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Révisez vos bases en anglais
I. Alphabet anglais et prononciationA a /e ɪ/ B /bi / C cee /si D dee /di / E e /i / F E-F /ɛf/ (écrit EFF comme verbe) G / gee /d ʒi/ H aitch /e ɪtʃ/, parfois haitch /he ɪtʃ I /a ɪ/ J geai /d ʒéɪ/; parfois jy /d ʒaɪ/ K kay /ke ɪ/ L EL /ɛl/ M fin de support /ɛm/ N en /ɛn/ O o /o ʊ/ P pipi /pi / Q sélection /kju / R ar /ɑr/ S ess /ɛs/ T pièce en t /ti / U u /ju / V vé /vi / W double-u /dʌbəl ju/ (lisez dabol you) X ex /ɛks/ Y wy /wa ɪ/ Z zed /z ɛd/; zee /zi / dans L'anglais américain
II. STRUCTURES DE PHRASES
1. a AFFIRMATION SUJET-VERBE-COMPLEMENT He gets up at 5 o'clock every morning. (présent simple) Il se lève à 5 heures tous les matins. He is reading a book. (présent continu) Il lit un livre. He played tennis. (prétérit simple) Il jouait au tennis. He was playing tennis. (prétérit continu) Il jouait au tennis. He will play cards. (futur) Il jouera aux cartes. b. NEGATION
SUJET-AUXILIAIRE-NOT-VERBE-COMPLEMENT He does not get up at 5 o'clock. He is not reading a book. He did not play tennis. He was not playing tennis. He won't play tennis. c. INTERROGATION
AUXILIAIRE-SUJET-VERBE-COMPLEMENT ? Does he get up at 5 o'clock? Is he reading a book? Did he play tennis? Was he playing tennis? Will he play cards?
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*. Liste des auxiliaires: * be (être) * do * have + participe passé (lorsque have (avoir) n'est pas suivi d'un participe passé, il n'est pas auxiliaire!) * auxiliaires de modalité: will, may, must, can...
EXERCICE 1
1°) Poser la question sur l’élément souligné :
1. She is in her bedroom.
2. Matt and his sister like dancing.
3. Dan was born in 1990.
4. He is 5 feet 4 inches.
5. He left the office because he was upset.
6. Sue bought five books.
7. Peter went to Italy last month.
8. The school is 2 miles from here.
9. This CD costs 10£.
10. Walter is sixteen years old.
Corrigé (exo 1)
Poser la question sur l’élément souligné :
1. She is in her bedroom. ------> Where is she?
2. Matt and his sister like dancing. ------> What do they like doing?
3. Dan was born in 1990. ------> When was he born?
4. He is 5 feet 4 inches . ------> How tall is he?
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5. He left the office because he was upset. ------> Why did he leave his office?
6. Sue bought five books. ------> What did she buy?
7. Peter went to Italy last month. ------> Who went to Italy last month?
8. The school is 2 miles from here. ------> How far is the school?
9. This CD costs 10£. ------> How much does this CD cost?
10. Walter is sixteen years old. ------> How old is Walter?
2. LE PRESENT SIMPLE
2.1 Conjugaison
To like (aimer)
Phrases affirmatives Phrases négatives Phrases interrogatives
I like
You like
He / She/ It likes
We like
You like
They like
I do not like
You do not like
He / She / It does not like
We do not like
You do not like
They do not like
Do I like...?
Do you like...?
Does he/ she/ it like...?
Do we like...?
Do you like...?
Do they like...?
Remarque: Il y a un "s" à la 3e personne du singulier. Après -ss, -sh, -ch, -x, on ajoute -es: she watches it brushes he watches he mixes Noter les verbes "do" et "go": he does / goes Pour les verbes finissant en -y, le y se transforme en i. Ex: to fly----> he flies. NB: Contraction de l'auxiliaire et la négation "not": I do not like this book----------------> I don't like this book He does not like this book---------> He doesn't like this book. Le "n" est collé à l'auxiliaire et l'apostrophe remplace le "o" de "not".
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2.2 Auxiliaires être (to be) et avoir (to have):
TO BE TO HAVE
I am (I'm)
You are (You're)
He / She / It is (He's)
We are (We're)
You are (You're)
They are (They're)
I have (I've)
You have (You've)
He / She / It has (He's)
We have (We've)
You have (You've)
They have (They've)
Emploi
Le Present Simple ne correspond pas exactement au présent français. On dit souvent qu'il a une valeur atemporelle, car il peut renvoyer au passé ou à l’avenir. Il s'utilise pour parler:
* de vérités permanentes : The sun rises in the East. Le soleil se lève à l’Est. Water boils at 100°C. L'eau bout à 100°C
* de propriétés du sujet (état, goûts, apparence, perceptions):
Deb thinks that it is too late. Deb pense qu'il est trop tard. Kate likes playing tennis. Kate aime jouer au tennis. She wants to become a nurse. Elle veut devenir infirmière. It sounds strange.
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Cela semble étrange. She looks tired. Elle semble fatiguée. * d'une action habituelle: They usually play football on Sundays. Ils jouent habituellement au football le dimanche. She often goes to the theatre. Elle va souvent au théâtre. * d'indications scéniques, de romans, d'événements sportifs en direct...: She suddenly looks at him and says : " I won't!". Elle le regarde soudain et dit : " je ne veux pas! ". * d'un événement futur programmé: The president leaves for Paris at 10 tomorrow. Le président part pour Paris demain à 10 heures.
2.3 LE PRESENT CONTINU
Conjugaison
To work ( travailler) BE + V-ing
Phrases affirmatives Phrases négatives Phrases interrogatives
I am working
You are working
He / She/ It is working
We are working
You are working
They are working
I am not working
You are not working
He / She / It is not working
We are not working
You are not working
They are not working
Am I working...?
Are you working...?
Is he/ she/ it working...?
Are we working...?
Are you working...?
Are they working...?
Le présent continu est également appelé présent en BE + ING, ce qui est plus explicite quant à la formation de ce temps. Notez bien qu'avec ce temps, on utilise l'auxiliaire être, donc on n'a pas besoin de prendre l'auxiliaire "do"( contrairement au présent
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simple).
Emploi * On utilise le présent continu (ou progressif) pour une action en cours de déroulement. C'est-à-dire que lorsqu'on peut traduire par "est en train de", on doit utiliser ce temps. Ex: Elle lit un livre (sous-entendu en ce moment), on peut également dire: elle est en train de lire un livre-------------> She is reading a book. A chaque fois que l'on ne peut dire "en train de", on utilisera le présent simple. D'autre part, certains verbes sont incompatibles avec la forme en -ing. Les plus importants sont: be (dans la plupart des cas), believe, like, know, hate, hear, prefer, want. * On utilise également la forme progressive pour faire un commentaire: Ex: Il pose toujours des questions stupides! He's always asking silly questions!
3. LE PRETERIT SIMPLE
Conjugaison
To play (jouer) V+ed
Phrases affirmatives Phrases négatives Phrases interrogatives
I played
You played
He / She/ It played
We played
You played
They played
I did not play
You did not play
He / She / It did not play
We did not play
You did not play
They did not play
Did I play...?
Did you play...?
Did he/ she/ it play...?
Did we play...?
Did you play...?
Did they play...?
On ajoute -ed au verbe. Did est le prétérit de l'auxiliaire do. Le prétérit est le temps du passé. En français, il existe 3 principaux temps du passé (le passé composé, l'imparfait et le passé simple). Ce qui
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signifie que la phrase "she played tennis" peut se traduire par: "elle a joué au tennis", "elle jouait au tennis" ou "elle joua au tennis".
TO BE TO HAVE
I was
You were
He / She / It was
We were
You were
They were
I had
You had
He / She / It had
We had
You had
They had
3.1 LE PRETERIT CONTINU
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Conjugaison
To work (travailler) BE (prétérit) + V-ing
Phrases affirmatives Phrases négatives Phrases interrogatives
I was working
You were working
He / She/ It was working
We were working
You were working
They were working
I was not working
You were not working
He / She / It was not working
We were not working
You were not working
They were not working
Was I working...?
Were you working...?
Was he/ she/ it working...?
Were we working...?
Were you working...?
Were they working...?
Il se forme comme le présent continu, mais l'auxiliaire être est conjugué au prétérit.
Emploi
Ce temps s'emploie pour indiquer qu'une action ou un événement était en cours au moment donné du passé. Il correspond généralement à un imparfait français. While I was having a bath the phone rang. Pendant que je prenais un bain le téléphone sonna. What were you doing at 9 last night? Que faisiez-vous hier soir à 9 heures? Le prétérit continu s'emploie fréquemment en contraste avec le prétérit simple. Le prétérit continu désigne alors une action qui était en cours, et le prétérit simple un fait qui s'est produit (qui généralement interrompt l'autre action). She was walking, when suddenly she heard a strange noise. Elle marchait, quand soudainement elle entendit un bruit étrange.
3.2 VERBES IRREGULIERS : IRREGULAR VERBS
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NB : apprenez au moins 5 verbes par jour
Base verbale Prétérit Participe passé Traduction
Arise Arose Arisen Se lever
Awake Awake Awoken S'éveiller
Be Was, Were Been Être
Bear Bore Borne Supporter
Beat Beat Beaten Battre
Become Became Become Devenir
Beget Begot Begotten Engendrer
Begin Began Begun Commencer
Behold Beheld Beheld Contempler
Bend Bent Bent Courber
Beseech Besought Besought Implorer
Beset Beset Beset Cerner
Bespeak Bespoke Bespoken Annoncer
Bestride Bestrode Bestridden Enjamber
Bet Bet Bet Parier
Bid Bid Bid Enchérir
Bid Bade Bidden Commander
Bind Bound Bound Lier
Bite Bit Bitten Mordre
Bleed Bled Bled Saigner
Blow Blew Blown Souffler
Break Broke Broken Casser
Breed Bred Bred Élever
Bring Brought Brought Apporter
Build Built Built Bâtir
Burn Burnt, Burned Burnt, Burned Brûler
Burst Burst Burst Éclater
Buy Bought Bought Acheter
Cast Cast Cast Lancer
Catch Caught Caught Attraper
Chide Chid Chid, Chidden Gronder
Choose Chose Chosen Choisir
Cleave Cleft, Clove Cleft, Cloven Cliver
Cling Clung Clung S'accrocher
Clothe Clad, Clothed Clad, Clothed Vêtir
Come Came Come Venir
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Cost Cost Cost Coûter
Creep Crept Crept Ramper
Crow Crew, Crowed Crowed Se vanter
Cut Cut Cut Couper
Dare Durst, Dared Durst, Dared Oser
Deal Dealt Dealt Distribuer
Dig Dug Dug Creuser
Do Did Done Faire
Draw Drew Drawn Dessiner
DreamDreamt, Dreamed
Dreamt, Dreamed Rêver
Drink Drank Drunk Boire
Drive Drove Driven Conduire
Dwell Dwelt Dwelt Habiter
Eat Ate Eaten Manger
Fall Fell Fallen Tomber
Feed Fed Fed Nourrir
Feel Felt Felt Sentir
Fight Fought Fought Combattre
Find Found Found Trouver
Flee Fled Fled Fuir
Fling Flung Flung Lancer
Fly Flew Flown Voler
Forbear Forbore Forborne S'abstenir
Forbid Forbade Forbidden Défendre
Forecast Forecast Forecast Prédire
Forget Forgot Forgotten Oublier
Forgive Forgave Forgiven Pardonner
Forsake Forsook Forsaken Abandonner
Freeze Froze Frozen Geler
Get Got Got Obtenir
Gild Gilt Gilt Dorer
Gird Girt Girt Ceindre
Give Gave Given Donner
Go Went Gone Aller
Grind Ground Ground Moudre
Grow Grew Grown Croître
Hang Hung Hung Suspendre
Hang Hanged Hanged Pendre (supplice)
Have Had Had Avoir
Hear Heard Heard Entendre
Heave Hove Hove Se soulever
Hew Hewed Hewn Tailler
Hide Hid Hid, hidden Cacher
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Hit Hit Hit Frapper, atteindre
Hold Held Held Tenir
Hurt Hurt Hurt Blesser
Keep Kept Kept Garder
Kneel Knelt Knelt S'agenouiller
Knit Knit Knit Tricoter
Know Knew Known Connaître
Lade Laded Laden Charger
Lay Laid Laid Poser
Lead Led Led Conduire
Lean Leant Leant Se pencher
Leap Leapt Leapt Bondir
Learn Learnt Learnt Apprendre
Leave Left Left Laisser
Lend Lent Lent Prêter
Let Let Let Laisser
Lie Lay Lain Être couché
Light Lit Lit Allumer
Lose Lost Lost Perdre
Make Made Made Faire
Mean Meant Meant Signifier
Meet Met Met Rencontrer
Melt Melted Melted, Molten Fondre
Mistake Mistook Mistaken Se tromper
Mow Mowed Mown Faucher
Pay Paid Paid Payer
Put Put Put Mettre
Quit Quit Quit Quitter
Read Read Read Lire
Rend Rent Rent Déchirer
Rid Rid Rid Débarrasser
Ride Rode Ridden Chevaucher
Ring Rang Rung Sonner
Rise Rose Risen Se lever
Run Ran Run Courir
saw sawed sawn scier
say said said dire
see saw seen voir
seek sought sought chercher
seethe sod sodden bouillir
sell sold sold vendre
send sent sent envoyer
set set set placer
sew sewed sewn coudre
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shake shook shaken secouer
shear shore shorn tondre
shed shed shed verser
shine shone shone briller
shoe shod shod chausser
shoot shot shot tirer
show showed shown montrer
shred shred shred lacérer
shrink shrank shrunk, shrunken se rétrécir
shrive shrove shriven confesser
shut shut shut fermer
sing sang sung chanter
sink sank sunk enfoncer
sit sat sat être assis
slay slew slain tuer
sleep slept slept dormir
slide slid slid glisser
sling slung slung lancer
slink slunk slunk se glisser
slit slit slit fendre
smell smelt smelt sentir
smite smote smitten frapper
sow sowed sown semer
speak spoke spoken parler
speed sped sped se hâter
spell spelt spelt épeler
spend spent spent dépenser
spill spilt spilt répandre
spin spun, span spun filer, tourner
spit spat spat cracher
split split split fendre (en éclat)
spoil spoilt spoilt gâter
spread spread spread etendre
spring sprang sprung s'élancer
stand stood stood se tenir debout
steal stole stolen voler(dérober)
stick stuck stuck coller
sting stung stung piquer
stink stank,stunk stunk puer
strew strewed strewn joncher
stride strode stridden marcher à grands pas
strike struck struck frapper
string strung strung enfiler
strive strove striven s'efforcer
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swear swore sworn jurer
sweat sweat sweat suer
sweep swept swept balayer
swell swelled swollen enfler
swim swam swum nager
swing swung swung balancer
take took taken prendre
teach taught taught enseigner
tear tore torn déchirer
tell told told dire
think thought thought penser
thrive throve thriven prospérer
throw threw thrown jeter
thrust thrust thrust lancer
tread trod trodden fouler (aux pieds)
understand understood understood comprendre
undo undid undone défaire
upset upset upset renverser
wake woke woken, woke éveiller
wear wore worn porter, user
weave wove woven tisser
weep wept wept pleurer
win won won gagner
wind wound wound enrouler
withdraw withdrew withdrawn retirer
withstand withstood withstood résister à
work worked worked travailler
wring wrung wrung tordre
write wrote written écrire
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3.3 LE PRESENT PERFECT (le plus que parfait)
Conjugaison
To live (vivre) HAVE + Participe passé
Phrases affirmatives Phrases négatives Phrases interrogatives
I have lived
You have lived
He / She/ It has lived
We have lived
You have lived
They have lived
I have not lived
You have not lived
He / She / It has not lived
We have not lived
You have not lived
They have not lived
Have I lived...?
Have you lived...?
Has he/ she/ it lived...?
Have we lived...?
Have you lived...?
Have they lived...?
Emploi Le present perfect n'a pas d'équivalent en français. Il faut donc connaître ses principaux emplois (action passée ayant un lien avec le présent): * action qui a commencé dans le passé et qui est toujours valable dans le présent: Ex: He has lived in Canada for 5 years.-------> Il habite au Canada depuis 5 ans. She has worked for this company since 1990.---------> Elle travaille pour cette société depuis 1990. Voir différence entre for et since
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* "bilan du vécu": phrases qui expriment l'idée de jusqu'à présent, souvent associées à des adverbes tels que ever, never, already, yet. Ex: Have you ever read Hamlet? ---------> As-tu déjà lu Hamlet? Have you ever been to Japan? ----------> Es-tu déjà allé au Japon? I have never seen that film. ----------> Je n'ai jamais vu ce film. I have already been to Canada. ---------> Je suis déjà allé au Canada. * actions passées qui ont des répercussions dans le présent. On met en relation un événement passé avec la situation présente: Ex: I can't come because I have broken my leg.--------> Je ne peux pas venir parce que je me suis cassé une jambe. I have lost my keys---------> J'ai perdu mes clés (sous-entendu: je ne les ai toujours pas retrouvées) Lorsqu'il n'y a pas de rapport entre l'événement passé et la situation présente, il faut employer le prétérit. Remarque: Present perfect en BE+ING: On insiste alors sur l'activité du sujet. Ex: He has painted the door (present perfect simple) ---> La porte est peinte (résultat) He has been painting the door (present perfect en BE+ING) ---> Il a fait de la peinture (activité du sujet)
3.4 LE FUTUR
Conjugaison
To run (courir) WILL + Base verbale
Phrases affirmatives Phrases négatives Phrases interrogatives
I will run
You will run
He / She/ It will run
We will run
You will run
They will run
I won't run
You won't run
He / She / It won't run
We won't run
You won't run
They won't run
Will I run...?
Will you run...?
Will he/ she/ it run...?
Will we run...?
Will you run...?
Will they run...?
ATTENTION: will à la négation devient won't (will not) Contraction de will: I will-----> I'll; He will-----> He'll Il existe principalement trois structures pour exprimer le futur: * "the plain future" avec will
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Ex: I'll be in Paris tomorrow.--------> Je serai à Paris demain. He'll come with us.--------> Il viendra avec nous. * le présent continu (qui se traduit également par un présent) Ex: We're (we are) moving next week.--------> Nous déménageons la semaine prochaine. * la structure "be going to" (qui se traduit aussi par "aller") Ex: I'm going to tell him.---------> Je vais lui dire. She's going to work next week.---------> Elle va travailler la semaine prochaine.
Subordonnées de temps On n'emploie pas WILL dans une subordonnée de temps (introduite par "when", "as soon as", "while", "as long as"...) lorsque la proposition principale est au futur. I will call you when I am ready.--------> Je t'appelerai quand je serai prête. I will buy a big car when I am eighteen years old.--------> J'achèterai une grosse voiture quand j'aurai dix-huit ans. I will go downstairs as soon as he wakes up.--------> Je descendrai dès qu'il se réveillera. When Dan comes, we will go to the theatre.--------> Lorsque Dan viendra, nous irons au théâtre.
3.5 LE PLUPERFECT / PAST PERFECT
Conjugaison
To play (jouer) HAD + Participe Passé (V-ed)
Phrases affirmatives Phrases négatives Phrases interrogatives
I had played
You had played
He / She/ It had played
We had played
You had played
They had played
I had not played
You had not played
He / She / It had not played
We had not played
You had not played
They had not played
Had I played...?
Had you played...?
Had he/ she/ it played...?
Had we played...?
Had you played...?
Had they played...?
Le pluperfect se forme comme le present perfect avec l'auxiliaire HAVE et le participe passé du verbe, mais l'auxiliaire est au passé (HAD). Pour symboliser le pluperfect on utilise parfois "HAD - EN".
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Il existe un pluperfect en BE+ING: HAD BEEN V-ING. Il correspond alors au present perfect en BE+ING dans un contexte passé.
Emploi
* Il s'utilise pour une action accomplie antérieurement à un moment du passé. Il correspond à notre plus-que-parfait français:
She broke her leg. She went to the hospital. (Succession d'événements au prétérit)
She went to the hospital because she had broken her leg. (Pluperfect car antérieur à l'action "she went to the hospital")
* Il peut sinon correspondre au present perfect dans un contexte passé:
When he got married he had been living in Paris for three years. Lorsqu'il s'est marrié il vivait à Paris depuis trois ans. They had just gone out. Ils venaient juste de sortir.
3.6 LE PRETERIT MODAL
La conjugaison est la même que celle du prétérit simple (sauf pour l'auxiliaire to be---> were à toutes les personnes).Le prétérit modal n’exprime pas un passé mais sert à marquer une modalité (souhait...) concernant des faits irréels. L'événement a un caractère imaginaire, hypothétique.
If he came, I would tell him. S'il venait, je le lui dirais.
On utilisera le prétérit modal après:
1°/ IF ONLY:
If only he were here! Si seulement il était là! Remarque: were s'emploie à toutes les personnes au prétérit modal, cependant "If only he was here!" est possible également, mais est ressenti comme plus familier. 2°/ I'D RATHER: I'd rather you came. Je préférerais que tu viennes. 3°/ WISH: I wish he called me. J'aimerais qu'il m'appelle.
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He wishes I were older. Il aimerait que je sois plus âgé. 4°/ IT'S (HIGH) TIME: It's time you tell her the truth. Il est temps que tu lui dises la vérité. It's high time she took a decision. Il est grand temps qu'elle prenne une décision. 5°/ IF (HYPOTHESES): If she came, I would ask her a few questions. Si elle venait, je lui poserais quelques questions.
Exercice 2
1°) Conjuguer au temps qui convient
He often (to go)__________ to the cinema with his friends. ______ you (to smoke)_______? No, I _______. Listen! He (to have)_________ a bath. She (to play)________ tennis with her brother now. In 1970, he (to live)__________ in New York. She (to drink)__________ a glass of wine ten minutes ago. When the phone (to ring)__________, my mother (to cook)__________. On Sundays, he (to wash)___________ his car. Look! Vanessa and Dave (to quarrel)__________. Every morning I (to get up)___________ at 6 o'clock. Yesterday Walter (to do)__________ his homework. Yesterday while I (to have)__________a shower, my father (to repair)_________my radio. Tomorrow we (to go)_________ to London. I (to read, already)____________ Othello. She (to live)___________ in Paris since 1988. What ______ you (to do) _______ at the moment? Peter never (to work) _________ on Sundays. When ______ he (to buy) _______ this car? _________ you ever (to meet) _________ my sister? Yesterday she (to buy) ___________ the books that she (to see) ______________ the day before. He (to leave) _________ last Thursday. She (just / to call) ______________ him. We (to have) _________ an accident while we (to drive) _________ to Paris.
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He (to call) _____________ her before he (to come) ___________ to see her. As soon as everybody (to arrive) ____________, the concert will begin.
CORRECTION (exo 2)
1°) Conjuguer au temps qui convient
He often GOES to the cinema with his friends. (Présent simple) Do you SMOKE ? No, I DON'T. (Présent simple) Listen! He IS HAVING a bath. (Présent continu) She IS PLAYING tennis with her brother now. (Présent continu) In 1970, he LIVED in New York. (Prétérit simple) She DRANK a glass of wine ten minutes ago. (Prétérit simple) When the phone RANG, my mother WAS COOKING. (Prétérit simple, Prétérit continu) On Sundays, he WASHES his car. (Présent simple) Look! Vanessa and Dave ARE QUARRELLING. (Présent continu) Every morning I GET UP at 6 o'clock. (Présent simple) Yesterday Walter DID his homework. (Prétérit simple) Yesterday while I WAS HAVING a shower, my father WAS REPAIRING my radio. (Prétérit continu) Tomorrow we WILL GO to London. (Futur) I HAVE ALREADY READ Othello. (Present perfect) She HAS LIVED in Paris since 1988. (Present perfect) What ARE you DOING at the moment? (Présent continu) Peter never WORKS on Sundays. (Présent simple) When DID he BUY this car? (Préterit simple) HAVE you ever MET my sister? (Present perfect) Yesterday she BOUGHT the books that she HAD SEEN the day before. (Prétérit simple, Pluperfect) He LEFT last Thursday. (Préterit simple) She HAS just CALLED him. (Present perfect) We HAD an accident while we WERE DRIVING to Paris. (Prétérit simple, Prétérit continu) He HAD CALLED her before he CAME to see her. (Pluperfect, Prétérit simple) As soon as everybody ARRIVES, the concert will begin. (Présent simple)
Exercice 3
PRESENT SIMPLE OU CONTINU ?
1°) Conjuguer au présent simple ou au présent continu
Look! It (to rain) ___________. My father (to enjoy) ___________ watching gangster films. _____ you (to like) ________ surfing on the internet? Walter and his sister (to play) ___________ chess in their bedroom. I (not, to want) ____________ to go to that party. I can't help you now, I (to garden) ___________. Dan (to wake up) ___________ at 7 everyday. She is in her bedroom. She (to read) ___________. How often _______ she (to go) __________ to the doctor's?
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CORRECTION (exo 3)
Look! It IS RAINING. My father ENJOYS watching gangster films. DO you LIKE surfing on the internet? Walter and his sister ARE PLAYING chess in their bedroom. I DON'T WANT to go to that party. I can't help you now, I AM GARDENING. Dan WAKES UP at 7 everyday. She is in her bedroom. She IS READING. How often DOES she GO to the doctor's?
Exercice (4) PRETERIT
1°) Transformez ces phrases affirmatives en phrases négatives et interrogatives:
Affirmation Négation Interrogation
She slept well last night.
They were ill yesterday.
He bought a camera.
You left quite early.
Walter made a cake last week.
2°)Conjuguer au prétérit simple:
1. He (to build) ________ this house in 1990.
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2. He (to tell) ________ her that he (to be) ________ young.
3. I (to watch, not) ___________ TV last night.
4. She (to go) _________ to the United States last summer.
5. When I (to be) ________ a child, I (to want) __________ to be a policeman.
3°) Traduire les phrases suivantes:
1. Je les ai vus lundi dernier.
2. J'ai acheté ce livre il y a deux ans.
3. Il m'a attendu pendant vingt minutes.
4. Je ne l'ai pas vu hier.
5. As tu aimé le film?
6. Quand a-t-il acheté cette voiture?
7. Nous avons beaucoup mangé et bu la nuit dernière!
4°) Conjuguer au prétérit simple ou au prétérit continu:
1. The driver (to phone) ____________ when he (to lose) _____________ control.
2.What (to do) _________ you ___________ when you (to hear) _____________ something.
3. I (to see, not) ______________ the accident because I (to read) _________________ the paper when it (to happen) ____________.
4. Paul (to break) _____________ the window while he (to play) _______________ football.
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CORRECTION (exo 4)
1°) Transformez ces phrases affirmatives en phrases négatives et interrogatives:
Affirmation Négation Interrogation
She slept well last night.
They were ill yesterday.
He bought a camera.
You left quite early.
Walter made a cake last week.
She didn't sleep well last night.
They weren't ill yesterday.
He didn't buy a camera.
You didn't leave quite early.
Walter didn't make a cake last week.
Did she sleep well last night?
Were they ill yesterday?
Did he buy a camera?
Did you leave quite early?
Did Walter make a cake last week?
2°)Conjuguer au prétérit simple:
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1. He BUILT this house in 1990.
2. He TOLD her that he WAS young.
3. I DIDN'T WATCH TV last night.
4. She WENT to the United States last summer.
5. When I WAS a child, I WANTED to be a policeman.
3°) Traduire les phrases suivantes:
1. Je les ai vus lundi dernier.-----> I saw them last Monday.
2. J'ai acheté ce livre il y a deux ans.------> I bought this book two years ago.
3. Il m'a attendu pendant vingt minutes.------> He waited for me for twenty minutes.
4. Je ne l'ai pas vu hier.------> I didn't see him yesterday.
5. As tu aimé le film?------> Did you like the film?
6. Quand a-t-il acheté cette voiture?------> When did you buy this car?
7. Nous avons beaucoup mangé et bu la nuit dernière!------> We ate and drank a lot last night!
4°) Conjuguer au prétérit simple ou au prétérit continu:
1. The driver WAS PHONING when he LOST control.
2.What WERE you DOING when you HEARD something.
3. I DIDN'T SEE the accident because I WAS READING the paper when it HAPPENED.
4. Paul BROKE the window while he WAS PLAYING football.
Exercice (5) PRESENT PERFECT
1°) Reconstituer ces phrases au present perfect:
1. I / lose / my keys.
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2. I / not / eat / yet.
3. She / never / live / in Italy.
4. I / just / meet / your friend.
2°) Traduire les phrases suivantes:
1. Depuis combien de temps est-il malade?
2. Il est malade depuis lundi / depuis une semaine.
3. Elle vit à Londres depuis un an.
4. J'ai déjà vu ce film.
5. Je n'ai jamais rencontré ton frère.
6. As-tu déjà joué aux échecs?
7. Elle n'est pas encore arrivée.
8. Je viens d'écrire quelques lettres.
9. Je ne suis jamais allée en Australie jusqu'à présent.
10. Es-tu déjà allé à Los Angeles?
3°) Conjuguer au prétérit ou au present perfect:
1. I (to meet) ___________ her two years ago.
2. I (to be) ___________ very lucky lately.
3. _______ you ever (to be) ________ to Africa?
4. I (to live) _____________ here since 2000.
5. I (to go) ___________ to Mexico last year.
6. Mary (to love) ___________ chocolate since she was a little girl.
7. I (to see / never ) _______________ that movie.
8. He (to arrive / just) _______________.
9. James (to finish / not) _______________ his homework yet.
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10. He (to tidy) ____________ his room, that's why he can go out with his friends.
Correction exercice (5) PRESENT PERFECT
1°) Reconstituer ces phrases au present perfect:
1. I / lose / my keys. I have lost my keys.
2. I / not / eat / yet. I have not eaten yet.
3. She / never / live / in Italy. She has never lived in Italy.
4. I / just / meet / your friend. I have just met your friend.
2°) Traduire les phrases suivantes:
1. Depuis combien de temps est-il malade? ------> How long has he been ill?
2. Il est malade depuis lundi / depuis une semaine.------> He has been ill since Monday / for a week.
3. Elle vit à Londres depuis un an.------> She has lived in London for a year.
4. J'ai déjà vu ce film.------> I have already seen this film.
5. Je n'ai jamais rencontré ton frère.------> I have never met your brother.
6. As-tu déjà joué aux échecs?------> Have you ever played chess?
7. Elle n'est pas encore arrivée.------> She has not arrived yet.
8. Je viens d'écrire quelques lettres.------> I have just written a few letters.
9. Je ne suis jamais allée en Australie jusqu'à présent.------> I have never been to Australia so far.
10. Es-tu déjà allé à Los Angeles?------> Have you ever been to Los Angeles?
3°) Conjuguer au prétérit ou au present perfect:
1. I MET her two years ago. (Je l'ai rencontrée il y a deux ans)
2. I HAVE BEEN very lucky lately. (J'ai eu beaucoup de chance dernièrement)
3. HAVE you ever BEEN to Africa? (Es-tu déjà allé en Afrique?)
4. I HAVE LIVED here since 2000. (Je vis ici depuis 2000)
5. I WENT to Mexico last year. (Je suis allé à Mexico l'année dernière)
6. Mary HAS LOVED chocolate since she was a little girl. (Mary adore le chocolat depuis qu'elle est petite)
7. I HAVE NEVER SEEN that movie. (Je n'ai jamais vu ce film)
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8. He HAS JUST ARRIVED. (Il vient juste d'arriver)
9. James HAS NOT FINISHED his homework yet. (James n'a pas encore fini ses devoirs)
10. He HAS TIDIED his room, that's why he can go out with his friends. (Il a rangé sa chambre, c'est pourquoi il peut sortir avec ses amis)
Exercice (6) PRETERIT MODAL
1°) Conjuguer au preterit modal
1. If I (to have) ________ enough money, I'd buy this house.
2. If I (to be) ________ you, I'd refuse.
3. If only I (can) ________ trust you!
4. He behaves as if he (to be) __________ the boss. 5. I wish I (to have) ___________ more money.
2°) Transformer en utilisant "I wish":
1. I'd like to have more friends!
2. I'd like you to be more talkative.
3. It's a pity that it is so cold.
4. I can't play the piano!
5. Don't be so secretive!
6. You're far too jealous!
7. It's a pity that I am so shy.
8. It's a pity that the holidays are so short.
3°) Traduire les phrases suivantes:
1. J'aimerais qu'il soit là! (utiliser "wish")
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2. J'aimerais qu'elle vienne.
3. Elle aimerait savoir nager.
4. Si seulement je pouvais venir!
5. Si j'étais toi, je l'appellerais.
CORRECTION (exo 6) preterit modal
1°) Conjuguer au preterit modal
1. If I HAD enough money, I'd buy this house.
2. If I WERE you, I'd refuse.
3. If only I COULD trust you!
4. He behaves as if he WERE the boss.
5. I wish I HAD more money.
2°) Transformer en utilisant "I wish":
1. I'd like to have more friends!-----> I wish I had more friends.
2. I'd like you to be more talkative.-----> I wish you were more talkative.
3. It's a pity that it is so cold.-----> I wish it were not so cold.
4. I can't play the piano!-----> I wish I could play the piano.
5. Don't be so secretive!-----> I wish you were not so secretive.
6. You're far too jealous!-----> I wish you were less jealous.
7. It's a pity that I am so shy.-----> I wish I were not so shy.
8. It's a pity that the holidays are so short.-----> I wish the holidays were longer.
3°) Traduire les phrases suivantes:
1. J'aimerais qu'il soit là! (utiliser "wish") -----> I wish he were there! ("He were" car prétérit modal)
2. J'aimerais qu'elle vienne -----> I wish she came.
3. Elle aimerait savoir nager -----> She wishes she could swim.
4. Si seulement je pouvais venir! -----> If only I could come!
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5. Si j'étais toi, je l'appellerais -----> If I were you, I would call him.
III.DISCOURS DIRECT ET INDIRECT
Pour rapporter des paroles, il est nécessaire d'effectuer la concordance des temps. Les paroles prononcées (entre guillemets) sont au style direct. En revanche, on utilise le discours indirect lorsqu'on rapporte les paroles ou les pensées de quelqu'un. Exemple de discours direct: "I won't come", he said. Exemple de discours indirect: He said he wouldn't come.
DISCOURS DIRECT DISCOURS INDIRECT
1. "I am tired." He said (that) he was tired.
2. "We often play tennis." He said (that) they often played tennis
3. "I have two children." She said (that) she had two children.
4. "It is raining outside." She said (that) it was raining outside.
5. "I bought her a present He said (that) he had bought her a present.
6. "I have just cleaned the windows." She said (that) she had just cleaned the windows.
8. "I will go to Peter's." He said (that) he would go to Peter's.
9. "I can swim very well." She said (that) she could swim very well.
10."You may come." She said (that) he might come.
Lorsqu'on passe du discours direct au discours indirect, il faut penser à modifier les expressions de temps telles que:
Yesterday ---> the day before
Three years ago ---> three years before
Last year ---> the year before
Tomorrow ---> the following day
Next month ---> the following month
De plus, on maintient le prétérit au discours indirect lorsqu'il exprime une habitude dans le passé:
Ex: "I used to go to that cinema", he said. ---> He said that he used to go to that cinema.
"I often told her", he said. ---> He said that he often told her.
Quant à l’impératif, il devient au discours indirect une phrase infinitive (TO + Verbe):
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Ex: "Don't worry, Pamela", he said. ---> He told Pamela not to worry.
IV. LE PASSIF
**FORMATION
Pour passer de la voie active à la voie passive, il suffit d'insérer l'auxiliaire to be (conjugué au temps de la phrase active) et d'ajouter le participe passé du verbe (conjugué à la voie active).
Temps Actif Passif
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Présent simple
Présent continu
Prétérit simple
Prétérit continu
Présent perfect
Pluperfect
Futur
Conditionnel
Conditionnel passé
They help me
They are helping me
They helped me
They were helping me
They have helped me
They had helped me
They will help me
They would help me
They would have helped me
I am helped
I am being helped
I was helped
I was being helped
I have been helped
I had been helped
I will be helped
I would be helped
I would have been helped
* EMPLOI
Le passif s'emploie d'une manière générale lorsque l’expression de l’agent de l’action n'est pas ressentie comme nécessaire: ‘when it is not so important (who or what) did the action’
She was arrested.---------> No matter who arrested her / Peu importe qui l'a arrêtée.
She was arrested by him. " Him " étant vague, on évite généralement de nommer le complément d'agent. Le passif s'emploie beaucoup plus en anglais qu'en français. Un passif anglais correspond souvent en français à une structure avec "on" ou à un verbe pronominal. English is spoken here ---------> On parle anglais ici.She's being interviewed --------> On est en train de l'interviewer.You'll be called ----------------> On vous appellera.He's called John ---------------> Il s'appelle John.She was told the truth----------> On lui a dit la vérité Lorsque le complément d'agent est nécessaire, on l'introduit par by: The novel was written by Henry James.Le roman a été écrit par Henry James.He was knocked down by a car.Il a été renversé par une voiture. Les verbes du type 'give, ask, tell, send, show, teach, pay, offer', susceptibles d'être suivis (à la forme active) de deux compléments d'objet, peuvent être utilisés par le biais de deux constructions passives, selon que l'on choisit l'un ou l'autre des deux objets comme sujet du passif. She gave me a watch (Actif) Deux COD: "me" et "a watch"Passif: --- I was given a watch --- A watch was given to me
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V.LES RELATIVES
Il existe deux sortes de relatives: * les relatives déterminatives (ou restrictives)/ "defining relative clauses": The letter that Peter sent me was very long. Ici la relative permet d'identifier l'antécédent du pronom "that" (letter).
* les relatives non déterminatives / "non defining relative clauses": His letter, which was very long, was very funny. Ici la relative n'apporte qu'un détail sur l'antécédent, on pourrait très bien la supprimer sans changer le sens de la phrase.
CHOIX DU PRONOM:
Pronom sujet: * antécédent humain: WHO The man who works here lives in Cardiff.
* antécédent non-humain: WHICH The butter which is on the table is very tasty.
Pronom complément: * antécédent humain: WHOM / WHO The man whom (who) I met yesterday was very kind.
* antécédent non-humain: WHICH That book, which Agatha Christie wrote, is very interesting.
Dans le cas d'une relative déterminative (qui précise l'objet du discours) on peut remplacer le pronom relatif who, which, whom par le pronom "that":
The man that works here lives in Cardiff : l’homme qui travaille ici vit en Cardiff The butter that is on the table is very tasty. The man that I met yesterday was very kind.
Cependant pour le 4ème exemple il est impossible d'utiliser "that" car ce n'est pas une relative déterminative (la relative "which was written by Agatha Christie" n'est ici qu'un détail, on peut d'ailleurs remarquer la présence des virgules qui isolent la relative de la proposition principale).
On peut supprimer that, who, whom, which uniquement lorsque le pronom est complément du verbe. On peut alors parler du relatif zéro:
The man who I met is a doctor.The man whom I met is a doctor.The man that I met is a doctor.The man I met is a doctor.
TRADUCTION DE CE QUI / CE QUE:
"What" permet d'annoncer ce qui va être précisé ensuite: What I think is that he is very generous. Ce que je pense est qu'il est très généreux.
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"Which" reprend la proposition qui précède: He got angry, which did not surprise me. Il s'est énervé, ce qui ne m'a pas étonné.
TRADUCTION DE DONT: Possession: WHOSE This is the man whose daughter is a lawyer. C'est l'homme dont la fille est avocate.
VI.L'EXCLAMATION
EXCLAMATION PORTANT SUR UN NOM: What / such
What a beautiful woman! Quelle jolie femme! What beautiful women! Quelles jolies femmes! She is such a beautiful woman! C'est une femme si jolie! They are such beautiful women! Ce sont des femmes si jolies! A noter: "What" correspond à ‘’quel’’ en français, et "such" correspond à si. On utilise l'article indéfini "a" contrairement au français avec des noms dénombrables singuliers. Avec un nom indénombrable on n'utilise pas l'article: What courage! Quel courage! What beautiful weather! Quel beau temps!
EXCLAMATION PORTANT SUR UN ADJECTIF / ADVERBE: How / so How tall she is! Comme elle est grande! She is so happy! Elle est si heureuse! How much I hate him! Comme je le déteste! I hate him so much! Je le déteste tellement!
VII.L’impératif
L'impératif permet de donner un ordre (ou une directive).
A la deuxième personne (singulier ou pluriel), l'impératif se construit avec la base verbale:
Give me your book! Donne moi ton livre! Come here! Viens ici! / Venez ici! Négation: Don't + Base verbale Don't cry! Ne pleure pas! / Ne pleurez pas! Don't wait for me! Ne m'attends pas! / Ne m'attendez pas
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Aux autres personnes, il se construit avec "let" suivi du complément et de la base verbale:
Let's go to the cinema! Allons au cinéma! Let's have a cup of tea! Prenons une tasse de thé! Let's go! Allons-y! A noter: "let's" est en fait la contraction de "let us". Négation: Let's not + Base verbale ou Don't let's + Base Verbale (moins soutenu) Let's not go! Don't let's go! N'y allons pas Let me see! Voyons! Let him come! Qu'il vienne! Let them work a little! Qu'ils travaillent un peu!
VIII. LE CONDITIONNEL
FORMATION
1°) Conditionnel présent
Le conditionnel présent se construit avec "would + base verbale". Would est un auxiliaire.
He would be Il serait She would drive : elle conduirait They would not listen Ils n'écouteraient pas Contracté would devient 'd: She would go ---> She'd go. Négation contractée wouldn't: She would not do that ---> She wouldn't do that. 2°) Conditionnel passé Le conditionnel passé se forme comme en français avec "avoir". Would + Have + Participe passé I would have told him. Je lui aurais dit. He would have come. Il serait venu. They wouldn't have cried. Ils n'auraient pas pleuré.
EMPLOI
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En général, le conditionnel anglais s'emploie comme le conditionnel français.
a. Subordonnée avec "if"
On emploie le conditionnel présent dans la proposition principale quand la subordonnée est introduite par "if + prétérit". If I had more money, I would buy a new car. Si j'avais plus d'argent, j'achèterais une nouvelle voiture. If I had enough time, I would go with you. Si j'avais assez de temps, j'irais avec toi. On emploie le conditionnel passé dans la proposition principale quand la subordonnée est introduite par "if + pluperfect". If I had known, I wouldn't have come. Si j'avais su, je ne serais pas venu. b. Formules de politesse Would you like a cup of tea? Voudriez-vous une tasse de thé? I would like a piece of cake. J'aimerais avoir un mrceau de gâteau. c. Futur dans le passé (style indirect) She said she would help me (style direct: She said: "I will help you") Elle a dit qu'elle m'aiderait. He said he would come (style direct: He said: "I will come") Il a dit qu'il viendrait.
IX. Les structures Causatives
Les structures causatives sont des structures dans lesquelles le sujet est à l'origine de l'action mais ce n'est pas lui qui l'accomplit pour autant. Il la fait faire (cas à sens actif) ou la fait subir (cas à sens passif).
Ma mère m'a fait ranger ma chambre. (Ma mère est à l'origine de l'action, mais c'est moi ("m'") qui l'accomplit) Sens Actif
Je ferai réparer ma voiture. (Je suis à l'origine de l'action, mais c'est "ma voiture" qui subira l'action) Sens Passif
I. Auxiliaire + Objet + Verbe (Sens Actif): le complément accomplit l'action
* Make + Objet + Base Verbale
They made him wash their car. Ils lui ont fait laver leur voiture.
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She always makes them repeat. Elle leur fait toujours répéter. A noter: On peut mettre ces phrases à la voie passive. "They made him wash their car." deviendrait alors "He was made to wash their car." L'opérateur "to" apparaît alors.
* Have + Objet + Base Verbale
We had him tidy his room. = We made him tidy his room. Nous lui avons fait ranger sa chambre. I had her admit she was wrong. Je lui ai fait admettre qu'elle avait tort.
II. Auxiliaire + Objet + Participe Passé (Sens Passif): le complément subit l'action
* Have + Objet + Participe Passé
I had my hair cut. Je me suis fait couper les cheveux. They had their house built. Ils ont fait construire leur maison. * Get + Objet + Participe Passé I got my hair cut. Je me suis fait couper les cheveux. She got her car washed. Elle a fait laver sa voiture. "Get", contrairement à "Have", insiste davantage sur un résultat à obtenir.
X.IF CLAUSES
1. Hypothèse simple:
If + présent / will + BV (futur)
If you work hard, you will pass your exam.
2. Hypothèse incertaine:
If + prétérit modal / would + BV (conditionnel présent)
If you worked hard, you would pass your exam.
3. Hypothèse non réalisée:
If + pluperfect modal / would + Have + Participe Passé (conditionnel passé)
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If you had worked hard, you would have passed your exam
o INFINITIF
L' l’infinitif correspond à la base verbale précédée de l'opérateur TO. Cet opérateur permet de poser une
relation prédicative et signale que la validation est recherchée. TO est donc prospectif.
Exemples: I'm going to be sick. Je vais être malade.
You have to sell your guitar. Il faut que tu vendes ta guitare.
La forme en ING résulte de la nominalisation d'un verbe.
Elle présuppose l'existence d'un procès et pose la relation prédicative comme acquise.
Exemples: He stopped laughing.Il s'arrêta de rire. La relation prédicative "He/laugh" est considérée
comme acquise, préexistente.
Certains verbes admettent les deux formes selon le sens que l’on recherche. En effet ING vise le passé alors que l’infinitif vise plutôt le futur.
Exemples:I remember calling him.
Je me souviens l’avoir appelé.
Remember to call him.N'oublie pas de l’appeler.
He has stopped smoking.
Il s‘ est arrêté de fumer.
He stopped to smoke.
Il s'est arrêté pour fumer.
V verbes suivis de BV+ING Verbes suivis de l'infinitif
admit (admettre)anticipate (s'attendre à)
avoid (éviter)be fed up with (en avoir assez de)
be worth (valoir la peine)
afford (se permettre)agree (reconnaître)aim (viser)arrange (arranger)ask (demander)claim (prétendre)
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consider (envisager)defer (différer)delay (retarder)
deny (nier)detest (détester)
dislike (ne pas aimer)dread (redouter)enjoy (apprécier)entail (supposer)
fancy (avoir envie de)finish (finir)
forgive for (pardonner)give up (renoncer à)imagine (imaginer)involve (impliquer)keep (continuer à)loathe (détester)
mention (mentionner)mind (déranger)miss (manquer)
postpone (reporter)prevent from (empêcher)
regret (regretter)resist (résister à)risk (risquer de)stop (arrêter de)
succeed in (réussir à)suggest (suggérer)
consent (consentir)decide (décider)demand (exiger)determine (décider de)endeavour (s'efforcer de)expect (s'attendre à)fail (échouer)forget (oublier de)hesitate (hésiter à)hope (espérer)learn (apprendre)long (avoir très envie de)manage (parvenir)offer (offrir)prepare (préparer)pretend (faire semblant)proceed (entreprendre de)promise (promettre)prove (se révéler)refuse (refuser)resolve (se décider à)seem (sembler)strive (s'efforcer de)swear (jurer)tend (avoir tendance à)threaten (menacer)undertake (s'engager à)vow (jurer)want (vouloir)
o EXERCICES (7) SUR LE PASSIF
1°) Mettre au passif les phrases suivantes:
1. The policeman arrested him yesterday. 2. She will give him another chance. 3. They have just discovered it. 4. You should not take these books away. 5. She sends him a letter everyday. 6. We helped them. 7. The passers-by stared at her. 8. They are building a new house. 9. Somebody will tell her. 10. The police is questioning her. 2°) Mettre ces phrases au passif comme dans l'exemple: ex: They told us to go away. ---> We were told to go away. 1. They sent me a letter. 2. They allowed us to go.
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3. He asked her to sing. 4. She told me to shut up. 5. They believed she was a thief. 3°) Mettre les verbes suivants au passif: 1. The house (to clean) ______________ every day. 2. My car (to steal) _______________ last week. 3. I (to invite) ______________ to a party last month. 4. The film (to make) ____________ in 1990. 5. The building (to build) _____________ next year.
Correction exo 7 sur le passif
1°)
1. He was arrested by the policeman yesterday. 2. He will be given another chance (by her). 3. It has just been discovered (by them). 4. These books should not be taken away (by you). 5. He is sent a letter everyday (by her). / A letter is sent to him everyday (by her). 6. They were helped (by us). 7. She was stared at by the passers-by. 8. A new house is being built (by them). 9. She will be told (by somebody). 10. She is being questioned by the police.
2°)
1. I was sent a letter. 2. We were allowed to go. 3. She was asked to sing 4. I was told to shut up. 5. She was believed to be a thief. 3°) 1. The house IS CLEANED every day. 2. My car WAS STOLEN last week. 3. I WAS INVITED to a party last month. 4. The film WAS MADE in 1990. 5. The building WILL BE BUILT next year.
o EXERCICES (8) SUR LE DISCOURS INDIRECT
1°) Mettre les phrases au style indirect:
1. "She's watching TV", he said.
2. "I don't like it", he said.
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3. "She has never been there", he said.
4. "I wrote a few letters yesterday", he said.
5. "I usually met her at seven", he said.
6. "I can tell you", he said.
7. "They will come tomorrow", he said.
8. "May I come in?", he asked.
9. "Do you speak Russian?", he asked.
10. "Did you tell her?", he asked.
Correction exo (8) sur le discours indirect
1°) Mettre les phrases au style indirect:
1. "She's watching TV", he said.------> He said (that) she was watching TV.
2. "I don't like it", he said.------> He said (that) he didn't like it.
3. "She has never been there", he said.------>He said (that) she had never been there.
4. "I wrote a few letters yesterday", he said.------>He said (that) he had written a few letters the day before.
5. "I usually met her at seven", he said.------>He said (that) he usually met her at seven. (on garde le prétérit car c'est une habitude!)
6. "I can tell you", he said.------>He said (that) he could tell him.
7. "They will come tomorrow", he said.------>He said (that) they would come the following day.
8. "May I come in?", he asked.------>He asked if he might come in.
9. "Do you speak Russian?", he asked.------>He asked if she spoke Russian.
10. "Did you tell her?", he asked.------>He asked if I had told her.
o EXERCICES (9) SUR LES RELATIVES
1°) Compléter par who ou which
1. Bring me the book ________ is on the table.
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2. The hotel at ________ we stayed was very comfortable.
3. The man _________ phoned was Brandon.
4. She said she was happy, _________ was not true.
5. Mary Smith, _________ came yesterday, is a friend of mine.
2°) Compléter par le pronom qui convient:
1. His father, ______ is successful, is very handsome.
2. Their house, _______ is not far away from here, is white.
3. My brother, _______ you met yesterday, is a teacher.
4. Peter's letter, _______ I received this morning, was very short.
5. Paul did not come, ______ pleased me.
6. Her friend, ______ father is an architect, is quite good-tempered.
Corrections (exo 9) sur les relatives
1°) Compléter par who ou which
1. Bring me the book WHICH is on the table.
2. The hotel at WHICH we stayed was very comfortable.
3. The man WHO phoned was Brandon.
4. She said she was happy, WHICH was not true.
5. Mary Smith, WHO came yesterday, is a friend of mine.
2°) Compléter par le pronom qui convient:
1. His father, WHO is successful, is very handsome.
2. Their house, WHICH is not far away from here, is white.
3. My brother, WHO(M) you met yesterday, is a teacher.
4. Peter's letter, WHICH I received this morning, was very short.
5. Paul did not come, WHICH pleased me.
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6. Her friend, WHOSE father is an architect, is quite good-tempered.
Attention: Ces relatives ne sont pas déterminatives (présence des virgules), "that" ici est donc impossible.
LES MODAUX
1° LA MODALITE
La modalité est l'expression d'un point de vue. Ex: Jean doit partir immédiatement. La modalité est exprimée par "doit". John must leave immediately. "Must" exprime la modalité, c'est-à-dire qu'il exprime le point de vue de la personne qui parle (l'énonciateur) par rapport à la relation établie entre le sujet de l'énoncé "Jean" et le prédicat "leave immediately". Les mots permettant d'exprimer cette modalité sont: may, must, can, will, could, should, shall...(les modaux). La modalité peut être exprimée autrement que par des modaux: John is likely to leave immediately Il est vraissemblable que John parte immédiatement. 2° LES MODAUX
Les modaux sont invariables (ils ne se conjuguent pas). C'est pourquoi on ne met pas de s à can dans: he can swim.
Les modaux sont immédiatement suivis de l’infinitif sans to (base verbale) Dans les questions et les négations, on n'utilise pas l'auxiliaire "do", car les modaux sont des
auxiliaires eux-mêmes. On peut donc les utiliser en début de question et juste avant la négation.
Can you speak English? I can't speak English at all. May you open the door? You mustn't talk to him!
3° VALEURS
Chaque modal a deux valeurs différentes :
/ Une valeur qui porte sur le sujet de la phrase (capacité, obligation, permission... impliquant le sujet): valeur radicale
EQUIVALENTS: pour exprimer les mêmes notions au passé, futur, infinitif ...car certains modaux sont incompatibles avec certains temps.
Can to be able to
Must to have to
May to be allowed to
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Should to ought to
He can play the piano-----> He is able to play the piano. (Il sait jouer du piano.)He must do the washing up------> He has to do the washing up. (Il doit faire la vaisselle.)You may go out tonight------> You are allowed to go out tonight. (Tu peux sortir ce soir.)You should tell him-------> You ought to tell him. (Tu devrais lui dire.) Les équivalents permettent d'exprimer à peu près la même chose, sauf que le point de vue de l'énonciateur (la personne qui parle) disparait dans ce cas. Ex: You must call him -----> L'énonciateur dit qu'il doit l'appeler, il l'oblige en quelque sorte à l'appeler, c'est lui qui estime que l'appeler est d'une grande importance.You have to call him -----> L'énonciateur dit juste qu'il faut qu'il l'appelle, l'énonciateur ne prend pas de réelle position, il donne juste un fait. CAN'T MIGHT MAY MUST WILL, SHALL
He can't be at home (c'est impossible) He might be at home (il se pourrait que) He may be at home (il se peut que) He must be at home (il doit être) He will be at home (certitude)
AU PASSE: MODAL + INFINITIF PASSE (= have + participe passé)
It must have rained. Il a dû pleuvoir.
He may have washed his car.Il se peut qu'il ait lavé sa voiture. He can't have done his homework.Il ne peut pas avoir fait ses devoirs.
A/ MUST
Sens de base: Nécessité de type logique
1° Valeur radicale: obligation ( Equivalent : to have to / to be obliged to )
You must do your homework!
Interdiction (mustn't)
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You mustn’t do it Tu ne dois pas faire ça.
Attention: l’absence d’obligation : don’t have to / needn’t / don’t need to
You don’t have to come / You needn't comeTu n'as pas besoin de venir = tu n'es pas obligé de venir.
Must n'existe qu'au présent. A l'infinitif et aux autres temps, on utilise son équivalent: have to pour exprimer la notion d'obligation.
I had to read many books. I'll have to come back. J'ai dû lire beaucoup de livres. Je serai obligé de revenir. D'autre part, must est un modal, il exprime donc l'opinion, le jugement de l'énonciateur. L'obligation ou l'interdiction doit donc émaner de celui-ci. Sinon, on utilisera son équivalent have to (on traduira alors souvent par "il faut que") You must listen to me! Tu dois m'écouter! (l'obligation vient de l'énonciateur) She has to listen to her teacher more carefully if she wants to improve her English. Il faut qu'elle écoute plus attentivement son professeur si elle veut améliorer son anglais. (l'obligation ne vient pas de l'énonciateur)
2° Valeur épistémique: forte probabilité / quasi-certitude
He isn't there ----> he must be ill.Il n'est pas là : il doit être malade
Au passé:
You must have been surprisedTu as dû être surpris.
Attention : A la forme négative : CAN’T exprime l’impossibilité qu’un événement ait lieu.
She can’t be at home ( = she must be out)Elle ne peut pas être chez elle = il est impossible qu'elle soit chez elle..
B/ MAY / MIGHT
Sens de base: Il n'y a pas d'obstacles (possibilité procédant de l'énonciateur, constatée de façon subjective).
1° Valeur radicale: permission / autorisation ( Equivalent BE ALLOWED TO )
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May I open the window? (Yes you may No you can’t )Puis-je ouvrir la fenêtre?NB: Can I open the window? existe aussi, mais can dans ce cas est moins soutenu ou "poli" que may. Passengers may not smoke (= mustn’t)Les passagers ne peuvent pas fumer.
2° Valeur épistémique: possibilité
He may come with us tomorrow.Il se peut qu'il vienne avec nous demain.They may not be very rich.Ils ne sont peut-être pas très riches. MIGHT: He might come with us tomorrow Il se pourrait qu'il vienne avec nous demain.Might exprime donc une possibilité moins forte que may. Au Passé : MAY + Have + Participe passé MIGHT + Have + Participe passé She may have called him.Il se peut qu'elle l'ait appelé. You might have told me.Tu aurais pu me le dire. (notion de reproche)
3° Souhaits ( registre soutenu )
May God be with you.Que Dieu soit avec vous.
C/ CAN
Sens de base: Il y a des éléments qui permettent...(indépendant de l'énonciateur, constaté de façon objective).
1° Valeur radicale: capacité physique et intellectuelle (Equivalent : to be able to) Can you speak English? -------> Are you able to speak English? Savez-vous parler anglais? Can you lift this trunk? Peux-tu soulever cette malle?
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Au PASSE : CAN peut avoir 2 formes selon qu’il s’agit d’un événement précis ou au contraire d’une faculté permanente.
I was able to speak to the minister.----> Action ponctuelle dans le passé = Was / Were able to (ou to MANAGE TO DO / to SUCCEED IN DOING)On traduira plutôt dans ce cas là par du passé composé: J'ai pu parler au ministre. I could speak German fluently when I was a girl.----> Faculté permanente dans le passé.On traduira alors plutôt par de l'imparfait: Je parlais allemand couramment quand j'étais petite.
2° La permission (voir may):équivalent to be allowed to Can I use your pen? Je peux me servir de ton stylo? "Could I" est plus poli et "May I" encore plus poli---> "Puis-je" You can smoke if you like. Vous pouvez fumer si vous le voulez. La négation (can't) se rapproche de must: l'interdiction You can't smoke here. Vous ne pouvez pas fumer ici. 3° Valeur épistémique: possibilité
Can exprime la connaissance qu'a l'énonciateur des caractéristiques du sujet de l'énoncé. The pound can be devalued Il se peut fortement que la livre soit dévaluée. D'après ce que l'énonciateur sait (la conjoncture économique et politique), tout indique que la dévaluation peut avoir lieu. L'énonciateur se base sur des éléments. CAN / MAY a/ This dog may be dangerous. b/ This dog can be dangerous. Avec may, on n'exclut aucune possibilité, il est possible qu'il soit dangereux, le contraire l'est également. Avec can, la personne connait ce chien, et à partir de ce qu'il sait à propos de ce chien, il en conclut qu'il peut être parfois dangereux. A la forme négative, Can't ou cannot exprime l’impossibilité d’une action. She can't be at school.Elle ne peut pas être à l'école.
WILL
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Sens de base: il y a compatibilité entre le sujet et le prédicat (indépendante de l'énonciateur, constatée de façon objective).
Attention: négation de will ----> won't
a. Caractéristique du sujet (valeur fréquentative)
He will sit for hours doing nothing Il reste assis pendant des heures à ne rien faire Boys will be boys Les garçons, on ne les changera jamais!
2° / Futur (valeur de visée, prédiction)
La construction avec 'will' s'emploie pour prédire l'avenir, pour annoncer simplement ce qui va se passer.
They will go to the swimming-pool next month Ils iront à la piscine le mois prochain
La construction avec l'auxiliaire 'shall' se rencontre à la première personne (singulier et pluriel), et essentiellement à la forme interrogative, avec un effet de sens particulier : demander ce que l'on doit faire, ou proposer de faire quelque chose (tout en demandant un avis), ou faire une suggestion, inciter les interlocuteurs à faire quelque chose: Shall we go now? Cependant même à la première personne, pour une simple prédiction sur son propre avenir, on emploie ‘will’ (ou 'won't' à la forme négative) : Will I be rich? Will I be successful? The future will tell.
3° / Volonté
"Will you marry me?" "Yes, I will." Veux-tu m'épouser? _ Oui, je le veux. Open the door for me, will you? Ouvrez-moi la porte, voulez-vous? I won't tell you! (Remarque: won't -----> refus) Je refuse de vous le dire!
EXERCICES (10) SUR LES MODAUX
1°) Transformer les phrases suivantes:
Ex: Perhaps she is happy -----> She may be happy I'm sure he is angry -----> He must be angry
1.Perhaps the children are in bed.
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2.I'm sure they're having breakfast.
3.Perhaps he loves his wife.
4.I'm sure she hates cooking.
5.Perhaps they were hungry.
6.I'm sure you helped her.
2°) Utiliser un auxiliaire de modalité:
1. You _______ tell her! (interdiction)
2. She _______ come in. (autorisation)
3. You _______ be quiet now! (obligation)
4. They _______ help you. (capacité)
5. I _______ give you that book! (refus)
3°) Traduire:
1. Elle doit être dans sa chambre.
2. Il doit être en train de travailler.
3. Il se peut qu'elle soit têtue.
4. Il se pourrait qu'ils soient en train de discuter.
5. Il est impossible qu'il soit en train de faire la vaisselle.
4°) Remplacer les équivalents par les auxiliaires modaux correspondants:
1. She has to go.
2. You are allowed to park here.
3. He isn't able to read.
4. She ought not to smoke.
5. She was able to run faster when she was younger.
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Correction (exo10) sur les modaux
1°) Transformer les phrases suivantes:
1.Perhaps the children are in bed -----> The children may be in bed
2.I'm sure they're having breakfast -----> They must be having breakfast
3.Perhaps he loves his wife -----> He may love his wife
4.I'm sure she hates cooking -----> She must hate cooking
5.Perhaps they were hungry -----> They may have been hungry
6.I'm sure you helped her -----> You must have helped her
2°) Utiliser un auxiliaire de modalité:
1. You MUSTN'T tell her! (interdiction)
2. She MAY / CAN come in. (autorisation) MAY étant plus soutenu que CAN
3. You MUST be quiet now! (obligation)
4. They CAN help you. (capacité)
5. I WON'T give you that book! (refus)
3°) Traduire:
1. Elle doit être dans sa chambre.------> She must be in her room.
2. Il doit être en train de travailler.------> He must be working.
3. Il se peut qu'elle soit têtue.------> She may be stubborn.
4. Il se pourrait qu'ils soient en train de discuter.------> They might be talking.
5. Il est impossible qu'il soit en train de faire la vaisselle.------> He can't be doing the washing up.
4°) Remplacer les équivalents par les auxiliaires modaux correspondants:
1. She has to go.------> She must go.
2. You are allowed to park here.------> You may park here.
3. He isn't able to read.------> He can't read.
4. She ought not to smoke.------> She shouldn't smoke.
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5. She was able to run faster when she was younger.------> She could run faster when she was younger.
Le groupe nominal
ARTICLES A / THE / Ø
I. L'ARTICLE INDEFINI A / AN
Il correspond à "un/une" en français. Cependant "a" ne correspond pas à "un" et "an" à "une", mais on utilise an devant une voyelle phonétique, et a devant une consonne phonétique: an euro [ju:] un euro a year une année a guitar une guitare a mouse une souris an arm [a:m] un bras an apple [æpl] une pomme an MP [em pi] un député Attention: lorsque le "h" n'est pas aspiré on utilise "an": an hour une heure an honour un honneur an honest man un homme honnête an heir un héritier On emploie cet article lorsqu'on extrait (au hasard) un élément quelconque d'un ensemble. Il s’utilise devant un nom singulier, dénombrable.Ex: He has got a cat (un chat quelconque pris dans la classe des chats)Au pluriel, on ne met pas d'article: He has got cats. A la différence du français, on emploie A / AN: * lorsqu'on définit une personne à l'aide d'un nom et donc par exemple avec les noms de métier: My father is a doctor. Mon père est médecin * après une préposition: He went out without an umbrella. Il est sorti sans parapluie * après such, quite, half, what pour introduire un nom dénombrable singulier: I have never seen such a wonderful woman. Je n'ai jamais vu une femme si merveilleuse What a pity Quel dommage * devant les expressions de mesure ou de temps pour traduire par: Once a month 50 miles an hour £50 a kilo Une fois par mois 80 km à l'heure 50 livres le kilo L’article indéfini ne s’emploie pas devant:
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* un nom pluriel. On a alors recours à l'article Ø: I like cars. J’aime les voitures * un nom appartenant à la catégorie des indénombrables (Advice, News, Furniture, Information...). Sinon il faut utiliser un dénombreur (a piece of, a speck of...) A piece of news Une nouvelle I have coffee for breakfast Je prends du café au petit-déjeuner
II. L'ARTICLE DEFINI THE
Il correspond à "le/la/les" en français. Cependant l'article "the" est un ancien démonstratif (forme atténuée de that) et sert à désigner une chose déjà connue des interlocuteurs dans un contexte donné. L'article the correspond à une opération de "flèchage".
L’article défini the (invariable) se prononce [ðə] lisez [se] ou [ ve ] devant une consonne phonétique et [ði] devant une voyelle phonétique.
the moon [ðə] the earth [ði]
On emploiera l’article défini : devant des noms singuliers ou pluriels déterminés par: * une proposition qui en précise le sens: The cake (that) she made was excellent. * un complément introduit par une préposition (of, at in...): Do you appreciate the humour of this novel ? the progress of science the people in the village * le contexte: Tell him the truth. * un adjectif qui fait du nom un nom propre: The Civil War devant des noms uniques ne nécessitant pas de précision :
les éléments, les planètes: the sky, the rain, the wind, the weather, the sea, the moon, the earth, the sun...
avant les superlatifs :
She is the most beautiful woman in the world.
devant les adjectifs substantivés à sens collectif:
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the poor (les pauvres), the rich (les riches), the blind (les aveugles), the deaf (les sourds), the disabled (les handicappés), the French (les français), the English (les anglais).
A noter:
On n'utilisera pas l'article indéfini "the" devant un nom de titre suivi d’un nom propre qui le détermine. Cependant il sera utilisé si le nom de la personne n'est pas précisé:
Queen Elizabeth, President Bush, King James, Captain Russell, Doctor Turner...
The queen, the king, the president...
Les noms de pays singuliers ne prennent pas l'article défini "the":
France, England, India, Spain...
Les noms de pays pluriels prennent l'article défini "the":
The United States, the Netherlands...
L’article défini "the" est employé devant les noms de pays composés de plusieurs états:
The United Kingdom, The USSR...
L’article défini "the" est employé devant les instruments de musique, mais pas devant les noms de sports:
He plays the piano
He plays football
III. L'ARTICLE Ø OU L'ABSENCE D'ARTICLE
Devant des noms abstraits ou des généralités: I like coffee. Truth is the highest good.:la verité est la plus bonne Life can be wonderful: la vie peut etre merveilleuse Dogs are clever animals: les chins sont des animaux intelligents
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Look at the dog over there! Ici on parle d'un chien bien précis, ce qui explique la présence de "the". Devant des divisions de temps: (saisons, jours, mois...): I don't like winter. I don't work on Saturdays. A noter: Peter goes to school. ( ici "school" renvoie à l'institution en général) The school was built ten years ago. ( mais ici "the school" renvoie au bâtiment ) Peter's car (il n'y a pas de déterminant après un cas possessif /génitif, car celui-ci est déjà un déterminant. Peter's ici est un déterminant
PRONOMS / PRONOUNS
I. PRONOMS PERSONNELS
Pronom sujet Pronom complément
I je me moi
you tu you toi
he il him le
she elle her la
it il / elle it le / la
we nous us nous
you vous you vous
they ils / elles them les
II. PRONOMS REFLECHIS
Pronom personnel Pronom réfléchi
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I
you
hesheit
we
you
they
myself
yourself
himselfherselfitself
ourselves
yourselves
themselves
III. PRONOMS POSSESSIFS
mine le mien, la mienne, les miens, les miennes, à moi
yours le tien, la tienne, les tiens, les tiennes, à toi
hisle sien, la sienne, les siens, les siennes, à lui, à elle
hers
ours le nôtre, la nôtre, les nôtres, à nous
yours le vôtre, la vôtre, les vôtres, à vous
theirs le leur, la leur, les leurs, à eux, à elles
IV. PRONOMS INTERROGATIFS
Pronoms interrogatifs:
On souhaite s'informer sur:
Traduction: Exemples:
WHATune chose, une activité
Quoi? que?What are you doing? I'm watching TV.Que fais-tu? Je regarde la télé.
WHO une personne Qui?Who came with you? Peter did.Qui es-venu avec toi? Peter.
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WHERE un endroit Où?
Where did you go yesterday? I went to the theatre.Où es-tu allé hier? Je suis allé au théâtre.
WHEN un moment Quand?
When did you go to Italy? In 2000.Quand es-tu allé en Italie? En 2000.
WHY la cause Pourquoi?
Why didn't you come? Because I was tired.Pourquoi n'es-tu pas venu? Parce que j'étais fatigué.
WHOSE le possesseur A qui (appartient)?
Whose book is it? It is Peter's book.A qui appartient ce livre? C'est le livre de Peter.
WHAT TIME une heure (A) quelle heure? What time do you go to school?A quelle heure vas-tu à l'école?
WHICH un choix Lequel?Which of these cakes do you want?Lesquels de ces gâteaux veux-tu?
HOW LONG une durée Combien de temps?How long did you work?Pendant combien de temps as-tu travaillé?
HOW OFTEN la fréquence Tous les combiens?How often do you go to the cinema?Tous les combien vas-tu au cinéma?
HOW FAR une distance A quelle distance? How far is the pub?A quelle distance se situe le bar?
HOW MUCH / MANY
une quantité Combien? How many books did you buy?Combien de livres as-tu acheté?
HOWla manière, le moyen
Comment? How is she?Comment va t-elle?
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This/that
This (pl.these) et That (pl. those) sont des démonstratifs (ou déictiques): ils permettent à l'énonciateur de montrer un objet, une personne ou une réalité. Il y a monstration lorsqu'il y a exophore (renvoi à la réalité extérieure), sinon lorsqu'il y a renvoi au discours, il y a endophore. Exemples: Take that book. (renvoi à la réalité extérieure: exophore)He said he was shy. That is not true. (renvoi au discours: endophore) I. Trois types d'emplois: 1. déterminantIls sont alors suivis d'un nom. Ex: Who's that girl?This man is an architect. 2. proformeCe sont alors des substituts et permettent une reprise.Ex: I'll never forget this. Je n'oublierai jamais cela. Give me that rightaway! Donne moi ça tout de suite. 3. adverbe de manière ou de degréIls n'apparaissent alors qu'au singulier et se placent avant un adjectif. Ils s'apparentent à l'adverbe so.Ex: He is about this tall. Il est à peu près de cette taille.Was he really that mean? Etait-il vraiment si méchant? II. Valeur: Proximité (this), non-proximité (that) Il y a une notion de distance, que ce soit dans l'espace, dans le temps ou dans l'affectivité.Ex: This morning I have finished my homework. Ce matin j'ai fini mes devoirs.In those days he used to go there. A cette époque il avait l'habitude d'aller là-bas.I hate that man! Je déteste cet homme!I love this book! J'adore ce livre!
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ADJECTIFS COMPOSES
COMPOUND ADJECTIVES
L’adjectif composé comporte généralement deux termes: le deuxième étant le plus important et le premier terme déterminant le second.
adjectif + adjectif
nom + adjectif
adjectif + V-ing
adverbe + V-ing
nom + V-ing
adjectif + V-ed
adverbe + V-ed
nom + V-ed
adjectif + nom + ed
adverbe + nom + ed
nom + nom + ed
light-blue
sea-sick
good-looking
hard-working
heart-breaking
short-lived
well-known
snow-covered
blue-eyed
well-dressed
baby-faced
bleu clair
qui a le mal de mer
beau
travailleur
déchirant
éphémère
bien connu
couvert de neige
aux yeux bleus
bien habillé
au visage de bébé
QUANTIFIEURS / QUANTIFIERS
Some, any
Some et any expriment des quantités indéfinies. Ils correspondent aux articles partitifs français "du, de la, des". Ils peuvent être utilisés aussi bien avec des noms dénombrables que des noms indénombrables.
a / Some
Some exprime l'actuel: il implique l'existence de ce dont on parle. Il est utilisé à la forme affirmative devant des noms indénombrables singuliers ou des dénombrables pluriels:
I'll have some milk, please. He has bought some books.
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On emploie some à la forme interrogative lorsque l’on s’attend à une réponse positive (proposition):
Do you want some coffee?
b / Any
Any exprime le virtuel: * On ne sait pas si une certaine quantité existe: Is there any milk in the fridge? Has she got any children? * On explique que le choix nous est indifférent (n'importe quel): Any man can do it. You can't do any exercise. Can I take any of these cakes? c / No - Not Any "No" et "Not any" permettent de nier l'existence de ce dont on parle ("No" est ressenti comme étant plus catégorique que "Not Any"): There is no milk in the fridge. There isn't any milk in the fridge. There are no books in his room. There aren't any books in his room.
Les composés de some et any
Do you want something to drink? There is somebody / someone in the street. I left my glasses somewhere.
Is there anything in this cupboard? Is there anybody / anyone in this room? Did you see her anywhere?
There is nothing in that box. There is nobody / no one here. I can see her nowhere.
Autres quantifieurs
a / suivis d'un nom indénombrable au singulier:
little: peu de a little: un peu de less: moins de (not) much: (pas) beaucoup de too much: trop de a lot of / plenty of: beaucoup de enough: assez de I've got little money. J'ai peu d'argent. I haven't got much money. Je n'ai pas beaucoup d'argent.
b / suivis d'un nom dénombrable au pluriel:
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few: peu de a few: quelques fewer: moins de (not) many: (pas) beaucoup de too many: trop de a lot of / lots of / plenty of: beaucoup de enough: assez de several: plusieurs I've got few books. J'ai peu de livres. I haven't got many books. Je n'ai pas beaucoup de livres.
GENITIF Le génitif s'utilise surtout pour exprimer un rapport de possession, c'est pourquoi on l'appelle souvent cas possessif. Pour former un génitif, l'ordre des mots doit être inversé par rapport au français: le possesseur précède le possédé.
La voiture de Stanley -----> Stanley's car.
I. Emploi
Le génitif peut exprimer la possession (si le possesseur est un être animé):
Le pied de Peter ------> Peter’s foot.
Le pied de la table ------> The leg of the table.
Cependant les noms de pays, continents, villes ou institutions acceptent le génitif car ils peuvent être personnifiés:
L'histoire d'Angleterre ------> England's history.
Les pubs de Londres ------> London's pubs.
La politique du gouvernement ------> The government's policy.
Le génitif peut ne pas exprimer la possession mais une durée ou une distance :
Une journée de travail ------> A day’s work.
Une marche d’un kilomètre ------> A one kilometer’s walk.
Remarque: Lorsque le possesseur est au pluriel, on ne met que l'apostrophe.
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My parents' room ------> La chambre de mes parents.
Sauf pour les pluriels irréguliers: The children's toys ------> Les jouets des enfants.
The women's legs ------> Les jambes des femmes.
II. Deux types de génitif
Le génitif déterminatif (specifying genitive) détermine le nom qui suit :
My sister's husband. Stanley's car.
Le génitif générique (classifying genitive) ressemble à un nom composé, les deux noms forment alors un bloc:
A man's job ------> Un métier d'homme
A master's degree ------> Une maîtrise
A farmer's wife ------> Une fermière (et non la femme d'un fermier)
A dog's life ------> Une vie de chien
L'article alors porte sur l'ensemble des deux termes, contrairement au génitif déterminatif où l'article porte sur le premier terme.
III. Génitif elliptique
Pour éviter une répétition, on peut omettre le deuxième nom:
This isn't your book, this is Peter's.Ce n'est pas ton livre, c'est celui de Peter.
En français, pour éviter la répétition on utilise celui ou celle.
Des mots comme shop, house, church, cathedral, school, hospital sont très souvent omis, même s'ils n'ont pas été mentionnés auparavant:
Deb often goes to the butcher's. (the butcher's shop)Deb va souvent chez le boucher.Stella went to Peter's. (Peter's house)Stella est allée chez Peter. A NOTER: CELA PERMET DE TRADUIRE CHEZSt Paul's (St Paul's cathedral)
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COMPARATIF / SUPERLATIF
I. Le comparatif
1°) le comparatif d'infériorité (moins...que)
Schéma: less adjectif than
He is less happy than he used to be. Il est moins heureux que jadis.
2°) le comparatif d'égalité (aussi...que)
Schéma: as adjectif as
He's not as clever as you. Il n'est pas aussi intelligent que toi.
3°) le comparatif de supériorité (plus...que)
Schéma: adjectif (court) + er than more adjectif (long) than
Avec le comparatif de supériorité, il faut se demander si l'adjectif est court ou long. Un adjectif est court lorsqu'il comporte une ou deux syllabes, un adjectif est long lorsqu'il comporte plus de deux syllabes.
a / adjectif court
He's taller than you. She's prettier than her. Il est plus grand que toi. Elle est plus jolie qu'elle.
NB: Lorsqu'un adjectif court se termine par un -y, la terminaison est alors -ier.
b / adjectif long
He's more enthusiastic than you. Il est plus enthousiaste que toi.
II. Le superlatif
1°) Le superlatif de supériorité (le plus...)
Schéma: the adjectif (court)+est
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the most adjectif
a / adjectif court
He's the tallest boy in the class. She's the prettiest girl in the class. Il est le plus grand garçon de la classe. Elle est la plus jolie fille de la classe. NB: Lorsqu'un adjectif court se termine par -y, la terminaison est alors -iest.
b / adjectif long
He's the most intelligent boy I've ever met. C'est le garçon le plus intelligent que j'aie jamais rencontré.
2°) Le superlatif d'infériorité (le moins...)
Schéma: the least adjectif
I'm the least tall. It was the least expensive of all. Je suis la moins grande. C'était le moins cher de tous.
LES IRREGULIERS:
Adjectif Comparatif de supériorité Superlatif de supériorité
Good (Bon, bien)
Bad (Mauvais)
Far (Loin)
Better (Meilleur)
Worse (Pire)
Farther ou Further (Plus loin)
The Best (Le meilleur, la meilleure)
The Worst (Le / La pire)
The Farthest ou Furthest (Le / La plus loin)
III. L’accroissement parallèle (plus..., plus...)
The + comparatif (...), the + comparatif (...)
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The more he eats, the happier he is. Plus il mange, plus il est heureux.
The more we get to know him, the sillier we find him. Plus on apprend à le connaître, plus on le trouve stupide.
The farther they went, the darker it became. Plus ils allaient loin, plus ça devenait sombre.
The more, the merrier. (expression figée) Plus on est de fous, plus on rit
EXERCICES SUR LES ARTICLES 1°) Compléter par l'article: the / Ø
1. She likes..... Cakes.
2. I like ..... cakes that your mother made.
3. ..... president went to ..... Italy ...... last week.
4. I'm fond of ..... meat.
5. I didn't like ..... meat we ate yesterday.
6. ..... queen Elizabeth is very rich!
7. ..... Irish speak ...... English.
CORRECTION
1°) Compléter par l'article: the / Ø
1. She likes Ø cakes. (les gâteaux en général)
2. I like the cakes that your mother made. (on parle ici de gâteaux bien précis, ceux que ta mère a fait)
3. The president went to Ø Italy Ø last week.
4. I'm fond of Ø meat. (la viande en général)
5. I didn't like the meat we ate yesterday. (la viande qu'on a mangée hier)
6. Ø Queen Elizabeth is very rich!
7. The Irish speak Ø English. (The Irish--->les Irlandais / English--->l'anglais, la langue)
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EXERCICES SUR LES QUANTIFIEURS 1°) Compléter par some ou any:
1. Give me ________ milk please.
2. Do you have _______ sugar?
3. Would you like ________ tea?
4. Are there _________ bottles of milk? _ Yes, there are _________.
5. They haven't got ________ children.
CORRECTION
1°) Compléter par some ou any:
1. Give me SOME milk please.
2. Do you have ANY sugar?
3. Would you like SOME tea?
4. Are there ANY bottles of milk? _ Yes, there are SOME.
5. They haven't got ANY children.
2°) Compléter par "few / a few, little / a little":
1. _______ people liked the film. (peu de)
2. There is _________ milk left.(peu de)
3. There is _________ milk left. (un peu de)
4. There are _________ books on the table. (quelques)
5. He's not very popular, he's got _________ friends. (peu de)
6. There is ________ hope. (peu de)
7. I've got _________ money. (un peu de)
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8. I've got _________ coins. (quelques)
CORRECTION
2°) Compléter par "few / a few, little / a little":
1. FEW people liked the film. (peu de)
2. There is LITTLE milk left.(peu de)
3. There is A LITTLE milk left. (un peu de)
4. There are A FEW books on the table. (quelques)
5. He's not very popular, he's got FEW friends. (peu de)
6. There is LITTLE hope. (peu de)
7. I've got A LITTLE money. (un peu de)
8. I've got A FEW coins. (Quelques)
3°) Compléter par some, any, no et leurs composés:
1. Do you have ________ money? No, I haven't got _________.
2. I have _______ time for this right now, I'll look at it later.
3. ____________ has taken my purse. I can't find it.
4. ____________ can do such an easy thing.
5. I can't find my book ____________, yet it must be ______________.
3°) Compléter par some, any, no et leurs composés:
1. Do you have SOME money? No, I haven't got ANY.
2. I have NO time for this right now; I'll look at it later.
3. SOMEBODY has taken my purse. I can't find it.
4. ANYBODY can do such an easy thing.
5. I can't find my book ANYWHERE, yet it must be SOMEWHERE.
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EXERCICES SUR LE COMPARATIF / SUPERLATIF
1°) Mettre les adjectifs au comparatif de supériorité:
1. She is __________ (tall) than you are.
2. I am ___________ (exhausted) than her.
3. She is ___________ (happy) than him.
4. He is ___________ (good) at maths than me.
5. That film is __________ (bad) than this one.
Correction
1°) Mettre les adjectifs au comparatif de supériorité:
1. She is TALLER than you are.
2. I am MORE EXHAUSTED than her.
3. She is HAPPIER than him.
4. He is BETTER at maths than me.
5. That film is WORSE than this one.
2°) Construire des phrases à l'aide de comparatifs ou superlatifs de supériorité:
1. She is far / sick / I thought she would be.
2. He is much / enthusiastic / you are.
3. He is / good / living dancer on earth.
4. She drives much / slow / you do.
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5. This is / bad / film I have ever seen.
2°) Construire des phrases à l'aide de comparatifs ou superlatifs de supériorité:
1. She is far SICKER THAN I thought she would be.
2. He is much MORE ENTHUSIASTIC THAN you are.
3. He is THE BEST living dancer on earth.
4. She drives much SLOWER THAN you do.
5. This is THE WORST film I have ever seen.
EXERCICES SUR LES COMPOSES
1°) Former des adjectifs composés:
1. A girl who has got blue eyes is a ________________ girl.
2. A man who has got dark hair is a _______________ man.
3. A horse that runs fast is a ________________ horse.
4. A man who works hard is a _______________ man.
5. A man who has got one leg is a __________________ man.
6. A house which has five storeys is a _______________ house.
7. A man who looks happy is a _________________ man.
8. A cake which is made at home is a ________________ cake.
9. A shirt with green stripes is a _________________ shirt.
10. A rabbit which has got long ears is a _________________ rabbit.
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CORRECTION
1°) Former des adjectifs composés:
1. A girl who has got blue eyes is a BLUE-EYED girl.
2. A man who has got dark hair is a DARK-HAIRED man.
3. A horse that runs fast is a FAST-RUNNING horse.
4. A man who works hard is a HARD-WORKING man.
5. A man who has got one leg is a ONE-LEGGED man.
6. A house which has five storeys is a FIVE-STOREYED house.
7. A man who looks happy is a HAPPY-LOOKING man.
8. A cake which is made at home is a HOME-MADE cake.
9. A shirt with green stripes is a GREEN-STRIPED shirt.
10. A rabbit which has got long ears is a LONG-EARED rabbit.
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LE CORPS HUMAIN
THE HUMAN BODY
français anglais français anglais
visage
tête
peau
nez
joues
oreilles
yeux
front
sourcils
cils
paupières
bouche
lèvre
dent
langue
moustache
menton
barbe
cheveux
ride
face
head
skin
nose
cheeks
ears
eyes
forehead
eyebrows
eyelashes
eyelids
mouth
lip
tooth (pl. teeth)
tongue
moustache
chin
beard
hair
wrinkle
cou
dos
poitrine
côtes
poumon
coeur
sang
hanche
bras
épaule
coude
poignet
main
doigt
pouce
ongles
jambe
cuisse
genou
cheville
neck
back
breast
ribs
lung
heart
blood
hip
arm
shoulder
elbow
wrist
hand
finger
thumb
nails
leg
thigh
knee
ankle
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cerveau
os
brain
bone
pied
orteil
foot (pl. feet)
toe
L'HABILLEMENT
CLOTHES
français anglais
vêtements
s'habiller
porter
mettre un vêtement
enlever, ôter
veste
manteau
écharpe
ceinture
gants
pantoufles
clothes
to dress
to wear
to put on a garment
to take off
jacket
coat
scarf
belt
gloves
slippers
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lacets
survêtement
laces
tracksuit
MEN'S CLOTHES
français anglais
sous-vêtements
caleçon
slip
slip de bain
chemise
col
cravate
pantalon
short
smoking
pyjama
underwear
pants
trunks
swimming trunks
shirt
collar
tie
trousers
shorts
dinner jacket
pyjamas
LADIES' WEAR
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français anglais
soutien-gorge
culotte
chemise de nuit
collants
jupe
chemisier
robe
tailleur
sac à main
bra
panties
nightdress
tights
skirt
blouse
dress
suit
handbag
LA NOURRITURE
FOOD
Eating and drinking
français anglais
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manger
boire
avoir faim
avoir soif
avoir de l'appétit
gourmand
avaler
mâcher
(faire) cuire
mettre la table
nappe
assiette
plat
les couverts
plateau
fourchette
cuillère
couteau
louche
saladier
serviette
pain
verser
verre
to eat
to drink
to be hungry
to be thirsty
to have an appetite
greedy
to swallow
to chew
to cook
to lay the table
(table) cloth
plate
dish
Cutlery (sing.)
tray
fork
spoon
knife (pl. knives)
ladle
salad bowl
napkin
bread
to pour
glass
wine
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vin
bouteille
bouchon
tire-bouchon
bottle
cork
corkscrew
The meals
français anglais
petit-déjeuner
déjeuner
viande
bœuf
porc
agneau
mouton
veau
jambon
(faire) rôtir
(faire) bouillir
(faire) griller
produits surgelés
cru
breakfast
lunch
meat
beef
pork
lamb
mutton
veal
ham
to roast
to boil
to grill
frozen foodstuffs
raw
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tendre
gras
saignant
à point
bien cuit
trop cuit
relever, assaisonner
sel
poivre
moutarde
légumes
pomme de terre
tomate
légumes verts
frites
chips
vinaigre
huile
dessert
fromage
gâteau
tarte
crêpe
débarrasser
tender
fat
underdone
medium
well-done
overdone
to season
salt
pepper
mustard
vegetables
potato
tomato
greens
chips, French fries
crisps
vinegar
oil
dessert
cheese
cake
pie
pancake
to clear away
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LA FAMILLE / THE FAMILY
français anglais
père
mère
enfant
enfants
frère
soeur
grands-parents
oncle
tante
neveu
cousin(e)
nièce
mari
épouse
beau-père
belle-mère
fils
fille
orphelin
veuf
father
mother
child
children
brother
sister
grandparents
uncle
aunt
nephew
cousin
niece
husband
wife
father-in-law
mother-in-law
son
daughter
orphan
widower
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veuve
célibataire (adj)
fiancé (adj)
widow
single
engaged
LES CINQ SENS
THE FIVE SENSES
LA VUE / SIGHT
français anglais
voir
loucher
regarder
sembler, paraître
être aux aguets
ressembler à quelqu'un
observer
apercevoir
scruter du regard
jeter un coup d'œil
contempler
regarder bouche bée
to see
to squint
to look at
to look + adjectif
to keep a look-out
to look like someone
to watch
to catch a glimpse of sth
to peer at sth
to glance
to gaze at sth
to gape at sth
to peep at sth
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regarder à la dérobée
regarder fixement
lancer un clin d'œil
presbyte
myope
lunettes
jumelles
borgne
aveugle
blanchir, décolorer
sombre, morne
éblouir
terne
flamboyer
éclatant, tapageur
briller d'un éclat éblouissant
luire
scintiller
se dessiner, apparaître
étinceler
to stare at sth
To wink at s.o.
long-sighted
short-sighted
glasses
binoculars
one-eyed
blind
to bleach
blink
to dazzle
dull
to flare
gaudy
to glare
to gleam, to glow
to glitter, to twinkle
to loom
to sparkle
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L'OUIE / HEARING
français anglaisentendre
entendre parler de quelqu'un
sembler (à l'ouïe)
écouter
silencieux
silence
bruit
bruyant
son
perceptible
sourd
chuchoter
marmonner
murmurer
bredouiller
hurler
exploser
bourdonner, vrombir
fracas métallique
cliqueter
craquer, crépiter
se fracasser, s'écraser
to hear
to hear of s.o.
to sound
to listen to
silent
silence
noise
noisy
sound
audible
deaf
to whisper
to mumble
to mutter
to stammer / to stutter
to yell
to blast
to buzz
clang
to clatter / to jingle
to crackle
to crash
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fracasser, briser
faible, indistinct
grincer, crisser
gémir
siffler
vrombir, gronder
pousser des cris perçants
aigu, perçant
claquer
acclamer
huer / siffler
to shatter, to smash
dim / faint
to grind
to groan / to moan
to whistle
to roar
to shriek
sharp, shrill
to slam / to slap
to cheer
to boo / to hiss
L'ODORAT / SMELL
français anglaissentir
empester, puer
renifler
odeur
parfum, senteur
to smell
to stink
to sniff
smell
perfume, scent
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LE GOUT / TASTE
français anglais
goûter, déguster
avoir bon / mauvais goût
saveur
amer
doux
insipide
to taste
to taste nice / nasty
flavour
bitter
sweet
tasteless
LE TOUCHER / TOUCH
français anglaistoucher
rugueux
lisse
doux
dur
to touch
rough
smooth
soft
hard
LES SENTIMENTS / FEELINGS
français anglais
un sentiment
sensible
a feeling
sensitive
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(se) sentir
éprouver qch
humeur
bouleversé
bien aimer qch
ne pas aimer qch
détester qch
avoir horreur de
aimer qq
tomber amoureux
en avoir marre de
ne pas supporter
triste
douleur morale
douleur physique
chagrin
joie
fondre en larmes
sangloter
pleurer
pleurer de joie
sourire
rire
content
to feel
to experience sth
mood
upset
to like sth
to dislike sth
to hate sth
to loathe sth
to love
to fall in love
to be fed up with
can't stand / can't bear (+V-ing)
sad
sorrow
pain
grief
joy
to burst into tears
to sob
to cry / to weep
to cry / to weep for joy
to smile
to laugh
glad
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soulagement
être soulagé
bonheur
déçu
déception
se plaindre de
s'inquiéter
surpris
étonné
stupéfait
déconcerté
abasourdi
atterré
dérouté
avoir peur de
effrayé
effroi / peur
terrifié
relief
to be relieved
happiness
disappointed
disappointment
to complain about
to worry about
surprised
astonished
amazed
taken aback
stunned
astounded
bewildered
to be afraid of
frightened
fright
scared
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LE TEMPS / THE WEATHER
français anglaisQuel temps fait-il?
il fait chaud
il fait très chaud
il fait froid
climat
soleil
pluie
pluvieux
nuage
nuageux
averse
brume
brouillard
neiger
tempête
ouragan
typhon
arc-en-ciel
orage
sec
sécheresse
What's the weather like?
it is warm
it is hot
it is cold
climate
sunshine
rain
rainy
cloud
cloudy
shower
mist
fog
to snow
storm
hurricane
typhoon
rainbow
thunderstorm
dry
drought
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humide
couvert
inondation
tremblement de terre
saison
été
automne
hiver
printemps
damp
overcast
flood
earthquake
season
summer
autumn
winter
spring
LES VOYAGES / TRAVELLING
français anglaisvoyager
agence de voyage
faire ses bagages
sac à dos
valise
quai (port)
quai (gare)
gare d'arrivée
gare de départ
port
embarquer
to travel
travel agency
to pack one's luggage / one's bags
back-pack
suitcase
quay
platform
station of arrival
station of departure
port / harbor/harbour
to embark
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pont
avoir le mal de mer
vol
avion
hôtesse de l'air
aéroport
piste
atterrir
décoller
porte d'embarquement
réserver une place
enregistrement des bagages
deck
to be seasick
flight
plane
stewardess / air hostess
airport
runway
to land
to take off
departure gate
to book a seat
check-in
VOCABULAIRE COMMERCIAL
français anglaiséchanges commerciaux
acheter
vendre
l'achat
commander qch
marchandises
producteur
consommateur
stocker
trade
to buy / to purchase
to sell
purchase
to order sth
goods
producer
consumer
to store sth
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entrepôt
magasin
commerçant
rayon
chef de rayon
les clients
prix
étiquette
coûter
les soldes
caisse
un reçu
livrer
livraison
gratuit
libre-service
supermarché
chariot
warehouse
shop (GB) / store (US)
shopkeeper
department
shopwalker
customers
price
label
to cost
sales
cash desk
a receipt
to deliver
delivery
free
self-service
supermarket
trolley
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français anglaismultinationale
filiale
P.D.G.
directeur général
siège social
diriger une société
présider une réunion
société par actions
une action
actionnaire
le patronat
les employés
le personnel
démissionner
démission
renvoyer
comptabilité
comptable
multinational
subsidiary
C.E.O. (chief executive officer)
general manager
head office
to manage a comapany
to chair a meeting
joint-stock company
a share
shareholder
employers
employees
the staff
to resign
resignation
to fire
bookkeeping
accountant
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VOCABULAIRE INFORMATIQUE
français anglaismatériel informatique
logiciel
disquette
écran
clavier
touche
données
base de données
pirate
virus / ver
imprimante
imprimer
copie de sauvegarde
effacer
mettre à jour
mettre en route
réinitialiser
répertoire
mot de passe
octet
mémoire tampon
diagnostiquer
hardware
software
floppy disk
screen
keyboard
key
data
database
hacker
virus / worm
printer
to print out
backup
to delete / to erase
to upgrade / to update
to start up
to reboot
directory
password
byte
buffer
to diagnose
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diagnostic
concevoir, créer
appareil, dispositif
afficher (à l'écran)
système d'exploitation
gestionnaire de fichiers
localisation de panne
ordinateur portable
tomber en panne
diagnostics (pl)
to devise
device
to display
disk operating system
file manager
fault finding
handheld computer
to fail
MOTS DE LIAISON / LINKING WORDS Ajouter une idée: Moreover / Furthermore / Besides / In addition (De plus, en outre...) Cause: Because (Parce que) Since (Puisque) As (Comme) Because of (A cause de) Thanks to (Grâce à) Conséquence: So / Thus / Therefore (Ainsi, donc) That's why (C'est pourquoi) Consequently / as a result (Par conséquent) Concession: However / Still / Yet (Cependant) Although (Bien que) Nevertheless (Néanmoins) Despite / In spite of (Malgré) But: To (Pour) In order to / so as to (Afin de) in a view to (V+ing) Contraste, opposition: On the one hand..., on the other hand... On the contrary / Unlike (Contrairement à)
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While (Tandis que) / Whereas (Alors que) Donner son opinion: As far as I can judge, ... As far as I am concerned, ... It seems to me that... I am convinced that ... In my opinion ... From where I stand, it looks as though... I feel / believe / think / reckon that ...
SERIE L 2006 LVIBaccalauréat Général - Session 2006 ANGLAIS LV 1 - Série L
Durée 3 heures - Coefficient 4
Midway through the ninth year of Irma's employment, Dr Marilyn Lattimore came down with an uncharacteristic cold and was home for two days.
It was in the breakfast room that the conversation took place. Dr Marilyn sat reading the paper and sipping tea and dabbing at her red, drippy nose. Irma was in the adjoining kitchen, had removed the covers of the stove-burners and was scrubbing them single-mindedly.
"Do you believe this, Irma? A week of surgeries and I come down with this arrogant little virus." Dr Marilyn's voice, normally husky, now bordered on masculine.
"Back in medical school, Irma, when I rotated through pediatrics, I caught every virus known to mankind. And later, of course, when I had the children. But it's been years since I've been sick and I find this positively insulting. I'm sure some patient gave it to me. I'd just like to know who so Icould thank them personally."
Dr Marilyn was a pretty woman, small, with honey-colored hair, who looked much younger than her age. She walked two miles every morning at six a.m.
Irma said, "You strong, you get better soon."
"I certainly hope so ... thank you for that bit of optimism, Irma ... would you be a dear and get me some of the fig preserve for my toast?"
Irma fetched the jar and brought it over.
"Thank you, dear."
"Something else, Doctor Em?"
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"No, thank you, dear. Are you all right, Irma?"
Irma forced a smile. "Yes."
"You're sure?"
"Sure, yes, Doctor Em."
"Hmm ... don't spare me because of my cold. If there's something on your mind, get it out."Irma started to head back to the kitchen.
"Dear," Dr Marilyn called after her, "I know you well, and it's obvious something's on your mind. You wore that exact same look until we had your papers taken care of. Then you did it again, worrying about whether or not the amnesty would take effect. Something's definitely on your mind"
"I fine, Doctor Em."
"Irma""I worry about Isaac."
"Isaac? Is he all right?"
"Yes, he very good. Very smart."
Irma broke down in tears.
"He's smart and you're crying?" said Dr Marilyn. "Am I missing something?"
They had tea and fig jam on thin toast and Irma told Dr Marilyn all of it. How Isaac kept cominghome from school crying with frustration and boredom. How he'd finished all of his sixth-grade(1) work in two months, taken it upon himself to "borrow" seventh- and eighth- and even some ninth- grade books and had sped through them as well. Finally, he was caught reading a pre-algebra workbook slipped out of a supply room and was sent to the principal's office for "unauthorized study and irregular behavior".
Irma visited the school, tried to handle it on her own. The principal had nothing but disdain for Irma's simple clothes and thick accent; her firm suggestion was that Isaac stop being "precocious" and concentrate on conforming to "class standards".
When Irma tried to point out that the boy was well ahead of class standards, the principal cut her off and informed her that Isaac was just going to have to be content repeating everything."That's outrageous," said Dr Marilyn. "Absolutely outrageous. There, there, dry your eyes ... three years ahead? On his own?"
"Two, some three."
"My eldest, John, was somewhat like that. Not quite as smart as your Isaac seems to be, but school was always tedious for him because he moved too fast. Oh, dear, we had some dustups with him ... Now John's the chief resident (2) in psychiatry at Stanford (3)." Dr Marilyn brightened."Perhaps your Isaac could be a physician. Wouldn't that be fabulous, Irma?"Irma nodded, half listening as Dr Marilyn prattled.
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"A child that bright, Irma, there's no limit .... Give me that principal's number and I'Il have a little chat with her." She sneezed, coughed, wiped her nose. Laughed. "With this baritone, I'II sound positively authoritative."
Irma didn't speak."What's the number, dear?"
Silence."Irma?""I don' wan' no trouble, Dr Em.""You've already got trouble, Irma. Now we have to find a solution."
Adapted from Jonathan Kellerman, Twisted, 2005
(1) sixth-grade: correspond à la classe de 6ème
(2) resident: interne(3) Stanford (University): université prestigieuse de Californie
Compréhension et expression - 14 points
1. There are five characters in this passage.
a. Identify them, saying whether they are present or mentioned.
b. Who does Doctor Em (lines 19, 23, 29, 62) refer to?
c. Say how the five characters are connected or related.
PART 1 (lines 1 to 35)
2. a. Why is Doctor Lattimore at home on that particular day?
b. Pick out two expressions used by Doctor Lattimore, showing how she feels about her condition.
c. Say why she uses these expressions.
3. a. Quote Doctor Lattimore's words when she suddenly realizes that there is something wrong with Irma.b. Analyse Irma's reaction, focusing on lines 21 ("Irma forced a smile.") and 25 ("Irma started to head back to the kitchen.") 20/30 words
4. a. Lines 26 to 30.
Analyse Doctor Lattimore's reaction at that point and comment on the use of italics. 20/30 words
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b. Lines 31 to 35.
Is Doctor Lattimore satisfied with Irma's reaction? 20/30 words
PART 2 (lines 36 to the end)
5. a. In your own words, explain why Isaac comes home from school "crying with frustration and boredom"? (Line 37). 30 words
b. The principal reproaches Isaac for "unauthorized study and irregular behavior" (lines 40-41 ). What exactly does she refer to?
6. Describe the way the principal behaved towards Irma when they met. 2 elements
7. a. How does Dr Lattimore react to the principal's attitude towards Isaac? b. Why does Dr Lattimore mention her son John in line 50? 20/30 words c. What solution does Doctor Lattimore propose?
8. Describe and analyse the contrasting attitudes of Irma and Dr Lattimore at the end of the passage. 30/40 words
9. Choose one of the following subjects. 250 words approximately. Give the number of words.
Subject 1
Doctor Lattimore finally decides to pay a visit to the principal. Imagine what happens.
Subject 2
Some parents prefer their children to be taught at home. In your opinion, what are their motivations? Give your point of view. Traduction - 6 points
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Translate into French from line 12 (Dr Marilyn was a pretty woman ...) to line 18 ("Thank you, dear.") and from line 36 (They had tea ...) to line 39 (...them as well.).
SERIE L 2005 LVI
Shortly after the riots, like many other white Detroiters, my parents began looking for a house in the suburbs. The suburb they had their sights on was the affluent lakefront district of the automagnates : Grosse Pointe.It was much harder than they ever expected. In the Cadillac, scouting the five Grosse Pointe (the Park, the City, the Farms, the Woods, the Shores), my parents saw FOR SALE signs on many lawns. But when they stopped in at the realty offices and filled out applications, they found that the houses suddenly went off the market, or were sold, or doubled in price.After two months of searching, Milton was down to his last real estate agent, a Miss Jane Marsh of Great Lakes Realty. He had growing suspicions."This property is rather eccentric," Miss Marsh is telling Milton one September afternoon as she leads him up the driveway. "It takes a buyer with a little vision." She opens the front door and leads him inside. "But it does have quite a pedigree. It was designed by Hudson Clark." She waits for recognition. "Of the Prairie School (1)".Milton nods, dubiously (2). He swivels his head, looking over the place. He hadn't much cared for the picture Miss Marsh had shown him over at the office. Too boxy-looking. Too modern. "I'm not sure my wife would go for this kind of thing, Miss Marsh.""I'm afraid we don't have anything more traditional to show at the moment."She leads him along a spare white hallway and down a small flight of open stairs. And now, as they step into the sunken living room, Miss Marsh's head begins to swivel, too. Smiling a polite smile that reveals a rabbity expanse of upper gum (3), she examines Milton's complexion, his hair, his shoes. She glances at his real estate application again."Stephanides. What kind of name is that?""It's Greek.""Greek. How interesting."More upper gum flashes as Miss Marsh makes a notation on her pad. Then she resumes the tour : "Sunken living room. Greenhouse adjoining the dining area. And, as you can see, the house is well supplied with windows.""It pretty much is a window, Miss Marsh." Milton moves closer to the glass and examines the backyard. Meanwhile, a few feet behind, Miss Marsh examines Milton."May l ask what business you're in, Mr. Stephanides?" "The restaurant business."Another mark of pen on pad. "Can I tell you what churches we have in the area? What denomination are you?""I don't go in for that sort of thing. My wife takes the kids to the Greek church.""She's a Grecian, too?""She's a Detroiter. We're both East Siders.""And you need space for your two children, is that right?""Yes, ma'am. Plus we have my folks living with us, too.""Oh, I see." And now pink gums disappear as Miss Marsh begins to add it all up. Let's see.Southern Mediterranean. One point. Not in one of the professions. One point. Religion? Greek church. That's some kind of Catholic, isn't it? So there's another point there. And he
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has his parents living with him! Two more points! Which makes - five? Oh, that won't do. That won't do at all.Discreetly, Miss Marsh now draws a tiny "5" next to "Stephanides" and circles it. As she does so, however, she feels something. A kind of regret. The point system isn't her idea, after all. It was in place long before she came to Grosse Pointe."Tell me more about this Hudson Clark fella," he now asks."Clark? Well, to be honest, he's a minor figure.""Prairie School, eh?""Hudson Clark was no Frank Lloyd Wright, if that's what you mean.""What are these outbuildings I see here?""I wouldn't call them outbuildings, Mr. Stephanides. That's making it a bit grand. One's a bathhouse. Rather decrepit, I'm afraid. I'm not sure it even works. Behind that is the guest house. Which also needs a lot of work »?"Bathhouse? That's different. You don't have to show me anymore. Decrepit outbuildings or not, I'll take it."There is a pause. Miss Marsh smiles with her double-decker gums. "That's wonderful, Mr. Stephanides," she says without enthusiasm. "Of course, it's all contingent on (4) the approval of the loan."But now it is Milton's turn to smile. "You don't have to bother with that," my father said, relishing the moment. "I'll pay cash."Over the barrier of the Point System, my father managed to get us a house in Grosse Pointe.
adapted from Jeffrey Eugenides, Middlesex, 2002
(1) : Prairie School (l.13): 20th century school of architecture made famous by Frank Lloyd Wright (l.50)(2) : dubious (l.14) : uncertain(3) : upper gum (l.20) : pink flesh inside the mouth above the teeth(4) : contingent on (l.58) : dependent on
I. Read from "Shortly after..." to "...growing suspicions".
1.a. In what country and what region does the story take place?
b. In your own words, say where Grosse Pointe is situated and what sort of people live there.
c. What is the name of the narrator's father?
2.a. What do the narrator's parents want to do in Grosse Pointe?
b. In your words, explain why the narrator's father is becoming suspicious. (20-30 words)
Read from "This property..." to "...living with us, too."
3. Explain what Miss Marsh's job consists in.
4. What is Milton's opinion of the house? Pick out four elements to justify your answer.
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5.a. "It takes a buyer with a little vision." what does Miss Marsh mean? (20-30 words)
b. "it was designed by Hudson Clark." What effects does she think that name will have on Milton?
c. What does Milton nod "dubiously"?
6. Focus on Milton's answers to Miss Marsh's questions.
What exactly do we learn about Milton and his family? (Origin, religion, job, household). (30-40 words)
7. a. Focus on "Let's see..." to "won't do at all.’’ Why is this passage in italics?
b. "Oh, that won't do. That won't do at all." Explain what Miss Marsh means.
8. a. In your own words, explain how the "Point System" works. (30-40 words)
b. What does it reveal about the community of Grosse Pointe? (20 words)
Read the whole text again.
10. Focus on the expressions on Miss Marsh's face. How can these expressions be interpreted? (30-40 words)
11. a. From line 47 onwards, what shows that Milton is gaining control of the situation? (30-40 words).
b. "But now it is Milton's turn to smile". Explain this sentence. (30-40 words)
II. Translate into French from "This property is rather eccentric..." to "... to show at the moment."
III. Choose one of the following subjects (250 words approximately. Write down the number of words.)
Subject 1 - The Stephanides have moved into the house. A few months later, Milton sends a letter to a friend telling him about their life in Grosse Pointe. Write the letter.
Subject 2 - Can money always buy everything you want?
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SERIE L 2004 LVI (Durée 3 heures - Coefficient 4) Compréhension et expression - 14 points Traduction - 6 points
Nobody spoke.Betty said, 'Good morning, everyone! Y'all waiting to see the royal train go by?'Still nobody spoke. I felt her pressing closer to me.'Peggy,' she whispered, 'let's hand round some gum or something, show them we're friendly.'Audrey roared. 'Jeez, Betty,' she said, 'anybody'd think we were in Sioux territory.'There were people there wearing black armbands, and a woman carrying a Union flag, no stockings on, just zip-front boots, and her hair rolled up in a scarf, and her legs all wind-burned behind her knees. She kept looking our way.I smiled and nodded and next time I looked she'd moved a bit nearer. Audrey and Lois smiled and nodded, and she moved nearer still.It was Lois made the breakthrough. 'Hi,' she said, 'I'm Lois Moon. You care for a stick of Juicy Fruit?'Close up she was younger than she'd seemed. Thirty, maybe not even that. She just wasn't making the best of herself. Matter of fact, sometimes she still don't. Over the years, I have learned the average Englishwoman has scant interest in good grooming (1). She's more likely to buy herself a new garden tool than get her nails done. But I'm running ahead of myself. That morning, back in '52, she was plain shabby. And she couldn't take her eyes off Lois in her red jacket. She came and stood right next to her.Betty found her voice again. She said, 'Do you happen to know the estimated time of arrival?'She took a while to answer. Or maybe just took a while to understand the question. 'That won't be long now,' she said. 'That's only got to come from Wolverton.'Betty said, 'The funeral train? But I understood it was coming from Sandring Ham?'She looked at Betty for the longest time. 'That's right,' she said. 'They're bringing him from the house up to Wolverton, put him aboard the train and that's a fair old step, along that lane. That must be three miles, Jim?' She called across to a man in an armband. Looked like he didn't have a tooth in his head. 'Jim?' she said. That must be three miles from Sandringham to the siding?'He didn't answer. Just blew his nose and turned his back on us. Didn't like her fraternising.Lois whispered to me, 'How come we're getting the evil eye? I thought we were on the same side as these guys?'Me too. In fact, my understanding was we were owed a little gratitude.Betty said, 'Well, we're very sorry for your sad loss.' She said it loud, kinda addressing the assembled throng. 'Your royal family is the envy of the world. And the folks back home are just gonna die when they hear about us being here, so close to it all.'Audrey said, 'Well, I don't know that die was the happiest choice of words.'Lois said, 'You guys see them around much? The King and Queen? They drive around in their carriage, waving and be-knighting(2) people and stuff ?'I heard somebody say, 'Bloody Yanks.'Then things started to happen. First there was a humming in the rails, and then the ground started to rumble and people were pushing forward, craning and looking left. We could feel that something
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big was heading our way, bearing down on us, but we couldn't see it.And then, out of the mist it came, real slow and heavy, a Standard Pacific engine and nine cars, dressed overall in black silk. Someone called out 'God save the King!' and every man there held his cap in his hand and bowed his head.'And the Queen,' Lois's new friend shouted. 'Don't forget her!'I didn't bow my head. I didn't intend any disrespect, but we had driven there to see a princess at the very least. I looked long and hard as it passed us, but what with the steam and the mist, I couldn't even pick out which car the casket(3) was in. Audrey nudged me to look at Betty. She was standing to attention, eyes closed, with a kinda ecstatic look on her face. Then the train slid away, back into the mist, and the ground stopped rumbling and the rails stopped humming and Lois said, 'Well, I didn't see a darned thing.'To her dying day Betty claimed she'd had the best view ever. The Queen, all veiled in black, and the princess very pale and strained, in a little velour hat and a mink collared coat, who had actually given her a sad wave of thanks.
Laurie Graham, The Future Homemakers of America, 2001
Comprehension
1. Give the narrator's name.______________________________________________________________________________
2. a) When does the scene take place ?______________________________________________________________________________
b) What do the underlined pronouns refer to?
'That's only got to come from Wolverton.' (line 23) : ________________________________
'They're bringing him from the house' (lines 25-26) : _________________________________
c) In your own words, explain why the characters have gathered on that day.______________________________________________________________________________
d) Describe the mood that prevails among the British people there. Justify your answer with four quotations from the text.
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________
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____
3. In the crowd, there are also American people. Give their names.____________________________________________________________________________________________________________________________________________________________
4. Describe the Americans' behaviour towards the group of British people. (40-50 words)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. a) What is the general feeling towards the Americans ? How does that feeling show? Use your own words. (40-50 words)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
b) Focus on lines 31 to 33 and say how the protagonists react to that feeling.____________________________________________________________________________________________________________________________________________________________
c) What in the historical context makes them think that they 'were on the same side as these guys' and that they 'were owed a little gratitude.’?____________________________________________________________________________________________________________________________________________________________
6. One British character doesn't have the same attitude towards the Americans as the others.a) What relationship does the character try to establish with them and how ? (30 words)__________________________________________________________________________
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________________________________________________________________________________________________________________________________________________________________
b) How does that character feel about the Americans? Pick out the sentence that best exemplifies that feeling.______________________________________________________________________________
______________________________________________________________________________
7. a) Focus on Betty's words and reactions throughout the text. What do they reveal about her personality? (50 words)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
b) What words spoken by another person reveal a similar reaction?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
c) Comment on Audrey's reaction to Betty's words.____________________________________________________________________________________________________________________________________________________________
8. Focus on the passage from line 41 to the end.a) What is the climax of the passage?____________________________________________________________________________________________________________________________________________________________
b) How do the protagonists gradually perceive the scene?__________________________________________________________________________
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__________________________________________________________________________________
c) Is the event up the expectations of all the characters?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Expression
Choose one of these subjects (300 words approximately. Write down the number of words.)Subject 1: Some people develop a fascination for royalties or celebrities. How do you account for that?Subject 2: Imagine you can travel back to the past. Write a story describing your arrival in the period of your choice.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Translation
Translate from line 14 ("Close up she was younger ...") to line 23 ("... won't be long now,
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she said.")
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SERIE L 2004 LVI
CORRECTION
Comprehension
1. Give the narrator's name.The narrator's name is Peggy.
2. a) When does the scene take place ?The scene takes place after the death of King George VI.
b) What do the underlined pronouns refer to ?
'That's only got to come from Wolverton.' (line 23) : The funeral train
'They're bringing him from the house' (lines 25-26) : The king's body
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c) In your own words, explain why the characters have gathered on that day.They have gathered on that day so as to see the train transporting the Royal family.
d) Describe the mood that prevails among the British people there. Justify your answer with four quotations from the text.
They are in mourning for the king, respectful and patriotist.
"nobody spoke"
"There were people there wearing black armbands"
"a woman carrying a Union flag"
"Every man there held his cap in his hand bowed his head".
3. In the crowd, there are also American people. Give their names.Betty, Audrey, Lois and Peggy.
4. Describe the Americans' behaviour towards the group of British people. (40-50 words)The Americans would like to talk to them and prove that they feel concerned with the event. They act friendly, by offering them gum. In spite of the British people's reaction, they endeavour to show that they share their grief.
5. a) What is the general feeling towards the Americans ? How does that feeling show ? Use your own words. (40-50 words)The general feeling that prevails towards the Americans is a feeling of disdain and enmity, since the British feel that they are quite out of place. They do not have anything to do with the Royal Family.
b) Focus on lines 31 to 33 and say how the protagonists react to that feeling.They are amazed at that rejection.
c) What in the historical context makes them think that they 'were on the same side as these guys' and that they 'were owed a little gratitude.’?The Americans helped the British troops during World War II. Therefore they feel they deserve some kind of thankfulness.
6. One British character doesn't have the same attitude towards the Americans as the others.a) What relationship does the character try to establish with them and how? (30 words)She behaves kindly towards the Americans. Firstly she draws nearer to them and then she answers their question.
b) How does that character feel about the Americans? Pick out the sentence that best exemplifies that feeling.She seems to be enticed/captivated/fascinated by them.
"She couldn't take her eyes off Lois in her red jacket".
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7. a) Focus on Betty's words and reactions throughout the text. What do they reveal about her personality? (50 words)Considering Betty's words and reactions, one can easily perceive that she is spain-spoken and quite superficial. She does not seem very concerned with the event but just happy to be able to see the Queen and the Princess.
b) What words spoken by another person reveal a similar reaction?"Lois said "You guys see them around much? The King and the Queen? They drive around in their carriage, waving and be-knighting people and stuff? "
c) Comment on Audrey's reaction to Betty's words.Audrey seems more considerate since she is aware that Betty's words might hurt.
8. Focus on the passage from line 41 to the end.a) What is the climax of the passage?The passage reaches a climax when the train goes by in front of them: they all have been waiting for that moment.
b) How do the protagonists gradually perceive the scene?They gradually perceive the solemnity of the moment.
c) Is the event up the expectations of all the characters?No, it isn't. They feel frustrated, since they had expected to see more.
Translation
Translate from line 14 ("Close up she was younger ...") to line 23 ("... won't be long now, she said.")
De près elle était plus jeune qu'elle n'en avait eu l'air. Trente ans, peut-être même pas. C'est juste qu'elle ne s'arrangeait pas. En réalité parfois elle ne le fait toujours pas. Au fil des années, j'ai appris que l'anglaise moyenne ne prête guère attention à son apparence. Il est plus probable qu'elle s'achète un nouvel outil de jardin plutôt qu'elle se fasse faire les ongles. Mais là, j'anticipe. Ce matin là, en 52, elle était tout simplement pauvrement vêtue. Et elle ne pouvait pas détacher ses yeux de Lois et sa veste rouge. Elle vint se tenir juste à côté d'elle.Betty retrouva sa voix. Elle dit : "Est-ce que par hasard vous connaîtriez l'heure prévue pour l'arrivée ?"Elle mit un moment à répondre. Ou peut-être mit-elle un moment à comprendre la question. "Ca ne sera plus long maintenant", dit-elle.
SERIE L 2003 LVI
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(Durée 3 heures - Coefficient 4) Compréhension et expression - 14 points Traduction - 6 points
I knew something was odd at home when, after we had eaten our dinner; my dad followed my mum, Carl and me into the living room to sit down. This usually did not happen. Dinner was just an interruption from my dad's jobs around the house. On Sundays after church Dad was always fixing, painting, adjusting or mending. He was always, "in the middle of a job", that required his full, silent concentration and a monkey wrench (1). If I ever asked him what he was doing he'd say, "Fixing something, so don't come bothering me now."[...]
But this was not the only strange thing. It used to be strange for us to go into the living room at all. It was always kept for the best with Mum's carefully embroidered runners on the sideboard and school photographs of Carl and me smiling and showing our teeth in various stages of hideous development. [...] Now we were adults, however, we could go in the room any time we pleased, our parents convinced that we would no longer damage one of the glass ornaments or spill out tea on the furry fireside rug. But as I walked into the room I saw six, maybe seven of my mum and dad's boxes piled up in a corner. My eye was drawn to them because they were out of place and nothing was ever out of place in that room. The boxes were also full, sealed across the top, bottom and sides with wide brown tape.
"What are these doing here?" I asked, going over to them. I turned round and watched as Dad looked at Mum, Mum looked at Carl, Carl looked at Dad and then back at Mum. But nobody looked at me.
"What's going on?" I looked at them all one by one. Then another strange thing happened: my dad spoke first.
"Sit down, Faith" he said. He began to finger the knuckles on his hand, feeling each one in turn. He used to do this when it was time to discuss the "could do better" bits in my school report. I began to get scared.
"No, I won't sit down." I wasn't sure why I said that but I felt like someone in a film who was about to be told something that would make them scream and pull at their hair. Unfortunately everyone else sat down and I had to stay standing. Nobody spoke so I placed my hands on my hips.
Dad started, "Your mum and me", then faltered. He began again, "Me and your mum", and stopped. He went back to, "Your mum and me." I looked at my mum who was looking at her knees and pulling imaginary hairs off her skirt, while Dad continued to stutter his various permutations. He was onto, "We", when I said, "What?" [...].
"Come, Wade", Mum said, looking impatiently at my dad who had still not completed a sentence.
"Your mum and me are thinking of going back home", Dad said finally.
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I thought of our old council flat where Carl and I had grown up. Although we had lived in Crouch End for years, it was the crumbling flat in Stoke Newington that I thought of as home. The blue door with the silver number twenty-three and a knocker that could be heard anywhere in the flat. With the drain-pipe in the bathroom, where bath water from the flats above could be heard rushing through. My bedroom with its council-pink walls and tiny bed where I put my discarded teeth under the pillow and the tooth fairy would replace them with a sixpence.
I thought in that moment that my parents had somehow lost all their money. That Mum was having to leave her job as a district nurse; the old folk cured, the district cutting back. That Dad's business - which he had built up so carefully with sixteen-hour days, including Saturdays and Sundays, and evenings spent writing invoices in his best handwriting in a little blue book - had after all gone bust. I thought they were having to move out of the house. The house in a proper street that they were so proud of they sent pictures of it to relatives with invitations to come and stay.
"You are going back to the flat?" I asked.
Carl sniggered and I knew I was wrong.
"No, Faith," Mum said. "We're thinking of going home to Jamaica".
And my reaction was, "For a holiday. Fantastic! How long for?"
"Not for a holiday, Faith," Dad said hesitantly. "Your mum and I are thinking..." He held up his hand, "Only thinking, mind, of going back there to live. To get a little place and live."
Andrea LEVY, Fruit of the Lemon, 2000
Vocabulary :
(1) Monkey wrench = clef anglaise
I. COMPREHENSION - EXPRESSION
Read the whole text
1. a) What sort of narrative is it?
b) Give the narrator's name.
2. Who are the other characters?
Give their names and occupations when possible. Say how they are related to the
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narrator.
3. Pick out three elements showing that the narrator is no longer a child.
4. a) What makes it an unusual day ? Pick out three different details.
b) In your own words, contrast that particular day with the family routine. (30/40 words) Read the text again from "What are these..." to "... complete a sentence."
5. a) Pick out three elements describing the father's attitude.
b) In your own words, analyze his attitude.
c) To what extent can this analysis be applied to the mother? Justify your answer with one quotation. Focus on the narrator.
6. a) Select words from the list below to characterize the narrator's attitude and feelings :
absent-minded - carefree - excluded - frightened - puzzled - relaxed - theatrical - trustful
Illustrate your choice by quoting from the text.
words selected quotations
1 . .
2 . .
3 . .
4 . . b) "No, I won't sit down...» Comment on this answer. Read from "Your mum and me..." to the end.
7. a) What do the parents want to tell the narrator ?
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b) What does the word "home" mean for the narrator?
c) What does the narrator imagine has happened to her parents? Use your own words (40 words).
d) Is she right? Justify your answer with a quote.
8. Why doesn't "home" correspond to the same place for the narrator and her parents? (40 words).
9. Taking into account the different places mentioned, retrace the family's history. What can you deduce about the evolution of their standard of living? (60 words).
II. TRADUCTION
Translate from "I knew something was odd ..." to "... don't come bothering me now".
SERIE L 2003 LVII
CORRECTION (à venir)
(Durée 3 heures - Coefficient 4) Compréhension - 10 points Expression - 10 points
The classroom was in a muddle. Miss Moriarty was bent over a book and Baba was arranging the lilac (my lilac) on the little May altar at the top of the classroom. The smaller children were sitting on the floor mixing all the separate colours of plasticine together; and the big girls were chatting in groups of three or four.
Delia Sheehy was taking cobwebs out of the corners of the ceiling. She had a cloth tied to the end of the window pole and as she moved from one corner to another she dragged the pole along the whitewashed walls and the dusty, faded grey maps. Maps of Ireland and Europe and America. Delia was a poor girl who lived in a cottage with her grandmother. She got all the dirty jobs at school. In winter she lit the fire and cleaned the ashes every morning before the
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rest of us, came in; and every Friday she cleaned the closets with a yard brush and a bucket of Jeyes Fluid water. She had two summer dresses and she washed one every second evening, so that she was always clean and neat and scrubbed looking. She told me that she would be a nun when she grew up.
'You're late, you're going to be killed, murdered, slaughtered,' Baba said to me as I came in. So I went over to apologize to Miss Moriarty.
'What? What's this?' she asked impatiently, as she lifted her head from her book. It was an Italian book. She learnt Italian by post and went to Rome in the summertime. She had seen the Pope and she was a very clever woman. She told me to go to my seat ; she was annoyed that I had found her reading an Italian book. On my way down Delia Sheehy whispered to me, 'She never missed you'.
So Baba had sent me to apologize for nothing. I could have gone to my desk unnoticed. I took out an English book and read Thoreau's 'A Winter Morning' - 'Silently we unlatch the door, letting the drift fall in, and step abroad to face the cutting air. Already the stars have lost some of their sparkle, and a dull leaden mist skirts the horizon' - and I was just there when Miss Moriarty called for silence. 'We have great news today,' she said and she was looking at me. Her eyes were small and blue and piercing. You would think she was cross but it was just that she had bad sight from over-reading..
'Our school is honoured,' she said and I felt myself beginning to blush.
'You, Caithleen,' she said, looking directly at me, 'have won a scholarship.' I stood up and thanked her and all the girls clapped. She said that we wouldn't do much work that day as a celebration.
'Where will she be going?' Baba asked. She had put all the lilac in jam-jars and placed them in a dreary half-circle around the statue of the Blessed Virgin. The teacher said the name of the convent. It was at the other end of the county and there was no bus to it.
Delia Sheehy asked me to write in her autograph album and I wrote something soppy. Then a little fold of paper was thrown up from behind, on to my desk. I opened it. It was from Baba. It read :
I'm going there too in September. My father has it all fixed. I have my uniform got. Of course we're paying. It's nicer when you par. You're a right-looking eejit.Baba
Edna O'Brien, "The Country Girls", 1960
Edna O'Brien is an Irish writer.
Vocabulary :
plasticine = pâte à modeler eejit = idiote
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I - Compréhension
1 - Where and in what season does the action take place?
2 - a) List the characters or the groups of characters that are present in the scene
CharactersGroups of characters
b) Match occupations with the main characters
Main charactersOccupations
teacher
pupil
cleaner
3 - a) Who do the underlined words refer to ?
Baba was arranging the lilac (my lilac)
my :
'You, Caithleen,' she said, looking directly at me, 'have won a scholarship.' I stood up and …
You :
she :
me :
I :
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'Where will she be going?' Baba asked. She had put all the lilac in jam-jars …
she :
She :
b) What conclusion can you draw as to the type of narrative?
4 - a) Pick out four elements showing that the classroom was "in a muddle".
b) The 'muddle' in the classroom was caused by: (Circle the right answer.)
the pupils' hard work
anxiety before an exam
the teacher's attitude
Justify your choice by quoting from the text.
c) How did the teacher put an end to it? (in your own words)
5 - 'You, Caithleen,' she said, looking directly at me, 'have won a scholarship.'
a) Find the meaning of scholarship. (Circle the right answer)
money you get by buying a ticket
a diploma, an exam
financial help
Justify your choice by quoting from the text.
b) What does the winning of this scholarship reveal about the narrator's personal qualities?
Tick the right answer(s)
lazy
hard-working
bright
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dumb
c) "I felt myself beginning to blush."
What feelings could be revealed by this reaction? (20 words)
6 - a) One of the following characters does not get on well with the narrator. (Circle the right answer.)
Caithleen - Miss Moriarty - Baba - Delia Sheehy
Justify your choice by quoting from the text (two examples).
7 - a) Rephrase each statement trying to reveal Baba's feelings.
- I'm going there too in September.
- My father has it all fixed. I have my uniform got.
- Of course we're paying.
- Its nicer when you pay.
b) Give one adjective which would best describe the character's feelings towards the narrator.
8 - One character has something in common with the narrator.
a) Name this character.
b) Compare this character and the narrator. Give one similarity and one difference.
9 -a) What do the following elements have in common?
May altar - convent - Pope
b) Find two other elements in the text that belong to the same lexical field.
c) Judging from these elements, what is particular about the place where the scene is set?
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II- Traduction
Translate the following passage :
'Our school is honoured,' she said and I felt myself beginning to blush.
'You, Caithleen, she said, looking directly at me, 'have won a scholarship. 'l stood up and thanked her and all the girls clapped. She said that we wouldn't do much work that day as a celebration.
III- Expression écrite
Choisissez l'un des deux sujets suivants (250 mots) :
1. You are the narrator and you write a letter to Miss Moriarty telling her about your first day at your new school.
2. Being about to start a new life is always very exciting. Discuss.
SERIE L 2002 LVI
(Durée 3 heures - Coefficient 4) Compréhension et expression - 14 points Traduction - 6 points
"Norton," Sheppard said, "I saw Rufus Johnson yesterday. Do you know what he was doing?"The child looked at him with a kind of half attention, his eyes forward but not yet engaged. They were a paler blue than his father's as if they might have faded like the shirt; one of them listed, almost imperceptibly, toward the outer rim."He was in an alley," Sheppard said, "and he had his hand in a garbage can. He was trying to get something to eat out of it." He paused to let this soak in. "He was hungry," he finished, and tried to pierce the child's conscience with his gaze.The boy picked up the piece of chocolate cake and began to gnaw it from one corner.
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"Norton," Sheppard said, "do you have any idea what it means to share?"A flicker of attention. "Some of it's yours," Norton said."Some of it's his," Sheppard said heavily. It was hopeless. Almost any fault would have been preferable to selfishness - violent temper, even a tendency to lie.The child turned the bottle of ketchup upside-down and began thumping ketchup onto the cake.Sheppard's look of pain increased. "You are ten and Rufus Johnson is fourteen," he said. "Yet, I'm sure your shirts would fit Rufus". Rufus Johnson was a boy he had been trying to help at the reformatory (1) for the past year. He had been released two months ago. "When he was in the reformatory, he looked pretty good, but when I saw him yesterday, he was skin and bones. He hasn't been eating cake with peanut butter on it for breakfast."The child paused. "It's stale," he said. "That's why I have to put stuff on it."Sheppard turned his face to the window at the end of the bar. The side lawn, green and even, sloped fifty feet or so down to a small suburban wood. When his wife was living, they had often eaten outside, even breakfast, on the grass. He had never noticed then that the child was selfish. "Listen to me," he said, turning back to him, "look at me and listen."The boy looked at him. At least his eyes were forward."I gave Rufus a key to this house when he left the reformatory - to show my confidence in him and so he would have a place he could come to and feel welcome any time. He didn't use it, but I think he'll use it now because he's seen me and he's hungry. And if he doesn't use it, I'm going out and find him and bring him here. I can't see a child eating out of garbage cans."The boy frowned. It was dawning upon him that something of his was threatened.Sheppard's mouth stretched in disgust. "Rufus's father died before he was born", he said. "His mother is in the state penitentiary. He was raised by his grandfather in a shack without water or electricity and the old man beat him every day. How would you like to belong to a family like that?""I don't know," the child said lamely."Well, you might think about it sometime," Sheppard said.Sheppard was City Recreational Director. On Saturdays he worked at the reformatory as a counselor, receiving nothing for it but the satisfaction of knowing he was helping boys no one else cared about. Johnson was the most intelligent boy he had worked with and the most deprived.Norton turned what was left of the cake over as if he no longer wanted it."You started that, now finish it," Sheppard said."Maybe he won't come," the child said and his eyes brightened slightly.
' Everything that Rises Must Converge", Flannery O'Connor
(1) Reformatory: a special school for delinquents who are not sent to jail.
A - Comprehension et expression
1. Who are the main characters? Give their ages, when possible, and their relationship.
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2. Where does the scene take place and at what time of day?
3. Compare the social background and family life of the two boys. (70 words)
4. Using four quotations show that Rufus doesn't have enough to eat.
5. Explain the evolution in Rufus's situation and physical condition over the past year. (30 words)
6. How did Sheppard help the boy over this period and what does he plan to do in the near future? (60 words)
7. What do we learn about the father's personality throughout the text? (50 words)
8. What weakness (es) does Sheppard notice in his son's character?
9. What is the point of this conversation between father and son?
10. "Well, you might think about it sometime" (l. 47)
Rephrase the sentence and make the meaning of "might" clear.
11. Explain the evolution of Norton's reactions to what father is telling. (50 words)
12. Choose one of the following essays. (200 words)
a) The following day Rufus comes to Sheppard's house. Imagine what happens.
b) Confidence between adults and teenagers is a key to growing up. Discuss.
B - Traduction
Translate from line 6 to line 13 :
"He was in an alley", Sheppard said, "and he had his hand in a garbage can. He was trying to get something to eat out of it. «He paused to let this soak in. "He was hungry", he finished, and tried to pierce the child conscience with his gaze.The boy picked up the piece of chocolate cake and began to gnaw it from one corner, "Norton," Sheppard said, "do you have any idea what it means to share?" A flicker of attention "Some of it's yours," Norton said. "Some of it's his", Sheppard said heavily. It was hopeless.
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SERIE L 2002 LVII (Durée 3 heures - Coefficient 4) Compréhension - 10 points Expression - 10 points
Her Leah Pires passport had proven quite reliable in the past two weeks. But the customs agent had seen the alert an hour earlier during a coffee break. He pushed an alarm button on his scanner while he slowly examined every word of the passport. The hesitation at first was annoying, then Leah realized something was wrong. The travelers at the other booths were breezing through, barely slowing long enough to open their passports and having the approvals nodded back at them. A supervisor in a navy jacket appeared from nowhere and huddled with the agent. "Could you step in here, Ms. Pires ? " he asked politely but with no room for discussion. He was pointing at a row of doors down the wide corridor.
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"Is there a problem ?" she insisted."Not really. Just a few questions." He was waiting for her. A uniformed guard with Mace (1) and a gun on his waist was waiting too. The supervisor was holding her passport. Dozens of passengers behind her were watching."Question about what ?" she demanded as she walked with the supervisor and the guard to the second door."Just a few questions," he repeated, opening the door and escorting her into a square room with no windows. A holding room. She noticed the name of Rivera on his lapel. He didn't look to be Hispanic."Give me the passport," she demanded as soon as they were alone and the door was closed."Not so fast, Ms Pires. I need to ask you a few questions.""And I don't have to answer them"."Please, relax. Have a seat. Can I get you some coffee or water ?""No.""Is this a valid address in Rio ?""It certainly is"."Where did you arrive from ?""Pensacola" (2)"Your flight ?""Airlink 855.""And your destination ?""Sao Paulo ?""Where in Sao Paulo ?""Maybe that's a private matter.""Business or pleasure ?""Why does it matter ?""It matters. Your passport lists your home in Rio. So where will you be staying in Sao Paulo ?""A hotel.""And the name of the hotel ?"She hesitated as she struggled to grab the name of a hotel, and the little interval was deadly. "Uh, the - the - Inter-Continental," she finally said, without the slightest hint of truthfulness.He wrote it down, then said. "And we can assume the room there is reserved in the name of Leah Pires ?""Of course," she said, snapping back nicely. But one quick phone call would prove she was lying."Where is your luggage ?" he asked.Another crack in the facade, and this one even more revealing.She hesitated, glanced away, and said : "I'm travelling light".Someone knocked on the door. Rivera opened it slightly, took a sheet of paper, and whispered to this unseen colleague, Leah sat down and tried to relax. The door closed and Rivera studied this evidence."According to our records, you entered the country eight days ago, here in Miami, on a flight from London which originated in Zurich. Eight days and no luggage. Seems odd, doesn't it ?""Is it a crime to travel light ?" she asked."No, but it is a crime to use a false passport. At least here, in the US."She looked at the passport lying on the table near him, and she knew it was as phony as could be. "It's not a false passport," she said indignantly."Do you know a person by the name of Eva Miranda ?" Rivera asked, and Leah couldn't keep here
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chin up. Her heart stopped and her face fell, and she knew the chase was over.
"The Partner", John Grisham, (BCA Books, 1997)
(1) Mace : a weapon with paralysing gas(2) Pensacola : a town in Florida
I - Compréhension
I) 1. Where does the scene take place ?
2. What is happening to the main character and why ?
II) 1. Read from line 1 down to line 10.
Pick out four elements showing that the main character is going to be in trouble.
2. Read from line 11 down to line 40.
a) Pick out one sentence showing that the supervisor is trying to reassure the woman.
b) Read the supervisor's questions : comment on his tone.
3. a) (l. 49) "Another crack in the facade." What does this expression imply ?
b) (l. 52) The supervisor "whispered to his unseen colleague". Why did he whisper ?
III) 1. Find three lies the woman tells the supervisor during her interview with him.
2. Read the text again from line 19 down to the end.
a) Find four quotations showing that the woman tries to avoid answering the supervisor's questions.-
b) Find four quotations showing how embarrassed she is.
IV) Translate from line 51 "Someone knocked at the door..." to line 56 "...doesn't it?"
II - Expression écrite
Choose one of the following questions and answer it in 250 words.
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1) Can you imagine what may have happened to the woman before this episode ?
2) Have you ever lied ? Explain what your lie consisted in, why you did not tell the truth and what the consequences were.
Vous remarquerez que certaines phrases ne sont pas traduites, c’est a vous de le faire.
« Il n’y a rien de normal et libérateur que l’apprentissage »
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