ANGLAIS
s
n
o
i
s
s
i
mde
2
A2
➜ B1
Sous la direction de
Séraphine Lansonneur
Agrégée
Professeure et formatrice (75)
Julie Baptista
Certifiée
Professeure (94)
Sarah Bisson
Agrégée
Professeure et formatrice (75)
Annie Formont
Certifiée
Professeure et formatrice (10)
Claire Vittecoq-Laurelli
Agrégée
Professeure (Espagne)
Anne Wilkinson
Certifiée
Professeure (49)
04733104_001-013.indd 1
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Les auteures tiennent à remercier chaleureusement :
•Les élèves du collège Lucie Aubrac de Champigny-sur-Marne (94), du lycée
Marie de Champagne de Troyes (10) et du lycée français de Madrid pour leur
enthousiasme débordant et leur implication complice.
•Laurent Dufour pour sa relecture attentive et ses encouragements.
•Leur famille pour leur patience et leur soutien.
•Vincent Burgatt qui a su insuffler à cette équipe un dynamisme et une
cohésion bénéfiques à l’élaboration de ce projet.
L’éditeur tient à remercier :
•Agnès Calvo pour sa créativité, son écoute, sa persévérance et sa bonne
humeur.
Édition : Josiane Attucci-Jan
Responsable d’édition : Céline Ullas
Direction éditoriale : Véronique Gilles de la Londe
Direction artistique : Pierre Taillemite
Droits étrangers : Agnès Arnaut
Iconographie : Agnès Calvo
Relecture : Susan Wilkinson
Illustrations : Coredoc
Cartographie : Édigraphie
Conception graphique intérieure : Delphine d’Inguimbert & Oxygène Multimédia
Réalisation : Oxygène Multimédia
Couverture : Claire Mabille
Fabrication : Françoise Leroy
Gravure : Irilys
Réalisation sonore : Big Wheels, Direction acteurs : Adrien Hermans
DVD : Jaman Prod / Djamel Hadj Said
© BORDAS/SEJER 2014
ISBN 978-2-04-733104-0
Toute représentation ou reproduction, intégrale ou partielle, faite sans le consentement de l’auteur, ou de ses ayants droit, ou ayants cause,
est illicite (article L.122-4 du Code de la Propriété Intellectuelle). Cette représentation ou reproduction, par quelque procédé que ce soit,
constituerait une contrefaçon sanctionnée par l’article L.335-2 du Code de la Propriété Intellectuelle. Le Code de la Propriété Intellectuelle
n’autorise, aux termes de l’article L.122-5, que les copies ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une utilisation collective d’une part et, d’autre part, que les analyses et les courtes citations dans un but d’exemple et d’illustration.
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Avant-propos
NEW Missions 2 de, une méthode simple et accessible pour tous les élèves de
seconde !
L’objectif de la seconde est de mener les élèves du niveau A2 vers le niveau B1 du
Cadre Européen Commun de Référence pour les Langues dans les cinq activités
langagières.
NEW Missions 2 de s’articule autour de thématiques axées sur l’entrée
culturelle « L’art de vivre ensemble » et les trois notions : Mémoire, Sentiment
d’appartenance et Visions d’avenir réparties équitablement. Les supports riches
et variés sont organisés autour d’une problématique, afin d’initier les élèves au
travail sur les notions qui sera approfondi au cours du cycle terminal.
Tous les chapitres sont structurés autour d’un parcours de l’oral et d’un parcours
de l’écrit, ce qui facilite la mise en place de groupes de compétences. L’évaluation
diagnostique, en début de manuel, sert à repérer les besoins de vos élèves.
Les exploitations proposées et les tâches variées, authentiques et motivantes
permettront aux élèves d’acquérir des stratégies transférables et de devenir des
locuteurs autonomes.
Désireuses de faciliter la transition troisième-seconde et de répondre aux
besoins des classes hétérogènes, nous proposons, dans la partie Y O U ’ R E I N !
(les 4 premiers chapitres), des supports et des activités plus accessibles ainsi que
les rappels linguistiques et méthodologiques indispensables en début d’année.
Nous espérons que New Missions 2 de vous accompagnera le plus efficacement
possible et que vous aurez autant de plaisir à l’utiliser que nous en avons eu à
la concevoir.
LES AUTEURES
1
MP3
3
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AU FIL DES PAGES
Évaluation diagnostique
des 5 activités langagières
p. 12-13
OUVERTURE
Amorce de la thématique centrale
DO O R T 0
4
Multicultural
Britain
Notion et problématique
Mémoire : héritages et ruptures
Immigration et besoin de mémoire
individuelle, collective, officielle
Citation
Lessons and cultural content
ORAL: A multicultural society
WRITTEN: New tastes
Culture file
p. 58
p. 60
p. 62
Sommaire
➔ How has diversity created a new Britain?
How to
Approach a text
Y O U ’ R E I N!
p. 66
Mission
Design a poster for your multicultural event p. 69
Les 4 premiers chapitres
pour une transition
collège-lycée réussie !
- plus de documents A2
- les stratégies et les
faits de langue
nécessaires en début
d’année
cl
e
ass
Get ready!
Micro-tâche incluant une
compréhension de l’oral
a2 Comprendre et extraire l’information essentielle
de courts passages enregistrés audio
1 Describe the picture and react.
2 Read the quotation and pick out the different
nationalities and comment.
3 Listen to the recording. Write down the keywords
linked to being British, then share with the class.
Lexique
pairwork Use what you have learned to define
multiculturalism.
YOU’RE IN!
4
Being British is about driving a German car to
an Irish pub for a Belgian beer, then travelling home,
grabbing an Indian curry or a Turkish kebab on the
way, to sit on Swedish furniture and watch American
shows on a Japanese TV.
Useful words
(n.) [ˈbevərɪdʒɪz]: boissons
(n.) [daɪˈvɜːsɪti]: vague d’immigration
(n.) [sɑːri]: sari
(n.) (GB) / takeout (n.) (US) [ˈteɪkəweɪ] / [teɪkaʊt]:
plat à emporter
(adj.) [ˈnærəʊ ˈmaɪndɪd]: étroit d’esprit
(adj.) [ˈəʊpən ˈmaɪndɪd]: ouvert d’esprit
◗ beverages
◗ narrow-minded
◗ diversity
◗ open-minded
◗ saree
◗ takeaway
Unknown
(adj.) [ˌkɒzməˈpɒlɪtən]: cosmopolite
◗ different from (adj.) [ˈdɪfrənt frɒm]: différent de
◗ fast-evolving (adj.) [fɑːst ɪˈvɒlvɪŋ]: qui évolue vite
◗ cosmopolitan
British means V-ing (exp.) [ˈbiɪŋ ˈbrɪtɪʃ miːnz]:
être britannique signifie
the impression that (exp.) [gɪv ði ɪmˈpreʃən ðæt]:
donner l’impression que
◗ the difference between X and Y (exp.) [ðə ˈdɪfrəns bɪˈtiːn]:
la différence entre X et Y
◗ being
◗ give
56
57
ORAL
Workbook
Crime fiction lovers
A. Join the circle
ORAL
C. “I’ve been Sherlocked!”
a2
Your
1 Look at the website homepage. Guess who the man
in the foreground is and justify. Imagine the meaning
of the word “Sherlockology”.
1 Read the caption and describe the photo (setting,
characters). Imagine precisely what happened.
2 Read the information box and say in your own words
what makes The Mousetrap so exceptional.
2 Say who the website targets. In your own words talk
about all the different things you can do and see on this
website.
3 Explain why it can be said that the spectators of
The Mousetrap form a gigantic closed community.
3 Watch the video and try to remember as many details
as possible (words, places, people…), then share with
the class and comment.
Mousetrap facts
25, 1952.
Ambassador Theatre on Nov.
• The Mousetrap opened at London’s
longestseen it in the UK, making it the
• About 10 million people have
British theatre.
running play in the history of
“Now you
the actors says to the audience:
• At the end of the play one of
we ask you
are our partners in crime, and
have seen The Mousetrap, you
secret.”
the
keeping
to preserve the tradition by
Vidéo
sur DVD
offert
DVD
a2
5 Try to remember one of the tweets justifying why
this website won an award and share it with the class.
6 Watch the video again and focus on the extracts
from the series. Describe the different characters:
their physical appearance, attitude and tone of voice.
Imagine who they are and how they are connected.
7 your view Say if you would ever join an online fan
club. Explain why / why not.
4 Note the names of the different online social
networks you read. Say why they are mentioned.
Website dedicated to BBC series Sherlock,
named Best Fan Site (2012 Shorty Awards
for Social Media).
A group of people are trapped in an English country
house. One of them is killed. Who is the murderer?
cl
e
ass
B. Murder mystery meetings
Exploitation
dans le
Workbook
a2
wb ▶ 24
x
MP3
1 Scan the poster for information about the event
advertised (programme, date, dress code, price, etc.).
2 Read what is written in the open book and imagine
a solution to the mystery.
3 Listen to the recording and find the different events
that take place during a murder mystery dinner party.
Explain the use of the name tag, the clue card and the
notepad.
4 Note the three elements the guests need to discover
in order to solve the mystery.
Micro-tâche
préparant à la
tâche finale
5 your view Imagine what attracts people to this type
of party.
Useful words
◗ alibi
(n.) [ˈælɪbaɪ]: alibi
(n.) [ˈfɒləʊə]: disciple
(n.) [ɪnˌvestɪˈgeɪʃən]: enquête
(n.) [pəˈfɔːməns]: représentation
(n.) [ʃɜːˈlɒkɪən]: amateur de Sherlock Holmes
appeal (n.) [ˈwaɪdspred əˈpiːl]: très populaire
◗ follower
MISSION Get ready!
a2 Interagir dans des situations
bien structurées
Imagine a conversation between the different
characters of The Mousetrap. They discuss what
they were doing when the crime took place.
Take notes, then act it out.
adapted from (exp.) [bi əˈdæptɪd frəm]: être adapté de
based on (exp.) [bi beɪst ɒn]: être inspiré de
hooked on (exp.) [bi hʊkt ɒn]: être accro à
fans (exp.) [ˈfeləʊ fænz]: les autres fans
the club (exp.) [dʒɔɪn ðə klʌb]: bienvenue au club
stage (exp.) [ɒn steɪdʒ]: sur scène
◗ piece together the clues (exp.) [piːs təˈgeðə ðə kluːz]:
rassembler les pièces du puzzle
◗ share a deep interest in (exp.) [ʃeə ə diːp ˈɪntrəst ɪn]:
partager une passion pour
◗ solve a mystery (exp.) [sɒlv ə ˈmɪstri]: résoudre une énigme
◗ be
◗ be
◗ investigation
◗ be
◗ performance
◗ fellow
◗ Sherlockian
◗ join
◗ widespread
◗ on
◗ thrilling
◗ be
(adj.) [ˈθrɪlɪŋ]: excitant
drawn to (v.) [bi drɔːn tʊ]: être attiré par
together (v.) [kʌm tʊˈgeðə]: se rassembler
part in (v.) [teɪk pɑːt ɪn]: participer à
◗ come
◗ take
72
5 Detective stories
73
WRITTEN
New tastes
WRITTEN
B. Multicultural fashion
a2
1 Describe and comment on the poster. Guess when it
was designed. Say what it suggests about eating habits
in Britain at that time.
1 Look at the poster and explain what it was made for.
5 your view Write a paragraph about someone who inspires you
and explain why.
4 Find arguments in the text to explain the changes.
5 pairwork Talk about your own multicultural eating
habits.
Three fashion specialists at the Africa Fashion Week London talk about
what inspires them.
Anita Horsfall, Textile / accessory designer, born in London, based in Milton
Keynes, England
“My cultural heritage has had a huge1 impact on my work. Coming from a
mixed African background half Ghanaian and half Nigerian has exposed
A
Supports
authentiques
variés
15
20
national market research study by Food Network UK
has revealed Britain’s most-loved food.
In top position for favourite dish is Chinese stir-fry1,
replacing the previous premier winner which was chicken
tikka masala.
This Cantonese creation, usually packed with fresh vegetables and noodles, is now the most frequently cooked
meal in the UK – it is eaten by one in five Brits at least once a week.
Over two-thirds of the people surveyed said that its main appeal is ease of
preparation (the average stir-fry cooked in a wok takes a mere few minutes)
compared to traditional British cuisine.
Britons are increasingly opting for international cuisine over British staples2
at a rate of three out of seven nights of the week. Asian food is becoming particularly popular – sushi and noodles are now cooked as regularly as spaghetti
and potatoes.
Half of the people surveyed3 also said that traditional British dishes such as
cottage pie, sausages and mash or fish and chips are simply too boring.
Other top ten international favourites eaten by Britons are sweet and sour
chicken, Thai green and red curry, King prawns and Szechuan noodles.
Managing Director of Food Network EMEA4, Nick Thorogood, commented:
“Our research shows British palates have changed and we now have a penchant
for exotic tastes across the globe. It would have been unheard of for a typical
family to tuck into5 regular evening meals originating from Thailand or Japan
a decade or so ago.”
DJS Research, Study Uncovers Britains
Favourite Food Choices, June 2012
1. stir-fry (n.) [ˈstɜː fraɪ] = cuisiné au wok
2. staple (n.) [ˈsteipl] = everyday food
3. surveyed [səˈveɪd] = interviewed
5. EMEA [iː em iː eɪ] = Europe, Middle East and Africa
4. tuck into (exp.) [tʌk ˈntʊ] = vague d’immigration
60
Lexique à mobiliser
3 Pick out words and expressions referring to fashion in each text.
4 Say what inspired the people interviewed.
3 Focus on the quantities mentioned and say what
they correspond to. Explain how eating habits have
changed in the UK.
5
wb ▶ 19
2 group work Read one of the three texts below and pick out
information about the people interviewed (job, place of birth, origin,
place of living). Share the information you found with the other groups.
2 Read the text and focus on the different types of
food mentioned. Match each one with its country of
origin.
10
a2
MISSION Get ready !
5 me to a lot of rich African traditions, cultures and materials and textiles.
The bold2 and vibrant colours in Africa are phenomenal. I try to inject
these into my work a lot.
I try to incorporate rich luxurious African prints in my work, mixed with
vintage materials such as 1940s pieces and new materials such as chains,
10 pearls and shells3, which is amazing. It gives it a totally new look
which is rare. I’m also influenced by everyday sightings4, music,
art, people of diverse cultures and styles, etc.”
Useful words
(n.) [ˈfæʃən ʃəʊ]: défilé de mode
(n.) [ˌgləʊbəlaɪˈzeɪʃən]: mondialisation
(n.) [ruːts]: racines
◗ fashion-show
◗ globalisation
◗ roots
(adj.) [ˈfɒren]: étranger
◗ hot (adj.) [hɒt]: épicé
◗ tasty (adj.) [ˈteɪsti]: savoureux
◗ unaccustomed to (adj.) [ ʌnəˈkʌstəmd tuː]:
inaccoutumé
◗ unusual (adj.) [ˌʌnˈjuːzʊəl]: inhabituel
◗ widespread (adj.) [ˈwaɪdspred]: répandu
◗ foreign
◗ try
sth out (v.) [traɪ ˈsʌmθɪŋ aʊt]: essayer qqc
used to (exp.) [get juːst tə]: s’habituer
striking is that (exp.) [wɒts straɪkɪŋ ɪz ðət]:
ce qui frappe, c’est que…
◗ get
Hazel Aggrey-Orleans, Designer, born in Germany, based in London
“My diverse mix of cultures has strongly influenced my design
◗ what’s
15 aesthetic. I draw inspiration from all of my cultural experiences.
The most notable inspiration comes from my West African heritage. Growing up as a child in the buzzing, chaotic and culturally diverse city of Lagos, I developed a love for bold and
vibrant colours.”
Maureen Amooti, Creative director, born in Kampala, Uganda,
20 based in both Kampala and London
“Although Uganda is my home, I have lived in various countries. I draw my inspiration from the cultures and ethnic fabrics from the people I interact with. My roots contribute to
my bold use of colour. I am also massively inspired by luxua2 Lire des écrits factuels simples
et prélever une information
Find some recipes for the dishes mentioned in the
text and read them out to the class. Then prepare
a shopping list for the class based on the different
recipes.
25 rious bridal5 fabrics. Many a design I have created has come
from my draping experiments with soft brocade6 and silk.”
Black Beauty and Hair.Com, 2012
1. huge (adj.) [hjuːdʒ] = enormous
2. bold (adj.) [bəuld] = striking
3. shell (n.) [ʃel] = coquillage
4. sightings (n.) [ˈsaɪtɪŋz] = things you see
5. bridal (adj.) [ˈbraɪdəl] = concerning wedding
6. brocade (n.) [brəˈkeid] = material with an elaborate design
Grammar in use
door to language 64
precis 34
- “Treating one ingredient better
than another” (p.59 ▶ C.)
-“sushi and noodles are now cooked as regularly as spaghetti and
potatoes” (▶ A.)
Le comparatifs et le superlatif
4 Multicultural Britain
YOU’RE IN!
A. A taste of Britain
61
4
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CULTURE FILE
Mémoire : Héritages et ruptures
culture file
➔ How has diversity created a new Britain?
Notion et
problématique
How Britain was populated
over the years
Multicultural
music
1 Using the document, create a timeline showing how Britain was populated.
Discuss what this shows about the population of Britain.
1 Describe the pictures and say to what extent they reveal
a multicultural Britain.
2 Pick one era on the timeline and research it. Be ready to present your findings to the class.
2 Read the texts and pick out the different styles of music.
In your own words explain the aims and methods of Two Tone
and RAR.
a2
Nouveaux
documents
pour élargir
la thématique
a2
3 Make a list of all the bands mentioned. Choose one, find
information on it and introduce it to your classmates.
2
West-Indian immigration
began in 1948 in an effort
to solve the problem of
labour shortages in Britain
after WWII1. Around the
same time (1947) the
partition of India led to
the arrival of thousands of
immigrants from Pakistan,
Bangladesh and India.
3
In 792, the Vikings invaded
Britain. Traces of their
language can still be
found in English today.
Then in 1066, William the
Conqueror won the battle
of Hastings. Consequently,
French language culture
and laws became
integrated into British life.
4
The first Roman invasions
took place in 43 A.D.
The last Roman soldiers
stationed in Britain
were recalled to Rome
in 410. During their
occupation of Britain the
Romans founded London
(Londinium), built road
network, and developed
trade and industry.
5
In 2004 eight Eastern
European countries joined
the EU. Some citizens
from these new member
countries came to find
work in Britain.
1. WWII = World War II
N
W
ska and punk rock
a mix of Jamaican
Two Tone was
It was created
multi-racial groups.
linked to the
music, sung by
in Coventry. Bands
in the late 1970s
and White Unite”
promoted a “Black
movement that
of race riots were
midst of a period
philosophy in the
s.
Beat and Madnes
The Specials, The
Scale
0
200 miles
100
1. indie (adj.) [ˈɪndiː] = indépendant
late 1970s,
Racism
and acts in the
RAR: Rock against
in racist words
of multicultural
noticeable rise
In reaction to a
together in a show
organised
and activists came
against racism were
some musicians
s and protest marches jazz, funk, punk - OUR
roll,
solidarity. Concert
“Reggae, soul, rock’n the time were part of the
under the slogan
and
bands at
ve
Fingers
innovati
Stiff Little
MUSIC”. The most
Clash, Sham 69,
Sex Pistols, The
movement.
movement: the
from the Two Tone
of course the groups
E
S
Activité TICE
Cornershop
Cornershop is a British indie1 rock band
formed in 1991 by Tjinder Singh (singer,
songwriter and guitar), his brother Avtar
Singh (bass guitar, vocals), David Chambers
(drums) and Ben Ayres (guitar, keyboards and
tamboura). The band’s name comes from a
stereotype about British Asians often owning
corner shops. Their music is a mixture of
Indian music, Britpop and electronic dance
music.
1
Websearch
YOU’RE IN!
Between 1845 and 1850
Irish people began to pour
into England because of
the Great famine that
caused the death of over
a million people. Many
went to work in Britain’s
industrial towns.
Asian Britain
Go to bbc.co.uk/asiannetwork and asianimage.co.uk
group work
Make a list of upcoming cultural events and choose the one you’d like to attend.
62
DOOR TO LANGUAGE
4 Multicultural Britain
Grammaire, phonologie et lexique en contexte
DOOR TO LANGUAGE
precis 34
DOOR TO LANGUAGE
Le comparatif et le superlatif
Britain’s favourite
more diverse today than in the past.
sausages are
Curry is spicier than cottage pie and
1 Complete the sentences with inferiority (-),
equality (=), superiority (+) comparatives
or with a superlative (+++).
2 Prepare a report using the findings of this food
survey. Include equality and superiority comparatives
and superlatives.
nicer than bacon.
1. That meal was (expensive +++) one I have ever eaten.
2. The main course was (delicious =) the dessert.
3. They liked the hotel but they were (keen on -) the
restaurant.
4. That was (bad +++) restaurant I have ever been to.
5. I have to say that the waiters took (long +) I would
have liked.
6. I think that nowadays people are (open-minded +) in
the past about food.
According to the results of the survey, Chinese stir-fry is the
tastiest dish in Britain…
another.” (p. 59, ▶ C.)
“Treating one ingredient better than
as regularly as
“Sushi and noodles are now cooked
▶
spaghetti and potatoes.” (p. 60, A.)
masala. Honey is less
e Chips are less exotic than tikka
sweet than sugar.
popular meal in the UK.
f Chinese stir-fry is the most
c
d
dish
tasty
expensive
quick
tikka masala
2nd
3rd
2nd
chinese stir-fry
1st
2nd
1st
cottage pie
3rd
1st
3rd
Sounds
2 Comparez les mots en gras dans toutes les phrases
et dites ce qu’ils expriment.
comparatif d’égalité
comparatif de supériorité
comparatif d’infériorité
superlatif
cl
- pour les adjectifs à une syllabe et ceux à deux syllabes
se terminant par -ly, -le, -ow et -er (adjectifs courts), on
ajoute à l’adjectif -er + than pour le comparatif (nicer
than…) et on a la construction the + adj. + -est pour le
superlatif (the funniest) ;
Salmon is as tasty as tuna.
6 Faites de même pour les phrases en e.
Concluez sur le fonctionnement de la structure
less + adj. + than.
1 Observez les mots soulignés et classez-les en deux groupes :
noms de nationalité et adjectifs de nationalité.
3 Comparez les mots qui se terminent en -ese et les mots qui se
terminent en -an. Que remarquez-vous ?
Règles d’or
1. Comparatif de supériorité et superlatif :
- pour les autres adjectifs à deux syllabes et les
adjectifs à trois syllabes et plus (adjectifs longs),
le comparatif se forme avec more + adj. + than (more
tolerant than) ; et le superlatif avec the most + adj.
(the most diverse).
2 Choisissez la bonne réponse.
Les mots soulignés sont des mots lexicaux grammaticaux
lexicaux et grammaticaux .
Les mots grammaticaux sont accentués quand ils comportent une syllabe
plusieurs syllabes .
Les mots lexicaux sont accentués quand ils comportent une syllabe
plusieurs syllabes
une ou plusieurs syllabes .
remove [rɪˈmuːv] / Romans [ˈrəumənz] / Saxons [ˈsæksənz] / Normans
[ˈnɔːmənz] / approximately [əˈprɒksɪmətlɪ] / vigorously [ˈvɪgərəsli]
64
4 Multicultural Britain
HOW TO
Express and justify your point of view
2 Have a look at what a student wrote about this
subject and compare with your own opinion.
4 Focus on all the structures highlighted in the text
and identify the different words and expressions used
for each. Say why they are important.
5 Now use the notes you wrote in 1 and what you
have learnt to write a short paragraph to give your own
opinion on the subject.
3 Observe the structures in green and say what they
express.
Personally, when I visit a museum or an exhibition, what I appreciate most is to be on my own. It seems to me that art is something very personal.
Of course, it is sometimes interesting to listen to a guide. I must
Introducing examples:
well as discover whole new aspects of their art and understand
their symbolic value. What’s more, it can help you discover new
artists you would never have thought of.
For instance, I remember seeing a painting that only had shades of
blue and the guide explained that the colour blue symbolised hope
A2
B1
ass
x
Structuring your text:
2 I know how to understand an audio recording
about indigenous art.
Listen to the document entitled “New exhibition at the
Rockwell Museum of Western Art” three times and take
notes. Say what you have understood in English or in
French.
Marilyn Dumont stood before the audience gathered
to hear her poetry yesterday evening at the
Harrington community centre.
first and foremost,
to begin, moreover,
indeed, first(ly), second(ly),
third(ly), finally,
to conclude
Dumont, an award-winning poet of Cree-Metis
ancestry, read from her latest collection, Honour
Songs, to kick off the conference exploring Western
Canadian identity and heritage held here, in our city.
Linkwords:
since, because of, therefore,
that’s why, in order (not) to,
whereas
4 I know how to express purpose.
Use the structures studied to answer the following
question: “What do indigenous artists create works of
art for?”
for the future. I might not have understood the symbolism myself.
However, I can’t help thinking that unless you form your own
Tâche finale
MISSION
5 I know how to use the passive form.
Rewrite the following text, putting the underlined verbs
into the passive form. Do not forget to add the agent
when necessary.
The Aboriginal Memorial is an installation
of 200 hollow log coffins1 from Central
Arnhem Land. Artists made it to commemorate
all the indigenous people who,
since 1788,
have lost their lives defending their
land. Visitors can see it in the National Gallery
of Australia. The artists said the museum
authorities must locate this installation
in a public
place where they could preserve it
for future
generations.
Many different artists with different
painting styles created this monumental
work of
art. The different painting styles
apparent
in groupings correspond to the artists’
social
groups, which people sometimes
describe
as clans. These social groups connect
their
members to a common ancestor,
land and
language.
1. coffin (n.) [ˈkɒfɪn] = cercueil
opinion first, you will never really understand what the guide is
trying to tell you.
6 I know how to express
and justify my point of
view.
Say if you like or dislike
this work of art and justify
your point of view with
developed arguments in a
paragraph. (60-80 words)
All in all, if I had to choose, I’d rather see an exhibition all by myself
before listening to anybody else’s opinion.
Règles d’or
Now your turn
1. Pour exprimer votre opinion, il faut montrer que l’avis que vous exprimez est le
vôtre (as for me, personally, to my mind) et utiliser des structures montrant votre prise
de position ou vos sentiments (I feel that, it seems to me, what I find is...).
2. Un point de vue n’est jamais donné sans justification. On pourra avoir recours à
des mots comme since, because of, that’s why et donner un ou plusieurs exemples.
Give your opinion about
the following subject: Is it
better to go the cinema with
your friends or alone?
Exercice
d’application
Be an art critic
Your class has decided to make the school website
more attractive by posting art reviews every month.
You visit an art gallery which has just launched an
exhibition on indigenous art.
Write a review about a work of art.
group work
1 Select an artwork (choose any from this chapter
or useful links ).
2 Collect details such as the name of the artist and
biographical information, title of the work, date it was
created, historical context, title of the exhibition or name
of the gallery. Write these details at the top of the review.
Do not forget to write your name and the date it was posted.
3 List the specific characteristics of the piece of work to
prepare your description: type (landscape, portrait…) recognisable places, people, events - material (oil, wood,
acrylic…) - type of support (paper, canvas) - colours used
(warm, cold, primary) – shapes, lines, light, symbols. Your
task is to tell the reader what the work looks like.
4 Present your understanding of the work of art. Determine
what message the work conveys. Explain how it makes you
feel. Justify.
5 Organise all your findings and start writing: present
the work of art, then your analysis of what the artist
intented to express and explain how you came to that
conclusion. Give your personal impressions.
6 Draw conclusions. Decide whether this artwork is worth
seeing or not. Leave your reader with something more
to think about. Try to convince your reader. Don’t forget to
re-read your text carefully.
Which tools can I use?
how to 109
precis 18
– Express and justify your point of view
words
– La cause, le but
grammar
– Les mots de liaison, p. 80, 164, 178
3. Pour une présentation structurée des propos, veillez à utiliser des mots et
expressions appropriés : first, then, finally, to conclude.
– Le présent, p. 22
Useful expressions
◗ Description
portray
depict
illustrate
vivid, cold, warm colours
lack of colour
tense / joyful atmosphere
on the left / right-hand side / in the distance
in the foreground / background
in the top half / the bottom half
◗ Interpretation
capture light
draw one’s attention to
plan to
intend to
aim at + V-ing
emphasise the importance
add to
underline
I am under the impression…
It looks as if…
It is as though…
I feel…
It seems to me…
Renvoi vers
les aides
linguistiques et
méthodologiques
◗ Opinion
To my mind…
As for me…
As far as I am concerned…
To support my point of view…
I am well aware that…
I have the feeling…
◗ Conclusion
Norval Morrisseau (born in 1931),
Storyteller of the Ages, 1970
(acrylic on canvas),
Fred Jones Jr. Museum of Art,
University of Oklahoma, USA
4. N’oubliez pas de nuancer votre propos et de tenir en compte des opinions
différentes.
12 Indigenous art
179
180
(n.)
(n.)
MISSION
CHECK WHAT YOU KNOW
1 I know how to talk about indigenous art.
Sum up what you have learnt in this chapter about the
meaning of art for indigenous peoples. Prepare your
notes and be ready to speak for about 2 minutes.
MP3
Here are ten countries that are members
of the United Nations. Find the
corresponding adjectives and nouns:
Austria, Belgium, Iraq, Turkey, Portugal,
Ireland, Sweden, Poland, Chile,
New Zealand.
Austria, Austrian, the Austrians…
66
3 I know how to pronounce words beginning with
the letter h and the word the.
You’re a local radio journalist: read the following news
item aloud, paying attention to the letter h and the
word the.
admit it can help you understand the artists you already know, as
for example, such as
65
Auto-évaluation
e
1 Imagine you have to give your opinion on the
following subject: Would you rather visit a museum by
yourself or have a guided tour? Write down a few ideas
on a sheet of paper.
Test des
objectifs
langagiers
3. Les noms et les adjectifs de nationalité
prennent toujours une majuscule.
Now your turn
◗ black and white unite (exp.)
Lexique à
mémoriser en
lien avec la
problématique
CHECK WHAT YOU KNOW
cl
Stratégie de l’oral ou de l’écrit
en lien avec la tâche finale, Mission
◗ ska
Find the stressed syllables
of the underlined words in
a dictionary. Then read the
following sentences aloud
and listen to check your
pronunciation.
All the ingredients are equally
important. Treating one
ingredient better than another
will leave a bitter unpleasant
taste.
4 Réécoutez l’extrait du poème. Pour chaque mot à plusieurs syllabes indiquez
la syllabe accentuée. Vérifiez dans un dictionnaire.
allow [əˈlaʊ] : l’accent est placé juste avant la syllabe accentuée. On prononce donc : allow.
HOW TO
◗ reggae
ass
Now your turn
2. Les noms de nationalité, qui se terminent
par -ese, -ish ou -sh ne prennent pas de -s
mais s’accordent au pluriel. Ceux qui se
terminent en -an, -i prennent la marque du
pluriel.
words to remember
2. Les mots à plusieurs
syllabes ont toujours une
syllabe plus accentuée qu’une
autre.
3 Observez les mots ci-dessous et écoutez leur prononciation. Comparez-les
(nombre de syllabes / accentuation). Regardez leur transcription phonétique.
Que remarquez-vous ?
2. Comparatifs d’égalité et d’infériorité : on utilise
as + adj. + as et less + adj. + than quelle que soit la
longueur de l’adjectif (as old / important as ; less young
/ experienced than).
Règles d’or
en français à retenir
1. Contrairement au français,
l’anglais est une langue
accentuelle. Dans toute
phrase, certains mots sont
plus accentués que d’autres.
Les mots accentués sont en
général les mots lexicaux.
Règles d’or
1. Les adjectifs de nationalité sont
invariables.
2 Concentrez-vous sur les noms et dites ce que vous constatez.
wb ▶ 21
L’accentuation des mots et des syllabes
“Remove the Romans after approximately four-hundred years
Add lots of Norman French to some Angles, Saxons, Jutes and Vikings,
then stir vigorously.”
3. Attention aux adjectifs irréguliers : good better - best / bad - worse - the worst / far - further the furthest.
on the one / other hand,
of course, as for,
according to
Pakistanis and Jamaicans arrived after the Second World War.
d The British are fond of Chinese and Italian food.
– Ils désignent une personne un peuple .
e
4 Observez la phrase c. et retrouvez l’adjectif
d’origine. Dites si vous connaissez d’autres adjectifs
dont le comparatif est irrégulier.
Considering other
points of view:
Exercice
d’application
the “Chinese, Vietnamese and Sudanese” (p. 59, ▶ C.)
the “Spanish, (…) , Japanese / and Palestinians ” (p. 59, ▶ C.)
c
– Ils prennent toujours parfois la marque du pluriel.
1 Écoutez l’extrait du poème suivant et concentrez-vous sur les mots soulignés.
Classez-les en fonction de leur catégorie : mots grammaticaux (article préposition - conjonction) ou lexicaux (verbe - adjectif - nom - adverbe).
Règles d’or
Pour exprimer la comparaison, on peut utiliser
le comparatif d’égalité, le comparatif d’infériorité,
le comparatif de supériorité et le superlatif qui sont
formés selon des règles différentes.
5 Concentrez-vous sur la phrase d. et comparez-la
à la phrase suivante. Dites ce que vous pouvez conclure
sur le fonctionnement de la structure as… as.
e
ass
3 Retrouvez les adjectifs d’origine des mots soulignés
dans les phrases a. et b. et comptez le nombre de
syllabes dont ils sont constitués. Dites ce que vous
remarquez pour :
– les adjectifs à 1 syllabe ;
– les adjectifs à 2 syllabes ;
– les adjectifs à 3 syllabes.
Personal opinion:
b
– Qu’ils prennent ou non la marque du pluriel, le verbe s’accorde
ne s’accorde pas au pluriel.
1 Observez les phrases a. à e. et relevez les deux
éléments comparés dans chaque phrase.
Dites en quoi la phrase f. est différente des autres.
as for me, to my mind,
I have the feeling that,
what I find is that
a
cl
b
wb ▶ 21
Les noms et les adjectifs de nationalité
Now your turn
dishes are more multicultural and
a
DOOR TO LANGUAGE
Words
wb ▶ 23
YOU’RE IN!
Grammar
63
useful links
artbizblog.com/2010/04/artreview.html
aboriginalartdirectory.com/artists/
eiteljorg.org/explore/collections/contemporary
be designed to
be intended to
12 Indigenous Art
181
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SOMMAIRE
1 Door to
Life online
Sentiment
d’appartenance :
singularités et solidarités
ORAL
WRITTEN
Social networking
Virtual life
US teens and tech 16
Kindness in 140 signs 18
Teens on social media 17
Double life? - L. Leavitt 19
Rumour has it! 17
Culture file ▶ 20
2 Door to
Volunteering
Visions d’avenir :
créations et adaptations
Volunteering locally
Volunteering abroad
Making a difference 30
Travel to serve 32
Helping out locally 30
A volunteering trip 33
Change for the better VIDEO 31
Culture file ▶ 34
3 Door to
Sports
YOU’RE IN!
Sentiment
d’appartenance :
singularités et solidarités
The Olympic ideal
Inspiring communities
A spirit of togetherness 44
An American dream 46
Bringing gold home 44
A driving force 47
Role models for their nation VIDEO 45
Culture file ▶ 48
4 Door to
Multicultural
Britain
Mémoire : héritages
et ruptures
A multicultural society
New tastes
British Jamaicans 58
A taste of Britain 60
A mixed heritage 58
Multicultural fashion 61
A British melting pot B. Zephaniah 59
Culture file ▶ 62
5 Door to
Detective
stories
Crime fiction lovers
Generations of crime writers
Join the circle 72
Murder mystery meetings 72
A great classic of the genre The Detection Club 74
“I’ve been Sherlocked!” VIDEO 73
A modern case - J. P. Leonard 75
A gateway to the West
A destination in itself
History of a legend 86
Why Route 66? - P. C. Zick 88
Change for the better 86
Driving along Route 66 - M. Wallis 89
Sentiment d’appartenance :
singularités et solidarités
Culture file ▶ 76
6 Door to
Route 66
Mémoire :
héritages
et ruptures
American families on the move 87
Feel the freedom 87
Culture file ▶ 90
6
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riters
LANGUAGE OBJECTIVES
HOW TO and MISSION
Grammar
Le présent simple et le présent en be + V-ing 22
How to
Learn a lesson 25
Sounds
La prononciation du -s final 23
Mission Get ready 17 - 18
Words
Les adjectifs en -ing et en -ed 24
Miss
Mi
s io
Mission
Create a virtual community 27
Prepare a “five facts about myself” video
Grammar
Les propositions infinitives 36
How to
How
Understand an oral message 39
Sounds
L’accent de mot (accent tonique) 37
Mission Get ready 30 - 33
Words
Les expressions de temps 38
Miss
Mi
s io
Mission
Participate in a volunteer fair 41
Record a message to explain why you want to volunteer
Grammar
La forme interrogative 50
How to
Use (online) dictionaries 53
Sounds
L’intonation montante et descendante dans les questions 51
Mission Get ready 44 - 46
Words
Comparer : similarités et différences 52
Miss
Mi
s io
Mission
Be a TV presenter 55
Act out an interview of a famous sports icon
Grammar
Le comparatif et le superlatif 64
How to
How
Approach a text 67
Sounds
L’accentuation des mots et des syllabes 65
Mission Get ready 58 - 60
Words
Les noms et les adjectifs de nationalité 66
Miss
Mi
ssio
Mission
Organise a multicultural event 69
Design a poster for your multicultural event
Grammar
Les temps du passé
(prétérit, prétérit en be + V-ing et past perfect) 78
How
How to
Tell a story 81
Sounds
La prononciation de la terminaison -ed 79
Mission Get ready 72 - 74
Words
L’expression de la cause et de la conséquence 80
Miss
Mi
s io
Mission
Take part in a murder mystery dinner party 83
Talk about what you were doing when the crime took place
Grammar
Le present perfect 92
How to
How
Give an oral presentation 95
Sounds
Les liaisons 93
Mission Get ready 86 - 88
Words
Les verbes à particule 94
Miss
Mi
s io
Mission
Organise a Route 66 road trip 97
Present your Route 66 class trip project
7
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SOMMAIRE
7 Door to
Green cities
Visions d’avenir :
créations et
adaptations
ORAL
WRITTEN
Making cities greener
Improving urban transport
Imagine the city of the future 100
Innovative cycling 102
Rooftop gardening 100
Travelling green 102
Guerrilla gardeners VIDEO 101
Carbon cards - S. Lloyd 103
Life in the Amish
community
To be or not to be Amish
The Amish way of life 114
Learning from the “plain people” 117
Culture file ▶ 104
8 Door to
The Amish
Sentiment
d’appartenance :
singularités
et solidarités
A dilemma - B. Fisher 116
Working together 114
Rumspringa VIDEO 115
Culture file ▶ 118
9 Door to
Water
in Africa
Visions d’avenir :
créations et adaptations
Facing water problems
Local initiatives
Alarming facts 128
Boost education and healthcare 130
Contaminated water 128
Hope for the future - L. S. Park 131
No easy access to safe water 129
Women’s contribution VIDEO 132
Culture file ▶ 132
10 Door to
Music
Mémoire : héritages
et ruptures
Remembering the hippie
revolution
Recalling the punk rebellion
A new American way of life 142
The beginnings of punk L. McNeil & G. McCain 144
Songs of change 142
The portrait of a punk 144
Peace and music 143
A short history of punk 145
Back to the future
A dark future
From science fiction to reality 156
Deadly rules 158
Visions of a better society 156
Child soldiers 159
Culture file ▶ 146
11 Door to
Science fiction
Visions d’avenir :
créations et adaptations
A Star Wars prediction 157
Culture file ▶ 160
12 Door to
Indigenous
art
Aboriginal identities
Native American stories
Art from the outback 170
Talking about transmission 172
Commemorating heroic figures 171
The power of storytelling 173
Struggle for identity 171
Mémoire : héritages
et ruptures
Culture file ▶ 174
8
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port
h
llion
s
LANGUAGE OBJECTIVES
HOW TO and MISSION
Grammar
L’hypothèse et la projection 106
How
Ho
w to
Write a short factual text 109
Sounds
Les suffixes neutres et les suffixes forts 107
Mission Get ready 100 - 102
Words
Les mots composés 108
Miss
Mi
ssio
Mission
Take part in an eco-friendly awareness campaign 111
Create a brochure to promote green living
Grammar
Le style indirect passé 120
How
How to
Interact 123
Sounds
L’intonation des question-tags 121
Mission Get ready 115 - 116
Words
Les verbes introducteurs 122
Miss
Mi
s io
Mission
Participate in an acting competition 125
Act out a dialogue for a scene in a play
Grammar
Les auxiliaires modaux (sens 1) 134
How to
How
Debate 137
Sounds
L’accent contrastif 135
Mission Get ready 128 - 130
Words
Les expressions idiomatiques 136
Miss
Mi
s io
Mission
Set up a partnership with an African village 139
Participate in a debate about a water problem
Grammar
Les propositions relatives 148
How to
How
Take notes on an audio recording 151
Sounds
Les voyelles brèves et les voyelles longues 149
Mission Get ready 142 - 145
Words
Les verbes prépositionnels 150
Miss
Mi
ssio
Mission
Be a music journalist 153
Write an article about a music genre
Grammar
Les auxiliaires modaux (sens 2) 162
How
How to
Understand a text in detail 165
Sounds
Les diphtongues et les triphtongues 163
Mission Get ready 157 - 158
Words
Les mots de liaison
(concession / paradoxe / ajout d’information) 164
Miss
Mi
ssio
Mission
Participate in a collaborative writing competition 167
Write a science fiction story
Grammar
La voix passive 176
How to
How
Express and justify your point of view 179
Sounds
Les mots commençant par la lettre h – L’article the 177
Mission Get ready 170 - 172
Words
Les mots de liaison (expression du but) 178
Miss
Mi
ssio
Mission
Be an art critic 181
Write a review about a work of art
9
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SOMMAIRE
YOU’RE IN!
HOW TO
Door 1
Door 2
MISSION
Learn a lesson 25
Prepare a “five facts about myself” video 27
Understand an oral message 39
Record a message to explain why you want to volunteer 41
Door 3
Use (online) dictionaries 53
Act out an interview of a famous sports icon 55
Door 4
Approach a text 67
Design a poster for your multicultural event 69
Door 5
Tell a story 81
Talk about what you were doing when the crime took place 83
Door 6
Give an oral presentation 95
Present your Route 66 class trip project 97
Door 7
Write a short factual text 109
Create a brochure to promote green living 111
Door 8
Interact 123
Act out a dialogue for a scene in a play 125
Door 9
Debate 137
Participate in a debate about a water problem 139
Door 10
Take notes on an audio recording 151
Write an article about a music genre 153
Door 11
Understand a text in detail 165
Write a science fiction story 167
Door 12
Express and justify your point of view 179
Write a review about a work of art 181
Your
DVD
Tu trouveras sur ton DVD les vidéos suivantes :
DOOR 2 Change for the better, Youth Volunteerism Reportage 31
DOOR 3 Role models for their nation, US Women’s Gymnastics Team Still Basking in Olympic Glory
Reportage 45
DOOR 5 “I’ve been Sherlocked!”, Sherlockology Bande-annonce 73
DOOR 7 “Guerrilla Gardeners” Tackle Urban Eyesores
Reportage 101
DOOR 8 Rumspringa, Amish World’s Squarest Teenagers Reportage 115
DOOR 9 Women’s contribution, Nothing Is Impossible: Global Women’s Water Initiative
Reportage 132
READING FILE
The No.1 Ladies’ Detective Agency, Alexander McCall Smith 182
Aliwa!, Dallas Winmar 184
Brick Lane, Monica Ali 186
10
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Ces huit logos vous indiqueront à chaque activité ce que l’on attend de vous.
Mémorisez-les, vous les retrouverez à chaque page de votre manuel.
Compréhension de l’oral
Expression orale en continu
Expression orale en interaction
Compréhension de l’écrit
Expression écrite
e
cl
ass
1
Ce logo CD indique que cet enregistrement figure
sur le CD classe.
Fichiers MP3 gratuits et téléchargeables sur notre site compagnon
MP3 www.bordas-newmissions.fr.
Your CCe logo indique que l’activité porte sur un extrait vidéo,
DVD ddisponible sur le DVD.
★★
L
★
★
★★
★★
★
★
A2
B1
Écouter
Je peux comprendre des expressions et un vocabulaire très
fréquents relatifs à ce qui me concerne de très près (par exemple
moi-même, ma famille, les achats, l’environnement proche,
le travail). Je peux saisir l’essentiel d’annonces et de messages
simples et clairs.
Je peux comprendre les points essentiels quand un langage clair
et standard est utilisé et s’il s’agit de sujets familiers concernant
le travail, l’école, les loisirs, etc. Je peux comprendre l’essentiel de
nombreuses émissions de radio ou de télévision sur l’actualité ou
sur des sujets qui m’intéressent à titre personnel ou professionnel
si l’on parle d’une façon relativement lente et distincte.
Lire
Je peux lire des textes courts très simples. Je peux trouver une
information particulière prévisible dans des documents courants
comme les publicités, les prospectus, les menus et les horaires et
je peux comprendre des lettres personnelles courtes et simples.
Je peux comprendre des textes rédigés essentiellement dans une
langue courante ou relative à mon travail. Je peux comprendre
la description d’événements, l’expression de sentiments et de
souhaits dans des lettres personnelles.
Prendre
part à une
conversation
Je peux communiquer lors de tâches simples et habituelles ne
demandant qu’un échange d’informations simple et direct sur
des sujets et des activités familiers. Je peux avoir des échanges
très brefs même si, en règle générale, je ne comprends pas assez
pour poursuivre une conversation.
Je peux faire face à la majorité des situations que l’on peut
rencontrer au cours d’un voyage dans une région où la langue est
parlée. Je peux prendre part sans préparation à une conversation
sur des sujets familiers ou d’intérêt personnel ou qui concernent
la vie quotidienne (par exemple famille, loisirs, travail, voyage
et actualité).
S’exprimer
oralement
en continu
Je peux utiliser une série de phrases ou d’expressions pour décrire
en termes simples ma famille et d’autres gens, mes conditions
de vie, ma formation et mon activité professionnelle actuelle ou
récente.
Je peux m’exprimer de manière simple afin de raconter des
expériences et des événements, mes rêves, mes espoirs ou mes
buts.
Je peux brièvement donner les raisons et explications de mes
opinions ou projets. Je peux raconter une histoire ou l’intrigue
d’un livre ou d’un film et exprimer mes réactions.
★★
Parler
Écrire
S’exprimer
Comprendre
CECR
Écrire
Je peux écrire des notes et messages simples et courts. Je Je peux écrire un texte simple et cohérent sur des sujets familiers
peux écrire une lettre personnelle très simple, par exemple de ou qui m’intéressent personnellement. Je peux écrire des lettres
remerciements.
personnelles pour décrire expériences et impressions.
Extrait du CECRL, 2001 (Grille pour l’auto-évaluation, p. 26) © Conseil de l’Europe.
11
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Evaluate your level in English • Learning without borders
➔ How to learn from each other in a globalised world?
cl
e
ass
LISTENING
1 Read the information box first. Then listen to the
recording and take notes about what you have understood.
2 Give as much information as possible about the people
interviewed (names – ages – reasons for using this website).
3 Pick out the positive and negative aspects of this global
classroom. Then sum up in English or in French what you
understood.
Khan Academy
Salman Khan
.khanacademy.org
- Non-profit educational website: www
- Created in 2006 by Salman Khan.
ation.
access to a free and high-quality educ
- Mission: give everyone in the world
etc.
nce,
Fina
,
icine
in Maths, History, Med
- Resources: over 4,000 micro-lessons
SPEAKING
SPEA
Introduce and describe the document.
1 Introd
Explain w
what it is for.
about the people. Imagine who
2 Talk ab
they are aand what they are doing.
3 your vview Would you like to have
oppor
the opportunity
to participate in such a
G your reasons.
project? Give
DISCUSSING
pairwork You are thinking about
going abroad to study and improve
your English.
Exchange with a classmate to
discuss the project. Talk about the
positive and negative aspects and
decide on the best project (place –
time – length of stay – type of
activities – etc.).
12
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Visions d’avenir : créations et adaptations
READING
1 Read the document and introduce
it (nature – date – topic…).
2 Pick out information about the
type of exchanges this text is about.
In your own words, say how an
exchange works.
3 Say how parents and children
sometimes feel. Explain why.
4 Give the ingredients of a
successful exchange.
Sending your child off to an unknown
5
10
15
20
family in a country where the language
is not familiar (…) is a daunting1 prospect – as is hosting the return visit. Taking part in a group exchange through your child’s school is the easiest
approach. (…)
Some parents fear that travelling with a group of school friends means their
children won’t get the chance to practise their foreign language. Debbie Kendall, a French teacher, explains: “When they are with their exchange family
in the evenings and at the weekend, the children have to communicate in the
language of that country. After a couple of days the kids say to us, ‘I managed
to have a conversation about Desperate Housewives with my exchange family.’ They are amazed at their own ability – and that builds confidence.” (…)
Eileen Velarde, chair of examiners2 in A-level3 French, says the most important reason for doing an exchange is because the children want to take
part. “Foreign exchanges have the greatest chance of success if the child is
enthusiastic to try it. It is unlikely to work out if the parents have pushed
an unwilling child into it.” (…)
Some pupils worry that you have to be “really good” at a foreign language
in order to try an exchange. But Laverne Antrobus, an educational psychologist at the Tavistock Centre in London, says part of the fun of doing one is
trying to communicate, even if you don’t always get it right.
Nicky Maitlis, “Foreign exchange? Make yourself at home!”,
The Telegraph, March 30, 2013
1. daunting (adj.) [ˈdɔːntɪŋ] = intimidant
2. chair of examiners [tʃeə əv ɪgˈzæmɪnəz] = coordinator of exams
3. A-level [ˈeɪlevəl] = équivalent du baccalauréat
Useful words
(n.) [ɪksˈtʃeɪndʒ]: échange
language (n.) [ˈfɒrən ˈlæŋgwɪdʒ]:
langue étrangère
◗ opportunity (n.) [ˌɒpəˈtjuːnɪti]: occasion
◗ student (n.) [ˈstjuːdənt]: étudiant
◗ exchange
◗ foreign
(adj.) [ˌedjʊˈkeɪʃənəl]:
pédagogique
◗ open-minded (adj.) [ˈəʊpən ˈmaɪndɪd]:
ouvert d’esprit
◗ revolutionary (adj.) [ˌrevəˈluːʃənəri]:
révolutionnaire
◗ successful (adj.) [səkˈsesfəl]: qui réussit
◗ educational
◗ abroad
(adv.) [əˈbrɔːd]: à l’étranger
interested in (v.) [biː ˈɪntrəstɪd ɪn]:
s’intéresser à
◗ meet (v.) [miːt]: rencontrer
◗ practise (v.) [ˈpræktɪs]: pratiquer
◗ study (v.) [ˈstʌdi]: étudier
◗ travel (v.) [ˈtrævəl]: voyager
◗ be
WRITING
Your school has decided to take part in an exchange with a school
from another country. Write a paragraph introducing your school
and explain why you are enthusiastic about such a project. (10 lines)
◗
make the most of it (exp.)
[meɪk ðə məʊst əv ɪt]:
profiter au maximum de qqc
13
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Being British is about driving a German car to
an Irish pub for a Belgian beer, then travelling home,
grabbing an Indian curry or a Turkish kebab on the
way, to sit on Swedish furniture and watch American
shows on a Japanese TV.
Unknown
56
04733104_056-069_Door4.indd 56
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D O O R T0
4
Multicultural
Britain
Mémoire : héritages et ruptures
Immigration et besoin de mémoire
individuelle, collective, officielle
Lessons and cultural content
ORAL: A multicultural society
WRITTEN: New tastes
Culture file
p. 58
p. 60
p. 62
➔ How has diversity created a new Britain?
How to
Approach a text
p. 67
Mission
Design a poster for your multicultural event p. 69
cl
e
ass
Get ready!
a2 Comprendre et extraire l’information essentielle
de courts passages enregistrés
1 Describe the picture and react.
2 Read the quotation and pick out the different
nationalities and comment.
3 Listen to the recording. Write down the keywords
linked to being British, then share with the class.
YOU’RE IN!
4 Use what you have learnt to define
multiculturalism.
Useful words
(n.) [ˈbevərɪdʒɪz]: boissons
(n.) [daɪˈvɜːsɪti]: diversité
◗ saree (n.) [sɑːri]: sari
◗ takeaway (n.) (GB) / takeout (n.) (US) [ˈteɪkəweɪ] / [teɪkaʊt]:
plat à emporter
(adj.) [ˈnærəʊ ˈmaɪndɪd]: étroit d’esprit
(adj.) [ˈəʊpən ˈmaɪndɪd]: ouvert d’esprit
◗ beverages
◗ narrow-minded
◗ diversity
◗ open-minded
(adj.) [ˌkɒzməˈpɒlɪtən]: cosmopolite
from (adj.) [ˈdɪfrənt frɒm]: différent de
◗ fast-evolving (adj.) [fɑːst ɪˈvɒlvɪŋ]: qui évolue vite
◗ cosmopolitan
◗ different
British means V-ing (exp.) [ˈbiɪŋ ˈbrɪtɪʃ miːnz]:
être britannique signifie
◗ give the impression that (exp.) [gɪv ði ɪmˈpreʃən ðæt]:
donner l’impression que
◗ the difference between X and Y (exp.) [ðə ˈdɪfrəns bɪˈtiːn]:
la différence entre X et Y
◗ being
57
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A multicultural society
A. British Jamaicans
a2
1 Describe and comment on the photograph.
2 Read the quotation. Pick out words
describing Tryphena’s home country and
Britain. Then compare.
3 Describe and imagine the difficulties she
faced when she arrived in Britain.
I came from such a bright place, so much
sunshine, so much colour, it was very depressing that time of the year. They didn’t know anything about us. Some people ask you where you
came from. Jamaica. And you could have come
from the moon. They don’t know where it is
and you have to tell them, you know, it’s in the
Caribbean.”
Young nurses in post-war Britain, 1954
Tryphena Anderson, who arrived from Jamaica
in 1952 and trained as a nurse
cl
e
ass
B. A mixed heritage
a2
Culture file ▶ 62
wb ▶ 18
11
MP3
Benjamin Zephaniah, poet
He was born in England in 1958.
He has got seven brothers and sisters.
His family was extremely poor.
He grew up in Handsworth, a district in
Birmingham, and also in Jamaica.
When he was 8 years old he knew he
wanted to write poetry, plays and music.
He left school when he was just 14.
He is dyslexic.
When he left school he couldn’t read or
write.
Today he is a very successful writer and
(dub) poet.
He is a Rastafarian.
1 Read the information box about
Benjamin Zephaniah. Say what you learn
about his childhood (family, education)
and compare with his present life.
2 Listen to the interview. Concentrate
on the places and activities mentioned.
Pick out the word which is repeated the
most and explain why. Talk about his
mixed cultural references.
3 List the different problems his
community faced when he was a child.
4 Say what his poetry is about.
He refused an OBE* from the Queen in 2003.
He is a fan of Aston Villa Football Club (England).
*OBE (n.) [əʊ biː iː] = Order of the British Empire = équivalent de la
Légion d’honneur
MISSION Get ready!
a2 Se faire comprendre
dans un entretien
Use the information box to imagine your own
interview of Benjamin Zephaniah. Act it out.
58
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ORAL
cl
e
ass
C. A British melting pot
a2
1 Describe the people in the picture.
Imagine what their origins are.
2 Listen to the poem. Pick out all the references
to people and say where they come from.
3 Find all the vocabulary typically used in recipes.
Explain the poet’s intention.
4 Focus on the last two stanzas and pick out the
other elements necessary to make this “recipe” work.
5 pairwork Discuss the message of the poem.
Take some Picts, Celts and Silures
And let them settle1,
Then overrun2 them with Roman conquerors.
Remove3 the Romans after approximately 400 yearss
5 Add lots of Norman French to some
Angles, Saxons, Jutes and Vikings, then stir4 vigorously.
Mix some hot Chileans, cool Jamaicans, Dominicans,
Trinidadians and Bajans with some Ethiopians, Chinese,
Vietnamese and Sudanese.
10 Then take a blend5 of Somalians,
Sri Lankans, Nigerians
And Pakistanis,
Combine with some Guyanese
And turn up the heat.
15 Sprinkle some fresh Indians, Malaysians, Bosnians,
6
Iraqis and Bangladeshis together with some
Afghans, Spanish, Turkish, Kurdish, Japanese
And Palestinians
Then add to the melting pot.
20 Leave the ingredients to simmer7.
As they mix and blend allow their languages to flourish
Binding8 them together with English.
Useful words
of immigration (n.) [weɪv əv ˌɪməgreɪʃən]:
vague d’immigration
◗ wave
◗ be
homesick (adj.) [bi ˈhəʊmsɪk]: avoir le mal du pays
with (v.) [kəʊp wɪð]: gérer
(v.) [ˌdɪsɪmˈbɑːk]: descendre de bateau
◗ face (v.) [feɪs]: faire face
◗ highlight (v.) [ˈhaɪlaɪt]: mettre en valeur
◗ integrate (v.) [ˈɪntəgreɪt]: s’intégrer
◗ cope
◗ disembark
people’s attention to (exp.) [kɑːl ˈpiːplz ətenʃən tuː]:
attirer l’attention des gens sur
◗ leave everything behind (exp.) [liːv ˈevrɪθɪŋ bɪˈhaɪnd]:
tout laisser derrière soi
◗ make people aware of (exp.) [meɪk ˈpiːpl əˈweə ɒv]:
faire prendre conscience
◗ miss sb (exp.) [mɪs]: regretter qqun
◗ protest against (exp.) [ˈprəʊtest əˈgenst]: protester contre
◗ speak out against (exp.) [spiːk aʊt əˈgenst]:
dénoncer ouvertement
◗ start from scratch (exp.) [stɑːt frəm skrætʃ]: partir de zéro
◗ call
Add some unity, understanding, and respect for the future,
25 Serve with justice
And enjoy.
Note: All the ingredients are equally important. Treating one ingredient better than another will leave a bitter9 unpleasant taste.
Warning: An unequal spread of justice will damage the people and
30 cause pain. Give justice and equality to all.
Benjamin Zephaniah, “The British”, Wicked World !, 2000
Culture file ▶ 62
1. settle (v.) [setl] = s’installer
2. overrun (v.) [ˌəuvəˈrʌn] = invade
3. remove (v.) [rɪˈmuːv] = take away
4. stir (v.) [stɜː] = to mix
5. blend (n.) [blend] = mixture
6. sprinkle (v.) [ˈsprɪŋkl] = saupoudrer
7. simmer (v.) [ˈsɪmə] = cook on low heat
8. bind (v.) [baɪnd] = join
9. bitter (adj.) [ˈbɪtə] = amer
4 Multicultural Britain
04733104_056-069_Door4.indd 59
YOU’RE IN!
Allow time to be cool.
59
13/03/14 10:57
New tastes
A. A taste of Britain
a2
1 Describe and comment on the poster. Guess when it
was designed. Say what it suggests about eating habits
in Britain at that time.
2 Read the text and focus on the different types of
food mentioned. Match each one with its country of
origin.
3 Focus on the quantities mentioned and say what
they correspond to. Explain how eating habits have
changed in the UK.
4 Find arguments in the text to explain the changes.
5 pairwork Talk about your own multicultural eating
habits.
A national market research study by Food Network UK
5
10
15
20
has revealed Britain’s most-loved food.
In top position for favourite dish is Chinese stir-fry1,
replacing the previous premier winner which was chicken
tikka masala.
This Cantonese creation, usually packed with fresh vegetables and noodles, is now the most frequently cooked
meal in the UK – it is eaten by one in five Brits at least once a week.
Over two-thirds of the people surveyed said that its main appeal is ease of
preparation (the average stir-fry cooked in a wok takes a mere few minutes)
compared to traditional British cuisine.
Britons are increasingly opting for international cuisine over British staples2
at a rate of three out of seven nights of the week. Asian food is becoming particularly popular – sushi and noodles are now cooked as regularly as spaghetti
and potatoes.
Half of the people surveyed3 also said that traditional British dishes such as
cottage pie, sausages and mash or fish and chips are simply too boring.
Other top ten international favourites eaten by Britons are sweet and sour
chicken, Thai green and red curry, King prawns and Szechuan noodles.
Managing Director of Food Network EMEA4, Nick Thorogood, commented:
“Our research shows British palates have changed and we now have a penchant
for exotic tastes across the globe. It would have been unheard of for a typical
family to tuck into5 regular evening meals originating from Thailand or Japan
a decade or so ago.”
DJS Research, Study Uncovers Britains
Favourite Food Choices, June 2012
1. stir-fry (n.) [ˈstɜː fraɪ] = plat cuisiné au wok
2. staple (n.) [ˈsteipl] = everyday food
3. surveyed [səˈveɪd] = interviewed
4. EMEA [iː em iː eɪ] = Europe, Middle East and Africa
5. tuck into (exp.) [tʌk ˈntʊ] = to eat with pleasure
MISSION Get ready!
a2 Lire des écrits factuels simples
et prélever une information
Find some recipes for the dishes mentioned in the
text and read them out to the class. Then prepare
a shopping list for the class based on the different
recipes.
60
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WRITTEN
B. Multicultural fashion
a2
wb ▶ 19
1 Look at the poster and explain what it was made for.
2 group work Read one of the three texts below and pick out
information about the person interviewed (job, place of birth, origin,
place of living). Share the information you found with the other groups.
3 Pick out words and expressions referring to fashion in each text.
4 Say what inspired the people interviewed.
5 your view Write a paragraph about someone who inspires you
and explain why.
Three fashion specialists at the Africa Fashion Week London talk about
what inspires them.
Anita Horsfall, Textile / accessory designer, born in London, based in Milton
Keynes, England
“My cultural heritage has had a huge1 impact on my work. Coming from a
mixed African background half Ghanaian and half Nigerian has exposed
5 me to a lot of rich African traditions, cultures and materials and textiles.
The bold2 and vibrant colours in Africa are phenomenal. I try to inject
these into my work a lot.
I try to incorporate rich luxurious African prints in my work, mixed with
vintage materials such as 1940s pieces and new materials such as chains,
10 pearls and shells3, which is amazing. It gives it a totally new look
ay sightings4, music,
which is rare. I’m also influenced by everyday
.”
art, people of diverse cultures and styles, etc.”
Useful words
(n.) [ˈfæʃən ʃəʊ]: défilé de mode
(n.) [ˌgləʊbəlaɪˈzeɪʃən]: mondialisation
◗ roots (n.) [ruːts]: racines
◗ fashion-show
◗ globalisation
(adj.) [ˈfɒren]: étranger
(adj.) [hɒt]: épicé
◗ tasty (adj.) [ˈteɪsti]: savoureux
◗ unaccustomed to (adj.) [ʌnəˈkʌstəmd tuː]:
inaccoutumé
◗ unusual (adj.) [ˌʌnˈjuːzʊəl]: inhabituel
◗ widespread (adj.) [ˈwaɪdspred]: répandu
◗ foreign
◗ hot
◗ try
sth out (v.) [traɪ ˈsʌmθɪŋ aʊt]: essayer qqc
used to ((exp.)
p ) [get
g juːst
j
tə]: s’habituer
striking is that (exp.) [w
[wɒts straɪkɪŋ ɪz ðət]:
ce qui frappe, c’est que…
◗g
get
Hazel Aggrey-Orleans, Designer, born in Germany,
any, based in London
“My diverse mix of cultures has strongly influenced
fluenced my design
15 aesthetic. I draw inspiration from all of my cultural experiences.
The most notable inspiration comes from my
y West African heritage. Growing up as a child in the buzzing, chaotic and culove for bold and
turally diverse city of Lagos, I developed a love
vibrant colours.”
◗ what’s
Maureen Amooti, Creative director, born in Kampala, Uganda,
“Although Uganda is my home, I have lived in various countries. I draw my inspiration from the cultures and ethnic fabrics from the people I interact with. My roots
ts contribute to
nspired by luxumy bold use of colour. I am also massively inspired
25 rious bridal5 fabrics. Many a design I have created
reated has come
cade6 and silk.”
from my draping experiments with soft brocade
Black Beauty
y and Hair.Com, 2012
1. huge (adj.) [hjuːdʒ] = enormous
2. bold (adj.) [bəuld] = striking
3. shell (n.) [ʃel] = coquillage
4. sightings (n.) [ˈsaɪtɪŋz] = things you see
5. bridal (adj.) [ˈbraɪdəl] = concerning wedding
6. brocade (n.) [brəˈkeid] = material with an elaborate design
n
Grammar in use
door
d
oor to language 64
precis 203
- “Treating one in
ingredient better
than
n another” (p
(p. 59 ▶ C.)
-“sushi and noodles
nood are now cooked as regularly a
as spaghetti and
potatoes” (▶ A.)
Le comparatif et le ssuperlatif
4 Multicultural Britain
04733104_056-069_Door4.indd 61
YOU’RE IN!
20 based in both Kampala and London
61
17/03/14 10:12
Mémoire : héritages et ruptures
➔ How has diversity created a new Britain?
How Britain was populated
over the years
a2
1 Using the document, create a timeline showing how Britain was populated.
Discuss what this shows about the population of Britain.
2 Pick one era on the timeline and research it. Be ready to present your findings to the class.
2
Between 1845 and 1850
Irish people began to pour
into England because of
the Great famine that
caused the death of over
a million people. Many
went to work in Britain’s
industrial towns.
West-Indian immigration
began in 1948 in an effort
to solve the problem of
labour shortages in Britain
after WWII1. Around the
same time (1947) the
partition of India led to
the arrival of thousands of
immigrants from Pakistan,
Bangladesh and India.
3
In 792, the Vikings invaded
Britain. Traces of their
language can still be
found in English today.
Then in 1066, William the
Conqueror won the battle
of Hastings. Consequently,
French language culture
and laws became
integrated into British life.
1
4
5
In 2004 eight Eastern
European countries joined
the EU. Some citizens
from these new member
countries came to find
work in Britain.
1. WWII = World War II
N
W
The first Roman invasions
took place in 43 A.D.
The last Roman soldiers
stationed in Britain
were recalled to Rome
in 410. During their
occupation of Britain the
Romans founded London
(Londinium), built road
network, and developed
trade and industry.
E
S
Scale
0
100
200 miles
Websearch
Asian Britain
Go to bbc.co.uk/asiannetwork and asianimage.co.uk
group work
Make a list of upcoming cultural events and choose the one you’d like to attend.
62
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culture file
Multicultural
music
a2
1 Describe the pictures and say to what extent they reveal
a multicultural Britain.
2 Read the texts and pick out the different styles of music.
In your own words explain the aims and methods of Two Tone
and RAR.
3 Make a list of all the bands mentioned. Choose one, find
information on it and introduce it to your classmates.
and punk rock
of Jamaican ska
ix
m
a
as
w
ne
Two To
. It was created
ulti-racial groups
m
by
e
ng
su
,
ic
mus
nds linked to th
s in Coventry. Ba
nite”
U
te
hi
W
d
in the late 1970
ed a “Black an
ot
om
pr
e
at
th
t
ts
movemen
of race rio wer
idst of a period
m
e
th
in
y
ph
philoso
ness.
e Beat and Mad
The Specials, Th
Cornershop
ershop
ershop is a British indie1 rock band
Cornershop
formed
d in
i 1991 by
b Tjinder
Tji d Singh
Si h (singer,
(i
songwriter and guitar), his brother Avtar
Singh (bass guitar, vocals), David Chambers
(drums) and Ben Ayres (guitar, keyboards and
tamboura). The band’s name comes from a
stereotype about British Asians often owning
corner shops. Their music is a mixture of
Indian music, Britpop and electronic dance
music.
1. indie (adj.) [ˈɪndiː] = indépendant
YOU’RE IN!
s,
nst Racism
in the late 1970
RAR: Rock agai
words and acts
st
ci
l
ra
ra
in
tu
e
ul
ris
e
tic
of mul
noticeabl
ther in a show
In reaction to a
tivists came toge
ac
were organised
d
an
sm
ci
ns
ra
ia
t
ic
ns
us
some m
marches agai
t
es
ot
OUR
pr
d
an
s
rt
zz, funk, punk solidarity. Conce
ul, rock’n roll, ja
so
the
e,
of
ga
rt
eg
pa
“R
e
n
er
at the time w
under the sloga
s
nd
ba
s and
e
tiv
ng
va
ost inno
iff Little Fi er
MUSIC”. The m
sh, Sham 69, St
la
C
e
Th
s,
ol
st
Sex Pi
ent.
movement: the
o Tone movem
ps from the Tw
ou
gr
e
th
se
ur
of co
4 Multicultural Britain
04733104_056-069_Door4.indd 63
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13/03/14 10:58
DOOR TO LANGUAGE
Grammar
precis 203
wb ▶ 21
Le comparatif et le superlatif
a
b
c
d
e
f
e multicultural and
Britain’s favourite dishes are mor
.
more diverse today than in the past
sausages are
Curry is spicier than cottage pie and
nicer than bacon.
n another.” (p. 59, ▶ C.)
“Treating one ingredient better tha
as regularly as
“Sushi and noodles are now cooked
▶
spaghetti and potatoes.” (p. 60, A.)
ala. Honey is less
Chips are less exotic than tikka mas
sweet than sugar.
meal in the UK.
Chinese stir-fry is the most popular
1 Observez les phrases a. à e. et relevez les deux
éléments comparés dans chaque phrase.
Dites en quoi la phrase f. est différente des autres.
2 Observez les mots en gras dans toutes les phrases et
dites ce qu’ils expriment.
comparatif d’égalité
comparatif de supériorité
comparatif d’infériorité
superlatif
Règles d’or
3 Retrouvez les adjectifs d’origine des mots soulignés
dans les phrases a. et b. et comptez le nombre de
syllabes dont ils sont constitués. Dites ce que vous
remarquez pour :
– les adjectifs à 1 syllabe ;
– les adjectifs à 2 syllabes ;
– les adjectifs à 3 syllabes et plus.
Pour exprimer la comparaison, on peut utiliser
le comparatif d’égalité, le comparatif d’infériorité,
le comparatif de supériorité et le superlatif qui sont
formés selon des règles différentes.
4 Observez la phrase c. et retrouvez l’adjectif
d’origine. Dites si vous connaissez d’autres adjectifs
dont le comparatif est irrégulier.
- pour les adjectifs à une syllabe et ceux à deux syllabes
se terminant par -y, -le, -ow et -er (adjectifs courts), on
ajoute à l’adjectif -er + than pour le comparatif (nicer
than…) et on a la construction the + adj. + -est pour le
superlatif (the funniest) ;
5 Concentrez-vous sur la phrase d. et comparez-la
à la phrase ci-dessous. Dites ce que vous pouvez
conclure sur le fonctionnement de la structure as… as.
Salmon is as tasty as tuna.
6 Faites de même pour les phrases e.
Concluez sur le fonctionnement de la structure
less + adj. + than.
1. Comparatif de supériorité et superlatif :
- pour les autres adjectifs à deux syllabes et les
adjectifs à trois syllabes et plus (adjectifs longs),
le comparatif se forme avec more + adj. + than (more
tolerant than) ; et le superlatif avec the most + adj.
(the most diverse).
2. Comparatifs d’égalité et d’infériorité : on utilise
as + adj. + as et less + adj. + than quelle que soit la
longueur de l’adjectif (as old / important as ; less young /
experienced than).
3. Attention aux adjectifs irréguliers : good better - best / bad - worse - the worst / far - further the furthest.
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DOOR TO LANGUAGE
Now your turn
1 Complete the sentences with inferiority (-),
equality (=), superiority (+) comparatives
or with a superlative (+++).
1. That meal was (expensive +++) one I have ever eaten.
2. The main course was (delicious =) the dessert.
3. They liked the hotel but they were (keen on -) the
restaurant.
4. That was (bad +++) restaurant I have ever been to.
5. I have to say that the waiters took (long +) I would
have liked.
6. I think that nowadays people are (open-minded +) in
the past about food.
tasty
expensive
quick
tikka masala
2nd
3rd
2nd
chinese stir-fry
1st
2nd
1st
cottage pie
3rd
1st
3rd
wb ▶ 21
L’accentuation des mots et des syllabes
1 Écoutez l’extrait du poème suivant et concentrez-vous sur les mots soulignés.
Classez-les en fonction de leur catégorie : mots grammaticaux (article préposition - conjonction) ou lexicaux (verbe - adjectif - nom - adverbe).
“Remove the Romans after approximately four hundred years
Add lots of Norman French to some Angles, Saxons, Jutes and Vikings,
then stir vigorously.”
3 Observez les mots ci-dessous et écoutez leur prononciation. Comparez-les
(nombre de syllabes / accentuation). Regardez leur transcription phonétique.
Que remarquez-vous ?
remove [rɪˈmuːv] / Romans [ˈrəumənz] / Saxons [ˈsæksənz] / Normans
[ˈnɔːmənz] / approximately [əˈprɒksɪmətlɪ] / vigorously [ˈvɪgərəsli]
4 Réécoutez l’extrait du poème. Pour chaque mot à plusieurs syllabes indiquez
la syllabe accentuée. Vérifiez dans un dictionnaire.
allow [əˈlaʊ] : l’accent est placé juste avant la syllabe accentuée. On prononce donc : allow.
1. Contrairement au français,
l’anglais est une langue
accentuelle. Dans toute
phrase, certains mots sont
plus accentués que d’autres.
Les mots accentués sont en
général les mots lexicaux.
2. Les mots à plusieurs
syllabes ont toujours une
syllabe plus accentuée qu’une
autre.
Now your turn
Find the stressed syllables
of the underlined words in
a dictionary. Then read the
following sentences aloud
and listen to check your
pronunciation.
All the ingredients are equally
important. Treating one
ingredient better than another
will leave a bitter unpleasant
taste.
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04733104_056-069_Door4.indd 65
ass
e
2 Choisissez la bonne réponse.
Les mots soulignés sont des mots lexicaux grammaticaux
lexicaux et grammaticaux .
Les mots grammaticaux sont accentués quand ils comportent une syllabe
plusieurs syllabes .
Les mots lexicaux sont accentués quand ils comportent une syllabe
plusieurs syllabes
une ou plusieurs syllabes .
Règles d’or
YOU’RE IN!
cl
e
ass
dish
cl
Sounds
2 Prepare a report using the findings of this food
survey. Include equality and superiority comparatives
and superlatives.
According to the results of the survey, Chinese stir-fry is the
tastiest dish in Britain…
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DOOR TO LANGUAGE
Words
precis 201
wb ▶ 21
Les noms et les adjectifs
j
de nationalité
the “Chinese, Vietnamese and Sudanese” (p. 59, ▶ C.)
▶
b the “Spanish, (…) , Japanese / and Palestinians ” (p. 59, C.)
War.
c Pakistanis and Jamaicans arrived after the Second World
a
d
The British are fond of Chinese and Italian food.
1 Observez les mots soulignés et classez-les en deux groupes :
noms de nationalité et adjectifs de nationalité.
2 Concentrez-vous sur les noms et dites ce que vous constatez.
– Ils désignent une personne un peuple .
– Ils prennent toujours parfois la marque du pluriel.
– Qu’ils prennent ou non la marque du pluriel, le verbe s’accorde
ne s’accorde pas au pluriel.
3 Comparez les mots qui se terminent en -ese et les mots qui se
terminent en -an. Que remarquez-vous ?
Règles d’or
1. Les adjectifs de nationalité sont
invariables.
2. Les noms de nationalité, qui se terminent
par -ese, -ish ou -sh ne prennent pas de -s
mais s’accordent au pluriel : the Vietnamese
are…. Ceux qui se terminent en -an, -i
prennent la marque du pluriel : the Americans
are….
3. Les noms et les adjectifs de nationalité
prennent toujours une majuscule.
Now your turn
Here are ten countries that are members
of the United Nations. Find the
corresponding adjectives and nouns:
Austria, Belgium, Iraq, Turkey, Portugal,
Ireland, Sweden, Poland, Chile,
New Zealand.
Austria, Austrian, the Austrians…
words to remember
◗ reggae
(n.)
(n.)
◗ black and white unite (exp.)
◗ ska
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HOW TO
Approach a text
wb ▶ 22
how to 165
1 Before reading, look around the text, concentrate on the photo,
the title, the source and date of the text. Say what type of text you think
it is and imagine its content.
2 Scan the text to check your findings. Read again and focus on time,
people and places. Make a list of keywords related to the main subject.
3 Use your notes and say what you have understood.
The title
It includes the main
ideas of the text.
“The text is
entitled …”
5
10
15
The author
A writer? A journalist? An essayist?
A historian?
20
Has multiculturalism failed in the UK? Not really
Our research shows a strong inclination of first and second generation
Britons to feel and act “British” .
(A) new report (…) examines the alleged aspects of multiculturalism’s
“failure”. These being: one, that multiculturalism has encouraged exclusion rather than inclusion, (…). Two, that by living parallel lives minorities preserve their ethnic behaviours and values that run counter to
broader society. And three, these separate communities provide fertile soil for radicalisation.(…)
The new report finds that all groups of ethnic minorities support the
maintenance of their own ethnic customs and traditions, but they also
show equally striking support for mixing and integrating: with positive
feelings about the cultures of both origin and destination countries.(…)
As we British fans fill those Olympic seats and cheer Team GB, it matters not whether those athletes are first generation, second generation, mixed race, or white. We support every one of them with pride
and patriotic emotion. And each athlete is equally as proud to carry the
union flag and sing the national anthem as any of their team-mates.
As our Olympics ceremony told the world, we have a modern history
– an inclusive one – which we are proud of. Perhaps we could say Britain is in fact a rather successful multicultural society.
Anthony Heath,
Heath guardian.co.uk, Friday, 10 August 2012
“The text was
written by …”
The source
The subtitle
It gives more
information about
the content.
“The subtitle
reads …”
The content
Focus on people /
places / keywords
(transparent words /
words related to
the subject matter
suggested in the
title).
“It deals with… /
It is about…”
The date
of publication
It helps to see if the
text was written
by a contemporary
writer or not.
“It was
published on…”
philosophic / literary / journalistic / historical text. “It was taken from…”
1. Avant de commencer à lire un texte, regardez ce qui l’entoure :
le titre, la source, la date, l’auteur et éventuellement l’iconographie
qui l’accompagne. Cela permet d’imaginer le contenu et de se préparer
au type de lexique qu’on va rencontrer.
2. À la première lecture, concentrez-vous sur les personnages
et les lieux et vérifiez que vos hypothèses étaient correctes, puis,
lisez le texte encore deux fois au minimum.
Now your turn
Practise what you have learnt using
the text in your workbook wb 24
or a text from your Reading file
reading file 182 .
▶
▶
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Règles d’or
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CHECK WHAT YOU KNOW
ass
e
1 I know how to talk about multicultural Britain.
Sum up what you have learnt in this chapter about
multicultural Britain (waves of immigration, impact on
society, way of life). Take notes and be ready to speak for
about 1 minute.
cl
A2
B1
12
MP3
4 I know how to stress words.
a. Copy the following sentence on a sheet of paper.
b. Underline the words with more than one syllable.
c. Check the stressed syllables in a dictionary, then read
aloud.
2 I know how to use the comparative and the
superlative.
Talk about the differences and similarities between
the three English cities below. Use each adjective at
least once.
large old young populated cheap
expensive multicultural diverse high
Liverpool
London
Birmingham
population
465,000
8 million
1 million
non-white
population
7.7%
40.2%
33.3%
Asian
community*
4.1%
20.9%
26.6%
average
house prices
£ 139,697
£ 445,651
£ 158,743
average age
37
37
36
3 I know how to understand an audio recording
about multicultural Britain.
Listen to the document three times and take notes.
Say what you have understood in English or in French.
“Warning: An unequal spread of justice will damage the
people and cause pain. Give justice and equality to all”.
Benjamin Zephaniah
5 I know how to understand and use nationality
nouns and adjectives.
Translate the following sentences.
– Les Indiens et les Australiens parlent anglais.
– Les immigrants espagnols doivent s’habituer à la cuisine
britannique.
– Les Vietnamiens, les Chinois et les Japonais ont ouvert
de nombreux restaurants en Angleterre.
6 I know how to approach a text.
Read the text below and make a short presentation
using the strategies you have learned.
* Asian: Bangladeshi, Indian, Pakistani, 2013
“
These days, it feels to me like you make a devil’s pact when you walk into this
country. You hand over your passport at the check-in, you get stamped, you want
to make a little money, get yourself started... but you mean to go back! Who
would want to stay? Cold, wet, miserable; terrible food, dreadful1 newspapers
– who would want to stay? In a place where you are never welcomed, only tolerated. Just tolerated. Like you are an animal finally house-trained. Who would
want to stay? But you have made a devil’s pact… it drags you in and suddenly you
are unsuitable to return, your children are unrecognisable, you belong nowhere.”
“Oh, that’s not true, surely.”
“And then you begin to give up the very idea of belonging. Suddenly this thing,
this belonging, it seems like some long, dirty lie… and I begin to believe that birthplaces are accidents, that everything is an accident. But if you believe that, where
do you go? What do you do? What does anything matter?”
As Samad described this dystopia2 with a look of horror, Irie was ashamed to
find that the land of accidents sounded like paradise to her. Sounded like freedom.
5
10
15
Zadie Smith, White Teeth, 2010
1. dreadful (adj.) [ˈdredful] = terrible
2. dystopia (n.) [disˈtəʊpiə] = a world that is frightening or undesirable (see page 160)
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MISSION
Organise a multicultural event
Your school is organising a special day to celebrate multiculturalism.
Design a poster for your multicultural event.
group work
1 Decide on a multicultural event:
multicultural fashion parade, international
cooking competition, multicultural talent
competition, etc. For more ideas, check out
.
useful links
2 Choose an exact time, date and place
(gymnasium, canteen, playground, library,
lab, etc.) for your event.
3 Define the details of your event:
number of participants, various stages,
material needed, accompanying music,
objectives.
4 Choose a name for your event and
decide who you will invite.
Prepare a poster which presents the event
and contains a detailed programme.
Include the names of the special guests.
5 Prepare an opening speech for the day
of your event.
how to
- Give an oral presentation, p. 95
- Express and justify your point of view, p. 179
grammar
- Le comparatif et le superlatif, p. 64
words
- Les noms et les adjectifs de nationalité, p. 66
precis
- L'impératif, p. 207
useful links
◗ Poster
◗ Speech
on Monday, April 9, 2014
a.m. / p.m.
10:00 a.m. / 2:15 p.m.
the week after next
in a fortnight / in a couple of
weeks
“Don’t miss it!”
Invite your friends.
Iine-up (ordre d’apparition)
special guest
Your attention, please...
We are gathered here today, to...
We are delighted to welcome
you to...
Let me begin by... + V-ing
The idea is to...
It consists in... + V-ing
All the contestants will try to...
And now, our first contestant...
And now, over to...
oxnardnews.org/multiculturalfestival
ehow.com/how_8164213_plan-multicultural-event-elementary-school.html
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YOU’RE IN!
Useful expressions
Which tools can I use?
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