Anglais 1ere STMG

Couverture : Ellen Gögler Conception et réalisation : PolyPAO

© HACHETTE LIVRE 2007, 43, quai de Grenelle, 75905 Paris Cedex 15

www.hachette-education.com

ISBN : 978-2-01-180428-0

Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.

Le Code de la propriété intellectuelle n’autorisant, aux termes des articles L. 122-4 et L. 122-5, d’une part, que les « copies oureproductions strictement réservées à l’usage privé du copiste et non destinées à une utilisation collective », et, d’autre part, que« les analyses et les courtes citations » dans un but d’exemple et d’illustration, « toute représentation ou reproduction intégraleou partielle, faite sans le consentement de l’auteur ou de ses ayants droit ou ayants cause, est illicite ».Cette représentation ou reproduction, par quelque procédé que ce soit, sans autorisation de l’éditeur ou du Centre français del’exploitation du droit de copie (20, rue des Grands-Augustins, 75006 Paris), constituerait donc une contrefaçon sanctionnée parles articles 425 et suivants du Code pénal.

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Folder 1 Consumer Paradise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[5]

Folder 2 Manipulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[22]

Folder 3 Masters and Slaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[34]

Folder 4 Teens in Revolt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[46]

Folder 5 Civil Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[59]

Folder 6 Hard to Quit! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[71]

Folder 7 Children at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[83]

Folder 8 United We Stand! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[95]

Folder 9 Of Guns and Arms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[107]

Folder 10 South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .[118]

Sommaire

5Folder 1 Consumer Paradise

CULTURE BLOG It’s an Ad, Ad WorldDeux thèmes se répondent et se complètent : la publicité et les enfants, d’une part, les tech-niques publicitaires, d’autre part.

SOUND FILE Ka-chingUne chanson de Shania Twain, sorte de manifeste contre la consommation abusive.

MOVIE FILE Document 1 : Buy Nothing DayUn message de l’association organisatrice de la journée sans achats, Adbusters.

Document 2 : A Whim? Une publicité très courte et facile pour aborder le thème de la consommation compulsive.

WORD BANK Champ lexical : la consommationTEXT FILE 1 The Power of AdvertisingUn extrait du livre de Morgan Spurlock, Don’t Eat This Book.

GRAMMAR FILE Le présentEXPRESSION FILE

TEXT FILE 2 Monica’s BootsUn extrait de Friends, une série télévisée populaire.

PICTURE FILE “Fitnesse”Une analyse des procédés publicitaires

ORAL EXAM FILE What Kids BuyL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder.

PRACTICAL FILE In the StreetSTRATEGY FILE Comprendre les mots inconnus

Ce folder aborde l’influence de la société de consommation dans nos choix quotidiens, notamment par le biaisde la publicité. Il explore, parfois avec humour, les mécanismes qui poussent notre société vers une consom-mation immédiate, presque compulsive. La publicité en est l’arme la plus évidente. Nous invitons les élèves àen analyser les ressorts et à prendre une certaine distance par rapport à ce phénomène omniprésent.

INFLUENCE : « synonyme de persuasion, de manipulation, de séduction, mais aussi reflet de pratiques cul-turelles plus ou moins volontairement acceptées ».OPPOSITION : « expression d’une contestation non violente, pouvant se traduire dans des structures poli-tiques et sociales institutionnalisées. » (BO n° 7 du 28 août 2003.)

Sommaire

Folder1 Consumer Paradise

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CULTURE BLOG

Le professeur peut choisir de :• faire lire les textes aux élèves à la maison et de leur faire faire l’Action en classe;• faire travailler les élèves en groupes en classe de façon à encourager le travail en équipe pour ce qui concernela compréhension et ensuite créer une situation d’échange d’information entre les groupes;• faire faire le travail individuellement pour entraîner les élèves à la lecture en temps limité en vue des épreuvesdu baccalauréat et, à plus long terme, à une compétence qui leur sera utile dans leur vie professionnelle.

CULTURE BLOG It’s an Ad, Ad World Manuel p. 12/13

Children and Advertising

Ce premier texte montre comment les publicitaires se servent des enfants non seulement pour leur propreconsommation mais aussi pour l’influence qu’ils ont auprès de leurs parents. Notons que le texte donné encompréhension de l’oral pour l’entraînement à l’examen (Exam File p. 22) traite le sujet plus à fond.1. Find the words: propre own – dépenser spend – moyenne average – achat purchase.2. Advertisers are more interested in children now because they have money or they influence their parents.3. Consequences :

• advertisers spend a lot of money on advertising aimed at kids (“bombarded”) and find new ideas all thetime to attract children;• advertising has come into schools.

4. The situation in France. Réponse personnelle mais on peut dire : Children probably do not spend as muchtime in front of the TV and the number of commercials is more limited – but children really are influenced bycommercials that they often learn by heart.

5. Advertisers give away toys or various items in order to get children to want their products.

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CULTURE BLOG • CULTURE BLOG • CULTURE BLOGLa composante culturelle est un élément fondamental des programmes de lycée et d’Impact, mais elle neconstitue pas un objet d’enseignement à isoler de l’apprentissage linguistique. À l’inverse, elle justifiel’apprentissage de la langue en lui donnant du contenu. L’objectif du Culture Blog est d’amener les élèvesà construire eux-mêmes des repères culturels et à se familiariser avec les outils langagiers fondamen-taux qui vont leur faciliter l’entrée dans la thématique et l’appréhension des documents proposés.Les documents courts et faciles font appel à la lecture et à l’écoute.Les textes ne dépassent pas 150 mots et ne présentent pas de difficulté syntaxique. Le professeurpourra, au choix, les faire lire à la maison pour une exploitation en classe, les faire lire en classe pargroupes de deux ou trois pour faciliter l’entraide et améliorer l’efficacité, faire lire seulement l’un destextes par la moitié de la classe et l’autre par l’autre moitié pour donner lieu à des échanges. Lestâches proposées sont simples, essentiellement de repérage, et conçues pour être réalisées dans desdélais très courts. Elles ciblent les points essentiels.Le Pod lecture est une mini-conférence, document facile et court, lu à vitesse mesurée, pour un pre-mier contact avec la compréhension de l’oral. Ici aussi, les tâches sont destinées à cibler la compré-hension des points essentiels.L’Action proposée à la fin du blog permet à l’élève de synthétiser les informations et ainsi de se lesapproprier dans une démarche personnelle. Cette tâche correspond à l’approche de type actionnelpréconisée dans le CECR : l’élève doit accomplir des tâches dans des circonstances et un environne-ment donnés. Les actes de parole se réalisent dans un contexte social qui leur donne leur pleine signi-fication. Il y a « tâche » dans la mesure où les élèves mobilisent stratégiquement leurs compétencesen vue de parvenir à un résultat déterminé.

Folder 1 Consumer Paradise

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Ads You Want to Read

Ce texte est une approche plus pragmatique et technique de la publicité. On pourra inviter les élèves à le relirequand ils auront pour tâche de réaliser des publicités (Prepare an awareness campaign, à la page 15 ou Makea TV commercial, à la page 19).1. Words that go with the verbs:

• an ad should catch people’s imagination, eye, attention;• an ad should be intriguing, interesting, exciting, personalized.

2. Two verbs that go with “crime” : burgle and steal. One noun : burglaries.

Ads that Go Wrong

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre les informations essentielles d’un document sonore.• Comprendre la trame des événements racontés.

Le professeur demandera aux élèves de prendre connaissance des questions avant l’écoute de façon à les aiderà cibler leur effort de compréhension.Après la première écoute, le professeur laissera un temps suffisant pour permettre aux élèves de répondre auxquestions puis passera l’enregistrement autant de fois que nécessaire selon la demande. La mise en communsera l’occasion d’échanges oraux authentiques (entraînement à l’interaction).1. The slogans : Just do it! – I’m worth it! – Flies all over Africa – Drink Australian, think Australian.2. Nike’s and L’Oreal’s slogans were successful. The other two were not (double entente + cultural mistake).3. When advertising global products, it is essential to be careful about pronunciation; words with double

entente; local sensibilities; social habits.4. In a Muslim country, advertisers should not show a male actor’s chest or somebody using their left hand to

handle food.

Transcription

We’ve looked at successful advertising slogans – slogans like Nike’s “Just do it” or L’Oreal’s “I’m worth it.”This week we are going to look at slogans that went wrong.Sometimes, pronunciation can ruin a product. Let’s take the ad for the Toyota MR2 car. In France, MR2 ispronounced “emm-er-deux” – obviously not a great name for a car! Words with double entente can be tricky too. One of my favourite flops was an African airline’s slogan “Fliesall over Africa.” Everybody had the impression that there were flies inside the plane! Local sensibilities can be offended. For example, the “Drink Australian, think Australian” slogan for afamous Australian beer didn’t go down too well in New Zealand… because New Zealanders just do not wantto be Australian!And social habits can be a problem too. In some Muslim nations, ads can upset people if the male actorshows too much of his chest – or if someone uses their left hand to handle food.It is of the greatest importance when advertising global products to take local people into account. You cannotexpect to sell them something if they don’t like your slogan or feel insulted by it or understand it wrongly.

Action Make up a quiz

CECR niveau B1• Poser des questions sur un problème.• Demander ou transmettre des informations.• Me servir avec une correction suffisante de tournures et d’expressions.• Collationner des éléments d’information de sources diverses et les résumer pour quelqu’un

d’autre.

POD LECTURE •

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La tâche proposée ici, la rédaction d’un questionnaire puis l’échange d’informations, met l’élève en situation decommunication et d’acteur social. Le professeur circulera pendant ce travail pour apporter les aides nécessaires.Nous insistons sur l’intérêt de faire travailler les élèves par groupes de deux ou trois. L’objectif est de favoriser leséchanges afin de parvenir à une plus grande rapidité d’exécution. Cette activité devrait être conduite en tempslimité, le temps lui-même étant un levier de motivation. Si, au bout de 10 minutes, les élèves n’ont rédigé que cinqou six questions, on pourra regrouper les mini-groupes et procéder à la mise en commun sous forme de jeu.

8 Folder 1 Consumer Paradise

SOUND FILE • SOUND FILE • SOUND FILE • SOUND FILEL’entraînement à comprendre à l’oral est essentiel de par l’importance de cette activité langagière auquotidien mais aussi dans le cadre des nouvelles épreuves du baccalauréat qui devraient intégrerl’évaluation de cette compétence.Selon les recommandations du programme de Première, nous proposons aux élèves une variété dedocuments enregistrés accessibles et courts. « L’élève devra être entraîné à comprendre l’essentiel d’unmessage oral, dans un anglais authentique et dont la durée n’excédera pas une minute et demie. L’en-seignant graduera la difficulté des enregistrements en fonction du nombre de locuteurs, de leur accentou des thèmes abordés. » (BO, hors série n° 7 du 28 août 2003.) L’utilisation de documents authen-tiques implique une langue soumise à l’aléatoire de la langue orale : accents divers, registres de languedivers, rythme du flot sonore varié.Nous proposons dans le Workbook un guidage qui tient compte des difficultés spécifiques de chaquedocument. Nous entraînons les élèves à fragmenter la chaîne sonore, à repérer les éléments porteursde sens, les intonations et le ton, de façon à construire du sens.Pronounce – Les exercices ont pour objectif de préparer les élèves à l’écoute et de leur faire repérercertaines spécificités de la langue anglaise à reproduire en phase de production. Comme le suggèrentles programmes, nous utilisons l’alphabet phonétique pour faire réfléchir les élèves aux phonèmes del’anglais et les entraîner à bien les réaliser (on continuera à utiliser en classe de Première l’alphabetphonétique pour réfléchir sur les sons de l’anglais). Les instructions officielles nous invitent égalementà faire « remarquer l’importance en anglais de l’accentuation et de l’intonation, tant pour la compré-hension que pour la production de l’oral ». C’est pourquoi nous proposons aux élèves des exercicesvisant à leur faire repérer et imiter le rythme de l’anglais avec sa particularité de stress-timedlanguage : ils lisent et répètent des courts extraits du document qu’ils viennent d’étudier. Le programmede Première stipule qu’il convient d’entraîner les élèves à « reproduire un énoncé ou un message en res-pectant les schémas accentuels et intonatifs et en réalisant correctement les phonèmes. » Avec ce tra-vail de prononciation, nous aidons les élèves non seulement à mieux s’exprimer – et à être réellementcompréhensibles – mais surtout à mieux repérer les mots dans la chaîne sonore de l’anglais oral.Before You Listen – Grâce aux documents iconographiques et aux tâches données dans cette rubrique,le professeur fait émettre des hypothèses aux élèves, leur fait anticiper le contenu du document et créedes attentes et un cadre de référence qui aident les élèves à mieux accéder au sens du document.Cette phase doit être courte mais le professeur cherchera néanmoins à faire produire des énoncéscomplets et encouragera la classe à les complexifier. Le professeur anticipera les réponses des élèvespour les aider à résoudre leurs difficultés linguistiques, lexicales en particulier. On pourra le plus sou-vent introduire du vocabulaire indispensable à partir des images.Now Listen – Le guidage, qui figure dans le Workbook, tient compte des caractéristiques spécifiquesde chaque document. Il est conçu pour un travail en classe, avec des pauses et des échanges, mais ilpeut aussi être utilisé en autonomie si l’établissement dispose d’une salle multimédia.Action – Comme dans le Culture Blog, nous proposons une Action à la fin de l’activité de compréhen-sion dans le but non seulement d’intégrer les nouvelles compétences acquises, mais aussi de mettreles élèves en situation « d’acteurs sociaux ayant des tâches à accomplir ».

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SOUND FILE Ka-Ching Manuel p. 14The sound of money dominates the single from the Canadian super star Shania Twain’s Hit Album Up. ShaniaTwain epitomizes the “country crossover” phenomenon doing both pop and country music at the same time.About Ka-Ching she says: “it is one of my favourite songs, because it does have the Shania cheekiness to it.I also think it’s a pretty fair observation of where we’re at, in terms of how commercial society has become,almost globally.” This is of course why we thought this song was perfect to illustrate the instant gratificationsociety we live in at the moment, where consumption has become so important.

CECR niveau B1• Comprendre les informations essentielles d’un document portant sur un thème qui m’inté-

resse et dans une langue standard.• Comprendre la trame des événements racontés.

1. Avant d’exploiter les photos, on fera travailler les élèves sur les mots. C’est l’objectif des questions 1 et 2. Onpourra inviter les élèves à se reporter au Strategy File, p. 54, pour observer les phénomènes de dérivation etde composition. On fera trouver au minimum : consume – consumption – consumer.

2. Liste ouverte; on pensera à utiliser le tableau pour valoriser les suggestions de la classe. Cette étape sera unmoyen d’harmoniser les connaissances lexicales des élèves.Exemples: buy – sell – borrow – lend – spend – waste – bank – money – spend.

3. The photo on the left shows a girl with a choice of credit cards. The idea is that she can spend as much as shelikes on credit with these cards. There is no limit to her spending possibility. The photo on the right shows girlswho look happy because they have bought things that they carry in their bags.

4. Cette question est l’occasion d’introduire le mot register qui sera à repérer dans la chanson.When you pronounce the title, it makes you think of the noise a register does (or used to do!).

Comprehension ➼ Guidage dans le Workbook.Transcription

Après le travail de compréhension, nous recommandons vivement au professeur d’utiliser la version karaoké quifigure sur le DVD.

NOW LISTEN •

BEFORE YOU LISTEN •


We live in a greedy little worldThat teaches every little boy and girlTo earn as much as they can possiblyThen turn around and… spend it foolishlyWe’ve created us a credit card messWe spend the money we don’t possessOur religion is to go and blow it allSo it’s shoppin’ every Sunday at the mall

All we ever want is moreA lot more than we had beforeSo take me to the nearest storeChorus

Can you hear it ringIt makes you wanna singIt’s such a beautiful thing Ka-ching!Lots of diamond ringsThe happiness it brings

You’ll live like a kingWith lots of money and thingsWhen you’re broke go and get a loanTake out another mortgage on your homeConsolidate so you can affordTo go and spend some more… when you get bored

All we ever want is moreA lot more than we had beforeSo take me to the nearest storeRepeat Chorus

Dig deeper in your pocketCome on I know you’ve got itDig deeper in your wallet

All we ever want is moreA lot more than we had beforeSo take me to the nearest store

Shania Twain

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Action Recite the lyrics

CECR niveau A2• Faire de brèves annonces préparées et apprises de telle sorte qu’elles soient intelligibles

pour un auditeur attentif.• La prononciation est en général suffisamment claire pour être comprise malgré un accent

nettement français.

La tâche de niveau A2 proposée à la suite de la compréhension orale permet aux élèves de s’approprier lecontenu de la chanson. La version karaoké figure sur le DVD. Gageons que les élèves la réclameront! Ce supportpermettra un travail précis sur le rythme et sur l’accentuation.

MOVIE FILE Buy Nothing Day Manuel p. 15

1. This is an advertisement for Buy Nothing Day. The scene is a city. There is a man frantically running after hiscredit card which seems to be flying away from him. On the ground, a can of coke, which symbolizes theconsumption of global products.

BEFORE YOU WATCH •


MOVIE FILE • MOVIE FILE • MOVIE FILE • MOVIE FILELe programme de Première fait explicitement référence au support vidéo : « On introduira avantageu-sement le support vidéo dont la compréhension est facilitée par l’image et le contexte. » En effet, lesavantages de la vidéo sont grands. Nous apprécions sa richesse au plan culturel en raison de l’immé-diateté du contact qu’elle offre avec la réalité quotidienne, son authenticité linguistique qui tient aufait qu’elle présente des situations de communication dans lesquelles les individus interagissent.Comme le voyage à l’étranger, la vidéo est une source irremplaçable d’informations car elle expose nosélèves à la réalité quotidienne des pays. Nous apprécions aussi la complémentarité entre l’image et leson, outil pédagogique que nous exploitons.Before You Watch – L’anticipation à partir de l’illustration suit les mêmes principes que pour lesdocuments oraux.Now Watch – Le guidage qui figure dans le Workbook tient compte des caractéristiques spécifiquesde chaque document avec, par exemple, une part plus ou moins grande de compréhension ou d’ex-pression. Les documents vidéo sont prédécoupés en séquences (ou steps) pour faciliter la tâche duprofesseur. Le guidage est conçu pour pouvoir être utilisé en autonomie si l’établissement disposed’une salle multimédia.Action – Enfin, et pour les mêmes raisons que citées précédemment, nous invitons les élèves à réali-ser l’Action figurant dans le cadre coloré.Sur la même page, la Word Bank est une liste du vocabulaire minimal dont les élèves auront besoinpour comprendre les différents documents du folder ou en parler. Les exercices visent à aider les élèvesà s’approprier le lexique ou à construire des savoir-faire. Le programme officiel aborde clairement lanécessité de travailler le lexique : « La variété des supports abordés mobilise une grande richesse lexi-cale, principalement en reconnaissance. L’acquisition du vocabulaire ne consiste pas en l’apprentis-sage de mots isolés. Le vocabulaire est étudié en contexte, ce qui permet à l’élève de comprendre com-ment les mots s’insèrent syntaxiquement dans l’énoncé. En outre, ce vocabulaire est mis en réseauxpar le moyen de la dérivation morphologique, et par le recours aux champs sémantiques que le pro-gramme culturel fournit. »

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2 et 3. Les élèves auront sans doute entendu parler de la « journée sans achats » qui a été introduite en France depuis quelques années.

4. What’s the use of buying so much? You will not be happier if you consume more. If you consume too much,our planet will be affected. Why buy another pair of shoes? Do you really need all that?

Comprehension ➼ Guidage dans le Workbook.

Action Prepare an awareness campaign

CECR niveau B1• Prévoir et préparer la façon de communiquer les points importants que je veux transmettre

en exploitant toutes les ressources disponibles et en limitant le message que je trouve etdont je se souviens.

• Résumer avec une certaine assurance une source d’informations factuelles.

NOW WATCH •


Document 1 Buy Nothing Day

À l’écran Son

Step 1 • Cochon sur la carte des États-Unis. [No sound.]• Décharge géante.• Forêt abattue.• Autoroute américaine.

Step 2 • Cochon qui sort des États-Unis. The average North American consumes five times more• Décharge géante. than a Mexican, ten times more than a Chinese person • Forêt abattue. and thirty times more than a person from India. • Autoroute américaine. We are the most voracious consumers in the world.• “November 26th is A world that could die because of the way we NorthBuy Nothing Day.” Americans live.

Give it a rest.November 26th is Buy Nothing Day.

Document 2 A Whim?

À l’écran Son

Step 1 [Sound only. No pictures.] I don’t want to go, I want to stay! Please don’t make meleave! You never let me do anything fun… I want to stay! I like it here!

Step 2 Mère tirée pas ses enfants dans I don’t want to go, I want to stay! Please don’t un magasin. make me leave! You never let me do anything…

I want to stay! I like it here! Those shoes are pretty!Please!

Step 3 • Mère tirée pas ses enfants dans un I don’t want to go, I want to stay! Please don’t magasin. make me leave! You never let me do anything… • Tickets de caisse. I want to stay! I like it here! Those shoes are pretty!

Please! • “Value City.” Want great bargains? It’s all in the City.

12

1. a. pay cash; b. need a coin; c. save money; d. take out a loan; e. purchase cars. 2. a. on the lottery; b. lent me; c. a good bargain; d. earn money; e. any change. 3. You can borrow, loan, save, spend, earn, win, need, lose, find, invest money. 4. a. cash a cheque; b. open an account; c. borrow money; d. get a loan; e. invest money.


WORD BANK • WORD BANK • WORD BANK • WORD BANKSur la même page que le Movie File mais non rattachée particulièrement à lui, la Word Bank donne uneliste du vocabulaire indispensable dont les élèves auront besoin pour comprendre les différents docu-ments du folder ou en parler. Les exercices visent non seulement à aider à définir le contexte d’usage desmots donnés mais ils aident aussi les élèves à s’approprier ces mots ou à construire un savoir-faire.Les programmes officiels mentionnent la nécessité de faire travailler le lexique en fonction ducontexte : « La variété des supports abordés mobilise une grande richesse lexicale, principalement enreconnaissance. L’acquisition du vocabulaire ne consiste pas en l’apprentissage de mots isolés. Levocabulaire est étudié en contexte, ce qui permet à l’élève de comprendre comment les mots s’insèrentsyntaxiquement dans l’énoncé. En outre, ce vocabulaire est mis en réseaux par le moyen de la dériva-tion morphologique, et par le recours aux champs sémantiques que le programme culturel fournit. »QU

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TEXT FILE 1 • TEXT FILE 1 • TEXT FILE 1 • TEXT FILE 1Lire est, parmi les cinq activités langagières fondamentales, celle que l’on peut développer le plus rapi-dement à condition de rendre les élèves conscients des stratégies à mettre en œuvre. Cette capacité,dont le développement est capital pour tous les élèves, nécessite un entraînement systématique.Le préambule commun aux programmes de Première décrit la démarche : « On engagera une initiationà la lecture en veillant à mettre en place des stratégies de compréhension qui soient transférables dedocument en document. La découverte de chaque nouveau document mobilise toutes les capacitésnécessaires, dans un premier temps, à une compréhension des éléments les plus immédiats. L’écritpermet le retour en arrière, la relecture, ce que l’oral ne permet pas. Il offre donc la possibilité d’untravail en profondeur où mémoire et logique sont fortement sollicitées. Toutes les stratégies de décou-verte du sens sont mises à contribution pour construire une compréhension globale, affinée progres-sivement pour donner accès à l’implicite. La lecture analytique permet d’entrer dans la complexitéd’un texte, d’en analyser et d’en interpréter les significations explicites et implicites. Elle est appli-quée principalement à des textes courts, sans vouloir mobiliser toutes les ressources de l’explicationlittéraire, en se gardant d’une technicité excessive qui n’aurait pas sa place dans un cours de languevivante étrangère, et en se gardant également de toute exploitation exhaustive. »Before you read – Nous introduisons le thème et proposons des activités d’anticipation qui créentdes attentes chez les élèves et un cadre de référence leur permettant de mieux entrer dans la lecture.Read – Les tâches de repérage permettent aux élèves de construire le sens du document et de parve-nir à percevoir l’implicite (ce qui est l’objet de la dernière tâche ou question).Words – Nous développons leurs capacités d’inférence et de déduction, capacités éminemmenttransférables qui se révéleront utiles pour développer leur autonomie. Nous mettons les élèves sur lavoie mais ne faisons jamais le travail à leur place.Compo-dicto – Cet exercice est une articulation entre la compréhension de l’oral et une premièreapproche de l’écrit. Il consiste à demander aux élèves de reproduire un résumé entendu en utilisant lesmots-clés qui lui sont donnés. Nous conseillons de passer l’enregistrement autant de fois que lesélèves le demandent pour permettre au plus grand nombre de réussir.

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TEXT FILE 1 The Power of Advertising Manuel p. 16/17Morgan V. Spurlock (born in 1970) is an American independent documentary film director, TV producer, andscreenwriter. His most famous movie is Super Size Me, in which he demonstrated the negative health effects ofMcDonald’s food by eating nothing but McDonald’s food three times a day, every day, for one month. He got anAcademy Award nomination for this movie and broke box-office records worldwide.In Don’t Eat This Book, Spurlock looks at why fast food is so tasty, cheap, and ultimately seductive – andinterviews experts from surgeons general and kids to marketing gurus and lawmakers.Spurlock currently lives in New York City.

Before you read1. This document is an advertisement aimed at children – which fits the very subject of Don’t Eat This Book.

On pourra faire commenter le style de la publicité, et l’importance du mot cool qui a des résonances atti-rantes auprès de enfants. On pourra faire relire ou rappeler le texte 1 du Culture Blog (p. 12).

2. The text is going to deal with the way advertising influences people and promotes consumption.3. Ad, advertisement, advertise, advertiser.

Consume, consumer, consumerism, consumption.Ce travail a déjà été abordé dans la Word Bank. Il correspond à ce qui est requis dans le programme de Pre-mière : « Le vocabulaire est mis en réseaux par le moyen de la dérivation morphologique, et par le recoursaux champs sémantiques que le programme culturel fournit. »

Read the text4. $18.2 billion : amount of money spent on advertising by the car industry in one year.

$15 billion a year: amount of money spent on advertising by the retail industry.$33 billion a year: amount of money spent on advertising by the food industry.

5. There are more cars than drivers in the US. The number of cars in France has increased in the last 20 years butthe proportion is much smaller.A few figures, for reference: there are 36,3 million car in France. For a comparison, there are 794 car for1,000 inhabitants in the US, compared with 21 for 1,000 inhabitants in China (figures for 2006).

6. Advertisers try to convince us that if we buy bigger cars, eat more food, use more drugs, we will be happier.On pourra faire faire des comparaisons avec la chanson de Shania Twain, Ka-Ching (p. 14), qui porte le mêmemessage sous une autre forme.

7. People are no longer able to walk (no exercise), they buy lots of useless things (waste), they eat far too much(health problems), they take lots of medicine (addiction).

8. Advertising and marketing “now whisper and shout and wink at us from every corner of our lives – at home,

COMPREHENSION •


Action – Cette tâche permet aux élèves de s’approprier le contenu du document en le transposantdans une tâche d’ordre social.L’enregistrement – Nous avons enregistré les textes car ils contiennent presque tous un point de vuemis en relief par l’interprétation des acteurs. Ceci ne signifie pas qu’une approche audio-orale soittoujours souhaitable mais l’écoute peut favoriser la compréhension.Les enregistrements pourront être exploités de manières diverses. Par exemple, on pourra faireentendre un court passage pour faire deviner la suite ou ce qui précède; ou bien faire écouter unextrait pour faire sentir l’implicite. L’enregistrement sera toujours utile pour le travail de lecture àhaute voix en fin de séquence. Nous conseillons de faire travailler les élèves sur un court passage, etde les inviter à obtenir un résultat aussi proche que possible du modèle proposé, plutôt que de fairelire l’ensemble du texte.

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at work, at school. They are omnipresent and we can’t help being brainwashed. In the rest of the text, Spur-lock shows that we all exactly follow what we are being told. “And we must have been listening, because webuy almost twice as much crap as our nearest competitor, Japan.” Also see lines 16 to 19: “So we all climbback into our giant vehicles…”

9. Réponse personnelle.

1. a. consumption; b. consumer; c. consumables; d. consume; e. consumerism. 2. a. car/vehicle; b. vagrant; c. retail; d. competitor; e. famished; f. match; g. drug; h. heart/liver; i. whisper;

j. shout; k. wink.

Transcription

The message we are bombarded with is always the same: consume, and consume some more. In the USA, theretail industry spends nearly $15 billion a year telling people what to buy. They get us to buy more cars, morefood, more drugs, etc. They tell us what we want, what we need and what we should do to feel happy. Ourdesires are manipulated by advertising and marketing, everywhere – at home, at work, at school.

Action Make a speech

CECR niveau B1• Développer une argumentation suffisamment bien pour être compris sans difficulté la plu-

part du temps.• Donner brièvement les raisons et explications relatives à des opinions, projets et actions.

La tâche demandée invite les élèves à reformuler le contenu du texte. On pourra faire quelques remarques surla différence entre le langage oral et le langage écrit. Bien entendu, on encouragera les élèves à faire part deleur propres idées.

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GRAMMAR FILE • GRAMMAR FILE • GRAMMAR FILELes programmes de Première excluent le cours de grammaire en tant que tel mais invitent les profes-seurs à toujours aborder la grammaire « à partir des documents proposés et en contexte d’utilisation.Les avancées sont accompagnées de révisions et de récapitulations régulières dont les élèves garde-ront la trace sous forme de notes dans leur cahier; les nouvelles connaissances sont intégrées auxconnaissances antérieures. C’est grâce à cette approche que l’élève échappe au sentiment de redite età l’impression de stagnation. Les structures mises en place sont retravaillées dans le cadre de l’ex-ploitation des documents. » (BO n° 7 du 28 août 2003.)Dans chaque unité, nous avons choisi un fait de langue que nous faisons observer dans son contexteselon une démarche d’observation raisonnée de la langue. Le professeur pourra enrichir ce corpus pard’autres énoncés, si possible produits en situation au cours de l’exploration du document, pour mettreen évidence les invariants dans le fonctionnement de la langue et montrer comment tout énoncé esten relation d’étroite dépendance avec la situation d’énonciation. On s’efforcera de toujours relierintimement la forme au sens et d’éviter les explications abstraites auxquelles on préférera toujoursdes mises en situation concrètes.Observe – Cette phase d’observation de la langue est à mener en classe après la lecture du texte etavant les exercices qui permettent des réemplois destinés à fixer les règles préalablement découvertes.

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GRAMMAR FILE Le présent Manuel p. 18

1. Les énoncés a, b, c, d, f, j sont au présent simple. Les énoncés e, g, h, i sont au présent be V-ing.2. Les énoncés b, d et f comportent tous l’opérateur do/does qui sert à former la forme interrogative et la forme

négative.Si nécessaire, on fera redire le rôle joué par do qui prend en charge la marque de personne et éventuellementde temps.

3. Dans les exemples a, b, c, d, f, le présent renvoie à une caractéristique comportementale du sujet gramma-tical (présent d’habitude).

4. e : description (ancrage en situation hypothétique).g : description (ancrage en situation présente).h : irritation (valeur modale, jugement appréciatif).

5. Les exemples i et j se réfèrent à l’avenir, comme le prouve le marqueur temporel. Le présent simple (closes)montre que l’événement ne dépend pas de l’énonciateur.

1. a. My god! Look at the speed limit! You are driving too fast.b. If you drive too fast, you’ll get a ticket!c. I know you love big cars. But I think people drive too fast with SUVs like that.d. How can I see the road signs? You are driving too fast.

2. a. Marketers incite us to buy…b. Why do you want another $50? What are you planning to buy again? c. Why are you complaining?

PRACTISE •

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Notre objectif est de délimiter les concepts clairement par contraste avec d’autres structures de lalangue anglaise ou les structures du français.Nous avons utilisé les apports de la grammaire énonciative lorsque nous avons pensé qu’elle contri-buait à rendre la grammaire plus compréhensible. Son principe essentiel est que tout énoncé se justi-fie par le choix de l’énonciateur. Il est donc important de faire comprendre aux élèves les valeurs desstructures afin que leurs propres choix soient le mieux informés possible.Practise – Les exercices en contexte permettent une mise en œuvre systématique du point de langueobservé dans des phrases en contexte. Ces exercices sont destinés principalement au travail à lamaison. La traduction aide parfois l’élève à prendre « conscience des spécificités de la langue qu’ilétudie. Il est aidé en cela par une approche contrastive qui lui a permis de repérer ressemblances etdifférences avec le français. Un travail de traduction permet d’en affiner les données. Il est un moyenefficace pour assurer les connaissances et dissuader l’élève de calquer une langue sur l’autre. Ce der-nier comprend que grammaire et lexique sont les deux facettes d’un système de représentation et quechaque langue utilise des moyens grammaticaux et lexicaux propres pour exprimer telle ou tellenotion. »Cette activité mérite rigueur et réflexion; elle est loin de l’approximation bâclée dont les élèves sesatisfont volontiers à la fin du cours « puisqu’ils ont compris ». Cela nous permet aussi de mieux cer-ner certains aspects de la grammaire en contrastant les deux langues.Action – Le jeu proposé à la fin de la démarche permet de mettre le point de langue en action, dansune situation de communication ludique.

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d. This supermarket does not close at night.e. What time does she go shopping today? f. I am not feeling too well today, I think I had too much to eat last night.g. Is it true that the Americans consume nearly twice as much as the Japanese?

3. a. Today, we consume more and more.b. He spends money more what than he earns.c. Now, stop buying things. Do you realize how much money you are wasting? d. In Great Britain, shops close early.e. John is reading a book about pick-up trucks. He is dreaming of buying one.f. Mary is trying on a dress. And yet, she has dozens of them.

Action Speak in chains

CECR niveau A2• Décrire des habitudes et occupations journalières.• Décrire des conditions de vie ou des activités quotidiennes par de courtes séries d’expres-

sions ou de phrases non articulées.

La tâche demandée doit se faire sur un rythme rapide et ne pas prendre plus de 10 minutes. Le professeur tireraparti de son aspect ludique pour réviser la conjugaison du présent sans lasser les élèves. Elle a pour objectif depermettre à tous les élèves, même les plus faibles, de participer.


EXPRESSION FILE • EXPRESSION FILE • EXPRESSIONL’objectif de cette page est d’entraîner les élèves à s’exprimer à l’oral et à l’écrit.Actions – Pour l’oral, auquel les élèves sont entraînés à tous les stades du cours, nous propo-sons ici un entraînement plus spécifique et plus exigeant grâce à des activités variées et stimulantespermettant de cibler soit la prise de parole en continu, soit l’interaction orale : problem-solving tasks,débats, jeux de rôle, récitation d’un poème, flash publicitaire, histoire à conter, discours, reportageradio, présentation d’un document visuel, court exposé… Toutes visent, comme le stipulent les pro-grammes, à rendre l’élève « capable de :• utiliser à bon escient les énoncés déclaratifs, interrogatifs, injonctifs, avec une bonne correction

phonétique et morpho-syntaxique, et produire un discours structuré à fonction descriptive, narra-tive, explicative, argumentative;

• prendre et garder la parole en produisant un discours structuré en réaction à une sollicitation;• prendre la parole en continu pour exposer, en temps limité, un sujet préparé;• participer à une conversation sur un sujet connu, en réagissant rapidement;• demander à l’interlocuteur de fournir aide, explications ou précisions;• reformuler ce que dit l’interlocuteur de façon à assurer la compréhension mutuelle et à lever toute

ambiguïté;• émettre des points de vue et appréciations personnels, exprimer des idées complexes, en apportant

détails et justifications, réfuter le point de vue de l’interlocuteur;• contrôler son expression a posteriori en se reprenant;• recourir à des stratégies de compensation efficaces (reformulations, définitions, paraphrase). »Le guidage proposé dans le manuel permet aux élèves d’organiser leurs actes de parole et le travail degroupe. Rappelons que la métalangue nécessaire à la gestion du travail fait partie intégrante desobjectifs à poursuivre, comme le signale le CECR.Les élèves pourront tirer le meilleur profit de ce travail en se référant aux grilles d’évaluation qui setrouvent dans le rabat de la couverture.QUOI

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EXPRESSION FILE Manuel p. 19

Action Give a lecture

CECR niveau B1• Développer une argumentation pour être compris sans difficulté la plupart du temps.• Donner brièvement les raisons et explications relatives à des opinions, à des projets et à des

actions.

Cette activité sera l’occasion de rebrasser tout le contenu du folder. On incitera les élèves à s’appuyer sur leséléments qu’ils ont acquis en travaillant les divers documents (idées et lexique).On les encouragera à s’écouter mutuellement (nous suggérons de choisir le discours le plus réussi), à se chro-nométrer et à s’évaluer avec les critères indiqués dans la grille qui figure dans le rabat de la couverture.

Action Make a TV commercial

CECR niveau B2• Développer méthodiquement une argumentation en mettant en évidence les points signifi-

catifs et les éléments pertinents.• Expliquer un point de vue en donnant les avantages et les inconvénients d’options diverses.

Cette tâche est articulée avec le sujet d’écriture. On pourra commencer le travail en groupe, comme indiqué,afin que les échanges d’idées donnent corps au projet; puis le moment d’écriture – individuel – viendra avantla réalisation du spot publicitaire.

Action Write a scenario for a TV commercial

CECR niveau B1• Écrire des textes articulés simplement sur une gamme de sujets variés en liant une série

d’éléments en une séquence linéaire.• Planifier ce qu’il faut dire et les moyens de le dire en tenant compte de l’effet à produire sur

les destinataires.

Le guidage est dans le Workbook.


Action – La tâche de production écrite est articulée avec l’une des activités orales : l’oral préparel’écrit. Les activités proposées (rédaction d’un scénario pour une publicité, d’un règlement, d’un articlede presse, d’une affiche, d’un journal intime, d’un essai, d’une narration) sont en étroite complémen-tarité avec celles de production orale. Elles visent à faire découvrir aux élèves divers types d’écrit et àleur permettre d’en cerner sa spécificité. Comme le rappelle le Préambule commun aux langues des pro-grammes de Première, « elle suppose un temps de réflexion plus long et une organisation plus élaboréedes énoncés. Ceux-ci se complexifient en incorporant les outils propres à l’organisation chronologiqueet argumentative (par exemple, “avant que”, “après que”, “bien que”) qui nécessitent selon les languesdes réaménagements temporels, modaux. Ils s’organisent en paragraphes, puis en brefs textes autourd’un thème de réflexion. Les enchaînements sont plus cohérents, le vocabulaire le plus précis possible. »Dans le Workbook, on trouvera le guidage qui indique clairement les étapes du travail. Nous invitonsles élèves à observer un modèle pour y repérer les éléments significatifs (Observe), à organiser leursidées et à effectuer les choix linguistiques qui s’imposent en fonction du sujet (Think), puis à rédiger(Write up). Notre objectif est que les élèves acquièrent graduellement une plus grande autonomie.

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TEXT FILE 2 Monica’s Boots Manuel p. 20Friends is an American sitcom (situation comedy) about a group of six friends living New York City. It wascreated by David Crane and Marta Kauffman and was originally broadcast from 1994 to 2004.Friends was one of the most popular and longest-running sitcoms in television history, gaining tens of millionsof fans all over the globe. The show won many awards during its run, including an Emmy Award for OutstandingComedy Series, and six consecutive People’s Choice Awards for Favorite Television Comedy Series.The six friends in the series include:• Monica, who struggled for success until she became a respected chef; • Chandler, who worked in data processing and then advertising; • Rachel, a rich spoiled girl who got her first job as a waitress in Central Perk, a coffee house;• Phoebe, a strange New Age masseuse and folk/acoustic singer-songwriter; • Joey, a soap opera actor who appreciates ladies; • Ross, a nerdy but romantic palaeontology professor.1. This text is the script of a scene from Friends, an American sitcom.

Il est probable que certains élèves connaîtront la série. On les invitera à partager leurs informations.2. SCENE 1. Details concerning the cost of Monica’s boots: they are more expensive than the rent she pays/the

attitude of the saleswoman shows that they are very expensive.3. The two reasons why Monica bought these boots: they looked so good and she was irritated by the attitude

of the saleswoman.4. Chandler’s reactions: “Oh my God! We won’t be able to afford food! Yeah well, too bad we’re gonna have to

return them.” Chandler is furious and thinks Monica has wasted the money they need for food and rent. That’swhy he wants her to return them.

5. SCENE 2. Chandler’s remark: “You can wear them with shorts on a street corner and earn the money to pay forthem.” He thinks that the boots make her look like a prostitute. He has probably not forgiven Monica for herextravagance.

6. Monica does not feel comfortable in her boots: she says “They hurt so much!” and is almost crying with pain.

7. She refuses to give away the boots because she has spent so much on them.8. SCENE 3. • Not to let Chandler know her boots hurt,

• Monica pretends she is just yawning,• then she tries to persuade him not to go to the party without mentioning her pain,• finally she finds a false justification for not wearing the boots while she actually suffers.

9. An alternative title: Monica is paying for her sins.On pourra dans un premier temps justifier le titre (She is punished for a silly purchase) puis on orientera ladiscussion vers l’expérience des élèves : quels éléments interviennent dans leurs propres choix de vêtements.


TEXT FILE 2 • TEXT FILE 2 • TEXT FILE 2 • TEXT FILE 2Le texte qui figure sur cette page a un statut équivalent à celui qui est intitulé Text File 1. Il offre auprofesseur la possibilité de faire un choix : il peut soit faire le texte 1 puis faire lire le texte 2 en auto-nomie, soit choisir ce texte au lieu du texte 1.Grammar (in Workbook) – Il peut servir de support à l’étude du point de grammaire puisque, dans leWorkbook, nous proposons une page avec des exercices correspondant aux deux étapes de la gram-maire : Observe (exercice 1 et éventuellement 2) et Practise (les autres exercices).

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Action Act out a scene

CECR niveau A2• La prononciation est en général suffisamment claire pour être comprise malgré un net

accent français.• Rapporter oralement et de façon simple de courts passages d’un texte écrit.

(in Workbook) – Le présent1. a. They’re a little more than I normally spend on boots. > Expression d’une habitude.

b. I’m not returning them. > Commentaire de l’énonciateur qui exprime un refus catégorique.c. Nothing, I’m just yawning. > Description d’une action en cours.d. I’m going to wear them all the time. > Expression d’une intention de l’énonciateur.e. The party starts à 7:30 pm tomorrow night. > Renvoi à un avenir qui ne dépend pas de l’énonciateur.f. Your feet hurt when you wear too small boots. > Expression d’une vérité générale.g. Chandler! You’re always criticising my clothes! > Commentaire de l’énonciateur qui exprime de la désap-probation.

2. a. Whenever Rachel goes shopping, she buys new clothes.b. Why do you want to go shopping? What are you planning to buy again? c. Look! Chandler is trying to take Monica out of the shop! d. The shop opens at 9, we’ll come back later.e. She does not earn enough money to afford such boots.

3. a. Ross is always complaining.b. I don’t like the dress she is wearing. I don’t like green.c. Look at Phoebe; she is telling Joey the story about Monica’s boots – and he is listening to her attentively.d. Where does Phoebe buy her clothes? They are always very uncommon.e. Where is Joey? He is talking to the salesgirl again. Every time he goes somewhere, he always finds a girl toflirt with.

PICTURE FILE “Fitnesse” Manuel p. 21L’objectif des questions est de guider la présentation du document. On invitera les élèves à se reporter à la page145 (Stategy File) pour y puiser les mots nécessaires aux réponses.

Identify1. This picture is an advertisement for Fitnesse, a brand of cereal. It can’t be a poster that you can see in the

street because there’s a too much text in small print. It must be a magazine advert.

Describe2. The first thing you see is the name of the product, in dark blue print. Immediately under the title, there is a

slogan, “the perfect fit.”Then you see a young woman with her hands held upward. Flakes of cereal seem to be springing from herhands.On the right hand-side, the text is rather long but a catch phrase comes in red and white: “99% fat free.” Atthe bottom of the text, a box of Fitnesse comes as a sort of signature.There is no setting, but only a white and blue background.

Analyse3. The name of the product immediately evokes fitness, which is the general message of the ad.4. The woman is sitting in an attitude that reminds us of yoga postures. She is smiling and looks serene, happy

and healthy. She is perfectly fit, in her brassiere and white pants. It’s almost as if she is levitating.

GRAMMAR •


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5. The cereal seems to be blown up in the air, as light as snow flakes.6. The colours are cool and not aggressive. White symbolizes purity and blue reminds us of the sky or the sea,

both natural elements.7. The text: the message is that this cereal is healthy, easy and simple.8. The advertiser’s message is that this cereal can help you be perfectly fit and happy. The target audience is

young women who want “to keep an eye on their shape.”The figure on the box (a dancing woman with her arms up) also calls up an image of airy lightness.

Give your opinion9. This document is effective because all the elements contribute to giving this idea of lightness and fitness

that is announced in the name of the product.

Action Comment on an advertisement

CECR niveau B2• Faire une description claire et détaillée d’une gamme étendue de sujets en relation avec son

domaine d’intérêt.• Développer méthodiquement une argumentation en mettant en évidence les points signifi-

catifs et les éléments pertinents.

ORAL EXAM FILE What Kids Buy Manuel p. 22CECR niveau B1Repérer et comprendre des informations spécifiques dans un document informatif.

1. Children start consuming from the age of three or four.2. Children spend most of their money on: junk food.3. Three foods they particularly consume: cereals, candy, and salty snack foods.4. These foods are bad because: they are high in calories, cholesterol, sugar and salt, but low in nutrients.5. What causes children to consume more and more food is: what is advertised on television.6. Children’s obesity has been called: an epidemic.7. The causes of children’s inactivity are: computers and video games.8. Surf the Internet, playing computer games online, and chat with friends electronically.9. The need for identification with others and the need to look stylish.10. Girls buy more clothes, while boys buy more food and entertainment.11. Physical and mental health; their eating, smoking, and drinking habits; mounting debts; suicide rates.

LISTENING •


ORAL EXAM FILE • ORAL EXAM FILE • ORAL EXAM FILENous avons inclus dans ce manuel un entraînement à la compréhension de l’oral qui devrait faire par-tie des épreuves du baccalauréat à partir de la session 2009. Même si les élèves n’y étaient pas sou-mis, cet élément nous semble indispensable et découle naturellement à la fois des recommandationsqui figurent dans le programme de Première et dans les indications du CECR.Les questions posées sont uniquement des questions de repérage et ne donnent pas lieu à des inter-prétations pour que l’on ne confonde pas la compréhension et l’expression.

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PRACTICAL FILE In the Street Manuel p. 23

Action Give instructions

CECR niveau A2• Faire de très brèves annonces préparées avec un contenu prévisible et appris.• Faire un bref exposé préparé sur un sujet relatif à la vie quotidienne, donner des justifica-

tions et des explications.

L'objectif est de préparer les élèves aux tâches sociales et authentiques qui leur incomberont lors d'un voyage,d'un stage ou d'un échange avec un anglophone.

STRATEGY FILE Comprendre les mots inconnus Manuel p. 24Les mots transparents – Affection, participants, protest, group, activists, magazine, message, pair, note,concerts, zones, dance, table, police, environment, vegetarian, society, sandwich, extremism.Éthymologie – Promote : promotion (promouvoir) – consume : consommateur (consommer) – event :éventuel (événement) – produce : produit (produire) – labour : laborieux (travail) – banners : bannières.Les familles de mots – Consume : consumption, consumerism, anticonsumerist – handing out : hand + versl’extérieur > tendre.Les affixes – Anti/consum/erist aware/ness.Les indices grammaticaux – Her buzzful (adjectif) – buzzes (nom) – were buzzingly (adverbe) – buzzing(verbe). > Her little sisters were only watching.Le contexte – a. Novembre 30 : Noël approche; b. consumption : acheter; c. around the globe : se répandre;d. the shoe : chaussures, tennis…; e. une contravention; f. flasque; g. éviter.Les faux amis – Refrain : un refrain > s’empêcher de – labour : les labours > travail – rest : rester > se reposer –habits : les habits > les habitudes.


PRACTICAL FILE • PRACTICAL FILE • PRACTICAL FILEAu-delà des savoirs linguistiques et culturels indispensables à l’apprentissage de la langue, l’élèvedoit développer ses compétences socio-linguistiques et pragmatiques. La langue est un phénomènesocial. Parler ne consiste pas uniquement à faire des phrases, mais également à prendre en compte lestraits relatifs à l’usage de la langue : marqueurs de relations sociales, règles de politesse, comporte-ments « acceptables », etc.L’objectif des Practical Files est de proposer à l’élève de s’interroger sur les comportements ou le lan-gage à adopter dans des situations sociales, tout en lui apportant des outils linguistiques utiles pourse comporter dans ces situations. L’Action lui permet de mettre en œuvre cette compétence.

QUOI

? • P

OURQ

UOI?

…

STRATEGY FILE • STRATEGY FILE • STRATEGY FILELes outils méthodologiques font de plus en plus partie de l’apprentissage des langues. Communiquerefficacement implique de mettre en œuvre des stratégies et des savoir-faire relevant d’une maîtrisedes procédures qui doivent être intégrées. Cette maîtrise passe par une phase de prise de consciencede la procédure, puis par un entraînement systématique. Cette prise de conscience des stratégies etsavoir-faire est l’objectif des Strategy Files.

QUOI

? • P

OURQ

UOI?

22 Folder 2 Manipulation

CULTURE BLOG Mind ControlSectes : un texte dément certaines idées reçues, l’autre analyse les techniques de manipulation.

SOUND FILE The Other WomanUne mini-pièce montrant comment une femme manipule son amie pour la détruire et vivreavec son mari.

MOVIE FILE A Hard ChoiceUn extrait du film Little Miss Sunshine : Olive, manipulée par son père, renonce à sa glace.

WORD BANK Le lexique des sectes et de la manipulationTEXT FILE 1 A Spaceship to HeavenCet article présente la secte Heaven’s Gate et relate le suicide collectif de 39 de ses membres.

GRAMMAR FILE Les articlesEXPRESSION FILEDes activités de production orale et écrite en relation avec la manipulation.

TEXT FILE 2 My Name Is Not EstherUn extrait du roman de Fleur Beale montrant l’arrivée d’une jeune adolescente chez un oncleet une tante appartenant à une secte coupée du monde contemporain.

FUN FILE CrosswordsDes mots croisés pour réinvestir le lexique étudié dans le folder et des plaisanteries.

WRITTEN EXAM FILEL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder et de commencerà se préparer au bac.

PRACTICAL FILE On the Phone

Ce folder présente différentes formes de manipulation que l’homme du XXIe siècle peut être amené à subir : mani-pulation par les sectes, mais aussi parfois par les êtres qui leur sont proches. Les documents proposés tendentà faire réfléchir les élèves sur les techniques utilisées et à montrer les implications de ces pratiques. « Le développement de certains modes de vie dans les sectes est source d’ambiguïté. Tantôt expression d’unevolonté de contester le modèle social dominant, ils peuvent, sous leur forme la plus radicale, mettre en péril laliberté et l’éthique individuelles. » (BO n° 7 du 28 août 2003.)

DOMINATION : « synonyme de contrainte, de violence, de cruauté, mais aussi reflet d’une soumission déli-bérément acceptée dans le cadre d’un contrat social ».INFLUENCE : « synonyme de persuasion, de manipulation, de séduction, mais aussi reflet de pratiques cul-turelles plus ou moins volontairement acceptées ». (BO n° 7 du 28 août 2003.)

Sommaire

Folder2 Manipulation

CULTURE BLOG Mind Control Manuel p. 28/29

QUOI ? • POURQUOI ? • COMMENT ? p. 6

Selon sa classe, le professeur choisira de faire travailler ces textes à la maison et de faire faire l’action enclasse; ou répartira les tâches de lecture pour ménager un échange d’informations entre les élèves; ou fera lireindividuellement en temps limité pour entraîner les élèves à leur épreuve de compréhension écrite.

What Is a Cult?

Le texte essaie de définir ce que sont les sectes et de mettre en garde contre l’idée répandue qu’une personne« normale » est à l’abri de leur influence.1. devious – manipulate – calculated (methods of persuasion) – brainwash – mental slavery.2. repérer spot – s’habillent dress – qualifiés skilled – communautés communes – faibles weak – impliqués involved3. It is important to know about the common misconceptions about cults not to be recruited by one of them/to

avoid being recruited and forced to do what a cult leader might tell us to do.

Mind Control Techniques

Ce texte apporte des informations sur les pratiques des sectes et en particulier sur les techniques auxquelleselles recourent pour influencer et dominer leurs membres.1. friends or colleagues: peer – present but invisible or inaudible: subliminal – bad words: abusive language –

not eating: fast – nourishing ingredients in a food: nutrients – make stronger: increase.2. Cet exercice permettra aux élèves de réaliser l’action qui suit et d’enrichir leur expression. On pourra les ren-

voyer au précis grammatical n° 40.Possible sentences: • In order to make their members vulnerable, cults use hypnosis, disguised as relaxation or meditation.• In order to make their members confused, cults communicate subliminal messages in long, complicated

lectures/remove clocks and watches to suppress a sense of time.• In order to make their members obedient, cults use abusive language/use peer pressure.• In order to make their members dependent, cults make members donate money.• In order to make their members physically weak, cults make people fast or follow special diets.• In order to prevent their members from being independent, cults isolate people from families, friends and

society.• In order to prevent their members from being curious, cults use peer pressure.• In order to prevent their members from being individualistic, cults enforce dress codes.• In order to prevent their members from being self-assured, cults use confession to destroy ego and rein-

force the need for “salvation.”• In order to prevent their members from being free, cults encourage child-like obedience.• In order to prevent their members from being resistant, cults deprive them of necessary nutrients.• In order to prevent their members from being financially independent, cults make them donate money.

Fanatics are Nothing New

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre la trame des événements racontés.

Cette mini-conférence montre que les puritains de Salem ont, à certains égards, utilisé les mêmes techniquesque les sectes d’aujourd’hui.Pour rendre la correction plus dynamique et réduire le temps de parole du professeur au profit de celui desélèves, on pourra mener la correction en faisant interagir les élèves : l’élève A pose la question et B lui répond.

POD LECTURE •

2

1

23Folder 2 Manipulation

1. True. 6. True. 2. True. 7. False: theatre plays were illegal/forbidden/prohibited. 3. False: they were coming from England. 8. True. 4. True. 9. True.5. True. 10. False: they were hanged.

Transcription

Lecturer — We have been looking closely at cults that use mind control techniques. I feel it is important topoint out that extreme religions also manipulate believers. For example, let’s look at the Puritans whoescaped to America in the 17th Century because they were persecuted by the Protestants in England.Student — The Pilgrim Fathers?Lecturer — Right. They were called the Pilgrim Fathers. They were religious fundamentalists who believedthey had direct communication with God. Once they were in New England, they began to enforce their rulesvery strictly. They declared lots of things illegal: card playing, festivals, theatre – no one could have fun.They were a bit like the Spanish Inquisition. When they thought women did something wrong, they accusedthem of being witches.Student — The witches of Salem.Lecturer — Yes, the witches of Salem (Salem is in New England). The Puritans just burned these poor women.They were fanatic, intolerant and manipulators – just like cults today.

Action Make a one-minute speech

CECR niveau B1• Rapporter oralement et de façon simple de courts passages d’un texte, en utilisant – si

besoin est – la formulation et l’ordre du texte original.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses

pour planifier ce que je dis.

Cette activité réutilise de façon plus personnelle les connaissances qui viennent d’être acquises et donc per-met aux élèves de se les approprier dans une tâche sociale. On incitera les élèves à réutiliser certaines desphrases produites dans l’exercice 2 du document intitulé Mind Control Techniques (cf. ci-dessus).

SOUND FILE The Other Woman Manuel p. 30


Cette mini-pièce présente un vrai suspense. Deux amies sont réunies. Jane informe Sally de l’infidélité de sonami et aide Sally à trouver un stratagème pour que John regrette son comportement. Jane et John vont ainsi éli-miner Sally qui s’est laissée manipuler.

Le professeur fera travailler les élèves par deux en demandant qu’un seul élève regarde les documents (commecela est suggéré) de façon à rendre l’activité plus authentique, stimulante et attrayante.On pensera à donner des délais pour les activités 1 et 3.On pourra proposer aux élèves de travailler par deux ou en groupe pour l’activité 3 de façon à favoriser l’en-traide et permettre une plus grande richesse des idées.On anticipera les besoins langagiers et on introduira, en particulier, des éléments lexicaux comme : have anaffair, be in love with, be married, get married, have an argument, have a row, quarrel, argue, leave, split, etc.


NOW LISTEN •



CECR niveau B1• Comprendre la trame des événements racontés.• Comprendre le détail d’un récit.

La fiche qui figure dans le Workbook est une fiche d’aide. Elle vise à entraîner les élèves à repérer le ton despersonnages, les éléments périphériques au message lui-même et les mots ou expressions porteurs de sens puisà les mettre en relation pour bâtir le sens du document. Ce travail méthodique et progressif est nécessaire pourdonner des techniques aux élèves et les mener graduellement vers une plus grande autonomie et une meilleurecompréhension des messages oraux.Le professeur encouragera les élèves à utiliser l’expression de la supposition, de la probabilité grâce auxmodaux, lors de la restitution orale tout spécialement. Il acceptera les hypothèses des élèves à partir dumoment où elles sont pertinentes par rapport à ce qui a déjà été compris. Faire émettre des hypothèses n’a paspour objectif que les élèves trouvent la solution mais qu’ils aient des attentes et un cadre de référence qui lesaident à décrypter le message sonore qu’ils vont écouter.

Transcription


CECR niveau A2• Poser des questions et répondre sur des thèmes familiers quand ces réponses n’exigent pas

des interventions longues ni des prises de position personnelles.• Inviter quelqu’un et réagir si on m’invite.

Cette tâche permet aux élèves de s’entraîner à parler en interaction. Les élèves s’approprieront l’histoire et lesoutils linguistiques contenus en jouant la scène. Le professeur les renverra aux exercices du Pronounce pourobtenir les intonations et les accents de phrase appropriés.

Act 1Jane — Sally, it’s true. John is in love with anotherwoman.Sally — But I love him Jane! He – he said he loved me.Jane — Look, Sally I have proof that he is withanother woman. They were both in this restaurantI went to the other day. I took this photo of themwith my mobile phone. It’s not a very good photobut you can see…Sally — It’s John and yes he is with another woman –the picture’s fuzzy but she’s blond and beautifuland sexy – oh no!Jane — I am so sorry Sally.Sally — I can’t believe it…Jane — I hate him for hurting you like this…Sally — What can I do Jane? He’ll be home soon.I don’t want to see him – I don’t.Act 2Jane — Why don’t you make him feel guilty?Frighten him.Sally — How?Jane — Pretend to commit suicide.Sally — Oh yes, he’ll think it’s his fault. He’ll feelguilty.Jane — You can write a note, saying you know he isgoing out with another woman.

Sally — That’s a good idea. I will write the note. Butwhat how shall I do it?Jane — I’ve got some sleeping pills here in my bag.You can pretend to take them.Act 3Jane — Do you want some more wine? Sally — Oh no, no thanks. I’ve drunk so much.Jane — Oh, come on. Just a little more.Sally — Hum, it really is good. It’s really good. ButJane, he’ll walk in, he’ll turn on the light, and see mebreathing.Jane — He’ll see the note first, and he’ll get a hugeshock! The light isn’t very bright. He won’t realizeyou’re alive.Sally — No, more wine. I really am sleepy. I’ll liedown here.Jane — Go to sleep Sally! It’ll do you good.Act 4An hour later – Key in lock as John comes in.John — Where are you? How’d it go? Jane — Look, she’s dead.John — Fantastic. Was it difficult?Jane — It was so easy. She didn’t recognise me inthe photo. She didn’t taste the poison in the wine.She was so stupid. Now we can live together darling.John — And we will be rich – thanks to her money.


MOVIE FILE A Hard Choice for Little Miss Sunshine Manuel p. 31


Little Miss Sunshine is an American family road comedy that shatters the mold. Brazenly satirical and yetdeeply human, the film introduces audiences to one of the most endearingly fractured families in recentcinema history, the Hoovers, whose trip with 7-year-old Olive to a little miss beauty pageant results in comicmayhem in a winning-crazed culture. In this excerpt, the father manipulates the little girl into giving up herdelicious huge ice cream.

Les questions créent des attentes et un cadre de référence qui vont aider les élèves à entrer dans le documentet à mieux en percevoir le sens dès le premier visionnage.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B2Comprendre l’essentiel des dialogues d’un film quand il s’agit d’une langue standard.

Comme pour la compréhension orale, le guidage se veut une aide. Grâce à ce guidage, les élèves pourrontacquérir des méthodes d’appréhension d’un document. La vidéo, par la complémentarité des images et du son,permet un accès plus facile à l’information, au message.

NOW WATCH •



A Hard Choice

À l’écran Son

Step 1 • Toute la famille regarde — Hi. You ready?le menu. — Can I get the waffles and uh… I don’t… What does • Arrivée de la serveuse. “alamode” mean? • La serveuse prend — Oh! that means it comes with ice cream. la commande de la fille. — Okay. “Alamode” then. • Confirmation de commande — Okay. Be right back. et départ de la serveuse. — Olive can I tell you a little something about ice cream?• Gros plan sur l’oncle — Yeah. et question du père.

Step 2 Explications du père. — Well ice cream is made from cream… which comes fromcow’s milk… and cream has a lot of fat in it.– Richard.— What? She’s gonna find out anyway. Remember?— What? Find out what? — Well, when you eat ice cream, the fat in the ice creambecomes fat in your body.— Richard! I swear to God!— It’s true.— What? What’s wrong? — Nothing, honey. Nothing’s wrong. — So, if you eat a lot of ice cream, you might become fat. Andif you don’t, you’re gonna stay nice and skinny, sweetie.— Mom?

WORD BANK Manuel p. 31


1. a. banned/condemned; b. praying/worshipping; c. They believed pleasure was evil. They said it was a sin.2. Nouns (people): recruiter, preacher, leader, manipulator, believer, follower, worshipper. Nouns (abstract):

persuasion, religion, fanaticism, heaven, leadership, manipulation, belief, faith. Verbs: persuade, recruit,preach, lead, manipulate, believe, follow, worship. Adjectives: persuasive, religious, fanatic, leading,faithful. Adverbs: persuasively, fanatically, heavenly, faithfully.

3. a. -er/-or; b. - sion/- tion/- ism/- ship; c. -ive/-ous/-ly/-ing/-ful; d. -ly

TEXT FILE 1 A Spaceship to Heaven Manuel p. 32


CECR niveaux B1-B2• Comprendre, dans un texte rédigé dans une langue standard, les descriptions de sentiments

ou de souhaits. [B1]• Comprendre dans un texte narratif ce qui est dit des raisons des personnages et des consé-

quences de leurs actes. [B2]

COMPREHENSION •


À l’écran Son

• Intervention de la mère. – I just want you to understand… It’s okay to be skinny • Gros plan du père. and it’s okay to be fat if that’s what you want to be.

Whatever you want, it’s okay.– Okay. But, Olive, let me ask you this…

Step 3 • Question du père. — Those women in Miss America, are they skinny or are• Gros plan sur Olive, le reste they fat? Honey?de la famille, le père à nouveau — Well, they’re skinny, I guess.et fin sur la serveuse. – Yeah. I guess they don’t eat a lot of ice cream.• La glace puis regard d’Olive. — Okay. Coffee.

– Here’s your ice cream Alamode, right?

Step 4 • Tout le monde se sert de — Does anyone want my ice cream?la glace, fin juste avant WAIT! — Yeah I’d like a little. Dwayne? Frank? Olive’s not gonna

have her ice cream. — Do you mind if I have a little? — Yeah let’s dig in here. — That looks really good. — Boy I feel sorry for anybody… that doesn’t want to enjoytheir ice cream so early in the morning. — Boy! That looks good. You sure you don’t wanna have some,Olive? Those waffles are gonna be awful lonely in there.— Mmm! Mmm! Watch this.

Step 5 [Document entier] — Wait! Stop! Don’t eat it all. — All right, Olive.— Richard!

Before you read1. The story might be about a cult whose members believe that they will get to heaven in a spaceship.

Read lines 1 to 112. The text is about a cult whose members committed suicide because they thought they were going to meet a

UFO that was going to take them to heaven.Comme pour la compréhension orale, ce travail préliminaire crée un cadre de référence qui facilite l’accès audocument.

Read the whole text3. The cult was called Heaven’s Gate and had been founded by Marshall Applewhite and his girl friend Bonnie

Nettles. 39 members committed suicide in 1997.4. In 1974, Marshall Applewhite and Bonnie Nettles were imprisoned because they were accused of/charged with

possessing stolen credit cards/they were accused of being dishonest/they were charged with being crooks.5. On their release they resumed their preaching, they started preaching again, they went back to their previous

activity.6. The cult members were computer programmers by trade. They were not married, they were single (celibate).

They did not smoke and did not drink either. They called themselves monks and also thought they were angels(l. 18-19).

7. These cult members poisoned themselves (they had barbiturate and vodka). They planned their suicide verymethodically and two of them remained alive longer (did not kill themselves at the same time) to drape theirfriends’ bodies in purple shrouds and clean, tidy up the house.

8. “Joyously believing” (l.6): it seems they were hopeful and happy to die. They were not afraid of dying/did notfear death/they were looking forward to dying/they could not wait to meet the UFO. They believed they weregoing to meet a UFO to travel to heaven.

9. Preachers and cult leaders recruit not only naïve people but also gullible Internet users. It seems that naïveand gullible people are easy preys because they believe everything and anything, they are easily influencedand impressed. They are not able to exert their critical mind/to be critical.

10. Cult leaders are described as “charismatic messiahs” which means that they know how to impress,persuade and charm people. Their special charm (charisma) enables them to persuade people that they willbring them happiness/offer them a better life. They know how to make people believe them/how to makepeople trust them/how to make people break from their families to adopt their lifestyle and beliefs. They areso friendly that they make people accept to donate their money/they are so charming that they persuadepeople to join their groups/they sound so kind and innocent that people accept to go to their meetings…They are very good at talking/coaxing/potential members or members into believing they are going to savethem, to bring them happiness on earth and in heaven. They know how to lure people into doing what theywant, into donating their money to the cult, into joining their communities and leaving their families andfriends…

Le professeur pourra amener les élèves à utiliser l’expression de la pression sur autrui ou de la persuasion àl’aide des tournures causatives ou des tournures résultatives (précis grammatical n° 40).

1. a. lace; b. monks; c. a reward; d. your faith; e. you resume your work; f. gullible.2. a. to cause to happen faster; b. reserved for rich people; c. invent; d. not to produce the desired result; e. a risk.

CECR niveau A2• M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.• Rédiger un texte simple relatant un événement entendu ou lu racontant la succession des

événements, leurs causes et leurs effets.

COMPO DICTO •

WORDS •


Transcription

Thirty-nine members of a cult were found dead in a mansion outside San Diego. They had committed masssuicide with their leader. Believing they were angels, they thought they were going to be picked by a UFO to goto heaven. These men and women were the victims of a messiah who claimed that group suicide leads toheaven. Today naïve people are victims, not only of preachers but also of cult-leaders using the Internet.

Action Record a radio news item

CECR niveau B1• Raconter une histoire avec un rythme suffisant pour maintenir l’attention de mes auditeurs.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses


Cette tâche permet aux élèves de s’entraîner à la prise de parole en continu et, ce faisant, de s’approprier letexte en en rapportant les idées principales.

GRAMMAR FILE Les articles Manuel p. 34


1. Objet unique.2. L’article Ø devant bags pour la non-détermination et devant death pour la notion.3. The devant plastic bags car ils sont déterminés (phrase b).4. The devant le mot death car il est déterminé par of + groupe nominal.5. L’article Ø devant experts, preachers, naïve people, cult recruiters et gullible people car ces noms renvoient

à des catégories. The devant Internet : il est unique.

1. a. Généralisation dans les deux cas.b. The Heaven’s Gate cyber-cult (dénombrable désignant un élément connu), Ø monks (dénombrable pluriel,

généralité).c. A cult is a group (renvoie à l’ensemble d’une classe), Ø mind control (indénombrable qui renvoie à la

notion), Ø devious recruiting techniques (dénombrables pluriels, généralité).d. The French government (unique, identifié, connu de tous) has listed the cults they find the most dange-

rous (nom déterminé par une proposition relative).2. a. Ø cult leaders want power and money.

b. Cults resort to Ø mind manipulation to recruit their members.c. The Moonies are quite popular in the USA. d. Gurus resort to Ø peer pressure to suppress resistance among their new members. e. Cult members give the money they earn to their gurus.

3. a. The Church of Scientology is present all over the world. b. Cults use well calculated persuasion techniques. c. The persuasion techniques used by cults are varied and efficient. d. Hypnosis, disguised as a sort of relaxation or meditation, is one of the techniques used to manipulate cults

members. e. Gurus expect a blind obedience from their followers. f. Leaders deprive the members of their sects of food to make them more vulnerable.

PRACTISE •

OBSERVE •


Action Play the hangman game

CECR niveau A2M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.

Le but du jeu est de faire produire des phrases à partir de mots donnés et d’introduire les articles appropriés.



Action Choose your survival kit

CECR niveau B2• Participer activement à une conversation dans des situations familières, présenter et défendre

mes opinions.• Corriger rapidement mes erreurs de langue si elles ont conduit à un malentendu.

Cette activité met les élèves en situation de résoudre un problème, d’argumenter et de négocier. L’organisationdu groupe constitue aussi l’un des objectifs du CECR et l’on peut observer que la procédure proposée permet auxélèves de s’organiser et de participer activement à la négociation, acte éminemment social.

Action Manipulate your friends

CECR niveau B1• Expliquer mon opinion donnant des arguments.• Justifier ou expliquer brièvement mes opinions, plans ou actes.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses pour

planifier ce que je dis.• Faire un exposé sur un thème familier en mettant en relief les points qui me semblent

essentiels, quand je peux me préparer.

Cette activité donne l’occasion aux élèves de s’entraîner à prendre la parole en continu et à construire un textelogique, cohérent et articulé.

Action Write rules

CECR niveau B1• M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.• Supprimer facilement, en me relisant, les erreurs de langue les plus importantes.

Guidage dans le Workbook. Les élèves ont à repérer les différentes formulations de l’obligation, de la per-mission et de l’interdiction. Ils sont ensuite guidés pas à pas vers la production de règles.

TEXT FILE 2 My Name Is not Esther Manuel p. 36


Fleur Beale, New Zealand teenage fiction writer, is best known for her novel I am not Esther, which has beenpublished worldwide. Fourteen-year-old Kirby Greenland’s mother leaves her with unfamiliar relatives in astrange city and leaves New Zealand for two years to help refugees. Her new guardians and their six childrenbelong to a strict fundamentalist Christian sect called the Children of the Faith. They abhor all recreation andany immodesty, devoting themselves to Bible study. They insist that Kirby must leave her old self behind. Kirbysoon becomes aware that she is losing her identity and determines to escape. The title I am not Esther comes


from Kirby’s catchphrase “I am not Esther,” as this is what her aunt and uncle insist on calling her. Beale ishostile to the behavior of the cultists, not to the people. Though, the cultists appear brutal, largely as aconsequence of using Kirby’s perspective.

CECR niveau B1• Comprendre les événements principaux dans un texte narratif.• Comprendre, dans un texte rédigé dans une langue standard, les descriptions de sentiments

ou de souhaits.• Comprendre un texte littéraire contemporain en prose.

1. She thinks somebody may have misunderstood her name/somebody may have called her a wrong name/shemay have a twin sister and may have been called the wrong name/somebody may have made a mistake.

2. A girl is staying with her uncle’s family and they have decided to call her Esther instead of Kirby – the nameher mother gave her at birth.

3. L. 5/6: “A lot of religion on the walls.”L. 13-14: “her blond hair scraped back into the hideous plait all the girls wore.”L. 16-17: “The women of our faith all have biblical names.”L. 18- 21: Her aunt’s “face looked polished, no makeup. Her clothes were unbelievable. A long skirt. Darkbrown. A blouse, long-sleeved and white, done up to the neck and down to the wrists. Big white apron. Shoesand stockings. My cousins, Rachel and Rebecca, wore stuff exactly like their mother, but their skirts wereblue and they wore socks instead of stockings. They all had braids.” The family seems deeply religious anddress differently from the people Kirby usually meets/mixes with/is used to.

4. “We keep our thoughts turned to the Lord” says Kirby’s aunt, which means they don’t want to be disturbedby worldly things or the world around them or petty things/they want their attention and thoughts to remainfocused on God/they don’t want to be distracted/they don’t want their spirit to wander.

5. L. 8-9: “My aunt Naomi put her hands on my shoulders, leaned forward, and kissed me on both cheeks.” “Wewelcome you to our family, niece.”L. 15 & 27: “She smiled at me.”L. 23: “Aunt Naomi took no notice.”Aunt Naomi is very nice to Kirby, she acts in an affectionate way and wants to make her niece feel at ease.She is welcoming yet she does not listen to Kirby/she does not care what Kirby says/She does not pay atten-tion to Kirby’s remarks/She ignores what Kirby says.She seems to be determined, stubborn, to be one track-minded. She sticks to her ideas and principles, shedoes not want to change her mind. She is inflexible, adamant, strong-minded, strong-willed.

6. L. 3-4: “I had a name. Why couldn’t he use it? He’d never once called me by my name.”L. 10: “I swallowed and tried to say something.”L. 13: “the hideous plait.”L. 15: I gasped. “Esther? I am not Esther,” I said. “My name is Kirby.”L. 18: “I stared at her.”L. 22: “I am not Esther,” I repeated. “I’m Kirby.”L. 24: I hugged my arms around my T-shirt. It was my favorite one, black and shabby. “Wait!” I cried.L. 26: “The radio, then,” I said desperately. “Let me listen to the news!”At first Kirby is surprised because her uncle doesn’t use her name. She seems to find it somewhatshocking/she resents the fact that her uncle doesn’t use her name/she resents her uncle not calling her byher name. As time passes she gets more and more upset because she realizes her relatives’ lifestyle isextremely different from hers. She finds her cousins and aunt ugly/unattractive.When she realizes they are determined to make her adopt their ways and dress like them she is desperate.She doesn’t want to end up being like them. She is attached to her clothes and what they mean to her (herway of life and her previous life with her mum).She gets worried and sad when she realizes she won’t be able to know whether her mother is safe where shehas gone/she is worried about her mother and her mother’s safety and she is mad at the idea of not beingable to check if everything is OK where her mother is.


7. Kirby must be a modern, trendy girl who wants to look fashionable and can’t understand why her aunt andcousins are dressed in such an old-fashioned way. Her clothes may be part of her identity/may reflect heridentity/she wants to dress like other youngsters and to feel at ease in her clothes.

8. Kirby must have had a free, carefree, easy-going life with her mother. We can suppose she used to enjoy acertain amount of freedom and that she was used to going out with her friends. Kirby and her mother wereprobably not very religious because she was struck by all the religious items she could see on the walls whenshe entered her uncle’s house.From the comparison she makes we can deduce that Kirby’s mother probably dresses in a fashionable wayand wears make up.There’s a world of difference between her previous lifestyle and her uncle and aunt’s.

Action Role play

CECR niveau B1• Exprimer des sentiments tels que la surprise, la joie, la tristesse, la curiosité et l’indifférence.• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.

Cette tâche vise à demander aux élèves de transposer le texte dans une situation de la vie réelle : une conver-sation téléphonique. Les élèves pourront s’aider de la fiche Practical File, p. 39, dans laquelle ils trouveront desinformations et des expressions utiles.

(in Workbook) – Les articles1. a. 4; b. 7; c. 6; d. 2; e. 5; f. 3; g. 1.2. the one; the house; the bills; the shopping; an uncle; a member; a strict religious cult; the rules; the cult; the

past; Ø prayers; Ø obedience; the children; the Faith.3. a. My aunt had blond hair and a scarf on her head.

b. The woman she introduced to me looked tired. c. Wisdom has to be learned, like obedience and respect. d. The children of the community have names from the Bible. e. Today, Kirby is a student and lives in a big house with her mother.

FUN FILE Crosswords Manuel p. 37Le professeur pensera à renvoyer les élèves à la page 31 du livre (Word Bank).

Across. 2. doubt. 4. sin. 6. solace. 7. angel. 9. brainwash. 14. believer. 15. religious. 16. prophet. 17. evil.Down. 1. guru. 2. devil. 3. fanatic. 4. soul. 5. heaven. 6. sect. 8. salvation. 10. persecute. 11. hell. 12. worship.13. faith.

Action Make your own crossword puzzle

CECR niveau A2• Rédiger un texte simple.• M’inspirer de phrases connues pour construire d’autres énoncés.

Cette tâche pourrait être utilement mise en œuvre en salle informatique en utilisant un logiciel comme HotPotatoes qui construit la grille à partir des mots choisis par les élèves.La rédaction des définitions est un exercice qui permet de développer la concision et la rigueur.Cette tâche permet de créer une vraie situation de communication puisque les élèves pourront s’échanger leursgrilles. On pourra envisager de mettre ces grilles sur le site de l’établissement ou sur un blog de la classe.

GRAMMAR •


WRITTEN EXAM FILE Manuel p. 38CECR niveau B1Repérer et comprendre des informations spécifiques dans un document informatif.

Grâce aux niveaux du CECR indiqués, les élèves et le professeur pourront évaluer le niveau de compétence atteinten compréhension écrite.1. c/d/e. 2. a. False (lines 1 and 2); b. False (lines 3 and 4); c. False (lines 13 and 14); d. False (lines 21 to 23);e. False (lines 29 and 30); f. True (lines 40 to 43). 3. GB (England); Queen Victoria London; Whitechapel Road.4. a. No (lines 24 to 26); b. No (lines 27 and 28); c. she had pigtails (“Porky”) and, as her dad owned a bakery andmust have had a lot of money, she most probably had/wore smart (“posh”) clothes. 5. a. my old man, my dad;b. Grandpa, Grandpa Charlie. 6. a. trader; b. costermonger. 7. a. he was reckoned to be…; b. I couldn’t wait to…

Les élèves auront été préparés par les activités proposées tout au long du folder.1. Se référer à la tâche de la page 36.2. L’action de la page 35 (Manipulate your friends) aura entraîné les élèves à élaborer et à présenter une argu-

mentation.

PRACTICAL FILE On the Phone Manuel p. 39


Action Record a message

CECR niveau A2• M’excuser ou accepter des excuses.• Épeler efficacement un nom ou un numéro de téléphone.

L’objectif est de préparer les élèves aux tâches sociales et authentiques qui leur incomberont lors d’un voyage,d’un stage ou d’un échange téléphonique (ou par Internet) avec un anglophone.

EXPRESSION •

COMPREHENSION •


WRITTEN EXAM FILE • WRITTEN EXAM FILE • WRITTENIl est indispensable que les élèves puissent évaluer leurs compétences dans chacune des activités lan-gagières.Lire – Les textes proposés ici renvoient aux notions du programme culturel. Les tâches demandées aucandidat sont identifiées en fonction du CECR :– niveau A2 : identifier le sujet ou la thématique générale du texte, repérer dans le texte une informa-tion importante concernant un thème ou une problématique donnés, comprendre les événements ouinformations essentiels présents dans le texte;– niveau B1 : comprendre les conclusions d’une argumentation, comprendre les liens logiques ou chro-nologiques entre des informations ou événements relatés dans le texte, comprendre les motivationset réactions des personnages, du narrateur ou de l’auteur quand elles sont clairement exprimées.Nous n’avons pas proposé de tâches de niveau B2, qui n’est attendu qu’en fin de Terminale.Écrire – Est évaluée l’aptitude du candidat à rédiger, dans une langue correcte et directement com-préhensible, un texte cohérent et clairement articulé de façon simple (niveau B1).QU

OI? •

POU

RQUO

I? •

COM

MEN

T?

34 Folder 3 Masters and Slaves

CULTURE BLOG A Shameful PastLe phénomène de l’esclavage est remis dans son contexte historique au sens large.

SOUND FILE Living on a PlantationLa vie quotidienne des esclaves dans le Sud des États-Unis avec la mise en scène d’un témoi-gnage d’esclave.

MOVIE FILE CompensationUn documentaire sur la demande d’indemnisation, et surtout de reconnaissance, de quelquesdescendants d’esclaves.

WORD BANK Champ lexical : l’esclavageTEXT FILE 1 I Couldn’t Help It!Un extrait du livre d’Ann Petry sur Tituba, célèbre sorcière de Salem.

GRAMMAR FILE Les formes have V-enEXPRESSION FILE

TEXT FILE 2 Is Slavery Behind Us?Mende Nazer relate sa propre expérience de l’esclavage moderne.

CULTURE QUIZ Black Peoples of AmericaORAL EXAM FILE An Interview with a Former SlaveLes élèves sont évalués sur ce qu’ils ont acquis dans le folder.

PRACTICAL FILE In the QueueSTRATEGY FILE Du mot à la phraseDérivation, composition, phrase simple et phrase complexe.

Ce folder traite de l’esclavage, en particulier sous l’angle des rapports entre maîtres et esclaves.

DOMINATION : « synonyme de contrainte, de violence, de cruauté, mais aussi reflet d’une soumission déli-bérément acceptée dans le cadre d’un contrat social ».REBELLION : « expression d’une contestation plus radicale, voire violente, mais aussi reflet des engage-ments humains au cours de l’histoire. » (BO n° 7 du 28 août 2003.)

Sommaire

Folder3 Masters and Slaves

CULTURE BLOG A Shameful Past Manuel p. 42/43


Les textes sont un rapide tableau historique : ils ne présentent pas de réelle difficulté de langue. Ils pourrontêtre lus et traités rapidement. On pourra :• les faire lire en classe par groupes de façon à encourager le travail en équipe pour ce qui concerne la compré-

hension et ensuite créer une situation d’échange d’information entre les groupes;• faire faire le travail individuellement pour entraîner les élèves à la lecture en temps limité en vue des épreuves

du baccalauréat et, à plus long terme, à une compétence qui leur sera utile dans leur vie professionnelle.Le Pod Lecture pourra être travaillé en grand groupe grâce au questionnaire qui cible les informations à recueillir.

Slavery, an Age-old Practice

Ce premier texte replace l’esclavage dans un contexte historique et géographique large.Attention, dans la question 2, remplacer a definition of what a slave is par which peoples were used as slaves.1. Le questionnement induit un effort de lecture rapide puis de mémoire et entraîne donc à la mémorisation à

court terme.2. Conquered peoples were used as slaves.

Slave traders: Egyptians, Greeks, Persians, Romans, and various African nations; then came the Europeans:the Spanish and Portuguese, then the English and Denmark, France and the Netherlands.Number of deported Africans: 25 to 30 million.Dates when slavery was abolished: 1833 in Britain, 1848 in France, 1865 in the USA, 1980 in Mauritania.

3. The slave trade flourished because it provided robust and cheap labour.

The Slave Trade

Les élèves auront sans doute entendu parler du commerce triangulaire, traité en histoire au collège, et pour-ront ainsi faire émerger des connaissances parfois oubliées.1. Cette question demande un simple repérage des étapes.

Ships left British or French ports with goods for African chiefs. These goods were exchanged for slaves. Theslaves were packed into slave ships across the Atlantic and sold to plantation owners. The slave-producedgoods were shipped back to Britain where they were manufactured or refined and then sold or re-exported.

2. On fera repérer l’itinéraire des bateaux sur une carte du monde.3. Conditions were terrible. The slaves packed so tightly into the slave ships that they could hardly move. Often

they were chained down and allowed little exercise.

The Underground Railroad

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

Le professeur demandera aux élèves de prendre connaissance des questions avant l’écoute de façon à aider lesélèves à cibler leur effort de compréhension.Après la première écoute, le professeur laissera un temps suffisant pour permettre aux élèves de répondre auxquestions puis passera l’enregistrement autant de fois que nécessaire selon la demande. La mise en communsera l’occasion d’échanges oraux authentiques (entraînement à l’interaction).1. Right.2. Right : at the age of 12, she started fighting for what she believed in.

POD LECTURE •

2

1

35Folder 3 Masters and Slaves

3. Wrong: every time she did something her master considered wrong, she got hit.4. Wrong: she married a free African American.5. Right.6. Wrong: she escaped to Canada because, there, slavery had been abolished. 7. Wrong: it was not a system of roads or train tracks but it was a network of people.8. Wrong: she saved over 300 people.

Transcription

Today our lecture is all about Harriet Tubman.Harriet Tubman was born into slavery in Maryland around 1820. She was very strong, physically and mentally.Even at the age of 12, she started fighting for what she believed in. Harriet had horrible marks on her bodybecause every time she did something her master considered wrong, she got hit. Yet, she dreamed aboutfreedom. She believed every man and woman had the right to be free – whatever their color. At the age of 25,she married a free African American, John Tubman. She then escaped to Canada because, there, slavery hadbeen abolished.But Harriet did not forget her people. She decided to help other slaves escape. Her route to freedom wascalled the Underground Railroad. It was not a system of roads or train tracks but it was a network of people.The refugee slaves walked many, many miles – at night not to be detected and, thanks to Harriet’sorganization, they found people to look after them along the way.Harriet saved over 300 people before she died at the age of 90.

Action Prepare a quiz

CECR niveau B1• Poser des questions sur un problème.• Demander ou transmettre des informations.• Me servir avec une correction suffisante de tournures et d’expressions.• Collationner des éléments d’information de sources diverses et les résumer pour quelqu’un

d’autre.

La tâche proposée ici, la rédaction d’un questionnaire puis l’échange d’informations, met l’élève en situation decommunication et d’acteur social. Le professeur circulera pendant ce travail pour apporter les aides nécessaires.Nous insistons sur l’intérêt de faire travailler les élèves par groupes de deux ou trois. L’objectif est de favoriserles échanges afin de parvenir à une plus grande rapidité d’exécution. Cette activité devrait être conduite entemps limité, le temps lui-même étant un levier de motivation. Si, au bout de 10 minutes, les élèves n’ontrédigé que cinq ou six questions, on pourra regrouper les mini-groupes et procéder à la mise en commun sousforme de jeu.

SOUND FILE Living on a Plantation Manuel p. 44


The document starts with Steal Away, a song of the Underground Railway. Like many other gospel songs, it isbeautiful, rich in spirit and reveals the hope and power of an enslaved people who used their traditions,passion and resources to strengthen their relationships and communicate important information that ledmany of them to freedom!The testimony that follows is adapted from the story of Francis Henderson’s life. More detail can be found onthis site: www.digitalhistory.uh.edu/black_voices/voices_display.cfm?id=46

On fera observer que la lettre <i> ne se prononce [a] que lorsqu’elle est suivie d’un groupe « consonne + <e> ».

PRONOUNCE •


1. On commencera par faire décrire et commenter les gravures. L’objectif est de créer des attentes et de fami-liariser les élèves avec ce qu’ils vont entendre. Ils ont certainement déjà entendu parler des conditions devie des esclaves et devraient pouvoir dire des choses très simples.These people’s living conditions must be very hard like: they probably do not have any money, they live insmall wooden huts. They probably do not get very good food. They are very poor. They work hard. They do nothave many clothes.

2. L’objectif des questions 2 et 3 est de présenter les mots overseer et whip.Overseer : over + see, surveillant.The overseer’s role is to make sure that all the slaves work hard.

3. The White man uses his whip because he thinks the slave does not work hard enough.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B1• Mettre en relation les lieux cités avec les informations données.• Comprendre les informations essentielles d’un document portant sur un thème qui m’inté-

resse et dans une langue standard.• Comprendre la trame des événements racontés.

Transcription (Chanson Steal Away)

ChorusSteal away, steal away, steal away to Jesus,Steal away, steal away home I ain’t got long to stay here.My Lord calls me,He calls me by the thunder,Trumpet sounds within-a my soul,I ain’t got long to stay here.Green trees are a-bending,Poor sinners stand a-trembling.The trumpet sounds within-a my soul,I ain’t got long to stay here.Chorus

*Our houses were made of wood and rain would come through the roofs. When it rained, we had to move ourbedclothes from one part of the house to the other – everything was dirty and muddy. My bed consisted of aboard. My pillow consisted of my jacket and my covering was anything I could get.

*Every week, we were given some corn, a dozen herrings and two pounds of pork. Some of the boys would eatthis up in three days – then they had to steal. I do not remember one slave who did not steal some things – itwas a matter of necessity. I myself did it, to have something to eat… I would go along eating a piece of breadand meat, or herring – I never sat down at a table to eat. In the summer we got one pair of cotton trousersgiven us – nothing else; every fall, one pair of woollen pantaloons, one woollen jacket, and two cotton shirts.

*One of my master’s sons remained on the plantation to be an overseer. He would often accuse slaves ofhaving taken so and so. If we denied it, he would whip us. He would be sitting there, looking down upon us,and if he found one of us didn’t work enough, he would beat him. I have seen him kick my aunt, an old womanwho had raised and nursed him.

NOW LISTEN •



Action Report

CECR niveau A2• Faire un bref exposé préparé sur un sujet familier.• Décrire quelque chose par une simple liste de points.• Faire une description brève et élémentaire d’un événement ou d’une activité, décrire des

habitudes et occupations journalières, des activités passées, des gens, des conditions de vie,des activités quotidiennes.

On pourra conduire cette activité rapidement, éventuellement en guise d’interrogation au début de la séancequi suit l’étude du document.

MOVIE FILE Compensation Manuel p. 45


1. Judging from the bus, the picture was obviously taken in the USA. Considering the topic of the folder, wecould imagine the great-grand father of the White boy was a slave owner, and the great-grand father of theBlack boy was a slave. It is reassuring to see that today these children are friends.

2. Personal answer.3. Personal answer.


NOW WATCH •



Compensation

À l’écran Son

Step 1 • Maison dans la pénombre. This was America’s breathtaking hypocrisy: the land of the free depended on the labour of slaves. Black Americans now want compensation.

• Interview de Juanita Scott. “Try to imagine that you were a member of the Black race. Wouldn’t you, at some point, think that somebody owed you something for some of this?”

• Vieil homme. When America made its independence, slaves made up almost 20% of the population.

• Groupe d’esclaves. The Southern economy depended on their labour.• Esclaves sur un chantier.• Bâtiment. Slaves were seen not as human beings, but as property to be • Magasin d’esclaves. traded,• Enfant.• Esclave avec cicatrices. and if necessary whipped into submission.• Façade de maison avec torche qui brûle. But who wants to pay for generations of Black pain?

Action Debate

CECR niveau B2• Participer activement à une conversation dans des situations familières, présenter et

défendre mes opinions.• Corriger rapidement mes erreurs de langue si elles ont conduit à un malentendu.• Commencer, soutenir et terminer une conversation tout en distribuant la parole.• Échanger avec une certaine assurance un grand nombre d’informations dans des domaines

familiers.



1. a. traders; b. ships; c. owners; d. runaway; e. hunters.2. a. denied; b. held in bondage; c. run away/steal away; d. hunted down; e. abolished; f. emancipated/set free.3. a. exploited; b. plundered; c. surrender; d. setting free; e. trading.

TEXT FILE 1 I Couldn’t Help It! Manuel p. 46


This text is an extract from a book for juveniles by Ann Petry (1908-1997), a Black writer whose first book, TheStreet (1946), was the first novel by an African American to sell more than a million copies. Her main interestwas to pay a tribute to Black historic figures, like Harriet Tubman or Tituba. She said, “Look at them andremember them. Remember for what a long, long time Black people have been a part of America. These womenwere slaves. I hoped that I had made them come alive, turned them into real people. I tried to make historyspeak across the centuries in the voices of people—young, old, good, evil, beautiful, ugly.”Many historians, though, think that Tituba, who had often been incorrectly portrayed as a Black slave, was infact an Indian from South America. What everybody agrees on is that Tituba was sold to Samuel Parris, and thather stories and fortune telling were key to the beginnings of the Salem Village hysteria.


À l’écran Son

Step 2 • Blanc à lunettes assis sous un I’m not accountable for what my great-great-grand father porche. did! Just because… I don’t see how I am responsible for what • Studio radio. happened 150 years ago.• Interview présentateur. Not all African Americans support reparations.

If the president of the United States said today “Guys, onbehalf of the US, I apologize for what our great great grandfathers did…” OK… And what? There’s no question slavery was wrong. There’s no questionthese people were given a rough shot in life, there’s noquestion about that. But it’s over, guys, it’s over.

Step 3 Interview Juanita Scott. I cannot allow people to just keep saying that what happenedlong ago. It happened for another 100 years after wesupposedly were free.Anita Scott runs a nursery in Baton Rouge, Louisiana.Having traced her own ancestors, Scott sees reparation asa precondition for racial reconciliation.

Before you read1. The painting shows an auction: the slaves standing on the box are being sold to the client who offers the

highest price. Here it is a family (woman, man and baby). They may – or may not – be sold together.On invitera les élèves à identifier la situation pour introduire le mot auction et on encouragera les prises deparole à propos de cette pratique.

2. Réponse libre. These people’s lives were very hard. Some of them came from Africa, but many were born intoslavery, etc.

Read the text3. The scene takes place in Bridgetown, Barbados, in November, probably at the beginning of the 19th Century.4. The four people’s names: Tituba, a young slave; John, her husband, also a slave; Mistress Endicott, the

slaves’ owner; the Reverend Samuel Parris; the man who has bought Tituba; and John, who is not present.5. Tituba had been bought by Mistress Endicott at the age of 14. She works around the house and has also learnt

to tell fortunes with cards. She married John, whose master had died, at the age of 19. The couple has beenmarried for ten years. They have just been sold and are going to move to Boston, away from the place wherethey have always lived.

6. Susanna Endicott is a widow. She likes having parties and having her fortune told. She has dark hair.7. She is very sad: she has been crying a lot (her eyelids were reddened). She is not at all happy about what she

has done: she paused and sighed when breaking the news; she speaks in a muffled voice. She is probably niceto her slaves as they like her very much.

8. Tituba thinks her island is like a jewel in the sea; John and Tituba are a happy young couple until they hearthe news. He is a fisherman and she does the housework.

9. The relationships are obviously very good. Mistress Endicott let herself be persuaded by Tituba to buy John.Tituba tells her mistress fortunes. Mistress Endicott finds it very hard to break the news.

10. Lots of testimonies show that most slaves had very hard lives. But it was not uncommon to see some slaveswho were brought up with their masters’ children and shared the life of the family, almost as if they were amember of this family. This situation is not uncommon but only concerns a minority.

1. a. I couldn’t help it; b. This belongs to me; c. She is a widow; d. She can tell fortunes; e. She averted her eyes.2. a. jewel; b. startled; c. sigh; d. frown; e. muffled.

Transcription

One morning, Tituba and her husband, John, were in the kitchen when their mistress came in. She looked sadand embarrassed. She told Tituba and John that she had sold them because she needed money. So theywould have to leave to follow their new master, a minister who was going to live in Boston. They felt very sadbecause they had been happy with their mistress and they were going to an unknown country.

Action Role play

CECR niveau B1• Exprimer des sentiments tels que la surprise, la joie, la tristesse, la curiosité et l’indiffé-

rence.• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique• Participer sans trop de difficultés à une conversation, même à propos de thème auxquels je

ne m’étais pas préparé(e), mais je dois parfois chercher mes mots et demander de l’aide.

COMPO DICTO •

WORDS •

COMPREHENSION •


GRAMMAR FILE Les formes have V-en Manuel p. 48


Les formes have V-en comportent le present perfect, le past perfect et l’infinitif (non abordé ici).

1. Le past perfect : had + V-en (le participe passé, régulier en -ed ou irrégulier).2. Deux formes qui ne sont pas au past perfect : I had to have money (prétérit de have lexical suivi de to qui

exprime l’obligation) : I have sold you (present perfect).3. Si on remplace was par is, she had known devient she has known.

Her eyelids are reddened, suggesting that she has been crying. Avec le present perfect, l’énonciateur évoqueun événement révolu (she/cry) en considérant ses rapports avec le moment d’énonciation (eyes/reddened).Il permet d’expliquer la situation présente en s’appuyant sur le révolu.

4. Avec la forme have been V-ing, on s’intéresse davantage au sujet (Tituba’s husband). L’événement est envi-sagé comme une activité et on se focalise sur le sujet grammatical qui s’est livré à cette activité.Avec la forme have V-en, on s’intéresse davantage au complément (red snappers). L’événement est consi-déré comme une action et on se focalise sur le changement d’état du complément d’objet direct.

5. Trois repères temporels : for years (préposition); ever since she was fourteen (conjonction); during the tenyears (préposition).For est suivi d’un nom indiquant une durée. Since est suivi d’une indication concernant le point de départ(groupe nominal ou proposition). During est suivi d’un groupe nominal indiquant une période de référence.Since sert à dater un événement.

1. a. has been cleaning; b. has cleaned; c. has fished; d. has been fishing.2. a. had never been inhabited; b. had already discovered; c. had been abolished; d. have remained; e. have

been introduced; f. has been independent; g. has diversified.3. a. for; b. since; c. during; e. during; f. since; g. for.

Action Find someone who…


des interventions longues ni des prises de position personnelles.• M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.



Action Act out a trial


défendre mes opinions.• Corriger rapidement mes erreurs de langue si elles ont conduit à un malentendu.• Commencer, soutenir et terminer une conversation tout en distribuant la parole.

Les élèves sont amenés à se décentrer pour adopter des points de vue qui ne sont pas les leurs.

PRACTISE •

OBSERVE •


Action Record a story

CECR niveau B1• Faire un exposé sur un thème familier en mettant en relief les points qui me semblent

essentiels, quand je peux me préparer.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses

pour planifier ce qui est dit.• Raconter une histoire avec un rythme suffisant pour maintenir l’attention de mes auditeurs.

L’élève est amené à réutiliser les connaissances et points de vue qui ont été développés dans l’ensemble dufolder et à se les approprier pour ensuite les réinvestir dans cette tâche.

Action Write a report

CECR niveau B2• Écrire des textes clairs sur une gamme étendue de sujets relatifs à son domaine d’intérêt et

faisant la synthèse et l’évaluation d’informations et d’arguments empruntés à des sourcesdiverses.

• Apporter de l’information et exprimer des points de vue par écrit .• Écrire des descriptions claires et détaillées sur des sujets en rapport avec ses centres d’in-

térêt.• Faire une description ou un récit clair en développant et en argumentant les points impor-

tants à l’aide de détails et d’exemples significatifs.

Guidage dans le Workbook.

TEXT FILE 2 Is Slavery Behind Us? Manuel p. 50


Mende Nazer’s happy childhood in the remote Nuba Mountains of Sudan was cruelly cut short when raiders onhorseback swept into her village. In this introduction to her book, Slave, she sums up her experience as a slavewho has managed to escape to freedom thanks to the help of British journalist and filmmaker Damien Lewis.1. The picture shows a book cover with a photo of a Black woman, probably the author, Mende Nazer, who tells

“the true story of a girl’s lost childhood and her fight for survival.” The title shows that the text is a modern-day slave story.

2. The narrator is a Black woman born in Sudan and taken into slavery at the age of 12.On fera repérer les étapes de sa vie.

3. The narrator lived first in Sudan and then in Great Britain.4. The scene takes place in the Nuba mountains one night. There was a raid and the 12-year-old girl ran to the

mountain and then was caught by a man who promised to protect her – in fact, she was abducted. Thepurpose of the raiders was to catch young slaves.

5. The man was probably someone who trafficked slaves.6. The four main steps in the narrator’s life:

• a happy childhood in a village, followed by the raid and a while spent waiting in a Khartoum house withother children who were taken away one by one;• a long period of six or seven years in another Khartoum house where she was a slave: the mistress made herdo the housework and treated her badly, often beating her;• one year in a London house where she worked as a domestic – she was also a slave, never had a day off anddid not speak English;• the rest of her life; she is free and studying to become a nurse.

7. Now she is free. She is full of hope and looks forward to the future. Until then, she had been a slave.


8. She met some people who helped her by putting pressure on the authorities. We can assume that some peoplehelped her (she could not even speak English). The “pressure” mentioned could be that of her masters andtheir colleagues.

(in Workbook) – Les formes have V-en1. a. I had to clean… > Forme qui n’est pas une forme had + V-en.

b. I had cleaned… > Forme antérieure au moment du récit.c. The man took me/they had set up… > Antériorité par rapport à un moment passé.d. took me/we set up… > Succession d’actions racontée dans un ordre chronologique.e. They prepared… > Action qui fait partie d’un récit sans lien avec le présent.f. They have prepared… > Passé immédiat, sans rupture entre le passé et le présent.g. Mende has been doing… > Focalisation sur le complément de la phrase.h. Mende has done… > Focalisation sur le processus (l’action).i. She has been crying since… > Action repérée par son point de départ.j. She has been crying for… > Action repérée par sa durée.

2. a. had broken; b. has decided; c. has existed; d. had been captured; e. has worked.3. a. The United Nations have denounced slavery for years.

b. Abuk Cater was a slave in Sudan for twenty years.c. She told us her son had been sold to a rich Khartoum family.d. Since last week, Abuk has been in the United States where she tells her story.e. Since she has been free, Abuk has worked for the United Nations.

Action Role play

CECR niveau B1• Échanger, vérifier et confirmer des informations.• Fournir des renseignements concrets dans un entretien avec une précision limitée.• Exprimer sa pensée sur un sujet abstrait.

CULTURE QUIZ Black Peoples of America Manuel p. 511. Right. 2. Right. 3. Wrong. 4. Right. 5. Right. 6. Right. 7. Wrong. 8. Right. 9. Wrong. 10. Right. 11. Wrong.12. Right. 13. Right. 14. Right. 15. Right. 16. Right. 17. Right. 18. Right. 19. Wrong. 20. Right.

Action Make up a poster

CECR niveau B1• Écrire des rapports très brefs qui transmettent des informations courantes.• Écrire des textes clairs en faisant la synthèse d’informations empruntées à des sources diverses.• Adapter son expression pour faire face à des situations peu courantes.

ORAL EXAM FILE An Interview… Manuel p. 52


1. Each year up to 50,000 women and children are brought to the United States.2. These people are mainly women and children.

LISTENING •

GRAMMAR •


3. His definition of slavery: “Working for rich people for no pay.”4. Francis Bok survived thanks to: a. his dream of becoming somebody; b. his belief in God.5. Francis Bok’s two main problems when he arrived in North Dakota were the cold weather and the language.6. Francis Bok admires the freedom people have.7. When he looks at some young people in the States, he sees a lot of kids using drugs and getting involved with

bad stuff.

PRACTICAL FILE In the Queue Manuel p. 53


Action Act out a mystery conversation

CECR niveau B1• Communiquer avec une certaine assurance sur des sujets familiers.• Aborder sans préparation une conversation sur un sujet familier.• Lancer, poursuivre et clore une conversation simple sur un sujet familier.

STRATEGY FILE Du mot à la phrase Manuel p. 54


LES MOTS DÉRIVÉS

Les préfixesunpaid un- + paid (contraire) non payéundernourished under- + nourished (insuffisance) mal nourrioverload over- + load (excès) surchargeunprecedented un- + precedented (contraire) sans précédentunnoticed un- + noticed (contraire) pas remarquéillegal il- + legal (contraire) illégal

Les suffixespainful pain + -ful pénible (-ful transforme un nom en adjectif)employer employ + -er employeur (-er transforme un verbe en nom)homeless home + -less sans abri (-less transforme un nom en adjectif)moneyless money + -less sans argent (-less transforme un nom en adjectif)weakness weak + -ness faiblesse (-ness transforme un adjectif en nom)remarkable remar + -able remarquable (-able transforme un verbe en adjectif)largely large + -ly largement (-ly transforme un adjectif en adverbe)

LES NOMS COMPOSÉS

• modern day slavery: esclavage des temps modernes.• slave trade: traffic des esclaves.• work overload: surcharge de travail.• the 21st Century business capital of the world: la capitale mondiale des affaires du XXIe siècle.• media coverage: couverture médiatique.• information technology explosion: explosion des technologies de l’information.• abolitionist movements: mouvements abolitionnistes.


• underground business transactions: transactions d’affaires illicites.• slave trafficking: trafic d’esclaves.

LA PHRASE SIMPLE

• a painful fact: un fait douloureux.• legitimate commerce: le commerce licite.• European colonial countries: les sociétés coloniales européennes.• Nobody really notices them. Le pronom complément est après le verbe. L’adverbe, en revanche, est placé

avant le verbe.

LA PHRASE COMPLEXE

> Le noyau dans les phrases complexes :• They often end up homeless and moneyless. La phrase comporte aussi une subordonnée d’hypothèse intro-

duite par if, et un groupe nominal complément de lieu (in the streets of…). • The victims were Africans. Le reste de la phrase est une proposition relative, dont l’antécédent, who, reprend

le nom Africans. À l’intérieur de cette relative, trois propositions coordonnées (were captured/were sold/andtransported…) et un infinitif exprimant le but (to work in…).

• The modern slave trade is illegal. Le reste de la phrase est une proposition conjonctive indiquant une restric-tion introduite par while.

> On incitera les élèves à explorer plusieurs possibilités.Mende Nazer, an African former slave, who now lives in London, lived in a village in Sudan until the day whenraiders caught her and took her away.


46 Folder 4 Teens in Revolt

CULTURE BLOG Youth CulturesDes documents qui ébauchent un portrait de ces cultures adolescentes qui sont un phéno-mène relativement récent.

SOUND FILE Papa, Don’t PreachUne chanson de Madonna qui met en scène un moment très émouvant dans les relationsentre un père et sa fille.

MOVIE FILE Document 1 : Eat your MealDocument 2 : Mum, Dad, this is Steve

Deux publicités courtes et faciles pour aborder des exemples de rébellion d’adolescents.

WORD BANK Champ lexical : les relations socialesTEXT FILE 1 Nick’s DiaryUn extrait du livre de C.D. Payne, Youth in Revolt.

GRAMMAR FILE Les modauxEXPRESSION FILE

TEXT FILE 2 Hail, Hail Rock ’n’ RollUne nouvelle pour entraîner les élèves à la lecture cursive.

WRITTEN EXAM FILEL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder.

PRACTICAL FILE At Someone’s Home

Ce folder aborde l’opposition et la révolte des adolescents vis-à-vis de la famille et des valeurs de la société :quelle révolte, comment s’exprime-t-elle? Il explore, parfois avec humour, les aspects de cette rébellion au tra-vers de témoignages réels ou fictifs qui devraient toucher nos élèves. La musique est un aspect important decette révolte. Le programme de Première dit : « La musique et le cinéma semblent aujourd’hui avoir hérité del’esprit de résistance et de mobilisation. Avant que d’être un produit commercial, la musique punk et le rap(tout comme le jazz ou le rock en leur temps) ont d’abord été des instruments de contestation radicale. »

OPPOSITION : « expression d’une contestation non violente, pouvant se traduire dans des structures poli-tiques et sociales institutionnalisées. »REBELLION : « expression d’une contestation plus radicale, voire violente, mais aussi reflet des engage-ments humains au cours de l’histoire. » (BO n° 7 du 28 août 2003.)

Sommaire

Folder4 Teens in Revolt

CULTURE BLOG Youth Cultures Manuel p. 58/59


CECR niveau B1• Deviner, à l’aide du contexte, le sens des mots inconnus.• Comprendre les événements principaux dans un texte narratif.

Les deux textes proposés visent à montrer que les jeunes n’ont pas toujours été considérés comme un groupe socialbien identifié et reconnu. C’est lorsque les adolescents sont devenus des consommateurs qu’ils ont trouvé leur placedans la société. De nos jours, ils s’expriment en tant qu’entité à travers les différents médias, dont la musique.Le professeur peut choisir de :• faire lire les textes aux élèves à la maison (et de leur faire faire l’Action en classe);• faire travailler les élèves en groupes en classe de façon à ce que l’entraide puisse jouer tant sur le plan de la

compréhension que de la recherche des informations à prélever;• faire faire le travail individuellement pour entraîner les élèves à la lecture en temps limité en vue des épreuves

du baccalauréat et à plus long terme des impératifs du monde professionnel à l’heure de la mondialisation.Au cas où les élèves rencontreraient trop de difficultés, le professeur peut envisager de diviser les tâches et dene faire lire qu’un texte à chaque partie de la classe. Les élèves échangeront les informations lors de l’Actionproposée à la fin du Culture Blog.

The Invention of the Teenager

1. Four words referring to people between 13 and 20: teenagers, kids, youths, the younger generation.2. Teenagers started being important in the mid-20th Century, when they started having enough money to make

an economic impact, buying rock ’n’ roll records in exploding numbers/when they started consuming/whenit became clear that they were consumers/when they joined the consumer society.

3. Today’s young generation is the most interracial, cross-cultural, and inter-ethnic of history.4. The accessories that are associated with Goths: black clothing, nail polish and eyeliner, black boots, studs,

and zippers.

Rebellion in Music

1. • Psychedelic music incorporates jazz, folk, and R&B.• Punk Rock is loud, has a particular rhythm and radical lyrics.• Reggae has peaceful and anti-violent lyrics. It is a rhythmic form of Jamaican music.• Techno is a form of electronic dance music. It incorporates electro, New Wave, Funk and futuristic fictionthemes.

2. Teenagers want to look different, to stand out against mainstream society, to assert their personality andideals. They also want to express their defiance toward authority and sometimes their discouragement.

3. • Psychedelic fans adopt different attitudes, hair styles, and costumes, with bright colours, fabrics andpatterns.• The Punks wear T-shirts with swastikas and offensive slogans, sunglasses, leather jackets to make up thetotal “grunge” look.• Reggae fans wear dreadlocks, wigs, big jewellery, and flashy clothing.

4. These musical genres all reflect the defiance of young people toward authority.

Rave Parties

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre les informations essentielles d’un document.

POD LECTURE •

2

1

47Folder 4 Teens in Revolt

Cette compréhension orale apporte des informations sur les rave parties qui rassemblent les jeunes autour dela musique et leur permettent de s’affirmer par rapport à la société des adultes, à la mainstream society.Le professeur demandera aux élèves de prendre connaissance du questionnaire True or False et passera l’enre-gistrement seulement après.Après la première écoute, on laissera un moment aux élèves pour répondre et écrire les justifications deman-dées ou vérifier ce qu’ils ont encore à repérer comme informations.Après une seconde écoute et pause pour fin de prise de notes, le professeur fera faire une mise en commun des infor-mations repérées en mettant les élèves en interaction. En cas de litige, le professeur reviendra à l’enregistrement.1. True. 2. False. They started in the late 80s/at the end of the 1980s. 3. False. They occurred outside cities.4. True. 5. False. Of course not. They were organized to rebel against commercial radios, nightclubs and popmusic/Their aim was to react against them. 6. False. Only a very small number of people was required/very fewpeople were needed to organize a rave party. 7. True. 8. True. 9. True. 10. True.

Transcription

As most of you probably know, a rave or rave party is an all-night dance event where DJs play electronicdance music and rave music. But how many of you know that the expression rave was originally used byJamaican people in London during the 1960s? Raves as we think of them today began in the late 1980s. They were just weekend parties occurring outsidecities, sometimes in old farm houses, sometimes in warehouses. They were signs of rebellion againstcommercial radios, nightclubs, and popular music. A very small number of people contributed to theproduction and promotion of the event. The organisers made and distributed fliers and posted onlinebulletins, but the promotion was mostly by word-of-mouth.Raves began to expand into a global phenomenon in the 1990s. And, by the mid-1990s, major corporationswere sponsoring events, and recuperating the movements that were started by rebellious teens. Today, ravesare making a comeback yet again.

Action Prepare a one-minute presentation

CECR niveau B1• Rapporter oralement et de façon simple de courts passages d’un texte écrit.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses

pour planifier ce que je dis.• Justifier ou expliquer brièvement mes opinions, plans ou actes.

La tâche proposée ici permet aux élèves de faire la synthèse de ce qu’ils ont lu et entendu et ainsi de s’entraînerà mettre en relation les éléments apportés, d’utiliser leurs connaissances et de s’exprimer en continu devant unauditoire. Plutôt que de subir une démarche passive de cours magistral, ils apprennent ainsi à construire leurssavoirs et leurs références culturelles et à les communiquer. Ils s’entraînent à la prise de parole en continu.Après l’étude des trois documents, le professeur demandera aux élèves de travailler par groupes et de faire leurprésentation à tour de rôle.L’enseignant circulera pendant ce travail pour apporter les aides nécessaires et repérer les difficultés des élèvespour y remédier. Le professeur pourra demander à quelques élèves de présenter leur exposé à la classe.

SOUND FILE Papa, Don’t Preach Manuel p. 60


CECR niveau B1• Comprendre la trame des événements racontés.• Comprendre l’information principale d’un document sonore (radio, télévision ou vidéo) por-

tant sur un thème qui m’intéresse et dans une langue standard.


L’objectif est d’entraîner les élèves à fragmenter la chaîne sonore, à repérer les éléments porteurs de sens, lesintonations et le ton de façon à construire du sens. Le document proposé dans ce folder est une chanson deMadonna dans laquelle une jeune femme annonce à son père qu’elle est enceinte.

Les élèves vont émettre des hypothèses, anticiper le contenu de la chanson. Une tool-box pourra être envisa-gée pour favoriser les réponses aux questions 2 et 3 surtout. Voici des suggestions de ce que les élèves pour-raient vouloir dire. Il n’est pas question de les amener à dire tout cela.1. In the first picture there’s a young couple leaning against a wall covered with graffiti. They seem very much

in love (there’s no doubt they are madly in love with each other/they can’t do without each other). They lookyoung, they may be teenagers. In the second picture we can see a young lady who is expecting a baby, whois pregnant. She looks very young, she may still be at school.

2. When she told her parents she was pregnant/when her parents found out she was expecting a baby, they mayhave felt cross/furious/stunned/worried… They may have told her that they would not let her down/thatthey would help her out/that they loved her in spite of her irresponsible behaviour/that she was foolish andirresponsible/that she should have taken the pill/that she should either have an abortion or abandon herchild. They must have asked who the father was/what he wanted her to do with the baby/if he was ready tosupport the child…

3. The girl is faced with a dilemma: should she keep the baby or not? If she keeps the baby she will have to leaveschool for a while/to interrupt her studies/to start working to support the child/to stop going out/to give updiscos or rave parties…

Comprehension ➼ Guidage dans le Workbook.L’objectif du guidage est d’entraîner les élèves à fragmenter la chaîne sonore, à repérer les éléments porteursde sens, les intonations et le ton de façon à construire du sens.

Transcription

À l’issue du travail de compréhension, nous conseillons vivement au professeur d’utiliser la version karaoké quifigure sur le DVD.

NOW LISTEN •



Papa I know you’re going to be upset‘Cause I was always your little girlBut you should know by nowI’m not a babyYou always taught me right from wrongI need your help daddy please be strongI may be young at heartBut I know what I’m sayingThe one you told me all aboutThe one you said I could do withoutWe’re in an awful mess, and I don’t mean maybe –please

Chorus:Papa don’t preach, I’m in trouble deepPapa don’t preach, I’ve been losing sleepBut I made up my mind,I’m keeping my baby, ohI’m gonna keep my baby, mmm…

He says that he’s going to marry meWe can raise a little familyMaybe we’ll be all rightIt’s a sacrificeBut my friends keep telling me to give it upSaying I’m too young, I ought to live it upWhat I need right now is some good advice, please

ChorusDaddy, daddy if you could only seeJust how good he’s been treating meYou’d give us your blessing right now‘Cause we are in love, we are in love, so please

ChorusBrian Elliot,

additional lyrics by Madonna

Action Turn a song into a dialogue

CECR niveau A2• M’excuser ou accepter des excuses.• Poser des questions et répondre sur des thèmes familiers quand ces réponses n’exigent pas


La tâche permet aux élèves de s’approprier le contenu de la chanson dans une activité de transposition et decommunication. Il s’agit ici de transformer la chanson en dialogue, les élèves devront « savoir participer à uneconversation, respecter les codes de communication, trouver le registre adéquat » (programmes de Première).La difficulté consiste à bien placer l’accent de phrase et à mettre le ton, ce à quoi les exercices de prononcia-tion ont entraîné les élèves.

MOVIE FILE Manuel p. 61


CECR niveau A2• Identifier le sujet d’une discussion si l’échange est mené lentement et si l’on articule claire-

ment.• Discuter simplement de questions quotidiennes.

Les deux documents sont courts et d’un abord facile (peu de paroles, donc peu de travail de compréhension)mais ils fourniront l’occasion de travailler la production orale.

Les questions ont pour objectif de familiariser les élèves avec la situation.

Document 1 – Eat your MealAd for Churche’s Chicken.1. Obviously this little boy doesn’t like the food in his plate. He doesn’t want to eat it. Probably his parents want

him to eat his meal.2. Personal answer.3. Personal answer.

Document 2 – Mum, Dad, this is Steve!Ad for Anchor Butter.


NOW WATCH •



Document 1 Eat your Meal

À l’écran Son

Step 1 • À table. La mère sert, vue sur les enfants l’airsombre.• Le garçon regarde l’assiette d’un air mauvais. Mum – Eat all your peas.

Step 2 • Le garçon allume sa cigarette, le père le renvoie de table.• Le garçon quitte la pièce avec un grand sourire.

Action Make a pamphlet

CECR niveau A2Écrire de brèves notes simples en rapport avec des besoins immédiats.

On insistera sur la rapidité de l’exécution de la tâche.



L’utilisation des mots dans des exercices en contexte permet aux élèves de se les approprier.1. a. Ø their parents; b. get on well with; c. makes friends with everybody; d. arguments with their parents;

e. rebel against family rules.2. a. a bit cheeky; b. answer back; c. I have come of age; d. a caring father; e. an ill-tempered old man.3. a. They get on well with each other. b. She confides in her. c. She spoils him. d. She is so touchy. e. She thinks

it’s a tiresome thing to do.


Document 2 Mum, Dad, this is Steve

À l’écran Son

Step 1 • Une famille dans un bar. [No sound]• Tout le monde discute. Steve arrive, salue et s’assoit.• Les parents s’installent.

Step 2 • Une famille dans un bar. Waitress – Hi, you guys know what you want?• Tout le monde discute. Steve arrive, salue Daughter – We’re just waiting for someone else.et s’assoit. Father – Excuse me, could we have some butter?• Les parents s’installent. Waitress – Sure!

Mother – So… What does he do, that boyfriendof yours?Daughter – Just things, you know…Daughter – Mum, Dad, this is Steve.Steve – Hello.Father – Steve…

Step 3 [Document entier]

À l’écran Son

Step 3 • Le garçon allume sa cigarette, le père le renvoie Dad – What are you doing? Gimme that.de table.• Le garçon quitte la pièce avec un grand sourire. No dinner for you. We’ll talk about this later.• Les parents l’air affligé. What’s wrong with him?• Carton: “What’s wrong with him?”

Step 4 • Fin de la publicité Try Church’s chicken.It’s what made-from-scratch should tastelike.


TEXT FILE 1 Nick’s Diary Manuel p. 62


The text is an extract from C.D. Payne’s Youth in Revolt series. C.D. Payne is an American author of absurdistfiction who is best known for his series of novels about fictional teenager Nick Twisp. Payne was born in Akron,Ohio in 1949. He graduated from Harvard College in 1971 and then moved to California. He has worked as anewspaper editor, cartoonist, typesetter, graphic artist, proofreader, photographer, advertising copywriter,trailer park handyman, and carpenter. He is married and lives in Sonoma County.For further information refer to www.nicktwisp.com/interview.html

CECR niveau B1• Deviner, à l’aide du contexte, le sens des mots inconnus.• Comprendre les événements principaux dans un texte narratif.• Comprendre dans un texte rédigé dans une langue standard, les descriptions de sentiments

ou de souhaits.

Before you readCes tâches visent à créer des attentes et un cadre de référence qui va permettre aux élèves de mieux appréhen-der le texte.1. The layout of the text shows it is a diary.2. The boy can be revolted about his parents’ attitude: they may be too strict, too demanding, too nosy. They

ask him to help, they make him cut the grass/mow the lawn, wash the car, tidy up his room, do some odd jobsround the house. They may spy on him and his friends, or they may prevent him from going out with his friendsor from inviting them. They may criticize his way of dressing or the music he listens to.

Read the text3. Nick’s parents are divorced. Nick seems to spend the week with his mother and the week-end with his dad

who gives his mum an allowance amounting to $583 a month, which he complains about/he resents/he iscross about. His mum seems to be very authoritative and to boss her husband around. His dad seems to beunreliable and rash.Quotes: “My mother… gives people driver’s tests at the Department of Motor Vehicles.” “She used to keepDad up-to-date on all the rules he was violating as he drove along.”“I came back from two miserable days in my dad’s custody.”“Mom gave him one of her high-volume diatribes.”“He screeched into the driveway, blasting the horn.”“Why?” said Dad, “because, pal, I’d like to have something to show for my $583 a month in child support.”

4. It’ll soon be his birthday. “My birthday is coming up soon.” “One more week to my birthday.”5. Nick blames his mother for always criticizing her husband and being partly responsible for their divorce (l. 4 and 5).

He criticizes her for ruining his room. He blames her for hinting he is mad/mentally ill. He criticizes her formaking it impossible for him to invite his friends. He holds her responsible for cutting him off from his friends(l. 8 to 11).He criticizes her for her bad taste/not sharing his tastes (l. 14).He blames her for telling him he spends too much time at the computer/for suggesting he should go out insteadof working or playing on his computer/for saying he should have some fun with his friends (l. 31 and 32).He criticizes her for shouting at him, for asking him to be polite/to stop arguing, to be more respectful.Nick blames his dad for not planning anything special for him, for asking him to work/to cut the grass/to helphim with the gardening (l. 21 and 22).He criticizes his dad for not really loving him, for not caring for him, for being mean, for being an unpleasantperson (l. 24).

COMPREHENSION •


6. Demander aux élèves de relever les phrases et d’expliciter les idées.Pour gagner du temps et ne pas décourager les élèves, on pourra diviser la classe en autant de groupes quede jours et leur demander de ne s’attacher qu’à un passage. La mise en commun permettra de dresser le por-trait de Nick et de glisser sur la question 7. Le professeur pourra mettre au tableau les reformulations desgroupes et associer l’adjectif ou les adjectifs à chaque aspect de la personnalité décrit.a. He wants his room the way he likes.b. When he is angry, he stops talking to his mum/he sulks.c. He goes back to talking to her because his birthday is coming soon and he wants a birthday present.d. He wants his dad to plan special activities for him, he wants a lot of attention.e. He complains when he has to help. He asks his dad to pay him £5 for cutting the grass and remarks agardener would charge far more.f. He loves his computer and knows the latest improvements in computer technology.g. He doesn’t go out much.h. He answers back when his mum tells him he’d better/he should go out and enjoy himself with his friends.

7. On justifiera les choix en utilisant les énoncés ci-dessus qui auront été produits par les élèves et inscrits autableau. selfish (d et e) – computer-literate (f) – lonely (g) – interested (c) – ironical (h) – cynical – self-assertive (a et b) – insolent (h).

8. He likes inviting his friends, having them round the house: “Meanwhile, I am now embarrassed to invite myfriends over.” He wants to have the same things as other teenagers, he doesn’t want to be different fromthem. He is influenced and wants to imitate them/to copy them/to fit in. He is under pressure from his peers:“Most of the members of Byte Backers (St V’s computer club) have already upgraded. Some even have 586s.”

9. Personal answer.

1. a. violating; b. custody; c. apply; d. blasting; e. mow; f. creep; g. replied; h. smart.2. a. hideux; b. arriver dans un crissement de pneus; c. acheter une nouvelle version de…



Soulignons qu’il ne s’agit pas d’une dictée au sens où cet exercice est pratiqué en français à l’école, avec unobjectif limité à l’orthographe, mais bien une première étape d’apprentissage de l’écriture. Il s’agit de recréerquelque chose que l’on a entendu.

Transcription

In his diary Nick reports about his conflicts with his divorced parents. He complains about his mother who haspainted his room pink and about his dad who made him cut the grass. As he wants a new motherboard as abirthday present, he accepts a compromise with his mum. He seems to be highly sensitive to what his friendsthink and do. Besides he is particularly exacting, cynical and rebellious. A typical teenager!

Action Act out a conversation

CECR niveau B1• Participer sans trop de difficultés à une conversation, mais je dois parfois chercher mes

mots et demander de l’aide.• M’exprimer, parfois avec des périphrases, sur la plupart des sujets relatifs à ma vie quotidienne.• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.

COMPO DICTO •

WORDS •


Les élèves pourront s’approprier le contenu du texte dans une activité de transposition et de communication :une conversation téléphonique entre deux adolescents. On les entraîne ainsi à « participer à une conversation,respecter les codes de communication, trouver le registre adéquat » (programmes de Première). On pourra ren-voyer les élèves à la fiche Practical File de la page 39.

GRAMMAR FILE Les modaux Manuel p. 64


1. Énoncé a : avec can, l’énonciateur exprime son avis sur la capacité du sujet grammatical à réaliser quelquechose (il est capable de).Énoncé b : avec must, l’énonciateur exerce une pression sur autrui; il lui fait part d’une obligation.Énoncé c : avec should, l’énonciateur fait part d’un conseil ou d’une recommandation.

2. Dans les énoncés d à f, l’énonciateur exprime son point de vue sur la probabilité de la réalisation : il est pos-sible que (d, could), probable que (f et g, must), certain que (e, will).Degré de certitude : + could/might; ++ can/may; +++ should; ++++ must/will/can’t.

3. Les modaux sont suivis de la base verbale.4. Dans l’énoncé g, le modal must est suivi de have + V-en (participe passé) car on se réfère à un moment anté-

rieur au moment de l’énonciation.

On renverra les élèves au Précis grammatical n° 14 pour faire les exercices.1. a. must; b. can’t; c. should; d. must; would not.2. a. Nick can’t be as miserable as he sounds.

b. Nick’s mum must do her best to make him happy.c. Nick’s dad may be unreliable.d. It must (may) be difficult for Nick’s mum to stand his bad mood.e. Nick must have felt furious when he found his room pink.f. It must be insulting for Nick to be compared to a mental patient.

3. a. Nick should stop complaining.b. Nick’s mum must be tired of his bad mood.c. His dad can’t be as mean as he says/would have us think he is.d. According to Nick, his dad must be a careless/reckless driver.e. Nick’s dad should not have used financial arguments to force Nick to mow the lawn.f. In the 19th century, youngsters could not oppose their parents/stand up to their parents.g. Nick’s parents can’t have divorced only because his mother was always criticizing his father’s driving.

Action Make suggestions

CECR niveau B1• Exposer poliment un désaccord sur un avis formulé par mon interlocuteur.• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.

Le but du jeu est de faire pratiquer la modalité à l’oral dans le cadre d’une activité sociale. Les élèves tra-vaillent en groupes de quatre et s’autorégulent. On peut présenter ces situations sous forme de cartes, comme ci-contre, que le professeur pourra photocopier.

PRACTISE •

OBSERVE •


I’ve just met a wonderful girl

or boy.

Help!

I’ve just damaged my parents’ car.

Help!

I’m craving for a new computer.

Help!

I am lost in a foreign city.

Help!

I am locked in the toilet.

Help!

I’ve just had a very bad mark.

Help!

I am really short of pocket money.

Help!

My mother has decided to accompany me

to my best friend’s party.

Help!

I have not learned my lesson and there’s

a surprise test!

Help!

My parents have founda pack of cigarettes

in my room.

Help!

I’ve fallen in love with my best friend’s girlfriend

or boyfriend.

Help!


EXPRESSION FILE Manuel p. 65QUOI ? • POURQUOI ? • COMMENT ? p. 16

Action Decide how to spend your money


mes opinions.• Commencer, soutenir et terminer une conversation tout en distribuant la parole.• Échanger avec une certaine assurance un grand nombre d’informations dans des domaines

familiers.

Dans ce type d’activité, éminemment sociale et stimulante car les élèves sont en situation de négociation, lesmembres des différents groupes doivent parvenir à argumenter pour parvenir à une décision collective.Le professeur circulera dans la classe pour aider.

Action Make an oral presentation

CECR niveau B1• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses

pour planifier ce que je dis.• Faire un exposé sur un thème familier en mettant en relief les points qui me semblent


Cette activité de prise de parole en continu prépare le sujet d’écriture.

Action Write a letter

CECR niveau B2• Écrire un essai ou un rapport en transmettant une information (ou en exposant des raisons

pour ou contre une opinion donnée).• Mettre en évidence dans un texte ou un courrier ce qui est important.• Prendre position par écrit sur des événements ou à propos d’avis différents, en faisant appa-

raître clairement les prises de position.• Écrire en faisant peu d’erreurs de syntaxe et les corriger en me relisant.


TEXT FILE 2 Hail, Hail Rock ’n’ Roll Manuel p. 66


CECR niveau B2• Deviner, à l’aide du contexte, le sens des mots inconnus.• Comprendre les événements principaux dans un texte narratif.• Comprendre, dans un texte, les descriptions de sentiments ou de souhaits.• Comprendre l’essentiel de tout texte (± 30 lignes) traitant d’une thématique familière, rédigé

dans une langue courante, sans trop de phrases complexes.• Comprendre un texte littéraire contemporain en prose.

We have here an abridged version of the short story to be found on the following website : www.writing.comThis short story was written on February 18th, 2006 by Andrew Crouch who wrote : “My name is Andrew CrouchHedglin. I’m a 19-year-old freshman at Belhaven College in beautiful Jackson, MS, where I am currently


majoring in creative writing and minoring in history.” The heroine, Sammie, wants to become a rock star.Although her parents worry about her decision, they let her have her own way and try to become a professionalrock musician. A few years later, she comes back home depressed because her dream has not come true. Shedecides to go back to the school where she studied music. Her ex-music teacher offers her a six-monthcontract and warns her that she had better not ruin the reputation of the school. She is both surprised anddelighted when she realizes her first student is an admirer of one of her albums. It cheers her up and makes herlook to the future more confidently.L’entraînement à la lecture cursive préconisé par les programmes invite les élèves à une lecture moins analytique.1. The girl in the picture must have chosen to become a musician. Her parents may have felt surprised or

worried (it is a hard job and few people succeed and make a career of it). Her parents may have told herthat they disapproved of her decision, that she should opt for a more secure job. They may have understoodher and let her try, knowing that we learn through experience. They may have flown into a temper and saidshe was driving them mad.

2. She told her parents she intended to settle in California and become a rock star (l. 4). She argued that she was agood musician and that she had the business qualifications that would help her manage her career (l. 14 to 17).

3. “Sammie’s father said with a laugh of suppressed panic.”“Sammie’s father was a high school principal. But he and Sammie’s mother were also a couple of old ex-hippies. “Herbert, her father, glanced at his wife with a look of desperation. As any responsible parents should, heprayed that his only child would choose any other career more secure than that of a rock ’n’ roller.”

4. They agree to let her go and have her own way provided she doesn’t smoke, drink or get pregnant.5. The scene takes place five years after Samantha left home to be a musician. She is back home after failing

to become a pop star and to make a living out of her music. Her dream has not worked out. She is disappointedbut she has grown up. She feels she has wasted five years of her life.

6. She may have recorded a few albums but sold very few of them. She may have found it hard to sell heralbums, to get people to know her band.She must have tried to find places where to give concerts. She may have had very small audiences.It must have been difficult for her to make money. She may have slept on the streets, she may have slept rough.

7. She looks more strict, more conventional because she is looking for a job as a music teacher with EastmanMusic School. Mrs Eastamn is her ex-music teacher (l. 58 to 62).

8. Now, she wants to get a job, to be hired by a music school. She doesn’t want to be self-employed any more.9. Mrs Eastman, who is going to retire, offers her a six-month contract if she does not ruin the reputation of the

school (l. 82 to 87).10. Sammie has lost her enthusiasm. She accepts the job knowing that Mrs Eastman can’t stand rock music and

that she will have to forget about it. She has lost her self-confidence and sounds very humble.11. Her first pupil has registered with the school because she has heard of Sammie, she knows one of her albums

and loves it. She is a fan of Sammie’s and she wants Sammie to teach her to play rock music.12. Somebody knows her and appreciates her music. This cheers her up, gives her more confidence in herself:

she is not the failure she thought she was, she can go back to her passion. The future looks brighter.

(in Workbook) – Les modaux1. a.interdiction; b. autorisation; c. incapacité; d. degré de certitude; e. degré de certitude; f. absence d’obli-

gation; g. autorisation; h. degré de certitude; i. conseil.2. a. Sammie may not be as talented as she thinks. b. Sammie may become a famous pop star very soon.

c. Sammie’s parents must worry a lot about her. d. Sammie must come back to Kelso and earn a living. e. Itmust be difficult for Sammie to work as a guitar teacher… f. Rita must have been very young when she firstsaw Sammie on TV.

3. a. Sammie should not move to California. b. Rita must be proud to have Sammie as a guitar teacher! c. Livingin Californie can’t be as difficult as what you say. d. You needn’t tell her how to play the guitar. e. Mrs East-man might advise you on how to be a good teacher.

GRAMMAR •


Action Act out a dialogue


mes opinions.• Échanger avec une certaine assurance un grand nombre d’informations dans des domaines

familiers.

La tâche proposée consiste à amener les élèves à réutiliser le texte et les outils langagiers acquis dans unesituation d’interaction mais en changeant de point de vue.

WRITTEN EXAM FILE Manuel p. 68


CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document littéraire.• Comprendre les liens logiques ou chronologiques entre les événements relatés dans le texte.

1. A young man (…) home very late and (… ) worried that he had hurt himself and (… ) with delinquents; (…)he was special (…).

2. a. Wrong: “a pale, tentative light.” (l. 1); b. Right: “He walked as lightly as he could.” (l. 2); c. Wrong: “Hismother’s voice drifted down.” (l. 4); d. Right: “He stood in his boots (…), not looking at her.” (l. 14);e. Wrong: “He had blood on his face.” (l. 16); f. Wrong: “What have you been doing? Nothing.” (l. 19);g. Right: “He suspected he had lung cancer.” (l. 29)

3. “She tried to touch his forehead but he took a heavy-heeled step away from her.” (l. 23)4. “This is no way for a Harvard man to act,” his mother said with whis-pered cheerfulness. (l. 30)5. “Do you know how special you are? You know how much is going to happen to you?” (l. 33)6. “Right,” he said. “I’m somebody else. I’m already gone.” (l. 51)7. a. forehead; b. managed; c. pulled in air; d. breathlessness; e. watch yourself.8. a. the mother; b. these attacks of breathlessness; c. Bix and Larry; d. Bix and Larry.

PRACTICAL FILE At Someone’s Home Manuel p. 69


Action Apologize

CECR niveau B1• M’excuser ou accepter des excuses.• M'exprimer, parfois avec des périphrases, sur la plupart des sujets relatifs à ma vie quoti-

dienne.


59Folder 5 Civil Rights


Folder5 Civil Rights

CULTURE BLOG The Civil Rights MovementQuelle est la meilleure voie : le pacifisme ou la violence? Fallait-il un peu des deux pour queles Noirs puissent parvenir à des fonctions de haute responsabilité?

SOUND FILE In the GhettoDans cette chanson émouvante et forte, Elvis Presley souligne la fatalité dans laquelle setrouvent pris les habitants du ghetto.

MOVIE FILE Document 1 : Montgomery, 1955Publicité qui illustre l’affaire Rosa Parks, étape importante du mouvement noir pour les CivilRights.Document 2 : One 2 One. Cette publicité montre l’importance de Martin Luther King auxyeux des noirs américains d’aujourd’hui, comme le sportif Ian Wright.Document 3 : Colored. Cette publicité met en scène le poème populaire simple et touchant.

WORD BANK Champ lexical : droits et législationTEXT FILE 1 First Day at SchoolLa journaliste Louise Elliot raconte l’arrivée de Ruby Bridges, première enfant noire dans uneécole réservée aux blancs.

GRAMMAR FILE Le prétéritEXPRESSION FILE

TEXT FILE 2 I Have a DreamLe discours de Martin Luther King.

CULTURE QUIZ Civil Rights QuizTestez vos connaissances sur les droits civiques aux États-Unis.

ORAL EXAM FILE An Interview with Rachel RobinsonL’occasion pour les élèves de tirer parti de ce qu’ils ont appris dans le folder.

PRACTICAL FILE At the StationSTRATEGY FILE Prononcer l’anglais

Sommaire

60 Folder 5 Civil Rights

Ce folder aborde le mouvement qui a précédé la période précédant l’année 1964, date à laquelle le Civil RightsAct, signé par le président Lyndon Johnson, a rendu illégale toute discrimination fondée sur la race, la couleur,la religion, le sexe, ou l’origine nationale. Cette loi, conçue à l’origine pour protéger les droits des Noirs, futensuite amendée pour élargir la protection à tous, hommes et femmes. Les lois Jim Crow, qui autorisaient laségrégation raciale dans les états du sud, furent abolies.Nous écoutons les voix de quelques-uns de ceux qui ont influencé le Civil Rights Movement : Martin Luther King,Rosa Parks – et même Elvis Presley. Les documents se répondent et construisent une problématique.

CULTURE BLOG The Civil Rights Movement Manuel p. 72/73


From Slavery to Freedom

Ce premier texte montre pour quelles raisons les mouvements pacifistes et les mouvements violents (Black Poweret Black Panthers) sont nés. À noter, le lien avec folder 3 qui traite de l’esclavage. Ce texte en est la suite.1. The Pacifist movement and the Black Power movement are very different but they have the same aim: to stop

discrimination. The Pacifist Movement organised sit-ins and marches whereas the Black power movementresorted to violent actions. The leader of the Pacifist movement was Martin Luther King and Malcolm X wasthe leader of the Black Power. Both leaders were assassinated.

2. 1619 to 1863: Slavery was allowed. 1863: Emancipation Proclamation. 1950: Black people started to protest.1955: Rosa Parks and the bus boycott. 1963: I have a Dream speech. 1965: Malcolm X was assassinated.

A Non-Violent Activist

Ce texte résume la vie de Martin Luther King, dont les élèves pourront lire et entendre le prestigieux discours,qui figure à la page 80. Ils découvriront cet homme qui a tellement marqué la lutte contre la ségrégation.1. À l’étranger : overseas – de plus en plus : increasingly – grève : strike – on lui a attribué : he was awarded.2. Martin Luther King was widely respected because he promoted non-violent actions and because he contri-

buted to ending the legal segregation of Blacks.

The Legacy of the 1960s

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

Un professeur parle de l’enfance de Condoleeza Rice dans les années 60. Elle est la première femme noire àoccuper une position importante à la Maison-Blanche. On comprend qu’un événement comme celui qui estrelaté a pu l’influencer dans sa vie.1. False. 2. True. 3. False. 4. True. 5. False. 6. True. 7. False. 8. False.

Transcription

Before starting today’s lecture on the legacy of the Civil Rights Movement in the 60s, I want to take you backin time. Long ago, in a Birmingham, Alabama, department store, a Black woman was shopping for a niceparty dress with her 7-year old little girl. A white saleslady told the mother that her daughter could use theregular changing room to try her dress – she would have to use the storage room. The mother refused saying,“My daughter will try on this dress in a dressing room, or I won’t spend my money here.” That little girl wasCondoleeza Rice who went on to become the famous African-American politician she is today.

POD LECTURE •

2

1


Her success is a legacy of the militant actions in the 1960s. Blacks are definitely better off today than theywere then. The Black middle-class is expanding, more and more Blacks own their houses or their firms.However, the battle is not won. The poverty rate among Blacks still is three times the rate for Whites andBlack Americans earn 30% less than their White counterparts. There is still much work left to be done.

Action Make a one-minute presentation

CECR niveau B1• Rapporter assez couramment une narration ou une description simples sous forme d’une

suite de points.• Donner brièvement des raisons et explications relatives à des opinions, projets et actions.

On entraîne les élèves à la prise de parole en continu. Nous insistons sur l’intérêt d’inviter les élèves à préparerla présentation par groupes de deux ou trois. L’objectif est de favoriser les échanges afin de parvenir à une plusgrande rapidité d’exécution. Cette activité devrait être conduite en temps limité, le temps lui-même étant unlevier de motivation.

SOUND FILE In the Ghetto Manuel p. 74


In the Ghetto is a song written by American singer/songwriter Mac Davis and made popular by rock and roll sin-ger Elvis Presley. It is the narrative story of a young boy who grows up in the Chicago ghetto, steals and fightsand who is eventually shot and killed.There were initial fears that the song would damage Elvis’ reputation for being politically unbiased, but Elvisloved the song and recorded it. After finally achieving a master take, Elvis claimed from then on, he would onlydo songs that he believed in.

CECR niveau B1• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

L’exploitation des photos permettra de faire anticiper le contenu de la chanson.1. Students will try to define what life is like living in a place like this. They might say it is very hard to be so poor:

people live close together; they fight and struggle to survive; perhaps they are forced steal money and food.2. The man is probably dreaming about getting out of the ghetto. He might like to find a job and live in a nice

house with a garden.3. They might say that they associate places like this with violence and crime.


Transcription

NOW LISTEN •


As the snow fliesOn a cold and gray Chicago mornin’A poor little baby child is bornIn the ghettoAnd his mama cries‘cause if there’s one thing that she don’t need

It’s another hungry mouth to feedIn the ghettoPeople, don’t you understandThe child needs a helping handOr he’ll grow to be an angry young man some dayTake a look at you and me,


Après le travail de compréhension, nous recommandons vivement au professeur d’utiliser la version karaoké quifigure sur le DVD.

Action Write an news item

CECR niveau A2• Paraphraser simplement un court passage écrit.• Raconter une histoire avec une simple liste de points successifs.

La tâche de niveau A2 proposée à la suite de la compréhension orale permet aux élèves de résumer par écrit lecontenu de la chanson. On ne recherchera pas un article construit mais on fera résumer en deux ou trois phrasespertinentes. La version karaoké figure sur le DVD. Gageons que les élèves la réclameront! Ce support permettraun travail précis sur le rythme et sur l’accentuation.



Document 1 – Montgomery, 1955Ce document est une publicité à l’adresse des jeunes pour la journée dédiée chaque année à Martin Luther King.Il illustre l’affaire Rosa Parks, la couturière noire devenue célèbre parce que, le 1er décembre 1955 à Montgomery(Alabama), elle refusa de céder sa place à un passager blanc dans un autobus. Cette affaire déclancha le boy-cott des bus à Montgomery et le mouvement des Droits Civiques dont M.L. King fut un des leaders. Ce document,dont la compréhension ne pose aucun problème, pourra éventuellement servir d’entrée dans le folder.1. The picture shows a theatre where coloured people are allowed to go. This means that there are theatres for

Whites only. The students can work in pairs and exchange information on what they know about the period.They can find information in the Culture Blog pages 58/59 and on the Internet.

2. Colored people could react by marching in the street, or going on strike. Some people might be tempted toreact more violently. They could also complain to the Government.

Document 2 – One 2 OneCette publicité pour une compagnie de téléphone montre l’importance de M.L. King aux yeux des Noirs américains.

Document 3 – ColoredUne publicité qui dénonce le racisme dans le monde du football. Elle met en scène un poème populaire ano-nyme, simple et touchant.


Are we too blind to see,Do we simply turn our headsAnd look the other wayWell the world turnsAnd a hungry little boy with a running nosePlays in the street as the cold wind blowsIn the ghettoAnd his hunger burnsSo he starts to roam the streets at nightAnd he learns how to stealAnd he learns how to fightIn the ghetto

Then one night in desperationA young man breaks awayHe buys a gun, steals a car,Tries to run, but he don’t get farAnd his mama criesAs a crowd gathers ‘round an angry young manFace down on the street with a gun in his handIn the ghettoAs her young man dies,On a cold and gray Chicago mornin’,Another little baby child is bornIn the ghetto

Words and music by Scott Davis.



NOW WATCH •

Document 1 Montgomery, 1955

À l’écran Son

Step 1 • Personnes qui montent dans le bus et paient. Bruit du moteur du bus.• Homme noir qui va s’asseoir au fond.• Gros plan sur « for colored race ». • Échanges de regards des blancs. • Le chauffeur a l’air surpris.

Step 2 • Regards des autres passagers. Mam, I have to ask you to move to the rear of • Chauffeur qui se dirige vers le fond et parle. the bus. Please, move to the rear of the bus.


Document 2 One 2 One

À l’écran Son

Step 1 • Ian Wright assis.• Stade. Who would I most like to have a one-to-one with?• Wright dans la salle de bains. A man who inspired a generation? Martin Luther King.

Step 2 De l’apparition de M.L. King –à la fin du document.

Step 3 [Document entier] Who would I most like most to have a one-to-one with? A manwho inspired a generation. Martin Luther King.MLK – I just want to do God’s will.I’d ask him how he coped with being seen as second-class justbecause the color of his skin was different.MLK – And I’ve seen the promised land.And if there was one incident that drove him to become part ofthe civil rights movement.And was he ever frightened of those who opposed him? And didhe realise how much he frightened them? Most of all, if I could have a one-to-one with him, I’d ask himhow he maintained his principle of peaceful protest.We’ve got some difficulties over here.MLK – In the face of such provocation. If it would ever matterwith me I may not get there with you but I want you to know thenight that we and our people will get to the promised land.Who would you like most to have a one-to-one with?Our mobile phone service gets people talking.


Action Make a poster

CECR niveau B1Écrire des textes clairs en faisant la synthèse et l’évaluation d’informations et d’argumentsempruntés à des sources diverses.



1. a. abusing; b. passed; c. fight for; d. benefit from; e. resort to.2. a. justice, people’s rights, freedom, civil rights; b.violence, hatred, war, injustice; c. to strike, march, react,

demonstrate.3. a. biased; b. support; c. march; d. benefit; e. marching.

Document 3 Colored

À l’écran Son

Step 1 • Bébé noir. [No sound]• Gamin qui casse une vitre en jouant au foot.• Joueur sous la douche.• Adulte qui se fait bronzer.• Joueur qui entre sur le stade.• Joueur malade. • Cendres versées sur le stade.

Step 2 [Mêmes images] Dear White fellow, there’s a couple of things that you should know.When I born, I black.When I grow up, I black.When I cold, I black.When I go in the sun, I black.When I scared, I black.When I sick, I black.When I die, I still black.

Step 3 Mêmes images à propos [No sound]du blanc. [Arrêter avant le retour du bébé noir.]

Step 4 Images de la vie du blanc You, White fellow,+ bébé noir. When you born, you pink.[Arrêter avant le slogan.] When you grow up, you white.

When you cold, you blue.When you go in the sun, you red.When you scared, you yellow.When you sick, you green.When you die, you grey.And you have the cheek to call me colored?


TEXT FILE 1 First Day at School Manuel p. 76


This is an article about Ruby Bridges.Here is what she says on looking at a photo of herself going to school surrounded by armed marshals and aphoto of herself 40 years later: “The little girl on the left is me in November 1960, walking up the steps of WilliamFrantz Public School in New Orleans, the first Black student at the formerly all-White elementary school. That’sme now, on the right, married, a mother of four.Forty years separate those pictures. Forty years that brought incredible change in our country, forged in thecrucible of the civil rights movement and the battle to end segregation. Forty years that changed me as well.I was born in Mississippi in 1954, the oldest child of Abon and Lucille Bridges. That year the United States han-ded down its landmark decision ordering the integration of public schools. Not that I knew anything aboutschool at the time. What I knew and loved was growing up on the farm my paternal grandparents sharecropped.It was a very hard life, though. My parents heard there were better opportunities in the city. We moved to NewOrleans, where my father found work as a service station attendant, and my mother took night jobs to help sup-port our growing family.As I got a bit older, my job was to keep an eye on my younger brothers and sister, which wasn’t too difficult.Except for church and the long walk to the all-black school where I went to kindergarten, our world didn’textend beyond our block. But that was all about to change.Under federal court order, New Orleans public schools were finally forced to desegregate. In the spring of 1960I took a test, along with other Black kindergarteners in the city, to see who would go to an integrated schoolcome September. That summer my parents learned I’d passed the test and had been selected to start firstgrade at William Frantz Public School.”You can find out how hard it was for her in the article on page 77.

Before you read1. The little girl is Black. She is very smartly dressed and, judging by the title of the text, this could be her first

day at school. She is surrounded by soldiers or policemen – officials of some sort. We can see the word“nigger” written on the wall. There is also red on the wall – it looks like someone has thrown a tomato.

2. She is perhaps going to a school for Whites only. They are afraid she might get attacked.3. It means someone has been thrown something at her.

Read the text4. The little girl is Ruby Bridges and it is her first day at a White school.5. The Whites are angry, they don’t want integration and are shouting and screaming their displeasure.6. The unthinkable.7. Isolation hurts Ruby more than anything else. She was supported by her teacher Barbara Henry.8. She “helped create the first desegregated school in the Deep South.”9. The strange thing is that her former school is now a mostly Black, poor school.10. She is very realistic. She thinks we must always be careful it doesn’t happen again.11. It is a very poor school where the children fight.

1. a. gun-toting; b. marshals; c. screaming; d. mob; e. backed by; f. a placard; g. a coffin; h. alleviate;i. riddled with.

WORDS •

COMPREHENSION •


2. Word Prefix Root Suffix Translationunthinkable un- think -able impensablequietly quiet -ly calmementthreaten threat -en menacerloneliness lonely -ness solitudedesegregate desegregate abolir la ségrégationsouthern south -ern sudiste/du Sudengagement engage -ment intervention

Transcription

Ruby Bridges was the first Black child to attend a White school in Louisiana in November1960. Four marshalscarrying guns had to escort her to protect her from the families’ anger. The only person to support her was herWhite teacher. Bridges became the symbol of desegregation in the South. But ironically her former school isnow mostly Black and it is plagued by inner-city problems. Ruby, now a volunteer and activist, warns thatracism is still a threat in the US.


CECR niveau B1• Faire un exposé simple et direct, préparé, sur un sujet familier, qui soit assez clair pour

être suivi sans difficulté la plupart du temps et dans lequel les points essentiels sontexpliqués avec précision.

• Donner brièvement les raisons et explications relatives à des opinions, projets et actions.

La tâche demandée invite les élèves à relater l’expérience de Ruby Bridges, c’est-à-dire à transformer le textenarratif en discours personnel. On valorisera les élèves qui s’appliquent à être convaincants.

GRAMMAR FILE Le prétérit Manuel p. 78


1. Les énoncés a, c et d sont au prétérit simple. Dans les énoncés b et e, le premier verbe est au prétérit et ledeuxième au prétérit be V-ing.

2. Le prétérit simple marque une rupture avec le moment d’énonciation. L’énonciateur rapporte des faits sansporter de jugement. Les marqueurs temporels confirment cette valeur : date, a very long time ago,proposition subordonnée temporelle.

3. La seconde forme, au prétérit be + V-ing, marque une valeur d’inaccompli. L’énonciateur décrit saperception des événements entourant l’action qu’il raconte.Elle a monté les marches devant des jeunes qui chantaient.M.L. King est mort le 4 avril, 1968. Il était en train de préparer une marche pour les pauvres sur Washington.

4. Le marqueur temporel est a long time ago. Il indique aussi une rupture par rapport au présent, donc sonemploi nécessite le prétérit (traduction : il y a longtemps).On n’utiliserait pas ago pour traduire « il n’y avait pas d’enfants noirs ». On dirait There weren’t any Blackchildren.

OBSERVE •

COMPO DICTO •



1. a. learnt; b. was walking… got scared; c. were shouting… (were) shaking; d. was holding… was screaming.2. a. thought… were asking for trouble; b. was sitting… could see; c. were also rushing; d. drove.3. a. Mrs Henry, the teacher at William Frantz School, helped Ruby a lot.

b. One day, Mrs Henry believed that Ruby was speaking to the demonstrators but, in fact, she was praying.c. Ruby found her teacher again 15 years ago.d. When Ruby returned to her school in 2000 she was astonished to see that there weren’t any White pupils.

Action Speak in chains

CECR niveau A2Faire de très brèves annonces préparées avec un contenu prévisible et appris de telle sortequ’elles soient intelligibles pour des auditeurs attentifs.

La tâche demandée doit se faire sur un rythme rapide et ne pas prendre plus de 10 minutes. Le professeur tireraparti de son aspect ludique pour réviser l’emploi du prétérit sans lasser les élèves. Elle a pour objectif depermettre à tous les élèves, même les plus faibles, de participer.



Action Record a radio report

CECR niveau B2• Développer un exposé de manière claire et méthodique en soulignant les points significatifs

et les éléments pertinents.• Faire un exposé clair, préparé, en avançant des raisons pour ou contre un point de vue par-

ticulier et en présentant les avantages et les inconvénients d’options diverses.• Planifier ce qu’il faut dire et les moyens de le dire en tenant compte de l’effet à produire sur

le(s) destinataire(s).

Cette activité sera l’occasion de rebrasser tout le contenu du folder. On incitera les élèves à s’appuyer sur leséléments qu’ils ont acquis en travaillant les divers documents (idées et lexique).On les encouragera à s’écouter mutuellement (c’est pourquoi nous suggérons de choisir le discours le plus réussi),à se chronométrer et à s’évaluer avec les critères indiqués dans la grille qui figure dans le rabat de la couverture.


CECR niveau B2• Participer activement à une discussion informelle dans un contexte familier, en faisant des

commentaires, en exposant un point de vue clairement, en évaluant d’autres propositions,ainsi qu’en émettant et en réagissant à des hypothèses.

• Exprimer et exposer ses opinions dans une discussion et les défendre avec pertinence enfournissant explications, arguments et commentaires.

• Communiquer spontanément avec un bon contrôle grammatical sans donner l’impressiond’avoir à restreindre ce qu’il/elle souhaite dire et avec le degré de formalisme adapté à lacirconstance.

Cette tâche est articulée avec le sujet d’écriture. On pourra commencer le travail en groupe, comme indiqué,afin que les échanges d’idées donnent corps au projet; puis le moment d’écriture – individuel – viendra avantla réalisation du spot publicitaire.

PRACTISE •


Action Write an article

CECR niveau B1• Écrire des textes articulés en liant une série d’éléments discrets en une séquence linéaire.• Faire la description d’un événement.• Apporter de l’information, exposer un problème assez précisément et contrôler l’informa-

tion.


TEXT FILE 2 I Have a Dream Manuel p. 80


In 1950s America, the equality of man envisioned by the Declaration of Independence was far from a reality.People of color — Blacks, Hispanics, Orientals — were discriminated against in many ways, both overtly andcovertly. The 1950s were a turbulent time in America, when racial barriers began to come down due to SupremeCourt decisions and an increase in the activism of Blacks fighting for equal rights.Martin Luther King, Jr., a Baptist minister, was a driving force in the push for racial equality in the 1950s andthe 1960s. In 1963, King and his staff focused on Birmingham, Alabama. They marched and protested non-violently, raising the ire of local officials who used water cannons and police dogs on the marchers, whoseranks included teenagers and children. The bad publicity and break-down of business forced the white leadersof Birmingham to concede to some anti-segregation demands.Thrust into the national spotlight in Birmingham, where he was arrested and jailed, King organized a massivemarch on Washington, DC, on August 28, 1963. On the steps of the Lincoln Memorial, he evoked the name ofLincoln in his “I Have a Dream” speech, which is credited with mobilizing supporters of desegregation andprompted the 1964 Civil Rights Act. The next year, King was awarded the Nobel Peace Prize.1. “Difficulties” and “frustrations” relate to the situation of the Black community.2. §2. He wants his people to rebel so they can live as equals.

§3. He wants his children to live in a country where people will not judge them for the color of their skin.§4. He wants the state of Alabama to be a place where White and Black children will live together likebrothers and sisters without noticing their color.

3. They are ready to pray together and to go to prison together if they know that one day they will be free.4. They must do everything he suggested and grant equality to the people.5. He includes other religions like Jews, Gentiles, Protestants and Catholics.6. He talks a lot about Prayer, faith, God’s children, he thanks God, he quotes from the Bible.7. He uses repetitions, rhymes, and a rhythmic pattern.

(in Workbook) – Le prétérit1. a. were brought (prétérit simple); b. were not equal (prétérit de be); c. gave a speech (prétérit simple);

d. spoke (prétérit simple); e. were attending (prétérit be V-ing); f. were standing (prétérit be V-ing);g. interrupted (prétérit simple); was speaking (prétérit be V-ing); h. was killed (prétérit passif).

2. a. il y a très longtemps; d. pendant plus d’une heure; h. il y a plus de quarante ans. 3. a. accepted; b. lasted; c. was looking… exploded; d. received. e. was standing… was assassinated; f. was

preparing.4. a. There are twelve months in a year.

b. He left twelve years ago./It is ten years since he left.c. Fifty years ago, the living condition of Blacks was still very difficult.d. The crowd was singing when M.L. King arrived. e. M.L. King was dreaming of a just and free nation when he decided to act.

GRAMMAR •


Action Share your experience

CECR niveau B1• Aborder sans préparation une conversation sur un sujet familier.• Raconter un événement en donnant son opinion.• Réagir à des sentiments tels que la surprise, la joie, la tristesse, la curiosité et l’indifférence

et peut les exprimer.• Commenter le point de vue d’autrui.

CULTURE QUIZ Manuel p. 811. a; 2. d; 3. d; 4. c; 5. b; 6. c; 7. a; 8. b; 9. b; 10. b.

Action Make up a poster

CECR niveau B1• Écrire des descriptions détaillées simples.• Expliquer les points principaux d’une idée ou d’un problème avec une précision suffisante.• Transmettre une information simple en mettant en évidence quel point lui semble le plus

important.

ORAL EXAM FILE An Interview… Manuel p. 82


1. Rachel was born in northern California; Jackie was born in southern California (in Pasadena, California).2. Discriminatory measures mentioned : d. They had to drink from a fountain for Blacks only; f. They could not

use the swimming pool everyday.3. Black soldiers did not have the same accommodations and facilities as White soldiers. When Jack applied to

become an officer, the army initially refused his application.4. No, he was not discriminated at UCLA.5. One day, they got a letter saying that Jack would be shot from the stands.6. What did they ask for the first time? They asked for some measures to be taken to protect Jack.7. Jackie’s hero was Martin Luther King, Jr. 8. Jack admired M.L. King for his non-violent protest and his faith in all that America promised.

Transcription

Did you experience racial discrimination? Did Jackie?Well, where I was born and raised, in northern California, discrimination was not too bad. But when I wentsouth for the first time in 1947, I was shocked. I had to use a drinking fountain “for Negroes only;” or a“Negro women’s bathroom.”Where Jackie grew up, in Pasadena, California, discrimination was even more humiliating. For instance, hecould not go to the swimming pool, except on a day for Negroes.Did Jackie experience discrimination in the army?Oh, yes. In the 1940s the armed forces were segregated. Black soldiers did not have the sameaccommodations and facilities to use as White soldiers. And when Jack applied to become an officer, thearmy initially refused his application.Was there discrimination on the college teams he joined?No, not at UCLA, fortunately. But some southern teams had vicious tactics.

What was the worst experience you faced?From time to time we received hate mail which we just ignored. But, one day, we received a letter saying thatJack would be shot from the stands in a particular city. That was scary. We asked for some measures to betaken to protect Jack. It was hard to believe that one could be killed because of one’s race.A lot of people admired Jackie. Who was Jackie’s hero?In the early 1940s, Joe Louis, boxing’s world heavyweight champion, was our hero because we felt he wasfighting for respect, opportunity, and our place in America.Later on Jack met Martin Luther King, Jr. in the early 1960s, when he began organizing for the Civil RightsMovement in the South. Jack admired Dr. King for his non-violent protest and his faith in all that Americapromised.

Adapted from http://content.scholastic.com

PRACTICAL FILE At the Station Manuel p. 83


Action Plan your journey

CECR niveau A2• Me débrouiller dans des situations courantes de la vie quotidienne telles que déplacement,

logement, repas et achats.• Obtenir des renseignements simples pour un voyage, pour utiliser les transports publics, etc.

STRATEGY FILE Prononcer l’anglais Manuel p. 84


Les exercices enregistrés figurent sur le CD audio.


71Folder 6 Hard to Quit!

CULTURE BLOG AddictionsDeux textes qui traitent du tabagisme, en particulier chez les jeunes, et des jeux d’argent.

SOUND FILE ChocoholicsUne émission de radio sur la passion du chocolat avec une chute pleine d’humour.

MOVIE FILE Thank You for SmokingUn extrait du film qui dénonce l’hypocrisie de l’industrie du tabac.

WORD BANK Champ lexical : l’addiction et la dépendanceTEXT FILE 1 When Games Stop Being FunUn texte qui présente et analyse l’effet ravageur de l’addiction aux jeux vidéo.

GRAMMAR FILE Les subordonnées relativesEXPRESSION FILEDes activités qui cherchent à amener les élèves à réfléchir au problème de l’addiction.

TEXT FILE 2 I Can Quit Anytime! Le témoignage d’un jeune qui a du mal à reconnaître sa dépendance à l’alcool.

PICTURE FILE The Horse and the Cowboy WRITTEN EXAM FILEL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder et de commencerà s’entraîner pour le baccalauréat.

PRACTICAL FILE At the Pub

Ce folder traite de différentes formes d’addictions : addiction au tabac, à l’alcool, aux jeux de casino, aux jeuxvidéo, aux achats compulsifs et même au chocolat! Les documents en montrent les causes possibles, les effetset les questions qui se posent pour les victimes et leur entourage.


Sommaire

Folder6 Hard to Quit!

72 Folder 6 Hard to Quit!

CULTURE BLOG Addictions Manuel p. 88/89


CECR niveau B1• Deviner, à l’aide du contexte, le sens des mots inconnus.• Comprendre les événements principaux dans un texte narratif.

Selon sa classe, le professeur fera travailler ces textes à la maison et fera une mise en commun en classe; feralire les textes en classe en les répartissant entre des groupes d’élèves puis ménagera un temps d’échanged’informations; renverra les élèves aux pages de méthodologie de la page 54 pour les questions 1 et 2 du pre-mier document.

Addicted to Smoking

Le texte montre la progression importante des jeunes fumeurs aux États-Unis et la manipulation dont ils sontvictimes de la part des fabricants de tabac et des publicitaires.1. Compound nouns: tobacco-related (lié à la consommation de tabac); tobacco use (la consommation de

tabac); tobacco companies (les fabricants de tabac); tobacco products (les produits à base de tabac);tobacco advertising (la publicité pour le tabac); tobacco promotion (la publicité pour le tabac).

2. public health epidemic (problème de santé publique); health problems (problèmes de santé); advertisingcampaigns (campagnes publicitaires).

3. Tobacco use has declined/has increased.4. More and more teenagers smoke because they are influenced by cigarette ads. They are manipulated by the

tobacco companies and advertising. They are easy preys to the tobacco companies and advertising.

Addicted to Gambling

Ce texte présente une autre forme d’addiction : les jeux d’argent. Il expose les mesures de prévention et d’aidemises en place.1. jeu (de casino) : gambling – jouer : gamble – joueur : gambler – ont un besoin maladif de jouer : crave for

gambling – s’en souciait : minded – de prévention : preventive – croupiers : dealers – incapables de secontrôler : compulsive – pariez : bet – numéro téléphonique d’assistance : helpline.

2. Words relating to medical practice : preventive, prescription, compulsive.3. “Bet with your head, not over it” means you should think when you gamble, you should be aware of what you

are doing and control yourself.

Drug Use and Addiction


Cette conférence expose les problèmes liés aux addictions et à la difficulté de s’en défaire.Le professeur :• demandera aux élèves de prendre connaissance des affirmations avant de leur faire écouter l’enregistrement;• pourra leur faire comparer leurs réponses avant de corriger;• reviendra à l’enregistrement en cas de litige;• essaiera de s’effacer en donnant juste le numéro de l’affirmation ou demandera aux élèves de s’interroger. Un

élève transformera la proposition en question et un autre y répondra. On jouera à Choose your victim! 1. False: “too many people die because of drugs.”2. False: “drug use has existed since ancient times.”

POD LECTURE •

2

1


3. True: “it can lead to serious physical and mental problems.”4. False: “if people decide to stop, they may find it’s very hard, harder than they thought.”5. True: “addicts deprived of their drugs can become anxious and depressed.”6. True: “drug addicts crave for the drug they take.”7. False: “they think that if they use the drug all their problems will go away.”8. True: “next week we will talk about legalizing drugs. Is that a good way to stop dealers selling drugs?”

Transcription

There’s one thing we can all agree on: too many people die because of drugs. Though using drugs to changethe way one feels has been known among men since very ancient times, it can lead to serious physical andmental problems. What is really bad is that tobacco, alcohol, cannabis or heroin can become addictive – thismeans that, even if people decide to stop, they may find it’s very hard, harder than they thought.Addicts deprived of their drugs can become anxious and depressed. Drug addicts crave for the drug they take– which means they desperately need to take it. They have the impression that, if they use the drug, all theirproblems will go away.Drug abuse can have terrible consequences, and giving up can be an unpleasant and difficult process – agood reason for not experimenting with drugs in the first place. Next week we will talk about legalizing drugs.Is that a good way to stop dealers selling drugs?

Action Prepare a quiz

CECR niveau B1Rendre compte par écrit et de façon structurée et claire d’informations transmises oralementou par écrit.

Cette activité permet de faire réutiliser de façon plus personnelle les informations qui viennent d’être présen-tées et donc de permettre aux élèves de se les approprier dans une tâche sociale. L’échange de questionnairesne sera pas négligé car il constitue l’intérêt même de la tâche.

SOUND FILE Chocoholics Manuel p. 90


Ce document en forme d’émission radiophonique où les auditeurs ont la parole expose les qualités et les risquesdu chocolat. L’entretien se termine sur une note qui prélude le prochain sujet : la politesse!

Les tâches d’anticipation sont essentielles pour permettre aux élèves de mieux accéder au sens du texte encréant un contexte, en leur permettant de mobiliser du lexique et des idées, en les mettant en attente et enéveillant leur curiosité. Les suggestions proposées ne se veulent en aucun cas des modèles à respecter.Pour la question 3 on pourrait encourager les élèves à mobiliser les expressions permettant d’exprimer desconseils : you should + V, you had better + V, why don’t you + V, you could + V.Pour stimuler la prise de parole, on pourrait éventuellement imaginer de proposer un jeu d’équipe pour la for-mulation de conseils (question 3); l’équipe gagnante serait l’équipe qui a trouvé le plus de conseils.1. People who love chocolate and eat it without moderation.2. You can put on weight, get sick, ruin your teeth…3. She would say, “I have to eat chocolate. It’s become a drug and I can’t do without it. I am afraid, I’m putting

on weight and my teeth are deteriorating. Could you help me and advise me what to do to stop eating somuch chocolate?”She could be advised to chew gum instead or to find a substitute or to do sport or take up an activity sheenjoys to keep her mind off chocolate.



Comprehension ➼ Guidage dans le Workbook.CECR niveau B1• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

La fiche élaborée par les auteurs est une fiche d’aide. Elle vise à entraîner les élèves à repérer le ton, les élémentspériphériques au message lui-même et les mots ou expressions porteurs de sens puis à les mettre en relation pourbâtir le sens du document. Ce travail méthodique et progressif est nécessaire pour donner des techniques aux élèveset les mener graduellement vers une plus grande autonomie et une meilleure compréhension des messages oraux.

Transcription

(Jingle, Hello Hello, ringing sounds, etc.)Johnny – Welcome to Down the Line, the greatest phone-in show on Radio 6. I’m Johnny Rooney. Our subjecttoday is chocolate – I crave it, you crave it, we all do! Is it time to ban it completely, like other drugs? Orshould there be a super tax on chocolate? What do you think? Call me on 0800 067 54 32 or e mail [email protected]

*Johnny – Hello? Kathy – hello Kathy?Kathy – Hello Johnny. My problem is, I crave chocolate all the time. When I start a bar I have to finish it. I justlove the texture as it melts in your mouth… You know, it’s like that first morning cup of tea… or coffee orcigarette.Johnny – We have Doctor Anna Minelli in the studio. Anna, I think you have a suggestion for Kathy.Anna – I really understand her problem. Kathy, how much chocolate do you eat? Jenny – Uh, I’m not sure. May be two bars a day – that’s 200 grams.Anna – Well, that’s over three pounds a week. Much too much. The average consumption in the US is11 pounds annually – and many doctors say that is too much. Eat two small squares every night. Or you couldgo and do some exercise to burn the calories after eating chocolate. Or you could eventually…Johnny – Thank you Anna. These are very useful suggestions.

*Johnny – Bill – hello Bill – I believe you are also a doctor. Do you have a suggestion for Kathy?Bill – Yeah! She should realize the effects of chocolate on her body are not good. Chocolate can causemigraines, acne, obesity, heart problems, dental cavities, all your teeth can fall out.Johnny (cuts him off abruptly) – Do you agree with Bill, Anna? Anna – Well, not really. Chocolate also contains a chemical which gives you an energy boost, and reducesanxiety and pain.Johnny – Bill certainly sounded like he could use some chocolate. That’s it folks. Keep off the chocolate!Speak to you all tomorrow morning when our provocative and controversial subject will be POLITENESS:Should rude people be sent to prison?




Grâce à cette tâche, les élèves peuvent réutiliser et s’approprier les arguments développés dans le documentsonore et réinvestir les expressions mobilisées dans la question 3 de Before you listen.Le professeur essaiera de dissuader les élèves d’écrire la conversation et les encouragera à parler de façon spon-tanée. Il proposera aux élèves de se reporter au Practical File de la page 39, On the Phone, pour trouver desexpressions utiles. Il veillera à donner une tâche au reste de la classe de façon à obtenir plus d’attention des

NOW LISTEN •

élèves lors de la phase où ils jouent leur jeu de rôle devant leurs camarades. Il demandera à la classe d’évaluerle groupe selon des critères connus de tous. Ces tâches peuvent être diversifiées et choisies en fonction des capa-cités des élèves : vérifier la prononciation, relever les formulations du conseil utilisées ou les arguments, obser-ver la gestuelle, etc. On invitera les élèves à utiliser la fiche de critères qui est dans le rabat de la couverture.

MOVIE FILE Thank You for Smoking Manuel p. 91


Les questions créent des attentes et un cadre de référence qui vont aider les élèves à entrer dans le documentet à mieux en percevoir le sens dès le premier visionnage.1. The poster of the film.2. The opinion of the tobacco companies.3. Smoking is not more dangerous than any other type of addiction.

Smoking in moderation can’t harm you especially if you get some physical exercise.Enjoy life or make the most of life and do what you like! You should not listen to doctors and researchers.You should ignore what people say, what prophets of doom predict.Life is too short not to do what you feel like.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B1• Mettre en relation les personnages ou les lieux cités avec les informations données.• Comprendre les informations essentielles d’un document.

Comme pour la compréhension orale, le guidage se veut une aide. Grâce à ce type de fiche, les élèves prendrontpeu à peu l’habitude de repérer les mots porteurs de sens, d’utiliser ce qui est périphérique au message lui-même, de mettre les informations en relation…La vidéo, par la complémentarité des images et du son, permet un accès plus facile à l’information, au mes-sage, d’où l’intérêt d’utiliser les canaux séparément à certains moments.

NOW WATCH •



Thank You for Smoking

À l’écran Son

Step 1 • Plateau TV, présentation – Robin Williger. He is a 15-year-old freshman from Racine, des invités. Wisconsin. He enjoys studying history. He’s on the debate team.

Robin’s future looked very, very bright, but recently he was diagnosed with cancer, a very tough kind of cancer. Robin tells me he has quit smoking though, and he no longer thinks that cigarettes are cool. [Applause]

• “Me.” – Boo.

Step 2 • Nick + public furieux. – Few people on this planet know what it is to be truly despised.Can you blame them? I earn a living fronting an organization that kills 1,200 humanbeings a day.


Action Act out a radio spot

CECR niveau B1• Expliquer une opinion en donnant des arguments.• Faire un exposé sur un thème familier en mettant en relief les points qui me semblent




1. a. banned; b. aimed; c. addicted; d. quit; e. increased .2. a. addiction; b. manipulation; c. recovery; d. dependence; e. failure.3. a. on charge of drug possession; b. an increase in the number; c. an appeal to the public; d. their aim is.

TEXT FILE 1 When Games Stop Being Fun Manuel p. 92


Before you readLes tâches visent à créer des attentes et un cadre de référence qui va permettre aux élèves de mieux appréhen-der le texte. À la question 2, le professeur encouragera les élèves à exprimer la capacité.

COMPREHENSION •

Thank You for Smoking

À l’écran Son

Step 3 • Nick explique son plan. – Nick, do you have a question?– Joan, how on earth would Big Tobacco profit off of the loss of this young man? Now, I hate to think in such callous terms but if anything we’d be losing a customer. It’s not only our hope; it’s in our best interest to keep Robin alive and smoking.– That’s ludicrous.– Let me tell you something, Joan, and please let me sharesomething with the fine concerned people in the audience today.The Ron Goodies of this world… want the Robin Willigers to die.– What?– You know why? So that their budgets will go up. This is nothingless than trafficking in human misery and you, Sir, ought to beashamed of yourself.– I ought to be ashamed of myself?– As a matter of fact, we’re about to launch… a $50 millioncampaign aimed at persuading kids not to smoke. BecauseI think that we can all agree that there is nothing more important

• Nick et Robin se serrent than America’s children. la main. [Music + applause]



1. The photo comes from the game. We can see some of the characters of the game called Everquest.2. I enjoy playing video games because, thanks to them, I can forget my problems, my worries. Video games

enable me to live in a world of fantasy.3. The text must be about game addiction. Games stop being fun when they end up in death or disaster, when

they ruin your life and your relatives’.

Read the textLe professeur encouragera les élèves à apprendre à reformuler les phrases du texte. Il les incitera à réutiliser lesmots vus précédemment et à répondre par des phrases entières. Il pourra introduire de nouvelles formulationsexprimant l’indifférence (question 6) et l’obsession (question 7).4. Dennis Bennet: from Southern Indiana/married/one child (one year old)/a student/an Everquest fan/has

been feeling better since he stopped playing the game/has recovered/has saved his marriage/has hadbetter results since he gave up playing.Madrid: a character in Everquest.A young man from Wisconsin/21/obsessive Everquest player/dead/committed suicide.The infant from Tampa, Florida/neglected by his dad who was an obsessive Everquest player.

5. Everquest is an online role-playing game/a computer and video game.6. One player, Dennis Bennett, was indifferent to/oblivious to/didn’t care about/the world around him. He was

unconcerned by what was going on around him.He would neglect his son (and wife) and his studies/the game nearly ruined his married life/he wasn’t him-self any more. He got addicted to the game because through it he could gain power and status through it.Another player, the young man from Wisconsin, committed suicide. The third player was so busy playing thegame/was so engrossed in playing/indulged so much in playing/was so obsessed by the game that he didn’ttake care of his baby child and let it die of hunger/he probably didn’t feed the child properly which causedits death.

7. They show how dangerous video games can be when the players get addicted to them/are hooked on them.8. a. Computer and video games can become really addictive and ruin lives.

b. People enjoy interacting with other people through the chats involved in the games. They derive a senseof belonging, they feel they are part of a social group.c. Fantasy games are particularly attractive to shy people because they can do what they usually can’t do inordinary life: they can be more assertive/they can assert themselves and become leaders.

9. Personal answer.

1. Addict (§2): when you are an addict you devote all your time to your passion.Addictive (§3): something that acts like a drug is addictive; something that makes you dependent is addictive.Addiction (§5): an obsessive habit you can’t break is an addiction.

2. a. he has recovered nicely; b. his reputation is totally ruined; c. he was an obsessive fan; d. I neglected my wife.3. a. a devotee; b. to proliferate; c. safely; d. experiment with; e. vocal; f. opportunity.



Comme son nom l’indique, cette activité se situe à la charnière de l’oral et de l’expression écrite. La tâche del’élève est de reproduire, le plus fidèlement possible, un court résumé de ce qu’il a entendu et dont nous luidonnons les éléments clés. Le professeur pourra opérer des allers et retours entre oral et écrit. Il incitera lesélèves à repérer et à corriger leurs erreurs.

COMPO DICTO •

WORDS •


Transcription

Dennis played every day to upgrade his character in the online role-playing game and he neglected his familyand his job. Game addiction is proliferating and has become a serious issue. In fantasy games, peopleinteract with each other and get a sense of belonging. In some cases, the game provides the only friends theyhave. What is good is that people can safely experiment opportunities that they don’t have in real life.


CECR niveau B1• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.• Exposer poliment un désaccord sur un avis formulé par mon interlocuteur.

Cette tâche donne l’occasion aux élèves de réutiliser tous les arguments développés dans le texte. Elle leur pro-pose une situation d’échange authentique et réaliste.

GRAMMAR FILE Les subordonnées relatives Manuel p. 94


1. a. who was an obsessive EverQuest player: sujet/her son.b. which requires you to cooperate with other players: sujet/a game.c. Ø people interact with: complément indirect/friends.d. that destroy marriages and careers: sujet/very real addictions.e. that can practice magic or sorcery: sujet/a character.f. whose family life have recovered nicely since he stopped playing the game: complément d’attribution/Bennett.g. where limitations do not exist : complément de lieu/world.h. which may not be an opportunity they have in real life : sujet/proposition (précédente).i. What is addictive is the sense of belonging : sujet/proposition (suivante).j. Ø they were talking about : complément/the game.

2. Antécédent humain : who, that. Antécédent non humain : which, Ø, that. Lieu : where. Proposition entière :which, what. Possesseur : whose.

3. On ne peut omettre un pronom relatif que lorsqu’il est complément.4. On peut remplacer un relatif par that quand il est complément.5. Which reprend la proposition précédente et what annonce la proposition suivante.6. Bennett, dont la vie de famille s’est bien améliorée depuis qu’il s’est arrêté de jouer, se considère délivré de

sa dépendance au jeu Everquest. Le jeu dont ils parlaient était un prolongement (une suite) d’Everquest.

1. a. an online role-playing game which/that was released in 1999.b. for those who wish to experience…c. a fantasy world… where/in which they fight monsters…d. … whick makes Everquest a very social game.e. The game, which/that has run…f. James Corvet, whose shaman… which is strictly forbidden.

2. a. Dennis, who sometimes spent as long as 9 hours a day on his computer, had put on 15 kilos.b. Jane made her daughter, who was addicted to WoW, consult a doctor.

PRACTISE •

OBSERVE •

c. The players from a guild sometimes join in a house where they spend hours talking…d. Nothing is impossible in a virtual world, which is enthralling.e. When you play online games, you can talk with people who live all over the world.f. One day, I defeated the Great Sorcerer from the 9th cavern, which was the most fantastic day of my life.

Action Get experience points

CECR niveau B1Raconter sans difficulté une histoire ou effectuer une description, en en énumérant les diffé-rents points.

Ce jeu ancré dans la réalité de la vie de nos élèves leur permet d’apprendre à construire des phrases complexeset de s’approprier l’emploi des relatifs.Le professeur gardera les procédures proposées, la dernière partie de la tâche visant à stimuler la richesse et laqualité de l’expression des élèves. Elle rend l’activité beaucoup plus communicative.



Les activités proposées sur cette page visent à amener les élèves à s’exprimer dans des situations sociales et às’entraîner soit en continu, soit en interaction. La tâche de production écrite est intimement liée à celle quiprécède et qui permet aux élèves de mobiliser tous les outils dont ils ont besoin pour la réaliser.Le professeur veillera à respecter et à faire respecter les procédures qui permettent aux élèves de mobiliser etpartager leurs idées et de les exprimer grâce à l’entraide trouvée au sein du groupe.On prévoira des groupes hétérogènes pour que les élèves puissent s’aider mutuellement. On circulera pendantla réalisation des tâches pour veiller à leur bon déroulement et apporter les aides d’ordre méthodologique oulinguistique nécessaires.

Action Debate


défendre mes opinions.• Échanger avec une certaine assurance un grand nombre d’informations dans des domaines

familiers.

Action Make a presentation

CECR niveau B1Transmettre, sans notes, une information simple, et rendre évident le point qui me semble leplus important.

Action Write a dialogue

CECR niveau B2Prendre position par écrit à propos d’avis différents, en faisant apparaître clairement lesprises de position.



TEXT FILE 2 I Can Quit Anytime! Manuel p. 96


CECR niveau B1• Comprendre les événements principaux dans un texte narratif.• Comprendre dans un texte rédigé dans une langue standard, les descriptions de sentiments

ou de souhaits.

1. Apparently a young man is drinking but saying he can quit anytime, which means he is convinced he can getrid of his addiction/he can stop/quit/give up drinking when he wants.

2. He has a problem with alcohol: he is a heavy drinker.3. His addiction makes him do “stupid things.” He can’t control himself, for example he steals, sells his own

things, fights, and even has sex with girls he doesn’t know.4. He is ashamed of himself and feels sorry because his family have lost their confidence in him, they don’t

believe him any more. They also seem to reject him. Moreover he is scared because he can be dangerous forhimself and for others. He feels he is a failure.

5. Thomas says he “knows he has a problem with alcohol” and claims he can stop drinking anytime/wheneverhe feels like it but he adds he just doesn’t want to because alcohol makes him feel good. He is under theimpression he can try out new things and be different from what he is the rest of the time.

6. In paragraph 1, the journalist aims at showing that Thomas is a very bright attractive young man witheverything going for him. We feel surprised when we read later on how foolishly he behaves when he is underthe effect of alcohol.

7. Personal answer. Suggestions: he wants to forget his worries and everyday life, he wants to experiment withdifferent sensations, he tries to make his life more exciting, maybe he wants to show off or he is so deeplyunhappy that he does so to feel better and more powerful…


CECR niveau B1• Rédiger des lettres personnelles dans lesquelles je rends compte de ce que j’ai vécu et de

mes sentiments.• Rendre compte par écrit et de façon structurée d’informations transmises par écrit.

Cette tâche permet aux élèves de réinvestir les idées du texte mais aussi d’imaginer une ouverture.

(in Workbook) – Les relatives1. a. 2; b. 2; c. 1; d. 6; e. 3; f. 4; g. 5; h. 1.2. Peuvent être remplacés par that : a et c. Peuvent être omis : b et c.3. a. The girl who is standing over there is a heavy drinker. / A girl who is a heavvy drinker is standing over there.

b. Addiction, which is characterized by the repeated use of substances, is a mental disorder. c. Thomas goes to school, where smoking is forbidden.d. Thomas, who does not smoke, is addicted to alcohol.e. He has a lot of friends who are often drunk too.

4. a. The man who wrote this book is a former alcoholic.b. The book, which only costs $12, is very useful for those who want to stop drinking.c. What is surprising is that the advice he gives is very simple.d. The first thing to do is never to drink when you are alone, which does not surprise me.e. The day when you realise you are drinking daily is the most important.

GRAMMAR •


PICTURE FILE The Horse and the Cowboy Manuel p. 97


Les études de document iconographiques nous paraissent indispensables à l’entraînement en vue de l’épreuveorale du baccalauréat. Dans le cas présent, il nous a semblé que le document principal que nous avions choisinécessitait des références culturelles que nos élèves n’ont peut-être pas en raison de leur âge. La présence dupremier document, le Marlborough Cowboy, nous semble donc constituer un passage obligé pour accéder aumessage de la publicité principale, Second Hand Smoke Kills.Le professeur pourra envisager de mettre les élèves par deux ou en groupes pour la préparation, surtout endébut d’année, mais l’enregistrement proposé dans l’action se fera individuellement de façon à ce que le pro-fesseur puisse évaluer la production orale de chaque élève.On pourra faire précéder cette séance d’une initiation à la préparation de notes (et non de phrases entières) eton pourra recourir à des logiciels tels que Audacity (téléchargeable gratuitement) pour que les élèves s’enre-gistrent.3. The cowboy is synonymous with virility, manliness, strength and freedom, qualities that potential customers

crave for/are eager to have.6. The man’s bending his head and holding his hat as if he were wondering what to do. Actually he seems to be

at a loss what to do next or to find it hard to understand what killed his horse.7. It is an advertisement that denounces the dangers of passive smoking.8. The colours are far more vivid in the large document maybe to stress the seriousness and acuteness of the

problem and of the cowboy’s feelings. The majesty of the setting stands in sharp contrast with the horror ofthe scene and the cowboy’s hopelessness and despair.

9. It means that the horse inhaled the cowboy’s smoke and that it killed it. The cowboy’s tobacco addiction isresponsible for the horse’s death and we can wonder if the man was aware he was endangering/harming/impairing his horse’s health.

Action Comment on the pictures






1. a. The inflence of food on youth crime in Japan; b.eating vegetables.2. a. False: “a full-time job” (l. 3-4).

b. True: “leaving her son to make his own instant noodles each morning” (l. 4-5).c. True: “she attends evening classes” (l. 10).d. True: “dinner is a cheeseburger and soda from some takeout joint” (l. 10-11).e. True: Japanese children “consume incredible amounts of soft drinks and junk food” (l. 11-13).f. False: “a retired professor” (l. 14).g. True: “There is a connection between diet and violence” (l. 15) and “Junk-food is the latest explanationfor Japan’s alarming juvenile crime wave” (l. 16-17).h. False: “Their survey of 270 young delinquents found them 25 percent more likely than other children to eatjunk food and three times as likely to skip breakfast” (l. 26-29).


i. True: “A recent editorial in the Asahi Shimbun called on the “entire society” to pay attention to how chil-dren eat” (l. 32-34).j. True: “the Tokyo Shimbun recently published "menus to prevent snapping” (l. 35-36).

3. For a survey, researchers and police have studied young delinquents. In Hiroshima, teachers have studied12,000 students.

4. §1: prepare/fix – working mothers/salary-moms – pasta/noodles.§2: rarely/seldom – quantity/amounts – what you eat/diet.§3: founded/grounded.§4: worked together/teamed up with – connection/links – miss/skip.§5: tormented/harried – healthy/wholesome.

5. 1. b; 2. c.; 3.a.

PRACTICAL FILE At the Pub Manuel p. 99


L’objectif de cette page est de faire prendre conscience aux élèves que les habitudes et règles de politessevarient d’un pays à l’autre et qu’il est essentiel de les connaître pour établir des relations avec les gens du lieu,les codes socioculturels faisant partie intégrante de la communication.Les élèves auront ainsi le moyen de réaliser les tâches sociales et authentiques qu’ils rempliront dans le cadred’un voyage ou d’un stage en pays anglophone.

Action Act out a polite conversation

CECR niveau A2• Commander quelque chose à boire ou à manger.• Aborder quelqu’un de façon polie.


83Folder 7 Children at Work

Ce folder aborde le problème du travail des enfants. On estime que 8,4 millions d’enfants travaillent dans desconditions effroyables, asservis dans diverses formes d’esclavage (prostitution, pornographie, conflits armésou autres activités illicites). Il existe peu de données officielles sur ce sujet et le public ignore tout de sa natureet de son ampleur. Nous aborderons aussi des témoignages de jeunes qui travaillent pendant les vacances –pour gagner un peu d’argent mais aussi pour acquérir une expérience du monde du travail.


Folder7 Children at Work

CULTURE BLOG Child LabourUne vue d’ensemble du travail des enfants partout dans le monde.

SOUND FILE Earning Extra MoneyJason est un adolescent qui travaille pour payer ses études.

MOVIE FILE Sixty Hours a WeekUn reportage sur le travail des enfants en Grande-Bretagne.

WORD BANK Champ lexical : les conditions de travailTEXT FILE 1 We Won’t Leave Our Jobs! Un jeune Indien ne veut pas arrêter de travailler car sa famille dépend de ce qu’il gagne.

GRAMMAR FILE La contrainteEXPRESSION FILE

TEXT FILE 2 The Home GirlUne jeune fille raconte dans son journal intime l’arrivée d’une fillette abandonnée, recueilliepar sa famille pour travailler comme domestique.

ORAL EXAM FILEL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder.

PRACTICAL FILE On HolidaySTRATEGY FILE Comprendre un document oral

Sommaire

CULTURE BLOG Child Labour Manuel p. 102/103


A Worldwide Problem

Des statistiques sur les enfants qui travaillent à travers le monde.1. Children haul water, collect firewood and work in the house. Some work in agriculture and on construction

sites, others work as domestic servants, as prostitutes and soldiers.2. The students must read the figures aloud.3. 175 million children work in agriculture; about 500 million children live in Asia.4. Many of the children live in poorer parts of the world.

Four Myths about Child Labour

On entend souvent les mêmes remarques concernant les enfants qui travaillent. On pense que c’est l’apanagedes pays en voie de développement par exemple. Ceci n’est pas toujours vrai.1. dangerous: hazardous – continue: last longer – becomes: grows into – place where people work in poor

conditions: sweatshops – football: soccer – hurt: harm.2. Children in agriculture are mostly from migrant families because the work is seasonal and their families are

constantly moving around.3. Child labour can make poverty last longer as a working child grows into an adult who will only get a poorly

paid job.4. Boycotting can have long term consequences by stopping the people in developing countries form working.

The countries will not be able to sell their products.

Where was your T-shirt Made?

CECR niveau B1• Repérer et comprendre des informations spécifiques dans un document informatif.• Comprendre les informations essentielles d’un document.

Nous sommes nombreux à être contents de trouver des vêtements bon marché. Mais à quel prix? Il n’y a pas desecret – nous ne payons pas cher parce que les producteurs sont très peu payés.1. False (China… India… Mauritius…).2. True (wages are so low in developing countries).3. False (wages are low in developing countries).4. False (children are protected by government legislation).5. False (they are supposed to but they don’t).6. True (in reality, they work a 60-hour week).7. False (they are not paid any overtime).8. False (they are not even paid the basic minimum wage).

Transcription

Today, I want you to look at what you are wearing. Yes, go on, look at your clothes and check each other’slabels. Where were your T-shirts made?Student voices: China… India… Mauritius…So, no one is wearing something made in the USA. Why not? Because you bought it cheaply. I’m sure you don’tbuy expensive T-shirts. I don’t either! Do you ever wonder why your T-shirt was so cheap? It’s because wagesare so low in developing countries that most manufacturers have moved their factories over there. Your T-shirts – and mine – were probably made by 12-year-old children who never had a chance to go to school.

POD LECTURE •

2

1

84 Folder 7 Children at Work

In these countries, children are protected by government legislation – for example, they’re supposed to gettime off to go to school, and they’re supposed to work a maximum of 35 hours a week. But in reality, theywork a 60-hour week. They are not paid any overtime and, in some cases, they are not even paid the basicminimum wage. As for medical care – forget it!


CECR niveau B1• Collationner des éléments d’information issus de sources diverses et les résumer pour

quelqu’un d’autre.• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses pour

planifier ce que je dis.

Cette tâche demande aux élèves de faire la synthèse des documents qu’ils ont lus et entendus.

SOUND FILE Earning Extra Money Manuel p. 104


Many youngsters in the UK work in the summer holidays to earn some extra money. Jason is no exception andenjoys working in his burger bar on Boscombe Pier, near Bournemouth. He wants to go to university and thinkshe should help his parents to pay for his studies. All universities charge £3,000 a year for the studies – payableonce you have finished your studies and have started earning £15,000 a year. Jason is not just doing it for themoney. He also feels he is learning to work in teams and relishes the responsibility he is entrusted with. Hehopes to have a successful career in forensics once he finishes his studies.

Avant d’exploiter les photos, on fera travailler les élèves sur les mots de façon à leur permettre de les repérerensuite dans la chaîne parlée.1. It looks like Jason is working in a burger bar. He is frying chips.2. SAUSAGE AND CHIPS – CHEESE BURGER – JUMBO HOT DOG – BACON SANDWICH.3. Jason has to cook. He has to fry chips and make hamburgers. He probably has to sell ice-creams and other

sundries.4. All types of teenagers do this job. Teenagers who want to be independent and have enough money to buy

themselves extra things, teenagers who want to pay for their studies and teenagers who perhaps want tosave for the future.

5. Judy might ask: “Jason, what is your job?” “How long have you been working here?” “Why are you workinghere?” “Do you like it?”, etc. Les possibilités sont nombreuses. On encouragera la diversité des interventions.


CECR niveau B1• Mettre en relation les personnages ou les lieux cités avec les informations données.• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

Transcription

Judy – So here I am at Boscombe Pier and I’m with Jason who works at a burger bar. Hello Jason.Jason – Hello – how are you today?

NOW LISTEN •



Judy – I’m fine. Now you work in this burger bar – is this your full time job?Jason – No it’s just a part time job in between my courses at college.Judy – And what do you do in the burger bar? Jason – I serve people burgers, chips, hot dogs, any ice cream and stuff like that, drinks and little gifts andsouvenirs that they wish to buy.Judy – How busy do you get?Jason – It can get quite busy – it’s at the end of the summer season now, so it’s getting quieter. But in July,August time it gets really busy.Judy – And how much do you earn an hour?Jason – Around about five pounds.Judy – And do you feel you are being exploited earning that?Jason – No that’s fine with me. I’m not forced to do the work. I pick my hours. I’m in no way forced to do anyhours I don’t want to do. I don’t feel exploited by it at all. I feel that the atmosphere in my job is a nicefriendly calm atmosphere – get breaks whenever I want.Judy – When did you start? How old were you when you started? Jason – 15 nearly 16.Judy – And now you are what age? Jason – Nearly 18 – 17 nearly 18.Judy – Why do you need to earn the extra money?Jason – It’s just to help me with money really, because my parents… they give me money… they used to giveme money… but I didn’t really like taking it from them. I just wanted to get out in the world and earn mymoney… be my own man if you will.Judy – Are you still at school or are you going to university?Jason – Going to university soon hopefully if I get the right grades and stuff.Judy – Do you think it’s a good idea to do a job like that? Does it prepare you in any way for work later on?Jason – Yes it does. Starting at an earlier age I think helps you to get into the work – you get into the work place.You learn responsibilities – you learn how to work as a team all that sort of stuff. It’s good to get out there.Judy – Well Jason thank you for talking to us and good luck with your career in forensic science.

Action Write a short article

CECR niveau A2• Écrire un rapport en transmettant une information.• Supprimer facilement, en me relisant, les erreurs de langue les plus importantes.

Les élèves devront rédiger un court article résumant ce qu’ils ont entendu – en changeant de point de vue. Onpasse d’un témoignage à un rapport.

MOVIE FILE Sixty Hours a Week Manuel p. 105


Ce document de la BBC aborde la question du travail des enfants en Grande-Bretagne.

1. The boy in the picture is probably a paper delivery boy. He delivers papers to people’s homes in the morning.2. He has a job, so he must make money (maybe his pocket money or he needs to help out his family). He certainly

goes to school as well. He must be very busy and probably does not have a lot of time – or energy – for schoolwork.3. Personal answer.4. In France, teenagers are not allowed to work until they are 16. In the UK, the minimum age for part-time work

is 13; for full-time work, it is 16; and for night work, it is 18.




Action Write a leaflet

CECR niveau B1Écrire un essai ou un rapport en transmettant une information (ou en exposant des raisonspour ou contre une opinion donnée).

NOW WATCH •


Sixty Hours a Week

À l’écran Son

Step 1 • Enfant qui met un journal Six o’clock in the morning and it’s still dark in February.dans une boîte. Most of us expect to find a newspaper and a pint of milk on the • Jeune garçon qui livre le lait. doorstep, not thinking how they got there.

They’ve probably been delivered by children like Vince in theRossendale Valley. But children are not supposed to be outworking before 7 in the morning, it’s against the law.

Step 2 • Scott qui mange. After school, 14-year old Scott sits down with his family for tea.• Arrivée du fermier. At 6:40, a neighbouring farmer picks him up to take him a short • Trajet en voiture, arrivée distance to his farm.à la ferme. Scott helps milk the cows for an hour and a half every evening, • Le garçon trait les vaches. 7 days a week. He gets paid £15.• Interview du fermier. Do you know it’s illegal to employ children after 7 in the evening?

(Rires)I’m serious.No, I don’t know, I don’t know anything about that.For his part, Scott isn’t bothered by the rules either.

• Scott qui trait + interview. Do you feel exploited?• La mère. No, not at all!• Vue sur l’arrivée du bus And his mother positively encourages him to work.à l’école. “No, really it keeps him off the streets. At least he’s doing

something responsible.”It all sounds quite reasonable. Scott enjoys work, his mother approves, so does it matter if children like Scott and the boys on the paper rounds and the milk floats are illegally employed?

• À l’école, enfants qui lèvent How many of you work? Any thing at all? Anything at all, you all le doigt. work, right.

Step 3 Journaliste devant l’école. A recent report says they are over 2 million in Britain so-calledhidden army of child workers, of whom a quarter around thetwelve, and a third admits that their school work suffers.If you calculate the number of hours that Britain’s children areexpected to spend at school, the number of hours thegovernment want them to spend on their homework, and thenumber of hours paid work they are allowed to do, it adds up to a 60 hours a week.The critics say something must give, and it should be the paidwork.



1. a. There are illegal sweatshops.b. Working on a construction site can be hard.c. Most factories in Europe now have more robots than workers.d. The advantage of robots is that you don’t have to pay them wages.e. A group of people who work together makes up a team.

2. a. He has a very good job.b. He says it’s very hard work.c. Labour day is on the first Monday in September.d. With its cheap labour, China is a favourite location…e. He is out of work.f. Skilled jobs are well paid.g. There is a labour shortage.

3. a. He has a part-time job.b. He prefers team work.c. The workers want a wage increase.d. They also want to get overtime pay.e. They want to have a shorter lunch break.

TEXT FILE 1 We Won’t Leave Our Jobs! Manuel p. 106


Geeta Pandey is the New Delhi correspondent for the BBC. She is often to be heard broadcasting on the radio andtelevision. She brings up an interesting issue here: do the children working at such a young age really want us tointerfere and stop them from working? She talks about the terrible conditions of children working in unhealthyconditions and says that even if we want them to stop, they definitely do not want to stop – they need the moneyand sometimes their homes are even worse than the places where they work.

Before you read1. These children probably come from very poor families, otherwise they would not be working in such difficult

conditions.2. This situation could be explained by their parents’ lack of work and money.3. The text probably explains that, even though their work conditions are so bad, the children don’t want to stop

as they need the money.

Read the text4. Number of children: 500 were rescued, aged: 5 to 14, place: Delhi, occupation: child labourers.

500 child labourers in Delhi, aged between 5 and 12 years of age, were rescued by the authorities.5. Personal answer.6. The paradox is that these children do not want to be rescued. They are happier working than living in the

shelter.7. The children are worried about their clothes and belongings that they left behind them in the factories where

they were working.8. The sentence about Mohammad implies that he is much older than he looks. This could be because he is

undernourished.

COMPREHENSION •


9. His working conditions are extremely hard and he earns very little money. He is a good example of theparadox explained above as he would rather go on working as his family count on him for money.

10. The situation is probably the same all over the world. If children’s families are too poor and their homes arenot good they might prefer working in a factory to living at home or in a shelter.

1. a. … you must help rescue them.b. child labour concerns an estimated 246 million children.c. … in a factory.d. unhealthy diets.e. poorly educated.f. no home.

2. a. embroidery; b. crippling; c. rupee; d. earnings; e. depend on; f. handicraft



Comme son nom l’indique, cette activité se situe à la charnière de l’oral et de l’expression écrite. La tâche del’élève est de reproduire, le plus fidèlement possible un court résumé qu’il a entendu et dont nous lui donnonsles éléments clés. Le professeur pourra opérer des allers et retours entre oral et écrit. Il incitera les élèves àrepérer et à corriger leurs erreurs.

Transcription

Although employing children below the age of 14 is illegal in India, millions of children work in homes andfactories. Parents say crippling poverty forces them to send their children to work. These children often workin unhealthy conditions for very long hours and low pay. Their families often depend on their earnings, so thechildren have no choice.When the authorities want to rescue them from the factories, many children try to escape.


CECR niveau B1• Écrire une lettre personnelle décrivant en détail expériences, sentiments et événements.• Écrire en faisant peu d’erreurs de syntaxe et les corriger en me relisant.

Cette tâche amène les élèves à se décentrer pour adopter un point de vue différent du leur, et ainsi à dévelop-per leur compétence culturelle.

GRAMMAR FILE La contrainte Manuel p. 108


1. Les trois verbes utilisés pour exprimer la contrainte sont : force, oblige et make.a. Parents > exercent une contrainte sur > their children. b. Destitution > parents. c. Firm managers > children.

OBSERVE •

COMPO DICTO •

WORDS •


2. Les verbes dans les phrases a et b sont suivis d’un complément (pronom ou nom) d’un verbe à l’infinitif. Dansla phrase c, le verbe make est suivi du complément (nom) et de la base verbale.

3. Le mot children est repris par them. Ce pronom remplace children pour éviter la répétition. Il est à la formecomplément.

4. Dans les deux cas, on trouve le verbe make. La forme de l’énoncé c est active. La forme de l’énoncé d estpassive. À la forme passive, la base verbale est précédée de to.

1. a. makes him work… d. make children work…b. made the factory owners pay… e. makes her scrub all the floors…c. makes rescued children escape…

2. a. made the young boy stand…. d. made Mohammad tell them why…b. made Nishani undo… e. made Banjara pick up all the pieces …c. made the workers clean up …

3. a. They make Jeff do the garden. d. Debbie is made to clean the house.b. Jeff is made to clean the windows. e. They make Jeff and Debbie baby sit.c. They make Debbie walk the dogs. f. Jeff and Debbie are made to go shopping.

4. a. In the 19th Century, as many parents did not want to make their children work in textile factories, bossesstarted buying children in orphanages.b. Employers made children sign contracts so that they would work for them until they were 21.c. Shop floor stewards hit their young workers to make them work faster.d. Child exploitation made a lot of people react, but progress was slow.e. They made us sign a petition against the exploitation of children.

Action Separate the truth from the lies

CECR niveau B1• Me servir avec une correction suffisante d’un répertoire de tournures et expressions fré-

quemment utilisées et associées à des situations prévisibles.• M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.

La tâche demandée doit se faire sur un rythme rapide et ne pas prendre plus de 10 minutes. Le professeur tireraparti de son aspect ludique pour réviser le point de grammaire travaillé, sans lasser les élèves. Elle a pour objec-tif de permettre à tous les élèves, même les plus faibles, de participer.



Action Discuss who will do what

CECR niveau B2• Faire comprendre mes opinions et réactions face à des solutions possibles ou à la suite à

donner en donnant brièvement des raisons et des explications.• Inviter les autres à donner leur point de vue sur la façon de le faire.

Cette activité de négociation sera l’occasion de rebrasser la langue acquise dans le folder. On encouragera lesélèves à s’écouter mutuellement et à s’évaluer avec les critères indiqués dans la grille qui figure dans le rabatde la couverture.

PRACTISE •


Action Recite a poem

CECR niveau A2La prononciation est en général suffisamment claire pour être comprise malgré un net accentfrançais.

On utilisera la version karaoké qui figure sur le DVD. Le poème y est lu par son auteur, Wes Maggee. Ce poèmedonnera du contenu au sujet d’écriture.

Action Write a diary entry

CECR niveau B1• Apporter de l’information et exprimer des points de vue par écrit.• Faire une description ou un récit clair en développant et en argumentant les points impor-


Cette tâche est en liaison avec l’activité orale qui précède, les élèves réutilisent et reformulent le poème.Le guidage est dans le Workbook.

TEXT FILE 2 The Home Girl Manuel p. 110


At the turn of the 20th Century, Dr. Thomas Barnardo, an English philanthropist, sought to give orphaned childrena second chance in the New World. These children — “home children” as they were called — came to work inCanada as farm laborers and domestic servants. Victoria Cope’s family takes in a home child, a sad and quietgirl named Mary Anna. Victoria soon discovers the reason for Mary Anna’s silence — she was separated from heryounger brother. Victoria vows to help Mary Anna find her brother. As Victoria confides her hopes and fears toher “Dear Diary,” she reveals herself as a born writer. This book is part of the Dear Canada series, which invitesreaders into the intimate worlds of girls throughout different times in Canadian history. The author of the bookthis extract comes from, Dear Canada: Orphan at my Door, is award-winning author Jean Little.1. A Home Child was an English orphan sent by Dr. Barnardo, the philanthropist, to go and work in Canada. He

hoped they would find good homes there and pay for their keep.2. • Victoria is the author of the diary. She comes from a rich Canadian family who has agreed to take on a Home

Child from England.• Mary Anna Wilson is the Home Child. She is very unhappy because she has been separated from her brother.• Dr. Alistair Cope is Victoria Cope’s father.• The lady who accompanied Mary Anna to Canada doesn’t sound very nice.• Jasper is Mary Anna’s brother who she is separated from.• Four children on the platform.• Emily Rose (only mentioned) is their sister they have been separated from.• Dr. Cope’s wife is mentioned.• The father also mentions his two boys.The horse’s name is Bess.

3. Mary Anna is small and shy and very thin. She does not look strong which worries the doctor.4. Victoria’s parents had decided to hire a Home Girl to help his wife around the house. First, Victoria’s father

was not very pleased because he didn’t think the girl looked very strong. But the girl said she was strong andhealthy. Mary’s Anna’s brother reminded her that she had promised their mother she would take care of him.She explained she couldn’t do anything about it but promised that when she was old enough they would betogether again.


5. Victoria feels very sorry for Mary Anna.Victoria’s father is disappointed in the girl.Mary Anna is very upset about her brother.The lady at the station is very strict and wants to get rid of Mary Anna.Jasper is very, very unhappy.

(in Workbook) – Les relatives1. a. The boy was told to hold the bridle.

b. Poverty forced Mary Anna’s parents to abandon their childrenc. Ma made Mary Anna promise to take care of her brother.d. Mary Anna was made to raise her head and speak louder.e. Mary Anna will be obliged to work for Dr. Cope’s family.

2.

3. a. Thousands of British children were forced to emigrate…b. The farmers made them work as farm hands.c. They were obliged to work.d. They were sometimes forced to live…e. They were made to keep their identity a secret.

4. a. In 1826, a man called Robert Chambers said that “London has got too full of children,” and thousands ofchildren were forced to emigrate to Canada to work.b. Farmers made the children work on the farm in exchange for lodging, a modest allowance and schooling.c. Until the late 18th Century, children were made to work to contribute to the family economy.

Action Turn the story into a dialogue

CECR niveau B1• Participer sans trop de difficultés à une conversation, même à propos de thème auxquels je

ne m’étais pas préparé(e), mais je dois parfois chercher mes mots et demander de l’aide.• Rapporter oralement et de façon simple de courts passages d’un texte, en utilisant, si besoin

est, la formulation et l’ordre du texte original.

Les élèves réinvestissent ce qu’ils ont compris du texte en adoptant de nouveaux points de vue.

ORAL EXAM FILE Manuel p. 112


1. Name: Lisa Rahman. Age: 19. Social background: poor family.Place of residence: Dhaka, Bangladesh. Education: never went to school.

2. They work for Disney.3. She earns $30 (1,750 taka a month).

LISTENING •

GRAMMAR •


Structure verbale Suivie de > (exerce une contrainte sur)

Phrase a was told to + V (hold) Agent non cité > the boyPhrase b forced to + V (abandon) Poverty > Mary Anna’s parentsPhrase c made V (promise) Ma > Mary AnnaPhrase d was made to + V (raise/speak) Agent non cité > Mary AnnaPhrase e will be obliged to + V (work) Agent non cité > Mary Anna

4. She works seven days a week. She gets one day off each month.5. Three examples showing that her working conditions are very harsh:

• there is constant pressure for them to work faster despite the heat;• the supervisors call them names and yell at them, or sometimes push them;• they are not allowed to talk. If they are caught they are hit.

6. The supervisors treat them very harshly: they call them names, they push them, they hit them sometimes.7. The factory managers have two sets of time cards: one which respect the legislation and the time limits and

the real one.8. No, because the firm does not know that their working conditions are so bad.9. What she wants is to see her rights respected and to be treated as a human being. (She wants a little dignity.)

Transcription

My name is Lisa Rahman. I’m 19 years old and I live in Dhaka, in Bangladesh. My family is very poor. I had tostart working in the garment factories when I was 10 years old. I never had a chance to go to school.For the last three years I have worked at the Shah Makhdum factory. We make clothes for Disney. My salary is1,750 taka a month, that is to say less than $30 – and no raise in three years! We work seven days a week,with no regular holiday. At most we get one day off a month.Conditions at the factory are very harsh. There is constant pressure for us to work faster despite the heat.I must do 200 pieces an hour. If we fail to meet the targets the supervisors call us names and yell at us, orsometimes they push us. We are not allowed to talk. If we are caught they hit us.We get only two breaks in the entire day, one hour for lunch and a 10-minute break at 8:00 p.m. when thecompany gives us a banana and a piece of bread. Even if you have not finished eating you have to rush backto work. They only allow us to use the bathroom once or twice a day. We are forced to work till 10:00 or11:00 p.m. every day.The people at Disney do not know about our working conditions because the company keeps two sets of timecards. The one for Disney shows that we finish work at 6:00 p.m. and that we have every Friday off. But thereal time card shows us working seven days a week until 10:00 p.m. or later. And we are not paid for thesehours! And if they say we made a mistake, they deduct more money from our wages.What we want is to see our rights respected and to be treated as human beings. I wish I could live with a littledignity.

Adapted from Testimony of Lisa Rahman Shah Makhdum Factory, September 2002,www.mirrorimage.com/iqbal/updates/2-03update.html

Subject 1Last summer, I decided to do some babysitting. I really needed some money to buy a new computer. I chosebaby sitting as it left me free to work on my school work during the day and just took up a few nights a week.I even thought I would be able to work or watch films whilst looking after my neighbor’s babies. How wrongI was; my neighbor had one little boy aged two and little girl twins aged four. The little boy was adorable andvery good but the twins were terrible. I couldn’t control them and they broke everything in the house. I endedup not earning any money at all as I had to pay for all the broken stuff. I never bought my computer.

Subject 2I am horrified by the working conditions of children in both the developed and developing worlds. It is not rightthat children should have to work such long hours. Children should be at school learning subjects all childrenshould know. If they don’t go to school they will never get the qualifications they need to earn a good livingwhen they grow up. All countries should get together and defend the rights of children. I used to think it was agood idea to boycott goods made by children but today I realize that this is not helpful. The whole countrysuffers from boycotts. There must be another way. I think teenagers should go and work in developingcountries and teach the young children. This is only one solution.

SPEAKING •


Subject 3In the photo we can see children demonstrating. We know they are demonstrating because they are holding upbanners saying that they want to go to school. This means that they are probably working and are not allowedto go to school and get a decent education. One banner is asking for justice – this could be referring to botheducation and fair pay. Another banner says they want less hospital. We can imagine that they live and work insuch terrible conditions that they get very ill. Perhaps they don’t have enough to eat and spend a lot of time inhospital. This photo was taken a long time ago, fortunately the situation is much better today.

PRACTICAL FILE On Holiday Manuel p. 113


Action Decide where you’ll go

CECR niveau B2• Participer activement à une conversation dans des situations familières.• Présenter et défendre mes opinions.• Commencer, soutenir et terminer une conversation tout en distribuant la parole.

STRATEGY FILE Comprendre un document oral Manuel p. 114


Transcription

An Interview with Brandon, a Columbia University student.C.U. Snacks.Judy — How did you start C.U. Snacks?Brandon — C.U. Snacks was actually started – the business plan was started for a business plan competitionoffered to Columbia University Center for Career Education. So, we designed a business plan, we submitted itinto the competition, and we were prize-winner in the competition. Then Columbia University gave us a$1,000 grant to continue developing the idea. Judy — And have you made money from it, Brandon?Brandon — Me, personally, not yet, but actually we are breaking records every night. Last night actually,yeah, we did have a ton of deliveries and the night before that as well. The last two nights we’ve had the mostdeliveries we have ever had.Judy — Really how many was that?Brandon — In the range of 40 – 40 orders in a night.Judy — And is that hard to manage?Brandon — It’s very difficult. The challenge is having the right amount of delivery people on staff because, ifwe are particularly slow, the delivery people can get bored and they don’t have anything to do and it kind ofit hurts morale. Judy — How do you get around?Brandon — One of the great things about the university and about this business plan is that we’ve got amarket of about five to ten thousand students. And they are all within a five block radius so really all we needis bicycles and we can get to any building on campus in less than fifteen minutes. One thing that we have overthe other local restaurants that deliver is that we have our whole menu on line and people can communicatewith us over the internet… and, especially at a college like Columbia University, the students are always onthe Internet. They much prefer using the Internet than any other source of communication.


95Folder 8 United We Stand!

CULTURE BLOG Stronger TogetherLes raisons de l’exode rural à la fin du XVIIIe siècle en Grande-Bretagne. L’âpreté des luttesouvrières et la naissance du syndicalisme en Grande-Bretagne et aux États-Unis.

SOUND FILE No Need for a Union at SemcoUne interview d’un patron moderne et atypique qui contrebalance l’idée que les élèves peu-vent avoir du patronat ou qu’ils peuvent s’être faite après l’étude du Culture Blog.

MOVIE FILE Animal FarmUn extrait du dessin animé qui correspond au même passage que le texte d’Orwell : la haranguede Old Major, le cochon.

WORD BANK Champ lexical : le syndicalismeTEXT FILE 1 Rebellion!Le célèbre passage d’Animal Farm où le cochon Old Major invite les autres animaux de laferme à se révolter contre leur fermier qui les exploite et les maltraite.

GRAMMAR FILE Le passifEXPRESSION FILEDes activités qui permettent d’ancrer le problème abordé dans la vie et le vécu des élèves.

TEXT FILE 2 There is Power in a UnionUne chanson de Billy Bragg – chanteur engagé – sur l’importance des syndicats.

PICTURE FILE A DemonstrationTableau d’une manifestation devant une usine.

WRITTEN EXAM FILEUne épreuve de baccalauréat pour que les élèves se préparent à l’échéance de l’examen etse rendent compte des attentes.

PRACTICAL FILE At a Venue

Les programmes présentent les nouveaux outils d’opposition mais mentionnent aussi les « moyens de revendi-cation plus traditionnels, tels que l’action politique et/ou syndicale ». Même si ces moyens de revendicationsont en déclin aujourd’hui, ils ont construit nos sociétés et sont à l’origine de bouleversements qui ont marquél’Europe et l’Amérique du XX e siècle.

REBELLION : « expression d’une contestation plus radicale, voire violente, mais aussi reflet des engage-ments humains au cours de l’histoire. »OPPOSITION : « expression d’une contestation non violente, pouvant se traduire dans des structures poli-tiques et sociales institutionnalisées. » (BO n° 7 du 28 août 2003.)

Sommaire

Folder8 United We Stand!

CULTURE BLOG Stronger Together Manuel p. 118/119


CECR niveau B1• Deviner, à l’aide du contexte, le sens des mots inconnus.• Comprendre les événements principaux dans un texte narratif.• Rendre compte par écrit et de façon structurée et claire d’informations transmises orale-

ment ou par écrit.

Selon sa classe, le professeur fera travailler les textes à la maison et réservera l’action pour le travail en classe;proposera à chaque moitié de classe de lire un des deux textes puis ménagera un temps d’échange d’informa-tions entre les élèves; fera lire les textes en temps limité pour entraîner les élèves à la compréhension écrite.

British Labourers

Ce texte traite de l’industrialisation de la Grande-Bretagne et de la naissance d’un prolétariat urbain.1. The turning point in the history of workers was in the early 19th Century, when Britain became the first industrial

power thanks to the invention of machines and the building of factories and mills.2. Before that, people worked either on farms or in small workshops. After that, they left the countryside to

work in factories and mills where they were exploited (they worked very long hours in horrible conditions).3. Dissatisfied workers could not do anything because they had no right to vote, and no political power to exert

pressure on their bosses and change the system.

British Labour Movements

Ce second document montre la prise de conscience des travailleurs et les révoltes ouvrières qui ont conduit àla naissance du syndicalisme et aux actions de revendication massives du XXe siècle.1. Machine breaking riots: des émeutes au cours desquelles des machines ont été détruites; wage reductions:

réductions de salaires; cotton mills: fabriques de coton; trade unions: syndicats; child labour: le travail desenfants.

2. The workers’ salaries had been cut down/decreased; as a result, they broke the machines to express theirdiscontent and anger.

3. In those days conducting actions was very risky for workers. In 1811, 23 men were executed and 13 trans-ported to Australia. In Manchester, in August 1919, the authorities dispersed the demonstrators, killing 11and injuring 400.

4. The 1926 strike was important because 1,8 million workers decided to support the miners and joined theirstrike for nine days.

Unions in the USA

Cette mini-conférence apporte des informations sur la naissance du syndicalisme aux États-Unis.Le professeur pourra demander aux élèves de s’interroger mutuellement pour la mise en commun.Le professeur pensera à vérifier que les élèves connaissant le mot fire car ils ne peuvent guère en inférer le sens.Un brainstorming pourra être envisagé après l’étude du texte précédent.1. True: we do not think of the Unions as being strong in the USA.2. False: they played an important part in society at the beginning of the 20th Century.3. False: in 1794, at the end of the 18th Century.4. True: the first African-American union was the Brotherhood of Sleeping Car Porters, founded in 1925.5. False: Ford first introduced the 8-hour day.6. True: in fact, the motor car industry has always played in important part in the evolution of working conditions.

POD LECTURE •

2

1

96 Folder 8 United We Stand!

7. False: they are often dealt with in a very strict way.8. True: air controllers who went on strike in 1981 lost their jobs, they were fired.

Transcription

We do not think of the Unions as being strong in the USA. However, there was a time when they played animportant part. The first union was formed in Philadelphia by shoemakers in 1794. The IWW, IndustrialWorkers of the World, which was to be “one big union” for all workers, was founded in Chicago in 1905. Thefirst African-American union was the Brotherhood of Sleeping Car Porters, founded in 1925 and later knownfor its civil rights activism.In 1868, workers went on strike to demand the 8-hour day, but employers refused and stuck to the 10-hourday. The 8-hour day was finally adopted by Henry Ford in 1926–to reduce overproduction and unemployment.In fact the motor car industry has always played in important part in the evolution of working conditions.Cost-of-living raises were first introduced by General Motors in 1948.Strikes have often been dealt with in a very strict way. For example, in 1981, President Reagan fired all of the11,600 air controllers who had been on strike.

Action Make up a timeline

CECR niveau A2Rédiger un texte simple relatant des événements lus et racontant leur succession, leurs causeset leurs effets.

Cette tâche permet aux élèves de revoir et de mieux s’approprier les connaissances acquises lors de l’étude desdocuments. La seconde partie de la tâche nous semble particulièrement importante dans la mesure où elle per-met de mettre en œuvre l’approche comparative préconisée dans les textes officiels. En apprenant l’histoire del’Autre, les élèves revoient, reprécisent… ou découvrent leur propre histoire.

SOUND FILE No Need for a Union at Semco Manuel p. 120


Les exercices de la rubrique Pronounce permettent aux élèves de « fréquenter » un certain nombre de motsavant de les entendre. Ainsi, ils les reconnaîtront mieux lors de l’écoute. Par ailleurs, le dernier exercice, quiporte sur l’accent de mots et les liaisons, devrait les aider à produire un anglais mieux rythmé et plus authen-tique en vue de l’épreuve orale de l’examen à venir.

Ces tâches créent des attentes chez les élèves et leur permettent de mobiliser le vocabulaire, les idées et lesréférences qui vont les aider à mieux appréhender l’interview. Le professeur pourra introduire les mots ouexpressions qui risquent de faire écran à la compréhension.1. One of them must be the boss/the manager whereas the other one seems to be a worker.2. The man on the left hand side probably gives the other one orders. He may be very exacting/demanding and

unwilling to give his workers pay rises or to allow them to have time off work.3. Dans les mots terminés en < -ion > ou < -ious >, on accentue la syllabe qui précède.4. Roberto Semler has transformed Semco into a democratic firm. Maybe there is no need for a union because

the boss shares power with his workers, associates the workers in the decisions he has to make. Mr Semlermay be very understanding and humane. He may have bought a lot of robots to make his workers’ jobs easier.He may offer his employees very good working conditions and salaries/wages.




CECR niveau B1• Comprendre globalement le point de vue des protagonistes.• Comprendre globalement les arguments utilisés.

Transcription

Roberto Semler transformed Semco, the company his father left him, into a strictly democratic firm. Hetravels the world telling people about his new way of running companies. Listen to his interview to find outwhy there are no unions in it.Interviewer — Roberto, you don’t believe in hierarchies do you? Roberto — No, I do not. I think they are destructive. Everybody should have power in a company. We arestronger when we are equal.Interviewer — But isn’t that just a Utopia?Roberto — No, it is not. When I took over Semco from my father 12 years ago, it was a traditional company.There was a traditional hierarchy and lots of rules. But today our factory workers are all equally responsible.They set their own production schedules and even stay longer in the evenings to make sure they meet them.They help redesign the products they make and formulate the marketing plans. They even elect their bossesand determine business strategy. And… they set their own salaries.Interviewer — They set their own salaries! But don’t they ask for enormous amounts?Roberto — Of course not. Everyone knows what everyone earns – they all know what profit the companymakes. Everybody, even messengers and cleaning people can read all the financial information about Semcoand talk about it together.Interviewer — I believe you involve all the workforce in important decision-making, don’t you?Roberto — Yes, even for truly big decisions, everyone at Semco gets a vote.Interviewer — I was surprised to see there was no receptionist when I came here today.Roberto — We don’t have receptionists. We don’t think they are necessary. We don’t have secretaries either,or personal assistants. Everyone at Semco, even top managers, welcomes visitors, stands over photocopiers,sends faxes, types letters, and dials the phone. We don’t have executive dining rooms or reserved parkingspaces. It’s all part of running a natural business.Interviewer — So there are no privileges at Semco?Roberto — At Semco, there are no unnecessary privileges.


CECR niveau B1• Rédiger des lettres personnelles dans lesquelles je rends compte de ce que j’ai vécu et de

mes sentiments.• Rendre compte par écrit et de façon structurée et claire d’informations transmises orale-

ment ou par écrit.

Le professeur encouragera les élèves à utiliser la fiche de compréhension orale pour rédiger la lettre.Les élèves peuvent réinvestir ce qu’ils ont retenu du document oral dans cette tâche écrite qui leur permet dese décentrer et d’adopter un nouveau point de vue.

NOW LISTEN •


MOVIE FILE Animal Farm Manuel p. 121


Il sera intéressant de faire comparer le traitement simplifié du dessin animé avec le texte original d’Orwell.C’est pourquoi nous recommandons de faire lire le texte avant d’aborder le dessin animé.

2. We are going to see the secret meeting of animals organized by Old Major in the barn.3. Given the fact that the video seems to be a cartoon it must be aimed at children. On the contrary, the text

must be aimed at adults.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B1• Comprendre globalement le point de vue des protagonistes.• Comprendre globalement les arguments utilisés.

Cette fiche comme toutes les fiches de visionnage ou d’écoute est une fiche d’aide. Elle permet d’aider lesélèves à construire des compétences de réception.Le professeur amènera les élèves à comparer l’extrait d’Orwell p. 123 et le texte du dessin animé.


CECR niveau B1• M’inspirer de phrases connues pour construire d’autres énoncés, tout en respectant la syntaxe.• Expliquer mon opinion en donnant des arguments.• Faire un exposé sur un thème familier en mettant en relief les points qui me semblent


NOW WATCH •



Animal Farm

À l’écran Son

Step 1 • Old Major dans sa bauge. My dear friends!• Old Major devant le public I won’t be with you much longer, and before I die there’s d’animaux. something I want to tell you.• Exemple des poules, des Whatever we produce is taken from us, stolen from us and sold.agneaux et des cochons. Our children are born to cold and hunger. Look at them while

you can!You, porkies, do you know what the future holds for you?

Step 2 • Cochons mécontents. Do we deserve such a fate? Is this farm too poor to support us all? • Old Major qui parle. No, Comrades, the farm is rich! But we’ll never get our rightful • Fin sur la porte de la grange. share from Farmer Jones!• Patte de Old Major. Overthrow this evil tyrant, and we shall be rich and free!• Public qui manifeste. Comrades… revolt! (Cris d’animaux)

But remember, when you have got rid of Jones, don’t adopt hisvices. We animals are brothers, large or small, clever or simple,fur or feathers, now and forever. All Animals are equal!

Step 3 [Document entier] [Document entier]



1. a. everyone was happy when he retired. d. Nobody dared stand up to him.b. he ran the company. e. workers soon stood up to the hierarchy.c. the rules that they had to comply with. f. The people refused to be oppressed, so they rebelled.

2. a. surrender; b. march; c. milestone; d. ban; e. opinion poll.3. Verbs: agree – censor – demonstrate – march – produce. Nouns: ban – involvement – oppression – rebellion.

TEXT FILE 1 Rebellion! Manuel p. 122


Le professeur pourra, selon le niveau de sa classe, introduire ou rebrasser ces fonctions langagières : la suppo-sition, la persuasion, le but ou l’intention.On pourrait faire faire des recherches sur le roman qui est une caricature politique du communisme; cf. les siteswww.swingmachine.org/issue6/communism.htm ou www.sparknotes.com/lit/animalfarm. Ces recherches pour-raient être menées au CDI en relation avec le professeur documentaliste ou en créant une fiche de recherchedocumentaire à faire pendant le cours de langue en salle informatique. De façon à rendre l’activité communi-cative, on pourrait imaginer que le professeur divise sa classe en plusieurs équipes et leur fasse faire desrecherches différentes qui aboutiraient à une activité orale d’échanges d’informations par deux ou en groupes.

Before you read1. In the picture on page 122 we can see a lot of animals protesting and demanding happiness, freedom,

leisure and milk. There is no doubt they are deprived of those rights and can’t stand it any more. They havehad enough of their life and of the way they are treated.In the picture on the right hand side we see the same animals at a meeting. They seem to be listening to apig. We don’t exactly know what the pig is saying but we can imagine he is giving them orders or urging themto revolt, to rebel against their master, a human being.

2. Considering the title and the cartoons the text must be about the rebellion the animals are staging, the plotthey are organizing.

3. The pig, Old Major, must be trying to convince them that they are exploited, that their rights are flouted andthat they should not accept this any longer. He is talking them into revolting against the farmer and intorequesting better living conditions.

Read the text4. The three adjectives: miserable, laborious, and short; the two nouns: misery and slavery. Old Major explains

that they are hardly fed and that they are made to work very hard. As soon as they get too old to work theyare killed. They can’t be happy.

5. According to him, Man is responsible for their problems.6. According to Old Major, the main difference between Man and animals is that Man consumes without

producing: he can’t do anything without the help and work of the animals on the farms. Old Major’saim/intention is to name a culprit and to make the other animals aware of their unacceptable livingconditions/of their plight.

7. He tries to get the animals to rebel.8-9. The problem explained §1 : lines 8 to 11. Proofs against the culprit §4 : lines 25 to 27.

No natural causes §2 : lines 15 to 18. Solution §5 : line 30.The culprit §3 : line 22.

COMPREHENSION •


10. We could answer: “You are exaggerating because Man cleans your stables, feeds you, gives you water todrink/quenches your thirst, looks after you. You are usually well looked after because you are a source ofrevenue/you bring money or provide man with meat, milk. Besides, what work do pigs do? They are lazyanimals that spend their time sleeping or sniffing/scratching the soil… Old Major you are right, it is truethat man exploits you all and makes you work very hard.”

11. Old Major represents Karl Marx. Old Major expresses himself in a powerful way and inspires people. OldMajor also represents the generation who were not happy with the old regime and inspired the youngergenerations to rebel against the regime under which they were living.

1. a. strength; b. slaughtered; c. slavery; d. afford; e. inhabit; f. steal; g. lay; h. prevent from.2. a. laborious; b. leisure; c. soil; d. misery; e. meaning; f. weak; g. rebellion; h. starving.



Comme son nom l’indique, cette activité se situe à la charnière de l’oral et de l’expression écrite. Elle est enrelation directe avec la lecture qui vient d’être faite. La tâche de l’élève est de reproduire un court résumé qu’ila entendu et dont nous lui donnons les éléments clés. Le professeur pourra opérer des allers et retours entre oralet écrit; il incitera les élèves à repérer et à corriger leurs erreurs.

Transcription

The life of an animal is miserable, laborious, and short. It is born, it is forced to work, and it is finallyslaughtered. The produce of its labour is stolen by human beings. Man is the only creature that consumeswithout producing and yet he is lord of all the animals. It the animals got rid of Man, they could become richand free. So Old Major’s message to the animals is simple: Rebellion!

Action Write a pamphlet


Grâce à cette activité l’élève pourra s’approprier le type de discours étudié et le transposer en s’exprimant surun problème plus actuel ou plus personnel, faisant partie de sa sphère proche.

GRAMMAR FILE Le passif Manuel p. 124


Le professeur pourra mener la réflexion en classe ou pourra la faire préparer par les élèves à la maison en leurdemandant de se reporter au n° 31 du précis grammatical. Il pourra aussi travailler à partir d’un corpusconstruit avec les élèves lors de l’étude du texte et présent dans la trace écrite. Dans ce cas, il pourra amenerles élèves à voir d’emblée qu’Old Major présente les animaux en victimes et à trouver la forme qui traduit lemieux cette situation parmi celles qui seront au tableau. Il pourra se reporter aux sites ci-dessous car l’exer-cice 2 du Practise est basé sur des faits histotiques réels. Les exemples visent à développer les connaissancesapportées dans le Culture Blog.www.tolpuddlemartyrs.org.uk – www.thedorsetpage.com/history/Tolpuddle_Martyrs/tolpuddle_martyrs.htm

COMPO DICTO •

WORDS •


1. Le sujet de l’énoncé a, we, se réfère aux animaux de la ferme incluant Old Major.2. Our masters slaughter us with hideous cruelty. La phrase a du corpus attire davantage l’attention sur les ani-

maux.3. Dans la phrase c, on sait que ce sont les humains qui volent le fruit du travail des animaux. Le groupe nomi-

nal human beings est complément d’agent et est introduit par by. Il est présent dans dans cette phrase etnon dans les autres car Old Major tient à désigner leurs bourreaux.

4. « On nous donne juste assez de nourriture ». On utilise une tournure impersonnelle en français.

1. a. George Orwell was born… (in 1903).b. I have been fascinated… (ever since I read the first one).c. The pupils will be given a test… (next week).d. When trade-union leaders are asked about membership (general fact).e. … the demonstrations will be cancelled (if the government withdraws the law).

2. a. In Dorset, in 1834, six workers were arrested…b. They were sentenced to 7 years’ transportation… c. … protest meetings were organised and the six workers were given…d. …they are known as the Tolpuddle Martyrs.e. A celebration will be held.

3. a. were defeated; b. by Old Major; c. will be shattered; d. Propaganda has always been used; e. Orwell’sbooks can be read.

4. a. Animal Farm, which was written in 1944, was turned into a film in 1999 by John Stephenson.b. Although the character of Napoleon is inspired from Stalin, it represents any political tyrant.c. Boxer, the horse that had been exploited by Mr. Jones, the farmer, will have the same fate under the pigs’regime.d. This novel has been translated in fifteen different languages.e. The French are said to be rebellious.

Action Test your friends’ culture


Ce jeu permet aux élèves de produire des énoncés personnels dans une activité communicative.



Le professeur a le choix entre deux activités orales. Il essaiera sur l’année d’entraîner ses élèves aux divers typesde prises de parole et de formes d’expression (orale ou écrite) de façon à ne pas créer la lassitude, à ne riennégliger et à ne pas mettre toujours les mêmes élèves en difficulté.

Action Debate

CECR niveau B2• Présenter et défendre mes opinions.• Interrompre une discussion pour résumer les prises de parole des participants et mettre en

relief les avantages et inconvénients des différentes positions représentées.

PRACTISE •

OBSERVE •


Ce sujet polémique a été choisi pour déclencher la prise de parole, susciter des prises de position et favoriserl’interaction.Le professeur fera prendre connaissance de la procédure proposée (individuellement d’abord, en groupesensuite). Le débat a lieu en groupes restreints de façon à impliquer plus d’élèves. La phase Report to the wholegroup permet d’enrichir la réflexion et de donner à la classe un vécu commun.On passera dans les rangs pour aider les élèves à mobiliser leurs idées et les outils langagiers nécessaires. Onenvisagera de choisir un modérateur qui alors développera les compétences du CECR citées en second. Ces acti-vités sont celles auxquelles on essaiera d’amener les élèves pour qu’ils apprennent à tenir leur rôle dans le quo-tidien de la vie et dans les situations professionnelles qui les attendent.

Action Give a speech

CECR niveau B2Construire un raisonnement logique et enchaîner mes idées.

Voici une situation proche du vécu des élèves qui doivent tous les ans élire un délégué et qui, pour certains, sontdéjà électeurs.Le professeur respectera la procédure. Il donnera une tâche à la classe pendant que les « candidats » s’expri-ment pour forcer les autres élèves à les écouter attentivement. La prise de notes pourra constituer un entraî-nement utile à la rédaction des notes lors des épreuves de baccalauréat. On pourra aussi demander à certainsélèves d’observer le langage corporel des candidats, ce qui sensibilisera la classe à l’importance de la postureet de l’image que l’on donne de soi, parfois différente de celle que l’on pense donner.On ne négligera pas la dernière partie de la tâche qui rend l’activité plus authentique.

Action Write an essay

CECR niveau B2Écrire un essai ou un rapport en transmettant une information ou en exposant des raisonspour ou contre une opinion donnée.

Le sujet d’activité écrite est préparé par le débat. Les élèves trouveront des aides dans le Workbook.

TEXT FILE 2 There Is Power in a Union Manuel p. 126


Stephen William Bragg (born December 20, 1957), known as Billy Bragg, is an English musician renowned for hisblend of folk, punk-rock, and protest music, and his lyrics dealing with political as well as romantic themes.He has been active for over 20 years, and has collaborated with many other leading musicians. In 2006 hepublished a book, The Progressive Patriot, in which he expanded on an argument he has long defended – namely,that he feels English socialists can reclaim patriotism from the right. He also supports Scottish independence.Bragg often plays and speaks at the Tolpuddle Martyrs festival (see Grammar File). He is an outspokenopponent of fascism, racism, bigotry, sexism and homophobia and a supporter of a multi-racial Britain.Le professeur renverra les élèves aux événements sociaux ou politiques dont ils peuvent avoir entendu parler. Ilpourra emmener ses élèves faire des recherches sur des conflits qui ont lieu dans les pays anglophones dans lesdernières décennies (grève des mineurs, poll tax riots, marches contre l’abolition de la chasse à courre, mani-festations contre la guerre en Iraq, etc.). On encouragera les élèves à mobiliser ce qu’ils ont vu dans les autrespages du folder. On les incitera à utiliser les expressions du reproche.1. The text is a song.2. We are going to read about demonstrations, protests, about workers expressing/voicing their discontent and

criticizing either their boss or the government (cf. p. 119).


3. L. 6: “The mistakes of the bosses we must pay for.” L. 7-8: “From the cities and the farmlands to trenchesfull of mud/War has always been the bosses’ way, sir.” L. 13-15: “Now I long for the morning that they realisebrutality and unjust laws cannot defeat us.” L. 16-17: “When the bosses send their lackeys out to cheat us?Money speaks for money, the Devil for his own.”

4. Bosses are shown as devils, as the cause of the workers’ problems. Bosses are blamed for/reproached for/criticized for/accused of exploiting workers/lying to them/being devilish/being brutal/being unfair/havingnothing but bad intentions regarding their employees. They are also held responsible for wars becausefinancial interests are at stake.

5. L. 5: “workers blood.” L. 11: “With our brothers and our sisters from many far-off lands.” L. 15: “But who’lldefend the workers who cannot organise.” L. 14: “brutality and unjust laws cannot defeat us.”The workers are presented as victims. According to the singer, they have always been victimized by theirbosses and their governments (described as sharing the bosses’ interest and ideals/as siding with thebosses). Billy Bragg seems to assume that the workers have the same problems worldwide and that theysometimes find it hard to organise and fight against the powers of money. Yet, he adds that they aredetermined to fight for their rights at any price.

6. The “power in the hand of the worker” (l. 2) is what makes the existence of a union legitimate in a factorybecause the workers are those who produce and create wealth.

7. We can say they are left wing ideas, communist ideas.8. Personal answers.

(in Workbook) – Les relatives1. a. Passif : agent inconnu. e. Passif : agent connu de tous.

b. Actif. f. Passif : agent connu de tous.c. Passif : agent exprimé. g. Passif : agent connu de tous.d. Passif : agent sans intérêt. h. Passif : agent inconnu et sans intérêt.

2. a. The British Trade Unions were significantly weakened by the miners’ strike of 1984.b. British society was deeply divided by the dispute.c. A pit was threatened to be closed in Yorkshire in 1981 (by the government).d. Ian Mac Gregor was appointed by Margaret Thatcher as head of the National Coal Board.e. Several individuals were inflicted serious injuries when the miners were charged by the police in Orgreave.f. In 1991, South Yorkshire police was forced to pay out half a million pounds to thirty nine miners who hadbeen arrested in the events at the Battle of Orgreave.

3. 1. a. Ian was offered a job in Sheffield. – b. A job in Sheffield was offered to Ian.2. a. He was shown his new house. – b. His new house was shown to him.3. a. He would be given £1,500 a month. – b. £1,500 a month would be given to him.

Action Recite the lyrics of the song

CECR niveau A2La prononciation est en général suffisamment claire pour être comprise malgré un net accentfrançais.

On utilisera la version karaoké qui figure sur le DVD. La chanson y est exécutée par son auteur, Billy Bragg.

PICTURE FILE A Demonstration Manuel p. 127Les documents à commenter sont de nature différente et nous avons choisi, pour ce folder, un tableau auquelles couleurs très contrastées donnent beaucoup de vie et de luminosité.Le professeur reverra les différents plans d’un document iconographique et encouragera les élèves à utiliserl’expression de la supposition.

GRAMMAR •


1. A painting dating back to the late 19th Century or early 20th Century.2. In the background a factory/a plant. In the middle ground a wall behind which we can see a few more chim-

neys and in the foreground a large number of men, most probably the factory workers who have decided tostop work to protest against their working conditions.

3. It could be a steel mill. There are many buildings and workshops. Black smoke is coming out of the tall chim-neys, undoubtedly polluting the atmosphere.

4. They are wearing caps and blue jackets which must be their working clothes. They are marching, demonstra-ting and waving red flags. We can see two of the workers shouting and raising their hands in the air to expresstheir anger. They all seem to be walking in a very determined way.

5. The main factory building, the chimneys and the red flags catch our attention first because of their vividcolours.

6. The row of chimneys makes us think of the bars of a prison cell, and we immediately associate them withimprisonment and loss of freedom. The row of chimneys could also remind us of tall poplar trees but theirbareness evokes pollution and death.

7. The flags and some of the workers’ jackets.8. The workers may be demonstrating because they want to have a pay rise or work fewer hours. They may find

their working conditions unacceptable, not to say unbearable. They may feel that they are being exploitedby the factory owners and that they do not get their fair share of the profits they contribute to. They mayalso find their job physically dangerous or harmful for their health. They may be reacting against some newregulations they do not agree with. They could also fear their job might shorten their life expectancy. Maybethey also want to work shorter hours to be able to enjoy family life or have some spare time to devote to theirfriends or pastimes.

9. The painter wants to show that workers need to express their disapproval when they want to and especiallythat they have good reasons to complain.

Action Comment on a painting

CECR niveau B2• Faire une description claire et détaillée.• Construire un raisonnement logique et enchaîner mes idées.• Expliquer mon point de vue sur un sujet d’actualité, en donnant les avantages et inconvé-

nients de diverses opinions.

Le professeur encouragera les élèves à suivre la démarche proposée, sans rédiger complètement leurs réponses.Il encouragera les élèves à s’évaluer mutuellement en utilisant la grille de critères qui est dans le rabat de cou-verture de façon à ce qu’ils restent attentifs. On pourra emmener les élèves s’enregistrer en salle multimédia.



1. a. 1; b. 1; c. 2; d. 3; e. 2; f. 1.2. a. Right (l. 3-7); b. Wrong (l. 17); c. Right (l. 20-21); d. Wrong (l. 24-25); e. Wrong (l. 29); f. Right (l. 42-43).3. a. Line 13: “I said quietly.”

b. Line 23: “they saw Rubinek’s face go crimson.”c. Line 30: “… you were insubordinate.”d. Line 36: “You don’t like it, there’s the door.” Line 46: “Eighteen units… or you’re out of here."e. Lines 48-49: “It’s not fair. I do know it. And I don’t care.”

COMPREHENSION •


4. Bossy – furious – bad-tempered.5. a. coworkers; b. whenever; c. crimson; d. refocused their eyes; e. to lighten things up; f. fair.

Les élèves seront encouragés à réutiliser les arguments et les outils langagiers précédemment vus puisque lesujet est en relation étroite avec le thème traité dans le folder.

PRACTICAL FILE At a Venue Manuel p. 129


Le questionnaire a pour objectif de faire émerger les représentations des élèves.

Action Make a reservation

CECR niveau A2• Obtenir des renseignements simples.• Au téléphone, demander à mon interlocuteur de répéter ou de parler moins vite pour que je

puisse prendre des notes.• Épeler efficacement un nom ou un numéro de téléphone.

L’objectif est de donner aux élèves le moyen de communiquer de façon adéquate et de réaliser les tâchessociales et authentiques qui se présenteront à eux lors d’un voyage ou d’un stage en pays anglophone.

EXPRESSION •


107Folder 9 Of Guns and Arms

Le peuple américain est profondément divisé sur la question du port d’armes. Ce folder abordera la position dela NRA (National Riffle Association), dirigée autrefois par Charlton Heston. Ce lobby s’appuie sur le deuxièmeamendement de la constitution qui décrète que le port d’armes est un droit qui ne peut pas être enfreint. Ilexiste également des lobbies contre le port d’armes; par exemple, la Million Mom March (en référence à MartinLuther King et sa Million Man March), le jour de la fête des Mères.

DOMINATION : « synonyme de contrainte, de violence, de cruauté, mais aussi reflet d’une soumission déli-bérément acceptée dans le cadre d’un contrat social ».INFLUENCE : « synonyme de persuasion, de manipulation, de séduction, mais aussi reflet de pratiques cul-turelles plus ou moins volontairement acceptées ».OPPOSITION : « expression d’une contestation non violente, pouvant se traduire dans des structures poli-tiques et sociales institutionnalisées. » (BO n° 7 du 28 août 2003.)

Folder9 Of Guns and Arms

CULTURE BLOG Guns in AmericaPourquoi beaucoup d’Américains réclament-ils le droit d’être armés? Y aurait-il moins demorts s’il y avait moins d’armes?

SOUND FILE At the RestaurantUne mini-pièce qui met en scène un fait divers.

MOVIE FILE Document 1 : Child’s PlayUne publicité pour Guns Cease Fire, association qui lutte contre les armes.

Document 2 : A Brief History of AmericaLe dessin animé extrait du film de Michael Moore, Bowling for Columbine.

WORD BANK Champ lexical : les armesTEXT FILE 1 High School ShootingL’histoire glaçante d’un lycéen qui dit à son ami, « I want to pull a Columbine ».

GRAMMAR FILE Le discours indirectEXPRESSION FILE

TEXT FILE 2 Against the Gun BanDes témoignages de citoyens qui défendent le droit de posséder une arme.

PICTURE FILE Guns Kill PeopleORAL EXAM FILEL’occasion pour les élèves de profiter de ce qu’ils ont appris dans le folder.

PRACTICAL FILE At the AirportSTRATEGY FILE Rendre compte d’un document

Sommaire

CULTURE BLOG Guns in America Manuel p. 132/133


A Nation of Gunfighters

The right to bear arms dates back a long way and has to be understood before passing judgement on theUnited States of America.1. No one can stop people from carrying guns if they want to.2. The frontier tradition refers to how the Americans used to cross many frontiers on their way West. It was very

dangerous to cross America at that time and the people needed arms to defend themselves.3. Outlaw, robber and murderer are the three words that develop the idea of a bandit.4. A gunfighter could be someone who is very bad, like a robber or murderer, or it could be someone very good

like a sheriff who wants to protect the people from the bad gunfighters.5. The right to own a weapon symbolizes liberty and freedom for the Americans. It dates back to pioneer times

when everyone had the right to carry a weapon because they needed one.

Guns and Violence

The figures are alarming. So many children in the States feel safer carrying guns that one wonders how thevicious circle can ever end.1. You can buy, carry, steal, fire, shoot, aim, sell, find, hide, load, use guns.2. Weapons.3. §1 Gun Victims, §2 Influence on children, §3 Gun carrying at school, §4 Feeling safe.4. Children are most often referred to.5. The number of children carrying weapons is extremely high, as is the number of deaths. It is awful to think

one child dies every ninety minutes as a result of firearms.

A Very Powerful lobby

The NRA is one of the most powerful lobbies in they USA. This Pod Lecture just gives us the plain facts.1. The NRA is a pressure group defending the right of all Americans to carry a gun. NRA is short for the National

Rifle Association.2. The NRA wants everyone to carry a gun if they want to.3. The NRA provides gun training for the public, including children.4. The NRA claims that guns are no more dangerous than swimming pools and everyday electrical apparels.5. To counterbalance their position they say they are very tough on punishments for gun-related crimes.6. The NRA donates a lot of money to political candidates who support the right to carry guns.

Transcription

We cannot talk about gun control in the USA without looking at The National Rifle Association. The NRA is themost formidable pressure group in the USA.They provide gun training for the public, including children. They run special programs for women – toadvertise these programs, they say that three out of four American women will be victims of violent crime atsome time in their lives. They claim guns are a fact of everyday life. Guns, they say, are no more dangerousthan swimming pools, electrical apparels, matches or all sorts of poisons everybody has in their kitchens orbathrooms. To those who say there are too many gun crimes, they answer that they are very tough onpunishments for gun-related crimes.The NRA is a very powerful lobby. They donate a lot of money to political candidates who support the right tocarry guns, and they are always on the alert when they feel the right of citizens to carry guns is threatened.

POD LECTURE •

2

1

108 Folder 9 Of Guns and Arms





SOUND FILE At the Restaurant Manuel p. 134


What would you do if you were working in a fast food restaurant and a robber came in and ordered you to putup your hands? This mini play is based in this true story: The Ann Arbor News crime column reported that a manwalked into a Burger King in Ypsilanti, Michigan at 7:50 a.m., flashed a gun and demanded cash. The clerk tur-ned him down because he said he couldn’t open the cash register without a food order. When the man orderedonion rings, the clerk said they weren’t available for breakfast. The man, frustrated, walked away.

Avant d’exploiter les photos, on fera travailler les élèves sur les mots.1. Menu: hot dog, pizza, hamburger, jumbo-sized hamburger.

Side dishes: onion rings, salad.Drinks: milkshake, coke, sparkling water, soft drinks.

2. On the right we can see a man running along the street. He is pointing a gun at someone – perhaps apoliceman or a passer-by. He is carrying a large bag over his shoulder. Maybe there is a lot of money in itthat he has stolen. He could be a robber who has just held up a store or a restaurant.

3. If I were the cashier and the robber came into the restaurant I would give him he what he wanted! I wouldrather give him the money from the till than be killed.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B1• Mettre en relation les personnages ou les lieux cités avec les informations données.• Comprendre les informations essentielles d’un document.• Comprendre la trame des événements racontés.

Transcription

Bruitage – Fast food restaurant.Customer 1 — Good morning, I’d like an enormous omelette sandwich, 6 muffins and 2 cups of coffees –extra large.Waitress — To eat here, or to go?Customer 1 — To go, please.Waitress — That will be $4.99, then.Customer 1 — Here you go.Waitress — Thank you. Can I help you, Sir?Customer 2 — Yeah, you can help me. You can help me get rich fast!! Stick ’em up!!Waitress — Oh no – you’ve got a gun!Customer 2 — Hey – you are very smart!! Yeah I’ve got a gun – and I’m gonna use it if you don’t give me whatI want!

NOW LISTEN •



Waitress (a bit nervous) — What do you want?*

I can recommend the enormous omelette sandwich – it is extremely popular, sir.Customer 2 — You aren’t as smart as I thought you were. I want money not your lousy omelette.Waitress — It’s not really an omelette – it’s in a bun like a burger but instead of meat…Customer 2 (cuts off blabbering server) — Open the register and gimme the money.Waitress — I can only open the register if you give me an order. Otherwise the register won’t open. Pleasestop waving your gun at me. What would you like sir?

*Customer 2 — Okay, okay! Gimme some onion rings.Waitress — We do not do onion rings for breakfast! THAT IS WHY I RECOMMENDED THE OMELETTE. If you wantonion rings – and they are good – you will have to come back for lunch. Have you seen the time? It’s 8:45 a.m.Customer 2 — This is a lousy place. The register doesn’t open – no onion rings for breakfast… I’m taking mybusiness elsewhere.

Action Write a short news item

Pour accélérer le travail, on encouragera les élèves à travailler à deux ou trois. Quand ils auront produit leur proprebrève, on pourra leur donner celle qui a figuré dans The Ann Arbor News (cf. introduction au document, ci-dessus).



Document 1 – Child’s Play1. The little girl is playing with a gun. Perhaps her parents own the gun and they had hidden it in a shoebox under

the bed so their child wouldn’t find it. This is extremely dangerous as the gun could go off and kill the girl orsomeone with her.

2. First I would ask her parents why they had a gun. Is it really necessary to keep a gun when there are childrenaround? They might say they need a gun to protect their family in case someone breaks in. I would tell themthat they should put the gun in a place that would be very hard for the child to get to.

Document 2 – A Brief History of AmericaEveryone knows Michael Moore – especially in France. This is an extract from his film, Bowling for Columbine.Moore has made documentary films very popular. It must be remembered that he has his own way of presentingthings and edits to back up his opinion.


NOW WATCH •



Document 1 Child’s Play

À l’écran Son

Step 1 • Enfants qui jouent à la guerre dans le jardin. Mother – Outside!• Un enfant entre dans la maison, se cache sous le lit,trouve un pistolet, le prend.• Dernière image : les copains s’apprêtent à entrer.


À l’écran Son

Step 2 • Enfants qui jouent à la guerre dans le jardin. Mother – I said Outside!Un enfant entre dans la maison, se cache sous le lit, Off – If you think you can hide your trouve un pistolet, le prend. Les copains entrent, handgun from your child, please think le garçon les vise. again.• Carton: « One quarter of American homes contains Child – OK, we’re coming in!at least one handgun ». [Noise of a gun shot.]• Mère au téléphone.• Carton: « Cease Fire: A Home is no place for a handgun ».

Document 2 A Brief History of America

À l’écran Son

Step 1 • Affichage du titre sur écran. Once upon a time [1620], there were these people in Europe • TV, enfants devant TV +. called pilgrims, and they were afraid of being persecuted – so • Les Pilgrims Fathers. they all got on a boat and sailed to the New World, where they

wouldn’t have to be scared EVER AGAIN.“Oh, I am so relaxed, I feel so much safer.”

• Massacre des indiens. But as soon as they arrived, they were greeted by “savages” and they got scared all over again – so they killed them all.

• American revolution. In 1775, they started killing the British, so they could be free – and it worked, but they still didn’t feel safe – so they passed the

• 2nd Amendment. Second amendment which said that every white man could keep his gun “ I love my gun, love my gun.”

Step 2 • Bullet devant la maison. Which brings us to the genius idea of slavery.• Kidnapping des Noirs; You see, boys and girls, the White people back then were also esclavage. afraid of doing any work, so they went to Africa, kidnapped

thousands of Black people, brought them back to America, andforced them to work very hard for no money.Doing it that way made the USA the richest country in the world! So, did having all that money and freedom help calm the White

• Noirs devant leur village. people down? No way! They got even more afraid… and that’s because after 200 years of slavery, the Black people now

• Développement des Noirs. outnumbered the White people in many parts of the South.• Type à genoux. “I wanna live, no don’t kill me big Black man.”• Samuel Colt. But, just in the nick of time came Samuel L. Colt, who, in 1836,

invented the first weapon ever that could be fired over and over,• Noirs qui acclament Lincoln. without having to reload!

But, it was too late… the North soon won the Civil War, and all • Sous-titre : 1865. the slaves were free, yeap they were now free to go chop all their

old masters’ heads off! And everybody was like “Oh no, were gonna die!”

• KKK + NRA So, they formed the Ku Klux Klan. And, in 1871, the SAME yearthat the Klan became an illegal terrorist organization, anothergroup was founded – the National Rifle Association.

Action Role play

CECR niveau B1• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.• Participer sans trop de difficultés à une conversation, même à propos de thèmes auxquels

je ne m’étais pas préparé(e), mais je dois parfois chercher mes mots et demander de l’aide.



1. a. They broke into my house. e. There were no witnesses.b. This area is not at all safe. f. A man took out a gun and shot the policeman.c. threatened me. g. A woman was injured.d. He didn’t look like a murderer.

2. Murderer – thug – outlaw – robber – witness.3. You can have, buy, carry, shoot, load, fire, hide, clean, hold a gun, etc.4. Injure – injury – blessure; load – loading – chargement; defend – defence – défense; fear – fear – peur;

fight – fight – lutte; threaten – threat – menace.

TEXT FILE 1 High School Shooting Manuel p. 136


This article appeared in Teen People Magazine and is an extraordinary account of how a teenager came close to“pulling a Columbine” with one of his friends. He did not actually take part in the killing, but the fact that hewas unable to stop the massacre sent him into a spiral of depression.

Before you read1. This cover of the world famous magazine, Time, is extremely frightening. It shows two armed young men in a

classroom. The headline tells us that it is about the Columbine shooting. It says they have found the tapes,so perhaps this is a photo from one of the CCTV cameras in the school. It is extremely frightening because itis real.

2. The article is written after the Columbine shooting which took place in 1999. Perhaps it refers to a similarshooting incident in an American school.

COMPREHENSION •


À l’écran Son

Step 3 • Rosa Parks. And that’s the way it was all the way till 1955, when a Black • Manifestations Civil Rights, woman broke the law by refusing to move to the back of the bus…police avec lances à eau. Black people everywhere started demanding their rights, and • Achats massifs d’armes; White people had a major freaky breakdown… And they went and gated communities; barbecue. bought a quarter of a billion guns, and put locks on their doors,• Jeune livreur de journaux alarms on their houses, and gates around the neighbourhoods. qui se fait tuer. And finally they were all safe and secure, and snug as a bug…

Step 4 [Document entier] [Document entier]

Read the text3. The narrator is a high school student who tells us he had a friend who said he wanted to do a Columbine. He

tells us what happened in this article.4. Andy Williams is a friend of the narrator. He is a ninth grader and likes skating, punk and heavy metal. Andy

can be very funny but is also suffering from depression. He didn’t fit in at school.5. On March the 5th, 2001, Andy took his father’s revolver and shot at the kids in the school hallway. He killed

two and injured 13.6. Yes, his act was premeditated as he had been thinking about doing it for a long time.7. The reasons for his act could include the teacher embarrassing him in class, being depressed and not being

tough like the other kids at school.8. He is in a residential treatment centre where he is being treated for drug addiction. He is very depressed.9. He regrets not having told people what his friend planned to do. He probably feels guilty about it. He intends

to prevent other violent acts from happening by being a spokesman for PAX.10. Personal answers according to each student’s own experience.

1. a. kidding; b. ninth grader; c. struggled; d. fitting in; e. tough; f. yelled; g. a block; h. sprayed; i. hanging out;j. go through.

2. a. sports park: terrain de sports; b. school dining room: réfectoire; c. city cars: voitures de ville; d. firearmpossession: port d’armes à feu; e. detention center: centre de détention.

Transcription

A teenager is telling us about the terrible experience he has gone through. His best friend, Andy Williams,shot two pupils dead and wounded 13 people in their school. Andy had told his friends about his plan but noone had taken him seriously. After the tragedy, the narrator became a drug addict to forget what hadhappened. He was arrested and sent to a rehabilitation centre where he is being treated. Now he wants toavoid another school shooting. He plans to become an active member of an anti-gun association.

Action Give a speech

CECR niveau B2• Développer méthodiquement une argumentation en mettant en évidence les points signifi-

catifs et les éléments pertinents.• Enchaîner des arguments avec logique.

GRAMMAR FILE Le discours indirect Manuel p. 138


1. Discours direct : c et e. Discours indirect : a, b, d et f. 2. Phrase a. “I want to take a gun and shoot people in the school hallway.”

Phrase b. “Get guns and do ‘it’ with me.” Phrase d. “Are you serious?” “No, I was just kidding.”

3. Say, ask, answer, yell, tell.4. Say et tell se traduisent par « dire » mais avec tell l’interlocuteur est cité : le nom ou le pronom est placé

OBSERVE •

COMPO DICTO •

WORDS •


immédiatement après tell (tell somebody something). Avec say l’interlocuteur n’est pas nécessairementcité; s’il l’est, on l’introduit par la préposition to (say something to somebody).

1. a. “I had a bad day at school because a teacher embarrassed me in front of the class.”b. “Do you want to ‘pull a Columbine’ with me?”c. “Are you serious?” “No, I was kidding.”d. “Would you get me guns to shoot people in the school hallway.”e. “We can’t imagine one of our pupils going on a shooting rampage.”

2. a. I told the investigators… d. My family said…b. The police said… e. The social workers said John…c. My parents told me…

3. John said… a. that when he left in February, he planned to finish school.b. He also told me he wanted to become a spokesperson for PAX.c. He added that he hoped nobody would go through what he did.d. He said his parents and he had had a very hard time.John asked… e. how many bullets Andy had fired. h. if we thought the school was going to take f. what had become of Andy’s parents. him back.g. if the thirteen wounded people had fully recovered. i. me if I would fight with him.

Action Impress your friends


La tâche demandée doit se faire sur un rythme rapide et ne pas prendre plus de 10 minutes. Le professeur tireraparti de son aspect ludique pour réviser le discours indirect sans lasser les élèves. Elle a pour objectif de per-mettre à tous les élèves, même les plus faibles, de participer.



Action Participate in a talk show

CECR niveau B2Exposer mes idées et mes opinions et argumenter avec conviction sur des sujets complexeset réagir de même aux arguments d’autrui.

Cette activité sera l’occasion de rebrasser tout le contenu du folder. On incitera les élèves à s’appuyer sur leséléments qu’ils ont acquis en travaillant les divers documents (idées et lexique).On les encouragera à s’écouter mutuellement (c’est pourquoi nous suggérons de choisir le discours le plus réussi),à se chronométrer et à s’évaluer avec les critères indiqués dans la grille qui figure dans le rabat de la couverture.

Action Tell a one-minute story

CECR niveau B1• Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses

pour planifier ce que je dis.• Raconter une histoire avec un rythme suffisant pour maintenir l’attention de mes auditeurs.

Cette tâche est articulée avec le sujet d’écriture.

PRACTISE •


Action Write an article




TEXT FILE 2 Against the Gun Ban Manuel p. 140


Here are the voices of two women affected by the ban on carrying weapons. They feel constantly threatened byviolent drug dealers and thugs in their towns and have the impression that the government has shown itself tobe on the side of the criminals by disarming ordinary citizens who should have the right to protect themselves.1. The opinions of those in favour of gun carrying are expressed in these documents.2. The three ladies: Shelly Parker, Mari Thompson and Deb Altrath.3. Yes, they are ordinary citizens.4. Their arguments: they live in high crime areas; they need to defend their homes or families; they are afraid

the police won’t arrive in time; thugs are taking advantage of the law; thugs can defend themselves, butordinary citizens can’t.

5. She faces arrest, prosecution and going to prison or having to pay a fine.6. They say the authorities are disarming ordinary people and giving more rights to the criminals.7. The Land of the Free and the Home of the Brave, where a man’s home is his castle.8. Depends on the student’s opinion.9. I can understand everyone’s opinion but I don’t think it is safer to carry guns.

(in Workbook) – Le discours indirect1. La phrase 5 n’est pas au discours indirect.

Les verbes introducteurs : said, wrote, complained, said, asked.Les formes verbales : has done (present perfect); wanted (prétérit); felt (prétérit); had been threatened(past perfect passif); join (infinitif).

2. Tell nécessite la présence d’un interlocuteur et peut uniquement introduire du discours indirect. Say peutintroduire du discours direct ou indirect. Il peut s’employer même si l’interlocuteur n’est pas cité. Si ce der-nier est cité, il est précédé de to.

3. b. I want to defend my property. d. I have been threatened. c. She complained that she felt too nervous being alone. e. Please, join me.

4. a. She said she was going to write them a letter.b. She said she had written them a letter.c. She said her neighbour’s house had been broken into.d. The mayor said he did not want anyone to have a firearm.




GRAMMAR •


PICTURE FILE Guns Kill Peole Manuel p. 1411. The picture is a photograph.2. They are in the street demonstrating against guns.3. The young girl is wearing an armband saying no guns. She looks very sad. Perhaps she has known someone

who got killed by a gun. The man looks very serious.4. The placard says “guns kill people”. It looks as if it has been written by children. The red drops represent

blood and black represents the colour of the guns. Black also stands out against the yellow background.5. Perhaps it was taken at a demonstration or at a funeral or when a child got killed by gunfire.6. The placard and the armband are to attract attention and tell people why they are demonstrating.7. It is the opposite of the NRA slogan. I am tempted to think that it is the people who kill rather than the gun;

However the more guns there are the more likely people are to get killed.8. Yes, it is a good idea to organize protests. If I knew someone who had got shot I would probably do the same.

ORAL EXAM FILE Manuel p. 142


1. Topic: measures against violence in schools.2. They train students to react in a certain way when there is an emergency./They train students how to react…

They require students to carry their books in transparent bags. They check students’ backpacks at random.They have installed metal detectors.

3. b. Some schools encourage students to report a school mate who is planning a violent act to an adult.4. The right to free expression.5. Debra Jacobs fight for civil liberties.6. A student from Marble Hill was sent away from high school because he posted a Web Site on his home com-

puter criticising the school.7. Three other measures include: helping kids before trouble starts, reducing media violence and outlawing guns.8. Teenagers should understand that whatever their problems are, shooting people is unacceptable.

Transcription

What are schools doing to reduce violence after the numerous shootings? Well, some are holdingschool-shooting drills when students learn what they should do in case of emergency. Others requirestudents to carry their books in transparent bags so that they can’t hide guns. Or others check students’backpacks at random. In some schools, they even have metal detectors!Are these measures taken in all schools? No. Some schools have hot lines that students can call anytime, or are encouraging students to tell a teacher if a classmate threatens to hurt himself or herself orothers. “Our kids are still our best eyes and ears,” say some head teachers.Don’t school security measures conflict with personal rights? They do. Debra Jacobs of the AmericanCivil Liberties Union (ACLU) said the organization has received hundreds of calls from parents and studentswho complain that schools have been violating their rights to free expression. For instance, a high schoolstudent in Marble Hill, Missouri, was failed for a whole semester because he posted a Web site on his homecomputer that was critical of his high school.Is adding more security measures enough? Of course not. If we want to stop crime, there are three thingswe should do. We should help kids before trouble starts, we should reduce media violence and, above all, weshould outlaw guns. And anyway, teenagers have to understand that, whatever their problems, shootingpeople is unacceptable.

Adapted from an article by Alexandra Hanson-Harding, http://content.scholastic.com

LISTENING •


(spoken production)

Subject 1The poster is extremely effective. It shows a gun in the colours of the US flag so it is referring to the USA. Thefigures written on the top of the poster show the enormous amount of people killed by guns in the USA. Lastyear 10,728 people were killed by guns in the US, compared to 48 people in Japan. Even if you consider that thepopulation is five times bigger in the States than in France or Great Britain, it is still a huge amount.The use of the slogan “God Bless America” is very ironic. At the bottom of the poster we can see the words“Stop handguns before they stop you.” This is very effective and makes people aware of the dangers involved incarrying guns. This is one of the best posters against firearms I have ever seen and I really agree with thephilosophy behind it. I think if every American realized how many more people were killed in their country thanin other countries they might stop making it so easy to purchase arms.

Subject 2I would choose the slogan “Stop the arms trade” because I think if people did not make so much money byselling arms we wouldn’t have the problem that we do with arms. The first slogan, “Speak out! Don’t Shoot!”probably means that you should speak about problems instead of shooting. Or perhaps it means speak outagainst guns rather than shoot. “Guns Save Lives” is not a very good slogan to wear. Perhaps in war or ifsomeone is being attacked, guns can save lives but it is not a good idea to encourage everyone to carry guns.They seem to take more lives than they save.

(spoken interaction)Tom — Look at that laser gun! It’s perfect for Jordan.Danielle — You must be joking. We can’t buy him a laser gun. It’s a violent toy and it will encourage him to bemore violent.Tom — But Jordan is a very peaceful kid. He will love playing with it. I had tons of toys like this when I was a kidand I’m not violent.Danielle — Listen, Tom, there were so many killings in our country last year that I really think we should chooseanother toy for Jordan.Tom — Perhaps you are right. What about a toy tank?

PRACTICAL FILE At the Airport Manuel p. 143


Action Check in your luggage

CECR niveau A2• Me débrouiller dans les situations courantes de la vie quotidienne.• Demander et fournir des renseignements à propos d’une quantité, d’un nombre, d’un prix.

STRATEGY FILE Rendre compte d’un documentManuel p. 144


SPEAKING •

SPEAKING •


118 Folder 10 South Africa

CULTURE BLOG A Country in Black and WhiteUn rapide panorama de l’histoire de l’Afrique du Sud qui donne aux élèves les clés pour com-prendre les autres documents du folder.

SOUND FILE A Journey to Jo’burgCette mini-pièce de théâtre nous fait découvrir l’Apartheid par l’intermédiaire de deuxenfants et de leur mère.

MOVIE FILE Truth and ReconciliationCes témoignages montrent comme il est difficile à la Commission de Réconciliation dereconstruire le pays.

WORD BANK Champ lexical : la discrimination et la révolteTEXT FILE 1 Bitter MemoriesIlan Ossendryver relate son vécu et ses réactions contre l’Apartheid quand il a pris consciencede son horreur.

GRAMMAR FILE Le superlatifEXPRESSION FILELes élèves s’entraînent à parler en continu, à interagir ou à écrire et s’approprient lesconnaissances du folder en les transposant dans de nouvelles situations.

TEXT FILE 2 The UmuziAdaptation d’une nouvelle d’Ilan Ossendryver traitant d’une méprise tragique.

WRITTEN EXAM FILEUne épreuve en contexte.

PRACTICAL FILE At the Match

Comment l’Apartheid a façonné une société puis a laissé des blessures qui se guérissent lentement; commentun tel système a pu naître, vivre et mourir. En suivant le parcours proposé, les élèves prendront conscience desmarques que ce système, pourtant supprimé, laisse encore dans l’Afrique du Sud moderne.


Sommaire

Folder10 South Africa

CULTURE BLOG A Country in Black and WhiteManuel p. 148/149


Selon sa classe, le professeur fera travailler ces textes à la maison et réservera l’action pour le travail en classe;ou il divisera sa classe en deux équipes qui liront chacune un des deux textes, puis on échangera les informa-tions par deux ou en travail collectif. Le professeur pourra fournir des fiches sur lesquelles il inscrira desprompts que les élèves pourront transformer en questions (exemples de prompts : First inhabitants? First Euro-pean explorer?) de façon à favoriser le questionnement sans perte de temps inutile; on pourra aussi deman-der aux élèves de lire seuls, en temps limité, afin qu’ils s’entraînent à l’épreuve de compréhension écrite dubaccalauréat.

The People of South Africa

Ce texte présente le peuplement de l’Afrique du Sud et la guerre des Boers qui a opposé les Hollandais et les Bri-tanniques à la fin du XIXe siècle et au début du XXe siècle.1. Bushmen, Bantu Tribes, Zulu and Xhosa, Portuguese explorers, Dutch settlers, British settlers. This list shows

the great variety of ethnic groups and nations that settled the country and shaped its history.3. The rivalry between the Dutch and the British got worse and ended up in the Boer wars that took place

between 1899 and 1902.

The Birth of Apartheid

1. The National Party enforced racial segregation and promoted Afrikaner culture.2. Racially mixed marriages were prohibited. Blacks were not entitled to live in the same areas as Whites nor to

move freely into urban areas nor to use the same benches, cafés, shops, beaches as Whites. The Blackpopulation was pushed back into the most infertile part of the country.

3. They got poorer and lived below the poverty line since they could not grow much on their new territory.There, they could not have the same education opportunities and health care as the Whites.

The End of Apartheid


Cette mini-conférence fait référence au soulèvement de Soweto, le 16 juin 1976, qui s’est soldé par le massacrede 332 personnes, pour la plupart des enfants.1. 16 June, 1976: Soweto uprising.

332: number of victims/death toll.18: confrontation between Black protesters and the White government.1994: end of Apartheid.63: percentage of votes in favour of the ANC.1968: date of imprisonment of Nelson Mandela.1990: release of Nelson Mandela.46: duration of Apartheid.

2. Soweto is a township. On June 16, 1976, Black students staged a demonstration against the use of theAfrikaans language in Black schools. The South African police opened fire on them and killed 332 people.Nelson Mandela was the leader of the ANC and was imprisoned for 22 years. Soon after his release, he becamethe first Black president of South Africa.

POD LECTURE •

2

1

119Folder 10 South Africa

3. The Reconciliation Commission was established by Nelson Mandela to settle peace between the twocommunities. It gave people amnesty – it forgave them – if they admitted the crimes they had committedduring the 46 years of Apartheid.

Transcription

The Soweto uprising took place on 16 June, 1976. The South African police opened fire on Black students whowere demonstrating against the use of Afrikaans as the main teaching language in Black schools. They killed332 people, many of them children. It was the beginning of an 18-year confrontation between Black protestersand the White government. Gradually, the government lost the fight. In the election of 1994, the AfricanNational Congress, the party of the Black majority, won 63 percent of the votes. It was the end of Apartheid.Nelson Mandela, the leader of the African National Congress, who had been imprisoned from 1968 to 1990,became the country’s first Black president. He faced a very hard situation: how could Blacks and Whites livetogether after 46 years of Apartheid? He established a reconciliation commission which gave people amnestyfor the crimes they had committed, provided they admitted what they had done.

Action Make up a timeline

CECR niveau A2Rédiger un texte simple relatant des événements lus et racontant la succession des événe-ments, leurs causes et leurs effets.

Cette tâche permet aux élèves de mieux s’approprier les connaissances acquises lors de l’étude des documentset de mieux construire leurs connaissances culturelles.

SOUND FILE A Journey to Jo’burg Manuel p. 150


Les élèves vont entendre une mini-pièce. Les protagonistes principaux sont deux enfants, Naledi et Tiro, venusà Johannesburg rejoindre leur maman, domestique chez des Blancs, pour lui annoncer que Dino, leur petitesœur, est très gravement malade. Arrivés dans la grande ville, ils découvrent la ségrégation dont ils n’étaientpas conscients dans le village où ils habitent avec leur grand-mère.Le professeur incitera les élèves à utiliser l’expression de la supposition. Il pourra faire faire les exercices duWord Bank avant cette activité de façon à ce que les élèves aient le lexique nécessaire pour émettre un certainnombre d’hypothèses.

Ces tâches mettent les élèves en attente, leur permettent de mobiliser des idées et des outils langagiers quivont leur permettre de mieux accéder au sens du document.1. In the picture on the left, we can see a lot of Black people queuing up/lining up to get on a bus. These people

look fairly miserable and they are carrying bags. They may have done some shopping or they may be goinghome and taking a few things back to their children or old folks. As there are no Whites at all, we can inferthis photo was taken under Apartheid laws.

2. The Homelands were the infertile lands where the entire Black population was relocated in the 1950s whenApartheid was in full swing (cf. p. 149).

3. Naledi and Tiro’s mother probably works in Johannesburg because there are no jobs available where thefamily lives. The place must be so infertile and the living conditions so bad that their mother went to Jo’burgto earn some money to feed her kids. She may be a single mother or her husband may have been killed by thepolice or may be imprisoned and she is the only breadwinner in the family. She may be a servant or a nannyfor White kids.




CECR niveau B1• Comprendre globalement le point de vue des protagonistes.• Comprendre globalement les arguments utilisés.

Transcription

A bus pulls up.Tiro — Come on Naledi – let’s get on this bus.Bus driver — Hey, don’t you know about the buses? Are you stupid? You can’t get on my bus! This stop has awhite sign – you have to wait by the black one over there and look for the sign “Non-whites only” on the bus.Tiro — Oh, sorry… Sorry, we forgot to look.Naledi — It’s not us who should be sorry. Those stupid white people should be sorry. Why can’t we use anybus? Our buses are always full and theirs are half empty. Don’t be sorry.Bus sounds – bus leaves. Another pulls up and they get on.The bus pulls up and they get off.Tiro — Excuse me, Madam, do you know where we can find our mother? This is the address – look!Woman passenger — It’s right there… There it is. Your mother works in that house over there.They ring the door bell.Madam — Joyce, see who it is.Tiro — Mma, Mma! You must come home with us.Mma — What’s wrong? What’s wrong?Madam — Who is it Joyce?Mma — Madam, these are my children.Madam — What are they doing here?Mma — I don’t know, Madam. They haven’t told me yet.Tiro — Dineo is very ill, Mma.Mma — Oh! Madam, my baby girl is very sick. Can I go home to see her?Madam — Well, Joyce, I can’t possibly let you go today. I need you tonight. You know we have an importantdinner party. Maybe you can go tomorrow if you have finished tidying up the house.Mma — Yes, Madam. Thank you Madam.Madam leaves.Tiro — She’s an awful woman! Dineo is very ill, she needs you right now!Mma — Yes, I know, but what can I do? I need my job. Every day I must struggle to do everything how Madamwants it – the cooking, the cleaning, the ironing – all day. And it’s even worse when they have their parties.I never even have time to sit. But I keep quiet because if I lose my job I won’t get another one. Then you’llhave no food, no clothes, no school.Tiro — We must do something, Mma.

Adapted from Beverley Naidoo, Journey to Jo’burg.

Action Act out the scene

CECR niveau A2• Obtenir des renseignements simples pour un voyage.• M’excuser ou accepter des excuses.• Poser des questions et répondre sur des thèmes familiers quand ces réponses n’exigent pas

des interventions longues ni des prises de position personnelles.

Les élèves reprennent le dialogue et le mettent en scène, sans création véritable. Ils pourront s’aider de la fiched’aide à la compréhension du Workbook pour retrouver les idées principales et certaines formulations.

NOW LISTEN •


MOVIE FILE Truth and Reconciliation Manuel p. 151


Cet extrait de reportage montre la douleur qui perdure et la difficulté à réconcilier Blancs et Noirs.

Les élèves auront besoin de repères pour comprendre le document :1. Desmond Tutu, a Black archbihop, was one of the most famous opponents of Apartheid. Frederik De Klerk was

the last State President of Apartheid-era South Africa, from 1989 to 1994. He is famous for engineering theend of Apartheid. He shared the Nobel Peace Prize with Nelson Mandela in 1993.Steve Biko was a nonviolent anti-Apartheid activist in the 1960s and early 1970s. He died while in policecustody in 1977.The Truth and Reconciliation Commission (TRC) was a court-like body after the end of Apartheid.Perpetrators of violence could give testimony and request amnesty from prosecution. Victims of violencewere also heard. The TRC was a crucial component of the transition to full and free democracy.

2. Desmond Tutu and Frederick De Klerk are shaking hands, probably when the TRC was launched.

Comprehension ➼ Guidage dans le Workbook.CECR niveau B2Comprendre des explications assez détaillées, quand le thème m’est familier.

NOW WATCH •



Truth and Reconciliation

À l’écran Son

Step 1 • Journaliste en cravate. The Truth Commission is supposed to provide the final phase of the South African miracle, to draw a line under the violent Apartheid past and bring forgiveness and reconciliation. But the whole question of amnesty, to whom it must be granted and under what circumstances could prove complex and divisive.

• Commission autour d’une This commission has a formidable brief.table.• Commission. The aim is to first find the truth, and then forgive.

Step 2 Carton : Unless we acknowledge that some horrendous things were done…« Archbishop Desmond Tutu, That some people are willing to confess that they were chairman of the commission, responsible for those acts,Peace Nobel prize ». and until those who were victims are ready to say they forgive,

we are for the birds.

Step 3 Témoignage d’une femme I hope this truth commission will help us, because when these noire. policemen be punished, because my brother didn’t do anything,

and he was young.And what would you like to happen to the policemen after that?I want him to be punished. I want him to be punished.

Témoignage femme blanche. He said to me, “I’ve been shot by a shotgun… get an ambulance.”Carton : « Maggie Freedman, So David obviously saw his killers, he saw the weapon that killedfriend of pro ANC David him. And then he fell down on the pavement, and he died about Webster, shot dead in 1989 ». half an hour later.

Action Make a poster

CECR niveau B1• Transmettre une information en mettant en évidence ce qui est important.• Prendre position par écrit sur des événements ou à propos d'avis différents, en faisant appa-

raître clairement les prises de position.



1. a. A strict separate-development policy. d. At the Soweto uprising.b. They started an anti-segregation campaign. e. The long-time conflict came to an end.c. There were a lot of freedom fighters.

2. Arrest – chase – demonstration – evolution – fight – oppression – reconciliation – repression – solution –struggle.

3. a. They were oppressed by the Whites. d. They fought/struggled against Apartheid.b. Many were arrested by the police. e. A commission tried to reconcile people.c. When they demonstrated with banners.

4. a. Propaganda – protest – campaign – march. d. To protest – demonstrate – riot.b. Racism – discrimination – prejudice – bias. e. Human rights – civil rights – freedom.c. Angry crowd – violent demonstration – riots – uprising.

TEXT FILE 1 Bitter Memories Manuel p. 152


Ilan Ossendryver has been a photographer for over twenty years. He concentrated in the photojournalism fieldand has had his work published in many major newspapers and magazines throughout the world such as: TheNew York Times, International Herald Tribune, Der Spiegal, Forbes and many more. He has also been a journalistand short-story writer.À l’occasion de ce texte, le professeur pourra faire rebrasser l’expression de l’opposition et de l’interdiction.

CECR niveau B2Comprendre dans un texte narratif ce qui est dit des raisons des personnages et des consé-quences de leurs actes.

Before you read1. These photos must have been taken in South Africa during the Apartheid era; yet they stand in sharp

COMPREHENSION •


À l’écran Son

Step 4 • Gens qui marchent dans But the Archbishop’s grand strategy for forgiveness has a mixed un township. response of the townships. Some, like the family of murdered

activist Steve Biko, oppose the idea of amnesty because they wouldn’t be able to make civil claims against those who’ve beenpardoned.

• Tutu dans le jardin. When it succeeds, the impact, the result for our country is goingto be enormous.

contrast. On page 152 we can see a Black man being bullied and arrested by two policemen. The one behindhim seems to be searching him. The White policeman who is grabbing him looks threatening with a baton inhis hand. The black and white photo shows a Black lady looking after two White children, she must be theirnanny. They all look happy. The Black nanny is carrying a toddler on her back and is laughing.

2. Judging from the title of the text we could guess that a Black man or woman is speaking about his or her lifebefore Apartheid was abolished.

Read the text3. The text relates a White man’s memories.4. First period: his childhood when he could notice “strange things.”

Second period: his youth when he realized how unfair and horrible Apartheid was. Third period: his studies in the United States where he got a degree in journalism. Fourth period: his emigration to Israel because, as a journalist, he was forbidden to express his disapproval/he was gagged. Fifth period: his return to South Africa and hope in the future of the country.

5. Lines 15 to 18: they had a luxurious privileged life at the expense of the Blacks.6. Lines 4 to 7 and line 18 : they were segregated and were not allowed to mix with White people. They could not

move freely and had to have permits. (cf. Culture Blog.)7. Young Ilan realized how unfair Apartheid was when he called his Black nanny “Kaffir,” an insult, and he saw

he had hurt her feelings very deeply. He saw the pain in her eyes and felt ashamed of himself. From that dayonwards he became aware of the horror of the system, of how hard and unbearable it was for the Blackcommunity. He gradually became opposed to the Whites’ policy.

8. Line 11: “the horrors of Apartheid”. Lines 11 and 12: “the race segregation system, the legal system, thehealth system, the transport system, all corrupted.” Line 14: “an evil practice.”

9. The narrator felt he had to leave South Africa because he was forbidden to express his disapproval, he wasforbidden to denounce the unfairness and horror of Apartheid. He did not have any freedom of speech.

10. He emigrated to Israel probably because he was of Jewish origin.11. The narrator is hopeful today because South Africa is a free country; equality for all has been re-established

and he knows his country has a lot of potential, given its labour force and natural resources.

1. a. unpleasant; b. large vehicles; c. failed; d. immoral; e. were picked up in a raid; f. anticipate with pleasure.2. a. baton; b. whip; c. tease; d. servant quarters; e. emergency.



Comme son nom l’indique, la tâche est en relation directe avec l’étude du texte. L’élève doit reproduire, le plusfidèlement possible, un court résumé qu’il a entendu une fois et dont nous lui donnons les éléments clés.Le professeur pourra opérer des allers et retours entre oral et écrit; il pourra travailler à partir des erreurs com-mises et les faire analyser pour que les élèves en repèrent l’origine et s’en corrigent de façon plus autonome. Ilpourra faire lire à haute voix la transcription du texte.

Transcription

Ilan grew up as a privileged White boy in South Africa. One day he called his Black nanny “Kaffir.” He was onlyteasing, but when he saw the pain in her eyes, he realized he had hurt her feelings. He was ashamed ofhimself. As he grew up, he understood that Apartheid was cruel and unfair. He emigrated to Israel and cameback to South Africa only after the end of Apartheid.

COMPO DICTO •

WORDS •



CECR niveau B1• Participer sans trop de difficultés à une conversation.• Exprimer des sentiments tels que la surprise, la joie, la tristesse, la curiosité et l’indifférence.• Demander à quelqu’un d’expliquer à nouveau ce qu’il vient de dire.

Cette tâche donne l’occasion aux élèves réutiliser les arguments et les points de langue étudiés. Selon le rôlejoué, les élèves s’entraîneront à certaines des capacités du CECR citées ci-dessus.

GRAMMAR FILE Le superlatif Manuel p. 154


1. Ces formes sont les superlatifs des adjectifs large, famous, good, bad, well-known. Elles servent à compa-rer une ou des personnes, des lieux, objets ou situations à l’ensemble de leur catégorie.

2. Les adjectifs n’ont pas le même nombre de syllabes. Large est un adjectif court et famous un adjectif long.4. In ou of; in est utilisé lorsqu’il s’agit d’un lieu et of est utilisé dans les autres cas.5. Soweto et Alexandra sont deux ghettos noirs connus mais Soweto est le plus célèbre. On emploie the + com-

paratif parce que l’on ne parle que de deux lieux.

1. a. Kruger National Park is the largest conservation area in South Africa.b. The most spectacular birds are the cranes, the crane being South Africa’s national bird.c. Football is the most popular sport among the Black majority.d. South Africa has the best infrastructure in Africa.e. The highest mountain in South Africa is Mount Njetsuthi.f. Bostwana has the longest border with South Africa.g. The country’s proudest moment came when South Africa won the African Cup of Nations in 1996.

2. a. The cheapest (plus de deux types de moyens de transport en commun).b. Taxis aren’t the fastest means of transport (plus de deux types de moyens de transport en commun).c. The more emblematic (on compare les deux présidents noirs d’Afrique du Sud).d. Buses are the best solution (plus de deux solutions sont possibles pour voyager en Afrique du Sud).

3. a. Their drivers are the most careless drivers on earth.b. It is the hottest city in South Africa.c. Mapungubwe has the largest population of white rhinos.d. You can see the most famous prison in the world there.

4. a. South Africa is the most developed country in Africa.b. Nelson Mandela is one of the greatest moral and political leaders of our time.c. A. Paton, A. Brink et J.M. Coetzee are the most famous South African writers.d. South Africa is the largest Coca-Cola market in Africa.

Action Test your classmates’ knowledge


Cette tâche ludique, communicative et sociale vise non seulement à faire acquérir le point de langue du foldermais aussi à développer les connaissances culturelles des élèves sur les différents pays anglo-saxons.

PRACTISE •

OBSERVE •




Action Share the inheritance


mes opinions.• Échanger avec une certaine assurance un grand nombre d’informations dans des domaines

familiers.

Il s’agit de répartir les animaux laissés par une vieille dame sud-africaine. Les élèves sont rassemblés autourd’une problem-solving activity. Ils apprennent à expliquer leur point de vue et à négocier. Le professeur veilleraà imposer l’anglais comme langue de communication pendant cette activité. La dernière phase de la procéduresera observée par le reste de la classe qui aura une tâche à l’écoute définie par l’enseignant.

Action Tell a love story

CECR niveau B1Raconter une histoire avec un rythme suffisant pour maintenir l’attention de mes auditeurs.

Les élèves pourront utiliser leur vécu et s’approprier ce qui a été vu dans les pages précédentes, tout en lestransportant dans un univers différent du leur – en partie imaginaire. Le professeur ne négligera pas la dernièreétape de la procédure car elle rend l’activité plus communicative et plus stimulante.

Action Write a love story


Cette activité est préparée par l’activité orale qui précède : les élèves auront mobilisé les idées et outils langa-giers. Les phases 3 et 4 auront contribué à la comparaison et à l’enrichissement des productions ou idées.Le guidage est dans le Workbook. Les exemples d’étoffement à analyser apprendront aux élèves à enrichirleurs productions et les sensibiliseront à la nécessité de rendre leurs textes plus intéressants et recherchés.

TEXT FILE 2 The Umuzi Manuel p. 156


Cette nouvelle abrégée sera l’occasion d’entraîner les élèves à la lecture cursive.CECR niveau B2Lire des nouvelles, des pièces de théâtre, des romans brefs en suivant le déroulement del’action et le cours des idées et les comprendre jusque dans certains détails.

1. The village of Lwako was very small (a tiny place) and the houses were plain, simple. The villagers, who werefarmers, had a pleasant way of life and they were deeply attached to their land and traditions.

2. The visitor was a White government official who had come to announce the village was going to be taken fromthe villagers to be given to the Whites who claimed the land was theirs. The visitor told Indala, the chief ofLwako, they were going to be displaced and moved to another place near Pretoria.

3. The order to get ready to leave was not only a verbal one. The White official left a note. We can read that “thevisitor handed over an official envelope to Indala” (l. 12).


4. The men decided to resist and to fight against the White power that wanted to take over all the land.5. The army and police arrived at sunset. “As the sun sank slowly bringing in the night, the noise of a convoy

could be heard” (l. 75-76). They came then because they thought that this event would go unnoticed orbecause they felt it would be easier to attack the village at night when it was dark.

6. At first the police asked the villagers to get out of their houses with their belongings but the Blacks refusedto comply with the Colonel’s orders. Indala came out and declared they would not leave their land. As Indalawas walking back to his house, refusing to stop, he was shot in the leg. Then, the Colonel ordered his men toattack and they beat or killed some villagers. Thirdly, as some villagers were attacking the policemen, thelatter used helicopters and sharpshooters to destroy the Umuzi and its inhabitants. The Colonel even broughtin the bulldozers to take down and flatten what was left of the houses.

7. By the end of the day, the Umuzi had been wiped out of the map. The assault was not kept secret becauseIndala’s oldest son heard about the destruction in Johannesburg (l. 127).

8. Indala’s son found the government official’s letter intact, realized his father had not read it and found out,on reading it, that the village that was to be destroyed was not Lwako but another one. He was desperatebecause the destruction of his father’s village was a mistake and most villagers had died for nothing.

9. The text reveals the utter misunderstanding between Blacks and Whites and the gap that existed between thetwo communities.

(in Workbook) – Le superlatif1. a. the bravest of all (brave); b. the villagers’ most important concern (important); c. the worst of all (bad);

d. the elder (old); e. the busiest port in Africa (busy).2. Voir précis grammatical n° 2.3. a. the largest; b. bigger than; c. the oldest; d. better known than.4. a. Peter Magubane and Ilan Ossendryver are the two best known photographers in South Africa.

b. Peter Magubane is the better known of the two.c. His best photo dates back to 1995.d. The day when his village was destroyed was terrible. It’s his worst souvenir.e. All the men were cruel but the Colonel was the worst of all.

Action Make a movie

CECR niveau B1• Participer sans trop de difficultés à une conversation, même à propos de thème auxquels je

ne m’étais pas préparé(e), mais je dois parfois chercher mes mots et demander de l’aide.• Exprimer mon opinion pour trouver une solution à un problème ou pour prendre une déci-

sion pratique.

Les élèves pourront adapter cette nouvelle pour en faire un film. Ils pourront se répartir les rôles et imaginer les scènesseulement mentionnées dans le texte d’Ilan Ossendryver (par exemple ce qui est décrit dans les lignes 37 à 39).



1. Right statements : c and d.2. Acceptable titles : b and e.3. a. Right. Lines 3-4: “Most of the time when they ate out they went to a Hot Shoppe a few blocks away from

their house.”

COMPREHENSION •

GRAMMAR •


b. Right. Lines 4 to 6: “Daddy said the owners of this restaurant were always real nice whenever he went tothe carryout window.”c. False. Line 8: “The four of them climbed out of the Buick.”d. Right. Lines 8-9: “dressed in their Sunday best.”e. Wrong. Lines 15-16: “Joshua preferred Gold finger. Not that she didn’t like James Bond…”f. Wrong. Lines 19-20: “the looks on their faces made Naomi and Joshua stop arguing.”g. Right. Lines 46-49: “I already know about ’em,” Joshua said. ” Me too, “Naomi said.”

4. a. the carryout window; b. lagged behind; c. the drive-in; d. wiser; e. nodded.5. a. He refrained from speaking.

b. You don’t want them to be hurt.c. They will he able to cope.

PRACTICAL FILE At the Match Manuel p. 159


Le questionnaire a pour objectif de faire émerger les représentations des élèves et de tester leurs connaissances.

Action Report a match on the radio

CECR niveau B1Raconter sans difficulté une histoire ou effectuer une description, en en énumérant les diffé-rents points.

Les élèves feront appel à leur vécu pour réaliser ce reportage, activité authentique pour s’exprimer sur un évé-nement sportif.

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Anglais 1ere STMG