manuels__complements_ontarget.pdf

Livre du professeur New On Target 1re © BELIN 2011

NEW

Anglais 1Anglais 1rere

B1 ➜ B2

LIVRE DU PROFESSEURLIVRE DU PROFESSEURSous la direction de Jean-Louis HABERT

Romain BERLIER, Agrégé d’anglaisLycée Joffre, Montpellier

Formateur

Marina GUIBERT, Agrégée d’anglaisLycée privé d’Alzon, Nîmes

Jean-Louis HABERTAgrégé d’anglais, Docteur en linguistique

Montpellier

Martine HOYET, Certifi ée d’anglaisLycée Albert Camus, Nîmes

Philippe MONTEIRO, Agrégé d’anglaisLycée Joffre, Montpellier

Fiona RATKOFF, Agrégée d’anglaisAcadémie de Nantes

Dominique RIBEYRE, Certifi ée d’anglaisLycée Henri IV, Béziers

Formatrice

Joanna WISTREICH, Certifi ée d’anglaisLycée Alphonse Daudet, Nîmes

Toutes les références à des sites Internet présentées dans cet ouvrage ont été vérifi ées attentivement à la date d’impression. Compte tenu de la volatilité des sites et du détournement possible de leur adresse, les éditions Belin ne peuvent en aucun cas être tenues pour responsables de leur évolution. Nous appelons donc chaque utilisateur à rester vigilant quant à leur utilisation.

Le code de la propriété intellectuelle n’autorise que « les copies ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une utilisation collective » [article L. 122-5] ; il autorise également les courtes citations effectuées dans un but d’exemple ou d’illustration. En revanche « toute représentation ou reproduction intégrale ou partielle, sans le consente-ment de l’auteur ou de ses ayants droit ou ayants cause, est illicite » [article L. 122-4]. La loi 95-4 du 3 janvier 1994 a confi é au C.F.C. (Centre français de l’exploitation du droit de copie, 20, rue des Grands Augustins, 75006 Paris), l’exclusivité de la gestion du droit de reprographie. Toute photocopie d’œuvres protégées, exécutée sans son accord préalable, constitue une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.

© Éditions Belin, 2011 ISBN 978-2-7011-5906-5

Sommaire

Introduction : les f iches 3

1 In the Limelight 9

2 Manifest Destiny? 22

3 Breaking Out 34

4 Rocking the Boat 49

5 Legacy 64

6 Time Off 76

7 Our Changing World 89

8 Making Things Better 102

Fiches de travail 118

Imprimé en France par xxxxxxxxx xxxxxxxxxN° d’édition : 00xxxx-01 - N° d’imprimeur : xxxxxxxxx

Dépôt légal : xxxx 2011

Livre du professeur New On Target 1re © BELIN 2011 3

A propos des wordf ile les f iches Wordwork

• L’enrichissement lexical est l’une de nos idées fi xes ! On trouvera donc, avec chaque double page ou page de documents, des fi ches d’activités lexicales dont le but est double : faire le point sur ce que les élèves savent dans le champ lexical du thème étudié et enrichir leurs connaissances sur ce sujet.

• Ces activités prennent des formes différentes et peuvent être données à travailler soit à la maison en amont du cours prévu, soit au début de ce dernier. Elles sont téléchargeables et imprimables à partir du site On Target et fi gurent aussi à la fi n de ce livre du professeur.

• Il conviendra bien entendu de veiller à ce que ce lexique soit réemployé le plus souvent possible lors des activités proposées dans le manuel, ainsi que sur les fi ches teamfi le et dans les Projects proposés en fi n de cours.

• Dans le même esprit d’aide lexicale systématique, nous avons ajouté en fi n de manuel une partie Lexique permettant aux élèves de vérifi er rapidement le sens des mots qu’ils ne connaissent pas ou de trouver la traduction anglaise d’un mot français, toutes les classes n’étant pas équipées de dictionnaires.

• Dans chaque chapitre, deux fi ches au contenu identique, l’une en français, l’autre en anglais, aident les élèves dans leurs efforts de compréhension de l’écrit (deuxième double page) et de l’oral (troisième double, page de gauche).

A propos des teamf ile : les f iches Interact

• Chaque double page ou page de documents proposée dans New On Target est assortie d’une option Interact de travail de groupe. Notre objectif est d’offrir ainsi plusieurs parcours d’apprentissage pour un même document.

• En effet, le professeur choisit, selon sa classe et son projet, d’avoir recours ou pas à cette activité. En d’autres termes, l’enseignant peut soumettre aux élèves les tâches du Read ou du Listen du manuel, d’une façon que l’on pourrait qualifi er de « traditionnelle », ou bifurquer vers les activités de Interact, plus guidées, générant plus d’oral de la part de plus d’élèves. De la même façon, le professeur a le choix de concevoir sa séquence en intégrant ou pas la réalisation actionnelle appelée Project. Mais nous rappelons néanmoins que les Instructions Offi cielles préconisent d’utiliser une approche actionnelle.

• La section Interact, présentée sous forme de fi ches photocopiables, est un travail précis, car chaque équipe se voit assigner une tâche spécifi que sur le document ou une seule partie du document ; de nombreux exercices ont pour consigne Tick the right answer, ce qui signifi e que les élèves sont exposés à de nombreux items lexicaux parmi lesquels il faut choisir le ou les plus pertinents. L’expérience de la pratique de ces fi ches Interact dans nos classes nous encourage à suggérer des équipes de trois ou quatre élèves maximum afi n que chacun soit sollicité à la fois pendant la phase de préparation en groupes, et dans l’activité de compte-rendu oral à la classe qui suivra.

• Quatre équipes de trois ou quatre élèves, cela fait une classe de douze ou seize... effectif peu vraisemblable, sauf en situation de « modules ». Plusieurs solutions s’offrent au professeur. Par exemple deux équipes peuvent travailler la même fi che, l’une vérifi ant le compte-rendu oral de l’autre. Si chaque équipe est doublée on travaille avec huit groupes de quatre, pratique pour une classe d’une trentaine d’élèves.

• Interact, c’est également un travail minuté, une quinzaine de minutes maximum suffi sant à chaque groupe pour cocher les bonnes cases ou préparer quelques phrases de réponses ou de présentation. Pendant la réfl exion des groupes, le professeur circulera et s’assurera de la pertinence des réponses et du travail fourni, en anglais dans toute la mesure du possible. Il pourra aussi apporter des précisions phonologiques.

• Il ne faut pas craindre le bruit généré par cette phase : d’une part il peut être contenu dans une limite supportable que le professeur aura indiquée en amont de l’activité, d’autre part il est le signe que les élèves sont intellectuellement actifs, ce qui n’est pas toujours le cas en cours frontal traditionnel.

• Le délai imparti écoulé, le professeur exigera un retour au silence. Le groupe 1 se lève (les autres suivront), et prend la parole pour livrer ses informations à la classe ; celle-ci a pour tâche de prendre des notes, qui, de fait, deviendront souvent la base de la trace écrite du cours. Il ne s’agit pas de dicter des réponses qu’on lit mais bien de transmettre des informations en s’assurant que l’auditoire suit et comprend.

• Le travail de préparation/restitution suppose bien sûr de faire en amont un travail méthodologique, que l’on pourra pratiquer à l’aide des fi ches Méthodologie qui se trouvent à la fi n du manuel.

Corrigé des f iches teamf ile (Interact)

• Il s’agit ici d’un travail de groupe, guidé certes, mais néanmoins effectué en semi-autonomie ; les productions et restitutions orales seront faites dans la spontanéité, ce qui suppose maladresses, erreurs, hésitations, omissions, reprises et auto-correction. Il est évidemment impossible de prévoir à l’avance les productions effectives des élèves.

• C’est pourquoi, et nous y insistons, les corrigés des fi ches teamfi le proposés dans ce livre du professeur n’ont pas valeur de modèle intangible des productions attendues : il s’agit ici de suggestions de réponses possibles. Chaque corrigé de fi che propose donc des énoncés pouvant être éventuellement produits par chaque groupe d’élèves. Toutefois, les pistes qui sont proposées dans les fi ches elles-mêmes, ainsi que les banques d’aide – lexicale notamment – dirigent les élèves vers des réponses envisageables et acceptables, la logique de leur propos étant la clé de l’acceptabilité de celui-ci. Différentes réponses peuvent donc faire sens selon les cas et il conviendra de faire le point des réponses proposées lors des phases de mise en commun.

• Enfi n, on notera utilement que le corrigé d’une fi che peut également servir dans un premier temps à orienter les élèves dans la phase de prise de parole/restitution qui suit la préparation en équipe du travail sur fi che.

Introduction : les fi ches


A propos des Projects

• Il y a trois Projects par chapitre : ce sont les dernières activités des pages « Compréhension de l’écrit », « Expression autour d’un document visuel », et « Compétence culturelle (Magazine) ». Le principe qui sous-tend ce travail est le transfert des connaissances acquises lors du cours à des situations de communication courantes dans lesquelles les élèves doivent jouer un rôle précis ou se mettre « dans la peau » d’un personnage, le Project consistant à effectuer le mieux possible la tâche donnée.

• Un Project de type actionnel doit faire l’objet d’une consigne incluant des contraintes à respecter : durée de chaque phase (conception, validation, préparation, réalisation), niveau de langue, « règles du jeu »... Certes, c’est à l’imagination, à l’originalité et la créativité des élèves que nous faisons ici appel afi n qu’ils puissent trouver une réelle motivation dans la tâche qui leur est confi ée ; mais c’est la contrainte (voire les contraintes) dans la consigne qui les guidera et les aidera à s’imprégner de la tâche proposée.

• Par ailleurs, comme dans toutes les activités de classe de langue, on demandera aux élèves de réinvestir les contenus manipulés et appris en cours.

• En résumé, dans les activités « théâtrales » des Projects et autres jeux de rôles, il ne s’agit en aucune manière de faire l’acteur dans le vide, gratuitement, sans raison et sans but.

• Dans ce manuel de première, nous avons ajouté en fi n de chapitre et sur la seconde double page « Ateliers », un class project de plus grande envergure qui offre aux élèves la possibilité de réutiliser de façon « actionnelle » les connaissances acquises au cours de l’étude du chapitre.

Les grilles d’évaluation des Class Projects sont téléchargeables depuis le site Lib’ des Éditions Belin : www.libtheque.fr/anglaislycee.

Fiche d’auto-évaluation d’un travail en teamwork

• L’auto-évaluation, dont l’intérêt n’est pas à démontrer, est nécessaire. Nos élèves s’en servent comme d’un véritable levier d’apprentissage, et une fi che, claire et composée d’un nombre restreint de critères formulés positivement, est facile à manipuler par les élèves d’une part (elle est très rapide à renseigner avec effi cacité et justesse) et par les enseignants d’autre part (elle se [re]lit en un clin d’œil). Ces phases évaluatives permettent aux élèves de dresser des bilans ponctuels de leur apprentissage et les incitent à s’investir encore davantage dans le travail mis en place et proposé par le professeur, tant la volonté d’obtenir une « bonne note » tout en évitant de « perdre la face » dans l’activité tellement « exposée » d’interaction orale est prégnante. En effet, tout élève, quel que soit son niveau, peut obtenir un résultat honorable, voire, dans la majorité des cas, satisfaisant grâce à cette fi che d’évaluation,

à condition bien sûr qu’il travaille avec dynamisme et bonne volonté, cela va sans dire.

• Cette fi che d’auto-évaluation est une fi che photocopiable à l’infi ni, transférable, réutilisable, quelle que soit l’activité Interact choisie.

Fiche I’m a referee today!

• Nous préconisons également, de manière régulière, l’intervention de quelques élèves jury (quatre élèves, chacun d’entre eux étant chargé d’évaluer une équipe) dans le cadre de la phase Interact. Chaque jury dispose de la grille I’m a referee today! pour observer et évaluer une équipe de façon équitable.

• Il s’agira ici d’inter-évaluation, sur un total de dix points (tout comme la fi che d’inter-évaluation proprement dite). L’évaluation de type paritaire permet aux élèves de se jauger les uns les autres et leur en apprend beaucoup sur les attitudes diverses de leurs camarades face au travail, comme dans une micro-société à part entière.

Autres fi ches d’inter-évaluation

• Cette grille d’évaluation prend en compte le fait que la plupart des Projects proposés dans le manuel, reposent sur une prestation orale (la plupart, mais c’est loin d’être une règle rigide, la perspective actionnelle mettant notamment en exergue la créativité, l’imagination et l’implication des élèves).

• Pour évaluer saynètes, sketches, et mini-pièces de théâtre impliquant une prise de parole en continu ou en discontinu, nous proposons deux fi ches : l’une concernant la phonologie/grammaire et le lexique, la deuxième la communication et l’interprétation théâtrale. La prestation des élèves pour réaliser la mission confi ée est généralement tellement remarquable, au sens premier du terme, que nous ne pouvons raisonnablement pas « faire l’économie » d’une évaluation. Tout travail mérite salaire !

• Concernant les Projects basés sur un travail écrit, il sera judicieux d’opérer un savant dosage entre différents critères d’évaluation tels que le contenu des informations apportées, leur clarté, les réemplois de lexique et structures vus au cours de l’unité, ainsi que l’orthographe, le soin, la lisibilité, la créativité, l’attractivité et les illustrations éventuelles réalisées.

Fiche End-of-class Assessment

• La grille évaluative End-of-class assessment a pour but de « réveiller », de décupl er l’attention des élèves en cours en leur demandant de réfl échir au contenu de celui-ci a posteriori. En le confrontant à son apprentissage « tout frais », nous permettons à l’élève de conceptualiser ce qu’il vient de faire. Le but est évidemment de lui faire prendre conscience de ses acquis et de ses éventuelles lacunes afi n d’y remédier rapidement, sans attendre.

• Bien entendu, il est envisageable, à terme, d’évaluer cette fi che qui est souvent riche en enseignements pour le professeur !

Introduction : les fi ches


FICHE D’AUTO-ÉVALUATION D’UN TRAVAIL EN INTERACTION

À la fi n de l’heure de cours passée en Interact, remplissez ces deux parties de tableau pour obtenir votre note sur 10 du jour, celle de votre « prestation en interaction orale » !

Évaluation du travail de préparation avec mon équipe Oui Non

Nous avons travaillé sérieusement, sans perdre de temps, et avons accompli notre tâche en totalité. 1 0

Nous avons bien joué le jeu et toujours parlé en anglais (entre nous et avec le professeur, quand nous lui demandions de l’aide).

2 0

Nous avons pris des notes non rédigées en vue de la restitution orale. 1 0

Évaluation de ma prestation orale personnelle Oui Non

J’ai capté l’attention en parlant clairement, suffi samment fort et sans lire mes notes. 1 0

J’ai été attentif (sans bavarder) et réactif à ce que disaient les autres équipes. 2 0

J’ai fait des efforts pour prononcer et accentuer correctement. 1 0

J’ai parlé anglais sans le moindre mot de français, du début à la fi n de ma prise de parole. 1 0

J’ai corrigé mes interventions ou celles de mes camarades lors d’erreurs commises. 1 0

MA NOTE : / 10


I’M A REFEREE TODAY!

Mon prénom : ..................................................................... Date : ................................ Je m’occupe de suivre l’équipe................

Membres de l’équipe : ...............................................................................................................................................................................................

PENDANT LE TRAVAIL DE PRÉPARATION DE L’ÉQUIPE Oui Non Remarques

Tous les membres de l’équipe étaient concentrés et ont participé activement et sérieusement au travail commun.

1 0

Tous les membres de l’équipe ont bien géré le temps imparti et préparé avec soin la phase de restitution orale.

1 0

Tous les membres de l’équipe ont réussi à parler seulement en anglais entre eux et avec le professeur.

2 0

PENDANT LA RESTITUTION ORALE DE L’ÉQUIPE Oui Non Remarques

Tous les membres de l’équipe ont pris la parole équitablement et sans « coller » à des notes rédigées.

1 0

Ils ont parlé à voix haute, distinctement et assez lentement, en regardant régulièrement leur auditoire.

1 0

Ils ont fait des efforts fréquents pour atteindre une prononciation et une accentuation satisfaisantes.

1 0

Ils ont fait des efforts de correction grammaticale (et d’auto-correction) en produisant des énoncés oraux.

1 0

Ils ont toujours fait en sorte de s’exprimer en anglais entre eux et avec leur auditoire en interaction.

2 0

BONUS éventuel : leur intervention orale était agréable à suivre et leur message est clairement passé.

1 0

RELEVÉ DES ERREURS CONSTATÉES / ENTENDUES

GRAMMAIRE (syntaxe, formes verbales, accords...)

PHONOLOGIE (prononciation, accentuation...)

LA NOTE DE L’ÉQUIPE : __________/ 10

Commentaire : ............................................................................................................................................................................................................

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


FICHE D’INTER-ÉVALUATION

Mon nom : .............................................................................................................................. Évaluation de : ................................................

Type de projet et intitulé : ...................................................................................................... Date : ................................................................

Phonologie et grammaire Oui Non Exemples entendus

Efforts faits sur l’accentuation (accents de mot ou de phrase bien marqués)

1 0

Efforts faits sur la prononciation (spécifi cités de l’anglais : « r », « th »... diphtongues...)

1 0

Rythme et musicalité de la langue (discours produit « tonique » ou pas)

1 0

Efforts faits sur la correction grammaticale 2 0

Complexité de la langue (énoncés produits : simples ou complexes)

1 0

Lexique Oui Non

Réutilisation de lexique vu en cours 2 0

Qualité globale du lexique (simple ou complexe) 1 0

Réemploi de lexique « fonctionnel » (Classroom English, phrases de communication, d’interaction) 1 0

BONUS

Apports lexicaux personnels pour enrichir le script 1 0

Commentaire et points à améliorer : .......................................................................................................................................................................

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

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

TOTAL DES POINTS : __________/10


FICHE D’INTER-ÉVALUATION

Mon nom : .............................................................................................................................. Évaluation de : ................................................

Type de projet et intitulé : ...................................................................................................... Date : ................................................................

Communication Oui Non Exemples entendus

Aisance (la communication « passe » ou pas) 1 0

« 100% ANGLAIS » (aucun mot de français prononcé du début à la fi n) 1 0

Mémorisation du script : qualité de l’apprentissage (lecture, oublis... ou bien « déclamation » réussie)

2 0

Voix (puissante et claire, ou pas) 1 0

Interprétation théâtrale Oui Non Exemples entendus

Intensité du jeu d’acteur (implication théâtrale, totale, et de bout en bout) 2 0

Body language (gestuelle, mimiques, regards, attitudes) 1 0

Ton adapté à la situation (plat ou vivant : comique, tragique, ironique, etc.) 1 0

Mise en scène (préparation, objets, costumes) 1 0

BONUS : créativité et originalité, humour 1 0

Commentaire et points à améliorer : .......................................................................................................................................................................

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

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

TOTAL DES POINTS : __________ /10

livre du professeur

9 Livre du professeur New On Target 1re © BELIN 2011

Ce premier chapitre traite de ce qu’on appelle de nos jours la « célébrité » et de tous ses avatars. Le titre du chapitre fait bien sûr référence au monde du spectacle et à ses « héros », ve-dettes ou stars, mais aussi à l’exposition médiatique à laquelle les « célébrités » sont soumises, ou à l’usage commercial qui est fait de ladite célébrité.

Pages d’ouverture (p. 10-11)

Les documents iconographiques retenus dans cette double page d’ouverture visent, comme toujours, à aider l’élève à anti-ciper sur la thématique et les contenus de l’unité, mais aussi sur le « ton » des documents supports qui ont été choisis. Les trois questions posées ici visent à aider l’élève à mener cette tâche à bien et à faire le lien entre les différentes photos.L’extrait vidéo proposé reprend la thématique de la célébrité des chanteurs, des efforts que certains font pour réussir et entrer dans le limelight.

(p. 11)

Corrigé

� Limelight refers to a type of stage lighting that was used in theatres and music halls before the advent of electric lighting. Today the word is mainly used metaphorically for (the centre of) public attention. A person who is in the limelight is the object of public attention.Pictures 1, 2, 3 illustrate respectively how some celebrities re-act to public attention, the pressure that may be put on them by paparazzi, and the sort of adulation they receive from their audiences.� It is Princess Diana of Wales, fi rst wife of Prince Charles, photographed with a telephoto lens, almost certainly without her knowledge. Her position on the diving board suggests lone-liness, isolation, unhappiness... Everyone remembers how pa-parazzi hounded her till the very last minute of her life. They are held by some to be partly responsible for her accidental death.� This photo was taken during a press conference to launch Michael Jackson’s association with PepsiCo. This sort of link between a product and a celebrity only works if they share a similar image. At the time, Pepsi (a soft drink) wanted an image that was associated with energy and youth. Later, when Jackson was involved in various sex scandals, PepsiCo terminated the arrangement.

Script dvdscript-p10-1REBECCA: Combining funky pop rock with R & B fl air, the guys in

this New Jersey band pride themselves on being accessible to their fans. Hi, I’m Rebecca Brayton and welcome to watch-mojo.com, and today we’re speaking with Honor Society. Well, we’d like to start by having you guys tell us how the band originally got together.

JASON: The band originally started with me and Michael. We ac-tually met in high school, in art class, and just played in some bands in high school and through, you know, friends of ours, through different musical circles, met Andy and Alex, and it’s been a little over two years that we’ve been playing together.

MICHAEL: We’ve always been friends sort of fi rst, you know, I think I’m not sure people know that; sometimes people think a lot of bands and acts are kind of put together but we’ve all had a long-standing friendship.

REBECCA: How do you guys like to describe the sound? Do you consider yourselves a boy band at all or do you kind of shun that?

MICHAEL: Yeah, I think that’s an unfortunate title. Anyone who sees the show will defi nitely see a band, you know, we’ve always been a rock band. We just decide to make pop music ’cos it’s the kind of music that we love – but it’s basically funky up-tempo rock music.

REBECCA: What would you say is your musical philosophy as a group?MICHAEL: I don’t know if a lot of people know, sort of like, the com-

plexities that go into pop music. You know Michael Jackson records are some of the most “singalongable” music since the Beatles, yet you have someone like Quincey Jones who’s such a jazz-minded, you know, very deep musical theoreti-cal producer, you know, making those songs. The point I’m trying to get to is that we’ve always said that our in-house musical philosophy is to, sort of, make those complex-type songs, you know, seem accessible.

ANDREW: We usually write songs with just an acoustic guitar or a piano or both and we think that a good song is really a song that can stand out on its own in that really stripped-down setting. And it’s a very collaborative effort: we all write to-gether; it’s usually all four of us in a room at one time. On our record Fashionably Late, most of that is Honor Society – the four of us. We did do some co-writing with the Jonas Brothers and some other friends of ours and it’s such a cool experience, you know, to like sit in a room, the four of us, and to get other outside ears and, you know, musical hands on the music. It’s really... it’s a lot of fun.

REBECCA: Now, you mentioned your work with the Jones Brothers. How has that helped you?

MICHAEL: You know, they gave us our shot. When we look back on our history, you know, one day that is defi nitely the turning point, them becoming interested in our project and signing us to their label. You know, they saw something in us that we be-lieved in ourselves but gave us, sort of, that bigger platform. And they’ve been awesome friends. You can just watch them walk into a room and you learn how to, sort of, carry yourself, how to perform and how to be, you know, professional.

REBECCA: Let’s talk about the album a bit. What were you guys going for and what do think you’ll evolve to in the future?

ANDREW: We are a rock band and we make pop music. And so the record is unabashedly pop, you know, that’s what we wanted to go for. The album shows the full picture of Honor Society just in terms of, like, the range of music.

MICHAEL: We know what our spectrum is and we may – depending on how we’re feeling at the time – you may hear a really more R & B pop-type album or maybe more a rock acoustic... rock. I honestly feel very blessed, you know, with these guys in the band, really the sky’s the limit. It’s really where our heart is, you know, [it’s] how the music is going to sound.

REBECCA: Thank you very much, guys.

1 In the Limelight

1 In the Limelight


Corrigé dvdfi le-p10-1A. 1/a, 2/b, 3/b, 4/a.B. 1/i, 2/j, 3/a, 4/f, 5/g, 6/c, 7/b, 8/h, 9/d, 10/e.

Script dvdscript-p10-2REBECCA: All great musicians in their own right, when these four

ladies come together, it’s magic. Hi, I’m Rebecca Brayton and welcome to watchmojo.com and today we’re speaking with Ladies of the Canyon.

SENJA: I am Senja Sargeant and I sing and play guitar.ANNA: I’m Anna Ruddick and I play the upright bass and electric

bass and I sing in... Ladies of the Canyon.REBECCA: If you had to describe your music, how would you label

it?ANNA: The producer of our record called it hippy country.SENJA: There’s like a song or two on the album that could be label-

led as hippy country but I don’t think that we can really be boxed into any particular genre.

ANNA: It’s not quite country, it’s not quite rock, its not quite pop, but it’s defi nitely all of those things at the same time.

REBECCA: What is the songwriting process like?ANNA: On this record, a lot of the songs are composed individual-

ly, arranged as a group, but some of them were composed as couples.

SENJA: Yeah like [inaudible] of us would get together and write a tune or whatever. It’s usually one person presents an idea and if they choose to share it with somebody else, they’ll come up with like the entire song.

REBECCA: You’ve never ever done anything like with “the four of us”, like collaboratively?

ANNA: Maybe in the next record. I mean we’re getting more used to each other musically and so on, you know. We were friends fi rst and then we became bandmates so maybe in the future I’m sure it’ll happen.

REBECCA: In terms of inspiration for the music, you know, where does that come from for you guys?

ANNA: Experience.SENJA: Yeah.ANNA: Emotions, things that happen to us. She was saying earlier,

we were doing an interview, and she said she likes to mark sort of like important things that have happened in her life with a song and I think we all feel that way.

SENJA: To get like really basic like sometimes you smell some-thing like lilacs and it’ll remind you of, I don’t know, your aunt’s funeral or something, so to hear something and to feel like it just takes you back to that time totally.

REBECCA: Usually in a band like this each member kind of assumes a certain role...

ANNA: Senja and I have been referred to as the troublemakers, clowns.

SENJA: Yeah, the clowns, the comic relief I guess.ANNA: Yeah.SENJA: We like to defuse any sort of tension which there can be a

large amount of in any band...ANNA: Yeah.SENJA: ...especially one where there’s like four very strong perso-

nalitied women.

REBECCA: Why don’t you tell us more about the live show?ANNA: A journalist friend of mine came out [inaudible] and heard

us play. It was an industry showcase. It was a lot of suits. Like so we were performing for them, so we felt a little bit operated. Yeah we tend, you know, to drop the “F bombs” on stage and we kind of let our guard down, you know that whole thing and he said, “It’s really weird. I came to see you but I thought, based on the music, that you’d be like ‘This song’s about heartbreak, everyone can relate to that, right?” And we’re sort of cute ’cos we’re sort of country singers, and we’re girls, but it’s just we don’t put that on because we’re incapable of it for starters, and (b) because we just want to be real and I think people relate to that more.

SENJA: To make an actual connection with people that you’ve ne-ver met and that you’ve never seen before and actually like treat them like your neighbour is really important.

REBECCA: Thanks very much, guys.SENJA/ANNA: Thank you.

Corrigé dvdfi le-p10-2A. 1. country, hippy, pop, rock.2. a/b/d.3. b/c/d.B. 1/f, 2/g, 3/e, 4/a, 5/c, 6/b, 7/d.C. (students’ own answers)

A Lost Childhood (p. 12-13)

Le texte est un extrait de magazine rédigé par le journaliste/romancier Paul Theroux. La version intégrale est disponible sur le site du Daily Telegraph. On a dans cet article une vue intéres-sante de la solitude vécue par deux grandes « stars » de la mu-sique et du cinéma, aujourd’hui décédées.

(p. 12)

Cet exercice pourrait être donné sous forme de devoir à la mai-son en préparation pour la séquence. Les élèves qui ne connais-sent pas Elizabeth Taylor pourraient alors consulter Wikipedia (http://en.wikipedia.org/wiki/Elizabeth_Taylor).

(p. 12)

Corrigé� Real characters: Jackson’s mother Katherine, Michael (Jack-son), Elizabeth Taylor, the narrator/journalist/famous travel writer Paul Theroux.Fictional characters: Wendy and Peter.Places: Neverland, Santa Barbara.Record albums: Thriller.� Elizabeth is compared to Wendy and Michael to Peter.� Neverland is different because it is fi lled with children’s activities, funhouses, etc. It is called Neverland because that was the name given to Peter Pan’s home and Jackson obvi-ously recognizes that, like Peter Pan, he has never wanted to grow up.� They became friends when Michael decided to give Elizabeth tickets for one of his concerts and then, when he heard she had left the concert early, Michael phoned her up and they immedi-

livre du professeur


ately got on well. They had a lot in common: they had both been child stars and had had a diffi cult childhood helping to support their families and missing out on a real childhood.� Michael himself doesn’t seem to feel he had a tragic child-hood. In later life he was obviously lonely and unhappy and bad-ly treated by the press. However, he also had a lot of the benefi ts of being a star.

WORDWORK (p. 12)

Corrigé wordfi le-p12-1aA. 1/d, 2/c, 3/j, 4/b, 5/a, 6/g, 7/f, 8/i, 9/h, 10/e.B. 1/a, 2/c, 3/a, 4/b, 5/b.C.

mot anglais sa traduction faux ami français sa traduction

ride (n.) manège ride wrinkledevoted dédié dévoué dedicatedtentative timide, hésitant tentative attemptsupport (v.) aider, soutenir supporter bearstage scène stage (training) course

wordfi le-p12-1bA. 1/c, 2/d, 3/e, 4/b, 5/a, 6/f, 7/h, 8/k, 9/g, 10/l, 11/i, 12/o, 13/n, 14/p, 15/j, 16/m.B/C. (voir ci-dessus : 1a)

wordfi le-p12-2A.

best friendbosom friendboyfriendclose friendsoul mate

buddychumcronymatepal

casual acquaintanceclassmatefriend of a friendschoolmateworkmate

B.

get along wellget on like a house on fi rehave a great relationshiphit it off togetherlove each other to bits

fall out withget on badlyget on each other’s nervesrub each other up the wrong waywind each other up

(p. 12)

Corrigé teamfi le-p12-1� He wasn’t from a wealthy family because he had to give his earnings to his father to support the family.� “Elizabeth Taylor became almost his only defender.”� Sensitive: “Michael called the next day in tears apologizing for the bad seats”.Generous: “out of the blue, Michael offered her tickets for one of his Thriller tour concerts”.Sincere: “tremendously eager and helpful”.� Vulnerability (n.) dear (adj.).� “Boyish” and “tentative” show that he’s vulnerable and that he likes playing and having fun.“Eager” and “helpful” refl ects his behaviour over the tickets for the concert and the ensuing phone call.

� Circuses, amusement parks, animals, watching cartoons and playing video games. These all refl ect Michael’s boyish enthusiasm. His liking for animals shows he is a sensitive per-son.� (exemple) I don’t think I would say he was tragic because, although he had diffi culties in his life, he still managed to have fun and hold on to his childlike character.

teamfi le-p12-2� Michael and Elizabeth were like Peter Pan and Wendy in the play and novel Peter Pan by J. M. Barrie (1860-1937). Wendy is recruited by Peter to act as a mother to him in the same way that Elizabeth obviously does to Michael.� Elizabeth tells Theroux that they have such fun together just playing (like children).� Michael was the one who initiated the friendship by giving Elizabeth tickets to one of his concerts.� He then phoned her the next day even though he knew she had walked out of the concert early.� By speaking for hours on the phone.� Having fun together – playing.� They both enjoyed circuses, amusement parks and animals. They both shared the problem of having lost their childhood to stardom and of having had to support their families as children. They were both “lost children” who, deprived of parental love and support, needed to make up for it by playing together and never really growing up.

teamfi le-p12-3� (students’ own answers) See wikipedia.org/wiki/Elizabeth_Taylor.� The fact that she wasn’t satisfi ed with her seats for the con-cert and walked out early.� She liked his vulnerability and his warmth, probably because she herself felt vulnerable and needed someone to love her for who she was and not for the fact that she was a star.� “He’ll talk to you if I ask him to.”� He uses the adjectives “warm” and “cuddly” – adjectives one could use about a mother-fi gure.� She likes things that children like – circuses, amusement parks and animals. It is more than likely that she also lost out on these activities as a child and feels the need to make up for it as an adult.

teamfi le-p12-4� It is near Santa Barbara in California, but in quite a remote spot.� It occupied an entire 3,000-acre valley.� It is a metaphor for eternal childhood. Neverlands are found in the minds of children, so they vary from child to child.� It is a place full of carnival rides, dolls’ houses, giant cinemas, zoo animals; it has its own toy train, etc. It’s a world of play far from real life adult problems of money and personal relation-ships.� He loved watching cartoons and so Neverland had a giant cinema screen. He also loved animals, so he had his own zoo.

1 In the Limelight


TRANSLATOR’S WORKSHOP (p. 13)

Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)Leur (5) amitié commença/a commencé le jour où (5), de but en blanc/à brûle pourpoint (11), Michael lui offrit des billets pour l’un des concerts de son Thriller Tour (1)/de sa tournée Thriller. En fait, elle lui en (9) demanda 14. Mais les sièges étaient placés dans une loge vitrée réservée (8) aux offi ciels/aux VIPs et située (8) si loin de la scène que « c’était comme si vous aviez suivi le spectacle à la télévision ». Au lieu d’assister au spectacle (7), elle emmena son groupe d’amis chez elle. Quand, le lendemain, il apprit qu’elle avait quitté le spectacle avant la fi n (7), Michael l’appela, en larmes, et la pria de l’excuser de ne pas l’avoir mieux fait placer (7).

An Invasion of Privacy? (p. 14)

(p. 14)

CorrigéAlthough she is hiding her face, probably from the paparazzi’s cameras, the blonde celebrity is easily recognisable as Marilyn Monroe, probably the most famous movie actress of all time.She had an unfortunate love life: three unsuccessful marriages, several affairs and no children (although she would have loved to have children). She was often unhappy and depressed and died at 36 from a drug overdose, either accidental or deliberate. This picture shows that celebrity can make life unbearable for those who are constantly in the limelight.

(p. 14)

Script tapescript1-p14PRESENTER: Now there have been a lot of stories in the press

recently about celebrities prosecuting photographers for invasion of privacy and in some cases assaulting them physically. Margaret Stretton, you’re a journalist with The Sun. How do you feel about this?

MARGARET: Well, this is not exactly new, is it?PRESENTER: Not exactly news either, some people might say, but

you put it on the front page.MARGARET: Well, it’s what our readers want to read about: nothing

interests them more than stories about celebrities.PRESENTER: But isn’t this the problem? We’re living in a period

when celebrity culture seems to have taken over the media – a celebrity style of reporting, where everything is about en-tertainment and selling newspapers and not about the truth.

MARGARET: You’re referring to those hoaxes, I suppose.PRESENTER: Well, you have to admit you should have checked your

facts. Isn’t that the fi rst rule of journalism?MARGARET: We were made to believe certain things which turned

out not to be true, that I concede.PRESENTER: And they got you to pay out quite a lot of money.MARGARET: It wasn’t only The Sun. Well, look, the stories were

funny, not too cruel, we were given a name and a phone number... there was no reason to doubt them.

PRESENTER: And it turned out they were just clever hoaxes designed to show up how gullible the tabloid press is. Did any of the celebrities involved take you to court?

MARGARET: No. They know which side their bread is buttered. If they take us to court, we stop writing about them. It’s as simple as that.

PRESENTER: Well, if they don’t want you to stop writing about them, how do you explain the recent wave of prosecutions for inva-sion of privacy that have even been featured on your front pages?

MARGARET: Quite honestly, I don’t know what they’re complaining about. No one asked them to become celebrities. Nobody made them become famous. Nobody’s forcing them to go to nightclubs and restaurants and parties with other cele-brities, nobody’s telling them they have to have their faces on ten-foot high posters or do TV commercials for perfumes that carry their name, or get million dollar paychecks from some dogfood company...

PRESENTER: Of course no one’s forcing them, but what about their private life?

MARGARET: Listen, if you want to earn a lot of money from sport or modelling or acting, you need to have a following, you need to be a star, and the only way of doing that is by deliberately setting out to get noticed, to get photographed in the right places with the right people. And that’s what we are there for. We make celebrities.

PRESENTER: So you think people who want to be celebrities have sold their soul to the devil, so to speak?

MARGARET: Or rather sold it to the media in this case.PRESENTER: And you have no sympathy for them at all?MARGARET: Let me say this. If they want privacy, they can have it.

There are thousands of actors who lead very quiet lives off the screen, under the radar. But once they decide they want to be in the limelight... They bring it on themselves, for God’s sake.

Corrigé� a. It’s a radio interview.b. Margaret Stretton is a journalist.c. They are talking about celebrities and the problems they have with the press.� a. She is being accused of not doing her job properly, of in-venting stories.b. She says they were made to believe certain things that turned out not to be true.c. He thinks that celebrity culture has taken over the media be-cause these days all that the press is interested in is making money/selling more papers.� a. They go to nightclubs, restaurants and parties to get them-selves photographed, they do advertisements that appear on billboards, and do TV commercials.b. He thinks she has a hard, unsympathetic attitude to celebri-ties.c. She thinks the celebrities bring it on themselves, that they ask for it. They could choose to live a quiet life if they wanted.

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(p. 14)

Corrigé (exemple)From Dream to NightmareThe life of Sheila Brandon, winner of an early X-Factor series, turned from dream into nightmare last night. Loving parents and an attractive personality enabled her to believe in her sing-ing qualities and hit stardom, but it all turned sour in the hectic weeks following the fi nale of X-Factor. An impossible schedule of concerts together with too much media attention and parties every night gave this shy girl of nineteen a degree of celebrity she couldn’t deal with. Yesterday evening, not long after Sheila had arrived back in her palatial apartment in London after being on tour for three weeks, police were called...

WORDWORK (p. 14)

Corrigé wordfi le-p.14-1a/1bA. 1/c, 2/g, 3/a, 4/f, 5/b, 6/h, 7/e, 8/d.B. 1/b, 2/a, 3/a, 4/a, 5/b, 6/a.C. 1/c, 2/b, 3/a, 4/b.

wordfi le-p.14-2A. 1/d, 2/f, 3/e, 4/b, 5/a, 6/c, 7/j, 8/i, 9/g, 10/h.B. 1. meet, 2. be mad with, 3. have an affair, 4. cut all ties, 5. get back together, 6. be faithful, 7. get married to, 8. make up with, 9. faithless, 10. fellow..

PRONOUNCE (p. 14)

CorrigéA. 1. book, foot, hood, look, put, should, would.2. food, fool, new, rule, soup, true, truth, two, would.B. The vowel sounds of “to” and “do” may be pronounced [υ] or [e] when the words are not stressed in a sentence.

(p. 14)

Corrigé teamfi le-p14-1A. 1. Margaret Stretton, a journalist on The Sun, is being inter-viewed by a radio presenter.2. It’s a radio interview.3/c.4. The Sun – a British tabloid.5. a. Tabloids have a smaller format than quality papers and often deal in sensational news.b. The Gutter Press.c. They often have articles on celebrity culture, gossip, sensa-tional crime stories and sport rather than on politics. The Sun dedicates its third page to a photo of a sexy woman in very re-vealing clothes or wearing hardly any clothes at all! There are often hoaxes and stories that turn out to be untrue.d. In the US, there is the Philadelphia Daily News, the Chicago Sun-Times, the Boston Herald, the New York Observer and News-day. In the UK, there is the Daily Mirror, the Daily Mail and the Daily Express.

teamfi le-p14-2A. 1/c, 2/c/e, 3/b, 4/d, 5. They want the newspaper to keep writ-ing about them so that they can stay celebrities. Therefore, they do not want to get on the wrong side of the newspaper.

teamfi le-p14-3A. 1. a/F. “Not exactly news either”b/T. “But isn’t this the problem? We’re living in a period when celebrity culture seems to have taken over the media.”c/T. “where everything is about entertainment and selling news-papers”d/F. “not about the truth”2. To check the facts.3. gullible4. He thinks they have “sold their soul”– that they have lost their integrity.5. No, he suggests that she has no sympathy for the celebrities.

teamfi le-p14-4A. 1. “They know which side their bread is buttered. Quite hon-estly, I don’t know what they’re complaining about.”2. Nightclubs, restaurants and parties.3. On ten-foot high posters and on TV commercials.4. Perfumes and dog food.5. Sport, modelling and acting.6. You must deliberately set out to get noticed – to get photo-graphed in the right places with the right people.7. Yes, she says there are thousands of actors who lead very quiet lives off the screen, so they can choose not to become like other celebrities.

Warhol’s People (p. 15)

(p. 15)

Corrigé� The picture on the left shows Marilyn Monroe (1926-1962), the glamorous icon of American cinema in the 1960s who died tragically at a very early age for reasons that still remain unclear. She is said to have had an affair with President Kennedy. The pic-ture on the right shows the artist himself – Andy Warhol (1928-1987). He most probably chose to portray Marilyn for her iconic signifi cance in the 1960s – a decade marked by disputes and confl icts worldwide – and maybe to counterbalance any nega-tive image of the USA by showing its more glamorous side. He was also attracted to any people who personifi ed “camp” (usual-ly taken to mean exaggerated glamour and femininity and often associated with gay icons) such as Marilyn Monroe, Elizabeth Taylor and Jackie Kennedy.� This type of art which emerged in Great Britain in the mid-1950s and then in the USA in the late 1950s is called pop art in reference to popular art and culture, that is to say the art forms in direct con-nection with people’s everyday lives. In portraying everyday objects, however, there was almost always an element of parody.� (students’ own answers) Andy Warhol was an American art-ist, painter, printmaker, writer, record producer and fi lmmaker. He was a leading fi gure in the visual art movement known as pop art. Warhol has been the subject of numerous exhibitions, books and fi lms. He coined the expression “15 minutes of fame.”� For his portraits, Warhol often used photographs on which he superimposed bright colours. The result was an unreal comic-book effect, making his subjects look like superheroes or time-less icons.

1 In the Limelight


� Even though Warhol was interested in making abstract art ac-cessible to the general public, his work is considered as realistic, believable and understandable, as opposed to abstract art. There-fore the expression “real art” came to be associated with him.� (students’ own answers) Other famous pop artists include Roy Lichtenstein, Keith Haring, Robert Rauschenberg, Ed Rus-cha, Jasper John, David Hockney and Niki de Saint Phalle. Their work covered not only painting but sculpture, drawing, street art, collage and montage.

PROJECT (p. 15)

Le but de ce projet est de permettre aux élèves d’utiliser un sup-port visuel – en l’occurrence leur propre création – quoiqu’assis-tée par ordinateur ! – afi n de mettre en application ce qu’ils ont appris sur la technique du pop art. Encourageons-les à laisser libre cours à leur imagination et créativité afi n de proposer un panel aussi varié que possible d’œuvres et de présentations à la classe. Le pop art étant un savant dosage de réalisme et de transgression du réel à travers le travail de l’artiste, l’élève essaiera de se placer dans l’inconfortable position de la justi-fi cation. L’originalité du propos, un ton clairement marqué, un jeu d’acteur transformant l’élève en artiste doux-dingue, seront sans aucun doute à bonifi er dans l’évaluation. Pourquoi ne pas envisager par la suite l’organisation d’une exposition de ces œuvres, dans la salle de classe ou au CDI, chaque élève devant associer un texte explicatif poétique à son document visuel se-lon une thématique choisie ? Le visuel sera donc un prétexte artistique à une production orale (et donc, peut-être, écrite dans un second temps). On conseillera aux élèves, dans les consignes données, de préparer une forme d’interaction avec « son public » lors de la présentation orale.

La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.15. Elle fournit des renseignements sur le peintre, le background et le ta-bleau. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.15. Il s’agit d’un texte à trous sur la vie de Andy Warhol.

Corrigé artfi le-p.15Andy Warhol, a founder of Pop Art whose paintings and prints of Presidents, movie stars, soup cans and other icons of Ame-rica made him one of the most famous artists in the world, died yesterday. [...]Though best known for his earliest works – including his silk-screen image of a Campbell’s soup can and a wood sculpture painted like a box of Brillo pads – Mr. Warhol’s career included successful forays into photography, movie making, writing and magazine publishing.He founded Interview magazine in 1969, and in recent years both he and his work were increasingly in the public eye - on national magazine covers, in society columns and in television advertisements for computers, cars, cameras and liquors.In all these endeavors, Mr. Warhol’s keenest talents were for at-tracting publicity, for uttering the unforgettable quote and for fi nding the single visual image that would most shock and en-

dure. That his art could attract and maintain the public interest made him among the most infl uential and widely emulated ar-tists of his time.Although himself shy and quiet, Mr. Warhol attracted dozens of followers who were anything but quiet, and the combination of his genius and their energy produced dozens of notorious events throughout his career. In the mid-1960s, he sometimes sent a Warhol look alike to speak for him at lecture engagements, and his Manhattan studio, “the Factory,” was a legendary hangout for other artists and hangers-on. [...]He never denied his obsession with art as a business and with getting publicity; instead, he proclaimed them as philosophical tenets.“Being good in business is the most fascinating kind of art,” he said on one occasion. On another, he said: “Art? That’s a man’s name.” As widely known as his art and his own image were, however, Mr. Warhol himself was something of a cipher. He was uneasy while speaking about himself. “The interviewer should just tell me the words he wants me to say and I’ll repeat them after him,” he once said.

LANGUAGE CORNER (p. 16-17)

L’emploi des articles : a, the, øOccasion d’attirer l’attention des élèves sur les différences de fonctionnement des deux langues et aussi leurs similitudes. On sentira que notre choix de point de langue est motivé aussi par les problèmes de traduction que l’emploi des articles entraîne.Notez que les réfl exions sont toujours basées sur des exem-ples tirés des textes étudiés (en compréhension écrite ou com-préhension de l’oral).

Corrigé(Observation)� ø weeks: nombre indéfi ni de semaines.the calls: les appels dont on a déjà parlé (appels identifi ables par l’interlocuteur).the [...] tragedy: celle des enfants stars (défi nie).ø childhood stars: les enfants stars en general (indéfi nis).ø circuses: les cirques en général.ø amusement parks: les parcs d’attractions en général.ø animals: les animaux en général.ø people: les gens en général.ø (strange) things: aucune reference à des événements précis.ø stage: utilisation de la notion on stage/off stage, mais référence à aucune scène en particulier, bien plutôt un un type d’endroit en général. Notons en français « sur ø scène ». L’emploi de l’article ø n’est donc pas étranger au français non plus.� Les/des semaines passèrent, les appels continuèrent.La grande tragédie des enfants vedettes/stars.Les cirques, les parcs d’attractions, les animaux.Cela incite les gens à faire des choses bizarres. Mais aussi : d’étranges choses.Après avoir quitté la scène, vous avez l’impression de fl otter dans l’air.L’article défi ni « les » est employé même lorsque les choses ne le sont pas ! L’anglais semble plus logique : the n’apparaît que si l’on sait de quel objet, événement ou personne on parle.

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� Il n’est pas possible de mettre tous les mots pluriels au sin-gulier ici sans obtenir des énoncés qui ne font pas sens.A week passed, the calls continued. On voit ici le caractère « comptable » de l’article indéfi ni a, et, au pluriel, de l’article in-défi ni « des ».The great tragedy of a childhood star.A circus. An amusement park. An animal. It makes people do strange things. La question se pose vraiment de savoir si cette mise au singulier fait vraiment sens dans le contexte donné.� ø = « les » lorsque l’article français est utilisé pour parler de choses ou de personnes en général.� ø = « des » lorsqu’il est impossible de dire de combien d’éléments il est question ou de les défi nir clairement. La traduc-tion de la première phrase illustre bien cette diffi culté de traduc-tion.

(Application)� The Neverland carousel played Michael’s own song, Child-hood. Even the lawns and fl ower beds were playing ø music; ø loudspeakers disguised as ø big, grey rocks buzzed with ø show-tunes, fi lling the valley with unstoppable Muzak that drowned the chirping of ø wild birds.� a. Even though no rain had fallen for months, the acres of lawns watered by underground sprinklers were deep green.b. Here and there, like toy soldiers, uniformed security people patrolled on foot, or on golf carts.c. Elizabeth and Michael went in disguise to movies in Los An-geles cinemas, sitting in the back, holding hands.

(all) the more.../(all) the less...Le deuxième point de cette double page de réfl exion sur la langue a été choisi parce que sa maîtrise est indispensable à celle d’une argumentation bien construite.

Corrigé(Observation)� all� Il y a en lui une vulnérabilité qui le rend d’autant plus attachant.� (students’ own answers)

(Application)a. There are many rides and funhouses at Neverland, which makes it all the more attractive to children.b. But to adults, the gateway, formidable headquarters and uni-formed guards might make it look all the less welcoming.c. When he learned she couldn’t see anything, he was all the more embarrassed.d. When he heard she had left before the end of the concert, he was all the sadder.e. She was his only defender. That’s why Michael thought her all the more trustworthy.

Manipuler les verbes prépositionnelsEntraînement à l’emploi d’une particularité syntaxique de l’anglais. Il n’est donc pas surprenant que les exercices prennent une tournure... structurale.

Corrigé(Observation)� Les deux verbes de chaque proposition sont suivis de com-

pléments introduits par une préposition : snuggle up to some-thing/someone; cover oneself with something. Ils apparaissent ici dans des relatives dont le pronom relatif est that, lequel ne peut être précédé d’une préposition, contrairement aux relatifs en wh-. La préposition est donc rejetée à la fi n de chaque propo-sition. Il s’agit ici de style parlé courant. Les puristes préfère-raient sans doute :� She’s a warm and cuddly blanket to which I love to snuggle up and with which I like to cover myself!

(Application)� a. Human habitation was a very small part of what the valley was devoted to.b. A railway terminus was what the rest was given over to.� a. Who was Katharine Station named after?b. Who can I confi de in?c. What did you miss out on?

Les structures causativesAutre point structural source de diffi culté pour les élèves, la tra-duction du français « faire faire ».

Corrigé(Observation)� Énoncé 1a : we subit la pression d’un sujet par ailleurs omis.Énoncé 1b : them est l’objet de la pression (absente ici à cause du caractère négatif de la phrase).Énoncé 2 : them (même cas que pour la phrase précédente).� Dans les énoncés n° 1, c’est le verbe make ; dans le second, le verbe lexical force.� Énoncé 1a. sujet (passif) + be made + to + V (pas d’agent).Énoncé 1b. sujet (actif) + make + COD + V.Énoncé 2. sujet (actif) + force + COD + to + V.� L’énoncé 1a est au passif.� l’apparition de to + V après make, là où l’actif utilise make + V. Nous n’infl igeons pas aux élèves d’explication linguistique sur le pourquoi des différentes structures (make + V ; be made to + V ; force to + V).

(Application)� We were forced to believe certain things. Nobody forced them to become famous. Nobody is making them/makes them go to nightclubs...� a. We have to fi nd something sensational to write about to make readers buy our paper.b. I want you to stop writing those horrible lies about my life. If you don’t, I’ll force you to do so.c. I didn’t want to hire any bodyguards. But the pressure of the paparazzi fi nally forced me to.d. Lots of celebrities these days sue the tabloids to make them stop writing tall stories about them.

Marketing Celebrity (p. 18-19)

(p. 19)

Corrigé� (students’ own answers)� Rita Hayworth is advertising soap. Her perfect beauty is

1 In the Limelight


associated with a pure clean skin. The message (to women) is that, by using this soap, some of her glamour and beauty will rub off on you when you cleanse your skin. At the time (1940s-50s) fi lm stars were the trendsetters for young people since “teenage fashion” had not yet taken off in a big way. When it did, along with rock music and pop stars, musicians and singers became teenagers’ fashion icons.David Beckham is advertising Armani clothes. The message is that these clothes are for masculine, modern men who have a healthy lifestyle, are family men and yet have a lot of sex appeal. Since clothes by Armani are by no means cheap, the ads are designed to appeal to young professionals, (e.g. stockbrokers, marketing executives...) between, say, 28 and 35.Beyoncé Knowles is advertising perfume. Her female fans (mostly 18-40) admire her image as a woman both independent and sexy. Like her, they will tend to be successful and concerned with their image.Pierce Brosnan is advertising skin products for men. L’Oréal is trying to convince men that you don’t have to be feminine to use skin products. By using a man known for his seductive appeal to women and with a very masculine image, L’Oréal hopes to over-come the perennial problem of men being afraid of being thought effeminate if they use beauty products.Kate Moss is advertising lip gloss. Kate Moss is an interesting choice for an advertiser because she has a rather wild, “edgy” reputation, being liked by the young because she experiments with different styles, and being admired by the 25-40 age group because she started her career over 15 years ago. The advertiser is trying to capture the largest market possible.� (students’ own answers) Students should be able to realise that the quotes are carefully-worded statements, probably in-cluded in press releases, and therefore not off-the-cuff at all. One wrong word could mean the loss of millions of dollars. It is also probable that, since none of the three people is a native speaker of English, that the “quotes” originated with, or at least were edited by, someone else.� (students’ own answers)

WORDWORK (p. 19)

Corrigé wordfi le-p19A.adjective noun translationaccurate accuracy précis ; precisionambitious ambition ambitieux ; ambitionclever cleverness intelligent ; intelligencecourageous courage courageux ; courageeffi cient effi ciency effi cace ; effi cacitéenergetic energy énergique ; énergieexperienced experience expérimenté ; expériencegenerous generosity généreux ; générositégifted gift doué ; donhonest honesty honnête ; honnêtetéhumble humility humble ; humilitésincere sincerity sincère ; sincéritéskilled, skilful skill compétent ; compétencetenacious tenacity tenace ; tenacitétalented talent talentueux ; talent

B. 1. Natacha surpasse toutes les autres fi lles/Natacha est cent fois meilleure que les autres fi lles.

2. Quand il s’agit de jouer au basket, en général, il bat les autres garçons à plates coutures.3. Dans le domaine de la haute technologie, le Japon est large-ment en tête de la plupart des autres pays/le Japon devance largement les autres pays.4. Elle a le don de la décoration d’intérieur, tout comme sa mère.5. C’est un chef de premier ordre.6. C’est une artiste de premier plan.7. En maths, elle en connaît vraiment un rayon.8. Mary sait y faire/sait s’y prendre avec les enfants. Les autres enseignants l’envient.9. Keith a vraiment la main verte. Regarde donc ces fl eurs !10. Laisse-la faire la partie orale. Elle a du bagout.

Script dvdscript-p.19Today, Harry Potter actress Emma Watson is doing a photo shoot with Alberta Ferretti, an Italian fashion designer. Together they will be launching a new line of clothes inspired, apparently, by Jane Birkin.“So what?” you may ask. “Here we have yet another celebrity lending her name to fashion products that will be bought by thousands if not millions of teenage girls hoping that some of that celebrity’s glamour will rub off on them. Here we have yet another celebrity getting paid astronomical sums for doing no-thing except being famous.”But this is where you would be wrong. Emma Watson is not in it for the money any more. Before she was 18, she was already a millionaire, with over 10 million pounds in her bank account thanks to the Harry Potter fi lms in which she plays Hermione, and plays her so well that she has won more critical acclaim than Daniel Radcliffe who plays the lead in the series.She herself has admited that she need never work again. She even hesitated a very long time before signing up for the fi nal two Harry Potter fi lms. The enormous sums of money involved may have been what fi nally decided her, but it may also have been the enjoyment of acting with people who have become like family to her over the past 10 years or so.Being a very clever girl – with 10 A-levels and a strong desire to get a university degree – she has taken good advantage of the opportunities that fame offers, having become the face of Burberry, for example, and having launched one clothing line already. But she is at pains to insist that her venture into fashion design was not for fi nancial gain. In fact, the profi ts from her fi rst line of clothing, “The People Tree”, went towards spreading the practice of fair-trade farming.So this new venture with Alberta Ferretti is more about organic clothes than about money. Emma’s views on fair trade and orga-nic farming are now some of her strongest motivations when it comes to making decisions as to who she works with or who to work for.But, on the other hand, it is diffi cult to imagine her giving up the limelight, the glamour and the excitement of the Hollywood movie world which she has grown up with. And what a waste of talent it would be if she retired from movies at the ripe old age of 21...

Corrigé dvdfi le-p.19� a studio photo shoot� a. get paid a lot of money for simply being famous.

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b. the fi lms she has made.c. she enjoys fi lming and it pays well.� b/c/e.� (students’ own answers)

PROJECT (p. 18)

Pendant la phase préparatoire, les élèves se répartissent les rôles et s’entraînent. On leur conseillera d’improviser à partir de notes succinctes et de ne pas rédiger le script !Ils peuvent se fi lmer chez eux ou au lycée et remettre ensuite le DVD à leur professeur. Le DVD constituera donc leur project.Ils peuvent également jouer la scène en classe. Dans ce cas, le professeur pourra décider de modifi er les groupes au moment de la restitution afi n de laisser une plus grande part à l’improvisation.

Ateliers (p. 20-22)

Atelier 1 (p. 20)Script dvdscript-p20It’s romantic, it’s huge, and, after the long wait, New Moon is coming to the big screen. Welcome to watchmojo.com and to-day we’re revealing seven things you may not know about the Twilight franchise.

Number 1: the FranchiseThe Twilight fi lms are based on the four award-winning and very popular vampire romance novels written by Stephenie Meyer. The story revolves around teenage girl Bella Swan and her move to Forks, Washington, to be with her Dad. The very mysterious vampire, Edward Cullen, is unexplainably drawn to Bella. For most of the series, the handsome werewolf Jacob Black com-petes for Bella’s affection, and thus the love triangle begins.

Number 2: The VampiresThe vampires in the Twilight series differ from those in tra-ditional vampire stories. In Twilight they are unharmed by garlic, holy items or wooden stakes. They have refl ections and are able to venture out in daylight. However, their skin sparkles like diamonds when hit by the sunlight, which is why the Cullen family has chosen Forks, Washington. It is rarely sunny in Forks. The Cullen clan differ from most vam-pires as they are vegetarian and have renounced the act of drinking human blood.

Number 3: Vampire Government and LawsIn Twilight, vampires are ruled by the Volturi. They are elite vampires who oversee and regulate the vampire population. If their rules are broken they take action and destroy those who do not obey. They have forbidden the birth of newborn vam-pires. This is to avoid the creation of armies and because new vampires can’t control their thirst and go on a killing spree which draws attention to the vampire population. It is also a law that humans cannot know about the vampire world. Bella’s knowledge puts her and the Cullen clan in constant danger.

Number 4: The WerewolvesThe werewolves in Twilight are the descendants of a shape-shifter. As such, they can take any form, though they choose that of a wolf. The werewolves are faster than the vampires, extremely strong and heal quickly.

Number 5: Author’s InspirationThe author, Stephenie Meyer, has acknowledged that her series takes much of their [sic] structure and themes from classic no-vels such as Pride and Prejudice, A Midsummer Night’s Dream and Romeo and Juliet. Meyer said that the idea for the series fi rst came to her in a dream. She admits that her faith as a Mor-mon has infl uenced the underlying principles of her stories, as demonstrated by the book’s cover, which portrays the forbidden fruit from the book of Genesis. However, Myers does not admit to promoting values of sexual abstinence or spiritual purity. According to her the series is “about life, not death” and “love, not lust”.

Number 6: The PhenomenonTwilight has attracted a huge fan base, comprised primarily by teenage girls. (Girl: We screamed. It was awesome!) However, the series also has developed a wider appeal as its author has been compared with the likes of J. K. Rowling of the Harry Potter franchise. Economically, Twilight has bolstered the town of Forks, Washington, with over 8 thousand fans making the pilgrimage to visit the book’s setting each month.

Number 7: The Future of the SeriesMeyer penned a dozen chapters of a companion book to Twilight, which retells the events of the fi rst novel from the perspective of vampire Edward Cullen. These chapters have been available on her website for fans to read. Meyer plans to produce similar pieces that reveal the perspectives of the other main characters. After New Moon hits theaters, fans can expect the movie series to continue with adaptations of the last two novels Eclipse and Breaking Dawn.

Corrigé(questions du manuel)� a. It is between Bella Swan and her two suitors, Edward Cullen the vampire and Jacob Black the werewolf.b. They are not harmed by garlic, holy items or wooden stakes. They have refl ections and can go out in daylight but, in the sun-light, their skin sparkles like diamonds. They are vegetarians who don’t drink human blood.c. They may be destroyed by the Volturi if it is found out that the Cullens have told Bella about themselves, i.e. about their being vampires.d. The inspiration comes from different romantic novels and plays such as Pride and Prejudice, A Midsummer Night’s Dream and Romeo and Juliet. The author’s Mormon faith also infl uenced the underlying principles of the stories.e. The fans are mainly teenage girls.� (students’ own answers)

dvdfi le-p20� a/T, b/F, c/T, d/F, e/T, f/T, g/F, h/T, i/T, j/F/� In the vampire romance novels by Stephenie Meyer, two non-humans compete for the affections of a teenage girl, Bella Swan. One of them is a vegetarian vampire who is unharmed by things that hurt or destroy other vampires. The other is a werewolf, an extremely fast and strong creature descended from a shape-shifter. Although the author admits that her Mormon faith has

1 In the Limelight


infl uenced the stories, they do not promote Mormon values. They are about life and love.

Atelier 2 (p. 21)Nous proposons en compréhension écrite un extrait du récent recueil de nouvelles de Jay McInerney dont nous conseillons la lecture. Ce livre est une mine de textes utilisables en classe.Extrait comique écrit par un habitué de la vie new-yorkaise. Les questions sont organisées de telle façon que l’élève soit guidé vers la perception de tout ce qui est spécifi que à la vie des chas-seurs d’autographes et autres groupies. Elles ont aussi pour but d’aider l’élève à comprendre le comique de la situation dans la-quelle le lecteur est plongé, comme s’il en était le témoin vivant. Notons que l’agression dont Chip est victime est due au fait qu’il vient de chiper la copine de l’agresseur.

Corrigé� The scene is outside the stage door of a theatre where fans have come in the hope of seeing their favourite stars and getting their autographs. There are police barriers and security men. One of the so-called fans is an imposter posing as a fan. His reason for being there becomes clear at the end.� Clarence looks like a bit of a nerd (thick glasses and a parka) and suspiciously intense, but Charlie looks more ordinary (a Mets jacket is the sort of thing thousands of men wear). Both are here to get as many autographs as they can in the hope of selling them to other people. We assume that both are un-ashamedly selfi sh and don’t hesitate to push themselves to the front of a crowd.� Collin pretends to be one of the fans and is waiting for the right moment to attack Chip. He moves very fast and, before the security men can intervene, punches Chip in the face. He is immediately and brutally subdued (“I see stars!”).� Collin obviously has a serious grudge against Chip. It may be that they were in competition for the same part – that Chip even-tually got – or Chip may have done something to Collin that was bad enough to make Collin want to get his revenge.� a. press up: the people are squeezed against the barriers.clutched: they hold onto their books as if afraid that someone

might steal themstamping: they’re very cold and try to keep their feet warm by

marching on the spotgoes taut: you can feel the tension when the people see signs

that a celebrity is arrivinglaunches himself: the actor is obviously trying to get past the

crowd as fast as he canslide under: Collin manages to pass under the barriercut him off: stand in his way and block his progressnail: hitduck away: try to avoidwobbles: staggers, loses his balancesinks: (here) fallstackles: jumps and throws the person down as in a rugby or US

football matchsmashes: hits very hard, crushesb. squeaky-wheel Me-me-me manners of born New-Yorkers: New Yorkers, like other city people, are not famous for their politeness

or discretion. They speak their mind and say what they want. “Squeaky-wheel” refers to an insistent noise that can be heard above others, and “Me-me-me” means egotistical.a love-struck jellyfi sh: you have to imagine a jellyfi sh wobbling about and surging forwards from time to time because of an ir-resistible attraction to something.a shiny black stretch fi ns up to the curb: a black limousine (a “stretch limo” is longer than a normal car) comes and pulls up by the sidewalk. “Fins” could refer to the tail fi ns of the car, which might be exaggerated, but more probably refer to the silent sli-thering movement of a fi sh.c. “I see stars”: this is what is supposed to happen when so-mething hits you very hard on the head. Collin here has been violently thrown to the ground and his head hit it hard. He had come to meet a star, and now he can see several!

Atelier 3 (p. 22)Corrigé(exemple)� What is at issue here is the relationship between celebrities and the advertising industry, and above all the astronomical sums that celebrities are paid to endorse a particular brand.� � Not only are the fees astronomical in this case, but totally indecent when compared to the salary of the average wage-earner who gets around $2,000 per month. It would take 9,000 months – that is 750 years – to make as much money as the woman in question did in a mere few minutes. If you consider that the working life of a person is around 40 years, then you can conclude that it would take almost 19 lifetimes. While any form of offi cial control over such fees seems unde-sirable, advertisers and celebrities should realise how inap-propriate they are when compared to values in the “real world” that most people live in.� Although celebrities obviously have a far greater impact on viewers than unknowns, it would be nice if advertisers hired young actors and actresses. It would give them quite a boost to their career.

Atelier 4 (p. 22)Nous conseillons de faire préparer cet échange en donnant aux élèves des pistes pour rechercher des cas d’atteinte à la vie privée et des lois en vigueur dans les pays anglo-saxons et en France.

Pistes de rechercheshttp://www.jumpjet.info/CEM/04/Celebrities_Rights_to_Privacy.pdfhttp://news.bbc.co.uk/2/hi/talking_point/forum/2744599.stmhttp://www.wisegeek.com/what-is-invasion-of-privacy.htmhttp://www.dailymail.co.uk/tvshowbiz/article-366038/The-ce-lebrities-invade-privacy.htmlhttp://science.jrank.org/pages/10853/Privacy-CELEBRITY-PRI-VACY.htmlhttp://droit-finances.commentcamarche.net/legifrance/37-code-penal/89928/de-l-atteinte-a-la-vie-privee

Atelier 5 (p. 22)Revoir les conseils donnés p. 162 pour la rédaction d’une lettre. Inciter les élèves à inventer des situations cocasses.

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Corrigé(exemple)

(adresse de l’expéditeur et date)

(nom et adresse du destinataire)

Dear Sir,On the front page of the last issue of your magazine there is an article about me and a photo purporting to be of me lying by my pool in the company of Mr Zackary Highfi ve, the basketball player. The caption reads that I am “enjoying some company” while my husband is away at an international golf tournament and the article continues in the same vein. Since the photo is not of me at all, I consider its publication to be detrimental to my reputation and the caption and the article to be libellous.Firstly, the person in the picture is shown wearing a skimpy yellow bikini, which is ample evidence that it cannot be me as I am obliged by a $2 million contract with Little Georgina’s Summer Secrets, Inc., the multinational swimwear company, to wear only one-piece swimsuits (preferably black) for the next fi ve years whether in public or in private.The face, however, is recognisable as mine, but it is nothing more than a montage: my face has been superimposed on someone else’s body. Some of my fans have recognised that the picture of me that you used was taken at least two years back.As for the implication that I was being unfaithful to my hus-band with Mr Highfi ve, let me say this: I have never even met Mr Highfi ve. Your article is not only inaccurate but libellous in this respect.My reputation has been severely damaged by both the picture and the article. You have also put my contract with Little Geor-gina’s Summer Secrets in jeopardy by showing someone you claim to be me wearing another brand of swimwear.Accordingly, unless you immediately print a retraction stating that the information contained in the photograph and the article was false, and make a formal apology in the magazine, I shall ask my attorney to take the necessary legal action. I shall be claiming $10 million in damages. I also demand that the retrac-tion take up as much space on your front page as the original article did and that it be accompanied by a recent picture of me in the right swimwear.

Sincerely yours,.........

Class Project (p. 23)

Ce projet poursuit l’étude sur les célébrités et le rôle qu’elles peuvent jouer dans la promotion de produits ou dans la défense de certaines causes d’utilité publique et/ou citoyenne. Il motive-ra les élèves dans la mesure où ils vont pouvoir faire montre de créativité et de réfl exion sur l’art et la manière de véhiculer des messages dans le domaine de la publicité. De plus, la compéti-tion entre les deux agences de publicité sera un atout supplé-mentaire car proche du jeu de rôle, par conséquent motivante puisque l’élève fera son possible pour gagner et donnera ainsi le meilleur de lui-même.Diviser la classe en deux groupes : les deux agences de publicité.

Chaque agence comprend trois équipes (une équipe par projet).Chaque équipe désigne l’un de ses membres pour faire partie du jury lors de l’évaluation.

PréalableAfi n d’aider les élèves à construire leur travail, il faut les inciter à aller chercher de l’information sur chacun des thèmes de la campagne publicitaire en question. Une campagne publicitaire, de quelque nature qu’elle soit, s’appuie sur une réalité et a pour objectif de changer les choses. Un certain nombre de faits et de statistiques ainsi que leurs conséquences éventuelles sont donc nécessaires au choix des arguments qui vont être em-ployés pour convaincre. Ce travail de recherche est donc indis-pensable.

1. South AfricaLes élèves trouveront des informations utiles de toutes sortes sur les sites suivants parmi beaucoup d’autres :http://www.arrivealive.co.za/history.aspx?title=generalhttp://www.arrivealive.co.za/pages.aspx?i=2826http://www.arrivealive.co.za/http://www.citypress.co.za/SouthAfrica/News/Road-safety-stats-hit-a-pothole-20101001http://www.arrivealive.co.za/pages.aspx?i=1459http://www.grsproadsafety.org/page-south_africa-22.html

2. Men wearing skirtsh t t p : / / e z i n ea r t i c l e s . c o m / ? W h y - M e n -S h o u l d - W ea r-Skirts&id=123491http://hubpages.com/hub/Skirts-And-Dresses--Men--Can-Wear-In-Publichttp://en.wikipedia.org/wiki/Men’s_skirts

3. Voting in the UKh tt p : / / w w w. s tat i s t i c s . g o v. u k / S TAT B A S E / s s data s e t .asp?vlnk=5204http://www.ukpolitical.info/Turnout45.htmh t t p : / / w w w. s ta t i s t i c s . g o v. u k / S TAT B A S E / P r o d u c t .asp?vlnk=8673&More=Yhttp://news.bbc.co.uk/news/vote2001/hi/english/new-sid_1254000/1254995.stmhttp://www.newcastle.edu.au/Resources/Schools/New-castle%20Business%20School/APSA/PanelYouthPol/Hill-Lisa-and-Louth-Jonathon.pdf (texte et statistiques)http://www.ukyouthparliament.org.uk/ge_website/pages/why-vote.htmlhttp://news.bbc.co.uk/2/hi/uk_news/education/2699275.stm

ÉvaluationCe projet peut donner lieu à une évaluation qui peut être mise en forme, avec l’aide du professeur, par les élèves qui joueront le jury ou avec toute la classe avant de commencer le travail sur le projet.

1 In the Limelight


Checkpoint (p. 24-25)

Compréhension de l’oral (p. 24)

(p. 24)

Corrigé� Andy (the woman) and Nate (the man). They live together. They are boyfriend and girlfriend.� Nate is angry because Andy was late back from work and missed his birthday party.� She rebukes him for thinking that the world of fashion is a stupid world.� Runway.� Miranda is the head of the fi rm Andy works for. She is the edi-tor of the magazine.� He criticises her for lacking in integrity and for looking like the girls who read the magazine.� A phone call, probably from Miranda. Nate breaks up with Andy, saying that they no longer have anything in common. He thinks Miranda and Runway are more important to Andy than he is.Script tapescript3-p24NATE: Andy, what the hell is wrong with you?ANDY: I didn’t have a choice. Miranda asked me. I couldn’t say no.NATE: I know. Your answer for everything: “I didn’t have a choice.”

Like this job was forced on you, like you don’t make deci-sions.

ANDY: You’re mad because I work late and I missed your birthday party. I’m sorry.

NATE: Oh, come on, what am I, four?ANDY: You... you hate Runway. And Miranda. And you think fashion

is stupid. You’ve made that clear.NATE: Andy, I make port-wine reductions all day. I’m not exactly

in the Peace Corps. You know, l wouldn’t care if you were out pole-dancing all night... as long as you did it with a little integrity. You used to say this was just a job. You used to make fun of the Runway girls. What happened? Now you’ve become one of them.

ANDY: That’s absurd.NATE: Hey, that’s okay, that’s fi ne. Just own up to it. And then we

can stop pretending like we have anything in common any more.

ANDY: You don’t mean that, you...NATE: No, I do.ANDY: Well, maybe this trip is coming at a good time. Maybe we

should take a break. Nate? I’m sorry. Just one second.NATE: You know, in case you were wondering... the person whose

calls you always take... that’s the relationship you’re in. I hope you two are very happy together.

Compréhension de l’écrit (p. 24)

(p. 24)

Corrigé� The three women are supposedly three of Tiger Woods’ mis-tresses.

� They expose their private lives in the media.� Boorstin ironically explained that a celebrity was someone known for no other particular reason than he or she was [...] well-known! His point was to show how insignifi cant a so-cal-led celebrity could be. Or that celebrities were in fact non-en-tities!� It titillates some of our less likeable traits and tendencies. It replaces other, more traditional, forms of cultural entertain-ment such as books, fi lms or art, which no longer have any re-levance for most people.

Expression écrite (p. 25)

(p. 25)

Informations supplémentairesRap star Kanye West has his own Internet search engine (Search With Kanye West).Aerosmith guitarist Joe Perry has his own line of “hot sauce”.The R & B singer Usher teamed up with Mastercard to launch a range of credit cards.Justin Bieber has his own line of nail polish called “One Less Lonely Girl”.Lady Gaga has released her own range of Heartbeat headphones.Beyoncé has her own clothing ranges, House of Dereon and I Am Sasha Fierce.

Quelques pistes pour l’évaluationRespect du nombre de mots.Pertinence des réponses.Variété du lexique (ré-emploi du lexique vu en cours – voir fi ches Wordwork).Richesse de la langue (ré-emploi de structures grammaticales vues en cours – voir Language Corner).

Corrigé� Stage Door refers to the theatre entrance used only by the actors and the stage staff, not by the general public. As the title of an article, it therefore implies that this is information not usu-ally available to the public.� The journalist criticizes musicians for not being creative enough – for not recording new albums – and for spending too much time concentrating on making money in other ways.� They are wrong because, in the long run, this will shorten their careers.� (exemple) If I were asked to appear in ads or in movies, I would probably be fl attered and agree. It is easier money than playing live but it could never replace the buzz you get from a live audience.� (exemple 1) I never buy products because I have seen them endorsed by singers or actors. It is not their celebrity that makes the product good.(exemple 2) I tend to be infl uenced by ad campaigns featuring celebrities that I admire. By buying products that they advertise, I feel closer to them.

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Sweetheart goes to NYC (p. 26-27)

(p. 26)

Corrigé� The characters move to an apartment in the Upper East Side, one of the smartest and most expensive areas in New York. They spend half of the year there. Living in a “co-op” implies that they have to abide by a certain number of rules.� Blythe comes from an upper-class background. The sentence “I certainly wouldn’t have passed the co-op board if not for Blythe’s venerable family name” means that the narrator’s origins are more modest. He thinks that he would not have had the opportunity to live in such a building if he had not been married to Blythe.� Sweetheart is a female pig/a sow that has been domesticated/house-trained. When Blythe fi rst took her to New York, she weighed 80 pounds. Her owner feeds her only on vegetables (l. 39). The adjective “sweet” (i.e. cute, attractive...) is rarely used to describe a pig. Calling a pig Sweetheart sets the comic tone of the story.� The guards at the airport were surprised to see a couple carrying a pig with them. However, the presence of such an unusual pet did not seem to bother them (since they could fi nd no rules against it) and they let Blythe and the narrator board the plane with Sweetheart.� When the narrator got on the plane, it was diffi cult for him to fi nd a place to put the bag containing Sweetheart. After he had fi nally managed to solve the problem, he was asked to change rows because he had taken someone else’s seat. This scene is funny mainly because, as soon as one problem is dealt with, another one comes along.� “Grunt” (l. 48) is used to describe the sound that Sweetheart makes – a pig grunts. The narrator has been carrying Sweetheart around and his back hurts; “grunt” (l. 53) is used to describe the sound that he makes to express the pain he feels. There is an obvious parallel being drawn between the narrator and the pig... (cf. question 9).� Keeping Sweetheart in the apartment required some ingenuity. Except for one of the doormen, nobody in the building knew about Sweetheart. Blythe had thought of a place where she could quickly hide the pig (l. 69-70). To prevent the super from fi nding out about the animal she disposed of the pig’s excrement somewhere outside of the building. Blythe used designer label shopping bags – from Barneys, Bergdorf, Chanel and Armani – to secretly get rid of the contents of the pig’s litter box. Knowing that Blythe’s husband is unfaithful to her gives another dimension to the title of the short story. If you call someone a “pig” you think that they are unpleasant in some way. The word “Pigs” in the title therefore refers both to Sweetheart and to Blythe’s husband.

WRITER’S WORKSHOP (p. 27)

Vous pouvez aider les élèves à rédiger leur scénario en leur don-nant la fi che suivante.

A. The scene1. Describe the situation. Place: ....................................................... Time: ....................................................... What is going on: .......................................................2. Comic/farcical elements...............................................................................................................

B. The charactersThe way they look:...............................................................................................................The way they behave:...............................................................................................................The way they talk:...............................................................................................................

C. The outcomeWhat fi nally happens:...............................................................................................................Comic/farcical elements:...............................................................................................................

The situation1. Sum up the scene.............................................................................................................................................................................................................................................................................................................................................................................................................................................................

2. A comic scene? Yes. No.Explain.............................................................................................................................................................................................................................................................................................................................................................................................................................................................

The actors---1. Their roles:...............................................................................................................2. The way they spoke:.............................................................................................................................................................................................................................................................................................................................................3. The way they acted the scene:............................................................................................................................................................................................................................................................................................................................................................................................................................................................

Pour évaluer la prestation orale des élèves-acteurs, on peut demander aux élèves-spectateurs de remplir la fi che suivante.


2 Manifest Destiny?Ce second chapitre concerne la place des États-Unis dans le monde, et en particulier l’accroissement de leur infl uence aux cours des 250 ans de leur histoire. Le titre vise à introduire le concept de « destinée manifeste » souvent utilisé pour décrire, voire justifi er, les différentes étapes du développement de cette nation-continent. Certains parleront d’impérialisme tandis que les Américains eux-mêmes ont recours à la notion de destinée écrite d’avance. Réalité ? Croyance ? Alibi ?Le point d’interrogation du titre n’est pas là par erreur. Il indique simplement que les documents et les activités que nous proposons aux élèves ont pour but de les aider à se faire une opinion sur ce concept de destinée préétablie qu’un certain nombre d’autres nations (ou d’Américains eux-mêmes) remettent volontiers en question comme certains des documents (textuels ou iconographiques) que nous utilisons le montrent.


Les cinq images de cette double page d’ouverture vont nous servir à introduire la problématique annoncée par le titre à l’aide des questions posées dans la partie Speak. La vidéo qui accompagne cette ouverture renvoie, elle aussi, à ce qu’on appelle parfois l’empire américain (voir script et corrigé des activités infra).

(p. 29)

Corrigé� These pictures are obviously related to the USA. There is the launch of a space shuttle, an Indian (or Native American) in full traditional costume, a picture of immigrant children discovering the Statue of Liberty upon arrival in New York harbour, a picture of the fi rst moon landing of 1969, and fi nally one of the American fl ag, slightly different from its original version...� Picture 5 illustrates the hope of a better life that incited so many immigrants to leave their home countries and fi nd “the land of milk and honey”.Picture 4 is related to the conquest of the American continent and the treatment that Native Americans were given as well as the loss of their territory.The picture of the burning fl ag (3) shows how America is perceived in some countries.Pictures 1 and 2 represent an aspect of what America can justly be proud of, while pictures 3 and 4 point to other aspects of American history both long past and recent that might be considered as things to be regretted.� The title of the chapter refers to a theory that fi rst saw the light of day in the 19th century, and by which the expansion of the USA across the whole of the American continent was not only natural but inexorable.More at: http://en.wikipedia.org/wiki/Manifest_Destiny.The question mark is there to precisely establish how valid or justifi ed this theory is.

Script dvdscript-p28To describe the US as an empire is controversial because of the country’s foreign policies. According to the government, these strategies are rooted in an aggressive desire to protect the country’s own interests and territory.

In the year 1900, President William McKinley went so far as to claim the American fl ag had never been planted on foreign soil in an effort to claim more territory, but rather for the sake of humanity. However, even in the early days of the nation, President Thomas Jefferson was said to have been anxiously awaiting the fall of the Spanish empire in the hopes his country could add territory from its collapse.

Through the centuries, the policies and methods implemented by American leaders to exercise their infl uence have been subtle in comparison with those used by past empires. Until that point, brute, obvious force had been the main technique used to claim and control land. Instead, from its beginnings, the United States have used a more strategic and calculated approach.

After British colonisation of the Americas, the thirteen American colonies refused to be governed from overseas by Great Britain. Between 1775 and 1783, these colonies united against Britain in the American Revolutionary War. By the end of the battle, the United States of America was recognised as a sovereign nation. According to the treaty that ended this war, the US at this time stretched up the east coast of North America reaching as far west as the Mississippi River.

In 1803, through the Louisiana Purchase, the US effectively doubled its area with land that had belonged to France. In the following years, they continued to push their borders using a combination of military efforts, purchases and annexation. Less than 75 years after gaining independence, the United States had nearly tripled in size and extended its borders all the way to the Pacifi c. With the purchase of Alaska, as well as the annexation of Hawaii at the end of the 19th century, the United States added what would become their 49th and 50th states. Guam, the Philippines and Puerto Rico were ceded to the US by Spain after the Spanish-American war in 1898. At this moment, the United States owned nearly 7% of the world’s total land area. However, the amount of territory occupied by the US is deceiving, considering the tremendous infl uence the country held over much of the world throughout the 20th century. And the country continues to have a strong military presence throughout the world with thousands of troops stationed in countries across the globe.

In addition, American culture has spread globally, thereby increasing its dominance. The music, fi lm and fi nancial landscapes were all dominated in the 20th century by the United States. Also, US advances in science and technology have helped push the world into a new era. However, some analysts claim the gap between America and the rest of the world is narrowing. The tallest building in the world stands in Dubai, the biggest movie industry is Bollywood and the world’s largest passenger airplane is built in Europe. If America is indeed losing its hold on world dominance, inevitably a new power will emerge to write a new chapter in the history books.

2 Manifest Destiny?

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Corrigé dvdfi le-p28A. 1/b, 2/a.B. 1/d, 2/a, 3/e, 4/g, 5/h, 6/f, 7/b, 8/c. The date of the purchase of Alaska is not mentioned in the video.C. The US had a tremendous infl uence over much of the world during the 20th century and continues to have a strong military presence throughout the world.American culture has spread globally, thereby increasing its dominance. It dominates the music, fi lm and fi nancial landscapes. Also, US advances in science and technology have helped push the world into a new era. However, the gap between America and the rest of the world is narrowing. The tallest building in the world stands in Dubai, the biggest movie industry is Bollywood and the world’s largest passenger airplane is built in Europe.

The Land of Make Believe (p. 30-31)

Le texte proposé ici est tiré d’un thriller politique de David Baldacci, typique du genre.Extrait critique de Publishers Weekly :“... a renegade CIA faction attempts to reassert the agency’s primacy over the FBI by manipulating members of Congress who fund both outfi ts. To do so, the CIA conspirators aim to take over a bribery scheme they’ve discovered. The scam was concocted by legendary lobbyist Danny Buchanan, who has been greasing the palms of lawmakers to gain their support of bills aiding the poor and hungry overseas. The spooks plan to assassinate Buchanan and his protégée, the lovely Faith Lockhart, and force the legislators, under threat of exposure, to support the CIA over the FBI.”

(p. 30)

� The pictures symbolise American supremacy or what America is proud of.� America is sometimes thought of as the land of make believe because of the philosophy that “anything is possible”, usually in a business sense. Also, even if moving pictures were invented in France, America has the biggest and most legendary movie industry.� The pictures illustrate the extent of America’s infl uence over the whole globe. They were chosen to illustrate the theme developed in the passage: that of the USA’s global domination.

(p. 30)

Corrigé� (exemple) I feel so privileged to be living in comfort, enjoying my wealth and when I see those awful heart-rending images of poor, starving people in the Third World, I just want to do what I can to help.� The story takes place in the USA. Washington, Wall Street and Hollywood are mentioned in the text.� Washington is the symbol of the US government. Hollywood is that of the land of dreams and fi ction, and Wall Street is the symbol of American capitalism.� Danny tells Ward that he’s having a recurring dream but what he then describes sounds more like a nightmarish harbinger of what may befall America.

� Just two years after the publication of the book the 9/11 terrorist attacks destroyed the World Trade Center in the heart of New York City. One could say the book was prophetic but in fact there had already been some hint of things to come with the fi rst WTC bombing attempt in 1993.� Obviously the character (or the author himself) has felt the anger that was mounting in various parts of the world due to American policies.Danny feels shame concerning the attitudes in his country, the way the USA always wants to be on top, the way some people make so much money for doing so little and the way his country pollutes the rest of the world. However, Rusty doesn’t feel they are so bad.� He thinks that the reason he gives money is because he feels there is too much tragedy compared to happiness in the world and so he perhaps thinks that his money could create a little more happiness in areas where there is great tragedy.

(p. 30)

Corrigé(exemple) My idea of a nightmare concerning France would be if the country were run by a group of anarchists, without law and order. Although it may sound like a dream to be able to live without any constraints, but in this nightmare policemen and judges don’t exist any more. Theft, rape and murder are permitted, and there are no laws against drug-taking or dangerous driving. Children aren’t obliged to go to school any more and they roam the streets where they grow steadily into delinquents. Sex and violence are the only subjects of the mainstream TV channels or movie theatres. The only things that keep the economy afl oat are drug-dealing and prostitution.My dream, on the other hand, would be a little like Martin Luther King’s dream: a place where everyone lives in harmony and no one judges anyone else by their colour or their social background. In my dream everyone would feel they had a valuable role to play in society.

WORDWORK (p. 30)

Corrigé wordfi le-p30-1a, 1bA. insane, adjective, h. recurring, adjective, a. hoard, verb, i. fraud, noun, g. stuff, verb, j. fl ush, verb, f. make-believe, noun, d. stern, adjective, b. suck up, verb, e. trash, verb, c.B. 1/b, 2/a, 3/b, 4/a, 5/a, 6/a.

wordfi le-p30-2A. 1. retreat, 2. withdrawal, 3. kindness, 4. delight, 5. confi dence, 6. submission, 7. shelter, 8. leave alone, 9. bravery, 10. fear-lessness.B. 1/c, 2/e, 3/d, 4/f, 5/j, 6/i, 7/h, 8/g, 9/a, 10/b.

2 Manifest Destiny?


(p. 31)

Corrigé teamfi le-p31-1A. 1/c/e/f2. (students’ own answers)3. He suggests that America is taking all the world’s money for itself, leaving other countries poor.4. It “crushes” the other countries in many different ways – often by force (for example, some people say that America invaded Iraq just to have access to its valuable oil).5. It likes to be seen as “America the Beautiful” and the true land of make believe.6. “America the beautiful” is a land full of very rich people such as athletes, movie stars, young computer geeks or lobbyists in their private jets. The land of make believe is mainly Hollywood.

teamfi le-p31-2A. 1. a. T. (l. 22, “...see us for what we are: a fraud”)b. T (l. 23, “ ...they start coming for us”)c. F. l. 23, “ In log boats and propeller planes”)d. F. l. 24, “And they wipe us out”)e. T (l. 28, “the true land of make believe”)2. The ball players, the movie stars and the supermodels all make loads of money for doing very little.3. (exemple) They are the symbols of powerful and ultra wealthy America – they are associated with the idea of ‘dream’ because it is supposed to be every American’s dream to work in one of these places.4. The fact that America pollutes so much because it is a consumerist nation – they “suck up the energy in the world”.

teamfi le-p31-3A. 1. He is probably surprised that Buchanan is so critical of America and worried about what might happen to it.2. No, fi rstly he is very wealthy himself, then it’s clear that he is cynical and disapproving of the way they get their money.3. a. T. (l. 34, “ We also suck up ... energy in the world”)b. T (l. 34, “ a disproportionate share”)c. F. (l. 34, “ a disproportionate share of the wealth”)d. T. (l. 36, “ We trash foreign economies”)e. F. (l. 37, “and never look back”)4. (exemple) Fear, because he worries about America being attacked by others. Guilt, because he recognises that Americans (and perhaps he himself) have got rich by exploiting others.5. l. 45: “he paused, moistness creeping into his eyes”.6. Danny is more critical; Rusty says “we’re not so bad”.

teamfi le-p31-4A. a. February 26th.b. A truck bomb was detonated below the North Tower of the WTC.c. 7 (6 adults and one unborn child) people were killed and 1 042 were injured.d. They lost their over-the-air broadcast signal for almost a week.e. Ramzi Yousef masterminded the attack. He was born in Kuwait and his uncle funded the operation. Abdul Rahmen Yasin helped make the bomb. Yousef escaped to Pakistan and Yasin also got away: he fl ew back to Iraq the next day and is still on a list of FBI’s most wanted terrorists.f. Iraq.

g. They wanted the US to end all involvement or interference with Middle East countries, in particular Israel.2. They were obviously founded on fact; there had already been the fi rst WTC bombing in 1993 and then in 1995 came the Oklahoma bombing and other smaller incidents. However, it would seem to have a prophetic nature too as it was written just 2 years before the 2001 WTC attack.

PROJECT (p. 31)

Les projets réalisés par nos élèves à cette occasion montrent que l’inspiration ne manque pas et que la motivation est au rendez-vous. La forme la plus courante de projet ici a pris la forme de scènes vidéoscopées dans lesquelles les intervenants « décortiquent » les différentes étapes de leur recherche documentaire (extraits des vidéos trouvées sur les sites suggérés, raison du tri effectué et montage fi nal accompagné du commentaire).


Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)Buchanan se redressa, très droit contre le dossier de son siège (8), joignit les paumes de ses mains (8) et s’éclaircit la voix (4). Il n’avait jamais dit à quiconque ce qu’il allait dire (8). Même pas à Faith. Peut-être l’heure était-elle venue (de le faire) (8). Il était sûr qu’on penserait (8+4) qu’il était devenu fou/qu’il passerait pour fou (8), bien sûr, mais au moins Rusty garderait cela pour lui.C’est surtout le recours à l’étoffement qui caractérise ce passage traduit.Le choix de « il était sûr qu’on penserait » est un choix de linguiste dû à la présence de would (qui marque la certitude de l’énonciateur) d’une part, et de look de l’autre, le sémantisme de look/« sembler » impliquant, qu’on le veuille ou non, une certaine passivité de la part du sujet.

Confederation (p. 32)

Nous utilisons ici un document authentique offi ciel et propice au travail de l’oral puisqu’il s’agit du discours que le Président Polk a prononcé le jour de son investiture.Ce discours est resté célèbre parce qu’il annonçait clairement pour qui savait lire entre les lignes quelle serait la politique de son administration concernant l’expansion territoriale de l’Union.Certains n’hésiteront pas à parler de cynisme pour qualifi er la façon dont les choses sont présentées.

(p. 32)

Pour la question 2, de nombreuses illustrations liées à cette bataille se trouvent sur le site suivant : http://www.google.fr/images?hl=fr&sugexp=llsfp&xhr=t&q=the+battle+of+the+alamo&cp=22&um=1&ie=UTF-8&source=univ&sa=X&ei=Yn2UTf-7O9Lo4Aai69W_DA&sqi=2&ved=0CDIQsAQ&biw=1636&bih=940Nous n’allons pas ici nous substituer aux recherches que les élèves doivent faire. Quelques sites leur permettront de parfaire leurs connaissances sur ce sujet qui est directement relié à l’essentiel du discours du président Polk :

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– http://www.sonofthesouth.net/texas/battle-alamo.htm ;– http://www.lone-star.net/mall/texasinfo/alamo-battle.htm ;– http://militaryhistory.about.com/od/battleswars1800s/p/alamo. htm.Ils trouveront sur ces trois sites de quoi travailler leur comprétence de compréhension écrite puis celle d’expression orale...Pour la question 3, les élèves répondront librement, compte-tenu de ce que la question précédente leur aura permis d’apprendre, le fait que cet épisode de l’histoire américaine soit une défaite laissant présager qu’il serait vraiment surprenant qu’elle n’ait pas eu de suites ou qu’elle n’ait pas donné lieu à une revanche.

Corrigé� a. The cut and colour of the attackers’ uniforms are those of the Mexican army.b. The defenders are obviously civilians, but those on the roof of the building in the background might be soldiers from a small Texian garrison.c. The fl ag is that of Texas at the time.d. The man in the raccoon hat is the famous trapper Davy Crockett (played by John Wayne in the 1960 fi lm version) who died fi ghting at the Alamo with his friend Jim Bowie, another national hero who died there.� (students’ own answers) Les élèves trouveront de nombreux sites sur lesquels ils peuvent s’appuyer. Leur demander de préparer un rapide résumé qui ne soit pas un simple copier-coller. Ils trouveront également de nombreuses illustrations relatives à la mission elle-même et à la fi n tragique de ses occupants.http://en.wikipedia.org/wiki/Battle_of_the_Alamohttp://militaryhistory.about.com/od/battleswars1800s/p/alamo.htmhttp://www.youtube.com/watch?v=eCH-LbPiUnshttp://www.lone-star.net/mall/texasinfo/alamo-battle.htm� (students’ own answers) Les informations prélevées à l’occasion de la question précédente les mettront sur la voie.

(p. 32)

Script tapescript4-p32The Republic of Texas has made known her desire to come into our Union, to form a part of our Confederacy and enjoy with us the blessings of liberty secured and guaranteed by our Constitution. Texas was once a part of our country – was unwisely ceded away to a foreign power – is now independent, and possesses an undoubted right to dispose of a part or the whole of her territory and to merge her sovereignty as a separate and independent state in ours. I congratulate my country that by an act of the late Congress of the United States the assent of this Government has been given to the reunion, and it only remains for the two countries to agree upon the terms to consummate an object so important to both.I regard the question of annexation as belonging exclusively to the United States and Texas. They are independent powers competent to contract, and foreign nations have no right to interfere with them or to take exceptions to their reunion. Foreign powers do not seem to appreciate the true character of our Government. Our Union is a confederation of independent

States, whose policy is peace with each other and all the world. To enlarge its limits is to extend the dominions of peace over additional territories and increasing millions. The world has nothing to fear from military ambition in our Government. While the Chief Magistrate and the popular branch of Congress are elected for short terms by the suffrages of those millions who must in their own persons bear all the burdens and miseries of war, our Government cannot be otherwise than pacifi c. Foreign powers should therefore look on the annexation of Texas to the United States not as the conquest of a nation seeking to extend her dominions by arms and violence, but as the peaceful acquisition of a territory once her own, by adding another member to our confederation, with the consent of that member, thereby diminishing the chances of war and opening to them new and ever-increasing markets for their products.To Texas the reunion is important, because the strong protecting arm of our Government would be extended over her, and the vast resources of her fertile soil and genial climate would be speedily developed, while the safety of New Orleans and of our whole southwestern frontier against hostile aggression, as well as the interests of the whole Union, would be promoted by it.

Corrigé� He’s talking about Texas whose inhabitants wanted to join the Union.� Texas was then a much larger territory than the present day state of Texas and the Union was a confederacy of independent states with a federal capital in Washington, DC. Texas itself at the time was a republic.� They agreed to the annexation of the republic of Texas to the Union.� Liberty.� To live in peace with the rest of the world.� He tries to convince foreign nations that the USA harbours no hostile intentions against anyone.� Texas is supposed to benefi t from the wide market that the other states of the Union provide for its products. The Union itself is said to be protected from any hostile nations on its western and southern fl anks. This feeling of security will naturally create a peaceful atmosphere in the region.

(p. 32)

CorrigéIl va sans dire que ce qui suit n’est qu’une suggestion. Si possible, l’élève doit prendre conscience de la date de l’article, donc le rendre dans une langue soutenue adaptée à la période.A very important part of American history is about to be written: the merging of the Republic of Texas with the United States of America; the former becoming the 28th State.President Polk has made his inaugural speech, putting forward all the positive aspects of this political change. The merger means that Texas can now reap the benefi ts of the US constitution, something that could not happen while it was ruled by Mexico. Both the United States and the Republic of Texas affi rm their independence and their right to act independently, thereby depriving Mexico of any right to interfere in the matter, which is a peaceful unifi cation with the accord of both parties.

2 Manifest Destiny?


The USA’s strength will enable Texas to develop the incredible potential offered by its climate and its fertile soil. In return, Texas will add to the security of the USA’s southern frontier, giving extra protection against foreign aggression.

WORDWORK (p. 32)

Corrigé wordfi le-p32-1a, 1bA. 1. republic, 2. desire, 3. blessings, 4. unwisely, 5. ceded, 6. whole, 7. merge, 8. consummate, 9. elected, 10. miseries, 11. genial, 12. hostile.B. 1/b, 2/c, 3/a/c (mais cet énoncé aurait été impossible à l’époque du Président Polk !), 4/a/c, 5/a/c, 6/a/b, 7/a/b/c, 8/a/b/c, 9/a/b. wordfi le-p32-2California (2), Florida (10), Kansas (4), Louisiana (6), Maine (8), Michigan (7), Nevada (3), Pennsylvania (9), Texas (5), Washington (1).

PRONOUNCE (p. 32)

Script tapescript5-6-p32(Track 5)Category 1: another, government, nothing.Category 2: both, open, over.Category 3: confederation, consent, dominion.Category 4: congress, foreign, product.

(Track 5)1. Don, 2. shot, 3. caught, 4. cord, 5. warned.

(p. 32)

Corrigé teamfi le-p32-11/a/b/c/e/f2/a/d3. annexation4. fertile soil and genial climate teamfi le-p32-21. Liberty.2. Because they do not appreciate the true nature of the government.3. Confederation/independent.4. Peace with each other (the independent states) and all the world.5. Military threats.6. a. pacifi c, b. peaceful, c. strong; protecting. teamfi le-p32-31. The blessings of liberty.2. dominions, peace, territories, increasing millions. If America extends its limits it will be able to bring peace to a larger area and larger numbers.3. The chances of war.4. Commercial benefi ts.5. “The strong protecting arm.”6. New Orleans and the southwestern frontier. teamfi le-p32-41. desire, enjoy, blessings, secured, guaranteed.2. desire – pleasure or ideological commitmentenjoy – pleasure or well-being

blessings – well-being or good fortunesecured – reassuranceguaranteed – reassurance3. assent, has been given, agree, terms to consummate, so important.“Assent” and “agree” suggest that the act has been harmonious.4. “have no right to interfere,” “take exceptions,” “do not seem to appreciate.”5. War: military ambition, burdens and miseries of war, conquest, arms and violence.PEACE: peace, pacifi c, peaceful acquisition.SECURITY: nothing to fear, diminishing the chances of war, strong protecting arm, safety.Polk wants to reassure. There is obviously a threat of war and he wants to put people’s minds at rest.6. Between the lines: Polk is really sending a strong message to the “foreign powers” not to stand in the way of annexation or America will have to use her “strong protecting arm” to intervene.

American Progress (p. 33)

(p. 33)

Il s’agit ici, à travers l’étude d’un tableau assez explicite malgré sa valeur allégorique, d’aborder le thème de la conquête de l’ouest en envisageant divers aspects de celle-ci, des plus connus et stéréotypés aux plus implicites et controversés. Il sera intéressant de faire exercer aux élèves leur sens critique quant à la situation proposée par le peintre et de leur faire émettre une opinion argumentée, sur l’œuvre d’une part, et sur ladite conquête de l’ouest et ses conséquences. N’oublions pas de rappeler aux élèves de faire usage de la fi che méthodologique p. 159 pour décrire et interpréter une image, en l’occurrence un tableau.

Corrigé� This painting shows a landscape reminiscent of the Great Plains of America. There is not much vegetation and very few (wooden) constructions to be seen, which means that it had been either untouched by civilisation until then or considered as hostile. It is clearly in the process of being colonised. What tells us that this is America is the presence of Native Americans with horses and buffalo on the left-hand side of the picture, and settlers in typical wagons. They are all looking westwards, towards the coast of California. It almost looks like a Biblical scene.� In this painting, Columbia seems to be fl oating through the air. In a white dress that symbolises purity, she is like a classical goddess sweeping across the land, bringing civilisation, hope and order to the west, opening up the way for the settlers. The star that can be seen on her forehead gives her an air of majesty.� Many elements highlight the notions of progress and the modernisation of the west in this work of art, for example the introduction of the telegraph as a major new link between east and west. Also, the railroad (on the right-hand side) highlights the modernisation of the transportation system. Columbia is holding a schoolbook in her right hand as a symbol of culture,

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learning and enlightenment, and a telegraph wire in her left hand as a symbol of the spread of civilisation.� The way in which the Native Americans are contrasted with the settlers is exaggerated: the Indians are half-naked and running in panic whilst the settlers are walking slowly and steadily in their mission to spread civilisation. The central presence of Columbia makes the painting as a whole more metaphorical than realistic. Also, although the elements are treated realistically, they are representative and symbolical: you would not fi nd them all in the same place at the same time...The weather is also more symbolic than realistic: a bright sky enlightens Columbia’s endeavour, whereas a storm threatens the “uncivilised” Rocky Mountains in the background where disorder, ignorance and mayhem are prevalent.� The painting is in praise of the expansion of the United States towards the West. Expansion is shown as totally positive, with no mention of Indian massacres or harm to the environment. Not a single drop of blood can be seen and no hint of violence either. Nowadays, in a post-colonial era when respect for minorities, for other cultures and for the environment is the order of the day, it would be impossible to voice such an opinion.� (students’ own answers)Useful expressions:I fi nd this painting absolutely fascinating/stunning/amazing/mesmerizing because... It is extremely impressive in that it...It makes me really uncomfortable/confused/angry because... It doesn’t appeal to me because...I really can’t relate to this painting because...

PROJECT (p. 33)

Le travail proposé ici permet de réutiliser tous les aspects envisagés à travers le questionnaire précédent, le tout dans une perspective actionnelle. En effet, il implique une tâche narrative « dans la peau du narrateur », ou plutôt ici, de la narratrice, laquelle n’évoquera, bien évidemment, que des aspects positifs et politiquement corrects de son rôle dans le processus d’expansion vers l’ouest. Toutefois, pourquoi ne pas envisager des apartés narratives entrecoupant les différentes parties du discours passionné et enthousiaste de Columbia visant à mettre en perspective les faits relatés, à la lumière des connaissances historiques accumulées depuis lors ? Les élèves ont sans doute tous déjà eu un audio guide sur les oreilles lors d’une visite de musée ou d’exposition et doivent pouvoir en imiter le style narratif commençant de la sorte : « Approchez, approchez, et venez découvrir l’œuvre suivante... Vous me reconnaissez ? Non ? Eh bien, je suis Columbia... »

La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.33. Elle fournit des renseignements sur le peintre, le background et le tableau. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.33. Il s’agit d’un texte à trous sur John O’Sullivan.

Corrigé artfi le-p33In 1845, journalist John O’Sullivan was one of many who believed that the United States was destined to expand across the North American continent, from the Atlantic seaboard to the Pacifi c Ocean. For him, it was both inevitable and obvious. Therefore, he coined the term “Manifest Destiny”, a phrase which has stuck over the years. It was this concept that was used in the 1840s to justify the war with Mexico and is now linked to a more recent belief that it is the mission of the USA to promote and defend democracy throughout the world.

Manifest Destiny was always a general notion rather than a specifi c policy. The term combined a belief in expansionism with other popular ideas of the era, including American exceptionalism, Romantic nationalism, and a belief in the natural superiority of the English-speaking peoples (at the time often called the “Anglo-Saxon race”). However, because of O’Sullivan’s infl uence as a political journalist, it did play a part in government policy, notably in the annexation of Texas.

However, O’Sullivan’s original conception of Manifest Destiny was not a call for territorial expansion by force. He believed that the expansion of the United States would happen without the direction of the US government or the involvement of the military. After “Anglo-Saxons” emigrated to new regions, they would set up new democratic governments, and then seek admission to the United States, as Texas had done. In 1845, O’Sullivan predicted that California would follow this pattern next, and that Canada would eventually request annexation as well.

Language Corner (p. 34-35)

Le double comparatifUtile, voire indispensable pour décrire l’évolution des choses ou argumenter.

Corrigé (Observation)� richer and richer� adjectif court (rich) + er x 2� fatter and fatter.En profi ter pour rappeler les règles de doublement de consonne fi nale :a. elle doit être seule (non précédée d’une autre consonne) ;b. elle doit être précédée d’une voyelle unique et «courte» ;c. le tout dans une syllabe accentuée (‘open opening vs be’gin beginning)� America keeps getting wealthier and wealthier/heavier and heavierAmerica keeps getting more and more violent/more and more dangerous. application stricte des règles de formation et d'orthographe du comparatif des adjectifs. Le français ne dispose que d'une tournure (« de plus en plus ») et ne répète pas l'adjectif.

(Application)a. Over the years the USA has grown larger and larger/bigger and bigger.b. The gap between rich and poor is getting wider and wider.c. Our enemies are getting more and more numerous.

2 Manifest Destiny?


d. I have been having that dream more and more often./That dream has become more and more recurrent.e. As we suck up an ever bigger share of the world’s resources, these become scarcer and scarcer/rarer and rarer.f. ... our lifestyle is getting better and better.g. ... and yet people seem ... happier and happier.h. As colonisation advanced, Native Americans became fewer and fewer.

Verbes suivis de V-ing, verbes suivis de to + VÉternelle question de la traduction de l’infi nitif français.Profi ter de l’occasion pour rappeler qu’en français également l’infi nitif se rencontre sous trois formes : V + ø infi nitif ; V + à / pour + infi nitif ; V + de + infi nitif.Rappeler cependant qu’on ne peut pas dire que à/pour + infi nitif d’une part et de + infi nitif de l’autre se traduiront toujours respectivement par to + V et V + V-ing.Le travail de raisonnement a pour but de faire comprendre aux élèves que to + BV indique que l’action désignée par l’infi nitif n’est pas réalisée au moment de parole ou de référence, alors que celle désignée par V-ing ou son commencement sont antérieurs à ces moments.

Corrigé (Observation)� keep/hoard et want/happen.� Nous ne cessons d’accumuler les richesses du monde.Je ne veux pas que cela se produise.Faire remarquer que l’action qui n’est pas réalisée ici est traduite par un subjonctif (mode de l’irréel) en français.� hoarding (pour ne cesser de, il faut avoir commencé !).� happen (ce que l’on veut au moment de parole n’est (for cé-ment !) pas encore acquis).

(Application)a. Buchanan stopped speaking and stared for a moment in silence.(Il faut avoir commencé pour... s’arrêter.)b. For a large fee, she agreed to wear underwear designed by that couturier.(Elle ne portait encore rien [!] quand elle a donné son accord.)c. In fact, she earned $10 million wearing that underwear!(Elle a dû porter les vêtements pour être payée).d. Buchanan can’t begin to imagine what may happen to his country.(S’il ne peut pas commencer, il n’a a fortiori rien imaginé encore.)e. Neither can he bear to think (about)/thinking what his country is doing to the world.(Discussion ici. Contrairement à ce que l’on croit souvent, can’t bear n’est pas uniquement suivi de V-ing. Deux situations sont possibles ici qui correspondent à deux traductions possibles :– il ne peut commencer à penser, la simple idée d’envisager de le faire est impensable. Il ne pense pas !– les pensées qui lui viennent à l’esprit quand il envisage la situation de son pays lui sont insupportables).f. Danny stopped a moment to collect his thoughts.(Il s’est arrêté pour... : il n’avait pas encore rassemblé ses idées au moment où il s’est arrêté.)

g. Once he realised his country’s responsibility, he started to help poor nations.(Il ne l’avait pas encore fait.)h. He would like to say that he still loves his country.(On n’a pas encore fait ce qu’on voudrait faire.)

Whose et la traduction du relatif « dont »Problème d’autant plus épineux que la maîtrise de l’emploi de « dont » en français est parfois (souvent ?) loin d’être acquise...

Corrigé (Observation)� Notre Union est une confédération d’États indépendants dont la politique est celle d’une relation pacifi que entre eux et avec le reste du monde.dont : complément du nom « politique » (dont = États indé pen-dants + de)� whose n’est pas suivi d’article.(Application)� a. Texas was a vast territory whose resources aroused many people’s envy.b. Polk, whose intention in fact was to fi nd an excuse to grab more Mexican land, hoped that the annexation would incite Mexico to go to war as in 1830 and to avenge those who had fallen at the Alamo.� a. Texas was a vast territory whose (sheer) size guaranteed/meant greater protection for the other states of the Union.b. Such was the argument that President Polk used to justify the annexation of this territory.c. This annexation is presented as a natural extension of the territory of the USA which no one has anything to fear from/which no one has any reason to feel threatened by.d. The inhabitants of Texas, whose vast resources were just waiting to be tapped/exploited as a consequence of its joining the Union, could only benefi t from this association.e. But it was an association which Mexico had always felt threatened by/had always been wary of/uneasy about.

Les composés de thereNous sommes ici à la limite entre la grammaire proprement dite et le lexique. Mais compte tenu du rôle syntaxique que jouent ces composés, nous souhaitons aborder le problème et nous le développerons dans le manuel de terminale en pensant en particulier aux classes littéraires.

Corrigé (Observation)� therefore, thereby� thereby� therefore («I think therefore I am» Descartes)(Application)� thereafter = par la suite ; thereby = de ce fait, par ce moyen ; therefore = donc, par conséquent ; therefrom = de là ; therein = à cet égard, en cela ; thereof = de cela, en ; thereon = là-dessus ; thereto = y ; thereupon = sur ce.� a. Le président annonça solennellement que le Texas faisait partie intégrante des États-Unis. Sur ce la foule se mit à pousser des hourrahs.b. Tout le monde est libre d’étudier les attendus de ce traité d’annexion et de relever tout problème qui en ressortirait.c. Certains Texans étaient impatients d’entrer dans l’Union.

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Ils ne comprenaient pas que la guerre éclaterait peu après.d. Les Mexicains n’ont pas compris que l’Union ne tolèrerait que la moindre action soit menée contre le nouvel État ou de toute partie qui le constituait.

Pushing Back the Frontiers (p. 36-37)

(p. 36)

Le but des documents supports proposés p. 36 est d’attirer l’attention sur la façon dont les 13 colonies qui bordaient la côte est du continent sont devenues en moins d’un siècle un empire continental.Les pages magazine n’ont pas pour but de donner lieu à des cours « traditionnels » mais d’apporter des connaissances culturelles (essentiellement historiques ici) tout en faisant travailler les compétences habituelles. On s’attachera donc à faire parler les élèves pour qu’ils rendent compte des faits qui leur sont proposés, et donnent leur opinion sur les événements évoqués. Nous suggérons de confi er les différents composants de cette page à plusieurs groupes d’élèves afi n de créer à nouveau le besoin de communiquer et d’échanger. Le professeur pourra passer de groupe en groupe pour aider à la formulation des réponses attendues.

Corrigé� � The map shows that the USA became what it is today in several stages and through different means. The fi rst part of the expansion was achieved through colonisation and the painting reminds people that this was not done peacefully as the native populations were either exterminated or forcibly moved to other parts of the continent. The vast territory west of the Mississippi was acquired by purchasing it from Napoleon I who needed money to fi nance his European wars. Most of the other territories such as Florida or the south west of today’s United States were acquired following wars. Finally some were acquired after settling land disputes peacefully, in particular with Great Britain with regard to the northwest.The painting illustrates the human consequences of this expansion on the native populations and in this respect looks less idylic than the expansion shown on page 33.The fi rst text is a modern one explaining what the phrase “manifest destiny” really means. It is objective, as any historical text should be.The second text is by a famous Frenchman who travelled extensively throughout the USA in the 19th century, trying to understand how the country functioned and describing how democracy worked there. But, in this particular extract, the author is obviously moved by what is happening to the Indians whose displacement he witnesses. And the use of the word “expulsion” can hardly be called objective.

(p. 37)

Le but est de donner ici aussi quelques dates repères à nos élèves qui considèrent sans doute déjà les débuts de la conquête spatiale comme reculée... Nous suggérons de confi er les photographies et les parties écrites à divers groupes d’élèves.

Corrigé� One must keep in mind that Nasa was fi rst created as a response to the Soviet lead in the space race at the time of the Cold War (1945-1991). NASA’s offi cial mission statement sounds as if it is for the universal good and few people would fi nd fault with its phrasing. Yet, it seems diffi cult not to believe that the fi rst and foremost goal of the United States in this affair was to further its dominance at a time when it was threatened by the spread of Communism throughout the world. So the ethical question is whether the USA was working for the benefi t of mankind as a whole or for American interests only.� NASA’s goals have certainly not changed from the time it was fi rst established but nowadays the cost of space research is so astronomical (!) that NASA is more or less obliged to work with many other nations.

PROJECT (p. 37)

L’objectif de cette activité est de permettre aux élèves de réactiver le lexique abordé depuis le début de la séquence tout en le transposant à une activité orale sous forme de pair work. Le projet permet aussi aux élèves de s’impliquer de manière plus personnelle en faisant appel à leur imagination.Les deux situations proposées (astronaute et pionnier dans le grand ouest) sont à la fois très différentes l’une de l’autre et très similaires. Ces similitudes et différences ne sont pas complexes, ne font pas appel à un lexique ou un domaine grammatical varié. La prise de parole en interaction est facilitée par la variété des idées possibles et le fait que les élèves n’ont pas besoin de construire un discours long et bien organisé. Voici quelques exemples d’idées. Des aides lexicales pourront être données aux élèves pour les aider à s’exprimer et améliorer leur vocabulaire.

Corrigé (exemples)Similarities between the two situations• Dangers: the pioneer may end up in the desert with no water and dying of thirst/the astronaut on the moon may also die if the spacecraft is incapable of taking off. The terrain is hostile in both cases.• Objectives: discovering a new landscape/discovering the planet Earth from the moon and discovering the moon itself; feeling the thrill of being all alone in the middle of nowhere.• Qualities needed: being able to control oneself in the face of danger, enjoying the pleasures of living in extreme conditions, relying on oneself and only oneself in order to survive.

Differences between the two situations• Dangers: the pioneer did not have to fear that his means of transportation might explode in fl ight (no shuttle taking off from the ground). His fear was mainly about getting lost, encountering an enemy or a dangerous animal (snake bites) or of having to fi ght for his life. The astronaut is never really alone as he is accompanied by his fellow astronauts and is constantly monitored by ground control. The pioneer could always fi nd food by killing animals or eating berries growing on the land. The pioneer had to fear the presence of Indians whereas the astronaut has very little chance of meeting an alien!• Objectives: more people have been pioneers than have set foot on the moon. The pioneer’s objective is often to settle in

2 Manifest Destiny?


a faraway land. He builds his own home and grows crops, or looks for gold. The astronaut’s goal, on the other hand, is not to settle down, but to observe, analyse, take samples and go back home. The astronaut does not acquire wealth because of the discoveries he has made. He is paid by a government agency to do this work. The pioneer is paid by no one. He is independent and lives from his own labour.• Qualities needed: the astronaut has to be able to live for a certain period of time in a confi ned environment (the shuttle or a space capsule). He has to enjoy fl ying and must be able to physically resist the pressure from take-off and re-entry. Astronauts are often scientists with specifi c expertise in either fl ying the shuttle or in conducting certain experiments on board.

Expressing dangerdanger (n.): insecurity, menace, peril, exposure, precariousness,

risk, thin ice, threat, uncertainty, vulnerability.be/put in danger (v.): be exposed to danger, run into danger,

incur danger, encounter danger, be in deep trouble, place in danger, put in jeopardy, endanger, expose to danger.

in danger: endangered, fraught with danger, hazardous, perilous, unsafe

adventure (v.): risk, hazard, venture.

Expressing fear and awefear (n.): awe, dismay, distress, dread, foreboding, fright, panic,

phobia, uneasiness, worryfear (v.): apprehend, be anxious, be apprehensive, be frightened,

be in awe, break out in sweat, dread, feel concern, lose courage, tremble, worry

bravery (n.): fearlessness, courage, heroismawe (n.): admiration, astonishment, consternation, dread, fear,

horror, wonder.deserted (adj.): bare, isolated, solitary, uninhabitedextraordinary (adj.): amazing, curious, fantastic, inconceivable,

incredible, marvelous, outstanding, phenomenal, remarkable, stupendous, unimaginable, unique, unthinkable.

astonishing (adj.): amazing, bewildering, breathtaking, impressive, marvelous, spectacular, striking, stunning, stupendous, wonderful.

Ateliers (p. 38-39)

Atelier 1 (p. 38)

Script dvdscript-p38COMMENTATOR 1: In 1969, the space race was about to take a

dramatic turn as Apollo 11 approached the Moon.COMMENTATOR 2: Apollo went into orbit around the moon. The journey

that had taken a lifetime of mankind was nearing its crucial moment.

HOUSTON: Houston to Apollo 11. Apollo 11 Eagle. OverCOMMENTATOR 2: The lunar module Eagle was again given a thorough

checkout to ensure the functioning of all systems. As Armstrong and Aldrin prepared to seal themselves off from Collins in the command module and for the two craft to pull apart.

HOUSTON: (numbers, then...) Houston out. Over.COMMENTATOR 2: On its own now, but with Columbia near at hand, it

coasted around to the back side of the moon and there, while out of direct communication with the Earth, it fi red its engine to slow its descent to a touchdown on the near side of the Moon. Collins in Columbia continued in orbit, awaiting their return.

ARMSTRONG: 60 seconds... Lights on. Forward... 30 seconds... Contact lights. OK. Engine stopped.

HOUSTON: We copy you down, Eagle.ARMSTRONG: Houston, Tranquility Base here. The Eagle has landed.COMMENTATOR 1: Then nothing more happened for a while as the

crew rested.COMMENTATOR 2: And the world waited. July 20th, 1969. It is said

that 500 million people gathered at TV sets around the world to wait for the fi rst earthling to set foot on the Moon. Countless millions more listened on the radio to the voices from the Moon.

ARMSTRONG: Houston, this is Neil. Radio check.HOUSTON: Neil, this is Houston. You’re loud and clear.COMMENTATOR 2: Never before had so many people been attuned to

one event at one time.COMMENTATOR 1: And then came the great moment.ARMSTRONG: And I step off the ladder. That’s one small step for man,

one giant leap for mankind.

Corrigé (questions du manuel)� (students’ own answers)� a. The two parts of Apollo 11: the command module, the lunar module.The astronauts: (Neil) Armstrong, (Buzz) Aldrin, (Michael) Collins.The NASA communications center: Houston.The fi rst base on the moon: Tranquility.b. The Eagle has landed.c. 500 million people watched the event on television.d. “That’s one small step for man, one giant leap for mankind.” It is suggested that he left out the word “a” before “man”. It was undoubtedly his intention to compare his own personal step (= a step for a man) with the leap for mankind in general, but, if you leave out “a”, it is no longer a real comparison, but two different ideas concerning “man” or “mankind”, i.e. literally a small step, fi guratively a large one.e. (students’ own answers) dvdfi le-p38A. 1/d, 2/f, 3/h, 4/c, 5/g, 6/a, 7/b, 8/e.B. 1. Apollo went into orbit around the moon.2. Eagle was given a checkout.3. The lunar module was sealed off from the command module.4. The two craft pulled apart.5. Eagle coasted around to the back side of the moon.6. Eagle slowed down.7. Columbia continued in orbit.8. Eagle landed on the Moon.9. The crew rested.10. Armstrong went down the ladder.11. Armstrong stepped off the ladder.12. A man stepped on to the Moon’s surface for the very fi rst time.C. (exemples)1. End of transmission from Houston.

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2. Your turn to speak.3. We confi rm that you have landed, Eagle.4. We are receiving your transmission loudly and clearly.

Atelier 2 (p. 39)

L’intérêt de cette nouvelle postée sur internet réside dans le changement de perspective auquel l’auteur veut nous sensibiliser. Le point de vue imposé au lecteur est celui du native, qui apparaît comme l’homme civilisé, et l’homme blanc, le « sauvage » qui a tout à apprendre. À travers les questions qui lui sont posées, l’élève appréhende progressivement la situation et la tâche fi nale qui lui est proposée permettra de mettre en évidence toute l’originalité de ce texte.

Corrigé�

the man the people the man encountered

physical appearance

brown hair cut shortbrown skin

long black hairunhealthy white skin

clothes black tailor-made suitpolished leather shoes loin cloths

weapons bow long, slender instrument, made of metal and wood

� The man had a European- or Western-style appearance, but was carrying a bow and had a dark skinThe people he encountered had a «primitive» appearance, yet had white skin and carried guns (“slender instrument made of metal and wood”).� savage/uncivilied� strange: strange instrument, strange creatures, strange language.� “Hello. This is my land. What brings you here?” (l. 19). It shows that he is ready to welcome the newcomers/his sense of hospitality.� Land, customs and manners, clothing, weaponry, hunting.� The people described as the strange creatures shoot him dead. The writer is trying to make the reader question preconceived ideas about what is primitive and what is civilised. He gives the reader only the man’s perspective. His peaceful intentions contrast with the brutality of the people depicted as “savages”, “uncivilized” and “strange creatures”. We can’t really say the title is appropriate insofar as “Manifest Destiny” was a term used in the 19th century to refer to the time period when the white Americans were signing treaties with the Native Americans. Such encounters do not really refl ect that concept.10 (students’ own interpretations)

Atelier 3 (p. 40)

Le document proposé ici est l’affi che du fi lm américain The Right Stuff (1983), « L’Étoffe des héros » en version française, tiré du livre de Tom Wolfe. Consultez http://en.wikipedia.org/wiki/The_Right_Stuff_(fi lm) pour plus de renseignements sur ce fi lm qui traite de la vie des pilotes d’essai (1947-1963, en pleine période de « Guerre Froide ») dont certains deviennent des astronautes.

Corrigé� The poster can be divided into two parts. The upper part shows characters from the fi lm: on the left-hand side a test pilot is walking with his helmet in his left hand and what looks like a parachute in his right hand. There is a column of smoke in the background suggesting that the pilot has had a lucky escape from a plane crash. In the other part of the picture we can see seven men facing right and a rocket in the top right-hand corner. In the lower part of the poster, the title of the fi lm is printed in blue letters above a red line divided by a blue star, symbolising the American fl ag. The tag line below (“How the future began”) is a clever, snappy phrase in typical marketing style to indicate to the reader that this is a fi lm which retraces the history of something which is still relevant when talking about our future.� (Les éléments suivants pourront être évoqués lors de cette activité d’expression orale en continu, tout en gardant à l’esprit le fait qu’il s’agira d’établir des comparaisons réalistes.)Reaching the unknown and making it one’s own/home.Showing rare qualities of adventurousness and resilience.Believing in one’s unique destiny and the ability to do great deeds.Discovering new lands, new landscapes, other life forms.Obtaining fame and recognition.Showing extreme courage/bravery and pushing oneself (or science) to one’s (its) limits.Proving that you can do anything and overcome any obstacle if you really want to.Broadening the scope of man’s knowledge.Bringing (American) civilisation to “uncivilised” lands.

Atelier 4 (p. 40)

CorrigéIl n’est évidemment pas possible de donner un exemple de ce que seront les échanges entre élèves sur ce thème. Mais il est primordial de les aider à trouver des arguments pour l’une ou l’autre des deux thèses et pour cela l’étude des nombreux sites internet qui traitent du problème sera incontournable. Il y a donc avantage à proposer aux élèves de faire des recherches à la maison ou au CDI et de réserver l’archivage et l’organisation des informations recueillies ainsi que des opinions au cours d’anglais, et ce sous la direction et avec l’aide du professeur.

Atelier 5 (p. 40)

L’expansion vers l’Ouest a obligé le gouvernement américain à mettre en place un certain nombre de mesures pour gérer le « problème » indien. Les premières mesures ont consisté à déplacer des tribus entières dans des réserves. Face au désastre de telles mesures et à l’impossibilité de respecter les promesses qu’elles contenaient, l’assimilation des Indiens est perçue comme la solution. De nombreuses lois visent ainsi l’amélioration des conditions de vie des Indiens. L’objectif affi ché est avant tout de permettre aux Indiens de profi ter des richesses dont bénéfi cient les Blancs.

Corrigé� The aim of the writer is fi rst and foremost to enable the Indians to live peacefully with their “fellow-citizens”. So it would

2 Manifest Destiny?


seem at fi rst that the writer is indeed defending the rights of Indians. However, a closer reading of the extract shows that the goal is not to help the Indians live according to their traditional ways but to assimilate them and encourage them to live like white men.� For the writer, education is the means by which Indians can improve their living conditions, and enjoy the luxuries and benefi ts of a modern society. Education is also the way in which people discover new pleasures such as travelling or reading. (exemple) From my point of view, education is about preparing young people for their future role as citizens and for their future jobs.� According to the writer, it is important that education should give everyone the same values. The aim is to assimilate the Indians, to Americanize them by absorbing them into white society. However, this point of view, which was common in the nineteenth century, is regarded today as lacking in respect for the culture of the Indians. (exemple) I believe that it is important to respect the past and that education is the best way to explain the past in order to prepare for a better future.� (exemple de lettre rédigée par un chef Indien)We know that you highly esteem the kind of Learning taught in those Colleges, and that the Maintenance of our young Men, while with you, would be very expensive to you. We are convinced, therefore, that you mean to do us Good by your Proposal; and we thank you heartily. But you, who are wise, must know that different Nations have different Conceptions of things; and you will therefore not take it amiss, if our Ideas of this kind of Education happen not to be the same with yours. We have had some experience of it. Several of our young People were formerly brought up in the Colleges of the Northern Provinces; they were instructed in all your Sciences; but, when they came back to us, they were bad Runners, ignorant of every means of living in the Woods, unable to bear either Cold or Hunger, knew neither how to build a Cabin, take a Deer, or kill an Enemy, spoke our Language imperfectly, were therefore neither fi t for Hunters, Warriors, nor Counsellors, they were totally good for nothing.from Touch the Earth, A Self Portrait of Indian Existence compiled by T. C. McLuhan

CLASS PROJECT (p. 41)

Ce projet de classe vise le développement de la prise de parole en continu et en interaction autour d’un thème culturel fort : l’appropriation par les blancs des terres appartenant aux Indiens.Pour ce faire, il faut bien rappeler que l’objectif d’un procès est avant tout de convaincre un jury. Les élèves doivent préparer le débat : comprendre le problème, faire des recherches complémentaires, mobiliser les connaissances acquises depuis le début de la séquence, noter les idées importantes et les présenter de manière argumentée. Mais une fois la première présentation effectuée, il convient également d’écouter les arguments avancés par l’adversaire et de veiller à y répondre de manière claire.Le projet de classe proposé oblige les élèves à comprendre les arguments avancés par les deux parties, à s’écouter et à réagir

aux propos de leurs camarades. En effet, les deux avocats doivent pouvoir présenter leur cas et répondre à l’adversaire. Chacun des membres de la Cour Suprême doit pouvoir justifi er sa décision. Le reste de la classe doit être encouragé à repérer les aspects positifs de chaque intervention tant sur le plan de l’argumentation que sur le plan de la prise en compte de la parole de l’autre.Dans un premier temps le professeur doit donc aider les élèves à choisir leurs rôles dans le projet. Il veille à la compréhension de la tâche fi nale et à la compréhension des points de vue des parties adverses. Lors du procès lui-même, le professeur doit tenter de ne pas couper la parole pour corriger les élèves. L’essentiel est la transmission d’informations, la compréhension des idées avancées. Enfi n, une fois le procès terminé et le jugement fi nal donné, le professeur peut faire un bilan défi nitif en s’aidant des remarques fournies par les élèves observateurs.La réussite du projet est d’autant plus facile que les élèves ont l’habitude de communiquer entre eux. Une interaction réussie demande un travail régulier tout au long de l’année. Il ne faut donc pas se décourager si le débat n’est pas parfait en début d’année. La persévérance dans ce domaine est fondamentale.



(p. 42)

Corrigé� The war against Florida was justifi ed by the politicians and statesmen of the time as an act of self-defence.� Yes, the Yale history professor John Lewis Gaddis agrees with the theory of “self-defense” quoting Adams who said that “Expansion, we have assumed, is the path to security”.� John Adams said that “Expansion, we have assumed, is the path to security”. George W. Bush warned that “Americans must be ready for preemptive actions when necessary to defend our liberty and to defend our lives.”� Chomsky explains that a “failed state” is a “dangerous power vacuum”, in other words a country without government, or deprived of a democratic government. Chomsky mentions Florida in 1818 and Iraq in 2001.� The Pilgrim Fathers back in the early 17th century used the term “American empire”.� Chomsky’s theory is that the danger represented by Florida was that, as a Spanish colony, it resisted integration into the United States and so was an obstacle to the development of the “American empire”. It was also a refuge for Indians and runaway slaves, the victims of the American expansion.


(p. 43)

L’évaluation de la compréhension de l’oral permet ici de revenir sur la déclinaison – dans une période contemporaine et par un président relativement récent – du concept de Manifest Destiny. Les élèves seront d’autant plus à l’aise qu’ils auront pratiqué un entraînement régulier à la compréhension de l’oral.

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De nombreuses pages du chapitre font par ailleurs allusion à la conquête spatiale américaine.

Corrigé� a. The speech was delivered on September 12, 1962 at Rice University, Houston, Texas.b. The US took part in the industrial revolution from the early days and many major inventors were Americans – such as Benjamin Franklin, Graham Bell and Thomas Edison. Quite naturally, the US seems to be meant for the next innovation: space travel.c. Space conquest does not aim at starting wars. On the contrary, the principles mentioned by President Kennedy include peace and freedom, and a scientifi c quest for more knowledge.� President Kennedy pays homage to those who kept moving, travelling, searching, inventing, and by doing so contributed to make the US a great nation. His speech is an incentive to American citizens to fully support the nation’s effort to be the fi rst in space.

Script tapescript7-p43This city of Houston, this state of Texas, this country of the United States was not built by those who waited and rested and wished to look behind them. This country was conquered by those who moved forward – and so will space.

Those who came before us made certain that this country rode the fi rst waves of the industrial revolution, the fi rst waves of modern invention, and the fi rst wave of nuclear power, and this generation does not intend to founder in the backwash of the coming age of space. We mean to be a part of it – we mean to lead it. [...]

For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile fl ag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space fi lled with weapons of mass destruction, but with instruments of knowledge and understanding.Yet the vows of this Nation can only be fulfi lled if we in this Nation are fi rst, and, therefore, we intend to be fi rst.In short, our leadership in science and industry, our hopes for peace and security, our obligations to ourselves as well as others, all require us to make this effort, to solve these mysteries, to solve them for the good of all men, and to become the world’s leading space-faring nation.

Expression orale (p. 43)

(p. 43)

Corrigé� The picture shows a chipped plate which has been painted as the American fl ag.� For Americans, the US fl ag generally evokes patriotism, pride, and glorious moments of its history. For others, it may represent the positive values of democracy, the rule of law and the free market, or of negative things, such as imperialism, the assumption of a moral high ground or interference in other nations’ affairs.� The chipped plate represents the tainted image of the USA

in the eyes of some people or countries. It is no longer what it used to be...� The title evokes the fact that the US is no longer the international leader it used to be. Confi dence, once lost, is diffi cult to regain. But does it mean that Americans themselves are losing their self-confi dence or that other countries no longer trust them?� With the Watergate scandal (1972-74), many people came to think that the US government and politicians were corrupt. But the fi rst sign of real weakness of the USA or of decline in confi dence in it was probably their defeat in the Vietnam war (1975). More recently, the wars in Iraq and Afghanistan have been disappointing, very different from military operations undertaken in the past, which were brilliantly led and successful.


L’objectif de ce document iconographique est d’amener les élèves à réfl échir aux multiples formes de Manifest Destiny et aux conséquences pour les populations locales.

(p. 43)

Corrigé� • This cartoon is set in Iraq during the war. The character on the right is an American soldier. The colours of the helmet and backpack clearly represent the American fl ag and contrast with the desolate landscape in the background. The clouds in the rubble and the destroyed building suggest that the country is in ruins. The soldier is an older man and is dressed in neat military clothes whereas the character on the left is a poor child dressed in rags.• The two characters are portrayed so as to suggest the power of the soldier over the young boy. First, physically, the man is much bigger than the child and takes up the entire right-hand side of the cartoon. Then, the power of the man is seen in his gesture as he holds out a broom to the young boy suggesting that he is supposed to clean up the mess caused by the war. Finally, the soldier calls the young boy “son” which refl ects the paternalistic approach the soldier has for the child but also the general paternalistic approach Americans have of confl icts abroad (cf. Manifest Destiny).• The words that are spoken by the soldier are ironic because the American soldier has left nothing behind but ruins and rubble. The broom emphasizes the discrepancy between the extent of the damage and the help given by the Americans.• The cartoonist is a Canadian and as such, his point of view is an external one. If he had been American, the cartoon would have been an excellent example of what some Americans think about the involvement of American troops abroad.� The cartoon is a perfect illustration of the quote from Saving Faith (p. 30) as the crushing and trashing is illustrated by the rubble in the background. “We never look back” is ironically translated in the words and the gesture of the soldier who refuses to look at the present (“the future is yours, son”) and does not realise the extent of the damage (the futility of the broom).

2 Manifest Destiny?


Running with Indians (p. 44-45)

(p. 44-45)

Corrigé� The fi rst person narrator is witness to what looks like a military assault against Indians. He tries his best to prevent the murder of an Indian boy.� The present tense which is mainly used throughout the text conveys an impression of immediacy and strengthens the realistic aspect of the passage. The different actions described by the narrator have therefore a greater impact on the readers and may give them the impression that they are experiencing the same things he is.� Bow Boy is an Indian child who is being pursued by a white soldier. First the narrator thinks that the white soldier is going to kill the child.� The narrator realises that he has misinterpreted the white soldier’s intentions. The verb “cradle” shows that the soldier wants to protect the child. In fact, he is racing after Bow Boy to save him.� “Small Saint” is the name that the narrator gives to the white soldier who is trying to save the Indian child. By calling him a saint, the narrator honours his bravery.� When General Mustache realises what is going on, he points his gun at Small Saint with the intention of shooting him. “General Mustache” is unlikely to be his real name; it has been invented by the narrator. It could also be a way to hint at a historical character without mentioning his name. (General Custer had a moustache.)� In General Mustache’s opinion, soldiers are “traitorous” when they refuse to kill people and/or when they run away. “This is my punishment. Yes, this is God’s fi nal punishment for me” (l. 12). “I wonder if the other escaping Indians see this [...] face death” (l. 26-28). “What does that mean, gone Indian?” (l. 55). Line 23 highlights the narrator’s admiration for Small Saint. “My tools. I need my tools. My tools of war” (l. 40) conveys

L’altérité. La différence opposée à la norme. Tel est le thème général de ce chapitre qui enveloppe aussi les sous-thèmes de la tolérance (ou de son contraire !), des préjugés et des diverses formes de discrimination que les hommes imposent à leurs... semblables.Les divers documents que nous avons sélectionnés l’ont été pour aider les élèves à réfl échir (en anglais) sur le sort de ceux qu’on dit appartenir à une « minorité » ou à une autre. Mais, comme le lecteur le verra, toutes les formes de discrimination sont passées en revue, ainsi que l’évolution des mentalités. Tout en traitant ces problèmes le plus sérieusement du monde et avec le plus grand respect possible pour tous, nous avons

turmoil. The repetition of the verb “hate” (l. 65-67) conveys fear.10 From the start, the narrator wanted to help Bow Boy but felt physically too weak to do so and found himself on the ground unable to react. “I have to help him” (l. 34) could be seen as a turning point because the heroic act that he is witnessing seems to have given him enough strength to do what he wants to do. “I stand and run limp” (l. 39)/“I don’t even know if it works” (l. 45)/“crawl painfully” (l .49) show that it was not an easy task.


Pour aider les élèves à respecter le style du texte initial, leur demander d’utiliser les réponses aux questions 1, 2, 8 et 9 ou leur proposer de répondre au préalable au questionnaire suivant :Before writing what happens next and to imitate Alexie’s style you will have to make some choices. Tick the elements that you will use.1. Type of narrator

fi rst person narrator third person narrator

2. Tense

present past

3. The way you will describe the scene

with long detailed descriptions with short sentences with a lot of adjectives with a lot of adverbs with modals (can, will...)4. Speech

reported speech dialogues free indirect speech

5. Literary style (several options are possible)

poetic realistic comic tragic ironical satirical

néanmoins essayé de ne pas laisser l’humour de côté. Le titre méritera qu’on s’y arrête et qu’on aide l’élève à bien isoler le sens que prend ici le phrasal verb qui sert de base à ce gérondif.


Les yeux se porteront tout naturellement vers la partie droite de cette double page. La mise en page est bien entendu tout sauf le fruit du hasard, le drapeau « arc-en-ciel » étant là pour faire identifi er d’emblée la thématique générale du chapitre. Les questions de la partie Speak viennent ensuite guider l’élève dans la découverte des divers thèmes développés dans le chapitre.

3 Breaking Out

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(p. 47)

Corrigé� Picture 1 illustrates the discrimination that existed in the southern states of the USA before the sixties and the Civil Rights Movement. At that time African-Americans as they have come to be called nowadays were not allowed to use the same restrooms as whites. Neither could they enter the same restaurants or use the same swimming-pools*.Picture 2 refers to the condition of women in some modern societies. The look on the women’s faces in this picture speaks volumes in this respect.Picture 3 illustrates the way overweight people are considered in many places.Picture 4 reminds people that ethnic origin or religion does not necessarily mean danger or evil intent.And fi nally picture 5 illustrates the title this chapter has been given and the mass of people in the street brings back to mind a still larger demonstration held in Washington D.C. in August 1963 by those who demanded equal rights.� As hinted at before, these pictures refer to various types of discrimination – racial, religious and sexual – as well as that due to the way some people look, which often includes the disabled.� (students’ own answers) Although civil rights have been granted, one cannot say that racial prejudice has disappeared or is even on the way out. Many reports point to the fact that women are still not treated like men especially in the workplace. It is also obvious that people with weight problems or physical handicaps do not feature in the media in any positive way. As for homosexuality, things are changing but has prejudice really disappeared?� These pictures show that even though a lot remains to be done, some progress is being made to put an end to discrimination and that those who suffer from it have found enough strength to come out and claim respect and equality.* Le roman de Kathryn Stockett, The Help, 2009, traite précisément de cette période et de la condition des Noirs dans les états du Sud, ainsi que du combat mené au jour le jour pour faire changer les choses.

ScriptCe reportage ne laissera pas les élèves indifférents. Il convient néanmoins d’en manipuler les différents aspects avec précaution afi n de ne heurter aucune sensibilité ou conviction. C’est un excellent prétexte à une discussion sur la notion de tolérance.

dvdscript-p46REPORTER: Homosexuality is a preventable and treatable condition.

That’s the message seven hundred people heard Saturday at the Love Won Out conference. It was held at the Bell Shoals Baptist Church in Brandon*. Among the speakers, those who gave up the gay lifestyle through religion.

WOMAN: And (but) as time went on I began to see that my gay friends were also in deep emotional pain from their past and many were in confl ict over their own homosexual feelings. We were all looking for that perfect love, that perfect relationship, and never seeming to fi nd it.

REPORTER: Those attending the conference could also purchase

literature explaining how gays can be changed. Steve Boyle has a brother who’s gay. He told us why he came.

BOYLE: Well (what) I hope to get out of this is a better understanding for his needs and his hurts so I can reach him and help him to understand there is a redemption and what better way to do that [is] than to come to a conference like this and to listen to ex-homosexuals who have been changed.

REPORTER: Controversy surrounded this conference weeks before it started. Graffi ti was sprayed on the walls and walkways of a Bay area Baptist church. Sponsors of the conference said their welcome in Tampa Bay was more hostile than in other cities. And Fox 13 News was asked not to show faces of those attending the controversial meeting. Mike Haley is another speaker who says he turned away from the gay lifestyle.

HALEY: Homosexually, your chance(s) of contracting HIV is 1 in 165, not 165,000 – 165. Why is that homophobic? Why is that bigoted? I think if we’re going to truly allow freedom in our society and tolerance, let’s teach kids these things so that then when they do invest in homosexuality, at least they know what they’re in for.

REPORTER: The next Love Won Out conference will take place in Dallas in May.

PROTESTOR: Turn to Christ. Stop hurting yourselves!REPORTER: Things get a little touchy as a man shouts his sermon

at a crowd of gays, lesbians and their supporters. The folks gathered here say this is an example of the intolerance preached by the religious right.

PROTESTOR: Be holy!SPEAKER 1: I am sick and tired of ignorant people telling me and

my son that the person who God made should reject what God made. My son is not evil.

REPORTER: Equality Florida sponsored the Love Comes Out rally, a response to focus on the families’ “Love Won Out” gay conversion to Christianity seminars. They applauded, carried signs and waved the rainbow-coloured fl ag of the gay and lesbian rights movement. All of them here to denounce the Colorado religious group that preaches homosexuality can be cured through Christianity.

PROTESTOR: The law of the Lord is perfect, converting the soul.SPEAKER 2: We’re drawing a line in the sand now. We’re not going

to let them come into our communities and tear our families apart and abuse our children without having us stand up and say no. You’re not wanted here. We don’t want you here. Go back home.

REPORTER: Leadership from the National Conference of Christians and Jews also showed their support for the demonstrators. The organisation shortened its name to just the National Conference as a symbol of tolerance for all people.

* Bell Shoals is the name of a road in Brandon, a town in the Tampa Bay area of western Florida.

Corrigé dvdfi le-p46� a. Love Won Out, b. homosexuality is an illness that can be cured, c. used to have a gay lifestyle, d. to help someone in his family, e. they were frightened of reprisals by opponents of the conference.

3 Breaking Out


� The folks gathered at the “Love Comes Out” demonstration are sick and tired of the intolerance of the religious right. One man says he cannot believe his son is evil simply because he is gay. Many demonstrators are carrying the rainbow-coloured fl ag of the gay and lesbian rights movement. They all denounce the Colorado religious group that says that Christianity can cure homosexuality, and they refuse to let them interfere in their lives. Support for the demonstration has also come from an organisation that preaches tolerance and that is made up of both Christians and Jews.

Don’t Ask, Don’t Tell (p. 48-49)

Dans ce chapitre consacré aux différences, il ne s’agit pas de se contenter de signaler qu’elles existent, mais bien aussi de pointer que certaines amènent à des discriminations.• L’article proposé en compréhension écrite a été publié en 2009, avant que le président Obama ne fasse voter l’abolition de la loi DADT ( Don’t Ask, Don’t Tell) qui n’interdisait pas l’homosexualité, mais contraignait les homosexuels à taire leur orientation sexuelle s’ils souhaitaient garder leur emploi et servir leur pays.L’article s’attache à raconter l’histoire d’un homme, Victor Fehrenbach, et rend le débat sur la loi DADT plus accessible que des discours de principe sur le sujet. Par ailleurs, le pilote dont il est question ici est loin des clichés réducteurs et intolérants sur les homosexuels.• L’article est associé aux résultats d’un sondage ainsi qu’à un dessin humoristique. La mise en réseau de ces trois supports permet aux élèves d’accéder facilement à l’information essen-tielle contenue dans l’article. Le sondage fait l’objet d’un traitement spécifi que visant à développer l’autonomie des élèves dans le commentaire de données chiffrées.Les questions des rubriques Speak et Read peuvent être traitées de façon frontale avec l’ensemble de la classe. Si les élèves sont peu à l’aise avec ce fonctionnement, le recours aux fi ches Interact est une solution.

(p. 48)

Corrigé� The photograph tells us the person in question is in the armed forces. The statistics and the cartoon make it clear that the topic is that of homosexuality in the armed forces.� The statistics show that a majority of the people polled (whatever their age, sex, or region) is in favor of allowing people who are openly homosexual to serve in the armed forces. The proportion even grew signifi cantly between 2004 and 2009, which shows that tolerance is making progress and that prejudice seems to be fi ghting a losing battle. It is interesting to note however the rather important differences between the South and the rest of the country. Also, the younger people are, the more tolerant they seem to be. And women seem to be less prejudiced than men.

(p. 49)

Corrigé� This article was published in 2009 in the Washington Post, about a year before the new law came into being. The title refers

to the older law. The journalist, as is often the case in American newspapers, takes a real-life example before reporting on the situation at a certain time. He also refrains from commenting and sticks to the facts.� The offi cer in question is a Lieutenant-Colonel who has served 18 years in the USAF. He is highly decorated and has risked his life in combat. Up to his suspension, he was in charge of an air force squadron in the North West of the USA.� The “don’t ask, don’t tell” law prohibits people serving in the military from making their sexual preferences known.� This offi cer could be considered a hero because he’s been under fi re on several occasions in various parts of the world.� He might simply be discharged from the air force and lose the benefi ts any soldier is entitled to, including pension rights.� Aubrey Sarvis was striving to get the ban on gays in the military repealed. She expected a lot from the new president.Patrick J. Murphy is a former offi cer, now a member of Congress, who also fought to have the ban overturned.Elaine Donelly argues that the changes in civilian mentality should not interfere with the prevailing sentiment within the military.“The fl ag and general offi cers for the military” is a rather conservative group that opposed any change to the 1993 law.� The change was made possible because a new president had been elected who had promised, among other things, to remedy this situation and repeal the “don’t ask, don’t tell” law.

(p. 48)

CorrigéIl est conseillé d’envoyer les élèves sur des sites que le professeur aura préalablement repérés ou visités. Encore une fois, on peut donner des tâches différentes aux élèves, y compris si cette activité est « exportée » du cours lui-même (homework par exemple). Ainsi, certains listeront les pays où l’homosexualité est encore considérée comme un crime, d’autres les pays où le mariage homosexuel est reconnu, d’autres encore les pays où l’homoparentalité ne pose pas de problème légal...Ce travail apporte également des idées sur les questions et les thèmes à aborder dans le project de la page suivante.

WORDWORK (p. 48)

Corrigé wordfi le-p48-1a, 1bA.1/p, 2/i, 3/l, 4/g, 5/m, 6/a, 7/d, 8/k, 9/b, 10/o, 11/h, 12/c, 13/e, 14/q, 15/j, 16/f, 17/n, 18/s, 19/r.B.

English French French Englishdischarge (n) renvoi décharge dump (ordures)

shock (électrique)

charge (v) accuser (ici) charger load (chargement)charge (cavalerie)

resign (v) démissionner (se) résigner resign oneselfdisappoint (v) décevoir désappointer disconcert

retire (v) prendre sa retraite retirer

take back (remarque)take off (vêtement)take out, remove, extract, ...

livre du professeur


benefi ts (n) avantages (sociaux) bénéfi ces profi ts

morale (n) le moral morale

moral (d’une histoire)morality, morals (conduite)

wordfi le-p48-2A. services: navy, marine corps, air force, coast guard, army.units: squadron, battalion, brigade, company, division, platoon.corps: artillery, medical, ordnance, signals, intelligence, engineering, transportation, armoured, administrative.B. Britain got rid of military service in 1960 and, for a long time, Britain was not under attack from any enemy; joining the regular army just meant learning a trade and having a secure job. But, more recently, with the confl icts in Iraq and Afghanistan, things have changed. Young men who enlist in the army these days know they will be doing a tour of duty abroad and may be killed or wounded in action. And, although today’s military is equipped with sophisticated weaponry, the ordinary infantryman is still up against snipers and landmines, much as he was fi fty years ago.

(p. 49)

Corrigé teamfi le-p49-1A. 1. a pilot, 2. an aircraft.B. Name: Fehrenbach.Years serving in the military: 18.Operations abroad: Afghanistan, Iraq, Bosnia.Current situation: assistant director of operations, Idaho.Problem: may be fi red because he is gay.C. the policy about homosexuality in the US military • The act prohibited any homosexual or bisexual person from disclosing his or her sexual orientation • while serving in the United States armed forces.

teamfi le-p49-2A. 1. “who has nine Air Medals, including one for heroism under fi re during an enemy ambush” (l. 13-14)2. He intended to leave the armed forces. He didn’t want to pursue his military career.3. He hoped that the new president would change something. Barack Obama had promised to do away with the “Don’t ask, don’t tell” law.4. a. Because he does not want to lose $50,000 a year, which will be the case if he is fi red.b. Because he feels fi t and ready to fi ght for his country.

teamfi le-p49-3

position opinion arguments

Aubrey Sarvis

Executive Director of the Service members Legal defense Network

Against DADT

We’ve heard the right words from the president.

Patrick Murphy

Democrat Representative for Pennsylvania

Against DADT

Seeing great soldiers being thrown out of the military because of their sexual orientation was disheartening and wrong.

Flag and General Offi cers for the Military

A group representing retired offi cers

For DADT

Lifting the ban would harm the morale, discipline, unit cohesion and overall military readiness as well as undermine recruitment and retention.

Elaine Donnelly

President for the Center for Military Readiness

For DADT

Civilian culture has changed, but the unique culture of the military has not changed.

teamfi le-p49-4A. 1. USA Today, Gallup.2. DADT, 2004, 2009.3. 7, 64, 57.4. younger, older, 69, 52.5. 70, 50.B. The 2009 Gallup Poll revealed that support among Americans for repealing “Don’t Ask, Don’t Tell” had grown in recent years. Repealing the policy was a promise Obama had made on the campaign trail and was one that gay rights groups were vocal in urging him to fulfi l. The poll indicated that public opinion favored such a move.

PROJECT (p. 49)

Ce project sera l’occasion de rebrasser le lexique de la différence et de la discrimination, ainsi que d’acquérir de l’autonomie dans le commentaire de données chiffrées.Il sera judicieux d’insister auprès des élèves pour que le commentaire des résultats de l’enquête ne se borne pas à la vidéo-projection ou à l’affi chage de pourcentages : il faudra prendre la parole, signaler des écarts, exprimer des surprises...


Questions à poser aux élèvesComparez la longueur du texte anglais et celle de sa traduction française. Que remarquez-vous ? Comment expliquez-vous cela ?

Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)Cet (5) offi cier chargé (8) des systèmes d’armement intégrés (6) (qui pendant 18 ans de service actif (8)/carrière a effectué (7) des missions de combat (8) aux commandes (8) d’avions de chasse (8) F-15E et d’autres appareils au-dessus de l’Afghanistan, de l’Irak et de la Bosnie, et qui à présent (8) occupe un poste de commandant en second des opérations dans une escadrille de l’armée de l’air (6)/de l’US Air Force (1) basée (8) dans l’Idaho) est aujourd’hui menacé de révocation après qu’un civil a rapporté l’an passé aux autorités qu’il (10) était homosexuel (3).Alternative syntaxique :Cet (5) offi cier chargé (8) des systèmes d’armement intégrés (6) a, pendant 18 ans de service actif (8)/carrière, effectué (7) des missions de combat (8) aux commandes (8) d’avions de chasse (8) F-15E et d’autres appareils au-dessus de l’Afghanistan, de l’Irak et de la Bosnie et il occupe à présent (8) un poste de commandant en second des opérations dans une escadrille de l’armée de l’air (6)/de l’US Air Force (1) basée (8) dans l’Idaho. Il est aujourd’hui

3 Breaking Out


menacé de révocation après qu’un civil ait rapporté l’an passé aux autorités qu’il (10) était homosexuel (3).

Women Drivers… (p. 50)

Un aspect intéressant de la discrimination est évoqué ici : celle des femmes dans le monde du travail. On peut renvoyer les élèves à des sites qui donnent quelques statistiques : http://www.urbanministry.org/sexism-and-gender-discrimination-statistics.Comme dans chaque sous-chapitre de ce type, l’iconographie est au service de l’anticipation. On pourra passer quelques instants sur le titre malicieusement donné à ce sous-chapitre...

(p. 50)

Corrigé� The cartoon shows three people in an offi ce: a woman who has applied for a job and two men who are interviewing her. The men are informing the applicant that she hasn’t got the job. The argument put forward is that she does not fi t their requirements. She is not “the right man for the job”, an expression still currently in use but obviously inappropriate in this case. Old habits die hard...� The expression “the right man for the job”, a set expression still very much in use, is sometimes transformed into “the right person for the job” to cover both sexes. However, either the man speaking has made a slip of the tongue, or else he is revealing the fact that the job is actually open to men only even though, by law, this would be an illegal form of discrimination. The cartoonist’s intention is to denounce sexual discrimination in the workplace. Statistics show that most women don’t have the same job opportunities as men.

(p. 50)

Script tapescript8-p50PRESENTER: With us today is Karen Delgado, a New York attorney

specialising in labor law who is here to discuss new legislation about discrimination at work and unfair dismissal. Now, Karen, what will happen when the government brings in this new legislation? Will it stop employers from fi ring people unjustly?

KAREN: Well, you know, in spite of an increasing amount of legislation, employers are still fi nding ways of fi ring employees whenever they want to.

PRESENTER: How are they managing to do this?KAREN: Well, they invent reasons for dismissing the employees

that will appear to be justifi ed when they are cited in court.PRESENTER: But these reasons are just a... a smokescreen, is that

right?KAREN: Yes, exactly. Let me give you an example. I am handling an

interesting case at the moment of a female delivery driver who has been dismissed for being too short.

PRESENTER: Too short?KAREN: Yes. Well, for not having the necessary physical

qualifi cations to do her job.PRESENTER: And is this true?KAREN: Not at all. The truth is that the company has been looking

for a way to get rid of her for some time: she is the only female driver on the payroll and she isn’t popular with her male co-workers.

PRESENTER: So how did the company go about trying to dismiss her?

KAREN: Well, she broke her ankle a few months back and the company said that passing a PAT was a condition for coming back to work.

PRESENTER: PAT, that’s...?KAREN: A Physical Aptitude Test.PRESENTER: Well, that seems fairly logical.KAREN: Yes, except that this test is only used by the company

when hiring employees, never on people already working there. Besides, it’s a general test of physical ability and agility, not specifi c to any particular job.

PRESENTER: And she failed?KAREN: Yes, but not because of her ankle. She failed because she

was unable to place a box on an overhead shelf. She was too short. But being unable to do that has absolutely nothing to do with being a good driver.

PRESENTER: So she was fi red because she was a woman, because of her gender.

KAREN: Yes, that’s what she believes. So we have fi led a lawsuit claiming that the dismissal was in violation of the Civil Rights Act of 1964.

PRESENTER: What are your chances of winning?KAREN: Oh, excellent. As long as my client tells her story simply

and truthfully, she will certainly win.PRESENTER: And is this an important case in your view?KAREN: Yes, defi nitely. It will help women in similar circumstances:

fi refi ghters, police offi cers, construction workers and so on – all those in male-dominated physical professions who still face widespread discrimination because they are simply not wanted.

PRESENTER: Sounds like it could be the beginning of the end for a certain macho attitude.

KAREN: We certainly hope so.

Cette phase du cours peut être avantageusement remplacée par la phase Interact et le travail en groupes.

Corrigé� The presenter and the attorney are discussing new legislation about discrimination at work and unfair dismissal.� Occupation: delivery driver.Work environment: male drivers only.Physical details: short.Medical problem: broke her ankle.Consequences: was dismissed and had to pass a Physical Aptitude Test to be hired again.3. The 1964 Civil Rights Act.4. Its outcome might help women who suffer from gender discrimination at work.

(p. 50)

CorrigéIci, l’exercice peut être envisagé en deux temps. D’abord, la rédaction du discours demandé : il conviendra de rappeler aux

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élèves qu’un discours est destiné à être dit, par défi nition. Les phrases doivent être plutôt courtes et percutantes. Dans un deuxième temps, un élève sera choisi pour dire son discours. La classe jouera donc naturellement le rôle de la cour.(exemple)Katie Jenkins was a woman working in a man’s world: the only female driver for a haulage company. Now, some time ago, she broke her ankle and had to take time off work. After six weeks off, she was ready to go back to work but before going back to work, her employers insisted she should pass a Physical Aptitude Test fi rst: a general test of physical ability and agility. Now, this test had never been imposed before on employees already working for the company, but Katie agreed to take it anyway. And she failed. Why? Because she couldn’t place a box on an overhead shelf! Yes, she was too short. Katie Jenkins was dismissed.But what has being a delivery driver got to do with being short? The answer is, nothing at all. This test was just an excuse, a way to get rid of Katie who was the only female driver and not popular with her male co-workers.Here we are faced with a case of gender discrimination: Katie Jenkins was not dismissed because she failed the Physical Aptitude Test. Katie Jenkins was dismissed because she works in a macho, male-dominated sector.So, let us remind the company of the 1964 Civil Rights Act, which makes any kind of discrimination at work unlawful. This act has clearly been violated in this case and I ask the court to order that Katie Jenkins be reinstated in her job without further delay.

WORDWORK (p. 50)

Corrigé wordfi le-p50-1a, 1bA. 1. law, 2. fi ring, 3. amount, 4. dismissing, 5. handling, 6. short, 7. trying, 8. ankle, 9. fairly, 10. fi led, 11. claiming, 12. winning.B. 1/e, 2/h, 3/k, 4/n, 5/b, 6/g, 7/j, 8/m, 9/d, 10/f, 11/c, 12/o, 13/a, 14/i, 15/l.C. 1. truthfully, 2. claimed, unfairly, 3. overhead, 4. cited, 5. attorney.

wordfi le-p50-2A. 1/d, 2/b, 3/h, 4/j, 5/a, 6/e, 7/k, 8/f, 9/l, 10/c, 11/i, 12/g.B. Although her lawyer defended her very well, the accused was found guilty by the jury at yesterday’s trial. The judge sentenced her to three years in prison. She will probably be released after two years. Her family was in shock though. They had thought she would be acquitted. Her mother left the courtroom in tears.

PRONOUNCE (p. 50)

Corrigé pronfi le-p50A. (exemple) The table illustrates the fact that the same vowel or combinations of vowels can be pronounced in different ways (e.g. great, heavy) and that different vowels or combinations of vowels can have the same sound (e.g. fail, great).B. (see the Tapescript)

(p. 50)

Corrigé teamfi le-p50-1A. 1.

fi rst name Karensurname Delgadooccupation attorneyarea of specialization labor lawplace of work New York

2. a. labour, b. law, c. new, d. legislation, e. discrimination, f. work, g. unfair, h. dismissal, i. government, j. fi ring, k. unjustly, l. dismissing, m. employees.3. fi ring = dismissing.4. smokescreen5. a. True, b. False.

teamfi le-p50-2A. 1.gender of the person in the case female

occupation delivery driverphysical characteristic short

medical problem broke her ankle

consequence had to pass a PAT before coming back to work

details about the test

general test of physical ability and agility, used by companies to hire employees, not for people already working in the companies

results of the test failed

say why was unable to place a box on an overhead shelf

company’s decision dismissed the employee

2. The company dismissed the woman for having failed the PAT because she was too short.3. Being short has nothing to do with being a good driver.4. She is the only female driver on the payroll. She isn’t popular with her male co-workers.5. The decision was unfair. This seems to be a case of gender discrimination at work.

teamfi le-p50-3A. 1. Gender discrimination.2. She has decided to fi le a lawsuit/take legal action against the company.3. The test she had to pass before coming back to work is used when hiring employees and never on people already working.It’s a general test, not specifi c to any particular job: being too short has nothing to do with being a good driver.4. The 1964 Civil Rights Act.5. a. Firefi ghters, police offi cers, construction workers.b. Male-dominated physical professions.c. Politics, company management, all jobs with high respons-ibility.6. The case will help women in male-dominated physical professions who still face widespread discrimination. It could mark the beginning of the end for a certain macho attitude.

teamfi le-p50-4A. 1. The Civil Rights Act is about asserting citizens’ rights.

3 Breaking Out


2. An act: a written ordinance of Parliament, Congress, etc. (Oxford English Dictionary).3. • In 1964 Congress passed an act which forbade discrimin-ation on the basis of sex as well as race in hiring, promoting, and fi ring.• The word “sex” was added at the last moment.• The Act made it unlawful for an employer to “fail or refuse to hire or to discharge any individual or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges or employment because of such individual’s race, color, religion, sex, or national origin”.4. The Civil Rights Act was passed by Congress in 1964 to combat any form of discrimination at work.5. The woman was clearly dismissed because she was the only female driver in a male-dominated professional sector. Therefore, the 1964 Civil Rights Act was violated.

Christina’s World (p. 51)

(p. 51)

C’est probablement le côté mystérieux de ce tableau qui interpelle en premier lieu, avant de nous interroger sur la particularité du personnage féminin montré ici de dos. En quoi cette femme ou cette fi lle évoque-t-elle le thème du chapitre (Breaking Out) ? Que cherche-t-elle à faire et qu’est-ce qui la différencie de la masse, masse ici clairement absente. Cette œuvre d’Andrew Wyeth est bien connue et a donné lieu à nombre d’interprétations, même si nous disposons d’éléments suffi samment éclairants quant à ladite fi gure féminine centrale. N’oublions pas que ne prime pas une « vérité absolue » en art, mais l’interprétation qu’on en fait, en l’occurrence celle qu’en feront les élèves, et qui fait qu’ils s’approprieront l’œuvre ou pas, grâce aux aides mises à leur disposition mais surtout à leur envie d’en interpréter le sens et de développer leur culture artistique.

Corrigé� (éléments à inclure)A green-brown fi eld fi lls most of the paintingA house and outbuildings stand in the background/in the distance.There are two cart tracks on the right-hand side.There is a clear horizon between the top of the fi eld and the sky.A thin girl in a pink dress, seen from behind, is crawling up towards the house.� (exemples) She seems to be trying to get to the house in the top right-hand corner of the picture. She may have had an accident and not be able to walk any more, or she may have a bad/broken leg. Alternatively, she may be trying to hide from someone and is crawling along the ground in order not to be seen. Another explanation could be that she has escaped from someone’s supervision – from a kidnapper perhaps – and, as she is hurt and frightened, she may be hoping to reach the house to fi nd shelter and be rescued.� The painter may have wanted to keep an air of mystery about the picture, painting the woman from behind so the spectator can only imagine what she looks like, how old she is and what her facial expression is – fear, exhaustion, anger or despair.

� The house looks rather frightening and inhospitable. It reminds us a little bit of the house in the movie “Psycho”. A house often represents protection and safety, providing shelter from the hostile world outside. But in this painting the house seems to be associated with fear, mystery and uncertainty. It may or may not be Christina’s house. She may be trying to join her parents or relatives or else is desperately looking for help from strangers who live there.� The colour of the ground in the foreground is a warm tawny shade, a mixture of green and red grasses that are not in themselves disquieting colours. However, the treeless ground takes up so much space that the landscape looks bleak and uninviting. The dark grey and brown house with its barn and other outhouses are not lit up by sunlight and look sinister and mysterious. The general air of cheerlessness is not improved by a pale blue and white sky that signifi es unsettled weather. The girl’s pink dress is the only element in the picture that is in a different spectrum, but it is lit by a pale white light that brings no warmth.� This painting belongs to the realist style because it accurately represents a person and a landscape in considerable detail (if you were to see the painting in real life you would notice that the artist has even painted individual blades of grass...). The fact that there is an air of mystery and that the reason for the girl’s position is unexplained, does not affect the fact that the style is fi gurative.� (students’ own answers) Christina Olson suffered from Polio, a muscular deterioration that paralysed her lower body. She was 55 at the time Wyeth created the work. Wyeth had a summer home in the area which he represented in this art piece and knew Christina. They were neighbours. He ‘used’ her and her brother as subjects of paintings between 1940 and 1968. He was inspired to create “Christina’s World” when through a window from within the house he saw her crawling across a fi eld. He may have felt sorry for her. (students’ own answers) Il peut être intéressant d’habituer les élèves à répondre aux questions suivantes :What do I think of this painting?What do I like or not like about it?Do I relate to what it portrays, to the style of painting, or to the point of view of the artist?Would I like this painting to be in my home?What kind of artistic effect would it create in my home/room?Would I consider buying it as part of an art collection?

PROJECT (p. 51)

Dans ce projet actionnel de type saynète à jouer, l’accent sera mis sur la spécifi cité de chacun des trois rôles : l’artiste parlera principalement de sa technique et de son art à travers ce tableau, son épouse évoquera et représentera l’aspect humain à travers Christina, sa situation, et ce qu’elle est susceptible de ressentir par rapport à celle-ci, notamment dans la scène représentée. Enfi n, le petit-fi ls ou la petite-fi lle d’Andrew et Betsy sera le liant de la conversation et aura pour tâche d’interroger massivement ses grands-parents sur l’art, la technique, le pourquoi et le comment du tableau, l’identité de Christina, etc.

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Un apprentissage de la vie et de ses diffi cultés, en quelque sorte, à travers l’expérience de ses grands-parents. Une transmission, en somme. Le ton de chacun sera donc essentiel. Comme toujours, il s’agira de réinvestir un maximum d’informations apprises et manipulées lors de l’étude de ce tableau. Le travail sur le questionnement est, quant à lui, toujours utile... même en classe de Première !La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.51. Elle fournit des renseignements sur le peintre, le background et le tableau. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.51. Il s’agit d’un texte à trous sur Andrew Wyeth.

Corrigé artfi le-p.51Andrew Wyeth was a very delicate child. His fragile health meant that he had tutors at home and did not go to school.His father was a distinguished illustrator who introduced him to draughtsmanship – how to construct a picture.He began by using watercolours and fi rst exhibited when he was only 19. The success of these early watercolours won him an offer from the Saturday Evening Post to do some front covers for them, but he refused: he wanted to be an independent painter, not just an illustrator.When his father died in 1945 in a railway accident, Wyeth was devastated and a melancholy note came into his work. This is notably apparent in Christina’s World. As Wyeth said of the painting: “The challenge to me was to do justice to her extraordinary conquest of a life which most people would consider hopeless.” And it has to be said that the intricate detail of the blades of grass and individual strands of hair did indeed do justice to the plight of this woman, a neighbour of Wyeth’s who was crippled with polio.Throughout his life, Wyeth’s style and subject matter changed little, and it was always earth colours that dominated his work.He gained enormous popularity in the USA, and was given a large retrospective in 1976 at the Metropolitan Museum in New York, the fi rst time a living American artist had been granted such an honour.However, he was less than a favourite with most of the art critics, largely because his art was very mainstream and not at all avant-garde.


Les propositions relativesCorrigé (Observation)� who has nine Air Medalswho is ready, willing and able...Introduites par le pronom relatif « who ».� La première relative est « encadrée » par deux virgules, pas la seconde.� La première.� Le second.� La première.

� Une relative défi nissante est celle sans laquelle l’antécédent reste indéfi ni, indéterminé. C’est le cas dans le second énoncé : It doesn’t make sense to throw out someone [who is ready, willing and able...]� Une relative non défi nissante apporte un renseignement supplémentaire, nullement indispensable, voire superfl u à l’identifi cation de l’antécédent. Elle est (le plus souvent) précédée d’une virgule. Le premier ne peut l’être car il est le premier mot du groupe mis en apposition à l’antécédent d’une part et sujet du verbe qui le suit de l’autre. Le second ne peut l’être non plus car il a lui aussi la fonction « sujet ».NB. Les pronoms relatifs sujets ne sont omis que dans la langue parlée très relâchée.(Application)a. The weapons system offi cer – who during 18 years of service has fl own combat missions in F-15E fi ghters and other aircraft over Afghanistan, Iraq and Bosnia and now serves as assistant director of operations for an Air Force squadron in Idaho – faces discharge after a civilian reported to authorities last year that Fehrenbach is gay.(Les tirets pourraient être ici remplacés par des virgules.)b. Rep Patrick J. Murphy (D-Pa), who was a captain in the Army’s 82nd Airborne Division in Baghdad and was the fi rst Iraq war veteran elected to Congress, took the lead last month in the House by sponsoring the Military Readiness Enhancement Act which would repeal the ban.c. Elaine Donnelly, president of the Center for Military Readiness, a group that opposes gays in the armed forces, said in a statement last week that most in the military do not want the restrictions lifted.

Les mots se terminant en -ingLe but : aider les élèves à distinguer les différentes natures de ces mots.

Corrigé (Observation)� adjectif verbal : increasing (en position d’épithète)� participe présent : specialising (a un sujet : attorney) ; fi nding (participe présent dans la forme be + V-ing, dite continue)� nom dénombrable ordinaire, dérivé d’un verbe : beginning (commencement, nom dérivé du verbe begin)� gérondif (ou nom verbal indénombrable), indiquant « le fait de » faire quelque chose : fi ring (le fait de licencier, le gérondif a ici un quasi complément d’objet : employees)(Application)a. At the beginning of the interview, the presenter announces what the topic will be.b. When one listens to this story, one realises that fi ghting discrimination is no picnic.c. Being short or the only woman in a team cannot justify fi ring the person.d. Following her dismissal/after being fi red, the delivery woman hired a lawyer.e. How did the company manage to fi nd a way of fi ring her?

3 Breaking Out


f. The president is trying to have a law passed forbidding unfair dismissals.g. This situation is really disturbing/worrying.h. Finding a new job was not going to be easy.

Les subordonnées de tempsLe but : attirer l’attention des élèves sur le fait que les subor-données de temps n’admettent pas les formes dites de « futur » (will/would).

Corrigé (Observation)� avenir� ...when the government brings in this new legislationAs long as my client tells her story simply and truthfully...� when et as long as, deux conjonctions de temps� le présent simple� certitude (ou incertitude dans le premier cas !)� 1. Bon, Karen, que se passera-t-il/que va-t-il se passer quand le gouvernement présentera cette nouvelle législation ?2. Tant que ma cliente racontera son histoire avec simplicité et honnêteté, elle sera sûre de gagner.Le français emploie des formes de futurité et dans la principale et dans la subordonnée. On parle de concordance des temps.Si l’on considère, comme le veut la tradition scolaire, que will est une forme de futur, cette concordance est absente en anglais. Mais...� Will est un auxiliaire modal de forme présente qui indique ici la certitude de l’énonciateur au moment (présent) de parole. Si l’on raisonne ainsi, on s’aperçoit que l’anglais lui aussi applique une certaine forme de concordance des temps... voir supra.Les linguistes et les grammairiens n’ont pas fi ni de se cha-mailler. Laissons nos élèves en dehors de ces chicaneries et aidons-les à retenir que l’on n’emploie ni will ni would dans les subordonnées de temps.(Application)a. As soon as the judge takes a good look at Karen’s case, he will realise she is a victim of gender discrimination.b. Until I study your case, I won’t be able to tell you what chances we have to win. (ou : After I study your case, I will be able...)c. They won’t be obliged to hire you again until we prove they have unfairly dismissed you.d. I’m sure that once we prove our case they will try to fi nd a settlement.e. But we won’t know for sure until the judge rules.f. As soon as the judge rules I will give you a call.(Autant d’énoncés qui pourraient servir dans le cas d’une mise en situation dans le cadre d’un projet...)

They made the difference (p. 54-55)

Double page magazine dédiée à un certain nombre de personnalités qui ont combattu pour faire tomber les barrières et faire avancer la cause de l’égalité des droits et de traitement.Des informations supplémentaires sont disponibles sur de nombreux sites, parmi lesquels, à l’heure où ces lignes sont écrites :

http://en.wikipedia.org/wiki/Alan_Reichhtt p : / / w w w. asaecenter. org / Resou rces / EUA r ticle.cfm?ItemNumber=11632http://en.wikipedia.org/wiki/Arthur_Wellesley,_1st_Duke_of_Wellingtonhttp://www.spartacus.schoolnet.co.uk/PRwellington.htmhttp://www.takver.com/history/sydney/greer.htmhttp://en.wikipedia.org/wiki/Gloria_Steinemhttp://www.feminist.com/gloriasteinem/http://topics.nytimes.com/topics/reference/timestopics/subjects/s/stonewall_rebellion/index.htmlhttp://www.forerunner.com/forerunner/X0474_Roe__v._Wade.html

On peut, bien entendu, confi er à divers groupes l’étude des différents points soulevés dans cette double page, enregistrements et extrait DVD inclus.

(p. 55)

Corrigé� (students’ own answers) (La prise de parole ne doit pas à ce stade donner lieu à un débat mais à une prise de parole libre, sans tabous et dans le respect d’autrui.)� “If you have to have a disability, the United States is the place to have it.” The US is the best place in the world for a disabled person to live (because of measures introduced to prevent discrimination and give disabled people access to private and public places).“I didn’t fi ght to get women out from behind vacuum cleaners to get them onto the board of Hoover.” Although I fought for women to be able to have equal opportunities in the labour market, I didn’t mean that I simply wanted to see a few women in overpaid jobs. I was fi ghting for all women, not just a few.“If the shoe doesn’t fi t, must we change the foot?” If our laws are no longer suited to women’s situation today, let’s change the laws.“It was like the last straw. It was time to reclaim something that had always been taken from us.” It was high time the gay community got equal rights. Enough was enough.“The right to privacy [...] is broad enough to encompass a woman’s decision whether or not to terminate her pregnancy.” The right to privacy recognised by law includes the right for a woman to have an abortion if she wishes to do so.� The Stonewall Riots started in June 1969 after the police raided a gay bar in Christopher Street, Greenwich Village, NYC. The Stonewall bar was accused of selling liquor without a license. After at least four people had been arrested, a series of riots followed and marked the beginning of gay liberation. 2009 was the 40th anniversary of the Stonewall Riots and NYC was promoted the city for gay tourists with the slogan ‘Rainbow Pilgrimage’.� The recording is about disabled people in the USA. In 1975 Congress passed the Education for All Handicapped Children Act to integrate disabled children into the public education system. The deaf, the mentally and physically disabled and the blind are also mentioned with regard to their integration into society. The

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1990 Americans with Disabilities Act offi cially recognised the right for disabled people to be given equal opportunities in the USA.� (students’ own answers) Example of a website to be consulted: http://womenshistory.about.com/od/abortionuslegal/p/roe_v_wade.htm� Il conviendra peut-être de répartir le travail à l’intérieur du groupe responsable de la question :– un groupe cherchera des informations sur l’histoire du catho-licisme en Grande-Bretagne et en dégagera les grandes étapes.– un groupe pourra également se concentrer sur la visite exceptionnelle du pape Benoît XVI à Londres le 17 septembre 2010 et sur son discours adressé au peuple anglais.

Script

tapescript11-p55

The Stonewall Riots. July 3rd 1969At least four persons were arrested last night in the Sheridan Square area of Greenwich Village, where the police dispersed a hostile crowd for the third time in the last week. The confrontations resulted from a police raid last week on a local bar, the Stonewall Inn at 53 Christopher Street, which the police said was well-known for its homosexual clientele and was allegedly operating without a liquor license. Last night a chanting crowd of about 500 persons was scattered by members of the Tactical Patrol Force and police from the Charles Street station who were the targets occasionally of bottles and beer cans. A few fi res were set in trash baskets along Christopher Street.April 2009. On Friday evening, June 27th, 1969, the New York City tactical police force raided a popular Greenwich Village gay bar, the Stonewall Inn. Raids were not unusual in 1969; in fact, they were conducted regularly without much resistance. However, that night the street erupted into violent protest as the crowd in the bar fought back. The backlash and several nights of protest that followed have come to be known as the Stonewall Riots. Prior to that summer there was little public expression of the lives and experiences of gays and lesbians. The Stonewall Riots marked the beginning of the gay liberation movement. Over the past thirty years the USA has witnessed an astonishing fl owering of gay culture that has changed the country and beyond, forever. This year, New York City offi cials are marking the 40th anniversary of the uprising by promoting the city as a must for gay tourists under the slogan “Rainbow Pilgrimage”.

tapescript12-p55Disabled people in the USA

It was my parents’ generation who began the lobbying back in the early fi fties. They wanted children like me to be integrated into the public education system as far as possible. It took a while... but eventually Congress passed the Education for All Handicapped Children Act of 1975. Of course there were other campaigns going on too: advocates for deaf people, for example, were demanding rights to sign language. Parents’ groups and professionals

who wanted reform were pushing for mentally-disabled people to be deinstitutionalised... But it was the physically disabled who were probably the most visible and effective in their actions. A group called Americans Disabled for Accessible Public Transit (ADAPT), took to the streets as well as to the halls of legislatures to win the right to and the enforcement of disabled access to public transport. And the blind too were very, very active. All this culminated in the “Americans with Disabilities Act” of 1990 whose aim was to provide the disabled with an equal opportunity to participate fully in society.

PROJECT (p. 55)

Les élèves peuvent se tourner vers leur professeur d’éducation civique pour les aider à faire leur choix. On les incitera à utiliser des supports variés sur le thème before et after.

WORDWORK (p. 55)

Corrigé wordfi le-p55A.

tolerance acceptance, open-mindedness, broad-mindednesstolerant easy-going, broad-minded, unbiased, open-minded,

understanding, liberal, lenient, unprejudiced, lax, permissive

tolerate bear, permit, put up with, stand, accepttolerable acceptableintolerant uncompromising, prejudiced, narrow-minded,

biased, small-minded, partial, discriminatoryintolerable unbearable, too much to bear, more than fl esh and

blood can stand

B. 1/b, 2/c, 3/d, 4/a.

Script

dvdscript-p55REPORTER: Vivid red lip-shaped purses dotted the landscape as

members of the Florida National Organisation for Women held a rally in support of equal pay. The group, which is holding events throughout the state this week in commemoration of Women’s Equality Day is angry that the Florida Fair Pay Act guaranteeing pay equity did not pass.

WOMAN: And we’re out here today with our red purses to say we see red when we see our paychecks and know they’re about a quarter less than a man’s [inaudible] in his paycheck...

REPORTER: The National Organisation for Women says one of the prime opponents of equal pay for women is the Florida Chamber of Commerce. That organisation says, however, they’re for equal pay just not excessive business costs.

MAN: Such a deal would be costly to our membership and nothing to do with equal pay. There may be some verbiage in the Act to that effect but equal pay is covered by the Florida Civil Rights Act.

REPORTER: But representative Tommy Hill who sponsored the Fair Pay Act, doesn’t buy that explanation.

HILL: It’s gonna cost them, yeah, because you gotta pay women

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the same thing a man’s making. Of course it’s gonna cost something.

REPORTER: Now events around the state will continue thru Saturday. In Talahassee, Chase Scott reporting.

Corrigé

dvdfi le-p55� a. The Florida National Organisation for Women, b. Women’s Equality Day, c. The Florida Fair Pay Act, d. The Florida Chamber of Commerce, e. The Florida Civil Rights Act, f. Tommy Hill, g. Talahassee, h. Chase Scott.� a. some legislation was not passed, b. they are all carrying red purses in the shape of lips, c. see red, d. a member of the Chamber of Commerce, e. for new legislation for equal pay.� (students’ own answers)

Ateliers (p. 56-58)

Atelier 1 (p. 56)

Script dvdscript-p56REPORTER: Nikki Youngblood says she knows exactly who she is

and it isn’t someone dressed in a black velvet drape for her Robinson High senior yearbook picture.

NIKKI: I don’t want to wear anything like hot pink or anything like that, I just want to wear what the boys wear: the white button-up shirt, black tie, black jacket. That was it, they wouldn’t let me.

REPORTER: Robinson High School says that attire is reserved for male students only and, if she wanted to appear in the yearbook, she’d have to dress like the girls.

NIKKI: This is exactly what I wear and if I would have [sic] worn the drape it would have been a joke, a big joke, for all my friends. They would have laughed...

REPORTER: What goes inside the yearbook is supposed to be a refl ection of the student body but, much like a newspaper it has an editor. But the publisher is the principal. He makes the fi nal decision as to what goes in and what does not.

EDITOR: We support the Principal’s position that the yearbook portrait photo is not the place to make a statement about alternative lifestyles or a political statement or any other statement for that matter.

NIKKI: And I’m not trying to make a statement in the yearbook as Hillsborough County believes that I am and it’s not that. This is who I am; this is what I want to wear.

REPORTER: Equality Florida, a human rights organisation, believes Nikki’s freedom of gender identity is being taken away.

WOMAN: How people express themselves through clothes, you know, really isn’t the issue. The school should have respected who she was, respected her wishes and respected her parents’ wishes and let her be in the yearbook in the garb that was appropriate to her.

REPORTER: The school board says the Principal has offered Youngblood a quarter-page ad in the senior section for a photo any way she wants it.

NIKKI: Nope, I decided that if they didn’t want to have me with my classmates in the senior section, (then) I didn’t want to be in their yearbook at all.

REPORTER: The only memory she’ll have of her senior year will be her class ring and the stand she’s taking.

Corrigé (questions du manuel)� (exemple) The yearbook is a souvenir for students, parents and teachers and helps create, in some ways, the image of the school. This is why it is in the interest of the parties concerned for the students to be as “attractive” as possible. For most schools, who hope to project an image of seriousness and stability, this means that the poses and clothes of the students in the photograph should be classic and formal.� (students’ own answers)� a. Hillsborough County in Florida.b. Apart from the reporter, the speakers are: Nikki, a high school student; The editor of the Yearbook; A representative of Equality Florida, a human rights organisation.c./d. (students’ own answers)� (exemple) The meaning of the saying is that not only your appearance, but your behaviour and the way other people see you are all affected by what you wear. Because of this, your choice of clothes will refl ect your social background and position, your political and sexual leanings, and your aspirations. Whether you like it or not, other people judge you on your appearance (cf. the movie Working Girl).

dvdfi le-p56� Robinson High senior yearbook picture.� a. Girls often wear a black velvet drape.b. If a girl wanted to wear a colour like hot pink, someone might object.c. Boys wear a white button-up shirt, and a black jacket and tie.d. Girls cannot wear attire that is reserved for boys.� (exemples)a. He or she puts together all the material that makes up the yearbook: photos, articles, etc.b. He or she is the person in charge of running/managing the school.c. They are the people who determine policy and appoint the principal.d. It is an organisation that fi ghts for equal rights for minority groups.� a. an unconventional way of life, b. say what you have seen or heard, c. the sex you belong to, d. a souvenir of your year in a certain class.� (exemples)Proposal: The Principal offered Nikki space in the yearbook where she can put any photo she likes (but not in the “portrait” section).Response: Nikki refused because she wanted to be in the same section of the yearbook as her classmates.

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Atelier 2 (p. 57)L’extrait proposé ici est extrait d’un roman adapté au cinéma en 2000, d’où l’illustration qui l’accompagne, montrant Juliette Binoche dans le rôle du personnage principal (Vianne Rocher). Pour plus d’informations concernant l’auteur et son œuvre récente, consulter :http://www.joanne-harris.co.uk/http://en.wikipedia.org/wiki/ChocolatLa thématique du chapitre est strictement respectée : il s’agit de se démarquer du groupe, ici précisément d’accepter de servir des vagabonds, des gens du voyage et de s’opposer aux préjugés de la majorité des habitants du village. Les questions proposées apparaissent sous le titre guidelines à dessein. Ce sont des pistes destinées à aider les élèves dans la compréhension du texte.

Corrigé� The characters are the narrator (whose name is not mentioned in the extract), her daughter Anouk, who is of school age, an unnamed boy (presumably of about the same age) and his mother, Caroline Clairmont.� Ms Clairmont has come with cards she would like the narrator to display in her window.� The card is meant to inform unwelcome strangers – either tramps/vagrants or people selling something – that they won’t be served in the shop. Later in the text Caroline is more specifi c about it: she does not want gypsies to settle near the village.� “Those People” refers to the strangers, pedlars, hawkers... in fact to the gypsies.� “an expression of envy and disapproval” (l. 13-14), “her voice is light and falsely cheery” (l. 14-15), “Caroline sent me a look of pity and contempt” (l. 28), “she made an elegant moue of disgust” (l. 37).� The narrator disagrees with Caroline Clairmont. She says: “Why do I need this?”, and later “Can we refuse to serve them?”, “if they have the money to spend, can we refuse?”. She therefore refuses to associate herself with Caroline’s prejudiced arguments.

Atelier 3 (p. 58)L’exploitation de ce cartoon peut être envisagée comme suit :� Les livres restent fermés pour une partie de la classe qui travaille un autre atelier (E.E ou E.O). L’autre partie de la classe travaille sur ce document et répond aux questions proposées. Lors de la prise de parole en continu, les élèves concernés décrivent les trois premières images à l’autre partie de la classe. Une fois leur description terminée, ils demandent à ceux qui n’ont pas vu le cartoon d’émettre des hypothèses sur la chute attendue de ce moment d’humour... sérieux. L’effet de surprise que crée la dernière image facilitera l’expression orale lorsque toute la classe devra s’exprimer sur l’impact du cartoon.� Livres fermés. On peut aussi envisager de découper l’exploitation du cartoon en quatre, les vignettes étant fournies une par une à quatre groupes d’élèves, chaque groupe ayant pour tâche de décrire la vignette qui lui a été confi ée à des

fi ns de présentation ultérieure aux autres groupes. Ne donner la parole au groupe qui s’est vu remettre la quatrième vignette qu’en fi n de parcours. Cette approche a le mérite de forcer chaque groupe à émettre des hypothèses quant à la place de la vignette qui lui a été confi ée dans la chronologie de l’ensemble.� Une approche plus classique consiste à confi er, l’ensemble du cartoon à toute la classe, mais de répartir les questions en plusieurs groupes.

Corrigé� “They” refers to people in general and “our” refers to the man who is speaking and somebody else (his wife).� The man on the left is the son of the two other characters.(On pourra faire dire ici que le cartoonist a un peu triché pour ne pas casser la chute prévue en ne représentant pas ce que les lois de Mandel nous ont appris.)� Most people are now used to the idea of mixed marriages, so the reader may be surprised to see that the man was talking about being one half of an interracial couple and not one half of a homosexual couple, which is easily assumed from the fi rst three pictures (the man on the right is assumed to be talking to his partner about their relationship).� When this mixed couple got married, many people thought that the union between a white man and a black woman was abnormal. Until 1967, interracial marriages were banned in many states in the US. (See Loving v. Virginia when the US Supreme Court declared that state laws banning interracial marriages were unconstitutional.)� The cartoonist is drawing a parallel between mixed-race couples and homosexual couples. When the man and woman in the cartoon got married, many people disapproved of mixed marriages but things have changed. Things may well change in the same way with regard to people’s views on homosexual marriage.

Atelier 4 (p. 58)CorrigéDiffi cile ici de proposer un modèle puisque le but est de laisser libre cours à l’expression des élèves et de leurs opinions, mais on notera qu’on se place dans un cas plus que plausible et que la réfl exion des élèves est guidée par les quatre solutions proposées. Il leur restera à trouver des arguments pour défendre telle ou telle position ou contester celles défendues par les autres groupes. On terminera en demandant à la classe quelle solution la majorité retient.

Atelier 5 (p. 58)Les élèves sont en mesure de traiter la question même s’ils n’ont pas travaillé l’extrait de roman de la page précédente. Ceci étant, leur compréhension du sujet sera facilitée, et leur production plus pertinente, si le travail de compréhension écrite sur le roman Chocolat page 57 précède l’entraînement à la production écrite ici.

Corrigé� The community refers to the people of the village where the action of the novel takes place. According to Caroline, who is

3 Breaking Out


not open-minded at all, the community is more than reluctant to see strangers (she calls them “hawkers, vagrants, pedlars” in the extract) in the village streets and shops. She calls the inhabitants “the community” meaning they share the same values, and obviously the same fears. But it’s also a way of putting pressure on the narrator by implying that the whole village thinks the same.� She refuses to give “itinerants, thieves, Arabs” the same rights as the inhabitants of the village. She defi nes them as second-class citizens. She is clearly a racist.� It seems that Caroline insists on the word Arabs in her list of unwelcome visitors to the village. The italics express some kind of grading system, implying that thieves are worse than itinerants, and that Arabs are worse than thieves and itinerants. The narrator stresses the word anybody, voicing her exasperation if not her anger. It shows she is not prejudiced against any group or minority.� (exemples) Caroline judges by appearances: she does not actually know the people she is prejudiced against. She considers the world is divided into two groups: good people – the villagers – and bad people – the strangers; this is obviously a ridiculously simplistic way of looking at things.The most important thing is what each individual is ready to give to the others: the patriotism of the gay pilot (page 48) and the contribution to society of the people who “made the difference” (pages 54 – 55).

CLASS PROJECT (p. 59)

Ce projet vient de manière assez logique conclure ce chapitre sur les discriminations de toutes sortes auxquelles nous pouvons être confrontés.Toutefois, nous avons souhaité que les différents cas de discri-mination soient accrocheurs. Il est à noter que certains de ces cas sont tirés de la réalité tel le cas B (cas qui s’est produit en France en 2010), d’autres purement imaginaires mais qui devraient motiver les élèves car drôles ou tellement injustes : l’idée est de libérer la parole des élèves.Pré-requisNous avons choisi un projet sous forme de procès. Un travail en amont sur les termes techniques juridiques et le déroulement d’un procès semble judicieux afi n que les élèves s’approprient pleinement leur rôle.OrganisationDiviser la classe en 4 groupes de 8 élèves minimum et répartir les différents cas. Les élèves travaillent ensuite par groupe, s’attribuent les rôles, décident du nom de la compagnie, des noms des divers acteurs, leur profi l psychologique et de la ligne directrice de leur procès.Puis les élèves travaillent individuellement leur rôle, ce qui permettra un effet de surprise et un aspect plus authentique lors du passage devant la classe (réservé aux élèves à l’aise). Ils peuvent aussi travailler ensemble et s’approcher de la réalisation d’un scénario qu’ils joueront ensuite devant leurs camarades (réservé aux élèves plus faibles).EvaluationIl semble judicieux de faire évaluer chaque élève par un élève

ayant eu le même rôle que lui. La grille d’évaluation peut être construite avec les élèves (en particulier les membres des jurys de chaque groupe qui auront moins de préparation que leurs camarades en amont).

CHECKPOINT (p. 60-61)


(p. 60)

C’est un extrait du journal d’un élève dans The Freedom Writers. L’élève est le jeune garçon blanc que l’on voit sur le still tiré du fi lm. Cette photo devrait aider les élèves à identifi er le narrateur.

Corrigé� The speaker is a white teenager of high school age.� He’s thinking aloud. No one answers him and he doesn’t sound as if he were talking to anyone in particular.� He is sitting in a corner of a classroom fi lled with what he calls “troubled kids” from “bad neighborhoods”.� He doesn’t feel he belongs here because he is the only white person in the class and because the other students seem rather rowdy to say the least (“chaos”, “disaster waiting to happen”).� He feels she is doing what she can to keep the situation under control but he is rather pessimistic as to her chances to “last”.� If the class is “a disaster waiting to happen”, it means that tension is high. In this case, it is probably tension between the various races who refuse to mix.� He is planning to try to be moved to another class in the school with other white and better students. Because, as he says, he “sucks” in English, meaning that he is very bad at it. And he seems to be suffering from a learning disability. He thinks his chances are good that his counsellor will believe his lie about a computer error being responsible for his being in this class. He thinks she will believe him just because he’s white. We don’t know whether the person in question is white too but, from the way the boy presents things, it would seem she is.

Script tapescript13-p60What the hell am I doing in here? I’m the only white person in this English class! I’m sitting in the corner of this classroom (if that’s what you want to call this chaos), looking at my schedule and thinking, “Is this really where I’m supposed to be?” Okay, I know in high school I’m supposed to meet all kinds of different people, but this isn’t exactly what I had in mind. Just my luck, I’m stuck in a classroom full of troubled kids who are bused in from bad neighborhoods. I feel really uncomfortable in here with all these rejects. There aren’t even enough seats. My teacher, Ms. Gruwell, is young and determined, but this class is out of control and I bet she won’t last very long. This school is just asking for trouble when they put all these kids in the same class. It’s a disaster waiting to happen.I had lunch before class in the high school quad and noticed that, like everywhere else, it was really separated by race. Each race has its own section and nobody mixes. Everyone, including me, eats lunch with their own kind, and that’s that.All my friends are across the hall in the Distinguished Scholars

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class. It’s almost all white. The only people I’d have to worry about in that class are the really cool and popular people who think that they’re better than everyone else is. Other than that, I’d be safe with my own kind. In here, I already know it’s going to be survival of the fi ttest. I’m just waiting to get jumped.As soon as possible, I need to get out of this class and into the class across the hall with my friends. Right after the bell rings, I’m going to talk to my counselor and make her move me out of here. I’ll lie and insist that there’s been a computer error and that I am supposed to be in the Distinguished Scholars class, even though I suck in English and have a learning disability. I know she’ll believe me ‘cause I’m white.I can’t believe all this noise. I just want out of here. I hope the bell rings soon. I don’t want to spend another minute in this room. If I stay in here, one of two things will happen: I’ll get jacked or I’ll die of boredom.


(p. 60)

Corrigé� The poster is part of a campaign launched by discriminatie.nl, probably a Dutch gay rights organization.� Two men are posing in front of a greyish background. One is bald and wears a moustache and a beard. He’s holding the hand of another man next to him wearing a white vest/undershirt/wifebeater and a studded leather bracelet. He is holding a photograph of a woman’s face that hides his own face. The slogan reads, “Should you have to hide the real you to be accepted?”� The slogan implies that we should not have to hide ourselves in order to be accepted. In other words being gay is not anything to be ashamed of.� (students’ own answers)� (students’ own answers) Such a campaign could be useful to help certain gays assume their sexual identity without having any guilt feelings. It can also get homophobes to think twice before discriminating against gays. It might however provoke counter-productive reactions from some people.


(p. 61)

Le fi lm Brokeback Mountain réalisé par Ang Lee en 2004 a eu le mérite de faire redécouvrir la nouvelle d’Annie Proulx qui présentait une belle mais inattendue histoire d’amour entre deux cow-boys dans les Wyoming et Texas archi-conservateurs des années 60. L’extrait proposé ici s’intègre fort bien dans le thème de l’unité en cours, dans la mesure où il démontre, avec fi nesse et tout en retenue, l’amour impossible mais inextinguible de deux hommes qui n’ont toutefois pas réussi à déplacer des montagnes, les mentalités peu tolérantes de l’époque.

Corrigé� Jack Twist seems to be a discreet, reserved man who stays in the background but at the same time someone who cherishes friendship, as his letter to Ennis proves. He apparently does not write often, but when he does, it is meaningful and sincere. He probably comes from a humble background, shown by the

mistakes in his English (“you was” instead of “you were”, “Id stop” instead of “I’d stop”, “if your there” instead of “if you’re there”).� “Ennis wrote back, you bet” (l. 8-9). This implies that he was thrilled Jack wrote to him in the fi rst place.“Ennis wearing his best shirt” (l. 12). This means that he wanted to look his best in order to make a good impression on Jack.c. “Ennis [...] had taken the day off” (l. 12-15). He couldn’t wait to see Jack and wanted to spend the whole day with him.� While waiting for Jack, Ennis appears to be rather nervous: he “paced back and forth” (l. 15) and was “looking down into a street pale with dust” as if Jack could arrive any minute and he wouldn’t want to miss his arrival for the world. The sentence “A hot jolt scalded Ennis and he was out on the landing [...]” (l. 19-20) shows Ennis’s impatience: he is almost out of control because he can’t wait for his friend to get there. When they actually meet, the emotion is intense: “They seized each other by the shoulders, hugged mightily, squeezing the breath out of each other” (l. 22-23). The two friends are fi nally reunited and are extremely moved after not seeing each other for four years.� The weather echoes the events: “The day was hot and clear in the morning, but by noon the clouds had pushed up [...]”, “Late in the afternoon, thunder growling”, “lightning lit the window”. This mirrors the successive emotions described. The morning wait can be seen as full of hope, the midday atmosphere being more stressful as things were coming nearer and fi nally the thunder could be the confused situation and harbinger for a troubled future for Ennis’s family and both men’s lives. The lightning can be construed as a sudden revelation or a situation getting clearer in a violent way.� “Hope you get [this letter] [...] Drop me a line if you can” (l. 4-7)“Jack took the stairs two by two” (l. 21-22).� Ennis’s wife is only mentioned at the end of the passage, as if relegated to a position of secondary importance. Regarding Ennis’s relationship with his family, we learn that he has children (“daughters” in line 27 and “the baby cried” in line 37) but we also fi nd out that he speaks in the same way to “his horses and daughters” (lines 26-27), which seems to imply that he either cares about his horses a lot or does not care that much about his children... When Ennis’s wife fi nds out about Jack and her husband, she seems resigned to turn a blind eye to the whole thing: “She had seen what she had seen” (l. 34-35) probably in a desire to keep up appearances.


(p. 61)

Pas de corrigé type ici. Mais on peut attirer l’attention sur le fait que les deux citations offrent la même possibilité d’organisation de la réponse puisqu’elles contiennent toutes deux des situations contradictoires. Un rappel sur l’utilisation des mots de liaison qui permettront d’opposer ces deux attitudes se révèlera utile.

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Leaving Everything Behind (p. 62-63)

Le texte présenté ici est extrait du récit de John Krakauer récemment remis au goût du jour à travers la magnifi que adaptation cinématographique de Sean Penn. Il s’agit ainsi du parcours d’un jeune et brillant Américain qui décida de s’exiler en ermite dans de somptueux mais inhospitaliers paysages d’Alaska pour y mener une vie monacale en harmonie avec la nature. L’issue de cette aventure fut tragique puisque Chris y mourut seul, vraisemblablement empoisonné par des baies non comestibles. Nous ne saurions que trop conseiller de faire (re)découvrir ce fi lm aux élèves en parallèle de l’étude du texte proposé ici, les thèmes développés (le questionnement sur le sens de la vie, le partage, l’amitié, la solidarité, le renoncement au matériel) étant susceptibles de susciter un réel intérêt chez eux.

(p. 63)

Corrigé� Chris McCandless was a very bright student who had excellent/brilliant results in college with a 3.72 GPA (grade-point average), that is to say a very high one (the mark given being out of 4): “Gradewise things went pretty well and I ended up with high cumulative average” (l. 53-54). He studied and graduated (meaning he passed his 3-year degree) in history and anthropology, i.e. the study of humankind, societies and cultures. He was involved in the university newspaper too, so he seemed to be rather well integrated in life on campus. He was doing so well at the university that he was given the opportunity to join one of the most prestigious students’ clubs.� He considered prestige and honors to be “irrelevant” (l. 6), i.e. uninteresting and useless, meaning that he didn’t care about what people thought of him because of what he had achieved but was interested in what people meant as human beings rather than what they represented through the various successes they attained, the knowledge or even the money they had. For him, no one’s respect could be bought (l. 37). Money actually didn’t matter to him at all (he had a well-stocked bank account and a lot of money which he easily got rid of). What mattered most to him was helping others, getting involved in charities or fi nding ways to make a difference in the world, doing something really useful. He considered most people’s actions as worthless and ineffective since people mostly care about themselves. Therefore he decided that “he would no longer give or accept gifts” (l. 24) in this approach to eliminate everything trivial and material from his everyday life. He “upbraided [his parents] for expressing their desire to buy him a new car” (l. 25-26), which means that he even rejected the very idea of making a disproportionate use of money, while millions of people throughout the world didn’t have anything to eat on a daily basis.

� Chris’s departure was anything but acting on impulse. Indeed, there were a certain number of signs that he was thinking about it beforehand: he spent the year prior to his leaving in “monkish” (l. 62) living conditions, leading a very simple life devoid of superfl uous elements, maybe to get used to what he was going to experience in Alaska. In the meantime he gave all of his money to Oxfam America because he wanted to make sure that it would be used well and given to people in need, which he obviously didn’t consider himself to be.� Chris wanted to “change everything” (l. 78), that is to say his entire lifestyle. By leaving the civilized world, he would disappear socially, familywise, academically, and, by extension, professionally. He considered his life up to then as futile, senseless and boring. He was longing for other perspectives and activities that would be more profound and fulfi lling to him. Both his studies and his family seemed to be a burden that he wanted to free himself from. Contrary to such a dull and repulsive existence, living in the wild would be more interesting and more rewarding, he thought.� His parents “misread” (l. 12) his intentions (“nobody knew” [l. 14]), meaning that he managed to hide the plan which he had undoubtedly hatched up in advance. When he announced “I think I’m going to disappear for a while,” nobody thought that he was actually contemplating leaving for good: “Neither parent made anything of this announcement at the time” (l. 44), which shows how unexpected the news was for his relatives. His parents even joked about it. His sister Carine might have been a little less surprised since he had written her a letter in which he expressed the way he was thinking. Last but not least, he arranged for his mail to be held by the local post offi ce for more than a month in order not to arouse suspicion, which left him enough time to leave.� The fact that he hid his plan from his parents probably means that Chris didn’t want them to be worried, but it also means that he didn’t trust them enough to tell them the truth and that they were not so close. Chris being so surprisingly thoughtful on Mother’s Day shows that he usually wasn’t. He apparently felt closer to his sister Carine than to his parents, as can be seen in the extract from the letter he sent her. When he met with his parents, they often argued and rarely found they had any values or ideas in common. For instance his parents wanted to please him by offering to buy him a new car, which Chris took as an insult and interpreted as their being ashamed of his old “beloved” car. His parents are described as being “stifl ing”, so Chris’s journey can also be seen as a way of escaping from them.� Once Chris had made his decision, there was apparently no turning back. He prepared every detail carefully to make sure everything would go the way he planned. This new adventure of his is described as something he had to do to get inner peace, away from the corrupt and worthless society that had surrounded him up to then. Donating “all the money in his college fund” clearly shows that he thought he wouldn’t need it any more. It was a big decision to make. The verb “disappear”

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(l. 43), the adjectives “monkish” (l. 62) and “emancipated” and the nouns “odyssey” and “journey” (l.s 77-78) could be used to describe his adventure into the unknown.


Pas de corrigé-type ici, mais quelques éléments de logique : la conversation devra faire apparaitre des façons très contradictoires d’envisager la vie, des attitudes clairement marquées ou bien hésitantes, selon le contexte. On encouragera les élèves, autant que faire se peut, à réinvestir le lexique manipulé et appris à travers le travail réalisé en amont sur le contenu du texte.Les qualités littéraires individuelles des élèves doivent pouvoir s’exprimer au mieux à travers cet exercice. On peut envisager un poetry contest et ainsi en dramatiser la présentation orale.

On songera pour cela à construire avec la classe, en amont, une grille de critères à utiliser en inter-évaluation. Pourquoi ne pas demander à chaque élève de se munir d’un objet de son choix (livre, photo, vêtement, masque...) représentant selon eux le poème écrit pour mieux s’en imprégner ? Concernant le fond, rappelons-leur que leur poème doit avoir une valeur universelle : il faudra donc utiliser le contenu du texte et de la leçon à bon escient en évitant tout calque ou recopiage inélégant et paraphrastique et toute valeur particularisante, par exemple le fait d’évoquer Chris lui-même. Enfi n, les rimes doivent être partie intégrante du poème produit et l’apprentissage du poème doit être effectué avec sérieux, les élèves pouvant bien évidemment, en cas de « blanc », conserver une copie de leur poème à proximité lors de la récitation.

Ce quatrième chapitre renvoie aux réactions non-conformistes, à ce qui choque les us et coutumes solidement établis, voir le pouvoir en place.Nous avons essayé de couvrir un champ le plus large possible des situations dans lesquelles les gens « font des vagues » volontairement ou non. Les photographies de la double page d’ouverture illustrent ces deux types de situations. On ne manquera pas non plus de faire le lien, si l’on procède chronologiquement dans l’exploitation du manuel, avec les contenus du chapitre précédent. Nous avons essayé de ne pas oublier l’humour... comme un certain nombre de documents vont le rappeler.Notons également au passage que ce chapitre, lui aussi, fait la part belle au devoir de mémoire.


De la provocation à la révolte ouverte en passant par la maladresse due à une méconnaissance des coutumes ou de la culture d’accueil, ces cinq photos illustrent chacune les « vagues » produites par l’attitude des uns aux yeux des autres.

(p. 65)

Corrigé� (students’ own answers) Picture 1 – the streaker at a football match – is the sort of thing that is now considered amusing, although when the fi rst streakers appeared in the 70s, it was scandalous and shocking. Picture 2 – John Lennon’s Rolls Royce – shows an unusual and unconventional way of painting a car which is one of the symbols of the establishment.Demonstrations like the one in Picture 3 still shock many people, but they are no longer unconventional or shocking to most of the population. Neither does this one appear to be violent: the

demonstrators look aggressive certainly, but they must surely realise that any violence in a demonstration advocating the end of a war would destroy the demonstrators’ credibility.Picture 4 is unusual and not without humour. There are several famous photographs of demonstrators offering fl owers to the soldiers or riot police who have been brought in to quell the demonstration. It may just be a photo opportunity, or it may be a sincere gesture: offering a symbol of peace to those who may receive orders to be violent in the hope that they may think twice before obeying their orders.When the British press published Picture 5, taken during a visit to Britain by Barack and Michelle Obama, it supposedly scandalised and shocked the British public. The British tabloids had a fi eld day because protocol does not permit anyone to address or touch the monarch unless invited to do so. However, other pictures taken at the same reception and showing the Queen with her arm around Michelle Obama seem to indicate that the “shock” expressed in the tabloid press was typical gutter-press hype.� To rock the boat means to do something to change or provoke a change in the status quo. All of these pictures show this in some way, either in a protest against something (pictures 1, 3 and 4), or in treating icons of the establishment in a new or unconventional way (pictures 2 and 5).� Picture 1 shows the talent of the English for using humour and/or provocation to make a point. Picture 2 shows not only a car which, in its normal state, is representative of traditional English quality and workmanship, but also shows the way in which London’s “youth culture” of the mid and late 1960s – its clothes, music and way of life – came to be the image that England presented to the world at that time.

Script dvdscript-p64

JANIS: Your own music, you obviously get into it, feel it and enjoy it. That’s what it’s all about.

4 Rocking the Boat

4 Rocking the Boat


VOICEOVER: This female vocalist is consistently counted as one of the best artists of all time. Welcome to watchmojo.com and today we’ll be learning more about the life and career of Janis Joplin. Born January 14th 1943 in Port Arthur Texas, Janis Joplin grew up as a self-described misfi t.

INTERVIEWER: How were you different from your schoolmates when you were in TJ*?

JANIS: I don’t know. Why don’t you ask them?VOICEOVER: It was her fellow outcasts who originally introduced her

to the music of Leadbelly and Bessie Smith. She credited these African-American blues artists as being part of her inspiration to become a singer.

JANIS: Billie Holliday, Aretha Franklyn, they are so subtle, they can milk you with two notes. They could go no farther than an A to a B and they could make you feel like they’ve told you the whole of the universe.

VOICEOVER: Joplin moved to San Francisco in 1963. It was there she met up with future Jefferson Airplane guitarist Jorma Kaukonen and the pair recorded several blues standards together. This period also saw an increase in Joplin’s drug and alcohol use.

JANIS: My advice is everyone come to California and I’ll buy you a drink.

VOICEOVER: Worried friends convinced the singer to return to her home town. She fi nally agreed. However, she continued to practise the blues vocals that eventually got her noticed by rock band Big Brother and the Holding Company. Joplin offi cially joined the psychedelic rockers in June 1966.

JANIS: I got in the band just because of... they were my friends and the scene that was happening was all my scene and my people. It was a familial thing, you know, I didn’t set out to be a singer. That came after I was already a singer.

VOICEOVER: By 1967 the band’s self-titled debut album was ready for release by Columbia records just two months after their breakthrough performance at the Monterrey pop festival. As the band began receiving more media attention, the spotlight was primarily on Joplin and this created tensions within Big Brother.

INTERVIEWER: Do you have any explanation why you’re so popular?VOICEOVER: The band’s sophomore record “Cheap Thrills” was released

in August 1968. Soon after, Joplin announced she would be leaving the band and, following some fall tour dates, she played her last performance with Big Brother and the Holding Company in December of 1968. As she embarked on her solo career, Joplin formed a backup band called the Cosmic Blues Band that helped underline her funky blues style. The Cosmic Blues’ album came out in September 1969 to mixed reviews. By this time Joplin was heavily addicted to heroin. The group did manage to tour Europe and North America for a few months including a stop at Woodstock in August. The band broke up at the end of the year. By May 1970, Joplin was already touring with her new band, the Full Tilt Boogie Band. Joplin and Full Tilt joined the Canadian leg of the Festival Express tour later that year, playing next to such acts as the Grateful Dead, the Band and Rick Danko. Joplin’s last public set with Full Tilt was in Boston on August 12th 1970. The next month the band

began recording what would ultimately be Joplin’s fi nal album. “Pearl” was released posthumously in 1971 as a complilation of the songs Joplin was able to fi nish prior to her death. On Sunday October 4th 1970, Joplin was scheduled to record the vocal track for the song Buried Alive in the Blues. The band’s road manager became concerned when she failed to show up for the session. Joplin was later found dead in her room at the Landmark Motor Hotel. The offi cial cause of death was a heroin overdose which may have been aggravated by alcohol. Despite her short career and untimely death, Joplin’s legacy is still going strong today.

INTERVIEWER: What is it you think young people are looking for today?

JANIS: Sincerity and a good time.INTERVIEWER: Are they fi nding it?JANIS: I don’t know about you, Daddy... I’m fi ne. At least I’m having

a good time.

* Thomas Jefferson High School

Corrigé dvdfi le-p641. 1/f, 2/l, 3/k, 4/b, 5/c, 6/j, 7/d, 8/e, 9/h, 10/i, 11/g, 12/a.2. (students’ own answers)3. (exemple) Janis Joplin did not fi t into the mould of female singers of the day, who tended to be either well-groomed conventional pop stars or «love and peace» folk singers like Joan Baez. She was wild, vulgar, uninhibited, bisexual, a heavy drinker and a drug addict. All of this shocked a lot of people. But her voice and her style of singing made her popular especially with the rebellious youth of the day who saw in her a symbol of their revolt against conservative values.

The Uncommon Reader (p. 66-67)

Le passage étudié ici en compréhension écrite est extrait du livre The Uncommon Reader, publié en 2007. Nous avons ici un exemple de plus de la fascination que la monarchie à l’anglaise exerce sur Bennett.

On peut en introduction demander à un élève volontaire de dresser un portrait rapide de l’auteur, célèbre pour ses productions au théâtre et à l’écran.http://en.wikipedia.org/wiki/Alan_Bennetthttp://www.screenonline.org.uk/people/id/504794/

(p. 66)

Corrigé1. The person in the photo above is Queen Elizabeth II. (She has a great many offi cial titles, but the most frequently used is “queen of the United Kingdom of Great Britain and Ireland”.)2. (Pour davantage d’informations, on peut renvoyer les élèves à l’adresse internet suivante : http://www.bbc.co.uk/history/historic_fi gures/elizabeth_ii_queen.shtml)3. The text is obviously going to be about Queen Elizabeth, but maybe (because of the photo from the fi lm) we should expect a touch of humour or satire.

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(p. 66)

Corrigé� The Queen, the Prime Minister and the Home Secretary. The other characters are probably members of the government, prominent politicians, other members of the Royal family and offi cial guests.� They are celebrating the Queen’s 80th birthday.� At the end of the extract we learn that the Queen has become an avid reader over the last few years.� A long reign has mainly brought the Queen experience and a sense of perspective.� She dislikes waste.� Becoming a writer.

WORDWORK (p. 66)

Corrigé wordfi le-p66-1a, 1bA. 1. 1/d, 2/a, 3/f, 4/e, 5/g, 6/b, 7/c.2. 1/c, 2/f, 3/b, 4/e, 5/a, 6/d.3. 1/b, 2/c, 3/a.B. 1/c, 2/a, 3/a/b, 4/b.

wordfi le-p66-2.pdfA. 1. are supporting, 2. front runner, 3. turnout, 4. held, 5. raise, 6. is running, 7. policies, 8. polling card, 9. ballot papers, 10. polling stations.B. 1/e, 2/c, 3/a, 4/b, 5/h, 6/d, 7/f, 8/g, 9/j, 10/i.

(p. 67)

http://www.rogerdarlington.me.uk/Britishpoliticalsystem.html donne une vision assez complète du système politique au Royaume-Uni. Il faut impérativement que les élèves sélectionnent l’information et la reformulent. La fi che lexicale Wordwork aidera également les élèves dans l’acquisition du lexique nécessaire.

(p. 67)

Corrigé teamfi le-p67-1A. 1. The Uncommon Reader plays on words in that a “common reader” has two meanings. It is not only a book prescribed to be read by a group, it can also refer to a person who reads for pleasure (in contrast with a critic, for example). Moreover, “common” also means vulgar, not well-brought-up, from “commoner”, used to refer to anyone other than royalty or nobility. The uncommon reader here is Queen Elizabeth II.2. novella, fantasy, reading, fan, interest, people, nature, hobbies, corgis, library van, conversation, borrow, hooked, obsession, private, briefed, antithesis, opens it up, enjoyable, highly.

teamfi le-p67-2A. 1. (Il convient de rappeler aux élèves que les informations ci-dessous sont tirées de l’extrait et étaient donc pertinentes aux 80 ans de la reine, c’est-à-dire en 2006.)Buckingham Palace50 years and more10 Prime Ministers6 Archbishops of Canterbury8 Speakers2. The King or Queen: a/c/f/g/r.

The Prime Minister: b/e/h/j/k/p.The Archbishop of Canterbury: i/q.The Speaker: d/l/m/n/o.

teamfi le-p67-3A. 1. 80.2. No one is shocked if one dies at her age: “one can die without people being shocked” (l. 17).She can put things into perspective: “one has a long perspective” (l. 40-41)She is no longer surprised at events: “At eighty things do not occur; they recur” (l. 41-42)She has had a lot of experience: “all the experiences I have had” (l. 49).3. When you are eighty, you have seen so many things happen that no event is new but just the repetition of something you have lived before.4. a/c.5. tea, corgis, reading, writing.6. Reading has become one of her favourite activities and has highly enriched her life.Writing is what she considers doing now.

teamfi le-p67-4A. 1. a/B, b/B, c/C, d/A, e/A, f/A, g/A.2. She uses the third person pronoun “one”’ or the fi rst person pronoun “I” to refer to herself. French kings often used the fi rst person plural but also the pronoun “I”3. placidly (surveyed) (l. 1)Don’t let’s get carried away (l. 12)There was polite laughter at this (l. 18)The question [...] was rhetorical (l. 58)He sank back (l. 59)4. “It” refers to the crown so, by extension, to the monarchy.5. He would politely have answered that the monarchy was not in danger.6. The sentence implies that the Prime Minister is not the one who makes decisions about the future of the monarchy and, therefore, no answer is expected.7. distant, of mutual respect, polite, courteous.

PROJECT (p. 67)Les élèves pourront consulter les sites suivants avant d’organiser leurs notes:http://www.sovereignty.org.uk/features/articles/casemon.htmlhttp://members.shaw.ca/len92/abolish_monarchy.htmPour rendre le débat plus vivant, il faut que les élèves mémorisent leurs arguments et s’entraînent à les reformuler. Le débat peut avoir lieu en classe mais pourra également faire l’objet d’une séquence fi lmée à la maison, remise au professeur sous la forme d’un DVD. C’est souvent la forme que nos élèves donnent à ce type de mission.

TRANSLATOR’S WORKSHOP (p. 67)Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)La Reine suivait sereinement/Sereine, la Reine... (!) suivait/du regard tous ces préparatifs, assise (1) non pas tout à fait sur un trône mais

4 Rocking the Boat


en tout cas (2) sur un siège plus grand que celui de quiconque/de toute personne présente (3*). Elle avait apporté sa tasse de thé qu’elle sirotait tout en bavardant (3*) jusqu’à ce qu’enfi n tout le monde se soit confortablement installé (5)/attendant (3*) qu’enfi n tout le monde soit confortablement installé.Ne nous emballons pas (2), déclara Sa Majesté.Bien qu’il soit exact que nous (2) ayons 80 ans et que cette réunion soit une sorte de réception d’anniversaire. Mais je ne suis pas sûre de ce qu’il y a vraiment à fêter/ce que qu’il faille vraiment fêter (3*). Je suppose qu’une des choses que l’on peut dire pour la justifi er c’est (4) que nous avons pour le moins atteint un âge auquel on (5) peut mourir sans que cela ne choque/bouleverse/surprenne (3*) personne.* L’adaptation peut-être lexicale ou syntaxique.

A Tour of the White House (p. 68)

(p. 68)

Corrigé� (students’ own answers)possible expressions to use: impressive, imposing, majestic, magnifi cent, huge, massive, well-kept, well-maintained, planted with trees, spacious, well-designed.� (exemples) The White House is the offi cial residence and workplace of the President of the United States of America. It is located at 1600 Pennsylvania Avenue NW in Washington DC. It was built between 1792 and 1800. It has six fl oors/storeys, the Ground Floor, State Floor, Second Floor and Third Floor, as well as a two-storey basement. The complex includes the Executive Residence, West Wing, Cabinet Room, Roosevelt Room, East Room and the Eisenhower Executive Offi ce building which houses both the offi ces of the President and the Vice-President.

(p. 68)

Script tapescript14-p68.pdf

GUIDE: Good afternoon, ladies and gentlemen, and welcome to the White House. So, let’s start off with a few particulars. The White House has 132 rooms and was designed in 1792 by James Hoban, an Irish-born architect. It is in the neo-Classical style, and was inspired, some say, by Leinster House in Ireland, which is now the seat of the Irish Parliament. It is essentially the President’s home, although as you all know from movies and TV, a lot of work goes on here too, mainly in the West Wing where the famous Oval Offi ce is. That, I’m afraid, is off-limits for security reasons – and because the President is working over there right now!

Notice that we entered from the Visitors’ Center in the East Wing and we are now standing in the Entrance Hall on what is called the State Floor, one fl oor above the Ground Floor. On your right is the North Portico at the front of the building facing Pennsylvania Avenue. Now if you’ll follow me...

Here we are in the East Room which is usually used for large parties and receptions. Note the portrait of George Washington, the fi rst President of the United States of America, who supervised the design of the house but never lived here because it wasn’t completed until 1800, by which

time John Adams had become President. Now, through here is the Green Room with some superb mid-nineteenth century furniture...

MAN: Excuse me. Has it always looked like this? I mean, has anything been changed since 1800?

GUIDE: Oh, a lot has changed, sir – pretty much everything really, except the exterior walls. There was a big fi re in 1814 and another one in 1929; a lot of damage was done on both occasions. And then, in the late forties, President Truman had most of the place gutted and renovated. Then in the early fi fties, ceilings were lowered for the purpose of air conditioning...

MAN: Air conditioning?WOMAN: So the wall hangings, the curtains... they’re all recent.GUIDE: Well, this room, for instance, was last refurbished in 1971;

the Blue Room, next door, in 1995. It’s just through here... another reception room distinctive for its oval shape.

WOMAN: Beautiful.MAN: It’s a shame they aren’t the original furnishings though.GUIDE: Well at least most of the furniture in the house is of the

right period. For that we have to thank Jackie Kennedy. Before she gave the place a makeover in 1963, quite a lot of the furniture was reproduction.

WOMAN: What about the Lincoln Bed? Is that period or reproduction?

MAN: What’s the Lincoln Bed?GUIDE: It’s on the upper fl oor that we call the Family Floor, in the

Lincoln Bedroom. We’ll go up there in a few minutes.MAN: I’ll bet Lincoln never actually slept there.GUIDE: No, he never slept in the Lincoln bed, sir, but he did buy

it and he did sleep in that room. Now, next we have the Red Room, refurbished by Hillary Clinton in 2000, a perfect example of American Empire style...

MAN: American Empire? When did America have an Empire?GUIDE: It simply means the American variant of Empire style, sir.MAN: Sorry, just kidding.GUIDE: Now, if you look at the painting by the window...

Corrigé� We can hear three people talking. The fi rst person is the tour guide, the other two are visitors. The tour guide is presenting and commenting on the different rooms and what they contain (items of furniture and decoration etc.). She is also telling some anecdotes about the place and the presidents who lived in the White House. The two visitors are asking the guide questions and giving their personal impressions.� There is a central building and two wings (the East Wing and the West Wing). The central building has at least two fl oors (two of them are mentioned on the recording) and there are 132 rooms in all.� The White House was designed in 1792 and its construction was completed in 1800. It was built in neo-Classical style.� George Washington, “the fi rst President of the United States”, is mentioned. The guide says that he never lived here because the building wasn’t completed until 1800, meaning that he died before then. (In fact he was president from 1789 to 1797.) John Adams is mentioned as his successor. (He

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was in offi ce from 1797 to 1801.) President Truman is also mentioned. The guide situates him in the “late forties”. (He was elected to offi ce in 1945.) Lincoln is also referred to, but there are no indications as to his dates of offi ce. (He served between 1861 and 1865.)� Two Presidents’ wives are mentioned: Jackie Kennedy and Hillary Clinton. Jacqueline Kennedy née Bouvier was one of the most popular First Ladies ever. She was known for her style and elegance. Her husband John Fitzgerald Kennedy remained in offi ce only two years and a half, between 1961 and his assassination in November 1963. Hillary Clinton is married to Bill Clinton who served two terms of offi ce between 1993 and 2001. A former Senator for New York between 2001 and 2009, she ran for the Democratic presidential nomination in 2008 and became Secretary of State (= Minister of Foreign Affairs) in the Obama Administration in 2009.� The building has been renovated and refurbished several times because of two big fi res in 1814 and 1929 and for modernisation purposes, for instance for an air conditioning system to be added. There were also several makeovers for various reasons in 1963, 1971, 1995 and 2000.

(p. 68)

Le parti-pris dans cette expression écrite au contenu et aux contours clairement délimités est bien entendu l’acceptation de la demande formulée par les élèves fi ctifs (américains ou pas, d’ailleurs) en question. Il sera ainsi nécessaire d’adapter le style, quoiqu’il en soit formel puisqu’étant celui du secrétariat de la Résidence d’un Chef d’État, au public mentionné plus haut. Il n’est pas demandé ici de faire des recherches factuelles, même si c’est une éventualité pouvant être sanctionnée par un bonus dans la grille d’évaluation construite par le professeur, dans la mesure où les détails ajoutés sont cohérents. Les informations se trouvant dans l’enregistrement audio et restituées à travers la mise en œuvre proposée sur cette même page, pourront servir de base à l’imagination des élèves. Il s’agira donc de réinvestir les informations glanées ici et là, de les transformer, d’en inventer de nouvelles et de les mettre en forme de manière à éveiller la curiosité et l’intérêt des destinataires. Il sera demandé aux élèves d’insérer un maximum d’adjectifs dans leur lettre. Pourquoi ne pas, entre autres, réutiliser certains des adjectifs proposés dans le corrigé de la partie Speak question 1 ? La méthodologie de la lettre aura été préalablement travaillée, et ce pour des raisons évidentes. On demandera aux élèves de dactylographier leur lettre et de créer, le cas échéant, le logo de leur « Maison Blanche imaginaire ».

WORDWORK (p. 68)

Corrigé wordfi le-p68-1a/1bA. 1. particulars, 2. architect, 3. off-limits, 4. gutted, 5. wall hangings, 6. furnishings, 7. makeover.B. 1/b, 2/c, 3/c, 4/b, 5/b/c.

wordfi le-p68-2.pdfThe President and Vice-President of the United States of America are elected for a four-year term of offi ce on leap years. Since 1933, the inauguration of every new President has taken place

on 20th January following the year of election. As head of the executive branch of government, the President appoints the Administration, which Congress has to approve. There are twelve government departments whose heads are usually called Secretaries – such as the Secretary of Defence and the Secretary of the Interior – or have special names like the Attorney General (for justice), and the Surgeon General (for health). The fi rst appointment is usually that of the Secretary of State, who is head of the State Department, the equivalent of the Foreign Ministry of most other countries.Congress is the legislative branch of government and is made up of the House of Representatives and the Senate. It is also the branch that initiates impeachment procedures in cases of serious misconduct by high-ranking offi cials or by the President.The 435 Representatives are elected in November, on the same day as the President, and two years later at a mid-term election. Senators – 2 from each of the 50 states – are elected for six-year terms. With only one or two exceptions, Representatives and Senators belong to the Republican or the Democratic parties.Each state has a constitution and a complete system of government with a Governor and a legislature of two houses. The county is the smallest administrative unit.The Supreme Court is the highest judicial authority. The justices are appointed by the President with the Senate’s approval.

PRONOUNCE (p. 68)

Corrigé pronfi le-p68A. It is normally the fi nal fi gure that is stressed in a year, i.e. the 9 of 1929 (nineteen twenty-NINE), the 4 of 1984 (nineteen eighty-FOUR). However, when comparing two years that each have one similar digit, you stress that digit, i.e. 1929 (nineteen-TWENTY-nine) as opposed to 1939 (nineteen THIRTY-nine). When the year ends in 00 (=hundred), it is» hundred» that is normally stressed.B. When the number stands alone, particularly when it concerns a date or someone’s age one normally stresses -teen. (sentences 1 and 3). However, when counting, you stress the fi rst syllable (sentence 4)When the adjective comes before a noun (or another number), it is the fi rst syllable that is usually stressed. (sentence one: « nineteen twenty-nine... » ; sentence 2 fi rst part)For emphasis, surprise, etc. the -teen syllable is stressed. (sentence 2, second part)

4 Rocking the Boat


(p. 68)

Corrigé teamfi le-p68-1

place mentioned the White Housenumber of rooms 132date when it was designed 1792name of the architect James Hobanplace of birth of the architect Irelandarchitectural style neo-Classicala comparable building Leinster House in Ireland function of this other edifi ce seat of the Irish Parliamentfunction of this building the President’s hometwo signifi cant sections of the place (where a lot of work goes on!)

1. the West Wing2. the Oval Offi ce

two reasons why they can’t be seen by visitors

1. security reasons2. the President is working there right now!

area from which visitors enter the White House

the Visitors’ Centre in the East Wing

the area where the visitors are now (name, fl oor)

the Entrance Hall on the State Floor

architectural feature seen on the right

the North Portico

name of the street in front of the building

Pennsylvania Avenue

teamfi le-p68-2

specifi c place mentioned the East Roomfunction of this place used for large parties and

receptionsspecifi c decorative item mentioned

a portrait of George Washington

identity and offi cial function of this person

the fi rst President of the USA

link with the building He supervised the design of the house.

date when the building was completed

1800

name of the President at the time

John Adams

second specifi c place mentioned the Green Roomtype of decoration mid-nineteenth century

furnituretwo events which explain why the place has changed a lot since it was built

1. a big fi re in 18142. a big fi re in 1929

consequences of these events “pretty much everything” had to be changed

the only thing which has not changed

the exterior walls

name of the President who had the place renovated

Truman

decade when this was done 1940sanother decade when changes were made

1950s

specifi c changes Ceilings were lowered, air condi-tioning was added; the place was gutted and renovated.

teamfi le-p68-3

two things in the White House that are recent

wall hangings, curtains

dates when refurbishment was done

the Green Room: 1971the Blue Room: 1995

logical deduction of the meaning of the term “refurbished”

redecorated and given new furnishings

function of the Blue Room reception roomshape of the room ovalcomment made by a visitor on this room

Beautiful!

something which is not original in this room

the furnishings

a characteristic of most of the interior

Most of the furniture is of the right period.

person who saw to it that most of the pieces in the house are original ones

Jackie Kennedy

identity of this woman John F. Kennedy’s wifedate when she changed things here

1963

term used to describe her action

a makeover

characteristic of most of the furniture before she changed it

It was reproduction.

teamfi le-p68-4

specifi c piece of furniture mentioned

the Lincoln Bed

place where this piece is located

1. Upper Floor (“Family Floor”)2. the Lincoln Bedroom

ironical detail despite the name of this piece

He never slept in this bed.

what Lincoln did with this piece of furniture

He bought it.

name of the next room mentioned

the Red Room

something which happened in 2000

Hillary Clinton refurbished it.

identity of the person mentioned

Bill Clinton’s wife and Secretary of State from 2009

style of this room’s decoration “American” Empirequestion asked by a visitor When did America have an

Empire?tone of this visitor’s question mockingthe guide’s reaction surprised, annoyedthe guide’s answer to the visitor’s question

it means the American variant of Empire style, sir.

other item mentioned by the guide

a painting

location of this item by a/the window.

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The Ermine Portrait (p. 69)

(p. 69)

Corrigé� a. Ancestry.She was the daughter of King Henry VIII and his second wife, Anne Boleyn who was executed for treason, meaning that Elizabeth was thought by some to be born of bad blood. She was, at different times in her youth, removed from the line of succession to the throne, as was her elder sister, Mary whose mother, Katharine of Aragon, Henry’s fi rst wife, had been divorced by him.b. Importance.She reestablished the Protestant religion as the State religion (her sister Mary had been a Catholic and had persecuted Protestants, hence her nickname Bloody Mary). Relative religious peace and devious diplomacy, together with increased sea power (leading to the establishment of New World colonies, the growth of international trade and a general feeling of safety from invasion) brought prosperity. The Elizabethan Age saw the rise of the middle classes and the fl owering of the arts.c. Important events.The execution of Mary Stuart (Mary Queen of Scots) in 1587 removed the possibility of a Catholic succession and put a stop to Catholic plots to assassinate the Queen.The defeat of the Spanish Armada in 1588 removed the threat of Spanish hegemony in Europe.� There is an ermine on the Queen’s left arm. The ermine, which is the name for the stoat in winter when its coat is white, can symbolise royalty and/or chastity. In many European countries, ceremonial robes were trimmed with ermine. It took a great many furs to trim just one robe and the furs were sewn together with dark thread, leaving dark spots as on the ermine’s fur in the painting. Here, it is wearing a crown, the symbol of majesty and purity.� The sword on the table is the sword of state which symbolises justice. The Queen also holds an olive branch which symbolises peace.� It is obvious from the portrait that the image that the Queen wanted to put forward was one of grandeur, magnifi cence, distance and power. She was putting herself on a pedestal to be admired and obeyed, in the belief that the more magnifi cent she was, the more her subjects would look up to her. The English fashion of the period (of which she was the leader) almost dehumanises her and her features are those of a mask rather than of a woman of 51. The dark colours emphasise the solemnity of her position. Nowadays, most Heads of State try for exactly the opposite effect: to be as human as possible and close to their subjects rather than distant.

PROJECT (p. 69)

Il s’agit ici d’un projet actionnel mettant en évidence l’activité d’expression orale en continu tout en visant le niveau d’« utilisateur indépendant » B1. Le travail fait en amont autour du document visuel de cette même page est capital. Citons ici quelques descripteurs au niveau B1 du CECRL repris dans le

programme du cycle terminal du 28 août 2010 et qui s’adaptent parfaitement à l’exercice proposé ici en project : « prendre la parole devant un auditoire, mettre en voix un texte », « expliquer un projet, exposer une démarche, préciser un mode d’emploi », « exprimer des sentiments, une opinion personnelle », « argumenter pour convaincre ». Une grille d’évaluation simple et précise peut ainsi être construite en intégrant ces points, la créativité des élèves restant au centre du projet.Deux étapes sont donc demandées : tout d’abord, logiquement, écrire, modifi er et affi ner un discours, comme cela se fait pour tous les discours publics. Le visionnage d’extraits du récent fi lm The King’s Speech pourra ici d’être d’une réelle utilité et proposer une piste intéressante pour les élèves. Ensuite, s’imprégner du discours ainsi produit et s’apprêter à le prononcer en public. On pourra bien entendu jouer sur les émotions et la théâtralisation du discours pour rendre le message plus réaliste et crédible et même créer quelques critères d’évaluation en lien avec cet aspect.Le réinvestissement des connaissances, du lexique et des structures manipulés et appris (= le travail sur les fi ches Wordwork page 66, le texte pages 66-67 et le tableau page 68) sera bien évidemment comptabilisé dans l’évaluation individuelle et enrichira les productions des élèves. Certains détails néanmoins importants devront être rapidement choisis et réalisés (identité, photo en tenue de couronnement, insignes...) grâce à l’outil informatique, laissant ensuite la place à la créativité verbale des élèves. Des photos-types peuvent être consultées à titre indicatif (taper « 1953 Elizabeth II coronation regalia » sur Google par exemple). Enfi n, un travail de vérifi cation phonologique est à envisager en amont, afi n de mettre les « futurs monarques » en confi ance pour la dimension rhétorique de leur discours, la trace écrite pouvant être conservée, tout en évitant bien sûr une oralisation pure et simple du discours écrit.

La fi cheLa fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.69. Elle fournit des renseignements sur le peintre, le background et le tableau. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.69. Il s’agit d’un texte à trous sur Elizabeth I.

Corrigé artfi le-p.69The cult of personality was extremely important for all Renaissance monarchs so it is not surprising that all the courtiers at the court of Elizabeth I were expected to wear miniatures of the Queen. This demand for miniatures kept Nicholas Hilliard in work, although he also produced full-size paintings and items of jewellery.When the “Ermine” portrait was painted in 1585, the Queen was 51 years old and wore a wig and heavy make-up to as to present an image of unchanging beauty to the world. This make-up, used on both face and hands, was white. A white skin was highly prized in those days, since it meant that one did not work outdoors or do manual labour.

4 Rocking the Boat


Elizabeth recognised how important it was to dress richly at all times, so as to impress both her own subjects and foreign dignitaries. Towards the end of her life, she had over 2,000 dresses in her wardrobe. She was always setting new fashions at court and, like Diane de Poitiers, her favourite colours were black and white. Bearing all this in mind, it is no accident that the painting pays great attention to the detail of Elizabeth’s dress and jewels. Her hands are shown as fi ne, delicate and very white, and her face is almost a mask: getting a good likeness of the Queen was much less important than conveying the power and majesty of her position.


Le génitif incomplet et la notion de possessionBut de la réfl exion sur la langue : montrer que ’s ne marque pas toujours la possession mais que, par contre, il indique un rapport étroit entre les deux mots qu’il relie. Le contexte indique de quelle nature est ce rapport. Également dans la ligne de mire de «On Target», l’idée que c’est le premier des deux mots qui « possède » le second (voir le précis grammatical à ce sujet).Une réfl exion sur les différentes natures des compléments de nom en français pourrait se révéler utile, en particulier dans le cadre des problèmes de traduction. Notons rapidement au passage quelques exemples :– le jardin de mon père (complément de nom à caractère possessif [génitif]) ;– le saut de la haie (complément de nom à caractère objectif [la haie est l’objet du saut]) ;– le saut de l’athlète (complément de nom à caractère subjectif [c’est l’athlète qui saute]) ;– l’aîné de la famille (complément de nom à caractère partitif) ;– le plus haut bâtiment du monde (complément de nom à caractère circonstanciel).

Corrigé (Observation)� the President’s home; the Visitors’ Center; anyone else’s.� N1 au singulier + ’s + N2N1 pluriel + ’ + N2N’s (pronom) + ’s et effacement de N2 car facilement identifi able.� En 1 et 3, bien que l’on puisse arguer que la Maison Blanche n’appartient pas plus au Président en exercice que la chaise sur laquelle les invités de la Reine sont assis.� Dans Visitors’ Center on a davantage affaire à un complément de nom à caractère attributif : le centre réservé aux visiteurs, le centre construit pour les visiteurs. En 1 et 3, les N1 peuvent très bien dire : c’est chez moi, c’est ma résidence ou c’est ma chaise. Pas dans l’autre cas.� En 1 et 3. The home of the President n’est pas agrammatical en soi. Et that of anyone en référence aux chaises non plus. Nous n’infl igerons pas d’explication linguistique aux élèves de ce niveau.� en 2 : the Center (built) for the visitors.� Dans les deux cas on peut arguer que the se rapporte respectivement à President et à Visitors. On a donc affaire à des génitifs dits « spécifi ques ». Mais il en serait autrement si on

avait a visitors’ center car dans ce cas a se rapporte à Center et visitors joue quasiment un rôle adjectival (générique). Faire comparer : the boys’ school et a boys’ school.(Application)� a. Since 1909 the Oval Offi ce has been the president’s offi ce. (spécifi que : son bureau)b. Wow! That’s what I call a president’s house! (générique : présidentiel)c. Most presidents went to boys’ schools. (générique : for boys)d. What uniform is the guard wearing? A Marine’s. (générique : facilement identifi able à la fonction)� a. Elizabeth’s reign has not yet been as long as Queen Victoria’s.b. The Queen’s chair seemed clearly much larger than the Prime Minister’s.c. Few people live in a house as big as the Queen’s.

Le pronom indéfi ni oneBut : aider les élèves à manipuler ce pronom utile et pas toujours traduit littéralement en français, et ce en commençant par observer son fonctionnement. Les aider à distinguer le pronom qui remplace un nom déjà mentionné et celui qui sert à désigner la personne qui parle ou à parler en général (« on »). Enfi n, ne pas confondre l’indéfi ni (variable : one/ones) et le numéral cardinal invariable.

Corrigé (Observation)� one is eighty : pronom indéfi ni sujetone of the things : adjectif numéral cardinalone has achieved : pronom indéfi ni sujetone can die : pronom indéfi ni sujet� sujet (Application)� l. 25 : valeur n° 5 ; l. 37 : idem ; l. 40 : idem ; l. 44 : valeur n° 3 (Attention ! numeral cardinal ici, pas pronom indéfi ni) ; l. 47 : valeur n° 5 ; l. 51 : idem ; l. 54 : idem ; l. 62 : idem mais aussi n° 4 ; l. 63 : valeurs n° 5 et/ou n° 4.� a. valeur n° 1 ; b. valeur n° 3 ; c. valeur n° 2 ; d. valeur n° 4.� a. l. 15 ; l. 44.b. one’s birthday (l. 37)c. books can only take one so fard. I have had (l. 25) ; and since this is my birthday (l. 37) ; for I have a long perspective (l. 40) ; I am mean (l. 47) ; in which I have been (l. 51) ; and I wouldn’t want (l. 54) ; in a way that I could never have expected (l. 62) ; but books can only take me (l. 63).e. one knows that one has been well advised [...] but one hadn’t realized (l. 6-7)but what there is to celebrate one is not sure (l. 15)One supposes (l. 15)one thinks (l. 19)one has gone through [...] one does not say (l. 26)one has always disliked waste (l. 43-44)has one going round (l. 45)but disliking waste as one does (l. 49)all the experiences one has had (l. 50)one has become an avid reader (l. 61)

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books have enriched one’s life (l. 62)now one thinks [...] one becomes, or tries to become (l. 63-64)

Les composés de oneCorrigé (Observation)� anyone : toute autre personne présente dans la salleeveryone : toutes les personnes présentes dans la salle� someone, no one� anyone : énoncés affi rmatifs, interrogatifs ou négatifssomeone : énoncés affi rmatifs, plus rarement interrogatifsno one : énoncés négatifs� everyone themselves(Application)a. The Queen was addressing everyone and no one in particular.b. Does anyone want to ask the Queen a question?c. “Let’s not get carried away,” she said to someone in the fi rst row.d. There is someone no one speaks about in this extract and that’s the duke.

Love vs Duty (p. 72-73)

Parmi les monarques qui ont défrayé la chronique ou « fait des vagues » à leur époque, nous avons retenu la reine Elizabeth I et le roi Edward VIII. Dans le second cas, le fi lm récent The King’s Speech peut aider les élèves à apprécier la mesure des situations respectives.

(p. 72)

On pourra avantageusement inviter les élèves à visionner le fi lm Elizabeth, dans lequel l’actrice Cate Blanchett campe une reine très plausible.

Corrigé� Chief advisor Sir William Cecil and Parliament pressured Queen Elizabeth I to get married in order to secure the realm and form an alliance with a European power. Getting an heir to the throne would secure the line of succession.� Elizabeth and the rest of her kingdom didn’t want a Spanish Catholic ruler in England. Elizabeth couldn’t marry a French Catholic either. After Queen Mary’s attempt to restore Catholicism in England, it was important to secure religious stability.� Her fi nal decision was to devote her life to the welfare of the country by giving up the idea of getting married. Elizabeth I was known as the Virgin Queen. Part of the truth is that she was in love with the Earl of Leicester.

Who’s Who?The previous monarch: Mary I, the Catholic Queen of England, Elizabeth I’s half sister and Henry VIII’s fi rst child by Katharine of Aragon. The suitors: Philip II of Spain, The Duke of Anjou. The favourite: the Earl of Leicester. The advisor: Sir William Cecil

WORDWORK (p. 72)

Corrigé wordfi le-p72A. Verbs expressing wishes: wish for, desire, want, crave, long for, yearn for, cry out for, hope for.Verbs expressing renunciation: renounce, give up, abandon, resign, surrender, relinquish, abdicate, sacrifi ce.

B. 1. Edward VIII had to renounce the throne to marry the one he loved because she was (twice) divorced.2. She was longing to see him again but leaving him was the right thing to do. She gave up all plans of sharing his life.C. (exemples)1. He relinquished the throne in order to marry Wallis Simpson, the woman he loved.2. Once in exile, the former king of England may have yearned for home.

(p. 73)

On fait travailler ici deux compétences de compréhension, puis l’expression orale.

Corrigé� The reasons for the abdication were that (1) It was impossible for a British reigning monarch to marry a divorcee, (2) Edward felt he could not carry out his royal duties without the woman he loved beside him, (3) Edward thought his brother would be an excellent king because of his experience in public affairs and his happy home life.The people involved were King Edward VIII, his mother Queen Mary, Mrs Wallis Simpson, the Duke of York (George VI) and his family, the Prime Minister Mr Baldwin, and the British people.The consequences were that the Duke of York succeeded his elder brother and became George VI, and that Edward, as the Duke of Windsor, went into voluntary exile.� (À ce stade, on peut encourager les élèves à imaginer la décision qu’ils auraient prise s’ils avaient été confrontés à de tels choix. Le professeur peut également diversifi er les activités langagières et proposer un sujet d’expression écrite du type : To what extent should professional duties prevail over private interests?)

Script tapescript17-p73At long last I am able to say a few words of my own. I have never wanted to withhold anything, but until now it has not been constitutionally possible for me to speak.A few hours ago I discharged my last duty as King and Emperor, and now that I have been succeeded by my brother, the Duke of York, my fi rst words must be to declare my allegiance to him. This I do with all my heart.You all know the reasons which have impelled me to renounce the throne. But I want you to understand that in making up my mind I did not forget the country or the empire, which, as Prince of Wales and lately as King, I have for twenty-fi ve years tried to serve.But you must believe me when I tell you that I have found it impossible to carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love.And I want you to know that the decision I have made has been mine and mine alone. This was a thing I had to judge entirely for myself. The other person most nearly concerned has tried up to the last to persuade me to take a different course.I have made this, the most serious decision of my life, only upon the single thought of what would, in the end, be best for all.This decision has been made less diffi cult to me by the sure knowledge that my brother, with his long training in the public

4 Rocking the Boat


affairs of this country and with his fi ne qualities, will be able to take my place forthwith without interruption or injury to the life and progress of the empire. And he has one matchless blessing, enjoyed by so many of you, and not bestowed on me – a happy home with his wife and children.During these hard days I have been comforted by her majesty my mother and by my family. The ministers of the crown, and in particular, Mr. Baldwin, the Prime Minister, have always treated me with full consideration. There has never been any constitutional difference between me and them, and between me and Parliament. Bred in the constitutional tradition by my father, I should never have allowed any such issue to arise.Ever since I was Prince of Wales, and later on when I occupied the throne, I have been treated with the greatest kindness by all classes of the people wherever I have lived or journeyed throughout the empire. For that I am very grateful.I now quit altogether public affairs and I lay down my burden. It may be some time before I return to my native land, but I shall always follow the fortunes of the British race and empire with profound interest, and if at any time in the future I can be found of service to his majesty in a private station, I shall not fail.And now, we all have a new King. I wish him and you, his people, happiness and prosperity with all my heart. God bless you all! God save the King!

PROJECT (p. 73)

On peut orienter les élèves vers les domaines du show business, de la politique, de l’histoire ou de la télé réalité, également vers la recherche de couples que l’âge, le milieu social, la couleur de peau ou la religion éloignent a priori. On peut également avoir recours à des œuvres de fi ction. Sites à consulter :http://www.gracekellyonline.com/http://fr.wikipedia.org/wiki/Soraya_Esfandiari_Bakhtiarihttp://en.wikipedia.org/wiki/West_Side_Storyhttp://en.wikipedia.org/wiki/Romeo_and_Juliet

Ateliers (p. 74-76)

Atelier 1 (p. 74)

Script dvdscript-p74In this age of protests, one of the most recent fi nds 4,000 Londoners decrying British support for US action in Vietnam. There were a few minor scuffl es but no arrests. The demonstrators were stopped from approaching Prime Minister Wilson’s Downing Street home.Organised by the Campaign for Nuclear Disarmament, mimics of Queen Elizabeth presented mock medals and said the war was a wicked obscenity.Madrid University, scene of the largest anti-American rally in recent years. Posters, leafl ets, slogans and student speeches all carried a vehemence seldom seen here before. Some 3,000 undergraduates attended. An American fl ag is burned at the height of the demonstration. Both President Johnson and Francisco Franco were vilifi ed. A new low in public protest. Added strain on Spanish-American relations.Over 4,000 anti-hate people jammed Detroit’s Belle Isle Park in another example of the recent social phenomenon that’s

sweeping the country. It’s a giant Love-In, close relative to the Be-In, sort of a happy happening laced with the rites of spring. The slogans were just as frank as ever. Hippies, would-be hippies and just plain folks made a colourful scene with wild costumes, uninhibited dancing and general high frolic. Group therapy like this outdrew the Detroit Tigers that day. The end, man!

Corrigé(questions du manuel)� (students’ own answers) All the pictures are from the late 60s. A and B were taken at outdoor rock concerts; B at an anti-Vietnam War demonstration in the USA (the banners say «don’t draft our sons...”) and C at a similar demonstration in England (the banners mention Wilson, a reference to Harold Wilson, Prime Minister at the time [his fi rst term of offi ce was 1964-1970], Johnson, a reference to US President Lyndon Johnson [1963-1969] and to U Thant, UN Secretary General [1961-1971].� a. The fi rst event is a demonstration in London against British support for US action in Vietnam. The second is an Anti-American rally in Madrid, Spain. The third is a Love-in in Detroit. The second event is related to picture D. The third event to pictures A and B.b. Prime Minister Wilson: see 1 above.CND (Campaign for Nuclear Disarmament): a powerful anti-nuclear lobby who organised many protest marches.Queen Elizabeth: the British monarch.President Johnson: see 1 aboveFrancisco Franco: the General who was Spanish head of state from 1936 to 1975.c. (exemple) He has a rather condescending, mocking tone but it is the indulgent amused tone of an older person who doesn’t mind letting the young have a good time. It is clear, though, that he doesn’t take Love-ins very seriously.� � (students’ own answers)

dvdfi le-p74� a. London, Vietnam, b. no one, c. Prime Minister’s, d. vilifi ed.� a. a fi ght, b. an organisation against nuclear weapons.� (exemple) the vehemence of the speeches, burning an American fl ag, vilifying President Johnson and Francisco Franco.� a. Detroit’s Belle Isle Park, b. 4,000, c. Love-In.� a. anti-hate people, b. Love-In, Be-In, happening, c. would-be hippies, d. The end.

Atelier 2 (p. 75)

Corrigé� The narrator is a woman. We do not know how much time has elapsed/passed between the moment of the events and the moment of narration. We only know her last/family name: Latham.She was 16 years old. She was a (US) high school student in 1966 when the main events took place.John Latham is her father.He is/was a college or university professor.He was ideologically opposed to the Vietnam War, he was clearly a pacifi st.He organized a huge student protest which meant the university executive business couldn’t function.

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This was one of the fi rst student protests against the war and John Latham looked very respectable, a typical member of the university establishment so it was shocking to see him being taken off to jail.No. But what he did made him a delinquent.He was seen as being very ‘cool’, a hero or student idol, a sort of role model.The narrator found it diffi cult to establish her own identity and felt inadequate, because her father had such a big reputation among all the people she met. However, she still loved him as her father.The passage is clearly about a member of the academic establishment who suddenly decides to break the rules and challenge the status quo.� head (v.) = lead ; standstill (n.) = arrêt total ; dwarf (v.) = make something look small, écraser.

Atelier 3 (p. 76)

Les questions portant sur ce cartoon sont en fait des guidelines que l’élève peut/doit suivre pour construire sa description et son commentaire. Il pourra néanmoins être encouragé à improviser sa présentation de l’image de façon personnelle.

Corrigé� He is a political candidate and is hoping to be elected as a Member of Parliament.� He is holding a folder entitled “MP expenses claims”.� The cartoon plays on the word “run” which has a double meaning: to literally run (here meaning to run away with), and to run as a candidate which means present oneself as a candidate in an election. The idea is that in politics, once you have been elected, you become corrupt.� The fi gure in the background is the stereotype of the burglar, with a mask, a striped sweater and a bag of “loot” or “swag” (= butin).� The cartoonist is showing how corrupt politicians can be, and how easy it is for their corruption to go unnoticed. In the cartoon, the burglar has to run to make his getaway after committing a crime, but the politician feels quite safe...� The cartoon is referring to the 2009 MPs expenses scandal, when it came to light that many MPs were putting in exorbitant expenses claims. Because of the lax system in operation, and the (unoffi cial) encouragement given to MPs to claim as much as possible, many MPs considered their claims legitimate. Some, however, had to repay large sums of money.

Atelier 4 (p. 76)

Afi n d’aider les élèves à bien préparer le débat, on peut leur proposer les fi ches de travail suivantes. Selon le niveau de la classe, on peut décider de guider ou pas les élèves sur les sujets que les « hommes politiques » devront aborder.

The Journalist• Before the debate, think about the questions that you will ask the politicians about public issues (e.g. the environment, the death penalty, urban violence...) and about their private lives (e.g. their income, how they spend their leisure time, where they usually spend their holidays, if they support any charities...).• During the debate:

1. Introduce yourself (ex: Good evening everybody! I would like to welcome you to this election debate. I’m ...... and today we’ll be hearing from 2 politicians running for offi ce, each hoping to be the future leader of our country);2. Introduce the candidates;3. Introduce the main topics (ex : This debate will focus on...);4. Put your questions about public issues.5. Put your questions about personal matters.6. Interview the voters in the audience to see who they will vote for.

Politician A• Before the debate, prepare to answer questions about your private life and about three issues. Here are your views on them.

A. The environment– There are more important issues to be discussed.– We are not the world’s worst offenders. Concentrate on the emerging economies.– Saving endangered species may be as unnatural as genetically modifying them: let nature take its course.

B. The death penalty– Capital punishment is morally wrong and barbaric.– It does not deter criminals from murdering people.– Sometimes the death penalty is applied unfairly.C. Urban violence– Reducing urban violence is important.– More powers must be given to the police.– Unemployment is at the root of the problem and must be reduced.

Remember!• A good politician is a good public speaker.• To convince people that you’re the best, you need to speak loudly and clearly, and with confi dence.• You have to show that you believe in what you’re saying, even if you’re lying.

Useful expressionsHang on a minute!Hold on!Please let me fi nish.But the issue here is...I’ll be perfectly honest with you, ...

Politician B• Before the debate, prepare to answer questions about your private life and about three issues. Here are your views on them.

A. The environment– An “environmental” tax should be created in order to reduce carbon emissions.– You are ready to sign international treaties to limit carbon emissions.– You will promote initiatives to reduce traffi c congestion and promote free public transport in big cities.

B. The death penalty– Capital punishment can prevent future murders.– It is fair – “an eye for an eye, a tooth for a tooth”.– The victim’s family feels better if the murderer is executed.

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– Executing a prisoner is less expensive than life imprison-ment.

C. Urban violence– Reducing urban violence is important.– More powers could be given to the police.– Raising educational standards would help.

Remember!• A good politician is a good public speaker.• To convince people that you’re the best, you need to speak loudly and clearly, and with confi dence.• You have to show that you believe in what you’re saying, even if you’re lying.

Useful expressionsHang on a minute!Hold on!Please let me fi nish.But the issue here is...I’ll be perfectly honest with you, ...

Voters in the audience• Before the debate, think about your idea of a perfect politician. Make notes on these points:– physical appearance;– the way he/she expresses himself/herself;– values;– promises.• What is your stand on these issues? Are they important? What solutions would you like to see? Make notes:– the environment;– the death penalty;– urban violence.• During the debate take notes on what is said:– Candidates’ names– How they stand on environmental issues– How they stand on the death penalty– How they stand on urban violence– Details about their private lives• After the debate say if you would vote for either of the candidates or not, giving your reasons.

Useful expressionsHis/her tone was generally speaking... uninteresting/persuasive/ordinary/...His/her arguments were generally speaking...lame (= poor)/relevant (pertinent)/...He/she seems...reliable/trustworthy/honest/dishonest/corrupt/easily infl uenced/ready to do anything to be elected

Atelier 5 (p. 76)L’objectif de cette citation de George Orwell est de faire réfl échir les élèves aux discours des hommes politiques. La citation est facilement compréhensible par tous. Les questions servent de guide à une analyse plus fi ne et à la rédaction d’un paragraphe de 180 mots environ.

Corrigé� The topic is the way in which politicians manage to sound truthful but in fact are hiding the truth from the people.

� It is critical of politicians.� Défi nitions des deux termes dans le Oxford Advanced Learner’s English Dictionary :– oxymoron: a phrase that combines two words that seem to be the opposite of each other, for example a “deafening silence”– paradoxical: said of a statement containing two opposite ideas that make it seem impossible or unlikely, although it is probably true. Example “He was a paradox – a loner who loved to chat to strangers”.� Expressions like these are perfect examples of something that sounds clever and thought-provoking but, in fact, is just a load of rubbish: “pure wind”.� � (students’ own answers)


Ce projet qui conclut un chapitre dans lequel la monarchie et la royauté en particulier sont « secoués » a pour but de déclencher la parole à travers un jeu de rôles très motivant. Le thème (trouver le premier monarque américain) sera source de motivation (car très décalé par rapport à l’image que l’Amérique peut avoir en tant que démocratie), ainsi que la forme, qui se rapproche des émissions comme Pop Idol, etc. A l’heure de la téléréalité, ce projet soulèvera l’enthousiasme et encouragera les élèves à prendre la parole.Commencez par le petit article qui met en place le contexte : après un référendum, les Américains ont voté pour l’introduction de la monarchie dans leur pays. Des candidats au poste sont sélectionnés à travers un grand casting et il n’en reste plus que quelques-uns.Un travail sur la téléréalité pourrait être envisagé en amont et on pourrait en profi ter pour mettre en place le décor et les acteurs du show que sera le casting.Afi n que tous les élèves aient un rôle, divisez la classe en deux : un groupe dont les membres seront les candidats au poste, et un groupe qui fera offi ce de jury (un sous-groupe évaluera la première moitié des candidats, un autre le reste des candidats).Les candidats devront travailler leur rôle individuellement et trouver des arguments convaincants. Une utilisation des idées exploitées au fi l du chapitre serait un excellent moyen de réactiver le contenu. Exigez une réutilisation du vocabulaire et des expressions vus lors de l’exploitation du chapitre ou de certains de ses composants.Les membres du jury se regroupent pour défi nir des critères d’observation qui leur permettront de choisir le meilleur candidat, et de faire une évaluation des candidats si vous souhaitez que les candidats soient évalués en expression orale (l’évaluation des membres du jury semble diffi cile car leurs interventions seront limitées vu le nombre de membres).Chaque membre du jury se voit confi er un des critères d’observation (évaluation) et doit préparer individuellement des questions à poser au candidat lors de la phase d’interaction.Le jury doit prendre des notes pendant que les candidats exposent leurs arguments et ses membres peuvent ensuite poser une question chacun au candidat.Lorsque tous les candidats seront passés, le jury aura quelques minutes pour délibérer et annoncer le choix fi nal.

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CHECKPOINT (p. 78-79)


Un petit clin d’oeil aux années hippies mais « à l’envers » ici, la génération la plus jeune ayant retrouvé des habitudes assez conservatrices et l’ancienne étant apparemment restée fi gée à une autre époque...

(p. 78)

Corrigé� The scene takes place in a meeting room, during a meeting precisely, perhaps between the CEO (Chief Executive Offi cer) and the company executives of the board of directors.� While the people sitting around the table are wearing very traditional shirts and ties, the CEO is dressed rather surprisingly. He has got a fl ower in his very long hair. No shirt, no tie, no suit for him but a fl ashy tunic and red bell-bottomed trousers. He is wearing a bracelet. He has brought his guitar and put it on his armchair.� The other people around the table look surprised/astonished/fl abbergasted because this is really a most unorthodox situation. They can hardly believe their eyes.� I personally like the cartoon because the situation is amusing. Yet I would not say the CEO is “rocking the boat” because, as the proverb goes, you can’t judge a book by its cover, meaning that it is more important what you do than how you look. Since the CEO “ditched the philosophy” (presumably of love and peace, etc.) his ideas are probably the same as his very businesslike subordinates. It is only his appearance that is unconventional. There is a paradox here: generally it is the younger generation that tends to «rock the boat» in terms of fashion. Here, the CEO’s younger colleagues seem quite conservative as far as dress code goes.


(p. 78)

Corrigé� According to A. Rooney, a good politician should be able to answer questions about public matters concisely.� The author would like to question politicians about their private life. He would like to get information about their faults, about the books they’ve enjoyed, about their pets, about the time they wake up on Sundays, about the person who prepares their breakfast and about the way they drive. He also would like to know if they are superstitious.� According to the author, politicians should give their opinion about religious freedom, about the amount of money that the government should spend on defence, about capital punishment, about the way the government should help people in need, about the minimum legal age for alcohol consumption, about abortion, about nuclear power, about sex equality and about gun control.� a. tough, b. budget, c. murderers, d. freedom, e. hinder, f. able.� b.� a. Politicians never seem to tell the truth.b. If they were honest, nobody would vote for them.

� (exemple) The author uses irony and humour to portray politicians. He questions their honesty and asserts that if those public fi gures told the truth, they would never be elected. In other words, if they want to have a successful political career, they have to tell lies. Saying such a thing may fi rst appear paradoxical, but it seems to sum up very well what most people think of politicians. But maybe people do not want to hear the truth... for fear of what it might cost them.


(p. 79)

CorrigéIl nous a semblé intéressant dans cette partie d’enrichir la réfl exion des élèves sur le discours politique en introduisant les notions de responsabilité et de censure.Le court paragraphe introductif permet aux élèves qui n’ont pas vu le fi lm de comprendre le contexte général et de lancer le débat. Les questions 2, 3 et 4 sont l’occasion de demander aux élèves d’utiliser les expressions abordées depuis le début de l’année pour exprimer leur point de vue, compléter ou préciser leur argumentation, mettre deux éléments en parallèle ou exprimer une contradiction. On peut renvoyer les élèves à la partie « Méthodologie », à la fi n du manuel (« Organiser et lier son discours ») pour trouver de nombreux exemples d’expressions utiles qui pourront être facilement rebrassées lors de séances ultérieures ou exigées lors d’une évaluation.Pour la question 3, voici quelques exemples :– wiretapping after the 9/11 attacks in the USA;– bringing in curfews in poor neighborhoods to stop violence;– the imprisonment or execution of political opponents in foreign countries.


(p. 79)

Le texte de cet enregistrement est extrait de la bande originale du fi lm The Boat that Rocked.

CorrigéPart One� Twatt. (NB. “a twat” is a colloquial noun meaning “a complete idiot”...)� Twatt is subordinate to the other character because he calls him “sir”. The other character also threatens to fi re Twatt.� They are talking about Radio Rock, a pirate radio station.� Twatt: polite, refi ned, servile, crafty.Home Secretary: ruthless, intolerant, narrow-minded, bossy.� The task is to make Radio Rock illegal. It has to be sorted out in a fortnight (two weeks) and the radio has to be off the air in twelve months.� If the mission is not successful, Twatt will lose his job and the Home secretary will make sure that Twatt never works again.� In the offi ce of the Home secretary.Part Two� Twatt hasn’t managed to fi nd a loophole in the law to make Radio Rock illegal but he has found what he calls a noose (i.e.

4 Rocking the Boat


something to put – fi guratively – around Radio Rock’s neck to strangle it with) which will be a solution. � Radio Rock’s waveband blocked a distress call from a fi shing vessel.� His report will show that Radio Rock is endangering the lives of fi shermen and the country’s economy.� a. He’s delighted and doesn’t care about the fi shermen. He even regrets that none of them died because of the blocked distress call!b. Enthusiastic.� This is obviously a government department, probably the Home Offi ce (= the ministry of internal affairs) and he has he power to hire and fi re people so he must be either a high-ranking civil servant (like the Permanent Private Secretary) or the Home Secretary (= ministre de l’intérieur) himself.

Script tapescript18-p79HOME SECRETARY: Come in.TWATT: Sir?HOME SECRETARY: Ah! Yes... Very impressive references here.TWATT: Thank you, sir.HOME SECRETARY: Very unusual name... Twatt? And that’s with two

T’s? Have you heard of pirate radio, Twatt?TWATT: Like Radio Rock, sir?HOME SECRETARY: Indeed, exactly like Radio Rock. Ever listened to

it?TWATT: Not often. I’m not really a pop person. I prefer classical

music.HOME SECRETARY: Well, who doesn’t?TWATT: The listeners of Radio Rock, sir?HOME SECRETARY: Precisely. The drug-takers and the law breakers

and the bottom-bashing fornicators of our recently great country. Well, here’s your little task. I want Radio Rock off the air in 12 months, and I want you to be my private assassin. Sort it out in a fortnight. Find me a loophole in the law so that I can make them all illegal or you are fi red. And when I say fi red, I do not only mean that you will lose your job. I mean that you will never work again.

TWATT: Sir. The two weeks are over, and I’m afraid I haven’t really been able to fi nd you a loophole.

HOME SECRETARY: What a shame. Time for you to move on, then.TWATT: But what I have done is fi nd you a noose. I have a report

here that says that last week the distress call of a fi shing boat wasn’t heard because its radio waveband was blocked by Radio Rock. Men were dying, and they couldn’t be saved because of this rock ‘n’ roll pornography. I think, sir, we have our smoking gun.

HOME SECRETARY: Very good, indeed. Did the fi shermen die in the end?

TWATT: No, sir.HOME SECRETARY: That’s a pity. So tell me, Twatt, what’s the plan?TWATT: I think we should work to get public opinion on our side.

Then, January the 1st, we make pirate radio totally illegal on the grounds that they are endangering the lives of the brave men and women of the nation’s shipping community, upon whom the economy and fi sh and chip shops of the country

depend. And if they try to defy the law, we take them out.HOME SECRETARY: Splendid.TWATT: I think we can call it the Marine Offences Act.HOME SECRETARY: The Marine Offences Act. I like it. And I think the

Queen will like it, too.TWATT: We have them on the ropes.HOME SECRETARY: God, I love ropes. You must come over to dinner

sometime. Meet the family.

Pillars of Society (p. 80-81)

(p. 81)

Corrigé� From what we are told, Mr Outrage is Prime Minister and, from his title, Father Rothschild is a Catholic (or High Anglican) priest. Lord Metroland could be a hereditary peer, but, because his name suggests city rather than country, and business rather than leisure, he is almost certainly a life peer who has been rewarded with a title for services to industry or commerce. The name “Rothschild” is an odd and humorous choice for a priest, since the name is usually associated with the banking family of Jewish origin. “Outrage” is obviously an impossible surname and suggests that the character is either outrageous (i.e. totally unsuited to his position) or constantly outraged.� Most people would assume that a Prime Minister has to have a strong personality, take control of situations and be the fi rst to be aware of any events affecting the nation’s welfare. However, we learn that Mr Outrage is very insecure, is bullied by his colleagues, not at all conscientious about his job, and not at all well-informed about international events. Waugh makes him into a ridiculous fi gure of fun, showing him up as naive and foolish.� (students’ own answers)� (exemple) The Prime Minister has become successful by managing to put as little effort as possible into his work. This suggests that society rewards its least worthy members. He is also the last person to fi nd out about the coming war. This suggests that British society is being run so badly that the country could end up totally unprepared for war.� (exemple) Waugh was clairvoyant in that he saw that a war was coming, and that the social changes going on in the 1930s due to disenchantment with a social structure that seemed obsolete would in fact lead – aided by the Second World War – to even greater changes in society. The book is timeless in that every single generation sees the next generation as wayward, threatening and unconventional. Human nature never changes.� (exemple) He talks about a radical instability in the world and seems to think pacifi sts are not realists. This is a very conservative point of view and could, if taken to extremes, lead to thinking that being militaristic and aggressive could bring better order in the world.


Pour faire cette activité, nous vous conseillons d’abord de répondre aux questions de compréhension. En effet, une lecture superfi cielle du texte ne permet pas de déceler les traits de caractères des différents personnages. Il y a peu d’adjectifs

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et d’adverbes dans le texte qui permettent de visualiser facilement les personnages. L’analyse plus fi ne des noms, des positions sociales de chacun, permet en revanche une approche beaucoup plus riche des personnalités. Ce manque d’adjectifs et d’adverbes en revanche est un atout précieux pour l’activité que nous proposons car les élèves peuvent imaginer pleinement les aspects physiques, les traits de caractères de chacun en toute liberté. Gageons que l’imagination des élèves entraînera des propositions variées et amusantes.L’activité peut se dérouler sur une seule séance :– présentation de l’objectif du cours ;– répartition des groupes et des personnages à l’intérieur de chaque groupe ;– réfl exion sur le casting de chacun des trois personnages avec l’aide lexicale ci-dessous ;– bilan en classe entière.

Aide lexicale

Personality

Positive Negative

affable (adj.) bizarre (adj.)

agreeable (adj.) comical (adj.)

amiable (adj.) crazy (adj.)

amusing (adj.) curious (adj.)

charisma (n.), charismatic (adj.)

disagreeable (adj.)

charm (n.), charming (adj.) eccentric (adj.)

diplomatic (adj.) extravagant (adj.)

easy-going (adj). foolish (adj.)

enchanting (adj.) grotesque (adj.)

friendly (adj.) naive (adj.)

generous (adj.) odd (adj.)

likeable (adj.) peculiar (adj.)

mild-mannered (adj.) pretentious (adj.)

pleasant (adj.) ridiculous (adj.)

polite (adj.) rude (adj.)

strange (adj.)

uncouth (adj.)

unfriendly (adj.)

unpleasant (adj.)

General appearance

Positive Negative

beauty (n.), beautiful bald (adj.)

allure (n.) disfi gured (adj.)

attractive (adj.) disgusting (adj.)

charm (n.), charming (adj.) gaunt (adj.)

class (n.) ghastly (adj.)

elegant (n.), elegance (adj.) ghostlike (adj.)

fascinating (adj.) graceless (adj.)

fashionable (adj.) grotesque (adj.)

glamour (n.) hideous (adj.)

good looks (n.), good-looking (adj.)

not fi t to be seen

grace (n.), graceful (adj.) ordinary (adj.)

handsome (adj.) plain (adj.)

refi nement (n.) repellent (adj.)

stunning (adj.) repulsive (adj.)

style (n.), stylish (adj.) rough (adj.)

virile (adj.) ugly (adj.)

Fat Thin Tall Smallbig emaciated big dwarf-likebroad lean giant minusculecorpulent skin-and-bone huge shortgargantuan skinny immense tinyheavy slender largelarge slim toweringobeseoverweightpaunchyplump

5 Legacy


5 Legacy Espaces et échanges, lieux et formes de pouvoir, devoir de mémoire... Que reste-t-il de la présence britannique dans ce qui fut « l’empire sur lequel le soleil ne se couchait jamais » ? Telle est la thématique de ce cinquième chapitre qui va permettre aux élèves de voyager aux quatre coins du monde anglo-saxon pour découvrir l’héritage culturel des anciennes colonies.


Cette double page d’ouverture illustre parfaitement ce voyage dans l’espace et dans le temps, les photos et la vidéo servant d’escales à cette découverte.

(p. 83)

Corrigé(exemples)� Picture 1 shows a man, almost certainly an Aborigine, wearing a T-shirt with a provocative slogan on it. The slogan is written on the Aboriginal fl ag, one of the offi cial fl ags of Australia, but not the national fl ag. By playing on the word “black”, the slogan implies that white Australians did some terrible things to Aborigines (= blacks) in the past.Picture 2 shows the now traditional haka, a warlike dance that derives from Maori culture in New Zealand, and which the New Zealand national rugby union team, the All Blacks, perform before international matches. It is one of the few examples of an element of indigenous culture that has come to be associated with the dominant, non-indigenous culture.Picture 3 is of an Independence Day celebration in Ghana. Ghana could be called one of the few successful post-colonial parliamentary democracies in Africa. Its separation from Britain in 1957 was relatively painless and good relations have been maintained by means of the Commonwealth. Therefore, it is not as paradoxical as one might think to see the British fl ag being waved on Independence Day.Picture 4 is of two Chinese men from Hong Kong wearing kilts. Different explanations may be imagined, but it seems obvious that this is an outdoor event of some kind and these men have some offi cial function. The uniforms or styles of dress of colonial rulers have infl uenced local dress in several parts of the world; a strange legacy of colonialism.� (see above)� (students’ own answers)

Script dvdscript-p28REPORTER: The Darwin Festival is a celebration of music. It draws

diverse and talented musicians from all over Australia and neighbouring countries like Papua New Guinea.

The Festival also highlights Aboriginal art, which is known and admired worldwide. The art, whether modern or ancient, portrays life itself. Traditional laws, social customs, and creation stories – which are called dreamtime by the Aborigines – are represented in these works. Each clan or indigenous group maintains its own language of symbols

passed on for tens of thousands of years.BLAYLOCK: Darwin is unique because it’s in a very unique part of

the world. It’s in the northern part of Australia, it’s right on the top edge of Australia, and the two things that make it really unique is the enormous amount of indigenous art from this area and so there are some quite remarkable musicians and visual artists and theatre artists and dancers. It’s really quite remarkable, both traditional and also contemporary work.

The Darwin Festival, it’s about Darwin and what there is to offer in this particular place. And this is a festival where black and white mix very happily and very successfully. And I think that that leads to... that that exposure and people getting together in a festive atmosphere like this leads to greater understanding.

Corrigé dvdfi le-p82

� The Darwin Festival is a celebration of music. It draws diverse and talented musicians from all over Australia and neighbouring countries like Papua New Guinea. The Festival also highlights Aboriginal art, which is known and admired worldwide. The art, whether modern or ancient, portrays life itself. Traditional laws, social customs, and creation stories – which are called dreamtime by the Aborigines – are represented in these works. Each clan or indigenous group maintains its own language of symbols passed on for tens of thousands of years.� a. on the northern edge of Australia.b. musicians and dancers, people who work in the theatre, painters.c. all races mix well together, it’s like a party: everyone has a good time, people manage to understand each other better.

Maori Values (p. 84-85)

L’extrait littéraire présenté ici, et notamment illustré par l’affi che du fi lm réalisé en 1994 d’après le roman d’Alan Duff publié en 1990, nous présente le personnage de Beth. Celle-ci, mère de six enfants, mariée à un homme inculte, violent et alcoolique, est l’héroïne du roman et livre ici ses réfl exions quant à l’évolution du style de vie de ses congénères maoris face à la modernisation de la société néo-zélandaise notamment. L’auteur, Alan Duff, de mère Maori et de père Pakeha (c’est-à-dire d’origine européenne), relate sa vision de l’entre-deux à travers un style oral, pour se faire l’écho le plus réaliste possible du monde qu’il dépeint, à la fois touchant et complexe.

(p. 83)

Corrigé� The fi rst picture is a photograph showing two young Maori women. They present an idyllic image of harmony and peace. Dressed in traditional black, white and red clothes, they are sitting outside a wooden house which could be a marae, a spiritual house and ceremonial centre used for all types of gatherings and rites, or a wharenui, a meeting house. They may be dancers or musicians, as we can see them holding things that look a bit like castanets. The second picture is a fi lm poster which shows three Maoris, presumably a mother and father and

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their daughter. The atmostphere is a long way from the idyllic charms of the other picture: we get the impression that there is some sort of underlying violence and unpleasantness attached to this particular family’s life. In the third picture we can see a traditional Maori sculpture in wood portraying a tattoed man. The face shown seems to be that of a warrior. The three pictures make it obvious that the text is going to involve the Maori culture, and maybe not just the good side of it...� (Il s’agit ici de mettre en commun les connaissances, même superfi cielles, des élèves en lien avec la Nouvelle-Zélande. Envisageons également des cartes vidéo-projetables permettant aux élèves de mieux visualiser la géographie du pays ainsi que sa position exacte sur le globe terrestre et poursuivons éventuellement le brainstorming par des recherches sur les différents aspects de la culture Maori sur internet. Les points suivants pourront être évoqués par les élèves et/ou apportés par le professeur dans la mise en commun.)New Zealand is located in the South-Western Pacifi c Ocean, 1,200 miles southeast of Australia. It is made up of two main islands and a number of smaller islands.It is liable to earthquakes (the last one was in 2011!) and volcanic eruptions.It is a former British colony and has been a member of the Commonwealth since 1947.The majority of the population is of European descent, followed by Maoris, Asians and non-Maori Polynesians.English is the principal offi cial language, and is spoken by 98% of the population. The Maori language, spoken by 4% of the population, became the other offi cial language in 1987.Aotearoa is the Maori name for New Zealand, meaning “Land of the Long White Cloud”.It is a constitutional monarchy (with the British monarch as its Head of State, though the monarch has a purely ceremonial role) and a parliamentary democracy.Maori culture is known for its traditional crafts of carving, weaving and painting, and for its tattoo art (moko).Rugby is the most popular sport, the All Blacks – the national team – being one of the best in the world. At international matches, they perform the famous haka, a Maori dance and chant which offers up a challenge to adversaries.� It could be a reference to the Maori “war culture” and the various wars Maoris had to fi ght in the past to retain their land and culture in the face of colonisation. Or else it may allude to the various Maori protest movements against so-called Eurocentrism and for a better recognition of their civilisation and values. The preterite in the title may imply that the present situation is much more peaceful and harmonious than it used to be... or that the “warriors” have grown tired of fi ghting and have more or less accepted their lot.

(p. 84)

Corrigé� Beth’s Maori origins are suggested by the use of verbs such as “own,” “collect,” “inherit” and “retain”, which are in keeping with the Maori way of contemplating the past as opposed to the “modern stuff” (l. 6). “She hardly knew a European” (l. 12) tells

us more directly that she is a Maori.� “Europeans” are said to be “strangers” (twice in l. 14) and “from another country” (l. 15), therefore the speech is not necessarily aggressive towards them, but neither is it friendly: behind the indifference, there is obviously some resentment. Beth implies that, unlike Maoris, Europeans are materialistic – not a quality she admires.� Beth seems to have mixed feelings about the future of Maori culture as, for example, she undeniably prefers the music from the past and rejects the “modern stuff” (line 6). She clearly feels nostalgia but seems rather confi dent about the future as she explains that Maori culture is a real “passion” (l. 26), something “deep inside the people,” “in their guts,” in their “heart” and in their “belly” (l. 34 & 36) and that, despite the negative elements, it is something that cannot fade away.� To defi ne Maori culture, the following terms are used: “melody,” “harmony,” “romance” and “sentimentality”. Maoris are also depicted as being “a musical people” (l. 9-10). However, the narrator seems to be rather pessimistic and worried in the sense that the positive values associated with Maori culture (music, solidarity, generosity, passion, spirituality and humour) are apparently being absorbed by violence and heavy drinking (“beer and fi sts” in line 42).

�

Past (with positive connotations)

Present (with negative connotations)

“those times”“the forties”/“the fi fties and sixties”“melody, and harmony, and romance”“No Maori I ever knew ever lusted after having things”

“this modern stuff”“it lack[s] romance and sentimentality”“crime [...] breaking the law”“you’d grow hard along the way”“it’s bad”“Cept when we’re drunk”“our trouble: beer and fi sts”

� Crime is shown to be a new negative “trend” among some Maoris, associated with heavy drinking. The narrator condemns it, while Beth – who is well aware of it – explains the reason for it, even though she doesn’t endorse it: “must be something in the Maori make-up makes us wilder, more inclined to breaking the law.” Pine Block must be a predominantly Maori neighbourhood, where people “grow hard along the way” and where crime is rampant among young Maoris.

WORDWORK (p. 84)

Corrigé wordfi le-p84-1a/1bA. 1/b, 2/h, 3/k, 4/g, 5/j, 6/i, 7/d, 8/a, 9/e, 10/f, 11/c.B. 1/2.

wordfi le-p84-2A. 1/e, noun, 2/d, verb, 3/h, verb, 4/j, noun, 5/a, verb, 6/g, verb, 7/c, noun, 8/f, noun, 9/b, verb, 10/i/noun.B. 1. to keep up, 2. upkeep, 3/kept on, 4. in keeping with, 5. to keep down.

(p. 85)

Corrigé teamfi le-p85-1A. 1. melody, harmony, romance, sentimentality.

5 Legacy


2. (exemples) powerful sounds, harmonious spiritual music, may create introspection in the listeners...3. musical, wild, good, instinctive, laid-back.4. romance, music/musical, strangers, good, passion (three times!), humour/laughing, possessions, food, laid-back. Most of these repetitions are part of the narrator’s rhetoric and are used in order to emphasise some key points of the Maori culture and way of life at the expense of other secondary elements.5. “We share things. We’d give our shirt off our back to another.” (l. 21-22). The idiomatic expression means that a Maori person would not hesitate to give something they own to someone in need.6. “we’re a good people. Basically, we’re good.” (l. 20-21)7. Humour: it always is “the best medicine” when you’re in trouble! (Also food is common to all cultures and a way to make your own culture better-known.)

teamfi le-p85-21. “she hardly knew a European, not to talk to go to their house see how they lived. They’re like strangers – they are strangers, to most Maori I know” (l. 12-15). Living together harmoniously and peacefully implies respect for and interest in one another.2. “crime” (l. 17), “breaking the law” (l. 20), “drunk” (l. 42), “beer and fi sts” (l. 42), that is to say uncontrolled violence and heavy/binge drinking.3. “Hell, I dunno, must be something in the Maori make-up makes us wilder, more inclined to breaking the law” (l. 18-20). The narrator seems to accept this reality, resorting to humour to show impotence in the face of violence and crime.6. cool, laughing, laid-back.7. It is a slum/a ghetto/an inner-city area, i.e. a deprived area.8. Alcoholism/heavy drinking is one specifi c problem. It leads to violence and may be due to a feeling of being rejected by modern society.9. (exemple) The Aborigines of Australia have similar problems maybe because they either gave up their lands or had their lands taken away from them, and were placed on reservations a long way from centres of trade and industry.

teamfi le-p85-31. It implies a comparison to the European approach to music, assumed by the writer to be less intense, less emotional, even less physical.2. Beth does not have any contact with Europeans. She stays away from them, maybe ignores them, or is afraid of them: “Beth [...] hardly knew a European, not to talk to go to their house see how they lived.”3. (students’ own answers) Chacune des propositions est recevable, avec plus ou moins de nuances, s’agissant seulement d’hypothèses – à étayer toutefois.4. Maoris: waves of immigration from Eastern Polynesia before 1300 AD.Europeans: colonisation by the Netherlands but mostly by Britain, starting in the 17th century.(+ students’ own answers)5. They are “less showy” when compared to blacks – the sort of blacks seen, presumably in American-made movies – in that their clothes are more sober, they wear less jewellery, they don’t speak as loudly, they don’t want to stand out in a crowd; etc.

The implication is that Europeans and Maoris are closer than Europeans and blacks (from the USA).6. According to the narrator, the blame should be put on Maoris for being too hot-blooded/fi ery/quick-tempered and for drinking too much (“all the crime [...] is committed by us [...] must be something in the Maori make-up makes us wilder, more inclined to breaking the law”). Also, they do not make enough of an effort to communicate with Europeans, which creates barriers between the two communities.

teamfi le-p85-41. Old records have a real cultural signifi cance for her. They mean a lot to her, as if they were an embodiment of part of her family history or part of her life: “variously owned and collected records [...] inherited from her parents’ generations and retained...”.2. ...considerable sentimental value because they are a huge part of her parents’ and grandparents’ life.3. None whatsoever! (“But things, we ain’t got things. Meaning possessions. Material possessions.” [l. 31-32]) Maoris are more spiritually-inclined people.4. (students’ own answers)5. Maori culture is a culture in which people do not attach much feeling to material belongings. Their wealth is much more spiritual and transmitted from generation to generation with no connection to money or tangible things.6. (exemple) It is unrealistic in today’s world which is based on monetary values: you have to work to earn money, which is the only way of providing your family with a suffi cient standard of living. You are more or less obliged to be active members of the consumer society.

(p. 84)

Pas de corrigé-type ici, bien sûr, mais quelques pistes. Pour éviter la monotonie d’exposés individuels, voire même en groupe, assénant des faits et des exemples tirés de recherches et parfois même « copiés-collés » depuis des sources diverses et variées, n’hésitez pas à rajouter des contraintes spécifi ques à ce travail. Par exemple, demandez à certains élèves de se concentrer sur certaines communautés diasporiques, les deux principales étant établies à Alice Springs en Australie et à Londres. Envisagez aussi l’aspect « guerres mondiales du vingtième siècle » au cours desquelles des Maoris ont été amenés à se déplacer pour participer à l’effort de guerre. Ces pistes-là peuvent restreindre le champ des recherches. De même qu’un travail plus axé sur le haka des All Blacks ou bien encore sur la musique traditionnelle (ou pas...) des Maoris, à travers des albums ou des concerts. D’autres élèves peuvent également concentrer leur recherche sur les diverses grandes expositions qui furent consacrées aux Maoris à travers le monde ces dernières années. (On en retrouvera facilement trace sur internet). Enfi n, comment ne pas songer au Musée du Quai Branly à Paris pour, au mieux, une visite guidée de l’exposition permanente consacrée à l’art Maori, sinon une visite virtuelle des collections sur internet. Autant de travaux variés qui peuvent donner lieu à une exposition en classe ou au CDI et à une courte restitution orale de chaque élève, sans notes sur lesquelles s’appuyer...

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PROJECT (p. 85)

Avant toute chose, il sera demandé aux élèves de faire intervenir leur part de créativité dans cette activité à visée actionnelle, tout en faisant un usage immodéré des structures, connaissances et données lexicales qu’ils auront intégrées à travers l’étude de cette double page. Le thème de ce chat show interview est, comme dans le texte étudié, la musique et sa valeur dans la culture Maori, le propos devant ici être novateur : celui d’une musique qui se donne comme objectif de rassembler les cultures (on dépasse donc la dimension un peu « résignée » du texte), un journaliste étant chargé de poser à l’agent de ce nouveau groupe toute une série de questions réalistes, provocantes, amusantes... En terme de mise en œuvre, on imposera une part d’improvisation en tirant au sort un agent dans le groupe 1 et un journaliste dans le groupe 2, lesquels auront bien évidemment préparé leur intervention mais seront forcément surpris par les propos de l’un ou de l’autre de temps à autre, ce qui ne manquera pas de pimenter les choses. Comme alternative à ce schéma, on peut envisager de confi er d’autres rôles à d’autres élèves, notamment ceux des membres de ce groupe musical, chacun faisant montre de sa particularité culturelle et expliquant ce qu’il/elle apporte au groupe et à la société néo-zélandaise (a priori...) par extension...


Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)1. Beth passa en revue (1) les disques qu’elle possédait et avait accumulés de diverses façons (4), « singles » (8) ou albums (5), qui couvraient plusieurs décennies depuis les années quarante (9) et qui venaient (7) (de la génération) (3) de ses parents. Elle les avait gardés parce qu’en ce temps-là les airs étaient mélodieux, harmonieux, romantiques (4) ...2. Comment ils appellent ça, déjà (1) ? Décontracté. Oui, (2) c’est ça (1) le mot. Nous sommes une race décontractée. Sauf quand on (5) est saoûls. Dans ce cas (1), on cogne. Sur (2) les autres, j’veux dire. On les assomme (9) dès qu’on les voit. C’est c’qui (2) cause la moitié de nos ennuis : la bière (6), les poings et la passion. Ça fait pas bon ménage, tout ça. (1)

Queen and Commonwealth (p. 86)

Que pensent les habitants des anciennes colonies de la royauté britannique aujourd’hui, sachant que le monarque est encore le chef d’État d’un certain nombre de pays « indépendants »...

(p. 86)

Corrigé� This map shows the members of the Commonwealth throughout the world and names some of the largest ones.� The Queen is shown during two offi cial visits: to a Caribbean island and to Canada. She meets local people with a bright smile on her face and. The inhabitants seem extremely happy to see her. This would suggest that they are proud to have her as their offi cial sovereign. She probably has a genuine attachment for

her subjects overseas and wants to make sure they see how committed she is to the Commonwealth.

(p. 86)

Script tapescript19-p86PRESENTER: As the Queen celebrates her 80th birthday, our

correspondents across the Commonwealth look at how the monarch is viewed. First to Australia and Peter O’Connell.

REPORTER 1: Queen Elizabeth has been a key fi gure in Australia’s recent political history and the respect she has enjoyed has stifl ed the republican movement. However, like this doctor from Sydney, most people believe change will come when Prince Charles is crowned king.

WOMAN: There is a sense of affection towards the Queen, but that affection and familiarity won’t be transferred by the Australian people to Charles.

PRESENTER: Over now to Canada and our correspondent, Mark Villiers.

REPORTER 2: For the majority of Canadians, the Queen’s birthday will simply be a passing news story. Canada broke its last constitutional ties with the United Kingdom in 1982 but seems content to have the British monarch as its offi cial head of state. I interviewed a shopkeeper in Toronto about how she felt about the Queen.

WOMAN: Well, a lot of people of my generation whose families emigrated from Britain still have a sentimental attachment to the Old Country, but my kids, well, for them, she’s just irrelevant. And, you know, nearly 50% of people in Toronto originally came from Asia or the Middle East, so you can’t expect them to feel anything for the Queen. As for the French-speakers in Quebec, well you can imagine what they feel!

PRESENTER: Things are a little different in the Caribbean, as Jennifer Walsh reports.

REPORTER 3: The English-speaking Caribbean sees the Queen as a rare point of stability in a region that has changed rapidly since World War II. A local journalist reminded me that, even today, British infl uence is still strong.

MAN: The English-speaking Caribbean can never get away from its British past. The language is English, and the traditions, the political systems and so on. They’re very British in orientation. However, the kind of dependence and the kind of feeling that we were part of the British Empire – that has gone. As for the Commonwealth, there is a general feeling that it holds together because of personal admiration for the Queen rather than for any other reason. So, when she goes, who knows what might happen.

PRESENTER: Finally, India. It used to be the jewel in the crown of the British Empire, but what of present-day ties between this huge country and the Royal Family? Over to John Percival in New Delhi.

REPORTER 4: India views its former colonial ruler with some ambivalence. Many believe that India owes some of its enduring institutions including parliament, the legal system, the bureaucracy and its communication and transport systems to Britain. But many others say that colonial rule is a dark chapter in Indian history that must quickly be forgotten.

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Corrigé� The presenter introduces two topics: that of the Queen’s eightieth birthday, but more importantly and seriously, the way the monarch is viewed in some Commonwealth countries, that is to say what the locals think of her.� Apart from the United Kingdom, fi ve countries are mentioned: Australia, Canada, India, Kenya and Nigeria, and four areas: Asia, the Middle East, Quebec and the Caribbean. Three cities are also referred to: Sydney, Toronto and New Delhi.� They mostly feel some kind of affection and attachment to her, and usually respect and admire her. They recognise the importance of her function and her infl uence (“a key fi gure”) in the English-speaking world.� The historic event mentioned is World War Two (1939-1945) in connection with the huge changes that have taken place in some Commonwealth countries since then. Colonial rule is referred to as being a “dark chapter” in the history of the former colonies.

(p. 86)

CorrigéIl y a ici un réel choix à opérer parmi les 54 états-membres ! Il pourrait y avoir une concertation afi n que chaque élève s’intéresse à un pays en particulier et qu’un pays ne soit pas traité deux fois. On préconise un schéma identique pour la création de cette factsheet : un format A4, la présence de catégories bien précises : population, langue(s) offi cielles/parlées, histoire, géographie, économie, culture, sport, avec soit des informations très condensées, soit un choix (que les élèves pourraient ainsi brièvement expliquer à l’oral) d’informations marquantes, surprenantes et anecdotiques dans certains cas, pour que la classe puisse apprendre des choses nouvelles en s’amusant également, tout en évitant le copier-coller d’informations sans intérêt. Cette « collection » de fi ches pourrait ensuite faire l’objet d’un affi chage dans la salle de classe qui donnerait lui-même lieu à des visites d’autres classes commentées par les élèves concepteurs des fi ches, les élèves « visiteurs » prenant des notes et posant des questions préalablement préparées, dans le cadre d’un travail mené avec leur professeur.

WORDWORK (p. 86)

Corrigé wordfi le-p86-1a/1bA. 1. Commonwealth, 2. viewed, 3. fi gure, 4. stifl ed, 5. ties, 6. irrelevant.B. 1/c, 2/d, 3/f, 4/g, 5/b, 6/a, 7/e.C. 1/a/b, 2/b/c, 3/b/c, 4/a, 5/b.

wordfi le-p86-2A. 1/e, 2/h, 3/b, 4/c, 5/g, 6/a, 7/j, 8/d, 9/f, 10/i.

B.

The United Kingdom The Commonwealth of Nations

England a constitutional monarchyfour countriesallegiance to the Crownan island countrythe seat of government in Londona parliamentary systemthe House of CommonsScotland OUT a Prime Minister Wales the Conservative Party a member state of the European Uniona G8 memberthe GBP as a common currency the House of Lords the Labour Party 646 constituenciesWestminster, London61 million people Northern Ireland

fi fty-four member statesan intergovernmental organisationformer coloniesoverseas territoriesSouth Africa Pakistan membership criteriathe 1931 Statute of Westminster2.1 billion people

PRONOUNCE (p. 86)

Corrigé pronfi le-p86A. Rule 1 (exemple)The stress in words of three syllables or more ending in “-al” is usually on the antipenultimate syllable – two syllables before the fi nal syllable.Rule 2 (exemple)Words ending in “-tion” are stressed on the penultimate syllable: the one before the fi nal syllable.B. “Sentimental” and “universal” are stressed on the penultimate syllable, not antipenultimate one.

(p. 86)

Corrigé teamfi le-p86-1A. 1. respect.2. It was stifl ed by the respect felt by the people towards the Queen.3. Prince Charles when he is crowned King.4. affection and familiarity.B. 1. low-key fashion, in a discreet manner.2. supporters, raising a glass, celebrating.3. Head of State.4. “...she prevents too much power from falling into the hands of any other person”.5. ceremonial.6. respected and admired.

teamfi le-p86-2A. 1. Canadians, passing news story, unimportant event for them.2. 1982.3. They seem happy to have the Queen as Head of State (“content to have the British monarch as its offi cial head of state”).4. sentimental attachment.5. the Old Country.

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6. woman, Toronto.7. irrelevant.8. Asia, the Middle East, they don’t feel anything for the Queen.9. 50%.B. 1. coins and banknotes (“currency”).2. a. approve.b. regarded, domination.

teamfi le-p86-3A. 1. stability.2. World War II.3. strong.4. traditions, language, the political system.5. a. False: “the kind of dependence and the kind of feeling that we were part of the British Empire – that has gone”.b. False: “when she goes, who knows what might happen”.6. admiration.B. 1. between the 1960s and the early 1980s.2. Dominica, Guyana.3. calming, enduring.4. relaxing, long-lasting.

teamfi le-p86-4A. 1. jewel, crown.2. former colonial ruler.3. ambivalence4. a. parliament, b. legal, c. bureaucracy, d. transport systems.5. It is called “a dark chapter in Indian history that must quickly be forgotten”.B. Victoria, Queen, 130, faded, hundred, status, former, 1947.

teamfi le-p86-5A. 1. It was here that she learned that she had become Queen (“It was in Kenya in February 1952 that Princess Elizabeth learned that she had become Queen”).2. Treetops Hotel, Buckingham Palace, George VI, died.3. four.4. Older people feel some affection for the Queen but younger Kenyans don’t know much about her (“there are strong links and some affection for the Queen, but the young, modern Kenyan knows little of the British monarch”).5. 1962.

teamfi le-p86-6A. Queen Elizabeth has been to Nigeria twice. Nigeria is Africa’s most populous nation. It is located in Western Africa and its capital city is called Lagos. The Queen fi rst visited Nigeria in 1956, which was four years before its independence. The second time was in 2003 for a Commonwealth summit. For most Nigerians, the British Queen has little relevance to their lives but she is perhaps the best salesman Britain has, which means that she helps Britain’s image abroad. In her function as a monarch she is above politics, which means that she is viewed with respect and dignity because she takes her role more seriously than any other head of state.

Scripttapescript20-p86

The Queen’s birthday will be celebrated here in a low-key fashion. However, she still has some die-hard supporters here and they will be raising a glass or two in her honour. They believe she is

a sort of safeguard. As the legal Head of State, in theory she prevents too much power from falling into the hands of any other person. Her post is, of course, only ceremonial, but she is widely respected and admired. It’s doubtful if Australia would have kept the monarchy if anyone else had been on the British throne.

tapescript21-p86Canada broke its last constitutional ties with the United Kingdom in 1982 but it seems content to remain a constitutional monarchy with the Queen as its legal head of state. Her image still appears on some of Canada’s currency and the word «royal» is an integral part of many of the country’s institutions. Feelings and opinions about the Queen in Canada seem to depend on whom you talk to. Those in the country’s easterly Atlantic provinces, where the descendants of the original United Empire Loyalists reside, seem to approve of her the most. By contrast in French-speaking Quebec she is regarded at best as an irrelevance and at worst a symbol of English-Canadian domination.

tapescript22-p86Independence came to the English-speaking Caribbean between the 1960s and the early 1980s. Guyana, Trinidad and Tobago and Dominica* went a step further and became republics with their own presidents, but most other islands retain the Queen as head of state. And the Queen is almost universally admired for her perpetual calming and enduring presence. She is also respected for her sobriety, especially in the light of the behaviour of some of her children and grandchildren...

* Pronounced [de’mInIke] here, it is also pronounced [dAmI’nIka]

tapescript23-p86Nearly 130 years after Queen Victoria was crowned Empress of India, the ties between Britain’s once former prized colony and the Royal Family have all but faded. Most Indians would be hard- pressed to recognise the Queen, fewer still can grasp the role of the monarchy in a functioning democracy. Perhaps this has something to do with the shifts in Indian society. Its own kings and princes, once numbering several hundred, have lost their status in independent India with their former kingdoms having merged with the country in 1947. The impact of more than 200 years of British rule is something that is still often hotly debated in the country.

tapescript24-p86It was in Kenya in February 1952 that Princess Elizabeth learned that she had become Queen. She was staying at Treetops Hotel when she received word from Buckingham Palace that her father, King George VI, had died. She has returned to Kenya on four subsequent occasions and members of her family are regular holiday visitors. So there are strong links and some affection for the Queen, but the young, modern Kenyan knows little of the British monarch. But Kenyans look back on the fi nal 10 years of British rule, her fi rst decade as Queen, with anger. The uncompromising suppression of the Mau-Mau uprising, when thousands of Kenyans were killed, and hundreds of thousands imprisoned and abused, provokes bitter memories.

tapescript25-p86Queen Elizabeth has twice visited Nigeria, a former British colony and Africa’s most populous nation. First in 1956, four

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years before its independence, and for a second time in 2003 to attend a Commonwealth summit. For most Nigerians, the British Queen has little relevance to their lives. But she is a great ambassador for Britain, perhaps the best salesman Britain has. The fact that she’s a monarch who is above politics means that in today’s world she is viewed with respect and dignity. She has played her role with seriousness, much more than any other head of state.

Gandhi at his Spinning Wheel (p. 87)

(p. 87)

Corrigé� This is a black and white photograph showing a spinning wheel in the foreground – on which the eyes focuses fi rst – and Gandhi a little further back and to the right. Placing him to the rear makes him seem less important than the spinning wheel. There is also a carpet and what must be Gandhi’s bed. The room is suffused in a very bright white light, almost supernatural in that it seems to naturally highlight the essential elements. The photo is perfectly balanced between left and right, foreground and background, and gives an impression of harmony.� Gandhi is shown shirtless, apparently with no qualms about showing his scrawny body. He is sitting cross-legged on the fl oor in front of a whitewashed wall, reading some papers. The impression given is one of utter simplicity. The photo does not seem to be posed. Gandhi is doing what he usually does and does not interrupt his daily routine to be photographed.� Gandhi was known for his ascetic lifestyle, dressing, eating and living simply. He praised the simple virtues of the people: industry and frugality, and wanted to revive traditional crafts. This photo shows many of these aspects: an almost bare room, the minimm of clothing, a tool with which to practise a traditional craft...� The spinning wheel is the symbol of a traditional way of life that was in danger of disappearing. Gandhi fought against imported manufactured goods which were destroying domestic industry. That’s why he advocated making one’s own clothes.� This picture was called “the photograph that almost wasn’t” because Gandhi wasn’t particularly willing to cooperate with the photographer that day. It was his “day of silence” and Bourke-White was not allowed to talk to him, which made conditions very diffi cult. The picture became famous, however, because the spinning wheel itself became the emblem of Gandhi’s fi ght for India’s independence in 1946-1947. It even became a symbol for the Indian people and is part of the Indian fl ag.� (students’ own answers)

PROJECT (p. 87)

L’essentiel de ce projet se trouve dans la cohérence des inter-ventions prévues lors de ce vernissage mettant en lumière le travail réalisé par Margaret Bourke-White au cours de sa longue carrière.Chaque participant doit parler dans le registre approprié :

– le/la descendant(e) de l’artiste sera vraisemblablement dans le registre émotionnel ;– le commissaire de l’expo sera dans un registre plus technique et présentera une rapide rétrospective de la carrière de Bourke-White ;– le concepteur de l’affi che de l’exposition (dont l’importance est souvent considérée comme capitale car assurant la visibilité de l’événement) relatera ses choix et les étapes de son travail ;– le journaliste aura le choix d’être soit relativement détaché, soit totalement enthousiaste à l’idée de voir s’ouvrir cette exposition majeure de photographies, et en particulier celle de Gandhi et son rouet.

La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.87. Elle fournit des renseignements sur la photographe, le background et la photographie. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.87. Il s’agit d’un texte à trous sur Margaret Bourke-White.

Corrigé artfi le-p33From the moment she fi rst held a camera as a young girl growing up in New Jersey, it was clear that Margaret had a talent for photography. Her father was an enthusiastic photographer and he passed on this enthusiasm to his daughter.Her hobby turned into her profession after she left university and settled in Ohio. She opened a commercial studio and worked mainly for architects and industrialists, notably for the steel industry. Her eye for precision and lighting quickly earned her a reputation nationwide.She then left the world of commercial photography and went to work for the press, not just as a photographer but as a photojournalist, combining reporting with taking pictures. She started with Fortune magazine, and then moved to Life where her determination, courage and commitment soon made her one of the best-travelled and most-talked-about photographers in the USA.Not only was she the fi rst woman to work as a photojournalist for Life, but during the Second World War she also became the fi rst woman war reporter, the fi rst woman allowed to work in combat zones and the only foreign photographer in Moscow when the Germans invaded. She was always in the right place at the right time and always concerned about making the public aware of the amount of human suffering and injustice in the world.


L’effacement des relatifsCe phénomène est sans doute connu des élèves de première, mais c’est l’effacement du relatif sujet dans une langue relâchée dont nous souhaitons les rendre conscients ici, l’accès à la compréhension du message étant notre souci majeur.

Corrigé (Observation)� ...and not this modern stuff ø the kids liked, soul and reggae and rap...

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I dunno, must be something in the Maori make-up ø makes us wilder, ...� ...and not this modern stuff that the kids liked, soul and reggae and rap...I dunno, must be something in the Maori make-up that makes us wilder, ...� they are strangers to most Maori ø I know (l. 14-15)the contact ø the two races have (l. 15-16)Not like that Negro style ø you see... (l. 27)No Maori ø I ever knew (l. 33)NB. Attirer l’attention sur le fait que le that omis dans when you see ø all the crime [...] is committed by us (l. 17-18) n’est pas un relatif mais une conjonction.(Application)1. a = non, sujet ; b. oui, COD ; c. non, sujet ; d. oui, complément circonstanciel ; e. non, génitif.2. a. I got a nephew who hollers like that.b. No, no, it’s the smoke that affects my eyes. London smoke do [sic] thatc. She’s got another place at the beach where she stays most weekends.d. I’ll tell you straight away that I won’t be there on the day when* he fi nally comes. *e. And now, suddenly, there came to him [...] a distant recollection of something, somewhere, that he had seen before.f. It’s only the fi lthy rich who can afford to celebrate in this manner. “Take all you can fi nd.”* Discussion possible ici sur la nature de when qui est bien un relatif (le jour où), comme why l’est dans the reason why ; mais l’emploi du présent simple dans la subordonnée tend à faire penser que l’auteur a traité when comme une conjonction de temps...

Bilan présent ou fait passé ? Emploi du present perfectOpposition prétérit/present perfect, les deux exemples choisis étant traduits par le passé composé français dont la traduction vers l’anglais pose toujours le même problème de choix : sert-il à renvoyer à un fait passé ou à faire un bilan ?

Corrigé (Observation)1. le passé composé.2. le present perfect, puis le simple past3. le simple past4. le present perfect(Application)1. b. • Faits passés :(track 22) Independence came to the English-speaking Caribbean between the 1960s and the early 1980s. [...] Guyana, Trinidad and Tobago and Dominica went a step further and became republics with their own presidents.(track 23)Nearly 130 years after Queen Victoria was crowned Empress of India...(track 24)It was in Kenya in February 1952 that Princess Elizabeth learned that... [...] She was staying at Treetops Hotel when she received word from Buckingham Palace... [...] when thousands of Kenyans were killed.

• Bilan :(track 23) the ties between Britain’s once former prized colony and the Royal Family have all but faded. [...] Its own kings and princes [...] have lost their status in independent India.(track 24)She has returned to Kenya on four subsequent occasions.(track 25)Queen Elizabeth has twice visited Nigeria [...] She has played her role with seriousness.

2. a. He’s (has) reached a respectable age.b. He’s (has) received good and extensive advice.c. His reign has been one of the longest in the country.d. In 50 years ten Prime Ministers have succeeded one another.e. He’s (has) owned 22 hunting dogs/hounds.f. He’s (has) always fought waste.g. He’s (has) witnessed numerous events that are now looked upon as historic.

Les prépositions et les particules adverbialesCorrigé (Observation)(Les prépositions sont en italiques ; les adverbes/particules/post-positions sont en gras.)Beth sorted through the variously owned and collected records.Even when we know it’s bad for usNot that kind, but a cross between that and the less showy whitesThen we lay out.Lay (th)em out as soon as (we) look at (th)em.Beth thinking hard, trying to match up instinctive understanding with a suitable word – passion.(Application)Lier la thématique de ce texte à celle du fi lm dont l’affi che apparaît p. 97.I would not tell lies to you (introduit complément d’attribution)Like the promises they did not keep (introduit complément de comparaison)And how they fenced us in like sheep. (place du COD entre verbe et adverbe ; introduit complément de comparaison)Sent us off to mission land (place du COD entre verbe et adverbe ; introduit complément de lieu)Then they took the children away (place du COD entre verbe et adverbe)Snatched from their mother’s breast (introduit complément de lieu)Then they split us up again (place du COD entre verbe et adverbe)Sent us off to foster homes (place du COD entre verbe et adverbe)As we grew up we felt alone (phrasal verb intransitif)

Out of Keeping (p. 90-91)

Script dvdscript-p90LEILA: Hi, welcome to watchmojo.com. I’m your host Leila. Today

we get the chance to sit down with prominent Kenyan author Binyavanga Wainina who won the Caine prize for African Writing for his short story Discovering Home. Why have

5 Legacy


you remained so attached to Kenya’s politics and economic situation?

WAININA: I was born and brought up in Kenya and somebody spent a lot of time telling me to sing the national anthem every day, so Kenya is real in that sense, right, and so I’m invested. But the truth is it’s just a forty-year-old country and there’s a lot it hasn’t done, places it hasn’t gone, questions that have to be asked of it. Being a writer who has a certain name in certain places, I can talk to economic people and I can say: “OK, what’s a useful position that we think we should try and push?” It’s (then) that people start to understand that there’s a narrative view we want to write for ourselves and we don’t want the New York Times to be writing it and that sort of thing.

LEILA: Would you please tell us what you mean by the term “equity generation”?

WAININA: I think I was referring to a generation of people who were born after independence. Most of them are under the age of 50. Many of them managed to get to a certain place because Kenya did provide a reasonably decent education for some of its people, but what happened was the country was so badly being mismanaged that the economy was declining and so when they hit majority which is 18, 21, or came out of college, they were just hanging about, either doing innovative things in the informal sector or doing [inaudible] jobs and doing things on the side. And so what happened fi ve years ago with a mixture of euphoria and growth-style politics, and especially in Nairobi, a new generation of people started to do very well. But to have purchasing power sort of thing, they started to get loans, having to be loan givers, having to start banks, schools and IT businesses and all kinds of things, there was an idea of a return of something and, for me, belonging to a generation like that, it was amazing to see my peers and what they could do with just a little bit of a boost in the sense of possibility. And for me, talking about that particular generation is very important because there is a sense of fatalism amongst us, Africans and other people, that somehow, whatever it is that ails our countries, is unfi xable, is unknowable, is unmeasurable, and when you see examples like that, you realise that, really, it’s very much about arranging a political and economic structure well enough that people get to do the things they need to do and given the chance they will.

Corrigé dvdfi le-p901. a. Discovering Home, b. 40 years old, c. The New York Times.2. a/T, b/F, c/T, d/T, e/T.3. For me, belonging to a generation like that, it was amazing to see my peers and what they could do with just a little bit of a boost in the sense of possibility. And for me, talking about that particular generation is very important because there is a sense of fatalism amongst us, Africans and other people, that somehow, whatever it is that ails our countries, is unfi xable, is unknowable, is unmeasurable.4/a.

(p. 91)

Corrigé� (exemples)Some of these pictures are strongly related to the pictures on the opening pages. We see the colonial legacy in terms of architecture (Kenya and India), place names and language (Hong Kong), sport (Pakistan), uniforms (the Bahamas and Sri Lanka), transport (India), and the “urban environment” (Malta). During the colonial period, there was a great deal of give and take between conqueror and conquered. Many of the changes brought to countries like India and Pakistan were thought of as improvements and have had a lasting effect on those countries’ infrastructure and culture. In some countries, the indigenous upper classes very often identifi ed with the aspirations of the British upper class, hence their desire for children to be educated in the British way, and, by extension, wear British-style school uniforms.Building Gothic revival public buildings in India and Elizabethan-style country houses in Kenya is, in some ways, eccentric and even arrogant, and would probably be out of the question nowadays when it is no longer acceptable to talk about grafting one culture onto another. However, such buildings were a comfort to the colonists who found themselves surrounded by unfamiliar exteriors and interiors, and who wanted to recreate the security of their home surroundings in what was often a very insecure environment.� The map shows which countries drive on the left and which drive on the right. The link to the pictures is that driving on the left is, in most cases, a legacy of British rule and not something that is easy to change: it means a great deal of expense and is a logistical nightmare. (Sweden, Iceland and Ghana managed it, however.) Japan is an interesting exception: it was never a colony, but developed its driving habits in the Edo period when it more or less cut itself off from the rest of the world.� Burma was a colony for 62 years (1886-1948).The Bahamas was a colony for 255 years (1718-1973).Hong Kong, special administrative region of the People’s Republic of China since 1997, is not now a sovereign nation.

WORDWORK (p. 91)

Corrigé wordfi le-p91A. 1/h, 2/e, 3/i, 4/b, 5/j, 6/g, 7/c, 8/d, 9/a, 10/f.B. 1/d, 2/f, 3/g, 4/h, 5/b, 6/e, 7/c, 8/a, 9/j, 10.i.

PROJECT (p. 91)

Une variante possible du script évoqué en deuxième tâche serait de réaliser un véritable spot publicitaire. Lorsqu’on leur en donne la possibilité, les élèves aiment se prêter au jeu de la vidéo et l’ensemble de leur production en anglais est bien meilleure, notamment au niveau phonologique.

Ateliers (p. 92-94)

Atelier 1 (p. 92)

Script dvdscript-p92VOICEOVER: The underlying agenda of the annual Garma Festival is

both cultural and intellectual.

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The Festival is held in a bark forest in Gulkula to the north-east of Arnhem Land in the Northern Territory. This is the country – as the Aborigine refer to their land – of the Yolngu people.

The Yolngu people cherish the Gulkula forest since it was here that their ancestor Ganbulabula brought them the didgeridoo.

The Yolngu people are the original owners of this land. They established the Yothu Yindi Foundation here to create economic opportunities for the community and to preserve their traditional dance or bunggul, song or manikay and art: unmenichi.

The Garma Festival is the Foundation’s way of sharing knowledge and culture for a better understanding between indigenous and non-indigenous people in Australia.

YUNIPINGU Because we come from different walks of life and different countries and different languages and the thing that matters in Garma is to set out where we go and what we can achieve.

MARTIN-FANNING: People are wanting to look and experience Aboriginal culture for maybe the fi rst or second time but to have an understanding of Aboriginal culture and to understand where we come from as Aboriginal people. We have one of the oldest living cultures in the world and we’re very proud of it.

VOICEOVER: Garma in the Yolngu language means the exchange of knowledge.

BALDERSTONE: The Garma Festival and the Yothu Yindi Foundation pretty much have three primary aims. One is to share knowledge and culture and we hope that by people sharing knowledge and culture, Australians and... non-indigenous Australians and indigenous Australians get a greater understanding of each other. Secondly we’re very keen on maintaining and preserving and presenting traditional cultural practices – little kids come and they’re watching their parents and their grandparents and their cousins and their aunties and they learn from doing it with them, and these things are nurtured and maintained through it. And the third one is really to create economic opportunities for Yolngu and other indigenous Australians through education, training, employment, developing their work skills and just getting them up to where we hope – and our overall mission is to give indigenous Australians the same level of well-being and life opportunities as non-indigenous Australians.

Corrigé(questions du manuel)1. (see the dvdscript)2. a. They want to preserve their traditional dance, song and art.b. Garma means the exchange of knowledge. The festival is designed to develop a better understanding between cultures. (Although the festival is termed an exchange, students may be astute enough to point out that it is mostly about making white Australians aware of Aboriginal culture, not the reverse.)c. 1. to share knowledge and culture, 2. to maintain, preserve and present traditional cultural practices, 3. to create economic opportunities for Yolngu and other indigenous Australians.

dvdfi le-p921. 1/e, 2/f, 3/d, 4/g, 5/a, 6/h, 7/c, 9/b.2. (students’ own answers)3. a. to share knowledge and culture, b. maintain, preserve and present traditional cultural practices, c. create economic opportunities for Yolngu and other indigenous Australians.4/c.

Atelier 2 (p. 93)

Corrigé� The pun in the title implies that Great Britain has lost its greatness.� Great Britain played a dominant role in the world not just in cultural terms but also in terms of economic and military power. The way the country developed nuclear plants and the close ties it managed to forge with the USA can also be seen as important assets.� It was said that the sun never set on the British Empire because Britain had colonies all around the world. The journalist uses this well-known sentence to show that Great Britain is not as powerful and as infl uential as it used to be.� China and India have more and more weight on the economic scene. They have also widened or improved their partnership with the USA.� The journalist blames Tony Blair for doing whatever the USA wanted Great Britain to do. Many British people thought that Blair’s submissive attitude weakened their country.� The journalist qualifi es his statement asserting that Blair’s policy alone cannot explain the fall of the UK. The world keeps changing and Britain’s downfall could not have been prevented.

Atelier 3 (p. 94)

Corrigé� This is a fi lm poster for the movie entitled Michael Collins. At the centre, presumably, is Collins himself. He is brandishing a rifl e, and seems to be delivering a fi ery speech to the people waving their hands in the foreground.The Irish fl ag is fl oating in the background over what looks a like a sky tinged by the smoke of battle.� The man’s face expresses fury, anger and rebellion. (The way the poster is designed really makes Collins look like a leader.)� We can’t actually see the faces of the people around him, but their raised hands show that they are ready to follow him: he is obviously extremely popular; his charisma has got him a lot of followers.� Collins was an Irish revolutionary leader who fought for the independence of his country. He must have played a major part in the independence of Ireland.Pour davantage d’informations sur Michael Collins et le fi lm, on peut envoyer les élèves sur :http://en.wikipedia.org/wiki/Michael_Collins_(Irish_leader)http://www.allocine.fr/fi lm/fi chefi lm_gen_cfi lm=13638.html

Atelier 4 (p. 94)Comme toujours pour ce genre de travail, il est diffi cile d’anticiper ce que sera la production des élèves. Mais on peut les encourager dans un premier temps à aller chercher des

5 Legacy


informations sur le thème qui leur est proposé, puis à trier les idées avant de choisir leur camp et leurs arguments. Le fait que cette discussion reste d’actualité dans de nombreuses régions de France devrait les aider.On peut aussi leur demander s’ils connaissent des villes ou lieux célèbres ou même des pays entiers dont le nom a récemment changé pour redevenir ce qu’ils étaient il y a plusieurs siècles. (Mumbai, Beijing, Zimbabwe, Uluru...)http://geonames.nrcan.gc.ca/education/native_f.phphttp://en.wikipedia.org/wiki/Geographical_renaming

Atelier 5 (p. 94)Les guidelines proposées à la réfl exion de l’élève sont là pour l’aider à construire son développement. Il va sans dire que le mot clé dont il ne faut pas négliger le sens est shrink. Mais l’image est assez parlante pour le faire deviner.

Corrigé� � The picture is the cover of an issue of Newsweek from August 2009. It shows a tiny British fl ag held between the thumb and forefi nger of one hand. On the fl ag is a man in a bowler hat – the stereotypical Englishman. The picture illustrates how small British infl uence on world affairs has become.� (exemple) It is obvious that France has gone through a similar process, which started in the early 19th century and has continued right up to the present. It has lost its colonial empire and no longer plays a major role in world affairs, although taking the lead in UN action during the Libyan crisis and being instrumental in the downfall of President Gbagbo of Ivory Coast were both golden opportunities for France to occupy the world stage once again, if only for a short time. The causes for such a situation are many, but one could say that there is a universal law that states that everything is born, grows and fi nally dies, and that this applies to countries and empires as well as to living organisms. And, as some nations decline, others rise to power: at present, the rising stars are Brazil, China and India. The fact that both China and India used to have great empires in the distant past before falling into centuries of decline suggests that perhaps there is some sort of cyclical force at work: food for thought for optimists in Great Britain and France...


L’essentiel de ce qu’il convient d’organiser et la façon dont ce projet peut être monté sont détaillés dans les consignes données p. 95.Ce qui risque de poser le plus de problème, expérience à l’appui, est le manque de connaissances globales sur l’Australie et son actualité récente (référendum de 1999 pour ou contre une république). Outre la possibilité de réécouter l’une des parties de l’enregistrement proposé p. 86, nous conseillons d’envoyer les élèves visiter les sites web qui traitent du problème posé afi n d’y trouver des idées et des arguments pour ou contre le changement, en mettant bien en garde contre le copier-coller qui ne remplacera pas la réfl exion individuelle.http://www.mostlyfi ction.com/world/levy.htmhttp://www.australianpolitics.com/issues/republic/http://www.australianpolitics.com/executive/keating/

950607republic-speech.shtmlhttp://www.australianpolitics.com/issues/republic/95-06-08_howard-republic-speech.shtml



(p. 96)

Corrigé� The elders of Yirrkala wanted the government to know that the mining company had damaging effects on their spirituality and their cultural practices.� In 1963, the clan members decided to produce a bark painting. They did not sign an ordinary petition, they used Aboriginal art as a means to express their disagreement.� They wanted to assert their native rights to their land. For the clan members it was a real cultural statement.� The government of the day did not legally recognise this petition as a title deed. They only saw it as a work of art.� The Bark Petition is now displayed in the Australian parliament in Canberra. It is the symbol of Aboriginal identity. With this petition, Aboriginal people asserted their rights to the land and non-Aboriginal people listened to them.

Script tapescript28-p96Back in the sixties, a piece of land near Yirrkala in the Northern Territory was going to be sold by the government to a mining company. Now the Aborigines considered this was their land and no one else’s and, what’s more, it was sacred land; so the elders of Yirrkala – the ones with the most power in that community – decided to make a statement to the government to say, “Look. This is our country. It is important to us. You are interfering with our spirituality and our cultural practices.” And in 1963 they produced what is referred to as the Bark Petition which is a bark painting produced by all of the powerful clan members in Yirrkala and which was presented to the government. It was a way of saying, “These are our title deeds to our land,” but they did it in an Aboriginal way – in a painting – and not in a legal document; they didn’t have lawyers putting forward a legal case. Now, Aboriginal art has always been connected to ceremony – connected to land – and so when an Aboriginal person does their paintings in a traditional style they are asserting their native rights. And so, in 1963, the people from Yirrkala presented the government with this bark petition to say, “This is our country, and these are our rights to this land.” It didn’t stop the mine unfortunately, and a lot of people just saw it as a nice piece of Aboriginal art. However, it did make the government take notice, and a report was produced about compensation and the protection of sacred sites. If you go to Canberra and visit Parliament, you can see the Bark Petition; it’s on display there – not just because it’s aesthetically pleasing but because it’s a very important document. It’s Aboriginal people’s language, it’s their written texts, it’s their identity and their rights to this country. It’s their way of saying “these are our rights” and of getting non-Aboriginal people to listen to them.

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(p. 96)

Pour plus d’information sur l’auteur et son œuvre, on peut consulter les sites suivants :http://www.andrealevy.co.uk/bibliography/index.phphttp://www.mostlyfi ction.com/world/levy.htm

Corrigé� Several details contribute to making Tommy Atkins a stereotyped version of a working-class soldier*:– he is very pale– his shoes are kept impeccably clean, with a shine on them– he uses hair oil– he rolls his own cigarettes– he doesn’t know much geography (because he hasn’t had much schooling)� He doesn’t seem very well-educated: he has no idea where Jamaica is, he doesn’t know it’s an island and he thinks it’s a country in Africa.� She is the stereotype of the upper class, the landed gentry.� The questions show that her geographical knowledge is vague and limited to what she may have been told or what she may have read and what images her reading conjured up in her mind’s eye afterwards.� He is the typical Jamaican schoolboy attending classes in his Jamaican school and learning everything there is to know about the mother country (Great Britain) and obviously enjoying it.� What the author is saying in fact is that the Jamaicans’ attachment for and interest in the mother country was not reciprocated. And the disappointment that this realisation brought about is quite palpable here.

* It has to be said that Small Island is set in post-war Britain. Stereotypes have changed a lot since then.


(p. 97)

Corrigé� The story takes place in the western part of Australia in the 1930s. It tells about three young Aborigine girls who were taken from their families to be placed in a re-education camp where children were taught to forget their origins and were trained to become servants for the white families.� The poster shows two young girls in the foreground, the elder – in her early teens – carrying the younger. They are wearing only long shifts. The young girl’s face shows determination. On the left we can see a fence, echoing the title which can be read in big white letters; the sky in the background is cloudy and yellowish. In the top right-hand corner an Australian eagle is shown, representing freedom in the fi lm.� The girls could have been taken away to be trained to do specifi c jobs or to be given a Western-style education. By removing them from their families, the authorities may have thought they were giving the children a better opportunity to make their way in life because they would learn European ways.

At that time, many Europeans had little or no respect for local cultures.� The name given to these children is “the stolen generation” which refl ects the Aborigine view that the children were indeed stolen from their families. Having been brought up in a European environment, this generation was made to realise they were different from “whites” but were not allowed to attach any value to their own culture. This can obviously create major identity problems which will take several generations to overcome.(On peut à toutes fi ns utiles envoyer les élèves – en dehors du contrôle bien entendu – au texte intitulé Apology du 13 février 2008, disponible sur Internet, dans lequel la nation australienne présente des excuses offi cielles pour les torts causés aux Aborigènes.


(p. 97)

Corrigé� The map shows part of the Republic of South Africa. Both the map and the quotation concern the recent renaming of South African cities.� The old names dating back to the European settlements include Lady Frere, Keiskammahoek, King William’s Town, Adelaide and Port Elizabeth while the new names include Cacadu, Doboqobo, Khobongaba and Nelson Mandela City.� With the exception of Nelson Mandela City, the “new” names represent a return to the original African names, before the arrival of colonialism, while the “old” names – used by the European settlers and which only date back 150 years or so – sound either British or Dutch.� For many South Africans, the “old” names still evoke injustice, oppression and state racism because of their association with events during the colonial and apartheid era. These are the reasons given by the Deputy President to support the campaign in favour of new names.� On the one hand, changing place names can be seen as a good way of asserting a country’s identity and moving on from a troubled and painful past into a brighter future. If names are chosen that already exist or predate the names that are to be changed, the effects are mostly positive. However, the trap is to choose new names that honour current heroes. Who knows how long their popularity will last? Name-changing, though, is a purely cosmetic measure, a crowd-pleaser. Real change can only come with economic and social measures.� (exemples) Paris used to be called Lutetia by the Romans, before the tribe called the Parisii took it over in the 4th century.A city in In Brittany used to be called Condate (a Gallic word meaning the confl uence of two rivers), then the Romans called it Civitas Riedonum (the city of the Redones) which turned later into Rennes.The name Montpellier probably comes from the mountain where a certain plant was grown.

5 Legacy


Going Home to Teach (p. 98-99)

(p. 98)

Corrigé� “We are immersed in a throng” (l. 3), “a milling crowd of passengers” (l. 4)� The accumulation of examples and the rhythm of the sentences in the fi rst paragraph emphasise the feeling of confusion and chaos generated by the large crowd of people who are at the airport. Another example: “are pawing through open suitcases, fi lling out declaration forms, and levying fi nes as the mood takes them” (l. 8-9).� Customs offi cials are usually rigorous in their work and should be respected by passengers, which is not the case here (l. 10). The customs offi cers portrayed in the extract do not seem to pay much attention to what they are doing and seem rather unconcerned about what they are supposed to do. They look “bored” (l. 7) and levy fi nes “as the mood takes them” (l. 9).� The verbs used to describe the landing of the plane have connotations of violence and uneasiness.� Jamaica is compared to “an invisible land” (l. 22). This image is reinforced by the following simile: “a light [...] that could have been the illumination of a lost fi refl y”.� The people at the airport are coloured people. The narrator lays stress on the fact that the population is very mixed (cf. the

Que font les gens de leurs loisirs de nos jours ? Telle est la thématique de ce chapitre. Nous essayons donc de couvrir tous les champs qui permettent de se distraire ou de se cultiver en dehors du monde du travail et nous étudions ce que ces choix et ces comportements révèlent de la direction dans laquelle nos sociétés avancent... (ou reculent ?).


Les loisirs plus particulièrement illustrés ici sont le théâtre, le cinéma, les jeux vidéo, le sport et la télévision avec un accent sur l’évolution des émissions ou des spectacles qui sont proposés aux masses.

(p. 101)

Corrigé� Picture 1 is a scene from the fi lm Shakespeare in Love, but even if students do not know this and do not recognise the actors, it is obviously a scene from a play. The fact that the people in the stalls are standing up suggests an Elizabethan theatre (or the present-day rebuilt Globe Theatre in London). The relevance to the theme of the chapter (Time Off = leisure time) is that going to the theatre is enjoyed by a great many people in their leisure time.

metaphors “a stew of races” and “a jumble of delicate cheekbones” [l. 35]). The use of direct speech makes the scene even more realistic; readers may have the impression that they are listening to what the people are saying. There is growing unrest among the passengers. Cathy seems to be confused and scared.� The way the author portrays Jamaicans is quite negative. He maintains that three hundred years of colonialism deprived the people of their own identity and gave birth to a hybrid population and that this could only engender chaos. According to the narrator, Americans are so disciplined that they may give the impression that they are not alive (cf. the simile “like a fi shbone” [l. 44]), they are as rigid as “geometric things”. On the other hand, in Jamaica, people are full of life. The way the narrator describes what is going on at the airport seems to epitomise what is going on in Jamaica (“It is all here in this airport” [l. 53]). Everybody is leaving Jamaica because tensions and disorder prevail in this country.10 The extract is related to the title of the chapter because it reveals the negative impact that three hundred years of colonialism had on Jamaica.


Cet exercice de réécriture impliquant un changement de narra-teur vous permettra d’évaluer si les élèves ont bien compris l’état d’esprit dans lequel se trouvent les différents personnages du texte.

6 Time Off Picture 2 is from the reality TV show Big Brother. One can comment on the very showy, glitzy set, suggesting that this sort of show attracts big audiences, and the sort of audiences who want “spectacle”. Watching TV is, of course, the main leisure activity in most Western countries.Picture 3 is of a young man playing a video game. The screen shows a hand holding a dagger and a cobbled street. It could be a heroic-fantasy-style video game or simply one involving historical events. Video games are attracting more and more players nowadays and are designed for both children and adults. Playing video games is one of the main leisure occupations of young people, particularly boys.Picture 4 is of supporters at an international football match (in Spain). Football has become the most important spectator sport in the world and generates passions that sometimes degenerate into violence and hooliganism. Here we see the good side: the joy of supporters urging on their winning team.� The categories are (for pictures 1 and 4) spectator activities which you take part in with other people outside the home, and (for pictures 2 and 3) activities that you can do alone and at home.� (students’ own answers)

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Script dvdscript-p100What kind of decade was it? Well sitcoms and dramas were replaced with reality programming while a desperate Hollywood turned to any and all sources of inspiration it could fi nd. Yep, that’s the kind of decade it was in entertainment.In 2000, the millennium began with a sweeping change of the TV landscape with the launch of Survivor. This quickly began an industry-wide reality craze that prioritized cheap, unscripted programming above plot or production values.That same year Crouching Tiger Hidden Dragon fl ew into theaters to become the highest-grossing foreign language fi lm in American history. At the same point Marvel Studios released X-Men, a success that would cause other superheroes like Spiderman to quickly swing into cinemas.In 2001, movie studios realised that fantasy novels garnered a huge following. As a result, the fi lm versions of J. R. R. Tolkien’s The Lord of the Rings went head to head with J. K. Rowling’s Harry Potter while Shrek spoofed fairytales and collected animation’s fi rst Oscar for best-animated feature.2002 saw Hollywood fi nally break the mold by awarding African-American actors in the best actor and best actress categories.Meanwhile American Idol premiered to the delight of the country’s worst singers who got to screech in Simon’s face*, as well as provide a launching pad for the truly talented such as Kelly Clarkson and Carrie Underwood.In 2003 we saw Disney fl ip a fi ve-minute ride into a three-movie franchise while Martha Stewart decorated a prison cell. It was also the year we lost a neighbour.2004 gave us Michael Moore’s Fahrenheit 9/11, a failed attempt to block President Bush from being re-elected.This coincided with the popularisation of a new fi lm category called torture porn as seen in Saw and Mel Gibson’s The Passion of the Christ. The world lost a hero this year when the man known as Superman passed away as did the man who portrayed his father. Marlon Brando passed away in July.In 2005, a new dawn for entertainment began with the YouTube explosion which made celebrities out of ordinary people – well, sort of ordinary people.That same year, the nation mourned the passing of comedians Richard Pryor and Johnny Carson while Steve Carell redefi ned outrageous adult comedy with The 40-year-old Virgin.Meanwhile The Colbert Report invaded late-night television and movie-goers were spared as those dreadful Star Wars fi nally came to an end with Revenge of the Sith.2006 was the year that gay cowboys rode into the sunset in Brokeback Mountain and Borat showed us how gullible and racist we all really are.Perhaps most shocking of all was not the fact that crocodile hunter Steve Irwin was killed. It’s that he was killed by a sting ray and not a crocodile.The Inconvenient Truth: former vice-president and Democratic nominee Al Gore lost the election but won an Oscar. Bond went blonde and Balboa came back for round six.In 2007 Paramount and Hasbro transformed a toy line into big money with Transformers. It was a dark year for television as the Writers Guild of America went on strike, which meant no

new TV and the seasons of existing shows were cut short. This was also the year Anna Nicole Smith ended her reign as the tabloid queen when she passed away from an accidental overdose in February.In 2008 darker superhero movies fi nally became popular with The Dark Knight, a movie that benefi ted from the stellar performance of the late Heath Ledger. In the realm of TV, Sex and the City got a movie adaptation that lured tons of women and their poor boyfriends to movie theaters. Meanwhile reality programming became legit when three Emmy-award categories were created to honour the genre. And the Blue-Ray high defi nition disk fi nally won its two-year struggle with HD DVD to become the next gen video format of choice.2009 was the year of celebrity deaths. Ed McMann, Walter Kronkheit, David Carradine. Even Charley’s Angel Farah Fawcett died, though no one noticed as Michael Jackson passed away the same day.In the movie world however, sci-fi took centre stage as Star Trek was given a new lease on life with the help of a younger cast. The decade fi nally came to a close with James Cameron’s Avatar, the most expensive and visually-impressive fi lm ever to combine live action, CGI and 3-D experience.

* Simon Cowell, producer of talent shows, as well as one of the judges.

Corrigé dvdfi le-p100� 2000 Survivor, Crouching Tiger Hidden Dragon, X-Men2001 The Lord of the Rings, Harry Potter, Shrek2002 American Idol2003 Pirates of the Caribbean2004 Fahrenheit 9/11, Saw, The Passion of the Christ2005 The 40-year-old Virgin, The Colbert Report, Star Wars: Revenge of the Sith2006 Brokeback Mountain, An Inconvenient Truth, Casino Royale, Rocky Balboa2007 Transformers2008 The Dark Knight, Sex and the City2009 Star Trek, Avatar�

Year Name Occupation

2004Christopher Reeve actorMarlon Brando actor, director

2005Richard Pryor actorJohnnie Carson TV presenter

2009Walter Kronkheit newsreaderFarah Fawcett actressMichael Jackson musician

NoteThis video clip has a fast commentary with no less than 58 names of people, TV programmes, fi lms and organisations, many of which students will not recognise. It is only by seeing some of these names written down (cf. the dvdfi le activities) that students of average ability can deal with the video as a comprehension activity.

6 Time Off


The Audition (p. 102-103)

(p. 102)

L’image est tirée du fi lm Shakespeare in Love (1998), une comédie romantique qui met en scène une histoire d’amour fi ctive entre Shakespeare et une jeune femme de la noblesse au moment où le dramaturge écrit Roméo et Juliette.

Corrigé(exemple) The two people in the photo are actors Gwyneth Paltrow and Joseph Fiennes who star in the fi lm Shakespeare in Love. Since they are both dressed in Elizabethan clothes and are looking intently and lovingly at each other, we can assume that they are in love and therefore, that Joseph FIennes is playing the part of Shakespeare. The title suggests that some people are going to be auditioning for a play and taken together with the caption we can assume it is a play by Shakespeare.

(p. 102)

Corrigé� The extract is from the screenplay of Shakespeare in Love. The italics are stage directions for the actors. The quotation marks are used when one of the characters quotes Shakespeare or Marlowe.� The scene is set on stage and in the auditorium of the Rose Theatre in London. We can see Will and Henslowe sitting in the gallery and auditioning a young actor.� Henslowe and Will are faced with the problem that the actors auditioning aren’t very good. The other characters are aspiring actors.� Viola, the woman auditioning for the role of Romeo, gives the false name Thomas Kent because women weren’t allowed to be actors in those days.� Valentine and Sylvia from Two Gentlemen of Verona; Romeo from Romeo and Juliet.� Shakespeare and Marlowe wrote the lines in quotation marks. Helen is the legendary Helen of Troy.� Firstly, for his audition, Thomas uses a speech from one of Shakespeare’s own plays and not an extract from Marlowe, and secondly he acts the part very well indeed.

(p. 102)

Corrigé(exemples de production vers laquelle on peut guider les élèves)12th February 1594I auditioned today at the Rose Theatre. I dressed as a man, of course. I had prepared one of Valentine’s speeches from William Shakespeare’s Two Gentlemen in Verona and Mr Shakespeare was there in person, auditioning. I didn’t know at fi rst, and it took me by surprise. I think he rather liked my performance and asked me to take off my hat, which I couldn’t possibly do or I would have revealed I was a woman. He insisted and I took fright, and ran offstage. Mr Shakespeare ran after me and caught up with me, but thankfully I escaped his grip and ran out into the street.

William is sitting in the York Tavern with his friend Hugh. They are talking over a tankard of ale.

Will: I was getting really bored with hearing the same audition piece over and over again when a rather handsome actor came out onto the stage.

Hugh: What was he like?Will: Oh, very handsome, but maybe a bit effeminate. Anyway,

he auditioned with one of Valentine’s speeches from my play Two Gentlemen from Verona. I was completely dazzled by his performance: I couldn’t have asked for a better interpretation. Naturally, I wanted to see his full face and asked him to take his hat off. He seemed struck down with terror and ignored my question, asking me if I was Mr Shakespeare. I repeated my wish to see him with his hat off and he ran off the stage.

Hugh: What strange behaviour! He must be hiding something!Will: I ran after him and grabbed his arm, but he slipped out of

my grip and then I lost sight of him altogether.

WORDWORK (p. 102)

Corrigéwordfi le-p102-1a, 1bA. 1/a, 2/d, 3/i, 4/f, 5/h, 6/b, 7/j, 8/g, 9/l, 10/K, 11/e, 12/c.B. 1. auditorium, 2. give, 3. bellows, 4. unexpectedly, 5. outrage, 6. handsome, 7. a nod, 8. amazement, 9. gives way to, 10. bewilderment.

wordfi le-p102-2A. 1/e, 2/d, 3/i, 4/a, 5/f, 6/h, 7/c, 8/b, 9/j, 10/g.B. 1/d, 2/f, 3/h, 4/g, 5/b, 6/j, 7/e, 8/c, 9/a, 10/i.C. 1. la scène, 2. en coulisses, derrière la scène 3. les coulisses (côté cour et côté jardin), 4. la salle, 5. le guichet (de location), 6. l’orchestre, 7. le foyer.

(p. 102)

Corrigéteamfi le-p102-1

A. 1. They are stage directions and indicate what and how the actors must perform.2. The action takes place on the stage and in the auditorium of the Rose Theatre. We are introduced to Henslowe and Will who are auditioning actors.3. They were Philip Henslowe, owner of the Rose Theatre in London, and William Shakespeare, playwright, poet and actor.4. They are “defl ated” because the actor has given a dull audition.5. The second actor’s performance is probably even worse (l. 18 “despairing”).6. He is in fact a tailor and one of Henslowe’s creditors. He has a stutter.7. Valentine is a character in Shakespeare’s Two Gentlemen of Verona, Thomas is the pseudonym under which Viola is hiding, Viola is her real name and also a character from Twelfth Night, and Romeo comes from Shakespeare’s Romeo and Juliet.

teamfi le-p102-2A. 2./b.3. It’s very popular indeed: the fact that so many actors use it as a source of audition pieces bears witness to this.4. Henslowe shouts “Thank you” to interrupt the speech because he can’t bear it any longer, he’s being dismissive and means “I’ve heard enough”. ‘Bellows’ means ‘shouts’.

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5. Wabash can hardly utter a word because he’s got a stutter and so Will cannot believe that Henslowe is hiring him.6. Wabash is Henslowe’s tailor who wants to become an actor and Henslowe owes him money, so it’s a way of paying off his debt.7. He is asking Will if he has seen an actor suitable to play the part of Romeo, not if he has seen a person called Romeo.8. He is praying that he will get inspiration to produce the pages that Henslowe is asking for.9. Will thinks Viola is referring to Christopher Marlowe.

teamfi le-p102-3A. 2. Christopher Marlowe in the play Faustus.3. According to Greek mythology, she was Helen of Troy, daughter of Zeus and wife of Menelaus. Famed for her beauty, she was abducted by Paris and taken from Athens to Troy. Another name for Ilium is Troy.4. We can deduce that she was extremely beautiful. The expression means that it was the desire to have this beautiful woman return to Athens that started a war.5. The urchin says ‘immoral’ instead of ‘immortal’.6. Shakespeare (in Two Gentlemen of Verona).7. Valentine.8./c.9./a.10. Sylvia.11. (exemple) If I am not near Sylvia at night, the nightingale won’t sing.

teamfi le-p102-41. 5What light is light, if Sylvia be not seen?What joy is joy, if Sylvia be not by?Unless it be to think that she is byAnd feed upon the shadow of perfectionExcept I be by Sylvia in the night,There is no music in the nightingale.Unless I look on Sylvia in the day,There is no day for me to look upon.2./b.3. They were often written in blank verse.4. Marlowe was assassinated in 1593. Marlowe was born fi rst but Shakespeare lived longer. Shakespeare wrote more plays.5. Two Gentlemen of Verona7. Twelfth Night8. Viola disguises herself as a man in Twelfth Night.

PROJECT (p. 103)

Le nombre de personnages a été délibérément limité afi n que l’exercice ne devienne pas interminable. Il faudra souvent encourager les élèves à se lancer, mais l’expérience montre qu’ils se prêtent en général bien au jeu.

Les metteurs en scène devront être capables de justifi er leurs choix.


Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)

Acteur N° 2 : Je souhaiterais (vous) interpréter (6) un passage tiré (8) du Faust de (6) Ch. Marlowe.

Henslowe : Hmmm, comme c’est original. (8)Acteur N° 2 : « Était-ce là le visage qui lança sur les fl ots (8) un

millier (4) de navires Et réduisit en cendres (8) les tours décapitées (7)* de

Troie ? »Henslowe et Will le laisse déclamer encore quelques vers tout en échangeant des regards désespérés. Toute une série de candidats au rôle d’acteur se succèdent et offrent leur version personnelle des vers de Marlowe; toutes les versions sont aussi lamentables les unes que les autres. Parmi ces acteurs se trouve un gamin des rues.

* alternatives si l’on comprend que topless fait référence à des tours si hautes qu’on n’en voit pas le sommet :– Et réduisit en cendres les gigantesques (10) tours de Troie ;– Et réduisit en cendres les tours de Troie dont le sommet disparaissait dans les nuages (7 & 8) ; dont l’œil ne voyait pas le sommet (7 & 8), etc.

The Problem with Games (p. 104)

Pour nombre d’élèves time off évoque non seulement une pause confortable à l’écart de l’univers scolaire mais aussi une fuite loin de la réalité. Pour certains d’entre eux, un ordinateur, un jeu vidéo sont déjà devenus de véritables addictions.L’enregistrement proposé a pour objectif linguistique un entraînement à la compréhension orale en harmonie avec la thématique de l’unité ; il a aussi le dessein de faire prendre conscience à certains élèves qu’en matière de jeux vidéo, la modération est de mise.La partie Speak sert d’exercice d’échauffement et permettra de renseigner le professeur en amont sur le rapport qu’entretient la classe avec les nouveaux médias, et les jeux vidéo en particulier.Le travail lexical (fi che Wordwork) peut être commencé en amont de l’entraînement à la compréhension orale proposé dans cette page, et poursuivi par exemple après l’exercice d’écoute.Il sera indispensable d’avoir travaillé ce lexique avant l’entraînement à la production écrite.

(p. 104)

Corrigé� The photograph shows a computer screen on the left and the face of a child or teenager on the right. The background is dark, the only source of light comes from the PC screen. The child’s face is very close to the screen: it seems to convey the idea that the child is fascinated by what he or she is looking at.� (exemples) Yes, I do. I play about 1 or 2 hours a day/a week, etc.No, I don’t. I prefer reading /I don’t like wasting my time, etc.� (students’ own answers)

(p. 104)


PRESENTER: Today we’re talking to Professor Catherine Lindstrom of the Harvard Medical School who also works in close association with the Center on Media and Child Health in

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Boston. Professor, I believe you have been working on the way in which video games affect children’s abilities.

LINDSTROM: Yes, that’s right. You see, the skills you need in order to excel at video games that take place in a virtual world are not always the same as the ones we value in the real world. When you play a game, your brain is often rewarded not for staying on task but for jumping to the next thing. If you get good at constantly switching tasks, then your brain becomes wired differently to that of someone who believes that perseverance is what brings rewards.

PRESENTER: And this results in... ?LINDSTROM: Well, you can lose touch with the traditional values of

the real world, which is a big problem if you’re going into the job market or want to get a college degree.

PRESENTER: I see. So you mean gameplayers tend to be impatient?LINDSTROM: Not always of course – some games need a great

deal of patience. But impatience is linked to Internet use because the Internet gives us immediate gratifi cation. If a website or a game cannot sustain your attention for more than fi ve minutes, you move on to something else. And this can have a really adverse effect on school work. You ask high school students to read a novel over a period of four weeks and you’ll often fi nd they give up after only a few pages. This is because on the Internet they can get whole stories in minutes, which naturally reduces their attention span. A book simply takes too long to read.

PRESENTER: But spending time on the Internet is not all bad, surely? I mean, it can be a great way to learn new skills...

LINDSTROM: Yes, but kids need a good all-round education in order to get anywhere. Like it or not, that’s the way our society functions. I know of one very bright student, for example, who plays video games 10 hours a week. But through the Internet he’s also discovered a passion for fi lm-making and has made quite a name for himself among his friends and his teachers with videos made with digital cameras and editing software. But, last semester, although he got an A in fi lm critique, he only got a D-plus in English and an F in Math. His average is not up to standard. He might not make it to graduation.

PRESENTER: So what’s the solution? LINDSTROM: Well, fi rst of all, technology has to be used in the

classroom: it’s a way to connect with students and give them essential skills. This is why teachers are building their own websites and using technology to get back students’ attention from their BlackBerrys and video games. Students have to realise that there are two separate worlds – one that is virtual and one with real-life demands.

Corrigé� She is a professor, which means she works in a university, Harvard university in this case. She works in association with the Center on Media and Child Health in Boston.� Some skills are different from those required in the real world. She mentions the capacity to anticipate on the next step, and the ability to switch tasks.� Players are so accustomed to the quick response of their computers and the Internet that they tend to be impatient in real life as humans do not respond as fast as machines.

� One problem mentioned is that learning takes more time than playing: she gives the example of reading books. On the Internet you can have access to the plot of a novel in one click, in only a second. In real life, reading the whole book takes much longer. She encourages teachers to use modern technology in class or on the net, so as to show the students there are two different worlds: the real world and the virtual one.

(p. 104)

Il est préférable que l’enseignant se rende lui-même sur les sites signalés (et d’autres) et guide ensuite les élèves afi n de repérer le lexique thématique et ré-utilisable des jeux vidéo, ainsi que la typologie de l’énoncé de règles de jeu. Ensuite seulement on invitera les élèves à produire un premier jet de leur propre jeu vidéo, seuls ou en groupes.

WORDWORK (p. 104)

Corrigéwordfi le-p104-1a

A. 1/p, 2/e, 3/j, 4/c, 5/b, 6/o, 7/m, 8/f, 9/i, 10/d, 11/l, 12/n, 13/g, 14/k, 15/h, 16/a.B. 1/s, 2/s, 3/z, 4/z.

wordfi le-p104-1bA. 1/b, 2/a, 3/c, 4/a, 5/c.B. 1/l, 2/h, 3/b, 4/k, 5/i, 6/d, 7/g, 8/c, 9/j, 10/e, 11/f, 12/a.C. B. 1/s, 2/s, 3/z, 4/z.

wordfi le-p104-2A. 1/b, 2/h, 3/e, 4/a, 5/f, 6/j, 7/d, 8/c, 9/g, 10/i.B. 1. platform, 2. Handheld gaming, 3. PC game, 4. console game.

PRONOUNCE (p. 104)

Corrigé pronfi le-p104A. 3. fi ll, 10. feel, 2. leap, 8. lip, 1. sin, 6. scene, 5. this, 7. these, 4. week, 9. wick.[I] fi ll, lip, sin, this, wick.[i:] feel, leap, scene, these, week.(plus students’ own answers)B. “Degree” [dI’gRi:] and “believe” [bI’li:v] both contain both sounds (but not always, since the short “i” sound [I] can sometimes become a “schwa” [e]). “Minute” [’mInIt] only contains the short “i” sound [I].

(p. 104)

Corrigé teamfi le-p104-1A. 1. You see, the skills you need in order to excel at video games that take place in a virtual world are not always the same as the ones we value in the real world. When you play a game, your brain is often rewarded not for staying on task but for jumping to the next thing. If you get good at constantly switching tasks, then your brain becomes wired differently to that of someone who believes that perseverance is what brings reward.And this results in... ?Well, you can lose touch with the traditional values of the real world, which is a big problem if you’re going into the job market or want to get a college degree.2./a/b/d.

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teamfi le-p104-2A. 1. deal, immediate, attention, school work, give up, too long.2./a/c.

teamfi le-p104-3A. 1. a. T: “through the Internet he’s also discovered a passion for fi lm-making”b. T: “kids need a good all-round education in order to get anywhere”c. T: “He might not make it to graduation”d. F: “plays video games 10 hours a week”e. F: “made quite a name for himself among his friends”2. (students’ own answers)

teamfi le-p104-4A. 1. Well, fi rst of all, technology has to be used in the classroom: it’s a way to connect with students and give them essential skills. This is why teachers are building their own websites and using technology to get back students’ attention from their BlackBerrys and video games. Students have to realise that there are two separate worlds – one that is virtual and one with real-life demands.2./b.

Un exercice de synthèse peut conclure cet entraînement : par exemple on peut demander aux élèves de résumer l’essentiel de l’enregistrement - à l’écrit ou à l’oral, en homework ou en classe - à l’aide des parties What Catherine Lindstrom says... qui concluent le travail de chaque groupe, en indiquant (ou rappelant) aux élèves qu’il faut utiliser des marqueurs logiques et/ou chronologiques :We’ve been listening to an interview about video games.The interviewee is a professor, Ms Lindstrom.First she says that... Then she adds... The main problem caused by the Internet is...Then Ms Lindstrom mentions an anecdote about a student...Finally the professor concludes by saying...

Michael Jackson & Bubbles (p. 105)

(p. 105)

Corrigé� This is a 1988 life-size sculpture of the pop music icon, Michael Jackson, holding his pet chimpanzee Bubbles on his lap. It was made at the peak of Jackson’s success as a singer. The fact that Jeff Koons chose porcelain as the material and gold as the main “colour” could suggest his desire to portray the singer in a noble, almost regal way, but the use of white also refl ects Jackson’s obsession with that colour and echoes the skin-whitening process he used on himself. The pose is reminiscent of Renaissance paintings and sculptures of the Madonna and Child, suggesting that Jackson was a God-like fi gure. This is underscored by the golden rose petals.� Jackson’s face looks like a mask: heavy eye make-up and lipstick on a white base, whereas his hair is white with gold highlights – obviously not a natural colour. The effect is to make Michael Jackson into something that is not really human: a toy, or maybe a monster... He looks like something that has been fabricated.

� The resemblance between Michael and Bubbles is obvious: both look like dolls or toys wearing costumes: ludicrous and pathetic. This could be seen as a disparagement of Michael Jackson’s talent, since he is reduced to the same intellectual level as a monkey. Worse still, because of the pose reminiscent of a Madonna and child, Koons seems to be saying that there is some sort of family resemblance...� Jeff Koons probably chose Michael Jackson because, at that time, he had a huge impact on music, entertainment and advertising worldwide. He was undoubtedly fascinated by Jackson whose own image of himself was something he played with. Here, in a sort of role reversal, Jackson is being submitted to a symbolic transformation of his image by another artist. That the sculpture (of which there were several) provoked controversy must have delighted Koons who loves being in the middle of controversies since, to him, ‘any publicity is good publicity.’� (students’ own answers)

PROJECT (p. 105)

Les consignes données dans le manuel étant très explicites, nous attirerons juste l’attention de nos collègues sur l’importance de faire faire des recherches supplémentaires aux élèves impliqués dans ce projet, lequel sera l’aboutissement logique de l’étude de la sculpture présentée sur cette même page et qui aura donné un avant-goût de l’art de Jeff Koons aux élèves. Nous conseillons la visite des sites internet suivants :http://www.jeffkoons.com/site/index.htmlhttp://www.damienhirst.com/https://www.othercriteria.com/browse/hirst/Ces pages web ne sont, bien entendu, pas limitatives.Les deux « présentateurs/modérateurs » du débat seront désignés par le professeur : il ne s’agira pas forcément d’élèves de très bon niveau, mais d’élèves étant très à l’aise à l’oral et étant à même d’occuper l’espace et de gérer la parole des uns et des autres, tout en posant des questions provocantes et naïves afi n de susciter les prises de parole et les réactions des uns et des autres. Les présentateurs s’assurent du bon déroulement de l’activité, le professeur restant très en retrait au fond de la classe et s’occupant, par exemple, de l’évaluation des élèves. Autre éventualité, la classe peut être scindée en deux parties pour des débats comportant un nombre de participants plus restreint, ce qui favorisera les prises de parole sereines, chacun des autres élèves de la classe étant chargé d’évaluer le/la camarade ayant le même rôle que lui dans l’autre débat de demi-classe. On peut pousser la chose jusqu’à demander aux élèves de préparer leur prestation en amont par paires/binômes, ce qui facilitera l’inter-évaluation de la prestation du/de la camarade.

Insistons auprès des élèves sur le fait que leurs arguments doivent être « extrêmes » et provocants pour que le débat soit vivant, passionné et drôle.

La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.105. Elle fournit des renseignements sur l’artiste, le background et la sculpture. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

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L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.105. Il s’agit d’un texte à trous sur Jeff Koons.

Corrigé artfi le-p105Jeff Koons (b. 1955) is an American artist known for his reproductions of banal objects – such as balloon animals produced in stainless steel with mirror-fi nish surgaces.Koons’ work has sold for substantial sums of money including at least one world record auction price for a work by a living artist. Critics are sharply divided in their views of Koons. Some view his work as pioneering and of major art-historical importance. Others dismiss his work as decadent.As a teenager, Koons revered Salvador Dalí, to the extent that he visited him at the St Regis Hotel in New York City. Koons studied painting at the School of the Art Institute of Chicago and the Maryland Institute College of Art. After college, he worked as a Wall Street commodities broker while establishing himself as an artist. He gained recognition in the 1980s and subsequently set up a factory-like studio in a SoHo loft on the corner of Houston and Broadway in New York. It was staffed with over 30 assistants, each assigned to a different aspect of producing his work – in a similar mode to Andy Warhol’s Factory.Koons’s early work was in the form of conceptual sculpture, an example of which is The Equilibrium Series (1985), consisting of three basketballs fl oating in distilled water that half-fi lls a glass tank.Koons then moved on to Statuary, large stainless-steel blowups of toys, followed by the Banality series that culminated in 1988 with Michael Jackson and Bubbles, a series of three life-size gold-leaf plated porcelain statues of the sitting singer cuddling Bubbles, his pet chimpanzee. Three years later, one of these sold at Sotheby’s New York for $5.6 million.On November 14, 2007, a magenta Hanging Heart, one of fi ve in different colors, sold at Sotheby’s New York for $23.6 million becoming, at the time, the most expensive piece by a living artist ever auctioned.Among curators and collectors in the art world, Koons’s work is labeled as Neo-pop or Post-Pop as part of an 80s movement in reaction to the art of Minimalism in the 1970s. Koons’s crucial point is to reject any hidden meaning in his artwork.Koons has caused controversy by the elevation of unashamed kitsch into the high art arena.


Le présent simple ou le présent en be + V-ing ?Corrigé(Observation)� Aider les élèves dans cette tâche.� Présent simple souligné, présent be + V-ing en gras :(1) Henslowe and Will are sitting in the gallery listening to a young actor auditioning.(2) Henslowe and Will look a bit defl ated. The young actor leaves and is replaced by a second actor.(3) Will sits brooding alone for a moment. Then he realises he is being addressed from the stage.

(4) Will interrupts him.(5) Thomas begins to panic. Will jumps down to ground level. Thomas runs offstage, to Will’s bewilderment. Will hurries after him. We go with Will as he crosses the stage, then backstage, then...� Mettre la scène en place : présent en be + V-ing (description de la situation).Narrer une série d’événements : présent simple (simple énumération).Indiquer aux personnages qu’ils doivent faire quelque chose tout en disant leur texte : présent simple (sorte d’impératif en fait [faire ceci, faire cela...])Indiquer que les différentes actions se produisent après que le texte a été dit : présent simple.� Dans le dernier cas.(Application) Retiring room which is crowded with actors and Henslowe’s

lieutenant, property manager, copier, and general factotum who is a new character, Peter.

Actor: What are we playing?Ned: Where are the pages?

Will enters into the middle of this.

Will: (shouts) Where’s the boy?

Nobody knows what he is talking about. Wabash, the stutterer, grabs Will’s hand and shakes it excitedly.

Wabash: B-b-b-b-b-break a l-l-l-leg!

The street door is swinging shut. Will sees it. He fi ghts his way through the men to get to the door.

Ext. The Rose Theatre. Bankside. Day. Will emerges from the theatre into a street throbbing with

nefarious life [...]. It is some time before Will spots Thomas, way ahead of him in the crowded street.

The chase is taking them to the riverbank.

Le passif et be + V-ingCorrigé(Observation)� (he) is being addressed� be + being + participe passé� � premier be : auxiliaire de la forme en be + V-ing (puisque le verbe qui le suit porte cette désinence) ; being : auxiliaire de la forme passive.� He = William, l’objet, c’est lui que l’on interpelle/qui est interpellé.� Il ne fait rien, il reçoit l’appel.� Viola/Thomas Kent. Elle sert à mettre l’accent sur l’objet, le bénéfi ciaire ou la victime d’une action. On insiste sur la situation (passive) dans laquelle se trouve le sujet.

(Application)a. They’re being auditioned.b. He’s being made fun of.c. He’s being dismissed bluntly.

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d. He’s being unexpectedly praised.e. He’s being pressed into handing his play the next day.f. He’s being praised too.

Le present perfect en be + V-ingC’est une forme verbale introduite en palier 2 du collège mais avec laquelle la plupart des élèves ont des diffi cultés.La réfl exion proposée ici vise à faire comprendre que cette forme verbale ne sert pas uniquement à décrire « une action en cours qui a commencé dans le passé ».

Corrigé(Observation)� (you) have been working� have + participe passé de be (auxiliaire de la forme dite continue) + participe présent.� Professeur, il me semble que cela fait quelque temps que vous étudiez les effets des jeux vidéo sur les capacités des enfants.� La personne interviewée est un(e) expert(e) dans le domaine en question.� Professor, how long have you been working on the subject?� Avec cette question l’énonciateur se contente de dire les faits, sans commentaire. (He/she states the facts. Period.) La précédente question lui permet d’insister sur le fait que cette étude dure depuis quelques temps et que par conséquent la personne interviewée en sait long sur le sujet en question/a une longue expérience.

(Application)� Woman: What’s wrong with my child, doctor?Doctor: I think he’s been spending too much time recently

playing video games.Woman: And why doesn’t he care about his schoolwork any

more?Doctor: He’s gradually been losing touch with the values of the

real world.Woman: Is that enough to explain his poor results lately?Doctor: At least it explains why he has been suffering from lack

of concentration.Woman: What other effects does Internet use have on children?Doctor: Since children started using the Internet it’s been

gradually reducing their attention span.Woman: Do you have any other patients like him?Doctor: Yes, an 11th-grader who has been making excellent

video fi lms for some time has also been doing very poorly in school.

� a. How long have you been working on the effects that video games have on children, doctor?b. And yet we have been using computers in schools for decades.c. So far my students haven’t been showing any specifi c attention problems.d. It’s probably because they have been following my advice closely.

Where Will It End? (p. 108-109)

(p. 108)

L’objectif de cet activité est d’amener les élèves à réfl échir à l’une des formes les plus populaires de distraction chez les jeunes aujourd’hui : les jeux vidéos. Au delà de cette réfl exion, l’enjeu est le développement en parallèle des compétences de compréhension de l’écrit (les courts textes présentant les avantages et les inconvénients des jeux vidéos) et d’expression orale (le débat). Les deux premières questions permettent au professeur d’introduire le sujet. Les possibilités d’interaction ou de prises de parole en continu sont multiples.• Pour n° 1, des questions ciblées permettront de bien faire la différence entre les différents jeux qui peuvent pour les non-initiés paraître tous identiques :What is the aim of the game ? How do you win the game?Where and when does the action take place?What type of character are you?Where’s the fun in this game?In what way are these games different? Do you play all of these games? Why? Why not?• Pour n° 2, il est tout à fait envisageable de demander aux élèves de décrire les évolutions dans les jeux représentés et ensuite de diviser la classe en groupe et de leur demander d’imaginer les évolutions probables/possibles sous forme interactive dans un premier temps puis sous forme de prise de parole en continu face à la classe. Voici quelques mots et expressions utiles :fast-paced : au rythme rapidea multiplatform shooter game : un jeu vidéo dont l’objectif premier est d’éliminer le plus grand nombre d’adversaires et qui peut se jouer sur des formats différents (PC, Xbox, Playstation...).platform games : jeux plateformes (jeux d’adresse où l’on passe d’une plateforme à une autre en sautant des obstacles)life-simulation games : les jeux qui permettent de créer des personnages (SIMS)a virtual society : une société virtuelleopponents : les adversairesthe skill level : le niveau de diffi culté du jeua single-player/multi-player game : un jeu que l’on joue seul ou à plusieursthe battlefi eld : le champ de batailleperks : des avantagesequipment : le matériel, l’équipmentyou have to pay your way : il faut payer pour pouvoir avancer dans le jeuearn points : gagner des pointsexperience points : des points gagnés après avoir réussi une actiongambling against other players : parier contre les autres joueursa four-player cooperative mode : le mode qui permet à quatre joueurs de jouer en même temps en ligne• Pour n° 3, il est conseillé de diviser la classe en groupes :– un petit groupe d’élèves qui devra défendre l’idée que les jeux vidéos sont utiles ;– un petit groupe d’élèves qui devra défendre l’idée que les jeux vidéos sont dangereux ;

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– les membres du jury qui devront voter et justifi er leur vote ;– les autres élèves de la classe qui devront prendre des notes et souligner les éléments positifs et les points de progrès au niveau du débat.

Corrigé� (exemple) The covers of the two video games at the top of the page give us the impression that the games are violent and that the main goal is to eliminate as many opponents as possible. Most players will probably be teenage boys. The Sims cover on the other hand is completely different. The characters on the cover suggest that it is a game mainly for girls. The goal is to be creative. The “Donkey Kong” game looks as if it’s for children or for the family as it uses cartoon animal characters. There will almost certainly be no violence. The aim is to get from one platform to the other as quickly as possible.� � (students’ own answers)

(p. 109)

Jade Goody a défrayé la chronique. C’est l’émission britannique de télé réalité Big Brother qui l’a rendue célèbre. Atteinte d’un cancer incurable, Jade Goody décide de médiatiser sa maladie et monnaye ses apparitions publiques pour mettre à l’abri fi nancièrement ses deux enfants. Elle décèdera quasiment en direct à l’âge de 27 ans. De nombreux sites web lui ont été consacrés :http://news.bbc.co.uk/2/hi/7925719.stmhttp://www.telegraph.co.uk/news/celebritynews/jade-goody/5104308/Jade-Goody-legacy-of-a-reality-TV-star.html

WORDWORK (p. 109)

Corrigé wordfi le-p109A. 1/a, 2/l, 3/f, 4/b, 5/e, 6/g, 7/j, 8/d, 9/n, 10/h, 11/m, 12/c, 13/o, 14/i, 15/k.B. TV talk shows (more often called chat shows in Britain) began in the 1950s when they were quite serious and politically-oriented. They developed in the 1970s and 80s into the “tabloid talk show” (e.g. Oprah Winfrey in the USA and Michael Parkinson in the UK) which marked the beginnings of celebrity culture and attracted more low-brow viewers. Then, in the 1990s, a new sort of talk show came along, hosted by people like Jerry Springer. These shows involved humiliation and emotional pain, paving the way for reality TV as we know it today.

PROJECT (p. 109)

On encouragera les élèves à ne pas préparer leur production de façon exhaustive mais sous forme de prises de notes afi n de garder une certaine spontanéité. Le professeur peut également décider, au moment de la restitution et à condition que certains groupes aient choisi le même thème, d’éclater les groupes de travail pour fonder de nouveaux groupes de restitution. Cela évite des productions de groupe apprises par cœur en amont.

Ateliers (p. 110-112)

Atelier 1 (p. 110)

ScriptREBECCA: This is the most popular sport in the world and its fans

will be the fi rst to tell you that. Hi, I’m Rebecca Brayton and

welcome to watchmojo.com and today we’re speaking with soccer expert and fan, John Doyle.

DOYLE: The World is a Ball is a book about soccer and I’ve covered two World Cup tournaments and two European championships for The Globe. It’s about me travelling to the tournaments, describing them and telling people about the kind of things you don’t see on television when you watch the World Cup or big international soccer tournaments. Describing what happens in the streets, in the cities, in the places where the big games happen.

REBECCA: Tell us about the correlation between soccer and national identity.

DOYLE: It’s one of the clichés about soccer that a national team sort of represents the country, elements of the country, the country’s character, in the way the team plays. Now there’s actually some truth in this, I think. The English play with a kind of doggedness, with a sort of bulldog spirit. They don’t necessarily play with a lot of fl air, but with a determination. The German team tends to play with precision and effi ciency. A country like Spain plays with great panache, with a sort of Latin fl air to it, and you sometimes see Spanish players on the fi eld and they almost look like matadors. But one of the interesting things about the big tournaments is how, for some reason at the big tournaments, people feel empowered to make fun of the stereotypes about their own country. I’ve been at big games in Europe where France is playing, and some of the French supporters, you will see guys wearing a beret and carrying a plastic baguette. The Irish, for instance, sometimes they will dress as leprechauns.

REBECCA: Why is soccer such a global phenomenon?DOYLE: It’s one of the few international languages that we have.

It’s one of the few things that every culture, no matter where in the world, no matter what your background, if you’re a Catholic, a Jew, a Muslim, anywhere in the world you understand soccer.

REBECCA: And why would you say North America has only recently jumped on the bandwagon?

DOYLE: I don’t ever expect that soccer will become the number one sport in Canada and the United States. If you’re interested in soccer in the US, that kind of signals you as an outward-looking, forward-thinking person, a person who’s interested in the world outside the United States, whereas if you despise soccer, and some people do in the United States, despise it as being, you know, European and foreign and alien, then that signals you often as a Republican, somebody who believes that North American sports like baseball and NFL football are superior because they are the American game. What is going to happen, I think, is that cultural diversity, waves of immigration, that’s slowly changing the role of soccer. But a number of young people are playing soccer in both countries, I think, in the case that eventually it will become the third, fourth most popular sport here.

REBECCA: Thank you very much.DOYLE: You’re welcome. Enjoy the World Cup.

Corrigé(questions du manuel)

livre du professeur


� (exemple) The pictures show how professional football has become more than just a sport, especially when played between national teams. Picture 1 shows how one particular crowd is guided by a drum in its cheers and chants, slightly reminiscent of armies on the march... Pictures 2 and 3 show the amusing and joyous side of football: it has become so important for some people that they will wear the most absurd wigs, clothes and make-up to bear witness to their allegiance and will show excesses of emotion that verge on hysteria. Picture 4 is more menacing: there are policemen in riot gear, probably because violence is expected at this match, and there are fans saluting their team with something very similar to the Nazi salute. All the pictures suggest that football can drive people to extremes of emotion and behaviour.� a. England plays with determination and doggedness, Germany with effi ciency and precision, Spain with fl air and panache.b. They sometimes appear as stereotypes of their own countries.c. All types of people like it, whatever their culture or background. In the USA, outward-looking, forward-thinking people like it.d. Football (soccer) is associated with the Democrats (for the reasons given in c), whereas American football is associated with the Republicans because it’s the national sport and not related to Europe or the rest of the world. (The Republican party is a very conservative party.)e. He does think so, because of the amount of immigration from countries where football (soccer) is the most popular sport.� (students’ own answers)

dvdfi le-p1101/a/c/d, 2/c, 3.

England Germany Spain

bulldogdeterminationdoggedness

effi ciencyprecision

fl airpanache

� A US soccer fan is thought of outward-looking and forward-thinking, whereas if you despise soccer as being you know European and foreign and alien, then that signals you often as a Republican, somebody who believes that baseball and NFL football are superior because they are American.

Additional informationThe fl ags/colours of countries shown in the video, in order of appearance:• Cameroon: vertical stripes of green, red and yellow, with a yellow star in the middle.• Republic of Ireland: vertical stripes of green, white and orange.• Brazil: a blue sphere in a yellow lozenge in a green rectangle.• Nigeria: two vertical green stripes on either side of a white one.• South Korea: a blue and red Ying/Yang symbol on a white background, with black lines.• Burkina Faso: a red rectangle above a green one, with a yellow star in the middle.• New Zealand: a blue background with the Union Jack (fl ag of the UK) in one corner and four stars.• South Africa: a geometric design of black, yellow, green, white, red and blue.

The matches/footballers seen, in order are:• Germany v. France• Spain (Torres)• Brazil (Pele) v. France• Italy• Denmark (Colding) v. Nigeria

Atelier 2 (p. 111)

L’intérêt du document réside dans le paradoxe central : fi lms are for real. En effet, le personnage principal est un acteur de théâtre mais ne trouve pas de travail et ne gagne pas d’argent. Il souhaite intégrer l’industrie du cinéma. Nous sommes en Inde, un pays où le cinéma est un art très populaire alors que le théâtre classique est incompréhensible par la majorité des Indiens.Le document est également intéressant parce qu’il présente deux genres d’acteurs présents dans cette unité : les acteurs de cinéma et les acteurs de théâtre.Les questions posées commencent par des questions de compréhension globale puis des questions plus détaillées. Avec des élèves en diffi culté, nous conseillons d’aider dans le domaine culturel en montrant des exemples de fi lms Indiens (à l’aide de bandes annonces ou d’extraits proposés sur Youtube, par exemple). Cela leur permettra de mieux répondre à la partie explain de la question 2. Une aide sera aussi nécessaire pour la question 5.

Corrigé� The scene takes place in India. The two characters are Malini, an accoutant executive who believes in the value of putting on English plays in India. The other character is Asok. He disagrees and defends the point of view that even the acting in Indian fi lms is less artifi cial.� Malini thinks that Hindi fi lms are not art. They are just actors “running around trees”, “chasing heroines”. She says this because Bollywood musical fi lms are love stories in which the actors often sing in an attempt to seduce the girls around them.� Ashok believes the English-langage theatre is reserved for a minority as the language is not understandable by the majority of Indians. It was written by English playwrights for English people who could understand the language. As such, in India, English plays are artifi cial. Moreover, Indians do not go to the theatre, they go to the cinema (“a language and a medium that guarantee both irrelevance and minorityhood” [l. 20-22]).� Ashok wants to enter the fi lm business because he wants to perform for his people but also because he wants to go into a profession which is a real profession in India and that can help him earn some money.� “Films are for real”. This is a paradox because fi lms are generally fi ctional stories and everything in Bollywood fi lms is artifi cial (everybody sings, there is always a happy ending...). The pleasure in watching Bollywood fi lms comes from this escapism. However, for Ashok, the Bollywood fi lm industry is real because it is a popular and prosperous industry.� (students’ own answers)

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Atelier 3 (p. 112)

Corrigé� The scene takes place in a living-room of an ordinary house.� The two characters are an elderly couple sitting on a sofa and watching TV. The man is drinking from a can which could be beer. Neither of them is smartly or fashionably dressed.� The cartoonist wants to show that, given the growing number of TV reality shows, it may occur that viewers get all mixed up and may no longer be able to tell the difference between serious news programmes and low-brow reality shows.� (exemple) It is a potentially worrying problem that viewers may get more interested in reality TV than in what is happening around the world. They may gradually get distanced from the real social, political and economic problems of the world.

Atelier 4 (p. 112)

On pourra lire aux élèves l’anecdote suivante :England was the last of the European countries to accept women on the stage. In the year 1629 a visiting company of French players gave performances at Blackfriars, with actresses. An English writer of the time called these women “monsters” and the audience would have none of them. They were hissed and “pippin-pelted” from the stage. (Source : http://www.theatrehistory.com/british/bellinger001.html)Un peu de lexique utile :Adjectifs : unfair, unequal, discriminatory, unjustifi ed, narrow-minded, small-minded, shocking, out of place, highly immoral, scandalous, outrageous, disgraceful, repugnant, morally wrong, sinful, unchaste, dissolute.Noms : gender discrimination.Verbes et expressions verbales : be prejudiced against, be discriminated against, not be open to change, not be on an equal footing with, differentiate, discriminate, draw/make a distinction, treat differently/unfairly, put at a disadvantage, favour.

Atelier 5 (p. 112)

Corrigé� (exemple) Do not listen to people who try to dissuade you from fulfi lling your dreams. Those who try to prevent you from fulfi lling your ambitions or who belittle you in your attempts to achieve your objectives are not people to look up to. On the other hand, people who are themselves very successful and motivated will often encourage you to accomplish things and be of great help.� (students’ own answers)


• Cette activité a pour objectif d’amener les élèves à réfl échir à la mise en scène d’une des pièces les plus célèbres de William Shakespeare. La classe représente le Shakespeare Memorial Theatre et elle doit choisir, parmi les propositions des élèves, la meilleure mise en scène pour une représentation prévue l’hiver prochain. Le projet fait donc essentiellement appel à l’imagination des élèves, leur capacité à faire visualiser des décors, des costumes, les effets spéciaux nécessaires.• L’activité pourra se développer en trois temps.

1. Une présentation à la classe du projet, de l’histoire de la pièce, suivi de la constitution des groupes. Chaque groupe est constitué de 4 élèves :– un élève présente le lieu et l’époque ;– un autre présente le décor ;– un troisième détaille les costumes et les objets présents sur scène ;– le quatrième élève explique les effets spéciaux, le coût éventuel de la production et peut conclure sur le lien entre les choix effectués et le sens de la pièce.2. Une séance destinée à une première réfl exion sur les choix de mise en scène, des décors...3. Une ou deux séances pour la présentation des projets face à la classe avec le vote fi nal pour le meilleur projet.• Un travail à la maison peut s’avérer nécessaire pour donner l’occasion aux élèves d’améliorer les détails de chaque projet et de préparer la présentation visuelle. En effet, la réussite du projet dépendra de la capacité des groupes à faire imaginer et comprendre les choix effectués. Ceux-ci seront d’autant plus compréhensibles qu’ils seront accompagnés de supports visuels. Il ne faudra donc pas hésiter à encourager les élèves à préparer des supports qui peuvent être réalisés sous diverses formes (panneaux, diaporama...). Certains apprécieront également de pouvoir amener quelques costumes ou un simple chapeau et une écharpe pour mettre la classe dans l’ambiance.• La prise de parole s’effectue de deux manières :– en interaction pendant la préparation du projet et le vote fi nal ;– sous forme de prise de parole en continu pendant la présentation du projet face à la classe.• Le site internet suivant offre un résumé simplifi é de la pièce :http://absoluteshakespeare.com/guides/romeo_and_juliet/summary/romeo_and_juliet_summary.htmL’objectif n’est pas d’avoir une vision exhaustive de la pièce mais de permettre aux élèves d’en avoir une vision globale. Si votre classe est allée voir une pièce de théâtre anglophone dans le courant de l’année, il peut être intéressant de demander aux élèves de proposer d’autres mises en scènes. Un travail en collaboration avec les professeurs d’arts appliqués, arts plastiques, de théâtre est aussi possible si les options existent dans l’établissement.• Des critères d’évaluation explicites peuvent aider les élèves à mieux travailler leur projet. Chaque professeur aura ses propres critères en fonction du travail effectué depuis le début de l’année, mais il peut être envisageable de proposer aux élèves d’évaluer chez leurs camarades les points suivants :– la présentation globale du projet (Les élèves ont-ils parlé clairement ? Tout le monde a-t-il compris le projet ? Les élèves ont-ils lu leurs notes ? ...) ;– le projet en lui-même, (son originalité, l’attention portée aux détails, sa pertinence par rapport au sens de la pièce) ;– la capacité des élèves à s’exprimer en anglais (la prononciation, l’accentuation, le lexique et les structures).

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(p. 114)

Corrigé� This is a slow song in folksong style, with a message. The tone is very serene/gentle/relaxing/comforting/soothing and, to this extent could be said to have a peaceful tone. However, underlying the calm is a desperate voice hoping for a solution to the problem.� The main theme is the effect of television violence on violent crime, mainly with regard to crimes committed by children and teenagers who take everything at face value without thinking about whether or not what they see is good or evil. The singer mentions several groups:– young criminals– parents of young criminals– television producers (media men)– singers and movie-makers� (exemple) The problem is that no one wants to be held responsible for violent crime (committed by teenage boys): “we’ve all got blood on our hands”. Young criminals blame their upbringing and their surroundings for their own misdeeds and say that they are too young to be judged. Parents of young criminals place all the blame on violence on TV. Television producers (media men) say that they are merely giving the public what they want. Singers and movie-makers are used as examples of those who actually create images, but they won’t accept responsibility because they believe audiences should be able to tell the difference between fi ction and reality.The solution he proposes is “turn[ing] that thing [i.e. the TV] down, turn[ing] it around!” (i.e. turning the volume down or simply not watching the TV any more).The cartoon expresses the same radical solution which a father has resorted to in order to put an end to the evil infl uence exerted by television on his child. The irony, of course, is that in doing so, the father has used exactly the sort of extreme violent action that he condemns; he can’t see that by being violent hmself, he is being a bad infl uence on his son and must therefore share in the responsibity if his son develops violent tendencies.


I would turn on the TV but it’s so embarrassingTo see all the other people; I don’t know what they mean.It was magic at fi rst when they spoke without sound.But now this world is gonna hurt, you’d better turn that thing down,Turn it around.

“Look, it wasn’t me,” says the boy with the gun.“Sure, I pulled the trigger but it needed to be doneBecause life’s been killing me ever since it begun [sic].You can’t blame me ‘cause I’m too young.”

“You can’t blame me; sure the killer was my sonBut I didn’t teach him to pull the trigger of the gun.It’s the killing on this TV screen.You can’t blame me; it’s those images he seen.”

“Well, you can’t blame me,” says the media man.“Well, I wasn’t the one who came up with the plan.Well, I just point my camera at what the people want to see.Man, it’s a two-way mirror and you can’t blame me.”

“You can’t blame me,” says the singer of the song,Or the maker of the movie which he based his life on.“It’s only entertainment and as anyone can seeThe smoke machines and make-up,Man, you can’t fool me.”

It was you, it was me, it was every man.We’ve all got the blood on our hands.We only receive what we demand,And if we want hell then hell’s what we’ll have.And I would turn on the TV,But it’s so embarrassingTo see all the other people.Don’t even know what they mean.And it was magic at fi rstBut it let everyone down,And now this world is gonna hurt;You’d better turn it around,Turn it around.


(p. 114)

Corrigé� The scene takes place during the night. (l. 8, “it was 3 a.m”/l. 20 “By 4...”)� Tanya is a producer. She produces television documentaries. She wants to produce a fi lm now.� “She lay awake thinking about the forthcoming meeting, playing the events over in her mind.” (l. 2-3) “Worst case scenario: she would forget everything she’d rehearsed and he would laugh her out of his offi ce.” (l. 5-7) “By 4 a.m. she was convinced that it would be all right. Fifteen minutes later, she was convinced it would all end in disaster.” (l.20-22)� She is stressed out because she keeps thinking about the interview she will have with Mr Cannon.� Mr Cannon works in Hollywood and must be an infl uential man in the fi lm industry.� According to the narrator, “Hollywood men” are well known for making women sleep with them before hiring them.� This sentence shows that Tanya is not completely against the idea of having sex with someone to get the job she really wants and to fulfi l her ambitions. The writer uses modals and adverbs to show how uncertain Tanya is. The repetition of the question “Couldn’t she?”conveys Tanya’s hesitations.

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(p. 115)

La consigne est claire, il s’agit de convaincre quelqu’un. Activité d’expression orale ici, mais qui pourrait très bien être réalisée dans le cadre d’une activité d’interaction orale également, même si le « rôle » de l’interlocuteur sera beaucoup plus limité que celui du locuteur principal. Ce dernier va devoir exercer une rhétorique de persuasion forte. Il s’agit donc de trouver les arguments et le discours (le fond et la forme) pour « vendre » un spectacle à une personne réticente. Nous nous concentrerons donc ici sur la stratégie discursive et argumentative mise en œuvre pour décider cet ami à aller à ce spectacle à ne rater sous aucun prétexte ! Proposition de corrigé ci-dessous, sachant évidemment que celui-ci n’a pas valeur de modèle, s’agissant d’un exercice d’expression orale dans lequel, bien plus que les erreurs commises, le ton, les arguments, le dynamisme et la force de conviction seront pris en considération, et dans lequel un style oral et relâché est donc attendu.

Corrigé (exemple)Come on, it’s going to be so cool! I mean, you can’t miss it, it’s the King of Pop! Plus it’s gonna cheer you up! Forget about your essay for school and come have fun with me! You won’t regret it! It is set to be the show of the year. Plus it’s a good way to pay tribute to this huge star who left us way too soon! And it’s revolutionary, you know, since it’s the fi rst multimedia show ever produced! Were you aware of that? I’m sure you didn’t even know such a thing existed! There are going to be lots of TV screens everywhere, dance fl oors and a great atmosphere for sure! You wouldn’t want everybody around you talking about this show tomorrow and not being there, right? You wouldn’t want to miss it for the world! It’s at 7:30, so don’t tell me you have class or you are supposed to have dinner with your parents because I won’t take no for an answer! You’ll thank me afterwards, I’ll bet you! Look, I know you didn’t really like Michael’s last albums and that you found his personality kind of annoying but, I mean, he was the King of Pop. He had the most incredible career and an amazing voice, even though people made fun of him because of all the plastic surgery he had and stuff like that. And you know what? I heard that Janet Jackson will be there too, hosting the show and performing some of her brother’s songs, as well as some of Michael’s very own musicians and backing singers. Come on, it’s going to be so much fun!!! So, are you coming along? All right, I’ll pay for your ticket!


(p. 115)

Suggérez aux élèves de consulter les sites consacrés aux personnes nommées.

Corrigé� Walt Disney was a famous American fi lm producer, director, and screenwriter. His most famous creation is probably Mickey Mouse.

Groucho Marx was an American comedian and fi lm star of the 1930s who made thirteen feature fi lms with his siblings The Marx Brothers.Walt Disney meant that his job was to entertain people, to produce cartoons and movies that would make them forget about their daily worries. He acknowledges he is no teacher or philosopher. Yet producing cartoons and movies does not prevent him from teaching things to his audience. Hence he clearly says that his priority is entertainment. The second quote refers to the opinion of some people that Americans are more like children than adults – in this instance, in their need to be kept entertained; they are always looking for the most extraordinary video game, the most fantastic movie, etc. The last quote from Groucho Marx is a (sarcastic) joke: when he says that he agrees that television is very educating, he means that it is so bad that he never watches it, and educates himself instead by reading books.Other possible phrasings:– (Walt Disney:) “People may learn a few things while being entertained and that’s quite OK, but I would not confuse education and entertainment, unlike what’s happening today in some classrooms.”– (Groucho Marx) “If I wanted to do away with education and knowledge, I’d throw all my books away and buy a TV set.”� (students’ own answers)

Peep Show (p. 116-117)

(p. 116)

Le roman de Faith Bleasdale pousse le reality show à l’extrême ! Afi n d’atteindre la célébrité dont elle rêve dans le domaine de la production télévisuelle, Tanya, l’héroïne, imagine un scénario incroyable : fi lmer ses quatre co-locataires et elle-même, les premiers à leur insu, dans leur vie de tous les jours. Des caméras minuscules ont donc été installées dans les pièces communes et dans celles réservées à chaque co-locataire. Tanya a installé une véritable régie secrète et inaccessible dans la partie personelle de la demeure qu’elle partage avec ses amis... On imagine la suite. À lire !

Corrigé� Harvey got the idea to make a fl y-on-the-wall fi lm when he realised that people can really get addicted to reality TV.� Harvey may have done some acting and knows how to catch people’s attention. Here, the author uses the double meaning of the adjective “dramatic” (the way Harvey expresses himself is both “striking” and “theatrical”.)� Harvey does not plan to write a script for his fi lm; neither does he want to employ professional actors. He intends to fi lm people’s lives without their knowing it.� The fi lm will focus on the people who live in the same house as Tanya. They are all in their twenties.Tanya is a producer and she will be the only one to know what is going on in their house.Leigh’s nickname is LeeLee and she only wears pink clothes. She is interested in fashion. She is secretly in love with Gus who does not seem to be attracted to her.

livre du professeur


Gus is a good-looking, sentimental doctor.David is a computer geek whose private life amounts to online dating.Eric is a pharmacist who thinks that cannabis should be legalised and used as a cure in some medical cases.� Cherry is at fi rst surprised at the absurdity of Harvey’s idea (“Cherry tried to digest what she had heard” [l. 64-65]). Even if she is used to Harvey’s weird ideas she seems dubious about the project.

Cherry raises a legal question at the end of the passage. Since the “actors” will not be aware of the fact that they are acting in a fi lm, they might not give their consent to release it.


Avant de demander aux élèves de faire la première activité, il est possible d’exploiter avec eux des bandes-annonces de fi lms pour qu’ils travaillent sur l’intonation et la prononciation. Ils pourront ensuite enregistrer leur propre bande annonce et la faire écouter à la classe qui élira la meilleure bande annonce.

Le changement est une constante de l’évolution de la civilisation humaine, mais notre monde change à une vitesse telle qu’il est diffi cile de suivre, même si les jeunes générations semblent s’adapter plus facilement que les plus âgées à ces transformations incessantes. Avant de nous demander si les choses changent pour le meilleur ou pour le pire (voir le chapitre 8), nous évoquons dans ce chapitre les changements qui se produisent dans les domaines scientifi que et sociétal. Notre préoccupation, ce faisant, est d’inciter discrètement les élèves à aussi regarder en arrière afi n de ne pas perdre le sens de la perspective ou nos repères humanistes...


Les photos choisies pour cette double page d’ouverture illustrent ces changements, mais le dessin, lui, laisse entrevoir une vision inquiétante de l’effet qu’ils pourraient avoir sur les générations à venir en particulier.

(p. 119)

Corrigé� � (exemples) Picture 1 is of two people apparently discussing photo-sharing on a social network. The development of internet social networks such as Facebook and Twitter has had a huge infl uence on the way people interact and the speed with which information travels.Picture 2 is a smartphone. The arrival of the mobile phone and particularly of the iPhone and its competitors with Internet access and a host of applications has radically changed our patterns of communication.Picture 3 is the celebrated double helix of human DNA. The identifi cation of DNA is probably the most signifi cant scientifi c breakthrough of the late 20th century. It is most frequently associated with crime investigation and genetic modifi cation.Picture 4 is (at the time of publishing) the smallest TV set in the world. It is an example of the extent to which miniaturisation has become part of our world, bringing with it the whole fi eld of nanoscience.� The cartoon shows (as cartoons naturally do) an exaggerated

view of the way some grown-ups see today’s teenagers or of the way they are heading. This view is not altogether fl attering to say the least and is rather a stereotype of what some adults think of teenagers. This one is represented as very sloppy, suffering from a typical lack of sustained attention span as he is doing three things at the same time: watching one of the grossest cartoons ever produced on TV, while watching what looks like a movie on his laptop and listening to music coming from his smartphone. He has apparently been given a book to read but looks and sounds as if he’d never seen such a thing in his whole life, wondering how it “works”... This cartoon is obviously meant to make people laugh and shouldn’t be taken seriously. Or should it?

Script dvdscript-p118SCHWARCZ: Vaccination is probably the greatest scientifi c advance

that has been introduced in medicine in the history of the world in terms of the number of lives that have been saved. It’s surprising there should be any opposition.

REBECCA: While most experts say vaccination is the best way to protect yourself against dangerous illnesses, some people still argue against it. Hi, I’m Rebecca Brayton and welcome to watchmojo.com and today we’ll be learning more about the vaccination debate. First of all, could you kind of outline what the debate actually is?

SCHWARCZ: With the H1N1 now we’re up to about 9,000 people who’ve died around the world. You constantly hear stories of that... well there’s 30 or 40,000 people in North America who die every year just from regular fl u, so why are we squawking so much about a few thousand people dying?

PRESENTER 1: Well now, how many people have died this year already from the regular normal fl u?

SCHWARCZ: It’s a silly argument.PRESENTER 2: If you had to choose, you’d probably choose at this

point the swine fl u over the regular seasonal fl uSCHWARCZ: Well these are not mutually exclusive problems. Those

9,000 people are on top of the people who are dying from seasonal fl u not instead of them. So of course we want to reduce that. Jenny McCarthy, an actress and Jim Carrey, an actor – a very good actor, but nevertheless an actor, with no scientifi c background – are not the people to be listening to.

7 Our Changing World



CARREY: What happened after 1989? [inaudible] 26 more vaccines. Are all of them absolutely necessary?

INTERVIEWER: They want to make money?MCCARTHY: Of course.SCHWARCZ: These are the ones who are swaying public opinion, and

alarming people about – quote – the dangers of the vaccine. Well, those dangers have to be put into context, relative to the benefi t that the vaccine brings.

REBECCA: In terms of the H1N1 vaccine, there’s some debate as to whether or not it’s been tested enough. What’s your take on that?

SCHWARCZ: The vaccine is made exactly the same way as the regular seasonal fl u vaccine we’ve made... we’ve had now for over a dozen years. The technology’s exactly the same, the concept is exactly the same. This vaccine doesn’t need any special testing that, you know, hasn’t already been done.

REBECCA: Why would you say this debate is gaining steam right now?

SCHWARCZ: People love conspiracies. To think that some company has developed fi rst something to cause a disease and then something to solve that disease just for, you know, their own coffers. The reason that it sells... sometimes there is some truth to it, you know, governments have not always done the right thing and companies have not always done the right thing. And that, of course, just feeds into this. The bottom line is: if you want to turn a profi t, what’s the best way to do that? By producing a product that’s good and that works, and that doesn’t kill your customers. Even if you don’t have any kind of morals at all, if all you’re looking for is the bottom line, well your bottom line is going to be increased if you produce good drugs that help more people.

REBECCA: Thank you very much.SCHWARCZ: Thanks.

Corrigé dvdfi le-p118A. 1, 5, 7.B. Opponents to vaccines think that drug companies are being alarmist and are simply bringing out more and more vaccines in order to make money. They are exaggerating the danger of viruses like H1N1 so as to sell more vaccine. What’s more, they say the vaccines are not always properly tested, which adds to the risk.C. 1/b/c/e, 2/c.

Unstoppable Cells (p. 120-121)

L’intérêt du texte réside dans le fait qu’il présente de manière claire et chronologique la manière dont une découverte majeure a eu lieu. Le lexique médical anglais est très similaire à celui utilisé en français. Le texte ne pose donc pas de diffi culté de compréhension écrite majeure. En revanche, sur le plan des détails, les élèves risquent d’avoir du mal à comprendre de manière précise les gestes des chercheurs. C’est la raison pour laquelle nous avons concentré les questions sur cet aspect précis.Par ailleurs, au-delà de l’extrait présenté ici, l’intérêt du livre se situe sur le plan éthique puisque les chercheurs n’ont jamais prévenu Henrietta Lacks ou sa famille qu’ils effectuaient des

recherches à partir de ses cellules. Ce n’est que par hasard que les enfants ont découvert que les cellules de leur mère avaient permis de guérir des milliers, voire de millions de personnes. Le fait qu’Henrietta Lacks soit une femme noire n’est pas dénué d’intérêt et permet d’aborder ainsi non seulement le respect de la personne mais également la problématique du racisme aux Etats-Unis dans les années 50.L’ordre des activités proposées sur ces deux pages permet aux élèves d’acquérir le vocabulaire de manière progressive (ils lisent puis écrivent et enfi n s’expriment sur le sujet). La partie Speak permet d’introduire le texte et le thème de la recherche médicale en général. La découverte des cellules immortelles est annoncée ainsi que le problème éthique posé par le fait que ni Henrietta Lacks ni sa famille n’ont été mises au courant de ces recherches. Les questions dans la partie Read sont assez simples, suivent l’ordre du texte et facilitent la compréhension. La partie Wordwork comprend une série d’exercices qui ont pour objectif d’aider les élèves à comprendre et à mémoriser à la fois le lexique du texte et le lexique de la recherche médicale en général. La partie Interact que vous trouverez dans les Teamfi les est destinée à ceux qui souhaitent aborder le texte de manière plus précise : le style de l’auteur, les relations entre les personnages, les problèmes éthiques. Write et Project font appel à l’imagination des élèves, abordent le problème médical sur le plan de l’impact sur les familles et approfondissent également l’aspect éthique de la situation.

(p. 120)

CorrigéThe title suggests that we are going to deal with scientifi c research and medical research in particular. The book cover shows the picture of a woman by the name of Henrietta Lacks, which doesn’t give many clues as to what the book is about. But the title of the book does and so does the small print under the title: they almost summarise what the book is about.

(p. 120)

Corrigé� The biggest problem faced by Margaret Gey when dealing with cell culture is the fact that she did not know exactly what nutrients “they needed to survive or how best to supply them”. She was also very much afraid of contamination as “bacteria and a host of other microorganisms could fi nd their way into cultures-from people’s unwashed hands...”(l. 7-14). Her previous experience as a nurse helped her because this experience meant that “sterility was her specialty” (l. 15-17).� Once she was sure she had followed all the sterilizing rules she “picked up the pieces of Henrietta’s cervix”, sliced them into “one-millimeter squares”, “sucked each square into a pipette”, dropped them onto clots, and “placed them at the bottom of dozens of test tubes” (l. 22-32).� Les élèves miment les gestes.� At fi rst nothing happened. Then, the cells started growing – but just a little. Finally, they grew “with a mythological intensity” (l. 39-42).� George did not believe that anything extraordinary would

livre du professeur


happen. When the cells did not develop, he was not surprised (l. 36). When they started to develop, he refused to be enthusiastic about it, believing that they “could die any minute” (l. 48-49). Finally, he realized that he might have grown the fi rst immortal cells, talked to his closest colleagues about it and gave them cells when they asked him for some (l. 47-59).

WORDWORK (p. 120)

Corrigé wordfi le-p120-1aA. 1. nutrient, 2. surgical, 3. glassware, 4. slice, 5. test tube, 6. plug, 7. rubber stopper.B. 1. trained, 2. patrolled, 3. drill.C. 1. sterility (caractère stérile), 2. dust particles (poussières), 3. deadly infections (infections létales), 4. spots (petites taches), 5. smudges (bavures).D. 1/e, 2/d, 3/j, 4/b, 5/i, 6/f, 7/g, 8/c, 9/h, 10/a.

wordfi le-p120-1bA, B, C. (voir 1a ci-dessus)D. 1. for starters, 2. host, 3. could fi nd their way into, 4. key to, 5. prevent, 6. didn’t think much of it, 7. for a while, 8. weren’t merely surviving, 9. spreading, 10. unstoppable.

wordfi le-p120-2A. Medical research has greatly improved over the past decades. As a result, patients live longer and healthier lives. New surgical techniques have been developed such as microsurgery which requires a microscope for surgery and is notably effective in helping the repair of blood vessels and the re-attachment of severed parts after an accident. The safety and effectiveness of new drugs have been increased by the development of clinical trials where a number of patients are given a treatment or their normal medication while a certain number of other patients are given a placebo. The number of patients can vary from a few to several hundreds or thousands. Pre-clinical research involves the invention of new treatments based on theory or on animal experiments. Sometimes, healthy people volunteer to test new drugs. The result of all this research has been wide-ranging, from the development of vaccines against polio or measles to improved treatments for patients with AIDS.B. 1/b, 2/g, 3/d, 4/f, 5/a, 6/e, 7/c.

(p. 121)

Il nous a semblé intéressant au-delà de la simple compréhension du texte de proposer aux élèves une activité qui leur permettait de s’investir de manière plus personnelle tout en réinvestissant le lexique abordé depuis le début de la séquence. On peut apporter aux élèves l’information suivante : You should know that Henrietta Lack’s family (or Henrietta Lacks herself) was never aware of the use of their mother’s cells. They were never asked permission to do the research and were never told how the cells helped cure many people. They only discovered the fact by pure chance as one of the children was having a conversation with a researcher who told her what had happened to the cells. It is also important to know that the medical profession in the United States makes a lot of money out of research and that the children of Henrietta Lacks do not even have full medical cover.

(p. 121)

Corrigé teamfi le-p121-1A. 1. It is paradoxical because nobody is immortal. The author probably chose the title for two reasons. First, the story is about the cells of a woman which never stop growing and that we can hence qualify as “immortal”. Also, the paradoxical nature of the title is meant to intrigue readers into buying the book.2. “For the next few days”/”Soon”. These expressions show that the scientifi c experiment is being described meticulously and chronologically. They also underline the style of the author: the discovery is meant to be revealed little by little, as in a thriller.3. These expressions reveal that the author’s style is closer to an oral account of what happened than to a written account. Of course “for starters” and “still” are also used in novels but they are more the type of words that we fi nd in dialogues. I believe the author chose the style because it makes it easier for the ordinary reader to understand the scientifi c aspects of the discovery.4. This conjunction is the word “but”. The author uses it often as a mark of the contradiction between what was expected (“the cells were not growing” [l. 34]) and what was happening (“the cells were growing” [l. 34], “weren’t merely surviving” [l. 36], “they didn’t” [l. 44]). It highlights the surprise they felt as the experiment was progressing.

teamfi le-p121-2A. 1. “had been trained”, “patrolled”, “inspecting”. These words tell us that she has been trained in a very thorough, almost military-like environment and suggest that she is not a very friendly person who likes to make people feel at ease in the workplace. She puts her work above all else.2. Mary “followed Margaret’s sterilizing rules meticulously”. This suggests that people feared Margaret. The word “wrath” suggests that she could often get angry if her orders were not strictly obeyed.3. Margaret: authoritarian, bossy, perfectionist, thorough, tyrannical.Mary: cautious, cheerful, perfectionist, professional.4. It is because Mary obeyed Margaret’s instructions about sterilisation that the experiment was a success. If she hadn’t followed the rules to the letter, the cells would have been contaminated.5. The expression “Big surprise” is ironic. In fact, nothing has happened, the cells are not multiplying in the test tubes, which is what is expected. Mary does not believe anything is going to happen. Nothing of the sort had ever happened before anyway.6. Mary’s fi rst reaction is similar to George’s as both believe that nothing is going to happen. Mary “didn’t think much of it” (l. 34) and George says “The cells could die any minute”. He refuses to become optimistic for fear of being disappointed later on. The fact that they both changed their point of view is seen in the way Mary is obliged to notice that the cells are growing (“as much space as Mary gave them” [l. 42]) and the fact that George did not hesitate to give some of the cells to colleagues.

teamfi le-p121-3A. 1. The book cover gives the impression that the doctors were disrespectful of Henrietta Lacks’ rights. They seem to have no respect for people in general and to put their scientifi c



experiments above all else in order to make a lot of money.2. 1/b, 2/i, 3/d, 4/k, 5/a, 6/g, 7/h, 8/f, 9/e, 10/j, 11/c.

teamfi le-p121-4a/bA. 1/b, 2/f, 3/f, 4/c, 5/e, 6/d, 7/a.2. a. “Can I have some? And George said yes” (l. 53-54)b. “no one knew exactly what nutrients they needed to survive” (l. 2-3)c. “George told a few of his closest colleagues” (l. 50)d. “Mary followed Margaret’s sterilizing rules meticulously” (l. 15-16)3. a. Doctors must remember that they are dealing with humans and not animals. The nature of their work obliges them to distance themselves from their patients in order to be able to work but that does not mean that they must completely forget that the object of their work is a person.b. A doctor’s medical knowledge can give him or her the power to cure or kill. He must put this knowledge at the service of curing people.c. Doctors can be more concerned by the scientifi c aspect of a disease (as in the case of Henrietta Lacks) than in the patients themselves. They must not forget that behind each case is a human being.4. The scientifi c approach to the experiment is obvious in the extract as the characters must adhere absolutely to the rules about sterilization enforced by Margaret. This is fundamental to the success of experiments in labs. However, the extract also shows that there is art involved because the results had never been obtained before, which suggests that something in the manner of doing things was different.

PROJECT (p. 121)

La partie « project » permet de passer de l’écrit à l’oral. Le problème éthique posé par le thème est à nouveau exploité ici mais à l’oral et sous forme de prise de parole en interaction.L’activité peut se dérouler dans le cadre d’une heure de cours (voire deux si l’on souhaite que « tout le monde passe »). Pour permettre un bon déroulement de l’activité, nous conseillons de diviser la classe en trois groupes :– le journaliste qui présente les invités et peut poser des questions ou exiger des réponses ;– un descendant de Henrietta Lacks qui exige des explications ;– un scientifi que qui utilise les cellules de Henrietta Lacks dans le cadre de ses recherches et qui veut convaincre le public de l’intérêt de ses recherches.Voici le déroulement de la séance que nous proposons :1. Présentation de l’objectif de l’activité et division de la classe en trois groupes.2. Les élèves réfl échissent à ce qu’ils vont dire pour présenter le débat ou défendre leur point de vue.3. Les élèves jouent le sketch par groupe de 3 face à la classe et le sketch est suivi d’un bilan sur la prestation globale du groupe.

Nous pensons que les élèves qui écoutent seront plus intéres-sés par les prestations de leurs camarades s’ils sont encouragés à écouter les sketchs de manière active et s’ils sont encouragés à évaluer leurs camarades. Nous proposons donc la grille d’évaluation suivante, que chacun pourra modifi er en fonction

de ses propres objectifs :– capacité à s’exprimer en anglais sans faire de longues pauses – capacité à écouter son interlocuteur et à réagir de manière appropriée ;– correction de la langue (lexique, grammaire, prononciation).


Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)(7) Les bras croisés, Margaret patrouillait (3) dans le labo, se penchait par dessus l’épaule (5) des laborantins pendant qu’ils travaillaient (3), et inspectait éprouvettes, pipettes, ballons, etc. (8) à la recherche (8) de la moindre (8, 11) tache ou de la moindre trace. Mary suivait scrupuleusement les règles de stérilisation édictées par (8) Margaret afi n de ne pas encourir sa colère/son ire (11). Ce n’est qu’ensuite qu’elle prélevait les échantillons du col de l’utérus d’Henrietta et qu’elle les découpait méticuleusement en carrés de un millimètre (3).

The Social Network (p. 122)

Cette photo est tirée du fi lm The Social Network (2010), qui raconte la création du réseau social Facebook par Mark Zuckerberg à l’Université d’Harvard en 2003 et les problèmes légaux qui s’en sont suivis. C’est un fi lm qui a reçu un immense succès international et qui marque notre époque.

(p. 122)

CorrigéThe Social Network is a fi lm about the creation of Facebook and the case against Mark Zuckerberg for having stolen the original idea. The characters look as if they are encouraging Mark who seems to be concentrating hard, working on his computer.

(p. 122)

Script tapescript33-p122PRESENTER : Hello, good evening, and welcome to another edition

of Critics Corner with, as our guests, Miles Davidson, head of the Beetny Record label, children’s author Cathy Myers and well-known fi lm producer Harry Split, who’ll be giving us their comments. Later on in the programme they’ll be discussing the new bestselling novel, Flight by Adam Thorpe, plus the latest recording of La Traviata from EMI, but fi rst on the show is the fi lm The Social Network. A two-hour movie directed by David Fincher and produced in the USA, it stars Andrew Garfi eld, Justin Timberlake and Jesse Eisenberg, to name but a few. The story of the creation of the networking website Facebook and about the legal fi ght over who gains fi nancially and who gets the recognition, it has received much acclaim from the American critics. The opening scenes are shot in the prestigious university of Harvard and then the fi lm gradually pans out to San Francisco and later England. Cathy, what did you think?

CATHY: Well, not a Facebook subscriber myself and having witnessed my daughter waste half her life on it, I was rather reluctant to go and see this fi lm. But, I must admit

livre du professeur


that I was very soon drawn into its lightning-fast rhythm, the Harvard setting, the intense performance of Jesse Eisenberg playing Mark Zuckerberg and the backstabbing legal rows between Mark and his co-founder and original investor Eduardo Saverin played so sensitively by Andrew Garfi eld and those wonderfully portrayed alpha-male Winklevoss twins. I was gripped all the way through. I thought it was an unusually relevant engagement with a major social issue of the day.

PRESENTER: Miles, did you fi nd the fi lm dealt successfully with the phenomenon of Facebook and the character of its creator Mark Zuckerberg?

MILES: Yes, I thought Eisenberg really captured the vacant, calculating side of someone operating on a slightly different sphere from the rest of us; it cut through Zuckerberg’s nervous arrogance, revealing the way his genius level IQ and social insecurities have combined to form an almighty chip on his shoulder.

HARRY: Oh, I don’t think Mark came across as arrogant so much as a borderline sociopath, and someone who doesn’t suffer fools gladly. For me he was an entirely sympathetic believable character who was maybe just a touch irritating at times.

CATHY: What I thought the fi lm did so well was to show ignoramuses like me just where Facebook has come from. It was a real insight into that amazingly fast-moving world which obviously refl ects where the younger generation is at. I mean it explores so well how the new generation seeks an illusion of connectivity through virtual means.

MILES: Yes and what’s ironic is the way the comparatively ancient art form such as cinema, with its ability to connect strangers the world over, has managed to pull this off in such a spectacular way. I tend to feel that Mark’s – to use your words Harry – sociopathic behaviour is refl ected in the way people like your daughter, Cathy, are being socially moulded. I mean the fi lm is a lot about Mark’s revenge on his girlfriend Erica and his resentment about being barred from the Harvard social clubs. I wonder if through Facebook, he’ll fi nally infl ict us all with his bitterness. That’s what the fi lm suggested to me.

PRESENTER: Well, thank you, now let’s move on to La Traviata...

Corrigé� Four people are talking.� In a radio studio.� The presenter, Cathy Myers (children’s author), Miles Davidson (head of the Beetny Record label) and Harry Split (fi lm producer).� The Social Network, about the creation of Facebook and the legal action to decide who gains fi nancially and who gets the recognition.� They are enthusiastic.

(p. 122)

Corrigé(exemple) Holy Rollers (Kevin Asch 2010), set in the close-knit community of ultra-orthodox Jews in Williamsburg, is a

fi lm about how a group of them transported a million ecstasy pills from Amsterdam to New York at the end of the nineties. We follow one of them, twenty-year-old Sam Gold (Jesse Eisenberg), a shy and awkward man whose friend lures him into traffi cking by pretending it is medicine. He soon realizes the bitter truth, but gets sucked into the world of big money and falls in love with the boss’s girlfriend Rachel (Ari Graynor), lost like him. Critics have been unfairly negative about the fi lm. I didn’t think it was tedious but rather it had an original cinematographic style with an unusual, relaxed rhythm. I thought the fi lm was compelling all the way through, with Jesse Eisenberg giving a convincing, poignant performance. The family scenes were realistic and moving; it was eye-opening to have a confrontation of two parallel worlds: on the one hand Rachel taking the pills in a whirl of smoky clubs and innocence, and on the other, the dark, unsettling truth behind all the glamour.

WORDWORK (p. 122)

Corrigé wordfi le-p122-1a/1bA. 1. guests, 2. bestselling, 3. fl ight, 4. stars, 5. acclaim, 6. university, 7. Harvard, 8. waste, 9. reluctant, 10. lightning, 11. twins, 12. genius.B. 1/g, 2/c, 3/b, 4/i, 5/a, 6/k, 7/h, 8/l, 9/e, 10/j, 11/d, 12/f.

wordfi le-p122-2A.

English Frenchappalling épouvantablecompelling prenantconvincing convaincantdisturbing troublantentertaining amusanteye-opening révélateurfrightening effrayantfunny drôlegripping prenantharrowing déchirantmoving émouvantpoignant poignantrealistic réalistesentimental sentimentalstartling renversantstriking frappanttedious ennuyeuxthought-provoking intéressanttrue to life réalisteunsettling perturbateurupsetting bouleversant

1. thought-provoking;2. Startling, compelling.3. Upsetting, harrowing.4. Realistic, true to life.5. Compelling, gripping, suspenseful.6. Harrowing, upsetting.



PRONOUNCE (p. 122)

Script tapescript34-35-p122(Track 34)“a” as in “cat”: «Andrew, Cathy, sociopath». The fi rst “a” in «arrogance», «gradually» and «spectacular». Both “a’s” in «backstabbing».“a” as in “about»: “performance, relevant, reluctant, sympathetic”. The second “a” in “gradually” and “spectacular”.(Track 35)1. gust, 2. bat, 3. done, 4. bed, 5. bun.

(p. 122)

Corrigé teamfi le-p122-1A. 1. Two hours2. David Fincher3. USA4. Jesse Eisenberg (plays Mark Zuckerberg), Andrew Garfi eld (plays Eduardo Saverin) and Justin Timberlake.5. The story of the creation of Facebook and the legal fi ght it involved.6. Mark’s revenge on his girlfriend Erica and his resentment at being barred from Harvard social clubs.7. Harvard University.8. San Francisco and England.

teamfi le-p122-2A. 1. Miles Davidson: head of a record label, Harry Split: fi lm producer, Cathy Myers: children’s author.2. a. She has a daughter who is addicted to Facebook. b. She doesn’t use it at all. c. She doesn’t know anything until she sees the fi lm. d. She is reluctant. e. “I was very soon drawn into its lightning-fast rhythm”, “I was gripped all the way through”.3. The phenomenon of Facebook. The character of Mark Zuckerberg.4. He disagrees about the fact that Mark is arrogant.

teamfi le-p122-3A. 1. Intense.2. Sensitively.3. Wonderfully.4. Alpha-Male.5. “I thought Eisenberg really captured the vacant, calculating side of someone operating on a slightly different sphere from the rest of us; it cut through Zuckerberg’s nervous arrogance, revealing the way his genius level IQ and social insecurities have combined to form an almighty chip on his shoulder.”6. He feels that Mark Zuckerberg is a highly intelligent, rather awkward character, who doesn’t fi t in and therefore compensates for his social inadequacies with an air of superiority.7. a borderline sociopath, sympathetic, believable.

teamfi le-p122-41. lightning-fast rhythm, unusually relevant engagement, a real insight, explores so well.2. A waste of time.3. Amazingly fast-moving.4. It shows that the younger generation is seeking the illusion of

connectivity through virtual means.5. (exemple) No, because not only does Facebook also attract people from all ages, but also because the social site Twitter, almost as popular, is designed for adults.6. It’s socially moulding them.7. He blames Mark Zuckerberg, the founder of Facebook, who was excluded from the social circle in Harvard and had a problem with his girlfriend and compensated for his social awkwardness by creating a network which he could then hide behind.

The Railway Station (p. 123)

(p. 123)

Corrigé� This painting shows a very busy – and, most likely, noisy – scene which is set in a railway station with lots of people gathered on the platform, most of them bidding farewell to their relatives who are probably about to get on a train and leave London. It is probably winter since the people are warmly dressed. There are about a hundred people in the scene, most of them in groups and doing something in particular. On the far left of the painting, a woman holding a little dog can be seen begging a railway worker to let her take her pet on the train. Other railwaymen in the background of the picture are taking care of the travellers’ luggage and putting it on the train’s roof. The other people present all seem to have some business to attend to before they get on the train.� a. The wealthy foreigner and his wife shown holding his left arm are in the middle of the painting. The man is wearing a top hat and has a beard. The cab driver is asking him for his fare or a tip, which the wealthy man seems to be getting ready to give him.b. The fugitive and the two detectives are on the far right of the painting. One of the two detectives is putting his hand on the fugitive’s right shoulder, probably to restrain him. The other detective, wearing a brown jacket and a top hat, seems to be holding handcuffs which will be used in the arrest.c. The wedding party can be spotted under the two railway workers putting luggage on the train’s roof. The women are wearing light-coloured (white and yellow) dresses (two of them are probably the bridesmaids). The bride is holding the groom’s arm.d. The two boys leaving for boarding school are shown kissing their parents goodbye before leaving for the unknown, away from their families. The younger boy is holding his mother tight (she stands out in her red and brown dress and coat). The other boy, wearing a black suit, is patiently waiting for the fi rst one. A man whom we presume to be his dad is putting his hand on his shoulder, perhaps to comfort him because he’s sad at having to leave.� The social classes shown here are mainly the upper and upper-middle classes – the passengers – as can be guessed from the way they are dressed and the luggage they have. There are also representatives of the middle classes (the detectives, for example) and the working classes (the cab driver and the railwaymen).� The reason is problably because it is extremely realistic in style and could be called a ‘story in pictures,’ the visual counterpart of a novel. Given that novels and serials were all the

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rage in Victorian England, it is not surprising that a painting like this should attract such huge numbers of admirers. People could spend hours imagining what each group of people was doing.� In Victorian times, railways brought considerable changes to everyday life in Britain by allowing people to travel faster and by bringing people closer, either for professional reasons or private matters. It made family reunions possible for relatives living in other regions and gave people more opportunities. Train stations became very busy places where all classes of society crossed paths.

PROJECT (p. 123)

Il s’agit ici de concocter un projet à la fois écrit et oral, avec une préparation en amont pour la création d’un panneau après avoir choisi un site digne d’intérêt, l’étape suivante consistant à justifi er son choix et à tout faire pour convaincre un panel de juges de choisir le site (en l’occurrence, la gare) présenté pour lui octroyer des subventions et l’inscrire sur la liste du patrimoine mondial. On pourra conseiller la consultation, à titre indicatif, des sites suivants :http://whc.unesco.org/en/about/http://www.worldheritagesite.org/http://www.worldheritagesite.org/themehome.php(voir catégories « urban landscape » et « human activities »)http://en.wikipedia.org/wiki/List_of_World_Heritage_Sites_in_EuropeOn valorisera bien entendu l’originalité du choix et la pertinence, la force de conviction du propos présenté sous forme de mini-conférence argumentée. Des notes peuvent être utilisées par les élèves lors de leurs présentations, dans la mesure où cela ne nuit pas à la qualité de la communication. Un vote sera ensuite organisé pour récompenser les projets les plus convaincants.

La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.123. Elle fournit des renseignements sur le peintre, le background et le tableau. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.123. Il s’agit d’un texte à trous sur William Powell Frith.

Corrigé artfi le-p123William Powell Frith (1819-1909), was an English painter specialising in portraits and Victorian era narratives, who was elected to the Royal Academy in 1852.Born in Yorkshire, Frith was encouraged to take up art by his father, a hotelier in Harrogate. He moved to London in 1835 where he began his formal art studies at Sass’s Academy in Charlotte Street, before attending the Royal Academy Schools. Frith started his career as a portrait painter and fi rst exhibited at the British Institution in 1838. In the 1840s he often based works on the literary output of writers such as Charles Dickens, whose portrait he painted.The principal infl uence on his work was the popular domestic subjects painted by Sir David Wilkie. Frith created complex multi-fi gure compositions depicting the full range of the Victorian class system, meeting and interacting in public places. In Ramsgate Sands, Life at the Seaside (1854) he depicted visitors

and entertainers at the seaside resort. He followed this with The Derby Day, depicting scenes among the crowd at the race at Epsom Downs. Another well-known painting was The Railway Station, a scene of Paddington station. In 1865 he was chosen to paint the Marriage of the Prince of Wales.Later in his career he painted two series of fi ve pictures each, telling moral stories in the manner of William Hogarth. These were the Road to Ruin (1878), about the dangers of gambling, and the Race for Wealth (1880) about reckless fi nancial speculation. He retired from the Royal Academy in 1890 but continued to exhibit until 1902.Frith was a traditionalist who made known his aversion to modern-art developments in a couple of autobiographies. He lived a curious domestic life – married to Isabelle with twelve children, whilst a mile down the road maintaining a mistress (Mary Alford, formerly his ward) and seven more children - all a marked contrast to the upright family scenes depicted in his paintings.


To est-il toujours suivi de la base verbale ?Aider les élèves à faire la différence entre ce que les linguistes appellent l’opérateur de visée to suivi de la base verbale, et la préposition to suivie d’un nom ou de V-ing (gérondif).

Corrigé(Observation)� a. to + V-ing + COD du gérondif (complément du nom verbal growing).b. to + BV.� � to est opérateur de visée dans le deuxième exemple (= afi n qu’elles puissent croître).� � to est préposition dans le premier exemple (= obstacles à la croissance...).� nom verbal ou gérondif : le fait de croître, croissance.(Application)� it was key to preventing deadly infections (l. 11).� a. It is now over 60 years since George Gey tried to grow human cells in a lab. (intention)b. Many other scientists were looking forward to receiving some HeLa cells for their own research. (L’idée de recevoir ces cellules génère l’impatience attendaient avec impatience de recevoir... Phase 2 des linguistes.)c. Many technicians in the lab never got used to being constantly under Margaret’s surveillance. (La surveillance précède le fait de s’y habituer ; phase 2 des linguistes.)d. But all she wanted to do was keep the cells alive. (intention, volonté)e. And she preferred passing for a shrew to losing such exceptional cells. (le fait de ..)f. Many people today still object strongly to experimenting on human cells. (le fait de faire des expériences sur le vivant)g. All this research has contributed to fi nding new cures. (à la découverte...)h. George Gey’s whole life was dedicated to curing cancer. (à la guérison)i. He was determined to succeed. (intention)



L’inversionIl est bien sûr question d’inversion dans des énoncés non interrogatifs. La réfl exion sur la langue a pour but de rappeler que l’inversion se produit lorsque les phrases commencent par des adverbes ou des groupes de mots à caractère négatif ou restrictif.L’inversion due à la suppression de la conjonction if n’entre pas dans la réfl exion ici. On pourra renvoyer au précis grammatical pour une étude plus approfondie du problème.

Corrigé(Observation)1. (Only then) did she pick up the pieces...2. affi rmative3. adverbe4. restriction(Application)a. Not only did Margaret demand that the test tubes be impeccably clean, but she also spent her time looking over her lab workers’ shoulders.b. Hardly had they arrived at work when she looked over their shoulders.c. Seldom did she let up on her surveillance.d. Hardly had Henrietta’s cells begun to multiply when requests for samples arrived from all over the world.e. Never would George have envisaged/considered refusing to share his discovery.

Les actions passées habituelles ou répétéesBien faire la différence entre ’d = had et ’d = would. Révision de la forme dite « fréquentative ».

Corrigé(Observation)� She’d peer = she would peerthey’d doubled = they had doubled� Would est suivi d’une base verbale, comme tout modal. Had est l’auxiliaire du pluperfect et comme tel est suivi du participe passé.� she would peer� l’imparfait de l’indicatif(Application)a. The researchers/scientists would regularly meet with obstacles to growing cells.b. The main cause of their failures/set-backs was due to the fact they would never check that their test tubes were perfectly clean.c. Margaret would indefatigably patrol the lab making sure that the researchers/scientists heeded her advice.

Les modaux et be + V-ingCorrigé(Observation)� modal will + be + participe présent� will� Certitude, puisque c’est pour commenter le fi lm que les invités sont là !� L’action en question est prévue, sans doute d’assez longue date.

(Application)� Later on in the programme they’ll be discussing...’ll (= will) + be + participe présent de discuss� a. Your teenage daughter has dark rings under her eyes. She must be spending ages on Facebook at night.b. The guest tonight is a fi lm producer. I guess we will be hearing his comments on all the latest fi lms.c. We have just been informed that our guest, fi lm producer Harry Split has eloped to Switzerland with his favorite actress. I’m afraid we won’t be talking about his latest fi lm then.d. It’s getting late and we have reached the end of our show. But we shall be seeing you next week, same time.Traduction :a. Votre jeune fi lle a les yeux cernés. Elle doit passer des siècles sur Facebook la nuit.b. Notre invité ce soir est un producteur de fi lms, j’en déduis que nous allons entendre ses commentaires sur les fi lms récemment sortis.c. On vient de nous prévenir que notre invité, le producteur Harry Split, s’est enfui en Suisse avec son actrice favorite. Je crains bien que nous n’allons donc pas parler de son dernier fi lm.d. Il se fait tard et nous arrivons à la fi n de notre émission. Mais nous nous reverrons la semaine prochaine à la même heure.

Is This Progress? (p. 126-127)

(p. 126)

Au-delà de la réfl exion sur les avantages et les inconvénients liés aux progrès scientifi ques, nous avons voulu introduire dans cette page une touche d’humour. Comme toute forme d’humour, il y a bien sûr un fond de vérité et c’est sur ces deux aspects que nous avons voulu concentrer l’attention des élèves.L’objectif culturel est facilement compréhensible pour les élèves : il s’agit de décerner toute l’ambiguïté des sites de rencontres sur internet. Le sujet est simple. Les supports iconographiques et textuels sont variés mais traitent tous du même sujet sous des angles différents : il s’agit de révéler le paradoxe voire les contradictions entre la réalité de son apparence (et de ses aspirations) et l’image que l’on souhaite donner de soi-même. L’ordinateur peut sembler être un moyen de rapprocher les personnes entre elles. Il se révèle être au contraire un moyen pour tromper les personnes sur sa propre vérité.

Corrigé� (exemples)• Online dating is popular because it is easily accessible from one’s home. You just have to log in and you can meet anybody in the world.• It is also a way for people who are shy to meet other people without having to meet them face to face.• You can be sure that you have points in common, that you share important ideas before actually meeting the person. Online dating is very popular on internet sites that have chosen specifi c areas of interest. Those with explicit religious interests for instance are very popular.• You can invent yourself and play out a role that you do not have in life (you are taller, younger, richer...)

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• It is anonymous. You can give a false name. No one will know, whereas on Facebook, everyone can see what you have written, including your friends or your future boss.� Online dating changes the perception we have of relationships because :– the relationship is not actually based on a physical perception of the person (even if pictures can be attached) ;– you can communicate with a person without ever having to meet him/her. You can chat with anyone in the world and so the relationship does not necessarily have to be with someone you are going to meet one day ;– there is no fear of having any physical contact with the person ;– the relationship can be based only on the image we want to give and not on who we really are.3. (students’ own answers) Laisser les élèves donner leur propre point du vue (tout en rappelant les dangers).

(p. 127)

Corrigé� Old, weak mice received a treatment that not only stopped their aging process but apparently reversed it and regenerated their cells.� They think they might perform the same feat on humans and manage at least to slow down the aging process, thus making older people less dependent and avoiding a number of geriatric ailments as well as strokes.� (students’ own answers) Guider les élèves vers les conséquences sociales et économiques de l’allongement de la durée de vie.

PROJECT (p. 127)

L’intérêt de cette activité est d’amener les élèves à réfl échir aux avantages et aux dangers des différentes formes de progrès. Ce projet n’est pas à proprement parler un débat car il ne s’agit pas de demander aux élèves s’ils sont pour ou contre le progrès. En revanche, l’activité doit amener à un débat au sein de la classe parce que les élèves seront amenés à défendre des champs qui sont potentiellement dangereux malgré les lois mises en place et vice versa.Nous conseillons de faire cette activité en trois temps :1. Présentation de l’activité, constitution de deux groupes (groupe A croit que le progrès est utile et groupe B croit que le progrès est dangereux) puis des paires (par deux les élèves choisissent un exemple pour illustrer l’utilité ou le danger du progrès).2. Les élèves en pair work trouvent les arguments pour défendre leur point de vue. Ils peuvent utiliser les questions dans le projet pour les aider à s’exprimer.3. Chaque paire d’élèves présente son idée face à la classe qui réagit en essayant d’alimenter le débat, en essayant de prouver que le point de vue exprimé est partiel, limité, faux.

Afi n de détendre l’atmosphère (to say the least!), nous proposons une vidéo hilarante qui ne laissera pas les élèves de marbre!...

Script dvdscript-p127Brand new! The Sumsing Turbo 3000 Xi Multitask, a mobile phone with many functions such as a complete dishwashing

function: save loads of money on the purchase of a dishwasher.And there is more. With the built-in printer, the Sumsing Turbo can make professional copies of both documents and photographs.Infl ating the tyre of your bicycle becomes child’s play. You simply remove the antenna and place the phone on the valve. In less than six seconds your tyre will be completely infl ated.In places where heating is not suffi cient, you can heat up an entire room with the patented heating function.The Sumsing Turbo 3000 is a full(y)-fl edged hairdryer as well as a full(y)-fl edged rasor and, as if that’s not enough, you can use it as a wireless iron.Create your own music with the harmonica function.And there’s more. The Sumsing Turbo 3000 is supplied with a built-in toaster with which you can make delicious toasted sandwiches.If you happen to be ill, you can measure your fever. An extremely accurate thermometer is incorporated in the antenna. After you’ve used it, it’s easily cleaned.In the event of a cardiac arrest, you can administer electric shocks. Resuscitation is a piece of cake with the patented defi brillation function. This way, your grandmother will live for many more years to come.Of course, with today’s increasing crime rates, you don’t want your phone to be stolen. You can protect your personal information with the handy self-destruct function.Order the Sumsing Turbo 3000 Xi Multitask now!

Corrigé dvdfi le-p127A. 1/b, 2/c, 3/a.B. 1. mobile phone, 2. dishwasher, 3. printer, 4. bicycle pump, 5. heater, 6. hairdryer, 7. harmonica, 8. toaster, 9. thermometer, 10. defi brillator.C. Of course, with today’s increasing crime rates, you don’t want your phone to be stolen. You can protect your personal information with the handy self-destruct function.Handy = easy to use, self-destruct = explode and destroy itself.


Atelier 1 (p. 128)

Script dvdscript-p128ZUCKERBERG: People want to share and stay connected with their

friends and the people around them. When people have control over what they share, they’re comfortable sharing more. When people share more, the world becomes more open and connected.

REPORTER: It has ruined careers, is banned in certain countries and is accused of invading the privacy of its users. It is also one of the most popular sites on the Internet.

ZUCKERBERG: So I just want to say thanks. You’ve all made Facebook what it is today. You really have created a worldwide movement.

REPORTER: Welcome to watchmojo.com and today we’ll be learning more about the history of Facebook. Facebook was founded in February 2004 by Harvard roommates Mark Zuckerberg, Dustin Moskovitz, Chris Hughes and Eduardo Saverin. Originally designed to help people communicate effectively online, Facebook evolved to become a form for information-



sharing as well. Today, Facebook is by far the largest image-sharing site in the world. Initially only offered to Harvard students, it wasn’t long before Facebook expanded to Stanford, Columbia, Yale and many other universities across the US and Canada. It was fi nally made available to the general population in September 2006. Evolving rapidly, the site launched Facebook Platform in 2007. This allowed developers to create applications on Facebook that worked together with the site’s features. 2007 also saw Facebook expand their search partnership with Microsoft. By 2008, the site launched Facebook Connect, a service that allowed users to sign in to various sites across the web using their Facebook account credentials. This project both simplifi ed navigation and increased engagement. However, it also added to the criticism of Facebook’s ever-growing reach and infl uence. Since then, Facebook has become the largest social networking site in the world, surpassing rival Myspace in April of 2008. By August of 2010, Facebook leapfrogged over Google as the property on which users spent the most time. This year also marked another milestone for Facebook crossing 500,000,000 users with no signs of slowing down.

ZUCKERBERG: Half a billion is a nice number but the number isn’t what really matters here. What matters are all of the stories we hear from all of you about the impact your connections have had on your lives.

REPORTER: Mark Zuckerberg was the last founding member to remain with Facebook. A special clause in his contract allows him to stay on as CEO for as long as he chooses. As of 2010, the wonder kid owned more than a quarter of Facebook’s stock and controlled three of fi ve board seats. His success did come at a price, however. In 2007, a lawsuit was fi led against Facebook and Zuckerberg by three Harvard classmates, Divya Narendra and twins Cameron and Tyler Winklevoss. The three alleged that the idea and source code for Facebook was in fact stolen from them when they had hired a young Zuckerberg to build their website called Harvard Connection. The case was settled with Facebook agreeing to pay 65,000,000 dollars to the trio. Over the years, various start-ups have attempted to steal Facebook’s thunder. Sites like Twitter and Foursquare have done little to negatively impact Facebook’s popularity on line. However, they have infl uenced Zuckerberg to update functions and add features to woo celebrities and organisations.

ZUCKERBERG: We can create a web that is more social, personalised, smarter and semantically aware.

REPORTER: ... as well as satisfy average user needs.ZUCKERBERG: The web is going to get a whole lot better.REPORTER: Despite widespread criticism, Facebook is considered

one of the best tech companies to work for with the promise of an IPO payout*. Proving the site and its mythology have taken on a life of their own, a 2010 fi lm called The Social Network chronicled the early days of the company and its meteoric rise. However, the fi lm also placed the company under the spotlight as never before. Part fact, part dramatisation, the fi lm did nothing more than solidify Facebook’s and Mark Zuckerberg’s respective places in the history books.

ZUCKERBERG: On a personal note, I just turned 26 a few days ago. As I look back to when I started Facebook. I’m amazed at how it’s evolved and how so many of you are using it to stay connected all round the world.

* IPO payout : a bonus when there is an Initial Public Offering, i.e. when shares are put on the stock market.

Corrigé(questions du manuel)� (exemple) It is a good advertisement for Facebook because the person using it in the picture is young, relaxed and modern (using an iPad). Using Facebook is seen as a relaxing, enjoyable leisure activity.� a. He thinks he has given people the means to extend their circle of friends and contacts and feel comfortable about communicating with them because they are in control over what they share.b. Some have had their careers ruined, some feel their privacy has been invaded.c. (voir réponse B, dvdfi le ci-dessous)d. The three people accused Zuckerberg of stealing the original idea and source code from them. The fact that so much money was paid to the three suggests that the accusation was probably true.e. It gave an added boost to the importance of Facebook in present-day society and guaranteed it a place in the history books.� � (students’ own answers)

dvdfi le-p128A. People want to share and stay connected with their friends and the people around them. When people have control over what they share, they’re comfortable sharing more. When people share more, the world becomes more open and connected.It has ruined careers, is banned in certain countries and is accused of invading the privacy of its users. It is also one of the most popular sites on the Internet.B. February 2004 Facebook was founded.September 2006 It became available to the general population.2007 The Facebook Platform was launched.2008 Facebook Connect was launched.April 2008 Facebook surpassed Myspace.August 2010 Facebook overtook Google.C. 1. The university where the founders of Facebook were students and roommates.2. One of the founders of Facebook.3. One of the places included in the initial expansion of Facebook to other universities.4. A classmate of Zuckerberg’s who alleged that the idea and source code was stolen from him and the Winklevoss twins.5. The name of the website which Zuckerberg was employed to build.6. A social networking site, in competition with Facebook.7. A 2010 fi lm chronicling the early days of Facebook.

Atelier 2 (p. 129)L’objectif de cet atelier est bien d’entraîner les élèves à comprendre l’essentiel de cet article scientifi que. Ce n’est pas

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la longueur mais bien la précision des réponses qui importe. Comme toujours, nous conseillons de faire lire les guidelines avant de lancer les élèves dans la lecture du texte.

Corrigé� The interviewee is Patricia Greenfi eld, a professor of psychology. She answers questions about the most appropriate way to use the new media at school.� The article mentions fi lms, but Ms Greenfi eld gives the example of Powerpoint as a new medium. The old techniques evoked are mainly reading books.� She acknowledges that the new media are useful and indispensable nowadays, yet she insists on the importance of reading as well. She reckons visual media should be used to teach students as they help them process the information given in a short time; visual media should also be used to test students. However using visual media only would deprive the students of the time needed for refl ection, and their ability to use their imagination.� She advises teachers and schools to use new media more in their curriculum and classrooms; she insists parents should incite their children to read real books.� Using new media in classrooms allows teachers to check more accurately what their students know. It must be said though that studies show that using the Internet does not solve all the problems in a classroom. The use of the Internet is complementary to traditional teaching methods as both approaches develop different skills.

Atelier 3 (p. 129)

CorrigéArguments for illicit downloading• Downloading is not stealing: when you download a song, nobody loses it.• Some music is not for sale any more. The Internet is the only way to hear this music.• We live in a democracy. If people want to share fi les, let them do it.• Anything put out on the Internet falls into the public domain.• When I scan a newspaper into my PC and send it to all my friends, I’m violating the law and nobody cares.• The music companies are overreacting. I still buy the same number of CDs.• There is no reason to buy an entire CD for one song.• People who make recordings or fi lms are all rich anyway. Music and fi lms should be free.

Arguments against illicit downloading• There’s been a 15% drop in music sales since 2000.• Creative people have rights over any original work they produce.• Stealing music is like a personal betrayal of the songwriters and recording artists who create it.• It takes hard work and long hours to produce an artistic creation.• Making music or fi lms is not only about imagination and emotional commitment, it is also about earning a living.• Stealing music stifl es the careers of new artists.

• Downloading music and fi lms threatens the livelihood of the thousands of people who are employed in the music and fi lm industries.

Atelier 4 (p. 130)

On demandera à un ou deux élèves de faire des recherches sur le célèbre tableau de Norman Rockwell qui a inspiré ce dessin humoristique et d’en faire une présentation rapide à ses/leurs camarades.Freedom from Want or The Thanksgiving Picture is one of Four Freedoms paintings by Norman Rockwell that were inspired by United States President Franklin D. Roosevelt in the State of the Union Address, known as Four Freedoms, which he delivered to the 77th United States Congress on January 6, 1941. The other paintings in this series were Freedom of Speech, Freedom from Fear, and Freedom of Worship.’

Wikipedia

Corrigé� The scene takes place in the USA: the picture shows a family meal with the traditional Thanksgiving turkey served by the housewife to the rest of the family sitting there for that special occasion.� Quelques sites ludiques, destinés aux jeunes enfants américains sur Thanksgiving :http://wilstar.com/holidays/thankstr.htmhttp://gmenglish.pagesperso-orange.fr/5emes/Thanksgiving/index� The scene takes place in a traditional dining-room with white curtains hanging at the window and a painting on the wall. The people are all dressed formally for the occasion: the man standing is wearing a suit, a tie and a white shirt. His wife has cooked the meal and is wearing an apron. Everything and everyone in the picture look conventional. The fi rst impression conveyed is that of a conventional family meal.� They are supposed to be celebrating Thanksgiving and sharing family moments. However, the picture shows they are all fi ddling with their mobile phones, smartphones, tablet computers, handheld game consoles or portable media players: we can see a Blackberry, an iPad and an iPod. Even the grandparents seem hooked on the technology! The grandfather is not holding a prayer book any more but a smartphone tablet, and the grandmother has a cellphone device attached to her left ear.� The irony lies in the discrepancy between the traditional values that Thanksgiving symbolises (giving thanks to God, having a home-cooked meal, etc.) and the modern devices that grab our attention.The cartoonist’s intention is to show that traditional values are coming to an end. People today have no more time for family meals or have simply lost the habit of meeting and sharing family moments. In spite of all the social networks that high technology has made possible, our era is defi nitely centred on the individual. More worrying still perhaps is that the modern technology shown in the cartoon and which was created to bring people closer together seems in fact to be isolating each one of us in our own little world.


100Livre du professeur New On Target 1re © BELIN 2011

Atelier 5 (p. 130)

Les questions proposées ici sont des pistes pour aider les élèves mais dont ils peuvent bien sûr se détacher s’ils ont d’autres éléments à ajouter. L’ensemble de la production écrite devrait comporter environ 250 mots.

Corrigé� This is a comic strip by the famous American cartoonist Garry Trudeau, from his most famous pages in the Doonesbury series, which portray a wide range of characters.� The fi rst two pictures are in black and white, with no frames or any background, and show only one character, while the second part of the comic strip is colourful, with more characters (up to 5), more than just a background - a breathtaking view - and a conversation between the characters.� The cartoonist is complaining about companies which manage to make their customers pay for each service upgrade, starting from what we would today call the very basic.� In fact in any fi eld, any trade nowadays there are always extras to be paid: GSM operators, low cost companies (you pay more if you travel with a bag !), banking services (if you withdraw cash from any other bank than yours at an ATM)...� If you want the basics, our service is the best but look at what you get for your money – you will be amazed. For only a few dollars more you can have more colours, more information, and all that even faster than before. Why wait?� Why is it always the same? Why are we never eligible for free upgrades? Why do we have to pay more each time for standard services your company is supposed to provide? Is profi t the only thing that matters?� (students’ own answers)


Après avoir fait réfl échir les élèves aux différentes formes de progrès, il nous a semblé intéressant de faire appel à leur imagination et de leur demander d’inventer un objet utile. Les science fairs sont très courants dans les lycées anglophones. Les élèves inventent, construisent des objets, créent des maquettes représentant des volcans en éruption... Ils présentent leurs projets le même jour et un jury vote pour attribuer les premiers prix.

La partie « instructions » dans le manuel de l’élève privilégie une organisation autour de trois ou quatre séances, selon l’ampleur que l’on souhaite donner au projet.1. La première séance consiste à décrire les inventions représentées sur la page 131 du manuel puis à regrouper les élèves par groupe de 4 pour imaginer leurs propres inventions. Il s’agit d’une phase interactive pendant laquelle les élèves sont amenés à communiquer entre eux en anglais pendant que le professeur circule pour les aider à faire leur choix, fournir le lexique nécessaire à la description des inventions, veiller à ce que tout le monde parle bien en anglais.2. La deuxième étape consiste en une séance d’approfondis-sement. Les élèves ont choisi leur invention mais réfl échissent à la meilleure manière de la présenter à la classe. Ce travail peut être complété par un travail de groupe en dehors de la

classe (préparation des images, des dessins, construction de l’objet...).3. Pendant la troisième séance, deux élèves de chaque groupe présentent leur invention tandis que les autres membres des groupes circulent pour voir ce que les autres ont créé. Chaque groupe doit choisir la meilleure invention (sans avoir le droit de voter pour son propre projet bien sûr). Le groupe qui obtient le plus de votes gagne. Pendant cette phase, les élèves qui présentent les projets doivent pouvoir montrer l’intérêt de l’invention tout en en faisant une démonstration. Les élèves qui circulent doivent écouter les démonstrations, poser des questions pour s’assurer qu’ils ont bien compris de quoi il s’agit et justifi er leur choix.

Quelques synonymes pour enrichir le lexique des élèvesAdjectifsUseful: convenient, functional, handy, practical, reasonable, solid, usable.Useless: harmful, impractical, unrealistic, unworkable, worthless.economical: cost-effective, profi table, worthwhile.Expensive: uneconomical, wasteful, destructive, extravagant.original: imaginative, innovative, inspiring, inventive, productive, quick, ready, unusual.VerbesCreate: build, construct, design, fabricate, imagine, invent, make, organise, plan, produce, shape.Operate: command, conduct, drive, handle, manipulate, play, run, steer, work.



(p. 132)

Clin d’œil sérieux à une pratique qui n’est pas récente mais que l’internet a permis de généraliser... «Pour le meilleur ou pour le pire » ?

Corrigé� The article is an extract from the British weekly magazine The Economist published in January 2011.There is no title. (Le professeur pourra ajouter cette dernière question Choose a title for the article and give reasons for your choice à celles déjà proposées dans le manuel.)Judging from the photograph and the fi rst lines, it is probably about electronic means of communication.� They warn that people who use the Internet for making friends or getting dates tend to consider other people like consumer goods.� Online dating companies agree that the system is far from perfect but so is dating in real life. Anthropologists who work for these dating sites insist that studies show that people mate according to similar backgrounds in terms of religion, education or social status.� Indian dating sites provide an impressive list of data and criteria such as religion, caste, education and income. Relatives can also add any information they fi nd relevant.

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� The sentence “there is inevitably some magic to love” (l. 44), as well as “the indefi nable spark that triggers romance” (l. 37) clearly state that there is more to love than just compatibility.


(p. 133)

Corrigé� Phone calls seem to be dying out as a means of communication.� Landline calls and mobile calls.� Ofcom is the British telecoms regulator. In all rich countries, the number of landline calls has decreased contrary to the increase in mobile calls. Ofcom also found out that cost is what determines how long people talk on the phone, whether landline or mobile.� Twice as high. In Germany, mobile phone rates are twice as high as landline rates.122: German people use their mobile phones for an average of 122 minutes per month.700: American people use their mobile phones for an average of 700 minutes per month.A third: a third of Facebook’s members access the service on their smartphones.11%: in Britain, smartphone owners talk 11% longer than owners of simpler mobile phones.95: in the fi rst half of 2010, Skype, the internet phone service, achieved a total of 95 billion minutes in voice and video calls.� The time spent on smartphones, Facebook, TV in the US, computers and Skype is going up.� At the end of the recording the man says that conventional phone calls are not dead and will remain the most important forms of telecommunication for the majority of people.

Script tapescript36-p133PRESENTER: A recent entry on a blog called Tech-Crunch, which

chronicles and infl uences the fast-moving world of communications, was entitled: “The phone call is dead”. But is it? Here’s a report from our international correspondents, James Morecroft and Jacqueline Erickson.

JAMES: There is no doubt that landline calls are past their prime. The time people spend talking on a fi xed telephone has gone down in recent years in nearly all rich countries. Yet, this fall is more than offset by the increase in mobile calls, according to a recent report by Ofcom, the British telecoms regulator.

JACQUELINE: Ofcom also found that cost, more than anything, determined how long people talk on the phone, and whether they prefer a landline or a mobile call. In Germany, for example, cellphone rates are twice as high as landline rates, so if this were to change, Germans would almost certainly be less reluctant to make calls on their mobiles, which they only use for an average of 122 minutes per month.

JAMES: In the USA, however, the amount of time mobile subscribers talk on their phones has dropped – to 700 minutes per month in 2010.

JACQUELINE: But less talking does not always mean less phone use. Over the same period, texting has grown dramatically,

thanks largely to teenagers who are also buying more smartphones – essentially hand-held computers that let them send messages via social networks. More than a third of Facebook’s members access the service on their mobile phones.

JAMES: Yet in Britain, where teenagers have been texting for longer, the smartphone phenomenon has not had the same effect. British smartphone subscribers talk 11% longer than owners of simpler handsets.

JACQUELINE: And, stunning though they may be, new technologies often fail to displace old ones. Research shows that young Americans are watching more television even as they spend more time on the computer. And an old form of communication may stage a come-back in a different form. Skype, the internet phone service, is growing rapidly. In the fi rst half of 2010 it achieved a huge total of 95 billion minutes in voice and video calls.

JAMES: So, the odds are that the conventional phone call will be with us for a while yet, as one of many forms of tele-communications. And, for most people, it will remain the most important one. That should be welcomed by all those who enjoy the gentle art of conversation – and dreaded by parents who have to pay the bills.


(p. 133)

Un nouveau clin d’œil pour interpeller les élèves sur les dérives engendrées par les technologies de communication.

Corrigé� This colourful cartoon shows a family driving by the Grand Canyon in their family car. The mother is driving, the children are sitting in the back seats and looking somewhat disappointed.� It seems the children would like their mother to stop for them to get an opportunity to have a look at the magnifi cent view. But the mother seems bent on keeping on driving, arguing that she is taking pictures of the famous site with her cell phone while driving. They will have plenty of time to watch the pictures once they get back home after she’s posted them on Facebook.� (exemple) I would answer that seeing the real thing is quite different from seeing it on a computer screen, especially if you happen to be driving by! Besides, stopping might give you a chance to take much better pictures than you would with a cellphone while driving.� The cartoonist is obviously making fun of those people, adults included, who think they can do anything with their cellphone.� (students’ own answers) On pourra demander aux élèves s’ils se sentent visés, ou s’ils envisagent de montrer le dessin à... leurs parents.


(p. 133)

Corrigé� The fi rst quote by Albert Pine means that each time we do something less for ourselves than for others, each time we are



generous, it means we will be remembered and so live longer.Woody Allen’s quote is a joke saying he is afraid to die and would prefer to live on for ever.The last quote by Chuck Palahniuk seems to rephrase Pine’s idea that giving is more important than receiving and a means to achieve some kind of eternity.� (students’ own answers) Bien sûr chaque élève peut choisir laquelle des citations a sa préférence, mais il est indispensable qu’il apporte une explication.� (students’ own answers)

The New Macho (p. 134-135)

(p. 135)

Corrigé� The image of the American woman has evolved and improved since the 1950s. On the contrary, the image of the American man tends to ossify, which is inconsistent with the social and economic values of present-day society.� Working-class men deliberately confi ne themselves to a certain range of “manly” jobs. With the economic crisis, fewer and fewer positions are available and they are thus less likely to fi nd a job which corresponds to their expectations.� These lines confi rm and illustrate what was stated at the beginning of the article – the image of the American woman has changed. Women can now get jobs in fi elds that used to be monopolized by men.

� “Before 1776”: To be perfect, a man had to be a wealthy, well-mannered, respectable and strong father fi gure.“By the early 19th century”: “Masculinity” meant being adventurous and brave.Later: the concept of the “self-made man” appeared and masculinity became synonymous with professional and social achievement.� Masculinity has reached another important stage and men should get used to the new dictates of our current society. Our world is different and they have to adapt to the change.� The “New Macho” is a man who lives in harmony with the world around him. He should divide his time equally between his work and his family.� Men may feel that some countries – especially developed countries – have become “feminised” because women have recently acquired more and more infl uence. For example, more and more women are elected as heads of states (Julia Gillard in Australia, Angela Merkel in Germany, Pratibha Devisingh Patil in India...) yet humanitarian organisations still express concern about gender inequalities in certain countries.


Pour la première activité, on peut proposer aux élèves d’imiter la structure de l’article étudié : introduction/situation présente illustrée par des exemples précis/raisons expliquant les changements éventuels/paragraphe sur l’évolution de l’image de l’adolescent dans le temps/conclusion et défi nition du concept de « New Teenager ».

Après ce monde qui change à une vitesse diffi cile à suivre, nous posons la question de savoir si ces changements se font pour le meilleur ou pour le pire et nous optons dans ce dernier chapitre pour une vue positive et optimiste de l’avenir.


Les documents iconographiques proposés ici rassemblent une grande partie des causes que défendent ceux qui veulent faire changer le monde pour que la vie y soit plus saine et plus sereine. Ils annoncent les différents thèmes qui vont être développés dans le chapitre.

(p. 137)

Corrigé� The video extract and picture 1 refer to the efforts that are being made to limit pollution and possibly “turn the tide” and make the planet cleaner than it has become.Picture 2 shows humanitarian volunteers at work in what looks like a refugee camp; the vests that they’re wearing over their clothes show that the aid is given regardless of religious beliefs,

8 Making Things Betterwhich may also be considered an important fact in a world still seriously divided by religion.Picture 3 is a symbolical montage showing a desire to make the planet greener while still producing the energy that an ever growing population needs to survive and develop.Picture 4 shows another kind of help that is being given to the third world and focuses on the importance of education in the development of these countries. Educating people here seems to be a real challenge as there is not even a building to house the students.Picture 5 illustrates the fact that some people seem more and more attracted by a desire to live closer to nature.And Picture 6, taken from a Manhattan building, shows that efforts are being made to harness solar energy which is probably the cleanest and cheapest source of energy one can think of.� (students’ own answers)� (students’ own answers)

Script dvdscript-p136Protecting the environment is everyone’s responsibility. However, when a major corporation such as Frito-Lay, Nike, Dell

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or Staples takes steps to reduce its carbon footprint, the impact is not only signifi cant but measurable. Hi, I’m Rebecca Brayton and welcome to watchmojo.com and today we’ll be exploring green practices being implemented by several multinational corporations across multiple industries. There are a variety of innovative solutions being implemented by companies big and small, local and global, in an effort to reduce their carbon footprint. An obvious effort by car companies is the popularisation of hybrid and electric vehicles which both reduce emissions into our atmosphere.

Energy SavingsConserving energy is one important step towards sustainability. Staples’ Business Depot, the retail offi ce supply chain, was able to cut down on energy consumption in their stores by implementing a program called Lights Out, starting in 2007. During hot summer months, the lighting in their stores is moderated and, as a result, the building is kept cooler with less air conditioning. The resulting energy saving(s) from only one year of the program was enough to power 90 homes for one year.

Green packagingPackaging is one of today’s biggest concerns with consumer products. Attempts to reduce or eliminate packaging altogether are not always cost effective or practical. The PepsiCo subsidiary Frito-Lay has done its part by introducing a 100 per cent compostable bag for its Sun Chips brand. After four years of development, the bag was introduced in 2010. The fi rst packaging of its kind in the snack food world, this bag is made primarily from plant-based renewable materials derived from starch. This allows it to break down in active compost in roughly fourteen weeks. The bag was even certifi ed by the Biodegradable Products Institute, which is the only internationally recognised labelling program. Highlighting the importance of composting, this initiative was encouragement for the entire snack food industry to develop and apply ecologically-friendly practices. Along with their efforts in sustainable packaging, Frito-Lay has also reduced waste, water and energy consumption and emissions in their manufacturing and distribution processes.Since 1999, the company has managed to save 5.4 billion litres of water. They’ve also put into place a program that sees their shipping cartons reused fi ve or six times before being recycled, with over 40 million cartons being recycled to date.The bottled water industry is one that is constantly working to improve their effects on the environment with regards to packaging. Biodegradable bottles made from corn break down if they end up in a landfi ll. Another packaging effort made by PepsiCo is their Eco-Fina bottle for their Aquafi na water. This bottle uses half as much plastic as their previous models. Launched in 2009, this switch saves the company 75 million pounds of plastic annually.

Recycling programsComputer equipment is notoriously diffi cult and expensive to dispose of. In 2006, Dell was the fi rst company in the industry to offer a recycling program for their old products. The program has expanded, and used, working computers can be donated to non-profi t organisations.

Green productsTextile production is also infamously rough on the environment. As a huge corporation, Nike recognise their impact on the planet. Because of this, they created a shoe made from factory scraps. Brought to market in 2008, the sole of the Trash Top shoe was ground up rubber from a shoe recycling program they had previously implemented. Reuse A Shoe, started in 1993, is a program that recovers old shoes and repurposes them into playgrounds, basketball courts, running tracks and other sports surfaces. From simply shutting off the lights to creating a product that requires less packaging to reducing carbon output, the efforts made by the world’s biggest corporations can have an immense effect on the future of the planet.

Corrigé dvdfi le-p136� 1/j, 2/g, 3/e, 4/i, 5/b, 6/h, 7/f, 8/c, 9/a, 10/d.� Staples. The lighting in their stores is moderated. This means the buildings are cooler and less air conditioning has to be used.Frito-Lay. Their packaging for some products is 100% compostable because it’s made of plant-based renewable materials derived from starch. The company has reduced waste, water and energy consumption and emissions.Dell. People can donate used computers to non-profi t organisations.Nike. A program started in 1993 recovers old shoes and repurposes them into playgrounds, basketball courts, running tracks and other sports surfaces.

Someone in Need (p. 138-139)

Le texte que nous proposons dans ce chapitre, tout en faisant en quelque sorte écho au chapitre 3 de par son thème, mais avec plus de profondeur littéraire et de gravité peut-être, est issu du recueil de nouvelles récemment publié par John Grisham. Cet écrivain majeur né en 1955, notamment célèbre pour ses romans judiciaires et décrivant le sud rural des États-Unis d’Amérique, est l’auteur de A Time To Kill (Non Coupable, 1989), The Firm (La Firme, 1991), The Pelican Brief (L’Affaire Pélican, 1992), The Rainmaker (L’Idéaliste, 1995), The Runaway Jury (Le Maître du Jeu, 1996), The Last Juror (Le Dernier Juré, 2005) et The Associate (L’Infi ltré, 2009), entre autres. La plupart de ces “best-sellers“ furent portés à l’écran avec succès. Grisham, titulaire d’une licence de droit et ayant travaillé dix ans pour un cabinet d’avocats, tout en s’impliquant dans la vie politique au Mississippi dont il a été quelque temps l’élu, dépeint dans la majorité de ses œuvres des affaires impliquant notamment scandales, crimes et machinations, ses thématiques-fétiches. Funny Boy est la dernière des sept nouvelles du recueil intitulé Ford County. Nous nous trouvons ici plongés au milieu des années 80. Le SIDA est quasi-inexistant dans le Comté de Ford, Mississippi, où un jeune homme issu d’une riche famille de blancs revient, pour y mourir de la maladie, auprès d’une vieille femme noire mandatée par la famille dudit jeune homme pour lui administrer les (derniers) soins dont il a besoin. En échange, la maison qu’elle occupe lui sera donnée. De ce postulat de base bien peu charitable se développe l’histoire, dans laquelle une amitié forte et réelle va, contre toute attente, naître. Les

8 Making Things Better


jalousies et malveillances vont se succéder et les révélations arriver, comme autant d’événements inattendus. Jusqu’au tragique suicide fi nal du jeune homme.Dans l’extrait que nous proposons, Grisham fait une large place à la critique implicite de l’intolérance et des préjugés de toutes sortes.

(p. 138)

Corrigé� This picture shows a white wooden church which is almost certainly located in a Southern state of the United States. Most of the people standing outside the church seem to be African-Americans.� Someone belonging to a local church community may be in trouble and the/some community members may have decided to support him/her in the diffi cult situation he/she is in/to help him/her overcome an ordeal. The person might also have turned to God/the local cleric/clergyman/minister to solve a specifi c problem or fi nd comfort/seek solace.

(p. 138)

Corrigé� The extract from Ford County is a scene between two characters in a Southern town, talking about a third character. John Grisham is the highly-acclaimed author of novels such as The Firm, The Pelican Brief and The Associate. From the title of the extract, we can assume it is about someone’s attempts to help someone in need.� The story deals with a “virus” (l. 35) which is said to be “sweeping across our country, across the world” (l. 26). The reader naturally assumes it is AIDS, so the story may well be set in the 1980s, at the time when the AIDS virus was beginning to spread rapidly without people knowing how bad it actually was or how it was transmitted (l. 33-36). The disease was also associated with a lot of misconceptions based on fear. (l. 31-33).� Ford County is located in a Southern state of the USA, or at least a traditionalist, conservative place where “the elders are [easily] upset” (l. 14-15) and where religion is omnipresent and part of people’s everyday life: “What kind of example is that for our youth?” (l. 16), “this young man is paying for his sins” (l. 23).� An omniscient narrator is presenting the story and introduces a conversation between Emporia, an elderly black spinster, and Reverend Biler, the local minister. A third person, a young white man, is mentioned. In fact, he is the main object of the dialogue between the aforementioned characters.� Emporia’s friend is suffering from a contagious disease caused by the AIDS virus.� When you go talk to the reverend, it means that you either have something to confess (you have done something wrong) or something to ask for (a favour because you happen to be in a diffi cult position and need guidance). Either way, being in his offi ce is not necessarily something you wish for and look forward to. But in the present case it is obvious that Emporia must have been “summoned” by the minister to answer some question or be given a lesson. This is what the word “trouble” implies.

� Emporia is not easily impressed. She is experienced in the ways of the world and is not the type of person to let other people get the upper hand and run her life: she is not a pushover/an easy target/easy prey. However, she remains polite and respectful, even though she does not accept being patronised. The reverend says that he is worried about Emporia and the risks she is running by spending so much time with this sick young man. He seems to care about her, which is nevertheless probably not his main concern. He is most likely afraid of the bad name/reputation this presence could give to his Church and to his community. That’s why he suggests that Emporia should take a leave of absence. His solution would be considered inappropriate from his own church’s point of view because it is just pandering to the prejudices of some infl uential members of the community and does not refl ect New Testament teaching about love and charity... There is also the fact that the reverend seems to have forgotten all about forgiveness and believes that the man is rightly being punished for his (sexual) sins. This attitude would undoubtedly be considered appropriate by his self-righteous congregation but certainly not appropriate by the standards of most other people.10. In the context, “funny” almost certainly means homosexual. It may even be the way a certain generation of southerners referred to gay people at that time.

WORDWORK (p. 138)

Corrigé wordfi le-p138-1a, 1b1/b ou c, 2/b, 3/b, 4/a, 5/c, 6/c, 7/a, 8/b/c, 9/a/b/c, 10/b voire c.

wordfi le-p138-2A. 1/c, 2/j, 3/h, 4/i, 5/e, 6/d, 7/g, 8/b, 9/f, 10/a.B. 1/j, 2/i, 3/h, 4/e, 5/b, 6/c, 7/g, 8/f, 9/d, 10/a.

(p. 139)


� Emporia is a courageous/brave/bold/daring/strong-willed/stubborn woman.� She is an elderly African-American lady from the lower classes. We know this because of the reference to “wealthy white people” (li. 43) and the fact that Emporia is being paid to be what amounts to not much more than a servant.� a. I’m older, therefore wiser and more experienced than you.b. You owe me respect!c. No one can tell me what to do or not to do!d. I’m a local person so stop patronising me/giving me advice: I know this community better than you do.� By that, he means that, considering her age and infl uence in the community, she should be setting an example and show what’s “right” or not. By saying “our senior ladies,” the reverend puts pressure on Emporia implying that she should be beyond reproach and that her behaviour involves the whole community’s reputation. First and foremost, she should not be seen buying alcohol in a liquor store.� She is taking care of a young man with AIDS. She is both a nurse and a friend for him.

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� They are members of the community. She calls them “your little spies” (l. 58-59) in a disparaging way. For her, they are not her brothers and sisters but rather hypocritical people.� She is speechless/stunned at fi rst, but also humilated and insulted to be treated that way. She does her best to keep in control of the situation by reacting with courage/boldness. Her speech (l. 55-59), especially the phrases “when I decide” and “anytime I choose,” as well as the use of the modal “will,” show how resolute/determined and strong-minded she is to be in control of her own life.

teamfi le-p139-2� It is a way of suggesting that his offi ce is not a place where you want to spend time because it implies discussing an issue/a problem and trying to settle a problem you may have in the community. The description means that you do not go to the reverend’s offi ce to make small talk. It is all about important and controversial matters.� Reverend Biler thinks he can exert some kind of control over his parishioners, which may be true is some cases, but not in Emporia’s.� He wants the members of the community to behave irreproachably/impeccably. He cares about keeping up appearances and doesn’t want anyone to stir up any trouble because that could scare some members of the community away and he could be in trouble with his own hierarchy.� The reverend probably fears that Emporia might change or be contaminated by spending too much time with the man.He is also worried that Emporia’s friend might give the church and the community a bad name. He doesn’t seem to care about the young man’s well-being. He is only interested in his church’s reputation and the “evil” infl uence the man might have on one of his parishioners.The reverend clearly expresses his rejection of the young man and shows how prejudiced he is: “You breathe the same air...” (l. 31). It might be added that he doesn’t care about this man’s health so there’s indifference on his part. He condemns his past actions as well, saying that he is “paying for his sins” (l. 23). He also seems to be afraid for the church itself: “you bring the germs here, to the house of the Lord” (l. 36-37).� The author most likely wants us to feel contempt and anger towards this narrow-minded preacher who acts in such an unacceptable and inhumane/uncaring/heartless way, even alluding to death when talking about the young man’s future. Instead of trying to fi nd the best solution for everyone, he judges and condemns the young man without even knowing him. When he says “perception is everything,” the reader clearly gets the impression that the reverend is a superfi cial/shallow man. And his “Praise the Lord” (l. 21) is completely disconnected from the reality of the situation.� (students’ own answers) Réponse personnelle des élèves, que nous ne saurions diriger dans un sens ou dans l’autre. Toutes les idées argumentées sont les bienvenues...

teamfi le-p139-3� We know that he is “a young man” (l. 23) from a “wealthy white” family (l. 43) and that he “has no one else” (l. 54) to care for him but, apart from that, we don’t have much information.

� He is only mentioned in this text as he probably never/rarely leaves the house where he lives with Emporia.� What is referred to as his “medication” turns out to be whisky. Drinking alcohol may ease the pain and help him accept his condition, even though it can’t be considered as real medication that will help to cure his disease. The word here is used ironically by Emporia.� She means that it won’t be long before he dies and that, meanwhile, she is doing the best she can with the task that she has been entrusted with. For her, it doesn’t seem to be a big sacrifi ce, but rather something she does – partly – to help someone in need.� The man is unmistakably suffering from AIDS: the reverend says that he “is paying for his sins. [...] This disease is sweeping across our country, across the world. It’s highly contagious [...] because of the virus” (. 23-35).� Reverend Biler gives a description of the disease full of cliché(d) misconceptions (l. 30-37). If we were to believe him, people suffering from AIDS should be left alone because it is unsafe to “breathe the same air” (l. 31) as they do. According to him, Emporia shouldn’t “touch what he touches” (l. 30), which is very ignorant and stupid.� Emporia takes care of the man as well as she can. For instance, she does his shopping (including alcohol), prepares his food and drink, does his laundry and probably spends time talking to him. (Judging from the extract, she also probably springs to his defence when other people attack him.) His family may have let him down when they learnt about his “shameful” condition. That must be why he had no one else to turn to and why Emporia was “hired” to take care of him. d. “There’s a rumor you’ve invited him to worship with us” (l. 18-19); “perception is everything. Some of your brothers and sisters here think you’re crazy for doing this, and they are afraid” (l. 39-41).

teamfi le-p139-4� The members of the community are probably African-American people about the same age. They share traditional values about religion and a common way of life and don’t seem to be very open-minded/tolerant/charitable towards somebody who doesn’t belong to their community and who happens to be “different.” They meet every Sunday at Church and probably in their local town once in a while on weekdays.� First of all, he is white. Also, he is an “outsider”: he hasn’t lived in town for a very long time and he is not a member of the community. He doesn’t go to Church and he is considered as some kind of counter-example of the community’s morality, a pariah/an outcast.� “I hear you’ve been seen in Willie Ray’s whiskey store” (l. 5-6), “your little spies can gossip all you want” (l. 58-59). Both of these quotes suggest that scandal and gossip get back to the reverend very quickly.� It means that he regularly has (one of) his “fl ock” reporting to him on what’s happening in town/telling tales about what they see. It is a simple present form used as an impersonal way to show that he is omniscient in the community and that no one can hide anything from him. Everything eventually comes to his ears.


106Livre du professeur New On Target 1re © BELIN 2011

� Churches in the Bible Belt (and notably the Baptist churches with a majority of black worshippers) are notoriously vociferous about the evils of drink. It would therefore be quite inacceptable for a respectable old lady to be seen in a liquor store.� Wary: they are distrustful and cautious when someone new comes to town.Nosy: they can’t help trying to fi nd out who these “outsiders” are and get information about them.Distant: they don’t accept them easily and whole-heartedly as fully-fl edged members of their community.� Emporia probably isn’t proud to be a member of this community any more and feels that her fellow members are heading in the wrong direction. Therefore she doesn’t seem to care how she acts and her actions could be interpreted as deliberately provocative. The passage beginning at line 55 clearly shows this. She talks back to the reverend and even uses irony. They are people who have nothing better or more interesting to do than poke their noses/snoop into other people’s lives. They are like informers who report back to the reverend on all the “bad things” they have seen or heard about in town. They should be ashamed of themselves for this unhealthy (and perhaps un-Christian) interest in hurtful gossip.

(p. 139)

Corrigé� Renversement de situation : il s’agit ici de faire parler une Emporia en colère. On veillera donc à l’emploi de formulations exprimant son emportement, son désaccord voire son dégoût face à aussi peu de considération et de compassion envers son nouvel ami. Il est tout à fait possible, dans un premier temps, de conseiller aux élèves de recourir aux formules proposées dans la fi che méthodologique 11 aux pages 162-163 (notamment la partie Challenging and questioning), qui permettront à Emporia, dans le dialogue à élaborer, de « sortir de ses gonds » en mettant le révérend en position d’accusé, du moins dans une position défavorable visant à le faire culpabiliser. Car n’est-il pas, après tout, le représentant de la charité envers ceux qui souffrent ? Rappelons également qu’une fi che de méthodologie est proposée à la page 160, en lien direct avec la tâche demandée : « Rédiger un dialogue » (on conseillera la lecture attentive des verbes introducteurs, des indications de gestuelle et des adverbes). Également, on n’hésitera pas à faire travailler les indications narratives insistant sur l’énervement d’Emporia. Imaginons la présence de contraintes données aux élèves et prises en considération comme critères d’évaluation : par exemple la nécessité d’employer cinq adverbes, deux indications de gestuelle et cinq verbes introducteurs. Pour sa part, c’est un révérend effacé et surpris qui se retrouvera au cœur du dialogue à composer. Le reste appartient à l’imagination des élèves. Soyons tout de même clairs en ce qui concerne le registre de langue à employer : quoique courroucée, Emporia s’adresse à un homme du clergé...� Conseillons aux élèves de parcourir les sites internet suivants, à la recherche d’informations sur les sept nouvelles que comporte Ford County :http://www.jgrisham.com/ford-county/

http://en.wikipedia.org/wiki/Ford_County_%28novel%29h tt p : / / w w w. w a s h i ng to np o s t . c o m / w p - d y n / c o n ten t /article/2009/11/05/AR2009110504745.htmlhttp://www.nytimes.com/2009/11/29/books/review/Powers-t.htmlDans cette expression écrite, il n’est pas question que les élèves racontent l’histoire de la nouvelle choisie en se contentant par exemple d’un copier-coller du résumé de celle-ci, mais plutôt, suite à la lecture du synopsis en question, d’expliquer ce qui, dans leurs goûts littéraires (ou autres) les a intéressés, pourquoi telle nouvelle les toucherait davantage qu’une autre et surtout pour quelle(s) raison(s). Le lexique likes/dislikes pourrait ainsi s’avérer utile, allié à l’expression d’opinions argumentées et à la justifi cation de choix. À noter qu’il ne leur est pas demandé de lire la nouvelle choisie, mais s’ils choisissent de le faire, cela sera certainement valorisé.

PROJECT (p. 139)

Il est demandé aux élèves d’imaginer un équivalent anglophone de « SOS amitié », en quelque sorte. Il sera intéressant de leur faire concevoir une plaquette explicative, une brochure distribuée, par exemple, par des élèves dans leur lycée dans un premier temps afi n de sensibiliser leurs camarades à ce problème (la solitude moderne) en donnant des pistes réalistes (faciles à mettre en application) et pouvant aider les personnes seules. Des « accroches » et autres formules visant à convaincre le public-cible de s’investir pour changer cette triste situation seront imaginées par les élèves qui se pencheront sur le problème avec sérieux et attention. Cette activité pourrait donner lieu à une mini-campagne de sensibilisation dans l’établissement scolaire, avec des délégations d’élèves allant rendre visite à d’autres classes en cours d’anglais afi n de leur faire partager le travail réalisé et le message lancé. Cette activité susciterait réactions et interaction entre élèves de classes différentes, en concertation avec les collègues d’anglais. Avant cette étape fi nale, chaque élève ou groupe d’élèves aura eu la possibilité d’exposer le fruit de sa réfl exion à la classe. Il est également envisageable (mais pas indispensable) qu’une mise en commun, une sorte de best of, des meilleurs arguments et des meilleures idées soit réalisée afi n de créer un document fi nal produit par la classe, à communiquer ensuite aux autres classes. Il s’agit donc d’un projet impliquant réfl exion en amont, création visuelle et écrite puis exercice rhétorique à l’oral, le but étant toujours, dans une phase interactive, de convaincre l’autre d’adhérer à une opinion ou à un projet.


Corrigé(Les numéros renvoient aux procédés de traduction tels qu’ils sont décrits dans la fi che p. 164.)– Il n’y a aucun danger, (4, 8) Révérend. Je sais que je n’ai rien à craindre (4, 8).– Peut-être, mais c’est la façon dont les gens voient les choses qui compte (4, 7). Certains de vos frères et sœurs de la paroisse (8) pensent que vous êtes folle d’agir ainsi, et ils ont peur.– Il faut bien (8) que quelqu’un s’occupe de lui.– Mais il fait partie (4) d’une famille de blancs aisés, Emporia.

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– Il n’a personne d’autre que moi.– Je ne veux pas parler de ça (6). Ce qui me préoccupe (4), c’est notre église.– Mais c’est aussi la mienne. Je suis là depuis bien plus longtemps que vous, et aujourd’hui vous me demandez de m’en tenir à l’écart ?– Je veux que vous envisagiez de vous absenter pendant quelques temps, jusqu’à ce qu’il nous quitte.

Atlantic College (p. 140)

Atlantic College est un lycée (Classes de Première et Terminale) situé dans un château au Pays de Galles, faisant partie du mouvement éducationnel UWC (United World College), dont le premier lycée a ouvert en 1962 et qui en compte aujourd’hui treize dispersés sur cinq continents. Le but est de préparer les lycéens à devenir des leaders politiques dans leur pays, avec l’idée d’y faire régner la paix et la tolérance religieuse et raciale. Atlantic College comprend 75 nationalités différentes et les lycéens sont au nombre de 320. Ils y préparent le Baccalauréat International, comme dans neuf autres lycées de l’UWC.

(p. 140)

Corrigé� It is probably a school library, with girls and boys sitting at a long table and bookcases around them. It seems to be an old school or at least a school in old buildings because the Gothic-style windows date back to the 19th centry. Two girls are laughing together, one of them is pointing a pen at the other who is holding a book and the others seem to be concentrating on their work or day-dreaming maybe...� The recording might be about the school’s diversity of students, judging by the obviously diverse racial/geographical origins of the ones in the photo.

(p. 140)


PRESENTER: Despite efforts on the part of teachers and educationalists, it cannot be denied that standards in state education are falling. So where’s the solution? Well, even though most teachers are staunch advocates of state education, they might be able to learn something from the private sector and in particular from a very special private school, Atlantic College in Wales, where we sent our reporter, Angela Harvey.

ANGELA: The other day I met a young student called Peter who has just arrived here. Like the 319 others at Atlantic College, he is hoping to get his International Baccalaureate and, as long as he works hard, he stands a very good chance: very few students at Atlantic College fail the IB. Peter came a long way to be here, from war-torn Sudan, and must now face two years separated from his family who are living in a UN refugee camp. So how on earth did he get from Africa to a Welsh castle? One of his teachers told me about him and others like him.

TEACHER: We have a large number of scholarships that are provided by private or corporate donors, and one of our aims is to fi nd people, like Peter, who are not only gifted but have a real desire to learn, to go to university – maybe in Britain or in the US – and then to go back to their countries as leaders who can fi nd the right solutions to the problems that their countries face.

ANGELA: Some people might say that what you are trying to do here is produce a breed of future world leaders who will all think the same way because they’ve all come out of the same mould. Isn’t there some truth in that?

TEACHER: No, I can’t see any justifi cation for that argument. We teach our students to take responsibility for their own learning. The only principle we think they should all accept is that war and violence must be avoided, which is a principle I don’t think anyone could object to.

ANGELA: So you actually have classes about war and violence?TEACHER: Yes, you could say that. There is an International

Baccalaureate exam course that we teach called “peace and confl ict studies”. Students must also take a course on the theory of knowledge and do 150 hours of community service over the two years.

ANGELA: Nevertheless, all this is based on the values of Western democracies, isn’t it? And you have 75 different nationalities here. Shouldn’t you allow for their cultural differences? You surely can’t expect everyone to take Western values on board.

TEACHER: We expect students to make their own decisions, although the way the school is run naturally refl ects certain Western European values like religious tolerance, the condemnation of racial and sexual discrimination...

ANGELA: Surely this must create problems. I mean, what about the parents?

TEACHER: Some parents, yes, are initially horrifi ed by some of the aspects of what we do here. But, provided their children are happy and have the prospect of a decent future, parents will usually accept that the sort of education we offer is the best solution, even if it goes against their own beliefs.

ANGELA: So this is not just another rich kids’ international school.TEACHER: Absolutely not. Look at Peter. No one could say he was a rich

kid. His parents are refugees. He is here because he is gifted.ANGELA: And lucky.TEACHER: Yes, lucky too. It’s his chance of a lifetime.

Corrigé� A presenter, a teacher (Angela Harvey) and a reporter.� They are talking about a high school.� It’s a private school located in a castle in Wales. It recruits motivated students who really want to make something of their lives, and who come from many countries around the world, some of them from very poor ones. It is not reserved for privileged students but they all have to make a commitment to adopt western values even if this goes against their own beliefs.4. They mention Peter, a student who has just arrived from war-torn Sudan; his parents are living in a UN refugee camp.5. You have to be gifted and have a desire to learn.6. They seem to disagree on the issue of teaching Western values.



(p. 140)

Corrigé(exemple) My ideal high school is in a forest in Switzerland, as natural surroundings are supposed to be very good for concentration. The forest is where there are tree houses and leisure activities for the students, enabling them to have regular breaks from academic work. The school buildings are modern but of an imaginative design that blends into the forest.The entrance exam involves an interview and an assessment of creativity where the student is placed in the art room and has an afternoon to create an original work of art. It is a boarding school, but some of the students go back home at the weekends and no one has homework so they can have a real break and come back refreshed for the following week. The students all have the same curriculum, with a mixture of arts and science, and are assessed at the end of each term with a one-to-one interview instead of tests or exams. Every single student has to attend special courses such as Music, Philosophical Debate and Film-making. The students come from all over the world and there are 250 of them. The fi nal exam is unique to the school but is recognised by world-class universities, as the school is very famous.

WORDWORK (p. 140)

Corrigéwordfi le1a-p140.

A.1. despite, 2. standards, 3. fail, 4. donors, 5. breed.B. 1/b/c, 2/b/c, 3/b/c, 4/c, 5/c, 6/a/b, 7/a/b/c.

wordfi le1b-p140A.1. despite, 2. standards, 3. fail, 4. donors, 5. breed.B. 1/c, 2/a/b/c, 3/a, 4/b/c, 5/c, 6/a/b, 7/a/c.

wordfi le-p140-2A.1. It means a private school in the UK and state school in the US2. In the UK they are called Years, in the USA they are Grades.3.

SATs reasoning test

Scholastic Aptitude Test USA 15, 16, 17

GCSE exams General Certifi cate of School Examination

UK 14-16

ACT test American College Testing USA 18AS levels Advanced Subsidiary level UK 16-18AP exams Advanced Placement

ExaminationUSA 18

A levels Advanced level General Certifi cate of Education

UK 18

the IB The International Baccalaureate

UK & USA

18

B. head teacher: directeur, proviseurclass teacher: professeur principalclassroom assistant: assistantbursar: intendantschool nurse: infi rmièrejanitor/caretaker: conciergedeputy head: directeur ou proviseur adjointlecturer: maître de conférenceschool secretary: secrétaire

dinner lady: cantinièrelollipop man/woman: agent de protection pour le passage des piétonsthe teaching staff: personnel d’enseignementfaculty room/staff room: salle des professeurs

C. (exemples) English, Maths, Biology, Physics and Chemistry, Spanish, Italian, German, Physical Education, History, Philosophy, History of Art, Music, Drama...

PRONOUNCE (p. 140)

Corrigépronfi le-p140

A. Rising: 3, 4, 6. Falling: 1, 2, 5, 7.B. (exemple) There are four types of question in these examples.1. The « Wh question », a question introduced by a question word such as What, Who... (examples 1, 2, 7). In general, these have a falling intonation.2. The « verb question » beginning simply with the inversion of verb and subject) (examples 3, 6). These usually have a rising intonation.3. Questions formed by a statement + a question tag (example 5). These questions have either a rising or falling intonation depending on whether the question is real (i.e. asking for information) or is simply asking for confi rmation of something the speaker already believes to be true. In the latter case, the question tag can serve to make what would otherwise be a provocative and maybe offensive statement into something polite and acceptable.4. Questions that have no interrogative structure, but are conveyed by stress and intonation alone (example 4). Here, you have to imagine the addition of a question tag. Most of these questions are “real” questions with a rising intonation.There are many exceptions to the so-called “rules” which only really apply to questions where the tone is neutral. As soon as you introduce surprise, anger, regret, etc. into a question, the tone will have an effect on the intonation.

(p. 140)


1. Private.2. In a castle in Wales.3. 320.4. 75.5. Two years.6. The International Baccalaureate (IB), with the aim of going to university in the UK or the USA and to go back to their countries as leaders and try to change things.7. On the basis that they are gifted and have a desire to learn.8. They get a scholarship provided by private or corporate donors.9. That they are happy and have the prospect of a decent future.

teamfi le-p140-2A. 1. The IB is a non-profi t educational foundation for children aged 3-19, with schools spread all over the world, offering three programmes: IB Primary Years Programme, IB Middle Years Programme, IB Diploma Programme.

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2. Languages, humanities, sciences, mathematics and the arts.3. They have to complete assessment tasks.4. The French Baccalaureate divides subject areas into three: Science, Literature, and Economic and Social Studies. Although the IB has a common educational grounding, as in History and Physical Education, a student has to choose a subject from each area. The advantage is that everyone therefore has a broad education. However, in the IB they only take six subjects whereas in the French baccalaureate students take at least ten.B. 1. Their own learning.2. Peace and confl ict studies.3. The theory of knowledge.4. 150 hours.

teamfi le-p140-3A. 1. They have scholarships provided by private or corporate donors.2. Go to university and go back to their countries as leaders to make things change there.3. War and violence must be avoided.4. Religious tolerance, the condemnation of racial and sexual discrimination.5. It teaches students to take responsibility for their own learning, and expects them to take their own decisions.6. The tools to get into university.7. (exemple) I would, because I think it’s great to be made into an independently-thinking student, that the ‘peace and confl ict studies’ course must be very interesting, and that the community service must be an eye-opener as to what normal people go through. Also, the eclectic range of nationalities must mean that most of the students there are open-minded, as they have left their family nest, and the number is very low, which means it must feel like a real community.

teamfi le-p140-41. Their countries’ leaders.2. They will all think the same way because they will all come out of the same mould.3. Cultural differences.4. That it’s got a Western ideology.5. She is thinking, for example, of Muslim parents.6. No, she says “lucky”, meaning that chance has given Atlantic College students a wonderful opportunity.7. (exemple) I wouldn’t like to attend Atlantic College because there are too few students there, which means that you would soon get to know everyone and feel claustrophobic. I would feel overwhelmed by the cultural diversity and fi nd it hard to establish my own identity. I think the college comes across as a kind of overly-politically correct sect.

Fallingwater (p. 141)

(p. 141)

Corrigé1. It is set in the middle of a forest over a waterfall and seems to be constructed from stone, concrete and wood. It obviously dates from the 20th century, no earlier, because of its very pure vertical and horizontal lines.

2. The house is close to nature in that it seems to incorporate the waterfall in its design – the cantilevered terraces project out over the waterfall itself. Also, the colour of the stone is more or less the same as that of the rock on which it is built, so it seems to grow out of the rock. The vertical “pillars” or “girders” of rough stone are made to look much more rustic than brickwork, again emphasising the natural look. From a practical point of view, the heating and much of the furniture – notably the storage space – was built in to the house so that the interior space was maximised.3. When you look at the date of the house – 1935 – and when you compare the design with other houses built around the same time, you can understand why this particular house was years ahead of its time. That is why it is important in architectural history and therefore a listed building in the USA.4. Although Fallingwater was revolutionary at the time, and although Lloyd Wright’s concerns are shared by architects today (blending in with nature, practicality...), the house now looks a little old-fashioned because everything is so perpendicular. In a desire to become more organic, architects are now searching for rounder, softer shapes that refl ect nature more closely than vertical and horizontal lines: after all, there are no sraight lines in nature.

PROJECT (p. 141)

Pour la réalisation de ce projet forcément unique selon les équipes d’élèves et qui mettra les élèves en position d’adultes, plusieurs étapes devront être visées. Bien entendu, chaque « famille » devra mettre en avant ses « priorités » de vie, condition sine qua non à la réalisation de ce projet utopique mais révélateur d’un choix de vie.Parmi les critères à aborder, citons dans le désordre les points suivants : location of the house, type of house and architecture, number of fl oors and rooms, type of heating, lighting and insulation/soundproofi ng, type of windows, dividing walls, type of tiled fl oor/fi tted carpet, fi ttings, type of materials used...). Les quatre membres de la famille auront des idées différentes, selon leurs envies, leurs besoins et leurs préoccupations et l’interaction entre eux pimentera la production orale attendue. On conseillera l’utilisation de connecteurs logiques (voir fi che de méthodologie n° 12 aux pages 163-164) et/ou amorces du type First of all/As far as I’m concerned, I’d like to... I think that.../What’s more,/On the one hand,... on the other hand,.../Contrary to my father/mother/brother/sister, I really want to.../The bright side of having... is I can’t do without... Ce qui sous-tend le projet c’est de montrer l’éventail d’idées et de possibilités, plus originales les unes que les autres, selon l’âge et les activités des uns et des autres... L’étude de la maison page 141, de même que les trois pages d’activités proposées pour les groupes de compétences (pages 146-148) pourront éventuellement s’avérer utiles pour élaborer le contenu à produire. Le « plus » de ce projet sera la conception d’un véritable plan voire d’une maquette à montrer et à détailler à la classe, afi n d’ancrer encore plus ce travail dans le concret.Pour se faire on pourra également orienter les élèves vers les sites qui proposent de dessiner la maison dont on rêve en 3D et récompenser les travaux informatiques graphiques effectués à l’aide de ces logiciels.



La fi che d’informationUne fi che d’information est téléchargeable : bonusfi le-p.141. Elle fournit des renseignements sur l’architecte, le background et la maison. Pour ceux qui disposent du manuel numérique, ces textes sont disponibles également en version enregistrée.

L’activité supplémentaireUne fi che de travail est téléchargeable : artfi le-p.141. Il s’agit d’un texte à trous sur l’architecture moderne.

Corrigéartfi le-p141.pdf

Many people think modern architecture developed as a result of technological and engineering advances. After all, the fi rst skyscrapers could not possibly have been built without the widespread availability of iron, steel, reinforced concrete and plate glass, which were not in common use until the late nineteenth century.Other people, however, believe that the European and North American movement known as Modernism was a reaction to 19th century excesses of ornamentation, in what is known in Britain as the Victorian period; people were looking for homes that better refl ected a faster, less individualistic way of life.Whatever the cause, in about 1900 a number of architects around the world began developing new architectural solutions to integrate traditional precedents (like Gothic, for instance) with new technological possibilities. It was a struggle between old and new: traditional crafts alongside the techniques of industrial mass production. It produced interesting local movements like the Arts and Crafts movement in Britain, but, in the end, the traditional elements were overshadowed by the more functional side of Modernism.The rise of several totalitarian states in the 1920s and 30s and the increased emphasis on functionalism, favoured the development of Modernism. The clean, severe lines preferred by Modernists, their disdain of frivolous ornamentation and their desire to build ever bigger and higher, went well with the monumental projects of both Fascist and Communist regimes.In the post-war years, the need to rebuild quickly after the devastation of war, and the conviction that high-rise buildings would be the solution to an increasing lack of space, meant that thousands of tower blocks went up all over Europe in the modern style. It was only in the 80s that architects and town planners began to realise that piling people on top of one another was probably not the best way to create cohesive communities: Post-modernism was born.


L’opposition, la restrictionCorrigé(Observation)� a. Despite efforts on the part of teachers and educationalistsb. even though most teachers are staunch advocates of state educationc. although the way the school is run naturally refl ects certain Western European valuesd. even if it goes against their own beliefs

� a. despite: préposition.b. even though: locution conjonctive.c. although: conjonction de subordination.d. even if: locution conjonctive.� prépositions : in spite of.conjonctions : whereas, while, though, albeit.adverbes : yet, nevertheless, though (en fi n de proposition), all the same (familier), however, notwithstanding.prépositions : even with, regardless of, despite.(Application)� (réponses non limitatives)a. Teachers’ and educationalists’ efforts notwithstanding, it cannot be denied that standards in state education are falling.Teachers’ and educationalists’ efforts cannot be denied, yet standards in state education are falling.Although/even though teachers and educationalists are making efforts, it cannot be denied that standards in state education are falling.b. Most teachers are staunch advocates of state education, yet they might be able to learn something from the private sector.Well, despite the fact that most teachers are staunch advocates of state education, they might be able to learn something from the private sector.Well, although most teachers are staunch advocates of state education, they might be able to learn something from the private sector.c. We expect students to make their own decisions, yet the way the school is run naturally refl ects certain Western European values.Although we expect students to make their own decisions, the way the school is run naturally refl ects certain Western European values.d. ... parents will usually accept that the sort of education we offer is the best solution, although it goes against their own beliefs.... parents will usually accept that the sort of education we offer is the best solution, in spite of the fact that it goes against their own beliefs.� a. Although teachers do their best to help their students succeed, standards seem to be falling regularly.b. In spite of the fact that the IB is an extremely diffi cult exam, very few students at Atlantic College fail it.c. Peter was a poor boy from a war-torn African country, yet he was given a chance to study at Atlantic College.d. Even if all the students at Atlantic College are taught the same principles, they are all expected to make their own decisions.

L’expression de la conditionCorrigé(Observation)� As long as he works hard, ...provided their children are happy and have the prospect of a decent future� as long as, provided.� Les deux mots sont des conjonctions de subordination.� if, on condition that, providing.

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(Application)a. They will understand how the world functions provided they go out and study what happens in the private sector.b. They will surely get an International Baccalaureate at Atlantic College if they work hard.c. They will be accepted at AC as long as they show high motivation.d. They will be allowed to take the IB on condition that they follow the peace and confl icts course.e. Parents from various cultures agree to their children being taught Western values as long as this gives them the prospect of a decent future in their homeland.

Propos rapportés, discours direct et indirectCorrigé (Observation)I hear you’ve been seen in Willie Ray’s whiskey store” = discours indirect.“I told his family he’d be properly medicated” = discours indirect.“There’s a rumor you’ve invited him to worship with us” = discours indirect.I hear et there’s a rumor sont une autre manière de dire : I’ve been told that..., donc de rapporter des propos tenus.En 2, Emporia rapporte les propos qu’elle a tenus à la famille du malade.2. Les passages de discours rapporté sont soulignés.

(Application)� I saw Emporia in Willie Ray’s whiskey store, Reverend.He will be properly medicated.She has invited him to worship with us.� (On remarquera que nos propositions de discours rapporté sont un peu plus élaborées que celles que l’on propose aux élèves d’un niveau d’études inférieur.)a. Emporia told him that she was seventy-four years old, at least thirty years older than he (was), and if she chose to buy medication for a friend, then she would.b. The reverend answered that Emporia might call it whatever she wanted but the elders were upset about this.c. He asked what kind of example it was for their youth if one of our senior ladies was seen in a whiskey store.d. He asked how safe Emporia (herself) was.e. She answered the reverend that she was safe, she knew she was.f. He declared that they would not argue that and that his concern was the church.g. And he said they would be praying for her and for him.h. She retorted she was sure he’d be pleased to hear that.

Réfl exion sur le sens des auxiliaires modauxCorrigéExercice délicat de compréhension des ambiguïtés pouvant être véhiculées par les modaux.

Corrigé(Observation)1. might (a), might (b), will (a), could (a), could (b), can’t, must, will (b).

2.

1 2 3might (a) could (a)might (b)will (a) will (b)could (b)can’tmust

(Application)Modaux pouvant être compris différemment :

1 2 3might (a) will (b) could (b)

can’t

Better or Worse? (p. 144-145)

(p. 145)

Il nous a semblé important dans ce chapitre d’aborder avec les élèves un des points marquants de l’actualité de ces dernières années : la crise fi nancière. Les deux pages du Magazine permettent de donner un point de vue relatif de la crise en la comparant avec celle de 1929 et en la percevant sous l’angle de l’avenir (discours très positif et plein d’espoir de Richard Branson). Les courts textes présents sur les deux pages ainsi que le document audio sont simples à comprendre et précis. Ils seront l’occasion de développer les échanges entre les élèves de la classe.

CorrigéL’activité peut se dérouler sur une séance d’une heure divisée en trois parties :� La classe est divisée en trois groupes. Le premier lit les extraits sur la crise de 1929, le deuxième lit les extraits sur celle de 2008 tandis que le dernier groupe écoute l’entretien avec Richard Branson. L’objectif de cette première partie est de concentrer l’attention des élèves sur un point du vue unique, ce qui facilite la compréhension.� Chaque groupe présente ensuite un résumé de sa partie tandis que le reste de la classe tente de comprendre ce qui est dit et cherche à trouver les similitudes et les différences avec ce qu’ils viennent de lire ou d’entendre. Cette recherche des similitudes et des différences et la comparaison avec le discours paradoxal de Richard Branson oblige les élèves à bien écouter leurs camarades. Nous vous conseillons de profi ter de cette occasion pour enrichir le discours des élèves en les renvoyant vers les fi ches méthodologiques à la fi n du manuel (Organiser et lier son discours p. 163/64).� La troisième partie de la séance, qui correspond à la question 3, vise à laisser libre cours à l’interaction et à la capacité d’analyse des élèves. Là encore la fi che méthodologique « organiser et lier son discours : exprimer son point de vue » en fi n de manuel pourra vous aider à enrichir le lexique et les structures.

PROJECT (p. 127)Le projet sera d’autant plus facile à réaliser que les textes de la double page et le discours de Richard Branson auront été



abordés en classe. Une autre solution est de demander aux élèves de faire la recherche chez eux au préalable ou de s’assurer qu’ils ont déjà étudié la crise en cours de Sciences Economiques et Sociales par exemple.Le travail effectué par les élèves se divise essentiellement en trois parties :� La première partie peut s’effectuer en classe. Il s’agit de la constitution des groupes et de la recherche de solutions pour répondre à la crise fi nancière.� La deuxième partie est plus créative. Les élèves sont amenés à réfl échir aux possibilités d’exploitation de leurs idées lors d’une campagne présidentielle. Cette partie peut également se faire en cours ou à la maison. Il est important d’encourager les élèves à créer des supports visuels et/ou textuels clairs et lisibles pour tous (panneaux publicitaires, spots vidéos, slogans et badges, article de presse, court discours...). Le projet en sera d’autant plus intéressant lors de la restitution fi nale.� La dernière partie se déroule en classe entière. Chaque groupe présente ses solutions accompagnées des supports créés. Pendant cette dernière partie, comme pour chaque travail d’écoute de groupes, nous conseillons de mettre les élèves en position active afi n qu’ils ne s’ennuient pas en attendant leur tour. On peut demander à chaque groupe qui écoute d’évaluer le travail de leurs camarades (prononciation, vocabulaire, grammaire, qualité de la présentation). Un bilan rapide peut s’effectuer après chaque présentation. Le cours peut ainsi se terminer sur le vote du projet le plus effi cace.Script

dvdscript-p144Sir Richard Branson speaks to students of McGill University’s Desautels Faculty of Management about the current economic landscape and gives suggestions for how entrepreneurs can survive the current recession.BRANSON: For the last two years [there] have been some of the

most turbulent and most surprising I have encountered in my forty years in business.

(How do you perceive the current economic crisis?)BRANSON: This is a truly global crisis with countries such as France,

Germany, Italy, Spain, Britain, all fi nding demand slowing and the availability of money almost completely drying up. In the UK we have seen many of the established banks collapse and be forced into government or quasi-government ownership. We’ve seen many High Street stores go out of business and we’ve seen government borrowing skyrocket into the billions to stem the crisis. The experience in the US has been as, if not more, dramatic with famous Wall Street names such as Bear Stearns, Lehmans and Merrill Lynch falling by the wayside. The big three US car companies have been humbled and forced to look for government bail-outs and all across American industry there has been a reassessment of the way forward.

(How should entrepreneurs and businesses weather the storm?)

BRANSON: Out of every crisis comes opportunity and it is now that entrepreneurs and dynamic companies can make a real impression. At times like these, business leaders need to show calm leadership and they need to remain focussed

on ways to grow their companies and their market share. It can be daunting to think of expansion when businesses are failing or faltering but a good entrepreneur will weigh up the risks and rewards of expansion and they’ll fi nd a way through. I fi rmly believe in the motto that the brave may not live forever but the cautious, they do not live at all.

(In what way has Virgin prevailed during trying times?)BRANSON: We founded and we grew Virgin Records in the teeth of

the recession of the early 1970s and we expanded Virgin Atlantic through the storms of the late 1980s and early 1990s, and we bought Virgin Mobile after the dotcom crash of the late 1990s. So my take-away for today, given that you are the leaders of the future, is use these challenging times as a real opportunity, to try to found a business and keep focussed on your proposition and go for it.

Corrigédvdfi le-p144

� a. slowed/been slowing, b. dried up, c. collapsed, d. gone out of business, e. skyrocketed, f. fallen by the wayside, g. humbled, forced, h. reassess.� a. a way that the government can help companies in trouble.b. If you never take risks, you’ll never be successful.� “At times like these, business leaders need to show calm leadership and they need to remain focussed on ways to grow their companies and their market share.”� a. Virgin Records, b. Virgin Atlantic, c. Virgin Mobile.� (exemple) Virgin expanded when markets were in crisis: Sir Richard took a lot of risks, gambling on the fact that demand would rise again.


Atelier 1 (p. 146)Script

dvdscript-p146REPORTER: This organisation is famous and infamous for its

unconventional approach to saving the world.PROTESTER: Excuse me, but please stop killing the whales. Stop

killing the whales.REPORTER: Welcome to watchmojo.com and today we’ll be learning

more about Greenpeace.Founded in Vancouver, British Columbia in 1971, Greenpeace is an international environmental group. As part of its mission, Greenpeace claims itself as the voice for voiceless Mother Earth. Greenpeace was originally founded as a means to stop underground nuclear testing in an area of Alaska that was home to a number of endangered animal species. Though the grassroots organisation failed to stop the United States from detonating that original bomb, its existence initiated a fl ood of public interest. The group offi cially became Greenpeace in 1972 after the US government had stopped testing in that Alaskan region. By the mid 1970s, the organisation had branched out from exclusively protesting nuclear weapons to fi ghting other environmental causes as well. These included whaling and toxic waste.

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By 1977, factions of the organisation began operating across the world. Greenpeace has since evolved from its grassroots beginnings to become an organised group with offi ces in over 40 countries. Today the organisation is based in Amsterdam, the Netherlands, and claims 2.8 million supporters around the world.

Part of the Greenpeace mandate from the beginning has been to eliminate all nuclear weapons and put an end to our reliance on non-renewable resources. Its main goal is to stop climate change and the group is credited with raising public awareness of that issue markedly throughout the 1990s. In addition to protesting and raising awareness, Greenpeace has also used its own laboratories to research and locate alternative solutions to ongoing problems. This effort has included the invention of Greenfreeze, a technology for fridge manufacturing that eliminates the use of ozone-depleting CFCs. Today, over one third of refrigerators produced are based on this technology.Funding for the group comes in the form of donations from foundations and individual supporters. A strict screening process ensures it does not receive funds from governments, political parties or corporations. Greenpeace traditionally uses non-violent means to bring attention to environmental problems. The group utilises peaceful protests, petitions and more unconventional and sometimes disruptive means to its advantage. For example, the passive resistance technique of bearing witness uses the protesters’ presence as a sign of disapproval and is very popular with Greenpeace. The group is also famous for aggressive and striking advertising campaigns to get its point across.

PRESENTER: You can even use the Scamwow to rehabilitate wildlife. Terrifi c! There won’t be any public rage left for those boycotts.

REPORTER: In certain instances throughout its history, some members have taken their creative protests to the next level and have wound up facing prosecution for what can be considered unorthodox and extreme actions. Despite this controversy, there is no doubt that Greenpeace has become one of the most effective and successful environmental protection groups in the world.

PROTESTER: We must begin to have respect for other life, for comrade dolphin, comrade whale, because without them, the oceans begin to die. And if the oceans begin to die, we all begin to die.

Corrigé(questions du manuel)� The photos also show how Greepeace manages to attract attention by campaigns that are extremely visible and provocative. However, some of their high-profi le campaigns tend to backfi re on them: fl ying a hot-air balloon over the Taj Mahal, for example, is a good ploy to get Greenpeace on the front page of newspapers, but is bound to get negative criticism as well on grounds of good taste and appropriacy. Detractors have also accused Greenpeace of being more concerned about drawing attention to Greenpeace than to the causes it supports.� a. It was founded in 1971 as a means to stop underground nuclear testing in Alaska.

b. Eliminate nuclear weapons, remove reliance on non-renewable resources, stop climate change (also: fi ght whaling and the dumping of toxic waste).c. Greenfreeze is a technology for making fridges that eliminates the use of ozone-depleting CFCs. The result is that over one third of refrigerators are now produced using this technology.d. It is funded by donations from foundations and individual supporters. It does not receive funds from governments, political parties or corporations.e. The advertising campaigns are aggressive and striking.� (students’ own answers)

dvdfi le-p146� (exemples)a. Greenpeace was originally founded as a means to stop underground nuclear testing in Alaska.b. It branched out to fi ghting other environmental causes such as whaling and toxic waste.c. Greenpeace claims 2.8 million supporters around the world.d. From the beginning, it has been one of its aims to put an end to our reliance on non-renewable resources.e. Greenpeace has its own laboratories to research and locate alternative solutions to ongoing problems.f. A strict screening process ensures that Greenpeace does not receive funds from governments, political parties or corporations.g. It is famous for aggressive and striking advertising campaigns to get its point across.� a. Go beyond oil, b. I want clean air, c. The cleaner greener freezer.� I want an end to our reliance on dirty, deadly fuels. I want a world powered by the wind, the sun, and the natural forces of the Earth. I want a world free from devastating oil spills, toxic coal plants, and hazardous radioactive waste.

Atelier 2 (p. 147)Aider les élèves à comprendre un article au second degré !Ce texte tiré du Daily Telegraph annonce les conclusions de deux expériences visant à produire de l’électricité différemment. En l’occurrence, l’énergie pourrait venir des poissons. Ces résultats apparaissent comme une solution miracle car, comme le dit la journaliste, à plus grande échelle l’énergie emmagasinée fournirait assez d’électricité pour subvenir aux besoins en électricité de 30 000 foyers par an. Cependant cet article fut publié le 1er avril 2009 et il est à noter que ce n’est qu’un poisson d’avril !

Corrigé� Researchers have found that the energy coming from fi sh when they are swimming could be captured and transformed into electricity. Thus networks of prongs would be installed along the riverbeds. The former would capture the energy coming from the fi sh swimming upstream – when they need more power and therefore make more efforts and generate more energy – and be transformed into electricity.� This system would enable to both produce clean energy and ensure clean river waters for wildlife to fl ourish and be healthy.� The two main problems raised concern restricting fi shing and the danger that the prongs could represent for both wildlife and fi shermen: they could be electrocuted.



� The project is named “Finetics” and is based on a Japanese experiment which consisted of transforming the energy produced by people walking (“over pressure-sensitive mats at train stations” into electricity (l. 18-19).� Scientists chose fi sh because they generate much more energy than bigger land animals living such as sheep or cattle, because they move much more slowly and consequently generate far less energy than, say, a salmon that can swim at a speed of 12 metres per second.Secondly, they also chose fi sh because they are the healthiest species thanks to improvements in water quality.� Last summer a secret three-month experiment was carried out on the River Tees where the salmon population had increased tremendously. The experiment proved that, at that particular place, enough electricity had been produced to supply energy for a whole family for a year.� The article was published on April 1st, which is April Fool’s Day. We may therefore deduce that, despite the convincing serious style, this piece of news is absolutely fake and the article is just a clever hoax.

Atelier 3 (p. 147)GDP = Gross Domestic Product (produit national brut) = the total value of goods and services produced within a country in a year, not including its income from investments in other countries.

Corrigé� This graph shows the correlation between the amount of money that people earn in a given country and their feeling of satisfaction or their degree of happiness. In most countries, the higher the GDP per person is, the better people feel/the more satisfi ed people are. In other words, the more people earn, the happier they seem to be. This conclusion is obvious in Western countries such as Denmark, Britain, France, Germany or the USA. It does not seem to be the case in Hong Kong where people earn as much money as the British but feel far less satisfi ed. For Brazilians, money is not a key factor since, even though their wages represent a fi fth of what people earn in Germany, they are as satisfi ed as Germans.� (exemple) The graph is effective because it shows how materialistic people are in Western countries.� (exemple) Benjamin Franklin’s words are not only another version of the saying “Money can’t buy everything”, but also refer to the feeling of addiction that comes with money and hints at the void that it creates in people’s lives. That money is addictive can easily be seen in this world of ours which is becoming more and more materialistic and where nothing can be done without money. The problem is that the more people earn, the more they spend and the more they have, the more they think they need. It is a vicious circle that can be illustrated by what happened before the 2008 fi nancial crisis when traders kept speculating in the hope of making more money even if they were already billionaires.Thus abundance creates dependence: you are never satisfi ed with what you’ve got. What’s more, it seems impossible to eradicate money from our “globalized” world even if we want to. Take the example of Christopher McCandless, a young American

who could no longer bear to be enslaved by money. He tried to fi nd the real meaning of life by living in harmony with nature but died alone in the Alaskan wilderness. And in India, the town of Auroville is trying to get rid of cash but its inhabitants have to live cut off from the world. If we still want to be part of this world, it seems we have to pay the price of becoming addicted to money.

Atelier 4 (p. 148)

Corrigé� � (exemples) A Swedish company has invented an under-water kite. A turbine is attached to the kite and the kite attached to the ocean fl oor. The system generates 800 times more energy than if the system were in the sky and can even generate 500 kilowatts of power in calm waters. The system could boost the market by 80% and the fi rst model will be put off the coast of Northern Ireland.� a. (reprise des phrases ci-dessus)b. (lexique utile) energy-saving, eco friendly, effi cient, original, new, different, modern, economical, ecologically sound, ecologically minded, low-cost, cheap.c. (exemple) I am skeptical about a system whose effi ciency depends on the roughness or calmness of waters. Technically speaking, will it remain attached to the ocean fl oor in the long run? What will happen if something goes wrong? Maintenance will quickly turn out to be problematic. The cost might be higher than expected insofar as the profi tability of such a system is hard to determine. It might not be that fi nancially-rewarding or cost-effective. From an environmental point of view, covering part of the ocean fl oor with kites and turbines is debatable and serious studies should be carried out to analyse the impact on the environment and ecological balance.

Atelier 5 (p. 148)Au préalable, on demandera à chaque groupe (en binôme par exemple) de lister sur un papier les arguments pour ou contre – selon le groupe d’appartenance - afi n de donner plus de fl uidité au débat :– à partir des citations proposées.– en rajoutant des arguments personnels.Arguments in favour of driverless cars: safer, speed controlled, fewer casualties, should be extended to buses, savings in salariesArguments against driverless cars: money would be better spent on public transport and renewable energy to reduce fuel consumption, driverless buses would increase unemployment, man is more reliable than electronics.


Comme pour tous les autres projets du manuel, l’objectif ici est de développer les compétences orales et/ou écrites des élèves autour d’un projet ambitieux faisant appel à leur imagination. Le projet par ailleurs, permet de réactiver le lexique abordé depuis le début de la séquence et place les élèves dans une situation d’apprentissage plus autonome.Il nous a semblé intéressant dans ce chapitre de demander aux élèves d’imaginer leur propre contribution à un monde meilleur (Making things better). Pour cela, l’activité peut se dérouler

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en plusieurs séances, selon l’importance que vous souhaitez donner au projet fi nal.• Pour la première séance :– découverte du projet, lecture des deux courts paragraphes (et recherches éventuelles) sur Rebecca Welsh et Greg Mortenson ;– les élèves sont ensuite répartis par groupe de 4 et réfl échissent à l’organisme humanitaire qu’ils veulent créer.Cette séance a pour but d’introduire le thème de travail et de faire découvrir le projet de deux personnes différentes (un homme et une femme) et la manière dont ils ont réussi à améliorer considérablement les conditions de vie d’enfants. Si on amène les élèves en salle multimédia, on trouvera les informations essentielles sur les sites suivants :http://www.gregmortenson.com/http://www.haloworldwide.org/http://www.grammerdesigns.com/halo/www/about/aboutus.htmSi le professeur est interessé par le sujet et souhaite aborder des extraits plus conséquents, nous conseillons l’ouvrage de Greg Mortenson intitulé Three Cups of Tea présenté sur le site suivant :http://www.threecupsoftea.com/L’ouvrage existe en deux versions (une version pour les adultes et une version simplifi ée pour les enfants).On trouvera des documents vidéos sur les sites suivants :http://www.cbsnews.com/stories/2011/01/27/eveningnews/main7287359.shtmlhttp://cnettv.cnet.com/art-therapy-orphans/9742-1_53- 50099365.html• La deuxième séance est plus créative puisque les élèves doivent inventer le nom, créer le logo et lister les objectifs de leur organisme. Ils doivent réfl échir aux différentes stratégies qui vont leur permettre d’obtenir l’argent nécessaire pour la faire fonctionner (voir fundraising ideas dans le manuel) et mettre au point les moyens dont ils auront besoin pour s’assurer que l’argent est utilisé à bon escient. L’aide lexicale ci-dessous devrait aider les élèves à enrichir leur vocabulaire.• La dernière séance consiste en une présentation des différents organismes humanitaires à la classe. Il est souhaitable de demander aux élèves de prendre des notes sur ce que disent les différents groupes afi n qu’ils écoutent de manière active au lieu d’attendre leur tour de manière passive. Vous pouvez demander aux élèves d’évaluer leurs camarades sur les critères suivants :– l’intérêt de l’organisme, de son nom et de son logo ;– la pertinence des stratégies pour gagner de l’argent ;– le réalisme des moyens mis en œuvre pour vérifi er que l’aide arrive à bon port ;– la qualité linguistique de la présentation.

Aide lexicaleaid (n.) advice, assistance, care, comfort, encouragement, hand,

help, relief, rescue, treatment.aid worker (travailleur humanitaire)benefactor (n.) assistant, contributor, good Samaritan, phil-

anthropist, promoter, protector, sponsor, supporterhelp (v.) aid, assist, contribute, encourage, favor, hold out a

hand, lend a hand, promote, relieve, subsidize, take care of.

helpful (adj.) benevolent, considerate, favorable, friendly, instrumental, invaluable, kind, productive, profi table, supportive, sympathetic, valuable.

humanitarian (adj.) charitable, compassionate, generous, humane, kind, philanthropic, sympathetic.

humanitarian aid (aide humanitaire)humanitarian crisis (crise humanitaire)



(p. 150)

Corrigé� She went to Kibera to help the local population.� It’s the largest slum area in the world where up to three million deprived people are living – or rather, surviving.� CH is a rather recent NGO created by Chris Morrison some ten-odd years ago. He started by contributing what little money he had to help take aid to Bosnia.� What is common to all CH projects is that they aim at improving health and bringing education to poor countries.� She went along with many other doctors and nurses but also teachers, pharmacists and an economist. There were 32 of them altogether plus about 20 translators. They helped bring sanitation and fresh water to Kibera.� The children were given medical treatment so as to eradicate such diseases as TB and malaria. They were given vitamins and basic health education.Script

tapescript39-p150PRESENTER: With a full-time career as an osteopath in Stroud, Sarah

Spencer Chapman decided to take her skills and experience a little further afi eld, so she travelled to Kibera in Africa. Listen to her account of the experience.

SARAH: Kibera, on the outskirts of Nairobi, is reputed to be the second largest slum area in the world. Offi cial fi gures put the numbers at 1.5 to 2 million but, on the ground, locals estimate three million and growing. In the late 70s this area was green forest. Now it’s a sprawling, overcrowded, deprived slum.

I went to Kibera for 10 days to work as part of a medical team with Care Highway – CH – a relatively small but rapidly expanding NGO, the brainchild of Chris Morrison who founded it 10 years ago. He started with a tin which he half fi lled with his own money to take aid to Bosnia in a lorry full of donated clothes and food.

From these small beginnings, CH now supports humanitarian aid projects in Bosnia, Serbia, Panama, South America and Africa. All projects have community health and education at heart, each clinic has an orphanage or a school attached.

35 of us were on this trip – 50 including local translators. 32 were Spanish. There were doctors, dentists, nurses, physiotherapists, osteopaths, pharmacists, psychologists, a teacher, an economist, and two children aged 13 and 15 – an integral part of the team and invaluable as it turned out.



For most it was their fi rst time in Africa and the fi rst with CH. The Kibera clinic boasts one of the few fl ushing toilets in

Kibera and has a tap for fresh water. Most of Kibera has no infrastructure at all: no water, sewerage or electricity, no rubbish collection, no free medical care or education. The average life expectancy is 30 years – if children make 15 they are lucky. Many have HIV or AIDS, and addiction to glue sniffi ng kills many children.

The school takes 20 pupils funded by donations: just 15 euros a month puts one child through school, clothing, feeding, equipping and attending to their medical needs.

Our team treated around 1,500 patients at the clinic in the 7 days we were there and attended to many more. We de-wormed, gave vitamins to every child we could lay our hands on, treated many who had TB, malaria and other tropical diseases, supplied glasses and sunglasses and, well, educated them really – giving basic health advice.


(p. 150)

Corrigé� Centenarians are surprisingly fi t and spry for their age. They keep themselves busy and are still involved in the social life of their community.� When they turn fi fty, most people tend to suffer from a wide range of diseases that may affect their lives in the long term. On the contrary, centenarians appear to be tougher. Their bodies resist chronic diseases. They usually recover quickly and are left with fewer after-effects.� The vigour of centenarians has aroused people’s curiosity. Studies show that those senior citizens have had a healthy life, have done a lot of sport and have always remained intellectually active.� Scientists have discovered that centenarians are intrinsically more resistant. To extend our lifespan further, they could create drugs that would chemically imitate the natural resilience of centenarians.


Une fois n’est pas coutume, cet exercice d’expression orale dépend de la compréhension écrite du court texte proposé, laquelle est facilitée par l’image qui l’accompagne.

(p. 151)

Corrigé� 160sq.m The area of the giant kite.20% The expected fuel cut.4% Fuel burnt by ships nowadays.100-300 The height at which the kite operates.12-74km/h The strength of the winds needed to operate the kite.� The device used here is a giant kite harnessed to a cargo ship the purpose of which is to reduce its fuel consumption.� (exemple) This is another clever example of what can be done to reduce CO

2 emissions, respect the planet and the

environment. I think the idea is excellent and I would like to

know about the results of the experiment. Moreover, I think a ship looks so much more beautiful with a kite fl ying ahead of it.� The idea is good, excellent even. Along with electric cars, such projects and experiments show greater concern for the protection of our environment and open the door to more innovations.


(p. 151)

Le support de cet exercice d’expression écrite est un bref article qui résume la situation d’une famille victime de la crise des subprimes.Pour la question n° 1, il est important de faire remarquer à quelle époque de l’année cette expulsion a lieu et dans quelle partie des USA.La réponse à la question n° 2 est libre, mais on peut guider l’élève vers l’attitude de la famille en question. Accepterait-il ce qui lui arrive avec fatalisme et résignation ou bien se battrait-il ?

Corrigé (exemple)

3521 Lake DriveBelmont Il. 32587

December 18, 2009The ManagerBank of Illinois112 Park AvenueBelmont, Il. 32625

Sir,

Following the receipt of your eviction notice we wish to inform you that we will not accept your decision to repossess our home on the grounds that we have been unable to make our mortgage payment these past three months.We feel your institution has tricked us into taking a loan whose conditions you knew would be hard to meet, should anything like the present economic crisis happen. We also feel we have been duped regarding the way the interest rate was supposed to evolve and therefore we have decided to fi ght your decision and have entrusted our case to Goldstacks and Aber, attorneys at law who will be contacting you shortly.

Yours,

The Professor and the Crank (p. 152-153)

(p. 152)

Corrigé� Professor Beard is a physicist who was awarded the Nobel Prize. He is older than the man who is driving him to an offi cial reception. He is wearing a tweed jacket.Tom Aldous is a young man from Norfolk. He seems to be scientifi cally literate and says that he read what Professor Beard wrote about photovoltaics (l. 25).� By monopolising the conversation, Tom gives the impression that he wants to impress the scientist. He shows off his knowledge about different sources of energies.

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� Tom does not think that a nuclear plant is the best way to produce energy. He asserts that it is unsafe and costly and that it pollutes the environment. On the other hand, he mentions the existence of a nuclear plant which is a safe and cheap means to produce energy. (l. 20-21)� For Tom, using solar energy would be the best solution.� The story that he tells about a man who destroys trees to drink the sap instead of directly drinking the rain has a double meaning. It sounds like an allegory. We could substitute our need for energy for the man’s need to quench his thirst and sunlight for the rain. Tom’s point is that we could find other ways to produce energy. We have here an allegory about Man’s destructive impact on the environment. Tom probably thinks that using such a story may make him sound more convincing.� Professor Beard is not convinced by Tom’s speech: “unimpressed” (l. 43), “too optimistic” (l. 46), “the Norfolk lad’s bucolic tone [...] was beginning to aggravate Beard’s raw condition” (l. 51), “he said sullenly” (l. 52).� In the last paragraph, the narrator’s point of view seems to be biased. Ironically, this passage is not a lesson about how to protect the environment, it’s more about dealing with cranks. The third person narrator expresses Professor Beard’s thoughts here and the reader may get the impression that Professor Beard is giving a lecture about cranks. Dealing with them is like conducting a scientifi c experiment; the use of the adverbs “fi rstly” (l. 57) and “secondly” (l. 58) enhances this tone. The last two sentences can be considered as the conclusion of this lecture.


Les réponses aux questions 2, 3, 4 et 5 pourront guider les élèves. Elles leur donneront des pistes concernant l’état d’esprit de ce personnage, ce qui leur permettra de réécrire ce passage en adoptant son point de vue.

Imagine what happens next.Pour aider les élèves à respecter le style du texte initial, on peut leur proposer de remplir au préalablement la grille suivante :

Before writing what happens next and to imitate Ian McEwan’s style you will have to make some choices.

A. Circle the elements that you will use:

Type of narrator • fi rst person narrator • third person narrator

Tense used for the narration

• present• past

The way you will describe the scene:

• with long and detailed descriptions• with short sentences• with many adjectives• with many adverbs• with modals.

B. Choose your style and your words. Circle all the possibilities.

Literary style • poetic• realistic• comic• tragic• ironic• satiric

Speech • reported speech• dialogue (direct speech)• free indirect speech

Verbs to introduce what the characters say

• chat• reply politely• retort• splutter• stammer • drone on• snarl• mumble• moan• rave• ramble

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