2
B A C K T O M Y R O O T S
THÈME DE L’UNITÉ
Mémoire individuelle et collective – importance des racines familiales et culturelles pour la construction de l’individu.
POINTS PRIVILÉGIÉS
Culture
Lexique
Grammaire
Phonologie
Méthodologie
Intérêt croissant pour les recherches généalogiques : les Mormons et la généalogie ; la Société Généalogique de Salt Lake City.
Mémoire collective et importance de la transmission d’un héritage culturel :
– Afro-américains et esclavagisme,
– Irlandais et colonisation anglaise,
– Indiens d’Amérique et danger d’acculturation.
Liens familiaux et origines ; mémoire / souvenirs ; passé individuel et collectif
(histoire) ; rôle de l’école ; contes et conteurs ; les cinq sens.
Les outils de la narration ; of ; remind / remember ; make – be + -ing ; might ; adjectifs composés en -ed ( Workbook ) ; suffixes nominaux ( Workbook ).
Prononciation de <th> ; accent de mot et terminaisons contraignantes ; of : forme faible et forme forte ; prononciation du <s> de la 3 e personne ; préfixes inet interet place de l’accent ; intonation des Yes / No questions ; accent de phrase et formes faibles ; accent de mot et formes faibles.
Comment enrichir ses connaissances lexicales et les mémoriser.
SOMMAIRE DE L’UNITÉ
Documents iconographiques
Article de presse
Chanson
Littérature :
– Extraits de roman
– Poème
Memory tree – p. 29
Visual arts – p. 35
Mormons take genealogy back to future – p. 30
Do you remember Walter?
– p. 31
Documents audio
Documents vidéo
Entraînement lexical
Fiche méthodologique
Document de transfert
The familiar incense of the past – p. 32
“Your mind is a palace” – p. 38
Aunt Sue’s stories – p. 36
How I became a family historian – p. 31
Telling the past – p. 42
The world’s largest family history library – p. 43
A mystery lady – p. 43
Word perfect – p. 43
Can you build up & memorize vocabulary?
– p. 44 agenus.com
– p. 157 p. 44 p. 55 p. 45 p. 47 p. 50 p. 59 p. 56 p. 48 p. 65 p. 70 p. 74 p. 68 p. 77 p. 77
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pp. 30-31
p. 30
Culture
Lexique
Méthodologie
Métaphore (sens concret ➝
Ce que l’on peut faire… sens figuré) / symbole (représentation analogique).
Arbre ; liens familiaux ; origines ; mémoire.
Interprétation d’une image.
Le champ sémantique de la famille et du souvenir doit émerger grâce aux questions 1 et 2 p. 30, faisant apparaître les trois idées suivantes :
– il s’agit d’une représentation symbolique des liens familiaux,
– les mots utilisés le sont dans un sens figuré, ils ont un emploi métaphorique,
– l’image souligne l’intérêt / l’importance de ces liens familiaux pour l’individu (la femme en robe rouge).
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QUESTIONS
1.
Deux champs sémantiques émergent :
➝ celui de l’arbre : countryside, parks, nature
➝ celui de la famille : relatives, past, childhood, ancestors, future (the woman in red represents the future), family ties
Il peut être nécessaire de demander la reformulation des mots suivants pour s’assurer qu’ils sont compris : relatives : members of your family family ties : family connections
Les justifications demandées imposent le choix du champ sémantique de la famille, si l’on veut donner du sens à la présence des photos dans l’arbre et à l’attitude du personnage en bas à droite. Attirer aussi l’attention des élèves sur le titre de l’œuvre : Memory tree.
Exemples de mots que l’on peut ajouter à la liste : parents, grandparents, cousins, aunt, uncle, etc., photo album, roots…
Réponses possibles :
The fact that photos featuring people seem to be pinned to the branches of the tree, and the attitude of the woman in red – she is looking at the tree / the photos in a pensive way – help us understand that this is not a realistic representation of a tree in the countryside, but a symbolic one. The tree is not a real tree, but a family tree / the symbol of a family. The people in the photos must be members of the woman’s family. The pictures could either be of her ancestors – symbolising the past – or of her descendants – symbolising the future. The title of the illustration – Memory tree – and the title of the chapter – Back to my roots – both make us favour the first interpretation.
Ne pas hésiter à utiliser dès l’étude de ce premier document le M
EMO de la p. 33 – Memories – les verbes en gras rappellent en effet aux élèves des moyens d’expression qui leur seront utiles pour les quatre documents des pages 30 et 31. Voir aussi le point n° 3 p. 34 ( G
RAMMAR PAGE
: Souvenirs… remind / remember ).
Workbook : l’ exercice n° 1 p. 19 porte sur la syntaxe des deux verbes : remember / remind.
2.
Réponses attendues : a.
(family) tree – b.
roots – c.
branches
Arriver à la conclusion : The three words are used in a figurative way / in a metaphoric way.
Susciter des réponses possibles à la dernière question en partant à chaque fois des caractéristiques d’un arbre et de celles des liens familiaux :
Suggérer :
What possible links can you see between a tree and a family tree? Think of what a tree looks like / think of its shape… (On peut aussi dessiner une amorce d’arbre généalogique au tableau ou en montrer un au rétroprojecteur.)

Réponse possible :
A family tree has roughly the shape of a tree. A family grows in the same way as a tree, getting larger, with subdivisions (“new branches”) each time a new couple is formed and gives birth to children who will get married in turn and have their own children, thus creating new “branches”…
Now think of a tree in terms of the length of time it can live…
Réponse possible :
Man’s average lifespan is much shorter than that of a tree. A tree can outlive several generations of humans and thus give the impression it will be there for ever, creating a stable reference in a family.
What words / ideas do you usually associate with trees?
Réponses possibles :
They protect the environment (they protect air and water quality – influence climate – they are home to millions of indigenous people – provide habitat for plants and animals…), making life on Earth possible.
So a tree is a symbol of life, which also makes it an appropriate symbol of family ties (it equates family ties with life and protection).
p. 30
Culture
Lexique
Méthodologie
Ce que l’on peut faire…
L’intérêt croissant pour la recherche généalogique et le recours aux sites informatiques dédiés à cette recherche ; les Mormons et la Société
Généalogique de Salt Lake City.
Recherches généalogiques.
Prélèvement d’informations essentielles dans un article pour le résumer.
S’assurer que le mot genealogy est compris de tous. En voici une définition possible : genealogy / d i ni æl ə d i / n.
the study of family history, including the study of who the ancestors of a particular person were.
Les élèves lisent le titre. Donner à lire la dictionary section concernant les Mormons.
3.
“genealogy” & “(take) back” vs “future”. ( ➝ apparent paradox / oxymoron = a phrase that combines two words that seem to be the opposite of each other – cf. l’oxymore qui ouvre le chapitre précédent – Unit 1)
Faire lire le premier paragraphe du texte pour expliquer la contradiction apparente des termes :
The Mormon Church opened a web site (which is a very modern way of getting information, if not futuristic) to help people to trace relatives, to know more about their roots (which means to know more about the past of their families).
Pour en savoir plus :
International Genealogy Index
Index prepared by the Mormon Church. Baptisms (occasionally births) and marriages compiled from parish registers and other sources are featured on the IGI (but not burials). For the UK the coverage is generally from the start of the registers of a particular parish up to the mid 19 th century; for other countries the period can be later. The Index is incomplete in that not all Cornish Parishes are represented.
Faire lire l’ensemble du texte (lecture individuelle et silencieuse), puis faire écouter l’enregistrement
(outre les noms propres, il y a de nombreux polysyllabes pour lesquels il est utile que le lien graphiephonie soit établi avant que les élèves ne répondent aux questions suivantes).
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4.
Paragraph 1: c. An instant success (“the Mormon Church opened the biggest web site…”; “(it) received so many visitors it ground to a halt (= it stopped) within hours of going live”).
Paragraph 2: b. An expanding activity (“genealogy has been transformed from a rarefied pastime into a large and growing business”).
Paragraph 3: a. Reasons for popularity (“Ancestors hunting fulfils a deep psychological need in people to discover their roots”).
Résumé possible : When the Mormon Church opened the biggest web site ever dedicated to tracing relatives, they met with instant success. This success is not exceptional: genealogy is becoming more and more popular and so is becoming a growing business with more than 4,000 sites aimed at it.
The main reason for that popularity is certainly to be found in a deep psychological need in people to discover their roots.
(S’il est important de proposer la reformulation de certains passages, il est aussi essentiel d’inciter les élèves à utiliser les éléments clés sous leur forme d’origine – cf. les expressions soulignées – puisque c’est ainsi qu’ils vont s’approprier de nouveaux moyens d’expression.)
5.
tracing relatives / a large and growing business / ancestor hunting / to discover (their) roots / to know more about (their) distant past.
6.
Quelques pistes possibles :
You realize you know nothing – or very little – about your ancestors and are just curious about the roots of your family.
You want to learn more about your family to be able to give your children information about their ancestors.
You know that your family came from another country and you want to know more about their reasons for emigrating.
You may want to sort out different versions of some family stories handed down over the generations.
After the discovery of notes or of a diary in an old box, you want to learn more about the people mentioned in the notes.
You must prove for legal reasons you belong to a certain family.
You want to know more about your family medical history in order to track down patterns of disease…
Par ailleurs, si l’on fait le choix de ne pas utiliser le document de transfert n° 2 – manuel p. 157 – pour une évaluation, on peut le donner à lire aux élèves qui y trouveront des éléments de réponse.
R
EACT
: Réponses personnelles. Voici toutefois quelques pistes à fournir aux élèves qui ne savent pas quoi répondre à la question “How would you start?”.
Begin a genealogical study by recording everything you know about your immediate family. Relatives you already know should be your first source of family-history information. Family friends and neighbours are usually able to add information just as valuable as that of your relatives. Photographs may have identifying descriptions that could provide further clues and pieces to the puzzle.
Autobiographies, diaries and letters can contain information such as births, marriages and more…
When such sources are exhausted, turn to the public holding of archives, libraries, government agencies and other institutions… Check newspaper files and microfilm copies in local or provincial historical societies or public libraries. Approach local genealogists, join a genealogical society, and stroll through local or family cemeteries. At provincial archives, you can find marriage, birth, and death records; wills; deeds; mortgages; polling lists and tax lists.
On peut aussi signaler aux élèves, à propos de la Société Généalogique de Salt Lake City : You don’t have to be a member of the Mormon Church or believe in their teachings to use their library. To get in touch with the Mormon Church in Salt Lake City, Utah, telephone 1-800-453-3860 ext. 2031. Web site: http://www.familysearch.org/
Quelques autres exemples de sites internet spécialisés dans les recherches généalogiques : http://www.genealogy.org
http://www.RootsWeb.com
http://www.ancestry.com
http://www.SearchforAncestors.com
http://www.agenus.com

Workbook : l’ exercice n° 2 p. 20 propose un travail sur le verbe TAKE + préposition / particule
(cf. titre de l’article : take back… ).
La vidéo “The world’s largest family history library” (Manuel p. 43 / Workbook p. 31 / Guide pédagogique p. 70) peut être utilisée de façon tout à fait pertinente après l’étude de cet article, permettant ainsi des réinvestissements en idées et moyens d’expression.
Document de transfert n° 2, p. 157
Ce document peut être utilisé de plusieurs façons :
• comme source d’idées et de moyens d’expression :
– pour répondre à la question 6 p. 30 du manuel – guide pédagogique p. 46.
– pour répondre à la question 2 de la rubrique E
XPLORE p. 43 du manuel – guide pédagogique p. 70.
• comme moyen d’évaluation : cf. le travail proposé à cet effet à la fin du chapitre dans le guide, p. 77.
p. 31
Culture
Lexique
Méthodologie
Ce que l’on peut faire…
“The Kinks”.
Mémoire.
Discours indirect ( Workbook ).
The Kinks
The heart and soul of the Kinks – brothers Ray and Dave Davies, Mick Avory and Pete Quaife – have been performing together since 1963. Ray Davies is almost indisputably rock’s most literate, witty and insightful songwriter. Dave Davies, on the other hand, is renowned for his guitar playing. His pioneering hard-rock style was evident as far back as “You Really Got Me” in 1964. Although the
Kinks were at the vanguard of the British invasion during the years 1964-1966, they were also very much not a part of any band wagon. The band broke up in the 80s but the Kinks have remained one of the most famous British groups, inspiring many rock bands of the new generation.
L’exploitation proposée dans le manuel se fonde uniquement sur la lecture des paroles mais, bien entendu, le choix demeure : on peut choisir de faire découvrir la chanson grâce à l’enregistrement ou à une lecture du texte. Au cas où les élèves écoutent d’abord la chanson sans lire le texte, on peut poser la première question et, éventuellement, la première partie de la deuxième ; puis les élèves lisent le texte pour pouvoir répondre aux autres questions. Le choix de faire écouter la chanson peut aussi intervenir après l’étude du texte, si on le désire. C’est souvent le moyen d’éviter des réactions variées et peut-être négatives suscitées par la découverte d’un style de chanson qui n’est pas contemporain de ce à quoi les élèves peuvent être habitués.
1.
Après une écoute, il est probable que les élèves auront repéré le prénom Walter.
Partir ensuite des
éléments éventuellement repérés.
Dans le cas d’une lecture du texte de la chanson, les réponses devraient évoquer Walter et des éléments de son passé.
Il est important que les élèves comprennent le sens du titre : "Walter, te souviens-tu ?" et non "Te souviens-tu de Walter ?" car il y a une pause à l’oral – ou une virgule à l’écrit – sous-entendue après remember.
2. a.
Wrong – b.
Right
Justifications : Yes, Walter was my mate, But Walter, my old friend, where are you now? / I knew you then, but do I know you now? / Walter, you are just an echo Of a world I knew so long ago. / Walter, if you saw me now You wouldn’t even know my name. / I bet you’re fat and married… / And if I talked about the old times You’d get bored… / … memories of people can remain.
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3.
Réponses attendues : a.
Walter as a young man: playboy (“… all the girls knew Walter’s name…”) / sportsman (“Playing cricket in the thunder and the rain”) / daydreamer (“… we said we’d fight the world so we’d be free?
We’d save up all our money And we’d buy a boat and sail away to sea…”) / rebel (“Playing cricket in the thunder and the rain? – … we said we’d fight the world so we’d be free? … we’d buy a boat and sail away to sea”…).
b.
Walter as he is presented today: stay-at-home (“I bet you’re fat and married And you’re always home in bed by half past eight.”…).
4.
Tous les mots peuvent être choisis (même si reproach peut paraître moins pertinent). Il est intéressant de demander, quand un ou plusieurs élèves ont énoncé leur choix en le justifiant, de regrouper au moins deux mots (ou les adjectifs correspondants, le cas échéant) dans une phrase définissant le thème de la chanson.
R
ECAP
: Walter and the narrator were close friends when they were young, a long time ago. They have not been in touch for years and the narrator evokes memories of their youth with nostalgia.
Walter was evidently someone the narrator admired greatly as a teenager – a favourite with girls, he apparently loved transgressing all sorts of rules. He also was a daydreamer, full of youthful idealism.
Life probably disillusioned the narrator. He cannot even imagine that Walter remained the person he remembers from his youth. At the same time he cannot help linking Walter’s name with happy memories because Walter reminds him of his own youth. This is probably why Walter’s name is repeated so many times in the song: the narrator uses it as a magic formula to bring back images and feelings from the past.
Workbook : exercice n° 3 pp. 20-21 (discours indirect)
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p. 31
Culture
Lexique
Méthodologie
Script de “How I became a family historian”
Ce que l’on peut faire…
Recherches généalogiques ; émigration anglaise au Canada ; Toronto,
Ontario.
Famille et origines.
Entraînement à la compréhension de l’oral.
(Part 1) Everything started one fresh fall day in 1989 with the birth of my son Jeremy. Inspired by fatherhood, I began assembling a time capsule, with the idea of including a family tree and a few details about Jeremy’s lineage. On putting pen to paper, I was shocked by my ignorance. Beyond my grandparents, all born around the turn of the century, I knew nothing about my roots except vague British origins.
(Part 2) As I collected the names of my great-grandparents, a number of questions arose: why had my great-grandfather left Yorkshire, England, for Canada after World War I, when he was more than 50 years old? Had he really dared to buy 100 acres of land in south western Ontario at that age? Had he really made and lost several fortunes in his life? For the first time, I recognized his keen, restless ambition as a trait shared by Grandfather, Father, many relatives and me.
Ce texte relativement court peut constituer un bon outil d’entraînement à la compréhension de l’oral en incitant les élèves à :
– s’appuyer sur les éléments repérés (mots accentués et identifiés) ➝ question 1 ;
– utiliser le contexte pour s’assurer du sens de certains mots ➝ question 2 ;
– identifier le type d’énoncé entendu (ici, deux types de questions) ➝ question 3.

Demander aux élèves qui ont lu le titre et le nom de Greg Stott dans le manuel :
– ce qu’ils s’attendent à entendre ;
– où est située la ville de Toronto et ce qu’ils en savent, éventuellement.
Toronto: key facts
Toronto covers 632 sq. km. and is located on the northwest shore of Lake Ontario ( see map at the end of the book) (Canadian province: Ontario)
2.48 million people – increase of 4% since 1996. 3,939 people per square km.
One third of Canada’s population is located within 160 km radius of Toronto.
One half of the population of the United States is within one day’s drive of Toronto.
The city is the region’s financial, commercial and administrative core.
Financial centre of Canada, 4 th largest in North America.
Considered “Hollywood North” by film industry: 3 rd in TV and film production, and 2 nd as exporter of TV programming, in North America.
Canada’s first tourist destination, with 21 million visitors in 1999.
48% per cent of Toronto’s population are immigrants (Toronto received 80,000 immigrants in 1997 from 169 countries).
Si l’on souhaite aller un peu au-delà de la simple situation géographique de Toronto, on peut donner quelques-uns de ces faits aux élèves et les inciter à donner leur impression sur cette ville qui attire de nombreux immigrants.
Apporter l’aide phonologique nécessaire en attirant plus particulièrement l’attention des élèves sur la prononciation des quatre mots suivants :
Toronto / t ə r ɒ nt əυ /, Ontario / ɒ n te ə ri əυ /, Canada / kæn ə d ə /, Canadian / k ə ne  di ə n /.
Écoute de la première partie du texte.
1.
Les élèves écoutent une première fois la première partie, puis prennent des notes lors d’une deuxième
écoute. Leur demander alors de dire quels éléments ils ont relevés et ce qu’ils en concluent.
2.
Faire lire les trois définitions de la question 2, puis faire réécouter le début du texte (partie I)
Réponses attendues : a.
fatherdom – b.
time capsule – c.
lineage
Questions possibles : What did Greg Stott say he wanted to put into the time capsule he decided to assemble for his son? Imagine what else he put in it. What is your idea of a time capsule? What would you put into a time capsule?
Écoute de la seconde partie du texte.
Deux écoutes au moins seront sans doute nécessaires pour repérer les trois questions que Greg Stott se pose. Faire réécouter les trois questions une nouvelle fois pour associer type de question et intonation.
3.
Three questions. The first one begins with the interrogative “Why…?” (falling intonation), the other two are “Yes / No questions”, starting with an auxiliary: “Had…?” (rising intonation).
4.
Renvoyer tout de suite les trois questions à leur sens : Who are the questions about? What did
Greg Stott want to know about them / him? What didn’t he know?
Les élèves écoutent à nouveau le passage pour relever les informations demandées à propos de l’arrière-grand-père de Greg :
Place of origin
When he left for Canada
Age then
Province where he settled
Other details
Yorkshire, England.
After World War I.
Over 50.
Ontario.
Bought 100 acres of land in south western Ontario – made and lost several fortunes in his life.
5.
Ambition. He mentions it because he recognizes it as a common / hereditary trait in the family.
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On peut trouver plus d’informations sur la famille Stott sur le site internet de Greg Stott : http://www.stottshot.com
Canada (9,976,139 km 2 , pop: 30,6 million, cap. city: Ottawa)
About 40% of the Canadian population are of British descent, while 27% are of French origin. Another
20% are of other European backgrounds, about 10% are of E or SE Asian origin, and some 3% are of aboriginal or Métis (mixed aboriginal and European) background. In the late 1990s, Canada had the highest immigration rate of any country in the world, with more than half the total coming from Asia. Over 75% of the total population live in cities. Canada has complete religious liberty, though its growing multiculturalism has at times caused tensions among ethnic and religious groups.
English and French are the official languages, and federal documents are published in both languages.
p. 32
Grammaire
Lexique
Phonologie
Expression
Ce que l’on peut faire…
Les outils de la narration ; of ; remind / remember .
Les cinq sens ; famille ; souvenirs ; description physique.
Prononciation de <th> ; accent de mot et terminaisons contraignantes.
Réinvestissements des acquis (idées et moyens d’expression) après étude du texte ( Workbook ).
Pat Conroy
Pat Conroy was born on October 26, 1945, in Atlanta. He was the first of seven children. Since his father was a military officer, the family had to move many times to different military bases around the South, and Pat finally attended the Citadel Military Academy in Charleston, South Carolina.
While still a student, he published his first book, The Boo , a tribute to a beloved teacher. After graduation, Conroy taught English in Beaufort. He then accepted a job teaching unprivileged children on a remote island off the South Carolina shore. After a year, Pat was fired for his unconventional teaching practices – such as his unwillingness to allow corporal punishment of his students. Conroy evened the score when he exposed the racism and appalling conditions his students endured with the publication of The Water is Wide in 1972. The Citadel became the subject of his novel The Lords of Discipline published in 1980. Pat moved from Atlanta to Rome where he began The Prince of
Tides, which, when published in 1986, became his most successful book. Most of Conroy’s novels were made into successful films.
Beach Music , Conroy’s sixth book, tells the story of Jack McCall, an American who moves to Rome to escape the trauma and painful memory of his young wife’s suicidal leap off a bridge in South
Carolina. The story takes place in South Carolina and Rome, then reaches back in time to the Vietnam
War and the horrors of the Holocaust.
OUTLINE
Les élèves lisent le titre, les lignes d’introduction en italique et la partie a.
de la question 1 (y compris la Dictionary Section sur le mot incense ). Il s’agit pour eux, en partant de trois mots du titre, de reformuler les informations fournies dans l’introduction et d’aller au-delà des simples faits pour se préparer à lire plus efficacement le texte. On peut partir du mot past et demander aux élèves de trouver des éléments liés au passé de Jack dans l’introduction, puis les faire réfléchir aux implications de l’utilisation du mot incense : l’adjectif pleasant se trouve dans la définition fournie. Il s’agit de faire alors trouver que l’odeur de l’encens se répand partout, que l’on ne peut y échapper, pour introduire par exemple l’adjectif pervasive. Souligner ensuite le lien entre familiar et family.

1. a.
We can link the word past with the information given in the introduction: Jack McCall, an
American living in Italy, has been away from his home town in South Carolina for years. He is back in the family home because his mother is dying. The visit will evidently remind him of his past.
We know the smell of incense burning is both pleasant and pervasive (= it is present throughout the place). The use of the word incense suggests that being back home will bring Jack memories back from his past, apparently mostly pleasant ones, but also memories he can’t escape because they are present throughout the place.
The adjective familiar means “well-known to sb”. It also has the same roots as the word “family”, which is particularly appropriate here since the place is a family home.
b.
We can expect the text to be about Jack’s past, about his family life when he was a boy.
2.
Réponses possibles : Jack may have found an interesting job abroad or maybe his job involves a lot of travelling. He may have married an Italian. But his reasons for living abroad may also be negative – we know he has not visited his family home for years. So he may have wanted to live some distance away from his family for personal reasons.
READ & REPLY
Les élèves lisent les deux premiers paragraphes (l. 1 à 8). Les trois premiers énoncés du M
EMO p. 33 peuvent être complétés au moment des réponses aux trois premières questions ; ces trois énoncés peuvent aussi être donnés à compléter aux élèves juste après la question 3, en une sorte de synthèse des réponses précédentes.
1.
La lecture de la dictionary section à propos du mot den doit permettre de faire surgir quelques idées telles que :
As a young boy, Jack probably spent a lot of time in the den with his family. No wonder he is visiting the place and is assailed by memories there.
2. a. sight
He looked over the library touch
He moved his hands along the worn set of Tolstoy smell
He smelled the books b.
sight: It helps him remember that his parents were broadly read and he was proud of it.
touch: It reminds him of the fact that his father loved Tolstoy more than his family.
smell: This sense helps him remember who he was as a boy. It helps bring back memories of himself, of his past self.
c.
The strongest sense of all is certainly the last one (smell).
3.
Not all his memories are pleasant. In paragraph one, there is the mention of his father’s lack of love for his family.
Les trois premières phrases du M
EMO peuvent par exemple être complétées ainsi :
The books and photos in the den bring back many memories , some happy and some unhappy: they remind Jack of his childhood.
When looking at the books, he remembers how proud he was to have well-read parents. He also remembers that his father was more interested in his books than in his family.
He also recalls his own personal life in that place as a child, then as a young man.
Lecture des paragraphes 3 et 4 (l. 9 à 23).
4.
Jack must be the oldest brother – the family photographs are placed in chronological order and the first photo is of Jack as a baby. (l. 10)
5.
Jack’s parents seem to be proud of the family, of themselves and their four children. They apparently want the photos to be the picture of happiness and success. In the photos, everybody is smiling or laughing
(l. 18) and the photos are “beautifully framed in long chronologically ordered rows” (l. 9-10).
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6.
Souligner le lien de cette activité avec la précédente : il s’agit de relever des éléments qui confortent l’image d’une famille heureuse et gâtée par la vie.
beauty
… a baby, blond and sweet
(l. 10-11)
My parents were so handsome… (l. 11)
Mama’s generous beauty…
(l. 13)
… a comely man and woman
(l. 19) health
They shone with radiant health
(l. 12)
Dad hard and muscled (l. 12-
13)
… children sleek as otters, shining with vigor, robust and hard to hold back (l. 20-21) happiness
… we always smiled and our parents were laughing (l. 18)
… a fluid, happy language…
(l. 19)
What a lovely, wonderful family… (l. 21)
7.
There are two disturbing elements in paragraph 4: “The pictures, all of them, broke my heart.” /
“… the photographs that framed the flood tide of egregious lying.”
R
ECAP
(Proposition de réponse) :
Jack’s visit to the den in his family home conjures up memories of his past life with his parents and four brothers. The library in the den and what the books remind him of help us understand that his parents are / were (?) cultured people and that he probably loves books too. The mention of “law books” suggests that his father – or Jack himself (?) – is / was a lawyer. All the family photographs are presented in carefully ordered rows, which indicates that Jack’s parents are / were proud of their family. Parents and children are beautiful, healthy and seem to be happy.
This portrait of an ideally happy family is, however, disturbed by some of Jack’s remarks and we can wonder about the truthfulness of the picture.
Lecture des deux derniers paragraphes (l. 24 ➝ fin du texte).
8.
We learn that Jack’s father was in fact violent and once broke his son’s nose. His father even hit
Jack again on the way home for crying.
On peut ici demander aux élèves de compléter le dernier énoncé du M
EMO
. Suggestion :
Jack can’t exactly recollect what had triggered his father’s violence, but he will probably never forget that his father had hit him again on the way home for crying.
9.
Réponses possibles : Jack must have felt ashamed. / He may have felt guilty. / He certainly did not want to denounce his own father as a man not fit to be a father. / He might have been afraid of retaliation…
R
EACT
(Proposition de réponse) :
We guess that Jack’s childhood was not a happy one, so we can imagine that, as an adult, he wanted to live as far away from home as possible. That is certainly why he has not been back home for years.
WRITING
Il convient de s’assurer que la forme attendue (un dialogue) sera bien respectée. Préciser aussi la longueur du travail attendue (100 / 150 mots).
On peut ensuite suggérer aux élèves d’établir une liste d’arguments qui pourraient être utilisés de part et d’autre (un peu à la manière dont on propose d’organiser des idées autour de deux pôles opposés dans le cas d’une argumentation – cf. Can you argue your case? p. 153 – 3. Organisation des idées .
Certaines expressions p. 153 – 4. Argumentation peuvent aussi être utiles aux élèves). On peut ainsi imaginer que Dallas et Jack vont s’appuyer sur les arguments suivants (liste non exhaustive) :

Dallas can blame Jack for… staying away for so long running away from his home / his past / his brothers being selfish not taking interest in his brothers being indifferent to the problems encountered by the other members of the family coming home too late – their mother is dying…
Jack justifies himself: he could no longer bear living so near his father he was the oldest and his life at home was more difficult he wanted to feel safe at last he wanted to live far from a place which reminded him of so many painful events he wanted his own child to be far away from the violence he had known at home he wanted peace and quiet / happiness
Faire réfléchir la classe aux différentes façons de conclure l’échange : compréhension mutuelle ?
Fâcherie définitive ? Promesses de part et d’autre ?…
Plusieurs activités sont proposées dans le manuel et le Workbook à propos de ce texte :
• Un extrait supplémentaire du roman qui apporte des éclaircissements sur les relations du père de
Jack avec ses fils et permet aux élèves de réinvestir idées et moyens d’expressions Workbook, n° 7 pp. 23-24 .
• Vocabulaire sur le thème des cinq sens : manuel – exercice n° 1 p. 43 ( Word perfect ) & Workbook, n° 17 & n° 18 pp. 27-29 .
• Exercice autour de mots de la même famille que breath & breathe (cf. texte, paragraphe 2) :
Workbook, n° 6 p. 22 .
• Pronouncing : Workbook, exercices n° 4 & 5 pp. 21-22.
왘
GRAMMAR PAGE p. 34
LOOK & EXPLAIN
1. Les outils de la narration
Le Prétérit – simple et be + -ing – ainsi que le Prétérit Perfect ( had + participe passé) sont employés dans le texte. Le point commun est le Prétérit, qu’il soit porté par un verbe pour la forme "simple", par be pour be + -ing , ou par have pour had + participe passé .
Recours à had + participe passé dans : … a comely man and woman who had produc ed a line of…
Il s’agit ici de signaler une antériorité par rapport au moment de référence – le moment décrit dans ce récit.
Ligne 25 à 29 : récit de la semaine :
Well at some point during that week I the doctor it had happened went to the hospital because my father had broken my nose. I told at football practice and cried when he reset it. My father hit me again on the way home for crying.
La comparaison avec le récit de Pat Conroy met en avant les cas (encadrés ci-dessus) où le recours
à had + participe passé est exclu puisque nous sommes dans une perspective différente – ce que signale l’entrée : … I went…
I smelle d the book ( a ) and in so smelling realize d ( b ) I was breath ing the smell of myself ( c ) (l. 5-6) a : Prétérit, b : Prétérit, c : Prétérit be + -ing
( c ) ne fait pas "avancer le récit", rien ne se produit. On explicite l’énoncé ( a ).
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Fabriquez un énoncé semblable à partir des éléments suivants :
I look ed at an old photograph and realiz ed that I was look ing at a picture of Tolstoy as a young man.
Be + -ing porte sur la partie de l’énoncé qui est un retour sur ce qui vient d’être dit. On peut gloser en disant : "en fait, voilà où j’en étais".
2.
of
Occurences de of dans le texte : the worn set of Tolstoy (l. 3); the irony of a father (l. 3); the smell of myself (l. 6); the familiar incense of the past (l. 6); an envelope of aromas (l. 6); the making of this strange wine of air and memory (l. 8); the first photo was of me (l. 10); the children of royalty (l. 11); a field of flowers (l. 14); all of them (l. 17); a happy language of a comely man and woman (l. 19); a line of light-haired children (l. 20); the flood tide of egregious lying (l. 23); a picture of me (l. 24)
O f apparaît majoritairement entre deux noms. Il sert à établir un lien entre un N
1 de compléter le sens du N
1 avec le N
2 et un N
2
, et permet
. Le résultat final est que l’on crée un nom complexe :
[making of this strange wine], a [field of flowers].
t h e
Il est le plus souvent traduit par de .
“La photo de mon père” :
1/ la photo sur laquelle se trouve mon père = the photo of my father.
2/ la photo qui appartient à mon père (et sur laquelle on ne dit pas qui se trouve) = my father’s photo.
3. Souvenirs… remind / remember
• Remind
Remind est à chaque fois suivi d’un nom ou d’un pronom : remind somebody + of + nom remind somebody + to + verbe
• Remember
He remembered taking a photo : 1 .
taking a photo 2 .
he remembered
➝
“ take a photo” est antérieur à “ remember”.
He remembered to take a photo: 1 . he remembered 2 . to take a photo
➝
“ take a photo” est postérieur à “ remember”.
En résumé : remind + somebody + of remember + nom –
+ nom – remember + to remind + somebody + to + V
2
+ V
2
– remember + V
2
-ing
LEARN & EXPLOIT
1 a.
Jack came back to his home town in South Carolina last month to see his dying mother. When he saw the old photographs in the living-room he realized he had forgotten how strict his father was / used to be .
b.
When Jack spoke to his mother last week he did not know he was speaking to her for the last time.
c.
One photograph in particular broke Jack’s heart. It had been taken a few days after his father had hit him and broken his nose.
d.
When he brought the children home last night and did not find her waiting for him he understood she had gone away.
e.
When he married his sweetheart we all knew he was making a big mistake.
2 a.
She reminds me of my friend Kate.
b.
This house reminds me of my sister’s.
c.
I must remember to buy some milk.
d.
Funny, I can’t remember tak ing this picture.
3 a.
There was a picture of his father, standing in a corner of the room.
b.
The photographs hanging on the wall reminded him of his childhood.
c.
Here is a photo of him as a baby. I remember taking it on a rainy day.
d.
I do not think he remembers the day when his father took him to hospital. He had just turned twelve.
e.
His father hit him for losing his law book.

p. 35
Culture
Lexique
Méthodologie
Expression
Ce que l’on peut faire…
Les liens familiaux et le respect pour les aînés dans la bourgeoisie américaine
à la fin du XIX e siècle.
Famille ; description physique et vestimentaire ; la photo : vocabulaire spécifique.
Étude d’une photographie.
Compte-rendu de l’étude d’une photographie.
Il manque le nom de l’auteur de la photographie sous ce portrait de famille – Charles H. Currier,
1851-1938 – et le nom de l’endroit où cette photo est exposée : Photographic Collection – Library of
Congress, Washington, D.C.
Charles H. Currier
The Currier collection (Library of Congress, Washington DC) provides a glimpse of middle class life in Boston at the turn of the century. Charles Henry Currier (1851-1938), a successful Boston jeweller, became a professional photographer in 1889. Over a twenty-year period, Currier photographed homes, offices, factories, charitable institutions and recreational organizations in the Boston area, frequently portraying clients at work or with friends and family.
1.
Demander aux élèves de situer Boston sur la carte des États-Unis qui figure à la fin du manuel.
Boston
The capital and largest city in the US state of Massachusetts. It is a major port and cultural centre, having 30 colleges and universities (Harvard University is the oldest US university – MIT…). It also has the oldest underground railway in the US. Boston was settled in 1630 and played an important part in the American Revolution (1775-1783). It became a centre for Irish immigrants in the second half of the century.
2.
Fournir une aide aux élèves pour la prononciation du nom patriarch et leur demander ce qu’est pour eux a patriarch : patriarch / pe  tri ɑ k / n. 1. The male head of a family or tribe.
2.
An old man that people have a lot of respect for.
3.
On peut demander aux élèves de dire ce qui les frappe le plus dans cette photo : What strikes you most: the portrait of the patriarch in the middle of the group? the carpet in the garden? the way the people are dressed? their facial expressions?…, etc.
Les moyens d’expression vont sans doute rapidement se trouver limités par des besoins lexicaux.
4.
Demander alors aux élèves de lire attentivement les deux listes de mots clés qui se trouvent au bas de la page pour y puiser les éléments qui leur sont nécessaires. Le professeur peut lire une fois ces listes à haute voix pour faciliter leur emploi oral.
Il est important de toujours lier remarques sur la forme (description proprement dite) et interprétation
(sens implicite). Il s’agit donc pour la classe de puiser des moyens de description en passant de l’une
à l’autre colonne pour évoquer, selon les besoins :
• les sujets photographiés et le cadre dans lequel ils se trouvent ;
• les raisons techniques, liées aux exigences de la photo de l’époque, pour expliquer certaines caractéristiques des sujets.
A long-time exposure and the obligation to hold the pose can certainly account for the severe-looking expressions on many faces.
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5.
Quand un certain nombre d’éléments ont été relevés et un certain nombre d’idées émises, on passe
à une récapitulation organisée (mais synthétique) du compte-rendu.
6.
Une conclusion pertinente devrait certainement prendre en compte deux éléments :
• l’image de liens familiaux forts tels que les traditions sociales les imposaient : close-knit family / respect for the elders…
• un art photographique encore très proche de la conception du portrait en peinture :
Photography at the time was inspired by painted portraits. It certainly took a long time to take such a photo. The photographer used a stand-camera to avoid blurred photographs and so he had to resort to long-time exposure. He was also very careful about the composition of his photo.
We are certainly struck by the carefully-arranged setting and the symmetry of the composition
– six members of the family are placed on each side of the portrait of the certainly deceased patriarch. And at the time a photo was not as common as it is today. People did not own many photos. Taking such a photo as this one was a unique opportunity and it must have been taken on a solemn occasion – maybe the christening of the young child?
p. 36
Culture
Grammaire
Lexique
Phonologie
Méthodologie
Ce que l’on peut faire…
États du Sud américain et passé esclavagiste ; culture et tradition orale.
Adjectifs composés en -ed ( Workbook ).
Histoires et oralité ; contes et conteurs.
of .
Spécificités du récit oral : répétitions et rythme.
Langston Hughes
Black American writer. James Langston Hughes was born February 1, 1902, in Joplin, Missouri. His parents divorced when he was a small child. He was raised by his grandmother until he was thirteen, when he moved to Lincoln, Illinois, to live with his mother and her husband, eventually settling in
Cleveland, Ohio. It was in Lincoln, Illinois, that Hughes began writing poetry. Following graduation, he spent a year in Mexico and a year at Columbia University. During these years, he held odd jobs as an assistant cook, launderer, and a busboy, and travelled to Africa and Europe working as a seaman. Hughes first book of poetry, The Weary Blues, was published in 1926. In 1930 his first novel, Not Without Laughter, won the Harmon gold medal for literature.
Hughes, who claimed Paul Lawrence Dunbar, Carl Sandburg, and Walt Whitman as his primary influences, is particularly known for his insightful, colorful portrayals of black life in America from the twenties through the sixties. He wrote novels, short stories and plays, as well as poetry, and is also known for his engagement with the world of jazz and the influence it had on his writing. Langston
Hughes died in 1967, in New York.
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OUTLINE
Les élèves écoutent le poème, texte caché.
1.
Repérages possibles : Aunt Sue / stories / a brown (dark)-faced child / black slaves / …
2.
Il peut être nécessaire d’expliquer ce que sont les lullabies et peut-être mêmes les nursery rhymes: lullaby / l l ə ba  / n.
a soft gentle song sung to make a child go to sleep.
nursery rhyme n.
a simple traditional poem or song for children.
These sorts of texts are all oral, so repetitions and rhythm are important because they help us memorize them more easily.

On trouvera deux exemples de nursery rhymes au chapitre 7, p. 123.
LISTEN & REPLY
Nouvelle écoute des deux premières strophes. Le texte du poème est toujours caché.
1.
Reproduire les colonnes ci-dessous au tableau. On peut s’attendre à ce que l’ensemble de la classe parvienne au relevé suivant : people black slaves places a mighty river climate hot sun
The place and time evoked here are probably the Southern states of the USA before the abolition of slavery.
2.
The sound “ s” is repeated and the next line (Mingle themselves softly) echoes the rhythm and sounds of the name of the river: Mississippi / m
 s
 s
 pi / .
On renverra les élèves à la carte des États-Unis en fin de manuel.
Mississippi
Principal river of the United States, 3,780 km long, exceeded in length only by the Missouri River, the chief of its numerous tributaries. It was called the “Father of Waters” by Native Americans. Cotton and rice are important crops in the lower Mississippi valley; sugarcane is raised in the delta.
Nouvelle écoute des deux dernières strophes. Le texte est toujours caché.
3.
What makes Aunt Sue’s stories special is that they are real stories (“… they came / Right out of her own life” – l. 21-22). This tells us that Aunt Sue probably lived her life as a slave or her parents were slaves. She probably had a very hard life.
4.
… listening (l. 17 & 25) … quiet (l. 23): The child seems to be fascinated by Aunt Sue’s stories.
On pourra établir un lien avec l’attitude des enfants en train d’écouter des histoires dont nous parle
Dovie Thomason (manuel p. 42).
READ & REPLY
Les élèves lisent le poème (lecture individuelle et silencieuse).
5.
Lines 3, 4 & 5 could be used as a caption for the picture:
“Summer nights on the front porch
Aunt Sue cuddles a brown-faced child to her bosom
And tells him stories.”
6.
The second verse (l. 6-16) is made up of one long sentence.
Réponse possible : Because of the length of the verse, of the words and sounds repeated, we have the impression that Aunt Sue re-creates a whole world: she makes us see and hear the slaves her stories are about. Her words convey her experience in a voice that blends the spoken with the sung – this turns the poetic lines of the poems into the phrases of jazz and blues .
Jazz
Jazz is one of the greatest forms of music originating in the US. It was begun in the South by African
Americans. Many of its rhythms came from the work songs and spirituals (= religious songs) of black slaves.
The blues
A type of US jazz music with a slow, sad sound. African Americans created it in the southern states to express the sadness of their experience. The music developed into rhythm and blues and then rock and roll and soul.
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Les questions 6 et 7 sont liées. Les élèves relisent la deuxième strophe pour répondre plus précisément
à la question suivante.
7.
Mingle themselves softly / In the dark shadows that cross and recross / Aunt Sue’s stories.
8.
visual images working walking the dark shadows sounds singing sorrow songs physical sensations working in the hot sun walking in the dewy night
The combination of the three kinds of elements make the scene appear more vividly before the child’s eyes.
9.
Aunt Sue’s voice is certainly soft and low because it is night time and Aunt Sue is “cuddling a brown-faced child to her bosom”. Cradled in her arms, the child listens to the soothing sounds and rhythm of her stories, probably half spoken and half sung. It must be bedtime for the child. He will certainly fall asleep soon.
Si certains élèves utilisaient le mot nephew pour parler de l’enfant, préciser que l’usage du mot aunt n’implique pas forcément que l’enfant soit son neveu : aunt peut très bien être utilisé pour parler d’une femme d’expérience qui fait partie de la famille ou de la communauté.
R
ECAP
Aunt Sue has “a head full of stories” but she also has “a whole heart full of stories” because her stories are not invented stories, they are real ones. She may have been a slave herself, or her parents or grandparents were born before the abolition of slavery and were slaves. What she is telling the child is based on both knowledge (head) and experience (heart).
R
EACT
Story-telling is probably important for Aunt Sue because she does not want the future generations to forget where they come from and what their ancestors’ lives were like. She wants the child to inherit the culture of his ancestors and be able to transmit it to the next generation when he is older. She does not want her culture to be forgotten. She wants the child to have roots, which means knowing more about his ancestors.
Story-telling is also essential for the child. It helps him to build up his own identity; through listening to Aunt Sue, he becomes a link in the chain of generations.
WRITING
Productions personnelles.
EXPLORE
A few words about slavery
The basic agricultural economy of the Old South, which was abetted by the climate and the soil, led to the introduction (1617) of Africans as a source of cheap labor under the twin institutions of the plantation and slavery. Slavery was known as the peculiar institution of the South and was protected by the Constitution of the United States. When differences with the North, especially over the issue of the extension of slavery into the federal territories, ultimately appeared insoluble, the South turned
(1860-61) the doctrine of states’ rights into secession (or independence), which in turn led to the
Civil War. After the North won the Civil War and brought the southern states back into the US, slavery was ended (1865). But, for decades, things changed only very slowly for former slaves; many suffered prejudice from Whites. The effects are still felt today. On average, Blacks get less education, earn less money, have less respect and die younger.
Activités dans le Workbook :
• exercice sur les adjectifs composés en -ed : n° 8 p. 24 .
• Pronouncing : n° 9 p. 24 .

pp. 38-39
Culture
Grammaire
Lexique
Méthodologie
Ce que l’on peut faire…
Irlandais et colonisation anglaise; importance de la transmission du patrimoine culturel.
Make ; be + -ing ; might .
École ; histoire.
<s> de la 3 e personne du singulier du Présent ; place de l’accent dans les mots commençant par inet inter; intonation dans les Yes / No questions .
Frank McCourt
Frank McCourt was born in 1931 in Brooklyn, New York, to Irish immigrant parents, grew up in
Limerick, Ireland, and at the age of nineteen, returned to America. Surviving initially through a string of casual jobs, spending every spare minute reading books from the public library, Frank began a process of self-education and improvement which led, eventually, to a career as a high-school teacher.
For twenty-seven years he taught in various New York City public schools. After retiring from teaching,
Frank and his brother, Malachy, performed their two-man show, "A Couple of Blackguards", a musical review about their Irish youth. Then, in his sixties, Frank McCourt sat down and began writing about his past. The tales of his childhood that he had told many times to his classes at school and in the bars of New York soon took shape as the highly acclaimed memoir which is Angela’s Ashes .
Published initially in America, it went straight into the bestseller lists and then crossed the Atlantic to take the bookshops by storm in his native Ireland, in the rest of Europe, and around the world. Frank
McCourt lives with his wife, Ellen, in New York City and Connecticut.
Au préalable :
Donner le travail de recherche ( E
XPLORE p. 40 – voir ci-après dans le guide) à deux groupes de deux
élèves (travail à effectuer pour le premier cours sur le texte) : un groupe cherche des informations sur les relations entre l’Irlande et les États-Unis, l’autre sur les relations entre l’Irlande et la Grande-Bretagne.
Préciser qu’il ne s’agit que de donner quelques dates et les grandes orientations. Ce type de travail vise essentiellement quatre objectifs :
• permettre à des élèves d’effectuer un travail de recherche (démarche de projet) : ils doivent comprendre la problématique (la leur préciser ici), rechercher des informations, les trier et les classer avant d’en rendre compte en classe ;
• inciter ces mêmes élèves à prendre la parole devant la classe, brièvement (1, 2 ou 3 minutes maximum) mais de façon claire et organisée ;
• inciter la classe à prendre des notes à partir de ce qui leur est dit et à interroger leurs camarades en cas de non compréhension (les élèves auront besoin des informations fournies pour répondre
à certaines questions sur le document et le professeur peut par ailleurs inclure ce point dans l’évaluation de fin de séquence) ;
• permettre à tous de disposer d’un arrière-plan civilisationnel minimum indispensable à la bonne compréhension du document, tout en évitant au professeur d’anglais de se transformer en professeur d’histoire-géographie.
OUTLINE
Les élèves repèrent le nom de l’auteur et le titre du roman dont est tiré l’extrait proposé, puis découvrent la photo et sa légende p. 40.
1.
The caption says that the photo was taken during the shooting of a film adapted from Frank
McCourt’s novel. We can easily deduce from the setting (Frank McCourt seems to be sitting in a classroom, among young children) that Frank McCourt’s novel is about young children, maybe about his own childhood, which would mean the novel (and the film) is also an autobiography.
Faire réfléchir les élèves au sens possible du titre de l’extrait : “ Your mind is a palace”.
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2.
Réponses possibles : palace ➝ a very large and impressive house / the official home of a king, a queen… / power / arts
/ money / wealth.
“Your mind is a palace” ➝ Your intelligence, your ability to think and reason is immense and very valuable. It gives you power over things, over the world. It is something precious you have to look after and take care of.
Les deux photos qui accompagnent le texte permettent de privilégier l’hypothèse scolaire : cette phrase est soit adressée à un élève, soit à un professeur. La lecture de la première phrase du texte et du dernier paragraphe (l. 35-45) permet de trancher :
This sentence is addressed to a pupil by his teacher (Mr O’Halloran).
READ & REPLY
Mr Thomas L. O’Halloran
Lecture individuelle et silencieuse du premier paragraphe (l. 1 à 19).
1.
Since Mr O’Halloran taught three classes in one room, Frank may have studied for three years with the same master. Mr O’Halloran also had a very strong personality which particularly struck his pupils.
L’activité suivante apporte de façon intentionnelle une aide aux élèves dans la reconstruction du sens : les éléments d’information leur sont donnés, à charge pour eux d’effectuer la dernière étape du travail en appariant ces éléments reformulés de façon simplifiée et les énoncés du texte auxquels ils renvoient.
Ce choix permet de favoriser l’émergence de l’image du maître, image indispensable pour comprendre la suite. Dans les très bonnes classes, on peut souhaiter se passer de l’aide fournie par la question 2.
Demander alors simplement un relevé des caractéristiques de M. O’Halloran dans le premier paragraphe.
2.
Examples: a.
“He carries a long stick, a pointer, and if you don’t pay attention or give a stupid answer he gives you three slaps on each hand or whacks you across the back of your legs.” (l. 6-8) b.
“ We call him Hoppy because he has a short leg and hops when he walks. He knows what we call him and he says, Yes, I’m Hoppy and I’ll hop on you.” (l. 4-6) c.
“He makes charts of Irish grammar, Irish history and algebra at home…” (l. 11-12) d.
“He makes you learn everything by heart, everything…” (l. 8-9) e.
“He tells us what is important and why.” (l. 15) “ Hoppy doesn’t call us idiots and if you ask a question he doesn’t go into a rage. He’s the only master who stops and says, Do ye understand what
I’m talking about? Do ye want to ask a question?” (l. 17-19) f.
“No master ever told us why before. If you asked why you’d be hit on the head.” (l. 15-16)
On utilise certains éléments de civilisation apportés par les recherches (préalables à l’étude du texte) demandées dans la rubrique E
XPLORE p. 40 pour répondre à la question suivante. Voir la rubrique E
XPLORE dans le guide p. 62 pour plus de précisions.
3.
A lot of Irish people emigrated to America through the centuries, for different reasons, mainly economic and political. So a lot of Americans have Irish roots and many Irish people have family in
America. This may be the case of Mr O’Halloran.
4.
Mr O’Halloran tries to make his pupils aware of their roots by making them study Irish grammar and Irish history.
R
ECAP
Mr Thomas L. O’Halloran is a very strict but charismatic teacher. He is strict because he does not hesitate to resort to corporal punishment and he makes his pupils learn everything by heart. But at the same time he wants them to understand what they learn and why, and they are allowed to ask questions. He is certainly respected by his pupils.

Roots
Les élèves ont d’abord pour consigne de lire l’encadré qui concerne la bataille de Kinsale p. 40 (leur préciser où se trouve Kinsale : It is a little port town in the southeastern portion of Ireland) . Après la lecture, poser quelques questions factuelles pour s’assurer que le relevé d’informations a été suffisant :
What was the date of the battle?
1601
Who were the opposing forces / armies?
The Irish forces with their Spanish allies fought the English troops.
Who won?
The English.
Why is the battle so important in Irish history?
The power to resist the British was now broken and
Catholic land ownership steadily declined for the next 200 years. Many Irish gave up their homes after this loss to the British and migrated to the Americas. Ulster itself never recovered as its land remains under English control to this day.
Pour obtenir des informations supplémentaires sur la bataille de Kinsale on peut consulter par exemple les deux sites suivants : http://www.irishclans.com
http://www.kinsale1601.com
Lecture du texte de la ligne 20 à la ligne 34.
5.
Utiliser la carte en début de manuel pour repérer les deux Irlandes. Partir de ce que savent les
élèves et éventuellement compléter, sans trop de détails (cf. encadré p. 62 de ce guide).
Inviter les élèves à partir de ce qui est fourni dans l’encadré pour répondre à la seconde partie de la question (ceci permettra aux élèves d’y puiser des moyens d’expression utiles) :
The reason why Mr O’Halloran insisted on the battle of Kinsale is that the English victory at Kinsale had a major impact on future developments in both Britain and Ireland.
6.
The pupils are shocked because Mr O’Halloran says the battle of Kinsale was “ a close battle with cruelty and atrocities on both sides .” The pupils have a chauvinistic attitude – they can’t believe that the Irish were not nobler than the English and that they committed atrocities too. Also, it is the very first time a schoolmaster has ever given them his own version of the facts or has ever tried to help them understand what being objective means.
R
EACT
Mr O’Halloran is an Irish patriot, but he wants his pupils to have a fair judgement of facts and people, which certainly does him credit. He shows that he can be objective, which is a necessary requirement when you deal with history.
Stock your mind
Lecture de la fin du texte (dernier paragraphe, l. 35 à 45).
7.
It is your house of treasure (l. 41); no one in the world can interfere with it (l. 41) / Your mind is your house (l. 43); don’t fill it with rubbish (l. 43-44): Mr O’Halloran, who addresses particularly poor children, uses a concrete comparison to make them aware of the wealth they nevertheless own.
He compares his pupils’ minds to a beautiful house. No matter how poor they are, they own a treasure no one can take away from them. It is up to them to furnish and decorate their minds, as one would do with a house.
8.
You might be very poor , but you own a treasure: your mind.
You must be very careful what you fill it with. Knowledge will help you make up your own mind about history and everything else.
R
ECAP
This photo was taken a little later (in the mid-50s), but we can find a number of similarities between the two situations. This is a one-room schoolhouse, which means children in different classes are taught together by the same master. We can see charts hanging on the wall at the back (l. 11-12).
Some children don’t have any school things in front of them (because they are too poor?). They all
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R
EACT
Les réponses seront bien sûr personnelles, mais on peut inciter les élèves à recourir aux procédés d’organisation des idées du Can you argue your case?
p. 153.
1.
Il faut certainement inciter les élèves à remettre en perspective la déclaration de M. O’Halloran : nous sommes alors à la fin des années 30. Le cinéma a certainement évolué depuis, même si tous les films contemporains ne constituent pas forcément des documents fidèles à l’histoire. Les élèves peuvent aussi évoquer les témoignages cinématographiques (documentaires) qui rendent le spectateur beaucoup plus soucieux d’exactitude historique de nos jours. Malgré tout, des exemples contraires peuvent être
évoqués et les élèves mentionneront alors telle ou telle prise de position scandaleuse ou tel ou tel fait divers tragique dû à l’influence de certains films de fiction.
2.
Si le poème de Langston Hughes p. 36, ou l’un des documents vidéo du chapitre (manuel p. 43,
Workbook pp. 31-34) a été étudié, on peut suggérer une reprise de certaines des idées (importance de la connaissance de ses racines et de la transmission d’un patrimoine culturel pour la construction de l’individu).
EXPLORE
GB-IRISH RELATIONS
GB relations with Ireland have long been complicated by religious and political conflicts.
The coming of Christianity from across the Irish Sea brought major changes and civilizing influences.
Tradition maintains that in 432 AD, St. Patrick arrived on the island and, in the years that followed, worked to convert the Irish to Christianity. In the 12th century, Pope Adrian IV granted overlordship of the island to Henry II of England, who began an epic struggle between the Irish and the English.
The Reformation exacerbated the oppression of the Roman Catholic Irish, and, in the early
17th century, Scottish and English Protestants were sent as colonists to the north of Ireland and the
Pale around Dublin.
From 1800 to 1921, Ireland was an integral part of the United Kingdom . Religious freedom was restored in 1829. But this victory for the Irish Catholic majority was overshadowed by severe economic depression and mass famine from 1846-48 when the potato crop failed. The famine spawned the first mass wave of Irish emigration to the United States. A decade later, in 1858, the Irish Republican
Brotherhood was founded as a secret society dedicated to armed rebellion against the British. The
Home Rule Movement, advocating constitutional change for independence, was created in 1874.
Galvanized by the leadership of Charles Stewart Parnell, the party was able to force British governments after 1885 to introduce several home rule bills. The turn of the century witnessed a surge of interest in Irish nationalism, including the founding of Sinn Fein / ʃ n fe  n / (“Ourselves
Alone”) as an open political movement.
Nationalism was and is a potent populist force in Irish politics. The outbreak of war in Europe in
1914 put home rule efforts on hold, and, in reaction, Padraic Pearse and James Connolly led the unsuccessful Easter Rising of 1916. The decision by the British-imposed court structure to execute the leaders of the rebellion, coupled with the British Government’s threat of conscription, alienated public opinion and produced massive support for Sinn Fein in the 1918 general election. Under the leadership of Eamon de Valera, the elected Sinn Fein deputies constituted themselves as the first
Dáil* / d ɔ l /. Tensions only increased: British attempts to smash Sinn Fein ignited the Anglo-Irish War of 1919-1921.
The end of the war brought the Anglo-Irish treaty of 1921, which established the Irish Free State
(the Republic of Ireland since 1949) of 26 counties (excluding the 6 counties of Northern Ireland ) within the British Commonwealth. In 1932, Eamon de Valera became prime minister, and a new Irish constitution was enacted in 1937. The last British military bases were soon withdrawn, and the ports were returned to Irish control.
Northern Ireland is a province (= an administrative region) of the United Kingdom. It is sometimes referred to as Ulster , which was one of the ancient kingdoms of Ireland, or as the Six Counties , after

the counties which remained part of the UK in 1921 when the rest of Ireland became the Irish Free
State.
The province’s relationship with the British mainland has always been difficult. After many years of violence, a Northern Ireland Assembly was set up in 1998 but troubles still remain between the Catholic and the Protestant communities in Northern Ireland.
* the Dáil ( also the Dáil Éirann / d ɔ l e ə r ə n
/): the lower house, or House of Representatives, of the National
Parliament of Ireland, in Dublin. It has 166 members and its proceedings are in Irish or English. The Upper
House, or Senate, is called the Seanad.
US-IRISH RELATIONS
US relations with Ireland have long been based on common ancestral ties and on similar values and political views.
The history of emigration from Ireland is dominated by the mass exodus during the period of the
Great Famine and its aftermath, when more than a million people left the country for North America.
In Ulster, the effects of the Great Famine, while terrible, were less pronounced than in the South and
West of Ireland. Emigration from the province was actually at its greatest during the eighteenth century. These emigrants were for the most part Protestant and, in particular, Presbyterian. The main cause of emigration during the eighteenth century was the attraction of the American colonies for those who were eager to improve their prospects – younger sons in particular. Today, emigration, long a vital element in the US-Irish relationship, has declined significantly with Ireland’s economic boom in the 1990s.
Activités dans le Workbook :
• exercice n° 10 p. 25 : travail sur des mots de vocabulaire tirés du paragraphe 1 du texte et débouchant sur de courts travaux d’expression à partir du texte.
• Travail sur la syntaxe de MAKE (MAKE sb + V ) : exercice n° 11 p. 25 .
• Pronouncing (manuel p. 40) : exercices n° 12, 13 & 14 p. 26 .
왘
GRAMMAR PAGE p. 41
LOOK & EXPLAIN
1.
make a.
On ne peut traduire make par fabriquer dans les exemples listés. On peut dire en revanche que make sert à fabriquer des verbes à partir de n’importe quel autre verbe, à l’instar de faire en français : il a fait pleurer sa mère
➝ il l’a fait pleurer (et non il l’a faite pleurer ).
L’absence d’accord confirme que nous avons affaire au verbe [ faire-pleurer ] et non au verbe faire suivi du verbe pleurer .
Make joue le même rôle.
… and that makes him the hardest master in the school.
… et ceci fait de lui le maître le plus sévère de l’école.
He makes you learn everything by heart.
Il nous fait tout apprendre par cœur.
He makes us know all the American States in alphabetical order.
Il nous fait apprendre / il nous force à connaître tous les états des États-Unis dans l’ordre alphabétique.
He makes us remember…
Il nous fait mémoriser…
Rôle joué par “he” dans les trois derniers exemples : he est l’instigateur de ce qui suit ; le deuxième nom / pronom semble “subir”. Dans le cas de :
He is a very hard master. But he makes us laugh.
on comprend que he n’agit pas volontairement, qu’il n’y a pas de contrainte.
Que l’on dise : he makes us learn everything by heart ou he makes us laugh, le sujet he est l’instigateur – volontaire ou involontaire.
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Il est important de faire passer ce message car on pense toujours make Ø V
2 qu’un emploi possible. Songeons à des exemples tels que :
= contrainte. Or ce n’est
These jeans make me feel young and sexy again!
b. Construction
He makes us learn everything by heart.
S
1
He
V
1 makes
S
2 us
Ø V
2 learn compléments everything by heart
Autre verbe fonctionnant sur le modèle de make : let.
2.
be + -ing a.
Now Hoppy O’Halloran is say ing that the Irish did bad things.
Cet énoncé permet de répéter les propos de he .
Différence entre :
“The Irish did bad things,” he says .
et Now Hoppy is say ing that the Irish did bad things.
Dans la première phrase, on rapporte des propos, d’où le Présent simple – he says – qui est la forme naturelle des dialogues.
Dans la deuxième phrase, on ne rapporte pas directement des propos, on se situe après que les propos ont été tenus et on s’étonne – ici – de ce que le maître a dit.
b.
[…] Next thing he’ll be say ing that the English did good things.
Avec cet énoncé, l’énonciateur envisage une suite logique compte tenu de l’attitude du maître : c’est du sujet “he” que l’on parle.
C’est le Next thing du début de l’énoncé qui permet de comprendre que l’énonciateur a analysé le contexte antérieur avant de donner son verdict à propos de he . Songeons à des traductions telles que : un de ces quatre matins il va…
“ Next thing you will be forgetting your shoes!
” peut être dit à quelqu’un de nature “oublieuse” qui oublierait systématiquement des choses. (Traduction possible : toi tu finiras par oublier tes chaussures…)
3.
might
“You might be poor, your shoes might be broken but your mind is a palace.”
Le maître d’école parle du présent . L’emploi du Prétérit contenu dans might n’a donc ici rien à voir avec la chronologie des événements MAIS avec la chronologie des opérations de fabrication de l’énoncé.
Pour dire par exemple :
It is high time you went to bed .
il faut déjà avoir constaté que [ you / go to bed ] posait problème avant de dire It is high time . On peut donc dire que you / go to bed PRÉCÈDE it is high time dans les “opérations secrètes” qui ont conduit
à la fabrication de l’énoncé final, ce que l’ordre des mots ne reflète pas.
Le Prétérit contenu dans might correspond à cet emploi du Prétérit – chronologie abstraite, linguistique. Ceci veut dire qu’en produisant :
"You might be poor, your shoes might be broken but your mind is a palace." le maître signale que [ you / be poor ] et [ your shoes / be broken ] correspondent DÉJÀ à la situation que connaissent les enfants.
“ You may be poor, your shoes may be broken….
” : simple hypothèse = si cela se trouve !
Traduction du premier exemple – en rendant compte du Prétérit :
Vous avez beau être pauvres, vos chaussures ont beau être usées jusqu’à la corde…
LEARN & EXPLOIT
1 a.
When he says the Irish did bad things too, what he is say ing in fact is that history is not taught properly.
b.
He makes us work very hard… He will be mak ing us come to school on Sunday next!
c.
It was a shock to everyone when he said the battle of Kinsale was the saddest moment in Irish history, but he was the headmaster and headmasters don’t tell lies. So we had to believe him of course.

2 a.
Yesterday he said that the Irish were a noble people. Now he is saying that the English were too. (Next thing) He will be saying that the French don’t like wine next!
b.
You might know all the states of the United States, you still don’t know your irregular verbs!
c.
He made us learn everything by heart… which made him the most respected master in the school.
p. 42
Culture
Lexique
Méthodologie
Ce que l’on peut faire…
Indiens d’Amérique et danger d’acculturation ; culture et tradition orale.
Contes et conteurs ; Indiens d’Amérique ; culture orale.
Prononciation de noms propres ; accentuation et formes faibles.
Script de “ Telling the past ”
Document audio long
(Part 1) My name is Dovie Thomason. I am of the native people of the Americas – my father being
Kayowa Apache, from the southern plains, and my mother Lakota – commonly miscalled the Sioux – from the northern plains. And I’m a story-teller. (Part 2) I fell in love with stories when I was just a girl.
I was surrounded by them. I was really fortunate, because my father would tell us stories. And I, of all the nine in my family, was the one who was most drawn to them, and we’d watch the stars, and he would tell me all the stories of the stars; that were so different [than] the Greek and Roman mythology
I was hearing in school! And my grandmother would tell me these brilliant stories – stories about animals and heroes and women of great power. (Part 3) And in each story there was usually a small lesson – sometimes a large lesson. And how large the lessons were in those stories I’ve only learned as I’ve grown older. They were usually stories that were given to me, told to me, in response to some behaviour my grandmother had seen that just wasn’t quite acceptable. She never called it bad. But she would gently sit me down and tell me these stories. And in the story there would be a misbehaving fox or a rude turtle or a greedy monster or a wise woman. And so I was surrounded by them. It was just a big part of my life. And often I couldn’t tell when I was being disciplined and when I was being entertained.
Our people were people who valued the spoken word. […]
(Part 4) I was always so used to respecting those who taught me, that it was difficult for me to ever believe that there was a time that I would be a speaker, or that I would be a teacher of culture. But in urban communities there was a need. (Part 5) You look at the children, and in the communities where children were so acculturated and sometimes assimilated into mainstream culture that they were moving away from these other ways, moving away from the spoken word, becoming very Americanised, very technological, very… not even print-literate so much as video-literate, that there was a need for someone to step forward. And so I first started telling in community centres, local community centres. That’s why we tell stories. First and foremost, each and every action is that the culture continues, and that there be a strong source, so that the kids can really be nurtured and nourished by that, and move forward with some strength and confidence and groundedness in who they are and what they come from.
(Part 6) I think stories gave me two great gifts. One was an appreciation and a passion for my own culture. But what my grandmother gave me, and all the tellers and elders and “youngers“ that I’ve met in the years since gave me, was a passion about the spoken word – a passion about words, in almost any form, but a passion about language. And to be able to tell stories and watch children, at this very end of a century, children who have every other kind of stimulation available to them, be mesmerised by just the word, captured by a word – it’s just the most wonderful thing you could possibly do.
Broadcast on Tuesday November 5 th 1999
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Il s’agit d’un document authentique, présentant toutes les caractéristiques d’un document oral : syntaxe parfois surprenante quand on lit le script et phrases avec des pauses qui ne sont pas pour autant des fins de phrases. Dans le cadre de chacune des activités, partir des éléments repérés (mots ou expressions) pour permettre le travail demandé.
OUTLINE
Part 1
1.
1.c.; 2.a. ; 3.b.
Dovie is a native American. She is descended from two Indian tribes, her father being Kayowa Apache and her mother Lakota (commonly miscalled the Sioux).
Vous trouverez un exercice sur le préfixe misdans la rubrique Word Perfect p. 43 (exercice n° 2) .
Part 2
2.
Suggestion : regrouper au tableau les éléments suivants avant de chercher à obtenir un ou plusieurs
énoncés complets : story-tellers father, grandmother subjects stars, animals, heroes, women of great power the nine in my family = Dovie + 8 brothers
& sisters listeners a.
Her father and her grandmother were story-tellers. They told Dovie and her eight brothers and sisters stories about the stars, about animals and heroes, and women of great power.
b.
Dovie was the most attentive listener (“I… was the one who was most drawn to them”).
Les élèves peuvent très bien répondre à bon escient, voire répéter la phrase sans que l’on puisse être assuré que drawn to a été à coup sûr compris : demander ou fournir une reformulation ( attracted to… ) et les trois formes de base du verbe : draw – drew – drawn.
LISTEN & REPLY
Parts 1 & 2
1.
Faire plus particulièrement réécouter la phrase suivante : “And we’d watch the stars, and he would tell me all the stories of the stars; they were so different [than] the Greek and Roman mythology I was hearing in school!”. Proposer le tableau suivant et le faire remplir pour obtenir : at home stories: subject story-teller place where the stories were told origin of the stories the stars
Dovie’s father outside (“we’d watch the stars”)
Indian stories – oral culture at school
Greek and Roman mythology / the stars
Dovie’s teacher in a classroom
Greek and Roman mythology – written culture
Faire faire une synthèse sous forme d’énoncés constitués à partir des éléments du tableau en recourant
à divers moyens d’exprimer le contraste, l’opposition, la différence : verbes : be different / differ from / contrast with… adjectifs : not the same / different from / contrasting… préposition : unlike… conjonctions : whereas / while… expressions : as opposed to…

Part 3
2.
Les éléments lexicaux sont fournis. Il reste une étape d’association à effectuer à partir de l’écoute :
➝ a misbehaving fox
➝ a rude turtle
➝ a greedy monster
Dovie’s grandmother told her stories in response to some unacceptable behaviour on her part. Rather than simply telling her off for misbehaving, her grandmother used stories and images and transposed the situation into an imaginary world. Her strategy was probably to catch her granddaughter’s attention, to get her involved in the moral of the story, which was more efficient than scolding or punishing her.
R
EACT
Réponses personnelles. On peut toutefois s’attendre à la production de termes tels que : clever, certainly efficient, pedagogical / educational…
Part 4
Cette activité est destinée à faciliter la compréhension d’un passage-clé mais relativement complexe parce qu’abstrait.
3.
Faire rappeler par les élèves que Dovie est elle aussi une conteuse aujourd’hui (cf. début du texte).
Dovie was so impressed by those who taught her that she never imagined that she would be / become a speaker / a story-teller , but she realized there was a need in urban communities . So she decided to become a story-teller .
4.
Dovie uses two expressions in place of “story-teller”: a speaker / a teacher of culture ➝ which implies two things: story-telling combines the use of oral language and the transmission of a culture.
5.
Réponse possible : There was probably a need because she realized that many young native
Americans living in cities (“urban communities”) had lost touch with their own culture.
On peut utilement faire réfléchir les élèves sur le fait que le besoin se trouve essentiellement dans les villes pour préparer l’écoute du passage suivant : Why does Dovie think that living in big cities is a particular threat to young native Americans?
Part 5
6.
consequences of the lack of traditional culture
Kids are acculturated.
They are assimilated into the mainstream culture.
They are moving away from the spoken word.
They are very Americanized, very technological, not even print-literate, but video-literate… consequences of the presence of traditional culture
Kids are nurtured and nourished.
They move forward with some strength and confidence and groundedness in who they are and what they come from.
Dovie says that when young native Americans lose contact with their roots, they do not know where they belong and what replaces their original culture, the culture of their ancestors, is not worth it – it is not really culture, but technological skills.
Part 6
7.
Stories gave Dovie a passion for her own culture and a passion about the spoken word.
R
ECAP
Dovie was taught in two different places (at home and at school) by two different sorts of people (her family at home, her teachers at school). She considers that the culture and the passion for the “spoken
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word” she was given at home through story-telling, gave her “strength and confidence” because she knows “who she is and what she comes from”.
(Possible link with the title of the unit: “Back to my roots” ➝ Going back to her roots / knowing where she came from gave her strength, helped her build her own personality.)
R
EACT
From what Dovie tells us, we are inclined to say “no”, it is alive and well, since it can compete with all sorts of “stimulations”. Young children still need to be told nursery rhymes and fairy tales before going to bed. But as young people and adults spend more and more time in front of their TV sets or computers, story-telling may be threatened.
Activité dans le manuel : exercice n° 2 p. 43 – préfixe mis-.
Activités dans le Workbook : exercices n° 15 & 16 p. 27 – Pronouncing.
p. 43
1. a. Les élèves peuvent compléter directement le tableau qui figure dans le Workbook p. 28.
Donner le classement des mots à faire à la maison. La vérification de leurs choix par les élèves peut s’effectuer grâce à la distribution d’un polycopié ou par le recours à un transparent, la classe disposant de quelques minutes pour vérifier le classement. Les mots pouvant trouver place dans plusieurs colonnes sont en caractères gras. Dry et wet peuvent prêter à discussion et se retrouver placés également dans la 1 re colonne (la vue).
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■ X L 1 R E nouns sight eyes aspect view hearing ears noise quietness silence sound verbs adjectives see eye gaze glance look peer scan stare watch blind clear invisible transparent visible hear listen audible clear deaf deafening inaudible loud noisy quiet silent soft smell nose aroma breath fragrance odour perfume scent stench stink smell breathe perfume scent sniff stink aromatic fetid fragrant scented smelly taste mouth flavour savour taste savour acid bitter dumb hard insipid palatable salty savoury sour sweet tasteless touch hands touch caress stroke dry hard moist rough smooth soft wet

En début ou fin d’heure, on peut proposer de très courtes activités orales en classe entre les élèves
(par équipes, par exemple) pour les inciter à relire ces listes et donc à mémoriser le plus de mots nouveaux possibles. Exemples :
– demander de trouver le contraire de… (Exemple : What’s the opposite of hard?) ;
– donner la définition d’un mot pour faire trouver ce mot (Exemple : What do you call something that you can’t see?) ;
– trouver des adjectifs utilisés pour parler d’une odeur agréable ( adjective used for a pleasant smell) / désagréable (adjective used for an unpleasant smell) .
b.
La seconde partie de l’exercice propose aussi un travail de choix dans les listes :
Les élèves complètent les phrases :
1.
The place was so hot I could hardly breathe – it was really suffocating!
2.
When I woke up, I could smell the aroma of fresh coffee.
3.
The night was warm and the air was filled with the scent of magnolia in full blossom.
La relecture du second paragraphe du texte p. 32 permet de retrouver ces quatre mots.
Le Workbook propose des activités complémentaires à partir du même tableau ci-dessus : exercice n° 18 pp. 28-29 .
Workbook , exercice n° 19 p. 29 : exercice d’inférence autour de verbes concernant la vue.
Workbook, exercice n° 20 pp. 29-30 : les trois parties de l’exercice – à donner à faire à trois moments différents du travail sur l’unité – proposent un travail systématique sur la suffixation nominale à partir de mots du chapitre. Prévoir l’utilisation d’un polycopié ou du rétroprojecteur pour chaque correction pour ne pas y consacrer trop de temps. Renvoyer les élèves à ces listes complétées chaque fois que nécessaire durant l’année (aide à la mémorisation).
2. a. He misplaced a comma,… b.
He misspelled / misspelt his name.
c.
… she misunderstood me.
d.
They were misdirected, so… e.
His comments were misinterpreted as… f.
He miscalculated the cost… g.
… their firm was mismanaged.
3.
Cette recherche lexicale est indispensable comme travail préalable au travail prévu dans la rubrique
E
XPLORE p. 43. Les élèves disposeront ainsi de mots indispensables pour évoquer le sujet des recherches génétiques et les mots proposés les mettront sur les pistes à suivre.
génétique (adj.) génétique (n.) généticien code génétique manipulations génétiques empreinte génétique patrimoine génétique le génome humain genetic / d ə net
 k / genetics geneticist genetic code genetic engineering / genetic tinkering genetic fingerprint gene pool the human genome
Quelques expressions supplémentaires que les élèves peuvent demander : maladie génétique une anomalie génétique un gène défectueux un gène manquant a genetic disorder – a genetic disease a genetic defect a defective gene a missing gene un marqueur génétique a genetic tracer pratiquer une thérapie génique (to) use gene therapy…
ADN base de données
DNA database
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hérédité maladie héréditaire
être héréditaire dresser la carte de… décoder heredity hereditary disease
(to) run in a family
(to) map
(to) decode
EXPLORE
1.
Both contain the word “ gene” and have something to do with our ancestry.
2.
Recherche personnelle. Le travail peut être donné à faire à un petit groupe d’élèves qui se chargera d’un compte-rendu auprès du reste de la classe. Le professeur de SVT, l’assistant peuvent être des référents utiles.
Le document de transfert n° 2 p. 157 peut fournir quelques pistes : y renvoyer les élèves si le document n’est pas utilisé en évaluation.
On trouvera de nombreux sites intéressants sur le thème à partir de mots de l’exercice n° 3 (cf. cidessus), par exemple :
– genetics : http://gslc.genetics.utah.edu/
– heredity : http://library.thinkquest.org/19037/heredity.html
– gene therapy : http://www.uphs.upenn.edu/ihgt/
On peut aussi se reporter au site d’où provient le document p. 157 du manuel : http://www.agenus.com
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manuel p. 43, W orkbook , pp. 31-32
Culture
Lexique
Méthodologie
Ce que l’on peut faire…
La société généalogique de Salt Lake City.
Famille ; généalogie ; archives / archivage.
Utilisation des repères visuels pour compenser les éléments non compris de la bande-son.
Script de “ The world’s largest family history library”
Total time: 02:05
TIME
07:39
ON SCREEN
View of the Nauvoo Bell and gardens.
View of the Library.
People queuing.
Close-up on a rolling suitcase.
Four people interviewed at the entrance of the Library.
SOUNDTRACK
Ringing of the Nauvoo Bell.
Voice-over: The Nauvoo Bell in downtown Salt
Lake City, Utah, rings in a new day and a line begins to form outside the Family History Library of the Church of Jesus Christ of Latter-Day
Saints.
Suitcases rolling on pavement.
Old Australian lady: Well, I’m looking for my great-great-great-grandmother’s ancestors – the
Coy family.
Middle-aged man: I think I’m trying to find more about myself.
French lady: Many countries are microfilmed in Salt Lake City and not in France.
Young woman: It’s wonderful to understand where I am coming from.

TIME
08:14 In lobby.
ON SCREEN
Inside the Library: people doing research on computers.
09:33
10:13
Small Ukrainian village, two women falling into each other’s arms.
View of the Wasatch mountains.
View of the drawers.
Rick Turley, (Director of the Library).
View of a spike.
Close-up on the Nauvoo Bell.
Woman going out of the library.
SOUNDTRACK
“So he’s bringing a group in July.”
Voice-over: The Family History Library was founded in 1894 and contains the world’s largest collection of genealogical records. Over
3,400 branches of the library, called Family
History Centers, operate in 65 countries. The library’s resources are free to anyone who wants to conduct personal family history research – a worldwide phenomenon that is bringing families together.
After discovering her roots, Eva Barthel met her cousin for the first time in a small village in the
Ukraine.
Records, like those, from Ukraine, are carefully stored on microfilm in the granite Mountain
Vault in the Wasatch mountains. For more than half a century, the Church, working in cooperation with archives in 105 countries, has been collecting records for safekeeping.
Rick Turley: These drawers contain masters of the microfilms themselves. These are negatives.
And from these negatives, we make positive copies that are circulated to the Family History
Library and to Family History Centers. As a church, we believe that families can live forever, and that the first step in making certain that happens is to do our family history research.
Ringing of the Nauvoo Bell
Voice-over: It’s been a full day for Helga
Steadman, who came to the library looking for her ancestors, the Coy family .
Helga Steadman: As I was going through the film, my heart was just racing because I knew they were there, they were there, you know, and
I just couldn’t wait to get to them and once I found them, it was just BINGO – I got’em!
Christmas is nothing compared to this. This is just too exciting, absolutely wonderful.
Suitcase wheels rolling away.
A few facts and dates:
History of the Family History Library
The Family History Library had its beginnings in 1894, with the founding of the Genealogical Society of Utah. Leaders of The Church of Jesus Christ of Latter-day Saints organized the society to assist Church members with their family history and genealogical research.
The Genealogical Society of Utah immediately began to organize and maintain a library, to distribute information about genealogy and genealogical research, and to acquire genealogical records. Funds were raised by membership dues and research fees. Limited office and library space was provided at the Church Historian’s Office, located at 58 East South Temple Street in Salt Lake City.
The Genealogical Society and its library collection grew slowly at first. Between 1910 and 1920 organized genealogical efforts were begun in most Church congregations. The first issue of the Utah
Genealogical and Historical Magazine (a quarterly) was published in 1910. The first research guide,
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Lessons in Genealogy , was published in 1912. In 1919 the Genealogical Library contained over 5,000 books.
Between 1920 and 1940 the Genealogical Society saw unprecedented growth. Needing additional space for library holdings, patrons, researchers, and office staff, in 1934 the society moved its offices to the Joseph F. Smith Memorial Building at 80 North Main Street. By 1937 the library housed over
19,000 books and was counted among the top five genealogical libraries in the country.
In 1938 the library began to make use of a new records technology: microfilm. In that year the
Genealogical Society raised money to purchase records already on microfilm and in October 1938 purchased its own microfilm camera. The society’s extensive microfilming program is renowned worldwide, and its microfilm collection (more than 2.1 million rolls in 1999) is now unsurpassed anywhere.
In 1944 the Genealogical Society of Utah celebrated its 50th anniversary, and its original Articles of
Incorporation expired. In November of that year, the society ceased to operate as a public organization and became a Church corporation called the Genealogical Society of The Church of Jesus Christ of
Latter-day Saints. At that time the library contained 42,000 volumes and 2,000 rolls of microfilm.
Nearly 14,000 patrons used the library that year.
In the late 1960s computer technology began to impact record keeping and information processing.
Church leaders studied emerging computer capabilities, and in early 1961 they authorized the hiring of computer experts and purchase of a computer for the Genealogical Society. Computer technology has revolutionized genealogical record keeping and made individual family history research much easier.
As the library’s microfilm collection grew, suitable long-term storage space became an issue. In late
1963 the Church completed construction of the Granite Mountain Records Vault, located in Little
Cottonwood Canyon, about 25 miles southeast of Salt Lake City. This facility was literally tunnelled into the mountainside and provides a safe repository for camera masters of the precious microfilmed records.
In 1972 the Church completed a 28-story office building at 50 East North Temple Street. The
Genealogical Library occupied the entire four floors of the west wing of the new building, along with additional office space in the central tower.
The Genealogical Department of The Church of Jesus Christ of Latter-day Saints was created in
1975. The new department took over most of the functions of the Genealogical Society of Utah including operation of the Genealogical Library. The society continued to operate as a record collection and preservation organization.
Plans to build a new library were announced at the 1980 World Conference on Records held in Salt
Lake City. The formal groundbreaking was held in 1983, and the completed library was opened to the public in 1985. At that time the library contained 160,000 bound volumes and 1.5 million rolls of microfilm and accommodated approximately 2,000 visitors daily.
In 1987 Church leaders announced another change. The Genealogical Department would be called the Family History Department, and the name of the library would be the Family History Library. It was hoped that this more "user-friendly" name would encourage more people to pursue their own family history research.
Another change was made in June of 2000 by combining the Church’s Historical Department with the
Family History Department. The new name for the department is the Family and Church History
Department.
The world-famous Family History Library is located at 35 North West Temple Street in Salt Lake City.
Its extensive record collection is available to professional genealogists and amateur researchers alike.
On average, some 2,400 visitors use the library each day.
Les élèves sont invités à prendre des notes (ils doivent avoir peu de choses à écrire afin de pouvoir se concentrer sur le document), des énoncés complets étant ensuite attendus à l’oral.

PRE-VIEWING
Il s’agit, dans un premier temps, de permettre qu’un lien soit établi entre le travail accompli sur le texte p. 30 et le document vidéo. Ne pas attendre de chaque élève toutes les notes proposées ci-dessous.
1.
The Mormons (Salt Lake City, Utah) – Interest for genealogy – A library in which genealogical records are stored – A place where you can trace your family…
SEQUENCE 1
Inciter les élèves à s’appuyer sur les éléments visuels pour compenser les éventuelles difficultés de compréhension de la bande-son. Donner des consignes du type : Look! What you can see will help you understand what is said. You can also pick out words and expressions if you don’t understand everything.
2.
These people are queuing for information about their roots, their ancestors, their relatives, their family…
3.
old lady
French lady man young woman personal reasons for coming to the library her great-great-great… grandmother’s ancestors…
… the Coy family (écrire le nom au tableau)
Many countries ➝ microfilmed in Salt Lake City / not in France
… find more about himself
… to understand where she is coming from
4.
L’objectif de cette question est de préparer le visionnement de la sequence 2 (question 5). On peut guider les élèves par les questions suivantes : Do you think people have to pay to use the library’s resources? What do you expect the records to look like?
( paper files? computer files?
certains élèves se souviendront sans doute du terme “microfilmed” entendu – à la française ! – dans la sequence 1 ).
SEQUENCE 2
Visionnement sans le son.
5.
Vérification des réponses apportées à la question 4 . Apparently, visitors have to go through files that are kept on microfilms. Paper documents are too fragile. They don’t last long.
6.
On peut suggérer pour aider les élèves :
Do you think the scene takes place in Salt Lake City? In Utah? In the USA? What about the women – how do you think they feel? Why?
Réponses personnelles / hypothèses à mettre au tableau pour permettre leur vérification lors de la réponse à la question 8.
Visionnement avec le son.
7. a .
Foundation of the library
Number of branches (also called “Family History Centers”)
Number of countries in which these branches operate b.
You have to be a Mormon to visit the library. ➝ Wrong.
The visit is free of charge. ➝ Right.
1894
3,400
65
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R
ECAP
(Travail oral) The library was founded in 1894. There are 3,400 branches operating in 65 countries.
You don’t have to be a Mormon to visit the library and it’s free of charge.
8. a.
The two women are cousins.
b.
They are in the Ukraine.
Faire préciser certains details : Did they know each other? Who do you think is the Ukrainian cousin – the woman on the left or the woman on the right? How do you know? Imagine what Eva Barthel (the woman on the right) probably did to make contact with her cousin. Why did she want to find her?
SEQUENCE 3
9.
The room in the second photo has been built into the mountain shown in the first photo.
10.
The place was probably chosen because it is a safe, well-protected storage place. Microfilms do not deteriorate – the climate is monitored inside the vault. The place was chosen to ensure the longterm preservation of the records, microfilms, archives…
11.
The library gets archives from 105 countries.
12.
The drawers contain negatives – masters of the microfilms.
13.
Family history research is important for the Mormons because they believe that families can live forever.
SEQUENCE 4
14.
Helga Steadman was looking for the Coy family. Yes, her research was successful. She looks and sounds happy. She says “Bingo! – I got them, Christmas is nothing compared to this….“
OFF THE AIR
Réponses personnelles.
manuel p. 43, W orkbook pp. 33-34
Culture
Lexique
Méthodologie
Ce que l’on peut faire…
Importance des racines familiales ; liens Grande-Bretagne / États-Unis
(émigration).
Recherche ; famille.
Stratégies publicitaires.

Script de “A mystery lady” (Sprint)
Total time: 00:59
TIME
13:01
ON SCREEN
Grumpy old lady with a hat.
Old lady: Who?
SOUNDTRACK
Two teenagers.
Teenagers: Elizabeth… There’s thousands of
Elizabeths.
Boy running: through an arch, in the street, asking people Young boy: Do you know Elizabeth Jarman?
Couple: Hum… No.
13:35
13:54
14:14
Old man sitting on a bench.
Boy waves at him and runs to the bowling clubhouse. People playing bowls, a man raises his arm, cheers.
In the clubhouse.
Young boy: Do you know Eliz… Do you know…
Young boy:
Old man:
Did you know Elizabeth Jarman?
Oh, yes, I did! A bit of a bowler
Elizabeth was, back in the old days.
Woman turning the pages of a photo album.
Young boy: Excuse me, did you know Elizabeth
Jarman?
Lady: Jarman? Yes, she was Ladies’ captain in
‘32. I believe I have a photograph.
Young boy: Can I borrow it?
Lady: Yes.
Annie: Oh, I have mail.
Girl’s bedroom. Annie on the phone.
Message on computer screen: “Annie, I found a photo of your great-grandmother.”
Close-up on the girl’s face and on the photo appearing on the computer screen.
Sprint
The point of contact
1 – 800 – PIN DROP www.sprint.com
Voice-over: At Sprint we know it’s not just about linking millions of people on the Internet… It’s about looking into someone’s eyes and seeing who you are. Isn’t that the point… of contact?
Ce document est une publicité pour une compagnie américaine de télécommunications (téléphone, internet…), dont le nom est SPRINT : http://www.sprint.com/
L’une des stratégies utilisées dans ce document particulièrement bien construit est de nous laisser ignorer jusqu’au dernier moment qu’il s’agit d’une publicité. Le travail proposé n’évoque donc pas la nature du document avant la dernière image. Les élèves peuvent alors s’interroger jusqu’à la fin sur le sens de ce qu’ils voient et suivre diverses pistes.
Les élèves sont invités à prendre des notes (ils doivent avoir peu de choses à écrire afin de pouvoir se concentrer sur le document), des énoncés complets étant ensuite attendus à l’oral.
SEQUENCE 1 SEARCHING
Les réponses ne sont inspirées que par les images. La situation peut alors paraître plus dramatique et donner lieu à un certain nombre d’hypothèses.
Visionnement sans le son.
1.
Place: a street in a small English town.
2.
Main character: a young boy.
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■ X L 1 R E attitude talks to several people maybe lost expressions anxious, sad, frightened movements walks, stops, hesitates, starts running
3.
(Réponses possibles) a.
Middle-aged, fat lady in a hat. – A little frightening.
b.
Two teenagers. – Threatening.
c.
A couple. – Hostile? Haughty? In a hurry? Not interested in what the boy says. / asks: hardly stop to listen to him.
d.
Different people we don’t really see and who pay no attention to the boy.
R
ECAP
The young boy may be lost in an unknown place: he may have left the person he was with (a member of his family, a friend…) who disappeared suddenly. He may have lost an animal, his dog maybe…
This may be a passage from a film / a movie, an ad,… (réponses personnelles)
4.
Effect produced by low-angle shot (= contre-plongée): teenagers ➝ tall / threatening
Effect produced by high-angle shot (= plongée): boy ➝ small / young / fragile
La découverte de ce que disent les personnages va permettre de maintenir ou non certaines hypothèses.
Visionnement avec le son.
5.
The boy is looking for someone called Elizabeth Jarman ➝ a member of his family? a friend? a neighbour? a shopkeeper? a teacher?…
SEQUENCE 2 FINDING
6.
Someone answers the boy’s question positively (an old man) / The boy’s question has changed: it is no longer in the present, but in the past (“Did you know…?“) / The boy no longer looks sad, frightened or disappointed – he smiles…
7.
Elizabeth Jarman was a bowler (“A bit of a bowler” = she was good at the game). The boy seems to be following the bowl to the bowling green and the pavilion.
8.
The bowler puts up his arm / raises his arm. It is a gesture to celebrate victory. We understand that the boy must be on the right track / that he has nearly reached his goal.
SEQUENCE 3 IN THE PAVILION
9.
Yes, the boy was on the right track since the woman in the pavilion knew Elizabeth Jarman. This shows in the way he smiles – he looks truly happy and relieved.
10.
The lady mentions the year 1932. This date implies Elizabeth Jarman is either very, very old or she is dead.
11.
Elizabeth Jarman may have been a member of his family and he wants to know more about her.
Or she may have been a locally well-known person and the boy has a school project to do about her.
(+ toute autre possibilité…)
SEQUENCE 4 THE PHOTO
12.
A young girl in her room / She is on the phone with the young boy we saw in the previous sequences / She receives a mail from him on her computer (which means that she is equipped with

a Digital Subscriber (DSL) service which allows her to be on the phone and surf on the Net at the same time) / The photo was for her.
13.
It is a photo of her great grandmother (Elizabeth Jarman). She looks exactly like her. It is as if she was discovering a part of herself. She knows more about her origins now. Her family probably emigrated to America from England a few decades ago.
14.
It is a commercial. We know this because of the logo, the slogan and the voice-over.
15. a.
SPRINT is a telecommunications company.
b.
Their message means that they do not only care about the number of people they help connect on the Internet, but they also want to provide them with quality service. The quality of the service is underlined here by the way the girl silently marvels at the family resemblance between her great grandmother and herself. The message is reinforced by the image of the pin dropping on the screen
(a reference to the expression “It was so quiet you could hear a pin drop.”).
pp. 44-45
Les activités des pages 44 et 45 prennent toutes appui sur le vocabulaire des deux pages O
PENING du chapitre.
On trouvera d’autres activités d’ordre lexical dans l’unité p. 43 (rubrique Word Perfect , présente dans chaque unité) mais également dans le chapitre du Workbook correspondant à l’unité : exercices n° 2, 6, 10, 18, 19 et 20 .
Cette rubrique consacrée à l’enrichissement et à la mémorisation du vocabulaire peut également être le point de départ de la constitution de pages spécifiques de vocabulaire dans le cahier ou un carnet spécial, enrichies tout au long de l’année selon des schémas divers.
p. 157
Cette page provient du site Internet suivant : http://www.agenus.com. Pour obtenir la page qui figure dans le manuel, cliquer sur l’icône Genealogy , puis sur Family History à la page suivante .
Voici en quels termes cette compagnie américaine installée en Californie et créée il y a peu se présente elle-même sur son site :
Agenus.com offers to consumers and health professionals information services for improving quality of life using a unique blend of genetics, genealogy, and healthcare information.
Ce document peut être utilisé de diverses façons :
– il peut être source d’idées et de moyens d’expression pour répondre à la question 6 p. 30 ( Mormons take genealogy back to future ) ;
– les élèves peuvent y trouver quelques pistes pour le travail proposé dans la rubrique E
XPLORE p. 43 ;
– enfin, il peut être utilisé comme moyen d’évaluation après l’étude des deux documents p. 30 et, si possible, du document audio p. 31 ( How I became a family historian ). Si l’exercice n° 3 p. 43 du manuel a été fait, ainsi que tout ou partie de la rubrique E
XPLORE p. 43, on peut avoir des attentes plus grandes en ce qui concerne les références à la génétique et aux liens entre recherche généalogique et recherche génétique auxquelles le document fait allusion. Les élèves privilégieront alors peut-être ce thème à l’occasion de la question V de l’évaluation ci-dessous. De la même manière, l’étude du poème de Langston Hughes p. 36 ou du document audio p. 42 peut inciter les
élèves à privilégier dans leurs réponses le thème de la transmission culturelle. Les attentes varieront donc, dans une certaine mesure, en fonction des documents étudiés.
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Proposition d’évaluation
Les pistes proposées impliquent que les élèves aient étudié quelques documents de l’unité 1, afin de pouvoir être relativement précis dans la description du document (termes spécifiques à Internet), ainsi que les documents de l’unité 2 mentionnés ci-dessus.
1. Say what this document is.
2. Look at the different icons and links in the document: What do you think AGENUS is?
3. Which icon at the top has just been clicked on to run this window? Justify your answer.
4.
Family History Research. Say in what order these reasons to research your family history appear in the text (use numbers from 1 to 7) and quote from the text:
Reasons
Order of appearance in the text
Sentences from the text a. Legal and financial reasons b. To know more about stories handed down over the generations c. To track down patterns of diseases d. To preserve the culture of your community e. To know more about your roots f. To help your descendants to know more about their past g. To know who you inherited a certain trait from
5. Which of the reasons mentioned in the text would most certainly prompt you to start research about your family? Say why (100/150 words).