Unit 2 The New American

UNIT 2 The New Americans
Notion : Espaces et changes

Activit langagire dominante : comprhension de loral
Activit langagire associe : expression orale
FINALIT ET ORGANISATION GNRALE DU PROJET

Le thme gnral
Le thme de ce chapitre, les nouveaux immigrants aux tats-Unis, sinscrit dans la notion Espaces et
changes . La problmatique laquelle on apportera des lments de rponse au fil des quatre doublespages est la suivante : Quelles sont les aspirations des nouveaux Amricains ?
Les documents proposs ltude sont de nature varie : tmoignages issus de reportages vido ou dmissions radiophoniques, extraits de romans et articles de journaux, graphiques Ils permettent :
de comprendre que les tats-Unis ont t et sont toujours une terre dimmigration,
de dresser plusieurs portraits de nouveaux arrivants aux aspirations diffrentes,
de mesurer limpact de chaque immigrant sur la socit amricaine,
de mieux comprendre lesprit amricain.
En fin de parcours
valuation de lexpression orale en interaction :

tche : prendre part un dbat radiophonique sur les nouveaux Amricains.
valuation de la comprhension de loral :
tche : choisir un invit pour une mission tlvise.
valuation
dans les cinq activits langagires :
comprhension dun tmoignage

expression orale autour de la notion Espaces et changes , en particulier sur ce que les immigrants
apportent au nouveau pays dans lequel ils sinstallent,
lecture et comprhension de plusieurs documents (extrait de roman et de documentaire)
rdaction dune entre de journal intime et dun dialogue argumentatif
Parcours culturel
Parcours culturel
Documents
Notion :
Espaces et changes
Thme :
Les nouveaux Amricains : le rve amricain est-il
toujours vivant ?
Problmatique :
Quelles sont les aspirations des nouveaux
Amricains ?
Destination, les tats Unis pp. 34-35
A Nation of Nations
Radio Interviews, Personal stories
Documentary, Ellis Island
En qute dune nouvelle vie pp. 36-37
A shot at the American Dream

NPR radio, Immigrants hope their American
Dream is not fading
The Dream Act
Une intgration russie pp. 38-39
Chang Rae Lee, I wasnt unwelcomed

Documentary, Renewed hope
Le rve amricain : toujours vivant pp. 40-41
Fareed Zacharia,
I still believe in the American Dream
Stratgies pp. 44-45
Laundromat becomes an English classroom
Culture file : Immigrant communities pp. 48-49
Eavan Bolan, The Emigrant Irish

Margaret Regan, The Death of Josseline
Entranements et valuations
Activits langagires
Comprendre les
points principaux dune
exprience personnelle
Comprendre les points
cls dans un reportage
tlvis
Poser/rpondre
des questions sur une
exprience personnelle
Comprendre des
informations et des
opinions dans un article
de presse
Comprendre les faits
principaux, lidentit
des personnages, leurs
actes et leurs motivations
dans des tmoignages
personnels et des textes
littraires
Tches dentranement
Stratgies
valuations finales
Tche 1 :
Comprendre
Aprs quelques
Prendre part un dbat
un monologue
recherches, rdiger une
entre pour un livret de
pp. 44 - 45 radiophonique sur les
nouveaux Amricains
prsentation du muse de
limmigration Ellis Island
p. 35
Tche 2 :
Choisir un invit pour
une mission tlvise
Faire un bref expos
pour prsenter et
p. 46
commenter une photo
p. 37
Rechercher et
changer des informations
sur des personnalits
amricaines dorigine
trangre
p. 39
Entranement
valuation
Discuter la dfinition
de lexpression le rve
amricain dans le but
Comprhension
de rdiger un tweet
de loral
4 situations dvaluation
p. 41
p. 50
p. 47
Outils de la langue
Words
Immigration p. 35
Obstacles and Success p. 35
Work p. 36
Feelings p. 36
Integration p. 39
Achievements p. 39
Can-do spirit p. 41
Prosperity / Want p. 41
Mots composs p. 17
Prononciation
Grammaire
Rythme et formes faibles p. 42

et
p. 17
p Prcis de prononciation 7 p. 219
Want, would like, expect sb to

p. 18
p. 43 et
g Prcis grammatical 22 p. 210
Accentuation des mots composs

p. 42
When / If... p. 43 et
p. 18
g Prcis grammatical 20 p. 208
Terminaisons en -ion p. 42
Droulement de la squence : les supports et les diffrents parcours possibles
Lensemble du parcours permet aux lves dexplorer la thmatique des nouveaux Amricains en lien avec
la notion Espaces et changes et de sentraner la ralisation des tches finales dans les deux activits
langagires plus spcifiquement vises. Cependant, conscients des contraintes horaires, nous proposons
dans le tableau ci-contre un parcours dune dure maximale de 8 sances, valuation comprise, qui tout
en permettant une exploration partielle mais substantielle de la thmatique, les prparera galement la
tche finale prvue pour lactivit dominante en comprhension de loral.
Sont indiqus dans le tableau ci-dessous :

en gris, les supports et activits incontournables ncessaires la ralisation de la tche finale dans
lactivit langagire dominante du chapitre : Guest selection for a talk show.
ce picto signale les documents que les lves pourront tudier la maison, en autonomie, avant la
mise en commun en classe.
en blanc , les autres supports et activits proposs que le professeur pourra choisir dtudier en fonction
de sa classe et du temps dont il dispose.
Ces activits peuvent tre effectues la maison, par la classe entire ou un groupe dlves, et suivies
dune mise en commun classe entire. Elles peuvent aussi tre utilises pour les cours dapprofondissement en option.
Les activits sur la langue (Language Tools, manuel pp. 42-43) et sur les Stratgies (manuel pp. 44-45)
seront menes mesure de lavance dans le chapitre, en fonction des documents et des tches choisis
par le professeur et des besoins des lves.
PAGES INTRODUCTIVES
p. 32
Destination America
A Nation of Nations
p. 34
Personal stories
p. 35
Recap
p. 35
p. 35
Training Task 1: A presentation leaflet
In search of a better life

A shot at the American Dream
p. 36
Immigrants hope their dream is not fading
p. 36
The Dream Act
p. 37
Recap
p. 37
Training Task 2: Picture commentary
p. 37
Successful integration
I wasnt unwelcomed
p. 38
Renewed hope
p. 39
Recap
p. 39
Training Task 3: Faces of America
p. 39
Keeping the American Dream alive

p. 40
Recap
p. 41
p. 41
Training Task 4: Tweeting the Dream

Language tools
p. 42
Stratgies
p. 44
Final Task 1: Take part in a radio programme about the New Americans
p. 46
Final Task 2: Guest selection for a talk show
p. 46
p. 47
valuations
Fiche Recap
Mise la disposition des lves dans le Workbook
p. 19 ou sur le site
www.didierpassword.fr.
Cette fiche rcapitulative permet deffectuer une trace crite (de prfrence sous forme de notes) lissue
des diffrents Recaps et de faire la synthse en fin de chapitre, de manire se prparer activement
lpreuve orale du baccalaurat :
noter ce que lon a appris,
progresser dans la dcouverte de la problmatique,
tablir les liens avec la notion au programme et

dautres chapitres traitant la mme notion.
Les lves peuvent la remplir hors classe suite
ltude de chaque double-page et elle peut tre utilise pour le rcapitulatif de dbut dheure suivante.
Dans loptique de la prparation au baccalaurat,
cette fiche servira de support aux lves pour sentraner la prsentation orale de la notion. En effet,
les rponses aux questions des Recaps (voir les

suggestions dans les pages suivantes) permettent
aux lves de btir peu peu leur prise de parole
en inscrivant le thme du chapitre dans la notion
plus vaste d Espaces et changes . En fin dtude,
ils auront ainsi dvelopp des ides sur lesquelles
appuyer leur prsentation.
Voir aussi Entranement
manuel p. 30.
PAGES INTRODUCTIVES
Objectifs
Permettre aux lves de rentrer dans la problmatique du chapitre en illustrant ce que peut ventuellement recouvrir le titre : The new Americans.
Amener les lves sinterroger sur les consquences de limmigration pour les pays et pour les
immigrants eux-mmes.
Analyse du document douverture
Une couverture du clbre magazine amricain,

Time. On y voit le visage en gros plan dune femme
imaginaire cr entirement par ordinateur, synthse
des portraits des personnes dorigines diverses qui
figurent larrire-plan. Le caractre mosaque
(assemblage de parts disparates faisant un tout
esthtiquement quilibr) de ce portrait ainsi que le
titre et les sous-titres posent clairement le visage de
lAmrique, socit multiculturelle capable dintgrer ses immigrants. Le travail de synthse de
lordinateur peut voquer le melting pot, ce creuset
qui faonne et mlange harmonieusement les
individus dans la socit o ils vivent.
On introduira ici du lexique tel que multicultural
society ; immigrants ; shaping the country ; mix of
races and cultures.
Forme de travail
Collective.
Suggestions de mise en uvre
tape 1
Travail mthodologique sur la composition de
limage. Attirer lattention des lves :
dans un premier temps, sur larrire-plan et faire
expliciter ce quvoquent pour eux ces visages multiples ;
dans un second temps, sur le visage au premier
plan et le texte. Les amener remarquer que cette
femme est une cration virtuelle.
Faire mettre des hypothses sur les diffrents
aspects du visage de la jeune femme. Sattarder
nouveau sur la composition de la photo pour faire
merger limplicite :
Compare the background and the foreground: what
do they symbolise?
Expression orale,
Manuel pp. 32-33

Productions possibles :
This is the cover of an American magazine
called Time. Apparently, it is a special issue
whose headline is The New Face of America.
Judging from the headline, we can guess this
document deals with immigration to the US
nowadays.
In the subtitle, the words immigrants, shaping
and multicultural involve the diversity brought
by immigrants which has shaped/formed American history and politics.
In the background, we have a multitude/a
large number of faces which all look dierent,
men or womens faces with dark or fair hair
and dark or fair skin All of them give the US
its unique multicultural society.
The focus of the photo is the portrait of a
young woman who looks quite familiar and
attractive. She has a placid smile.
However if we take a closer look, we notice
her features are quite ambiguous. In fact, it is
a curious combination/mixing of Asian, African, Middle Eastern and Anglo-Saxon traits.
We learn that this woman is not real. She was
created by a computer by mixing/blending
all the people from various geographical and
cultural origins who live in the US.
As the portrait is not a real one, we can wonder
if such a blend of dierent races really exists.
N.B. : les mots ou expressions souligns peuvent
rsulter de ltoffement des productions au cours des
changes.
tape 2 :
Faire le lien entre la couverture de Time et le titre
The New Americans.
This woman is the typical representation of

the sort of descendant/ospring that is likely
to emerge in this multicultural society.
//
//
All the ethnic groups are mixed/melted in one

face with harmony: it is the perfect symbol/illustration of the melting pot where all the dierent
cultures are mixed.
This document perfectly illustrates the diversity

of the American society: a changing society / a multicultural society and depicts the fusion of dierent
nationalities, ethnicities and cultures.
Destination America
Manuel pp. 34-35
1. A Nation of Nations
Analyse des documents
Une page daccueil du site Destination America

incluant des photos, un quiz que les lves pourp. 11 ou sur
ront remplir dans leur Workbook
www.didierpassword.fr., une introduction prsentant quelques donnes historiques, telle que la date
1965, qui a amen un changement considrable dans
lhistoire de limmigration amricaine (cette date sera
reprise dans le quiz, question n10), et diffrentes
rubriques. Certaines de ces rubriques apparaissent
sous forme de questions sur les diffrentes poques
et raisons de la venue aux tats-Unis dimmigrants
de toutes origines.
Des donnes statistiques
Le graphique n1 en barres permet de rpertorier les diffrentes vagues dimmigration sur une
priode de cent ans. On peut faire les constatations
suivantes :
- les grandes vagues dimmigration du XXe sicle
sont, en chiffres, peu prs quivalentes celles
du dbut du XXIe sicle, ce qui tend montrer
qu'aujourd'hui comme hier, les tats-Unis sont
une terre dimmigration ;
- au dbut du XXe sicle, la quasi-totalit des
immigrants venait dEurope ;
- au dbut du XXIe sicle, la tendance sest inverse : une trs faible minorit dimmigrants est
dorigine europenne. La plupart des arrivants
aujourdhui viennent dAmrique Latine et dAsie ;
- la priode correspondant la Seconde Guerre
mondiale enregistre limmigration la plus faible,
le systme de quota de 1921-1924 ayant considrablement ralenti les arrives aux tats-Unis ;
- limmigration repart dans les annes 1960, certainement grce labolition du Quota System
par le prsident Lyndon Johnson ;
- de plus, labolition du Chinese Exclusion Act en
1943 et la guerre du Vietnam entre 1964 et 1975
ouvrent les portes au monde asiatique ;
- tout au long du XXe sicle, les lois sur limmigration ont tantt t favorables pour les immigrants
dorigine latino-amricaine en raison des besoins
en main-doeuvre bon march, et tantt plutt
drastiques pour limiter leur arrive.
Manuel p. 34
Le deuxime graphique en camembert insiste
davantage sur lorigine des immigrants : on pourra
constater quen 2010, environ la moiti des immigrants taient dorigine mexicaine et asiatique la
plus forte proportion concernant les Mexicains.
- les immigrants Mexicains et leurs descendants
constituent de fait lune des communauts les
plus importantes des tats-Unis, et certainement
lun des groupes les plus influents. La proximit
des tats-Unis par rapport leur propre territoire
(3200 km de frontires communes), limage attractive du mode de vie US ainsi que la situation
conomique du Mexique ont contribu attirer de
nombreux migrants Mexicains ;
- en ce qui concerne les Asiatiques, la loi de 1965,
en posant comme critre dadmission la possession de qualifications, a eu pour effet larrive de
nombreux cadres et techniciens originaires dAsie,
notamment dans les domaines de la science et
de la mdecine. Par ailleurs, la fin de la guerre
du Vietnam en 1975 a galement entran une
vague importante de rfugis admis aux tatsUnis pour raisons humanitaires et politiques. Les
immigrants dorigine Asiatique se rpartissent
de manire peu prs quivalente entre ressortissants originaires de lInde, des Philippines et
de la Chine, suivis de prs par le Vietnam et la
Core du Sud.
- le reste (Other) regroupe entre autres le Canada,
Cuba, des pays dAmrique du Sud et quelques
pays dAfrique.
En cas dtude la maison

procder la phase danticipation, question
1, classe entire,
demander aux lves de faire la maison,
le quiz correspondant la question 2 et de
se prparer reformuler oralement ce quils
ont compris,
leur demander dtudier les graphiques en
prenant quelques notes, de manire pouvoir
les commenter en classe entire
Lexique
Pas de difficult majeure grce aux nombreux mots

transparents. Le mot pegged (sur la page daccueil
de Destination America, la fin de lintroduction)
peut tre infr en contexte, notamment avec les
pourcentages.
Formes de travail
1. individuelle ; 2. collective.
Accs au sens
1. a. Attirer lattention des lves sur les titres : A
Nation of Nations - Destination America et les faire

expliciter.
b. Leur laisser quelques minutes pour prendre
connaissance du document en autonomie. Puis

leur demander sils ont trouv des rponses leurs
questions. Mise en commun des premires ractions
sous forme de notes. La vrification des rponses
aux questions pourra faire lobjet dune prparation
la maison en faisant raliser les activits proposes dans le Workbook
The United States appears to be a nation of
immigrants. It was the rst destination for
immigrants in the past, it is a favourite destination for immigrants today and it may still be
the destination number 1 in the future.
The 1965 Act certainly played a major role in
the immigration history.
It marked a radical break from the immigration policies from the past.
It opened the door to a fresh wave of immigrants whose entry was formely/previously
limited or refused/denied/not allowed.
Todays immigrants arrive from all parts of
the world.
The rst decade of the 21st century rivals/
competes the rst decade of the 20th century
with nearly equal percentages that can be considered as signicant in history.
The USA remains a nation of nations.
Dates
Reasons for
immigrating
1851 - 1860
Potato Famine
1861 - 1870
Land of Opportunity
1871 - 1880
Religious Freedom
1881 - 1890
The Age of Steam
1891 - 1900
Southern Italians
1901 - 1910
Russian pogroms
WHY DID THEY COME?

- Freedom to worship:
A strong desire to create a new society in which they
could have a religious freedom.
- Freedom from oppression:
America offered the opportunity to make a new life
in a land that valued Liberty.
- Freedom from want:
Immigrants hoped to have a better quality of life with
a plot of land which was for them a means to survive
and become prosperous.
- Freedom from fear:
Escaping to America was not an option, it was a
matter of life and death for some immigrants.
- Freedom to create:
Immigrants collectively represented the single
greatest transfer of talent the world had ever seen.
TAKE THE QUIZ
Activit raliser avec les lves en salle multimdia ou faire prparer la maison en reportant
les rponses dans le Workbook
p. 11 ou sur la
fiche disponible sur le site www.didierpassword.fr.
Les rponses aux questions figurent sur le site
Destination America. La correction pourra se faire en
quipes en interaction. Un lve menant le quiz et
posant les questions, le reste de la classe divis en
deux quipes concurrentes. Possibilit dattribuer
des points pour les bonnes rponses mais aussi
pour la justification.
Corrig
1. The correct answer is: b. A play with a

Romeo and Juliet style plot.
site
A. WEBQUEST H Workbook
p. 10 ou sur le
Corrig :
1. Search the website www.pbs.org/destinationamerica/ to find answers to the questions below:

WHEN DID THEY COME?
Number of Europeans who came to the US between
1815 and 1915: 30 million Europeans.
Dates:
The term melting pot came from a 1908 play

by English writer Israel Zangwill. The melodrama transposed the plot of Shakespeares
Romeo and Juliet to New York City, with the
star-crossed lovers now from Russian Jewish
and Russian Cossack backgrounds. In the
plays climactic moment, the hero proclaims:
Understand that America is Gods Crucible,
the great Melting-Pot where all the races
of Europe are melting and reforming! A fig
for your feuds and vendettas! Germans and
Frenchmen, Irishmen and Englishmen, Jews
and Russians into the Crucible with you all!
God is making the American.
2. The correct answer is: b. A nuclear chain
reaction
The Manhattan Project: The rise of Fascism in
Italy and Nazism in Germany led to a braindrain from Europe in the 1930s, as scientists
many of them Jews immigrated to the
United States to take up posts at American
laboratories and universities. Many of these
scientists participated in the Manhattan Project the effort to create an American atomic
bomb. Italian Enrico Fermi was working at
the University of Chicago when he oversaw
the first controlled nuclear chain reaction,
which proved that an atomic bomb was a
practical proposition. News was transmitted
to the Manhattan Projects leaders in a coded
message The Italian navigator has successfully landed in the New World.
3. The correct answer is: a. Land
Boomers and Sooners: In the 1870s, railroad

executives, real-estate speculators, and
would-be settlerscollectively known as
Boomers lobbied the government to
allow non-Indians into unassigned land. In the
1880s, federal laws undermined the Indians
right to the land theyd been promised. In
1889, President Benjamin Harrison signed
legislation opening up two million acres of
Indian Territory to settlement, on a first come,
first served basis. At noon on April 22 of that
year, some 50,000 Boomers raced into the
territory. Many of the 1889 Boomers, however,
found that others had snuck in before April
22 and staked out land claims. These Sooners as they were called gave Oklahoma its
nickname, the Sooner State.
4. The correct answer is: b. The Mormons

In 1827, Joseph Smith, of Palmyra in western
New York State, announced that the angel
Moroni had guided him to a buried set of golden plates engraved in reformed Egyptian,
which the 21-year-old Smith then translated
into English with the aid of special glasses.
According to Smith, the plates revealed that
ancient Israelites had traveled to North America thousands of years earlier. Further revelations led Smith to found a new sect in 1830,
which became known as the Mormons, from
the faiths principal scripture, The Book of
Mormon. Today, there are more than 2.5 million
Mormons in America, and they comprise about
three-quarters of the population of Utah.
5. The correct answer is: c. Ayn Rand
In the spring of 1917, Russias government,
battered in World War I and beset by internal
unrest, collapsed. Czar Nicholas II abdicated in March, and a provisional government
took over. In October, the Bolshevik (communist) party seized power. The revolution was
followed by two years of bloody civil war as the

Bolsheviks successfully fought off challenges
from the forces of several White (anticommunist) groups. The war, and the famine that
followed, claimed perhaps 2 million lives and
created 1.5 million refugees, about 30,000 of
whom settled in America before the immigration restrictions of the 1920s went into
effect. One of those who was allowed out
of the country was Allisa Rosenbaum, who
managed to obtain a visa to visit relatives in
America in 1926 and never returned. Changing
her name to Ayn Rand she later authored the
hugely successful novels The Fountainhead
(1943) and Atlas Shrugged (1957).
6. The correct answer is: b. Roger Williams

A colony of a different kind was Rhode Island.
Founded in 1636 by Roger Williams, a minister
who had been banished from Massachusetts
because of his ideas on freedom of worship,
it was the first colony to guarantee religious
tolerance, and it provided a refuge for Quakers, Baptists, Jews and other non-Puritans.
7. The correct answer is: b. Cuban refugees
Mariel and the Balseros: In April 1980, Castro

announced that any Cuban who wanted to
leave the country could do so by way of the
port of Mariel. Between April and October,
when Castro closed the port, Cuban-Americans brought 125,000 people to Florida from
Mariel, many aboard small craft. Cubans
continued to flee to America, many of them
in ramshackle boats and rafts. An unknown
number of these balseros (raft people) died
in the attempt. Before 1994, Cubans who
reached Florida were allowed to stay, but
that year the Clinton administration changed
its policy in order to discourage the balseros.
Over the next decade, balseros intercepted by
the Coast Guard were sent to camps at the
U.S. Naval Base at Guantanamo Bay, Cuba.
8. The correct answer is: a. John Locke

The ideas of the English philosopher John
Locke had a profound effect on the political
development of the young United States. In
works like Two Treatises of Government (1690),
he rejected the prevailing view that rulers
derived their authority from God, and thus
were entitled to unlimited power. Instead,
Locke argued that all people possessed fundamental rights to life, liberty, and property, and
that it was the governments duty to protect
these rights a concept Thomas Jefferson
expressed in the preamble to the Declaration
of Independence more than three-quarters of
a century later: We hold these truths to be
self-evident, that all men are created equal,
that they are endowed by their Creator with
certain unalienable rights, that among these
are life, liberty, and the pursuit of happiness.
9. The correct answer is: c. Elizabeth Cady
Stanton
Most historians date the start of the struggle
for womens suffrage in the United States to
1848, when Lucretia Mott and Elizabeth Cady
Stanton organized a conference at Seneca
Falls, New York. Out of this meeting came a
wide-ranging Declaration of Principles that
included legal equality for women and men,
as well as suffrage. The aftermath of the
Civil War split the small movement. In 1869
Congress passed the Fifteenth Amendment,
which guaranteed the right to vote to the newly
freed slaves, but it applied only to men. The
National Woman Suffrage Association (NWSA),
led by Stanton and Susan B. Anthony, argued
against ratification of the amendment unless
it guaranteed women the vote, too.
10. The correct answer is: c. Koreans
The first Korean immigrants to the United States

were about 7,000 young men who came to Hawaii
in 1903-1904 as laborers on the islands sugarcane plantations. Korean immigration rose in the
early 1960s, when special legislation gave work
permits to South Korean doctors and nurses.
Thanks to the 1965 reforms, which came about
the same time that the South Korean government
eased restrictions on emigration, a big wave
of immigration began in 1968. By 1980, about
350,000 Koreans had settled in America, rising to
800,000 in 1990 and 1.1 million in the early 21st
century. Today, 90 percent of Korean-Americans
are post-1965 arrivals or their children.
3. On amnera les lves dcouvrir ou se rem-
morer les donnes factuelles concernant limmigration Amricaine (son histoire, les politiques
dimmigration menes dans le pass et la situation
actuelle). On insistera sur 1965, une date cl dans
lhistoire de limmigration, et on pourra peut-tre
2. Personal Stories
Deux enregistrements de tmoignages dimmigrantes venues aux tats-Unis pour des raisons
tout fait diffrentes : une jeune femme dorigine
Tawanaise venue par ambition professionnelle mais
qui a du mal sadapter la vie New-Yorkaise dune
part, et une femme dorigine iranienne, rfugie
politique. Elle aussi a rencontr des difficults mais
se sent progressivement mieux intgre bien que
son pays natal lui manque.
Les photos sont les portraits de ces deux jeunes
femmes.
lopposer the historic high of 15% in 1910 et au

Quota System de 1921-1924.
Amener les lves faire le lien entre les diffrentes
donnes chiffres et les deux schmas (dates et
origines).
Commencer par la pratique des chiffres, des dates
et des nationalits. Faire comparer les deux graphiques. Sappuyer sur la phrase-exemple donne
pour le second chart.
The rst document shows the dierent waves
of immigration from the beginning of the XXth
century to the beginning of the XXIst century.
At rst sight, we can notice that the beginnings
of the two centuries are quite similar in terms
of numbers.
However, if we take a closer look, we notice
that the origins of the immigrants are dierent.
At the beginning of the XXth century, the
majority/the greater number of people came
from Europe whereas today they mainly come
from Asia and Latin America.
If we observe the second chart, we are given
more details about immigrants from Asia and
Latin America: in fact, immigrants from Latin
America is mainly come from Mexico and Asian
immigrants is mostly come from the Philippines, China and India, a few more coming from
Vietnam and South Korea.
The Quota System from 1921-1924 slowed
down immigration but its repeal in 1965, as
seen before, brought considerable/signicant
change in the history of immigration.
We notice/observe that since the 1960s, the
number of immigrants has kept increasing.
Today, immigration has reached an unprecedented number / today the number of immigrants is bigger than ever making the USA the
rst destination to start a new life.
Manuel p. 35
CD1 lve Piste 8
Transcription du document audio
fang-yi Sheu- 00:10 to 02:00

Fang-yi Sheu always loved to dance / but the
island of tawan was too small for her ambitions
// she wanted to dance on the world stage /
which meant she had to leave her uncomprehending parents behind / and take her chances
in new york city // the art of departure chronicles her life / living as a star of the martha
graham dance company // if not for dancing /
would you ever have come to the united states
// no / I am a dancer / who dances in new
//
//
york / but I dont know how to enjoy life in new
york // I dont know what life means to me in
new york // in new york / the only thing I do is
dance / happy and sad / I ght with myself every
day // dance and life will never be in one place /
no matter where I choose to stay / I will never feel
complete / because both of them are my dreams //
you had to move to new york / to become a
professional modern dancer / do you think
modern dance will ourish in tawan / to the
point that future tawanese dancers will have
/ plenty of opportunities in their homeland // I
want to believe that yes / it will one day / it may
take time / but one day/ I believe//
I see/ do you think your nostalgia / as you put
it / for tawan / has any eect on your dancing/ perhaps as fuel for your emotions // yes
/ I am that kind of person // I dont know how
to express myself / except through my body /
through dance / but I still miss home very much
// if I can wish anything / Id wish for dance and
life / to be in one place //
would you encourage other artists to move to
new york to pursue their dreams // no / but I
will encourage them to follow their hearts and
their dreams / dont give up too easily //
Farah Naficy- 02:06 to 04:10
ferdows nacy and her two daughters / mahnaz
and farah / became independent women in
america // when ferdows decided to emigrate to
the us / she opened the door for her daughters
to later join her in california //
after so many years in the united states / does it
nally feel like home / or will that designation
always belong to iran the country of your birth
and childhood//
as a teenager growing up in the united states in the
early 1960s / I sort of felt an outsider and longed
for a sense of belonging // my brother on the other
hand / felt immediately at home when he came
here and / has always taken great pride in being an
iranian-american / when I returned to iran for a
visit in 1968 / I quickly felt at home / and the visit
had an enormous inuence on my later decision
to return to iran to live // when I returned to the
us in 1982, this time as a political exile / I gained
new respect for the democratic institutions of this
country / and in time / I felt more like home / but
the call of my birthplace is always there //
do you feel more like an immigrant / or an exile
/ in america//
I have lived my life in the us in two parts /
growing up / I lived the life of an immigrant
/ my mother having brought us here so many
years before // she took enormous pride in
being an iranian-american and / took her
citizenship very seriously / she instilled
this pride in us as well / but /I always felt /
//
//
somewhat apart from my peers // I longed for a
place that felt more like home / I followed that
call / and returned to iran on the eve of the revolution / after almost four years living there / I
returned / this time as a political exile / though /
well /I feel more at home now / than when I rst
came /there is a part of me that will always feel
in exile / whether in the us or in iran //
Lexique et phonologie
Pas de difficults majeures, les diffrentes personnes parlent clairement et le lexique utilis est
simple. lissue de ltude de ce document, on
pourra entraner les lves avec lactivit des Language Tools Stress on compound nouns, manuel
p. 42, afin de les prparer la production orale.
Formes de travail
1. collective ; 2. individuelle ; 3. exploitation en

groupes.
Accs au sens
1. Phase danticipation mener rapidement. Laisser venir les diffrentes propositions et au besoin,
attirer lattention des lves sur le titre, les photos
et les noms des personnages, ce qui permettra de
remettre en mmoire et en oreille le contenu
lexical : achieve - exile - immigrants - hostility - discrimination - birthplace - homeland.
Where do you come from? Whats your native
country? Whats your homeland? Do you miss
your native country, are you homesick?
Why did you come to the US? Did you want
to start from scratch? Did you meet any diculties?
Did you nd any obstacles to your integration?
Were the people hostile or welcoming?
What dream did you want to full/to achieve?
2. Premire coute du document dans son intgralit

pour trouver des rponses aux questions souleves.
En cas de difficult
Selon la classe, si les lves ont encore des
difficults prendre des notes pendant lcoute
en dbut danne, faire dabord couter lenregistrement jusqu la fin du premier tmoignage, puis faire couter la deuxime partie en
mnageant ventuellement un court instant de
prise de notes en fin dcoute de chaque partie.
Si les lves sont laise, on pourra procder la prise de notes pendant lcoute,
modalit laquelle il est bon de les entraner
en vue de lpreuve du baccalaurat.
3. a. En deux sous-groupes : deuxime et ventuellement troisime coute du document.

Chaque sous-groupe se focalise sur lun des aspects
dvelopps en prenant des notes au fur et mesure
de lcoute.
b. changes au sein de chaque sous-groupe avant

prsentation lautre groupe.
Fang-Yi Sheu comes from Tawan / is
Tawanese whereas Farah Nacy comes from
Iran / is from Iranian origin. Both of them
moved to the US but for dierent reasons.
Tawan is an island o the Eastern Coast of
China.
Iran, formely known as Persia, and now ocially known as the Islamic Republic of Iran, is
a country in the Middle-East.
Fang-Yi Sheu was very eager to succeed as a
dancer / her ambition drove her to emigrate to
New York. In fact, shes a dancer but she wanted
to become a professional modern dancer. Thats
why she moved to New York, she hoped to full
her dream.
Farah Nacy followed/joined her mother
who wanted more independence, to the US
and settled in California. However, she didnt
stay there. Farah returned to Iran when she
was an adult. In 1982, she had to ee/escape/
run away from her native country. She became
a refugee/an exile.
//
//
Fang-Yi Sheu feels happy and sad. She
misses her homeland very much. She feels
homesick. She thinks she cant be completely happy in New York although dancing is
her dream/her passion. She feels she doesnt
live in New York. Shes only here for her job.
She wishes dance and life to be in one place.
Farah Nacy has mixed feelings towards her
new country. When she was a teenager, she
didnt feel integrated but she felt proud to be an
Iranian-American. She felt like an immigrant/a
foreigner. No wonder she felt at home in Iran
where she had come for a visit in 1968.
Yet, when she returned to the US to ee the
new political regime, she felt more at home. She
felt more respectful for the democratic institutions / She showed more respect towards this
democratic country. Though she has realized
how democratic the USA was, she thinks she ll
never feel completely at home in this country.
N.B. : les mots ou expressions souligns peuvent
rsulter de ltoffement des productions au cours des
changes.
c. La trace crite pourra se faire laide des ID cards
proposes dans le Workbook
www.didierpassword.fr. Deux lves seront chargs
de rsumer les changes qui auront eu lieu au cours
de cette activit lorsque tout le monde aura rempli
son ID card.
Country of origin: Tawan

Place of residence in the US: New York
Job: dancer
Reasons for emigrating: to become a professional modern
dancer / to have a better career / to have a better job opportunity /
take her chance in New York City
Familys feelings: didnt understand her decision

Feelings:
- for her native country: homesick / misses her native country /
its her life
- for the USA: happy and sad happy because dancing is her dream and sad because she feels
homesick
Hopes for the future: wishes dance and life to be in one place /
wishes Tawanese people to have good job opportunities in Tawan
/ hopes dance will flourish there.
Other information: would encourage artists to follow their
dreams
10
Country of origin: Iran

Place of residence in the US: California at first
Job: /
Reasons for emigrating: political exile
Familys feelings: mother who is proud to be American, brother
who adapted easily
Feelings:
- for her native country: its her birthplace. Feels like home.
- for the USA:mixed feelings: first, felt as an outsider / had difficulties to
adjust to her new country.
On her second stay, felt more at home.
Hopes for the future: /

Other information: came to the US twice: first, to join her mother, secondly, as a political refugee.
lissue de ce travail, il est possible de mettre

en place la rflexion grammaticale propre cette
double-page, savoir les structures Want, would
like, expect sb to qui posent souvent problme aux
lves. On pourra mener les activts proposes dans
le manuel, p. 43, et dans le Workbook
p. 18.
Recap
faire directement la suite de ltude des documents de la double-page. Partir des exemples abords ou ventuellement en trouver dautres. Sinon,
possibilit de poser le Recap comme consigne dune
tche prparer la maison en vue du contrle oral
de la sance suivante. Reporter les rponses dans
la fiche Recap du Workbook
p. 19.
Productions possible :
The US is a country of hopes.
Immigrants hope to have a better career/
better job opportunities, a better life, a better
education.
//
//
They know they will not be persecuted. They
can nd asylum/shelter.
They expect to full their dreams.
Training Task 1: A Presentation leaflet
DVD Vido 3
Cette tche donnera aux lves loccasion de rinvestir ce quils viennent dapprendre tout en enrichissant
le parcours culturel grce au visionnage de la vido
3 Ellis Island Immigration Museum.
On peut y voir des images du dbut XXe sicle et entendre
les tmoignages dune immigrante sudoise, dun visiteur du Family Center et de lun des responsables du
muse, Steve Briganti. Le montage dextraits propos
permet de mieux cerner limportance dEllis Island
et de prendre conscience du nombre considrable
dimmigrants venus de toute lEurope pour diffrentes
raisons au cours de plusieurs dcennies. Faire visionner lensemble de la vido afin que les lves puissent
prendre des notes. Les images dpoque permettent
de se faire une ide de la classe sociale des diffrents
immigrants et des conditions dans lesquelles ils arrivaient aux tat-Unis.
11
Squenage du document vido :
Time code
Images
Soundtrack
Part 1
From 00:50
to 01 : 40
Statue of Liberty + immigrants landing on Ellis Island

Steve Briganti, Statue of
Liberty Ellis Island Foundation
Photo of Ellis Island
this was the dream // this was the reality // ellis island was
gateway and gateway // millions of american lives began
here // war began again here // more than one hundred
million citizens of the united states can trace their ancestry
here / to an immigrant who landed at ellis island // what brave
pioneers / they were // what it must have been like for them //
Part 2
From 02:07
to 03:19
Portraits of immigrants +
Steve Briganti
I dont think if youve got ellis island ancestry / you go out

there and not hear the voices of these people / as they
arrived to find a new life for themselves // many museums
display history / but ellis island museum is history //
they came by the millions / from ten thousands cities and
towns and villages and ghettos // people looking for a better
life // and they helped make america a better country // since
the year 1600/60 million people have come to the united
states / fully one fifth of that number / 12 million came in a
little more than 30 years / between 1892 and 1924 / and they
came to the ellis island immigration station // ellis island is
pretty symbolic of the populating of america // it wasnt the
only place that people came to / but it was clearly the largest
place / the site of the largest human migration history center
in the world // in 1922, / there was a turkish family / mother /
father / three daughters and two sons / were like a million
christians living in turkey / they were like the mayflower
pilgrims / who came to america to escape religious
persecutions //
more than half of all living americans can trace family
routes back to ellis island // its important for / you know /
its important for my children to know / for my grandchildren
to grow and know what we came to // the american family
immigration history center /at the ellis island immigration
museum is where that knowledge lies // people come to
the record center because they want to know about the
people who came before them // perhaps they understand
themselves // we want to connect with something // we
want to connect with something that is important to us // and
the most important thing / the most of us are families // he
22 million people who came to the port of new york between
1892 and 1924/ are listed there //
their names/ and a lot more information filled the ships
manifests lists of passengers / which are the underlying
proofs and evidence of the millions who came // I think its
wonderful that people can come here and find their heritage/
and find people that they knew/they know and love and their
history // there are public records / and you simply need to
come with that persons name / and go into your exploration
// it took us five years to create the database. and cost about
twenty-two and a half million dollars //
Ellis Island
Birgitta Fichter, Swedish
Immigrant, 1924
Part 3
From 21:15
to 22:32
Family History Center
A visitor of the History family

centre.
Family History Centre
1. a. La classe sera spare en trois groupes diffrents correspondant aux trois sections du leaflet,
avec des objectifs dcoute diffrencis. Les prises
de notes sont possibles au fur et mesure de lcoute
sur la page du Workbook
p. 13.
Comme il sagit dun premier entranement la CO
on pourra, en amont, travailler les pages Stratgies
Comprendre un monologue, manuel pp. 46-47.
12
b. change en binmes au sein de chaque groupe.

2. Group Work: laisser aux lves le temps de la
mise en commun afin quils puissent complter la

section choisie de leur brochure dans le workbook.
Historical and
Geographical Data
The Immigrants
The Family History Centre
Millions of Americans came

through Ellis Island.
Today, more than 100 million
American citizens have ancestors
who came through Ellis Island.
Ellis Island > more than a
museum: it is History.
Since the year 1600, 60 million
people have come to the US.
Pioneers
They came to America to start a
new life, a better life. This life began
at Ellis Island.
The immigrants came from
everywhere: cities, towns,
villages> helped build America.
A section of the Ellis Island

Museum.
People come to this section
because they want to know about
their ancestors, their heritage.
The 22 million passengers who
came to New York Harbour between
1892 and 1924 are listed in the
Record Centre.
12 million immigrants in a little

more than 30 years between 1892
and 1924.
Ellis Island: a symbolic place as far
as immigration is concerned.
Largely contributed to the
population growth of America.
They came for different reasons:

for example, Christian families living
in Turkey came to escape religious
persecution.
You just have to come with the

persons name and start your
exploration.
It took five years to create the
database and it cost 22,5 million
dollars.
Possible to have access to
documents such as the ships
manifests or the passengers lists.
In search of a better life
Manuel pp. 36-37
1.A shot at the American Dream
Manuel p. 36
Formes de travail
Il sagit de deux posts de personnes dorigines diffrentes qui se sont installes aux tats-Unis. Elles
racontent leur arrive et les raisons pour lesquelles
elles ont dcid dmigrer. La structure mme des
tmoignages facilitera les reprages et laccs au
sens :
date darrive aux tas-Unis,
raisons de limmigration,
situation actuelle,
esprances pour lavenir.
Anticipation collective ;1. individuelle ; 2. collective.
En cas d'tude la maison

Demander aux lves
de noter les lments de rponse aux questions 1 et 2,
dtre prts les reformuler oralement et
rpondre aux questions ventuelles de leurs
camarades.
Lexique
Aucune difficult lexicale. Lexique simple et courant

sauf le titre du document, A shot at the American
dream, que lon pourra faire expliciter la fin.
Accs au sens
tape danticipation : dans un premier temps, crer

lattente en faisant ragir les lves la source des
deux textes et lorigine des deux personnes : faire
anticiper le type de support, le type de discours
(blog = exprience personnelle publie sur internet)
et le propos ventuel. tant donn le pays dorigine,
faire mettre des hypothses quant la venue aux
tats-Unis. Faire vrifier les hypothses la lecture.
These documents are two comments posted
on the internet.
The writers come from dierent countries.
Perhaps they write to tell about their arrival in
the US and their experience there.
The title A shot at the American dream
suggests the writers will certainly talk about
their hopes in their new country. They certainly
have great hopes for the future.
1. Lecture et travail individuels. Mise en commun

collective.
13
Kayla is from Cuban origin whereas Miguel
is from Mexico. Both arrived in New York a
few years ago.
Kayla followed her parents (who probably ed
political persecution).
We easily imagine she was a child/a little girl
when she arrived.
It was dicult for Kayla at rst.
The whole family settled in Brooklyn which
is a tough/dicult borough of New York. Kayla
was shocked/bewildered.
As a child, she probably didnt speak the language very well.
Today, she has adjusted to/adapted to her
new country and she sounds completely happy.
She probably made friends and adapted to her
American school. Today, she feels American
and doesnt want to go back.
Miguel arrived in the US to graduate / to pass a
degree / to get a diploma. He was probably older
than Kayla since he came to go to University.
American universities are well-reputed:
Miguel knows if he graduates there, he will
have a better job / he will be better-paid.
Today, he is studying in a prestigious university and at the same time, working part-time
to pay for his fees, which means he certainly
comes fom a poor background.
2. Laisser quelques minutes aux lves pour prparer la mise en commun des informations. Sous
forme de notes, crire les rcapitulations des lves
au tableau. On pourra encourager les lves faire
des comparaisons.
Both Kayla and Miguel fullled their dreams
though in a dierent way:
- Kayla adjusted to her new country,
- she is proud to be American/an American
citizen,
- she seems pleased to live in New York although
it is not what she had imagined at rst,
- Miguel is studying in a prestigious American
University (perhaps an Ivy League University):
he will nd a job that will meet his expectations
/ if he does, we can be sure he will succeed in
his future career / he will have good job oers
I hope I will have a shot at the mythical
American Dream means that through his work,
he hopes to succeed, have a good job opportunity and improve his life.
In both cases, they have fullled their dreams
in the way that they have succeeded in their
pursuit of happiness. Both of them seem
hopeful for the future / optimistic.
Extrait dune mission de radio de la NPR (National

Public Radio) du 8 Avril 2009. Il se compose dune
interview de deux immigrants dorigines differentes :
Martin Matoda originaire de Bulgarie et Nick Injow
originaire du Kenya. Ils tmoignent de leur exprience et nous font partager leur perception du rve
amricain.
La photo nous montre un jeune homme, visiblement
sur le point de passer un entretien dembauche.
millions of immigrants have come to this country in search of their own american dream
/ its often rewarding / but rarely easy/ its
even tougher when the entire country is
going through hard times so / here are stories of immigrants in their own words //
//
14
i s te
Manuel p. 36
2. Immigrants hope their American Dream is not fading

CD 1 lve
//
my name is martin matoda / Im from bulgaria
// after graduating high school / I decided I was
looking for a better education and a better life
/ the education system in bulgaria / its very
dierent from what it is here // its more academically oriented / rather than practical / and
thats why people from all over the world / they
want to come here and study / and get a handson experience // and then maybe get a couple of
years of real work experience after they get their
degree // I nished my mba degree this last may
/ and I was very condent in the beginning that
Ill get a job fairly easily with / given that Ive a
masters degree / and in the beginning / I was talking to recruiters / but as the economy get worse
/ I started to hear less and less / back after I send
the resume / and at some point / I didnt hear
anything // my name is nick injow // I was born
//
//
and raised in nairobi kenya // and I came to the
united states / Ive been here 10 years / Im a
trained accountant / I joined an accountant
rm / went to college in the united kingdom
// and I studied / I majored in economics
and social sciences // when I returned to my
country / kenya / back in the late 1990s / there
were no opportunities because / the political
system had run down the economy // then the
opportunity to come to america just surfaced
/ everybody was very excited / you could not
describe / what it is / to be in this land / and
experience all the opportunities / we were
told about since we were babies // I had two
brothers and one sister / living in baltimore /
and they thought / that I could go back into
the corporate world / I entered the corporate
world and I worked / with a number of companies for about four years /doing accounting
work and / I experienced the fear of losing my
job / that fear became reality because / I lost
a good professional job three times / and no
/ Im not disappointed because / every pitfall
/ I as an immigrant see that there is / added
opportunity to be something dierent // so I
decided I am going to work for myself / Ive
been self-contracting for about six seven years
now / the american dream is still very much
alive / because I think the dream exists in our
minds / and in our hearts //
Lexique et phonologie
Pas de difficults lexicales ou phonologiques. Le

dbit est suffisamment clair pour que les lves
comprennent sans mal le sens global. Le terme
accountant pourra tre infr par le contexte, notamment avec economics et social science, sinon le
donner.
Formes de travail
1. individuelle ; 2. 3. et 4. collectives.
En amont de laccs au sens du document audio, on
pourra proposer aux lves lexercice de prononciation Rythm and weak forms, manuel p. 42, et dans
le Workbook
p. 34. Lalternance entre formes
accentues et formes non accentues posent souvent
problme aux lves qui ont du mal dissocier les
diffrents groupes de sens.
Accs au sens :
1. Phase danticipation mener rapidement partir
du titre et de la photo. Immigrants - American Dream

et la photo permettent danticiper sur le contenu du
document.
The words immigrants, hope and American
Dream suggest that this programme is about
immigrants in the US and their hopes for the
future. American Dream suggests a better life
for the future.
However hope is not fading indicates they
think their dream is not disappearing / is still
alive.
On the photo, we see a man, certainly waiting
for a job interview. So, from the title and the
photo we guess the immigrants may have doubts
about their future jobs. Maybe they fear they
might not nd a good job and so not have a
shot at the American Dream.
2. Premire coute du document dans son int-
gralit. Donner un temps court (1 min) lissue de

lcoute pour que les lves notent individuellement
ce quils ont retenu, puis mise en commun en classe.
Accepter les mots isols, les noter au tableau et en
fin de collecte, faire mettre des hypothses de sens.
I heard dierent people speaking, three I
think.
Two of them have foreign accents, so they
must be immigants coming to America. I guess
both of them are talking about their lives in
the US.
One of them has the American accent so he
must be the journalist leading the interview.
3. Deuxime coute :
> Focus on the peoples origins and their reasons

for coming.
The rst immigrant is called Martin Matoda.
He is of Bulgarian origin / He comes from Bulgaria / from Eastern Europe.
He came to the US to study / to have a better
education / to go to University / to graduate
in order to have a better life / a well-paid job.
The second immigrant is called Nick Injows
and he comes from Nairobi in Kenya/ he is of
Kenyan origin. He came to the USA to nd a
job since there were no job opportunities in
his native country.
Thats why he joined his sisters and brothers
who were living in Baltimore.
Avant de procder une troisime coute, faire
mettre des hypothses
> What do they sound like? Puis troisime coute.
Vrifier les hypothses > Listen once more, this time
concentrate on their feelings and check your answers.
15
At rst, Martin was hopeful for the future
since he got his MBA. He was condent he
would nd a good job with his degree.
Yet, with the economical crisis / he suered
from the economical crisis, he didnt nd any
jobs / he didnt manage to nd a job. He had
no news from recruiters even if he had a good
rsum/CV. At that point, we can be sure Martin
feels rather disillusioned and disappointed.
He certainly thinks his job opportunity is fading / He fears he might not have a shot at the
American Dream.
Nick was at rst really excited to come to the
US. He had always been told what a wonderful
country the US is / that the US is the land of
opportunities. In fact, he did nd a job but he
lost his job three times / he was made redundant
/ he was laid o three times. Yet, he didnt feel
disappointed / discouraged / hopeless / helpless
/ downhearted.
After that, he decided to work for himself. He
thinks being in the US is a good opportunity
even if he had bad experiences.
4. Laisser un temps court aux lves afin quils

rassemblent leurs ides ; possibilit de travailler en
binmes. Puis mise en commun en classe.
En cas de difficult
Pour faciliter laccs au sens, il est possible
de faire couter tout ou partie du document
une dernire fois avec prise de notes. Mise
en commun des informations.
For Martin, the American Dream was the
opportunity to get a good education, to get a
degree, to have access to a good job and so to
earn a living and improve his living conditions.
As he was not able to get a good steady job /
achieve his goals, he feels frustrated.
For Nick, the American Dream is slightly different. Although he also came to have a good job,
he is conscious being in the US is a real asset.
What he experienced was on the whole rather
positive. He is hopeful for the future because
he strongly believes the dream is in his mind
and his heart.
3. The Dream Act

Accs au sens
Photo de la manifestation du 20 avril 2004 Capitol

Hill, Washington D.C. Plus de 300 tudiants, certains
venant daussi loin que la Californie, taient prsents
ce jour-l. Tous avaient revtu le costume de la
crmonie des diplmes afin de protester contre leur
avenir incertain et leur probable exclusion du pays.
Au premier plan, Nelly Rodriguez, tudiante dorigine
latino-amricaine. Ces tudiants sans papiers sont
arrivs enfants aux tats-Unis et esprent, grce
au Dream Act, obtenir un titre de rsidence lgale.
1. et 2. Donner 3 minutes aux lves pour prendre
Le Dream Act est un acronyme pour Development,

Relief and Education for Alien Minors. Cette loi a t
prsente une premire fois au Congrs le 1er aot
2001, suivies de diffrentes versions en 2005, 2007 et
2009 mais nont jamais abouti. Si elle tait vote, cette
loi garantirait la rsidence lgale un certain nombre
dillgaux arrivs aux tats-Unis enfants, y ayant vcu
depuis au moins cinq ans et dsireux et capables de
continuer leurs tudes.
Lexique
Le document est facile daccs. Le mot mock peut

tre infr aprs lecture du texte grce au contexte.
Stage ceremony + date: April 20, 2004.
Forme de travail
Collective.
16
Manuel p. 37
connaissance du document et mmoriser le plus

dinformations possible. Possibilit dune deuxime
lecture pour rpondre la consigne 2.
This photo shows a students demonstration
that took place in Washington D.C. on Capitol
Hill in April 2004.
At rst, we may think it is a graduation ceremony but if we take a closer look, we notice
that the students dont look cheerful. On the
contrary, they look rather sad and worried.
In the foreground, we see Nelly Rodriguez,
a student who is certainly from Latino origin. Shes holding a sign reading Now What?
meaning she doesnt know what will happen
in the future.
The text suggests that these students are
undocumented/illegal / dont have any identity
papers.
They are not American citizens.
I suppose they fear for their future / they fear
they might be deported / be sent back to their
native countries.
//
//
They are demonstrating. They want people to
know about their situation and they expect the
bill the Dream Act to be voted. They would like
to become American citizens in order to study
in the USA and take their exams and graduate.
These citizens are ghting for their status. They
want to become legal students to have the right
to live in the country they have known since their
childhood / for so many years. They would like
to take part in the American society and life.
3. Webquest
Cette tche ncessite une phase de recherche et de
prparation qui peut tre faite soit la maison, soit
en salle multimdia. On pourra indiquer aux lves
le numro de Time du 25 juin 2012, dont la couverture titre We are Americans just not legally et
qui rapporte des tmoignages personnels de jeunes
sans papiers de toutes origines qui ont dcid de se
dnoncer ( coming out ) afin de forcer ladministration fdrale agir. Les donnes ci-dessous
pourront nourrir les productions dlves :
Note culturelle
The original Bill called the Development, Relief
and Education for Alien Minors Act (the Dream
Act), is a long anticipated Immigration Bill
which was just introduced in the US Congress
(both Senate and House) on March 26, 2009.
This original legislation was proposed to provide millions of immigrant children who graduate from US High Schools the opportunity
to receive US Residency (a Green Card) after
so many years of being left in the shadows by
State and federal laws. The new legislation will
provide immigration benets to those who
arrived in the United-States as children, before
the age of 16 and who have been residing in the
US continuously for at least ve years prior to
the Bill being enacted into law.
The Dream Act failed to pass in 2009 and even
though Senator Reid brought it up to the oor
twice: the rst time, pre-midterm election 2010
where it died with a defense authorization bill;
and the second, in December 2010, when it fell
ve votes short of passing.
Recently, in 2011, Democrats in both the House
and Senate re-introduced the Dream Act. Both
bills (House Bill and Senate Bill) continue to
await Congregational action.
www.dreamact2009t.org
Recap
Activit orale qui se base sur les documents tudis.
On pourra donner ce travail la maison et reporter les rponses dans la fiche Recap du Workbook
p. 19.
En cas dtude la maison

Demander aux lves
de noter les lments de rponse dans le
Workbook,
dtre prts reformuler leurs rponses
oralement.
Immigrants may nd it dicult to adjust to
their new country.
It may be hard to enrol at a university since
the fees are very expensive.
Its not always easy to nd a job because some
people are prejudiced against immigrants.
When you are undocumented, you fear deportation / being expelled from the country. You
cant have any plans for the future / your future
is uncertain.
Training task 2: Picture commentary
Cette tche dentranement vise une production

orale ncessitant une phase de recherche hors
classe. Possibilit de faire faire les questions 1 et
2 la maison.
1. et 2.
Insister pour que les lves ne prennent

en note que des mots isols pour leurs commentaires.
3. La troisime question se fera en classe. Cette acti-
vit dexpression orale permettra un entranement

supplmentaire la prise de parole. Sassurer que
les lves travaillent partir de notes succinctes et
les encourager faire des comparaisons. Possibilit
pour les lves denregistrer la prparation de leur
prise de parole.
Les donnes ci-dessous pourront nourrir les productions dlves.
Notes culturelles
American Gothic is an iconic painting by
Grant Wood, in the collection of the Art Institute of Chicago. Woods inspiration came from
a cottage designed in the Gothic Revival style
with a distinctive upper window and a decision to paint the house along with the kind of
people I fancied should live in that house. The
painting shows a farmer standing beside his
spinster daughter. The gures were modeled
by the artists dentist and sister. The woman
is dressed in a colonial print apron mimicking
XIXth century American and the couple are in
the traditional roles of men and women, the
mans pitchfork symbolizing hard labor, and
//
17
//
the owers over the womans right shoulder suggesting domesticity. It is one of the most familiar
images in XXth century American art, and one of
the most parodied artworks within American
popular culture.
Santiago Forero is a Colombian artist that
has been working in Photography, Video and
New Media for the past ten years. He attended
Ponticia Universidad Javeriana in Bogot
where he got his B.F.A in Visual Arts in 2005.
After moving to Austin, Texas, he received his
M.F.A. in Studio Art with a concentration in
Photography from The University of Texas
at Austin in 2010 and the Artist of the Year in
Photography Award by the Austin Visual Arts
Association the same year.
Ces informations pourront tre retrouves sur
le siteen.wikipedia.org/wiki/American_Gothic
A parody of the original iconic painting American Gothic, by Grant Wood in 1930.
Instead of the two typical XIXth century immigrants, we see people of Mexican origin. It suggests the typical XIXst century immigrants are
from Mexican origin.
Instead of a pitchfork, the man on the photo
is holding a tool and has dirty hands: he is not a
farmer anymore, he has become a builder which
is also hard labour.
His wife has a feather duster in her pocket:
she must be a housekeeper, the kind of menial
jobs usually done by unskilled workers when
they settle in the US.
The house has changed. It is a bright blue
colour, typical of many houses in Mexico.
By caricaturing the famous painting, representing 19th century typical Americans, Santiago
Forero wants us to realize / wants to stress /
emphasize the importance of the MexicanAmericans today.
It reveals that immigrants of Mexican origin
must be inuential in the American social,
political and economical life.
Successful integration
Manuel pp. 38-39
1. I wasnt unwelcomed
La photo nous montre un quartier rsidentiel dune

banlieue Amricaine et un groupe de personnes de
tous ages, qui visiblement entretiennent de bons
rapports.
Extrait dun roman de Chang Rae Lee, Gesture
Life, publi en 1999. Fils dun psychiatre coren du
nord rfugi Soul, Chang Rae Lee a trois ans en
1968 quand sa famille immigre aux tats-Unis. Rien
ne semblait destiner Chang Rae Lee lcriture :
il commence sa vie professionnelle en tant quanalyste financier Wall Street aprs avoir tudi
lUniversit de Yale. Sa vocation dcrivain ne se
rvle qu la mort de sa mre. Il sinstalle alors
en Oregon o il participe des ateliers dcriture.
Et surtout il rencontre son mentor, le pote Garrett
Hongo, auquel Gesture Life est ddi.
Le narrateur et hros du roman, le docteur
Franklin Hata est un Japonais dorigine corenne ;
il sest tabli dans une bourgade du New Jersey,
Bedley Run, au dbut des annes soixante. Dsormais septuagnaire la retraite, il semble couler des
18
Manuel p. 38
jours paisibles dans sa banlieue cossue. Il vit dans
une vaste demeure de style no-Tudor avec jardin
et piscine dalle. Il semble avoir gagn lestime de
ses voisins.
Le titre et lintroduction du passage nous dpeignent
directement le personnage principal : le narrateur,
dorigine Asiatique, qui semble tre apprci dans
son voisinage.
lments de sens de lextrait :
Installation du narrateur dans cette banlieue cossue : living thirty-odd years in the same place / Ive
lived here as long as any / here, fifty minutes north of
the city / a picturesque town.
Lge du narrateur : living thirty-odd years in the
same place / as an elder / silver hair.
Le fait que tout le monde le connaisse et lapprcie : people know me here / everyone here knows
perfectly who I am / Whenever I step into a shop,
someone will say Hey, its good Doc Hata / How are
yous and Hellos / gradual and accruing recognition / the
small but unequalled pleasure that comes with being
familiar sight to the eyes / I alone rate the blustery

greeting, the special salutation / my name, both odd
and delightful to people
Le sentiment du narrateur : I deeply appreciate / I
somehow enjoy an almost Oriental veneration
Le fait qu son arrive, les choses taient diffrentes : It wasnt always so / In my first years, things
were a bit different / few people seemed to notice me
Lexique
Lensemble du texte ne comporte pas de difficults

majeures mme si certains mots seront difficiles
comprendre pour les lves, mais tous ne sont
pas ncessaires. De plus, un travail dinfrence est
propos dans le Workbook
p. 15.
Formes de travail
1. individuelle puis collective ; 2. en groupes ; 3.

collective.
Accs au sens
1. a. Anticipation avec le titre du passage et lintroduction. Cette introduction peut amener aisment
les lves supposer que le texte parle de la vie
dun immigrant dorigine asiatique, install aux
tats-Unis. Le titre suggre que son intgration a
t russie.
The main character must be the narrator who
is of Asian origin / who comes from Asia.
Has settled, not far from New York City
suggests he has immigrated to the US.
The title suggests he managed to integrate
quite successfully in his new country.
Judging from the title and the introduction, I
imagine the text is about the narrators life and
feelings in his new country.
b. Lecture silencieuse axe sur une premire prise
dindices spcifiques qui fait suite la question

prcdente : les informations concernant la vie du
narrateur ainsi que les sentiments quil prouve.
The text decribes the narrators daily routine
in Bedley Run, the little town where he has
settled.
When he arrived no one / a few people seemed
to notice him / people seemed rather indierent. But after some years 30 years people
seem to appreciate and respect him. Wherever
he goes, he is greeted by the local population.
The narrator enjoys this recognition / enjoys
being accepted and is glad to blend in the community.
2. La classe sera divise en deux groupes et pourra
utiliser le Workbook
p. 14-15. Afin de matrialiser les recherches, les lves devront surligner les
informations trouves :
le premier groupe sattachera dcouvrir ce qui
concerne la routine du narrateur ainsi que lattitude
des gens son gard,
le deuxime groupe se concentrera sur tout ce qui
concerne larrive du narrateur : lpoque laquelle
il sest install, des dtails sur la ville de Bedley Run
ce moment-l ainsi que lattitude de la population
son gard.
En cas de difficult
On pourra demander aux lves d'utiliser
le guidage plus serr qui se trouve dans le
Workbook
p. 15.
Help
Focus on what people say to the narrator
and what they do for him:
When I buy my paper each morning, the newsstand owner wil say (l. 28-29)
And the young, bushy-eyebrowed woman at the
deli, [] always reaches over the refrigerated
glass counter and waves her plump hands and
says... (l. 32-33)
She winks at me and makes sure to prepare
my turkey breast sandwich herself (l. 37-38)
Folding an extra wedge of pickle into the butcher paper... (l. 39)
> It is a friendly attitude.
Look out for words expressing the narrators feelings in this passage.
deeply appreciate (l. 21) / enjoy (l. 23) / veneration (l. 24) /
> The narrator is proud and flattered to be
recognized and appreciated.
Help
Focus on the passage (l. 59-64):
I suppose it was because Bedleyville was still
Bedleyville then, and not yet Bedley Run
> The adverbs indicate the town was about
to change its name.
though desperately wanting to be. (l. 61)
but/however desperately wanting to be.
> I suppose it was because Bedleyville was
still Bedleyville then, and not yet Bedley Run,
however/but it desperately wanted to be called
Bedley Run.
tax is very close to taxe in French > any
newcomer was seen as beneficial for the city
in terms of population and tax paying.
census refers to the number of inhabitants
in the city.
Conclude > When he arrived, the narrator
thought people were indifferent and were not
interested in him. However, he realized people
saw newcomers as beneficial for the city.
19
Un temps de travail sera attribu aux groupes avant

la mise en commun. Le questionnement sera privilgi si des informations donnes nont pas t
comprises. Enfin, un lve devra rapporter les informations prises en notes lorsque les exposs des
groupes auront t faits.
We learn that the narrator has adapted to the
local life of his town: he goes shopping in the
town, he buys his newspaper everyday, he buys
a sandwich at the deli for lunch.
Whenever he enters a shop, he is greeted by
the locals who have a friendly attitude towards
him. They seem to appreciate him. They want
him to know they appreciate him: the lady at the
Deli makes sure to prepare his sandwich herself.
The narrator is delighted with these ways of
greeting / acknowledging him with a simple smile
or a quick hello.
He arrived in Bedley Run, at that time called
Bedleyville, in 1963, thirty years ago.
At that time, people did not seem to be
interested in newcomers. New people were
seen as a means of developing the city and
bringing money to the country.
Bedley Run, then called Bedleyville seemed
to live together / to live in harmony apart from
the black and the Chinese communities. The
narrator took short trips in the country and
noticed that people seemed to live together
without problems. Only the Blacks and the
Chinese in urban areas lived apart.
Black people because in the 1960s segregation still prevailed and most of the black
community lived in ghettos or in specic geographical areas.
//
2. Renewed hope
Analyse du document
Il sagit dun documentaire sur la communaut vietnamienne de San Diego et plus particulirement sur
le boom des salons de manucure tenus par des Vietnamiens, car ce travail ne ncessite pas de connaitre
parfaitement la langue et nexige pas de qualifications
spcifiques. Certains de ces immigrants se trouvaient
lorigine dans des camps de rfugis au Vietnam.
Lactrice Tippi Hedren, qui visita plusieurs fois lun de
ces camps, dcida daider les rfugis leur arrive
aux tats-Unis et envoya sa propre manucure enseigner les rudiments du mtier aux femmes.
La fin de la guerre du Vietnam et le dpart des Amricains en 1975 prcipita lexode de la population et
des vagues successives de rfugis arrivrent sur
le sol amricain. Les Vietnamiens arrivs aux tats-
20
//
The Chinese because they lived in enclaves of
their own (Chinatowns) that had been created
in the 19th century and still resented the 1943
Chinese Exclusion Act.
Perhaps he noticed that the Chinese did not
want to mix because of the way they had been
treated.
So he thought he would not be treated dierently. He reckoned American people would
see him as an intruder
Although the narrator expected to be discriminated against rejected / ostracized, people
were interested in him and made him feel he
was not unwelcomed.
3. Il sagit ici dune discussion sur lvolution de la
situation du narrateur. Ce travail doit inciter llve

exposer des ides, voire exprimer son accord ou
son dsaccord sur linterprtation de ses camarades.
La prparation cette question pourra donner
lieu un travail la maison.
When the narrator settled in Bedley Run,
people didnt seem to be interested in him
although they told him he wasnt unwelcomed.
They have gradually learnt to know him and
to appreciate him.
The rst sentence is in capital letters because
it shows how important it is for the narrator
to be recognised. He is proud to be accepted /
acknowledged / to belong to the place. It shows
his integration was a success.
For him, recognition is necessary for a successful integration. He is thankful/grateful
to the local people for accepting / adopting /
integrating him.
Manuel p. 39
DVD Vido 4
Unis aprs 1978 taient en gnral jeunes (60 % tant

des enfants), pour beaucoup originaires du milieu
rural et peu instruits. Trs peu parlaient une langue
trangre (anglais ou franais). Ce bas niveau dinstruction na pas manqu de poser certains problmes
concernant la reconversion professionnelle, ladaptation et lintgration de ces rfugis dans la socit
amricaine, difficults que navaient pas rencontres
la premire vague dimmigrants vietnamiens, compose de civils et militaires appartenant pour la plupart
aux classes dirigeantes et aux milieux aiss (cadres,
hauts fonctionnaires, officiers suprieurs, banquiers,
industriels, intellectuels, ingnieurs, mdecins, dentistes, pharmaciens, juristes, riches commerants,
etc.). ces catgories, il faut ajouter des employs
de lambassade ou dentreprises amricaines ainsi
que les membres de leurs familles.
On pourra visionner lensemble du documentaire sur : http://www.video.google.com/ Full Focus : San Diegos
Vietnamese 6-9-05
Squenage de la video
Time code
Images
Elements of the soundtrack
From the
beginning
to 01:06
Gloria Penner, KPBS Public

Affairs Director, presenting
the show
Good evening, Im Gloria Penner. Its been 30 years since Saigon

fell to communists, Vietnam, causing tens of thousands of refugees
to flee their homeland and with 40,000 settled in San Diego. Today
the Vietnamese community here numbers more than 60,000 with
the medium-aged Vietnamese Americans heading 30.
Many are too young to remember the old country, for the others,
the emotional upheaval of leaving their homeland and adapting
to life in America is still fresh.
From 01:21
to 02:11
Gloria Penner talking
How do all people who have lost virtually everything managed

to rebuild their spirit and their livelihood. Well begin with an
excerpt of the documentary by independent producer Judy
Hammond. It tells little known stories about a business that
gave many Vietnamese refugees renewed hope.
This is a nail salon, a new neighbourhood, especially if you live
in the South West of the US and three times out of four, youll
find the Vietnamese immigrants hard at work.
thats an economic niche for many Vietnamese American
women. Because you can start business with little money
down, with very limited skills and limited education and limited
English language and ability.
A beauty salon, Vietnamese

women polishing nails
Prof. Linda Vo. UC Irvine
Asian-American studies
From 05:06
to the end 05:18
Nail salon and beauty

exhibition
In the decade since, nails have become big business, its a

6-billion-dollar-a-year industry which Vietnamese run alone
making at least a third of the market nationally.
Lexique
Les images du salon de beaut permettent de comprendre nail et nail salon. Du point de vue strictement
phonologique, pas de problme majeur quant la
comprhension du document. Il faudra prvoir 2 ou
3 coutes. Les chiffres peuvent apporter une aide
supplmentaire.
Formes de travail
1. individuelle puis collective ; 2. collective.
Accs au sens
Phase danticipation avec limage et le titre.

The scene takes place in a beauty salon, certainly in San Diego, California, according to
the title.
We see Asian women, hard at work, and judging from the title, we understand they are
of Vietnamese origin. They are doing other
womens nails.
We learn that because of the end of the Vietnam war / the departure of American troops
from Sagon, in 1975 / X years ago, tens of thousands of Vietnamese people left / ed / escaped
from their native country to seek refuge in the
US. They had lost everything. They had no
choice but to rebuild their lives.
40,000 of them settled in San Diego.
Today, the community numbers more than
60,000 people.
A lot of Vietnamese-American women found
renewed hope in an unexpected business: nail
salons.
That job was perfect for them: they could
start with little money, they didnt need a
high education, they didnt need to be uent
in English and they didnt need a lot of qualications/skills.
Today, it is a six-billion dollars industry per
year, mainly run by Vietnamese people.
2. Laisser quelques minutes de rflexion indivi1. Lors du visionnement, le professeur mettra lac-
cent sur la nature du document propos et insistera

sur limportance de limage, tape pralable la
construction du sens.
duelle pour prparer la prise de parole. Il est possible de visionner une nouvelle fois le document de
faon partielle (fin du document partir du salon
de beaut).
21
Apparently, most Vietnamese-American
women had the opportunity to nd a job quickly.
This job was the key to their integration.
This job helped them rebuild their lives and
gave them new hopes for the future.
Vietnamese-Americans did so well that nails
have become a very important business, producing six billion dollars a year, which can be seen
as a successful integration.
Recap
//
People can also feel integrated because they
have managed to mix/blend in the community.
Training Task 3: Faces of America
Cette tche dentranement vise une production orale

ncessitant une prparation.
1. La premire phase de recherche se fait soit hors

classe, soit en salle multimdia. Diviser la classe
en trois groupes. Complter les ID cards dans le
Workbook
p.15.
2. La deuxime partie se fera en classe avec une
People can feel integrated thanks to a job that
can give them a new life and new hopes.
Integrating a country can mean speaking the
language uently.
People can feel integrated because they are
accepted by the population / because people
know them and they are greeted with aection.
//
mise en commun des informations. Afin de promouvoir une prise de parole collective et ordonne, le
professeur pourra distribuer la parole comme suit :
le groupe 1 pose des questions au groupe 2,
ensuite, le groupe 2 pose des questions au groupe
3,
enfin le groupe 3 pose des questions au groupe 1.
la fin des changes, un ou plusieurs lves rcapituleront les informations prises en notes dans
les ID cards.
Andrew Carnegies biography

Life (childhood, schooling, memorable events, etc.)
Personal details
Date/Place of Birth: First job in 1848 at the age of 13, as a bobbin boy
November 25, 1835
Dunfermline, Fife,
Scotland.
Arrival in the US:

moved to Allegheny
(poor area)
Pennsylvania with his
parents in 1848.
Family background:
First son of William Carnegie a linen weaver
and local leader of the Chartists (who sought
to improve the conditions of working-class life
in Great Britain), and of Margaret Carnegie
daughter of Thomas Morrison a shoemaker
and political and social reformer.
Andrews father wanted to escape starvation /
had to borrow money to migrate. There,father
found a job in a cotton mill / the mother earned
her living by binding shoes.
22
(he changed spools of thread) in a cotton mill /

worked 12 hours a day, 6 days a week in a Pittsburg
cotton factory for $1.20 a week.
hard worker / was by turn a telegraph messenger
boy, a secretary / telegraph operator for the
Pennsylvania Railroad Company / became the
superintendent of the Pittsburgh Division: vital to his
later success.
The railroads: the first big businesses in America
/ the Pennsylvania: one of the largest of them all.
Carnegie: learned much about management and cost
control during these years. Built Pittsburghs Carnegie
Steel Company / later merged with several other
companies to create U.S. Steel. Led the enormous
expansion of the American steel industry.
With his fortune: turned to philanthropy. A passion
for reading: gave most of his money to establish
many libraries, schools, and universities in the
United States, the United Kingdom, Canada and
other countries, as well as a pension fund for former
employees.
Often regarded as the second-richest man in
history after John D. Rockefeller and one of the most
important philantropist of his era. Often referred to
as a true rags to riches story.
Died on August 11, 1919, in Lenox, Massachusetts
of bronchial pneumonia.
Salma Hayeks biography

Personal details
Date/Place of Birth: Sent to the Academy of the Sacred Heart in Grand
September 2, 1966
- Coatzacoalcos,
Veracruz, Mexico
Arrival in the US:

moved to Los
Angeles, California,
in 1991.
Family background:
mother: opera singer and talent scout of
Spanish ancestry / father: oil company executive
of Lebanese ancestry
Salma means safe in Arabic / was raised in
a wealthy, devoutly Roman Catholic family
Coteau, Louisiana, at the age of twelve / diagnosed

with dyslexia / attended college in Mexico City :
studied International Relations at the Universidad
Iberoamericana.
At the age of 23: landed the title role in Teresa
(1989), a successful Mexican telenovela / made her
a star in Mexico.
Moved to Los Angeles, California, in 1991 to study
acting under Stella Adler / had limited fluency in
English attributed to her suffering from dyslexia.
In 1995, given a starring role opposite Antonio
Banderas in Desperado. Received an Academy Award
nomination for Best Actress for her role as Frida
Kahlo in the film Frida, released in 2002.
Spokesperson for Avon cosmetics since February
2004.
On September 21, 2007, gave birth to daughter
Valentina Paloma Pinault in Los Angeles. In 2009,
married French billionaire and CEO Franois-Henri
Pinault.
In 2011, launched her own line of cosmetics,
skincare and haircare products called Nuance by
Salma Hayek.
Also an activist in the awareness campaign on
violence against women and discrimination against
immigrants.
Jerry Yangs biography

Personal details
Date/Place of Birth: Life: graduated from Sierramont Middle School and
November 6, 1968 in
Tape, Tawan.
Arrival in the US:

moved to San Jose,
California at the
age of ten with his
mother and younger
brother / father died
when Jerry was two.
Family background:
mother: an English teacher. Yet, Jerry only knew
one English word: shoe, on his arrival / became
fluent in 3 years / was placed in an Advanced
Placement English class.
Piedmont Hills High School in San Jose / earned

a Bachelor of Science and a Master of Science in
electrical engineering from Stanford University, April
1994, co-created an Internet website called Jerry
and Daves Guide to the World Wide Web with David
Filo, consisting of a directory of other websites / was
renamed Yahoo! (an exclamation). Yahoo! became
very popular.
Yang and Filo realized the business potential / cofounded Yahoo! Inc. in April 1997.
In 1999: named to the MIT Technology Review
TR100 as one of the top 100 innovators in the world
under the age of 35.
married to Akiko Yamazaki, a Japanese woman who
was raised in Costa Rica.
February 2007, Jerry Yang and his wife gave US$75
million to Stanford University.
Today: currently on the Board of Directors of the
Asian Pacific Fund, and Cisco / also on the Stanford
University Board of Trustees.
23
Keeping the American Dream alive
Manuel pp. 40-41

Analyse du document
Ce document est un article publi le 21 Octobre

2010 dans le magazine amricain Time. Son auteur,
le journaliste Fareed Zacharia, compte parmi les
intellectuels les plus influents dans les mdias amricains. Il analyse ici lvolution du rve amricain
en se rfrant sa propre exprience.
Annes 70 : les USA connaissent une priode de
prosprit et de stabilit politique en dpit de la crise
conomique mondiale et dun malaise politique intrieur ; compare lInde, cest une dmocratie riche ;
Annes 2000 : lInde, pays en voie de dveloppement, a connu une forte croissance pendant plusieurs dcennies ; en revanche, les tats-Unis ne
sont plus autant que par le pass le symbole de la
russit conomique. Mais le dynamisme dmographique et culturel du pays assure la survivance de
lAmerican Dream et donne des raisons desprer.
Lexique
Pas vraiment de difficults dans cet article si ce nest

Betamax cassettes (l. 13) quil faudra expliquer aux
lves, ceux-ci tant trop jeunes pour savoir de quoi
il sagit. La srie Dallas tant revenue sur le devant
de la scne rcemment, il se peut que les lves
la connaissent ; dans le cas contraire, leur donner
un bref aperu (cette activit pourrait trs bien tre
donne en travail la maison et un lve pourrait
faire un rapide compte-rendu en dbut dheure
suivante). Quelques notions historiques pourront
ventuellement tre donnes aux lves, telles que
Vietnam War and post Vietnam War si le document
vido p. 39 n'a pas t tudi en amont.
Formes de travail
1. deux puis collective ; 2. individuelle puis collective ; 3. en groupes ; 4. deux puis collective.
Accs au sens
1. Phase danticipation : en tudiant les lments
priphriques (photo, titre, source, date) les lves
24
peuvent imaginer quelles informations seront donnes

dans larticle et se prparer la lecture. Leur laisser
quelques minutes pour rassembler leurs ides.
This document is a press article issued from
Time Magazine, a worldwide known American
magazine.
It was published in 2010 and written by Fareed
Zakaria, an American of Indian origin.
Judging from the title, I suggests Fareed
Zakaria is speaking. still makes me think the
American Dream may have disappeared in some
peoples minds.
On the photo, I can see people of Indian origin attending a parade in New York. They look
cheerful and pleased to be there.
From the title and the photo, I suppose Fareed
Zakaria is going to give us his opinion as an
Indian-American about the American Dream
today.
2. Premire tape de comprhension : dcouverte
des faits gnraux et reformulation, puis mise en

commun. Les lves disent ce quils ont compris ; les
inviter approuver ou rfuter ce qui est propos par
les autres pour dvelopper linteraction dans la classe.
3.a. Deuxime tape de comprhension : comprhension plus fine visant proposer un compterendu plus prcis des diffrentes tapes dans la vie
de Fareed Zakaria. Pour cela, diviser la classe en
trois groupes en suivant les trois axes fournis par
la consigne :
group 1 : vision du rve amricain quand lauteur
vivait en Inde ;
group 2 : vision du rve amricain quand lauteur
tudiait aux tats-Unis ;
group 3 : sa perception de la situation aujourdhui,
alors quil vit aux tats-Unis depuis de nombreuses
annes.
The American Dream when the

writer lived in India
The American Dream on the

writers rst visit in the US
His perception of the situation

today
The journalist had never been to

the US but he knew what it was like
through watching worldwide known
TV series.
He was fascinated, so were all the
people he knew. He imagined the
US was like what he had seen in the
series.
When he came to America on a

first visit, the journalist realized it
was not what he had imagined.
It was not a kaleidoscope of sexy
images. It was different from Dallas
/ from the image conveyed in TV
series and shows.
The situation today is not the

same. It is a reversed situation.
American people seem pessimistic/
discouraged/hopeless about their
future whereas Indian people are
full of hopes and faith.
The American Dream when the

writer lived in India
The American Dream on the

writers rst visit in the US
For him, America was a paradise

where everybody lived a wonderful
life.
The American Dream for him
consisted in open land, shiny
skyscrapers, fancy cars, cowboy
businessmen, sexy actresses
There seemed to be an immense
contrast between his native country
and the US.
By comparison, India seemed far
behind.
Everybody, even politicians
dreamed of the States.
Even if the 70s were hard/tough
times, to the rest of the world,
America was sparkling.
His vision of the American Dream

was slightly different.
The modern American Dream
consisted in prosperity and well
being.
The American Dream was
materialized by a spacious house
with a double garage. The majority
of people, mostly middle-class
people, could hope to be able to
buy such a house. They had the
feeling the American dream was
not impossible to reach / was within
their reach.
Happiness relied on prosperity.
It created contentment, pleasure,
satisfaction, happiness.
It gave energy and motivation to
people. They had the feeling they
could face any challenge: they
invented the can-do spirit.
Being prosperous was a stimulus
for them.
At that time, American optimism
contrasted with Indian fatalism.
b. Mise en commun. Le travail sera plus riche si
les trois groupes peuvent travailler en vritable

interaction. Les lves doivent reformuler ce quils
ont compris. Chaque partie pourra donner lieu
une prise de parole en continu qui fournira une
synthse du travail de construction du sens avant
une prise de notes.
4. Prise dindices mener en individuel ou en

binmes.
The reasons for optimism are:
Economic reasons: America is the largest and
the richest market in the world.
Demographic reasons: it is the only country in
the industrialized world where the population
is increasing.
Historical reasons: immigrants have contributed to keep the Dream alive.
The American Dream is a part of American
history.
Cultural and psychological reasons: its the
only country in the world to have the diversity,
the openness, the dynamism which give this
country its power / which make this country
so powerful and unique.
His perception of the situation

today
They have the ambition to
succeed.
After years of stagnation, the
whole country is coming out /
coming to light.
It is conveying the image of a
booming economy.
Recap
The American dream has been present from
the start: what the USA is now is founded on
immigration. People wanted to become American citizens in order to become independent
/ get their freedom.
The American dream helps make America
what it is. It also inuences / shapes the Americans attitudes in the face of adversity.
Believing in the dream is a cultural trait. The
Pursuit of happiness is written in the American constitution and is part of the American
can do spirit.
The successive waves of immigration have
built the country and given it its richness.
The Dream has changed over times but is
always here.
The diversity, the openness and the dynamism
have made this country exceptional and unique.
Even if the American economy is not thriving,
the US still gives immigrants the opportunity
to improve their lives / to remain hopeful for
the future / to live in a democracy / to have a
shot at the American Dream.
25
Training task 4: Tweeting the Dream
1. Rpartir les lves par groupes de trois ou quatre.
Cette tche dexpression orale va fournir aux lves

loccasion de rpondre la problmatique de dpart
les exemples donns tout au long du chapitre
pourront videmment tre repris. Ils sont galement

invits utiliser leurs connaissances pour enrichir
leur dfinition.
2. Tche dentranement lexpression crite : laisser les lves produire individuellement un tweet de
140 caractres.
LANGUAGE TOOLS Corrigs

Manuel p. 42-43
WORDS
Feelings and reactions
a.
excitement
apprehension
exultant - thrilled excited
apprehensive anxious hesitant - worried
happiness
glad - delighted cheerful - elated
optimistic hopeful - buoyant
courage
audacious courageous brave
b. Exemples de productions possibles :
Talking about immigration
On the first photo, the woman has probably left

her country in difficult circumstances and she is no
doubt courageous. She looks anxious. Maybe shes
apprehensive for her future and shes wondering
whether she has made the right decision.
a. reasons for immigrating: war - political or religious persecution - lack of money - unemployment
-famine - family reunion - job opportunity - better
education
The little boy at her side does not look so worried

but he may be very hesitant about his future.
The second photo shows a whole family. The smile
on their faces suggests all of them are glad of their
situation. They have certainly adjusted to their new
country and are hopeful and optimistic for their
future and their childrens future.
The odd one out

a.
1. asset
4. remote
2. foreign
5. immigrants
3. integrate
6. grasp
b.
When settling in a foreign country, speaking
the language fluently is an asset when it
comes to finding employment.
Immigrants sometimes find it difficult to
integrate because of their poor command of
the language. Thats why many of them take
language classes. They know it will also help
them grasp cultural habits that may be very
remote from theirs.
26
hope
obstacles: language - discrimination - cultural habits

- be uprooted...
integrating: job - education - family - sports...
b. Exemples de productions possibles :
People have been immigrating to the United
States for centuries. They have come for many
reasons: religious or political persecution,
to escape wars, because of famine, to get a
better education or for a job opportunity, to
join a family member / a relative
However, integrating a new country is not
always easy and the newcomers often meet
a lot of difficulties such as the inhabitants
hostility or the complexity of learning the
language and adapting to new cultural habits.
On top of that, being cut off from your family
roots must be heartbreaking for a lot of
immigrants.
Thats why you need a lot of courage to start
from scratch. Yet, the promise of a better life
through a better job and a better education is
a good reason to remain optimistic.
P R O N U N C I AT I O N
ste 1
Pi
p.17
ist e
11
Stress on compound nouns
Workbook
- 'high-tech engineer - 'real estate agent - 'lifestyle

- 'school education - com'munity center
Rhythm and weak forms
Conclusion: it is always the first term of the compound

noun that bears the main stress.
'homeland - 'birthplace - 'Asian American - suc'cess

story - 'will power - 'world stage - 'corporate world
Pi
ste 1
2
Words ending in -ion
Verbs
'immigrate
ex'pect
'fascinate
'starve
'organize
as'similate
con'front
de'port
'integrate
dis'criminate
de'termine
Derived nouns
immi'gration
expec'tation
fasci'nation
star'vation
organi'zation
assimi'lation
confron'tation
depor'tation
inte'gration
discrimi'nation
determi'nation
GRAMMAR
Want/would like/expect sb to...
Observe
We would like you to start community work if you

have never done any before.
Les constructions des phrases sont semblables

et leur sens trs proche :
When/If
S + want/would like/expect + Cplmt + to + BV
Observe
vouloir que qquun fasse qque chose / attendre

de qquun quil fasse qque chose
Dans les phrases 1 et 2, les actions exprimes par

les verbes principaux (be able to settle / be easier)
sont soumises condition :
Le second verbe est prcd de to car laction

quil introduit ne sest pas encore ralise : elle est
souhaite, espre, attendue, vise.
Practise

a. Martin Matoda wants/would like recruiters to
give him a job.
b. Farah wants/would like Iranian women to be
better recognized.
c. Fang-Yi Sheu wants/would like/expects Taiwanese
dancers to develop modern dance in their homeland.
d. Farah would like her fellow immigrants to integrate more easily.
Exemples de productions possibles :

We expect you to be on time for the lectures and
to take notes.
We expect you to work hard every day.
We would like you to go to optional evening lessons
when you have time.
- condition explicite : si Martin trouve du travail / si

la loi est vote ;
- condition implicite : quand il trouvera du travail =
uniquement partir de ce moment l / quand la loi
sera vote = uniquement partir du vote de la loi.
Elles ne peuvent se raliser quau moment o ces conditions sont remplies. On ne sait pas quand ces conditions
seront remplies mais on est certain de ces conditions :
si elles ne sont pas remplies, rien ne se passera. On les
pose donc comme des vrits irrfutables.
Dans les subordonnes introduites par if ou when,
on ne peut pas employer le modal will puisque will
exprime une forte probabilit mais pas une vrit.
Do labsence de futur dans les propositions
subordonnes temporelles introduites par when.
La phrase 3 se refre une action accomplie avec
un rsultat prsent (when he has graduated = he has
a degree). On pose comme condition non discutable
le moment o Miguel pourra se mettre en qute du
rve amricain (have a shot at the American dream).
On ne peut donc pas avoir de modal.
27
Practise
travel across the different states.
If I find a flat easily, I will invite my neighbours for

a house-warming party.
a. They will leave their country if they dont find/

havent found a job.
b. When they have become American citizens, it will
be easier for them to integrate.
Etc.
Etc.
When they have really settled, they will finally

feel American.
If they manage to find a house quickly, they will

feel relieved.
When I am there, I will try to find a job and then
Workbook
pp. 17-18
WORDS
My parents would like you to help yourself in the

kitchen if you are hungry.
Compound words
a.
academic background
homesick
racial discrimination
history centre
steerage passenger
career prospects
host country
social background
immigration station
job centre
homeland
job opportunity
b. Exemple de production possible :

In the 1920s, a lot of steerage passengers went
through Ellis Island, the Immigration Station.
Many of them were homesick because they had
to leave their homeland. However, the promise
of job opportunities and career prospects made
them adopt their host country.
My mother wants you to be on time in the morning

in order not to miss the bus.
My parents would like you to be here for dinner
at 8 p.m.
My mother expects you to put your laundry in the
basket in the bathroom.
The teachers expect all the American students to
behave in class.
They would like them to participate in class.
The school staff expect the American students
to attend school regularly and not to skip classes.
They would like the students to have a good time
in the school.
They want them to have lunch at school in order
to taste French food.
Etc.
When/If
is
11
Rythm and weak form
P R O N U N C I AT I O N
te
I feel like I am embodying the American dream. My
parents never had the opportunity to get an education,
to go to college, to pursue a professional career and
earn a lot of money. They have always had financial
problems and they are still living in a small house
in a poor suburb. So I feel like it is my job to be there
for them and show them that I can succeed and be
someone important. I will continue to fight as much
as I can so they will be proud of me.
GRAMMAR
28
If they leave their homeland, some immigrants

will be homesick.
When immigrants find refuge, they will feel relieved.
If they cross the border, they will be granted
equal rights.
When they integrate, they will discover another
culture.
If they get a job, they will have a better life.
When they obtain a degree, they will have better
opportunities.
If they have ambitions, they will succeed.
If they are welcome, they will share common
values.
Want/would like/expect sb to
If they are not rejected, they will try to fulfil their

dream.
Etc.
Manuel pp. 44-45
Pi
ste 1
STRATGIES
CD 1 lve
Comprendre un monologue
Objectifs
Premier volet des stratgies de comprhension de

loral. Doit permettre aux lves de mieux saisir les
messages transmis lors dune prise de parole assez
longue de type tmoignage, expos, reportage etc.,
en sentranant :
se prparer lcoute ;
faire des reprages et stocker en mmoire ;
mettre en relation les lments reprs pour
construire du sens.
Pi
ste 1
4
Analyse du document
Extrait dune mission radiophonique sur NPR,

datant du 16 aot 2011, dune dure de 216 min,
intitul New York Laundromat becomes an English
classroom. Il sagit dun reportage sur une exprience particulire denseignement de langlais aux
immigrs dominicains et mexicains, sans papier
pour la plupart, installs Manhattan. Cet enseignement dispens par un bnvole, Hector Canonge,
se fait dans un Lavomatic, alors que les immigrants
viennent y faire leur lessive.
On entend dans ce reportage :
lintroduction de lanimatrice de lmission de NPR
qui annonce le sujet,
le bruit des machines laver,
le professeur Hector Canonge qui fait rpter des
mots anglais, donne leur traduction en espagnol et
tmoigne brivement de son exprience,
les immigrants qui rptent,
le journaliste George Bodarky, de WFUV national
public radio in New York city qui explique longuement le projet men par Hector Canonge.
On remarquera que mme si plusieurs personnes
interviennent dans ce reportage, il ne sagit pas
dun dialogue : lexplication de G. Bodarky est en
fait illustre par les tmoignages.
immigrants in new york city / who want to learn

english / have a new venue / in which to do so /
the laundromat //
george bodarky / of member station wfuv /
tells us about one mans project / to teach
english / in that free time between washing
and folding //
(soundbite of laundromat machines)
amid the gurgling of washers and hum of driers
at the magic touch laundromat in northern
manhattan / hector canonge is teaching english
// his vocabulary lesson / starts o with words
tting for the setting // shirt / shirt. (translated
in spanish)
//
//
canonge is just standing in front of a wall of
stainless steel industrial driers / at the head of a
bright yellow folding table // his eight students
are lined up along the table / four on each side /
six women and two men / from the dominican
republic and mexico //
pants / pants // (translated in spanish)
canonge says he wanted to oer immigrants
in the neighborhood / especially those without documentation / a relaxed setting to learn
english //
so many / recent immigrants can go to a school
/ a public school and say / you know / i want to
learn english / because the rst thing theyre
going to ask you is / well / do you have an id //
or even in the library //
this part of manhattan has a large population
of spanish-speaking immigrants // canonge
lives in the neighbourhood // he got the idea
for the english classes / while doing his own
laundry //
i saw many people struggling with the
machines / you know / reading / like / the
instructions //when do I put the soap // whats
wash / and whats bleach / or whats rinse //
during the day / there is the korean owner /
who tends the place / so / even that is / you
know / they cant talk to him // they cant say /
i need change // you know / give me ve dollars
in change // and also / he cant speak spanish
/ so thats a pain //
underwear // no // underwear //
but when you live in a neighbourhood / where
so many people do speak spanish / its easy to
put o learning english // thats what myra
kayro / who hails from the dominican republic
/ says happened to her // shes been living in the
us for 26 years / and became a citizen about six
months ago //
everybody speaks spanish in this neighbourhood // its very dicult to speak english //
Suggestions dexploitation
On pourra envisager le travail sur cette double-page

diffrents moments de ltude du chapitre, soit en
amont de la tche dentranement 1 : A presentation
leaflet, manuel p. 35, afin de prparer le transfert de
stratgies, soit en aval pour raliser ce transfert et
prparer lcoute du document Immigrants hope
their American Dream is not fading, manuel p. 36.
tapes possibles :
La prparation lcoute se fait individuellement
la maison : les lves prennent en notes leurs
29
hypothses sur le reportage radiophonique propos.

Mise en commun des hypothses classe entire lors
de la sance suivante.
coute du document pour vrification des hypothses : on demandera aux lves de se concentrer
sur lenvironnement sonore et sur qui parle (voir
premiers lments reprer du tableau page 45
du manuel). Nouvelle phase de travail la maison :
demander aux lves de reprer notamment les
VALUATIONS
Lors du cours suivant : mise en commun des

lments reprs par groupes de 4 ou 5 lves et
mise en relation. Demander aux lves de prparer
par crit, la maison, une synthse individuelle en
francais de ce quils ont compris. Ils pourront se
reporter lentranement
Comprhension de
loral, manuel pp. 50-51.
Corrigs
Task 1. Speaking . . . . . . . . . . . . . . 00pts

Documents supports (role-play cards)
mots qui se dtachent clairement, les indicateurs

de lieux, les donnes chiffres.
Voir documents photocopiables p. 00 de ce

guide.
eux aussi quelques questions et se tenir prts

intervenir tout moment. On peut, pour limiter
le nombre de groupes, donner plus de cartes de
journalistes.
4. Lancer le Talk Show pendant 15 minutes. Ne

pas interrompre les lves.
Suggestion de grille dvaluation
Il sagit dune prise de parole en interaction dans

le cadre dun talk show radiophonique. Dans un
tel contexte, des notes seront permises mais
elles doivent tre trs succintes et regardes avec
parcimonie.
Les lves devront tirer au sort une carte (role-play
cards) qui leur attribuera un rle :
le prsentateur de lmission de radio,
une immigrante dorigine Hondurienne,
un immigrant dorigine Indienne,
une jeune femme dorigine chinoise.
Forme de travail
Collective.
Documents supports
CD2 valuations piste 3
Voir document photocopiable p. 00 de ce guide
Prsentation de la tche
Les lves devront couter un groupe de journalistes chargs de slectionner un ou des participants une mission radiophonique sur les
nouveaux amricains . Ces journalistes dcrivent trois diffrents profils dimmigrants candidats
lmission et donnent leur avis sur leur ventuelle
participation.
lissue des trois coutes, les lves devront
identifier les profils dimmigrants retenus par les
journalistes (pas de justifications demandes).
Forme de travail ;
Propositions de mise en uvre
Individuelle.
Prvoir une sance : Il est possible pour gagner

du temps de nvaluer que quelques groupes et de
donner une co-valuation pour les autres.
Propositions de mise en uvre
1. Constituer des groupes de quatre lves. Tous se

prparent sans savoir exactement quel moment
ils vont effectuer leur prestation.
2. Les lves tirent une carte.

3. Donner aux lves 10 minutes pour prpa-
rer leurs interventions. Les lves spectateurs

doivent, tout comme le journaliste, prparer
30
Task 2. Listening . . . . . . . . . . . . . . 00pts
Voir document photocopiable p. 00 de ce guide
Prsentation de la tche :
Manuel pp. 46-47
Prvoir un maximum de 30 minutes en tout.
1. Trois coutes, chacune suivie dune pause de 1

ou 2 minutes.
2. Chaque lve prend des notes lors des diffrentes coutes.
3. la fin de la troisime coute, laisser du temps
aux lves pour rpondre la question.
Corrigs et barmes :
Non
slectionn pour
lmission
Slectionn pour
lmission
Candidat 1
Candidat 2
Candidat 3
Toutes les cases sont correctement coches : 10 pts.
Une erreur : 5 pts
Deux erreurs : 1 pt
VALUATIONS
Manuel p. 47
Comprhension de loral
Documents supports
Voir
1. Communication du titre accompagnant lenre-
les consignes dans le manuel p. 47.
CD2 valuations Piste 4
2. Trois coutes intgrales au cours desquelles
Grille dvaluation et de notation
(source : B.O. du 24 nov. 2011)
gistrement : From illegal immigrant to world known

specialist crire au tableau.
Voir document photocopiable p. 00 de ce guide.
Prsentation du document
Le Dr Alfredo Quinones-Hinojosa tmoigne de sa

russite spectaculaire : de son arrive aux tats-Unis
comme saisonnier sans papier en Californie jusqu
sa russite en tant que chirurgien neurologue rput.
Forme de travail
Individuelle.
Passation
llve peut prendre des notes comme il le souhaite

au brouillon :
coute 1 - Pause dune minute
coute 2 - Pause dune minute
coute 3
3. Aprs la dernire coute, llve dispose de 10
minutes pour rendre compte de ce quil a compris,

en franais, sur sa copie. On pourra lui suggrer de
remettre aussi son brouillon quon sera vigilant
de ne pas regarder avant davoir valu le compterendu afin de pouvoir observer le passage entre
les notes et la restitution et ainsi pouvoir mieux
aider les lves qui auraient des difficults dans
cette preuve.
La passation et lvaluation de la performance de

llve suivent les instructions officielles (B.O. du
24 novembre 2011). Prvoir 20 minutes.
lments de rponse et barme
Dans le tableau ci-dessous apparaissent en colonne de gauche les critres fixs par le BO du 24 novembre
2011, en colonne de droite les lments de rponse pour le document dont il est question ici.
Niveau
Comprendre un document de type monologue

From illegal immigrants to world-known specialist
BO du 24 novembre 2011
lments de rponse possibles
Situer la prestation du candidat lun des cinq

degrs de russite et attribuer cette prestation
le nombre de points indiqu - sans le fractionner
en dcimales - de 0 10
31
Le candidat na pas compris le document. Il nen

a repr que des lments isols, sans parvenir
tablir de liens entre eux. Il na pas identifi le
sujet ou le thme du document.
Quelques mots relevs.

Thme et sujet nont pas t identifis.
1 pt
A1
Quelques expressions releves.

Le candidat est parvenu relever des mots
isols, des expressions courantes et les mettre Thme partiellement compris : un homme a
en relation pour construire une amorce de
ralis le rve amricain.
comprhension du document.
Le candidat a compris seulement les phrases/les
ides les plus simples.
3 pts
A2
Certaines informations ont t comprises

mais le relev est incomplet, conduisant une
comprhension encore lacunaire ou partielle.
Plus dinformations partielles releves quen A1 :

Cet homme, immigrant illgal est arriv en
Californie avec trs peu dargent /3 dollars en
poche.
A travaill trs dur pour russir.
5 pts
Les informations principales ont t releves.
Lessentiel a t compris.
Comprhension satisfaisante.
B1
A crit un livre pour raconter son exprience.

Il est arriv aux Etats-Unis en 1987, il y a environ
20 ans.
A travaill de ses mains et a eu le sentiment quil
pouvait raliser le rve amricain.
Pour lui, les temps ont chang mais le rve
amricain existe toujours.
Le rve, cest davoir de quoi se nourrir, de quoi
nourrir ses enfants et de quoi payer leurs tudes.
8 pts
B2
Des dtails significatifs du document ont t

relevs et restitus conformment sa logique
interne.
Le contenu informatif a t compris, ainsi que
lattitude du locuteur (ton, humour, points de vue,
etc.). Comprhension fine.
Plus de dtails :
Le rve amricain est toujours vivant mme si
les moyens de latteindre ont volu.
La russite de cet immigrant : il travaille toujours
de ses mains mais dans un institut prestigieux,
un des plus prestigieux au monde. Il est mdecin
(spcialiste).
Plus difficile maintenant dentrer aux US pour les
Mexicains : les frontires sont mieux gardes.
Il est fier de ce quil a fait.
10 pts
Si des lments ont t relevs plusieurs niveaux, il appartiendra au correcteur de dfinir le niveau global
atteint.
Note de llve : note sur 10 2 =
/20
Expression orale
Voir
les consignes dans le manuel p. 47.
Grille dvaluation et de notation
(source : B.O. du 24 nov. 2011)
32
Voir document photocopiable p. 00 de ce guide.
Comprhension de lcrit
Documents supports et protocole
a. Both texts deal with immigrants feelings
Voir documents photocopiables p. 00 de ce guide .
Corrig et barme
Total des points = 60 pts ( diviser par 6 pour obtenir

une note sur 10 pts)
b. Both texts are: narratives

c. Text 1 is non-fictional and text 2 is fictional
1 pt
par bonne rponse = 3 pts
Text 1
Where (place and country)
2,5 pts
Characters present in
the scene (identification
and if mentioned : age
occupations origin
relationships)
Text two
High School at Prospect Heights, in

Brooklyn, New York USA.
3 lments de rponse = 1,5 pt
Store, USA.
2 lments de rponse = 1 pt
Student N 219870508 called Chit Su,

17, high school student (9th grade) from
Burma or Thailand.
5 lments de rponse = 2,5 pts
Dariana, the Coordinator of Special
Programs but a better job title would
be The Fixer ( she has solutions for
everything), 25, from Dominican
Republic.
6 lments de rponse : 3 pts
I , the narrator shopkeeper from

Ethiopia.
Burmese sisters: probably former

students at that school who have
relocated in Texas.
Customers of the shop - narrators

uncle and two friends/ living in the USA.
Narrators mother and brother / in
Ethiopia
5 lments de rponse = 2,5 pts
7 pts
Other people involved:
how they are related to the
characters present where
they live
4 pts
2 pts par rponse correcte accompagne dune

justification= 18 pts
Text 1
a. All the students at the International High School
at Prospect Heights have just arrived in the country.
Wrong. the students who have lived in the country for
longer have learned to blend in better but the new
kids are easy to spot. (l. 1-3)
b. All the students at the International High School
at Prospect Heights wear a uniform.
Wrong. brand-name sneakers and low-riding jeans.
(l. 2-3)
c. Student No. 219870508 has managed to blend in
perfectly well.
Wrong. Somehow Student N 219870508 got it almost
right. (l. 5) Her clothes fit too well to be hand-medowns, and they leave no trace of a foreign country.
(l. 12)
d. Lots of personal details about Student N
219870508 are available.
Wrong. very little is known about Student N
219870508. No one is exactly sure where she came
from, ou how she got here this morning, up three flights
of stairs and past security. (l. 26-27)
e. Student N 219870508 has a bad command of
English.
Right. her English is very limited. (l. 31)

f. Student N 219870508 is given a package of peanutbutter crackers because she has a stomach ache.
Wrong. Eat these every time you feel nervous. (l. 39)
Text 2
g. The narrator earns a lot of money.
Wrong. I own my business, and that business is
okay. (l. 8) Grateful its not worse. (l. 9) / when I
can afford to (l. 9)
h. The narrator sends money to his family on a
regular basis.
Wrong. I send them money every few months when
I can afford to. (l. 9)
i. The narrator thinks his new life is fulfilling.
Wrong. I was hit with the sudden terrible and frightening realization that everything I had cared for and
loved was either lost or living on without me seven
thousands miles away, and that what I had here was
not a life, but a poorly constructed substitution.
(l. 3-5)
In text 1, student n 219870508 has just arrived
in the USA whereas the narrator in text 2 has been
living there for some time. 2 pts
a. The main character in text 1 wants to appear
integrated:
33
today is her first day [] but at least by appearances

she could be any girl entering the ninth grade at any
high school in any city or small town across America.
(l. 5-8) 2 pts (1 pour ladjectif correctement choisi,1
pour la justification.)
The main character in text 2 wants to appear
successful:
A grim store and a cheap apartment. (l. 6) I tell them
only that I own my business and that business is okay.
(l. 7-8) I send them money. (l. 9) 2 pts
b. The main character in text 1 actually feels tense:
it was obvious Chit Su was suffering from a bad case
of nerves. (l. 24) 2 pts
34
The main character in text 2 actually feels lonely,

uprooted and homesick,
Left alone behind the counter, I was hit made up of
one uncle , two friends. (l. 3-6) 4 pts
2 pts
a. The main character in text 1 wants the American
students to think she is one of them.
b. The main character in text 2 wants his family to
think he has succeeded.
A challenging experience 1,5 pt
UNIT 2
valuations
Final task 1
The new Americans
Name :
Class :
Speaking
Manuel p. 46
Take part in a radio programme about the new Americans

Suggestion de grille dvaluation
Traitement du sujet
A2
B1-1
B1-2
B2
Prendre part une

conversation.
Aisance et coopration.
Intelligibilit et recevabilit linguistique
A pu mettre en adquation
sa production avec le
sujet propos : est bien un
immigrant prenant part une
mission sur les nouveaux
Amricains.
A lu ses notes en jouant

peu. Des hsitations.
Voix peu audible.
Peut soutenir une
conversation simple.
La langue est comprhensible

malgr des erreurs
lmentaires, un lexique
limit et une prononciation
assez imparfaite (fort accent
franais)
1 3 pts
1 2 pts
1 2 pts
A pu avancer plusieurs
arguments simples en
adquation avec le sujet.
A su prendre de la distance
par rapport ses notes.
Sest exprim clairement
mais a rcit plus quil/elle
na jou.
Sest exprim dans une

langue comprhensible
et globalement correcte ;
vocabulaire spcifique bien
utilis.
Erreurs occasionnelles.
Bon rythme oral mme si un
accent et une intonation trop
franiss sont perceptibles.
4 pts
3 pts
3 4 pts
A pu avancer des ides

argumentes de manire
claire et mthodique en
utilisant des procds varis.
Peut prendre linitiative de la

parole et son tour de parole.
Sait se reprendre et
reformuler.
La langue est comprhensible

et globalement correcte.
Bonne matrise du
vocabulaire ncessaire la
tche.
Utilise une gamme assez
tendue de vocabulaire et de
structures appropris.
Est clairement intelligible
mme si un accent tranger
est perceptible et sil y a des
erreurs occasionnelles.
5 6 pts
4 pts
5 6 pts
A utilis presque tous les

procds.
A pu enrichir sa production
en situation.
A fait preuve doriginalit.
Peut construire un entretien

avec efficacit et aisance,
en scartant spontanment
des questions prpares et
en exploitant et relanant les
rponses interessantes.
A acquis une prononciation

et une intonation claires et
naturelles.
A un bon contrle
grammatical ; des bvues
occasionnelles, des erreurs
non systmatiques et de petites
fautes syntaxiques peuvent
encore se produire mais elles
sont rares et peuvent tre
corriges rtrospectivement.
Ne fait pas de fautes
conduisant des malentendus.
7 pts
5 pts
7 8 pts
35
36
Sangjay Lakshmi
Indian
Left India: 2009
Reason: work as a high tech
engineer
Became CEO of his company
Anna Lin Wu
Chinese
Left China: 2007
Reason: study at Yale
Graduated and found the job she
wished for
Carmen Alvarado
Hondurian
Left Honduras: 2010
Reason: Join her husband
Became an active member of
Charity Action Against Hunger
Speaking - Role-Play cards
The TV presenter
The TV presenter
Final task 1
Sangjay Lakshmi
Indian
Left India: 2009
Reason: work as a high tech
engineer
Became CEO of his company
valuations
Anna Lin Wu
Chinese
Left China: 2007
Reason: study at Yale
Graduated and found the job she
wished for
Carmen Alvarado
Hondurian
Left Honduras: 2010
Reason: Join her husband
Became an active member of
Charity Action Against Hunger
UNIT 2
The new Americans
Name :
Class :
Manuel p. 46
UNIT 2
valuations
The new Americans
Name :
Class :
Comprhension de lcrit
Text 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
Everybody has The Outfitthe outfit they bought for America. The students who have
lived in the country for longer have learned how to blend in better, disappearing in
brand-name sneakers and low-riding jeans. But each September on the first day of
school, the new kids are easy to spot. []
Sitting behind a cluttered desk in her office on the fourth day of school, Dariana Castro
examines the new girl from behind cats-eye glasses. Somehow, Student No. 219870508
got it almost right. Today is her first day at the International High School at Prospect
Heights, a Brooklyn public school that teaches English to new immigrants, but at least
by appearances she could be any girl entering the ninth grade at any high school in any
city or small town across America. She has silky brown hair, which is half up, and small
eyes, which are cast down at the floor. Her lips are glossed and her nails polished, but
that doesnt stop her from nibbling on them. She wears brand-new blue jeans (factory
made), a black-and-red Mead backpack, and a T-shirt the fluorescent-green color of
Nickelodeon slime. Her clothes fit too well to be hand-me-downs1, and they leave no
trace of a foreign country. Its as if someone undressed a mannequin in the back-toschool display in the teen department of Target, and re-created the ensemble on her.
Whats your name? Dariana asks.
Chit Su, the girl says, twisting a flower-shaped ruby ring on her finger.
Cheet Sue, Dariana repeats carefully.
Cradling a phone receiver to her ear, she motions for the girl to take a seat.
Officially she is known as the Coordinator of Special Programs, but a better job title
would be The Fixer. Every immigrant community has one, and the International High
School at Prospect Heights has Dariana, a twenty-five-year-old Dominican with pale
skin, curly red-tinted hair that will change colors and styles many times in the coming
months, and a solution for everything.
As soon as the new girl walked into her office to pick up her class schedule, it was
obvious to Dariana that Chit Su was suffering from a bad case of nerves. But thats just
about the only thing about Chit Su that is obvious. Other than the ID number assigned
to her by the New York City Department of Education, very little is known about Student No. 219870508. No one is exactly sure where she came from, or how she got here
this morning, up three flights of stairs and past security. To Dariana, she looks like
an ordinary American girl. But she is from Burma. Or Thailand. Her answer changes
depending on who asks. Either way, she is the only person in the entire school who
speaks her language, now that the flip-flop-wearing Burmese sisters have relocated to
Texas. She is seventeen years old, and her English is very limited. That much is clear.
Are you happy to be here? Dariana asks, leaning forward. Are you nervous?
Silence. Shifting her weight in the chair, the girl smiles, her teeth crowded on top of
each other like subway riders at rush hour.
Youre not nervous? Dariana asks again, this time speaking more slowly. More silence.
Dariana stands up and walks over to the corner of the room, where a large plastic bag
is filled with snacks and small cartons of juice.
Here, she says, handing Chit Su a package of peanut-butter crackers, along with her
class schedule. Eat these every time you feel nervous. It will make you feel better.
Rubbing her stomach, Dariana pretends to chew. Mmmm. Thats what I do.
Brooke Hauser, The New Kids (2011)
1. articles of clothing that have already been used and are given away when not wanted anymore
37
UNIT 2
valuations
The new Americans
Name :
Class :
Text 2
1
2
3
4
5
6
7
8
9
10
11
No one tells you this at the beginning, but the days of a shopkeeper are empty. There
are hours of silence punctuated briefly with bursts of customers who come and go
within the span of a few minutes. [] Left alone behind the counter, I was hit with the
sudden terrible and frightening realization that everything I had cared for and loved
was either lost or living on without me seven thousand miles away, and that what I had
here was not a life, but a poorly constructed substitution made up of one uncle, two
friends, a grim store and a cheap apartment. []
In my monthly letters and phone calls to my mother and brother in Ethiopia, I tell
them only that I own my business, and that business is okay. Never good. Never bad.
Simply okay. Could be better. Grateful its not worse. I send them money once every
few months when I can afford to, even though I know they dont need it. I do it because
I am in America, and because sending money home is supposed to be the consolation
prize for not being home.
Dinaw Mengestu, The Beautiful Things That Heaven Bears (2007)
Read the texts carefully, then answer the questions
Tick the right answer.

a. Both texts deal with:
immigration trends
immigration policy
success
immigrants feelings
b. Both texts are:
essays
narratives
newspaper articles
diaries
reports
c. Both texts are
fictional
non-fictional
text 1 is non-fictional and text 2 is fictional

text 1 is fictional and text 2 is non fictional
Fill in the grid below picking out as many details as possible.

Text 1
Text 2
Where (place and country)

Characters actually present in
the scene (identification and if
mentioned: age, occupations, origin,
relationships)
Other people involved: how they are
related to the characters present
where they live
Read the following statements and decide if they are right or wrong. Justify by
quoting the text.
Text 1
a. All the students at the International High School at Prospect Heights have just arrived in the
country.
..........................................................................................................................................................
b. All the students at the International High School at Prospect Heights wear a uniform.
..........................................................................................................................................................
c. Student No. 219870508 has managed to blend in perfectly well.
..........................................................................................................................................................
38
UNIT 2
valuations
The new Americans
Name :
Class :
d. Lots of personal details about Student N 219870508 are available.

..........................................................................................................................................................
e. Student N 219870508 has a bad command of English.
..........................................................................................................................................................
f. Student N 219870508 is given a package of peanut-butter crackers because she has a stomach ache.
..........................................................................................................................................................
Text 2
g. The narrator earns a lot of money.
..........................................................................................................................................................
h. The narrator sends money to his family on a regular basis.
..........................................................................................................................................................
i. The narrator thinks his new life is fulfilling
..........................................................................................................................................................
Draw conclusions about how long Student N 219870508 and the narrator of text
2 have been in this country. (about 15 words)
..........................................................................................................................................................
..........................................................................................................................................................
Complete the following sentences by using some of the adjectives from the two
lists below. Quote the text to justify your choice.
a. integrated - successful - at ease - competitive - busy
The main character in text 1 wants to appear ............................................................................
.........................................................................................................................................................
The main character in text 2 wants to appear ............................................................................
.........................................................................................................................................................
b. homesick - uprooted - tense - lonely - happy - lost
The main character in text 1 actually feels ................................................................................
.........................................................................................................................................................
The main character in text 2 actually feels ................................................................................
.........................................................................................................................................................
Complete the following sentences with elements from the list below:
his/her family - his/her friends - the government - the American students - the teachers - the customers
a. The main character in text 1 wants ............................ to think she is one of them.
b. The main character in text 2 wants .............................. to think he has succeeded.
Among the following titles, which one would you choose for that set of document?
A challenging experience
A humiliating experience
Making a dream come true
Assimilation
Multiculturalism
39
UNIT 2
valuations
The new Americans
Name :
Class :
Expression crite
A diary entry
Write Chit Sus diary entry recalling her first day at the International High School (150 words).
A dialogue
Imagine a conversation the narrator in text 2 had with his mother when he first told her he was
going to settle in the US (250 words).
40

Unit 2 The New American

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UNIT 2 The New Americans

Notion : Espaces et changes

FINALIT ET ORGANISATION GNRALE DU PROJET

valuation de lexpression orale en interaction :

dans les cinq activits langagires :

comprhension dun tmoignage

En qute dune nouvelle vie pp. 36-37

A shot at the American Dream

Une intgration russie pp. 38-39

Chang Rae Lee, I wasnt unwelcomed