Anglais Première Corrigés des activités Rédaction : Wendy Benoit Coordination : Claude Quiniou
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C orrigés des activités Sommaire Séquence 1 Séquence 2 Séquence 3 Séquence 4 Séquence 5 Séquence 6
Corrigés des activités – AN11
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S équence 1 1
Get ready: getting to know the world of fame Activity 1 There are no right or wrong answers: it’s all totally subjective! Circle the symbols which correspond to your answer(s) for each ques-
tion. Then calculate your total and read the corresponding profile to find out if stardom awaits you !
✰ M § a. Your friends describe you as
just about right.
x
quiet and undemonstrative. always in the limelight.
x
you’d accept immediately – you’ve always known you’d be on prime time.
c. If you have to rush out
x
x
you put on your dark glasses.
x
you always look your best.
x x
x x
you were always taking the pictures. your favourite star
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x
you admire him / her from a distance. x
you draw attention to yourself.
x
x x
x
you snap as many photos as you can to copy their look.
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x x
your eyes are closed.
e. You bump into
x x
you go as you are.
d. On your holiday photos
x x
x
you check how you look.
x
x x
you’d become rational and decline.
Ó
x
x
b. If you were invited to appear it would be a nightmare. on MTV
Ï
x x x
✰ M § f. At school, or with an association
you have already played the leading role.
x
you have already declined a supporting role.
x
you have already played a minor role.
an association,
x x
x
you have already stood for election.
x
you have never wanted to be elected. bling).
charitable causes.
x x
x
x x
x
x
racist remarks.
x x
x
drug / alcohol abuse.
x
x
fighting / act of violence.
x
x
nothing. You never do anything that bad.
j. You expect to become
x
x
political campaigns.
apologise about
x
x
drugs / alcohol.
x x
x
savings.
i. You will invariably have to
x x
you have already been elected to an important position.
h. You will spend your money on material things (cars, homes,
Ó
x
you have never been invited (or wanted).
g. At school, or with
Ï
x
x
an accomplished actor.
x
x
a rock star.
x
x
a politician on the world forum.
x
x
a winner of the Nobel Prize.
x
x
a reality show winner.
x
a DJ.
x
a TV presenter.
x
President of the most important company in the world.
x x x
x
x
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✰ M § k. When something irritates you you cry.
Ï
x
you write a song about your feelings.
x
x
you take political action to try to change things.
x x
you whine and complain loudly.
X
x
x
you sit quietly.
x
you beat up paparazzi.
x
x
l. If your computer breaks down you call someone else to fix it. you buy a new one.
x x
x
x
you try to fix it.
Ó
x x
x
you keep staring at it.
x
x
you hit it with a hammer.
x
x
Total
6
A maximum of ✰
You have all the makings of a super star ! You relish the limelight and you are very conscious of your looks. You are destined to make the news and to be the talk of town! • A maximum of Ï You know how to be a star with dignity. You think carefully about how to dress, and how to act. You consider your celebrity to be a means of communicating your ideals to the public, and don’t hesitate to support charitable causes or to write protest songs. • A maximum of Ó Becoming famous is the worst thing that could happen to you: you are selfish and consider yourself to be the centre of attention all the time. The money will go to your head, and you will spend it thoughtlessly. You will have difficulty controlling your temper and your behaviour will probably be antisocial. Is this what you want to become?
A maximum of &
You are destined to become famous, but not a Star with a capitial S. Your role will be just as important but much more discreet. You have already demonstrated your qualities as a decision-maker and are already very active in the political field. You are committed to supporting the cause you believe in and you take your responsibilities to heart. • A maximum of Ï Your behaviour is always impeccable. Your actions are never personally motivated, you always act in accordance with your beliefs. You have a great future ahead of you! • A maximum of Ó Come on! We don’t believe you! It’s impossible to have your profile and such negative tendencies – you can’t have done the quiz seriously!
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A maximum of §
You are perfect as you are – a normal, sensible, lovable person! We love you for what you are, and not what fame could make you become. • A maximum of Ï You are totally honest and practically-minded: you are a star for all your family and friends, you don’t need to be in the public limelight. • A maximum of Ó The only negative aspect of your personality relates to your dream of fame through a reality show, but it’s only a harmless dream and nothing will come of it!
Activity 2 A star
Ø fame
Ø celebrity
A famous person
A celebrity
to become famous : to achieve stardom
to be in the public eye : to be in the limelight
“Star” professions Accomplished actor Rock star Politician on the world forum Winner of the Nobel prize DJ/TV presenter Company President (multinational)
Positive profile Photogenic extrovert Enjoy being in the public eye Always in the limelight Look their best
Positive activities Defend important causes Political campaigns Charitable causes Write songs about their feelings
Negative profile
FAME
Refuse to accept a secondary role
Negative activities Deliberately create scandal Draw attention to themselves Spend money on material things Drugs, alcohol Make racist remarks Fighting/acts of violence Beat up paparazzi
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Activity 3 Answers to the questions about the model answer:
a. Most sentences contain 2 propositions. b. In spite of And yet On the other hand, Although Unlike
➝ ➝ ➝ ➝ ➝
Despite However In contrast Even if Contrary to
c. Mot de liaison + complément
➝ ➝ ➝ ➝ ➝
Malgré Pourtant Par contre Bien que À la difference de
Mot de liaison + proposition complète (sujet + verbe + complement)
In spite of
And yet
Despite
On the other hand
Unlike
However
Contrary to
In contrast, Although Even if
d. Expressions of opinion in the model answer: Stand out (the most in my mind) I admire + C He gives (me) the impression + S + V I appreciate (far less) + C It’s true + S + V I get the impression + S + V
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Learning to read press articles about famous people Activity 4 This black and white photograph was probably taken / may have been
taken in the 1960’s because the girl in the centre is wearing a miniskirt and she has drawn a flower on her poster, which could be linked / is perhaps linked with the hippy era and ‘flower power’. Even if we can’t see the signs properly; these people must be protesting /
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are clearly protesting g against war and are obviously demonstrating / must be demonstrating g for peace. The demonstration might / could be taking place in the United States or in Great Britain, but in any case, it must be occurring g in an English-speaking country, or in front of the Embassy of an English-speaking country. The girl on the right must be / is clearlyy of Asian origin, so maybe / perhaps the war they are protesting about concerns an Asian country. I don’t know which of the people in the picture is famous: it may / could be either of the two girls, or indeed both. FACT FILE In fact, this is the caption for the photograph: Vanessa Redgrave, a British actress, and Linh Qui from Hanoi on Trafalgar Square in London during a demonstration against the war in Vietnam. ...........................................
The Vietnam War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Date
1959 – 1975
Location
Vietnam, Cambodia, Laos
Opponents
North Vietnam (communist) vs South Vietnam (anti-communist). The United States entered the war to help the South Vietnamese and remained in combat from 1965 to 1975.
Result
North Vietnamese victory Communist takeover of South Vietnam, Cambodia and Laos. 3-4 million Vietnamese dead (military & civilians) 1,5 – 2 million Laotians & Cambodians dead (military & civilians) 58,159 US soldiers
Activity 5 Vanessa Redgrave = actress
Guantanamo suspects = Two suspected al-Qa’eda operatives released from Guantanamo Bay = Jamil el-Banna + Omar Deghayes
PEOPLE
PLACES
OTHER PROPER NOUNS
Vanessa Redgrave, actress Osama bin Laden Jamil el-Banna (45) Omar Deghayes (38), Libyan
Guantanamo (Bay) (Cuban detention centre) Spain Afghanistan Indonesia London The UK / Britain
al-Qa’eda (terrorist organisation) the Islamic Alliance (terrorist cell) the City of Westminster Magistrates’ Court
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Temporal expression
Person / Authority
Action
Present Recent past
Ø Tonight Last night
Two operatives Jamil el-Banna Spain
Have walked free Returned home Issued warrant
Once
Omar Deghayes the British government Omar Deghayes
Lived here (GB) Interceded on their behalf Freed from Guantanamo Allowed to live here
More distant past
The semantic field is justice.
release
legal or moral crime
court
provisional freedom before a court appearance in exchange for a sum of money
offence
to let somebody go
hearing
written authorisation
bail
meeting where legal judgments are made
warrant
session to hear evidence
a. Press articles are usually objective.
True
False
x
b. Here the journalist approves of the
x
these suspects.
questionable.
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x
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…raised fresh questions over why the British government… …they are still wanted in Spain…
c. Spain agrees with Great Britain about
d. Vanessa Redgrave’s behaviour is
The press informs people (= facts)
x
British governments’ actions.
Justification
x
…Spain issued European arrest warrants for both men… The journalist doesn’t comment, but the mention of Spain’s attitude shows her behaviour is controversial.
Savoir utiliser un document de compréhension pour améliorer votre production 1. Both men were suspected of belonging to Al-Qaeda. 2. They have recently been released from Guantanamo. (passé récent => present perfect). 3. Great Britain is criticised by Spain.
3
Understanding people expressing and justifying their opinion Activity 6
Approval 1
Disapproval
Speaker’s remarks
x
About V. Redgrave: cannot understand why Vanessa Redgrave would do this / awful lot of money About the Guantanamo prisoners: two people who are far from innocent
2
x
About V. Redgrave: saw Miss Redgrave whining about the plight of the Palestine Liberation Organisation at the Oscars about twenty-five years or so ago / she’s consistent. She is strongwilled and independent-minded. About the Guantanamo prisoners: Ø
3
x
About V. Redgrave: a guilt-ridden rich girl blinded by her own leftist ideology. / a weathy acting family / under the illusion that she can change the world to fit her own idealism. About the Guantanamo prisoners: Ø
4
x
About V. Redgrave: courage to react / is better than everybody else About the Guantanamo prisoners: not entirely sure if the two men who’ve been released are totally innocent,
Part 1
* Appalling = atrocious
Words cannot describe this act of stupidity / I can’t understand why Vanessa Redgrave would do this / it is an awful lot of money for two people who are far from innocent / it is truly appalling*
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Part 2 1. Plight = difficult situation 2. Strong-willed = someone who has a lot of determination 3. Independentminded = someone who forms their opinion without being influenced by other people 4. Leftist = socialist
5. Trial = representation in court
If my memory y serves me, I think I saw Miss Redgrave whining about the plight1 of the Palestine Liberation Organisation at the Oscars about twenty-five years or so ago. At least she’s consistent. She is strongwilled2 and independent-minded3. It’s a shame there are not more people like her.
Part 3 If you ask me, Vanessa Redgrave is simply a guilt-ridden rich girl blinded by her own leftist4 ideology. Coming from a wealthy acting family, she is under the illusion that she can change the world to fit her own idealism. Why are stars so disconnected from reality?
I fully support Vanessa Redgrave’s action: it’s about time someone had the courage to react in the face of the American government’s non respect of human rights in the name of the fight against terrorism. So maybe we’re not entirely sure if the two men who’ve been released are totally innocent, but no one deserves to be imprisoned on Guantanamo without so much as a fair trial5. From my point of view, Vanessa Redgrave is better than everybody else, especially those awful American soldiers and Marines.
Améliorer votre anglais oral Vous n’avez peut-être pas envie de vous y pencher tout de suite, mais gardez à l’esprit le fait que le corrigé vous propose le script intégral des quatre enregistrements que vous venez de travailler, et que vous pourriez travailler votre prononciation et la prise de parole en continu à l’aide de l’enregistrement et des scripts.
Activity 7 Subjective elements Part 1
I can’t understand why
Part 2
If my memory serves me, I think I saw
Part 3 Part 4
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It’s a shame If you ask me
I fully support
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Expressions of opinion
From my point of view
1. to my mind En anglais, “according to…” renvoie à une tierce personne (quelqu’un d’autre) : de ce fait, on ne peut pas dire “according to me” (même si vous l’avez déjà vu dans un manuel !)
2. in my opinion 3. from my point of view 4. according to the journalists
Certitude
My view is that …
Possibility
X
My impression is that …
X
I am of the opinion that …
X
It seems to me that …
X
I’m under the impression that …
X
I’m sure …
4
X
I’d (would) say that …
X
I guess …
X
Developing your ideas on fame and your reading skills Activity 8 Name
Marlon Brando
Nickname
Bud
Born - Died
1924 Omaha, Nebraska – 2004, LA, California
Childhood
Unhappy – absent father, alcoholic mother Expelled from high school for riding a motorcycle through the halls.
Reason for fame
Greatest movie actor of all times 8 Academy Award nominations
Most famous films A streetcar named Desire (1951), Viva Zapata (1952), On the Waterfrontt (1954): 1st Oscar, the Godfatherr (1972): 2nd Oscar, the Last Tango in Paris (1972) Second career
Film director (One eyed Jacks – 1961)
Political activism
Native American rights, Civil Rights, Black Panthers
Famous quotation
I’m one of those people who believe that if I’m very good in this life I’ll go to France when I die.
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Fame
The power and influence of a movie star is curious: I didn’t ask for it or take it; people gave it to me. Simply because you’re a movie star, people empower you with special rights and privileges. Fame and its effects on people are a fairly new phenomenon; until a couple of centuries ago, unless they were royalty or a religious prophet whose image was polished by their court or disciples who produced Scripture p and Holyy Writ, people were seldom famous beyond their own villages. Most people couldn’t read, and what knowledge they had was passed on via word of mouth. Then along came better schools, newspapers, magazines, the dime novel, radio, movies and television, and fame became an instant global commodity. It took 1,500 years for Buddhism to travel up the Silk Road and establish itself in China ; it took only two weeks for the Twist to go from the Peppermint Lounge to Tahiti . A century and a half ago, many Americans didn’t know who they had elected president until weeks after an election because it took that long for news to reach the hinterlands. Now when something happens in Bombay , people from Green Bay to Greenland know it instantly; a face is recognized around the world and people p p who have never accomplished anything become professional celebrities. A lot of people who don’t have it lust after fame and find it impossible to imagine that someone else wouldn’t be interested in being famous; theyy can’t envisage g anyone y turning g his back on fame and all its appurtenances. But fame has been the bane of my life, and I would have gladly given it up. Once I was famous, I was never able to be Bud Brando of Libertyville , Illinois , again. One of my consistent objections to my way of making a living has been that I have been forced to live a false life, and all the people I know, with the exception of a handful, have been affected by my fame. To one degree or another everybody is affected by it, consciouslyy or unconsciously. y People p don’t relate to you y as the p person you are, but to a myth they believe you are, and the myth is always wrong. You are scorned or loved for mythic reasons that,, once given a life, like zombies that stalk you from the grave – or newspaper-morgue files – live forever. From Songs My Mother Taught Me by Marlon Brando and Robert Lindsey, © 1994 by Marlon Brando. Used by permission of Random House, Inc.
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PROPER NOUN
CLUE
Scripture
Biblical writings
The Silk Road
One of the world’s oldest and most historically important trade routes connecting East, South and Western Asia
Buddhism
An Oriental religion
Holy Writ
The Bible
The Twist
A 1960’s dance inspired by rock & roll
The Green Bay
A city in Wisconsin situated on Lake Michigan
The Peppermint Lounge
A popular discotheque in Manhattan in the 1960’s
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People in general
PAST
PRESENT
unless they were royalty or a religious prophet … people were seldom famous beyond their own villages. Then along came better schools, newspapers,… fame became an instant global commodity
people empower you with special rights and privileges Fame and its effects on people are a fairly new phenomenon Now when something happens … people … know it instantly; people who have never accomplished anything become professional celebrities. people … lust after fame People don’t relate to you as the person you are, but to a myth they believe you are, and the myth is always wrong
A specific person (= Marlon Once I was famous, I was never fame has been the bane of my Brando, author of the text) able to be Bud Brando of Liber- life tyville, Illinois, again. I have been forced to live a false life
Expression from text Synonym unless
if … not
seldom
rarely
beyond
outside
empower
give … authority
lust
desire something intensely
bane
source of problems
Activity 9
TRUE
1. Most people were well-known in the past.
X
2. Celebrity became more common as a result of better means of communication.
X
3. There is no difference between a famous person and an unknown person.
X
4. It’s possible today to become famous without doing something remarkable.
X
5. Famous people are not appreciated for what they really are.
X
6. Marlon Brando enjoys being famous.
FALSE
X
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a. CAUSE To cause
X
To bring about
+ COMPLEMENT
+ SUBJECT + VERB + COMPLEMENT
X X
Because
X
X
To lead to
X X
Because of
X
As a consequence As a result of
CONSEQUENCE
X X
X X
X X
As a result
X
X
That’s why
X
X
To provoke
X
As
X
X
X
b. 1. In the past few people were famous as news travelled very slowly. 2. Celebrity became more common because off better means of communication. 3. Today, being famous brings g about special privileges. 4. For Marlon Brando, being famous provoked p a lot of unhappiness. 5. As a consequence q / That’s whyy, he wished he had never hit the limelight.
Ne négligez pas le travail de mémorisation indispensable à l’apprentissage Pour retenir les éléments importants de l’anglais (grammaire, vocabulaire, règles de prononciation, méthodologie des différentes activités langagières) vous avez besoin de créer votre propre système de mémorisation – dans un cahier ou des feuilles volantes dans un classeur, sur des fiches cartonnées, enregistré en fichier audio sur votre mp3… tout est possible, mais il faut le faire. Faites-le tout de suite pour ces expressions de cause et de conséquence, faites un travail de mémorisation (récitation / copie en regardant / copie de mémoire etc.) puis faites l’activité suivante pour tester votre efficacité : Either orally or in writing (whatever you prefer), answer the following question, giving a detailed justification: How important is it for you personally to become famous in your future life?
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Activity 10
Noun
Segment “it” =
The power and influence of a movie star is curious: I didn’t ask for it or take it
x
The power and influence of a movie star
Now when something happens in Bombay, people from Green Bay to Greenland know it instantly
x
when something happens in Bombay
But fame has been the bane of my life, and I would have gladly given it up.
x
fame
…all the people I know, with the exception of a handful, have been affected by my fame. To one degree or another everybody is affected by it it,… ,…
x
my fame
5
Making logical connections and drawing up a synthesis Activity 11 George Clooney (and money-making activities) (The classification of these elements is at times quite subjective…) POSITIVE ELEMENTS
NEGATIVE ELEMENTS
Document 1
Clooney = celebrity Clooney makes money out of his image Endorses (supports) Nespresso. by doing publicity for (endorsing / supNestlé uses image of Clooney to pro- porting) Nestlé products. mote its coffee product.
Document 2
Famous people (Bono, Clooney …) run charities run by celebs … might not be charities. legit (legitimate) Charities have redeeming qualities? Bono’s DATA Foundation: only $6 / $31 m used for charity. The rest went to transportation, security, and U2 tour tickets.
Document 3
Celebrities’ image and money have great Celebrities = fictional heroes of large power; support humanitarian causes Hollywood productions NOOW (Clooney & Co.) donated $500,000 to the Humanitarian Air Service Clooney = Messenger of Peace (United Nations) = the biggest fundraiser in Hollywood for helping Darfur and Sudan. Drew Barrymore: personal contribution of $1 m.
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Activity 13 Script for the model answer So what can I say on the subject of how celebrities use their fame? First of all, I’m going to explain how I interpret this idea: for me, anyone who is particularly well-known, can benefit from their celebrity – the fact of being a worldwide star – in a positive or a negative way. In other words, they can use their stardom in a constructive manner, which may well be beneficial to other people than themselves, or in a destructive fashion, which may have negative consequences, not only for themselves, but also for other people. First, I will talk about using fame positively, and then I will look at examples of abuse of fame, before I conclude expressing my own opinion. First and foremost, a great many stars today use their image in a positive way to defend a multitude of causes: humanitarian, political and ecological. When a celebrity endorses a noble cause such as these, he is lending his image in a selfless manner. For some stars, it can just be a question of allowing organisations to associate their name or their image with a particular cause. Apart from a photo session to create publicity, this sort of support does not require much effort. Be that as it may, other stars, such as Bono or George Clooney, go out of their way to devote time and energy to a cause they support and even create their own charity for this purpose. Last but not least, a minority of celebrities actually endeavour to support a favourite cause without wanting to benefit from any publicity, simply because the cause is something they believe in Vocabulary tip and feel they can help: Drew BarryHere are some useful synonyms to help you undersmore’s personal contribution of tand this oral document: $1 m to the United Nations World 1. to benefit from = to take advantage of Food Programme is an obvious 2. to endorse = to support example. 3. to lend = to offer for a temporary period 4. to require = to necessitate 5. to go out of (one’s way) = to make considerable effort 6. to endeavour = to make an effort 7. obvious = clear 8. selfless = unselfish 9. to purchase = to buy 10. to raise funds = to make money (for a cause) Check you understand by matching the synonyms with the correct translation in French: acheter, désintéressé, essayer, évident, nécessiter, prêter, récolter des fonds, se dépasser, soutenir, tirer profit de If in doubt, check with your dictionary.
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On the other hand, stars do not always use their fame in a selfless manner. This is especially true of all the famous names who endorse commercial products: when Clooney ‘stars’ in the Nespresso ads and commercials, he is actually being paid to encourage consumers to purchase products that they don’t necessarily need. His participation enables an excessively rich multinational to increase its sales even further. Another point to consider is the danger of misusing funds raised by a star in the name of a cause and using
them for activities related more to the star himself than the cause: this is the case of Bono with his DATA foundation, how can he possibly justify using less that 20% of the money raised by his charity for the charity itself? When all is said and done, I actually disapprove of celebrities using their name to encourage the public to spend their money – whether it be to make a donation to a cause or to buy a consumer product. I admire far more the star who doesn’t expect the public to put their hand to their pocket, but who goes out of his way to share his fortune with less fortunate people and noble causes without trying to gain publicity from such an act. & MODEL ANSWER
POSSIBLE ANSWERS
To indicate the order of the different First of all parts (in the introduction) First Then
Firstly, Secondly, Thirdly … Finally
To introduce a reformulation
In other words
What I mean is … That is to say …
As a synonym for “in a positive way”
In a constructive manner
In an appropriate fashion
As a synonym for ‘in a negative way’
In a destructive fashion
In an inappropriate manner
To introduce the most important argu- First and foremost ment
The most important point is that To start with,
As a synonym for ‘however’
Be that as it may
That being said, Even so, All the same,
To introduce the final argument
Last but not least
To crown it all
To introduce a counter argument
On the other hand
However,
To introduce another argument
Another point to consider is Furthermore, Moreover, Besides
To announce the conclusion
When all is said and done
In conclusion To conclude
To express an unfavourable opinion
I (actually) disapprove of
I am not in favour of I am against
To express a favourable opinion
I admire
I approve of I am for
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6 CD 1
On the way to autonomy Activity 14 En gras : toutes les expressions d’opinion…
Enr.8
Radio announcer:
Lynn:
Announcer: Guy:
Recorded document
Soulignés g : les mots de liaison
And on the line now we have Lynn who is phoning in about Channel 4’s decision to show photos of Princess Diana’s dying moments even though g her two sons, Prince William and Prince Harry have specifically asked the TV channel not to. Hi, yea! I think k there’s a lot of fuss and bother about nothing: In my opinion it is not a picture which is offensive to the memory of Princess Diana. I found it rather tender and touching. What about you Guy ? I actually find all photos of dead or dying people quite distressing and clearly someone has made a lot of money out of this one. I believe it is in very bad taste and I personallyy would never want to see this type of image of any of my family members or friends in the last moments of their life, it is possibly something that could stay with you for a long time. I do think, though g , some people have a morbid sense of curiosity and with all the publicity surrounding the photo, showing it on a British television programme, will have their viewing figures in their millions......... the big bosses can’t lose, eh!!!!
It’s funny how our society can be SO hypocritical. Daily, we watch the news and see people being MURDERED in cold blood. The people that we see being murdered have families too!! But yyet, we watch. There are documentaries that are aired on Vocabulary tip television that depict the same Here are some useful synonyms to help you understhing. However, because Diana, tand this oral document: the Princess of Wales is killed, it is wrong g for anyone to see the pic1. fuss and bother = useless discussion tures that are published? Why???? 2. distressing = disturbing If it was anyone other than the 3. viewing figures = number of viewers Princess, I guess it would not mat4. daily = every day ter.........right? We publish pho5. to air = to show (on TV) tos like that on a daily basis and 6. to depict = to show nobody seems to care! That seems 7. to matter = to be important to be the message I’m getting from 8. outcry = public protest all of this!! In anyy case, have you Check you understand by matching the synonyms forgotten the photos and film of with the correct translation in French : President John F. Kennedy? How affligeant, audimat, histoire(s), importer, montrer, many times have you seen Jackie passer (à la télé), quotidien, tollé climb over her dying husband? I If in doubt, check with your dictionary. don’t recall an outcry. Lynn:
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CD 1
Enr.9
Model answer Hi! This is Brian from Lambeth. I’m just phoning in about tonight’s debate on the subject ‘fame and happiness are incompatible’. I really think it’s impossible to argue one side or another of the question, because happiness itself is such a subjective issue. Let’s take one example that was in the press not so long ago – I’m sure most people remember Susan Boyle who made the news when she participated on the British Talent TV show in 2009. Her initial success made her a global star overnight, and she was thrilled – to start with, but as the pressure built up in preparation for the finals, she was overwhelmed by the whole thing and started behaving like a spoilt child before she more or less had a nervous breakdown on coming second.
Another point to consider is the fact that people are rarely born famous: fame is something they acquire and get used to or escape from. A case in point is Princess Diana – just like Susan Boyle, she enjoyed being in the limelight at first, but then it became oppressive, as she was unable to lead an ordinary life in an ordinary family: every choice she made in her way of life was open to criticism. But unlike Susan Boyle, I sincerely feel Diana deserved to be happy: she readily accepted to marry Charles and bear the Royal children, even though she Vocabulary tip knew theirs was not a marriage of love. Not content to sacrifice her Here are some useful synonyms to help you underspersonal happiness to guarantand this oral document: tee the continuation of the Royal 1. issue = question Family, she also devoted time and 2. overnight = in less than a day energy to causes rarely embraced 3. thrilled = really pleased by other stars such as Aids and 4. overwhelmed = emotionally perturbed landmines. It’s not for nothing 5. to get used to = to become accustomed to that she was called the People’s 6. to devote = to give Princess. But when it comes down 7. by no means = in no way to it, I sincerely believe happiness Check you understand by matching the synonyms is by no means a privilege for the with the correct translation in French : famous: happiness is an essential Accablé, consacrer, en aucune façon, en l’espace part of the human condition, and d’un jour, ravi, s’habituer à, sujet, I should imagine the simplest of people enjoy it far more often than If in doubt, check with your dictionary. celebrities.
Pick out the expressions of opinion and the link words yourself!
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S équence 2 1
Get ready: let’s start with a few dictionary definitions Activity 1
Still
Synopsis
Source
Animal Farm
5
b
4
Gone with the Wind
2
e
1
Shrek
1
d
2
The World is not Enough
4
f
5
War of the Worlds
3
c
6
West Side Story
6
a
3
1. f.
9. j.
2. h. 10. k.
3. e. 11. i.
4. c. 5. g. 12. o. 13. n.
6. b. 14. l.
7. a. 8. d. 15. m. 16. p.
Activity 2 1. h.
7. j.
2. d. 8. i.
3. e. 9. c.
4.f. 10. b.
5. a. 11. g
6. k.
(réponses indicatives)
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1. 2001, A Space Odyssey
h. science fiction movie
innovative
2. An Inconvenient Truth
d. documentary
thought-inspiring
3. Ben Hur
e. historical film
educational
4. Hallowe’en
f. horror film
scary
5. Mamma Mia!
a. (Hollywood) musical
entertaining/amusing/thought-inspiring
6. Once Upon a Time in the West
k. western
classic/entertaining
7. Saving Private Ryan
j. war film
exciting/breathtaking
8. The Matrix
i. thriller
action-packed
9. Titanic
c. disaster movie
breathtaking/exciting
10. Wall-E
b. cartoon
amusing/entertaining
11. When Harry Met Sally
g. romantic comedy
sentimental
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title
kind of film
Once Upon a Time in the West 2001, A Space Odyssey
western
science fiction
review extract a quiet and powerful eulogy to all westerns a profound, visionary and astounding film
Titanic
disaster
a landmark in story telling emotion and special effects
Wall-E
cartoon
the best animated film of the decade
An Inconvenient Truth
documentary
Saving Private Ryan
war film
Hallowe’en
horror film
The Matrix
thriller
Ben Hur
historical film
When Harry Met Sally Mamma Mia!
romantic comedy (Hollywood) musical
compelling and easy to understand shatteringly brutal and graphically realistic characterised by suspense and terror an action powerhouse the biggest and the best of Hollywood’s super spectacles transcends the usual level of stereotyping terrific songs, super performances from a great cast
Activity 3
2
1. b.
2. c.
3. e.
4. f.
5. a.
1. c.
2. a.
3. e
4. b.
5. d.
1. i.
2. c.
3. b.
4. h.
5. a.
7. e.
8. f.
9. g.
6. d.
6. d.
Learning to talk about movies Activity 4
Number of characters and their identity:
3 – mother + 2 children (1 boy, 1 girl)
Films only mentioned
Quantum of Solace
Actors mentioned
Daniel Craig
Film actually watched in the cinema
Twilight
Characters + details
A girl Bella who falls in love with a vampire Edward, who’s a vampire with a difference – he doesn’t have fangs and his family don’t consume human blood.
Titanic
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girl
boy
mother
– wanted to see Quantum of Solace – more complex than usual Frankenstein stuff – Edward : beautiful, intelligent and witty, and mysterious. – looks 18 but is about 100 – passionate, thrilling and unorthodox romance + backdrop of imminent danger.
– not just a love story, actionpacked / the Titanic! – arrival of another clan threatens Edward & family. – superb photography, marvellous location shots and great acting – the only love affair worth fussing about – between mortal and vampire
– worth seeing with your father? – no gore = boring? – you both = enthusiastic – son = future film critic
Mood:
Justification:
3
friendly / playful They tease each other (se ( taquinerr)
Describing a scene from a film Activity 6 D. 1b
A. 2.d
C. 3. a.
1. Close up
ø
2. Wide shot
2, 6
3. Medium shot
5, 3
4. Long shot
1, 4
B. 4. c
Activity 7 are stretching out their arms....................................... 2, 3, 4, 6
are clapping ......................................................................... 2 are holding (onto) something (or somebody) ... 2, 3, 4, 6 are smiling ............................................................................ 1, 2 are looking worried .......................................................... 3, 4, 5, 6 looking at each other .......................................... 1, 2, 6
all looking at the same object ........................ 3 avoiding eye-contact with each other ........ 5
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looking up into the sky....................................... 3 looking out of the screen (at the viewer).. 5 looking where they’re going ............................ 4 Forme verbale utilisée : be + ing
Activity 8 a. The film is War of the Worlds (still number 3).
b. Expression
Structure
Meaning
They look frightened
Look + adjectif
Avoir l’air …
They are all looking at the same thing
Look at + noun
Regarder
They look like father and daughter
Look like + noun
Ressembler à
She looks quite big
Look + adjectif
Avoir l’air …
Both of them are looking towards the sky
Look towards + noun
Regarder vers
It looks as if something is approaching them
Look as if + sujet + verbe + complément
Donner l’impression que
Film Title: Description of still:
Gone with the Wind
Film Title: Description of still:
The world is not enough
It’s a wide shot. The scene takes place in a ball room. Everyone is in period costumes (Southern States of the USA at the time of the Civil War). A couple are holding up their hands to dance together. The lady is dressed in black, she looks like a widow. The man is also wearing black, but has white cuffs and a white collar. They both look happy, they are smiling. It looks as if they are important people: everyone else has stopped dancing to admire them. The women are all standing on the left, and the men are on the right. Everyone is clapping.
It’s a long shot. A man and a young woman are jumping across a hole in the ground. The man is holding a gun and helping the woman jump. He looks as if he’s wearing some kind of uniform. The woman looks as if she was working out in the gym. They look physically exhausted. They seem to be running away from somebody or something. The backdrop looks like a construction site or some sort of factory. There is a lot of steam, and some flames. A man on the left is falling backwards.
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Understand and appreciate dialogue
4
Activity 9 Intonation
N°
è
1
ê
Type of sentence +
–
X
2
X
3
X
?
Sentence (= script)
!
X
Did you have a good time?
X
Which film did you see in the end?
X
Nick made me watch Twilight Twilight..
4
X
X
I really wanted to see Quantum of Solace!
5
X
X
That’s not true!
6
X
L’intonation en anglais
X
You didn’t have to stay with me.
En anglais, l’intonation des phrases affirmatives et négatives descend.
Pour les exclamations, l’intonation monte. Pour les questions, cela dépend de leur nature : Dans les questions fermées (yes/no questions), l’intonation monte. Dans les questions ouvertes (Wh- questions), l’intonation descend.
Activity 10 Number of speakers
1
Number of people participating in the conversation
2
Identity of people participating in the conversation
American President and Russian President (Boris)
Type of conversation
Phone call
Subject of conversaton
Hydrogen bomb
Incident which made this conversa- American commander in chief – mental tion necessary problem – ordered American planes to attack Russia
26
How much time do they have?
1 hour
Solution to the problem
Destroy American planes
People to contact
The People’s Central Defence Headquarters, Gdansk
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Adjective
Character speaker
inattentive evasive
X X
(feels) aggressed
Justification
listener
Turn the music down / The bomb, Boris. The hydrogen bomb. He had a sort of, well he went a little funny in the head.
X
Of course it’s a friendly call.
Reassuring
X
They will not reach their targets for at least another hour.
pragmatic
x
We’d like to give your air staff a complete run down on the targets, the flight plans, and the defensive systems of the planes.
concerned
X
Not very helpful upset
X
Script
X
I know they’re our boys.
X
I see, just ask for Gdansk Information.
X
We’re both upset.
Hello? Hello, Boris? Listen, it’s difficult to hear you, you couldn’t turn the music down just a little, by any chance, could you? … Oh, that’s a bit better. Yes. Great. You’re more making sense now, Boris. [...] Now then Boris. You remember how we’ve always said something could go wrong with the bomb. The bomb, Boris. The hydrogen bomb. Well it’s like this, one of our oldest commanders in chief, he had a funny, well his brain went blank for a sec. You know. Just a little ... funny. And well, it transpires he’s done something silly. (Listens.) Well, I’m going to spell the problem out to you, he ordered his fighter pilots ... to attack your country. (Listens.) Well hear me out, Boris. Hear me out, Boris. (Listens.) Well, that’s great, what about me? how do you think I feel about it? Can you imagine how I feel about it, Boris? Why do you think I’m making this call? Just to say hello? (Listens.) Of course I like chatting to you. Of course I like spending the time of day. But right now, Boris. I’m just on the phone to inform you something terrible has happened. (Listens.) It’s a friendly call. Of course it’s a friendly call. Listen, if it wasn’t friendly I wouldn’t be speaking to you. The targets will not be reached for at least another hour. (Listens.) I am ... I am 100 % positive, Boris. Listen, I’ve discussed all the possibilities with your ambassador. It is not a trick. (Listens.) Well this is what I can tell you. We’d like to communicate directly with your air staff to inform them on the precise targets, the flight plans, and the defensive
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systems of the planes. (Listens.) Yes! You’ve finally understood, if we can’t get the planes to turn round, then yes, that’s it, we’re just going to have to participate in destroying them, Boris. (Listens.) I know they’re our boys. (Listens.) Alright, well, listen ... Who should we contact? (Listens.) Who is our contact in air staff, Boris? (Listens.) The people ...? Sorry, you faded away there. (Listens.) The People’s Central Defense Headquarters. Where is that, Boris. (Listens.) In Gdansk. Right. Yes. (Listens.) Oh, you want to call them first, do you? (Listens.) Uh, huh. Listen, you don’t happen to have the phone number on you, do you? (Listens.) What? I see, just ask for Gdansk Information. I’m upset too, Boris. I’m very upset. (Listens.) Alright! You’re more upset than I am! But I am upset as well. I am as upset as you are, Boris. Don’t say that you are more upset than I am, because I am capable of being just as upset as you are. So we’re both upset, alright.
Activity 11 Written description:
5
It’s a medium shot. The American President is sitting at his desk in the Oval Office in the White House. He’s looking at a screen showing the American planes advancing across the surface of the earth, and the targets in Russia are flashing. He looks exhausted. His collar is undone, his tie is loose and he is sweating. During the conversation, he is drumming his fingers on the desk with impatience and exasperation. At the same time, he is trying to smile in order to remain polite.
Developing your comprehension of the implicit Activity 13 Number of speakers
3
Identity of speakers
mother, father & Trish
Subject of conversation
playing football
Tone of conversation
argumentative
Trish’s mother and father want her to stop playing football and to pre-
pare for her future married life.
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CLUE
IMPLICATION
your sister is engaged, .. She’s the one getting Trish’s sister is soon getting married married, learning how to cook dahl… can’t make chappa- Trish’s family has foreign origins. tis … make a full Punjabi meal marriage potential … What family will want a Trish’s mother’s major concern is with Trish’s daughter-in-law who future marriage she’s already divorced. … I won’t have you sha- Divorce is inacceptable for Trish’s mother ming our family like that.
CLUE Trish’s ambition Trish’s dad’s attitude (towards other people, his wife, Trish) Trish’s mother’s attitude to the Western way of life Trish’s age
a.
IMPLICATION
I’m joining a girls’ team… to participate in proper matches. The coach said I’ve got a lot of potential.
b. You know how easily people talk DAD: Well – MUM: (interrupting him) Dad? Ah, no! Your mother is right.
She would like to become a football star. He’s worried about the family’s reputation. He would like to help Trish, but his wife dominates him. He respects his wife.
c. She was always answering back, and then … become a model wearing small, small skirts...
She disapproves of women showing too much of their bodies.
d. I was married when I was your age… You could play all the football you wanted up till now, right? Playtime is finished… Your exams are over,… You’re not a child any more. You must start behaving like a grown woman.
Trish has reached adulthood: she is no longer a child, she is old enough to marry.
The underlined expressions in the script make it more authentic: Dad
Trish, now that your sister is engaged, it’s different. You know how easily people talk.
Trish
She’s the one getting married, not me!
Mum
I was married when I was your age. You’re not even ready - you show no interest in learning how to cook dahl!
Trish
Anyway y y, playing with boys is no longer an issue for me.
Mum
Good. The matter is settled then – there’s no point in discussing it any more.
Trish
I’m joining a girls’ team.
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Mum
Eh??!!!
Trish
They need me to participate in proper matches. The coach said I’ve got a lot of potential.
Mum
Potential? What p potential?… Trish, your potential today is marriage potential. You could play all the football you wanted up till now, right? g Playtime is finished.
Trish
You’re not being g fair. I’ve been selected! He needs me!
Mum
He?... (to her husband) d She said it was a girls’ football team!
Trish
The coach. Mike.
Mum
See how she tells lies. (to Trish) I don’t approve of girls running around in shorts in front of men, huh! Look how dark you’ve become, playing in the sun.
Trish
But Mum! Mike says y I’m really good.
Mum
What familyy will want a daughter-in-law who spends her time kicking footballs all day but can’t make chappatis? Your exams are over, I want you to stay at home and learn how to make a full Punjabi meal.
Trish
(to her father) r But,, dad!
Dad
Well -
Mum
(interrupting him) Dad? Ah,, no! This is all your fault! Look how you spoil her. It was the same with your niece, she was always answering back, and then she ran off to become a model wearing small, small skirts...
Trish
Mum, she’s in fashion design!
Mum
She’s a shame to her family, that’s what she is. She married a white boy with blue hair three years ago and she’s already divorced. Her mother can’t get over it! She can’t look people in the eye. She hasn’t come to the temple since. I won’t have yyou shaming our family like that. That’s it! No more football! ((Mum leaves the room)
Dad
CD 1
Enr.13
30
Trish, your mother is right. You’re not a child any more. You must start behaving like a grown woman. OK?
N’oubliez pas : si vous avez besoin de perfectionner votre anglais oral, entraînez-vous à répéter les répliques de ce dialogue avec l’enregistrement.
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Writing a storyboard for a scene Activity 14
Drawing
Written description Camera shot: middle shot Decor: living room with a sofa (Trish) and armchair (dad). Coffee table in front of sofa. Window with curtains behind the sofa. Some lamps, a picture and a rug rug.. Characters’ appearance: Trish is wearing her football kit. Her Dad is wearing a cardigan and slippers. Characters’ actions: The Dad is reclining in the armchair, looking very lazy. Trish is sitting on the edge of her chair, excited.
Model answer General idea
Dialogue
wants to convince daughter mother Dad: You know, you should really listen to your mother. She is right knows what she’s talking about! accuses father of not expressing his Trish: You say that because you’re afraid of her, but in your real feelings heart of hearts, you approve of what I want to do! admits his attitude would be diffe- Dad: That’s not really fair. If you were a boy, I would take your rent if Trish was a boy defence, there’s no question. But you’re not, and I’m not a woman. Your mother knows what’s best for you! accuses mother of being old-fashio- Trish: But times have changed! What was true when she was ned my age is no longer true! explains that everyone just wants Dad: Believe me, the only thing that matters for us is your Trish’s happiness future happiness. Today, you may think you want to be a football star, but in ten years’ time you’ll be grateful that we encouraged you to marry and have a family. suggests that being David Beckham Trish: You say that because if you said anything else it would is everyone’s dream … mean admitting your life is a failure. But face up to it! If you could live like David Beckham, be David Beckham, you’d be in heaven!
Don’t forget to underline the expressions that make this dialogue authentic (= expressions we don’t usually use when we write English…)
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S équence 3 1
Get ready: getting to know famous speech makers and their causes Activity 1 Barack Obama is the first African-American President of the United
States. Nelson Mandela was the first Black President of South Africa. Martin Luther King was a prominent leader of the civil-rights movement in America. a.
A
B
Barack Obama Nelson Mandela
C
D
X
X
E
X
Martin Luther King
F
X X
X
FACT FILE Légendes des photographies A Tokyo Sexwalo, Nelson Mandela, Walter Sisulu / Meeting à Thokoza Township, 1err février 1994. B Marche sur Washington, 28 août 1963 (200 000 Américains manifestent pour l’avancée des droits civiques et contre les discriminations raciales). – Martin Luther King lors de son discours « I have a dream » sur les marches du mémorial Lincoln entouré d’auxiliaires et d’un fonctionnaire du National Park Service (avec chapeau). C Obama, Barack ; homme politique américain (Parti Démocrate) ; né le 4.8.1961 à Honolulu (Hawaii). – Campagne électorale des représentants du Parti démocrate pour la candidature à la présidentielle 2008 : discours d’Obama le 18 janvier 2008 dans une école d’Elko, Névada. – (Tanner). D Page de Couverture de ‘The Standard’, quotidien en anglais au Kenya. E Marche sur Washington, 28 août 1963 (200 000 Américains manifestent pour l’avancée des droits civiques et contre les discriminations raciales). – Martin Luther King (1re rangée, 2e en partant de la g.) et d’autres leaders noirs lors de la marche sur Washington. F Libération de Nelson Mandela, 1990.
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b. Martin Luther King g led a civil rights march in Washington D.C. in 1963 before making his historical speech against racial discrimination. Nelson Mandela devoted his time and energy to the fight against poverty on a world scale after serving two Presidencies. Barack Obama inspired admiration worldwide after his speech on race on March 18, 2008. For all three men:
King & Obama:
Their ancestors were African. They have fought for a better human condition. They were awarded the Nobel Peace Prize. They are American.
Mandela & Obama: Their fathers were born in Africa. They have been elected President.
M.L. KING
N. MANDELA
1. His father was from Kenya and grew up herding goats.
B. OBAMA X
X
2. He was a man of the church like his father. 3. He spent his childhood first in Indonesia and then in Hawaii.
X X
4. His father was chief of a small African village. 5. He organized protests and mobilized his people, in a pacific manner.
X
X X
6. He studied law at Harvard University. 7. He spent 27 years in prison as an enemy of the state.
X
8. He was a civil rights lawyer.
X
X
X
X
X
9. He was assassinated in 1963. 10. He is one of the world’s greatest and most admired political leaders.
Activity 2 CD 1
Enr.15
M. L. King’s biography
Biographies Listen and read aloud to perfect your pronunciation. Martin Luther King was born in 1929 in Atlanta, Georgia. His father was a pastor of the Ebenezer Baptist Church. After graduating from Morehouse
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College in 1948, he became a Church minister like his father, married Coretta Scott and had four children. At the beginning of his career he organised civil rights activities first in the South and then nationwide. Although he promoted nonviolent resistance, Martin Luther King was arrested several times in the 1950s and 1960s. The turning point came in 1963 when the protest he led in Birmingham Alabama brought him worldwide attention. In August of the same year, he helped organise a civil rights march on Washington attended by 200,000 people at which he made his historic speech “I have a dream”. Besides advocating civil rights, he also began to speak out against the Vietnam war and poverty. He was awarded the Nobel Peace Prize in 1964. Four years later, he went to Memphis, Tennessee, to support striking sanitation workers. He stayed in a motel, and on April 4, 1968, MLK was shot and killed while standing on the balcony of the motel. The Americans commemorate his memory every year on the third Monday in January with a public Holiday – Martin Luther King Day. Mandela’s biography
Obama’s biography
34
Nelson Mandela was born in a small South African village to a local chief and his third wife. His birth name Rolihlahla means, “to pull a branch of a tree” or “troublemaker”, but he was given the Western name Nelson at 7 years old by his schoolteacher. He was the first person in his family to receive a western education, and decided to study law at an early age. Mandela became a lawyer in Johannesburg, and defended black South Africans against the government’s increasingly unfair treatment. He became a key figure of the (ANC) African National Congress, participating in boycotts, organizing protests, and mobilizing his people. The South African government labelled him an enemy of the state: he was accused of treason, banned from political involvement, disbarred, and sentenced to life in prison. In fact the spent 27 years in prison before his release in 1990 at the age of 72. His incarceration brought international attention to the racial injustices of apartheid in South Africa with people crying out «Free Nelson Mandela» all over the world. Four years after his release, in 1994 Mandela was elected the first black President of South Africa. He retired from political life in 1999, but continues to support issues that affect his country and the world at large, such as the AIDS epidemic, poverty, and human rights. He has been honoured with numerous awards including the Nobel Peace Prize. Barack Hussein Obama was born in Hawaii in 1961. His father, Barack Obama, Sr. was from Kenya, and grew up herding goats. His mother, Stanley Ann Dunham, was from Wichita, Kansas, but her family moved to Honolulu, Hawaii, when she was in high school. Barack’s mother and father divorced when Barack was three years old. His father moved back to Kenya, and his mother stayed in Hawaii before her second marriage to an Indonesian when Barack was six years old. Barack lived in Indonesia for four years before returning to Hawaii to live with his grandparents when he was 10. At school Barack excelled in academic subjects and basketball even if he was not totally accepted by the other students.
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After high school, he attended college first in California, then New York where he graduated in politics in 1983. Barack then worked as a community organizer for three years in Chicago helping churches and housing project leaders make the community a better place before deciding to study law at Harvard. At Harvard, he became the first African-American president of the Harvard Law Review and met his future wife. In 1991 Barack graduated from law school and married Michelle. They had two daughters together: Malia and Natasha. They moved to Chicago, and Barack began working as a civil rights lawyer. In 1996, Barack Obama was elected state senator for Illinois. In 2004, he ran a campaign to become a United States senator. He gave a landmark speech at the Democratic National Convention, insisting on unity and equality between the American people. In 2008, Barack Obama ran for President of the United States. He is the first African-American president of the nation. He is also the first Hawaiian president! He was awarded the Nobel Peace Prize in 2009.
Activity 3 Fact sheet on civil rights in the USA
Today’s African Americans are descendants of the Negro slaves imported from Africa and the Caribbean from the 15th century to the mid-19th century. They were made to work in the cotton and tobacco plantations in the South. The slaves belonged to their masters and had no rights. Although the Declaration of Independence, signed on 4 July 1776, states: We hold these truths to be self-evident, that all men are created equal, it wasn’t until after the Civil War that the slaves were freed. However, they remained victims of discrimination, as their rights as citizens of the United States were not respected. They were denied the right to vote, and many secret societies such as the Ku Klux Klan were created to persecute them. The persecution against Blacks was particularly strong in the South where segregation was widely practised: Blacks and Whites lived in different quarters, travelled in different parts of public transport and went to different schools, shops and restaurants. The Supreme Court put an end to segregation in schools in 1954 and to segregation on public transport in 1956. In 1964, the Civil Rights Act prohibited discrimination in public places and established an Equal Employment Opportunity Commission to prevent discrimination in employment. A year later the African Americans’ right to vote was reinforced, but the resistance of some Whites caused serious riots (émeutes), and led to the creation of Negro Associations such as the Black Muslims (pro-violence), the Civil Rights Association (non-violent led by Martin Luther King and the Black Panthers (paramilitary).
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It wasn’t until 1988 that Jesse Jackson became the first potential Black candidate for the American presidency. a. Whereas Blacks in America were exploited on plantations, the Afri-
cans were made to work in diamond mines. Vocabulary tip
b. In both countries, Blacks were persecuted for more than a century.
La règle de l’accent de mot dans le cas de l’ajout d’un suffixe:
c. Apartheid in South Africa is equivalent to segregation in the United States.
Si le suffixe n’est que d’une syllabe, l’accent de mot reste à la même place dans le mot racine : ex’ploit ; ex’ploitable ; ex’ploited
d. Segregation and apartheid are forms of (racial) discrimination / prejudice.
Si le suffixe est de deux syllabes, l’accent de mot se déplace à la pénultième syllabe : ex’ploit ➝ exploi’tation
2
e. Today in theory, in both the USA and South Africa, all citizens are equal: in practise, Blacks are often discriminated against in many areas such as housing, employment and healthcare.
Learning to listen attentively to a speech Activity 4 King’s manner ❒ boring
King’s voice
❒ monotonous
Key words & repetitions
✓ passionate ❒
❒ inspirational
✓ lively ❒
❒ distinctive
I have a dream … one day Will be able to… With this faith … together Let freedom ring black
a. I have a dream
b. He has a dream that one day people will be free. The message concerns everyone, especially Blacks.
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Activity 5 a. People (nouns, My friends, pronouns …)
all men, the sons of former slaves and the sons of former slave owners, my four little children, little black boys and black girls, little white boys and white girls, (sisters and brothers.), I, we, Governor, racists all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics
Places (names)
(the state of) Mississippi, Alabama, the South, (the hilltops of) New Hampshire, (the mighty mountains of) New York, (the heightening Alleghenies of) Pennsylvania , (the snow-capped Rockies of) Colorado, (the curvaceous slopes of) California, (Stone Mountain of) Georgia, (every hill and molehill of) Mississippi every tenement and every hamlet, every state and every city
References to the past
“We hold these truths to be self-evident that all men are created equal. equal.”” (Declaration of Independence), “Land where my father’s died, land of the Pilgrim’s pride, pride,””
References to the present
I have a dream
References to the future
One day; will …
b. They are of
❒ similar
✓ different ❒
❒ social groups
They are of
❒ similar
✓ different ❒
❒ races
They are of
❒ similar
✓ different ❒
❒ religions
They are of
❒ similar
✓ different ❒
❒ ages
They are
❒male
✓ female ❒
King is interested in people from all walks of life, from all ethnic origins.
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c. ❒ ✓ North
✓ South ❒
✓ East ❒
✓ West of the USA ❒
So, King is interested in people from all walks of life, from all ethnic origins. a. ❒ ✓ brotherhood ✓ dream ❒
✓ despair ❒ ✓ faith ❒
❒ disbelief ✓ freedom ❒
✓ hope ❒ ✓ justice ❒
❒ hostility ❒ nightmare
✓ injustice ❒ ❒ opposition
✓ oppression ❒ ✓ pride ❒
❒ subordination ✓ liberty ❒
b. A mental picture of the future The condition of being free The feeling of expectation and desire The feeling that men should treat one another like brothers The quality of being right and fair Trust, unquestioning confidence
= = =
dream freedom hope
= = =
brotherhood justice faith
c. King dreams of a world of freedom, hope and justice. He hopes people will learn to live as a brotherhood.
Activity 6 Let us not wallow in the valley of despair. // I say to you, today my
friends, // so even though we face the difficulties / of today and tomorrow, / I still have a dream. / It is a dream deeply rooted in the American dream. / I have a dream / that one day / this nation will rise up / and live out the true meaning of its creed. / We hold these truths to be self-evident / that all men are created equal. // I have a dream / that one day on the red hills of Georgia / the sons of former slaves and the sons of former slave owners / will be able to sit down together at the table of brotherhood. / I have a dream / that one day /even the state of Mississippi, a state sweltering with the heat of injustice, / sweltering with the heat of oppression, / will be transformed into an oasis of freedom and justice. I have a dream / that my four little children / will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. // I have a dream that one day / down / in Alabama, with its vicious racists / with its governor / having his lip dripping with the words of interposition and nullification, / one day, right down in Alabama little black boys and black girls / will be able to join hands with little white boys and white girls / as sisters and brothers. I have a dream today. //
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[…] This is our hope. / This is the faith that I will go back to the South with. / With this faith / we will be able to hew out of the mountain of despair a stone of hope. / With this faith / we will be able to transform the jangling discords of our nation / into a beautiful symphony of brotherhood. / With this faith / we will be able to work together, to pray together, / to struggle together, / to go to jail together, / to stand up for freedom together, / knowing that we will be free one day. / This will be the day when all of God’s children / will be able to sing with new meaning / «My country ‘tis of thee, / sweet land of liberty, of thee I sing. / Land where my fathers died, land of the Pilgrim’s pride, / from every mountainside, / let freedom ring!» And if America is to be a great nation, / this must become true. / So let freedom ring / from the prodigious hilltops of New Hampshire. / Let freedom ring / from the mighty mountains of New York. / Let freedom ring from the heightening Alleghenies of Pennsylvania. / Let freedom ring from the snow-capped Rockies of Colorado. / Let freedom ring from the curvaceous slopes of California. But not only that, / let freedom ring from Stone Mountain of Georgia. / Let freedom ring from Lookout Mountain of Tennessee! / Let freedom ring from every hill and molehill of Mississippi. / From every mountainside / let freedom ring and when this happens, // when we allow freedom ring. / when we let it ring from every village and every hamlet, / from every state and every city, / we will be able to speed up that day / when all of God’s children, black men and white men, / Jews and Gentiles, / Protestants and Catholics will be able to join hands / and sing in the words of the old Negro spiritual, / “Free at last, / free at last. / Thank God Almighty, / we are free at last.” Normal conversation
King in his speech
Pause at the end of the sentence
❒ always ✓ sometimes ❒ ❒ never
❒ always ✓ sometimes ❒ ❒ never
Pause mid-sentence
❒ always ❒ sometimes ✓ never ❒
❒ always ✓ sometimes ❒ ❒ never
Stress on key words
✓ always ❒ ❒ sometimes ❒ never
✓ always ❒ ❒ sometimes ❒ never
Stress on grammatical words
❒ always emphase) e) ✓ sometimes ((emphase ❒ never ✓ ❒
❒ always ✓ sometimes ❒ ❒ never
Contracted verb forms
✓ always ❒ ❒ sometimes ❒ never
❒ always ❒ sometimes ✓ never ❒
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King doesn’t talk like people do in a normal conversation (he avoids contractions, and pauses frequently, even in mid-sentence, sometimes stressing grammatical words). He talks in this way to make people pay attention, to make them realise that what he is saying is particularly important.
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Understanding how to make a good speech Activity 7
TECHNIQUE
DESCRIPTION
EXAMPLE
ALLITERATION
Using a series of words that start with A horrible, hungry hippopotamus. the same letter
FACTS
Referring to historical truths
Our ancestors came from Africa.
OPINIONS
Expressing one’s own beliefs rather than facts
I think it’s time to rebel.
REPETITION
Repeating a word or expression
I remember that day. I remember seeing…
EMOTIVE LANGUAGE
Words and phrases to make the audience feel something
Too much blood has been spilt.
STATISTICS
Using figures (statistics) to illustrate an argument
Today 56% of black households in America are headed by single women.
THREE (RULES OF)
Repeating an idea or image three times, usually in a slightly different way
Do it well, do it fast and do it now.
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TECHNIQUE
PRECISE USE
ALLITERATION
today and tomorrow
-
FACTS
the sons of former slaves and the sons of former slave owners
-
OPINIONS
I still have a dream / This is our hope
-
REPETITION
I have a dream
-
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PARTIAL USE
TECHNIQUE
PRECISE USE
PARTIAL USE
EMOTIVE LANGUAGE
if America is to be a great nation / a beautiful symphony of brotherhood
STATISTICS
-
THREE (RULES OF)
-
Let freedom ring from every hill (1) and molehill (2) of Mississippi from every mountainside (3)
PRESENT IN KING’S SPEECH
TECHNIQUE
YES
NO
RHETORICAL QUESTIONS
X
SUPERLATIVES
X
PRONOUNS
X
EXAMPLE
I have / we will
FLATTERY
X
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Developing your capacity at understanding a written speech Activity 10 a. Make Poverty History in 2005. Make History in 2005.
b.
People
Elements in the speech
Further information
I
Nelson Mandela
You
Audience
None of us
= no one / nobody
The Global Campaign for Action against Poverty
(global) public movement
The people of Britain
supported anti apartheid movement
Millions of people in the world’s poorest countries
victims of poverty
Human beings
capable of overcoming poverty
The developed nations / countries
must take steps
The poorest countries
endure a debt crisis
World leaders / those leaders
meet in New York
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Elements in the speech
Further information
The world’s poorest citizens G7 finance ministers G8 leaders Young people of Britain That great generation All humanity
meet in London (tomorrow) meet in Scotland in July must take white bands to G8 = young people of Britain = people Mandela is addressing
Places
Here Just a few yards from this spot New York Here in London Scotland Africa
Trafalgar Square, London Trafalgar Square, London World leaders meet G7 finance ministers meet G8 leaders meet Issue of poverty
References to the past
Recently Those days of the struggle against apartheid 2000
Announcement of retirement
References to the present
Today Our times This new century It is time to set them free 2005 September At the moment Tomorrow In a moment
3rdd February, 2005 modern society 21stt century time to act against poverty unique opportunity to act New York summit (G8) Promise not fulfilled 4th February, 2005 = now
References to the future
July I will be watching with anticipation The task will not be easy
G8 summit in Scotland Mandela wants results = acting against poverty
People
Millenium Declaration by world leaders
Part
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Main idea
1
Introduction – pleased to accept invitation “I am privileged … we could not decline the invitation. invitation.””
2
War on poverty: a social evil on the same level as apartheid and slavery Massive poverty… no true freedom.
3
3 steps to fight poverty The steps… the highest quality.
4
Need to pressure G8 leaders in fight against poverty In 2005,… I will be watching with anticipation.
5
Hope that young generation and all humanity will succeed and conquer poverty “We thank you… our heads held high. high.””
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a. Technique
Example
A Alliteration
Heads held high
F Facts
in September, world leaders will gather in New York to measure progress since they made the Millennium Declaration in the year 2000
O Opinions
the Global Campaign for Action Against Poverty represents such a noble cause
R Repetition
a fundamental human right, the right to dignity etc.
E Emotive language
massive poverty and obscene inequality are such terrible scourges of our times
S Statistics
-
T Three (rules of)
poverty, injustice and gross inequality , imprisoned, enslaved, and in chains.
Rhetorical questions
-
Superlatives
the poorest countries.
Pronouns
as you know, I … … none of us can truly rest
Flattery
through your will and passion, you assisted in consigning that evil system forever to history
b. Martin Luther King ➝ emotion Nelson Mandela ➝ reason c. N° Argument 5
Man has the power to eliminate poverty.
1
Poverty is a form of injustice.
2
Poverty is as bad as slavery and apartheid.
3
Thanks to the British, apartheid is a thing of the past.
4
Today millions of people still suffer from poverty.
Activity 11
Scourges g : connotation: possible synonym(s):
Boasts:: Boasts connotation: possible synonym(s):
✓ noun ❒ ❒ positive ❒ satisfactions
❒ verb ✓ negative ❒ ✓ evils ❒
❒ adjective ❒ neutral ❒ illnesses
❒ joys
❒ noun ❒ positive ❒ diminishes
✓ verb ❒ ✓ negative ❒ ❒ magnifies
❒ adjective ❒ neutral ✓ is proud of ❒
❒ dissimulates
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Rank:: Rank connotation: possible synonym(s):
❒ noun ❒ positive ❒ follow a. Theyy:
❒ adjective
✓ verb ❒ ❒ negative ❒ precede
✓ neutral ❒ ❒ spoil
✓ be present ❒
✓ massive poverty and obscene inequality ❒ our times ❒
❒ breathtaking advances b. That evil system y : ❒ will and passion ✓ apartheid ❒ c. The symbol y of this global g call to action: ❒ the issue of poverty Vocabulary toolbox ✓ this white band ❒ To put someone in peril : to imperil
❒ solidarity ❒ slavery ❒ Mandela’s hat ❒ the G8 summit
Activity 12
To put someone in danger: to endanger
privilege g d
To make someone noble : to ennoble To make sure : to ensure
should
technology gy
developed
campaig p gn
industry
promise
decline
system
finance
science
charityy
focus
syymbol
humanity
debt
measure / vision
[]
❒ social evils
[]
poverty
hig ghest issue / action [ʃ]
[ʃ]
✓ ❒❒ ❒
injustice
❒❒ ✓ ❒
inequality
❒❒❒ ✓ ❒❒
invitation
❒❒❒ ✓ ❒
solidarity
❒❒❒ ✓ ❒❒
fundamental
❒❒❒ ✓ ❒
declaration
❒❒❒ ✓ ❒
generation
❒❒❒ ✓ ❒
Dans les mots se terminant en –tion, la syllable accentuée est l’avant dernière. Dans les mots se terminant en –ty, la syllable accentuée est l’antépénultième.
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On the way to autonomy Activity 14 a. compassionate
entertaining old-fashioned overrated rare significant well-known
= = = = = = =
cruel tiresome up-to-date underestimated common minor unknown
b. incompetent unconventional undignified unexpected
unrewarding unstable intolerant
c. disagreeable illegitimate illogical immature
impersonal irrational irresponsible
d.
Positive (+)
Negative (-)
absurd
X
appalling
X
awful
X
brilliant
X
delightful
X
enormous
X
essential
X
excellent
X
furious
X
hopeless
X
impossible
X
marvellous
X
perfect
X
splendid
X
terrible
X
vital
X
wonderful
X
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enormously
= = = = = = =
consistently constantly inevitably invariably rarely totally
immensely always again and again obviously systematically seldom utterly
a.
1.
✓ appalling ❒ ❒ enviable
✓ disgraceful ❒ ✓ inacceptable ❒
❒ fantastic ✓ shocking ❒
2.
admirable
appalling
excellent
atrocious
dreadful
fine
praiseworthy
frightful
3.
✓ clearly ❒ ❒ personally
❒ absolutely ✓ quite frankly ❒
✓ obviously ❒ ❒ immediately
✓ inevitably ❒ ❒ generally
4.
✓ actually ❒ ✓ seriously ❒
❒ unfortunately ✓ frankly ❒
✓ honestly ❒ ✓ hopefully ❒
❒ sadly ❒ desperately
On pourrait dire:
5.
❒ great ✓ incomprehensible ❒
Unfortunately / sadly, there is no straightforward solution to this problem. (notion de regret, d’impossibilité) am all in favour of
advocate
am against
condemn
strongly disapprove of applaud
approve of
favour
support
reject the idea of
object to
b. 1. It is appalling / disgraceful / inacceptable / shocking / incomprehensible that most safari parks are simply money-making enterprises. 2. Clearly / obviously / inevitably / unfortunately / sadlyy there are some zoos which are run to make a profit, but not all. 3. Actually / (quite) frankly / seriously / honestly, some zoos are absolutely admirable / fine / excellent / praiseworthy. 4. I am against / condemn / strongly disapprove of / object to / reject the idea off zoos as such – even if I enjoy a day at the zoo.
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Séquence 4 1
Increasing your knowledge of the world of fashion Activity 1
trilby hat
catwalk
poodle skirt
1. ˛ a. Jean Harlow
platform shoes
mini skirt
6. ˛ d. Katherine Hamnet
2. ˛ d. hand-knit clothes
7. ˛ c. shoulder pads
3. ˛ a. the 50’s
8. ˛ c. a brown raincoat
4. ˛ b. Gabrielle
9. ˛ b. Kate Moss
5. ˛ b. Mary Quant
10. ˛ c. Marc Jacobs
Your score : ........./10 Calculate your score.
Number of a.’s: ......... x 3 = ......... Number of b.’s: ......... x 2 = ......... Number of c.’s: ......... x 1 = ......... Number of d.’s: ......... x 0 = ......... Your score =
.........
Your total for
= ......... /10
Your total for
= ......... /30
Final total
= ......... /40
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Your fashion profile Between 31 and 40 points
Between 21 and 30 points
Between 11 and 20 points
Between 0 and 10 points
Fashion is your passion. You are an exceptionally keen fashion follower. You know all about the history of fashion and the names of the top people in the fashion industry today. Your knowledge is not just bookish: you actually follow the latest trends and buy the latest fashion items whenever you can. You have an eye for accessorizing your outfits to adapt to fashion as it changes, so your friends are always asking you for advice! Maybe you overdo it: you might actually be a fashion victim! You are interested in fashion, but you won’t let it get to your head. If you can follow the latest fashion, you will, but you have no intention of breaking your budget or of spending too much time on it. You have a flexible, rational attitude to fashion. You’re fashion conscious but not irresponsible! You are not particularly interested in fashion even if you know that it exists. It’s not the centre of your world: your passions lie elsewhere, and you have already understood that fashion is exceptionally short-lived and that it’s not really worth devoting time and energy, not to mention money, on something that is so ephemeral. You’re pretty conservative, but in a good way. You live in a world of your own, where there is no place for fashion. You consider it a waste of time and money. As long as your clothes are practical and keep you warm, you have no interest in what they look like. There are too many other important things in life to worry about without being obsessed with clothes! Beware! You’re perfectly entitled to think that way, but don’t let your attitude to appearance influence people’s opinion of you in a negative way!
Activity 2 1. out of fashion
CD 2
5. fashion victim
2. fashionable
6. up to date
3. conservative
7. sensible
4. role model
8. fashion conscious.
Activity 3 You can listen and read the model answer at the same time!
Enr.1
Both pictures relate to the fashion industry, and on a wider scale to the consumer society, but in a very different way. The first picture is a portrayal
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of the clothing industry before the industrial revolution: men, women and children are employed to sew garments and household linens by hand. Even if the working conditions are unpleasant, they are crowded together in a single room. Every one is sitting on stools, heads bowed, with their workpiece on their laps. That being said, the picture presents this work in a favourable light on account of its colourfulness. Everyone is wearing different coloured clothes and the sunlight is pouring through the windows as if it symbolises the glory of hard work. On the other hand, the second picture is much more recent, as we can judge by the plastic Tesco shopping bag. Whereas the older picture is in colour, this one is in tones of grey, the only true colour being the Tesco bag. Likewise, contrary to the older picture’s apparent documentary value, the more recent one is intentionally symbolic and very obviously artistically contrived: the girl with the pony tail and the older boy are pledging allegiance to the Tesco bag, their hands on their chests while the younger boy raises the Tesco bag flag. If the artist had chosen to maintain the natural colours, we could be led to think that he approves of the place occupied by mass distribution in today’s society. However, the absence of colour evokes a mood of sadness and tragedy, suggesting that the pursuit of the consumer society has robbed our children of natural pleasures and joy. The message seems to be that mass distribution leads to uniformity and gloom. As to the question, – who are the FACT FILE fashion victims? –, the answer The older picture is entitled “Garment Workers from our twenty-first century stanin a Crowded Sweatshop*, an Evasion of Factory dpoint is clearly both, even if the Labor Regulations”. It is actually an American print artist of the earlier painting did not in ink dating from about 1890. The Giclee printing intend us to think so. The working process (impression à jet d’encre) delivers a fine class employed to sew by hand, stream of ink resulting in vivid, pure color and were soon to become slaves to exceptional detail. the industrial revolution, working in horrendous conditions for the The more recent picture is actually a mural painted sake of the textile industry. on the wall of a chemist’s shop in Islington, Great Britain by ‘guerrilla artist’ Banksy. It depicts three children pledging allegiance to a Tesco bag (just as American school children today pledge allegiance every morning to the American flag). It is symptomatic of the growing concern about mass distribution and the giant chainstores and their negative influence on societies, economies and the environment.
*sweatshop: atelier clandestin (à l’époque, on entassait les ouvriers américains dans des pièces confinées pour échapper aux contrôles par l’inspection du travail).
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2
Understanding people talking about a social issue Activity 4
CD 2
Enr.3
1. India is five times bigger than the UK. False. India’s total land area is 3,287,263 km. It is over 13 times the size of the UK.
2. More than 16 % of the world’s population live in India. True. In 2005 India had a population of over 1.1 billion. It has a population density of 229 per km squared compared with 246 per km squared in the UK.
3. India is still part of the British Empire. False. India became independent from Britain in August 1947.
4. The wettest place on earth is in India. True. The wettest place on earth is Cherrapunji which has 1.270 cm of rain each year compared to 59 cm of rain in London.
5. Most people in India live in poverty. False. It is estimated that around 27.5 per cent of the Indian population lives below the poverty line. Although this is a very large figure, it is a reduction from the number of people living in poverty in 1977-78 (51.3 per cent of the population).
6. In India, the number of people who live in towns and cities is growing faster than in the countryside. True. The urban population has expanded steadily since 1960. In 2001, 28 per cent of Indians lived in urban areas, but 60 per cent of Indians still lived in villages with fewer than 5,000 people in them.
Comment tirer le maximum d’un corrigé ? Bien sûr, il faut lire et chercher à comprendre. Ensuite il faut mémoriser les nouvelles informations. Dans le cas présent, il n’est pas vraiment utile de mémoriser toutes les données chiffrées sur l’Inde, évidemment.
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7. India has two official languages, Hindi and English. False. India has 18 official languages, but the people of India have over 1,500 different mother tongues. Hindi and Bengali are the fifth and sixth most spoken languages in the world. English is widely spoken but is not an official language.
8. All people in India follow the Hindu religion. False. In the 2001 census, India’s population was divided as follows: 80.5% Hindu, 13.4% Muslim, 2.3% Christian, 1.9% Sikh, 0.8% Buddhist, 0.4% Jain.
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9. Textiles and clothing are one of India’s main exports. True. The textiles industry is the second largest industry after agriculture. It provides jobs for perhaps 35 million people and accounts for nearly 20 per cent of exports.
10. India is one of the world’s largest producers of films. True. India makes about 800 films a year (more than three times the number produced in the USA) and has about 5,000 cinemas. On average every Indian goes to the cinema 6.6 times per year. Over 14 million Indians go to the cinema every day.
Comment dire les chiffres ? Mais savez-vous dire tous ces chiffres ? Essayez de lire chaque réponse à voix haute. CD 2
Enr.3
Si vous trébuchez sur les chiffres, écoutez le CD pour vous entraînez, et si vous avez toujours du mal, prenez le temps de noter les réponses en face pour faire ressortir la règle à chaque fois. (N’oubliez pas que la virgule n’indique pas un chiffre décimal en anglais !) :
3,287,263 = 3 million, two hundred and eighty seven thousand, two hundred and sixty-three 2005 (date) = ............................................................................................................................................... 1.1 (décimal) = ............................................................................................................................................ 229 = .............................................................................................................................................................. 1,270 = .......................................................................................................................................................... 27.5 = ............................................................................................................................................................. 0.8% = ............................................................................................................................................................
Mahatma Gandhi was born in 1869 in Gujarat a state in northern India.
His father was an important local politician. Like most Indian children at that time, Gandhi’s parents arranged for him to be married when he was 13 and he had his first child before he was 20. He went to London to study law for three years from 1888 to 1881. His dislike for English food led him to become a vegetarian. From 1893 to 1914 he worked as a lawyer in South Africa where his observation of racial discrimination triggered the development of the idea of non-violence (ashima in Hindu religion). On his return to India in 1914, Gandhi chose to lead a life of simplicity spending as little money as possible and limiting the number of clothes he wore. He became famous when he encouraged local farmers to resist British domination in the form of taxes. He encouraged non-violent resistance and non-cooperation with boycotts, refusal to pay taxes, prison…
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Activity 5 The attitude of the Indian population towards Gandhi:
Picture: They treat him like a king or a holy person; they venerate him and honour him. He is greeted by tremendous crowds.
Gandhi’s speech: no information
The image Gandhi wants to present of himself:
Picture: a very simple person; wearing the minimum of clothes
Gandhi’s speech: non-violent, firm, dignity
Gandhi’s attitude to clothing:
Picture: people should be able Gandhi’s speech: to make their own clothes; men only one piece of homespun and women alike – wear it with dignity
Gandhi’s attitude to the authority represented in this picture:
Picture: respectful, but determined to show that he doesn’t want his country’s culture to be dictated by Great Britain (so he wears traditional Indian clothing to 10 Downing Street – the official residence of the British Prime Minister)
Gandhi’s speech: wants to defy the British they are responsible for poverty in India
a. People / places
Additional information
The British
(we) defy… not with violence, but with firmness
English factories
make cloth that makes (our) poverty
Manchester and Leeds
bring (me) the cloth from …
Delhi and London
light a fire that … seen in …
b. 1. “we” = ˛ the Indians “you” = ˛ the Indians “me” = Gandhi 2.
the British
violence firmness poverty dignity
• the Indians
3. Manchester and Leeds are English factories (towns where there are factories) Delhi and London are capital cities.
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c. 1. He is
❒ hesitant
˛ calm
˛ incisive
˛ firm
❒ agitated
❒ indifferent
2. Modals: we must, we will… ; imperatives: bring me, wear it… d. The subject of his speech: cloth (one word). 1. defy the British 2. bring me the cloth & light a fire 3. wear (homespun) with dignity e. “homespun”: bure (en rapport avec le textile, quelque chose qui se porte (“wear it”), en lien avec la maison (“home”), et on voit Gandhi travailler avec un rouet à la maison = un habit très simple tissé à la maison. To spin, spun, spun = filer (de la laine) f. Gandhi wants to incite the Indian people to rebel against the British textile industry, which is the source of the country’s poverty. He wants the Indians to burn the clothes the British manufacture in their factories in England, and to go back to wearing traditional homemade Indian clothing.
Activity 6 CD 2
You may also listen to the model answer on the CD. Enr.6
Synthesis: Karama is a young Cambodian who works in a garment factory in Phnom Penh in order to take care of six brothers and sisters and her widowed mother. She exposes the intolerable working conditions in her factory: the workers have to meet increasingly higher production targets, which are so difficult to attain that going to the toilet becomes impossible. They regularly work two or even four hours overtime every evening for a meagre salary which Karama shares with her family. When she has paid the basic necessities of rent, food and medicine, there is nothing left of the £30-35 a month she receives.
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Comment s’entraîner pour mieux réussir ? Nous vous proposons ici plusieurs activités qui servent à améliorer soit la compréhension orale, soit la production écrite, soit la production orale. Vous pouvez tout faire ou choisir les activités qui vous permettent de consolider vos faiblesses : CD 2
1. Reprenez l’enregistrement initial avec le script. Enr.5
My name is Karama. I am a 25-year-old factory worker in Cambodia, where I sew products for a major brand. I grew up in a village in the country, but I moved to the capital city, Phnom Penh, to find work in order to support my widowed mother and six brothers and sisters, when my father died. Life at the factory is exceedingly harsh: our boss is always asking us to work faster, to sew accurately, and to meet the targets set. At present, my target is 120 trousers per hour. For this, I earn between 70p and 80p. In a normal working day I have to sew 960 pairs. If I don’t meet this target, my monthly bonus of £2.70 is cut. I even hold off from going to the toilet so that I can reach the target. When we want to go to the toilet during working hours, the boss has to stamp our production cards. Overtime starts at 4 pm and runs till 6 pm. Sometimes we don’t stop till 8 pm. If I work that late, I am frightened of going home in the dark. There are many motodups (motorbike taxis) offering to take us home, but I don’t want to go with them, so I run back to my room as fast as possible. If I work all the overtime shifts, I take home around £33–35 per month. If not, I get around £30. Of this, I spend £2.70 on rent for my room and send between £5.40 and £10.85 to my family. The rest goes on food and medicine. There’s no way I can save anything from my salary.’ a. Repérez les éléments essentiels dans le script (compréhension écrite/orale). CD 2
b. Écoutez l’enregistrement et suivez le script en même temps (compréhension orale).
Enr.5
c. Entraînez-vous à répéter après l’enregistrement, puis à lire sans l’enregistrement. (production orale). 2. Regardez le modèle de synthèse ci-dessus. a. Comparez les éléments présents dans la synthèse avec ceux que vous avez retenus. Étudiez comment ces éléments sont repris dans la synthèse (production écrite). CD 2
Enr.5
b. Écoutez l’enregistrement et suivez le script (= la synthèse ci-dessus) en même temps (compréhension orale). c. Entraînez-vous à répéter après l’enregistrement, puis à lire sans l’enregistrement (production orale).
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3
Formulting ideas from notes Activity 7 Everyone sleeps in one bed. An entire family composed of 11 people over three generations share
one room. a. While a mother sleeps, her eldest son teaches his younger bro-
thers. b. He is a school drop-out and an unemployed leather worker. After a hard day’s work several families have to share the same space
to wash clothes, cook their evening meal and bathe. a. Drinking water is forbidden during working hours.
b. Most workers are afraid to join a union, so labor rights abuses are frequent.
Activity 8 a. Subject = sportswear
b. Verb form = BE + past participle (V-en); voice = passive c. The people (who perform the action) are absent. The sportswear is transported (shipped) to an industrialised country. The sportswear is displayed (sold) in a retail outlet (sportswear
shop). The sportswear is bought (purchased) by a customer in the sports
shop (sportswear store).
On utilise la voix passive (BE + V-en) pour décrire un processus. Le sujet de la phrase lorsque l’on décrit un processus est l’objet qui subit l’action, et non pas l’acteur ou l’agent. La voix passive sert à mettre en relief l’action subie : on focalise sur l’objet et non pas sur celui qui agit.
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Activity 9
wage
bénéfices pour le fabricant
fabric
coût de la main d’œuvre
overhead
frais de fonctionnement
labor factory profit
frais de transport marge à la vente
shipping
paie
retail markup
tissu
N°
Points to develop in your letter
1
Present yourself
2
Present your organization
3
Explain the problem of sweatshops
4
Present the idea of a sweat-free campus campaign
5
Ask permission to promote a sweat-free campus campaign in your university
sender’s address
addressee’s address
date
object
Brian Templeton President of Students Against Sweatshops Organisation, Cornell University
Mr Parkinson, President of Cornell University, Cornell House, Cornell 20th September 201......,
Object: Sweat-free campus campaign
Dear Sir, I am writing g to you as I have just been elected President of the Students Against Sweatshops Organisation. The aim off this organization is to fight against the exploitation of garment workers in sweatshops in both America and emerging countries.
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Indeed, conditions in sweatshops are deplorable. Workers have to work very long hours for a very low pay. Moreover, they suffer from tiredness and abuse from their bosses. Our organisation has calculated that a reduction of 25 cents in the retail markup of an item of Ø university sportswear would result in a 100% increase in a garment worker’s wages. A sweat-free campus campaign would guarantee that all sportswear sold on the/Ø campus contributes to a better wage for all garment workers. As a result/Consequently/Thus I would like you to authorise ourr organisation to conduct a sweat-free campus campaign at Cornell. Looking forward to hearing from you. Yours sincerely, Signature
Brian Templeton
Les règles à respecter pour la rédaction d’une lettre 1. L’en-tête suit cet ordre : adresse de l’émetteur, adresse du destinataire, date et objet. 2. “Cher…” se dit “Dear Sir / Madam / Henry / Mr. Jones / Mrs. Smith” 3. Pour dire “je vous écris…”, on utilise le présent Be + Ving (action au moment T) : “I am writing (to you) about / with regards / concerning…” 4. Le corps de la lettre doit être aéré : chaque paragraphe correspond à une idée. 5. Les formules de salutation sont beaucoup plus simples qu’en français : “Au plaisir d’avoir de vos nouvelles” se dit “Looking forward to hearing from you.” “Veuillez recevoir …” se dit “Yours sincerely” (si le destinataire ne vous est pas connu personnellement) ou bien “Yours faithfully” si (le destinataire vous est connu).
4
Developing your listening skills Activity 10 See following page
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& Interviewer’s questions
Outworker’s answers
migrant worker?
Chinese; came to Australia in 1992
garment worker in China?
not at all
ad(vertisement) for outworking (in a Chinese for a factory machinist newspaper in Sydney)? is it (outworking) a satisfactory arrangement?
like working at home but work irregular, → sew for several employers at a time
ever tried negotiating?
not a good idea tried once to negotiate the deadline, another time the price → sub-contractor took the work elsewhere
how organise time for work?
to respect the deadlines: work from 8am to 10 pm (break for about 1½ hours each day)
relationship with your employers?
have to (get on) some make unfair changes, deduct payments, yell abuse
your health?
breathing problems, chest and shoulder pain and difficulty sleeping at night
1st job: advertised in a Chinese newspaper in Sydney
factory machinist, 1 week: they (= employers) found someone who sewed faster 2nd job: garment factory 6 days a week, 8 hours a day → $200 liked it but paid less than more experienced workers, sacked (= lost job) in quiet season → bought industrial sewing machine and began sewing for subcontractors at home
CD 2
Enr.7
Oral practice Voici le script de l’interview pour vous entraîner à jouer les rôles:
CD 2
Pour jouer le rôle de Anna. Enr.8 CD 2
Pour jouer le rôle de FairWear. Enr.9
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FairWear Anna
Ok, so you’ve agreed to answer my questions on condition that I don’t reveal your identity. So if it’s alright with you, I’ll call you Anna, ok? Yes, as long as my boss doesn’t find out!
FairWear
So Anna, you’re a migrant worker, aren’t you?
Anna
Yes, I’m Chinese. I came to Australia in 1992.
FairWear Anna FairWear Anna FairWear Anna
FairWear Anna
FairWear Anna
FairWear Anna FairWear Anna
FairWear Anna
FairWear
Were you a garment worker in China? Not at all – I’d never sewn anything, but it was the first job I saw advertised in a Chinese newspaper in Sydney. You mean there was an ad for outworking? No, it was for a factory machinist, but I only worked there for a week before they found someone who sewed faster than me. And you started outworking … Not immediately. I got another job in a garment factory working six days a week, eight hours a day for $200. I liked it there even if I was paid less than the more experienced workers, but they sacked me in the quiet season, so I bought myself an industrial sewing machine and began sewing garments for sub-contractors at home. Is it a satisfactory arrangement? I like working at home, but the work is irregular, so I often sew for several employers at a time. The problem is they come when they want and expect me to concentrate on their garments right away. Haven’t you ever tried negotiating? That’s not a good idea at all. I tried once to negotiate the deadline and another time the price, and each time the sub-contractor took the work elsewhere. How do you organise your time for work? If I want to respect the deadlines, I have to work from 8am to 10pm with a break for about one and a half hours each day. What about your relationship with your employers? Do you get on? If you want to work, you have to. But some of them make unfair changes, they deduct payments after the work is completed and they yell abuse at me. What about your health? I have breathing problems, chest and shoulder pain and difficulty sleeping at night, but I can’t pay for the doctor, I just pretend I can’t feel the pain. Thank you Anna.
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5
On the road to autonomy Activity 11 a. I expect your company to adopt an ethical attitude.
b. Very often, factory managers don’t let garment workers to go to the toilet. c. They also make their workers to do overtime. d. More humane working conditions will bring about higher productivity. a. Because / since they work such long hours, the workers often fall
asleep during their lunch break. b. Garment workers are often defenceless on account of / owing to the absence of trade unions which are not tolerated in Chinese factories. c. Customers want companies to / hope companies will… take care of their employees in a humane way. d. Multinationals should not allow their subcontractors to exploit workers. e. The consumer of the 21st century wants to make companies to guarantee basic human rights to all their employees. f. A petition will probably persuade them to act. g. The public is more and more aware of the gap between the industrialised world and the Third World. As a consequence / As a result / Consequently… clothes chains are starting to react.
Activity 12 Your name, Your address … …
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The President of Company’s name, Company’s address … …
Date
Object: the Ethical Trade Code of Conduct
Dear Sir, I am a French teenager who frequently buys your label. I am writing to you to express my concern about the plight (difficult situation) of garment workers who produce your products in emerging countries. Indeed, many subcontractors in Asian and African countries exploit their garment workers. They make them work long hours without letting them take time to even go to the toilet and pay them ridiculously low wages. As a consequence, these workers live in insalubrious housing without running water and they can afford neither decent food nor proper health care. Such lack of basic needs often leads to illness, which can cause a worker to lose his or her job because of poor productivity. That’s why I hope to convince your company to sign the Ethical Trade Code of Conduct. By signing this code of conduct, you will guarantee a living wage for all garment workers who work for your company. As a result, each worker will take home a wage that enables him or her to pay for their basic needs and for social security and still have a discretionary income to buy some small pleasures in life. At the beginning of the 21st century, as privileged citizens of industrialised nations, we have a duty to open our arms to the people in poorer countries and to take steps to make sure they are treated with respect as citizens of the world. I sincerely hope your company will immediately act to honour this code of conduct. The future popularity of your label depends on it. g your signature on the Ethical Trade Code of Looking forward to seeing Conduct. Yours sincerely, Signature
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Comment exploiter le corrigé pour encore progresser ? 1. Vérifier l’organisation formelle de votre lettre : l’en-tête, les expressions d’ouverture et de clôture. 2. Vérifier l’annonce de la raison de la lettre : pour dire « je vous écris… », on utilise le présent Be + Ving (action au moment T) : I am writing (to you) about / with regards / concerning … 3. Vérifier la présentation sous forme de paragraphes : chaque paragraphe correspond à une idée. 4. Vérifier l’emploi des expressions du Vocabulary help boxx : comparer votre production et le modèle. 5. Noter les expressions du modèle que vous auriez pu utiliser ou adapter pour votre propre production. 6. Apprendre tout ce que vous n’avez pas utilisé spontanément.
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Séquence 5 1
Increasing your knowledge of witchcraft Activity 1
cat toad
cauldron
broomstick to fly
to stir
(■ indicates a wrong answer, but we have given you an explanation)
Calculate your score, giving yourself 1 point for each correct answer. (Example : Question 2 ➝ 3 correct answers = 3 points.)
1. What time of day do witches prefer? ˛ b. midnight
2. What special powers do witches possess? ˛ a. premonition ˛ b. spell making ˛ c. mind reading
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3. What do witches do in cauldrons? ˛ a. potions ˛ b. spells
4. What is a familiar? ˛ b. a Christian English superstition with an animal-shaped spirit. It doesn’t have anything to do with witchcraft, really. ˛ c. a cat (it’s the most frequent familiar for a witch – but not the only one)
5. What do the following objects belonging to witches have in common: their cat, their hat, their cauldron, their broomstick, their cape? ˛ a. they’re black ˛ b. they’re magic
6. Which of the following expressions comes from a spell? ■ a. supercalifragilisticexpialidocious (it comes from Mary Poppins: she is not a witch!) b. double double, toil and trouble, fire burn and cauldron bub˛ ble ˛ c. abracadabra ■ d. disestablishmentarianism (it’s simply the longest word in the English dictionary)
7. Which of the following can witches not do? ■ a. float in water (it was the means to test witches: if you survive, you are guilty, if you drown, you are innocent!) ˛ b. escape prosecution ■ c. wiggle their noses ■ d. pass their powers from generation to generation
8. Which animals are possible indications of witch activity? ˛ b. crows ˛ c. owls ˛ d. bats
9. Which supernatural beings do witches associate with? ˛ a. goblins ■ b. elves (are supposedly good supernatural beings) ■ c. fairies (are supposedly good supernatural beings) ˛ d. ghouls (des goules)
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10. What “significant marks” do witches frequently have on their bodies?
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˛ ˛ ˛ ˛
a. b. c. d.
scars (cicatrices) warts (verrues) strawberry marks (taches de vin) moles (grains de beauté)
Your score : .........../22
Your knowledge of the world of witchcraft: Between 16 and 22 points
Between 8 and 15 points Between 0 and 7 points
You are very much in the know! Either you are very well read or you have witches’ blood running in your veins! In other words, you’d make an excellent witch hunter, but perhaps you are a witch yourself! You have a basic knowledge of witchcraft, but you would not make a very efficient witch hunter as you would miss out on some major clues. Witches have no place in your world, which is totally understandable if you don’t believe in witchcraft and the supernatural. At the same time, even if you consider witchcraft to be pure superstition, not knowing more about them can be a handicap to understand both history and literature. Be warned!
Activity 3 & 1 WITCH
Thrice the brinded cat hath mew’d.
Cat mewing (3 times)
2 WITCH
Thrice and once, the hedge-pig whin’d.
Hedgehog whining (4 times)
3 WITCH
Harpier cries:—’tis time! ‘tis time!
1 WITCH
Round about the caldron go; In the poison’d entrails throw.— Toad , that under cold stone, Days and nights has thirty-one; Swelter’d venom sleeping got, Boil thou first i’ the charmed pot!
First witch stirs the cauldron First witch throws ingredients into cauldron
Double, double toil and trouble; Fire burn, and caldron bubble.
Three witches stir together Flames and sound of bubbling
ALL 2 WITCH
Fillet of a fenny snake , Second witch adds more ingredients In the caldron boil and bake; Eye y of newt, and toe of frog , Wool of bat , and tongue g of dog , Adder ’s fork, and blind-worm ’s sting g, Lizard ’s leg g, and olewt ’s wing g,— For a charm of powerful trouble,
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Like a hell-broth boil and bubble. ALL 3 WITCH
ALL 2 WITCH
Double, double toil and trouble; Fire burn, and caldron bubble.
Three witches stir together Flames and sound of bubbling
Scale of dragon ; tooth of wolf ; Witches’ mummy ; maw and gulf g Of the ravin’d salt-sea shark ; Root of hemlock1 digg’d in the dark; Liverr of blaspheming jew ; Gall of goat , and slips of yew2 Sliver’d in the moon’s eclipse; Nose of T k , and T t ’s lips; Fing gerr of birth-strangled babe Ditch-deliver’d by a drab ,— Make the gruel thick and slab: Add thereto a tiger ’s chaudron, For the ingredients of our caldron.
Third witch adds more ingredients
Double, double toil and trouble; Fire burn, and caldron bubble.
Three witches stir together Flames and sound of bubbling
Cool it with a baboon ’s blood, Then the charm is firm and good.
Second witch adds more ingredients
1. hemlock: ciguë (plante vénéneuse) 2. yew: if (arbuste dont les fruits sont vénéneux)
broth / gruel
cauldron / pot
In the final line the second witch hopes “the charm is firm and good.”
This spell is
❒ good
or
˛ evil?
Justification with three arguments: 1. some of the ingredients are poisonous 2. they call it “a charm of powerful trouble” and “like a hell-broth”; “trouble” and “hell” have negative (even satanic) connotations
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3. the human body parts seem to have been obtained with violence: liver, nose, lips, finger + birth-strangled
2
Understanding people particpating in a witch-hunt Activity 4 a.
Different individuals / groups of people
1
2
3
Information about their identity
a witch
a man
people (speak individually and together)
What they want…
to establish her innocence
to make sure justice is done
to burn the witch
Their participation in the dialogue
❒ very active
˛ very active
˛ very active
˛ not very active
❒ not very active
❒ not very active
Their mood
˛ calm
˛ calm
❒ calm
❒ hysterical
❒ hysterical
˛ hysterical
˛ rational
˛ rational
❒ rational
b. The scene probably takes place in a village, perhaps on the village green or by the village pond. a. / b.
Rational
Irrational
The man’s questions to establish the truth
How do you know she is a witch? Did you dress her up like this? What makes you think she is a witch?
The witch’s arguments to prove she is not a witch
They (the crowd) dressed her up like (a witch). It’s a false nose.
X
The crowd’s arguments to prove she is a witch
She looks like a witch. She has got a wart. she turned (someone) into a newt.
X X X
c. a newt is:
❒ human
˛ animal form
❒ pleasant
˛ disagreeable
X X X
X
He shows that he doesn’t think the villager resembles a newt (a newt?), ? which leads the villager to explain that he has recovered/ got better.
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d. The scene takes place in a village, perhaps on the village green or by the village pond. A man is trying to establish why the population accuses someone of being a witch. So he asks the villagers questions to justify their accusation. The crowd are convinced the person is a witch for three reasons: she wears witches’ clothes, she has got a wart and she turned one of them into a newt.
Grammar check ATTENTION À LA CONSTRUCTION : • to accuse somebody of + V ing • to ask somebody something • to turn / transform somebody into something • to make somebody + V
n fact, only one accusation is rational / founded. She does indeed have a wart – but does that make her a witch?
a. The man’s questions
The villagers’ answers
What do you do with witches? What do you burn apart from witches?
Rational
burn them up more witches! wood! Why do witches burn? ‘cause they’re made of ... wood? How do we tell whether she is made of build a bridge out of her wood? Can you not also make bridges out of oh, yeah stone? Does wood sink in water? it floats! What also floats in water? bread! apples! very small rocks! lead ... lead! a duck
Irrational
X X X X X X
X X X X X
X (question)
b. If the witch weighs the same as a duck, she’s made of wood. c. Witches burn
+
Wood floats
+
wood burns
bread apples rocks
float(s)
lead a duck
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씮
Witches = burn
씮
Witches = duck = wood
d. The man would like the villagers to prove that she is a witch. So, he asks them questions to help them develop a rational argument. However, the villagers’ lack of intelligence makes them jump to false conclusions. For example, they draw a parallel between wood and ducks and conclude that if witches float like ducks and wood, they should be burnt like wood. Grammar check a. The man is convinced by the
ATTENTION à la CONSTRUCTION :
villagers’ logic and so he orders the witch to be burnt.
• would like somebody TO + V • to help somebody (TO) + V • They should be burnt = on devrait les brûler (l’anglais préfère une structure passive à une structure impersonnelle)
The man is not convinced by the villagers’ logic and so he makes them release the witch.
b. When one of the villagers draws a parallel between a duck and wood, the man invites him to pursue his reflexion ((And therefore??), he doesn’t express his disagreement or surprise, as he did at the suggestion that one of them had been transformed into a newt. The most acceptable answers are the following:
He wants to parody witch-hunts. He wants to show that there is strength in numbers. (but it’s not necessarily a good thing!) He wants listeners to realise that people in groups react emotionally rather than rationally. Witch-hunts are ludicrous. Many innocent people have been accused of witchcraft. (even if we only have 1 example here.)
3
Learning to write a scene from a play Activity 5
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Caption: Tituba entertained the children of the community with stories from Barbados associated with voodoo and black magic op. cit. p.56
Caption: the children begin to denounce ordinary citizens as witches op. cit. p.56
Caption: the trial makes people hysterical op. cit. p.56
Activity 6 Information NAME
Present
In the extract
In the fact file
Hale
X
minister ((≠ ≠ ministre ministre), e), interrogates Tituba, then Sarah Good
= the witchfinder, the Reverend John Hale, called in by Parris
Tituba
X
has confessed to witchcraft; accuses Sarah Good, Goody Osburn
Caribbean Indian (from Barbados), Reverend Parris’ slave
The Devil Parris
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Mentioned
X X
made pact with Tituba: kill Parris in return for freedom presses Tituba to make her reveal identity of other ‘witches’
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Salem’s minister Samuel Parris
Sarah Good
X
Goody Osburn
accused by Tituba, interrogated by Hale, finally confesses X
accused by Tituba, Midwife to Mrs Putnam
Mrs Putnam
X
midwived by Goody Osburn → 3 babies died
Betty
X
in a trance: accuses Goody Osburn
Parris’ daughter
Abigail
X
acts as if enraptured: confirms Tituba’s accusations
Parris’ niece, Abigail Williams
& Hale
Tituba , you can tell me everything. Have no fear – I will protect you if you tell the court who made you do these evil things.
Tituba
rocking g and weeping p g It be a man wi’ long, black coat an’ black hat. Gasps in the crowd. He telling me he let me fly to home to Barbados if I help Goody Good and Goody Osburn !
Ann Putnam
Goody Osburn isis aa witch cries outt She’s a witch ! Goody witch – each time she came to midwife me I lost my baby baby! I lost my baby three times because Goody Goody Osburn Osburn is a witch witch! sobs
Hale
solemnlyy Mrs Putnam, I must ask you not to interrupt. softlyy Tituba Tituba, Sarah Good’s Good’s and Goody the court court what you know about Sarah go on. Tell the Osburn’s pact pact with withthe thedevil devil . Osburn’s
Tituba
Dey, dey, they rid upon a stick and dey, Dey, dey, dey, they they want stammers Dey, childs . me hurt de childs
Parris
Tituba ? children , Tituba pressing Which children
Tituba
Betty indicating each girl in turn They be Abigail and Betty
Parris
sweetchild! child imploring bursts outt God have mercy on us! Betty, my sweet p g Tell me , who wanted to hurt you!
Betty
GoodyOsburn Osburnwith withthe the in a trance Goody Osburn is a witch witch. I saw Goody devil the crowd g Devil! gasps p with shock
Hale
Abigail Abigail, tell everyone. Is this true ? Is Goody Osburn a witch?
Abigail
as iff enraptured p d Goody Goody Osburn Osburn is a witch witch. theyy gasp Sarah Good is a witch . I saw them with the Devil !
Abigail & Betty
Goody Osburn Osburn is is aa witch. witch.Sarah SarahGood Goodis isaawitch. witch chanting g in chorus Goody IIsaw sawthem themwith with the the Devil Devil!
Sarah Good
shaking her head and crying y g in a ffrenzyy No, no! It’s not true true! You mustn’t believe them – they’re only children children!
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The crowd
witch!Sarah Sarah Good’s a witch! shouts louder and louder A witch! AAwitch! Good’s a witch!
Hale
Silence , I say. to Sarah Good shouting g over the crowd d Silence! Silence Sarah Sarah Good Good , are you aa witch witch ?
Sarah Good Hale Sarah Good
Noooo! witch ? know you are not a witch accusingly g y How do you know hysterically y y I’m no different from anyone else, here!
Hale
calmly but firmlyy You are mistaken. We KNOW you are a witch witch. We have witnesses. What we need to know is how long have you been a witch?
Sarah Good
panting p g with stress This is nonsense! I’m not listening to any of this.
Hale
We know know you are aa witch There’s no point in denying it. We witch. We have Howlong longhave haveyou youbeen beenaawitch? witch? proof. How
Abigail & Betty Sarah Good
chanting g in chorus Devil!
Sarah Good is aawitch Sarah witch. We saw her with the
Stopit! it!Stop Stopitit ! I can’t bear it any more! Stop
Hale
How long long with the voice of reason Why won’t you confess confess, Sarah? How have you been in the snare of the Devil?
Sarah Good
laughing g g nervouslyy This is ridiculous! Can’t we be serious for once?
Hale
marks a silence, then very gently g y Sarah, the very fact that you are laughing is proof of your folly and of your indifference to these Whywon’t won’tyou you confess confess ? You made a pact with people’s suffering. Why with devil didn’t you? You can’t hope to sleep in peace if you don’t the devil, confess ! Confess confess Confess, before it’s too late.
Abigail & Betty
holding hands and chanting g louder and louder Confess, Confess,Sarah, Sarah, confess! Confess, Confess,Sarah, Sarah,confess! confess!Confess, Confess, Sarah, confess the Sarah, confess! crowd joins in Confess, Sarah, confess! Confess – they are interrupted by Sarah.
Sarah Good
screaming g louder than the others Stop Stop it! I can’t stand this any more! confess. sobbing Devil It’strue. true. I made silence I confess g It’s made aa pact pact with the Dev . . I’m evil . I’m a witch witch . Now, please, leave me alone! evil
Parris
relieved d So now, I can be sure my Betty is not mad – she’s bewitched! ˛ In general, the characters show an emotional attitude.
˛ The multiple repetitions help create an impression of hysteria.
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Activity 7 Who’s who? l. 1
you can tell me
you = Tituba
me = Hale
l. 1
I will protect you
I = Hale
you = Tituba
l. 6
She’s a witch
she = Goody Osburn
l. 9
I must ask you not to interrupt I = Hale
you = Mrs. Putnam
l. 22
I saw them with the Devil!
I = Abigail
them = Goody Osburn & Sarah Good
l. 26
You mustn’t believe them
you = the court
them = Betty & Abigail
l. 33
We KNOW you are a witch
we = Hale & the court
you = Sarah Good
l. 58
she’s bewitched!
she = Betty
How the scene evolves 8
a.
Abigail and Betty accuse Sarah Good and Goody Osburn of being witches.
12
b.
Everyone encourages Sarah Good to confess.
4
c.
Hale encourages Tituba to detail what she knows about the accused.
10
d.
Hale invites Sarah Good to prove she isn’t a witch.
1.
e.
Hale promises Tituba protection.
3
f.
One of the villagers accuses Goody Osburn of being a witch.
7
g.
Parris demands to know who intended to harm his daughter.
14
h.
Parris expresses his relief that his daughter has not lost her mind.
13
i.
Sarah Good breaks down and admits she made a pact with the Devil.
9
j.
Sarah Good denies the accusation.
11
k.
Sarah Good finds the pressure intolerable.
2
l.
Tituba denounces Sarah Good and Goody Osburn.
5
m.
Tituba gives examples to underline their strange behaviour and evil intentions.
6
n.
Tituba identifies the children the accused intended to harm. Evidence of the devil’s work
Tituba
believes she was under the influence of a man in a long, black coat with a black hat, and that Sarah Good and Goody Osburn ride on sticks (like witches) and try to make her hurt Abigail and Betty.
Mrs Putnam
lost each of her babies when Goody Osburn was present at the births. (midwife = sage femme) e
Betty
speaks as if in a trance, says she has seen Sarah Good and Goody Osburn with the Devil. Parris concludes that she behaves in this way because she is bewitched (= ensorcelée). e
Abigail
speaks as if enraptured, says she has seen Sarah Good and Goody Osburn with the Devil
Sarah Good and Goody Osburn
accused of riding on sticks and wanting to hurt children.
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Who is to blame? The person to blame
Possible justification (answers are personal)
The devil himself?
If you believe in the devil…
Tituba?
Practising voodoo and black magic are part of her Caribbean culture.
The girls like Betty and Abigail?
They enjoy being the centre of attention, and don’t make the difference between ‘play’ and reality.
The women like Goody Good and Goody Osburn?
Probably not deliberately, but it is understandable that people imagine they are witches if misfortunes happen often (the deaths of Mrs Putnam’s babies).
The women like Mrs Putnam?
Anyone who tells tales about other people creates scandal…
The representatives of the Church like Parris and Hale?
They convince the population that the Devil is at work and that someone is collaborating with him.
The community as a whole?
They want to believe in witchcraft and the devil. They seem to take pleasure in accusing others of evil, as if that reassures them about their own “goodness”.
Grammar check Tituba: rocking and weeping It be a man wi’ long g, black coat an’ black hat. He tell me he was (c) with a (g) and a (g) told (b, a) let me fly to home to Barbados if I help p Goody Good and Goody Osburn! he would let (a) helped (b) Tituba: stammers Dey, dey, they rid upon a stick and dey, dey, they want me hurt ride / rode (c) me to hurt (d) de childs. the children (h) (Parris: pressing Which children, Tituba?) Tituba: They be Abigail and Betty. were (c) Voici le code de la nature des erreurs : a. Choix d’aspect (forme simple / be + Ving) b. Choix de temps (present / passé / futur) c. Conjugaison d. Construction des expressions de volonté (… + TO + V) e. Construction de la voix passive (be + participe passé) f. Négation mal construite g. Omission (article / pronom relatif / verbe) h. Grammaire du groupe nominal
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Activity 8 ELEMENTS PRESENT IN A SCRIPT
Example taken from the extract
HALE Punctuation to show it is a question:
Which children, Tituba?
Punctuation to show it is an exclamation:
She’s a witch!
STAGE DIRECTIONS IN ITALICS
gasps in the crowd
• To indicate an action: • to indicate a mood or emotion: • to indicate the impression the actor must give: • to indicate the rapidity of the response: • to indicate the volume of the voice: • to indicate other characters’ reaction:
indicating each girl in turn weeping as if enraptured bursts out cries out they gasp
o using an adjective o using an adverb o using the simple present o using the present participle (V+ing) o using a nominal form (noun)
relieved softly the crowd gasps rocking and weeping with the voice of reason
Activity 9 a. & b. At the Parris home
In the forest
4
a. Reverend Samuel Parris prays for his daughter Betty.
1
b. Tituba engages the village girls (including Betty and Abigail) in a voodoo ritual.
X
2
c. Betty faints.
X
3
d. Betty (still unconscious) is transported to her bed.
X
5
e. Ann and Thomas Putnam arrive.
X
6
f. Ann and Thomas Putnam claim the children are bewitched (ensorcelés).
X
X
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Grammar check Quels verbes dans le résumé (de par leur forme verbale) indiquent que les actions qu’ils désignent ont précédé les actions visibles sur scène ? had been surprised, d had not recovered Autrement dit, quelle forme verbale indique une antériorité dans le passé ? had + participe passé (pluperfect)
a. NAME
Present
Mentioned
Activities during the scene Actions (what they do)
Parris
X
praying for his daughter
Betty
X
lies faint in her bed, suffering from a strange malady
Ann Putnam
X
arrive
Thomas Putnam
X
Abigail
X
Tituba
X
Speech (what they say)
claim the children are suffering from “the Devil’s touch” at the hand of witches
b. 1. Betty is unconscious. Parris may speak to God, but the atmosphere will be more tense if Abigail and/or Tituba are present: he will be able to express his anger and incomprehension. 2. Parris will talk about the events in the forest to Abigail and/or Tituba. Therefore the audience will know about the events in the forest.
Activity 10 Model Answer The Parris household, Betty is lying on a bed unconscious. Parris
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holding Betty’s hand and patting it with his other hand d Betty, Betty! Please dear child, speak to me. angrily, to Abigail For goodness’ sake,
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what do you think you were doing out there in the forest? Abigail
crying We were only having fun. Tituba was with us.
Parris
shouting Tituba is no model for you. She’s just a slave! She has no education. But you, Abigail, you! You should know better!
Abigail
rocking and weeping It’s not my fault. Betty’s older than me. I was just doing the same as her.
Parris
bursting outt I saw you, all of you girls doing a strange dance with Tituba in the centre. You know full well that God forbids you to move your body like that!
Abigail
staring at Betty in horror and clasping her hands in prayerr Please God, don’t let Betty be harmed. Please let her come back to me!
Parris
kindly You’re right: the best we can do right now is pray – (interrupted by the arrival of the Putnams)
Mr Putnam
Samuel, we came as soon as we heard. looking at Betty, with an expression of concern Oh the poor child! She looks so pale, like death…
Parris
angrily NO!!! I will have no mention of death in this household. She’s had a shock, she’ll be alright.
Mr Putnam
reassuringlyy I’m sure you’re right Samuel. She’ll be right as rain in no time. with an air of confidence But that being said, don’t you think all this is very strange. We have never had such problems before in Salem. Our children! Don’t you think we should consider the possibility of Betty and the other girls being under the influence of the Devil’s Touch?
Parris Mr Putnam
startled d Are you suggesting that these children have been bewitched? gentlyy Yes. the adults all pray in desperation, while Abigail looks on, wide-eyed and panicky
Comment exploiter le corrigé pour encore progresser ? 1. Vérifier l’organisation formelle de votre script : noms des personnages dans la marge à gauche, didascalies après le nom ou au moment approprié dans les répliques. 2. Vérifier la présence des éléments annoncés dans le résumé (actions et paroles des personnages). 3. Vérifier la précision grammaticale (revoir GRAMMAR CHECK dans l’activité 7). 4. Noter les expressions du modèle que vous auriez pu utiliser ou adapter pour votre propre production. 5. Apprendre tout ce que vous n’avez pas utilisé spontanément.
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Developing your listening skills
4
Activity 11
X
Interrogator(s)
X
X X
menacing
comic
dead serious
X
relaxed
X
critical
vague
Eitel
categorical
evasive
impatient
X X
X
interrogators’ questions
Eitel’s answer
Member of the party? Know Mr Dean? Know Mr Dean = agent? Love USA? You met Mr Dean? How make pictures if bad memory? (want to hear) Dates of presence in Spain? Not belong to Party? Who incited you (to go to Spain)? Would you fight for the USA, if war? Would fight without enthusiasm? If fighting for a certain enemy, it would be different?
never probably met him no ? not sure (weak memory) I wonder! (= humour) intended to fight, became messenger no if remembered, wouldn’t say if drafted, no choice? without enthusiasm even less enthusiasm
a. the Party
Direct answer?
X X X X X X X
X X
= the Communist Party (the answer is in the context, not in the actual dialogue)
the agent = Mr Dean b. 1. Eitel dislikes being interrogated. I answer with reluctance and under duress
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2. The interrogator tries to present Eitel as being simple-minded. you seem to delight in presenting yourself as stupid
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3. Eitel can’t help expressing his sense of humour. (x2) I’ve always thought of love in connection with women I wonder how I did make them (pictures, considering his poor memory).
4. The interrogator accuses Eitel of being disrespectful of the Commission. (x2) we’ll have you up for contempt (contempt: disrespect of a judicial proceeding) we’ll have you up for perjury (perjury: making a false statement in a situation where you have promised to tell the truth)
5. The interrogator tries to demonstrate his own sense of humour. if your memory is as bad as you claim, how did you make your pictures?
6. Eitel is aware that if he admits knowing Party members, he admits he is guilty. if I did remember, I don’t know that I would tell you
Eitel and patriotism: Eitel is not very patriotic: he evades the question
about loving the USA and is not ashamed to admit that he would not fight enthusiastically to defend the USA. Eitel and the “Party”: Eitel has probably not been a member himself, but he does not categorically reject people who are. Either he wants to protect Party members (and himself) or he is simply refusing to cooperate out of principle because he disapproves of the witch-hunt.
Cultural fact file These cultural facts are necessary to understand certain details in the extract: The war in Spain: this is a reference to the Spanish Civil War 17 July 1936 - 1 April 1939. It resulted in the dissolution of the second Spanish Republic (supported by Communist Soviet Union and Mexico) and the Nationalist victory (supported by Fascist Italy and Nazi Germany). Victorious General Franco founded a dictatorship. Foreign correspondents and writers such as Hemingway did their best to cover the war, and it became known as the first ‘media war’. Drafting: this is the term used in the United States when young men are conscripted into the Armed Forces, particularly during times of war.
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Activity 12 Questions in note form
Questions in full
Member of the Party?
Are you a member of the party?
Know Mr Dean?
Do you know Mr Dean?
Know Mr Dean = agent?
Did you know Mr Dean is / was an agent?
Love USA?
Do you love your country?
You met Mr Dean?
Did you meet Mr Dean?
How make pictures if bad memory?
How can you make pictures if you have a bad memory?
(want to hear) dates of presence in Spain? Do you want me to remind you of (Would you like to hear) the dates when you were in Spain? Not belong to party?
Do you not belong to the Party?
Who incited you (to go to Spain)?
Who incited you to go to Spain?
Would you fight for the USA, if war?
Would you fight for the USA, if there was a war?
Would fight without enthusiasm?
Would you fight without enthusiasm?
If fighting for a certain enemy, it would be different?
If you were fighting for a certain enemy, would it be different?
CD 2
Enr.14
Congressman Crane Eitel Chairman Norton Eitel Norton Crane Eitel Crane Eitel Crane
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Script corresponding to the scene … Are you now, or have you ever been, I want you to be specific, a member of the Party? I should think my answer would be obvious. Do you refuse to answer? May I say that I answer with reluctance and under duress. I have never been a member of any political party. There is no duress here. Let’s get on with the thing. Did you ever know Mr Dean ? I probably met him at a party or two. Did you know he was an agent of the Party? I didn’t know. Mr Eitel, you seem to delight in presenting yourself as stupid.
Norton
We’re wasting time. Eitel, I’ll ask you a simple question. Do you love your country?
Eitel
Well, sir, I’ve been married three times, and I’ve always thought of love in
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connection with women. (Laughter.) Norton Eitel Crane Eitel
We’ll have you up for contempt if you don’t stop this. I wouldn’t want to be in contempt. Mr Eitel, you say you met the agent in question? I can’t be sure. My memory is weak.
Crane
A film director has to have a good memory, I should think. If your memory is as bad as you claim, how did you make your pictures?
Eitel
That’s a good question, sir. Now that you’ve pointed it out, I wonder how I did make them. (Laughter.)
Norton
Very clever. Maybe you won’t remember something we have on record here. It says you fought in Spain. Want to hear the dates?
Eitel Norton Eitel Norton Eitel Norton Crane Eitel Crane Eitel
I went over to fight. I ended up as a messenger boy. But you didn’t belong to the Party? No, sir. You must have had friends among them. Who incited you to go over? If I did remember, I don’t know that I would tell you, sir. We’ll have you up for perjury if you don’t watch out. To return to a point of questioning. I’m curious, Mr Eitel. In the event of war, would you fight for this country? If I were drafted, I wouldn’t have much choice, would I? May I say that? You would fight without enthusiasm? Without enthusiasm. Norman Mailer, The Deer Park, 1955. op. cit. p.66
5
On the road autonomy Activity 13 Model script
Chillingworth
deliberately loud Mrs Hibbons, what can you say to prove to this house that you are not a witch?
Mrs Hibbons
laughing No more than you can say to prove that you are not a witch, Sir! This is totally ridiculous.
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Chillingworth
with an evil smile I know you have nothing to prove such an accusation against me! On the other hand, Mrs Hibbons, I have a witness to your own witchcraft. the audience gasps with excitementt I call the slave Mituba! Mrs Hibbons looks ill at ease
Dimmesdale
enters out of breath and white-faced Mituba has been murdered! I’ve just found her corpse outside the court house. gasps of horror in the audience
Chillingworth
No matter, I have proof enough. As everyone knows, Mistress Hibbons midwived Mistress Prynne’s baby Pearl. approaching Hester, who is holding Pearl in her arms. Hester holds Pearl tighter. Chillingworth smiles and stretches his arms out to Pearl. Want a sweet, Pearl? Pearl reaches out to him. Chillingworth takes her in his arm and dances with her to a table in the centre of the courthouse. He puts Pearl on the table. Would you like to do a game, Pearl? Pearl nods her head.
Chillingworth
If I pinch my nose… He pinches his nose, Pearl hesitates then imitates him. Very good. Now I pull up my shirt and show my tummy. He pretends to pull up his shirt, and helps Pearl raise her dress. Look! shouting Look! The witch’s mark! The devil’s own child! Pearl starts crying
The crowd
more and more hysterical Pearl Prynne is a witch! Mistress Hibbons is a witch! Mistress Prynne is a witch!
Hester
trying to reach her daughter who is now screaming NOOOO! the crowd holds her back
Dimmesdale
rushing to the table Give me my daughter! Sudden silence. Everyone stops and stares at him.
Chillingworth
softlyy At last the truth is out: Pearl Prynne is the fruit of the devil and a man of the Church!
Comment exploiter le corrigé pour encore progresser ? 1. Vérifier l’organisation formelle de votre script : noms des personnages dans la marge à gauche, didascalies après le nom ou au moment approprié dans les répliques. 2. Vérifier la présence des éléments annoncés dans le résumé (plot summary). 3. Vérifier la précision grammaticale (revoir GRAMMAR CHECK dans l’activité 7). 4. Noter les expressions du modèle que vous auriez pu utiliser ou adapter pour votre propre production. 5. Apprendre tout ce que vous n’avez pas utilisé spontanément.
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Cultural fact file You may want to see the film version of Hawthorne’s famous novel: The Scarlet Letterr (1995) Runtime: 2 hrs 15 mins Genre: dramatic adaptation of Nathaniel Hawthorne’s novel Director: Roland Joffé Composer: John Barry Starring: Demi Moore as Hester Prynne, Gary Oldman as Arthur Dimmesdale, Robert Duvall as Roger Prynne / Chillingsworth.
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S équence 6 1
Getting to know the american school system Activity 1 assembly
°
°
schedule
break
°
°
grade (A, B, C etc. attributed for work done or for exam)
form room
°
°
faculty
mark
°
°
locker time (10-15 minutes in the UK, 3-4 minutes in the States!)
staff
°
°
quarter (the Americans are more logical: in the UK there are only 3 terms!)
term
°
°
home room (the room where each student goes for registration at the beginning of the morning)
timetable
°
°
prayer and pledge (moment of meditation for the whole school at the beginning of the day: the American pledge allegiance to the flag which is in evidence in every classroom)
a. “school” in the USA refers to
˛ an establishment for children aged 6-11 ˛ an establishment for children aged 11-14 ˛ an establishment for children aged 14-18 ˛ an establishment for people over 18 “School” is the generic term.
b. “college” in the USA refers to ˛ an establishment for people over 18
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c. At “college” students receive ˛ an Associate’s Degree (after 2 years) ˛ a Bachelor’s Degree (after 4 years)
d. At “university” students receive ˛ an Associate’s Degree (after 2 years) ˛ a Bachelor’s Degree (after 4 years) ˛ a Master’s Degree (after 5/6 years) ˛ a Doctorate (after 8 years) To merit the term “university”, the establishment must offer studies after the Bachelor’s Degree.
e. Undergraduate education corresponds to ˛ an Associate’s Degree (after 2 years) ˛ a Bachelor’s Degree (after 4 years)
f. Postgraduate education corresponds to ˛ a Master’s Degree (after 5/6 years) ˛ a Doctorate (after 8 years) You “graduate” when you obtain your bachelor’s degree, and if you continue your studies, you become a postgraduate. In other words, a ‘university’ must offer postgraduate education.
g. “The Ivy League” refers to ˛ a university football league ˛ a program of sports tournaments at university level ˛ the eight most select universities in the USA ˛ the climbing plant that decorates old university Initially, it was a football league between the oldest universities in the States. These universities became known as the Ivy League (Brown, Columbia, Cornell, Dartmouth, Harvard, Pennsylvania, Princeton, and Yale). The original football league has been extended to include soccer, basketball, baseball, fencing, ice hockey, squash, swimming, tennis, wrestling, cross-country, track, golf and rowing for both male and female teams. The term “ivy” (= lierre) was no doubt chosen in reference to the climbing plant on these old universities.
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FACT FILE Comparison between the french and american education system French system
American system
Crèche / maternelle
Day-care / Pre-school
0-3 ans = crèche
2-3 = nursery school / day care
3-4 ans = petite section de maternelle (PS)
3-4 = pre-school
4-5 ans = moyenne section de maternelle (MS)
4-5 = pre-kindergarten
5-6 ans = grande section de maternelle (GS)
5-6 = kindergarten
École primaire
Elementary school
6-7 ans = CP
6-7 = 1st grade
7-8 ans = CE1
7-8 = 2nd grade
8-9 ans = CE2
8-9 = 3rd grade
9-10 ans = CM1
9-10 = 4th grade
10-11 ans = CM2
10-11 = 5th grade
Collège
Junior high school / middle school
11-12 ans = 6e
11-12 = 6th grade
12-13 ans = 5e
12-13 = 7th grade
13-14 ans = 4e
13-14 = 8th grade
14-15 ans = 3e
14-15 = 9th grade
Lycée
Senior high school
15-16 ans = seconde
15-16 = 10th grade
16-17 ans = première
16-17 = 11th grade
17-18 ans = terminale
17-18 = 12th grade
Université
College / University
18-21 ans = licence (3 ans)
18-20 = Associates of Arts (A.A.)
21-22 ans = Master 1 (1 an)
20-22 = Bachelor of Arts / Science (BA, BSc.)
22-23 ans = Master 2 (1 an)
22-24 = Master’s (MBA, MA, MSc.)
23-27 ans = Doctorat (3-5 ans)
24-27 = Doctorate (PhD)
Activity 2 In general, French Universities do NOT ask about: • high school activities • racial /ethnic background • religious preference
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Activity 3 1. I play sports, so it’s okay if my GPA
˛ True ❒ False is a little weak. Being involved in outside activities is important, but extracurricular activities alone won’t get a student into the college of their choice. What counts is good grades, and acceptable test scores.
2
2. It will look better on my application ❒ True ˛ False if I volunteer at a homeless shelter than if I am a member of the drama club. Community service-based activities are popular but colleges are suspicious of the perfect candidate who lists «all the right stuff». What is important is what you’ve learned from your extracurricular experience.
3. When it comes to getting into college, ❒ True ˛ False the more clubs I join, sports I play, and volunteering I do, the better! Less can be more. It’s the quality of a student’s experience that counts more than a list of activities. Admissions committees value depth over breadth.
4. When I mention an activity on my ˛ True ❒ False application, it’s important to give details. Admissions committees place value on experiences based on what a student did and what they learned, more than just the name of the activity.
5. Since I’m an athlete and I want ˛ True ❒ False to play in college, I’ll need to go through a different admissions process. A student who wants to pursue their high school sport at college level, will need to apply through the National College Athletics Association (NCAA). The NCAA determines eligibility based on their own standards and requirements.
Understanding a literary text about college life Activity 4 The following meets are carbon copies of the first, except Icko keeps
the bus on the road. I swim the fifty and hundred, or the hundred and two hundred, and win every time . The others guys swim whichever
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they they haven’t swum before and bettering their times in those have. As long as no one falls asleep in the water, we’re all a good bet to get faster and faster. Improved stroke technique alone will keep everyone in the running, not to mention the monster conditioning. What I like about the meets more than the swimming, though, is the bus ride. When Icko pulls the door shut and fires up the engine , it feels almost cocoonlike. We talk about things we ’d probably never mention in any other arena: Simon’s motherr drinks like a fish, Mott spen t most of middle school in drug rehab, Tay-Roy kibble lost a baby brother to SIDS, Dan Hole’s father has heart trouble, Chris Coughlin’s aunt plays bingo, and Jackie Craig may or may not have a voice box. Simet and Icko let us talk, feeding questions once in a while to keep the conversation going, but never intruding. It gets to be ritual; a half hour before we reach our destination , Simet begins going over each of our races, so between then and the end of the meet , we talk or think nothing but swimming. Then we stop at some local pizza p place p and, depending on how much time we have, eat there or take it on the bus with us. Toward the end of the semester it becomes clear we may have problems with academic eligibility. “I’ve been doing the responsible thing,” coach says, walking to the back of the bus to remove Mott’s headphones, “and it appears a couple of you are in danger of failing one or more classes. Mr. Mott is in danger of passing one. Hey, guys, this is serious business. You have to carry a two-oh average, and you have to be passing every class.” Mott says, “ I ’m going light on the academic thing this year .” Coach says, “You were until a minute ago . Now you ’re going heavy.” He removes a folded sheet of paper from his pocket, holds it to one side to catch the light from the dashboard, squinting to read. “Mr. Hole , Mr. Jones, and Mr. Coughlin , you’re all in great shape. Mr. DeLong , you are walking the edge in biology. Mr. Craig , you’re three percentage points under in speech. Mr. Kibble , you don’t seem able to remember your valences and the periodic table of elements in chem, and Mr. Mott , you are exactly one percentage point below passing in six classes.” He stares at the page. “ Mott , how do you do that?” “It isn’t easy, sir. I have to keep close track. Last week I got luckier than usual on an American history pop quiz and my grade slipped up over passing. Scared me.” “Well, if that scared you , prepare to be terrified, because before this semester ends , you are going to bring every one of those grades at least to a C.” He turns to Jackie . “ Mr. Craig , what is your problem in speech?” Jackie shrugs.
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“That might be it right there,” Simet says. “ Mr. DeLong ?” Simon says, “Biology is right before first lunch . I start seeing the things we’re cutting up on my plate, and pretty soon I just have to get out of there.” Whale talk, Chris Crutcher, 2001.
sports (swimming) and academic eligibility lines 40-42: Mott
lines 43-45: (coach) Simet a. Name
Family details
Other information
I (narrator = Jones)
swims 50m & 100m / 100m & 200m wins every time in great shape
Icko
drives the bus
Simon Delong
mother drinks like a fish
Jackie Craig
feels sick in biology class (dissection just before lunch) may or may not have a voice box shrugs instead of talking 3% points under in speech
Chris Coughlin
aunt plays bingo
in great shape
Dan Hole
father has heart trouble
in great shape
Tay-Roy Kibble
lost a baby brother to SIDS
doesn’t seem able to remember valences and the periodic table of elements in chem
Mott
spent most of middle school in drug rehab is in danger of passing one class (irony!)
Simet
coach
b. Simet and Icko are adults. l.1 & l.9
l.1
meets
means:
˛ competitions
are carbon copies
means:
˛ are identical
chem
means:
˛ chemistry
l.37
a. True
l. 4-5 “establishing times in races they haven’t swum before and bettering their times in those they have”
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b. False
l.2 “I swim” l. 3 “The other guys swim” l.20 “we talk or think nothing but swimming”
c. True
l. 11-12 “We talk about things we’d probably never mention in any other arena”
d. False l.16-17 “feeding questions once in a while to keep the conversation going, but never intruding”
e. True
l. 26
l. 28-29 l. 44-45
l. 24-26 “I’ve been doing the responsible thing,” Coach says, …, “and it appears a couple of you are in danger of failing one or more classes” l.28-29 “You have to carry a two-oh average, and you have to be passing every class.” “in danger of failing one or more classes” “You have to carry a two-oh average, and you have to be passing every class” “you are going to bring every one of those grades at least to a C”
Very good
Satisfactory
Sports results
Jones
Mott; Kibble; Hole; Craig; Delong; Coughlin
School results
Coughlin; Hole; Jones
a. Mott :
l.30 l.41-42
b. Simet: l.18-20
l. 31-32
c. Simet: l. 31 l.43-45
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Mott; Kibble; Delong
Craig;
˛ comic “I’m going light on the academic thing this year.“ “my grade slipped up over passing. Scared me.” ˛ methodical “a half hour before we reach our destination, Simet begins going over each of our races, so between then and the end of the meet, we talk or think nothing but swimming.” “He removes a folded sheet of paper from his pocket,” (and goes through the results for each student individually) ˛ demanding “Now you’re going heavy.” “if that scared you, prepare to be terrified, …, you are going to bring every one of those grades at least to a C.”
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Unsatisfactory
“High school anti-heroes” is more logical for the following reasons:
• only the narrator achieves really good results in the swimming meets (the others make progress …) • most of them seem to have a difficult family background (alcoholic mother, cardiac father) • one of them has had a problem of drug addiction in the past • most of them have difficulty obtaining satisfactory grades At the same time, the only area where they succeed in part is in sports, so the title could be “high school sports heroes”. The choice is yours!
Language work The antonyms:
The synonyms:
to pass
≠ to fail
light
≠ heavy
to be in danger to risk
serious
≠ comic
to improve
to better
trouble
a problem
under
below
a couple
to remember ≠ to forget to win
3
≠ to lose
two
Examining how to defend your ideas orally Activity 5 When word got out that a senior at the high g school, a girl named
Charlotte Simmons would be going to Dupont p in the fall , it was front-page news in The Alleghany g y News, the weekly newspaper. A month or so later, one Saturday morning at the end of May , with the high school’s commencement exercises under way in the gy gymnasium, that particular girl, Charlotte Simmons , was very much a star. The principal, Mr Thoms, was at the podium p up p on the stage g at one end of the basketball court. He had already mentioned, in the course of announcing the various citations for excellence, that Charlotte Simmons had won the French prize, the English prize, and the creative writing prize. Now he was introducing Her as the student who would deliver the valedictory address. “... a young woman who – well, ordinarily we never mention SAT scores here at the school, first, because that’s confidential information, and second, because we don’t like to put that much emphasis on
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SATs in the first place” – he paused and broke into a broad smile and beamed it across the entire audience – “but just this once , I have to make an exception. I can’t help it. This is a young woman who scored a perfect sixteen hundred on the SAT and perfect fives on four different advanced-placement tests, a young woman who was chosen as one of North Carolina’s two Presidential Scholars and went to Washington, g , to the White House – along with Martha Pennington of our English department, who was honored as her mentor and met with the ninety-eight students and their mentors representing the other forty-nine states of our nation and had dinner with the President and shook hands with him , a young woman who , in addition, was one of the stars of our cross-country team , a young woman who –” The subject of all this attention sat in a wooden folding g chair in the first row of the ranks of the senior class, her heart beating fast as a bird’s. It wasn’t that she was worried about the speech she was about to give. She had gone over it many times , she had memorized and internalized it just the way she had all those lines when she played Bella in the school play, Gaslight . She was worried about two other matters entirely: her looks and her classmates. All but her face and hair were concealed by the kelly-green gown with a white collar and the kelly-green mortarboard with a gold tassel the school issued for the occasion, nevertheless, her face and hair – she had spent hours, hours, this morning washing her long straight brown hair, which came down below her shoulders, drying it in the sun, combing it, brushing it, fluffing it, worrying about it, since she thought it was her strongest asset. As for her face, she believed she was pretty but looked too adolescent, too innocent, vulnerable... and the girl sitting next to her, Regina Cox, kept sighing after every young woman who . How much did Regina resent her ? How many others sitting beside her and behind her in their green gowns resented her ? Why did Mr. Thoms have to go on with so many young woman whos? In this moment of stardom , with practically everybody she knew looking on, she felt almost as much guilt as triumph. But triumph she did feel, and guilt has been defined as the fear of being envied. “… a young woman who this fall will become the first graduate of Alleghany High School to attend Dupont p Universityy, which has awarded her a full scholarship.” The adults in the rows of folding chairs behind her murmured appreciatively. “Ladies and gentlemen ... Charlotte Simmons , who will deliver the valedictory address.” Tremendous ovation. From I am Charlotte Simmons by Tom Wolfe, published by Jonathan Cape. Reprinted by permission of The Random House Group Ltd.
The passage focuses on the graduation ceremony at the end of the
school year (and the headmaster’s introduction to the valedictory address.)
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lines 13-26: Mr. Thoms
lines 27-47: Charlotte Simmons Character
Past
Present
Charlotte Simmons
- won the French prize, the English - sat in the first row of - would deliver the prize, and the creative writing the senior class, her valedictory address heart beating fast as - going to Dupont uniprize versity - scored a perfect sixteen hundred a bird’s on the SAT and perfect fives on - felt almost as much four different advanced place- guilt as triumph ment tests - went to Washington to have dinner with the President - star of our cross-country team - memorized her speech - played Bella in the school play - spent hours preparing her hair
Mr Thoms
- announced citations for excel- - made speech about lence never mentions SAT Charlotte Simmons results
Future
Ordinary
Extraordinary
academic results
X
athletic results
(better than some)
physical appearance
X
X
concern about looks
Approve parents
Disapprove
X
Justification (quote from text) The adults … murmured appreciatively. (l.50-51)
students
X
a. False
Regina Cox, kept sighing after every young woman who. How much did Regina resent* her? How many others sitting beside her and behind her in their green gowns resented her?
“It wasn’t that she was worried about the speech” (l.28-29)
* to resent: en vouloir (à qn.)
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b. True
“she played Bella in the school play, Gaslight” t (l.31)
c. True
“All but her face and hair were concealed by the kelly-green gown* with a white collar and the kelly-green mortarboard* with a gold tassel the school issued for the occasion” (l.33-35)
d. True
“she thought it (her face) was her strongest asset”. t (““As for her face, she believed she was pretty but looked too adolescent, too innocent, vulnerable”) (l.38-40)
Activity 6 Technique
¸
Example
Alliteration
¸
woman who - well
Facts
¸
went to Washington
Opinions
¸
I have to make an exception. I can’t help it.
Repetition
¸
a young woman who
¸
a perfect sixteen hundred on the SAT and perfect fives on four
Superlatives
¸
the first graduate
Pronouns
¸
we / I
Flattery
¸
perfect
Emotive language Statistics Three (rules of) Rhetorical questions
To impress his listeners with Charlotte’s accomplishments and to com-
municate his pride for the school Charlotte Simmons is the perfect choice for the valedictory address as
she has excelled in so many domains, and we are so proud of her.
* at graduation ceremonies at both high school and university in the USA students dress up in gowns and wear a mortarboard on their heads. The color is specific to each school.
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Language work Match the antonyms:
Match the synonyms:
≠ to show ≠ to dry ≠ short ≠ weakest ≠ to appreciate
to conceal to wash long strongest to resent
scholar fall (US) looks to deliver an address a star
= student = autumn (GB) = appearance = to give a speech = a hero(ine)
Activity 7 ˛ an expression of gratitude to faculty from all the students
˛ an expression of pride at the achievements of all the students ˛ ideas that relate to life in general, not specifically to school Technique
¸
Example
Alliteration
¸
cold calculations
Facts
¸
the great naturalist John Muir wrote in John of the Mountains
Opinions
¸
We seniors, centuries later, are grateful,
Repetition
¸
We have learned
Emotive language
¸
the special environment
¸
who says it, what she says, and how she says it.
Superlatives
¸
the first time
Pronouns
¸
I / we
Statistics Three (rules of) Rhetorical questions
Flattery
Charlotte quotes a man of letters, a famous environmentalist and an
Apache chant. She displays humour and even self-mockery* “I can’t guarantee this is going to be a success.”
*self-mockery : autodérision
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The most important lesson the students have learnt is the value of
cooperation.
Activity 8
Mr Thom’s speech
Charlotte’s speech
Ladies and gentlemen
Mr Thoms, members of the faculty, alumni and friends of the school, parents, fellow students, fellow classmates
addresses the listeners
The words to indicate we … (here at school) (s)he represents a group our (cross-country team) of people
We seniors
The words to indicate (s)he is speaking in his / her own name
I (have to make an exception)
I (can’t guarantee this is going to be a success)
How the speaker ends the speech
Ladies and gentlemen ... Charlotte Thank you. Simmons, who will deliver the valedictory address.
4
Learning to defend your ideas orally Activity 9
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Noun
Adjective
Verb
pleasure
pleased
to please
pride
proud
to pride (oneself in something)
desire
desirable
to desire
thanks
thankful
to thank (someone for something)
hope
hopeful
to hope
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Noun
Expression
pleasure
I am pleased to… It gives me great pleasure to… Nothing pleases me more than to…
pride
I am proud to… It makes me very proud to … Nothing makes me prouder than to ..
desire
I have always desired to … I desire nothing more than to …
thanks
I am (deeply) thankful to … My (deepest) thanks go to … I (deeply) thank …
hope
I am hopeful that … My (greatest) hope is that … I (sincerely) hope that …
Activity 10 CD 2
Enr.17
Simet’s speech Ladies and gentlemen, it gives me great pleasure to celebrate the end of this eventful year in your company. Nothing has given me greater pride than the progress of each and every one of the swimmers in this year’s swim team. I am particularly proud of their excellent results in the championship. At the same time, my greatest satisfaction is undoubtedly the swimmers’ progress in academic subjects that has matched their progress in the pool. I wish to honour two swimmers in particular: Jackie Kibble who overcame his timidity and speech defect to achieve grade B in speech and Adam Mott who is the first ever member of the school swim team to mark grade As in all seven subjects. Adam’s accomplishment is all the more remarkable, as only a few months ago – in the middle of the school year to be precise, he was failing every single subject. Last but not least, I would like to express my deepest thanks to our driver Icko for his punctuality, good humour and companionability and of course Jones without whom our team would never have qualified for the championships in the first place. Thank you to all and every one of you for letting my dream become reality.
Activity 11 CD 2
Enr.18
Mott’s speech Mr Simet, Icko, members of the faculty, parents, I would like to speak on behalf of all the members of the swim team. Nothing gave us greater this pleasure this year than traveling to meets every weekend. Coach, you say you’re proud of our progress in both our swimming and our school work: we share this pride with you. For us, the greatest satisfaction lies elsewhere, in the impact of the swim team on our very existence. Swim team has enabled each and every one of us to develop a team spirit and
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to acquire a self-confidence that we believed inaccessible. We are particularly thankful to you Coach for making us work so hard and in the process teaching us to “play hard and laugh loud”. It’s true, swim team is tough, but it’s such fun. Our only regret is that having learnt the value of hard work, we have all achieved good school results, and as a consequence none of us will be able to stay on in swim team next year as college awaits us. We’ll certainly miss you, Coach, but thank you!
5
Extending your knowledge of american culture Activity 12 Coleman alias Silky Silk: high school (East Orange High) boxer, most intelligent son of a Black professional (3 children in the family). Doc Chizner: Coleman’s (high school?) coach Dr Fensterman: someone (faculty) interested in Coleman’s academic future (meeting with his parents) Pitt coach: coach of University of Pittsburgh looking for recruits for the university boxing team. the Knights of Pythias: the name of an amateur boxing team Coleman had already fought
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Places
West Point (where Doc takes Coleman to fight in front of Pitt coach) University of Pittsburgh (where Pitt coach comes from) East Orange High (probably Coleman’s high school) Howard: historically black college
Time markers
some 4 months before (Fensterman’s visit) = trip to West Point never: Coleman never thought Doc was funny as long as Coleman could remember – father’s ambition for him never: Coleman had never left Jersey (except for trips to NYC) within seconds: Coleman realized he was going to win the fight at the end of the first round: Coleman thought how easy his boxing career would be if all his opponents were like this one when he’d boxed on the amateur card at the Knights of Pythias: Coleman’s memories of a previous fight – he had weighed less (- 7 pounds)
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a. West Point is a school for the American army.
b. Dr Chizman would like Coleman to impress the Pitt coach with his fighting skills in a fight with a Pitt boxer, as he dreams of Coleman obtaining a four-year scholarship to Pittburgh University to integrate their boxing team.
c. Coleman is more interested in fulfilling his father’s dream: obtaining a place at Howard, where the Black professional elite traditionally send their brightest children.
d. Doc Chizner wants the Pitt coach to focus on the fact that Coleman is the best boxer in his high school and that he is trained by Doc Chizner. (He would rather the coach ignores Coleman’s black origins.)
e. Coleman laughs at Doc’s suggestion that the Pitt coach might think he’s Jewish for two reasons: his background is totally different (he’s black) and he is unaccustomed to the idea of Doc making jokes.
f. Coleman wins for two reasons: his opponent is weaker than him (even if he is older and trains in college), and he is suddenly inspired by an inner rage (probably linked to the fact that he is defending his ‘colour’).
g. For the spectators, the result is surprising as Coleman is younger and less experienced than the Pitt fighter, and his inner rage fills him with a force and energy he has never displayed before.
Americans choose their college education in different ways according
to their centre of interest: – sportsmen (and their coaches) will try to obtain places at universities that have the best teams; – families often want to send their children to a university that has a good reputation in their social circle. In the end, everyone seems to be rather obsessed with going to the right place – a place whose name is recognised and well respected in their circle. Ethnic minorities are not well assimilated: you have more chance of succeeding if you are White and not Black, if you are Christian and not Jewish. But it is clearly better to be Jewish than Black. This “silent” discrimination fills ethnic minorities with a rage to succeed and perhaps to avenge themselves on the society which tries to reject them.
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Grammar check Le corrigé de l’activité 12 vous a donné l’occasion de revoir des expressions familières, mais souvent mal employées. Prenez le temps de vérifier que vous maîtrisez la structure de chaque expression: C = Complément
6
V = verbe
vouloir que : voudrait que : rêver de : s’intéresser à : préférer : réussir :
WANT C TO + V WOULD LIKE TO + V DREAM OF + Ving BE INTERESTED IN + Ving WOULD RATHER + C + V SUCCEED in + Ving
On the road to autonomy Activity 14
Pride at Coleman’s success
I’m so proud of… Nothing gives me greater pride than… I pride myself at…
Importance of choosing What matters most is… the right school What counts more than anything is… Above all, … The most important thing to consider is…
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Advantages of each alternative
X is an… advantage it is advantageous to… … looks good / impressive (on your CV) … makes a favourable / positive impression … doesn’t leave people indifferent
Drawbacks of each alternative
X is not an advantage … doesn’t impress… … leaves people indifferent … gives people a negative / unfavourable impression
Recommendations
you need to… you should… you shouldn’t… you ought to…
Conclusion
When it comes down to it, … At the end of the day, … All things considered, …
Confidence
I’m sure… I know… I’m convinced… I feel confident… You’re reliable / rational / intelligent
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Activity 15 Nous vous proposons un script et l’enregistrement pour chacun des personnages, afin que vous puissiez retravailler à volonté soit le contenu linguistique, soit la prononciation, soit les deux:
CD 2
Enr.19
Doc Chizner’s speech Coleman, you don’t realise just how proud I am of what you have accomplished. That day we went to West Point, you really showed the Pitt coach how determined you are to be a champion. Nobody could have expected you to beat that college guy – a guy older, heavier and more experienced than you – in a strange place, in front of a pretty hostile crowd. But you just went out there and concentrated on doing what you know best, how to identify your opponent’s weaknesses and encourage him to make mistakes so that you can place your shots and put him on his knees. You were just great! And everybody – including me! – was impressed by your calm professionalism. No sooner had the referee announced your victory than the Pitt coach told me your four-year scholarship to Pittsburgh is guaranteed! You’re at a crucial moment in your life – the moment where you have to make the right decisions and assume them. You’re lucky, your choices are comfortable ones – even if – and believe me, I’m aware of this – the final decision is going to be hard to make. But you’re no longer a child, you’re no longer under anyone’s influence – mine, your school director’s, your parents’ – you’ve got to go it alone, just like when you’re on your own, out there in the ring. Here you are, with two well-known establishments that want to offer you a scholarship – on the one hand, the school which has won the nation’s boxing championship for the last two years – so a school which will enable you to fulfil your boxing potential, and who knows, pave the way for the World Championships or even the Olympics. On the other hand, there’s Howard – the school your Dad went to and which is universally recognised as the university which produces the nation’s most eminent Afro-American statesmen, politicians, and academics. I know the questions you’re asking yourself: if I go to Pitt, what about my academic studies? Will I just be one student among others? And at Howard, how will my boxing career evolve? Will I achieve what I’m aspiring to? It’s not my role to tell you how to take your decision. I think you know what choice I would make if I were in your shoes – but I’m not, so you must take it alone. The only advice I can give you, is to not consider other people’s feelings but to look into your heart and mind, to really establish what matters most to you – to you and no one else.
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I first met you when you started boxing in junior high. You have always impressed me with your strength and will power and you have always given me the impression that you know where you’re going. I’m sure you will make the right choice!
CD 2
Enr.20
Coleman’s mother’s speech Coleman, your Dad and I pride ourselves in your accomplishments two times over – not only are you an exceptional student, but you are also a remarkable sportsman. We are so proud of your double offer of a scholarship and at the same time very pleased to see that all this has not gone to your head and that you remain modest and discrete. I don’t have to tell you how important it is to make the right decision: what you decide to do now, the school you decide to go to, is going to determine the rest of your life. You’re old enough now to understand that for someone from our background, for someone who is considered marginal by mainstream America, making the wrong decision would be a tragedy for you and your future family. The choice isn’t easy, I understand that. If you go to Pittsburgh University, you may become one of America’s greatest boxing champions. If you go to Howard, you follow in the footsteps of the Afro-Americans who now serve this country in President Obama’s government or federal services. I can appreciate that you must wonder if going to Howard means the end of a brilliant boxing career, and if enrolling at Pittsburgh means turning your back on your Afro-American identity. I don’t want to pressure you to take the decision that you think we, your parents, want you to take. I want you to take the time you need to reflect on who you are and on who you want to become. (I’d just like to remind you, that unlike Dad and me, your Afro-American origins are not written on your face – your ‘blackness’ is so pale that many people don’t notice. For me, that doesn’t change who you are, but it does change how you are perceived…) We have always let you control your destiny. We’re not going to interfere now – you have proven time and time again that you are capable of making the right choice – we have confidence in you! ■
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