ministère de l’éducation nationale
ANGLAIS PALIER 2 / ANNÉE 2 Livret de corrigés
3e LV 1 Rédaction et Relecture pédagogique
Sylvie Beuzon Paul Cody Frédéric Duc Odile Malavaux
Expertise pédagogique
Alain Rossignol, IA-IPR d’anglais
Coordination pédagogique Olivier Immoune
Ce cours est la propriété du Cned. Les images et textes intégrés à ce cours sont la propriété de leurs auteurs et/ou ayants droit respectifs. Tous ces éléments font l’objet d’une protection par les dispositions du code français de la propriété intellectuelle ainsi que par les conventions internationales en vigueur. Ces contenus ne peuvent être utilisés qu’à des fins strictement personnelles. Toute reproduction, utilisation collective à quelque titre que ce soit, tout usage commercial, ou toute mise à disposition de tiers d’un cours ou d’une œuvre intégrée à ceux-ci sont strictement interdits. © Cned – 2009
Directeur de la publication Serge Bergamelli Achevé d’imprimer le 31 décembre 2012 Dépôt légal 1er trimestre 2013 3, rue Marconi - 76130 Mont-Saint-Aignan
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Séquence 7 Séance 1
Step 1 Watch this picture very carefully Describe it I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite long. What does it make you think of? Why? - It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple. Toutes les propositions sont acceptables du moment - qu’elles commencent par It makes me think of… - que la présence de la pomme est justifiée d’une manière ou d’une autre. What does it make you feel like? Why? - It makes me feel strange because I have never seen an iris looking like an apple.
Toutes les propositions sont acceptables du moment - qu’elles commencent par It makes me feel… - que le sentiment est exprimé par un adjectif et qu’il est justifié.
Step 2 2- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite long. 3- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite long. It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple. 4- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite long. It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple. It makes me feel strange because I have never seen an iris looking like an apple.
Step 3 1- Look at the picture again. It illustrates a metaphor. Which one? Tick the correct answer. I laughed my socks off
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We had a real pig of a day
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She was the apple of his eye 2- What do these metaphors mean? Choose the correct meaning for each of them. a)
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b)
We had a real pig of a day - We had pork for lunch - We ate a lot that day - We spent a horrible day
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c)
She was the apple of his eye - He liked her a lot - She liked him a lot - She made apple pies
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Exercise 1 Can you give two other examples of metaphors in French? En voici deux exemples, mais tu en auras certainement trouvé d’autres. - Il pleut des cordes - C’est une poule mouillée
Exercise 2 2- True or false? Christopher likes metaphors.
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false
Christopher says that metaphors are lies.
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A lie is when you tell the truth
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3- Which metaphor does Christopher refer to when he says “I think it should be called a lie because a pig is not like a day…” We had a real pig of a day. 4- Christopher refers to this metaphor: “They had a skeleton in their cupboard”. Can you guess its meaning? - They are keeping secret a bad or embarrassing fact about themselves - They have killed someone and hidden his body in a cupboard. r r - They are fans of the television serial The Experts.
Séance 2 Exercise 3 You will have to present it orally the way you did in Séance 1. Don’t write your text. Just take notes. Here is a word bank to help you, but you need to match each English word or expression with its French equivalent. Write down the answers in the grid on the right. Use your logic! English words
French equivalent
Barbed wire
Fil de fer barbelé
Stripes
Rayures
Fence
Barrière
Prison
Prison
Field
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To protect
Protéger
To prevent…from+V-ing
Empêcher de…
To escape from
S’échapper de…
Prisoner
Prisonnier
Prison warden
Gardien de prison
Ill at ease
Mal à l’aise
Scared
Effrayé
Safe
En sécurité
Sad
Triste
Soldier
Soldat
Farmer
Fermier
Listen and repeat the words of the word bank. Write your notes. Just write keywords. I can see a fence.
It makes me think of a prison
It makes me feel ill at ease and sad
because of the barbed wires.
because it means there are prisoners behind the fence.
Example: I can see a fence. It makes me think of a prison because of the barbed wires. It makes me feel ill at ease and sad because it means there are prisoners behind the fence.
Step 4
1- Tu auras souligné tous les mots que tu comprends dans le texte.
Shmuel reached down and lifted the base of the fence, but it only lifted to a certain height and Bruno had no choice but to roll under it, getting his striped pyjamas completely covered in mud as he did so.
2- Write the appropriate caption
boy’s name: boy’s name:
Shmuel
Bruno
mud the fence
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3- Read another excerpt from the next page of the book
[…]there were crowds of people sitting together in groups, staring at the ground, looking horribly sad ; they all had one thing in common: they were all terribly skinny and their eyes were sunken and they all had shaved heads[…] a) b) c) d)
Underline the four adjectives of the paragraph in blue. They all begin with the letter “S” Copy them: sad, skinny, sunken, shaved Underline the two adverbs of the paragraph in red Copy them: horribly, terribly
4- Read the last extract.
In one corner Bruno could see three soldiers who seemed to be in charge of a group of about twenty men.
Sum up everything you know about the characters in these excerpts Shmuel
Shmuel is behind the fence. He is wearing striped pyjamas. His head is shaved.
Bruno
Bruno is rolling under the fence. He wants to join Shmuel. He is wearing striped pyjamas, too. His head is not shaved.
Crowds of people
They are behind the fence. They sit together, looking horribly sad. They are all terribly skinny and their eyes are sunken. They all have shaved heads.
Soldiers
Three soldiers are in charge of a group of about twenty men.
5- You have many pieces of information about the characters of the story. You can now express hypotheses about the context of the story. In your opinion, a) where does the action take place? k It must be in a prison or a camp because there is a fence with barbed wires, and soldiers in charge of crowds of people. b) when does the action take place? k It must be during World War II because there are soldiers, and people wearing “striped pyjamas”. They look sad, they are skinny and their eyes are sunken. They all have shaved heads. Perhaps they are prisoners in a concentration camp. c) who do you think Shmuel is? k Shmuel must be a young prisoner in a concentration camp because he is wearing “striped pyjamas” and his head is shaved. d) who do you think Bruno is? Justify your opinion. k Bruno must be a friend of Shmuel but not a prisoner.
Step 5 1- Read this sentence:
The soldiers must be German soldiers in charge of the prisoners in the concentration camp.
Must be indicates that… a) we know that the soldiers are German soldiers b) we are quite sure that the soldiers are German soldiers c) we are not sure at all that the soldiers are German soldiers
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2- What would you say if you were not sure at all that the soldiers are German soldiers? The soldiers may be German soldiers in charge of the prisoners in the concentration camp.
Exercise 4 a) It must be the rain falling: 5 b) It must be a car starting:
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c) It must be a storm raging: 3 d) It must be people walking: 4 e) It must be a bird singing:
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Exercise 5 1- Shmuel and Bruno must be in a concentration camp because they are both wearing striped pyjamas. 2- Shmuel must be a prisoner because his head is shaved and he is horribly skinny.
Séance 3
Step 6 A-
Files Reception and selection The prisoner’s day Housing conditions Food
Questions number 2- 3- 61- 745-
B- Open the Reception and selection file Reception and selection
Transports often arrived at the camps carrying prisoners who had traveled for days with nothing to eat and nothing to drink. Trains were filled with people herded into cattle wagons so tightly that there was only room to stand. In every concentration camp, the newly arrived were subjected to the ritual of reception. Doctors sat behind a table. The doctor would raise his thumb and point to the right or to the left. To the left meant immediate death in the gas chamber. That concerned almost all children, women with children, all the elderly. For those who looked stronger, and were sent to the right, there was the concentration camp.
1- Read the file, underline all the words you understand. 2- Read the first question: How were they transported to the camp? a) Means of transport: trains - cattle wagons People transported: prisoners-people-the living- the dead-children-women Conditions of transport: prisoners herded into cattle wagons, unable to move, with nothing to eat and nothing to drink. b) The prisoners were transported by trains. They were packed in cattle wagons, with nothing to eat and nothing to drink.
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3- Read the second question (N°3): What happened when they arrived in the camp?
In every concentration camp, the newly arrived were subjected to the ritual of reception.
4- Read the third question (N°6): What happened to the children? a) Les phrases ont été soulignées dans le texte. b) Children were sent to immediate death in the gas chamber, together with the women and the elderly. C- Open the prisoner’s day file 1- Tu auras souligné tous les mots que tu as compris. 2- Read the first question (N°1): What time did prisoners have to get up in the morning? The prisoners had to get up at 4 a.m or 5 a.m depending on the season. 3- Read the second question (N°7): How long could a roll call last?
The evening roll call could last for two or three hours, and was especially long if a prisoner escaped.
D- Open the FOOD file 1- Tu auras souligné tous les mots que tu as compris dans le texte. 2- Read the question (N°5): What did they eat for “lunch”? “Lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp.
Step 7 The prisoners had to get up at 4 a.m or 5 a.m depending on the season. They had to get dressed quickly, make the bunks, go to the latrine, drink the morning coffee and clean the barracks. 1- What do the words in bold letters express? a) a probability r b) an obligation in the present r c) a capacity r d) an obligation in the preterit 2- How would you translate into French “The prisoners had to get up at 4 am”? Tick all the correct answers. a) Les prisonniers devaient se lever à 4 heures du matin b) Les prisonniers pouvaient se lever à 4 heures du matin r c) Il fallait que les prisonniers se lèvent à 4 heures du matin d) Les prisonniers doivent se lever à 4 heures du matin r
Exercise 6 1- Prisoners employed in the electric workshop had to repair electrical wiring, as well as loudspeakers and radio sets. 2- Prisoners employed in the shoemaker’s shop had to repair prisoners’ and soldiers’ shoes. 3- Prisoners employed in building work had to build barracks, watch towers and fences. 4- Prisoners employed in the Feldkolonne had to remove the snow in winter. 5- Prisoners employed in the cleaning work gang had to clean the latrines and remove garbage from the Camp Command. © Cned, Anglais 3e —
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Exercise 7 Files
Answers
Reception and selection
The prisoners were transported by train. They were packed in cattle wagons, with nothing to eat and nothing to drink. When they arrived in the camp, they were subjected to the ritual of reception. Children were sent to immediate death in the gas chamber, together with the women and the elderly.
The prisoner’s day
The prisoners had to get up at 4.00 a.m or 5.00 a.m depending on the season. The evening roll call could last for two or three hours, and was especially long if a prisoner escaped.
Housing conditions (à compléter à la prochaine séance) Food
They lived in primitive wooden barracks with elementary furnishings. “Lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp.
Séance 4 Exercise 8 They lived in primitive wooden barracks with elementary furnishings. Assure-toi que tu as bien complété le tableau de l’exercice 7, séance 3.
Step 8
Script part 1 Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are. Mrs Spencer: Well, don’t mention it. It is my duty to tell young people what happened at that time. I am 85 years old today but in 1942, when I arrived in Auschwitz, I was 18. I am Polish, you see, although I married an English man. Journalist: I see. Mrs Spencer, would you mind answering a few questions about the reception and the selection of the prisoners? 2- Listen to the journalist’s part and underline all the words that are stressed.
Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name of
Ilook4 Channel, I would like to say how grateful we are.
Journalist: I see. Mrs Spencer, would you mind answering a few questions about the
reception and the selection of the prisoners?
3- Les syllabes accentuées ont été mises en caractères gras. 4- Les intonations ont été indiquées dans 2.
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Step 9 2- Read the journalist’s part. Journalist:
Well, I have read that prisoners were transported in trains and that the dead and the living were packed in cattle wagons with no food to eat and no water to drink. Is that right?
Journalist: That must have been terrible! I know that when they arrived in the camp, prisoners were subjected to the ritual of reception. Could you tell me a little bit more about it? Journalist: [pause] Thank you, Mrs Spencer…Er… According to a site about concentration camps, prisoners had to get up at 4 am and the roll call could last for two or three hours. Could you explain? Expressions used to ask for further information
Expressions used to report information - I have read that…
- Is that right?
- I know that…
- Could you tell me a little bit more about it?
-According to a site about…
- Could you explain?
3- Listen and indicate the intonation for each question. (Use the symbols seen in Step 8 d-) 1) Is that right? 2) Could you tell me a little bit more about it? 3) Could you explain? 4- Listen and repeat. Record yourself if possible.
Exercise 9 Listen to Part 1 and 2. Complete your summary file with the new elements given by Mrs Spencer. Files Reception and selection
Answers
The prisoners were transported by train packed in cattle wagons, with nothing to eat and nothing to drink. these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets. When they arrived in the camp, they were subjected to the ritual of reception. One by one, the prisoners, fresh off the train, were brought up to a doctor… three quarters of the prisoners sent to death were the women with the children and the elderly. Children were sent to immediate death in the gas chamber, together with the women with children and the elderly. © Cned, Anglais 3e —
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The prisoner’s day
The prisoners had to get up at 4am or 5am depending on the season. The evening roll call could last for two or three hours, and were especially long if a prisoner escaped. the prisoners standing in the roll call yard could not move and were not given anything to eat.
Exercise 10 1Journalist:
Mrs Spencer/Mr Bachstein, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are.
Journalist:
I see. Mrs Spencer/Mr Bachstein, would you mind answering a few questions about the reception and the selection of the prisoners / the housing conditions and food?
Part 2 Journalist:
Mr Bachstein, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are.]
Mrs Spencer: You’re welcome. As I said on the phone, I’m very happy to talk with you. I’m feeling quite lonely in this home for elderly people and I’m glad to have some visits. I’m 92, you know, and I was 24 when I was deported in 1941. [Journalist:
I see. Mr Bachstein, would you mind answering a few questions about the housing conditions of the prisoners?]
3- Now Part 2 of the interview. Files Housing conditions
Answers
Prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks. horrible blue and white blankets on the bunks. in Dachau, 12,000 prisoners who had to live in barracks designed for only 5,000 men.
Food
Lunch consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp. a man needs an average of 2500 calories a day. At that time, the prisoners’ daily diet contained less than 1000 calories, well below the norm for people undertaking hard labour. A very large number of prisoners died within a short space of time.
Script part 2 Journalist:
I see. Mrs Spencer, would you mind answering a few questions about the reception and the selection of the prisoners?
Mrs Spencer: Please, do ask your questions. Journalist:
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Well, I have read that prisoners were transported in trains and that the dead and the living were packed in cattle cars with no food to eat and no water to drink. Is that right?
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Mrs Spencer: That is correct, unfortunately. Something else that you didn’t mention, these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets. Journalist:
That must have been terrible! I know that when they arrived in the camp, prisoners were subjected to the ritual of reception. Could you tell me a little bit more about it?
Mrs Spencer: One by one, the prisoners, fresh off the train, were brought up to a doctor. The doctor used to examine them rapidly, then he would raise his thumb and point to the right or to the left. To the left meant immediate death: three quarters of the prisoners sent to death were the women with the children and the elderly. Journalist:
Thank you so much, Mrs Spencer... Er… According to a site about concentration camps, prisoners had to get up at 4 am and the roll call could last for two or three hours. Could you explain?
Mrs Spencer: Of course. Whenever a prisoner was missing, there used to be a search which could last several hours, during which the prisoners standing in the roll call yard could not move and were not given anything to eat. Journalist:
Thank you, Mrs Spencer.
Script part 3 Journalist:
Well, I have read that Prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks. Is that right?
Mr Bachstein: Yes, that’s right. But you know what, we used to remove our shoes before entering our barrack, and …Oh yes, I remember, we had those horrible blue and white blankets on our bunks. But in Dachau, where I was in 1942, there were 12,000 prisoners who had to live in barracks designed for only 5,000 men. It was terribly overcrowded. Journalist:
That must have been terrible! I know that “lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp. Could you tell me a little bit more about it?
Mr Bachstein: Well, a man needs an average of 2500 calories a day. At that time, the prisoners’ daily diet contained less than 1000 calories, well below the norm for people undertaking hard labour. Due to the poor food rations both in terms of quality and quantity, a very large number of prisoners died within a short space of time. Journalist:
Thank you, Mr Bachstein.
Exercise 11 Vérifier les réponses dans l’exercice 10
Séance 5
Step 10
1- Read the following sentences: - In concentration camps, the prisoners used to live in barracks. - The doctor examined them rapidly, then he would raise his thumb… - Whenever a prisoner was missing, there would be a search which could last several hours… © Cned, Anglais 3e —
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2- What does “used to” express? Tick the correct answer a) An action people did in the past but that they no longer do b) An action people do regularly c) An action people did regularly in the past and still do in the present
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3- How would you translate In concentration camps the prisoners used to live in barracks. Tick the correct translation. a) Dans les camps de concentration, les prisonniers vivaient dans des baraquements. b) Dans les camps de concentration, les prisonniers vivent dans des baraquements r 4- What does « would » express? a) An action people did regularly in the past and still do in the present b) An action people do regularly c) An action people did regularly in the past
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5- How would you translate Whenever a prisoner was missing, there would be a search which could last several hours? Tick the correct translation. a) Chaque fois qu’il manque un prisonnier, il y a une fouille qui peut durer plusieurs heures. r b) Chaque fois qu’il manquait un prisonnier, il y avait une fouille qui pouvait durer plusieurs heures
Exercise 12 People Those employed in the electrical workshop
Tasks
•
•
would remove snow in winter would clean the latrines and remove garbage from the Camp Command
Those employed in the shoemaker’s shop
•
•
Those employed in building work
•
• as well as loudspeakers and
Those employed in the cleaning work gang
•
• soldiers’ shoes
Those employed in the Feldkolonne
•
• towers and fences
would repair electrical wiring
radio sets
would repair prisoners’ and would build barracks, watch
Step 11 1) 1- We used to remove our shoes before entering our barracks. k Nous, mais pas les autres, pas les soldats par exemple. 2- We used to remove our shoes before entering our barracks. k Mais maintenant, c’est fini, on ne le fait plus, soit parce que le règlement a changé, soit parce que la situation a changé. 3- We used to remove our shoes before entering our barracks. k On enlevait les chaussures, on ne les mettait pas. 4- We used to remove our shoes before entering our barracks. k Ce sont les chaussures qu’on enlevait avant d’entrer, pas autre chose.
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5- We used to remove our shoes before entering our barracks. k C’est avant d’entrer qu’on enlevait les chaussures, pas après. 6- We used to remove our shoes before entering our barracks. k C’est avant d’entrer dans le baraquement qu’on enlevait les chaussures, pas avant d’en sortir.
7- We used to remove our shoes before entering our barracks. k Nous enlevions nos chaussures avant d’entrer dans notre baraquement, pas dans ceux des autres.
Exercise 13 1- So, you mean you used to remove your shoes after entering your barracks. k No, Peter, we used to remove our shoes before entering our barracks. 2- So, you mean soldiers used to remove their shoes before entering your barracks. k No, Peter, we used to remove our shoes before entering our barracks. 3- So, you mean you used to remove your shoes before going out of your barracks. k No, Peter, we used to remove our shoes before entering our barracks. 4- So, you mean you used to remove your shoes before entering other prisoners’ barracks. k No, Peter, we used to remove our shoes before entering our barracks.
Step 12
Listen to the conversation on your CD.
Script Jane:
Mr Stanley, this is Jane on the phone.
Mr Stanley:
Oh yes, Jane. Are you phoning to tell me the first episode is ready to be recorded in the studios?
Jane:
Er… Well, not yet, sir. But it should be ready in no time.
Mr Stanley:
Good, good, so, what has this boss of yours been doing these last days?
Jane:
Well, sir, he has read a book entitled The Boy in the Striped Pyjamas and watched the film.
Mr Stanley:
Has he read The Diary of a Young Girl, by Anne Frank?
Jane:
Er… not yet, sir, but I’m sure he will read it soon.
Mr Stanley:
Has he watched The Pianist and … what else, oh yes, Schindler’s List?
Jane:
Well, no, sir. But he has done a lot of research. He has contacted survivors of the holocaust, he has also interviewed them. They have given him some unpublished photographs.
Mr Stanley:
Hum, hum,… Let me tell you a lot remains to be done. He will have to read other books, watch other films. He will also have to contact a museum to get some more specific educational kits. Finally, I would like him to find a logo for this first episode of our new concept. And why not find a text or a poem which could be read by an actor.
Jane:
That is a very good idea, sir. I have taken down all your instructions. Good bye, sir.
Mr Stanley:
Good bye, Jane, and do tell your boss to hurry up!
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I will, sir, good-bye, sir. © Cned, Anglais 3e —
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2- Mr Stanley has made a list of actions he would like you to undertake. He listens to your secretary and ticks what you have already done. New series of programs « Hi Story! » First program: Life in concentration camps - find unpublished photos or documents - find a logo for the episode - read several books about the theme - watch several films about the theme - contact Shoah survivors - interview survivors - contact a museum for educational material - find a text to be read by an actor
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3- Jane is the perfect secretary. She has drawn up two lists: what you have already done, what you haven’t done yet. Complete her lists. Verb
Preterit
find
found
found
read
read
read
What you have already done - You have already contacted Holocaust survivors - You have already interviewed survivors - You have already found unpublished photos or documents
What you haven’t done yet - You haven’t read enough* books yet - You haven’t watched enough films yet - You haven’t found a logo yet - You haven’t found a text yet *enough: assez
Step 13 You have just assessed your different courses of action. 1- What did you use? a) the preterit
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b) the simple present
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c) he present perfect = have+V-en
2- Which adverb did you use for what you have done? a) already
b) yet
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c) never
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3- Which adverb did you use for what you have not done? a) already
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b) yet
c) never
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Séance 6
Step 14 2- What will you have to do in the next few days? k I will have to find a logo for the episode.
I will have to read more books about the theme.
I will have to watch more films about the theme.
I will have to contact a museum for educational material.
I will have to find a text to be read by an actor.
Exercise 14 1- Jane is a fantastic secretary. You desperately need her help. What can she do to help you? Tick the best solution to each problem. a) Find a logo
- She can phone a friend to make suggestions
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- She can select different pictures symbolizing life in concentration camps
b) Read several books, watch several films
- She can surf the Internet and draw a list of books and films about the theme
- She can ask Mr Stanley to make other suggestions
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c) Contact a museum
- She can look for the telephone number of the War Museum
- She can look for the telephone number of the Louvre in Paris
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d) Find a text to be read by an actor
- She can buy books and read them
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- She can surf on a Memorial site
2- You leave her 4 post-it notes on her desk expressing future obligations. Jane, you will have to select different pictures symbolizing life in concentration camps
You will have to surf the Internet and draw a list of books and films about the theme
You will have to look for the telephone number of the War museum
You will have to surf on a Memorial site to find a text to be read by an actor
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Step 15 Jane has found the telephone number of the War Museum. Before phoning the curator of the museum, you make a list of your enquiries. Phone the curator of the War Museum - Introduce myself
(4)
- Give the reasons of my phone call
(7)
- Ask for online learning resource
(3)
- Ask for temporary exhibitions
(2)
- Ask for educational packs, facsimiles, handbooks available for teachers and pupils (6) - Ask for the museum to send resources to the Channel studios so that they can be shown to the viewers
(5)
- Thank the curator
(1)
1- Script Number 1: Thank you so much, sir, you have been very helpful. Number 2: Would you mind telling me if there are any temporary exhibitions classes can visit this year? Number 3: Could you tell me if you have any online resources which could be of interest for both teachers and pupils? Number 4: Good morning, sir? My name is … I’m a journalist for Ilook4 Channel. Number 5: Would it be possible to send a few samples of your educational resources to the Channel studios? Number 6: Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils? Number 7: We are launching a new series of programs called “Hi Story”. The first one will be dedicated to the life in the concentration camps. I know that the collections of the museum are incredible resources for learning. 2- Read some of your lines:
Version 1 Would you mind telling me if there are any temporary exhibitions classes can visit this year? Could you tell me if you have any online resources which could be of interest to both teachers and pupils? Would it be possible to send a few samples of your educational resources to the Channel studios? Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?
3- Les expressions utilisées pour solliciter de l’aide ou une information ont été soulignées dans le Step 15 4- Compare with:
Version 2 Can you tell me if there are any temporary exhibitions classes can visit this year? Can you tell me if you have any online resources which could be of interest for both teachers and pupils? Can you send a few examples of your educational resources to the Channel studios? Can you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?
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5- Which one is more polite, more formal?
Version 1
Step 16
1- Listen to the four questions you will have to ask. - Would you mind telling me if there are any temporary exhibitions classes can visit this year? - Could you tell me if you have any online resources which could be of interest for both teachers and pupils? - Would it be possible to send a few samples of your educational resources to the Channel studios? - Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils? 2- Les intonations sont indiquées en dessous des phrases précédentes. 3- Les mots accentués ont été soulignés. 4- Les syllabes accentuées ont été soulignées. temporary - exhibitions - resources - examples - educational resources
Exercise 15 2- Script Journalist: Good morning, sir. My name is … I’m a journalist for Ilook4 Channel. Curator:
Oh, good morning. May I ask what you are looking for?
Journalist: Well,er… yes, of course. We are launching a new series of programs called “Hi Story”. The first one will be dedicated to life in concentration camps. I know that the collections of the museum are incredible resources for learning. Curator:
Yes, you are quite right. We certainly possess invaluable collections.
Journalist: Could you tell me if you have any online resources which could be of interest for both teachers and pupils? Curator:
We do have online resources, both for teachers and pupils. For instance, we have webquests on the different collections of the museum.
Journalist: That’s great! Would you mind telling me if there are any temporary exhibitions classes can visit this year? Curator:
Actually, you are very lucky, there is one about the Shoah. We tend to resource the school curriculum as best we can.
Journalist: That is an excellent idea! Could you tell me if you have any educational packs, fac similes or handbooks available for teachers and pupils? Curator:
Of course, yes, we do. We have resources about daily life in war time: children War replica packs, Escape kits, Secret Codes kits; we also have fac similes of Food ration booklets and Ration clothing booklets.
Journalist: Marvelous! Would it be possible to send a few samples of your educational resources to the Channel studios? Curator:
Of course, with pleasure, as long as you mention the name of the museum in your program.
Journalist: We will do that, sir. Thank you so much, sir, you have been very helpful. © Cned, Anglais 3e —
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Exercise 16 Look at your list of things to be done in Step 14. 1- What haven’t you done yet? - I haven’t found a logo for the episode yet. - I haven’t read enough books yet. - I haven’t watched enough films yet. - I haven’t found a text to be read by an actor yet. 2- So, what will you have to do in the next few days? - I will have to find a logo for the episode. - I will have to read more books. - I will have to watch more films. - I will have to find a text to be read by an actor.
Séance 7
Step 17 2- 3- 4- 6-
Expression of admiration - That’s great ! - That is an excellent idea! - Marvellous!
Expression of horror - That must have been terrible!
Intonation
Intonation
You agree - You are quite right. - That is correct. - That’s right. Intonation
You Accept - Of course, with pleasure.
Intonation
Exercise 17 You are going to listen to five short extracts from all the conversations of the Séquence. Just react, using one of the expressions we have seen above. Express admiration or horror, agree or accept. Record yourself if possible. Number 1 – Journalist: Would it be possible to send a few samples of your educational resources to the Channel studios? Of course, with pleasure. Number 2 – Mrs Spencer: Something else that you didn’t mention, these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets. That must have been terrible! Number 3 – Journalist: Well, I have read the prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks. Is that right? Yes, that’s right. Number 4 – Curator: We do have online resources, both for teachers and pupils. For instance, we have webquests on the different collections of the museum. That’s great!
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Number five – Journalist: Well, I have read that Jews were transported in trains and that the dead and the living were packed in cattle cars with no food to eat and no water to drink. Is that right? That is correct.
Step 18 1- Read the following sentences a) Can you tell me if there are any temporary exhibitions classes can visit this year? b) Can you answer a few questions about the housing conditions of the prisoners? c) Can you send me a few samples of your educational resources to the Channel studios? d) Can you tell me if you have any online resources which could be of interest for both teachers and pupils? 2- What sort of language is it? a) formal
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b) informal
3- As a journalist, you have to meet VIPs. That means your English has to be formal in certain circumstances. Transform these informal questions into formal ones using the following expressions: a) Could you tell me if there are any temporary exhibitions classes can visit this year? b) Would you mind answering a few questions about the housing conditions of the prisoners? c) Would it be possible to send me a few samples of your educational resources to the Channel studio? d) Could you tell me if you have any online resources which could be of interest for both teachers and pupils?
Step19 1- Listen and read the poem. Shoes Red shoes blue shoes Fabric shoes leather shoes All in a heap Their owners gone to sleep Too weak to stay alive Too brave, just for a while. 2- Les mots accentués ont été soulignés dans le poème.
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Séance 8
je m’évalue
Exercise 1
2- Describe it - I can see…skeleton/ cupboard/door/chair/sitting/behind 3- What does it make you think of ? Why ?
- It makes me think of…death/ something bad/ funny
4- What does it make you feel like? Why?
- It makes me feel…strange/skeleton
5- Present the picture orally. Record yourself if you can or present the document to someone who can listen to you. - I can see a skeleton sitting on a chair in a cupboard behind a door. It makes me think of death, of something bad, and yet I think it is funny. It makes me feel strange because of the skeleton.
Exercise 2 1- This picture illustrates a metaphor.
- It must be “They had a skeleton in their cupboard”.
2- Give another example of a metaphor in English
- I laughed my socks off/We had a real pig of a day/She was the apple of his eye
3- Give an example of a metaphor in French.
- Il pleut des cordes.
Exercise 3 2- Give the title of the book as well as the author’s name
- The Boy in the Striped Pyjamas.
- John Boyne
Exercise 4 1- The prisoners had to get up at 4 a.m. 2- They had to remove their shoes before entering their barrack. 3- They had to remove the snow in winter.
Exercise 5 - Mrs Spencer, thank you so much for accepting this interview. - In the name of Ilook4 Channel, I would like to say how grateful we are.
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Exercise 6 Expressions used to report information - I have read that… - I know that… - According to a site…
Expressions used to ask for further information
- Is that right? - Could you tell me a little bit more about it? - Could you explain?
Exercise 7 - They would buy food with ration tickets. - They would use a bike instead of a car because they had to save petrol. - They would switch off the lights at night because they had to respect the curfew. - They would listen to the radio to get news from the war.
Exercise 8 - She has already surfed the Internet to find a poem. - She has already looked for the phone number of the War museum. - She hasn’t selected different pictures to find a logo yet. - She has already phoned Mr Stanley. - She hasn’t found titles of books and films about WW2 yet.
Exercise 9 Mrs Spencer has got a friend, Sally, who, like Peter, is quite deaf. She does not understand very well what Mrs Spencer tells her. Correct what she says. Record yourself. Tu écriras tes réponses et tu souligneras dans chaque phrase le mot sur lequel porterait l’accent de phrase si tu les prononçais. Sally:
You mean that these cattle wagons were deprived of any military facilities, people couldn’t wash and there were no toilets.
Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t wash and there were no toilets. Sally:
You mean that these cattle wagons were deprived of any sanitary facilities, people couldn’t walk and there were no toilets.
Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.
Exercise 10 - She will have to select different pictures to find a logo. - She will have to find titles of books and films about WW2.
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Exercise 11 - Could you tell me if you have any online resources available? / Would you mind telling me if you have any online resources available? - Would you mind sending me a few samples of your educational packs? / Would it be possible to send me a few samples of your educational packs?
Exercise 12 SCRIPT: Number 1: Journalist: Well,er… yes, of course. We are launching a new series of programs called “Hi Story”. The first one will be dedicated to life in the concentration camps. I know that the collections of the museum are incredible resources for learning. Yes, you are quite right. Number 2: Curator: Actually, you are very lucky, there is one about the holocaust. We tend to resource the school curriculum as best we can. That is an excellent idea!
Exercise 13 Shoes Red shoes blue shoes Fabric shoes leather shoes All in a heap Their owners gone to sleep Too weak to stay alive Too brave, just for a while.
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Séquence 8 Séance 1
Step 1 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. We must also mention a young British actor, Graham Tell, whose performance in reading the poem amazed all viewers. Mr Stanley, the director of Ilook4 Channel, when asked about this popular acclaim commented “I am proud of our new team.” Long live Hi Story!
Boxes Headline Introductory sentence Longer paragraph to explain the introductory sentence Detail of description Quotation from the people involved Conclusion
3- Read the highlighted expressions of the article. Match them with their translations. English/French Moving/émouvant Challenging/motivant Wonderfully/merveilleusement A huge success/un immense succès To amaze/épater A popular acclaim/un avis favorable du public To be proud of/être fier de… Long live/longue vie à… 4- What do they express? a) jealousy
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d) pride (think of “proud”) g) hatred (think of hate)
b) regret
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e) amazement
c) admiration
f) sadness
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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. © Cned, Anglais 3e —
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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
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3- What does even if express? Choose between these three solutions: a) cause
b) consequence c) concession
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Exercise 1 Express concessions 1- Even if Mr Stanley is not a very friendly sort of person, he congratulated his team. 2- Even if Graham Tell is young, he impressed the viewers. 3- Even if the viewers were young, they appreciated the program.
Exercise 2 1- Although Mr Stanley is not a very friendly sort of person, he congratulated his team. 2- Although Graham Tell is young, he impressed his viewers. 3- Although the viewers were young, they appreciated the program.
Step 3 Admiration
Pride
- I am filled with admiration for you.
- I am proud of you.
- You did wonderfully.
- I’m proud of what you did.
- You really are the best.
- I’m proud of myself.
Sadness
Amazement
- That was very moving.
- That was amazing!
- You nearly made me cry.
- That’s incredible!
- That was so sad!
- You really amazed me!
Step 4 1- Script Admiration: I am filled with admiration for you. You did wonderfully. You really are the best Pride: I am proud of you. I’m proud of what you did. I’m proud of myself.
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Sadness: That was so moving! You nearly made me cry! That was so sad! Amazement: That was amazing! That’s incredible! You really amazed me! 2- Les mots accentués ont été soulignés dans la partie 1 de la correction de l’exercice. 3- Les intonations ont été indiquées dans la partie 1 de l’exercice.
Séance 2
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. Extract n°1: pride Mr Stanley: Well, congratulations to you all. I am very proud of what you did. And now, get ready to prepare for the next program! Extract n°2: sadness Jane:
Oh Graham, when you read that poem, you nearly made me cry!
Extract n°3: admiration Journalist: Jane, thank you for your collaboration. You did wonderfully. Extract n°4: admiration Jane:
Graham, you are a fantastic actor, you really are the best.
Extract n°5: amazement Graham:
Did you hear what Mr Stanley just said, “Get ready to prepare the next program”, hey that’s amazing! Does he mean I am a member of the Hi Story team?
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. Extract n°1: sadness Do you remember when we went to the cinema to watch The Boy in the Striped Pyjamas. The moment when Bruno passes under the fence and sees all the prisoners in the camp? k That was so moving! Extract n°2: admiration Hey, you know what, I won the tennis competition! k You really are the best! © Cned, Anglais 3e —
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Extract n°3: pride You know how I hate hospitals, but I still went to visit my grandmother yesterday. She was so glad to see me! k I’m proud of you! /I’m proud of what you did. Extract n°4: amazement You won’t believe it! For the holidays, Dad is taking me for a five-day trip to Kenya, we are going on a safari! k That’s incredible!
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. Extract n°1: I have to thank you. Do you remember, you helped me with my Maths revisions? Well I got the results today, and I’ve got an A+. k Pride: I’m proud of you/ I’m proud of what you did. Extract n°2: So, did you say good bye to your brother at the airport? That must have been sad to see him go. Australia is nice, but you won’t be seeing him for a whole year! k Sadness: Yes, that was so sad! It nearly made me cry. Extract n°3: Gosh, I never thought that would happen! My sister bought me a present for my birthday! k Amazement: That’s incredible! /That’s amazing! Extract n°4: I have a big piece of news! Guess what? I‘ve been chosen to play in the school football team next year. k Admiration: You really are the best/ I’m filled with admiration for you./ You did wonderfully this year.
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. Reading n°1: Pride Reading n°2: Sadness Reading n°3: Amazement Reading n°4: Admiration Reading n°5: Anger 2- What is the new reaction you have heard? If you don’t know the noun, you can write the adjective. - anger (adjective:angry)
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.
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Questions Voici quelques questions que tu as pu imaginer toi aussi… - What will I have to do?
- What theme will the next program be about?
- Will I have to read a poem?
- What sort of research will I have to do?
- Who will I have to interview?
- Will I read an extract from a famous play?
2- Listen to their questions on your CD. Tick your questions when they deal with the same sort of information. Script Journalist: What will it be about, sir? Jane:
Who are we going to talk about?
Journalist: Who am I going to interview? Graham: What will I do? Will I read a poem? Jane:
What else can I do to help?
Tu auras coché dans la partie a- de l’exercice toutes les questions qui correspondaient aux questions posées par nos trois héros.
3- Listen again to their questions. Tick the five pieces of information they would like to have. a) The title of the next program
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b) The subject of the next program
c) The logo of the next program
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d) What Jane will have to do
e) What the journalist will have to do
f) What Graham will have to do
g) The musical theme of the program
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h) The famous people they are going to talk about
4- Complete this listening frame with the five labels required. Use the keywords in bold letters of c). One sort of information has already been written. JANE convince Graham of playing the role of famous explorers prepare a webquest online JOURNALIST do some research about Lewis and Clark, read their Journals, interview M. Mac Grip
Future
SUBJECT famous explorers (expeditions, adventures, discoveries)
Hi Story program
FAMOUS PEOPLE Magellan, J. Cook, Amundsen, Lewis and Clark
GRAHAM play the role of the famous explorers ANGER
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Step 7 1- Listen to Part 1 and complete the SUBJECT box
Script Mr Stanley: Well, as I told you this morning, congratulations! I’m very proud of you. But our next program has to be even better than the first one. Journalist: What will it be about, sir? Mr Stanley: I was thinking of a program dedicated to famous explorers. Children should love that, they adore stories about expeditions, adventures and discoveries. We’ll give them all that, thanks to you.
2- Listen to Part 2 and complete the FAMOUS PEOPLE box Script Jane: Who are we going to talk about? Mr Stanley: Well, I thought of Magellan, of course, Amundsen is another one, and also James Cook. But most of all, I would like you to present the fabulous adventures of Lewis and Clark. 3- Listen to Part 3 and complete the JOURNALIST box. Journalist: Lewis and Clark, you mean Superman? Mr Stanley: Not at all, I can see you will have to do a lot of research about them. Jane, I want him to read The Journals of Lewis and Clark. That is essential. Jane: Yes, sir. Journalist: Who am I going to interview? Jane: Why not interview Mary Mac Grip, one of the fastest people to sail solo around the world, that should be interesting? Mr Stanley: That’s an excellent idea, Jane. Any more questions? 4- Listen to Part 4 and complete the GRAHAM box. Script: Graham: Yes, sir, what will I do? Will I read a poem? Mr Stanley: Actually, I had another idea in mind, I would like you to incarnate our famous explorers, and the public could play a game and guess who you are incarnating. 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. 5- Listen to Part 5 and complete the JANE box. Script: Jane: Graham…What else can I can do to help, sir? Mr Stanley: You’d better try to convince this young man, Jane! Oh and one last thing, Jane, I want you to prepare a web quest online with some prize to win! That should be an excellent motivation for our young spectators!
Step 8 1- Use your notes to complete this summary of the meeting.
The next Hi Story program will be dedicated to (subject) famous explorers and more particularly to (famous people) Magellan, James Cook, Amundsen and Lewis and Clark.
Mr Stanley wants the journalist to (journalist) do some research about Lewis and Clark, read their Journals and interview Mary Mac Grip.
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He also wants Graham to (Graham) play the part of famous explorers but Graham refuses and reacts angrily.
As for Jane, the director would like her to (Jane) convince Graham of playing the role of the famous explorers and to prepare webquest online.
Séance 3 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
(5)
b) Graham
(4)
c) Famous people
(2)
d) Subject
(1)
e) Journalist
(3)
2- Write Jane’s report.
The next Hi Story program will be dedicated to famous explorers and more particularly to Magellan, James Cook, Amundsen and Lewis and Clark.
My boss will have to make some research about Lewis and Clark, read their Journals and interview Mary Mac Grip.
Graham will have to play the role of famous explorers.
I will have to convince Graham of playing the role of famous explorers, I will also have to prepare a webquest online.
Step 9 2- Who pronounces these sentences? a) Graham
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b) Jane
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c) the journalist
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d) Mr Stanley
What for? (Pour quoi faire ?) a) to give instructions
b) to congratulate
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c) to present excuses
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3- Complete the following grid with the four sentences of Step 9-b. One has already been used as an example. Proposition principale Nature
Pronom sujet
Verbe de souhait ou de volonté
Sujet de la Fonction proposition principale
Proposition infinitive Pronom Verbe à complément l’infinitif Sujet de la proposition infinitive
Phrase 1
I
would like
Phrase 2
I
want
Phrase 3
I
want
Phrase 4
I
want
Groupe nominal
Verbe de la COD de la proposition proposition infinitive infinitive
you
the fabulous adventures of Lewis and Clark
to present to read
The Journals of Lewis and Clark
you
to play
the role of the famous explorers
you
to prepare
a webquest online
him
Exercise 5 Put the words of each of these three sentences back into order. 1- He wants her to prepare a web quest. 2- She would like them to work. 3- Mr Stanley wants Jane to convince Graham of changing his mind.
Exercise 6 Translate into English 1- He wants you to do some research. 2- They would like her to phone the curator of the museum. 3- We would like him to play the role of famous explorers
Step 10 1- Tu auras dessiné ta silhouette dans le cadre proposé. 2- Remember your meeting with Mr Stanley, Jane and Graham. You will have three tasks to accomplish. Which ones? - I will have to make some research about Lewis and Clark. - I will have to read their Journals. - I will have to interview Mary Mac Grip. 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.
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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 to Spain, 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 Magellan
Places from… to From Spain to the Spice Islands
Dates between… and… Between 1519 and 1521
Discovery He was the first to… He was the first European to sail across the Pacific.
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 to sail. Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first European to sail across the Pacific.
Séance 4 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. Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first European to sail across the Pacific.
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 wellplanned 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.
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2- Underline the names of places in red, the proper names in blue and the numbers in black and complete the grid. Places from… to
Explorer Roald Amundsen
Dates between… and…
From the Bay of Whales to the South Between 1911 and 1912 Pole
Discovery He was the first to… He was the first person to reach the South Pole.
Exercise 9 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.
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 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
30 days later
1- Amundsen had already beaten him
2- Scott arrived at the Pole
2- Do both actions take place a) in the present r b) in the past c) in the future r 3- What is the tense of the verb in “Scott arrived at the Pole”
the preterit
4- What is the form of the verb in “Amundsen had already beaten him”? a) have +V-en r b) had + V-en 5- How do you write a verb in this form? a) auxiliary have at the present+ past participle of the verb b) auxiliary have at the preterit + past participle of the verb c) auxiliary be at the present + V-ing
r r
Exercise 10 1- Read again the text about Magellan in Séance 3 Step10. Two sentences use the pastperfect. Copy them and underline the verbs in the past-perfect. King Charles I of Spain had promised Magellan one-fifth of the profits from the voyage to the Spice Islands.
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2- Read again the text about Amundsen. Another sentence uses the past-perfect. Copy it and underline the verb in the past-perfect. 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.
Exercise 11 1- Amundsen had arrived before Scott.
2- Even if the King of Spain had promised him one-fifth of the profits from the voyage to the Spice Islands, Magellan never came back to Spain to enjoy them. 3- By the time the journalist wrote the article about the first Hi Story program, Mr Stanley had already found a new idea for the second program. 4- Jane had already given you a text about Magellan to read before giving you the document about Amundsen. 5- By the time you read the document about Amundsen, Jane had already found texts about Lewis and Clark.
Step 13
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- Les syllabes accentuées ont été mises en caractère gras.
Exercise 12 1- 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.
Séance 5 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- people animals - flora - adventurer - travel- fauna - crossing-plants List different means of transportation: car, plane, boat, on foot, bike, train, shuttle, ship, motorbike, … 2- Discovery: Who makes discoveries? Find three categories of persons likely to make discoveries in the list of exercise 13-a - an explorer - a scientist - an adventurer © Cned, Anglais 3e —
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What can they discover during a voyage? Complete, using words in the same list as before. - Unknown places - Unidentified flora (plants), fauna (animals)
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. Answers
Justifications
Who
Meriwether Lewis and William Clark President Jefferson
The Lewis and Clark expedition A personal project of President Jefferson
What
An expedition
A discovery mission to explore vast newly-acquired territories
Where
The vast territories newly acquired From St Louis (Missouri) to the Pacific between the Mississippi and the Ocean Pacific Ocean
When
They left St Louis on May 14th, 1804 and returned on September 23rd, 1806.
To discover unidentified flora and fauna What for To make money To become a famous president How
seven months after the American government had bought Louisiana from the French Intellectual interest in its discoveries Economic benefit Political ambition
They canoed, they walked, they went on horseback.
2- You already have some information about this Lewis and Clark Expedition but not enough to complete the grid. You need to know more. For which sort of information do you need more elements? a) who
b) when
c) what
r
d) what for
r
e ) where
f) how
Step 15 1- Here are four questions you could ask Jane. Put the words back into order. a) Who participated in this expedition? b) Where did they leave from? c) When did they leave and when did they come back? d) What means of transportation did they use? 5- Read the script and correct or complete your grid. - Les informations complémentaires apparaissent en caractères gras et soulignés dans le tableau du step 14.
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Script part 5 Jane: That’s OK, you know I photocopy everything, just to make sure, so just shoot! [Journalist: Who participated to this expedition?] Jane: Well, President Jefferson chose his private secretary, Meriwether Lewis. That’s a strange first name, isn’t it? I’ll spell it for you Meriwether M-E-R-I-W-E-T-H-E-R, Meriwether Lewis. He also chose an army Lieutenant, William Clark. They both led a group of 42 men for this expedition. Any other questions? [Journalist: Where did they leave from?] Jane: Ah, they left from St Louis, in the state of Missouri, you know, St Louis, like Saint Louis in French. Anything else you would like to know? [Journalist]: Yes, When did they leave and when did they come back? Jane: It was a long and difficult journey, full of fantastic adventures. They met Indians, they were attacked by wild animals…. Anyway, they left St Louis on May 14th, 1804 and returned on September 23rd, 1806. They were away for more than two years! Any more questions? [Journalist]: What means of transportation did they use? Jane: They used different means of transportation according to the place they were: mountains, plains, rivers to cross. So, they canoed, they walked, they went on horseback. [Journalist: Thank you very much, Jane.] Jane: You’re welcome! 6- Pick out in the script the three different questions Jane asks you and write them down. - Any other questions? - Anything else you would like to know? - Any more questions?
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.
spring 1805
winter 1804
Fort Catslop
St Louis
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Séance 6
Step16 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. Arguments
Counter-arguments
1- I certainly don’t want to look stupid disguised as a famous explorer!
1- Viewers will love it when you play a famous explorer.
2- Have you seen pictures of Magellan with this silly hat?
2- You don’t have to wear a silly hat.
3- Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?
3- It would be great for children to see famous people they heard about at school.
4- Pity there is no text to read!
4- You could read extracts from The Journals of Lewis and Clark.
3- Les mots en commun ont été soulignés dans les arguments et contre-arguments 1 et 2. 4- 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? - Magellan/famous people - text/extract
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. 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-
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Answers 1: c
2: a
3: d
4: b
Write your suggestion for counter-argument d- Don’t worry, I will phone him and tell him that we are all doing our best.
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. The party consisted of … The party consisted of …
with
and three
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two
The three boats were …
and
with one
twenty-two
with 2
twenty-two
2- Use the previous elements as a rebus and write two complete sentences. - The party consisted of 42 men, three boats and two horses. - The three boats were a keelboat with one square sail and twenty-two oars and two open boats with thirteen oars.
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4- Read the date. What important event took place on that day that is recorded in The Journal? - The party left St Louis. It was the first day of the expedition. - Il n’y a pas de ponctuation - Certains mots sont bizarrement orthographiés : inhabitents, jentle, french, Missourie…
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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 l ong beard? 2- Classify the words or expressions you have underlined in the three columns of the following grid. Exclamations and questions
Verbs in the negative form
Adjectives
Out of the question! Did you hear that? How ridiculous! Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?
I don’t want to be disguised It isn’t my idea of acting. I certainly don’t want to look stupid …
Ridiculous Stupid Silly
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 verbs in the negative form proper nouns r exclamations and questions numbers r 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?
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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
a
b c d
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…)
Give a title to the picture
Buffaloes hidden in high grass
Indians killing buffaloes with arrows
Indians used to eat buffalo meat, they would also make objects out of buffaloes
Buffaloes
A bear roaring, splashing water
A bear attacking a hunter
Bears are dangerous animals, they can kill hunters
A dangerous bear
falls
The Niagara Falls
Lewis and Clark crossed The Missouri the Missouri Falls Falls
An Indian woman inside a tepee
Women making clothes out of buffalo skin
Indian families used to live in tipis
Que sais-tu du sujet de cette image ?
Inside a tipi
Step 20 Here are the last two extracts Graham has chosen for the next program about famous explorers. 2- La date est indiquée sur la carte. (Séance 5, exercice 14). 3- Listen to Graham reading this extract on your CD. 4- [Clark]
7th of december friday 1804
The Big White Grand Chief of the 1st Village, came in informed us that a large Drove of buffalow 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. © Cned, Anglais 3e —
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5- Read the introduction to Extract n°3. Extract n°3 Spring 1805. They arrive at the Missouri Falls. Lewis is attacked by a grizzly.
6- La date est indiquée sur la carte (Séance 5, exercice 14). 7- f- 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.
Exercise 17 1- Match the texts with the pictures. Use quotations from the extracts and the introductions to justify your choice. Extract n°
Picturesn°
2
1
3
2
Justification
“A large drove of buffalow” “A most tremendious looking animal”…”he swam”… ”roaring”
2- Tu auras colorié la veste, les gants, le pantalon et les mocassins, 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.
Recapitulate in three sentences. a) The pelt was used to make blankets and coats. b) The claws and the teeth were used as a sign of great bravery. c) The animal’s oil was used to make your hair shine or to soothe mosquitoes’ bites and cactus scratches.
Séance 8
je m’évalue Exercise 1
Relève deux phrases contenant une proposition infinitive. - Mr Stanley wants me to play the role of famous explorers! - I want you to be proud of me. 1- Traduis : Elle aimerait que tu acceptes l’idée de M. Stanley. - She would like you to accept Mr Stanley’s idea. 2- Relève une phrase avec une proposition subordonnée de concession - Even if you had to wear such a disguise, it would be great for children to see famous people they heard about at school 3- Traduis : Bien que Graham soit fâché, il accepte d’incarner des explorateurs célèbres. - Even if Graham is angry, he accepts to play the part of famous explorers. - Although Graham is angry, he accepts to play the part of famous explorers.
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4- Souviens-toi de la séquence précédente, relève une phrase avec une expression d’obligation future. - I will have to improvise
Exercise 2
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. Places from… to
Explorer James Cook
Dates between… and…
From England to Australia and back
Between 1772 and 1775
Discovery He was the first to… He was the first man to cross the Antarctic Circle, he was also the first man to map the east coast of Australia.
Exercise 3 James Cook sailed from England to Australia and back between 1772 and 1775. He was the first man to cross the Antarctic Circle, he was also the first man to map the east coast of Australia.
Exercise 4 Indicate in each box the letter corresponding to the text which should be written inside.
B
headline
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.
E
Introductory sentence
B- The Other Side of the Fence
A
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.
C
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.” © Cned, Anglais 3e —
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D
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
F
Conclusion
F- Long live Hi Story!
Exercise 5 1- Out of the question! I refuse to wear such a stupid and ridiculous costume!: anger 2- Oh no, don’t say that, you’re going to make me cry!: sadness 3- My dear boy, I’m really proud of you!: pride 4- Gosh, that’s a fantastic car you’ve got, it’s beautiful!: admiration 5- I won! I won! My horse arrived first! It’s incredible: amazement
Exercise 6 1- My adorable cat is dead! I loved her so much! k Sadness: That’s so sad! 2- You are not going out tonight! You’re staying at home: no television, no video game. k Anger: out of the question! 3- Well, I did my best! k Pride: I’m proud of you! 4- That was the first time American people discovered these unchartered territories! k Amazement: How amazing! 5- Here is my new motorbike. I changed the engine and repaired everything. Look, isn’t it nice? k Admiration: You did wonderfully!
Exercise 7 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. Exercise 8 1- 1) 2) 3) 4) 5) 6) 7) 8) 9) 10)
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When did you start sailing? What sort of food do you like? What sort of diplomas have you got? Did you do other sports as a kid? Do you enjoy reading? Why do you like sailing solo? How do you train for your competitions? What’s your favorite colour? What is the secret of your success? How often do you go to the cinema in a month? — © Cned, Anglais 3e
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Exercise 9 Arguments I’m very timid, I don’t want to read in front of millions of viewers.
Counter-arguments
The viewers, specially the children will be happy to listen to you reading extracts from The Journals.
You don’t have to be an actor to read a text! Graham is a real actor, I am just a navigator! You are a courageous sort of person, so please, read for us!
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Séquence 9 Séance 1
Step 1 Exercise 1 1North West
East
South 2- Fill in the blanks. a) A country which is located in the South of a continent is a Southern country. b) A country located in the North is a Northern country. c) A country located in the West is a Western country. d) A country located in the East is an Eastern country. 3- Fill in the blanks. a) The westernmost country is the country that is farthest (most distant) to the West. b) The easternmost country is the country that is farthest to the East. c) The northernmost country is the country that is farthest to the North. d) The southernmost country is the country that is farthest to the South.
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Exercise 3 South america Atlantic ocean The West Indies
Caribbean sea
Suriname Colombia
French Guiana
Ecuador Peru
Brazil
Bolivia Chile
Paraguay Uruguay
Exercise 5
The Bahamas
the Dominican Republic Puerto Rico
Cuba Jamaica
Barbados
Trinidad
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Séance 2
Step 2 Exercise 6
Square
Triangle
Rectangle
Hexagon
Circle
Pentagon
Exercise 7 2- Read the following definitions and guess what shape they correspond to. a) It is a three-sided polygon and it has got three legs: triangle. b) It is a six-sided polygon. It is the name given to France: Hexagon. c) It is an ellipse in which the two axes are of equal length: circle. d) It is a five-sided polygon and it is also a government building with five sides that serves as the headquarters of the United States Department of Defense: Pentagon.
Step 3 Exercise 8 1- 2- 3- 4-
This is a map of Africa. Is this a sea or an ocean? It is an Ocean. It is called the Atlantic Ocean. This is the Western part of this continent. What countries corresponding to the red part can you think of? Senegal, Guinea, Sierra
Leon, Liberia, Mali, Burkina, Nigeria, Ghana, Benin, Cameroon, Togo, Gabon, Niger, ….
Step 4
So that could be translated (tick one or several boxes) : de sorte que r parce que r afin que
r tandis que
Step 5 Exercise 9 script 1- The voluntary exchange of goods, services, or both is called Trade. Trade is also called commerce. 2- During the seventies France developed a high-speed train that could connect cities across the country. 3- A cafeteria tray is used for carrying items in a cafeteria. It is typically made of plastic.
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Exercise 10 What expressions do you know with the word ‘trade’? 1- fair trade 2- Triangle Trade 3- Slave trade
Séance 3
Step 6 Exercise 11 Who are these people? The people are: 1- a politician and a journalist
r
2- a teacher and a writer
r
3- the curator of a museum and a journalist
Step 7 Exercise 12 1- Continents: Africa, South America, the Americas 2- Seas, oceans: the Atlantic 3- Countries: the Caribbean (Suriname, Puerto Rico, Cuba Ecuador, Peru, Colombia, Brazil and Jamaica), the USA, England, Portugal, Spain, Britain, France, the Netherlands, Denmark and Sweden 4- Cities: Liverpool, London, Bristol, Amsterdam, Barcelona, Bordeaux, Cadiz, Lisbon and Nantes.
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Liverpool Amsterdam Bristol London
Nantes Bordeaux Lisbon
Cadiz
Exercise 13 1- Commerce: the slave trade -‘triangle trade’ - ‘triangular trade’ – trading - guns, swords, beads, metalware, iron products, rum - the transatlantic slave trade - slaving port - to trade with African kings – goods for trading - the European traders - in exchange for – market - to trade with
Dates (years – centuries): 1994 - in the 18th century - in the 17th century - in the 1730s in the 1740s
Figures (numbers): 2,600,000 enslaved Africans
2- What geometric shape is mentioned several times in the recording?
The triangle
Exercise 14 England (europe) The Americas Africa
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Exercise 15
The triangle trade may mean the trade of goods between Europe, Africa and the Americas during the 17th, 18th and 19th centuries. The triangular trade may have consisted in 3 routes: from Europe (England) to Africa; from Africa to the Americas and from the Americas to Europe.
The Triangular Trade may be (may have been) a route that got its name from the three routes that formed a triangle.
Step 8 Exercise 16 We heard a conversation between the curator of the Slavery Museum in Liverpool, England and Paul Deen, a journalist from The Guardian. During the interview, the curator described the museum’s exhibits and explained what the Triangle trade or ‘triangular trade’ was/consisted in. We learnt that Britain played a major part in the slave trade and that London used to be the most important British slaving port in the 17th century. The trade consisted in 3 routes or legs that formed a triangle. Ships loaded with goods like guns, iron products and alcohol would leave England and would offload them in Africa. Then they would take on African slaves and make their journey to the Caribbean and the Americas. Finally the ships offloaded the slaves there and then took on sugar, tea, coffee, tobacco, cotton and rum and brought these goods back to Europe.
Séance 4
Step 9 Exercise 17 In question 1, the journalist wanted the curator to tell him more about the museum’s exhibitions. In question …4… he wanted her to tell him what else there was to know about the triangle trade. In question …3… the journalist wanted the curator to tell him what part Britain played in the triangle trade. In question …6… he wanted to know how it (the slave trade) all started. In question …2… the journalist wanted to know who the European traders were. In question …5… he wanted to know if the curator could explain the term ‘triangle trade’. Comment appelle-t-on la transformation qui a été effectuée dans l’exercice ci-dessus ? Dans l’exercice précédent, on est passé du style direct (les questions du journaliste à la conservatrice du musée) au style indirect. Quelles remarques peux-tu faire ? La concordance des temps : quand le verbe introducteur est au passé (ici : wanted), tous les verbes de la phrase au discours indirect sont au passé. Il n’y a pas d’inversion sujet/verbe. Lis attentivement « Je retiens ». © Cned, Anglais 3e —
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Exercise 18 What other questions would you have liked to ask the curator of The Slavery Museum in Liverpool about the Triangle Trade? 1- Exemples de questions possibles: - How did African slaves feel when they arrived in America? - How was the voyage (the ocean trip) from Africa to the Americas? - Were families separated when they arrived in America? - When were those slaves freed? 2- Au style indirect: - The journalist wanted the curator to tell him how the slaves felt when they arrived in America. - He wanted to know how the voyage from Africa to the Americas was. - He wanted the curator to tell him if the slaves’ families were separated when they arrived in America. - He wanted to know when the slaves were freed.
Séance 5
Step 10 Exercise 19 guns, weapons swords beads Metalware, iron products rum alcohol
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• • • • • •
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Exercise 20 Europeans wanted: …slaves…………… … sugar …………… ………tea…………… ………tobacco…… …………cotton…… ……..rum…………. Americans wanted: … slaves ……………
African chiefs wanted: …guns…………………… ……alcohol……….…… ……swords………….… ………beads………….. ………metalware…… ………iron products… …….rum………………...
Exercise 21 1- Europeans bought slaves and sold guns, alcohol, swords, beads, metalware, iron products and rum. 2- African chiefs bought guns, alcohol, swords, beads, metalware, iron products and rum and sold slaves. 3- Americans bought slaves and sold sugar, tea, tobacco, cotton and rum.
Step 11 Translate the sentence African kings were eager to buy guns from Europeans into French: Les rois africains étaient avides d’acheter des armes aux européens. Translate the sentence Europeans were willing to sell guns to African kings into French: Les européens étaient bien disposés/prêts à vendre des armes aux rois africains.
Exercise 22 1- Complete the following sentences:
The Europeans bought the slaves from African kings in exchange for goods like metalware, guns, alcohol, swords, beads, iron products and rum.
Give more examples and write them down:
African kings bought alcohol, swords and beads from the Europeans in exchange for slaves.
Americans bought slaves from the Europeans in exchange for sugar, tea, tobacco and rum.
2- Who were those ‘slaves’? Can you give a definition?
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Exercise 23 1- Why did some African people become slaves and why were they sold by their chiefs to American and European traders? r Some people were born slaves. Under African law, people who committed crimes were sentenced to slavery. r They were not really slaves. They agreed to be sold as slaves. 2- Listen to the sentence once again: Try and pick out one word that justifies your answer (the most important word). Write it down: punishment. Extrait du script: Europeans knew that slavery was used as a punishment in Africa. 3- Now listen to another extract and complete the sentence below. Liverpool was a slaving port where ships were built, with a considerable slave trade with shipbuilders and shipowners.
Grammaire Slaves were people who were sold by African kings in exchange for guns. Liverpool was a slave port where ships were built. Quelle est la nature des mots encadrés ? Ce sont des pronoms relatifs. Nomme l’antécédent pour chaque phrase : people port Observe les formes verbales soulignées. African kings sold slaves in exchange for guns. Slaves were sold by African kings in exchange for guns. Quelle différence fais-tu entre les 2 phrases ? Dans la phrase a), les rois africains sont mis en valeur. Dans la phrase b), les esclaves sont mis en valeur. Dans le contexte du dialogue sur le commerce triangulaire, trouves-tu logique que la phrase b) ait été prononcée plutôt que la phrase a) ? oui Si oui, pour quelle raison selon toi ? Au cours du dialogue, l’accent est mis sur les esclaves, qui furent au centre du commerce triangulaire. Reconnais-tu cette forme : ‘were sold’ ? oui, il s’agit d’une forme passive. Dans la phrase : Liverpool was a slave port where ships were built. Y a-t-il une forme passive ? oui
r non
Si oui inscris-la ici : ……………… were built …………………………………. Pour terminer, traduis en français les deux phrases Slaves were people who were sold by African kings in exchange for guns. Les esclaves étaient des personnes qui étaient vendues par des rois africains en échange d’armes à feu. Liverpool was a slave port where ships were built. Liverpool était un port négrier où des bateaux étaient construits (où l’on construisait des bateaux).
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Step 12 Exercise 24 Goods that were needed to trade with African kings left k Liverpool. The British ships offloaded k those goods for trading when they got to Africa and took on k the slaves. Then the ships made their journey k to the Caribbean.
They offloaded k the slaves there and took on k all the sugar, tea, coffee, tobacco, cotton, rum. British ships carried k 2,600,000 enslaved Africans in the 18th century to the Caribbean and the Americas. The ships brought k those goods back to Liverpool or
Exercise 25 1- Offload: décharger 2- Carry: transporter 3- Leave: quitter 4- Arrive: arriver 5- Take on: prendre 6- Load: charger 7- Bring back: rapporter
Exercise 26 1- Complete the following text with the appropriate prepositions:
From - To - Across to - Back - On The ships left Bristol and sailed to Africa. The British bought slaves from the kings, then sailed to the Caribbean. There they offloaded the slaves, took on sugar, tea, coffee, tobacco, cotton and rum and went back to Liverpool or Bristol.
2- Complete with the appropriate passive forms. Slaves were sold in exchange for beads and guns, then were taken across the Atlantic to the plantations and they were bought by the planters. Sugar and cotton were brought back to Liverpool or Bristol.
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Step 1 Exercise 1 1- Also known as:
the Triangle Trade
the Triangular Trade
r the African Trade,
the Atlantic slave trade was the trading of mostly:
African people
r Spanish people
to the colonies of: the New World
that occurred in and around the Atlantic Ocean.
r European people,
the Americas
r South America
2- It lasted from the:
16th
r 15th
r 18th century
r 17th
r 18th
19th century
to the:
3- Most enslaved people were shipped from: r Europe
r North Africa
and taken to: r Africa
to work as unpaid slaves on:
West Africa
North America
sugar plantations
coffee plantations
r pepper plantations
r tea plantations
r cocoa plantations
cotton plantations,
r Central Africa
South America
in gold and silver mines (slaves were used in the northern states in factories to produce manufactured goods) in houses to work as servants. 4- Most contemporary historians estimate that between: r 2 million
r 5 million
9 million
and: r 5 million
r 9 million
12 million Africans
arrived in the New World.
5- The slave-trade is sometimes called the Triangular Trade
and its: Middle Passage
which ultimately involved:
r Third Passage
r Slave Passage
r two
three
r four continents,
r two
r three
four centuries and millions of people.
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Exercise 2 also known as… mostly it lasted enslaved people shipped ultimately
finally, in the end placed on board a ship mainly it persisted called… held in slavery
Exercise 4 Tobacco, cotton and sugar cane were grown on farms called plantations. This picture shows slaves working hard on a plantation. They are probably harvesting crops in fields.
Step 2 Exercise 5 2- Find the English equivalent in the text of the following expressions:
a) Ils étaient utilisés : They were used
b) Ils travaillaient de longues heures : They worked long hours
c) Ils étaient punis : They were punished
d) Ils travaillaient comme domestiques : They worked as servants
e) On les mettait au travail dans les plantations : They were put to work on plantations.
3- Focus on the following sentence:
a) What is the name of the verbal form that is used in this sentence (were put): the passive form
b) Look for its French translation in the above exercise and write it down: On les mettait au travail.
c) What personal pronoun is used in French? The personal pronoun ‘on’.
d) In English can you see any difference between the underlined expressions?
- They were put to work on plantations.
- Slaves were punished if they did not work enough.
- They were used as servants.
- Slaves were used on plantations.
Your answer: I can’t see any difference.
e) Who ‘put the slaves to work’? The slave owners did.
f) Are they mentioned in the above sentences? r yes
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Grammaire - Slaves were put to work k On mettait les esclaves au travail.
- Slaves were used as servants k On utilisait les esclaves comme domestiques.
- They were used on plantations k On les utilisait dans des plantations. - They were punished if they did not work hard enough k On les punissait s’ils ne travaillaient pas assez dur.
Exercise 6 Translate into English the following sentences. 1- On vendit Olaudah à un autre marchand d’esclaves.
Olaudah was sold to another slave trader.
2- On n’attacha (chain) pas Olaudah comme les hommes et femmes parce qu’il était jeune (en raison de sa jeunesse).
Because of his youth Olaudah was not chained like the men and women.
3- On l’autorisa à s’asseoir sur le pont (deck) le jour, mais pas la nuit.
He was allowed to sit on deck during the day, but not during the night.
4- On emmena Olaudah dans une grande plantation.
Olaudah was taken to a big plantation.
5- On fouettait (whip k whipped) les esclaves qui ne voulaient pas obéir.
The slaves who did not want to obey were whipped.
Séance 2
Step 3 Exercise 7 a character a palm tree made up as wear blackface makeup darkened with burnt cork dressed in rags
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habillé de haillons un personnage un palmier noirci au bouchon de liège brûlé porter un maquillage noir maquillé/grimé en
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Exercise 8 Describe the picture. This picture shows a a strange/weird character, who may be dancing.
It is probably located in a Southern country/ a distant country as (because) we can see palm trees in the foreground. It was drawn in 1822. The character is dressed in rags and he wears blackface makeup. He has probably darkened his face with burnt cork. Why did he do that? (physical appearance/clothes) Jim Crow original print (1822)
He makes me think of a clown, who is playing the fool. He is behaving comically, like a clown. He may be an actor/ a comedian.
Step 4 Exercise 9 1- In a few minutes, you are going to listen to a conversation.
- What was the topic of the previous lesson (séance 1)? The previous lesson was about the triangle trade.
- The conversation will deal with that topic, so what words do you expect to hear? Exemples de mots possibles : Slaves – triangle trade – triangular trade – slave owners – slave traders – ships – the Americas – plantations – Africans -
Exercise 10 Now answer the questions: Tick the boxes. 1- Who are the two people talking? r father and son
r uncle and nephew
grandfather and grandson
2- About their origins (ethnicity):
They are :
African Americans (citizens of the United States descending from West African slaves) r White Americans (“Caucasian Americans”) r Asian Americans (Americans of Asian descent) r Native Americans (indigenous peoples from North America) r Native Hawaiians r Hispanic /Latino Americans
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3- About the context: r The conversation started after a documentary they had just watched on TV It all started with an object that belonged to one of the two protagonists r It started out of the blue (it came from nowhere, it was unexpected) 4- The names of two famous people are mentioned at the end of the dialogue. Write their names down. Person # 1: Martin Luther King Person # 2: Barack Obama
Exercise 11 You will have to justify your answers 1- Extract # 1: Who are the two people talking?
They are grandfather and grandson.
Extrait du script:
Willy:
Grandpa:
Willy:
Justify your answer by picking out one word, which is repeated twice (two times): Grandpa.
How does the character called Willy sound?
Hey grandpa, I’ve found this picture in your photo album. What is it? Well Willy, this picture has a long history…. Tell me, grandpa! I want to know all about it. What does it show?
rather young
r middle-aged
r rather old
So what can you assume?
Willy must be the old man’s grandson. The old man must be his grandfather.
2- Extract # 2: About their origins (ethnicity):
Justify your answer by picking out the right words or expressions.
African Americans (citizens of the United States descending from West African slaves)
Extrait du script:
Grandpa:
He is actually!….This picture represents Jim Crow. He used to be a character in an old song, a long long time ago, when grandpa’s ancestors were still used as slaves in this country…. Rice used the character of Jim Crow to make fun of black people, you see, people like you and me
He wore blackface makeup to resemble an African American.
3- Extract # 3: About the context:
Justify your answer by picking out the right words or expressions.
It all started with an object that belonged to one of the two protagonists
Extrait du script:
Willy:
Grandpa:
Willy:
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Hey grandpa, I’ve found this picture in your photo album. What is it? Well Willy, this picture has a long history…. Tell me , grandpa! I want to know all about it. What does it show? The character looks so weird….
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Step 5 Exercise 13 Check your answers by listening to the following extracts. Question a: Where did the character of Jim Crow appear for the first time? Listen. Extrait du script:
Grandpa: Well… it came from a song in a minstrel show in the 1830s. A white comedian from Virginia, called ‘Daddy’ Rice, used the character of Jim Crow to make fun of black people, you see, people like you and me….. He wore blackface makeup to resemble an African American and he danced and he made fun of a silly black person called ‘Jim Crow’. Pick out the name of the state mentioned: Virginia Listen to the extract several times if necessary. Question b: When did the character of Jim Crow appear? Listen. Extrait du script: Grandpa:
Well… it came from a song in a minstrel show in the 1830s.
Pick out the date mentioned: in the 1830s Listen to the extract several times if necessary. Question c: Who was Jim Crow? Listen. Extraits du script: This picture represents Jim Crow. He used to be a character in an old song, a long long time ago, it came from a song in a minstrel show in the 1830s. A white comedian from Virginia, called ‘Daddy’ Rice, used the character of Jim Crow to make fun of black people, you see, people like you and me….. He wore blackface makeup to resemble an African American and he danced and he made fun of a silly black person called ‘Jim Crow’.
Daddy Rice gained success around the country imitating how African-Americans sang and danced, you see… Pick out the relevant words or expressions: a character in an old song A white comedian from Virginia called ‘Daddy’ Rice make fun of black people He wore blackface makeup he danced and he made fun of Jim Crow Daddy Rice gained success Listen to the extracts several times if necessary. © Cned, Anglais 3e —
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Question d: Why did this minor character start to become important in the history of the United States? Listen. Extrait du script: This name, Jim Crow soon came to be used as an insult against black people, against your ancestors my boy…. And it came to stand for segregation and discrimination against African Americans…. That was in the late 19th century…
Willy:
An insult? Why was that so?
Grandpa: The term eventually came to mean a “Negro”, sonny. Pick out the relevant words or expressions: an insult against black people stand for segregation and discrimination against African Americans came to mean a “Negro” Listen to the extracts several times if necessary.
Exercise 14 Focus on the underlined words (1-4). They all have a verb in common: used Which expression, among those underlined, expresses the idea that something stopped in the past and is not usually the case now? Used to. Which verb means ‘utiliser’ in the above text? Use. Which expression means ‘être utilisé’? Be used.
Séance 3
Step 6 Exercise 15 Recap what you have learnt about the character called Jim Crow, thanks to Willy’s grandpa: Write sentences, using the following elements. Jim Crow was a character from an old American song. In the 1830s, a white comedian from Virginia called Daddy Rice used the character of Jim Crow to make fun/laugh at black people. He wore blackface makeup to imitate an African American. He made fun of the way black people danced and talked. The name Jim Crow soon became an insult and in the late 19th century, it came to stand for discrimination and segregation.
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Exercise 16 Fill in the chart with information from the transcript.
Dates Other name given to ‘Jim Crow laws’ Location Examples of Jim Crow laws
The JIM CROW laws When the laws were passed: in the late 1800s When segregation ended: in the 1970s Segregation laws in the South/in Southern states - Blacks and whites could not ride the same sections of buses, - They couldn’t sit in the same waiting rooms - They couldn’t use the same washrooms - They couldn’t eat in the same restaurants - They couldn’t sit in the same theaters - Black pupils weren’t allowed to attend the same schools as the whites
Origin of Jim Crow laws: after the civil war 1865 Date about 4 million slaves Number of slaves freed Reference in the american constitution the Thirteenth Amendment They were frightened. Reaction of white southerners They couldn’t control these new communities.
Grammaire Relis les phrases suivantes, extraites du script : Blacks and whites often rode the same buses together ; they would eat in the same restaurants, and they’d use the same public facilities, like drinking fountains. 1- Quelle forme verbale indique une habitude passée (revois séquence 7, séance 5) ? Would. 2- Quelle en est la forme contractée ? La forme contractée de would est : ‘d.
Exercise 17 Exemples de phrases possibles : 1- After the Civil War, Blacks and whites would eat in the same restaurants. 2- They would use the same public facilities, like drinking fountains. 3- After 1914, Blacks and whites would ride in different buses. 4- Black pupils would attend different schools. 5- After 1914, Blacks and whites would use separate facilities.
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Scripts Willy:
Hey grandpa, I’ve found this picture in your photo album. What is it?
Grandpa: Well Willy, this picture has a long history…. Willy:
Tell me, grandpa! I want to know all about it. What does it show? The character looks so weird….
Grandpa: He is actually!…. This picture represents Jim Crow. He used to be a character in an old song, a long long time ago, when grandpa’s ancestors were still used as slaves in this country…. Willy:
A song?? I don’t understand….
Grandpa: Well… it came from a song in a minstrel show in the 1830s. A white comedian from Virginia, called ‘Daddy’ Rice, used the character of Jim Crow to make fun of black people, you see, people like you and me….. He wore blackface makeup to resemble an African American and he danced and he made fun of a silly black person called ‘Jim Crow’. Willy:
It must have been real funny!
Grandpa: Well that man, Daddy Rice, gained success around the country, imitating how African-Americans sang and danced, you see….. that name, Jim Crow, soon came to be used as an insult against black people, against our ancestors my boy…. And it came to stand for segregation and discrimination against African Americans…. That was in the late 19th century… Willy:
An insult? Why was that so?
Grandpa: The term eventually came to mean a «Negro», sonny. Do you know anything about the «Jim Crow» laws? Willy:
No, grandpa….Tell me all about those laws….
Grandpa: Well…. Hmmmm…. the Jim Crow laws were passed in the late 1800s by the legislatures of the Southern states. They deprived African Americans of their civil rights and defined blacks as inferior. Negroes gradually lost their jobs, which they gained after the Civil War. Blacks were even denied the right to vote. Willy:
How unfair!
Grandpa: Yeah, It was actually, it really was…. You know, what happened was: after the Civil War, many former slaves, like my ancestors, left the rural areas to live in towns and cities. Willy:
Yes, grandpa, you’ve told me many times…
Grandpa: …and blacks and whites often sat together in the same buses; they would eat in the same restaurants, and they’d use the same public facilities, like drinking fountains. The white southerners you know, they couldn’t control these new communities the same way they had been able to control the blacks on plantations, for instance… Willy:
White people were frightened, right?
Grandpa: Yes, they were. By 1914 every southern state had passed laws that created two separate societies: one black, the other white. Blacks and whites could not ride in the same buses, nor sit in the same waiting rooms, use the same washrooms, eat in the same restaurants, nor sit in the same theaters. Black pupils weren’t allowed to attend the same schools as the whites. Signs were put up to separate facilities saying «whites only» and «coloured» or «Negroes». They appeared everywhere in parks, toilets, waiting rooms, theatres, and water fountains. Newspaper and magazine writers began to refer to blacks as ‘niggers’, ‘coons’, and ‘darkies’.
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Willy:
I can’t believe that Grandpa! When I think of Barak Obama’s election…..
Grandpa: I know how you feel my boy….. With Barak Obama’s election as president of the United States, Dr King’s dream has come true…. Willy:
You mean the famous speech he made in Washington, ‘I Have a Dream’?
Grandpa: Yes my boy, I can still hear Martin Luther King’s unique voice claiming ‘Free at last….’ Willy:
And I can hear Obama’s voice telling the world ‘Yes, we can’!
Séance 4
Step 7 Exercise 18 1- Describe it you can use the word mentioned above as a help! I can see a black man, leaning* (lean: se pencher ) on a wash-basin. He is probably going to wash his hands or drink some water. Or he has just washed his hands/drunk some water. There are two wash-basins: one for white people and one for black people. Black people are referred to as ‘colored’. 2- What does it make you think of? Why? (À quoi cela te fait-il penser ? Pourquoi ?) It makes me think of Jim Crow Laws (or segregation laws) as the two different wash-basins show that segregation between black people and white people existed. (the facilities are separated). 3- What does it make you feel like? Why? (Quel sentiment cela éveille-t-il en toi ? Pourquoi ?) It makes me feel uncomfortable/sad/bad/awful/terrible/upset because I can’t realise segregation really/actually existed in America/because I am totally against racism, segregation and discrimination.
Step 8 Exercise 19 Lorsque tu auras lu l’histoire de Ruby Bridges, tu pourras vérifier tes réponses.
Exercise 20 What else can you add? Make suppositions. a) I can see a small black girl who is entering a school. She must be very young – maybe 6 or 7 as she goes to an elementary school. She is escorted by three policemen. b) It makes me think of segregation and racism. I don’t understand why the little girl had to be escorted to school by policemen. Maybe her parents feared that she could be attacked or insulted by other pupils. Maybe she needed protection. Why that particular girl? What did she do to deserve (mériter) that? c) It makes me feel unconfortable/bad because I wonder why that poor little girl had to be protected by the police. Maybe she had witnessed a crime. © Cned, Anglais 3e —
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Exercise 21 1- Where is Louisiana located in the United States? r in the North
r in the West
in the South
r in the East
2- What was the historical context in that part of the U.S.A. in the 1960s? (Tick one or several boxes). There were still racial tensions Some public schools were forced to desegregate r Integration was still illegal 3- Why do you think young Ruby had to be escorted to school by US marshals? Read the extract of Ruby Bridges’ story.
Exercise 22 Answer the questions (write full sentences). 1- Why is the date Monday, November 14, 1960, important in the history of black people and the United States?
On that particular day, black children in New Orleans went to school with white children. It marked the end of school segregation there.
2- How many children were concerned? Six children were concerned. 3- Was it their own decision?
It was not their own decision. A federal judge decreed it.
4- Who was supposed to integrate William Frantz school? Ruby was. Among the six pupils chosen to integrate the city’s public school system, two decided to stay in their old schools. The other three were assigned to another school, McDonough. Ruby went to William Frantz school alone. 5- People’s reaction: quote 2 examples - People shouted - They shook their fist when Ruby got out of the car. 6- Who was Mrs Henry?
The new teacher.
7- Mrs Henry: pick out words that characterize her. - She was young -- She was white - She seemed nice
Are they rather…? positive ones
So what can you infer about Mrs Henry’s personality? Make suppositions/hypotheses.
Mrs Henry must have been a nice and kind person. She must have been very comforting/ understanding.
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8- Ruby’s reaction: how does she feel in front of Mrs Henry?
She felt a little unconfortable because she had never been taught by a white teacher before. 9- The classroom: What is it like?
It is located on the second floor. All the desks are empty. There were no pupils. All the children had probably been taken out of the school, and the school was boycotted. The white pupils’parents pulled their children out of school to protest the integration of Ruby.
Séance 5
Step 9 Exercise 23 Relis la séance précédente.
Exercise 24 1- Describe it
I can see a painting. It shows a small black girl, wearing a white pleated skirt, a white blouse, white sneakers and white socks. She is dressed in white. She is escorted by three policemen, who are wearing grey costumes and armbands.
2- What does it make you think of? Why? (À quoi cela te fait-il penser ? Pourquoi ?)
It makes me think of the story of Ruby Bridges, that young girl from New Orleans who was the first black pupil who integrated a white school.
3- What does it make you feel like? Why? (Quel sentiment cela éveille-t-il en toi ? Pourquoi ?)
On the one hand*, It makes me feel sad because the young girl’s innocence contrasts with the presence of the policemen around her. On the other hand*, I feel optimistic because even at that age, the young girl showed a lot of courage. She did not cry. She just did the right thing*.
*On the one hand: d’une part *On the other hand: d’autre part * She did the right thing: elle fit ce qu’il fallait
Exercise 24 Méthodologie Recap what you can already say about the nature of this document. The document is a painting, painted by Norman Rockwell. To begin with, I’ll briefly describe the layout of the document. It shows a young black girl, being escorted by policemen. © Cned, Anglais 3e —
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The scene may have taken place in the 1960s in America, at a time when schools were segregated in Southern states. It is a close-up on the little girl. Only the little girl’s body is fully visible. In the background, in the top right-hand corner, a splattered wall can be seen. A tomato has been thrown against the wall/it. The word ‘nigger’ has been written on the wall as well. Recap what you can say about the characters. There is one small girl and 3 policemen. So there are 4 characters altogether. The girl is about/must be around 6. The men are probably in their forties. The girl is wearing a white pleated skirt, a white blouse, white sneakers and white socks. She is dressed in white whereas the three policemen are wearing grey costumes and armbands. The girl is holding a textbook/a notebook/a ruler/pencils in her left hand. She is walking beside three policemen, who are escorting her.
Exercise 25 Now focus on the following elements of the painting. Answer the questions. 1- The little girl
Who is she?
Write down her name: Ruby Bridges
What happened to her and how old was she? She was a six-year-old black girl who was the first to integrate a school reserved for white pupils. She was the first black child to enter an all-white school in the history of the American South.
2- The tomato:
Why is it on the ground?
Because someone has probably thrown it against the wall as a sign of protest. It has been thrown and splattered (éclaboussé) against the wall because...
Why should people have acted that way? Maybe because they
r approved of the girl’s Ving disapproved of the girl’s integration/ they were full of hatred/fear because of the colour of the girl’s skin. People wanted to protest against the judge’s decision. 3- The word on the wall
What word can you see scrawled (griffonné) on the wall? ‘nigger’
What sort of term is it? (tick several boxes)
r a pejorative term
a racist insult to black people
Why should people have written such a word on the wall?
It was written by people who disapproved of integration/desegregation.
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a slur (insulte)
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4- The four men -- Who are they? Three policemen/ US marshals. -- What are they doing? They are escorting Ruby. -- Why are they around the little girl? They are there to protect her.
-- Where are they going? They are escorting Ruby to school. They are walking beside her to make sure she arrives at school safely. -- Why can’t we see their faces, do you think? -- Because the artist, Norman Rockwell, wanted us to focus on:
r the tomato
the little girl, as the central character or focus of the painting
r the girl’s dress
5- The contrasts (Tick the boxes or fill in the blanks)
When we view the painting, our eyes are immediately drawn to:
-- the young girl because her dress, socks and sneakers are bright/white, which provides a strong contrast to the colour of her skin. -- the colours of the marshals’ skin and suits provide little contrast -- r strong contrast to the young girl, consequently blend (se fondent) more with the background. -- the bright red of the tomato splattered against the wall which provides a strong contrast to the colour of the wall. - the bright yellow of the marshals’ armbands which contrasts with the r muted (adoucie) bright colour of their clothes and skin tones. The contrast captures our attention, it suggests danger and creates a strong emotional content. - The marshals’ faces are not included in the painting and only the girl’s body is fully visible, which increases our sense of emotional connection with the girl. Exemples de titres possibles : -- The black girl in a white school -- The brave black girl -- On her way to school -- Three policemen and a black girl -- Young and innocent
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Séquence 11 Séance 1
Step 1 1- Think of the name of the game T.T. What can these two letters mean? Have a guess. Think of words beginning with the letter T.
Tu auras suggéré des mots commençant par la lettre T et pouvant suggérer le thème d’un jeu.
Time table - Tick tack - Tennis team - Trekking - Tourism...
2- Listen to Wisenby, your guide for the game. Listen to Part 1 on your CD. Script: Wisenby: Welcome to you, dear Time Traveler! I am Wisenby, your guide through the game. You have been entrusted with a mission of the greatest importance. To carry it off you will have to travel through time and meet three people who have been icons of their century. You will have to bring back from your three visits six objects symbolizing the life of these famous people, two for each of them. What do these two T.T letters mean? - The two letters T.T stand for “Time Traveler” 3- Listen again to Part 1.What will the game consist in? Tick the correct answer. a)
You will meet three famous people three dangerous people three monsters
b)
You will have to bring back to the present three objects r six objects three famous people r
r r
4- Listen again to Part 1 and complete the definition.
A Time Traveler is someone who travels through time.
Step 2 1- Listen to Part 2 on your CD. Wisenby gives you the rules of the game. Number the pictures in the correct order. Script: Wisenby: Before setting off on your adventure, here are a few rules to follow: k click on the time travel logo to start k listen to a sound recording which will give you a clue about the celebrity you will meet. k A silhouette of the celebrity will then appear on the screen. k Interview him or her. You will want to find out k when and where he or she was born k what his or her private life was like k what his or her occupation was
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k what he or she was famous for It is strictly forbidden k to ask his or her name k to ask what objects you can bring back k A fantastic journey through time is in store! Good luck, dear Time Traveler.
Name of object 6
Familyname 5
1
4
2
3
2- You want to win this game. You decide to write a memo of the rules of the games. a) Read Wisenby’s instructions. Check your answers in STEP 2 a). Correct if necessary. - click on the time travel logo to start - listen to a sound recording which will give you a clue about the celebrity you will meet - A silhouette of the celebrity will then appear on the screen. Interview him or her.
It is strictly forbidden
- to ask his or her name - to ask what objects you can bring back b) Write your memo, so don’t forget to change the words in bold letters in Wisenby’s instructions. I must… I mustn’t…. - click on the time travel logo to start - ask his or her name - listen to the sound recording which - ask what objects I can bring back will give me a clue about the celebrity I will meet - interview him or her
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Step 3
2- You have done pretty well. Why not try to organize your notes into two parts: the private life and the professional life of the person you meet. Private life
date of birth place of birth family age occupation important events reason for reputation
Professional life
3- You will have to interview the celebrity. What questions could you ask to get the required information? Sort of information
Questions
Date of birth
When were you born?
Occupation
What’s your job?
Different events in the person’s professional life
Can you tell me about some important events in your professional life?
Family
Are you married? Do you have any brothers and sisters?
Place of birth
Where were you born?
Reason for reputation
What are you famous for?
Age
How old are you?
Interview him or her. You will want to find out when and where he was born what his private life was like what his occupation was what he was famous for
Exercise 1 2- Repeat these questions. Make sure to use the correct intonation. - The intonation used for WH- questions: it generally is a falling intonation.
Ex: What are you famous for?
- The intonation used for a yes-no question: it generally is a rising intonation.
Ex: Are you married?
Script: 1- When were you born? 2- Where were you born? 3- What are you famous for? 4- Are you married? 5- Do you have any brothers and sisters? 6- How old are you? 7- What’s your job? 8- Can you tell me about some important events in your professional life?
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Séance 2
Step 4
2- Listen to sound track n° 1 on your CD. What does it sound like? Have a guess. Use a modal auxiliary expressing a hypothesis. - It may be the sound of a brush on a canvas. 3- Listen to sound track n°2 on your CD. Script: Ma que bella, senora, si bellissima, senora de Gioconda. a) What language does it sound like? k It sounds like Italian. b) What words can you hear? k I can hear bella, senora, bellissima.
4- Recapitulate what you have guessed about the mysterious person you are going to meet.
I think it is an Italian painter because he speaks Italian, and I can hear the sound of a brush on a canvas.
Step 5
1- Rehearse the questions you are going to ask. Use this list of the first words of the questions as a prompt. Make sure you use the right intonation. - When were you born ? - Where were you born ? - What are you famous for? - Are you married? - Do you have any brothers and sisters? - How old are you? - What’s your job? - Can you tell me about some important events in your professional life? 2- Take your note pad so as to take notes when you interview your first celebrity.
Interview memo Private life
Date and place of birth: 15th century- April 15th 1452- Italy- Vinci, not far
from Florence
Age at the time of the meeting: 65 Family: not
married- 17 half brothers and sisters
Professional life Occupation: painter,
sculptor, inventor, architect
Important events: Famous for: painted
the Mona Lisa
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Script: Leonardo:
Welcome to the 16th century, my dear Time Traveler. I am very happy to make your acquaintance. I am sure you have a lot of questions to ask me if you want to discover which objects you are going to bring back to the present, so please, do ask your first question.
Time Traveler: When were you born? Leonardo:
Let’s see… I was born in the 15th century, more exactly on April 15, 1452. That was a long time ago, April 15, 1452… What else would you like to know?
Time Traveler: Where were you born? Leonardo:
Now… Listen to my pronunciation of the English language. You have probably guessed. I’m Italian. I was born in Vinci, in Italy, not far from Florence. I’m sure you would like to know my age.
Time Traveler: How old are you? Leonardo:
Well, I’m 65 years old. I am quite old and I suffer from paralysis of the right hand. But that’s not the point. What is your next question, my dear Time Traveler?
Time Traveler: Are you married? Leonardo:
My God! No, I never married, I made the portrait of a very beautiful lady, though. Would you like to know something else about my family?
Time Traveler: Do you have any brothers or sisters? Leonardo:
Er…, I had 17 half brothers and sisters. Just imagine, 17 half brothers and sisters! But most of them are dead now.
4- Who is the mysterious silhouette? Have a guess. Give two reasons to justify your choice.
I suppose the mysterious celebrity may be Leonardo Da Vinci
- first of all because he was born in the 15th century - and also because he speaks with an Italian accent.
Step 6 1- You can now ask your questions about his professional life. Follow the order of your Interview Memo. Don’t forget to take notes. Listen to your CD and ask your questions. Don’t forget to take notes on your note pad. Script: Leonardo:
My dear Time Traveler. I am sure you have guessed who I am but ask questions about my professional life, just to confirm your opinion.
Time Traveler: What’s your occupation? Leonardo:
Well, my dear, I have practiced so many jobs: I have been a painter, a sculptor, an inventor, an architect, and now I am an old man, protected by Francis I, King of France. Please, do ask your second question, I am getting tired and I will soon have to take my leave.
Time Traveler: Can you tell me about some important events of your professional life? Leonardo:
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That would be too long to tell you all the great events of my life! But I can tell you what I am most famous for. I am the one who painted the most fantastic portrait of all times, the Mona Lisa.
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2- Who is this mysterious man? You must be pretty sure now. Write the necessary modifications to give your answer as well as two other reasons to justify your decision. I know that the mysterious celebrity is Leonardo Da Vinci. - first of all because he says that he is an Italian painter, sculptor, inventor and architect. - and also because he says that he painted the Mona Lisa.
Step 7 1- Use this guide to recapitulate orally everything you know. One piece of information has been left out by your interlocutor. a) First of all, he was born on April 15th, 1452 in Vinci, in Italy. b) And then I know that he is 65 years old, so that means that I travelled back to the year 1517. c) He is not married, but he had 17 brothers and sisters. d) As for his professional life, I know that he is a painter, a sculptor, an inventor and an architect. e) In conclusion, he says that he is famous for his painting of the Mona Lisa. 2- Your report is excellent.
Match the different underlined expressions with their use in a report. Expressions
Use
First of all
•
•
You give a conclusion
And then
•
•
You express a contrast/contradiction
So
•
•
You express a consequence
But
•
•
You give another element
As for
•
•
You change the subject
In conclusion
•
•
You introduce the subject
Séance 3 Exercise 2 First of all, he was born on April 15th, 1452 in Vinci, in Italy. And then I know that he is 65 years old, so that means that I travelled back to the year 1517. He is not married but he had 17 brothers and sisters. As for his professional life, I know that he is a painter, a sculptor, an inventor and an architect. In conclusion, he says that he is famous for his painting of the Mona Lisa.
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Step 8
Script: Leonardo: My dear visitor, sorry to interrupt our meeting but I am an old man now and I must take a rest. Why don’t you read my biography to complete your notes? This will help you to find out the two objects you will have to bring back to the present.
(1) (8) (2) (6) (4) (5) (3) (7)
Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. He had 17 half sisters and brothers. Although suffering from paralysis of the right hand, he was still able to draw and teach. Leonardo died on May 2, 1519 in Cloux, France. Growing up in his father’s home, Leonardo was exposed to Vinci’s painting tradition, and when he was about 15 his father apprenticed him as a painter to the famous workshop of Andrea del Verrochio in Florence. Even as an apprentice, Leonardo demonstrated his colossal talent. Leonardo stayed in the Verrocchio workshop until 1477. About 1503, Leonardo reportedly began work on the “Mona Lisa”. From 1513 to 1516, he worked in Rome, maintaining a workshop and undertaking a variety of projects for the Pope. The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490, Leonardo also designed weapons (tanks, submarines), flying machines, buildings and machinery. In 1499, Leonardo had to search for a new patron. Over the next 16 years, Leonardo worked and traveled throughout Italy for a number of employers, including the cruel Cesare Borgia. In search of new challenges, he entered the service of the Duke of Milan in 1482. He spent 17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from power in 1499. Following the death of his patron1 Giuliano de’ Medici in March of 1516, he was offered the title of Premier Painter and Engineer and Architect of the King by Francis I2 in France. His last and perhaps most generous patron, Francis I provided Leonardo with a comfortable manor house near the royal chateau at Amboise.
1- a patron : un mécène 2- Francis I : François 1er
Exercise 3 You have discovered new pieces of information in Leonardo’s biography. Complete this identity card. Date and place of birth: April 15, 1452, Vinci, Italy Date and place of death: May 2, 1519, Cloux, France Family: not married, 17 brothers and sisters Jobs: painter, sculptor, inventor, architect Important professional dates and events: 1482-1499: worked for the Duke of Milan 1503: began work on the Mona Lisa 1513 -1516: worked in Rome 1516: was offered the title of Premier Painter and Engineer and Architect of the King Francis I in France
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Step 9 1- Give an example of a time marker indicating a) a date (date, month, year)
- on April 15, 1452
b) a date (month, year)
- in March of 1516
c) a precise year
- in 1482
d) an approximate year
- about 1503
2- Give four different examples of time markers indicating a length of time. - From 1513 to 1516 he worked in Rome. - During this period… - Over the next three years… - He spent three years in… 3- Give an example of a time marker expressing the beginning of a period. - When he was about 15… 4- Give an example of a time marker expressing the end of a period. - Leonardo stayed in this workshop until 1477.
Step 10 1- Listen to the soundtrack on your CD. 2- Give the name of the person you have met in the 16th century. - Leonardo Da Vinci 3- These objects appear on your screen. Click on the two objects which are the most representative of this very famous person.
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4- You had the choice between a book, a light bulb, a mirror, a paint brush, a crown and a flying machine. Give the names of the two objects you have chosen to bring back to the present and justify your choice.
I have chosen to bring back a paint brush and a flying machine.
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Séance 4
Exercise 4 1- Listen to sound track n°1. What does it sound like? Have a guess. Use a modal auxiliary to express a hypothesis.
…---…---.-.- it may be a message in Morse.
2- -
Listen to sound track n°2. What words can you hear? Switch on the light, dear! Sum up everything you know about the person you are going to meet. I know that it is a person who can write a message in Morse and that he or she would like the light to be switched on.
Exercise 5 1- You are going to meet another icon of the millennium. Remember the 8 questions you can ask. Put the words back into order and dismiss the odd man out. 1) When were you born? 2) Where were you born? 3) What are you famous for? 4) Are you married? 5) Do you have any brothers and sisters? 6) How old are you? 7) What is your job? 8) Can you tell me about some important events in your professional life?
Step 11 2- Get used to pronouncing these gap fillers. Listen to Leonardo and repeat. Script: Leonardo: Let’s see…I was born in the 15th century. Leonardo: Now then…Listen to my pronunciation of the English language. Leonardo: Well, I’m 65 years old. Leonardo: Oh dear! No, I never married. Leonardo: Er…, I had 17 half brothers and sisters.
Step 12 2- Listen to your CD and discover a new mystery voice. Start the interview. Be careful, you might have a few surprises! Script: Edison:
Hi, my dear Time Traveler. I hear it is your second adventure, I hope you will succeed in your second mission. Are you ready to ask your questions? Please, do start!
Time Traveler: When were you born? Edison:
I was born on February 11, 1847. What century is that? Do you know?
Time Traveler: Er… I think it is the 19th century, is that right? And where were you born?
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Edison:
Well, I was born in Milan, Ohio. Which country is it? Do you know?
Time Traveler: Let’s see, I believe it is in the USA. And… how old are you? Edison:
Er… I am 35 years old, that is to say we are in 1882. What else would you like to know?
Time Traveler: Yes, of course. Are you married? Edison:
Yes, I am married and we have three children. Anything else about my family life?
Time Traveler: Well, yes, do you have any brothers and sisters? Edison:
Yes, I have 6 brothers and sisters. But enough about my private life. I am sure you have some questions about my professional life.
Time Traveler: Now then, what is your job? Edison:
OK, well, I am mostly an inventor. I love working on new inventions. My favorite moto is “Genius is about 2% inspiration and 98% perspiration”. Do you agree with me?
Time Traveler: Er… well, I suppose so. Can you tell me about important events in your professional life? Edison:
Er… let me see… By the time I was 16, I had learned telegraphy and I worked as a telegraph operator. From 1863 to 1876, I invented many devices, including a quadruplex telegraph. With the money I got from this invention I had an industrial research laboratory built in Menlo Park, New Jersey in 1876. One year later, the phonograph was born. In 1879, I created the light bulb and this year I opened the first commercial electric station in Manhattan, providing electricity to several street lamps and private houses. I think I will be famous for all these inventions, the telegraph, the phonograph, the light bulb, and… Oh sorry, I must go now, an idea is coming into my mind, bye!
Interview memo Private life Date and place of birth: February 11, 1847 in Milan, Ohio, United States Age at the time of the meeting: 35
Family: married, 3 children, 6 brothers and sisters Professional life Occupation: an inventor Important events:
- by the time he was 16: worked as a telegraph operator - from 1863 to 1876: invented many devices (the quadruplex telegraph) - 1876: created an industrial research laboratory in Menlo Park, New Jersey - 1877: invented the phonograph - 1879: created the light bulb - 1882: opened the first commercial electric station in Manhattan Famous for: the invention of the quadruplex telegraph, the phonograph and the light bulb
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4- Who is this mystery inventor? Have a guess. Give two reasons to justify your choice.
I think the mysterious inventor is Thomas Edison
- first of all because he invented the phonograph - and also because he created the light bulb.
Séance 5 Exercise 6 1- Listen to the soundtrack on your CD Script: Edison:
Well now, have you guessed my name? Shall I give you a hint and spell my family name? It is E-D-I-S-O-N. I’m sure you know what my first name is. To succeed in your second mission you have to find two objects symbolizing my life and work. Have a look and choose the right objects.
2- Give the name of the person you have met in the 19th century.
- Thomas EDISON
3- These objects appear on your screen. Click on the two objects which are the most representative of this very famous person.
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4- Give the names of the two objects you have chosen to bring back to the present and justify your choice.
- I have chosen the light bulb and the phonograph.
Exercise 7 1- Use linkwords and expressions to organize your report. Do you remember what expressions you can use? Complete the grid. Expressions FIRST OF ALL
You introduce the subject
AND THEN
You give another element
SO
You express a consequence
BUT
You express a contrast
AS FOR
You change the subject
IN CONLUSION
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2- Use your notes to give your report.
Interview memo Private life
Date and place of birth: February 11, 1847 in Milan, Ohio Age at the time of the meeting: 35
Family: married, 3 children, 6 brothers and sisters Professional life
Occupation: telegraph operator, inventor Important events:
- before 1863: learned telegraphy, worked as a telegraph operator - from 1863 to 1876: invented many devices (quadruplex telegraph) - 1876: industrial research laboratory built in Menlo Park, New Jersey - 1877: invented the phonograph - 1879: invented the light bulb - 1882: opened the first electric station in Manhattan Famous for: all these inventions 3- You want your report to be perfect but many words are difficult to pronounce. Listen to your CD and underline the stressed syllable in each of the following words. February - inventor-invention - telegraphy - telegraph - phonograph - operator industrial - research - laboratory - electric - Manhattan 4- Listen and repeat February - inventor -invention - telegraphy - telegraph - phonograph - operator industrial- research - laboratory - electric - Manhattan 5- Rehearse your report several times. When you think it is fluent, record yourself.
First of all, he was born on February 11, 1847 in Milan, Ohio. And then I know that he is 35 years old, so that means that I travelled back to the year 1882. He is married, he has three children and he has 6 brothers and sisters. As for his professional life, I know that he is a telegraph operator and an inventor. He works in his industrial research laboratory in Menlo Park. In conclusion, he says that he is famous for his inventions of the quadruplex telegraph, the phonograph and the light bulb. He is opening the first electric station in Manhattan.
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Step 13 2- Match the dates in your notes with the time markers of the script. Remember, your meeting with Edison takes place in 1882. Dates
Time markers
Before 1863
By the time I was 16
From 1863 to 1876
From 1863 to 1876
1876
In 1876
1877
One year later
1879
In 1879
1882
This year
3- Read this sentence By the time I was 16, I had learned telegraphy and I worked as a telegraph operator. Place the different underlined elements in the appropriate box of this time line. 1863 1882
1- I had learned telegraphy a)
2- I worked as a telegraph operator
3- I was 16
Actions 1 and 2 take place - in the present r - in the past - in the future? r
b) The tense of the verb in “I worked as a telegraph operator” is - the preterit c) The form of the verb learn in “I had learned telegraphy” is - have +V-en r - had+V-en d)
To write a verb in this form, you use the - auxiliary have in the present + past participle of the verb - auxiliary have in the preterit + past participle of the verb - auxiliary be in the present + V-ing
r r
Exercise 8 Use the expression by the time to write about Edison’s professional life. Ex: learn telegraphy/be 16 By the time Edison was 16, he had learned telegraphy. 1- By the time Edison built the industrial research laboratory in Menlo Park, he had invented many devices.
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2- By the time Edison invented the phonograph, he had built the industrial research laboratory in Menlo Park. 3- By the time Edison invented the light bulb, he had invented the phonograph.
4- By the time Edison opened the first electric station in Manhattan, he had invented the light bulb.
Séance 6
Step 14 1- Read the biography of Leonardo da Vinci. 2- Indicate in each box the sort of data given using the following titles Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. He had 17 half brothers and sisters. Growing up in his father’s home, Leonardo was exposed to Vinci’s tradition, and he was about 15 when his father apprenticed him as a painter to the famous workshop of Andrea del Verrochio in Florence. Even as an apprentice, Leonard demonstrated his colossal talent.Leonardo stayed in Verrochio workshop until 1477. In search of new talents, he entered the service of the Duke of Milan in 1482. He spent 17 years in Milan, leaving only after Duke Ludoviko Sforza’s fall from power in 1499. The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490, Leonardo also designed weapons (tanks, submarines), flying machines, buildings and machinery. In 1499, Leonardo was left to search for a new patron. Over the next 16 years, Leonardo worked and traveled throughout Italy for a number of employers, including the cruel Cesare Borgia. About 1503, Leonardo reportedly worked on the “Mona Lisa”. From 1513 to 1516, he worked in Rome, maintaining a workshop and undertaking a variety of projects for the Pope. Following the death of his patron Guiliano de’ Medici in March of 1516, he was offered the title of Premier Painter and engineer and architect of the king by Francis I in France. His last and perhaps most generous patron, Francis I provided Leonardo with a comfortable manor house near the royal chateau in Amboise. Although suffering from paralysis of the right hand, he was still able to draw and teach. Leonardo died on May 2, 1519 in Cloux, France.
date and place of birth family life early professional life important events in professional life
date and place of death
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3- You already have a lot of data about Thomas Edison’s life. Check your notes. Have you got all the necessary pieces of information?
Interview memo Private life
Date and place of birth: February 11, 1847 in Milan, Ohio
Age at the time of the meeting: 35 Family: married, 3 children Professional life Occupation: inventor Important events:
- before 1863: learned telegraphy, worked as a telegraph operator - from 1863 to 1876: invented many devices (quadruplex telegraph) - 1876: industrial research laboratory built in Menlo Park, New Jersey - 1877: invented the phonograph - 1879: invented the light bulb - 1882: opened the first electric station in Manhattan Famous for: all these inventions Remember, you met Thomas Edison in 1882. He was not dead yet. You should look for two very important pieces of information if you want your biography to be complete. Which ones? - date of death: October 18, 1931 - place of death: West Orange, New Jersey
Step 15 Write the biography following the five steps you studied previously in Step 14. Indicate each step in the box and write your text next to it. Use different time markers. Don’t forget to use the expression By the time…
date and place of birth
82
First of all, he was born on February 11, 1847 in Milan, Ohio.
family life
He was married and had three children. He also had six brothers and sisters.
early professional life
By the time he was 16 he had learned telegraphy and worked as a telegraph operator.
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important events
date and place of death
And then, from 1863 to 1876, he became an inventor and invented many devices. In 1876, he built an industrial research laboratory in Menlo Park, New Jersey. So, this is where he invented the phonograph and the light bulb. In 1882, he opened the first electric station in Manhattan.
He died on October 18, 1931 in Orange, New Jersey.
Séance 7
Step 16 1- Complete the following grid. Century
Name
Objects
16th century
Leonardo Da Vinci
A paint brush - a flying machine
19th century
Thomas Edison
A light bulb - a phonograph
3- Listen to your friend’s questions and answer them. Use gap fillers to give you time to think. Script: Your friend:
Gosh, travel through time! That’s terrific! I’m dying to play with you. So how many missions have you had yet?
Time Traveler: Well, I’ve already been on two missions. Your friend:
What objects have you brought back?
Time Traveler: Let’s see…, I ‘ve brought back a paint brush and a flying machine. Your friend:
Why a paint brush?
Time Traveler: Well, because I met Leonardo Da Vinci and he was a famous painter from the 16th century, he painted the Mona Lisa. I‘ve also brought back a light bulb and a phonograph. Your friend:
Why an electric bulb?
Time Traveler: Now, this is because I met Thomas Edison, the inventor of the light bulb. Your friend:
Leonardo Da Vinci, that must be a long time ago! Which century, do you remember?
Time Traveler: Er… I met him when he was 65, that was in the 16th century. Your friend:
What about Thomas Edison, when was he born?
Time Traveler: My God! Let me see… I think it was in 1847. Your friend:
Can I play with you now? I would love to go on the third mission with you!
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4- Some words in your answers are difficult to pronounce. Work on the [D] sound like in the and the [T] sound like in sixteenth.
Listen and repeat: sixteenth fifteenth
through
the
this
three
brother
them
Listen and write these words in the appropriate column [D]
[T]
The - this - brother - them
Sixteenth - fifteenth - through - three
Exercise 9 1- Listen to sound track n°1 on your CD. What does it sound like? What does it make you think of? It makes me think of a battle, of a war. People are shouting, I can also hear horses. 2- Listen to sound track n° 2 on your CD. What language is it? What words can you hear? Who does it make you think of? Have a guess! Script: My nickname is the Iron Duke.
Exercise 10 1- Remember the five questions you have to ask about the private life of your mystery character. - When were you born? - Where were you born? - Are you married? - Do you have any brothers and sisters? - How old are you? 2- Remember the three questions you have to ask about his or her professional life. - What’s your job? - Can you tell me about some important events in your professional life? - What are you famous for? 3- Ready to start? Remember, use gap fillers. And be ready to meet a very authoritative sort of person. Script: Wellington:
Hello, dear Time Traveler. Be quick, I have no time to lose. Ask your question!
Time Traveler: Er… When were you born? Wellington:
As you should know, I was born on May 1, 1769. What else?
Time Traveler: Yes, well,… Where were you born? Wellington:
Well, I was born in Dublin, Ireland. Anything else?
Time Traveler: How old are you? Wellington:
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Time Traveler: So, now, what’s your job? Wellington:
At the moment, that is to say in the year 1830 I have the honour of serving my country as a Prime minister. In fact, I entered the army in 1787 and served in the Irish Parliament until 1796. Then I was sent to India and commanded troops to the victories in the Maratha War in 1803. That same year England resumed war with France and in 1815 I commanded the Allied armies to victory at the Battle of Waterloo. Well, I think this is enough for now, good bye!
Step 17
2- Give the note pad back to your friend and ask him or her to change the elements you have underlined. Justify by reporting what the character said. Ex: He said he had entered the army in 1787, not in 1777. He said he had served in the Irish parliament, not the British parliament! He said he won the battle of Waterloo, he didn’t lose it!
Séance 8
je m’évalue Exercise 1
2- Give the name of the character you met during one of the previous lessons. - Leonardo Da Vinci 3- Highlight all the elements corresponding to the second biography. 4- Give the name of this very famous person who was an enemy of the third mystery character you met in your game. - Napoleon Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. He had 17 half brothers and sisters. He was born on 15 August 1769 in Corsica into the gentry. Educated at military school, he was rapidly promoted and in 1796, was made commander of the French army in Italy. Growing up in his father’s home, Leonardo was exposed to Vinci’s tradition, and he was about 15 when his father apprenticed him as a painter to the famous workshop of Andrea del Verrochio in Florence. Even as an apprentice, Leonard demonstrated his colossal talent. Leonardo stayed in Verrochio workshop until 1477. In search of new talents, he entered the service of the Duke of Milan in 1482. He spent 17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from power in 1499. The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490, Leonardo also designed weapons (tanks, submarines), flying machines, buildings and machinery. In a coup d’état in November 1799, he became first consul. In 1802, he was made consul for life and two years later, emperor. In 1499, Leonardo was left to search for a new patron. Over the next 16 years, Leonardo worked and traveled throughout Italy for a number of employers, including the cruel Cesare Borgia. In 1800, he defeated the Austrians at Marengo. Britain inflicted a naval defeat on the French at Trafalgar (1805) so he abandoned plans to invade England and turned on the Austro-Russian forces, defeating them at Austerlitz later the same year. About 1503, Leonardo reportedly worked on the “Mona Lisa”. From 1513 to 1516, he worked in Rome, maintaining a workshop and undertaking a variety of projects for the Pope. Following the death of his patron Guiliano de’ Medici in March of 1516, he was offered the title of Premier Painter and engineer and architect of the king by Francis I in France. His last and perhaps © Cned, Anglais 3e —
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most generous patron, Francis I provided Leonardo with a comfortable manor house near the royal chateau in Amboise. Although suffering from paralysis of the right hand, he was still able to draw and teach. Leonardo died on May 2, 1519 in Cloux, France. His invasion of Russia in 1812 resulted in a disastrous retreat. The Battle of Waterloo ended his brief reign. The British imprisoned him on the remote Atlantic island of St. Helena where he died on 5 May 1821.
Au cours de quelles séances as-tu travaillé la lecture et l’écriture d’une biographie ? - les séances 3 et 6 Au cours de quelles séances as-tu découvert la vie d’un des personnages dont tu viens de relire la biographie ? - les séances 3, 4 et 6
Exercise 2 Au cours de quelles séances as-tu travaillé la production d’un discours cohérent à partir de notes ? - Séance 2, séance 5 Relis ces séances pour vérifier que tu as utilisé tous les mots de liaison et tous les marqueurs de temps possible pour articuler ton discours. First of all, he was born on May 1, 1769 in Dublin, in Ireland. And then I know that he is 61 years old, so that means that I travelled back to the year 1730. I have no information about his family life. As for his professional life, I know that he is a Prime Minister. By the time he became a Prime Minister, he had already served in the Irish parliament, won the Maratha war, and won the Battle of Waterloo. Er…In conclusion, I also know that his most famous enemy was Napoleon.
Exercise 3 1- Recapitulate the three clues from the previous lessons: a) His nickname: the Iron Duke b) His enemy: Napoleon c) the first letter of his family name: W 2- Have a guess. Use a modal auxiliary to express your opinion. - It may be… Listen to the sound track on your CD. Write the name of the person you think you have met in the 19th century. Script: Well, my dear friend, please, give my title and my name before choosing the two objects representing my very successful life! Hurry up! the… of W…
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3- Click on the two objects which are the most representative of this very famous person.
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4- You had the choice between a horse, a light bulb, a dog, a candle, a pair of boots and a ship. Give the names of the two objects you have chosen to bring back to the present and justify your choice. - I’ve chosen to bring back a pair of boots and a ship.
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Séquence 12 Séance 1
Step 1 1- Think of « visual arts » (arts, architecture, sculpture, cinema, photography). Write all the words which come to your mind.
drawing, picture, painting, sculpture, painter, photographer, films, photos, artist…
2- Think of some of the masterpieces you have already seen in museums, in art books, in school books, on television. Write down some of the names of these masterpieces as well as some of the names of famous artists you know. 3- Are you an art expert? Here is a list of five of the ten most valuable works of art sold at auctions or at private sales. How well do you know paintings and painters?
Garçon à la pipe (1905),
•
•
Auguste Renoir (1841-1919)
•
•
Francis Bacon (1909-1992)
•
•
Gustav Klimt (1862-1918)
$82.5 million
•
•
Pablo Picasso (1881-1973)
Triptych (1976), $86.3 million
•
•
Vincent Van Gogh (1853-1890)
$104.2 million
Bal au Moulin de la Galette (1876),
$78.1 million
Portrait of Adèle Bloch-Bauer
(1907), $135 million
Portrait of Dr. Gachet (1890),
Step 2 2- Write the underlined words in the appropriate box. paintbrush
artist
canvas
paint palette
easel
workshop
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Step 3
1- This is the painting of a man painting a portrait of himself. He is sitting on a stool in front of an easel and looking at himself in a mirror propped up on a chair. He is holding his palette in his left hand. He is smoking a pipe and probably drinking coke, because there is a glass of coke next to the mirror. On the top of the canvas, there is a strange helmet. There are some paintbrushes on the floor. The scene takes place in the artist’s workshop. 2- Have a look at the lines made by the paintbrushes on the painting. The paintbrushes draw lines attracting your eyes to three different places on the painting. Describe what your eyes can see in… 1- The portrait of the painter on the canvas 2 1
2- the image of the painter in the mirror 3- the painter himself, but it is also part of the painting
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© Works by Norman Rockwell Printed by permission of the Norman Rockwell Family Agency Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities
3- What are the common points between 1, 2 and 3? - It is always the painter who is represented. 4- What are the differences between 1 and 2? - In 1, it is a portrait of the painter drawn or painted on the canvas. In 2, this is the image of the painter’s face reflected in the mirror. 5- Read the signature at the bottom of the canvas. Write the name of the artist. - Norman Rockwell 6- Imagine a title for this painting. - Self-Portrait
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Séance 2
Step 4 1- Give the name of the artist who painted this very famous portrait. - Norman Rockwell 2-
Look carefully at the painting. Imagine the artist painting this portrait. Match the number with the action Step 1 Step 2 2 1
3
Step 3
You are looking over the artist’s shoulder. The artist is peeking over the canvas at his own reflection in the lookingglass. The artist is looking over his shoulder at you, but in fact at himself because he is painting.
Apart from the paintbrushes, what is the object which guides your eyes through these three steps? the painter’s pipe
© Works by Norman Rockwell Printed by permission of the Norman Rockwell Family Agency Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities
3- Think of the structure of the painting and choose the title given to this very famous painting. - Triple Self-Portrait
Justify your choice.
There is a triple image of the portrait of Norman Rockwell: one on the canvas, one in the mirror, and one “for real” although it is also part of the painting which focuses on these three images.
Step 5 1- Look at all the props, or objects surrounding Norman Rockwell in his workshop. Write a caption in the appropriate box using the following words or expressions.
a helmet, 4 self-portraits, a pipe, a glass of coke, an art book, a looking-glass, a trash can with smoke coming out of it.
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a helmet a pipe
4 self-portraits
a lookingglass
a glass of coke
an art book
a trash can with smoke
© Works by Norman Rockwell Printed by permission of the Norman Rockwell Family Agency Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities
2- Situate the different props. First, remember the prepositions you can use to situate things. On, in, under, next to, behind, between, in front of, near, at the top of, on the right, on the left, against, … 3- Then, complete the following sentences. a) b) c) d) e) f) g)
The glass of coke is on the art book. The art book is on the seat. The trash can is next to Norman Rockwell’s right foot. The self-portraits are on the right of the canvas. The helmet is at the top of the easel. The pipe is in Norman Rockwell’s mouth. The looking-glass is against the back of the chair.
4- You did very well, but read the last seven sentences again. What is the verb used in every sentence? - be Props 1- The glass of coke 2- The art book 3- The trash can 4- The four self-portraits 5- The helmet 6- The pipe 7- The looking-glass
Verbs placed precariously on… spread open on… positioned next to… clipped to the top right hand-side of… perched on top of… thrust in… propped up against… © Cned, Anglais 3e —
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1- The glass of coke is placed precariously on the art book. 2- The art book is spread open on the seat. 3- The trash can is positioned next to Norman Rockwell’s right foot. 4- The four self-portraits are clipped to the top right-hand side of the canvas. 5- The helmet is perched on top of the canvas. 6- The pipe is thrust in Norman Rockwell’s mouth. 7- The looking-glass is propped up against the back of the chair.
Step 6 1- Not only are you an art expert but you are also a good detective. The props give us a lot of information about Norman Rockwell. Use them as clues and answer the following questions. a) We know that he likes coke and that he drinks coke while painting. b) We know that he is a pipe smoker. c) Perhaps the trash can caught fire and his workshop was destroyed. d) It must be the helmet perched on top of the canvas. e)
Number
Name of the artist
1
Albrecht Dürer
2
Rembrandt
3
Vincent Van Gogh
4
Picasso
Séance 3 Exercise 1 1- Read the biography of Rockwell. Born in New York City in 1894, Norman Rockwell always wanted to be an artist. At age 14, Rockwell enrolled in art classes at The New York School of Art. Two years later, in 1910, he left high school to study art at The National Academy of Design. Rockwell found success early. He painted his first commission of four Christmas cards before his sixteenth birthday. While still in his teens, he was hired as art director of Boys’ Life, the official publication of the Boy Scouts of America. In 1916, the 22-year-old Rockwell painted his first cover for The Saturday Evening Post magazine. Over the next 47 years, another 321 Rockwell covers would appear on the cover of the Post. Also in 1916, Rockwell married Irene O’Connor; they divorced in 1930. The 1930s and 1940s are generally considered to be the most fruitful decades of Rockwell’s career. In 1930 he married Mary Barstow, a schoolteacher, and the couple had three sons, Jarvis, Thomas, and Peter. The family moved to Arlington, Vermont, in 1939. In 1943, inspired by President Franklin Roosevelt’s address to Congress, Rockwell painted the Four Freedoms paintings. They were reproduced in four consecutive issues of The Saturday Evening Post with essays by contemporary writers. Rockwell’s interpretations of Freedom of Speech, Freedom to Worship, Freedom from Want, and Freedom from Fear proved to be enormously popular. Although the Four Freedoms series was a great success, 1943 also brought Rockwell an enormous loss. A fire destroyed his Arlington studio as well as numerous paintings and his collection of historical costumes and props.
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In 1953, the Rockwell family moved from Arlington, Vermont, to Stockbridge, Massachusetts. Six years later, Mary Barstow Rockwell died unexpectedly. In collaboration with his son Thomas, Rockwell published his autobiography, My Adventures as an Illustrator, in 1960. The Saturday Evening Post carried excerpts from the best-selling book in eight consecutive issues, with Rockwell’s Triple Self-Portrait on the cover of the first.
In 1961, Rockwell married Molly Punderson, a retired teacher. Two years later, he ended his 47-year association with The Saturday Evening Post and began to work for Look magazine.
In 1973, Rockwell established a trust to preserve his artistic legacy by placing his works in the custodianship of the Old Corner House Stockbridge Historical Society, later to become Norman Rockwell Museum at Stockbridge.
2- Les éléments ont été surlignés dans la biographie. 3- You know more details about this famous painting which was in fact a magazine cover. Complete the identity card of the painting. Title: Triple Self-Portrait Artist: Norman Rockwell Date: 1960 Age of the artist at the time: 66 Name of the magazine: The Saturday Evening Post Title of the artist’s autobiography: My Adventures as an Illustrator Reference to an accident: A fire destroyed his Arlington studio as well as numerous paintings and his collection of historical costumes and props.
Exercise 2 1- Write a list of the seven props in Rockwell’s studio. Use the Pictionary to help your memory.
a glass of coke, a pipe, a helmet, an art book, a trash can with smoke coming out of it, self-portraits, a looking-glass
2- Recap what you have learned about what he liked doing when painting, what he liked looking at on his easel when painting, and why.
When Norman Rockwell worked in his studio, he would drink coke and smoke his pipe. He would also keep props to remind him of important events in his life or also to inspire him.
3- Explain why Rockwell painted smoke coming out from his trash can. What important event does it refer to?
The smoke coming out of the trash can refers to the fire which destroyed his Arlington studio as well as numerous paintings and his collection of historical costumes and props. That was a terrible loss.
4- This accident is related to one of Rockwell’s routine. Have a guess.
This must be related to the fact that Rockwell likes smoking the pipe while painting.
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Step 7 1- Your visit of Rockwell’s studio is coming to an end. Before you leave, Mr Rockwell wants to talk to you. Script: Rockwell: Hey, young artist. I really appreciated your visit inside my Triple Self-Portrait, or should I say, in my studio. I wouldn’t like you to leave without giving you something as a souvenir. So, please, as a gift, select any prop you want from my painting, just tell me why you choose this object, and promise me to insert it in your future work of art! 2- Norman Rockwell is very generous. What does he want you to do? a) Choose an object from his painting and take it back with you b) Choose an object in your room and paint it r c) Choose an object in a shop and buy it r 3- But on two conditions. Tick these two conditions. a) You must tell him why you chose this object b) You must not choose the helmet c) You must insert it in your future painting d) You must put it in your bedroom e) You must give him another object in return
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4- Make up your mind, what object are you going to choose? - I would like to take the helmet. Ceci est un exemple. Tu auras choisi l’objet qui te plaît et que tu souhaites insérer dans ta prochaine œuvre. 5- Why? Give three reasons. - - -
Voici des exemples de raisons données. Tu auras justifié ton choix de façon personnelle. I like this object, it is a nice antique. I believe this object refers to an important event in your life. I think it will look nice in my future painting, although I don’t know how I will use it.
Norman Rockwell wants you to give him the reasons for your choice. Prepare your speech. a) Thank Norman Rockwell for his offer. Give the name of the object you have chosen.
I have chosen the helmet
b) Think of link words to order your reasons.
first of all, then, finally
c) Think of words or expressions introducing an explanation.
because…, the reason why…, as…, one of the reasons I chose this object is that… I will explain why…, to tell you the truth…, let me tell you why…
Are you ready to answer Norman Rockwell? Rehearse several times, then record yourself. Let me tell you why I chose the helmet. First of all, because I like this object, I think it is a nice antique. Then, the second reason why I chose this helmet is that I believe it refers to an important event in your life. Finally, I think it will look nice in my future painting but to tell you the truth I don’t know how I will use it yet.
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Séance 4
Step 8
1- Your host died in 1990, but he used to keep these objects on his or her desk in the 1980s. Draw them on his or her desk.
Tu auras dessiné sur le bureau : un coupe papier, deux modèles réduits d’avions datant de la seconde guerre mondiale (des Hurricanes), un mug rempli de crayons de papier, une soucoupe remplie de trombones et de timbres anglais, une paire de lunettes, deux gommes, l’os de la hanche de notre personne célèbre, un carnet, une rose des sables.
2- Are you ready to play the detective again?
What can you guess about this famous person, just looking at his or her desk? Complete this information sheet. Nationality?: British Old or young?: Old Job?: Writer Activity during World War 2?: pilot Important event(s) in his or her life?: World War 2, a journey somewhere in Africa, a hip operation… Personality?: likes having fun, likes keeping odd objects for the sake of remembrance, easy-going sort of person… Name?:
Step 9 Explain your answers, using expressions such as: 1- I think/suppose that …. because (of)…. 2- The ….(name of the object) makes me think of … 3- The … (name of the object) reminds me of … 4- He could have been a/an….. during World War 2 because of the … 5- The… (name of the object) could mean that…. 6- Maybe he had a/an … on his desk because ….. 7- He may have been a ….(adjective) sort of person as he had chosen to have a/an/ his/… on his desk. 8- He probably was a …(adjective) sort of person….
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(nationality) o I think that the person is British because of the English stamps in the saucer, and also because of the Hurricanes. (old or young) o The hip bone makes me think of a hip operation. So, this person must be quite old. Moreover, we know that this person did something during World War 2. (job) o The pencils in the mug, the notebook, the paper clips, the paper knife make me think of someone who uses paper a lot, who likes paper, and who probably uses paper and pencils. So this person must be a writer. (activity during World War 2) o He could have been a pilot during World War 2 because of the two plane models on his desk. (Important event in his life) o The model planes could mean that he was a pilot in the RAF during World War 2. The gypsum flower could mean that he visited countries in Africa or that he traveled through the desert. (Personality) o He probably was an easy-going sort of person who liked to have fun and to remember good times…or bad times. (Name) o
Step 10 This very famous artist began writing in 1942, after he was transferred to Washington as Assistant Air Attaché. His first published work was a short story published in the Saturday Evening Post, in the August 1, 1942 issue. 1- Take your pencil and read the editors’ introduction to his short story. Underline all the words you understand.
Introduction:
The author of this factual report on Libyan air fighting is an RAF pilot at present in this country for medical reasons.
2- Take your pencil again and read an extract from your host’s short story entitled Shot Down Over Lybia. Underline all the words you understand.
Extract:
Then it happened. I don’t know what it was that had jammed the elevators on my tail plane, but it had suddenly been shaken loose, and there they were, flapping in the slip stream, completely disconnected. The Hurricane dipped its nose and dived toward the ground, and there wasn’t a thing I could do. Pulling the stick back made no difference, but I closed the throttle as soon as possible, in an effort to slow down the dive a little. I was doing about 250 miles an hour, so I suppose it took, roughly, two seconds to hit the deck, but it seemed a long two seconds. I remember looking down the nose of the machine at the ground and seeing a little clump of camel thorn growing there all by itself, and my stomach felt as though someone were using it as a pincushion for rusty hatpins.
And then I knew I was still alive, because I could feel the heat around my legs, but I couldn’t see a thing.
3- Les mots, expressions ou phrases confirmant les hypothèses ont été soulignées dans l’introduction et l’extrait. 4- Read this sentence: my stomach felt as though someone were using it as a pincushion for rusty hatpins.
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Choose the correct translation: a) On aurait dit qu’on prenait mon ventre pour un coussin à épingles à chapeau rouillées. b) Mon estomac ressemblait à un chapeau avec des épingles rouillées. c) J’avais posé un chapeau sur mon ventre pour me protéger des épingles rouillées.
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What does this comparison indicate about this writer’s moral traits?
a) A sense of melodrama
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b) A sense of humour
c) A sense of criticism
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5- This extract illustrates an important event in this well-known writer’s life. What event? - a plane crash during one of his air-fighting mission in Libya during World War 2. a) When? - more exactly in 1942. b) What objects did he keep to remind him of this event? - He kept model planes to remind him of his Hurricane when he was a pilot in the RAF. He also kept the gypsum flower because it reminded him of the Libyan desert.
Exercise 3 1- Some objects sitting on the desk remain mysterious. What objects? - the hip bone, the paper knife 2- Listen to your host on your CD. He will tell you all about one of these objects. Write down all the words you understand. Script: Dahl: Hello, my dear friend. You must wonder why my hip bone is sitting on my desk! I’m sure you don’t have any bone on your desk! Anyway, let me tell you why. As you know, I am getting old and I seemed to have problems with my hip. I couldn’t fly a Hurricane these days, mind you! So, my doctor decided to have me operated on. I was feeling quite anxious about it, but everything went well and I came home safely after the operation. A few days later, I received a parcel. I wondered who it was from. It was from the surgeon who had operated on my hip. And you know what, inside the parcel was this beautiful hip bone, with a message from my surgeon: “This is the biggest hip bone I have ever seen! Wishing you all the best with the new one!”.
Now you know why this bone is decorating my desk! I thought it was a funny sort of trophy! What about you? What object have you got on your desk which reminds you of an important event in your life? I love stories, you know, so please, tell me all about it!
3- Listen again. What object is your host talking about? - the hip bone 4- Why has he got this object on his desk? - He has got his hip bone on his desk because his surgeon sent it to him after the operation. It was the biggest hip bone he had ever seen. He thinks it is a funny sort of trophy!
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Séance 5
Step 11 1- Some of your hypotheses have been corroborated. What do you know for sure now? Sort of information
Information
Nationality
British
Old or young
Old
Job
A writer
Activity during WW2
An RAF pilot
Important Plane crash event in his life during WW2
Justification
The Saturday Evening An RAF pilot Post editors’ introduction The Saturday Evening 1942 Post , August 1, 1942 issue I’m getting old Oral message The Saturday Evening The author Post editors’ introduction I love stories Oral message The Saturday Evening An RAF pilot Post editors’introduction The title of the short Shot Down in story Lybia The extract
Personality
Quotation
Easy-going Oral message with a sense of humour
The Hurricane dipped its nose […] I could do. I thought it was a funny sort of trophy!
Object
English stamps The hip bone
Notebook, pencils, desk
Model planes Model planes, the gypsum flower
The hip bone
2- Write a paragraph to sum up everything you know. You can no longer use the same expressions as in STEP 9 because at that time you were not sure of your answers. Cross out all the words expressing doubt and modify the sentences. a) I think/ suppose know that …. because (of)…. b) The ….(name of the object) makes me think of … c) The … (name of the object) reminds me of … d) He could have been was a/an….. during World War 2 because of the… e) The… (name of the object) could mean means that…. f) Maybe he He had a/an … on his desk because ….. g) He may have been was a/an ….(adjective) sort of person as he had chosen to have a/ an/ his/… on his desk. h) He probably was a/an…(adjective) sort of person…
I know that he was British because he was an RAF pilot during WW2, he also hadBritish stamps in a saucer on his desk. Thanks to the hip bone, I am sure that he was quite old at the time I visited him. No doubt that he was a writer, the note book as well as the pencils corroborate this fact. He was undoubtedly a RAF pilot during WW2 and the gypsum flower refers to the fact that he was shot down over Libya. He was an easy-going sort of person with a sense of humour, which is why he kept his hip bone on his desk.
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3- Whose desk did you discover? - Roald Dahl’s desk.
Step 12
1- Tu auras dressé une liste des objets posés sur ton bureau, des posters affichés au mur de ta chambre ou que tu souhaiterais voir affichés dans ta chambre. 2- Tous les objets que tu as cité dans cette partie de l’exercice apparaîtront dans ton tableau. a) Tu as choisi deux objets représentant ce que tu aimes. b) Tu as choisi deux objets représentant ce que tu aimes faire. c) Tu as choisi un objet représentant quelqu’un que tu admires ou quelque chose que tu apprécies beaucoup. d) Tu as choisi un objet qui te rappelle un évènement important de ta vie. 3- Explain your choice for 1), 2) and 3).
You can explain your choice. Use different expressions. I have chosen/selected/adopted/picked out…. because….
Séance 6
Step 13
2- The underlined words or expressions indicate common points between the ways the two anecdotes are told. Tick these common points and write a quotation from one of the anecdotes.
or
Common points
Quotations
The narrator is I
The narrator is he
Use of gap fillers
Use of the preterit
…it happened…
Expression of a feeling
I was feeling…anxious…
Use of the preterit be-ing
I was doing…
Use of had+V-en
…had jammed…
Use of direct speech
I was doing…
3- The highlighted words or expressions indicate differences between the two forms of anecdotes. Differences
or
The narrator is I
Use of gap fillers
Use of the preterit
In the text/ In the script
In the script
Quotations
As you know, …
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Use of direct speech
In the script
What about you, …
A title
In the script
Shot Down Over Libya
Expression of a feeling
Exercise 4 1- Write the name of the object that refers to an important event in your life. - Tu auras écrit le nom de l’objet qui se rapporte à un évènement important de ta vie. 2- Listen to Roald Dahl again. Script: Dahl: Hello, my dear friend. You must wonder why my hip bone is sitting on my desk! I’m sure you don’t have any bone on your desk! Anyway, let me tell you why. As you know, I am getting old and I seemed to have problems with my hip. I couldn’t fly a Hurricane these days, mind you! So, my doctor decided to have me operated on. I was feeling quite anxious about it, but everything went well and I came home safely after the operation. A few days later, I received a parcel. I wondered who it was from. It was from the surgeon who had operated on my hip. And you know what, inside the parcel was this beautiful hip bone, with a message from my surgeon: “This is the biggest hip bone I have ever seen! Wishing you all the best with the new one!”.
Now you know why this bone is decorating my desk! I thought it was a funny sort of trophy! What about you? What object have you got on your desk which reminds you of an important event in your life? I love stories, you know, so please, tell me all about it! Drawing tu auras dessiné l’objet qui se réfère à un évènement important de ta vie
Notes Tu auras pris des notes quant aux circonstances de l’évènement que tu vas devoir raconter : quand, où, qui, quoi…
3- Checklist - - - - - - -
The narrator is « I » Use of the preterit expression of a feeling use of the preterit be-ing use of had + V-en use of gap fillers use of direct speech
4- Have a go! Roald Dahl is listening to you! Rehearse several times, then record yourself. Tu auras été attentif(ve) à utiliser tous les éléments que tu as listés sur ton mémo.
Step 14 1- Read this extract from a book.
From a child I was fond of reading, and all the little money that came into my hands was ever laid out in books. Pleased with the Pilgrim’s Progress, my first collection was of John Bunyan’s works in separate little volumes. I afterward sold them to enable me to buy R. Burton’s Historical Collections; they were small chapmen’s books, and cheap, 40 or 50 in all. My father’s little library consisted chiefly of books in polemic divinity, most of which I read, and have since often regretted that, at a time when I had such a thirst for knowledge,
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more proper books had not fallen in my way since it was now resolved I should not be a clergyman. Plutarch’s Lives there was in which I read abundantly and I still think that time spent to great advantage. There was also a book of De Foe’s, called an Essay on Projects, and another of Dr. Mather’s, called Essays to do Good, which perhaps gave me a turn of thinking that had an influence on some of the principal future events of my life.
This bookish inclination at length determined my father to make me a printer, though he had already one son (James) of that profession. In 1717 my brother James returned from England with a press and letters to set up his business in Boston.
2- What is this extract about? Tick the correct answer. a) The description of an incident which happened during World War 2.
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b) The narrator’s childhood.
c) A political event in the United States during the 19th century.
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d) A story told to little children.
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3- Des informations concernant l’auteur de la biographie ont été soulignées dans l’extrait. 4- Fill the narrator’s identity card in.
- - - - - -
male or female: male century: 18th nationality: American family: a father, a brother (James) hobby: reading future job: a printer
5- When a painter paints his own portrait, it is called a self-portrait. When someone tells the story of his or her life, what is it called? - It is called an autobiography
This is just what you did when you told your anecdote.
This is a famous literary genre. Do you know other writers who have written about their own life?
Jean-Jacques Rousseau (Les confessions), Chateaubriand (Mémoires d’Outre-Tombe), Marcel Pagnol (La gloire de mon père), Colette (Sido)…
6- By the way, did you guess who wrote the extract you have just read? If you need a clue, go back to Le coin des curieux in Séance 3. - This is an extract from the Autobiography of Benjamin Franklin.
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Séance 7
Step 15 1- Describe portrait 1:
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This is a black and white sketch. Norman Rockwell looks younger. He is wearing no glasses but he is smoking the pipe. He is looking at me looking at him.
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2- Describe portrait 2: This is the image of Norman Rockwell looking at himself in the mirror. Norman Rockwell looks his age. His hair is grey, he is wearing glasses and yet it is impossible to see his eyes through the glasses. He is smoking the pipe. He is looking at me looking at him. He is also looking at himself in order to paint his selfportrait on the canvas.
© Works by Norman Rockwell Printed by permission of the Norman Rockwell Family Agency Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities
3- List the differences you have noticed between portrait 1 and 2. You are now an artist. Suggest reasons for these differences if you can. Differences - Rockwell looks younger in portrait 1. - Portrait 1 is in black and white whereas portrait 2 in in colour. - There is just the face in portrait 1 whereas in portrait 2 I can see part of his shirt and part of the palette.
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Reasons - It is as if the mirror changed the way Norman Rockwell sees himself. It makes him look younger as if the mirror helped him to go back through time. - The colours as well as the clothes give a sense of reality to portrait 2.
4- Are there any differences you cannot explain? In that case, highlight them. Norman Rockwell is ready to take your questions.
Prepare your questions.
Tu auras listé tes questions. Par exemple :
- How old were you when you painted the Triple Self-Portrait? - Why do you look younger in Portrait 1?
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Exercise 5
1- Listen to Norman Rockwell and ask your questions. Don’t forget to respect the appropriate intonation. Script: Rockwell: Now then, welcome back. I have been very attentive to the way you improved your knowledge about self-portraits and autobiographies. I knew you would have questions to ask me before you start painting. So, please, do ask all your questions, and then it will be my turn to ask you some questions. a) Can you indicate what sort of intonation is used for WH-questions? - A falling intonation b) What about yes-no questions? - A rising intonation 2- Norman Rockwell has got questions to ask you. He wants to help you with your own painting. Write down your answers on your notepad. They will help you to draw your selfportrait. Script: Rockwell: Well, your questions show that you are becoming a real expert. Now it’s my turn to ask questions. Be very careful. Take your time to think and write down your answers on your notepad. My first question is: Imagine you are me in 1960 when I painted this Triple Self-Portrait. I was 66 at that time. How would you have chosen to draw yourself on the canvas?/ Can you justify your choice?/ My second question is: You have already seen a lot of paintings. Where does a painter usually write his signature?/ Where is my signature on my Triple Self-Portrait?/ My third and last question is: What is the object in the painting which transformed the vision I had of myself?/ I wish you good luck with your painting. Last time, you chose a prop from my painting. This time, as a farewell gift, here is a book. It will probably give you a hint about question 3. Byebye! Question 1: Imagine you are me in 1960 when I painted this Triple Self-Portrait. I was 66 at that time. How would you have chosen to draw yourself on the canvas? Can you justify your choice? Question 2: You have already seen a lot of paintings. Where does a painter usually write his signature? Question 3: What is the object in the painting which transformed the vision I had of myself?
Step 16 The book you have received from Norman Rockwell is beautifully wrapped in paper. You are very impatient to open your present. You tear off the paper and discover a part of the book cover. Here is what you can see. 1- You look at the drawing. What is the book about? Have a guess. It must be the story of the little girl who is on the picture. She can do strange things like for example come out of a looking-glass. © Cned, Anglais 3e —
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2- You can read a part of the title. Try to give the complete title. It is made of three words, one of which is a compound noun. - Through the Looking-Glass 3- In your opinion, why did Norman Rockwell give you this book? Remember, he said it would give you the answer to his third question. The story of the book may explain the role of the looking-glass in the painting. It is the looking-glass which transformed the vision Norman Rockwell had of himself. It helped him change the turn of time. He can see himself the way he looked when he was young. 4- At last, you can have a look at the book. It’s an illustrated book. You open it and are surprised by the text… There was a book lying near Alice on the table […], she turned over the leaves, to find
some part that she could read, “for it’s all in some language I don’t know”, she said to herself. It was like this. JABBERWOCKY ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.
She puzzled over this for some time, but at last a bright thought struck her. “Why, it’s a Looking-glass book, of course! And, if I hold it up to a glass, the words will go the right way again”.
5- You can probably answer Rockwell’s third question: My third and last question: What is the object in the painting which transformed the vision I had of myself? - the looking-glass 6- Alice has gone through the looking-glass and she has found a Looking-glass book. What is special about this book? - She thinks that the words are written backwards and that if she holds the book up to a glass, the words will be the right way again. The looking-glass would put the letters back into order again. It would transform the vision she has of the words. 7- What is special about Rockwell’s looking-glass? - It transforms the vision he has of himself and makes him look younger.
Séance 8
j e m’évalue Exercise 1
1- Bilan des différentes étapes : tu as découvert progressivement en quoi consistait un autoportrait. Explique, avec tes mots à toi, les différentes étapes qui t’y ont mené. À chaque fois, un mot ou un nom t’aidera à te remémorer ces étapes.
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Etape 1 (studio):
J’ai visité le studio de Norman Rockwell en entrant dans un de ses tableaux les plus célèbres, The Triple Self-Portrait. Grâce aux accessoires représentés dans le tableau, j’ai découvert des éléments de sa vie : les œuvres qu’il aime (autoportraits), des évènements marquants de sa vie (le casque, la fumée sortant de la poubelle), certaines de ses habitudes (la boisson dans le verre, la pipe). Etape 2 (desk):
J’ai identifié un personnage célèbre grâce aux objets posés sur sa table de travail. Ce personnage est un écrivain, Roald Dahl. Etape 3 (model Hurricane and hip bone): Les objets posés sur son bureau sont autant d’indices quant à sa vie : ils font référence à son métier (carnet), à son passé (les modèles réduits d’avions), à sa nationalité (les timbres), à son sens de l’humour (l’os de sa hanche). Etape 4 (looking-glass): Le miroir est l’objet qui permet à Norman Rockwell d’avoir une vision différente de lui-même. En l’occurrence, le miroir lui permet de remonter le temps et de se voir plus jeune qu’il n’est en réalité. 2- Surligne les éléments constitutifs de la tâche finale que tu auras à réaliser. Numérote-les de 1 à 3. - Rédiger un article de journal sur Norman Rockwell. - Interroger un peintre célèbre. - Dessiner ton triple autoportrait. - Décrire la vie de Roald Dahl. - Répondre à une interview de critiques d’art en commentant ton œuvre et en justifiant tes choix. - Lister les objets qui sont sur ton bureau quand tu travailles. - Rédiger un texte racontant l’anecdote à laquelle se réfère un des objets du tableau.
Exercise 2 1- Write the captions. paintbrush
artist
canvas
paint palette
easel
workshop
stool
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2- List the objects you will include in your painting. Check their spelling and their pronunciation in a dictionary on line. a) tu auras indiqué deux objets qui représentent ce que tu aimes. b) tu auras indiqué deux objets qui représentent ce que tu aimes faire. c) tu auras indiqué un objet représentant quelqu’un ou quelque chose que tu admires. d) tu auras indiqué un objet qui fait référence à un évènement important de ta vie. 3- When you present your painting to the journalists, you will have to locate the different personal objects you are talking about, so check your verbs and your prepositions. Complete the picture of exercise 2a- respecting the following description. - - - - - - -
Tu auras dessiné Une photo accrochée en haut à gauche de la toile. Un autre tableau appuyé contre le chevalet. Une cigarette dans la bouche du peintre. Un perroquet perché sur l’une des épaules du peintre. Un livre ouvert sur le tabouret. Une bouteille d’eau posée en équilibre sur le livre. Une poubelle posée près du tabouret.
Exercise 3 1- Tu auras dessiné une esquisse de ton futur tableau.
Tu auras dessiné trois portraits de toi: un vu de dos, un représentant ton reflet dans le miroir, un au crayon de papier sur la toile. Par l’intermédiaire du miroir, le portrait que tu as dessiné de toi sur la toile est différent des autres.
Tu as inclus dans ton tableau les objets que tu as choisis.
Tu as apposé ta signature en bas à droite du tableau.
2- Justify the choice you made for your self-portrait on the canvas. I have chosen/selected/adopted/picked out…. because….
Exercise 4 My doctor decided to have me operated on. I was feeling quite anxious about it, but everything went well and I came home safely after the operation. A few days later, I received a parcel. I wondered who it was from. It was from the surgeon who had operated on my hip.
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