livre du professeur - Ressources pédagogiques en français pour LP

Transcription

quick start
livre du professeur
CAP
ANGLAIS
ANGÈLE COHEN
JUDY MARTINEZ
Couverture : Guylaine Moi
Maquette intérieure : Christine Bossard
Réalisation intérieure : Christine Bossard
www.hachette-education.com
© HACHETTE LIVRE 2005, 43 quai de Grenelle 75905 Paris Cedex 15
I.S.B.N. 2 01 11 6619 5
Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.
Le Code de la propriété intellectuelle n’autorisant, aux termes des articles L. 122-4 et L. 122-5, d’une part, que les « copies
ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une utilisation collective », et, d’autre part, que « les analyses et les courtes citations » dans un but d’exemple et d’illustration, « toute représentation ou
reproduction intégrale ou partielle, faite sans le consentement de l’auteur ou de ses ayants droit ou ayants cause, est illicite ».
Cette représentation ou reproduction, par quelque procédé que ce soit, sans autorisation de l’éditeur ou du Centre français
de l’exploitation du droit de copie (20, rue des Grands-Augustins, 75006 Paris), constituerait donc une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.
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Introduction
Quick Start est un manuel conçu pour répondre aux besoins des élèves et adultes désireux de passer avec succès l’épreuve de CAP.
ORGANISATION DE L’OUVRAGE
Elle est fondée sur une progression linguistique qui reprend les structures grammaticales fondamentales et
sur un choix de thèmes qui permet une appropriation et une consolidation du lexique de base.
LES COMPOSANTES DU MANUEL
La page d’ouverture indique le titre et la liste des objectifs qui permettent à l’enseignant d’organiser sa progression pédagogique. Elle est aussi très utile aux apprenants responsables qui souhaitent revenir sur certains points du manuel.
SPEAK, READ and LISTEN
Cette double page a pour objectif de développer ces trois compétences qui ne sont jamais exclusives l’une de
l’autre, mais plutôt interactives. En effet, tout travail de compréhension orale ou écrite est toujours accompagné d’un travail d’expression orale, et vice versa.
Speak
EXPLORE the photos
On introduit la structure grammaticale en prenant appui sur les photos de la double page.
Deux activités sont proposées pour pratiquer cette structure. Les élèves ont à leur disposition un ou deux
exemples qui leur servent de guide et un Wordbox qui comporte les mots dont ils auront besoin.
1 Les élèves lisent les exemples et complètent les amorces qui leur sont fournies. Nous conseillons aux
enseignants, dans cette première phase, de faire participer le plus d’élèves possible. Pour les plus faibles, on
se contentera de leur faire répéter ce que leurs camarades ont produit.
2 Dans une deuxième activité, la structure est reprise dans une autre situation de communication qui permet l’appropriation d’un autre aspect de la structure (forme interrogative, négative, présence d’un pronom
interrogatif, etc.).
PRONOUNCE in rhythm Workbook
3 Il nous a semblé utile de fixer cette structure par l’écoute d’un dialogue court et facile.
4 Après l’écoute, les élèves répètent chaque phrase du dialogue, puis le complètent dans leur Workbook.
Nous attachons une grande importance à cet entraînement phonétique qui va les aider, non seulement à avoir
une prononciation correcte, mais aussi à mieux comprendre l’anglais oral.
PRACTISE in situation
5 Dans cette activité de jeu de rôles, les élèves sont moins guidés. Nous pensons qu’à ce stade, ils se sont
appropriés la structure grammaticale et sont en mesure de l’utiliser de manière autonome. Il faut les inviter
à se servir du Wordbox en cas de besoin.
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Read...
Nous proposons un texte court et facile qui comporte de nombreuses occurrences de la structure abordée. Ce
texte va servir de modèle pour le travail d’écriture qui se trouve en fin de kit. Une fiche de compréhension
est proposée dans le Workbook.
Nous avons sélectionné des textes qui sont souvent des témoignages concernant des faits de société. Tous les
textes qui apparaissent dans le manuel évoquent des personnes authentiques qui nous font part de leur vie quotidienne, de leurs loisirs, de leur expérience. Ils nous font découvrir leur pays, leur lieu de travail, leur métier.
Si vous allez à New York, allez visiter le magasin de Mr Myers of Keswick, vous y goûterez sa fameuse marmite.
Dans l’élaboration de la fiche de compréhension, nous avons choisi de donner les consignes en anglais car
nous sommes convaincues que, plus on lit une langue, plus on la comprend. Nous nous sommes efforcées de
formuler les consignes de manière très simple pour ne pas accroître les difficultés.
Pour aider les élèves à comprendre un document écrit, nous proposons différentes stratégies de compréhension telles que le repérage de mots récurrents et de mots transparents, l’inférence grâce au contexte, la
logique, etc.
Observe the grammar
Après la prise de contact avec la structure grammaticale et l’appropriation qui a eu lieu pendant les phases
de SPEAK et READ, nous proposons un travail de réflexion sur la langue.
Dans un premier temps, l’élève observe le fonctionnement de la structure à travers les exemples qui lui sont
proposés, puis réfléchit sur ce fonctionnement, et enfin procède à des déductions.
Listen...
Les dialogues que nous proposons sont simples et portent toujours sur le thème du kit. Ainsi, les élèves ne
vont pas dans l’inconnu.
Cependant, nous savons que la compréhension de l’oral demeure un exercice très difficile. Cette difficulté provient souvent de l’impossibilité de décoder un mot qui est souvent compréhensible à l’écrit, mais incompréhensible à l’oral. C’est pourquoi le questionnaire que nous fournissons dans le Workbook est construit de
manière à éclairer les mots qui posent problème et à attirer l’attention sur les éléments les plus significatifs.
Mise en œuvre
Les élèves écoutent le dialogue une première fois et prennent des notes. Souvent, nous leur demandons de
repérer les intrus dans une liste de mots que nous leur fournissons. Ce travail est la première étape dans la
compréhension du document. Ils peuvent déjà avoir une idée du sujet de la conversation.
On peut repasser une deuxième fois l’enregistrement pour les élèves moins vifs qui n’ont rien pu cocher.
Le professeur peut demander aux élèves d’émettre des hypothèses sur le contenu du document, hypothèses
qu’il écrira au tableau pour procéder plus tard à une vérification collective.
Ces hypothèses auront été fondées non seulement sur les mots repérés, mais aussi sur les intonations de voix
qui peuvent exprimer la joie, la peur, la colère (indices qui ne nécessitent aucune connaissance de la langue), sur les bruits (bruits de fourchettes, sonnerie de téléphone, collision de voitures…), autant d’éléments
qui aideront les élèves à comprendre la conversation.
Ensuite, on leur demandera de répondre aux questions qui figurent dans la fiche de compréhension.
Il est conseillé de passer l’enregistrement autant de fois qu’il est nécessaire, et en écoute éclatée, pour permettre à tous les élèves de trouver les informations qui leur sont demandées. Cependant, il faut limiter le
temps, d’une part, pour habituer les élèves à travailler vite, d’autre part, pour ne pas consacrer plus d’une
heure à cette activité qui, si elle dure, perd de son intérêt.
Après ce travail détaillé sur le document, il est utile de faire une synthèse en demandant aux élèves de rendre compte de l’ensemble du document.
Ce travail peut se faire à l’oral dans une prise de parole en continu. Dans une classe fragile, il est conseillé
de faire travailler les élèves deux par deux. Ils pourront s’entraider pour produire ce petit compte-rendu.
À la suite de leur production, ils pourront compléter dans le Workbook le compte-rendu que nous proposons.
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Grammar
Après la réflexion sur la langue à laquelle nous avons procédé dans la rubrique Observe the grammar, nous
énonçons les règles de grammaire que les élèves doivent apprendre pour produire des phrases correctes.
Les exercices qui suivent sont une application directe de ces règles.
Tous les exercices sont rédigés en contexte pour consolider le lexique acquis au cours du kit.
Des exercices supplémentaires figurent dans le Workbook.
Read More
Pour développer la compréhension de l’écrit, nous proposons un texte plus long, et légèrement plus complexe.
Mise en œuvre
Dans un premier temps, on laisse les élèves se confronter au texte et on leur demande de répondre aux questions qui leur sont posées. Si la majorité des élèves se sent perdue, on attirera leur attention sur les éléments
périphériques tels que le titre, la source du document, l’aspect (blog, lettre, email…), mais aussi sur les mots
récurrents, les mots commençant par une majuscule, les chiffres… pour les mettre sur la voie.
Dans tous les cas, on les laissera travailler seuls ou pour les plus faibles, deux par deux, et on procédera à
une correction collective après deux ou trois questions pour harmoniser la compréhension.
Pour cette activité aussi, il est préférable de limiter le temps afin d’habituer les élèves à se concentrer et à
travailler vite.
À la fin de la séance, on peut demander un compte-rendu oral pour faire un bilan de ce qui a été compris.
Write
Même si le travail demandé n’est qu’un travail d’imitation du premier document écrit, cet exercice reste une
tâche difficile pour la majorité des élèves. En effet, c’est l’aboutissement de tout l’apprentissage puisque
cette activité met en jeu de nombreuses compétences. C’est pourquoi nous donnons systématiquement un
guidage pour les aider à structurer leur production.
Mise en œuvre
Avant de se lancer dans cette tâche, les élèves doivent avoir leur manuel ouvert à la page du document modèle qu’ils doivent lire une ou deux fois. Ils produiront leurs phrases en suivant le guidage et en utilisant la
page Words en cas de besoin.
Words
Nous savons tous que les difficultés des élèves ne proviennent pas seulement de leurs lacunes grammaticales, elles sont aussi dues à la pauvreté de leur vocabulaire.
Aussi pour fixer et consolider leurs connaissances lexicales, nous consacrons une page au vocabulaire étudié
dans le kit intitulé Words suivi d’exercices d’application de ce vocabulaire Use the words.
Cette page de référence pourra être utilisée pour toutes les tâches qui leur sont demandées tout au long du
kit (compréhension des documents écrits, expression orale, production écrite).
Nous conseillons à l’enseignant de faire apprendre ce vocabulaire par tranches de dix mots après chaque séance. On leur fait cocher le vocabulaire étudié pendant le cours. Ainsi, nous espérons qu’à la fin de l’exploitation totale du kit, les élèves auront acquis l’ensemble du contenu de la page.
Les exercices qui suivent portent principalement sur le lexique de la page. Ils sont simples et variés. On y
trouve des exercices à trous, des recherches de synonymes et d’antonymes, des classements de mots par catégorie…
Dans le Workbook les élèves trouveront d’autres exercices qui font appel à un lexique plus large. Certains
portent sur la formation des mots, d’autres sur le champ lexical autour d’un mot, d’autres sont plus ludiques
comme la « soupe aux lettres », les mots croisés ou la chasse à l’intrus.
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RECAP et METHOD
Toutes les trois unités, nous avons inséré soit deux pages de RECAP (Recap level 1 et Recap level 2) soit
une page RECAP et une page METHOD.
L’objectif de RECAP est de réviser des points de grammaire étudiés dans les trois kits précédents. Nous avons
choisi de faire deux niveaux en raison de l’hétérogénéité fréquente des classes de CAP.
Nous pensons que les élèves, dans leur majorité, doivent pouvoir faire le niveau 1. Le niveau 2 sera donné
aux élèves plus rapides qui ont fini le premier niveau.
Trois fiches METHOD sont destinées à aider les élèves dans leur apprentissage. On y trouve une fiche consacrée
à l’utilisation du dictionnaire, une préparation à l’examen avec une marche à suivre et un sujet d’examen.
Matériel pédagogique
Le CD comporte :
– les exercices de prononciation ;
– les dialogues destinés à la compréhension orale ;
– les comptes-rendus de ces dialogues ;
Le Workbook comporte :
– la transcription de tous les documents oraux ;
– des exercices grammaticaux et lexicaux.
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Sommaire
Kit
Kit
Kit
2 Home and work
RECAP
Kits 1, 2, 3
Kit
Kit
Kit
4 Parents and relatives
RECAP
Kits 4, 5, 6
Kit
Kit
Kit
7 Helping others
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9
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13
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17
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21
1 Pleased to meet you
3 Get ready!
5 Daily lives
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23
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27
6 Cars, buses, bikes...
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31
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36
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43
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49
8 Spend, spend, spend
9 Special events
39
RECAP Kits 7, 8, 9 ................................................................................................................................................................................. 54
METHOD ........................................................................................................................................................................................................................ 55
Kit
Kit
Kit
Kit
Kit
Kit
10 You can do it!
11 Driving matters
12 A new life
61
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65
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14 No place like home
69
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73
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79
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84
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85
15 Save the planet
16 Pet love
57
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13 What happened?
TAKE YOUR EXAM
Kit
Kit
.........................................................................................................................................................................
17 Eating matters!
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7
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Kit 1 Pleased to meet you
Introduction
When you travel for the first time and are introduced to people
it is sometimes hard to know what to say. This chapter not only
introduces the basic verb “be”, it also gives your students the
vocabulary they need to meet people. Being able to say
“Pleased to meet you” is essential for basic communication.
This kit will also introduce your students to New Zealand and
even encourage them to find out more about this wonderful
country on their own.
OBJECTIFS
Grammaire
• Le verbe be
• Les pronoms personnels
• There is, there are
Lexique
• Les adjectifs de nationalité
• Les noms de pays
• Les loisirs
Fonctions
• Se présenter
• Dire son âge
Speak
page 10
EXPLORE the photos
Cette rubrique permet une première approche du verbe be que nous nous proposons d’étudier.
Les photos sont complémentaires. Le jeune Hemi nous présente ses amis. Nous avons choisi un jeune maori
pour que l’élève sente qu’il va apprendre quelque chose de différent de ce qu’il a déjà vu. Hemi va nous
parler de son pays et de ses activités quotidiennes. Nous espérons ouvrir des horizons nouveaux à nos
élèves.
Nous avons fourni un Wordbox par catégories : pays, nationalités et nombres. Les élèves ont tous les éléments à leur disposition pour se présenter. Ainsi tous les élèves, même les plus faibles peuvent s’exprimer.
1 Les élèves apprennent ou réapprennent à utiliser le verbe be à la forme affirmative ainsi que les pronoms
personnels.
Avant de lancer les élèves dans cette tâche, il est bon de s’assurer qu’ils associent correctement chaque drapeau au pays qui lui correspond pour éviter les confusions.
Fabiola is Brazilian, Li is Japanese, Sally is Irish, Aisha is from Lagos and Johan is Norwegian.
2 Dans cette activité, les élèves sont appelés à manier les formes interrogative et négative.
Nous introduisons aussi l’expression : how old.
Il est conseillé de passer le temps nécessaire pour s’assurer de la maîtrise de cette structure.
3 On fait écouter tout le dialogue entre Hemi et François une première fois. Ensuite, on fait répéter chaque
réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique et
faire répéter certains mots ou expressions qui apparaissent dans le dialogue, par exemple : pleased to meet you.
4 On fait ensuite compléter le dialogue dans le Workbook.
On peut aussi faire lire la conversation par deux élèves et si la classe est motivée, faire jouer le dialogue,
les workbooks fermés.
Hemi – Hi. I’m Hemi. What’s your name?
François – I’m François.
Hemi – Francois! I’m very pleased to meet you, François.
François – I’m pleased to meet you too.
Hemi – François. Your name is French. Are you from France?
François – Yes I am. But my father is American. Are you Australian?
Hemi – No, I’m not. I’m from New Zealand.
François – I’m 17. How old are you?
Hemi – I’m 16.
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Transcript
5 Cette activité va permettre aux élèves de réemployer de manière plus autonome la structure be aux formes affirmative, interrogative et négative.
Ce jeu de devinettes motive habituellement les élèves.
Read...
page 11
Hemi, the Maori
On peut attirer l’attention des élèves sur l’aspect physique du document et leur demander de dire quel type
de document ils lisent. Ici il s’agit d’une page web de Hemi.
Ensuite, on les laisse le lire silencieusement. Le vocabulaire ici ne présente pas beaucoup de difficultés.
Cependant, si certains mots restent incompris, on peut renvoyer les élèves à la page Words.
On peut aussi demander aux élèves de dire en français ce qu’ils ont compris sans les corriger. À ce stade du
travail, il est conseillé de ne pas déflorer le sens du document.
Ensuite, on leur demande de faire la compréhension qui figure dans le Workbook. C’est au cours de la correction collective que le sens du texte sera éclairé par l’ensemble de la classe.
Il faut éviter de donner la solution trop tôt. Cela ne fait qu’accroître la passivité des élèves peu motivés.
and understand Workbook
1.
2.
3.
4.
How old is Hemi? Hemi is 16.
Is Hemi American? No he isn’t. He’s from New Zealand.
Are his languages English and French? No they aren’t. His languages are English and Maori.
Right (R) or wrong (W)?
a. W His town is Sydney.
b. R His town is near the sea.
c. W The beaches are small.
5. Link the words on the left with the corresponding activities on the right.
night club ➜ partying and dancing
football
➜ stadium doing sport
computer ➜ chatting on the Internet
swimming ➜ pool swimming
beach
➜ running
Observe the grammar
1. ’m, am, are, is. Il y a trois formes + une forme contractée. Les sujets sont I, My hobbies, the sunshine, it.
On utilise ‘m/am à la première personne. On utilise are avec we et they ou un sujet au pluriel comme hobbies et on utilise is à la troisième personne. Is et are sont aussi utilisés avec there is, there are.
2. Pronoms personnels sujets : I, it.
3. « Il y a » est invariable en français alors qu’en anglais, il s’accorde avec le nom qui le suit.
Listen...
page 11
Meet Hemi’s family Workbook
Hemi invites Jenny to his home in New Zealand. Jenny arrives with a lovely present for his family. At least she
thought it was a lovely present! Is it the ideal thing to give a picture of the English rugby team to an All Black?
The haka at the end of the short play is sure to please your students. What do they think is a suitable present
for an All Black?
Hemi – So, welcome to New Zealand, Jenny. This is my mum and dad,
Transcript
Geena and Fred.
Jenny – Hello I’m pleased to meet you.
Fred – We are pleased to meet you too Jenny.
Geena – So, you’re from England, is that right?
Jenny – Yes, I am. This is for you.
Geena – Oh thank you. You are so kind. It’s um it’s um – oh it’s a picture oh look Fred it’s a picture of …
.../...
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.../...
Jenny – The English rugby team!!
Fred – The English rugby team!! Are you a fan?
Jenny – Yes my dad is part of the English team. There he is.
Hemi – And my dad is part of the All Blacks – the New Zealand team.
Fred – Yes we are adversaries.
Jenny – Oh!
Geena – But we are very happy with the photo Jim. Thank you.
Fred – Yes, thank you. Here is a present for your dad. It’s a Maori Haka Cd!!
and Write Workbook
Compte-rendu
Meet Hemi’s family
Jenny is with Geena and Fred. She is very kind and she has a present for them. It’s a photo of her dad.
He is a member of the English rugby team. They are not very happy with the photo. Fred is a member of
the All Blacks. They are the national New Zealand team. Fred has a Haka for Jenny’s father.
Grammar
page 12
Entraînez-vous
1
Complétez avec is, are, is not, are not
1. Hemi and his parents are from New Zealand.
2. Are you American?
3. Is he Japanese?
4. No, he is not Japanese, he is Chinese.
5. Are they from China?
6. We are Peruvians, we are from Mexico.
2 Complétez avec les pronoms personnels appropriés.
1. I am Brazilian.
2. John is American. He is 19.
3. My grandparents are old. They are 80.
4. My brother and I are tall and we are also very strong.
5. Are you from Spain? No, we are from Chile.
3 Complétez avec there is ou there are.
1. There are three American girls in the pub.
2. There is a Chinese boy in the shop.
3. There are two Indian women in the car.
4. There is a Japanese radio on the table.
4 Traduisez.
1. J’ai 17 ans. I’m 17.
2. Nous avons froid. We are cold.
3. Elle a faim. She is hungry.
4. Vous avez raison. You are right.
5. Ils ont de la chance. They are lucky.
6. Il y a 5 garçons sur la plage. There are five boys on the beach.
5 Dites de quel pays de la liste A viennent les personnes de la liste B.
Ex. : Peruvians are from Peru.
Australians are from Australia.
Germans are from Germany.
New Zealanders are from New Zealand.
Moroccans are from Morocco.
Norwegians are from Norway.
Irish people are from Ireland.
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Algerians are from Algeria.
Americans are from the USA.
Tunisians are from Tunisia.
Indians are from India.
Spaniards are from Spain.
Brazilians are from Brazil.
Nigerians are from Nigeria.
Read More
page 13
An e-mail home
Ce document est plus long et comporte un vocabulaire plus riche.
Ici aussi le document est un email.
Avant de faire faire le feedback, on peut demander en français aux élèves de relever les mots en majuscules
pour les aider à se faire une idée du contenu du document.
Ce document peut être l’occasion de faire un peu de géographie et d’apprendre les points cardinaux : west,
east, north, south. On fait situer la Nouvelle-Zélande, puis on demande aux élèves de dire ce qu’ils savent de
ce pays, de ses premiers habitants, les maoris et de son peuplement. Ensuite, on situe Kapiti island.
On attire aussi l’attention des élèves sur la photo de l’homme sur la plage pour leur faire prendre conscience
du décalage climatique entre l’hémisphère nord et l’hémisphère sud avec la célébration de Noël en été.
On laisse les élèves se confronter au texte et ensuite on procède à la correction qui doit toujours venir des
élèves.
Feedback
1. Eddy and Serena. They are in New Zealand.
2. New Zealand is composed of two islands: the North and South.
3. New Zealand is in the Southwest Pacific Ocean.
4. The capital of New Zealand is Wellington.
5. When it is winter in Europe, it is summer in New Zealand.
6. So, New Zealanders celebrate Christmas in summer.
7. On Kapiti Island there is a nature reserve.
8. A Kiwi is the name of a person and the name of a bird.
À la fin de la séance, on peut demander aux élèves un petit compte-rendu oral pour les habituer à prendre
la parole. Dans le cas d’une classe faible, on se contentera d’une seule phrase par élève.
Write
Le texte qu’on attend des élèves prend pour modèle le texte Read page 11. On peut obtenir ceci :
Hi, I’m François. I’m from France. I’m 17 and I live in Bolbec in Normandy. My language is French. My hobbies are running, going to the cinema and dancing rock and roll. There are long beaches near my town.
Bolbec is warm in summer. It is very cold in winter.
Words
page 14
USE the words
1 people: dad – friend – inhabitant – mum
places: reserve – island – village – beach
2 1. Christmas is on the 25th of December.
2. In New Zealand the weather is hot at Christmas.
3. There is a lot of sunshine all day. So, swimming is very popular.
4. New Zealand is an island.
5. Kiwi is the name of a bird and of a New Zealander.
3 1. horrible/lovely
2. miserable/happy
3. serious/funny
4. young/old
5. cold/warm
6. ill/fine
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Kit 2 Home and work
Introduction
We spend most of our time either at work or at home, so it is
helpful to know the vocabulary needed to talk about these environments. As in all the kits, our texts focus on places that
actually do exist. They concern real people who work and play
like us. This has been a constant factor underlying all the texts
we have used in QUICK START. The choice of the Myers old-fashioned shop, on page 17, is two-fold. The student will learn how
to describe a shop and, at the same time, find out about typical English products that really do exist. Throughout our book
we place great importance on the informative and cultural value
of our texts. Why not drop in and visit Myers of Keswick next
time you are in New York!
Speak
OBJECTIFS
Grammaire
• Have / have got
• Les prépositions
Lexique
• La maison
• Les aliments
Fonctions
• Dire ce que l’on possède
page 16
EXPLORE the photos
Nous avons choisi un salon assez désuet car nous pensons que l’esprit conservateur de Mr Myers qui transparaît
à travers son magasin ne peut tolérer la modernité.
1 Avant de commencer l’exercice, on attirera l’attention des élèves sur le Wordbox. Les élèves ont besoin
de ce vocabulaire pour s’exprimer. Un travail rapide de localisation des èlèves et des objets en classe va permettre une fixation rapide des prépositions. Ex. : Kevin is behind Leila. His bag is under the table…
On veillera à ce qu’un grand nombre d’élèves s’approprient les prépositions.
Si la classe est faible, on conseille de faire travailler les élèves deux par deux, de préférence un élève faible
à côté d’un élève plus fort. On veillera au bon emploi des pronoms personnels.
On peut attendre les phrases suivantes.
The Myers have got a mantelpiece. It is opposite the armchair.
They have got paintings. They are behind the sofa.
They have got a lamp. It is between the two armchairs.
2 Cet exercice a pour objectif l’emploi de la forme interrogative et des réponses courtes.
Il vise aussi à développer le sens d’observation des élèves et leur capacité à mémoriser. Avant de faire l’exercice, les élèves sont invités à bien se concentrer sur la photo.
3 On fait écouter tout le dialogue entre Shelly et Barnaby une première fois. Ensuite, on fait répéter chaque
réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique
et faire répéter certains mots ou expressions qui apparaissent dans le dialogue. On attirera l’attention des
élèves sur la forme contractée They’ve got qu’ils devront répéter correctement.
On peut aussi faire lire la conversation par deux élèves et on veillera à ce que les élèves respectent l’accent
des mots et l’intonation.
Judy – The Myers have got a large sofa.
Barnaby – It’s on the right.
Judy – There are six cushions on the sofa.
Barnaby – They‘ve got two paintings on the wall behind the sofa.
Judy – They’ve got a long table.
Barnaby – It’s in the middle of the room.
Judy – They’ve got three armchairs and a beautiful fireplace.
13
Transcript
5 Nous mettons à la disposition des élèves un lexique supplémentaire pour les aider à formuler leurs questions.
Chaque élève doit être capable de poser une question et de donner une réponse courte.
On veillera à ce que les élèves n’oublient aucun élément dans leur production et qu’ils emploient correctement has et have.
Read...
page 17
An old-fashioned store
Comme vous pouvez le constater, la photo montre le véritable magasin de M. Myers à New York où les britanniques peuvent trouver les produits anglais les plus rares.
Nous espèrons que le caractère démodé de ce magasin dans une capitale occidentale comme New York va créer
une interrogation et donc un intérêt de la part des élèves.
Nous avons choisi ce texte parce qu’il est simple et comporte de nombreuses occurences du verbe have / have
got. Cependant, un certain nombre de mots tels que jams, cans, biscuits, customers… sont inconnus des élèves.
C’est pourquoi pour les éclairer, il est conseillé de faire un travail d’anticipation.
Ensuite, on laisse les élèves se confronter au texte et répondre aux questions qui se trouvent dans le
Workbook.
Si d’autres mots posent problème, on renvoie les élèves à la page Words.
1. Give the name of the shop. Myers of Keswick
2. Is the shop in Britain or in the US? Justify. The shop is in the US. It is in New York.
3. Is the store modern? Give elements to justify your answer. It is a very old-fashioned store. There is a bell
on the door and black and white tiles on the walls and floor.
4. Has Peter Meyers got English or American products? He has got English products.
5. Give the name of the products he has got in the store. He has got some Marmite, baked beans, English biscuits, jams and pies.
6. Are they good products? Justify. Yes they are good products. They don’t have any artificial additives in
them.
7. Find the English equivalents of:
magasin: store
confitures: jams
carreaux: tiles
sonnette: bell
tourtes: pies
haricots: beans
Observe the grammar
1. has got – don’t have – doesn’t have
2. On emploie has et has got à la 3e personne.
3. doesn’t have. Elle est formée de does + not + have.
On attirera l’attention des élèves sur les deux emplois de have.
Have peut être verbe lexical, il a alors besoin d’un auxiliaire pour les formes interrogative et négative.
Mais il est auxiliaire dans l’expression have got.
4. Have got est une forme plus familière que have.
5. on: sur – on – in: dans. Elles servent à situer dans l’espace.
Listen...
page 17
Baked Beans Please! Workbook
Myers of Keswick is a paradise for all the Brits living in New York who can’t survive without baked beans and
Marmite !! This poor customer gets it all wrong and thinks he’s in Myers but – he isn’t. He’s in the wrong shop.
What sort of people go to this shop in New York? Get your students to say what they would miss if they lived
abroad. It might be a good idea to introduce the listening exercise by taking in some of the products mentioned
in the dialogue. It is possible to find Marmite and Peanut butter for example in some shops in Paris or pictures
of the products on the Internet.
14
Shop assistant – Yes Sir?
Transcript
Customer – Have you got any baked beans please?
Shop assistant – No I haven’t. I’m sorry sir. But I have got some green beans.
Customer – Um – well, what about Marmite? Have you got any Marmite?
Shop assistant – What’s Marmite?
Customer – It’s black and thick and delicious on toast.
Shop assistant – No sir, sorry sir. I do have peanut butter.
Customer – Ugh. What is this place? No baked beans! No Marmite.
Shop assistant – This place, Sir, is America – New York in fact.
Customer – Isn’t this MYERS OF KESWICK. They have baked beans and Marmite and English biscuits and jam.
Shop assistant – No sir. This is Dupont of Paris in New York. We have confit and truffes and camembert
Customer – Goodbye.
and Write Workbook
Compte-rendu
Baked Beans Please!
The customer is in a shop. The shop assistant doesn’t have any Marmite. He doesn’t have any Baked
Beans. Marmite and Baked Beans are typically English. This shop is not Myers of Keswick, it’s Dupont of
Paris. It is a French shop and doesn’t have any English food. It has French food.
Grammar
page 18
Entraînez-vous
1
Complétez avec has got / hasn’t got, have got / haven’t got.
1. I have got a small garden, it is very nice.
2. Have you got two or three bedrooms?
3. We have only got two bedrooms.
4. Jane has got a large living room, but she hasn’t got a big kitchen.
5. The family has got a very big house, but they hasn’t got a garden.
6. Has Craig got a bike?
7. Yes, he has got a mountain bike.
2 Mettez ces phrases à la forme négative.
1. Peter Myers hasn’t got / doesn’t have a modern shop.
2. He hasn’t got / doesn’t have exotic food.
3. His products haven’t got / don’t have artificial additives.
4. He hasn’t got / doesn’t have Chinese clients.
5 Complétez avec la préposition qui convient. Choisissez dans la liste ci-dessous.
on – under – against – between – in
1. There are cupboards in the kitchen.
2. They have got a lamp on the table.
3. The sofa is between the lamp and the table.
4. There is a carpet under the table.
5. There is a mirror against the wall.
6 Traduisez.
1. Elle a une table dans la salle à manger. She has got a table in the dining-room.
2. Ils ont un jardin devant la maison. They have got a garden in front of their house.
3. Il y a une lampe en face du canapé. There is a lamp opposite the sofa/couch.
4. Il a des affiches sur les murs mais il n’a pas de peintures. He has got posters on the wall, but he
he doesn’t have / hasn’t got any paintings.
15
Read More
page 19
My office
On peut procèder à un travail d’anticipation sur le texte en décrivant la photo. Ce travail facilite la compréhension du document. Il permet d’éclairer certains mots tels que laptop, speakers… Il vise aussi à une
consolidation de certaines prépositions telles que behind, next.
On peut attendre ceci :
A young man is sitting in front of his computer.
He has got two computers.
There is a sofa behind the man.
He has got a beautiful lamp. It is on his left, next to the speaker.
Feedback
1.
2.
3.
4.
5.
In his office, Sean has got two computers, a laptop and an old PC.
The new computer is on his desk.
He’s got a beautiful lamp, and two speakers, one on the right and one on the left.
He has a very nice view from his office. He can see the park and the Hoover building.
Sean feels important. He has got a comfortable couch.
bureau: desk
ordinateur portable: laptop
beau: beautiful
à droite: on the right
à gauche: on the left
canapé: couch
haut-parleurs: speakers
Write
Les élèves sont invités à décrire un lieu de leur choix.
Pour les aider dans leur travail, il est conseillé que les élèves aient le livre ouvert à la page 17 comme on le
leur a indiqué. Ils pourront produire des phrases semblables à celles qu’ils ont sous les yeux. On veillera à ce
qu’ils emploient tout ce qui leur est demandé : have, there is, are et les prépositions.
Ils pourraient aussi donner un titre à leur production en qualifiant le lieu choisi.
Ex. : A modern house ou an old garage, a wonderful shop.
A butcher’s shop
My dad has got a butcher’s shop in Sarcelles. There is a lot of meat in the shop. There is a big counter. My
dad is behind the counter. There is a big glass door and a big window at the front of the shop. He has got
one assistant. There are a lot of customers in the shop at the weekend. He doesn’t have any English meat
in his shop. He only has French meat. He has got chicken and lamb too. His office is at the back of the
shop. He has got a chair in his office but there are no chairs in the shop.
Words
page 20
USE the words
1 Trouvez des synonymes dans le lexique.
sofa = couch / client = customer / small carpet = rug / portable computer = laptop / shop = store /
bicycle = bike
2 Trouvez dans le lexique :
• 3 aliments = baked beans, jam, Marmite
• 4 lieux = building, office, room, store
• 3 objets d’ameublement ou de décoration = armchair, bookshelf, couch
3 Complétez avec des mots du lexique.
This is my office. My computer is on my desk.
It is excellent. I never have problems with it.
There is a wonderful view from my window.
The building is not modern. It is old-fashioned.
I am here every day of the week: Monday, Tuesday, Wednesday, Thursday and Friday.
16
Kit 3 Get ready!
Introduction
In life we have to get ready for so many things. This kit is all
about getting ready to go on vacation, and what could be more
useful for an average holiday abroad than learning to speak
English? We hope your students will think like this too. We talk
about an exciting place to visit: the Navajo Nation in Arizona.
Your students will learn all about what they need to take with
them to go on such a trip and how to behave too. Let’s hope
they will all want to visit this extraordinary area when they’ve
finished this kit and that they don’t behave like the couple in
our listening exercise!
Speak
OBJECTIFS
Grammaire
• L’impératif
• Place des adverbes always, never
• Les démonstratifs
Lexique
• Les vêtements
• Les parties du corps
• Les voyages
Fonctions
• Donner des conseils
page 22
EXPLORE the photos
1 L’objectif de cette première activité est de faire acquérir le vocabulaire dont les élèves auront besoin pour
les activités suivantes. Ils vont produire des phrases qui comportent le vocabulaire nouveau et qui permettent le rebrassage de la structure there is (kit 1) et des prépositions de lieu vus dans le kit 2.
On attend : There is a swimsuit in the middle of the bed.
There are flippers on the left.
There is a shirt between a jacket and a pair of trousers.
2 On introduit le mode impératif. Les élèves ont à leur disposition dans les Extra words les verbes dont ils
auront besoin pour s’exprimer.
On s’assurera que chaque élève emploie deux phrases : une à la forme affirmative et une à la forme négative.
3 On fait écouter les recommandations données par Shelly et Barnaby une première fois. Ensuite on les fait
répéter chaque par les élèves (oral).
On peut aussi faire lire le document par deux élèves et si la classe est motivée, faire répéter le texte, les
workbooks fermés, ce qui constitue un bon travail de mémorisation.
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Pack your swimsuit.
– Don’t take an umbrella.
Remember your cap.
– Pack sun cream.
Don’t take warm clothes.
– Buy a dictionary.
Reserve the hotel.
– Don’t forget your sunglasses.
Transcript
5 Pour cette activité, nous aidons les élèves en leur donnant un lexique supplémentaire qui apparaît par
catégorie grammaticale : verbes, noms et adverbes.
L’objectif de cet exercice est le réemploi de l’impératif à la forme affirmative et à la forme négative et l’enrichissement lexical.
On attend des phrases comme celles-ci : Never disturb animals. / Always wear a hat. / Always drive slowly.
17
Read...
page 23
Welcome to the Navajo Nation
Toujours dans le souci d’ouvrir l’esprit des élèves, nous avons choisi de parler de la réserve de la tribu indienne Navajo qui vit dans l’Arizona. Les élèves ont déjà vu cette région désertique des États-Unis dans les western américains.
Le document est une liste de conseils et recommandations qu’une personne donne aux touristes qui vont visiter la réserve.
Le document est simple. Il comporte 10 phrases au mode impératif. Certains mots sont inconnus des élèves.
Dans ce cas, on les renvoie à la page Words.
On laisse les élèves prendre connaissance du document et répondre aux questions qui figurent dans le
Workbook.
1. List the recommendations referring to:
– the environment: don’t throw litter on the ground, don’t play loud music
– Indian traditions: respect our traditions, don’t take pictures of our ceremonies, don’t play loud music
– safe driving: never drive fast, bring a map
– health (santé): don’t forget food, take a lot of water, never bring alcohol
2. Find in the text sentences equivalent to:
– Don’t drive quickly. : never drive fast
– Respect Indian ceremonies. : don’t take pictures of our ceremonies
– Keep the area (région) clean. : never throw litter on the ground
– Respect the animals. : don’t play loud music
– Water and food are necessary. : take a lot of water with you, don’t forget to bring food
conseils: advice
vite: fast
détritus: litter
perturbe: disturb
bienvenu: welcome
On pourra faire faire un compte-rendu oral par l’ensemble de la classe. Chaque élève formulera une recommandation.
Observe the grammar
1. L’impératif positif exprime un ordre, une recommandation.
L’impératif négatif exprime une interdiction.
Toutes les phrases commençant par don’t ou never expriment une interdiction.
Les autres expriment une recommandation ou un ordre.
2. Il est formé de la base verbale. Il peut être accompagné de l’adverbe always.
3. Il est formé de don’t + base verbale.
L’adverbe never peut accompagner un impératif, mais dans ce cas, l’impératif reste à la forme affirmative.
4. Il est conseillé de bien attirer l’attention des élèves sur la place des adverbes parce qu’elle est très différente du français.
L’adverbe se place devant la base verbale.
Listen...
page 23
Where’s my camera? Workbook
Going on holiday is meant to be a relaxing experience. Edmond and his wife are being taken round a Navajo
Reservation. Edmond is not a very nice person. He gives orders to everyone, especially his wife. He doesn’t listen to the guide and does things he’s not supposed to do. What do your students think of this type of tourist?
18
The guide – Here we are on the Navajo Reservation. Don’t get out. Stay in the car.
Transcript
Male tourist – Ooh, there’s a Navajo Indian. Quick Martha, give me my camera.
Female tourist – Where is your camera Edmond?
Male tourist – It’s in my bag! Hurry up.
Female tourist – Is this it?
Male tourist – That is not my camera. Put it back. It’s my wallet. Look in my other bag.
Female tourist - Is this your camera?
Male tourist – No it’s not my camera. It is my Cd player. Put your glasses on!
Female tourist – That is a good idea darling. Ah, there it is.
Male tourist – Where?
Female tourist – Around your neck! Where are your glasses?
Male tourist – Get out of my way. Move over there!
The guide – Hey stop that!! Don’t take photographs. It’s illegal to take photographs of Native Americans.
Male tourist – This is a horrible vacation.
and Write Workbook
Compte-rendu
Where’s my camera?
Edmond and Martha are tourists. They are on a Navajo Reservation. The guides says, don’t get out, stay
in the car. Edmond has a camera. It’s not in his bag, it’s around his neck. But the guide says, don’t take
photographs of Native Americans. Edmond is not happy. It is a horrible vacation for him.
Grammar
page 24
Entraînez-vous
1
Associez la situation donnée à gauche à un ou deux ordres donnés à droite.
1. It’s hot – go to the beach, drink water, don’t put on your jumper
2. It’s cold – don’t open the window, put on your jumper, don’t go to the beach
3. It’s raining – take your umbrella, put on your hat
4. It’s fine – don’t take your umbrella, go to the beach
2 Mettez les mots dans l’ordre.
1. map / always / your / use ➜ Always use your map.
2. forget / bottle / never / of / your / water ➜ Never forget your bottle of water.
3. loud / never / music / play ➜ Never play loud music.
4. take / pictures / never / ceremonies / of ➜ Never take pictures of ceremonies.
5. traditions / respect / our / always ➜ Always respect our traditions.
6. boots / take / comfortable ➜ Take comfortable boots.
3 Traduisez.
1. Prends toujours ton appareil photo. ➜ Always take your camera.
2. N’oublie jamais ta bouteille d’eau. ➜ Never forget your bottle of water.
3. Ne prends pas ton chat. ➜ Don’t take your cat.
4 Mettez au pluriel.
1. Where is that suitcase? ➜ Where are those suitcases?
2. This pair of glasses is made of plastic. ➜ These pairs of glasses are made of plastic.
3. Take this shirt! ➜ Take those shirts.
4. Don’t pack that jumper! It’s horrible. ➜ Don’t pack those jumpers! They are horrible.
5 Mettez au singulier.
1. Don’t take those books! ➜ Don’t take that book.
2. Help me with these boxes! ➜ Help me with this box.
3. These are my suitcases. ➜ This is my suitcase.
4. Leave those maps on the floor! ➜ Leave that map on the floor.
19
6 Mettez dans l’ordre.
1. now / those / pack / shoes ➜ Pack those shoes now.
2. there/ don’t / lamp / over / forget / that ➜ Don’t forget that lamp over there.
3. that / look / at / tree / on the right ➜ Look at that tree on the right.
4. jumper / this / your / is? ➜ Is this jumper yours?
Read More
page 25
How to dress in the desert
Un travail d’anticipation sur le contenu peut se faire grâce au titre et à la photo.
Le titre comporte un mot transparent : desert. On peut poser la question suivante : Is the region cold or hot?
Par ailleurs, certains élèves ont peut-être déjà vu le mot dress, ce qui permet d’éclairer le thème du document.
Ensuite on leur fait énumérer les vêtements pour se protéger du soleil et de la chaleur. On introduit ainsi :
hat, shoes, boots, shirt puis les différentes parties du corps head, legs, feet.
On a ainsi éclairé ce vocabulaire qui aurait fait obstacle à la compréhension du document.
Ensuite, on laisse les élèves se confronter au texte pour répondre aux questions.
Feedback
1. The recommendations are for people visiting a hot area.
2. head: hat, cap / eyes: sunglasses, contact lenses / feet: boots, sandals / legs: pants / body: shirt
3. To protect your head, use a a large sunhat.
The dust irritates your eyes, so don’t wear contact lenses.
To protect your body from the sun, wear a big, white shirt.
To protect your legs, use long pants.
To walk in the desert wear hiking boots.
4. Dry: sèche / High: élevées / Trip: voyage / All the year: toute l’année / Dust: poussière /
Hiking boots: chaussures de randonnée
Write
Welcome to France
Take my advice:
Bring a coat. Never forget, it’s very cold in winter.
Bring a camera. The scenery is beautiful.
Don’t bring summer clothes. It’s too cold.
Always take your umbrella with you here. It rains a
lot.
Bring some good Cds with you. I love African music.
Do come and visit us. You are very welcome.
Words
page 26
USE the words
1 Classez les mots de la liste en trois catégories :
• Parts of the body: eyes – ear – feet – head - leg
• Things you wear: boots – cap – contact lenses – pants – shoes – shirt - hat
2 Trouvez les contraires.
cold: hot – small: big/large – wet: dry – quiet: loud – never: always – quickly: slowly
3 Complétez avec des verbes du lexique.
1. Don’t throw litter on the ground.
2. Don’t feed the birds.
3. Drive carefully and not fast.
4. Use suncream to protect you.
5. Don’t forget to take a jumper with you. It’s cold at night.
6. Pack your camera in your suitcase.
20
Kits 1, 2, 3 Recap
Level one
page 27
4 1.
2.
3.
4.
1 1. These animals are protected. Don’t kill them.
2. It is summer in New Zealand. Don’t take
warm clothes.
3. New Zealand is a hot country. Protect your head.
4. The countryside is wonderful. Don’t forget
your camera.
5. Surfing is popular. Bring your equipment.
6. There are long walks. Take comfortable boots.
additives are dangerous.
customers are happy.
cakes over there are delicious.
stores are very old-fashioned.
5 wear: a shirt, clothes, trousers, a hat, boots
drink: water, milk, alcohol, orange juice
play: games, tennis, football, music, Cds
2 1. I’m Lea. What is your name?
2. My name is Mel.
3. Where are you from?
4. I’m from Bombay.
5. So, you are Indian.
6. That is right.
7. How old are you?
8. I’m 10.
9. Have you got any brothers or sisters?
10. I’ve got three sisters and five brothers.
11. Oh, you are lucky.
12. Have you got a job?
13. Yes, I have.
14. What is it?
15. I am a guide.
16. That’s nice.
3 1.
2.
3.
4.
5.
6.
These
Those
Those
These
6 1. Grass is green.
2. London buses are red.
3. Nurses’ uniforms are blue.
4. The colours of the British flag are red, white
and blue.
5. French letterboxes are yellow.
6. When it is raining, the sky is grey.
7 1.
2.
3.
4.
Kyo is from Japan.
How old is he?
He has got a game console.
There are some beautiful trees in his garden.
This girl is not his sister.
You are right. She’s his cousin.
21
Take sunglasses.
Don’t frighten the animals.
Have you got American tourists?
There is a mountain behind the reserve.
Level two
page 28
1 1. She has got a new camera.
2. This sunhat is too small.
3. She has got funny glasses.
4. The pictures of the reservation are wonderful.
5. There are not many shops on the reservation.
6. But there are a lot of animals.
7. There is a lot of litter on the ground.
8. They are lucky; they have got a lot of water.
2 1.
2.
3.
4.
5.
6.
Are you French?
Are you 20?
Are you from Montreal?
Do you have a car? Have you got a car?
Is there a zoo in this town?
Have you got/Do you have a beautiful beach?
3 1.
2.
3.
4.
5.
6.
7.
Go camping on the beach.
Never forget to take your swimsuit.
Never scare kiwis.
Don’t go to New Zealand in summer.
Take pictures of the countryside.
Don’t forget your hiking boots.
Always take your computer.
5 1.
2.
3.
4.
5.
6.
This is my new friend, Bob.
Does she have any posters in her room?
Are there any animals on this reservation?
They are cold and hungry.
The tourists are from France.
Germany is a nice country.
6 feet – boots, shoes
eyes – glasses, contact lenses
skin – suncream
head – hat, cap
legs – pants
4 1. These pairs of trousers are made in Germany.
2. Those rugs over there are Moroccan.
3. These Indian dresses are beautiful.
4. Don’t buy those jumpers, they are oldfashioned.
5. Buy these T-shirts, they are very nice.
22
7 1.
2.
3.
4.
5.
Take an umbrella. It’s raining.
Bring your camera to take photos.
Bring glasses to protect your eyes.
Take pants to protect your legs.
Don’t forget your hat, It’s very hot.
8 1.
2.
3.
4.
5.
It’s very cold in winter.
Always take suncream.
Never forget your hat.
There are animals on the reserve.
They are lucky, it is fine.
Kit 4 Parents and relatives
Introduction
Who doesn’t have a parent or a relative? This kit focuses on the
family. Granny, on page 31, is 99 and Jim Neil on page 33, the
Australian fireman, is a fifty-four-year-old great grandfather.
This kit, with a strong family accent, focuses on the vocabulary
needed to talk about families and hobbies. We can only hope
we’ll all be as lively as Jim and Granny when the time comes!
Speak
OBJECTIFS
Grammaire
• Whose
• Le génitif
• Les adjectifs possessifs
Lexique
• La famille
• Les loisirs
Fonctions
• Exprimer la possession ou la
parenté
page 30
EXPLORE the photos
1 La photo montre trois générations : les grands-parents, les enfants et les petits enfants.
L’objectif est de faire employer le génitif qui reste une structure compliquée pour les élèves parce qu’elle n’a
pas d’équivalent en français.
On peut commencer par parcourir le Wordbox avec les élèves pour éclairer le vocabulaire et les aider à formuler leurs phrases.
On attend : Jane and Melissa are David’s granddaughters.
Paul is Granny’s son.
Jane is David’s granddaughter.
2 Cet exercice introduit les questions avec Whose.
Après avoir travaillé sur les photos, on peut, pour une meilleure appropriation, prendre des objets dans la
classe et faire poser les questions par les élèves. Ex. : Whose bag is it ? It’s Helen’s bag.
3 On fait écouter tout le dialogue entre Shelly et Judy une première fois. Ensuite, on fait répéter chaque
réplique par les élèves pour fixer le lexique.
On peut aussi faire lire la conversation par deux élèves et si la classe est motivée, faire jouer le dialogue, les
workbooks fermés.
Shelly – What a lovely photo. Whose birthday is it?
Judy – It’s granny’s birthday.
Shelly – Where’s your mum?
Judy – That’s mum and those are mum’s sisters.
Shelly – You have six aunts. That’s incredible.
Judy – Grandma has twenty grandchildren.
Shelly – You’re so lucky!
Transcript
5 Chercher à trouver à qui appartient ce menton long ou ces grandes oreilles peut être amusant pour les
élèves. Nous vous donnons les réponses en cas d’hésitation.
It is James Carey’s chin.
It’s Elvis Presley’s hair-style.
They are Prince Charles’s ears.
It’s Michael Jackson’s nose.
It’s David Beckam’s neck (with a tattoo)
On veillera à ce que les élèves emploient bien I think pour exprimer un certain doute.
23
Read...
page 31
Happy birthday, Granny!
La photo illustre parfaitement le texte. On peut donc commencer par son exploitation.
On fera situer les personnes les unes par rapport aux autres pour rebrasser les prépositions vues dans le kit 2
tout en faisant deviner les relations de parenté entre les différentes personnes.
Ex. : I think the man behind Granny is Granny’s son.
I think the woman on the left is Granny’s sister.
C’est après ce travail d’anticipation qu’on laissera les élèves se confronter au texte.
The following statements (affirmations) are all wrong. Correct them.
1. Jilly’s family is at Jilly’s house. They are at Jilly’s grandparents house.
2. Granny is 89. Granny is 99.
3. She is in her blue dress. Granny is in her white dress.
4. Next to Granny, on the left, is Grandpa. Grandpa is on the right.
5. Jilly’s mum has two sisters. Jilly’s mum has five sisters.
6. Their husbands are not here. Their husbands are there.
7. Connie is Jilly’s cousin. Connie is Jillly’s aunt.
Observe the grammar
1. Whose baby is that?
Le mot interrogatif est Whose?
Il sert à interroger sur l’identité du possesseur.
2. my grandparents’ house, Granny’s special day, Mum’s five sisters, Connie’s, Mum’s younger sister, Granny’s cake.
3. my, her, his, their.
On emploie his lorsque le possesseur est masculin, her lorsqu’il est féminin.
Listen...
page 31
Granny isn’t tired! Workbook
Granny might be 99, but she is good for her age. However she does seem a bit grumpy and a bit spoilt. But
after all, at 99, surely we have the right to behave as we please!
Different voices – Bye – bye bye, thanks for coming. Thanks for coming.
Sheila – I’m so tired.
Granny – I’m 99 Sheila, and I’m not tired.
Sheila – Oh look there’s a book on the floor. Whose is it?
Granny – It’s my book.
John – It’s not your book granny. It’s uncle Bill’s. It’s about FOOTBALL!!
Granny – Football is my favourite sport.
Jenny – Whose is this box of chocolates?
Granny – It’s my box of chocolates.
Sheila – No it isn’t mum. It’s my box. Oh, Go to bed granny.
Granny – I’m not tired. This is my special day.
Sheila – Ok granny. Wash the dishes and clean the room then.
Granny – Oh, well perhaps I am tired after all. Where’s my bed?
Sheila – Go to sleep mum.
Granny – Good Idea!
Sheila – Lovely. SILENCE!! It’s wonderful.
Sheila and John – Granny. Be quiet. Go to bed – upstairs!
24
Transcript
and Write Workbook
Compte-rendu
Granny isn’t tired
Granny is 99. It’s her birthday. Sheila and John are very tired after the party. Granny isn’t tired. The book
on the floor is not granny’s. The chocolates are not granny’s; they are Sheila’s. Suddenly there is silence.
Granny is asleep. Suddenly, there is a noise. It’s granny.
Grammar
page 32
Entraînez-vous
1
Posez les questions qui ont entraîné ces réponses. Utilisez Whose.
1. She is Pamela’s daughter. Whose daughter is she?
2. They are the mechanic’s sons. Whose sons are they?
3. It is the parents’ car. Whose car is it?
4. He is the nurse’s brother. Whose brother is he?
2 Complétez les phrases en mettant les mots entre parenthèses au génitif.
1. (room / the girl) The girl’s room has a large window.
2. (garden / the neighbours) The neighbours’ garden is full of flowers.
3. (sunglasses / the boy) The boy’s sunglasses are red.
4. (swimsuit / the woman) The woman’s swimsuit is blue.
5. (car / the man) The man’s car is German.
6. (room / the children) The children’s room is full of toys.
3 Complétez avec l’adjectif possessif qui convient.
1. Jim has a wife. Her name is Tracey.
2. Tracey and Jim have got two sons. Their names are Joshua and Benjamin.
3. Jim is a grandfather. His granddaughter is married.
4. Tracey and her husband live in a small suburb of Sydney. Its name is Seven Hills.
5. “Tracey and I are very happy with our life here. It is very quiet”.
6. My daughters are fans of the singer Sting. They have got all his albums.
4 Remplacez les mots entre parenthèses par des adjectifs possessifs.
Ex. : (John ‘s book) His book is on the floor.
1. (the children‘s mother) Their mother is German.
2. (Robert’s aunt) His aunt is 48.
3. (Clara‘s grandfather) Her grandfather is Brazilian.
4. (The horse‘s name) Its name is Queeny.
Read More
page 33
A young grandfather
Pour ce document nous nous servirons du titre et de la photo pour procèder à un travail d’anticipation.
On fait décrire la photo pour obtenir des phrases comme celles-ci :
It is a large family
I think the man in the blue shirt is the grandfather.
I think the young girls near the grandfather are his granddaughters.
I think the man in the middle is their father.
On veillera au bon réemploi des prépositions et de la structure I think. Il est conseillé de faire rebrasser les
structures et le vocabulaire vus dans les activités précédentes. C’est le seul moyen d’enrichir le capital linguistique des élèves.
Toujours pour faciliter la compréhension, on peut attirer l’attention des élèves sur les mots du document qui
commencent par une majuscule, ce qui leur permet de situer le texte (New South Wales, Australia), d’avoir des
informations sur la famille du narrateur (Tracey, Joshua, Benjamin), de savoir où il travaille (NSW Fire Brigade).
25
Ensuite on leur fait émettre des hypothèses sur le contenu du document. Ces hypothèses seront écrites au
tableau puis vérifiées lors de la correction du Feedback.
C’est alors que l’on laisse les élèves se confronter au texte et répondre aux questions du Feedback.
Il est conseillé d’habituer les élèves à recourir à la page Words en cas de difficulté lexicale.
Feedback
Find the information.
1. Name of the narrator: Jim Neil
2. Lives in: Sydney, New South Wales, Australia
3. Age: 54
4. Job: Fireman
5. Hobbies: taking photos and putting them on the Internet, country music and Rock and Roll
6. Collects… country music records
7. Wife’s name: Tracey
8. Her hobby: horse riding
9. His sons’ names: Joshua and Benjamin
10. Number of daughters: three
Find the English equivalents for:
banlieue: suburb – précédent: previous – pompier: fireman – loisirs: hobbies
Write
got hair! That’s my mum on the left. She has got
black hair and blue eyes. She is very pretty. Mum’s
sister, Jenny, is on her right. Jenny’s dog is on the
table!
We’re all at my house. It is François’s special day.
Look at the photo! That’s François in the middle!
He has got a glass of coke in his hand. He is standing next to my elder brother, Frank. Frank’s hair is
red!. Next to Frank, on the right, is dad. He hasn’t
Words
page 34
USE the words
1 Complétez.
1. Your mother’s father is your grandfather.
2. Your mother’s mother is your grandmother.
3. Your dad’s sister is your aunt.
4. Your mum’s mum’s mum is your great-grandmohter.
5. Your father’s father is your grandfather.
2 Faites correspondre les mots a. à e. aux indications 1. à 5.
1. Community near the town. d. suburb
2. Another word for a CD. c. record
3. He saves you from danger. e. fireman
4. Another word for photograph. b. picture
5. You put a drink in it. a. glass
3 Complétez avec des mots du lexique.
1. That couple there is Jill and her brother Bill.
2. Their house is next to our house, on the right.
3. They are with their sister Anne. She is five.
4. Anne has a young brother He is three.
5. Please have a piece of birthday cake.
26
Kit 5 Daily lives
Introduction
Our students will surely need English in their future jobs. That
is why we have covered job vocabulary. Our aim is to help them
talk about what they do and what others do. Perhaps they will
not work in the rodeo as Jimmy Ramirez would like to do (see
page37), but at least the subject should interest them. As for
Andrée Pruett, owner of the famous Bagdad café, her enthusiasm for her job is inspirational. When we interviewed her, she
explained how many French people went to visit her café following the success of the film with the same name. Let’s hope
your students would like to go there too.
OBJECTIFS
Grammaire
• Le présent simple, énoncés
affirmatifs
• Les adverbes de fréquence
Lexique
• La vie quotidienne, les métiers,
les loisirs
Fonctions
• Parler de sa profession, de ses
activités, de ses loisirs et en
indiquer la fréquence
Speak
page 36
EXPLORE the photos
L’objectif est l’introduction du présent simple. Les trois photos illustrent trois métiers.
1 Les élèves regardent les photos. Ensuite, il est conseillé de parcourir le Wordbox avec les élèves. Ils
trouveront le vocabulaire dont ils auront besoin pour indiquer les lieux où ces personnes travaillent : hospital, garage, hairdressing salon et pour dire en quoi consistent leurs activités : repair cars, change wheels,
do/dye hair, look after.
Dans ces phrases, les élèves pratiquent le présent à la 3e personne du singulier.
2 On s’appuie sur la photo de droite pour parler des loisirs de ce cowboy, et des loisirs des élèves et de
leur entourage.
Dans cette activité, les élèves utiliseront aussi les autres personnes du présent simple.
Ex. : At the weekends, I watch TV / play tennis / I go swimming.
At the weekends, my parents go out.
3 On fait écouter tout le dialogue entre Charles et Barnaby une première fois. Ensuite, on fait répéter
chaque réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer
le lexique et faire répéter certains mots ou expressions qui apparaissent dans le dialogue.
workbooks fermés.
Charles – My brother’s a mechanic, he works in a garage.
Barnaby – How funny. My sister’s a mechanic.
Charles – That’s a very unusual job for a lady.
Barnaby – She repairs cars and changes tyres.
Charles – That’s fantastic. My sister is a nurse.
Barnaby – That’s very useful.
Charles – Yes, she looks after all the family when we’re ill.
Transcript
5 Les élèves doivent produire deux phrases et répéter la question : what’s his job ? qui reste une question
figée car, à ce stade de l’apprentissage, les élèves n’ont pas encore étudié le pronom interrogatif what.
Pour cette activité, les élèves ont à leur disposition le Wordbox et les Extra words que nous leur fournissons.
27
On attend : He makes bread and cakes. He works in a shop. What’s his job? He is a baker.
She looks after patients. She works in a hospital. What’s her job? She is a nurse.
He delivers letters. He works in the street. What’s his job? He is a postman.
Read...
page 37
Hi, I’m Jimmy Ramirez.
Ce jeune américain d’origine mexicaine nous parle de sa famille et de ses activités quotidiennes.
Le texte est au présent. Le vocabulaire est simple.
On peut ne pas faire de travail d’anticipation pour ce texte qui ne présente pas de difficultés lexicales.
On demande aux élèves de répondre aux questions qui figurent dans le Workbook.
1. Give information about the narrator:
– his name: Jimmy Ramirez
– his grandparents’ nationality: Mexican
– the town where he lives: Santa Barbara
– his hobbies: football and riding horses
– what he does at the weekends: He helps around the house at the weekends
– his family: he has five younger brothers and sisters and four elder brothers and an elder sister (There are
ten children)
– his two dreams: play in the NFL and win a rodeo
2. Give the English equivalents of:
s’occuper de: look after – gagner: win
Observe the grammar
1. live – are – love – dream – spend – clean – look after – work – is – works – go – play – ride – want
Le temps employé est le présent. Il exprime une action habituelle.
On a dream parce que c’est la 1re personne et works parce que c’est la 3e persoonne.
2. sometimes : quelquefois – usually : généralement
Ils sont placés entre le sujet et le verbe. En français, ils se placent après le verbe.
Listen...
page 37
I’m all alone Workbook
Kylie is miserable. Her boyfriend doesn’t like her anymore. Vicky has got a great idea. She knows someone who
sings, and works in a club and has a big motorbike. But is it the right person for Kylie?
Vicky – What’s the matter Kylie?
Transcript
Kylie – Oh Vicky, my boyfriend doesn’t like me. I’m all alone.
Vicky – Oh dear. Come out with me tonight.
Kylie – Oh, no. I’m fine.
Vicky – Come on. My boyfriend has a friend. He’s great. He writes music.
Kylie – Ooh is he famous?
Vicky – No, but his music is fantastic. He sings too.
Kylie – He sings?
Vicky – Yes, he sings rap!
Kylie – He sings rap.
Vicky – Yes he works in a club in Hampstead.
Kylie – He works in a club in Hampstead.
Vicky – He has long black hair and he wears cool clothes. He rides a big, blue motorbike.
Kylie – Is his name Peter?
Vicky – Yes it is. You know him!!!
Kylie – He sings – he writes music – he rides a blue motorbike. His name is Peter!! Peter was my boyfriend.
28
and Write Workbook
Compte-rendu
I’m all alone
Kylie is very unhappy. She is all alone. Her boyfriend doesn’t like her. Her friend Vicky has a boyfriend.
Her boyfriend has a friend. Vicky says he is a musician. He works in a club in Hampstead and his name
is Peter. He has a blue motorbike. It’s Kylie’s boyfriend. Kylie cries.
Grammar
page 38
Entraînez-vous
1
Complétez les blancs avec work, ou works.
1. I work in a bank.
2. He works with his father.
3. They work hard.
4. We work in a bookshop.
5. You work quickly.
6. She works all the time.
2 Complétez les blancs avec un verbe de la liste ci-dessous à la forme qui convient.
take – sell – look after – live – wear – go
1. The policeman always wears a uniform.
2. She sells newspapers in the street.
3. They live in a big town.
4. Every day I go to work by bus.
5. She is a vet. She looks after animals.
6. Every morning he takes his children to school.
3 Complétez avec un adverbe de fréquence. Parlez de vous-même et de votre famille.
1. I always go to school on foot.
2. My father usually goes to work by car.
3. I never take the bus.
4. I sometimes do the cooking.
5. I often go to the cinema.
6. I never play football.
7. I rarely go to parties
8. My mother always goes shopping.
1. always / people / he / helps ➜ He always helps people.
2. gets up / never / early / he ➜ He never gets up early.
3. enjoys / he / usually / work / his ➜ He usually enjoys his work.
4. always / goes / rodeos / he/ to / at the weekends ➜ He always goes to rodeos at the weekends.
5. he / interesting / meets / sometimes / people ➜ He sometimes meets interesting people.
6. usually / he / horse / rides / in the evening / his ➜ He usually rides his horse in the evening.
Read More
page 39
Bagdad Café
Ce titre évoque le film qui a eu un grand succès.
On peut faire parler les élèves sur le film en posant deux ou trois questions :
Is the café located in the capital of Irak? Where is it located? Why is it famous? What food is there in American
cafés?
Ensuite, on demande aux élèves de relever les mots commençant par une majuscule et dire à quoi ils correspondent sans qu’ils aient besoin de lire tout le texte.
29
On leur demande d’émettre des hypothèses sur le contenu du document et on note ces hypothèses au tableau.
Les élèves lisent le document et on vérifie leurs hypothèses.
Puis les élèves répondent aux questions de manière autonome. Dans une classe fragile, le professeur peut
passer dans les rangs pour aider les élèves en grande difficulté. Mais il est conseillé de le faire le moins souvent possible pour ne pas encourager la passivité des élèves.
Feedback
Right or Wrong? Justify.
1. Newberry Springs is located in the south-west of the USA. Right. It is in California which is in the south-west.
2. The café is open 18 hours. Right. Andrée opens at 6 a.m. and closes around midnight.
3. Andrée does the cooking. Wrong. She employs a chef to do the cooking.
4. Andrée serves the clients. Wrong. A waitress serves the clients.
5. A waitress welcomes the visitors. Wrong. Andrée welcomes the visitors.
6. A lot of visitors are French. Right. A lot of people who come are French.
7. The Café is dirty like in the film. Wrong. The café is beautiful.
8. The Café serves good food. Right. The food is delicious.
9. A Jack Palance is the name of a hamburger. Right. A Jack Palance hamburger costs $4.45.
10. The Zack Burger is a hamburger with bacon and cheese. Right.
Write
Le texte qu’on attend des élèves prend pour modèle le texte Read page 37. Si les élèves suivent le texte
modèle pas à pas, ils aboutiront à un paragraphe bien structuré. On peut obtenir ceci :
I live in Lyon. My grandparents are Algerian. I love to play football with my friends and I dream of playing
in the French national football team someday. I spend a lot of time at the weekends training with the local
team. Sometimes, I clean and look after my baby sisters. My mum works in the local hospital. She helps
the nurses. My dad is a chef. I play the guitar and walk my dog in the evenings.
Words
page 40
USE the words
1 Complétez avec des noms.
1. A waitress serves food in a restaurant.
2. A truck driver drives long distances.
3. You eat cheese before dessert in France.
4. Andrée is the owner of Bagdad café.
5. Midnight is 12 in the evening.
2 Décrivez la vie de Jimmy en utilisant les verbes.
rides – cleans – helps – looks after – goes
1. Jimmy helps his mum a lot at the weekends.
2. He cleans his bedroom.
3. He looks after his five brothers and sisters.
4. He rides his horse in the evening.
5. But he also goes to parties.
3 Complétez avec des adjectifs.
1. Andrée works all day. Her job is very hard.
2. Andrée talks to all the visitors. She is very hospitable.
3. Her customers like the food she serves. It tastes really good.
4. She has visitors from all over the world. Her café is famous.
5. People like the atmosphere in Bagdad Café because it is friendly.
30
Kit 6 Cars, buses, bikes...
Introduction
Commuting is an important part of our daily lives. It is an issue
for everyone all over the world, which is why we take your students to the UK and the USA in this kit. As in all our kits we
hope to kill two birds with one stone: deal with common practical vocabulary your students can use and introduce them to
cultures they know less well. We really hope to awaken their
interest in the underlying subjects and make them want to visit
the places and people we deal with.
OBJECTIFS
Grammaire
• Le présent simple : énoncés
interrogatifs et négatifs
• Les questions fermées
• Les pronoms personnels compléments
Lexique
• Les transports
Fonctions
• Décrire une activité habituelle :
les métiers
Speak
page 42
EXPLORE the photos
L’objectif est l’introduction des formes interrogative et négative du présent simple. Les trois photos illustrent
trois métiers.
1 Ces deux photos montrent les différents moyens de transport utilisés par les londoniens.
Il est conseillé de parcourir avec les élèves le Wordbox pour éclairer le vocabulaire dont ils auront besoin.
On les incitera à employer un verbe différent pour chaque question.
On demandera aux élèves de travailler deux par deux. Un élève joue le rôle du jeune homme de la photo qu’on
interroge.
On attend à peu près ceci : Do you have a car? Yes, I do / No, I don’t.
Do you ride your bike every day? Yes, I do / No, I don’t.
Do you work at night? Yes, I do / No, I don’t.
Do you sometimes take the bus? Yes, I do / No, I don’t.
2 Cette activité introduit la 3e personne du singulier. On veillera à ce que chaque élève puisse formuler une
question.
Does your sister go to work by bus?
Does your father use a scooter?
Does your mother often take a taxi?
3 On fait écouter tout le dialogue entre Sally et Kay une première fois. Ensuite on fait répéter chaque réplique
par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique et faire
répéter certains mots ou expressions qui apparaissent dans le dialogue, par exemple : at night, in the evening…
workbooks fermés.
Sally – Do you drive to university?
Kay – No I don’t. I go on foot.
Sally – Do you walk home at night too?
Kay – Yes I do. Sometimes I take the bus. What about you?
Sally – My dad takes me in the morning and I take the bus home in the evening.
Kay – Do you have a bike?
Sally – Yes I do. I use it in summer.
Kay – I don’t ride my bike in the city. It’s too dangerous.
31
Transcript
5 On veillera à ce que les élèves n’oublient aucun élément de la question. En cas de grande difficulté, on
peut faire écrire par un élève la structure au tableau : Do / does + sujet + base verbale + ?
Cette activité a pour objectif une plus grande fixation de la structure et un maniement de celle-ci à toutes
les personnes.
Ex. : Do your parents have a garage?
Does your father have a car?
Do you prefer French cars to German cars?
Read...
page 43
Al’s taxis
Ce texte simple ne nécessite pas de travail d’anticipation. Les élèves se confronteront au document seuls ou
deux par deux en répondant aux questions qui figurent dans le Workbook.
These statements (affirmations) are wrong. Correct them.
1. Al only works in Scotland. He works in England, Scotland and Wales.
2. He often goes to Ireland. He doesn’t often go to Ireland.
3. His customers always talk a lot. Sometimes they talk a lot, sometimes they don’t. It depends on the
customers.
4. Bill is the boss. Al is the boss.
5. He works from December to March. He works in summer.
6. Customers do not appreciate Bill. They like him a lot.
Find the English equivalents for:
bagages: luggage – été: summer – pourboires: tips
Observe the grammar
Dans un premier temps, il est conseillé de laisser les élèves répondre à ces questions sans intervenir. C’est
lors de la correction que l’on demandera aux élèves de déduire les règles du fonctionnement de la langue.
1. Forme affirmative : I have – I drive – I take – Do I like – I do – I love – I meet – talk – it depends – I help
– works – like – is – gets
Forme interrogative : Do I like?
Forme négative : I don’t go – they don’t – he doesn’t drive
2. La forme affirmative est constituée du sujet + verbe.
La forme interrogative est composée de l’auxiliaire do / does + sujet + base verbale + ?
La forme négative est composée du sujet + do / does + not + base verbale.
Pour ces deux formes, on a besoin de l’auxiliaire do/ does.
3. On a does parce que le sujet est à la 3e personne du singulier.
Listen...
page 43
Guess my job Workbook
This listening exercise is fun to do as the students can guess along with Shelly what Barnaby’s job is. Shelly
doesn’t guess right until the very last sentence so you can stop before the end and see if your class can guess
before Shelly can.
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Do you work in London Barnaby?
– Yes Shelly, I do. I work in London.
Do you work in an office?
– No, I don’t. I work outside.
Do you use a car?
– No, I don’t use a car but I get around on wheels.
32
Transcript
.../...
.../...
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Ah – are you a messenger boy on a motorbike?
– No, I’m not. I don’t ride a motorbike or a bicycle for my job.
But you use wheels. Roller skates – do you use roller skates?
– Yes, I do.
Are you a professional skater?
– No I’m not. I help people.
You help people. You use roller skates and you help people. Do you teach roller skating?
– No, I don’t. I work in the street. I stop cars when they do something wrong.
You stop cars.
– I also stop people if they do something wrong. I stop cars. I stop people.
You stop people. Do you stop everybody?
– No, I only stop bad people. People stop me too. They ask me the way.
I know – I know !! You are a … policeman.
À la fin de ce travail de compréhension orale, on demandera aux élèves de faire le compte-rendu rapide du
dialogue qu’ils viennent d’entendre. Dans une bonne classe, on encouragera les élèves à une prise de parole
en continu. Si la classe est faible, on se contentera de la production d’une phrase par élève.
and Write Workbook
Dans ce compte-rendu que nous proposons, les blancs à remplir correspondent aux structures et au lexique
étudiés dans le kit. C’est un moyen de vérifier la maîtrise des acquisitions.
Compte-rendu
Guess my job
Barnaby works in London. He doesn’t work in an office. He works outside. He uses roller skates. He stops
people. Does he stop everybody? No, he only stops people if they do something wrong. People stop him
too. They ask him the way. He is a policeman.
Grammar
page 44
Entraînez-vous
1
Mettez ces phrases à la forme négative.
1. I don’t have/haven’t got my own car.
2. He doesn’t meet people.
3. They don’t go to Ireland.
4. They don’t talk with him.
5. They don’t work hard.
2 Complétez ces phrases avec do, does, don’t, doesn’t.
1. Does he take his customers to England?
2. He doesn’t usually go to Ireland.
3. Do his customers like talking with him?
4. Does Bill work every day?
5. Some customers don’t give tips to Bill.
6. Bill doesn’t work in winter.
3 Reliez les questions aux réponses.
1. Do you like driving? f. Yes, I do. I love my job.
2. Do you like getting up early? d. No, I don’t. I prefer staying in bed.
3. Do you have lunch in a restaurant? c. No, I don’t. I just have a sandwich in my taxi.
4. Do you start work at 9 a.m.? a. No, I don’t. I start at 8.
5. Do your customers like talking with you? e. Well, it depends on the customers.
6. Do you help people with their luggage? b. Yes, I always do. It’s part of my job.
33
4 Faites correspondre les pronoms sujets de la ligne A aux pronoms compléments de la ligne B.
I/me – you/you – he/him – she/her – it/it – we/us – they/them
5 Remplacez les mots en italiques par un pronom complément.
1. He loves to drive it.
2. He helps them.
3. They deliver them.
4. Give her a ticket, please.
5. He meets him/her at the bus stop.
Read More
page 45
Getting around New York
Ce texte est plus complexe que le précédent et nécessite un travail d’anticipation. On s’appuiera sur le titre
et la photo pour déclencher l’expression et faire émettre des hypothèses sur le contenu du document.
On peut poser une ou deux questions aux élèves pour les mettre sur la voie.
Is the young man in a train station?
Does he want a bus ticket?
On introduira ainsi les mots subway, metrocard.
Ensuite, on parlera des différents modes de transport en utilisant des adjectifs tels que quick/fast, easy, dangerous, safe qui apparaissent dans le document et qui ne feront plus obstacle à la compréhension.
Pour une fixation de ce vocabulaire, il est conseillé de noter au tableau les phrases qui ont été formulées au
cours de ce travail. Elles constitueront une trace écrite sur le cahier.
Ex. : I think the subway is very fast.
I never take a taxi. It’s expensive.
The subway is not safe at night.
C’est après cet échauffement que l’on demandera aux élèves de répondre aux questions posées.
Feedback
Read the text once.
1. Choose the right answer. The text is mainly about: the New York subway.
Read again and answer.
2. Do people use their cars in New York? No, they don’t. It’s crazy. The traffic is terrible.
3. Is it cheap to park your car in New York? No, it isn’t. It costs a lot to park.
4. Is the New York subway very comfortable? No, it isn’t. There is a lot of noise and it is very hot.
5. Is it expensive to use the subway? No, it isn’t. It is very cheap.
6. Pick out two qualities of the New York subway. It is easy to understand and it is very fast.
7. Which is more dangerous in New York: the streets or the subway? The subway is safe.
8. Is it possible to take the subway or the bus at night in New York? The New York subway never closes and the
city buses run 24 hours a day too.
Write
Le texte que l’on attend des élèves prend pour modèle le texte Read page 43.
Brigitte’s job
My sister Brigitte works in a hospital in Paris. She usually works at night. Sometimes she works during the
day but she prefers nights. They are very quiet. Does she like her job? Yes, she does. She loves to look after
people. Sometimes she gets very tired. Nursing is difficult. Sometimes she wants to stop. Patients give her
chocolates at Christmas and she always gives them to me.
34
Words
page 46
USE the words
1 Complétez avec des noms.
1. To take the subway in New York you use a token.
2. You pack your luggage before you go on holiday.
3. There is a lot of traffic in the streets of New York at night. It is difficult to sleep.
4. New York is very, very cold in winter.
5. Using the subway is a good way to visit New York.
2 Trouvez les contraires de ces adjectifs.
1. Cheap/expensive
2. Slow/fast
3. Bad/good
4. Cold/hot
5. Dangerous/safe
6. Fantastic/terrible
3 Complétez avec des verbes.
1. It is a good idea to buy a lot of tokens for the subway.
2. You can get around town by subway.
3. The trains run all day and night.
4. Of course, if you have a lot of money you can buy a limousine.
5. But that costs a lot of money.
35
Kits 4, 5, 6 Recap
Level one
page 47
1. Jimmy Ramirez doesn’t live in Mexico.
2. His mother doesn’t come from America.
3. His grandparents don’t like America.
4. Jimmy doesn’t go to school at the weekend.
5. His brothers and sisters don’t help him in
the house.
1 Complétez avec l’adjectif possessif qui
convient.
1. Bill is a taxi-driver. He loves his job very
much.
2. His customers like to talk to him about their
problems.
3. We know Bill and his wife Jane. They are our
neighbours.
4. Jane is a teacher. She loves her job too.
5. She sometimes helps me with my homework.
6 Complétez avec do, does, don’t, doesn’t.
1. Does Andrée work very hard?
2. Yes, but she doesn’t work after midnight.
3. Do French people like her restaurant?
4. Yes, but some people don’t like the prices.
5. Some customers don’t give tips, but some do.
2 Quelles phrases comportent un génitif ?
1. My mother’s a taxi driver.
2. She answers customers’ calls. Génitif
3. Her favourite customer’s an old lady.
4. She’s very nice to my mother.
5. Mum’s job’s very difficult sometimes. Génitif
7 Remplacez les mot soulignés par les pronoms
compléments appropriés.
1. Lots of people visit it.
2. They know her.
3. She welcomes them.
4. Andrée likes us.
3 Complétez les blancs avec live ou lives, love
ou loves.
1. Jim Neal lives in New Zealand.
2. He loves country music.
3. His children love pop music.
4. They live in the suburbs.
5. His wife loves horses.
8 Complétez avec l’adjectif approprié.
polite – clean – cheap – young – expensive
1. Jimmy does a lot of housework. His house is
very clean.
2. His sister is not old. She is young.
3. He doesn’t have a horse. Horses are expensive to buy.
4. Andrée is very hospitable. She is always
polite to her customers.
5. Her meals are very good and very cheap.
1. her / weekend / often / She / the / grandma
/ at /visits ➜ She often visits her grandma at
the weekend.
2. her / Her / always / grandma / gives / present / a ➜ Her grandma always gives her a present.
3. listen / usually / music / They / to ➜ They
usually listen to music.
4. granddaughter / Her / never / for / cooks /
her / grandma ➜ Her granddaughter never
cooks for her grandma.
5. on / often / Friday / They / eat / the / in /
nights / restaurant ➜ They often eat in the
restaurant on Friday nights.
9 Traduisez.
1. A qui est cette voiture?
Whose car is this?
2. C’est la voiture de ma soeur.
It’s my sister’s car.
3. Elle travaille à l’hôpital.
She works at the hospital.
4. Mes parents habitent au Mexique.
My parents live in Mexico.
5. Est-ce que ton frère travaille ?
Does your brother work?
36
Level two
page 48
1 Mettez les mots dans l’ordre et ajoutez ‘ ou ‘s.
1. Al’s taxi is black.
2. John’s taxi is yellow.
3. His friend’s car is old.
4. His mum’s car is very small.
5. The children’s house is near Central Park.
4. Do they all give her tips?
No, they don’t all give her tips.
5. Does she cook French food?
No, she doesn’t cook French food.
6. Do the hamburgers taste very good?
Yes, the hamburgers taste very good.
6 Complétez avec les pronoms compléments
appropriés.
1. That’s his mum. He usually goes shopping
with her.
2. He loves his brothers and sisters. He always
looks after them.
3. There’s Jimmy. Everyone talks to him.
4. His grandparents are in Mexico. He sends
money to them.
5. That’s his horse. He loves it.
2 Posez des questions avec whose.
Ex. : That’s Al’s taxi. ➜ Whose taxi is it?
1. That’s Bill’s car. Whose car is it?
2. That’s their house. Whose house is it?
3. He’s their son. Whose son is he?
4. That’s his school. Whose school is that?
3 Complétez les blancs avec un verbe de la
liste ci-dessous à la forme qui convient.
cook – work – play – listen – ride – live – love
1. Jim works for the New South Wales Fire
Brigade.
2. He listens to music every day.
3. His wife rides horses at the weekend.
4. They play with their grandchildren.
5. His wife cooks delicious food.
6. Their grandchildren love to visit their grandparents.
7 Complétez avec l’adverbe le plus approprié.
always – usually – rarely – sometimes – never
1. Bill and Jim love football. They always play
at the weekend.
2. They usually play on Saturday mornings
except when it rains.
3. Bill hates housework. So, he never cleans
his house.
4. He doesn’t like TV much. So, he rarely watches.
5. But he is very interested in art. So, he often
visits museums.
4 Faites correspondre les phrases 1. à 5. avec
les phrases a. à f.
1. A baker c. makes bread.
2. A cook d. prepares meals.
3. A housewife a. looks after her children.
4. A tourist often e. rents a car on holiday.
5. A nurse b. looks after her patients.
6. A taxi driver f. takes his customers to the
airport.
8 Traduisez.
1. Le toit de sa voiture est rouge.
The roof of his car is red./His car roof is red.
2. Leurs maisons ne sont pas grandes.
Their houses aren’t big.
3. Ils ne travaillent jamais le samedi et le
dimanche.
They never work on Saturdays and Sundays.
4. Connaissent-ils l’Angleterre ?
Do they know England?
5. Ils leur donnent souvent de l’argent.
They often give them money.
5 Posez des questions qui ont entraîné ces
réponses.
1. Does Andrée own a café ?
Yes, Andrée owns a café.
2. Does she open all night?
No, she doesn’t open all night.
3. Do the customers come from all over the
world?
Yes, the customers come from all over the
world.
37
Kit 7 Helping others
Introduction
On a recent trip to the UK we were surprised to see how many
charity shops there were in the high streets. Charity seems to be
part of everyone’s lives in the UK and is well worth a mention.
Many young people gain valuable work experience by working for
a charitable organization and this is a good thing to be able to
put on your CV. So, whether we are talking about Danny Djing
in the local hospital (see page 51) or the phantom cleaner
whom no one has ever met (page 53) this kit is full of examples of real people helping others. Perhaps this is the moment
to get your students exchanging ideas on what everyone can do
to help each other.
Speak
OBJECTIFS
Grammaire
• Les mots interrogatifs
• Les questions ouvertes et les
questions fermées au présent
simple
Lexique
• Les aides bénévoles
Fonctions
• Demander des informations
• Parler de ses activités
page 50
EXPLORE the photos
1 On commencera par éclairer le sens de la petite annonce en posant quelques questions.
Ex. : What sort of job is it?
Where?
Is it for young people?
Ensuite, on essaiera de faire identifier les deux personnes.
The man with the glasses is the manager. The young man wants to work.
Avant de demander aux élèves de formuler des questions, on parcourera avec les élèves les mots interrogatifs et les verbes du Wordbox pour en éclairer le sens.
On attend des questions comme celles-ci :
Where do you live?
Which school do you go to?
How old are you?
2 Dans cette activité qui vise à fixer la structure des questions ouvertes, les élèves interrogent Danny, un
DJ. Nous mettons à la disposition des élèves des Extra words pour leur donner plus d’outils et enrichir leur
lexique. On attend :
Where do you work?
How much do you earn?
What time do you start?
What time do you finish?
3 On fait écouter les questions une première fois. Ensuite, on fait répéter chaque question par les élèves.
4 On fait ensuite compléter les questions dans le Workbook.
On peut aussi faire redire les questions par les élèves, les workbooks fermés, pour faire travailler leur
mémoire.
What time do you start?
How much do you earn?
Where does your boss work?
How do you get to work?
Whose car do you use?
Why do you like your boss?
Transcript
39
5 Ce jeu de devinette va permettre aux élèves de manier librement la structure.
Voici quatre questions que les élèves peuvent poser à leur voisin.
How old is he?
What does he do?
Where does he live?
What instrument does he play?
Read...
page 51
What do you do?
Nous avons choisi un entretien avec un DJ parce que c’est un métier peu banal.
On commencera par demander aux élèves de parler de ce métier. On fera poser les questions par les élèves et
dans les réponses on introduira des mots tels que radio station, records, choice pour éclairer le texte et même
salary, working hours qui apparaissent dans le document oral.
Les élèves pourront ensuite répondre aux questions dans le Workbook.
1.
2.
3.
4.
5.
6.
7.
8.
How many people are talking? Two
Who is asking Danny questions? An interviewer
What does Danny do? He is a DJ.
Where and when does he work? He works three evenings a week in the local hospital.
Has he got a salary? Justify. No he doesn’t have a salary. The work is voluntary.
What is Danny’s ambition? He wants to work for a radio station.
Does he have an easy job? Justify. No he doesn’t. His job is very satisfying.
Who listens to Danny’s program? A lot of children listen to his program.
Observe the grammar
1. What voluntary work do you do? When do you work? Why do you do it? Do you bring your own records?
Les verbes sont à la forme interrogative.
2. Question fermée : Do you bring your own records?
Elle ne comporte pas de mot interrogatif.
Auxiliaire + sujet + base verbale
3. Questions ouvertes : What voluntary work do you do? When do you work? Why do you do it?
4. What – when – why
Mot interrogatif + Auxiliaire + sujet + base verbale + ?
Listen...
page 51
Why do you work here? Workbook
We mentioned charity shops in the introduction. Well in this mini play Milly works in a charity shop much to
the disgust of her boyfriend Charles. What do your students think of charity shops? Would they work in one?
Would they donate their old clothes to shops like these? Where do young Brits buy a lot of their trendy clothes?
In charity shops of course. Would your students do the same?
James – When do you work here, Milly?
Milly – Every Saturday during school time, James.
James – Do you like working here? Everything is so old.
Milly – I love working here. It’s very interesting.
James – How much do you earn?
Milly – Nothing, stupid. It’s voluntary work. It’s for charity.
James – No pay!! I’m not the stupid one – you are.
Milly – Personal satisfaction James, is very important. It’s useful for my future career.
40
Transcript
.../...
.../...
James – Why do you like working here?
Milly – Well I meet people – I help people look good.
James – Look good – these clothes are old.
Milly – James do you like my clothes?
James – Well, yes – you always look cool.
Milly – Well they are from this shop. All for 50p. And it goes to charity
James – 50p!! Do you have something for me?
and Write Workbook
Les blancs portent sur les mot interrogatifs, les formes négatives et les structures vues dans les kits précédents. Nous revenons régulièrement sur ce qui a été appris dans les kits précédents pour consolider les acquisitions.
Compte-rendu
Why do you work here?
Milly works in a charity shop. James doesn’t understand. He asks her lots of questions. Why does she work
there? How much does she earn? and why does she like working there? Milly says it’s voluntary work and
it’s useful for her career. James doesn’t like the clothes in the shop. He thinks they are old but he likes
Milly’s clothes. He thinks she looks cool. They are the same clothes.
Grammar
page 52
Entraînez-vous
1
Associez les
how much
how many
who
what
when
where
which
how old
whose
why
mots interrogatifs de la colonne A à leur équivalent français dans la colonne B.
combien (+ singulier)
combien (+ pluriel)
qui
quoi
quand
où
lequel
quel âge
à qui
pourquoi
2 Associez les questions 1. à 5. aux réponses a. à e.
1. What is his name ? e. Kevin Bartok
2. How old is he? c. He’s 19.
3. Where is he from? b. Manchester.
4. Whose car is it? a. His wife’s.
5. Why is he happy? d. Because lots of children listen to his program.
3 Complétez avec le mot interrogatif approprié.
1. Where does he live? In a small town.
2. What does he do? He is a DJ.
3. When does he DJ? On Mondays, Wednesdays and Saturdays.
4. Who listens to his program? A lot of children.
5. Whose records does he play? His sister’s records.
6. Why does he do voluntary work? Because he likes helping people.
7. What music does he prefer? Pop music.
41
Read More
page 53
Who’s that man?
Ce texte que nous avons simplifié pour le rendre accessible aux élèves évoque un fait assez singulier. Une
personne masquée nettoie toutes les nuits un centre commercial dans la petite ville de Kettering. Nous avons
choisi ce document pour l’intérêt qu’il suscite et pour les nombreuses occurences de questions qu’il comporte.
Il est conseillé de faire un travail d’anticipation avant de laisser les élèves face au texte.
Le titre et la photo mettent les élèves sur la voie.
Le titre nous incite à employer le lexique relatif au mystère. On intoduira des mots tels que mystery, identify,
know. Quant à la photo, on voit qu’il s’agit de nettoyage : clean, broom, dustpan.
On demandera aux élèves de répondre à la question suivante : What do you think the text is about?
On écrira au tableau les hypothèses émises par les élèves. Puis on leur demandera de lire le texte et répondre aux questions. On vérifiera leurs hypothèses lors de la correction collective.
Feedback
Read the text and answer the questions.
1. Who is it about? A man who only comes out at night and who cleans the streets of Kettering.
2. What is mysterious about the man? He wears a mask and a scarf.
3. Does anybody know him? No, nobody knows who he is.
4. Where does the mystery take place? It takes place in the town of Kettering.
5. What does he do and when does he work? He secretly sweeps up a dirty shopping center at night.
6. What does he write on the rubbish bins? He leaves notes which say, “Keep Kettering tidy. Best wishes, the
Phantom.”
8. What is his signature? He signs his notes, “The Phantom.”
9. Imagine the reasons why he does that. He wants to keep the town clean. He loves his town.
10. Match the English words with their French equivalents.
dirty: sale – knows: sait – spokesperson: porte parole – shop-owner: commerçant – leaves: laisse
Write
DJ Danny – No, local people donate the food.
Someone cooks it and I serve it.
Interviewer – Why do you do it?
DJ Danny – Well, I want to help people who have
nothing to eat.
Interviewer – Is it difficult to work with poor
people?
DJ Danny – No, it isn’t. It’s very satisfying. They are
very hungry and appreciate my work.
What do you do?
Interviewer – What voluntary work do you do,
Isabelle?
DJ Danny – I serve meals at the “Restaurants du
Cœur”.
Interviewer – When do you do that?
DJ Danny – I do it four evenings a week. It’s
hard work.
Interviewer – Do you bring your own food?
Words
page 54
USE the words
2. He keeps the charity shop very clean.
1 Complétez avec des noms du lexique.
3. But he works alone.
1. A DJ plays records.
4. He wants an assistant but his boss says no.
2. The person who sweeps the streets is a cleaner.
5. His boss doesn’t listen to him.
3. If you are hot you open the window.
4. In winter you can wear a scarf round your
3 Trouvez les contraires dans le lexique.
neck.
1. Day/night
5. A raincoat protects you from the rain.
2. Evening/morning
3. Nobody/everybody
4. Clean/dirty
1. He is fed up with his job. He doesn’t like his
5. Well/sick
boss.
42
Kit 8 Spend, spend, spend
Introduction
Instant gratification has become all important in today’s society. So many people see something and they want to own it
immediately. People seem to want to have more and more
money to spend and this includes the young and old alike. In
this kit we start off with an Internet forum where teenagers are
put to the test of living without money for – ONE WHOLE DAY!
Could your class survive in such conditions? In the READ MORE section we look at the successful supermarket branch Tesco – which
is open 24/7. How necessary is all this in today’s world? What
do your students think?
OBJECTIFS
Grammaire
• Much, many, a lot
Lexique
• Les achats
• Les biens de consommation
Fonctions
• Dire ce que l’on aime faire
• Décrire un lieu
Speak
page 56
EXPLORE the photos
Pour l’apprentissage des quantifieurs, on a choisi le thème de la consommation.
1 Ce premier exercice introduit le quantifieur le plus employé a lot of.
Pour répondre à cette question, on attirera l’attention des élèves sur le Wordbox qui les aidera à formuler
leurs phrases.
On veillera à ce qu’ils emploient les quantifieurs dans des phrases commençant soit par : I can see..., there
are..., people spend...
On attend : I can see a lot of clothes, departments…
There are a lot of T-shirts, shoes…
People spend a lot of money, time…
2 Cette activité introduit many et much dans les phrases interrogatives et négatives.
Les élèves ont à leur disposition le Wordbox pour poser leurs questions. On essaiera de leur faire déduire
rapidement quels mots du wordbox suivent many et quels mots suivent much.
make-up, suncream, toothpaste, hair gel, food, perfume, money suivent much, les autres suivent many.
Cette mise au point est nécessaire pour éviter les confusions.
On attend : Do you use much hair gel?
Do you buy many clothes?
Do you buy much suncream?
3 On fait écouter la conversation entre Shelly et Barnaby une première fois. Ensuite, on fait répéter chaque
et faire répéter certains mots ou expressions qui apparaissent dans le dialogue.
workbooks fermés.
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Shelly –
Barnaby
Do you spend a lot of money Barnaby?
– No, I don’t. Do you?
Well, I spend a lot on clothes. I don’t spend much on food.
– Oh I buy a lot of food. Especially chocolate.
Chocolate isn’t food. I don’t eat much chocolate. I don’t buy many sweets.
– I love sweets. But I don’t buy many because they are expensive.
So, you have a lot money Barnaby because you don’t spend much.
– No, I don’t. My girl friend spends it all.
43
Transcript
5 Ce jeu de rôles met les élèves dans une situation de communication quasi authentique. On invitera les
élèves à poser des questions ouvertes et des questions fermées et à donner des réponses courtes et des réponses complètes pour une meilleure fixation des quantifieurs.
On attend :
Do you buy much perfume? No, I don’t buy much perfume.
What sort of clothes do you buy?
Do you spend your money on sports equipment?
Read...
page 57
Can you live without money for a day?
Ce document se compose de témoignages d’adolescents sur la possibilité de vivre sans argent pendant une
journée. C’est un sujet intéressant dans notre société de consommation.
Nous avons sélectionné quatre témoignages. Les filles semblent être de plus grandes consommatrices que les
garçons.
Le document est très simple, le vocabulaire ne présente pas de difficultés.
On peut faire un petit travail d’anticipation sur le titre et l’aspect physique du document.
On posera des questions simples pour déclencher l’expression.
How many people answer the question?
How many boys and how many girls?
How many say “yes” and how many say “no”?
On peut impliquer les élèves en leur demandant : What about you? Can you live without money for a day?
Les élèves sont invités à dire ce qu’ils achètent. Nous pensons qu’ils pourront s’exprimer aisément puisqu’ils
ont déjà vu le vocabulaire. Dans le cas contraire, on les renvoie au Wordbox.
1. How old are the four teens?
Patricia is 15; Sally is 16; Jimmy is 16; Kirsty is 16.
2. Who can live for a day without spending money? And who can’t?
Jimmy can live without spending money for a day. The girls can’t.
3. What does Patricia spend her money on?
Patricia spends her money on clothes like sweaters and shoes and candy.
4. How does she get the money?
She gets the money babysitting.
5. What about Sally? Does she spend her money on clothes? Justify.
No she doesn’t spend her money on clothes. She spends it on her mobile phone.
6. Does Sally phone a lot?
No she doesn’t. She spends money on different covers for her phone.
7. Who spends money on chips, sodas and candy?
Kirsty spends money on chips, sodas and candy.
Observe the grammar
1. a lot of money: beaucoup d’argent – I spend a lot: je dépense beaucoup. – I love it too much: je l’aime trop.
many phone covers: beaucoup d’étuis de téléphone – many different covers: beaucoup d’étuis différents
much money: beaucoup d’argent – much shopping: beaucoup d’achats
a lot of sweets and junk food: beaucoup de bonbons et de cochonneries
En français, beaucoup s’emploie dans tous les cas. En anglais, on emploie des quantifieurs différents selon
les mots qui les suivent.
2. On a many parce que covers est un nom dénombrable. On a much parce que money est indénombrable.
3. On emploie généralement a lot of dans une phrase affirmative et much et many dans une phrase négative.
Cependant, aujourd’hui on entend souvent des phrases négatives comportant a lot of et qui ne choquent
absolument pas les Anglais.
44
Listen...
page 57
You are very generous but … Workbook
The wife in our mini play has been shopping. Her husband is furious as he thinks she spends too much money.
They don’t have a lot and have a big family to feed. However at the end he changes his mind. Why?
Husband – You have so many bags darling.
Transcript
Wife – Oh, I’m so tired. Shopping is very difficult.
Husband – What have you got in those bags?
Wife – Well, I‘ve got a lot of new dresses and a lot of shirts for you..
Husband – But darling we don’t have much money you know. We have three children and 2 dogs and 1
cat …
Wife – Oh, the children – these are for Bobby and Billy– they don’t have many video games.
Husband – Now they have a lot, darling!
Wife – And this is for Jenny – she doesn’t have much make up.
Husband – Darling – you are very generous but the money Wife – Oh I have a lot of credit cards – it’s not a problem.
Husband – Oh darling this is so …
Wife – wonderful – look – look at this!!
Husband – A check – a lottery check for twenty thousand pounds.
Wife – Yes we are rich!!
Husband – Thank you darling, I love my shirts – you don’t have a new car, do you!
and Write Workbook
Compte-rendu
You are very generous but…
Annie comes home with a lot of bags. She has got a lot of dresses and shirts. She says her children don’t
have many video games, so she has got a lot for them. Her husband is not very happy. He is angry. He
says they don’t have much money. Annie says they have a lot of money now. She has got a lottery check
for twenty thousand pounds. They are rich. Her husband wants a new car.
Grammar
page 58
Entraînez-vous
1
Associez les questions 1. à 6. aux réponses a. à f.
1. Why is she fat?
e. Because she eats a lot of sweets.
2. Why is she sad?
c. Because she has no money.
3. Why is she happy? a. Because she has a lot of T-shirts.
4. Why is she rich?
d. Because she earns a lot of money.
5. Why is she slim?
b. Because she does a lot of sport.
2 Choisissez entre much et many.
1. many sweaters
2. much space
3. many mobile phones
4. many supermarkets
5. many clothes
6. much water
7. much food
8. much money
9. much time
10. much noise
45
1. She hasn’t got a lot of trousers. She hasn’t got many trousers.
2. He doesn’t spend a lot of money. He doesn’t spend much money.
3. I don’t buy a lot of sweets. I don’t buy many sweets.
4. They don’t sell a lot of food. They don’t sell much food.
5. There isn’t a lot of noise. There isn’t much noise.
4 Traduisez.
1. Je n’ai pas beaucoup de temps. I don’t have much time.
2. Elle n’achète pas beaucoup de maquillage. She doesn’t buy much make-up.
3. Elle passe beaucoup de temps avec ses enfants. She spends a lot of time with her children.
5 Complétez avec some, any, no.
1. Have you got any make-up ?
2. No, I haven’t, but I’m going to buy some.
3. Do you have any French perfume ?
4. No, sorry, I wear no perfume at all.
Read More
page 59
Shopping, 24 hours a day!
Le document décrit un supermarché très connu Tesco’s, que l’on ne trouve pas seulement en Angleterre, mais
à Prague, à Amsterdam...
Ce document loue les prestations de ce supermarché qui fait tout pour aider les clients, que ce soit les personnes âgées, les handicapés ou les mères avec des jumeaux ou des triplés.
Le titre montre déjà le souci de servir le client à tout moment.
Pour introduire le lexique du document et faciliter la compréhension, il est conseillé de consacrer du temps
à la phase d’anticipation.
On fait décrire la photo de ce supermarché et on introduit ainsi des mots tels que : trolleys, customer, close
and open, car park... On veillera à ce que les élèves emploient les quantifieurs.
On aura des phrases telles que : There are a lot of trolleys at the customer entrance.
The supermarket is very big.
I think it has a lot of customers.
It does not close at night.
It is open all day.
It sells a lot of products.
Après cet échauffement qui a facilité et motivé les élèves, on leur demande de travailler seuls ou deux par
deux pour répondre aux questions.
Feedback
Read the text.
1. What is the name of the supermarket and where is it located?
The supermarket is called Tesco and it is Cardiff in Wales.
2. Is the supermarket open every day?
Yes it is. It is open 24 hours a day.
3. When does it close on Wednesdays?
It doesn’t close on Wednesdays.
4. Is there a parking space for handicapped people? Justify.
Yes there is a parking space for handicapped people. In lines 5 and 6 it says there are a lot of areas next
to the supermarket for the disabled.
5. Can you go to the supermarket if you don’t have a car? Justify.
Yes you can. There are a lot of free buses to the supermarket.
6. Are there any special trolleys for handicapped people ? Justify.
Yes, there are special trolleys for people in wheelchairs.
46
7. What are the facilities at Tesco’s?
There are toilets, trolley parking, a crèche, a chemist’s and a café.
8. Do Tesco’s employees help the clients?
Yes they do, the staff are very helpful.
9. Do you think people hate shopping at Tesco’s? Justify.
No, they love shopping at Tesco’s. It’s cool.
10. Find in the text synonyms for: enormous/huge – shut/open – handicapped/disabled –
surprising/incredible – employees/staff – product/item.
Après la correction collective au cours de laquelle les réponses doivent toujours venir des élèves avec justification par le texte, il est utile de faire faire un compte-rendu oral du document pour faire le bilan de ce qui
a été compris.
Si le niveau de la classe est bon, on peut demander à un élève de prendre la parole en continu. Dans une
classe de niveau moyen, on demande à chaque élève de donner une information.
Write
On demande une réponse à la question posée. Le paragraphe à rédiger doit ressembler à un des témoignages
étudiés dans le document page 57.
No, I can’t live without money! I need a lot of money to shop for Cds and clothes! I spend some of my money
on books. But I never buy food because my mum buys the food. She buys a lot of vegetables and milk from
the grocer’s. She doesn’t buy much from the supermarket. She prefers small shops. I buy lots of presents for
my sister too. My parents don’t give me much pocket money. I earn a lot of money baby sitting.
Words
page 60
USE the words
1 Complétez avec les noms du lexique.
1. You can get some money from the cash point over there.
2. But don’t spend it on junk food. It is very fatty and bad for your health.
3. That shop has a lot of different departments where you can buy anything you want.
4. It’s your mum’s birthday. You can buy a nice present here.
2 Trouvez dans le lexique les mots correspondant à ces définitions.
1. You put it in your computer. software
2. You push it round a supermarket and put your food in it. trolley
3. You wear this in cold weather. sweater
4. The American word for sweets. candy
3 Complétez cette conversation dans un magasin avec les verbes du lexique.
1. Excuse me, I need some new rollerblades. My old ones are broken.
2. How much do you want to spend?
3. I like those. Are they expensive?
4. Yes they are. I advise you to buy this pair. They are very cheap.
5. Do you want to buy anything else?
47
Kit 9 Special events
Introduction
Everyone likes special events. They are so exciting. Each country
has its own special events and one of the most popular in the
UK is Wimbledon. England is far from being a great tennis
nation but Wimbledon is something everyone loves – it must be
the strawberries and cream that they serve there! In Scotland,
Hogmanay is something tourists travel far and wide to experience. They all think it is the best way to welcome in the new
year. When teaching the present continuous it is not always
easy to find the right situation so students can grasp how the
tense is used. We have taken advantage of the recent blog phenomenon whereby people say what they are doing in real time
over the Internet. In the first blog Hilary describes being in the
queue and in the second one Jack and Lisa share a Scottish New
Year’s Eve live with us. Why not get the students to invent their
own blogs and get more practice using the present continuous.
OBJECTIFS
Grammaire
• Le présent Be + V-ing
Lexique
• Les verbes d’action
• Les vêtements
• Le temps qu’il fait
Fonctions
• Décrire ce que l’on voit
• Dire ce qui se passe
Speak
page 62
EXPLORE the photos
1 L’introduction du présent Be+ing va se faire par la description des deux photos. Comme toujours, nous
donnons un exemple et des amorces qui aident les élèves à s’exprimer.
On veillera à ce que les élèves n’oublient aucun élément de la structure, ce qui est malheureusement souvent
le cas.
On aura habitué les élèves à se servir du Wordbox en cas de besoin. On attend :
In the picture on the right a lot of people are queueing up.
A man is holding a bottle of water.
A young woman is wearing a hat.
They are all waiting.
A man is wearing a flag on his shoulders.
2 Ce jeu de mémoire a pour objectif premier le maniement de la structure à la forme interrogative et à la
forme négative. Il vise aussi à développer le sens d’observation des élèves et leur concentration.
L’homme que vous voyez assis est l’homme de la photo de droite drapé dans le drapeau anglais.
Après avoir regardé la photo quelques secondes, les élèves formulent leurs questions.
On attend : What is the man holding ?
He is holding a newspaper.
What colour are his shorts?
They are yellow and red.
Is he wearing glasses?
No, he isn’t
What sort of shoes is he wearing?
He is wearing trainers.
Where is he sitting?...
3 On fait écouter la description d’Hilary une première fois. Ensuite, on fait répéter chaque réplique par les
élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique.
On peut aussi faire lire le monologue par un élève puis le faire répéter, les workbooks fermés.
49
Hilary (on the phone) – We are queuing up for Wimbledon. Some people are sleeping in
the street. It’s raining and I’m cold. I’m drinking a cup of coffee. One man is wearing a
very funny hat. Oh good! We’re going in. It’s very exciting.
Transcript
5 Cette activité a pour objectif de consolider le maniement de la structure. Les élèves doivent faire deux
phrases avec le présent Be + V-ing. Nous proposons un vocabulaire supplémentaire avec les Extra words pour
leur donner les moyens de s’exprimer.
Les Extra words visent aussi à enrichir le bagage linguistique des élèves.
On attend : A lot of people are watching. Some people are playing football. Where am I?
You are watching a football match in a football stadium.
Some people are reading. Some people are swimming. Where am I?
You are on the beach.
Read...
page 63
Hilary’s blog
Hilary décrit ses heures d’attente devant le stade de Wimbledon. Ce blog est un journal à l’intention de ses
amis internautes.
On laisse les élèves regarder le document et on leur demande de relever le titre et tous les mots en gras. Ce
travail de scanning permet aux élèves de répondre aux questions : when, where, who. Les informations
obtenues ainsi que les photos permettent de se faire une bonne idée du contenu du document.
Ensuite, les élèves répondent aux questions qui figurent dans le Workbook.
On veillera à ce que les élèves emploient correctement la structure Be + V-ing.
1.
2.
3.
4.
5.
6.
Where are Bill and the narrator? They are standing in the queue for Wimbledon.
What is the weather like? It is raining.
How do they feel? Why? They feel tired. They are waiting to go in. It is very late. It is 11:30 p.m.
What sport are they going to watch? They are going to watch tennis.
What time is the match taking place? It is taking place at 2 p.m.
Who is Tim Henman? He is the number one English tennis player.
Observe the grammar
1. We are still waiting – I’m drinking
Elles sont composées de Be + V-ing. Elle sont au présent.
2. are standing – it’s raining – are sleeping – is wearing – is moving – are entering – are watching – is losing
– is sleeping
3. Hilary décrit ce qu’elle fait au moment où elle parle.
Listen...
page 63
We’re having fun Workbook
We have taken advantage of modern technology once again to teach the present continuous. This time mobile
phone cameras have come to our rescue. Jenny is waiting to see a sporting event with her boyfriend and she is
sending photo messages to her parents on her mobile phone. Each photo is accompanied with a message in
English in the present continuous, of course! This may be a good opportunity to get your students to use their
mobile phones to good effect by taking a picture and describing what is happening in it. They don’t have to
send it – so it won’t cost anything and they can either load it onto their computer to make a blog or print it
and add a caption.
50
Mum – Oh look I’ve got a message. It’s from Jenny.
Dad – Ooh she’s sending a photo on the phone.
Mum – Look she’s lying on the ground, in the street.
Dad – What is she doing? Is she ill?
Mum – I think she’s sleeping. There are a lot of people standing and lying in the street.
Dad – Look! Another photo. She’s waving at us.
Mum – Oh, she looks happy.
Dad – Why is she sleeping on the ground in the street?
Mum – I don’t know. Look she’s getting up.
Dad – She is crazy. Who is that person next to her?
Mum – I don’t know.Oooh! He’s kissing her. I think he knows her.
Dad – I hope so. Another photo – they are drinking coffee.
Mum – Oh, isn’t that lovely. Oh they are moving. Oh look they’re buying a ticket.
Dad – Manchester versus Arsenal! They are waiting to see a match!!
Mum – Oh! They are CRAZY!!!
Transcript
À la fin de la compréhension orale, il est conseillé de faire faire aux élèves une synthèse orale de ce qui a
été compris avant de leur demander de compléter le compte-rendu que nous proposons. En complétant le
compte-rendu, ils verront s’ils n’ont oublié aucun élément important de la conversation.
and Write Workbook
Les blancs que les élèves doivent remplir portent essentiellement sur la structure étudiée. L’objectif est de
les aider à la reconnaître à l’oral même dans sa forme contractée (I’m drinking) et de l’écrire correctement.
Compte-rendu
We’re having fun
Jenny is sending phone messages and photos to her parents. In message one she is lying on the ground
in the street. In message two she is waving at her parents. In message three she is kissing her boyfriend.
In message four they are drinking coffee. They are waiting to see a football match.
Grammar
page 64
Entraînez-vous
1
Complétez avec am, is, are.
1. I am looking at the man’s hat.
2. A lot of people are standing silently.
3. The man is reading the newspaper.
4. A girl is wearing a red top.
5. A man is holding a bottle of water.
2 Dites ce que ces personnes ne font pas.
1. They aren’t sitting on chairs.
2. They aren’t watching a film.
3. The man isn’t drinking water.
4. They aren’t listening to music.
5. The girl isn’t speaking with her friend.
3 Posez des questions au présent Be + V-ing avec les éléments proposés.
1. you / stay / here? Are you staying here?
2. your daughter / watch / the match? Is your daughter watching the match?
3. your parents / wait / in the queue? Are your parents waiting in the queue?
4. the tennis stars / play / well? Are the tennis stars playing well?
4 Lisez ces phrases. Dites pour chacune d’elles quel présent vous emploierez : le présent simple ou
le présent Be + V-ing.
Les élèves n’ont pas à traduire les phrases, mais nous l’avons fait au cas où vous souhaitez le faire aussi.
51
1. Il arrive tous les jours à 9 heures. Every day he arrives at 9. (present simple)
2. En ce moment il regarde le match de tennis. He’s watching the tennis match at the moment.
(present continuous)
3. Que fait-elle ? Elle dort. What is she doing ? She’s sleeping. (present continuous)
4. Regarde ! Il neige. Look! It’s snowing. (present continuous)
5. Ils viennent à Wimbledon tous les ans. They come to Wimbledon every year. (present simple)
5 Mettez le verbe à la forme qui convient : présent simple ou présent Be + V-ing.
1. Look! it is raining.
2. It rains every day in this country.
3. He works in a bank.
4. Today he is working at home.
5. At the moment he is playing football with his brother.
6. He usually plays football with his friends.
Read More
page 65
Jack and Lisa’s travel blog
L’intérêt de ce document est son aspect authentique. Il apparaît dans sa forme blog que certains élèves n’ont
peut être jamais vu.
Ce texte est plus complexe que le précédent, mais il a la même structure, ce qui va faciliter sa compréhension.
Il s’agit d’un journal de voyage. Jack and Lisa se rendent en Écosse pour Noël. Et ils nous font part de ce
qu’ils voient, entendent et ressentent.
Le travail d’anticipation consistera à travailler sur le titre et à faire décrire la photo. On demandera ensuite
aux élèves de relever les mots commençant par une majuscule pour qu’ils situent rapidement les endroits où
se trouvent les narrateurs.
On obtient à peu près ceci :
Lisa and Jack are going to Scotland.
There are a lot of people in the street.
Some are dancing. Some are playing music.
They are celebrating Christmas.
Feedback
1.
2.
3.
4.
5.
6.
7.
8.
What season is it? It’s winter.
What is the weather like? It is freezing.
Where are Jack and Lisa going? They are going to Scotland.
What is the capital of Scotland? Edinburgh is the capital of Scotland.
What is Hogmanay? It is the Scottish New Year’s Eve.
Are there only British people there? No, there are people from all over the world.
Pick out sentences showing that people are happy. People are dancing and singing.
Why is the narrator going to spend next New Year’s Eve in a tropical country? Because it is very cold in
Scotland and her feet are freezing.
9. Match the English words with their French equivalents:
looking for
cherchons
youth hostel
auberge de jeunesse
almost
presque
kissing each other
s’embrassent
fireworks
feux d’artifice
freezing
gèlent
52
Write
Jimmy’s wedding
We are at the wedding reception in Orléans.
It’s 8 p.m. Jimmy and Jane are cutting the wedding cake. They look lovely. Jane is wearing a beautiful
dress.
People are dancing and eating and drinking. The band is playing music. I can see all my uncles and aunts.
It is really good fun. Everybody is having fun.
Words
page 66
USE the words
1 Écrivez les noms correspondant à ces définitions.
1. You put tea in it. cup
2. You wear it on your head. cap
3. You wear it to protect you from the cold. coat
4. You wear them to see better. glasses
5. It is red, white and blue. flag
6. They go off on New Year’s Eve. fireworks
2 Complétez ces messages avec les verbes suivants.
moving – queuing up – spending – standing
1. We are queuing up to see our favourite band.
2. There are no seats so we are standing.
3. We are spending the time on the phone with our friends.
4. The line is moving now. We are going in.
1. You call a friend on the phone.
2. You freeze when it is very, very cold.
3. You hold something in your hand.
4. You kiss someone you love.
53
Kits 7, 8, 9 Recap
page 67
5 Dites ce que Danny et les enfants sont en
train de faire à l’hôpital.
1. Danny is working in the hospital.
2. He is playing music for the sick children.
3. They are listening to hip hop and pop.
4. They are happy and they are laughing.
5. The nurses are clapping their hands.
1 Complétez avec le bon mot interrogatif.
1. What do you do on Saturdays? I go shopping.
2. Where do you go shopping? At Tesco’s.
3. What do you buy there? Food and clothes.
4. Who do you take with you? My children.
5. Why do you go there? Because it’s cheap
and good.
6. Which Tesco’s do you go to? Tesco’s in
Newcastle.
6 Posez des questions.
1. What is she drinking? She’s drinking water.
2. Where is the man sitting? He is sitting on a
chair.
3. Where are they standing? They are standing
in the queue.
4. Who is losing? Tim is losing.
5. Where are they sleeping? They are sleeping
in the street.
6. What are they watching? They are watching
a tennis match.
2 Posez des questions qui portent sur les mots
en gras.
1. He earns £4 an hour.
How much does he earn an hour?
2. I buy candy and clothes.
What do you buy?
3. She works in a clothes shop.
Where does she work?
4. I’m sixteen.
How old are you?
5. That phone’s Peter’s.
Whose phone is it?
6. Sally buys phones to match her clothes.
Who buys phones to match her clothes?
7 Mettez le verbe à la forme qui convient :
présent simple ou présent Be + V-ing.
1. Look. The man is cleaning the street.
2. He cleans the street every night.
3. He is wearing a scarf and a mask.
4. He always wears a scarf and mask.
5. Oh look, he’s going home now.
3 Mettez ces phrases à la forme négative en
utilisant much or many.
1. She watches a lot of tennis matches.
She doesn’t watch many tennis matches.
2. She takes a lot of water with her.
She doesn’t take much water with her.
3. There is always a lot of rain in Wimbledon.
There is never much rain in Wimbledon.
4. She always eats a lot of sweets at the
match.
She never eats many sweets at the match.
5. She does a lot of sport at the weekend.
She doesn’t do much sport at the weekend.
8 Trouvez les noms composés correspondant à
ces indications. Ils contiennent le mot souligné.
1. Someone who cleans the street is a street
cleaner.
2. Someone who has a shop is a shop keeper.
3. A container to put rubbish in is a rubbish
bin.
4. A place for your car is a car park.
5. A place to pay before going out of the shop
is a check-out.
6. Food that is bad for you is junk food.
4 Complétez avec some, any, no.
1. Have you got any tickets for the match?
2. No I haven’t. Bob has some.
3. Bob, give us some tickets please.
4. Sorry, I have no tickets for this match.
5. But I have some tickets for tomorrow’s
match.
9 Traduisez.
1. Combien coûtent ces chocolats ?
How much do these chocolates cost ?
2. Il n’y a pas beaucoup de personnes ici.
There are not many people here.
3. Il est en train de travailler.
He’s working.
4. Il y a beaucoup de bruit.
There is a lot of noise.
54
Method
page 68
1 1.
2.
3.
4.
Des ingénieurs en Australie et en France testent des voitures dont on est sûr qu’elles ne s’écraseront pas.
Il y a vingt mille accidents de la route qui impliquent des kangourous.
On a découvert que les sociétés de tabac encouragent les enfants à fumer.
Soixante pour cent d’étudiants britanniques ont un téléphone mobile.
2 1.
2.
3.
4.
5.
6.
minuit
en semaine
imperméable
porte-parole
commerçants
ville natale
3 1.
2.
3.
4.
b. heurte
c. embouteillages
c. hanches
a. interdire
4 1.
2.
3.
4.
5.
6.
My father has got a beautiful view from his office.
In the centre of his office there is a comfortable couch.
In the corner of his office, he’s got a large desk.
My mother prepares her delicious meals in a kitchen.
For dessert, we have a tasty apple-pie.
I like the friendly atmosphere of my home.
5 1.
2.
3.
4.
5.
blulled est un verbe – bought
blully est un adverbe – easily
blull est une préposition – by, near
blull est un adjectif – happy, pleased
blull est un nom – friends
55
Kit 10 You can do it!
Introduction
“You can do anything, if you want to,” goes the saying. And
that includes speaking English. Perhaps if our students were to
think of it as a sport and have fun they would find it easier to
do. Anyway, our aim in this kit is get the students talking about
all things sporty. We introduce them to less well-known sports
like archery and … wait for it – elephant polo. As we write this
book the Scots are world champions in this sport and our “Read
More” article is based on an interview we did with one of the
Scottish champions. Archery and elephant polo – two sports
anyone can do.
Speak
OBJECTIFS
Grammaire
• Can, can’t
Lexique
• Le sport
Fonctions
• Exprimer une capacité, une
incapacité, une permission
page 70
EXPLORE the photos
1 Pour introduire la structure can, nous nous appuyons sur cette photo montage qui illustre quatre sports,
le tir à l’arc archery, l’escrime fencing, le javelot javelin et la course running.
Les élèves ont à leur disposition le Wordbox pour s’exprimer. Ce travail ne présente aucune difficulté. Pour
enrichir le vocabulaire des élèves, nous donnons en exemple une phrase qui comporte un adverbe.
Nous attendons :
The men can run fast.
The girl can do archery very well.
The man can throw the javelin very far.
2 On introduit can’t grâce à la photo de cet homme gros, assis devant la télévision, un vrai couch potato.
Les Extra words que nous proposons vont aider les élèves à s’approprier un nouveau vocabulaire pour formuler leurs phrases.
On attend :
He can’t jump high.
He can’t climb a mountain.
He can’ t ski quickly.
He can’t play tennis well.
He can’t rollerskate.
3 On fait écouter le dialogue une fois. On peut procéder à un travail rapide de compréhension du document
si on le souhaite.
4 Ensuite on fait répéter les phrases en faisant respecter l’intonation et les accents de mots.
On peut faire relire le document par deux élèves ou faire jouer le dialogue par deux élèves, workbooks fermés, si la classe est d’un bon niveau.
Shelly – Can you run fast?
Charles – Yes, I can. I can run very fast. Can you?
Shelly – No, I can’t. But my brother can.
Charles – Is there a sport you can do well?
Shelly – Well, I can dance very well.
Charles – That isn’t a sport.
Shelly – Yes it is. I’m sure you can’t dance like me. Look!
57
Transcript
5 Après l’appropriation de la forme affirmative, puis négative, les élèves vont passer à la forme interrogative en posant des questions à leur voisin. Ici aussi, nous élargissons le champ lexical du sport avec les Extra
words. Le partenaire doit donner uniquement des réponses courtes.
Exemples d’échanges : Can your mother ride a bike? Yes, she can.
Can your father do bungee jumping? No, he can’t.
Read...
page 71
Too much TV?
Ce texte s’adresse aux personnes peu sportives auxquelles on propose un sport doux qui ne demande pas
beaucoup d’énergie pour les inciter à faire un peu d’exercice.
Comme tous les premiers textes de chaque kit, ce texte est très simple et sert de modèle au travail d’écriture qui est demandé.
Avant le travail de compréhension, on peut faire décrire succintement la photo pour réactiver le présent
Be + V-ing et obtenir des phrases comme celles-ci.
The man is wearing underclothes.
He is sitting comfortably and watching TV.
His dog is doing exercises on a walking machine.
Ensuite, on peut faire reformuler des phrases avec can et can’t en posant la question suivante : What can he
do, and what can’t he do?
Ex. : He can walk, but he can’t run quickly.
Après cet échauffement, on peut demander aux élèves quel sport ils lui conseillent de faire.
Puis on leur demande de lire le texte pour vérifier si le sport qu’ils ont choisi est celui qui figure dans le
texte.
1.
2.
3.
4.
5.
Who is the narrator addressing? People who don’t do any sport.
A couch potato is: a person who spends a lot of time watching TV.
Which sport does the narrator advise you to do? archery
Is it an old sport? Yes it is.
Do you need a lot of energy to do this sport? Justify.
No, you don’t. It says “a sport you can do without a lot of energy”.
6. Who can give you the equipment? An archery club near you.
Observe the grammar
1. Il y a cinq occurrences de can.
2. Il exprime une capacité.
3. Le verbe qui le suit est à la base verbale.
4. It’s a sport every member of your family can do. Can ne change pas à la 3e personne du singulier.
Listen...
page 71
Big strong men! Workbook
This is a light-hearted look at what two big strong men can or cannot do. We should not always be fooled by
appearances. What type of job would your students give Freddy and Timmy?
Freddy – Look at this advertisement, Timmy. “Wanted big strong men.”
Timmy – Let’s go in, Freddy.
Lady – Good morning gentlemen.
Freddy – You are looking for big strong men.
Lady – Yes we are. Um you are big – mm – very big – I can see that.
Timmy – We are big.
58
Transcript
.../...
.../...
Lady – But are you strong?
Freddy – Um, well when you’re big you’re strong, aren’t you?
Lady – Well, not necessarily. What can you do?
Timmy – Well, um, I can pick up that chair. Oh no I can’t.
Freddy – I can. Let me try.
Lady – Sit down gentlemen. No, not on that chair – that one – it’s bigger.
Timmy – Can you give us a job?
Lady – I can’t give you a job. You can’t pick up a small chair. You are big, but you aren’t strong. We are
looking for men to move furniture.
Freddy – But we can drive very well. We never walk anywhere. We drive everywhere.
Lady – Now that’s a good idea. You can be our drivers.
Comme toute activité nécessite un bilan qui rend compte de ce qui a été acquis, après ce travail de compréhension orale, il est conseillé de faire faire un compte-rendu rapide des points importants du document,
soit par un seul élève dans une prise de parole en continu, activité qu’il faut toujours encourager, soit par
l’ensemble de la classe.
Ensuite, les élèves complètent le compte-rendu que nous leur proposons.
and Write Workbook
Compte-rendu
Big strong men
Timmy and Freddy see an advertisement. It says, “wanted big strong men”. They go in and the lady says
they are very big. But they can’t pick up the chair. It’s not a big chair and the lady says they are not very
strong. They are big but not strong. They say they can drive very well. The lady says that’s a good idea,
they can be her drivers.
Grammar
page 72
Entraînez-vous
1
Complétez avec can ou can’t.
1. She can’t ride a horse, but she can ride an elephant.
2. Can you play tennis?
3. Yes I can, but I can’t play golf.
4. Can you jump high ?
5. No, I can’t. I’m very bad at jumping.
1. with a ball/ what / you / can / do/ ? ➜ What can you do with a ball?
2. play / games / a lot of / you / can / with a ball / ➜ You can play a lot of games with a ball.
3. now/ John / swim/ can / and his sister / very well ➜ John and his sister can now swim very well.
4. well / can / they / also / ski ➜ They can also ski well.
5. can / do / they / you / surf / think/ ? ➜ Do you think they can surf?
3 Trouvez les questions qui ont entraîné ces réponses.
1. Can he play? Oh yes, he can, he is a good tennis player.
2. Can you drive? Oh no, I can’t drive, I’m too young.
3. Can you speak Spanish? Of course, I can. My Spanish is very good.
4. Can you come with us? Sorry, I can’t. I am going out with my brother.
5. Can you ski? Of course I can. I can ski very well.
4 Écrivez le dialogue à partir des éléments donnés.
1. Bob demande à ses parents la permission d’aller voir un match de tennis. Can I go and see a tennis match?
2. Ils ne lui accordent pas la permission. No, you can’t.
3. Ils lui accordent la permission de le voir à la télévision. You can watch it on television.
4. Bob leur demande la permission d’inviter son ami(e) à la maison. Can I invite my friend over?
5. Ils lui accordent la permission. Yes, you can.
59
Read More
page 73
Elephant polo
C’est un texte authentique, lègèrement simplifié pour le mettre à la portée des élèves.
Il présente un sport peu banal : le polo à dos d’éléphant. Nous espèrons que l’originalité de ce sport motivera
les élèves et les incitera à découvrir le document.
Si le texte est un peu long et plus complexe que le précédent, un travail sur la photo va éclairer notablement
le sens du document. Pour décrire la photo, les élèves auront besoin de mots tels que : ride, helmet, pick up,
trunk, control et d’un mot exotique tel que Mahout. Tous ces mots seront introduits au fur et à mesure des
besoins des élèves.
Ex. : There are a lot of players. They are riding elephants.
They are wearing helmets.
The man at the front is a Mahout. His job is to control the elephant.
The man at the back is the player. He is holding a golf.
The elephant can pick up the ball.
Après ce travail d’anticipation qui a permis l’élucidation d’une partie du lexique, on laisse les élèves découvrir le document et répondre aux questions.
À la fin de cette activité, il est conseillé de faire faire un compte-rendu de ce document et de faire écrire sur
le cahier les phrases qui ont été formulées au cours de la phase d’anticipation.
Feedback
1.
2.
3.
4.
5.
6.
7.
What is Celia’s job? She’s a doctor.
What sport does she do? She does elephant polo.
What is a Mahout? What does he do? A Mahout controls the elephant.
Why can’t riders fall off their elephants? They can’t fall off because they are tied on to their seats with a rope.
Which sentence shows that elephants like playing? Elephants enjoy playing.
When does Celia give her elephant sugar cane? When she is pleased with her elephant.
Match the English words to their equivalents: sick: malade – another: un autre – fall: tomber – tied: attaché
– seat: siège – rope: corde – rules: règles – try: essayer
Write
Si l’enseignant explique bien aux élèves que ce travail de production écrite est en réalité un travail d’imitation
du texte page 71, qui doit suivre la même structure que le texte modèle, leur tâche s’en trouvera facilitée.
What about walking ?
Do you watch TV all the time? Are you a couch potato? Do you need exercise? Do you know what sport to
do? How about walking? You can do it anywhere. It’s a sport you can do without big muscles or a lot of
energy. You don’t need any money. You can do it for free. You need a good pair of shoes. That is all! It’s a
sport you can do anywhere. You can do it alone, or with someone, or with your dog, if you have one.
Words
page 74
USE the words
1. Archery is a good sport for lazy people.
2. The man is attached to the elephant by a rope.
3. The school rules are very strict.
4. Children love to eat sweets in the cinema.
5. You put sugar in your tea to make it sweet.
1. Cowboys ride horses.
3. Children play games.
2. Teachers ask questions.
4. Students use pens to write.
3 Complétez ces phrases avec des prépositions.
1. Celia comes from Scotland
2. She loves to talk about elephant polo.
3. Elephants enjoy playing with balls.
5. Doctors treat patients.
4. It is difficult to play well without a Mahout.
5. The Mahout stays on the elephant to control it.
60
Kit 11 Driving matters
Introduction
Safe driving has suddenly taken on a new importance in France.
You mustn’t drink, eat or phone and drive and this rule underlines the theme in our kit. It is perfect for practicing the modals.
We also interviewed an English window cleaner, Martin Steele,
famous for running his car on chip oil for the last four years. He
has given a new lease of life to the typical fish ‘n’ chip shop. In
fact, just when our book went to print there was an interview
with a man on the French news who had recently started using
chip oil in the South of France to run his car on. So the subject
is definitely topical. The Frenchman, however, did mention one
inconvenience, his car smelt like frying oil! Are your students
willing to back an ecological change like this?
OBJECTIFS
Grammaire
• Must, mustn’t
• Should, shouldn’t
Lexique
• Le code de la route, la sécurité
routière
Fonctions
• Donner des conseils
• Dire ce que l’on doit faire et ce
que l’on ne doit pas faire
Speak
page 76
EXPLORE the photos
1 Pour introduire must et mustn’t, nous avons choisi 5 panneaux de signalisation que les élèves n’auront
aucune difficulté à décoder. Ce travail par deux va permettre aussi aux élèves de rebrasser le questionnement
avec what.
On attend :
You must slow down. – You mustn’t overtake. – You mustn’t turn left. – You must move.
2 La photo de gauche illustre parfaitement ce qu’un automobiliste ne doit jamais faire.
He mustn’t eat and drive. – He mustn’t phone and drive. – He mustn’t drink and drive.
3 On fait écouter tout le dialogue une première fois. Ensuite on fait répéter chaque réplique par les élèves.
Bob – What does that sign mean?
Sheila – It means you must slow down.
Bob – What about that sign?
Sheila – That one means you mustn’t turn left.
Sheila – Be careful. You mustn’t look at me when I talk.
Sheila – You must look at the road.
Bob – You mustn’t talk to me then.
Transcript
5 Nous proposons des Extra words pour aider les élèves à s’exprimer. Dans le cas d’une classe fragile, il est
conseillé d’élucider le lexique avant qu’ils ne commencent leur mini dialogue.
On veillera à ce que les élèves posent correctement les questions.
On attend :
What must I have ?
You must have a helmet.
What must I do?
You must take lessons.
You mustn’t go close to cars, it’s not safe.
61
Read...
page 77
Don’t eat, drink and drive
Ce petit texte nous permet d’introduire les modaux should et shouldn’t. Ces modaux que l’on avait l’habitude
d’introduire assez tardivement dans l’apprentissage sont très faciles à utiliser et devraient faire partie rapidement du bagage linguistique des élèves.
Les phrases sont très simples, mais certains mots de vocabulaire seront à élucider : same, law, avoid.
1. Why are there many car accidents?
There are many car accidents because people eat, drink and drive at the same time.
2. Is it legal to drive and phone at the same time? Justify.
No it isn’t legal. It can be punished by law.
3. Is it safe to drive with one hand?
You can’t drive properly with one hand on the wheel.
4. What food do American drivers eat in their cars?
They like to eat soup, tacos, chili, hamburgers and jelly doughnuts in their cars.
5. Match the English words with their French equivalents: be careful: faire attention – law: loi – same: même
– avoid: éviter – properly: correctement – wheel: volant – jelly: gelée de fruits – doughnuts: beignets
Observe the grammar
1. You should be very careful. Drivers must absolutely avoid eating and drinking.
2. Must indique une obligation.
3. Should indique un conseil.
4. Les verbes qui les suivent restent à la base verbale.
Listen...
page 77
A smart car Workbook
Jeff gets off to a bad start with his wife Bev. He refers to the new car as HIS new car. She is very upset and
says, “it is OUR car”. However, he lets her use it but the car starts talking and giving her orders. It’s a very smart
car! The car’s voice drives Bev crazy until she realizes it is not the car who is talking but her husband. He is
playing a joke on her. What do your students think about all these cars that talk and tell you to put your seat
belt on? Is it a good idea or is it annoying?
Jeff – You must see my new car.
Bev – It’s our car Jeff.
Jeff – Ah, yes of course. It’s very intelligent.
Bev – A car can’t be intelligent.
Jeff – Oh, can’t it? Go on. Get in.
Bev – Oh can I drive our car?
Jeff – I suppose so. If you must.
Car voice – Welcome to Jeff’s car.
Bev –The car talks. Oh it’s not Jeff’s car. It’s our car.
Car voice – You must wash your hands before you touch me.
Bev – My hands are clean.
Car voice – You must put your seat belt on.
Bev – Hey wait a minute. I’m not ready.
Car voice – You mustn’t drive without a seat belt. Put your seat belt on.
Bev – Okay, okay!
Car voice – Drive please. You must slow down. You must go fast. You must stop.
Bev – Oh be quiet. I can’t drive this car, Jeff.
62
Transcript
.../...
.../...
Car voice – You mustn’t stop here.
Bev – Be quiet, you drive it Jeff.
Jeff – Don’t be silly. You mustn’t stop. You drive very well. I’m only joking.
Bev – Oh don’t, Jeff – you idiot IT WAS YOU NOT THE CAR!!!!!
and Write Workbook
Compte-rendu
A smart car
Jeff has got a new car. He says it’s a very intelligent car. His wife tries the car. The car talks. It says she
must wash her hands. She mustn’t drive without a seat belt on. It says she must slow down, she must go
fast. Bev doesn’t like the car. It gives a lot of orders. But it’s not the car. It’s Jeff. He’s joking.
Grammar
page 78
Entraînez-vous
1
Associez les amorces 1. à 5. aux fins de phrases a. à e.
1. The road is dangerous, c. you must slow down.
2. The traffic lights are green, a. you must move.
3. There is a speed limit sign, b. you mustn’t accelerate.
4. That lady is crossing the road, e. you must stop.
5. When you go round a roundabout, d. you must give way to the right.
2 Mettez les mots dans l’ordre. On vous donne le premier mot.
1. What / red / you / traffic / do / when / must /are / the / lights / ? ➜ What must you do when the
traffic lights are read?
2. You / eat / drive / mustn’t / and ➜ You mustn’t eat and drive.
3. You / drive/ in / fast / mustn’t / town ➜ You mustn’t drive fast in town.
4. You / one / mustn’t / with / drive / hand ➜ You mustn’t drive with one hand.
3 Transformez ces obligations et interdictions en conseils positifs ou négatifs.
1. She mustn’t use her mobile phone. She shouldn’t use her mobile phone.
2. She must concentrate on the road. She should concentrate on the road.
3. We must brake now. We should brake now.
4. You mustn’t exceed the speed limit. You shouldn’t exceed the speed limit.
5. You must fasten your seat belt. You should fasten your seat belt.
4 Donnez des conseils en utilisant should et les adverbes never ou always.
1. She often eats and drives. She should never eat and drive.
2. He doesn’t usually fasten his seat belt. He should always fasten his seat belt.
3. I often call my mother from the car. You should never call your mother from the car.
4. He sometimes jumps the lights. He should never jump the lights.
Read More
page 79
Chip oil in your car!
Ce document authentique raconte l’histoire d’un automobiliste anglais très ingénieux et très « écolo ». En
effet, il fait rouler sa voiture à l’huile de frites. Non seulement il fait des économies, mais il ne pollue pas
puisque le carburant qu’il utilise est de l’huile propre.
Les élèves interessés par cette expérience peuvent consulter le site http://journeytoforever.org/biodiesel_bubblewash.html qui explique le procédé.
Vous pouvez même contacter Martin : [email protected]. Comme on l’a dit dans l’introduction,
ce procédé commence à se répandre en France.
63
On fera décrire la photo par les élèves pour introduire des mots tels que can, car tank, oil, fill. Les bidons que
l’on peut apercevoir indiquent corn oil, c’est bien de l’huile de friture.
L’exploitation de la photo est un très bon moyen de déclencher l’expression et de rebrasser les structures déjà
étudiées telles que le présent Be + V-ing, have, be, et de manier le lexique nouveau.
On attirera l’attention des élèves sur le titre qui devrait les mettre rapidement sur la voie.
On attend ceci : Martin Steele is a young man. He is wearing a pink shirt and black trousers.
He has long hair and he is wearing glasses. He is smiling.
He is filling his car tank. He is using chip oil.
C’est après ce travail d’échauffement qui a pour objectif de faciliter la compréhension du document que les
élèves feront le Feedback en autonomie ou deux par deux.
Feedback
1.
2.
3.
4.
5.
6.
7.
8.
Say what you know about Martin Steele. He is a window cleaner from Manchester.
What sort of fuel does he use for his car? He runs his car on vegetable oil.
Where does he find it? He finds it in restaurants.
What must he do before using it? He must filter it before using it.
Is it expensive to convert a car to run on this fuel? No, it isn’t. It just costs a few hundred euros.
Does Steele spend a lot of money on his fuel? Justify. No he doesn’t. His fuel is absolutely free.
What piece of advice does Martin give? He says we should do the same. But we must remember to pay tax.
Find the English equivalents for: faire le plein: fill up your car – usagée: used – économiser: save
– gratuit: free – de même: the same
Après la correction collective, on demandera aux élèves de faire en quelques mots le compte-rendu de ce
document.
Write
Pour éviter tout dérapage, il est conseillé que les élèves aient le modèle sous les yeux. On les invitera à
reprendre les mêmes structures et à les adapter au sujet qui leur est proposé.
There are too many car accidents because people eat and ride their bikes at the same time. You should be
very careful. You shouldn’t eat and ride your bike. This can be very dangerous and is punished by law. You
can’t ride properly with one hand on the handle-bars.
You should only take your hand off the handle-bars to signal you are turning right or left.
Words
page 80
USE the words
1 Classez ces mots en deux catégories et donnez un titre à chaque catégorie. Quel mot peut aller
dans les deux catégories ?
Things to eat: fish – doughnuts – jam – vegetable – jelly
Things connected with cars: brakes – oil – engine – tyre – wheel – petrol
Oil can go in both categories.
1. It is better to wear a helmet on your head when you ride a motorbike.
2. You can only use a car if you have a driving licence.
3. There are two wheels on a bike and four on a car.
4. You must put air in your tyre when it is flat.
5. There is a 30-mile-an-hour speed limit in towns.
1. Wash your car with soap and water.
2. Park your car in a proper car park.
3. Drink only water before you drive.
4. Check the pressure of your tyres.
5. Slow down when you see an orange traffic light.
64
Kit 12 A new life
Introduction
Immigrants have always been welcome in America. In fact,
recent figures show that thanks to the new influx of immigrants
to New York the city has been rejuvenated. Here are two stories
of immigrants who left their lives in their beloved countries
behind them whilst looking for a new life. They tell their stories
simply and effectively. Perhaps your students have stories to tell
about their parents or grandparents.
Speak
OBJECTIFS
Grammaire
• Le prétérit : énoncés affirmatifs,
interrogatifs et négatifs
Lexique
• L’immigration, les conditions de
vie des immigrés
Fonctions
• Exprimer la nostalgie
page 82
EXPLORE the photos
1 Pour introduire le prétérit nous avons choisi le thème de l’immigration.
Cette vieille photo qui doit dater du début du siècle illustre l’arrivée d’immigrants aux États-Unis. Les élèves
doivent donner les raisons pour lesquelles ces immigrants ont décidé de quitter leur pays. Beaucoup de nos
élèves sont issus de l’immigration. Ils n’auront donc aucune difficulté à s’exprimer sur ce sujet.
Pour les aider à formuler leurs phrases, nous mettons à leur disposition un Wordbox qui comporte les verbes
à la base verbale et au prétérit. Nous n’introduisons que les verbes réguliers plus be et have.
On attend : They looked for jobs.
They were poor.
They had no money.
They wanted education for their children.
They wanted a different life.
2 Dans cette deuxième activité, nous introduisons les verbes irréguliers ainsi que quelques adjectifs pour
enrichir l’expression.
Nous donnons la parole à un jeune diplômé dont les parents ont émigré aux États-Unis. Nous avons choisi de
le faire venir d’un pays de l’Amérique centrale pour anticiper sur le texte de la page Read. Nous donnons des
amorces. Aux élèves de continuer l’histoire à leur guise.
On peut avoir ceci :
My father came in 1987. He came alone. He found a job. My mother and I arrived three years later. Life was
very hard. The food was very expensive. We had a big problem. We only spoke Spanish. We were not happy
because my grandparents stayed in the country.
3 On fait écouter le récit une première fois. On peut procèder à un travail rapide de compréhension avant
de faire répéter chaque phrase du document.
4 Les élèves complètent le document dans leur Workbook.
On peut ensuite demander aux élèves d’essayer de reformuler le récit de mémoire, workbooks fermés.
My dad went to the USA in 1989.
He found a job in a factory.
He made cars in Detroit.
He sent plane tickets to my mum and me.
We immediately left Mexico.
It was very difficult.
We didn’t speak English. But we do now.
Transcript
65
5 Ce jeu de devinettes ne présente pas de difficultés puisque les élèves trouveront dans les Extra words
tout le lexique nécessaire pour formuler leurs phrases.
Nous avons proposé quatre personnes célèbres. Si le jeu motive les élèves, ils peuvent continuer à jouer en
pensant à des sportifs, ou d’autres chanteurs.
Read...
page 83
Thank you, Mum and Dad
La compréhension de ce document a été facilitée par tout le travail fait en amont dans la page précédente.
Les élèves ne devraient avoir aucune difficulté à le comprendre. Presque tout le lexique aussi a été vu et utilisé dans les activités de la page Speak sauf send, factories, tenements, suffer que l’on expliquera au cours de
la correction du Feedback. Certains élèves ont pu en inférer le sens d’après le contexte.
1.
2.
3.
4.
5.
Where was the narrator born? He was born in Chicago, in the USA.
When did his father emigrate to Chicago? He emigrated to Chicago in the 1950s.
Who came later? His mother came later.
What was his father’s first job? His first job was as a migrant farm worker.
Give elements showing that their living conditions were very difficult.
The Chicago winters were cold. They lived in tenements and faced abuse and opposition.
6. Give the English equivalents of: usines: factories – cités HLM: tenements – affrontaient: faced
– injures: abuse – ont souffert: suffered
Observe the grammar
1. She was, she wore, she came.
2. Nous parlons d’événements passés.
3. Verbes réguliers : immigrate, work, live, face, suffer
Verbes irréguliers : send, come, be, wear
4. Did she like her new country? Elle est formée de did + sujet + base verbale + ?
5. She didn’t find life easy at all. She was not prepared for the cold Chicago winters.
Be diffère des autres verbes parce que be se comporte toujours comme un auxiliaire.
La forme négative de be au prétérit se construit ainsi : sujet + was / were + not.
La forme négative des autres verbes se construit ainsi : sujet + did + not + base verbale.
Listen...
page 83
An illegal immigrant Workbook
Guillermo is showing Jenny pictures of his mum and his family in Mexico. His mum is no longer an illegal immigrant. She speaks English well, but when she is angry she speaks Spanish. At the moment she seems to be angry.
Ask your students why.
Guillermo – Look Jenny, that’s my mother on the beach.
Transcription du dialogue
Jenny – She was so beautiful when she was young.
Guillermo – She lived in Mexico. But she wasn’t happy.
Jenny – I suppose she didn’t have any money.
Guillermo – She didn’t and she wanted to travel. Her sister was in California.
Jenny – Is that her sister?
Guillermo – Yes – that’s my aunt Elsa. My mom’s brother – that’s him – Roberto, he gave her some money
and she crossed the border illegally.
Jenny – She was an illegal immigrant!
Guillermo – She was. She lived with her sister and then she met my dad, Karl.
They got married and today she is legal.
.../...
66
.../...
Jenny – Does she speak Spanish or English at home?
Guillermo – She usually speaks English but when she’s angry she speaks Spanish.
La mama – “Guillermo. basta!! vamos!!!”
Guillermo – She’s angry now.
Jenny – I think she wants you to stop talking and do your homework.
and Write Workbook
Compte-rendu
An illegal immigrant
Jenny and Guillermo are looking at photos of Guillermo’s family. There is a photo of his mom on the
beach. She was very beautiful. She lived in Mexico but she wanted to travel. She came to California and
married Karl. She was an illegal immigrant but today she is legal. She speaks Spanish when she is angry.
She is angry with Guillermo now.
Grammar
page 84
Entraînez-vous
1
3. My father worked in a factory. (work)
4. My mother came in 1989. (come)
5. I was very young. (be)
Donnez le prétérit des verbes suivants.
1. work : worked
2. liv : lived
3. find : found
4. stay : stayed
5. like : liked
6. send : sent
7. come : came
4 Mettez les verbes à la forme négative.
1. They were not very happy in their country.
2. They did not live in good conditions.
3. They were not free.
4. They did not find jobs easily.
5. They did not want to stay there.
2 Donnez la base verbale des verbes suivants.
1. suffered : suffer
2. needed : need
3. gave : give
4. said : say
5. wore : wear
6. immigrated : immigrate
5 Mettez was, were, did, ou didn’t.
1. Did he like his country?
2. Was he happy?
3. He didn’t send money to his family.
4. He didn’t find a good job.
5. Did he learn the language?
6. Was it difficult for him?
3 Mettez les verbes au prétérit.
1. My father immigrated to England in 1985.
(immigrate)
2. I had two brothers. (have)
Read More
page 85
I’m the immigrant now.
Eduardo a émigré d’Argentine aux États-Unis et comprend à présent le comportement des immigrants dans
son pays. Il se trouve dans leur situation et comme eux, il a la nostalgie de son pays et ne veut pas oublier
ses racines.
Le document est long et assez complexe. Il nécessite un travail d’anticipation qui en facilitera la compréhension.
Une attention sur le titre et sur les mots commençant par une majuscule va mettre les élèves sur la voie.
On peut demander aux élèves d’émettre des hypothèses sur le contenu à partir de ces éléments. Pour donner
de l’intérêt à leurs hypothèses, on les note au tableau.
Ensuite, on demande aux élèves de lire le document pour vérifier leurs hypothèses et ensuite de répondre aux
questions qui vont les aider à le comprendre dans le détail.
67
Feedback
1. Pick out the two countries mentioned in the text. Argentina and America
2. Where did the narrator come from? and where is he living now?
He came from Argentina and he is living in the USA.
3. Is life very different in these two countries? Justify.
No it isn’t very different. They almost have the same food and the same way of life.
4. What surprised him when he was in his home country?
He didn’t understand why immigrants formed groups and stayed together.
5. What people emigrated there. People from all over the world.
6. What does he think now? He understands these people better now.
7. How does he feel? He feels nostalgic.
8. Does he want to forget his country? No he doesn’t. He wants to remember his roots.
9. Does he want to integrate completely? No, he doesn’t, because he doesn’t want to forget his roots.
Match the words: almost: presque – like: comme – shopped: faire les courses – customs: habitudes –
habits: coutumes – without: sans – forgetting: oublier – roots: racines
Write
En suivant pas à pas le texte qui sert de modèle, les élèves parviendront à écrire un paragraphe structuré. Il
faudra attirer leur attention sur le temps à employer (prétérit) et les envoyer à la page Words en cas de difficulté lexicale.
I am second generation Algerian. My father immigrated to Sarcelles in the 80s. He worked as a builder. He
sent money back to Algeria so my mother could come here too. My mother came in winter. Did she like her
new country? She didn’t find life easy at all. She was not prepared for the cold French winters. She came
with her brother. She worked as a cook in a restaurant. They have a shop now.
Words
page 86
USE the words
1. Immigrants never forget their home country.
2. They always keep their customs.
3. In the factory they didn’t earn much money.
4. Poor people often live in tenements.
5. Winter is a difficult season for them.
2 Donnez les adjectifs correspondant aux noms suivants.
Russia : Russian – Hungary : Hungarian – Poland : Polish – Germany : German – Spain : Spanish.
3 Complétez avec l’adverbe du lexique qui convient.
1. Pablo’s father arrived in the USA first. His mum came later.
2. His father was happy when his wife arrived. They preferred living together.
3. They preferred to speak Spanish. So they often went to Spanish stores.
4. His parents lived in the Mexican part of town. They never mixed with other nationalities.
5. Pablo went to an American school and has American friends. He is almost American, but not
completely.
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Kit 13 What happened?
Introduction
Learning how to ask questions such as: What happened?, What
did you do?, What did you see?, is a basic skill. It is not only
useful grammatically speaking, it is also useful for communicating when visiting a foreign country. Asking questions is so
important if you want to make progress in a language. It is also
essential to point out to students that in Anglo-Saxon countries
it is not rude to ask questions – it is thought of as rude if we
don’t ask people questions. This kit provides constant practice.
To make it more fun we have come up with mysteries which
automatically stimulate questions.
OBJECTIFS
Grammaire
• Les questions ouvertes et les
questions fermées au prétérit
Lexique
• Les cambriolages
Fonctions
• Demander des informations
Speak
page 90
EXPLORE the photos
1 Pour introduire les questions au prétérit avec be, les élèves s’appuient sur la situation qui leur est proposée et les deux photos qui l’illustrent. C’est l’occasion de réemployer be au préterit et les mots interrogatifs.
On attend : What was there in your truck ? There was my coat.
What time was it? It was 1 p.m.
Where were you? I was in the restaurant.
2 Dans cet exercice, les élèves pourront employer tous les verbes que nous mettons à leur disposition dans
les Extra words ainsi que le lexique du Wordbox. Il est conseillé de consacrer suffisamment de temps à cette
activité. Le questionnement reste un exercice très difficile à maîtriser par les élèves. Il serait bon que chaque
élève puisse formuler au moins une question correctement.
On attend : Did you see the robbers ? Yes, I did.
What did they look like? They were tall, one of them was bald.
Did you lock the truck? I didn’t.
What things did you have in your car? My keys, and my coat.
What time did you leave your truck? It was about 1 p.m.
3 On fait écouter tout le dialogue une première fois. Ensuite, on fait répéter chaque réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique.
Workbooks fermés.
Policeman – What happened?
Truck driver – Two men stole my truck.
Policeman – Where were you?
Truck driver – I was in the café.
Policeman – Did you lock your truck?
Truck driver – I think so.
Policeman – You think so! Did you see the men?
Truck driver – Yes I did.
Policeman – What did they look like ?
Truck driver – I don’t know. I think they were tall or perhaps they were small.
Policeman – How many men stole your truck?
Truck driver – Two.
69
Transcript
5 Avant de se lancer dans le dialogue, les élèves peuvent se concerter pour imaginer le cambriolage dont
ils vont parler. Les Extra words que nous proposons sont à la fois une aide lexicale et un moyen de guider
leur imagination. On attend un dialogue tel que celui-ci :
Where were you ? I was in bed.
How did he come into your room? He broke the window.
What time was it? I don’t know.
Did you see the robber? No, I didn’t.
What did he steal? He stole my camera.
Read...
page 91
Fast Fred and Dishonest Dan
C’est le récit d’un vol de camion commis par deux voleurs assez niais.
Le document qui est entièrement au prétérit ne présente pas de difficulté lexicale et peut ête compris par les
élèves sans l’aide du professeur. À ce stade de l’apprentissage, il est conseillé de laisser de plus en plus d’autonomie aux élèves.
1.
2.
3.
4.
5.
6.
7.
Give the names of the two men: Fast Fred and Dishonest Dan
What did they steal? Tick the right answer.
a vehicle
money
gold
Where did they steal it? They stole it in Wisconsin.
Why did the truck stop? The truck stopped because there was no gas in the tank.
What did they decide to do when the truck stopped? They decided to hitch-hike.
Who picked them up? Were they lucky? A police car stopped and picked them up. No, they weren’t lucky.
Find the English equivalents of: un vol: a robbery – camion: truck – essence: gas – réservoir: tank
Observe the grammar
1. Why did you stop? Did you put gas...? Les verbes sont au prétérit à la forme interrogative.
2. Mot interrogatif + did + sujet + verbe + ? Did + sujet + verbe + ?
3. La deuxième est une question fermée.
4. La première question est une question ouverte. Elle comporte un mot interrogatif.
Listen...
page 91
Who stole my car ? Workbook
Nous savons que la compréhension d’un document oral demeure un exercice difficile. C’est pourquoi nous faisons
un travail en amont suffisamment important pour que les élèves n’aient pas trop de difficultés à décoder le document. Nous faisons en sorte que le document reprenne une partie du lexique introduit dans la page Speak.
Mr Helms
Inspector
Mr Helms
Inspector
Mr Helms
Inspector
Mr Helms
Inspector
Mr Helms
Inspector
Mr Helms
Inspector
– Somebody stole my car.
Transcript
– What’s it like, sir? Was it a new car?
– Oh no, it was very old. I mean it didn’t work very well.
– Did you see who did it?
– Yes it was a young boy with long hair and dirty jeans. He lives opposite my house. His name
is Jamie. He always does bad things! I saw him break the window and drive away.
– How did he get the keys sir?
– I left them in the car. I forgot.
– In that case why did Jamie break the window?
– Well, he didn’t know the keys were in the car. He stole the car and left it in the station car
park in a terrible state. Arrest him now.
– I’m not arresting Jamie, sir, I’m arresting you for telling lies.
– How did you know it was me?
– Because Jamie had an accident last week. Today, he is in hospital. You lied to get the insurance money, didn’t you?
70
À la fin de ce travail minutieux de compréhension, il est conseillé d’opérér une synthèse en demandant aux
élèves un petit compte-rendu de l’ensemble du document qu’ils pourront comparer avec le le compte-rendu à
compléter que nous leur proposons ci-dessous.
and Write Workbook
Compte-rendu
Who stole my car?
Mr. Helms goes to the police station. He says Jamie stole his car. Jamie lives opposite his house and
Mr Helms says Jamie always does bad things. The policeman asks Mr Helms: How did Jamie get the keys?
Mr Helms says the keys were in his car. The policeman says he is arresting Mr Helms for telling lies.
Mr Helms asks: How did you know it was me? The policeman explains Jamie is in hospital. He didn’t steal
the car. So, Mr Helms lied to get the insurance money.
Grammar
page 92
Entraînez-vous
1
Associez les questions 1. à 5. aux réponses a. à e.
1. Who last saw him?
c. His neighbour did.
2. Where did he live?
a. In the suburbs.
3. When did he disappear?
b. A week ago.
4. Why did he leave his job? e. Because he did not get on with his boss.
5. What happened exactly?
d. Nobody knows.
2
Complétez avec did, didn’t.
1. What did the robbers do? They stole a truck.
2. Did they steal a new truck? Yes they did.
4. But they didn’t go very far in the truck.
5. Why did the truck stop?
6. Because the thieves didn’t put petrol in the tank.
3
Ajoutez les mots interrogatifs appropriés.
1. Who did they see? The thief.
2. Where did they see him? In a car park.
3. What time was it? About midnight.
4. How did they feel? They were terrified.
5. Why were they scared? Because he was dangerous.
6. What did they do? They called the police.
4
Posez les questions correspondant aux réponses en gras.
1. Where did they plan the robbery? They planned the robbery in the pub.
2. How many robbers were there? There were two robbers.
3. Who stopped them? A policeman stopped them.
4. Where did he take them? He took them to the police station.
5
Traduisez.
Que s’est-il passé ? What happened ?
Quelle heure était-il ? When/What time did it happen ?
Qui a appelé la police ? Who called the police ?
Read More
page 93
The case of the stolen diamond
L’exploitation du titre et de la photo va permettre un travail d’anticipation qui facilitera la compréhension du
document.
Les mots qui apparaissent dans le titre ne devraient pas poser de problèmes de compréhension, diamond est
transparent, stolen est à rapprocher de steal, stole qu’ils ont déjà vu.
71
On fait décrire la photo qui va nous permettre d’introduire des mots tels que robber, broke, de rebrasser stole,
et l’expression what did he look like et de réemployer correctement le prétérit.
L’élucidation de tous ces éléments va aider les élèves dans leur travail de compréhension.
Les élèves répondent aux questions de manière autonome ou deux par deux si le niveau est faible.
Feedback
Listen to the conversation.
1. What happened? Somebody stole a diamond ring from a showcase.
2. Where was the girl? She was in the other room of the museum or in the shop.
3. Pick out the detective’s name? Does it mean that he is stupid? Justify.
The detective’s name is Detective Knowall. It means he knows a lot, so he probably isn’t stupid.
4. Gwen described the robber. Complete.
He looked horrible. He had no hair. He had dangerous eyes.
5. Put the robber’s actions in the order Gwen gave them to the detective.
c. He broke the glass of the cabinet.
a. He took out the diamond.
e. He pulled open the door.
b. He went through the fire exit door.
d. He ran away.
6. Why did the detective suspect the girl?
He suspected the girl because she said the robber pulled open the fire exit door. You don’t pull open a fire
exit door; you always push it open.
Write
La consigne est brève. Il ne s’agit pas uniquement de produire un récit, mais d’écrire un paragraphe ayant la
même structure que le document modèle page 91. Donc, il comportera un récit qui informe de la situation
suivi d’un petit dialogue. En voici un exemple.
Diamond David
Diamond David loves diamonds. One day he planned a diamond robbery very carefully. He stole a big
diamond from a jeweller’s shop. He ran away from
the shop with the diamond in his pocket.
A policeman stopped him and arrested him.
Policeman – “What did you steal?”
Diamond David – “I didn’t steal anything.”
Policeman – “Where did you get this diamond ring
then?”
Diamond David – “My wife gave it to me.”
Policeman – “I didn’t know you were married.”
Diamond David – “Well I am. My wife bought this
ring for me, last week.”
Policeman – “Well your wife doesn’t love you very
much. This ring is an imitation. It
isn’t worth anything.”
Words
page 94
USE the words
3 Complétez avec les verbes du lexique. Utilisez
le prétérit.
1. The man stole the diamond.
2. He suddenly heard an alarm.
3. He was terrified and left the museum.
4. He ran away very fast.
5. The policeman arrested him.
1 Complétez les blancs avec les noms du lexique.
1. You fill up the tank with gas.
2. When you break glass you make a loud noise.
3. When someone steals something it is a robbery.
4. A big car to transport things is called a truck.
5. If you are honest you tell the truth.
2 Associez les deux colonnes.
1. The thief b. stole the diamond.
2. The thief pushed open c. the fire exit door.
3. They ran away d. from the police.
4. He picked them up a. at the side of the road.
72
Kit 14 No place like home
Introduction
There are so many lovely expressions about home: ‘an English
man’s home is his castle’, ‘home sweet home’, ‘home is where
the heart is’ and of course the title of our kit: ‘There’s no place
like home’. But home is not the same for everyone. Some of us
like home to be a small quiet village, others prefer the hustle
and bustle of the town. Your students are sure to have different
opinions on what home should be like. In this kit we give them
the vocabulary they need to compare different homes.
Speak
OBJECTIFS
Grammaire
• La comparaison :
– comparatif de supériorité
– comparatif d’égalité
Lexique
• La vie en ville
• La vie à la campagne
Fonctions
• Parler des ses préférences
page 96
EXPLORE the photos
1 Pour introduire la comparaison entre la ville et le village, nous avons choisi l’Afrique pour faire découvrir
aux élèves des horizons nouveaux.
Le village de huttes est comparé à la ville africaine avec ses tours et ses voitures polluantes.
Les élèves n’auront aucune difficulté à formuler des phrases. Il leur suffit de choisir dans le Wordbox les
adjectifs au comparatif dont ils auront besoin. Ils pourront dès à présent manier les deux formes du comparatif. Mais à ce stade, on n’expliquera pas encore le fonctionnement de la langue sauf si les élèves le
demandent.
On attend :
In a town the buildings are higher than in a village.
The huts are cheaper than the houses.
A town is more polluted than a village.
2 Cette deuxième activité vise à consolider l’acquisition du comparatif et permet un enrichissement lexical.
On attend :
People are more relaxed in a village than in a town.
Life is more expensive in a town than in a village.
The air is purer in a village than in a town.
3 On fait écouter tout le dialogue entre Nick et Moussa une première fois. Ensuite on fait répéter chaque
et faire répéter certains mots ou expressions qui apparaissent dans le dialogue par exemple : What’s the matter?
workbooks fermés.
Nick – What’s the matter Moussa?
Moussa – My dad is taking me to his village. I prefer living in Lagos.
Nick – But Lagos is a big town. It’s noisier than a village.
Moussa – The village is too quiet. Lagos is more exciting.
Nick – But people are friendlier in villages.
Moussa – Yes, but life is more exciting in Lagos.
Nick – I’m sure Lagos is more expensive and more polluted.
Moussa – Well, if you like villages you can come with me.
Nick – Oh no, I prefer Lagos too.
73
Transcript
5 Ce jeu de rôles va permettre aux élèves d’élargir leurs connaissances géographiques. En cas de doute, il
est conseillé de faire ouvrir une encyclopédie pour vérifier les affirmations des élèves. Ils sauront que le
Nigeria (923 768 kilomètres carrés) est plus étendu que la France et qu’il est plus peuplé que notre pays avec
environ 137 millions d’habitants, le climat y est chaud.
Lors de cette activité les élèves rebrassent les questions et utilisent le comparatif.
Il faut veiller à ce qu’ils n’oublient aucun élément de la comparaison.
On attend : Is the African climate colder than the French climate?
No, I think the African climate is warmer than the French climate.
Is African food tastier than French food?
Yes, I think African food is tastier than French food.
Are Nigerian people more polite than French people?
Yes, I think Nigerian people are more polite than French people.
Read...
page 97
My father’s village
Le jeune Moussa compare Lagos, capitale du Nigeria où il vit, au village où vit sa famille paternelle.
Comme tous les premiers textes, ce document qui sert de modèle au travail d’écriture est facile et court.
Il est toujours utile de faire décrire la photo qui illustre le document et faire émettre aux élèves des hypothèses sur le contenu. Ils pourront évoquer le climat, les conditions de vie des habitants. On introduit ainsi
pure air, warm, living conditions, poor, hard work.
Where does the narrator live?
In a village
In a big town
Where did his father grow up? He grew up in a family village.
Was his father’s family rich? No it wasn’t. His father’s family was poor.
Compare his father’s village with the town he lives in.
His father’s village is quieter than the town. It’s easier to sleep. The air is purer. It is easier to breathe.
5. Where does the narrator prefer to live? Why?
The narrator prefers to live in Lagos because people work harder there than in his village. He is also more
independent there than in his father’s village.
1.
2.
3.
4.
Observe the grammar
1. harder, more independent.
2. harder : adjectif + -er
more independent : more + adjectif
3. Elles servent à comparer.
4. Parce que hard est un adjectif court et independent est un adjectif long.
5. On traduit than par que.
Listen...
page 97
My home is more exciting than your home Workbook
Comme tous les documents sonores que nous proposons, celui-ci comporte une énigme. Les élèves ne connaîtront
le lieu d’habitation de Mark qu’à la fin. C’est un lieu original puisque Mark habite sur une péniche.
Mark
Sally
Mark
Sally
Mark
Sally
–
–
–
–
–
–
So what do you think?
It’s wonderful. It’s very calm.
Life is calmer here than in your town.
Yes, but it is more exciting in my town.
It’s exciting here too. You are closer to nature.
But the water is noisy.
74
Transcript
.../...
.../...
Mark –
Sally –
Mark –
Sally –
Mark –
But the cars in your street are noisier.
Yes, but the shops are closer to where I live. How do you shop here?
Well, I have a bike. I use it for shopping. It’s better than the car.
Ooh it’s moving!! I prefer living on land it’s safer.
You see. My home is more exciting than your home.
and Write Workbook
Compte-rendu
My home is more exciting than your home
Mark and Sally are in the country. Mark prefers his life in the country. It is calmer. Sally thinks the town
is more exciting. She says the river is noisy. Mark says the town is noisier than the river. Mark and Sally
are on the river. They are on a boat. Sally doesn’t like it and says the town is safer. But Mark says his
home is more exciting than her home because it moves.
Grammar
page 98
Entraînez-vous
1
Mettez ces adjectifs au comparatif de supériorité.
1. small : smaller
2. modern : more modern
3. happy : happier
4. healthy : healthier
5. expensive : more expensive
6. good : better
7. pure : purer
8. bad : worse
9. peaceful : more peaceful
10. easy : easier
2 Comparez la campagne à la ville : utilisez les adjectifs ci-dessous au comparatif de supériorité.
high – bad – noisy – happy – expensive – pure
1. In the country, the air is purer.
2. In the country, people are happier.
3. In a town, the pollution is worse.
4. In a town, life is more expensive.
5. In a town, buildings are higher.
6. In a town, traffic is noisier.
3 Comparez ces éléments en utilisant les adjectifs entre parenthèses comme dans l’exemple.
Ex. : My house / your house (big) ➜ My house is bigger than your house.
1. My town / your village ➜ My town is more exciting than your town.
2. Your village / a big town (quiet) ➜ Your village is quieter than a big town.
3. The local shops / big supermarkets (interesting) ➜ The local shops are more interesting than big
supermarkets.
4. My neighbours / townspeople (friendly) ➜ My neighbours are more friendly than townspeople.
5. The view from my bedroom / your view (good) ➜ The view from my bedroom is better than your view.
6. The cars / the birds (noisy) ➜ The cars are noisier than the birds.
4 Traduisez.
1. La famille de Maidoka est plus pauvre que ma famille. ➜ Maidoka’s family is poorer than my family.
2. Une ville est plus moderne qu’un village. ➜ A town is more modern than a village.
3. À la campagne, la vie est plus tranquille. ➜ Life is quieter in the country than in the town.
75
Read More
page 99
Wilder and more beautiful
On fait décrire la photo qui illustre le document. Pour déclencher l’expression qui tarde souvent à venir, on
peut poser des questions telles que : What is the area (area à introduire) like? Where do you think it is?
On attend : The area is cold and isolated.
I think it is in the North Pole.
Ensuite, on leur demande de regarder le texte et de relever les mots commençant par une majuscule, ce qui
va les aider à situer le lieu.
On les invite ensuite à lire le titre. Si wilder leur est inconnu, beautiful ne l’est pas.
Les élèves ont à présent une idée du contenu du document. Ils pourront l’exprimer. Avec les éléments récoltés,
ils peuvent faire les phrases suivantes :
The place is Alaska. It is in North America. The area is cold and isolated. There is a beautiful mountain called
Mount Kinley.
C’est après cette anticipation qu’on laisse les élèves répondre aux questions individuellement.
Feedback
Read the text.
1. What is the name of the narrator, and where does she live?
The narrator’s name is Jolie Glaser. She lives in Alaska.
2. Say what you know about this American state.
3. Where is it located?
It is located in North America, bordering both the North Atlantic Ocean and the North Pacific Ocean.
4. Which of these topics does she mention? Put them in the order they are in the text.
Then give information about each topic.
She mentions:
The geography – Mount McKinley is higher than any mountain in North America.
The animals – The eagle is safer here than in other parts.
The weather – Winter is colder than winters in North America.
Her clothes – She dresses up warmly in winter.
Her hobbies – She skis and skates.
The people – They are friendly and proud of their country.
She doesn’t mention: The pollution – The food – The traffic – The noise
5. Is the country completely inhabited ? Justify.
No it isn’t. Jolie mentions the people who live there.
6. Why do you need a pioneer spirit to live there?
Because it is a new area (région).
7. Match the English words with their French equivalents:
wild: sauvage – eagle: aigle – wind: vent – remote: isolé – proud: fier
Write
My favourite place
Every year my family goes to Le Touquet for the holidays. It is my favourite place. The beach is wider than
other beaches. The wind is stronger than in Paris. I can surf and play with my kite. Our flat is smaller than
our home, but it is fine. We are on the beach all day. The weather is better than in Paris and we swim in
the sea everyday. It is quieter than the town but in the evening there are a lot of people in the streets.
The food is better than in the town. The fish is fresher. I love going to the seaside.
76
Words
page 100
USE the words
1 Complétez les blancs avec les mots du lexique.
1. The Mistral is a wind.
2. The place you come from is your home town.
3. You are adventurous if you have a pioneer spirit.
4. In winter you can make a snowman.
5. The planet is also called the world.
2 Complétez avec des adjectifs du lexique.
1. Mount McKinley is a very high mountain.
2. Wild animals are quite untouched here.
3. It is a remote place, far from anywhere.
4. He loves his country. He is very proud of it.
3 Associez les deux colonnes.
1. You dress up warmly
2. You can meet
3. Alaskans ski
4. They skate on
5. Maidoka’s father grew up
e. in winter.
c. your friends in town and go to a movie.
a. down the mountains.
b. iced lakes.
d. in an African village.
77
Kit 15 Save the planet
Introduction
We all love our planet but are we prepared to make sacrifices to
save it? We say we are very concerned about green issues but
often we act as if we are not. On the one hand, we complain
about garbage and litter in the streets, on the other hand, many
people throw their cigarette butts or metro tickets down wherever they may be, in the street, in the country, all over the place!
We hear that we are running out of oil supplies and that car pollution is the worst kind of pollution for the planet, but do we
stop using our cars? It is a very complex issue and of course it
would be interesting to see what your students think and how
ready they are to make sacrifices.
OBJECTIFS
Grammaire
• Le superlatif de supériorité
Lexique
• L’environnement
Fonctions
• Comparer
Speak
page 102
EXPLORE the photos
1 Pour introduire le superlatif, nous nous appuyons sur les photos qui représentent trois grandes villes :
New Delhi, New York et Dublin.
Comme pour le comparatif le Wordbox présente d’abord les adjectifs courts ensuite les adjectifs longs, ce
qui permet aux élèves de bien discerner la différence de formation.
On attend : I think New York is the most modern town in the world.
I think Dublin is the most attractive town in the world.
I think New Delhi is the noisiest town in the world.
2 Le travail vise à un plus grand maniement de la structure et à un enrichissement lexical.
Walking is the most ecological way.
Taking your car is the most polluting way.
Riding a bicycle is the healthiest way.
3 On fait écouter tout le dialogue une première fois. Ensuite on fait répéter chaque réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique et faire répéter les
adjectifs au superlatif que comporte le dialogue.
workbooks fermés.
James – New York is the most interesting town in the world.
Virginia – I prefer Dublin. It is the most beautiful.
James – But New York is the most modern.
Virginia – But it’s the most polluted.
James – No, it isn’t. New Delhi is the most polluted town in the world.
Virginia – But it is the most exciting.
James – It’s also the dirtiest city. Dublin is the cleanest.
Virginia – Oh, I like them all. New York, Delhi and Dublin.
Transcript
5 Avant de donner les réponses exactes, il est conseillé de faire réfléchir les élèves et de tester leurs
connaissances. C’est en les impliquant qu’on les motive.
79
What is the longest river in the world?
I think the longest river in the world is the Nile.
What is the largest desert in the world?
I think the largest desert in the world is the Sahara.
What is the thickest forest in the world?
I think the thickest forest in the world is the Amazon forest or the Redwood forest in California.
What is the highest mountain in the world?
I think the highest mountain in the world is Mount Everest.
What is the biggest ocean in the world?
I think the biggest ocean in the world is the Pacific Ocean.
Read...
page 103
The six best ways to protect the environment
Nous avons choisi ce document parce que sa structure est claire et qu’il a une certaine richesse linguistique.
Il comporte des verbes au mode impératif et de nombreuses occurences du superlatif.
Le document est simple. Il ne comporte aucune phrase complexe, il convient tout à fait comme modèle pour
un travail d’écriture et le thème traité est toujours d’actualité.
Les élèves sont invités à répondre aux questions individuellement.
1. Copy the sentences referring to:
– shopping: Shop smart: Don’t buy aerosols. They are the most dangerous products for the ozone layer.
– transport: Walk, don’t drive: Vehicles are the worst source of pollution. Walk the shortest distances. Use
public transport for the longest.
– home: Turn down the heating: Use the lowest temperature you can in the house.
2. To reduce pollution, should people use their cars or public transport? They should use public transport.
3. What should people do to save energy? They should use the lowest temperature they can in the house.
4. What is very bad for the climate of the planet? Aerosols are very bad for the climate.
5. Why should we use the same plastic bag several times? Plastic bags are the biggest polluters.
6. What should we do to produce oxygen? We should plant more trees.
manières: ways – chauffage: heating – achetez intelligemment: shop smart – réutiliser: reuse
Observe the grammar
1. The most dangerous, the biggest
2. The most + adjectif
the + adjectif + -est
3. Parce que dangerous est un adjectif long et big est un adjectif court.
4. Elles servent à comparer un élément à l’ensemble de sa catégorie.
Listen...
page 103
The fastest car in the world Workbook
Freddy gets worried when he calls up his best friend Paul and hears the sound of a very fast car. Has his friend
bought a racing car? Of course he hasn’t. He’s playing with his brother’s toy cars. Of course, don’t give the game
away at the beginning – get the students to guess what they think is happening. It makes listening more fun.
Freddy – Paul - What can I hear?
Paul – Freddy, you can hear the fastest car in the world.
Freddy – It’s the most polluting car in the world.
Paul – No, this car is the cleanest and the safest.
Freddy – Racing cars are the most uneconomical cars you can have.
Paul – Not this one. I promise you. It’s the cleanest and the safest too.
80
Transcript
.../...
.../...
Freddy – Paul, talking on the phone and driving is the most dangerous thing you can do.
Paul – I’m not driving and talking on the phone.
Freddy – But I can hear your car and you are talking to me!
Paul, Paul, are you okay? I told you it was dangerous. You are the worst driver in the world.
Paul – Freddy don’t worry. My brother’s electric toy cars are very safe.
and Write Workbook
Compte-rendu
The fastest car in the world
Paul and Freddy are talking on the phone. Freddy can hear a racing car. He thinks racing cars are the most
polluting cars in the world. Paul says the car Freddy can hear is the cleanest and safest car in the world.
Suddenly there is a big crash and Freddy says Paul is the worst driver in the world. But Paul says: ”don’t
worry”. He is not driving a racing car he is playing with his brother’s toy cars.
Grammar
page 104
Entraînez-vous
1
Relevez les superlatifs qui se trouvent dans le texte de la page 103.
Best – worst – shortest – longest – lowest – most dangerous – biggest – greatest
2 Mettez au superlatif les adjectifs suivants.
1. safe : safest
6. exciting : most exciting
2. high : highest
7. good : best
3. attractive : most attractive
8. fast : fastest
4. happy : happiest
9. bad : worst
5. dangerous : most dangerous
10. peaceful : most peaceful
3 Mettez les adjectifs ci-dessous au superlatif pour compléter ces phrases.
big – good – dangerous – important – great
1. Carbon dioxide is the most dangerous gas for the planet.
2. Plastic bags are the biggest polluters.
3. Water is the most important element for the human being.
4. Plants are the greatest source of oxygen.
5. Recycling is the most important thing to do.
4 Posez des questions en utilisant les données suivantes. Mettez les adjectifs au superlatif et ajoutez les éléments nécessaires.
Ex. : What / clean / city / Britain? ➜ What is the cleanest city in Britain?
1. What / populated / city / India? ➜ What is the most populated city in India?
2. What / hot / town / country? ➜ What is the hottest town in the country?
3. What / polluted / river / planet? ➜ What is the most polluted river on the planet?
4. What / dirty / capital / world? ➜ What is the dirtiest capital in the world?
5. What / dangerous / town / the USA? ➜ What is the most dangerous town in the USA?
6. What / tall / tree / forest? ➜ What is the tallest tree in the forest?
5 Traduisez.
1. C’est la voiture la plus chère du monde.
➜ It’s the most expensive car in the world.
2. Les voitures électriques sont les plus propres.
➜ Electric cars are the cleanest.
3. Les grandes voitures sont les pires pour l’environnement.
➜ The biggest cars are the worst for the environment.
81
Read More
page 105
The highest garbage dump
Nous pensons tous que le Mont Everest, le plus haut du monde est un endroit immaculé. Or ce document nous
apprend que ce mont aussi est régulièrement pollué par l’homme. On y trouve toutes sortes de déchets : sacs
en plastique, tentes, bouteilles d’oxygène...
On procèdera à un travail d’anticipation en exploitant seulement la photo, le titre comporte des mots inconnus des élèves. C’est le moment d’introduire garbage, garbage dump, bottles, clean, dirty.
Pour faciliter la compréhension, on leur demandera ce que l’homme devrait faire pour ne pas polluer ce sommet. On rebrasse ainsi l’expression du conseil.
What should we do? We should clean it. Climbers should not leave the garbage on the mountain.
Après cette phase d’échauffement les élèves travaillent seuls ou par deux. Le professeur se fera très discret
et n’interviendra que pour la correction.
Feedback
1.
2.
3.
4.
What is the text about? It is about the garbage dump at the top of Mount Everest.
Why is the place famous? Mount Everst is famous because it is the highest peak on the planet.
Where is it located? There is a clue (indice) in the text. It is located in Nepal.
Say why it is no longer beautiful.
It is no longer beautiful because there are more than ten tons of litter on the mountain.
5. Pick out all the words referring to pollution.
Garbage dump, littered, empty oxygen bottles, human waste, recycling.
6. Who is responsible for the pollution on the place? Teams of guides and climbers are responsible.
7. What are teams of guides going to do? They are going to conduct the largest clean-up ever done.
8. Where will the garbage be recycled? It will be recycled in the USA.
9. Are people optimistic or pessimistic about the place? Justify.
They are pessimistic. They wonder what it will look like in another fifty years.
10. Find the English equivalents for:
décharge: dump – déchets: waste – alpinistes: climbers – se demandent: wonder
Write
La tâche consiste à écrire quatre recommandations. Chacune d’elles doit comporter une phrase au mode
impératif et une phrase avec un superlatif.
Walk to school or ride your bicycle. It is the best way to keep healthy and protect the planet.
Don’t throw litter in the street. It attracts rats and looks horrible. It is the easiest way to keep your town
clean.
Use the same plastic bag several times. It is the simplest and cheapest way to prevent waste. Plastic is one
of the most dangerous things for the environment.
Plant a tree in your garden. It is the most beautiful way of protecting our planet.
Words
page 106
USE the words
1 Trouvez les contraires.
1. full : empty
2. dirty : clean
3. long : short
4. stupid : smart
5. low : high
6. unimportant : great
82
1. Everest is very dirty. It needs a big clean-up.
2. Professional climbers will go up the mountain to do it.
3. People dumped a lot of garbage up there, it is horrible.
4. The peak at the top of the mountain is not beautiful anymore.
5. They loved climbing, so they went up the mountain six times.
3 Associez les débuts de phrases 1. à 4. aux fins de phrases a. à d.
1. I reuse plastic b. bags several times.
2. I avoid
c. using my car in town to reduce pollution.
3. I turn down
d. my heating to save money on electricity and gas.
4. I joined
a. an environmental group to save the planet.
Workbook
Testez vos connaissances en écologie.
Il nous a semblé nécessaire de donner les réponses car elles ne sont pas évidentes. Elles apparaissent en gras.
1 Which is the biggest polluter of air?
a. buses
b. cars
c. industries
2 Which of these appliances (appareils électro ménagers) uses the most energy in the home?
refrigerator
microwave
television
3 Which is the most efficient way of boiling water?
a microwave oven
an electric kettle
a pot on the stove
4 Which is the most recycled material?
aluminium
paper
glass
83
Take your Exam
Compréhension
1 1. faux
2. vrai
3. vrai
4. vrai
2 1. En rentrant de l’école Adila se repose et regarde la télé.
2. Lydia aime son école parce qu’ elle est agréable. Il y a beaucoup d’arbres dans la cour et de bons
professeurs.
3. Medhi aime manger le poisson, les potages, les fruits et les yaourts.
3 1. favourite subjects
2. team
3. courtyard
4. board games
Compétence linguistique
4 1. She does not go home every week-end.
2. Adila and Lydia did not play Monopoly at home.
3. You won’t watch TV a lot at the weekend.
5 1. He will play tennis next Friday.
2. At the moment Adila is making a cake; you can’t talk to her.
3. Every day she studies one hour after school.
Expression écrite
6 On Saturday morning I go to school. When I get home I have lunch with my family. I really like doing
this. It is fun to eat together. Then I go and play football with the local youth team. We aren’t very
good but we enjoy playing football a lot. In the evening I go and watch my local football team with a
group of supporters.
I love Sundays because I get up later than during the week. I have breakfast at ten o’clock.
After breakfast we all go out together on our bikes. We ride along the bike lanes around our village. In
the afternoon I often go to the movies with my best friend or we play video games. On Sunday evening
I often have to finish my homework. I try to go to bed early so I can wake up for school on Monday. But
this is difficult. I love weekends!
84
Kit 16 Pet love
Introduction
In a recent experiment it was proved that many dog owners look
like their pets! Is that why we love them so much? Are they but
an extension of our own personalities? You can trust them more
than a person and they are so tolerant and love you, whatever
you do. However, does our love go too far sometimes? Should
we treat our pets the way we treat our children? Our graph on
page 110 shows the different ways 10 million Americans celebrate their dogs’ birthdays. Not only is it a great way of teaching figures, it is sure to get your students talking. What do
your students think about the way we treat our pets? How do
they treat their pets? How should pets be treated? Are we all a
bit silly when it comes to our pets?
Speak
OBJECTIFS
Grammaire
• Les nombres cardinaux
• Les nombres ordinaux
Lexique
• Les nombres, pourcentages,
fractions, les dates
• Les animaux
• La télévision
Fonctions
• Lire les dates,
• Lire les quantités
• Exprimer son attachement
page 110
EXPLORE the photos
Nous pensons que cet amour disproportionné pour les animaux va faire réagir les élèves.
En effet lorsque l’on regarde ce graphique, on s’aperçoit que vingt millions d’ américains offrent des jouets à
leurs animaux alors que des millions d’enfants meurent de faim à travers le monde. Le prix d’un seul jouet
permettrait à un enfant du Soudan de manger une semaine.
1 Le Wordbox présente successivement les mots interrogatifs, puis les chiffres et enfin les verbes à utiliser.
Si la classe est faible et ne connaît pas les chiffres de 1 à 100, on les invitera à consulter le tableau de la
page 123.
Cette activité vise à rebrasser les questions ouvertes et à introduire les chiffres.
On attend : How many Americans bake a cake for their dogs’ birthdays?
A quarter bake a cake for their dogs’ birthdays.
What percentage of Americans take their dogs on holiday?
Two fifths take their dogs on holiday.
What percentage of Americans give their dogs bones?
Eighty per cent give their dogs bones.
2 On fait écouter tout le dialogue entre Shelly et Adrian une première fois. Ensuite on fait répéter chaque
réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique.
3 On fait compléter le dialogue dans le Workbook.
workbooks fermés pour les habituer à mémoriser.
Shelly – How many pet owners are there in America?
Adrian – About ten million.
Shelly – How many owners give their pets birthday parties?
Adrian – Ten thousand?
Shelly – No. Six hundred and eighty-five thousand.
Adrian – How many people give their dog a special birthday meal?
Shelly – 50%. And 3, 000 dogs get chocolate ice-cream.
Adrian – A dog’s life is fantastic.
85
Transcript
4 On peut mettre les élèves par groupes pour rédiger les questions qu’ils poseront à l’ensemble de la classe. Le porte parole de chaque groupe posera les questions et on enverra un élève au tableau pour noter les
résultats.
On obtiendra par exemple ceci :
In our class ten students own a cat.
In our class fifteen students have pets.
In our class thirteen students take their pets to the vet once a year.
On pourrait traduire ces chiffres en pourcentages.
Si la classe a trente élèves, on dira :
One third of the class owns a cat.
Fifty per cent of students have pets.
Read...
page 111
Man’s best friend
Ce document qui vient compléter le graphique de la page précédente ne présente aucune difficulté de compréhension. En revanche il n’est pas certain que la lecture des chiffres soit maîtrisée. C’est pourquoi il est
conseillé de faire lire les élèves à haute voix. Peu d’élèves maîtrisent les chiffres. Même des élèves de lycée
commettent des erreurs.
1. How many cats are there in the USA?
There are about 93 million cats in the USA.
2. What percentage of dog owners prefer their pets to people?
Fifty percent of dog owners prefer pets to people.
3. What percentage of dog owners prefer their dogs to their children?
Twenty five percent say they prefer their dogs to their children.
4. Give two examples showing that pets are very important to their owners.
39% of America’s pet owners have their pets’ pictures in their homes.
16% keep pictures of their pets in their wallets.
Observe the grammar
1. 139, 654, 267
2. Les virgules séparent les millions des milliers, les milliers des centaines...
3. 39%, 16%
per cent
4. one third, two thirds, a quarter,
1/3, 2/3, 1/4
Listen...
page 111
A Special Hotel Workbook
This dialogue is based on a recent program we heard on the British radio about hotels for dogs! Yes they do
exist! And some of them are so luxurious that not even a person would mind staying there! Is this normal?
Would your students put their pets in a hotel like that? What do they think would be a perfect hotel for a dog,
a cat, a hamster …?
Hotel owner – So, this is one of our best rooms.
Guest – Oh, it’s lovely. How much does it cost?
Hotel owner – £20 a night.
Guest – £20? Oh dear. It’s very expensive. That’s £120 for six nights.
Hotel owner – Well I can show you this room. It’s five pounds cheaper. Look!
86
Transcript
.../...
.../...
Guest – Oh no, there’s no view. He likes a view. And is there a television?
Hotel owner – Television costs 50p extra a night.
Guest – 50 ! What about food?
Hotel owner – That’s included. Our price includes food, walks, television and a bone a week.
Guest – One bone a week!. He gets a bone every day at home.
Hotel owner – This is only a two-star-hotel Madam.
Guest – Oh no, Leo only stays in three-star-hotels. Goodbye.
and Write Workbook
Compte-rendu
A special hotel
A lady is visiting a hotel. She is choosing a room. She says the £20 room is very expensive. That makes
£120 for six nights. The owner shows her a cheaper room but she doesn’t like it. There is no view. He says
she must pay 50p extra for food, walks, television and a bone a week. The room is for Leo her dog. He
has a bone a day at home. Leo only stays in three-star-hotels.
Grammar
page 112
Entraînez-vous
1
Écrivez en toutes lettres les nombres suivants.
18 : eighteen
80 : eighty
65 : sixty-five
70 : seventy
700 : seven hundred
634 : six hundred and thirty-four
902 : nine hundred and two
6,000 : six thousand
4, 500 : four thousand five hundred
22, 765 : twenty-two thousand, seven hundred and sixty-five
32, 789, 654 : thirty-two million, seven hundred and eighty-nine thousand, six hundred and fifty-four
2 Lisez ces dates.
1492 : fourteen ninety-two
1914 : nineteen fourteen
1918 : nineteen eighteen
1945 : ninety forty-five
2007 : two thousand and seven
3 Lisez ces dates, écrivez-les en toutes lettres, puis associez-les aux fêtes ci-dessous.
1. December 25th – December the twenty-fifth : Christmas day
2. December 31st – December the thirty-first : New Year’s Eve
3. April 1st – April the first : April Fool’s day
4. February 14th – February the fourteenth : Valentine’s day
5. October 31st – October the thirty-first : Halloween
4 Écrivez en toutes lettres.
21% : twenty-one percent
34.5% : thirty four point five percent
99% : ninety-nine percent
7/8 : seven eighths
2/3 : two thirds
87
5 Traduisez.
1. Aux États-Unis 33 % d’animaux domestiques sont des chiens.
➜ In the USA, thirty-three percent of pets are dogs.
2. Pour 25 millions d’américains, le chien est le meilleur ami.
➜ Twenty-five million Americans say dogs are their best friends.
3. Fox a neuf ans. ➜ Fox is nine years old.
4. Il célèbre son dixième anniversaire le 2 avril 2006.
➜ He is celebrating his tenth birthday on the 21st of April, 2006.
5. Ce jouet coûte $10.50 ➜ This toy costs ten dollars fifty.
Read More
page 113
Are pets couch potatoes too?
L’originalité de ce texte est de montrer des animaux qui ont les occupations des humains. Ils ne font pas d’exercices physiques et passent leur temps devant la télévision.
On fera décrire la photo.
On attend : A cat is watching an animal programme on TV. He is watching a bird.
Le titre comporte le mot couch potato, cette expression ne posera pas de problèmes. Elle est connue des
élèves puisqu’elle a été vue dans le kit consacré au sport page 71.
Ainsi l’exploitation du titre et de l’illustration va aider les élèves à émettre des hypothèses sur le contenu du
document.
Le document est un peu complexe. Mais le guidage minutieux que nous proposons va permettre d’en éclairer
le sens.
Les élèves ont à leur disposition des notes qui donnent la signification de quelques mots.
On laisse les élèves se confronter au document soit individuellement soit par deux.
Feedback
1. What is the document about:
– a TV show for cats, – cat food,
– cats’ owners?
2. List the animals mentioned in the document. Squirrels, birds, mice, cats
3. What company gave money to produce the show? What do you think of its name?
Meow Mix. It’s a funny name – meow is the sound a cat makes and mix refers to the food.
4. Why did they decide to make a cat show?
They recently discovered that cats liked watching television ads.
5. How many cats are there in the USA?
There are 85 million cats in the USA.
6. What percentage of cats watch TV?
Twenty-two per cent of cats watch TV.
7. What is a couch potato?
– someone who spends all their time watching TV on a sofa.
– someone eating potatoes all the time on a sofa.
Write
Ce travail d’écriture est assez simple. Il consiste à donner les résultats du sondage. On veillera à ce que les
élèves utilisent des verbes différents pour chaque phrase.
Our class and the pets we own
90% of the students in our class own pets. Three quarters of the class own dogs and one quarter own cats.
The dog owners all give their dogs birthday presents. They give their dogs bones for their birthdays. Ten people have rabbits and one student has a guinea-pig. He doesn’t give his guinea-pig a birthday present because he doesn’t know when its date of birth is. Eighty percent of the class give their pets tinned food.
88
Words
page 114
USE the words
1 Classez ces noms en trois catégories. Donnez un titre à chaque catégorie.
squirrel – husband – meal – owner – pet – cake – vet – mice – ice-cream
– animals: squirrel - pet - mice
– people: husband – owner – vet
– food: meal – cake – ice-cream
1. Thousands of kids eat ice-cream during the summer.
2. But dogs prefer to have a bone.
3. If your dog is ill you take him to see the vet.
4. You need a lot of money in your wallet to pay him.
5. Dogs are not the only pets you can have. There are birds, fish, cats and insects.
1. I can’t find my dog. Can you help me look for him?
2. There are two dogs here. How many pets do you own?
3. 3 dogs, 4 mice and 1 cat. I like pets. I really enjoy their company.
4. How much do you spend on all these animals?
5. A lot. I keep pictures of them all in my bag.
89
Kit 17 Eating matters!
Introduction
The title is, of course, a play on words. Eating is important and
there are many different eating issues; several of which we try
and cover in this kit. It is true that our main angle focuses on
eating properly and healthily – something that governments are
finding harder and harder to control in schools worldwide. What
do your students think? Should governments have a say in what
children eat at school or isn’t it really necessary?
Speak
OBJECTIFS
Grammaire
• L’expression du futur :
– be going to
– will
Lexique
• La nourriture
Fonctions
• Exprimer ses intentions
page 116
EXPLORE the photos
1 Nous introduisons la structure be going to pour indiquer les intentions de Geena.
Comme on le voit sur la photo Geena est forte. Que va-t-elle faire pour maigrir ?
Les élèves trouveront dans le Wordbox les outils lexicaux nécessaires pour s’exprimer. Ils sont classés par
catégorie grammaticale : verbes suivis de noms.
L’appropriation de cette structure ne pose généralement aucun problème aux élèves.
On attend :
Geena is going to do sport.
She is going to drink a lot of water.
She is going to walk to work.
She is going to eat vegetables.
2 Cet exercice va permettre l’emploi de la forme négative et le réemploi de la forme affirmative.
Pour enrichir le vocabulaire des élèves nous donnons un exemple qui indique aussi le repas. On peut aussi
mentionner les différentes étapes du repas : for starter, for main dish and for dessert.
On attend :
For breakfast, Geena is not going to eat sausages, she is going to eat a fruit.
For lunch, Geena is not going to fry fish, she is going to boil it.
For dinner, Geena is not going to have meat, she is going to have vegetables.
For dessert, she is not going to eat ice-cream, she is going to eat fruit.
3 On fait écouter tout le dialogue entre Shelly et Judy une première fois. Ensuite on fait répéter chaque
réplique par les élèves. On peut aussi faire une compréhension orale rapide du document pour fixer le lexique.
workbooks fermés.
Shelly – Oh dear, my jeans are too small.
Judy – My jeans are too small too. I’m going to go on a diet.
Shelly – I’m going to lose weight too.
Judy – I’m not going to eat chocolate.
Shelly – I’m going to eat lots of vegetables.
Judy – I’m going to walk the dog every day.
Shelly – I’m going to ride my bike. Are you going to come with me?
Judy – I’m going to have a piece of cake first.
91
Transcript
5 Les élèves vont organiser une fête. Ils peuvent travailler par deux ou en petits groupes de quatre élèves.
Ils se concertent sur ce qu’ils ont l’intention de faire. Les Extra words et le Wordbox les aideront à s’exprimer. Ils vont pratiquer la forme be going to à la première personne du pluriel.
On attend : We’re going to buy fizzy drinks, but we are not going to buy alcoholic drinks.
We’re going to borrow Cds.
We’re going to decorate our classroom.
We’re not going to play cards.
Read...
page 117
Is it a carrot or an aubergine?
Nous sommes au dernier chapitre de notre manuel, et nous avons un premier texte qui est lègèrement plus
complexe que les précédents.
C’est pourquoi il est nécessaire de procèder à une phase d’anticipation.
On peut faire décrire la photo pour qu’ils apprennent le nom de quelques fruits et de quelques légumes. On
distingue : carrots, onions, tomatoes, lemons, apples, pears.
On en profite pour introduire les autres noms de légumes qui apparaissent dans le document et qu’ils ignorent
sans doute : cauliflower, cabbage, lettuce.
Le titre est très simple et cette interrogation sous-entend que les gens ne savent plus quels légumes ils mangent.
On peut demander aux élèves ce qu’il y a lieu de faire pour améliorer les connaissances des gens dans ce
domaine. What should we do? Nous obtiendrons des réponses qui seront certainement loin de ce qui est dit
dans le texte, mais nous guidons ainsi leur réflexion.
Quand ils liront le texte, ils ne seront plus dans l’inconnu, ils auront un a priori sur le texte.
On laisse les élèves travailler deux par deux.
1. What is the problem? Tick the right answer.
British schoolchildren don’t eat fruit and vegetables.
British schoolchildren don’t know the names of fruit and vegetables.
2. Circle the popular fruit only.
apples – litchis– oranges – avocados – kakis – pears
3. How many schoolchildren mistake (confondent) cabbage for lettuce?
50%
33%
15%
4. What proportion of school children don’t know what a cauliflower is?
17% couldn’t recognise a cauliflower.
5. Who is going to teach children what to eat?
parents
dieticians
schools
6. What sort of carrots will farmers sell? Compare them with the traditional carrot.
They will sell purple carrots.
They will be healthier than the traditional carrot. They will taste sweeter too.
7. What vegetable will the new carrot look like? Why?
It will look like an aubergine.
Observe the grammar
1. (Une coquille s’est glissée dans notre première édition. Il faut lire lignes 5 à 8).
They won’t know, they are going to teach.
2. Elles font référence à des événements futurs.
3. They won’t know : l’énonciateur fait une prédiction.
4. They are going to... : l’énonciateur exprime l’intention du sujet.
5. Farmers will sell, they will be healthier, they will be dark, they will taste, will this help..
they are going to think.
92
Listen...
page 117
I’m not going to eat that! Workbook
This conversation is based on a real situation. The English are not famous for eating snails and all those
“strange“ things the French eat. What is more the British are becoming more and more vegetarian which doesn’t
help them when it comes to eating in a French restaurant. So, when you take English youngsters to a French
restaurant they can get a few surprises; just like Rebecca in our listening situation!! Have your students had
strange surprises in foreign countries? Is there something they wouldn’t eat?
John – So, what are you going to have Rebecca?
Transcript
Rebecca – What about this? – Es car gots. What are they John?
John – Escargots. They are snails. I’m going to have six snails.
Rebecca – Ugh, I’m definitely not going to eat snails. You are mad.
John – What are you going to have then?
Rebecca – What’s lapin? You are the French expert.
John – It’s um – let me see, I know, it’s a sort of vegetable – civet de lapin – vegetable stew!!
Rebecca – So I’m going to order that then.
Rebecca – mmm Delicious, wow – so good
John – So, did you enjoy that Rebecca?
Rebecca – Oh it was lovely. The food is better than at home. I loved the vegetable stew. The civet de
lapin.
John – Rebecca I just checked in the dictionary – ‘lapin’ doesn’t mean ‘vegetable’ it means rabbit.
Rebecca – RABBIT!!! I’m never going to eat with you again.
and Write Workbook
Compte-rendu
I’m not going to eat that!
John and Rebecca are in a French restaurant. John speaks French better than Rebecca. He tries to translate the menu. John is going to eat snails. He asks Rebecca what she is going to eat. She is going to eat
vegetable stew. Rebecca enjoys her vegetable stew. But, in fact, it wasn’t vegetable stew – it was rabbit. Rebecca is never going to eat with John again.
Grammar
page 118
Entraînez-vous
1
Utilisez be going to pour exprimer ce que ces jeunes vont faire.
1. Rita / have / a sandwich. ➜ Rita is going to have a sandwich.
2. Fred and Phillip / go to the restaurant. ➜ Fred and Philip are going to go to the restaurant.
3. John / cook a meal. ➜ John is going to cook a meal.
4. Lisa / celebrate her birthday. ➜ Lisa is going to celebrate her birthday.
2 Utilisez les éléments donnés entre parenthèses et la forme be going to pour exprimer les intentions de Geena, de Fred...
Ex. : Geena usually drinks hot chocolate for breakfast. (have tea). ➜ Today she is going to have tea.
1. Jenny eats ten cakes a day. (eat fruit) ➜ Jenny is going to eat fruit.
2. Bill has a hamburger for lunch everyday. (eat a salad) ➜ Bill is going to eat a salad.
3. Gill orders French fries for lunch everyday. (buy vegetables) ➜ Gill is going to buy vegetables.
4. Mum uses a lot of butter for cooking. (cook in olive oil) ➜ Mum is going to cook in olive oil.
3 Répondez aux questions en utilisant les mots entre parenthèses et le modal will.
1. When do you think the meal will be ready? (probably in an hour) ➜ It will probably be ready in an hour.
2. Where will you have dinner? (at John’s) ➜ I will have dinner at John’s.
3. When will the guests come? (at 8 p.m.) ➜ They will come at 8 p.m.
4. What will you drink? (wine) ➜ We will drink wine.
93
4 Associez les débuts de phrases 1. à 6. aux fins de phrases a. à e.
1. If Jim works out regularly, b. he’ll have more muscles.
2. If he stops smoking,
c. he’ll feel better
3. If he gets thin,
a. he’ll find a lovely girl-friend.
5 Traduisez.
1. Je ne vais pas manger du chocolat cette semaine. ➜ I’m not going to eat chocolate this week.
2. Je commencerai le régime le mois prochain. ➜ I’ll begin the diet next week.
Read More
page 119
Fat tax
Les deux mots du titre sont compréhensibles, mais fat ne qualifie pas tax, il faut comprendre tax on fat. C’est
un impôt que le gouvernement britannique va prélever sur les produits à haute teneur en graisse.
Les élèves savent déjà que le document évoque les produits gras. Avec la description de la photo, on va pouvoir évoquer les problèmes de l’obésité et les moyens pour la combattre. On aura ainsi aiguillé les élèves dans
la direction du texte.
On attend :
The photo shows a man eating in a fast-food restaurant. In front of him there is a huge hamburger with cheese,
a big plate of French fries, ketchup sauce and a big glass of coke.
On fera remarquer que son menu ne comporte ni légumes, ni fruits.
Pour introduire les mots qui apparaissent dans le texte tels que high fat, sugar, healthy, on peut demander
aux élèves :
What does this food contain? Is this food healthy?
Tout ce travail en amont a pour objectif de faciliter la compréhension du document.
La description de la photo ainsi que les réponses aux questions posées par l’enseignant constitueront la trace
écrite sur le cahier.
Les élèves sont ensuite confrontés au texte individuellement ou par deux.
Feedback
Read the text.
1. What is the problem in the UK?
Half of all adults are going to be obese.
2. What is the government going to do?
They are going to introduce a new tax on unhealthy foods.
3. What sort of foods are unhealthy?
Foods like fast foods are unhealthy because they contain a lot of fat and sugar.
4. What will the government do with the money from the fat tax?
The extra money will be used to reduce the price of healthy foods like fruit and vegetables.
5. Why don’t people eat vegetables and fruit?
Because fruit and vegetables are too expensive.
6. What is more difficult for busy Britons? To eat a hamburger or to eat a salad?
To eat a salad is more difficult.
7. Find in the text the opposites of:
slim : fat – healthy : unhealthy – encourages : discourages – high : low – difficult : easy
réduire: reduce – revenus bas: low income – habitudes alimentaires: eating habits.
94
Write
Pour l’établissement de ce menu, on veillera à ce que les élèves commencent leurs phrases par :
On Monday / Tuesday..., we are going to eat...
Monday
On Monday we are going to have steak and salad with a yoghurt for dessert.
Tuesday
On Tuesday we’ll have fish and boiled potatoes with green beans.
Wednesday
On Wednesday we’re going to eat a hamburger with roast potatoes and cauliflower.
Thursday
On Thursday we’ll have spaghetti Bolognese and salad and pear tart for dessert.
Friday
On Friday we’ll have lamb chops with aubergines and chocolate mousse for dessert.
Words
page 120
USE the words
1. There is a lot of sugar in sweets and ice-cream.
2. Fast food is very dangerous for your health. It is a a very big killer.
3. But fruit and vegetables are expensive.
4. People with a high income can buy good food.
5. People will pay a tax on unhealthy food.
2 Trouvez l’intrus.
1. cabbage – people – cauliflower – lettuce – vegetables
2. money – tax – sugar – income – price
3. high – low – new – fat – food
4. hope – busy – know – sell – teach
1. Let’s have a hamburger. It’s easy to eat in the street.
2. But they are bad for you. They contain a lot of sugar and fat.
3. That’s the reason they taste so good.
4. Here’s some money. Please buy me a salad.
95

livre du professeur - Ressources pédagogiques en français pour LP

Transcription

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