English

Licence 1 – Semestre 1
Sciences
2020 – 2021

Programme: International Mobility

Table of Contents

Présentation ...................................................................................................................................2

TD 1 - Leaving home ........................................................................................................................5

TD 2 - British and American higher education (HE) ........................................................................ 18

TD 3 - Choosing a University .......................................................................................................... 25

TD 4 – Accommodation part 1 ....................................................................................................... 32

TD 5 – Accommodation part 2 ....................................................................................................... 39

TD 6 – E-mails................................................................................................................................ 48

TD 7 – Traveling part 1 .................................................................................................................. 56

TD 8: Traveling part 2 .................................................................................................................... 64

TD 9 – Getting around ................................................................................................................... 73

TD 10 – Studying at the university ................................................................................................. 80

TD 11 – Exam: traduction, vocabulaire, grammaire + CO (compréhension orale) ........................... 88

TD 12 – Exam: CE (Compréhension écrite) + PE (Production écrite) ................................................. 88

Essential irregular verbs1
Base form Past tense Past participle let let let
be was/were been lie lay lain
begin began begun lose lost lost
break broke broken make made made
bring brought brought mean meant meant
buy bought bought meet met met
build built built pay paid paid
choose chose chosen put put put
come came come run ran run
cost cost cost say said said
cut cut cut see saw seen
do did done sell sold sold
draw drew drawn send sent sent
drive drove driven set set set
eat ate eaten sit sat sat
feel felt felt speak spoke spoken
find found found spend spent spent
get got got stand stood stood
give gave given take took taken
go went gone teach taught taught
have had had tell told told
hear heard heard think thought thought
hold held held understand understood understood
keep kept kept wear wore worn
know knew known win won won
leave left left write wrote written
lead led led

There are more…

1
https://learnenglish.britishcouncil.org/english-grammar-reference/irregular-verbs
2
 Présentation

Enseignant(e) : e-mail :

Heure et salle de cours :

Responsable : Mr Laurent Homerin (laurent.homerin@univ-orleans.fr)

Thématique culturelle : Un séjour d'études dans une université anglophone

Objectifs : l'étudiant sera capable de...

• rechercher et comprendre des informations factuelles dans un document (vidéo,

audio ou texte),

• s'exprimer à l'oral (dialogue) et à l'écrit (écrire un mail) dans un anglais soutenu

et / ou courant,

• être autonome dans des situations de voyage à l'étranger.

Évaluation

• Vocabulaire, grammaire et traduction (TD 11) : test de 30 mn : note /20

comptant pour 20% de la note finale.

• Compréhension Orale (TD 11) : répondre à des questions sur une vidéo : note /20
comptant pour 20% de la note finale. Durée : 30 mn.

• Expression Orale (TD 4 à 9) : faire un sketch en binôme (3 mn). Note /20

comptant pour 20% de la note finale.

• Compréhension Écrite et Expression Écrite (TD 12) : répondre à des questions

sur un texte et rédiger un e-mail d'environ 150 mots. Deux notes /20 comptant
chacune pour 20% de la note finale. Durée totale : 1h15.

2
Production orale : « Sketches »

TD 3 : Création de binômes.

TD 4 à TD 10 : Passage des binômes.

Durée du sketche : 3 minutes (le temps de parole doit être équitablement réparti)

Les étudiants doivent préparer leur script chez eux car ils n’auront pas droit aux notes
le jour du passage.

Consigne
Vous imaginerez un sketch dans lequel vous incarner deux personnages. L’un des deux
doit forcément être un étudiant étranger dans un pays anglophone.

Vous devez vous inspirer des thèmes étudiés en cours ce semestre : la présence de
l’anglais dans le monde, le système éducatif anglophone, la vie et les études sur les
campus britanniques et américains, la recherche d’un logement étudiant, le fait de
garder le contact avec sa famille et ses ami.e.s depuis un pays anglophone, les voyages
vers/depuis les pays anglophones, le fait de trouver son chemin dans une grande ville…

Le but est de réutiliser des choses vues en cours et de les compléter par de nouvelles.
Il faut faire preuve d’originalité et ne pas simplement réciter le cours.

Coefficient
20% de la note finale.

Barème (sur 20)

• Grammaire : 4 points
• Vocabulaire : 4 points
• Fluidité : 4 points
• Communication : 4 points
• Contenu : 4 points
• Originalité : 1 point de bonification

3
Conseils de méthodologie

Suivre tous les TD du semestre.

Avant de se rendre en cours, revoir les points essentiels vus lors du TD précédent afin de
pouvoir poser des questions à l’enseignant si un point n’a pas été compris.

L’apprentissage d’une langue se fait dans la régularité, il ne faut donc pas se contenter
des 2 heures hebdomadaires mais aussi relire le cours au moins une fois dans la semaine
pour se l’approprier.

Se procurer un ouvrage de grammaire anglaise comme par exemple :

- Bled Anglais tout-en-un, Lallement-Deruelle et Pierret-Lallement, Hachette, 2014
- Grammaire anglaise de l'étudiant, Berland-Delépi, Ophrys Editions, 2018
- Maîtriser la grammaire anglaise, Rotgé, Hatier, 2013

Utiliser les ressources en ligne :

- Dictionnaires bilingues : larousse.fr, dictionary.reverso.net, wordreference.com…
- Prononciation : youglish.com

Se familiariser avec la langue et la culture anglophone

- Regarder des films/séries en anglais sous-titrés en anglais
- Lire la presse anglophone comme par exemple :
UK : The Guardian (theguardian.co.uk), The Independant (independent.co.uk)
USA : The New York Times (nytimes.com), The Washington Post
(washingtonpost.com)
AUS : The Australian (theaustralian.com.au), Sydney Morning Herald
(smh.com.au)

En cas de grandes difficultés en anglais, vous pouvez :

- Suivre les cours de remise à niveau organisés au CoST.
- Vous rendre au Centre des Langues au 1er étage du bâtiment C de la Faculté de
droit, Economie et Gestion (à 5 minutes, arrêt de tram « Université »).
Les détails sur les horaires et les salles vous seront communiqués ultérieurement.

4
 TD 1 - Leaving home

Pair work: Icebreaker: Introduce your neighbour.

1. What is their name?

….......….......….......….......….......….......….......….......
2. How old are they?

….......….......….......….......….......….......….......….......
3. Where does he/she come from?

….......….......….......….......….......….......….......….......
4. Where do they live?

….......….......….......….......….......….......….......….......
5. Do they have any siblings?

….......….......….......….......….......….......….......….......
6. What is their favourite colour?

….......….......….......….......….......….......….......….......
7. Do they have any pets?

….......….......….......….......….......….......….......….......
8. What are their hobbies?

….......….......….......….......….......….......….......….......
9. What is their favourite meal?

….......….......….......….......….......….......….......….......
10. What are their plans for the future?

….......….......….......….......….......….......….......….......
11. Why study at the University of Orleans?

….......….......….......….......….......….......….......….......

Present your neighbour in a short summary with the information you have just
collected.

5
Grammar: Possessive Pronouns

My / your / his, her, its / our / your / their sont appelés "déterminants" car ils peuvent
prendre la place de l'article the et "possessifs" parce qu'ils expriment souvent un rapport de
possession ou d'appartenance. En français, on accorde le déterminant possessif avec le nom. En
anglais, le déterminant possessif s'accorde avec le possesseur.
ex. son bureau (nom masculin), sa valise (nom féminin)
his office / suitcase (possesseur masculin), her suitcase / office (possesseur féminin)

En anglais, on utilise le déterminant possessif devant les parties du corps et les vêtements. En
français, on préfère l'article défini.
ex. Ne mets pas les mains dans tes poches ! → Don't put your hands in your pockets!

Après un déterminant possessif au pluriel, on emploie généralement un nom au pluriel. En

français, on préfère le singulier.
ex. Ouvrez votre livre et levez la main avant de parler !

→ Open your books and raise your hands before speaking!

En français, on utilise “le, la, les” pour former les pronoms possessifs. En anglais, on n'utilise pas
the.
ex. Quelle est ta couleur préférée ? La mienne, c'est le bleu. La tienne doit être le rouge.

→ What's your favourite colour? Mine is blue. Yours must be red.

Pour traduire “un de ses...” + nom, on utilise la construction a + nom + of + pronom possessif.
ex. Un de mes amis → One of my friends.
Avec this/that + nom + of + pronom possessif et no + nom + of + pronom possessif, on ajoute une
touche d'ironie et souvent de distance.
ex. C'est encore ta copine au téléphone ! → It's that girlfriend of yours on the phone again!

ex. Ce n'est pas mon ami (du tout) → He is no friend of mine!

Attention : ne pas confondre ces trois éléments grammaticaux qui ont la même prononciation
mais s'écrivent différemment et ne signifient pas la même chose :

- “they're” est le pronom personnel sujet à la 3ème personne du pluriel “they” + verbe “be”
conjugué à la 3ème personne du pluriel “are”. Traduction la plus courante : Ils/elles sont.

- “Their” est l'adjectif possessif à la 3ème personne du pluriel. “Theirs” est le pronom possessif à
la 3ème personne du pluriel. Traduction la plus courante : Leur(s).

- “There” fait partie de la structure “there is + sg” ou “there are + pl”. Traduction la plus
courante : Il y a … (objet(s) présent(s) dans l'espace).

Il existe aussi l'expression idiomatique “There you are” (ou “Here you are”) comme dans “Can
you pass the salt, please? Yes, there you are.” (Peux-tu me passer le sel, s'il te plaît ? Oui, voilà.”)

6
Exercices

1) Remplacez le génitif ('s) ou la construction avec of par un déterminant possessif.

1. Rosemary's baby was born on January 1st 2010 -> Her baby

2. Can't you tell me a little bit more about William's friends? -> His friends

3. I have forgotten the name of the book. -> Its name

4. The children's parents attended the meeting. -> Their parents

5. Susan's ambition is to climb Mount McKinley. -> Her ambition

6. My boyfriend's house was badly damaged by the tempest. -> His house

7. The library of this school is well-stocked. -> Its library

8. From the late 1940's Europe’s colonies won independence. -> Its colonies

9. The favorite sport of the English is soccer. -> Their favourite sport

10. London's Tate Modern is a modern art gallery. -> Its Modern Art gallery

London’s modern art gallery is Tate Modern. -> Its Modern Art gallery is Tate Modern

2) Traduisez.

1. Ils ont oublié de prendre leur passeport.

-> They have forgotten to take their passports.

2. La peinture est fraîche.

-> The paint is wet. Don’t put your hands on the wall.

3. Est-ce que tous les élèves ont apporté leur livre ?

-> Has every pupil brought their books?

4. Elles ont changé d'avis.

-> They have changed their minds.

5. Est-ce qu'elle se teint les cheveux ?

-> Does she dye her hair?

7
3) Transformez les phrases afin de produire un énoncé comprenant un pronom
possessif.
ex. This book doesn't belong to me → This book is not mine.

1. Is he one of their friends? -> Is he a friend of theirs?

2. It's not his fault. It's no fault... -> It’s no fault of his.

3. This house became her house in 2010. -> This house became hers in 2010.

4. I'd love to change the wallpaper but the place doesn't belong to us. -> …but the place

is not ours.

5. What belongs to me belongs to you. -> What’s mine is yours.

4) Choisissez parmi les structures suivantes et adaptez-le si nécessaire :

“they're”, “their(s)”, “there are”, “there”.

1. Excuse me, Mrs Harden, there is an elephant in your garden

2. There are many tourists this summer.

3. This isn't our ball. Is it theirs?

4. Can I have some chocolate? Yes, there you are.

5. Their house is smaller than mine.

6. Look at my flowers. How beautiful they are.

7. Egypt is such a fascinating country. I wish I went there.

8. How many zodiac signs are there?

9. They aren't very clever, are they?

10. There aren't any giraffes in Asia, are there?

8
 Introduction

What are the motivations for studying

abroad? Objectives? Benefits?

• learn a language

• experience new ways of learning

• travel, see a different culture

• get a degree

• improve career prospects (looks good on a

resume)

Reading comprehension 1

Most EU students ‘will not study in UK’ after fees decision2

United Kingdom universities could suffer a 25% drop in international students as a result
of the government decision to end home student status for them in England, according
to a new survey.
Some 84% of prospective European Union (EU) students say they will ‘definitely not’
study in the UK if the decision means their tuition fees will be doubled.
The Netherlands and Germany could benefit as the most popular alternative
destinations if UK fees become unaffordable. […]

The findings of the survey carried out by study choice platform Study.eu could mean a
loss of 120,000 students based on recent enrolments, equivalent to 25% of all non-UK
students. […]

UK and EU nationals currently pay tuition fees of up to £9,250 (€10,200 or US$11,500)

per year for an undergraduate degree. The fees for international students vary from
between £10,000 (€11,000) and £38,000 (€41,900) depending on the university and the
degree. […]

Universities in the UK largely rely for revenue on tuition fees charged from international
students. The potential loss of earnings from EU students will follow an already critical
situation, with the coronavirus pandemic seriously impeding international recruitment.

2
Brendan O’Malley, 01/07/2020, https://www.universityworldnews.com/post.php?story=2020070108154994
9
Many universities will be forced to react in the coming months and years, Study.eu
said.[…]

Questions

1) Find the translation in the text for:

Sondage : survey Perte : loss

Inscriptions : enrolment Frais de scolarité : tuition fees
(Forte) baisse : drop Inabordable : unaffordable

2) What do these numbers refer to?

25%: “Estimated loss of international students”

84%: “Share of prospective EU students who say say they will ‘definitely not’ study in the UK”
120,000: “Estimated loss of students”
10,200: “Cost of tuition fees for UK/EU students in euros”
38,000: “The highest amount of tuition fees an international student has to pay in
British pounds”

Les chiffres et les nombres

On emploie and devant les dizaines et les unités. Remarquez que les milliers, millions et milliards
sont séparés par une virgule.

ex. 1,001 : one thousand and one; 1,000,020 : one million and twenty

Les décimales se lisent chiffre par chiffre. On utilise un point en anglais (decimal point) là où le
français emploie une virgule.

ex. 6.55957 six point five five nine seven (6,55957 six virgule cinquante-cinq mille neuf cent
cinquante-sept)

Tout ce qui est au-delà de “un” est considéré comme un pluriel en anglais.

ex. one and a half hours (une heure et demi)

ex. 1.7 kilometers (1,7 kilomètre)

Les nombres dozen, hundred, thousand, million, billion sont invariables lorsqu'ils sont précédés
d'un nombre ou de a few, several. Mais au sens de “des douzaines de...”, “des centaines de...”,
“des milliers de...”, ils s'emploient, comme tous les noms, au pluriel.

ex. several million years (plusieurs millions d'années)

ex. hundreds / millions of years (des centaines / des millions d'années)

10
Attention : À la différence du français, le cardinal (ten, thousand...) se place juste devant le
nom après l'ordinal (first, second...). ex. The first ten participants (les dix premiers participants)
; the other thousand dollars (les mille autres dollards) ; the last twenty years (les vingt dernières
années).

Reading comprehension 2
Preparation3
Match the things you need to know when leaving home with their description and write
a–e next to the numbers 1–5.

1. c How to budget a. Learn some simple, cheap and healthy recipes to

impress your flatmates.

2. a How to cook b. Be slightly formal when emailing university

lecturers. Don't post anything on social media you
wouldn't want employers to see.

3. e How to make friends c. Plan to minimize debt, pay all the bills, eat and
still have enough money for some fun.

4. b How to be professional d. Take responsibility for yourself. Manage your time

and balance your social life with your studies.

5. d How to be independent e. Relax, be yourself, and don't feel you have to be

cool.

Leaving home and starting university4

Moving away from home and living and studying independently can be a big step for young
people – and their parents. Here we offer some guidance on adapting to university life.
Though the academic side is a priority, the social aspect of university life is a huge pull for
students.

Almost half a million first-year students will be packing their bags this September and
waving goodbye. While university is now seen as a rite of passage for many sixth-
formers, it’s not just seeing them off safely that concerns parents.

3
https://learnenglishteens.britishcouncil.org/sites/teens/files/leaving_home_-_exercises_0.pdf
4
Gavan Naden, 24/06/2016, The Guardian, https://www.theguardian.com/education/2016/jun/24/leaving-home-
students-starting-university-living-independently-parents-guide
11
It’s natural to want young adults to cope well with the changes and demands of a new
independent life; after the comforts of home and the structure of school, university can
be unnerving even for the most confident.
Organising food, money and health are high on the must-do list. Parents can help their
child by providing a few basic cooking recipes, suggesting they enrol with a local doctor
and discussing how to budget on limited funds. Jeni Day, induction and transition project
officer at the University of Hull points out: “Students often think their grant will be
there on day one. But it can take a week or more, so be prepared.”
It’s advised to get accommodation organised early and to find out what facilities are
available. Most halls have social media groups, so new students can connect up and
overcome first-day nerves before they arrive.
Jacki Morris, studying at the University of Exeter, expressed the fears of many. “I was
really worried no one would like me, but the opposite was true. Everyone was really
friendly. We’re all in the same situation.”
Academically, it’s important to acknowledge the step-up from school learning to
university lectures and tutorials. Suddenly, students have to self-motivate. “It may
seem scary to have so much time that you don’t know what to do with it,” Day says. “So
take control and take advantage of university skills teams to develop your way of
learning and writing. Creating your own structure can be exciting.”

Social life at university

Although the academic side of university is a priority, the social aspect remains a huge
pull for students. Joining clubs and societies is an integral part of the university
experience.
Paul Redmond, director of student life at the University of Manchester, says: “Most
people are at university for an average of 1,000 days, and the time flies. Employers are
looking for people who are well-rounded and have made the most of their experience at
higher education, so clubs and societies enable you to develop skills, insights and
experience.”
Back home, the changes for parents can be just as dramatic. From having a noisy
household with normal day-to-day concerns, suddenly the house has an unusual hush
and a still-packed fridge. Some parents admit they spent the first night in a hotel near
the university just in case their child wasn’t coping. But parent Sandra James said she

12
now believes that was a mistake. “I think once my son had settled in, hanging around
made it worse. He got embarrassed I was still there, which made it more upsetting.”
However, Margaret Turnbull puts a positive spin on the experience and finds life much
freer since her children left home. Her son Sam graduated in computer science from
Loughborough University last year, and her daughter Helen became a primary
schoolteacher. She says that after the initial shock of not having her children in the
house, she became aware of a new freedom. “We now have much more time for
ourselves. We can go out for a drink after work, and can eat when we like. Also it’s
rather nice to have the TV to ourselves, not do so much washing and there still be food
in the fridge in the morning. In some ways it’s quite liberating, and when we do see them
we feel more appreciated, so consequently our relationship with them has improved.”

Top tips for starting university

• Think of university like a job. Organise your time and plan your week, especially
during the first term.
• Although it’s important to join clubs and societies, establish a balance.
• If things go wrong, use the support services. Don’t be scared: there are tutors
and counsellors who can help. Don’t leave problems until they are critical.
• Do not overpack: just take the essentials.
• Familiarise yourself with where you’re going. Read the literature, check out the
services or, preferably, visit the campus or the city.
(Source: Gavan Naden, 24/06/2016, The Guardian,
https://www.theguardian.com/education/2016/jun/24/leaving-home-students-starting-
university-living-independently-parents-guide)

Questions
1) Find a translation in the text for:
dire au revoir d'un signe de la main : waving goodbye
élève de 1ère ou de Tale : sixth-formers
tenir (dans une situation difficile) : cope
exigences : demands
déconcertant : unnerving
en fournissant : by providing
recettes : recipes

13
bourse : grant
logement : accommodation
installations, équipements : facilities
séances de TD : seminars
s'inscrire à : joining
complet : well-rounded
aperçu, sagacité : insights
spectaculaire : dramatic
silence : hush
installé.e: settled in
traîner, rester dans le coin: hanging around
a obtenu son diplôme : graduated
l'informatique : computer science

2) Right or wrong? Circle the answer and justify with a quote from the text.
1. New students know that they won't get their grants right away. Right / Wrong

“Students often think their grant will be there on day one. But it can take a week or
more, so be prepared.”

2. You must get organized to make the most of all the time you have. Right / Wrong
“It may seem scary to have so much time that you don’t know what to do with it,” Day
says. “So take control and take advantage of university skills teams to develop your way
of learning and writing. Creating your own structure can be exciting.”

3. For students, times goes by really quickly. Right / Wrong

“Most people are at university for an average of 1,000 days, and the time flies.”

4. When students move to a university campus, it is as hard on them as it is on their

parents. Right / Wrong

“Back home, the changes for parents can be just as dramatic.”

5. Paradoxically, with their children gone, parents don't feel like they have more free
time. Right / Wrong

14
“We now have much more time for ourselves. We can go out for a drink after work, and
can eat when we like.”

Listening comprehension: BBC English – At University 2016: Episode 1 - Leaving

Home5

Welcome to English at University!

Join us for this new funny and exciting drama series that brings you the English words
and phrases you need to help you through your first year at university. Every week you
can follow new student Mary, through her first year of study abroad - at The University
of Studies – that's the UK's thirty-second best university - where she's been offered a
place to study for a degree in Business.

Episode 1 - Leaving Home

Mary's got a place at a British university to study Business but this means leaving home
for the first time. It's a great opportunity for her but as you'll see and hear, her mum
and dad are sad to see her go.

Transcript: Fill in the blanks in the dialogue

Narrator
Hello and welcome to English at University - the series that brings you the English words and
phrases you need to help you through your first year at university.
We're going to follow new student Mary, who's about to begin her first year of study abroad - at
The University of Studies – that's the UK's thirty-second best university. She's been offered a
place to study for a degree in Business. It's a great opportunity for her but her mum and dad are
sad to see her go…

Mum
… and she's flying to London today… London in the UK… yes, she's done very well. I’m so proud
of her but… but I'm worried she's not going to eat properly and she might get in with the wrong
crowd and…

Dad
Your mother is so emotional. It's the opportunity of a lifetime for you Mary. Make the most of it
– forget about us, we'll be fine.

Mary
Forget about who?!

5
https://www.bbc.co.uk/learningenglish/features/english-at-university/ep-160921
15
Dad
Ha ha. Now have you packed everything? Clothes, books, toothbrush...

Mum
Sorry about that. That was your Grandma on the phone – she says good luck and send her a
postcard from Paris. I think she meant London. She also said 'Don’t do anything I wouldn’t do!'

Mary
What?

Mum
It's a joke. She learnt it from her English friends. It means ‘Have a good time and don’t get into
trouble’. Now have you packed everything? Passport, student visa, your acceptance letter from
the university and your new laptop – you can use that to video-time us.

Dad
Good idea – very sensible. Have you got your credit card and cash?

Mary
Yes Dad!

Mum
Ah, that sounds like your taxi. Well… bye bye darling. Safe journey! Have a good trip and keep in
touch.

Mary
I'll call as soon as I land in Paris… I mean London!

Narrator
It can be scary leaving home for the first time, but Mary seems quite cool and calm about it,
even though her mum's getting a bit mushy – she's getting quite sad and emotional. While Mary
says her final goodbyes, let's go over the words of encouragement you can give to someone
who's leaving home for the first time…

I'm proud of you. Make the most of it.

It's the opportunity of a lifetime. Safe journey!
Don't do anything I wouldn't do! Keep in touch!

To practise these phrases – and to learn some more like this, visit us at BBC Learning English dot
com. Now, back to Mary, and her dad's looking a bit tearful… He's a big softy really – that means
he gets emotional very easily.

Mary
Err Dad, are you ok?

Dad
Bye Mary… I love you!
16
Mum
Bye Mary. Bye. Oh no, look, she's left her 'good luck' teddy bear behind.

Narrator
Come on Dad, you'll be fine! So Mary is off to the UK to study. In the coming weeks you can hear
how she gets on dealing with university life, studying and eventually taking her exams. And I'll
be here with some English words and phrases to help her on her way. So join me again soon for
English at University. Bye!

17