Folder Get Up 2023

GET UP

ANGLAIS NIVEAU B1  B2

UNE UTILISATION FLEXIBLE DES DOCUMENTS VARIÉS ET ACTUELS DES ACTIVITÉS MOTIVANTES

GET UP / RESSOURCES - ANGLAIS

Chez Pelckmans, nous avons opté pour le meilleur des deux mondes : une combinaison juste et équilibrée entre le papier et le numérique afin de soutenir au mieux les enseignants et les élèves tout au long de leur parcours.

Dans un monde en constante évolution, un enseignement de qualité est plus que jamais d’une importance capitale

La technologie offre plus que jamais un soutien incontournable et ne cesse d’évoluer : Pelckmans Portail, notre environnement d’apprentissage en ligne, s’inscrit dans cette mouvance. En tant que maison d’édition, nous souhaitons vous aider à accompagner les jeunes dans leur apprentissage, tâche pour laquelle, nous en sommes convaincus, vous pouvez faire la différence.

Dans un monde en constante évolution, un enseignement de qualité est plus que jamais d’une importance capitale. L’école se doit de stimuler chez les élèves les compétences telles que la créativité, la citoyenneté, l’acquisition de nouvelles connaissances, l’esprit critique, la réalisation de projets ou encore le travail en autonomie.

Suivez-nous et restez informé

Suivez-nous sur notre page Facebook et restez informé de nos nouvelles méthodes d’apprentissage et des possibilités qu’offre Pelckmans Portail. pelckmanssecondaire

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UNE ÉQUIPE D’AUTEURS EXPÉRIMENTÉS Marine Bonato Céline Florence Frédéric Macaluso Fanny Marquegnies Noëlle Michiels COORDINATEUR Céline Florence

5 BONNES RAISONS DE CHOISIR GET UP 1 2 3 4 5

Des thématiques actuelles Du matériel authentique, riche et varié Des outils pour se préparer à l’enseignement supérieur Une utilisation flexible du manuel Une continuité dans l’apprentissage

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VUE D’ENSEMBLE GET UP 6

Unit 1 - Buying 1 Shopping around • Understanding pros and cons • Understanding an informative video 2 Complaining • Dealing with an oral complaint • Writing an email of complaint

• Present perfect simple or continuous • Present perfect simple or past simple

Going further…

• Primark – Taking care from sourcing to store / Money talks / What’s Buying Nothing Day all about?

• The origins of the name ‘Black Friday’ • Can fashion be fair? / The Secret Dreamworld of a shopaholic / Buy Nothing Day

Unit 2 - Fairy tales 1 Once upon a time • Comparing films • Telling a fairy tale

• Linking words • Adjectives and adverbs • Narrative tenses

2 Off with her nut!

• Understanding a poem • Rewriting a fairy tale Going further…

• The princess rap battle / The Princess and the Pea: Fixed Fairy Tales / Stereotypes in fairy tales • King Frost by Andrew Lang • The Lion King and Shakespeare’s Hamlet: Similarities and Differences / The Magician and the Sultan’s Son / Review: The Nutcracker and the four Realms

Unit 3 - And then…

1 The world is your oyster • Understanding an informative text • Talking about future possibilities and plans

• Future tenses

2 Go get it!

• Talking about skills and character • Writing a formal email of application Going further…

• Exchange students in Peru / Thiel Fellowship • Bored with the UK? Put your laptop in your rucksack and go study abroad / Ten reasons to go on a student exchange / WikiHow - How to make an exchange student feel welcome / Jobs of the future / Character Traits Employers Want to See at Work

Unit 4 - Health matters 1 Fake health news • Recognising facts and health ‘myths’ • Assessing your source critically

• Had better / ought to • Articles

2 Public health issues • Understanding articles from news websites • Summarising an article in one sentence Going further…

• 2019 Breakthrough of the year / Victor Frankenstein • Fight or flight / Section from Mary Shelley’s Frankenstein / Frankenstein – graphic novel / Frying oil consumption

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Unit 5 - From rags to riches 1 In business we trust • Understanding a cartoon / a video about business • Talking about money and business

• The third conditional • Used to

2 Where there’s a will there’s a way • Analysing a pie chart • Giving a presentation Going further…

• Summer jobs for this summer • An interview • Strength in numbers / Buy! Buy! Bye Bye money / The four business model / Goods versus Services

Unit 6 - Green is the colour 1 Youth for climate • Understanding informative resources • Analysing a speech

• Comparatives and ­superlatives

2 Plastic is not fantastic!

• Defining ‘Zero Waste’ • Producing a tutorial Going further…

• No waste like home / A plastic Revolution • Climate Action / Zero waste lifestyle: time and money consuming? / From heatwaves to hurricanes, floods to famines: mapping the hotspots

Unit 7 - It takes all sorts ( to make a world) 1 All equal in the face of fear!

• Talking about fears and phobias • Comparing information from a text and a video

• Pronouns

2 Is this a man’s world?

• Talking about gender stereotypes • Taking part in a debate Going further…

• Living Fearlessly / Virtual Reality as a Treatment of Mental Health Problems • Interview with Mia Hamm • How 14 Year Old, Lydia Novak, Created An Online Business / The Men who do ‘Women’s Work’ / Living Fearlessly / Top 10 Most Bizarre Phobias / Science Figures Out How to Overcome Your Fear of Spiders

Unit 8 - And there was English...

1 The history of English • Understanding a satirical video • Writing a summary

• Verb patterns • Numbers • Passive

2 Rule Britannia • Reading a historical text • Creating and presenting a visual support Going further…

• The Crown / The Globe Theatre • Any last words? Our dying languages / What is global language? / The Commonwealth today / Shakespeare’s biography / The Tell-Tale Heart by Edgar Allan Poe

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LA JUSTE COMBINAISON ENTRE LE PAPIER ET LE NUMÉRIQUE

1+1=3

LE MANUEL, UN SUPPORT INCONTOURNABLE Un livre de l’élève attirant. Des études scientifiques montrent qu’apprendre de manière active, en écrivant, permet une meilleure assimilation.

Des cadres clairement présentés à consulter ou à étudier.

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PELCKMANS PORTAIL, UN SOUTIEN ESSENTIEL pelckmansportail.be Pelckmans Portail, la mallette numérique des élèves et des professeurs !

Dans le livre numérique, l’élève est maitre de son apprentissage. Il évolue à son propre rythme. Il peut réécouter les audios, revoir les vidéos, faire des exercices de grammaire supplémentaires ou étudier son vocabulaire.

1 Once upon a time …

Comparing films Telling a fairy tale

1

3

Look at this graphic organiser with fairy tale elements.

Highlight the typical fairy tale elements in “Snow White”.

For the annual School Christmas Show, your class has decided to stage Snow White and the Seven Dwarfs.

In groups, use these pictures to tell the story to one another.

SETTING

• once upon a time • a country far far away • a creepy dungeon • a dark cellar • the enchanted forest • a gingerbread house • a splendid castle • a deep pond • three houses made of

straw, wood and bricks

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PLOT TWIST OR TURNING POINT

PROBLEM

• a horrible curse • a stolen treasure • greed, jealousy and envy • a hunger for power • a kidnapping

Do you remember?

• a broken spell • the arrival of the prince • a decisive battle • finding a key • solving a riddle • freeing the princess

SOLUTION

• a kiss / love / marriage • they lived happily ever

after • slaying the monster • escaping captivity • all’s well that ends well

Plural of nouns ending in “f”

• When a noun ends with “f(e)”, it usually changes to “v+es” in the plural. half – halves

wife – wives.

• Exceptions: roof – roofs

chief – chiefs

oaf – oafs

dwarf - dwarfs (“dwarves” also exists now) CHECK YOUR KNOWLEDGE 11

4 Unit 2 • Fairy tales

HEROES

• Prince Charming • helpful dwarfs • the fairy godmother • the mighty king • the brave knight • the genie in the lamp • the wise sorcerer • a wilful child

• a remote cottage • a violent storm

Watch the trailer of two films based on the story of Snow White: Mirror Mirror and The Huntsman. Compare both trailers with the Disney film. Make a list of the main differences between the three films.

Differences: Genre: Animation (children) / comedy (funny even for adults) / drama-fantasy (darker).

The romance is between Snow White and Prince Charming in the cartoon and the comedy, it is between Snow White and the huntsman in the third film.

The seven dwarfs are miners in the cartoon, bandits in Mirror Mirror.

The wicked stepmother seems much more evil in The Huntsman.

Battles are more dramatic in Snow White and the Huntsman.

Snow White is even seen in armour, joining the fight. She is also seen fighting in Mirror Mirror, but she is still feminine, and the battle is not so bloody. Snow White never fights in the Disney movie.

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MAGICAL ELEMENTS

• a poisonous apple • a magic potion • a spell • a curse • a magic wand • a flying carpet • a sword • fairy dust • a bubbling cauldron • a cloak of invisibility

What other elements can you link to other fairy tales? Discuss in class.

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TOUJOURS PLUS DE POSSIBILITÉS À l’aide des outils d’écriture et de marquage, les élèves tout comme les professeurs peuvent facilement prendre des notes ou surligner des points importants. Vous pouvez également partager les solutions des exercices avec vos élèves.

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LES SAVOIRS AU SERVICE DES COMPÉTENCES

DES CHAPITRES STRUCTURÉS Dans chaque chapitre se trouvent les ressources nécessaires pour réaliser les tâches communicationnelles.

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A Wordbase How to talk about future plans I’d rather do something Je préférerais faire quelque chose

Studies

to get a degree

obtenir un diplôme

I’d better do something Je ferais mieux de faire quelque chose

to drop out (of school)

arrêter (l’école)

a grant

une bourse

a field of study

un domaine d’étude

Gap year

WORDBASE Les mots et expressions nécessaires pour fonctionner dans la thématique.

to go on a gap year

prendre une année sabbatique

to do volunteer work

faire du volontariat

volunteering

le volontariat

to do charitable work

faire du travail caritatif

to get your driving licence

décrocher le permis de conduire

to go to driving school

aller à l’auto-école

homesickness

le mal du pays

the time difference

le décalage horaire (nombre d’heures)

the jetlag

le décalage horaire (sensation)

the surroundings

le cadre (de vie)

the curfew

le couvre feu

to get along (well / badly) with someone

to shadow (an expert)

suivre (un expert)

a lecture

une leçon / conférence (d’université)

a seminar

un séminaire

Bachelor of Arts (BA)

un bachelier en arts

Bachelor of Science (BSc)

un bachelier en sciences

Master of Arts (MA)

un master en arts

a thesis

une thèse, un mémoire

a field placement

un stage sur le terrain

Career

to found / to launch a company

fonder / lancer une entreprise

(bien/mal) s’entendre avec quelqu’un

to outweigh

l’emporter sur

to pursue a career in

suivre une carrière de

to sneak in / out

se faufiler dedans / dehors

to move up the ranks

gravir les échelons

to get involved in

s’impliquer dans

to start something from scratch

commencer quelque chose à zéro

to accomplish goals

accomplir des projets

to take on more responsibility

prendre plus de responsabilités

to figure something out comprendre quelque chose to cope with something gérer quelque chose

to be the perfect fit (for)

être parfait pour

to stay true to oneself

rester fidèle à soimême

hands-on experience

expérience pratique

daunting

intimidant

an internship

un stage

challenging

stimulant

an entrepreneur

un entrepreneur

rewarding

gratifiant

eligible (to do something)

éligible

entertaining

divertissant

on-the-job training

formation sur le tas

empowering

valorisant

competitive

compétitif

Good to know

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B Let's practise!

Future tenses 1

Complete the tips with a future tense form (future simple or going to).

STUDENTS ABROAD

5 TIPS ON HOW TO BE A GOOD EXCHANGE STUDENT

LET’S PRACTISE!

TIP #1

TIP #2

During your exchange programme you [1 to notice] cultural differences. Try to respect these differences, and really immerse yourself in local life. That way, we think that you [2 to start] to understand the local customs better.

Although it might look like a really difficult task, taking initiative and saying yes to new experiences is not as difficult as it may feel at first. You [3 to enjoy] the exchange programme even more, if you just let go. Isn’t it the adventure that makes the idea of a foreign exchange so appealing to most people? Don’t sit around waiting for things to happen.

Strap on your boots and go hiking through the local nature or explore the city centre, swarming with locals. If you do this, we expect that you [4 to know] the area and its people like the back of your hand by the end of the programme.

TIP #3

TIP #5

Don’t spend all of your days behind the computer or your smartphone.

You [5 not to give] a very good impression to your host family, and you [6 not to get] to know them very well.

Integration into your host family is the key factor to what makes an exchange successful.

There [8 to be] times when you feel sad, or perhaps lonely because you haven’t made many friends yet. Don’t bottle up these emotions, or you [9 to walk] around increasingly frustrated about these negative feelings. Do not hesitate to discuss this with your host family or fellow exchange students.

You [10 to feel] a lot better once you’ve got it off your chest.

TIP #4 You [7 to look] stupid. And that’s okay.

How can you not look stupid? You’re a 17-year-old speaking with an 8-yearold who knows the local language way better than you do. Be patient.

You’ve got this. Be appreciative of all the efforts your host family makes to teach you words and phrases.

Des exercices d’appropriation et de production sur les points de grammaire vus ou revus.

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2

7

3

8

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9

5

10 RESULTS

< 7 CHECK YOUR KNOWLEDGE 53 | 7–10 GO TO EXERCISE 2.

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DU MATÉRIEL ACTUEL ET MOTIVANT

LE MAG Le Mag qui accompagne Get up 6 propose pour chaque chapitre des textes authentiques qui traitent la thématique sous un autre angle.

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Going further…

4

1

Read the article Can fashion be fair?

You’ve decided to go green and buy eco-friendly and ethical products. As far as clothing is concerned, you have no idea which brands to go for. You look for more information on this topic. a

What is ethical fashion?

b Which brands should you buy and why (in other words, why are these brands “ethical”)? c

2

You really think everyone should buy eco-friendly and ethical items. You have two minutes to convince your classmates. Remember to set up your arguments and to use examples and / or anecdotes.

Watch the clip Primark - Taking care from sourcing to store. a

How can Primark keep prices low?

b What steps have they taken to become more responsible and sustainable? c

4

3

What does Primark hope to accomplish with the clip? What’s their ultimate goal?

Read excerpts from the novel The Secret Dreamworld of a Shopaholic by Sophie Kinsella. a

The novel starts with a few letters from Endwich Bank addressed to Rebecca Bloomwood. Take a look at these letters.

What do you notice about Rebecca’s financial situation?

What is her real problem?

b Now read the first chapter. How does Rebecca try to deal with her problem? c

What would you do if you had the same problem?

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GOING FURTHER ...

Tous les chapitres se terminent par un Going further ... Nous vous offrons ici la possibilité de travailler la thématique du chapitre à partir de vidéos et de textes du Mag. – Des tâches de réception et de production supplémentaires de niveau 4.

– Vous avez le choix de mobiliser un ou plusieurs supports selon les affinités de la classe.

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ENCORE PLUS D’OCCASIONS DE PARLER

LET’S TALK! Des exercices supplémentaires d’expression orale en interaction pour mieux communiquer au quotidien. Des conversations anodines de tous les jours ou plus fonctionnelles.

C Let's talk!

A little chat 5

Time to speak. What are you going to do next year?

Ask your teacher for a card.

CHECK YOUR KNOWLEDGE 94

NEED SOME HELP ?

96

Finding the right host family 6

You have decided to take part in a language exchange programme. You have selected a programme from AFS. You are going to meet with a representative of AFS to try and find the perfect host family for you. Get into pairs.

Student A: you are the student. The AFS representative is going to ask you questions.

Student B: you are the AFS representative. Ask questions to complete the form.

NEED SOME HELP ?

LANGUAGE EXCHANGE PROGRAMME

Countries applied for:

PERSONAL INFORMATION

CHECK YOUR KNOWLEDGE 76

HEALT H INFOR MATION Are you vegeta rian? YES / NO Do you have special dietar y require ments?

YES / NO (If yes, describe.)

Do you have any medical condit ions or disabil ities?

YES / NO (If yes, describe.)

Do you have any allergies? YES /

NO (If yes, describe.)

Name (First / Middle / Last): Date of birth: I am currently studying in (school grade): Country of birth: Citizenship: Email address: This email address is very important to inform you about the status of your application, do not change it.

LANGUAGE INFOR MATION List all the languages that you speak rate your fluenc y as fair, good or

/ unders tand / write, and

excellent.

Have you ever travelled abroad? Where ? When?

FAMILY INFORMATION Names and ages of parents (or guardian) and siblings you live

HOBBIES / FREE-T IME ACTIV ITIES What do you do in your free time?

with:

Name any organi sation s or social

Father / male guardian:

services you are involved in.

Mother / female guardian: Siblings:

CHARACTER

Does anyone else live at home with you? YES / NO

How would you describe your charac

ter in 5 adject ives?

Who? Relationship? Ages?

Has anyone in your family ever participated in an AFS programme? Name:

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EXPECTATIONS What do you expect from your host

family?

Unit 3 • And then …

CHATCARDS Des cartes de jeu qui permettent d’exercer l’expression orale en interaction.

Très visuelles, elles sont déclinées en deux niveaux de difficulté pour permettre la différenciation.

Giving travel advice I’m going hiking with my friend next week.

I’ve never done that before …

can I What should /

do …?

Can you give me …?

Giving

• passport • camera • dollars You should …

Make sure …

I’d recommend …

If I were you, I would …

Try …

travel a dvice I’m going hiking wit h my frien d next w eek.

I’ve neve r done t hat before …

5

Get up 5 Unit 4

• passpo rt • camera • dollars

Get up 5

Apprendre une langue, c’est oser parler !

Unit 4

1

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POUR LE PLAISIR

LET’S HAVE A BREAK! Tous les deux chapitres est prévu un moment de détente.

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Celebrating

L’élève est amené à côtoyer la culture de la langue et doit faire preuve de créativité comme inventer une nouvelle fête ou organiser une journée Fair Trade à l’école..

1

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UN MAXIMUM DE CONFORT POUR L’ENSEIGNANT

GUIDE DU PROFESSEUR Le livre de l’élève en version papier avec les solutions.

Parce que nous pensons que votre confort est important, le contenu, la structure et la présentation du guide ont été optimalisés.

3

Introduce your Wonder to the class. While listening to the other presentations, take notes of all the relevant information.

Database It is

in the first half of in the second half of in the latter half of in the 1970s.

It was discovered

in 23 AD. in the second century BC.

It had been destroyed A second tower was added

a decade a century

It was the tallest man-made structure It is located

Database Encourage the students to use the Database to do exercise 3 as they are asked to present their World Wonder.

Traduction How to describe your world wonder

4

BC/AD vs BCE/CE You might want to ask them if they know what BC and AD stand for. Mention that BCE/ CE are becoming more and more common since there is no religious connotation.

4 Pronunciation: Simple past -ed ending Some students may know that there are three different pronunciations for this ending.

Focus on the three groups of words and play the audio once for students just to listen. Then play it again for students to listen and repeat.

Put students in pairs and give them a minute to practise saying the verbs in the list. Ask students to guess the rule.

Elicit the rule with them.

the 20th century.

before. later.

6

for over a millenium. until 1904.

in the north of England. in the southeast of Egypt. on the western coast of Ireland.

15 miles south of Athens. near a river.

• dropped • liked • laughed

a b c d e f g h i j

the latter half of the fifth century the 1860s a millennium the mid-fifth century BC modern-day a century 262 AD 600 BC a decade the turn of the last century

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6

7

8

9

10

i

f

c

h

g

a

d

b

j

e

Optional activity The centuries are a good opportunity to have a quick revision of the ordinal numbers and the way they are abbreviated.

Refer students to the Ressources book if necessary.

6 Reading: Structuring information This exercise consists in organising the information visually.

Using the information from the presentations you have heard, organise it onto this map of the Eastern Mediterranean and the timeline.

BC/AD vs BCE/CE The letters BCE or CE together with a year mean before or after year 1. CE is an abbreviation for Common Era. BCE is short for Before Common Era. BCE and CE are used in exactly the same way as the traditional abbreviations BC (before Christ) and AD (Anno Domini, in the year of our Lord).

3

4 5 6

Timelines and maps are two useful visual organisers for information of this kind.

Students may need to have access to an atlas or the Internet to locate these wonders on a map.

2

Listen and repeat.

• destroyed • discovered • played

5 Vocabulary: Time references This exercise makes students rehearse specific vocabulary on time. They are not in the same order as in the text.

Match the time references with the descriptions.

1 a period of 10 years 2 a period of 100 years 3 a period of 1000 years 4 600 years before the birth of Christ 5 262 years after the birth of Christ 6 between 450 and 500 7 around 450 BC 8 between 1860 and 1869 9 between 1890 and 1910 10 from the first half of the 21st century

an impressive temple. a magnificent castle. a grand palace. one of the oldest mosques in the world.

It was built

Extra activity After hearing about the Seven Wonders of the Ancient World, which one sounds the most wonderful to you? Why?

5

How to describe your world wonder

Did you know?

3 Speaking and writing: Introducing a wonder and taking notes Students introduce their Wonder to the whole class, using vocabulary from the Database. They can prepare a short presentation (power point, poster, etc.).

They need to take notes while hearing the presentations about the other World Wonders to be able to do exercises 5 and 6.

By doing the same exercise several times, they can improve their presentation and get used to the new structures from the Database.

If you choose not to have students hear all 7 presentations in exercise 3, have them read the texts about the other World Wonders on pages 116-117 and complete the map and the timeline.

7 1

• added • located • constructed CHECK YOUR KNOWLEDGE 136

2800

1

Great pyramids of Giza

2

Hanging gardens of Babylon

3

Statue of Zeus at Olympia

4

Temple of Artemis at Ephesus

5

Mausoleum at Halicarnassus

6

Colossus of Rhodes

7

Lighthouse of Alexandria

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2000

BC

1000

AD

1000

When correcting the exercise, don’t hesitate to insist on the structures “BC/AD” or “BCE/CE” and “from … to…”

2000

Alternative Students could work in groups of seven, with each member having to read about a different World Wonder.

119

Unit 5 • A world of wonders

Note on the answers The solution on the timeline for the Hanging Gardens of Babylon has a different layout because these gardens may well be a myth.

Extra activity Draw three columns on the board, representing the three possible endings, and ask students to write the verbs in the right column.

Audio Pronunciation -ed

Get up 5 Guide du professeur

118 527381_9193_Get up 5 HL.indb 118

119 7/07/20 11:49

527381_9193_Get up 5 HL.indb 119

Dans la marge, vous trouverez diverses pistes didactiques, comme par exemple : – des activités qui vous permettent d’introduire la thématique ; – des informations concernant le matériel nécessaire (vidéos, photocopiables, …) ; – des suggestions de différenciation ; – des variantes aux activités proposées ; – toute autre information utile au bon déroulement des activités.

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7/07/20 11:49

PELCKMANS PORTAIL Sur Pelckmans Portail, vous trouverez tout le matériel nécessaire pour vous accompagner : – des tests de compétences certificatifs – des exercices supplémentaires – des jeux – des photocopiables – une planification de l’année – un outil de gestion des classes

4

Study the graphs.

a

Highlight the research results in the text and match them with the graphs.

b

What were the research questions originally asked in the survey to gather the data?

Graphs

40 % 60 %

no

yes

80 70 60

73 %

50 40 30

27 %

20

Past simple and past continuous

To talk about actions that clearly took place in the past and are finished, we use the past simple.

When I was 6, I loved to go to the seaside.

In my childhood I spent all my summer holidays at my grandparents’.

Results

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2

Do you remember?

To talk about long actions going on in the past, we use the past continuous.

Four in ten hard-working parents worry they don’t make enough new memories with their children.

Do you sometimes worry you don’t make enough new memories with your children?

While I was doing my homework, my brother was listening to music.

While my father was cooking dinner, we were watching TV. To talk about long actions that were going on when something else happened, we use the past continuous.

When Andrew got home, his sister was baking a cake. short action long action = past simple = past continuous

Nearly three quarters (73%) of those who took part in the poll said the beach played a part in their happiest memories.

Does the beach play a part in your happiest memories?

CHECK YOUR KNOWLEDGE 50

10 0

yes

no

3

More than half of the parents surveyed said that. They have visited with their own family a destination that they visited themselves when young. no

4

6

70 60

74 %

50 40 30

26 %

20 10 0

yes

no

5

relationship shoes

sheet chart

‘ch’ is pronounced [tʃ]

yes

80

Listen to the following words, focus on the underlined sounds, and repeat the words. How do you pronounce these sounds? childhood establish

seashell beach

choose British

CHECK YOUR KNOWLEDGE 133

74 % feel it’s harder for modern families to make time for each other without distractions.

Do you feel it is harder to make time for each other without distractions?

7

The school newspaper wants to publish a special issue on childhood.

Some pages of this special edition will be dedicated to childhood memories. You and your classmates are in charge of carrying out a survey on the best childhood memories.

What to do ?

Describe what the people in the pictures were doing at some point in their childhood. Find the words in the text in exercise 1.

1 While our mother was sunbathing, we were collecting seashells

cheat chain

‘sh’ is pronounced [ʃ]

.

a b c d e

Get into groups of 4 or 5 students.

Each group prepares 5 questions to ask the other students.

Choose one question from each group.

Answer the survey.

Draw a graph to present the results.

2 While their father was taking pictures, they were playing hide-and-seek

.

3 When his mother got home, he was drawing

.

4 While my grandfather was mowing the lawn, my father and I were building a treehouse

.

5 While the first group was setting up their tents, the second group was exploring nature

144

Unit 6 • Down memory lane

.

Strategy

Conducting a survey and drawing a graph to present the results

When drafting questions for a survey: – Make sure that the survey itself is not too long.

– Your questions should be close-ended questions that give the respondents a clear choice between several possibilities.

When drawing a graph to present the results: – Make sure that it is clear enough to create a better visual impact.

– Your graph should present the results in a straightforward way.

– Your graph should have a title and include the number of respondents and the percentage of responses in each category.

145

COMMENT TRAVAILLER AVEC PELCKMANS PORTAIL ?

Toutes les informations se trouvent sur info.pelckmansportail.be.

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RESSOURCES-ANGLAIS

LE COMPLÉMENT IDÉAL AU GET UP !

Toutes les ressources grammaticales, lexicales, phonologiques et stratégiques nécessaires pour mieux communiquer en anglais se retrouvent dans notre tout nouveau support.

Ressources est un outil bien distinct qui peut être utilisé indépendamment ou associé à n’importe quelle méthode d’apprentissage. Il est le compagnon idéal pour permettre à l’élève de se remettre à niveau ou de renforcer ses con­naissances de base de l’anglais.

AUTEURS

REMERCIEMENT

Céline Florence Marine Bonato Robert Verdonck

Sophie Motter Anne-Lise Verdonck Emmanuelle Winandy Valérie Wyseur

AVEC LA PARTICIPATION DE Sophie Albrecht Nathalie Claes Céline Dangriaux Jessica Glinne Frédéric Macaluso Fanny Marquegnies Noëlle Michiels

5 BONNES RAISONS DE CHOISIR RESSOURCES 1 2 3 4 5

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Toutes les ressources rassemblées dans un seul support Permet le renforcement ou la remise à niveau Favorise l’autonomie Une structure claire Une présentation soignée

LES RESSOURCES GRAMMATICALES Maitriser les spécificités grammaticales d’une langue demande un investissement régulier et fréquent.

Pour y arriver, rien de tel qu’un document synthèse qui rassemble tout ce qui a été abordé au fil des années.

Les 53 fiches présentent de manière claire et précise l’essentiel de ce qui doit être retenu pour s’exprimer correctement. Elles constituent les repères qui permettent de s’orienter avec aisance en cas de doute.

LES RESSOURCES LEXICALES Classées par thème, les ressources lexicales rassemblent tous les mots et expressions indispensables pour s’exprimer au quotidien.

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LES RESSOURCES PHONOLOGIQUES Parce que la maitrise de la phonologie joue un rôle essentiel pour se faire comprendre correctement en anglais, celle-ci trouve une place à part entière dans les Ressources. De la prononciation des différents sons à l’accentuation dans la phrase, nos fiches vous donnent les principales clés pour améliorer sa prononciation.

LES RESSOURCES STRATÉGIQUES Travailler en autonomie signifie aussi être capable de mettre en place des stratégies pour réaliser des tâches tant de réception que de production. Les Ressources vous offrent des pistes pour choisir les stratégies les mieux adaptées, pour sélectionner les outils les plus efficaces. Elles définissent aussi les critères qui permettent l’autoévaluation.

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LE MATÉRIEL ONLINE

Grâce au code qui se trouve au début du manuel, vous avez accès au Pelckmans Portail. Deux outils sont mis à votre disposition.

LES EXERCICES DE GRAMMAIRE ONLINE Pour remédier ou consolider ses connaissances, des exercices sur les principaux points de grammaire sont proposés. Ils sont déclinés en deux niveaux de difficulté.

L’ENTRAINEMENT DU VOC L’entrainement du voc est un outil qui permet d’entendre les mots et de les étudier. Il est également possible de créer sa propre liste et de la faire évoluer.

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APERÇU DE LA COLLECTION

NIVEAU B1

NIVEAU B1-

NIVEAU A2-

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B2

NIVEAU B1

B2

GET UP 6

GET UP 5

Livre de l’élève (Pelckmans Portail inclus) – 252 pages – MAG inclus – € 24,50

Livre de l’élève (Pelckmans Portail inclus) – 224 pages – MAG inclus – € 24,50

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 268 pages – Chatcards inclus – € 55,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 250 pages – Chatcards inclus – € 55,00

B1

NIVEAU A2+

B1-

GET UP 4

GET UP 3

Livre de l’élève (Pelckmans Portail inclus) – 316 pages – MAG et livret Ressources inclus – € 24,50

Livre de l’élève (Pelckmans Portail inclus) – 328 pages – MAG et livret Ressources inclus – € 24,50

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 344 pages – posters et Chatcards inclus – € 55,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 340 pages – posters et Chatcards inclus – € 55,00

A2+

NIVEAU A1

A2-

GET UP 2

GET UP 1

Livre de l’élève (Pelckmans Portail inclus) – 328 pages – livret Ressources inclus – € 24,50

Livre de l’élève (Pelckmans Portail inclus) – 280 pages – livret Ressources inclus – € 23,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 356 pages – posters et Chatcards inclus – € 55,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 308 pages – posters et Chatcards inclus – € 55,00

NOS AUTRES COLLECTIONS

NIVEAU A1+

NIVEAU A1

NIVEAU A2+

A2

NIVEAU A1+

A2

KEEP UP 1

KEEP UP 2

Livre de l’élève (Pelckmans Portail inclus) – 244 pages – € 23,50

Livre de l’élève (Pelckmans Portail inclus) – 308 pages – € 23,50

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 258 pages – Chatcards inclus – € 55,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 328 pages – Chatcards inclus – € 55,00

A2-

NIVEAU A2-

A2+

STEP UP 1

STEP UP 2

Livre de l’élève (Pelckmans Portail inclus) – 348 pages – MAG et livret Ressources inclus – € 24,50

Livre de l’élève (Pelckmans Portail inclus) – 332 pages – MAG et livret Ressources inclus – € 24,50

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 374 pages – posters et Chatcards inclus – € 55,00

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 358 pages – posters et Chatcards inclus – € 55,00

B1STEP UP 3 Livre de l’élève (Pelckmans Portail inclus) – 348 pages – MAG et livret Ressources inclus – € 24,50

NIVEAU A1-

B2 RESSOURCES ANGLAIS (Pelckmans Portail inclus) – 156 pages – € 18,50

Guide du professeur (Pelckmans Portail et livre numérique inclus) – 374 pages – posters et Chatcards inclus – € 55,00

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NOUS SOMMES LÀ POUR VOUS AIDER

Vous souhaitez en savoir plus sur nos nouvelles méthodes ? Nous sommes là pour vous informer, vous et vos collègues. Vous retrouvez ci-dessous toutes nos coordonnées. Pour retrouver votre déléguée pédagogique, encodez le code postal de votre école sur notre site editionspelckmans.be/rendez-vous.

Vous avez des questions, des remarques ou des suggestions ? Nous vous aiderons volontiers et nous sommes plus que jamais disponibles pour vous : par téléphone, par e-mail ou en appel vidéo.

Isabelle Carion

Leslie Dedeurwaerder

Province du Hainaut (6000 à 7170) Province du Brabant Wallon Province de Liège Région Bruxelles-Capitale (1060 à 1210)

Province du Hainaut (7300 à 7950) Province de Namur Province du Luxembourg Région Bruxelles-Capitale (1000 à 1050)

isabelle.carion@pelckmans.be 0490 42 99 92

leslie.dedeurwaerder@pelckmans.be 0496 16 40 28

pelckmanssecondaire

Pelckmans Éditeurs sa Brasschaatsteenweg 308 – 2920 Kalmthout t 0800 57 151 pelckmans.be – editions@pelckmans.be Sous réserve de modification de prix dans l’intervalle, TVAC, frais d’expédition exclus

I S B N 978-94-6401-200-2

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789464 012002