The Wider World: Tourism

Transcription

Higher Still French Support Materials: Higher French Language Unit
4061
French
HIGHER
The Wider World:
Tourism
Intro 1
Page (i)
Higher Still French Support Materials: Higher French Language Unit: Introduction
HIGHER STILL: HIGHER FRENCH LANGUAGE UNIT: SUPPORT MATERIALS
INTRODUCTION
1
The materials contained in these folders
These materials have been devised so as to match the specification set out in Appendix 1
(Language Content (H)) of the Higher Still Arrangements Document for Modern Languages.
Materials have been provided to cover the language required for each theme, each topic and each
topic development [as set out in the arrangements document, Appendix 1 - Language Content
(H)].
2
Rationale
The principle adopted has been to develop all language from texts, either reading texts or
listening texts. The idea behind this is that, at this stage in their learning, students will require to
extend their vocabulary and structural grasp significantly; and that the best access to language
development activities which will enable this is through target language texts. Therefore almost
all items in these materials have the following sections:
•
•
•
•
•
•
•
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text
comprehension exercises (sometimes with additional support for the student in accessing
the text)
translation exercises (with support for the student)
language development activities
grammar practice exercises
paired speaking exercises
discussion tasks
directed writing.
This approach has been adopted to try to ensure that language learned from reading does not
simply evaporate, but becomes embedded in the student’s own language resource through the
language development activities and then through use in the discussion and writing exercises.
In addition, it is hoped that this approach will provide support for students in preparation for the
writing tasks in the external assessment (Listening/Writing paper and Directed Writing), for the
writing requirements in the internal assessment, and for the requirements of the speaking tasks.
In the latter context the material should help to extend the range of vocabulary and the range of
expression which students can use in their performance.
3
Selection of Texts
The following criteria have been used in the selection of texts:
•
Intro 1
availability for use
Copyright is a very difficult area. The texts used have been selected from magazines
which provide suitable material for students at this level of learning French which
are available for use and for further copying in centres. Centres are asked to
ensure that any copyright attribution attached to a text in this collection is always
present when it is reproduced for student use.
Page (iii)
•
accessibility to students at this level of language learning
For some years now there has been a drive toward the use of ‘authentic’ texts.
Unfortunately, really authentic texts are frequently inaccessible to learners of the
language. Most of the texts we have selected have been written/recorded with young
readers/listeners in mind; but those selected from French sources (all reading texts)
have often had to be amended in some way to facilitate access by the students.
A number of texts have been written specially for our purposes to a Higher Still specification. Almost all recorded texts have been recorded to a Higher Still specification.
A particular principle has been adopted in respect of the text used to develop
listening skills. It is ‘spoken’ text: none of it was scripted. The texts were recorded as
improvisations and later transcribed. The reason for this is to ensure that the text as
spoken is not ‘literary’ and represents the language as spoken by native speakers
given specific instructions about content, vocabulary range, intellectual and
conceptual difficulty, length, complexity of utterance etc.
•
suitability for providing the basis of a progressively increasing and progressively more
flexible language resource.
The items have been compiled in such a way as not only to reflect the syllabus
pattern required by the Higher Still arrangements but also so as to provide students
with the vocabulary and structures necessary to tackle both the internal and the
external assessment procedures. More details about how this has been attempted
follow below.
There has also been a more general educational aim to develop students’ understanding of France and things French and to extend their horizons in terms of their
thinking skills and skills in self-expression.
It is important however that intending users of the materials understand from the
outset that each item has been devised so as to provide students with a range of
opportunities which will include:
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•
•
•
•
increasing their vocabulary
developing their mastery of the structure of the language
improving their translation skills
increasing their ability to write correctly in the language
developing their ability to speak flexibly in increasing depth about the specified
topics.
Teachers are recommended to use also a number of topical recent texts from current magazines
or Internet sources to complement the diet provided in these materials in order to give students
experience of different types of text and different types of writing and to keep cultural references
up to date.
4
Use of the materials
Although we have set out to cover all themes, topics and topic developments prescribed, there is a
significant opportunity for choice in the material provided. No group of students is likely to cover
all the passages here. Teachers should select according to their and their students’ needs.
The items are listed in the initial contents with stars against them. In principle, one star items
are perceived to be a little below the standard of the course, two star items to be at the level of the
course and three star items to be challenging for more advanced learners. The allocation of stars
is however done on the basis of the difficulty of the text. In a number of cases the working does
not match the star rating. Teachers should therefore consider both text and working carefully
when planning their programme of work.
Intro 1
Page (iv)
All the grammar items listed as required for Higher in the grid provided as Appendix B (Grammar Content) in the Arrangements Document are covered in some way in these materials. It will
be necessary for teachers to ensure that passages used provide a suitable range of such grammatical coverage.
The working of the passages assumes an approach based upon communicative language
teaching methodology. In that context, it is important that grammatical instruction emerges out
of language currently in use. Grammatical teaching points are therefore identified within the
texts, and examples used are then exploited further in the speaking, discussion and writing
exercises to try to enable students to internalise these structures. Teachers can plan coherent
coverage by consulting the Language column in the table of contents.
While providing a range of materials adapted to the needs of the Higher Still Higher French
course, it important to say that the ‘course’ itself is dependent upon interaction between teacher
and students. The materials provided have not been created as self-access materials. It is expected
that teachers will read through the reading texts with their students (or play the recorded
version), discuss them as a whole class exercise in the target language, discuss vocabulary and
grammatical difficulties as they arise, and only then proceed to the comprehension questions. In
this way students can be led to anticipate patterns of language and develop a response to material
of the same kind in listening. Given that a number of the listening passages are on related topics,
it will then be possible to exploit both the classroom discussion of the reading texts and the
listening practice with the listening texts and benefit doubly from each. The texts have been
established in their present form with this kind of approach in mind. The passages provided have
been prepared so that they will be accessible to students with the support of the teacher. They are
not intended to be tackled unseen by students in the manner of examination exercises. There will
be time in the additional 40 hours provided for the course for examination practice and tackling
of exemplar papers. The texts in these materials are geared to extending students’ language skills
over the prescribed language areas so as to prepare them for examinations. We have aimed to set
challenges for students to enable such progression.
Given that the introductory procedures outlined above have taken place, there is nonetheless a
place for asking students to complete the comprehension exercises as homework (or as in-class
activity the teacher may be teaching a small group of students for a particular purpose) - and
again, or alternatively, as revision in the period just before the course external assessment, where
time will have to be taken to revise content, vocabulary and structures relevant to the various
themes and topics prescribed.
The development of intellectual and conceptual skills has been a problem for teachers of Higher
French for many years. We have attempted in the selection of types of text and of discussion and
writing exercises to develop these in a systematic way. This has however been done on the
presupposition that the texts will be used in approximately the order in which they are printed in
the collection of materials; and that the themes will be studied in the order in which they appear
in Appendix 1 - Language Content (H) in the Arrangements Document. [Teachers may of course
tackle themes, or texts within themes, in a different order from that arranged here in accordance
with the order which they are set out in the Arrangements Document; but they will have to plan
carefully the development of the intellectual and conceptual skills of their students.]
5
Use of the materials where students in the class are not all at the same level
The materials provided in this collection have been devised with classes in mind which are
preparing for Higher French only. An exemplar pack to illustrate possible approaches where
students are preparing for Higher and Intermediate 2 French is currently in preparation.
Intro 1
Page (v)
It is important to take note at this point that the support materials being prepared for Intermediate 2 French are, like those in this collection, prepared for one level only. In a sense the materials
illustrate the level of language required at that level.
It is strongly recommended that the materials in this Higher collection should be used with
groups of students who are either expected to be successful in the course or whose ability to be
successful is just a little uncertain. Students whose competence is below that would be better to
follow the course at the level below.
It is not recommended that students aiming for Higher French should follow a diet of items
prepared solely for Intermediate 2 French in order to simplify class arrangements. In effect,
students who follow a programme of Intermediate 2 materials will be prepared for Intermediate
2, not Higher. Providing different questions and more grammatical development might be
appropriate as a strategy at the introduction of each new theme. The difference between Intermediate 2 and Higher candidates is not only related to ability: it relates also to range of vocabulary
known, grammatical mastery, intellectual development and ability to conceptualise.
6
Comprehension Questions
The comprehension questions in these materials have not been provided with marks. This is
because they are not examination exercises. In many cases the discussion between teacher and
students will lead to an identification of the number of marks which might have been awarded in
an assessment context.
Teachers will however easily identify the marks envisaged by checking against the answer sheets
provided for all exercises.
7
Glossaries
Glossaries have not been provided in the body of these materials.
Some support in leading students towards the understanding of difficult words, or words
involving difficult concepts, has been provided. Further support is offered in the context of
translation.
This approach has been taken because students preparing for Higher
•
need to learn to work out the meaning of words not known in context
•
need to learn the skills required for using a dictionary
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need to learn how and how often to use the dictionary.
However, a complete set of glossaries will follow as an appendix so that teachers who require this
support for their students will have it available.
8
Audit of existing materials
At an early stage in the preparation of support materials an audit of existing materials was
carried out. This will be circulated as extra information at a later date.
9
Additional materials
This collection of materials has been conceived and prepared as a coherent whole. A number of
items have been prepared which were not included simply because they did not fit either the
pattern of the collection or the format as set by the arrangements document. These items will be
issued at a later date as extra items, to provide further flexibility in choice of material.
Intro 1
Page (vi)
INTRODUCTORY NOTES ON THE TEXTS
The texts and working contained in this publication are not in themselves the ‘Higher course’. That
phenomenon includes all the interaction between teacher and students, and all the additional material
the teacher will introduce into the series of lessons.
It is be clear that it will not be possible for students and teachers to work through all of the texts contained in these folders. The following notes are intended to help teachers to make informed choices
suitable to their own groups of students.
NOTE: Items marked (ø) have not been included in this pack as they are awaiting
copyright clearance.
•
Lifestyles
Family, friends, society
Issues in relationships with friends/family
1
Suzanne’s Story (ø)
This is a text about a girl’s relationship with her half-sister.
The purpose of the unit of work is to give students the opportunity to practise language
relevant to this topic and especially to enable them to begin to develop their skills in the
domain of directed writing, which will be a new requirement at this stage.
2
Ces merveilleux grands-parents (ø)
This text presents points of view about the relationship between young people and their
grandparents. It also provides support towards the development of translation skills. The
unit of work aims to conclude with students expressing in writing the likes and dislikes
of others. The acquisition of the language required for this is the main purpose of the
unit of work.
3
Problèmes avec les parents, Relations de famille and Parents séparés
These items are based upon listening texts which develop vocabulary and ideas useful for
discussing family relationships.
4
Texts relating to “Les Yeux d’Antoine”
The letters and the “Journal Intime” prepared in relation to the short novel “Les Yeux
d’Antoine” are included here as possible further opportunities to develop language skills
in this area.
Rôle of the individual in the home and in society
5
Les petits enfants du siècle (ø); Mon enfance (ø); Mondo (ø)
These three texts form a unified group. Their main purpose is to develop students’
mastery of the use of the imperfect and perfect tenses; but their content sits comfortably
with this topic.
The grammatical exploitation of the first passage emphasises one use of the imperfect
(repeated actions in the past), exploitation of the second, other uses; and exploitation of
the third, the difference in usage between the perfect and the imperfect.
Students are led through this material towards use of these structures and the vocabulary
mastered in guided extended writing.
Intro 1
Page (vii)
Systematic and rigorous work of this kind should extend mastery of the language. The
structure of the units of work is designed to help them to master - remember, retain vocabulary and structures so as to serve them in good stead when encountering unseen
material in the internal assessments and more particularly in the external end of course
assessments. Oral fluency should be powerfully assisted by the work done in tackling
coherent collections of exercises such as those provided for this group of texts.
6
La place de la femme
This text was introduced in order to provide student’s with the language resource needed
to discuss issues about women in the modern world. The text also offers good opportunities for practising the use of the conditional tense.
7
Un “papa-poule”
This text discusses how a man copes with looking after children.
8
Claudine (ø)
This text is in the first place an excellent excuse for extending the students’ skill in using
certain language structures. It also provides an opportunity for students to use their
imagination and also to use fairly basic language in an imaginative context.
Advantages and disadvantages of home area
This is a group of texts aimed at developing the students’ ability, to discuss their own
home area in speaking and in writing. They are provided with vocabulary and structures
applicable to a range of contexts within this domain.
Leisure and healthy living
Leisure interests
This group of texts aims to develop the students’ existing command of vocabulary and
structures relating to leisure interests. Texts have been provided which take a different
approach from material students are likely to have studied earlier in their careers. A
number of attitudes and ideas have been incorporated to encourage classroom debate
and provide material use in assessment exercises in speech and in writing.
La meilleure télé du monde (ø) seeks to elicit views about television; Dans les
coulisses d’un jeu télévisé (ø) takes students behind the scenes in the production
of a television game show; the development of the familiar Delphine listening text
seeks to encourage the expression of a range of ideas about television, about viewing,
about its place in the students’ own lifestyle; the interview with Claude Sautet puts a
different slant on cinema; La fête du super-bowl (ø) introduces the vocabulary
required for the discussion of sport and provides an opportunity for students to develop
their own personalised vocabulary for use in the oral assessment and in writing activities.
The last item is used particularly to emphasise skills relating to the creation of written
text.
Health issues
1
Intro 1
La façon de manger en Ecosse; Mangez tonique (ø); Comment rester en
pleine forme discuss issues relating to healthy eating and exercise. After studying
these texts students should be equipped to discuss and write about diet, exercise and a
balanced way of life.
Page (viii)
•
2
The texts on tobacco, alcohol and drugs provide vocabulary and structures required for
the discussion of issues relating to their use or abuse.
3
Les petits maux de l’hiver (ø) leads to a solo speaking exercise in which students
talk about an illness they themselves have had.
Education and work
School/college
Critique of own school/college
The first eight passages form a series of texts leading students to be able to comment on
their own schooling and issues relating to it. An extra publication, to follow later, will
provide the means for students to complete their own progress record in French, with
support documentation prepared for them also in French.
The texts develop attitudes to school, to learning, to the classroom situation. The first two
texts although in simple French, are developed in such a way as to establish discussion
skills which will be extended as the students work through the texts which follow.
Une journée à l’école (ø), although it appears to be about a remote location
(schooling in francophone Central Africa) nonetheless introduces a surprising number
of issues about education which are totally topical in Scotland today.
From Claudine à l’école (ø) and La dernière classe students will learn how to
express opinions about school and about the need to learn conscientiously.
Careers
Job intentions and aspirations
Eric and Etudes universitaires explain how other students have chosen their
subjects. Students are then required to write about the reasons for their own subject
choices. Students will then be equipped to begin to compile a record of their own
educational and other achievements.
Parlez-vous européen (ø) is about why one should learn European languages for
vocational purposes.
Institutrice à Hautecloque and Catherine Lemoguen infirmière give specific
accounts of the world of work. Parole aux jeunes is designed to enable students to
talk about their own work experience in French.
Travailler en Afrique takes another approach to work issues; it provides students
with the opportunity to become acquainted with the language of CVs and letters of
application.
•
The wider world
Holidays and travel
The two initial listening texts deal with the issues of family holidays and should be of
interest to students preparing for Higher.
Réviser cet été (ø) and Vacances (ø) present a different aspect of holidays from
that used in students’ previous school careers.
Intro 1
Page (ix)
Types de vacances deals with different types of holiday (comparison of types of
holiday) as in the course specification.
The extract from Les petits enfants du siècle (ø) has been chosen for its humorous approach to a familiar holiday situation - the family falling out during a car
journey.
Tourism
The texts in this section have been put together so as to provide students with ample
opportunity to learn a range of vocabulary and idiom suitable for discussing their own
local area and areas of tourist interest within it and in the target country.
The first four texts deal with areas in France. The language used can then be reexploited
by the students to describe their own area and their views of it.
Eguisheim encourages writing in the past tense.
Franche Comté encourages discussion on types of tourist accommodation.
Besançon encourages students to talk about a town abroad.
Languedoc-Roussillon encourages students to write about particular features of an
area: and to discuss the trustworthiness of publicity materials.
It is part of the aim of this material to provide cultural background about areas of
France.
The remaining 6 texts deal with areas in Scotland. There is a variety of text-types; and a
variety of features of interest to tourists are treated.
Stirling concentrates on a historical approach.
Le ski en Ecosse discusses the advantages and disadvantages of Scotland as a skiing
centre.
La côte ouest de l’Ecosse deals with communications in isolated areas.
Le sud de la Clyde deals with weather aspects. Students write about what can be done
in good weather and what can be done in bad weather.
L’Eastend de Glasgow provides students with a set of vocabulary and structures to
allow them to discuss and write about their own local area.
Le Loch Lomond leads students to write a description in French of an area in
Scotland known to them.
Throughout this section, different skills and structures are revised with a view to the
forthcoming external course examination.
Intro 1
Page (x)
SUPPORT MATERIALS FOR HIGHER FRENCH
The enclosed documentation refers to the complete set of Support Materials prepared for Higher French.
Several texts included in the list of contents were worked on the basis of copyright clearance through the
French Embassy in its publication ‘Don’t let your Kids get ahead of you’.
Since this document dates from 1989, it was felt that individual copyright owners should be contacted
before the official publication of the materials by Higher Still.
Most copyright owners have still not replied to our letters sent some three months ago.
Consequently the items affected are being withheld from the present distribution. The list of contents
shows clearly which items are available and which are withheld, as does the set of notes on the texts.
Teachers who are in possession of exemplar copies of the embargoed texts are asked to refrain from
copying them.
They will be released for normal use as soon as clearance is provided. Should this be withheld, then new
texts covering as many as possible of the same ideas and structures will be commissioned to replace
them.
A through page numbering has been carried out. Any replacement texts will fit into the same page
numbers.
Intro 1
Page (xi)
Higher Still Development: French Higher
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Family, Friends, Society ø
** Suzanne's Story.
Reading, Speaking, Writing – practice and
directed.
Vocabulary, structure practice –
ways of saying ‘being unwilling’.
** Ces merveilleux Grandsparents.
Reading, Speaking, Writing.
Translation, language study,
structure practice – ways of
saying ‘liking’ and ‘not liking’.
** Problèmes avec ses parents.
Listening, Speaking, Writing – answering
questions in French.
Vocabulary, transcription,
practice in condition of devoir.
** Relations de famille
Listening, Speaking, Writing – answering
questions in French
Find the French for..., leading to
structure practice
** Parents séparés
Listening, Discussion, Writing
Voc. development, avoir raison,
tort
From Unit 2 Les yeux
d'Antoine supporting texts;
relationships between siblings.
Reading, Speaking – discussion and from
notes Writing including some more extended.
Vocabulary, translation,
décider. de and se décider à,
ce qui…ce que, manquer,
sentir and se sentir, vouloir
que, bien que.
ø
Final comprehensive speaking exercise.
* Lettres
Reading, Speaking – discussion, Writing –
practice and more
extended.
** Journal
Final comprehensive speaking exercise.
Role of individual
Language
Venir, quelque chose de,
tenses of pouvoir, professions,
ne…que, demander à, dire à,
tenses of devoir, essayer de, se
souvenir de, dont, translation,
ce qui standing for clause,
depuis.
ø
* Les petits enfants du siècle
Reading, Writing.
Imperfect tense, repeated
actions, formation.
ø
* Mon enfance
Reading, Writing.
Imperfect, other uses.
ø
** Mondo
Reading, Writing including extended.
Vocabulary, peut-être que,
après avoir, décider de,
commencer à, compound
adjectives of colour, ce
qui…c'est.
** La place de la femme
Listening, Writing, Discussion.
Conditional tense.
** Un “papa-poule”
Voc revision and extension.
*** Claudine
Reading, Writing including extended.
Vocabulary, pas de, essayer de,
avoir chaud et être fatigué,
s'approcher de, tenses of
devoir, non-agreement of
marron etc., sortir and lever
with avoir.
ø
NOTE: Items marked (ø) have not been included in this pack as they are awaiting copyright clearance.
Overview
Page (xii)
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Language
Advantages/
disadvantages of home
area
** La vie dans un village
Vocabulary development
** C’est fou ce qu’on peut
changer en si peu de temps
Reading, Discussion, Writing
Vocabulary consolidation,
habitué à
** La vie à Paris
Transription
** Aberdeen vu par un couple
résident
Reading, Writing
Translation, vocabulary
development
** Les loisirs
Listening, Writing
Vocabulary, useful expressions,
structuring an essay.
** La Télévision
Listening, Writing
Vocabulary, useful expressions,
ne…ni…ni…, de after a
superlative.
ø ** La meilleure télé du monde
Reading, Speaking, Discussion, Writing.
bon = right, depuis, avant
que, pour que.
ø ** Dans les coulisses d’un jeu
télévisé.
Reading, Discussion, Writing.
Imperfect practice.
ø *** Interview avec Claude Sautet.
Reading, Speaking, Writing.
ø ** La fête du Super Bowl.
Reading, Writing.
ø ** L’inconnu aux yeux clairs
(adapted from Les yeux d’Antoine
– Unit 2).
Reading, Writing – including extended.
Vocabulary, ressembler à,
rendre + adj., agreement of
past participle, direct/indirect
objects, dire/demander à.
Listening, Speaking, Writing, Discussion.
Transcription.
Reading, Writing, Speaking.
Vocabulary development.
Vocabulary and idiom
development, insister pour
que...
ø ** Tabac. La guerre est déclarée.
Reading, Writing.
Vocabulary, translation, se
passer de.
ø ** On peut se construire une vie
de non-fumeur.
Reading, Writing, Discussion.
Vocabulary.
*** Le problème du tabac.
Q/A in French.
** L’alcool en France et en
Ecosse.
** La Drogue.
Leisure and Healthy
Living: Leisure
interests
Vocabulary.
Health Issues
** La façon de manger en Ecosse.
ø *** Mangez tonique!
*** Comment rester en pleine
forme
ø *** Les petits maux de l’hiver.
Reading, Writing, Speaking, Talk.
Vocabulary obliger de and
obliger à, aussi + inversion.
Overview
Page (xiii)
SUPPORT MATERIALS THEME:EDUCATION AND WORK
Topic
Text
Skills
Language
Critique of own
school/college
* La Discipline en France
Listening, Speaking, Discussion and Writing
Vocabulary
* Rapports avec les professeurs
Listening, Discussion and Writing
Phrases for expressing opinions
and advice on essay.
** Différences entre les lycées
écossais et français
Listening, Writing and Discussion
Profiter de, permettre à qqn de
faire, apprendre à.
ø * Une journée à l’école
Reading, Discussion and Writing
Some Q/A in French, verbal
structures.
ø ** Claudine à l’école
Reading and Writing
Questions all in French
Extended reading, Discussion and writing
2 versions, one with questions
in French
ø **Punition
Reading and Writing.
Vocabulary, en train de,
regarder, voir, entendre +
infinitive.
ø **Êtes-vous dans un bon lycée ?
Reading, Discussion, Writing and Speaking
Vocabulary
*** La dernière classe
Careers, Job Intentions
and Employment
Issues
**Eric et les matières qu’il a
choisies
**Études universitaires
soit …soit and future after
quand
ø **Parlez-vous européen ?
Vocabulary, revision of
countries, nationalities, réussir
à and translation.
ø **Institutrice à Hautecloque
en/dans in time phrases à with
distances.
ø **Cathérine Lemoguen and
infirmiére
Reading, Speaking, Writing and Discussion
Vocabulary, Translation, verbal
structures and sur = out of
**Parole aux Jeunes
Reading, Writing and Discussion
Vocabulary, some technical
terms and expressions of
opinion
**Travailler en Afrique
Reading
Overview
Page (xiv)
SUPPORT MATERIALS THEME:THE WIDER WORLD
Topic
Text
Skills
Language
Holidays and Travel
** Vacances avec les parents Marie-Hélène
Listening, Writing and Discussion
Vocabulary and Transcription
** Vacances avec les parents Pascal
Listening and Discussion
Translation points, penser à and
penser de
ø ** Rèviser cet été - pourquoi pas?
Translation and verbs taking à
ø ** Vacances
Reading and Writing
Vocabulary, Pluperfect,
negatives with perfect and
pluperfect, venir de, dont and
inversion after dirct speech.
Reading, Writing and Speaking
Translation and Q/A in French
ø ** Le voyage de Géraldine
Listening, Reading and Writing (directed)
Visiter, rendre visite, perfect
tenses and vocabulary
ø *** Les petits enfants du siècle un voyage
Reading
** Types de vacances
Tourism
** Eguisheim
Reading, Writing
Vocabulary development, use of
reflexive verbs for passive
** La Franche-Comté
Reading, Writing, Discussion
Translation, saviour=to be able
to, s’adapter à, en + pres. part.,
vocab. extension
** Besançon
Listening, Speaking
Transcription, vocab. dev.
*** La Région LanguedocRoussillon
Vocabulary development
** Stirling
Reading, Discussion
Translation, Vocabulary
Development
** Le ski en Ecosse
Listening, Writing,
ce qu... c’est..., entendre dire
que/parler de
** La côte ouest de l’Ecosse
Listening, Writing, Discussion
ce qui=which, rendre + edj.,
voc. dev.
** Le sud de la Clyde
Listenining, Discussion, Writing
Transcription
** L’Eastend de Glasgow
présente-t-il un intérêt
touristique?
Reading, Duscussion, Writing
Translation, ignorer
*** Le Loch Lomond
Vocab dev.
Overview
Page (xv)
Higher Still French Support Materials: Higher French Language Unit: The Wider World: Tourism
The Wider World:
Tourism
Eguisheim
Eguisheim
Eguisheim/455
Page 455
Eguisheim
L’Alsace, une région située au nord-est du pays, est
très appréciée des touristes qui y affluent chaque
année, surtout pendant l’été. En dehors des grandes
villes comme Strasbourg, l’Alsace typique se
découvre dans les petits villages dont l’un des plus
renommés est Eguisheim, niché au creux du
vignoble.
A l’entrée du village, le panneau indique qu’il s’agit
d’une ville fleurie. En effet, tous les balcons sont
décorés de la fleur-reine de l’Alsace; le génarium.
Les petites rues pavées et étroites qui serpentent entre
les hautes maisons à colombages ne sont
heureusement pas accessibles aux voitures.
Les amateurs de vin y trouveront leur bonheur; les
vignerons ouvrent les portes de leurs caves à qui
veut goûter leurs crus : Riesling, Gewurztraminer,
Pinot Noir sont les plus appréciés.
Le village regorge également de petits restaurants
typiques où l’on peut déguster des spécialités
Eguisheim
Eguisheim/456
alsaciennes telles les tartes flambées
(Flammenkuecka), la choucroute (plat riche à base
de chou et de charcuterie) ou la fameuse tarte aux
myrtilles, avant de jeter un coup d’oeil aux
artisants. A Eguisheim, pas de boîtes de nuit ou de
bars branchés. C’est une étape d’une journée ou de
quelques heures, qui peut se poursuivre
agréablement par une belle promenade dans les
vignes.
Les touristes y sont malgré tout nombreux,
probablement attirés par la fraîcheur des rues
ombragées et la tranquillité du lieu..... Tranquillité
qui s’interrompt par exemple au moment du
Carnaval, où le village s’illumine de couleurs, de
costumes et masques chatoyants et résonne de la
musique qui accompagne un défilé réputé pour son
atmosphère endiablée.
Quelle que soit la raison pour laquelle on s’y arrête,
Eguisheim est définitivement l’étape à respecter
pour qui veut découvrir l’Alsace pittoresque.
Page 456
Higher Still FRENCH
Eguisheim
Stage 1: Comprehension
Read the text and answer the questions which follow.
Note that the phrase maisons à colombages means “half-timbered houses”.
1.
Basing your answers on information from the first paragraph, write
notes under the following headings:
the situation of Alsace
the attitude of tourists to the region
where typical Alsace is to be found
Higher French: The Wider World
457
how Eguisheim fits in
2.
State three reasons for the attraction of Eguisheim.
3.
What does the village offer to:
a. wine-lovers
b. people interested in food
c. people wanting to buy souvenirs?
4.
What does Eguisheim not have?
5.
How much time does the writer think you should spend there?
6.
Describe Eguisheim at carnival time.
7.
In the last sentence, the writer states that Eguisheim is definitely worth
a visit.
a.
In your opinion, to what kinds of people would such a visit appeal?
b.
Who would you not advise to spend time there?
Tourism
Eguisheim/457
Check your answers
Higher Still FRENCH
458
Eguisheim
Stage 2: Language
1.
Find the French for:
tourists flock there
the roads wind between the houses
the village has an abundance of restaurants
there are no trendy bars
Check your answers
2.
Look at the phrase
l’Alsace typique se découvre dans les petits villages
typical features of Alsace are to be found in the little villages
Note that the French uses the reflexive form of the verb, se découvre,
while the English uses the passive form “are to be found”.
Look at the following examples:
Les melons se vendent à la pièce
Melons are sold singly
Cela se voit souvent
That can often be seen
Le bruit s’entend dans toute la maison
The noise can be heard all over the house
There are two further examples of this structure in the text.
Can you find them?
Check your answers
Stage 3: Writing
Show this work to your teacher
Tourism
Eguisheim/458
You have spent a day in Eguisheim. Write a description of what you saw and
what you did.
Higher Still FRENCH
Eguisheim
Answer Sheet
Stage 1
1.
north east of France
tourists like it very much - come there in numbers every year, especially
summer
in the little villages
Eguisheim is one of the best known of these, it nestles in a hollow in the
vineyards
2.
it is a town full of flowers - geraniums in all the balconies
459
narrow cobbled streets winding between the half-timbered houses
no cars
3.
a.
b.
c.
tourists invited to taste the local produce some very well-liked vintages
there are many little restaurants which serve typical Alsatian food
they can watch craftsmen at work (and buy their wares !)
4.
night clubs and trendy bars
5.
a few hours or a day
6.
the calm is interrupted
the village is lit up with colours, costumes and shimmering masks
it resounds to the music which accompanies a procession well known
for its boisterous atmosphere
8.
a.
b.
those who appreciate old-world charm and tranquillity, wine and
food - older and middle-aged people
young people looking for night-life
people with children
les touristes y affluent
les rues serpentent entre les maisons
le village regorge de restaurants
pas de bars branchés
Tourism
Eguisheim/459
Stage 2
The Wider World:
Tourism
La Franche-Comté
La Franche-Comté
La Franche-Comté/460
Page 460
Higher Still French: Higher French Language Unit: The Wider World: Tourism
La Franche-Comté
La Franche-Comté s’est distinguée au cours des
dernières années au palmarès des régions
touristiques les plus en vogue. Il semble que les
citoyens français délaissent de plus en plus la Côte
d’Azur, surpeuplée en période estivale et devenue
selon de nombreux témoignages beaucoup trop
chère.
Malgré un climat assez capricieux, de nombreux
vacanciers continuent à succomber aux charmes
d’un pays que certains n’hésitent pas à qualifier de
“bleu et vert”. Telles sont en effet les couleurs
dominantes de la région où abondent bois et forêts
sillonnés par de nombreux cours d’eau.
La région a su s’adapter à cette nouvelle clientèle
en créant un réseau d’équipements sportifs et de
loisirs, et en développant des potentiels d’accueil
originaux : gîtes, chambres d’hôtes mais aussi
séjours chez l’habitant ou même à la ferme pour
certains groupes scolaires.
Parmi les activités les plus appréciées, on trouve le
saut à l’élastique, le V.T.T. (Vélo Tout Terrain),
La Franche-Comté
La Franche-Comté/461
l’équitation, la randonnée, mais aussi quelques
sports nautiques comme le canoë-kayak, l’hydrospeed ....
Mais outre le sport, la région offre des activités
alternatives et de nombreux édifices à caractère
historique suscitant un grand intérêt de la part de
nombreux visiteurs. Ainsi, la citadelle de Besançon,
construite par Vauban, et le Château de Joux tout
près de Pontarlier sont le siège de beaucoup de
spectacles dits “son et lumière”.
Autre attrait. et pas des moindres : la gastronomie
Franc-Comtoise ! Elle est essentiellement composée
de viandes fumées et de nombreux plats à base de
fromages ( dont le plus célèbre est le Comté qui
ressemble au Gruyère suisse). La raclette ou la
fondue savoyarde sont très appréciées, surtout en
hiver par temps rigoureux ... Sans oublier bien sûr
les bons petits vins du Jura (la vallée de Lons le
Saunier est célèbre pour sa route des vins) ou
l’excellente eau de vie fabriquée à base de fleur de
gentiane, et qui porte le même nom.
Page 461
Higher Still FRENCH
La Franche-Comté
Read the text and answer the questions which follow.
Note that the phrase au palmarès is used to mean “list of winners, prizewinners, medal-winners”.
1.
What position has the Franche-Comté achieved in recent years?
2.
State two reasons for French people abandoning the Côte d’Azur.
3.
The writer describes the climate as being assez capricieux. What kind
of weather would you expect if you went there?
4.
Why is the region described as being bleu et vert?
5.
The region has adapted to the tourist trade. What has it done
(a)
(b)
462
concerning sports and
places for tourists to stay?
6.
List the activities available.
7.
What can you enjoy in Besançon and the Château de Joux?
8.
What are the main characteristics of the area’s cuisine?
What is available to drink?
Tourism
Franche-Comté/462
Check your answers
Higher Still FRENCH
La Franche-Comté
Stage 2: Language
1.
Translate paragraph 2 , i.e. from Malgré un climat to cours d’eau.
Discuss this work with your teacher
2.
Look at the phrase
La région a su s’adapter à cette nouvelle clientèle...
The region has been able to adapt to these new customers
Note
a.
the use of the verb savoir to mean “to be able to”. This is the same
usage as in je sais nager meaning “I can/know how to swim”. What
the writer is claiming here is that the region has had the knowledge, the
foresight, the planning capability to adapt, not merely the physical ability.
(Note also the use of the perfect tense, suggesting action, a change of
state, a conscious effort, not just an idea, a general awareness.)
463
Think of activities which people can do because they have the necessary
knowledge and complete the following sentences using savoir in the
appropriate tenses:
Quand il était très jeune, il ....................... .
Quand elle reviendra de France, elle ............ .
Si elle travaille très dur, elle ........................ .
Comme il est très sportif, il ............................ .
Tourism
Franche-Comté/463
Higher Still FRENCH
464
La Franche-Comté
Stage 2: Language continued
b.
the expression “to adapt to” is s’adapter à.
Elle s’est vite adaptée à sa nouvelle vie
She quickly adapted to her new life
Il a trouvé difficile de s’adapter aux changements
He found it difficult to adapt to the changes
Il faut que nous nous adaptions à parler français
We must adapt to speaking French
Make up three sentences of your own, using this structure.
Now look at how this sentence continues:en créant un réseau d’équipements sportifs..........
by creating a network of sporting facilities
You will have met en + the present participle to mean “on ..........ing”, as
in the following example:
En arrivant à la maison elle a téléphoné à son amie.
On arriving home, she telephoned her friend.
You will also have met this structure to mean “while .....ing” as in this
example:
Il a bu son café en lisant le journal.
He drank his coffee while reading the newspaper.
Tourism
Franche-Comté/464
c.
Higher Still FRENCH
La Franche-Comté
In this text en + the present participle means “by ......ing”.
Study the following examples:
En suivant ce chemin, vous arriverez à la cathédrale
By following this road you will arrive at the cathedral
En mangeant beaucoup de légumes, il est resté en bonne santé
By eating lots of vegetables he remained in good health
Now write three sentences using en + the present participle, - one in
which the en means “on”, one in which it means “while” and one in
which it means “by”.
465
3.
Below is a list of straightforward French expressions which are probably
well-known to you. Find in the text alternative ways of expressing much
the same ideas.
récemment
les régions les plus populaires
en été
selon beaucoup de personnes
quelques personnes
il y a beaucoup de bois et de forêts
pour quelques groupes d’élèves
il y a le saut à l’élastique
à part le sport
il y a d’autres activités dans la région
il y a beaucoup de spectacles à la citadelle de Besançon et au Château
de Joux
quand il fait froid
Tourism
Franche-Comté/465
Check your answers
Higher Still FRENCH
La Franche-Comté
Stage 3: Writing
Using some of the expressions above, rewrite this text.
Récemment j’ai pu visiter plusieurs fois la ville d’ Angoulème en Charente,
une des régions les plus populaires pour les touristes, surtout en été. Selon
beaucoup de personnes il y a dans cette région beaucoup d’acitivités sportives.
Mais à part le sport, il y a aussi des monuments très intéressants et quelques
personnes disent que c’est une région plus variée que d’autres qui sont plus
renommées.
466
Stage 4: Discussion
In the text the writer mentioned several types of lodging on offer to tourists.
Discuss in a group which types are most suitable for people who wish to get
to know the inhabitants of the country they are visiting. Base your discussion
on the questions below.
Est-ce qu’il vaut mieux descendre à un hôtel ou faire un séjour chez l’habitant?
Préféreriez-vous louer un gîte ou faire du camping?
Si on fait du camping, est-ce qu’on a l’occasion de parler avec les habitants
de la région ou seulement avec d’autres touristes?
Quelle sorte de logement offre les meilleures possibilités aux touristes ayant
des enfants?
Quel(s) logement(s) aide(nt) les touristes à bien connaître la cuisine et les
vins de la région qu’ils visitent?
Est-ce qu’il est important pour les touristes de faire la connaissance des
habitants du pays où ils passent leurs vacances ou est-ce qu’ils s’intéressent
seulement aux monuments, aux activités sportives, au temps qu’il fait etc.?
Tourism
Franche-Comté/466
Et vous, qu’est-ce qui serait important pour vous si vous passiez des vacances
à l’étranger?
Higher Still FRENCH
La Franche-Comté
Stage 1
1.
it is in the list of the most popular tourist regions
2.
too many people in summer
too dear
3.
very changeable
4.
there are a lot of woods and forests - green
there are a lot of rivers and waterways - blue
5.
a.
b.
6.
bungee jumping; mountain biking; horse-riding; hiking; canoeing; hydrospeed
7.
“son et lumière” (sound and light) performances
8.
it is based on smoked meats and different kinds of cheese
the wines produced in the Jura region and a brandy based on the flower
gentian
it has created a network of sporting and leisure facilities
offers new and different kinds of places to stay - houses /cottages
to rent, rooms to rent, stays with families, stays on a farm for
some school groups
467
Stage 2
Tourism
Franche-Comté/467
au cours des dernières années
les régions les plus en vogue
en période estivale
selon de nombreux témoignages
certains
bois et forêts abondent
certains groupes scolaires
on trouve le saut à l’élastique
outre le sport
la région offre des activités alternatives
la citadelle de Besançon et le Château de Joux sont le siège de beaucoup de
spectacles
par temps rigoureux
The Wider World:
Tourism
Besançon
Besançon
Besançon/468
Page 468
Transcript
Besançon
Fred
Dis-moi, Caroline, qu’est-ce que tu penses de Besançon, ta ville d’origine ?
Caroline
Besançon, c’est une petite ville tout à fait charmante, au fond d’une vallée. Elle est
entourée par la boucle du Doubs, la rivière qui passe par là et qui entoure complètement
le centre-ville, le vieux Besançon, et heu ...la ville est aussi surplombée par un
...monument ... enfin plus exactement par un fort, le fort Vauban, la Citadelle ...plus
connue sous ce nom-là.
Fred
Quelles sont les choses les plus attrayantes à Besançon pour un touriste ?
Caroline
Je pense que... ben ... le climat n’est pas trop mauvais ...Je dois dire .. en été il peut
faire très très très chaud. Heu ... mis à part le climat, c’est une ville qui tout de même
présente de nombreux monuments, de nombreux .... une architecture très agréable ...
le vieux centre-ville de Besançon est vraiment quelque chose qui vaut le coup d’oeil.
C’est aussi la ville natale de Victor Hugo ... donc on peut visiter la maison natale de...
de l’écrivain ... Heu ... le scientifique Pasteur également a vécu à Besançon, on peut
également visiter sa maison.
Fred
Et supposant que j’arrive à Besançon, quelle est la première chose que tu me ferais
faire ?
Caroline
Je pense que je t’emmènerais à la Citadelle qui surplombe la ville et puis,...justement
à l’intérieur de la Citadelle il y a pas mal de choses - il y a un musée des sciences
naturellles, le musée de la Résistance qui est en fait un hommage à toutes les victimes
des camps de travail et des camps de concentration durant la deuxième guerre
mondiale, donc c’est assez triste mais ça vaut la peine d’être visité et puis et bien il y a
le zoo également.
Fred
Il y a un zoo ?
Caroline
A la citadelle,oui, il y a un grand zoo, heu ... qu’est-ce qu’il y a d’autre? Quelque
chose qui est agréable, une activité qu’on peut faire en été, c’est des balades en bateaumouche sur le Doubs. Ça c’est très sympathique aussi. Et puis, voilà ... en fait la
plupart des autres attractions se situeraient plutôt à l’extérieur de Besançon. Ah ben,
par exemple, à cinq, cinq ou dix km, il y a un vieux village ...la reconstitution d’un ...
entière d’un village de fermes comtoises ... c’est-à-dire les ... les maisons typiques de
la région ... donc ça c’est vraiment quelque chose de très intéressant également.
Besançon
Besançon/469
Page 469
Higher Still FRENCH
Besançon
Caroline is telling Fred about what her native town of Besançon has to offer
to tourists.
Listen to what she has to say and make notes under the following headings:
general description of Besançon - situation - le Doubs - le fort Vauban/la
Citadelle
climate
monuments - town centre
Victor Hugo and Pasteur
the interior of the Citadelle
a pleasant summer activity
village a few miles from Besançon
470
Check your answers
Stage 2: Language
1.
Transcribe the section from Besançon, c’est.... to ..... ce nom-là.
When you have finished, check that all your adjectives have the correct
agreements before showing your work to your teacher.
2.
Find the French for:
the most attractive things
something which is worth seeing
the house where Victor Hugo was born
the scientist Pasteur
inside the Citadelle
there are quite a lot of things
Tourism
Eguisheim/470
Check your answers
Higher Still FRENCH
Besançon
Stage 3: Speaking
Choose a town abroad, one that you have visited or one which you happen to
know about, checking on any details in a reference book, and prepare to give
a short talk about this town. You should plan your talk along the lines of what
you heard on the tape.
Your teacher will tell you whether you are to give your talk to the class or
record it on tape. In any case, you should not write out the text in full, but
should speak from the framework given below.
size, situation of town
471
the climate
what there is to see (give some details)
what there is to do (give some details)
Tourism
Eguisheim/471
general impression as a tourist town
Higher Still FRENCH
Besançon
Answer Sheet
Stage 1
charming little town in a valley, surrounded by a loop in the river Doubs which
encircles the town centre, old Besançon
dominated by a fort, Fort Vauban, more commonly called the Citadelle
not too bad - very,very hot in summer
many monuments - pleasing architecture - old town centre worth seeing
Victor Hugo born there, can visit the house where he was born
Pasteur also lived there, can visit his house
472
many things inside it
natural science museum
museum of the Resistance - a tribute to all victims of labour and concentration
camps
a zoo
sail on a pleasure boat on the Doubs
reconstruction of a whole village of typical farms/houses of the region
Stage 2
les choses les plus attrayantes
quelque chose qui vaut le coup d’oeil
la maison natale de Victor Hugo
à l’intérieur de la citadelle
Tourism
Eguisheim/472
il y a pas mal de choses
The Wider World:
Tourism
La région
Languedoc- Roussillon
La région Languedoc-Roussillon
Languedoc/473
Page 473
Transcript
La région LanguedocRoussillon
La destination idéale
Le Languedoc-Roussillon est l’une des destinations
préférées pour les gens qui veulent passer leurs
vacances au bord de la mer en France. La côte
comporte 25 ports de plaisance, y compris le plus
grand en Europe : Port-Camargue. Mais la côte est
aussi un paradis sportif où l’on peut faire de la voile,
du surf, du ski-nautique, du jet-ski, aller à la pêche
au gros, ou encore faire de la plongée sous-marine.
veulent faire une petite balade, en particulier les
enfants.
Avec de nombreux événements tout au long de
l’année, de fréquentes compétitions internationales,
avec des jeux aquatiques, des régates, des festivals
marins, le Languedoc-Roussillon est définitivement
la place idéale pour des vacances en famille.
Mais peut-être préférez-vous quelque chose d’autre;
pourquoi ne pas visiter les canaux du LanguedocRoussillon , avec votre famille et vos amis à bord
d’une petite péniche ? Il y a des tas de choses à
faire et à voir tout au long du parcours; par exemple,
vous pouvez faire une pause, faire une promenade,
à pied ou en vélo ! Ou alors encore vous pouvez
faire du shopping ! Ou ...il y a même une vieille
église à visiter ... ou tout simplement se détendre et
apprécier un bon déjeuner dans une auberge
typique. Ce sont de superbes moments de relaxation
que vous découvrirez dans le Languedoc-Roussillon.
Tout au long de ses 200km de plages entrecoupées
par des criques escarpées, jeunes et moins jeunes
pourront apprécier un environnement naturel. De
longues balades sous le soleil vous permettront de
découvrir les flamands roses, et les troupeaux de
jeunes taureaux vous mèneront à travers les
marécages, les lacs, et les forêts de pins ....La côte,
ici, est l’une des mieux préservées en Europe. Vous
pouvez aussi explorer, à seulement quelques km des
plages et des ports, de grandes villes, avec leur
architecture, leur art, et leurs musiques fascinantes,
et aussi leur longue et ancienne histoire.
Et les montagnes sont si proches ! Accessibles à tous,
c’est un vrai régal pour les marcheurs, les sportifs,
et aussi pour les femmes, ou juste pour ceux qui
Languedoc/474
Donc, si vous cherchez un endroit où le soleil brille
toute l’année, où l’air est vraiment pur, avec des
paysages impressionnants, et des excursions
inoubliables, allez en Languedoc-Roussillon, en été
ou en hiver.
Donc, maintenant, si vous voulez un album-photos,
des informations pratiques pour découvrir le
Languedoc-Roussillon sont disponibles sur Internet.
Vous pouvez également réserver votre prochain
séjour linguistique sur Internet au code suivant :
http://www.cr-languedocroussillon.fr/tourisme/
Page 474
Higher Still FRENCH
On the tape you will hear some publicity material directed at tourists, to
persuade them to spend their holidays in the Languedoc-Roussillon area in
the south of France.
Listen to the tape once through and jot down, in English, what seem to
you to be the main characteristics of this area. Here are some words
and phrases to help you:
un port de plaisance
la pêche au gros
une régate
entrecoupées par des
criques escarpées
une balade
les flamands
les marécages
un régal
une péniche
2.
marina, port for pleasure boats
big game fishing
regatta
interspersed with rocky outcrops
stroll
flamingoes
marshes
delight, treat
barge
Listen again to the first part of the tape, as far as des vacances en
famille, and answer the following questions:
a.
What claim is made for this region of France?
b.
What is Port-Camargue?
c.
How does the speaker justify the assertion that this area is un
paradis sportif?
d.
List the four types of event which make this an ideal place for
families.
Tourism
Languedoc/475
1.
475
Higher Still FRENCH
Stage 1: Comprehension continued
3.
Now listen as far as ou en hiver.
a.
Describe the coastline.
b.
List
i)
two types of creatures found here
ii)
three features of the countryside
iii) four attractions of thelarge towns near-by
c.
i)
ii)
iii)
4.
5.
Apart from the coast, what other aspect of the region is of
interest to tourists?
To whom does the speaker think this will appeal?
What climatic features add to the charm of the area?
476
Now listen to the last part of the advert. The speaker is drawing attention
to the opportunities offered by the canals.
a.
List four activities which you can indulge in on a canal holiday.
b.
Where will you get more information about the region?
You will have noticed that there are a lot of lists in the advert.
(Do not imitate this in your normal essay-writing!)
Why do you think there are so many?
What is the speaker trying to achieve?
Tourism
Languedoc/476
Check your answers
Higher Still FRENCH
Stage 2: Language
1.
Stopping the tape as often as necessary, write down the French for the
following phrases :one of the favourite destinations
a sporting paradise
long walks
their ancient history
a real treat
477
impressive scenery
unforgettable excursions
heaps of things to do and see
enjoy a good lunch
great moments of relaxation
Check your answers
Now look at the transcript of the text and make a note of any other
vocabulary which you think might be of use to you in reading,speaking
or writing about tourism.
Tourism
Languedoc/477
2.
Higher Still FRENCH
Stage 3: Discussion
Are you convinced by the publicity material? Discuss with your friends the
positive aspects of the region - variety, climate etc. and perhaps the negative
- cost, too many people?
Est-ce que vous trouvez qu’il y a assez à faire pour les enfants, pour les jeunes,
pour les adultes et pour les personnes âgées?
Que pensez-vous du climat?
Est-ce que l’auteur du texte a assez souligné les aspects culturels?
C’est important pour les touristes?
478
La Méditerranée, c’est trop loin?
Est-ce que le coût de la vie est trop élevé en France, surtout en période estivale?
Connaissez-vous une autre région française qui offre plus aux touristes?
Aimeriez-vous y aller vous-même?
Stage 4: Writing
The phrases which you found in Stage 2 provide you with a good basis for
making flattering comments about places! Using these and other similar
expressions known to you, choose any area you like, or invent one, and write
a paragraph in which you draw certain features of the area to our attention.
Tourism
Languedoc/478
Higher Still FRENCH
Answer Sheet
Stage 1
There are several possible answers here - discuss with your teacher.
Here are the main points:
- the sea and all associated events and activities
- varied countryside
- towns
- mountains
- excellent climate
- canals
2.
3.
a.
it is one of the favourite destinations for people wanting a seaside holiday in France
b.
the largest marina in Europe
c.
by telling us how many marinas there are and listing all the varied
water activities that are on offer
d.
frequent international competitions
water games
regattas
marine festivals
a.
200 km of beaches interspersed with rocky outcrops
b.
i)
ii)
iii)
c.
i)
ii)
iii)
flamingoes
young bulls
marshes
lakes
pine forests
their architecture
their art
their music
their long and ancient history
the mountains
walkers, sportsmen, women, children i.e. everybody
sun shines all year
air is really pure
Tourism
Languedoc/479
1.
479
Higher Still FRENCH
480
Answer Sheet
Stage 1 continued
4.
5.
a.
walking
cycling
shopping
relaxing and having a good lunch in a typical inn
b.
on the Internet
Again, several possible answers. You may have said
- to show you the number and variety of things on offer
The speakers are trying to persuade you that this is the place for you.
By mentioning so many possibilities they hope they will include at least
one or two things which appeal to each individual.
Stage 2
l’une des destinations préférées
un paradis sportif
de longues balades
leur ancienne histoire
un vrai régal
des paysages impressionnants
des excursions inoubliables
des tas de choses à faire et à voir
apprécier un bon déjeuner
Tourism
Languedoc/480
de superbes moments de relaxation
The Wider World:
Tourism
Stirling
Stirling
Stirling/481
Page 481
Stirling
La ville de Stirling est un chapitre de l’histoire
écossaise à elle seule.
Son château-fort qui se dresse fièrement au sommet
d’une colline a été le témoin de nombreux combats
entre l’Ecosse et l’Angleterre. Deux personnages
prédominent, tous deux champions de
l’indépendance écossaise : Robert Bruce, roi
d’Ecosse non reconnu par le roi d’Angleterre, et
William Wallace.
Ce dernier était à la tête de l’armée écossaise
lorsqu’il affronta l’armée anglaise sur le fameux
pont de Stirling. Un monument a été édifié à sa
mémoire (le Wallace Monument), car il donna sa
vie pour la cause de l’indépendance. En effet, après
avoir été capturé par traîtrise, il fut torturé et exécuté
pour avoir osé défier le roi d’Angleterre.
Non loin du monument se trouve le champ de
bataille de Bannockburn, où Robert Bruce mit en
déroute l’armée d’Edward II avec une poignée
d’hommes en 1314.
Stirling
Stirling/482
Cette victoire fut décisive quant à l’autorité de Robert
Bruce en tant que roi d’Ecosse. Robert Burns la
célèbre dans son poème Scots Wha Hae. (Discours
de Robert Bruce à ses hommes avant la bataille.)
En plus de son intérêt historique, la ville elle-même
vaut le détour : il est agréable de flâner le long des
rues pavées en regardant les boutiques d’artisinat,
et si la promenade a aiguisé votre appétit, ce ne sont
pas les restaurants qui manquent.
Stirling a une situation très intéressante car la ville
est située près d’Edimbourg que l’on doit visiter ainsi
que Perth et Scone qui ont joué un rôle important
dans l’histoire de l’Ecosse: Perth est l’ancienne
capitale et tous les rois d’Ecosse furent couronnés à
l’Abbaye de Scone.
La ville est également un excellent point de départ
pour les touristes désireux de découvrir les
Highlands.
Page 482
Higher Still FRENCH
Stirling
Read the text and answer the following questions:
1.
What assertion does the writer make at the beginning of the passage?
2.
Write notes under the following headings:
Stirling Castle
the two dominant personalities connected with Stirling
the achievement and fate of William Wallace
483
the achievement of Robert the Bruce
the connection with Robert Burns
3.
a.
b.
c.
Apart from the historical aspect, what claim does the writer make
about the town itself?
What can the tourist do there?
What facilities are on offer?
4.
What role have Perth and Scone played in Scottish history?
5.
What other advantage does Stirling offer to tourists?
6.
In your opinion, does the text justify the writer’s initial assertion?
Tourism
Stirling/483
Check your answers
Higher Still FRENCH
484
Stirling
Stage 2: Language
1.
Translate the section En plus de ...........qui manquent.
2.
Find the French for :the castle witnessed many battles
two people stand out
the latter led the Scottish army
with a handful of men
the former capital
tourists who want to discover the Highlands
Check your answers
Stage 3: Discussion
How important are historical considerations for the tourist?
Discuss the following questions with your friends:-
Tourism
Stirling/484
Pourquoi est-ce que les touristes aiment visiter les châteaux en Ecosse?
Est-ce qu’ils s’intéressent vraiment à l’histoire écossaise?
Est-ce qu’ils trouvent que c’est romantique?
Est-ce qu’ils visitent exprès les villes et les régions où il y a des monuments et
des sites historiques?
Que pensez-vous des centres où on peut voir des vidéos etc. d’événements
dans le passé?
Et pour vous, est-ce que l’aspect historique est important quand vous visitez
une ville en touriste?
Higher Still FRENCH
Stirling
Answer Sheet
Stage 1
1.
that Stirling on its own stands for a whole chapter in Scottish history
2.
situated proudly on top of a hill, has seen many battles between Scotland
and England
two champions of Scottish independance - Bruce and Wallace
Wallace - opposed the English army at Stirling Bridge, gave his life for
the cause of independance, was betrayed, tortured and hanged for
daring to defy the English king
485
Bruce - routed the army of Edward II at Bannockburn with a small band
of men.
This victory confirmed him as king
Burns’ poem “Scots wha hae” celebrates this battle. Robert the Bruce’s
speech to his men before the battle
3.
a.
b.
c.
it’s worth going out of your way to see
stroll along the cobbled streets looking at the craft shops
plenty of restaurants
4.
Perth - former capital
Scone abbey where the Scottish kings were crowned
5.
excellent starting-off point for tourists wishing to visit the Highlands.
6.
Yes! Both by the details of the two famous battles and by pointing out
its proximity to other famous places in Scottish history.
Stage 2
Tourism
Stirling/485
le château a été le témoin de nombreux combats
deux personnages prédominent
ce dernier était à la tête de l’armée écossaise
avec une poignée d’hommes
l’ancienne capitale
touristes désireux de découvrir les Highlands
The Wider World:
Tourism
Le ski en Ecosse
Le ski en Ecosse
Le Ski/486
Page 486
Transcript
Le ski en Ecosse
- Alors, Françoise, tu as visité beaucoup d’endroits
en Ecosse?
- Et qu’est-ce que tu penses de l’Ecosse pour faire
du ski?
- Oui, mais ce que je préfère, c’est aller dans le
Nord, dans les Highlands, parce que c’est très
sauvage, et certains endroits donnent
l’impression de n’avoir jamais été visités avant,
et ... c’est vraiment ce que j’apprécie ...
l’impression d’être au milieu de nulle part, d’être
les premiers à être arrivés, c’est assez agréable.
Et ...il y a aussi de bonnes staions de ski ...c’est
pas des endroits très isolés ... et j’y suis allée deux
fois cette année.
- Heu ... j’ai beaucoup apprécié ces vacances au
ski mais ... honnêtement, je dirais que ... ce n’est
peut-être pas le meilleur endroit. Les ... il n’y a
pas de très hauts sommets ... mais heu je ne
connais pas beaucoup de stations de ski ...je ne
skie que très rarement en France ... mais d’après
ce que j’ai entendu dire, certaines stations dans
les Alpes sont probablement meilleures.
- Et où est-ce que tu es allée?
- Hum ... à Aviemore tu veux dire?
- La première fois, je suis allée skier à Glencoe,
avec des amis: la neige n’était pas très bonne, à
la fin de la journée ...heu ... elle fondait de tous
les côtés. Mais ensuite, heu ... nous avons décidé
d’aller à Aviemore pour les vacances de Pâques
et là, la neige était vraiment la meilleure que
l’on puisse trouver en Ecosse.
- Ouais ...
- Et c’est facile de trouver du matériel pour skier?
- C’est très facile, oui ... il suffit de ... de les louer,
juste en entrant la station de ski: on peut avoir
tous les équipements ... depuis les skis jusqu’aux
bâtons en passant par les surfs des neiges, on
peut absolument tout avoir. En ce qui me
concerne, c’était un ami qui était fou de ski qui
nous avait procuré tout le matériel. Donc on a
pas eu besoin de payer.
Le ski en Ecosse
Le Ski/487
- Et on peut faire du ski de fond aussi?
- Pas vraiment, non, c’est, c’est plutôt du ski de
piste. Je n’ai vu personne faire du ski de fond.
- Donc, le plus gros problème serait le climat?
- Hum ... peut-être oui. Cette année en tout cas la
neige n’est pas restée très longtemps. Elle dure
probablement plus longtemps dans les Alpes en
France.
Page 487
Higher Still FRENCH
Le ski en Ecosse
Françoise is reflecting on her impressions of the North of Scotland and on
conditions she experienced while skiing.
Listen to the text and answer the following questions:
1.
What does Françoise like about the Highlands?
2.
What was her experience of skiing at Glencoe?
3.
What does she say about the snow on her subsequent visit to Aviemore?
4.
a.
b.
5.
Françoise somewhat reluctantly points out some of the drawbacks of
skiing in Scotland. What does she say
a.
b.
c.
How do you go about getting equipment?
Why did Françoise not have to use these services?
488
about the mountains
about the types of skiing possible
about the climate?
Tourism
Le Ski/488
Check your answers
Higher Still FRENCH
Le ski en Ecosse
Stage 2: Language
1.
Françoise says
ce que je préfère, c’est aller dans le Nord
what I prefer is to go to the north
Note once again this very useful structure for speaking and writing,
ce que ......c’est
Now remembering that the context is tourism, complete the following
sentences in any appropriate way:
489
Ce que les enfants aiment, c’est .............................
Ce que les jeunes préfèrent, c’est ..........................
Ce que les adultes apprécient, c’est .......................
Ce que les personnes âgées cherchent, c’est ......................
Françoise says
d’après ce que j’ai entendu dire
according to what I have heard.
Notice that in French you have to put in the infinitive dire (“being said”)
after the past participle entendu to say that you have heard that .....
Study the following examples:
J’ai entendu dire qu’il est fou de ski.
I have heard that he is crazy about skiing.
Mon ami a entendu dire que la neige est meilleure au Canada.
My friend has heard that the snow is better in Canada.
Tu as entendu dire qu’on peut y faire du ski de fond?
Have you heard that you can do cross-country skiing there?
Now make up two examples of your own and show them to your teacher.
Tourism
Le Ski/489
2.
Higher Still FRENCH
Le ski en Ecosse
When you want to say you have heard about something, you follow the
entendu with parler, as in the following examples:
J’ai entendu parler de cette station de ski
I have heard about this ski resort
Les étudiants ont entendu parler de ce voyage
The students have heard about this journey
Est-ce qu’il a entendu parler du temps qu’il y fait?
Has he heard about the weather there?
490
Now make up two examples of your own.
Stage 3: Discussion
What are the attractions of skiing for tourists?
Discuss the following questions with your friends.
Tourism
Le Ski/490
Qu’est-ce qui est important pour des vacances de ski?
Avoir beaucoup de neige, beaucoup de pistes?
Pouvoir pratiquer de différentes sortes de ski, par exemple le ski de piste, le
ski de randonnée, le ski de fond?
Avoir du beau temps?
L’après-ski?
Qu’est-ce que l’Ecosse peut offrir aux touristes désireux de skier?
Higher Still FRENCH
Answer Sheet
Stage 1
1.
it is wild, some places seem never to have been visited before/ you feel
you are the first people to be there
2.
the snow was not very good
at the end of the day it was melting all around them
3.
it was the best you could find in Scotland
4.
a.
b.
you hire it as you come into the resort
a friend who is mad about skiing got the equipment for her(so
she didn’t have to pay)
5.
a.
b.
c.
they are not very high
just downhill skiing, not cross-country
the snow does not last very long/it lasts longer in the Alps
Tourism
Le Ski/491
Le ski en Ecosse
491
The Wider World:
Tourism
La côte ouest de l’Ecosse
La côte/492
Page 492
Transcript
-
Dis-moi Caroline, est-ce que tu as un peu visité
l’Ecosse?
-
Un petit peu, effectivement ... Par exemple, le
week-end dernier, j’ai loué une voiture avec
des amis et nous sommes partis à la
campagne, enfin, c’est-à-dire que nous avons
remonté la côte ouest heu ...jusqu’à Inveraray,
Oban, et puis nous sommes allés jusqu’à Fort
William. Nous avons continué un peu sur “La
Route des Iles”, en direction de Mallaig, puis
nous avons fait demi-tour. Nous sommes
revenus à Fort William, puis nous sommes
rentrés à Glasgow.
-
Et quel endroit t’a le plus frappée au cours de
ce voyage?
-
En fait toutes les villes étaient très intéressantes,
le temps était au beau ... donc heu... toutes les
villes étaient assez agréables, notamment
Inveraray, heu ...là j’ai visité le château qui
est assez impressionnant et puis ensuite sur la
route entre Inveraray et Oban, nous nous
sommes arrêtés dans une poissonnerie, plus
exactement une fumerie donc on a pu goûter
du saumon et d’autres sortes de poisson fumé,
c’était vraiment excellent. Et puis ensuite à
Oban, j’ai beaucoup apprécié le “Pulpit Hill”
qui surplombe la ville, et ... de là, on peut
observer toute la baie et puis aussi ce qu’on
appelle “McCaig’s Folly”, cette espèce
d’amphithéâtre qui surplombe Oban et
certains ne trouvent pas très joli, mais en ce
qui me concerne j’ai trouvé le paysage ... le
spectacle assez impressionnant.
Et puis, malheureusement la distillerie de
Oban était fermée donc heu ... nous sommes
La côte/493
repartis, comme je le disais, en direction de
Fort William et là nous avons dormi au pied
du Ben Nevis, dans une auberge de jeunesse.
Le temps commençait à être vraiment très
mauvais ... heu ce qui rendait en fait la
montagne d’autant plus impressionnante ...
brumeuse ... et .. c’était un sentiment assez
étrange.
Hum, ... la côte ouest, changement de décor ..
A Mallaig l’eau était vraiment transparente,
on aurait pu se croire heu ... dans les
Caraïbes...Malheureusement, il faisait très
froid, mais c’est quelque chose qu’on ne voit
pas sur les photos, donc heu..c’est vraiment
un paysage féerique ... et puis en fait je pense
que ...finalement ce qui m’a vraiment le plus
impressionnée, c’est le retour par la vallée de
Glencoe ...là, c’est quelque chose je pense ...
un paysage qu’on ne trouve nulle part ailleurs.
-
Et qu’est-ce que tu as pensé des moyens d’accès
à tous ces endroits îsolés?
-
Je pense que ... si on compare la situation à la
France finalement ...il est beaucoup plus facile,
en Ecosse, d’avoir accès à des endroits assez
isolés parce qu’on a non seulement le train,
mais aussi le bus qui est relativement bon
marché. Bon, évidemment il est toujours plus
agréable d’avoir sa propre voiture parce qu’on
est plus indépendant ... il n’est pas nécessaire
d’attendre des bus, de vérifier les horaires ...
de passer des heures à avoir froid ... ou ... de
passer de longues heures d’attente sous la pluie
...mais malgré ça je pense que les moyens de
transport sont meilleurs qu’en France ...plus
développés, y compris pour avoir accès aux
endroits très isolés.
Page 493
Higher Still FRENCH
Caroline is telling us of a journey she made up the west coast of Scotland.
1.
Listen as far as nulle part ailleurs and make notes under the following
headings:
when she made the trip
how she made it
who was with her
what she has to say in general about the towns she visited
what she did at Inveraray
494
what produce they sampled when they stopped between Inveraray and
Oban
her opinion of Pulpit Hill and McCaig’s Folly
a disappointment at Oban
where they slept at Fort William
the effect of the weather here
why you could have thought you were in the Caribbean at Mallaig
how photos don’t tell the full story
her impression of Glencoe
Check your answers
2.
Now listen to the last part of the tape.
a.
What is the topic under discussion here?
b.
c.
Why does she think it is easier in Scotland than in France?
What are the four disadvantages she mentions of not having your
own car?
Tourism
La côte/494
Check your answers
Higher Still FRENCH
Stage 2: Language
Collect from the text the following phrases connected with weather :the weather was set fair
the weather was beginning to be really bad
to spend hours being cold
to spend long hours waiting in the rain
Check your answers
2.
Caroline says in talking about the bad weather
.....ce qui rendait en fait la montagne d’autant plus
impressionnante
.....which made the mountain all the more impressive
Note the following points:
a.
“Which” is here rendered by the expression ce qui. This is because
the “which” is telling us, not just about a single noun, but about a
whole phrase that has gone before - in this case the fact that the
weather was getting very bad. Ce is put in to stand for this whole
phrase and means something like “a thing which”.
Nous avons dû attendre deux heures, ce qui n’était pas
très agréable.
We had to wait for two hours, which was not very pleasant.
A Mallaig nous avons vu un beau coucher du soleil, ce qui
nous a beaucoup impressionnés.
At Mallaig, we saw a lovely sunset, which greatly impressed us.
Now make up two examples of your own.
Tourism
La côte/495
1.
495
Higher Still FRENCH
b.
Remember that the French do not use the verb faire when they
want to say “make” followed by an adjective.
Faire des voyages avec des amis me rend heureux.
Travelling with friends makes me happy.
Les nuages rendaient le paysage féerique.
The clouds made the landscape magical.
Make up two examples of your own.
496
Show your work to your teacher
Stage 3: Writing
Here are some of the verbs which Caroline used when telling us about her
journey.
Nous sommes partis
Nous sommes allés
Nous avons continué
Nous nous sommes arrêtés
Nous sommes repartis
Nous sommes rentrés
Imagine you too have been on a trip around an area of Scotland.
Using the verbs above, write a short account of your journey.
Tourism
La côte/496
Higher Still FRENCH
Stage 4: Discussion
Discuss with your friends if it is easy to get around isolated areas in Scotland.
Is it better for tourists to travel on their own or with a guide?
A votre avis, est-ce que les transports en commun sont adéquats dans les
régions isolées de l’Ecosse? Y a-t-il assez de bus, de trains, de ferrys, d’avions?
Est-ce que ça coûte cher?
Est-ce qu’il faut avoir sa propre voiture pour se déplacer dans les Highlands,
par exemple ? Comment sont les routes? Est-ce qu’il y a trop de caravanes sur
les routes étroites?
A votre avis, est-ce qu’on voit plus de choses intéressantes si on a un guide,
ou est-ce qu’on a plus de liberté en voyageant de façon indépendante?
Tourism
La côte/497
497
Higher Still FRENCH
498
Answer Sheet
Stage 1
1.
last weekend
in a car she hired
friends
the towns were very interesting, pleasant
she visited the castle at Inveraray
tasted salmon and other smoked fish
she liked Pulpit Hill which stands above the town and overlooks the bay
she found the view impressive
the distillery was closed
at the foot of Ben Nevis, in a youth hostel
the bad weather made the mountain all the more impressive/ misty
the water was so clear
photos don’t show how cold it was
most impressive, a landscape not to be found elsewhere
2.
a.
access to these isolated places
b.
because there is not only a train service, but also a bus service
which is relatively cheap
c.
you have to wait for buses
you have to check timetables
you have to spend hours in the cold
you have to wait for hours and hours in the rain
le temps était au beau
le temps commençait à être vraiment très mauvais
passer des heures à avoir froid
passer de longues heures d’attente sous la pluie
Tourism
La côte/498
Stage 2
The Wider World:
Tourism
Le sud de la Clyde
Le sud de la Clyde
Le Clyde/499
Page 499
Transcript
Le sud de la Clyde
Donc en août dernier, je suis allé au sud de la Clyde,
pour faire la côte ouest, avec un ami pendant
quelques jours. On est allé en voiture et l’objectif,
c’était de trouver un horizon de mer, parce que
j’avais lu un livre de Jules Verne qui s’appelle Le
rayon vert, et ce sont trois Ecossais qui essaient de
trouver un horizon de mer, et c’est presque
impossible en Ecosse..
- J’y suis resté deux, trois jours. Quand on est
descendu au sud, et quand on a atteint la mer,
on avait toujours pas notre horizon. Il y avait
une grosse île en face de nous, l’île d’Arran, alors
on a décidé de . . .d’aller sur cette île pour voir si
de l’autre côté de l’île il y avait des chances
d’avoir l’horizon de mer.
- Et ensuite, qu’est-ce qui s’est passé?
- Et alors, tu l’as trouvé, ton horizon de mer?
- Ben justement non! ... La côte est complètement
déchiquetée ... on a l’impression de voir des îles,
mais en fin de compte, ce ne sont pas des îles, ce
sont des bouts de côte, parce que l’embouchure
de la Clyde est très large; on peut prendre des
ferrys pour traverser heu la Clyde, c’est assez
sympa ... et donc entre les îles et ces côtes, c’est
pas évident de trouver un horizon de mer.
- Et alors, comment c’était? Qu’est-ce que tu as
fait?
- Cétait très beau,ça faisait très village balnéaire,
parce qu’il y avait des piscines en plein air sur
la côte, des mini-golfs, des clubs de voile ...ll y a
même des gens qui traversaient la Clyde en
planche de voile, c’est pour dire si ...c’est pratique
et ...si c’est bien pour heu ...tout ce qui est sport
nautique. Puis il y a des ferrys qui peuvent vous
amener sur une île ou sur un autre bout de
l’Ecosse. c’est toujours sympa. Et il y a une
ambiance de port aussi ... il y a des pubs .... on
mange du poisson ... il y a une ambiance très
chaleureuse, c’est vraiment très sympa.
- Ça a l’air heu ... très attrayant ... Et donc tu es
resté combien de jours?
- Eh bien, on est allé dans l’île, et le temps était
horrible . . . Il a plu et quand il pleut là-bas, il
n’y a rien à faire. C’est assez dommage, par
contre ça doit être très bien comme endroit pour
faire une balade en vélo, pour se promener c’est
. . . .Le paysage semblait très joli du bateau, mais
une fois qu’on y est, il y a même pas de pub
pour manger, faut aller à l’hôtel, c’est pas très
drôle. Donc je suis rentré àGlasgow, j’étais un
petit peu déçu pour mon horizon de mer, mais
cette région de l’Ecosse est quand même très
agréable pour un touriste parce qu’il y a
justement toutes ces activités nautiques. On peut
voyager dans une île ou on peut . ..aller sur un
autre bout de la côte, l’ambiance dans les pubs
est vraiment très sympathique. non, c’est un
endroit très chaleureux.
- Donc quand est-ce que tu y retournes?
- Heu, pas tout de suite, parce que je recherche
toujours mon horizon de mer donc je vais peutêtre aller du côté Ouest .. . .Est!
- Tu vas aller voir ailleurs?
- Voilà!
- 0K.
Le sud de la Clyde
Le Clyde/500
Page 500
Higher Still FRENCH
Le sud de la Clyde
Frédéric is telling us of his quest to find un horizon de mer south of the
Clyde.
1.
Listen to the introduction, as far as impossible en Ecosse and write
down why he has this ambition.
2.
Now listen to the rest of the tape to discover how successful he was in
his quest. The word déchiquetée means “jagged”.
Now answer the following questions
a.
As the coast is so jagged, what mistake can you make?
b.
Why is it not likely that you will find un horizon de mer here?
c.
Name three things which contribute to the feeling he gets of a
holiday resort.
d.
What do some people even do?
e.
What pleasant activity does he comment on?
f.
As welI as the resort aspect, what other attractive feature does
this area have?
g.
Why did he decide to go to Arran?
h.
Give two reasons why his visit to Arran was not a success.
i.
What conclusion does Frédéric come to regarding this area for
tourists? Give four reasons for his conclusion.
j.
What is his next step?
501
Tourism
Le Clyde/501
Check your answers
Higher Still FRENCH
Le sud de la Clyde
Stage 2: Language
Transcribe the section Eh bien, on est allé ... c’est pas très drôle.
Check your work
Stage 3: Discussion
Frédéric is critical of the IsIe of Arran regarding facilities for tourists. What
should we in Scotland do to improve things for tourists?
502
Discuss the following questions with a partner or in a small group:
Est-ce que nous avons assez de centres de loisirs, de centres de sports?
Y a-t-il assez pour les touristes les jours de pluie, assez de centres culturels, de
châteaux à visiter etc.?
Est-il facile pour les touristes de faire du shopping en dehors des grandes
villes? Est-ce qu’on peut trouver à manger quand on veut?
Y a-t-il assez de variété pour les touristes, par exemple, des hôtels, des pubs,
des snacks, de bons restaurants?
Stage 4: Writing
Pensez à une région de l’Ecosse que vous connaissez bien et écrivez un court
paragraphe où vous nous dites ce qu’il y a à faire quand il fait beau, ce qu’on
peut faire quand il pleut et s’il y a de bonnes possibilités pour manger.
Tourism
Le Clyde/502
Higher Still FRENCH
Le sud de la Clyde
Answer Sheet
Stage 1
1.
because he read a book by Jules Verne called Le rayon vert in which
three Scotsmen are trying to find un horizon de mer
2.
a.
you think you are seeing islands, but it is in fact other parts of
the mainland
b.
with aIl the islands and parts of the coastline jutting out you are
not likely to have a large unbroken expanse of sea
c.
outdoor swimming pools
mini-golf courses
sailing clubs
d.
cross the Clyde on a surf board
e.
going on a ferry to an island or to another part of the mainland
f.
the atmosphere of a port with pubs and fish to eat
g.
they thought that on the other side of this large island there might
be open sea beyond, his horizon de mer
h.
it was raining
503
there was no pub where he could eat, he had to go to a hotel
t.
it is very pleasant
plenty of activities connected with the sea
you can go to an island or to other parts of the mainland
the atmosphere in the pubs is very agreeable
the place has a warmth about it
j.
to go to the east to pursue his quest!
Eh bien, on est allé dans l’île, et le temps était horrible ... Il a plu et
quand il pleut là-bas, il n’y a rien à faire. C’est assez dommage, par
contre ça doit être très bien comme endroit pour faire une balade
en vélo, pour se promener c’est ... Le paysage semblait très joli du
bateau, mais une fois qu’on y est, il y a même pas de pub pour
manger, faut aller à l’hôtel, c’est pas très drôle.
Tourism
Le Clyde/503
Stage 2
The Wider World:
Tourism
L’Eastend de Glasgow
tourisque?
L’Eastend de Glasgow présente-t-il un intérêt tourisque?
L’Eastend/504
Page 504
L’Eastend de Glasgow
touristique?
Vendredi
Mon patron doit être tombé sur la tête ! Comment
peut-il espérer que j’arrive à mettre en valeur les
attraits touristiques de la banlieue est de Glasgow ?
L’endroit est sinistre; je ne le ferais même pas visiter
à ma belle-mère, alors quant à attirer les touristes!!!
Mais il faut bien que je gagne ma croûte alors
tâchons de voir quels peuvent être les attraits de
l’Eastend comme on l’appelle. Sans doute faudraitil que je fasse un tour pour me faire une petite idée.
Lundi
Incroyable ! Je n’aurais jamais pu imaginer que
l’Eastend pouvait être si intéressant, qu’il y avait
tant d’endroits à visiter ou à voir, tant de choses à
faire ! Cette campagne publicitaire va être du gâteau.
Ce week-end a été des plus riches. Quel superbe parc
que ce Glasgow Green. J’ignorais que le premier
monument érigé en l’honneur de la victoire de
Nelson à Trafalgar était cet obélisque à Glasgow
Green. Et cette fête pour le premier week-end de mai
était vraiment sympa et l’ambiance très bon enfant
entre les concerts gratuits, les spectacles et
L’Eastend de Glasgow présente-t-il un intérêt tourisque?
L’Eastend/505
animations pour adultes et enfants .... J’ai hâte
qu’on soit en novembre; ils font un superbe spectacle
de feu d’artifice pour Guy Fox, à ce que j’ai appris.
Et puis, en plus, il y a ce musée sur la vie de
Glasgow: le People’s Palace si riche en couleur, si
interactif et si instructif sur Glasgow. Et juste derrière
il y a le Templeton Business Centre dont la façade
vénitienne est une des plus belles du monde.
Et il y a aussi ce gigantesque stade de foot d’une
des deux plus importantes équipes d’Ecosse.
L’ambiance y est incroyable entre les chants des
supporteurs et l’esprit de fête qui y règne.
Et même les Barras ont quelque chose de si
populaire et après, on peut aller manger des fruits
de mer. Au People’s Palace, ils disent que c’est à
côté des Barras qu’on mange les meilleurs fruits de
mer de Glasgow. Et on peut passer une soirée à
Barrowland – le concert dimanche était d’une
qualité exceptionnelle.
Non, je crois que j’ai tout ce qu’il faut pour faire
une brochure touristique sur l’Eastend.
Julien, agent publicitaire
Page 505
Higher Still FRENCH
L’Eastend de Glasgow présente-t-il un
intérêt touristique?
Julien tells us what there is to do and see in the east end of Glasgow.
Here are some words to help you.
mettre en valeur
ambiance bon enfant
to show to advantage, to highlight
good-natured atmosphere
Answer the following questions:
1.
Why do you think the title of this article is in the form of a question?
What answer do you think is expected ?
2.
Read the section entitled Vendredi.
a.
b.
c.
d.
e.
3.
4.
506
What task has Julien’s boss given him?
What does Julien think has happened to his boss?
What is his attitude to the area?
How does he express the strength of his feelings about it?
How is he going to set about his task?
Now read the section Lundi.
a.
b.
What is Julien’s general reaction now to the area?
Write notes on what he has to say about
(i)
Glasgow Green
(ii) the May Festival
(iii) Guy Fox
(iv) The People’s Palace
(v) Templeton Business Centre
c.
d.
e.
What does he say about the nearby football stadium?
What can you get to eat in the area?
What evening activity does he mention?
What answer would now be expected to the question in the title?
Tourism
L’Eastend/506
Check your answers
Stage 2: Language
1.
How would you translate the following phrases into English?
Mon patron doit être tombé sur la tête
il faut bien que je gagne ma croûte
cette campagne publicitaire ve être du gâteau
ce week-end a été des plus riches
507
Higher Still FRENCH
Discuss this work with your teacher
2.
Look at the phrase
J’ignorais que le premier monument ...
I did not know that the first monument ...
The verb ignorer means “not to know”.
Here are some more examples:
Elle ignorait qu’il était déjà arrivé.
She did not know that he had already arrived.
Nous ignorons si le château est ouvert le dimanche.
We do not know if the castle is open on Sundays.
Now make up three examples of your own.
Tourism
L’Eastend/507
Higher Still FRENCH
Stage 3: Discussion
Julien ne connaissait pas trop bien ce quartier de Glasgow et il a découvert
des tas de choses intéressantes.
Discuss the following questions with your friends:
Est-ce que vous connaissez assez bien votre quartier/région pour pouvoir
suggérer à des touristes ce qu’ils pourraient faire et voir? Qu’est-ce que vous
aimeriez leur proposer?
Est-ce que vous avez visité vous-même des monuments assez bien connus à
proximité de chez vous? Est-ce qu’il n’y en a pas?
508
Sauriez-vous recommander des restaurants/pubs intéressants pour les
touristes?
Pourriez-vous suggérer des concerts?
Pourriez-vous leur dire comment se déplacer dans le quartier/la région?
Stage 4: Writing
Des amis français vont passer le week-end chez vous. Ecrivez une courte lettre
où vous leur dites ce que vous avez l’intention de leur faire faire au cours de
ce week-end.
Tourism
L’Eastend/508
Higher Still FRENCH
Answer Sheet
Stage 1
You may have suggested various reasons – discuss your answer with
your teacher. Perhaps it is because Julien questions it in his own mind
The answer expected is no, it does not have interest for tourists
2.
a.
b.
c.
d.
e.
to highlight the tourist attractions of the east end of Glasgow
he’s gone mad
it is a sinister area
he wouldn’t even take his mother-in-law to visit it
have a trip round the area to get an idea of what goes on
3.
a.
he could never have imagined that it could be so interesting/so
many things to see and do – incredible !
b.
i)
ii)
iii)
iv)
v)
4.
Glasgow Green is a superb park
the obelisk was the first monument erected to celebrate
Nelson’s victory at Trafalgar
very enjoyable, good-natured atmosphere, free concerts,
shows for adults and children
he has heard that there is a splendid firework display in
November for Guy Fox
very colourful, allows you to participate, very instructive
about Glasgow
its Venetian façade is one of the most beautiful in the world
c.
it belongs to one of the two most important teams in Scotland
it has an incredible atmosphere with the songs of the supporters
and the festive mood
d.
sea food – best in Glasgow beside the Barras
e.
a concert at Barrowland
most emphatically, yes !
the east end of Glasgow has much to offer tourists
Tourism
L’Eastend/509
1.
509
The Wider World:
Tourism
Le Loch Lomond
Le Loch Lomond
Loch Lomond/510
Page 510
Le Loch Lomond
Pour les habitants de Glasgow las d’une vie citadine
trop stressante, pour les “rats des villes” qui, le temps
d’un week-end, souhaitent se transformer en “rats
des champs”, il existe un moyen de s’aérer les
poumons et l’esprit ...Non loin de la grande
métropole, à environ une heure de route en voiture,
existe un havre de paix, un véritable joyau de
verdure et d’air pur ....
Ce petit paradis s’appelle le Loch Lomond, et c’est
l’endroit rêvé pour se ressourcer. Le lac est entouré
de plusieurs montagnes dont certaines sont classées
parmi les “Munros”, ces sommets qui font 3000
pieds (environ 900 m) d’altitude et qui offrent la
possibilité de partir en randonnée pédestre tout en
ayant vue sur le lac. Une fois que l’on a fait l’effort
de grimper, on peut se féliciter d’une vue
imprenable. Par certains aspects, le paysage là-bas
rappelle certaines cartes postales de Suisse où le
décor abonde de montagnes et de lacs.
Le Loch Lomond
Loch Lomond/511
Les moins courageux préféreront sans doute
paresser au bord du lac ou explorer les jolies ruelles
du petit village de Luss et rêver, l’espace d’un instant,
qu’ils sont les heureux propriétaires d’un charmant
cottage. Ce spectacle enchanteur est embelli, au
printemps, par les teintes jaunes et fuchsia des allées
en fleur.
Bien sûr, le Loch Lomond demeure un lieu de
tourisme plutôt paisible et les complexes sportifs ou
de loisirs se font plutôt rares. Mais si les balades en
montagne ne vous “branchent” pas, si errer sur les
rives du lac vous ennuie, il reste la possibilité d’une
petite virée pour seulement quelques pennies ... Les
gourmands peuvent toujours savourer une glace ou
de nombreuses friandises typiquement écossaises
vendues chez les petits commerçants du coin
(locaux) !
Page 511
Higher Still FRENCH
Le Loch Lomond
The writer of this article uses two expressions les rats des villes and les
rats des champs to stand for city-dwellers and country-dwellers. The
equivalent expressions in English are “town mice” and “country mice”.
1.
Read quickly through the article and write down the type of “tourist”
that the writer has in mind.
2.
Now read the first paragraph again and answer the following questions:
a.
What kind of life does the writer suggest Glaswegians (les rats
des villes) have?
b.
What do these people want to do?
c.
How long is this change to last?
d.
Which two aspects of their being are going to be renewed?
e.
Where can this happen?
f.
State in English the two phrases which sum up what awaits them
there.
3.
Now read the second paragraph.
a.
What is Loch Lomond ideal for?
b.
Describe the surroundings of the Loch.
c.
What activity is possible here?
d.
What reward is in store for those who make the necessary effort?
e.
In what respect does the scenery here resemble Switzerland?
4.
Now read the third paragraph.
a.
State two things that the less energetic can do.
b.
What is sad about their dream of possessing a cottage there?
c.
What makes the village particularly attractive in spring?
5.
Now read the last paragraph.
a.
What ensures that the Loch Lomond area remains a peaceful one
for tourists?
b.
For some types of tourist, two activities may hold little attraction.
What are they?
c.
What do you think the writer’s view is of these activities?
d.
What suggestion is made for such people?
512
Tourism
Loch Lomond/512
Check your answers
Higher Still FRENCH
Le Loch Lomond
Stage 2 Language
You are going to be asked to prepare some material stressing the advantages
of an area of Scotland known to you. Naturally, you want to make your points
very positively. It will not attract attention and convince people if you say that
a place is merely beau or joli. The writer of this article has described the
peaceful charms of Loch Lomond in very warm terms.
Go through the article and pick out phrases which you think would be useful
for your own work. You may like to select phrases suggesting an idyllic peaceful
place, describing beautiful things to see, useful verbs in saying what activities
can be carried out, etc.
513
Show your work to your teacher
Stage 3: Discussion
With a partner or in a small group, discuss what you think are the stresses of
life in a big city.
Consider
les difficultés en ce qui concerne le transport - les embouteillages, les trains
et les bus qui n’arrivent pas
la pollution de l’air par les gaz d’échappement
le manque d’espaces verts
le bruit de la circulation etc.
Stage 4: Writing
Now write a description in French of an area of Scotland which is known to
you. Use some of the expressions you have noted in Stage 2 and try to make
the area appeal to les rats des villes whose problems you have thought
about in Stage 3.
Tourism
Loch Lomond/513
Higher Still FRENCH
514
Le Loch Lomond
Answer Sheet
Stage 1
1.
the city-dweller looking for a complete change of surroundings
2.
a.
b.
c.
d.
e.
f.
a life with too much pressure
to change their whole way of life
for a week-end
their lungs and their mind/spirit - physical and mental
not far from the city , an hour’s drive
a haven of peace
a real gem of greenery and pure air
3.
a.
b.
for renewing your strength
the loch is surrounded by mountains
some of them are Munros, i.e. over 3000feet
hill-walking with a view of the loch
an unrestricted view
an abundance of mountains and lakes/lochs
4.
a.
b.
c.
d.
idle by the lochside
explore the pretty little streets of Luss
walks in the mountains
wandering along the banks of the loch
the writer is clearly enthusiastic about such activities - this is shown
in her descriptions, in her choice of language
that they go and buy an ice-cream or one of the many Scottish
delicacies on sale locally
Tourism
Loch Lomond/514
c.
d.
e.

The Wider World: Tourism

Transcription

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