3 e LV 1 PALIER 2 / ANNÉE 2 ANGLAIS

ministère de l’éducation nationale

ANGLAIS

PALIER 2 / ANNÉE 2

Livret de corrigés

3 ^{e LV 1}

Rédaction et Relecture pédagogique

Sylvie Beuzon Paul Cody Frédéric Duc Odile Malavaux

Expertise pédagogique

Alain Rossignol, IA-IPR d’anglais

Coordination pédagogique

Olivier Immoune

Ce cours est la propriété du Cned. Les images et textes intégrés à ce cours sont la propriété de leurs auteurs et/ou ayants droit respectifs. Tous ces éléments font l’objet d’une protection par les dispositions du code français de la propriété intellectuelle ainsi que par les conventions internationales en vigueur. Ces contenus ne peuvent être utilisés qu’à des fins strictement personnelles. Toute reproduction, utilisation collective à quelque titre que ce soit, tout usage commercial, ou toute mise à disposition de tiers d’un cours

ou d’une œuvre intégrée à ceux-ci sont strictement interdits.

© Cned – 2009

Directeur de la publication Serge Bergamelli

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^{Séquence 7}

^{Séquence 7 Séance 1}

Step 1

Watch this picture very carefully Describe it

I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite long.

What does it make you think of? Why?

- It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple.

Toutes les propositions sont acceptables du moment - qu’elles commencent par It makes me think of…

- que la présence de la pomme est justifiée d’une manière ou d’une autre.

What does it make you feel like? Why?

- It makes me feel strange because I have never seen an iris looking like an apple.

Toutes les propositions sont acceptables du moment - qu’elles commencent par It makes me feel…

- que le sentiment est exprimé par un adjectif et qu’il est justifié.

Step 2

2- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eye- lashes are quite long.

3- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eye- lashes are quite long. It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple.

4- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eye- lashes are quite long. It makes me think of Snow White because of the poisonous apple. It is as if Snow White was looking at the apple. It makes me feel strange because I have never seen an iris looking like an apple.

Step 3

1- Look at the picture again. It illustrates a metaphor. Which one? Tick the correct answer.

I laughedmy socks off r We had a real pig of a day r She was the apple of his eye 

2- What do these metaphors mean? Choose the correct meaning for each of them.

a) I laughed my socks off

- I took my clothes off before going to bed r

- It was extremely funny 

- My feet stink r

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Séquence 7

b) We had a real pig of a day

- We had pork for lunch r - We ate a lot that day r - We spent a horrible day  c) She was the apple of his eye

- He liked her a lot  - She liked him a lot r - She made apple pies r Exercise 1

Can you give two other examples of metaphors in French?

En voici deux exemples, mais tu en auras certainement trouvé d’autres.

- Il pleut des cordes - c’est une poule mouillée Exercise 2

2- True or false?

Christopher likes metaphors. r true  false Christopher says that metaphors are lies.  true r false A lie is when you tell the truth r true  false

3- Which metaphor does Christopher refer to when he says “I think it should be called a lie because a pig is not like a day…”

We had a real pig of a day.

4- Christopher refers to this metaphor: “They had a skeleton in their cupboard”. Can you guess its meaning?

- They are keeping secret a bad or embarrassing fact about themselves  - They have killed someone and hidden his body in a cupboard. r - They are fans of the television serial

The Experts

. r

Séance 2

Exercise 3

You will have to present it orally the way you did in Séance 1. Don’t write your text. Just take notes.

Here is a word bank to help you, but you need to match each English word or expression with its French equivalent. Write down the answers in the grid on the right. Use your logic!

english words French equivalent Barbed wire Fil de fer barbelé

Stripes Rayures

Fence Barrière

Prison Prison

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^{Séquence 7 To protect}To prevent…from+V-ing ^ProtégerEmpêcher de…

To escape from S’échapper de…

Prisoner Prisonnier

Prison warden Gardien de prison

Ill at ease Mal à l’aise

Scared Effrayé

Safe En sécurité

Sad Triste

Soldier Soldat

Farmer Fermier

Listen and repeat the words of the word bank.

Write your notes. Just write keywords.

I can see a fence. It makes me think of a prison because of the barbed

wires.

It makes me feel ill at ease and sad because it means there are prisoners

behind the fence.

Example: I can see a fence. It makes me think of a prison because of the barbed wires. It makes me feel ill at ease and sad because it means there are prisoners behind the fence.

Step 4

1- Tu auras souligné tous les mots que tu comprends dans le texte.

Shmuel reached down and lifted the base of the fence, but it only lifted to a certain height and Bruno had no choice but to roll under it, getting his striped pyjamas completely covered in mud as he did so.

2- Write the appropriate caption

boy’s name:

Bruno

the fence

boy’s name:

Shmuel

mud

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Séquence 7

3- Read another excerpt from the next page of the book

[…]there were crowds of people sitting together in groups, staring at the ground, looking horribly sad ; they all had one thing in common: they were all terribly skinny and their eyes were sunken and they all had shaved heads[…]

a) Underline the four adjectives of the paragraph in blue. They all begin with the letter “S”

b) Copy them: sad, skinny, sunken, shaved

c) Underline the two adverbs of the paragraph in red d) Copy them: horribly, terribly

4- Read the last extract.

In one corner Bruno could see three soldiers who seemed to be in charge of a group of about twenty men.

Sum up everything you know about the characters in these excerpts

Shmuel Shmuel is behind the fence. He is wearing striped pyjamas. His head is shaved.

Bruno Bruno is rolling under the fence. He wants to join Shmuel. He is wearing striped pyjamas, too. His head is not shaved.

Crowds of people They are behind the fence. They sit together, looking horribly sad.

They are all terribly skinny and their eyes are sunken. They all have shaved heads.

Soldiers Three soldiers are in charge of a group of about twenty men.

5- You have many pieces of information about the characters of the story. You can now express hypotheses about the context of the story. In your opinion,

a) where does the action take place?

k It must be in a prison or a camp because there is a fence with barbed wires, and soldiers in charge of crowds of people.

b) when does the action take place?

k It must be during World War II because there are soldiers, and people wearing

“striped pyjamas”. They look sad, they are skinny and their eyes are sunken. They all have shaved heads. Perhaps they are prisoners in a concentration camp.

c) who do you think Shmuel is?

k Shmuel must be a young prisoner in a concentration camp because he is wearing

“striped pyjamas” and his head is shaved.

d) who do you think Bruno is? Justify your opinion.

k Bruno must be a friend of Shmuel but not a prisoner.

Step 5

1- Read this sentence:

The soldiers must be German soldiers in charge of the prisoners in the concentration camp.

Must be indicates that…

a) we know that the soldiers are German soldiers r b) we are quite sure that the soldiers are German soldiers 

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^{2- Séquence 7}What would you say if you were not sure at all that the soldiers are German soldiers?

The soldiers may be German soldiers in charge of the prisoners in the concentration camp.

Exercise 4

a) It must be the rain falling: 5 b) It must be a car starting: 2 c) It must be a storm raging: 3 d) It must be people walking: 4 e) It must be a bird singing: 1 Exercise 5

1- Shmuel and Bruno must be in a concentration camp because they are both wearing striped pyjamas.

2- Shmuel must be a prisoner because his head is shaved and he is horribly skinny.

Séance 3

Step 6

A-

Files questions number

Reception and selection 2- 3- 6-

The prisoner’s day 1- 7-

Housing conditions 4-

Food 5-

B- Open the Reception and selection file Reception

and selection Transports often arrived at the camps carrying prisoners who had traveled for days with nothing to eat and nothing to drink. Trains were filled with people herded into cattle wagons so tightly that there was only room to stand.

In every concentration camp, the newly arrived were subjected to the ritual of reception. Doctors sat behind a table. The doctor would raise his thumb and point to the right or to the left. To the left meant immediate death in the gas chamber. That concerned almost all children, women with children, all the elderly. For those who looked stronger, and were sent to the right, there was the concentration camp.

1- Read the file, underline all the words you understand.

2- Read the first question: How were they transported to the camp?

a) Means of transport: trains - cattle wagons

People transported: prisoners-people-the living- the dead-children-women

conditions of transport: prisoners herded into cattle wagons, unable to move, with nothing to eat and nothing to drink.

b) The prisoners were transported by trains. They were packed in cattle wagons, with nothing to eat and nothing to drink.

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Séquence 7

3- Read the second question (N°3): What happened when they arrived in the camp?

In every concentration camp, the newly arrived were subjected to the ritual of reception.

4- Read the third question (N°6): What happened to the children?

a) Les phrases ont été soulignées dans le texte.

b) Children were sent to immediate death in the gas chamber, together with the women and the elderly.

c- Open the prisoner’s day file

1- Tu auras souligné tous les mots que tu as compris.

2- Read the first question (N°1): What time did prisoners have to get up in the morning?

The prisoners had to get up at 4 a.m or 5 a.m depending on the season.

3- Read the second question (N°7): How long could a roll call last?

The evening roll call could last for two or three hours, and was especially long if a prisoner escaped.

D- Open the FOOD file

1- Tu auras souligné tous les mots que tu as compris dans le texte.

2- Read the question (N°5): What did they eat for “lunch”?

“Lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp.

Step 7

The prisoners had to get up at 4 a.m or 5 a.m depending on the season. They had to get dressed quickly, make the bunks, go to the latrine, drink the morning coffee and clean the barracks.

1- What do the words in bold letters express?

a) a probability r

b) an obligation in the present r

c) a capacity r

d) an obligation in the preterit 

2- How would you translate into French “The prisoners had to get up at 4 am”?

Tick all the correct answers.

a) Les prisonniers devaient se lever à 4 heures du matin  b) Les prisonniers pouvaient se lever à 4 heures du matin r c) Il fallait que les prisonniers se lèvent à 4 heures du matin  d) Les prisonniers doivent se lever à 4 heures du matin r Exercise 6

1- Prisoners employed in the electric workshop had to repair electrical wiring, as well as loudspeakers and radio sets.

2- Prisoners employed in the shoemaker’s shop had to repair prisoners’ and soldiers’ shoes.

3- Prisoners employed in building work had to build barracks, watch towers and fences.

4- Prisoners employed in the Feldkolonne had to remove the snow in winter.

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^{Exercise 7Séquence 7}Reception and selection^Files The prisoners were transported by train. They were packed in ^Answers cattle wagons, with nothing to eat and nothing to drink.

When they arrived in the camp, they were subjected to the ritual of reception.

Children were sent to immediate death in the gas chamber, together with the women and the elderly.

The prisoner’s day The prisoners had to get up at 4.00 a.m or 5.00 a.m depending on the season.

The evening roll call could last for two or three hours, and was especially long if a prisoner escaped.

Housing conditions (à compléter à la prochaine séance)

They lived in primitive wooden barracks with elementary furnishings.

Food “Lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp.

Séance 4

Exercise 8

They lived in primitive wooden barracks with elementary furnishings.

Assure-toi que tu as bien complété le tableau de l’exercice 7, séance 3.

Step 8

Script part 1

Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are.

Mrs Spencer: Well, don’t mention it. It is my duty to tell young people what happened at that time. I am 85 years old today but in 1942, when I arrived in Auschwitz, I was 18. I am Polish, you see, although I married an English man.

Journalist: I see. Mrs Spencer, would you mind answering a few questions about the reception and the selection of the prisoners?

2- Listen to the journalist’s part and underline all the words that are stressed.

Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name of

Ilook4 channel, I would like to say how grateful we are.

Journalist: I see. Mrs Spencer, would you mind answering a few questions about the

reception and the selection of the prisoners?

3- Les syllabes accentuées ont été mises en caractères gras.

4- Les intonations ont été indiquées dans 2.

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Séquence 7

Step 9

2- Read the journalist’s part.

Journalist: Well, I have read that prisoners were transported in trains and that the dead and the living were packed in cattle wagons with no food to eat and no water to drink. Is that right?

Journalist: That must have been terrible! I know that when they arrived in the camp, prisoners were subjected to the ritual of reception. Could you tell me a little bit more about it?

Journalist: [pause] Thank you, Mrs Spencer…Er… According to a site about concentration camps, prisoners had to get up at 4 am and the roll call could last for two or three hours. Could you explain?

expressions used to report information expressions used to ask for further information

- I have read that…

- I know that…

-According to a site about…

- Is that right?

- Could you tell me a little bit more about it?

- Could you explain?

3- Listen and indicate the intonation for each question. (Use the symbols seen in Step 8 d-) 1) Is that right?

2) Could you tell me a little bit more about it?

3) Could you explain?

4- Listen and repeat. Record yourself if possible.

Exercise 9

Listen to Part 1 and 2. Complete your summary file with the new elements given by Mrs Spencer.

Files Answers

Reception and selection The prisoners were transported by train packed in cattle wagons, with nothing to eat and nothing to drink.

these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.

When they arrived in the camp, they were subjected to the ritual of reception.

One by one, the prisoners, fresh off the train, were brought up to a doctor… three quarters of the prisoners sent to death were the women with the children and the elderly.

Children were sent to immediate death in the gas chamber,

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The prisoner’s day^{Séquence 7} The prisoners had to get up at 4am or 5am depending on the season.

The evening roll call could last for two or three hours, and were especially long if a prisoner escaped.

the prisoners standing in the roll call yard could not move and were not given anything to eat.

Exercise 10 1-

Journalist: Mrs Spencer/Mr Bachstein, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are.

Journalist: I see. Mrs Spencer/Mr Bachstein, would you mind answering a few questions about the reception and the selection of the prisoners / the housing conditions and food?

Part 2

Journalist: Mr Bachstein, thank you so much for accepting this interview. In the name of Ilook4 Channel, I would like to say how grateful we are.]

Mrs Spencer: You’re welcome. As I said on the phone, I’m very happy to talk with you. I’m feeling quite lonely in this home for elderly people and I’m glad to have some visits. I’m 92, you know, and I was 24 when I was deported in 1941.

[Journalist: I see. Mr Bachstein, would you mind answering a few questions about the hou- sing conditions of the prisoners?]

3- Now Part 2 of the interview.

Files Answers

Housing conditions Prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks.

horrible blue and white blankets on the bunks.

in Dachau, 12,000 prisoners who had to live in barracks designed for only 5,000 men.

Food Lunch consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp.

a man needs an average of 2500 calories a day. At that time, the prisoners’ daily diet contained less than 1000 calories, well below the norm for people undertaking hard labour. A very large number of prisoners died within a short space of time.

Script part 2

Journalist: I see. Mrs Spencer, would you mind answering a few questions about the reception and the selection of the prisoners?

Mrs Spencer: Please, do ask your questions.

Journalist: Well, I have read that prisoners were transported in trains and that the dead and the living were packed in cattle cars with no food to eat and no water to drink. Is that right?

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Séquence 7

Mrs Spencer: That is correct, unfortunately. Something else that you didn’t mention, these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.

Journalist: That must have been terrible! I know that when they arrived in the camp, prisoners were subjected to the ritual of reception. Could you tell me a little bit more about it?

Mrs Spencer: One by one, the prisoners, fresh off the train, were brought up to a doctor. The doctor used to examine them rapidly, then he would raise his thumb and point to the right or to the left. To the left meant immediate death: three quarters of the prisoners sent to death were the women with the children and the elderly.

Journalist: Thank you so much, Mrs Spencer... Er… According to a site about

concentration camps, prisoners had to get up at 4 am and the roll call could last for two or three hours. Could you explain?

Mrs Spencer: Of course. Whenever a prisoner was missing, there used to be a search which could last several hours, during which the prisoners standing in the roll call yard could not move and were not given anything to eat.

Journalist: Thank you, Mrs Spencer.

Script part 3

Journalist: Well, I have read that Prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks. Is that right?

Mr Bachstein: Yes, that’s right. But you know what, we used to remove our shoes before entering our barrack, and …Oh yes, I remember, we had those horrible blue and white blankets on our bunks. But in Dachau, where I was in 1942, there were 12,000 prisoners who had to live in barracks designed for only 5,000 men. It was terribly overcrowded.

Journalist: That must have been terrible! I know that “lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the camp. Could you tell me a little bit more about it?

Mr Bachstein: Well, a man needs an average of 2500 calories a day. At that time, the prisoners’ daily diet contained less than 1000 calories, well below the norm for people undertaking hard labour. Due to the poor food rations both in terms of quality and quantity, a very large number of prisoners died within a short space of time.

Journalist: Thank you, Mr Bachstein.

Exercise 11

Vérifier les réponses dans l’exercice 10

Séance 5

Step 10

1- Read the following sentences:

- In concentration camps, the prisoners used to live in barracks.

- The doctor examined them rapidly, then he would raise his thumb…

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^{2- Séquence 7}What does “used to” express? Tick the correct answer

a) An action people did in the past but that they no longer do 

b) An action people do regularly r

c) An action people did regularly in the past and still do in the present r

3- How would you translate

In concentration camps the prisoners used to live in barracks

. Tick the correct translation.

a) Dans les camps de concentration, les prisonniers vivaient dans des baraquements.  b) Dans les camps de concentration, les prisonniers vivent dans des baraquements r 4- What does « would » express?

a) An action people did regularly in the past and still do in the present r

b) An action people do regularly r

c) An action people did regularly in the past 

5- How would you translate

Whenever a prisoner was missing, there would be a search which could last several hours?

Tick the correct translation.

a) Chaque fois qu’il manque un prisonnier, il y a une fouille qui peut durer plusieurs

heures. r

b) chaque fois qu’il manquait un prisonnier, il y avait une fouille qui pouvait durer

plusieurs heures 

Exercise 12

People Tasks

Those employed in the

electrical workshop

• •

would remove snow in winter

Those employed in the

shoemaker’s shop

• •

would clean the latrines and

remove garbage from the Camp Command

Those employed in building

work

• •

would repair electrical wiring

as well as loudspeakers and radio sets

Those employed in the

cleaning work gang

• •

would repair prisoners’ and

soldiers’ shoes Those employed in the

Feldkolonne

• •

would build barracks, watch

towers and fences

Step 11

1)

1- We used to remove our shoes before entering our barracks.

k Nous, mais pas les autres, pas les soldats par exemple.

2- We used to remove our shoes before entering our barracks.

k Mais maintenant, c’est fini, on ne le fait plus, soit parce que le règlement a changé, soit parce que la situation a changé.

3- We used to remove our shoes before entering our barracks.

k On enlevait les chaussures, on ne les mettait pas.

4- We used to remove our shoes before entering our barracks.

k Ce sont les chaussures qu’on enlevait avant d’entrer, pas autre chose.

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Séquence 7

5- We used to remove our shoes before entering our barracks.

k C’est avant d’entrer qu’on enlevait les chaussures, pas après.

6- We used to remove our shoes before entering our barracks.

k C’est avant d’entrer dans le baraquement qu’on enlevait les chaussures, pas avant d’en sortir.

7- We used to remove our shoes before entering our barracks.

k Nous enlevions nos chaussures avant d’entrer dans notre baraquement, pas dans ceux des autres.

Exercise 13

1- So, you mean you used to remove your shoes after entering your barracks.

k No, Peter, we used to remove our shoes before entering our barracks.

2- So, you mean soldiers used to remove their shoes before entering your barracks.

k No, Peter, we used to remove our shoes before entering our barracks.

3- So, you mean you used to remove your shoes before going out of your barracks.

k No, Peter, we used to remove our shoes before entering our barracks.

4- So, you mean you used to remove your shoes before entering other prisoners’ barracks.

k No, Peter, we used to remove our shoes before entering our barracks.

Step 12

Listen to the conversation on your CD.

Script

Jane: Mr Stanley, this is Jane on the phone.

Mr Stanley: Oh yes, Jane. Are you phoning to tell me the first episode is ready to be recorded in the studios?

Jane: Er… Well, not yet, sir. But it should be ready in no time.

Mr Stanley: Good, good, so, what has this boss of yours been doing these last days?

Jane: Well, sir, he has read a book entitled

The Boy in the Striped Pyjamas

and watched the film.

Mr Stanley: Has he read

The Diary of a Young Girl

, by Anne Frank?

Jane: Er… not yet, sir, but I’m sure he will read it soon.

Mr Stanley: Has he watched

The Pianist

and … what else, oh yes,

Schindler’s List

? Jane: Well, no, sir. But he has done a lot of research. He has contacted survivors

of the holocaust, he has also interviewed them. They have given him some unpublished photographs.

Mr Stanley: Hum, hum,… Let me tell you a lot remains to be done. He will have to read other books, watch other films. He will also have to contact a museum to get some more specific educational kits. Finally, I would like him to find a logo for this first episode of our new concept. And why not find a text or a poem which could be read by an actor.

Jane: That is a very good idea, sir. I have taken down all your instructions. Good bye, sir.

Mr Stanley: Good bye, Jane, and do tell your boss to hurry up!

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^{2- Séquence 7}Mr Stanley has made a list of actions he would like you to undertake. He listens to your secretary and ticks what you have already done.

new series of programs « Hi Story! » First program: Life in concentration camps

- find unpublished photos or documents 

- find a logo for the episode r

- read several books about the theme r

- watch several films about the theme r

- contact Shoah survivors 

- interview survivors 

- contact a museum for educational material r

- find a text to be read by an actor r

3- Jane is the perfect secretary. She has drawn up two lists: what you have already done, what you haven’t done yet. Complete her lists.

Verb Preterit Past participle

find found found

read read read

What you have already done - You have already contacted Holocaust

survivors

- You have already interviewed survivors - You have already found unpublished

photos or documents

What you haven’t done yet - You haven’t read enough* books yet - You haven’t watched enough films yet - You haven’t found a logo yet

- You haven’t found a text yet

*enough: assez

Step 13

You have just assessed your different courses of action.

1- What did you use?

a) the preterit r

b) the simple present r

c) he present perfect = have+V-en 

2- Which adverb did you use for what you have done?

a) already 

b) yet r

c) never r

3- Which adverb did you use for what you have not done?

a) already r

b) yet 

c) never r

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Séquence 7

Séance 6

Step 14

2- What will you have to do in the next few days?

k I will have to find a logo for the episode.

I will have to read more books about the theme.

I will have to watch more films about the theme.

I will have to contact a museum for educational material.

I will have to find a text to be read by an actor.

Exercise 14

1- Jane is a fantastic secretary. You desperately need her help. What can she do to help you?

Tick the best solution to each problem.

a) Find a logo

- She can phone a friend to make suggestions r

- She can select different pictures symbolizing life in concentration camps  b) Read several books, watch several films

- She can surf the Internet and draw a list of books and films about the theme 

- She can ask Mr Stanley to make other suggestions r

c) Contact a museum

- She can look for the telephone number of the War Museum  - She can look for the telephone number of the Louvre in Paris r d) Find a text to be read by an actor

- She can buy books and read them r

- She can surf on a Memorial site 

2- You leave her 4 post-it notes on her desk expressing future obligations.

Jane, you will have to select different pictures symbolizing life in concentration camps

You will have to surf the Internet and draw a list of books and films about the theme

You will have to look for the telephone number of the War museum

You will have to surf on a Memorial site to find a text to be read by an actor

c ^{c Step 15}

Jane has found the telephone number of the War Museum. Before phoning the curator of the ^{Séquence 7} museum, you make a list of your enquiries.

Phone the curator of the War Museum

- Introduce myself (4)

- Give the reasons of my phone call (7)

- Ask for online learning resource (3)

- Ask for temporary exhibitions (2)

- Ask for educational packs, facsimiles, handbooks available for teachers and pupils (6) - Ask for the museum to send resources to the Channel studios so that they can be

shown to the viewers (5)

- Thank the curator (1)

1- Script

number 1: Thank you so much, sir, you have been very helpful.

number 2: Would you mind telling me if there are any temporary exhibitions classes can visit this year?

number 3: Could you tell me if you have any online resources which could be of interest for both teachers and pupils?

number 4: Good morning, sir? My name is … I’m a journalist for Ilook4 Channel.

number 5: Would it be possible to send a few samples of your educational resources to the Channel studios?

number 6: Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?

number 7: We are launching a new series of programs called “Hi Story”. The first one will be dedicated to the life in the concentration camps. I know that the collections of the museum are incredible resources for learning.

2- Read some of your lines:

Version 1

Would you mind telling me if there are any temporary exhibitions classes can visit this year?

Could you tell me if you have any online resources which could be of interest to both teachers and pupils?

Would it be possible to send a few samples of your educational resources to the Channel studios?

Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?

3- Les expressions utilisées pour solliciter de l’aide ou une information ont été soulignées dans le Step 15

4- Compare with:

Version 2

Can you tell me if there are any temporary exhibitions classes can visit this year?

Can you tell me if you have any online resources which could be of interest for both teachers and pupils?

Can you send a few examples of your educational resources to the Channel studios?

Can you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?

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Séquence 7

5- Which one is more polite, more formal?

Version 1

Step 16

1- Listen to the four questions you will have to ask.

- Would you mind telling me if there are any temporary exhibitions classes can visit this year?

- Could you tell me if you have any online resources which could be of interest for both teachers and pupils?

- Would it be possible to send a few samples of your educational resources to the Channel studios?

- Could you tell me if you have any educational packs, facsimiles or handbooks available for teachers and pupils?

2- Les intonations sont indiquées en dessous des phrases précédentes.

3- Les mots accentués ont été soulignés.

4- Les syllabes accentuées ont été soulignées.

temporary - exhibitions - resources - examples - educational resources Exercise 15

2- Script

Journalist: Good morning, sir. My name is … I’m a journalist for Ilook4 Channel.

curator: Oh, good morning. May I ask what you are looking for?

Journalist: Well,er… yes, of course. We are launching a new series of programs called “Hi Story”. The first one will be dedicated to life in concentration camps. I know that the collections of the museum are incredible resources for learning.

curator: Yes, you are quite right. We certainly possess invaluable collections.

Journalist: Could you tell me if you have any online resources which could be of interest for both teachers and pupils?

curator: We do have online resources, both for teachers and pupils. For instance, we have webquests on the different collections of the museum.

Journalist: That’s great! Would you mind telling me if there are any temporary exhibitions classes can visit this year?

curator: Actually, you are very lucky, there is one about the Shoah. We tend to resource the school curriculum as best we can.

Journalist: That is an excellent idea! Could you tell me if you have any educational packs, fac similes or handbooks available for teachers and pupils?

curator: Of course, yes, we do. We have resources about daily life in war time: children War replica packs, Escape kits, Secret Codes kits; we also have fac similes of Food ration booklets and Ration clothing booklets.

Journalist: Marvelous! Would it be possible to send a few samples of your educational resources to the Channel studios?

curator: Of course, with pleasure, as long as you mention the name of the museum in your program.

c ^c

Exercise 16^{Séquence 7}

Look at your list of things to be done in Step 14.

1- What haven’t you done yet?

- I haven’t found a logo for the episode yet.

- I haven’t read enough books yet.

- I haven’t watched enough films yet.

- I haven’t found a text to be read by an actor yet.

2- So, what will you have to do in the next few days?

- I will have to find a logo for the episode.

- I will have to read more books.

- I will have to watch more films.

- I will have to find a text to be read by an actor.

Séance 7

Step 17

2- 3- 4- 6-

expression of

admiration expression of

horror You agree You Accept

- That’s great ! - That is an

excellent idea!

- Marvellous!

- That must have

been terrible! - You are quite right.

- That is correct.

- That’s right.

- Of course, with pleasure.

Intonation Intonation Intonation Intonation

Exercise 17

You are going to listen to five short extracts from all the conversations of the Séquence. Just react, using one of the expressions we have seen above. Express admiration or horror, agree or accept. Record yourself if possible.

Number 1 – Journalist: Would it be possible to send a few samples of your educational resources to the Channel studios?

Of course, with pleasure.

Number 2 – Mrs Spencer: Something else that you didn’t mention, these cattle cars were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.

That must have been terrible!

Number 3 – Journalist: Well, I have read the prisoners lived in primitive wooden barracks with elementary furnishings such as tables, stools and bunks. Is that right?

Yes, that’s right.

Number 4 – curator: We do have online resources, both for teachers and pupils. For instance, we have webquests on the different collections of the museum.

That’s great!

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Séquence 7

Number five – Journalist: Well, I have read that Jews were transported in trains and that the dead and the living were packed in cattle cars with no food to eat and no water to drink. Is that right?

That is correct.

Step 18

1- Read the following sentences

a) Can you tell me if there are any temporary exhibitions classes can visit this year?

b) Can you answer a few questions about the housing conditions of the prisoners?

c) Can you send me a few samples of your educational resources to the Channel studios?

d) Can you tell me if you have any online resources which could be of interest for both teachers and pupils?

2- What sort of language is it?

a) formal r b) informal 

3- As a journalist, you have to meet VIPs. That means your English has to be formal in certain circumstances. Transform these informal questions into formal ones using the following expressions:

a) Could you tell me if there are any temporary exhibitions classes can visit this year?

b) Would you mind answering a few questions about the housing conditions of the prisoners?

c) Would it be possible to send me a few samples of your educational resources to the Channel studio?

d) Could you tell me if you have any online resources which could be of interest for both teachers and pupils?

Step19

1- Listen and read the poem.

Shoes

Red shoes blue shoes Fabric shoes leather shoes All in a heap

Their owners gone to sleep Too weak to stay alive Too brave, just for a while.

2- Les mots accentués ont été soulignés dans le poème.

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^{Séquence 7}

_{j e m’évalue} ^{Séance 8}

Exercise 1 2- Describe it

- I can see…skeleton/ cupboard/door/chair/sitting/behind 3- What does it make you think of ? Why ?

- It makes me think of…death/ something bad/ funny 4- What does it make you feel like? Why?

- It makes me feel…strange/skeleton

5- Present the picture orally. Record yourself if you can or present the document to someone who can listen to you.

- I can see a skeleton sitting on a chair in a cupboard behind a door. It makes me think of death, of something bad, and yet I think it is funny. It makes me feel strange because of the skeleton.

Exercise 2

1- This picture illustrates a metaphor.

- It must be “They had a skeleton in their cupboard”.

2- Give another example of a metaphor in English

- I laughed my socks off/We had a real pig of a day/She was the apple of his eye 3- Give an example of a metaphor in French.

- Il pleut des cordes.

Exercise 3

2- Give the title of the book as well as the author’s name - The Boy in the Striped Pyjamas.

- John Boyne Exercise 4

1- The prisoners had to get up at 4 a.m.

2- They had to remove their shoes before entering their barrack.

3- They had to remove the snow in winter.

Exercise 5

- Mrs Spencer, thank you so much for accepting this interview.

- In the name of Ilook4 Channel, I would like to say how grateful we are.

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Séquence 7

Exercise 6

expressions used to report information expressions used to ask for further information

- I have read that…

- I know that…

- According to a site…

- Is that right?

- Could you tell me a little bit more about it?

- Could you explain?

Exercise 7

- They would buy food with ration tickets.

- They would use a bike instead of a car because they had to save petrol.

- They would switch off the lights at night because they had to respect the curfew.

- They would listen to the radio to get news from the war.

Exercise 8

- She has already surfed the Internet to find a poem.

- She has already looked for the phone number of the War museum.

- She hasn’t selected different pictures to find a logo yet.

- She has already phoned Mr Stanley.

- She hasn’t found titles of books and films about WW2 yet.

Exercise 9

Mrs Spencer has got a friend, Sally, who, like Peter, is quite deaf. She does not understand very well what Mrs Spencer tells her. Correct what she says. Record yourself.

Tu écriras tes réponses et tu souligneras dans chaque phrase le mot sur lequel porterait l’accent de phrase si tu les prononçais.

Sally: You mean that these cattle wagons were deprived of any military facilities, people couldn’t wash and there were no toilets.

Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.

Sally: You mean that these cattle wagons were deprived of any sanitary facilities, people couldn’t walk and there were no toilets.

Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t wash and there were no toilets.

Exercise 10

- She will have to select different pictures to find a logo.

- She will have to find titles of books and films about WW2.

c ^c

Exercise 11^{Séquence 7}

- Could you tell me if you have any online resources available? / Would you mind telling me if you have any online resources available?

- Would you mind sending me a few samples of your educational packs? / Would it be possible to send me a few samples of your educational packs?

Exercise 12 ScRIPT:

number 1: Journalist: Well,er… yes, of course. We are launching a new series of programs called “Hi Story”. The first one will be dedicated to life in the concentration camps. I know that the collections of the museum are incredible resources for learning.

Yes, you are quite right.

number 2: curator: Actually, you are very lucky, there is one about the holocaust. We tend to resource the school curriculum as best we can.

That is an excellent idea!

Exercise 13 Shoes

Red shoes blue shoes Fabric shoes leather shoes All in a heap

Their owners gone to sleep Too weak to stay alive Too brave, just for a while.

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Séquence 8

Séquence 8 Séance 1

Step 1

2- Write the correct labels from the newspaper article checklist in the boxes.

newspaper article Boxes

The Other Side of the Fence Headline

We have to thank Ilook4 Channel for a very moving and challenging program offered last night to our young pu-

blic. Introductory sentence

Even if the subject was not an easy one, the young journa- list in charge of the program did wonderfully: the inter- views, the documents, everything concurred to make of this new series of programs a huge success.

Longer paragraph to explain the introductory sentence

We must also mention a young British actor, Graham Tell, whose performance in reading the poem amazed all

viewers. Detail of description

Mr Stanley, the director of Ilook4 Channel, when asked about this popular acclaim commented “I am proud of our new team.”

Quotation from the people involved

Long live Hi Story! Conclusion

3- Read the highlighted expressions of the article. Match them with their translations.

english/French Moving/émouvant Challenging/motivant Wonderfully/merveilleusement A huge success/un immense succès

To amaze/épater

A popular acclaim/un avis favorable du public

To be proud of/être fier de…

Long live/longue vie à…

4- What do they express?

a) jealousy r b) regret r c) admiration 

d) pride

(think of “proud”)

^ e) amazement  f) sadness  g) hatred

(think of hate)

r

Step 2

1- Read this sentence from the article:

c ^c

^{2- Séquence 8}What does it mean? Choose between these two solutions:

a) The subject was not easy but the journalist did wonderfully  b) Because the subject was not easy, the journalist did wonderfully r 3- What does even if express? Choose between these three solutions:

a) cause r

b) consequence r

c) concession  Exercise 1

Express concessions

1- Even if Mr Stanley is not a very friendly sort of person, he congratulated his team.

2- Even if Graham Tell is young, he impressed the viewers.

3- Even if the viewers were young, they appreciated the program.

Exercise 2

1- Although Mr Stanley is not a very friendly sort of person, he congratulated his team.

2- Although Graham Tell is young, he impressed his viewers.

3- Although the viewers were young, they appreciated the program.

Step 3

Admiration

- I am filled with admiration for you.

- You did wonderfully.

- You really are the best.

Pride - I am proud of you.

- I’m proud of what you did.

- I’m proud of myself.

Sadness - That was very moving.

- You nearly made me cry.

- That was so sad!

Amazement - That was amazing!

- That’s incredible!

- You really amazed me!

Step 4

1- Script Admiration:

I am filled with admiration for you.

You did wonderfully.

You really are the best Pride:

I am proud of you.

I’m proud of what you did.

I’m proud of myself.

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Séquence 8

Sadness:

That was so moving!

You nearly made me cry!

That was so sad!

Amazement:

That was amazing!

That’s incredible!

You really amazed me!

2- Les mots accentués ont été soulignés dans la partie 1 de la correction de l’exercice.

3- Les intonations ont été indiquées dans la partie 1 de l’exercice.

Séance 2

Step 5

1- Listen to five extracts from conversations between the members of the Hi Story team and say whether they express admiration, pride, sadness or amazement.

extract n°1: pride

Mr Stanley: Well, congratulations to you all. I am very proud of what you did.

And now, get ready to prepare for the next program!

extract n°2: sadness

Jane: Oh Graham, when you read that poem, you nearly made me cry!

extract n°3: admiration

Journalist: Jane, thank you for your collaboration. You did wonderfully.

extract n°4: admiration

Jane: Graham, you are a fantastic actor, you really are the best.

extract n°5: amazement

Graham: Did you hear what Mr Stanley just said, “Get ready to prepare

the next program”, hey that’s amazing! Does he mean I am a member of the

Hi Story

team?

2- Now it is your turn to react to what people tell you. For the first part of this activity, you will be given the sort of reaction you will have to express. Your best friend is talking to you.

Listen to her and react orally.

extract n°1: sadness

Do you remember when we went to the cinema to watch

The Boy in the Striped Pyjamas

. The moment when Bruno passes under the fence and sees all the prisoners in the camp?

k That was so moving!

extract n°2: admiration

Hey, you know what, I won the tennis competition!

c ^c

^{Séquence 8}extract n°3: pride

You know how I hate hospitals, but I still went to visit my grandmother yesterday. She was so glad to see me!

k I’m proud of you! /I’m proud of what you did.

extract n°4: amazement

You won’t believe it! For the holidays, Dad is taking me for a five-day trip to Kenya, we are going on a safari!

k That’s incredible!

3- It is still your turn to react to what people tell you. For the second part of this activity, you will not be given the sort of reaction you will have to express. Another friend of yours is talking to you. Listen to him and react orally. Then record yourself if possible.

extract n°1:

I have to thank you. Do you remember, you helped me with my Maths revisions? Well I got the results today, and I’ve got an A+.

k Pride: I’m proud of you/ I’m proud of what you did.

extract n°2:

So, did you say good bye to your brother at the airport? That must have been sad to see him go. Australia is nice, but you won’t be seeing him for a whole year!

k Sadness: Yes, that was so sad! It nearly made me cry.

extract n°3:

Gosh, I never thought that would happen! My sister bought me a present for my birthday!

k Amazement: That’s incredible! /That’s amazing!

extract n°4:

I have a big piece of news! Guess what? I‘ve been chosen to play in the school football team next year.

k Admiration: You really are the best/ I’m filled with admiration for you./ You did wonderfully this year.

Exercise 3

1- Listen to a native British speaker who reads the same sentence differently four times to simulate the four reactions we have seen above plus a new one. The sentence will be:

In 1519 Magellan set out from Spain with five ships.

Say which reaction he simulates at each reading, try to find the new one.

Reading n°1: Pride Reading n°2: Sadness Reading n°3: Amazement Reading n°4: Admiration Reading n°5: Anger

2- What is the new reaction you have heard? If you don’t know the noun, you can write the adjective.

- anger (adjective:angry)

Step 6

1- Mr Stanley, the director of Ilook4 Channel, is holding a meeting with his team to discuss the next Hi Story program. They are all feeling very excited and impatient. Imagine the questions the journalist, Jane the secretary and Graham the actor wish to ask him.

Remember they are talking about the future program.

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Séquence 8

questions Voici quelques questions que tu as pu imaginer toi aussi…

- What will I have to do? 

- What theme will the next program be about? 

- Will I have to read a poem? 

- What sort of research will I have to do?  - Who will I have to interview?  - Will I read an extract from a famous play? 

2- Listen to their questions on your CD. Tick your questions when they deal with the same sort of information.

Script

Journalist: What will it be about, sir?

Jane: Who are we going to talk about?

Journalist: Who am I going to interview?

Graham: What will I do? Will I read a poem?

Jane: What else can I do to help?

Tu auras coché dans la partie a- de l’exercice toutes les questions qui correspondaient aux questions posées par nos trois héros.

3- Listen again to their questions. Tick the five pieces of information they would like to have.

a) The title of the next program r

b) The subject of the next program 

c) The logo of the next program r

d) What Jane will have to do 

e) What the journalist will have to do 

f) What Graham will have to do 

g) The musical theme of the program r h) The famous people they are going to talk about 

4- Complete this listening frame with the five labels required. Use the keywords in bold letters of c). One sort of information has already been written.

Future Hi Story program

SUBJECT famous explorers (expeditions, adventures,

discoveries) JANE

convince Graham of playing the role of famous

explorers

prepare a webquest online JOURNALIST

do some research about Lewis and Clark, read their Journals, interview M. Mac Grip

FAMOUS PEOPLE Magellan, J. Cook,

Amundsen, Lewis and Clark

GRAHAM play the role of the famous explorers

ANGER

c ^{c Step 7}

^{1- Séquence 8}Listen to Part 1 and complete the SUBJECT box Script

Mr Stanley: Well, as I told you this morning, congratulations! I’m very proud of you.

But our next program has to be even better than the first one.

Journalist: What will it be about, sir?

Mr Stanley: I was thinking of a program dedicated to famous explorers. Children should love that, they adore stories about expeditions, adventures and discoveries.

We’ll give them all that, thanks to you.

2- Listen to Part 2 and complete the FAMOUS PEOPLE box Script

Jane: Who are we going to talk about?

Mr Stanley: Well, I thought of Magellan, of course, Amundsen is another one, and also James Cook. But most of all, I would like you to present the fabulous adventures of Lewis and Clark.

3- Listen to Part 3 and complete the JOURNALIST box.

Journalist: Lewis and Clark, you mean Superman?

Mr Stanley: Not at all, I can see you will have to do a lot of research about them. Jane, I want him to read The Journals of Lewis and Clark. That is essential.

Jane: Yes, sir.

Journalist: Who am I going to interview?

Jane: Why not interview Mary Mac Grip, one of the fastest people to sail solo around the world, that should be interesting?

Mr Stanley: That’s an excellent idea, Jane. Any more questions?

4- Listen to Part 4 and complete the GRAHAM box.

Script:

Graham: Yes, sir, what will I do? Will I read a poem?

Mr Stanley: Actually, I had another idea in mind, I would like you to incarnate our famous explorers, and the public could play a game and guess who you are incarnating.

Graham: Out of the question! I don’t like this idea at all, I don’t want to be disguised and play Marco Polo, it isn’t my idea of acting.

5- Listen to Part 5 and complete the JANE box.

Script:

Jane: Graham…What else can I can do to help, sir?

Mr Stanley: You’d better try to convince this young man, Jane! Oh and one last thing, Jane, I want you to prepare a web quest online with some prize to win!

That should be an excellent motivation for our young spectators!

Step 8

1- Use your notes to complete this summary of the meeting.

The next

Hi Story

program will be dedicated to (

subject

) famous explorers and more particularly to (

famous people

) Magellan, James cook, Amundsen and Lewis and clark.

Mr Stanley wants the journalist to (

journalist

) do some research about Lewis and clark, read their Journals and interview Mary Mac Grip.

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Séquence 8

He also wants Graham to (

Graham

) play the part of famous explorers but Graham refuses and reacts angrily.

As for Jane, the director would like her to (Jane) convince Graham of playing the role of the famous explorers and to prepare webquest online.

Séance 3

Exercise 4

1- Jane writes a report after every meeting so as to keep a record of what has been said and what has to be done. Help her to remember the order of the five different sorts of information given. Number them from 1 to 5.

a) Jane (5)

b) Graham (4)

c) Famous people (2)

d) Subject (1)

e) Journalist (3) 2- Write Jane’s report.

The next

Hi Story

program will be dedicated to famous explorers and more particularly to Magellan, James Cook, Amundsen and Lewis and Clark.

My boss will have to make some research about Lewis and Clark, read their Journals and interview Mary Mac Grip.

Graham will have to play the role of famous explorers.

I will have to convince Graham of playing the role of famous explorers, I will also have to prepare a webquest online.

Step 9

2- Who pronounces these sentences?

a) Graham r

b) Jane r

c) the journalist r

d) Mr Stanley 

What for?

(Pour quoi faire ?)

a) to give instructions 

b) to congratulate r

c) to present excuses r

c ^c

^{3- Séquence 8}Complete the following grid with the four sentences of Step 9-b. One has already been used as an example.

Proposition principale Proposition infinitive Nature Pronom

sujet

Verbe de souhait ou de volonté

Pronom

complément Verbe à

l’infinitif Groupe nominal

Fonction Sujet de la proposition principale

Sujet de la proposition infinitive

Verbe de la proposition infinitive

COD de la proposition infinitive

Phrase 1 I would like you to present the fabulous adventures of Lewis and Clark

Phrase 2 I want him to read The Journals of Lewis

and Clark

Phrase 3 I want you to play the role of the famous

explorers

Phrase 4 I want you to prepare a webquest

online Exercise 5

Put the words of each of these three sentences back into order.

1- He wants her to prepare a web quest.

2- She would like them to work.

3- Mr Stanley wants Jane to convince Graham of changing his mind.

Exercise 6

Translate into English

1- He wants you to do some research.

2- They would like her to phone the curator of the museum.

3- We would like him to play the role of famous explorers

Step 10

1- Tu auras dessiné ta silhouette dans le cadre proposé.

2- Remember your meeting with Mr Stanley, Jane and Graham. You will have three tasks to accomplish. Which ones?

- I will have to make some research about Lewis and Clark.

- I will have to read their Journals.

- I will have to interview Mary Mac Grip.

3- Jane has already done some research for you and has found some information about the famous explorers mentioned by Mr Stanley. Read the document she gave you. Underline the names of places in red, the proper names in blue and the numbers in black.

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Séquence 8

In 1519 Ferdinand Magellan, the Portuguese explorer, led five Spanish ships in what was to become the first voyage around the world. He wanted to reach the Spice Islands in the Far East. King Charles I of Spain had promised Magellan one-fifth of the profits from the voyage to the Spice Islands. One year later he entered the straits which would be named the Magellan Straits – he was to be the first European ever to sail across the Pacific. It took just over two years to reach the Spice Islands. Magellan himself was killed by natives in the Philippines. By the time the Victoria, the only ship left, returned to Spain, 1,082 days after leaving, 233 members of the crew had died.

4- Use the words and the numbers you have underlined to complete this grid.

explorer Places

from… to

Dates between… and…

Discovery He was the first to…

Magellan From Spain to the

Spice Islands Between 1519 and 1521 He was the first European to sail across the Pacific.

Step 11

Use the elements of your grid from left to right to make a complete sentence. You have a picture of Magellan’s boat, it was not a motor boat, but a sailing boat, so you are going to use the verb to sail.

Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first european to sail across the Pacific.

Séance 4

Exercise 7

You are the journalist. You have read the document Jane gave you about Magellan. You decide to write quick notes on your notepad about this famous explorer to prepare your next program.

Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first european to sail across the Pacific.

Exercise 8

1- Jane has found a second document for you. Read this second document.

The Norwegian Roald Amundsen was the first person to reach the South Pole. Amundsen and his team started their expedition in 1911 from the Bay of Whales with four sledges and 52 husky dogs. It was a technical challenge but also a well- planned campaign. He was racing against a rival team led by Robert Scott. By the time Scott arrived at the Pole, Amundsen had already beaten him. Amundsen and his team had reached the South Pole on January 25^th, 1912 after a journey of 2,824 km whereas Scott arrived 30 days later. On their way back, Scott and his team died in a blizzard.

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^{2- Séquence 8}Underline the names of places in red, the proper names in blue and the numbers in black and complete the grid.

explorer Places

from… to

Dates between… and…

Discovery He was the first to…

Roald

Amundsen From the Bay of Whales to the South

Pole Between 1911 and 1912 He was the first person to reach the South Pole.

Exercise 9

Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge pulled by husky dogs between 1911 and 1912, he was the first person to reach the South Pole.

Step 12

1- Read the following sentence

By the time Scott arrived at the Pole, Amundsen had already beaten him.

Use your logic, do you think Scott arrived at the Pole, a) before Amundsen r

b) after Amundsen 

Write the two actions “Scott arrived at the Pole” and “Amundsen had already beaten him” on the time line, add the missing indication of date.

January 25th, 1912 30 days later

1- Amundsen had

already beaten him 2- Scott arrived at the Pole

2- Do both actions take place a) in the present r b) in the past  c) in the future r

3- What is the tense of the verb in “Scott arrived at the Pole”

the preterit

4- What is the form of the verb in “Amundsen had already beaten him”?

a) have +V-en r

b) had + V-en 

5- How do you write a verb in this form?

a) auxiliary have at the present+ past participle of the verb r b) auxiliary have at the preterit + past participle of the verb 

c) auxiliary be at the present + V-ing r

Exercise 10

1- Read again the text about Magellan in Séance 3 Step10. Two sentences use the past- perfect. Copy them and underline the verbs in the past-perfect.

King charles I of Spain had promised Magellan one-fifth of the profits from the voyage to the Spice Islands.

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Séquence 8

2- Read again the text about Amundsen. Another sentence uses the past-perfect. Copy it and underline the verb in the past-perfect.

Amundsen and his team had reached the South Pole on January 25^th, 1912 after a journey of 2,824 km whereas Scott arrived 30 days later.

Exercise 11

1- Amundsen had arrived before Scott.

2- Even if the King of Spain had promised him one-fifth of the profits from the voyage to the Spice Islands, Magellan never came back to Spain to enjoy them.

3- By the time the journalist wrote the article about the first Hi Story program, Mr Stanley had already found a new idea for the second program.

4- Jane had already given you a text about Magellan to read before giving you the document about Amundsen.

5- By the time you read the document about Amundsen, Jane had already found texts about Lewis and Clark.

Step 13

2- Listen again and underline the stressed words of the sentence.

Magellan sailed from Spain to the Spice Islands between 1519 and 1521,

he was the first European to sail across the Pacific.

3- Les syllabes accentuées ont été mises en caractère gras.

Exercise 12

1-

Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge pulled by husky dogs between 1911 and 1912, he was the first person to reach the South Pole

.

Séance 5

Exercise 13

What does the title

A Voyage of Discovery

make you think of?

1- A voyage

Underline six synonyms for voyage in the following list.

journey - explorer - scientist- trip - ship - expedition - places - passage- people - animals - flora - adventurer - travel- fauna - crossing-plants

List different means of transportation:

car, plane, boat, on foot, bike, train, shuttle, ship, motorbike, … 2- Discovery:

Who makes discoveries? Find three categories of persons likely to make discoveries in the list of exercise 13-a

- an explorer - a scientist