Anglais - Freeafrique.espoirbenin.free.fr/Res_peda/2/Anglais/Corriges...Anglais Seconde Corrigés...

Anglais

Seconde

Corrigés des activités

Rédaction :

Wendy BenoitJacqueline Castellain

Claude Quiniou

Coordination :

Claude Quiniou

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 fi ns 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-2010

© Cned – Académie en ligne

2 Corrigés des activités – Séquence 1 – AN21

Listen to get informed

Repeated words : AIDS [eidz]- HIV [ei� ai 'vi:]* - Africa - South Africa - South African - infected.

*Pour la phonétique voir l’annexe 2 et écoutez l’enregistrement 54 sur

le CD1.

The document is about AIDS in Africa, especially in South Africa. Those who are particularly infected are children and their mothers.

� 40 million - 25 million - 5 million - a quarter (1/4 or 25 per cent) - 40 percent - 30 per cent.

� 40 million is the number of people who are living with AIDS worldwide - 25 million corresponds to those who live in Africa - 5 million are the South Africans who are infected by Aids - a quarter (1/4 or 25 per cent) is the proportion of the population who could be infected with HIV - 40 percent represents the percentage of people who may be infected in some communities - 30 per cent of pregnant women are infected.

Pair 1 : It is difficult to know how many are infected in South Africa. However it is estimated that 25 per cent of the population is infected r

with HIV.

Pair 2 : Although AIDS seems to be decreasing (diminuer) in South Africa, r

more and more pregnant (enceinte) women are infected.e

Observe and spot the problem

� Describe what you see and speak from notes.

MY NOTES : photo at the top /scene = in a laboratory. / Man = scientist wearing a white coat / tied up an animal (rabbit?) on a table / carry out experiments / animal sleeping? / if not sleeping = suffering = cruel.

On the photo, at the top, I think the scene takes place in a laboratory.

The man, who may be a scientist because he is wearing a white coat and

using instruments, must be making experiments (must be experimenting)

11

Activity 1Activity 1




22Activity 5Activity 5

Séquence 1


3Corrigés des activités – Séquence 1 – AN21

on animals. We don’t know if the animal, which looks like a rabbit, is

sleeping or not. If it is not sleeping, this is very cruel.

MY NOTES : photo at the bottom / 3 children (kids) / in the street? / a bag on their mouth or nose / bottle (bottom of the picture) / sniffing something (drug? glue?) / poor → no shoes / homeless / wander in the streets / addicted to drugs.

On the second photo I can see three children who are probably in the

street. They are holding bags onto their mouth or nose. There is a bottle

at the bottom of the picture, so I believe they could be sniffing glue. These

children are addicted to that drug. I can also notice that they do not wear

any shoes, so I suppose they are poor and probably homeless and just

wander about the streets.


� environment

� issue

� problem

� nuclear power

� sport

� nature

� food

� illiterate

� cars

� earth

� ecology

� protection

� awareness

� to fight

� drugs

� aware of

� fragility

� global warming

� pollute

� environmental

� equality

� nature

� progress

� climate

Il n’est pas donné de réponse modèle pour le compte-rendu à partir des mots car les hypothèses sont multiples.

� Questions

1. foundation 2. when 3. why 4. what._ created = founded_ “founded” is of the same family as “foundation”

� Answers

� 10 years ago

There was a growing awareness of environmental issues and problems. He wanted to gather together people who had the r same attitudes and the same goals.

� What are the objectives or goals of the foundation?

The goals of the foundation are the protection of the environment, pollution of the sea, the air in the r cities particularly, the fight against

nuclear energy. The foundation wanted to make people aware of life and the fragility of life on earth.






� Recap

La réponse de récapitulation est personnelle.

� Part 2

Progress is repeated 5 times.

“Ecology” may be opposed to progress or to nuclear power.

For the nuclear movement nuclear stations are necessary for progress.

D. Gillian � disagrees.

For D. Gillian there is no progress without protection of the

environment.

Televisions and cars pollute the atmosphere and aren’t progress

according to D. Gillian.

� Part 3

Here the journalist wants D. Gillian to talk about poor /r Third World

countries, like Brazil for example. These countries want progress but it could be bad for the environment.

Now, what about poor countries, Third World countries? We’re asking

them to do without progress because they destroy the environment. If you y

look at Brazil we’re asking them not to cut down their rain forests how

would you help them deal with their probl lems?

� Part 4

1. cancel all debts;

2. send in technicians, voluntary workers to help the indigenous population;

3. continue to help them financially with money.

� Part 5

Europe, Germany, France, the U.K.

The impact of the Green parties.

1. More and more people are aware of the necessity to save nature.

2. We can’t go on destroying the world.

Get ready to express yourself orally

Pas de correction. Réponse personnelle.

� Repérage

1. incapacité 2. interdiction 3. conseil 4. capacité

5. obligation 6. éventualité 7. conseil

Verbe –to – ing – s – � présent.


Activities 11 and 12


44




� Exprimer la modalité pour nuancer sa pensée

1. Two years ago, I had to leave my home because of a fire.

2. She wasn’t allowed to play video games when she was 10 years old.

3. When I was in China last year, I couldn’t / wasn’t able to understand Chinese.

1. Tomorrow, she won’t be able to come because she has a meeting.

2. But you will be allowed to smoke if you stay outside.

3. It is certain that the future generations will have to protect the planet.

1. might (probabilité faible(( )ee

2. mustn’t (interdiction)

3. may (probabilité(( ) éé

4. should (conseil)ll

5. must (probabilité forte(( ) ee

6. must (obligation)

1. had - passé - obligation

2. can’t - présent - impossibilité

3. may not / can’t / mustn’t - présent - interdiction

4. were you allowed - passé - permission

5. should - présent - conseil

6. mustn’t - présent - interdiction.

� Exprimer son opinion, son accord, son désaccord

Exemples :

1. Personally I’m convinced that experiments on animals are necessary because it is a way to cure diseases or to test new vaccines.

2. I totally disagree with that idea. There are lots of examples which show that our planet is really in danger.

9. That’s ridiculous because some people live in terrible conditions and are not responsible for that.


� En anglais le début commence souvent par “Ladies and Gentlemen”.

� a) � la journée de l’eau.

b) Pas de correction; réponse personnelle.

c) Pas de correction; réponse personnelle.

Exercice 1Exercice 1





55




d)

la nourriture

augmenter

l’industrie

l’aide internationale

l’agriculture

les ressources en eau

million

milliard

les besoins en eau

l’état sanitaire

les pauvres

un manque d’eau

partager les ressources

creuser un puits

conflits armés

organisations internationales

la paix

la guerre

se battre, combattre

human health

food

increase

industry

international aid -

agriculture

water resources

million

billon

water needs

sanitation

the poor

a lack of water

share resources

to dig a well

armed conflicts

international organizations

peace

war

to fight

g) human health billon

food sanitation

increase the poor

industry a lack of water

agriculture share resources

water resources armed conflicts

million international organizations

peace

� Part 1

a) Water is essential

b) maintain our health – produce our food – sustain and improve our quality of life

c) 1. drink it 2. generate electricity with it 3.y water our crops with it

� Part 2

a) population

b) 1.1 billion (one point one) – 2.4 billion (two point four) – 2025 (twenty twenty-five) – 4 billion – half [ha:f]




c) 1.1 billion corresponds to the people who have no access to clean water;

2.4 billion is the number of people who live without decent sanitation;

2025 is a year in the future;

4 billion represents the number of people who will die with insufficient safe water;

Half is 1/2 of the world’s population;

Recapitulation

There is water but the population has increased / tripled and the use of water has been multiplied by six.

So this is putting severe pressure on our water resources.r

Overpopulation is not the only cause of water problems : urbanization, industry and y agriculture are also responsible.

d) growing / growth / an increase / to triple / to increase / six-fold

� Part 3

a) It is the poor who …

b) suffer : it is the poor people who suffer from lack of water;r

buy water at a y high price;

die from a lack of clean water, inadequate sanitation;

die from diseases (maladies).

c) 10,000 corresponds to the number of people who die from water diseases and most of them are children;

21st century : this state of affairs is unacceptable in the 21st century;

2015 : reduce by half the number of people who have no access to safe water and sanitation.

Help : increase ≠ reduce

Les adjectifs pris en tant que noms (adjectifs substantivés)The + adjectif

Ex. The rich, the poor, the young … (Les pauvres, les riches, les jeunes …)

– On ne peut pas les mettre au pluriel en ajoutant un S.

– Ils s’appliquent à toute la catégorie, on ne peut donc pas fractionner. (un jeune, 5 pauvres, quelques riches …). Dans ce cas il faudra ajouter un nom. Ex. A young person / man/ girl – Five poor people – Some rich people ….

Certains adjectifs sont devenus des noms à part entière et prennent un S au pluriel : the Blacks, the Whites, the Coloreds.



� Part 4

a) But Ladies and Gentlemen, / human health and economic development / is not everything. /

Water has also become a source of local and regional tensions / when it comes to sharing the resources / between two or more countries. / Do we want a major international conflict, / including open armed conflicts over water?/ Clearly, the answer is no! /

It obvious that international organization must work / to ease those tensions by helping those countries / share our precious resource. /

In fact,/ shared water resources have at times encouraged cooperation between states, / even in times of great tension./

For example, / the Working Group on Water Resources in the Middle East / was the only mechanism / that continued to function / throughout the Middle East peace process, / when other forms of dialogue failed./

b) The general idea in Part 4 is that the fight for fresh water may cause tensions between countries who want access to water and may not want to share it. If nothing is done, by international organization for example, major conflicts, I mean wars could break out.

But we shouldn’t be too pessimistic because sharing water has sometimes been a way towards peace as in the Middle East.

Les mots devant être entourés sont en italique.

� Les mots devant être entourés sont en italique.

Ladies and Gentlemen

Todayy March 22nd is Water Dayy. (ici l’auxiliaire, ou mot-outil, sera

accentué car le locuteur veut insister, c’est un grand jour!)

As you well know, water is essential to maintain our health, to producepour food, and to sustain and improvep our qualityq y of life.

Vous remarquerez dans les mots-outils : les prépositions (of, to), les conjonctions (as, and), les auxiliaires (dd is), les pronoms (our, you), les adjectifs possessifs (our).r

Les sons des voyelles des mots-outils seront réduits.

Forme forte Forme faible

Le son de « our » [auə] reste le même car il s’agit d’une triphtongue (3 sons).

of [ov] [əv]to [tu:] [tə]you [yu:] [jə]is [iz] [z] ou [s]

and [ænd] [ənd] [nd] [ən]as [æz] [əz]

� Ladies and Gentlemen

Today March 22nd is Water Day.

As you well know, water is essential to maintain our health, to produce

our food, and to sustain and improve our quality of life.




Read to develop a new point of view and react

� à � pas de corrections.

Les mots devant être soulignés sont en gras orange, les autres en italique.

Vous n’en avez sans doute pas trouvé autant. Ce n’est pas grave, l’activité

suivante vous aidera à en comprendre d’autres.

At mypetstop®, we offer luxury dog kennels and catteries in Leeds, Manchester and Newcastle– with the emphasis on comfort and fun –alongside swimming andg hydrotherapy toy help dogs recover from injury

or illness and get into peak condition. We also offer puppy training and g

adult dog training, plus professional pet grooming so your g cats and dogs look and feel at their best.

A happy home-from-home

When you go away on holiday we want you and your pets to feel

equally relaxed. That’s why we ensure that your pets are put at ease

from the moment they arrive. With two room, chalet - style apartments, mypetstop® kennel and cattery facilities offer y comfort and relaxation

for cats and dogs. Each apartment is cosy and bright with one room for

eating and sleeping and the other g dedicated to play. Our catt apartments

at Leeds and Manchester are Feline Advisory Bureau Approved and have ledges and windows so your cat can sit and watch the world go by and y

scratching posts and toys to keep them entertained during their stay.

For dogs you can choose to allow your dog to have access to an open air

play area. The kennel apartments even have individual climate control

to give your pet that perfect stay whilst here in our Leeds and Manchester t

centres!

Extra comfort options

Looking for those little extras that will make your pet’s stay more pleasurable? We offer a wide range of comfort options. For example you can upgrade the kennel or cattery apartment toy include a sofa bed for your dog or cat to sleep and relax on. If your t pet likes thet TV on at home V

we can put one in the apartment.

Our cat aerobic centres are very popular with those energetic and playful felines and have been especially designed for cats to exercise on and show off their climbing skills whilst in our cattery.

Or to get your dog’s tail wagging, we can arrange to take them for extra

walks. Also, our play area means that dogs can run around off lead under d

supervision of one of our carers, of course.

66





Transparent words Others

Animalsfeline pet / dog / kennel / cattery(ies) / puppy /

dog’s tail / wagging (to wag) / off lead

Luxury

luxury / comfort / recover / hydrotherapy

/ two room, chalet apartments / comfort

and relaxation / individual climate

control / comfort options / TV / sofa for

your dog / aerobic centres / especially

designed for cats /

fun / swimming / peak condition /

training / professional grooming / look

and feel at their best / each apartment

is cosy and bright / one room for eating

and playing / the other dedicated to play

/ ledges and windows / scratching post

and toys / keep them entertained / an

open air play area / extra walks

Deduce the meaning of the following words in the text.

Voici quelques questions que l’on peut se poser, quelques hypothèses,

quelques raisonnements.

– Kennels : c’est un nom qui est qualifié par “dog”. Donc c’est quelque chose pour les chiens, un lieu. On sait dans le texte que les gens y laissent leurs chiens pendant les vacances. Il ne peut s’agir que de « chenils ». “Kennel” veut aussi dire « niche ».

– Catteries : “and” associe ce mot à “kennels”. Dans le texte il s’agit de chiens et de chats. Le mot “catteries ” contient le mot “cat ”. Il s’agit donc d’un lieu où on laisse les chats pendant son absence. Il ne peut s’agir que d’une pension pour chats. Une chatière (qui ressemble à “catteries”) est un orifice percé dans une porte pour laisser passer un chat.

– Injury or illness : “ illness” est composé de “ ill” qui veut dire « malade ». Si on ajoute “ness”, on crée un nom qui veut dire « maladie ». Dans “ recover” on a en français “recouvrer” la santé. Donc on peut récupérer d’une maladie et pour “injury”, ce peut être une blessure.

– Into peak condition : « condition » est un mot transparent. Cette expression fait suite à la maladie et aux blessures qui ont été vaincues. “Get” indique une idée « d’obtenir » quelque chose, une « condition ». On parle souvent de « condition physique ». “peak” fait penser à « pic », c’est-à-dire le « sommet ». “Peak condition” a un synonyme un peu plus loin : “at their best” (au mieux de leur forme).

– grooming : la forme en ING nous indique qu’il s’agit d’une activité g

(swimming, riding …). Cette activité est “professional” et est axée sur les animaux familiers. Il s’agirait donc de « s’occuper » des animaux. En fait il s’agit des soins de santé, du toilettage.

– Put at ease : “ease” fait penser à “easy” (facile). Si je traduis mot à mot, cela donne quelque chose comme « mis dans un état facile » et cela quand les animaux arrivent à Mypetstop®. On peut donc penser à « mis à l’aise ».




– ledges : ce sont les “apartments” qui ont des “ledges” et des fenêtres. Les chats peuvent « s’asseoir » et « regarder le monde ». Il ne s’agit pas de la fenêtre, mais de quelque chose de proche puisque les chats s’y assoient et observent ce qui les entoure. Il s’agit sans doute du rebord de la fenêtre.

– Scratching posts and toys : “toys” vous est sans doute connu : « jouets ». Donc ici, le chat joue avec des jouets et il “scratche des posts”. Pas facile! Peut-être que « scratch » vous dit quelque chose? C’est un bruit. Le chat peut le faire avec ses griffes. Il aime gratter les objets. Ici “post” est un « poteau », un « pieu ».

– a range : il s’agit d’options de confort. Plus loin, nous avons “for example”. Et nous trouvons une énumération d’options de confort. Il s’agit donc d’une « gamme ».

– tail : il s’agit d’un attribut du chien. Cette “tail” “wag”; il y a donc une action, un mouvement. À part la queue, je ne vois pas ce qui peut-être en mouvement.

– wagging : en trouvant « queue », je trouve aussi « g remuer ».

– off lead : juste avant le texte nous parlait de “extra walks”, de promenades supplémentaires. Avant “off lead”, nous avons “run around”. Donc le chien semble assez libre de courir. Dans ce cas il ne faut pas qu’il soit en laisse. “off lead” veut dire « sans laisse ».

Réponses possibles (celles-ci n’excluent pas d’autres) :

At mypetstop® cats may recover from injury or illness and get into peak

condition.

At mypetstop® cats can sit on window ledges and watch the world

around them.

At mypetstop®, it is possible for cats to watch TV in its apartment.

When cat owners leave their pets at mypetstop®, they know they may

spend time in the aerobic centre.

At mypetstop® dogs may swim and do hydrotherapy.

At mypetstop® dogs can have a two room, chalet style apartment.

At mypetstop®, it is possible for dogs to have a sofa bed to sleep and

relax on.

When dog owners leave their pets at mypetstop®, they know they will

have access to open air.

Pas de corrections; réponse personnelle.





Get ready

1. Isaac NEWTON was born in 1642 and died in 1727. He was English. He studied physics and mechanics and discovered the laws of gravitation. He invented the telescope.

2. Benjamin FRANKLIN was born in 1706 and died in 1790. He was American and invented the lightning rod and bifocals. He studied electricity.

3. Sir Alexander FLEMING was born in 1881 and died in 1955. He was Scottish. He studied medicine and discovered penicillin. He won the Nobel Prize for Medicine.

4. Luc MONTAGNIER was born in 1932 and is still alive. He specialized in biology and discovered the HIV virus. He won the Nobel Prize for Medicine.

Read to develop your knowledge and your vocabulary

General comprehension

How GPS Receivers work

1. Finding one’s way in the past.

2. A cheap and modern way of finding one’s way: the GPS.

3. How the GPS works.

4. The GPS system: what it consists in, who developed it.

5. Characteristics of the satellites.

6. What the GPS does. A definition of trilateration.

7. An example of two-dimensional trilateration.

8. Three-dimensional trilateration.

9. Other jobs a GPS can do.

11


22


Séquence 2



Detailed comprehension

Vocabulary

� un gadget : a gadget un récepteur : a receptor

un satellite : a satellite le globe : the globe

une rotation : a rotation l’information : information

un cercle : a circle combiner : to combine

éliminer : to eliminate un concept : a concept

une sphère : a sphere une série : a series

la surface : the surface les transmissions : transmissions

la position : the position tracer : to trace

Prononciation du « i » :

/i/: eliminate, position, information, series, transmissions;

/ai/: satellite, combine.

Le mot “series”, même au singlier, s’écrit avec un “s ” à la fin.

� Inférer le sens des mots

to draft a map:t dessiner ;

the GPS is a handy guide : y pratique ;

the satellites circle the globe : tourner autour ;

their job is to figure out distances : t calculer ;

a circle with a radius of 625 miles : un rayon ;

the third circle will intersect : t couper ;

the GPS will trace your path : parcours.

� le dictionnaire

to keep from: pour ne pas... ;

to pull off a trick: réussir un tour ;

implemented (to implement): mettre en oeuvre ;

at least: au moins ;

to locate: situer, repérer ;

tricky: délicat ;

clue: idée, indice ;

to move: se déplacer ;

speed: la vitesse ;

average: moyen, moyenne.


Enr.27

CD 1CD 1

Enr.27

E s t - c e q u ’ u n e

traduction suf-

fit ? Ne faudrait-

il pas donner les

é l é m e n t s ( l e s

hypothèses) qui

o n t p e r m i s d e

conduire à cela ?

Ty p e e t na tu r e

des mots, posi-

tion etc.

E s t - c e q u ’ u n e

traduction suf-

fit ? Ne faudrait-

il pas donner les

é l é m e n t s ( l e s

hypothèses) qui

o n t p e r m i s d e

conduire à cela ?

Ty p e e t na tu r e

des mots, posi-

tion etc.



Observing

Autrefois il n’y avait aucun moyen de se repérer, les gens se perdaient y y p , g ptout le temps.p (on se servait des étoiles et de monuments pour se repérer.

C’était plus difficile mais on ne se perdait pas tout le temps). Le GPS est un système peu coûteux et pratique. Il y a 27 satellites, dont 3 sont en pannep (supplémentaires, en cas de panne(( ). Ce sont les Américains qui ee

ont inventé ce système pour les militaires du monde entier. (américains)

Chaque satellite fonctionne à l’énergie solaire et parcourt 19 300 km p(tourne à 19 300km autour du globe)ee chaque jour. Il faut un minimum de 3 satellites pour se repérer à partir de la terre. Le GPS fournit des informations supplémentaires comme les distances parcourues ou votre heure d’arrivée précisep . (estimée d’après votre vitesse).

Language skills

Comment appelle-t-on ces formes ? Des comparatifs.

Quelles en sont les 3 différentes sortes ? Comparatif d’égalité,

d’infériorité, de supériorité.

Quand on applique ces formes à des adjectifs, comment classe-t-on les adjectifs ? Adjectifs courts ou longs.

Exercice

1. It is less expensive.

2. It is easier to use.

3. It is quicker.

4. It is more useful.

5. It is less bulky.

6. More than half the cars have a GPS.

Listen to obtain information


� 1. They are bullets. They are used with a gun to kill or injure.

2. He is aiming at something, a target.

3. He is wearing a bullet-proof jacket.

4. Yes I have./No, I haven’t.

� The Colt Trooper is a gun, a weapon.

300 yards

1,000 miles an hour



33





� The bullet is fired through a car door.

The result shows it can devastate anything in its path.

� Kevlar is a man-made fibre.

In its raw state it is soft.

� The fibre is spun into a yarn.

It is woven into a fabric.

The fabric is bonded together in layers.

� Kevlar is made by a small British company.

� It is lighter, more flexible and thinner.

The airbag absorbs the impact of the bullet and distributes its energy.

It would cause severe bruising (contusions, bleus) or the odd broken rib (quelques côtes cassées).

Plasticine has a similar density to the human body.

The bullet.

He can walk tall and safe.

He can feel confident.

�

1 2 3 4 5 6 7 8 9 10 11 12

d b f c a k e i g h l j

� Vocabulary

a) Deadly : able to kill

b) To punch through : to make a hole in

c) In its path : in its way

d) There’s not much left of that : it’s been very badly damaged

e) Kind of thing : sort of thing

f) The odd broken rib : possible bone fractures

g) Bonded together : strongly joined

h) Give it a go : put it to the test

i) Stop something dead : make something stop immediately

j) Comes in useful : proves to be useful

k) Stuff : material or fibre



Express yourself in writing

Two gangsters attacked the Barclays Bank yesterday morning just after 10 o’clock. This branch of the well-known bank is on the main square of the village, next to the “White Hart” pub which was closed then.

The two men are already known because they carried out another attack last month in the same area. One is a tall, dark-haired teenager wearing jeans and a denim jacket. He is nicknamed Beany. The other is older, probably in his forties known under the name of Ricky. He is shorter and fatter than Beany and was dressed in black trousers, an anorak and had dark glasses on. Ricky rushed into the Bank while Beany parked the car outside and remained at the wheel with the engine on. Ricky pulled a gun out of his pocket and threatened the manager and the customers. Fortunately the manager pressed the alarm behind the counter without being seen. The police arrived on the spot within minutes as Ricky was busy packing bank notes in a plastic bag.

Sergeant Smith, 49, was in charge of the intervention. He declared:

“I knew there was a chance these were the same men as last month and that they were armed, so precautions were necessary. When Beany saw the police, he shot at our car and started moving but found the road blocked by another police vehicle. While they were arresting him, I went inside the bank. As I got in, another shot was fired. It was lucky I had my bullet-proof vest on. Thanks to it, I was unscathed! Finally Ricky surrendered without further trouble. The two men are now locked up, and waiting for judgement.”

Reading and debating


� Choose the correct answer

a) 2 b) 2 c) 2 d) 2 e) 3 f) 2 g) 1 h) 2 i) 1 j) 3

� Working on the vocabulary

to launch (a product) lancer un produit

to aim at viser

a bit un peu

increasingly de plus en plus

flashy voyant, tapageur


55




to enable permettre

to keep tabs tenir à l’oeil

small fry du menu fretin, des vétilles

the latest buzz dernier cri

to release relâcher, libérer

meanwhile pendant ce temps

to sew coudre

sensors des capteurs

to breach violer, rompre

the boundary la limite

to expect compter, espérer

� Finding arguments for and against these device

The pros The cons

the world is dangerous parents will be spying (espionner) on their children

there are bad people it does not develop a sense of responsibility in children

children have a sense of adventure there will always be risks

it is reassuring for children parents will get tired of this gadget and forget using it

it is reassuring for parents children can easily lose their mobile

if there is a problem you can intervene

quickly

the phones aren’t 100% reliable

parents feel they are in control batteries can go flat

the use of devices like those will develop hyper anxiety

in parents

those who can’t afford this technology will feel left out

children are treated like prisoners

� Entraînement à l’expression écrite

b) Traduction des phrases

1. Ces gadgets sont fabriqués en Chine.

2. Ils sont vendus dans le monde entier. / On les vend dans le monde entier.

3. On persuade de plus en plus de parents de les acheter.

4. Chaque jour on lance un nouveau modèle.

5. Je ne croyais pas que les parents se laisseraient prendre par de telles publicités.



� La production d’un dialogue à l’écrit

– Pour un dialogue, on utilise des tirets et on va à la ligne quand on change d’interlocuteur. On utilise des guillemets si le dialogue est inséré dans du texte.

– On met le nom des interlocuteurs dans la marge.

– On peut faire une courte introduction pour indiquer qui sont les personnes, par exemple : “Mr and Mrs Woods are talking about their son’s birthday”.

– Si les gens sont de la même famille ou sont amis, on peut utiliser du langage familier, des expressions de tous les jours, la forme contractée etc...

– S’il s’agit de situation formelle, par exemple des adultes qui ne se connaissent pas, des niveaux sociaux différents, il faut un langage plus soutenu, plus poli, plus « correct ».

– Pour rendre l’échange réaliste, il faut utiliser des questions, des exclamations, les personnages peuvent dans certains cas se couper la parole, mettre en doute ce qui est dit (revoyez les “tags”*).

Le premier dialogue est entre un professeur et une élève « difficile ». On note l’emploi poli et formel du professeur “Miss Jones, I would appreciate

if..;” alors que l’élève parle un anglais incorrect.ff

Le deuxième dialogue est entre un policier et une femme. Le policier est très poli face à une personne qui a l’air plutôt décontracté. On remarque l’emploi d’italiques pour montrer l’insistance de la voix sur un mot.

Le troisième extrait est d’une pièce de théâtre. Il n’y a pas d’indications entre les paroles prononcées. On devine que ces personnes appartiennent à une classe sociale élevée, ce qui ne les empêche pas de différer de manière vive.

*Réponses, reprises et tags

Des réponses courtes apportées en réaction de ce qui a été dit par un interlocuteur ou qui ponctuent une phrase.

Do you like wearing jeans? - Oh yes, I ; Oh no, I .

Young people wea-ring jeans, ?

(affirmative + négative)

You invent this your-self, ?

(négative + affirmative)

“yes” et “no” sont souvent com-plétés en anglais.

Ces courtes questions négati-ves ou affirmatives avec reprise de l’auxiliaire et du sujet corres-pondent à nos « n’est-ce pas », « vraiment », « oui », « non », « hein ».

*Réponses, reprises et tags

Des réponses courtes apportées en réaction de ce qui a été dit par un interlocuteur ou qui ponctuent une phrase.

Do you like wearing jeans? - Oh yes, I do; Oh no, I don’t.

Young people enjoy wea-ring jeans, don’t they?

(affirmative + négative)

You didn’t invent this your-self, did you?

(négative + affirmative)

“yes” et “no” sont souvent com-plétés en anglais.

Ces courtes questions négati-ves ou affirmatives avec reprise de l’auxiliaire et du sujet corres-pondent à nos « n’est-ce pas », « vraiment », « oui », « non », « hein ».


Corrigés des activités – Séquence 3 – AN21 19

Get ready

�

United States

of America

Canada Australia New Zealand

Indigenous people x x x x

Natives x x x x

Native Americans x x

American Indians x

First Nations x

Indigenous Americans x x

Maori x

Aborigine x

�

Canada

& USA

Australia New

Zealand

Where they came from

from Asia (by way of the Bering Strait and Polynesian Islands) x

originally from Africa x

from eastern Polynesia x

Their traditional lifestyle

hunting animals and gathering fruit and plants x

fishing, hunting (bison / moose), gathering and farming for

some tribes

x

hunting, fishing and gathering x

Their traditional music

vocalisations and percussions (drums and rattles) x

chants with dances like the haka x

clapping sticks, didgeridoo x

11


Séquence 3



Consequences of the arrival of Europeans in their country: Canada

& USA

Australia New

Zealand

sheep and beef cattle

x

extinction of bison, invasion of their territories, epidemics,

famine, wars

x

disease (influenza, measles), appropriation of land, wars x

How the Europeans called them:

Indians x

natives x

Blacks x

When they obtained the right to vote:

1852 (men), 1893 (women) x

1924 (U.S), 1967 (Canada) x

1960 x

What percentage they represent of their country’s population

today?

2.6% x

4% (Canada) 1.5% (U.S.) x

14% x

�

NORTH AMERICA Europeans Native Americans /

First Nations

beads (perles(( ) x

black slaves x

buffalo robes x

dried meat x

fur (fourrures(( ) x

guns x

horse gear (= equipment) x

horses x

lances x

leather (cuir)r x

wool blankets (couvertures) x



NEW ZEALAND Europeans Maori

flax (lin) x

flour (farine(( )ee x

fresh food produce x

guns x

labour x

protection x

sugar x

timber (= wood) x

tools x

water x

�

AUSTRALIA Europeans took … Aborigines received monthly

rations of …

blankets x

clothing x

flour x

food x

food resources x

labour (sometimes) x

land x

sugar x

tea x

� Trade

a) The Native Americans used to trade between tribes; they were traders

before they encountered the Europeans.

b) They were eager to trade/exchange furs for European technology.

c) Whereas the European goods were generally man-made, the Native Americans traded natural resources.

Reproach

d) The Native Americans didn’t like how the whites killed the buffalo because they did not use all the different parts of the animal; they reproached them for not using everything/being wasteful.




e) For the Native Americans, the whites were responsible for the disappearance of the buffalo - they blamed them for exterminating

the buffalo.

f) For the Native Americans, the whites were never satisfied – they criticised them for being greedy.

Read to develop your knowledge and your vocabulary

WHY ?

WHEN ?

to avoid clashes over landbetween Native Americansand settlers

to confine tribes to tracts of Land

difficulty making a living fromthe land

traditional culture destroyed

LIVING CONDITIONS

EVOLUTION IN SIZE

1880's : 53.4 m hectares

free to live as they wished, as longas they remained peaceful

1934 : only 25% (13.35m.)

CONDITION

CONTROLLERS = Whites

OWNERS = Indians

RESOURCES

REAGAN POLICY

CONTROLLERS =

OWNERS = Indians

LIVING CONDITIONS

reservations : underdevelopedinhabitants : poorest in the US

INDIANRESERVATIONS

TODAY

IN THEPAST

19th century

Whites Indians often

coalnatural gasuraniumoil

self help

private enterprise

legal gambling

Read to obtain information

� a) Chief Sealth, a Duwamish chief.

b) In Indian Country by Peter Matthiessen published in 1984.

c) A letter written to the White pioneers in 1865.

d) The Indian Wars raged in the United States and the White pioneers wanted to continue their advance towards the West.

� The United States of America.

� The Indians: us, we, I, a savage, the Indian, the red man, my people.

The White pioneers: the white man, him, he.

22





� a)

Indians White men / man

you xus xwe xhim xhe x

b) The idea is totally ridiculous for the Indians. The Whites’ actions seem to him as ridiculous as buying or selling the sky.

c)

Whites’action Approval Disapproval Justification

takes from the land

whatever he needs x he is as a stranger … come in the night

conquered it (the earth)x

the earth is not his brother but his

enemy

he leaves his fathers’

graves

x notion of abandon

his children’s birthright is

forgotten

x notion of abandon

d) His actions are totally different because he respects the land (the earth), his fathers’ graves and his children’s birthright.

� a)

White man Indians

No quiet place in the white man’s cities.

The white man does not seem to notice the air

he breathes. Like a man dying for many days, he

is numb to the stench.

I am a savage and do not understand.

The Indian prefers the soft pound of the wind

… and the smell of the wind itself cleaned by a

midday rain, or scented with a pi on pine.

The air is precious to the red man.


Ne vous inquiétez pas si vous ne comprenez pas tout ce que vous avez relevé dans le texte – c’est normal ! La compréhension se fait à plusieurs niveaux, et en seconde, il ne faut pas s’attendre à comprendre un document dans ses moindres détails. Comprendre le sens global d’une phrase c’est déjà bien. Dans l’exercice qui suit, on travaille sur des mots que vous auriez pu inférer à partir du contexte …

Mais pour satisfaire votre curiosité, nous vous livrons le sens des autres mots en ex. 2a. que vous avez peut-être notés sans comprendre :

breathe : respirer (c’est ce qu’on fait de l’air)

numb : indifférent

stench : la puanteur (Chief Sealth accuse les blancs de polluer l’air et de ne même pas s’en rendre compte – en 1865 !)

Ne vous inquiétez pas si vous ne comprenez pas tout ce que vous avez relevé dans le texte – c’est normal ! La compréhension se fait à plusieurs niveaux, et en seconde, il ne faut pas s’attendre à comprendre un document dans ses moindres détails. Comprendre le sens global d’une phrase c’est déjà bien. Dans l’exercice qui suit, on travaille sur des mots que vous auriez pu inférer à partir du contexte …

Mais pour satisfaire votre curiosité, nous vous livrons le sens des autres mots en ex. 2a. que vous avez peut-être notés sans comprendre :

breathe : respirer (c’est ce qu’on fait de l’air)

numb : indifférent

stench : la puanteur (Chief Sealth accuse les blancs de polluer l’air et de ne même pas s’en rendre compte – en 1865 !)



b) 1. � hearing, � smell.

2.

positive negative town country

the leaves of spring x xthe rustle of insects’ wings x xthe clatter only seems tor

insult the earsx x

the lovely cry of a whip-

poor-willx x

the arguments of the frogs

around a pondx x

the soft pound of the wind x x

3. They are all sounds (things we can hear).

5.

animal bird a body

of water

a sound vegetation

xrustle xclatter xa whip-poor-will xa pond xpound x

6. battement = pound brouhaha = clatter

bruissement = rustle

Les trois mots en anglais sont tous des onomatopées (mot dont la sonorité rappelle ce que l’on désigne – exemple : glouglou).

c) 1. � water � air

2. The White man and the Indians don’t have the same attitude to the air : whereas the air is precious for the Indians, the White man doesn’t seem to notice it.

d) The essential difference between the White man and the Indians is their attitude to nature / the environment.

The Indian chief disapproves of the White man’s lifestyle

He reproaches the White man for not respecting nature

not living in harmony with the

natural world

1. a) True – when the last red man has vanished.

b) True – these shores and forests will hold the spirits of my people

c) False – [my people] love this earth as the newborn loves its mother’s

heartbeat.




2. The Indians’ god and the god of nature is the same.

3. “Him” means God.

4. The common destiny for man (= all men) and for nature is to die. The White man will die just like the Indians and the animals and plants.


� a)

number of speakers 2

their identity radio presenter & chronicler / reporter

nature of the document subjective chronicle

main speaker’s style familiar

main speaker’s tone angry (or passionate)

subject of the talk the possible opening of a new Indian casino

(and how the media treats it)

�

Word that is

repeated

All the expressions containing that word

Repeated

words and

expressions

media …

American

Indian

papers

news

casino

article

money

check

tendency

American media … American Indians … old 1800’s American

papers

a new Indian casino … American Indians … ‘red Indian devils’…

Indian people … Indians … piece on an Indian casino … the

Indians who were the ‘enemy’ … ‘Indians on the warpath’ …I’m

an Indian, I’d be a very rich Indian … Most Indians I know … from

an Indian casino. … silly idea about Indians

the papers … these old papers … old 1800’s American papers

… the newspaper articles ... a news show … make the news …

national newscast … many of the newspaper articles …

a new Indian casino … because of a casino… piece on an Indian

casino …’ruin the neighborhood’ with a casino … if I get money

from a casino … there are a few casinos

read their (jaded) articles … many of the newspaper articles

if I get money … Indians getting money

send checks … do not get checks

Dates the 1800’s old 1800’s American papers

44





�

The media in the 1800’s The media today

• Filled with images and stories of

‘bloodthirsty savages’ and ‘red

Indian devils’ terrorizing innocent,

pure-hearted white folks…

• Shocking ‘cartoons’ of hideous

looking so-called ‘red devils’.

• Is a direct descendant of the American media of

the 1800’s.

• The ‘mouth’ of the U.S. propaganda machine.

• When Indians make the news, it is often because

of a casino …

• The Indians who were the ‘enemy’ threatening to

take back their land and ‘ruin the neighborhood’

with a casino.

1. -2.

Recording Indignation Frustration Insistance Main idea (s)

x

couldn’t believe … heard

x 1800’s … papers stories …

‘bloodthirsty savages’ … ‘red

Indian devils’ terrorizing innocent,

… white …

xnot fabricating …

have researched

xno wonder … citizens … absolutely

terrified … Indian people!

x If I had a dollar … every time

someone asked me if … get money

from … casino …, I’d be … rich

Indian!

xMost Indians I know do not get

checks from an Indian casino.

3. He is an Indian.

John Two Hearts is a Native American radio journalist. He reports on the announcement in the media of a new Indian casino.

He criticises the newspapers in the 1800’s for representr ting Native

Americans as primitive savages and he accuses today’s media of

projectting a similar image / of givving a negative image of Native

Americans.

Activity 9Activity 9Activity 9Activity 9

Enr.35

CD 1CD 1

Enr.35

Enr.36

CD 1CD 1

Enr.36

Enr.37

CD 1CD 1

Enr.37

Enr.38

CD 1CD 1

Enr.38

Enr.39

CD 1CD 1

Enr.39

Enr.40

CD 1CD 1

Enr.40




He is concerned about the image of Native Americans’ today and disapproves of people systematically associatf ting casinos with rich

Indians / of people who imagine that all Indians are rich because they

make money from casinos


� a)

Recording · ‚ What you hear:

x I could not believe what I heard.

x In the 1800’s, / the papers were filled with images and stories of /

‘bloodthirsty savages’ and ‘red Indian devils’/terrorizing innocent,

pure-hearted white folks./

x This is not something I am fabricating, / I have researched these old

papers, / read their jaded articles.

x It is no wonder / the commonr citizens of the time were absolutely

terrified / of Indian people!

x If I had a dollar / for r every time someone asked me / if I get money from

a casino / because I’m an Indian, I’d be a very rich Indian!

x Most Indians I know /do not get checks / from an Indian casino.

� b)

How the

speaker

expresses his …

Hey word or

expression

Whole sentence

Emotions makes me mad Hallowe’en time always makes me mad.

annoyed I am particularly annoyed by people dressing up

makes us angry I’ve tried to analyse what makes us so angry, so here’s

what I think.

that is intolerable! for me, that is simply intolerable!

55


Enr.35

CD 1CD 1

Enr.35

Enr.36

CD 1CD 1

Enr.36

Enr.37

CD 1CD 1

Enr.37

Enr.38

CD 1CD 1

Enr.38

Enr.39

CD 1CD 1

Enr.39

Enr.40

CD 1CD 1

Enr.40




Opinion I used to think it was because I was an Indian / here’s

what I think.

in my opinion In my opinion, dressing up in an ethnic disguise – …

– is in fact an act of racism.

from my point of

view

from my point of view, it’s as if they are mocking our

religion.

for me for me, that is simply intolerable!

c)

How the speaker … Key word or

expression

Whole sentence

Expresses cause as That may surprise you as it’s a time when kids and

grown ups have fun.

because I used to think it was because I was an Indian / first

because it trivializes the American Indian race.

since it actually constitutes sacrilege since traditional

Indian regalia is sacred.

Enumerates his

arguments

two reasons There are two reasons why it is a racist act.

first First, because it trivializes the American Indian

race.

Second Second, it actually constitutes sacrilege since

traditional Indian regalia is a sacred and personal

spiritual expression of holy ways.

1. d) 2. f) 3. b) 4. e) 5. a) 6. c)


� a) a newspaper article

b) the New York Times (American daily newspaper)

c) Michael de la Merced

d) December 9, 2006

� Actors : Seminoles and Hard Rock Café


66




�

‘Actor 1’: Seminoles ‘Actor 2’: Hard Rock Cafe chain

Identity (who /

what?)

• an American Indian tribe

• based in Florida

• music-themed chain of restaurants,

hotels, and casinos,

• part of the Rank Group of Britain.

History • ancestors sold Manhattan for

trinkets (babioles)

• 1979 a series of bingo halls

• In 2004, opened Hard Rock

casinos and hotels in Tampa and

Hollywood, Florida.

• Founded in 1971 in London.

• in May : Hard Rock Hotel and Casino

in Las Vegas, which was sold to

Morgans Hotel Group.

• in July : Rank put Hard Rock up for

sale.

Present

business

activities

• gambling

• acquired Hard Rock International

(on Thursday)

• employs about 7000 at 124

restaurants in 45 countries, as well

as at seven hotels, two casinos, and

two concert venues.

• also owns collection of rock

memorabilia,

Future

ambitions /

plans

• adding casinos to existing hotels • Rank will incorporate Hard Rock

Casino in London into Rank Gaming.

�

What? (content of

announcement)

• acquisition of Hard Rock International.

When? (date of announcement) • on Thursday (before Dec 9, 2006).

Where? (place of

announcement)

• at the Hard Rock Café in Times Square in New York.

People present: • Bobby Henry, a Seminole medicine man.

• Hamish Dodds, Hard Rock’s president and chief executive,

• the tribe’s representatives.

• Steven Van Zandt, the E Street Band guitarist and The

Sopranos actor.

Other details: • memorabilia from Elvis, Johnny Cash, and Van Halen

present.

• Hard Rock’s president presented the tribe’s representatives

with a Gibson guitar once owned by Hank Williams.

• Steven Van Zandt : wearing an Indian-themed sweater and

headband and snakeskin cowboy boots.

� Look again to find details about the acquisition:

What? Hard Rock International

Cost? $1.2 billion

Elements of Hard Rock not included : Hard Rock Casino in London,

Hard Rock Hotel and Casino in Las Vegas



�

gambling business transaction finance Clothing

casino

bingo hall

gaming

purchase

deal

sale

sold

income

revenue

profits

garb

sweater

� Use the words in Exercise 1 to answer these questions:

a) casino, bingo hall

b) deal

c) purchase

d) income = revenue

e) garb

� The people

a)

Hard Rock

representative

Seminole

representative

Artist (singer /

musician / actor )

/ group

Alive Dead

Max Osceola x x

Elvis singer /

musician /actor

x

Bob Dylan singer / musician x

Madonna singer x

James Allen x

Johnny Cash singer x

Van Halen group x

Bobby Henry x

Hamish Dodds x

Hank Williams singer / musician x

Steven Van

Zandt

musician / actor x

b) A : Johnny Cash

B: Elvis

C: Hank Williams

c) 1.





� Places

a) London – all the other places are in the USA.

b) Florida – it’s the only state.

c) Manhattan – all the other places are towns or cities; Manhattan is a borough (a major district) in the town of New York.

� Seminole Indians

a)

Where they live now: Florida

Where their ancestors lived: Manhattan

Traditions they still observe

today:

• medicine man

• traditional garb (clothes)

• blessing

• Seminole language

How the tribe makes money

(where their revenue comes from):

90% comes from gambling

b) � The Seminoles’ ancestors weren’t paid enough for Manhattan => trinkets.

� The Seminoles want Manhattan to belong to them again => buy

Manhattan back.

� They think it will be a slow process => one burger at a time.

�

Document

Author Tone Point of view

known not

known

formal informal /

familiar

objective

(neutral)

subjective

(biased)

«Indian Reservations»

(Activity 3)x x x

«How can you buy or

sell the sky?»

(Activity 4)x x x

«Indian Casinos»

(Activity 7)x x x

«Seminole Indians»

(Activity 14)x x x

� 1. c) 2. d) 3. b) 4. a)

� The author of an entry in an encyclopaedia is generally not known. The tone is formal and the point of view is objective.




We always know the author of a letter (unless it is anonymous!) The tone can be formal or familiar and the point of view is r subjective.

The speaker in a chronicle is generally known. The tone is often familiar and the point of view is r subjective.

The author of an article in the press is generally known. The tone is usually formal and the point of view is objective (although it can be subjective).ee

� b)

Position of the slashes Yes No

at the end of a sentence x

between a verb and a complement x

before ‘and’ x

before and after a relative sentence x

in the middle of a short sentence x

in the middle of a long sentence x

at regular intervals in a long sentence x

� The Seminoles, / now established in Florida, / made their announcement / at the Hard Rock Café in Times Square / in New York. / The ceremony demonstrated how / these Native Americans successfully combine / Indian traditions and modernity /. A Seminole medicine man blessed the acquisition in the traditional Seminole language / surrounded by pop celebrities / such as E Street Band guitarist / and The Sopranos actor / Steven Van Zandt / and memorabilia of popstars past and present. /

� a) The Seminoles already have two Hard Rock casinos in Florida [‚ ], and this acquisition puts them at the head of an empire of 7000 employees [‚] at 124 restaurants [‚] in 45 countries, [‚] as well as at seven hotels, [‚ ] two casinos, and two concert venues. [‚] It also makes them the proud owners of the world’s largest collection of rock memorabilia, [‚ ] including items from Elvis [·], Bob Dylan [·], and Madonna. [‚]

b) The sentences are affirmative.

The intonation at the beginning of each part goes up.

The intonation at the end of each part goes down.

� a) Gamblingg currently representsp approximately 90 perp cent of the Seminole tribe’s revenue, and the acquiq sition of the chain of hotels

and restaurants will enable them to diversifyy their y activities. The Seminole’s objective is to one day be y able to return to their originsg

and buy back Manhattan.

This is Jennyy Sullivan reporting from Time Square on NBC News.




b) Analyse the extract:

Type of words Stressed (accentués) Unstressed

grammatical words (articles, prepositions, auxilaries ..) x

content words (nouns, verbs) x

names x

adverbs (…-ly) x

� a) Today is a tragic day / for all Native Americans! / Today the Seminole tribe sold its soul / for a chain of hotels and restaurants. / I’ve already told you how angry I was /when they bought two Hard Rock casinos in Florida . / This time / they’ve bought the whole chain! /

b)

2

the biggest number of words 9

the average number of words 5.8

� a) The Seminole Council insist it’s all in a good cause [‚] – in the not so distant future, the Seminoles hope they will have enough money [‚] to buy back Manhattan [‚] which their ancestors sold to the White men for trinkets. [‚] But what does our God think of gambling? [‚] Is that how he wants His people to live? [·]

b) Analyse the extract:

Type of sentence intonation

affirmative [‚]

interrogative [·] or [‚]

� a) The recuperation of Manhattan has begun – the Seminoles now own the Hard Rock Café in Times Square, but in my opinion, they’ve lost their spirituality in their y search for gold.

b) Okay, some of you may say, the tribe demonstrated the importance of their traditions r at the ceremony in Times Square – yes there was a medicine man in traditional garb who spoke the Seminole lan-guage, but there was also a popstar - Steven Van Zandt, not to name him – who was wearing an Indian-themed sweater and headband and snakeskin cowboy boots. I’m not sure if he was trying to be

a cowboy or an Indian, but once again, dressing up like that just makes me mad!

c) It is easier to identify the stressed words.

It is more important to identify the stressed words.


WH-questions (questions ouvertes)

=> [ ]

Closed questions (questions

fermées = réponses oui ou non) =>

[ ]

WH-questions (questions ouvertes)

=> [‚]

Closed questions (questions

fermées = réponses oui ou non) =>

[··]



� a) Read Part 5 and annotate it to indicate the pauses (/), the intonation

[·] or [‚ ] and the stressed words.

How are peoplep ever going to take my defence of Indian rights

seriously, /[‚] if the f Indians themselves /[‚ ] show no respect for their traditions /[‚ ] and reinforce the imageg of Indians / [‚ ] as rich casino-owners! /[·]

Get ready to express your ideasBefore a reporter or chronicler speaks on the radio, he has to prepare

himself. In this part, we are going to help you improve your preparation

skills.

Steps Order

Choose your topic (subject) 1

Make notes 3

Organise your notes 4

Rehearse your talk 6

Research the topic 2

Write out your talk 5

� ………… (The use of ) Indian ………… SPORTS MASCOTS IN THE USA (à titre indicatif)

�

Document Objective Subjective

A x

B x

C x

D x

� A and C = 1 point de vue,

B & D = le point de vue contraire, sans être totalement d’accord.

77





� b)

General Information Details

Facts about the topic

(= Indian mascots)

Indians don’t correspond to

normal categories 1. Animals 2.

Objects 3. ‘Professions’

Indian mascots – aggressive

behaviour

Arguments defending your

point of view

(= against Indian mascots)

• racist

• unrepresentative, dishonest stereotype

• offensive to Native Americans

• = negative ethnic images

• cultural, spiritual, and intellectual exploitation

• negative mascots & logos => racism in schools

Arguments opposing your

point of view

(= for Indian mascots)

• ‘just a mascot’, no message intended

• change in mascot = loss of tradition

• no harm / offence intended = just for fun

• savage = uncivilized (like an animal)

• savage = fierce, wild, and ruthless in our sports and in our

academics

• name ‘savage’ + Indian mascot is racist

• name ‘savage’ + different mascot is not racist

�

Counter arguments:

What is important : not what people intend, but how people interpret the message.

Using an image for fun = ridicule / mockery.

Suggesting savage = uncivilized => Indian = primitive (offensive).

Are ‘fierce, wild, and ruthless’ honourable qualities?

Historically ‘savage’ is connected with Indians – to avoid offence, necessary to change the name.

�

Element Order

arguments against your point of view 4

arguments to defend your point of view 3

conclusion 6

counter-arguments 5

explanation of the topic 2

introduction to the topic 1

� a) 1.b 2.g 3.g a 4.f 5.f i

6.d 7.e 8.h 9.c 10.j





b)

Noun verb adjective

to act active

aggressiveness to aggress aggressive

amusement to amuse amused / amusing

behaviour to behave

fun funny

discrimination to discriminate discriminatory

emblem emblematic

harm to harm harmful ≠ harmless

hostility hostile

offence to offend offensive ≠ inoffensive

mockery to mock mocking

primitiveness primitive

racism racist

representative to represent representative

ridicule to ridicule ridiculous

stereotype to stereotype stereotyped

wilderness wild

c)

(a) debate agree (with) protest stop consider

discussion

controversy

approve (of)

support

be in favour of

argue

defend

maintain

be against

ban (interdire)

forbid

take into consideration

Introduction to

the topic

The subject of this week’s chronicle is the current debate

about sports mascots.

Explanation of

the topic

In the United States, every sports team at high school, at

university, in every town, village or city, has its mascot. In

general, these mascots fall into one of three categories –

animals, objects or professions. However, there is another

category which is the source of considerable controversy

– the Indian mascot. Indeed, many clubs and school teams

have had an Indian name and or Indian mascot, but today

the Native Americans are protesting – quite rightly, in my

opinion.


Enr.53

CD 1CD 1

Enr.53



Arguments to

defend your

point of view

They say for example, that using Indian warriors or chiefs

as mascots presents a negative image of Native Americans,

as it corresponds to an unrepresentative stereotype

which they find offensive. Moreover, they argue that the

continuing use of such negative mascots and logos can

only encourage racism in schools and on sports fields.

A r g u m e n t s

against your

point of view

& counter-

arguments

Arguments against

Of course, the people who

like Indian mascots put

forward strong arguments to

defend their point of view.

They say, for instance, that

it’s all in the name of fun,

and there never was any

harm intended.

Counter-arguments

But should we only take

into consideration their

point of view?

They also insist that if

they are obliged to change

mascots, the tradition of

their team will suffer

– but what is more

important, a team’s sense

of importance or an ethnic

minority’s sense of dignity?

They also maintain that

names like ‘savage’ are not

intended to have an Indian

connotation, but to give the

impression their team is

fierce and wild.

They refuse to recognise

the historical association

with Native Americans.

Conclusion In short, I personally approve of the Native Americans’

protest movement to ban Indian mascots, and I also agree

with the ban on any names which could be associated with

Native Americans. Sport should not be a cause for offence

– for anyone.



Séquence 4

Get ready

Means of travel

�

1. c, d, j, l, m, r

2. f, i, n

3. b, c, f, i, l, m, r

4. a, b, f, h, i, j, k, n, d, r

5. b, e, f, i, j, n

6. a, c, f, g, h, k, q

7. b, p

8. b, c, i, l, m, o

9. t

10. s or u

11. u

12. u

�

bay 2 coast 15 dam 4 estuary

10 forest 19 headland 8 hill 12 inlet

18 island 6 lake 21 lighthouse 1 mainland

5 marsh 13 mountain 20 peninsula 17 reef

11 tributary

� An exceptional package holiday on your own private island. You will get a taxi to the airport, take a plane to the nearest international airport, then hire a helicopter to get to the island. You will see palm trees and banana trees everywhere. The water will be crystal clear and the sky will be a little cloudy so that it’s not too hot. You will live like the natives in a wooden hut on the water. It will be a fabulous experience – the scenery is breathtaking and the lifestyle is ideal. Paradise on earth !

11




Observe and express yourself

� Picture A : the UK (Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch – on the island of Anglesey in North Wales)

Picture B : Canada (the city of Vancouver)

Atlantic Ocean

EIRE

LONDONCardiff

Irish Sea

North Sea

FRANCE

Glasgow Edinburgh

Aberdeen

Inverness

NewcastleSunderland

Middlesbrough

Bradford Kingstonupon Hull

Sheffield

Nottingham

Leicester

Northampton

Stoke-on-Trent

ManchesterLiverpool

Birmingham

SwanseaNewport

Norwich

Cambridge

IpswichOxford

Leeds

BrightonSouthampton

Bristol

Plymouth

Belfast

SCOTLAND

WALES

ULSTER

ENGLAND

W

este

rn Is

les

GRAMPIAN MOUNTAINS

N

ORTH

WES

T HI

GHLA

NDS

Ben Nevis1 344

English Channel

The Minch

Bristol Channel

Strait of Dover

Thames

22


Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch



�

Picture A Picture B

peaceful atmosphere X

vibrant atmosphere X

a solitary island or islet X

tranquil pastures X

still waters X

a busy waterway X

pleasure boats X

high-rise buildings X

office blocks X

residential skyscrapers X

an iron bridge X X

rolling hills X

tall mountains X

a cloudless sky X

a cloudy sky X

glass and concrete constructions X

a vast expanse of deciduous trees X

an extensive area of woodland X

fir trees X

strong evidence of industry X

a yacht club or marina X

sandy banks X

an undisturbed lake X

isolated trees or bushes X

small groups of cottages in the distance X

stone arches on either bank X

blue sky X X

metal arch X

concrete pillars X

an agglomeration X

remote countryside X

urban landscape X

rural setting X

an elevated plain X

� a) expanse of water = lake extensive = vast high rise = tall

isolated = remote landscape = setting metal = iron

peaceful = undisturbed river = waterway



b) low � elevated; urban � rural; pale � dark; cottage � skyscraper; cloudy � cloudless; deciduous trees � fir trees

c) 1. remote (the others are all types of building or construction material)

2. arch (the others are all types of geographical elements – arch is a type of construction)

3. elevated (the others all express the idea of isolation)

4. pillars (the others are all complete constructions – not parts)

5. hills (the others are all types of vegetation)

� a) exciting = thrilling, exhilarating, stimulating

relaxing = calming, comforting, peaceful, tranquil

spectacular = stunning, impressive, amazing, fantastic, fabulous, magnificent, brilliant, dramatic, awe-inspiring, brea-thtaking

b) Picture A : all the synonyms for relaxing and for spectacular

Picture B : all the synonyms for exciting and for spectacular

�

fantastic

stunning a solitary island or islet

tranquil pastures,

elevated plain vast expanse of deciduous trees / an extensive area

of woodland isolated cottages iron

bridge stone arches on either bank

rolling hills

pale blue cloudy breathtaking

peaceful

absence of human activity undisturbed

water, trees hills

Monday 1st September

I’ve just got back from a trip to North Wales. I visited the village with the longest name in the English language – Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch. The scenery is absolutely fantastic. I must tell you about it before I forget! You have this stunning view over the lake, in the middle of which there is g a solitary island or islet. On one side of the lake there are green tranquil pastures, while on the opposite sides there is an elevated plain with a vast expanse of deciduous trees / an extensive area

of woodland. You can see isolated cottages in between the trees. There’s an old iron

bridge which crosses one extremity of the lake with stone arches on either bank. In the distance there are rolling hills. The weather wasn’t 100% perfect while I was there – the pale blue sky was quite cloudy but even so the setting is y breathtaking, but also very peaceful. It’s an ideal place to stay to recharge your batteries. What I like about it is the total absence of human activity - the lake isy undisturbed. Everywhere you look, it’s just water, trees and hills. It’s paradise on earth!




� a) Oliver Twist is a novel written by Charles Dickens in 1838. It relates the adventures of Oliver, an orphan who was born in a workhouse. He is soon made to work as an apprentice to an undertaker (who prepares bodies for funerals) and finds life so hard he decides to run away to London where he joins a band of homeless boys and learns to rob, before being reunited with his grandfather.

Oliver Twist has been the subject of numerous film and televi-t

sion adaptations, and is the basis for a highly successful musical, Oliver !

b) Charles Dickens was one of the most popular English novelists of the Victorian era as well as a vigorous social campaigner. He contin-ues to be one of the best known and most read of English authors today. At least 180 motion pictures and TV adaptations based on Dickens’s works help confirm his success.


Wednesday July 15th

I’ve just got back from a trip to Vancouver. The weather was fantastic – a cloudless, deep blue sky! Vancouver’s a vibrant city on the West coast of Canada. It’s an urban landscape with strong evidence of industry in the midst of nature: a fast flowing waterway - the Fra-ser River - flows through the city and trees line the sandy banks. Tall mountains rise up above the glass and concrete constructions – residential skyscrapers, office blocks – to create an awe-inspiring backdrop. The metal arch and concrete pillars of the iron bridge across the river are symbols of the city’s industry while the marina filled with pleasure boats suggests the importance of leisure acti-vities. Raise your eyes and the true character of Vancouver reveals itself – behind the low buildings on the perimeter of the city is a vast expanse of natural tranquillity leading to the mountains above. It’s the call of the wild – like the pioneers on the American frontier must have felt centuries ago! I truly recommend a visit to Vancouver – the city itself is exhilarating and the surrounding countryside is both stunning and calming.

33




�

proper nouns figures repetitions

§1 Oliver

8 (o’clock)

5 (miles)

noon (= 12 o’clock, lunchtime)

§2London

Mr Bumble70 (miles)

London

§3

Oliver

London

Sowerberry

7 (miles more)

64 (miles)thought (s)

§4 Oliver 20 (miles) walk(ed)

This extract is about Oliver’s journey to London.

� a) People: Oliver, he

Places: (stile, by-path), high-road, town, milestoneTime: 8 o’clock, noon, for the first time

b) Oliver’s actions: ran, hid, sat down, began to think

Oliver’s feelings: fearing that he might be pursued and overtaken

c) fearing that he might be pursued and overtaken means Oliver was afraid that someone may be following him, and may want to catch him.

d) False. Oliver did not know where he was going. When he sat down, it was the first time he thought about where he should go.

� a)

Pronouns or nouns used Information given

Oliver he, the boy, him, a homeless

boy

must die in the streets unless some one helped

him

London that great large place, there,

that vast city, it

no lad of spirit need want in London

there were ways of living in that vast city, which those

who had been bred up in country parts had no idea of

It was the very place for a homeless boy

Mr Bumble - Ø - Ø

b) the old men at the workhouse

c) Oliver has decided to go to London, because he sees the name on the milestone he is sitting beside, and he remembers that the old men at the workhouse told him that London was a place where you could find everything you needed.

d) 70 miles




� a) The inverted commas indicate Oliver’s thoughts.

b) recollected, meditated, thought(s), thinking

c)

Interrogation What it’s about

how much he must undergo ere he could hope to reach his place

of destination

distance & probable difficulties

his means of getting there means of transport

d) In 1838 railways did not exist. The only means of transport was the horse and carriage. Oliver decides to continue walking – he only has one penny. In his bundle he has some bread and some clothes, but he can’t use them to pay for transport.

� a)

Time of Day Actions Feelings

day walked 20 miles

ate bread

drank water at cottages

(begged)

night turned into a meadow; creeping close

under a hay-rick

fell asleep and forgot his troubles.

frightened at first

cold and hungry

alone

tired with his walk

b) Oliver slept in a field under a hayrick (= meule de foin).

c) The journey is difficult – it’s a long distance, he hasn’t got a lot of food, and he’s only young. It’s the first time he’s travelled on foot like that. Oliver is very brave and courageous. Although he’s frightened, he ends up sleeping because he is so tired.

d) Oliver is a likeable character, because he is young and defenceless, but ready to travel a large distance. The fact that Dickens presents his thoughts – his anxie-ties and his fears – makes the reader warm to him and appreciate him.

� a) 1 = by-path; 2 = stile; 3 = high-road

b) Oliver was walking. We don’t know exactly where he came from, but we know he was going to London – on foot, on the road.

c) In general, the roads are small at first,then they get bigger.

d) path = sentier; stile = échalier (permet r

de franchir une haie ou une clôture)


a stile



� a) stone, in large characters, 70 miles

b) milestone = borne routière

� a) Oliver puts his clothes and his food in his bundle. The bundle is on his shoulder (one shoulder or the other.)

b) bundle = baluchon

� a) begged = verb

b) complement = (a few draughts of) water

c) Oliver begged at cottage doors because he was thirsty and he didn’t have any water.

d) beg = mendier, quémander


2 speakers – Jason Lewis and a female interviewer (we don’t know her name)

Subject of the conversation: Jason’s round the world trip

Tone: relaxed, friendly

Questions Answer

Where?

When?

How long?

Means of

transport?

around the world – (five continents, two oceans)

started (July 12) 1994

14 years

pedal boat or kayak (on rivers, the sea or oceans) and in-line

skates (roller-blades) or a bike (on the road.)

Figures What they refer to

4,833

46,505

July 12, 1994

26

40

14

5

2

82

3

350

26

number of days on the trip

number of miles on the trip

date of departure

Jason’s age on departure

Jason’s age on arrival

number of years it took to establish a world record

number of continents crossed

number of oceans crossed

age of the old lady in Australia

3 days ago = the worst moment on the trip

350 metres = distance from the coast (beach)

26 miles = distance from home

44






Jason’s anecdotes Interviewer’s reaction

� met up with a band of robbers, pursued

by pirates, nearly eaten by a crocodile

� an 82-year-old-lady motorist ran into

(him) when (he) was rollerblading and

broke both (his) legs

� arrested by Egyptian authorities who

thought I was a spy

� the French authorities wouldn’t let (him)

more than 350m from the coast in (his)

pedal boat

� lucky to be alive

� that must have been the worst

moment of your trip

� -

� you’ve arrived home safely now


�

1. b, k, l 2. a, f, 3. g 4. a 5. b

6. h 7. f 8. d, e, i 9. c, j

�

1. How far was your trip? / How far was your pedal boat (allowed to go) from the coast? / How far were you from home?

2. How long did the trip take you? / How long did it take you to establish a world record?

3. How many continents did you cross?

4. How many days did your trip take you? / How many days did it take you to complete your trip?

5. How many miles did you travel?

6. How many oceans did you cross?

7. How many years did your trip take you? / How many years did it take you to complete your trip?

8. How old were you at the beginning of the trip? / How old were you at the end of the trip? / How old was the old lady in Australia?

9. When did you leave? / When was the worst moment on the trip?


55




�

1. h 2. c 3. a, b, f, g, h, 4. d, e, k, l

5. a, f 6. j 7. i

�

1. I crossed five continents and two oceans.

2. I left England on July 12, 1994.

3. I travelled 4,833 days, 46, 505 miles. I travelled for 14 years. I travel-led across five continents and two oceans.

4. I was 26 when I left. I was 40 when I arrived back in England. I was 350 metres from the coast (when the French authorities stopped me.) I was 26 miles from home (when the French authorities stopped me.)

5. It took me 4,833 days to complete the trip. It took me 14 years to com-plete the trip.

6. It was the worst moment of my life three days ago.

7. She was 82 (years old).

�

1. a, f 2. a, f 3. b 4. c, d 5. c 6. d

7. e 8. g

�

1. He was pursued by pirates.

2. He was chased by a band of robbers.

3. He was run over by an 82-year-old-lady.

4. He was arrested by Egyptian authorities.

5. He was accused of being a spy by Egyptian authorities.

6. He was stopped by French authorities.

7. He was helped by locals in Calais.

8. He was welcomed home by thousands of supporters.

�

1. must 2. can’t 3. can’t 4. must 5. must

�

1. must have been 2. can’t have been 3. must have been

4. can’t have been






�

1. Being pursued by band of robbers must have been frightening / can’t have been funny.

2. His car accident in Australia can’t have been pleasant / must have been a nightmare.

3. The attitude of the French authorities must have been incomprehensi-ble / can’t have been understandable.

4. The help of the locals in Calais must have been a pleasant surprise / can’t have been expected.

I’ve just listened to an interview with Jason Lewis./ [�] He’s the guy who’s established a world record / [�] – he’s the first person ever to travel [�] / all the way around the world using only his own energy / [�] – no cars, no buses, no trains, no planes, no boats, [�] / just his own pedal-boat, kayak, rollerblades and bicycle. [�] / Would you believe it! / [�] It must have been a fabulous experience! / [�] But it can’t have always been easy! [� ] / It took him 4,833 days / [� ] to cover 46,505 miles, / [�] travelling across 5 continents and 2 oceans. / [�] He was 26 / [� ] when he left England on July 12, 1994 / [� ] and 40 when he arri-ved back home 14 years later. / [�] He nearly died more than once! / [�] – he was almost eaten by a crocodile / [�] and in Australia an 82-year- old-woman driver ran into him / [�] when he was rollerblading. / [�] That must have been a horrendous experience! / [� ] He also had a fair number of lucky escapes / [�] like when he was pursued by pirates / [ ] or chased by a band of robbers. / [ �] That’s amusing when you see it on a film,/ [�] but it can’t have been fun in real life!/ [� ] There were also several occasions when he wasn’t exactly welcomed by the authorities / [�] – in Egypt he was accused of being a spy / [�] and imprisoned until the British consulate rescued him / [�] and in France / [�] – so close to home! – /[�] he was forbidden to pedal more than 350m from the coast in his boat. / [ �] Fortunately he was helped to escape by locals in Calais, / [�] which must have been a relief , / [�] and 26 miles later he was welcomed home by thousands of supporters. / [�]


� a) log book (a diary is personal – only one person writes in it.)

b) 2 authors - MERIWETHER LEWIS and WILLIAM CLARK

c) between Monday, September 17, 1804 and Thursday, September 27, 1804



66




�

People Places

September 17 hills and plains

September 23

three Sioux boys

the Band of Sioux called the Tetons

their chiefs

those boys

the river

(the creek)

September 25

an interpreter

those chiefs

the principal chief

the 2nd chief

Capt. Lewis

the grand Chief

(the young warriors)

(most of the warriors)

all the men except 2 [Interpreters]

12 of our determined men

the first & second chiefs

my men

the Brave Men

island

September 27

men

the 1st. chief

about 60 men

Capt. Lewis

(P.C. our bowman)

the Maha prisoners

� a) America – buffalo, Sioux Indians

b) Two groups:

White men: Capt. Lewis (& Clark), an interpreter, all the men except 2 [Interpreters], 12 of our determined men, my men

Indians: Sioux boys (those boys) the Band of Sioux called the Tetons, their chiefs (the principal chief = the grand Chief, the 2nd chief, the first & second chiefs), the Brave Men

c) The Whites are travelling by boat - our boat. The Sioux Indians live near the river. Three Sioux boys came to us. Swam the river.

� a)

Repeated words Associated words

hills grass, green

country grass, green

plain(s) grass, green

buffalo deer elk and antelopes




b) This extract is descriptive

The author describes sights

The author is impressed

(as far as the eye can reach, this scenery already rich pleasing and

beautiful, immense herds of buffalo, in every direction, I do not

think I exaggerate … 3000)00

� a) 3 = number of Sioux boys80 = number of Indian homes / teepees / lodges in that place

60 = number of Indian homes / teepees / lodges in that place

2 = number of carrots of tobacco

b) geographical references : river, at the next creek

above, a short distance above

c) The carrots are to smoke

‘carrot’ indicates the shape (= forme)e of the object.

d) The white explorers give the three Sioux boys two small quantities of tobacco to give to their chiefs. They tell the boys they will speak with the chiefs the next day. The present of tobacco is to pacify the chiefs so that their encounter will be friendly.

� a) They want an interpreter (who can speak Sioux).

They have an interpreter … but their interpreter only speaks a little Sioux.

b)

Success Failure

invited those chiefs on board

show them our boat

show them … such curiosities

we gave them 1/4 a glass of whiskey

… which they appeared to be very fond of,

(the Grand chief) ordered the young warriors

away

I felt myself warm & spoke in very positive

terms.

(the chiefs) began to be troublesome

the 2nd chief was very insolent both in words &

gestures

stating he had not received presents sufficient

from us

I felt myself compelled to draw my sword

Capt. Lewis ordered all under arms in the boat

c) 1. draw my sword; under arms; defend themselves (warrior)

2. (World) War. Warrior = someone who is engaged aggressively or ener-getically in an activity, cause, or conflict. (guerrier)((

60 Siouxlodges

80 Siouxlodges

3 Sioux boys

creek

clark & co.on boat

60 Siouxlodges

80 Siouxlodges

3 Sioux boys

creek

clark & co.on boat



3. they appreciated the whiskey and became angry when the bottle was empty.

Justification: which they appeared to be very fond of, sucked the bottle

after it was out (= empty)

4. Clark felt threatened and wanted to defend himself.

Justification: the 2nd chief was very insolent both in words & gestures d

… declaring I should not go on, …, his gestures were of such a personal

nature

sword = arm (d une arme)

5. Put the events in the correct chronological order:

8

3

2

6

9

5

7

4

1

10

11

Clark feels the need to defend himself

Clark offers the chiefs some whiskey

Clark shows the chiefs around the boat

Clark tries to reconcile them

Lewis shows his men are armed and ready to fight

the chiefs become agitated because there is no whiskey left

the chiefs become more and more aggressive

the chiefs feel welcome

the chiefs go on the boat

the grand chief tells his warriors to leave

the two sides are reconciled

6. At the beginning they are on a boat.

At the end they are on land.

‘shore’ = land.

d) 1. 1. False: Most of the warriors appeared to have their bows strung … took out their arrows from the quiver… I (being sur-

rounded) was not permitted (dd by them) to return.

2. True: I offered my hand to the first & sec-

ond chiefs who refused to receive it.

3. False: the Brave Men waded in after me. I

took them in & went on board.

2. Label the diagram with these words – bow, arrow, quiver :

3. pessimistic: they don’t seem to understand each other.

optimistic: the Braves are happy to accompany Clark – they seem to accept him.

e) 1. hostile intentions… no sleep – the outcomeseems to be conflictual.

bow

quiver

arrow

bow

quiver

arrow



2.

The Sioux’s actions The explorers’ corresponding reactions

the bank was lined with men armed

about 60 men... continued on the bank all

night....

This alarmed me as well as Capt. Lewis.

we were on our guard all night

we kept a strong guard all night in the boat, no

sleep

3. their intentions are to stop our proceeding on our journey and if pos-

sible rob us

4. the Maha prisoners informed him (the bowman) we were to be stopped

5. a White man: our bowmanr

a person who oars, rows, or paddles (= rame) at the bow (= front sec-e

tion) of a boat. - the White men didn’t use bows and arrows in America at this time.

6. Indians our bowman who could speak Mahar …

prisoners …

In 1804, Thomas Jefferson, President of the United States sent Meriwether Lewis and William Clark on an expedition from the plains of the Midwest to the shores of the Pacific. He wanted them to map the rivers, make friends with the natives, open the West to trade, and look for a Northwest Passage. They were accompanied by twenty-five men, one dog (& one woman). They had difficulty making friends with the natives especially in September 1804 when they encountered the Sioux Tetons. These Indians were armed and were not totally satisfied with the presents the explorers offered them. The leaders of the expedition needed interpreters to talk to them, but noone really understood their language. The Indian chiefs were rather hostile. In particular, they wanted more whiskey and they didn’t intend to let the explorers continue their journey.

Get ready to express yourself in writing

1. opposites 2. synonyms

active ≠ apathetic

affectionate ≠ cold

agitated ≠ calm

amiable = good-natured

bad-tempered = irritable

brave = courageous


77




arrogant ≠ humble

big-headed ≠ modest

docile ≠ wild

dynamic ≠ lethargic

resistant ≠ fragile

friendly ≠ hostile

strong ≠ weak

discreet = reserved

docile = obedient

extroverted = out-going

faithful = loyal

honest = sincere

hospitable = welcoming

humble = modest

� 1.

Verb Adjective Noun

to activate active activity

to affection affectionate affection

to agitate agitated agitation

to cool cold cold

to calm calm calm

to brave brave bravery

courageous courage

humble humility

to resist resistant resistance

to befriend friendly friendliness

hospitable hospitality

docile docility

hostile hostility

wild wildness

to obey obedient obedience

2. adjectives: -ive, -ate, -ed, -eous, -ant, -ly, -able, -ile, -ientnouns: -ivity, -tion, -ery, -ity, -ance, -ness, -ience

3. 1. agitated / wild 2. bravery / courage / calm 3. resistant / hostile / agitated 4. humility 5. wild 6. hospitable / friendly

4. 1. The three Sioux boys showed bravery ; they were courageous.

2. The Braves were docile ; they demonstrated obedience when they followed Clark onto the boat.

3. Captain Lewis was calm – he didn’t show hostility to the Chiefs.

4. The bowman was friendly with Maha prisoners; he demonstrated a certain degree of affection.

� 1. b /c 2. d 3. b /c 4. e 5. f / g 6. f / g

7. h / i 8. h / i 9. j 10. k 11. l

� b & c; f & g; h & i

� e – il faut des noms en (4) après his

f, g – en (5) et (6) après spent his days il faut le Ving (c’est comme ‘spend time’)




h, i – en (7) et (8) il faut une construction passive (be + Ven) – la phrase commence par ‘he’ (= Seaman), qui subit les actions.

l – il faut rajouter le sujet + verbe ‘there was’.

� One of Lewis’ companions on the expedition was Seaman, a dog. He paid $20 for the Newfoundland which he appreciated for his dyna-

mism, strength and docility. During the trip, Seaman spent his days hunting game and alerting the men about grizzlies and buffalo. He didn’t always have an easy time: he was bitten by a beaver and r stolen

by the Indians. He also nearly died of starvation in the mountains in

winter. Although Lewis loved him dearly, Seaman did not return with

Lewis. No one knows what happened to him, but there is no record of

him in the journals after July 15, 1806.

May 14, 1805

The weather was very bad today; there was a lot of wind and not a lot of visibility. Jean-Baptiste cried a lot and Mr Clark was a bit bad-tempered. I didn’t see much of Toussaint, he spent the day talking to the men at the other end of the boat. At the end of the morning, we stopped on the shore and I dug for roots and collected edible plants on the river bank. In the afternoon, the wind got stronger and the boat nearly capsized. Cap-tain Lewis’ papers were everywhere and some of the supplies fell into the water. While the men had difficulty stabilising the boat, I collected the papers together and fished the supplies out of the water. Mr. Lewis than-ked me and told everyone I was an example to them all, I was so calm! If only he knew – I was actually very afraid and thought our hour had come. The wind is calmer now, and Jean-Baptiste is less agitated. We are all very tired, I think we need some fresh berries and a good night’s sleep.

August 17, 1805

It was a very emotional day for me today. Captain Lewis asked me to accompany them on horseback to a Shoshone camp, because they wan-ted to buy some horses. I always feel strange meeting my people, I wasn’t sure how they would react seeing me with White men. The Shoshone chief was none other than my brother – Cameahwait – I haven’t seen him for ages and he didn’t know about Toussaint and Jean-Baptiste. He was so pleased to see me again, he was very good-natured and the White men were able to buy horses. (It was very complicated, Cameahwait and I spoke Shoshone, I translated what we said into Hidatsa for Toussaint, who translated into French for Labiche who translated into English for Lewis and Clark.) They were very thankful. Now I am sad, as we have already travelled many miles up the river, and I don’t know when I will see my brother or other members of my tribe again.




Read to improve your own writing

�

A

Europe – a continent

Luxembourg – a small country between France and Germany

Strasbourg – a French city on the German border

Haut-Koenigsbourg – a castle

Kenzingen – a town in Germany

(Strasbourgian is an adjective meaning it is in or comes from Strasbourg. German, Dutch are

adjectives of nationality - Dutch people live in Holland.)

B

Guatemala – a country in Central America

Lake Atitlan – a lake – volcan Pacaya

Tikal – a place where the stones are white (it is a National Park with a lot of artefacts from

the Maya civilisation)

C Hawaii – an island in the Pacific, the 50th state of the USA

D San Francisco – a city on the West coast of the USA in the state of California

�

A We – at least 2 people + ML who celebrates his / her birthday

B I – no other indication

C We – no other indication

D We – no other indication

� 1.

Means of transport Adjectives - what they describe

A car

cheaper – petrol

old – square

delicious – moment (= breakfast outdoors)

stunning – castle

impressive – amounts of German hospitality (amount = quantity)

B –

perfect – blue (of the lake)

the most beautiful – lake (in the world)

red – rivers of lava

white – stones

natural – colours

striking – small pueblos

small – pueblos

the best – designs

the most attractive – colours

local – dress

88




C

immobile – clouds

heavy – clouds

monsoonal – rain

(far) fewer – people

impossible – plans

lazy – day

leisurely – side of travel

D

fabulous – time

mammoth – entries

short and sweet – (this entry)

2. a) unimportant

b) buildings natural elements people quantities

the atmosphere the blog entry the weather

c) sometimes negative

d) colours size movement

the author’s feelings age beauty

e) comparatives superlatives forceful (= puissants)

adjectives (stunning, impressive…)

3. a) older castle / the oldest castle

b) a more impressive square / the most impressive square

c) smaller pueblos / the smallest pueblos

d) more hospitable people / the most hospitable people

e) a lazier day / the laziest day

f) a more leisurely trip / the most leisurely trip

g) a shorter entry / the shortest entry

h) a more beautiful view / the most beautiful view

4. a) superlative

b) 1. c 2. b, f 3. b, e 4. a, f 5. b, f 6. f, d

c) 1. the tallest mountain … in the Swiss Alps / I’ve ever seen

2. the most fabulous hotel … I’ve ever stayed in / in the whole world

3. the kindest person … on earth / in the world / I’ve encountered on this trip

4. the most well informed guide … in the country / I’ve ever met



� 1.

A B C D

then

after a night

the next night

breakfast

once

early morning

during their festivals

this morning

whilst we slept

now

until

this morning

todaytoday

last

now

a while

2. Draw your conclusions

verbs (begin); nouns (lunch) ; prepositions (after); conjunctions (whilst); adjectives (next); adverbs (once)

3. begin night morning next early

end day evening last late

4. après ensuite jusqu’à ceque

mainte-nant

pendant que

prochain

after then until now whilst /

while

next

une fois unmoment

once a while

� a) the present: B, C, D the future : C the preterit (past): A, B, C, D

b) specific incidents/experiences = preterit general truths = present

plans = future

� a)

The place The weatherThe people on

the trip

Interesting

experiencesInteresting sights

A, B, C, D C A A A, B

b) a direct address to the reader: D (We’ve made a list of things we wanted

to tell you, we have so much to share with you)

a personal commentary: A (not worth mentioning, A delicious moment that was... nothing quite like a birthday to unite many nations.) ; C (Our plans are impossible to realise today. It’ll have to be a lazy day,…)



Séquence 5

Get ready

�

11


NORTH

ATLANTIC

OCEAN

INDIAN

OCEAN

SOUTH

ATLANTIC

OCEAN

SOUTH

PACIFIC

OCEAN

NORTH

PACIFIC

OCEAN

NORTH

PACIFIC

OCEAN

ARTIC OCEAN

Greenland (Dk.)Alaska (US)

BorneoCelebesSumatra

Java

Antarctica

Venezuela

Peru

Bolivia

ArgentinaUruguay

Paraguay

Colombia

Ecuador

Brazil

Chile

Cuba

Haiti

Mexico

Canada

United States

Algeria

Morocco

Libya

Sudan

Egypt

Ethiopia

Spain

France

Portugal

Tunisia

Italy

United

IcelandNorway Finland

Russia

China

Mongolia

Japan

Ukraine

TurkeyGreeceSyria

IraqIran

India

Thailand

PhilippinesVietnam

Cambodia

Malaysia

Papua New GuineaIndonesia

Australia

New Zealand

Laos

Afghanistan

Pakistan

1 23

Romania

Sweden

Ireland

DenmarkKingdom

PolandGermany

KenyaUganda

ChadNiger

Nigeria

Cameroon

GabonCongo

Zaire

C. African R.

MaliMauritania

Senegal

Ivory

Coast

Kazakhstan

Burkina F.

AngolaZambia

Botswana

South Africa

MozambiqueMalawi

RwandaBurundi

Tanzania

Namibia Zimbabwe Madagascar

Somalia

Yemen

Oman

Saudi

Arabia

2

1

3

4

NORTH

ATLANTIC

OCEAN

INDIAN

OCEAN

SOUTH

ATLANTIC

OCEAN

SOUTH

PACIFIC

OCEAN

NORTH

PACIFIC

OCEAN

NORTH

PACIFIC

OCEAN

ARTIC OCEAN

Greenland (Dk.)Alaska (US)

BorneoCelebesSumatra

Java

Antarctica

Venezuela

Peru

Bolivia

ArgentinaUruguay

Paraguay

Colombia

Ecuador

Brazil

Chile

Cuba

Haiti

Mexico

Canada

United States

Algeria

Morocco

Libya

Sudan

Egypt

Ethiopia

Spain

France

Portugal

Tunisia

Italy

United

IcelandNorway Finland

Russia

China

Mongolia

Japan

Ukraine

TurkeyGreeceSyria

IraqIran

India

Thailand

PhilippinesVietnam

Cambodia

Malaysia

Papua New GuineaIndonesia

Australia

New Zealand

Laos

Afghanistan

Pakistan

1 23

Romania

Sweden

Ireland

DenmarkKingdom

PolandGermany

KenyaUganda

ChadNiger

Nigeria

Cameroon

GabonCongo

Zaire

C. African R.

MaliMauritania

Senegal

Ivory

Coast

Kazakhstan

Burkina F.

AngolaZambia

Botswana

South Africa

MozambiqueMalawi

RwandaBurundi

Tanzania

Namibia Zimbabwe Madagascar

Somalia

Yemen

Oman

Saudi

Arabia

2

1

3

4



�

�

�

Country Date it joined the

Commonwealth

Canada 1931

Australia 1931

India 1947

Cyprus 1961

Singapore 1965

Malta 1964

Mauritius 1968

Belize 1981

Sri Lanka 1948

Vanuatu 1980

Cuba

Guyana

Panama

Costa Rica

Nicaragua

Honduras

Belize

Guatemala

El Salvador

Haïti

Dominican

RépublicPuerto

Rico (US)

Vénézuela

Guadeloupe (Fr)Dominica

Martinique (Fr)St-Lucia

Barbados

Grenada

Trinidad& Tobago

Antigua & BarbudaSt Kitts & Nevis

Anguilla (UK)

Jamaïca

The Bahamas3

1

2

6

4

5

Cuba

Guyana

Panama

Costa Rica

Nicaragua

Honduras

Belize

Guatemala

El Salvador

Haïti

Dominican

RépublicPuerto

Rico (US)

Vénézuela

Guadeloupe (Fr)Dominica

Martinique (Fr)St-Lucia

Barbados

Grenada

Trinidad& Tobago

Antigua & BarbudaSt Kitts & Nevis

Anguilla (UK)

Jamaïca

The Bahamas3

1

2

6

4

5

DJIBOUTI

WESTERNSAHARA

LIBÉRIA

SIERRA LEONE

LIBYAEGYPT

SOUDAN

ETHIOPIA

SOMALIA

KENYA

TANZANIA

UGANDA

ANGOLA

ZAMBIAMOZAMBIQUE

NAMIBIA

SOUTHAFRICA LESOTHO

SWAZILAND

BOTSWANA

ZIMBABWE

MADAGASCAR

INDIAN OCEAN

ATLANTIC OCEAN

GUINEA

EQUATORIALGUINEA

GUINEABISSAU HTE-VOLTA

GHANA

BÉ

NIN

TOG

O

CAMEROON

NIGERIAIVORYCOST

MAURITANIA

ALGERIA

MOROCCOTUNISIA

MALISENEGALNIGER

TCHAD

CENTRALAFRICAN REP.

GABON

CONGO DEM. REP.CONGO

8

10

9

614

1

7

12

13

5

4

2

311

�



Listen to develop your knowledge and vocabulary get ready

� a) There are 53 countries.

b) Most of them are former British colonies.

c) Queen Elizabeth II , known as the Head of the Commonwealth.

d) Its aims are to promote - common values - democracy - free trade - world peace

e) To become a member, the country must - be a sovereign state - accept the Harare declaration - recognize the Queen as Head of the Commonwealth - accept English as a means of communication -respect the wishes of the population concerning this membership.

f) They are suspended. They can leave or rejoin later.

g) Rwanda, Sudan, Algeria, Madagascar, Yemen

h) It organizes summits, meetings of ministers, facilitates communi-cation, provides technical assistance.

i) He is Kalamesh Sharmah, an Indian.

j) They are in London, in Marlborough House.

k) sports / education / business / culture

l) It is a Prize awarded every year to an author from a Commonwealth country.

�

Samoa IndiaNew

ZealandBrunei

Joined the Commonwealth

at the creation ¸

when they became independent ¸ ¸

Their link with the Commonwealth

they were «dominions» ¸

they were colonies ¸ ¸

they have a link with another country already in the

Commonwealth

¸ (New

Zealand)

Their form of government:

they are a republic ¸ ¸

they are a monarchy ¸

they recognize Queen Elizabeth 2 as their monarch ¸

22




� The Commonwealth today: a few figures


� The Colonial era:

a) to prepare the way: to pave the way for

to create, to organise: to set up

un comptoir: an outpost

to give a chance, an occasion: to give opportunities

to take and make your own: to appropriate

next, following: ensuing

b)

� The British Raj:

a) to be allowed: to be given permission

without tax: duty-free

to beat in a war: to defeat

to be given a position: to be appointed

a dispute: a fight

an Indian soldier in the service of the British: a sepoy

to get the better in a conflict: to overcome

b)

Date Event

1617 Trade agreement between the British East India Company and the Mughal

Emperor

1717 duty-free trade in Bengal

1757 Battle of Plassey

1757 Robert Clive appointed as First Governor of Bengal

Population:

Land area:

Economy:

Population:The Commonwealth represents nearly 2 billion people, one third of the world population

The smallest member is Vanuatu with 11,000 people.

The largest member by population is India. with 1.2 billion inhabitants.

Land area: The Commonwealth covers 20% of the world land area.

Economy:The 3 largest economies are India, Britain and Canada.

33


France Portugal Holland Britain



1850s Control of the Indian subcontinent by the British completed

1857 Sepoy Mutiny

1876-1878 The Great famine

1876 Victoria Empress of India

1899-1900 Indian famine

1920 Start of Independence movement against British rule

� Independence and Partition:

a) Vocabulary:

un pas : a step

un vice-roi : a viceroyi

un conseiller : a councillorr

faire campagne : to campaign

b)

There were tensions between Hindus and Moslems (or Muslims)

Gandhi created a non-violent movement.

He took to wearing only homespun clothes.

He organized a march to the sea against British salt monopoly.

Independence was granted in 1947.

Following the creation of India and Pakistan, the largest mass migration

movement ever recorded took place.

Listen to enrich information

a) John is talking about his grandparents

b) His grandfather went to India as a civil servant

c) He travelled by boat

d) The children were educated in England

e) The family came back to England

a) John’s grandfather went to India in 1914. False, he went “a few years after the First World War”.

b) He was the first in the family to go abroad. False, “a distant relative had gone to Asia as a missionary”.

c) He persuaded his wife to go with him. True, “he convinced her to go with him”.

d) They had three children. False, John mentions his father and his uncle (2 children).

e) The boys did not see their parents very often when they reached school age. True, they saw them once a year.

44





f) They went to the mountains to practice skiing. False, they went there when it was “unbearably hot” near the coast.

g) Both grandparents got sick. False, “my grandfather got sick”.

h) Cricket was a popular game in India. True, “they attended cricket matches”.

i) Grandfather came to realize that India was very different from England. True, “such a big country with such a variety of people and mentalities far removed from the English way of thinking”.

j) The grandparents were glad to return to England. False, “they got a shock” and “often regretted the years they spent over there”.

a) 1. He was dreaming of distant countries 2. He didn’t feel happy in Europe.

b) A distant relative had gone to Asia as a missionary.

c) Earning regular money and contributing to the British influence.

d) He thought the English could help India, save it from famine and ensure peace.

a) It took weeks.

b) They returned to get educated.

c) The extreme heat.

d) She enjoyed having servants and the social life she led.

a) Grandfather realized that India was a big country with a variety of peo-ple and different mentalities.

b) The desire for independence and the fear of Communism.

c) They found the country in a terrible state.

FRENCH ENGLISH

to graduate

demander un poste to apply for a position

un fonctionnaire a civil servant

la paix peace

une traversée a voyage

un pensionnat a boarding-school

soigner to nurse

station de montagne mountain resort

des domestiques servants

augmenter to grow








� a) Le personnage principal : Velutha

b) Son père : Vellya Paapen

c) Les grands parents : Pappachi, Mammachi

d) Le nom de la propriété : Ayemenem House

e) La caste des Intouchables dans cette région : Paravans

f) Une grande ville de l’Inde : Delhi

g) Le beau-père de la grand-mère : Punnyan Kunju

h) Le professeur venu enseigner le travail du bois : Johann Klein

i) Le lieu d’origine du professeur : Bavaria (la Bavière)

j) La ville indienne où il donnait ses cours : Kottayam

� a) To pick fruit on a tree : to pluck

b) The door for servants : the back entrance

c) To make the marks of your feet disappear by using a broom : to sweep away

d) To put one’s foot down : to step

e) Air coming out of your mouth : breath

f) To talk to someone : to address someone

g) To go from bad to worse : to jump from the frying pan into the fire

h) A sum of money you borrow from a bank : a loan

i) To open a school : to found a school

j) To be very good at something : accomplished

� a) accidentellement : accidentally (suffixe.-ly pour adverbe.)

b) sans caste : casteless (suffixe. less, privatif)


� The fate of the Untouchables

a) The Paravans could do as they liked. False, many things were forbidden.

b) They converted to Christianity for religious reasons. False, they conver-ted to have a better position and some food.

c) They didn’t stand a chance of receiving an education. False, there was a school for Untouchables.

� Velutha’s story

a) Velutha decided to become a carpenter. False, it was Mammachi who decided for him.

55




b) Mammachi was more progressive than Pappachi. True, she noticed his talent and had him sent to school.

c) Johann Klein had a strong influence on Velutha. True, Velutha copied his Bavarian style.

� Life as a Paravan in the past:

a) They could not enter other people’s houses.

b) They were not allowed to touch anything Touchables touched.

c) They had to sweep away their footprints.

d) They could not walk on public roads.

e) They could not wear clothes on their upper bodies.

f) They could not use umbrellas.

g) When speaking they had to put their hands over their mouths so as not to breathe their polluted breath into the faces of Touchables they addressed.

� How did these rules affect the Paravans’ daily life?

a) In terms of discomfort: they could not shelter from the sun or the rain.

b) In terms of inconvenience: they had to walk longer distances, on rou-gher ground.

c) In terms of humiliation: they were made to feel repulsive.

� The verbal forms:

a) They are all passive forms. The grammatical subject (the Paravans) has no initiative, but only submits to the action mentioned.

b) The Paravans’ conversion to Christianity shows that they were not happy with their condition and hoped for better treatment.

c) The Anglican Church didn’t treat them any better, it reproduced the same type of “castes”.

d) It was worse because the Christian doctrine is supposed to teach equa-lity.

� Velutha’s own story:

a) The choice of his name was ironic and a way of mocking him.

b) His job as a boy was to pick coconuts and probably do menial jobs outside.

c) His father didn’t have any ambitions for him, he expected him to behave as a Paravan and submit to his condition.

d) He had a gift and was very good at making things with his hands.

e) A foreigner did not have a prejudice against an Untouchable.

f) He would have a more satisfying existence. On the other hand he might question his situation and want to improve it.



Grammar and language

� As a young boy, Velutha would come to the back entrance...

a) On emploie généralement «would» pour le conditionnel.

b) c) Non, ici «would» indique une action habituelle, répétitive.

� a) The Paravans were expected to crawl backwards, so they would

crawl backwards.

b) They were not allowed to walk on public roads, so they would walk

on the fields.

c) They were not allowed to carry umbrellas, so they would get wet when it rained.

d) They were not allowed to breathe in front of other people, so they would cover their mouths with their hand when speaking.r

� a) Velutha would not wear a shirt.Les propositions b), c), et d) auront été rayées.

India today : read to get information

SUMMARY

There are six characters who are three boys and their sister, the milk booth attendant and a passer-by called Gustad.

Whenever somebody buys and drinks a bottle of milk , the children rush to have the last drops left in the bottle. The attendant catches the girl because she is the smallest and he hits her on the head. Gustad stops him and buys the girl a bottle of plain milk. The girl offers some to her brothers so Gustad buys them three chocolate flavoured bottles.


� Vocabulary

tattered torn, worn out en haillons

booth kiosk, stall baraque, point de vente

scavenged retrieved from the rubbish bins récupérés dans les poubelles

to scramble to move quickly s’échapper, prendre le large

to bellow to shout in a deep voice beugler

attendant employee gardien


77




a nuisance a person causing annoyance, problems un casse-pied

to sneak to move furtively se glisser

to whack to hit frapper

to grab to take roughly saisir, s’emparer de

a quota a fixed quantity un quota

pista a nut that gives a greenish colour pistache

to beckon to make a sign with one’s hand faire signe

shyly in a timid way timidement

not willing to not wanting to peu disposé à

to gurgle to make a bubbling noise gargouiller

to skip to hop, to jump sautiller

� The children:

a) Their clothes are tattered, scavenged, ill-fitting.

b) Their shoes : they haven’t got any, they are bare-foot.

c) Their physical appearance : they are skinny.

d) Their eyes : they have big, expressive eyes.

e) They are not beggars. They don’t ask for anything, they wait for people to finish their bottles first.

f) How do the boys feel when their sister is caught? They feel helpless, they are powerless because the attendant is much bigger and stronger.

g) The little girl is particularly touching because she is not selfish, she is willing to share with her brothers.

h) The children feel grateful towards the stranger.

� The booth attendant:

a) His job is to sell a number of bottles every day.

b) If he doesn’t sell his quota he will probably lose his job.

c) No, he is quite rough and brutal with the little girl.

d) He uses the local language when he swears and shouts at the children, but he speaks English with Gustad who is a middle-class Indian.

� Gustad:

a) No, he can afford to buy four bottles of milk to the children.

b) He shows compassion, kindness. He is a charitable man.

d) He says “What milk you like?” instead of “What milk do you like?” and again “What kind they like?” instead of “What kind do they like?” to make sure the little girl understands him.



�

a) How poor they are!

b) How stupid he is!

c) How kind you are!

d) What a generous man!

e) What a shame!

f) What a pity!

Read and enrich your knowledge


� dawn : the start of the day (l’aube)e

a maharaja : a prince (un maharajah)

the ghats : the steps (les marches)

a sari : a sort of dress (un sari)ii

marigolds : flowers (des soucis)

puja : a religious ceremony (une offrande)ee

� eerie : surnaturel, qui donne le frisson to hover : planer

an ashram : lieu de retraite religieuse. a loin-cloth : un pagne

brass : le cuivre a jar : un récipient en verre

to mutter : marmonner

� eerie, ashrams, temples, minarets, pilgrims, holy, folded hands, prayers, offerings, ritual, puja, religious observance, hymns, bells, priests, devotions.


Les exclamations

How thin she is(!) est une phrase exclamative, bien que le point d’exclamation manque (Gustad ne parle pas tout haut, il pense seulement)

Traduction: Comme elle est maigre!

En anglais l’adjectif vient après «How», avant le verbe.

On peut aussi dire «What a thin girl!»

Quelle fille maigre! En anglais on ajoute l’article «a» avant le nom.

Les exclamations

How thin she is(!) est une phrase exclamative, bien que le point d’exclamation manque (Gustad ne parle pas tout haut, il pense seulement)

Traduction: Comme elle est maigre!

En anglais l’adjectif vient après «How», avant le verbe.

On peut aussi dire «What a thin girl!»

Quelle fille maigre! En anglais on ajoute l’article «a» avant le nom.

88




Detailed Comprehension

� References to the sun: dawn, the rising sun...as the sun clears the

horizon...a golden light...

The sun has a religious meaning, they turn towards it to pray (prier(( ).rr

� The descriptive elements concerning clothing: vivid-colored saris, widows’ white, briefest loin-cloths, fully clothed... They wear traditio-

nal dresses, colours have a particular meaning.

� They immerse in it, bathe, drink its water,k take some of it.

� The priests sit under huge umbrellas. They help and guide the pilgrims in their devotions, they give them advice and sing prayers for them.

� They go to the temples and take some Ganges water with them.

General comprehension� The main character is Baby Kochamma and her cook Kochu Maria.

They are both old. They are mistress and servant.

�The scene is set in the house Baby Kochamma has in Ayemenem.

�The advent of satellite TV


� une parabole : a dish antenna un klaxon : a horn

de la laque : (pour cheveux) spray zapper :y to channel surf

rallumer : to rekindle des menaces : threats

�

a) It wasn’t something that happened gradually. It happened overnight.

It happened in a very short time.

b) Her ornamental garden wilted and died. It dried up.

c) ... massacres and Bill Clinton could be summoned up like servants. They could be called.

d) brittle blondes with lipstick and hairstyles rigid with spray. Stiff, curt.tt

e) One’s hair snow white, the other’s dyed coal black. Artificially col-

oured.

� Answer the following questions:

a) TV events are personified as guests in the house. They seem to arrive together as if travelling by train, they seem to have luggage and unpack, they stay as if the house was a hotel.

b) Baby Kochamma enjoyed the power she felt she had over world events: she could watch them whenever she wanted.




c) The women are “locked together in a noisy TV silence”: they don’t talk to each other anymore, so there is silence, but the TV set is making a lot of noise, the volume is full on and both women are prisoners of this situation.

d) An example of cumulative style: whole wars, famines, picturesque massacres, and Bill Clinton. This is to show that the women watch anything without making a choice.

�

Before Now

Baby Kochamma tended the garden the garden is abandoned, she spends her time

in front of the television

Kochu Maria cooked, prepared food now she spends most of her time sitting by

Baby Kochamma

both women were physically active now they spend the day sitting in front of the

TV, they have become inactive

the two women chatted to each other they don’t speak anymore

there was no noise except the bus horn there is the loud noise of the TV

Baby Kochamma had been able to forget her old

fears of Communism

now she feels frightened and remembers the

past

Listen to CD 2 recording 12.

Expressing your opinion in writing:

Do you think that satellite TV was an improvement in the two women’s lives? (1 paragraph)

The author is very critical of the influence of satellite TV on the two women. She shows that although they are now fully informed of the news of the world, they are unable to exercise their critical sense.

Whereas in the past they would talk to each other, now they just watch the screen but don’t exchange on what they see. The novelist draws a sharp portrait of the low standards of many TV programmes and suggests they don’t bring out the best in human beings, on the contrary. They appeal to a sense of cruelty and foster unwarranted fears. Everything is seen out of proportion, dramatic events are no different from popular programmes. Finally, satellite TV seems to have a negative effect on the physical well-being of the protagonists who have stopped taking exer-cise in the garden.




Séquence 6

Corrigés des activités – Séquence 6 – AN21 71

Get ready : let’s start with a few dictionary definitions

Exercise 1 - §1 Feelings: des sentiments – §2 the fine arts: les Beaux Arts

– §3 works: oeuvres – §4 according to: d’après, selon – §5 carving (to carve): sculpter – §6 to move: r émouvoir

Exercise 2 - a. la fabrication: the making – b. expriment: express – c. cela fait référence à: it refers to – d. telles que: such as – e. signifiant: mea-ning – f. un monde sans art: a world without art – g. capable d’utiliser: able to use – h. surtout: especially – i. à travers: through – j. un moyen d’expression: a means of expression.

Exercise 3 - 1. artist – arrtistic / 2. music – musician / 3. a reference – it refers to / 4. imagine – imagination / 5. talent – talented / 6. emotion – emotional.

1 e – 2 h – 3 b – 4 g – 5 a – 6 c – 7 f – 8 d

How artistic are you?

� Edward Hopper – 1 pt

� London – 1 pt

� Leonardo Da Vinci – 1 pt

� The Kiss – 1 pt

� Monet – 1 pt

� New York – 1 pt

� Never : 0 / About once a year : 1 / Often: 2 / Three times a year or more: 5

Jazz – 1 pt

Yes: 5 / No: 0

� All the time: 5 / Sometimes: 2 / Very rarely: 0

� Beethoven – 1 pt

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Claude Monet – 1 pt

� Charles Dickens – 1 pt

� EE Cummings (American poet, contrary to the two other poets, who were English) – 1 pt

� Yes: 5 / No: 0

Describe and analysea visual document

� a 4 – b 9 – c 7 – d 5 – e 3 – f 17 – g 6 – h 8 – i 21 – j 12 – k 2 – l 15 – m 13 – n 1 – o 14 – p 19 – q18 – r 20 – s 11 – t 16 – u 22 – v 10

� 1 b – 2 a – 3 f – 4 e – 5 c – 6 d

This painting is entitled “A room in New York”. It was painted by Edward Hopper in 1932. It represents a couple sitting in a living-room. It is a tradi-tional and cosy living-room with nice furniture: a table, an armchair, a piano and pictures on the walls. We can notice that the colours are not very bright, they are rather dull. The man seems to have just come back from work and is reading his paper while his wife is playing the piano. He seems to ignore her. She is turning toward the piano and playing something, without much conviction. She seems rather melancholy. In fact, each person in the room is focusing on something other than each other.

The table in the middle of the room seems to separate them and the way the man is holding his paper separates him even more from his wife. They do not engage with one another. They are not even looking at one another or talking to one another. Maybe the door also shows the separation of the two persons, it seems to highlight the distance between them.

As often in Hopper’s paintings, there is an open window in the foreground, through which the viewer can gaze at the characters. But we don’t know much about them, we can only try and imagine why they seem so distant from one another. Maybe they have just argued and are still upset.

Hopper is the painter of loneliness, in particular when he paints couples. In his paintings, his couples seem unable to communicate. “A room in

New York” is one of the most famous American paintings.

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Activity 5

Activity 6-7-8



Understandingan informative document

1. Main topic American painter Edward Hopper

2. Source and date of publication written by Tom Lubbock, published in the

Independent (British newspaper) on May 24, 2004

3. Artist’s birth date 1882

4. Artist’s birthplace New York

5. Principal characteristics of his works scenes = Lonely rooms, late bars, anonymous lobbies

and empty streets.

often painted solitary figures in public places

Analyse and appreciate a famous painting

This painting, Automat, was created by Edward Hopper in 1927. It represents a woman sitting alone in a café in late autumn or winter: the woman is wearing a coat. The time of day is unclear. It could be early in the morning before she goes off to work. Maybe it is just after sunset. Or it could be late at night, after work. The automat could be the place where she has arranged to meet with a friend. She is very elegant and quiet, but it is difficult to know exactly her situation and her mood. She seems sad and lonely. She is well-dressed. Maybe she is on her way to or from work, or to a social event, an invitation to a party. Perhaps she is in a hurry / exhausted / very cold, because she has removed only one glove to drink her coffee, and she is still wearing her hat and coat. She is sitting quite still, staring into her cup of coffee and seems lost in her thoughts. A critic has described her as “gazing at her coffee cup as if it

were the last thing in the world she could hold on to.” The café is empty and there are no signs of activity outside. We can see rows of lights stret-ching out through the window, in the darkness of the night. They increase the contrast between light and shade. There is also a chair back in the left-hand corner of the picture; it gives us the feeling that someone is sitting at a nearby table. It makes the scene more dramatic: we focus on the character and her feeling of loneliness or sadness.

Personally, I quite like this painting, as it combines simplicity and com-plexity to evoke an uncomfortable atmosphere. In my opinion, it’s much easier to depict beauty and happiness than more negative emotions, so this painting is quite a work of art.

33

Activity 9

4

Activity 11-12



From research to a complete oral presentation

■ Part A - First part of your presentation: the artist’s life and work

1. born : New York, 1882. died 1967.

2. ≈ 100 paintings. => art galleries in Boston, Washington DC and New York

(Whitney Museum).

3. Scenes = restaurants, cafés, hotels, trains, cinemas and offices + the

theme of loneliness, in particular urban solitude.

4. lived 54 years Greenwich Village (paintings = own neighbourhood + around

New York City). Drew sketches outside => studio to paint. Wife Josephine,

(also a painter) => model for female characters.

5. No interest in traditional New York (skyscrapers, buildings, cars and

machines). Inspiration = everyday American life (streets, shops, cafés,

restaurants, gas stations, hotels – and people). Importance of windows

– looking in / out + intimate, cosy scenes. Night scenes => contrast lights

and darkness .

6. to stress loneliness. In many of his works, his use of light has become one

of his main characteristics.

7. Nighthawks (1942) = one of America’s most famous pieces of art.

■ Part B - Second part of the presentation: Hopper’s most famous pain-

ting, Nighthawks:

1. un restaurant) : the counter, six stools t

and two hot water containers in the background. Realistic details : the cups,

the box for napkins, the saltcellar (salière(( ) and the peppershaker (e poivrier(( ). rr

4 characters: the waiter inside counter, 3 customers, a couple & a man

alone. Girl in red, the waiter in white, 2 men elegantly dressed.

contrast : brightness inside and darkness outside => impression of isolation.

Perspective & colours striking : brown, dark yellow, dark red and green. =>

café not welcoming. => people inside vulnerable & lost in thoughts.

2. = birds of the night. hawk = falcon = bird of prey => watching, observing,

waiting for ?

3. = loneliness of a large city. Couple = 2 people, but cannot communicate;

have nothing to give each other.

4. = painter of modern solitude. One of America’s most beloved artists.

5

Activity 13



Fact finding in an informative document

�

KEY WORD 1 = art……….. KEY WORD 2 = Coke ……..

pop art renderings on display museum

paintings, pencil sketches and screen prints

a black-and-white photograph

pop icons, art available to the everyday man

exhibit’s curator

Coca-Cola’s curvy trademark bottle

the world’s largest beverage maker

A half-hidden Coke logo, an empty Coke bottle

The Coca-Cola Company, a piece of Coke

The new Coke museum

�

Andy Warhol and Coke

Date Art form (type of art) Representation (what you can see)

1961 dark painting on linen trademark bottle + half-hidden Coke logo

1970s a black-and-white photograph empty Coke bottle standing next to a can of

Campbell’s tomato soup

1985 a large screen print a violet splash of colour spills from a Coke

can in a large screen print

�

The old Coke museum The new Coke museum

opened in 1990 and closed April 7

13 million visitors

new World of Coca-Cola Museum

near (Coca Cola) headquarters

tasting lounge of Coca-Cola products from

around the world

twice as big

will feature more than 1,000 Coke artefacts

never exhibited before

�

Art is useful : it makes our lives easier Topic n° 3

Artists are generous Topic n°6

Artists are gifted / talented Topic n° 4

Artists draw their inspiration from nature Topic n° 8

Art is mysterious Topic n° 5

Artists are not only talented; they must also work

hard

Topic n°2

Works of art are often autobiographical Topic n° 1

Art is business Topic n° 7

� Topic 2 Emile Zola

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Activity 15

Activity 16



Analyse the artist’s social,aesthetic or humorous message

Part. A� Untitled is a black and white photograph, with a red and white picture and a caption: “I shop therefore I am”. It was made by Barbara Kruger,

an American artist (1945 - ). It represents an open hand showing us a red card with the following sentence: “I shop therefore I am”. The message printed in white letters on a red card reminds us of the French philoso-pher Descartes, “I think therefore I am” also translated as I am thinking,

therefore I exist.

Shoppers is a funny sculpture which represents a fat middleclass woman doing her shopping in a supermarket. The woman is pushing a huge shopping cart. She does not care about her looks; she is smoking and still wearing her curlers in public while doing her shopping. Like many characters created by Duane Hanson, she is unattractive. She seems to represent a symbol of the American consumption society.

Both documents deal with the same issue: overconsumption in our society. “I shop therefore I am” is a provocative sentence which implies that we can only exist provided we buy, consume and acquire more and more goods all the time ... Barbara Kruger’s slogan could actually be a caption for Duane Hanson’s Supermarket Shopper. Both artists send the same message: they criticize our consumerism and our materialis-tic society. I find these documents interesting and more powerful thanwords.

Part. B � Cleaning Lady. This sculpture represents a black cleaning woman. She is wearily pushing her cart of cleaning products. It shows that Duane Hanson dealt with social issues.

Old lady in a folding chair. It shows a skinny elderly woman sitting in a fol-ding chair with her handbag on the floor next to her. She looks really very old and sad with her wrinkled (ridée) face. She seems to be dreaming abour her past life. It is a very strange experience as the woman looks so true and her blue eyes makes her a little bit unreal.

Tourists II represents two rather ugly American tourists, wearing mismat-ched polyester clothes and carrying bags and a camera. The woman’s hairs-tyle and general appearance are funny. Maybe these tourists exemplify the way average middle-class Americans looked in the 1970s?We can notice that most of Hanson’s figures are overweight and look tired, often struggling with bags or shopping carts. None of them looks pleasant or elegant. These humorous sculptures were supposed to make fun of the poor taste so many Americans showed in their looks and general appea-rance. They can be seen as clichés, stereotypes of American consumers.

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Activity 17



Read and understandExtract from a novel on artistic creation

� studio – the easel – the blank canvas – colours – easel – brushes– colours – palette knife – white paint.

� Look out the window. - Turn your head very slowly towards me. - Keep your body turned towards the window. Move only your head. Stop. Now sit still. - I want to see you wear the earring. - Go and prepare yourself.”

� He had me sit with the book, then stand holding it while looking at him. He took away the book, handed me the white jug and had me pretend to pour a glass of wine. He asked me to stand and simply look out the window. All the while he seemed perplexed, as if someone had told him a story and he couldn’t recall the ending. “It’s the clothes,” he murmured. “That is the problem”.

� I understood. He was having me do things a lady would do, but I was wearing a maid’s clothes. I felt uneasy. I did not feel right holding books and letters, pouring myself wine, doing things I never did. “Sir,” I spoke finally, “perhaps I should do other things. Things that a maid does.” “What does a maid do ?” he asked softly, folding his arms and raising his eyebrows. I had to wait a moment before I could answer. “Sewing”, I replied. “Mopping and sweeping, carrying water, washing sheets, cutting bread, polishing windowpanes.”

� The painter wants Griet to wearl a pearl. He says: “I want you to wear the earring”.

� It is important because according to him, the painting needs it for the light and brightness it will add. He thinks that without the pearl, the painting will not be complete.

� This extract is beautiful because we actually see the artist at work and follow the evolution of his thoughts and inspiration. The writer imagi-nes and describes the moment when the artist is finishing a painting which will become famous all over the world. Indeed “The Girl with a Pearl Earring” is universally recognized as Johannes Vermeer’s master-piece. So that is why this scene is moving and interesting. It is about artistic creation. �

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Activity 18


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