Ebook Cours CNED Cinquieme - Anglais LV1

Sommaire
général
Livret 1
Séquence 1 New York page 6
Séquence 2 Pioneers page 32
Séquence 3 Tales page 60
Séquence 4 Tales (part 2) page 98
Séquence 5 Portraits page 136
Séquence 6 Jobs page 174
2 — © Cned, Anglais 5e
Livret 2
Séquence 7 Food and cooking page 4
Séquence 8 Animals and pets page 32
Séquence 9 Sports page 64
Séquence 10 Traditions page 90
Séquence 11 Crime and mystery fiction page 118
Séquence 12 London and Sherlock Holmes page 158
© Cned, Anglais 5e — 3
PRÉFACE
L’apprentissage de toute langue vivante suppose la construction progressive et méthodique de
connaissances, de capacités et d’attitudes que l’on met en réseau, en situation et dans l’action,
pour communiquer. Ce processus ne prend véritablement son sens que s’il est profondément
ancré dans la diversité des cultures véhiculées par la langue objet d’apprentissage.
Ces principes directeurs, que rappellent les programmes de l’enseignement des langues
vivantes au collège (palier 1 et palier 2), ont guidé la conception de cette version du cours
d’anglais du Cned pour le collège.
Les thèmes culturels, qui constituent l’entrée privilégiée dans les apprentissages, rendent
justice à la richesse et à la diversité des cultures du monde anglo-saxon et des pays fortement
marqués par son empreinte. Ils sont pensés dans une progression qui veut favoriser la
compréhension du monde désormais globalisé dans lequel nous vivons.
La langue est en effet indissociable de l’environnement culturel et social dans lequel elle se
déploie.
Conformément à l’approche actionnelle résolument adoptée ici, chacune des séquences est
tendue vers la réalisation d’une tâche finale qui exige la mobilisation en situation et dans
l’action des connaissances, capacités et attitudes construites en amont. C’est en faisant que
l’on apprend, en communiquant que l’on apprend à communiquer.
Les tâches communicatives, conçues pour mettre l’apprenant - qu’il soit élève ou non - en
position d’acteur social, sont progressivement complexifiées au fil des séquences et des
apprentissages jusqu’à intégrer plusieurs activités langagières, à l’image de la vie réelle.
Les parcours d’apprentissage proposés dans ce cours sont construits dans le respect des
programmes et adossés au Cadre européen de référence pour les langues (CECRL). Ils visent à
conduire l’apprenant-élève du niveau A1 jusqu’au niveau B1, niveau visé pour la fin du palier 2.
Le caractère rigoureux et méthodique de l’entraînement dans chacune des activités langagières,

en réception comme en production, favorise l’élaboration et la mise en œuvre de stratégies
transférables destinées à rendre l’apprenant autonome. Le recours aux techniques usuelles
de l’information et de la communication vient favoriser, chaque fois que c’est possible,
l’exposition à la langue et la production orale.
La construction de l’autonomie est donc un objectif majeur poursuivi ici, comme en témoigne
l’association constante de l’apprenant-élève au processus d’apprentissage et d’évaluation.
On voit là l’importance attachée par les concepteurs à la construction des compétences

transversales du Socle commun de connaissances et de compétences.
On l’aura compris, les concepteurs de ce cours d’anglais s’inscrivent dans une logique de
décloisonnement des connaissances et des compétences. L’anglais s’unit aux arts, à l’histoire,
aux sciences, à la technologie, à l’ensemble des champs disciplinaires pour contribuer à la
formation de citoyens responsables, autonomes, capables d’adaptation.
Alain Rossignol
Inspecteur Pédagogique Régional
Académie de Rouen
INTRODUCTION AU COURS D’ANGLAIS
Chers élèves.
Vous avez choisi d’étudier l’anglais, nous vous souhaitons bienvenue dans ce cours et de
grandes satisfactions.
L’anglais est la langue la plus répandue à travers le monde, avec près de 500 millions de
locuteurs natifs. C’est aussi la langue internationale et commune à tous pour le commerce,
l’Internet ou le tourisme.
Vous devez tous avoir de bons résultats si vous suivez les conseils donnés. De notre côté
nous ferons de notre mieux pour que nos explications soient les plus claires possibles.
Matériel de travail.
- Les deux livrets de cours du Cned, et les livrets de corrigés d’exercices.
- Les CD audio.
- Deux livrets de sujets de devoirs. Vous recevrez les corrigés-type au fur et à mesure de l’envoi
des devoirs à la correction.
- Un cahier pour faire vos exercices.
- Un carnet pour noter le vocabulaire et le réviser périodiquement. Il n’est pas nécessaire
qu’il soit répertoire.
- Si vous avez Internet, un micro ou un microcasque pour pouvoir faire les devoirs oraux.
Répartition de votre travail.
Le cours Cned est divisé en 12 séquences.
Chaque séquence comprend plusieurs séances de travail à répartir sur deux semaines et
demie ou trois semaines.
La dernière séance « Je m’évalue » sert à réviser ce qui a été vu durant la séquence avant
de faire le devoir noté la « tâche finale ». Certains exercices n’ont pas d’étoile. Ce sont les
exercices de niveau « basic », indispensables pour bien assimiler la règle de grammaire.
D’autres ont une étoile indiquant une difficulté moyenne. Enfin ceux avec deux étoiles
indiquent un niveau plus avancé pour ceux qui veulent aller encore plus loin.
L’ensemble du cours est basé sur environ trois à quatre heures de travail par semaine, soit le
nombre d’heures de cours que vous auriez dans un collège en présentiel.
En principe vous devriez passer une heure pour l’étude de chaque séance. Cependant
certaines séances pourront vous paraître plus longues que d’autres. Cela dépend de la
difficulté de la compétence étudiée.
Quoiqu’il en soit, travaillez à votre rythme et sérieusement. Pensez qu’en collège vous auriez
des devoirs à faire en plus à la maison.
Suivez la progression du cours. Ne « sautez » pas une séquence sous prétexte que vous
êtes en retard dans l’envoi de vos devoirs. Contactez votre professeur principal au Cned et
établissez avec lui un calendrier de rattrapage progressif.
Chaque séance de travail doit être un temps d’étude active et sans distraction. Ne la
terminez pas sans avoir fait et appris à fond ce qui était prévu.
Avant de commencer une séance, faites une brève révision de la séance précédente afin de
vérifier vos acquis.
Les CD.
Vous disposez de plusieurs CD. Ils permettent un travail oral sur le cours. Reportez-vous
au CD en fonction des indications de votre professeur tout au long de l’étude du cours.
Surtout ne vous découragez pas. Aucune difficulté n’est insurmontable. En cas de nécessité
un professeur tuteur est à votre disposition pour vous donner des explications au téléphone
(jours et heures d’appel indiquée sur votre fiche « tutorat téléphonique ») ou par internet
sur le campus électronique (mais il vous faudra attendre quelques jours pour la réponse).
Souvenez-vous qu’un travail sérieux et régulier est la clé de la réussite. Si vous suivez bien
les conseils donnés vous devez progresser régulièrement.
BON COURAGE ET BON TRAVAIL.
ministère de l’éducation nationale
ANGLAIS
PALIER 1 / ANNÉE 2
Livret de cours
5e LV 1 / 3e LV 2
Rédaction et Relecture pédagogique
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Expertise pédagogique
Alain Rossignol, IA-IPR d’anglais
Coordination pédagogique
Olivier Immoune
Remerciements
Merci à Jennifer Burford, George Farley et Carole Galtier pour leur contribution précieuse. Merci également à
toute l’équipe du service audiovisuel du Cned, et à nos lecteurs pour les enregistrements qui accompagnent ce
cours.
Ce cours est la propriété du Cned. Les images et textes intégrés à ce cours sont la propriété de leurs auteurs et/ou ayants droit
respectifs. Tous ces éléments font l’objet d’une protection par les dispositions du code français de la propriété intellectuelle ainsi que
par les conventions internationales en vigueur. Ces contenus ne peuvent être utilisés qu’à des fins strictement personnelles. Toute
reproduction, utilisation collective à quelque titre que ce soit, tout usage commercial, ou toute mise à disposition de tiers d’un cours
ou d’une œuvre intégrée à ceux-ci sont strictement interdits.
© Cned – 2009
Directeur de la publication Serge Bergamelli

Achevé d’imprimer le 30 juin 2012
Dépôt légal 3e trimestre 2012
3, rue Marconi - 76130 Mont-Saint-Aignan
Sommaire
Séquence 1
Communication Civilisation Grammaire Phonologie Méthodologie
Lexique
Séance 1 Exprimer son Shopping at the Présent simple / Écrire sous la dictée Inférence par
Dialogue impatience mall Be+ING élimination
Demander à
quelqu’un d’être
patient
Évoquer une
activité en
déroulement
Séance 2 Demander poliment Finding your way at Could you BV? Inférence par
Message sur un service the mall Would you mind l’image
répondeur V-ing? Prise de notes
Séance 3 Argumenter un Expressions Comparatif Inférence textuelle

Dialogue choix idiomatiques
Séance 4 Poser des Manhattan Simple past Écoute et prise de

Document questions au passé skyscrapers Présent simple notes
informatif et au présent Rockefeller Center Les ordinaux
audio
Images de New
York
Séance 5 Parler de ce qui est Central Park Mustn’t, can’t et Accent de phrase Repérer les mots
Dialogue interdit ou autorisé periphrases accentués à l’oral.
Plan de Central Repérer un Utiliser
itinéraire l’accentuation pour
Park
accéder au sens
Séance 6 Écouter et prendre New York’s famous Lexique milieu Repérage des mots Utiliser le connu
Document des notes neighbourhoods urbain accentués pour deviner
audio l’inconnu
Organiser des
informatif
notes
Séance 7 Planifier des Immigration Lexique Savoir placer
évènements futurs U.S population nationalités l’accent de mot
American history Be+ING de
planification
Séance 8
Je m’évalue
séance 1 — Séquence 1
Séance 1
J’apprends à évoquer des situations en cours de déroulement
J’apprends à exprimer mon impatience
J’apprends à demander aux autres d’être patients
Step 1
Listen to your CD.
Fill in the empty boxes with words or expressions taken below:
(Remplis les cases avec les mots ou expressions ci-dessous) :
waiting - washing - upstairs - getting - her hair - dressed - downstairs
What are Susan and the kids going to do?

………………………………………………………………………………………………….. ....................
How are they going there? r on foot r by bus r in a taxi r by car
Séquence 1 — séance 1
Exercise 1
Dictation
Listen and write the dialogue.
- Susan: ………………………………………………………………………………………… ..................
- Ethan: ………………………………………………………………………………………….. ................
- Katie: ……………………………………………………………………………………… ......................
O Les cheveux, mes cheveux…
Katie: I’m washing my hair.
Susan: Your hair? I thought you washed it an hour ago!?
Katie: I did.
Susan: So why are you washing it again, then?
k She’s got _ dark hair_.
Tu remarques que le mot « hair » en anglais s’emploie au singulier pour dire « cheveux ».
Step 2
Put the following expressions in the right category:
You’d better be quick. I’m sick and tired of waiting. I won’t be long.
Just give me a minute.
I’ll be downstairs in a second. This will take hours. I’m almost done.
Hurry up! Don’t go without me.
Expressing impatience Asking someone to be patient
Méthodologie
Dans la liste de l’exercise précédent, trouve l’expression qui peut se traduire en français par
« J’ai presque fini ». Comment faire ?
Procède par élimination. Barre toutes les expressions qui ne peuvent pas convenir parce
que :
- tu les connais déjà
- elles contiennent un mot que tu connais, et dont le sens ne convient pas
- leur sens est transparent
- il n’y a pas de sujet
- le sujet ne correspond pas à « Je ».
Tu as trouvé : l’expression recherchée est : ………………………………………. ........................
Step 3
Devant un magasin, au centre commercial, une conversation s’est engagée entre deux inconnus.
À l’aide de flèches, indique à quelle situation s’applique chaque remarque soulignée.
‘What do you do?’

‘I’m the manager of a small bookshop’
Dans la vie ‘And who are you waiting for at the moment?’ Maintenant
‘I’m waiting for one of my employees. He’s late.’
En général ‘Does he often arrive late at work?’ Pendant notre
‘Yes, it happens often enough.’ conversation
Toujours ‘What do you think he’s doing, at the moment?’
‘I suppose he’s having lunch in a restaurant downstairs.’
Souvent ‘Do you know which restaurant?’
‘I do. He always goes to “La Cantina”, the Mexican
Parfois restaurant.’
‘I know this place. The food is good, but they’re very
disorganised.’
j e retiens
Tu as déjà utilisé le présent simple et le présent BE+ing.
Le présent simple sert à définir un sujet, une personne, en parlant de son apparence,
de ses habitudes, de ses goûts…
Ex.: Dylan is tall. He has black hair, and he works for British Telecom. He plays tennis on
Fridays, and he never goes shopping on Saturdays. He loves reading detective stories.
Le présent BE+ing s’utilise pour décrire, faire un commentaire sur un événement au
moment ou celui-ci se produit :
Ex.: Hey! Are you sleeping? Wake up, now!
Ex.: Where are the kids? - Don’t worry. They’re playing in the garden. I can’t play with
them at the moment. I’m doing my homework.
Exercise 2
Listen and react by using one of the expressions from exercise 1. (Écoute et réagis avec une
des expressions de l’exercise 1.)
Séance 2
J’apprends à m’aider d’éléments visuels pour décoder
un message oral
J’apprends à utiliser les notes que j’ai prises
J’apprends à demander poliment un service
The Shopping Game
Step 4
John left a message on Susan’s voice mail. He asked her to do some shopping for him.
(John a laissé un message sur la boîte vocale de Susan, qui fait du shopping à Rockefeller Center.
Il lui demande de faire quelques courses supplémentaires.)
Help Susan finish her shopping as soon as possible. Go to page 2 and trace the ideal
itinerary. (Aide Susan à aller de magasin en magasin avec un minimum de déplacements.
Avec ton crayon, en page 2, trace le parcours idéal.)
Méthodologie
Sur un brouillon, à la première écoute, note tout ce que tu as compris à propos de la liste
de courses. Lors de la 2e écoute, essaie d’en comprendre davantage.
Si tu as encore des doutes, aide-toi des noms de magasins sur le plan.
Avant de tracer le parcours de Susan, assure-toi que tu as noté tout ce qu’elle doit acheter,
et dans quels magasins.
Step 5
Exercise 3
Re-order the following words to obtain meaningful sentences:
go could the Body Shop you me for to ?
.........................................................................................................................................
you me mind buying some shampoo would ?
.........................................................................................................................................
could bottle wine a buy of you ?
.........................................................................................................................................
would mind you going to Hallmark ?
.........................................................................................................................................
The Shopping Game
.........................................................................................................................................
Andrew’s Ties
TV world
The DIY store
The Body Shop Aldo’s
NY Travel Agents
Hallmark
PC Planet
RA Eastern News
Music Center
Morrell & Co
Sweetie’s Toys
SUSAN
Little Paris
j e retiens
Pour demander poliment à quelqu’un de te rendre un service, tu peux utiliser les
structures suivantes :
Could you + Base verbale k Could you open the window, please?
Would you mind + verbe-ing k Would you mind helping me with my homework?
Exercise 4
This time, Susan kindly asks John to do some shopping for her. Here’s the shopping list.
Write the message to John. (Cette fois, c’est Susan qui demande gentiment à John de faire des
courses pour elle. Voici la liste. À toi d’écrire le message destiné à John.)
[X] a newspaper
[X] a bottle of lemonade
[X] a new alarm clock
[X] a box of chocolates.
Darling
Thanks a lot, Love

Susan
Séance 3
J’apprends à inférer le sens d’une expression d’après le contexte
J’apprends à utiliser les comparatifs dans des phrases élaborées
J’apprends à argumenter un choix
Step 6
Listen to the dialogue
What are the arguments for and against each pair of roller blades?
(Quels sont les arguments pour et contre chaque paire de rollers ?)
1st pair 2nd pair
J J
L L
............. $ ............. $
Exercise 5
Let’s recap (Récapitulons) :
The first pair is ……………… but it is …………………………............ . ($$$) than the second.
On the other hand, Ethan likes the second pair because it is …………………................……
He thinks his mom will like it because it is ……………… ................ …….. ($) than the first.
But Susan says the second pair is ………………………… ..................... …….. than the other.
She thinks Ethan could have an accident!
That’s why she decides to buy the …………… .....................................................…… pair!
What are they going to do after checking out (paying and leaving the shop)?
…………………………………………………………………………………………… ............................
......................................................................................................................................
......................................................................................................................................
O On the one hand… k D’un côté,

(but) on the other (hand)… k (mais) de l’autre / d’un autre côté
Step 7
Méthodologie
Les courts paragraphes suivants sont extraits du dialogue :
Tu devras t’appuyer sur l’ensemble de chaque paragraphe pour comprendre le sens des
phrases en gras.
Essaie également d’imaginer ce que se diraient en français un frère et une sœur du même
âge, dans le même contexte.
Katie: Mom’s right. You’re no good at roller-skating. You’ll fall and break your neck, ha, ha!
..................................….……………
Ethan: It’s my choice, not yours! Why don’t you mind your own business?
..................................….……………
Susan: Stop it, both of you! Now, Ethan, it’s time to make up your mind. Which ones do
you want? .........................................
Ethan: All right… so I’ll take these.
Susan: Are you sure, this time?
j e retiens
‘Mind your own business’, ‘Make up your mind’, ‘Break your neck’ sont des expressions
imagées (ou ‘idiomatiques’), un peu familières. Elles ont souvent un équivalent en
français, mais qu’on ne peut pas retrouver par la traduction mot à mot.
On the other hand, but, that’s why… sont des expressions très utiles, qui te permettent
d’argumenter, de justifier ton point de vue.
Exercise 6
Cheaper / more expensive
Safer / more dangerous
Slower / faster
Cool
Because
But
On the one hand
On the other hand
That’s why
Use the expressions in the box to compare the advantages of these two cars.
(Utilise les expressions dans l’encadré pour comparer les avantages de ces deux voitures.)
..................................….…………… ....................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Séance 4
J’apprends à reconnaître les ordinaux à l’oral
J’apprends à connaître New York
J’apprends à poser des questions au présent et au passé
Step 8
Les ordinaux
Jeff
Bob Mike
Jeff arrived first, Bob was second and Mike was third.
I live on Fourth Street, and he lives on Fifth Avenue.
Come on! Don’t be so old-fashioned. This is the twenty-first century!
Step 9
The 83rd floor of a skyscraper
Susan, Katie and Ethan took the Elevator to ‘Top of

the Rock’. They’re now taking an interactive tour of
New York City. Listen and take notes before filling
in the charts. (Susan, Katie et Ethan ont pris
l’ascenseur pour monter à ‘Top of the Rock’. Ils
font une visite interactive de New York. Écoute et
prends des notes avant de remplir les tableaux.)
© Frédéric Duc
ROCKEFELLER CENTER TOP OF THE ROCK
Open from ………….. to ……………… ...........................
Address: …………., Rockefeller Plaza, …………. floor.
…………….. degree views of ‘the ………………………..’
(name given to New York by its inhabitants).
Rockefeller Center is composed of …………..................

different buildings.
Construction began in ………………. ............................
© Wikipedia Commons
THE STATUE OF LIBERTY
Inaugurated in: …………… .............................. ……
Symbolizes: ……………… ......................................
Emblem of: ……………… ......................................
Country of origin: ................................................

...........................................................................
Reasons for building this monument:
………………………………………………………………
………………. ............. high from pedestal to torch. © Frédéric Duc
THE EMPIRE STATE BUILDING

Address: ……………………………… ......................
........................................................................
Built in: …………………………… ..........................
........................................................................
............................................................. floors.
......................................................... feet high.
How far can you see from top floor?
........................................................................
........................................................................
Number of windows: …… ..............................................................................................
Number of people who live there: .................................................................................
CENTRAL PARK
Address: Between ……………. Street and ………

Street.
The place New Yorkers ……… ..............................
In Central Park, you can ............…..,

…........………… or even use your .............................
......................... !
Step 10
Exercise 7
Ethan and Katie’s teacher asked them to prepare a New York quiz for the new students.
Help Ethan write his questions (Les professeurs du collège d’Ethan et de Katie leur ont
demandé de préparer un quiz sur New York pour les nouveaux élèves. Aide Ethan à écrire ses
questions) :
when construction Empire State Building the begin did of the ?

………………………………………………………………………………………………… ......................
what did the Statue of Liberty from come country ?
………………………………………………………………………………………………… ......................
can how far you from see the top of the Empire State Building ?
………………………………………………………………………………………………… ......................
which place prefer New Yorkers do ?
………………………………………………………………………………………………… ......................
is how the Statue of Liberty high ?
………………………………………………………………………………………………… ......................
do can what you in Central Park ?
………………………………………………………………………………………………… ......................
people many live how in the Empire State Building ?
………………………………………………………………………………………………… ......................
j e retiens
Le présent simple et le prétérit utilisent la même construction :
Ils font tous deux appel à l’opérateur ‘do’ pour les phrases interrogatives et négatives
(sauf avec le verbe ‘BE’, bien sûr). ‘Do’ / ‘does’ devient ‘did’ au prétérit.
Présent simple Prétérit

Do you like New York? Did you like New York
Where does she work? Where did she work?
I don’t like this movie I didn’t like this movie
Exercise 8
En faisant bien attention à la construction des phrases, et en t’aidant de ce cours, ajoute
deux questions au quiz d’Ethan et Katie, pour demander :
1- Quand la construction du Rockefeller Center a débuté.
2- Si les New Yorkais (New Yorkers) aiment Central Park.
..................................................................................................................................
..................................................................................................................................
Séance 5
J’apprends à parler de ce qui est interdit ou autorisé
J’apprends à suivre un itinéraire sur une carte
Step 11
Look at these signs:
No smoking Smoking is allowed

You’re not allowed to smoke You’re allowed to smoke
Smoking is forbidden Smoking is not forbidden
Smoking is not allowed You can smoke
You mustn’t smoke
You can’t smoke
Exercise 9
What do the following signs say?
Help: Roller blades are… / … to use roller blades /… bicycles / cycling is…
Step 12
Listen to the dialogue on your CD:
Ethan is in Central Park this afternoon. He’s waiting for his friend Lewis.
Help: ‘W. 90th St. : West 90th Street’ ‘West Dr. : West Drive’ etc.
Can you trace their route on the map?

(Peux-tu tracer le chemin qu’ils ont parcouru
sur la carte ?)
Indicate:
- Their starting point
- Which paths or streets they took
- Which place they visited
- Where their ride ended (L’endroit où
leur promenade s’est terminée)
Step 13
Phonologie
Tu as déjà entendu parler de l’accent de phrase : tous les mots ne sont pas prononcés avec
la même intensité.
Si tu te souviens de tes cours de l’année dernière, tu dois pouvoir dire quels mots seront
accentués. Entoure-les.
- The subway was crowded with tourists.
- Wow, your roller blades are cool!
- Roller blades are forbidden in that area.
- Roller blades are not allowed in this section of the park.
Maintenant, écoute la prononciation des phrases sur ton CD, et vérifie si ton intuition était
la bonne. S’il y a des erreurs, corrige-les.
Quels mots sont accentués ? Pourquoi ?

………………………………………………………………………………………… ...............................
‘Not’ dans la dernière phrase est accentué. Cela te paraît-il logique ?

………………………………………………………………………………………… ...............................
j e retiens
En anglais oral, les mots qui donnent son sens à la phrase sont mis en relief par
l’accentuation. À l’inverse, les mots grammaticaux, qui servent simplement à faire
fonctionner la « mécanique » de la phrase ne sont pas accentués.
La négation est généralement accentuée, même si on est tenté de la considérer comme
un mot grammatical. Mais en fait, c’est logique. Quand tu dis « non », tu veux qu’on
t’entende !
Exercise 10
Ethan vient de recevoir un texto de son ami Kevin, qui vient le rejoindre à Belvedere Lake, dans
Central Park. Mais le règlement dans la zone autour du lac va contrarier ses projets.
1- Regarde les panneaux ci-dessous, et écris un texto pour prévenir Kevin.
Hi, Ethan.
Can I join you there in Central Park? Let’s meet near Belvedere Lake.
I’m bringing snacks and drinks for the three of us, and I’ve got my
swimsuit! See you there!
Kevin.
Your answer:
Hi, Kevin. I’m glad you’re joining us, but...
See you.
Ethan.
2- Tu te dis qu’il vaut mieux prévenir Kevin de vive voix. Dans le message que tu as écrit ci-
dessus, repère les mots que tu devras mettre en relief dans chaque phrase, et appelle-le !
Séance 6
J’apprends à utiliser le connu pour deviner l’inconnu
J’apprends à prendre des notes de manière organisée
J’apprends à connaître certains quartiers de New York
Step 14
Durant sa promenade en roller à Central Park,
des touristes anglais ont demandé à Ethan quel
était le meilleur moyen de découvrir Manhattan,
le cœur de New York. Il a bien réfléchi, et il leur
I LOVE
a suggéré de prendre un bus touristique qui leur
NEW YORK fera découvrir la ville…
Voici une brochure publicitaire pour un bus de ce

genre.
Greenwich Village
Discover
Manhattan !
Lower Manhattan
Chinatown
Little Italy
Underline the words you recognized while listening to the dialogue. (Souligne les mots que tu
as reconnus durant l’écoute.)
business food markets exotic poets restaurants Mulberry Street
street parades New Year celebrations Buddhist temples finance festivals
Chinese medicine painters money artists skyscrapers sculptors
fortunes power Wall Street
Exercise 11
Listen to the dialogue once again, and match each keyword with the corresponding
neighbourhood. (Ré-écoute le dialogue, et relie les mots-clés aux quartiers correspondants)
Little Italy
Greenwich
Village
Chinatown
Lower
Manhattan
skyscraper
Step 15
Exercise 12
Now, four English tourists are going to introduce themselves. Based on their tastes, tell
them which neighbourhood to visit: Chinatown, Little Italy, Greenwich Village or Lower
Manhattan? (Maintenant, 4 touristes anglais vont se présenter. En fonction de leurs goûts, ce
sera à toi de leur conseiller quel quartier visiter : Chinatown, Little Italy, Greenwich Village ou
Lower Manhattan…)
Take notes as you listen. (Pendant l’écoute, prends quelques notes à leur sujet.)
Take notes as you listen
Name Interests Additional info Your suggestions
Mike
Debbie
Phil
Fiona
Séance 7
J’apprends à parler des nationalités
J’apprends à connaître la population américaine
J’apprends à reconnaître et à placer l’accent de mot
J’apprends à planifier des événements futurs
Step 16
Listen to the conversation on your CD and fill in the gaps.
Help:
Island immigration Battery Park New York City ferry terminal
museum Ellis Manhattan
Departure from:
Boarding time:
Destination:
Visit:
Answer the following questions:

For what reasons did immigrants choose America?
.........................................................................................................................................
.........................................................................................................................................
What was the first place they saw when they arrived?
.........................................................................................................................................
Step 17
Exercise 13
Here’s a list of some of the countries immigrants came from. Find the correct spelling for
the corresponding adjectives. They all begin with a capital letter! (Voici une liste de pays d’où
viennent les gens qui ont peuplé l’Amérique. Réécris correctement les adjectifs de nationalité qui
correspondent. Attention, ils prennent tous une majuscule !)
Country Jumbled letters Nationality (adjective)
England ihsenlg English
Ireland sirhi
Poland shlopi
Holland /
tudch
the Netherlands
China esenich
Italy antilia
Africa nacfira
Germany nmaerg
Russia assiurn
Step 18
Phonologie
Tu sais déjà qu’à l’oral, en anglais, les mots qui donnent son sens à la phrase sont
accentués, contrairement aux mots grammaticaux, qui ont une prononciation affaiblie.
Tu sais également que chaque mot possède lui-même une syllabe accentuée, et que tu dois
placer l’accent correctement.
Ex. 1 : Do you understand? Ex. 2 : I’m so happy to meet you!
Tu dois t’efforcer de repérer la syllabe accentuée des mots courants. Et parfois, tu pourras
prévoir quelle syllabe sera accentuée.
Exercise 14
Écoute la prononciation du mot ‘immigration’ et souligne la syllabe accentuée.
immigration
Maintenant, écoute les mots suivants, et souligne les syllabes accentuées :
nation reaction destination condition application attention
Que remarques-tu ?
.........................................................................................................................................
Step 19
Indique par une flèche à quel type de situation correspond le segment en gras.
Ces phrases sont extraites du dialogue précédemment écouté.
‘Mom, where are we going now? ‘
Situation ‘We’re on our way to Battery Park.’
‘Battery Park? The ferry terminal?’ Evénement prévu
au moment où
qui aura lieu
Susan et Katie ‘Yes. We’re boarding at 1:30.’ plus tard
parlent ‘This afternoon, we’re visiting
Ellis Island’s immigration museum.’
Exercise 15
Voici les notes qu’a prises Susan qui prépare le prochain week-end en famille.
Aide-la à présenter son projet à John et aux enfants :
Saturday morning:
Take bus to Central Park -9:00 am Visit planetarium Have picnic near Belvedere Lake
Saturday afternoon:
Go to Central Park ice rink
Saturday evening:
See latest Harry Potter movie Take bus back home – 11:15 pm
j e retiens
Les mots qui se terminent en -ION portent leur accent sur la syllabe qui précède le
suffixe -ION.
Exemple : Attention, imagination, reaction, television
Le présent BE+-ING peut prendre une valeur de futur, lorsque les événements sont
prévus, préparés, planifiés.
Ex.: Tomorrow, I’m going to Little Italy. Next week, we’re visiting the new museum.
Séance 8
j e m’évalue
Relis attentivement toutes les séances de cette séquence avant de commencer.
Cette séance est très importante, car elle te permet de vérifier que tu as compris et retenu les
points abordés dans le cours.
Exercise 1
Imagine a similar conversation in English. (Imagine la même conversation, en anglais. Tu sais
qu’il ne faut pas essayer de traduire mot à mot.)
« Alors, quel skateboard préfères-tu ?
- Je ne sais pas.
- Dépêche-toi ! J’en ai marre d’attendre.
- D’un côté, celui-ci est bien, mais le bleu est cool…
- Allez, décide-toi !
- Celui-ci est bien plus rapide…
- Oui, et tu vas te casser la figure…
- Oh, ça va, occupe-toi de tes affaires ! »
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
‘………………………………………………………………………………………… .............................’
Exercise 2
In the following sentences, circle the stressed words. (Dans ces phrases, utilise tes
connaissances et ta logique pour entourer les mots accentués.)
Susan and the kids went to Rockefeller Center with a friend this morning.
Is there a Chinese restaurant in this street?
I’m not going to the museum with you.
Now check your answers with your CD and repeat the sentences. (Vérifie tes réponses à
l’aide du CD puis répète les phrases.)
Exercise 3
Your mom is at the supermarket. Ask her (via an SMS) to buy the following items for you.
(Envoie un SMS à ta maman qui est au supermarché pour lui demander d’acheter les articles
suivants.)
- A toothbrush
- Batteries for your Mp3 player
- A packet of cookies
………………………………………………………………………………………… ...............................
………………………………………………………………………………………… ...............................
………………………………………………………………………………………… ...............................
………………………………………………………………………………………… ...............................
Exercise 4
You should be able to locate the stressed syllables in some of the words below. (Dans les
mots suivants, entoure la syllabe accentuée si tu es sûr(e) de savoir où elle se trouve.)
surprise attraction understand vision computer imagination
Exercise 5
Some parts of this dialogue are missing. Fill in the gaps: (Dans ce dialogue, des phrases ont
été effacées. Complète :)
‘What are your plans for today?
- We …………………… .......................................................... to Ellis Island this afternoon.
- Good idea. The museum is great.
- When ………………… ...................................................................... visit that museum?
- I visited it last year with some friends.
- ………………… ....................................................................................... Jack with you?
- No, he couldn’t because he had to go to Los Angeles on business.
- What .................................................................................. he do? I can’t remember.
- He’s a bank manager. He ………… .............................................. in Lower Manhattan.’
Exercise 6
What do these signs say? (Que disent ces panneaux ?)
Sommaire
Séquence 2
Lexique
Séance 1 Exprimer ses Apollo 11 Simple past Prise de notes
Dialogue doutes Expressing doubt Rédiger un court
Questions et résumé
consignes utiles en
classe
Séance 2 Nommer des objets Apollo 11 Noms composés Inférence
Documents en indiquant leur contextuelle
authentiques fonction
NASA
+ discours
Séance 3 Poser des Building rockets Questions Intonation Apprendre à poser
Dialogue questions sur un Formes réfléchies questions ouvertes des questions
objet inconnu Noms composés et fermées adaptées au
contexte
Séance 4 Parler des sciences Isaac Newton Place et Prononciation Se représenter
Audio: invariabilité des woman / women visuellement une
Biographie adjectifs situation évoquée
à l’oral
d’Isaac Newton
Séance 5 Évoquer ses US national Adverbes de
Dialogue habitudes holidays fréquence
Parler des modes Présent simple
de déplacement Verbes de
déplacement
Séance 6 S’exprimer au Thanksgiving Dérivation par S’aider des images
Audio: Facts passé The Pilgrims suffixe pour suivre un récit
about the Évoquer les oral
qualités humaines
American
d’une personne
population
Séance 7 Parler de l’histoire Mount Rushmore Noms collectifs Prononciation de Repérer l’erreur à
Dialogue américaine American indénombrables certains mots du l’écrit
Presidents dialogue
Séance 8
Je m’évalue
Séance 1
J’apprends à appliquer une même méthode d’écoute
à différents documents
J’apprends à rédiger un court résumé
J’apprends à exprimer mes doutes
Step 1
Méthodologie
Lorsque tu écoutes différentes conversations, différents récits, tu as remarqué que certaines
questions t’aident à accéder rapidement au sens du document. Ces questions, notées en
bleu ci-dessous, varient peu d’un contexte à l’autre. Tu as donc tout intérêt à utiliser cette
méthode d’écoute quel que soit le document audio.
Where does the conversation begin?
.........................................................................................................................................
Who is speaking?
.........................................................................................................................................
The subject of the conversation:
Name of the mission : olpal 11 It was …………….. years ……………..

when? what?
who? where?
Help: The moon To land A rocket Astronaut(s) To build
What did you learn about Katie’s hobby?

.........................................................................................................................................
Step 2
Now use every piece of information you have, as well as the ‘Help’ box, to write about
what you’ve learned. (Maintenant, utilise les informations correspondant aux éléments en bleu,
et l’encart « Help » pour rédiger un petit résumé du sujet illustré par l’image.)
Méthodologie
Tu as tous les éléments, et tu sais que tu vas parler au passé, puisque ces événements
appartiennent à l’histoire. Tu ne devrais donc commettre aucune erreur et écrire dans un
anglais simple mais correct.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Step 3
Exercise 1
In the list below, underline the expressions showing the speaker has doubts, and those
showing the speaker has no doubts. Then put them in the relevant column (Souligne ci-
dessous les expressions qui évoquent le doute, l’incrédulité, et celles qui évoquent le contraire.
Ensuite, place-les au bon endroit dans le tableau) :
‘How come you know so much about things that happened 40 years ago?’
‘Because my brother and I build rockets.’
‘Yeah, right! Come on! I don’t believe you!’
‘I think you’re telling the truth. I believe you, Katie.’
‘A girl who builds rockets? What a joke!’
‘And why not?’
‘That can’t be true. Rockets are boys’ stuff!’
Doubts No doubts
Exercise 2
Here’s a list of things Katie’s teacher said in the dialogue. Find a possible translation
for each expression. (Relie chacune des phrases prononcées par le professeur de Katie à une
traduction possible.)
Can you read it aloud? • • Ça te dit quelque chose ?

Does this date ring any bell to you? • • Bravo, c’est bien !
OK. Go ahead, then. • • D’accord. Vas-y, lance-toi.
Well done! • • Et que sais-tu d’autre ?
Good. What else do you know? • • Lis-le à haute voix.
Exercise 3
You have been asked to help your 8-year-old American neighbour – he’s just settled in
France with his parents – with his homework. Use the expressions above to react to what
he says and does. (Tu es chargé(e) d’aider ton petit voisin de 8 ans (qui est américain et vient
de s’installer en France avec ses parents) à faire ses devoirs. Réagis en fonction de ce qu’il dit et
fait en utilisant les expressions vues précédemment) :
Boy: “Hey, look at my science test. I got 17/20!
You: …………………………………… ....................................................................................
Now, I must learn this poem. Can you help me? Must I read it to you?
Yes, ………………………………………………… ......................................................................
......................................................................................................................................
Aloud? Must I really do that? It’ll sound funny! This poem is about a little girl who dreams
of flying to the moon.
And ………………………………………………… .....................................................................
......................................................................................................................................
What else? Er… I know he has built his own rocket! I’m ready now. I think I know the poem
by heart. I can recite it to you if you want.
………………………………………………… ............................................................................
......................................................................................................................................
And now, I must learn my history lesson. It’s about 1969.
………………………………………………… ............................................................................
......................................................................................................................................
Yes, it does. That’s the year the Apollo II mission was laumched.
Exercise 4
À l’école, on te demande de jouer un sketch dans lequel une personne, en juillet 1969, a du
mal à croire que l’homme vient de marcher sur la lune. Tu joues le rôle de cette personne.
Écoute ce que ton partenaire te dit, et réagis.
Séance 2
J’apprends à utiliser ma logique pour comprendre
une conversation
J’apprends à inférer le sens des noms composés
Je construis des noms composés
Step 4
Tu vas entendre 3 enregistrements authentiques des communications entre le centre de contrôle
de la mission Apollo 11 et les astronautes à bord de la fusée. La qualité du son est très mauvaise,
et l’ensemble est très difficile à comprendre. Après l’écoute, tu devras placer les 3 enregistrements
dans l’ordre chronologique : Décollage, atterrissage et premiers pas sur la lune.
Trop difficile ? Comment faire ? Quels éléments peuvent t’aider ?
Méthodologie
Dans les films, les documentaires, etc. tu as déjà vu des scènes de décollage de fusées.
Tu sais qu’il y a toujours un compte à rebours spectaculaire avant le décollage
(5, 4, 3, 2, 1 ,0…).
Pendant la descente et l’atterrissage, on peut s’attendre à reconnaître les mots suivants :

‘Down’, ‘to land’, ‘landing’, ‘landed’, ‘stop(ped)’ et à entendre parler d’altitude qui diminue
‘X feet’, ‘Y feet’. Et dans la salle de contrôle, des gens soulagés, des remerciements…
Enfin, lorsque Neil Armstrong a posé le pied sur la lune, il a prononcé une phrase
maintenant très célèbre. En français, on la traduit par ‘…un petit pas pour l’homme, un
grand pas pour l’humanité’. Tu devrais reconnaître la version originale au moment où tu
l’entendras !
N’hésite pas à écouter les enregistrements plusieurs fois !
Ordre chronologique des différentes phases

Enregistrement n° 1
Apollo11: The crew

Neil Armstrong, Edwin Aldrin,
Michael Collins
Touchdown. Landing on the moon!
Apollo 11 during lift off! The landing module
Neil Armstrong, walking on the moon!

© www.nasa.gov An astronaut in a spacesuit
Step 5
You’re a journalist taking notes during a press conference given by the Apollo 11 crew
after the mission. Fill in the boxes below (Tu es journaliste, et tu prends des notes durant
une conférence de presse de l’équipage d’Apollo 11 après la mission. Reprends l’enregistrement
authentique du Step 4, séance 2 et complète le tableau) :
Lift off date (beginning of the voyage to the
moon):
Lift off time
r Cape Canaveral
Lift off from: r Cape Kennedy
r Cape Cod
Number of orbits around Earth:
Entered lunar orbit (date + time):
Number of hours spent on lunar orbit:

Date and time of touch down / landing on
lunar surface:
Armstrong got out of landing module at
(time):
Mission left lunar surface at (date + time):
Speed before entering Earth’s atmosphere
(mph and kph):
Date and time of landing back on Earth:
Geographical position of landing:
Step 6
Lexicologie
Observe le mot suivant :
The landing module
C’est un nom composé : Il est construit à partir de deux éléments :
module landing
Dans ce nom composé, lequel des 2 mots indique de quelle sorte d’objet il s’agit ?
………………………… ........................................................................................................
Et lequel des 2 mots indique à quoi sert l’objet ? ……………… ..........................................
......................................................................................................................................
Peux-tu faire la même analyse avec un nom composé que tu connais bien : ‘living-room’ ?
Type de lieu : ..................................................................................................................
À quoi sert le lieu : .........................................................................................................

......................................................................................................................................
Et, toujours dans le nom composé ‘living-room’, si on te demande d’effacer 1 des 2 mots,
lequel devras-tu conserver pour que la phrase reste compréhensible ?
………………………… ........................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
j e retiens
En anglais, les noms composés sont très fréquents. Ils peuvent prendre plusieurs
formes :
2 mots mis l’un à côté de l’autre, mais séparés d’un espace k Landing module
2 mots réunis par un tiret k Living-room
2 mots attachés k Spacesuit
Mais à chaque fois, pour comprendre ce qu’est la chose désignée par le nom composé,
il faut le lire dans le sens inverse de la lecture : de droite à gauche.
Si tu n’es pas convaincu(e), fais l’expérience avec les mots suivants :
A washing machine k It’s a machine and it washes clothes.
1 2 k 2 1
A phone book k It’s a book with phone numbers in it.
1 2 k 2 1
Exercise 5
À toi, maintenant !
Sur le modèle de ‘Landing module’, construits des noms composés à partir des éléments
suivants :
A room where people must wait is called a …………… ......................................................
......................................................................................................................................
......................................................................................................................................
A pill the doctor gives you if you can’t sleep is called a ………………… ...............................
......................................................................................................................................
......................................................................................................................................
Fais la même chose sur le modèle de ‘Spacesuit’ :
A suit you put on when you want to swim is called a …………………..… ............................
......................................................................................................................................
A room where you take a bath is called a ………………………… .........................................
......................................................................................................................................
Tu vois, tu utilisais des noms composés depuis longtemps, et sans le savoir !
Séance 3
J’apprends à poser des questions sur un objet
que je ne connais pas
J’apprends à distinguer deux types d’intonation
dans les questions
J’apprends à manipuler les formes réfléchies
A homemade rocket : A rocket assembled at home.
Step 7
Listen to the dialogue. Then answer the questions below. (Écoute le dialogue puis réponds
aux questions.)
Who? Where?
When? What?
Exercise 6
Help:
How / what / does / Isaac / expensive / is / plastic / dangerous /
run / made / on / of / it / work / sure / you / Newton/ are / this / build /
to / cheap / secret
You need to know more about Katie’s rocket. Listen to the dialogue once more and fill in
each box in the diagram below. Don’t hesitate to use the «help» box!
(Il faut que tu en saches davantage au sujet de la fusée de Katie. Réécoute le dialogue et
complète chaque rubrique du schéma ci-dessous. N’hésite pas à utiliser l’aide qu’on te propose.)
Fill in the empty boxes by finding out (Complète. Tu dois trouver) :
- who helped Katie (qui a aidé Katie.)
- what questions Kevin and Wesley asked (quelles questions Kevin et Wesley ont posées.)
- Katie’s answers - just write keywords. (Les réponses de Katie - n’écris que des mots-clés.)
Katie
Step 8
Read the following sentences (Lis les phrases suivantes) :
Katie: “I built my rocket myself. Nobody built if for me”.
Ethan: “Yes, it’s true. Katie built her rocket herself”.
Singular: Myself, yourself, herself, himself, itself
Plural: Ourselves, yourselves, themselves
Ce sont des pronoms que les personnes emploient pour parler de ce qu’elles font elles-
mêmes.
Exercise 7
Now, fill in the gaps (Maintenant, complète) :
Peter says he did his homework …………… ................................ ……, but I’m not so sure!
Sorry boys, I can’t help you today. You must do it …………… ...........................................
My sister is a fashion victim. She spends a lot of time looking at ………… . ……… in every
mirror she finds.
Now that we have the house for ………………… ........................... …., let’s have some fun!
Step 9
Méthodologie
Pour demander des précisions sur la construction et le fonctionnement d’un objet que tu
découvres, les questions à poser sont souvent les mêmes, quel que soit l’objet. Faisons le
point en reliant les éléments des 2 colonnes.
Question Point abordé
What is it made of? Fabrication “maison”

How does it work? Facilité d’utilisation
Are you sure it’s not dangerous? Sécurité
What does it run on? Mode de fonctionnement
How expensive is it to build? Prix de revient à la construction
How heavy is it? Vitesse
How fast is it? Poids
What is it for? Energie utilisée, carburant
Is it easy to use? Utilité, intérêt
Is it homemade? En quelle matière / matériau
Exercise 8
Tu vas entendre chacune des questions de la colonne de gauche du tableau. Fais bien
attention à l’intonation de chaque phrase. Elles suivent toutes la même courbe, sauf
3 d’entre elles. À toi de les repérer en cochant dans le tableau les 3 questions qui suivent
une intonation différente :
- What is it made of?

- How does it work?
- Are you sure it’s not dangerous?
- What does it run on?
- How expensive is it to build?
- How heavy is it?
- How fast is it?
- What is it for?
- Is it easy to use?
- Is it homemade?
Exercise 9
Maintenant répète chaque question en vérifiant que ton intonation est la bonne.
j e retiens
Pour dire ce que les personnes font elles-mêmes, on utilise les outils suivants :
Singular: Myself, yourself, herself, himself, itself
Plural: Ourselves, yourselves, themselves
Pour dire en quelle matière est fait un objet, on dit : ‘It’s made of… (plastic, metal,
wood…)’.
Pour parler de l’énergie ou du carburant utilisé par une machine, on dit : ‘It (the
machine) runs on… (gas, electricity, solar power…).
Il y a 2 types d’intonation lorsqu’on pose une question.
Si elle commence par Wh… (what, who, when etc…) ou How…, l’intonation est
descendante en fin de phrase.
S’il s’agit d’une question ne commençant pas par Wh… ou How…, on aura une
intonation montante en fin de phrase.
Step 10
Exercise 10
Wesley is really impressed by Katie and her rocket. He’s e-mailing a friend to tell him about
what he saw. Help him write the message (Wesley ne tarit pas d’éloges sur Katie et sa fusée. Il
écrit un e-mail à un copain pour lui raconter ce qu’il a vu. Aide-le à rédiger le message) :
Hi, buddy…
Katie’s rocket plastic
herself
homemade cheap
dangerous
See You,
Wesley.
Séance 4
J’apprends à connaître un grand savant du monde anglo-saxon
J’apprends à parler de différentes disciplines scientifiques
J’apprends à visualiser une situation décrite à l’oral
Sir Isaac Newton and the laws of gravity
“For every action, there is an equal and opposite reaction”
Step 11
Listen to Sir Isaac Newton’s biography, and fill in his ID card below (Écoute la biographie de
Sir Isaac Newton, et complète sa carte d’identité ci-dessous) :
Date of birth
Died in
Nationality
Studies / university
Job *
Other interests *
Theory was published

in…
Personality
* Help: Put the letters into correct order:

naticamthemia – siychps – yrmtehcsi – omonastry – horytsi
Step 12
Exercise 11
Study the following sentence and tick the right answers (Étudie la phrase suivante et coche les
bonnes réponses) :
“Are able to” is equivalent to…

can r
must r
know r
don’t r
m
If today’s rocket scientists are able to send machines and men on other planets, to
explore our galaxy, it is ..........................theories that were developed centuries ago.
i
The missing expression is:
(L’expression manquante est :)
by r
after r
thanks to r
because r
Step 13
Listen to this extract of Newton’s biography, and build two sentences whose French
equivalent could be (Écoute cet extrait, et construis 2 phrases dont l’équivalent en français
serait) :
C’était un étudiant brillant.
Les génies sont souvent des hommes et des femmes simples.
Use the following list of words for help:
are he brilliant simple women and a
geniuses often was men student
………………………………………………………………………………………… ..................................
.........................................................................................................................................
O Maintenant, compare les 2 phrases que tu as obtenues avec les phrases en français ci-
dessus. Compare la place des adjectifs ‘simple’ et ‘brillant’ par rapport au nom.
En anglais, l’adjectif épithète (qui fonctionne directement avec le nom, sans l’aide d’un
verbe) est placé ………………………………………………………… ...........................................
......................................................................................................................................
Que peux-tu déduire en voyant l’absence de marque de pluriel sur ces mêmes adjectifs, en
anglais ?
En anglais, les adjectifs ne ……………………………….. pas avec le ……………………….. qu’ils
qualifient.
By the way, did you notice how ‘women’ is pronounced? Listen again and find out how the
vowel ‘o’ (women) is pronounced. (Au fait, as-tu remarqué comment la voyelle écrite ‘o’ de
‘women’ se prononce ? Réécoute la phrase ci-dessus pour t’en rendre compte) :
1 woman / 2 women
m m
[u] [i]
j e retiens
La place de l’adjectif :
C’est un homme brilliant.
He’s a brillant man.
La prononciation de ‘women’ (woman au pluriel) : La lettre ‘o’ se prononce [i] !
Exercise 12
Now, listen to Isaac Newton’s biography one last time. How did he discover the laws of
gravity? Draw the scene as precisely as possible (À présent, écoute la biographie d’Isaac
Newton une dernière fois. Comment a-t-il découvert la gravité ? Dessine la scène le plus
précisément possible) :
Séance 5
J’apprends à parler de mes habitudes et de celles des autres
J’apprends à utiliser les verbes de déplacement
Anticipate: Look at the picture and write three sentences about them.
(Observe l’image et sans écouter le CD, écris trois phrases sur cette famille.)
Step 14
Listen to your CD. Then fill in the boxes and the gaps (Écoute ton CD puis complète) :
Where do they live? Where are they going? (Qui va où, où vivent-ils, et où vont-ils ?)
Who goes
Who ?
where ?
o o Where ?
Help:
Katie, Ethan, Susan and John The Scottish cousins The American family and
relatives New York Edinburgh South Dakota Scotland Aberdeen
Exercise 13
Now, explain precisely what their plans are (Maintenant, explique clairement quels sont leurs
projets) :
Help:
spend First fly then New York South Dakota
…….. the Scottish cousins can …………… to ……………. and ………………. a day with Susan,
John, Katie and Ethan. ……………….. they could ……………….. to …………………..
all together!
Exercise 14
Listen to your CD again. (Réécoute l’enregistrement précédent)
Answer the following questions: (Réponds aux questions suivantes)
On what special occasion are they going to meet?
r Christmas r Easter r July 4th r Labor Day r Thanksgiving r Halloween
Why does John think there’s a problem? What does he say?
New York stay never holiday for we Thanksgiving the holiday in
………………………………………………………………………………………… ...............................
Dakota we spend always Thanksgiving in South
………………………………………………………………………………………… ...............................
And what are Susan’s suggestions?
South can’t fly Dakota why they us to with ?
………………………………………………………………………………………… ...............................
How introducing about to them rest about
the of family our ?
………………………………………………………………………………………… ...............................
j e retiens
Never, sometimes, often, always sont des adverbes de fréquence correspondant à peu
près à la liste suivante en français : jamais, parfois, souvent, toujours.
Ils se placent après le verbe ‘be’ (He is always happy to see his family) mais avant les
autres verbes (I never go to school by bus).
Le terme ‘relatives’ fait en principe référence aux membres de ta famille, éloignés ou
non qui ont un lien de sang avec toi.
En ce qui concerne les mouvements et les déplacements, l’anglais fonctionne souvent

différemment du français, en utilisant des verbes précis là où le français utilise aller + un
adverbe ou un complément de manière :
I’ll drive to London. k J’irai à Londres en voiture.
We’ll fly to New York. k Nous irons à New York en avion.
Je veux aller à la plage à moto / à cheval / à vélo. k I want to ride to the beach.
- Quelle langue utilise un seul et même verbe pour tous les modes de déplacements ?
- Dans quelle langue le verbe suffit-il à indiquer à la fois le déplacement et le moyen de

transport ?
- Pourquoi, dans ces exemples, faut-il davantage de mots en français qu’en anglais pour
exprimer la même idée ?
Step 15
Let’s recap! Use every piece of information in the chart below. (Récapitulons! Utilise tous les
renseignements du tableau ci-dessous.)
Verbs Activities Never Sometimes Often Always
South Dakota 
Their American family and relatives 
Meet
Stay There for 4 or 5 days 
Go
Be
Mount Rushmore 
In New York 
Happy to see their relatives 
During the Thanksgiving holiday, Susan, John, Katie and Ethan…………………………………
………………………………………………………………………… .................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Step 16
Now, it’s your turn to write about what you do when you’re on holiday! Use as many
elements from this lesson as possible - frequency adverbs, go, stay, fly, ride… (Maintenant,
à toi de parler de tes habitudes lorsque tu es en vacances. Utilise un maximum de points abordés
dans cette séance - adverbes de fréquence, verbes go, stay, drive, fly, ride…)
When I’m on holiday, (my parents and) I ........................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Séance 6
J’apprends à connaître une tradition américaine
J’apprends à reconstituer un récit
J’apprends à m’exprimer au passé
A traditional Thanksgiving dinner
Pumpkin Cherry pie Stuffed turkey
Step 17
You are going to hear some facts about Thanksgiving in the USA. Listen carefully, then fill
in the boxes. (On va te parler de la fête de Thanksgiving aux États-Unis. Écoute bien et remplis
le tableau.)
Number of American homes

celebrating Thanksgiving
Day and month
Religious activities
Family activities
Step 18
The following pictures illustrating the
history of Thanksgiving are all mixed up.
Listen to your CD, take notes and say which
picture is Nb 1, Nb 2, etc. (Ces images qui
illustrent l’histoire de Thanksgiving sont toutes
mélangées. Écoute ton CD en prenant des
notes, et indique quelle image est n° 1, n° 2,
etc.)
Nb …… (Nothing to eat)
Nb …… (Harvest) Nb …… (A feast – To celebrate)
Nb ……
Nb …… (To thank God)
(The Pilgrims, on board the Mayflower)
Nb …… (Farmers) Nb …… (To help)
Nb …… Nb …… (To die)
(Successful and plentiful – Lots of food) Number of victims:
Exercise 15
A) Tu vas rédiger un récit d’événements qui ont eu lieu au XVIIe siècle, donc tu vas écrire
r au présent r au passé r au futur
B) Dans quel ordre les événements ci-dessous vont-ils apparaître dans ton récit.
Numérote-les :
N° Event
Plentiful harvest
A terrible winter
A feast
Thanking god
Helpful Indians
Now use the keywords associated to the pictures above to complete this summary.
(Maintenant utilise les mots-clés associés aux images ci-dessus pour compléter ce résumé.)
During their first winter in America, the ........................, who had come from ............. ...
on a ship called the ........................... to start a new life as ..................... had almost
..................... to .......... 46 of them .............
The next spring, in 1621, the Indians .................. the ........................, and when autumn
came, the ..................... was successful and plentiful. The Pilgrims had ........................ ...
....... to eat, so they .................... God and organized a ............... with the Indians.
Step 19
Lexicologie
Observe le mot ‘successful’. Il est constitué de deux éléments.
Success + ful
m m
Radical + suffixe
Tu connais déjà des adjectifs construits de cette manière, comme ‘beautiful’, par exemple…
Exercise 16
Maintenant, à toi de jouer ! Dérive des adjectifs des noms ou verbes suivants :
O Attention, il faut partir du radical de chaque mot, c’est-à-dire supprimer d’abord toute
marque grammaticale (pluriel, temps…)
They wanted to thank the Indians. They were .............................. to them.
The Indians helped them a lot. They were ................................. people.
There was a lot of joy in the celebrations. The pilgrims were ................................
Séance 7
J’apprends les noms de personnages
qui ont construit l’Amérique
J’apprends à manipuler les noms collectifs indénombrables
J’apprends à repérer des erreurs grammaticales
autour de l’adjectif
A visit to Mount Rushmore, South Dakota
Step 20
Mount Rushmore, South Dakota.

Put a name on each of the four faces above, from left to right - first name first. (Mets un
nom sur chacun des 4 visages ci-dessus, de gauche à droite - prénom en premier).
Theodore George Thomas Roosevelt Lincoln Washington Jefferson Abraham
Exercise 17
Listen to your CD again (Step 20).
Answer the following questions:
Who were these 4 men?
.........................................................................................................................................
What year did the sculptors begin to work?
r 1917 r 1927 r 1937
When did they complete the portraits?

r 1931 r 1941 r 1981
What are Kyle’s impressions? Reorder the words.
seems at they’ re looking us it !
.........................................................................................................................................
Apart from portraits and documents, what else is there in the museum near Mount
Rushmore? (À part des portraits et divers documents, qu’y a-t-il d’autre à voir au musée de
Mont Rushmore ?)
They pieces also have furniture of
.........................................................................................................................................
Step 21
Phonologie
Écoute et répète la prononciation des mots suivants :
Piece Furniture Advice
j e retiens
Certains mots, en anglais sont appelés ‘collectifs indénombrables’. Plus simplement,
cela veut dire qu’ils font référence à une catégorie entière d’objets, et jamais un seul en
particulier.
I must buy furniture for my new apartment.
Le mot furniture est en apparence au singulier, mais la phrase se traduira par :
Je dois acheter des meubles pour mon nouvel appartement.
Alors comment fait-on pour acheter un meuble, ou deux ?
On dira :
I must buy a piece of furniture, two pieces of furniture, etc.
D’autres mots fonctionnent de cette manière, par exemple :
information, advice (les conseils), news…
Exercise 18
Voyons si tu as compris, à travers quelques exemples :
Bonjour, je voudrais un meuble pour mon salon.

Hello, I’d like …………………………………………… ..................................or my living-room.
Quelle information intéressante !
What an interesting ………………………………… ............................................................. .!
Un petit conseil : reste tranquille, et tout ira bien.
A little …………………………………… .................................................................................
.............................................................................keep quiet, and everything will be OK.
Step 22
Exercise 19
Observe bien ces 2 phrases. L’une est correcte, l’autre comporte une erreur grammaticale.
Trouve l’erreur et entoure-la.
These are the faces of four Americans These are the faces of four American
Presidents. Presidents.
Réécris la phrase corrigée ci-dessous :

.........................................................................................................................................
j e retiens
Tu l’as vu dès le début de ton apprentissage de l’anglais, mais il est indispensable de le
rappeler :
En anglais, l’adjectif, quelle que soit sa place (attribut ou épithète), ne s’accorde jamais
avec le nom qu’il qualifie. Il n’est donc jamais au pluriel !
Exercise 20
Ton Ami Antoine, qui est bien moins fort que toi en anglais, te demande de jeter un œil
à la rédaction qu’il doit rendre à son professeur demain. En pensant à tous les points
abordés lors de cette séance, corrige ses erreurs :
Yesterday, I had a conversation with two Americans students who had just
arrived in Paris to spend the year in a French university. They wanted to
buy one furniture or two for their apartment, but they didn’t know where
to go shopping. I said: “Furnitures? If I can give you an advice, go to my
uncle’s shop in Barbès. It’s the cheapest in Paris!” They said it was a very
interesting information. They thanked me and said French kids were
always very nices and polites.
Séance 8
j e m’évalue
Relis attentivement l’ensemble de la séquence avant de commencer.
Exercise 1
What does Kyle do every summer? (Que fait Kyle chaque été ?)
Verbs Activities Never Sometimes Often Always
The seaside 
Meet His cousins 
Stay
Go There for 2 weeks 
Be Camping 
At home 
Happy to make new friends 
Every summer, Kyle ………………………………………………....…………………… .......................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 2
Fill in the gaps (Complète) :
‘She’s a beauty!’
‘Yes, she’s a very …………………… ............................................................................. . girl!’
‘Peter is a real friend. You can always count on his help.’
‘You’re right, he’s very……………… .................................................................................... ’
‘He says he thanks you for everything for you did.’
‘I know he’s really ………………… .......................................................................................
......................................................................................... , but I’m just doing my job…’
Exercise 3
Name 4 scientific subjects Isaac Newton was particularly interested in:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 4
Study this sentence. Then answer the question in the box below:
Scientists can do extraordinary things
m
Tu peux remplacer par : …………….
Exercise 5
You don’t believe what you hear. React! (Tu ne crois pas ce que tu entends. Réagis !)
‘My cousin is the strongest man in the world!’
………………………………………...................................................................................... ….
‘My big brother is an astronaut, you know!’
………………………………………..........................................................................................
‘Isaac Newton wasn’t a good scientist.’
………………………………………..........................................................................................
Exercise 6
Fill in the blanks (Complète logiquement) :
‘Can you do this exercise for me, please?’
‘Sorry, you must do it ........................ . I can’t help you!’
‘Katie is a very intelligent girl. She built this rocket ........................ !’
Exercise 7
Your friend Stan is an inventor. He has built a robot, but he doesn’t want to give you any
details about it. You want to know more. Ask him 5 questions - energy, speed, use… (Ton
ami Stan est inventeur. Il a construit un robot, mais ne veut pas te donner de détails. Tu veux en
savoir plus. Pose-lui 5 questions - énergie, vitesse, utilisation…)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 8
Un nouveau camarade est arrivé dans ta classe. Il est anglais, et ne comprend pas bien les
consignes du professeur d’histoire. Tu dois faire le traducteur chaque fois que le professeur
s’adresse à lui.
Professeur : Peux-tu lire ceci à haute voix ?
Toi : ………………………………………………………………………..............................................
Professeur : C’est bien !

Toi : ………………………………………………………………………..............................................
Professeur : Est-ce que cette date te dit quelque chose ?
Toi : ……………………………………………………………………….............................................
Professeur : Et que sais-tu d’autre ?
Toi : ……………………………………………………………………….............................................
Professeur : Allez, vas-y !
Toi : ……………………………………………………………………………………
Sommaire
Séquence 3
Communication Civilisation Grammaire Lexique Phonologie Méthodologie
Séance 1 Apparier titres de Les catégories Catégories littéraires ‘literature’, literary S’appuyer sur les
À la librairie livres et catégories littéraires Les catégories mots transparents
littéraires littéraires : (Poetry – pour accéder
Inférer un genre Mystery- Myths and au sens d’un
littéraire à partir Legends - Science document écrit
d’indices textuels Fiction etc.)
Séance 2 Reconnaître à l’oral Fairy tales Fairy tales S’appuyer sur une
Les contes de des titres de contes culture commune
connus pour comprendre
fées S’appuyer sur des des titres de livres
mots clés dans un Inférer le sens d’un
document sonore mot nouveau à
pour inférer le titre partir du mot-
d’un conte racine
Séance 3 Deviner le nom d’un Les personnages de Les personnages de Pratiquer
Les personnage de conte contes contes : les bons, les l’inférence
grâce à la mise en méchants contextuelle pour
personnages réseau lexical accéder au sens
de contes Classer des d’un document
personnages d’après écrit
leurs caractéristiques
Séance 4 Apparier illustrations Les personnages de S’appuyer sur une
Le panneau et extraits du conte Cendrillon culture commune
Cendrillon Les objets propres pour comprendre
des citations au conte : baguette un extrait de conte
Le conte magique, pantoufle de
Cendrillon verre, carrosse, etc.
Had to + V
Séance 5 Dire ce que mes Les obligations Les tâche ménagères
parents devaient faire ménagères Had to
Les corvées à la maison étant Les contraintes Make somebody do
imposées à enfants something (au passé)
Cendrillon Dire ce que Cendrillon Pronoms personnels
était obligée de faire à sujets et compléments
la maison Questions fermées et
ouvertes au passé
avec have to
Séance 6 Remettre un Cendrillon Désignateurs et Repérer et identifier
texte dans l’ordre référents les désignateurs
Extrait de
chronologique pour Prétérite de verbes et référents des
Cendrillon pouvoir raconter une irréguliers personnages pour
histoire comprendre une
histoire
Séance 7 Écrire/dire à l’oral une Cendrillon Les adverbes

Cendrillon (2) histoire en s’appuyant Prétérite de verbes
sur des mots-clés irréguliers
Séance 8
Je m’évalue
Séance 1
J'apprends à identifier des catégories littéraires
J'apprends à anticiper : à partir de son titre,
je formule des hypothèses
sur le contenu d'un document écrit
J'apprends à m'appuyer sur des indices textuels,
paratextuels pour comprendre l'anglais écrit
J'apprends à m'appuyer sur mes références culturelles
pour inférer
Katie aime beaucoup faire les boutiques.
Tu t’en es aperçu(e) dans la séquence 1 !!!
Mais cette fois, ce n’est pas pour elle, mais pour sa petite cousine, Emma.
C’est bientôt son anniversaire… et elle doit lui faire un cadeau !
Elle pense lui offrir un livre, car Emma est une grande lectrice…
Step 1
Le mot ‘literature’ est assez difficile à prononcer ! Entraîne-toi !
Exercise 1
Let us focus on the word: Literature.
Listen to your CD.

Listen to the following words related to literature and repeat them several times. It isn’t
that easy! (Écoute ton CD. Écoute les mots suivants, sur le thème de la littérature et répète-les
plusieurs fois. Ce n'est pas si facile !)
- literature
- literary
- literary genres
Exercise 2
Katie a décidé de s’occuper du cadeau cet après-midi. Elle se rend dans une librairie…
Elle a un problème : quel genre de livres choisir pour Emma ?
Il y en a tellement ! Voici quelques-uns des rayons consacrés aux différentes catégories littéraires…
Literary categories.
Biography
Fairy tales Myths and legends
Mystery Historical fiction
Poetry Science fiction
Step 2
Exercise 3
Listen to your CD. Repeat the literary categories Katie has just come across. (Écoute ton CD
et répète les noms des catégories littéraires que Katie a découvertes dans la librairie.)
Exercise 4
Katie commence à parcourir les rayons… Peux-tu l’aider à trouver à quelle catégorie les livres
qu’elle découvre appartiennent ?
Now can you match the following English books with the appropriate literary categories?
(Relie les titres de livres anglais aux catégories littéraires auxquelles ils correspondent.)
Appuie-toi sur la méthodologie de compréhension de l'écrit que tu as apprise

précédemment (ou reporte-toi aux fiches méthodologiques) (séquences 3 et 4) !
a) O truant Muse, Sonnet 101 by William Shakespeare

b) The Odyssey by Homer
c) Theseus and the Minotaur
1- POETRY
d) King Arthur and the Knights of the Round Table
2- MYSTERY
e) The Saxon Stories by Bernard Cornwell
3- MYTHS AND
f) A Rose for the Crown by Anne Easter Smith
LEGENDS
g) Harry Potter and the Chamber of Secrets by J. K. Rowling
4- SCIENCE FICTION
h) The Martian Chronicles by Ray Bradbury
5- BIOGRAPHY
i) The Time Machine by H. G. Wells
6- AUTOBIOGRAPHY
j) Twilight by Stephenie Meyer
7- HISTORICAL k) I, Robot by Isaac Asimov
FICTION
l) The Adventures of Sherlock Holmes by Arthur Conan Doyle
8- FANTASY
m) Ode To a Nightingale by John Keats
n) The Story of My Life by Helen Keller
o) Murder on the Orient Express by Agatha Christie
Check and correct. Vérifie tes réponses.
Exercise 5
Katie est perplexe : la libraire a écrit les mots suivants sur un panneau.
C’est une sorte de jeu : les enfants doivent deviner de quel genre de livre il s’agit !
Et toi, as-tu trouvé ?
a loving prince
a beautiful princess
a horrible stepmother
a happy ending
marriage a ball
nasty sisters mice
a shoe
midnight
Have a look at all these key words. (Observe ces mots clés.)
Do they ring a bell? (T'évoquent-ils quelque chose ?)
1- What literary category do these words make you think of? (À quelle catégorie littéraire
ces mots te font-ils penser ?)
.................................................................................................................................................
Check and correct.
You are right!
2- Can you guess its title? ..............................................................................................
Well done!
In English, the title of this book is Cinderella.
3- Can you guess what it is called in French? ..................................................................

What other fairy tales do you know in English and in French? (Quels autres contes de fées
connais-tu en anglais ou en français ?)
Answer in English if you can. Otherwise, answer in French. (Réponds en anglais si tu peux, ou
sinon, réponds en français.)
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Let us meet Katie in the next lesson! Cheerio! Goodbye!
(Retrouvons Katie à la prochaine séance. À plus tard !)
Séance 2
J'apprends à m'appuyer sur la culture de mon pays
pour découvrir la culture des pays anglophones
J'apprends à développer des compétences croisées en
compréhension (compréhension de l'écrit et de l'oral)
Je revois la méthodologie de compréhension
d'un document écrit
Step 3
Katie est maintenant décidée : elle offrira à sa petite cousine Emma un conte de fées ; elle en est
tellement friande !
En cherchant le cadeau d’Emma, Katie plonge avec délectation dans l’univers des contes de fées …
Finira-t-elle par s’en acheter un pour elle aussi ?
In the previous lesson, Katie learnt more about literary categories and more particularly
fairy tales. (Dans la leçon précédente, Katie en a appris un peu plus sur les catégories littéraires
et plus particulièrement sur les contes de fées.)
You must know lots of fairy tales! (Tu dois connaître beaucoup de contes !)
Exercise 6
Katie découvre le rayon des livres étrangers : les livres en français, bien sûr !
D’après toi, quels titres de contes de fées y a-t-il dans ce rayon ?
Write down the titles of fairy tales in French Katie might find (Écris les titres de contes en
français que Katie va peut-être trouver) :
The fairy tales in French Katie might find:
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Step 4
Katie retourne dans le rayon des livres en anglais : elle ne doit pas perdre de temps si elle veut
trouver un livre pour sa petite cousine !
Justement, elle hésite parmi plusieurs titres…
Katie has just found a big book, which contains many fairy tales: what a great present
it would make! (Katie vient de trouver un gros livre, qui contient de nombreux contes : quel
formidable cadeau ce livre ferait !)
Katie is having a look at the table of contents.
Have you read one of these tales? Do you know them?

(As-tu lu un de ces contes ? Les connais-tu ?)
1- The Three Little Pigs 7- Puss in Boots

2- Goldilocks and the Three Bears 8- The Princess and the Pea
3- Snow White and the Seven Dwarfs 9- Beauty and the Beast
4- Little Red Riding Hood 10- Tom Thumb
5- Cinderella 11- Bluebeard
6- Sleeping Beauty 12- The Ugly Duckling
Méthodologie
Tout d'abord, relève tous les chiffres que tu reconnais. Il y en a souvent dans les contes !
Ils peuvent beaucoup t'aider à te mettre sur la voie !
Tu as déjà reconnu un ou plusieurs titres de contes ? Écris-les.
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Ensuite relève les mots transparents : c'est le plus facile !
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
k Tu as trouvé d'autres titres grâce aux mots transparents ? Écris-les !
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Autre méthode : appuie-toi sur les mots que tu as appris !
Classe les mots suivants dans les catégories proposées.

beard pig pussy snow white red boots hood bear thumb blue
Animaux Météo
Parties du corps Vêtements

& accessoires
Dernière méthode : Les mots racines. Tu as appris cette technique précédemment.

Ex. : duckling k mot racine : duck (canard) + ling
Ex. : sleeping k mot racine : ............................... En français : ……………………………
Ex. : Goldilocks k mot racine : .......................... En français : ………………………………

Maintenant tu peux trouver tous les titres ! En utilisant les 4 méthodes ci-dessus et surtout en te
servant de tes connaissances dans ta propre langue : tu as sûrement lu ou entendu des contes de
fées durant ton enfance, non ? À toi !
1- The Three Little Pigs ..................................................................................................
2- Goldilocks and the Three Bears ..................................................................................
3- Snow White and the Seven Dwarfs .............................................................................
4- Little Red Riding Hood ..............................................................................................
5- Cinderella ..................................................................................................................
6- Sleeping Beauty .........................................................................................................
7- Puss in Boots .............................................................................................................
8- The Princess and the Pea ...........................................................................................
9- Beauty and the Beast .................................................................................................
10- Tom Thumb ..............................................................................................................
11- Bluebeard ..................................................................................................................
12- The Ugly Duckling .....................................................................................................
j e retiens
Pour comprendre un document écrit anglais, il existe plusieurs méthodes.
Selon les documents que tu rencontres, ou selon tes dispositions personnelles (ce que
tu préfères, ce qui te met le plus à l'aise), tu utiliseras telle ou telle méthode, ou en
combinant les 4 !
Méthode n° 1 : Les mots transparents. La plus facile ! (Mais attention toutefois aux
« faux-amis ».)
Méthode n° 2 : les mots que tu connais.
En les voyant écrits, tu reconnais plus facilement les mots que tu connais déjà !
Tu dois apprendre régulièrement ton vocabulaire et t'en souvenir !
Méthode n° 3 : Les mots racines.
k Retrouve la racine dans un mot (Ex. : dans duckling k duck + ling) et tu es mis(e) sur
la voie !
Méthode n° 4 : Sers-toi du contexte.
Dans le contexte des contes de fées, tu as des chances de rencontrer des mots comme
« baguette magique », « elfes », « magicien », « merveilleux », « sorcière », etc.
Exercise 7
Now listen to your CD. You are going to hear people talking about fairy tales. Try to grab
the titles of the fairy tales mentioned above. (Maintenant écoute ton CD. Tu vas entendre des
personnes qui parlent de contes de fées. Essaie juste d'attraper au vol les titres que nous t'avons
proposés plus haut.)
Write the number corresponding to the fairy tale you recognized. (Écris le numéro du conte
que tu as reconnu.)
Your answers:
Tale 1- …… ...................................................................................................................
Tale 2- …… ...................................................................................................................
Tale 3- …… ...................................................................................................................
Exercise 8
Now listen to the following conversations and write the name of the story that will
eventually be read to the child. (Maintenant écoute les conversations et trouve le nom de
l'histoire qui sera finalement lue à l'enfant.)
Your answers:
Tale 1- …… ...................................................................................................................
Tale 2- …… ...................................................................................................................
Exercise 9
Now listen to extracts from fairy tales and try and guess their titles. (Maintenant écoute ces
extraits de contes et devine leur titre.)
Une question avant de commencer : par quels mots débute en général un conte en
français ?
…… .................................................................................................................................
Bravo ! En anglais, ils débutent par : ‘Once upon a time…’ Ready? Prêt(e) ?
Your answers:
Tale 1- …… ...................................................................................................................
Tale 2- …… ...................................................................................................................
Tale 3- …… ...................................................................................................................
Tale 4- …… ...................................................................................................................
Séance 3
Je découvre l'univers des contes de fées
Je revois la description physique
J'apprends à repérer et interpréter des éléments significatifs
pour développer
mes compétences en compréhension de l'écrit
Step 5
Now let us focus on famous characters you have probably met in fairy tales. (Maintenant
concentrons-nous sur quelques-uns des personnages célèbres que tu as sûrement rencontrés dans
les contes pour enfants.)
Exercise 10
Read the following definitions and guess who the characters are. (Lis les définitions
suivantes et devine de qui il s'agit !)
Write their names. (Écris le nom des personnages.)
Then say if he/she belongs to the GOODIES or to the BADDIES categories. (Puis, dis si elle
ou il appartient à la catégorie des bons ou des méchants !)
1- She is lovely and kind but she has got two nasty sisters. She is always dirty and her
clothes are old but one day she will wear a fantastic dress!
2- He is handsome (good-looking) and he loves her. But he doesn’t know who she is. The
only thing he has got is one of her shoes…
3- Her hair is long, blond and curly. She has got three small friends…
4- She is always dressed in red. She wants to bring her grandma a basket full of cakes. She
loves her so much!
5- There are seven of them. They work hard in a mine all day long. They have got a nice
house, but it is so messy!
6- She hates her stepdaughter (belle-fille) because she is more beautiful than her two ugly
daughters. She is wicked and mean.
The characters’ names:
1- ..................................................................................................................................
2- ..................................................................................................................................
3- ..................................................................................................................................
4- ..................................................................................................................................
5- ..................................................................................................................................
6- ..................................................................................................................................
Exercise 11
Now classify the characters you have just identified: write their names in the boxes below.
(Maintenant classe les personnages que tu viens d’identifier, selon la catégorie à laquelle ils
appartiennent. Écris leur nom dans les cases.)
The goodies The baddies
Read the definitions one more time. (Relis les définitions des personnages.)
Exercise 12
Pick out the words that sound negative or positive. Write them down in the appropriate
boxes. (Relève les mots qui pour toi sont négatifs ou positifs. Écris-les dans les cases
appropriées.)
+ -
Dans la définition n° 7, connaissais-tu les mots ‘wicked’, ‘mean’ ?

r oui r non
Si tu as coché non, avais-tu trouvé qu'il s'agissait de 2 adjectifs plutôt négatifs ?
r oui r non
Si tu as coché oui : comment l'as-tu su ?
......................................................................................................................................
Bravo à toi ! Tu as bien suivi nos conseils et tu sais t'appuyer sur des techniques pour comprendre
l’anglais écrit.
Si tu as coché non : nous allons t'aider à mieux comprendre.
Reprenons la phrase 7 :
She hates her stepdaughter because she is more beautiful than her two ugly daughters.
She is wicked and mean.
Réponds aux questions suivantes :
1- Que veut dire : ‘She hates’ : ........................................................................................
2- Est-ce positif ou négatif, selon toi ? r positif r négatif
3- Que veut dire : ‘stepdaughter’ (tu peux regarder plus haut, si tu ne te souviens plus) :
..................................................................................................................................
4- Qu'est-ce que cela implique ? ....................................................................................
5- Que veut dire : ‘more beautiful’ : .................................................................................

6- Avec qui compare-t-elle sa belle-fille ? ........................................................................
7- Comment sont-elles donc qualifiées ?
r par un adjectif positif r par un adjectif négatif
8- On vient de mentionner la beauté (beauty – beautiful), donc l’adjectif contraire de
‘beautiful’ (belle) sera ‘ .........................’ ( ............................................... en français).
9- Pour terminer, en utilisant la même logique, les adjectifs 'wicked’ et ‘mean’ se
rapportent à qui ?
r à la belle mère r à Cendrillon
10- Donc : 2 adjectifs qui qualifient la belle-mère qui déteste Cendrillon. Que peuvent-ils
vouloir dire en français ?
(je cherche des synonymes de ......................................) : ..........................................
The stepmother hates Cinderella because she is more beautiful than her two ugly
daughters. She is wicked and mean.
Tu comprends maintenant cette phrase ! Pourquoi la belle-mère déteste-t-elle Cendrillon ?
Donne la raison :
.......................................................................................................................................
Quel mot anglais dans la phrase ci-dessus veut dire « parce que » ?
.......................................................................................................................................
De même, dans la phrase :

She is lovely and kind but she has got two nasty sisters.
Quel mot indique que l'adjectif 'nasty' (que tu ne connais sans doute pas) est opposé à
'lovely' et 'kind' ? Le mot ……………………………… ( .................................... en français).
En effet !
Tu pourras appliquer le même raisonnement la prochaine fois que tu seras confronté(e) à
des mots que tu ne connais ni ne comprends.
Let us go on! But where is Katie??? (Poursuivons. Mais où est Katie ???)
Let us now recap the new words you have just learnt. Write them down. (Maintenant,
récapitulons les nouveaux mots que tu viens d’apprendre. Écris-les ci-dessous.)
Fairy tales
New words I have learnt:
Exercise 13
Listen to your CD. Listen to the new words you have just written down. Repeat them as
many times as necessary. (Écoute ton CD. Écoute les nouveaux mots que tu viens d'écrire et
répète-les autant de fois que nécessaire.)
Rappelle-toi ! Tu mémorises mieux ce que tu classes en catégories. La mémorisation est
plus difficile avec des mots dans le désordre, en liste.
Retrouve le nom des catégories suivantes (ou trouve-leur un titre !) :
Catégorie n° 1 : ..............................................................................................................
Catégorie n° 2 : ..............................................................................................................
Séance 4
J’apprends à repérer des éléments significatifs
(noms d’objets, de personnages)
J’apprends à m’appuyer sur une culture commune
pour accéder au sens
J’apprends à parler des obligations au passé
Step 6
Katie découvre un autre panneau, installé par la libraire pour animer le rayon enfants.
Il s’agit d’un jeu de devinette. Katie adore les jeux !
Elle décide de participer.
Veux-tu toi aussi jouer aux devinettes ?

Here is a game for you: read the following sentences, which all come from famous fairy
tales we talked about in previous lessons. (Voici un jeu pour toi. Lis les phrases ci-dessous
qui sont toutes extraites de contes de fées connus, dont nous avons parlé dans les leçons
précédentes.)
Exercise 14
Guess which tales the sentences come from. (Devine de quels contes les phrases sont tirées.)
1- “I want to have a house made of bricks.”
..................................................................................................................................
2- “All the fairies except a bad witch had been invited to the little princess’s birthday.”
..................................................................................................................................
3- “Mirror, mirror on the wall, who’s the loveliest of them all?”
..................................................................................................................................
4- “This shoe is too small for you!”
..................................................................................................................................
5- “I’m hungry! Oh great! There are three bowls of porridge on the table.”
..................................................................................................................................
6- “Nobody but a real princess could be as sensitive as that.”
..................................................................................................................................
7- “The cat gave presents to the king and said: they’re from my master the marquis.”
..................................................................................................................................
8- “The wolf ate the grandmother and put on her nightcap and nightdress.”
Check and correct. Vérifie tes réponses en lisant la rubrique « Méthodologie » ci-dessous.
Quels sont les indices qui t’ont mis(e) sur la voie ?
Entoure (ou surligne) dans chaque phrase le nom de l’objet ou le personnage clé qui t’a
aidé(e).
Méthodologie
Tu as su repérer dans chacune des phrases l’objet clé ou le personnage important qui t’a
donné l’indice essentiel.
“I want to have a house made of bricks.” Le mot ‘brick’ est transparent, facile !
“All the fairies except a bad witch had been invited to the little princess’s birthday.
Mirror, mirror on the wall, who’s the loveliest of them all?” Mot transparent !
“This shoe is too small for you!”
“I’m hungry! Oh great! There are three bowls of porridge on the table.” Mot transparent !
“Who’s been sleeping in my bed?”
“The cat gave presents to the king and said: they’re from my master the marquis.”
“The wolf ate the grandmother and put on her nightcap and nightdress.”
j e retiens
Ces objets et ces personnages ont sûrement évoqué des contes que tu as déjà lus ou
entendus !
Sers-toi de ta culture pour découvrir celle des autres pays.
Nous partageons beaucoup avec les pays anglophones, tu l’as constaté !
On parle d’une « culture commune ».
Step 7
Let us learn a few words that will help you understand the fairy tale you will soon read.
(Découvrons les mots nouveaux qui t’aideront à comprendre le conte que tu vas bientôt lire.)
magic wand a fairy a glass slipper
the cinders
a ball gown dressed in rag the fireplace
tidy the house scrub the floor

Chores (corvées ménagères)
Any idea which fairy tale we are going to read? (As-tu une idée du conte que nous allons lire ?
Écris le titre auquel tu penses.)
Write down your guess ....................................................................................................
You were absolutely right! Well done! (Tu as raison ! Bien joué !)
Step 8
Read the following extracts from the famous tale: Cinderella. Match the pictures with the
corresponding sentences. (Lis les extraits du conte Cendrillon et attribue à chaque image la ou
les phrases qui conviennent.)
Copy only the underlined sentences under each picture. (Recopie uniquement les phrases
soulignées sous les images.)
1- Once upon a time, there lived a beautiful girl named Cinderella. She lived with her
stepmother and her two ugly stepsisters.
2- They treated Cinderella very badly: she had to sleep near the fireplace, near the cinders.
3- Her stepmother made her do all kinds of chores.
4- She had to tidy the house.
5- She had to scrub the floor.
6- She had to prepare the food for the family.
............................................ ............................................ ............................................
........................................... ........................................... ...........................................

Grammaire
Dans les phrases que tu as recopiées sous les images, par exemple :
– She had to tidy the house.
– She had to scrub the floor.
Souligne les verbes.
Tu n'as pas oublié un mot j'espère !
Quelle est la situation de Cendrillon dans la famille ? Coche :
r Elle est respectée au même titre que ses sœurs. r Elle est l’esclave de la famille.
Vérifie tes réponses dès que tu vois apparaître :
Parfait !
Donc Cendrillon subit les ordres de sa belle-mère.
As-tu une idée de ce que signifient dans ce cas les mots : She had to?"
.....................................................................................................................................
Bien !
Un synonyme de « elle devait » en français ? ....................................................................
Donc she had to exprime l'idée d'une obligation.
Quel est le temps utilisé ici ? r présent r passé
Relève d'autres verbes au passé (donc autres que 'had to') dans les phrases sous les
images :
.....................................................................................................................................
j e retiens
Résumons : HAD TO + verbe exprime une obligation au passé.
She had to clean... peut se dire aussi : she was obliged to clean. La notion d’obligation
est plus évidente ici !
elle devait nettoyer… elle était obligée de nettoyer
À toutes les personnes, HAD TO + verbe marche ! Facile, non ? Peux-tu traduire ces
phrases en français ?
1- Cinderella had to stay at home.
..................................................................................................................................
2- Her sisters had to go to the ball.
..................................................................................................................................
3- The Prince had to find Cinderella again.
..................................................................................................................................
Tu es peut-être étonné(e) de ne pas utiliser le modal MUST, que tu connais.
O En effet, MUST n'a pas de forme passée. On utilise donc un équivalent : HAD TO.
Séance 5
J'apprends à parler des obligations au passé,
des tâches ménagères
J'apprends à parler de ce que l'on peut obliger
quelqu'un à faire
Step 9
In the previous lesson, we learnt how to express obligations in the past. (Dans la leçon
précédente, nous avons appris comment exprimer l'obligation au passé.)
Exercise 15
Do you know how to say? (Sais-tu comment dire ?)
1- Elle devait ranger la maison : .....................................................................................
2- Elle était obligée de rester à la maison : ......................................................................
3- Le Prince devait retrouver Cendrillon : ……… ...............................................................
4- Toutes les filles devaient essayer (try on) la pantoufle de verre :
..................................................................................................................................
Exercise 16
What about your parents? Did they have anything to do at home when they were children?
(Et tes parents ? Avaient-ils des corvées à faire à la maison quand ils étaient petits ?)
Ask them and write down what they had to do when they were young. (Demande-leur et
écris ce qu'ils devaient faire étant jeunes.)
Here are some useful words you might need. (Voici des mots utiles dont tu pourrais avoir
besoin.)
k Tu peux aussi utiliser les verbes de la leçon précédente (Cinderella’s chores) !
Vocabulary
Lay the table Clear the table
Do the shopping
Babysit little brothers/sisters Wash up
Sweep the floor Do the ironing

What my parents had to do when they were young:
When my parents were young, they had to ............................................................................
My dad ............................................................................................................................
My mum ..........................................................................................................................
Exercise 17
Now answer the following questions. Tick a box. In case you don’t know the answer, tick
‘no idea’. (Maintenant, réponds aux questions suivantes. Si tu ne connais pas une réponse,
coche : « aucune idée ».)
Did Cinderella have to do the shopping as well?
r Yes r No r No idea
Did the two half-sisters have to tidy up their own rooms?
Did the Prince have to do chores in his castle?
Did Cinderella’s stepmother have to prepare the food for the family?
Did Cinderella have to sleep near the fireplace?
Do you remember? The book means you have to check your answers! (Tu te rappelles ? Ce
livre signifie que tu dois vérifier tes réponses dans le corrigé.)
Grammaire
Observe les questions ci-dessus.
Que signifie en français ‘Did Cinderella have to do the shopping’ ?
.......................................................................................................................................
Dans cette question, souligne le verbe qui exprime la notion d’obligation.
C'est fait ? Tu as souligné : have to.
Curieux, non ? Le verbe have to te semble-t-il porter la marque du passé ?
r oui r non
Quel mot dans la phrase porte la marque du passé dans ce cas ?
.......................................................................................................................................
Es-tu surpris(e) ? r oui r non
Si tu as répondu "non"
Bravo ! Tu te souviens que c'est l'auxiliaire (ou opérateur) DO qui porte la marque du
passé dans les questions et les négations, et non le verbe lexical !
Ex.: Did Cinderella dance with the Prince? Ex.: She didn’t dance alone…
Si tu as répondu "oui" : Lis ce qui se trouve ci-dessous !
j e retiens
Pour poser une question au passé sur les obligations, j'utilise la formule :
WH - DID + Sujet + have to + verbe ?
Ex. : Who
What
Where
Why
How
Ex.: Did Cinderella have to do all the chores? Yes, she did.
Ex.: What did Cinderella have to do around the house? Practically everything!
Exercise 18
Demande si les personnes mentionnées devaient faire les choses indiquées entre
parenthèses.
Écris les questions en entier et réponds. Sois logique !
Cinderella - (sweep the floor) ..........................................................................................
The two sisters - (make the beds) ....................................................................................
Cinderella - (feed [nourrir] the cat) .................................................................................

Cinderella - (wash her sisters’ clothes) .............................................................................
The stepmother – (prepare the food) ...............................................................................
Observe cette phrase, tirée du conte, que nous avons lue dans la leçon précédente :
Her stepmother made her do all kinds of chores.
Que veut-elle dire, d'après toi ?
.......................................................................................................................................
Tu viens donc de découvrir une autre façon de parler des obligations subies par Cendrillon.
Sujet + MADE + pronom personnel complément + verbe
She made her do…

m m m m
Sujet made pronom verbe complément
personnel
Autre exemple : She made her (Cendrillon) clean the bathroom.
Ou bien : The stepmother made Cinderella clean the bathroom.
Rappelle-toi les pronoms personnels compléments :
pronoms sujets pronoms compléments

1re pers. I me
2e pers. you you
3e pers. he, she, it him, her, it
1e pers. we us
2e pers. you you
3e pers. they them
Entraîne-toi !
Exercise 19
Dis ce que les personnes en majuscules obligeaient les personnes soulignées à faire.
Puis, remplace la personne soulignée par le pronom personnel complément qui lui
correspond.
Ex.: The wicked stepmother – Cinderella – clean all the rooms everyday.
k The wicked stepmother made Cinderella clean all the rooms everyday.
k The wicked stepmother made her clean…
À toi !
The ugly half-sisters – Cinderella – wear rags instead (au lieu de) of nice clothes.
k ...................................................................................................................................
k ...................................................................................................................................
The mean stepmother – Cinderella – stay at home instead of going to the ball.
k ...................................................................................................................................
k ...................................................................................................................................
The bad-tempered sisters – their mother – buy them new ball gowns.
k ...................................................................................................................................
k ...................................................................................................................................
The Prince – girls from all around the kingdom – try the glass slipper on.
k ...................................................................................................................................
k ...................................................................................................................................
The King – the Prince – marry the girl whose foot fitted into the glass slipper.
k ...................................................................................................................................
k ...................................................................................................................................
Rendez-vous dans la prochaine leçon, pour découvrir la suite du conte… !
Séance 6
J'apprends à lire et comprendre un récit (assez long)
in extenso
J'apprends à mener une démarche de compréhension écrite
comme une enquête policière
Step 10
You have already read several extracts from the fairy tale Cinderella. (Tu as déjà lu plusieurs
extraits du conte Cendrillon.)
It is high time you started reading a whole passage of it. (Il est grand temps de commencer à lire
tout un passage.)
Do not worry. We will be there to help you and give you the clues you need to understand the
text. (Ne t'inquiète pas. Nous serons là pour t'aider et te donner les indices dont tu auras besoin
pour comprendre le texte.)
Once you have reached the end, you will be so proud of yourself! (Quand tu seras arrivé(e) au
terme de ta lecture, tu seras tellement fier(e) de toi !)
Tu connais déjà beaucoup de mots sur le thème des contes de fées, que tu as appris dans
les séances précédentes.
Le texte que tu vas lire ne comporte pas de difficultés majeures dans le domaine lexical (le
vocabulaire).
Nous commencerons par des choses simples.
Lis le texte, qui se trouve en dernière page de cette séance.
Réponds aux questions suivantes :
En anglais, si tu te sens suffisamment à l'aise. En français si tu te sens encore mal à l'aise.
Questions before reading
1- Who wrote this fairy tale? (Qui est l'auteur de ce conte ?)
..................................................................................................................................
2- What is it called? (Comment le conte s'appelle-t-il ?)
..................................................................................................................................
3- Now read the text very quickly and answer the question.
How many characters are mentioned in the tale ?
(Combien de personnages sont mentionnés dans le texte ?)
r6 r7 r8
4- Write down the two narrative forms to be traditionally found at the beginning and the
end of a fairy tale. (Recopie les deux formules qui, traditionnellement, se trouvent au début
et à la fin d'un conte.)
Beginning: .................................................................................................................
End: ..........................................................................................................................
5- Take a pen and take notes. (Maintenant prends un stylo et prends des notes.)
Pick out all the words that refer to CINDERELLA. Two examples have been given for you
(Relève tous les mots qui se rapportent à Cendrillon. Deux exemples te sont donnés.)
Cinderella
- a beautiful girl
- She
- ...................................................... - ......................................................
- ...................................................... - ......................................................
- ...................................................... - ......................................................
- ...................................................... - ......................................................
- ...................................................... - ......................................................
Méthodologie
Pour comprendre un texte (surtout assez long !), il est important de bien comprendre de
quel personnage il s'agit car parfois, on utilise d'autres mots que le nom du personnage.
Par exemple dans Cinderella, tu as trouvé beaucoup de mots différents qui désignent
Cendrillon !
Reprenons-les si tu le veux bien :

A beautiful girl Cinderella She The poor girl
The horrible woman’s stepdaughter The girl My darling His beloved princess
Si tu sais identifier tous ces référents, qui parfois sont très bien cachés au détour des
phrases, tu sauras de quel personnage on parle. Tu pourras ainsi mieux suivre le fil de
l'histoire et bien comprendre ce qui se passe !
Maintenant poursuivons notre petite enquête.

La lecture est une sorte d'enquête : tu en es le détective. Tu suis
des pistes. Tu recherches des indices. Tu émets des hypothèses.
Tu conclus en trouvant l'énigme ! C’est-à-dire le sens du texte !
Fascinating, isn’t it my dear Watson?
Exercise 20
Pick up all the adjectives that now refer to the stepmother and to the two half-sisters.
(Maintenant relève tous les adjectifs qui se rapportent à la belle-mère et aux deux demi-sœurs.)
The stepmother The half-sisters
- ........................................................ - ........................................................
- ........................................................ - ........................................................
- ........................................................ - ........................................................
- ........................................................ - ........................................................
- ........................................................ - ........................................................
- ........................................................ - ........................................................
- ........................................................ - ........................................................
Exercise 21
Pick out all the irregular verbs in the past you came across in the text. (Relève tous les verbes
irréguliers au passé du texte.)
Then, fill in the column: Simple Past. (Ensuite, remplis la colonne : "Simple Past" -passé).
root form simple past past participle
1 give given
2 tell told
3 take taken
4 go gone
5 fall fallen
6 say said
7 see seen
8 begin begun
9 run run
10 lose lost
11 find found
Exercise 22
Can you put the following elements in the chronological order? (Peux-tu remettre dans
l'ordre chronologique les éléments suivants ?)
Write the text you got and do not forget to add the punctuation marks!
(Recopie le texte obtenu et n'oublie pas d'ajouter la ponctuation !)
1- was called Cinderella and who
2- and they lived happily ever after.
3- there was a young beautiful girl who
4- lived with her stepmother and her nasty half sisters

5- he married her
6- stay at home instead of going to the Prince’s ball
7- one day her wicked stepmother made her
8- but thanks to her fairy godmother she went to
9- once upon a time
10- the ball and fell in love with the Prince!
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Fais maintenant le compte de :
- Tous les mots que tu connais, que tu comprends ;
- Tous les mots que nous venons d'élucider (les termes qui renvoient à Cendrillon ; les
adjectifs qualifiant les sœurs et la marâtre, les verbes irréguliers).
k Surligne tous ces mots dans le texte.
k Que constates-tu ? .....................................................................................................
En effet, tu as fait de nombreux repérages dans le texte. Cela t'aide à construire le sens.
Nous allons étudier dans la prochaine séance quelques points encore de ce texte. Non pas que
tu ne l'aies pas compris ! Mais pour t'apprendre encore d'autres stratégies d'accès au sens (de
compréhension de l'écrit).
À bientôt !
Cinderella by Charles Perrault

Once upon a time, there lived a beautiful girl named Cinderella. She lived with her
stepmother and two ugly stepsisters. The stepmother and sisters were conceited, bad tempered and
horrid to Cinderella. They did not let her have any nice food or pretty clothes. She had to sleep
near the fireplace, near the cinders. This is why they named her Cinderella.
They treated the poor girl very badly. She had to stay at home all day and do the chores.
She had to tidy the house and scrub the floor and she had to prepare the food for the family. The
two stepsisters, on the other hand, did not work about the house. Their mother gave them many
handsome dresses to wear.
One day a messenger arrived at home with an invitation. ‘How wonderful!’ exclaimed
her stepmother. Prince Charming is having a ball to find his wife! Am I invited to the ball,
asked the horrible woman’s stepdaughter shyly.
Her wicked stepmother laughed mockingly and told the girl to stay at home. Cinderella
was very sad.
All of a sudden her godmother, the good fairy, appeared and said: ‘I want to help you
my darling. You shall go to the ball!’
She took a pumpkin and four mice. Wonder of wonders! The pumpkin turned into a
beautiful coach and the four mice changed into horses!
But there was one problem: she was still dressed in rags.
The good fairy took her magic wand and magically Cinderella was wearing a fantastic
gown and the most beautiful glass slippers! ‘Have fun my dear but you must leave the ball before
midnight!” the godmother said.
Cinderella went to the ball and when he saw her, the Prince immediately fell in love with
Cinderella. They danced all evening. But suddenly the clock began to strike twelve. It was
nearly midnight, time to leave! Cinderella ran back home and lost one of her slippers. The
Prince found it and promised himself he would find the girl whose foot would fit into the slipper.
Young girls from all around the kingdom tried to put on the shoe, but in vain. Even
Cinderella’s ugly half-sisters tried it on, but it didn’t fit! ‘May I try the slipper on?’ Cinderella
asked shyly.
It fitted perfectly! Eventually the prince and his beloved princess married and lived
happily ever after.
Translated and adapted from “Cendrillon” by Charles Perrault
You shall : you will

Wonder of wonders! : Miracle !
whose foot would fit into the slipper: dont le pied entrerait dans la pantoufle de verre
he would find the girl: il trouverait la fille
Séance 7
J'apprends à lire et comprendre un récit in extenso (assez long)
J'apprends à identifier des adverbes dans un texte
Je revois les verbes irréguliers pour mieux comprendre
et écrire un récit
Step 11
Are you ready to meet with Cinderella again? (Tu es prêt(e) à retrouver Cendrillon ?)
If you feel you don't remember the text well enough, read it one more time -séance 6.
(Si tu penses que tu ne te rappelles pas le texte assez bien, lis-le une nouvelle fois -séance 6.)
While you read, try and remember the strategies you learnt to improve your understanding
of written English. (Pendant que tu le lis, essaie de te souvenir des stratéges que tu as apprises
pour améliorer tes compétences en compréhension de l'écrit.)
Make sure you understand -and remember- all the new words you have learnt. (Assure-toi
que tu comprends bien -et te rappelles !- tous les mots nouveaux que tu as appris.)
Ready? (Prêt(e) ?)
Let us focus on words ending in -LY. (Concentrons-nous sur les mots se terminant par -LY.)
Exercise 23
Can you pick up all the words ending in -LY? (Peux-tu relever tous les mots en -LY ?)
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
- .....................................................................................................................................
Méthodologie
Reprenons les mots que tu as trouvés.
magically gently immediately mockingly suddenly
eventually happily perfectly
Replaçons l'un d'entre eux dans son contexte : immediately.
Recopie la phrase qui contient immediately.
The Prince ......................................................................................................................
Te souviens-tu de la technique du mot racine ? Quel est le mot racine ici ?
.......................................................................................................................................
En effet, la racine est : immediate
Cela veut dire : ............................................................................................................... !
Quelle est la nature de ce mot : r verbe r adjectif r déterminant
En effet, si le mot immediate est un adjectif, en lui ajoutant le suffixe -LY, il devient :
r un adjectif plus long r un verbe r un nom r un adverbe
Tu as trouvé !
Il s’agit d’un adverbe. Immediately veut donc dire .............................................................
Applique cette découverte à tous les autres mots que tu as relevés dans le texte.
Entoure la racine puis donne l'équivalent français des adverbes suivants :
magically k ............................................... suddenly k ..............................................
perfectly k ................................................ eventually k .............................................
gently k ................................................... happily k .................................................
immediately k ..........................................
As-tu remarqué des changements orthographiques parmi les adverbes ?
Oui ? Bravo !
En effet gently k vient de gentle. Le E disparaît !
Happy devient happily (le Y est devenu un i).
Tu as remarqué ?
Les adverbes formés à partir des adjectifs en -AL doublent leur consonne L :
Eventual k eventually
Pour l'adverbe : mockingly, c'est un peu différent.
La racine est un verbe (mock), donc l'équivalent français sera différent.
Mock (verbe) : se moquer
Mocking (adjectif) : railleur, moqueur
Mockingly (adverbe) : ……………………………………………………… ......................................
Tu as raison ! On doit trouver une autre manière de l'exprimer.

« De façon » moqueuse est parfait ! Ou bien « sur un ton » moqueur.
Trouve l'équivalent français de :
Strikingly (strike : verbe frapper) k …………………………… ................................................
Accusingly (accuse : verbe accuser) k ............................................................................. .
Convincingly (convince : verbe convaincre) k ……………………………………… ....................
Exercise 24
Are you sure you understood the whole story? Let us play the game “Who did what”?
Match up a verb to a complement and relate each event to a character. (Pour terminer,
nous te proposons une activité d'écriture. Qui a fait quoi dans Cinderella ? Associe chaque verbe
à un complément et à un personnage et raconte ce qui s'est passé.)
Ex. :
 marry Cinderella
k Tu dois écrire : The Prince married Cinderella.

O Attention ! Il y a des verbes irréguliers dans la liste !!!
1  lose to the ball !
2  take in love with Cinderella
3  use Cinderella to stay at home
4  give Cinderella
5  fall back home
6  run a pumpkin and four mice
7  tell a magic wand
8  go a glass slipper on the floor
9  see a glass slipper
10  find a ball
Exercise 25
Let us do the same exercise as above, but this time, you will do it orally! (Faisons
maintenant le même exercise, mais cette fois à l'oral !)
Don’t look at the correction! (Ne regarde pas la correction !)
Read the prompts below and say your sentences orally. (Lis les invites ci-dessous et dis tes
phrases oralement.)
Ex.: You read: Live – with 2 ugly sisters

k You say: Cinderella lived with 2 ugly sisters.
Ready?
1- Have to – do all the chores in the house
2- Laugh mockingly and say – ‘No, you stay at home!’
3- Say gently – ‘I want to help you my girl ’
4- Take – a pumpkin and four mice
5- Give – a ball
6- Go – to the ball
7- Fall – in love with Cinderella
8- Run – back home
9- Lose – a glass slipper on the floor
10- Get married and live happily ever after
Listen to the correction on your CD.
As-tu deviné quel livre Katie aura finalement choisi d’offrir à sa petite cousine Emma ?
Tu es très fort(e) !
Elle a en effet décidé de lui offrir ‘Cinderella’, le conte de Charles Perrault,

mais dans sa version anglaise.
Mais tu t’en étais douté(e), non ?...
le coin des curieux
Le savais-tu ?
De nombreuses adaptations du conte Cendrillon ont été réalisées : des opéras, des films,
des livres, des séries télé et même des chansons !
Voici une chanson populaire sur le mythe de Cendrillon que les enfants chantaient en
sautant à la corde (jumprope) :
Écoute la chanson sur ton CD.
Essaie de chanter aussi ! N'oublie pas de respecter le rythme, c'est très important.
 Cinderella Jumprope Song

Cinderella dressed in blue, went upstairs to tie her shoe, made a mistake and tied a
knot, how many knots will she make? 1, 2, 3, etc.
Cinderella dressed in green, went downtown to buy a ring, made a mistake and
bought a fake, how many days before it breaks? 1, 2, 3, etc.
Cinderella dressed in silk, went outside to get some milk, made a mistake and fell in
the lake, how many more till she gets a break? 1, 2, 3, etc.
Savais-tu que des chanteurs et artistes français et américains avaient donné leur version de
Cendrillon ?
Trouve une chanteuse américaine dont les initiales sont B. S. :
……… ..............................................................................................................................
Trouve un chanteur américain, dont les initiales sont M. J. :
……… ..............................................................................................................................
Un groupe français dont le nom commence par T. :
……… ..............................................................................................................................
Visite le site wikipedia.com.
Tape "Cinderella" et en bas de la page "wikipedia", tu trouveras la réponse !
Séance 8
j e m’évalue
Exercise 1
Je sais anticiper sur le contenu d'un livre à partir de son titre. (Read the following book titles
and say which literary categories you think they belong to.)
Lis les titres de livres suivants et dis à quelle catégorie littéraire tu penses qu'ils
appartiennent. (Read Lesson 1 one more time and revise the literary categories.)
Relis la séance 1 et revois les catégories littéraires.
Titles Literary categories
Ronald Reagan, An American Life
Robert A. Heinlein, Starship Troopers
Alfred Bester, The Stars My Destination
Robert Traver, Anatomy of a Murder
Ovid, Orpheus and Eurydice
Annette Vallon, A Novel of the French Revolution
R. A. Salvatore, Dark Elf Trilogy
Exercise 2
Je connais des titres de contes en anglais.
Write the corresponding French titles. (Écris les titres français correspondants.)
1- Goldilocks and the Three Bears ..................................................................................
2- Puss in Boots .............................................................................................................
3- Beauty and the Beast .................................................................................................
4- Tom Thumb ..............................................................................................................
5- Bluebeard ..................................................................................................................
Exercise 3
Je peux identifier à l'oral des contes à partir d'extraits. Je sais m'appuyer sur mes connaissances
culturelles dans ma propre langue.
Listen to the endings of famous fairy tales and write down their titles. (Écoute comment se
terminent les célèbres contes suivants et écris leurs titres.)
1- …………………………………………………………………………… ..........................................
2- …………………………………………………………………………… ..........................................
3- …………………………………………………………………………… ..........................................
Exercise 4
À partir de leur description, je peux identifier des personnages de contes de fées.
1- She is always dressed in red. She wants to bring her grandma a basket full of cakes.
She loves her so much!
…………………………………………………………………………… ............................................
2- Her lips are as red as blood. Her skin is white and delicate and her hair is as black as
ebony…
…………………………………………………………………………… ............................................
3- He is hairy and has long teeth. He enjoys eating grandmothers and little girls, too.
…………………………………………………………………………… ............................................
Exercise 5
Je connais le lexique des contes de fées.
Retrouve les mots correspondants.
– a baton used by a magician or a fairy ..........................................................................
– horrible dirty clothes ..................................................................................................
– a creature who has magical powers ............................................................................
– a beautiful shoe .........................................................................................................
– a long dress ................................................................................................................
...............................................................................................................
–
Exercise 6
Je connais le lexique des corvées ménagères.
Écris les mots correspondants.

1- Brosser le sol : ............................................................................................................
2- Ranger la maison : .....................................................................................................
3- Faire la vaisselle : ........................................................................................................
4- Préparer la nourriture : ...............................................................................................
Exercise 7
Je sais qualifier des personnages de contes.
Trouve le ou les adjectifs qui qualifient le mieux les personnages suivants.
k Le nombre entre parenthèses indique combien d'adjectifs différents tu dois trouver.

1- The Seven Dwarfs: ................................................................................................ (1)
2- Cinderella’s stepmother: ....................................................................................... (3)
3- The Wolf: ............................................................................................................. (2)
4- The Prince: ........................................................................................................... (2)
5- Cinderella’s Godmother: ....................................................................................... (1)
6- Cinderella’s half sisters: ........................................................................................ (2)
Exercise 8
Je sais former un adverbe à partir d'un adjectif.
Comment transformes-tu les adjectifs suivants en adverbes ?

1- Immediate k ............................................................................................................
2- Perfect k ..................................................................................................................
3- Happy k ..................................................................................................................
4- Gentle k ...................................................................................................................
5- Magical k .................................................................................................................
Traduis les adverbes 2 et 4 en français.
N° 2 : ……………………………………………………… .............................................................
N° 4 : ……………………………………………………… .............................................................
Exercise 9
Je sais exprimer les obligations au passé.
Dis 4 choses que Cendrillon était obligée de faire. Écris des phrases complètes !
1- ……… ..........................................................................................................................
2- ……… ..........................................................................................................................
3- ……… ..........................................................................................................................
4- ……… ..........................................................................................................................
Exercise 10
Je connais la forme des verbes irréguliers au passé.
Connais-tu tes verbes irréguliers ?
Tu en as besoin pour comprendre les contes et aussi pour raconter des histoires ! Remplis
toutes les cases vides !
lose perdre
took
give
fall
courir
told
go
see
trouver
Sommaire
Séquence 4
Lexique
Séance 1 Écrire une courte - Littérature Questions ouvertes
Biographies biographie jeunesse : Roald et fermées au
Dahl, les frères passé
d’auteurs de Grimm, Andersen
contes - Système
de mesure
britannique
Séance 2 - Se renseigner - Roald Dahl - Prétérite simple Rédiger une
Quiz Roald sur les goûts de - Le questionnaire - En jalon : would biographie
quelqu’un de Proust (conditionnel)
Dahl
- Répondre à des
questions sur ses
propres goûts
- Rédiger une
biographie
détaillée
Séance 3 Reconnaître à l’oral Matilda (Roald - L’école Mémoriser le
Extrait de des mots connus Dahl) - Fournitures lexique
scolaires
Matilda, de
Roald Dahl
Séance 4 Repérer et identifier Matilda (Roald - Adverbes S’appuyer sur les
Extrait de les mots-clés dans Dahl) - L’école éléments textuels
un document écrit et para-textuels
Matilda, de pour comprendre
Inférer le sens de
Roald Dahl un écrit
mots inconnus
Séance 5 Trouver dans Matilda (Roald - L’expression de la Could : Forme

Extrait de un texte des Dahl) préférence inaccentuée
informations - Make somebody
Matilda, de do something (au
spécifiques
Roald Dahl passé)
- Capacité : could
Séance 6 Deviner l’identité Adjectifs Compréhension de
Portrait de Miss d’un personnage caractérisant un l’écrit : combiner
à partir de son personnage les différentes
Trunchbull
portrait stratégies d’accès
au sens
Séance 7 Dessiner un Les parties du
Portrait de Miss personnage d’après corps
sa description Les vêtements
Trunchbull physique et
psychologique
Séance 8
Je m’évalue
Séance 1
J'apprends à rédiger la biographie sommaire d'un auteur
J'apprends à poser des questions au passé et à y répondre
Je revois comment répondre à des questions simples
que l'on me pose pour faire ma connaissance
J'apprends à mieux connaître l'auteur Roald Dahl
Katie est en cours : son professeur de lettres lui propose de découvrir quatre auteurs de contes.
Quelle aubaine pour Katie !
Elle a offert à Emma, sa petite cousine, le livre Cinderella et celle-ci l'a dévoré !
Elle l'a aussitôt prêté à Katie, qui souhaitait le relire.
On peut dire que Katie reste plongée dans l’univers fascinant des contes…
Step 1
In the previous "séquence", we studied some fairy tales. (Dans la séquence précédente, nous
avons étudié des contes.)
Read the biographies of these authors who wrote famous fairy tales. (Lis les biographies de
ces auteurs de célèbres contes pour enfants.)
Ces auteurs - et leurs œuvres - font partie de ce que nous avons déjà évoqué : la « culture
commune ».
Roald DAHL
(1916 – 1990) Wales
Works: - Charlie and the Chocolate Factory
- Matilda
- James and the Giant Peach
- The Champion of the world
Hans Christian ANDERSEN

(1805-1875) Denmark
Works: - The Princess and the Pea
- The Ugly Duckling
- The Little Mermaid
Jacob and Wilhelm GRIMM

(The Grimm Brothers) Germany
Jacob (1785-1863)
Wilhelm (1786-1859)
Works: - Snow White and the Seven Dwarfs
- Cinderella
- Hansel and Gretel
- Little Red Riding Hood
Exercise 1
Le professeur de Katie lui demande d'écrire les biographies des auteurs qu'elle a découverts en
cours.
Write the biographies of Hans Christian Anderson and The Grimm Brothers. (Écris la
biographie de Hans Christian Anderson et des frères Grimm.)
Use the elements provided above and what you have already learnt as well. (Utilise les
éléments qui te sont fournis au-dessus et également ce que tu as déjà appris.)
Example: Roald Dahl was born in … and he died in … at the age of … He was Welsh (he was
from Wales).
He wrote a lot of fairy tales, such as (comme par exemple) …................ and …...............
Ready? Let us start! (Prêt(e) ? Allons-y !)
Hans Christian Andersen:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
The Grimm brothers:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 2
Le professeur propose aux élèves de la classe de Katie un jeu de mémoire : ils doivent répondre aux
questions qu'ils tirent au sort, sur des morceaux de papiers…
Personne n'a le droit de regarder les biographies !
Peux-tu jouer (et gagner) aussi ?

Use the information given in the biographies above and answer the following questions.
(Utilise les informations qui te sont données dans les biographies ci-dessus et réponds aux
questions.)
You may need short answers. (Attention, tu peux avoir besoin des réponses courtes suivantes) :
Yes, he was. No, he wasn’t. Yes, he did. No, he didn’t.
Yes, they were. No, they weren’t. Yes, they did. No, they didn’t.
1- When was Andersen born? .........................................................................................
2- When did Roald Dahl die? ..........................................................................................
3- Who died when he was 70? ........................................................................................
4- Who lived in the 19th century?....................................................................................

5- Was Andersen German?..............................................................................................
6- Were The Grimms cousins? .........................................................................................
7- Did Dahl write The Little Mermaid? ...............................................................................
8- Who wrote Little Red Riding Hood? ..............................................................................
9- Was Dahl Welsh? .......................................................................................................
10- Did the Grimms come from Germany? ........................................................................
Check and correct. Quand tu vois ce livre, vérifie tes réponses dans ton corrigé !
À quel type de question as-tu répondu par des réponses courtes ?
.......................................................................................................................................
As-tu obtenu un bon score ?
Bravo, tu es trop fort(e) !
Exercise 3
Now your turn: write one question you would like to ask about these writers.(À toi
maintenant ! Écris une question que tu souhaiterais poser au sujet de ces auteurs.)
.......................................................................................................................................
Check and correct. Quelques exemples de questions possibles te sont proposés.
Step 2
Let us meet the writer: Roald DAHL.
You know he wrote famous tales, such as ........................................................................
You may have read them in French.
Have you ever read one of Dahl’s tales in French?
r Yes, I have already read one. (Oui, j'en ai déjà lu un.)
r No, I haven’t yet. (Non, pas encore.)
O Tu sais déjà que les lettres [e7] peuvent se prononcer de façon différente :
soit [i:] (comme dans East) ou soit [E] (comme dans meadow).
Attention donc à la prononciation du prétérit et du participe passé de
READ k read
Infinitif Prétérit et participe passé
[i:] [E]

How much do you remember about Roald Dahl? (Te souviens-tu bien de Roald Dahl ?)
Maintenant, le professeur teste les connaissances de Katie :
Que sait-elle de Roald Dahl ?
Exercise 4
Tick the right box. (Coche la bonne case.)
Answer the questions we will ask you as well! (Réponds aux questions que nous te poserons !)
1- Roald Dahl was born on:
r September 13th 1916
r August 28th 1926
r March 7th 1936
k When were you born? ...........................................................................................
2- Roald Dahl was born in:
r England r Wales r Denmark
k Where were you born? ..........................................................................................
3- He was …
r 5’11 tall (5 feet 11 inches) (1.6 mètres)
r 6’2 tall (1.9 mètres)
r 6’6 tall (2 mètres)
k How tall are you? ..................................................................................................
O Le système de mesure britannique te surprend ? Lis le Coin des Curieux (en fin de
séance) !
4- He had …
r three children (3 sons)
r four children (2 sons – 2 daughters)
r five children (1 son – 4 daughters)
k Do you have any brothers and sisters?
r I have ..................................................................................................... brother(s).
r I have .........................................................................................................sister(s).
r I am an only child (no brothers, no sisters).
5- Which of these Roald Dahl books was written first? (Lequel de ces livres de R. Dahl a été
écrit en premier ?)
r “James and the Giant Peach”
r “Matilda”
r “Charlie and the Chocolate Factory”
k What is your favourite book?..................................................................................
Check and correct.
Quand tu vois ce livre, vérifie tes réponses dans ton corrigé !

le coin des curieux
Connais-tu le système de mesure britannique ?

Les Anglo-saxons (notamment les Britanniques) n’utilisent pas le même système de mesure
que les Européens (notre système est appelé « metric system ») : ils utilisent des miles, des
pieds, des pouces, des gallons, des fahrenheit... Bref un rappel historique s’impose pour ne
pas être complètement perdu !
Après la Bataille de Hastings en 1066, Guillaume le Conquérant introduisit un nouveau
système de mesures : le système de mesure anglais. À l’époque le pied anglais fut défini
comme mesurant 15 doigts d’unités de longueur dans le système du roi de France. Or il y a
16 doigts dans un pied du roi de France ! Un pied anglais vaut donc 15e/16e d’un pied du
Roi de France.
Puis, les Anglais divisèrent leur nouveau pied en douze pouces (inches).
Le pied anglais est de nos jours de 304,8 mm exactement !
Voyons plus précisément les mesures de longueur qu'utilisent nos amis britanniques :
Le système de mesure britannique se calcule
en pouces (« inches »), en pieds (« feet »), en yards et en miles.
Repère-toi grâce à ce tableau :
Correspondance Correspondance
Mesure anglaise
anglaise système métrique
One inch 1 pouce 2,54 centimètres
One foot 1 pied 12 inches 30,48 centimètres
One yard 3 feet 91,44 centimètres
One mile 1760 yards 1,609 kilomètre
Tu as compris ?
À ta calculette !
1- Combien mesure en France une personne qui mesure en Angleterre 5 feet (5’) ?
.......................................................................................................................................
2- et une personne qui mesure 5 feet 11 inches (5'11) ?
.......................................................................................................................................
3- Combien mesure en pieds et pouces un français de 1,99 m ?
.......................................................................................................................................
4- New York est situé à 2906 miles de San Francisco : à combien de kilomètres ?
.......................................................................................................................................
5- Combien mesures-tu ?
.........................................................................................................(système métrique)
.................................................................................................... (système britannique)

Séance 2
J'apprends à connaître un auteur de conte : Roald DAHL (2)
J'apprends à rédiger une biographie détaillée
à partir d'éléments d'informations variés
Je découvre le questionnaire de Proust
Je développe mes compétences en expression écrite
Step 3
Answer the following questions. Imagine yourself being interviewed, like a star! (Réponds aux
questions suivantes : imagine-toi que tu es une star et que tu es interviewé(e) !)
1- What is your favourite food?
r Chocolate r caviar r crisps r other: ............................
2- What is your favourite music?
r The Beatles r Beethoven r Frank Sinatra r other: ............................
3- What is your favourite smell?
r The ocean r roses r bacon frying r other: ............................
4- What is your favourite colour?
r Blue r yellow r purple r other: ............................
5- What would you like to become when you are an adult?
(Que voudrais-tu faire comme métier plus tard ?)
r An actor r a doctor r an athlete r other: ............................
Vocabulary:
smell k odeur
bacon frying k bacon frit
Exercise 5
Now compare your answers with Roald Dahl’s answers! (Maintenant compare tes réponses
avec celles de Roald Dahl !)
1- What is your favourite food?
r Chocolate  caviar r crisps
2- What is your favourite music?
r The Beatles  Beethoven r Frank Sinatra
r The ocean r roses  bacon frying


r Blue  yellow r purple
5- If you had not been an author, what would you have liked to have been?
(Si vous n'étiez pas devenu écrivain, quel métier auriez-vous aimé exercer ?)
r An actor  a doctor r an athlete
Collect all the information you got about Roald Dahl (in lessons 1 and 2) and complete
the following grid (Rassemble toutes les informations que tu as obtenues sur Roald Dahl -
séances 1 et 2- et remplis le tableau ci-dessous) :
his name
identity
birthday
date of death
birth place
height
children
his food
favourite…
music
smell
colour
job
Check and correct. Consulte le tableau corrigé.
Exercise 6
Katie a un devoir à faire à la maison : elle doit rédiger une biographie de Roald Dahl.
Elle ne doit oublier aucun détail de la vie de cet auteur célèbre !
Saurais-tu toi aussi écrire un petit paragraphe sur Roald Dahl ?
Write Dahl’s biography, with all the new information you have about him! Don't forget
anything! (Écris la biographie de Roald Dahl, en intégrant toutes les nouvelles informations que
tu as sur lui ! N'oublie rien !)
Avant de commencer, lis les conseils méthodologiques ci-dessous.
Méthodologie
Pour rédiger la biographie de Roald Dahl :
As-tu bien complété le tableau, récapitulant tout ce que tu as appris sur Dahl ?
r oui r non
As-tu vérifié tes réponses dans le corrigé ?
r oui r non

Pour parler de son identité (nom, origine, etc.) :

1- Quel temps devras-tu utiliser ? r présent r passé
2- Pourquoi ce temps ? ..................................................................................................
3- Tu as remarqué, Dahl est mort en 1990. Donc le temps à utiliser est bien le ................
4- Quels verbes vas-tu utiliser pour parler de :
- Sa date de naissance : ..............................................................................................
- Sa mort : .................................................................................................................
- Sa taille : .................................................................................................................
- Ses enfants : ............................................................................................................
Check and correct.
5- Pour parler maintenant de ses goûts préférés :
Quels verbes vas-tu utiliser ?
..................................................................................................................................
6- Pour parler de ce qu'il préférait, ce qu'il aimait le mieux, tu peux dire :
The ............................................. he liked best was ..................................................
His favourite ................................... was ................................................................. .
……………… was the .......................................................... he preferred/he liked best.
7- Autre conseil : évite les répétitions.
Tu dois éviter les répétitions et les lourdeurs !
Exemple de répétions : Roald Dahl was born in ... Roald Dahl was Welsh. Roald Dahl had
five children.
- Comment peux-tu faire pour éviter cela ? Récris la ou les phrases :
..................................................................................................................................
- Quels mots t'ont permis d'éviter répétitions et lourdeurs ?
..................................................................................................................................
O Tu as raison ! On peut éviter répétitions et lourdeurs en utilisant :

Des pronoms personnels : Roald Dahl was born in... He was Welsh.
Des référents (vois séquence 3) : Roald Dahl was... This famous author was…
The tale writer had...
Des mots de liaison, tels que and ou but : Roald Dahl was born in… and he was Welsh.
Roald Dahl had five children – 4 daughters – but he only had one son.
Des pronoms relatifs :
Ex. : Roald Dahl was born in 1916. He was Welsh.
k Roald Dahl, who was Welsh, was born in 19…
Te sens-tu prêt(e) ?
Parfait !
À toi !
Roald Dahl’s biography
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................

le coin des curieux
Did you know the ‘one-minute’ interview of Roald Dahl was inspired by the Proust
Questionnaire? (Le savais-tu ? “L’interview minute” de Roald Dahl est inspirée du
questionnaire de Proust.)
Do you want to know more about the Proust Questionnaire? (Veux-tu en savoir plus sur le
questionnaire de Proust ?)
Proust was a famous French writer. (Proust était un célèbre auteur français.)
Google: ‘Proust questionnaire Wikipedia (Tape “Proust questionnaire Wikipedia” sur Google.
com -in English).
You will learn lots of interesting things about the famous French writer Marcel Proust.
Read extracts of the questionnaire he filled when he was 13.
Give your own answers!
Where would you like to live? (Où aimeriez-vous vivre ?)
Proust: In the country […] of my ideal.
Your answer: ..................................................................................................................
What is your idea of happiness? (Quelle est votre conception du Bonheur ?)
Proust: To live in contact with those I love.
Your answer: ...................................................................................................................
Who are your favourite heroes of fiction? (Qui sont vos héros de fiction ?)
Proust: Those of romance and poetry.
Your answer: ...................................................................................................................
Who are your favourite heroines in real life? (Qui sont vos héros dans la vie ?)
Proust: A woman of genius leading an ordinary life.
Your answer: ...................................................................................................................
Who is your favourite musician?
Proust: Mozart.
Your answer: ...................................................................................................................
What is your favourite occupation?
Proust: Reading, dreaming, and writing verse.
Your answer: ...................................................................................................................

Séance 3
J'apprends du lexique sur le thème de l'école,
pour mieux comprendre
le contexte du conte Matilda
Je lis des textes de plus en plus longs :
je découvre le résumé du livre Matilda
Step 4
Would you like to meet with one of Roald Dahl’s most famous characters: Matilda?
(Aimerais-tu rencontrer l'un des personnages les plus célèbres de Roald Dahl : Matilda ?)
Have you already read the book Matilda in French?
r Yes, I have already read it. r No, I have never read it.
O Te souviens-tu comment on prononce le mot ‘read’ dans les phrases ci-dessus ?
Il se prononce comme le ‘simple past’.
Entraîne-toi à lire la question et ta réponse.
Vérifie en écoutant ton CD.
Avant de lire le résumé de Matilda, et comme l'histoire se passe dans une école, revoyons
quelques mots utiles.

Nomme à voix haute tous les mots anglais que tu connais en regardant cette illustration.
Maintenant écoute les mots qui vont être dits et montre du doigt l'élément dont il s'agit.
teacher windows clock desk waste paper basket pupil
computer white board chairs
Réécoute maintenant les mots et répète-les, en regardant à quels éléments ils correspondent
sur l'image.
Maintenant voici d’autres mots utiles :
lockers book bag backpack pencil mechanical pencil pen

rubber ink pencil sharpener glue scissors ruler highlighter
crayons marker sheet of paper folder binder note-pad

Écris les mots correspondant aux images. La première lettre de chaque mot t'est donnée
pour t'aider !
1 P .......................................................... 11 B ........................................................
2 M ........................................................ 12 F ........................................................
3 P .......................................................... 13 S ........................................................
4 R ......................................................... 14 G .......................................................
5 I ........................................................... 15 B ........................................................
6 P .......................................................... 16 S ........................................................
7 C ......................................................... 17 B ........................................................
8 H ......................................................... 18 L ........................................................
9 M ........................................................ 19 R ........................................................
10 N .......................................................
Check and correct.
Exercise 7
Écoute maintenant ton CD. Tu vas entendre les mots ci-dessus.
Cache les réponses et montre du doigt l'objet dont il s'agit.
Check and correct.
Méthodologie
Pour mieux retenir le lexique, tu dois essayer plusieurs techniques !
Essaie et utilise celle qui te semble la plus efficace !
Tu peux :
- mémoriser les mots grâce à des dessins.
- traduire les mots en français.
- les classer par “familles” (ex. : dans la trousse, dans le cartable, en classe…).
- les écouter plusieurs fois.
- te les répéter plusieurs fois avec les dessins sous les yeux (ou les mots écrits).
Exercise 8
Now read the summary of the famous book written by Roald Dahl: Matilda. (Maintenant
lis le résumé de Matilda, écrit par Roald Dahl.)
You probably won’t understand everything but you have learnt how to handle long texts in
the previous lessons. (Tu ne comprendras peut-être pas tout, mais tu as appris dans les leçons
précédentes comment aborder un texte long.)

Méthodologie
Donc, pendant ta lecture, à quelle sorte de mots devras-tu te raccrocher ?
Je devrai me raccrocher à :
................................................................. ...................................................................
................................................................. ...................................................................
................................................................. ...................................................................
Check and correct.
Tu vois, tu peux identifier de nombreux mots maintenant !
Mais l’essentiel est que tu te concentres sur l’histoire que Roald Dahl va te raconter.
Tu es devant un livre, comme devant un film, quelqu’un à qui l'on va raconter une belle histoire.
Repère :
- les personnages et la façon dont l'auteur les caractérise (avec des adjectifs, des actions ou même
des objets ! Rappelle-toi les contes de fées que nous avons étudiés ! Les objets jouent souvent un
rôle essentiel dans les contes !)
- les lieux, les moments où se passe l'action
- les événements, qu'ils soient heureux ou moins heureux !
Tu es prêt(e) ? Tu peux donc commencer !
Bonne lecture !
Every afternoon when her father was at work and her mother away, Matilda was alone.
She loved to read, even difficult books! Her dad always made her watch television, but
she preferred reading!
When Matilda was 6, she started school. Her teacher Miss Honey found out that
Matilda was incredibly clever because she could read and do maths as well. Miss Honey
wanted to move Matilda up in the school system and went to see the headmistress, Miss
Trunchbull. Miss Trunchbull was very nasty and mean and said no.
But Matilda had another gift. She could move things by only using her eyes. Miss Honey
and Matilda became very good friends and one day Miss Honey decided to show
Matilda her house. Miss Honey lived in a little cottage and had almost no furniture at
all. And she had an amazing story to tell Matilda. Miss Trunchbull was Miss Honey’s
aunt and when Miss Honey’s dad died Miss Trunchbull got the house, money and Miss
Honey had to be her servant. When Matilda heard this story she made up a plan. With
just a little help by her eyes she was going to help Miss Honey to get her house back.
One day at school when Matilda’s class had Miss Trunchbull, Matilda put her plan into
action. She used her eyes to make a chalk write on the blackboard: she had to give Miss
Honey her money back. And surprisingly enough she did! And Miss Honey got to live in
the house she grew up in.
Matilda suddenly had to move to Spain because her father did something wrong. But
Matilda got to stay with Miss Honey in her house. And they lived happily ever after.
Adapted from Matilda, Roald Dahl

Séance 4
J'apprends à comprendre la structure d'un texte
pour mieux en comprendre le sens général
Je développe mes compétences en compréhension de l'écrit :
je perfectionne mon approche méthodologique
Step 5
Before going into details, let us focus on the general structure of the summary you have just read.
(Avant d'entrer dans les détails, concentrons-nous sur la structure générale du résumé
que tu viens de lire.)
Méthodologie
Avant même de lire le texte proprement dit, que peux-tu remarquer sur sa présentation ?
Que constates-tu ? Je constate qu’il y a plusieurs
.......................................................................................................................................
Check and correct.
En effet ! Tu as remarqué les différents …………………………… qui constituent le texte.
Les 5 flèches indiquent le début des 5 paragraphes.
Ils sont visibles à l'œil nu, n'est-ce pas ? Même si l'on ne parle pas anglais !
Ce sont des indices qui peuvent également t'aider dans la compréhension d'une histoire.
k Every afternoon when her father was at work and her mother away, Matilda was alone.
She loved to read, even difficult books! Her dad always made her watch television, but
she preferred reading!
k When Matilda was 6, she started school. Her teacher Miss Honey found out that
Matilda was incredibly clever, that she could read and do maths as well. Miss Honey
wanted to move Matilda up in the school system and went to see the headmistress,
Miss Trunchbull. Miss Trunchbull was very nasty and mean and said no.
k But Matilda had another gift She could move things by only using her eyes. Miss Honey
and Matilda became very good friends and one day Miss Honey decided to show
Matilda her house. Miss Honey lived in a little cottage and had almost no furniture at
all. And she had an amazing story to tell Matilda. Miss Trunchbull was Miss Honey’s
aunt and when Miss Honey’s dad died Miss Trunchbull got the house, money and Miss
Honey had to be her servant. When Matilda heard this story she made up a plan. With
just a little help by her eyes she was going to help Miss Honey to get her house back.
k One day at school when Matilda’s class had Miss Trunchbull, Matilda put her plan into
action. She used her eyes to make a chalk write on the blackboard she had to give Miss
Honey back her money. And surprisingly enough she did! And Miss Honey got to live in
the house she grew up in.
k Matilda suddenly had to move to Spain because his father did something wrong. But
Matilda got to stay with Miss Honey in her house. And they lived happily ever after.

1- Observe comment débute chacun des paragraphes.

Recopie ci-dessous le début de chaque phrase jusqu'à la marque indiquée.
1- ………………………………………………………………………………………………………………
2- ………………………………………………………………………………………………………………
3- ………………………………………………………………………………………………………………
4- ………………………………………………………………………………………………………………
5- ………………………………………………………………………………………………………………
2- Ces débuts de phrases suffisent à eux seuls pour t'indiquer le thème de chaque
paragraphe !
Reprenons-les si tu le veux bien. En t'appuyant sur la manière dont débutent les phrases
suivantes, définis à chaque fois le thème du paragraphe.
1- Every afternoon…
k De quoi ce paragraphe va-t-il parler ?
..................................................................................................................................
2- When Matilda was 6, she started school.
..................................................................................................................................
3- But Matilda had another gift…
..................................................................................................................................
4- One day at school…
..................................................................................................................................
Vérifie maintenant tes réponses et trouve un titre à chaque paragraphe.
1- Every afternoon… veut dire : ......................................................................................
Ce paragraphe va parler de ........................................................................................
Matilda ......................................................................................................................
k Titre proposé : ..................................................................................................... .
Quel mot est important dans cette phrase ? Souligne-le.
Parfait ! Tu as entouré : ..............................................................................................
Ce paragraphe va parler de : ......................................................................................
k Titre proposé : ……………………… ..........................................……………………………
Souligne le mot essentiel.
Tu as raison il s’agit de ..............................................................................................
Ce paragraphe va parler de ........................................................................................
k Titre proposé : ................................................................………………………………..

4- One day at school ......................................................................................................

Que signifie "one day" ? ............................................................................................
Dans ce paragraphe un …………………………… particulier va être ................................
k Titre proposé : ...........................................................................................................
Maintenant, relève pour chacun des paragraphes les mots importants, en rapport avec le
thème qui y est traité.
Surligne-les avec un surligneur de différente couleur à chaque fois :
- Paragraphe 1 : surligneur vert
- Paragraphe 2 : surligneur bleu
- Paragraphe 3 : surligneur jaune
- Paragraphe 4 : surligneur rose
C’est fait ? Bravo !

Check and correct.
Tous les mots que tu as surlignés sont en connexion avec le thème du paragraphe. Ainsi
cette mise en réseau, un peu comme une toile d'araignée, te permet :
- De te rappeler certains mots que tu as peut-être oubliés ;
- De deviner - « inférer » - le sens de mots inconnus.
Prenons un exemple :
Dans le paragraphe 2, voici les mots qui traitent de l'école :
Matilda was incredibly clever because she could read and do maths as well. Miss
Honey wanted to move Matilda up in the school system and went to see the
headmistress, Miss Trunchbull. Miss Trunchbull was very nasty and mean and said no.
Au milieu de tous ces mots connus, tu as peut-être eu un problème de compréhension

avec : incredibly clever.
Voyons comment inférer le sens de ces 2 mots, grâce au contexte.
Commençons l'enquête
Nous savons que ce paragraphe traite de Matilda, à l'âge de 6 ans. (When Matilda was 6.)
Il y est question de l'école (she started school).
On dit qu'elle sait lire et faire des mathématiques (she could read and do maths).
Matilda est qualifiée par l'auteur : Matilda was… clever. Sujet + BE + adj.
L'explication en est donnée : because she could read and do maths.
Résumons nos indices :
- 6 ans (donc très jeune).
- Commence l'école (donc école primaire).
- Sait déjà lire et faire des mathématiques.

3- k Conclusion ? Matilda est vraiment ..................................................................... !

Quelle est la nature du mot : incredibly ? ........................................................................
Il signifie ..................................................................................... (Revois la séquence 3)
Donc elle est …………… ......................…. ment intelligente. Qu'est-ce que cela peut être ?
Méchamment ? Poliment ? Jalousement ? Sois logique !
Incroyablement ?
Mais tu as compris l'essentiel : le mot ‘incredibly’ permet de dire
- r à quel point Matilda est intelligente
r dans quels cas elle exerce son intelligence
r pourquoi elle est intelligente.
Traduis "incredibly clever" : ...........................................................................................
Vérifie ta réponse ! As-tu deviné juste ?

Mène la même enquête avec
1- Headmistress
2- Move Matilda up in the school system
Quand tu penses avoir trouvé la solution de ces 2 énigmes, vérifie dans ton corrigé !

Séance 5
J'apprends à adopter le point de vue d’un personnage de roman
pour mieux comprendre son histoire
J'apprends à parler d'une chose que je préfère (faire)
à une autre
J'apprends à parler des préférences et des capacités au passé
J'apprends un nouveau modal : could
Step 6
Do you remember the text you read about Matilda in the previous lesson? (Te souviens-tu
du texte que tu as lu sur Matilda ?)
If you think you don’t, read it one more time and remember: be a good detective while
reading! (Si tu penses que non, relis-le et sois un bon détective pendant ta lecture !)
Exercise 9
Complete the following grid with information you got from the text.
Do not write full sentences. Note down the information required. (N'écris pas de phrases
complètes. Écris juste l'information demandée sous forme de notes.)
Matilda’s hobby -
Matilda’s talents -
-
-
Matilda’s family -
-
Matilda’s teachers -
-
Check and correct.
Exercise 10
Now imagine you are in Matilda’s shoes. (Maintenant, imagine que tu es à la place de
Matilda.)
Tell the story! (Raconte l’histoire !)
Every afternoon when her father was at work and her mother away, Matilda was
alone. She loved to read, even difficult books! Her dad always made her watch
television, but she preferred reading!

Your turn! (À ton tour !)

Tu peux :
- Soit récrire le texte ci-dessus à la première personne du singulier.
- Soit écrire un texte à ta façon, si tu préfères !
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Matilda was incredibly clever because she could read and do maths as well. Miss
Honey wanted to move Matilda up in the school system and went to see the
headmistress, Miss Trunchbull.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Check and correct.

Dans l'exercice précédent, as-tu pensé à adapter les pronoms personnels et adjectifs
possessifs ?
Exemples : when her father k when my father
Matilda was alone k I was alone.
She loved to read k I loved to read…
Her dad always made her watch television k My dad made me watch television.
So Matilda was not very happy:
Why wasn’t she happy? ...................................................................................................
Check and correct.
You are right! Her dad made her watch television.
What was wrong with watching television? Didn’t she like it? (Pourquoi cela posait-il un
problème ? N'aimait-elle pas regarder la télévision ? )
.......................................................................................................................................
Check and correct.
Well done!
Matilda preferred reading.
She preferred reading to watching tv.
Observe ces deux phrases :
Matilda preferred reading.
She preferred reading to watching tv.

Pour dire que l'on préfère telle chose à une autre, on utilise le verbe PREFER TO…
Ex. : fish/soup k I prefer fish to soup.
À toi !
Dis quelles sont tes préférences :
1- History/geography : ...................................................................................................
2- Meat/fish : ................................................................................................................
3- Apples/oranges : .......................................................................................................
Lorsque tu parles d'activités que tu préfères, n'oublie pas -ING à la fin des verbes.
O Ex. : Matilda preferred reading to watching TV.
Autre exemple : playing cards/playing ball I prefer playing cards to playing ball.
À toi !
1- Playing basketball/watching basketball on TV:
2- Cooking/washing up: .................................................................................................
3- Speaking English/reading English: ..............................................................................
Au passé, double la consonne R !

O Prefer k I preferred
En effet, les verbes dont la syllabe finale est accentuée doublent leur consonne
finale :
prefer k preferred (préférer)
occur k occurred (arriver, se produire)
Observe cette phrase :
Her dad always made her watch television, but she preferred reading!
Réfléchis au sens de l'expression soulignée.
Observe attentivement la fin de la phrase : television, but she preferred reading!
D'après toi, aime-t-elle regarder la télévision ? r oui r non
Deux mots l'indiquent : lesquels ? .................................... et ..........................................
Que préfère-t-elle faire ? ..................................................................................................
Déduis le sens de l'expression Her dad made her watch television:
.......................................................................................................................................
Check and correct.
Imagine les autres choses que son père l'obligeait à faire, puisqu'il ne voulait pas qu'elle
s'adonne à son loisir favori, la lecture !
1- He ............................................................................................................................
2- He ............................................................................................................................
3- He ............................................................................................................................
Et Matilda ne voulait que lire !
Observe maintenant la phrase suivante :
Her teacher Miss Honey found out that Matilda was incredibly clever because she could
read and do maths as well.

Quels talents exceptionnels Matilda possédait-elle ?
1- ...................................................................................................................................
2- ...................................................................................................................................
Check and correct.
Lis cette autre phrase :
But Matilda had another gift. She could move things by only using her eyes.
Quel autre don exceptionnel Matilda possédait-elle ?
3- ...................................................................................................................................
Check and correct.
Tu peux donner un exemple ? Lis cette autre phrase :
She used her eyes to make a chalk write on the blackboard.
.......................................................................................................................................
4- Dans les phrases que tu viens de lire, quel verbe indique ce que Matilda pouvait faire
d'exceptionnel ?
- she could read
- she could do maths
- she could move things
Check and correct.
En effet ! Tu as su repérer le verbe ..................................... qui est placé à chaque fois

devant l'action exceptionnelle que Matilda pouvait réaliser (lire couramment à 6 ans, faire
des mathématiques à un haut niveau, faire bouger les objets à distance).
Quel est le temps de la narration dans ce texte sur Matilda ? Le ........................................
Donc COULD est le passé de quel verbe ? Le passé de .......................................................
Check and correct.
Tu sais que CAN est un modal, comme MUST, par exemple.

Le passé du modal CAN est donc : ..................................................................................
Pour parler d'une chose dont Matilda était capable, on dira :
Matilda COULD + verbe lexical
Matilda could read : elle savait lire.
She could do maths : elle pouvait faire des mathématiques.
She could move things by using her eyes : elle pouvait (elle savait) faire bouger les objets en
utilisant ses yeux (avec ses yeux).

j e retiens
Tu utilises could pour dire ce qu'une personne était capable de/ était apte à faire dans
le passé :
Matilda could move things and she could read.
Il n'y a aucune conjugaison à apprendre : cette forme est la même à toutes les
personnes !
Ex.: When I was a child I could speak many languages. (Lorsque j'étais enfant, je savais
parler plusieurs langues.)
Ex.: My mum could play the piano very well.
Ex.: My sisters could walk at the age of 10 months!
Exercise 11
Entraîne-toi !
Parle des talents, déjà extraordinaires, de Superman étant jeune (les verbes à utiliser te sont
donnés) : bien sûr, adulte, ses pouvoirs se sont étendus, mais Superman n'en était qu'à ses
débuts.
1- (carry bikes with one finger : porter des bicyclettes avec le doigt)
.......................................................................................................................................
2- (fly in the air : voler dans les airs)
.......................................................................................................................................
3- (go to Japan in one hour : aller au Japon en une heure)
.......................................................................................................................................
4- (arrest dangerous gangsters: arrêter de dangereux gangsters)
.......................................................................................................................................
A) Écoute ton CD et répète les phrases contenant la nouvelle structure que tu viens
d'apprendre.
When Matilda was 6, she started school. Her teacher Miss Honey found out that Matilda
was incredibly clever because she could read and do maths as well.
She could move things by only using her eyes.
Pour bien prononcer l’auxiliaire modal could :

O Ne prononce pas le « L ». Comme tous les modaux, à la forme affirmative, could
est inaccentué, c’est-à-dire que tu le prononces moins fort que les autres mots de la
phrase. Et sa prononciation change un peu.
B) Écoute.
Could you read when you were 2 years old?

Could a sa forme pleine. Répète could. Could.

Écoute maintenant :
Matilda could do maths.
Répète She could do maths. She could read. She could move things.
Could est très peu appuyé.
C) Entraîne-toi à lire ces phrases, en appliquant les règles que tu viens d'apprendre.
- Superman could swim when he was a baby!
- He could fly in the air!
- He could arrest gangsters.
- Superman could speak many languages.
Vérifie ta prononciation en écoutant ton CD.

Séance 6
Je découvre un autre personnage du livre Matilda
Je découvre comment un auteur brosse le portrait physique
et moral d'un personnage
Step 7
Let us now focus on another character from Matilda. The name of the character has been erased.
(Concentrons-nous sur l’un des autres personnages de Matilda. Tu ne sais pas de qui il s’agit,
le nom a été effacé).
Be a good detective again! Make an enquiry! (Mets-toi à la place du détective et mène

l'enquête !)
Try and find out the name of the character Roald Dahl is describing below (Essaie de trouver le
nom du personnage que Roald Dahl va décrire ci-dessous. Tous les personnages du livre ont
été mentionnés dans le résumé de la leçon précédente.)
Ready? (Prêt (e) ?)
… was something else altogether. She was a gigantic holy terror, a fierce tyrannical monster
who frightened the life out of pupils and teachers alike. There was an aura of menace about
her even at a distance, and when she came up close you could almost feel the dangerous
heat radiating from her as from a red-hot rod of metal.
She was above all a most formidable female. She had once been a famous athlete, and even
now the muscles were still clearly in evidence. You could see them in the bull-neck, in the big
shoulders, in the thick arms, in the sinewy wrists and in the powerful legs. […] She had an
obstinate chin, a cruel mouth and small arrogant eyes. […] She looked, in short, more like
a rather eccentric and bloodthirsty follower of the stag-hounds than the headmistress of a
nice school for children.
Help: wrists: poignets

1- Have you got the name of the character? ...................................................................
r Yes, I’ve found out who she/he is!
r No idea, sorry.
Write down the words -the clues- that can help you find out who the mysterious
character is. (Écris les mots -les indices- qui peuvent t'aider à trouver le nom du
personnage.)
........................................................................................................................................
2- Would you like to meet this character? (Aimerais-tu rencontrer ce personnage ?)
r Yes, I would!
r No, I wouldn’t!

Explique en français pourquoi :
.......................................................................................................................................
Consulte ton corrigé. Nous te donnons des pistes.

3- Quelle impression as-tu eue en lisant cette description ?
........................................................................................................................................
........................................................................................................................................
Ton impression générale n'est pas très positive, on dirait.
Bon travail ! C'est le signe que tu as très bien compris l'essentiel de cette description !
Reprenons quelques points, si tu le veux bien.
Tout d’abord, s’agit-il d’un homme r ou d’une femme r ?
4- Écris le pronom personnel qui le prouve : ...................................................................
5- Relève ensuite tous les adjectifs, qui caractérisent cette personne.
Check and correct.

6- Ces adjectifs te semblent
r plutôt positifs
r plutôt négatifs ?

Classe maintenant ces adjectifs dans le tableau

Mots transparents Adjectifs Adjectifs Mots inconnus,
que je reconnais que je connais bien que je peux inférer que je ne comprends
grâce à la racine pas du tout
7- Adjectifs que tu peux inférer grâce à la racine :

a) Powerful k racine : ................................... En français : .......................................
b) Bloodthirsty k racine : .............................. En français : .......................................
Check and correct.

8- Mots inconnus, que tu ne comprends pas du tout :
Fierce : Quel est l'autre adjectif qui qualifie "monster" ? ............................................
Tu peux en déduire le sens. Dit-on d'un monstre qu'il est « sympathique » et
« agréable » ?
Non, bien sûr ! On dit qu'il est « tyrannique » et ......................................................!
Check and correct.
9- Thick : se rapporte à quelle partie du corps ? .............................................................
Juste avant, Roald Dahl a qualifié une autre partie du corps, laquelle ? .......................
Quel adjectif a-t-il utilisé ? ............................................. ............................................
10- a) Donc résumons : la femme a de .................... épaules et des bras ..........................
b) Sinewy : se rapporte à ………………………………….., qui veut dire ............................
Quels adjectifs conviendraient pour qualifier cette partie du corps ? Rappelle-toi que les
adjectifs doivent être plutôt péjoratifs (négatifs) ! Coche les adjectifs possibles, d'après
le contexte.
r élégants r raffinés r cruels r noueux r fins r pointus
Check and correct. Quels sont les adjectifs envisageables ?
11- Voici les mots transparents que tu as relevés. Traduis-les en français :
- Gigantic : ...................................................................................................................
- Tyrannical : ................................................................................................................
- Dangerous : ...............................................................................................................
- Formidable :...............................................................................................................
- Cruel : ........................................................................................................................

- Arrogant : ..................................................................................................................
- Eccentric : ..................................................................................................................
- Obstinate : .................................................................................................................
12- Y en a-t-il un qui te semble surprenant ? r oui r non
Si oui, lequel ? .................................................... ....................................... ................
Pour quelle raison ? ................................................... ................................ ................
Check and correct.
Quel détective tu fais ! Bravo !
Tu as bien compris ce qui ne va pas avec l’adjectif .................................................... ’
Ta traduction en français ne convient pas au contexte !
En effet, "formidable" veut dire :
redoutable
impressionnant
effrayant !!!
O Rappelle-toi
direction !
! Ces mots font semblant d'être tes amis et t'attirent dans la mauvaise
Exactement comme un détective, parfois, peut être entraîné dans des voies sans issue.
13- Le personnage mystérieux était : ...............................................................................
Miss Trunchbull, the headmistress, was something else altogether. She was a gigantic holy terror.

Séance 7
J'apprends le lexique du corps et des vêtements,
pour mieux comprendre la description d’un personnage
Je découvre la place de l'humour et de l'ironie
dans un portrait de personnage
J’utilise mon imagination pour mieux comprendre
un personnage et son univers
Exercise 12
Remember Miss Trunchbull’s physical (and moral) description?

(Rappelle-toi bien la description physique (et morale) qu’en fait Roald Dahl…)
If you don’t, read it one more time. (Si tu ne t’en souviens pas bien, relis-la.)
Miss Trunchbull, the headmistress, was something else altogether. She was a gigantic holy
terror, a fierce tyrannical monster who frightened the life out of pupils and teachers alike.
There was an aura of menace about her even at a distance, and when she came up close
you could almost feel the dangerous heat radiating from her as from a red-hot rod of
metal.
now the muscles were still clearly in evidence. You could see them in the bull-neck, in the
big shoulders, in the thick arms, in the sinewy wrists and in the powerful legs. […] She had
an obstinate chin, a cruel mouth and small arrogant eyes. […] She looked, in short, more
like a rather eccentric and bloodthirsty follower of the stag-hounds than the headmistress
of a nice school for children.
To help you: a bull is either a male animal of the cow family or a strong man! (Pour t'aider,
"a bull" est soit un taureau soit une armoire à glace !)
What words related to THE BODY do you already know? (Quels mots désignant les parties
du corps connais-tu déjà ?)
Write them down (Écris-les.): ……………………………………………………… ...........................
.......................................................................................................................................
.......................................................................................................................................

Exercise 13
Listen to these new words and point to the relevant parts of the body on the picture.
head   eyes
hair   nose
mouth   ears
neck   arm
hand   fingers
leg   foot
toes   thigh
knee 
Step 8
Now read another extract from Matilda, which completes Miss Trunchbull’s physical
description. (Maintenant lis un autre passage de Matilda, qui complète la description physique
de Mlle Trunchbull.)
And as for her clothes…they were, to say the least, extremely odd. She always had on a
brown cotton smock which was pinched in around the waist with a wide leather belt.
This belt was fastened in front with an enormous silver buckle. The massive thighs which
emerged from out of the smock were encased in a pair of extraordinary breeches, bottle-
green in colour and made of coarse twill. These breeches reached to just below the knees
and from there on down she sported green stockings with turn-up tops, which displayed
her calf-muscles to perfection. On her feet she wore flat-heeled brown brogues with
leather flaps. She looked, in short, more like a rather eccentric and bloodthirsty follower
of the stag-hounds than the headmistress of a nice school for children.”
Let us focus on Miss Trunchbull’s outfit.

(Concentrons-nous sur la tenue de Melle Trunchbull -ses vêtements).

Exercise 14
Match the following words with the corresponding pictures.
breeches silver buckle green stockings smock brogues belt
Check and correct.
Read the text one more time. (Relis le texte.)
Exercise 15
Match the words -from the left column- with the relevant adjectives -from the right
column. (Associe les mots de la colonne de gauche aux adjectifs de la colonne de droite.)
odd   thighs
extraordinary   belt
brown   breeches
green   brogues
wide   clothes
bottle-green   cotton smock
enormous   silver buckle
massive   stockings
Check and correct.

Exercise 16
Find the English words that correspond to the French words underlined.
(Trouve dans le texte anglais les mots français ci-dessous.)
- Blouse : .....................................................................................................................
- Ceinture de cuir : ......................................................................................................
- Boucle d’argent : ......................................................................................................
- Culotte : ...................................................................................................................
- Vert bouteille : ..........................................................................................................
- Bas : .........................................................................................................................
- À revers : ..................................................................................................................
- Mocassins : ..............................................................................................................
- Talons plats : .............................................................................................................
Check and correct.

You seemed a little impressed by the description of Miss Trunchbull, didn’t you? (Tu avais
l'air d'être quelque peu impressionné(e) par la description de Miss Trunchbull, n'est-ce pas ?)
Quel autre sentiment as-tu ressenti en lisant plusieurs fois cette description ? Uniquement
de la peur ?
Relis plus particulièrement la phrase suivante :
"She looked, in short, more like a rather eccentric and bloodthirsty follower of the stag-
hounds than the headmistress of a nice school for children."
.......................................................................................................................................
.......................................................................................................................................
Check and correct.
En effet, l'auteur Roald Dahl écrivait pour les enfants, aussi ne voulait-il pas uniquement
leur faire un peu peur. Il avait aussi beaucoup d'humour !
Lis cette phrase qui est très drôle :
"She looked, in short, more like a rather eccentric and bloodthirsty follower of the stag-
hounds than the headmistress of a nice school for children."
Roald Dahl montre que Miss Trunchbull ne ressemble en rien à une directrice d'école bien
paisible mais il la verrait plutôt dans un autre décor : lequel ?
Ces mots peuvent t'aider :
stag-hounds: chiens de chasse bloodthirsty: sanguinaire follower (du verbe follow : suivre)
Ta réponse ................................................................................................................... …
Check and correct.
En effet, il imagine plus probable la participation de Miss Trunchbull à une chasse à
courre qu'à la direction d'une charmante école primaire !

Exercise 17
Do you like drawing? (Aimes-tu dessiner ?)
Draw Miss Trunchbull, Matilda’s wicked headmistress. (Dessine Miss Trunchbull, la directrice
de l'école de Matilda.)
When you are finished, label the various parts of her outfit (see labels below).
Quand tu auras fini, indique les différentes parties de la tenue de Miss Trunchbull (voir
étiquettes ci-dessous) :
brown cotton smock enormous silver buckle bottle-green breeches
green stockings with turn-up tops flat heeled brown brogues with leather flaps
wide leather belt
Your drawing:

If you want to have fun, imagine Miss Trunchbull’s other outfits and draw them:
Miss Trunchbull’s ball gown:
Miss Trunchbull’s nightdress (chemise de nuit):

Séance 8
j e m’évalue
Relis les séances de la séquence 4. Refais les exercices et réécoute ton CD.
N'oublie pas de relire la rubrique « le Coin des curieux » (notamment le questionnaire de Proust en anglais).
À la fin de chaque exercice, vérifie tes réponses dans le corrigé !
Tu cocheras r J si tu as le nombre de bonnes réponses requis.
Dans le cas contraire, tu cocheras r &. Cela signifie que tu dois relire les séances indiquées.
Exercise 1
Je sais rédiger la biographie sommaire d'un auteur, à partir de quelques informations : dates de
naissance et de mort ; nationalité, origine, œuvres.
Utilise les éléments qui te sont fournis ci-dessous et rédige une courte biographie de l'auteur.
RUDYARD KIPLING
(1865 – 1936) BRITAIN - born in INDIA
Works: The Jungle Book (1894) – Just So Stories - Kim
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 2
Je sais répondre à des questions au passé sur des auteurs de contes.
Réponds aux questions suivantes.
1- When was Rudyard Kipling born? ..............................................................................
2- When did he die? .......................................................................................................
3- Was R. Dahl English? .................................................................................................
4- Were the Grimms cousins? .........................................................................................
5- Did R. Dahl write Cinderella? ......................................................................................
6- Who wrote Matilda? ...................................................................................................
7- Was Andersen Danish? ..............................................................................................
8- Did Kipling come from Germany? ..............................................................................

Exercise 3
Je sais m'informer sur les goûts de quelqu'un, un peu à la manière du questionnaire de Proust.
Pose les questions.

1- Je sais demander à quelqu'un quelle est son odeur préférée.
.......................................................................................................................................
2- Je sais demander à quelqu'un quelle est sa couleur préférée.
.......................................................................................................................................
3- Je sais demander à quelqu'un quels sont ses héros préférés dans la vraie vie.
.......................................................................................................................................
4- Je sais demander à quelqu'un où il/elle aimerait vivre.
.......................................................................................................................................
5- Je sais demander à quelqu'un ce qui est pour lui/elle le bonheur.
.......................................................................................................................................
Exercise 4
Je sais répondre moi-même au questionnaire ci-dessus.
Réponds à 3 des questions que tu as posées ci-dessus. Indique quelles questions tu as

choisies : écris leur numéro avant tes réponses.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 5
Je sais rédiger une biographie plus détaillée.
Utilise les éléments d'information qui te sont fournis pour rédiger une biographie plus
détaillée de l'auteure ci-dessous :
Identity Name Linda Anne CHAPMAN

Year of Birth 1969
Birth Place Liverpool (England)
Present place
A village in Leicestershire
of residence
2 daughters: Iola (8), Amany (5)
Family son: Spike (1)
2 mountain dogs: Pepper and Teasel
Physical
Blonde hair, blue-green eyes; height : 5’7”
description
‘My Secret Unicorn’ (series of children’s
Works
books); ‘Stardust’, ‘Not Quite a Mermaid’

Favourite… food Chocolate

poem ‘If’ by Rudyard Kipling
smell Fresh cut grass
colour Aquamarine
job Shetland sheep dog breeder1
hobby Riding horses, playing with dogs
1 Éleveur de chien de berger Shetland

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 6
Je connais le lexique relatif …
1- à l'école.
Nomme les objets ci-dessous.
a) Gomme :................................................................................................................
b) Tableau blanc : ......................................................................................................
c) Classeur : ..............................................................................................................
d) Craie :....................................................................................................................
e) Cartable : ..............................................................................................................
f) Ordinateur : ............................................................................................................
g) Corbeille à papier : ................................................................................................
h) Colle : ...................................................................................................................
i) Ciseaux : ................................................................................................................
j) Règle : ....................................................................................................................
2- au corps humain
a) Genou : .................................................................................................................
b) Poignet : ...............................................................................................................
c) Bras : .....................................................................................................................
d) Cuisses : ................................................................................................................
e) Doigts de pied : .....................................................................................................
3- aux vêtements
a) Des bas : ...............................................................................................................
b) Des mocassins : ....................................................................................................
c) Ceinture de cuir : ...................................................................................................
d) Boucle de ceinture : ...............................................................................................
e) Une blouse : ..........................................................................................................

Exercise 7
Je sais me mettre à la place d'un personnage et raconter son histoire à la première personne. Je sais
utiliser les pronoms personnels sujets et compléments.
Tu as déjà lu l'histoire ci-dessous (séquence 3). Lis les extraits qui te sont proposés.
Mets-toi à la place du gentil dragon et raconte l'histoire à la première personne du

singulier. Commence à rédiger à partir des italiques.
Once upon a time there were a king and a queen who lived in a castle with their beautiful
daughter… One night an ugly monster captured the kind princess and locked her up in
his tall, dark tower.
One day a friendly dragon heard the young lady cry for help. The dragon entered the
tower, took a big sword and killed the monster. He rescued the princess from the tower and
gently put her on his strong back and flew high in the sky. The dragon (and the princess)
eventually arrived at the castle. The king and queen were so happy that they gave him a bag
full of diamonds. He was rich now! The princess gave the dragon a kiss to thank him and
suddenly he became a handsome prince! They got married and lived happily ever after.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 8
Je sais qualifier un personnage (physique et personnalité).
Relie les personnages de Miss Trunchbull et de Matilda aux éléments qui leur correspondent.
amazing   gigantic
arrogant   keen on reading
MATILDA
brilliant, intelligent   mean
cruel as a ferocious dog   nasty
exceptional   nice and friendly
MISS
formidable  TRUNCHBULL  strong as an athlete
frightening   surprising

Sommaire
Séquence 5
Lexique
Séance 1 Répondre à la Like: préposition Savoir organiser un
Portraits question : What Le lexique de la portrait
does he/she look description
like? One’s
Les adjectifs
possessifs pour les
parties du corps
Séance 2 Décrire en faisant Les personnages de Adjectifs Savoir enrichir un
Définition d’un des comparaisons J.K Rowling composés : -like/- portrait
elfe de maison (1) sized
Séance 3 Décrire en faisant Les personnages de Les adjectifs Savoir donner un

Extrait de Harry des comparaisons J.K Rowling décrivant le nom significatif à
Potter and The (2) caractère d’un un personnage
Répondre à la individu
Prisoner of
question : What is Le comparatif
Azkaban he/she like ? d’égalité (1)
Séance 4 Répondre à la Les similes Le comparatif L’accentuation des Savoir attribuer
Test de question : what are d’égalité (2) noms composés un caractère à un
personnalité (1) you like? personnage
Séance 5 Répondre à la À la recherche du La complexification Savoir complexifier

Test de question : What are mot juste : adj., d’une phrase et sa une phrase
personnalité they like? adv. verbes mémorisation décrivant une
Décrire une situation
(2)
situation en
complexifiant
l’énoncé
Séance 6 Écrire une Like: préposition Savoir rédiger un
Portrait chinois description sous Where: pronom poème en suivant
(1) forme de poème (1) relatif une structure
When: conj. de définie à l’avance
subordination
Lexique : le rugby
Séance 7 Écrire une Le champ lexical de Les rimes Être capable de
Portrait chinois description sous «team» L’accent de phrase mobiliser ses
(2) forme de poème (2) connaissances
Lire un poème
Séance 8 Réactivation des Rebrassage des Réactivation Prise de conscience Être capable de
Documents outils langagiers de thèmes culturels des critères à vérifier que l’on
travaillés lors la séquence abordés respecter pour a tous les outils
Nursery Rhymes réussir l’évaluation nécessaires
de la séquence
pour aborder
l’évaluation

Séance 1
J’apprends à rédiger un portrait simple
Tu as appris, lors de la séquence 5 du premier niveau du Palier 1 à faire une description physique.
Nous allons apprendre, lors de cette séquence, à dresser un portrait physique et moral d’une
personne. Cette première séance te permet de revoir certains éléments de la description physique,
mais t’en propose aussi de nouveaux, avant d’aller plus loin.
j’apprends à rédiger un portrait simple

Step 1
Look at the pictures and read the descriptions.
Colour on each picture the element(s) corresponding to the description.

(Mets en couleur, sur chaque image, l’élément qui correspond à la description.)
have curly fair hair have bushy eyebrows have long straight have arched eyebrows
dark hair
be bald have a scar have a short beard have a big moustache
smile lean on one’s hand sulk frown

wear (sun) glasses wear earrings wear a cap have a piercing

on one’s nose
and one under one’s lips
Step 2
1- Match the descriptions to the portraits. Be careful, one description is missing.
(Associe les descriptions aux portraits. Fais attention, il manque une description.)
r r r r
r r r r
Portrait n° 1: What does she look like? She has got long straight fair hair. She is wearing
earrings. She is smiling.
Portrait n° 2: What does she look like? She has got long curly fair hair. She is wearing
sunglasses. She is sulking.
Portrait n° 3: What does he look like? He has got short curly dark hair. He has got bushy
eyebrows and a big moustache.
Portrait n° 4: What does he look like? He has short straight dark hair. He has a scar on his
forehead. He is wearing round glasses.
Portrait n° 5: What does she look like? She has got short straight dark hair. She is wearing
glasses. She is leaning on her hand.
Portrait n° 6: What does he look like? He is bald. He is wearing glasses and a piercing on
his nose. He has a short beard. He is sulking.

Portrait n° 7: What does she look like? She has got long curly dark hair. She has arched
eyebrows. She has a piercing under her lips.
Portrait n° 8: What does he look like? He is wearing a cap and a piercing on his nose. He
is frowning.
Check and correct.
2- “Like”
Observe bien la question.

What does he look like?
Quel est le verbe de la question ? Écris-le : .......................................................................
C’est très bien, cela veut donc dire que, dans cette question, like n’est pas un verbe. C’est
en fait une préposition qui signifie « comme ». La question permet de se renseigner sur
l’apparence physique d’un individu.
3- Everything in the right place! (Chaque chose à sa place !)
a) Adjectives
Observe bien les adjectifs dans les deux phrases suivantes.
- She has got long straight fair hair.
- He has got short curly dark hair.
Dans quel ordre les adjectifs se trouvent-ils ?
- couleur + longueur + forme r
- longueur + couleur + forme r
- longueur + forme + couleur r
b) Sentences
Observe bien les phrases et l’ordre des éléments dans les deux descriptions suivantes.
- Portrait n° 1: She has got long straight fair hair. She is wearing earrings.
She is smiling.
- Portrait n° 6: He is bald. He is wearing glasses and has a piercing on his nose.
He has got a short beard. He is sulking.
Comment la description est-elle organisée ?
Du haut en bas du visage en incluant les accessoires. Finir avec l’attitude. r
La description physique en premier, les accessoires après. Finir avec l’attitude. r
Commencer par l’attitude, puis la description physique. Finir par les accessoires. r
4- « one’s »
Observe bien l’expression suivante :
to have a piercing on one’s nose and under one’s lips.
et les portraits rédigés :
Portrait n° 6: He is bald. He is wearing glasses and has a piercing on his nose. He has
a short beard. He is sulking.
Portrait n° 7: She has got long curly dark hair. She has got arched eyebrows. She has a
piercing under her lips.
Par quoi “one’s” a-t-il été remplacé ? Coche la bonne réponse.
- un adjectif qualificatif r
- un adjectif ordinal r
- un adjectif possessif r

- Quelle est la traduction française de « He has a piercing on his nose » ? Coche la bonne
réponse.
- Il a un piercing sur le nez. r
- Il a un piercing sur son nez. r
- Il a un piercing sous les lèvres. r
Check and correct.
j e retiens
Pour me renseigner sur l’apparence physique d’un individu, je pose la question :
What does he/she/look like?
Lorsque j’utilise plusieurs adjectifs épithètes, je dois respecter un certain ordre. Pour
décrire les cheveux, toujours au singulier, j’utiliserai l’ordre suivant : Longueur, forme,
couleur.
Ex. : long curly dark hair.
Lorsque je décris un visage, j’organise ma description. Je peux commencer depuis
le haut du visage et descendre petit à petit, en intégrant les accessoires aux traits
physiques. Je décris l’attitude en dernier. Mais je peux aussi commencer ma description
par l’élément qui me frappe le plus, tout dépendra de la situation dans laquelle je me
trouve.
Ex. : He is bald. He is wearing glasses and has a piercing on his nose. He has got a
short beard. He is sulking.
Lorsque je décris une partie du corps ou du visage, là où le français met un article
défini, l’anglais met un adjectif possessif. Cet adjectif possessif est remplacé par one’s
lorsque le possesseur n’est pas précisé.
Ex.: To have a piercing under one’s lips.
She has a piercing under her lips. (Elle a un piercing sous les lèvres).
Exercise 1
Can you write the missing description? (Peux-tu rédiger la description qui manque ?)

Exercise 2
1- Complete the face, adding 4 features, 2 accessories and 1 attitude as shown in Step1.
(Complète le visage, en ajoutant 4 traits, 2 accessoires et 1 attitude en suivant les exemples
de Step 1.)
2- Write the description

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

Séance 2
Je sais rédiger un portrait simple
J’apprends à faire des comparaisons pour construire
un portrait plus imagé
je sais rédiger un portrait simple

Exercise 3
1- Choose one portrait and write the description, starting with the question you have
learnt in the previous lesson. (Choisis un portrait et écris la description, en commençant
par la question que tu as apprise lors de la leçon précédente.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
2- Listen to the description on your CD. Which portrait is it? Tick the correct answer.
a) r c) r
b) r d) r
j’apprends à faire des comparaisons pour construire

un portrait plus imagé
Step 3
1- Read this text. Then listen to it on your CD. Take your pencil and your ruler and
underline all the words you understand.
A house-elf is a short humanoid creature with large bat-like ears, enormous tennis
ball-sized eyes and a long thin nose like a pencil. It is difficult to tell the difference
between male and female house-elves. They don’t wear any clothes but pillow cases.
They serve the family of the house and spend their day doing the housework.

2- What do house-elves look like? Find the answer in the text and underline it in blue.
3- What do house-elves wear? Find the answer in the text and underline it in red.
4- What do house-elves do? Find the answer in the text and underline it in black.
Check and correct.

5- Maybe you did not understand all the words in the sentences underlined in blue. Don’t
worry! (Peut-être n’as-tu pas compris tous les mots des phrases soulignées en bleu. Ne
t’inquiète pas.)
eyes
ears
Remember!
a bat: Think of Batman. The hero looks like an animal, a bat.
thin æ large
Now you can read again the sentences underlined in blue and imagine what house-elves
look like!
6- Maybe you did not understand all the words in the sentence underlined in red. Don’t
worry!
Look!
This is a pillow-case. This is what house-elves wear!
Now you can read again the sentence underlined in red
and imagine what house-elves look like!
7- Maybe you did not understand all the words in the sentence underlined in black. Don’t
worry!
They spend their day = 24 hours/24 hours
to do the housework: to clean the house, to hoover, to do the washing-up, to make the
beds … everything you love doing!!!
(Remember the household chores Cinderella has to do in Séquence 3.)
8- Now you can read the whole text again! (Maintenant tu peux lire à nouveau le texte en
entier.)

Step 4
1- Look at this house-elf and write a caption in each box.
2- Its ears:
a) What are its ears compared to? Tick the correct answers.
(À quoi ses oreilles sont-elles comparées ?)
an elephant’s ears r
a bat’s ears r
a cat’s ears r
b) What is the adjective used? Tick the correct answer.
pointed r
large r
sinewy r
c) What is the word used to express the comparison? Tick the correct answer.
(Quel est le mot utilisé pour exprimer la comparaison ?)
as r
sized r
like r
3- Its nose:
a) What is its nose compared to?
..................................................................................................................................
b) What are the adjectives used?
..................................................................................................................................
..................................................................................................................................
c) What is the word used to express the comparison?
..................................................................................................................................

4- Its eyes:
a) What are its eyes compared to?
..................................................................................................................................
b) What is the word used to express the comparison?
..................................................................................................................................
j e retiens
Pour faire une comparaison, je peux utiliser
1- La préposition like comme dans
Ex. 1 : a long thin nose like a pencil
adjectif(s) + élément décrit + like + élément de comparaison
ou dans
Ex. 2 : large bat-like ears
adjectif(s) + élément de comparaison-like + élément décrit
La traduction française ne respecte pas toujours le même ordre des mots que l’anglais.
Ex. : de grandes oreilles comme celles d’une chauve-souris.
2- sized
Ex. : tennis ball-sized eyes.
k élément de comparaison-sized + élément décrit
Sized signifiant « de la taille de ». L’élément auquel la comparaison fait référence
apparaîtra directement sans adjectif qualificatif (tennis ball) et sera suivi de la partie du
corps ou du visage sur lequel a porté la comparaison (eyes).
Là encore, la traduction française ne respecte pas toujours le même ordre des mots que
l’anglais.
Ex. : des yeux de la taille d’une balle de tennis.
Tu remarqueras la présence du tiret entre l’élément auquel la comparaison fait référence
et le mot qui introduit la comparaison :
Ex. : bat-like/tennis ball-sized
Décrire en faisant des comparaisons rend les personnages plus vivants, permet au
lecteur de mieux les imaginer, et apporte souvent une touche d’humour. C’est un peu
comme un dessin animé qui se déroule sous les yeux du lecteur.
Exercise 4
Now it’s your turn to write comparisons.
1- First, draw your character. It’s a giant. Here are his characteristics. You can add other
details - hair, eyes, piercings, clothes…(D’abord, dessine ton personnage. C’est un géant.
Voici ses caractéristiques. Tu peux ajouter d’autres détails - cheveux, sourcils,… , accessoires,
attitude.)

a) a round face / a full moon ()
b) big teeth / half-bricks (transparent word!)

c) knuckles (les articulations des doigts) / the size of a cricket ball.
2- Write the three expressions of comparison.

a) ..............................................................................................................................
b) .............................................................................................................................
c) ..............................................................................................................................
3- Write a paragraph to describe your giant. Use the techniques and the vocabulary seen
in Séance 1, and put the comparisons in the right place. (Écris un paragraphe pour
décrire ton géant. Utilise les techniques et le vocabulaire étudiés en Séance 1 et ajoute au
bon endroit les trois phrases comportant les comparaisons.)

Séance 3
Je sais établir des comparaisons
J’apprends à utiliser les noms propres
et les adjectifs pour dresser un portrait
je sais établir des comparaisons

Exercise 5
Remember your giant in the previous lesson.
1- Read this extract from Harry Potter and the Prisoner of Azkaban, by J.K. Rowling
(ed. Bloomsbury) and listen to it on your CD.
Harry and Hermione retreated as far as they could while still keeping the giant within
their sights. Grawp knelt between two trees he had not yet uprooted. They looked up
into his startlingly huge face that resembled a grey full moon swimming in the gloom of
the clearing. It was as though the features had been hewn on to a great stone ball. The
nose was stubby and shapeless, the mouth lopsided and full of misshapen yellow teeth
the size of half-bricks; the eyes, small by giant standards, were muddy greenish-brown
and just now were half-gummed together with sleep. Grawp raised dirty knuckles, each
as big as a cricket ball, to his eyes, rubbed vigorously, then, without warning, pushed
himself to his feet with surprising speed and agility.
2- Copy the comparisons corresponding to:
a) His face / the moon
.................................................................................................................................
b) His teeth / half-bricks
.................................................................................................................................
c) His knuckles / a cricket ball
.................................................................................................................................
Check and correct.

j’apprends à utiliser les noms propres et les adjectifs

pour dresser un portrait
Step 5 : Names
1- Do you remember these adjectives? Roald Dahl used them to describe one of his
famous characters. If you don’t remember the name of this character, play the game
and find the hidden message. (Tu te souviens de ces adjectifs ? Roald Dahl les a utilisés
pour décrire l’un de ses personnages légendaires. Si tu ne te souviens pas de son nom, fais-le
jeu et trouve le message caché.)
arrogant bloodthirsty cruel dangerous eccentric fierce
formidable gigantic obstinate powerful tyrannical
C P M A I S S T R S U N C E Y
H I O B R U L L V U V Z R L T
C I R W D R K J F O L U I B S
Z O T T E Y O A D R B J A A R
L P L A N R A G T E H U L D I
S F D J E E F G A G V C Y I H
C R U E L N C U Q N D Y J M T
G I G A N T I C L A T P Z R D
O B S T I N A T E D F F N O O
H P S L A C I N N A R Y T F O
I V B G D H E M C Y U D I X L
Q Y I F Z F Y Q C W D E S E B
Y I H O Y G Z A B O R F G V E
C R M J W K I X L C P O H F T
Z P D U N E D W E I X O Q X Q
__ __ __ __ __ __ __ __ __ __ __ __ __ __
2- Names often represent the typical physical traits of the characters. Read these names.
They all belong to animal characters in some of Roald Dahl’s books. Can you guess
which animal they belong to? Use the word bank to help you. (Les noms représentent
souvent des caractéristiques physiques des personnages. Lis ces noms. Ce sont tous des
personnages qui apparaissent dans des livres de Roald Dahl. Peux-tu deviner quel animal ils
représentent ? Utilise l’aide lexicale.)
Word bank
a hump: une bosse
a rump: un postérieur
to smuggle: faire passer quelque chose en fraude
Animals Names Animals
Humpy-Rumpy
Muggle-Wump
Crock-Wock
Milky-Daisy

3- Names also often represent the typical moral traits1 of the characters. Match these
famous characters’ names and their dominant moral trait. The meanings are just clues.
Name Moral trait Meaning
1- Miss Honey A- Someone stupid a- a truncheon: une
matraque/
a bull: un taureau
2- Noddy B- Someone who likes French b- dumb: bête, nigaud
cooking
3- Severus Snape C- Someone as poisonous as c- un plat français

a snake
4- Dumbo D- Someone sweet, nice and d- le miel
helpful.
5- Ron Weasley E- Someone who always says e- a weasel: une belette
“yes” to weasel out of something:
se débrouiller pour ne pas faire
quelque chose
6- Miss Trunchbull F- Someone who is good at f- to nod: acquiescer de la tête,
avoiding problems dire oui.
7- Ratatouille G- Someone who is aggressive g- a snake + to snap
(répondre sèchement)
Match:
1- 5-
2- 6-
3- 7-
4-
Step 6 : Adjectives
1- Think of the giant you created in Séance 2. Is it a nice giant or a bad one? Here is a list
of adjectives. List them in the correct box.
angry brave cruel/wicked/nasty/vicious formidable (false friend!) kind /nice
generous/helpful æ selfish clever/intelligent/stupid/thick dangerous
jealous grumpy
A nice giant A bad giant
1- moral traits: les caractéristiques psychologiques

2- Remember Miss Honey in Matilda. (Tu te souviens de Miss Honey dans Mathilda ?)
What is she like? (Quel est son caractère ?)
She is a kind and generous sort of person. (C’est une personne gentille et généreuse.)
Now think of your giant and underline in the lists above two adjectives which represent
him best. Answer the following question using the same sort of expression as the one
used to describe Miss Honey’s attitude. (Maintenant pense à ton géant et souligne dans
le tableau ci-dessus les deux adjectifs qui le représentent le mieux. Réponds à la question
suivante, en utilisant le modèle proposé pour décrire le caractère de Miss Honey.)
What is your giant like?
..................................................................................................................................
j e retiens
k Pour inventer le nom d’un personnage
Tu as remarqué au cours du Step 5 que l’on travaillait beaucoup par association
d’idées, comme pour le nom Trunchbull.
Imaginons que ton géant est vicious and cruel. Pense à un animal que tu associes à
cette idée. Pense à un objet que tu associes à cette idée également. Mélange les deux.
Ex. : a shark (un requin) + a gun (un révolver) : Shagun the giant.
Et toi, que proposes-tu, tu dois avoir une très bonne idée ? Essaie :
On peut aussi associer un trait de caractère à quelque chose qui se mange, comme
pour Miss Honey.
Imaginons que ton géant est kind and generous. Pense à quelque chose que tu aimes
manger et que tu associes à cette idée de générosité.
Ex. : chocolate. C’est peut-être un peu long, on peut n’utiliser que le début : Mr. Choc.
Et toi, quelle sorte de nourriture associes-tu à cette idée ? Vas-y, lance-toi :
.................................................................................................................................
Bravo ! On peut aussi utiliser directement l’adjectif choisi, et le transformer en nom en
ajoutant une terminaison, comme pour Dumbo.
Imaginons que ton géant n’est pas très malin, il est un peu thick. Tu peux l’appeler
Ex. : Thicko, ou Thicky
Et si c’était une géante et qu’elle soit cruelle…
Cruella, ça ne te rappelle rien ?
k Pour lui attribuer des caractéristiques morales, bonnes ou mauvaises.
- Tu pourras poser la question :
Ex. : What is he like?
qui interroge sur les qualités ou les défauts d’un individu ou d’un personnage.
- Tu pourras répondre par :
Ex. : He is a wicked and cruel sort of person.
Ne confonds pas avec la question : What does he look like? qui permet d’interroger sur
les caractéristiques physiques, et non morales.

Exercise 6
Give your giant a name using one of the techniques seen in “Je retiens”. (Donne un nom à
ton géant en utilisant une des techniques vues dans « Je retiens ».)
.......................................................................................................................................
Are you as good a writer as J.K. Rowling? (Es-tu aussi bon écrivain que J.K. Rowling ?)
Tu viens de voir que J.K. Rowling, qui a créé le personnage d’Harry Potter, a choisi dans sa
description du géant Grawp d’autres techniques que celles travaillées lors de la Séance 2
pour faire des comparaisons.
À quel mot correspondrait … that resembled…
À quel mot correspondrait … the size of… : …as big as…
Bravo, alors essaie de faire aussi bien que J.K. Rowling en utilisant ses expressions pour
dire :
a) large bat-like ears
................................................................................................................................
b) a long thin nose like a pencil
..............................................................................................................................
c) tennis ball-sized eyes (2 possibilités)
..............................................................................................................................
..............................................................................................................................

Séance 4
J’apprends à utiliser le comparatif d’égalité
pour exprimer des comparaisons
J’apprends à prononcer les mots composés
J’apprends à définir la personnalité d’un individu (1)
j’apprends à utiliser le comparatif pour exprimer

des comparaisons
Step 7
Tu te souviens de cette phrase, extraite de la description du géant Grawp. Grawp raised dirty
knuckles, each as big as a cricket ball, to his eyes … (Nous avons vu, au cours de la
séance 2, comment établir des comparaisons.)
Voici une autre technique très simple que tu peux utiliser : le comparatif d’égalité.
Ex.: knuckles… as big as cricket balls
as + adj. + as
Ex.: des articulations… aussi grosses que des balles de cricket.
aussi + adj.+ que
Exercise 7
Use the comparative of equality to express comparisons.
His ears are (large) ............................................................................................ a bat’s.
His nose is (long and thin) ............................................................................... a pencil.
His eyes are (big) .........................................................................................tennis balls.
His teeth are (big) ........................................................................................ half-bricks.
His face is (huge) ....................................................................................... a full moon.
Check and correct.
Step 8
Tu peux utiliser le comparatif d’égalité pour décrire la qualité ou le défaut de quelqu’un en
l’assimilant à un objet / un lieu / un animal de référence.
Ex.: He is as brave as a lion.
Try to create comparisons with the following adjectives. Make complete sentences. Use
number 1 as an example. Don’t hesitate to use your Pictionary if necessary.

a fox an ox an owl a bee
Adjective Reference
brave ox
busy lion
thick bee
as/…/a/an…
cunning honey
sweet owl
strong fox
wise (reasonable) bricks
He is as brave as a lion.
1- ..................................................................................................................................
2- ..................................................................................................................................
3- ..................................................................................................................................
4- ..................................................................................................................................
5- ..................................................................................................................................
6- ..................................................................................................................................
Dans l’exercice 7 de la séance 3, tu avais choisi deux adjectifs qui caractérisaient ton
géant. Cherche des animaux ou des objets qui pourraient servir de référence et crée deux
comparaisons.
- adjective 1: ................................................................................................................
- comparison 1: ............................................................................................ ...............
- adjective 2: ..................................................................................... ...........................
- comparison 2: .............................................................................. .............................

j e retiens
- Pour faire un comparatif d’égalité, j’utilise
- as + adj. + as
Ex.: as big as cricket balls
- Les comparaisons sont utiles pour définir les caractéristiques physiques ou morales
d’un individu.
Ex.: He is as cunning as a fox.
Ex. : Il est rusé comme un renard.
Ce sont des expressions toutes faites qui ressemblent un peu à des proverbes.
Le procédé est utilisé souvent en littérature.
En anglais, on l’appelle simile.
j’apprends à prononcer les mots composés

Step 9
Tu as rencontré de nombreux noms composés au cours des dernières séances. Peux-tu en
écrire au moins trois ?
.......................................................................................................................................
.......................................................................................................................................
......................................................................................................................................
Formidable !
1- Listen to these compound nouns again on your CD and underline the accentuated
word. (Écoute ces noms composés sur ton CD et souligne les mots accentués.)
tennis ball cricket ball pillow case half bricks house elf
2- Which word is stressed? Tick the correct answer.
– the first one r

– the second one r
3- Listen and repeat.
j e retiens
Pour prononcer un nom composé, je mets l’accent sur le premier mot de ce nom.
Ex.: "tennis ball".

j’apprends à définir la personnalité d’un individu (1)

Step 10
1- What are you like? What is your best quality? Are you rather as brave as a lion, as sweet
as honey or as wise as an owl? Answer this quiz and you will find out! (Quelle est ta
principale qualité. Es-tu plutôt courageux, doux ou avisé ? Réponds à ce quiz, et tu le sauras)
Test your personality
1- Your sister is afraid because there is a spider in her bedroom.

 You immediately go to her room and kill the spider.
 You say “Don’t worry” and calm her down.
 You say “Don’t worry” and call your Dad.
2- It’s your birthday. Your grandmother sends you a present, but you don’t like it at all.
 You send your grandmother a letter to say thank you.
 You send your grandmother a letter to say thank you, but you suggest that next year
You would like some money.
 You send your grandmother a letter to say thank you, you love your present.
3- Your best friend has got the flu (la grippe).
 You phone him/her and you send him/her a get-well card.
 You go and see him/her.
 You phone him/her and ask if she needs any help for her schoolwork.
4- There is just one big piece of cake left for dinner tonight.
 You decide to make another cake.
 You cut the big piece in smaller pieces for everyone.
 You say you are not hungry.
5- Do you prefer…
 doing the shopping with your mother to help her carry her bags?
 doing your homework regularly every day and not just at week-ends?
 going jogging every day with your father to improve your training?
2- Count your triangles (), circles () and squares () and find out what your best
quality is.
k My score is
.............................................. rectangles
.............................................. circles
.............................................. squares

happy. You are generous and helpful. You are really as sweet as honey!
You have a majority of : You are adorable! You are always trying to make everybody
family. You are as wise as an owl!
decision, you are intelligent and you use your intelligence to help your friends and your
You have a majority of : Well done! You are very wise: you always make the right
very honest. You are a real lion!
count on you to make efforts when necessary, to take risks for your friends, and to be
You have a majority of : Congratulations! You are extremely brave: everybody can
Answer
Exercise 8
It would be fun to create the same test for the worst trait. How about “thick” and “cruel”?
Use the same situations but make suggestions as to the manner a thick person or a cruel
person would deal with it. Let’s decide that M is for “thick” and N is for “cruel”. Try to
create your own test. (Ce serait amusant de créer le même test mais pour le pire défaut. Si on
prenait thick et cruel. Utilise les mêmes situations mais fais des suggestions quant à la manière
dont une personne cruelle ou stupide la gèrerait. Décidons que M symbolisera la version
thick et N symbolisera la version cruel. Essaie de créer ton test.)
Test your personality

M .............................................................................................................................
N ...............................................................................................................................
M .............................................................................................................................
N ...............................................................................................................................
3- Your best friend has got the flu.
M .............................................................................................................................
N ...............................................................................................................................
M .............................................................................................................................
N ...............................................................................................................................
5- Do you prefer…
M .............................................................................................................................
N ...............................................................................................................................

Séance 5
J’apprends à définir la personnalité d’un individu (2)
J’apprends à développer une description
J’apprends à allonger une phrase et à la mémoriser
j’apprends à définir la personnalité d’un individu (2)

Exercise 9
1- Listen to Paul and Mary on your CD. They’re taking the personality test you invented
last time. One is thick, the other one is cruel. Guess who is who? Take notes about
each one of them. (Écoute Paul et Mary sur ton CD. Ils font le test que tu as créé lors de la
dernière séance. L’un est stupide, l’autre est cruel. Devine qui est qui. Prends des notes pour
chacun d’eux.)
Mary Paul
2- Who has got many M (thick)?

.......................................................................................................................................
3- Who has got many N (cruel)?
.......................................................................................................................................
4- Write the paragraphs explaining the dominant traits for each category of person. Go
back to Séance 4, Step 9 if you need any help and adapt your text to the situation.
Don’t forget to use comparisons (Écris les paragraphes décrivant les défauts associés au
type de personnalité. Reporte-toi à la séance 4, Step 9 si tu as besoin d’aide. N’oublie pas
d’utiliser des comparaisons.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Answers
You have a majority of M: You have a majority of N:
Dans cette séquence consacrée au portrait et à la description, nous avons déjà abordé :
- la description simple d’un visage au cours de la séance 1.
- la comparaison au cours de la séance 2. La description de notre elfe de maison nous
a montré que les comparaisons permettent de rendre une description plus imagée, un
personnage plus réel. Tu as à cette occasion créé ton géant.
- l’emploi de noms propres qui renforcent les caractéristiques physiques et morales des
personnages décrits au cours de la séance 3. Tu as attribué des caractéristiques à ton
géant.
- l’emploi des comparaisons pour décrire la personnalité d’un individu au cours de la
séance 4. Tu as toi aussi créé des comparaisons pour décrire les traits moraux de ton
géant.
Nous allons poursuivre aujourd’hui avec une phase d’approfondissement et

d’enrichissement de la description dont tu auras besoin pour accomplir la tâche finale.
Tu es prêt(e) ? Allons-y !
Step 11
Read the following sentence:
The woman went up the stairs.
This is not a very interesting sentence.
These seven steps can make it more interesting. (Ces sept étapes peuvent la rendre plus
intéressante.)
1- Use an adjective:
The old woman went up the stairs.
2- Use a second adjective:
The old cruel woman went up the stairs.
3- Change the verb, use a more descriptive one:
The old cruel woman climbed up the stairs.
4- Use an adverb:
The old cruel woman climbed slowly up the stairs.

5- Give an ending:
The old cruel woman climbed slowly up the stairs to visit her prisoner.
6- Use an adjective in the ending:
The old cruel woman climbed slowly up the stairs to visit her poor prisoner.
7- Use a comparison in the description:
The old cruel woman, as wicked as a devil, climbed slowly up the stairs to visit her
poor prisoner.
Tu te rends compte de la différence entre la phrase 7 et la phrase de départ. Petit à petit, les
informations supplémentaires t’ont permis d’imaginer la scène, de caractériser le personnage et
ses actions. Attendre la suite de la phrase, ou de l’histoire, crée du suspense et te donne envie de
connaître la suite.
Exercise 10
Now it’s your turn. Here is the sentence:
The giant walked into the forest.
1- Add an adjective: The .................................................... giant walked into the forest.
2- Add a second adjective: The ............................................ giant walked into the forest.
3- Change the verb, use a more descriptive one: The ............................................... giant
............................... into the forest.
4- Add an adverb: The ............................. giant .................................... into the forest.
5- Give an ending: The ............................................................................. into the forest
6- Add an adjective to the ending: The ................................................................... giant
............................................................................................................ into the forest
7- Use a comparison in the description and write the complete sentence.
.......................................................................................................................................
Si tu as des difficultés, voici un peu d’aide pour les différents points :
1- Tu connais bien ton géant.
- Attribue-lui soit deux adjectifs le décrivant physiquement (huge, strong, old, young,
ugly…),
- soit deux adjectifs le décrivant moralement (happy, ferocious, dangerous, sweet, wise,
thick..).
2- Si ton géant est pressé : to run (prétérit : ran), courir
- Si ton géant boîte : to limp (prétérit : limped), boitiller
- Si ton géant ne veut pas être vu : to crawl (prétérit : crawled), ramper
- Si ton géant a une marche pesante : to plod (prétérit : plodded)
3- Tu as appris à construire les adverbes à la séquence précédente. Choisis un de ces
adjectifs et transforme-le en adverbe :
heavy: lourd silent: silencieux noisy: bruyant peaceful: paisible fierce: agressif
.......................................................................................................................................
4- Introduis ta conclusion à l’aide de to. Ce mot te permettra d’exprimer l’objectif que
s’est fixé le personnage. Il introduit la notion de but.
.......................................................................................................................................

5- Choisis un adjectif qui permettra de préciser l’élément dont tu parles dans ta

conclusion.
.......................................................................................................................................
6- Utilise une comparaison qui permettra d’ajouter une précision à la description de ton
géant. Tu peux utiliser des comparaisons vues au cours de la séance précédente.
.......................................................................................................................................
j’apprends à allonger une phrase et à la mémoriser

Step 12
1- Listen, read and repeat.
a) The giant was silent.
b) The giant was silent and peaceful.
c) The giant was silent and peaceful when he walked
d) The giant was silent and peaceful when he walked in the forest.
e) The giant was silent and peaceful when he walked slowly in the forest
f) The giant was silent and peaceful when he walked slowly in the dark forest.
g) The giant was silent and peaceful when he walked slowly in the dark forest to meet
his friend the dwarf.
h) The giant was silent and peaceful when he walked slowly in the dark forest to meet
his friend the wise dwarf.
2- Now listen and repeat, but don’t read the sentences, close your book! (Maintenant
écoute et répète, mais ne lis pas, ferme ton livre.)
You can create your own long sentence starting with…
The woman was old.
The woman was old and .............................................................................................
The woman was old and ..............................when she ...............................................
The woman was old and ..............................when she ........................... up ...............
The woman was old and ...............................when she ........................ly up ..............
The woman ................................................................................................................
The woman ................................................................................................... prisoner.

Séance 6
J’apprends à faire un portrait chinois
J’apprends à utiliser « like » préposition
J’apprends à utiliser « where » pronom relatif
J’apprends à utiliser « when » conjonction de subordination
Nous avons travaillé la description physique et morale de personnages réels ou imaginaires. Tu peux
aussi tracer le portrait d’une idée, d’un concept, d’une activité… grâce à la technique du portrait
chinois, en jouant avec les associations d’idées. Essayons ensemble d’écrire le portrait chinois d’un
sport. Choisissons le rugby. Tu connais bien ce sport ? Alors, essayons !
j’apprends à faire un portrait chinois

Step 13
1- Verse n° 1 (Question n° 1)
Think of rugby. If it was a colour, what colour would it be? First list the colours you
know in English. (Pense au rugby. Si c’était une couleur, qu’est-ce que ce serait ? Liste
d’abord les couleurs que tu connais en anglais.)
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Among these colours, choose 3 colours you associate with the idea of rugby. (Parmi ces
couleurs, choisis-en trois que tu associes dans ta tête à l’idée au rugby.)
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Think of rugby. If it was a place what would it be? Choose 3 places you associate with
the idea of rugby. (Pense au rugby. Si c’était un lieu, quel lieu est-ce que cela serait. Choisis
3 lieux que tu associes au rugby.)
Help!
school, prison, stadium, restaurant, pub, forest, rugby pitch (terrain de rugby), field
(champ), mountain, ocean…
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................

Think of rugby. If it was an adjective expressing a feeling, what would it be? Choose 3
adjectives you associate with the idea of rugby. (Pense au rugby. Si c’était un adjective
exprimant un sentiment, qu’est-ce que cela serait ? Choisis trois adjectifs que tu associes au
rugby.)
Help!
Synonyms: calm/peaceful – frightening/scary – fantastic/impressive/ – fierce/violent
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
j’apprends à utiliser « like » préposition

Step 14
Verse n° 1 - Let’s deal with the first verse. Imagine the three colours are (Occupons-nous
maintenant du premier couplet. Imagine que les trois couleurs sont) :
- blue
- black
- white
We are going to associate the colours we have chosen with something typical of rugby.
(Nous allons associer les couleurs proposées à quelque chose de typique du rugby. ) :
For example (Par exemple):
- Rugby is blue like the French team.
- Rugby is black like the famous All Blacks.
- Rugby is white like the side lines.
O Like est ici préposition, comme dans les questions :

What is he like?
Il signifie “comme”.
Exercise 11
Now it’s your turn to write your own first verse with the colours you have chosen.
(Maintenant c’est à toi d’écrire ta première strophe avec les couleurs que tu as choisies.)
Verse n° 1
Rugby is............................................... , like ....................................................................
Rugby is............................................... , like ....................................................................
Rugby is............................................... , like ....................................................................
Fantastic, you did very well!

j’apprends à utiliser “where” pronom relatif

Step 15
Verse n° 2
Let’s now deal with the second verse. Imagine the three places are (Occupons-nous
maintenant du deuxième couplet. Imagine que les trois lieux sont) :
- a stadium
- a rugby pitch
- a pub
We are going to imagine who is doing what in these different places. (Nous allons imaginer
qui fait quoi dans ces divers lieux.) For example (Par exemple)
- Rugby is a stadium where supporters are cheering.
- Rugby is a rugby pitch where players are fighting.
- Rugby is a pub where fans are meeting.
O Tu as déjà rencontré le pronom relatif who. En voici un autre : Where. Il est mis pour
l’antécédent, c’est-à-dire le mot qui le précède : a stadium, a rugby pitch, a pub.
Il permet de lier deux phrases entre elles et d’éviter une répétition. Par exemple, au lieu de
dire :
Rugby is a stadium. Supporters are cheering in this stadium.
On obtient une seule phrase grâce au pronom relatif qui va articuler les deux éléments :
Rugby is a stadium where supporters are cheering.
O Tu peux utiliser ici le présent BE-ing. On voit les supporters, les joueurs et les fans en
pleine action !
Exercise 12
Now it’s your turn to write your own second verse with the places you have chosen.
(Maintenant c’est à toi d’écrire ta deuxième strophe avec les lieux que tu as choisis.)
Verse n° 1
Rugby is a/an......................................., where ............................................................ing
Great! You’re a real poet!

j’apprends à utiliser « when » conjonction de subordination

Step 16
Verse n° 3
Let’s now deal with the third verse. Imagine the three adjectives are (Occupons-nous
maintenant du troisième couplet. Imagine que les trois adjectifs sont) :
- fantastic
- impressive
- scary
We are going to imagine situations which give us these feelings. (Nous allons imaginer des
situations qui nous donnent ces impressions.)
For example:
- Rugby is fantastic when the French team scores a try (marquer un essai).
- Rugby is impressive when the ball soars (voltiger) in the sky.
- Rugby is scary when the Old Blacks shout (crier) the Haka cry.
O When est ici conjonction de subordination qui permet d’introduire la proposition

subordonnée de temps. Elle introduit l’information qui situe l’événement dans le temps.
When the French team scores a try… rugby is fantastic.
Exercise 13
Now it’s your turn to write your own third verse with the adjectives you have chosen.
(Maintenant c’est à toi d’écrire ta troisième strophe avec les adjectifs que tu as choisis.)
Verse n° 3
Rugby is................................................ , when ...............................................................
Rugby is ............................................... , when ...............................................................
Rugby is ............................................... , when ...............................................................
Wahoo, your Chinese portrait is really good! It is a real poem. (Super, ton portrait chinois est
excellent. C’est un vrai poème.)
But talking of poems, why not talk about rhymes? (Mais en parlant de poèmes, pourquoi ne
pas parler de rimes ?)
Wait till next time… (C’est pour la prochaine fois …)

Séance 7
J’apprends à faire des rimes
J’apprends à lire un poème
j’apprends à faire des rimes

Step 17
It would be great to make rhymes! (Ce serait formidable de faire des rimes !)
1- Verse n° 1
Ce serait bien de créer une rime interne, c’est-à-dire de faire rimer la fin du vers avec un
mot qui est à l’intérieur du vers, à savoir ici l’adjectif de couleur. Il faut donc essayer de
trouver une rime avec
k blue
Nous avions : Rugby is blue like the French team.
Il faut remplacer le mot team. On peut choisir crew qui signifie un équipage et qui garde ce
sens d’équipe. Crew rime avec blue.
k black
Nous avions : Rugby is black like the famous All Blacks.
Il faut remplacer ou compléter All Blacks. Effectivement la marque du pluriel de Blacks
empêche la rime. On peut choisir d’ajouter le mot pack, qui signifie une horde, une armée.
L’image convient bien pour les All Blacks, cette équipe de rugbymen néo-zélandais. Pack
rime avec black.
k white
Nous avions : Rugby is white like the side line
Il faut remplacer ou compléter side line. On peut choisir d’ajouter at night. Night rime avec
white.
Now read aloud the verse with the rhymes. (Maintenant lis à voix haute le couplet avec les
rimes.)
- Rugby is blue like the French crew.
- Rugby is black like the famous All Blacks pack.
- Rugby is white like the side line, at night.
2- Verse n° 2
No problem! You are supposed to end each verse with -ing because of the present
be-ing! (Pas de problème, tu es supposé finir chacun de tes vers par -ing du fait de l’emploi
du présent be-ing !)
3- Verse n° 3
Underline the rhymes. (Souligne les rimes.)
- Rugby is fantastic when the French team scores a try.
- Rugby is impressive when the ball soars in the sky.
- Rugby is scary when the All Blacks shout the Haka cry.
Il s’agit effectivement du son [ai] dans try, sky et cry.

On peut faire rimer, comme tu viens de le remarquer, un son et non une syllabe ou un
mot en entier. Choisis dans ta troisième strophe le dernier mot qui se termine avec un son
courant en anglais et essaie d’en trouver d’autres dont le son final est le même. Ne te fie
pas à l’écriture, mais à la prononciation. Tu peux observer right et white, le son [ait] ne
s’écrit pas de la même manière, mais il se prononce pareil. À toi de jouer, cette fois-ci.
Exercise 14
Rewrite the Chinese portrait you did for the previous lesson, but this time, try to make
rhymes. (Réécris le portrait chinois que tu as fait au cours de la leçon précédente, mais cette
fois-ci, essaie de faire des rimes.)
Verse n° 1 (rimes internes)
Rugby is................................................... , like ...............................................................
Rugby is................................................... , like ...............................................................
Rugby is................................................... , like ...............................................................
Verse n° 2 (rimes en ing)
Rugby is a/an....................................... , where ...........................................................ing
Verse n° 3 (rimes en ...)
Rugby is................................................, when ...............................................................
Rugby is................................................, when ...............................................................
Rugby is................................................, when ...............................................................
j’apprends à lire un poème en mettant l’accent de phrase

Step 18
1- Listen to the poem on your CD. Then read it.
2- Listen again and underline all the stressed words.
(Écoute à nouveau et souligne tous les mots accentués.)
- Rugby is blue like the French crew
- Rugby is black like the famous All Blacks pack
- Rugby is white like the side line, at night
- Rugby is a stadium where supporters are cheering

- Rugby is a rugby pitch where players are fighting
- Rugby is a pub where fans are meeting
- Rugby is fantastic when the French team scores a try

- Rugby is impressive when the ball soars in the sky
- Rugby is scary when the All Blacks shout the Haka cry
Check and correct.

Phonologie
Coche les mots qui ont été accentués :
- les noms r
- les adjectifs r
- le verbe BE r
- les autres verbes r
- les articles a/an/the r
- when r
- where r
- and r
Check and correct.
j e retiens
Les mots accentués sont ceux qui sont porteurs de sens, principalement les noms, les
adjectifs, et les verbes autres que BE.
Exercise 15
Read the poem, stress the words you have underlined and record yourself if possible.
(Lis le poème en accentuant bien les mots que tu as soulignés. Enregistre-toi si possible.)
Exercise 16
Underline in your own poem all the categories of words you have ticked in the phonology
section and read it aloud. (Souligne dans ton propre poème toutes les catégories de mots que tu
as cochées dans le point phonologique. Lis-le à voix haute.)

Séance 8
j e m’évalue
Relis attentivement la séance 1, réécoute ton CD et refais les exercices.
Exercise 1
Sais-tu rédiger un portrait ?
Write the description

Exercise 2
Sais-tu comprendre une description ? (Read the description and draw the wanted poster.)
His first name is Johnny. He is wearing a cow-boy hat. He has got long straight dark hair.
He has a piercing on his nose. He has a moustache. His beard is short. He is frowning and
sulking.

Exercise 3
Sais-tu faire des comparaisons ?
1- Choose like or sized and write comparisons about Johnny.

(Choisis entre -like et -sized et écris des comparaisons à propos de Johnny.)
Adjectives Features References

round black eyes a rat
nose a potato
thick moustache Astérix
- He’s got .....................................................................................................................
- He’s got .....................................................................................................................
- He’s got .....................................................................................................................
2- Rewrite Johnny’s portrait including these comparisons.

(Réécris le portrait de Johnny en y incluant ces comparaisons.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 4
Sais-tu attribuer un nom à un personnage en fonction de ses caractéristiques morales ou physiques ?
1- What is Johnny like? Imagine an answer to this question giving two adjectives in a
complete sentence. Remember, he is wanted. (Quel est le caractère de Johnny ? Imagine
une réponse à cette question en donnant deux adjectifs dans une phrase complète.)
.......................................................................................................................................
2- Give examples of situations to justify your choice.
He is...................................................... when ...............................................................
He is...................................................... when ...............................................................

Exercise 5
Sais-tu faire des comparaisons en utilisant le comparatif d’égalité ?
Write three sentences using the comparative of equality to describe Johnny’s eyes, nose
and moustache. (Écris trois phrases pour décrire les yeux, le nez et la moustache de Johnny en
faisant des comparatifs d’égalité.)
Adjectives Features References

round eyes a rat
big nose a potato
thick moustache Astérix
His eyes are ........................................................................................................ a rat’s.

His nose is ....................................................................................................... a potato.
His moustache is .............................................................................................. Asterix’s.
Exercise 6
Connais-tu les comparaisons étudiées ?
1- Complete.
He is as .......................................................................................................... as a fox.
She is as sweet as....................................................................................................... .
You are as ..................................................................................................... as an ox.
I am as busy as .......................................................................................................... .
2- Create new comparisons:
Johnny is as wicked as ............................................................................................... .
Johnny is as scary as ................................................................................................. .
Exercise 7
Sais-tu prononcer les noms composés ?
1- Remember the rule and write it down. (Souviens-toi de la règle et écris-la.)
.......................................................................................................................................
.......................................................................................................................................
2- Underline the stressed words.
week-end get-well card house-elf concert- hall rugby pitch tennis court
3- Listen to your CD and check.

Exercise 8
Sais-tu définir le caractère d’un individu ?
Dictation
Listen to your CD and write.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Relis attentivement les séances 6 et 7, réécoute ton CD et refais les exercices.
Exercise 9
Sais-tu repérer les rimes ?
1- A quatrain is a verse that has four lines which rhyme. Read this quatrain, underline the
words which rhyme. (Un quatrain est une strophe composée de quatre vers qui riment entre
eux. Lis ce quatrain et souligne les mots qui riment.)
Source du poème : «Mary had a little lamb» An American nursery rhyme written by
Sarah Hale in 1830.
Mary had a little lamb (agneau),
Its fleece was white as snow;
And everywhere that Mary went
The lamb was sure to go.

2- Write some rhymes to complete this quatrain.

(Écris des rimes pour compléter ce quatrain.)
It followed her to school one day,
That was against the rule;
It made the children laugh and....................,
To see a lamb in .....................
3- Write out these lines to make a quatrain.

(Écris un quatrain en remettant ces vers dans l’ordre.)
Why, Mary love the lamb, you know,
Why does the lamb love Mary so?
The teacher did reply.
The eager children cry;
Why does the lamb...

Sommaire
Séquence 6
Séance 1 Raconter la journée L’environnement Les marqueurs de Savoir organiser

Document ico- de quelqu’un à urbain temps indiquant un récit de façon
partir d’indices une chronologie chronologique
nographique : et en articulant d’évènements Savoir éviter les
Shoe Sole chronologiquement Réactivation du répétitions inutiles
mon récit prétérit simple
Séance 2 J’enrichis une Les métiers Lexique lié à la Utiliser un document Savoir enrichir un
Conversation production écrite déjà thématique sonore pour corriger paragraphe
organisée Le pronom relatif une tâche écrite
Paul and who La prononciation des
Sandra noms de métier
Séance 3 Exprimer des Les offres d’emploi Lexique lié aux Savoir lire une offre
2 offres obligations au futur et (cuisinier, chirurgien annonces d’emploi d’emploi
au présent plastique) Must, have to, will
d’emploi have to
Séance 4 Rédiger une offre Les offres d’emploi Lexique lié à la Savoir compléter un
Formulaire d’emploi (cuisinier, chirurgien demande d’emploi formulaire
Comprendre un plastique) (adjectifs de
de demande formulaire de demande La demande personnalité)
d’emploi d’emploi d’emploi
(professeur de
français)
Séance 5 Compléter un Le compte-rendu Before+V-ing/ La prononciation de Savoir rendre
Conversation formulaire de demande d’expérience after+V-ing phrases comportant compte de la
d’emploi professionnelle des mots français succession
Nicolas and Établir un compte- d’évènements dans
Emily rendu d’expérience une production
professionnelle en écrite
tenant compte de
la succession des
évènements
Séance 6 Comprendre un La vie quotidienne Le lexique du métier Utiliser un document Savoir mobiliser
Texte A day in texte racontant d’un vétérinaire de vétérinaire sonore pour corriger les stratégies de
une expérience une tâche écrite compréhension
the life of a vet professionnelle de l’écrit pour
comprendre un texte
inconnu
Séance 7 Rédiger un La vie quotidienne Le lexique du métier Savoir mobiliser
Illustrations A texte racontant d’un cuisinier de de cuisinier les stratégies de
une expérience collectivité While production écrite
day in the life professionnelle (1) pour rédiger un
of a chef in a Raconter des texte sur la vie
school canteen évènements quotidienne de
simultanés quelqu’un d’autre
Séance 8 Réactivation des Rebrassage des Être capable de
Je m’évalue outils langagiers de la thèmes culturels vérifier que l’on
séquence en rédigeant abordés a tous les outils
un texte racontant nécessaires pour
une expérience aborder l’évaluation
professionnelle (2)

Séance 1
J’apprends à utiliser les marqueurs de temps
pour établir une chronologie d’événements
J’apprends à rédiger un texte en évitant les répétitions inutiles
j’apprends à utiliser les marqueurs de temps pour établir

une chronologie d’événements
Step 1
1- Look at this document. Colour it following the instructions.
1- grey for the gravel
2- green for the grass
3- black for the sole rubber
4- brown for the sand
5- pink for the chewing gum
2- What does this document represent? Write down the correct answer.
- a pair of shoes
- a pair of trainers
- a trainer sole
Answer: ...........................................................................................................................
3- Paul is 13. He is very sporty. He has a girlfriend called Sandra. Where did Paul go today
and what did he do? Just look at the soles of his trainers, read the list of activities and
classify them in chronological order. The numbers around the sole are here to help you.
(Paul a 13 ans. Il adore le sport. Il a une petite amie, Sandra. Où Paul est-il allé, qu’a-t-il
fait ? Regarde la semelle de ses chaussures, lis la liste d’activités et classe ces dernières par
ordre chronologique. Les numéros autour de la semelle sont là pour t’aider.)

meet Sandra, his girlfriend, on the beach 1-
cross the street to go jogging 2-
climb rocks to get down to the beach 3-

k
go to a cafeteria with his girlfriend to 4-
have a drink
cut across the park 5-
Before checking your answers, do the following exercises. They will help you with the
vocabulary. (Avant de vérifier tes réponses, fais les exercices suivants. Ils t’aideront pour le
vocabulaire.)
Exercise 1
Tick the correct answer.
1- Where can you find “gravel”? 3- Where can you find “grass”?
in a house r in a bedroom r
in a supermarket r in a bag r
on road works in a street r in a park r
2- Where can you find “sand”? 4- What is made of “rubber”?
on a beach r a book r
in a classroom r a shoe sole r
in a castle r a car r
Now read your answers for Step 3 and correct them if necessary.
Step 2
Where did Paul go today? What did he do?
O These two questions are in the preterite.

So let’s describe Paul’s activities using the preterite.
Two of the verbs are regular verbs: cross/ climb. Make a complete sentence. Use
the first one as an example.
- Paul crossed the street to go jogging
Now it’s your turn for n° 2.
The other three verbs are irregular verbs. Here is their preterite:
base verbale prétérit
meet met
go went
cut cut

Use the first one as an example.

He met his girlfriend Sandra on the beach.
Now it’s your turn.
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
Exercise 2
Rewrite these five sentences in the chronological order.
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................
5- ...................................................................................................................................
Well done! You’re the best!
Step 3
Si tu laisses les cinq phrases comme ceci, cela ressemble à une liste, mais pas à un texte construit.
Essayons de lier ces phrases pour montrer l’enchaînement chronologique des actions au long de la
journée. Nous allons utiliser les expressions suivantes : first, finally, then/ after that.
1- Associe ces expressions que l’on appelle aussi marqueurs de temps aux différentes
activités :
Finally 
First   
Then/after that 
Check and correct.
2- Now let’s transform the list into a text. Complete the sentences using the correct
expression.
.................. Paul crossed the street to go jogging. .................. Paul cut across the park.
.................. Paul climbed rocks to get down to the beach. Paul met Sandra, his
girlfriend, on the beach. .................. Paul went to the cafeteria with his girlfriend to
have a drink.
J’apprends à rédiger un texte en évitant les répétitions inutiles.
Step 4
1- That’s not bad, but it’s not perfect. Too many repetitions! Can you underline all the
unnecessary repetitions in the text above?
(Ce n’est pas mal, mais ce n’est pas parfait. Il y a trop de répétitions ! Peux-tu souligner
toutes les répétitions inutiles dans le texte ci-dessus ?)

2- Then answer the following questions.

a) What word can we use to replace “Paul”? .............................................................
............................................................................................................................
b) What relative pronoun can we use to replace “the beach”? (Remember, it’s a place,
think of a word beginning with wh-.)
c) What subject pronoun can we use to replace “Paul…... with his girlfriend”?
............................................................................................................................
3- Great! Now let’s try to write the text with all the necessary modifications. Fill in the
gaps.
First, Paul crossed the street to go jogging. Then, ........................ cut across the park.
After that, he climbed rocks to get down to the beach ......................... he met Sandra,
his girlfriend. Finally, ………... went to the cafeteria to have a drink.
That’s much better, don’t you think?
j e retiens
Pour établir une chronologie des événements, tu peux utiliser des marqueurs de temps :
 First,…
 Then,… After that,…
 Finally
Pour éviter des répétitions, tu peux utiliser :
- des pronoms sujets : Paul k he Paul and his girlfriend k they
- des pronoms relatifs

Séance 2
J’apprends à enrichir un paragraphe déjà construit
Je découvre une nouvelle thématique
J’emploie le pronom relatif « who »
j’apprends à enrichir un paragraphe déjà construit

Step 5
Remember Paul. This is what you wrote in the previous lesson. (Tu te souviens de Paul. Voici ce
que tu as écrit lors de la précédente leçon.)
First, Paul crossed the street to go jogging. Then, he cut across the park. After that, he
climbed rocks to get down to the beach where he met his girlfriend Sandra. Finally, they
went to the cafeteria to have a drink.
You have learnt in Séquence 5 how you can enrich a sentence. You can use the same
strategies to enrich a paragraph. Let’s try! (Tu as appris lors de la séquence 5 à enrichir une
phrase. Tu peux utiliser les mêmes stratégies pour enrichir un paragraphe. Essayons !)
Add two adjectives.
First, Paul crossed the street to go jogging. Then, he cut across the park. After that,
he climbed rocks to get down to the ..................................... beach where he met Sandra,
his ....................................... girlfriend. Finally, they went to the cafeteria to have a drink.
Change a verb.
climbed rocks to get down to the ........................................ beach where he met Sandra,
his ................... girlfriend. Finally, they ............................ to the cafeteria to have a drink.
Add an adverb.
he climbed rocks to get down to the .................................... beach where he met Sandra,
his ................... girlfriend. Finally, they .................................................... to the cafeteria
to have a drink.
Add a comparison (use a comparative of equality)
climbed rocks ................... to get down to the .............................................. beach where
he met Sandra, his ................... girlfriend. Finally, they went ............................................
...................................... to the cafeteria to have a drink.
Fabulous! Your suggestions are really good.
To give you examples of other possibilities, listen to this enriched paragraph on your CD
and fill in the blanks using: lovely-slowly-as pointed as shark teeth-sandy-walked.

he climbed rocks ................... to get down to the .......................................... beach where
he met Sandra, his ................... girlfriend. Finally, they went ............................................
...................................... to the cafeteria to have a drink.
Lexique
Remember  on the shoe sole (Séance 1): brown for the sand.
Ex. : A beach can be covered with sand. In that case, it is a sandy beach.
je découvre une nouvelle thématique

Step 6
You are going to listen to Paul and Sandra chatting on their way to the cafeteria. (Tu vas
écouter la conversation que tiennent Paul et Sandra en se rendant à la cafeteria.)
1- What do you know about them? (Qu’est-ce que tu sais sur eux ?)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
2- List 10 words you are likely to hear.
Dresse une liste de 10 mots que tu es susceptible d’entendre au cours de cette conversation.
................................................................. .................................................................
................................................................. .................................................................
................................................................. .................................................................
................................................................. .................................................................
................................................................. .................................................................
3- Listen to their conversation on your CD and underline the words you hear.
4- Listen again and write down all the words you understand.
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
5- One word is repeated 6 times. Can you write it down?
.......................................................................................................................................

6- Listen to Paul and Sandra one last time and decide whether the following statements
are right or wrong. Circle your choice. (Écoute Paul et Sandra une dernière fois et décide
si les affirmations suivantes sont vraies ou fausses.)
Right Wrong
Paul is chewing gum
There is a gun under Paul’s shoe.
There is some chewing gum on the sole of one of Paul’s trainers.
Sandra is scared.
Sticking your gum anywhere is a sort of pollution.
Sandra went to see the career adviser this morning.
A career adviser is someone who helps stars to organize their
concerts.
A career adviser is someone who helps pupils to choose a future job.
A cover letter is a letter you use to apply for a job.
A cover letter is a love letter.
Exercise 3
Think of the word “jobs” for a few seconds. Write down all the words you know related to
“jobs” (Pense au mot “job” pendant quelques secondes. Note tous les mots que tu connais qui
ont un lien avec « jobs ».)

 
Jobs
As-tu pensé à
- des noms de métier ?
- des lieux de travail ?
- des actions ?
- des qualités nécessaires ?
- des uniformes ?
Complète ta fleur lexicale si tu as trouvé de nouvelles idées.

Step 7
a) Listen to the list of jobs on your CD and repeat.
b) Match the job with the picture and the activity. Use the first one as an example.
Jobs Pictures Activities

A teacher 1 a) someone who cooks meals in a restaurant
A fireman 2 b) someone who installs and repairs water

pipes
A chef 3 c) someone who creates pieces of furniture,

objects, clothes
A waiter 4 d) someone who extinguishes fires
A vet 5 e) someone who teaches pupils a school

subject
A mechanic 6 f) someone who travels in a lunar module

A plumber 7 g) someone who repairs cars
An astronaut 8 h) someone who specializes in surgery
A surgeon 9 i) someone who treats animals
A designer 10 j) someone who brings food and drinks to

clients in a restaurant or a café
Answers:
A teacher is someone who teaches pupils a school subject: Picture 8
- A fireman
- A chef
- A waiter
- A vet
- A mechanic
- A plumber
- An astronaut
- A surgeon
- A designer
c) Listen to the corrections on your CD and correct

j e retiens
En anglais, les noms de métier sont toujours précédés de l’article indéfini a ou an.
Ex. : I want to be a vet.
Alors qu’en français, on omettra l’emploi de l’article.
Ex. : Je veux devenir vétérinaire.
Rappel :
L’article a devient an devant un son voyelle.
Ex. : An astronaut.
Le pronom relatif Who.
Ex. : A mechanic is someone who repairs cars.
Who a pour antécédent someone.
Who est le sujet de repairs.
Traduction : Un mécanicien est quelqu’un qui répare les voitures.
Exercise 4
Learn by heart five definitions of jobs. Write them down to learn them. Then write them
without looking at your model. (Apprends par cœur quatre définitions de métiers. Écris-les
pour les apprendre. Puis écris-les sans regarder le modèle.)

Séance 3
Je sais donner des définitions de métiers
J’apprends à lire les petites annonces d’emploi
J’apprends à exprimer des obligations
je sais donner des définitions de métier

Exercise 5
Write the five job definitions you learnt in the previous lesson (Step 7, exercise n° 4). (Écris
les cinq définitions de métier que tu as apprises lors de la leçon précédente.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
j’apprends à lire les petites annonces d’emploi

Step 8
1- Read this ad. (Lis cette publicité.)
Ad A
Redmoor Clinic
Surgeon wanted
You will have to work four and a half to five days a week, plus any time being on-call for
emergencies or urgent situations, that is to say 50-60 hours weekly. Like most doctors,
plastic surgeons have to be good at maths, science, biology, anatomy and physiology.
In addition, surgeons need excellent dexterity and eye-hand coordination. Surgeons
must be good at working under intense pressure.
You will have to work with victims of accidents or burns to reconstruct damaged areas
and be able to perform cosmetic procedures, such as liposuction, face lifts or breast
augmentation.
2- Now read the sentence in blue and indicate what sort of information is given.
- Professional skills r
- Working hours r
- Personal qualities r
- Professional activities r

3- Now read the sentence in red and indicate what sort of information is given.
- Working hours r
4- Now read the sentence in green and indicate what sort of information is given.
- Working hours r
5- Now read the sentence in black and indicate what sort of information is given.
- Working hours r
Check and correct.
6- Complete the grid for Ad A.
Ad A Ad B
Job
Working hours
Professional activity
Professional skills
Personal qualities
Exercise 6
1- Read Ad B.
Ad B
Di Pietro Pizzeria
We are looking for a Pizza chef
You will have to assist the Head chef with the preparation and cooking of the meals.
You will have to work five days a week, that is to say 40 hours weekly. You must have
professional experience working in pizzerias and be able to make pizza dough.
You must be enthusiastic, hard working and friendly to fit in with our small kitchen
brigade. You must have a real passion for food and quality.
2- Underline in
- blue - working hours
- black - professional activity
- red - professional skills
- green - personal qualities

3- Complete the grid above (Ad B)
Check and correct.
j’apprends à exprimer des obligations au futur

Step 9
4- Here is a list of expressions of obligation picked out in Ad A. Classify them in the
correct column. Do they express a future obligation or a quality people who are
surgeons are supposed to have? (Voici une liste d’expressions de l’obligation relevées dans
l’annonce A. Classe-les dans la bonne colonne. Expriment-elles une obligation future, ou une
qualité que les chirurgiens sont supposés posséder ?)
- You will have to work four and a half to five days a week.
- Plastic surgeons have to be good at math, science, biology…
- Surgeons must be good at working under intense pressure.
- You will have to practice cosmetic procedures.
Future obligation Present obligation

- -
- -
Check and correct.
Exercise 7
Observe very attentively what you have just done in Step 9 and try to do the same for Ad B.
This time it is your turn to find the expressions of obligation.
(Observe attentivement ce que tu viens de faire dans Step 9 et essaie de faire la même chose
pour Ad B. Cette fois-ci, c’est à ton tour de trouver les expressions d’obligation.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

- -
- -
Check and correct.

Step 10
Let’s think together! (Réfléchissons ensemble !)
O 1- Relis les expressions des deux tableaux précédents. Donne un exemple d’expression
d’obligation au présent.
Ex. : ...........................................................................................................................
2- Cite le mot ou l’expression qui permet d’exprimer la notion d’obligation.
.......................................................................................................................................
3- Donne un autre exemple d’obligation au présent.
Ex. : ...........................................................................................................................
4- Cite le mot ou l’expression qui permet d’exprimer la notion d’obligation :
.......................................................................................................................................
5- Pour quel type d’information utilises-tu la notion d’obligation au présent ? Coche la
bonne réponse :
- les horaires de travail r
- les activités professionnelles r
- les compétences professionnelles r
- les qualités personnelles r
O Relis les expressions des deux tableaux précédents. Donne un exemple d’expression
d’obligation dans le futur.
Ex. : ...........................................................................................................................
6- Cite l’expression qui permet d’exprimer la notion d’obligation :

.......................................................................................................................................
7- Pour quel type d’information utilises-tu la notion d’obligation dans le futur ? Coche la
bonne réponse :
- les horaires de travail r
- les activités professionnelles r
- les compétences professionnelles r
- les qualités personnelles r
j e retiens
Pour exprimer une obligation au présent, je peux utiliser
- l’auxiliaire modal MUST + base verbale
Ex. : You must be enthusiastic.
Ex. : You must have a real passion for food and quality.
- l’expression HAVE TO + base verbale
Ex. : Plastic surgeons have to be good at math, science…
k Tu utiliseras l’obligation au présent pour parler des compétences professionnelles et
qualités personnelles exigées par l’annonce.

Pour exprimer une obligation dans le futur, j’utiliserai WILL+HAVE TO + base verbale.
Ex. : You will have to work four and a half to five days a week.
Ex. : You will have to practice cosmetic procedures.
k Tu utiliseras cette construction pour parler des activités professionnelles et des horaires
de travail annoncées dans la proposition d’emploi.

Séance 4
Je sais exprimer des obligations au présent et dans le futur
J’apprends à rédiger une annonce d’offre d’emploi
J’apprends à remplir un formulaire de demande d’emploi
je sais exprimer des obligations au présent et au futur

Exercise 8
You are the headmaster of a famous English public school for boys. You are looking for a
French teacher. You have written a memo of everything you need to write in the ad.
40 hours a week / extra time for private lessons

have a bachelor’s degree* and completion of an approved teacher education program
be very good at Information and Communication Technologies
love children
speak fluent French
teach large classes
organize school trips in France
French teacher
open and run a French club
be patient
* bachelor’s degree: diplôme équivalent à la licence.
Can you classify his notes? Write them down under the adequate title.
.......................................................................................................................................
- Job :
.......................................................................................................................................
- Working hours :
.......................................................................................................................................
- Professional activities  :
.......................................................................................................................................
- Professional skills  :
.......................................................................................................................................
- Personal qualities :
.......................................................................................................................................
Check and correct.

j’apprends à rédiger une annonce d’offre d’emploi

Step 11
For each item indicate which expression of obligation you are going to use to write the ad.
Remember that you can use two different expressions for the present. In that case, write
both possibilities.
(Indique pour chaque élément quelle expression d’obligation (futur ? présent ?) tu vas utiliser
pour écrire l’annonce. Souviens-toi que pour le présent, tu as deux possibilités, écris-les.)
- Working hours  :
- Professional activities  :
- Professional skills  :
- Personal qualities  :
Now you have everything you need to write your job ad. It will be Ad C. Use this model to
help you. (Tu as maintenant tout ce dont tu as besoin pour écrire ton offre d’emploi. Utilise ce
modèle pour t’aider.)
Ad C Imagine the name of a public boys’ school

Use an expression seen in Ad A or Ad B indicating the job
concerned by the ad
Write your text respecting the following order and using the correct
expressions of obligation
- Working hours :
- Professional activities :
- Professional skills :
- Personal qualities :
Come on! Have a go! You have all the necessary elements to do something perfect! (Vas-y,
lance-toi ! Tu as en main tous les éléments nécessaires pour faire quelque chose de parfait!)

j’apprends à remplir un formulaire de demande d’emploi

Step 12
1- Read the following job application.
JOB APPLICATION
1- Applicant details
Title: Mr  Mrs o Miss o Ms o Dr o Other o

Family name: WATKINS
First name: EDWARD
Country: ENGLAND
Mobile: 07826749
Email address: eddiw@yahoo.uk
2- Education
Diploma: Bachelor’s degree in education
Place of study: University of Nottingham
3- Employment history
Please provide details of your most recent position
Position held: Head of Languages from: 2007 to: 2009
Employer’s name: Scottbridge High School, London
Professional activities performed: Head of languages, French and German teacher
Reason for leaving: Divorce
2- Which Ad does it answer? (À quelle offre d’emploi répond-t-elle ?)
- Ad A r
- Ad B r
- Ad C r
3- Justify, using three elements from the job application.(Justifie en utilisant 3 éléments du
formulaire d’inscription.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
O Tu as peut-être été surpris par le Ms dans les titres utilisés dans le formulaire de réponse
à l’offre d’emploi.
Ms (graphie britannique) ou Ms. (graphie américaine), à prononcer [miz] est une
formule de politesse en vigueur dans les pays anglophones à destination des femmes.
De même que la formule de politesse française monsieur, elle ne présume nullement
du statut marital de la femme. Ce terme est aussi la formule de politesse standard à
l’intention d’une femme dans la correspondance d’affaires.
O Mr Watkins est Head of Languages, cela veut dire qu’il coordonne l’équipe de
professeurs de langues de l’établissement dans lequel il travaille.

Séance 5
Je sais compléter un formulaire de demande d’emploi
J’apprends à organiser chronologiquement
plusieurs événements
je sais compléter un formulaire de demande d’emploi

Step 13
A) Before listening to your CD read instructions 1, 2 and 3. Then listen on your CD to a
conversation between Nicolas and his English girlfriend. They are working together on
the job application form. Listen to PART 1.
(Avant d’écouter ton CD, lis les consignes 1 et 2 et 3. Puis écoute sur ton CD la
conversation entre un jeune homme et sa mère. Ils remplissent le formulaire d’inscription
pour une offre d’emploi.)
1- Which ad does it answer?
- Ad A r
- Ad B r
- Ad C r
2- Justify by quoting three words from the conversation:
................................................................................................................................
................................................................................................................................
................................................................................................................................
3- What nationality is Nicolas?
................................................................................................................................
B) Listen again and complete the application form.
Part 1 of the conversation is dedicated to the first part of the form “Applicant details”,
Part 2 concerns “Education”, and Part 3 “Employment history”.
(Écoute à nouveau et complète le formulaire selon ce que tu entends dans la conversation. Part 1
concerne la première partie du formulaire, « Applicant details », Part 2 la partie « Education »
et Part 3, la dernière partie du formulaire, « Employment history ».)
N’hésite pas, lorsque tu écoutes ton CD, à faire des pauses pour prendre le temps de
compléter ton document. N’hésite pas non plus à réécouter plusieurs fois le même passage
si tu en ressens le besoin. Souviens-toi, tu n’as pas à tout comprendre, mais uniquement ce
dont tu as besoin pour compléter le formulaire.

JOB APPLICATION
1- Applicant details
Title: Mr o Mrs o Miss o Ms o Dr o Other o
Family name:
First name:
Country:
Mobile:
Email address:
2- Education
Diploma:
Place of study:
3- Employment history
Position held: ......................................... from: ............................ to:.......................
Employer’s name:
Professional activities performed:
Reason for leaving:
Check and correct.
j’apprends à organiser chronologiquement

plusieurs évènements
Step 14
1- Listen again to the previous conversation, but read your script at the same time.
2- Read these two extracts from the script.

- After passing my “baccalauréat cuisine et restauration”, I got a degree in culinary art
from the University of Angers.
- Before coming to England, I was a chef in a restaurant called “Le Gourmet” in Dijon.
Lexique
O Attention, faux ami !
- to pass an exam: réussir à un examen
- to take an exam, to sit an exam: passer un examen
- to get a diploma: obtenir un diplôme.
3- Can you situate three elements of Nicolas’s CV on this time line? One has already been
written. (Peux-tu situer trois éléments du CV de Nicolas sur cet axe temporel ? Un des
éléments a déjà été placé.)

baccalauréat
cuisine et
restauration
4- Let’s think together before going any further.

(Réfléchissons ensemble avant d’aller plus loin.)
Before signifie Before et after sont suivis
- avant r - d’une base verbale r
- après r - d’un verbe à l’infinitif r
- d’un nom verbal V-ing r
After signifie Tu parles d’une expérience passée, le verbe
- avant r de la proposition principale sera
- après r - au présent r
- au prétérit r
- au futur r
Check and correct.
Exercise 9
Try to imitate the same technique to talk about Mr Watkins, the French teacher.
His CV is impressive. Write two sentences using “before” and two sentences using “after”.
(Essaie d’imiter la même technique pour parler de M. Watkins, le professeur de français.
Son CV est impressionant (CV : curriculum vitae : résumé des diplômes et de la vie
professionnelle à présenter pour toute demande d’emploi). Écris deux phrases avec before,
et deux phrases avec after.)
WATKINS Edward
Mobile: 06826749
Email address: eddiw@yahoo.uk
Country: England
Education and qualifications
University of Nottingham
Bachelor’s degree in German 1997
Bachelor’s degree in French 2000
Bachelor’s degree in Education 2003
Work experience
Sotheby High School, Nottingham 2004: French teacher
Waterford High School, Manchester 2006: French and German teacher
Scottbridge High School, London 2007:
Head of languages, French and German teacher

Vocabulary help
- to get a degree (preterit: got)
- to work as a … teacher (preterit: worked)
- to teach French/ German (preterit: taught)
1- Before
.......................................................................................................................................
.......................................................................................................................................
2- After
.......................................................................................................................................
.......................................................................................................................................
j e retiens
Pour situer un événement du passé antérieur à un autre, je peux utiliser
-before+V-ing, le verbe de la principale sera au prétérit.
Ex. : Before coming to England, I was a chef in a restaurant called “Le Gourmet” in Dijon.
was coming
a chef to England
in Dijon
Pour situer un événement du passé postérieur à un autre, je peux utiliser
-after+V-ing, le verbe de la principale sera toujours au prétérit. Le sujet devra être le même.
Ex. : After passing my “baccalauréat cuisine et restauration”, I got a degree in culinary art from
the university of Angers.
passing got a
baccalaureat degree
Exercise 10
Listen to these two sentences on your CD, repeat them and learn them by heart. It is
difficult to mix English and French words. Make an effort to switch from one to the other
correctly. Record yourself if you can.
(Écoute ces deux phrases sur ton CD, répète-les et apprends-les par cœur. Ce n’est pas facile
de passer de mots français à des mots anglais. Fais un effort pour passer de l’un à l’autre
correctement. Enregistre-toi si tu peux.)

Séance 6
Je sais organiser chronologiquement plusieurs événements
J’utilise des stratégies de compréhension écrite pour
comprendre un texte
racontant la journée d’un professionnel
je sais organiser chronologiquement plusieurs événements

Exercise 11
Remember, you had two sentences to learn by heart, one beginning with before, the other
one beginning with after. Write down these two sentences.(Souviens-toi, tu avais deux phrases
à apprendre par cœur, l’une commençant par before, l’autre par after. Écris ces deux phrases.)
1- Before ........................................................................................................................
2- After ..........................................................................................................................
Before checking your answers, here is a tip: the sentence beginning with before should have
sixteen words, before included. (Avant de vérifier tes réponses, voici un truc pour t’aider : la
phrase commençant par before devrait contenir 16 mots, before y compris.)
Here is a second tip: the sentence beginning with after should have nineteen words, after
included.
So, now check and correct if necessary.
jcomprendre
e mobilise des stratégies de compréhension écrite pour
un texte racontant la journée d’un
professionnel
Step 15
A day in the life of a….
1- Before reading the text, think of the list of jobs you worked on in Séance 2. Can you
remember those ten jobs? The pictures should help you. (Avant de lire le texte, pense à la
liste de métiers sur laquelle tu as travaillé au cours de la Séance 2. Peux-tu te souvenir de ces
10 métiers ? Les images devraient t’y aider.)
1 2 3 4 5

6 7 8 9 10
2- You are going to read a text entitled “A day in the life …” but you don’t know what
job is going to be presented yet. However, can you tick the elements likely to appear in
this sort of text, whatever the job is? (Tu vas lire un texte intitulé « Un jour dans la vie
de… » mais tu ne sais pas encore quel métier va être présenté. Peux-tu cocher les éléments
susceptibles d’apparaître dans ce type de texte, quel que soit le métier ?)
city names r names of places r
countries r other job names r
times r book titles r
family names r instructions r
verbs indicating diplomas r
professional activities r
3- Now you are ready to read the text. Take a pencil. Be careful, the paragraphs are not in
the correct order. But what you want to know for the moment is just what job the text
is about. Find words which will help you and underline them. (Maintenant tu es prêt à
lire le texte. Prends un crayon de papier. Fais attention, les paragraphes ne sont pas dans le
bon ordre. Mais pour l’instant, ce que tu cherches à savoir uniquement, c’est de quel métier
il est question. Trouve les mots qui vont t’y aider et souligne-les.)
a) The other veterinarian arrives. We work 9 hours a day. While the other veterinarian
takes over the appointments, I start the surgery.
b) I arrive at the clinic half an hour after the receptionist, veterinary nurse, and animal
attendant. They make sure the clinic is ready to open at 8 am. Animals that are
having surgery today start arriving and we examine them to make sure they are fit to
have a general anaesthetic.
c) Surgery is finished, and it’s time to do some accounting work on the computer
while eating lunch. The bank statements have arrived in the mail and I have to enter
all the information into the computer.
d) The first appointment arrives. Appointments last 15 to 30 minutes, and we are
open for appointments between 8.30 am and 8 pm.
e) Officially I finish at 5 pm, but the computer has me as its prisoner until I finish the
accounts.
f) The appointments start to get busy again.
4- Give the name of the job.

.......................................................................................................................................
5- Justify your choice by quoting 3 words from the text.(Justifie ton choix en citant 3 mots
du texte.)
.......................................................................................................................................

Lexique
Tu as remarqué que le nom de métier est donné ici en entier. Tu as appris la version
« raccourcie » la plus souvent utilisée.
6- Read the paragraphs again and underline with your pencil all the words you
understand.
Write the transparent words you have underlined. (Écris les mots transparents que tu as
soulignés)
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
7- It is time to do some detective work with words (in blue in your text). In Séquence 3
and 4 you learnt how you can infer the meaning of words. Let’s try again, this is very
useful to enjoy reading new texts.
(Il est temps de jouer au détective avec les mots. Tu as vu au cours des séquences 3 et 4
comment inférer le sens des mots. Essayons à nouveau, c’est très utile pour pouvoir profiter
de nouveaux textes.)
- The word appointment is repeated 5 times, it is an important word in this text,
so, it must represent one of the major activities in the day of a vet. The vet says:
“Appointments last 15 to 30 minutes, and we are open for appointments between 8.30
am and 8 pm”. Remember your job definition: a vet treats animals, so, every 15 or 30
minutes, he treats a new animal. So, the French word for appointment is:
..................................................................................................................................
- The word surgery is repeated 3 times, it must also represent an important activity in
the day of a vet. The vet says: “Animals that have surgery start arriving and we examine
them to make sure they are fit to have a general anaesthetic.” Animals which arrive in
the clinic need to be treated. If they need a general anaesthetic, it is because they must
be operated on. Remember also the word surgeon, a surgeon practices surgery on
people, a vet practices surgery on animals. So, the French word for surgery is:
..................................................................................................................................
- The word computer is repeated 3 times, it must be a useful object for the vet who says
“it’s time to do some accounting work on the computer while eating lunch. The bank
statements have arrived in the mail and I have to enter all the information into the
computer”… “the computer has me as its prisoner until I finish the accounts.” So, it is
an object which memorizes a lot of information. The French word for computer is:
..................................................................................................................................
- The expression accounting work or account appears twice (2X), it is related to “bank
statements”, “bank” is a transparent word. The vet is paid by his clients, he must count
the money he gets but also the money he spends, that is accounting work. So the
French expression for to do some accounting work is:
..................................................................................................................................
- The vet says: “The other veterinarian arrives. We work 9 hours a day. While the other
veterinarian takes over the appointments, I start on the surgery.” How many vets are
there in this clinic?
..................................................................................................................................
- So the French expression for the other veterinarian is:
..................................................................................................................................

8- Read the paragraphs again. Notice all the words in blue. They are the words the
meaning of which you have inferred. (Lis les paragraphes à nouveau. Remarque les mots
en bleu. Ce sont tous les mots dont tu as inféré le sens.)
Congratulations, you are doing really well!

9- Put the paragraphs in the correct order. Match the activities with the times. (Dernière
activité, mais non la moindre ! Mets les paragraphes dans le bon ordre. Associe les activités
aux heures.)
- 8 am r - 8.30 am r
- 11 am r - 3 pm r
- 3 pm r - 4 pm r
- 6 pm r
Tips
Le texte est écrit à la première personne : c’est un vétérinaire qui parle. Que se passe-t-il en
tout début de journée ? L’ouverture de la clinique, bien sûr. Il est 8 heures.
Trouve ensuite la dernière activité de la journée, celle qui finit la journée de travail.
Attention, l’heure indiquée dans le paragraphe est trompeuse !
Tu as appris le mot à utiliser pour commencer une énumération dans le temps, il
t’indiquera la première activité du vétérinaire, celle qui commence à huit heures et demie.
Les journées de travail sont longues, il faut être deux pour que quelqu’un prenne le relais.
À onze heures, l’autre vétérinaire prend le relais des consultations pendant que celui qui
présente sa journée va pratiquer des opérations.
Après les opérations, les consultations reprennent.
Check and correct.
To check your answers, listen to your CD and correct if necessary. (Pour vérifier tes réponses,
écoute ton CD et corrige ton travail si c’est nécessaire.)
j e retiens
Je connais des stratégies pour me mettre dans les meilleures conditions possibles pour
comprendre un texte inconnu.
Une fois le thème connu (A day in the life of…), je mobilise mes connaissances lexicales
(Jobs).
J’imagine les mots, les idées, le contenu du texte (times, verbs, other job names…).
Je lis le texte avec pour objectif d’en comprendre l’idée principale (A day in the life
of….a vet).
Je lis, un crayon de papier à la main, et je souligne les mots que je comprends (mots
transparents, mots connus, mots dont je devine aisément le sens).
J’infère le sens des mots inconnus qui interviennent fréquemment dans le texte.
Je peux me lancer dans le travail qui m’est demandé en sachant que je serai efficace.

Séance 7
Je connais le lexique utilisé pour décrire la journée
d’un vétérinaire
J’apprends à parler de deux événements simultanés
Je me prépare à rédiger un texte intitulé « A day in the life of… »
jed’un
connais du lexique utilisé pour décrire la journée
vétérinaire
Exercise 12
You have discovered new words in the previous lesson. Can you match these words with a
definition or a synonymous expression?
Words Definitions, synonyms

Surgery The second vet
The other veterinarian A machine that stores information
An appointment Calculating income and expenditure
A computer The work done by a surgeon
Accounting work A date and time to see your doctor, your dentist…
j’apprends à parler de deux événements simultanés

Step 16
1- Read these two extracts from “A day in the life of a vet”.
a) Surgery is finished, and it’s time to do some accounting work on the computer
while eating lunch.
b) While the other veterinarian takes over the appointments, I start on the surgery.
Tu as appris dans cette séquence à parler de deux événements où l’un des deux
événements était antérieur ou postérieur à l’autre. Nous sommes en présence dans
ces deux phrases de deux événements simultanés, c’est-à-dire qu’ils se déroulent
en même temps. Ils pourraient être représentés de la façon suivante sur un axe
temporel.

a) do some
accounting
work
eating
lunch
b) The other
vet takes
over
appointments.
I start on the
surgery.
O Tu remarqueras que dans la phrase a,

Surgery is finished, and it’s time to do some accounting work on the computer
while eating lunch.
k c’est la même personne qui fait les deux actions simultanées : elle fait ses comptes
tout en mangeant, ou pendant qu’elle mange.
Tu utiliseras la construction : WHILE + V-ing
Tu remarqueras que dans la phrase b,
While the other veterinarian takes over the appointments, I start on the surgery.
k ce sont deux personnes différentes, l’une s’occupe des consultations, pendant que
l’autre commence d’opérer.
Tu utiliseras la construction : WHILE + proposition subordonnée, proposition
principale.
Exercise 13
Link both actions using “while”. Be careful, watch the subjects. (Lie les deux actions à l’aide
de while. Fais attention, observe les sujets.)
Ex. 1: Paul is cooking/ Mary is watching TV.
Paul is cooking while Mary is watching TV.
or : While Paul is cooking, Mary is watching TV.
Ex. 2: I am doing my homework/ I’m listening to some music on my MP3.
I am doing my homework while listening to some music on my MP3.
Ready?
Mr Watkins is reading a French text/ his pupils are listening.
.......................................................................................................................................
Nicolas Charpentier is phoning Emily/ he is making a cake.
........................................................................................................................................

Sandra is listening to the careers adviser / she is dreaming of Paul.

.......................................................................................................................................
The vet is treating Mrs Green’s dog / the receptionist is phoning Mr Black.
.......................................................................................................................................
Mrs Green is looking at her watch / she is waiting for her dog.
.......................................................................................................................................
je“Amedayprépare à rédiger un texte intitulé

in the life of…”
Step 17
Ce sera bientôt à ton tour de rédiger un texte intitulé “A day in the life of…”. Tu vas devoir prendre
l’identité de quelqu’un d’autre pour raconter sa journée professionnelle. Ce n’est pas facile mais
tu auras de l’aide : des illustrations, du lexique, des informations. Il te faudra utiliser tous les
outils linguistiques (marqueurs de temps principalement : before, after, while, first, then, after
that, finally…) que nous avons vus au cours de la séquence, ainsi que les outils méthodologiques
(mobiliser ses connaissances, imaginer le contenu…). Ce sera ainsi l’occasion de réviser ta
séquence. Nous ferons donc ce travail de production écrite dans la séance 8. Essayons, dans un
premier temps de rassembler le maximum d’information et de lexique.
1- Here is the job you are going to present: “a chef in a school canteen”. (Voici le métier
que tu vas présenter : chef cuisinier dans une cantine scolaire.)
Think about everything you know or you can guess about this job (place of action,
professional activities, times, people working with the chef, people the chef is working
for, necessary utensils …) and draw a list. (Pense à tout ce que tu connais ou que tu peux
deviner à propos de ce métier -lieu de travail, tâches professionnelles, horaires, personnes qui
travaillent avec le chef, personnes pour lesquelles le chef travaille, les ustensiles nécessaires…-
et dresses-en une liste.)
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
2- Maybe you found it difficult to find the correct English words to draw your list. Read
these ten short paragraphs which correspond to the ten moments of the day of a chef
in a school canteen and try to find what you need.
(Peut-être as-tu trouvé difficile de trouver les mots anglais qu’il te fallait pour dresser ta liste.
Lis ces dix petits paragraphes qui correspondent aux dix moments d’une journée de la vie
d’un chef de cuisine de restauration scolaire et essaie de trouver ce dont tu as besoin.)

a) I open up the kitchen and let all the staff in.

b) Big lorries arrive, full of food I need for cooking lunch. It is a lot of work to unload
the food and put it away in the fridges and freezers.
c) I look at the menu for the day and my staff prepares the food.
d) We cook meat or fish, we prepare vegetables or rice or salad. We also make cakes or
desserts.
e) We get the dining hall ready with tables to eat at, plates and cutlery.
f) We lay out the food so that pupils can see what tasty lunches are ready for them to
choose from.
g) I drink a quiet cup of tea before the lunch time rush starts.
h) I help my staff serve all our children.
i) The hard work really begins, we have to clear up and do the mountain of washing
up, put the tables and chairs away and clean up the dining hall.
j) I do my paperwork which is a bit like homework or class work. If I do not do this I
might order the wrong food for the next day lunches. That would not be very funny,
would it?
two work places

.......................................................................................................................................
.......................................................................................................................................
three professional activities

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
a noun which represents all the people who work with the chef
.......................................................................................................................................
a noun which represents all the people the chef works for
.......................................................................................................................................
three objects used in a canteen, whether in the kitchen or in the dining hall
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Check and correct. You can now complete your list.
3- Here are ten pictures illustrating the ten moments of our chef’s daily life. The pictures
have been jumbled up. Can you match them with the ten paragraphs above? Be careful,
one picture is missing, you will have to draw it.
Voici dix illustrations en désordre des dix moments de la vie quotidienne de notre chef.
Peux-tu associer ces dix illustrations aux dix paragraphes ci-dessus ? Fais attention,
il manque une illustration, tu devras la dessiner.

1 2
3 4
5 6
7 8
9 10
Answers
a) picture ............................................. f) picture .............................................
b) picture ............................................. g) picture .............................................
c) picture ............................................. h) picture .............................................
d) picture ............................................. i) picture .............................................
e) picture ............................................. j) picture .............................................
Check and correct.
Well done, you are ready for your next lesson!

Séance 8
j e m’évalue
Contrairement aux autres séances 8 que tu as pu faire jusqu’à présent, tu vas avoir à gérer plus de
révisions en même temps et réactiver plus d’outils linguistiques et méthodologiques dans une seule
et même activité plus complexe qu’un simple exercice. C’est normal, tu arrives bientôt en fin de
palier 1 et tu dois être capable de réinvestir tes connaissances pour communiquer en anglais. Dans
cette séquence, l’accent a été mis sur la production écrite. Les tâches présentées lors de cette séance
8 porteront donc davantage sur cette activité langagière.
Revois attentivement :
Séance 1 : Step 2 and 3
Séance 2 : Step 5
Séance 5 : Step 14
Séance 6 : Exercise 15
Séance 7 : Step 16, Exercise 17, Step 17
ET RÉÉCOUTE TON CD.
Exercise 1
Sais-tu organiser ton récit de façon chronologique en utilisant les marqueurs de temps de façon
pertinente ?
Write a text entitled “A day in the life of a chef in a school canteen” step by step.
(Écris, étape par étape, un texte intitulé « A day in the life of a chef in a school canteen ».)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Step 1
Quel mot utilises-tu pour commencer ton récit ?
.......................................................................................................................................
Complète la première phrase de ton texte :
.................................................................. , I open up the kitchen and let all the staff in.
Step 2
Quel mot peux-tu utiliser pour annoncer l’action suivante ?
.......................................................................................................................................

Complète la deuxième phrase de ton texte :

......................................................... big lorries arrive, full of food I need for cooking
lunch. It is a lot of work to unload the food and put it away in the fridges and freezers.
Step 3
Dans cette phrase, il y a deux actions simultanées. Quel mot vas-tu utiliser pour l’indiquer ?
.......................................................................................................................................
Réécris la phrase : I look at the menu for the day and my staff prepares the food en
l’articulant avec ce mot. Ce sera la troisième phrase de ton texte.
.......................................................................................................................................
.......................................................................................................................................
Step 4
Quel autre mot ou expression que celui utilisé dans Step 2 peux-tu utiliser pour annoncer
l’action suivante ?
.......................................................................................................................................
Complète la quatrième phrase de ton texte.
......................................................... we cook meat or fish, we prepare vegetables or rice
or salad. We also make cakes or desserts.
Step 5
Tu vas maintenant relier les phrases e) et f) en les articulant avec before. Avant de faire
l’action f), le chef et son équipe font l’action e).
f) We lay out the food so that pupils can see what tasty lunches are ready for them to
choose from.
.......................................................................................................................................
.......................................................................................................................................
Step 6
Choisis l’un des marqueurs de temps utilisé dans Step 2 ou Step 4 pour compléter ta
sixième phrase.
........................................ I drink a quiet cup of tea before the lunch time rush starts.
Step 7
Tu vas maintenant relier les phrases h) et i) en les articulant avec after. Après avoir fait
l’action h), le chef et son équipe font l’action i).

i) The hard work really begins, we have to clear up and do the mountain of washing up,
put the tables and chairs away and clean up the dining hall.
......................................................................................................................................
.......................................................................................................................................
Step 8
Quel est le mot que tu utilises pour indiquer que tu parles de la dernière action du récit ?
.......................................................................................................................................
Complète ta huitième phrase :
....................................... I do my paperwork which is a bit like homework or class work.
If I do not do this I might order the wrong food for the next day lunches, that would not be
very funny would it?
Congratulations! Yes, you can!
Revois attentivement la séance 1 (step 4), la séance 2 (step 5) et réécoute ton CD.
Exercise 2
Sais-tu éviter les répétitions inutiles en utilisant les pronoms sujets, les pronoms relatifs who et
where ?
Read this text:
First, Mrs Hall opened up the kitchen. Mrs Hall worked in the kitchen all morning. Then
she phoned her friend. Her friend is a vet in Bloomsbury clinic. Mrs Hall and her friend
decided to have dinner in a nice restaurant. The food is very nice in this restaurant. They
went there in the evening and enjoyed a nice meal.
Rewrite it avoiding all the unnecessary repetitions. (Réécris-le en évitant toutes les répétitions
inutiles.)
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Exercise 3
Sais-tu enrichir un paragraphe ?
Rewrite it : by adding
– three adjectives
– two adverbs
– an adjective in the comparative of equality
and changing a verb.

...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Revois attentivement la séance 3 (step 8), la séance 4 (step 11) et réécoute attentivement
ton CD.
Exercise 4
Sais-tu rédiger une offre d’emploi ?
Tick the compulsory elements of a job ad. (Coche les éléments obligatoires d’une offre
d’emploi.)
- diplomas r - employment history r
- working hours r - applicant details r
- job r - professional skills r
- instructions r - personal qualities r
- professional activities r - people working with you r
- name of the place r
Revois attentivement la séance 3 (step 9), la séance 4 (exercise 12).
Exercise 5
Sais-tu exprimer des obligations au présent et au futur ?
Translate into English.
1- Vous devrez travailler cinq jours par semaine.
.......................................................................................................................................
2- Vous devrez assister le chef dans la préparation des repas.
.......................................................................................................................................

3- Vous devez être enthousiaste.

.......................................................................................................................................
4- Les chirurgiens plastiques doivent être bons en math et en science.
.......................................................................................................................................
Revois attentivement la séance 2 (step 7) et réécoute ton CD.
Exercise 6
Listen to four job definitions and give the names of the corresponding jobs
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................

ministère de l’éducation nationale
anglais
PALIER 1, ANNÉE 2
Livret de corrigés
5e LV 1/3e LV 2
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoune
© Cned – 2009
Directeur de la publication Serge Bergamelli

Achevé d’imprimer le 30 juin 2012
Dépôt légal 3e trimestre 2012
3, rue Marconi - 76130 Mont-Saint-Aignan
c
c Séquence 1
Step 1
Séquence 1
Séance 1
Script
Susan: Ethan, Katie? Are you ready? I’m waiting for you downstairs!
Ethan: Almost.
Katie: Not yet!
Susan: Hurry up! What are you doing?
Ethan: I’m getting dressed. I won’t be long.
Katie: I’m washing my hair.
Susan: Your hair? I thought you washed it an hour ago!?
Katie: I did.
Susan: So why are you washing it again, then?
Katie: I used too much gel. My hair got sticky.
Susan: You’d better be quick. You know we’re going shopping!
Katie: Just give me a minute. I’m almost done.
Susan: You’d better be, or we’ll go without you!
Ethan: And where are you taking us? The old mall round the corner, as usual?
Susan: No. We’re going to the Rockefeller Center. Is that good enough for you?
Ethan: Wow! That’s my kind of place…
Katie: Rockefeller Plaza!? Please don’t go without me! I’ll be downstairs in a second!
Ethan: Are you driving us there?
Susan: No. There’s too much traffic. We’re going by bus.
Susan: Katie! I thought you were ready. What are you doing now?
Katie: Just a minute Mom! Rockefeller Plaza is a smart place, so I’d better put on a beautiful
dress!
Ethan: Oh no! This will take hours! I’m sick and tired of waiting. Mom, please do something!!
Ethan is upstairs.
Ethan is getting dressed.
Katie is upstairs.
Katie is washing her hair.
Susan is waiting.
Susan is downstairs.
They’re going to go shopping.
 by bus
Exercise 1
- Susan: I’m waiting for you downstairs.
- Ethan: I’m getting dressed.
- Katie: I’m washing my hair.
c
Séquence 1 c
Tu n’as peut-être pas bien entendu certains des mots retranscrits en vert, mais tu sais que la phrase ne peut
pas fonctionner sans eux. Tu dois donc parfois « deviner » leur présence en réfléchissant un peu !
Step 2
Expressing impatience Asking someone to be patient
You’d better be quick. I won’t be long.
I’m sick and tired of waiting. Just give me a minute.
This will take hours. I’ll be downstairs in a second.
Hurry up! I’m almost done.
Don’t go without me.
Méthodologie
Tu as trouvé : L’expression recherchée est : ‘I’m almost done.’
L’expression se trouve forcément dans la colonne ‘Asking someone to be patient’.
Elle contient le sujet « I ».
Elle contient un verbe au participe passé (done) qui indique que quelque chose est terminé.
Tu comprends le sens des 2 autres expressions (‘I won’t be long.’ et ‘I’ll be downstairs in a second.’) et tu vois
bien qu’elles ne conviennent pas.
Step 3
Dans la vie En général Toujours
Maintenant Pendant notre conversation
Souvent Parfois
‘What do you do?’ ‘And who are you waiting for at the moment?
‘Does he often arrive late at work?’ ‘‘I’m waiting for one of my employees.
He’s late.’
‘Yes, it happens often enough.’
‘I do. He always goes to “La Cantina”, the ‘What do you think he’s doing,
Mexican restaurant.’ at the moment?’
I know this place. The food is good, ‘I suppose he’s having lunch in a restaurant
but they’re very disorganised.’ downstairs’.
c
c Séquence 1
Exercice 2
What are you doing? We’re waiting for you downstairs!
I won’t be long!
Hurry up!
I’m sick and tired of waiting! We’re going shopping without you!
I’ll be downstairs in a second! Don’t go without me!
La personne qui parle dans l’enregistrement exprime son impatience et menace de partir sans toi. Il faut donc
la rassurer en disant que tu es presque prêt(e) et lui demander de t’attendre !
Séance 2
Step 4
Script
Hi, Honey. You know I had to go to work early this morning, and I forgot to give you my
shopping list. I know you’re going to Rockefeller Center, so I’d like you to buy a few things for
me. I hope you won’t find the list too long.
First, I guess you or the kids will go to a record shop, so if it’s the case, could you buy me U2’s
latest CD?
Then, I need a new pair of shoes to match the suit I bought last week. Could you go to Aldo’s
for me? I went there two days ago and tried on a pair of brown shoes. I phoned the shop this
morning, so they’ve prepared the shoes and they’re waiting for you.
I suppose you’ll stop at The Body Shop, so if you do, would you mind buying me some
shampoo?
I also need a new organizer to use at home. Could you get me one at Hallmark? Choose any
colour you like, I really don’t care.
Then, could you buy me a new tie? Pick any one you like, I trust your taste. You’ll find nice stuff
at Andrew’s ties.
And finally, could you buy me a bottle of French wine at Morrell&Co? We’ll open it tonight
when I’m back from work, if you like.
Well,That’s it! Thank you, have a nice day!
I love you.
choses, mais l’essentiel est que tu sois capable de noter ce qui t’est utile pour comprendre le document.
A tie
Écoute 1
wine
Écoute 2
c
Séquence 1
Voici un exemple de prise de notes, et de mise en relation des éléments.Tu n’as pas forcément noté les mêmes
c
CD any colour
A tie/ Andrew’s/ any colour
pair of shoes U2
CD/ U2
The Body Shop organizer
pair of shoes/ brown/ Aldo’s
bottle brown
The Body Shop/ Shampoo
French Andrew’s
bottle/ wine/ French
Shampoo
organizer
Aldo’s
The Shopping game
On peut imaginer d’autres itinéraires, mais celui que nous te proposons semble être le plus court, comme
demandé dans la consigne.
Susan  Morrell & Co  Music Center  Hallmark  The Body Shop  Andrew’s Ties
 Aldo’s
Step 5
Exercise 3
Could you go to the Body Shop for me?
Would you mind buying me some shampoo?
Could you buy a bottle of wine?
Would you mind going to Hallmark?
Exercise 4
Darling,
Would you mind doing a little shopping for me?
Could you buy me a newspaper?
Would you mind buying me a bottle of lemonade and a box of chocolates?
I also need a new alarm clock. Could you buy one for me?
Thanks a lot, Love. Susan.
Tu n’étais pas obligé(e) d’utiliser “need” et “one” qui sont présents dans le corrigé. Tu les as peut-être repérés
dans le dialogue. Nous les avons repris pour enrichir le texte et le rendre moins répétitif.
c
c Séquence 1
Step 6
Séance 3
Script
Susan: So, which roller blades do you prefer?
Ethan: I don’t know…these ones are cool, I like the colour…
Susan: So what’s wrong with them?
Ethan: Nothing…it’s just that the others are faster.
Susan: Faster? You’re a beginner, remember. You don’t need fast roller blades…
Katie: Mom’s right. You’re no good at roller-skating. You’ll fall and break your neck, ha, ha!
Ethan: It’s my choice, not yours! Why don’t you mind your own business?
Susan: Stop it, both of you! Now, Ethan, it’s time to make up your mind. Which ones do you
want?
Ethan: All right…so I’ll take these.
Ethan: Yep. Definitely.
Katie: At last!
Susan: And how much will this cost me?
Ethan: $100.
Susan: Hey! The others are cheaper!
Ethan: That’s true. Only $80, and they’re much faster!
Katie: And more dangerous, too…
Susan: You’re right, Katie. Better safe than sorry! I don’t want him to have an accident. I know
they’re more expensive, but...
Ethan: Oh, Katie, Come on, give me a break!
Susan: Ok, Ok. I’ll tell you what. Let’s check out and have some ice-cream somewhere.
Ethan: How about ‘Top of the Rock’?
Katie: On the 70th floor?
Susan: Good idea! It’s sunny today, so the view’s gonna be amazing!
1st pair $100  Cool Colour  More expensive
2nd pair $80  Faster - Cheaper  More dangerous
Exercise 5
The first pair is cool but it is more expensive than the second.
c
Séquence 1 c
On the other hand, Ethan likes the second pair because it is faster.
He thinks his mom will like it because it is cheaper than the first.
But Susan says the second pair is more dangerous than the other. She thinks Ethan could have
an accident!
That’s why she decides to buy the first pair!
What are they going to do after checking out (paying and leaving the shop)?
They’re going to ‘Top of the Rock’, on the 70th floor.
Step 7
Méthodologie
Katie: Mom’s right. You’re no good at roller-skating. You’ll fall and break your neck (Te casser la figure), ha, ha!
Ethan: It’s my choice, not yours! Why don’t you mind your own business? (Pourquoi tu ne
t’occupes pas plutôt de tes affaires / « de quoi je me mêle ? »)
Susan: Stop it, both of you! Now, Ethan, it’s time to make up your mind (Maintenant, il faut te
décider). Which ones do you want?
Ethan: All right…so I’ll take these.
Exercise 6
Voici un exemple de ce que tu pouvais écrire, mais il y a de nombreuses autres possibilités, tant que tu utilises
correctement les constructions que tu as étudiées.
On the one hand, the Mini is cheaper than the sports car. It’s slower but it is cool too. But on
the other hand, the sports car is (much) faster. That’s why it’s more expensive. It’s dangerous
to drive a sports car, so I think the Mini is a safer choice.
Séance 4
Step 9
Script
Hello and welcome to this Top of The Rock interactive tour, which will guide you through an
unforgettable journey across the City of New York.
But before we begin our journey, a few words about Top of the Rock.
This observation desk is on the 70th floor of number 30, Rockefeller Plaza and is open daily
from 8:00 a.m. to midnight.
From this point, you can enjoy amazing unobstructed 360° views of the Big Apple – the name
given by New Yorkers to the city they love and admire.
c
c Séquence 1
Rockefeller Center is not just this one building. It is in fact a huge complex of 19 different
buildings whose construction began in 1929.
And now, let’s start our tour with the Statue of Liberty, which you can see in the distance, there
on your left, on Liberty Island.
The Statue of Liberty, inaugurated in 1886, is more than just a monument. It is the world-
famous symbol of the United States of America, and the emblem of freedom for all people. Did
you know that the Statue was not born in America? In fact, it is the work of a French Sculptor
named Frederic Auguste Bartholdi. It was built in France, and shipped to America. The statue,
which is 350 feet high from pedestal to torch, was in fact a gift, a present from France to
America to celebrate friendship between the two nations.
On your right, on 5th avenue, stands another symbol of the power of the USA. The Empire
State Building is considered one of the 7 wonders of the world. It was built in 1930, and in
those days, with its 102 floors, it was by far the highest building in the world. From the 102nd
floor, on sunny days, you can see the surrounding countryside from distances up to 80 miles.
This means you can see the states of New Jersey, Connecticut, Massachusetts and Pennsylvania.
The Empire State building is 1,454 feet high, and it has a total of 6,500 windows! Nobody lives
in the Empire State Building. All you can find here are company offices and business agencies.
And finally, let’s have a look at this large green patch in the middle of our city. Yes, you’ve guessed
right: you’re looking at Central Park! Central Park stretches between 59th street and 110th Street!
It is probably the place most New Yorker prefer - a quiet area where they can walk, bike or use
their roller blades in peace. No tourist should leave New York without visiting the park.
This Top of the Rock interactive tour is now over. Thank you for visiting us. We hope that you
enjoyed this presentation.
Voici un exemple de ce que tu as pu repérer et noter durant l’écoute
70th floor number 30 open 8:00 a.m midnight 360° views Big Apple
19 different buildings construction 1929 Statue of Liberty 1886 freedom
people not born in America French 350 feet Empire State Building
102 floors 1,454 feet high 6,500 windows Central Park prefer
walk, bike roller blades tourist celebrate 59th and 110th Street
ROCKEFELLER CENTER – Top of the Rock

Open from 8:am to midnight
Address: 30 Rockefeller Plaza 70th floor.
View from Top of the Rock :
360° views of New Yorf (the Big Apple)
Year of construction: 1929
THE STATUE OF LIBERTY
Inaugurated in 1886
Symbolizes: Liberty
Emblem of: Freedom
Country of origin: France
Reasons for building this monument:
To celebrate friendship between France and America
Elevation from pedestal to torch: 350 .ft
THE EMPIRE STATE BUILDING
Address: 5th avenue
Built in 1930
Number of floors: 102
Elevation (in feet): 1,454
c
Séquence 1 c
Number of windows: 6,500

Number of people who live there: 0.
CENTRAL PARK
Address: Between 59th Street and 110th Street
The place New Yorkers prefer
Things you can do in Central Park: Walk, bike and use roller blades
Step 10
Exercise 7
When did the construction of the Empire State Building begin?
What country did the Statue of Liberty come from?
How far can you see from the top of the Empire State Building?
Which place do New Yorkers prefer?
How high is the Statue of Liberty?
What can you do in Central Park?
How many people live in the Empire State Building?
Exercise 8
1- Quand la construction du Rockefeller Center a débuté : when did the construction of the
Rockefeller Center begin?
2- Si les New Yorkais (New Yorkers) aiment Central Park : Do New Yorkers like Central Park?
c
c Séquence 1
Step 11
Séance 5
Exercise 9
Cycling is forbidden.
Roller blades are forbidden. You are allowed to use
roller blades. No cycling.
You’re not allowed to use
roller blades. Cycling is allowed You’re not allowed to ride
a bike here.
Step 12
Script
Lewis: Hi, Ethan.
Ethan: Hi, Lewis. What’s up?
Lewis: Sorry I’m late. The subway was crowded with tourists.
Ethan: It’s ok. I only arrived 10 minutes ago.
Lewis: Wow! Your roller blades are cool!
Ethan: So are yours. They’re fabulous!
Lewis: Thanks. How far do you want to go today?
Ethan: I don’t know. I’m not very good at roller skating. I’m a beginner.
Lewis: OK. Let’s look at the map, then. So…we’re here at the moment, you see?
Ethan: East Meadow?
Lewis: That’s right. Do you think we can ride as far as East Green?
Ethan: East Green? Seems a bit too far for me. Can’t we go to Douglass Circle?
Lewis: Impossible. Roller blades are forbidden in that area.
Ethan: That’s too bad.
Lewis: I’ve got an idea. We could ride along East Drive, turn right on 97th street, then left on
Central Park West and…what about stopping at Belvedere Castle? Then we could take our
rollers off and walk to the planetarium?
Ethan: Why can’t we keep our rollers on from Belvedere Castle to the planetarium?
Lewis: Roller blades are not allowed in this section of the Park.
Ethan: Aren’t they?
Lewis: Nope. But we can put our shoes back on and spend an hour at the planetarium, if you
want to.
Ethan: Good idea. And we could ride to East Green. That is if roller blades are allowed in that
area.
c
Séquence 1 c
Lewis: Don’t worry, they are!

Ethan: Ok, then, let’s go!
Lewis: Yeah, let’s hit the road!
Starting point: East Meadow  East Drive  97th Street  Central Park West Drive
Belvedere Castle  Planet-arium Visit  East Green  End of trip
Step 13
Phonologie
- The subway was crowded with tourists.
- Wow, your roller blades are cool!
- Roller blades are forbidden in that area.
- Roller blades are not allowed in this section of the park.
Quels mots sont accentués ? Pourquoi ?
Les mots accentués sont ceux qui donnent son sens à la phrase, ceux qui transmettent
l’information indispensable à la compréhension.
‘Not’ dans la dernière phrase est accentué. Cela te paraît-il logique ?
Oui, c’est logique, car la négation est indispensable pour comprendre la phrase. Si on ne
l’entend pas, on commet une erreur d’interprétation.
Exercise 10
1- Your answer:
Hi, Kevin. I’m glad you’re joining us, but…
In the park, you can’t eat or drink.
Swimming is forbidden.
Sorry!
See you.
Ethan.
2- Voici les mots qu’il faut accentuer à l’oral :
Hi, Kevin. I’m glad you’re joining us, but…
In the park, you can’t eat or drink.
Swimming is forbidden.
Sorry!
Fais l’expérience suivante, avec ton frère, ta sœur, tes parents…:
Prononce uniquement les mots soulignés ci-dessus. Tu verras qu’ils comprendront le message sans avoir besoin
des autres mots !
c
c Séquence 1
Step 14
Séance 6
Script
Welcome aboard this hop on – hop off New York sightseeing bus. We are now crossing
Manhattan, which is in fact the heart of New York City. To most people around the world, the
word Manhattan means skyscrapers, yellow taxis, money and power. In fact, if you really want
to know where the fortunes are made, the place you need to go is Lower Manhattan. Do you
want to see Wall Street with your own eyes? Have you ever heard of the Federal Reserve Bank,
or other major financial businesses? You’ll find them all in Lower Manhattan.
But those among you who are not at all interested in business and finance needn’t worry. New
York has more to offer. Much more. We are now crossing Chinatown, home of the largest
Chinese, Vietnamese and Korean communities in America.
In Chinatown, you’ll find traditional Chinese herbal-medicine shops and extraordinary food
markets with all varieties of fish and exotic vegetables.
There are hundreds of restaurants serving every imaginable type of Chinese cuisine.
But Chinatown is also famous for its splendid Buddhist temples, its festivals and of course the
Chinese New Year celebrations!
We’re now leaving Chinatown and entering Little Italy. The name speaks for itself. Are you
looking for a colourful Italian restaurant? If so, all you need to do is walk down Mulberry
street. And if you’re around in September, don’t miss the 10-day feast of San Gennaro and its
street parades!
Are there any artists and art lovers on the bus? Well, guys, this place we’re crossing now is
yours! Have you ever heard of Greenwich Village? If you want to discover New York’s artistic
side, look no further!
Writers, painters, sculptors, poets…they all live and work in Greenwich Village!
Si tu as écouté attentivement, tu as pu reconnaître tous les mots :

Business - food markets - exotic – poets - restaurants - Mulberry street - Street parades -
New year celebrations – Buddhist temples - Finance - Festivals - Chinese medicine - painters -
money - artists - skyscrapers - sculptors - Fortunes - power - Wall street
Exercise 11
Chinatown: Restaurants, food markets, exotic, New year celebrations, Buddhist temples,
Chinese medicine
Little Italy: restaurants, Mulberry street, Street parades
Greenwich Village: poets, painters, artists, sculptors
Lower Manhattan: Fortunes, power, Wall street, money, Finance, skyscrapers
Step 15
Script
1- Hello. My name is Mike. It’s my first time in New York. I like simple, traditional food with
tomatoes, spaghetti and cheese. My tastes are pretty basic, and exotic food is not for me.
I’m English but my grandparents are Italian. Traditions are very important for me.
2- Hi! I’m Debbie. I’m a student. I dream of spending a year in Beijing or Shanghai, but it’s
not possible at the moment. I’m fascinated by eastern civilisations. I’d love to learn to
speak Chinese. I like meeting people from all over the world, and I love exotic food.
But I’m also very interested in painting and sculpture. I know there are great artists in
Manhattan, but I don’t know where to find them.
3- Good Morning. I’m Phil. I work in a bank and I’m fascinated by New York because it’s the
world’s financial capital. I’d like to see New York’s financial district…all those buildings…
Wall Street…
I also enjoy Italian food, so I’d be very happy if you could give me the address of a good
c
Séquence 1 c
Italian restaurant.
4- Hi everybody! My name’s Fiona. It’s an Italian name, but I’ve never been to Italy. I don’t
think it’s an interesting country anyway…
What do I do? – I’m a sculptor. I also paint pictures, but they’re not that good, you see.
I’d like to meet other sculptors to see what they think of my work.
Exercise 12
Ne t’inquiète pas si tu n’as pas noté autant de détails. L’essentiel est de conseiller ces personnes de manière
appropriée !
Take notes as you listen

Name Interests Additional info Your suggestions
Simple food Doesn’t like exotic food Go to Little Italy
Mike Spaghetti, tomatoes Italian grandparents

Traditions
Beijing, Shanghai Student Visit Chinatown

Exotic food No money to go to China +
Debbie Art, artists Would like to learn Greenwich Village
Chinese
Finance Works in a bank See Lower Manhattan
Phil Wall Street +

Italian food Little Italy
Sculpture Not interested in Italy Greenwich Village

Fiona
Artists Sculptor
Séance 7
Step 16
Script
Katie: Mom, where are we going now?
Susan: We’re on our way to Battery Park.
Katie: Battery Park? The ferry terminal?
Susan: Yes. We’re boarding at 1:30. This afternoon, we’re visiting Ellis Island’s immigration
museum.
c
c Séquence 1
Katie: That’s cool. But why are we going here today?

Susan: You remember your teacher asked you to write an essay about your family’s history,
don’t you?
Katie: I do. But Mom, we’re not a family of immigrants. I was born in the U.S., and so were
you, and Dad.
Susan: You’re right, but our ancestors weren’t born here.
Katie: Yours came from Scotland, didn’t they?
Susan: That’s right. You know we’ve got relatives in Europe, don’t you?
Katie: Of course! Uncle Peter, Aunt Sarah, in Scotland! They’re so nice!
Susan: And every American family has ancestors in other countries. We’re a nation of
immigrants!...
Katie: And why did they build this immigration museum on Ellis Island?
Susan: It was built here because at the end of the 19th century, Ellis Island was the place where
the immigrants arrived. It was their first contact with America.
Katie: Why did they choose America?
Susan: Because America was a new country, and a free country. They wanted to start a
new life, they wanted more freedom, or they were running away from religious or political
persecution…
Katie: Did they all come from Europe?
Susan: Well, many came from Ireland, Germany, France, Holland, Italy, Poland, but others
came from China, Russia, Africa…
Katie: Wow...I guess I’ll have a lot to write about in my essay!
Departure from: Battery Park - The ferry terminal - Manhattan
Boarding time: 1:30
Destination: Ellis Island
Visit: Immigration museum
For what reasons did immigrants choose America?

To start a new life. For more freedom.
(To run away from religious persecution). Bonus si tu as trouvé la réponse entre parenthèses.
What was the first place they saw when they arrived?
Ellis Island
Step 17
Exercise 13
England
Country Jumbled letters
ihsenlg
Nationality (adjective)
English
c
Séquence 1 c
Ireland sirhi Irish

Poland shlopi Polish
Holland /the Netherlands tudch Dutch
China esenich Chinese
Italy antilia Italian
Africa nacfira African
Germany nmaerg German
Russia assiurn Russian
Step 18
Exercise 14
Syllabe accentuée : Immigration
Surprise - Attraction - Understand - vision - computer - imagination
Nation - Reaction - destination - condition - application – attention
Que remarques-tu ?
C’est toujours la syllabe qui précède le suffixe –ION qui porte l’accent.
Step 19
Situation au moment où Susan et Katie parlent :
‘Mom, where are we going now?’
Evénement prévu qui aura lieu plus tard :
‘Yes. We’re boarding at 1:30.’
‘This afternoon, we’re visiting
Exercise 15
We’re taking the bus to Central Park Saturday morning at 9:00 am.
We’re visiting the planetarium, and then we’re having a picnic near Belvedere Lake.
Saturday afternoon, we’re going to the ice rink. We’re seeing the latest Pixar movie, and we’re
taking the bus back home at 11:15 pm.
Ce sont les indicateurs chronologiques (At 9:00 am…Saturday afternoon…at 11:15…) qui donnent sa valeur
de futur à la forme Be+ING
N’oublie pas ‘Be’ dans la construction !
c
c Séquence 1
j e m’évalue
Séance 8
Exercise 1
«So, which skateboard do you prefer?
I don’t know.
Hurry up! I’m sick an tired of waiting.
On the one hand, this one is fine, but the blue one is cool...
Come on, make up your mind!
This one is a lot faster.
Yes, and you’re going to break your neck.
Oh, all right, mind your own business!»
Exercise 2
Susan and the kids went to Rockefeller Center with a friend this morning.
Is there a Chinese restaurant in this street?
I’m not going to the museum with you.
Exercise 3
Mom, could you buy / would you mind buying me a toothbrush, batteries for my mp3, and a
packet of cookies, please?
Exercise 4
Surprise – attraction – understand – vision – computer - imagination
Souviens-toi : La syllabe accentuée précède toujours le suffixe –ION
Exercise 5
‘What are your plans for today?’
‘We’re going to Ellis Island this afternoon’
Good idea. The museum is great.
When did you visit that museum?
I visited it last year with some friends.
Was Jack with you?
No, he couldn’t because he had to go to Los Angeles on business.
What does he do? I can’t remember
He’s a bank manager. He works in Lower Manhattan.
Pour réussir ce genre d’exercice, il faut être très attentif aux réponses avant de compléter les questions. La
construction et le temps de la réponse sont les mêmes que dans la question correspondante.
Exercise 6
c
Séquence 1 c
Roller blades are forbidden. No swimming. You can smoke here.
You mustn’t use roller blades You’re not allowed to swim You’re allowed to smoke.
in this area here. Smoking is allowed.
c
c Séquence 2
Séquence 2
Séance 1
Step 1
Script
Teacher: And now, let’s talk about our recent history. Look at this date I’ve written on the
blackboard. Can you read it aloud?
Kevin: July 20, 1969?
Teacher: That’s right. 40 years ago. Does this date ring any bell to you?
Wesley: It’s the day my dad was born!!!
Teacher: Well, certainly…but it’s not exactly what I had in mind…
Katie: Miss! I think I know!
Teacher: Yes, Katie? What happened on that day?
Katie: It was the first time man landed on the moon, right?
Teacher: Well done, Katie! Very good!
Kevin: Hell! I knew the answer…
Teacher: And what else do you know about this historical date?
Katie: I know the men who landed on the moon were American astronauts.
Teacher: You’re right again, Katie. And what was the mission’s name?
Kevin: Miss, miss! I know the answer!
Teacher: Yes, Kevin? Go ahead, then.
Kevin: It was Apo..Apo…Apollo…something!
Katie: Apollo 11?
Teacher: Excellent, Katie!
Kevin: How come you know so much about things that happened 40 years ago?
Katie: Because my brother and I build rockets.
Kevin: Yeah, right! Come on! I don’t believe you!
Wesley: I think you’re telling the truth. I believe you, Katie.
Kevin: A girl who builds rockets? What a joke!
Wesley: And why not?
Kevin: That can’t be true. Rockets are boys’ stuff!
Teacher: Enough! Both of you!
Katie: I’m telling the truth. They’re model rockets. I’ll show you some photos tomorrow. You’ll
be surprised!
Méthodologie
[X] conversation à plusieurs
En classe
c
Séquence 2 c
Personnages :
Katie
Un professeur
2 camarades de classe de Katie
Situation et personnages de fiction

Sujet : Premiers pas de l’homme sur la lune. Fusées.
Name of the mission : Apollo 11
It was 40 years ago
When? July 20, 1969

Who? American astronauts
What? Mission Apollo 11 / A rocket
Where? On the moon
What did you learn about Katie’s hobby? Katie and her brother build rockets.
Step 2
Voici un exemple de réponse :
40 years ago, on July 20th 1969, American astronauts landed on the moon. It was
mission Apollo 11.
Katie and her brother build rockets.
Step 3
Exercise 1
‘How come you know so much about things that happened 40 years ago?’
‘Because my brother and I build rockets.’
‘Yeah, right! Come on! I don’t believe you!’
‘I think you’re telling the truth. I believe you, Katie.’
‘A girl who builds rockets? What a joke!’
‘And why not?’
‘That can’t be true. Rockets are boys’ stuff!’
c
c Séquence 2
Doubts
‘Yeah, right!
I don’t believe you!
‘That can’t be true
No doubts
I think you’re telling the truth.
I believe you
‘And why not?’
What a joke!’
Exercise 2
Can you read it aloud? = Lis-le à haute voix.
Does this date ring any bell to you? = Ça te dit quelque chose ?
OK. Go ahead, then. = D’accord. Vas-y, lance-toi.
Well done! = Bravo, c’est bien !
Good. What else do you know? = Et que sais-tu d’autre ?
Exercise 3
Boy: ‘Hey, look at my science test. I got 17/20!’
You: Well done!
Now, I must learn this poem. Can you help me? Must I read it to you?
Yes, can you read it aloud?
Aloud? Must I really do that? It’ll sound funny! This poem is about a little boy who dreams of
flying to the moon.
And what else do you know?
What else? Er….I know he has built his own rocket! I’m ready now. I think I know the poem by
heart. I can recite it to you if you want.
Ok, go ahead, then.
And now, I must learn my history lesson. It’s about 1969.
Does this (date) ring any bell (to you)?
Yes, it does. That’s the year the Apollo 11 mission was launched!
Exercise 4
Hey, have you heard the news? The USA has sent a man on the moon!
Yeah, right!
But it’s the truth. I saw it on TV last night!
That can’t be true!
I think the guy’s name was Neil Armstrong!
What a joke!
And he spoke to us through a microphone!
Tu n’étais pas obligé d’utiliser les expressions dans cet ordre. Ici, elles sont pratiquement
interchangeables !
Step 4
Document 1 - Lift off !
Séance 2 c
Séquence 2 c
Document 2 - Landing on the moon!

Document 3 - Armstrong walking on the moon!
Essaie de repérer les informations suivantes dans ce que tu vas entendre et note par écrit ce que tu as compris.
Date et heure du décollage / taille et poids des astronautes / nombre de membres d’équipage /
Lieu du décollage / problèmes techniques rencontrés / prix du carburant / heure d’arrivée sur
la lune / commentaires des familles des astronautes / discours du président des États-Unis /
temps de vol / temps passé en orbite / temps passé sur la lune / date et heure de retour sur
terre
Step 5
Script
Apollo 11 –Press conference
Our voyage began at 9:32 a.m. on July 16, 1969 from Cape Kennedy, but the real journey to
the moon began after we had completed 1,5 orbits of the Earth.
Apollo 11 entered lunar orbit at 1:28 p.m. and went behind the moon, where we stayed for
24 hours.
We landed on the surface of the moon at 4:18 pm on July 20.
In his spacesuit, Neil Armstrong got out of the landing module and took his first steps on the
moon.
At 10:56 p.m., Neil pronounced these words: “That’s one small step for man, and one giant
leap for mankind.”
Our adventure on the lunar surface ended at 1:54 p.m., on July 21 when we lifted off and
started our journey back to Earth.
When we reached Earth’s atmosphere, our speed was 25,000 mph. That’s about 40,000
kilometres per hour!
Earth’s atmosphere considerably reduced our speed, and our journey ended southwest of
Hawaii, where we landed at 12:51 p.m. on July 24.
B) Prise de notes. Ne t’inquiète pas si tu n’as pas noté autant d’éléments !
Prise de notes durant les écoutes :

began 9:32 a.m July 16 Cape Kennedy 1,5 orbits
entered lunar orbit at 1:28 p.m stayed 24 hours landed
moon 4:18 pm July 20
10:56 p.m one small step…
1:54 p.m July 21 back to Earth 40,000 kilometres an hour
Hawaii landed 12:51 p.m. July 24.
c
c Séquence 2
Utilise tes notes

Lift off date (beginning of the voyage to the moon):July 16, 1969
Lift off time:9:32 am
Lift off from:[] Cape Canaveral [X] Cape Kennedy [] Cape Cod
Number of orbits around Earth:1.5
Entered lunar orbit (date+time):1:28 pm
Number of hours spent on lunar orbit:24
Date and time of touch down / landing on lunar surface: July 20. 4:18 pm
Armstrong got out of landing module at (time):10:56 pm
Mission left lunar surface at (date+time):1:54 July 21
Speed before entering Earth’s atmosphere (mph and kph):25,000 / 40,000
Date and time of landing back on Earth:12:51 pm July 24
Geographical position of landing: Southwest of Hawaii
Step 6
Lexicologie
Dans ce nom composé, lequel des 2 mots indique de quelle sorte d’objet il s’agit ?
Le mot qui est le plus à droite : ‘module’
Et lequel des 2 mots indique à quoi sert l’objet ? Celui de gauche : ‘landing’
Peux-tu faire la même analyse avec un nom composé que tu connais bien : ‘living –room’ ?
Type de lieu : ‘pièce, salle’ A quoi sert le lieu: ‘vivre’
Et, toujours dans le nom composé ‘living-room’, si on te demande d’effacer 1 des 2 mots,
lequel devras-tu conserver pour que la phrase reste compréhensible ?
‘room’
Exercise 5
A room where people must wait is called a waiting room
A pill the doctor gives you if you can’t sleep is called a sleeping pill
A suit you put on when you want to swim is called a swimsuit
A room where you take a bath is called a bathroom
Séance 3
Step 7
Script
Katie: All right. It’s only 4 o’clock and I’ve got everything I need. Are you ready, guys?
Kevin: Huh! Ready for what? This is not going to work. We’re wasting our time, here.
Wesley: So, why did you come here, in this park, then?
Kevin: I just want her to admit she was showing off the other day, in school.
Wesley: And how can you be so sure?
Kevin: I know a girl can’t build a model rocket, that’s all!
Wesley: I’m sure it’s going to work!
Katie: Hush! I need to concentrate!
Wesley: Are you sure this is not dangerous?

c
Séquence 2 c
Katie: Don’t worry. Everything’s going to be OK!
Kevin: And what is it made of?
Katie: It’s made of plastic and wood.
Kevin: And…the engine… how does it work? What does it run on? Gas, jet fuel or electricity?
Katie: This part is secret, Kevin. I’m not going to tell you how it works!
Wesley: How expensive is it to build, I mean, a rocket like this one?
Katie: It’s quite cheap, I told you. Everything is homemade.
Kevin: I’m sure you didn’t build this stuff yourself!
Katie: I did! I just got a little help from my brother Ethan, that’s all.
Wesley: That’s amazing! You’re a genius, Katie.
Kevin: I’m not convinced. I still think you got help from an adult…
Katie: Oh, well...to tell you the truth, I got a little extra help.
Kevin: I knew it! I told you so, Wesley. I knew she didn’t do it herself, ha, ha!
Wesley: Could we know the name of the person who helped you?
Katie: Yes. That’s Sir Isaac Newton himself!
Kevin: Isaac Who?
Katie: The scientist who discovered the laws of gravity…4 centuries ago, ha, ha!
Wesley: Ha, ha, ha! Nice one, Katie!
Kevin: Pfff! Very funny!
Katie: Hey, watch this! My rocket is lifting off! Thank you, Mr Newton!!
Who? Where?
Katie, Kevin, Wesley Outside, in a park.
When? What?
4 o’clock Launching Katie’s (homebuilt) model rocket
c
c Séquence 2
Exercise 6
Ethan Katie Isaac Newton
How expensive is What is it made

it (to build)? of?
What does it is it dangerous?

run on?
Step 8
Exercise 7
Peter says he did his homework himself but I’m not so sure!
Sorry boys, I can’t help you today. You must do it yourselves.
My sister is a fashion victim. She spends a lot of time looking at herself in every mirror she
finds.
Now that we have the house for yourselves let’s have some fun!
Step 9
Methologie
What is it made of? = En quelle matière / matériau
How does it work? = Mode de fonctionnement
Are you sure it’s not dangerous? = Sécurité
What does it run on = Énergie utilisée, carburant
How expensive is it to build? = Prix de revient à la construction
How heavy is it? = Poids
How fast is it? = Vitesse
What is it for? = Utilité, intérêt
Is it easy to use? = Facilité d’utilisation
Is it homemade? = Fabrication “maison”
Exercise 8
Les 3 questions ayant une intonation différente :
c
Séquence 2 c
Is it easy to use?
Is it homemade?
Are you sure it’s not dangerous?
Exercise 10
Hi, buddy…
You know what?
Katie’s rocket lifted off this afternoon!
It’s made of plastic and wood.
She built her rocket herself, but she says she got help from Ethan and from Isaac Newton!
She says her rocket is homemade, and it’s cheap.
I asked her what it runs on, but she said it’s a secret.
Katie says it’s not dangerous. Model rockets are so cool!
See You,
Wesley.
Séance 4
Step 11
Script
If today’s rocket scientists are able to send machines and men on other planets or to explore
our galaxy, it is thanks to theories that were developed centuries ago.
The movement of a rocket through the air and outside Earth’s atmosphere can be explained
and described by physical principles discovered by Sir Isaac Newton in the 17th century. This
extraordinarily talented scientist is regarded by most experts as one of the fathers of modern
physics.
Isaac Newton was born in England in 1643. He was a brilliant student who entered Cambridge
University in 1661 and became professor of mathematics in 1669.
But he was not only interested in mathematics. He also spent a lot of time studying physics,
chemistry, astronomy, and more surprisingly, history.
He developed the theories of gravitation in 1666, when he was only 23 years old.
According to the well-known story, Newton was sitting in his garden one night during the
summer of 1665 or 1666, probably admiring the moon and the stars when he saw an apple
fall from a tree. He looked at the apple, looked at the moon again, and realized that the
movement of the apple and the motions of the moon were controlled by the same force, a
force he called gravity. Later in his life, he wrote a book in which he used mathematic formulae
to demonstrate his theory. The laws of gravitation Newton described and explained in the 17th
century are essential to rocket scientists in the 21st century!
c
c Séquence 2
People say that real geniuses are often simple men and women who don’t like to show off.
And that is probably true. Although Newton was probably the most highly esteemed European
mathematician and physicist in the 17th century, he always remained a modest man, and a man
of simple tastes.
Newton died in 1727 and was buried in Westminster Abbey.
Date of birth 1643
Died in 1727
Nationality English
Studies / university Cambridge
Job * Professor of mathematics

physics, chemistry,
Other interests *
astronomy, history
Theory was published in… 1666
Brilliant but simple and
Personality
modest
Step 12
Exercise 11
‘are able to’ est equivalent à ‘can’
It is thanks to theories that were developed…
Step 13
Geniuses are often simple men and women
He was a brilliant student
En anglais, l’adjectif épithète ( = qui fonctionne directement avec le nom, sans l’aide d’un
verbe) est placé avant le nom
Que peux-tu déduire en voyant l’absence de marque de pluriel sur ces mêmes adjectifs, en
anglais ?
En anglais, les adjectifs ne s’accordent pas avec le nom qu’ils qualifient.
Séance 5
Step 14
Script
Susan: Darling, look! We have a message from our Scottish cousins!
John: What’s the news? How are they all?
Susan: They’re fine. They’re planning to come and visit us here in New York this year!
John: Great! When?
Susan: For Thanksgiving!
John: Oh…then we have a problem.
Susan: What problem?
John: Don’t you remember we never stay in New York for Thanksgiving holiday? We always
spend Thanksgiving in South Dakota, with my relatives and yours, and we’re always happy to
spend a few days with them.
c
Séquence 2 c
Susan: And why should that be a problem?
John: Well, I don’t know…
Susan: They can fly to New York and spend a day with us here. Then, why can’t they fly to
South Dakota with us? How about introducing them to the rest of our family? Wouldn’t it be
nice?
John: Why not! What a good idea!
Susan: Ok. Let’s break the news to the kids!
John: Katie, Ethan! Come over here!
Ethan: What for?
Katie: I’m coming up.
(footsteps on stairs)
Ethan: So, what’s up?
Susan: Our cousins from Edinburgh are coming to see us this year, for Thanksgiving!
Ethan: Wow! How fantastic!
Katie: We’re gonna have so much fun!
Ethan: Are they going to South Dakota with us?
John: Absolutely.
Katie: Hey, once we’re there, how about taking them to Mount Rushmore?
Susan: Why not? We’ll think about it.
Anticipate
En observant l’image, et sans écouter le CD, tu pouvais formuler les 3 hypothèses suivantes :
Situation 3) [] They’re reading a message which makes them happy
Situation 8) [] They’ve just received some good news
Situation 6) [] They’re happy because they’ve got a new computer
c
c Séquence 2
Puis, après écoute du CD, il fallait en conclure :

Situation 3
They’re reading a message which makes them happy
American
family+relatives
Ethan, Katie,
Susan, John +
The Scottish
cousins
Scottish cousins
Edingurgh
South Dakota New York
Scotland
Exercise 13
First the Scottish cousins can fly to New York and spend a day with Susan, John, Katie and
Ethan. Then they could fly to South Dakota all together!
Exercise 14
Susan: Darling, look! We have a message from our Scottish cousins!
John: What’s the news? How are they all?
Susan: They’re fine. They’re planning to come and visit us here in New York this year!
John: Great! When?
Susan: For Thanksgiving!
John: Oh…then we have a problem.
Susan: What problem?
John: Don’t you remember we never stay in New York for the Thanksgiving holiday?
We always spend Thanksgiving in South Dakota, with my relatives and yours, and we’re
always happy to spend a few days with them.
Susan: And why should that be a problem?
John: Well, I don’t know…
Susan:They can fly to New York and spend a day with us here. Then, why can’t they fly to
South Dakota with us? How about introducing them to the rest of our family? Wouldn’t it
be nice?
John: Why not! What a good idea!
Susan: Ok. Let’s break the news to the kids!
John: Katie, Ethan! Come on over here!
Ethan: What for?
Katie: I’m coming up.
(footsteps on stairs)
Ethan: So, what’s up?
Susan: Our cousins from Edinburgh are coming to see us this year, for Thanksgiving!
Ethan: Wow! How fantastic!
Katie: We’re gonna have so much fun!
c
Séquence 2 c
Ethan: Are they going to South Dakota with us?

John: Absolutely.
Katie: Hey, once we’re there, how about taking them to Mount Rushmore?
Susan: Why not? We’ll think about it.
On what special occasion are they going to meet?
 Thanksgiving
We never stay in New York for the Thanksgiving holiday.
We always spend Thanksgiving in South Dakota.
Why can’t they fly to South Dakota with us?
How about introducing them to the rest of our family?
j e retiens
- Quelle langue utilise un seul et même verbe pour tous les modes de déplacement ?
Le français
- Dans quelle langue le verbe suffit-il à indiquer à la fois le déplacement et le moyen de
transport ?
En anglais
- Pourquoi, dans ces exemples, faut-il davantage de mots en français qu’en anglais
pour exprimer la même idée ?
Comme le verbe ne dit pas comment on va voyager, il faut ajouter un complément
pour indiquer le mode de déplacement. Il faut donc utiliser davantage de mots
dans la phrase en français.
Step 15
During the Thanksgiving holiday, Susan, John, Katie and Ethan never stay in New York. They
always go to South Dakota, where they always meet their American family and relatives. They
often stay there for 4 or 5 days, and they sometimes go to Mount Rushmore. They’re (always)
happy to see their relatives.
Step 16
Voici un exemple de ce qu’il était possible d’écrire. Mais ce sont tes vacances, et personne ne
peut en parler à ta place !
When I’m on holiday, (my parents and) I always go to the seaside on the French Riviera.
I like swimming and playing beach volley with my friends. We sometimes meet our British
relativeswho fly there from Manchester because, like me, they love going to the seaside.
We often drive to Italy, but we never stay there more than 2 days.
My holidays are always too short, and I hate going back home after 2 weeks at the seaside!
c
c Séquence 2
Step 17
Séance 6
Script
Nearly 100 million American homes celebrate Thanksgiving each year. This national holiday is
almost as popular as July 4th, also known as Independence Day.
Thanksgiving Day is a holiday during which American people express their gratitude for all
the good things in life. This is done saying prayers to thank God, and offering presents to
your loved ones. Thanksgiving celebrations take place every year on the fourth Thursday in
November.
The entire family sits at the table during dinner, and it is a time for relatives living in different
places to come together and celebrate.
Stuffed turkey is the traditional Thanksgiving meal, so you’ll find it on every dinner table
during the feast. Pumpkin pie, Cranberry sauce, Corns are some of the dishes cooked
everywhere to mark the day.
Number of American homes celebrating Thanksgiving: Nearly 100 million

Day and month: 4th Thursday in November
Religious activities: Saying prayers (to thank God)
Family activities: Offering presents
Step 18
Script
A lot of people believe that Thanksgiving is a religious celebration, but it is much more than
that. It is a tradition deeply rooted in American history.
Thanksgiving took place in America for the first time in December 1621 and was celebrated by
the very first immigrants to this new land, a small community called the Pilgrims.
They had left Europe on a ship called the Mayflower, and were starting a new life in America,
as farmers.
Their first winter in Massachusetts was really bad. There was almost nothing to eat, and
46 out of the original 102 Pilgrims died. It is believed that the Indians helped the Pilgrims
through that difficult period and without them, the Pilgrims would not have survived.
After that hard and devastating first year in the New World things got better. The corn and
pumpkin harvest was very successful and plentiful. There was corn in abundance and there
were fruits, vegetables, along with fish which was packed in salt. There was also meat that was
smoke cured over fires. They found they had enough food to put away for the winter.
Governor William Bradford made arrangements to thank God for the bountiful harvest and
to recognise the help given to the colonists by the Indians with a feast.
The first Thanksgiving Day was celebrated in Plymouth in 1621 by the Pilgrims together with
91 Indians.
c
Séquence 2 c
Nb 3 (Nothing to eat)
Nb 6 (Harvest) Nb 9 (A feast – To celebrate)
Nb 8 (To thank God) Nb 1 (The Pilgrims, on board the Mayflower)
Nb 2 (Farmers) Nb 5 (To help)
Nb 7 (Successful and plentiful – Lots of food) Nb 4 number of victims:
c
c Séquence 2
Exercise 15
A) Tu vas rédiger un récit d’événements qui on eu lieu au XVII ème siècle, donc tu vas écrire :
 au passé
B) Dans quel ordre les événements ci-dessous vont-ils apparaître dans ton récit ?
Numérote-les :
N° Event
3 Plentiful harvest!
1 A terrible winter
5 A feast
4 Thanking God
2 Helpful Indians
Summary :
During their first winter in America, the Pilgrims who had come from England on a ship called
the Mayflower to start a new life as farmers had almost nothing to eat. 46 of them died.
The next spring, in 1621, the Indians helped the Pilgrims and when autumn came, the harvest
was successful and plentiful. The Pilgrims had lots of food to eat, so they thanked God and
organized a feast with the Indians.
Step 19
Exercise 16
They wanted to thank the Indians They were thankful to them.
The Indians helped them a lot They were helpful people.
There was a lot of joy in the celebrations The pilgrims were joyful
Step 20
Séance 7 c
Séquence 2 c
Mount Rushmore, South Dakota.
George Washington Thomas Jefferson Theodore Roosevelt Abraham Lincoln
Exercise 17
Script
John: Did you enjoy your Thanksgiving dinner, yesterday, Emma?
Emma: It was great! I loved it.
Kyle: And everyone was so nice!
John: Sure. They were so happy to meet their Scottish cousins.
Emma: But tell me, Aunt Susan. Where are you taking us?
Susan: To Mount Rushmore. It’s a special place.
Kyle: Special? What’s special about it?
Susan: Ha, ha. You’ll see in a minute, and you’ll be very surprised.
Emma: Surprised? You know we’ve got mountains too, back there in Scotland.
John: That’s true, but this place is very different. It is unique…
Susan: Well guys, here we are. Just give me a second to park the car.
Engine noise stops
Kyle: Wow. I can’t believe this is true! Can you see this, Emma?
Emma: They look so real! And they’re so big! This is unbelievable!
Susan: I told you so! Each face is 60 feet high!
c
c Séquence 2
Emma: But who are these people?

John: They’re 4 of the most popular American presidents in the first 150 years of our history.
Susan: From left to right: George Washington, Thomas Jefferson, Theodore Roosevelt and
Abraham Lincoln.
Emma: How impressive! And when were these faces carved in the rock?
John: Between 1927 and 1941, I think…
Kyle: It seems they’re looking at us!
Emma: Ha, ha. Yes, be careful, Kyle, they’re watching you!
Kyle: Pfff. Are you being funny?
John: If you like history, there’s a museum here. They’ve got interesting documents, and
portraits of those 4 presidents. And they also have pieces of furniture that these great men had
in their office.
Emma: Do you mean we can sit in the same chair where President Jefferson sat?
John: I don’t know…maybe.
Kyle: And do you think one day President Obama will have his face carved in rock, just like
those?
Susan: Who knows? Only time will tell, kiddo!
These 4 men were: American presidents

The sculptors began to work on the monument in:
 1927
And they completed (finished) it in:
 1941
a) …find out about Kyle’s impressions.
connaître les impressions de Kyle.
It seems they’re looking at us!
b)… find out what else there is in the museum near Mount Rushmore?
Savoir ce qu’il y a d’autre à voir au musée de Mont Rushmore
They also have pieces of furniture.
Step 21
Exercice 18
Bonjour, je voudrais un meuble pour mon salon.
Hello, I’d like a piece of furniture for my living-room.
Quelle information intéressante !
What an interesting piece of information!
Un petit conseil : reste tranquille, et tout ira bien.
A little piece of advice: keep quiet, and everything will be OK.
Step 22
c
Séquence 2 c
Exercice 19
These are the faces of four Americans Presidents.
La phrase corrigée est :
These are the faces of four American Presidents.
En te concentrant sur les premières lettres qui composent l’adjectif, tu peux déduire qu’en
anglais, les adjectifs de nationalité prennent une majuscule alors que ce n’est pas le cas en
français.
En te concentrant cette fois sur les dernières lettres, tu peux déduire qu’en anglais, tout adjectif
(pas seulement ceux de nationalité) est invariable !
Exercise 20
Yesterday, I had a conversation with two American__ students who had just arrived in Paris to
spend the year in a French university. They wanted to buy one or two pieces of furniture__ for
their apartment, but they didn’t know where to go shopping. I said: “Furniture__? If I can give
you a piece of advice, go to my uncle’s shop in Barbès. It’s the cheapest in Paris!”
They said it was a very interesting piece information__. They thanked me and said French kids
were always very nice__ and polite__.
Séance 8
Exercise 1
Every summer, Kyle always goes to the seaside and he always meets his cousins. He often stays
there for two weeks.
He sometimes goes camping and he never stays at home.
He’s (always) happy to make new friends.
Exercise 2
‘She’s a beauty!’
‘ Yes, she’s a very beautiful girl!’
‘Peter is a real friend. You can always count on his help’
‘You’re right, he’s very helpful
‘He says he thanks you for everything for you did.’
‘I know he’s really thankful but I’m just doing my job…’
Exercise 3
physics, chemistry, astronomy and history
c
c Séquence 2
Exercise 4
Scientists are able to do extraordinary things
Exercise 5
‘My cousin is the strongest man in the world!’
‘My big brother is an astronaut, you know!’
Yeah, right!
‘Isaac Newton wasn’t a good scientist.’
What a joke!
Exercise 6
‘Can you do this exercise for me, please?’
‘Sorry, you must do it yourself. I can’t help you!’
‘Katie is a very intelligent girl. She built this rocket herself!’
Exercise 7
What is it made of?
How does it work?
What does it run on?
Is it easy to use?
How expensive is it to build?
Exercise 8
Professeur : Peux-tu lire ceci à haute voix ?
Toi : Can you read this aloud?
Professeur : C’est bien !
Toi : Well done!
Professeur : Est-ce que cette date te dit quelque chose ?
Toi : Does this date ring any bell to you?
Professeur : Et que sais-tu d’autre ?
Toi : What else do you know?
Professeur : Allez, vas-y !
Toi : Go ahead!
Séquence 3
Séance 1
c
Séquence 3 c
Step 2
Exercise 3
Script
1- Poetry 2- Mystery 3- Myths and Legends 4- Science Fiction 5- Biography/Autobiography
6- Historical Fiction 7- Fantasy
Exercise 4
O truant Muse, Sonnet 101 by William Shakespeare

POETRY
Ode To a Nightingale by John Keats
The Adventures of Sherlock Holmes by Arthur Conan Doyle
MYSTERY
Murder on the Orient Express by Agatha Christie
MYTHS AND The Odyssey by Homer
LEGENDS Theseus and the Minotaur
The Martian Chronicles by Ray Bradbury
SCIENCE FICTION The Time Machine by H G Wells
I, Robot by Isaac Asimov
BIOGRAPHY/
The Story of My Life by Helen Keller
AUTOBIOGRAPHY
King Arthur and the Knights of the Round Table
HISTORICAL
The Saxon Stories by Bernard Cornwell
FICTION
A Rose for the Crown by Anne Easter Smith
Harry Potter and the Chamber of Secrets by J.K.Rowling
FANTASY
Twilight by Stephenie Meyer
Exercise 5
1- These words all refer to Fairy Tales.
(Tous ces mots font référence aux contes de fées).
2- Its title is : ‘Cinderella’.
3- Cendrillon.
c
c Séquence 3
Step 3
Séance 2
Exercise 6
Des titres de contes en français que Katie va peut-être trouver :
1- Les Trois Petits Cochons
2- Boucle D’or
3- Blanche Neige
4- Le Petit Chaperon Rouge
5- Cendrillon
6- La Belle au Bois Dormant
7- Le Chat Botté
8- La Princesse et le Petit Pois
9- La Belle et la Bête
10- Le Petit Poucet
11- Barble Bleue
12- Le Vilain Petit Canard
Méthodologie
Les mots transparents :
Boots
Princess
Beauty
Vêtements
Animaux Parties du corps Météo
et accessoires
pig ear snow boots
pussy thumb hood
bear
sleeping  mot racine : sleep. En français : dormir

Goldilocks  mots racines : gold – locks. En français : or – doré/boucles  Boucle d’Or
1- Les Trois Petits Cochons
2- Boucle D’or et les trois ours
3- Blanche Neige et les sept nains
4- Le Petit Chaperon Rouge
5- Cendrillon
6- La Belle au Bois Dormant
7- Le Chat Botté
8- La Princesse et le Petit Pois
10- Le Petit Poucet
11- Barbe Bleue
c
Séquence 3 c
12- Le Vilain Petit Canard
Exercise 7
Script
1- Mummy! I want my bedtime story!!
- All right darling. But I want you to get some sleep tonight. You look so tired! What story
do you want me to read you?
- I like my Beauty and the Beast, mum!
- But I told you that one so many times!
2- Do you feel like going straight to bed, sweetheart, or do you want daddy to read you a very
nice story of a little girl who always wore red…. ?
Oh yes, daddy! Please!!!Little Red Riding Hood! It’s my favourite tale!!!
3- Mummy! Where is my Goldilocks and the Three Bears book? I can’t find it anywhere!
Tale 1: Beauty and the Beast
Tale 2: Little Red Riding Hood
Tale 3: Goldilocks and the Three Bears
Exercise 8
Script
1- Now tell me, what do you want me to read you tonight my darling? Any idea? Why not The
Sleeping Beauty! I’ve always loved that one! Or maybe… Puss in Boots? What do you think?
No, daddy I don’t want Puss in Boots! I want my Cinderella story please!!!!
Ok.
2- Mummy? Can you read me a story tonight? I don’t feel sleepy at all! I promise!
But sweetie, do you know what time it is? It’s nearly 10 o’clock!
But please, mum! Please! Just one story, my favourite!
Ok, I know what you want. It’s Snow white and the seven dwarfs, isn’t it?
Mum, you’re great!
Tale 1: Cinderella
Tale 2: Snow white and the seven dwarfs
c
c Séquence 3
Exercise 9
Script
1- Once upon a time there was a rich man. His wife was dead and he lived with his three
daughters. The two elder sisters were very bad and horrible…
2- Once upon a time in a small village there was a little girl who was lovely and loved by
everyone. Her grandmother was fond of her cakes… One day as she had just entered the
forest, a wolf came up to her ….
3- Once upon a time there was a queen who had a beautiful daughter: her lips were as red as
blood, her skin as white as snow and her hair as black as ebony.…
4- Once upon a time there were three little pigs. They were brave. They were bold. But
theyweren’t very big.
Tale 1: Cinderella
Tale 2: Little Red Riding Hood
Tale 3: Snowhite and the Seven Dwarfs
Tale 4: Three Little Pigs
Séance 3
Step 5
Exercise 10
The characters’names:
1- Cinderella
2- The Prince
3- Goldilocks
4- Little Red Riding Hood
5- The Seven Dwarfs
6- Cinderella’s stepmother
Exercise 11
The goodies The baddies

Cinderella Cinderella’s stepmother
The Prince
Goldilocks
Little Red Riding Hood
The Seven Dwarfs
Exercise 12
lovely
kind
+
mean
dirty
-
c
Séquence 3 c
fantastic old
handsome messy
good-looking hates
beautiful ugly
friends wicked
nice nasty
loves
She hates her stepdaughter because she is more beautiful than her two ugly daughters.
She is wicked and mean.
1- Que veut dire : ‘She hates’ : elle déteste
2- Est-ce positif ou négatif, selon toi ?  négatif
3- Que veut dire: ‘stepdaughter’: belle-fille
4- Qu’est-ce que cela implique ? Cela implique que Cendrillon n’est pas sa fille, mais la fille
deson défunt époux.
5- Que veut dire : ‘more beautiful’ : plus jolie
6- Avec qui compare-t-elle sa belle-fille ? Elle compare Cendrillon à ses deux filles.
7- Comment sont-elles donc qualifiées ?  par un adjectif négatif
8- On vient de mentionner la beauté (beauty – beautiful), donc l’adjectif contraire de ‘beautiful’
(belle) sera ‘ugly’ (laide en français.)
9- Pour terminer, en utilisant la même logique, les adjectifs ‘wicked’ et ‘mean’ se rapportent
 à la belle mère
10- Donc : Les 2 adjectifs qui qualifient la belle-mère qui déteste Cendrillon (‘wicked’ et
‘mean’) veulent dire « méchante », « mauvaise ».
La belle-mère déteste Cendrillon car elle est beaucoup plus jolie que ses deux filles.
Le mot anglais dans la phrase ci-dessus qui veut dire « parce que » ? because
She is lovely and kind but she has got two nasty sisters.
Le mot qui indique que l’adjectif ‘nasty’ (que tu ne connais sans doute pas) est opposé à
‘lovely’ et ‘kind’. Le mot but (mais en français).
Exercise 13
Script
Catégorie n°1/ Nasty – mean – wicked – ugly – dirty – messy – hairy – cruel
Catégorie n°2 : kind – beautiful – loving – lovely – fantastic – handsome – good-looking – nice
Catégorie n°1 : the baddies
Catégorie n°2 : the goodies
c
c Séquence 3
Step 6
Exercise 14
Séance 4
1- Three Little Pigs

2- Sleeping Beauty
3- Snowhite
4- Cinderella
5- Goldilocks
6- The Princess and the Pea
7- Pussy in Boots
Step 8
Image 1: She had to prepare the food for the family.
Image 2: She had to scrub the floor.
Image 3: She had to sleep near the fireplace.
Image 4: She had to tidy the house.
Image 5: Her stepmother made her do all kinds of chores.
Image 6: She lived with her stepmother and her two ugly stepsisters.
Grammaire
She had to tidy the house
She had to scrub the floor.
 elle est l’esclave de la famille
‘She had to’ veut dire: elle devait - Elle était obligée de
‘Had to’ exprime l’idée d’une obligation passée.
Autres verbes au passé sous les images : made - lived
j e retiens
Cinderella had to stay at home: Cendrillon devait/était obligée de rester à la maison.
Her sisters had to go to the ball: Ses soeurs devaient aller au bal.
The Prince had to find Cinderella again: Le Prince devait retrouver Cendrillon
Step 9
Exercise 15
Séance 5 c
Séquence 3 c
1- Elle devait ranger la maison : She had to tidy up the house.

2- Elle était obligée de rester à la maison : She had to stay at home.
3- Le Prince devait retrouver Cendrillon : The Prince had to find Cinderella again.
4- Toutes les filles devaient essayer (= try on) la pantoufle de verre : All the girls had to try the
slipper on.
Exercise 16
What my parents had to do when they were young
Production possible:
When my parents were young, they had to work in the fields/do the housework/help their
parents with the housework.
My dad had to do the shopping because my grandmother was very sick/ very busy.
My mum had to babysit her little brothers and sisters. She had to wash up and sometimes
shehad to do the ironing because my grandmother didn’t have enough time (to do it).
Exercise 17
 No idea
 No
 No
 No
 Yes
Grammaire
Did Cinderella have to do the shopping? Signifie: Cendrillon devait-elle faire les courses ?
Have to ne porte pas la marque du passé.
Le mot qui porte la marque du passé est : Did (do)
Exercise 18
Did Cinderella have to sweep the floor? Yes, she did.
Did the two sisters have to make their beds? No, they didn’t.
Did Cinderella have to feed the cat? Yes, (I think) she did.
Did Cinderella have to wash her sisters’ clothes? Yes, she did.
Did her stepmother have to prepare the food? No, she didn’t.
Her stepmother made her do all kinds of chores: Sa belle-mère lui faisait faire/lui imposait
toutes sortes de corvées.
c
c Séquence 3
Exercise 19
1- The ugly half-sisters made Cinderella wear rags instead of nice clothes.
The ugly half-sisters made her wear rags instead of nice clothes.
2- The mean stepmother made Cinderella stay at home instead of going to the ball.
The mean stepmother made her stay at home instead of going to the ball.
3- The bad-tempered sisters made their mother buy them new ball gowns.
The bad-tempered sisters made her buy them new ball gowns.
4- The Prince made girls from all around the castle try the glass slipper on.
The Prince made them try the glass slipper on.
5- The King made the Prince marry the girl whose foot fitted into the glass slipper.
The King made him marry the girl whose foot fitted into the glass slipper.
Séance 6
Step 10
1- The man who wrote Cinderella is Charles Perrault. Charles Perrault wrote the fairy tale
called Cinderella.
2- It is called Cinderella.
3- Seven characters are mentioned.
4- Beginning: once upon a time.
- End: they got married and lived happily ever after.
5- All the words that refer to Cinderella:
- a beautiful girl
- she
- the poor girl
- the horrible woman’s stepdaughter
- the girl
- my darling
- my dear
- his beloved princess
Exercise 20
The stepmother The half-sisters

conceited ugly
bad-tempered conceited
horrid bad-tempered
horrible horrid
wicked
Exercise 21
1
2
give
tell
root form
gave
told
simple past
given
told
past participle
c
Séquence 3 c
3 take took taken

4 go went gone
5 fall fell fallen
6 say said said
7 see saw seen
8 begin began begun
9 run ran run
10 lose lost lost
11 find found found
Exercise 22
Once upon a time, there was a young beautiful girl who was called Cinderella and who
livedwith her stepmother and her nasty half sisters.
One day, her wicked stepmother made her stay at home instead of going to the Prince’s ball
but thanks to her fairy godmother, she went to the ball and fell in love with the Prince!
He married her and they lived happily ever after.
Séance 7
Step 11
Exercise 23
- magically
- immediately
- mockingly
- suddenly
- eventually
- happily
- perfectly
- gently
Méthodologie
The Prince immediately fell in love with Cinderella.
Mot racine : immediate
En français : immédiat
Nature du mot : adjectif
Immediately: adverbe
En français : immédiatement
c
c Séquence 3
magically  magiquement, par magie

perfectly  parfaitement
immediately  immédiatement
suddenly  soudainement, brusquement
eventually  finalement, pour finir
happily  heureusement, joyeusement  They lived happily : ils vécurent heureux.
gently  délicatement
Mock (verbe) : se moquer

Mocking (adjectif) : railleur, moqueur
Mockingly (adverbe) : sur un ton moqueur, avec raillerie
Strikingly (strike :verbe frapper) : de façon frappante,
Accusingly (accuse : verbe accuser) : d’une manière accusatrice.
Convincingly (convince : verbe convaincre) : de manière convaincante, de façon convaincante.
Exercise 24
Exemples de productions possibles :

1- Cinderella lost a glass slipper on the floor.
2- The wicked stepmother told Cinderella to stay at home.
3- The fairy godmother used/took a magic wand.
4- The Prince fell in love with Cinderella.
5- The Prince found a glass slipper.
6- The King gave a ball.
7- The fairy godmother took/used a pumpkin and four mice.
8- Cinderella ran back home.
9- The Prince saw Cinderella.
10- Cinderella went to the ball.
Exercise 25
Script
1- Cinderella had to do all the chores in the house.
2- The nasty stepmother laughed mockingly and said - ‘No, you stay at home’!
3- The fairy godmother said gently - ‘I want to help you my girl.’
4- The godmother took a pumpkin and four mice.
5- The King gave a ball.
6- Cinderella went to the ball.
7- The Prince fell in love with Cinderella.
8- Cinderella ran back home.
9- Cinderella lost a glass slipper on the floor.
10- The prince and Cinderella got married and lived happily ever after.
Exercice 1
Titles
Ronald Reagan, An American Life
Séance 8
Literary categories
autobiography
c
Séquence 3 c
Robert A Heinlein, Starship Troopers Science Fiction

Alfred Bester, The Stars My Destination Science Fiction
Robert Traver, Anatomy of a Murder Mystery Suspense
Ovid, Orpheus and Eurydice Myths and legends
Annette Vallon, A Novel of the French Revolution Historical Fiction
R A Salvatore, Dark Elf Trilogy Fantasy
Exercise 2
1- Boucle D’Or (et les trois ours)
2- Le Chat Botté
4- Tom Pouce
5- Barbe Bleue
Exercise 3
Script
1- There she was, so beautiful! The prince gave her a kiss. Suddenly she opened her eyes and
woke up. She looked at him sweetly and said: ‘There you came at last!’
2- The Prince asked her to marry him but she had to say goodbye to her seven friends from
the forest.
3- How I’ve changed! I can’t recognize myself! I am not ugly any more! I’m beautiful! I am the
king of the river now!
1- Sleeping Beauty
2- Snowhite and the Seven Dwarfs
3- The Ugly Duckling
Exercise 4
2- Snowhite
3- The Wolf
c
c Séquence 3
Exercise 5
1- a magic wand
2- Rags
3- A fairy
4- A glass slipper
5- A gown
6- (image) the fireplace
Exercise 6
1- scrub the floor
2- Clean/Tidy up the house
3- Do the washing up/wash up
4- Prepare the food/the meals
Exercise 7
Adjectifs possibles :
1- messy/nice
2- wicked/mean/horrible/bad-tempered/horrid
3- hairy/wicked/mean/dangerous
4- charming/handsome/
5- Gentle/nice/loving/good
6- wicked/ugly/mean/bad-tempered/lazy/horrid/horrible
Exercise 8
1- Immediately
2- Perfectly (parfaitement)
3- Happily
4- Gently (délicatement, avec douceur, avec gentillesse)
5- Magically
Exercise 9
1- She had to tidy up the house.
2- She had to stay at home.
3- Cinderella had to stay at home.
4- She had to prepare the food for the family.
5- She had to scrub the floor.
6- She had to sleep near the fireplace.
7- She had to tidy the house.
Exercise 10
lose
take
give
lost
took
gave
perdre
prendre
donner
c
Séquence 3 c
fall fell tomber

run ran courir
tell told raconter /dire
go went aller
see saw voir
find found trouver
c
c Séquence 4
Séquence 4
Séance 1
Exercise 1
Hans Christian ANDERSEN :
He was born in Denmark in 1805 and he died in 1875 at the age of 70.
He was Danish (He was from Denmark)
He wrote a lot of fairy tales, such as The Princess and the Pea, The Ugly Duckling and The Little
Mermaid.
The Grimm brothers
- They were born in Germany. Jacob was born in 1785 and Wilhelm was born in 1786
(one year later).
Jacob died in 1863 at the age of 78 and Wilhelm died in 1859 at the age of 73 (He died
younger/earlier than his brother).
- They were German (They were from Germany).
- They wrote a lot of fairy tales, such as Snow White and the Seven Dwarfs, Cinderella, Hansel and
Gretel and Little Red Riding Hood.
Exercise 2
1- He was born in 1805.
2- He died in 1990.
3- Andersen did. (réponse brève) ou Andersen died at the age of 70.
4- Andersen and the Grimms did.
5- No, he wasn’t. He was Danish.
6- No, they weren’t. They were brothers.
7- No, he didn’t. Andersen did.
8- The Grimms did.
9- Yes, he was.
10- Yes, they did.
11- Le type de question est : Yes/no questions
Exercise 3
- Were The Grimms English?
- Who wrote Matilda?
- Did Jacob die before his brother?
Exercise 4
Les réponses en italiques sont données à titre d’exemple.
Roald Dahl was born on:
 September 13th 1916
 When were you born ? I was born on May 4th 1997.
R.Dahl was born in:
 Wales
 Where were you born? I was born in Toulouse.
He was…
 6’6 tall (2 mètres)  Dahl was very tall! He was a giant!
c
Séquence 4 c
 How tall are you? I am 1. meter 56

He had…
 five children (1 son – 4 daughters)
 Do you have any brothers and sisters?
I have…brother(s)
I have … sister(s)
I am an only child (no brothers, no sisters).
Which of these Roald Dahl books was written first?
 James and the Giant Peach
 What is your favourite book? Gulliver’s Travels is my favourite book!
le coin des curieux
1- 1,52 m
2- 1,79 m
3- 6’ 6 (6 feet 6 inches)
4- 1806 km
Séance 2
Exercise 5
NAME Roald DAHL
BIRTHDAY September 13th 1916
DATE of DEATH 1990

His identity
BIRTH PLACE Wales
HEIGHT 6’6 tall (2 mètres)
CHILDREN five children (1 son – 4 daughters)
food caviar
music Beethoven
His favourite… smell bacon frying
colour yellow
job writer (but he would have liked to be a doctor)
c
c Séquence 4
Méthodologie
Pour parler de l’identité (nom, origine, etc..) :
1- Quel temps devras-tu utiliser  passé
2- Pourquoi ce temps ? On parle de personnes appartenant au passé, qui sont décédées depuis longtemps.
3- Tu as remarqué, Dahl est mort en 1990. Donc le temps à utiliser est bien le passé
4- Quels verbes vas-tu utiliser pour parler de :
Sa date de naissance : BE born (be: être  à mettre à la bonne forme !)
Sa mort : DIE  passé : died
Sa taille : BE….(feet/inches)
Ses enfants : HAVE  passé : had
5- Pour parler de ses goûts préférés :
Quels verbes vas-tu utiliser ?
LIKE best - PREFER
6- Pour parler de ce qu’il préférait, ce qu’il aimait le mieux, tu peux dire : The food he liked
best was caviar/His favourite music was Beethoven. Yellow was the colour he prefered.
7- Pour éviter les répétitions.
- Roald Dahl was born in Wales. He was Welsh and he had five children.
- Le pronom personnel he et le mot de liaison and t’ont permis d’éviter les répétitions et les lourdeurs.
Exercise 6
Roald Dahl’s biography:
Roald Dahl was born in 1916. He was born in Wales. He was two meters tall, he was a giant.
He had five children, one son and four daughters. Roald Dahl was a famous writer, he wrote
James ant the Giant Peach and Charlie and the Chocolate Factory.
His favourite food was caviar, his favourite colour was yellow.
He died in 1990.
Séance 3
Step 4
1- pencil (crayon à papier)
2- mechanical pencil (porte-mine)
3- pen (stylo)
4- ruler (règle)
5- ink (encre)
6- pencil-sharpener (taille-crayon)
7- crayons (crayons de couleur)
8- highlighter (surligneur)
9- marker (marqueur)
10- note-pad (bloc note)
11- binder (classeur)
12- folder (dossier/chemise)
13- sheet of paper (feuille de papier)
14- glue (colle)
15- book bag (cartable)
16- scissors (ciseaux)
17- backpack (sac à dos)
18- lockers (casiers)
c
Séquence 4 c
19- rubber (gomme)

20- Blackboard (tableau noir)
Exercise 7
Script
1- Scissors
2- pencil
3- folder
4- glue
5- book bag
6- sheet of paper
7- backpack
8- note-pad
9- rubber
10- pencil sharpener
Méthodologie
Je devrai me raccrocher à :
- Des mots transparents.
- Des mots que je connais.
- Des mots que je peux deviner d’après le contexte.
- Des mots que je peux deviner d’après leur racine.
Séance 4
Step 5
Méthodologie
Tu as remarqué les différents paragraphes qui constituent le texte. Les 5 flèches indiquent le
début des 5 paragraphes.
1- Observe comment débute chacun des paragraphes.
1) Every afternoon...
2) When Matilda was 6, she started school...
3) But Matilda had another gift...
4) One day at school...
5) Matilda suddenly had to move...
c
c Séquence 4
2- Le thème de chaque paragraphe ; les mots importants :
1) Every afternoon…. De quoi ce paragraphe va-t-il parler ?
Les activités de Matilda l’après-midi.
2) When Matilda was 6, she started school. De quoi ce paragraphe va-t-il parler ?
Ses débuts à l’école (school)
3) But Matilda had another gift… De quoi ce paragraphe va-t-il parler ?
Les talents de Matilda (gift : talent)
4) One day at school… De quoi ce paragraphe va-t-il parler ?
Une anecdote à l’école (un jour particulier : one day)
1- Every afternoon… veut dire : Chaque après-midi
Ce paragraphe va parler de ce que Matilda fait d’habitude l’après-midi.
Titres proposés : Seule, l’après-midi/Les Activités de Matilda l’après-midi
Quel mot est important dans cette phrase ? Souligne-le.
Parfait ! Tu as entouré : school
Ce paragraphe va parler de : l’école
Titres proposés : Matilda à l’école/ La rentrée scolaire de Matilda/ Premières Classes
Souligne le mot essentiel.
Tu as raison il s’agit de gift (talent).
Ce paragraphe va parler des talents extraordinaires de Matilda.
Titres proposés : Les Talents extraordinaires de Matilda/Les Fabuleux talents de Matilda
4- One day at school......................................................................................................
Que signifie “one day“ ? Un jour.
Dans ce paragraphe un jour d’école particulier va être décrit.
Titres proposés : Incident à l’école/ La Ruse de Matilda/
Maintenant, relève pour chacun des paragraphes les mots importants, en rapport avec le
thème qui y est traité.
Surligne-les avec un surligneur de différente couleur à chaque fois :
– Paragraphe 1 : surligneur vert
– Paragraphe 2 : surligneur bleu
– Paragraphe 3 : surligneur jaune
c
Séquence 4 c
– Paragraphe 4 : surligneur rose
Every afternoon when her father was at work and her mother away, Matilda
was alone. She loved to read, even difficult books! Her dad always made her watch
television, but she preferred reading!
Matilda was incredibly clever , that she could read and do maths as well. Miss Honey
wanted to move Matilda up in the school system and went to see the headmistress,
Miss Trunchbull. Miss Trunchbull was very nasty and mean and said no.
But Matilda had another gift She could move things by only using her eyes. Miss
Honey and Matilda became very good friends and one day Miss Honey decided
to show Matilda her house. Miss Honey lived in a little cottage and had almost no
furniture at all. And she had an amazing story to tell Matilda. Miss Trunchbull was
Miss Honey’s aunt and when Miss Honey’s dad died Miss Trunchbull got the house,
money and Miss Honey had to be her servant. When Matilda heard this story she
made up a plan. With just a little help by her eyes she was going to help Miss Honey to
get her house back.
One day at school when Matilda’s class had Miss Trunchbull, Matilda put her plan
into action. She used her eyes to make a chalk write on the blackboard she had to give
Miss Honey back her money. And surprisingly enough she did! And Miss Honey got to
live in the house she grew up in.
Matilda suddenly had to move to Spain because his father did something wrong.
But Matilda got to stay with Miss Honey in her house. And they lived happily ever
after.
Commençons l’enquête.
Nous savons que ce paragraphe traite de Matilda, à l’âge de 6 ans. (When Matilda was 6.)
Il y est question de l’école (she started school).
On dit qu’elle sait lire et faire des mathématiques (she could read and do maths)
Matilda est qualifiée par l’auteur : Matilda was… clever. Sujet + BE + adj.
L’explication en est donnée : because she could read and do maths
Résumons nos indices :
- 6 ans (donc très jeune)
- Commence l’école (donc école primaire)
- Sait déjà lire et faire des mathématiques
c
c Séquence 4
Conclusion ? Matilda est vraiment très douée !
Quelle est la nature du mot : incredibly? Incredibly est un adverbe. (Revois la séquence 3)
Mais tu as compris l’essentiel : le mot ‘incredibly’ permet de dire
-  à quel point Matilda est intelligente
Traduis “incredibly clever” : Elle est incroyablement intelligente.
Mène la même enquête avec :
1- Headmistress
Head : la tête
Mistress : la maîtresse d’école
 à la tête des maîtresses d’école : la directrice ; la directrice de « tête » !
2- Move Matilda up in the school system
Move: bouger
Move up: bouger avec un mouvement vers le haut/ascendant
The school system: le système scolaire
 « faire monter » Matilda dans le système scolaire  faire sauter une classe
Séance 5
Exercise 9
Matilda’s hobby - reading

Matilda’s talents - incredibly clever
- could read
- could do maths (at 6)
- could move things
Matilda’s family - father made her watch television
- mother away every afternoon
Matilda’s teachers - Miss Honey
- Miss Trunchbull (Headmistress)
Exercise 10
Every afternoon when my father was at work and my mother away, I was alone. I loved to read,
even difficult books! My dad always made me watch television, but I preferred reading!
So Matilda was not very happy:
c
Séquence 4 c
Why wasn’t she happy? Because her dad made her watch television.
What was wrong with watching television? Didn’t she like it?
She preferred reading!
Dis quelles sont tes préférences :

1- History/geography: I prefer History to Geography./ I prefer Geography to History.
2- Meat/fish: I prefer meat to fish/ I prefer fish to meat.
3- Apples/oranges: I prefer apples to oranges/ oranges to apples.
Exemple:
Playing basketball/watching basketball on TV: I prefer playing basketball to watching basket-
ball on TV.
Her dad always made her watch television, but she preferred reading!
D’après toi, aime-t-elle regarder la télévision ?  non
Deux mots l’indiquent : lesquels ? but et preferred.
Que préfère-t-elle faire ? Lire.
Déduis le sens de l’expression Her dad made her watch television:
Son père la forçait/l’obligeait à regarder la télévision.
Productions possibles:
1- Her dad made Matilda watch stupid cartoons on TV.
2- He made her watch TV all day long!
3- He made her sit all afternoon on the sofa.
Les talents exceptionnels de Matilda:

1- Elle savait lire à l’âge de 6 ans
2- Elle savait faire des mathématiques : compter/calculer
3- Elle pouvait faire bouger les objets en les regardant simplement
4- COULD :
Passé de CAN (modal)
Exercise 11
- When he was young, Superman could carry bikes with one finger and he could fly in the air.
- He could go to Japan in one hour.
- He could arrest dangerous gangsters too!
c
c Séquence 4
Step 7
1- Quelques indices (mots soulignés)
Séance 6
…was something else altogether. She was a gigantic holy terror, a fierce tyrannical monster
who frightened the life out of pupils and teachers alike. There was an aura of menace about
her even at a distance, and when she came up close you could almost feel the dangerous
heat radiating from her as from a red-hot rod of metal.
now the muscles were still clearly in evidence. You could see them in the bull-neck, in the
big shoulders, in the thick arms, in the sinewy wrists and in the powerful legs. […] She had
an obstinate chin, a cruel mouth and small arrogant eyes. […] She looked, in short, more
like a rather eccentric and bloodthirsty follower of the stag-hounds than the headmistress
of a nice school for children.
2- I wouldn’t like to meet this character because she seems horrible, dangerous and cruel.
I am afraid of her.
Je n’aimerais pas rencontrer ce personnage car elle me semble horrible, cruelle et dangereuse. J’ai peur
d’elle. Elle me fait peur.
3- La première impression que j’ai eue en lisant cette description :
Quelques pistes possibles :
C’est un personnage immense (sa taille, ses muscles) et effrayant (elle fait peur)
Si j’étais élève dans cette école, je n’aimerais pas l’avoir comme directrice !
Elle ne semble pas à sa place dans cette école ; elle ne ressemble pas à une directrice
d’école.
Il s’agit d’une femme.
4- Le pronom personnel qui le prouve : SHE
5- Les adjectifs qui la caractérisent :
- Fierce
- Tyrannical
- Dangerous
- Formidable
- Big
- Thick
- Cruel
- Arrogant
- Eccentric
- Bloodthirsty
6- Ce sont tous des adjectifs plutôt négatifs/péjoratifs.
7- a) powerful  power (pouvoir en français)
b) Bloodthirsty  blood : sang ; thirsty : assoiffé  assoiffé de sang
8- Mots inconnus :
c
Séquence 4 c
Fierce: tyrannical est l’autre adjectif qui qualifie le monstre.
 fierce veut dire féroce.
9- Thick : se rapporte à ses bras. Juste avant, l’auteur avait qualifié ses épaules de ‘big’ c’est-à-
dire qu’elle avait des épaules massives, énormes.
10- a)Donc la femme a de fortes épaules et des bras costauds/de gros bras.
b) Sinewy se rapporte à ‘wrists’ c’est-à-dire ses poignets. Seul l’adjectif « noueux » convient,
parmi les adjectifs proposés, compte tenu du contexte.
11- Mots transparents :
Gigantic : gigantesque
Tyrannical : tyrannique
Dangerous : dangereux(se)
Formidable
Cruel : cruel(le)
Arrogant : arrogant(e)
Eccentric : excentrique
Obstinate : obstiné(e)
12- Si tu as traduit ‘formidable’ par « formidable », tu dois être surpris(e) !
Car c’est le seul adjectif positif. Il ne cadre pas avec le portrait brossé par l’auteur.
Formidable veut dire : redoutable, impressionnant, effrayant.
14- Le personnage mystérieux était : Miss Trunchbull (la directrice)
c
c Séquence 4
Exercise 12
Words related to the body:

Séance 7
athlete - muscles - neck - shoulders - arms - wrists - legs - chin - mouth - eyes.
Exercise 13
Script
Knee - thigh - fingers - head - toes - nose - hand - neck - eyes - hair - mouth - leg - foot - ears - arm
head tête eyes yeux

hair cheveux nose nez
mouth bouche ears oreilles
neck cou arm bras
hand main fingers doigts
leg jambe foot pied
toes doigts de pied thigh cuisse
knee genou
Exercise 14
green
smock breeches silver buckle brogues belt
stockings
Exercise 15
odd clothes
extraordinary breeches
brown cotton smock
green stockings
wide belt
bottle-green breeches
enormous silver buckle
massive thighs
Exercise 16
-
-
-
-
Blouse : smock
Ceinture de cuir : leather belt
Boucle d’argent : silver buckle
Culotte : breeches
c
Séquence 4 c
- Vert bouteille : bottle-green

- Bas : stockings
- A revers : turn-ups
- Mocassins : brogues
- Talons plats : flat heels
“She looked, in short, more like a rather eccentric and bloodthirsty follower of the stag-hounds
than the headmistress of a nice school for children.”
On a aussi l’impression que l’auteur brosse le portrait de Miss Trunchbull avec humour.
Il la compare à une chasseuse sanguinaire, à la tête d’une meute de chiens !
Il la verrait plutôt dans une chasse à courre !
Séance 8
Exercise 1
Rudyard Kipling was an English writer, who was born in India in 1865 and who died in 1936 at
the age of 71. He wrote many books such as The Jungle Book (in 1894) and Kim.
Exercise 2
1- He was born in 1865.
2- He died in 1936.
3- No, he wasn’t. He was Welsh.
4- No, they weren’t. They were brothers.
5- No, he didn’t. Perrault wrote Cinderella.
6- Roald Dahl wrote Matilda.
7- Yes, he was.
8- No, he didn’t. He came from India.
Exercise 3
3- Who are your favourite heroes in real life?
4- Where would you like to live?
5- What is your idea of happiness?
c
c Séquence 4
Exercise 4
Voir modèles donnés séance 2.
Exercise 5
Exemple de texte possible :
Her name is Linda Anne Chapman. She is an English writer, who was born in 1969 in Liverpool.
She lives in a village in Leicesterchire and has three children: a son called Spike, aged 1 and two
daughters, Iola and Amany, who are 8 and 5 years old.
She also has two mountain dogs, called Pepper (a funny name for a dog!) and Teasel.
As for her physical appearance, she is blond-haired (she has blond hair/She is blonde) and
she has blue-green eyes (her eyes are blue-green). She wrote many books such as My Secret
Unicorn or Stardust.
As for her favourite food, she likes chocolate very much.
The poem she likes best is ‘If’ by R. Kipling and her favourite smell is that of fresh cut grass.
The colour she prefers is aquamarine (blue).
If she hadn’t been a successful writer, she would have liked to be a Shetland sheep dog breeder.
Her favourite hobby is riding horses and playing with her two dogs.
Exercise 6
1- École - At school
a) rubber-eraser
b) white board
c) folder
d) chalk
e) book bag
f) computer
g) waste paper basket
h) glue
i) scissors
j) ruler
2- Corps humain - The human body
a) knee
b) wrist
c) arm
d) thighs
e) toes
3- Vêtements - Clothes
a) stockings
b) brogues
c) leather belt
d) silver buckle
e) smock
Exercise 7 c
Séquence 4
One day I heard the young lady cry for help. I entered the tower, took a big sword and killed the monster.
c
I rescued the princess from the tower and gently put her on my strong back and flew high in the sky. I (and
the princess) eventually arrived at the castle. The king and queen were so happy that they gave me a bag full
of diamonds. I was rich now! The princess gave me a kiss to thank me and suddenly I became a handsome
prince! We got married and lived happily ever after.
Exercise 8
Matilda: brilliant, intelligent, exceptional, keen on reading, surprising, nice and friendly.
Miss Trunchbull: cruel as a ferocious dog, formidable, frightening, gigantic, mean, nasty,
strong as an athlete.
c
c Séquence 5
Step 1
Séquence 5
Séance 1
Les traits
have curly fair hair ; les cheveux frisés
have long straight dark hair ; les cheveux longs, raides et noirs
be bald ; est chauve
have a scar ; a une cicatrice sur la joue
have bushy eyebrows ; a de gros sourcils
have arched eyebrows ; a les sourcils arqués
have a short beard ; porte une barbe rase
have a big moustache ; a une grosse moustache
Attitudes
smile ; sourit
lean on one’s hand ; pose la tête sur la main
sulk ; boude
frown ; fronce les sourcils
Accessories
wear (sun)glasse ; porte des lunettes de soleil
wear earrings ; porte des boucles d’oreilles
wear a cap ; porte une casquette
have a piercing on one’s nose and one under one’s lips ; a un piercing au nez et à la lèvre
Step 2
1- Match the description to the portrait
6 1 4 7
3 2 5 8
2- “Like”
Observe bien la question : What does he look like?
Le verbe de la question est look.
3- Adjectives
She has got long straight fair hair.
c
Séquence 5 c
He has got short curly dark hair.

Les adjectifs se trouvent dans l’ordre suivant : longueur+ forme+couleur
Sentences
La description est organisée du haut en bas du visage en incluant les accessoires et en finissant
avec l’attitude.
4- « one’s »
“One’s” a été remplacé par un adjectif possessif.
“He has a piercing on his nose”: Il a un piercing sur le nez.
Exercise 1
What does he look like? He has got short straight dark hair, he is wearing a cap, he has a
piercing on his nose.
Exercise 2
Tu vérifieras que :
Tu as bien organisé ta description ;
Tu as décrit tous les éléments dessinés ;
Tu as pensé à inclure une attitude et des accessoires ;
Tu as respecté l’ordre des adjectifs notamment dans la description de la chevelure ;
Tu as utilisé un adjectif possessif lorsque c’était nécessaire ;
Tu as respecté l’orthographe.
Séance 2
Exercise 3
1- Tu auras rédigé l’une de ces quatre descriptions
- What does she look like? She has got long fair hair and arched eyebrows. She is wearing
earrings. She is smiling.
- What does he look like? He is bald, he has bushy eyebrows. He is wearing sunglasses. He
has a short beard. He is sulking.
- What does he look like? He is wearing a cap. He has got long dark hair. He has a piercing
on his nose.
- What does she look like? She has got short curly dark hair and arched eyebrows. She is
frowning. She has a piercing under her lips.
c
c Séquence 5
2- Listen to the description on your CD.
got a piercing under her lips.

It is portrait n°d
Script
What does she look like? She has got short curly dark hair. She has arched eyebrows. She has
Step 3
A house-elf is a short humanoid creature with large bat-like ears, enormous tennis ball-sized
eyes and a long thin nose like a pencil. It is difficult to tell the difference between male and
female house-elves. They don’t wear any clothes but pillow cases. They serve the family of the
house and spend their day doing the housework.
Step 4
1- Look at this house-elf and write a caption in each box
- large bat-like ears
- enormous tennis ball-sized eyes
- a long thin nose like a pencil
2- Its ears:
a) Its ears are compared to a bat’s ears.
b) They are large.
c) Like is the word used to express the comparison.
3- Its nose:
a) Its nose is compared to a pencil.
b) The adjectives used are long and thin.
c) Like is the word used to express the comparison.
4- Its eyes
a) Its eyes are compared to tennis balls.
b) sized is the word used to express the comparison.
Exercise 4
1- Tu auras dessiné un géant avec :
- un visage rond comme une lune
- des dents grosses comme des demi briques
- des phalanges grosses comme des balles de cricket.
Tu auras ajouté d’autres éléments de ton choix.

2- Write the three expressions of comparison
a) a round face like a full moon.
b) big teeth like half bricks
c) cricket ball-sized knuckles
3- Voici un exemple de ce que tu peux écrire.
He is very tall. He has a round face like a full moon. He has got long dark hair and bushy
eyebrows. He is frowning. He is smiling and you can see his big teeth like half-bricks.
He is wearing a long dark coat. He is holding an enormous book
c
Séquence 5 c
Séance 3
Exercise 5
2- Copy the comparisons corresponding to:
a) His huge face that resembled a grey full moon.
b) His teeth the size of half-bricks.
c) His knuckles, each as big as a cricket ball
Step 5
Names
1- Roald Dahl’s famous character is Miss Trunchball.
2- Humpy-Rumpy is a hippopotamus.
Muggle-Wump is a monkey.
Crock-Wock is a crocodile.
Milky-Daisy is a cow.
3- Match
1Dd
2Ef
3Cg
4Ab
5Fe
6Ga
7Bc
Step 6
Adjectives
1-
A nice giant A bad giant

Brave, kind, nice, generous, helpful, clever, Angry, cruel, formidable, wicked, nasty,
intelligent vicious, selfish, stupid, thick, dangerous,
jealous, grumpy
2- What is your giant like?
He is a... and ... sort of person.
c
c Séquence 5
Exercise 6
Are you as good a writer as J.K Rowling?
a- large bat-like ears: large ears that resembled a bat’s (ears).
b- long thin nose like a pencil: a long and thin nose that resembled a pencil.
c- tennis ball-sized eyes (2 possibilités): eyes as big as tennis balls / eyes the size of tennis balls.
Séance 4
Step 7
Exercise 7
Use the comparative of equality to express comparisons.
His ears are as large as a bat’s.
His nose is as long and thin as a pencil.
His eyes are as big as tennis balls.
His teeth are as big as half-bricks.
His face is as huge as a full moon.
Step 8
He is as brave as a lion.
She is as busy as a bee.
He is as thick as bricks.
He is as cunning as a fox.
She is as sweet as honey.
He is as strong as an ox
adjective 1 :
comparison 1 : He is as ... as a/an...
adjective 2 :
comparison 2 : He is as... as a/an...
Step 9
Tu as rencontré de nombreux noms composés au cours des dernières séances. Peux-tu en écrire
au moins trois ?
cricket ball
half-brick
house-elf
1- Les mots accentués sont soulignés
tennis ball – cricket ball – pillow case – half bricks – house elf –
2- The first word is stressed.
Step 10
1- Es-tu courageux, gentil ou avisé ? Tu auras déterminé ta qualité dominante en comptant le
nombre de rectangles, cercles et carrés obtenus, et en lisant dans l’encadré.
Exercise 8
c
Séquence 5 c
Voici un exemple de ce que tu aurais pu écrire, mais tu as certainement trouvé d’autres idées
toutes aussi créatives et pertinentes.
TEST YOUR PERSONALITY
M You don’t know what to do.
N You kill it and pull out its legs one by one.
N You put it away under your bed.
M You phone your grandmother and say you don’t like her present.
3- Your best friend has got the flu.
M You take aspirin, just in case!
N You don’t have any friend.
N You decide to make another cake next week.
M You eat it all.
5- Do you prefer...
M Watching children’s programs?
N Watching a horror film?
Séance 5
Exercise 9
1- Script
Mary: Look, a personality test. Great! Let’s see who the best is. I’m sure it’s me.
Paul: Why should it be you?
Mary: Because I am the best. You know that, don’t you? Right, now...er... Question 1: Your
sister is afraid because there is a spider in her bedroom. How ridiculous! I would never be
afraid, I would kill it and pull out its legs one by one.
Paul: Well, I don’t know what I would do. Let’s read question 2: It’s your birthday. Your
grand-mother sends you a present, but you don’t like it at all. Is it for your birthday or for my
birthday?
Mary: Stupid question! Nearly as stupid as you are! We don’t have a grandmother, anyway.
So, question 3: Your best friend has got the flu... Your best friend, I haven’t got any best friend,
what about you?
Paul: I’m thinking of Fred, my fish, he is my best friend, but he hasn’t got the flu...
c
c Séquence 5
Mary: Oh dear! Well, Number 4: There is just one big piece of cake left for dinner tonight. Oh,
this one is OK, I eat it all, of course!
Paul: But if you eat it all, what can I say?
Mary: Nothing interesting, as usual! Let’s finish this stupid test. Question 5: Do you prefer
watching a horror film on TV or watching children’s programs?
Paul: I prefer watching children’s programs, even if I don’t understand everything...
Mary: Oh, my...
Mary Paul
- I would kill it and pull out its legs one by - I don’t know what I would do
one.
- Is it for your birthday or for my birthday?
- I haven’t got any best friend
- I’m thinking of Fred, my fish, he is my
- I eat it all best friend, but he hasn’t got the flu...
- I prefer watching children’s programs,
even if I don’t understand everything...
2- Paul has got many M ( =thick)
3- Mary has got many N (=cruel)
4- Answers
You have a majority of M : Worse luck! You are a really thick sort of person. You are stupid and
silly. You never know what you have to do, you don’t understand what people tell you. You are
as thick as a brick!
You have a majority of N : How terrible ! You are a very cruel sort of person. You hate
everybody and you want to hurt animals. You are as cruel and wicked as a nasty witch/wizard!
Exercise 10
1- Add an adjective: The big giant walked into the forest.
2- Add a second adjective: The big ferocious giant walked into the forest.
3- Change the verb, use a more descriptive one: The big ferocious giant plodded into the
forest.
4- Add an adverb: The big ferocious giant plodded slowly into the forest.
5- Give an ending: The big ferocious giant plodded slowly into the forest to meet his friend
the dwarf.
6- Add an adjective to the ending: The big ferocious giant plodded slowly into the forest to
meet his friend the nasty dwarf.
7- Use a comparison in the description and write the complete sentence.
The big ferocious giant, as tall as a cathedral, plodded slowly into the forest to meet his
friend the nasty dwarf.
Step 13
1- Verse n°1
Séance 6 c
Séquence 5 c
blue, white, red, purple, green, yellow, black, orange, brown, grey...
Tu auras cité trois couleurs que tu associes mentalement au rugby.
2- Verse n°2
Tu auras cité trois lieux que tu associes mentalement au rugby.
3- Verse n°3
Tu auras cité trois adjectifs que tu associes mentalement au rugby.
Step14
Exercise 11
1- Tu auras mentionné les trois couleurs que tu as choisies dans STEP 13 et tu leur auras
associé un élément de comparaison.
Verse n°1
Rugby is (1st colour), like (element of comparison)
Rugby is (2nd colour), like (element of comparison)
Rugby is (3rd colour), like (element of comparison)
Step 15
Exercise 12
Tu auras mentionné les trois lieux que tu as choisis dans STEP 13 2- et tu auras imaginé ce qui
peut se passe dans ces lieux.
Verse n°2
Rugby is a/an (place), where (people/action at the present be+ing)
Rugby is a/an (place) , where (people/action at the present be+ing)
Rugby is a/an (place , where (people/action at the present be+ing)
Step 16
Exercise 13
Tu auras mentionné les adjectifs que tu as choisis dans STEP 13 3- et tu auras imaginé des
éléments typiques du rugby qui illustrent ces adjectifs.
Verse n°3
Rugby is (adjective), when (people/objects + action at the simple present)
c
c Séquence 5
Step 17
1- Verse N°3
Underline the rhymes
Séance 7
Rugby is fantastic when the French team scores a try

Rugby is impressive when the ball soars in the sky
Rugby is scary when the All Blacks shout the Haka cry
Exercise 14
VERSE N°1 : tu auras utilisé des rimes internes
Rugby is ............................(rime 1), like ............................(rime 1)
Rugby is ............................(rime 2), like ............................(rime 2)
Rugby is ............................(rime 3) , like ...........................(rime 3)
VERSE N°2 Tous tes verbes doivent se terminer par –ing
Rugby is a/an ...................., where ............................................ing
VERSE N°3 Tu dois avoir la même rime à la fin de chaque vers.
Rugby is ............................, when .....................................(rime 1)
Step 18
2- Ecoute à nouveau et souligne tous les mots accentués.
Rugby is blue like the French crew
Rugby is black like the famous All Blacks pack
Rugby is white like the side line, at night
Rugby is a stadium where supporters are cheering
Rugby is a rugby pitch where players are fighting
Rugby is a pub where fans are meeting
Rugby is fantastic when the French team scores a try
Rugby is impressive when the ball soars in the sky
Rugby is scary when the All Blacks shout the Haka cry
Phonologie
Coche les mots qui ont été accentués
les noms
les adjectifs
le verbe to be



c
Séquence 5 c
les autres verbes 

les articles a/an/the 
when 
where 
and 
Séance 8
Exercise 1
Sais-tu rédiger un portrait ?
What does she look like? She has got long straight fair hair, she is wearing sunglasses, she has
a piercing under her lips, she is sulking.
Exercise 2
Sais-tu comprendre une description ?
Tu auras dessiné le visage de Johnny. Il porte un chapeau de cow-boy. Il a des cheveux bruns,
longs et raides. Il a un piercing sur le nez. Il porte une moustache et une petite barbe. Il fronce
des sourcils et il boude.
Exercise 3
1- Sais-tu faire des comparaisons ?
He ‘s got round black rat-like eyes.
He ‘s got a potato-sized nose.
He ‘s got a thick Asterix-like moustache.
2- Réécris le portrait de Johnny en y incluant ces comparaisons.
His first name is Johnny. He is wearing a cow-boy hat. He has got long straight dark hair.
He’s got round black rat-like eyes. He has a piercing on his potato-sized nose. He has a thick
Asterix-like moustache. His beard is short. He is frowning and sulking.
Exercise 4
1- Johnny is lazy and dangerous.
2- He is lazy when he spends hours in a saloon, drinking whisky and playing cards.
He is dangerous when he attacks banks.
c
c Séquence 5
Exercise 5
His eyes are as round as a rat’s.
His nose is as big as a potato.
His moustache is as thick as Asterix’s.
Exercise 6
1- He is as cunning as a fox.
She is as sweet as honey.
You are as strong as an ox.
I am as busy as a bee.
2- Johnny is as wicked as a nasty wizard.
Johnny is as scary as a monster.
Exercise 7
1- C’est la première partie du mot composé qui est accentuée.
2- Underline the stressed words.
week-end / get-well card / house-elf / concert- hall/ rugby pitch / tennis court /
Exercise 8 : Dictation
1- Mary is a cruel sort of person.
2- Your score is four circles.
3- You are a brave sort of person.
4- You are as brave as a lion.
5- Congratulations.
Exercise 9
1- Mary had a little lamb,
Its fleece was white as snow;
And everywhere that Mary went
The lamb was sure to go.
2- Écris des rimes pour compléter ce quatrain.
It followed her to school one day,
That was against the rule,
It made the children laugh and play,
To see a lamb in school.
3- Why does the lamb love Mary so?
The eager children cry;
Why, Mary love the lamb, you know,
The teacher did reply.
Séquence 6
Séance 1
c
Séquence 6 c
Step 1
1-
2- This document represents a trainer sole.

3- 1- cross the street to go jogging
2- cut across the park
3- climb rocks to get down to the beach
4- meet Sandra, his girlfriend, on the beach
5- go to a cafeteria with his girlfriend to have a drink
Exercise 1
Tick the correct answer.
1- Where can you find “gravel”?
 on road works in a street
2- Where can you find “sand”?
 on a beach
3- Where can you find “grass”?
 in a park
4- What is made of “rubber”?
 a shoe sole
Step 2
Where did Paul go today? What did he do?
Regular verbs:
1- Paul crossed the street to go jogging.
2- He climbed rocks to get down to the beach.
Irregular verbs:
1- He met his girlfriend Sandra on the beach.
2- He went to a cafeteria with his girlfriend to have a drink.
3- He cut across the park.
c
c Séquence 6
Exercise 2
1- He crossed the street to go jogging.
2- He cut across the park.
3- He climbed rocks to get down to the beach.
4- He met Sandra, his girlfriend, on the beach.
5- He went to the cafeteria with his girlfriend to have a drink.
Step 3
1-
FIRST 
THEN/AFTER THAT 
FINALLY 
2- Now let’s transform the list into a text. Complete the sentences using the correct
expression.
First, Paul crossed the street to go jogging. Then, Paul cut across the park. After that, Paul
climbed rocks to get down to the beach. Paul met Sandra, his girlfriend, on the beach.
Finally, Paul went to the cafeteria with his girlfriend to have a drink.
Step 4
1- Les répétitions ont été soulignées dans Step 3.2.
2- Then answer the following questions.
a) What word can we use to replace “Paul”? He.
b) What relative pronoun can we use to replace “the beach”? Where.
c) What subject pronoun can we use to replace “Paul... with his girlfriend”? They.
3- First, Paul crossed the street to go jogging. Then, he cut across the park. After that, he
climbed rocks to get down to the beach where he met Sandra, his girlfriend. Finally, they
went to the cafeteria to have a drink.
Séance 2
Step 5
Voici des suggestions quant aux mots et expressions que tu pouvais utiliser pour enrichir ton
texte. Tu as certainement trouvé d’autres mots ou expressions qui conviennent également.
Add two adjectives.
climbed rocks to get down to the sandy beach where he met Sandra, his lovely girlfriend.
Finally, they went to the cafeteria to have a drink.
Change a verb.
First, Paul crossed the street to go jogging. Then, he cut across the park. After that, he climbed
rocks to get down to the sandy beach where he met Sandra, his lovely girlfriend. Finally, they
walked to the cafeteria to have a drink.
Add an adverb.
rocks to get down to the sandy beach where he met Sandra, his lovely girlfriend. Finally, they
walked slowly to the cafeteria to have a drink.
Make a comparison (use a comparative of equality)
c
Séquence 6 c
rocks as pointed as shark teeth to get down to the sandy beach where he met Sandra, his
lovely girlfriend. Finally, they walked slowly to the cafeteria to have a drink.
Step 6
You are going to listen to Paul and Sandra chatting on their way to the cafeteria. (Tu vas
écouter la conversation de Paul et Sandra en se rendant à la cafeteria.)
1- What do you know about them? (Que sais-tu sur eux ?)
Script
Paul: Gosh, I’m thirsty, aren’t you?
Sandra: Yes, I’m dying for a Coke. Shall we go to the cafeteria in the shopping centre?
Paul: Ok, let’s go... Hey, what’s this under my trainer? Oh, no....
Sandra: Let me see...Yuck, it’s chewing-gum... Oh, that’s really disgusting! How can people
stick their gum anywhere, showing no respect for the environment? There are bins everywhere!
Paul: Hey, you should have a look under my desk at school, it’s all sticky!... By the way, did you
meet the career adviser this morning?
Sandra: Yes, I did.
Paul: And...?
Sandra: Well, we talked about what sort of job I would like to do, but in fact I don’t really
know. She also explained about how to look for a job, how to fill in a job application form,
how to make cover letters and how to get ready for a job interview. That was quite interesting,
actually.
Paul: A cover letter? What do you mean?
Sandra: A cover letter is a letter you write to say you apply for a particular job, you explain why
you apply and why you think you could do the job.
Paul: I see... well, I could apply for holidays at the moment!
Sandra: Oh, you!
5- The word job is repeated 6 times.
6-
Paul is chewing gum. Wrong
There is a gun under Paul’s shoe. Wrong
There is some chewing gum on the sole of one of Paul’s trainers. Right
Sandra is scared. Wrong
Sticking your gum anywhere is a sort of pollution. Right
Sandra went to see the career adviser this morning. Right
A career adviser is someone who helps stars to organize their concerts. Wrong
A career adviser is someone who helps pupils to choose a future job. Right
A cover letter is a letter you use to apply for a job. Right
A cover letter is a love letter. Wrong
c
c Séquence 6
Exercise 3
Voici une liste non exhaustive de mots que tu pouvais associer à la notion de jobs.
jobs : teacher, mechanic, pilot, bus driver, doctor, nurse, plumber, vet, architect...
places : school, garage, airport, hospital, factory, office, workshop, shop...
actions : sell, buy, repair, cure, teach, drive, draw, fly, write, play...
qualities required : patience, imagination, good at working under pressure...
uniforms : cap, gown, coveralls, boots, security shoes, helmet...
Step 7
Match the job with the picture and the activity. Use the first one as an example.
Jobs Pictures Activities

A teacher 8 e) someone who teaches pupils a school
subject
A fireman 4 d) someone who extinguishes fires
A chef 2 a) someone who cooks meals in a

restaurant
A waiter 10 j) someone who brings food and drinks to

clients in a restaurant or a café
A vet 9 i) someone who treats animals
A mechanic 5 g) someone who repairs cars c
Séquence 6 c
A plumber 6 b) someone who installs and repairs water

pipes
An astronaut 1 f) someone who travels in a lunar module
A surgeon 7 h) someone who specializes in surgery
A designer 3 c) someone who creates pieces of furniture,

objects, clothes
C) Answers :
A teacher is someone who teaches pupils a school subject. Picture 8
A fireman is someone who extinguishes fires. Picture 4
A chef is someone who cooks meals in a restaurant. Picture 2
A waiter is someone who brings food and drinks to clients in a restaurant or a café. Picture 10
A vet is someone who treats animals. Picture 9
A mechanic is someone who repairs cars. Picture 5
A plumber is someone who installs and repairs water pipes. Picture 6
An astronaut is someone who travels in a lunar module. Picture 1
A surgeon is someone who specializes in surgery. Picture 7
A designer is someone who creates pieces of furniture, objects or clothes. Picture 3
c
c Séquence 6
Exercise 5
Séance 3
Tu auras écris cinq de ces dix phrases. Coche celles que tu as écrites.
A teacher is someone who teaches pupils a school subject.
A fireman is someone who extinguishes fires.
A chef is someone who cooks meals in a restaurant.
A waiter is someone who brings food and drinks to clients in a restaurant or a café.
A vet is someone who treats animals.
A mechanic is someone who repairs cars.
A plumber is someone who installs and repairs water pipes.
An astronaut is someone who travels in a lunar module.
A surgeon is someone who specializes in surgery.
A designer is someone who creates pieces of furniture, objects or clothes.
Step 8
1- Read this ad.
Ad A
Redmoor Clinic
Plastic Surgeon wanted
You will have to work four and a half to five days a week, plus any time being on-call for
emergencies or urgent situations, that is to say 50-60 hours weekly. Like most doctors, plastic
surgeons have to be good at maths, science, biology, anatomy and physiology. In addition,
surgeons need excellent dexterity and eye-hand coordination. Surgeons must be good at
working under intense pressure.
You will have to practice cosmetic procedures such as liposuction, breast augmentation, face
lifts, and more. You will also have to work with victims of accidents or burns to reconstruct
damaged areas.
2- Now read the sentence in blue and indicate what sort of information is given
? Working hours 
3- Now read the sentence in red and indicate what sort of information is given
? Professional skills 
4- Now read the sentence in green and indicate what sort of information is given
? Personal qualities 
5- Now read the sentence in black and indicate what sort of information is given
? Professional activities 
6- Complete the grid for Ad A.
Ad A Ad B
c
Séquence 6 c
Job Plastic surgeon Pizza chef

Working hours - Four and a half to five days - Five days a week
a week - 40 hours weekly
- 50-60 hours weekly
Professional activity - Cosmetic procedures - Preparation and cooking of
(liposuction, breast the meals
augmentation, face lifts...)
- reconstruction of damaged
areas for victims of
accidents of burns
Professional skills - Good at Maths, Science, - Professional experience
Biology, Anatomy and working in Pizzerias.
Physiology - Be able to make a pizza
- Excellent dexterity and eye- dough
hand coordination
Personal qualities - good at working under - Enthusiastic, hard-working
intense pressure and friendly
- Have a real passion for
food and quality
Exercise 6
1- Read Ad B.
Ad B
Di Pietro Pizzeria
We are looking for a Pizza chef
You will have to work five days a week, that is to say 40 hours weekly. You must have
professional experience working in pizzerias and be able to make pizza dough.
You must be enthusiastic, hard working and friendly to fit in with our small kitchen brigade.
You must have a real passion for food and quality.
c
c
-
-
Séquence 6
Step 9
Future obligation
You will have to work four and a half to
five days a week.
You will have to practice cosmetic
-
-
Present obligation
Plastic surgeons have to be good at
Maths, Science, Biology
Surgeons must be good at working under
procedures intense pressure
Exercise 7
You will have to work five days a week.
You must have professional experience working in Pizzerias.
You must be enthusiastic, hard-working and friendly.
You must have a real passion for food and quality.

- You will have to assist the Head chef with - You must have professional experience
the preparation and cooking of the meals. working in Pizzerias.
- You will have to work five days a week. - You must be enthusiastic, hard-working
and friendly.
- You must have a real passion for food and
quality.
Step 10
1- Relis les expressions des deux tableaux précédents. Donne un exemple d’expression
d’obligation au présent.
Ex : You must be enthusiastic, hard-working and polite
2- Cite le mot ou l’expression qui permet d’exprimer la notion d’obligation : Must
3- Donne un autre exemple d’obligation au présent.
Ex : Plastic surgeons have to be good at Maths, Science, Biology, Anatomy and Biology.
4- Cite le mot ou l’expression qui permet d’exprimer la notion d’obligation : Have to
5- Pour quel type d’information utilises-tu la notion d’obligation au présent ? Coche la bonne
réponse :
les compétences professionnelles
les qualités personnelles
Relis les expressions des deux tableaux précédents. Donne un exemple d’expression
d’obligation dans le futur.
Ex : You will have to work five days a week.
6- Cite l’expression qui permet d’exprimer la notion d’obligation : have to
7- Pour quel type d’information utilises-tu la notion d’obligation dans le futur ? Coche la
bonne réponse :
les horaires de travail 
les activités professionnelles 
Exercise 8
Séance 4
Can you classify his notes? Write them down under the adequate title
c
Séquence 6 c
 JOB: French teacher

 WORKING HOURS: 40 hours a week / extra time for private lessons
 PROFESSIONAL ACTIVITIES:
teach large classes
organize school trips in France
open and run a French club
 PROFESSIONAL SKILLS:
have a bachelor’s degree and completion of an approved teacher education program
be very good at Information and Communication Technologies
speak fluent French
 PERSONAL QUALITIES:
love children
be patient
Step 11
Working hours: will have to+BV
Professional activities: will have to+BV
Professional skills: must/have to+BV
Personal qualities: must/have to+BV
Ad C BEL AIR PUBLIC BOYS’SCHOOL

French teacher wanted
You will have to work 40 hours a week and if necessary work extra time for private
lessons.
You will have to teach large classes, organize school trips in France, open and run a
French club.
You must have a bachelor’s degree and completion of an approved teacher
education program. You have to be very good at Information and Communication
Technologies. You must speak fluent French.
You must love children and be patient.
c
c Séquence 6
Step 12
2-
Ad C 
3-
Bachelor’s degree in education
Scottbridge High School
French and German teacher
Séance 5
Step 13
1-
PART 1
Emily: That would be great if you could get this job! That’s a real opportunity! You would
improve your English, you could cook, which you love doing, and you could stay in England,
we could see each other every day!
Nicolas: Yes, I would love that. Can you help me with this job application form, please?
Emily: Of course, let’s do it together. First, you’re a man, aren’t you, so it’s Mr. Can you spell
your family name?
Nicolas: OK, C-H-A-R-P-E-N-T-I-E-R
Emily: Thanks. So, C-H-A-R-P-E-N-T-I-E-R, that’s a long name! What does it mean?
Nicolas: It’s “carpenter” in English.
Emily: But you’re a cook!
Nicolas: Ah, ah, very funny.
Emily: Oh, sorry, darling. Right. No problem for your first name. Nicolas, N-I-C-O-L-A-S.
You’re French, so you’re from France, and your mobile number is 61978765. I know it by heart.
What about your new e-mail address.
Nicolas: It’s ninou@yahoo.fr
Emily: Ninou, that’s N-I-N-O-U, isn’t it?
Nicolas: Yes, that’s right, ninou@yahoo.fr
1) Which ad does it answer?
Ad B 
2) Justify by quoting three words from the conversation
You could cook
you could stay in England
But you’re a cook!
3) What nationality is Nicolas?
He is French
2-
PART 1
Script
Emily : That would be great if you could get this job ! That’s a real opportunity! You would
improve your English, you could cook, which you love doing, and you could stay in England,
we could see each other every day!
c
Séquence 6 c
Nicolas: Yes, I would love that. Can you help me with this job application form, please?
Emily: Of course, let’s do it together. First, you’re a man, aren’t you, so it’s Mr. Can you spell
your family name?
Nicolas: OK, C-H-A-R-P-E-N-T-I-E-R
Emily: Thanks. So, C-H-A-R-P-E-N-T-I-E-R, that’s a long name! What does it mean?
Nicolas: It’s “carpenter” in English.
Emily: But you’re a cook!
Nicolas: Ah, ah, very funny.
Emily: Oh, sorry, darling. Right. No problem for your first name. Nicolas, N-I-C-O-L-A-S.
You’re French, so you’re from France, and your mobile number is 61978765. I know it by heart.
What about your new e-mail address.
Nicolas: It’s ninou@yahoo.fr
Emily: Ninou, that’s N-I-N-O-U, isn’t it?
Nicolas: Yes, that’s right, ninou@yahoo.fr.
PART 2
Nicolas: Now, education, well after passing my “baccalauréat cuisine et restauration”, I got a
degree in culinary art in the University of Angers.
Emily: What is culinary art?
Nicolas: it is the art of cooking, of choosing the right wine, of decorating a table.
PART 3
Emily: So, you’re a real chef!
Nicolas: Of course I am! Before coming to England, I was a chef in a restaurant called “Le
Gourmet” in Dijon.
Emily: And, Why did you leave?
Nicolas: Because I love you!
Emily: Oh, darling, you’re so sweet!
JOB APPLICATION
1- APPLICANT DETAILS
Title: Mr  Mrs  Miss  Ms  Dr  Other 
Family name: CHARPENTIER
First name: NICOLAS
Country: FRANCE
Mobile: 61978765
Email address: ninou@yahoo.fr
c
c Séquence 6
2- EDUCATION
Diploma: BACCALAUREAT CUISINE ET RESTAURATION- DEGREE IN CULINARY ART
Place of study: UNIVERSITY OF ANGERS
3- EMPLOYMENT HISTORY
Position held: CHEF from: to:
Employer’s name: LE GOURMET, Dijon
Professional activities performed: cooking
Reason for leaving: LOVE
Step 14
3-
chef in a
a degree in
restaurant in
culinary art
Dijon
baccalauréat left Dijon.

cuisine et went to
restauration England.
4- Let’s think together before going any further.
Réfléchissons ensemble avant d’aller plus loin.
Before signifie avant.
After signifie après.
Before et after sont suivis d’un nom verbal V-ing.
- Tu parles d’une expérience passée, le verbe de la proposition principale sera au prétérit.
Exercise 9
1- Before
Before getting a degree in French in 2000, Mr. Watkins got a degree in German in 1997.
Before working as a Head of Languages at Scottbridge High School in London, Mr. Watkins
worked as a French and German teacher in Waterford High School in Manchester.
2- After
After getting a degree in French in 2000, Mr. Watkins got a degree in Education in 2003.
After getting his degree in Education in 2003, Mr. Watkins taught French in Sotheby High
School in Nottingham in 2004.
Exercise 10
After passing my “baccalauréat cuisine et restauration”, I got a degree in culinary art in the
University of Angers.
Before coming to England, I was a chef in a restaurant called “Le Gourmet” in Dijon.
c
Séquence 6 c
Séance 6
Exercise 11
Before coming to England, I was a chef in a restaurant called “Le Gourmet” in Dijon.
After passing my “baccalauréat cuisine et restauration”, I got a degree in culinary art in the
University of Angers.
Step 15
A day in the life of a....
1- a teacher (5) - a fireman (7) - a chef (9) - a waiter (3) - a vet (2) - a mechanic (1) - a
plumber (10) - an astronaut (8) - a surgeon (4) - a designer (6)
2-
city names 
countries 
times 
family names 
verbs indicating professional activities
names of places 
other job names 
book titles 
instructions 
diplomas 
4- Give the name of the job : a vet
5- Justify your choice by quoting 3 words from the text
Justifie ton choix en citant 3 mots du texte
veterinarian
animals
clinic
6- Read the paragraphs again and underline with your pencil all the words you understand
Write the transparent words you have underlined. (Ecris les mots transparents que tu as
soulignés)
veterinarian, receptionist, veterinary, animal, clinic, arriving, examine, general anaesthetic,
bank, enter, finish, prisoner
c
c Séquence 6
7- appointment : rendez-vous
surgery : chirurgie, acte chirurgical
computer : ordinateur
to do some accounting work : faire les comptes
the other : l’autre
the other veterinarian : l’autre vétérinaire
9- 8am. : B –
8.30am. : D –
11am. : A –
3pm : C –
4pm. : F –
6pm. : E – .
Script
8am. I arrive at the clinic half an hour after the receptionist, veterinary nurse, and animal
attendant. They make sure the clinic is ready to open at 8am. Animals that are having
surgery today start arriving and we examine them to make sure they are fit to have a
general anaesthetic.
• 8.30am. The first appointment arrives. Appointments last 15 to 30 minutes, and we are
open for appointments between 8.30am and 8pm.
• 11am. The other veterinarian arrives. We work 9 hours a day. While the other veterinarian
takes over the appointments, I start the surgery.
• 3pm. Surgery is finished, and it’s time to do some accounting work on the computer
while eating lunch. The bank statements have arrived in the mail and I have to enter all the
information into the computer.
• 4pm. The appointments start to get busy again
• 6pm. Officially I finish at 5pm, but the computer has me as its prisoner until I finish the
accounts.
Séance 7
Exercise 12
Words Definitions, synonyms
Surgery The work done by a surgeon
The other veterinarian The second vet
An appointment A date and time to see your doctor, your
dentist...
A computer A machine that stores information
Accounting work Calculating income and expenditure
Exercise 13
Mr Watkins is reading a French text while his pupils are listening.
Nicolas Charpentier is phoning Emily while making a cake.
Sandra is listening to the careers adviser while dreaming of Paul
The vet is treating Mrs Green’s dog while the receptionist is phoning Mr Black.
c
Séquence 6 c
Mrs Green is looking at her watch while waiting for her dog.
Step 17
1- Voici quelques suggestions:
school kitchen- canteen- cook- buy ingredients- order food- lay the table- plates- glasses-
cutlery- pupils- children- dining hall- lunch- serve- washing up....
2- two work places
– kitchen
– dining hall
three professional activities
– unload food
– put it away in fridges and freezers
– prepare the food
a noun which represents all the people who work with the chef
- staff
a noun which represents all the people the chef works for
– children
– three objects used in a canteen, whether in the kitchen or in the dining hall
– tables
– plates
– cutlery
3- Tu auras dessiné, à la place de l’image 7, le chef assis dans sa cuisine en train de boire une
tasse de thé.
Answers
a- picture 10
b- picture 6
c- picture 5
d- picture 8
e- picture 3
f- picture 9
g- picture 7 (dessin à réaliser)
h- picture 4
i- picture 2
j- picture 1
c
c Séquence 6
Je m’évalue
Séance 8
Exercise 1
Sais-tu organiser ton récit de façon chronologique en utilisant les marqueurs de temps de
façon pertinente ?
Step 1
Quel mot utilises-tu pour commencer ton récit ?
 first
Complète la première phrase de ton texte :
 First , I open up the kitchen and let all the staff in.
Step 2
Quel mot peux-tu utiliser pour annoncer l’action suivante?
 Then
Complète la deuxième phrase de ton texte. :
 Then , big lorries arrive, full of food I need for cooking lunch. It is a lot of work to unload
the food and put it away in the fridges and freezers.
Step 3
Dans cette phrase, il y a deux actions simultanées. Quel mot vas-tu utiliser pour l’indiquer?
 while
Réécris la phrase: I look at the menu for the day and my staff prepares the food en l’articulant
avec ce mot. Ce sera la troisième phrase de ton texte.
 I look at the menu while my staff prepares the food.
Step 4
Quel autre mot ou expression que celui utilisé dans Step 2 peux-tu utiliser pour annoncer
l’action suivante ?
 After that
Complète la quatrième phrase de ton texte
 After that , we cook meat or fish, we prepare vegetables or rice or salad. We also make
cakes or desserts.
Step 5
Tu vas maintenant relier les phrases e) et f) en les articulant avec before. Avant de faire l’action
f), le chef et son équipe font l’action e).
f) We lay out the food so that pupils can see what tasty lunches are ready for them to choose
from.
 Before laying out the food so that the pupils can see what tasty lunches are ready for them
to choose from, we get the dining hall ready with tables to eat at, plates and cutlery.
Step 6
Choisis l’un des marqueurs de temps utilisé dans Step 2 ou Step 4 pour compléter ta sixième
phrase.
 Then , I drink a quiet cup of tea before the lunch time rush starts.
c
Séquence 6 c
Step 7
Tu vas maintenant relier les phrases h) et i) en les articulant avec after. Après avoir fait l’action
h), le chef et son équipe font l’action i).
i) The hard work really begins, we have to clear up and do the mountain of washing up, put
the tables and chairs away and clean up the dining hall.
 After helping my staff serve all our children, the hard work really begins, we have to clear
up and do the mountain of washing up, put the tables and chairs away and clean up the
dining hall.
Step 8
Quel est le mot que tu utilises pour indiquer que tu parles de la dernière action du récit ?
 Finally
Complète ta huitième phrase
 Finally , I do my paperwork which is a bit like homework or class work. If I do not do this
I might order the wrong food for the next day lunches, that would not be very funny would
it?
Exercise 2
Sais-tu éviter les répétitions inutiles en utilisant les pronoms sujets, les pronoms relatifs who et
where ?
First, Mrs Hall opened up the kitchen where she worked all morning. Then she phoned her
friend who is a vet in Bloomsbury clinic. They decided to have dinner in a nice restaurant
where the food is nice. They went there in the evening and enjoyed a nice meal.
Exercise 3
Sais-tu enrichir un paragraphe ?
Rewrite it, adding
-Three adjectives
- Two adverbs
- An adjective in the comparative of equality
and changing a verb.
First, Mrs Hall opened up the kitchen where she worked happily all morning, as busy as a bee.
Then she rapidly phoned her friend who is a famous vet in Bloomsbury clinic. They decided to
have dinner in a nice Chinese restaurant where the food is nice and tasty. They drove there in
the evening and enjoyed a nice meal.
c
c
-
-
-
Séquence 6
Exercise 4
Sais-tu rédiger une offre d’emploi ?
diplomas 
working hours 
job 
- instructions 
- professional activities 
- name of the place 
- employment history 
- applicant details 
- professional skills 
- personal qualities 
- people working with you 
Exercise 5
Sais-tu exprimer des obligations au présent et dans le futur ?
1) You will have to work five days a week.
2) You will have to assist the chef with the preparation of the meals.
3) You must be enthusiastic.
4) Plastic surgeons must be good at Maths and Science.
Exercise 6
Job number 1: someone who travels in a lunar module: an astronaut
Job number 2: Someone who repairs cars: a mechanic
Job number 3: Someone who specializes in surgery: a surgeon
Job number 4: Someone who brings food and drinks to clients in a restaurant or a café: a
waiter
Anglais 5e
Livret de corriges
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoun
©Cned-2009
Sommaire
Séquence 7
Lexique
Séance 1 Parler de ce que Aliments, Forme faible de can Savoir utiliser des
Food photos, l’on aime manger habitudes Prononciation de notes pour prendre
questionnaire alimentaires certains mots, la parole
To have lunch transparents à
l’écrit
Séance 2 Décrire le goût d’un Comptines / Superlatif Rythme de l’anglais
Coming home aliment nursery rhymes Vocabulaire
to curry culinaire
Séance 3 Comprendre la Plats britanniques Vocabulaire Préparer une

Great British description d’un et influence de culinaire prise de parole en
Dishes plat l’immigration continu
Séance 4 Plats britanniques L’impératif Savoir inférer le

Recipes Vocabulaire sens d’un mot à
culinaire l’écrit
Séance 5 Comprendre un Restaurant Formules de Savoir noter les
Menu / at the menu britannique politesse informations
restaurant Commander un plat Unités de mesure essentielles d’un
dans un restaurant Would (I’d like) message oral
Séance 6 Donner des Junk food Hungry / thirsty
Simon’s lunch conseils Because
Exprimer les Too much / too
raisons d’un many
comportement
Séance 7 Donner des Problèmes de
British schools conseils l’alimentation en
ban junk food Grande Bretagne
Séance 8
Révision
Séance 1
J’apprends les noms des aliments en anglais
J'apprends à parler de mes goûts alimentaires
J'apprends à exprimer mon accord et désaccord
Step 1
Exercise 1
Match the picture to the name of the food. (Trouve le nom de l’aliment.)
A B C D
E F G H
I J K L
1- bananas: G 8- ice cream: ............................................

2- milk: ............................................. 9- rice: .....................................................
3- a pear: ......................................... 10- pasta: ..................................................
4- an apple: ...................................... 11- carrots: ...............................................
5- water: .......................................... 12- peas: ...................................................
6- cabbage: ...................................... 13- meat: ..................................................
7- potatoes: .....................................
Exercise 2
Listen to your CD and repeat the names of the food. (Écoute ton CD et répète.)
Exercise 3
Here are the names of some more kinds of food in English. Can you find their French
translation? (Voici des noms d'autres aliments en anglais. Peux-tu trouver leur traduction en
français ?)
1- Peaches • • Bonbons
2- Cereals • • Thé
3- Apricots • • Café
4- Lemonade • • Oranges
5- Tea • • Abricots
6- Coffee • • Gateau
7- Oranges • • Pain
8- Cake • • Limonade
9- Bread • • Pêches
10- Sweets • • Ceréales
Now, listen to your CD and repeat the names of the food listed in exercise 3.
(Écoute ton CD et répète les aliments de l'exercice 3.)
Say what you like and don’t like. (Dis ce que tu aimes et n’aimes pas.)
Ex.: I like tea but I don’t like coffee. (but: mais)
Fais quatre phrases à l'oral et répète-les à haute voix. Apprends-les par cœur.
Les noms de beaucoup d'aliments sont similaires en français et en anglais. Cela les rend
souvent transparents à l'écrit. Mais attention à leur prononciation !
O Peas, carrots, potatoes...: vegetables; apples, oranges, pears...: fruit.
Step 2
Answer the questionnaire. (Réponds au questionnaire) :
Food and eating habits questionnaire
1- What do you usually have for breakfast? .......................................................................
2- Where do you have lunch? ............................................................................................
3- What food do you like? ................................................................................................

4- What food don’t you like? ............................................................................................
5- What’s your favourite food? .........................................................................................
6- What’s your favourite drink? .........................................................................................
7- Can you cook (cook: prepare food)? .............................................................................
8- Who cooks in your family? ...........................................................................................
O Breakfast: morning meal Lunch: meal in the middle of the day (12-2pm)
En anglais on dit «to have lunch, to have dinner» et non pas «to eat lunch» :
Ex.: Where do you have lunch?
k I have lunch at school.
Donc tu dis «I have cereals and toast for breakfast» par exemple.
O Ne confonds pas «meal» (repas) et «meat» (de la viande) !
Exercise 4
Listen to these people completing the questionnaire and complete the table.
(Écoute ces gens qui répondent au questionnaire et complète le tableau avec des mots ou des
groupes de mots sans faire de phrases complètes.)
George Julie
Food for breakfast?
Have lunch?
Food they like?
Food they don’t like?
Favourite food?
Favourite drink?
Can they cook?
O Attention à la prononciation de « fruit » [fru:t] et de «juice»: [d“u:s]

Ces deux mots sont transparents à l’écrit mais prononcés de manière très différente du
français !
Step 3
Écoute cette conversation de nouveau et essaie de repérer comment Julie dit à George qu’elle n’est
pas d’accord. As-tu trouvé ? Et pour dire qu'elle est d'accord ?
Voilà, c'est bien ça. Pour dire que tu es d'accord, tu dis «I agree». Tu dis «I don’t agree» quand tu
n'es pas d'accord.
O Si tu veux, tu peux ajouter «with you» : «I agree with you» ou «I don’t agree with you».
Ne dis jamais «I am agree» !
Step 4
Imagine que tu participes à la discussion avec George et Julie. Relis le questionnaire que tu as
rempli.
Recopie, sur ton cahier, les mots clefs (ou importants) pour chaque réponse.
Exemple : «cereals/juice/breakfast», pour la première question.
Essaie ensuite, dans ta tête, de reconstruire une phrase à partir des mots-clés «I have cereals
and fruit juice for breakfast», par exemple.
Répète-la plusieurs fois à haute voix.
Fais la même chose avec chaque question. D'abord tu écris les mots-clés et ensuite tu
répètes la phrase, en t'aidant uniquement des mots-clés.
Quand tu as répété toutes tes phrases une à une, essaie de répéter l'ensemble de manière
continue.
Il faut le faire plusieurs fois. Quand tu es satisfait de ta prestation, enregistre-toi !
Phonologie
Quand tu mets «can» suivi d'un verbe dans une phrase affirmative, «I can cook» par
exemple, tu utilises la forme faible de can : [k{n].
Dans une phrase négative, tu dis «cannot» [k@nåt], c’est-à-dire la forme pleine, ou bien
can’t [ka:nt] la forme contractée.
Séance 2
J'apprends à décrire des aliments
J'apprends à décrire un plat
J'apprends à réciter deux poèmes en anglais
Step 5
Exercise 5
Listen to the conversation and answer the questions.
(Écoute cette conversation et réponds aux questions.)
Méthodologie
N'oublie pas de procéder par écoutes successives ! Écoute bien la conversation et prends
quelques notes avant de répondre aux questions !
1- How many people are talking? ......................................................................................
2- Who are they? ..............................................................................................................
3- They are (circle the right answer)
a) in the bathroom
b) in the kitchen
c) in the bedroom
4- It is (circle the right answer)
a) morning
b) midday (the middle of the day)
c) evening
Maintenant regarde tes réponses. Essaie d'imaginer la scène. Utilise tes réponses pour
résumer la situation à haute voix. Dis qui parle, où les personnages se trouvent et à quel
moment de la journée se passe la scène.
Ensuite réponds aux autres questions.
5- What are they talking about?.........................................................................................
6- What is Mum cooking? ................................................................................................
6- Boy’s reaction? .............................................................................................................
7- Why? ...........................................................................................................................
8- Is this food popular in Britain? .....................................................................................
Maintenant utilise tes réponses pour résumer à l'oral !
Step 6
Le garçon décrit le curry de sa maman «not too hot but nice and spicy». Ici «hot» et «spicy»
veulent dire à peu près la même chose : épicé, ou pour «hot», très épicé. Le contraire de
«spicy» est mild».
Voici quelques adjectifs, qui, comme «spicy», décrivent des plats :
creamy (crémeux), sweet (sucré), bitter (amer), salty (salé).
Exercise 6
Complete with an adjective from the list:
spicy mild creamy bitter salty sweet
1- Desserts are usually .......................................................................................................
2- Curry is a .............................................................................................................. dish.
3- Yoghurt is .....................................................................................................................
4- Peanuts are ..................................................................................................................
5- Lemons are ..................................................................................................................
What kind of food do you prefer? Spicy, salty? Sweet?
I prefer ................................................................................................................... food!
En anglais, quand quelqu'un aime beaucoup les choses sucrées on dit :
He’s/She’s got «a sweet tooth»! (une dent sucrée !)
Apprends cette expression !
Est-il étrange que le plat préféré des Britanniques aujourd'hui soit le curry ou l'une de ses
multiples variétés ? Pas vraiment si l'on considère que la présence en Grande Bretagne d'un grand
nombre de personnes d'origine indo-pakistanaise a beaucoup influencé la cuisine britannique.
Step 7
Regarde ces deux phrases :
Curry is the most popular dish in Britain.
Your curry is the best, Mum!
Comment appelle-t-on la structure soulignée ? Oui, il s’agit du superlatif. Tu compares un
élément à un ensemble de choses similaires et tu dis que cet élément est supérieur à tous les
autres par rapport à la propriété que définit l’adjectif. Le superlatif des adjectifs se forme
ainsi :
Adjectif court (une syllabe) : the + adjective + est :
k The mildest curry in Britain!
Adjectif long (deux syllables et +) : the + most + adjectif :
k The most popular dish in Britain.
O Attention :
Les mots en deux syllabes qui se terminent en « y » forment leur superlatif en -est :
Ex. : the spiciest dish
Tu remarques que, en ajoutant -est, tu dois changer le y en i.

Mais pourquoi donc dit-on «the best» ?
Parce que «good» et «bad» sont irréguliers : «good» devient «the best» et «bad» devient
«the worst».
Exercise 7
Complete the sentences with superlatives.
1- My father can’t cook. He’s the .................................................... cook in Britain! (bad)
2- The ........................................................................................ fruit is local fruit! (good)
3- My grandmother cooks the ..................................................... food in the world! (nice)
4- It’s the ...................................................................... restaurant in London! (expensive)
Step 8
Reciting a food poem!
Il y a beaucoup de petits poèmes ou comptines en anglais au sujet de la nourriture. En voici
deux. Écoute-les bien, répète et apprends-les par cœur ! Essaie de bien respecter le rythme à
chaque fois.
ICE CREAM
I scream
You scream
We all scream for ice cream
scream: crier
HOT CROSS BUNS
Hot cross buns
Hot cross buns
One a penny, two a penny. Hot cross buns
If you have no daughters give them to your sons!
One a penny, two a penny.
Hot cross buns
bun: sorte de petit gâteau ou brioche.
One a penny: one bun for one penny (1p)
Le «hot cross bun» est une variété traditionnellement consommée à Pâques.
Séance 3
J’apprends les noms de quelques plats britanniques
Je décris un plat
Step 9
Curry is a very popular dish in Britain.(dish: plat)
Do you know any other traditional British dishes?
Well, here are the names of some popular dishes. Match the name of the dish to the description.
Trouve la description de chaque plat et relie-la au nom du plat. Lis d'abord les descriptions
et souligne les mots que tu comprends. Ensuite essaie de voir s'il y a des indices qui te
permettent de lier une description à un nom de plat.
Great British Dishes!
1- Shepherd’s Pie A- E-
This is a dessert. This is a hot dish. It
2- Fruit crumble You can eat it hot, used to be the most
3- Ploughman’s Lunch or cold. It is made popular dish in Britain.
with fruit. The fruit is It consists of fish, of
4- Chicken Curry on the bottom and course, which is fried and
5- Fish and Chips there is a crumble on also potatoes. The potatoes
the top. are cut into long pieces
6- Beans on Toast and fried too. There are
special shops which sell
this dish.
B-
D- This dish is of
This is a cold Indian origin. It’s
dish or snack. It a main course. It is C-
consists of a piece of made with chicken. This is a
cheese, some bread, It is hot and spicy. traditional British
pickles or relish and It is served with dish. You eat it hot.
often salad. It is very rice or Indian It’s made with mashed
popular in British bread. potatoes and minced
pubs, especially for meat (usually beef). A
lunch. long time ago it was
F- very popular with
You eat this dish shepherds. (les
hot. It’s very easy bergers)
to prepare. You have
to get some bread, cut
it and toast it. Then you
open a can of baked
beans, heat them and
put them on the
toast. Simple!
Exercise 8
Find these words in the text. (Relis les textes et trouve les mots).
dish pie main course snack.
Can you match them to their French translations? (Le contexte et la répétition devraient
t'aider à trouver les définitions.)
1- un plat : a .....................................................................................................................
2- une collation ou goûter : a ...........................................................................................
3- un plat principal : a ......................................................................................................
4- un plat avec une couche de viande ou de fruits couverte d'une couche de pâte :
a ..................................................................................................................................
Exercise 9
Which dish are they speaking about? (Écoute et décide ce que mangent ou préparent les gens.)
1- .....................................................................................................................................
2- .....................................................................................................................................
3- .....................................................................................................................................
4- .....................................................................................................................................
5- .....................................................................................................................................
Step 10
Choose a French dish that you like and imagine that you have to explain it to a British
teenager. First prepare some notes. Use your exercise book but write notes, not complete
sentences! Here are some ideas to help you. (Choisis un plat français que tu aimes bien. Tu
dois le décrire à un jeune Britannique. D’abord, prépare quelques notes. Utilise ton cahier mais
écris des notes et non pas des phrases entières. Voici quelques idées pour t'aider.)
Name of the dish? ............................................................................................................
Do you eat it hot, cold? ....................................................................................................
Is it a main course? A dessert? A starter? ...........................................................................
Ingredients? (It’s made with…) ..........................................................................................
Origin? (region…) .............................................................................................................
Say why you like it. ............................................................................................................
Fais deux ou trois répétitions à haute voix puis enregistre-toi.
Séance 4
J’apprends à comprendre une recette
J’apprends à cuisiner des plats anglais
J’apprends à deviner le sens des mots inconnus
Step 11
Do you remember what the most popular dish in Britain is?
That’s right, it’s curry. And the name of a popular dessert? Yes, it’s fruit crumble!
You are going to learn how to make them but… first you have to find the right ingredients!
Exercise 10
Look at the list of ingredients. Oh dear! They are all mixed up! Separate them into two lists of
ingredients. (Les listes d'ingrédients sont mélangées ! Il faut les séparer afin d'en faire deux listes
d'ingrédients : l'une pour le «chicken curry» et l'autre pour l' «apple crumble».)
coconut milk ginger chicken flour apples salt
red peppers pepper sugar tomatoes onions
cinnamon curry paste cooking oil butter
Here are some translations that can help you identify some of the ingredients. Put them
together and the list will be easy! (Essaie de trouver les traductions qui t'aideront à refaire les
listes. Plusieurs mots se ressemblent à l'écrit...)
Red peppers • • cannelle
Ginger • • ail
Flour • • gingembre
Garlic • • poivrons rouges
Cinnamon • • poivre
Pepper • • farine
Chicken curry Apple crumble
Bravo ! Maintenant il ne te manque que les quantités !
Tu sais déjà peut-être en principe que les mesures de poids et de quantité ne sont pas toujours les
mêmes dans les recettes anglo-saxonnes que dans les recettes françaises.
Aux État-Unis l’on mesure souvent avec des cuillères et des tasses et en Grande-Bretagne les
pounds (lbs) et ounces (oz) coexistent avec le système métrique.
Pour information, voici quelques équivalences :
- 1 tsp : 1 teaspoonful = une cuillère à café
- 1 lb (1 pound) = 454 g
- 1 oz (1 ounce) = 28 g environ.
Pour les recettes suivantes, nous allons garder le système métrique car on le trouve
maintenant dans presque tous les livres de cuisine en Grande Bretagne.
Step 12
La recette pour le « crumble » contient certainement des mots que tu ne connais pas. Il va falloir
deviner le sens de certains. Une recette n'est autre qu'une liste d'instructions alors essaie, dans un
premier temps de surligner les verbes utilisés pour donner des instructions. Puis essaie de repérer le
complément de chaque verbe. Ce tableau devrait t'aider.
Apple Crumble Recipe

Peel 8 apples and cut each apple into 6 pieces.
Put the cut apples into an oven dish.
Sprinkle the apples with sugar and cinnamon.
Cut 80 g of butter into small pieces.
Mix the pieces of butter with the 120 g of flour and 120 g of sugar (this is the “crumble”).
Sprinkle the crumble on the apples.
Put the dish into the oven and bake for about 45 minutes at 180° C.
Verbe Complément Complément 2

peel apples
cut apples 6 pieces
Maintenant que tu as complété le tableau, essaie de voir s'il y a des répétitions de verbes.
Est-ce que les répétitions t'aident à comprendre le sens ?
Il y a quelques autres indices. Tu sais qu'il s'agit d'un dessert et qu'il faut le cuire. À ton
avis, où va-t-on le cuire ?
.........................................................................................................................................
Exercise 11
Est-ce que tu peux maintenant trouver le sens des mots suivants dans la recette ?
1- Peel: 4- Mix:
manger r mélanger r
peler r mêler r
laver r préparer r
2- Cut: 5- Bake:
couper r faire bouillir r
traverser r cuire au four r
découper r faire frire r
3- Sprinkle (the crumble): 6- Oven:
jeter r une casserole r
asperger r un four r
répandre r un poêle r
Si tu as toujours des doutes, tu peux maintenant consulter un dictionnaire.
Mais attention, un dictionnaire donne en général plusieurs possibilités et il faut choisir la
bonne traduction en fonction du contexte.
Chicken Curry Recipe
Here are the ingredients for chicken curry. There are lots
of different recipes, this is just one! Do you recognize the
ingredients? What’s missing? (Il manque un ingrédient.
Lequel ?)
..........................................................................................
Exercise 12
Look at the recipe! You have to find the verbs. They are at the bottom of the recipe. Some
verbs are repeated in the recipe.
Tu dois compléter la recette avec les verbes qui sont à la fin. Tu dois utiliser certains verbes
plus d'une fois.
........................ (1) 4 chicken breasts into pieces. (chicken breasts: blancs de poulet)
........................ (2) 1 onion, a piece of garlic, 3 tomatoes and a little ginger into small
pieces.
........................ (3) the chicken pieces in oil for 10 minutes (slowly!!)
........................ (4) the onions, garlic, red peppers and tomatoes to the chicken pieces
and ................. (5) for another 10 minutes.
........................ (6) a teaspoonful of curry paste and …………………. (7) well.
Finally ............. (8) a can of the coconut milk and …………………. (9) very slowly for
15 minutes.
........................ (10) with rice and enjoy!
Verbs: mix – add (x 3) – serve – cut (x 2) – cook – fry (x 2)

fry : faire frire
The curry is cooking The curry is served!
j e retiens
As-tu remarqué que les verbes utilisés pour donner des instructions sont tous
constitués de la base verbale uniquement ? Il s'agit du mode impératif. Tu l'utilises
quand tu donnes des consignes, des instructions ou des ordres.
Séance 5
J'apprends à commander dans un restaurant
J'apprends à utiliser des unités de mesure
J'apprends à m'adresser à quelqu'un de manière polie
(formelle)
Step 13
Where are these people?

What are they doing?
Listen and see if you were right!
Step 14
So were you right? Do you know what the man in the white shirt is called? He’s “a waiter”. He
“waits” at the table, listens to the customers (clients) and writes down their “order” (what they
want to eat).
Exercise 13
You are the waiter! Listen and take the order. (Tu es le serveur. Écoute le dialogue de nouveau
et prends la commande.)
Méthodologie
N'oublie pas de procéder par écoutes successives. La première fois, vérifie que tu saches
bien où se passe l'action, essaie de compter et identifier le nombre d’interlocuteurs et peut-
être d’associer les voix à l’illustration.
Une deuxième écoute te permettra de regarder le menu en même temps et de repérer les
plats mentionnés.
Ensuite tu peux commencer à prendre des notes !
CHURCHTOWN HOUSE
DINNER MENU
£15.00
STARTERS
Soup of the Day
Salad
Smoked salmon
MAIN COURSES
Shepherd’s Pie
Chicken Curry
Fish of the Day
DESSERTS
Apple Crumble
Fruit Salad
Homemade Ice Cream
COFFEE OR TEA
House Wine, red or white:

Bottle: £11 Glass: £2.80
Mineral water
Sparkling: £4 Still: £3
Exercise 14
Complete the form:
CHURCHTOWN HOUSE Order form

Customer 1 Customer 2
Starter
Main course
Dessert
Coffee or tea
Drinks
j e retiens
Tu te rappelles qu’en anglais il y a deux types de noms : ceux que l’on peut compter
(on les appelle les dénombrables) et ceux qui ne se comptent pas (on les appelle les
indénombrables). Les indénombrables ne sont jamais précédés de l'article a/an, ni
d’un nombre.
Alors pour compter les indénombrables, tu dois utiliser des unités de mesure : a glass
of, a piece of, etc. Peux-tu trouver les unités de mesure pour les aliments de la colonne
A, comme dans l'exemple ?
Exercise 15
Match the elements from column A to column B:
milk • • a piece of
water • • a slice of
cake • • a bottle of
bread • • a spoonful of
sugar • • a cup of
coffee • • a glass of
1- a bottle of water
2- .....................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................
5- ...................................................................................................................................
6- ...................................................................................................................................
Bien évidemment, tu peux te contenter de dire some et any pour parler de quantités
dénombrables ou indénombrables : I’d like some cake and some biscuits.
Quand tu parles d'un seul dénombrable, tu dois utiliser «a/an» : I’d like a biscuit.
Rappel
«Some» est utilisé dans des phrases affirmatives : «I've got some ice-cream» et «any»
dans des phrases négatives : «I haven’t got any water».
En général, dans les phrases interrogatives, tu utilises «any» : «Have you got any
biscuits?».
Écoute le dialogue de nouveau :

Le serveur est très poli ! Comment s'adresse-t-il aux clients ? Il dit Sir» au monsieur et
«Madam» à la dame. Attention de bien prononcer «Madam» à l'anglaise, l'accent tombe
sur la première syllabe.
Si tu t'adresses à ton professeur, toi aussi tu dois dire «Sir», s'il s'agit d'un homme, et
«Miss» s'il s'agit d'une femme. Cela t'évite de dire leur nom à chaque fois !
Quelle est la question que le serveur pose aux clients ? Il dit :
What would you like?
Les clients répondent "I’d like". «’d» est donc la contraction de «would».
Il s'agit d'une manière polie de demander quelque chose.

«Would» est un verbe modal, il est invariable : tu dis «would» à toutes les personnes ou
plutôt la contraction «’d» car dans les phrases affirmatives, les anglophones préfèrent la
contraction.
La forme négative est wouldn’t».
O Attention de ne pas confondre «I like» (j'aime) avec «I’d like» (j'aimerais).
Step 15
Regarde le menu. Fais ton choix et donne ta commande au serveur. Répète ta commande à voix
haute plusieurs fois et enregistre-toi. Ensuite, réécoute le dialogue et compare ton accent à celui des
gens dans le restaurant. Si tu n'es pas satisfait, fais-le une seconde fois.
Attention à la bonne prononciation de «I’d like» !
Séance 6
J'apprends à donner des conseils
J'apprends à exprimer les raisons d'un comportement
ou d'un fait
Step 16
Listen to Laura and Simon. Take some notes and then fill in the table.(Écoute Simon et
Laura. Essaie de prendre quelques notes et ensuite réponds aux questions.)
1- Simon had lunch
a) at the cafeteria r
b) at a fast food restaurant r
2- What did he eat? ..........................................................................................................
3- Laura says this is «junk food». She thinks junk food is
a) good r
b) bad r
4- Does Simon like the cafeteria? .......................................................................................
5- Why/Why not? : too many ................................. and too much ……………………………..
6- What did Simon drink? .................................................................................................
7- Laura thinks this is
a) good r
b) bad r
8- Why? Because they are full of .......................................................................................
Step 17
Il y a plusieurs questions avec «why» ou «why not» dans le dialogue. Quel est le premier mot
de la réponse à chaque fois ? Si tu ne t'en souviens pas, écoute le dialogue de nouveau.
Les réponses commencent avec «because». Tu utilises «because» pour expliquer la raison ou
la cause.
Exercise 16
Answer these four questions with «because» (Réponds aux 4 questions avec «because».)
1- Why does Laura ask Simon where he was at lunchtime?
he wasn’t at the cafeteria.
2- Why did Simon eat so much?
he was very hungry.
3- Why did Simon drink so much?
............................................................... he was very thirsty.

4- Why does Laura say he shouldn’t eat so much junk food?
it is unhealthy.
Step 18
Too many and too much: too much junk food and too many fizzy drinks
Tu dis too suivi de much ou many pour trop.
N'oublie pas que devant un dénombrable, tu dis many et un indénombrable tu dis much.
Exercise 17
Too much or too many?
1- Don’t eat too ................................................................................................. sweets!
2- It’s not good to eat too .............................................................................. ice cream.
3- Don’t eat too .................................................................................................. crisps.
4- Too ...................................................................................... chocolate is bad for you.
Step 19
Should/shouldn’t
Écoute le dialogue de nouveau. Laura et Simon sont des amis. Elle lui donne des conseils.
Pour cela, elle dit you should/you shouldn’t.
Should est un verbe modal et est invariable, quelle que soit la personne. Il est suivi de la base
verbale.
Ex.: You should eat lots of fruit. You shouldn’t eat too much junk food.
Exercise 18
Write three sentences again from exercise 16 using shouldn’t. Find one good food to make
one sentence with should. (Écris trois phrases de l'exercice 16 de nouveau avec «shouldn’t».
Trouve un “bon” aliment pour faire une phrase affirmative avec «should».)
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................
j e retiens
Quand que tu as faim, tu dis «I’m hungry» et quand tu as soif tu dis «I’m thirsty».
Pourquoi cette construction peut-elle être difficile pour des francophones ?
Fais attention donc de bien dire «I’m» et non pas «I have» !
Step 20
Tu vois un camarade qui ne mange que de la nourriture industrielle («fast food»). Essaie
d'imaginer quelques conseils à lui donner. Tu peux lui expliquer la raison, soit en disant
simplement «it’s bad for you» soit en disant, comme Laura, «it’s unhealthy» (c'est mauvais
pour la santé).
Aide-toi des bulles pour faire des phrases. Tu dois choisir un aliment à la place du point
d’interrogation dans la quatrième bulle. Essaie de lui donner 6 conseils.
You should/ too much

you shouldnt’ eat/drink
too many
? because ?
Séance 7
J’apprends des informations concernant la nutrition
Step 21
Lis le texte et souligne tous les mots que tu comprends. Relis en te concentrant sur ces mots et
essaie de donner un titre à l'article.
Ensuite réponds aux questions.
The British government wants to stop children from eating too much junk food. Too
many British children are now obese.
In 2006 junk food was forbidden in school cafeterias. Cafeterias have to serve healthy
food including fruit and vegetables. They are not allowed to serve bad quality hamburgers
and sausages. They are not allowed to sell food which has got too much salt, sugar or fat.
They can only serve water, or drinks with a maximum of 5% sugar.
Machines selling junk food such as sweets, chocolate, crisps and fizzy drinks were also
forbidden.
Some people think that children are still eating too many foods with a lot of fat and
sugar.
They think that children should eat more fruit and vegetables.
(forbidden : interdit ; allowed : permis)
1- What’s the best title for this article

(Choisis le meilleur titre pour cet article) :
a) Fast food
b) The British government fights junk food in schools
c) Discipline problems in British schools
2- What is the reason for the government’s action?
(Pourquoi le gouvernement a-t-il pris ces mesures ?):
a) Children are eating too much unhealthy food
b) Junk food is too expensive for children
c) Schools don’t want to serve food
3- Give examples of things which are forbidden (Donne des exemples d’aliments interdits)
.........................................................................................................................................
4- What’s the problem with junk food? It’s got too much :
(Quel est le problème avec la nourriture industrielle ?)
a) ...............................................................................................................................
b) ...............................................................................................................................
c) ...............................................................................................................................
5- What is the problem for children if they eat too much junk food?
(Qu’arrive-t-il aux enfants s’ils en mangent trop ?)
They become ................................................................................................................
Step 22
Can you separate these foods into healthy and unhealthy foods?
Hamburgers carrots apples sweets chocolate fizzy drinks
oranges cabbage milk crisps
Healthy Food Unhealthy Food
Step 23
Questionnaire : How much do you know about healthy food?
Answer these questions, check your answers and then count your points!
(Que connais-tu de la nutrition et de l’alimentation ? Réponds aux questions. Ensuite vérifie tes
réponses et compte tes points.)
1- There is a lot of calcium in milk.
True r False r
2- You should eat a minimum of 5 or 6 portions of fruit or vegetables a day.
True r False r
3- Foods such as bread, rice and pasta give us energy.
True r False r
4- Fish is bad for you.
True r False r
5- Junk food has lots of fat and sugar but not much protein, minerals or calcium.
True r False r
6- You get protein from meat and fish and eggs.
True r False r
7- There is energy in junk food.
True r False r
8- Everybody should try to have a balanced diet. (balanced: équilibré)
True r False r
are important for our bodies)

4- False (fish has got a lot of minerals which
8- True
3- True
fat)
vitamins)
7- True (but also too much sugar and
2- True (fruit and vegetables contain lots of
6- True
yoghurt)
1- True (there is also a lot of calcium in 5- True
Now, count your points. (Compte tes points.)

If you got:
7-8 points: Well done! You’re an expert on nutrition!
4-6 points: Not bad! You know a lot about nutrition but you have to learn some more.
0-3 points: Oh dear! You really don’t know very much about nutrition!
Step 24
As-tu appris des choses concernant la nutrition ? Essaie de te rappeler trois plats ou aliments qui ne
sont pas bons pour la santé et trois choses qui sont à conseiller.
Bien évidemment, il n'est pas nécessaire d'éviter «junk food» complètement mais il ne faut pas en
manger (ni en boire) trop.
À la fin de la séance 6, tu as déconseillé à un camarade de consommer du «junk food».
Mais il faut être positif aussi. Regarde le questionnaire et les réponses. Conseille des aliments à ton
camarade. Explique-lui, si tu peux, pourquoi ces aliments sont bons pour la santé («healthy» ou
«good for you»).
Peux-tu penser à d'autres conseils pour que quelqu'un soit en bonne santé ? Le sport, bien
sûr. Tu peux lui conseiller de faire du sport aussi (on dit «to do sport» mais souviens-toi :
«should» est un verbe modal suivi de la base verbale).
Tu peux utiliser les bulles ci-dessous.
You should/ lot of

eat/drink ? because ?
Quand tu as trouvé tes six phrases, écris-les dans ton cahier. Relis-les plusieurs fois en
silence, ferme ton cahier et essaie de les répéter à haute voix. Si tu n'y arrives pas, ouvre
ton cahier de nouveau, relis et essaie de nouveau jusqu'à ce que tu puisses les réciter sans
problème et sans fautes !
Écoute et répète ce vieux proverbe anglais :
An apple a day keeps the doctor away!
keep: garder ; away: à distance
Est-ce que tu arrives à en deviner le sens ? Apprends le proverbe par cœur !
Séance 8
je m’évalue
Exercise 1
Complete the table with these foods (Complète le tableau avec les aliments suivants):
apples cabbage peaches peas pears
carrots red peppers apricots
Vegetables Fruit
Exercise 2
How do you say (Comment dis-tu) « je ne suis pas d'accord » en anglais ?
Exercise 3
Dis à haute voix ce que tu manges d'habitude au petit déjeuner (attention au verbe !)
Exercise 4
Complete these sentences with a word from the list:
(Complète les phrases avec un mot de la liste) :
sweet - creamy - salty - bitter - spicy
Mexican food is often .......................................................................................................
This coffee is too ................................................................., there is too much sugar in it!
These crisps are very ........................................................................................................ .
You need to put sugar in a rhubarb pie because it’s often a very ................................. fruit.
Exercise 5
Put the adjectives in the superlative to complete the sentences
(Mets les adjectifs sous forme du superlatif afin de compléter les phrases):
Mont Blanc is the ................................................................... (high) mountain in Europe.
The Shannon is the .......................................................................... (long) river in Ireland.
Vanilla ice cream is the ................................................... (popular) ice cream in the world.
Exercise 6
Name three British dishes (Donne les noms de trois plats britanniques).
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 7
Here are the ingredients for apple crumble. There are too many ingredients. Find the two
wrong ingredients. (Trouve les deux intrus dans la liste d'ingrédients pour l'«apple crumble».)
Flour apples pepper cinnamon sugar garlic butter
Exercise 8
Put in the right order : dessert - starter - main course
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 9
What do you say to the waiter when you want to order?
.........................................................................................................................................
Exercise 10
Complete with a unit of measure.
a) ………………………… of water
b) ………………………… of milk
c) ………………………… of cake.
Maintenant, refais l’exercise 13 de la séance 5
Exercise 11
What is the name given to bad quality food with lots of sugar and fat?
(Comment appelle-t-on la nourriture qui contient trop de sucres et de gras.)
.........................................................................................................................................
Give three examples. (Donne trois exemples.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 12
Find an adjective for food which is: (Trouve un adjectif qui décrit la nourriture qui est):
a) bad for you: ……………………………………………… ..........................................................
b) good for you: ……………………………………………… ........................................................
Exercise 13
Complete with (Complète avec) too much or too many:
a) Those children have got too ............................................................................... money.
b) Don’t eat too .................................................................................................... sweets.
c) There is too ................................................................................ sugar in a lot of food.
Exercise 14
Give three pieces of advice to somebody who wants to be healthy (one affirmative sentence
minimum). Say them aloud and then write them. (Donne trois conseils, avec au moins une
phrase à la forme affirmative, à quelqu'un qui veut rester en bonne santé. Récite tes phrases à
haute voix puis écris-les.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
NOTES
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Sommaire
Séquence 8

Séance 1 Apprendre et réciter Poésies/limericks Rebrassage présent Rythme : Savoir réciter une
A limerick une poésie simple alternance entre poésie
Animaux et jeunes temps forts et
animaux faibles
Séance 2 Décrire une espèce Les animaux Rebrassage et Savoir lire à haute
Animal identity d’Australie présent simple voix
cards
Séance 3 Lire une notice Un zoo australien Présent simple Savoir réciter un
Plan du zoo de by train, by bus, on discours
Taronga foot
Séance 4 Donner des consignes Les saisons en Rebrassage : Savoir réciter un

Mrs Ella’s Australie les saisons Needn’t discours
school trip Rebrassage have to
Séance 5 Raconter une Les liaisons Rebrassage : les Savoir réciter un

Emily’s trip expérience maritimes à Sydney questions discours
Séance 6 Parler de ce qui fait Le travail au zoo Rebrassage :

Interview with a peur les questions
zookeeper keen on/scared of
I don’t mind
Animaux répugnants
Séance 7 Donner des Animaux Rebrassage : must,
Rabbit poster instructions et des domestiques can, should à
conseils l’affirmatif
Séance 8
Revisions
Séance 1
J'apprends une poésie (un limerick)
J'apprends à parler des animaux sauvages
Step 1
What do you know about animals? Answer the questions to find out. (Réponds aux
questions et découvre si tu connais bien le monde des animaux.)
Animal quiz
1- Elephants don’t eat meat. r True r False
2- What’s the fastest land animal in the world?
....................................................................................................................................
3- What’s the biggest land animal in the world?
....................................................................................................................................
4- What black and white animal loves bamboo?
………………………………………………………………............................................................
5- Which animal’s nickname is “man’s best friend”
………………………………………………………………............................................................
6- This animal swings in the trees, like Tarzan!
………………………………………………………………............................................................
7- What’s the tallest animal in the world?
………………………………………………………………............................................................
8- What animal often carries humans on its back?
………………………………………………………………............................................................
9- What animal miaows?
………………………………………………………………............................................................
10- What animal gives us milk?
………………………………………………………………............................................................
8-10 Excellent, you are a real expert on animals!
5-7 You know a lot but you aren’t an expert yet.
0-4 Oh dear! You really don’t know much about animals!
Step 2
Exercise 1
Animals and their babies.
Can you match the animals to their young?
1- dog duckling 1- ………………………………………………………
2- cat cub 2- ………………………………………………………
3- lion calf 3- ………………………………………………………
4- cow lamb 4- ………………………………………………………
5- sheep puppy 5- ………………………………………………………
6- duck kitten 6- ………………………………………………………
Step 3
Exercise 2
Wild animals
We call all animals that are not usually pets or farm animals: “wild animals”.
Find which animal is talking! They are all "wild". (Trouve le nom de l’animal qui parle. Ils
habitent tous dans la nature.)
1- I live in a hole in the ground. I am brown. I’ve got long teeth. I’ve got four legs. I like
carrots. Some of my cousins are pets! Who am I?
....................................................................................................................................
2- I live in Asia. I am a big cat. I’ve got orange and black stripes. I am dangerous!
....................................................................................................................................
3- I’ve got four legs. I am brown. I am the king of the jungle. I roar very loudly. Who am I?
....................................................................................................................................
4- I am the biggest land animal. I am grey. I have a very big nose, called a trunk. Who am I?
....................................................................................................................................
Fais deux devinettes similaires. Pense à un animal, sa couleur, son habitat et sa nourriture.
Peut-être as-tu d'autres informations ?
Colour: I .....................................................................................................................
Habitat: I ....................................................................................................................
Food: I ........................................................................................................................
Extra information? ......................................................................................................
Répète-les plusieurs fois.
Step 4
Les anglophones adorent les "limericks". Ce sont de petits poèmes humoristiques de cinq
lignes. Celui qui suit concerne une jeune femme et un animal sauvage, un tigre.
Écoute-le attentivement. Tu peux le répéter une ou deux fois puis ensuite réponds aux
questions. Tu peux répondre en français.
There was a young lady from Riga,
Who smiled as she rode on a tiger
They came back from the ride
With the lady inside
And the smile on the face of a tiger.
Exercise 3
1- Pourquoi cette jeune femme était-elle contente au début ?
...................................................................................................................................
2- Où est-elle au retour ?
...................................................................................................................................
3- Le tigre est content au retour. Pourquoi ?
...................................................................................................................................
4- Quelle est la rime de ce poème ? Regarde le dernier mot de chaque vers.
...................................................................................................................................
À la question 4, tu as certainement répondu par "a-a-b-b-a" et tu as raison. Un limerick

est toujours composé de cinq lignes et la rime est toujours "a-a-b-b-a". C’est en général
dans la cinquième ligne qu’on trouve la « chute ».
Mais le limerick illustre très bien aussi le rythme de l’anglais qui est fondé sur une
alternance entre temps forts et temps faibles. Certains mots sont plus accentués que
d’autres et cela nous donne le rythme caractéristique de l’anglais.
Exercise 4
Écoute ce limerick de nouveau et trouve ces mots qui sont plus accentués que les autres.
Petit indice : pour les lignes 1, 2 et 5, il s’agit de trois mots et pour les lignes 3 et 4, il s’agit
de deux mots. As–tu trouvé ?
Une dernière petite précision au niveau phonologique : le mot Riga rime avec « tiger ». Le
« er » à la fin des mots est, en général, prononcé [ ].
Step 5
Répète et apprends le limerick par cœur. Alterne tes répétitions par des écoutes de ton CD pour
être certain de bien imiter le modèle.
j e retiens
Tu dois essayer de reproduire le rythme de l'anglais. Il faut toujours respecter

l'alternance entre des mots accentués et moins accentués.
Si tu ne le fais pas, il sera difficile pour un anglophone de te comprendre.
Séance 2
J’apprends des informations sur les animaux d’Australie
J’apprends à dire à haute voix
Step 6
Exercise 5
Read about these two Australian animals and then complete their identity cards:
Koalas are grey and white animals that live in Australia. They are marsupials. Female
koalas have a pouch in which the young first develop.
They are solitary animals and don’t live in families. They live in trees and eat eucalyptus
leaves.
Koalas obtain water from the leaves that they eat. They sleep for as long as 18 hours a
day. They live for about 15 years. The baby koala lives for about a year with its mother.
Saltwater crocodiles are reptiles that live in the sea or in rivers on the coast of
Northern Australia. The saltwater crocodile is the largest species of crocodile in the
world. The average male is 4 or 5 metres long and weighs 450 kilograms.
Their eyes are on the top of their head. They are a grey or dark brown colour.
They are excellent swimmers and can swim very long distances. They feed on birds, fish
and other animals!
They are really very dangerous and they will attack humans if they are hungry!
They live in groups and have an average life span of about 70 years!
Animal identity card

Name: Koala
Class: ......................................................................
Colour: ...................................................................
Habitat: ………………………………………… .................
Food: ……………………………………… ........................
Life span: …………………… ........................................
Extra information: ...................................................
................................................................................
................................................................................
Name: Saltwater Crocodile

Class: ......................................................................
Colour: ...................................................................
Habitat: ………………………………………… .................
Food: ……………………………………… ........................
Life span: …………………… ........................................
................................................................................
................................................................................
Step 7
Exercise 6
As-tu complété les cartes d'identité ? Les textes contiennent du vocabulaire scientifique,
très utile pour décrire les animaux. En comparant les deux textes, tu peux facilement
trouver le sens. Quel mot ou expression correspond à :
1- une poche.................................................................................................................
2- une espèce ...............................................................................................................
3- se nourrir de ............................................................................................................
4- moyen .....................................................................................................................
5- une durée de vie .......................................................................................................
Step 8
Maintenant, tu vas choisir un animal exotique et lui faire sa carte d'identité.
Une fois sa carte complétée, tu vas écrire un paragraphe qui le présente.
Utilise les paragraphes sur le koala ou le crocodile comme modèle pour ta rédaction.
Name:.....................................................................
Class: .....................................................................
Colour: ...................................................................
Habitat: ………………………………………… .................
Food: ……………………………………… ........................
Life span: …………………… ........................................
................................................................................
................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
Step 9
Tu dois imaginer que tu es devant un public de jeunes enfants et tu veux leur présenter ton animal.
Tu peux lire ton paragraphe mais il faut éviter que cela soit ennuyeux. Alors, comment faire ?
Tu as appris qu'il faut respecter le rythme de l'anglais, c’est-à-dire une alternance entre mots
accentués et moins accentués. Ici, il ne s'agit pas d'une poésie, alors comment choisir les mots
à accentuer ? En général, les anglophones accentuent les mots les plus importants ou ceux qui
apportent une information nouvelle.
Regardons ensemble le paragraphe qui décrit le koala. Nous avons souligné en gras les
mots qui seraient accentués si l'on devait lire le texte à haute voix.
Écoute ton CD et ensuite essaie de le lire en accentuant les mots en gras.
Koalas are grey and white animals that live in Australia. They are marsupials.
Female koalas have a pouch in which the young first develop.
They are solitary animals and don’t live in families. They live in trees and eat
eucalyptus leaves.
Koalas obtain water from the leaves that they eat. They sleep for as long as 18
hours a day. They live for about 15 years. The baby koala lives for about a year
with his mother.
Maintenant souligne ou surligne dans ta présentation les mots dont tu penses qu'ils sont
à accentuer. Ensuite lis ta présentation plusieurs fois à haute voix puis enregistre-toi !
Séance 3
J'apprends à lire une brochure
J'apprends à résumer des informations à l'oral
Step 10
Taronga Zoo is a very famous zoo in Sydney. Read the information about it and answer the
questions. (Le zoo de Taronga est très célèbre à Sydney. Lis les informations et réponds
aux questions.)
Cned, Paul Cody Cned, Paul Cody
Taronga Zoo is open every day of the year, from 9 am to 5 pm

(including Christmas Day)
Regular Admission Prices Discounted Admission Prices
Adults Family (2 Adults & 2 Children)

$41.00 $103.70
Children Seniors, students

$20 $28
Children under 4 Free
School Children
(High Schools, Primary Schools, Infants Schools,
as part of booked school excursions)
$10
How to get to the zoo:
Catch a train to Circular Quay, then catch a ferry to Taronga Zoo. Ferries depart from
Circular Quay.
Taronga Zoo is approximately 12 minutes by ferry from Circular Quay.
Exercise 7
1- What time does the zoo open?
...................................................................................................................................
2- What time does the zoo close?
...................................................................................................................................
3- Mr and Mrs Hayes want to visit the zoo. They have two children, a boy aged 10 and a
girl aged 6. How much do they have to pay to enter the zoo?
...................................................................................................................................
4- Mr Ben Clarke is 72 years old. How much will he pay?
...................................................................................................................................
5- How can you get to the zoo?
...................................................................................................................................
6- How long does the ferry trip take?
...................................................................................................................................
j e retiens
En anglais tu dis : to travel by train, by bus, by car… mais on foot.
Tu utilises to get pour dire arriver à ou rejoindre : « you can get to the zoo by... ».
Step 11
Here are some of the animals that you can see at the zoo. (Voici des animaux que tu peux voir
au zoo.)
Exercise 8
Use the pictograms to find the name of the animals in English.

(À l'aide des pictogrammes, trouve les noms anglais des animaux suivants. Attention, il s'agit
de l'espèce en général et non pas une race ou espèce particulière. Exemple Fennec Fox : fox.)
Francais English
renard fox
otarie
phoque
singe
zèbre
suricate
chauves-souris (pluriel)
Step 12
The zoo organizes talks given by the keepers. Look at the list and times and say what you would
like to listen to. Choose three talks and say three sentences aloud. (Le zoo organise des
conférences données par les gardiens du zoo. Regarde la liste et dis quelles sont
les conférences auxquelles tu aimerais assister. Choisis trois conférences et dis trois
phrases à haute voix.)
N'oublie pas, pour dire ce que tu aimerais faire, tu dis « I'd like » ! Tu peux dire “I’d like
to listen to the Giraffe Keeper Talk...” ou “I’d like to attend the...” (assister à).
9:00 am Zoo Opens

11:30 am Gorilla Keeper Talk
11:30 am Reptile Keeper Presentation
1:00 pm Chimpanzee Keeper Talk
1:30 pm Giraffe Keeper Talk
2:15 pm Big Cats Talk
2:40 pm Penguin Talk
3:00 pm Spider Talk
3:30 pm Koala Talk
Step 13
One of your friends is going to Sydney. Tell him about Taronga Zoo.
(Un de tes amis va à Sydney. Donne-lui des informations sur Taronga Zoo.)
You must mention:
1- how to get to the zoo
2- the price for one person
3- the names of some of the animals at the zoo
4- information about the talks.
Tout d'abord, relis les informations et prends quelques notes avec mots-clés (exemple :
price: $).
Essaie ensuite de mettre tes notes dans un ordre logique.
Pense aux verbes que tu vas utiliser (exemple : there are giraffes...).
Note-les à côté des mots-clés. Essaie de faire quelques phrases dans ta tête d'abord (cinq
ou six phrases devront suffire).
Tu peux écrire tes phrases ensuite et les lire plusieurs fois pour essayer de les mémoriser.
Essaie de les répéter une à une sans trop regarder ton texte. La dernière étape consiste à
dire l'ensemble, en regardant le moins possible tes notes.
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
................................................................................................................................
Séance 4
J’apprends les saisons en Australie
J’apprends à réciter un discours
Step 14
Mrs Ella is a primary school teacher in Sydney. She is going to take a group of schoolchildren to visit
Taronga Zoo.
She has to give them a list of things to take for the visit. It’s the 10th of December. Don’t forget in
Australia it’s the summer!
Look at this list and circle the items you think she will mention. (Observe bien la liste ci-
dessous. Quels objets le professeur va-t-il demander à ses élèves d’apporter pour la visite ?)
Money Packed lunch

A hat or a cap (for the sun) A bottle of water
Sun cream Maths book
Trainers or other comfortable shoes Pen and paper
A rain jacket Colouring pencils
A ski jacket
Exercise 9
Now listen to Mrs Ella and see if you were right. What does she tell the children to bring
for lunch? What does she tell the children NOT to bring? Why?
(Écoute Mrs Ella et vérifie tes hypothèses. Que dit-elle d'amener... et de ne pas amener ?)
List for school trip to Taronga Zoo, 1st December
............................................................. .............................................................
............................................................. .............................................................
............................................................. .............................................................
............................................................. .............................................................
.............................................................
What does Mrs Ella suggest for a packed lunch:
1- ……………………………………. .....................................................................................
2- ……………………………………. .....................................................................................
3- ................................................................ for example: …………………………………….
What is not a good idea? …………………………………….
Check and correct.
Step 15
En effet, les saisons à Sydney sont inversées par rapport à l'Europe. Regarde une mappemonde et
tu devineras pourquoi. À Sydney, le 1er décembre marque le début de ... l'été !
Exercise 10
Do you remember the names of the seasons? Complete this text with the missing seasons.
(Complète avec les noms des saisons.)
When it’s summer in Sydney it’s..................................................................... in Europe.
When it’s autumn in Sydney it’s …………………………………… ....................... . in Europe.
When it’s ……………………………………......................... in Sydney it’s summer in Europe.
When it’s ………………………………in Sydney it’s ……………………………………. in Europe.
Step 16
Mrs Ella explique aux enfants les choses qu'ils doivent apporter pour leur sortie. Elle utilise
« must » ou « have to » pour leur dire ce qui est obligatoire. Mais pour signaler aux élèves que
certaines choses ne sont pas obligatoires, elle utilise « needn’t ».
Il s'agit ici d'un verbe modal qu'on utilise à la forme négative pour dire que quelque chose n'est
pas obligatoire. En général, tu peux le remplacer par « don’t have to ».
Exercise 11
Replace don’t have to by needn’t in these sentences (Remplace “don’t have to" par
“ needn’t " dans les phrases suivantes):
1- I don’t have to go to school on Sundays.
....................................................................................................................................
2- The children don’t have to bring their schoolbooks tomorrow.
....................................................................................................................................
3- You don’t have to bring a sun hat if it’s raining.
....................................................................................................................................
4- Peter doesn’t have to work tomorrow.
....................................................................................................................................
Avant de regarder le corrigé, vérifie que tu n'as pas laissé "to" après « needn't ».
O Needn’t est suivi de la base verbale : « needn't go ».
Step 17
Tu organises une sortie pour un groupe d'enfants du primaire. Choisis la saison et
l'endroit où vous allez : zoo ou parc animalier, musée, aquarium, rencontre sportive...
Note d'abord une liste de choses obligatoires pour la sortie. Ensuite réfléchis et trouve
deux ou trois choses auxquelles les enfants pourraient penser mais qui ne sont pas
obligatoires.
Écris ta liste puis prépare un petit discours comme Mrs Ella. Tu utiliseras « have to » pour
tout ce qui est obligatoire et « needn’t » pour les choses qui ne le sont pas.
Écris ton discours (6 ou 7 phrases).
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Il va falloir l'apprendre par cœur car il faut toujours regarder de jeunes enfants quand
on leur parle ! Pour apprendre ton discours lis-le en silence deux ou trois fois. Ensuite lis-
le à haute voix plusieurs fois. Fais attention à ta prononciation, il faut que les enfants te
comprennent !
Ferme ton cahier et essaie de répéter. Si tu n'y arrives pas, ouvre ton cahier de nouveau,
relis ton discours et essaie de nouveau.
Quand tu te sens prêt, tu peux t'enregistrer !
Séance 5
J'apprends à faire un compte rendu d'une sortie
Step 18
Exercise 12
Les enfants de la classe de Mrs Ella ont passé une belle journée au zoo.
Au retour, leurs parents leur demandent comment s'est passée la journée.

Imagine les questions qu'ils ont posées à leurs enfants. Tu peux t'aider des mots suivants :
1- Nice day?
....................................................................................................................................
2- Have fun?
....................................................................................................................................
3- What/see?
....................................................................................................................................
4- Where/eat?
....................................................................................................................................
5- See koalas?
....................................................................................................................................
6- Meet a keeper?
....................................................................................................................................
(a keeper: a person who works in a zoo and gives food to the animals…)
Avant de regarder le corrigé, lis les questions qui suivent et essaie de vérifier tes questions
toi-même.
Deux de ces questions sont des « Wh-questions ». Quel sera donc le premier mot de ces
questions ? Et le deuxième mot ?
Le deuxième mot sera un auxiliaire, bien sûr. Mais lequel ?
Les questions concernent le passé. Quand on construit une question au passé (au prétérit
simple) est-ce l'auxiliaire ou le verbe lexical qui porte la marque du passé ?
Les questions 1, 2 5 et 6 n'incluent pas un mot en « wh- ». Comment appelle-t-on ce type

de question et quel sera le premier mot de la question ?
Quand tu as vérifié tes questions toi-même, tu peux regarder le corrigé.
Check and correct.
Step 19
Exercise 13
Listen to Emily speaking to her father about the visit and complete the table.
Answers (just notes)

Nice day?
Transport? 1)
2)
Animals?
Favourite?
Lunch?
Anything else?
(autre chose ?)
Really: As-tu remarqué le nombre de fois qu'Emily utilise le mot « really » ? Elle le met
devant des adjectifs pour les « intensifier ». C'est un peu comme « vraiment » en français
(ou « trop » que beaucoup de jeunes français utilisent un peu... trop !!!).
Step 20
Mrs Ella demande aux élèves d'écrire le compte-rendu de leur journée. Tu vas faire celui d'Emily.
Utilise le tableau du Step 2 pour t'aider à faire la liste des choses qui doivent figurer dans ce
compte rendu.
Ensuite choisis tes verbes. Tu vas utiliser le prétérit pour ce compte rendu. N'oublie pas
que certains verbes sont irréguliers.
Il serait logique qu'Emily termine en disant qu'elle s'est bien amusée ! Attention, tu dis
« to have fun » pour « s'amuser ». Ne confonds pas avec « to be funny », c'est-à-dire être
drôle.
O Rappel :
As-tu remarqué que les habitants de Sydney prennent en général le bateau pour se rendre
à Taronga Zoo ? La ville de Sydney se trouve au bord de l'eau et les habitants circulent
beaucoup par bateau, ou « ferry », comme ils disent.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Step 21
Tu as certainement fait une sortie un jour, avec une classe, ou une colonie de vacances ou un centre
aéré. Sinon, peut être avec tes parents. Essaie de préparer un compte rendu mais à l'oral cette fois-
ci.
Prépare tes notes. Tu dois dire où tu es allé, comment tu as voyagé, ce que tu as vu, où tu
as mangé et si tu t'es bien amusé. Si tu veux, tu peux écrire le compte-rendu avant mais,
cette fois-ci, essaie de ne pas le lire mais de le réciter à l'oral. Tu peux jeter un coup d'œil
de temps en temps à tes notes. Si tu peux, enregistre-toi.
Séance 6
J’apprends à parler de ce qui me fait peur
Step 22
The people who work in a zoo with the animals are called zookeepers.
They have to take care of the animals. (take care of: s’occuper de)
The animals in a zoo live in enclosures or cages.
Can you imagine why people want to work in a zoo? Write your answer here:
.....................................................................................................................................
Can you imagine the advantages of this job?
.....................................................................................................................................
Can you imagine the disadvantages of this job?
.....................................................................................................................................
Would you like to be a zookeeper? (Yes or No)
.....................................................................................................................................
Why?
.....................................................................................................................................
Step 23
Exercise 14
Listen to the interview with this zookeeper and complete the table. (Écoute cet entretien
avec un gardien de zoo et complète le tableau.)
Interview with a zookeeper

Reason John became a zookeeper
Zookeeper’s jobs
Number of animals John takes care of
His favourite animal
Advantages of his job
Disadvantages
Doesn’t really like?
Afraid? Yes or no?
Exercise 15
Le journaliste n'a pas eu le temps de poser davantage de questions. Il aurait aimé poser les
suivantes. Il les avait laissées sous forme de notes sur son cahier.
Complète et écris ses questions.
1- What/tigers/eat?
2- Tigers/dangerous?
3- You/go/into enclosures/with animals?
4- You/have/special uniform?
5- You/live/zoo?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
John says he’s not too keen on spiders and snakes but he isn’t afraid of them.
I am keen on is another way of saying I like.
I am afraid : I am scared (some movies are scary!)
Attention aux prépositions : tu dis « scared of »... mais « keen on » et les deux expressions
O sont précédées par le verbe être (keen et scared sont des adjectifs).
Exercise 16
Complete the sentences with “on” ou “of”. (Complète les phrases avec “on” ou “of”.)
1- John is not afraid ............................................................................................... tigers.
2- Ruth is not keen .......................................................................................... spicy food.
3- I am afraid ...................................................................................................... spiders.
4- My brother is keen ..................................................................................scary movies.
Step 24
Are you afraid of “creepy crawlies”?
« Creepy crawlies » est le nom donné par les anglophones aux petits animaux qui rampent. Les
deux verbes se traduisent en français par « ramper » ou « se glisser ». Sont généralement inclus
dans la catégorie des « creepy crawlies » : les araignées, les fourmis, les scarabées, etc.
Mais il y bien d'autres animaux et insectes que les humains n'aiment pas trop... regarde
cette liste !
bats frogs snakes spiders
wasps ants mosquitoes lizards
Entoure les animaux que tu n'aimes pas et ceux qui te font peur ! Prépare quelques notes
pour pouvoir résumer à l'oral tes sentiments ou réactions vis-à-vis des animaux de la liste.
Tu utiliseras scared of/keen on/not keen on, mais tu peux aussi utiliser I don’t mind.
(I don’t mind spiders: les araignées ne me gênent pas.)
Répète ton résumé deux ou trois fois à l'oral puis essaie de le faire sans regarder tes notes.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Séance 7
J'apprends à m'occuper d'un animal domestique
J'apprends à donner des instructions et des conseils
Step 25
Les gardiens de zoo ne sont pas les seuls à s'occuper d'animaux. Les propriétaires d'animaux
domestiques doivent, eux aussi s'occuper de leurs animaux. Lis ce document qui donne quelques
instructions à des propriétaires de lapins domestiques.
SYDNEY ANIMAL LOVERS GROUP

How to care for your rabbit!
Have you got a pet rabbit? If you have, you’re very lucky! Rabbits are lovely pets
but you have to care for them!
Food Fun
You can give your rabbit special food A rabbit likes to run and play. You should
from a pet shop. They also like carrots give him an enclosure in the garden
and hard vegetables. Carrots are good where he can run and jump. If you
for their teeth! haven’t got a garden let him out of his
cage in your house for one or two hours
Drink every day. You must supervise him when
Give your rabbit lots of water! You can he is outside his cage!
buy a special bottle for rabbits at a pet
shop. Friends
Rabbits are not solitary animals. If
Home youhave only one rabbit talk to him
You should give your rabbit a nice big everyday!
cage. You must clean the cage regularly.
Health
You should see a vet and ask him or her
to vaccinate your rabbit against diseases.
Exercise 17
Answer the following questions. The context should help you find the right answers. Then
read the poster again to check that you have understood the instructions.
(Réponds aux questions suivantes. Le contexte devrait t'aider à trouver les bonnes réponses.
Ensuite relis l'affiche une deuxième fois pour vérifier que tu as bien compris les instructions.)
1- to be lucky :
a) être riche r
b) être triste r
c) avoir de la chance r
2- lovely :
a) adorable r
b) affreux r
c) difficile r
3- pet shop :
a) magasin de jouets r
b) magasin animalier r
c) magasin d'alimentation r
4- teeth :
a) les dents r
b) les oreilles r
c) les pattes r
Step 26
Choose an animal and make a poster like this one. Give advice about how to care for the animal.
(Choisis un animal et fabrique une affiche comme celle-ci. Donne des instructions
pour que les gens s’occupent bien de leur animal.)
Tu vas choisir 5 ou 6 instructions (ou conseils).
Il faut procéder par étapes. Choisis d'abord le sujet de l'instruction (le boisson, la cage, la
nourriture...).
Décide du verbe que tu vas utiliser (give, talk...).
Ensuite décide de « la force » que tu veux donner à chacune de tes phrases. Choisis entre :
1- la voix impérative pour un ordre : Give your rabbit lots of water!
2- must pour exprimer une obligation : You must supervise him.
3- should pour exprimer un conseil : You should give your rabbit a nice big cage.
4- can pour exprimer une possibilité : You can give your rabbit special food from a pet shop.
Step 27
Tu travailles dans un magasin animalier. Un client vient d’acheter un animal, celui que tu as choisi
pour ton affiche.
À l'aide de ton affiche explique-lui ce qu'il doit ou devrait faire pour que son animal soit heureux.
Tu ne peux pas te contenter de lire ton affiche ! Il faut être convaincant. Répète les instructions
plusieurs fois à haute voix.
Séance 8
j e m’évalue
Exercise 1
Which is the odd one out? (Quel est l’intrus ?)
Lion crocodile tiger elephant zebra sheep
Why? (Pourquoi ?)
....................................................................................................................................
Exercise 2
What do you call? (Comment appelle-t-on ?)
1- baby dog?....................................................................................................................
2- baby cat? .....................................................................................................................
3- baby duck? ..................................................................................................................
Exercise 3
Find the animal (Trouve l’animal).
…………………………………………………………………………………………………………………..
2- I live in the jungle. I swing in the trees. I eat bananas. Who am I?
………………………………………………………………………………………………………………….
3- I live in Africa. I am very tall. I have a very long neck. Who am I?
......................................................................................................................................
Exercise 4
Comment appelle-t-on un petit poème humoristique de 5 lignes en anglais ?
Peux-tu en réciter un ?
....................................................................................................................................
Exercise 5
Complete this text using words from the box. (Complète ce texte avec les mots encadrés).
Wombats are grey, black or brown animals that.........................................1) in Australia.
They are marsupials. There are two ......................................(2) of wombat: the common
wombat and the hairy-nosed wombat.
Female wombats have a ........................................... (3) in which the young first develop.
They are generally(4) animals and don’t live in families.

They .............................. (5) in holes in the ground and ............................. (6) grass and
roots.
They have an .................................................................... (7) life span of about 20 years.

The ...............................................(8) wombat lives for about 6 months with his mother.
kinds young pouch solitary live average live eat

2- When you have completed the text read it aloud three or four times. (Une fois le texte
complété, lis-le trois ou quatre fois à haute voix et essaie de respecter l'alternance entre mots
accentués et moins accentués.)
Exercise 6
Mrs Smith’s primary school class are going to a sports meeting tomorrow. The children
are only 8 years old and some are confused about what things to bring with them. Write
five sentences to help them, using the words in the box.
(Les élèves de Mrs Smith participent à une rencontre sportive demain. Ils n'ont que 8 ans et ne
comprennent pas très bien quelles affaires ils doivent amener. Écris cinq phrases pour les aider,
en utilisant les mots encadrés.)
trainers/sports shoes a cap sun cream schoolbooks colouring pencils
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………
Exercise 7
Ton petit frère rentre d’une sortie au zoo avec sa classe. Pose-lui les questions pour savoir :
1- Si sa sortie s’est bien passée
……………………………………………………………………………………………………………………
2- Ce qu’il a vu
……………………………………………………………………………………………………………………
3- Où il a mangé
……………………………………………………………………………………………………………………
4- S’il a vu des tigres
……………………………………………………………………………………………………………………
5- S’il a rencontré un gardien de zoo
……………………………………………………………………………………………………………………
6- S’il est rentré dans les enclos !
……………………………………………………………………………………………………………………
Exercise 8
Comment demanderais-tu à un anglophone s’il a peur des « petites bestioles » ?
....................................................................................................................................
Exercise 9
Write six sentences and tell a friend how to care for their pet rabbit. (Écris six phrases pour
expliquer à un ami comment s’occuper de son lapin domestique.)
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Sommaire
Séquence 9
Communication Civilisation Grammaire / Lexique Phonologie Méthodologie

Séance 1 Parler de mes goûts Sports et loisirs fond of / keen on / Savoir relire
Sports en sports can’t stand / don’t et vérifier une
questionnaire et mind production écrite
discussion
Séance 2 Décrire mes Sports Vocabulaire usuel Différences de Savoir mobiliser
Dialogue activités sportives des sports prononciation, du vocabulaire
(discussing sport) to do / to play anglais /
français (mots
transparents)
Séance 3 Comparer des Sports extrêmes Comparatif d’égalité
Extreme Sports sports
Dialogue
Séance 4 Expliquer les règles Netball Modaux et allowed
The Origins of d’un sport
Netball
Séance 5 Comparer des Ballet and Hip Comparatif de « h » aspiré Savoir bien
Dance show activités Hop supériorité tongue-twisters prononcer des
posters Accentuation de mots de deux
mots de deux syllabes
syllabes
Séance 6 Raconter une Ballet and Hip Prétérit Savoir mobiliser
Emails expérience Hop Adjectifs qualificatifs et organiser du
vocabulaire
Séance 7 Rédiger un flash Informations à la Prétérit [tS] Savoir gérer sa

Flash d’informations radio Lexique (verbes) du tongue-twisters respiration en
d’informations sportives sport lisant
Séance 8
Révisions
Séance 1
J'apprends à parler de mes goûts en sport
Step 1
Match the pictures to the activity.
1 2 3 4
5 6 7 8
swimming baseball cycling football rock climbing
hiking athletics ice-hockey
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………
6- …………………………………………………………………………………………………………………
7- …………………………………………………………………………………………………………………
8- …………………………………………………………………………………………………………………
Check and correct.
Complete this questionnaire.
a) Do you play or do a sport regularly? Yes r No r
b) Do you like watching sport on TV? Yes r No r
c) Do you prefer team sports or individual sports? Team r Individual r
d) Are there any sports that you don’t like?
……………………………………………………… .........................................................………
e) Who do you think do the most sport? Girls or boys? Girls r Boys r
f) Have you got a favourite sport? Yes r No r
If yes, which sport? ....................................................................................................
g) If you could do a new sport, which sport would you try?
……………………………………………………… .........................................................………
h) Are you interested in extreme sports? Yes r No r
i) Do you admire famous sports people? Yes r No r
j) Do you prefer other hobbies (loisirs) to sport? Yes r No r
If yes, which ones? …………………………………… ...........................…………………………
Step 2
Exercise 1
Now listen to these people doing the questionnaire and note your answers.
(Écoute ton CD et complète le tableau)
O de bien écouter le dialogue une fois sans écrire. Cela te permettra de saisir le sens
général et les attitudes des gens qui parlent. Ensuite écoute de nouveau, prends quelques
notes et essaie de remplir le tableau. Repère bien les cases vides, ou les choses dont tu n’es
pas certain(e), et écoute une troisième fois en ciblant ces « zones d'ombre ».
Boy Girl
sports they play
like watching sport on TV?
prefer team / individual
sports?
don’t like
favourite sport
would like to try
interested in extreme sports?
Step 3
The boy says he doesn’t like cricket. In fact he says he can’t stand it. Can’t stand is a synonym for
to hate or to detest.
The girl says her dad is fond of cricket. To be fond of is another way to say to like.
To be fond of: to be keen on.
The girl says she is not keen on team sports (she doesn’t like team sports).
j e retiens
Pour dire que tu aimes quelque chose, tu peux dire I am keen on... ou I am fond of....
La négation est I’m not keen on ... ou I’m not fond of .....
Pour poser une question, tu dis are you keen on ...? ou are you fond of ...?
Attention « on » et « of » sont des prépositions. Ils sont suivis d'un nom
ex. I’m fond of chocolate.
Si tu veux placer un verbe après l'une de ces deux expressions, tu dois le mettre à la
forme du V-ing
ex. I am fond of playing football
Si ton point de vue est plutôt neutre, tu peux dire I don’t mind
ex. I don’t mind watching football
Et si, comme le garçon, tu détestes quelque chose, tu peux dire I can’t stand it ou
I can’t stand watching TV!
Exercise 2
Write the sentences again and replace the underlined words and expressions with similar
ones. (Remplace les mots et expressions soulignés par des mots similaires)
1- I can’t stand doing my homework ..............................................................................
2- I like watching athletics on TV ....................................................................................
3- I don’t like playing team sports ...................................................................................
4- Do you like cooking? ................................................................................................
Exercise 3
Use your answers to the questionnaire to write five or six sentences about you. You must use
to be fond of, to be keen on, can’t stand, or don’t mind. (Utilise tes réponses au questionnaire
pour écrire cinq ou six phrases sur toi-même en utilisant to be fond of, to be keen on, can’t stand,
ou don’t mind.)
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Méthodologie
Quand tu as terminé, relis ton texte pour corriger d'éventuelles erreurs. Il est toujours utile
de cibler les éléments qui risquent de poser problème. Par exemple, vérifie que tu as utilisé la
bonne préposition après « fond » ou « keen ». Il est facile de les confondre !
Vérifie que tu as utilisé V-ing après les prépositions et « don’t mind » ou « can’t stand ».
Sports trivia question:
The Australian soccer team’s nickname is the “socceroos”. Can you imagine why?
Check and correct.
Séance 2
J'apprends à bien prononcer le vocabulaire sportif
J'apprends à décrire mes activités sportives
Step 4
Phonolologie
Le vocabulaire sportif (et celui des loisirs) est souvent le même en anglais et en français.
Cependant la prononciation des mots est souvent très différente ! Si tu prononces à la
française, un anglophone risque de ne pas te comprendre ! Fais l'exercice suivant et tu
verras !
Exercise 4
Listen to your CD. You are going to hear each word pronounced twice, once in French and
once in English. Which language comes first? French or English? In the example you hear
«tennis», in English first, then in French, so you write E in column 1 and F in column 2. (Tu
vas entendre une série de mots. Chaque mot sera prononcé deux fois, une fois en anglais et une
fois en français. Tu dois décider dans quel ordre tu entends les mots. Dans l’exemple tu entends
« tennis » en anglais d’abord puis en français. Tu écris E pour English dans la première colonne et
F pour French dans la deuxième).
Ex. tennis E F
1 basketball
2 canoe
3 baseball
4 champion
5 corner
6 ballet
7 judo
8 golf
9 penalty
10 dance (danse)
Exercise 5
Listen to your CD again and repeat the words in English. (Écoute ton CD de nouveau et répète
les mots en anglais).
Step 5
Exercise 6
Where do you play football? Where do you do ballet? Match the sport and the location
(Relie le sport à l'endroit où on le pratique).
1- swimming pitch
2- tennis studio
3- golf court
4- football/rugby course
5- running (athletics) pool
6- dance (ballet) track
7- horse-riding court
8- basketball stables
1 2 3 4 5 6 7 8
court
Step 6
Exercise 7
Listen to these 4 people talking about the sports they do and complete the table. (Écoute les
4 personnes qui parlent des sports qu’ils pratiquent et complète le tableau.)
Started
Name Sport (s) Days Extra information
at age
Daniel
Julie
Claire
William
Step 7
Exercise 8
How about you? Do you do any sports or activities? (Et toi ? Est-ce que tu fais du sport ou
d'autres activités ?)
Tu vas écrire un petit paragraphe de cinq ou six phrases à propos de tes activités. Utilise le
tableau ci-dessous pour préparer ta rédaction.
Started
Name Sport (s) Days Extra information
at age
My
Name
Quand tu l’auras complété, pense aux verbes que tu vas utiliser. Pour la plupart des jeux en
équipes ou avec un adversaire direct tu dis « to play » : I play football, volleyball, tennis...
Pour les activités telles que la danse, le ski, l'équitation, tu utilises « to do » : I do ballet, ski,
horse-riding…
« Play » correspond davantage à un jeu, « do » à une activité. La grande exception est

l'athlétisme car tu dis « I do athletics » !
Méthodologie
Pense toujours à mobiliser ton vocabulaire avec un tableau comme celui-ci avant de
commencer à rédiger un texte.
Séance 3
Je sais utiliser le comparatif d'égalité
J’apprends le nom des sports extrêmes
Step 8
Look at these pictures and say which ones are extreme sports. (Regarde les images et dis
lesquelles représentent des sports « extrêmes »).
skateboarding tennis bungee jumping rock-climbing
surfing roller-skating snowboarding
Exercise 9
The extreme sports are:
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………
Exercise 10
What is an extreme sport? Look at this definition and complete it with the words in the
box. (Qu’est-ce qu’un sport extrême ? Regarde cette définition et complète-là avec les mots de
l'encadré.)
Extreme sports are sports which are often (1) ...................................................................
They are a big (2) ............................................................................................................
Most extreme sports are (3) .................................................................................. sports.
The participant confronts (4) .................................... and depends on his skill to succeed.
The participant has to evaluate the (5) ............................................................... carefully.
challenge risks individual danger dangerous

1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………
Step 9
Exercise 11
Listen to Paul and Julie discussing extreme sports and then answer the questions. (Écoute
Paul et Julie qui parlent de sports extrêmes. Ensuite réponds aux questions.)
1- Paul thinks the sports are ……………………………………………………………………............
2- Paul would like to try ………………………………………………………………………………...…
3- Julie thinks it’s …………………………………………………………………………………………….
4- Paul doesn’t think it’s as dangerous as ……………………………………………………………..
5- Would Julie like to try skateboarding? Yes No (circle the right answer)
6- What sport does Julie prefer playing? ……………………………………………………………….
7- Why? ……………………………………………………………………
8- Why would Paul like to try something different? Because he’s …………………………….…
……………………………………………………………………………………………………………...…
Paul compare « surfing » à « rock-climbing ». Il dit « it’s not as dangerous as rock-

climbing ».
Tu utilises as + adjectif + as pour mettre deux choses au même niveau :
ex : rugby is as exciting as soccer.
Nous appelons cette structure le comparatif d'égalité. Paul, justement, veut dire que
les choses ne sont pas égales. Il ajoute not pour former une phrase négative :
Surfing is not as dangerous as rock-climbing.
Exercise 12
Complete the sentences and make comparisons. (Complète les phrases pour faire des phrases
comparatives.)
1- Paul and Julie are the same age.
k Paul is ....................................... old .............................. Julie.
2- The two teachers are very strict.
k Mr Brown is .............................. strict .............................. Mr Black.
3- The two girls are very tall.
k Aisha is .............................. tall .............................. Amanda.
Exercise 13
Give your opinion. Use the adjective given to compare the two sports. (Donne ton avis.
Utilise les adjectifs pour faire des comparaisons.)
Example: Rugby/soccer/exciting:
Rugby is as exciting as soccer ou Rugby is not as exciting as soccer.
1- History/Science/interesting
………………………………………………………………...........................................................
2- Couscous/curry/spicy
………………………………………………………………...........................................................
3- Swimming/surfing/dangerous
………………………………………………………………...........................................................
4- Skateboarding/surfing/exciting
………………………………………………………………...........................................................
Séance 4
J'apprends à expliquer les règles d'un sport
Step 10
Look at the picture. What sport do you
think this is?
Is it...
1- basketball? r
2- volleyball? r
3- netball? r
Well, the correct answer is netball!
© Cned / George
What is netball? Read this text and find out! Then complete the table.
The Origins of Netball

In 1891 James Naismith invented the game of basketball. Today basketball is played by
men and women in more than 200 countries.
In 1895 Clara Baer, a sports teacher in New Orleans wrote a letter to James and asked
him to explain the rules of basketball. He sent her the rules of his new game but she
didn’t understand his letter very well. She started teaching her students to play this
new game.
Clara’s version of basketball became netball. It isn’t popular in France but it is very
popular in the United Kingdom, in Australia, New Zealand and in Jamaica. More than
20 million women and girls play netball in 70 countries today!
Exercise 14
Basketball Netball
invented by
invented in
played in
played by
Step 11
Because of its origins netball is like basketball. The objective is to put the ball in a “net”.
There are some differences with basketball. Read the rules!
THE RULES OF NETBALL

1- There are two teams of seven players.
2- A team is allowed to have five replacements.
3- You can catch and throw the ball.
4- You mustn’t dribble the ball.
5- You are not allowed to run with the ball.
6- You mustn’t hold the ball
for more than three seconds.
7- Players have to stay inside their zones.
8- You are not allowed to touch another player.
9- Players must be inside the goal circle
if they want to shoot.
j e retiens
Les règles d’un sport expliquent ce que l’on peut faire, ce que l’on doit faire et ce que
l’on ne doit pas faire.
Relis les règles du « netball » et souligne en vert ce que l'on peut faire. Ensuite souligne
en noir ce que l'on doit faire. Enfin souligne en rouge ce que l'on ne doit pas faire.
Que remarques-tu ? Tout d'abord, il y a différentes façons d'exprimer la permission,
l’interdiction et l’obligation.
Pour dire que quelque chose est permis, tu peux utiliser le modal « can » ou l’expression
« to be allowed to » (règles 2 et 3).
Pour dire que quelque chose est interdit, tu peux utiliser « mustn’t » ou « not allowed
to ».
Pour dire que l’on doit faire quelque chose, tu peux utiliser « must » ou « have to ».
Exercise 15
Here are some of the rules of football (soccer).
Complete with a word or expression from the box. (Voici quelques règles du football.
Complète-les en utilisant des mots ou expressions de l’encadré.)
4- Players are ……………………....................................................…….. to catch the ball.
5- You ………………..…..............................……….. push your opponent with your hands.
6- The goalkeeper …………………… touch the ball with his hands inside the penalty area.
7- At the start of the match players ................................................................................

be inside their own half of the pitch. (half: moitié)
8- You are ............................................................. trip your opponents. (to trip: faucher)
allowed to/not allowed to can must/ mustn’t
Exercise 16
Choose a sport and write four important rules for this sport. Begin each sentence with
“you” ou “players”. (Choisis un sport. Écris les quatre règles principales pour ce sport.
Commence chaque phrase avec « you » ou « players ».)
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Séance 5
J'apprends à comparer avec des adjectifs
J’apprends à bien prononcer le « h » aspiré
J'apprends des « tongue-twisters »
Step 12
Look at the posters. Which show would you prefer to see? Why? (Regarde les affiches.
À quel spectacle aimerais-tu assister ? Pourquoi ?)
Live!
International
Dance Day
The Kiev Ballet Company
performs Culture
Shock
Swan
Lake The Top Hip Hop
Dance Troupe in
Britain!
New combinations! New movements!
The Olympia Theatre

Thursday 29th April 8 pm at The ODEON!!
Thursday 29th April8.30 pm
Tickets £15/£25 Tickets £8
Students £ 7 Hip Hop is Cool!!!
Exercise 17
Listen to the conversation and answer the questions. (Écoute la conversation et réponds aux
questions.)
1- Which concert would Tracy prefer to see? ………………………………………………….…..
2- Which concert would Helen prefer to see? ……………………………………………………..
3- Tracy’s reasons:
a) ……………………………………………………..….……………………………………………..…
b) ……………………………………………………..….……………………………………………..…
4- Helen’s reasons:
a) ................................................................……………………………………………………..
b) ................................................................……………………………………………………..
c) .................................................................……………………………………………………..
5- What is Helen going to send Tracy? ………………………………………………… ...............…..
6- How about you? Which concert would you prefer to go to?
………………………………………………………………...........................................................
………………………………………………………………...........................................................
O Helen dit que la danse hip hop est plus moderne et plus rapide que la danse classique
(que les anglais appellent simplement « ballet »). Que dit-elle ?
« It’s more modern and it’s faster ». Il s’agit de faire une comparaison de supériorité.
Que remarques-tu ? Bien sûr, la forme comparative des adjectifs n'est pas la même pour
« fast » et « modern ». Tu te rappelles sans doute que tu ajoutes « er » aux adjectifs courts.
Tu mets « more » devant les adjectifs longs. On considère qu'un adjectif est long quand il
est composé d'au moins deux syllabes. Les adjectifs en deux syllabes qui se terminent par
« y » sont assimilés aux adjectifs courts et tu ajoutes « –ier » pour faire le comparatif : funny
– funnier.
O Quand un adjectif d’une syllabe se termine par une consonne précédée d'une seule
voyelle, tu doubles la consonne : big – bigger.
N’oublie pas qu’il y a des cas particuliers : « good » devient « better » et « bad » devient
« worse ».
O Helen dit « hip hop is more exciting than classical music ». Ne confonds pas le
comparatif de supériorité où tu utilises « than » après l'adjectif et le comparatif d'égalité,
où tu mets « as » après l'adjectif : « as big as ». Pourquoi y a-t-il risque de confusion ? Tout
simplement parce qu'en français tu dis « aussi grand que » et « plus grand que ». En anglais
ce n’est pas la même chose !
Exercise 18
Make comparisons! (Faites des comparaisons !)
1- John thinks watching television/reading a book (interesting)
……………………………………………………..……………………………………………………..
2- The weather today/the weather last week (bad)
……………………………………………………..……………………………………………………..
3- John/brother/ (tall)
……………………………………………………..……………………………………………………..
4- Cartoons/detective films (funny)
……………………………………………………..……………………………………………………..
5- The Mississippi River/The Seine (long)
……………………………………………………..……………………………………………………..
6- Helen thinks ballet/hip hop (good)
……………………………………………………..……………………………………………………..
Step 13
Tracy est étonnée que Helen préfère la danse hip hop à la danse classique.
Écoute sa réaction de nouveau.
Tracy: Really? You don’t prefer hip hop to ballet, do you?
Tracy manifeste son étonnement par une intonation descendante très forte. Essaie de l'imiter en
répétant cette phrase plusieurs fois. Apprends la phrase par cœur !
As-tu remarqué que le prénom Helen existe également en français (Hélène). Mais quelle
différence de prononciation !
Écoute de nouveau, d'abord en anglais puis en français.
Tu remarques qu’en anglais c’est la première syllabe qui est accentuée mais qu'en français
c'est le contraire !
En anglais un mot en deux syllabes s'accentue en général sur la première syllabe.
Répète le prénom « Helen » en anglais et n'oublie pas le « h » aspiré de Helen !
Écoute les deux phrases ci-dessous. Répète-les plusieurs fois et apprends-les par cœur.
Helen helps Hillary do her History homework.
Harry Higgins has a house in Hull.
Séance 6
J'apprends à écrire le compte rendu d'une expérience
Step 14
Here’s the email that Helen sent to Tracy after the hip hop show. (Voici le mail que Helen a
envoyé à Tracy après le spectacle de hip hop.)
Hi Tracy,
The hip hop show at the Odeon on Thursday was amazing!

I went with Kim and Charlotte.
The show was fantastic. The dancers were really excellent

and their clothes were so cool!
The music was brilliant too.
We had a great time. I took lots of photos.
However, I didn’t get home until (avant) twelve! Mum and

Dad weren’t very happy!
How about you? Did you enjoy the ballet?
Helen
1- En lisant cette lettre as-tu l’impression que Helen est contente du spectacle ?
Oui, en effet. Comment transmet-elle ce sentiment de satisfaction ?
Elle utilise des adjectifs très « positifs », bien sûr.
Souligne ces adjectifs maintenant.
C'est fait ? Alors maintenant trouve le nom que chaque adjectif qualifie. Quand tu as
terminé, tu dois pouvoir compléter le tableau ci-dessous.
Exercise 19
Adjectif Nom
Quelles sont les autres informations que Helen donne dans son mail ?
Elle dit où elle est allée, quand et avec qui. Elle dit à quelle heure elle est rentrée.
Complète le tableau maintenant.
Where?
When?
Who with?
Time home?
Il y a un seul élément négatif dans le mail. Quel est cet élément ?
Problem:
Quel mot utilise-t-elle pour introduire ce problème ? Oui, c'est « however ». Ce mot signale
au lecteur qu'il va y avoir un changement. En français, « pourtant » ou « en revanche »
remplissent la même fonction.
Puisque Helen raconte un événement passé, elle utilise le prétérit. Souligne les verbes qu’elle
utilise.
Que remarques-tu ? Oui, ils sont tous irréguliers. Ce n'est pas étonnant, en anglais les
verbes les plus usuels sont souvent irréguliers !
Voici la base verbale de chaque verbe. Trouve le prétérit dans le mail de Helen et complète le
tableau :
Exercise 20
be
go
have
take
Il y a une négation et une question au prétérit dans le mail. Souligne-les. Pourquoi les verbes
« get » et « enjoy » ne sont-ils pas au prétérit ?
Parce que c'est l'auxiliaire qui porte la marque du prétérit, bien sûr : « do » est devenu « did ».
Step 15
Exercise 21
Tracy répond à Helen. Peux-tu écrire son mail ? Prépare ton mail d'abord.
1- Complète les trois tableaux d'abord

(il faut peut-être regarder l'affiche de nouveau !).
Where?
When?
Who with? (use your imagination!)
Time home?
Adjectif Nom
costumes
music
dancers
Problem:
2- Sélectionne et vérifie tes verbes.
Base verbale Preterit
3- Complète le mail :
Hi Helen,
Thanks for your mail,
The ballet at the .........................................................................
..................................................................................................
..................................................................................................
..................................................................................................
..................................................................................................
..................................................................................................
..................................................................................................
However, ...................................................................................
..................................................................................................
..................................................................................................
See you on Monday,
Tracy
Séance 7
J’apprends à rédiger un flash d'informations sportives
J'apprends à prononcer la plupart des mots en « ch »
J’apprends à gérer ma respiration en lisant
Step 16
1- You’re going to hear a sports bulletin. Before you listen, circle the words you think you
will hear. (Tu vas entendre un flash d’informations sportives. Entoure les mots que tu risques
d’entendre.)
sport beat dance soccer football rugby athletics basketball
netball goals winner result score surfing championships
2- Listen to the bulletin and check your answers. Which important words which were not in
the list did you hear? (As-tu entendu des mots importants qui ne sont pas dans cette liste ?
Note-les.)
………………………………………………………………...........................................................
………………………………………………………………...........................................................
Exercise 22
Complete. (Complète.)
Time: ............................ o’clock ................................. Sports on FM radio.
Liverpool .................................. Manchester United .....................................
William Dubois scored............................. goals for.......................................
George Marley won the ....................... at the ……………….. Championships in ………………..
Netball: England beat ...................................................................................
Cricket: England lost to .................................................................................
Jermaine Greene won the British ........................ Championships in Brighton.
Exercise 23
1- Circle the verbs in the table and match them to their root verbs (Entoure les verbes dans le
tableau et relie-les à leurs bases verbales).
score
win
lose
beat
2- Which verb is not irregular? (Quel verbe n'est pas irrégulier ?)

………………………………………………………………...........................................................
Did you know? (Le savais-tu ?)
À la radio, les journalistes sportifs lisent des textes qui sont, en général, préparés
auparavant par une équipe de rédaction.
Exercise 24
You are a sports editor. Use the information in the box to write the sports bulletin for your
journalist. (Tu fais partie de l'équipe de rédaction. Utilise les informations de l'encadré pour
écrire le flash d’informations qui va être lu à l'antenne par le journaliste.)
Time: 8 o’clock WYUX Sports on FM radio.
Arsenal 3 Chelsea 2
Simon Keane ......................................... 2 goals for Arsenal.
Oliver Mooney: ......................................... the 200 m at the World Athletics
Championships in Rome.
Basketball: Great Britain ......................................... the USA.
Tennis: France ......................................... to Russia in the Davis Cup.
Paul Brody ......................................... the British Surfing Championships in Devon.
Good evening. It’s ......................................... and you’re listening to ...............................
Sports on FM radio.
In ......................................... today, Arsenal ......................................... Chelsea 2-1.
The ......................................... strikers, Simon Keane, ......................................... two
goals for ......................................... .
In athlectis Oliver Mooney won the ......................................... at the World ....................
..................... Championships in ......................................... .
A wonderful result in basketball for Britain’s men. They beat .........................................
for the first time.
In tennis, France ......................................... in the Davis Cup.
Finally, surfing. In ......................................... today, Paul Brody .......................................
the British Championships.
I’ll be back with more sports news in one hour.
Check and correct.
Exercise 25
Tu vas maintenant jouer le rôle du journaliste qui présente le bulletin. Tu vas lire le texte à
haute voix et, tout comme le journaliste, tu vas t’enregistrer.
Quand on lit à haute voix, il est parfois difficile de reprendre son souffle. Il faut essayer
de faire de petites pauses. Utilise la ponctuation pour t’aider à reprendre ton souffle. Une
virgule te permet de respirer une petite seconde, et un point, deux !
O Chelsea ! Le « ch » en anglais en début de mot est, en général, prononcé [tS]. Un peu

comme le début de «tchatch» en français ! C'est comme si le mot Chelsea commençait par
un « t » !
Séance 8
j e m’évalue
Exercise 1
rugby cycling football ballet swimming hiking

running basketball horse-riding
Write six sentences about the activities in the box and what you think of them. Don’t use the
verb like. Use equivalent expressions. Try to vary the expressions you use.
(Écris six phrases et dis si tu aimes ou n'aimes pas les activités encadrées. Attention, tu ne dois
pas utiliser le verbe « like ». Il faut trouver des expressions équivalentes.)
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………
6- …………………………………………………………………………………………………………………
Exercise 2
Complete the sentences with « play » or « do ». (Complète les phrases avec « play » ou
« do ».)
1- Every Thursday night I ........................... athletics.
2- We ........................... football every afternoon after school.
3- Do you ........................... horse-riding?
Exercise 3
This information is wrong! Write the sentences again and correct the information. (Les
informations sont fausses ! Écris les phrases de nouveau en corrigeant les erreurs.)
1- You play rugby in a pool.
………………………………………………………………...........................................................
2- You swim on a track.
………………………………………………………………...........................................................
3- You play basketball on a pitch.
………………………………………………………………...........................................................
Exercise 4
Make comparisons using « as + adjective + as ». (Fais des comparaisons avec « as + adjectif +
as ».)
1- Jazz dance/physical/hip hop.
………………………………………………………………...........................................................
2- Sam is an excellent tennis player. He/good/professional.
………………………………………………………………...........................................................
3- Sometimes football/violent/rugby.
………………………………………………………………...........................................................
4- Paris/not/polluted/Mexico City.
………………………………………………………………...........................................................
Exercise 5
This information is wrong! Write the sentences again and correct the information.
(Les informations sont fausses ! Écris les phrases de nouveau en corrigeant les erreurs.)
1- Soccer players are allowed to catch the ball.
………………………………………………………………...........................................................
2- In rugby, players must wear helmets (casques).
………………………………………………………………...........................................................
3- You can push your opponents in basketball.
………………………………………………………………...........................................................
4- In the 100 m competitors can start when they want.
………………………………………………………………...........................................................
5- You don’t have to wear special shoes for ballet.
………………………………………………………………...........................................................
Exercise 6
Make comparative sentences as in the example. (Fais des comparaisons en utilisant le
comparatif de supériorité.)
Example: Susie is 1 m 80 tall. Jill is 1 m 60 tall. Susie/tall/Jill Susie is taller than Jill.
1- Peter is eleven and John is twelve. John/old/Peter
………………………………………………………………...........................................................
2- Population: Los Angeles, 4 million. Dublin, 1 million. Los Angeles/big/Dublin.
………………………………………………………………...........................................................
3- Rock-climbing/dangerous/hiking
………………………………………………………………...........................................................
4- Hard rock/loud/chamber music
………………………………………………………………...........................................................
Exercise 7
Complete this text. (Complète ce texte. Tu peux utiliser les verbes et adjectifs qui sont encadrés.
Mais attention, il faut conjuguer les verbes !)
You can use these verbs to complete the text:
score be go win beat take
You can use these adjectives:
brilliant fantastic happy exciting
Last night I ....................... to a football match.I ............................. with my friend

William.
The atmosphere .......................... really .......................The match ..................................
very ............................................
My favourite team, Aston Villa, ................................................................ the match.
They .................................................................... Sunderland 3-2.
The players were ..................................... Peter Harvey ........................ three goals.
I .................................................................. lots of photos at the end of the match.
However, I didn’t get home until very late.
Mum and Dad ...................................... very .........................................................
Sommaire
Séquence 10

Séance 1 Demander la Les emblèmes Questions tags Le son [T] Savoir organiser
Dialogue 1 «In the confirmation des îles intonation son écoute
classroom» britanniques « question tags »
Séance 2 Comprendre L’histoire des Prétérit verbes Savoir chercher
Dialogue 2 l’essentiel d’un emblèmes irréguliers usuels des indices dans
«Laura and texte inconnu lexique : la guerre un texte
Leslie»
Séance 3 Rédiger un récit à L’histoire d’un Prétérit verbes Savoir préparer
Les origines l’aide de notes emblème irréguliers usuels une rédaction
d’un emblème américain, l’aigle ago
américain
Séance 4 Réciter une poésie St Valentine’s Day a little / a few Rime d’une Savoir repérer
Dialogue Transmettre des (traditions) poésie [u:] et recopier des
«William’s informations à informations dans
project» l’écrit un texte
Séance 5 Comprendre un April Fools’ Day Prétérit verbes Prononciation Savoir repérer
CO «News message à l’oral (traditions) irréguliers usuels des mots en mots proteurs de
bulletin 1st April» -ought sens
Séance 6 Rapporter les April Fools’ Day Discours indirect Savoir étoffer un
Texte «Leonardo paroles de (traditions) texte
de Caprio» quelqu’un
Séance 7 Exprimer la surprise The Queen’s Reprises elliptiques Intonation Savoir reconnaître
Dialogue «The Transmettre des birthday conjonctions reprises des attitudes à
Queen» informations à so et but elliptiques l’oral
l’écrit Savoir relier des
phrases à l’écrit
Séance 8
Révisions
Séance 1
J’apprends les emblèmes des îles britanniques
J’apprends à utiliser les « tags » de confirmation
J’apprends à prononcer la lettre th [T]
J’apprends un «tongue-twister»
Step 1
1- Match the emblem to the country. (Relie l’emblème au pays.)
A B C D
England Scotland Wales Ireland
2- Write the letter for each emblem. (Écris la lettre qui correspond à chaque enblème.)
thistle ………………………………………………………………………………………………………
rose …………………………………………………………………………………………………………
leek …………………………………………….……………………………………………………………
shamrock ………………………………………………………………………………………………….
3- What you do call? (Comment appelle-t-on ?)

a) People from Ireland? ……………………………………………………………………………...
b) People from England? ……………………………………………………………….………...…
c) People from Scotland? ……………………………………………………………….…………..
d) People from Wales? ……………………………………………………………….……………...
You can check your answer to question 3 but you have to listen to the dialogue for the
answers to question 1 and 2. (Tu peux vérifier tes réponses à la troisième question mais pour
la première et la deuxième il faut écouter ton CD !)
Check your answer to 3, but not to 1 and 2. You have to listen to the dialogue for that!
Step 2
j e retiens
Écoute le dialogue une fois et décide où se passe la scène et qui sont les personnages.
Quel est le sujet du dialogue ? Y a-t-il un lien avec les activités de la Step 1 ?
Écoute une deuxième fois et prends quelques notes. Regarde le tableau pour voir si tu
peux compléter des cases.
Il reste, peut-être, des cases vides ou des choses dont tu n'es pas entièrement certain.
Écoute ton CD une troisième fois. Concentre-toi sur les passages dont tu n'es pas sûr
afin de pouvoir vérifier ou compléter des réponses.
Suis cette démarche pour chaque dialogue de la séquence.
Exercise 1
Listen to your CD and check you answers (Écoute ton CD et vérifie tes réponses).
1- The scene takes place: a) in a classroom b) at home
2- Characters: a) ................................................................................... and her pupils.
3- Paul’s problem: didn’t .
4- Laura (circle the right answer)
a) did her homework
b) didn’t do her homework
5- Emblems
a) England ...................................................................................................................
b) Scotland. .................................................................................................................
c) Wales............................................................................................................ ……….
d) Ireland.....................................................................................................................
e) Explanation for England’s emblem ............................................................................
A long time ……………………… there was a war. Two royal families fought for the throne.
The emblem of one family was a ……………………………………..………… and the emblem
of the other family was a ……………………………..…………………………….........................
The family with the ............................................................................................. won.
Homework: Find the explanation for the emblems of ..................................................
and ………………………… ............................................................................................ .
Questions tags
As-tu remarqué que plusieurs questions de Miss Jones étaient formulées à la

forme affirmative mais avec une petite reprise de l'auxiliaire à la fin de la phrase ?
On appelle cette reprise un « question tag ». Tu utilises un « question tag » pour
demander la confirmation de ce que tu viens de dire.
Exemple : Your Mum’s Irish, isn’t she?
Le « question tag » est composé :
1) de l'auxiliaire déjà présent dans l’énoncé, ou de l'auxiliaire que tu aurais utilisé

pour poser une vraie question.
2) du pronom personnel sujet de la phrase.
Paul, you’ll start, won’t you? (will)
Laura, you finished your homework, didn’t you? (did)
Paul didn’t finish his homework, did he ?
As-tu remarqué que, si l'énoncé est à la forme affirmative, le « tag » est à la forme
négative ? Si l'énoncé est à la forme affirmative, le « tag » est à la forme négative.
Exercise 2
Complete each sentence with a question tag. (Complète chaque phrase avec un « question
tag ».)
1- King Henry VIII was an English king, ......................................................................... ?
2- Edinburgh is the capital of Scotland, ........................................................................ ?
3- Prince Charles is the Prince of Wales, ....................................................................... ?
4- The teacher isn’t happy with Paul, ............................................................................ ?
Phonologie
L'intonation des « tags » dépend de l'attitude de celui qui parle. S'il est presque certain de
ce qu’il dit, l’intonation est descendante. S’il a des doutes, l’intonation monte.
Exercise 3
Le son [θ] (qui correspond souvent à « th ») est difficile pour les français (et d’autres !).
Écoute ton CD et répète « thistle » plusieurs fois.
Ensuite écoute et répète ce « tongue-twister » :
Tom threw three thistles into the river.
Séance 2
J'apprends l'histoire des emblèmes de l'Écosse
et du Pays de Galles
J'apprends à chercher des indices dans un texte
Step 3
The daffodil and the leek
Exercise 4
Listen to your CD and complete the table (Écoute ton CD et complète le tableau. Tu peux
répondre aux questions 5 et 7 en français, si tu veux.)
1- Miss Jones is wearing (circle the correct answer)
a) a daffodil
b) a leek
2- Why? It’s the ............................................................................... National Day (St Day)
3- Date: …………………………………………………………………………….................................
4- Miss Jones is (circle the correct answer)
a) English
b) Scottish
c) Welsh
4- Why do people prefer to wear daffodils?
………………………………………………………………………………………………………….........
5- Did Paul do his homework?
…………………………………………………………………… ..................................................…
6- Problem? …………………………………………………………… ...................... …………………..

7- Miss Jones reaction (circle the correct answer)
a) happy
b) angry
c) she doesn’t mind.
Step 4
Exercise 5
Paul a réussi à confondre l'explication de l'emblème d'Écosse avec celui du Pays de Galles ! Il a
tout confondu !
Il va falloir l'aider à séparer les deux récits. Pour cela il faut d'abord chercher des indices.
Tout d'abord, tu vas chercher toutes les références au Pays de Galles et à l'Écosse dans le
texte de Paul. Tu sais qu’en anglais :
1- Le Pays de Galles se dit : ……………………….............................………….…….............……
2- L’adjectif, pour les habitants, est : ……............................................................…………..
3- L'emblème : ……............................................................………….………….....................
4- Le deuxième emblème (porté par Miss Jones) : …….......................................................
5- L’Écosse se dit : ……............................................................………….…………................
6- L'adjectif est : ……............................................................………….…………..................
7- L'emblème : ……............................................................………….………….....................
Maintenant souligne, ou surligne, les phrases qui parlent du Pays de Galles en rouge, et celles
qui parlent de l’Écosse, en bleu.
8- D'autres nationalités ou peuples sont mentionnés. Qui sont-ils ?
a) ……………………………………............................................................………….…………
b) ……………………………………............................................................………….…………
Sont-ils amis ou ennemis ? ……............................................................………….…………
Alors, qui étaient les ennemis des Écossais ? ……...........................................................
Et des Gallois ? …………………………………… ..............................................................…
Maintenant tu dois pouvoir terminer la séparation des textes. Écris les phrases dans les
tableaux ci-dessous mais, pour l’instant, ne te soucie pas de l’ordre des phrases.
A long time ago, a group of Vikings wanted to attack some Scottish people. The
Welsh army didn’t have any uniforms. They didn’t hear the Vikings who came closer
and closer. Today many people in Wales prefer to wear daffodils because they are
prettier and easy to wear. The Scottish people were sleeping in a field. A long time
ago, a Welsh army was fighting an English one. One Viking stepped on a thistle and
hurt his foot. During the battle, the Welsh army put leeks in their hats to be able to
recognize each other. He started screaming and so the Scottish people woke up and
chased the Viking away. That’s how the leek became the emblem of Wales.
How the leek became the emblem of Wales
How the thistle became the emblem of Scotland
Step 5
Maintenant que tu as séparé les deux récits tu vas les mettre dans le bon ordre. Tu peux te servir
des tableaux ci-dessous.
Pour commencer, essaie de repérer la première phrase de chaque récit. Elles se ressemblent
d'ailleurs.
Ensuite essaie de trouver des noms qui sont repris par des pronoms. On ne va pas écrire « they »
par exemple avant de savoir de qui il s'agit !
Y a-t-il des phrases dans les récits dont les verbes sont au présent ?
Une telle phrase viendrait logiquement vers la fin du récit car elle décrirait la situation
aujourd’hui.
Exercise 6
Exercise 7
Now, from the context, guess the French for these words and expressions.
(Maintenant, en utilisant le contexte, devine l'équivalent en français des mots et expressions
suivants qui figurent dans les récits.)
1- field: 2- battle: 3- during:
a) un champ a) une bataille a) avant

b) un château b) un bateau b) pendant
c) un bateau c) la pause c) après
Exercise 8
Find the preterit in the texts for each irregular verb (Trouve le prétérit des verbes irréguliers
dans les récits).
come
hurt
put
wake
become
Séance 3
J'apprends une légende américaine
J'apprends à rédiger une histoire
Step 6
En séance 2, tu as remis dans le bon ordre des légendes concernant l'origine des emblèmes. Il
existe aussi une légende concernant le choix de l’aigle comme emblème des États-Unis.
Voici les éléments essentiels de la légende :
an American army/a British army (fight)
during/battle/an American soldier (look up)
he/many eagles in the sky (see) (sky: ciel)
Americans /the battle (win)
Americans/eagle/good sign (think) (be)
That’s how... (become)
Afin de préparer ta rédaction compare ces éléments aux récits de la Séance 2.

Tu vas t’en inspirer.
Quelle expression peux-tu utiliser pour commencer l'histoire ?
Inscris-la ici …………………………………………………………………………………… ....................
Il va falloir choisir le temps de chaque verbe. Regarde la première phrase de la légende
galloise : « was fighting ». Il s'agit de BE-ing au prétérit. Ici tu vas l'utiliser pour décrire la
situation à un moment donné.
Les autres verbes vont décrire une série d'actions. Tu vas utiliser le prétérit simple. Certains
de ces verbes sont irréguliers. Trouve le prétérit de chacun d’eux et complète le tableau.
Exercise 9
Base verbale Prétérit
see
win
think
be
become
Il y a six éléments de la légende dans l'encadré. Est-ce que tu vas être obligé d'écrire six
phrases ? Serait-il possible de relier le deuxième et le troisième élément ? Si oui, avec quel
mot ?
..................................................................................................................................................
N'oublie pas la dernière phrase, celle de la clôture !
Maintenant tu peux commencer !
Exercise 10
How the eagle became the emblem of the United States
Step 7
ago
Les légendes commencent souvent par « a long time ago ». Ne confonds pas avec « once
upon a time », qui figure au début des contes. Quand tu écris « once upon a time », on sait
que l’histoire n’est pas vraie, tandis qu'une légende l'est, peut-être.
« Ago » correspond à « il y a » en français. Note bien sa position : « ago » vient après la
durée que tu indiques. Donc tu dis : « two days ago », “a long time ago”.
Exercise 11
Put these sentences in English. (Mets ces phrases en anglais.)
1- J’ai vu un aigle il y a deux jours.
…………………………………………………………………………………………….…………………
2- Il y a longtemps les Américains se battaient contre les Britanniques.
………….……………………………………………………………………………………………………
3- J'ai terminé mon devoir il y a trois heures.
………………………………………………………………………………………….……………………
American trivia:
Did you know that Benjamin Franklin, the American patriot, didn’t think the eagle
was a good emblem? He said the eagle was a coward! He preferred the turkey
because he said turkeys were very courageous.
(a coward: un lâche)
Séance 4
J'apprends une poésie de la Saint Valentin
Je transmets des informations à l'écrit
Step 8
Exercise 12
Listen to your CD and complete the table. (Écoute ton CD et complète le tableau.)
William’s project
1- He has to find information about St. …………………………………………………........…
2- Mum knows (circle the correct answer)
a) a lot
b) a little
3- She knows the date. It’s ………………………………...........................……………………
4- St Valentine lived in …..................................…………………………………………………
5- Who didn’t like him? ………………………………………................................……………
6- Where did he put him? …………………………………….............................………………
7- What happens on St Valentine’s Day? ………………….......…………………………………
Mum says people send ………………………………………………...........…… on this day.
8- She says you mustn’t ………………………………………………................................……
9- You have to ………………………………………………..............................................……
Step 9
William n’a pas internet mais tu peux l’aider. Lis l’extrait sur St Valentin et souviens-toi des
questions posées par William. Il voulait savoir pourquoi la St Valentin a lieu le 14 février. Il
voulait savoir pourquoi il est le patron des amoureux et pourquoi on ne met jamais son vrai nom
sur une carte qu'on envoie ce jour-là.

Valentine lived in Rome a long time ago.

The Roman Emperor was very cruel. He wanted to have a big army. The young men
did not want to become soldiers. They had wives and girlfriends.
The Emperor decided that marriage was forbidden. He thought that if there were no
more marriages men would join the army.
Valentine decided to help people get married in secret. The Emperor discovered this so
he put Valentine in prison. In prison he fell in love with the daughter of a guard.
The Emperor decided to execute him. On the day of his execution he sent a letter
to the girl he loved. He signed it “from your Valentine”. That’s why, if you send a
Valentine card you are not allowed to sign it with your name.
You must sign it “from your Valentine”. It’s to honour St Valentine.
He was executed on the 14th of February... St Valentine’s Day.
St Valentine is the patron saint of lovers because it’s a very romantic story!
Exercise 13
Now write you card.
Dear William,
I can help you with your project. I’ve got some more information about
St Valentine.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Best wishes,

Step 10
j e retiens
Regarde ce que dit la maman de William :
I know a few things.
I have only a little information.
Les deux mots soulignés sont des quantifieurs. Tu utilises « a few » devant des
dénombrables (tu peux les compter un par un) et « a little » devant des indénombrables
(tu ne peux pas les compter). Tu peux traduire « a few » par « quelques » et « a little »
par « un peu ».
Exercise 14
A little or a few
1- I’ve only got a ……………………………………...................................................... (money)
2- Have you got a ……………………………………............................ (minutes) to talk to me.
3- We’ve got a …………………………………….................................................... (homework)
4- I know a ……………………………………................................................... (English people)
5- I did a ……………………………………................................................ (exercises yesterday)
O Si tu oublies a avant « few » ou « little » tu changes le sens, qui devient peu de.
Step 11
1- Some people write poems on the cards they send on St Valentine’s Day.
Listen to your CD and read it at the same time. Then repeat on your own, listen again to
check your pronunciation and learn it by heart.
(Écoute bien ce petit poème du St. Valentin. Lis-le en même temps, répète-le tout seul puis
écoute de nouveau pour vérifier ta prononciation. Ensuite apprends-le par cœur !)
Roses are red
Violets are blue
Sugar is sweet
(sweet: doux ou sucré)
And so are you
2- In Great Britain some children have fun changing the words. Here’s an example:
Roses are red
Violets are blue
You look like a monkey
Just out of the ……………………………..
Can you find the last word? It has to rhyme with blue! Think of Taronga...
(Peux-tu compléter cette petite parodie du poème. Le mot qui manque doit rimer avec « blue » !)
Séance 5
J’invente une histoire
J'apprends à prononcer les mots en -ought
J’apprends une tradition britannique
J'apprends à mieux repérer les mots porteurs de sens à l'oral
Step 12
The 1st of April is April Fools’ Day. There are lots of traditions around the world.
In France, people put a fish on a person’s back.
In Britain and the USA, there are strange stories on the radio...
Listen to your CD now. Here are some stories from the radio on the 1st April.
Two are true stories and two are false. They are April Fools’ Day jokes (blagues ou farces).
Circle the right answer. (Entoure la bonne réponse et décide si les histoires sont vraies ou
fausses.)
1- True r False r 2- True r False r
3- True r False r 4- True r False r

Écoute la première histoire de nouveau et entoure les mots qui t'ont aidé à comprendre :
whale was river London centre the to a people photos
Tu as certainement entouré : « whale, river et London, people et photos » (au moins).
Tu n'as certainement pas entouré : « was, the, to et a » Pourquoi ?
..................................................................................................................................................
Pour la bonne et simple raison que tu ne les entends pas, ou presque pas. Ce sont des mots
grammaticaux qui ne sont pas prononcés de manière très forte.
j e retiens
Les anglophones accentuent les mots « porteurs de sens », c'est-à-dire les mots
importants, et tu les entends mieux. Quand tu écoutes et tu prends des notes, essaie
toujours de noter ces mots que tu entends mieux que les autres. Cela t'aidera à
reconstruire le sens de ce qui a été dit.
Exercise 15
Now, listen to each story again and note the important words you hear in each one.
(Maintenant, écoute chaque histoire de nouveau et note les mots importants que tu entends.)
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
À l'oral, notre attention est attirée par les mots importants et, sans y réfléchir, nous
devinons le reste de la phrase. En général, les mots les moins accentués sont les mots
grammaticaux : «the, a, is, was...».
À l'écrit, en revanche, cela n'est pas possible. Nous écrivons tout. Le journaliste qui a lu les
informations avait besoin d'un texte bien écrit.
Nous allons regarder la troisième histoire de plus près.
Voilà ce que tu as probablement noté :
Leonardo di Caprio actor Eiffel Tower yesterday says wants
put garden California
Exercise 16
Il y avait deux phrases. Peux-tu essayer de les compléter à l'aide des mots de l'encadré ?
the the bought his he he to in in
Leonardo de Caprio, …………………….. actor, ………………………. ……………………….. .

Eiffel Tower yesterday. ………………… says ………… wants ………….. put it ........................
………….. garden …………… California.

Écris tes phrases ici :

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………...……
……………………………………………………………………………………………...……………………
……………………………………………………………………………………………...……………………
Un mot, peut-être, te pose un problème. Il s'agit de « bought », le prétérit de « buy ». Peux-
tu deviner le sens : voler ? acheter ? prendre ?
Ce verbe est-il
a) régulier
b) irrégulier.
Comment le sais-tu ? .........................................................................................................
Phonologie
Prononciation de “bought” [bq:t].
Il est souvent difficile de savoir comment prononcer les mots avec la combinaison de lettre
« ough ».
Ceux qui se terminent par « t » se prononcent de la même façon.
Listen and repeat:
thought bought fought
Exercise 17
Il s'agit de trois verbes irréguliers. Trouve leur base verbale.

thought
bought
fought

Séance 6
J’apprends à écrire une blague
J’apprends à utiliser le discours indirect
Step 13
Voici le texte que tu as retrouvé à la fin de la séance 5.
Leonardo di Caprio, the actor, bought the Eiffel Tower yesterday.
He says he wants to put it in his garden in California.
Peux-tu imaginer ses mots exacts ?
Il a dit : « I want to put it in my garden ».
Dans le texte, on rapporte ce qu’il a dit et on effectue quatre changements :
1- On change le pronom et « I » devient « he ».
2- On accorde le verbe avec le nouveau pronom : « want » devient « wants ».
3- On introduit la phrase par un verbe comme « say » ou « ask » ou « tell ».
4- On enlève les guillemets.
Il faut effectuer ces changements à chaque fois qu'on rapporte les paroles (réelles ou
imaginées !) de quelqu'un. On appelle les nouvelles phrases « le discours indirect ». En
anglais on dit « Indirect Speech ».
Exercise 18
Put these sentences into indirect speech. (Mets les phrases suivantes en discours indirect.)
1- Queen Elizabeth: « I want to live in the Elysée Palace ».
………………………………………………………………...........................................................
2- Pauline and Laura: « We saw a witch on the bus ».
………………………………………………………………...........................................................
3- Laura’s Dad: « I don’t believe that story ».
………………………………………………………………...........................................................
4- Simon: « I want to go to Disneyland ».
………………………………………………………………...........................................................

Step 14
Look at the text the journalist read again. (Regarde de nouveau le texte lu par le journaliste.)
Leonardo di Caprio, the actor, bought the Eiffel Tower yesterday.

He says he wants to put it in his garden.
Il s'agissait d'un flash donc il a été très bref. Pourtant pour faire une vraie blague pour le 1er
avril, il faudrait peut-être étoffer le texte un petit peu pour le rendre plus intéressant.
Peux-tu trouver un adjectif pour parler de Leonardo di Caprio (rich, famous, good-looking,
American...) ?
Écris-le ici ........................................................................................................................
Il serait intéressant de savoir pourquoi il était à Paris : on holidays, to act in a new movie, to
visit the Louvre, to discover Paris...
Tu commenceras ta phrase « He was in Paris... »
O si tu parles du but de sa visite, et que tu utilises un verbe, tu dis simplement « to visit,

to see, to act... ». Tu n'as pas besoin de traduire « pour ».
Était-il seul ? Imagine en compagnie de qui il était : « He was with... »
Imagine un commentaire qu’il a fait au sujet de la Tour Eiffel : (beautiful, spectacular,

exciting...). N’oublie pas d'utiliser le discours indirect !
Exercise 19
Écris ton texte ici :
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................

Step 15
Tu vas écrire une dernière histoire pour le flash du 1er avril. Il faut préparer ton texte. Choisis
une personne célèbre et imagine une histoire farfelue les concernant.
Utilise ce tableau et, quand tu auras terminé, écris ton texte.
Who
Where
When
What
adjectifs utiles
verbes
verbes irréguliers au prétérit ?
Exercise 20
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
………………………………………………………………...........................................................
Maintenant, prends une voix très sérieuse et lis ton texte à haute voix !
Ensuite, enregistre-toi.
le coin des curieux
Do you know how the tradition of April Fools’ Day started?

Read this text and find out. Then answer the questions.
Est-ce que tu sais comment les traditions associées à « April Fools’Day » ont commencé ? Lis ce
texte pour le découvrir, puis réponds aux questions.
A long time ago the 1st of April was New Year’s Day. The New Year started
on that day. However in the 16th century the Pope changed the date to the 1st of
January.
In those days news travelled very slowly so it took about 100 years for all the people in
Europe to learn that the date had changed!
Some villages didn’t want to change so people started to make fun of them.
People who celebrated New Year’s Day on the 1st of April were called
« April Fools » (a fool is an idiot!). Other people laughed at them and played tricks
on them.
That’s how the tradition of April Fools’ Day started.
The Pope: le Pape
To play tricks (or jokes) on somebody: faire des farces à quelqu'un.
1- What date was New Years’ Day, a long time ago?
…………………………………....................................................….……………………………
2- Who changed the date?
…………………………………....................................................….……………………………
3- What was the new date?
…………………………………....................................................….……………………………
4- How long did it take for people to learn about the change?
…………………………………....................................................….……………………………
5- What happened to people who continued to celebrate the old New Year’s Day?
…………………………………....................................................….……………………………

Séance 7
J'apprends à relier des phrases
J’apprends des informations concernant la reine
J'apprends à indiquer ma surprise
Step 16
Laura explique la présentation qu'elle va faire en classe le lendemain à son amie, Leslie.
Look at the pictures. What do you think is the subject of Laura’s presentation?
(En regardant les images, peux-tu imaginer le sujet de son exposé ?)
Guards on parade
The Queen presents

Exercise 21
Now listen and see if you were right. (Écoute pour voir si tu avais raison.)
1- What is the subject of Leslie’s presentation?
……………………………………………………………………………….....................................….
2- Why is Leslie surprised?
……………………………………………………………………………….....................................….
3- What date is the real birthday?
……………………………………………………………………………….....................................….
4- And her official birthday?
……………………………………………………………………………….....................................….
5- What does the Queen do on her official birthday?
She ……………………………………………………............................................... her guards.
6- How many places or castles does the Queen have?
……………………………………………………………………………….....................................….
7- Laura’s reaction (circle the right answer)
a) she is surprised
b) she is not surprised
Step 17
En effet Leslie est très surprise. C’est l’intonation de sa voix qui nous le montre. Sa voix
monte sur la petite question qu'elle pose à Laura :
Has she?
Does she?
Tu peux reprendre un énoncé de cette manière pour montrer ta surprise ou ton intérêt.
Tu utilises :
1- l'auxiliaire dans l'énoncé ou do/did quand il n’y a pas d’auxiliaire.
2- un pronom personnel sujet qui reprend le sujet de la phrase.
The Queen has got two birthdays. Has she?
The Queen lives in six different palaces or castles. Does she?

Exercise 22
Write a short reaction to these sentences. When you have finished, practise saying them
aloud. (Écris une réaction brève à ces phrases. Quand tu auras terminé, pratique-les à l'oral en
montrant bien ta surprise.)
1- I’ve got two swimming pools in my house.
……………………………………………………………………………….....................................….
2- My father lives on a desert island.
……………………………………………………………………………….....................................….
3- The Queen’s husband, Prince Philip is from a Greek royal family.
……………………………………………………………………………….....................................….
4- King George I of England spoke German, not English!
……………………………………………………………………………….....................................….
Step 18
Voici comment Laura a prévu d'expliquer le fait que le roi, ou la reine, a deux anniversaires.
Edward VII was the King from 1901 to 1910. He loved parades but he was unhappy
because his birthday was in the winter. The weather was often cold in winter so he
decided to have an official birthday in the summer. The days are long in June so he
decided to have his birthday in June!
Quand Laura a cherché des informations sur internet pour son exposé, elle a pris les notes
suivantes :
Edward VII (King 1901-1910).
Loved parades
Unhappy/birthday winter/
weather cold/decided birthday in summer
Day/long/June/ birthday June
Ensuite, à partir de ses notes, elle a écrit des phrases
1- Edward VII was the King from 1901 to 1910.
2- He loved parades.
3- He was unhappy.
4- His birthday was in winter.
5- The weather was often cold in winter.
6- He decided to have an official birthday in summer.
7- The days are long in June.
8- He decided to have his birthday in June.

Elle a lu ses phrases mais ne trouvait pas l'ensemble très élégant. Elle a donc relié certaines
phrases entre elles. Elle a choisi d’utiliser des conjonctions, c'est-à-dire des petits mots de
liaison.
Elle a lié les phrases 2 et 3 à l'aide de « but ».
He loved parades but he was unhappy.
« But » correspond en général à « mais » en français et indique un contraste. Quand il n’y a
pas de contraste on peut utiliser « and ».
Elle parvient même à relier sa troisième phrase avec « because ». « Because » indique la raison.
He loved parades but he was unhappy because his birthday was in the winter.
Ensuite Laura relie les phrases 5 et 6 à l'aide de « so ». « So » a beaucoup de fonctions en
anglais. Ici « so » sert à introduire une conséquence. Elle l’utilise de nouveau pour relier les
phrases 7 et 8.
The weather was often cold in winter so he decided to have an official birthday
in the summer.
La prochaine fois que tu écris en anglais, essaie d'utiliser des mots de liaison pour rendre ton
texte plus agréable à lire.
Exercise 23
Link these sentences with « but ». (Relie ces phrases à l'aide de « but »).
a) The Queen’s birthday is in June.
b) It’s not always on the same day.
1- …………………………………………………………………………………………………………………
a) Buckingham Palace is the Queen’s famous palace.
b) She doesn’t always live there.
2- …………………………………………………………………………………………………………………
a) Prince Charles is the Prince of Wales.
b) He lives in London.
3- …………………………………………………………………………………………………………………
Exercise 24
Link these sentences with « so ». (Relie ces phrases à l'aide de « so ».)
a) King George VI died.
b) His daughter, Elizabeth, became the Queen.
1- …………………………………………………………………………………………………………………
a) The Trooping of the Colour is a spectacular ceremony.
b) Many tourists come to see it.
2- …………………………………………………………………………………………………………………
a) The Guards wear very big hats.
b) They get hot in the summer.
3- …………………………………………………………………………………………………………………

Séance 8
j e m’évalue
Exercise 1
Complete these sentences. (Complète les phrases).
1- The thistle is the emblem of …………………………………………………………………….......
2- People from Wales are ………………………………………………………………………............
Exercise 2
tag ».)
1- Cardiff is the capital of Wales, …………………………………………………………………… ?
2- Michael Jackson was a famous singer, …………………………………………………………. ?
3- Laura has got a pet, ……………………………………………………………………................ ?
4- Bob doesn’t like rap music, ……………………………………………………………………..... ?
Exercise 3
1- Wales has got two emblems.
What are they? a) ……………………………………… b) ………………………………………
2- People from Scotland are ……………………………………………………………………...............
Exercise 4
Complete the table (Complète le tableau).
come
hurt
put
wake
become
see
be
think
win

Exercise 5
Translate these sentences. (Traduis ces phrases).
1- Elizabeth est devenue reine il y a cinquante ans.
………………………………………………………………………………………………………………
2- J'ai terminé mes devoirs il y a dix minutes.
………………………………………………………………………………………………………………
Exercise 6
Complete with « a little » or « a few ». (Complète avec « a little » or « a few ».)
1- Valentine had only a ………………………………………………………………………… friends.
2- Mum, can I have a ……………………………. money, please? We’re going to the cinema.
3- Would you like a ………………………………………………………………………………. help?
Exercise 7
Say these words aloud and find the odd one out. (Dites ces mots à haute voix et trouve
l'intrus.)
blue true zoo so you Sue do
The odd one out is ..........................................................................................................
Exercise 8
Write two words that rhyme with thought. (Écris deux mots qui riment avec « thought ».)
........................................................................………………………………………………………
Exercise 9
What does the Queen say?
1- “I want to go to Scotland for Christmas.”
The Queen says ……………………………………………………………………………………………
2- “My Guards are very smart today.”
The Queen says ……………………………………………………………………………………………
What does Prince Philip say?
3- “I was born on the island of Corfu.”
Prince Philip ................................................................................................................
What does Prince Andrew say?
4- “My brother, Charles, is the Prince of Wales.”
……………………………………………………………………………………………………….............

Exercise 10
React, with surprise, to these strange statements from your friend. (Réagis, avec surprise, à ce
que dit ton ami.)
1- My father is a millionaire.
…………………………………… ...................................................................................... ?
2- I’ve got seventeen pets!
…………………………………… ...................................................................................... ?
3- I went to Buckingham Palace last year.
…………………………………… ...................................................................................... ?
Exercise 11
Put sentences a and b together with “so” or “but”. (Relis les phrases avec « so » ou « but »).
a) Simon is English. b) His father is Indian.
1- ………………………………………………………………………………………………………………
a) The weather was really bad. b) We didn’t go for a picnic.
2- ………………………………………………………………………………………………………………
a) I got 16 in English. b) I got 6 in French.
3- ………………………………………………………………………………………………………………
a) I didn’t do my homework. b) The teacher wasn’t happy
4- ………………………………………………………………………………………………………………

NOTES
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Sommaire
Séquence 11
Lexique
Séance 1 Donner la définition La prévention du Crime et criminalité Le E muet dans Savoir présenter un
d’un objet crime (1) Policiers et les mots terminés objet à l’oral
Dire à quoi sert un détectives par -er Savoir en donner
objet Les mots se une définition
terminant par -er
Le modal MAY
Les hypothétiques
Séance 2 Donner des La prévention du Les équipements La « grande chute » Comprendre un
Brochure : conseils crime (2) de sécurité de l’intonation dialogue oral
Prévention de Faire le bilan de ce L’impératif dans les
que l’on a fait (ou Le modal SHOULD exclamatives
la criminalité
pas) Le présent simple -
les adverbes de
fréquence
Séance 3 Parler d’un sujet Détectives et Le détective Savoir attirer
Quiz New qui passionne policiers New Pronom relatif WHO l’attention d’un
Scotland Yard Scotland Yard interlocuteur
Séance 4 Parler des origines «Mystery Fiction» La voix passive

Texte sur d’un genre littéraire La littérature Littérature policière
«Mystery policière anglo- (1)
saxonne
Fiction»
Séance 5 Apparier des titres Les origines du Littérature policière Comprendre
Brochure : et des résumés de roman policier (2) un document
« Comment livres anglais Le modal SHOULD authentique : une
brochure
nous aider à
arrêter des
criminels »
Séance 6 Se renseigner sur Le portrait-robot Caractéristiques
Le portrait- les caractéristiques physiques d’une
robot physiques d’une personne
personne Styles direct et
Dire ce que indirect
quelqu’un faisait à Passé be + ing
un moment donné
Séance 7 Décrire quelqu’un Vol et voleurs Vols et Comprendre un
Interrogatoire physiquement ; cambriolages document sonore :
policier lors d’une dire ce qu’il faisait un interrogatoire
à un moment policier
enquête
donné Savoir faire le
rapport oral d’un
événement
Séance 8
Je m’évalue

Séance 1
Je découvre une thématique-mystère
J'apprends le lexique relatif à ce nouveau thème
à travers des activités variées
J'apprends à exprimer la notion de possibilité
Step 1
The words below are the most important words used when talking about …?
Find out the topic the following words are related to.
(Trouve le thème auquel les mots suivants sont reliés.)
alibi clue deduction evidence red herring sleuth suspects witness
Check and correct.
Match the words with the corresponding definitions.
alibi   Collecting the facts and drawing a possible conclusion.

clue   A false lead that throws the investigator off track.
A plea offered by an accused person of not having been at the
deduction  
scene of crime.
evidence   Person who has personal knowledge about the crime.
Something that appears to give information toward solving the
red herring  
crime.
sleuth   Someone or something that proves who committed the crime.
People who appear to have a motive to have committed the
suspect  
crime.
witness   An investigator or detective.
Check and correct.
Exercise 1
Find the French equivalent to these words.
alibi
clue
deduction
evidence
red herring
sleuth
suspect
witness
Check and correct.

Exercise 2
Complete the table below with the appropriate words:
burglary theft steal robber shoplift murder murderer burgle shoplifting
Crime Criminal Verb
.........................................
thief .........................................
(a general word for stealing)
rob (steal from people or
robbery .........................................
places)
.........................................
......................................... burglar (break into a shop/house
and steal things)
.........................................
shoplifter (steal from shops when
open)
.........................................
murder .........................................
(kill someone by intention)
Have you noticed?
O There are lots of words in English which end with the -er sound. But when you listen to
these words you can't be sure whether they end with «-er», «-or» or «-ar».
Tu as remarqué ? Il y a beaucoup de mots en anglais qui se terminent par le son -ER. Mais quand
tu entends ces mots, tu ne peux jamais être sûr(e) que le son vient de l'association -ER, -OR
ou -AR.
Here are a few helpful word patterns (Voici quelques pistes qui peuvent t’aider).
1- There are more than ten times as many words ending with «-er» than «-or» and «-ar»
together!
- So, if you guess the word ends with «-er» then there's a good chance that you'll be
right!
- Il y a 10 fois plus de mots se terminant par -ER que de mots qui se terminent par -OR ou
-AR réunis !
2- Verbs ending in a silent E usually change to nouns ending with «-er».
- Les verbes qui se terminent par un E muet (que l'on ne prononce pas) en général donnent
des noms communs qui se terminent par -ER.
Ex.: drive k driver write k ...................................................................................
3- «-er» is also the most common way of ending a word for someone carrying out an action:
La terminaison -ER est très fréquente pour les noms de personnes qui font les actions.
Complete the table below.
Action Person carrying out the action
report reporter
fight fighter
play
listen
print
clean
murder
rob robber
Check and correct.

Step 2
What can individuals do to prevent a crime from happening? (Que peut-on faire pour
empêcher les crimes d'arriver ?)
Tick the items that may be useful to stop crimes. (Coche les objets qui pourraient s’avérer utile
dans la prévention du crime.)
r a burglar alarm r a lock r a note book r a money belt
r a toothbrush r a mace spray r a safe
Check and correct.
Exercise 3
Fill in the blanks with the appropriate objects from above.
1- …………………………. is a machine which makes a noise if someone enters your home.
2- ......................................................................................................... is a chemical and
if you spray it in someone's face, it is very unpleasant.
3- ………………………… is a strong metal box, which is very difficult to open or break.
4- ..................................... is something that has a pouch attached to the front which you
wear under a ............................................shirt to protect your money from pickpockets.
Exercise 4
Read the following sentence. Can you translate into French the words in the box?:
A burglar alarm may be useful to prevent burglars from breaking into my house.
.......................................................................................................................................
Check and correct.
You are right: «may» means «it is likely to happen».

It expresses a certain degree of certainty.
You cannot be certain. There is a 50/50 chance.

Exercise 5
Write sentences using «may» with the endings provided.
Follow the example given:
A burglar alarm may be useful to prevent burglars from breaking into my house.
A mace spray… … if you are away for an extended period.

A money belt… … as burglars hate them because you need a key to open them.
…if you need to travel around the world. You can put your
A burglar alarm…
passport in it as well.
…if you have valuables (jewelry for example) you want to keep
Locks on outside doors…
at home.
A safe… … in case you are being bothered by someone in the street.
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................
5- ...................................................................................................................................
j e retiens
Le modal may signifie que quelque chose peut arriver mais sans qu'on en ait la
moindre certitude.
Comme tous les modaux que tu as appris,
MAY est suivi de la base verbale sans TO, sans ING.
Ex. : You may need a burglar alarm in your house in case of extended absence.
Comme tous les modaux que tu as appris, MAY est identique à toutes les personnes.
Ex.: I may need a mace spray…
Ex.: Women may use a spray…
Locks may be useful in houses.
Exercise 6
Read the words you have just learnt aloud once or twice. Make sure you know their
definitions as well.
Do you know how to say these words?
Any problems?
Listen and repeat.
alibi clue deduction evidence red herring sleuth suspects witness
burglar alarm lock money belt mace spray safe

Exercise 7
Listen to your CD. You are going to hear isolated words related to the topic you have just
discovered. (Écoute ton CD. Tu vas entendre des mots isolés en rapport avec le thème que tu
viens de découvrir.)
You may need these words in future oral activities! (Tu auras peut-être besoin de ces mots dans
des activités orales à venir !)
As soon as you hear a word, explain what it is or who it is in English. Make full sentences!
Try and use what you have learnt in previous lessons, such as gap-fillers if you hesitate
or don't know what to say! (Dès que tu entends un mot, explique ce que c’est ou qui c’est
en anglais. Fais des phrases complètes ! Essaie d’utiliser ce que tu as appris dans les leçons
précédentes, comme les «gap-fillers» si tu hésites ou si tu ne sais pas quoi dire !)
Ready?
Let's go!
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Séance 2
Je sais donner des conseils
Je m'entraîne à anticiper sur le contenu d'un document sonore
pour faciliter ma compréhension
J’apprends à comprendre des conseils et à les justifier
en situation d'écoute
J'apprends à reproduire puis produire
des schémas intonatifs descendants en situation
Je continue à développer mes compétences
en production orale
Step 3
Read the advice1 (conseil) leaflet below that was issued by the British Home Office.
Here are a few tips to prevent crime. But some were not given by the British Home Office!
(Voici quelques conseils de prévention de la criminalité. Mais tous n'ont pas été donnés par le
ministère de l'Intérieur britannique !)
Be careful! Some tips are totally inappropriate! (Attention ! Certains conseils sont totalement
inadaptés !)
Tick the appropriate boxes!
O « crime » veut dire « un acte répréhensible par la loi » ou « une mauvaise action
Be careful! CRIME means «an act punishable by law», or «an evil act». (Méfie-toi ! Le mot
».)
Ne le confonds pas avec «murder» (un meurtre) !

How you can prevent crime
Not all crime is preventable, but there are things you can do!
1 r Don’t walk along dark streets late at night on your own.
2 r Don’t leave lights on at home when you go out.
3 r Make sure your computer can be seen from the window.
4 r You shouldn’t leave your house open when you go out for a walk.
You should leave the radio on when you go out so that it looks like you are
5 r
in.
6 r You shouldn’t lock your door.
7 r Fit (install) a burglar alarm in case of extended absence.
8 r Check that all the doors aren’t locked before leaving.
9 r You should make sure your spare keys (double de clé) aren’t hidden outside.
10 r You should leave money around.
Check and correct.
Exercise 8
Correct each inappropriate tip and turn it into a genuine piece of advice. (Corrige chacun des
conseils inadaptés et transforme-le en véritable conseil.)
Ex.: Don’t leave lights on when you go out
k (Make sure you) Leave lights on when you go out.
1- Make sure your computer can be seen from the window.
k .....................................................................................................................................
2- You shouldn’t lock your door.
k .....................................................................................................................................
3- Check that all the doors aren’t locked before leaving
k .....................................................................................................................................
4- You should leave money around.
k .....................................................................................................................................
Read carefully sentences 4, 5 and 9:
- You shouldn’t leave money around.
- You should leave the radio on when you go out so that it looks like you are in.
- You should make sure your spare keys aren’t hidden outside.

Find the French equivalent to the underlined words: You should:

r vous devrez
r vous devriez
r vous pourriez
Check and correct.
You were absolutely right!
«Should» means you give someone a piece of advice.

Tu connaissais déjà ce modal, que tu as rencontré en séquence 7 (séance 6).
Should signifie, tu le sais, que tu donnes (ou que tu reçois) un conseil.
You shouldn’t exprime aussi la notion de conseil ! Mais dans le sens inverse : quelque
chose qu'il vaut mieux que tu évites, que tu ne devrais pas faire…
Ex.: You shouldn’t leave money at home!
Exercise 9
Listen to the dialogue, related to crime. (Tu vas entendre un dialogue sur le thème de la
criminalité.)
1- Make a list of ten words you are likely to hear during this conversation. (Prépare une liste
de 10 mots en anglais qu’il est possible que tu entendes dans cette conversation.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- Listen to part 1 on your CD and underline the words you hear which are on your
list.(Écoute la première partie du dialogue et souligne dans ta liste les mots que tu entends.)
3- Listen to part 1 again and tick the correct answers.
a) The dialogue takes place:
r in a prison r in the street r in a house
b) The people talking are:
r two men r a man and a woman r two women
c) The man is:
r a burglar r a neighbour1 r a policeman
d) What is his job?
r He is a salesman2 r He is a burglar r He is a policeman
(he wants to sell her something)
1- voisin
2- représentant de commerce
Check and correct.

En anglais, tu dois toujours utiliser un déterminant devant les noms de métiers,

O à la différence du français.
En français, on dit : « Mon père est policier ».
En anglais, on dit : «My dad is a policeman».
4- Listen to Part 2 on your CD.
Tick what has the old lady done to protect herself and her house. (Coche ce que la vieille
dame fait pour se protéger et protéger sa maison.)
She has fitted a burglar alarm r yes r no
She always puts the alarm on r yes r no
She leaves lights on when she is away r yes r no
She has hidden a spare key outside r yes r no
She has given a spare key to her neighbour r yes r no
She has a big guard dog. r yes r no
5- Listen to part 2 again and check your answers.
What is wrong with Ms Scruffy’s habits? Say what she should do and what may happen!
(Qu'est-ce qui ne va pas avec les habitudes de Mme Scruffy ? Dis à chaque fois ce qu'elle devrait
faire et ce qui pourrait se passer !)
Ex.: She never puts the burglar alarm on (probably useful).
k She should put it on! It may be useful!
a) She has hidden a spare key outside (burglars can find it!).
..............................................................................................................................
b) She never leaves lights on when she goes out (robbers can think she is in!).
..............................................................................................................................
c) She doesn’t have a big guard dog (guard dogs scare burglars away!).
..............................................................................................................................
6- Listen to part 3.
a) What other bad habit does Ms Scruffy have?
- She always .............................................................................................................
- It is dangerous because ..........................................................................................
- She ....................................................................................................................... !
b) Will she follow the policeman’s advice?
r Yes, she will.……………………………………… r No, she ............................ …………..
c) What will she do instead?
- She ........................................................................................................................
Check and correct.

Phonologie
Réécoute les réactions du policier lorsqu'il apprend les mauvaises habitudes de Madame
Scruffy :
- Well Madam, this is very careless of you!

- You should at least switch the system on!
- This is dangerous!
- Burglars may find your spare key!
- Someone may break into your house!!!
- You should trust the bank with your money instead!
As-tu remarqué l'intonation des phrases du policier ?
Comment interprètes-tu ses réactions ?

r Il est un peu surpris
r Il est indifférent
r Il est ironique (il se moque un peu d’elle)
r Il est scandalisé
Comment la force de ses réactions se matérialise-t-elle dans les phrases ?
.........................................................................................................................................
Check and correct.
Tu as déjà appris (palier 1, 1re année séquence 7) les phrases exclamatives et l'intonation qui
les caractérise.
Ex.: What a beautiful city! It’s so fantastic! How amazing!
Comment dessinerais-tu la courbe de l'intonation à la fin de ces phrases ?
r What a beautiful city! r What a beautiful city!
En effet, tu l'as remarqué, l'intonation des exclamatives est en général descendante en fin de
phrase.
Plus la réaction personnelle est forte, plus la chute de l’intonation est grande.
On appelle cela le «high jump». (La « grande chute » !)
Penses-tu que cette grande chute s’applique aux réactions du policier ? r Oui r non
Check and correct.
Tu vas donc pouvoir écouter à nouveau les réactions du policier et les reproduire, car ensuite, tu
joueras son rôle dans l'activité suivante.
Écoute et reproduis la grande chute.
- Well Madam, this is very careless of you!
- You should at least switch the system on!
- This is dangerous!
- Burglars may find your spare key!
- Someone may break into your house!!!
- You should trust the bank with your money instead!

Exercise 10
Imagine you are the policeman.
Interview the old lady again about her habits around the house.
Remember she is a bit careless!
React to what she tells you.

Give her advice and help her protect herself.
k Mind your intonation!
To help you, here is the safety checklist the policeman has to fill in.
HOW SAFE IS YOUR HOME?

Our three-minute test can help you discover how safe
your property is from burglars.
Give it a try!
- Lock doors and windows (when out)? r yes r no

- Leave spare key outside? r yes r no
- Keep car and garage keys hidden in house? r yes r no
- Leave keys in locks? r yes r no
- Draw curtains at night? r yes r no
- Valuables easily seen from window? r yes r no
- Leave lights (if spend night away)? r yes r no
- Install burglar alarm? r yes r no
- Switch alarm on? r yes r no

Séance 3
Je découvre le personnage du détective
Je découvre la police métropolitaine New Scotland Yard
Je revois le présent simple,
temps de la caractérisation atemporelle
Je développe mes savoir-faire en expression orale
J'élargis mes connaissances culturelles
à différents modes d'expression,
à différents pays : le personnage du détective
Step 4
Write down words that come to your mind when you think: DETECTIVE.
You can read lesson 1 one more time but imagine more words!
Check and correct.

Here are some other useful words.

a cap
a magnifying glass
Exercise 11
Use the words below to write the definition of a detective:
take footprints or look for clues

fingerprints
magnifying glass
an investigator
examine evidence
solve crimes
A detective is ....................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
O Quel temps vas-tu utiliser pour écrire cette définition ? C’est un portrait, donc tu y énumères
des caractéristiques atemporelles…
Tu as raison ! Le présent simple s’impose ! As-tu pensé à utiliser le pronom relatif WHO ?
Check and correct.
Don’t forget criminals!

Use the tips above to improve your English! Write the definition of a criminal now.
Revise the verbs you have learnt in lesson 1. Avoid repetitions!
banks money murders shoot with gun
A criminal is someone .......................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

je découvre la célèbre police : New Scotland Yard

Step 5
NEW SCOTLAND YARD QUIZ!!!
Answer the questions as well as you can!

1- The New Scotland Yard building is located
r in Scotland r in Wales r in England
2- NSY is also called:
r the Metropolitan Police Service (or the Met)
r the English Police Force (or the EPF)
r the New Scotland Police (or the NS Police)
3- Although the origin of its name is unclear, we may think that the name NSY comes from:
r the man who founded NSY, who was Scottish
r a former Scottish King
r its original location on Great Scotland Yard, a street within Whitehall (in London)
4- NSY was founded by Sir Robert Peel
r in 1829 r in 1892 r in 1961
5- Today, NSY employs

r more than 5,000
r more than 10,000
r more than 52,000 people
6- NSY is …………………… ...................................... police force within the United Kingdom.

r the largest
r the oldest
r the strongest
Are you a good sleuth (detective)???
Check and correct.

Exercise 12
Read the quiz on New Scotland Yard one more time.
Try and memorize as many facts as possible. Then read « Le Coin des Curieux »
(just below). (Essaie de mémoriser le plus d’informations possibles, puis lis le « Le Coin des
Curieux ».)
Ready?
Give an oral presentation of what you have learnt on New Scotland Yard.
Imagine you are talking to a friend. He (or she) doesn’t know anything about the famous
Police Force! (Présente à l’oral ce que tu as appris de Scotland Yard. Imagine-toi en train de
parler à un ami. Il ou elle ignore tout de cette fameuse police !)
Tell him/her what you know.
You may start your sentences with: (Tu peux commencer tes phrases par :)
- Did you know that…?
- Have I told you that…?
- There is so much to say about NSY. First…
- I’ve read somewhere that…
When you are finished, listen to the conversation on your CD. It may help you assess
yourself. (Quand tu auras terminé, écoute la conversation sur ton CD. Cela pourra t’aider à
t’auto-évaluer.)
If you aren’t happy with what you did, have another go! (Si tu n’es pas satisfait(e) du résultat,
essaie une nouvelle fois !)
le coin des curieux
Do you want to know more about the Police in London?

There are two main police forces in London:
- The Metropolitan Police
- The City of London Police
You can tell them apart from looking at the badge on their helmet
Metropolitan Police City of London police
The «Met»:
Policemen wear very dark blue uniforms and white shirts, and some wear tall helmets. They
have got a nickname: the «boys in blue». There are two other nicknames for British police:
«bobbies» and «Peelers», after the founder of the «Met» Police, Sir Robert Peel. Bobby is
short for Robert.

Step 6
J'élargis mes connaissances culturelles à différents modes d'expression, à différents pays :
le personnage du détective.
Famous fictional detectives
Match the names with the family names of the following famous detectives (literature,
cinema, television, cartoons). They all come from various countries!
Detective’s Origin
(Family) Name
(First) Name (book, film, cartoon, series, author)
Miss Columbo Agatha Christie
Lieutenant Clouseau Pink Panther
Mike Poirot Sir Arthur Conan Doyle
Inspector Holmes Agatha Christie
Hercule Hammer Columbo
Philip Marple Raymond Chandler
Sherlock Marlowe The Shield
Magnum - P. D. James
Commissaire Bond Georges Simenon
Vic Bauer (Middle Ages, England/Wales) Ellis Peters
Adam Wayne Ian Fleming
Brother Gadget 24
Jack Bourne Robert Ludlum
James Lupin «Gentleman thief»– Maurice Leblanc
Jason Mulder and Scully Batman
Fox and Dana Dalgliesh The X-Files
Bruce -
Arsène Mackey
Inspector Maigret
Cadfael
Check and correct.

Séance 4
Je découvre un genre littéraire : Mystery Fiction et ses origines
J’apprends la voix passive
Step 7
Did you know that?
A detective book is also called a whodunit or whodunnit.
Why? For «Who done it?» (Qui a fait cela ?)
Read the following sentence and underline an equivalent for «fascinating» (2 words).
When it comes to a page turning whodunit, kids enjoy a good detective mystery just as
much as anyone...
Check and correct.
Exercise 13
Learn more about the origins of Mystery Fiction.
History of the Mystery
Mystery and crime stories emerged in the mid-nineteenth century in Britain when Edgar Allan
Poe introduced the first fictional detective, Auguste C. Dupin, in his 1841 story, Murders in
the Rue Morgue, Edgar Allan Poe was then known as the «father of the mystery story».
Murders in the Rue Morgue is a fantastic example of «the locked room» mystery style,
in which «a murder victim is found in a room apparently locked on the inside and the
detective’s challenge is to discover the murderer’s mode of operation». Sherlock Holmes, Sir
Arthur Conan Doyle’s brilliant detective, arrived on the mystery scene in the late nineteenth
century in A Study in Scarlet (1887). Holmes possessed a singular style unlike any detective
seen before. With his unique flair for deducing clues, Holmes, with his friend Dr. Watson,
quickly became a legend.
During the 1920s, the Golden Age of mystery fiction, Agatha Christie wrote more than
80 novels and is today probably the best-known mystery writer in history.
Answer the questions.
1- When did mystery fiction books first appear?
r at the beginning of the 18th century
r at the end of the 18th century
r in the middle of the 18th century
Justify your answer by quoting the text. (Justifie en citant le texte.)
....................................................................................................................................

2- What author wrote the first mystery story?

r Edgar Allan Poe
r Arthur Conan Doyle
r Agatha Christie
Justify your answer by quoting the text. (Justifie en citant le texte.)
....................................................................................................................................
3- What does «during the 1920s» mean?
r from 1900 to 1919
r from 1920 to 1929
r from 1919 to 1929
r after 1930
4- Find another way of saying: «written in 18…»
Answer by quoting the text. (Cite le texte.)
....................................................................................................................................
5- Find another way of saying: «He was the king of mystery fiction».
....................................................................................................................................
6- Find another way of saying : «Sherlock Holmes came up as a new mystery figure».
....................................................................................................................................
7- Find the English equivalent in the text for:
a) apparaître : .............................................................................................................
b) fermé à clé : .............................................................................................................
c) défi : .......................................................................................................................
d) à la fin du XIXe siècle : ..............................................................................................
e) différent de : ............................................................................................................
f) l'âge d'or ................................................................................................................
Check and correct.
Grammaire
Observe ces phrases :
1- In Murders in the Rue Morgue a murder victim is found in a room.
2- Edgar Allan Poe was then known as the «father of the mystery story».
Dans la phrase 1 : qu'a-t-on trouvé dans la pièce ?
.........................................................................................................................................
Qui l'a trouvée ? ...............................................................................................................
Est-ce important de le savoir ? ..........................................................................................
Vérifie tes réponses.

En effet, l'important n'est pas qui a trouvé le corps mais bien qu'un corps ait été trouvé !
De quel verbe «found» vient-il ? .........................................................................................
Quelle est la nature de «found» .........................................................................................
Comment pourrais-tu schématiser cette nouvelle structure : a victim is found
.........................................................................................................................................
Check and correct.
Dans la phrase 2 : Peux-tu dire de quel verbe «known» vient ?

....................................................................... ..................................................................
Que veut-il dire ?

....................................................................... ..................................................................
Comment traduirais-tu : Edgar Allan Poe was known as the «father of the mystery story».
....................................................................... ..................................................................
Comment peux-tu schématiser cette nouvelle structure ?

Was found : k .................................................................................................................
Connais-tu le nom de cette structure en français ? r oui r non
Si oui, écris-le : .................................................................................................................
Check and correct.
j e retiens
Tu viens de découvrir la voix passive.
Le savais-tu ? « Passif » vient du latin « pati » qui veut dire « subir » ou « souffrir ».
Les victimes découvertes dans les livres d'Edgar Poe ou d'Agatha Christie sont bien
placées pour le savoir !
Poe was known as… Poe était connu comme étant… On ne dit pas qu'il « connaît »
quelqu'un (voix active) mais qu'il « est connu » : il subit son excellente réputation,
pour ainsi dire !
Rappelle-toi la formule du passif anglais (qui ressemble au passif français) :
Sujet + BE + participe passé
Exemple : The enigma was unveiled at the end of the book. (L’énigme fut dévoilée à la fin
du livre.)
Agatha Christie is often called «the Queen of mystery» (A. Christie est souvent appelée
« la reine du mystère ».)
O Attention ! Tu dois savoir parfaitement tes verbes irréguliers !
Entraîne-toi !

Exercise 14
Écris des phrases au passif en te servant des éléments fournis.
1- Sherlock Holmes – imagine – by Arthur Conan Doyle
.........................................................................................................................................
2- Mystery Fiction – create – in the middle of the 19th century – Britain
.........................................................................................................................................
3- body – find – on the floor – 2 o’clock
.........................................................................................................................................
4- the police – call – immediately
.........................................................................................................................................
5- the truth – discover – eventually
.........................................................................................................................................
6- a burglar – see – in the neighbourhood (dans le quartier)
.........................................................................................................................................
7- two suspects – question (verbe régulier) – at the police station
.........................................................................................................................................
Check and correct.

Séance 5
Je développe mes compétences en compréhension écrite
J'apprends à construire le sens dans un document authentique
Let us check how much you remember about mystery fiction.
Exercise 15
The origins of British detective fiction
Fill in the gaps with the words bellow:
enquiry murder manor novel closed private detective enigma
mid- popular suspects
The detective ................................................... was born in the 19th century. In the 1920s,
the detective story became very ............................................ It followed very definite rules:
- The scene was set in a ……………………….. space (a train, a ……………......………….. etc.).
- There was:
- a ................................................................................................................................
- a restricted number of ……………………….....................................................................
- a .......................................................... leading the ..................................................
- the final unveiling (dévoilement) of the ........................................................................
Check and correct.
Exercise 16
Match the following book summaries with the appropriate titles and authors.
1- Murders in the rue A Sherlock Holmes and Doctor Watson investigate the
Morgue murder of Sir Charles Baskerville who died after seeing
Edgar Allan Poe (1841) a strange dog-like monster. Holmes tries to discover the
truth behind this mysterious monster.
2- The strange case B A missile threatens London. This is a job for James Bond
of Dr Jekyll and Mr 007 who saves millions of people with the help of a
Hyde pretty young lady.
R.L. Stevenson (1886)
3- Jamaica Inn C Adam Dalgliesh is called in to investigate the murder
Daphné du Maurier of a woman found stabbed (poignardée) to death in a
(1936) private clinic with a chisel (burin). Whodunnit? One of
the nurses? A doctor? There are no witnesses, no clues …
apparently.
4- A mind to murder D Mary Yellen goes to live with her aunt Patience and her
P.D. James (1963) uncle Joss in an inn (auberge) in the West Indies. Her
uncle drinks heavily and he is violent at times. Mary
understands that her uncle is the leader of a gang of
cruel men…

5- Moonraker E An extremely clever scientist makes an exciting discovery

Ian Fleming (1955) and decides to test it on himself-only to discover that
it has disastrous side effects (Effets secondaires). He
is transformed into a violent, murderous and horrid
monster at night.
6- The Hound F When they entered the house at three o’clock in the
of the Baskervilles morning, the policemen and the witnesses followed
Arthur Conan Doyle strange sounds to a room on the fourth floor which
(1902) was locked on the inside. They found the body of Miss
Camille d’Espanaye up the chimney. Auguste Dupin tries
to discover the truth.
Your answers:
1- .................................................. 2- ..........................................................
3- .................................................. 4- ..........................................................
5- .................................................. 6- ...........................................................
Exercise 17
Read the leaflet carefully and answer the questions.
HELP US CATCH
A CROOK
FILL IN THE FORM

AND GIVE IT TO THE FIRST POLICE OFFICER
ON THE SCENE
Report Crime Immediately!
w Dial 911
w Speak clearly...
w Stay on the telephone...
w Don’t hang up!
BE ALERT AND OBSERVE!
1- What country does the form below come from?
Give a clue: ..................................................................................................................

2- What does «crook» mean? Find a synonym.
If you witness a crime, what should you do?
First .............................................................................................................................
Then ............................................................................................................................
3- What does «dial» mean? Find the French equivalent.
Check and correct.

Méthodologie
Tu as eu quelques difficultés dans l'activité précédente ?
Voici quelques pistes qui peuvent t'aider à mieux comprendre ce document authentique.
Question 1 :
Quel indice peut te mettre sur la voie ? Lis le Coin des Curieux ci-dessous et tu auras la
réponse !
.........................................................................................................................................
Question 2 :
Tu ne connais peut-être pas le mot «crook».
Voyons les indices qui te sont fournis :
Ce document provient de la police locale (cf. «Go to the first police officer»)
Le verbe ‘catch’ veut dire : .................................................................................................
«Help» indique que la police demande de l’aide des citoyens.
k Conclusion : Le mot «crook» appartient au champs lexical des hors-la-loi
ou des honnêtes citoyens ? r hors-la-loi r honnêtes citoyens
k Indique un mot (ou plusieurs mots) français équivalent :
.........................................................................................................................................
Check and correct.
Questions 3-4 :
Tu connais le mot 'witness' (voir séance 1). C'est un nom commun (témoin) mais c'est
aussi un verbe !
Il veut dire : ..................................................................................................................... .
Le document indique la marche à suivre en cas d'agression ou si tu es le témoin d'un crime :
Dial 911' : tu peux inférer la nature du mot «dial». C'est un .......................................... .....
Logiquement, quel verbe est utilisé avant un numéro de téléphone (voir coin des curieux) ?
.........................................................................................................................................
«Speak»… «stay»… «don’t hang up»… sont des .................................................................
- La marche à suivre dans l'ordre est : .............................................................................
1- Composer le 911
2- parler clairement
3- ne pas raccrocher.
What should you do then if you witness a crime? (Que devrais-tu faire donc si tu es témoin
d'un crime ?)
.........................................................................................................................................
That’s right!
Check and correct.
Le document que tu viens d'étudier est en fait incomplet.
Retrouve le document en entier dans la leçon suivante !
See you soon!

le coin des curieux
Do you know that each country has its own emergency number?
(Sais-tu que chaque pays possède un numéro d’urgence spécifique ?)
Do you know the emergency number in France? (Connais-tu le numéro d’urgence en France ?)
................................................... ...................................................................... ................
- in the USA? ....................................................................................................................
- in Germany? ...................................................................................................................
- in the U.K.? ....................................................................................................................
Google «emergency numbers around the world» and click on the first website mentioned:
911dispatch.com
(Si tu veux en savoir plus, tu peux taper «emergency numbers around the world» sur Google et
cliquer sur le premier site que tu voies : 911dispatch.com)
Emergency Numbers Around the World
DISPATCH Monthly graphic

Séance 6
Je revois le questionnement direct afin de pouvoir
m’informer sur quelqu’un
J’apprends à rapporter des propos au style indirect
Je revois l’aspect BE + -ing au présent
Je découvre la valeur de l’aspect be BE + -ing au passé,
dans le cadre d’une enquête policière
Step 8
You are going to read the hidden part of the form «Help us catch a crook» you have studied in the
previous lesson. (Tu vas découvrir la partie cachée de la brochure «Help us catch a crook» que
tu as étudiée dans la leçon précédente.)
But first, answer the question:

What elements do you think would help the police catch a crook?
(Mais tout d’abord réponds à la question : Quels éléments d’après toi aideraient la police à
attraper un bandit ?)
Imagine you have witnessed a crime, what should you remember about the criminal, that
could help the police find him/her?
(Imagine que tu es le témoin d’un crime : de quels éléments dois-tu te souvenir pour aider la
police ?)
List the elements below. An example has been given.
(Fais la liste de ces éléments ci-dessous. Une amorce t’est donnée :)
Height (taille) ...................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Exercise 18
Now read carefully the authentic document and list new elements that you have forgotten to
write down.
HELP CATCH A CROOk

FILL IN ALL THE BANk HAT (color, type, ect.)
METHOD OF ESCAPE ______________________________________
FOOT r VEHICULE r HAIR

______________________________________
VEHICULE LICENSE ________
EYES
______________________________________
VEHICULE MAKE __________
SHIRT ________________ THE __________
VEHICULE COLOR _________ ______________________________________
RACE _____________________ COAT ________________________________
______________________________________
SEX _______________________
SCARS OR MARKS
AGE ______________________ ______________________________________
______________________________________
WEIGHT __________________ ______________________________________
TYPE OF WEAPON:
HEIGHT __________________
r Hand Gun
NUMBER OF SUSPECTS ____
DIRECTION OF ESCAPE ____ r Shot Gun
REPORT CRIME
IMMEDIATELY!
r Other
______________________________________
TROUSERS
______________________________________
SHOES
______________________________________
OTHER REMARKS
______________________________________
______________________________________
______________________________________
CRIME CHECk ______________________________________
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 19
Imagine you are questioning a suspect. What questions would you ask as regards…
… his height? ....................................................................................................................
… his weight? ...................................................................................................................
… his hair? .......................................................................................................................
… his eyes? .......................................................................................................................

… his possible scars or marks? ..........................................................................................

… his ability to shoot (with a gun or weapon) ...................................................................
Check and correct.
Step 9
Les questions que tu viens de poser au criminel sont des questions au style :
r direct r indirect
En effet ! Tu les lui as posées directement, en t’adressant à lui.
Maintenant, dans l’activité qui suit, tu ne seras plus en sa présence.
O Attention, tu vas donc passer au style indirect.
You want to help the police arrest the crooks in your neighbourhood.
Using the elements provided in the form above, make sentences like
this:
If I witnessed a crime, the police would like to know how tall the
crook was. (HEIGHT). (Si j’étais le témoin d’un crime, la police voudrait
savoir quelle taille faisait le malfrat / voudrait connaître sa taille.)
O Tu as remarqué ?
Style direct : How tall are you?
Style indirect : If I witnessed a crime, the police would like to know how tall the crook was.
On utilise le passé car on ne se situe plus au niveau du réel mais dans une situation
imaginaire, en quelque sorte.
Le temps passé en anglais sert aussi à cela !
Un exemple : I will do it: je le ferai.
I would do it (passé de will) veut dire : je le ferais si… je voulais par exemple !
Revenons à notre enquête policière :
Dans la phrase donnée en exemple, tu imagines que tu as été le témoin d’un crime et tu
imagines ce que la police aimerait savoir pour pouvoir arrêter le criminel.
1- If I witnessed a crime, the police would like to know how tall he or she was.
(Height)
2- If I witnessed a crime, the police would like to know .......................................................
(Weight)
3- If I witnessed a crime, the police would like to know ......................................................
(Approximate age)
(Hair - length)
(Hair - colour)
(Eyes)
(Shoes - colour)

Maintenant :
Style direct : Le policier demande à son collègue, sur place, qui a arrêté le suspect :
« Porte-t-il un manteau ? »
Que lui dit-il ? ...................................................................................................................
Check and correct.

Observe.
Style indirect : La police aimerait savoir s’il portait un manteau. (The police would like to
know if he was wearing a coat.)
On conserve le même aspect : Be+-ing
En effet, tu sais que Be+-ing sert à décrire ce que quelqu’un fait au moment où on parle.
Ici, on parle du fait de porter un vêtement.
On peut utiliser l’aspect Be+-ing au passé pour décrire ce que quelqu’un faisait à un
moment précis.
À toi !
Exercise 20
1- The police would like to know if he ...............................................................................
(glasses)
(brown trousers)
(a white car)
(a tie)
(a hat)
Check and correct.
j e retiens
L’aspect BE+-ing au passé est utilisé pour dire ce que quelqu’un faisait à un moment
précis.
Ex.: The suspect was wearing a black coat and he was driving a red car when
he was arrested.
Le passage du style direct au style indirect nécessite une concordance des temps !
Style direct : What is the suspect wearing? (style direct : Que porte le suspect ?)
Style indirect : The police would like to know what the suspect was wearing. (La police
voudrait savoir ce que le suspect portait.)
Note bien qu’il n’y a pas d’inversion sujet/verbe, comme dans une question, car ce
n’est pas une question, mais une phrase affirmative.

Séance 7
J'apprends à mobiliser mes connaissances et mes savoir-faire
pour faire une présentation orale
Step 10
Exercise 21
You have to give the police a precise description of the criminal you saw robbing a bank
yesterday.
Use what you have just learnt to describe him as accurately as possible.
(Tu dois donner à la police une description aussi précise que possible du criminel que tu as vu
attaquer une banque hier. Utilise ce que tu viens d’apprendre pour le décrire !)
.........................................................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
Exercise 22
Listen to your CD.
You are going to hear a policeman asking a woman questions about a robbery.
Utilise la méthodologie que tu as apprise pour la compréhension de l’oral.
O Tu sais que tu vas écouter un document sonore sur le thème de «robbery».
Quels mots peux-tu mobiliser avant d’écouter ce document ?
Cette démarche t’aidera à :
- mieux reconnaître les mots que tu connais déjà (tu sais que parfois, les mots que l'on
connaît à l'écrit par exemple, nous semblent totalement opaques, on ne les perçoit pas !
à l'oral. C'est une des difficultés de l'anglais : la différence entre la graphie (l'écriture des
mots) et la phonie (les mots à l'oral).
- mieux inférer le sens de ceux que tu ne connais pas.

Note les mots que tu penses entendre pendant le dialogue :

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Maintenant dis-les à haute voix. Rappelle-toi ce que tu as appris en première année :
on entend et on comprend donc mieux ce que l'on sait soi-même bien prononcer !
Note aussi la ou les structures que tu penses entendre (un temps, un aspect, etc.) :
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
À toi !
Consacre quelques minutes à cette préparation.
Ready?
Take notes in the inspector’s note pad below.
The recording is divided into 3 parts.
At the end of each part, listen to the recording again and check your answers.
k Tick boxes/answer questions/fill in blanks.
Part one
1- Name of the investigator:
r Inspector Brown r Inspector Woolite r Inspector Bullit
2- He wants to speak to: r director r manager r manageress
3- Time of robbery: …………………………………………..........................................................
4- Shop closed: r yes r no
5- Closing time: r 12.15 r 12.30 r 12.45
6- Number of robbers in shop: r2 r3 r4 r5
7- Number of men: ...........................................................................................................
Number of women: ......................................................................................................
Part two
1- Physical descriptions: (Write down isolated words. Don’t write full sentences.)
2- Robber 1: … .................................................................................................................
3- Robber 2: .....................................................................................................................
4- Robber 3: .....................................................................................................................
5- Robber….: ...................................................................................................................
6- woman: anything particular on face? r yes r no
If yes: what? .................................................................................................................

Part three
1- Weapons used? r yes r no
2- Amount of money robbed: ....................................................... ………………………………
3- escape (fuite): r by car r on foot r by bike
4- details on escape: .........................................................................................................
Check and correct.
Exercise 23
Oral Exercise
You are Inspector Bullit. You have to give an oral report of the robbery to your superior.
Do not forget any detail! Your superior is very strict…
Here are a few tips that may help you.
Méthodologie
1- Lorsque tu vas arriver dans le bureau de ton supérieur, pour lui faire ton rapport, tu vas
devoir le saluer et lui dire un petit mot de politesse.
k Pense à une ou 2 formules et dis-les à voix haute.
Tu n'as pas d'idées ? Tu peux lui dire :
- Sorry to bother you, Sir. (Désolé de vous déranger Monsieur.)
- May I come in? (Puis-je entrer ?)
- Am I bothering you? (Je vous dérange ?)
Il va te répondre «Come in. Do sit down.»
2- Il va vouloir entrer dans le vif du sujet : ton rapport sur l'interrogatoire du témoin.
Pour introduire ton propos, que peux-tu dire ?
k Dis à haute voix ce qu'il est possible de dire.
Pas d'idées ?
k pense à l'expression : «I’m going to…+V» (je vais vous…)
Ou : Let me give you a report of… (permettez-moi de vous présenter mon rapport)
Ou : I’d like to give you my…
3- Passons au contenu. Reprends tes notes (questionnaire sur le document oral).
PART 1
Question 2 : Tu dois lui dire à qui tu as parlé.
k Quel verbe utiliser ? . ........................................................... ..........................................
k Quel temps ? ...................................................... .........................................................
Tu vas donc pouvoir dire : «I talked to the … of the shop. Her/his name is…»
Entraîne-toi avec ces 2 phrases.

Question 3 : L'heure à laquelle le vol a eu lieu. (Écoute ton CD (1).)

k Comment vas-tu dire ? The robbery… (verbe : take place)
Temps ? ............................................................................................................................
Entraîne-toi encore. Ne fais pas de pause.
Écoute ton CD. Répète la phrase. Essaie de bien la reproduire.
Listen to your CD.
Questions 4-5 : L’heure de fermeture : ………..
k Comment dire : « Le magasin n'était pas encore fermé, mais il s'apprêtait à fermer ».
k The shop …
Écoute le dialogue à nouveau, juste le passage où la directrice du magasin parle de la
fermeture.
Listen to your CD. (Écoute ton CD (2).)
À toi ! Attention, tu dois adapter ces phrases !
The shop wasn’t closed but…
We were just about to close (nous nous apprêtions à fermer)
devient k they ................................................................................................................
À toi !
Questions 6-7 : Nombre de gangsters.
Te souviens-tu de l’expression « il y avait » ? .......................................................................
Singulier ou pluriel ici ? r singulier r pluriel
À toi !
PART 2
Pour la description physique des malfrats, réécoute le CD et fais au besoin des pauses pour
pouvoir reproduire les phrases, même si elles ne sont pas identiques.
Décris la femme.
Décris les hommes.
N’oublie pas la structure :
BE+-ing au passé k The man was wearing… The other man was wearing…
PART 3
Amount of money robbed: …………………… ..................................................... ………………
Tu ne sais pas dire ce nombre ?
(Réécoute ton CD (5).)
Répète plusieurs fois.
escape (fuite): r by car r on foot r by bike
details on escape:

Réécoute ton CD (6).

k Comment vas-tu dire ?
They escaped by ...............................................................................................................
k Comment peux-tu dire : « Il y avait un autre homme qui les attendait dans une Mercedes
bleue dehors » ?
- Il y avait r there is r there was
- Un autre homme r a man r another man
- qui (les attendait) : r where r which r who r whose
- (les attendait) : r waited for them r waits for them r was waiting for them
dans une Mercedes bleue dehors : .....................................................................................
Raconte leur fuite plusieurs fois de suite. Essaie de ne pas t’arrêter. Tu peux parler
lentement, mais essaie de ne pas t’arrêter entre les mots. Garde une certaine fluidité.
Es-tu prêt(e) pour la présentation orale ?
You are Inspector Bullit. You have to give an oral report of the robbery to your superior.

Séance 8
je m’évalue
À la fin de chaque Exercise, vérifie tes réponses dans le corrigé !
Exercise 1
Sais-tu définir les mots suivants ?
Associe une lettre et un chiffre.
alibi 1 A A plea offered by an accused person of not having been at the
scene of crime.
clue 2 B A false lead1 that throws the investigator off track2.
deduction 3 C An investigator or detective.
evidence 4 D The person could prove he or she did not commit the crime
red herring 5 E A possible conclusion after facts have been collected
sleuth 6 F The person who saw the crime.
suspect 7 G Someone or something that proves who committed the crime.
witness 8 H Something that gives information toward solving the crime.
Tes réponses : ...................................................................................................................
Exercise 2
Sais-tu mobiliser les mots suivants, en situation ?
Tu dois raconter une histoire policière. Peux-tu retrouver les mots suivants en anglais et les
dire à haute voix ?
voleur cadenas empreintes digitales loupe traces de pas
double de clé numéro d’urgence cicatrice témoin
Exercise 3
Sais-tu donner des conseils à quelqu'un ?
Donne 4 conseils à une vieille dame qui vit seule chez elle dans une banlieue de Londres, où
il y a beaucoup de délinquance :
2 choses qu'elle devrait faire, selon toi :
- .......................................................................................................................................
- .......................................................................................................................................
2 choses qu’elle ne devrait pas faire, car c’est dangereux.
- .......................................................................................................................................
- .......................................................................................................................................
1. Une fausse piste.
2. Sur la mauvaise voie.

Exercise 4
Sais-tu caractériser le personnage du détective privé ?
Dis en quoi consiste son métier (2 actions) : Écris une (ou 2) phrase(s) complète(s).
.........................................................................................................................................
Cite 3 objets auquel le détective est confronté dans son métier.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 5
Sais-tu parler de New Scotland Yard ?
Termine ces phrases oralement.
- The New Scotland Yard building is located ....................................................................
- NSY is also called .........................................................................................................
- NSY was founded .........................................................................................................
- Today, NSY employs .....................................................................................................
- Scotland Yard policemen wear ......................................................................................
Exercise 6
Connais-tu des détectives célèbres et leurs auteurs ?
Associe chaque prénom de détective au nom de famille qui correspond puis à l'auteur qui
l'a créé.
James Poirot Ian Fleming
Hercule Lupin Agatha Christie
Adam Bond P.D. James
Arsène Dalgliesh Maurice Leblanc
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 7
Connais-tu le genre littéraire : Mystery Fiction ?
Trouve le nom de la personne dont il est question :
1- He was the father of Mystery Fiction.
.........................................................................................................................................
2- She wrote more than 75 detective books
.........................................................................................................................................

3- He was a brilliant detective’s friend

.........................................................................................................................................
4- One of his best-sellers was The Hound of the Baskervilles:
.........................................................................................................................................
Exercise 8
Sais-tu utiliser la voix passive ?
Écris des phrases à la voix passive en utilisant les éléments fournis.
1- Last night - a weapon - find - in the street
2- The character Sherlock Holmes - imagine - by Conan Doyle
3- In Murder in the Rue Morgue - a body - find - in a locked room
4- In a detective novel - the enigma - unveil - at the end of the book
5- Buckingham Palace - locate - in Central London
1- ...................................................................................................................................
2- ...................................................................................................................................
3- ...................................................................................................................................
4- ...................................................................................................................................
5- ...................................................................................................................................
Exercise 9
Sais-tu t’informer sur quelqu’un ?
Tu es policier et tu procèdes à l'interrogatoire d'un suspect.
Pose-lui des questions pour pouvoir compléter ton formulaire.
1- Height: …………………………………………… ............................................................... ……
2- Weight: …………………………………………… .............................................................. ……
3- Hair: …………………………………………… .................................................................. ……
4- Eyes: ................................................................……………………………………………………
5- Possible scars or marks: ....................................……………………………………………………
6- Ability to shoot: ...............................................……………………………………………………
Exercise 10
Sais-tu dire ce que quelqu'un était en train de faire au moment du crime ?
Que faisaient ces personnes lorsque le crime eut lieu ? Écris des phrases complètes
commençant par : «When the burglar broke in…»
1- Ms Scruffy - watch TV
.........................................................................................................................................
2- The children - play - bedroom
.........................................................................................................................................

3- Mrs Smith - cook - in the kitchen

.........................................................................................................................................
4- Mr Smith - do the washing up - talk to his wife
.........................................................................................................................................
5- The policeman on duty (en service) - talk - on the phone
.........................................................................................................................................
Exercise 11
Sais-tu rapporter un fait au style indirect ?

Tu suis une patrouille de policiers pendant une journée. Ne pouvant communiquer entre
eux, deux policiers te demandent de servir d'intermédiaire.
Un policier (James) te parle dans le talkie walkie et tu dois transmettre ce qu'il dit à son
collègue, Bob, qui est avec toi. Vous êtes, Bob et toi, en présence d'un dangereux suspect
James would like to know ..........
.................................................
What is the suspect
.................................................
wearing?
.................................................
James toi : .................................................

Is he carrying .................................................
a gun? .................................................
.................................................
James toi : .................................................

What colour .................................................
is his hair? .................................................
.................................................
James toi : .................................................

Was he driving .................................................
a black car? .................................................
.................................................
James toi : .................................................

Does he have a scar .................................................
on his left cheek? .................................................
.................................................
James toi : .................................................

Exercise 12
Sais-tu faire un compte-rendu oral ?
You are Inspector MacMurphy. You have to give an oral report of a theft to your superior.
Use the elements provided:
- Victim: man
- Activity when attacked: walking home after work
- Attacked by: woman
- Description of suspect: quite tall - pink dress - white sweater - basketball shoes
- Quite big - long curly hair - a beard: he or she???
- Object stolen: left shoe!
- Your conclusion: «the bearded woman» again!
- Your superior: Congratulations! Excellent detective!
Listen to the dialogue on your CD.

Sommaire
Séquence 12
Séance 1 Apparier des lieux à Londres Les principaux S’appuyer sur des
London quiz des descriptions monuments indices textuels pour
Localiser des endroits londoniens localiser des lieux
sur une carte sur une carte
Séance 2 Dire ce que l’on Lieux de La possibilité future
Lieux de vacances pourra faire ou ne pas destination - avec Will be able to
faire voyages Les hypothétiques
Émettre des avec ‘if’
hypothèses
commençant par «si»
Séance 3 Suggérer des activités Les principales Activités touristiques S’approprier les
Projets d’activités Réagir à des attractions de Proposer des activités expressions de la
suggestions Londres (How about + ing ? suggestion
Let’s + V !)
Séance 4 Dire ce que quelqu’un Sherlock Holmes Les objets personnels Comprendre une
Visite du musée aime, à quoi il Le Sherlock Holmes Sherlock Holmes description physique
Sherlock Holmes à ressemble ; quel est Museum Be like/Look like/like orale
Londres son caractère
Séance 5 Brosser le portrait La personnalité de Bilan lexical sur le Lecture à haute Lire un texte à haute
Texte à trous : d’un personnage au Sherlock Holmes thème de l’enquête voix : groupes de voix
Sherlock Holmes passé : ses goûts, ses policière souffle, groupes
habitudes de sens, accent
de phrase
Séance 6 Retrouver l’ordre Agatha Christie Les objets usuels Repérer dans un
Extrait des Dix chronologique d’un Les pièces de la récit oral une suite
petits Nègres, récit maison d’événements ; le
d’Agatha Christie Raconter une histoire Passé Be + ing cadre dans lequel ils
se sont déroulés
Séance 7 Dire ce que l’on était Agatha Christie Passé Be + ing
en train de faire John Fitzgerald While/when
lorsqu’un événement Kennedy Prétérite/passé be
survint + ing
Séance 8
Je m’évalue

Séance 1
Je sais lire et comprendre des extraits de prospectus consacrés
à des monuments célèbres
J'apprends à me repérer sur une carte du métro londonien
Step 1
Do you remember Adrian and Susan?
They are going to visit London!
They are discussing what museums to visit and the places to see there!
Je revois Londres et ses curiosités
Exercise 1
Before listening to the dialogue, list down all the words you relate to LONDON. (Avant
d’écouter le dialogue, écris tous les mots qui te viennent à l’esprit quand tu penses à Londres.)
All words are welcome: places, streets, objects, people! (Tu peux écrire toutes sortes de
mots : des endroits, des rues, des objets, des personnes !)
…………………
………………… …………………
………………… LONDON …………………

………………… …………………
………………… …………………
…………………
So how much do you remember about London? (Not much? Tu te souviens bien de
Londres ? Non, pas trop ?)
Let us go through a quiz on London then! Ready?
Dans ce cas, découvrons ce quizz sur Londres. Prêt(e) ?

1 You have already studied London - See Séquence AN61 - séances 7 et 8.

Tick the boxes.
1- London, the capital of England and the UK, is the world’s ninth-largest city.
r right r wrong
2- London is situated on the banks of the river Thames, in southeast England.

r right r wrong
3- London has a population of approximately 5,000,000.

r right r wrong
4- London is the seat of central government in Britain.

r right r wrong
5- The tallest building in London is Big Ben.

r right r wrong
Check and correct
Exercise 2
Match the two columns: Famous places to visit in London and why they are worth seeing,
according to the city guide: Sightseeing London! (Associe les deux colonnes : les noms
des endroits à visiter à Londres et pourquoi ils valent la peine d’être vus, d'après le guide de
tourisme : « Visiter Londres ! »)
PLACES in London City guide : Sightseeing London

Take a ride on the London Eye! 1 A The world’s biggest toy store
Hamleys 2 B Home of the Crown Jewels, it is over
a thousand years old.
Piccadilly Circus 3 C The big wheel which gives you a
panoramic view of London
Tower of London and Tower Bridge 4 D Home of the Royal Family. You can
get close to the guards!
Covent Garden 5 E Best museum for history
Sherlock Holmes Museum 6 F An Italian-style piazza packed with
restaurants, bars and fashionable
boutiques.
British Museum 7 G Wax models of famous people
Madame Tussauds 8 H A busy plaza in the heart of London
at the junction of major streets
Buckingham Palace 9 I Step back in time, and when you
visit London, remember to visit The
World’s Most Famous address -
221b Baker Street

Your answers: ………………………………………………………………………………………………
.......................................................................................................................... ………
Check and correct
Exercise 3
Could you locate these famous places?
Use the indications given by the City Guide below to spot the places on the tube map.
(Sers-toi des indications données par le Guide ci-dessous pour situer les lieux sur la carte de métro.)
Take a ride on the London Eye! By tube

The London Eye is located within easy walking
distance from several London Underground
stations: Waterloo, Embankment, Charring Cross
and Westminster.
Waterloo is the closest tube station to the London
Eye. Waterloo is about five minutes’ walking
distance.
Hamleys Famous London Toy Store in Regent Street just off
Piccadilly in central London...
Changing of the guard at Public transport:
Buckingham Palace Tube/Rail: Victoria; Tube: Victoria
The Sherlock Holmes Museum See tube map (Baker Street)
Piccadilly Circus See tube map
Tower of London and Tower Bridge See tube map
Covent Garden See tube map
British Museum Nearest Tube Stations:
Tottenham Court Road
Russell Square
Holborn
Goodge Street
Madame Tussauds Situated Marylebone Road
By Tube
Madame Tussauds is a two-minute walk from
Baker Street tube station.
Buckingham Palace Buckingham Palace is accessible from the tube
and busses. Victoria Station is just to the south.
Tube Stations Close to Buckingham Palace:
Green Park is to the north of Buckingham Palace,
Victoria Station and St. James Park stations are to
the south. Hyde Park Corner is to the west.
O Do you know that the London underground is also called ‘the Tube’?

Tube map

Séance 2
Je revois l’expression de la condition
J'apprends à exprimer la possibilité
ou l'impossibilité dans le futur
Step 2
Exercise 4
Before listening to the dialogue, make suppositions: say what will be possible for Adrian
and Susan to see at each place (Read exercise 2 one more time – column 2).
Example: If they go to Buckingham Palace, they …………………………………… ...the changing of

guards.
Check and correct and go on with the exercise.
1- If they go to Madam Tussauds, they .........................................................................
2- …………………… Covent Garden, ..............................................................................
3- …………………… the British Museum, .......................................................................
4- …………………… the Tower of London, ......................................................................
5- …………………… the Sherlock Holmes Museum .........................................................
6- …………………… Hamleys, ..................................................................................... !
Check and correct
Quelle forme verbale as-tu utilisée dans la seconde partie des phrases ci-dessous ?
O
……………………………………………………………………………………………………………….……
Et dans la première partie des phrases ? .………………………………………………………………
Check and correct
Que veut dire le premier mot de chacune des phrases ci-dessus ?
……………………………………………………………………………………………………………….……
Quel type de phrases commencent par « si » ? ……………………………………… . ……………
Si tu préfères, quand on commence par « si » on fait des ..........................................……
ou bien on émet des …………………………………………………………………………… …………
Parfait !

On appelle ce genre de phrase : une hypothétique.
On suppose des choses qui peuvent très bien se réaliser, dans la réalité. Ce sont des
hypothétiques du réel.
Tu as déjà étudié ce genre de subordonnées. Dans quelle séquence ?
....................................................................................................................................
Bravo ! Quelle mémoire !
Tu vas pouvoir t'entraîner avec ce genre de structure si tu le désires. Mais encore une
question : que veut dire 'you will be able to see' ? .........................................................
Très bien ! Tu es prêt(e) pour l'exercice ci-dessous !
Exercise 5
Fais des suppositions : si je vais à tel endroit, alors je pourrai faire ou voir telle chose.
Example : New York  If I go to New York. I’ll be able to visit the Empire State Building/see the
Statue of Liberty
1- Rome  ……………………………………… ....................................................................
2- Washington  ……………………………………… ...........................................................
3- Arizona  ……………………………………… .................................................................
4- Paris  ……………………………………… ......................................................................
Si tu ne sais pas ce qu'on peut voir dans l'un des lieux mentionnés, voici quelques idées
Help!!!
the White House – the Louvre Museum – the Coliseum (le Colisée) –
the Grand Canyon – the Champs-Elysées
Exercise 6
Fais d'autres suppositions : si je vais à tel endroit, alors je pourrai parler telle ou telle
langue.
À toi !
1- Go to the USA  ……………………………………… .......................................................
2- Rome  ……………………………………… ....................................................................
3- Germany ……………………………………… ................................................................
4- Spain  ……………………………………….....................................................................

Exercise 7
Fais encore d’autres suppositions : si je vais à tel endroit, alors je pourrai manger tel ou tel
plat.
À toi !
1- Go to Britain1  ……………………………… .................... ……………………………………..
2- Italy  ……………………………………….................... …………………………………………..
3- Germany  ……………………………… .................. ……………………………………………..
4- Spain  ………………………………………………………………… ............... ………………….
5- Morocco  ……………………..................…………………………………………………………
Check and correct
Maintenant, dis ce que tu ne pourras pas faire si tu vas dans tel ou tel endroit.
Ex.: If I go to Hawaii, I won’t be able to ski!
1- Arizona/Niagara Falls
………………………………………………………………… ...................................................…
2- Venice/the Coliseum
………………………………………………………………… ...................................................…
3- Scotland/Stonehenge
……………………………………………………………………
4- New York City/Mount Rushmore
……………………………………………………………………
5- Wales/Loch Ness
……………………………………………………………………
1-Rappelle-toi la Séquence 7 consacrée à la nourriture en Grande-Bretagne !

Maintenant, enrichis tes phrases :
Ex : Hawaï - do some surfing - ski
If I go to Hawaï, I'll be able to do some surfing but I won’t be able to ski!
Check and correct et poursuis l'exercice.
1- London – Buckingham Palace – the Queen (unless (À moins que) I’m lucky!)
....................................................................................................................................
2- Stonehenge – see the famous rocks – climb on them (forbidden)
....................................................................................................................................
3- Washington D.C. – The White House – President Obama
....................................................................................................................................
4- Summer camp in the USA – meet new friends – see my parents every day
....................................................................................................................................
j e retiens
La subordonnée hypothétique du réel avec IF + présent :
On crée une situation réaliste avec IF + présent (If I go to NY : si je vais à NY)
On dit ce que l’on pourra faire avec WILL BE ABLE TO + V (I will be able to swim : je
pourrai nager)  Le modal will indique ici ce qui va se passer (valeur de prédiction)
I WILL BE ABLE TO + V : je pourrai faire quelque chose
I WON’T BE ABLE TO + V : je ne pourrai pas

Séance 3
J'apprends (et revois) différentes façons
de faire des suggestions
J'apprends à répondre positivement
ou négativement à une proposition
Step 3
Exercise 8
Listen to the conversation between Adrian and Susan.
They obviously want to visit different places in London.

(De toute évidence, ils veulent visiter des endroits différents de Londres.)
What will they eventually see? That’s the question…

(Que finiront-ils par visiter ? Telle est la question…)
....................................................................................................................................
Exercise 9
Listen to the conversation between Adrian and his friend Susan.
Tick all the places that are mentioned in the conversation you will hear -not all the places
below will be mentioned). (Coche tous les endroits qui sont mentionnés dans la conversation
que tu vas entendre. Attention, tous les endroits ne seront pas mentionnés !)
The London Eye r

Hamleys r
Changing of the guard at Buckingham Palace r
Piccadilly Circus r
Tower of London and Tower Bridge r
Covent Garden r
British Museum r
Sherlock Holmes Museum r
Madame Tussauds r
Buckingham Palace r
Check and correct.

Exercise 10
Listen to the dialogue one more time. Only two places have been mentioned twice (two
times). Which ones?
(Seuls 2 endroits ont été évoqués deux fois dans le dialogue. Lesquels ?)
....................................................................................................................................
Step 4
Exercise 12
Read the script and listen to the dialogue once again. It will help you learn new
expressions and improve your English!
Highlight in yellow all the ways of suggesting activities.
Highlight in blue the ways of turning an invitation down (décliner une proposition).
Ready?
Adrian: Wow! We’re in London at last!

Susan: Yeah… Great! I’ve heard there’s so much to do and to see in London.
A: So, what do you want to do this afternoon?
S: Well… Let’s look at this city guide here. Okay… Uh, here’s something interesting:
why don’t we first visit the British Museum? I heard it’s the oldest museum in the
world! We’ll be able to see famous Egyptian sculptures as well as the world-famous
Rosetta Stone! Can’t wait…
A: Well… I’d rather not. The British Museum must be great but it’s so big! It will
take us at least 3 hours to look around…
S: To tell the truth, I’d prefer to go straight to Covent Garden and do some
shopping!
A: Nah, I don’t think that’s a good idea. We can go shopping some other time!
What about visiting the Tower of London instead? It is the home to the Crown
Jewels, isn’t that great? I can’t wait to see the queen’s crown.
S: I’d rather not. Not this afternoon anyway… It will be overcrowded!
A: But the Tower of London is over a thousand years old!!!
S: I know but I don’t feel like seeing it this afternoon. How about taking a ride at the
London Eye? The view must be fantastic from the top!
A: I think so, yeah… but… are you sure you don’t want to visit a museum? What
about Madame Tussauds? You thought the Musee Grevin was so fantastic when we
last visited it in Paris.
S: Let us visit Madame Tussauds tomorrow, okay? But why don’t we visit the
Sherlock Holmes Museum this afternoon? Adrian, you’re an absolute fan, aren’t
you? Besides you told me you’ve always wanted to see Baker Street!
A: Now that sounds like a wonderful plan. Let’s go!
S: I’m so excited!

Check and correct.
Exercise 13
Now that you have spotted all these new expressions, classify them.
– Suggesting…
– Disagreeing
– Approving/accepting
Maintenant que tu as repéré toutes ces nouvelles expressions, classe-les :
Faire des suggestions
Décliner une proposition
Accepter une proposition
Check and correct.
Toutes ces expressions sont très utiles dans la vie de tous les jours.
Tu dois les apprendre par cœur.
Entraîne-toi tout d'abord à les dire. Tu dois te les approprier d'un point de vue phonologique.
Écoute et répète.
Suggesting activities:
– Why don’t we first visit the British Museum?
– What about visiting the Tower of London instead?
– How about taking a ride at the London Eye?
– Are you sure you don’t want to visit a museum?
– What about Madame Tussauds?
– Let’s visit Madame Tussauds tomorrow, ok!

Tu as remarqué qu'avec une structure particulière, il faut employer un verbe en ING.

O
Ex. : Par laquelle ?
……………………………………… .................................................................................……
Pour mieux mémoriser ces expressions, schématise-les, comme dans l'exemple :
Why don’t we visit the British Museum?  Why don’t we + V?
Why don’t we + V?
……………………………………… .................................................................................……
……………………………………… .................................................................................……
…………………………………………..……………………………………… ..............................……
…………………………………………..……………………………………… ..............................……
……………………………………… ....................................................................................…
Exercise 14
Répète les expressions encore une fois, en suggérant un lieu londonien différent à visiter à
chaque fois.
Ex.: Why don’t we go to Piccadilly Circus?
Écoute et répète.
Disagreeing :
– I’d rather not. Not this afternoon anyway.
– I’d prefer to do some shopping.
– Nah, I don’t think that’s a good idea.
– I don’t feel like seeing it this afternoon.
– To tell the truth, I’d prefer to do some shopping!
Agreeing:
– Now that sounds like a wonderful plan!
– Let’s go!
– Yeah, great!
– I’m so excited!
O Pour décliner une proposition, tu as plusieurs options :

Tu dis que tu n'en as pas très envie :
Ex. : ..............................................................................................................................
Tu dis que ce n'est pas une bonne idée d'après toi :
Ex. : ..............................................................................................................................

Tu dis que tu préfèrerais faire autre chose :
Ex. : ..............................................................................................................................
Ex. : ..............................................................................................................................
Pour dire ce que tu préfèrerais faire, note bien les structures :
I’d rather + V
I’d prefer to + V
Time to practise! (Entraîne-toi !)
Exercise 15
You and your friends want to spend next Saturday together. What would you like to do?
Suggest activities!
Propose à tes amis plusieurs activités pour samedi prochain.
 Applique-toi à varier les expressions, pour les pratiquer toutes !
Imagine leurs réactions à tes propositions.
– Un de tes amis est toujours grincheux et n’aime rien…
– Un autre ami est toujours partant pour tout !
go bowling sit at home and watch

a film
POSSIBLE
ACTIVITIES
go to the movies go to the swimming
pool
play badminton go to a fun park

Séance 4
Je revois les différents sens de 'like'
Je découvre l'univers de Sherlock Holmes
Je fais une visite virtuelle du musée de Sherlock Holmes
à Londres
Step 5
The children have finally agreed on visiting the Sherlock Holmes Museum in London.
Adrian and Susan are so enthusiastic about visiting it!
Let us follow them around the museum…
Sherlock Holmes and his friend, Doctor Watson, lived in a Victorian house at 221b
............................................... Street between 1881-1904, according to the stories
written by Sir Arthur Conan Doyle.
Check and correct.
Exercise 16
Read the following description of Holme’s Here is Holmes’s famous study.
study. Fill in the blanks with the suggested
words: In this room, visitors can sit in Holmes’s
(1) …………… ...........................…………
shelves armchair fireside/fireplace
by the (2) ………………..........................
and have a look at one of his books
on the (3) ………………… and enter his
bedroom adjoining the study.
Fill in the blanks with the appropriate words

(see illustrations below):

 Holmes’s personal effects are in their usual places:
his .......................................................(1), ...............................................................(2),
...........................................................(3), ...............................................................(4),
...........................................................(5), ...............................................................(6),
...........................................................(7) ....................................................and his(8).
1 2 3 4
Violin Magnifying glass Deerstalker hat Pipe
5 6 7 8
Disguises Syringe Slippers Chemistry equipment
The children Adrian and Susan are going to meet with Sherlock Holmes…
Do you know what he looked like?
What was Sherlock Holmes like?
O Arrêtons-nous quelques instants sur le mot LIKE :
Ce mot a plusieurs sens. Tu l’as étudié en Séquence 5, souviens toi !
Révisons un peu, veux-tu ?
Souligne le mot Like dans les 3 phrases ci-dessus.
Il ne veut pas dire « aimer » dans ces phrases.
Connais-tu une question rituelle, que nos amis britanniques aiment poser, et qui contient
ce mot LIKE ?
Tu ne vois pas ?

Un indice
……………………………………………………… ..........................................….. ?
Check and correct.
Ne confonds pas : like, Be like et Look like
What does John like? (What are his personal preferences?)
 He likes horror movies, basketball, chocolate ice cream...
What does John look like? (Physical description)
 He is tall. He has black hair and wears glasses.
What is John like? (Description of personality)
 He is nice. He is very kind and friendly.
Exercise 17
Write down a physical description of Sherlock Holmes: What did he look like?
(Écris une description physique de Sherlock Holmes. De quoi avait-il l’air ?)
Have a try! Don’t forget to mention his look, his nose’s appearance, his hair…
(Lance-toi ! N’oublie pas de mentionner son nez, ses cheveux, etc.)
You can even use similes, and comparisons, as you have learnt in Séquence 5.
(Tu peux même utiliser des comparaisons, comme tu l’as appris dans la Séquence 5.)
What he looked like:

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Need any help?
A few tips that may be useful:
Read the beginning of lesson 4 for vocabulary
You are not sure about his physical appearance:
 I think he…
 he probably…

Exercise 18
Listen to your CD. The children Adrian and Susan are going to hear a description of
Sherlock Holmes.
While listening, read what you have written. Then compare the two descriptions. If you
have missed something, write it down!
Listen to Holmes’s physical description again.
What does Holmes look like?
Tick the appropriate boxes.
 You will sometimes have to tick several boxes.
pursed lips
Height: r tall r medium height r short
Build: r fat r of medium build r slim r thin
Hair: r brown r blond r dark
Eyes: r blue r green r dark r grey
Lips: r pursed r thin r full
Nose: r big r snub (short) r hooked
Outfit: r suit r deerstalker r tie r no hat
Equipment: r note pad r pencil r magnifying glass

Séance 5
Je m'entraîne à la lecture silencieuse
Je m'entraîne à la lecture à haute voix
(production orale/compréhension de l'écrit)
Je revois le passé des verbes réguliers
Je revois le lexique de l'enquête policière
Step 6
Exercise 19
Revise the vocabulary related to Sherlock Holmes.
Mystery fiction
S F W E A P O N B V
K W E M Q X Z S H E
V E C N E D I V E W
R A L G R U B E I C
E B T V E F P T L L
Q V G V E A N U M W
I L L I C E E A C K
Y O H S S S I Z M S
S T E S T I M M O C
I K F T T R Z Z T Z
Burglar clues commit escape evidence solve –thief weapon - witness

Are you sure you remember all the words above?
Exercise 20
Let us check. Translate the following words into French:
burglar .................................................................. ………………………………………………
clues ...........................................................................................................................
commit ................................................................. ………………………………………………
escape .................................................................. ………………………………………………
evidence ................................................................ ………………………………………………
solve ..................................................................... ………………………………………………

thief ......................................................................... ……………………………………………

weapon ................................................................ ………………………………………………
witness ................................................................. ………………………………………………
Complete what you have learnt about Sherlock Holmes. Discover together with Adrian and
Susan what he was really like and what he liked…
What was Sherlock Holmes like?
What did he like?
Exercise 21
Read the text below and fill in the blanks with the words provided.
exercised became was always dressed enjoyed solving cared took place
stayed up was keen on got up smoked wearing
Holmes never ……………………… for the fun of it but he was
always fit and ready for the action that ……………………………
in the stories. He was very good at boxing or at Baritsu (a
form of martial art). He was also good at fencing.
Holmes …………………. late and ……………………. just as

late in the morning! He ………………….. a lot. He loved his
pipe! Holmes was scrupulously clean and …………………….
neatly-dressed. He enjoyed ……………………… a Deerstalker
cap. Holmes was quick at………………….. even difficult
cases. When he was not involved in a case, he ……………….
lazy. Holmes ……………………… listening to music and he
……………………….. going to various concerts. He played the
violin and his favourite musicians were German. Holmes
seemed to be a cold person at first but he was not. He
………………. deeply about his friends and was concerned for
Watson.
Vocabulary
Fencing (escrime)
Neatly (avec élégance et soin), deeply: quelle est la nature de ces deux mots ?
Ce sont des …………………………………………….. Bravo !
Deeply  deep (profond) deeply : ……………………
Exercise 22
Entraîne-toi à la lecture à haute voix. Tu vas écouter quelques phrases du texte ci-dessous sur
Sherlock Holmes.
La lecture à haute voix t’aidera à prononcer l’anglais de façon authentique, en respectant
les « groupes de souffle » : ce sont des groupes de mots qu’il ne faut surtout pas séparer
à l’oral ! Le sens en serait modifié et la compréhension rendue difficile ! Ces groupes
de souffle, qui correspondent au volume d’air que tu es capable d’utiliser pour dire les
mots qui les composent, sont à peu de chose près les « groupes de sens », c’est-à-dire qu’en
général, tu devras faire des pauses pour reprendre ton souffle dans la lecture entre des
groupes de mots qui ont le même sens, ou qui « vont dans le même sens ».

La lecture à haute voix n’est donc réussie que si tu comprends bien ce que tu lis !
Par exemple : Holmes was very good at boxing or at Baritsu (a form of martial art) and he was also
good at fencing.
Cette phrase est trop longue à dire en une seule fois : tu pourrais manquer d’air !
Tu dois faire des mini-pauses et reprendre ta respiration, mais pas n’importe où :
Ex. : Holmes -||- was very good -||- at boxing -||-
Si tu fais des pauses aux endroits indiqués, la phrase n’a plus aucun sens !
Où marquerais-tu les pauses ? Indique la ou les pause(s) avec un -||- au crayon.
 Dis la phrase à haute voix, c’est indispensable !
Holmes was very good at boxing or at Baritsu (a form of martial art) and he was also
good at fencing.
Check and correct.
A) Écoute maintenant la phrase, avec les pauses aux bons endroits.
Holmes was very good at boxing or at Baritsu (a form of martial art) and he was also
good at fencing.
Répète-la plusieurs fois. Réécoute et répète encore !
B) Maintenant :
1- Écoute les phrases suivantes en suivant bien les groupes de souffle qui seront marqués
par -||-. Tu te souviens : cela signifie que tu peux faire une pause « respiration » !
2- Quand tu te sentiras à l'aise, réécoute le CD autant de fois qu'il le faut et essaie de

reproduire :
– L’intonation
– La fluidité de la phrase (pas de mots hachés)
– Les mots ou syllabes plus accentués
– Les pauses pour reprendre son souffle (les « groupes de souffle »).
Entraîne-toi plusieurs fois, à d'autres moments également et régulièrement ; tu mesureras

ainsi tes progrès !
1- Holmes was quick at solving even difficult cases.
2- When he was not involved in a case, -||-he became lazy.
3- Holmes enjoyed listening to music -||- and he was keen on going to various concerts.
He played the violin -||-and his favourite musicians were German.
4- Holmes seemed to be a cold person at first -||- but he was not. He cared deeply about
his friends -||- and was concerned for Watson.

j e retiens
Pour lire à haute voix un texte, je dois respecter les groupes de souffle :
Ce sont des groupes de mots qui doivent être dits d'une traite, sans faire de pause
respiratoire, afin de respecter le sens.
Ils correspondent aux groupes de sens : c’est-à-dire que l'on ne s'arrête pas entre un
verbe et son complément, entre un déterminant et le nom, entre un adjectif et le nom
qu'il qualifie !
Rappelle-toi :
La lecture à haute voix t’aidera à affiner ta compréhension de l’oral : si tu sais bien

prononcer, tu comprends mieux ce qui est dit ! Nous l’avons déjà souligné cette année
et l’an passé.

Séance 6
Je découvre un autre auteur de romans policiers
Je lis un extrait de And Then There Were None
J’apprends à décrire des faits soudains au passé,
s’inscrivant dans un cadre paisible
Step 7
Adrian and Susan really enjoyed their visit at the Sherlock Holmes Museum. They are now
addicted to mystery books! As soon as they got out of the museum, they rushed to a shop to buy
whodunits!
(Adrian et Susan ont vraiment adoré leur visite au musée Sherlock Holmes. Ils sont
maintenant devenus accros aux romans policiers ! Dès qu’ils sont sortis du musée, ils
se sont précipités dans un magasin pour acheter des polars.)
What do you call the sort of shop where you can buy books?
Comment appelle-t-on ce genre de magasin où l’on achète des

livres (une librairie) ?
...................................................................... ...................
Check and correct
© Sylvie Beuzon
O Did you know that? (Le savais-tu ? Il ne faut pas confondre) :
‘Library’ et ‘bookshop’ en anglais ! Sinon, tu vas au mauvais endroit !
Library : C’est une bibliothèque
Bookshop : une librairie
Comment appelle-t-on ces mots qui nous semblent faciles à comprendre en anglais,
comme ‘library’ et qui se révèlent trompeurs ?
Ce sont des ..................................................................................................................
Susan is thrilled (excited) : She found a detective novel written by ‘the Queen of Mystery
Fiction’. Can you guess the name of the author?
....................................................................................................................................
....................................................................................................................................

Check and correct
She chose the book And Then There Were None (1939) thanks to the summary she read
and which she immediately liked! (Elle a choisi le livre Dix Petits Nègres (1939) grâce au
résumé qu’elle a lu et qu’elle a immédiatement aimé.)
Exercise 23
Can you put the parts of the summary in the correct chronological order?
(Peux-tu remettre les différentes parties du résumé dans l’ordre chronologique ?)
1- When the police arrive, all they find are ten bodies…and a mystery!
2- The ten people invited are: Eight guests, a cook and a butler.
3- Then one by one they all die…
4- Nobody lives on Indian Island except a mysterious Mr Owen.
5- The story takes place on an imaginary island off the Devon coast, called
Indian Island.
6- The story begins when Mr Owen invites ten people there for a few days.
7- On the first night, they have an excellent dinner but they are alone in his big house
because Mr Owen can’t come.
8- They try to leave the island but they can’t because of a terrible storm…
9- Ten people are invited to Indian Island, off the coast of Devon, England for a
weekend.
10- After dinner, a voice accuses them all, one by one, of murder!: “You are charged
with the following murders…”.
Need any help?

Here are a few vocabulary tips:
– You are charged with : you are accused of
– Devon : a part of England, located on the Southern coast
– A guest : a person who has been invited
– A cook : a chef
– A butler : un maître d’hôtel

– A storm : un orage
Susan bought the book because of the cover:
It represents the crucial scene of the book: on the first evening, after dinner, all the guests
gather in the drawing room. (Ce qui a convaincu Susan d'acheter le livre est sa couverture :
on y voit une illustration de la scène cruciale du livre, celle où le premier soir, après dîner, tous
les invités se rassemblent dans le salon.)

Exercise 24
Look at the picture and describe what the guests are doing. (Observe l’illustration et décris
ce que les invités font.)
Write your sentences down:
It is 9.20 pm all the guests are gathered in the
...............................................…………………………………………………………………………
The butler ...............................…………………………………………………………………………
The ladies ...............................…………………………………………………………………………
Wiliam Blore (1) .....................…………………………………………………………………………
General Macarthur (2) .............…………………………………………………………………………
Philip Lombard (3) ..................…………………………………………………………………………
Check and correct

Any problems? Here are some useful words:

a statue
examine (verb)
moustache
chat (verb)
wait for (verb)
serve (verb) coffee
Check and correct.
Exercise 25
Listen to the crucial scene when the voice accused the guests of murder!
Listen to the recording again. Point your fingers to the characters when they are
mentioned. (Écoute la scène cruciale pendant laquelle la voix accuse les invités de meurtre !
Écoute à nouveau et montre du doigt les personnages dès qu’ils sont mentionnés.)
What were the guests doing when they heard the voice? (Que faisaient les invités lorsqu’ils
ont entendu la voix ?)
Make sentences like this:
The butler was serving coffee, when suddenly they heard the voice!
When they heard the voice,
- Philip Lombard ...........................................................................................................
- General Macarthur ....................................................................................................
- William Blore .............................................................................................................
- the ladies ...................................................................................................................
- the butler ....................................................................................................................
Check and correct.
Observe cette phrase :
Philip Lombard was reading Punch Magazine, when suddenly the voice said: “…”
O Que faisait Philip Lombard lorsque la voix se fit entendre ?
................................................. ...................................................................................
Recopie la forme verbale qui décrit ce qu’il faisait :
................................................. ...................................................................................
Décompose cette forme verbale : ………………… .................. ……………………………………
Check and correct.

Philip Lombard était en train de lire. Que faisaient les femmes ? Dis-le en anglais :
The ladies ..........................................……………………………………………………………….
Tous les personnages faisaient quelque chose lorsque la voix se fit entendre et vint
interrompre leurs activités.
Par quel mot cette interruption est-elle introduite ? .......................................................
Quel temps est utilisé dans la phrase qui suit ? ..............................................................
Check and correct.
j e retiens
Comme dans toute histoire policière, le cadre paisible dans lequel des personnages
mènent une vie tranquille est brusquement brisé par l’intervention d’un événement
dramatique.
 En anglais, pour décrire ce que les personnages étaient en train de faire (cadre
paisible) avant l’événement tragique, on utilise le prétérite en BE + -ing.
Ex. : The ladies were chatting… William Blore was examining a statue…
 Pour relater l’événement qui fait une brusque intrusion (un peu à la manière d’un
voleur) dans le cadre paisible, on utilise le prétérite simple.
Ex. : The butler was serving coffee when suddenly the voice broke out and said: “…”
When introduit la rupture.
Retiens ce schéma :
S Be passé + -ing, when S suddenly Ved.
ou
when S Ved, S Be passé + -ing

Séance 7
J’apprends à décrire des événements soudains et ponctuels
J’apprends à utiliser le passé BE + -ing avec while
J’apprends à utiliser le prétérite simple avec when
Step 8
Remember the crucial scene in the detective novel And Then There Were None?
How well do you remember it?
Exercise 26
Use the following objects to describe what the guests on Indian Island were doing when
the voice said ‘You are all charged with murders!’ (Utilise les objets suivants pour décrire
ce que les invités sur Indian Island faisaient lorsque la voix dit : « Vous êtes tous accusés de
meurtre ! »)
Exercise 27
Choose 3 guests and write the sentences down:
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….

Observe la phrase :
When the voice broke out, General Macarthur was playing with his moustache.
Tu peux aussi dire :
While General Macarthur was playing with his moustache, the voice broke out.
Identifie le temps auquel se trouve la forme verbale was playing
……………………………………………………………………………………………………………………
Identifie le temps auquel se trouve la forme verbale broke out
……………………………………………………………………………………………………………………
Quelle forme verbale décrit le « cadre» ? .............................. .........................................
Quelle forme décrit l’événement tragique ? ....................................................................
Quel mot introduit le « cadre» ? .............................. .....................................................
As-tu deviné le sens du mot while ? .............................. .................................................
Check and correct.
Tu as compris qu’il existe deux manières de dire qu’un événement tragique ou soudain est
venu perturber un cadre donné :
Ex. 1 : When the voice broke out, the ladies were chatting and William Blore was examining a statue.
Ex. 2 : While the ladies were chatting, the voice broke out and said: “…”
O Attention à la prononciation de while ! [aI]
Entraine-toi !
Exercise 28
À partir des éléments donnés, écris des phrases décrivant ce que les personnages faisaient
lorsqu’un événement est survenu.
1- The lady – sleep – burglar/break into house

……………………………………………………………………………………………………………………
2- Children – play in their room – mum say ‘dinner’s ready!’

……………………………………………………………………………………………………………………
3- Policemen – talk to neighbours – criminals attack old lady

……………………………………………………………………………………………………………………
4- Man – watch TV – bell ring (sonner)

……………………………………………………………………………………………………………………
5- Sherlock Holmes and Dr Watson – examine a hat – hear a strange noise in hall
……………………………………………………………………………………………………………………
Exercise 29
Maintenant transforme les phrases que tu as écrites et dis la même chose d’une autre
manière.
1- The lady – sleep – burglar/break into house
……………………………………………………………………………………………………………………
2- Children – play in their room – mum say ‘dinner’s ready!’
……………………………………………………………………………………………………………………
3- Policemen – talk to neighbours – criminals attack old lady
……………………………………………………………………………………………………………………
4- Man – watch TV – bell ring
……………………………………………………………………………………………………………………
5- Sherlock Holmes and Dr Watson – examine a hat – hear a strange noise in hall
……………………………………………………………………………………………………………………
Check and correct.
Let us go back to the story told by Agatha Christie in And Then There Were None.
Read the end of the crucial scene:
The voice said: “You are charged with the following murders…”
The voice stopped.
There was a moment of petrified silence. Rogers, the butler, immediately dropped the
coffee tray. At the same moment, from somewhere outside the room came a scream.
Lombard leapt to the door and opened it briskly. Outside, lying on the floor, was Mrs
Rogers, the butler’s wife!
Lombard asked for help and one of the guests, Anthony Marston, sprang to give a hand.
But Mrs Rogers soon woke up. ‘It’s nothing’ Lombard said ‘She’s fainted that’s all.’
Vera cried out: ‘Who was speaking? Who???’
General Macarthur mumbled: ‘What kind of joke was that?’ His hand was shaking.
Blore mopped his face with a hankerchief. The judge scratched his ear with his hand.
Vera started crying: ‘Who was that? Who was that? It wasn’t one of us!’
Adapted from And Then There Were None
Do you know your irregular verbs? They can help you understand the story!

Exercise 30
Fill in the chart with the verbs in the past.
leap leapt bondir

spring sprang bondir
wake up se réveiller
say dire
come arriver, parvenir
Help
Here are a few useful words to help you understand the text.
drop the tray: laisser tomber le plateau mumble: bredouiller, balbutier
briskly: brusquement cry: pleurer
lie (lying): être allongé mop: essuyer
faint: s’évanouir hankerchief: mouchoir
cry out: s’écrier
After the guests heard the terrible voice, what were their reactions?
Exercise 31
List down their reactions:
- Rogers ..........................………………………………………………………………………………..
- Lombard ......................………………………………………………………………………………..
- Mrs Rogers ...................………………………………………………………………………………..
- Anthony Marston ..........………………………………………………………………………………..
- Vera ..............................………………………………………………………………………………..
- General Macarthur .......………………………………………………………………………………..
- Blore ............................………………………………………………………………………………..
- The Judge ......................………………………………………………………………………………..
.......................................………………………………………………………………………………..
O À quel temps les verbes des phrases que tu as écrites se trouvent-ils ?

Observe les phrases ci-dessous :
1- The ladies were chatting and William Blore was studying a statue.
2- Rogers dropped the coffee tray. Mrs Rogers fainted away. Vera cried out: “Who was that?”
Quelles sont les phrases (en 1 ou en 2) qui font avancer le récit ?
.................. ………………………………………………………………………………………………….
Check and correct.
En effet, il s’agit d’une suite d’événements, qui font donc avancer le récit.
Voyons si tu as bien compris :
Rogers was serving coffee when suddenly the voice broke out. He dropped the coffee tray.
1 2 3
Lombard leapt to the door.
Exercise 32
Indique 1, 2, 3 ou 4. Il faut parfois plusieurs réponses.
- On sait ce que Rogers faisait. (………………………)
- On sait ce qu’il a fait après. (………………………)
- On a une suite d’événements. (………………………)
- On sait ce qui s’est passé. (………………………)
- On a le décor de la scène, la toile de fond. (………………………)
- Un événement s’est produit (………………………)
pendant qu’un autre s’accomplissait (………………………).
Exercise 33
Traduis maintenant en français les parties soulignées :
The ladies were chatting: ...............................................................................................
William Blore was examining a statue: ..........................................................................
William Blore examined a statue: ..................................................................................
Vera talked to General Macarthur: ................................................................................
Vera was talking to General Macarthur: .........................................................................

Tu as remarqué ?
Was + ing ne fait pas avancer l’action  on le traduit par un ....................... en français
Ved fait avancer le récit  on le traduit par un ........................................... en français.
Check and correct.
Entraîne-toi.
Dans le conte Little Red Riding Hood, il se passe beaucoup de choses !
Écris des phrases pour raconter l’histoire avec les éléments fournis.
Utilise when et while.
1- Little Red – pick flowers – Wolf arrive
.................. ………………………………………………………………………………………………….
2- Little Red – arrive at grandma’s – knock door
.................. ………………………………………………………………………………………………….
3- Grandma – sleep – wolf arrive
.................. ………………………………………………………………………………………………….
4- The wolf – arrive – grandma – sleep
.................. ………………………………………………………………………………………………….
5- Little Red – pick flowers – run after a rabbit
.................. ………………………………………………………………………………………………….
j e retiens
Le passé Be+-ing sert à décrire le décor, le cadre. Il ne fait pas avancer le récit. On le
traduit par un imparfait français :
Ex. : While Little Red was picking flowers, the Wolf arrived.
(Pendant que/alors que/tandis que le Petit Chaperon
Rouge cueillait des fleurs, le loup arriva.)
Ici, while veut dire pendant que.
Le prétérit simple (introduit par when: quand) fait
avancer le récit. On le traduit par un passé simple en
français (ou un passé composé).
Ex. : When the wolf jumped into Grandma’s bed, she was sleeping. (Quand/lorsque le loup
sauta dans le lit de la grand-mère, celle-ci dormait.)

le coin des curieux
Where were you and what were you doing when John Fitzgerald Kennedy was shot on
November 22, 1963, in Dallas, Texas, at 12:30 pm?
This question has been asked so many times since that terrible day when President
Kennedy was assassinated in Dallas. (Cette question est posée tellement souvent depuis ce
terrible jour où le Président Kennedy a été assassiné à Dallas.)
Read the following answers, coming from all over America (Lis les réponses à cette question
ci-dessous, des réponses venant de toute l’Amérique) :
What were you doing when you heard JFK was shot dead?
Helen from Michigan:
I was at my sewing machine (machine à coudre), sewing doll dresses for the girls’ Xmas
presents. I was listening to music on our local AM station when they interrupted -
there was a pause and then a voice said “Shots were fired in Dallas at the presidential
motorcade. President Kennedy has been shot.”
So I went out to the garage where my husband was working and told him and we went
back into the house and turned on the TV. We watched ABC programming for the rest
of the day and night…
Mary, from California
I was in 5th grade (pupils are 10-11 years old. Équivalent in France: sixième). We had
just come in from recess (the break in Great Britain : la récréation in France). One of the
other teachers was watching us on the playground when suddenly the principal asked
us to meet her in the classroom. She told us that she had some terrible news. And I
knew, without a doubt, even though I don’t think we had even mentioned the President
for weeks and weeks, that President Kennedy was dead. I remember what desk I was
sitting at, where she was standing.
Max, from L.A.
My parents were glued to the TV (collés, rivés au téléviseur). Mama was crying. I asked
what was wrong, and she told me.
I was five years old…
Steven, from Pennsylvania
I was six years old. I remember that I was playing with my toys on the living room floor,
and that my mother began crying after hearing the news on the radio.

Séance 8
j e m’évalue
À la fin de chaque exercice, vérifie tes réponses dans le corrigé !
Exercise 1
Connais-tu bien Londres ?
Dis à quoi correspondent les lieux suivants :
wax museum toy store home to Crown jewels museum of History busy plaza
a big wheel Queen’s Royal Residence museum dedicated to famous detective
1- Buckingham Palace: ..................................................................................................
2- Piccadilly Circus: .......................................................................................................
3- Hamleys: ..................................................................................................................
4- Madame Tussauds: ...................................................................................................
5- London Eye: .............................................................................................................
6- Tower of London: .....................................................................................................
7- British Museum: .......................................................................................................
8- Sherlock Holmes Museum: ........................................................................................
Exercise 2
Sais-tu dire ce que tu pourras faire si tu vas dans les lieux suivants ?
Fais des suppositions : Si tu vas dans les lieux suivants, dis ce que tu pourras faire / voir /
manger / boire / visiter.
1- New York City ...........................................................................................................
2- Madrid .....................................................................................................................
3- Scotland ...................................................................................................................
4- England ....................................................................................................................
5- Paris .........................................................................................................................
Dis une chose que tu ne pourras sûrement pas faire dans les lieux suivants :
1- Spain ........................................................................................................................
2- Buckingham Palace ...................................................................................................

Exercise 3
Sais-tu suggérer des activités ?
Propose à tes amis les activités suivantes pour cet après-midi. Varie les manières de le faire !
1 2
3 4
1- ........................................……………………………………………………………………………
2- ........................................……………………………………………………………………………
3- ........................................……………………………………………………………………………
4- ........................................……………………………………………………………………………
Exercise 4
Sais-tu réagir à des suggestions ?
Tes amis te proposent les activités suivantes.
YES! Tu acceptes la proposition : que dis-tu ? NO : Tu refuses poliment : que dis-tu ?
1. No! 2. Yes! 3. Yes 4. No

Exercise 5
Sais-tu nommer les objets liés à Sherlock Holmes ?
1 2 3 4
5 6 7
1- ........................................... ……………………………………………………………………………
2- ........................................……………………………………………………………………………
3- ........................................……………………………………………………………………………
4- ........................................……………………………………………………………………………
5- ................................................................................................................................
6- ................................................................................................................................
7- ................................................................................................................................
Exercise 6
Sais-tu faire la différence entre ‘be like’, ‘look like’ et ‘like’ ?
Pose les questions correspondant aux expressions avec ‘like’.
1- John – be – like  ......................................................................................................?
2- He – like :  ..............................................................................................................?
3- He – look – like  .................................................................................................. ?

Associe les phrases proposées à chacune des questions que tu as posées.
Ex. : a) 3 b) 1 etc.
a) He is very nice but a little shy. ....................................................................................
b) He is keen on music and he loves cooking ..................................................................
c) He is quite tall and rather slim ...................................................................................
d) He enjoys watching TV..............................................................................................
e) He wears glasses. ......................................................................................................
f) He is sociable but he doesn’t like talking.....................................................................
Exercise 7
Sais-tu lire à haute voix un texte, en respectant les groupes de souffle ?
Lis à haute voix les phrases ci-dessous.
Holmes never exercised for the fun of it but he was always fit and ready for action. He
played the violin and his favourite musicians were German. Holmes seemed to be a cold
person at first but he was not. He cared deeply about his friends and was concerned for
Watson.
Écoute ton CD pour vérifier la qualité de ta lecture.
Exercise 8
Sais-tu décrire ce que quelqu’un faisait à un moment précis du passé ?
Dis ce que tous les personnages de ton quartier faisaient hier à 19h30 :
1- children / play ball / in the park
2- the Simmons / have dinner / kitchen
3- Mr Marstons / read the newspaper / living room
4- My friend Lynn / do her homework / bedroom
5- Police Constable Pegg / watch a suspect / street
Dis ce que tu faisais toi aussi hier à 19h30 :
……………………………………………………………………………………………………………. .......

Exercise 9
Sais-tu décrire ce que quelqu'un faisait lorsque quelque chose est arrivé ?
1- Man – walk down the street – suddenly – hear a terrible scream
2- Peter – come out of girlfriend’s house – rain
3- Wolf – have a rest – the woodcutter – arrive
4- Little Red + grandma – have cookies – Wolf knock on the door
5- Little Red – scream – Wolf eat grandma up
Exercise 10
Sais-tu utiliser WHEN et WHILE ?
Complète les phrases par l'un ou l'autre mot.
1- …………………………….. Cinderella was crying, the fairy Godmother arrived and said
‘What’s wrong my darling?’
2- The Prince found one of her slippers, ………………………Cinderella was running away.
3- ………………………the suspect broke into the old lady’s house, she was feeding her cat.
4- The voice accused the guests of murders ………………….. the guests were chatting in the
drawing room.
5- Mrs Rogers was preparing some sandwiches …………………….. she heard Vera scream.

c
c Séquence 7
Step 1
Séquence 7
Séance 1
Exercise 1
Match the picture to the name of the food
1- bananas: G 8- ice cream: I
2- milk: L 9- rice: F
3- a pear: J 10- pasta: e
4- an apple: H 11- carrots: B
5- water: M 12- peas: K
6- cabbage: c 13- meat: D
7- potatoes: A
Exercise 3
Here are the names of some more kinds of food in English. Can you find their French
translation.
1- Peaches • • Bonbons
2- Cereals • • Thé
3- Apricots • • Café
4- Lemonade• • Oranges
5- Tea • • Abricots
6- Coffee • • Gateau
7- Oranges • • Pain
8- Cake • • Limonade
9- Bread • • Pêches
10- Sweets • • Ceréales
Step 2
Answer the questionnaire.
Food and eating habits questionnaire. Réponses possibles :
1- I have cereals and milk.
2- I have lunch at school, at home...
3- I like fruit, vegetables...
4- I don’t like fish...
5- My favourite food is pasta.
6- My favourite drink is milk.
7- Yes, I can.
8- My father cooks.
Exercise 4
Listen to these people completing the questionnaire and complete the table (écoute ces gens
qui répondent au questionnaire et complète le tableau)
George Julie
c
Séquence 7 c
Food for breakfast ? Doesn’t have breakfast cereals, hot chocolate

Have lunch? In the cafeteria In the cafeteria
Vegetables (carrots, peas, cabbage)
Food they like? pizza, pasta, fish and chips
Fruit (apples and pears)
Food they don’t like? vegetables (cabbage)
Favourite food? ice-cream fruit
Favourite drink? milk Fruit juice (orange juice, apple juice)
Can they cook? Yes Yes
Script
George: Have you seen this questionnaire Julie?
Julie: Yes, I have, I’m completing it now, actually. For breakfast, that’s easy... I have
cereals and hot chocolate.
George: I don’t have breakfast...
Julie: That’s not good, you should have breakfast you know. Well, where do you have
lunch?
George: At school. I have lunch in the cafeteria. How about you?
Julie: I have lunch in the cafeteria too. Now, food I like... let me see… vegetables definitely,
I love carrots and peas. Fruit, yes, especially apples and pears. How about you
George?
George: I like pizza, pasta, fish and chips... but I don’t really like vegetables, especially
cabbage. I hate cabbage. Cabbage is awful!
Julie: Oh no, I don’t agree. I love cabbage.
George: Well it’s certainly not my favourite! My favourite food is ice-cream.
Julie: Mine is fruit. What’s your favourite drink?
George: I suppose it’s milk actually. How about you?
Julie: Fruit juice. I love orange juice, apple juice, any kind of juice really. I just love fruit.
George: Can you cook?
Julie: Oh yes, I can. Cooking is fun. How about you?
George: Yes, I can cook too. Cooking is fun.
Julie: I agree!
c
c Séquence 7
Step 5
Exercise 5
Séance 2
Listen to the conversation and answer the questions.

1- How many people are talking? 2
2- Who are they? A boy and his mother ( a mother and her son).
3- They are in the kitchen
4- It is midday (the middle of the day)
5- What are they talking about ? Food (lunch, curry)
6- What is Mum cooking? curry.
7- Boy’s reaction? Happy, pleased...
9- Why? curry is his favourite dish. (It smells delicious)
9- Is this food popular in Britain? It’s the most popular dish in Britain.
Maintenant utilise tes réponses pour résumer à l’oral !
Script
un garçon rentre à midi, sa maman prépare à manger...
Boy: Mum, what are you cooking? It smells delicious!
Mother: It’s chicken curry.
Boy: Yummee it’s my favourite dish.
Mother: It’s actually the most popular dish in Britain. Did you know that?
Boy: No, but I’m not surprised. And your curry is really good Mum. It’s the best in Britain.
Can I taste it?
Mother: Well just a little.
Boy: Yum. Not too hot, but nice and spicy. What time are we having lunch?
Mother Oh in about 10 minutes!
Boy: I can’t wait!
Step 6
Exercise 6
Complete with an adjective from the list:
spicy – mild – creamy – bitter – salty – sweet
1- Desserts are usually sweet.
2- Curry is a spicy dish.
3- Yoghurt is creamy.
4- Peanuts are salty.
5- Lemons are bitter.
What kind of food do you prefer? Spicy, salty? Sweet?
I prefer …………………………….. food! (Réponse personnelle)
Step 7
Exercise 7
Complete the sentences with superlatives.
1- My father can’t cook. He’s the worst cook in Britain! (bad)
c
Séquence 7 c
2- The best fruit is local fruit! (good)

3- My grandmother cooks the nicest food in the world! (nice)
4- It’s the most expensive restaurant in London! (expensive)
Séance 3
Step 9
Do you know any other traditional British dishes?
Well, here are the names of some popular dishes. Match the name of the dish to the
description.
Great British Dishes!
1- Shepherd’s Pie = c
2- Fruit crumble = A
3- Ploughman’s Lunch = D
4- Chicken Curry = B
5- Fish and Chips = e
6- Beans on Toast = F
Exercise 8
Find these words in the text: dish - pie - main course - snack.
Can you match them to their French translations?
Relis les textes et trouve les mots. Le contexte et la répétition devraient t’aider à trouver les
définitions.
1- un plat : a dish
2- une collation ou goûter : a snack
3- un plat principal : a main course
4- un plat avec une couche de viande ou de fruits couverte d’une couche de pâte : a pie
Exercise 9
Which dish are they speaking about?
Écoute et décide ce que mangent ou préparent les gens.
1- Apple crumble (Fruit Crumble)
2- Beans on Toast
3- Fish and Chips
4- Ploughman’s Lunch
5- Chicken Curry
c
c Séquence 7
Script
1- This is delicious. I just love the sweetness of the apples.
2- Can you pass me the bread please? I want to prepare the toast.
3- Mmm…these are lovely chips.
4- I really prefer a cold lunch you know, especially in the summer.
5- This is lovely, nice and spicy.
Step 10
Choose a French dish that you like and imagine that you have to explain it to a British
teenager. First prepare some notes. Use your exercise book but write notes, not complete
sentences! Here are some ideas to help you.
Réponse possible:
This dish is called...... You eat it ........ It’s a ........... It’s made with......... It comes from........ I
like it because it’s...........
Fais deux ou trois répétitions à haute voix puis enregistre-toi.
Séance 4
Step 11
Exercise 10
Look at the list of ingredients. Oh dear! They are all mixed up! Separate them into two lists of
ingredients.
Here are some translations that can help you identify some of the ingredients. Put them
together and the list will be easy!
Red peppers • • cannelle
Ginger • • ail
Flour • • gingembre
Garlic • • poivrons rouges
Cinnamon • • poivre
Pepper • • farine
chicken curry Apple crumble

chicken flour
ginger apples
red peppers cinnamon
garlic butter
onions sugar
curry paste
salt
tomatoes
coconut milk
cooking oil
pepper
Step 12
La recette pour le « crumble » contient certainement des mots que tu ne connais pas. Il va
falloir deviner le sens de certains. Une recette n’est autre qu’une liste d’instructions alors
essaie, dans un premier temps de surligner les verbes utilisés pour donner des instructions. Puis
essaie de repérer le complément de chaque verbe. Ce tableau devrait t’aider.
c
Séquence 7 c
Verbe complément complément 2

peel apples
cut apples 6 pieces
put apples oven dish
sprinkle apples sugar and cinnamon
cut butter into small pieces
mix butter with flour and sugar
sprinkle crumble on the apples
put oven
bake 45 minutes at 180°C
Il y a quelques autres indices. Tu sais qu’il s’agit d’un dessert et qu’il faut le cuire. À ton avis,
où va-t-on le cuire ? Au four
Exercise 11
Est-ce que tu peux maintenant trouver le sens des mots suivants dans la recette ?
1- Peel: 4- Mix:
manger r mélanger 
peler  mêler r
laver r préparer r
2- Cut: 5- Bake:
couper  faire bouillir r
traverser r cuire au four 
découper r faire frire r
3- Sprinkle (the crumble): 6- Oven:
jeter r une casserole r
asperger r un four 
répandre  un poêle r
Chicken Curry Recipe
Here are the ingredients for chicken curry. There are lots of different recipes, this is just one!
Do you recognize the ingredients? What’s missing? Ginger.
Exercise 12
Look at the recipe! You have to find the verbs. They are at the bottom of the recipe. Some
verbs are repeated in the recipe.
cut 4 chicken breasts into pieces.
cut 1 onion, a piece of garlic, 3 tomatoes and a little ginger into small pieces.
Fry the chicken pieces in oil for 10 minutes (slowly!!)
c
c Séquence 7
Add the onions, garlic, red peppers and tomatoes to the chicken pieces and fry for another 10
minutes.
Add a teaspoonful of curry paste and mix well.
Finally add a can of the coconut milk and cook very slowly for 15 minutes.
Serve with rice and enjoy!
Verbs: mix – add (x 3) – serve – cut (x 2) – cook – fry (x 2)
(1 cut 2 cut 3 fry 4 add 5 fry 6 add 7 mix 8 add 9 cook 10 serve)
Séance 5
Step 13
Where are these people? They are in a restaurant.
What are they doing? They are ordering a meal.
Step 14
So were you right? Do you know what the man in the white shirt is called? He’s “a waiter”.
He “waits” at the table, listens to the customers (clients) and writes down their “order” (what
they want to eat).
Exercise 13
You are the waiter! Listen and take the order.
Tu es le serveur. Écoute le dialogue de nouveau et prends la commande.
Exercise 14
Complete the form:
cHuRcHTOWn HOuSe Order form

customer 1 customer 2
Starter Tomato soup Salad
Main course Chicken curry Fish (of the Day)
Dessert Apple crumble Ice cream
Coffee or tea A cup of coffee Coffee
Drinks A bottle of sparkling mineral water A glass of red wine
Script
Dialogue at the restaurant
Waiter: Good evening, Madam, good evening Sir. Are you ready to order?
Man: Yes, please, we’d like to order now but we have a few questions.
Waiter: Certainly Sir, what would you like to know?
Man: What kind of soup is the soup of the day?
Waiter: It’s tomato soup today.
Man: Well that’s sounds nice. I’d like the soup.
Waiter: And how about you Madam?
Woman: Salad for me, please.
Waiter: Now how about the main courses?
Woman: What kind of vegetables is served with the fish?
c
Séquence 7 c
Waiter: Peas and potatoes.

Woman: Oh lovely, yes fish for me please.
Man: I’d like the chicken curry, please.
Waiter: Would you like to order dessert?
Man: Yes, I’ll have some apple crumble.
Waiter: And for you Madam?
Woman: Is the ice-cream really homemade?
Waiter: Oh yes Madam, we make it here at Churchtown House every day.
Woman: Ok ice cream for me.
Waiter: Anything to drink?
Woman: I’ll have a glass of red wine please.
Man: And water for me, a bottle of sparking mineral water.
Waiter: Would you like tea or coffee afterwards?
Man: I’d like to have a cup of coffee please.
Woman: Yes coffee for me too.
Waiter: Thank you. Enjoy your meal.
couple: Thank you!
Exercise 15
Match the elements from column A to column B:
milk • • a piece of
water • • a slice of
cake • • a bottle of
bread • • a spoonful of
sugar • • a cup of
coffee • • a glass of
1- a bottle of water
2- a glass of milk.
3- a piece of cake.
4- a slice of bread
5- a spoonful of sugar
6- a cup of coffee.
c
c Séquence 7
Step 16
Séance 6
Listen to Laura and Simon. Take some notes and then fill in the table.
1- Simon had lunch
a) at the cafeteria r
b) at a fast food restaurant 
2- What did he eat?
A hamburger and chips, 2 cakes, an ice-cream and a bar of chocolate.
3- Laura says this is «junk food». She thinks junk food is
a) good r
b) bad 
4- Does Simon like the cafeteria?
no, he doesn’t.
5- Why/Why not? too many vegetables and too much fruit.
6- What did Simon drink? Two cans of coke.
7- Laura thinks this is
a) good r
b) bad 
8- Why? Because they are full of sugar and very unhealthy.
Script
Laura: Hi Simon. Where were you at lunchtime? You weren’t at the cafeteria!
Simon: No, I went to a fast food restaurant.
Laura: What did you eat?
Simon: A hamburger and chips, 2 cakes and an ice-cream. Oh, and a bar of chocolate! I was
very hungry you know.
Laura: Oh Simon, you shouldn’t eat so much junk food!
Simon: Junk food? What’s that?
Laura: Hamburgers, crisps, chips, all those things.
Simon: Why not?
Laura: Because junk food is not healthy!
Simon: Well I like it and I don’t like the cafeteria.
Laura: You don’t like the cafeteria? Why not?
Simon: Because I don’t like the food and vegetables and there are too many vegetables and
too much fruit in the canteen.
Laura: Oh dear! You should eat more fruit Simon. Fruit is good for you. What did you have
to drink?
Simon: Two cans of Coke. I was very thirsty.
Laura: Two cans. That’s terrible. You shouldn’t drink so many fizzy drinks Simon.
Simon: Why not?
Laura: Because they are full of sugar and very unhealthy!
Simon: Really?
Step 17
Exercise 16
Answer these four questions with “because”:
1- Why does Laura ask Simon where he was at lunchtime?
c
Séquence 7 c
Because he wasn’t at the cafeteria.

2- Why did Simon eat so much?
Because he was very hungry.
3- Why did Simon drink so much?
Because he was very thirsty.
4- Why does Laura say he shouldn’t eat so much junk food?
Because it is unhealthy.
Step 18
Exercise 17
1- Don’t eat too many sweets!
2- It’s not good to eat too much ice cream.
3- Don’t eat too many crisps.
4- Too much chocolate is bad for you.
Step 19
Exercise 18
Réponses possibles
1- You shouldn’t eat too many hamburgers.
2- You shouldn’t drink too much Coke.
3- You shouldn’t eat too much chocolate.
4- You should eat (lots of) fruit and vegetables.
Je retiens
Quand que tu as faim, tu dis «I’m hungry» et quand tu as soif tu dis «I’m thirsty».
Pourquoi cette construction peut-elle être difficile pour des francophones ?
Parce qu’en français on dit « avoir faim » et « avoir soif ».
Step 20
Réponse possible :
You shouldn’t eat too much junk food because it’s unhealthy.
You shouldn’t eat too many crisps because they are bad for you.
You shouldn’t drink too much Coke because it’s bad for you.
You shouldn’t eat too much chocolate because it’s unhealthy.
You should eat lots of fruit and vegetables. You should drink water.
c
c Séquence 7
Step 21
Séance 7
1- What’s the best title for this article (Choisis le meilleur titre pour cet article) :
b) The British government fights junk food in schools
2- What is the reason for the government’s action (Pourquoi le gouvernement a-t-il pris ces
mesures ?) :
a) children are eating too much unhealthy food
3- Give examples of things which are forbidden (Donne des exemples d’aliments interdits)
Hamburgers and sausages
4- What’s the problem with junk food? It’s got too much:
a) salt b) sugar c) fat
5- What is the problem for children if they eat too much junk food?
They become obese.
Step 22
Can you separate these foods into healthy and unhealthy foods?
Hamburgers - carrots - apples - sweets - chocolate - fizzy drinks - oranges - cabbage - milk -
crisps
Healthy Food unhealthy Food

carrots Hamburgers
apples sweets
oranges chocolate
cabbage fizzy drinks
milk crisps
Step 24
Quand tu as trouvé tes six phrases, écris-les dans ton cahier. Relis-les plusieurs fois en silence,
ferme ton cahier et essaie de les répéter à haute voix. Si tu n’y arrives pas, ouvre ton cahier de
nouveau, relis et essaie de nouveau jusqu’à ce que tu puisses les réciter sans problème et sans
fautes !
Réponse possible :
You should eat lots of vegetables and fruit because they are good for you. You shouldn’t eat
too much junk food because it has too much sugar and fat. You shouldn’t drink too many fizzy
drinks because they are bad for you. You should drink lots of water because it’s good for you.
You should drink milk because there is a lot of calcium in milk. You should do lots of sport.
je m’évalue
Séance 8 c
Séquence 7 c
Exercise 1
Complete the table with these foods (complète le tableau avec les aliments suivants):
Vegetables unhealthy Food
cabbage apples
peas peaches
carrots pears
red peppers apricots
Exercise 2
How do you say (Comment dis-tu) « je ne suis pas d’accord » en anglais ?
I don’t agree.
Exercise 3
Dis à haute voix ce que tu manges d’habitude au petit déjeuner (attention au verbe !)
Réponse possible : I have cereals and toast. I drink tea.
Exercise 4
Complete these sentences with a word from the list : sweet - creamy - salty - bitter - spicy
Mexican food is often spicy.
This coffee is too sweet, there is too much sugar in it!
These crisps are very salty.
You need to put sugar in a rhubarb pie because it’s often a very bitter fruit.
Exercise 5
Put the adjectives in the superlative to complete the sentences (mets les adjectifs sous forme
du superlatif afin de compléter les phrases) :
Mont Blanc is the highest mountain in Europe.
The Shannon is the longest river in Ireland.
Vanilla ice cream is the most popular ice cream in the world.
Exercise 6
Name three British dishes (donne les noms de trois plats britanniques).
- Chicken curry
- Shepherd’s Pie
- Fish and Chips.
Autres réponses possibles: Fruit crumble, Ploughmans’ lunch.
c
c Séquence 7
Exercise 7
Flour - apples - pepper - cinnamon - sugar - garlic - butter
Exercise 8
Put in the right order : dessert - starter - main course
- starter
- main course
- dessert
Exercise 9
What do you say to the waiter when you want to order?
I’d like to order, please.
Exercise 10
Complete with a unit of measure.
- a glass of water
- a glass of milk
- a piece of cake.
Maintenant, refais l’exercise 13 de la séance 5
Exercise 11
What is the name given to bad quality food with lots of sugar and fat? (Comment appelle-t-on
la nourriture qui contient trop de sucres et de gras ?)
junk food
Give three examples. (Donne trois exemples.)
- hamburgers
- crisps
- fizzy drinks
Autres réponses possibles : chocolate, sweets
Exercise 12
Find an adjective for food which is (Trouve un adjective qui décrit la nourriture qui est):
- bad for you: unhealthy
- good for you: healthy
Exercise 13
Complete with (Complète avec) too much or too many:
- Those children have got too much money.
- Don’t eat too many sweets.
- There is too much sugar in a lot of food.
Exercise 14
Give three pieces of advice to somebody who wants to be healthy (one affirmative sentence
minimum). Say them aloud and then write them.
- You should eat lots of fruit and vegetables.
- You shouldn’t eat too much junk food.
c
Séquence 7 c
- You shouldn’t drink too many fizzy drinks.
c
c Séquence 8
Séquence 8
Seance 1
Step 1
Animal quiz
1- Elephants don’t eat meat. True
2- What’s the fastest land animal in the world? the cheetah
3- What’s the biggest land animal in the world? the African elephant
4- What black and white animal loves bamboo? the panda
5- Which animal’s nickname is “man’s best friend”? the dog
6- This animal swings in the trees, like Tarzan! the monkey
7- What’s the tallest animal in the world? the giraffe
8- What animal often carries humans on its back? the horse
9- What animal miaows? the cat
10- What animal gives us milk? the cow
Step 2
Exercise 1
Animals and their babies.
Can you match the animals to their young?
1- puppy
2- kitten
3- cub
4- calf
5- lamb
6- duckling
Step 3
Exercise 2
Wild animals
c
Séquence 8 c
Find which animal is talking! They are all “wild”.

1- I live in a hole in the ground. I am brown. I’ve got long teeth. I’ve got four legs. I like carrots.
Some of my cousins are pets! Who am I? The rabbit.
2- I live in Asia. I am a big cat. I’ve got orange and black stripes. I am dangerous! The tiger.
3- I’ve got four legs . I am brown. I am the king of the jungle. I roar very loudly. Who am I?
The lion.
The elephant.
Step 4
Écoute-le attentivement. Tu peux le répéter une ou deux fois puis ensuite réponds aux questions.
Tu peux répondre en français.
Exercise 3
1- Pourquoi cette jeune femme était-elle contente au début ?
Parce qu’elle est sur le dos d’un tigre.
2- Où est-elle au retour ?
Dans le ventre du tigre.
3- Le tigre est content au retour. Pourquoi ?
Parce qu’il a mangé la jeune femme.
4- Quelle est la rime de ce poème ? Regarde le dernier mot de chaque vers.
aabba
Exercise 4
Écoute ce limerick de nouveau et trouve ces mots qui sont plus accentués que les autres.
There was a young lady from Riga,
Who smiled as she rode on a tiger
They came back from the ride
With the lady inside
And the smile on the face of a tiger.
c
c Séquence 8
Step 6
Séance 2
Exercise 5
NAME: Koala
CLASS: Marsupial
COLOUR: Grey and white
HABITAT: Trees
FOOD: Eucalyptus leaves
LIFE SPAN: 15 years
EXTRA INFORMATION: Solitary animals – sleep for a
long time – get water from leaves - baby koala lives for
about a year with its mother
NAME: Saltwater Crocodile

CLASS: Reptile
COLOUR: Grey or dark brown
HABITAT: Sea or in rivers on the coast of Northern
Australia.
FOOD: Birds, fish and other animals.
LIFE SPAN: 70 years
EXTRA INFORMATION: Dangerous, will attack
humans - eyes are on the top of their head - excellent
swimmers average male is 4 or 5 metres long and wei-
ghs 450 kilograms
Step 7
Exercise 6
1- une poche a pouch
2- une espèce a species
3- se nourrir de to feed on
4- moyen average
5- une durée de vie a life span
Step 8
Réponses personnelles.
c
Séquence 8 c
Step 9
Séance 3
Step 10
Taronga Zoo is a very famous zoo in Sydney. Read the information about it and answer the
questions.
Exercise 7
1- What time does the zoo open? 9 am
2- What time does the zoo close? 5 pm
3- Mr and Mrs Hayes want to visit the zoo. They have two children, a boy aged 10 and a girl
aged 6. How much do they have to pay to enter the zoo? $103.70
4- Mr Ben Clarke is 72 years old. How much will he pay? $28
5- How can you get to the zoo? By train then by ferry
6- How long does the ferry trip take? 12 minutes
Step 11
Exercise 8
Use the pictograms to find the name of the animals in English (À l’aide des pictogrammes,
trouve les noms anglais des animaux suivants. Attention, il s’agit de l’espèce en général et non
pas une race ou espèce particulière. Exemple Fennec Fox = fox.)
Francais english
renard fox
otarie otter
phoque seal
singe monkey
zèbre zebra
suricate meerkat
chauves-souris (pluriel) bats
c
c Séquence 8
Step 12
The zoo organizes talks given by the keepers. Look at the list and times and say what you would
like to listen to. Choose three talks and say three sentences aloud.
Réponses possibles :
- I’d like to listen to the Gorilla Keeper Talk.
- I’d like to attend the Reptile Keeper Presentation.
- I’d like to listen to the Big cats Talk.
- I’d like to attend the Koala Talk.
Step 13
Réponse possible :
To get to Taronga Zoo you can catch a train to circular quay and then catch a ferry. The
admission price is $20 for a child and $41 for an adult. There are special prices for families,
seniors and students. There are many different kinds of animals in Taronga Zoo. For exam-
ple, there are giraffes, wombats and kangaroos. There are also talks and presentations about
the animals.
Séance 4
Step 14
Mrs Ella is a primary school teacher in Sydney. She is going to take a group of schoolchildren to
visit Taronga Zoo.
Exercise 9
a hat or a cap (for the sun)

sun cream
trainers or comfortable shoes
some water
a packed lunch
a pen and paper
colouring pencils
(They needn’t take a rain jacket or schoolbooks)
What does Mrs Ella suggest for a packed lunch:
1- a sandwich
2- some crisps
3- some fruit for example: an apple
What is not a good idea? chocolate
c
Séquence 8 c
Script
Mrs ella: Now boys and girls tomorrow we are going to Taronga Zoo. You have to take some
things with you. Listen carefully:
First, you must bring a sun hat or a cap and sun cream because it’s going to be very
hot.
You have to wear trainers or comfortable shoes because we are going to walk a lot.
You also have to take some water; a small bottle of water is ok. Of course, you
mustn’t forget a packed lunch. You needn’t take a rain jacket because it’s going to be
sunny all day.
Don’t forget to take a pen and paper to take some notes. You must also bring your
colouring pencils.
Boy: Miss, what about our schoolbooks?
Mrs ella: No James, you needn’t bring your schoolbooks.
Girl: Miss, what should we be bring for our packed lunch?
Mrs ella: Well, bring a sandwich, perhaps some crisps and some fruit. An apple is a good idea.
But don’t bring any chocolate. The weather is too hot and it’ll melt!
Step 15
Exercise 10
Do you remember the names of the seasons? Complete this text with the missing seasons.
When it’s summer in Sydney it’s winter in Europe. When it’s autumn in Sydney it’s spring in
Europe. When it’s winter in Sydney it’s summer in Europe. When it’s spring in Sydney it’s
autumn in Europe.
Step 16
Exercise 11
Replace don’t have to by needn’t in these sentences (remplace « don’t have to » par « needn’t » dans
les phrases suivantes :
1- I don’t have to go to school on Sundays.
- I needn’t go to school on Sundays.
2- The children don’t have to bring their schoolbooks tomorrow.
- The children needn’t bring their schoolbooks tomorrow.
3- You don’t have to bring a sun hat if it’s raining.
- You needn’t bring a sun hat if it’s raining.
4- Peter doesn’t have to work tomorrow.
- Peter needn’t work tomorrow.
c
c Séquence 8
Step 17
Réponse possible :
Tomorrow we are going to a museum. You have to take some things with you. You have to
wear trainers or comfortable shoes because we are going to walk a lot. You also have to take
a packed lunch. You have to bring some water. You have to bring a pen and paper to take
some notes. You also have to bring your colouring pencils. You needn’t bring your school-
books.
Séance 5
Step 18
Exercise 12
Les enfants de la classe de Mrs Ella ont passé une belle journée au zoo.
Au retour, leurs parents leur demandent comment s’est passée la journée.
Imagine les questions qu’ils ont posées à leurs enfants. Tu peux t’aider des mots suivants :
1- Nice day? Did you have a nice day?
2- Have fun? Did you have fun?
3- What/see? What did you see?
4- Where/eat? Where did you eat?
5- See koalas? Did you see any koalas?
6- Meet a keeper? Did you meet a keeper?
Step 19
Exercise 13
Listen to Emily speaking to her father about the visit and complete the table.
Answers (just notes)

Nice day? She had a great day. (It was really fun.)
Transport? 1) by train 2) by ferry
Animals? koalas, wombats, monkeys, giraffes and lots of others...
Favourite? a little baby koala
Lunch? They had a picnic in the zoo.
Anything else? They met a keeper.
Script
Dad: Did you have a nice day at the zoo, Emily?
Girl: We had a great day! It was really fun!
Dad: How did you get to the zoo?

c
Séquence 8 c
emily: We took a train and then we went by ferry.
Dad: Did you see any interesting animals?
Girl: Yes, we did. We saw loads of animals!
Dad: What did you see?
Girl: Well, we saw koalas, wombats, monkeys, giraffes and lots of others too.
Dad: That sounds great! What was your favourite?
Girl: There was this little baby koala. He was so cute!
Dad: What else did you do?
Girl: We met a keeper. He was really interesting!
Dad: Where did you have your lunch?
Girl: We had a picnic in the zoo. There are special places for picnics with lots of picnic tables.
Step 20
Réponse possible :
Yesterday we visited the zoo. We took the train and the ferry to the zoo. We saw lots of ani-
mals. We saw koalas, wombats, monkeys and giraffes. There was a little baby koala. It was
very nice. We had a picnic in the zoo. We had great fun.
Step 21
Séance 6
Step 22
c
c Séquence 8
Step 23
Exercise 14
Listen to the interview with this zookeeper and complete the table. (Écoute cet entretien avec
un gardien de zoo et complète le tableau)
Interview with a zookeeper

Reason John became a zookeeper He loves animals
Zookeeper’s jobs take care of the animals
feed them
give them water
clean their enclosures and cages
Number of animals John takes care of about twenty animals
His favourite animal tigers
Advantages of his job spending a lot of time with animals
Disadvantages going out in cold weather
getting up very early morning
cleaning the enclosures and the cages
Doesn’t really like spiders or snakes
Afraid? Yes or no? no
Script
Interviewer: Hello John, do you mind if I ask you a few questions about your job?
Zookeeper: No, not at all. Go ahead.
Interviewer: You’re a zookeeper, aren’t you?
Zookeeper: Yes, I am.
Interviewer: Why did you become a zookeeper, John?
Zookeeper: Oh, because I love animals.
Interviewer: What do zookeepers do?
Zookeeper: Well, we take care of the animals. We feed them, we give them water and we clean
their enclosures and cages.
Interviewer: How many animals do you take care of?
Zookeeper: At the moment, about twenty animals.
Interviewer: And what’s your favourite animal?
Zookeeper: My favourite? I love the tigers. They’re my favourite.
Interviewer: What are the advantages of your job?
Zookeeper: The biggest advantage is spending a lot of time with animals.
Interviewer: Are there any disadvantages?
Zookeeper: Yes, you have to go out in the cold weather and sometimes get up very early in the
morning. Cleaning the enclosures and the cages isn’t much fun either!
Interviewer: Are there any animals that you don’t like?
Zookeeper: Well, I suppose I’m not too keen on spiders or snakes. But I’m not afraid of them,
no.
c
Séquence 8 c
Interviewer: Ok, John, thank you very much. It has been very interesting talking to you.
Zookeeper: My pleasure!
Exercise 15
1- What do tigers eat?
2- Are tigers dangerous?
3- Do you go into enclosures with animals ?
4- Do you have a special uniform?
5- Do you live in a zoo?
Exercise 16
Complete the sentences with “on” ou “of” (complète les phrases avec “on” ou “of”)
1- John is not afraid of tigers.
2- Ruth is not keen on spicy food.
3- I am afraid of spiders.
4- My brother is keen on scary movies.
Step 24
Entoure les animaux que tu n’aimes pas et ceux qui te font peur! Prépare quelques notes pour
pouvoir résumer à l’oral tes sentiments ou réactions vis-à-vis des animaux de la liste.
Tu utiliseras scared of/keen on/not keen on mais tu peux aussi utiliser I don’t mind.
(I don’t mind spiders : les araignées ne me gênent pas).
I’m scared of wasps but I don’t mind ants. I’m keen on frogs and lizards but I don’t like
bats.....
c
c Séquence 8
Step 25
Séance 7
Exercise 17
1- to be lucky: avoir de la chance
2- lovely: adorable
3- pet shop: magasin animalier
4- teeth: les dents
Step 26
Réponses personnelles
Step 27
Réponses personnelles
Séance 8
Je m’évalue
Exercise 1
Which is the odd one out?
sheep
Why?
It’s not a wild animal.
Exercise 2
What do you call
1- a baby dog? a puppy
2- a baby cat? a kitten
3- a baby duck? a duckling
Exercise 3
Find the animal.
- An elephant.
c
Séquence 8 c
2- I live in the jungle. I swing in the trees. I eat bananas. Who am I?

- A monkey.
3- I live in Africa. I am very tall. I have a very long neck. Who am I?
- A giraffe.
Exercise 4
Comment appelle-t-on un petit poème humoristique de 5 lignes en anglais ?
A limerick.
Exercise 5
Complete this text using words from the box (compléte ce texte avec les mots encadrés)
Wombats are grey, black or brown animals that live(1)in Australia. They are marsupials. There
are two kinds(2) of wombat: the common wombat and the the hairy-nosed wombat. Female
wombats have a pouch(3) in which the young first develop.
They are generally solitary(4) animals and don’t live in families. They live (5) in holes in the
ground and eat (6) grass and roots.
They have an average(7) life span of about 20 years. The young (8) wombat lives for about 6
months with his mother.
kinds – young - pouch – solitary – live – average – live - eat
Exercise 6
1- You must wear trainers or sports shoes.
2- You must bring a cap.
3- You must bring sun cream.
4- You don’t have to bring your schoolbooks.
5- You don’t have to bring your colouring pencils.
Exercise 7
Ton petit frère rentre d’une sortie au zoo avec sa classe. Pose-lui les questions pour savoir :
1- Si sa sortie s’est bien passée
Did you have a nice day at the zoo?
2- Ce qu’il a vu
What did you see?
3- Où il a mangé
Where did you have your lunch?
c
c Séquence 8
4- S’il a vu des tigres
Did you see any tigers?
5- S’il a rencontré un gardien de zoo
Did you meet a zookeeper ?
6- S’il est rentré dans les enclos !
Did you go into the enclosures ?
Exercise 8
Comment demanderais-tu à un anglophone s’il a peur des « petites bestioles » ?
Are you afraid of creepy crawlies ?
Exercise 9
Write six sentences and tell a friend how to care for their pet rabbit.
You should give your rabbit a nice big cage or an enclosure in the garden. You must clean the
cage regularly. Give your rabbit lots of water. Give him special food from a pet shop or vege-
tables. You should talk to him every day! You must supervise him when he is outside his cage.
Step 1
Séquence 9
Séance 1
c
Séquence 9 c
1- baseball
2- football
3- hiking
4- swimming
5- cycling
6- rock-climbing
7- ice-hockey
8- athletics
Step 2
Exercise 1
Now listen to these people doing the questionnaire and note your answers.
(Écoute ton CD et complète le tableau)
Boy Girl
sports they play football and volleyball badminton and tennis
like watching sport on TV? yes no
prefer team / individual team individual
sports?
don’t like cricket football
favourite sport football tennis
would like to try rock-climbing horse-riding
interested in extreme sports? yes no
Script
Boy : Hey Lucy, see this questionnaire. Do you want to do it with me?
Girl : Ok, why not? Well, question 1 is easy. My answer is yes.
Boy : What sport do you play?
Girl : I play badminton and tennis. Tennis is my favourite sport. How about you?
Boy : I play volleyball and football. I prefer team sports to individual sports.
Girl : Do you really? I’m not keen on team sports.
Boy : (reads aloud) Sports I don’t like? Hmm. Cricket! I can’t stand cricket! It’s boring!
c
c Séquence 9
Girl :
Boy :
You shouldn’t say that! My Dad is really fond of cricket! I don’t like football, you
know!
Well it’s my favourite sport. I love playing and watching it on TV.
Girl: I don’t really enjoy watching sports on TV.
Boy : Well, nobody’s perfect! Hey look at this! A new sport! I’d like to try rock-climbing.
Girl : Wow! That’s an extreme sport. I’m not interested in extreme sports. They’re too
dangerous for me! I’d like to try horse-riding.
Boy : Not for me, I’m not really keen on them.
Exercise 2
Write the sentences again and replace the underlined words and expressions with similar
ones. (Remplace les mots et expressions soulignés par des mots similaires)
1- I hate doing my homework / I detest doing my homework
2- I am fond of watching athletics on TV / I am keen on watching athletics
3- I am not keen on playing team sports. / I am not fond of playing team sports
4- Are you keen on cooking? / Are you fond of cooking?
Exercise 3
Use your answers to the questionnaire to write five or six sentences about you. You must
use to be fond of, to be keen on, can’t stand, or don’t mind. (Utilise tes réponses au
questionnaire pour écrire cinq ou six phrases sur toi-même en utilisant to be fond of, to be keen
on, can’t stand, ou don’t mind.)
Réponse possible :
I am keen on .............. and .............. . I am fond of ..............
I don’t mind .............. I can’t stand ..............
Sports trivia question:
Soccer + Kangaroos : Socceroos!!
Step 4
Séance 2
Séquence 9
c c
Exercise 4
ex. tennis e F
1 basketball F E
2 canoe E F
3 baseball E F
4 champion F E
5 corner F E
6 ballet E F
7 judo F E
8 golf E F
9 penalty F E
10 dance (danse) E F
Exercise 5
basketball, match, baseball, champion, corner, ballet, judo, golf, penalty, dance (danse).
Step 5
Exercise 6
1 2 3 4 5 6 7 8
pool court course pitch track studio stables court
c
c Séquence 9
Exercise 7
Listen to these 4 people talking about the sports they do and complete the table. (Écoute
les 4 personnes qui parlent des sports qu’ils pratiquent et complète le tableau.)
name Sport (s) Days

Started
extra information
at age
football Saturday, Wednes- green shirts, white
day shorts
likes watching
Daniel football on TV
favourite team is Liver-
pool
dance (ballet jazz on Saturday ballet at 4
Julie and jazz) ballet on Tuesday jazz dance at 10
horse-riding Sunday at 6 rides a horse called
Claire Saturday Beauty
tennis Tuesday, Saturday at 4 great trainer Joe
William
Script
My name is Daniel. I play football every Saturday and I go training on Wednesday nights. I
play for a great team. We all play in green shirts and white shorts. I like watching football on
television. My favourite team is Liverpool.
My name is Julie. I do dance. I do ballet on Tuesday nights and I do jazz dance on Saturday
afternoons. I started ballet when I was four and jazz dance when I was ten.
My name is Claire. I do horse-riding. I am really fond of animals. I go to the stables every
Saturday and Sunday. I ride a horse called Beauty. I started riding when I was six.
Hi, I’m William. I play tennis. I started playing tennis when I was four. I’m really keen on
tennis. I love my club and I’ve got a great trainer. His name is Joe. I play tennis every Tuesday
evening and Saturday afternoon.
Séance 3
Step 8
Exercise 9
(L’ordre n’a pas d’importance)
1- skateboarding
2- bungee jumping
3- rock-climbing
4- surfing
5- snowboarding
Exercise 10
What is an extreme sport? Look at this definition and complete it with the words in the
box. (Qu’est-ce qu’un sport extrême ? Regarde cette définition et complète-là avec les mots de
l'encadré.)
c
Séquence 9 c
Extreme sports are sports which are often (1) dangerous. They are a big (2) challenge.
Most extreme sports are (3) individual sports. The participant confronts (4) danger and
depends on his skill to succeed. The participant has to evaluate the (5) risks carefully.
Step 9
Exercise 11
Listen to Paul and Julie discussing extreme sports and then answer the questions. (Écoute
Paul et Julie qui parlent de sports extrêmes. Ensuite réponds aux questions.)
1- Paul thinks the sports are exciting.
2- Paul would like to try surfing.
3- Julie thinks it’s dangerous.
4- Paul doesn’t think it’s as dangerous as rock-climbing.
5- Would Julie like to try skateboarding? Yes no (circle the right answer)
6- What sport does Julie prefer playing? tennis
7- Why? Because it’s not dangerous.
8- Why would Paul like to try something different? Because he’s keen on challenges.
Script
Paul: Look at these photos. Aren’t they exciting! I’d like to try surfing.
Julie: Are you sure? It’s very dangerous.
Paul: Well it’s not as dangerous as rock-climbing.
Julie: I agree, but it’s still too dangerous for me!
Paul: How about skateboarding?
Julie: Maybe, but no, I think I’ll just continue playing tennis. It’s not dangerous!
Paul: Well I’d like to try something different. I’m keen on challenges!
c
c Séquence 9
Exercise 12
Complete the sentences and make comparisons. (Complète les phrases pour faire des phrases
comparatives.)
1- Paul and Julie are the same age.
k Paul is as old as Julie.
2- The two teachers are very strict.
k Mr Brown is as strict as Mr Black.
3- The two girls are very tall.
k Aisha is as tall as Amanda.
Exercise 13
Give your opinion. Use the adjective given to compare the two sports. (Donne ton avis.
Utilise les adjectifs pour faire des comparaisons.)
1- History/Science/interesting
History is as interesting as Science ou History is not as interesting as Science.
2- Couscous/curry/spicy
Couscous is as spicy as curry ou Couscous is not as spicy as curry.
3- Swimming/surfing/dangerous
Swimming is not as dangerous as surfing.
4- Skateboarding/surfing/exciting
Skateboarding is as exciting as surfing ou Skateboarding is not as exciting as surfing.
Séance 4
Step 10
Exercise 14
Basketball netball
invented by James Naismith Clara Baer
invented in 1891 1895
played in every country 70 countries
played by men and women women and girls
Step 11
Je retiens
The RuLeS oF neTBALL
c
Séquence 9 c
1- There are two teams of seven players.

2- A team is allowed to have five replacements.
3- You can catch and throw the ball.
4- You mustn’t dribble the ball.
5- You are not allowed run with the ball.
6- You mustn’t hold the ball for more than three seconds.
7- Players have to stay inside their zones.
8- You are not allowed touch another player.
9- Players must be inside the goal circle if they want to shoot.
Exercise 15
Here are some of the rules of football (soccer).
Complete with a word or expression from the box. (Voici quelques règles du football.
Complète-les en utilisant des mots ou expressions de l’encadré.)
4- Players are not allowed to to catch the ball.
5- You mustn’t push your opponent with your hands.
6- The goalkeeper can touch the ball with his hands inside the penalty area.
7- At the start of the match players must be inside their own half of the pitch. (half: moitié)
8- You are not allowed to trip your opponents. (to trip: faucher)
Exercise 16
Choose a sport and write four important rules for this sport. Begin each sentence with
“you” ou “players”. (Choisis un sport. Écris les quatre règles principales pour ce sport.
Commence chaque phrase avec « you » ou « players ».)
Réponse possible :
The Rules of Rugby :
1- There are two teams of 15 players.
2- The players are allowed to kick or to catch the ball.
3- The players can tackle each other.
4- The players must stay behind the ball...
c
c Séquence 9
Step 12
Séance 5
Exercise 17
Listen to the conversation and answer the questions. (Écoute la conversation et réponds aux
questions.)
1- Which concert would Tracy prefer to see? The ballet.
2- Which concert would Helen prefer to see? The hip hop dance show.
3- Tracy’s reasons:
a - beautiful costumes
b - nicer music
4- Helen’s reasons:
a - hip hop dance is more modern than ballet
b - hip hop dance is faster than ballet
c - hip hop dance is more exciting than ballet
5- What is Helen going to send Tracy? An email.
6- How about you? Which concert would you prefer to go to? I’d prefer....
Script
Tracy: Hi, Helen, look at this ! It’s international Dance day next week. There’s a great ballet
on in the Olympia. The Kiev! They’re really good! How about going to see it?
helen: On Wednesday? Sorry, I can’t come. There’s a great hip hop show on at the Odeon.
You know I love hip hop, I’d prefer to see that.
Tracy: Really? You don’t prefer hip hop to ballet, do you?
helen: Yes I do, I think it’s more modern. It’s faster too.
Tracy: Well I prefer ballet. The costumes are beautiful. The music is nicer too.
helen: Nicer music?!! I think hip hop music is great! It’s more exciting than classical music.
Tracy: Well you go to the Odeon and I’ll go to the Olympia. Have a nice time!
helen: Ok then. I’ll send you an email on the weekend and tell you all about the concert!
Exercise 18
Make comparisons! (Fais des comparaisons !)
1- John thinks watching television/reading a book (interesting)
John thinks watching television is more interesting than reading a book.
c
Séquence 9 c
2- The weather today/the weather last week (bad)

The weather today is worse than the weather last week.
3- John/brother/ (tall)
John is taller than his brother.
4- Cartoons/detective films (funny)
Cartoons are funnier than detective films.
5- The Mississippi River/The Seine (long)
The Mississippi River is longer than The Seine.
6- Helen thinks ballet/hip hop (good)
Helen thinks ballet is better than hip hop.
Séance 6
Step 14
Exercise 19
Adjectif nom
amazing hip hop show
fantastic show
excellent dancers
clothes cool
brilliant music
great time
Where? The odeon
When? Thursday
Who with? Kim and charlotte
Time home? 12 o’clock
Problem: Mum and Dad weren’t happy
c
c Séquence 9
Exercise 20
be
go
was - were
went
have had
take took
Exercise 21
Tracy répond à Helen. Peux-tu écrire son mail ? Prépare ton mail d'abord.
1- Complète les trois tableaux d'abord

(il faut peut-être regarder l'affiche de nouveau !).
The ballet (The Kiev Ballet...) at the

Where?
olympia Theatre.
When? Thursday
Who with? (use your imagination!) invented name
Time home? invented time
Adjectif nom
brilliant..... costumes
excellent..... music
amazing..... dancers
Problem: Got home very late....
2- Sélectionne et vérifie tes verbes.
Base verbale Preterit

be was/were
go went
have had
3- Complète le mail : c
Séquence 9 c
Hi Helen,
Thanks for your mail,
The ballet at the olympia on Thursday was fantastic. I went with

Jenny. The costumes were brilliant and the dancers were amazing.
The music was excellent. We had a great time.
However, I didn’t get home until very late! Mum and Dad weren’t
very happy!
See you on Monday,
Tracy
Séance 7
Step 16
Script
Good evening. It’s six o’ clock and you’re listening to ABD Sports on FM radio. In football
today Liverpool beat Manchester United 2-1. The French striker, William Dubois, scored two
goals for Liverpool.
In athletics George Marley won the 100m at the European Championships in Amsterdam.
A wonderful result in netball for England’s women. They beat Australia for the first time in
three years.
In cricket England lost to India again.
Finally, a sport we don’t often mention: hip hop dance. In Brighton today Jermaine Greene
won the British Hip Hop championships.
c
c Séquence 9
Exercise 22
Complete. (Complète.)
Time: 6 o’clock ABD Sports on FM radio.
Liverpool 2 Manchester United 1
William Dubois scored 2 goals for Liverpool
George Marley won the 100m at the european Championships in Amsterdam
Netball: England beat Australia
Cricket: England lost to India
Jermaine Greene won the British hip hop Championships in Brighton.
Exercise 23
1- Circle the verbs in the table and match them to their root verbs (Entoure les verbes dans le
tableau et relie-les à leurs bases verbales).
score scored
win won
lose lost
beat beat
2- Which verb is not irregular? (Quel verbe n'est pas irrégulier ?)
scored
Exercise 24
You are a sports editor. Use the information in the box to write the sports bulletin for your
journalist. (Tu fais partie de l'équipe de rédaction. Utilise les informations de l'encadré pour
écrire le flash d’informations qui va être lu à l'antenne par le journaliste.)
c
Séquence 9 c
Time: 8 o’clock WYUX Sports on FM radio.

Arsenal 3 Chelsea 2
Simon Keane scored 2 goals for Arsenal.
Oliver Mooney: won the 200 m at the World Athletics Championships in Rome.
Basketball: Great Britain beat the USA.
Tennis: France lost to Russia in the Davis Cup.
Paul Brody won the British Surfing Championships in Devon.
Good evening. It’s 8 o’ clock and you’re listening to WYuX Sports on FM radio.
In football today, Arsenal beat Chelsea 2-1.
The Irish strikers, Simon Keane, scored two goals for Arsenal.
In athlectis Oliver Mooney won the 200m at the World Athletics Championships in Rome.
A wonderful result in basketball for Britain’s men. They beat the uSA for the first time.
In tennis, France lost to Russia in the Davis Cup.
Finally, surfing. In Devon today, Paul Brody won.the British Championships.
Séance 8
Je m’évalue
Exercise 1
rugby cycling football ballet swimming hiking

running basketball horse-riding
Write six sentences about the activities in the box and what you think of them. Don’t use
the verb like. Use equivalent expressions. Try to vary the expressions you use.
(Écris six phrases et dis si tu aimes ou n'aimes pas les activités encadrées. Attention, tu ne dois
pas utiliser le verbe « like ». Il faut trouver des expressions équivalentes.)
1- I’m keen on rugby.
2- I don’t mind cycling.
3- I’m fond of ballet.
4- I can’t stand running.
5- I’m fond of horse-riding.
6- I’m not keen on hiking.
c
c Séquence 9
Exercise 2
Complete the sentences with « play » or « do ». (Complète les phrases avec « play » ou
« do ».)
1- Every Thursday night I do athletics.
2- We play football every afternoon after school.
3- Do you do horse-riding?
Exercise 3
This information is wrong! Write the sentences again and correct the information. (Les
informations sont fausses ! Écris les phrases de nouveau en corrigeant les erreurs.)
1- You play rugby in a pool.
You play rugby on a pitch.
2- You swim on a track.
You swim in a pool.
3- You play basketball on a pitch.
You play basketball on a court.
Exercise 4
Make comparisons using « as + adjective + as ». (Fais des comparaisons avec « as + adjectif
+ as ».)
1- Jazz dance/physical/hip hop.
Jazz dance is as physical as hip hop.
2- Sam is an excellent tennis player. He/good/professional.
Sam is an excellent tennis player. He is as good as a professional.
3- Sometimes football/violent/rugby.
Sometimes football is as violent as rugby.
4- Paris/not/polluted/Mexico City.
Paris is not as polluted as Mexico City.
Exercise 5
This information is wrong! Write the sentences again and correct the information.
(Les informations sont fausses ! Écris les phrases de nouveau en corrigeant les erreurs.)
1- Soccer players are allowed to catch the ball.
Soccer players are not allowed to catch the ball.
2- In rugby, players must wear helmets (casques).
In rugby, players mustn’t wear helmets.
3- You can push your opponents in basketball.
You mustn’t push your opponents in basketball.
4- In the 100 m competitors can start when they want.
In the 100m competitors are not allowed to start when they want.
5- You don’t have to wear special shoes for ballet.
You have to wear special shoes for ballet.

c
Séquence 9 c
Exercise 6
Make comparative sentences as in the example. (Fais des comparaisons en utilisant le
comparatif de supériorité.)
Example: Susie is 1 m 80 tall. Jill is 1 m 60 tall. Susie/tall/Jill Susie is taller than Jill.
1- Peter is eleven and John is twelve. John/old/Peter
John is older than Peter.
2- Population: Los Angeles, 4 million. Dublin, 1 million. Los Angeles/big/Dublin.
Los Angeles is bigger than Dublin.
3- Rock-climbing/dangerous/hiking
Rock-climbing is more dangerous than hiking.
4- Hard rock/loud/chamber music
Hard rock is louder than chamber music.
Exercise 7
Complete this text. (Complète ce texte. Tu peux utiliser les verbes et adjectifs qui sont encadrés.
Mais attention, il faut conjuguer les verbes !)
You can use these verbs to complete the text:
score be go win beat take
You can use these adjectives:
brilliant fantastic happy exciting
Last night I went to a football match.I went with my friend William.
The atmosphere was really fantastic. The match was very exciting.
My favourite team, Aston Villa, won the match.
They beat Sunderland 3-2.
The players were brilliant. Peter Harvey scored three goals.
I took lots of photos at the end of the match.
However, I didn’t get home until very late.
Mum and Dad weren’t very happy.
c
c Séquence 10
Séquence 10
Séance 1
Step 1
Pas de corrigés pour 1- et 2- car le corrigé se fait avec le dialogue.
3- What you do call? (Comment appelle-t-on ?)
a) People from Ireland? Irish
b) People from England? english
c) People from Scotland? Scottish
d) People from Wales? Welsh
Step 2
Exercise 1
Listen to your CD and check you answers (Écoute ton CD et vérifie tes réponses).
1- The scene takes place: a) in a classroom b) at home
2- Characters: a) a teacher and her pupils.
3- Paul’s problem: didn’t finish his homework
4- Laura (circle the right answer)
a) did her homework
b) didn’t do her homework
5- Emblems
a) England: rose
b) Scotland: thistle
c) Wales: leek
d) Ireland: shamrock
e) Explanation for England’s emblem
A long time ago there was a war. Two royal families fought for the throne.
The emblem of one family was a white rose and the emblem of the other family was a red
rose.
The family with the red rose won.
Homework: Find the explanation for the emblems of Scotland and Wales.
Script
Teacher: Now it’s time for your homework. I asked you to find out for me what are the
emblems of England, Scotland, Wales and Ireland.
Now Paul you’ll start, won’t you?

c
Séquence 10 c
Paul: I can’t Miss, I didn’t finish my homework!
Teacher: Oh Paul, that’s disappointing!
Well Laura, you finished your homework, didn’t you?
Laura: Yes Miss. I know that the leek is the emblem of Wales and the thistle is the emblem
of Scotland.
Teacher: Very good, now Patrick, your Mum’s Irish, isn’t she?
Patrick: Yes, Miss.
Teacher: So then what’s the emblem of Ireland?
Patrick: It’s the shamrock, Miss.
Teacher: Exactly. Well done!
So you all know what the emblem of England is, don’t you? Michael?
Michael: It’s the rose Miss.
Teacher: Yes, of course. It’s the rose. But do you know why?
Laura: I know Miss. A long time ago there was a war. Two royal families fought for the
throne.
The emblem of one family was a white rose and the emblem of the other family
was a red rose. The family with the red rose won and that’s why the rose is the
emblem of England.
Teacher: Well done, Laura. Now for tomorrow I want you to find the explanation for the
emblems of Scotland and Wales. Is that clear, Paul?
Paul: Yes, Miss Jones.
Exercise 2
tag ».)
1- King Henry VIII was an English king, wasn’t he?
2- Edinburgh is the capital of Scotland, isn’t it?
3- Prince Charles is the Prince of Wales, isn’t he?
4- The teacher isn’t happy with Paul, is she?
c
c Séquence 10
Step 3
Séance 2
Exercise 4
Listen to your CD and complete the table (Écoute ton CD et complète le tableau. Tu peux
répondre aux questions 5 et 7 en français, si tu veux.)
1- Miss Jones is wearing (circle the correct answer)
a) a daffodil
b) a leek
2- Why? It’s the Welsh National Day (St Day)
3- Date: 1st March, (St David’s Day)
4- Miss Jones is (circle the correct answer)
a) English
b) Scottish
c) Welsh
5- Why do people prefer to wear daffodils?
Because they are prettier and easy to wear. (elles sont plus jolies et facile à porter)
6- Did Paul do his homework?
Yes
7- Problem? Paul mixed up Scotland and Wales (il a confondu l’Ecosse et le Pays de Galles)
8- Miss Jones reaction (circle the correct answer)
a) happy
b) angry
c) she doesn’t mind.
Script
Boy: Miss Jones, why are you wearing a daffodil today?
Teacher: Today is the 1st March. It’s St. David’s Day. It’s the Welsh National day and
I’m Welsh.
Boy: But Miss you said that the leek was the emblem of Wales.
Teacher: That’s true but today, on St David’s Day many Welsh people prefer to wear
daffodils because they are prettier and easy to wear.
Now, your homework! You had to find out about how the leek became the
emblem of Wales.
Paul did you do your homework?
Paul: Yes Miss, I did.
Teacher: Then you start.
Paul:
Teacher:
Paul:
Teacher:
Paul! That’s Scotland!
Oh dear Miss, I’ve mixed up Scotland and Wales.
Really! That boy is terrible!
c
Séquence 10
Well a long time ago a group of Vikings wanted to attack some Scottish people...
c
Step 4
Exercise 5
1- Le Pays de Galles se dit : Wales
2- L’adjectif, pour les habitants, est : Welsh
3- L'emblème : the leek
4- Le deuxième emblème (porté par Miss Jones) : the daffodil
5- L’Écosse se dit : Scotland
6- L'adjectif est : Scottish
7- L'emblème : the thistle
Maintenant souligne, ou surligne, les phrases qui parlent du Pays de Galles en rouge, et
celles qui parlent de l’Écosse, en bleu.
8- D'autres nationalités ou peuples sont mentionnés. Qui sont-ils ?
a) The Vikings
b) The english
Sont-ils amis ou ennemis ? ennemis
Alors, qui étaient les ennemis des Écossais ? The Vikings
Et des Gallois ? The english
Step 5
Exercise 6
A long time ago a Welsh army was fighting an English one.
The Welsh army didn’t have any uniforms.

During the battle the Welsh army put leeks in their hats to be able to recognize each
other.
That’s how the leek became the emblem of Wales.
Today many people in Wales prefer to wear daffodils because they are prettier and easy
to wear.
c
c Séquence 10
A long time ago a group of Vikings wanted to attack some Scottish people.
The Scottish people were sleeping in a field.
They didn’t hear the Vikings who came closer and closer.
One Viking stepped on a thistle and hurt his foot.
He started screaming and so the Scottish people woke up and chased the Vikings away.
Exercise 7
Now, from the context, guess the French for these words and expressions.
(Maintenant, en utilisant le contexte, devine l'équivalent en français des mots et expressions
suivants qui figurent dans les récits.)
1- field: 2- battle: 3- during:
a) un champ a) une bataille a) avant

b) un château b) un bateau b) pendant
c) un bateau c) la pause c) après
Exercise 8
Find the preterit in the texts for each irregular verb (Trouve le prétérit des verbes irréguliers
dans les récits).
come came
hurt hurt
put put
wake woke
become became
Step 6
Séance 3 c
Séquence 10 c
A long time ago
Exercise 9
Base verbale Prétérit
see saw
win won
think thought
be was/were
become became
Exercise 10
How the eagle became the emblem of the united States
A long time ago an American army was fighting a British one.

During the battle an American soldier looked up and saw many eagles in the sky.
The Americans won the battle.
The Americans thought the eagle was a good sign.
That’s how the eagle became the emblem of the USA.
Exercise 11
Put these sentences in English. (Mets ces phrases en anglais.)
1- J’ai vu un aigle il y a deux jours.
I saw an eagle two days ago.
2- Il y a longtemps les Américains se battaient contre les Britanniques.
A long time ago the Americans were fighting against the British.
3- J'ai terminé mon devoir il y a trois heures.
I did my homework three hours ago.
c
c Séquence 10
Script
Mum: What are you doing, William?
Séance 4
William: I’m doing a project on St Valentine’s Day. Do you know anything about it?
Mum: I know a few things. St Valentine’s Day is on the 14th of February.
William: Who was St Valentine?
Mum: He was a man who lived in Rome, a long time ago. He was a Roman. The Roman
Emperor didn’t like him and put him in prison.
William: Why is he the patron saint of lovers?
Mum: I don’t know exactly.
William: Why is St Valentine’s Day on the 14th of February?
Mum: I don’t know but on St Valentine’s Day people send cards to their lovers. But
you must never put your name on a St Valentine’s card. You have to sign it “from
your Valentine”.
William: Why Mum?
Mum: Oh I don’t know! I only have a little information. Why don’t you have a look on
the internet?
William: But, Mum, we don’t have internet!!!!
Exercise 12
Listen to your CD and complete the table. (Écoute ton CD et complète le tableau.)
William’s project
1- He has to find information about St. Valentine
2- Mum knows (circle the correct answer)
a) a lot
b) a little
3- She knows the date. It’s the 14th of February
4- St Valentine lived in Rome.
5- Who didn’t like him? The emperor
6- Where did he put him? In prison
7- What happens on St Valentine’s Day?
Mum says people send cards to their lovers on this day.
8- She says you mustn’t mustn’t put your name on the card
9- You have to “sign it from your Valentine”
Exercise 13
Now write you card.
Dear William,
c
Séquence 10 c
I can help you with your project. I’ve got some more information about
St Valentine.
St Valentine’s Day is on the 14th of February because he was executed that day.
He is the patron saint of lovers because his story is very romantic. You must sign a
St Valentine’s Day card “from your Valentine” in honour of St Valentine.
Best wishes,
Exercise 14
A little or a few
1- I’ve only got a little money.
2- Have you got a few minutes to talk to me.
3- We’ve got a little homework.
4- I know a few english people.
5- I did a few exercises yesterday.
Step 11
Can you find the last word? It has to rhyme with blue! Think of Taronga ...
2 zoo!
Séance 5
Step 12
Script
Good morning. It’s Thursday the 1st of April and here is the news from the BBc in London.
1- Today there was a big whale in the river in the centre of London. Many people came to see
the whale.
2- The pasta harvest has started in Italy. The pasta farmers have started taking the pasta from
the pasta trees.
3- Leonardo di Caprio, the actor, bought the Eiffel Tower yesterday. He says he wants to put it
in his garden in California.
4- There was a bad accident in California today. A truck crashed and 12 million bees in the
truck escaped. They attacked the policemen and the fireman who arrived at the accident.
c
c Séquence 10
1- True  False r 2- True r False 
3- True r False  4- True  False r
Exercise 15
Now, listen to each story again and note the important words you hear in each one.
(Maintenant, écoute chaque histoire de nouveau et note les mots importants que tu entends.)
Réponses suggérées
1- pasta – started –Italy – farmers - taking - pasta - trees
2- Leonardo di Caprio - actor – Eiffel Tower - yesterday – says - wants - put - garden –
California
3- accident – California – truck – crashed - million bees – policemen – firemen
Exercise 16
Il y avait deux phrases. Peux-tu essayer de les compléter à l'aide des mots de l'encadré ?
Leonardo di Caprio, the actor, bought the Eiffel Tower yesterday. He says he wants to put it
his garden in California.
Exercise 17
Il s'agit de trois verbes irréguliers. Trouve leur base verbale.
think
base verbale
thought
prétérit
c
Séquence 10 c
buy bought
fight fought
Séance 6
Exercise 18
Put these sentences into indirect speech. (Mets les phrases suivantes en discours indirect.)
1- Queen Elizabeth: « I want to live in the Elysée Palace ».
Queen Elizabeth says she wants to live in the Elysée Palace.
2- Pauline and Laura: « We saw a witch on the bus ».
Pauline and Laura say they saw a witch on the bus.
3- Laura’s Dad: « I don’t believe that story ».
Laura’s Dad says he doesn’t believe that story.
4- Simon: « I want to go to Disneyland ».
Simon says he wants to go to Disneyland.
Step 14
Exercise 19
Réponse possible
Leonardo di Caprio, the famous American actor, bought the Eiffel Tower yesterday. He was
in Paris with his wife. He came to Paris to act in a new movie. He says he wants to put the
Eiffel Tower in his garden in California.
Step 15
le coin des curieux
1- What day was New Years’ Day, a long time ago? The 1st of April
2- Who changed the date? The Pope
3- What was the new date? The 1st of January
4- How long did it take for people to learn about the change? 100 years
5- What happened to people who continued to celebrate the old New Year’s Day?
People laughed at them and played tricks on them.
c
c Séquence 10
Script
Laura:
Leslie:
Séance 7
So my presentation is about the Queen and traditions.

What are you going to talk about?
Laura: Lots of things. For example did you know that the Queen has got two birthdays?
Leslie: Has she? No, you’re joking.
Laura: No really, she does. She has her real birthday, on the 21st April, and her official
birthday which is in June.
Leslie: What date is it?
Laura: Oh that depends, but it’s always on a Saturday and it’s always in June.
Leslie: She doesn’t get presents on the two birthdays, does she?
Laura: No, of course not. But on her official birthday there is a big parade. It’s called
Trooping the Colour. The Queen inspects her guards.
Leslie: But why does she have two birthdays?
Laura: You’ll have to wait for my presentation tomorrow for the answer!
Leslie: Well then, what other information have you got about the Queen?
Laura: Well the Queen lives in six different palaces or castles.
Leslie: Does she?
Laura: Oh yes, she does!! She’s a very rich lady!
Exercise 21
Now listen and see if you were right. (Écoute pour voir si tu avais raison.)
1- What is the subject of Leslie’s presentation?
The Queen and traditions.
2- Why is Leslie surprised?
The Queen has got two birthdays.
3- What date is the real birthday?
The 21st of April.
4- And her official birthday?
It depends but it’s on a Saturday in June.
5- What does the Queen do on her official birthday?
She inspects her guards.
6- How many places or castles does the Queen have?
Six.
7- Laura’s reaction (circle the right answer)
a) She is surprised b) she is not surprised
Exercise 22
Write a short reaction to these sentences. When you have finished, practise saying them
aloud. (Écris une réaction brève à ces phrases. Quand tu auras terminé, pratique-les à l'oral en
montrant bien ta surprise.)
1- I’ve got two swimming pools in my house.
c
Séquence 10 c
Have you?
2- My father lives on a desert island.
Does he?
3- The Queen’s husband, Prince Philip is from a Greek royal family.
Is he?
4- King George I of England spoke German, not English!
Did he?
Exercise 23
Link these sentences with « but ». (Relie ces phrases à l'aide de « but »).
a) The Queen’s birthday is in June.
b) It’s not always on the same day.
1- The Queen’s birthday is in June but it’s not always on the same day.
a) Buckingham Palace is the Queen’s famous palace.
b) She doesn’t always live there.
2- Buckingham Palace is the Queen’s famous palace but she doesn’t always live there.
a) Prince Charles is the Prince of Wales.
b) He lives in London.
3- Prince Charles is the Prince of Wales but he lives in London.
Exercise 24
Link these sentences with « so ». (Relie ces phrases à l'aide de « so ».)

a) King George VI died.
b) His daughter, Elizabeth, became the Queen.
1- King George VI died so his daughter, Elizabeth, became the Queen.
a) The Trooping of the Colour is a spectacular ceremony.
b) Many tourists come to see it.
2- The Trooping of the Colour is a spectacular ceremony so many tourists come to see it.
a) The Guards wear very big hats.
b) They get hot in the summer.
3- The Guards wear very big hats so they hot in the summer.
c
c Séquence 10
Exercise 1
Séance 8
Je m’évalue
Complete these sentences. (Complète les phrases).

1- The thistle is the emblem of Scotland.
2- People from Wales are Welsh.
Exercise 2
tag ».)
1- Cardiff is the capital of Wales, isn’t it?
2- Michael Jackson was a famous singer, wasn’t he?
3- Laura has got a pet, hasn’t she?
4- Bob doesn’t like rap music, does he?
Exercise 3
1- Wales has got two emblems.
What are they? a) the leek b) the daffodil
2- People from Scotland are Scottish.
Exercise 4
Complete the table. (Complète le tableau)
come came
hurt hurt
put put
wake woke
become became
see saw
be was/were
think thought
win won
Exercise 5
Translate these sentences. (Traduis ces phrases).
1- Elizabeth est devenue reine il y a cinquante ans.
elizabeth became queen fifty years ago.
c
Séquence 10 c
2- J'ai terminé mes devoirs il y a dix minutes.

I finished my homework ten minutes ago.
Exercise 6
Complete with « a little » or « a few ». (Complète avec « a little » or « a few ».)
1- Valentine had only a few friends.
2- Mum, can I have a little money, please? We’re going to the cinema.
3- Would you like a little help?
Exercise 7
Say these words aloud and find the odd one out. (Dites ces mots à haute voix et trouve
l'intrus.)
blue true zoo so you Sue do
The odd one out is so.
Exercise 8
Write two words that rhyme with thought. (Écris deux mots qui riment avec « thought ».)
bought - fought
Exercise 9
What does the Queen say?
1- “I want to go to Scotland for Christmas.”
The queen says she wants to go to Scotland for christmas.
2- “My Guards are very smart today.”
The queen says her guards are very smart today.
What does Prince Philip say?
3- “I was born on the island of Corfu.”
Prince Philip says he was born on the island of corfu.
What does Prince Andrew say?
4- “My brother, Charles, is the Prince of Wales.”
Prince Andrew says his brother charles is the Prince of Wales.
c
c Séquence 10
Exercise 10
React, with surprise, to these strange statements from your friend. (Réagis, avec surprise, à
ce que dit ton ami.)
1- My father is a millionaire.
Is he ?
2- I’ve got seventeen pets!
Have you?
3- I went to Buckingham Palace last year.
Did you ?
Exercise 11
Put sentences a and b together with “so” or “but”. (Relis les phrases avec « so » ou « but »).
a) Simon is English. b) His father is Indian.
1- Simon is english but his father is Indian.
a) The weather was really bad. b) We didn’t go for a picnic.
2- The weather was really bad so we didn’t go for a picnic.
a) I got 16 in English. b) I got 6 in French.
3- I got 16 in english but I got 6 in French.
a) I didn’t do my homework. b) The teacher wasn’t happy
4- I didn’t do my homework so the teacher wasn’t happy.
Séquence 11
Séance 1
c
Séquence 11 c
Step 1
The topic related to the words is: crime or Detectives.
Match the words.
alibi: A plea offered by an accused person of not having been at the scene of crime.
clue: Something that appears to give information toward solving the crime.
deduction: Collecting the facts and drawing a possible conclusion.
evidence: Someone or something that proves who committed the crime.
red herring: A false lead that throws the investigator off track.
sleuth: An investigator or detective.
suspect: People who appear to have a motive to have committed the crime.
witness: Person who has personal knowledge about the crime.
Exercise 1
alibi alibi
clue indice
deduction deduction
evidence preuve
red herring preuve
sleuth limier, détective
suspect suspects
witness témoin
Exercise 2
crime criminal Verb
theft thief steal
robbery robber rob
burglary burglar burgle
shoplifting shoplifter shoplift
murder murderer murder
Action Person carrying out the action

report reporter
fight fighter
play player
listen listener
print printer
c
c Séquence 11
clean
murder
rob
cleaner
murderer
robber
Step 2
The following items may be useful to stop crimes:
 a burglar alarm  a lock r a note book  a money belt
r a toothbrush  a mace spray  a safe
Exercise 3
Fill in the blanks with the appropriate objects from above.
1- A burglar alarm is a machine which makes a noise if someone enters your home.
2- A mace spray is a chemical and if you spray it in someone’s face, it is very unpleasant.
3- A safe is a strong metal box, which is very difficult to open or break.
4- A money belt is something that has a pouch attached to the front which you wear under a
shirt to protect your money from pickpockets.
Exercise 4
May be useful: peut être utile / peut s’avérer utile
Exercise 5
1- A mace spray may be useful in case you are being bothered by someone in the street
2- A money belt may be useful if you need to travel around the world. You can put your
passport in it as well.
3- A burglar alarm may be useful if you are away for an extended period.
4- A safe may be useful if you have valuables (jewelry for example) you want to keep at home.
5- Locks on outside doors may be useful as burglars hate them because you need a key to
open them.
Exercise 7
Script
- A burglar alarm
- A safe
c
Séquence 11 c
- A sleuth
Séance 2
Step 3
How you can prevent crime
not all crime is preventable, but there are things you can do!
1  Don’t walk along dark streets late at night on your own.
2 r Don’t leave lights on at home when you go out.
3 r Make sure your computer can be seen from the window.
4  You shouldn’t leave your house open when you go out for a walk.
5  You should leave the radio on when you go out so that it looks like you are in.
6 r You shouldn’t lock your door.
7  Fit (install) a burglar alarm in case of extended absence.
8 r Check that all the doors aren’t locked before leaving.
9  You should make sure your spare keys (double de clé) aren’t hidden outside.
10 r You should leave money around.
Exercise 8
1- Make sure your computer can’t be seen from the window.
2- You should lock your door. Make sure you have locked your door.
3- Check/make sure that all the doors are locked before leaving.
4- You shouldn’t leave money around. Make sure you haven’t left any money around.
You should: Vous devriez
c
c Séquence 11
Exercise 9
1- Ten words:
- Burglar
- Robbery
2-
- Steal
- Afraid
- crime
- Burglar alarm
- Safe
- Spare key
- Dangerous
- police
Script part 1
Listen to the dialogue and answer the questions.
Script:
Ms Scruffy : Come on Pussy! Be a good girl.
DING DONG
Ms Scruffy : Oh, my dear! What is it? Coming!
Ms Scruffy: Hello, can I help you?
Police officer: Constable Kingsley, Madam. May I come in?
MS: Sure, officer, sure!
PO: Madam, haven’t you noticed anything special in your neighbourhood lately?
MS: Well, no, nothing I’m afraid. Should I have noticed anything?
PO: Well Madam it appears a burglar has been sneaking around for a few days. He
has already broken into several houses...
MS: Oh my god!!!
3- a) The dialogue takes place:
r in a prison r in the street  in a house
b) The people talking are:
r two men  a man and a woman r two women
c) The man is:
r a burglar r a neighbour  a policeman
d) What is his job?
r He is a salesman r He is a burglar  He is a policeman
Script part 2
PO: There’s no need to worry, Ms Scruffy. I’m here to make sure your house is safe and
sound. May I ask you a few questions?
MS: Sure!
PO: Have you installed a burglar alarm in your house?
MS: Yes, I have! But I never put it on!...
PO: Burglar alarm: yes. Well Madam, this is very careless of you! You should at least switch
the system on!
MS: Ok, officer. I promise I’ll I switch it on every night!
PO: Do you leave the lights on whenever you’re away?
MS: Well… no, I’m afraid I don’t do that…
PO: Madam, this is my job to tell you that you should leave the lights on whenever you go
out. So that it looks like you’re in!
MS:
PO:
MS:
PO:
Fine, officer. I’ll do it.
Have you got a spare key to your house?
Yes, sure.
Do you happen to hide your spare key in your garden?
c
Séquence 11 c
MS: I’m afraid I do… Shouldn’t I???

PO: No, madam, no, this is dangerous! Burglars may find it and break into your house!!!
4- She has fitted a burglar alarm  yes r no

She always puts the alarm on r yes  no
She leaves lights on when she is away r yes  no
She has hidden a spare key outside  yes r no
She has given a spare key to her neighbour r yes  no
She has a big guard dog. r yes  no
5- a) She shouldn’t hide a spare key outside! Burglars may find it and break into her house!
b) She should leave lights on when she goes out so that robbers can think she is in!
c) She should have a big guard dog because guard dogs may scare burglars away!
Script part 3
MS: I’m so sorry officer! I Know I should be more cautious…
PO: That’s correct, madam. One last question: do you keep large amounts of cash at home?
MS: Oh officer, I have to say yes…! I keep my money in a cupboard… do you want to see it?
PO: Oh no Madam, I surely don’t, this is very dangerous madam! You really should trust the
bank with your money instead!
MS: I know officer, but I can’t walk to the bank! It’s so far!
PO: I understand. Why dont you have a safe then?
MS: Good idea!
6- a) What other bad habit does Ms Scruffy have?
She always keeps large amounts of money at home.
It is dangerous because burglars may break into her house and find the money.
She should trust the bank with her money.
b) Will she follow the policeman’s advice? no, she won’t.
c) What will she do instead? She will install a safe in her house.
Phonologie
Comment interprètes-tu ses réactions ?
il est scandalisé
La force de ses réactions se matérialise par l’intonation de ses phrases. Elle monte haut et des-
cend fortement.
La « grande chute » de l’intonation s’applique bien au policier.
c
c Séquence 11
Step 4
Séance 3
Relis la séance 1. Vérifie l’orthographe des mots que tu as écrits.
Exercise 11
A detective is an investigator who has to solve/who solves crimes. He examines evidence, looks
for clues (with his magnifying glass) and takes footprints or fingerprints.
A criminal is someone who robs banks, steals people’s money, shoplifts (steals from shops) and
murders people (kills people by intention)/shoots people with a gun.
Step 5
New scotland yard quiz
1- The New Scotland Yard building is located
r in Scotland r in Wales  in england
2- NSY is also called:
 the Metropolitan Police Service (or the Met)
r the English Police Force (or the EPF)
r the New Scotland Police (or the NS Police)
3- Although the origin of its name is unclear, we may think that the name NSY comes from:
r the man who founded NSY, who was Scottish
r a former Scottish King
 its original location on Great Scotland Yard, a street within Whitehall (in London)
4- NSY was founded by Sir Robert Peel
 in 1829 r in 1892 r in 1961
5- Today, NSY employs
r more than 5,000 r more than 10,000  more than 52,000 people
6- NSY is the largest police force within the United Kingdom.
Exercise 12
Script
- Hi Tim! How are you? Did you do anything special last night?
- Hi! Well, nothing special really. I just watched TV. But I saw an amazing documentary on
NSY.
- On what?
- NSY, New Scotland Yard.
- Oh…
- I learnt some great things about it.
- Like what?
- err, let me think. There is so much to say about NSY. First, did you know that only in
London, more than 52,000 people work for the Metropolitan Police Service? They call it
the Met.
-
-
52,000? Only in London? Whoa that’s a lot! I didn’t know that. What else can you tell me
about it?
hmm, let’s see… It was founded in 1829 by a man called Robert Peel. By the way, have I
told you that «Bobbies» were named after him?
No you haven’t, but it makes sense since Bobby is a nickname for Robert. Why did they call
it New Scotland Yard? It’s located in London, not Edinburgh.
c
Séquence 11 c
- They said the first building was located in a street in White Hall named Great Scotland
Yard.
- How interesting! Did you record the documentary? I’d like to watch it now!
Step 6
Miss Marple - Agatha Christie
Lieutenant Columbo - Columbo
Mike Hammer
Inspector Clouseau - Pink Panther
Hercule Poirot - Agatha Christie
Philip Marlowe - Raymond Chandler
Sir Sherlock Holmes - Arthur Conan Doyle
Commissaire Maigret - Georges Simenon
Adam Dalgliesh - P. D. James
Brother Cadfael (Middle Ages, England/Wales) - Ellis Peters
Jack Bauer - 24
James Bond - Ian Fleming
Jason Bourne - Robert Ludlum
Arsène Lupin «Gentleman thief» - Maurice Leblanc
Bruce Wayne - Batman
Inspector Gadget
Vic Mackey - The Shield
Fox and Dana - Mulder and Scully - The X-Files
Magnum
Séance 4
Step 7
An equivalent for «fascinating»: page turning
Exercise 13
1- When did mystery fiction books first appear?
r at the beginning of the 18th century
r at the end of the 18th century
 in the middle of the 19th century (in the mid-nineteenth century)
c
c Séquence 11
2- What author wrote the first mystery story?

 edgar Allan Poe (Edgar Allan Poe introduced the first fictional detective, Auguste C.
Dupin)
r Arthur Conan Doyle
r Agatha Christie
3- What does «during the 1920s» mean?
r from 1900 to 1919  from 1920 to 1929
r from 1919 to 1929 r after 1930
4- Find another way of saying: «written in 1841 story»
5- Edgar Allan Poe was then known as the «father of the mystery story»
6- «arrived on the mystery scene»
7- Find the English equivalent in the text for:
a) apparaître : emerge
b) fermé à clé : locked
c) défi : challenge
d) à la fin du XIXe siècle : in the late nineteenth century
e) différent de : unlike (any detective)
f) l'âge d'or : the Golden Age
Grammaire
Dans la phrase 1 : on a trouvé un cadavre/une victime
On ne sait pas qui l’a trouvé(e).
Ce n’est pas important de savoir qui l’a découvert(e).
Le verbe ‘found’ vient du verbe «find».
«Found» est le passé et le participe passé de «find». Dans la phrase 1, c’est le participe passé
(car précédé de BE).
Phrase 2 : «known» vient du verbe «know», qui veut dire savoir et connaître.
Traduction de la phrase : E.Poe est connu sous le nom de « père du genre policier »
Was found se schématise ainsi : BE au passé + participe passé de «find».
Cette structure s’appelle le passif.
Exercise 14
1- Sherlock Holmes was imagined by Arthur Conan Dolye.
2- Mystery Fiction was created in the middle of the 19th century in Britain.
3- A body was found on the floor at 2 o’clock.
4- The police was called immediately.
5- The truth was eventually discovered. (Eventually the truth was discovered.)
6- A burglar was seen in the neighbourhood.
7- Two suspects were questioned at the police station.
Exercise 15
Séance 5
The detective novel was born in the mid-19th century. In the 1920s, the detective story became
very popular. It followed very definite rules:
c
Séquence 11 c
- The scene was set in a closed space (a train, a manor, etc).

- There was:
- a murder
- a restricted number of suspects
- a private detective leading the enquiry
- the final unveiling of the enigma
Exercise 16
1- F 2- e 3- D 4- c 5- B 6- A
Exercise 17
1- The form below comes from the united States («Washington Police Department»)
2- The word «crook» means a criminal.
If you witness a crime, what should you do?
First you should dial 911.
Then you should report the crime.
3- The word «dial» means «composer» (un numéro).
Méthodologie
Question 1 :
L’indice dans le Coin des Curieux est le numéro d’urgence à appeler : 911 pour les USA.
Question 2 :
Le verbe ‘catch’ veut dire « attraper ».
Le mot ‘crook’ appartient à la catégorie des hors-la-loi. En français, «crook» se dit : « bandit »,
« crapule », « truand »
Questions 3-4 :
«witness» est aussi un verbe, qui veut dire « être témoin de », « assister à ».
«Dial» veut dire « composer » (un numéro : ici le 911).
«Speak», «stay» et «don’t hang up» sont des verbes (ici à l’impératif).
Si tu es témoin d’un crime, tu devrais :
Appeler le 911
Dire ce que tu as vu/entendu
c
c Séquence 11
Step 8
Height
Séance 6
Hair
Eyes
Direction of escape (fuite)
Clothes
Vehicle
Man or woman
Exercise 19
his height: How tall are you?
his weight: How much do you weigh?
his hair: what colour is your hair?
his eyes: What colour are your eyes?
his possible scars (cicatrices) or marks: Have you got any scars or marks?
his ability to shoot (with a gun or weapon): (How well) can you shoot with a gun or a weapon?
Step 9
Les questions posées au suspect sont au style direct.
k If I witnessed a crime, the police would like to know how tall he or she is. (HeIGHT)
k If I witnessed a crime, the police would like to know how much he/she weighs. (WEIGHT)
k If I witnessed a crime, the police would like to know how old he/she is. (APPROXIMATE
AGE)
k If I witnessed a crime, the police would like to know how long her hair is. (HAIR - LENGTH)
k If I witnessed a crime, the police would like to know what colour her/his hair is. (HAIR -
COLOUR)
k If I witnessed a crime, the police would like to know what colour his/her eyes are. (EYES)
k If I witnessed a crime, the police would like to know what colour his/her shoes are.
(SHOES - COLOUR)
Style direct : Le policier demande à son collègue, sur place, qui a arrêté le suspect : « Porte-t-il
un manteau ? »
Que lui dit-il ? «Is he wearing a coat?»
Exercise 20
1- The police would like to know if he was wearing glasses.
2- The police would like to know if he was wearing brown trousers.
3- The police would like to know if he was driving a white car.
4- The police would like to know if he was wearing a tie.
5- The police would like to know if he was wearing a hat.
Step 10
Exercise 21
Séance 7 c
Séquence 11 c
The man I saw is quite tall/of medium height and of medium weight.
He was wearing light blue trousers and a dark blue sweater. He was also wearing a red scarf
on his mouth and nose. He has brown short hair (he is short brown-haired) and I think his eyes
are blue or grey. I am not sure about the colour of his eyes/what colour his eyes are. He was
holding a gun /a weapon in his right hand.
He looked dangerous/aggressive.
Exercise 22
Script part 1
P: I’m Inspector Bullet, New Scotland Yard. I’d like to speak to the manager.
Julie Hunt: I’m the manageress here. My name is Julie Hunt.
PO: I’d like to ask you a few questions about the robbery.
JH: Yes, of course.
PO: First of all, can you tell me what time exactly the robbery took place ?
JH: Yes, it was lunch time, at about half past twelve.
PO: Was the shop closed?
JH: Well, no it wasn’t. We were just about to close…
PO: Could you tell me… how many thieves came into the shop?
JH: Well, they were 3: 2 men and a woman.
PART One
1- Name of the investigator: Inspector Bullit
2- He wants to speak to: manager
3- Time of robbery: at lunch time (at about half past twelve/12.30)
4- Shop closed: no
5- Closing time: 12.30
6- Number of robbers in shop: 3
Number of men: 2 Number of women: 1 woman
Script part 2
PO: Could you describe the woman?
JH: Well, not very well… I think she was blond-haired…her hair was short and curly…
PO: Do you remember anything particular about her? About her face?
JH: Well… she was very tall, she was slim and she was wearing sunglasses… that’s all I can
remember.
PO: And the men?
JH: One of them was about 30. He was tall and strong. I’m sorry everything went so fast...
PO: What about the other man? I would like to know what he was wearing.
JH: Oh, the other man… He was dark, with a beard. He was wearing brown trousers I think
and a black shirt.
c
c Séquence 11
PART TWO
1- Physical descriptions:
2- Robber 1: blond-haired woman - short curly hair - tall - slim - wearing sunglasses
3- Robber 2: man about 30 - tall and strong -
4- Robber 3: dark-haired man - beard - brown trousers - black shirt
5- Robber…: -
6- woman: anything particular on face? yes
If yes: sunglasses
Script part 3
PO: Sorry to ask you that but… did they use their weapons?
JH: No no no, they didn’t.
PO: And how much money did they take?
JH: £960. They didn’t take small change.
PO: How did they escape? By car? On foot?
JH: By car… somebody was waiting for them outside in a blue Mercedes….
PO: Ok thank you very much for your help Miss Hunt.
JH: You’re welcome.
PART THRee
1- Weapons used? no
2- Amount of money robbed: £960.
3- escape (fuite): by car
4- details on escape: somebody was waiting for them outside in a blue Mercedes…
Exercise 23
À titre indicatif, voici un exemple de ce que tu aurais pu dire lors de la présentation orale :
Sorry to bother you, Sir. Am I bothering you at all? Ok then. I would like to give you a report of
the robbery that took place today in a shop on Baker Street.
I talked to the manageress of the shop. Her name is Miss Hunt. Julie Hunt.
Well, the shop wasn’t closed but they were just about to close. Apparently 3 thieves came into
the shop. There were 2 men and a woman. As for their physical descriptions (what they looked
like), Ms Hunt said the woman was blond-haired. Yes, her hair was short and curly. She was
tall, slim and wearing sunglasses. That’s all Ms Hunt can remember.
As for the 2 men, one of them was about 30. He was tall and strong, as far as she can remem-
ber. The other one was dark, with a beard. He was wearing brown trousers and a black shirt.
They took around £960 but they didn’t use their weapons at all. And they escaped by car: so-
mebody was waiting for them outside in a blue Mercedes...
Méthodologie
3- PART 1 :
question 2 : Tu dois lui dire à qui tu as parlé.
Le verbe à utiliser : talk. Quel temps ? Le passé
question 3 : L’heure à laquelle le vol a eu lieu.
The robbery took place (passé)
6- Il y avait un autre homme qui les attendait dans une Mercedes bleue dehors ?
There was a man who was waiting for them outside.
Script
1- The robbery took place at 12.30. It took place at lunch time.
c
Séquence 11 c
2- JH: Yes, it was lunch time, at about half past twelve.

PO: Was the shop closed?
JH: Well, no it wasn’t. We were just about to close…
3- Could you describe the woman?
JH: Well, not very well… I think she was blond-haired… her hair was short and curly…
PO: Do you remember anything particular about her? About her face?
JH: Well… she was very tall, she was slim and she was wearing sunglasses
4-
PO: And the men?
JH: One of them was about 30. He was tall and strong. I’m sorry everything went
so fast...
PO: What about the other man? I would like to know what he was wearing.
JH: Oh, the other man… He was dark, with a beard.He was wearing brown trousers
I think and a black shirt.
5- Réécoute.
And how much money did they take?
JH: £960.
6- Réécoute.
How did they escape? By car? On foot?
JH: By car… somebody was waiting for them outside in a blue Mercedes…
Séance 8
je m’évalue
Exercise 1
Alibi: A plea offered by an accused person of not having been at the scene of crime.
Clue: Something that appears to give information toward solving the crime.
Deduction: Collecting the facts and drawing a possible conclusion.
Evidence: Someone or something that proves who committed the crime.
Red herring: A false lead that throws the investigator off track.
Sleuth: An investigator or detective.
Suspects: People who appear to have a motive to have committed the crime.
Witness: Person who has personal knowledge about the crime.
c
c
-
-
Séquence 11
Exercise 2
- Voleur : thief
Cadenas : padlock
empreintes digitales : fingerprints
- loupe : magnifying glass
- traces de pas : foot prints
- double de clé : spare key
- numéro d’urgence : emergency number
- cicatrice : scar
- témoin : witness
Exercise 3
2 choses qu’elle devrait faire:
- You should install a burglar alarm
- You should have a mace spray in your hand bag
2 choses qu’elle ne devrait pas faire, car c’est dangereux.
- you shouldn’t keep large amounts of money at home
- you shouldn’t hide your spare key outside
Exercise 4
A detective is an investigator who has to solve/who solves crimes. He examines evidence, looks
for clues (with his magnifying glass) and takes footprints or fingerprints.
gun/weapon - magnifying glass - fingerprints
Exercise 5
- The New Scotland Yard building is located in London.
- NSY is also called the Met (Metropolitan Police Service)
- NSY was founded by Sir Robert Peel.
- Today, NSY employs more than 52,000 people.
- Scotland Yard policemen wear very dark blue uniforms and white shirts, and some wear
tall helmets.
Exercise 6
James Bond - Ian Fleming
Hercule Poirot - Agatha Christie
Adam Dalgliesh - P.D. James
Arsène Lupin - Maurice Leblanc
Exercise 7
1- Edagar A. Poe
2- Agatha Christie
3- Dr Watson
c
Séquence 11 c
4- Arthur Conan Doyle
Exercise 8
Écris des phrases à la voix passive en utilisant les éléments fournis.
1- Last night, a weapon was found in the street.
2- The character Sherlock Holmes was imagined by Conan Doyle.
3- In «Murder in the Rue Morgue», a body was found in a locked room.
4- In a detective novel, the enigma is unveiled at the end of the book.
5- Buckingham Palace is located in Central London.
Exercise 9
1- his height: How tall are you?
2- his weight: How much do you weigh?
3- his hair: what colour is your hair?
4- his eyes: What colour are your eyes?
5- his possible scars or marks: Have you got any scars or marks?
6- his ability to shoot (with a gun or weapon): (How well) can you shoot with a gun or a
weapon ?
Exercise 10
«When the burglar broke in…»
1- Ms Scruffy was watching TV.
2- The children were playing in their bedroom.
3- Mrs Smith was cooking in the kitchen.
4- Mr Smith was doing the washing up and talking to his wife.
5- The policeman on duty (en service) was talking on the phone.
Exercise 11
James would like to know what the suspect was wearing.
James would like to know if he was carrying a gun.
James would like to know what colour his hair was.
James would like to know if he was driving a black car.
James would like to know if he had a scar on his left cheek.
c
c Séquence 11
Exercise 12
Script
Man: Yes, I’d like to report a mugging.
Police Officer: Okay. Can you tell me exactly what happened?
Man: Well, I was walking home last night, when this woman attacked me and ran off
through the trees. [Hmm]. I was so surprised!
Police Officer: Yeah. Can you describe the woman?
Man: Yeah. He was quite tall...
Police Officer: Wait. You said a woman robbed you.
Man: Well, I’m not really sure. [Hmm]. You see, the person was wearing a pink dress,
a white sweater over it, and she... or he... was wearing a pair of basketball
shoes.
Police Officer: Humm. What else can you tell me?
Man: Okay. Like I said, the person was tall, quite big, with long curly hair. She... or
he... was probably 30 or 35 years old. I didn’t get a good look at the person’s
face, but well... uh...
Police Officer: What? Was there something else?
Man: Well, the person... had a beard.
Police Officer: Ah! What was, uh, taken... exactly?
Man: Well, just my left shoe. Strange, isn’t it?
Police Officer: Ah. The «bearded woman» has struck again!
Man: The «bearded woman»?
Police Officer: Yeah. It’s this man who dresses up like a woman and nobody knows why he
steals the left shoe from his victims. He’s not really very dangerous...
Man: Well he can keep my shoe, but I promise next time I walk home again, I’ll take
my left shoe off!
Séquence 12
Séance 1
c
Séquence 12 c
Step 1
Exercise 1
Voici quelques mots que tu aurais pu associer à la ville de Londres :
- Buckingham Palace
- Queen Elizabeth
- Madame Tussaud’s
- Tower of London
- Underground/the Tube (le métro)
- Piccadilly Circus
- British Museum
- Big Ben
- Westminster Abbey
- Trafalgar Square
1- Right
2- Right
3- Wrong : 7, 000,000 inhabitants
4- Right
5- Wrong  the tallest building is the canary Wharf Tower.
Exercise 2
1. C 2. A 3. H 4. B 5. F 6.I 7. E 8. G 9. D
c
c Séquence 12
Exercise 3
9
4
5 7
2
6
10 3
1
Sur la carte ci-dessus :
1- the London Eye
2- Hamleys - Picadilly Circus
3- Changing of the guard at Buckingham Palace - Buckingham Palace
4- The Sherlock Holmes Museum
5- Picadilly Circus
6- Tower of London and Tower Bridge
7- Covent Garden
8- British Museum
9- Madame Tussauds’
10- Buckingham Palace
Séance 2
Step 2
Exercise 4
1- If they go to Madam Tussauds, they will be able to see wax models of famous people.
2- If they go to Covent Garden, they will be able to do some shopping, watch some street
entertainment and street performers.
London.
4- If they visit the Tower of London, they will be able to see the Crown Jewels!
5- If they visit the Sherlock Holmes Museum, they will be able to step back in time and meet
the famous detective!
c
Séquence 12
3- If they go to the British Museum, they will be able to see the best museum for history in
c
6- If they go to Hamleys, they will be able to buy all kinds of toys, as it is the world’s biggest
toy store!
La forme verbale utilisée dans la seconde partie des phrases ci-dessus: WILL BE ABLE TO
Dans la première partie des phrases : ‘if they go to’
Le mot ‘if’ veut dire : « si ».
Les hypothétiques commencent par «si ». On y émet des hypothèses ou des suppositions.
‘You will be able to see’ veut dire « tu pourras voir ».
Exercise 5
If I go to New York, I’ll be able to visit the Empire State Building and see the Statue of Liberty.
1- If I go to Rome, I’ll be able to visit/see the Coliseum.
2- If I go to Washington D.C., I’ll be able to see the White House, where President Obama lives!
3- If I go to Arizona, I’ll be able to see the Grand Canyon.
4- If I go to Paris, I’ll be able to visit le Louvres Museum and the Champs Elysées.
Exercise 6
1- If I go to the USA, I’ll be able to speak/listen to some English.
2- If I go to Rome, I’ll be able to speak/listen to some Italian.
3- If I go to Germany, I’ll be able to speak/listen to some German.
4- If I go to Spain, I’ll be able to speak/listen to some Spanish.
Exercise 7
1- If I go to Britain, I’ll be able to have some fish and chips.
2- If I go to Italy, I’ll be able to have some delicious pasta.
3- If I go to Germany, I’ll be able to have some sausages and delicious cakes called “Kuchen”.
4- If I go to Spain, I’ll be able to have some paella!
5- If I go to Morocco, I’ll be able to have some couscous.
c
c Séquence 12
1- If I go to Arizona, I won’t be able to see the Niagara Falls (because they are located in the
state of New York and in Canada)
2- If I go to Venice, I won’t be able to see the Coliseum as it is in Rome.
3- If I go to Scotland, I won’t be able to see Stonehenge (because the rocks are located in
England)
4- If I go to New York City, I won’t be able to see Mount Rushmore (because it is located in
South Dakota )
5- If I go to Wales, I won’t be able to see Loch Ness, because it is located in Scotland!
1- If I go to London, I’ll be able to see Buckingham Palace (and if I’m lucky, the Changing of
the guards) but I won’t be able to se the Queen (unless I’m very lucky!!)
2- If I go to Stonehenge, I’ll be able to see the famous rocks, but I won’t be able to climb on
them because it is strictly forbidden!
3- If I go to Washington D.C., I’ll be able to visit or see the White House, but I won’t be able
to see President Obama (unless I’m very lucky!)
4- If I go to a summer camp in the USA, I’ll be able to meet new friends, but I won’t be able to
see my parents every day.
Séance 3
Step 3
Exercise 8
The place Adrian and Susan will eventually visit is : The Sherlock Holmes Museum.
Exercise 9
The London Eye ฀

Tower of London and Tower Bridge ฀
Covent Garden ฀
British Museum ฀
Sherlock Holmes Museum ฀
Madame Tussauds ฀
Exercise 10
Two places have been mentioned twice:
– British Museum
– Madame Tussauds
Step 4
Exercise 12
Adrian: Wow! We’re in London at last!
c
Séquence 12 c
Susan: Yeah….great! I’ve heard there’s so much to do and to see in London.
A: So, what do you want to do this afternoon?
S: Well….let’s look at this city guide here. Okay….Uh, here’s something interesting: Why don’t
we first visit the British Museum? I heard it’s the oldest museum in the world! We’ll be able to
see famous Egyptian sculptures as well as the world-famous Rosetta Stone! Can’t wait….
A: Well…I’d rather not. The British Museum must be great but it’s so big! It will take us at least
3 hours to look around….
S: To tell the truth, I’d prefer to go straight to Covent Garden and do some shopping!
A: Nah, I don’t think that’s a good idea. We can go shopping some other time! What about vi-
siting the Tower of London instead? It is the home to the Crown Jewels, isn’t that great? I can’t
wait to see the queen’s crown.
S: I’d rather not. Not this afternoon anyway….It will be overcrowded!
A: But the Tower of London is over a thousand years old!!
S: I know but I don’t feel like seeing it this afternoon. How about taking a ride in the London
Eye? The view must be fantastic from the top!
A: I think so, yeah….but….are you sure you don’t want to visit a museum? What about Madame
Tussauds? You thought the Musee Grevin was so fantastic when we last visited it in Paris.
S: Let us visit Madame Tussauds tomorrow, okay? But why don’t we visit the Sherlock Holmes
Museum this afternoon? Adrian, you’re an absolute fan, aren’t you? Besides you told me you’ve
always wanted to see Baker Street!
A: Now that sounds like a wonderful plan. Let’s go!
S: I’m so excited!
c
c Séquence 12
Exercise 13
Faire des suggestions Let’s look…

Why don’t we visit…?
What about visiting…?
How about taking…,
What about Madame Tussauds?
Let us visit…
Décliner une proposition I’d rather not.
To tell the truth,….
I’d prefer to go to….
I don’t think that’s a good idea.
We can…some other time!
Accepter une proposition yeah, great!
I like that idea!
Now that sounds like a wonderful plan!
Let’s visit…then!
It’s going to be fantastic!
I’m so excited!
Une structure particulière, avec laquelle il faut employer un verbe en ING :

– How about visiting…. !
– What about visiting… !
Pour schématiser :
– Why don’t we + V?
– Let’s + V!
– What about + Ving?
– How about +Ving?
– What about + Nom (ex : What about the British Museum?)
Exercise 14
Pour décliner une proposition, tu as plusieurs options :
Tu dis que tu n’en as pas très envie :
ex : I don’t feel like +Ving….
Tu dis que ce n’est pas une bonne idée d’après toi :
ex: I don’t think that’s a good idea!
Tu dis que tu préfèrerais faire autre chose :
ex: I’d rather + V
Ex : I’d prefer to + V
Step 5
Séance 4
Sherlock Holmes and his friend, Doctor Watson, lived in a Victorian house at 221b Baker
c
Séquence 12 c
Street between 1881-1904, according to the stories written by Sir Arthur Conan Doyle.
Exercise 16
1- Armchair
2- Fireside/fireplace
3- Shelves
What’s the weather like?
Exercise 17
I think Sherlock Holmes is rather tall and slim. He probably has black hair and dark eyes. His
nose is very thin and hawk-like (a hawk: faucon). He has a pointed chin and thin lips.
Exercise 18
– Height:  tall
– Build:  thin
– Hair:  dark
– Eyes:  grey
– Lips:  thin
– Nose:  hooked
– Outfit:  deerstalker hat
– Equipment:  magnifying glass
Script
Holmes was tall and thin. He had black hair and grey eyes, thin lips and a hooked nose.
Sherlock Holmes was always very easy to recognize. He wore a «deerstalker» hat and a
matching suit and always smoked a pipe. He also carried a magnifying glass to help him more
closely at the clues he found.
c
c Séquence 12
Step 6
Séance 5
Exercise 19
Solution
+ + W E A P O N + +
+ + + + + + + + + +
+ E C N E D I V E W
R A L G R U B E I C
+ + + + E F P T L +
+ + + V E A N U + +
+ + L I C E E + + +
+ O H S S S + + + +
S T E S T I M M O C
+ + + + + + + + + +
Exercise 20
burglar: cambrioleur
clues: indices
commit: commettre
escape: fuir – s’enfuir – s’échapper
evidence: preuve
solve: résoudre
thief: voleur
weapon: arme
witness: témoin
Exercise 21
Holmes never exercised for the fun of it but he was always fit and ready for the action that took
place in the stories. He was very good at boxing or at Baritsu- (a form of martial art). He was
also good at fencing.
Holmes stayed up late and got up just as late in the morning! He smoked a lot. He loved his
pipe! Holmes was scrupulously clean and was always dressed neatly-He enjoyed wearing a
Deerstalker cap. Holmes was quick at solving even difficult cases. When he was not involved in
a case, he became lazy. Holmes enjoyed listening to music and he was keen on going to various
concerts. He played the violin and his favourite musicians were German. Holmes seemed to be
a cold person at first but he was not. He cared deeply about his friends and was concerned for
Watson.
Vocabulary:
Neatly, deeply sont des adverbes.
Deeply: profondément
Exercise 22
Entraîne-toi à la lecture à haute voix. Tu vas écouter quelques phrases du texte ci-dessous sur
Sherlock Holmes.
1- Holmes was quick at solving even difficult cases.
2- When he was not involved in a case, || he became lazy.

c
Séquence 12 c
3- Holmes enjoyed listening to music || and he was keen on going to various concerts. He
played the violin || and his favourite musicians were German.
4- Holmes seemed to be a cold person at first || but he was not. He cared deeply about his
friends || and was concerned for Watson.
Séance 6
Step 7
What do you call the sort of shop where you can buy books? Bookshops.
Ces mots qui nous semblent faciles à comprendre en anglais, comme ‘library’ mais qui se
révèlent trompeurs sont des faux-amis.
Susan is thrilled: she found a detective novel written by ‘the Queen of Mystery Fiction’.
can you guess the name of the author? Agatha christie.
Exercise 23
Ordre chronologique:
5.4.6.9.2.7.10.8.3.1
Exercise 24
It is 9.20 p.m all the guests are gathered in the drawing room.
The butler is serving coffee.
The ladies are sitting on a sofa, chatting.
Wiliam Blore is studying a statue.
General Macarthur is playing with his white moustache.
Philip Lombard is reading Punch Magazine.
Exercise 25
Script
What were the guests doing when they heard the voice?
It had been a very good dinner: the food had been good, the wine perfect. Everybody was
happy and having a good time.
In the drawing room, the windows were open on to the terrace and the sound of the sea mur-
muring against the rocks came up to them.
c
c Séquence 12
The ladies, Emily Brent and Vera Clayhorne, were sitting on a sofa, chatting pleasantly about
some people they both knew.
William Blore was studying with naïve surprise a statuette supposed to be a female figure. Ge-
neral Macarthur was playing with his little white moustache, thinking how good the dinner had
been. Philip Lombard was turning over the pages of Punch Magazine.
Roger, the butler, was serving coffee….
Suddenly, they all heard a terrible voice: ‘ Ladies and gentlemen, silence please!’
Everyone was surprised. They looked at each other: Who was speaking?
The voice continued: ‘You are charged with the following murders….’
When they heard the voice,

- Philip Lombard was reading...
- General Macarthur was playing...
- William Blore was studying...
- The ladies were chatting.
- The butler was serving coffee.
Philip Lombard était en train de lire.

Forme verbale : was reading
BE au passé + V + ing
The ladies were chatting.
Mot qui introduit l’interruption: when (suddenly)
Le temps utilisé dans la phrase qui suit est le prétérit (simple past).
Séance 7
Step 8
Exercise 27
Voir corrigé ci-dessus.
Identifie le temps auquel se trouve la forme verbale was playing : passé be+ing
Identifie le temps auquel se trouve la forme verbale broke out : simple past (preterite)
Quelle forme verbale décrit le « cadre» ? passé be+ing
Quelle forme décrit l’événement tragique ? preterite
Quel mot introduit le « cadre» ? while
As-tu deviné le sens du mot while? Pendant que
Exercise 28
1- The lady was sleeping when the burglar broke into the house.
2- The children were playing in their room when their mum said: ‘Dinner’s ready!’.
3- Policemen were talking to some neighbours when the criminals attacked the old lady.
c
Séquence 12 c
4- The man was watching TV when the bell rang.
5- Sherlock Holmes and Dr Watson were examining a hat when they heard a strange noise in
the hall.
Exercise 29
1- While the lady was sleeping, the burglar broke into the house.
2- While the children were playing in their room, their mum said: ‘Dinner’s ready!’.
3- When the criminals attacked the old lady, policemen were talking to some neighbours.
4- When the bell rang, the man was watching TV.
5- While Sherlock Holmes and Dr Watson were examining a hat, they heard a strange noise in
the hall.
 Tu as remarqué que l’on peut commencer la phrase à la fois par ‘while’ + passé be+ing et par
‘when’ + prétérit.
Exercise 30
leap leapt bondir

spring sprang bondir
wake up woke up Se réveiller
say said dire
come came Arriver, parvenir
Exercise 31
– Rogers dropped the coffee tray.
– Lombard leapt to the door and opened it briskly.
– Mrs Rogers fainted away.
– Anthony Marston sprang to give a hand/ to help Lombard.
– Vera cried out: ‘Who was speaking? Who???’
– General Macarthur mumbled: ‘What kind of joke was that?’
– Blore mopped his face with a hankerchief.
– The Judge scratched his ear with his hand.
Quelles sont les phrases (en 1 ou en 2) qui font avancer le récit ?
Les phrases 2 font avancer le récit.
c
c Séquence 12
Exercise 32
– On sait ce que Rogers faisait.
– On sait ce qu’il a fait après.
– On a une suite d’événements.
– On sait ce qui s’est passé.
1
3
3-4
2-3-4
– On a le décor de la scène, la toile de fond. 1
Un événement s’est produit (………2……..) pendant qu’un autre s’accomplissait
(……………1……………).
Exercise 33
– parlaient
– examinait – était en train d’examiner

– examina
– parla à/s’adressa à
– parlait
Was+ing : imparfait en français
Ved : passé simple en français1- Little Red was picking flowers when the wolf arrived.
2- Little Red arrived at her grandma’s place and knocked on the door.
3- Grandma was sleeping when the wolf arrived.
4- The wolf arrived while grandma was sleeping.
5- While Little Red was picking flowers, she ran after a rabbit.
Séance 8
Exercise 1
1- Buckingham Palace : queen’s Royal Residence
2- Picadilly Circus : busy plaza
3- Hamleys : toy store
4- Madame Tussauds : wax museum
5- London Eye : a big wheel
6- Tower of London : home to crown jewels
7- British Museum : museum of History
8- Sherlock Holmes Museum : museum dedicated to famous detective
Exercise 2 c
Séquence 12
1- If I go to New York, I’ll be able to visit the Empire State Building and see the Statue of Liberty.
2- If I go to Spain, I’ll be able to speak/listen to some Spanish. I’ll be able to have some paella!
c
3- If I go to Scotland, I’ll be able to see Loch Ness.
4- If I go to England, I’ll be able to visit London, Stonehenge, Windsor and Oxford. I’ll be able
to have a cup of tea with scones and have the traditional fish and chips!
5- If I go to Paris, I’ll be able to visit fabulous places such as Le louvres Museum, Place de la
Concorde, The Champs Elysées and Notre-Dame. I’ll be able to have dinner in nice Parisian
restaurants.
1- If I go to Spain, I (certainly) won’t be able to see the Coliseum (because it is in Rome).
2- If I go to Buckingham Palace, I won’t be able to meet the Queen!
Exercise 3
1- Let’s play cards!
2- How about listening to music in my room?
3- What about playing video games at home?
4- Why don’t we go to the movies/to the pictures?
Exercise 4
1- I’d rather not, thank you. I don’t want to play tennis, sorry.
2- Yeah, great! I like that idea! Let’s do some cooking!
3- Now that sounds like a wonderful plan! Let’s go rollerskating!
4- To tell the truth… I don’t think that’s a good idea. There isn’t enough wind. I’d prefer to go
swimming instead.
Exercise 5
1- slippers
2- shelves
3- armchair
4- deerstalker hat
5- syringe
6- magnifying glass
7- fireplace
c
c Séquence 12
Exercise 6
1- What is John like?
2- What does he like?
3- What does he look like?
a) 1
b) 2
c) 3
d) 2
e) 3
f) 1
Exercise 8
1- The children were playing ball in the park.
2- The Simmons were having dinner in the kitchen.
3- Mr Marstons was reading the newspaper in the living room.
4- My friend Lynn was doing her homework in her bedroom.
5- Police Constable Pegg was watching a suspect in the street.
Last night at 7.30/At 7.30 p.m. yesterday, I was reading a book/having dinner/watching a mo-
vie/having a shower/doing my homework/writing an email/chatting on the internet.
Exercise 9
1- The man was walking down the street when suddenly he heard a terrible scream.
2- Peter was coming out of his girlfriend’s house when it started to rain.
3- While the wolf was having a rest, the woodcutter arrived.
4- Little Red and her grandma were having cookies when the Wolf knocked on the door.
5- The Wolf ate grandma up, while Little Red was screaming.
Exercise 10
1- While Cinderella was crying, the fairy Godmother arrived and said
‘What’s wrong my darling?’
2- The Prince found one of her slippers, while Cinderella was running away.
3- When the suspect broke into the old lady’s house, she was feeding her cat.
4- The voice accused the guests of murders while the guests were chatting in the
drawing room.
5- Mrs Rogers was preparing some sandwiches when she heard Vera scream.

Ebook Cours CNED Cinquieme - Anglais LV1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ebook Cours CNED Cinquieme - Anglais LV1

Uploaded by

Copyright:

Available Formats

Sommaire

Séquence 2 Pioneers page 32

Séquence 3 Tales page 60

Séquence 4 Tales (part 2) page 98

Séquence 5 Portraits page 136

Séquence 6 Jobs page 174

Séquence 8 Animals and pets page 32

Séquence 9 Sports page 64

Séquence 10 Traditions page 90

Séquence 11 Crime and mystery fiction page 118

Séquence 12 London and Sherlock Holmes page 158

Le caractère rigoureux et méthodique de l’entraînement dans chacune des activités langagières,

On voit là l’importance attachée par les concepteurs à la construction des compétences

Directeur de la publication Serge Bergamelli

Séance 3 Argumenter un Expressions Comparatif Inférence textuelle

Séance 4 Poser des Manhattan Simple past Écoute et prise de

What are Susan and the kids going to do?

Listen and write the dialogue.

- Susan: ………………………………………………………………………………………… ..................

- Ethan: ………………………………………………………………………………………….. ................

- Katie: ……………………………………………………………………………………… ......................

O Les cheveux, mes cheveux…

Katie: I’m washing my hair.

Susan: Your hair? I thought you washed it an hour ago!?

Susan: So why are you washing it again, then?

k She’s got _ dark hair_.

Just give me a minute.

Hurry up! Don’t go without me.

Expressing impatience Asking someone to be patient

- elles contiennent un mot que tu connais, et dont le sens ne convient pas

- leur sens est transparent

- il n’y a pas de sujet

- le sujet ne correspond pas à « Je ».

Tu as trouvé : l’expression recherchée est : ………………………………………. ........................

‘What do you do?’

The Body Shop Aldo’s

Thanks a lot, Love

O On the one hand… k D’un côté,

Susan, Katie and Ethan took the Elevator to ‘Top of

ROCKEFELLER CENTER TOP OF THE ROCK

Open from ………….. to ……………… ...........................

Address: …………., Rockefeller Plaza, …………. floor.

…………….. degree views of ‘the ………………………..’

(name given to New York by its inhabitants).

Rockefeller Center is composed of …………..................

Construction began in ………………. ............................

THE STATUE OF LIBERTY

Inaugurated in: …………… .............................. ……

Symbolizes: ……………… ......................................

Emblem of: ……………… ......................................

Country of origin: ................................................

THE EMPIRE STATE BUILDING

Address: Between ……………. Street and ………

The place New Yorkers ……… ..............................

In Central Park, you can ............…..,

when construction Empire State Building the begin did of the ?

Présent simple Prétérit

No smoking Smoking is allowed

Can you trace their route on the map?

- The subway was crowded with tourists.

- Wow, your roller blades are cool!

- Roller blades are forbidden in that area.

- Roller blades are not allowed in this section of the park.