Anglais Seconde Corrigés des activités Rédaction : Wendy Benoit Jacqueline Castellain Claude Quiniou Coordination : Claude Quiniou
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Séquence 1 1
Listen to get informed
Activity 1
Repeated words : AIDS [eidz]- HIV [ei ai 'vi:]* - Africa - South Africa South African - infected. *Pour la phonétique voir l’annexe 2 et écoutez l’enregistrement 54 sur le CD1.
Activity 2
The document is about AIDS in Africa, especially in South Africa. Those who are particularly infected are children and their mothers.
Activity 3
40 million - 25 million - 5 million - a quarter (1/4 or 25 per cent) - 40
percent - 30 per cent. 40 million is the number of people who are living with AIDS worldwide -
25 million corresponds to those who live in Africa - 5 million are the South Africans who are infected by Aids - a quarter (1/4 or 25 per cent) is the proportion of the population who could be infected with HIV - 40 percent represents the percentage of people who may be infected in some communities - 30 per cent of pregnant women are infected. Activity 4
Pair 1 : It is difficult to know how many are infected in South Africa. Howeverr it is estimated that 25 per cent of the population is infected with HIV. Pair 2 : Although AIDS seems to be decreasing (diminuer) r in South Africa, more and more pregnant (enceinte) e women are infected.
2 Activity 5
Observe and spot the problem Describe what you see and speak from notes.
MY NOTES : photo at the top /scene = in a laboratory. / Man = scientist wearing a white coat / tied up an animal (rabbit?) on a table / carry out experiments / animal sleeping? / if not sleeping = suffering = cruel. On the photo, at the top, I think the scene takes place in a laboratory. The man, who may be a scientist because he is wearing a white coat and using instruments, must be making experiments (must be experimenting)
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on animals. We don’t know if the animal, which looks like a rabbit, is sleeping or not. If it is not sleeping, this is very cruel. MY NOTES : photo at the bottom / 3 children (kids) / in the street? / a bag on their mouth or nose / bottle (bottom of the picture) / sniffing something (drug? glue?) / poor → no shoes / homeless / wander in the streets / addicted to drugs. On the second photo I can see three children who are probably in the street. They are holding bags onto their mouth or nose. There is a bottle at the bottom of the picture, so I believe they could be sniffing glue. These children are addicted to that drug. I can also notice that they do not wear any shoes, so I suppose they are poor and probably homeless and just wander about the streets.
3 Activity 6
Listen to get informed environment
䊐 food
awareness
pollute
issue
䊐 illiterate
to fight
environmental
problem
cars
䊐 drugs
䊐 equality
䊐 nuclear power
earth
aware of
䊐 nature
䊐 sport
ecology
fragility
progress
䊐 nature
protection
䊐 global warming
䊐 climate
Activity 7
Il n’est pas donné de réponse modèle pour le compte-rendu à partir des mots car les hypothèses sont multiples.
Activity 8
Questions
2. when 3. why 4. what. 1. foundation _ created = founded _ “founded” is of the same family as “foundation” Answers 10 years ago There was a growing awareness of environmental issues and problems. He wanted to gather togetherr people who had the same attitudes and the same goals. What are the objectives or goals of the foundation?
The goals of the foundation are the protection of the environment, pollution of the sea, the airr in the cities particularly, the fight against nuclear energy. The foundation wanted to make people aware of life and the fragility of life on earth.
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Recap
La réponse de récapitulation est personnelle. Activity 9
Part 2
Progress is repeated 5 times. “Ecology” may be opposed to progress or to nuclear power. For the nuclear movement nuclear stations are necessary for progress. D. Gillian disagrees. For D. Gillian there is no progress without protection of the environment. Televisions and cars pollute the atmosphere and aren’t progress according to D. Gillian. Part 3
Here the journalist wants D. Gillian to talk about poorr / Third World countries, like Brazil for example. These countries want progress but it could be bad for the environment. Now, what about poor countries, Third World countries? We’re asking them to do without progress because they destroyy the environment. If you look at Brazil we’re asking them not to cut down their rain forests how would you help them deall with their problems? Part 4
1. cancel all debts; 2. send in technicians, voluntary workers to help the indigenous population; 3. continue to help them financially with money. Part 5
Europe, Germany, France, the U.K. The impact of the Green parties. 1. More and more people are aware of the necessity to save nature. 2. We can’t go on destroying the world.
4 Activities 11 and 12 Activity 13
4
Get ready to express yourself orally Pas de correction. Réponse personnelle. 왘
Repérage 1. incapacité 2. interdiction 6. éventualité 5. obligation Verbe –to – ing – s – présent.
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3. conseil 7. conseil
4. capacité
Exprimer la modalité pour nuancer sa pensée
Exercice 1
1. Two years ago, I had to leave my home because of a fire. 2. She wasn’t allowed to play video games when she was 10 years old. 3. When I was in China last year, I couldn’t / wasn’t able to understand Chinese.
Exercice 2
1. Tomorrow, she won’t be able to come because she has a meeting. 2. But you will be allowed to smoke if you stay outside. 3. It is certain that the future generations will have to protect the planet.
Exercice 3
1. might ((probabilité faiblee) 2. mustn’t (interdiction) 3. may ((probabilitéé) 4. should (conseil) l 5. must ((probabilité fortee) 6. must (obligation)
Exercice 4
1. had - passé - obligation 2. can’t - présent - impossibilité 3. may not / can’t / mustn’t - présent - interdiction 4. were you allowed - passé - permission 5. should - présent - conseil 6. mustn’t - présent - interdiction.
Exercice 5
Exprimer son opinion, son accord, son désaccord
Exemples : 1. Personally I’m convinced that experiments on animals are necessary because it is a way to cure diseases or to test new vaccines. 2. I totally disagree with that idea. There are lots of examples which show that our planet is really in danger. 9. That’s ridiculous because some people live in terrible conditions and are not responsible for that.
5 Activity 14
Listen to get informed En anglais le début commence souvent par “Ladies and Gentlemen”. a) la journée de l’eau.
b) Pas de correction; réponse personnelle. c) Pas de correction; réponse personnelle.
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d) human health la nourriture augmenter
increase
l’industrie
industry
l’aide internationale
international aid -
l’agriculture
agriculture
les ressources en eau
water resources
million
million
milliard
billon
les besoins en eau
water needs
l’état sanitaire
sanitation
les pauvres
the poor
un manque d’eau
a lack of water
partager les ressources
share resources
creuser un puits
to dig a well
conflits armés
armed conflicts
organisations internationales
international organizations
la paix
peace
la guerre
war
se battre, combattre
to fight
g) human health food increase industry agriculture water resources million
Activity 15
food
billon sanitation the poor a lack of water share resources armed conflicts international organizations peace
Part 1
a) Water is essential b) maintain our health – produce our food – sustain and improve our quality of life c) 1. drink it 2. generate electricityy with it 3. water our crops with it Part 2
a) population b) 1.1 billion (one point one) – 2.4 billion (two point four) – 2025 (twenty twenty-five) – 4 billion – half [ha:f]
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c) 1.1 billion corresponds to the people who have no access to clean water; 2.4 billion is the number of people who live without decent sanitation; 2025 is a year in the future; 4 billion represents the number of people who will die with insufficient safe water; Half is 1/2 of the world’s population; Recapitulation There is water but the population has increased / tripled and the use of water has been multiplied by six. So this is putting severe pressure on our waterr resources. Overpopulation is not the only cause of water problems : urbanization, industryy and agriculture are also responsible. d) growing / growth / an increase / to triple / to increase / six-fold Part 3
a) It is the poor who … b) sufferr : it is the poor people who suffer from lack of water; buyy water at a high price; die from a lack of clean water, inadequate sanitation; die from diseases (maladies). c) 10,000 corresponds to the number of people who die from water diseases and most of them are children; 21st century : this state of affairs is unacceptable in the 21st century; 2015 : reduce by half the number of people who have no access to safe water and sanitation. Help : increase ≠ reduce Les adjectifs pris en tant que noms (adjectifs substantivés) The + adjectif Ex. The rich, the poor, the young … (Les pauvres, les riches, les jeunes …) – On ne peut pas les mettre au pluriel en ajoutant un S. – Ils s’appliquent à toute la catégorie, on ne peut donc pas fractionner. (un jeune, 5 pauvres, quelques riches …). Dans ce cas il faudra ajouter un nom. Ex. A young person / man/ girl – Five poor people – Some rich people …. Certains adjectifs sont devenus des noms à part entière et prennent un S au pluriel : the Blacks, the Whites, the Coloreds.
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Part 4
a) But Ladies and Gentlemen, / human health and economic development / is not everything. / Water has also become a source of local and regional tensions / when it comes to sharing the resources / between two or more countries. / Do we want a major international conflict, / including open armed conflicts over water?/ Clearly, the answer is no! / It obvious that international organization must work / to ease those tensions by helping those countries / share our precious resource. / In fact,/ shared water resources have at times encouraged cooperation between states, / even in times of great tension./ For example, / the Working Group on Water Resources in the Middle East / was the only mechanism / that continued to function / throughout the Middle East peace process, / when other forms of dialogue failed./ b) The general idea in Part 4 is that the fight for fresh water may cause tensions between countries who want access to water and may not want to share it. If nothing is done, by international organization for example, major conflicts, I mean wars could break out. But we shouldn’t be too pessimistic because sharing water has sometimes been a way towards peace as in the Middle East. Les mots devant être entourés sont en italique. Activity 16
Les mots devant être entourés sont en italique.
Ladies and Gentlemen Todayy March 22nd is Water Dayy. (ici l’auxiliaire, ou mot-outil, sera accentué car le locuteur veut insister, c’est un grand jour!) As you well know, water is essential to maintain our health, to produce p our food, and to sustain and improve p our quality q y of life. Vous remarquerez dans les mots-outils : les prépositions (of, to), les conjonctions (as, and), d les auxiliaires (is), les pronoms (our, you), les adjectifs possessifs (our). r Les sons des voyelles des mots-outils seront réduits. of to you is and as
Forme forte [ov] [tu:] [yu:] [iz] [ænd] [æz]
Forme faible [əv] [tə] [jə] [z] ou [s] [ənd] [nd] [ən] [əz]
Le son de « our » [auə] reste le même car il s’agit d’une triphtongue (3 sons).
Ladies and Gentlemen
Today March 22nd is Water Day. As you well know, water is essential to maintain our health, to produce our food, and to sustain and improve our quality of life.
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Read to develop a new point of view and react
Activity 18
à pas de corrections.
Activity 19
Les mots devant être soulignés sont en gras orange, les autres en italique. Vous n’en avez sans doute pas trouvé autant. Ce n’est pas grave, l’activité suivante vous aidera à en comprendre d’autres. At mypetstop®, we offer luxury dog kennels and catteries in Leeds, Manchester and Newcastle– with the emphasis on comfort and fun – alongside swimming g and hydrotherapyy to help dogs recover from injury or illness and get into peak condition. We also offer puppy training g and adult dog training, plus professional pet grooming g so your cats and dogs look and feel at their best. A happy home-from-home When you go away on holiday we want you and your pets to feel equally relaxed. That’s why we ensure that your pets are put at ease from the moment they arrive. With two room, chalet - style apartments, mypetstop® kennel and catteryy facilities offer comfort and relaxation for cats and dogs. Each apartment is cosy and bright with one room for eating and sleeping g and the other dedicated to play. Our catt apartments at Leeds and Manchester are Feline Advisory Bureau Approved and have ledges and windows so your cat can sit and watch the world go byy and scratching posts and toys to keep them entertained during their stay. For dogs you can choose to allow your dog to have access to an open air play area. The kennel apartments even have individual climate control to give your pett that perfect stay whilst here in our Leeds and Manchester centres! Extra comfort options Looking for those little extras that will make your pet’s stay more pleasurable? We offer a wide range of comfort options. For example you can upgrade the kennel or catteryy apartment to include a sofa bed for your dog or catt to sleep and relax on. If your pett likes the TV V on at home we can put one in the apartment. Our cat aerobic centres are very popular with those energetic and playful felines and have been especially designed for cats to exercise on and show off their climbing skills whilst in our cattery. Or to get your dog’s tail wagging, we can arrange to take them for extra walks. Also, our play area means that dogs can run around off lead d under supervision of one of our carers, of course.
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Transparent words Animals
Luxury
Others
feline
pet / dog / kennel / cattery(ies) / puppy / dog’s tail / wagging (to wag) / off lead
luxury / comfort / recover / hydrotherapy / two room, chalet apartments / comfort and relaxation / individual climate control / comfort options / TV / sofa for your dog / aerobic centres / especially designed for cats /
fun / swimming / peak condition / training / professional grooming / look and feel at their best / each apartment is cosy and bright / one room for eating and playing / the other dedicated to play / ledges and windows / scratching post and toys / keep them entertained / an open air play area / extra walks
Activity 20
Deduce the meaning of the following words in the text. Voici quelques questions que l’on peut se poser, quelques hypothèses, quelques raisonnements. – Kennels : c’est un nom qui est qualifié par “dog”. Donc c’est quelque chose pour les chiens, un lieu. On sait dans le texte que les gens y laissent leurs chiens pendant les vacances. Il ne peut s’agir que de « chenils ». “Kennel” veut aussi dire « niche ». – Catteries : “and” associe ce mot à “kennels”. Dans le texte il s’agit de chiens et de chats. Le mot “catteries ” contient le mot “cat ”. Il s’agit donc d’un lieu où on laisse les chats pendant son absence. Il ne peut s’agir que d’une pension pour chats. Une chatière (qui ressemble à “catteries”) est un orifice percé dans une porte pour laisser passer un chat. – Injury or illness : “ illness” est composé de “ ill” qui veut dire « malade ». Si on ajoute “ness”, on crée un nom qui veut dire « maladie ». Dans “ recover” on a en français “recouvrer” la santé. Donc on peut récupérer d’une maladie et pour “injury”, ce peut être une blessure. – Into peak condition : « condition » est un mot transparent. Cette expression fait suite à la maladie et aux blessures qui ont été vaincues. “Get” indique une idée « d’obtenir » quelque chose, une « condition ». On parle souvent de « condition physique ». “peak” fait penser à « pic », c’est-à-dire le « sommet ». “Peak condition” a un synonyme un peu plus loin : “at their best” (au mieux de leur forme). – grooming g : la forme en ING nous indique qu’il s’agit d’une activité (swimming, riding …). Cette activité est “professional” et est axée sur les animaux familiers. Il s’agirait donc de « s’occuper » des animaux. En fait il s’agit des soins de santé, du toilettage. – Put at ease : “ease” fait penser à “easy” (facile). Si je traduis mot à mot, cela donne quelque chose comme « mis dans un état facile » et cela quand les animaux arrivent à Mypetstop®. On peut donc penser à « mis à l’aise ».
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– ledges : ce sont les “apartments” qui ont des “ledges” et des fenêtres. Les chats peuvent « s’asseoir » et « regarder le monde ». Il ne s’agit pas de la fenêtre, mais de quelque chose de proche puisque les chats s’y assoient et observent ce qui les entoure. Il s’agit sans doute du rebord de la fenêtre. – Scratching posts and toys : “toys” vous est sans doute connu : « jouets ». Donc ici, le chat joue avec des jouets et il “scratche des posts”. Pas facile! Peut-être que « scratch » vous dit quelque chose? C’est un bruit. Le chat peut le faire avec ses griffes. Il aime gratter les objets. Ici “post” est un « poteau », un « pieu ». – a range : il s’agit d’options de confort. Plus loin, nous avons “for example”. Et nous trouvons une énumération d’options de confort. Il s’agit donc d’une « gamme ». – tail : il s’agit d’un attribut du chien. Cette “tail” “wag”; il y a donc une action, un mouvement. À part la queue, je ne vois pas ce qui peut-être en mouvement. – wagging g : en trouvant « queue », je trouve aussi « remuer ». – off lead : juste avant le texte nous parlait de “extra walks”, de promenades supplémentaires. Avant “off lead”, nous avons “run around”. Donc le chien semble assez libre de courir. Dans ce cas il ne faut pas qu’il soit en laisse. “off lead” veut dire « sans laisse ». Activity 21
Réponses possibles (celles-ci n’excluent pas d’autres) : At mypetstop® cats may recover from injury or illness and get into peak condition. At mypetstop® cats can sit on window ledges and watch the world around them. At mypetstop®, it is possible for cats to watch TV in its apartment. When cat owners leave their pets at mypetstop®, they know they may spend time in the aerobic centre. At mypetstop® dogs may swim and do hydrotherapy. At mypetstop® dogs can have a two room, chalet style apartment. At mypetstop®, it is possible for dogs to have a sofa bed to sleep and relax on. When dog owners leave their pets at mypetstop®, they know they will have access to open air.
Activity 22
Pas de corrections; réponse personnelle.
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Séquence 2 1 Activity 1
Get ready 1. Isaac NEWTON was born in 1642 and died in 1727. He was English. He studied physics and mechanics and discovered the laws of gravitation. He invented the telescope. 2. Benjamin FRANKLIN was born in 1706 and died in 1790. He was American and invented the lightning rod and bifocals. He studied electricity. 3. Sir Alexander FLEMING was born in 1881 and died in 1955. He was Scottish. He studied medicine and discovered penicillin. He won the Nobel Prize for Medicine. 4. Luc MONTAGNIER was born in 1932 and is still alive. He specialized in biology and discovered the HIV virus. He won the Nobel Prize for Medicine.
2 Activity 3
Read to develop your knowledge and your vocabulary General comprehension How GPS Receivers work 1. Finding one’s way in the past. 2. A cheap and modern way of finding one’s way: the GPS. 3. How the GPS works. 4. The GPS system: what it consists in, who developed it. 5. Characteristics of the satellites. 6. What the GPS does. A definition of trilateration. 7. An example of two-dimensional trilateration. 8. Three-dimensional trilateration. 9. Other jobs a GPS can do.
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Activity 4
Detailed comprehension Vocabulary un gadget : a gadget
un satellite : a satellite une rotation : a rotation un cercle : a circle éliminer : to eliminate une sphère : a sphere la surface : the surface la position : the position CD 1
Enr.27
un récepteur : a receptor le globe : the globe l’information : information combiner : to combine un concept : a concept une série : a series les transmissions : transmissions tracer : to trace
Prononciation du « i » : /i/: eliminate, position, information, series, transmissions; /ai/: satellite, combine. Le mot “series”, même au singlier, s’écrit avec un “s ” à la fin. Inférer le sens des mots
Est-ce qu’une traduction suffit ? Ne faudraitil pas donner les éléments (les hypothèses) qui ont permis de conduire à cela ? Ty p e e t n a t u r e des mots, position etc.
to draftt a map: dessiner ; the GPS is a handyy guide : pratique ; the satellites circle the globe : tourner autour ; their job is to figure outt distances : calculer ; a circle with a radius of 625 miles : un rayon ; the third circle will intersectt : couper ; the GPS will trace your path : parcours. le dictionnaire
to keep from: pour ne pas... ; to pull off a trick: réussir un tour ; implemented (to implement): mettre en oeuvre ; at least: au moins ; to locate: situer, repérer ; tricky: délicat ; clue: idée, indice ; to move: se déplacer ; speed: la vitesse ; average: moyen, moyenne.
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Activity 5
Observing y de se repérer, p , les g gens se p perdaient Autrefois il n’yy avait aucun moyen tout le temps. p (on se servait des étoiles et de monuments pour se repérer. C’était plus difficile mais on ne se perdait pas tout le temps). Le GPS est un système peu coûteux et pratique. Il y a 27 satellites, dont 3 sont en p panne ((supplémentaires, en cas de pannee). Ce sont les Américains qui ont inventé ce système pour les militaires du monde entier. (américains) Chaque satellite fonctionne à l’énergie solaire et p parcourt 19 300 km (tourne à 19 300km autour du globe) e chaque jour. Il faut un minimum de 3 satellites pour se repérer à partir de la terre. Le GPS fournit des informations supplémentaires comme les distances parcourues ou votre p . (estimée d’après votre vitesse). heure d’arrivée précise
Activity 6
Language skills Comment appelle-t-on ces formes ? Des comparatifs. Quelles en sont les 3 différentes sortes ? Comparatif d’égalité, d’infériorité, de supériorité. Quand on applique ces formes à des adjectifs, comment classe-t-on les adjectifs ? Adjectifs courts ou longs. Exercice 1. It is less expensive. 2. It is easier to use. 3. It is quicker. 4. It is more useful. 5. It is less bulky. 6. More than half the cars have a GPS.
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Listen to obtain information General comprehension
Activity 7
1. They are bullets. They are used with a gun to kill or injure.
2. He is aiming at something, a target. 3. He is wearing a bullet-proof jacket. 4. Yes I have./No, I haven’t. The Colt Trooper is a gun, a weapon.
300 yards 1,000 miles an hour
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Detailed comprehension The bullet is fired through a car door.
The result shows it can devastate anything in its path. Kevlar is a man-made fibre.
In its raw state it is soft. The fibre is spun into a yarn.
It is woven into a fabric. The fabric is bonded together in layers. Kevlar is made by a small British company. It is lighter, more flexible and thinner. The airbag absorbs the impact of the bullet and distributes its energy.
It would cause severe bruising (contusions, bleus) or the odd broken rib (quelques côtes cassées). Plasticine has a similar density to the human body.
The bullet.
He can walk tall and safe. He can feel confident. 1 d
2 b
3 f
4 c
5 a
6 k
7 e
8 i
9 g
10 h
11 l
12 j
Vocabulary
a) Deadly : able to kill b) To punch through : to make a hole in c) In its path : in its way d) There’s not much left of that : it’s been very badly damaged e) Kind of thing : sort of thing f) The odd broken rib : possible bone fractures g) Bonded together : strongly joined h) Give it a go : put it to the test i) Stop something dead : make something stop immediately j) Comes in useful : proves to be useful k) Stuff : material or fibre
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4 Activity 8
Express yourself in writing Two gangsters attacked the Barclays Bank yesterday morning just after 10 o’clock. This branch of the well-known bank is on the main square of the village, next to the “White Hart” pub which was closed then. The two men are already known because they carried out another attack last month in the same area. One is a tall, dark-haired teenager wearing jeans and a denim jacket. He is nicknamed Beany. The other is older, probably in his forties known under the name of Ricky. He is shorter and fatter than Beany and was dressed in black trousers, an anorak and had dark glasses on. Ricky rushed into the Bank while Beany parked the car outside and remained at the wheel with the engine on. Ricky pulled a gun out of his pocket and threatened the manager and the customers. Fortunately the manager pressed the alarm behind the counter without being seen. The police arrived on the spot within minutes as Ricky was busy packing bank notes in a plastic bag. Sergeant Smith, 49, was in charge of the intervention. He declared: “I knew there was a chance these were the same men as last month and that they were armed, so precautions were necessary. When Beany saw the police, he shot at our car and started moving but found the road blocked by another police vehicle. While they were arresting him, I went inside the bank. As I got in, another shot was fired. It was lucky I had my bullet-proof vest on. Thanks to it, I was unscathed! Finally Ricky surrendered without further trouble. The two men are now locked up, and waiting for judgement.”
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Reading and debating General comprehension
Activity 9
Choose the correct answer
a) 2
b) 2
c) 2
d) 2
e) 3
f) 2
g) 1
h) 2
Working on the vocabulary
to launch (a product) to aim at a bit increasingly flashy
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lancer un produit viser un peu de plus en plus voyant, tapageur
i) 1
j) 3
to enable to keep tabs small fry the latest buzz to release meanwhile to sew sensors to breach the boundary to expect
permettre tenir à l’oeil du menu fretin, des vétilles dernier cri relâcher, libérer pendant ce temps coudre des capteurs violer, rompre la limite compter, espérer
Finding arguments for and against these device The pros
The cons
the world is dangerous
parents will be spying (espionner) on their children
there are bad people
it does not develop a sense of responsibility in children
children have a sense of adventure
there will always be risks
it is reassuring for children
parents will get tired of this gadget and forget using it
it is reassuring for parents
children can easily lose their mobile
if there is a problem you can intervene the phones aren’t 100% reliable quickly parents feel they are in control
batteries can go flat the use of devices like those will develop hyper anxiety in parents those who can’t afford this technology will feel left out children are treated like prisoners
Entraînement à l’expression écrite
b) Traduction des phrases 1. Ces gadgets sont fabriqués en Chine. 2. Ils sont vendus dans le monde entier. / On les vend dans le monde entier. 3. On persuade de plus en plus de parents de les acheter. 4. Chaque jour on lance un nouveau modèle. 5. Je ne croyais pas que les parents se laisseraient prendre par de telles publicités.
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La production d’un dialogue à l’écrit
– Pour un dialogue, on utilise des tirets et on va à la ligne quand on change d’interlocuteur. On utilise des guillemets si le dialogue est inséré dans du texte. – On met le nom des interlocuteurs dans la marge. – On peut faire une courte introduction pour indiquer qui sont les personnes, par exemple : “Mr and Mrs Woods are talking about their son’s birthday”. – Si les gens sont de la même famille ou sont amis, on peut utiliser du langage familier, des expressions de tous les jours, la forme contractée etc... – S’il s’agit de situation formelle, par exemple des adultes qui ne se connaissent pas, des niveaux sociaux différents, il faut un langage plus soutenu, plus poli, plus « correct ». – Pour rendre l’échange réaliste, il faut utiliser des questions, des exclamations, les personnages peuvent dans certains cas se couper la parole, mettre en doute ce qui est dit (revoyez les “tags”*). Le premier dialogue est entre un professeur et une élève « difficile ». On note l’emploi poli et formel du professeur “Miss Jones, I would appreciate if..;” f alors que l’élève parle un anglais incorrect. Le deuxième dialogue est entre un policier et une femme. Le policier est très poli face à une personne qui a l’air plutôt décontracté. On remarque l’emploi d’italiques pour montrer l’insistance de la voix sur un mot. Le troisième extrait est d’une pièce de théâtre. Il n’y a pas d’indications entre les paroles prononcées. On devine que ces personnes appartiennent à une classe sociale élevée, ce qui ne les empêche pas de différer de manière vive.
*Réponses, reprises et tags Des réponses courtes apportées en réaction de ce qui a été dit par un interlocuteur ou qui ponctuent une phrase. Do you like wearing jeans? - Oh yes, I do;; Oh no, I don’t..
“yes” et “no” sont souvent complétés en anglais.
Young people enjoy wea? ring jeans, don’t they?
Ces courtes questions négatives ou affirmatives avec reprise de l’auxiliaire et du sujet correspondent à nos « n’est-ce pas », « vraiment », « oui », « non », « hein ».
(affirmative + négative) You didn’t invent this your? self, did you? (négative + affirmative)
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Séquence 3 1 Activity 1
Get ready United States of America
Canada
Australia
New Zealand
Indigenous people
x
x
x
x
Natives
x
x
x
x
Native Americans
x
x
American Indians
x
First Nations
x
Indigenous Americans
x
x
Maori
x
Aborigine
x Canada & USA
Australia
New Zealand
Where they came from from Asia (by way of the Bering Strait and Polynesian Islands)
x
originally from Africa
x
from eastern Polynesia
x
Their traditional lifestyle hunting animals and gathering fruit and plants fishing, hunting (bison / moose), gathering and farming for some tribes
x x
hunting, fishing and gathering
x
Their traditional music vocalisations and percussions (drums and rattles)
x
chants with dances like the haka clapping sticks, didgeridoo
x x
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Consequences of the arrival of Europeans in their country:
Canada & USA
Australia
New Zealand
x sheep and beef cattle extinction of bison, invasion of their territories, epidemics, famine, wars
x
disease (influenza, measles), appropriation of land, wars
x
How the Europeans called them: Indians
x
natives
x
Blacks
x
When they obtained the right to vote: 1852 (men), 1893 (women)
x
1924 (U.S), 1967 (Canada)
x
1960
x
What percentage they represent of their country’s population today? 2.6%
x
4% (Canada) 1.5% (U.S.)
x
14%
x NORTH AMERICA
Europeans
beads ((perles)
x
black slaves
x
buffalo robes
x
dried meat
x
fur ((fourrures)
x
guns
x
horse gear (= equipment)
x
horses
x
lances
x
leather (cuir) r wool blankets (couvertures)
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Native Americans / First Nations
x x
NEW ZEALAND
Europeans
Maori
flax (lin)
x
flour ((farinee)
x
fresh food produce
x
guns
x
labour
x
protection
x
sugar
x
timber (= wood)
x
tools
x
water
x
AUSTRALIA
Activity 2
Europeans took …
Aborigines received monthly rations of …
blankets
x
clothing
x
flour
x
food
x
food resources
x
labour (sometimes)
x
land
x
sugar
x
tea
x
Trade
a) The Native Americans used to trade between tribes; they were traders before they encountered the Europeans. b) They were eager to trade/exchange furs for European technology. c) Whereas the European goods were generally man-made, the Native Americans traded natural resources. Reproach d) The Native Americans didn’t like how the whites killed the buffalo because they did not use all the different parts of the animal; they reproached them for not using everything/being wasteful.
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e) For the Native Americans, the whites were responsible for the disappearance of the buffalo - they blamed them for exterminating the buffalo. f) For the Native Americans, the whites were never satisfied – they criticised them for being greedy.
2
Read to develop your knowledge and your vocabulary
Activity 3 WHY ? to avoid clashes over land between Native Americans and settlers
IN THE PAST
to confine tribes to tracts of Land
WHEN ? 19th century
EVOLUTION IN SIZE 1880's : 53.4 m hectares 1934 : only 25% (13.35m.) CONDITION free to live as they wished, as long as they remained peaceful
LIVING CONDITIONS difficulty making a living from the land
OWNERS = Indians
traditional culture destroyed
CONTROLLERS = Whites
INDIAN RESERVATIONS RESOURCES coal natural gas uranium oil
OWNERS = Indians CONTROLLERS = Whites Indians often
REAGAN POLICY self help private enterprise
LIVING CONDITIONS
TODAY
legal gambling
3 Activity 4
reservations : underdeveloped inhabitants : poorest in the US
Read to obtain information a) Chief Sealth, a Duwamish chief.
b) In Indian Country by Peter Matthiessen published in 1984. c) A letter written to the White pioneers in 1865. d) The Indian Wars raged in the United States and the White pioneers wanted to continue their advance towards the West. The United States of America. The Indians: us, we, I, a savage, the Indian, the red man, my people.
The White pioneers: the white man, him, he.
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Activity 5
a) Indians
White men / man
you us we
x x x
him
x x
he
b) The idea is totally ridiculous for the Indians. The Whites’ actions seem to him as ridiculous as buying or selling the sky. c) Whites’action takes from the land whatever he needs
Approval
Disapproval
Justification
x
he is as a stranger … come in the night
conquered it (the earth)
x
the earth is not his brother but his enemy notion of abandon
x
notion of abandon
x
he leaves his fathers’ graves his children’s birthright is forgotten
d) His actions are totally different because he respects the land (the earth), his fathers’ graves and his children’s birthright. a) White man No quiet place in the white man’s cities. The white man does not seem to notice the air he breathes. Like a man dying for many days, he is numb to the stench.
Indians I am a savage and do not understand. The Indian prefers the soft pound of the wind … and the smell of the wind itself cleaned by a midday rain, or scented with a pi on pine. The air is precious to the red man.
Ne vous inquiétez pas si vous ne comprenez pas tout ce que vous avez relevé dans le texte – c’est normal ! La compréhension se fait à plusieurs niveaux, et en seconde, il ne faut pas s’attendre à comprendre un document dans ses moindres détails. Comprendre le sens global d’une phrase c’est déjà bien. Dans l’exercice qui suit, on travaille sur des mots que vous auriez pu inférer à partir du contexte … Mais pour satisfaire votre curiosité, nous vous livrons le sens des autres mots en ex. 2a. que vous avez peut-être notés sans comprendre : breathe : respirer (c’est ce qu’on fait de l’air) numb : indifférent stench : la puanteur (Chief Sealth accuse les blancs de polluer l’air et de ne même pas s’en rendre compte – en 1865 !)
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b) 1. hearing,
smell.
2. positive the leaves of spring
negative
town
country
x x
the rustle of insects’ wings the clatterr only seems to insult the ears the lovely cry of a whippoor-will the arguments of the frogs around a pond the soft pound of the wind
x x x
x
x
x
x
x
x
x
3. They are all sounds (things we can hear). 5. animal
bird
a body of water
a sound
vegetation
x rustle
x x
clatter a whip-poor-will
x
a pond
x
pound
x
6. battement = pound brouhaha = clatter bruissement = rustle Les trois mots en anglais sont tous des onomatopées (mot dont la sonorité rappelle ce que l’on désigne – exemple : glouglou). c) 1. water
air
2. The White man and the Indians don’t have the same attitude to the air : whereas the air is precious for the Indians, the White man doesn’t seem to notice it. d) The essential difference between the White man and the Indians is their attitude to nature / the environment. The Indian chief disapproves of the White man’s lifestyle He reproaches the White man for not respecting nature not living in harmony with the natural world Activity 6
1. a) True – when the last red man has vanished. b) True – these shores and forests will hold the spirits of my people c) False – [my people] love this earth as the newborn loves its mother’s heartbeat.
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2. The Indians’ god and the god of nature is the same. 3. “Him” means God. 4. The common destiny for man (= all men) and for nature is to die. The White man will die just like the Indians and the animals and plants.
4 Activity 7
Activity 8
Listen to obtain information a) number of speakers
2
their identity
radio presenter & chronicler / reporter
nature of the document
subjective chronicle
main speaker’s style
familiar
main speaker’s tone
angry (or passionate)
subject of the talk
the possible opening of a new Indian casino (and how the media treats it)
Word that is repeated
Repeated words and expressions
media … American Indian
papers news casino
article money check Dates
All the expressions containing that word
the 1800’s
tendency American media … American Indians … old 1800’s American papers a new Indian casino … American Indians … ‘red Indian devils’… Indian people … Indians … piece on an Indian casino … the Indians who were the ‘enemy’ … ‘Indians on the warpath’ …I’m an Indian, I’d be a very rich Indian … Most Indians I know … from an Indian casino. … silly idea about Indians the papers … these old papers … old 1800’s American papers … the newspaper articles ... a news show … make the news … national newscast … many of the newspaper articles … a new Indian casino … because of a casino… piece on an Indian casino …’ruin the neighborhood’ with a casino … if I get money from a casino … there are a few casinos read their (jaded) articles … many of the newspaper articles if I get money … Indians getting money send checks … do not get checks old 1800’s American papers
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The media in the 1800’s
The media today
Filled with images and stories of ‘bloodthirsty savages’ and ‘red Indian devils’ terrorizing innocent, pure-hearted white folks…
•
•
Shocking ‘cartoons’ of hideous looking so-called ‘red devils’.
Activity 9 Recording
Is a direct descendant of the American media of the 1800’s.
•
The ‘mouth’ of the U.S. propaganda machine.
•
When Indians make the news, it is often because of a casino …
•
The Indians who were the ‘enemy’ threatening to take back their land and ‘ruin the neighborhood’ with a casino.
1. -2.
Indignation
CD 1
•
Frustration
Insistance
Main idea (s)
x couldn’t believe … heard
Enr.35 CD 1
x
Enr.36 CD 1
x
Enr.37 CD 1
not fabricating … have researched
x no wonder … citizens … absolutely terrified … Indian people!
Enr.38 CD 1
1800’s … papers stories … ‘bloodthirsty savages’ … ‘red Indian devils’ terrorizing innocent, … white …
x
If I had a dollar … every time someone asked me if … get money from … casino …, I’d be … rich Indian!
Enr.39
x
CD 1
Most Indians I know do not get checks from an Indian casino.
Enr.40
3. He is an Indian. Activity 10
John Two Hearts is a Native American radio journalist. He reports on the announcement in the media of a new Indian casino. He criticises the newspapers in the 1800’s forr representting Native Americans as primitive savages and he accuses today’s media of projectting a similar image / of givving a negative image of Native Americans.
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He is concerned about the image of Native Americans’ today and disapproves off people systematically associatting casinos with rich Indians / of people who imagine that all Indians are rich because they make money from casinos
5
Get ready to express yourself orally
Activity 11 Recording CD 1
·
a) ‚
What you hear: I could not believe what I heard.
x
Enr.35 CD 1
x
In the 1800’s, / the papers were filled with images and stories of / ‘bloodthirsty savages’ and ‘red Indian devils’/terrorizing innocent, pure-hearted white folks./
x
This is not something I am fabricating, / I have researched these old papers, / read their jaded articles.
Enr.36 CD 1
Enr.37 CD 1
x
It is no wonderr / the common citizens of the time were absolutely terrified / of Indian people!
x
If I had a dollarr / for every time someone asked me / if I get money from a casino / because I’m an Indian, I’d be a very rich Indian!
Enr.38 CD 1
Enr.39 CD 1
Most Indians I know /do not get checks / from an Indian casino.
x
Enr.40
Activity 12 How the speaker expresses his … Emotions
b) Hey word or expression
Whole sentence
makes me mad
Hallowe’en time always makes me mad.
annoyed
I am particularly annoyed by people dressing up
makes us angry
I’ve tried to analyse what makes us so angry, so here’s what I think.
that is intolerable!
for me, that is simply intolerable!
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Opinion
I used to think it was because I was an Indian / here’s what I think. in my opinion
In my opinion, dressing up in an ethnic disguise – … – is in fact an act of racism.
from my point of view
from my point of view, it’s as if they are mocking our religion.
for me
for me, that is simply intolerable!
c) How the speaker … Expresses cause
Enumerates his arguments
Activity 13
6 Activity 14
Key word or expression
Whole sentence
as
That may surprise you as it’s a time when kids and grown ups have fun.
because
I used to think it was because I was an Indian / first because it trivializes the American Indian race.
since
it actually constitutes sacrilege since traditional Indian regalia is sacred.
two reasons
There are two reasons why it is a racist act.
first
First, because it trivializes the American Indian race.
Second
Second, it actually constitutes sacrilege since traditional Indian regalia is a sacred and personal spiritual expression of holy ways.
1. d)
2. f)
3. b)
4. e)
5. a)
6. c)
Read to obtain information a) a newspaper article
b) the New York Times (American daily newspaper) c) Michael de la Merced d) December 9, 2006 Actors : Seminoles and Hard Rock Café
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‘Actor 1’: Seminoles
‘Actor 2’: Hard Rock Cafe chain
Identity (who / what?)
• an American Indian tribe • based in Florida
• music-themed chain of restaurants, hotels, and casinos, • part of the Rank Group of Britain.
History
• ancestors sold Manhattan for trinkets (babioles) • 1979 a series of bingo halls • In 2004, opened Hard Rock casinos and hotels in Tampa and Hollywood, Florida.
• Founded in 1971 in London. • in May : Hard Rock Hotel and Casino in Las Vegas, which was sold to Morgans Hotel Group. • in July : Rank put Hard Rock up for sale.
Present business activities
• gambling • acquired Hard Rock International (on Thursday)
• employs about 7000 at 124 restaurants in 45 countries, as well as at seven hotels, two casinos, and two concert venues. • also owns collection of rock memorabilia,
Future ambitions / plans
• adding casinos to existing hotels
• Rank will incorporate Hard Rock Casino in London into Rank Gaming.
What? (content of announcement)
• acquisition of Hard Rock International.
When? (date of announcement)
• on Thursday (before Dec 9, 2006).
Where? (place of announcement)
• at the Hard Rock Café in Times Square in New York.
People present:
• Bobby Henry, a Seminole medicine man. • Hamish Dodds, Hard Rock’s president and chief executive, • the tribe’s representatives. • Steven Van Zandt, the E Street Band guitarist and The Sopranos actor.
Other details:
• memorabilia from Elvis, Johnny Cash, and Van Halen present. • Hard Rock’s president presented the tribe’s representatives with a Gibson guitar once owned by Hank Williams. • Steven Van Zandt : wearing an Indian-themed sweater and headband and snakeskin cowboy boots. Look again to find details about the acquisition:
What?
Hard Rock International
Cost?
$1.2 billion
Elements of Hard Rock not included :
Hard Rock Casino in London, Hard Rock Hotel and Casino in Las Vegas
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Activity 15
gambling
business transaction
casino bingo hall gaming
finance income revenue profits
purchase deal sale sold
Clothing garb sweater
Use the words in Exercise 1 to answer these questions:
a) casino, bingo hall b) deal c) purchase d) income = revenue e) garb
Activity 16
The people
a) Hard Rock representative
Seminole representative
Max Osceola
x
Elvis
Alive
x
Bob Dylan
singer / musician
x
Madonna
singer
x
x
Johnny Cash
singer
Van Halen
group
Bobby Henry
x x
x
Hamish Dodds
x
Hank Williams
singer / musician
Steven Van Zandt
musician / actor
b) A : Johnny Cash B: Elvis C: Hank Williams c) 1.
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Dead
x singer / musician /actor
James Allen
30
Artist (singer / musician / actor ) / group
x x
Places
a) London – all the other places are in the USA. b) Florida – it’s the only state. c) Manhattan – all the other places are towns or cities; Manhattan is a borough (a major district) in the town of New York. Seminole Indians
a) Where they live now:
Florida
Where their ancestors lived:
Manhattan
Traditions today:
observe
• medicine man • traditional garb (clothes) • blessing • Seminole language
How the tribe makes money (where their revenue comes from):
90% comes from gambling
they
still
b) The Seminoles’ ancestors weren’t paid enough for Manhattan => trinkets. The Seminoles want Manhattan to belong to them again => buy Manhattan back. They think it will be a slow process => one burger at a time.
Activity 17
Author
Document
known
«Indian Reservations» (Activity 3) «How can you buy or sell the sky?» (Activity 4)
x
«Indian Casinos» (Activity 7)
x
«Seminole Indians» (Activity 14)
x
1. c)
Tone
not known
formal
x
x
Point of view
informal / familiar
objective (neutral)
x
x
x x
x 2. d)
subjective (biased)
x x
3. b)
4. a)
The author of an entry in an encyclopaedia is generally not known. The
tone is formal and the point of view is objective.
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We always know the author of a letter (unless it is anonymous!) The tone can be formal or familiarr and the point of view is subjective. The speaker in a chronicle is generally known. The tone is often familiarr and the point of view is subjective. The author of an article in the press is generally known. The tone is usually formal and the point of view is objective (although it can be subjective). e Activity 19
b) Position of the slashes
Yes
at the end of a sentence
x
between a verb and a complement
x
before ‘and’
x
before and after a relative sentence
x
No
in the middle of a short sentence
x
in the middle of a long sentence
x
at regular intervals in a long sentence
x
The
Seminoles, / now established in Florida, / made their announcement / at the Hard Rock Café in Times Square / in New York. / The ceremony demonstrated how / these Native Americans successfully combine / Indian traditions and modernity /. A Seminole medicine man blessed the acquisition in the traditional Seminole language / surrounded by pop celebrities / such as E Street Band guitarist / and The Sopranos actor / Steven Van Zandt / and memorabilia of popstars past and present. /
a) The Seminoles already have two Hard Rock casinos in Florida [‚ ],
and this acquisition puts them at the head of an empire of 7000 employees [‚] at 124 restaurants [‚] in 45 countries, [ ‚] as well as at seven hotels, [‚ ] two casinos, and two concert venues. [ ‚] It also makes them the proud owners of the world’s largest collection of rock memorabilia, [‚ ] including items from Elvis [ ·], Bob Dylan [ ·], and Madonna. [ ‚] b) The sentences are affirmative. The intonation at the beginning of each part goes up. The intonation at the end of each part goes down. a) Gambling g currently represents p approximately 90 per p cent of the
q sition of the chain of hotels Seminole tribe’s revenue, and the acqui and restaurants will enable them to diversifyy their activities. The Seminole’s objective is to one dayy be able to return to their origins g and buy back Manhattan. This is Jennyy Sullivan reporting from Time Square on NBC News.
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b) Analyse the extract: Type of words
Stressed (accentués)
grammatical words (articles, prepositions, auxilaries ..)
x
content words (nouns, verbs)
x
names
x
adverbs (…-ly)
Activity 20
Unstressed
x
a) Today is a tragic day / for all Native Americans! / Today the Seminole
tribe sold its soul / for a chain of hotels and restaurants. / I’ve already told you how angry I was /when they bought two Hard Rock casinos in Florida . / This time / they’ve bought the whole chain! / b) 2 9 5.8
the biggest number of words the average number of words
a) The Seminole Council insist it’s all in a good cause [‚] – in the
not so distant future, the Seminoles hope they will have enough money [ ‚] to buy back Manhattan [ ‚] which their ancestors sold to the White men for trinkets. [‚] But what does our God think of gambling? [ ‚] Is that how he wants His people to live? [·] b) Analyse the extract: Type of sentence affirmative interrogative
intonation [ ‚] [·] or [ ‚]
WH-questions (questions ouvertes) => [ ‚]] Closed questions (questions fermées = réponses oui ou non) => [ ·]
a) The recuperation of Manhattan has begun – the Seminoles now
own the Hard Rock Café in Times Square, but in my opinion, they’ve lost their spiritualityy in their search for gold. b) Okay, some of you may say, the tribe demonstrated the importance of theirr traditions at the ceremony in Times Square – yes there was a medicine man in traditional garb who spoke the Seminole language, but there was also a popstar - Steven Van Zandt, not to name him – who was wearing an Indian-themed sweater and headband and snakeskin cowboy boots. I’m not sure if he was trying to be a cowboy or an Indian, but once again, dressing up like that just makes me mad! c) It is easier to identify the stressed words. It is more important to identify the stressed words.
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a) Read Part 5 and annotate it to indicate the pauses (/), the intonation [ ·] or [‚ ] and the stressed words.
p ever going to take my defence of Indian rights How are people seriously, /[ ‚] iff the Indians themselves /[‚ ] show no respect for their traditions /[‚ ] and reinforce the image g of Indians / [‚ ] as rich casino-owners! /[ ·]
7
Get ready to express your ideas Before a reporter or chronicler speaks on the radio, he has to prepare himself. In this part, we are going to help you improve your preparation skills.
Activity 21
Activity 23
Steps
Order
Choose your topic (subject)
1
Make notes
3
Organise your notes
4
Rehearse your talk
6
Research the topic
2
Write out your talk
5
(The use of ) Indian ………… SPORTS MASCOTS IN THE USA (à titre indicatif) …………
Document
Objective
Subjective
A
x
B
x
C
x
D
x
A and C = 1 point de vue,
B & D = le point de vue contraire, sans être totalement d’accord.
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Activity 24
b) General Information
Details
Facts about the topic (= Indian mascots)
Indians don’t correspond to normal categories 1. Animals 2. Objects 3. ‘Professions’
Arguments defending your point of view (= against Indian mascots)
• racist • unrepresentative, dishonest stereotype • offensive to Native Americans • = negative ethnic images • cultural, spiritual, and intellectual exploitation • negative mascots & logos => racism in schools
Arguments opposing point of view (= for Indian mascots)
your
Indian mascots – aggressive behaviour
• ‘just a mascot’, no message intended • change in mascot = loss of tradition • no harm / offence intended = just for fun • savage = uncivilized (like an animal) • savage = fierce, wild, and ruthless in our sports and in our academics • name ‘savage’ + Indian mascot is racist • name ‘savage’ + different mascot is not racist
Counter arguments: What is important : not what people intend, but how people interpret the message. Using an image for fun = ridicule / mockery. Suggesting savage = uncivilized => Indian = primitive (offensive). Are ‘fierce, wild, and ruthless’ honourable qualities? Historically ‘savage’ is connected with Indians – to avoid offence, necessary to change the name.
Activity 25
Element
Order
arguments against your point of view
4
arguments to defend your point of view
3
conclusion
6
counter-arguments
5
explanation of the topic
2
introduction to the topic
1
a) 1.b
2.g g
3.a
4.ff
5.i
6.d
7.e
8.h
9.c
10.j
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b) Noun
verb
adjective
to act
active
aggressiveness
to aggress
aggressive
amusement
to amuse
amused / amusing
behaviour
to behave
fun
funny
discrimination
to discriminate
emblem
discriminatory emblematic
harm
harmful ≠ harmless
to harm
hostile
hostility offence
to offend
offensive ≠ inoffensive
mockery
to mock
mocking
primitiveness
primitive
racism
racist
representative
to represent
representative
ridicule
to ridicule
ridiculous
stereotype
to stereotype
stereotyped
wilderness
wild
c) (a) debate
agree (with)
protest
discussion controversy
approve (of) support be in favour of
argue defend maintain be against
Activity 27 CD 1
Enr.53
36
stop ban (interdire) forbid
take into consideration
Introduction to the topic
The subject of this week’s chronicle is the current debate about sports mascots.
Explanation of the topic
In the United States, every sports team at high school, at university, in every town, village or city, has its mascot. In general, these mascots fall into one of three categories – animals, objects or professions. However, there is another category which is the source of considerable controversy – the Indian mascot. Indeed, many clubs and school teams have had an Indian name and or Indian mascot, but today the Native Americans are protesting – quite rightly, in my opinion.
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consider
Arguments to defend your point of view
They say for example, that using Indian warriors or chiefs as mascots presents a negative image of Native Americans, as it corresponds to an unrepresentative stereotype which they find offensive. Moreover, they argue that the continuing use of such negative mascots and logos can only encourage racism in schools and on sports fields.
Arguments against your point of view & counterarguments
Arguments against Of course, the people who like Indian mascots put forward strong arguments to defend their point of view. They say, for instance, that it’s all in the name of fun, and there never was any harm intended.
Counter-arguments But should we only take into consideration their point of view?
They also insist that if they are obliged to change mascots, the tradition of their team will suffer
– but what is more important, a team’s sense of importance or an ethnic minority’s sense of dignity?
They also maintain that names like ‘savage’ are not intended to have an Indian connotation, but to give the impression their team is fierce and wild.
They refuse to recognise the historical association with Native Americans.
Conclusion
In short, I personally approve of the Native Americans’ protest movement to ban Indian mascots, and I also agree with the ban on any names which could be associated with Native Americans. Sport should not be a cause for offence – for anyone.
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Séquence 4 1 Activity 1
Get ready Means of travel
1. c, d, j, l, m, r 2. f, i, n 3. b, c, f, i, l, m, r 4. a, b, f, h, i, j, k, n, d, r 5. b, e, f, i, j, n 6. a, c, f, g, h, k, q 7. b, p 8. b, c, i, l, m, o 9. t 10. s or u 11. u 12. u bay
2
coast
15
dam
4
estuary
10
forest
19
headland
8
hill
12
inlet
18
island
6
lake
21
lighthouse
1
mainland
5
marsh
13
mountain 20
peninsula
17
reef
11
tributary
An exceptional package holiday on your own private island. You will get a
taxi to the airport, take a plane to the nearest international airport, then hire a helicopter to get to the island. You will see palm trees and banana trees everywhere. The water will be crystal clear and the sky will be a little cloudy so that it’s not too hot. You will live like the natives in a wooden hut on the water. It will be a fabulous experience – the scenery is breathtaking and the lifestyle is ideal. Paradise on earth !
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Activity 2
Observe and express yourself
Picture A : the UK
(Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch – on the island of Anglesey in North Wales) Picture B : Canada (the city of Vancouver)
nch
Mi
NOR THW E ST
HIG
The
HL AN DS
Wes tern
Isle
s
Atlantic Ocean
Ben Nevis 1 344
G
IAN MP RA
Inverness
SCOTLAND Aberdeen NTAINS MOU
Glasgow
North Sea
Edinburgh
Newcastle Sunderland
ULSTER Belfast
Middlesbrough
Leeds
Irish Sea
Kingston upon Hull
Bradford
EIRE
Manchester Liverpool
Sheffield
Stoke-on-Trent
Nottingham
Leicester
WALES
Birmingham
Norwich
ENGLAND
Northampton Swansea
Bristol Channel
Cambridge Ipswich
Oxford
Newport
Cardiff
LONDON
Bristol
Tha
mes
Southampton Brighton
Plymouth
Strait of Dover
English Channel FRANCE
Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch
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Picture A peaceful atmosphere vibrant atmosphere a solitary island or islet tranquil pastures still waters a busy waterway pleasure boats high-rise buildings office blocks residential skyscrapers an iron bridge rolling hills tall mountains a cloudless sky a cloudy sky glass and concrete constructions a vast expanse of deciduous trees an extensive area of woodland
X
fir trees
X
X X X X
X X
isolated = remote peaceful = undisturbed
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X X X X X X X X
X X X X
strong evidence of industry a yacht club or marina sandy banks an undisturbed lake isolated trees or bushes small groups of cottages in the distance stone arches on either bank blue sky metal arch concrete pillars an agglomeration remote countryside urban landscape rural setting an elevated plain
a) expanse of water = lake
Picture B
X X X X X X X X
X X X X
X X X X
extensive = vast landscape = setting river = waterway
high rise = tall metal = iron
b) low ⬆ elevated; urban ⬆ rural; pale ⬆ dark; cottage ⬆ skyscraper; cloudy ⬆ cloudless; deciduous trees ⬆ fir trees c) 1. remote (the others are all types of building or construction material) 2. arch
(the others are all types of geographical elements – arch is a type of construction)
3. elevated
(the others all express the idea of isolation)
4. pillars
(the others are all complete constructions – not parts)
5. hills
(the others are all types of vegetation)
a) exciting = thrilling, exhilarating, stimulating
relaxing = calming, comforting, peaceful, tranquil spectacular = stunning, impressive, amazing, fantastic, fabulous, magnificent, brilliant, dramatic, awe-inspiring, breathtaking b) Picture A : all the synonyms for relaxing and for spectacular Picture B : all the synonyms for exciting and for spectacular
Monday 1st September I’ve just got back from a trip to North Wales. I visited the village with the longest name in the English language – Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch. The scenery is absolutely fantastic. fantastic I must tell you about it before I forget! You have this stunning g view over the lake, in the middle of which there is a solitary island or islet islet. On one side of the lake there are green tranquil pastures, while on the opposite sides there is an elevated plain with a vast expanse of deciduous trees / an extensive area of woodland woodland. You can see isolated cottages in between the trees. There’s an old iron bridge which crosses one extremity of the lake with stone arches on either bank. bank In the distance there are rolling hills hills. The weather wasn’t 100% perfect while I was there – the pale blue sky was quite cloudyy but even so the setting is breathtaking, breathtaking but also very peaceful peaceful. It’s an ideal place to stay to recharge your batteries. What I like about it is the total absence of human activityy - the lake is undisturbed undisturbed. Everywhere you look, it’s just water, trees and hills hills. It’s paradise on earth!
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Activity 3 Wednesday July 15th I’ve just got back from a trip to Vancouver. The weather was fantastic – a cloudless, deep blue sky! Vancouver’s a vibrant city on the West coast of Canada. It’s an urban landscape with strong evidence of industry in the midst of nature: a fast flowing waterway - the Fraser River - flows through the city and trees line the sandy banks. Tall mountains rise up above the glass and concrete constructions – residential skyscrapers, office blocks – to create an awe-inspiring backdrop. The metal arch and concrete pillars of the iron bridge across the river are symbols of the city’s industry while the marina filled with pleasure boats suggests the importance of leisure activities. Raise your eyes and the true character of Vancouver reveals itself – behind the low buildings on the perimeter of the city is a vast expanse of natural tranquillity leading to the mountains above. It’s the call of the wild – like the pioneers on the American frontier must have felt centuries ago! I truly recommend a visit to Vancouver – the city itself is exhilarating and the surrounding countryside is both stunning and calming.
3 Activity 4
Read to obtain information a) Oliver Twist is a novel written by Charles Dickens in 1838. It relates
the adventures of Oliver, an orphan who was born in a workhouse. He is soon made to work as an apprentice to an undertaker (who prepares bodies for funerals) and finds life so hard he decides to run away to London where he joins a band of homeless boys and learns to rob, before being reunited with his grandfather. Oliver Twistt has been the subject of numerous film and television adaptations, and is the basis for a highly successful musical, Oliver ! b) Charles Dickens was one of the most popular English novelists of the Victorian era as well as a vigorous social campaigner. He continues to be one of the best known and most read of English authors today. At least 180 motion pictures and TV adaptations based on Dickens’s works help confirm his success.
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proper nouns §1 §2 §3 §4
Oliver London Mr Bumble Oliver London Sowerberry Oliver
figures
repetitions
8 (o’clock) 5 (miles) noon (= 12 o’clock, lunchtime) London
70 (miles) 7 (miles more) 64 (miles)
thought (s)
20 (miles)
walk(ed)
This extract is about Oliver’s journey to London.
Activity 5
a) People: Oliver, he
Places: (stile, by-path), high-road, town, milestone Time: 8 o’clock, noon, for the first time b) Oliver’s actions: ran, hid, sat down, began to think Oliver’s feelings: fearing that he might be pursued and overtaken c) fearing that he might be pursued and overtaken means Oliver was afraid that someone may be following him, and may want to catch him. d) False. Oliver did not know where he was going. When he sat down, it was the first time he thought about where he should go. a)
Oliver London
Mr Bumble
Pronouns or nouns used
Information given
he, the boy, him, a homeless boy that great large place, there, that vast city, it
must die in the streets unless some one helped him no lad of spirit need want in London there were ways of living in that vast city, which those who had been bred up in country parts had no idea of It was the very place for a homeless boy
-Ø
-Ø
b) the old men at the workhouse c) Oliver has decided to go to London, because he sees the name on the milestone he is sitting beside, and he remembers that the old men at the workhouse told him that London was a place where you could find everything you needed. d) 70 miles
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a) The inverted commas indicate Oliver’s thoughts.
b) recollected, meditated, thought(s), thinking c) Interrogation
What it’s about
how much he must undergo ere he could hope to reach his place of destination
distance & probable difficulties
his means of getting there
means of transport
d) In 1838 railways did not exist. The only means of transport was the horse and carriage. Oliver decides to continue walking – he only has one penny. In his bundle he has some bread and some clothes, but he can’t use them to pay for transport. a) Time of Day day
night
Actions walked 20 miles ate bread drank water at cottages (begged) turned into a meadow; creeping close under a hay-rick fell asleep and forgot his troubles.
Feelings
frightened at first cold and hungry alone tired with his walk
b) Oliver slept in a field under a hayrick (= meule de foin). c) The journey is difficult – it’s a long distance, he hasn’t got a lot of food, and he’s only young. It’s the first time he’s travelled on foot like that. Oliver is very brave and courageous. Although he’s frightened, he ends up sleeping because he is so tired. d) Oliver is a likeable character, because he is young and defenceless, but ready to travel a large distance. The fact that Dickens presents his thoughts – his anxieties and his fears – makes the reader warm to him and appreciate him.
Activity 6
a) 1 = by-path; 2 = stile; 3 = high-road
b) Oliver was walking. We don’t know exactly where he came from, but we know he was going to London – on foot, on the road. c) In general, the roads are small at first, then they get bigger. d) path = sentier; stile = échalierr (permet de franchir une haie ou une clôture) a stile 44
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a) stone, in large characters, 70 miles
b) milestone = borne routière a) Oliver puts his clothes and his food in his bundle. The bundle is on
his shoulder (one shoulder or the other.) b) bundle = baluchon a) begged = verb
b) complement = (a few draughts of) water c) Oliver begged at cottage doors because he was thirsty and he didn’t have any water. d) beg = mendier, quémander
4 Activity 7
Listen to obtain information 2 speakers – Jason Lewis and a female interviewer (we don’t know her name) Subject of the conversation: Jason’s round the world trip Tone: relaxed, friendly
Activity 8 Questions Where? When? How long? Means of transport?
Answer around the world – (five continents, two oceans) started (July 12) 1994 14 years pedal boat or kayak (on rivers, the sea or oceans) and in-line skates (roller-blades) or a bike (on the road.)
Activity 9 Figures 4,833 46,505 July 12, 1994 26 40 14 5 2 82 3 350 26
What they refer to number of days on the trip number of miles on the trip date of departure Jason’s age on departure Jason’s age on arrival number of years it took to establish a world record number of continents crossed number of oceans crossed age of the old lady in Australia 3 days ago = the worst moment on the trip 350 metres = distance from the coast (beach) 26 miles = distance from home
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Activity 10 Jason’s anecdotes 왘 왘
왘 왘
Interviewer’s reaction
met up with a band of robbers, pursued by pirates, nearly eaten by a crocodile an 82-year-old-lady motorist ran into (him) when (he) was rollerblading and broke both (his) legs arrested by Egyptian authorities who thought I was a spy the French authorities wouldn’t let (him) more than 350m from the coast in (his) pedal boat
5 Activity 11
왘
lucky to be alive
왘
that must have been the worst moment of your trip
왘
-
왘
you’ve arrived home safely now
Get ready to express yourself orally
1. b, k, l 6. h
2. a, f, 7. f
3. g 8. d, e, i
4. a 9. c, j
5. b
1. How far was your trip? / How far was your pedal boat (allowed to go) from the coast? / How far were you from home? 2. How long did the trip take you? / How long did it take you to establish a world record? 3. How many continents did you cross? 4. How many days did your trip take you? / How many days did it take you to complete your trip? 5. How many miles did you travel? 6. How many oceans did you cross? 7. How many years did your trip take you? / How many years did it take you to complete your trip? 8. How old were you at the beginning of the trip? / How old were you at the end of the trip? / How old was the old lady in Australia? 9. When did you leave? / When was the worst moment on the trip?
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Activity 12
1. h 5. a, f
2. c 6. j
3. a, b, f, g, h, 7. i
4. d, e, k, l
1. I crossed five continents and two oceans. 2. I left England on July 12, 1994. 3. I travelled 4,833 days, 46, 505 miles. I travelled for 14 years. I travelled across five continents and two oceans. 4. I was 26 when I left. I was 40 when I arrived back in England. I was 350 metres from the coast (when the French authorities stopped me.) I was 26 miles from home (when the French authorities stopped me.) 5. It took me 4,833 days to complete the trip. It took me 14 years to complete the trip. 6. It was the worst moment of my life three days ago. 7. She was 82 (years old).
Activity 13
1. a, f 7. e
2. a, f 8. g
3. b
4. c, d
5. c
6. d
1. He was pursued by pirates. 2. He was chased by a band of robbers. 3. He was run over by an 82-year-old-lady. 4. He was arrested by Egyptian authorities. 5. He was accused of being a spy by Egyptian authorities. 6. He was stopped by French authorities. 7. He was helped by locals in Calais. 8. He was welcomed home by thousands of supporters.
Activity 14
1. must
2. can’t
3. can’t
4. must
5. must
1. must have been 4. can’t have been
2. can’t have been
3. must have been
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1. Being pursued by band of robbers must have been frightening / can’t have been funny. 2. His car accident in Australia can’t have been pleasant / must have been a nightmare. 3. The attitude of the French authorities must have been incomprehensible / can’t have been understandable. 4. The help of the locals in Calais must have been a pleasant surprise / can’t have been expected. Activities 15 and 16
6 Activity 17
I’ve just listened to an interview with Jason Lewis./ [앗] He’s the guy who’s established a world record / [앗] – he’s the first person ever to travel [앗] / all the way around the world using only his own energy / [앗] – no cars, no buses, no trains, no planes, no boats, [앗] / just his own pedal-boat, kayak, rollerblades and bicycle. [앗] / Would you believe it! / [앗] It must have been a fabulous experience! / [앖] But it can’t have always been easy! [앖 ] / It took him 4,833 days / [앗 ] to cover 46,505 miles, / [앗] travelling across 5 continents and 2 oceans. / [앗] He was 26 / [앗 ] when he left England on July 12, 1994 / [앗 ] and 40 when he arrived back home 14 years later. / [앗] He nearly died more than once! / [앖] – he was almost eaten by a crocodile / [앗] and in Australia an 82-yearold-woman driver ran into him / [앗] when he was rollerblading. / [앗] That must have been a horrendous experience! / [앗 ] He also had a fair number of lucky escapes / [앗] like when he was pursued by pirates / [ ] or chased by a band of robbers. / [ 앗] That’s amusing when you see it on a film,/ [앗] but it can’t have been fun in real life!/ [앖 ] There were also several occasions when he wasn’t exactly welcomed by the authorities / [앗] – in Egypt he was accused of being a spy / [앗] and imprisoned until the British consulate rescued him / [앗] and in France / [앗] – so close to home! – /[앖] he was forbidden to pedal more than 350m from the coast in his boat. / [ 앗] Fortunately he was helped to escape by locals in Calais, / [앗] which must have been a relief , / [앖] and 26 miles later he was welcomed home by thousands of supporters. / [앗]
Read to obtain information a) log book (a diary is personal – only one person writes in it.)
b) 2 authors - MERIWETHER LEWIS and WILLIAM CLARK c) between Monday, September 17, 1804 and Thursday, September 27, 1804
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People
Places
September 17
hills and plains
September 23
three Sioux boys the Band of Sioux called the Tetons their chiefs those boys
the river (the creek)
island
September 25
an interpreter those chiefs the principal chief the 2nd chief Capt. Lewis the grand Chief (the young warriors) (most of the warriors) all the men except 2 [Interpreters] 12 of our determined men the first & second chiefs my men the Brave Men
September 27
men the 1st. chief about 60 men Capt. Lewis (P.C. our bowman) the Maha prisoners a) America – buffalo, Sioux Indians
b) Two groups: White men: Capt. Lewis (& Clark), an interpreter, all the men except 2 [Interpreters], 12 of our determined men, my men Indians: Sioux boys (those boys) the Band of Sioux called the Tetons, their chiefs (the principal chief = the grand Chief, the 2nd chief, the first & second chiefs), the Brave Men c) The Whites are travelling by boat - our boat. The Sioux Indians live near the river. Three Sioux boys came to us. Swam the river.
Activity 18
a) Repeated words
hills country plain(s) buffalo
Associated words grass, green grass, green grass, green deer elk and antelopes
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b) This extract is
descriptive
The author describes
sights
The author
is impressed
(as far as the eye can reach, this scenery already rich pleasing and beautiful, immense herds of buffalo, in every direction, I do not think I exaggerate … 3000) 0 a) 3 = number of Sioux boys
80 = number of Indian homes / teepees / lodges in that place 60 = number of Indian homes / teepees / lodges in that place 2 = number of carrots of tobacco 60 Sioux lodges
b) geographical references : river, at the next creek above, a short distance above c) The carrots are
to smoke
‘carrot’ indicates the shape (= forme) e of the object.
creek
d) The white explorers give the three Sioux boys two small quantities of tobacco to give to their chiefs. They tell the boys they will speak with the chiefs the next day. The present of tobacco is to pacify the chiefs so that their encounter will be friendly.
80 Sioux lodges
3 Sioux boys clark & co. on boat
a) They want an interpreter (who can speak
Sioux).
They have an interpreter … but their interpreter only speaks a little Sioux. b) Success
Failure
invited those chiefs on board show them our boat show them … such curiosities we gave them 1/4 a glass of whiskey … which they appeared to be very fond of, (the Grand chief) ordered the young warriors away I felt myself warm & spoke in very positive terms.
(the chiefs) began to be troublesome the 2nd chief was very insolent both in words & gestures stating he had not received presents sufficient from us I felt myself compelled to draw my sword Capt. Lewis ordered all under arms in the boat
c) 1. draw my sword; under arms; defend themselves (warrior) 2. (World) War. Warrior = someone who is engaged aggressively or energetically in an activity, cause, or conflict. ((guerrier)
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3. they appreciated the whiskey and became angry when the bottle was empty. Justification: which they appeared to be very fond of, sucked the bottle after it was out (= empty) 4. Clark felt threatened and wanted to defend himself. Justification: the 2ndd chief was very insolent both in words & gestures … declaring I should not go on, …, his gestures were of such a personal nature sword d = arm (une arme) 5. Put the events in the correct chronological order: 8 3 2 6 9 5 7 4 1 10 11
Clark feels the need to defend himself Clark offers the chiefs some whiskey Clark shows the chiefs around the boat Clark tries to reconcile them Lewis shows his men are armed and ready to fight the chiefs become agitated because there is no whiskey left the chiefs become more and more aggressive the chiefs feel welcome the chiefs go on the boat the grand chief tells his warriors to leave the two sides are reconciled
6. At the beginning they are
on a boat.
At the end they are
on land.
‘shore’ =
land.
d) 1. 1. False: Most of the warriors appeared to have their bows strung … took out their arrows from the quiver… I (being surrounded) d was not permitted (by them) to return. 2. True: I offered my hand to the first & second chiefs who refused to receive it.
bow
3. False: the Brave Men waded in after me. I took them in & went on board. 2. Label the diagram with these words – bow, arrow, quiver :
arrow
quiver
3. pessimistic: they don’t seem to understand each other. optimistic: the Braves are happy to accompany Clark – they seem to accept him. e) 1. hostile intentions… no sleep – the outcome seems to be conflictual.
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2. The Sioux’s actions the bank was lined with men armed about 60 men... continued on the bank all night....
The explorers’ corresponding reactions This alarmed me as well as Capt. Lewis. we were on our guard all night we kept a strong guard all night in the boat, no sleep
3. their intentions are to stop our proceeding on our journey and if possible rob us 4. the Maha prisoners informed him (the bowman) we were to be stopped 5. a White man: ourr bowman a person who oars, rows, or paddles (= rame) e at the bow (= front section) of a boat. the White men didn’t use bows and arrows in America at this time. our bowman who could speak Mahar … 6. Indians prisoners …
Activity 19 In 1804, Thomas Jefferson, President of the United States sent Meriwether Lewis and William Clark on an expedition from the plains of the Midwest to the shores of the Pacific. He wanted them to map the rivers, make friends with the natives, open the West to trade, and look for a Northwest Passage. They were accompanied by twenty-five men, one dog (& one woman). They had difficulty making friends with the natives especially in September 1804 when they encountered the Sioux Tetons. These Indians were armed and were not totally satisfied with the presents the explorers offered them. The leaders of the expedition needed interpreters to talk to them, but noone really understood their language. The Indian chiefs were rather hostile. In particular, they wanted more whiskey and they didn’t intend to let the explorers continue their journey.
7
Get ready to express yourself in writing
Activity 20 1. opposites active ≠ apathetic affectionate ≠ cold agitated ≠ calm
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2. synonyms amiable = good-natured bad-tempered = irritable brave = courageous
arrogant ≠ humble big-headed ≠ modest docile ≠ wild dynamic ≠ lethargic resistant ≠ fragile friendly ≠ hostile strong ≠ weak
discreet = reserved docile = obedient extroverted = out-going faithful = loyal honest = sincere hospitable = welcoming humble = modest
1. Verb to activate to affection to agitate to cool to calm to brave
to resist to befriend
to obey
Adjective active affectionate agitated cold calm brave courageous humble resistant friendly hospitable docile hostile wild obedient
Noun activity affection agitation cold calm bravery courage humility resistance friendliness hospitality docility hostility wildness obedience
2. adjectives: -ive, -ate, -ed, -eous, -ant, -ly, -able, -ile, -ient nouns: -ivity, -tion, -ery, -ity, -ance, -ness, -ience 3. 1. agitated / wild 2. bravery / courage / calm / agitated 4. humility 5. wild
3. resistant / hostile 6. hospitable / friendly
4. 1. The three Sioux boys showed bravery ; they were courageous. 2. The Braves were docile ; they demonstrated obedience when they followed Clark onto the boat. 3. Captain Lewis was calm – he didn’t show hostility to the Chiefs. 4. The bowman was friendly with Maha prisoners; he demonstrated a certain degree of affection. Activity 21
1. b /c
7. h / i
2. d 8. h / i
3. b /c 9. j
4. e 10. k
5. f / g 11. l
6. f / g
b & c; f & g; h & i e – il faut des noms en (4) après his
f, g – en (5) et (6) après spent his days il faut le Ving (c’est comme ‘spend time’)
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h, i – en (7) et (8) il faut une construction passive (be + Ven) – la phrase commence par ‘he’ (= Seaman), qui subit les actions. l – il faut rajouter le sujet + verbe ‘there was’. One of Lewis’ companions on the expedition was Seaman, a dog. He
paid $20 for the Newfoundland which he appreciated for his dynamism, strength and docility. During the trip, Seaman spent his days hunting game and alerting the men about grizzlies and buffalo. He didn’t always have an easy time: he was bitten by a beaverr and stolen by the Indians. He also nearly died of starvation in the mountains in winter. Although Lewis loved him dearly, Seaman did not return with Lewis. No one knows what happened to him, but there is no record of him in the journals after July 15, 1806.
Activity 22
May 14, 1805 The weather was very bad today; there was a lot of wind and not a lot of visibility. Jean-Baptiste cried a lot and Mr Clark was a bit bad-tempered. I didn’t see much of Toussaint, he spent the day talking to the men at the other end of the boat. At the end of the morning, we stopped on the shore and I dug for roots and collected edible plants on the river bank. In the afternoon, the wind got stronger and the boat nearly capsized. Captain Lewis’ papers were everywhere and some of the supplies fell into the water. While the men had difficulty stabilising the boat, I collected the papers together and fished the supplies out of the water. Mr. Lewis thanked me and told everyone I was an example to them all, I was so calm! If only he knew – I was actually very afraid and thought our hour had come. The wind is calmer now, and Jean-Baptiste is less agitated. We are all very tired, I think we need some fresh berries and a good night’s sleep. August 17, 1805 It was a very emotional day for me today. Captain Lewis asked me to accompany them on horseback to a Shoshone camp, because they wanted to buy some horses. I always feel strange meeting my people, I wasn’t sure how they would react seeing me with White men. The Shoshone chief was none other than my brother – Cameahwait – I haven’t seen him for ages and he didn’t know about Toussaint and Jean-Baptiste. He was so pleased to see me again, he was very good-natured and the White men were able to buy horses. (It was very complicated, Cameahwait and I spoke Shoshone, I translated what we said into Hidatsa for Toussaint, who translated into French for Labiche who translated into English for Lewis and Clark.) They were very thankful. Now I am sad, as we have already travelled many miles up the river, and I don’t know when I will see my brother or other members of my tribe again.
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8 Activity 23
A
B C D
Read to improve your own writing
Europe – a continent Luxembourg – a small country between France and Germany Strasbourg – a French city on the German border Haut-Koenigsbourg – a castle Kenzingen – a town in Germany (Strasbourgian is an adjective meaning it is in or comes from Strasbourg. German, Dutch are adjectives of nationality - Dutch people live in Holland.) Guatemala – a country in Central America Lake Atitlan – a lake – volcan Pacaya Tikal – a place where the stones are white (it is a National Park with a lot of artefacts from the Maya civilisation) Hawaii – an island in the Pacific, the 50th state of the USA San Francisco – a city on the West coast of the USA in the state of California
A B
We – at least 2 people + ML who celebrates his / her birthday I – no other indication
C D
We – no other indication We – no other indication 1. Means of transport
A
car
B
–
Adjectives - what they describe cheaper – petrol old – square delicious – moment (= breakfast outdoors) stunning – castle impressive – amounts of German hospitality (amount = quantity) perfect – blue (of the lake) the most beautiful – lake (in the world) red – rivers of lava white – stones natural – colours striking – small pueblos small – pueblos the best – designs the most attractive – colours local – dress
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immobile – clouds heavy – clouds monsoonal – rain (far) fewer – people impossible – plans lazy – day leisurely – side of travel fabulous – time mammoth – entries short and sweet – (this entry)
C
D
2. a) unimportant b) buildings the atmosphere
natural elements
people
the blog entry
the weather
size
movement
quantities
c) sometimes negative d) colours the author’s feelings
age
e) comparatives superlatives adjectives (stunning, impressive…)
beauty
forceful (= puissants)
3. a) older castle / the oldest castle b) a more impressive square / the most impressive square c) smaller pueblos / the smallest pueblos d) more hospitable people / the most hospitable people e) a lazier day / the laziest day f) a more leisurely trip / the most leisurely trip g) a shorter entry / the shortest entry h) a more beautiful view / the most beautiful view 4. a) superlative b) 1. c
2. b, f
3. b, e
4. a, f
5. b, f
6. f, d
c) 1. the tallest mountain … in the Swiss Alps / I’ve ever seen 2. the most fabulous hotel … I’ve ever stayed in / in the whole world 3. the kindest person … on earth / in the world / I’ve encountered on this trip 4. the most well informed guide … in the country / I’ve ever met
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1. A
B once early morning during their festivals
then after a night the next night breakfast
C this morning whilst we slept now until this morning today
D last now a while
2. Draw your conclusions verbs (begin); nouns (lunch) ; prepositions (after); conjunctions (whilst); adjectives (next); adverbs (once) 3. begin end 4. après after
night
morning
next
early
day
evening
last
late
ensuite
jusqu’à ce que
maintenant
pendant que
prochain
then
until
now
whilst / while
next
une fois un moment once
a while
a) the present: B, C, D
the future : C
the preterit (past): A, B, C, D
b) specific incidents/experiences = preterit plans = future
general truths = present
a) The place A, B, C, D
The people on the trip
The weather C
A
Interesting experiences A
Interesting sights A, B
b) a direct address to the reader: D (We’ve made a list of things we wanted to tell you, we have so much to share with you) a personal commentary: A (not worth mentioning, A delicious moment that was... nothing quite like a birthday to unite many nations.) ; C (Our plans are impossible to realise today. It’ll have to be a lazy day,…)
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Séquence 5 1
Get ready
Activity 1
ARTIC OCEAN
Greenland (Dk.)
Alaska (US)
2
Russia
Canada
Sweden Finland
Iceland
NORTH
Norway United Kingdom
NORTH
Denmark Poland Germany Ukraine Kazakhstan France Romania Italy 12 3 Spain Greece Turkey Portugal Syria Iran Afghanistan Tunisia Morocco Iraq Pakistan Algeria Libya Egypt Saudi
Ireland
PACIFIC
NORTH
OCEAN
ATLANTIC
United States
OCEAN
Mexico Cuba
Venezuela Colombia Ecuador
Brazil
Peru Bolivia
Paraguay PACIFIC OCEAN
Chile
1
Japan
China
India Arabia Oman Mauritania Mali Chad Sudan Yemen Senegal BurkinaNiger F. Ethiopia Ivory Nigeria C. African R. Somalia INDIAN Coast Cameroon Uganda Congo Kenya OCEAN Gabon Rwanda Burundi Zaire Tanzania Zambia Malawi Angola Mozambique Madagascar Namibia Zimbabwe Botswana SOUTH ATLANTIC
Uruguay
Argentina
4
South Africa
OCEAN
OCEAN
Mongolia
3
Haiti
SOUTH
PACIFIC
Laos Thailand Vietnam Cambodia
Philippines
Malaysia Borneo Sumatra Celebes Indonesia Java
Papua New Guinea
Australia
New Zealand
Antarctica
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The Bahamas
3
Cuba Haïti
Dominican Républic
Jamaïca
Puerto Rico (US)
2
1 Belize
Anguilla (UK) St Kitts & Nevis Antigua & Barbuda Guadeloupe (Fr) Dominica Martinique (Fr) St-Lucia 5 Barbados Grenada
4
Honduras Guatemala
Trinidad & Tobago
6
El Salvador
Nicaragua Vénézuela
Guyana
Costa Rica Panama
MOROCCO
TUNISIA
Country
ALGERIA
WESTERN SAHARA
LIBYA EGYPT MAURITANIA
SENEGAL
MALI
GUINEA
11
SIERRA LEONE
LIBÉRIA
NIGER TCHAD
HTE-VOLTA IVORY COST
3
TOGO BÉNIN
GUINEA BISSAU
GHANA
DJIBOUTI
SOUDAN NIGERIA
8
2
ETHIOPIA
CENTRAL AFRICAN REP.
CAMEROON EQUATORIAL GUINEA GABON
10
4
UGANDA
SOMALIA
KENYA DEM. REP. CONGO
CONGO
9 TANZANIA
ANGOLA
14
ATLANTIC OCEAN
ZAMBIA
INDIAN OCEAN
Canada Australia India Cyprus Singapore Malta Mauritius Belize Sri Lanka Vanuatu
Date it joined the Commonwealth 1931 1931 1947 1961 1965 1964 1968 1981 1948 1980
6 MOZAMBIQUE
NAMIBIA
1
ZIMBABWE MADAGASCAR
BOTSWANA
7 SWAZILAND13 SOUTH AFRICA
5
LESOTHO
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2
Activity 2
Listen to develop your knowledge and vocabulary get ready a) There are 53 countries.
b) Most of them are former British colonies. c) Queen Elizabeth II , known as the Head of the Commonwealth. d) Its aims are to promote - common values - democracy - free trade - world peace e) To become a member, the country must - be a sovereign state accept the Harare declaration - recognize the Queen as Head of the Commonwealth - accept English as a means of communication respect the wishes of the population concerning this membership. f) They are suspended. They can leave or rejoin later. g) Rwanda, Sudan, Algeria, Madagascar, Yemen h) It organizes summits, meetings of ministers, facilitates communication, provides technical assistance. i) He is Kalamesh Sharmah, an Indian. j) They are in London, in Marlborough House. k) sports / education / business / culture l) It is a Prize awarded every year to an author from a Commonwealth country.
Samoa Joined the Commonwealth at the creation when they became independent Their link with the Commonwealth they were «dominions» they were colonies they have a link with another country already in the Commonwealth Their form of government: they are a republic they are a monarchy they recognize Queen Elizabeth 2 as their monarch
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India
New Zealand
Brunei
¸ ¸
¸ ¸
¸
¸
¸ (New Zealand) ¸
¸ ¸ ¸
The Commonwealth today: a few figures
Population: The Commonwealth represents nearly 2 billion people, one third of the world population The smallest member is Vanuatu with 11,000 people. The largest member by population is India. with 1.2 billion inhabitants. Land area: The Commonwealth covers 20% of the world land area. Economy: The 3 largest economies are India, Britain and Canada.
3 Activity 3
Read to obtain information The Colonial era:
a) to prepare the way: to pave the way for to create, to organise: to set up un comptoir: an outpost to give a chance, an occasion: to give opportunities to take and make your own: to appropriate next, following: ensuing b) France
Portugal
Holland Britain
The British Raj:
a) to be allowed: to be given permission without tax: duty-free to beat in a war: to defeat to be given a position: to be appointed a dispute: a fight an Indian soldier in the service of the British: a sepoy to get the better in a conflict: to overcome b) Date 1617 1717 1757 1757
Event Trade agreement between the British East India Company and the Mughal Emperor duty-free trade in Bengal Battle of Plassey Robert Clive appointed as First Governor of Bengal
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1850s 1857 1876-1878 1876 1899-1900 1920
Control of the Indian subcontinent by the British completed Sepoy Mutiny The Great famine Victoria Empress of India Indian famine Start of Independence movement against British rule
Independence and Partition:
a) Vocabulary: un pas : a step un vice-roii : a viceroy un conseillerr : a councillor faire campagne : to campaign b) There were tensions between Hindus and Moslems (or Muslims) Gandhi created a non-violent movement. He took to wearing only homespun clothes. He organized a march to the sea against British salt monopoly. Independence was granted in 1947. Following the creation of India and Pakistan, the largest mass migration movement ever recorded took place.
4
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Listen to enrich information
Activity 4
a) John is talking about his grandparents b) His grandfather went to India as a civil servant c) He travelled by boat d) The children were educated in England e) The family came back to England
Activity 5
a) John’s grandfather went to India in 1914. False, he went “a few years after the First World War”. b) He was the first in the family to go abroad. False, “a distant relative had gone to Asia as a missionary”. c) He persuaded his wife to go with him. True, “he convinced her to go with him”. d) They had three children. False, John mentions his father and his uncle (2 children). e) The boys did not see their parents very often when they reached school age. True, they saw them once a year.
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f) They went to the mountains to practice skiing. False, they went there when it was “unbearably hot” near the coast. g) Both grandparents got sick. False, “my grandfather got sick”. h) Cricket was a popular game in India. True, “they attended cricket matches”. i) Grandfather came to realize that India was very different from England. True, “such a big country with such a variety of people and mentalities far removed from the English way of thinking”. j) The grandparents were glad to return to England. False, “they got a shock” and “often regretted the years they spent over there”.
Activity 6
a) 1. He was dreaming of distant countries 2. He didn’t feel happy in Europe. b) A distant relative had gone to Asia as a missionary. c) Earning regular money and contributing to the British influence. d) He thought the English could help India, save it from famine and ensure peace.
Activity 7
a) It took weeks. b) They returned to get educated. c) The extreme heat. d) She enjoyed having servants and the social life she led.
Activity 8
a) Grandfather realized that India was a big country with a variety of people and different mentalities. b) The desire for independence and the fear of Communism. c) They found the country in a terrible state.
Activity 9
FRENCH demander un poste un fonctionnaire la paix une traversée un pensionnat soigner station de montagne des domestiques augmenter
ENGLISH to graduate to apply for a position a civil servant peace a voyage a boarding-school to nurse mountain resort servants to grow
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5 Activity 11
Read to obtain information a) Le personnage principal : Velutha
b) Son père : Vellya Paapen c) Les grands parents : Pappachi, Mammachi d) Le nom de la propriété : Ayemenem House e) La caste des Intouchables dans cette région : Paravans f) Une grande ville de l’Inde : Delhi g) Le beau-père de la grand-mère : Punnyan Kunju h) Le professeur venu enseigner le travail du bois : Johann Klein i) Le lieu d’origine du professeur : Bavaria (la Bavière) j) La ville indienne où il donnait ses cours : Kottayam a) To pick fruit on a tree : to pluck
b) The door for servants : the back entrance c) To make the marks of your feet disappear by using a broom : to sweep away d) To put one’s foot down : to step e) Air coming out of your mouth : breath f) To talk to someone : to address someone g) To go from bad to worse : to jump from the frying pan into the fire h) A sum of money you borrow from a bank : a loan i) To open a school : to found a school j) To be very good at something : accomplished a) accidentellement : accidentally (suffixe.-ly pour adverbe.)
b) sans caste : casteless (suffixe. less, privatif)
Detailed comprehension The fate of the Untouchables
a) The Paravans could do as they liked. False, many things were forbidden. b) They converted to Christianity for religious reasons. False, they converted to have a better position and some food. c) They didn’t stand a chance of receiving an education. False, there was a school for Untouchables. Velutha’s story
a) Velutha decided to become a carpenter. False, it was Mammachi who decided for him.
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b) Mammachi was more progressive than Pappachi. True, she noticed his talent and had him sent to school. c) Johann Klein had a strong influence on Velutha. True, Velutha copied his Bavarian style. Life as a Paravan in the past:
a) They could not enter other people’s houses. b) They were not allowed to touch anything Touchables touched. c) They had to sweep away their footprints. d) They could not walk on public roads. e) They could not wear clothes on their upper bodies. f) They could not use umbrellas. g) When speaking they had to put their hands over their mouths so as not to breathe their polluted breath into the faces of Touchables they addressed. How did these rules affect the Paravans’ daily life?
a) In terms of discomfort: they could not shelter from the sun or the rain. b) In terms of inconvenience: they had to walk longer distances, on rougher ground. c) In terms of humiliation: they were made to feel repulsive. The verbal forms:
a) They are all passive forms. The grammatical subject (the Paravans) has no initiative, but only submits to the action mentioned. b) The Paravans’ conversion to Christianity shows that they were not happy with their condition and hoped for better treatment. c) The Anglican Church didn’t treat them any better, it reproduced the same type of “castes”. d) It was worse because the Christian doctrine is supposed to teach equality. Velutha’s own story:
a) The choice of his name was ironic and a way of mocking him. b) His job as a boy was to pick coconuts and probably do menial jobs outside. c) His father didn’t have any ambitions for him, he expected him to behave as a Paravan and submit to his condition. d) He had a gift and was very good at making things with his hands. e) A foreigner did not have a prejudice against an Untouchable. f) He would have a more satisfying existence. On the other hand he might question his situation and want to improve it.
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Activity 12
Grammar and language As a young boy, Velutha would come to the back entrance...
a) On emploie généralement «would» pour le conditionnel. b) c) Non, ici «would» indique une action habituelle, répétitive. a)The Paravans were expected to crawl backwards, so they would
crawl backwards. b) They were not allowed to walk on public roads, so they would walk on the fields. c) They were not allowed to carry umbrellas, so they would get wet when it rained. d) They were not allowed to breathe in front of other people, so they would coverr their mouths with their hand when speaking. a) Velutha would not wear a shirt.
Les propositions b), c), et d) auront été rayées.
7 Activity 15
India today : read to get information SUMMARY There are six characters who are three boys and their sister, the milk booth attendant and a passer-by called Gustad. Whenever somebody buys and drinks a bottle of milk , the children rush to have the last drops left in the bottle. The attendant catches the girl because she is the smallest and he hits her on the head. Gustad stops him and buys the girl a bottle of plain milk. The girl offers some to her brothers so Gustad buys them three chocolate flavoured bottles. Detailed comprehension Vocabulary
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tattered
torn, worn out
en haillons
booth
kiosk, stall
baraque, point de vente
scavenged
retrieved from the rubbish bins
récupérés dans les poubelles
to scramble
to move quickly
s’échapper, prendre le large
to bellow
to shout in a deep voice
beugler
attendant
employee
gardien
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a nuisance
a person causing annoyance, problems
un casse-pied
to sneak
to move furtively
se glisser
to whack
to hit
frapper
to grab
to take roughly
saisir, s’emparer de
a quota
a fixed quantity
un quota
pista
a nut that gives a greenish colour
pistache
to beckon
to make a sign with one’s hand
faire signe
shyly
in a timid way
timidement
not willing to
not wanting to
peu disposé à
to gurgle
to make a bubbling noise
gargouiller
to skip
to hop, to jump
sautiller
The children:
a) Their clothes are tattered, scavenged, ill-fitting. b) Their shoes : they haven’t got any, they are bare-foot. c) Their physical appearance : they are skinny. d) Their eyes : they have big, expressive eyes. e) They are not beggars. They don’t ask for anything, they wait for people to finish their bottles first. f) How do the boys feel when their sister is caught? They feel helpless, they are powerless because the attendant is much bigger and stronger. g) The little girl is particularly touching because she is not selfish, she is willing to share with her brothers. h) The children feel grateful towards the stranger. The booth attendant:
a) His job is to sell a number of bottles every day. b) If he doesn’t sell his quota he will probably lose his job. c) No, he is quite rough and brutal with the little girl. d) He uses the local language when he swears and shouts at the children, but he speaks English with Gustad who is a middle-class Indian. Gustad:
a) No, he can afford to buy four bottles of milk to the children. b) He shows compassion, kindness. He is a charitable man. d) He says “What milk you like?” instead of “What milk do you like?” and again “What kind they like?” instead of “What kind do they like?” to make sure the little girl understands him.
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Activity 16
Les exclamations How thin she is(!) est une phrase exclamative, bien que le point d’exclamation manque (Gustad ne parle pas tout haut, il pense seulement) Traduction: Comme elle est maigre! En anglais l’adjectif vient après «How», avant le verbe. On peut aussi dire «What a thin girl!» Quelle fille maigre! En anglais on ajoute l’article «a» avant le nom.
a) How poor they are! b) How stupid he is! c) How kind you are! d) What a generous man! e) What a shame! f) What a pity!
8 Activity 17
Read and enrich your knowledge General comprehension dawn : the start of the day (l’aube) e
a maharaja : a prince (un maharajah) the ghats : the steps (les marches) a sari : a sort of dress (un sari) i marigolds : flowers (des soucis) puja : a religious ceremony (une offrande) e eerie : surnaturel, qui donne le frisson
an ashram : lieu de retraite religieuse. brass : le cuivre to mutter : marmonner
to hover : planer a loin-cloth : un pagne a jar : un récipient en verre
eerie, ashrams, temples, minarets, pilgrims, holy, folded hands,
prayers, offerings, ritual, puja, religious observance, hymns, bells, priests, devotions.
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Detailed Comprehension References to the sun: dawn, the rising sun...as the sun clears the
horizon...a golden light... The sun has a religious meaning, they turn towards it to pray ((prierr). The descriptive elements concerning clothing: vivid-colored saris,
widows’ white, briefest loin-cloths, fully clothed... They wear traditional dresses, colours have a particular meaning. They immerse in it, bathe, drink k its water, take some of it. The priests sit under huge umbrellas. They help and guide the pilgrims
in their devotions, they give them advice and sing prayers for them. They go to the temples and take some Ganges water with them.
Activity 18
General comprehension The main character is Baby Kochamma and her cook Kochu Maria.
They are both old. They are mistress and servant. The scene is set in the house Baby Kochamma has in Ayemenem. The advent of satellite TV
Detailed comprehension une parabole : a dish antenna
de la laque : (pour cheveux) sprayy rallumer : to rekindle
un klaxon : a horn zapper : to channel surf des menaces : threats
a) It wasn’t something that happened gradually. It happened overnight. It happened in a very short time. b) Her ornamental garden wilted and died. It dried up. c) ... massacres and Bill Clinton could be summoned up like servants. They could be called. d) brittle blondes with lipstick and hairstyles rigid with spray. Stiff, curt. t e) One’s hair snow white, the other’s dyed coal black. Artificially coloured. Answer the following questions:
a) TV events are personified as guests in the house. They seem to arrive together as if travelling by train, they seem to have luggage and unpack, they stay as if the house was a hotel. b) Baby Kochamma enjoyed the power she felt she had over world events: she could watch them whenever she wanted.
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c) The women are “locked together in a noisy TV silence”: they don’t talk to each other anymore, so there is silence, but the TV set is making a lot of noise, the volume is full on and both women are prisoners of this situation. d) An example of cumulative style: whole wars, famines, picturesque massacres, and Bill Clinton. This is to show that the women watch anything without making a choice. Before Baby Kochamma tended the garden Kochu Maria cooked, prepared food both women were physically active the two women chatted to each other there was no noise except the bus horn Baby Kochamma had been able to forget her old fears of Communism
Now the garden is abandoned, she spends her time in front of the television now she spends most of her time sitting by Baby Kochamma now they spend the day sitting in front of the TV, they have become inactive they don’t speak anymore there is the loud noise of the TV now she feels frightened and remembers the past
Activity 19
Listen to CD 2 recording 12.
Activity 20
Expressing your opinion in writing: Do you think that satellite TV was an improvement in the two women’s lives? (1 paragraph) The author is very critical of the influence of satellite TV on the two women. She shows that although they are now fully informed of the news of the world, they are unable to exercise their critical sense. Whereas in the past they would talk to each other, now they just watch the screen but don’t exchange on what they see. The novelist draws a sharp portrait of the low standards of many TV programmes and suggests they don’t bring out the best in human beings, on the contrary. They appeal to a sense of cruelty and foster unwarranted fears. Everything is seen out of proportion, dramatic events are no different from popular programmes. Finally, satellite TV seems to have a negative effect on the physical well-being of the protagonists who have stopped taking exercise in the garden.
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Séquence 6 1 Activity 1
Get ready : let’s start with a few dictionary definitions Exercise 1 - §1 Feelings: des sentiments – §2 the fine arts: les Beaux Arts – §3 works: oeuvres – §4 according to: d’après, selon – §5 carving (to carve): sculpterr – §6 to move: émouvoir Exercise 2 - a. la fabrication: the making – b. expriment: express – c. cela fait référence à: it refers to – d. telles que: such as – e. signifiant: meaning – f. un monde sans art: a world without art – g. capable d’utiliser: able to use – h. surtout: especially – i. à travers: through – j. un moyen d’expression: a means of expression. Exercise 3 - 1. artist – arrtistic / 2. music – musician / 3. a reference – it refers to / 4. imagine – imagination / 5. talent – talented / 6. emotion – emotional.
Activity 2
1e–2h–3b–4g–5a–6c–7f–8d
Activity 3
How artistic are you? Edward Hopper – 1 pt London – 1 pt Leonardo Da Vinci – 1 pt The Kiss – 1 pt Monet – 1 pt New York – 1 pt Never : 0 / About once a year : 1 / Often: 2 / Three times a year or
more: 5 Jazz – 1 pt
Yes: 5 / No: 0 All the time: 5 / Sometimes: 2 / Very rarely: 0 Beethoven – 1 pt
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Claude Monet – 1 pt Charles Dickens – 1 pt EE Cummings (American poet, contrary to the two other poets, who
were English) – 1 pt Yes: 5 / No: 0
2
Activity 5
Describe and analyse a visual document a 4 – b 9 – c 7 – d 5 – e 3 – f 17 – g 6 – h 8 – i 21 – j 12 – k 2 – l 15 –
m 13 – n 1 – o 14 – p 19 – q18 – r 20 – s 11 – t 16 – u 22 – v 10 1b–2a–3f–4e–5c–6d
Activity 6-7-8
This painting is entitled “A room in New York”. It was painted by Edward Hopper in 1932. It represents a couple sitting in a living-room. It is a traditional and cosy living-room with nice furniture: a table, an armchair, a piano and pictures on the walls. We can notice that the colours are not very bright, they are rather dull. The man seems to have just come back from work and is reading his paper while his wife is playing the piano. He seems to ignore her. She is turning toward the piano and playing something, without much conviction. She seems rather melancholy. In fact, each person in the room is focusing on something other than each other. The table in the middle of the room seems to separate them and the way the man is holding his paper separates him even more from his wife. They do not engage with one another. They are not even looking at one another or talking to one another. Maybe the door also shows the separation of the two persons, it seems to highlight the distance between them. As often in Hopper’s paintings, there is an open window in the foreground, through which the viewer can gaze at the characters. But we don’t know much about them, we can only try and imagine why they seem so distant from one another. Maybe they have just argued and are still upset. Hopper is the painter of loneliness, in particular when he paints couples. In his paintings, his couples seem unable to communicate. “A room in New York” is one of the most famous American paintings.
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Understanding an informative document
Activity 9 1. Main topic 2. Source and date of publication 3. Artist’s birth date
American painter Edward Hopper written by Tom Lubbock, published in the Independent (British newspaper) on May 24, 2004 1882
4. Artist’s birthplace
New York
5. Principal characteristics of his works
scenes = Lonely rooms, late bars, anonymous lobbies and empty streets. often painted solitary figures in public places
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Analyse and appreciate a famous painting
Activity 11-12 This painting, Automat, was created by Edward Hopper in 1927. It represents a woman sitting alone in a café in late autumn or winter: the woman is wearing a coat. The time of day is unclear. It could be early in the morning before she goes off to work. Maybe it is just after sunset. Or it could be late at night, after work. The automat could be the place where she has arranged to meet with a friend. She is very elegant and quiet, but it is difficult to know exactly her situation and her mood. She seems sad and lonely. She is well-dressed. Maybe she is on her way to or from work, or to a social event, an invitation to a party. Perhaps she is in a hurry / exhausted / very cold, because she has removed only one glove to drink her coffee, and she is still wearing her hat and coat. She is sitting quite still, staring into her cup of coffee and seems lost in her thoughts. A critic has described her as “gazing at her coffee cup as if it were the last thing in the world she could hold on to.” The café is empty and there are no signs of activity outside. We can see rows of lights stretching out through the window, in the darkness of the night. They increase the contrast between light and shade. There is also a chair back in the left-hand corner of the picture; it gives us the feeling that someone is sitting at a nearby table. It makes the scene more dramatic: we focus on the character and her feeling of loneliness or sadness. Personally, I quite like this painting, as it combines simplicity and complexity to evoke an uncomfortable atmosphere. In my opinion, it’s much easier to depict beauty and happiness than more negative emotions, so this painting is quite a work of art.
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From research to a complete oral presentation
Activity 13 ■ Part A - First part of your presentation: the artist’s life and work
1. born : New York, 1882. died 1967. 2. ≈ 100 paintings. => art galleries in Boston, Washington DC and New York (Whitney Museum). 3. Scenes = restaurants, cafés, hotels, trains, cinemas and offices + the theme of loneliness, in particular urban solitude. 4. lived 54 years Greenwich Village (paintings = own neighbourhood + around New York City). Drew sketches outside => studio to paint. Wife Josephine, (also a painter) => model for female characters. 5. No interest in traditional New York (skyscrapers, buildings, cars and machines). Inspiration = everyday American life (streets, shops, cafés, restaurants, gas stations, hotels – and people). Importance of windows – looking in / out + intimate, cosy scenes. Night scenes => contrast lights and darkness . 6. to stress loneliness. In many of his works, his use of light has become one of his main characteristics. 7. Nighthawks (1942) = one of America’s most famous pieces of art.
■ Part B
- Second part of the presentation: Hopper’s most famous painting, Nighthawks:
1.
un restaurant) t : the counter, six stools and two hot water containers in the background. Realistic details : the cups, the box for napkins, the saltcellar ((salièree) and the peppershaker (poivrierr). 4 characters: the waiter inside counter, 3 customers, a couple & a man alone. Girl in red, the waiter in white, 2 men elegantly dressed. contrast : brightness inside and darkness outside => impression of isolation. Perspective & colours striking : brown, dark yellow, dark red and green. => café not welcoming. => people inside vulnerable & lost in thoughts. 2. = birds of the night. hawk = falcon = bird of prey => watching, observing, waiting for ? 3. = loneliness of a large city. Couple = 2 people, but cannot communicate; have nothing to give each other. 4. = painter of modern solitude. One of America’s most beloved artists.
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6 Activity 15
Fact finding in an informative document
KEY WORD 1 = art……….. pop art renderings on display museum paintings, pencil sketches and screen prints a black-and-white photograph pop icons, art available to the everyday man exhibit’s curator
KEY WORD 2 = Coke …….. Coca-Cola’s curvy trademark bottle the world’s largest beverage maker A half-hidden Coke logo, an empty Coke bottle The Coca-Cola Company, a piece of Coke The new Coke museum
Date 1961 1970s 1985
Andy Warhol and Coke Art form (type of art) Representation (what you can see) dark painting on linen trademark bottle + half-hidden Coke logo a black-and-white photograph empty Coke bottle standing next to a can of Campbell’s tomato soup a large screen print a violet splash of colour spills from a Coke can in a large screen print
The old Coke museum opened in 1990 and closed April 7 13 million visitors
Activity 16
The new Coke museum new World of Coca-Cola Museum near (Coca Cola) headquarters tasting lounge of Coca-Cola products from around the world twice as big will feature more than 1,000 Coke artefacts never exhibited before
Art is useful : it makes our lives easier Artists are generous Artists are gifted / talented Artists draw their inspiration from nature Art is mysterious Artists are not only talented; they must also work hard Works of art are often autobiographical Art is business
Topic n° 3 Topic n°6 Topic n° 4 Topic n° 8 Topic n° 5 Topic n°2 Topic n° 1 Topic n° 7
Topic 2 Emile Zola
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7 Activity 17
Analyse the artist’s social, aesthetic or humorous message Part. A Untitled is a black and white photograph, with a red and white picture
and a caption: “I shop therefore I am”. It was made by Barbara Kruger, an American artist (1945 - ). It represents an open hand showing us a red card with the following sentence: “I shop therefore I am”. The message printed in white letters on a red card reminds us of the French philosopher Descartes, “I think therefore I am” also translated as I am thinking, therefore I exist. Shoppers is a funny sculpture which represents a fat middleclass woman doing her shopping in a supermarket. The woman is pushing a huge shopping cart. She does not care about her looks; she is smoking and still wearing her curlers in public while doing her shopping. Like many characters created by Duane Hanson, she is unattractive. She seems to represent a symbol of the American consumption society. Both documents deal with the same issue: overconsumption in our society. “I shop therefore I am” is a provocative sentence which implies that we can only exist provided we buy, consume and acquire more and more goods all the time ... Barbara Kruger’s slogan could actually be a caption for Duane Hanson’s Supermarket Shopper. Both artists send the same message: they criticize our consumerism and our materialistic society. I find these documents interesting and more powerful than words.
Part. B Cleaning Lady. This sculpture represents a black cleaning woman.
She is wearily pushing her cart of cleaning products. It shows that Duane Hanson dealt with social issues. Old lady in a folding chair. It shows a skinny elderly woman sitting in a folding chair with her handbag on the floor next to her. She looks really very old and sad with her wrinkled (ridée) face. She seems to be dreaming abour her past life. It is a very strange experience as the woman looks so true and her blue eyes makes her a little bit unreal. Tourists II represents two rather ugly American tourists, wearing mismatched polyester clothes and carrying bags and a camera. The woman’s hairstyle and general appearance are funny. Maybe these tourists exemplify the way average middle-class Americans looked in the 1970s? We can notice that most of Hanson’s figures are overweight and look tired, often struggling with bags or shopping carts. None of them looks pleasant or elegant. These humorous sculptures were supposed to make fun of the poor taste so many Americans showed in their looks and general appearance. They can be seen as clichés, stereotypes of American consumers.
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8 Activity 18
Read and understand Extract from a novel on artistic creation studio – the easel – the blank canvas – colours – easel – brushes
– colours – palette knife – white paint. Look out the window. - Turn your head very slowly towards me. - Keep
your body turned towards the window. Move only your head. Stop. Now sit still. - I want to see you wear the earring. - Go and prepare yourself.” He had me sit with the book, then stand holding it while looking at him. He took away the book, handed me the white jug and had me pretend to pour a glass of wine. He asked me to stand and simply look out the window. All the while he seemed perplexed, as if someone had told him a story and he couldn’t recall the ending. “It’s the clothes,” he murmured. “That is the problem”. I understood. He was having me do things a lady would do, but I was wearing a maid’s clothes. I felt uneasy. I did not feel right holding books and letters, pouring myself wine, doing things I never did. “Sir,” I spoke finally, “perhaps I should do other things. Things that a maid does.” “What does a maid do ?” he asked softly, folding his arms and raising his eyebrows. I had to wait a moment before I could answer. “Sewing”, I replied. “Mopping and sweeping, carrying water, washing sheets, cutting bread, polishing windowpanes.” The painter wants Griet to wearl a pearl. He says: “I want you to wear the earring”. It is important because according to him, the painting needs it for the light and brightness it will add. He thinks that without the pearl, the painting will not be complete. This extract is beautiful because we actually see the artist at work and follow the evolution of his thoughts and inspiration. The writer imagines and describes the moment when the artist is finishing a painting which will become famous all over the world. Indeed “The Girl with a Pearl Earring” is universally recognized as Johannes Vermeer’s masterpiece. So that is why this scene is moving and interesting. It is about artistic creation.
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