant (nom) habitant innovative (adj.) innovant instead of (adv.) au lieu de interviewee (nom) personne interviewée intimacy (nom) intimité into (prép.) dans, en invite (v.) inviter Irish (n.); (adj.) Irlandais; irlandais it’s your turn! (expr.) à ton tour ! item (nom) entrée (dans une liste)

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Glossaire ANGLAIS-FRANÇAIS

IM o

odd (adj.) étrange often (adv.) souvent old-fashioned (adj.) vieux jeu, démodé on the air (adv.) à l’antenne once (adv.) une fois once upon a time (loc.) il était une fois onto (prép.) sur operator (nom) agent, employé ought to (v. irrég.) devoir ourselves (pron.) nous-mêmes outback (nom) la brousse australienne outgoing (adj.) extraverti, ouvert outlet (nom) débouché, sortie outstanding (adj.) exceptionnel oven (nom) four over antiquated (adj.) ultra vieillot overcoat (nom) pardessus overcome (v. irrég.) surmonter own (v.) posséder owner (nom) propriétaire

name (nom) nom narrow-minded (adj.) borné nasty (adj.) méchant nearest (adj.) le plus proche neck (nom) cou necklace (nom) collier neighborhood (nom) (US) voisinage, quartier neighbourhood (nom) (UK) voisinage, quartier nervously (adv.) nerveusement newly-coined word (nom) néologisme news report (nom) infos (à la télévision) newspaper quote (nom) citation du journal next (adj.) prochain

156 • a hundred and fifty-six

pants (nom) (US) pantalon panty (nom) culotte paparazzi (nom) paparazzi parrot (nom) perroquet part-time job (nom) travail à temps partiel pass on (v.) transmettre patch things up (v.) réconcilier pattern (nom) motif, modèle peel (v.) peler, éplucher perform (v.) jouer (spectacle) perhaps (adv.) peut-être period (nom) période pet (nom) animal de compagnie photographer (nom) photographe pick up (v.) ramasser, cueillir picture (nom) tableau, image piece of paper (nom) morceau de papier pit (nom) puits plain (adj.) simple, uni plastic dog doo (nom) crotte de chien en plastique play (v.) jouer (théâtre) playwright (nom) dramaturge plot (nom) intrigue plus-size clothing (nom) vêtement de grande taille pocket (nom) poche poetry (nom) poésie pom-pom (nom) pompon pond (nom) mare poodle (nom) caniche pool (nom) piscine poor (adj.) pauvre popular (adj.) populaire, célèbre poverty (nom) pauvreté prank (nom) farce, canular preface (nom) préface proceed (v.) procéder profile (nom) profil proper (nom) correct pros and cons (expr.) le pour et le contre prospector (nom) chercheur d’or

nice (adj.) gentil, beau/belle nigthmare (nom) cauchemar Nobel Prize (nom) Prix Nobel noble (adj.) noble noise (nom) bruit nose (nom) nez nosy (adj.) trop curieux, fouineur novel (nom) roman now and then (adv.) de temps en temps

ÉC

mobile phone (nom) téléphone portable model (nom) modèle, mannequin modern (adj.) moderne money-raising (adj.) qui permet de collecter des fonds monk (nom) moine monkey (nom) singe most (adv.) la plupart de move back (v.) reculer muppet (nom) marionnette du Muppet Show musical fashion trend (nom) tendance musicale mussel (nom) moule (fruit de mer) must (v. irrég.) devoir must-dos (nom) ce qu’il faut faire absolument must-have (nom) ce qu’il faut avoir absolument muzzle (nom) muselière myself (pron.) moi-même myth (nom) mythe

painkiller (nom) antalgique painter (nom) peintre pan (v.) tamiser (de l’or)

Glossaire ANGLAIS-FRANÇAIS

race (nom) race, course radio report (nom) reportage radio railroad (nom) voie de chemin de fer rainy (adj.) pluvieux raise (v.) élever rarely (adv.) rarement rather (adv.) plutôt ravage (v.) ravager react (v.) réagir realise (v.) prendre conscience recommend (v.) recommander record player (nom) platine (pour disques) recruiter (nom) recruteur referee (nom) arbitre refugee camp (nom) camp de réfugiés regardless (adv.) quel que soit regret (v.) regretter

save (v.) sauver, conserver sawmill (nom) scierie say (v.) dire scared (adj.) effrayé scared to death (adj.) mort de peur scarf (nom) écharpe scary (adj.) effrayant schedule (nom) programme, horaire Scottish (nom); (adj.) Écossais; écossais scrap of paper (nom) bout de papier scratch (nom) égratignure screenshot (nom) capture d’écran scriptwriter (nom) auteur de script sea (nom) mer seat (nom) siège see you soon (expr.) à bientôt seek (v.) rechercher self-taught artist (nom) artiste autodidacte send off (v. irrég.) envoyer senior (adj.) sénior, plus âgé sense (nom); (v.) sens; sentir separately (adv.) séparément sequel (nom) suite (livre, film) set out (v. irrég.) partir, entreprendre setting (nom) cadre, arrangement settlement (nom) colonie, implantation several (adj.) plusieurs shape (nom) forme shiny (adj.) brillant ship captain (nom) capitaine de navire shoot (v. irrég.) tourner, filmer short story (nom) nouvelle (littéraire) short-sleeved (adj.) à manches courtes shortly (adv.) sous peu should (v. irrég.) devoir show (v.) montrer

ÉC

question (nom); (v.) question; questionner quickly (adv.) rapidement quite (adv.) assez, plutôt

rehearse (v.) répéter (théâtre) relative (nom); (adj.) de la famille; relatif release (v.) sortir, relâcher reliable (adj.) fiable relief (nom) soulagement, aide rent out (v. irrég.) louer (à) report (v.) rapporter reproach (nom) reprocher researcher (nom) chercheur respectively (adv.) respectivement return (v.) retourner reveal (v.) révéler revenge (nom) vengeance revolve (v.) tourner rich (adj.) riche ring (v. irrég.) sonner ripped jeans (nom) jean déchiré rivalry (nom) rivalité riverbed (nom) lit d’un cours d’eau roast (v.) rôtir roast potatoes (nom) pommes de terre rôties roll-neck sweater (nom) pull à col roulé row (nom); (v.) rang, dispute; ramer rowing machine (nom) rameur rubber bracelet (nom) bracelet de caoutchouc rude (nom) grossier, mal poli rule (nom) règle (loi) ruler (nom) règle (objet) run away (v. irrég.) se sauver; fuguer rundown (adj.) délabré running water (nom) eau courante

publish (v.) publier pull a fast one on someone (v.) duper, rouler dans la farine punch (v.) donner un coup de poing punk (adj.) punk pupil (nom) élève purely (adv.) purement purifier (nom) purificateur purse (nom) porte-monnaie put on make-up (v.) se maquiller

satire (nom) satire satirise (v.) faire la satire de satirist (nom) satiriste (spectacle)

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Glossaire ANGLAIS-FRANÇAIS

take orders (v. irrég.) prendre une commande take part (v. irrég.) prendre part take place (v. irrég.) prendre place take to one’s legs (v. irrég.) se sauver; déguerpir tale (nom) récit, conte talk about (v.) parler de talk to you soon (expr.) à bientôt tall (adj.) grand, haut tank top (UK) (nom) débardeur target (nom) cible tear up (v. irrég.) déchirer tease (v.) taquiner teenager (nom) adolescent Telethon (nom) Téléthon term (nom) terme terrify (v.) terrifier texture (nom) texture thanks to (adv.) grâce à theft (nom) vol (d’objets) think (v. irrég.) penser thorn (nom) épine thought bubble (nom) bulle de pensée (BD) thought-provoking (adj.) qui fait réfléchir through (prép.) à travers throw (v. irrég.) lancer thus (adv.) par conséquent tie (nom) cravate tie-dyed T-shirt (nom) T-shirt teint tight (adj.) étroit

SP 158 • a hundred and fifty-eight

sunglasses (nom) lunettes de soleil suntanned (adj.) bronzé super (adj.) (fam.) super, génial surf (nom) surf survey (v.) enquête, étude sweater (nom) pull swoon (v.) se pâmer d’admiration

stairs (nom) escalier stamp (nom) timbre postal stand (v. irrég.) se tenir debout stanza (nom) strophe star-crossed (adj.) maudit start (nom) début statement (nom) déclaration stay up (v. irrég.) rester debout, veiller steamboat (nom) bateau à vapeur stereotype (nom) stéréotype stick (nom) bâton; (v. irrég.) coller, coincer stick out (v. irrég.) ressortir stone (nom) pierre storytelling (nom) narration stout (adj.) corpulent, robuste strapless dress (nom) robe sans bretelles, robe bustier stream (nom) ruisseau stress (v.) stresser, souligner stretch (oneself) out (v.) s’étirer strike (nom); (v. irrég.) grève; frapper striped (adj.) à rayures stubbornly (adv.) obstinément studded clothing (nom) vêtements cloutés stuff (nom) chose, truc style (nom) style stylish (adj.) stylé subject (nom) sujet suburban (nom) de banlieue, banlieusard successful (adj.) qui a du succès such (adj.) tel such a (adj.) pareil, tel such as (prép.) comme, tel que suddenly (adv.) soudainement suggest (v.) suggérer suggestion (nom) suggestion suit (nom) costume suit (v.) convenir sum up (v.) résumer summertime (nom) été

ÉC

shy (adj.) timide shyness (nom) timidité sigh (v.) soupirer silk (nom) soie silly (adj.) stupide similar (adj.) similaire singer (nom) chanteur sitcom (nom) série TV size (nom) taille skill (nom) compétence skirt (nom) jupe slave (nom) esclave slavery (nom) esclavage sleeveless top (UK) (nom) haut sans manches slide (nom) diapositive slim-cut (nom) coupe moulante smell (nom) odeur, odorat smile (v.) sourire smoke (nom); (v.) fumée; fumer sneakers (nom) (US) baskets so (adv.) si so-called (adj.) soi-disant social position (nom) statut social soldier (nom) soldat something else (pron.) quelque chose d’autre son (nom) fils sorrow (nom) chagrin sorrowful (adj.) affligé, attristé sort of (adv.) plus ou moins soundtrack (nom) bande-son speak (v. irrég.) parler spectator (nom) spectateur speech bubble (nom) bulle (BD) spellcheck (nom) vérification orthographique spiky (nom) pointu split (adj.) scindé spoof (nom) parodie, canular spread (v. irrég.) étaler, répandre spy (v.) espionner stab (v.) poignarder staff (nom) personnel stage (v.) mettre en scène

Glossaire ANGLAIS-FRANÇAIS

vagrant (nom); (adj.) vagabond valley (nom) vallée voice over (nom) commentaire, voix off

waist (nom) taille (partie du corps) waistcoat (nom) gilet waiter/waitress (nom) serveur/ serveuse wake up (v. irrég.) (se) réveiller walk of fame (nom) allée des célébrités war (nom) guerre wardrobe (nom) garde-robe warm (adj.) chaud warrior (nom) guerrier watch (v.) regarder watercolour painter (nom) aquarelliste way (nom) chemin, manière way out (nom) sortie wear (v. irrég.) porter (vêtement) well-known (nom) réputé, célèbre what (adv.) quoi whatever (pron.); (excl.) tout ce que; peu importe when (adv.) quand which (pron.) que while (conj.) tandis que who (pron.) qui whole (adj.) entier, tout

SP u

ugly (adj.) laid unscramble (v.) dénouer, déchiffrer unsuitable (adj.) inapproprié

whom (pron.) qui, à/de qui, duquel whose (pron.); (adj.) à qui; de qui, duquel, dont why (adv.); (excl.) pourquoi wide (adj.) large widely (adv.) largement wilderness (nom) étendue sauvage willow-tree (nom) saule windbreaker (nom) (US) coupevent winner (nom) gagnant wire (nom) fil (électrique) wish (v.) souhaiter witch (nom) sorcière with (prép.) avec wolf (nom) loup wombat (nom) wombat wonder (v.) se demander woolen (adj.) en laine word pun (nom) jeu de mots workshop (nom) atelier world (nom) monde worse (adv.) pire wound (nom) blessure wrath (nom) courroux, rage writer (nom) écrivain wrongdoing (nom) méfaits

untruthful (adj.) mensonger upset (v. irrég.) contrarier urban (adj.) urbain use (v.) utiliser useful (adj.) utile useless (adj.) inutile

ÉC

tiny (adj.) minuscule today (adv.) aujourd’hui too much (adv.) trop tool (nom) outil toothless (adj.) édenté top model (nom) top modèle toward(s) (prép.) vers train (v.) entraîner trainers (nom) (UK) chaussures de sport trauma (nom) traumatisme travel logbook (nom) journal de bord/de voyage treat (v.) traiter, offrir tremendous (adj.) phénoménal, immense trend (nom) tendance trendsetter (nom) personne qui lance une mode trendy (adj.) à la mode, in trigger (v.) déclencher trimmed (adj.) taillé trip (nom) voyage truly (adv.) véritablement trust (nom) confiance trust-worthy (adj.) (digne) de confiance trusty (adj.) loyal, fidèle truth (nom) vérité try (something) on (v.) essayer turkey (nom) dinde turn into (v.) se transformer en tutor (nom) professeur particulier twisted humour (nom) humour noir/grinçant typewriter (nom) machine à écrire

yet (adv.) déjà, (pas) encore young (adj.) jeune youth (nom) jeune, jeunesse

zip/zipper (nom); (v.) fermeture éclair; zipper;

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Glossaire FRANÇAIS-ANGLAIS

160 • a hundred and sixty

automne; tomber (nom); (v. irrég.) fall autoriser (v.) allow aux yeux bleus (adj.) blue-eyed avec (prép.) with avion (nom) aircraft avoir envie de (v.) fancy avoir hâte de (v.) look forward to avoir la charge de (v.) be in charge

ÉC

à bientôt (expr.) see you soon, talk to you soon à l’antenne (adv.) on air à l’étranger (adv.) abroad à la mode, in (adj.) trendy à manches courtes (adj.) shortsleeved à manches longues (adj.) long sleeve à peine (adv.) barely à plein temps (adv.) full-time à qui; de qui, duquel, dont (pron.); (adj.) whose à rayures (adj.) striped à ton tour ! (expr.) it’s your turn! à travers (prép.) through à travers (prép.) across aborigène (adj.) Aboriginal absolument (adv.) absolutely absurde (adj.) absurd accidentellement (adv.) accidentally accorder (v.) grant accrocheur (adj.) catchy acheter (v. irrég.) buy acteur, actrice (nom) actor, actress actuel (adj.) current adolescent (nom) teenager adorable (adj.) lovely affligé (adj.) sorrowful affreux, horrible (adj.) awful âgé (adj.) elderly agent, employé (nom) operator aide (nom) helper air de déterré (nom) just-got-outof-a-coffin look ajouter (v.) add alimenter (v.) fuel allée (théâtre) (nom) aisle allée des célébrités (nom) walk of fame aller plus loin (v. irrég.) go further

allons-y ! voilà ! (expr.) here we go! amants maudits (nom) ill-fated lovers, star-crossed lovers améliorer (v.) improve amnésie (nom) amnesia ancien, précédent (adj.) former animal familier (nom) pet anonymement (adv.) anonymously antalgique (nom) painkiller anxieux (adj.) anxious apeuré (adj.) fearful, frightened apporter (v. irrég.) bring approcher (v.) approach après/d’après (prép.) after aquarelliste (nom) watercolour painter arbitre (nom) referee arrière-grands-parents (nom) great-grandparents arrivant (nom) comer arriver, se produire (v.) happen artiste autodidacte (nom) selftaught artist assez (adv.) enough assez, plutôt (adv.) quite assister à (v.) attend association caritative (nom) charity atelier (nom) workshop attaque de la foule (nom) mob attack au fond de verre (adj.) glassbottomed au lieu de (adv.) instead of au moins (adv.) at least au-delà (adv.) beyond aube (nom) dawn aujourd’hui (adv.) today aussi (adv.) also aussi, de plus (adv.) besides autant de… que (adv.) as many as auteur de script (nom) scriptwriter

baby-sitter (nom) babysitter baie (mer) (nom) bay banc (nom) bench bande-son (nom) soundtrack barrière (nom) barrier base (nom) basis bateau à vapeur (nom) steamboat bâton; enfoncer (nom); (v. irrég.) stick battre (v. irrég.) beat beau, séduisant (adj.) good looking beaucoup de (prép.) a lot of beauté (nom) beauty beige (adj.) beige berceau (nom) cradle berceuse (nom) lullaby bestseller (nom) bestseller bien s’habiller, se déguiser (v.) dress up blague (nom) joke blessure (nom) wound bol, coupe (nom) bowl bonbon gélifié en forme de ver (nom) gummy worm borné (adj.) narrow-minded bottes (nom) boots bouclé (adj.) curly bouffon (nom) buffoon, jester bouillir (v.) boil bourgeois, de la classe moyenne (adj.) middle-class

Glossaire FRANÇAIS-ANGLAIS

ça alors, mon dieu ! (excl.) gosh! ça m’est égal, je m’en fiche (loc.) I don’t care ça m’est égal, peu importe (loc.) I don’t mind cabine (nom) cabin cadeau, don (nom) gift cadre, arrangement (nom) setting caisse enregistreuse (adj.) cash register camarade de classe (nom) classmate camp de réfugiés (nom) refugee camp campagne (nom) countryside candidat (nom) applicant caniche (nom) poodle capitaine de navire (nom) ship captain capture d’écran (nom) screenshot carrefour (nom) crossroad carte (nom) map cartouchière (nom) bullet belt casquette de baseball (nom) baseball cap

collier (nom) necklace colonie, implantation (nom) settlement combat d’ours (expr.) bear baiting combattre (v. irrég.) fight combinaison (nom) catsuit comique (spectacle) (nom) satirist comme, tel que (prép.) such as commentaire, voix off (nom) voice over compétence (nom) skill complexe touristique (nom) holiday resort comportement (nom) behaviour compte (en banque) (nom) account reportage radio (nom) radio report compter sur qqn (v.) count on someone conclure (v.) conclude concours; contester (nom); (v.) contest confiance (nom) trust confortable (adj.) comfortable consciencieux (adj.) conscientious conseil (nom) advice conseiller (v. irrég.) give advice considérable, majeure (adj.) major contrarier (v. irrég.) upset contre (prép.) against convenir (v. irrég.) fit convenir (v.) suit copain (nom) mate coques (fruit de mer) (nom) cockles cordage, corset (nom) corset corpulent, robuste (adj.) stout correct (nom) proper costume (nom) suit coton (nom) cotton cou (nom) neck couche (de bébé) (nom) diaper coupe moulante (nom) slim-cut

cauchemar (nom) nigthmare ce qu’il faut avoir absolument (nom) must-have ce qu’il faut faire absolument (nom) must-dos célèbre (adj.) famous celte (adj.) Celtic cerveau (nom) brain chagrin (nom) sorrow chagrin, deuil (nom) grief champ (nom) field change, échange; (nom); (v.) exchange chanson, ballade (nom) ballad chanteur (nom) singer chaque, chacun, chacune (adj.); (pron.); (adv.) each charisme (nom) charisma chaud (adj.) warm chaussée (nom) causeway chaussures de sport (nom) trainers chef de gang (nom) gang leader chemin, manière (nom) way cher (adj.) dear chercheur (nom) researcher chercheur d’or (nom) gold-seeker chercheur d’or (nom) prospector chevalier (nom) knight cheveux (nom) hair choisir (v. irrég.) choose chose, truc (nom) stuff cible (nom) target circulation sanguine (nom) blood stream citation du journal (nom) newspaper quote citoyen (nom) citizen clair, foire (adj.); (nom) fair claquer [au vent] (v.) flap claquettes, tongs (nom) flip-flop classe (nom) class clôture (nom) fence clown (nom) clown code vestimentaire (nom) dress code

ÉC

boussole (nom) compass bout de papier (nom) scrap of paper bracelet de caoutchouc (nom) rubber bracelet bref; (adj.); (v.) brief; donner des consignes brillant (adj.) shiny briquet (nom) lighter bronzé (adj.) suntanned bruit (nom) noise bulle (nom) bubble bulle (BD) (nom) speech bubble bulle de pensée (BD) (nom) thought bubble but; viser (nom); (v.) aim buzz (nom) buzz

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Glossaire FRANÇAIS-ANGLAIS

d’après moi (expr.) in my opinion dans, en (prép.) into dé (nom) dice de (prép.) from de banlieue, banlieusard (nom) suburban de bouche à oreille (expr.) by word of mouth de fiction (nom) fictional de la famille; relatif (nom); (adj.) relative de manière convaincante (adj.) convincingly de près, intimement (adv.) closely

162 • a hundred and sixty-two

dire (v.) say discuter (v.) discuss disperser (v.) disperse disposition, plan (nom) layout dissident, non conformiste (adj., nom) maverick dissimuler (v.) conceal mouler (nom); (v. irrég.) cast donner un coup de poing (v.) punch doux, tiède (adj.) mild drôle (adj.) funny dramaturge (nom) playwright duchesse (nom) duchess dur (adj.) harsh durer (v.) last

de temps en temps (adv.) now and then débardeur (nom) tank top (UK) débouché, sortie (nom) outlet début (nom) beginning début (nom) start décennie (nom) decade décevoir (v.) disappoint déchirer (v. irrég.) tear up déclaration (nom) statement déclencher (v.) trigger découvrir (v. irrég.) find out découvrir (v.) discover décrire (v.) describe décrire, dépeindre (v.) depict défaut (nom) flaw défier (v.) challenge dégâts envitonnementaux (nom) environmental harm déguisement (nom) disguise déjà, (pas) encore (adv.) yet délabré (adj.) rundown délice (nom) delight déloyal (adj.) disloyal demander (v.) ask dénouer, déchiffrer (v.) unscramble dernier (adj.) last dès que (conj.) as soon as dessin (nom) drawing dessinateur de BD (adj.) cartoonist déterrer (v. irrég.) dig up détonation, boum (nom) bang détruire (v.) destroy deux (loc.) a pair of développement (nom) development devenir (v. irrég.) become deviner (v.) guess devoir (v. irrég.) must, ought to, should dialogue, consultation (nom) concertation diapositive (nom) slide dinde (nom) turkey

ÉC

coupe-vent (nom) windbreaker couple (nom) couple courant, grand public (adj.) mainstream courber (v. irrég.) bend courroux, rage (nom) wrath cours d’eau (nom) stream couverture; couvrir (nom); (v.) cover cowboy (nom) cowboy cravatte (nom) tie crayeux (adj.) chalky créateur de mode (nom) fashion designer critiquer (v.) criticise croire (v.) believe croix (nom) cross crotte de chien en plastique (nom) plastic dog doo cruel, sans merci (adj.) merciless cuisiner, faire cuire (v.) cook culminer (v.) culminate culotte (nom) knickers culotte (nom) panty cultivé (adj.) cultivated curiosité (nom) curiosity

eau courante (nom) running water écharpe (nom) scarf éclater (v. irrég.) burst écologique (adj.) eco-friendly Écossais; écossais (nom); (adj.) Scottish écouter (v.) listen to écrivain (nom) writer édenté (adj.) toothless effrayant (adj.) scary effrayé (adj.) frightened effrayé (adj.) scared égratignure (nom) scratch élégant (adj.) elegant élève (nom) pupil élever (v.) raise embelli (adj.) embellished emblématique (adj.) iconic emprunter (v.) borrow en effet, vraiment (adv.) indeed en laine (adj.) woolen en réalité (adv.) in fact, actually enfance (nom) childhood enfant (nom) little one ennuyeux, fade (adj.) dull enquête, étude (v.) survey

Glossaire FRANÇAIS-ANGLAIS

front (visage) (nom) forehead frontière, bord (nom) border fuir (v. irrég.) flee fumée; fumer (nom); (v.) smoke

gagnant (nom) winner gagner (argent) (v.) earn gai, jovial (adj.) cheerful gallois (adj.) Welsh garçon (nom) boy garde-robe (nom) wardrobe geek (nom) geek génial, super (adj.) amazing gentil, beau/belle (adj.) nice géologique (adj.) geological gérer (v.) manage gilet (nom) waistcoat gothique (mode) (nom); (adj.) Goth grâce à (adv.) thanks to grand temps (nom) high time grand, haut (adj.) tall grandir (v. irrég.) grow up grève; frapper (nom); (v. irrég.) strike gris (adj.) grey grossier (nom) rude groupe (musique), bande (nom) band grunge (adj.) grunge guerre (nom) war guerrier (nom) warrior guimauve (nom) marshmallow gymnase (nom) gym

facilement (adv.) easily factice (adj.) fake faire du jogging (v.) jog faire écho (v.) echoe faire face (aux difficultés) (v.) cope faire mieux de (v. irrég.) had better + V. faire partie de (v. irrég.) be part of faire peur (v.) frighten faire la satire (v.) satirise fait (nom) fact falaise (nom) cliff farce, canular (nom) prank fatidique (adj.) fateful femme d’intérieur (nom) housewife fermeture éclair; zipper (nom); (v.) zip/zipper féroce (adj.) fierce festival de comédie (nom) Just For Laughs fête costumée (nom) fancy dress party fiable (adj.) reliable fiction (nom) fiction fil de fer barbelé (nom) barbed wire fils (nom) son finalement (adv.) in the end finir (v.) finish fleuri (adj.) flowery foi (nom) faith fondateur (nom) founder forme (nom) shape fort (adv.) loudly foule (nom) crowd four (nom) oven fourche (nom) garden fork frais, cool (adj.) cool frange, marge (nom) fringe frapper (v.) knock

ÉC

entendre (v.) hear entier, tout (adj.) whole entraîner (v.) train entrée (dans une liste) (nom) item entrevoir (v.) glimpse envoyer (v. irrég.) send off épine (nom) thorn épouser (v.) marry épuisé (adj.) exhausted équipage (nom) crew équitation (nom) horse riding erreur (nom) mistake escalade (nom) hill climbing escalier (nom) stair esclavage (nom) slavery esclave (nom) slave espace, intervalle (nom) gap espérer (v.) hope espionner (v.) spy essayer (v.) try (something) on essentiel (adj.) essential étaler, répandre (v. irrég.) spread été (nom) summertime étendue sauvage (nom) wilderness étrange (adj.) odd être d’accord (v.) agree être désolé (v. irrég.) be sorry être déterminé à (v.) be determined to être fait pour qqch (v. irrég.) be cut out for something être fasciné (v. irrég.) get mesmerized être fini (v. irrég.) be over être incapable de faire qqch (v. irrég.) be unable to do something être poli (v. irrég.) be polite étroit (adj.) tight exceptionnel (adj.) outstanding excitation (nom) excitement exclusion; bannir (v.) ban expliquer (v.) explain exploser (v.) explode extraverti, ouvert (adj.) outgoing

h habiller (v.) dress habitant (nom) inhabitant haut noir (nom) black-coloured top

a hundred and sixty-three • 163

Glossaire FRANÇAIS-ANGLAIS

l’un l’autre (pron.) each other la plupart de (adv.) most lâche, ample (adj.) (v.) loose laid (adj.) ugly lampadaire (nom) lamppost lancer (v. irrég.) throw lancer, donner le coup d’envoi (v.) launch large (adj.) broad large (adj.) wide large, grand (adj.) large largement (adv.) widely lave-vaisselle (nom) dishwasher le plus grand (adj.) greatest le plus proche (adj.) nearest le pour et le contre (expr.) the pros and cons leader, chef (nom) leader leadership (nom) leadership legging, caleçon (nom) legging lèvre (nom) lip lien (nom) bond lieu de naissance (nom) birthplace lièvre (nom) hare lin (nom) linen lit d’un cours d’eau (nom) riverbed loisir (nom) leisure

ÉC

icône culturelle (nom) cultural icon il était une fois (loc.) once upon a time il y a longtemps (loc.) a long time ago imaginer (v.) imagine impressionné (adj.) impressed inapproprié (adj.) unsuitable indépendant (adj.) free-spirited influent (adj.) influential innovant (adj.) innovative intérieur de l’Australie, brousse australienne (nom) outback intimité (nom) intimacy intrigue (nom) plot inutile (adj.) useless inviter (v.) invite Irlandais; irlandais (n.); (adj.) Irish

jamais (auparavant) (adv.) ever before jambe, pied (nom) leg jambon (nom) ham jean baggy (nom) baggy jeans jean déchiré (nom) ripped jeans jeu (au théâtre) (nom) acting

164 • a hundred and sixty-four

look, allure (nom) look louer (à) (v. irrég.) rent out loup (nom) wolf lourdement (adv.) heavily loyal, fidèle (adj.) trusty lunettes de soleil (nom) sunglasses

jeu de cartes (nom) card games jeu de mots (nom) word pun jeune (adj.) young jeune, jeunesse (nom) youth joie de vivre (nom) joy of life joue, culot (nom) cheek jouer (v.) act out jouer (spectacle) (v.) perform jouer (théâtre) (v.) play journal de bord/de voyage (nom) travel logbook juif (adj.) Jewish jupe (nom) skirt

machine à écrire (nom) typewriter mâchoire (nom) jaw maîtresse, amante (nom) mistress majorette (nom) cheerleader manque; manquer (nom); (v.) lack maquiller (v. irrég.) make up mare (nom) pond masse, messe (nom) mass match; assortir (nom); (v.) match matériel (adj., nom) material mauvais genre (expr.) bad-boy attitude mécanisme d’horlogerie (nom) clockwork méchant (adj.) nasty méfaits (nom) wrongdoings meilleur; mieux (adj.); (adv.) better mélanger (v.) mix melting pot (nom) melting pot mensonger (adj.) untruthful mentir (v.) lie menuisier (adj.) carpenter mer (nom) sea mettre en scène (v.) stage midi (nom) midday militant (nom) activist mimer (v.) mime minuscule (adj.) tiny missile balistique (nom) ballistic missil modèle, mannequin (nom) model moderne (adj.) modern

haut sans manches (nom) sleeveless top haute société (nom) high society hilarant (adj.) hilarious homme (nom) man homme d’affaires (nom) businessman humour noir/grinçant (nom) twisted humour hymne national (nom) anthem

Glossaire FRANÇAIS-ANGLAIS

obstinément (adv.) stubbornly odeur, odorat (nom) smell œil (nom) eye offre d’emploi (nom) job offer on dit que (expr.) it is said that organiser (v.) arrange outil (nom) tool

pantalon (nom) pants pantoufles (nom) sneakers paparazzi (nom) paparazzi par cœur (loc.) by heart par conséquent (adv.) thus pardessus (nom) overcoat pareil, tel (adj.) such a parier (v. irrég.) bet parler (v. irrég.) speak parler cockney (nom) cockney speaking parler de (v.) talk about parmi (prép.) among parodie, canular (nom) spoof partir, entreprendre (v. irrég.) set out partisan, disciple (nom) follower passer (chez qqn) (v.) call by pasteur, curé, prêtre (nom) clergyman pauvre (adj.) poor pauvreté (nom) poverty pays; atterrir (nom); (v.) land paysage (nom) landscape paysage urbain (nom) cityscape peine de cœur, chagrin d’amour (nom) heartbreak peintre (nom) painter peler (v.) peel pelouse (nom) lawn penser (v. irrég.) think pépite d’or (nom) gold nugget

n’importe où (adv.) anywhere naissance (nom) birth narration (nom) storytelling né et élevé (adj.) born and bred ne pas être d’accord (v.) disagree néologisme (nom) newly-coined word nerveusement (adv.) nervously New York City (nom) Big Apple nez (nom) nose noble (adj.) noble noir (adj.) black nom (nom) name note (scolaire) (nom) grade, mark (UK), grade (US) nourrir (v. irrég.) feed nous-mêmes (pron.) ourselves nouvelle (littéraire) (nom) short story

période (nom) period perle (nom) bead perroquet (nom) parrot personnage (nom) character personnage principal (nom) main character personne interviewée (nom) interviewee personne qui fait du jogging (nom) jogger personne qui lance une mode (nom) trendsetter personnel (nom) staff peut-être (adv.) perhaps phénoménal, formidable (adj.) tremendous photographe (nom) photographer pierre (nom) stone pire (adv.) worse piscine (nom) pool platine (pour disques) (nom) record player plonger (v. irrég.) dive plume (nom) feather plus brillant/clair (adj.) brighter plus ou moins (adv.) sort of plusieurs (adj.) several plutôt (adv.) rather pluvieux (adj.) rainy poche (nom) pocket podium, passerelle (nom) catwalk poésie (nom) poetry poignarder (v.) stab poing (nom) fist pointu (nom) sharp poisson rouge (nom) goldfish poitrine (nom) breast pommes de terre au four (nom) roast potatoes pompon (nom) pom-pom populaire, célèbre (adj.) popular porte-monnaie (nom) purse porter (vêtement) (v. irrég.) wear poser sa candidature (v.) apply for posséder (v.) own

ÉC

moi-même (pron.) myself moine (nom) monk monde (nom) world montant (nom) amount montrer (v.) show montrer, exposer (v.) exhibit monument, repère (nom) landmark moments difficiles (nom) hard times morceau de papier (nom) piece of paper mort de peur (adj.) scared to death motif, modèle (nom) pattern moule (fruit de mer) (nom) ussel mourir (v.) die mules rouge sang (nom) killer red mules muselière (nom) muzzle musique punk hardcore (nom) hardcore punk music mythe (nom) myth

a hundred and sixty-five • 165

Glossaire FRANÇAIS-ANGLAIS

IM r

raccrocher au nez (v. irrég.) hang up on someone race, course (nom) race ramasser, cueillir (v.) pick up rameur (nom) rowing machine randonner (v.) hike rang, dispute; ramer (nom); (v.) row rapidement (adv.) quickly rapporter (v.) report rarement (adv.) rarely rassembler (v.) gather ravager (v.) ravage réagir (v.) react rechercher (v.) seek récit, conte (nom) tale réclamer (v.) claim recommander (v.) recommend récompense, prix (nom) award réconcilier (v.) patch things up recruteur (nom) recruiter reculer (v.) move back réduire (v. irrég.) cut down regarder (v.) watch

SP q

quand (adv.) when que (pron.) which quel que soit (adv.) regardless quelque chose d’autre (pron.) something else question; questionner (nom); (v.) question queue, réplique, signal, indice (nom) cue

166 • a hundred and sixty-six

règle (loi) (nom) rule règle (objet) (nom) ruler regretter (v.) regret remplir (v.) fill up réparer (v.) mend répéter (théâtre) (v.) rehearse reprocher (nom) reproach réputé, célèbre (nom) well-known respectivement (adv.) respectively ressortir (v. irrég.) stick out rester calme (v. irrég.) keep calm rester debout, veiller (v. irrég.) stay up rester en forme (v. irrég.) keep fit résumer (v.) sum up retourner (v.) return réussir (v.) achieve réussite (nom) achievement révéler (v.) reveal revenir (v. irrég.) come back riche (adj.) rich rire (nom) laughter rire (v.) laugh rivalité (nom) rivalry robe sans bretelles (nom) strapless dress rôle principal (nom) lead role roman (nom) novel rôtir (v.) roast rouge à lèvres (nom) lipsick

qui (pron.) who qui a bon caractère (adj.) goodnatured qui espère, optimiste (adj.) hopeful qui a du succès (adj.) successful qui aide (adj.) helpful qui fait attention (adj.) careful qui fait réfléchir (adj.) thoughtprovoking qui ne fait pas attention (adj.) careless qui permet de collecter des fonds (adj.) money-raising qui s’ennuie (adj.) bored qui, à/de qui, duquel (pron.) whom quoi (adv.) what

ÉC

pourquoi (adv.); (excl.) why préface (nom) preface première ligne (nom) forefront prendre conscience (v.) realise prendre des notes (v.) jot down prendre part (v. irrég.) take part prendre place (v. irrég.) take place prendre une commande (v. irrég.) take an order presque (adv.) almost Prix Nobel (nom) Nobel Prize procéder (v.) proceed prochain (adj.) next professeur particulier (nom) tutor profil (nom) profile profiter (v.) benefit programme, horaire (nom) schedule promeneur sur la plage, personne qui aime aller à la plage (nom) beach goer propriétaire (nom) owner prospectus (nom) flyer pub(licité) (nom) ad publier (v.) publish puits (nom) pit pull (nom) sweater pull à col roulé (nom) roll-neck sweater punk (adj.) punk purement (adv.) purely purificateur (nom) purifier

s s’agenouiller (v.) kneel s’assurer (v. irrég.) make sure s’endormir (v. irrég.) fall asleep s’étirer (v.) stretch (oneself) out s’excuser (v.) apologise s’occuper de (v.) look after sac à main (nom) handbag satire (nom) satire saule (nom) willow-tree sauteur (nom) jumper sauver, conserver (v.) save scénario de film (nom) film script

Glossaire FRANÇAIS-ANGLAIS

terme (nom) term terrifier (v.) terrify tête (nom) head

spectateur (nom) spectator statut social (nom) social position stéréotype (nom) stereotype stresser, souligner (v.) stress strophe (nom) stanza stupide (adj.) silly stylé (adj.) stylish style (nom) style sucette, mannequin; crétin, factice (nom); (adj.) dummy suggérer (v.) suggest suggestion (nom) suggestion suite (livre, film) (nom) sequel sujet (nom) subject super, branché (adj.) groovy superbe, splendide (adj.) gorgeous sur (prép.) onto surf (nom) surf surmonter (v. irrég.) overcome surtout (adv.) mainly sweat-shirt (nom) hoodie sweat à capuche (nom) hooded sweatshirt, hoodie

texte de présentation (nom) blurb texture (nom) texture timbre postal (nom) stamp timide (adj.) shy timidité (nom) shyness tiroir (nom) drawer tissu (nom) fabric tomber (par terre) (v. irrég.) fall over tomber amoureux (v. irrég.) fall in love top modèle (nom) top model tourner (v.) revolve tourner, filmer (v. irrég.) shoot tous les jours (adv.) everyday tout ce que; peu importe (pron.); (excl.) whatever tout premier (nom) first-ever tragédie, pièce de théâtre (nom) drama trahir (v.) betray traîner (v. irrég.) hang out trait (du visage) (nom) feature traiter, offrir (v.) treat transmettre (v.) pass on traumatisme (nom) trauma travail à temps partiel (nom) part-time job travailleur (adj.) hard-working très, gravement (adv.) badly tricher (v.) cheat tristement célèbre, infâme (adj.) infamous trop (adv.) too much trop curieux (adj.) nosy trou (nom) hole trouver (v. irrég.) find truly (adv.) véritablement

ÉC

scierie (nom) sawmill scindé (adj.) split sculpter, découper (v.) carve sculpture, découpage (adj.) carving se demander (v.) wonder sénior, âgé (adj.) senior se pâmer d’admiration (v.) swoon se réveiller (v. irrég.) wake up se sauver (v. irrég.) run away se sauver (v. irrég.) take to one’s legs serrer dans ses bras (v.) hug se tenir debout (v. irrég.) stand se transformer en (v.) turn into se tromper, faire erreur (v. irrég.) be mistaken sens; sentir (nom); (v.) sense séparément (adv.) separately série TV (nom) sitcom serveur/serveuse (nom) waiter/ waitress si (adv.) so siège (nom) seat similaire (adj.) similar simple, uni (adj.) plain singe (nom) monkey soi-disant (adj.) so-called soie (nom) silk sol (nom) floor soldat (nom) soldier solitaire (adj.) lonely sombre (adj.) dark sombre, lugubre (adj.) gloomy sonner (v. irrég.) ring sorcière (nom) witch sortie (nom) way out sortir, relâcher (v.) release soudainement (adv.) suddenly souhaiter (v.) wish soulagement, aide (nom) relief soupirer (v.) sigh sourire (v.) smile sous (prép.) beneath sous peu (adv.) shortly souvent (adv.) often

T-shirt teint (nom) tie-dyed T-shirt tableau, image (nom) picture taillé (adj.) trimmed taille (nom) size taille (partie du corps) (nom) waist talons hauts (nom) high heels tamiser (de l’or) (v.) pan tandis que (conj.) while taquiner (v.) tease teinture capillaire (nom) coloured hair dye tel (adj.) such téléphone portable (nom) mobile phone Téléthon (nom) Telethon tendance (nom) trend tendance musicale (nom) musical fashion trend

a hundred and sixty-seven • 167

Glossaire FRANÇAIS-ANGLAIS

wombat (nom) wombat

ÉC

vache (nom) cow vagabond (nom); (adj.) vagrant vallée (nom) valley vendeur, serveur (nom) attendant vengeance (nom) revenge vérification orthographique (nom) spellcheck vérifié, validé (adj.) checked vérifier (v.) check vérité (nom) truth vers (prép.) toward(s) vers le bas (adv.) downwards veste en cuir (nom) leather jacket veste militaire (nom) millitary jacket vêtement de grande taille (nom) plus-size clothing vêtements cloutés (nom) studded clothing vieux jeu, démodé (adj.) oldfashioned violon (nom) fiddle visage; faire face (nom); (v.) face vivant, gai (adj.) lively voie de chemin de fer (nom) railroad voisinage, quartier (nom) neighbourhood (UK), neighborhood (US)

ultra vieillot (adj.) over antiquated un groupe/tas de, bouquet (loc.) a bunch of (fam.) une épaule pour pleurer (expr.) a shoulder to cry on une fois (adv.) once utile (adj.) useful utiliser (v.) use

voiture à cheval, diligence (nom) coach vol (d’objets) (nom) theft voleter (v.) flit (flitted) voyage (nom) trip

168 • a hundred and sixty-eight

Past simple

Past participle

Infinitive

Past simple

Past participle

was/were

been

hurt

beat

beaten

keep

kept

become

became

become

know

knew

known

begin

began

begun

learn

learnt/learned

break

broke

broken

leave

left

bring

brought

lend

lent

build

built

lose

lost

burn

burnt/burned

make

made

buy

bought

meet

met

catch

caught

pay

paid

choose

chose

chosen

read

come

came

come

ring

rang

rung

cut

run

ran

run

did

done

say

said

draw

drew

drawn

see

saw

seen

drank

drunk

sell

sold

drove

driven

send

sent

ate

eaten

sing

sang

sung

fell

fallen

sit

sat

fed

sleep

slept

felt

speak

spoke

spoken

fought

spell

spelt

found

spend

spent

flew

flown

steal

stole

stolen

forget

forgot

forgotten

take

took

taken

get

got

teach

taught

give

gave

given

tell

told

went

gone

think

thought

hang

hung

understand

understood

have

had

wear

wore

worn

hear

heard

win

won

hit

write

wrote

written

drive eat fall feed feel fight find

fly

Ă&#x2030;C

drink

Infinitive

Irregular verbs

a hundred and sixty-nine â&#x20AC;˘ 169

Scripts

07 CLASSE 05 ÉLÈVE

Check your progress

Listening: A radio report Hello there, I'm Jerry Simpson reporting live from Student Fashion Week… Well we're here again – it's the month of July and it's time to see the work of Britain's student designers! There's a great atmosphere here – I'm standing near the catwalk and I can see lots of famous people including Lily Allen and Victoria Beckham…

Unit 1

Three hundred students are showing their work here this week, and I'm going to do my best to describe the models as they come out. Right, here we go – it's all happening! The first models are just coming onto the catwalk. So, first we've got something from the spring collection by Leanne Simms. The model's wearing a leather jacket and plain skirt, and she's carrying a fashionable handbag in matching colours. Very nice!

OK. Next up is menswear, this time something from the winter collection. Our model here is wearing a woolly jumper, green trousers and a yellow scarf – he must be hot!

And now from the spring collection again, but this time for menswear, we've got a nice casual combination of plain blue shorts and a blue shirt. This one's by Jasper Sinchai from Ravensbourne University.

ÉC

Remember, all the student designers are hoping to win the enormous prize of £30,000 for the best collection! And this year the judges include supermodel Gisele… Now we've got something a bit more summery – the model here is showing a new beachwear collection by Ellie Savage. This is a nice little shorts-suit in a white cotton fabric, and a pair of large white sunglasses to finish off that summer look. Is that a radio she's carrying? Or maybe it's a fashionable handbag?! Well, this really is a great show. It's very exciting to see all this new talent from 30 different colleges all around the country. We've got more models coming out…

Unit 2

Check your progress

17 CLASSE 08 ÉLÈVE

Listening: A tour guide Well, now that we've seen James Joyce's famous places in Dublin, here we are outside the house of another well-known Irish writer. This is where Bram Stoker was born – the author of the famous horror story Dracula! As well as writing Dracula, Stoker also wrote short stories and non-fiction, as well as more than ten other novels. Bram Stoker was born here in Dublin in 1847, and he lived in this house with his parents and six brothers and sisters. In fact, he spent the first seven years of his life in bed here in this house, because he was ill when he was a child. Fortunately, he got better and he went on to study Maths at university here in the city. But Bram Stoker's real passion was the theatre. He wrote theatre reviews for a newspaper here, and one day he met a famous actor called Henry Irving.

170 • a hundred and seventy

Scripts

Stoker and Irving became good friends, and they started working together in London. In fact, Bram Stoker was Henry Irving's Personal Assistant, so when Henry went on tour, Bram travelled the world with him as well. Bram Stoker died in 1912, and the first film based on his novel Dracula was made ten years later. It was a silent film called Nosferatu – do you know it? Since then, they've made loads of Dracula films – I think there are more than a hundred different ones now. Have you seen any of them?

Unit 3

Listening: Raising money for charity

Sammy: Hi Steve! Steve: Oh, hi Sammy! S: I'm just calling to check up on what you have organized in order to raise money for our Red Nose Charity event at school next week. St: Well, we have had some brilliant ideas so far. Five pupils have suggested making bracelets that they're going to sell for £1 each…. They've already bought the material so as to start making the bracelets as soon as possible! S: Great! What else? St: Another group has decided to wear red noses all day. In order to get money for this, their friends and family are going to sponsor them for every ten minutes they wear the noses! S: Ha ha! Let's hope they don't have a cold next week! St: Ha ha! Indeed! And a third group has just started practising for an egg and spoon race… they haven't quite got the technique yet but there has been an enormous improvement in their hand-eye coordination! The winner will get a special red nose cake and all the money sponsored will be donated to the charity of course! S: Don't forget that we want to beat last year's record of money collected… St: How much did we collect last year? S: Over £300, so this year we're going to try for £400! St: Okay, let's give it a try!

ÉC

26 CLASSE 12 ÉLÈVE

Check your progress

Listening: A job interview

Unit 4

Check your progress

35 CLASSE 16 ÉLÈVE

Interviewer: Good afternoon Miss Clarks. So could you please tell us why you are applying for this job? Louise: I've worked in a restaurant as a waitress for five years. I love this job because I like talking with people. What I enjoy most is seeing them smiling when I bring them big appetizing plates and after that when they tell me how excellent it was. I: So why do you want to change jobs if you are happy right now? L: I have always wanted to be a cook. Serving the food is fine but preparing it is better. I: Have you ever worked as a cook before? L: I've never worked as a real cook, but I've worked as an apprentice with a chef for 6 months. That was two years ago. Sir, if I had the job, it would change my life! If you agreed to hire me, I would be ready to start tomorrow! a hundred and seventy-one • 171

Scripts

05 CLASSE 20 ÉLÈVE

Listening: Sam's great grandparents

My great grandparents were Russian. They left their country in 1897 to escape religious persecutions. They were Jewish and had been persecuted for many years before deciding to leave Russia. Their journey lasted a whole month. The conditions on the transatlantic liner were really appalling and many people died. They were so relieved and excited when they saw the Statue of Liberty in New York harbor! Freedom at last! But they still had to go through Ellis Island, the immigration Center. There, they were asked many questions by immigration officials and doctors examined them. They dreaded being sent back to Russia but everything went fine and they were soon allowed to enter the United States.

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Listening: Need some advice?

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Unit 6

Check your progress

Unit 5

I: Well, I think you could work with us until the summer season, and then we'll see… L: Thank you sooo much! I'm going to be on the SuperChef TV show next year, I've been selected, so that will bring lots of curious customers to the restaurant! And who knows, I could maybe go to university to complete my training later?

Suzy: Hello and welcome back to The Advice Clinic! I'm Suzy and we're here every Wednesday evening from seven till eight, so if you've got any questions at all, just call or send us an email. We'll try to answer as many of your questions as possible! So, our first caller this evening is Emily. Good evening, Emily. Emily: Hi. S: What's your problem? E: Well, it's a problem with my sister really. She's always flirting with my boyfriend, and it really annoys me. S: Hmm. Is she older than you, or younger? E: My sister? She's younger than me – she's 14. S: Well, I don't think you should worry. She's probably just desperate to grow up, and she's jealous of you for having a boyfriend… Has she ever been out with a boy? E: No, she hasn't. S: Well, that's the thing. She's still experimenting with her emotions. The best thing is to ignore it. E: Oh, OK. I'll try to… S: Thanks Emily! Now, we've got Paul on the line. Hello Paul? …

14 CLASSE 24 ÉLÈVE

172 • a hundred and seventy-two

Scripts

Unit 8

I haven't got any brothers or sisters so I used to go on holiday just with my Mum and Dad. They have never liked going to the beach so we used to go to cities like Paris or Brussels or Amsterdam. We used to drive down from Birmingham and take the ferry. I remember that I used to love taking the ferry; it was the first feeling of going on an adventure! When we arrived at our destination, Mum and Dad would look through the holiday brochures and would choose which museums to see, what sites to visit, and I would investigate the bedroom and the hotel. I would soon start chatting to the other visitors, they were what I was really interested in! I've been living in Australia now for three years, and I've been working at the reception of Midil Beach Hotel in Darwin since October. I just love it! It means I can have the best of both worlds… a busy 'happening' city and at last a funky sporty beach. I feel like I'm on holiday all year round!

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Listening: Romeo and Juliet

The Capulets and the Montagues lived in Verona, and the two families were enemies. One day Romeo (a Montague) met Juliet (a Capulet) and they fell in love. But then another Capulet saw Romeo and warned him not to talk to Juliet. He said that he would kill Romeo if he went out with a Capulet.

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32 CLASSE 32 ÉLÈVE

Listening: Childhood holidays

22 CLASSE 28 ÉLÈVE

Check your progress

Unit 7

That night, Juliet heard a voice outside her window. It was Romeo. He told her that he loved her, and he asked her to marry him. A priest agreed to marry Romeo and Juliet in secret. Then, they were going to run away together. But Romeo saw the young Capulet man and they had a fight. Romeo killed him, and the people of Verona told him to leave the city forever. Later, Juliet's father said that he had found a husband for her. He didn't know that she had already married Romeo. Juliet asked the priest if he would help her. He told Juliet to take a sleeping potion. He explained that she would sleep for a day, but her parents would think that she was dead!

Soon, Romeo heard that Juliet had died, so he drank some poison. But then Juliet woke up. When she saw that Romeo was dead, she killed herself. In death, the young lovers were finally together.

a hundred and seventy-three • 173

English sounds

[] fish

[ɑ:] car

[ɔ] dog

[] bag

[ɔ:] door

[υ] book

[] bus

[:] girl

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[u:] shoe

[e] pen

[i:] tree

English vowels

[ə] elephant

[əυ] boat

[a] eye

[aυ] cow

[ɔ] boy

[ə] beard

[eə] chair

[υə] tourist

[e] cake

English consonants

[ʃ] shopping

[tʃ] beach

[d] bridge

[ŋ] sing

[θ] thank you

[ð] brother

174 • a hundred and seventy-four

Crédits

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Crédits photographiques : Couverture : Anky10/Dreamstime.com, Grigor Atanasov/Dreamstime.com, Monkey Business Images/Dreamstime.com ; U1 : p. 14, IvanTortuga/Flickr.com, Sean MacEntee/Flickr.com, Davesfreelancephotos/Dreamstime.com, Yuri Arcurs/iStockphoto.com, Paulo Alejandro Gomez/Dreamstime.com, Sbukley/Dreamstime.com, Curaphotography/ Dreamstime.com, Nkrivko/Dreamstime.com ; p. 15, Randy Mckown/Dreamstime.com ; p. 17, Featureflash/Dreamstime.com, Sbukley/Dreamstime.com, Radub85/Dreamstime.com, Zedcreations/Dreamstime.com, Aksakalko/Dreamstime.com, Wavebreakmedia Ltd/Dreamstime.com, Natalia Siverina/Dreamstime.com ; p. 19, Lilia Barladyan/Dreamstime.com, Leslie Banks/Dreamstime.com, Leslie Banks/Dreamstime.com ; p. 20, Monika3stepsahead/Dreamstime.com, Debrando/Dreamstime.com, Francesco Alessi/Dreamstime.com, Ludmilafoto/ Dreamstime.com, Cristianzamfir/Dreamstime.com, Dianamower/Dreamstime.com, Kadrof/Dreamstime.com, Daizuoxin/Dreamstime.com, Darkop/Dreamstime.com, Viorel Sima/ Dreamstime.com, Jianghongyan/Dreamstime.com, Zoom-zoom/Dreamstime.com, Lalouetto/Dreamstime.com, Kadrof/Dreamstime.com, Talipcubukcu/Dreamstime.com, nito/Fotolia. com ; p. 21, Auremar/Dreamstime.com, Super Hero Vector Set/Freevectorsdaily.com, colematt/iStockphoto.com ; p. 22, Enrique Gomez/Dreamstime.com, PARAMOUNT PICTURES/Albumonline, bazmarkfilms/Album-online ; p. 23, Mondadori portfolio/Album-online, Warnerbros/Album-online ; p. 24, Ljupco Smokovski/Dreamstime.com, Jason Stitt/Dreamstime.com, Chris Van Lennep/Dreamstime.com ; p. 25, Landd09/Dreamstime.com, Zash/Dreamstime.com, Marilyn Gould/Dreamstime.com, Karina Bakalyan/Dreamstime.com, Jennifer Pitiquen/ Dreamstime.com, Stocksnapper/Dreamstime.com, Le-thuy Do/Dreamstime.com ; U2 : p. 26, Frank Ramspott/iStockphoto.com, Featureflash/Dreamstime.com, Debra Reschoff-ahearn/ Dreamstime.com, Oscar Wilde portrait by Napoleon Sarony/Library of Congress/Wikimedia Commons, 1enchik/Dreamstime.com, Littleny/Dreamstime.com ; p. 27, Blackmoon9/ iStockphoto.com, Danielc1998/Dreamstime.com ; p. 28, Signal7/iStockphoto.com, Ievgenii Tryfonov/Dreamstime.com ; p. 29, Statue of Molly Malone on Grafton Street/Mark A. Wilson/ Wikimedia Commons, France 2 Cinema/Album-online, Nastco/iStockphoto.com ; p. 30, Dorian Gray/Penguin Books Ltd ; p. 33, Victor Zastolskiy/Dreamstime.com ; p. 34, Johnfoto/ Dreamstime.com, Chordboard Gullivers Travels/Wikimedia Commons, Ulysses/Penguin Books Ltd ; p. 35, Brooklyn/Penguin Books Ltd, Angela's Ashes/Penguin Books Ltd, Dunca Daniel/ Dreamstime.com ; p. 37, Pygmalion serialized November 1914/Wikimedia Commons ; Arts Together 1-2 : p. 38, Frederic William Burton/Hellelil and Hildebrand or The Meeting on the Turret Stairs/National Gallery of Ireland ; p. 39, Jack Butler Yeats/The Liffey Swim/National Gallery of Ireland ; Reading 1-2 : p. 40-41, Brooklyn cover/Penguin Books, reproduced by permission of Penguin Books Ltd ; U3 : p. 42, Federico Marsicano/Dreamstime.com, Ingalinder/Dreamstime.com, Ken Brown/iStockphoto.com, Igor Zakowski/Dreamstime.com, Damedeeso/ Dreamstime.com ; p. 43, dpa/picture-alliance/Album-online ; p. 44, from the How To Be British Collection © LGP, Brighton, UK www.lgpcards.com, rman10112/Cartoonstock.com, Jantoo Cartoons.com, gene mora/Cartoonstock.com ; p.45, Calvin&Hobbes/GoComics ; p. 46, Jeff Schultes/Dreamstime.com, Cienpies Design/Illustrations/Dreamstime.com ; p. 47, STUDIO CANAL/UNIVERSAL FOCUS/WORKING TITLE FILMS/KEYTE, GILES/Album-online ; p. 49, Sebastian Czapnik/Dreamstime.com ; p. 50, Dave J Hogan/Getty Images, Siegfried Modola/Comic Relief ; p. 51, courtesy of Clowns Without Borders USA, Matthew "Poki" McCorkle, Yuri Arcurs/Dreamstime.com ; p. 52, Kozini/Dreamstime.com, Nagy-bagoly Ilona/Dreamstime.com, Littlelutya/Dreamstime.com, Flynt/Dreamstime.com, Costasz/Dreamstime.com, Cesar Espinoza/Dreamstime.com, Chimpinski/Dreamstime.com, Prykhodov/Dreamstime.com ; U4 : p. 54, Erik Reis/Dreamstime.com, Mailis Laos/Dreamstime.com, Airdone/Dreamstime.com, Reezuan/Dreamstime.com, Michael Mcdonald/Dreamstime.com, amanalang/iStockphoto.com, Photoeuphoria/Dreamstime.com, Balint Radu/Dreamstime.com ; p. 55, Mauricio Jordan De Souza Coelho/Dreamstime.com ; p. 56, Adolfo Lopez num21034/photaki.com ; p. 57, Ginasanders/Dreamstime.com, Linda Macpherson/Dreamstime.com ; p. 58, © "The Best Jobs in the World", Tourism Australia 2014 ; p. 60, Jonathan Ross/Dreamstime.com, Hongqi Zhang (aka Michael Zhang)/Dreamstime.com ; p. 61, Auremar/Dreamstime.com, © rdnzl/Fotolia.com ; p. 62, Dara Kushner/Dreamstime.com, Photo by DAVID ILIFF. License: CC-BY-SA 3.0/ Wikimedia Commons, peterspiro/iStockphoto.com, Difusion ; © lenets tan/Fotolia.com ; p. 63, Wiktor Wojtas/Dreamstime.com, Bigapplestock/Dreamstime.com, Lee Snider/Dreamstime. com, lse.ac.uk/Wikimediacommons ; p. 64, Kotolenka/Dreamstime.com, Bibacomua/Dreamstime.com, Syda Productions/Dreamstime.com, Jonathan Ross/Dreamstime.com, Jiri Miklo/ Dreamstime.com ; p. 65, Edyta Pawlowska/Dreamstime.com, Bjørn Hovdal/Dreamstime.com ; Arts Together 3-4 : p. 66, Martin Parr/Magnum Photos ; p. 67, USA National Gallery of Art Sculpture Garden/Ingfbruno/Wikimedia Commons, Paris 2010 Le Penseur Daniel Stockman/Wikimedia Commons, Gunnar3000/Dreamstime.com ; Reading 3-4 : p. 68-69, "My teacher took my iPod" and "April Fool's Day" in The Revenge of the Lunch Ladies copyright © 2007 Kenn Nesbitt. All Rights Reserved. Reprinted by permission of the author, © pizuttipics/Fotolia.com, Anna Pavlova/Dreamstime.com ; U5 : p. 70, Lunamarina/Dreamstime.com, Ivy Tseh/Dreamstime.com, Eric Broder Van Dyke/Dreamstime.com, Lawrence Weslowski Jr/Dreamstime.com, Googleplex Welcome Sign Ardo191/Wikimedia Commons, Quibik/Wikimedia Commons ; p. 71, California diamond jubilee half dollar commemorative obverse, Pressureua/Dreamstime.com ; p. 72, Emmanuel.boutet/Wikimedia Commons, The Granger Collection, New York/Wikimedia Commons, Harper's Weekly How We Got Gold in California. 1860/Wikimedia Commons, Robyn Mackenzie/Dreamstime.com, Library of Congressus/Wikimedia Commons ; p. 73, 74 The Bancroft Library, University of California, Berkeley, Sergey Brin-Larry Page ; p. 76, Aggressor/ Dreamstime.com ; p. 77, asiseeit/iStockphoto.com ; p. 78, National Archives and Records Administration/Wikimedia Commons ; p. 79, John D. Kisch/Separate Cinema/Getty Images, Lunamarina/Dreamstime.com, Tasstock/Dreamstime.com ; U6 : p. 82, Tanawat Pontchour/Dreamstime.com, TOUCHSTONE TELEVISION/Album-online, BEND IT FILMS/FILM COUNCIL/ ROCMEDIA/HELKON MEDIA AG/Album-online, Photographerlondon/Dreamstime.com, Ira Rosenberg/Library of Congress/Wikimedia Commons, Rvlsoft/Dreamstime.com, Maica/ iStockphoto.com ; p. 83, Yuri Arcurs/Dreamstime.com ; p. 84, Carrienelson1/Dreamstime.com, mamadela/iStockphoto.com ; p. 86, © LA Youth magazine ; p. 89, OSTILL/iStockphoto.com ; p. 90, Matthew Lewis-ICC/Getty Images, Jared Wickerham/Getty Images ; p. 91, B Bennett/Getty Images, muzzanese/Flickr.com ; Arts Together 5-6 : p. 94, Nighthawks by Edward Hopper/ Wikimedia Commons ; p. 95, Tuttomondo by Keith Haring, Slave Auction by Jean-Michel Basquiat, Musée d'Art Moderne de Paris, Jean-Michel Basquiat and Keith Haring, Sociologas/ Dreamstime.com ; Reading 5-6 : p. 96, © from Mark Haddon by The Curious Incident Of The Dog In The Night-Time, Published by Random House Children's Books, Reprinted by permission of The Random House Group Limited. ; U7 : p. 98, Zeelias65/Dreamstime.com, Rozenn Leard/Dreamstime.com, Rico Leffanta/Dreamstime.com, Sydney Opera House Night/Anthony Winning/ Wikimedia Commons, John White/Dreamstime.com, martin-dm/iStockphoto.com, Bjeayes/Dreamstime.com ; p. 99, Aboriginal rock art/Thomas Schoch/Wikimedia Commons, JohnCarnemolla/iStockphoto.com ; p. 100, Lifeontheside/Dreamstime.com, Natasha Mullhall/Flickr.com, wool week/Instagram, Diana Valujeva/Dreamstime.com ; p. 101, Felix Mizioznikov/Dreamstime.com ; p. 102, Rabbit Proof-Fence in 2005 Roguengineer/Wikimedia Commons, Jwk1/Dreamstime.com ; p. 103, © Courtesy of Recorded Picture Company ; p. 104, Stockhouse/Dreamstime.com, Leerobin/Dreamstime.com, Buch/Dreamstime.com, Saša Prudkov/Dreamstime.com ; p. 105, Uluru/Ayers Rock Corey Leopold/Wikimedia Commons, Pp76/ Dreamstime.com, © Didjshop.com ; p. 106, © National Geographic, Didjshop.com, Ingehogenbijl/Dreamstime.com, Alexander Morozov/Dreamstime.com ; p. 108, Darko Veselinovic/ Dreamstime.com, Saniphoto/Dreamstime.com ; U8 : p. 111, Schwadron, Harley/CartoonStock ; p. 112, Brad Calkins/Dreamstime.com, Massimo Sala/Dreamstime.com, Marty142/ Dreamstime.com, gabor/Wikimedia Commons ; p. 113, Nn555/Dreamstime.com ; p. 115, © Classical Comics Ltd ; p. 116, nawasaka/Tumblr.com ; p. 117, Mircea Nicolescu/Dreamstime.com, © KPBS et San Diego Student Shakespeare Society ; p. 118, John Taylor Shakespeare/Wikimedia Commons, Massimo Sala/Dreamstime.com ; p. 119, Edward Henry Corbould The Bridgeman Art Library/Getty Images, wynnter/iStockphoto.com, Penywise/Dreamstime.com, JayKay57/iStockphoto.com ; p. 121, István Csák/Dreamstime.com ; Arts Together 7-8 : p. 122, © Charles Meere Estate/Art Gallery of New South Wales, Sydney ; p. 123, © The car by John Brack, National Gallery of Victoria, Melbourne, © Boy by Ron Mueck (2000) ARoS Aarhus Kunstmuseum, Denmark, photo by Poul Ib Henriksen ; Reading 7-8 : p. 124-125, © Mr William Shakespeare's plays by Marcia Williams, Walker Books Limited, walker.co.uk. 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. 18, 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. 30, Oscar Wilde, The Picture of Dorian Gray (1890), adapted from Penguin Readers ; p. 59, 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. 75, 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. 86, "I wish I hadn't lied and disappointed my Dad", Nancy Vo, El Monte HS, 28 th January 2013 © LA Youth magazine ; p. 106-107, "Dreamtime stories" © Didjshop.com, For rights reserved and granted see www. didjshop.com/copyright ; p. 113, sonnet 130 "My mistress' eyes are nothing like the sun", William Shakespeare ; p. 115, Macbeth, the Graphic Novel, © Classical Comics Ltd ; p. 116, "Things We Say Today Which We Owe to Shakespeare", nawasaka.tumblr.com.

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 audios : "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" (217796kd-jack_ door-slam-far, P1_ jaava73_applause, P1_thompsonman_camera-shutter, P1_Us_car, 131028__dymewiz__locking-a-door-03, P12_thefurnaceroom_istockphoto_irishmusic, P17_reinsamba_guided-tour, 103979_bulbastre_man-being-hit-ouch-painful-yelling-beatdown-2, 131028__dymewiz__locking-a-door-03, 145185__eelke__080101-iceskatinglake, P23-1_egolessdub_keys, P23-1_erik-pritzens_snoring, P23-1_skydran__keys-on-door-and-open, P23-2_evinawer_fall-on-the-floor, P23-2_oberon81_man-laughing-hard, P23-3_nabito_phone, P23-4_kreaton_tennis, P29-1_abcopen_childrens-classroom, P29-1_thavis360_writing-with-chalk-chalkboard, P29-3_littlebrojay_park ambiant, P29-4_ klankbeeld_baby, P29-4_zabuhailo_baby_bathing, P30_ukjoncollins_uk-tone, P32_club-sound_ jingle, P32_klankbeeld_clapping, P35_maxdemianagl_chair, P32_klankbeeld_ clapping, aboriginal-spiritual-music-wamali-and-the-waratah, ). 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 Coordination éditoriale et rédaction Alícia Carreras Révision pédagogique Véronique Mahé Révision orthotypographique Anne Andrault Conception graphique couverture et intérieur Oscar García Ortega, Luis Luján, Setanta, Salon de Thé Mise en page Roser Cerdà (Salon de Thé), Rosa Lladó, Gerard Sobrepera, Emma Camacho Documentation Mateo Caballero Remerciements Nous tenons à remercier toutes les personnes qui ont contribué par leurs conseils et révisions à la réalisation de ce manuel, notamment Florence Pitti, Scot Esposito, Brian Brennan. Illustrations Oscar Domènech, Kamae Design

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Copyright de cette édition : Editions Maison des Langues, Paris, 2014. ISBN : 978-2-35685-234-2 ISBN spécimen : 978-2-35685-245-8 Dépôt légal : mars 2014 Imprimé dans l'UE