B1 Livre du professeur...Livre du professeur Avant-propos En cette période de réflexion pédagogique autour des objectifs fixés par la réforme du col-lège, nous vous proposons

3 eCoordination pédagogique de l’ouvrage :

Ruth AlimiIA-IPR, Académie de Créteil

Avec la contribution de :Marie-Christine Delsinne

Collège Denecourt, Bois-le-Roi (77)Formatrice, Académie de Créteil

Christophe Goarant-Corrêa-de-SáFormateur, Académie d’Orléans-Tours

Alison BouhmidPRAG, Université Paul Valéry, Montpellier 3

Maider Chena Basanta

Anna GuillCollège l’Ardillière de Nézant, Saint-Brice-sous-Forêt (95)

Formatrice, Académie de Versailles

Antony McDermott École Jeannine Manuel, Paris (75)

Patrick SantoroLycée Pierre-Gilles de Gennes, Paris (75)

Pascal VinsonCollège Pilâtre de Rozier, Paris (75)

Formateur, Académie de Paris

Jennifer WattrelotCollège Renée Taillefer, Gaillac (81)

A2 B1/

Livre du professeur

Avant-propos

En cette période de réflexion pédagogique autour des objectifs fixés par la réforme du col-lège, nous vous proposons dans ce cahier des séquences de travail autour des notions cultu-relles des nouveaux programmes. Voici les lignes directrices qui nous ont guidés pour vous apporter, ainsi qu’à vos élèves, de nouveaux outils, de nouvelles pratiques et de nouvelles idées d’activités :

- L’importance de vous proposer des tâches finales variées et motivantes pour réaffirmer l’utilité de la démarche actionnelle, pour donner du sens aux apprentissages. Cette démarche de projet sera d’ailleurs généralisée à toutes les disciplines à la rentrée 2016, notamment dans les Enseignements Pratiques Interdisciplinaires ;

- La volonté d’ancrer le travail de la langue dans un contexte culturel fort, dans une réalité sociale, historique et culturelle spécifique aux pays anglophones. Les objectifs culturels des nouveaux programmes de langue, les programmes d’EMC, les thèmes d’EPI, ainsi que les trois parcours ont guidé nos choix pour permettre les croisements entre disciplines et faciliter les transferts ;

- La conviction que les élèves doivent devenir des partenaires dans la construction de leurs compétences. Dans cette optique, nous proposons des activités d’explicitation des processus d’apprentissage telles qu’elles pourront être mises en œuvre dans les séances d’Accompagnement personnalisé. Les encadrés Learn as You Wish mettent fréquemment les élèves en situation de choix de la démarche ou de l’activité qui leur semble la plus adaptée, ou la plus attrayante. En effet, apprendre progressivement à connaître ses modes d’apprentissage est un élément clé de l’acquisition de l’autonomie ;

- Enfin, nous vous suggérons d’avoir recours, notamment lors de présentations devant la classe, à des activités d’auto- et d’inter-évaluation pour encourager l’évaluation formative entre pairs.

Les séquences ne sont volontairement pas numérotées. Nous espérons que vous pourrez vous servir des éléments qui conviennent le mieux à vos élèves et vos cours, au moment propice.

Pour les activités de pair work et group work, les activités pupil B ou group B se retrouvent sur les dernières pages du cahier. Les pages sont signalées dans la séquence.

Les trois parcours des nouveaux programmesDans les nouveaux programmes, les apprentissages s’inscrivent dans 3 parcours qui donnent du sens aux apprentissages :

Le parcours citoyen Parcours

citoyen fait des élèves des personnes responsables.

Le parcours artistique Parcours

artistique sensibilise les élèves à toutes les formes d’art.

Le parcours avenir Parcours

avenir permet de préparer son orientation professionnelle.

La 3e est la 3e année du cycle 4 instauré par les nouveaux programmes de la réforme des collèges applicables à partir de la rentrée 2016. Ce cycle regroupe les classes de 5e, 4e et 3e.

En anglais LV1, en fin de cycle 4, tous les élèves doivent avoir atteint le niveau A2 dans les 5 activités langagières et le niveau visé est B1 dans plusieurs activités langagières. En anglais LV2, en fin de cycle 4, le niveau visé est A2 dans au moins deux activités langagières.

Activité langagière

ÉCOUTER ET COMPRENDRE

LIRE RÉAGIR ET DIALOGUER

PARLER EN CONTINU

ÉCRIRE ET RÉAGIR À L’ÉCRIT

A1 Peut comprendre des mots familiers et des expressions courantes sur lui-même, sa famille et son environnement.

Peut comprendre, des textes courts et très simples, phrase par phrase, en relevant des noms, des mots familiers et des expressions très élémentaires et en relisant si nécessaire.

Peut interagir brièvement dans des situations déjà connues en utilisant des mots et expressions simples et avec un débit lent.

Peut produire des expressions simples, isolées, sur les gens et les choses.

Peut écrire des expressions et phrases simples isolées.

A2 Peut comprendre une intervention brève si elle est claire et simple.

Peut comprendre de courts textes simples sur des sujets concrets courants avec une fréquence élevée de langue quotidienne.

Peut interagir avec une aisance raisonnable dans des situations bien structurées et de courtes conversations à condition que le locuteur apporte de l’aide le cas échéant.

Peut décrire ou présenter simplement des gens, des conditions de vie, des activités quotidiennes, ce qu’on aime ou pas, par de courtes séries d’expressions ou de phrases.

Peut écrire une série d’expressions et de phrases simples reliées par des connecteurs simples tels que « et », « mais » et « parce que ».

B1 Peut comprendre une information factuelle sur des sujets simples en distinguant l’idée générale et les points de détail, à condition que l’articulation soit claire et l’accent courant.

Peut lire des textes factuels directs sur des sujets relatifs à son domaine et à ses intérêts avec un niveau satisfaisant de compréhension.

Peut exprimer un avis, manifester un sentiment et donner quelques éléments simples de contexte sur un sujet abstrait ou culturel.

Peut assez aisément mener à bien une description directe et non compliquée de sujets variés dans son domaine en la présentant comme une succession linéaire de points.

Peut écrire un énoncé simple et bref sur des sujets familiers ou déjà connus.

« Le photocopillage, c’est l’usage abusif et collectif de la photocopie sans autorisation des auteurs et des éditeurs.Largement répandu dans les établissements d’enseignement, le photocopillage menace l’avenir du livre, car il met en danger son équilibre économique. Il prive les auteurs d’une juste rémunération.En dehors de l’usage privé du copiste, toute reproduction totale ou partielle de cet ouvrage est interdite. »

Édition : Seonaid Cruickshank, assistée de Margot PastierConception de la maquette : Frédéric Jely, Pierre-Yves SkrzypczakMise en page : Christine Chenot

© Éditions Nathan 2016ISBN 978.2.09.111943.4

Sommaire

Pistes EPI - Croisements entre enseignementsCertaines séquences pourront servir de base à la conception et à la mise en place d’un EPI (Enseignement pratique interdisciplinaire) :

Séquence Volunteering in the Peace Corps EPI 6 thématique : Langues et cultures étrangères• Croisement possible avec le programme de 3e d’EMC sur le thème : L’engagement : agir individuellement et collectivement.• Croisement possible avec le programme de 3e d’histoire sur le thème 2 : Le monde depuis 1945.

Séquence Windrush Generation EPI 6 thématique : Langues et cultures étrangères• Croisement possible avec le programme de 3e d’EMC sur le thème : L’engagement : agir individuellement et collectivement.• Croisement possible avec le programme de 3e d’histoire sur le thème 2: Le monde depuis 1945.

Séquence Building Europe EPI 4 thématique : Information, communication, citoyenneté• Croisement possible avec le programme de 3e d’EMC sur le thème : L’engagement : agir individuellement et collectivement.• Croisement possible avec le programme de 3e d’histoire sur le thème 2: Le monde depuis 1945.

Séquence War Horse EPI 6 thématique : Langues et cultures étrangères• Croisement possible avec le programme de 3e d’histoire sur le thème 1 : L’Europe, un théâtre majeur des guerres totales (1914-1945).• Croisement possible avec le programme de 3e de français sur le thème : Se chercher, se construire.

Parcours

citoyen

Parcours

citoyen

Parcours

citoyen

Parcours

citoyen

Parcours

artistique

Parcours

artistique

Parcours

artistique

Parcours

artistique

Parcours

avenir

THÈME TITRE DE LA SÉQUENCE

• École et société Getting Work Experience 5

• Langages Elementary, My Dear Watson! 8

• Rencontres avec d’autres cultures Volunteering in the Peace Corps 13

• Langages The Globe Theatre 15

• École et société Bullying 17

• Rencontres avec d’autres cultures British Food 19

• Voyages et migrations The Windrush Generation 21

• Langages Jeff Koons 23

• Rencontres avec d’autres cultures Building Europe 25

• Rencontres avec d’autres cultures War Horse 28

• Voyages et migrations New York, New York 31

5Speakeasy Activities 3e - Livre du professeur

Getting Work Experience Pages 4-8 + 74École et sociétéThis sequence fits well into the Parcours avenir, and will help pupils think about and practise activities that will help them with their work placement (stage de 3e). Phone calls and formal letter-writing are useful skills to practise.

SolutionsPage 5 - Activity 2

Learn as You Wish

A. Person: the manager (Amir Khan)Request: She would like to do work experience in the restaurant kitchen. Things to do next: write a letter with the details, meet the chef (Claire)Skills: She is studying for GCSE Food Technology and cooks all the time at home. She likes making tiramisu and hollandaise sauce.Rules: You must do exactly as you are told.Conditions: the placement will be mainly observation.

B. 1. a restaurant

2. the manager (Amir Khan)

3. a. 7-12 Marchb. in the kitchenc. Because she wants to be a chef.d. tiramisu, hollandaise sauce

4. a. Write a letter giving the details. b. the chef (Claire)

5. a. won’t b. mainly observe c. will have to do exactly as she is told.

6. Amir Khan


Getting Work Experience Pages 4-8 + 74

Amber Jones

20 Liverpool Road

Manchester M6 2PG

(0161) 333 4444

Amir Khan

Claire’s Brasserie

46 High Street

Manchester M6 4SR

22 September 2016

Dear Mr Khan,

I would like to enquire about the possibility of a work-experience placement

with your company for a week, from the seventh to the twelfth of March.

I am 15 and a student at Richmond School.

I am in 10th grade.

I would like to work at your restaurant because I am interested in a career

as a chef.

I have not cooked professionally before , but I cook all the time at home and try

to learn new recipes and techniques all the time.

I am studying Food Technology for GCSE. I have a part-time job helping in a

flower shop on Saturdays. My personal interests are cooking and travelling and I’m

part of a basketball team.

I look forward to hearing from you.

Yours sincerely

Amber Jones

Page 6 - Activity 3 Possible answers are in grey.


Getting Work Experience Pages 4-8 + 74Page 7 - Activity 4

A. 1. mustn’t 2. must 3. can 4. can 5. mustn’t 6. must 7. mustTips: must = have to; mustn’t = be forbidden to; can = be allowed to = be able to; can’t = not be allowed to = be unable to / not be able to

B. 1. could/was allowed to 2. am not able to/can’t 3. must/have to 4. can/is able to 5. mustn’t

A Phone Call for a Work-Experience PlacementAmber needs to find a company where she can do a week’s work experience for school. She really wants to be a chef, so she phones a good restaurant in her town to ask if she can work there.

Manager: Claire’s Brasserie, how can I help you? Amber: Hello, could I speak to the manager, please? Manager: I’m the manager. How can I help? Amber: My name is Amber Jones. I’m at Richmond School. I was wondering if you take pupils for work experience.Manager: We do sometimes. How long is it for, and when? Amber: It’s for a week, from the 7th to the 12th of March. Manager: Well, you’re well organised, you’re giving us lots of time! And do you want to do it in the kitchen or serving?Amber: The kitchen, please. I really want to be a chef.Manager: Can you cook? Amber: Yes, I’m studying for GCSE Food Technology, and I cook all the time at home. Manager: What sort of things do you like to cook? Amber: My favourites at the moment are tiramisu and hollandaise sauce. Manager: Very good. Oh, and what age are you?Amber: I’m 15, I’m in Year 10.Manager: Well, could you send us a letter with all the details? And I think you should meet Claire, the chef. Amber: Oh, that would be wonderful. I’ll write the letter straight away!Manager: Okay. But you must understand that you won’t be cooking cordon bleu meals. A Year 10 placement is mainly observation. And you must do exactly what you are told. Kitchens are dangerous places.Amber: I understand, that’s no problem. Oh, I didn’t ask your name, for the letter.Manager: I’m Amir Khan. A-M-I-R K-H-A-N.Amber: Thank you so much. Goodbye!

Audio Script


Elementary, Pages 9-14 + 75 My Dear Watson!LangagesSir Arthur Conan Doyle’s Sherlock Holmes stories were an immediate success. The detective counted so many fans that when he eventually died at the end of one of the stories, Conan Doyle received letters of complaint from frustrated readers, and was soon obliged to resurrect his beloved character. The books have been translated all around the world and have inspired countless TV, film and theatre adaptations, parodies and spinoffs. This sequence will enable students to learn more about the famous detective and to take part in an inquiry themselves.

SolutionsPages 9-10 - Activity 1

A. 1. Detective/crime stories. 2. In England. 3. 19th century. 4. Sherlock Holmes is a detec-tive and Dr Watson is a doctor.

B. There are Sherlock Holmes and Dr Watson. 2. In the 21st century.

C. 1. Two characters. 2. In a lab/in a hospital.

D. 1. a. Watson says that him and Sherlock Holmes are complete strangers to each other.

b. This scene is the first time that they meet.

2. Watson was an army doctor who served in Afghanistan. His brother is an alcoholic who left his wife.

3. Productions possibles : How could Sher-lock Holmes know? What are the details that helped him guess these facts? Who is this strange man? Is he crazy or a genius?

Page 10 - Activity 2

A. Baker Street is a middle-class and resi-dential street, a place where a detective can perfectly live in.

B. 1. Both Sherlock Holmes and Dr Watson are based on Sir Arthur Conan Doyle.

2. Dr Joseph Bell was Conan Doyle’s medical professor in Edinburgh. He created a diagno-sis method.

C. 1. He could look at a patient and decide

whether he’d been in the army.2. He could tell from the work clothes he was wearing what trade he had.3. Trade = work, job : travail, profession.4. This sort of thing was easier at the time than today.

5. Because these days, whatever your job is, you just spend hours on a computer.

Pages 11/75 - Activity 3

Group AA. Family: prosperous Irish family. Lost many relatives in WWI.

Job(s): Doctor degree, surgeon on a whaling boat, medical officer, writer.

Writings: Sherlock Holmes stories, The Lost World, non-fictional writings (pamphlets).

1893: Conan Doyle killed Sherlock Holmes.Places he went to or lived in: Liverpool, West Africa, Portsmouth, Edinburgh.

Others: ran for Parliament, interested in spiri-tualism.

B. Productions possibles :1. When did Joseph Bell live?2. Why was he famous at the time? Is he still famous today?

3. What was his job/were his jobs? What did he do?

4. Who was he influenced by?5. Can you give examples of his deductions?


Elementary, Pages 9-14 + 75 My Dear Watson!6. What were people’s reactions?7. What was the impact on his practice as a doctor?

Group BA. 1. He lived in the 19th century (1837-1911).2. He was a renowned lecturer and an excel-lent surgeon at the time. But he is now famous for being Sherlock Holmes inspiratio-nal model.3. He was a lecturer at the medical university of Edinburgh, he wrote scientific books, he was the Queen’s surgeon.4. His great grandfather, Dr Benjamin Bell, influenced him.5. Examples: tattoos of the sailors ➞ where they had been; hands ➞ reveal one’s profes-sion; face ➞ the person is or isn’t alcoholic.6. He was admired by most people and mostly by his students. But people were also sur-prised.7. From his deductions, he knew things about his patients before they could talk and it helped his diagnosis. He could also tell when they lied.

B. Productions possibles :1. What was Sir Arthur Conan Doyle’s acti-vity?2. What books did he write apart from the Sherlock Holmes stories?3. What happened in 1893?4. What were people’s reactions?5. Can you give information about his family?6. Where did he live in England?7. What were his hobbies or personal inte-rests?

Page 12 Learn as You WishA. 1. 13 ●• ; 3 ●● ; 1 •● ; 0 •• The most common pattern is ●•. The pattern ●● exists in compound words, like blackmail or footprint. Police is a foreign (Greek) word so the pattern is •●.2. a. perpetrate – investigate – examine – murder – deduct – interrogate – burglar – homicideb. perpetrator – perpetration – investiga-tion – investigator – examiner – examina-tion – murderer – deduction – interrogator – interrogation – burglary – homicidal

B.

e a i ɔ ecasejail

crimeknifetrial

scenethief

assaultcorpsefraudmorgue

axestab

cellsketchtheft

Pages 13-14 - Activity 5

A. blood (bl d) = sang; body (bɒd) = corps; clues (kluz) = indices; DNA (diene) = ADN; footprints (fυtprnts) = traces de pas; knife (naf) = couteau; weapon (wepən) = arme

B. 1.b. – 2.d. – 3.e. – 4.c. – 5.a.


Elementary, Pages 9-14 + 75 My Dear Watson!Page 14 Role Cards for Your Task

DetectiveYou are a detective and have been asked to help in this case.Get ready to ask the different suspects questions (alibis, where they were, dis-tance from the manor, precise timing…). Take notes and draw your conclusions. At the end, if you need to question some suspects again to obtain some more de-tails, you will be allowed an extra two questions per suspect.

1

Mr Hopkins You are the murderer! You killed Lord Spencer because he refused to give you a raise, and you stole the money and jewel-lery because you had the code for the safe.You followed Lady Spencer to the cinema at 7:30 pm because you knew she would meet her lover, Mr Higgins. You also knew Mr Higgins had an appointment with Lord Spencer, so he would leave before the end of the film. Lady Spencer loves detective stories, so you also knew she would stay until the end – a good opportunity to say hello to her and give yourself an alibi! You took a ticket and watched the begin-ning of the movie (Sherlock Holmes). At 8:15 pm, you sneaked out of the cinema and went back to the manor, stabbed Lord Spencer in the kitchen at 8:30 and ran back to the cinema.You’ve had problems with the butler, Mr Green, who hasn’t always been nice to you… He could be a good suspect: he was in love with Lady Spencer and Lord Spen-cer wanted to disinherit her and ask for a divorce. You saw Mr Green had a scar on his face!

3

Lady SpencerYou were at the cinema with your lover, Mr Higgins, your husband’s lawyer, but you don’t want to reveal or discuss your love affair unless you or your lover are accused. The film (Sherlock Holmes) started at 7:30 pm and finished 1h30 later.At the end of the film, you met Mr Hop-kins, your husband’s secretary. He had been watching the same film. Fortunately, Mr Higgins had left 5 minutes before the film ended so he wouldn’t be late for his appointment with your husband at 9:00. The cinema is just a 5-minute walk from the manor.You are convinced Miss Thompson killed your husband. You remember you saw blood on a pullover she was about to wash.

2

Mr HigginsYou were at the cinema with Lady Spencer, your lover, but you don’t want to reveal or discuss your love affair unless you or your lover are accused. The film (Sherlock Holmes) started at 7:30 pm and finished 1h30 later, but you left 5 minutes before the film ended so you wouldn’t be late for your appointment with Lord Spencer at 9. The cinema is just a 5-minute walk from the manor. Officially, you left your office at 8:30 pm, normally it’s a 15-minute drive to the ma-nor, but with the traffic it can be more.You arrived on time but nobody answered the bell. You pushed the front door open, saw Mr Green preparing drinks in the living room and asked him where to wash your hands. You discovered Lord Spencer’s body in the kitchen at 9:00. You never liked the butler, because people say he is also having an affair with Lady Spencer. She has always denied it. He had a strange scar on his face tonight.

4


Elementary, Pages 9-14 + 75 My Dear Watson!

Miss ThompsonAfter work, at 8 pm, you went up to your room and started watching Coronation Street. At 8:15, you realised your cat Kitty wasn’t in the room and saw her perched in a tree in the garden. You went out and immediately found Mr Green who offered to help you. Poor Mr Green got a scratch from Kitty! All this took a good half hour because when you came back to your room with Kitty, your programme was finished, so it was well after 8:45 pm.Then you realised you had blood on your pullover: there was blood on Kitty’s paws, so she probably got hurt somewhere. You were changing when you heard people shouting about Lord Spencer’s death.The truth is, you’re not sorry he’s dead. He wanted to dismiss you… Anyway, you never liked the job here!You have no idea who the murderer can be: Lady Spencer was out at the cinema, Mr Green was with you… you don’t know where Mr Hopkins was.

5 Mr GreenYou were busy with your work when Miss Thompson asked you for help to get that horrible cat… Your face still hurts from the scratch the beast gave you! You don’t know what time it was, but it took you away from your work, so you were late preparing drinks for Lord Spencer in the living room before Mr Higgins arrived. You didn’t hear the doorbell, so you were surprised when you saw him arriving in the living room and asking to wash his hands. You showed him into the kitchen. You heard Mr Higgins screaming and shouting for help when he discovered the body at 9:00.You’ve never liked Mr Hopkins who you be-lieve is a rogue. You didn’t like his manners or arrogance.You are fond of Lady Spencer, but she is your employer’s wife, and you would never dare doing anything wrong that would da-mage either her reputation or his.

6

Sherlock ExtractJohn Watson: We don’t know a thing about each other. I don’t know where we’re meeting. I don’t even know your name.

Sherlock Holmes: I know you’re an Army doctor, and you’ve been invalided home from Afghanistan. I know you’ve got a brother who’s worried about you, but you won’t go to him for help because you don’t approve of him, possibly because he’s an alcoholic, more likely because he recently walked out on his wife, and I know that your therapist thinks your limp’s psychosomatic – quite correctly, I’m afraid. That’s enough to be going on with, don’t you think? The name’s Sherlock Holmes, and the address is 221-B Baker Street. Afternoon.

Video Script


Elementary, Pages 9-14 + 75 My Dear Watson!

An Interview about Sherlock HolmesYou are going to hear an interview with an expert on the Sherlock Holmes books by Sir Arthur Conan Doyle. First, she explains why Conan Doyle chose 221-B Baker Street as Sherlock Holmes’s address.In those days it was a respectable, middle-class, not too expensive, not too cheap residential street, and a very good place for a detective to live.

Conan Doyle himself was a doctor. Dr Watson in the stories is a doctor. Is he based partly on Conan Doyle himself?Actually Holmes and Watson are based partly on Conan Doyle himself. They’re different aspects of the same character. Although everybody always says that Sherlock Holmes was based on Dr Joseph Bell, who was Conan Doyle’s medical professor in Edinburgh. In Sherlock Holmes, you see Dr Joseph Bell’s diagnosis method. He could look at a patient and decide whether he’d been in the army. He could tell from the work clothes he was wearing what trade he had. I think that sort of thing was easier in those days. These days, whatever your trade is, you spend all your life typing into a computer.

Detective Vocabulary: Word Stress List A. 1.Listen to the following words and highlight or circle the stressed syllable. Repeat them several times.motive • police • station • precinct • witness • private • burglar • murder • rifle • shoplift • blackmail • body • strangle • poison • footprint • prison • handgun

Word Stress List A. 2. a.Listen to the words, repeat them and highlight or circle the stressed syllable.perpetrate • investigate • examine • murder • deduct • interrogate • burglar • homicide

Word Stress List A. 2. b.Listen to the words, repeat them and highlight or circle the stressed syllable.perpetrator • perpetration • investigation • investigator • examiner • examination • murderer • deduction • interrogator • interrogation • burglary • homicidal

Detective Vocabulary: Vowel Sounds B. Listen to the following words and classify them according to their pronunciation.assault • an axe • a case • a cell • a crime • a corpse • fraud • jail • a knife • morgue • a scene • a sketch • stab • thief • theft • trial

Audio Script


Volunteering Pages 15-20 in the Peace CorpsRencontres avec d’autres culturesIn the late 1950s, the Soviet Union encouraged voluntary service overseas. Hundreds of scientists, doctors, nurses, teachers and engineers were sent abroad every year, thus increasing Soviet influence in the developing world. In these Cold War years, the situation demanded prompt American response – so in 1961, recently elected president J.F. Kennedy created the Peace Corps to counterbalance the growing Soviet influence. Although times have changed, the Peace Corps still exists today and still sends American volunteers overseas to provide humanitarian help and support, encourage economic development and promote peace and democracy. This sequence will enable pupils to discover this American agency through the testimony of Megan, a former Peace Corps volunteer.


A. 1. An organisation of civilian volunteers. 2. They work in developing countries. 3. They first appear in 1961.

B. Objectives:– to provide technical expertise to the local community;– to show other communities about Americans;– to bring information back to the United States and to communities in the United States about where you’ve served and about the culture and way of life there.


A. 1. work on water and sanitation – make the local community understand HIV and AIDS – teach business skills – work with a local cooperative2. a. From 2001 to 2002, Megan worked in Cote d’Ivoire.b. Megan worked with local cooperatives, a women’s group and a village community group.c. Teach the local communities business skills to increase their sales and tell them about HIV and AIDS.

B. 1. sanitation, addition2. opportunity, community


A. Pupils only need to read the 3 first paragraphs.1. was running for presidency.2. He wanted to encourage “mutual unders-tanding between Americans and people of other nations and cultures”.3. Travel to developing countries.4. Two causes: peace and development.5. give their time to = spend their lives to6. The Soviet Union had volunteers abroad to spread the ideology of communism, “in the service of world communism”.7. He wanted to “involve Americans more actively in the cause of global democracy, peace, development, and freedom”.8. 10,000 cheering students, petition signed by 1,000 students, 25,000 letters

B. Last paragraph: The Peace Corps goals haven’t changed. It is still devoted to peace, friendship and improving each other’s life. But volunteers are now older and more expe-rienced than those before.


A. “Urban Environmental Management”


Volunteering Pages 15-20 in the Peace Corps

Interview: A Peace Corps Volunteer Part 1American president John F. Kennedy created the Peace Corps in 1961. As a large group of civilian volunteers who go and work in developing countries, the Peace Corps is a good example of “soft power” strategy.

Could you just introduce yourself, please?My name is Megan Larson-Koné. I am the public affairs officer at the U.S. mission to UNESCO.

Could you just explain what Peace Corps is, in fact, simply.Peace Corps is the flagship volunteer organisation, international volunteer organisation in the United States. And its objective is… it has three objectives. One is to provide technical expertise to the local community where you are a volunteer; to show other communities about Americans, what Americans are, by seeing a real, live American in person in their community; and then the third one, which is really one of the most important goals, is to bring information back to the United States and to communities in the United States about where you’ve served and about the culture and way of life there. So it’s really — focuses on providing assistance, but very much so on cultural exchange.

Part 2And can you explain your experience with Peace Corps?Sure, I was a Peace Corps volunteer in the West African country of Côte d’Ivoire. I was there from 2001 to 2002. The programme I was a Peace Corps volunteer in was called “Urban Environmental Management”, which is a fancy name for saying I worked on water and sanitation systems in a small town in the western part of that country. So in addition to working on water and sanitation, I had the opportunity to work with some local cooperatives, a women’s group and a village community group, to help them learn some small business skills so that they could better sell their products. They raised, they cultivated and grew agricultural products to sell in the local market, so we helped them to try and increase their sales. And I also had the opportunity to work on some awareness-raising on HIV and AIDS within the local community.

Audio Script


Pages 21/76 - Activity 1

Group A A. 1. 1564 2. Stratford upon Avon 3. April 23, 1616 4. Mum: Mary Arden, a farmer’s daughter.Dad: John Shakespeare, glove-maker. Wife: Anne Hathaway. Three children: Susanna, Hamnet and Judith 5. His plays, for being a playwright

Group B A. 1. Elizabeth I2. Henry IV 3. First colony

B. 1. James I 2. Cervantes – Don Quixote de la Mancha 3. the Copernican system 4. It’s expanding


A. 1.e – 2.a – 3.c – 4.f – 5.d – 6.b

Page 23 Learn as You WishA. Shapes: circular, hexagonal, pointed, rec-tangular, round, square, triangularLocalisation: above, around, below, in front of, in the middle, lower, next to, on the sides, under, upperDifferent parts: balcony, columns, galleries, musicians’ gallery, platform, roof, seats, stage, stairs, structures, trap door, yard = court = pitColours: black, dark, gold, green, red, whiteUseful verbs: assemble, be located, be sha-

ped like, build, consist of, look like, seem to be


a. 1, 3 and 5 – b. 4 – c. 4 – d. 2 – e. 6


A. 1. a. 1599 b. Elizabeth I c. south bank d. north e. wasn’t2. gambling and drinking alcohol3. a. bears, dogs and bulls b. badly, “blood”

B. 1. both 2. noisy and rowdy 4. good guys = cheer; people kissing = go “woo!”; bad guy = go “boo!”Football matches or rock concerts. 5. a. strict b. lies, immoral 6. a. teenage boys b. “immoral profession”


C. Compare Contrastmore… than, less… than, as compared to, like, as… as

although, in spite of, unlike, while

The Globe Theatre Pages 21-27 + 76 LangagesThe aim of this sequence is to encourage students to go back in time and imagine themselves as theatre-goers in the Elizabethan period (16th century). Students will not only learn about the architectural features of The Globe Theatre, but also imagine the behaviour and attitude of audiences at the time and contrast it with theatre-going today.

Solutions


The Globe Theatre Pages 21-27 + 76

Listening to a Guide Part 1Listen to Mel, a guide at Shakespeare’s Globe Theatre in London.Shakespeare’s Globe was built in the reign of Elizabeth I, in 1599. It was built on the south bank of the Thames. Now, in those days, that area wasn’t the city of London. The city of London was the walled city on the north bank of the river, and it was full of restrictions and rules. They did not like you drinking alcohol or gambling. And they didn’t like many forms of popular entertainment. So those things came to the south bank. There were bear pits, arenas where you would have a bull or a bear tied down and they would let dogs attack them. And there are reports that the audience had their faces spattered with blood. It was very grim and very gruesome.

Part 2Now we think of theatre as something quite cultural and educational. But in Shakespeare’s day, it was popular entertainment for everyone. The rich and the poor would go to the theatre. The audience would be noisy and rowdy. There would be eating and drinking, shouting to their friends. The audience would shout to the actors, they would cheer when the good guys came on stage. They would boo when the bad guys came on. If two people kissed, they would go “woo”! So it was a very different atmosphere inside. Much more like a football match or a rock concert. For the Puritans, the very strict Protestants at the time, acting was telling lies. You were telling lies to your audience. And that was another reason why theatre was immoral and came to the south side of the river. In Shakespeare’s day there were no actresses. All the parts were played by men. The female parts were played by tee-nage boys. Acting was a very immoral profession, so women would never have acted.

Audio Script


Bullying Pages 28-34École et sociétéBullying is a serious problem that affects students all over the world. British and American schools are far ahead of their French counterparts in tackling the issue and have specific anti-bullying policies. Bullying is often triggered by differences — in looks, social status, sexual preferences, religion — but virtually anyone can be the target of bullies. Often, victims do not talk about it, and end up living with devastating consequences. Dealing with the issue in class will help pupils break down taboos.

Solutions


B. Picture 1: physical bullyingPicture 2: verbal bullyingPicture 3: cyberbullying

C. 1. Productions possibles: Picture 1: Bullies are kicking and stealing a boy.Picture 2: Girls are gossiping.Picture 3: This boy is being called names on the Internet.2. Harcèlement scolaire

D. Réponses préférables :Bullying Conflict Joking around

✓

✓

✓

✓

✓


A. 1. Lonely, worthless during bullying. Relieved afterwards.2. Georgia: her parentsKhushal: a friend and a teacher3. For both of them, it was cyberbullying on social networks and anonymous people invented things about them.4. He decided to help victims of bullying, being a volunteer.


B. 1. b. Cyberbullying.c. Cyberbulling is being bullied through the Internet and on mobile phone.2. a. In the UK, 1 in 3 young people have experienced this form of bullying.b. The problem is increasing.c. Do not forward text messages. Talk to adults about it. Look for online support.


Bullying Pages 28-34

Bullying Word Cloudrepeated attacks • bullies • violent • physical assault • beat up • hit • slap • kick • verbal bullying • gossip • insult • call names • threaten • laugh at • mocking • psychological bullying • social bullying • ignore • exclude • mobile phone • the Internet • cyberbullying • argue • advice • help • make fun of • quarrel • nasty • message • anonymous • lonely • worthless • confront • relieved • cowards • cyberbully • rude • Facebook account • abusive • photoshopped images • comments • posts • volunteer

Interview: BullyingListen to this interview about a problem affecting many British teenagers.My name’s Matt May, and I work for the organisation ‘Beatbullying’.

So, Matt, could you explain what cyberbullying is?Cyberbullying is when someone uses technology, for example the Internet or a mobile phone, to purposely intimidate or upset someone else. For example, if you’re experiencing cyberbullying, you may be receiving threatening text messages, upsetting emails or upsetting comments about you on a social networking site.

And can you explain how big a problem it is, or isn’t?In the U.K., what we’ve found is one in three young people have experienced some kind of cyberbullying, so it is a really big problem at the moment. The age group is quite varied at the moment because people are starting to use technology like mobile phones or the Internet at a much younger age, so it is progressing to sort of go to the lower ages as well as secondary-school age.

Could you give some suggestions for how children could avoid cyberbullying?Trying to keep yourself from getting involved in any part of that. For example, if someone does send you a text message about someone at your school, don’t forward it. Be the person that stops the trend and stops that continuing. You need to make sure that people are aware, so, talk to someone in your family, maybe a teacher at your school, or find support online from beatbullying.org.

Audio Scripts


British Food Pages 35-39Rencontres avec d’autres culturesThis sequence is aimed at debunking some stereotypes about British food. It leads pupils to discover new flavours and culinary traditions – which is part of teaching about tolerance and respect for cultural differences.


A. the French: eat frog legs, eat snails and put garlic in every dish.the British: have no good cheese, eat mint sauce and boiled meat.

B. Something that is (or was) true sometimes but is generalised to a whole country.


A. 1. The first fish and chip shop opened in 1860, in a fish market in London.

2. The biggest fish and chip shop is now in the North of England, has seats for 250 customers and serves about one million customers a year.

B. 1. a. codb. batter c. thick

2. 2 - 1 - 3


1. Meals Traditionally TodayBreakfast Breakfast Typical English breakfast

Lunch Dinner Packed lunch

Dinner Tea Meat and two veg

2. a. Marmite is a love-it-or-hate-it sauce. It is made of yeast and it is dark brown, tastes salty.b. Sunday roast is composed of roast meat, two kinds of vegetables and potatoes and a Yorkshire pudding.c. Afternoon tea was in the afternoon and mostly offered by high-class ladies. High tea was more popular and in the early evening.


British Food Pages 35-39

Expressions for Group WorkPrepare for listening to the other groups. Listen and practise saying useful phrases. Can you speak louder? I didn’t hear the result for question x, could you repeat it, please? Could you write that word on the board? Would you mind explaining… ?I didn’t understand… Can you speak a little more slowly, please? I didn’t have time to write that, can you repeat, please?

Interview: Traditional Fish & Chips Part 1 Marian, why are fish and chips traditionally considered British?Fish and chip shops originated in Britain and the first one was recorded in London in 1860 at Tommyfield’s fishmarket in London and then the idea quickly spread all around England first to the north of England. The biggest fish and chip shop in England is actually in the north of England. It’s called Harry Ramsdens. And it can seat 250 customers at a time. And it has over a million customers a year.

Part 2 The most common fish that is used is cod. And because of regulations in the U.K., fish and chips can’t be named just fish and chips, so you’ll often see it named “cod and chips”. The fish is dipped in batter. Batter is made from… like a thin paste of flour and water. So the fish is dipped in the batter and fried in deep oil until it’s very, very crispy. Some people put a little bit of beer in the batter, which makes it more crispy. And the chips are thick.

Audio Script


The Windrush Generation Pages 40-47Voyages et migrationsThe MV Empire Windrush ship is remembered for bringing the first Caribbean immigrant generation to Great Britain in 1948. Pupils will learn about this event and discover how the West Indian culture still runs though the veins of the home country.

Solutions


A. 1. a. 1948 b. Accepter toute réponse logique2. a. From Jamaica/ the Caribbeanb. Accepter toute réponse logiquec. To England/Londond. Accepter toute réponse logiquee. Productions possibles : They were excited because they would discover a new country. They were exhausted because they had had a long journey.

B. 2. a. June 22nd, 1948b. help rebuild the country as there was a shortage of labourc. 492d. prosperity and employmente. settled and stayed in Britain permanently.f. They are now a part of the British society.


Group A A. World War 2: engaged in the RAFReasons for leaving Jamaica: No work in Jamaica, opportunity in EnglandJob(s) – Family: welder, RAF (military), labo-ratory technician/ a wife, children and grand-childrenJamaica/England now: Relatives in Jamaica, still “home” but for holidays/ family in EnglandLife in England: very good, enjoy his work/workmates, “happy here”

B. 1.d. – 2.a. – 3.g. – 4.b. – 5.i. – 6.j. – 7.h. – 8.c. – 9.e. – 10.f.

Group BA. 1. “I had no choice in the matter.”2. “I was 13 when I arrived so I wasn’t a man.”3. “I never associated with white people”/ “real hostility”/ “I had no friends”4. “I only had friends when I had gone through the Airforce.”5. “I like England, it’s a nice place to live. It’s not to say it doesn’t have its problems, racism and so on.”


B. 1. a. in blue: people protesting, racist attacks, incidents, race riotsin red: reggae music, carnival, costumes, dances, parades, drum and steel bands2. Productions possibles : a. As a result, some English people were upset by the arrival of Caribbean immigrants.b. share their culture with the British people.c. let English people know they weren’t a threat.


The Windrush Generation Pages 40-47

Gap FillersListen to this presentation and note the gap fillers.Lucile Harris arrived in England from Jamaica in nineteen forty… er 1948. She travelled on the Empire Windrush and it took 22 days. She was happy, I mean, excited to see Britain and especially to see her husband again. He left Jamaica just after they married, to look for work in Britain. And now he had a job and asked Lucile to join him.

Lucile didn’t mind living in Jamaica, she was, you know, happy there. She only came to Britain because of her husband. She was a little, well, worried about what she would find. She knew Britain had suffered a lot in the war, World War Two. Her husband had a flat in Brixton, in London, but there were a lot of bomb sites all around still.

Lucile and her husband had five children and she was happy living in Britain. When her husband died, she stayed in Britain, because all her children, and other family like cousins, live there.

Audio Script


Jeff Koons Pages 48-52 + 77LangagesJeff Koons has been and still is, a very controversial artist. The more radical of his critics even deny him the status of artist. In this sequence, pupils will be able to discover some of his works, listen to young people react to them and hopefully, build their own informed opinions, drawing on the knowledge and skills they acquire in art class, and then, express their opinions in English.

SolutionsPages 49-51/77 - Activity 2

A. 1. a. There are sculptures.b. Name: Equilibriumc. Artist: Jeff Koonsd. Nationality: Americane. City of residence: New Yorkf. It is a basketball suspended in a glass box.2. a. There isn’t anything special about the object.b. “A basket ball you could buy in a sports shop”, “a standard basketball”3. a. I can’t work out how it’s suspended. There isn’t a cable. It doesn’t move. I don’t think there’s water.4. a. Person 1: It’s intriguing, makes you thinkb. Person 2: He doesn’t like it

Group AB. 1. a. Title: Balloon Dogb. Like a balloon dogc. Size: three metres highd. Material: metale. Colour and aspect: blue, shiny and polishedf. Details of a real balloon dog, reflect things, …2. The second person was blindfolded, meaning he could not see.

Group BB. 1. En raison d’une erreur de notre part, aucune des images n’est la bonne. Nous vous prions de nous excuser pour ce désagrément. Nous corrigerons cette erreur lors de la prochaine réim-pression.2. enormous, metallic, blue, shiny, polished, curved3. Picture b. It distorts things reflecting on it.


Jeff Koons Pages 48-52 + 77

A Conversation about Jeff Koons Part 1 Do you know the American artist, Jeff Koons? Here, schoolchildren visit a Jeff Koons exhibition at a museum, but they’re experiencing the art very differently. Guess how?Person 1: Ah, in this room we have sculptures. This one is called Equilibrium. It’s by Jeff Koons. He’s American. He works in New York.Person 2: Can you describe it?Person 1: It’s a basketball suspended in a glass box.Person 2: A basketball you could buy in a sports shop?Person 1: Yes, it’s a standard basketball. I can’t work out how it’s suspended. There isn’t a cable. It doesn’t move. I don’t think there’s water.Person 2: Is that really art? Anyone can buy a basketball.Person 1: Well, it does make you really look at this object you’ve seen thousands of times. It’s intriguing.Person 2: I don’t think it’s really my kind of thing. What else is in the room?

Part 2Person 1: There is another sculpture by Jeff Koons. It’s called Balloon Dog. Person 2: What does it look like? Person 1: It’s exactly what the title says. It looks like one those dogs you can make with balloons. You know, at children’s parties.Person 2: Oh, yes. So, is it small?Person 1: No, it’s enormous! It’s three metres high. Person 2: And it’s made from giant balloons? Can I touch it, then?Person 1: No, it’s made of metal. Person 2: Metal?Person 1: Yes, blue, shiny, polished metal.Person 2: So, does it reflect things?Person 1: Yes! And it distorts them because it’s curved. I’m looking at my face – very strange. And if I move closer… Woah, even stranger!Person 2: And it really looks like a giant balloon dog?Person 1: Yes, if you had metallic balloons. It has all the details. The nose is the end of the balloon where you tie it closed. And the tail is the other end, where there isn’t much air, so it’s not really inflated.Person 2: I’m really curious now. I’m going to take off this blindfold so I can see it. Wow! It’s exactly as you described it. I want to see the effect on my face too if I go closer!

Audio Script


Building Europe Pages 53-60Rencontres avec d’autres culturesAs Britain is now about to leave the European Union, this sequence will help pupils to understand why and how the European Union was created. It fits well with the history programmes about the European construction and will help pupils to remember it for the Diplome National du Brevet.

Solutions


B.

Capital Border

Anthem

Flag

Region

Country

Inhabitant


Building Europe Pages 53-60

A Quiz about EuropeBecome young European ambassadors! Participate in the contest.Moderator: Are you ready? Let’s start! What do the 12 blue stars on the European flag represent? a. An E.U. country. b. Unity, solidarity and harmony. c. All the languages spoken in Europe.Boy: The European countries!Moderator: Wrong. They symbolise unity, solidarity and harmony.Moderator: Which three of these European countries are not in the E.U.? Switzerland, Norway, Sweden, Finland, Russia, Lithuania.

Audio Script

Page 57

Learn as You WishB. 1. Creation of the E.E.C. = 1957Two worlds wars in Europe = 1914 to 1945

Creation of the European Coal and Steel Community = 1951

2. Jean Monnet = NegociatorWinston Churchill, Robert Schuman, Konrad Adenauer, Altiero Spinelli = Government members

3. Jean Monnet: promote peace, cooperation.Winston Churchill, Robert Schuman, Konrad Adenauer, Altiero Spinelli: promote peace.

Pro-Europeans: promote peace, more unders-tanding between countries

C. 2. Productions possibles : Jean Monnet believed that European countries should cooperate instead of fighting.

In Winston Churchill’s opinion, Europe had to be pacified.

The European Union was considered as a way to stop wars by the different European government members.

The European Union is believed to be the best way to make people understand each other.


Chronological order: World War I – Peace but an arms race – Civil War in Spain – World War II – Peace but two blocs: the West and the East – the fall of the Berlin Wall


B.

a

win, invited, trip, symbolize, unity, solidarity, splendid, city, inhabitants, give, figure

invited, five, symbolize


B. Productions possibles :

1. a. Heidi and Helmut don’t have to show their passports at the border.

b. Juan can cross the border without a problem.

c. Sarah has to change her currency.

2. a. Heidi and Helmut’s parents had to pay at Customs.

b. Juan’s parents were not able to pay with their national currency when abroad.

c. Sarah’s parents used to show their pass-ports at the border.


Building Europe Pages 53-60

Boy: Switzerland?Moderator: Correct.Boy: Russia?Moderator: Correct.Girl: Lithuania?Moderator: Wrong! The last correct answer is Norway. What is the official language adopted at the European Parliament and European Council? a. English b. German c. French d. all the official languages spoken in the E.U. countries.Boy: English, French and German.Moderator: That is not correct. The correct answer is: all the official languages spoken in the E.U. countries. But for pragmatic reasons, English, German and French are used most of the time. But they must be translated into any other language if a state needs it. Who set the economic principles of the first partnership in Europe?Girl: Jean Monnet.Moderator: Correct. He was an economist. Give the nationalities of each of the Founding Fathers of the E.U. Konrad Adenauer…Boy: German?Moderator: Correct. Winston Churchill…Girl: English.Moderator: Excellent. Altirei Spinelli…Girl: Italian?Moderator: Splendid! And now for our extra question. If you answer this correctly, you win a trip to Rome, the city of the Founding Treaty. How many inhabitants were there in Europe on January 1, 2012? You must give the exact answer...Boy: Five hundred million...Moderator: Not bad, but wrong... Sorry! The exact figure was 502,477,005 people!

Pronunciation: soundsListen and put the words in the column corresponding to the pronunciation of . win • invited • five • trip • symbolise • unity • solidarity • splendid • city • inhabitants • give • figure

Audio Script (suite)


War Horse Pages 61-65Rencontres avec d’autres culturesWar Horse (1982), written by Michael Morpurgo, is the story of Joey, young Albert’s beloved horse, who is sold to the army and shipped to France as part of the cavalry in the First World War. There, he experiences the horrors of battle both from the English and German points of view before being reunited with Albert who – though officially under age – has enlisted, in order to find him and bring him home. War Horse is narrated in the first person, from the horse’s point of view. It has been adapted by the National Theatre to become a hit play and by Steven Spielberg as a hit film.



B. 1. a. Joey b. Albert c. Devon d. war, on the Western Front e. either cavalry chargers or used in transportation2. a. upset b. joins the Army to find the horse.C. 1. c-b-a-d 2. b.D. 1. from both sides. 2. neutral.

Page 64

Learn as You WishA. 1. “I” is Joey, the horse.2. Yes, it is: the horse says “I” and tells the story from his point of view.3. subjective. We learn about events and

about the narrator’s feeling.

4. War Horse is an original novel as it is a first-person narrative: Joey the horse thinks and tells his feelings.

B. Personification: a figure of speech in which a non-human things has human qualities or abilities.

Metaphor: a comparison between two unlike things that have something in common.

Understatement: a figure of speech in which a situation seems less important than it is. Irony: a use of words to express the opposite of their literal meaning.

No Man’s Landbarbed wire

Allied trenches German-Austrian trenches


War Horse Pages 61-65Page 64 - Activity 4 Synopsis

Each pupil should receive one episode only.

When I was only six months old, I was taken from my mother and sold at an auction to a farmer in Devon, Britain. The farmer’s son, Albert, named me Joey. He loved me and took care of me and we grew up together like bro-thers. He taught me to pull a plough and we lived peacefully until the war began and the farmer, who needed the money, sold me to the army. Albert was heartbroken and tried to get me back but it was impossible. He wasn’t even allowed to join the army to accompany me because he was only thirteen years old and so was too young. I was trained as a cavalry charger.

Episode 1

When the war started, I was taken to France in a boat and fought there in my first terrible battle on the Front. I led an assault over barbed wire. It was a nightmare, horses against guns. Many soldiers and horses were killed but I was captured and taken prisoner by the Germans. They treated me like a hero. In the day, I had to pull the ambulance carts, and at night I was looked after by an old French farmer and his granddaughter, Emily. Emily, whose mother and father and brother had been killed in the war, loved me dearly.

Episode 2

But it wasn’t to last. I was commandeered by a German artillery troop to pull their enor-mous canons into the heart of the battle. The conditions were appalling. I never had enough to eat and was always cold and injured and very scared. There was mud everywhere. A kind, old German soldier called Friedrich took care of me. The other soldiers thought that he was mad because he thought that the war was ridiculous with men killing other men because they wore different uniforms and spoke dif-ferent languages. I experienced shelling and when I saw tanks for the first time, I tried to run as far away as I could from the fighting.

Episode 3

But, unfortunately I found myself in No Man’s Land. I was caught between the two armies and trapped by barbed wire on either side. Eventually a German and a British soldier clim-bed out from their respective trenches. Bran-dishing white handkerchiefs, they approached me and stopped in front of each other. I stood between the two of them. The German soldier spoke basic English and so they were able to communicate. Who should have me? They de-cided to toss a coin. In doing so they demons-trated how any problem might be solved with trust. The British man won. As the two soldiers parted they wished each other luck in the for-thcoming battle. If they met again it would be as enemies.

Episode 4

And so I found myself back with the British forces. I was taken care of by the veterinary corps. There I was reunited with my oldest friend, Albert, who had joined up to find me. I worked pulling the veterinary wagon. Finally, peace was declared. There was little joy or celebration, only relief. We were all impatient to return home but the soldiers learnt that the horses were to be auctioned off in France. The soldiers donated enough money to buy me. But on the day of the auction, I was bought, not by a butcher, like most of the other horses, but by a French farmer. It turned out that it was Emily’s grandfather. Emily had died and he had bought me in memory of his granddaugh-ter. He happily sold me back to Albert for one pound.

At last, four years later, I could return to En-gland where I spent the rest of my days peace-fully with my beloved Albert. I will never for-get all the people and horses who were killed during what is commonly called the War to end all Wars, a war in which over fifteen million men and eight million horses lost their lives.

Episode 5


War Horse Pages 61-65

World War One VocabularyThe Allied trenches are on the left. The German-Austrian trenches are on the right. No Man’s Land is in the middle. Barbed wire protects the trenches on both sides. The soldiers are shooting rifles. One man in the foreground on the left has revolver. Helmets protect their heads. In the background, we can see explosions from artillery shells.

Interview: War Horse Part 1Helena Stride of the Imperial War Museum in London summarises the story of War Horse, by Michael Morpurgo.Now War Horse is a story about a horse called Joey and his relationship with a boy called Albert. Joey is a horse that lives on a farm in Devon and when war breaks out, many horses were commissioned, sold on to the army, to act as either cavalry chargers or to be used in transportation on the Western Front.

Joey gets sold to the Army and Albert is very upset about that, and although he is underage, he decides to join up as a soldier and try and find Albert on the Western Front. Meanwhile the story continues with Joey becoming a cavalry horse and the adventures and episodes of what happens to him as a cavalry horse and the various people that look after him and build up a rapport with him.

Part 2Eventually, Joey gets captured by the German army and, basically, you see the other side of the situation from the German soldiers’ point of view as he becomes a transport horse for the German army. He then gets taken on, found, by French civilians, and he’s looked after in that situation. And eventually, after a great deal of suffering, Albert rediscovers him, and they are reunited.

Michael Morpurgo felt that using the horse as the main protagonist was an opportunity to look at the war from both sides, from the British and German perspective, and having the horse as kind of the neutral element between the two.

Audio Script


New York, New York Pages 66-73 + 78-79Voyages et migrationsThis project is based on an interview with a native New Yorker about her vision of NYC. Pupils will learn about the city’s five boroughs, New Yorkers’ lifestyle and some sites worth visiting.

SolutionsPages 66-67/78-79 - Activity 1

Pupil A and B

B. 1. Manhattan 2. Brooklyn 3. Queens 4. The Bronx 5. Staten Island

D. Brooklyn 183 km2 2,567,000The Bronx 100 km2 1,397,000Manhattan 59 km2 1,629,000Queens 283 km2 2,300,000Staten Island 151 km2 470,000


Productions possibles :

Manhattan is more famous than Queens. Brooklyn is larger than Staten Island.

Brooklyn is the most populated borough. I think Staten Island is the quietest borough.


1.e. – 2.f. – 3.d. – 4.c. – 5.b. – 6.a.

Voir le plan ci-dessous


C. 1. a. Jackson Heights b. populous – diverse – largest

2. a. Paris

b. Barcelone

c. London

3. They are not in the United States but in Europe

4. a. nowhere b. diversity – metropolitan

5. a. a New Yorker

b. Her family is not American.

6. art galleries – street fairs – street art – restaurants

HUDSON

RIVER

EAST RI

VER

125th Street

58th Street

42nd Street

14th Street

Broadway Broadwa

y1st

Av

Fifth Ave

nue

Broa

dway

12th S

treet

Wall Street

DOWNTOW

N

MIDTOW

N

UPTOWN

CENTRAL PARK

HARLEM

1

2

3

6

4

5


New York, New York Pages 66-73 + 78-79

New York’s BoroughsStaten Island is an island in the south west.Next to Staten Island, on the east, is the borough of Brooklyn, only separated by a little water.Queens is the biggest borough. It is situated northeast of Brooklyn.West of Brooklyn and Queens is the famous borough of Manhattan, a long and narrow island.Finally, to the north of Manhattan is The Bronx.

Listening to a New YorkerCould you just tell me your name and where you’re from?My name is Sarah Thein. I grew up in Jackson Heights in Queens.

Okay, so Queens is one of the boroughs of New York, yeah?It’s one of the five boroughs. It’s the most populous and also the most diverse of the five and technically the largest, which nobody realizes. But I love Queens.

Could you imagine living somewhere else?I’ve often imagined living somewhere else. Usually, Paris. Paris or Barcelona, maybe London, but New York is really my home.

It’s interesting that other places you thought of, none of them were in the United States. They were all in Europe.Well, there is nowhere in the U.S. that really is quite like New York, in terms of diversity and how metropolitan it is.

Do you actually feel like you’re a New Yorker or an American, first?Absolutely a New Yorker. No one else in my family was born in the States except for me. But I don’t think that we comfortably consider ourselves American, we’re more happy associating ourselves with Europe and the rest of the world.

And so, what are you favourite things about New York?You know, there’s wonderful… there’s this level of culture that you can walk into everywhere, I mean, the city now especially is just covered with art galleries and street fairs and street art, and tons of restaurants, restaurants on every corner all filled with hopefully amazing food.

Audio Script

Documents

B1 Livre du professeur...Livre du professeur Avant-propos En cette période de réflexion pédagogique autour des objectifs fixés par la réforme du col-lège, nous vous proposons