Sommaire Communication

Séquence 8 Civilisation

Grammaire Lexique

Phonologie

Méthodologie

Séance 1

J’apprends à exprimer la concession Parler pour réagir en exprimant des sentiments

L’aticle de presse

Le lexique de la presse Although/even if Les expressions d’admiration, de tristesse, de fierté, de stupéfaction

L’accentuation et l’intonation des phrases exprimant des réactions : admiration, tristesse, fierté, stupéfaction

Savoir comprendre les grands lignes d’un article de presse

Séance 2

Parler pour réagir en exprimant des sentiments

Les explorateurs célèbres (généralités)

Lexique de la nouvelle thématique : l’exploration

Reconnaître les sentiments exprimés Réagir en exprimant des sentiments en respectant accentuation et intonation

Savoir repérer le sentiment exprimé par l’interlocuteur Savoir réagir aux propos de l’interlocuteur en exprimant un sentiment Savoir rédiger une trame d’écoute

Séance 3

Parler pour exprimer une volonté (la proposition infinitive)

Magellan

Lexique de la thématique La proposition infinitive

Séance 4

Je décris des Amundsen événements du passé et j’attribue des actions aux explorateurs de façon chronologique (le plu-perfect) Parler pour reproduire un modèle oral

Lexique de la thématique Le plu-perfect

Lecture en continu de résumés : accentuation et intonation

Savoir réciter une trace écrite (2) Savoir trouver des informations recherchées dans un texte abordant une thématique connue (2) Savoir mettre en forme à partir de notes

Séance 5

Parler pour demander des informations

L’expédition de Lewis et Clark

Lexique de la thématique Le questionnement au prétérit

Intonation des Whquestions

Savoir anticiper le contenu d’un document écrit inconnu

Séance 6

Parler pour convaincre Je découvre un document historique authentique

L’expédition de Lewis et Clark

Lexique de la thématique Confrontation avec texte authentique du XXe siècle

Réagir en exprimant de la colère

Savoir associer des documents iconographiques à des textes

Séance 7

Parler pour réagir Parler pour décrire Je découvre un document historique authentique

L’expédition de Lewis et Clark

Lexique de la description L’expression de la colère

Intonation des phrases exprimant la colère

Savoir adapter le registre de langue à l’interlocuteur (2)

Séance 8

Réactivation des outils langagiers de la séquence

Rebrassage des thèmes culturels abordés

Réactivation

Prise de conscience des critères à respecter pour réussir l’évaluation

Être capable de vérifier que l’on a tous les outils nécessaires pour aborder l’évaluation

Article de presse The Other Side of the Fence.

Document sonore : réunion de travail de l’équipe Hi Story pour préparer la prochaine émission

Document écrit sur Magellan

Document écrit sur Amundsen

Conversation téléphonique avec Jane Textes sur l’expédition de Lewis et Clark Carte de l’itinéraire de l’expédition Conversation entre Graham en Jane Extrait de The journlas de Lewis et Clark Extrait de The journlas de Lewis et Clark Documents travaillés lors de la séquence

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Savoir réciter une trace écrite (1) Savoir trouver des informations recherchées dans un texte abordant une thématique connue (1)

séance 1 —

Séquence 8

Séance 1 Je comprends les grandes lignes d’un article de presse J’apprends à exprimer la concession Je parle pour réagir en exprimant des sentiments L’activité langagière dominante de cette séquence est la production orale : « parler en continu » et « réagir et dialoguer ». C’est une compétence indispensable, tu t’en doutes, si tu veux communiquer dans une langue étrangère, mais qui n’est pas facile à développer lorsque l’on n’est pas en face de quelqu’un pour parler. Les différentes séances te guideront pas à pas vers davantage d’autonomie à l’oral et te proposeront des tâches qui essaieront de pallier l’absence de récepteur (celui qui écoute) et d’interlocuteur (celui qui répond). Suis bien toutes les consignes des activités accompagnées de ce symbole et essaie dans la mesure du possible de t’enregistrer.

je comprends les grandes lignes d’un article de presse Step 1 1- Read the article published in the press the day after the first program of Hi Story dedicated to the life in the concentration camps during World War 2. 2- Write the correct labels from the newspaper article checklist in the boxes. Newspaper article The Other Side of the Fence We have to thank Ilook4 Channel for a very moving and challenging program offered last night to our young public. Even if the subject was not an easy one, the young journalist in charge of the program did wonderfully: the interviews, the documents, everything concurred to make of this new series of programs a huge success.

Boxes Quotation from the people involved Headline

Conclusion

We must also mention a young British actor, Graham Tell, whose performance in reading the poem amazed all viewers.

Longer paragraph to explain the introductory sentence

Mr Stanley, the director of Ilook4 Channel, when asked about this popular acclaim commented “I am proud of our new team.”

Introductory sentence

Long live Hi Story!

Detail of description © Cned, Anglais 3e —

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Séquence 8 — séance 1



This article was illustrated by a photo showing all the members of the team.



But who is the mysterious journalist?

3- Read the highlighted expressions of the article. Match them with their translations. English words or expressions

French words or expressions

English/french

Moving

Epater

Moving/

Challenging

Un immense succès

Challenging/

Wonderfully

Longue vie à …

Wonderfully/

A huge success

Motivant

A huge success/

To amaze

Un avis favorable du public

To amaze/

Popular acclaim

Être fier de

A popular acclaim/

To be proud of

merveilleusement

To be proud of/

Long live…

émouvant

Long live/

4- What do they express? Tick the four correct answers. a) jealousy r b) regret r e) amazement r d) pride (think of “proud”) r g) hatred (think of hate) r

c) admiration f) sadness

r r

Check and correct.

j’apprends à exprimer la concession Step 2

1- Read this sentence from the article: Even if the subject was not an easy one, the young

journalist in charge of the program did wonderfully.

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

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séance 1 —

2- What does it mean? Choose between these two solutions: a) The subject was not easy but the journalist did wonderfully b) Because the subject was not easy, the journalist did wonderfully

Séquence 8

r r

3- What does even if express? Choose between these three solutions: a) cause r b) consequence r c) concession r

Exercise 1 Express concessions

Example: the subject was not an easy one/ the journalist did wonderfully k Even if the subject was not an easy one, the journalist did wonderfully. 1- Mr Stanley is not a very friendly sort of person/ he congratulated his team .......................................................................................................................................... 2- Graham Tell is young/ he impressed the viewers. .......................................................................................................................................... 3- The viewers were young/ they appreciated the program. ..........................................................................................................................................

j e retiens

Pour exprimer la concession, j’introduis la subordonnée conjonctive de concession par la locution conjonctive :

- even if…

Ex : Even if the subject was not an easy one, the journalist did wonderfully.



(Même si le sujet n’était pas facile, le journaliste s’en est admirablement sorti.)

Tu peux aussi introduire la subordonnée conjonctive de concession par la conjonction de subordination : - although

Ex : Although the subject was not an easy one, the journalist did wonderfully.

(Bien que le sujet n’ait pas été facile, le journaliste s’en est admirablement sorti.) En français, tu devras utiliser le subjonctif après bien que.

Exercise 2 This time, express concessions using although.

Example: the subject was not an easy one/ the journalist did wonderfully k Although the subject was not an easy one, the journalist did wonderfully. 1- Mr Stanley is not a very friendly sort of person/ he congratulated his team .......................................................................................................................................... 2- Graham Tell is young/ he impressed the viewers .......................................................................................................................................... 3- The viewers were young/ they appreciated the program .......................................................................................................................................... © Cned, Anglais 3e —

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Séquence 8 — séance 1

je parle pour réagir en exprimant des sentiments Step 3

When you react to good or bad news, you express feelings. Here are some expressions you can use to express feelings. Classify them into expressions of admiration, pride, amazement, and sadness. (Quand tu réagis à des bonnes ou des mauvaises nouvelles, tu exprimes des

sentiments. Voici quelques expressions que tu peux utiliser pour exprimer des sentiments. Classeles en expressions d’admiration, de fierté, de stupéfaction et de tristesse.) I am filled with admiration for you. / I am proud of you. /That was amazing! / That’s incredible! / You really amazed me! / That was so moving. / You really are the best. / I’m proud of what you did. / You did wonderfully. /I’m proud of myself. / You nearly made me cry. / That was so sad! Pride

Admiration - I am filled with admiration for you.

-

-

-

-

Amazement

Sadness -

-

-

-

-

-

Step 4 1- Listen to all the expressions on your CD and correct if necessary. 2- Circle the stressed words in every expression. 3- Listen to all the expressions on your CD. Indicate the intonation at the end of each expression using j for a rising intonation and l for a falling intonation. 4- Repeat each expression. 5- Record yourself if you can.

Si tu ne peux pas t’enregistrer, répète les expressions plusieurs fois afin de bien mémoriser les mots accentués ainsi que l’intonation utilisée.

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séance 2 —

Séquence 8

Séance 2 Je parle pour réagir en exprimant des sentiments Je découvre une nouvelle thématique Je rédige une trace écrite à partir de la trame d’écoute

je parle pour réagir en exprimant des sentiments Step 5

1- Listen to five extracts from conversations between the members of the Hi Story team and say whether they express admiration, pride, sadness or amazement. (Écoute maintenant

ces 5 extraits de conversations entre les membres de l’équipe de Hi Story et dis s’ils expriment de l’admiration, de la fierté, de l’émotion ou de la stupéfaction.)

Extract n°1: . ...................................................................................................................... Extract n°2: . ...................................................................................................................... Extract n°3: . ...................................................................................................................... Extract n°4: . ...................................................................................................................... Extract n°5: . ...................................................................................................................... 2- Now it is your turn to react to what people tell you. For the first part of this activity, you will be given the sort of reaction you will have to express. Your best friend is talking to you. Listen to her and react orally. (C’est maintenant ton tour de réagir à ce que les gens te

disent. Pour la première partie de cette activité, on t’indiquera quel type de réaction tu dois exprimer. Ta meilleure amie te parle. Écoute-la et réagis.)

Extract n°1: Sadness Extract n°2: Admiration Extract n°3: Pride Extract n°4: Amazement 3- It is still your turn to react to what people tell you. For the second part of this activity, you will not be given the sort of reaction you will have to express. Another friend of yours is talking to you. Listen to him and react orally. Then record yourself if possible.

(C’est toujours à toi de réagir à ce que les gens te disent. Pour la deuxième partie de cette activité, on ne t’indiquera pas quel type de réaction tu dois exprimer. Un autre de tes amis te parle. Écoute-le et réagis à l’oral. Puis enregistre-toi si c’est possible.)

Extract n°1: . ...................................................................................................................... Extract n°2: . ...................................................................................................................... Extract n°3: . ...................................................................................................................... Extract n°4: . ...................................................................................................................... Check and correct. © Cned, Anglais 3e —

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Séquence 8 — séance 2

Exercise 3 1- Listen to a native British speaker who reads the same sentence differently four times to simulate the four reactions we have seen above plus a new one. The sentence will be: In 1519 Magellan set out from Spain with five ships. Say which reaction he simulates at each reading, try to find the new one. (Écoute un britannique qui lit la même phrase

différemment quatre fois pour simuler les quatre réactions que nous venons d’étudier plus une nouvelle. La phrase sera : En 1519, Magellan quitta l’Espagne avec cinq navires. Dis à chaque fois la réaction simulée et essaie de trouver quelle est la nouvelle.)

Reading n°1: ...................................................................................................................... Reading n°2: ...................................................................................................................... Reading n°3: ...................................................................................................................... Reading n°4: ...................................................................................................................... Reading n°5: ...................................................................................................................... 2- What is the new reaction you have heard? If you don’t know the noun, you can write the adjective. Check and correct.

je découvre une nouvelle thématique Step 6

1- Mr Stanley, the director of Ilook4 Channel, is holding a meeting with his team to discuss the next Hi Story program. They are all feeling very excited and impatient. Imagine the questions the journalist, Jane the secretary and Graham the actor wish to ask him. Remember they are talking about the future program. (M. Stanley, le directeur de Ilook4

Channel, tient une réunion avec son équipe pour discuter de la prochaine émission de Hi Story. Ils sont tous très excités et impatients. Imagine leurs questions.)

Questions .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... 2- Listen to their questions on your CD. Tick your questions when they deal with the same sort of information. 3- Listen again to their questions. Tick the five pieces of information they would like to have.

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a) The title of the next program

r

b) The subject of the next program

r

c) The logo of the next program

r

d) What Jane will have to do

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séance 2 —

e) What the journalist will have to do

r

f) What Graham will have to do

r

g) The musical theme of the program

r

h) The famous people they are going to talk about

r

Séquence 8

Check and correct. 4- Complete this listening frame with the five labels required. Use the keywords in bold letters of activity n°3 (Jane / Journalist / Famous people / Graham). One sort of information has already been written. (Complète cette trame d’écoute avec les cinq types de

renseignements demandés. Utilise les mots clés en caractère gras de l’activité n° 3). Une sorte de renseignement a déjà été notée. Subject Future Hi Story program

Step 7 Now listen and complete the listening forme above. (Maintenant, écoute et complète la trame d’écoute ci-dessus). 1- Listen to Part 1 and complete the Subject box. 2- Listen to Part 2 and complete the Famous people box.

You will hear names difficult to spell. Choose among this list. This should help you. Don’t hesitate to make a pause after each name to take the time to select among the list. (Tu

vas entendre des noms à l’orthographe difficile. Choisis parmi cette liste. Cela devrait t’aider. N’hésite pas à faire une pause après chaque nom pour prendre le temps de choisir parmi la liste.) Christopher Columbus Marco Polo Sir Francis Drake Magellan Vasco de Gama Jacques Cartier Amundsen James Cook Henry Hudson Lewis and Clark Ellen Mac Arthur

3- Listen to Part 3 and complete the Journalist box.

The journalist will have to accomplish three tasks to prepare the future program. Which ones? Don’t hesitate to listen to Part 3 several times. (Le journaliste aura trois tâches à

accomplir pour préparer la future émission. Lesquelles ? N’hésite pas à écouter Part 3 plusieurs fois.)

.......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... © Cned, Anglais 3e —

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Séquence 8 — séance 2

4- Listen to Part 4 and complete the Graham box.

Graham will have to accomplish a task during the future program. Which one?

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

Graham reacts to Mr Stanley’s suggestion. What is his reaction? Choose among… admiration

sadness

anger

pride

amazement

5- Listen to Part 5 and complete the Jane box.

Jane will have to accomplish two tasks for the future program. Which ones?

.......................................................................................................................................... .......................................................................................................................................... 6- Listen to the complete conversation. There will be pauses to give you time to complete your notes in the appropriate box of the listening frame. (Écoute la conversation complète.

Les pauses te permettront d’avoir le temps de compléter tes notes dans les cases appropriées.)

Check and correct. Read the script and listen to the conversation one last time.

je rédige une trace écrite à partir d’une trame d’écoute Step 8

1- Use your notes to complete this summary of the meeting.

The next Hi Story program will be dedicated to (subject) ................................. and more



particularly to (famous people) .................................................................................... .



Mr Stanley wants the journalist to (journalist) do........................................................... ,



read...................................................... and interview................................................... .



He also wants Graham to (Graham ) play the part of......................................................



but Graham refuses and reacts.................................................................................... ly.



As for Jane, the director would like her to (Jane)............................................................. .

Check and correct.

Cette séance t’a permis de découvrir le nouveau thème de la séquence, Les explorateurs célèbres. Termine cette séance en recopiant la trace écrite sur ton cahier. N’oublie pas d’enlever les mots entre parenthèses qui n’étaient là que pour t’aider.

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séance 3 —

Séquence 8

Séance 3 Je récite la trace écrite de la séance 2 Je parle pour exprimer une volonté (la proposition infinitive) Je trouve des informations recherchées dans un texte abordant une thématique connue J’apprends à mettre en forme à partir de notes

je récite la trace écrite de la séance 2 Exercise 4

1- Jane writes a report after every meeting so as to keep a record of what has been said and what has to be done. Help her to remember the order of the five different sorts of information given. Number them from 1 to 5. a) Jane r b) Graham r c) Famous people r d) Subject r e) Journalist r 2- Write Jane’s report. (Rédige le compte-rendu de Jane.) a) The next Hi Story program ......................................................................................... b) My boss will have to .................................................................................................. c) Graham will have to . ................................................................................................. d) I will have to .............................................................................................................. Check and correct.

j’apprends à utiliser la proposition infinitive Step 9

1- Listen again to the Hi Story meeting and read the script (Séance 2- Step 7) 2- Read the following sentences. They are all taken from the script. a) I would like you to present the fabulous adventures of Lewis and Clark b) I want him to read The Journals of Lewis and Clark c) I would like you to play the role of our famous explorers d) I want you to prepare a web quest online © Cned, Anglais 3e —

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Séquence 8 — séance 3

Who pronounces these sentences? a) Graham



r

b) Jane



r

c) the journalist

r

d) Mr Stanley

r



What for? (Pour quoi faire ?) a) to give instructions

r

b) to congratulate

r

c) to present excuses

r

3- Complete the following grid with the four sentences of Step 9. One has already been used as an example. Proposition principale

Proposition infinitive

Nature Fonction Phrase 1

I

would like

you

to present

the fabulous adventures of Lewis and Clark

Phrase 2 Phrase 3 Phrase 4 Après avoir placé tous les éléments des quatre phrases dans le tableau, complète la ligne intitulée nature à l’aide des éléments suivants. Attention, la liste n’est pas dans l’ordre : verbe à l’infinitif, groupe nominal, pronom sujet, pronom complément, verbe de souhait ou de volonté. Complète ensuite la ligne intitulée  fonction à l’aide des éléments suivants. Là encore, la liste n’est pas dans l’ordre : sujet de la proposition principale, verbe de la proposition infinitive, COD du verbe de la proposition infinitive, sujet de la proposition infinitive, verbe de la proposition principale. Check and correct.

Exercise 5 Put the words of each of these three sentences back into order.

O Number 3 is more difficult!

1- to - he - her - a - web - wants - prepare - quest .......................................................................................................................................... 2- to - them - work - like - she - would .......................................................................................................................................... 3- Mr Stanley - Jane - Graham - to - of - wants - changing - convince - his - mind ..........................................................................................................................................

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séance 3 —

Séquence 8

j e retiens Pour exprimer ce que je souhaite ou que je veux que les autres fassent, j’utilise la proposition infinitive.

Ex : I want him to read The Journals of Lewis and Clark. Le sujet de la proposition infinitive est un complément : soit un nom/nom propre ou pronom complément, d’où le him de l’exemple. Rappel des pronoms sujets et des pronoms compléments Pronoms sujet I You He, she, it We You They

Pronoms compléments Me You Him, her, it Us You Them

Le français utilisera le mode subjonctif pour traduire le verbe de la proposition infinitive.

Ex : Je veux qu’il lise The Journals, de Lewis et Clark.

Exercise 6 Translate into English. 1- Il veut que tu fasses des recherches. .......................................................................................................................................... 2- Ils aimeraient qu’elle téléphone au conservateur du musée. .......................................................................................................................................... 3- Nous aimerions qu’il incarne des explorateurs célèbres. ..........................................................................................................................................

You are the journalist working for the new Channel specialized in educational TV programs, the Ilook4 Channel1. The director has a second assignment for you. He wants you to prepare the second episode of the new series of programs about history called Hi Story. The first one was dedicated to life in the concentration camps during the Second World War. This one will deal with famous explorers. You will have to carry out some research to provide educational material for thirteen to fourteen-year-old pupils, you will also have to interview a famous solo navigator. Jane, your secretary, and Graham, a young British actor, are here to help you with this challenging task.

(Tu es le journaliste qui travaille pour la nouvelle chaîne de télévision, Ilook4, spécialisée dans les émissions éducatives. Le directeur a une deuxième mission à te confier. Il veut que tu prépares le deuxième épisode de la série d’émissions intitulée Hi Story. La première était consacrée aux camps de concentration pendant la Seconde Guerre mondiale. La seconde traitera des explorateurs célèbres. Tu dois faire des recherches pour fournir un matériel éducatif à destination d’élèves âgés de 13 à 14 ans, tu devras aussi interviewer un célèbre navigateur en solitaire. Ta secrétaire, Jane, et Graham, un jeune acteur britannique, sont là pour t’aider à remplir cette mission délicate.)

1- Ilook4 : jeu de mots (look for : chercher, mener des recherches) pour indiquer une chaîne éducative qui propose des émissions apportant des ressources documentaires aux jeunes spectateurs.

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Séquence 8 — séance 3

e trouve des informations recherchées dans un texte j abordant une thématique connue

Step 10 1- Remember this photo.



YOU are the famous journalist. Draw your picture inside the silhouette. (Dessine-toi dans

la silhouette.)

2- Remember your meeting with Mr Stanley, Jane and Graham. You will have three tasks to accomplish. Which ones? (Tu te souviens de ta rencontre avec M. Stanley, Jane et Graham.

Tu auras trois tâches à accomplir. Lesquelles ?)

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

Right, so let’s start with the first one, you have to do some research about famous explorers.

3- Jane has already done some research for you and has found some information about the famous explorers mentioned by Mr Stanley. Read the document she gave you. Underline the names of places in red, the proper names in blue and the numbers in black. (Jane

a déjà fait des recherches pour toi et a trouvé des informations concernant les explorateurs célèbres mentionnés par M. Stanley. Souligne les noms de lieux en rouge, les noms propres en bleu et les nombres en noir.)

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séance 3 —

Séquence 8

In 1519 Ferdinand Magellan, the Portuguese explorer, led five Spanish ships in what was to become the first voyage around the world. He wanted to reach the Spice Islands in the Far East. King Charles I of Spain had promised Magellan one-fifth of the profits from the voyage to the Spice Islands. One year later he entered the straits which would be named the Magellan Straits – he was to be the first European ever to sail across the Pacific. It took just over two years to reach the Spice Islands. Magellan himself was killed by natives in the Philippines. By the time the Victoria, the only ship left, returned toSpain, 1,082 days after leaving, 233 members of the crew had died.

4- Use the words and the numbers you have underlined to complete this grid.

Explorer

Places from… to

Dates between… and…

Discovery He was the first to…

Check and correct.

j’apprends à mettre en forme à partir de notes Step 11 Use the elements of your grid from left to right to make a complete sentence. You have a picture of Magellan’s boat, it was not a motor boat, but a sailing boat, so you are going to use the verb «sail». (Utilise les éléments de ta grille de gauche à droite pour faire une phrase

complète. Utilise le verbe : «sail» (naviguer).)

........................................................................................................................................ ........................................................................................................................................ Check and correct.

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Séquence 8 — séance 3

j e retiens

Pour prendre des notes et les mettre en forme, il faut procéder par étapes : Lire le document une première fois. Tu peux souligner au crayon de papier tout ce que tu comprends. C’est une habitude que tu as prise depuis longtemps.

Il te faut ensuite faire des repérages. Tu as été guidé : il t’a été demandé de repérer les noms de lieu, les noms propres (personnes, bateaux, …) et les nombres (dates, quantités…). Ce sont des éléments indispensables pour donner des informations sur des personnages célèbres qui ont accompli des exploits. Tu dois ensuite trier les éléments que tu as repérés : enlever ceux qui ne sont pas indispensables, classer les autres en catégories que tu auras jugées utiles en fonction du thème étudié. Tu peux ensuite agencer tous les éléments retenus en une ou plusieurs phrases. Cela te permet de résumer le contenu d’un texte long où toutes les informations données ne sont pas forcément à retenir.

Apprends la phrase sur Magellan par cœur. Exerce-toi en l’écrivant. Souviens-toi, un bon journaliste doit avoir des connaissances justes et précises !

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séance 4 —

Séquence 8

Séance 4 Je me remémore la trace écrite de la séance 3 Je trouve des informations recherchées dans un texte abordant une thématique connue Je sais mettre en forme à partir de notes J’apprends à utiliser le past-perfect Je parle pour reproduire un modèle oral

je me remémore la trace écrite de la séance 3 Exercise 7

You are the journalist. You have read the document Jane gave you about Magellan. You decide to write quick notes on your notepad about this famous explorer to prepare your next program. (Tu es le journaliste. Tu as lu le document que Jane t’a donné sur Magellan.

Tu décides d’écrire quelques notes sur ton carnet pour préparer ta prochaine émission.)

Check and correct.

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Séquence 8 — séance 4

e trouve des informations recherchées dans un texte j abordant une thématique connue Exercise 8 1- Jane has found a second document for you. Read this second document.

The Norwegian Roald Amundsen was the first person to reach the South Pole. Amundsen and his team started their expedition in 1911 from the Bay of Whales with four sledges and 52 husky dogs. It was a technical challenge but also a well-planned campaign. He was racing against a rival team led by Robert Scott. By the time Scott arrived at the Pole, Amundsen had already beaten him. Amundsen and his team had reached the South Pole on January 25th, 1912 after a journey of 2,824 km whereas Scott arrived 30 days later. On their way back, Scott and his team died in a blizzard.

2- Underline the names of places in red, the proper names in blue and the numbers in black and complete the grid. Explorer

Places from…to

Dates between… and…

Discovery He was the first to…

je sais mettre en forme à partir de notes Exercise 9

Write a summary of Amundsen’s expedition using your notes. Amundsen did not sail from the Bay of Whales to the South Pole, he skied or used a sledge, you can use the verb to travel from… to… on skis and on a sledge pulled by husky dogs… .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Check and correct.

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j’apprends à utiliser le past-perfect Step 12

1- Read the following sentence

By the time Scott arrived at the Pole, Amundsen had already beaten him.



Use your logic, do you think Scott arrived at the Pole,



a) before Amundsen

r

b) after Amundsen?

r

Write the two actions “Scott arrived at the Pole” and “Amundsen had already beaten him” on the time line, add the missing indication of date. January 25th, 1912 1-

2-

2- Do both actions take place a) in the present

r

b) in the past

r

c) in the future

r

3- What is the tense of the verb in “Scott arrived at the Pole” .......................................................................................................................................... 4- What is the form of the verb in “Amundsen had already beaten him”? a) have +V-en

r

b) had + V-en

r

5- How do you write a verb in this form? a) auxiliary have at the present + past participle of the verb

r

b) auxiliary have at the preterit + past participle of the verb

r

c) auxiliary be at the present + V-ing

r

Exercise 10 1- Read again the text about Magellan in Séance 3 Step10. One sentence uses the pastperfect. Copy it and underline the verb in the past-perfect. .......................................................................................................................................... 2- Read again the text about Amundsen. Another sentence uses the past-perfect. Copy it and underline the verb in the past-perfect. ..........................................................................................................................................

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j e retiens

Le past-perfect

Ex : By the time Scott arrived at the Pole, Amundsen had already beaten him. Le past- perfect se forme en utilisant l’auxiliaire have au prétérit suivi du participe passé du verbe Rappel : Le participe passé d’un verbe régulier se forme en ajoutant le suffixe –ed.

Ex : had reached Le participe passé des verbes irréguliers doit être appris.

Ex : had beaten Dans cette phrase, le point de repère dans le passé est l’arrivée de Scott au Pôle sud. L’énonciateur donne son point de vue sur le déroulement de l’action, qui est accomplie, Amundsen l’a déjà battu, il a déjà atteint le Pôle : Amundsen had already beaten him. Tu pourrais traduire la phrase par : Le temps que Scott arrive au Pole, Amundsen l’avait

déjà battu.

Exercise 11 Translate into English 1- Amundsen était arrivé avant Scott. .......................................................................................................................................... 2- Même si le roi d’Espagne lui avait promis un cinquième du bénéfice du voyage aux Spice Islands, Magellan n’est jamais rentré en Espagne pour en profiter (=to enjoy). .......................................................................................................................................... 3- Le temps que le journaliste écrive l’article de presse sur la première émission de Hi Story, Mr Stanley avait déjà trouvé une nouvelle idée pour la seconde. .......................................................................................................................................... 4- Jane t’avait déjà fait lire un texte sur Magellan avant de te donner le document sur Amundsen. .......................................................................................................................................... 5- Le temps que tu lises le document sur Amundsen, Jane avait déjà trouvé des textes sur Lewis et Clark. ..........................................................................................................................................

je parle pour reproduire un modèle oral Step 13

1- Listen to your first summary on your CD

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Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first European to sail across the Pacific. — © Cned, Anglais 3e

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2- Listen again and underline the stressed words of the sentence.

Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first European to sail across the Pacific.

3- Listen again and circle the stressed syllable of each stressed word. 4- Indicate the intonation (rising j or falling l) at each punctuation sign. 5- Read the sentence, respect the stressed words, the stressed syllables and the correct intonation. Record yourself if possible.

Exercise 12 1- Do the same for your second summary (stressed words, stressed syllables inside these words, intonation), but don’t listen to your CD yet. Try to follow the same logic as for the first summary. Remember, the stressed words are the words which convey the meaning to the sentence. (Fais la même chose pour ton deuxième résumé (mots accentués,

syllabe accentuée à l’intérieur de chacun de ces mots, intonation), mais n’écoute pas encore ton CD. Essaie de suivre la même logique que pour le premier résumé. Souviens-toi, les mots accentués sont les mots porteurs de sens.)



Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge pulled by husky dogs between 1911 and 1912, he was the first person to reach the South Pole.

2- Once you have finished, listen to your CD, check and correct. 3- Read the sentence, respect the stressed words, the stressed syllables and the correct intonation. Record yourself if possible.

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Séance 5 Je sais anticiper le contenu d’un document écrit inconnu Je découvre d’autres explorateurs célèbres Je sais demander des informations

je sais anticiper le contenu d’un document écrit inconnu Exercise 13

What does the title A Voyage of Discovery make you think of? 1- A voyage

Underline six synonyms for voyage in the following list. journey explorer scientist trip ship expedition places passage animals flora adventurer travel fauna crossing plants

people



Listen to the synonyms on your CD and correct. Then listen again and repeat the words



List different means of transportation:



car,...............................................................................................................................



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



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

2- Discovery

Who makes discoveries? Find three categories of persons likely to make discoveries in the list of exercise 13. (Qui fait des découvertes ? Trouve trois catégories de personnes susceptible

de faire des découvertes dans la liste de l’exercice 13a.)

...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... What can they discover during a voyage? Complete, using words in the same list as before.

Unknown .......................................................................................................................



Unidentified . .................................................................................................................

je découvre d’autres explorateurs célèbres Step 14

Jane is very efficient but she gives you a lot of work to do. She has given you two files about Lewis and Clark to take home for the week-end. 1- Open the first file, look at the photos and read the document. Underline every word you understand.

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Séquence 8

Complete the grid, don’t forget to justify by quoting the text or an element from the document. The Lewis and Clark expedition Less than seven months after the American government had bought Louisiana from the French, one of the most important discovery missions in history set out to explore the vast newly-acquired territories between the Mississippi and the Pacific Ocean. The expedition was a personal project of President Jefferson’s, whose intellectual interest in its discoveries was doubled by the economic benefit of discovering an overland route to the Pacific and political ambition. Answers

Justifications

Who What Where When What for How 2- You already have some information about this Lewis and Clark Expedition but not enough to complete the grid. You need to know more. Open the second file…. Ooops, it’s empty, you must have dropped your papers at your office. What can you do? Why not phone Jane and see if she has photocopies of the file. She could answer your questions. For which sort of information do you need more elements? (Tu as déjà des

informations à propos de l’expédition de Lewis et Clark, mais pas assez. Tu n’as pas complété ta grille. Tu as besoin d’en savoir plus. Ouvre ton deuxième dossier. Oups, il est vide, tu as dû faire tomber tes papiers au bureau. Que peux-tu faire ? Pourquoi ne pas téléphoner à Jane et voir si elle n’a pas de photocopies du dossier. Elle pourrait répondre à tes questions. Pour quel type d’information as-tu besoin de plus d’éléments ?)

a) who

r

b) when

r

c) what

r

d) what for

r

e) where

r

f) how

r

je sais demander des informations Step 15

1- Here are four questions you could ask Jane. Put the words back into order. a) this/in/who/expedition/participated/?

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

b) leave/did/they/from/where/?

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

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c) did/did/they/they/leave/come/and/when/when/back/? d) means/they/use/of/did/transportation/what? 2- Once you have finished reordering the words, listen to the correction on your CD. 3- Repeat the questions, respect the falling intonation.

4- Jane has answered your phone call. Fortunately, she has got photocopies of her file at home. Put on your CD and when Jane says OK, shoot!, start with question 1. Don’t forget to use gap fillers such as well,.., er…, OK then,… they will make your questions sound more authentic, you can also say Thank you at the end of the conversation!

(Jane a répondu à ton appel téléphonique. Heureusement, elle a des photocopies de son dossier à la maison. Lance ton CD, et quand Jane dit OK, shoot !, commence avec la question 1. N’oublie pas d’utiliser des gap fillers tels que well, er…, OK then,…ils rendront tes questions plus authentiques, tu peux aussi dire Thank you à la fin de la conversation.)

Tu peux essayer de faire la conversation une fois en continu, pour voir comment tu arrives à enchaîner tes questions avec les réponses de Jane. Passe ton CD une deuxième fois, et cette foisci, fais une pause après chaque réponse de Jane afin de compléter ton tableau. Le but de la conversation est double : - t’entraîner à poser des questions - comprendre les informations qui te sont données en réponse à ces questions. Good luck! 5- Read the script and correct or complete your grid. 6- Pick out in the script the three different questions Jane asks you and write them down. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... You can use these questions when someone asks information from YOU. Check and correct.

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Exercise 14 Jane has sent you by fax this map which dates back from the expedition of Lewis and Clark. It was accompanied by this note. Read it. Take a red pen and draw the itinerary followed by the expedition from St Louis to the Atlantic Ocean. Follow the red dots on the map.

(Jane t’a envoyé par fax cette carte qui date de l’expédition de Lewis et Clark. Elle était accompagnée de cette note. Lis-la. Prends un stylo rouge et trace sur la carte l’itinéraire suivi par l’expédition de St Louis à l’Océan Atlantique suis les points rouges sur la carte.)

Fort Catslop

St Louis

They made their way up the Missouri River to the South Fork (in the present state of Montana) and on into what is now North Dakota, where they spent the winter with the Mandan Indians. From there, in 1805, they continued in canoes to the Great Divide of the Rocky Mountains, which they successfully crossed. After having negociated the Snake River, they reached the great Columbia River and followed it to the shore of the Pacific Ocean which they reached in November 1805. Here they built Fort Catslop where they stayed for the winter before returning to St Louis.

Le gouvernement américain a fait l’acquisition de la Louisiane le 30 avril 1803. Meriwether Lewis et William Clark ont tenu des journaux de bord tout au long de leur périple. Ils sont d’une valeur inestimable quant à la description qu’ils font de territoires jusque là jamais répertoriés sur des cartes, de faune et de flores inconnues, de rencontres avec les différentes tribus d’indiens. C’est pour cela que M. Stanley tient à ce que tu lises leurs Journals afin de mieux prendre connaissance de cette expédition sans pareil dans l’histoire des États-Unis.

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Séance 6 J’apprends à convaincre Je sais repérer des informations simples dans un document historique authentique Je découvre un autre document historique authentique

j’apprends à convaincre Step 16

1- Listen to Jane and Graham. Read the script at the same time.

Graham: Did you hear that? Mr Stanley wants me to play the role of famous explorers! How ridiculous! I can play Hamlet, I can play Romeo, I certainly don’t want to look stupid disguised as a famous explorer! Jane:

Graham, come on! Stop complaining! Listen, viewers loved it when you read the poem, they will love it when you play a famous explorer.

Graham: Have you seen pictures of Magellan with that silly hat and that ridiculous long beard? Jane:

You don’t have to wear a silly hat, but even if you had to wear such a disguise, it would be great for children to see the famous people they heard about at school.

Graham: Well, yes, maybe. I have no script ready yet, I will have to improvise. Pity there is no text to read! Jane:

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You know what? You could read extracts from The Journals of Lewis and Clark!

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Graham: Oh, I like the idea. Jane, you are the best friend I ever had, and I want you to be proud of me! Jane:

Well then, just accept Mr Stanley’s idea, and start looking for texts to read!

2- Graham is very angry and resentful. He produces arguments to defend his point of view. But Jane is clever, she immediately finds counter-arguments to make Graham change his mind. Find for each argument its counter argument. (Graham est très fâché et rancunier.

Il émet des arguments pour défendre son point de vue. Mais Jane est intelligente, elle trouve immédiatement des contre-arguments pour le faire changer d’idée. Trouve pour chaque argument son contre-argument.) Arguments

Counter-arguments

1- I certainly don’t want to look stupid disguised as a famous explorer!

1-

2- Have you seen pictures of Magellan with this silly hat?

2-

3- Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?

3-

4- Pity there is no text to read!

4-

Check and correct. Underline in each argument and its counter argument the words in common.

(Souligne dans chaque argument et son contre-argument les mots en commun.)

Sometimes words are not exactly the same in the argument and in its counter-argument but refer to the same thing, for example: canoes and horses/means of transportation. Can you find such words in n°3 and 4? (Parfois les mots ne sont pas exactement les mêmes dans

l’argument que dans le contre-argument, mais se réfèrent à la même chose, par exemple canoës et chevaux/moyens de transport. Peux-tu trouver de tels mots dans les N° 3 et 4 ?)

Check and correct.

j e retiens

Si je veux convaincre quelqu’un, je dois bien écouter ce qu’il dit. Je dois réutiliser certains de ses termes ou des synonymes.

Ex: a famous explorer, a silly hat, texts/extracts, Magellan and Amundsen/famous people. Je dois trouver un côté positif et l’exposer.

Ex: it would be great for children to see famous people they heard about at school. Je dois être capable d’émettre des suggestions.

Ex: You could read extracts from The Journals of Lewis and Clark! © Cned, Anglais 3e —

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Séquence 8 — séance 6

Exercise 15 Jane is depressed. She is working a lot for you, Graham is often in a bad mood and she is not very happy with this idea of the web quest she has to prepare. Try to convince her that Mr Stanley’s idea is a good one. Here are Jane’s arguments. Match the arguments and the appropriate counter-arguments. Be careful, one counter-argument is missing, you will have to find it.

(Jane est déprimée. Elle travaille beaucoup pour toi, Graham est souvent de mauvaise humeur, et l’idée de la web quest qu’elle doit préparer ne la tente pas du tout. Essaie de la convaincre que l’idée de M. Stanley est bonne. Voici les arguments de Jane. Associe à chaque argument un contre argument. Fais attention, il manque un contre-argument, c’est à toi de le trouver.) Arguments

Counter-arguments

1- I’m so tired, all these books to read, all these websites to visit, I’m fed up!

a- Well, you know young people love web quests, they think it’s a sort of game, don’t forget we are an educational TV Channel!

2- This idea of a web quest is ridiculous. We are not a museum, we are a TV Channel for God’s sake!

b- Don’t worry. I will ask the communication department to take care of it, it is their business.

3- And Mr Stanley is very nervous at the moment. He keeps phoning me to ask if we are ready for our next program.

c- I know you are tired, I give you too much work to do. Why don’t you take your afternoon off, and do some shopping.

4- I know how to use a computer but I don’t know how to organize this online webquest. I’m no technician!

d-

Answers 1-

2-

3-

4-

Write your suggestion for counter-argument "d-" ..........................................................................................................................................

e sais repérer des informations simples jdans un document historique authentique Exercise 16 1- Would you be a good adventurer? How many boats would you take for such an expedition? How would you get organized? To have a better idea of the practical organization of the journey, read this very short first extract from The Journals and indicate the exact number of each object represented by a picture.(Serais-tu un bon

aventurier ? Combien de bateaux emmènerais-tu pour une telle expédition ? Comment t’organiserais-tu ? Pour avoir une meilleure idée de l’organisation pratique d’un tel voyage, lis ce premier très court extrait de The Journals et indique le nombre exact de chaque objet représenté par une illustration.) The party was to embark on board of three boats; the first was a keelboat fifty-five feet long, drawing three feet of water, carrying one large squaresail and twenty-two oars. […] This was accompanied by two perioques or open boats, one of six and the other of seven oars. Two horses were at the same time to be led among the banks of the river for the purpose of bringing home game or hunting in case of scarcity.

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The party consisted of …

with 42

and .....................

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

The three boats were …

with .....................

and .....................

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

with .....................

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

2- Use the previous elements as a rebus and write two complete sentences.

The party consisted of ....................................................................................................



The three boats were ......................................................................................................

je découvre un autre document historique authentique Step 17 1- Graham has selected three extracts he would like to present to the spectators. Listen to him on your CD, he is reading the first of this extract. You can read it at the same time. [Clark ]

MONDAY MAY 14th1804

Rained the fore part of the day I determined to go as far as St Charles a french Village 7 Leags. up the Missourie, and wait at that place until Capt. Lewis could finish the business in which he was obliged to attend to at St Louis and join me by Land from that place 24 miles I set out at 4 oClock P.M, in the presence of many of the neighbouring inhabitents, and proceeded on under a jentle brease up the Missouri to the upper Point of the 1st Island 4 Miles and camped on the Island […]

2- Who wrote this extract? .......................................................................................................................................... © Cned, Anglais 3e —

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3- How do you know it is a journal? Give two justifications. .......................................................................................................................................... .......................................................................................................................................... 4- Read the date. What important event took place on that day that is recorded in The Journal? .......................................................................................................................................... Relis ce texte en silence et observe bien les mots. Il s’agit du texte original de William Clark, un lieutenant de l’armée. Dis en français ce qui te surprend quand tu lis ce texte. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

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Séance 7 Je sais parler pour réagir Je parle pour décrire Je découvre un troisième document historique authentique

je sais parler pour réagir Step 18

You have learnt in Séance 1 and 2 to react expressing admiration, sadness, amazement and pride. What about anger? 1- Read these three extracts that you know well and underline all the words or expressions of anger.

Extract n°1: Graham: Out of the question! I don’t like this idea at all, I don’t want to be disguised and play Marco Polo, it isn’t my idea of acting.



Extract n°2: Graham: Did you hear that? Mr Stanley wants me to play the role of famous explorers! How ridiculous! I can play Hamlet, I can play Romeo, I certainly don’t want to look stupid disguised as a famous explorer!



Extract n°3: Graham: Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?

2- Classify the words or expressions you have underlined in the three columns of the following grid.

3- What title could you give to each of the column? Choose and tick. Then, write the appropriate title at the top of each of the columns. nouns r adjectives r verbs in the negative form r proper nouns r exclamations and questions r numbers r Check and correct. © Cned, Anglais 3e —

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Séquence 8 — séance 7

4- Listen to these three exclamations and questions on your CD. Indicate the intonation at the end of each sentence. 1) Out of the question! 2) Did you hear that? 3) Have you seen pictures of Magellan with that silly hat and that ridiculous long beard? 5- Listen and repeat. Record yourself if possible.

je parle pour décrire Step 19

1- Look at these four pictures a

b

c

d

2- You have already learnt how to describe a picture orally from notes. First, take notes about those four pictures. Picture

Describe what you see on the picture. Someone who has never seen it should be able to visualize it. (I can see…)

Describe your personal feelings, opinions and connections to the picture. (It makes me think of…)

What do you already know about the subject of the picture, based on personal experience or from studying? (I already know that…) Que sais-tu

du sujet de cette image ?

a

b

c

d

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Give a title to the picture

séance 7 —

Séquence 8

3- Describe each picture orally using your notes. Record yourself if possible. If you can’t record yourself, write down the description of each picture. a) .................................................................................................................................. b) .................................................................................................................................. c) .................................................................................................................................. d) ..................................................................................................................................

je découvre un troisième document historique authentique Step 20 Here are the last two extracts Graham has chosen for the next program about famous explorers. 1- Read the introduction to Extract n°2.

Extract n°2:



Winter 1804. In October when he sees herds of buffaloes cross the river to find warmer places in the South, Lewis understands. He must find his winter quarters now. And they establish their fort near a Mandan village. Mandans are friendly Indians.

2- Look at your map (Séance 5, exercise 14). There is a red spot locating the place of the Mandan Village. Indicate the date. 3- Listen to Graham reading this extract on your CD. [Clark]

7th OF DECEMBER FRIDAY 1804

the Big White Grand Chief of the 1st Village, came in informed us that a large Drove of buffalo w was near and his people was wating for us to join them in a chase Capt. Lewis took 15 men and went out joined the Indians, who were at the time he got up, Killing the Buffalow on Horseback with arrows which they done with great dexterity, his party killed 10 Buffalow, five of which we got to the fort by the assistance of a horse in addition to what the men Packed on their backs.

4- Read the introduction to Extract n°3.

Extract n°3



Spring 1805. They arrive at the Missouri Falls. Lewis is attacked by a grizzly.

5- Look at your map (Séance 5, exercise 14). There is a red spot locating the place of the Missouri Falls. Indicate the date. 6- Listen to Graham on your CD. [Lewis] A most tremendious looking animal, and extremely hard to kill notwithstanding he had five balls through his lungs and five others in various parts he swam more than half the distance across the river to a sandbar & it was at least twenty minutes before he died, [he] made the most tremendous roaring from the moment he was shot.

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Exercise 17 1- Match the texts with the pictures. Use quotations from the extracts and the introductions to justify your choice. Extract n°

Pictures n°

Justification

2 3 2- Buffaloes were extremely useful animals to the Indians who ate their meat, of course, but also made jackets, gloves, trousers and moccasins from their skin. Colour on the picture all the elements of the outfit which were made out of buffalo skin. (Les bisons étaient des

animaux extrêmement utiles aux Indiens qui mangeaient leur viande, bien sûr, mais les squaws faisaient également des vestes, des gants, des pantalons et des mocassins avec la peau de bison. Colorie, sur l’image, tous les éléments du costume qui étaient faits en peau de bison.)

3- Bears were also useful animals to the Indians who ate their meat. But Indians also used other parts of the animals. Match the parts of the animal with the use Indians made of them. Animal’s part

Use

The pelt (la fourrure)

Used to make their hair shine or to soothe mosquitoes’ bites and cactus scratches

The claws (griffes) and the teeth

Used to make blankets and coats

The animal’s oil

Used as a sign of great bravery

Recapitulate in three sentences. a) The pelt was used to .................................................................................................. b) .................................................................................................................................. c) ..................................................................................................................................

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Pièce de 1 dollar à l’effigie de Sacagawea.

Séquence 8

Chez les Mandans, Lewis et Clark rencontrent Charbonneau. Il sait parler de nombreux dialectes indiens et leur servira désormais d’interprète. Sa femme, qui attend un enfant, est une jeune Shoshone. Elle est prisonnière de guerre des Mandans. Elle s’appelle Sacagawea et leur apprend à faire des mocassins, des vestes, des pantalons avec de la peau de bison. Tous deux, avec leur bébé, accompagneront l’expédition. Sacagawea, grâce à ses connaissances des ressources de la nature tant pour la nourriture que pour les soins médicaux, grâce à son intelligence et à sa générosité, contribuera largement à la réussite de l’expédition.

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Séquence 8 — séance 8

Séance 8

j e m’évalue Cette séquence est consacrée à la production orale, il est donc normal qu’une partie du travail se fasse à l’oral. Si toutefois tu ne peux pas t’enregistrer, fais les exercices marqués de ce symbole à l’écrit. Une note précédée du logo "micro" t’expliquera comment faire pour chacun d’eux. D’autre part, tu feras aujourd’hui tes révisions par activité langagière. Cela veut dire que tu ne réviseras pas les séances les unes après les autres, mais il te sera demandé de revoir des éléments de plusieurs séances afin de faire le travail demandé. Cela t’aidera à mieux préparer la tâche finale. Souviens-toi, tu es le journaliste qui anime le deuxième volet de l’émission Hi Story, qui sera cette fois-ci consacrée aux explorateurs célèbres. Le jour de l’émission. Tu devras être capable - de répondre à la webquest de Jane - d’interviewer Mary Mac Grip, la célèbre navigatrice en solitaire : lui demander des informations, exprimer tes réactions, et la convaincre de lire en direct un extrait des Journals de Lewis et Clark - de deviner qui sont les explorateurs célèbres incarnés par Graham - d’aider le journaliste venu t’interviewer à rédiger son article.

Compréhension écrite Exercise 1 Sais-tu repérer tous les faits de langue étudiés ? Relis attentivement les steps 2 (séance 1), 9 (séance 3) et 12 (séance 4) et refais les exercices qui les accompagnent. Lis le script de la conversation entre Graham and Jane. Graham: Did you hear that? Mr. Stanley wants me to play the role of famous explorers! How ridiculous! I can play Hamlet, I can play Romeo, I certainly don’t want to look stupid disguised as a famous explorer! Jane:

Graham, come on! Stop complaining! Listen, viewers loved it when you read the poem, they will love it when you play a famous explorer.

Graham: Have you seen pictures of Magellan with that silly hat and that ridiculous long beard? Jane:

You don’t have to wear a silly hat, but even if you had to wear such a disguise, it would be great for children to see famous people they heard about at school.

Graham: Well, yes, maybe. I have no script ready yet, I will have to improvise. Pity there is no text to read! Jane:

You know what? You could read extracts from The Journals of Lewis and Clark!

Graham: Oh, I like this idea. Jane, you are the best friend I ever had, and I want you to be proud of me! Jane:

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Well then, just accept Mr Stanley’s idea, and start looking for texts to read!

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Séquence 8

Relève deux phrases contenant une proposition infinitive. .......................................................................................................................................... .......................................................................................................................................... 1- Traduis : Elle aimerait que tu acceptes l’idée de M. Stanley. .......................................................................................................................................... 2- Relève une phrase avec une proposition subordonnée de concession. .......................................................................................................................................... 3- Traduis : Bien que Graham soit fâché, il accepte d’incarner des explorateurs célèbres. .......................................................................................................................................... 4- Souviens-toi de la séquence précédente, relève une phrase avec une expression d’obligation future. ..........................................................................................................................................

Exercise 2 Sais-tu rechercher des informations dans des textes aux thématiques connues ? Relis attentivement le step 10 (séance 3), et l’exercice 8 (séance 4) You forgot to do some research about James Cook. Fortunately, Jane has found this document for you. Captain James Cook, a British sailor, went in search of the mythical « Southern Continent » or Terra Australis in 1772. Cook sailed around the globe, becoming one of the first to cross the Antarctic Circle on 17 January 1773. Although he didn’t find the Southern Continent, Cook was one of the first men to map the east coast of Australia and the Islands of the Pacific Ocean. Upon his return, in 1775, Cook was promoted to the rank of Captain. Underline the names of places in red, the proper names in blue and the numbers in black and complete the grid. Explorer

Places from… to

Dates between… and…

Discovery He was the first to…

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Production écrite Exercise 3 Sais-tu mettre en forme à partir de tes notes ? Relis attentivement le step 11 (séance 3), et je retiens Write a short paragraph about James Cook using your notes of Exercise 2.

Exercise 4 Sais-tu retrouver les grandes lignes d’un article de presse ? Indicate in each box the letter corresponding to the text which should be written inside.

(Indique dans chaque case la lettre correspondant au texte qui devrait être écrit à l’intérieur.)

headline

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A- Even if the subject was not an easy one, the young journalist in charge of the program did wonderfully: the interviews, the documents, everything concurred to make of this new series of programs a huge success.

Introductory sentence

B- The Other Side of the Fence

Longer § to explain the introductory sentence

C- We must also mention a young British actor, Graham Tell, whose performance in reading the poem amazed all viewers.

Detail of description

D- Mr. Stanley, the director of Ilook4 Channel, when asked about this popular acclaim commented “I am proud of our new team.”

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Quotation from the people involved

E- We have to thank Ilook4 Channel for a very moving and challenging program offered last night to our young public

Conclusion

F- Long live Hi Story!

Compréhension orale Exercise 5 Sais-tu comprendre les sentiments traduits par les réactions que tu vas entendre ? Relis attentivement les steps 3 et 4 (séance 1), 5 (séance 2), 18 (séance 7) et refais les exercices qui les accompagnent. Listen to your CD and indicate the feeling expressed. Is it admiration, sadness, pride, amazement or anger? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

Expression orale Exercise 6 Sais-tu réagir en exprimant des sentiments ? Listen to five extracts of conversation and react. Record yourself. Si tu ne peux pas t’enregistrer, écris tes réactions. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

Exercise 7 Sais-tu lire en continu un résumé ? Relis attentivement le step 13 et l’exercise 12 (séance 4) Here is the summary you could have written of the paragraph about James Cook. James Cook sailed around the globe from 1772 to 1775, he was the first man to map the East coast of Australia and the Islands of the Pacific Ocean. 1- Underline the stressed words, circle the stressed syllables inside these words and indicate the intonation at each punctuation sign but don’t listen to your CD yet. Try to follow the same logic as for the lesson. © Cned, Anglais 3e —

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2- Once you have finished, listen to your CD, check and correct. 3- Read the sentence, respect the stressed words, the stressed syllables and the correct intonation. Record yourself if possible. Si tu ne peux pas t’enregistrer, lis quand même à voix haute.

Exercise 8 Sais-tu parler pour demander des informations ? Relis attentivement le step 15 (séance 5), réécoute ton cd et refais les exercices qui l’accompagnent. 1- You will have to interview a famous solo navigator. What sort of questions can you ask her? Choose 5 questions among the following list. Take your pencil and tick them. 1) When did you start sailing? r 2) What sort of food do you like? r 3) What sort of diplomas have you got? r 4) Did you do other sports as a kid? r 5) Do you enjoy reading? r 6) Why do you like sailing solo? r 7) How do you train for your competitions? r 8) What’s your favorite colour? r 9) What is the secret of your success? r 10) How often do you go to the cinema in a month? r 2- Read five extracts of Mary Mc Grip’s answers and change the selected questions if necessary. (Écoute un extrait des réponses de Mary Mc Grip et change ta selection de

questions si nécessaire.)

1) I was five when I started sailing with my father. 2) I used to play tennis. 3) I love boats, I love being on the water. 4) Well, I sail a lot. 5) I’m a very determined sort of person.

Exercise 9 Sais-tu parler pour convaincre ? Relis attentivement le step 16 (séance 6), reécoute ton cd et refais les exercices qui l’accompagnent. You will ask Mary Mac Grip to read an extract from the Journals of Lewis and Clark on line. She will refuse, giving these two arguments. Think of two counter-arguments you will give her to make her change her mind. (Tu vas demander à Mary Mac Grip de lire un extrait des

Journals de Lewis et Clark en direct. Elle refusera en avançant ces deux arguments. Pense à deux contre-arguments que tu luis donneras pour la faire changer d’avis.) Arguments I’m very timid, I don’t want to read in front of millions of viewers. Graham is a real actor, I am just a navigator!

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Counter-arguments

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Séquence 8

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