Often and often Nicholas had pictured to himself what the lumber-room might be like, that region that

was
so carefully sealed from youthful eyes and concerning which no questions were ever answered. It
came up to his expectations. In the first place it was large and dimly lit, one high window opening on
to the forbidden garden being its only source of illumination. In the second place it was a storehouse
of unimagined treasure. The aunt-by-assertion was one of those people who think that things spoil
by use and consign them to dust and damp by way of preserving them. Such parts of the house as
Nicholas knew best were rather bare and cheerless, but here there were wonderful things for the eyes to feast
on.
First and foremost there was a piece of framed tapestry that was evidently meant to be a fire-screen. To
Nicholas it was a living breathing story; he sat down on a roll of Indian hangings, glowing in
wonderful colour beneath a layer of dust and took in all the details of the tapestry picture. A man, dressed in
the hunting costume of some remote period, had just transfixed a stag with an arrow, it could not have been
a difficult shot because the stag was only one or two paces away from him; in the thickly growing
vegetation that the picture suggested it would not have been difficult to creep up to a feeding stag, and
the two spotted dogs that were springing forward to join in the chase had evidently been trained to
keep to heel till the arrow was discharged.
The man had only two arrows left in his quiver, and he might miss with one or both of them; all one knew
about his skill in shooting was that he could hit a large stag at a ridiculously short range. Nicholas sat for
many golden minutes revolving the possibilities of the scene; he was inclined to think thai there
were more than fotir wolves and that the man and his dogs were in a tight corner.
But there were other objects of delight and interest claiming his instant attention: there were quaint twisted
candlesticks in the shape of snakes, and. a teapot fashioned like a china duck, out of whose open
beak the tea was supposed to come.
A whole portrait gallery of undreamed-of creatures. And as he was admiring the colouring of the mandarin
duck and assigning a life-history to it, the voice of his aunt came from the gooseberry garden without. She
had grown suspicious at his long disappearance, and had .leapt to tiie joonclusion that he had climbed over
the wall behind the sheltering screen of lilac bushes; she was now engaged in energetic and rather hopeless
search for him among the artichokes and raspberry canes.
It was probably the first time for twenty years that any one had smiled in that lumber-room. Presently the
angry repetitions of Nickolas’ name gave way to a shriek, and a cry for somebody to come quickly. Nicholas
shut the book, restored it carefully to its placein a corner, and shook some dust from a neighbouring
pile of newspapers over it. Then he crept from the room, locked the door, and replaced the key exactly
where he had found it. His aunt was still calling his name when he sauntered into the front garden. He asked
Who's calling?.
There was an unusual sense of luxury in being able to talk to an aunt as though one was talking to the Evil
One, but Nicholas knew, with, childish discernment, that such luxuries were not to be over-indulged in. He
walked noisily away, and it was a kitchen-maid, in search of parsley, who eventually rescued the
aunt from the rain-water tank.Tea that evening was partaken of in a fearsome silence. The tide had
been at its highest when the children had arrived at Jagborough Cove, so there had been no sands to play
on —a circumstance that the aunt had overlooked in the haste of organizing her punitive expedition.
The tightness of Bobby's boots had had disastrous effect on his temper the whole of the afternoon, and
altogether the children could not have been said to have enjoyed themselves. The aunt maintained
the frozen muteness of one who has suffered undignified andunmerited detention in a rain-water tank
for thirty-five minutes. As for Nicholas, he, too, was silent, in the absorption of one who has much to
think about; it was just possible, he considered, that the huntsman would escape with his hounds while
the wolves feasted on the stricken stag.
 Titre : Le lièvre et la tortue

Poète : Jean de La Fontaine (1621-1695).

Rien ne sert de courir ; il faut partir à point.

Le Lièvre et la Tortue en sont un témoignage.
Gageons, dit celle-ci, que vous n'atteindrez point
Sitôt que moi ce but. - Sitôt ? Etes-vous sage ?
Repartit l'animal léger.
Ma commère, il vous faut purger
Avec quatre grains d'ellébore.
- Sage ou non, je parie encore.
Ainsi fut fait : et de tous deux
On mit près du but les enjeux :
Savoir quoi, ce n'est pas l'affaire,
Ni de quel juge l'on convint.
Notre Lièvre n'avait que quatre pas à faire ;
J'entends de ceux qu'il fait lorsque prêt d'être atteint
Il s'éloigne des chiens, les renvoie aux Calendes,
Et leur fait arpenter les landes.
Ayant, dis-je, du temps de reste pour brouter,
Pour dormir, et pour écouter
D'où vient le vent, il laisse la Tortue
Aller son train de Sénateur.
Elle part, elle s'évertue ;
Elle se hâte avec lenteur.
Lui cependant méprise une telle victoire,
Tient la gageure à peu de gloire,
Croit qu'il y va de son honneur
De partir tard. Il broute, il se repose,
Il s'amuse à toute autre chose
Qu'à la gageure. A la fin quand il vit
Que l'autre touchait presque au bout de la carrière,
Il partit comme un trait ; mais les élans qu'il fit
Furent vains : la Tortue arriva la première.
Eh bien ! lui cria-t-elle, avais-je pas raison ?
De quoi vous sert votre vitesse ?
Moi, l'emporter ! et que serait-ce
Si vous portiez une maison ?
 Fiche pédqgogique

Lycée Théorique Miron Costin , Floresti

Professeur : Cebotaru Oxana
Classe : V
Date : 21 . 10 . 2019
Sujet : Le Fable Le lièvre et la tortue
Temps:45 min.
Type de leçon : Leçon de formation et consolidation des connaissances.
Compétences:
I Compétences linguistique
Utilize lecsique sur le mot « fable »
II Competence socio-linguistique
Idantifie le morale de la fable
III Competence pragmatique
Faire description d’une image
Objectifs operationnels
1. Identiefier le personnages principales
2. Traduire
3. Fairer une description de l’image.
 I. Mis en train
Activite de l’enseignant : faire des association avec de mot « fable », utilise la methode des
association.
Activite 1. Que-ce qui une fable ?
Continuez la phrase « pour moi la fabe ce...... ». Complétez le schéma.

FABLE

Pist de correction : Les eleves complete la figure.

II. Comprehension orale
Activite de l’enseignant : Proposer aux eleves a ecoute la fable.
Activite 2. Écouter la fable.
Pist de correction : Les eleve ecouter le fable.
Activite de l’enseignant : Propose aux eleves identifier les personnages principaux.
Activite 4. Indentifiez personnages les principaux.
Pist de correction. Les eleves identifier les personnages principaux.
Activite de l’enseignant : Propose aux eleves a parle de savoir si la phrase est vraie ou fausse.
Activite 3. Parler de savoir si la phrase est vraie ou fausse et dire quelle est la bonne option.
1.La tortue a proposé de faire un concours.
2. Le lièvre ont refusé de participer au concours.
3. La tortue courait.
4. Le lievre ont gagné.
Pist de correction : Les eleves parler de savoir si la phrase est vraie ou fausse et dire quelle est
la bonne option.
1.La tortue a proposé de faire un concours.(V)
2. Le lièvre ont refusé de participer au concours.(F)
3. La tortue courait.(F)
4. Le lievre ont gagné.(F)
III. Comprehension ecrite.
Activite de l’enseignant : regarder l’image et fairer une description.
Activite 4. Regardent l’image et ecriter les deux phrases.
Pist de correction : Les eleves ecriter les deux phrases.
Activite de l’enseignant : traduire des mots inconnus
Activite 5. Traduisent des mots inconnus.
 Pist de correction : Les étudiants traduire des mots inconnus.
Témoignage(N)- martor
Ellébore(N)- spânz
Éloigner(V)- păstra
Arpenter(N)- studiu
Brouter(N)- julitură
IV. Production orale.
Activite de l’enseignant : Proposer aux étudiants d'exprimer leur opinion sur la
morale de la fable.
Activite 6. Proposant aux étudiants d'exprimer leur opinion sur la morale de la fable
en commençant par l'expression « Je pense que... », « à mon avis..... », « Je peux dire
que.... »
Pist de correction : Les étudiants d'exprimer leur opinion sur la morale de la fable en
commençant par l'expression.
V. Pour aller loin.
Activite de l’enseignant : Propose aux élèves a mémoriser la fable.
Activite 7. Mémoriser la fable.
Fiche de l’apprenent