Sommaire Communication
Séquence 2 Civilisation
Grammaire Lexique
Phonologie
Méthodologie
Séance 1
Dire ce que l’on peut voir ou visiter dans un pays Justifier son choix d’une destination de voyage
Les voyages
Séance 2
Identifier les différents accents anglais Communiquer avec différents accents anglais Situer des événements historiques sur une frise
L’Inde : géographie, Le prétérite histoire Localisation géographique
Séance 3
Réserver un billet d’avion Enregistrer un bagage
L’Empire britannique L’Inde
Forme passive complexe (avec adverbe) Le voyage en avion
Effectuer une réservation de billets d’avion
Séance 4
Répondre à un agent des douanes
Les voyages L’Inde
Les bagages Modes d’hébergement
Repérer et identifier les mots-clés pour accéder au sens d’un document sonore
Séance 5
Parler et reconnaître Culture indienne les ingrédients de la cuisine indienne
La cuisine La nourriture Fruits, légumes, épices
Séance 6
Lire un menu Commander dans un restaurant
La monnaie indienne La cuisine indienne
La cuisine Les prix
Séance 7
Repérer et identifier les informations essentielles dans un document sonore
Patrimoine culturel mondial : le Taj Mahal
Séance 8
Réaliser le lien le Taj Mahal graphie/phonie (lecture à haute voix des mots contenant la lettre « a »)
Préparation du voyage d’Ethan et sa famille
Quiz : L’Inde
Réserver des billets d’avion : Dialogue à l’agence de voyage À l’aéroport de Delhi La cuisine indienne
Au restaurant le Diamonds, à New Delhi Le Taj Mahal
Le Taj Mahal
Pays lointains Activités de loisirs
Mobiliser les stratégies d’écoute Se préparer à l’écoute
Les différents accents anglais
Commander dans un restaurant
Mobiliser connaissances et compétences pour accéder au sens d’un document sonore Les mots rimant avec ‘Mahal’ (le son) [a:] Différentes réalisations de la lettre « a »
Séance 9
Tâche finale La visite du Taj Mahal
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Le jeune guide du Taj Mahal ne semble pas très bien connaître le monument… un peu comme dans le film Slumdog Millionaire. Sauras-tu repérer et corriger ses erreurs ?
— © Cned, Anglais 3e
séance 1 —
Séquence 2
Séance 1 J’applique les stratégies de compréhension d’un document sonore que j’ai apprises J’aborde la thématique des voyages
Step 1 Ethan’s next winter trip. Ethan is thrilled! Next winter he is going on a vacation with his family to a distant country! Ethan and his parents are going to have a conversation about their next vacation: everyone gets to pick where they want to go. There are so many fabulous destinations: Hawaii, Cancun, Colorado, Japan, the West Indies, Australia… Which country do you think they will choose to visit after all?
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Séquence 2 — séance 1
Méthodologie Tu as appris ou revu en Séquence 1 plusieurs stratégies d’écoute d’un document sonore. Rappelle-toi quelles méthodes tu peux utiliser pour aborder et comprendre un message sonore. Tu vas entendre une conversation entre plusieurs personnes. Résume l’une des stratégies abordées en séquence 1 : Que faire avant d’écouter un document dont on connaît à l’avance la thématique ? Ici : les voyages. Réponds : ........................................................................................................................... Ë Fais-le : .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................
Exercise 1 Listen to the conversation between Ethan, Katie and their parents, Susan and John. Underline in the above box the words you actually heard.
Exercise 2 Listen again and tick the boxes corresponding to the places they mention: ® Hawaï ® Transylvania ® the Carribeans ® France ® Cancun ® Romania ® Italy ® India ® Britain Then underline their future destination.
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séance 1 —
Séquence 2
Exercise 3 Now listen to the conversation one more time and tick the boxes. (Several boxes can be ticked each time) or answer the questions with full sentences. 1- What is wrong with the idea of visiting a theme park? ® It is too expensive. They don’t have the funds. ® They have already been to a theme park in Europe ® The kids are a bit too old for that ® Theme parks will be overcrowded (too many people there) 2- Why would Hawaï be a fine family destination, according to Susan? ® She thinks Ethan and Katie could do lots of activities there ® She said it would be great to lie down on the beach and do nothing ® She’d like to spend some time with her husband ® She said the kids would be so tired with all the beach activities that they would go to bed early 3- What is wrong with… a) a cruise? .......................................................................................................................................... b) visiting a castle in Eastern Europe? .......................................................................................................................................... 4- What is there to see or to do in the last place they mention? ® visit mosques and temples ® buy colourful clothes ® visit a company ® drink a special kind of tea ® visit zoos ® see kangaroos ® visit an architectural wonder of the world 5- Write down an expression from the dialogue expressing advice. .......................................................................................................................................... 6- According to John, how many people speak English throughout the world? ® less than 300 million ® more than 350 million ® more than 500 million ® more than 700 million 7- What is the official language in India? ® Urdu ® Hindi ® English ® Bengali ® Punjabi Check and correct © Cned, Anglais 3e —
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Séquence 2 — séance 2
Séance 2 Je découvre l'Inde : sa géographie, son histoire, sa culture Je revois les différents accents britanniques
Step 2 Test your knowledge!
Exercise 4 How much do you know about India? Match the beginning of the sentences in column 1 with the corresponding endings in column 2. India is located… New Delhi is…
1 2
India is shaped like… India, Pakistan and China do not agree on… India has common borders with… India and Pakistan….
3 4
A …were at war in 1965. B … Pakistan, China, Nepal, Bhutan, Bangladesh and Myanmar. C …in South Asia. D ...the capital of India.
5 6
E …the limits of Kashmir. F … a diamond
Exercise 5 Which of these flags is the Indian flag?
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Exercise 6 The Indian accent. Listen to English accents from around the world. You know that there is a wide variety of English accents throughout the world. Write down the English accents or varieties of English you can think of: 1- …………………… English 2- …………………… English 3- …………………… English 4- …………………… English 5- …………………… English
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— © Cned, Anglais 3e
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séance 2 —
Séquence 2
6- …………………… English 7- …………………… English 8- …………………… English 9- …………………… English Now listen to the same sentences being read by different native speakers from assorted English speaking countries. Tick the box corresponding to the country you assume the speaker comes from in each extract. Here is the passage that will be read: An immense mausoleum of white marble, built in Agra between 1631 and 1648 by order of the Mughal emperor Shah Jahan in memory of his favourite wife, the Taj Mahal is the jewel of Muslim art in India and one of the universally admired masterpieces of the world’s heritage. Extract # 1 ® Australia ® England
® the USA ® Ireland
® Scotland ® the Caribbeans
® India
Extract # 2 ® Australia ® England
® the USA ® Ireland
® Scotland ® the Caribbeans
® India
Extract # 3 ® Australia ® England
® the USA ® Ireland
® Scotland
® the Caribbeans
® India
Extract # 4 ® Australia ® England
® the USA ® Ireland
® Scotland ® the Caribbeans
® India
Extract # 5 ® Australia ® England
® the USA ® Ireland
® Scotland ® the Caribbeans
® India
Exercise 7 YOUR TURN: Read the above text about the Taj Mahal with different English accents. Don’t forget the Indian accent! Listen to your CD as many times as necessary.
Exercise 8 Did you know that India’s history goes back almost six thousand years? “India is the cradle of human race, the birthplace of human speech, the mother of history, the grandmother of legend, and the great grandmother of tradition.” Mark Twain (1835-1910) American author of Adventures of Huckleberry Finn and The Adventures of Tom Sawyer © Cned, Anglais 3e —
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Séquence 2 — séance 2
Vocabulary help: The cradle: le berceau Travel through the major events in India’s history: First put the following dates in chronological order. Write them in the empty boxes on the timeline. 1965
2000
2500 BC
1
1947 1638
2
6
326 BC 1948
1858
3
7
AD 50
1915 1600s
4
8
5
9
10
Read the following events that belong to India’s History and number them in chronological order. Events number 1 and number 10 have been written down for you! 1
The Indus Valley civilization develops around the valley of the Indus River (now in Pakistan). Mahatma Gandhi is assassinated. India gains independence from the British and is divided into two countries, India and Muslim-controlled Pakistan. Alexander the Great of Macedon invades India. Holland, Great Britain and France establish trading in India. They are interested in India’s spices, rice, silk, tea and jewels. The British overthrow (renversent) the Moguls and take control of India. Trade flourishes between India and the Roman Empire. Romans buy Indian pearls, ivory, silk, spices, cloth and precious stones. Mogul Emperor Shah Jahan begins construction of the Taj Mahal in memory of his wife Mumtaz. Pakistan and India go to war over Kashmir. Gandhi starts a campaign of nonviolent resistance against British rule in India. Gandhi is called Mahatma, meaning «Great Soul».
10
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India’s population exceeds 1 billion.
— © Cned, Anglais 3e
séance 3 —
Séquence 2
Séance 3 Je suis la famille Cameron dans les préparatifs de leur voyage en Inde : à l'agence de voyage et à l'aéroport Je découvre la structure passive avec un adverbe
Step 3 Exercise 9 Read the following extract of the transcript of the conversation you have heard in Séance 1. Ethan: Still, I wonder... is there anything worth seeing in India apart from the Mosques? Susan: Darling! Sure! I’m sure you’ve heard of the Taj Mahal which is said to be so spectacular and amazing. There are also magnificent temples, tiger sanctuaries and colonial tea plantations! John: Gee, when you describe it like that, it sounds really great! Susan: And that’s not all. We’ll be able to eat delicious, spicy food, and drink the worldfamous Chai tea, and I’ll be able to buy myself beautiful saris! John: I’m sure it will be the best vacations ever! Ethan: Hey mum, why did you say ‘colonial’ tea plantation? Susan: Well you see … India used to be a British colony. Katie: Wow!!! So the Indians must speak English very well then… John: Well, they do speak English, yeah. You know English has become a world language, spoken by at least 750 million people. Katie: Yes, I knew that dad! John: Well, the official language of the Republic of India is Hindi. But English is the most commonly spoken language in India. Katie: Great! Let’s go to India dad! John: So it seems our minds are all set on India, right? Susan, Katie and Ethan: Yeah!!!! The British Empire: If you want to know more about it, read “Le Coin des Curieux”!
Grammaire Observe les phrases suivantes : English has become a world language, spoken by at least 750 million people. But English is the most commonly spoken language in India. Reconnais-tu la forme soulignée ? Il s’agit ............................................................................................................................... Donne la base verbale/le passé/le participe passé de ce verbe : .......................................................................................................................................... © Cned, Anglais 3e —
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Séquence 2 — séance 3
Trouve une forme similaire dans le script ci-dessus. .......................................................................................................................................... Dans la phrase : But English is the most commonly spoken language in India. Reconnais-tu la forme soulignée ? .......................................................................................................................................... Quel mot vient apporter une nuance au participe passé ? .......................................................................................................................................... Quelle est la nature de ce mot ? C'est un . ........................................................................... Quel est l'adjectif racine à partir duquel ce mot a été formé, ............................................... Tu constates donc que l'on peut tout à fait apporter une nuance à un participe passé, luimême inclus dans un superlatif. The most commonly spoken language : la langue la plus communément parlée Voici un autre exemple : One of the 3000 most commonly used words in English is: “about”. The most frequently asked question in a job interview is: “Why do you want to work here?”
Exercise 10 John, Ethan’s father, is going to the travel agent’s to make the flight reservations to India. Listen to the conversation. Find out the following information: 1- Destination: ................................................................................................................... 2- Date of departure: ......................................................................................................... 3- Departure time: ............................................................................................................. 4- Arrival time: ................................................................................................................... 5- Date of return: ............................................................................................................... 6- Price: ............................................................................................................................. 7- Special request: .............................................................................................................. 8- Flight number/company: ................................................................................................ 9- Name of airport (in New York): ......................................................................................
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— © Cned, Anglais 3e
séance 3 —
Séquence 2
3 Months later … Ethan, Katie and their parents are ecstatic: they are on their way to the airport. They are going to fly to India!
Exercise 11 Listen to the following conversation that is taking place at the airport. Tick the objects that are mentioned in the dialogue.
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Séquence 2 — séance 3
Listen to the dialogue once again and read the transcript at the same time. Check your answers: underline the names of the objects you had to tick. Check-in Personnel: Passport and ticket, please. John: Here is my passport, and my ticket. Check-in Personnel: Where are you headed? John: We are going to Delhi. Check-in Personnel: How long will you be staying? John: For 2 weeks. Check-in Personnel: Thank you. How many bags are you bringing, sir? John: I want to check in the large suitcase, and I’d like to carry the smaller one on with me. Check-in Personnel: I will weigh them. Everything is fine. What seat would you like: window or aisle? John: Window, please. Check-in Personnel: No problem. And what do you want for your meal? Chicken or fish? John: I’m a vegetarian. I’ve already ordered a special meal. Check-in Personnel: Good. Here are your boarding passes. You can go to gate B 11. John: Thank you. Goodbye. Find in the transcript different ways of saying… 1- Where are you going? ..................................................................................................... 2- How long are you going to stay?...................................................................................... 3- What would you like to have for lunch/dinner? ...............................................................
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— © Cned, Anglais 3e
séance 4 —
Séquence 2
Séance 4 Je suis la famille Cameron dans ses démarches à l'aéroport de Dehli : J'apprends à utiliser et à transférer les stratégies d'écoute que j'ai apprises pour comprendre les scènes à l'aéroport
Step 4 Exercise 12 Étudie bien le dialogue que tu as entendu dans la leçon précédente à l'aéroport : « L’enregistrement des bagages ». Il pourra peut-être te servir un jour ! Si tu regardes un film en version originale, ou si tu effectues un voyage en avion, tu seras amené(e) à entendre et/ou à prendre part à ce genre de conversation. Il te servira aussi lors de la séance 9, au cours de laquelle les Cameron vont visiter un site touristique et rencontrer quelques problèmes avec un guide indien, qu'ils ne comprendront pas vraiment ! Tu auras toi aussi besoin de faire appel à toutes tes compétences pour comprendre le dialogue ! Ë Cache les répliques de John avec une bande de papier et entraîne-toi à répondre aux questions posées lors de l'enregistrement des bagages à l'aéroport.
© Cned, Anglais 3e —
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Séquence 2 — séance 4
Mais revenons à Ethan, Katie, John et Susan qui sont sur le vol New York-Delhi… 16 HOURS LATER… In a few minutes Ethan, Katie, Susan and John Cameron are going to set foot in India! Their flight is nearly over and they are so impatient to discover that fantastic country!
Exercise 13 You are going to listen to a conversation, taking place at Delhi airport between Susan, Ethan’s mother and the customs officer (agent des douanes). But first, here are a few vocabulary tips. Match the following words with the appropriate synonyms. Write the numbers in the right column. 1
Words attend (verb):
2
book (verb):
3
luggage (noun):
4
belongings (noun):
Examples I’m planning on attending a language class before I go to China. You ought to book a room at least a month in advance. You are only allowed two pieces of luggage on this flight. Be sure to collect your belongings before you leave the plane.
Synonyms bags used during traveling to carry your things make arrangements in advance your personal property or possessions be at or go to
Check and correct
Exercise 14 Listen to the conversation taking place at Delhi airport between Susan, Ethan’s mother and the customs officer. Listen to the following extracts and tick the boxes. Extract #1: They are talking about: ® Susan’s luggage and belongings ® Susan’s accommodation (logement) ® Susan’s belongings ® What brought her to in India Extract #2: They are talking about: ® Susan’s luggage and belongings ® Susan’s accommodation (logement) ® Susan’s belongings ® What brought her to in India
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— © Cned, Anglais 3e
séance 4 —
Séquence 2
Extract #3: They are talking about: ® Susan’s luggage and belongings ® Susan’s accommodation (logement) ® Susan’s belongings ® What brought her to in India Check and correct Listen to the dialogue one more time and read the transcript at the same time.
Méthodologie Pour vérifier tes réponses, tu as écouté le dialogue et lu attentivement le script. Qu'était-il important de savoir repérer pour être mis sur la bonne voie et deviner le sujet de la mini-conversation ? …………………………………………………………………………………………………………………… Comment appelle-t-on ce genre de mots ? Tu as peut-être déjà appris ce terme, ou tout simplement tu connais leur rôle en compréhension de l'oral. …………………………………………………………………………………………………………………… Check and correct En effet, tu connais peut-être l'importance de ce qu'on appelle « les mots porteurs de sens ». Ce sont les mots-clés, ceux qui à eux seuls te donnent l'information essentielle te permettant de comprendre le sujet d'une conversation ou d'un message sonore informatif. Ils sont toujours accentués, ce qui facilite leur repérage.
Exercise 15 Réécoute les extraits de l'exercice ci-dessus et pour chaque extrait souligne le ou les mots clés qui t'ont apporté la réponse aux questions posées. Extract #1: Customs Officer: Uh, what is the purpose of your visit? Susan: We’re going to be touring the country for two weeks. Extract #2: Customs Officer: And where will you be staying? Susan: We’ll be staying at pre-booked hotels mainly. Extract #3: Customs Officer: And uh, what do you have in your luggage? Susan: Uh, well, just, just my personal belongings um, . . . clothes, a few books, and a CD player. Customs Officer: Okay. Uh, please open your bag. Susan: Sure. Customs Officer: Okay . . . Everything’s fine.
The Camerons have at last arrived in Delhi! © Cned, Anglais 3e —
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Séquence 2 — séance 4
Exercise 15b Look at the map of India. Locate the following cities. Circle… The capital in red. Agra (where the Taj Mahal is) in blue Mumbai (Bombay) in green Bangalore in purple
© Cned
Follow them in one of the most mysterious capitals of the world… See you in the next lesson!
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— © Cned, Anglais 3e
séance 5 —
Séquence 2
Séance 5 Je découvre la cuisine indienne
Step 5 Exercise 16 The Camerons are soon going to have dinner in a restaurant in Delhi.
A street in Delhi © Sylvie Beuzon
To fully understand their conversation, learn or revise some vocabulary related to Indian Food Ingredients. Test your knowledge! Can you name the following Herbs & Spices in English? You know Indian food is very spicy! 1- Coriandre ...................................................................................................................... 2- Clous de girofle . ............................................................................................................ 3- Feuilles de laurier............................................................................................................ 4- Graines de moutarde....................................................................................................... 5- Curcuma.........................................................................................................................
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Séquence 2 — séance 5
Here is the same exercise but this time you have to match the French herbs and spices with the English equivalent. coriandre
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cinnamon
clous de girofle
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cloves
feuilles de laurier
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mustard seeds
graines de moutarde
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saffron
safran
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turmeric
gingembre
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bay leaves
cannelle
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coriander
curcuma
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ginger
Exercise 17 Listen to the names of herbs and spices you have just identified. Repeat them several times. cinnamon
cloves
mustard seeds
saffron
turmeric
bay leaves
coriander
ginger
Exercise 18 Revise more words related to food:
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............
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Write the names of the vegetables you can identify. Do you know the English for… 1- Crevette grise :................................................................................................................ 2- Crevette rose :................................................................................................................. 3- Maïs :............................................................................................................................. 4- À la vapeur :.................................................................................................................... Check and correct.
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— © Cned, Anglais 3e
séance 5 —
Séquence 2
Exercise 19 Listen to the names of vegetables you have just identified. Repeat them several times.
Exercise 20 Have fun with the following word-search! When you have crossed out the words in the list below, you will be able to discover the hidden message! Indian cooking ingredients C
S
C
A
P
I
O
N C
A O
C K
H
I
P
N
D
N
G
I
I C
I
C
B
Y
O
G
A
R
L
I
S
T
Y
B
A
C
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D
N
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C A R D A M O M N D F F E U U © Sylvie Beuzon
C L L O F G R N M C F U W K T O
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F
R M N U G M S T S T A J L BEANS-CABBAGEO V U N V T U H W C R W F CARDAMOM-CARROTSB G I I A R C S K T R C I CAULIFLOWER-CHILICINNAMON-CLOVESQ G B R M M N L E W O H L COCONUT-CORIANDERK K D E S B O I O G T I U CUMIN-FENUGREEKA O R A A N Y N M V S L A GARLIC-GINGER-MANGOMUSTARD-PEAS-SAFFRON- V I E O G N A M D U E I C SPINACH-TURMERICC P U M J O S E Z E C S P TURNIP __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ , __ __
E
V
Typical Indian dish: Idli
R
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R
Y
Z
E
E
U
U
A
C
J
R K G
Q
U A N
M
E
F
F
Q
D
C
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Séquence 2 — séance 6
Séance 6 Je suis la famille Cameron dans un restaurant à Delhi : J'apprends à comprendre un menu, à commander des plats The Camerons have found a street in Delhi called Main Bazaar where they can have dinner at last! They are starving!
© Sylvie Beuzon
Main Bazaar, New Delhi
Curiously, the name of the restaurant they have chosen doesn’t sound Indian at all. It is called ‘Diamonds’. Is it really curious? What do you think?
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— © Cned, Anglais 3e
séance 6 —
Séquence 2
Step 6 Exercise 21 Read the menu the waiter has given them. Then answer the questions.
DIAMONDS
Main Bazaar Street New Delhi APPETIZERS Vegetable Samosas Puff pastries Vegetable Pakoras
30.00 rs 20.00 rs 30.00 rs
BIRIYANI Aromatic Indian basmati rice cooked with fresh herbs and spices Vegetarian Biriyani 60.00 rs Chicken Biriyani 90.00 rs Shrimp Biriyani 80.00 rs TANDOOR SPECIALTIES Tandoori Chicken 150.00 rs Chicken Kebab 160.00 rs Masala Fish Fillet 140.00 rs CURRY Prawn Curry with Coconut 120.00 rs VEGETABLES Aloogobi 100.00rs (potatoes with cauliflower) DRINKS 15.00 rs Chai (classic Indian spiced tea drink) 40.00 rs Coke Limca (soda) 30.00 rs Lassi (milk shake): 40.00 rs Fruit lassi Banana lassi Mango lassi 30.00 rs Lemonade:
BREADS Punjabi Corn Bread 10.00 rs Naan 20.00 rs RICE Steamed rice
10.00 rs
Dalchini Palau
35.00 rs
1- What do the letters ‘rs’ mean? ........................................................................ Check and correct.
© Cned, Anglais 3e —
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Séquence 2 — séance 6
2- Considering an American dollar is approximately 48 Indian rupees, how much is… (in dollars). A coke:...................................................................... Chicken Biriyani:........................................................ Prawn Curry with coconut for two: ........................... 3- And considering 1 euro is 70 rupees, how much is… a chai:....................................................................... Tandoori chicken: . .................................................... Aloo Gobi:................................................................. 4- If like John you don’t eat meat, can you find yourself a dish at Diamonds? ® Yes, because.............................. ® No, because.......................................................
Exercise 22 What would you personally like to order? Choose one or several dishes you would like to order and don’t forget to order a drink! Say it orally. Before you start, read the following tips.
Méthodologie To order in a restaurant, you can say: 1- I’ll have … the samosas for starters/appetizers. 2- What do you recommend? 3- Does the curry come with rice? 4- Do you have any orange juice? 5- Just give me lemonade then. 6- Could I have a glass of lemonade instead? 7- May I see the dessert list? 8- (Can I bring you anything else?) No thank you. I’m fine.
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séance 6 —
Séquence 2
Help 1. Je prendrai les samossas en entrée 2. Que me conseillez-vous ? 3. Est-ce que le curry est servi avec du riz ? 4. Avez-vous du jus d'orange ? 5. Donnez-moi juste de la limonade dans ce cas. 6. Pourrais-je avoir un verre de limonade à la place ? 7. Pourrais-je voir la liste des desserts ? 8. Non, je vous remercie.
Exercise 23 Now listen to the conversation at the restaurant. Write down what each member of the Cameron family is going to have. You can listen to the dialogue several times. ETHAN
KATIE
JOHN
SUSAN
Main course Drink Check and correct.
Tomorrow ethan and his family are going to explore the country and take a trip to a special place… Her last wish to her husband was "to build a tomb in her memory such as the world had never seen before". Thus emperor Shah Jahan set about building this fairy tale like marvel."
© Cned, Anglais 3e —
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Séquence 2 — séance 7
Séance 7 Je découvre l’un des monuments les plus visités en Inde : son histoire, sa légende Her last wish to her husband was "to build a tomb in her memory such as the world had never seen before". Thus emperor Shah Jahan set about building this fairy tale like marvel."
Does the above quotation ring a bell? Do you have any idea what the Camerons are going to visit today? You don’t?
Step 7 Exercise 24 You are going to listen to a recording about the monument the Camerons are going to visit. Revise some useful vocabulary: do you remember how to say ‘tombe’ or ‘mariage’ in English? Write down the English translation for the following words: - une tombe - un mariage - fiancé - une merveille - merveilleux - du marbre - coeur brisé - naissance - donner naissance - pleurer quelqu’un, porter le deuil - des pierres Check and correct.
Exercise 25 Listen and repeat the following words. a tomb
a burial place
a mausoleum
Mughal
mourn
architecture
- The Mughal Empire was an Islamic imperial power of the Indian subcontinent which began in 1526 and ended by 1857.
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— © Cned, Anglais 3e
séance 7 —
Séquence 2
Exercise 26 Listen to the following recording. You will learn more about the place Ethan and his family are about to visit. Take notes and write down the most important information. You can listen to the recording several times.
Méthodologie Rappelle-toi les conseils donnés au cours des séances précédentes pour parfaire ta compréhension d’un document sonore. Applique-les ici ; cela t’aidera à accéder au sens du message, à le comprendre. Tu auras besoin, lors de ta mission finale, de mobiliser à la fois tes compétences dans ce domaine (il te faudra comprendre un document sonore, spécifique à cette séquence, consacrée à l’Inde) mais aussi tes connaissances : ce que tu as appris de l’Inde, de sa géographie, de ses traditions, de son histoire, est un socle indispensable sur lequel tu pourras t’appuyer le moment venu. Cette activité est donc ton dernier entraînement ! Ë Donne-toi quelques minutes pour récapituler mentalement toutes les stratégies que tu as revues au cours de cette séquence (et de la ou des précédente(s)). Ë En vois-tu une ou plusieurs que tu puisses mettre en œuvre avant de commencer à écouter le document ? Ë As-tu à l’esprit ce que tu vas faire lorsque tu seras en pleine écoute ? Réfléchis à tes stratégies avant de passer à l’écoute proprement dite. Lorsque tu seras prêt(e), écoute ton CD. Listen to the following recording. Take notes and write down the most important information. You can listen to the recording several times. 1- What is the monument called?........................................................................................ 2- What sort of monument is it?.......................................................................................... 3- When was it built? ......................................................................................................... 4- Where was it built in India?............................................................................................. 5- Why was it built?............................................................................................................ About the love story: 1- How old were they when they got married?...................................................................... 2- What happened in 1631?................................................................................................ About the monument (details): 1- What is it decorated with?............................................................................................... 2- What animals were used in its construction? How many were there?................................ 3- How many workers were used?........................................................................................ 4- How long did it take to build it?...................................................................................... 5- What material is it mostly made of?................................................................................. Check and correct. Read the transcript. © Cned, Anglais 3e —
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Séquence 2 — séance 8
Séance 8 J'en découvre un peu plus sur le Taj Mahal Je m'entraîne à identifier et reproduire les différentes façons de prononcer la lettre ‘a’ Exercise 27
© Sylvie Beuzon
Look at the picture below. What does it show? …………………………………………………………………………………………………………………… It is regarded as one of the Seven Wonders of the World. It’s ……………………………………………………..
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— © Cned, Anglais 3e
séance 8 —
Séquence 2
Look at the map of India: locate the Taj MAHAL.
© Cned
Exercise 28 What rhymes with Taj Mahal? Tick the boxes then listen to your CD and check your answers. ® Carl
® pale
® dhal
® all
® snarl
® central
® ball
® false
® pal
® Paul
® male
Phonologie Tu as constaté, grâce à l'exercice précédent, qu'il existe différentes prononciations de la lettre « a ».
© Cned, Anglais 3e —
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Séquence 2 — séance 8
Exercise 29 Essaie de prononcer les mots suivants, en portant une attention particulière à la prononciation de la lettre « a », comme dans Taj Mahal. Puis écoute ton CD et vérifie ta prononciation. Répète les mots plusieurs fois si nécessaire. [a:] comme dans garden, tart, Mahal, Carl, chorale [æ] comme dans cat, fat, pal [ə] comme dans America [e] comme dans any, many, ate [ei] comme dans pale, roomate, male [eə] comme dans fair, care [O:] comme dans hall, ball, false, Paul, all
Entraîne-toi !
Exercise 30 Dis à voix haute les phrases suivantes, en essayant d'appliquer les conseils ci-dessus. - The pale American roommate called Paul didn’t care why the black cat was in Carl’s garden! - There were many balls in the hall and all of them belonged to Paul. - Are you sure that planes are safer than cars? - Who ate that apple tart Mary made for my mates and I?
Vérifie ta prononciation en écoutant ces phrases sur ton CD.
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— © Cned, Anglais 3e
séance 8 —
Séquence 2
le coin des curieux
Are you interested in learning more about the Taj Mahal and its fabulous story? Visit the following sites and do the activities! Learn more about the Taj Mahal: http://en.wikipedia.org/wiki/Taj-Mahal Colour the Taj Mahal: http://thecoloringspot.com/images/wonders/taj-mahal.jpg Another colouring page (including text): http://z.about.com/d/homeschooling/1/0/T/H/4/7wonderscolor2.png Download a wallpaper of the Taj Mahal (see ‘photos’ and ‘Wonders’): http://kids.nationalgeographic.com
© Cned, Anglais 3e —
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Séquence 2 — séance 9
Séance 9 Tâche finale The Camerons are about to visit the Taj Mahal. It is very early, about 6 a.m. and there are lots of tourists already… A young man insists on being their guide on their tour of the fabulous monument. Have you seen the movie Slumdog Millionaire? There is a scene when a boy –a young beggar– cheats naive tourists at the Taj Mahal by pretending to be a tour guide. The problem is he doesn’t know anything about it! So he tells lots of lies, and stories he makes up. Like the young guide in the movie Slumdog Millionaire, a young boy called Kinkoo takes the Camerons for a guided tour of the Taj Mahal... Listen to what Kinkoo says and help him identify the mistakes he makes about the monument, so that he won’t be fired ! How many mistakes can you identify? Before listening to the recording, read the Taj Mahal Facts once again:
TAJ MAHAL FACTS •Year of Construction: 1632 •Completed In: 1653 •Time Taken: 22 years •Built By: Shah Jahan (died in 1666) •Dedicated to: Mumtaz Mahal, the wife of Shah Jahan (died in 1631) •Location: Agra (Uttar Pradesh) •Timings: 6 am to 7 pm
© Sylvie Beuzon
•Building Type: Islamic tomb •Construction: 1,000 elephants and 22,000 workers used •Architecture: Islamic/Mughal •Decorated with 28 different varieties of precious and semi-precious stones •Material used: marble •Highlights: One of the Seven Wonders of the World •A UNESCO World Heritage site
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— © Cned, Anglais 3e
séance 9 —
Séquence 2
What mistakes did the young guide make during the visit of the Taj Mahal? Ë Don’t write full sentences; just notes. Only fill in the LEFT COLUMN: ‘The young guide said…’ Ë Listen to the recording at least twice. The young guide said….
…but the truth is:
mistake #1 mistake #2 mistake #3 mistake #4 mistake #5 mistake #6 mistake #7 mistake #1 mistake #8 mistake #9 Check your answers: listen to the recording once again. Then, correct the mistakes the young guide Kinkoo made during the visit: Fill in the right column (‘…but the truth is…’) with the appropriate information.
© Cned, Anglais 3e —
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