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Transcript
Anglais
Seconde
Corrigés des activités
Rédaction :
Wendy BenoitJacqueline Castellain
Claude Quiniou
Coordination :
Claude Quiniou
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 fi ns 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.
Repeated words : AIDS [eidz]- HIV [ei� ai 'vi:]* - Africa - South Africa - South African - infected.
*Pour la phonétique voir l’annexe 2 et écoutez l’enregistrement 54 sur
le CD1.
The document is about AIDS in Africa, especially in South Africa. Those who are particularly infected are children and their mothers.
� 40 million - 25 million - 5 million - a quarter (1/4 or 25 per cent) - 40 percent - 30 per cent.
� 40 million is the number of people who are living with AIDS worldwide - 25 million corresponds to those who live in Africa - 5 million are the South Africans who are infected by Aids - a quarter (1/4 or 25 per cent) is the proportion of the population who could be infected with HIV - 40 percent represents the percentage of people who may be infected in some communities - 30 per cent of pregnant women are infected.
Pair 1 : It is difficult to know how many are infected in South Africa. However it is estimated that 25 per cent of the population is infected r
with HIV.
Pair 2 : Although AIDS seems to be decreasing (diminuer) in South Africa, r
more and more pregnant (enceinte) women are infected.e
Observe and spot the problem
� Describe what you see and speak from notes.
MY NOTES : photo at the top /scene = in a laboratory. / Man = scientist wearing a white coat / tied up an animal (rabbit?) on a table / carry out experiments / animal sleeping? / if not sleeping = suffering = cruel.
On the photo, at the top, I think the scene takes place in a laboratory.
The man, who may be a scientist because he is wearing a white coat and
using instruments, must be making experiments (must be experimenting)
on animals. We don’t know if the animal, which looks like a rabbit, is
sleeping or not. If it is not sleeping, this is very cruel.
MY NOTES : photo at the bottom / 3 children (kids) / in the street? / a bag on their mouth or nose / bottle (bottom of the picture) / sniffing something (drug? glue?) / poor → no shoes / homeless / wander in the streets / addicted to drugs.
On the second photo I can see three children who are probably in the
street. They are holding bags onto their mouth or nose. There is a bottle
at the bottom of the picture, so I believe they could be sniffing glue. These
children are addicted to that drug. I can also notice that they do not wear
any shoes, so I suppose they are poor and probably homeless and just
wander about the streets.
Listen to get informed
� environment
� issue
� problem
� nuclear power
� sport
� nature
� food
� illiterate
� cars
� earth
� ecology
� protection
� awareness
� to fight
� drugs
� aware of
� fragility
� global warming
� pollute
� environmental
� equality
� nature
� progress
� climate
Il n’est pas donné de réponse modèle pour le compte-rendu à partir des mots car les hypothèses sont multiples.
� Questions
1. foundation 2. when 3. why 4. what._ created = founded_ “founded” is of the same family as “foundation”
� Answers
� 10 years ago
There was a growing awareness of environmental issues and problems. He wanted to gather together people who had the r same attitudes and the same goals.
� What are the objectives or goals of the foundation?
The goals of the foundation are the protection of the environment, pollution of the sea, the air in the r cities particularly, the fight against
nuclear energy. The foundation wanted to make people aware of life and the fragility of life on earth.
c) 1.1 billion corresponds to the people who have no access to clean water;
2.4 billion is the number of people who live without decent sanitation;
2025 is a year in the future;
4 billion represents the number of people who will die with insufficient safe water;
Half is 1/2 of the world’s population;
Recapitulation
There is water but the population has increased / tripled and the use of water has been multiplied by six.
So this is putting severe pressure on our water resources.r
Overpopulation is not the only cause of water problems : urbanization, industry and y agriculture are also responsible.
d) growing / growth / an increase / to triple / to increase / six-fold
� Part 3
a) It is the poor who …
b) suffer : it is the poor people who suffer from lack of water;r
buy water at a y high price;
die from a lack of clean water, inadequate sanitation;
die from diseases (maladies).
c) 10,000 corresponds to the number of people who die from water diseases and most of them are children;
21st century : this state of affairs is unacceptable in the 21st century;
2015 : reduce by half the number of people who have no access to safe water and sanitation.
Help : increase ≠ reduce
Les adjectifs pris en tant que noms (adjectifs substantivés)The + adjectif
Ex. The rich, the poor, the young … (Les pauvres, les riches, les jeunes …)
– On ne peut pas les mettre au pluriel en ajoutant un S.
– Ils s’appliquent à toute la catégorie, on ne peut donc pas fractionner. (un jeune, 5 pauvres, quelques riches …). Dans ce cas il faudra ajouter un nom. Ex. A young person / man/ girl – Five poor people – Some rich people ….
Certains adjectifs sont devenus des noms à part entière et prennent un S au pluriel : the Blacks, the Whites, the Coloreds.
a) But Ladies and Gentlemen, / human health and economic development / is not everything. /
Water has also become a source of local and regional tensions / when it comes to sharing the resources / between two or more countries. / Do we want a major international conflict, / including open armed conflicts over water?/ Clearly, the answer is no! /
It obvious that international organization must work / to ease those tensions by helping those countries / share our precious resource. /
In fact,/ shared water resources have at times encouraged cooperation between states, / even in times of great tension./
For example, / the Working Group on Water Resources in the Middle East / was the only mechanism / that continued to function / throughout the Middle East peace process, / when other forms of dialogue failed./
b) The general idea in Part 4 is that the fight for fresh water may cause tensions between countries who want access to water and may not want to share it. If nothing is done, by international organization for example, major conflicts, I mean wars could break out.
But we shouldn’t be too pessimistic because sharing water has sometimes been a way towards peace as in the Middle East.
Les mots devant être entourés sont en italique.
� Les mots devant être entourés sont en italique.
Ladies and Gentlemen
Todayy March 22nd is Water Dayy. (ici l’auxiliaire, ou mot-outil, sera
accentué car le locuteur veut insister, c’est un grand jour!)
As you well know, water is essential to maintain our health, to producepour food, and to sustain and improvep our qualityq y of life.
Vous remarquerez dans les mots-outils : les prépositions (of, to), les conjonctions (as, and), les auxiliaires (dd is), les pronoms (our, you), les adjectifs possessifs (our).r
Les sons des voyelles des mots-outils seront réduits.
Forme forte Forme faible
Le son de « our » [auə] reste le même car il s’agit d’une triphtongue (3 sons).
of [ov] [əv]to [tu:] [tə]you [yu:] [jə]is [iz] [z] ou [s]
and [ænd] [ənd] [nd] [ən]as [æz] [əz]
� Ladies and Gentlemen
Today March 22nd is Water Day.
As you well know, water is essential to maintain our health, to produce
our food, and to sustain and improve our quality of life.
Les mots devant être soulignés sont en gras orange, les autres en italique.
Vous n’en avez sans doute pas trouvé autant. Ce n’est pas grave, l’activité
suivante vous aidera à en comprendre d’autres.
At mypetstop®, we offer luxury dog kennels and catteries in Leeds, Manchester and Newcastle– with the emphasis on comfort and fun –alongside swimming andg hydrotherapy toy help dogs recover from injury
or illness and get into peak condition. We also offer puppy training and g
adult dog training, plus professional pet grooming so your g cats and dogs look and feel at their best.
A happy home-from-home
When you go away on holiday we want you and your pets to feel
equally relaxed. That’s why we ensure that your pets are put at ease
from the moment they arrive. With two room, chalet - style apartments, mypetstop® kennel and cattery facilities offer y comfort and relaxation
for cats and dogs. Each apartment is cosy and bright with one room for
eating and sleeping and the other g dedicated to play. Our catt apartments
at Leeds and Manchester are Feline Advisory Bureau Approved and have ledges and windows so your cat can sit and watch the world go by and y
scratching posts and toys to keep them entertained during their stay.
For dogs you can choose to allow your dog to have access to an open air
play area. The kennel apartments even have individual climate control
to give your pet that perfect stay whilst here in our Leeds and Manchester t
centres!
Extra comfort options
Looking for those little extras that will make your pet’s stay more pleasurable? We offer a wide range of comfort options. For example you can upgrade the kennel or cattery apartment toy include a sofa bed for your dog or cat to sleep and relax on. If your t pet likes thet TV on at home V
we can put one in the apartment.
Our cat aerobic centres are very popular with those energetic and playful felines and have been especially designed for cats to exercise on and show off their climbing skills whilst in our cattery.
Or to get your dog’s tail wagging, we can arrange to take them for extra
walks. Also, our play area means that dogs can run around off lead under d
Animalsfeline pet / dog / kennel / cattery(ies) / puppy /
dog’s tail / wagging (to wag) / off lead
Luxury
luxury / comfort / recover / hydrotherapy
/ two room, chalet apartments / comfort
and relaxation / individual climate
control / comfort options / TV / sofa for
your dog / aerobic centres / especially
designed for cats /
fun / swimming / peak condition /
training / professional grooming / look
and feel at their best / each apartment
is cosy and bright / one room for eating
and playing / the other dedicated to play
/ ledges and windows / scratching post
and toys / keep them entertained / an
open air play area / extra walks
Deduce the meaning of the following words in the text.
Voici quelques questions que l’on peut se poser, quelques hypothèses,
quelques raisonnements.
– Kennels : c’est un nom qui est qualifié par “dog”. Donc c’est quelque chose pour les chiens, un lieu. On sait dans le texte que les gens y laissent leurs chiens pendant les vacances. Il ne peut s’agir que de « chenils ». “Kennel” veut aussi dire « niche ».
– Catteries : “and” associe ce mot à “kennels”. Dans le texte il s’agit de chiens et de chats. Le mot “catteries ” contient le mot “cat ”. Il s’agit donc d’un lieu où on laisse les chats pendant son absence. Il ne peut s’agir que d’une pension pour chats. Une chatière (qui ressemble à “catteries”) est un orifice percé dans une porte pour laisser passer un chat.
– Injury or illness : “ illness” est composé de “ ill” qui veut dire « malade ». Si on ajoute “ness”, on crée un nom qui veut dire « maladie ». Dans “ recover” on a en français “recouvrer” la santé. Donc on peut récupérer d’une maladie et pour “injury”, ce peut être une blessure.
– Into peak condition : « condition » est un mot transparent. Cette expression fait suite à la maladie et aux blessures qui ont été vaincues. “Get” indique une idée « d’obtenir » quelque chose, une « condition ». On parle souvent de « condition physique ». “peak” fait penser à « pic », c’est-à-dire le « sommet ». “Peak condition” a un synonyme un peu plus loin : “at their best” (au mieux de leur forme).
– grooming : la forme en ING nous indique qu’il s’agit d’une activité g
(swimming, riding …). Cette activité est “professional” et est axée sur les animaux familiers. Il s’agirait donc de « s’occuper » des animaux. En fait il s’agit des soins de santé, du toilettage.
– Put at ease : “ease” fait penser à “easy” (facile). Si je traduis mot à mot, cela donne quelque chose comme « mis dans un état facile » et cela quand les animaux arrivent à Mypetstop®. On peut donc penser à « mis à l’aise ».
– ledges : ce sont les “apartments” qui ont des “ledges” et des fenêtres. Les chats peuvent « s’asseoir » et « regarder le monde ». Il ne s’agit pas de la fenêtre, mais de quelque chose de proche puisque les chats s’y assoient et observent ce qui les entoure. Il s’agit sans doute du rebord de la fenêtre.
– Scratching posts and toys : “toys” vous est sans doute connu : « jouets ». Donc ici, le chat joue avec des jouets et il “scratche des posts”. Pas facile! Peut-être que « scratch » vous dit quelque chose? C’est un bruit. Le chat peut le faire avec ses griffes. Il aime gratter les objets. Ici “post” est un « poteau », un « pieu ».
– a range : il s’agit d’options de confort. Plus loin, nous avons “for example”. Et nous trouvons une énumération d’options de confort. Il s’agit donc d’une « gamme ».
– tail : il s’agit d’un attribut du chien. Cette “tail” “wag”; il y a donc une action, un mouvement. À part la queue, je ne vois pas ce qui peut-être en mouvement.
– wagging : en trouvant « queue », je trouve aussi « g remuer ».
– off lead : juste avant le texte nous parlait de “extra walks”, de promenades supplémentaires. Avant “off lead”, nous avons “run around”. Donc le chien semble assez libre de courir. Dans ce cas il ne faut pas qu’il soit en laisse. “off lead” veut dire « sans laisse ».
Réponses possibles (celles-ci n’excluent pas d’autres) :
At mypetstop® cats may recover from injury or illness and get into peak
condition.
At mypetstop® cats can sit on window ledges and watch the world
around them.
At mypetstop®, it is possible for cats to watch TV in its apartment.
When cat owners leave their pets at mypetstop®, they know they may
spend time in the aerobic centre.
At mypetstop® dogs may swim and do hydrotherapy.
At mypetstop® dogs can have a two room, chalet style apartment.
At mypetstop®, it is possible for dogs to have a sofa bed to sleep and
relax on.
When dog owners leave their pets at mypetstop®, they know they will
1. Isaac NEWTON was born in 1642 and died in 1727. He was English. He studied physics and mechanics and discovered the laws of gravitation. He invented the telescope.
2. Benjamin FRANKLIN was born in 1706 and died in 1790. He was American and invented the lightning rod and bifocals. He studied electricity.
3. Sir Alexander FLEMING was born in 1881 and died in 1955. He was Scottish. He studied medicine and discovered penicillin. He won the Nobel Prize for Medicine.
4. Luc MONTAGNIER was born in 1932 and is still alive. He specialized in biology and discovered the HIV virus. He won the Nobel Prize for Medicine.
Read to develop your knowledge and your vocabulary
General comprehension
How GPS Receivers work
1. Finding one’s way in the past.
2. A cheap and modern way of finding one’s way: the GPS.
3. How the GPS works.
4. The GPS system: what it consists in, who developed it.
5. Characteristics of the satellites.
6. What the GPS does. A definition of trilateration.
Autrefois il n’y avait aucun moyen de se repérer, les gens se perdaient y y p , g ptout le temps.p (on se servait des étoiles et de monuments pour se repérer.
C’était plus difficile mais on ne se perdait pas tout le temps). Le GPS est un système peu coûteux et pratique. Il y a 27 satellites, dont 3 sont en pannep (supplémentaires, en cas de panne(( ). Ce sont les Américains qui ee
ont inventé ce système pour les militaires du monde entier. (américains)
Chaque satellite fonctionne à l’énergie solaire et parcourt 19 300 km p(tourne à 19 300km autour du globe)ee chaque jour. Il faut un minimum de 3 satellites pour se repérer à partir de la terre. Le GPS fournit des informations supplémentaires comme les distances parcourues ou votre heure d’arrivée précisep . (estimée d’après votre vitesse).
Language skills
Comment appelle-t-on ces formes ? Des comparatifs.
Quelles en sont les 3 différentes sortes ? Comparatif d’égalité,
d’infériorité, de supériorité.
Quand on applique ces formes à des adjectifs, comment classe-t-on les adjectifs ? Adjectifs courts ou longs.
Exercice
1. It is less expensive.
2. It is easier to use.
3. It is quicker.
4. It is more useful.
5. It is less bulky.
6. More than half the cars have a GPS.
Listen to obtain information
General comprehension
� 1. They are bullets. They are used with a gun to kill or injure.
Two gangsters attacked the Barclays Bank yesterday morning just after 10 o’clock. This branch of the well-known bank is on the main square of the village, next to the “White Hart” pub which was closed then.
The two men are already known because they carried out another attack last month in the same area. One is a tall, dark-haired teenager wearing jeans and a denim jacket. He is nicknamed Beany. The other is older, probably in his forties known under the name of Ricky. He is shorter and fatter than Beany and was dressed in black trousers, an anorak and had dark glasses on. Ricky rushed into the Bank while Beany parked the car outside and remained at the wheel with the engine on. Ricky pulled a gun out of his pocket and threatened the manager and the customers. Fortunately the manager pressed the alarm behind the counter without being seen. The police arrived on the spot within minutes as Ricky was busy packing bank notes in a plastic bag.
Sergeant Smith, 49, was in charge of the intervention. He declared:
“I knew there was a chance these were the same men as last month and that they were armed, so precautions were necessary. When Beany saw the police, he shot at our car and started moving but found the road blocked by another police vehicle. While they were arresting him, I went inside the bank. As I got in, another shot was fired. It was lucky I had my bullet-proof vest on. Thanks to it, I was unscathed! Finally Ricky surrendered without further trouble. The two men are now locked up, and waiting for judgement.”
– Pour un dialogue, on utilise des tirets et on va à la ligne quand on change d’interlocuteur. On utilise des guillemets si le dialogue est inséré dans du texte.
– On met le nom des interlocuteurs dans la marge.
– On peut faire une courte introduction pour indiquer qui sont les personnes, par exemple : “Mr and Mrs Woods are talking about their son’s birthday”.
– Si les gens sont de la même famille ou sont amis, on peut utiliser du langage familier, des expressions de tous les jours, la forme contractée etc...
– S’il s’agit de situation formelle, par exemple des adultes qui ne se connaissent pas, des niveaux sociaux différents, il faut un langage plus soutenu, plus poli, plus « correct ».
– Pour rendre l’échange réaliste, il faut utiliser des questions, des exclamations, les personnages peuvent dans certains cas se couper la parole, mettre en doute ce qui est dit (revoyez les “tags”*).
Le premier dialogue est entre un professeur et une élève « difficile ». On note l’emploi poli et formel du professeur “Miss Jones, I would appreciate
if..;” alors que l’élève parle un anglais incorrect.ff
Le deuxième dialogue est entre un policier et une femme. Le policier est très poli face à une personne qui a l’air plutôt décontracté. On remarque l’emploi d’italiques pour montrer l’insistance de la voix sur un mot.
Le troisième extrait est d’une pièce de théâtre. Il n’y a pas d’indications entre les paroles prononcées. On devine que ces personnes appartiennent à une classe sociale élevée, ce qui ne les empêche pas de différer de manière vive.
*Réponses, reprises et tags
Des réponses courtes apportées en réaction de ce qui a été dit par un interlocuteur ou qui ponctuent une phrase.
Do you like wearing jeans? - Oh yes, I ; Oh no, I .
Young people wea-ring jeans, ?
(affirmative + négative)
You invent this your-self, ?
(négative + affirmative)
“yes” et “no” sont souvent com-plétés en anglais.
Ces courtes questions négati-ves ou affirmatives avec reprise de l’auxiliaire et du sujet corres-pondent à nos « n’est-ce pas », « vraiment », « oui », « non », « hein ».
*Réponses, reprises et tags
Des réponses courtes apportées en réaction de ce qui a été dit par un interlocuteur ou qui ponctuent une phrase.
Do you like wearing jeans? - Oh yes, I do; Oh no, I don’t.
Young people enjoy wea-ring jeans, don’t they?
(affirmative + négative)
You didn’t invent this your-self, did you?
(négative + affirmative)
“yes” et “no” sont souvent com-plétés en anglais.
Ces courtes questions négati-ves ou affirmatives avec reprise de l’auxiliaire et du sujet corres-pondent à nos « n’est-ce pas », « vraiment », « oui », « non », « hein ».
AUSTRALIA Europeans took … Aborigines received monthly
rations of …
blankets x
clothing x
flour x
food x
food resources x
labour (sometimes) x
land x
sugar x
tea x
� Trade
a) The Native Americans used to trade between tribes; they were traders
before they encountered the Europeans.
b) They were eager to trade/exchange furs for European technology.
c) Whereas the European goods were generally man-made, the Native Americans traded natural resources.
Reproach
d) The Native Americans didn’t like how the whites killed the buffalo because they did not use all the different parts of the animal; they reproached them for not using everything/being wasteful.
b) The idea is totally ridiculous for the Indians. The Whites’ actions seem to him as ridiculous as buying or selling the sky.
c)
Whites’action Approval Disapproval Justification
takes from the land
whatever he needs x he is as a stranger … come in the night
conquered it (the earth)x
the earth is not his brother but his
enemy
he leaves his fathers’
graves
x notion of abandon
his children’s birthright is
forgotten
x notion of abandon
d) His actions are totally different because he respects the land (the earth), his fathers’ graves and his children’s birthright.
� a)
White man Indians
No quiet place in the white man’s cities.
The white man does not seem to notice the air
he breathes. Like a man dying for many days, he
is numb to the stench.
I am a savage and do not understand.
The Indian prefers the soft pound of the wind
… and the smell of the wind itself cleaned by a
midday rain, or scented with a pi on pine.
The air is precious to the red man.
Activity 5Activity 5
Ne vous inquiétez pas si vous ne comprenez pas tout ce que vous avez relevé dans le texte – c’est normal ! La compréhension se fait à plusieurs niveaux, et en seconde, il ne faut pas s’attendre à comprendre un document dans ses moindres détails. Comprendre le sens global d’une phrase c’est déjà bien. Dans l’exercice qui suit, on travaille sur des mots que vous auriez pu inférer à partir du contexte …
Mais pour satisfaire votre curiosité, nous vous livrons le sens des autres mots en ex. 2a. que vous avez peut-être notés sans comprendre :
breathe : respirer (c’est ce qu’on fait de l’air)
numb : indifférent
stench : la puanteur (Chief Sealth accuse les blancs de polluer l’air et de ne même pas s’en rendre compte – en 1865 !)
Ne vous inquiétez pas si vous ne comprenez pas tout ce que vous avez relevé dans le texte – c’est normal ! La compréhension se fait à plusieurs niveaux, et en seconde, il ne faut pas s’attendre à comprendre un document dans ses moindres détails. Comprendre le sens global d’une phrase c’est déjà bien. Dans l’exercice qui suit, on travaille sur des mots que vous auriez pu inférer à partir du contexte …
Mais pour satisfaire votre curiosité, nous vous livrons le sens des autres mots en ex. 2a. que vous avez peut-être notés sans comprendre :
breathe : respirer (c’est ce qu’on fait de l’air)
numb : indifférent
stench : la puanteur (Chief Sealth accuse les blancs de polluer l’air et de ne même pas s’en rendre compte – en 1865 !)
the leaves of spring x xthe rustle of insects’ wings x xthe clatter only seems tor
insult the earsx x
the lovely cry of a whip-
poor-willx x
the arguments of the frogs
around a pondx x
the soft pound of the wind x x
3. They are all sounds (things we can hear).
5.
animal bird a body
of water
a sound vegetation
xrustle xclatter xa whip-poor-will xa pond xpound x
6. battement = pound brouhaha = clatter
bruissement = rustle
Les trois mots en anglais sont tous des onomatopées (mot dont la sonorité rappelle ce que l’on désigne – exemple : glouglou).
c) 1. � water � air
2. The White man and the Indians don’t have the same attitude to the air : whereas the air is precious for the Indians, the White man doesn’t seem to notice it.
d) The essential difference between the White man and the Indians is their attitude to nature / the environment.
The Indian chief disapproves of the White man’s lifestyle
He reproaches the White man for not respecting nature
not living in harmony with the
natural world
1. a) True – when the last red man has vanished.
b) True – these shores and forests will hold the spirits of my people
c) False – [my people] love this earth as the newborn loves its mother’s
We always know the author of a letter (unless it is anonymous!) The tone can be formal or familiar and the point of view is r subjective.
The speaker in a chronicle is generally known. The tone is often familiar and the point of view is r subjective.
The author of an article in the press is generally known. The tone is usually formal and the point of view is objective (although it can be subjective).ee
� b)
Position of the slashes Yes No
at the end of a sentence x
between a verb and a complement x
before ‘and’ x
before and after a relative sentence x
in the middle of a short sentence x
in the middle of a long sentence x
at regular intervals in a long sentence x
� The Seminoles, / now established in Florida, / made their announcement / at the Hard Rock Café in Times Square / in New York. / The ceremony demonstrated how / these Native Americans successfully combine / Indian traditions and modernity /. A Seminole medicine man blessed the acquisition in the traditional Seminole language / surrounded by pop celebrities / such as E Street Band guitarist / and The Sopranos actor / Steven Van Zandt / and memorabilia of popstars past and present. /
� a) The Seminoles already have two Hard Rock casinos in Florida [‚ ], and this acquisition puts them at the head of an empire of 7000 employees [‚] at 124 restaurants [‚] in 45 countries, [‚] as well as at seven hotels, [‚ ] two casinos, and two concert venues. [‚] It also makes them the proud owners of the world’s largest collection of rock memorabilia, [‚ ] including items from Elvis [·], Bob Dylan [·], and Madonna. [‚]
b) The sentences are affirmative.
The intonation at the beginning of each part goes up.
The intonation at the end of each part goes down.
� a) Gamblingg currently representsp approximately 90 perp cent of the Seminole tribe’s revenue, and the acquiq sition of the chain of hotels
and restaurants will enable them to diversifyy their y activities. The Seminole’s objective is to one day be y able to return to their originsg
and buy back Manhattan.
This is Jennyy Sullivan reporting from Time Square on NBC News.
grammatical words (articles, prepositions, auxilaries ..) x
content words (nouns, verbs) x
names x
adverbs (…-ly) x
� a) Today is a tragic day / for all Native Americans! / Today the Seminole tribe sold its soul / for a chain of hotels and restaurants. / I’ve already told you how angry I was /when they bought two Hard Rock casinos in Florida . / This time / they’ve bought the whole chain! /
b)
2
the biggest number of words 9
the average number of words 5.8
� a) The Seminole Council insist it’s all in a good cause [‚] – in the not so distant future, the Seminoles hope they will have enough money [‚] to buy back Manhattan [‚] which their ancestors sold to the White men for trinkets. [‚] But what does our God think of gambling? [‚] Is that how he wants His people to live? [·]
b) Analyse the extract:
Type of sentence intonation
affirmative [‚]
interrogative [·] or [‚]
� a) The recuperation of Manhattan has begun – the Seminoles now own the Hard Rock Café in Times Square, but in my opinion, they’ve lost their spirituality in their y search for gold.
b) Okay, some of you may say, the tribe demonstrated the importance of their traditions r at the ceremony in Times Square – yes there was a medicine man in traditional garb who spoke the Seminole lan-guage, but there was also a popstar - Steven Van Zandt, not to name him – who was wearing an Indian-themed sweater and headband and snakeskin cowboy boots. I’m not sure if he was trying to be
a cowboy or an Indian, but once again, dressing up like that just makes me mad!
c) It is easier to identify the stressed words.
It is more important to identify the stressed words.
� a) Read Part 5 and annotate it to indicate the pauses (/), the intonation
[·] or [‚ ] and the stressed words.
How are peoplep ever going to take my defence of Indian rights
seriously, /[‚] if the f Indians themselves /[‚ ] show no respect for their traditions /[‚ ] and reinforce the imageg of Indians / [‚ ] as rich casino-owners! /[·]
Get ready to express your ideasBefore a reporter or chronicler speaks on the radio, he has to prepare
himself. In this part, we are going to help you improve your preparation
skills.
Steps Order
Choose your topic (subject) 1
Make notes 3
Organise your notes 4
Rehearse your talk 6
Research the topic 2
Write out your talk 5
� ………… (The use of ) Indian ………… SPORTS MASCOTS IN THE USA (à titre indicatif)
�
Document Objective Subjective
A x
B x
C x
D x
� A and C = 1 point de vue,
B & D = le point de vue contraire, sans être totalement d’accord.
� An exceptional package holiday on your own private island. You will get a taxi to the airport, take a plane to the nearest international airport, then hire a helicopter to get to the island. You will see palm trees and banana trees everywhere. The water will be crystal clear and the sky will be a little cloudy so that it’s not too hot. You will live like the natives in a wooden hut on the water. It will be a fabulous experience – the scenery is breathtaking and the lifestyle is ideal. Paradise on earth !
b) Picture A : all the synonyms for relaxing and for spectacular
Picture B : all the synonyms for exciting and for spectacular
�
fantastic
stunning a solitary island or islet
tranquil pastures,
elevated plain vast expanse of deciduous trees / an extensive area
of woodland isolated cottages iron
bridge stone arches on either bank
rolling hills
pale blue cloudy breathtaking
peaceful
absence of human activity undisturbed
water, trees hills
Monday 1st September
I’ve just got back from a trip to North Wales. I visited the village with the longest name in the English language – Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch. The scenery is absolutely fantastic. I must tell you about it before I forget! You have this stunning view over the lake, in the middle of which there is g a solitary island or islet. On one side of the lake there are green tranquil pastures, while on the opposite sides there is an elevated plain with a vast expanse of deciduous trees / an extensive area
of woodland. You can see isolated cottages in between the trees. There’s an old iron
bridge which crosses one extremity of the lake with stone arches on either bank. In the distance there are rolling hills. The weather wasn’t 100% perfect while I was there – the pale blue sky was quite cloudy but even so the setting is y breathtaking, but also very peaceful. It’s an ideal place to stay to recharge your batteries. What I like about it is the total absence of human activity - the lake isy undisturbed. Everywhere you look, it’s just water, trees and hills. It’s paradise on earth!
� a) Oliver Twist is a novel written by Charles Dickens in 1838. It relates the adventures of Oliver, an orphan who was born in a workhouse. He is soon made to work as an apprentice to an undertaker (who prepares bodies for funerals) and finds life so hard he decides to run away to London where he joins a band of homeless boys and learns to rob, before being reunited with his grandfather.
Oliver Twist has been the subject of numerous film and televi-t
sion adaptations, and is the basis for a highly successful musical, Oliver !
b) Charles Dickens was one of the most popular English novelists of the Victorian era as well as a vigorous social campaigner. He contin-ues to be one of the best known and most read of English authors today. At least 180 motion pictures and TV adaptations based on Dickens’s works help confirm his success.
Activity 3Activity 3
Wednesday July 15th
I’ve just got back from a trip to Vancouver. The weather was fantastic – a cloudless, deep blue sky! Vancouver’s a vibrant city on the West coast of Canada. It’s an urban landscape with strong evidence of industry in the midst of nature: a fast flowing waterway - the Fra-ser River - flows through the city and trees line the sandy banks. Tall mountains rise up above the glass and concrete constructions – residential skyscrapers, office blocks – to create an awe-inspiring backdrop. The metal arch and concrete pillars of the iron bridge across the river are symbols of the city’s industry while the marina filled with pleasure boats suggests the importance of leisure acti-vities. Raise your eyes and the true character of Vancouver reveals itself – behind the low buildings on the perimeter of the city is a vast expanse of natural tranquillity leading to the mountains above. It’s the call of the wild – like the pioneers on the American frontier must have felt centuries ago! I truly recommend a visit to Vancouver – the city itself is exhilarating and the surrounding countryside is both stunning and calming.
Places: (stile, by-path), high-road, town, milestoneTime: 8 o’clock, noon, for the first time
b) Oliver’s actions: ran, hid, sat down, began to think
Oliver’s feelings: fearing that he might be pursued and overtaken
c) fearing that he might be pursued and overtaken means Oliver was afraid that someone may be following him, and may want to catch him.
d) False. Oliver did not know where he was going. When he sat down, it was the first time he thought about where he should go.
� a)
Pronouns or nouns used Information given
Oliver he, the boy, him, a homeless
boy
must die in the streets unless some one helped
him
London that great large place, there,
that vast city, it
no lad of spirit need want in London
there were ways of living in that vast city, which those
who had been bred up in country parts had no idea of
It was the very place for a homeless boy
Mr Bumble - Ø - Ø
b) the old men at the workhouse
c) Oliver has decided to go to London, because he sees the name on the milestone he is sitting beside, and he remembers that the old men at the workhouse told him that London was a place where you could find everything you needed.
� a) The inverted commas indicate Oliver’s thoughts.
b) recollected, meditated, thought(s), thinking
c)
Interrogation What it’s about
how much he must undergo ere he could hope to reach his place
of destination
distance & probable difficulties
his means of getting there means of transport
d) In 1838 railways did not exist. The only means of transport was the horse and carriage. Oliver decides to continue walking – he only has one penny. In his bundle he has some bread and some clothes, but he can’t use them to pay for transport.
� a)
Time of Day Actions Feelings
day walked 20 miles
ate bread
drank water at cottages
(begged)
night turned into a meadow; creeping close
under a hay-rick
fell asleep and forgot his troubles.
frightened at first
cold and hungry
alone
tired with his walk
b) Oliver slept in a field under a hayrick (= meule de foin).
c) The journey is difficult – it’s a long distance, he hasn’t got a lot of food, and he’s only young. It’s the first time he’s travelled on foot like that. Oliver is very brave and courageous. Although he’s frightened, he ends up sleeping because he is so tired.
d) Oliver is a likeable character, because he is young and defenceless, but ready to travel a large distance. The fact that Dickens presents his thoughts – his anxie-ties and his fears – makes the reader warm to him and appreciate him.
� a) 1 = by-path; 2 = stile; 3 = high-road
b) Oliver was walking. We don’t know exactly where he came from, but we know he was going to London – on foot, on the road.
c) In general, the roads are small at first,then they get bigger.
3. I travelled 4,833 days, 46, 505 miles. I travelled for 14 years. I travel-led across five continents and two oceans.
4. I was 26 when I left. I was 40 when I arrived back in England. I was 350 metres from the coast (when the French authorities stopped me.) I was 26 miles from home (when the French authorities stopped me.)
5. It took me 4,833 days to complete the trip. It took me 14 years to com-plete the trip.
6. It was the worst moment of my life three days ago.
7. She was 82 (years old).
�
1. a, f 2. a, f 3. b 4. c, d 5. c 6. d
7. e 8. g
�
1. He was pursued by pirates.
2. He was chased by a band of robbers.
3. He was run over by an 82-year-old-lady.
4. He was arrested by Egyptian authorities.
5. He was accused of being a spy by Egyptian authorities.
6. He was stopped by French authorities.
7. He was helped by locals in Calais.
8. He was welcomed home by thousands of supporters.
�
1. must 2. can’t 3. can’t 4. must 5. must
�
1. must have been 2. can’t have been 3. must have been
1. Being pursued by band of robbers must have been frightening / can’t have been funny.
2. His car accident in Australia can’t have been pleasant / must have been a nightmare.
3. The attitude of the French authorities must have been incomprehensi-ble / can’t have been understandable.
4. The help of the locals in Calais must have been a pleasant surprise / can’t have been expected.
I’ve just listened to an interview with Jason Lewis./ [�] He’s the guy who’s established a world record / [�] – he’s the first person ever to travel [�] / all the way around the world using only his own energy / [�] – no cars, no buses, no trains, no planes, no boats, [�] / just his own pedal-boat, kayak, rollerblades and bicycle. [�] / Would you believe it! / [�] It must have been a fabulous experience! / [�] But it can’t have always been easy! [� ] / It took him 4,833 days / [� ] to cover 46,505 miles, / [�] travelling across 5 continents and 2 oceans. / [�] He was 26 / [� ] when he left England on July 12, 1994 / [� ] and 40 when he arri-ved back home 14 years later. / [�] He nearly died more than once! / [�] – he was almost eaten by a crocodile / [�] and in Australia an 82-year- old-woman driver ran into him / [�] when he was rollerblading. / [�] That must have been a horrendous experience! / [� ] He also had a fair number of lucky escapes / [�] like when he was pursued by pirates / [ ] or chased by a band of robbers. / [ �] That’s amusing when you see it on a film,/ [�] but it can’t have been fun in real life!/ [� ] There were also several occasions when he wasn’t exactly welcomed by the authorities / [�] – in Egypt he was accused of being a spy / [�] and imprisoned until the British consulate rescued him / [�] and in France / [�] – so close to home! – /[�] he was forbidden to pedal more than 350m from the coast in his boat. / [ �] Fortunately he was helped to escape by locals in Calais, / [�] which must have been a relief , / [�] and 26 miles later he was welcomed home by thousands of supporters. / [�]
Read to obtain information
� a) log book (a diary is personal – only one person writes in it.)
b) 2 authors - MERIWETHER LEWIS and WILLIAM CLARK
c) between Monday, September 17, 1804 and Thursday, September 27, 1804
White men: Capt. Lewis (& Clark), an interpreter, all the men except 2 [Interpreters], 12 of our determined men, my men
Indians: Sioux boys (those boys) the Band of Sioux called the Tetons, their chiefs (the principal chief = the grand Chief, the 2nd chief, the first & second chiefs), the Brave Men
c) The Whites are travelling by boat - our boat. The Sioux Indians live near the river. Three Sioux boys came to us. Swam the river.
(as far as the eye can reach, this scenery already rich pleasing and
beautiful, immense herds of buffalo, in every direction, I do not
think I exaggerate … 3000)00
� a) 3 = number of Sioux boys80 = number of Indian homes / teepees / lodges in that place
60 = number of Indian homes / teepees / lodges in that place
2 = number of carrots of tobacco
b) geographical references : river, at the next creek
above, a short distance above
c) The carrots are to smoke
‘carrot’ indicates the shape (= forme)e of the object.
d) The white explorers give the three Sioux boys two small quantities of tobacco to give to their chiefs. They tell the boys they will speak with the chiefs the next day. The present of tobacco is to pacify the chiefs so that their encounter will be friendly.
� a) They want an interpreter (who can speak Sioux).
They have an interpreter … but their interpreter only speaks a little Sioux.
b)
Success Failure
invited those chiefs on board
show them our boat
show them … such curiosities
we gave them 1/4 a glass of whiskey
… which they appeared to be very fond of,
(the Grand chief) ordered the young warriors
away
I felt myself warm & spoke in very positive
terms.
(the chiefs) began to be troublesome
the 2nd chief was very insolent both in words &
gestures
stating he had not received presents sufficient
from us
I felt myself compelled to draw my sword
Capt. Lewis ordered all under arms in the boat
c) 1. draw my sword; under arms; defend themselves (warrior)
2. (World) War. Warrior = someone who is engaged aggressively or ener-getically in an activity, cause, or conflict. (guerrier)((
The Sioux’s actions The explorers’ corresponding reactions
the bank was lined with men armed
about 60 men... continued on the bank all
night....
This alarmed me as well as Capt. Lewis.
we were on our guard all night
we kept a strong guard all night in the boat, no
sleep
3. their intentions are to stop our proceeding on our journey and if pos-
sible rob us
4. the Maha prisoners informed him (the bowman) we were to be stopped
5. a White man: our bowmanr
a person who oars, rows, or paddles (= rame) at the bow (= front sec-e
tion) of a boat. - the White men didn’t use bows and arrows in America at this time.
6. Indians our bowman who could speak Mahar …
prisoners …
In 1804, Thomas Jefferson, President of the United States sent Meriwether Lewis and William Clark on an expedition from the plains of the Midwest to the shores of the Pacific. He wanted them to map the rivers, make friends with the natives, open the West to trade, and look for a Northwest Passage. They were accompanied by twenty-five men, one dog (& one woman). They had difficulty making friends with the natives especially in September 1804 when they encountered the Sioux Tetons. These Indians were armed and were not totally satisfied with the presents the explorers offered them. The leaders of the expedition needed interpreters to talk to them, but noone really understood their language. The Indian chiefs were rather hostile. In particular, they wanted more whiskey and they didn’t intend to let the explorers continue their journey.
h, i – en (7) et (8) il faut une construction passive (be + Ven) – la phrase commence par ‘he’ (= Seaman), qui subit les actions.
l – il faut rajouter le sujet + verbe ‘there was’.
� One of Lewis’ companions on the expedition was Seaman, a dog. He paid $20 for the Newfoundland which he appreciated for his dyna-
mism, strength and docility. During the trip, Seaman spent his days hunting game and alerting the men about grizzlies and buffalo. He didn’t always have an easy time: he was bitten by a beaver and r stolen
by the Indians. He also nearly died of starvation in the mountains in
winter. Although Lewis loved him dearly, Seaman did not return with
Lewis. No one knows what happened to him, but there is no record of
him in the journals after July 15, 1806.
May 14, 1805
The weather was very bad today; there was a lot of wind and not a lot of visibility. Jean-Baptiste cried a lot and Mr Clark was a bit bad-tempered. I didn’t see much of Toussaint, he spent the day talking to the men at the other end of the boat. At the end of the morning, we stopped on the shore and I dug for roots and collected edible plants on the river bank. In the afternoon, the wind got stronger and the boat nearly capsized. Cap-tain Lewis’ papers were everywhere and some of the supplies fell into the water. While the men had difficulty stabilising the boat, I collected the papers together and fished the supplies out of the water. Mr. Lewis than-ked me and told everyone I was an example to them all, I was so calm! If only he knew – I was actually very afraid and thought our hour had come. The wind is calmer now, and Jean-Baptiste is less agitated. We are all very tired, I think we need some fresh berries and a good night’s sleep.
August 17, 1805
It was a very emotional day for me today. Captain Lewis asked me to accompany them on horseback to a Shoshone camp, because they wan-ted to buy some horses. I always feel strange meeting my people, I wasn’t sure how they would react seeing me with White men. The Shoshone chief was none other than my brother – Cameahwait – I haven’t seen him for ages and he didn’t know about Toussaint and Jean-Baptiste. He was so pleased to see me again, he was very good-natured and the White men were able to buy horses. (It was very complicated, Cameahwait and I spoke Shoshone, I translated what we said into Hidatsa for Toussaint, who translated into French for Labiche who translated into English for Lewis and Clark.) They were very thankful. Now I am sad, as we have already travelled many miles up the river, and I don’t know when I will see my brother or other members of my tribe again.
� a) the present: B, C, D the future : C the preterit (past): A, B, C, D
b) specific incidents/experiences = preterit general truths = present
plans = future
� a)
The place The weatherThe people on
the trip
Interesting
experiencesInteresting sights
A, B, C, D C A A A, B
b) a direct address to the reader: D (We’ve made a list of things we wanted
to tell you, we have so much to share with you)
a personal commentary: A (not worth mentioning, A delicious moment that was... nothing quite like a birthday to unite many nations.) ; C (Our plans are impossible to realise today. It’ll have to be a lazy day,…)
Listen to develop your knowledge and vocabulary get ready
� a) There are 53 countries.
b) Most of them are former British colonies.
c) Queen Elizabeth II , known as the Head of the Commonwealth.
d) Its aims are to promote - common values - democracy - free trade - world peace
e) To become a member, the country must - be a sovereign state - accept the Harare declaration - recognize the Queen as Head of the Commonwealth - accept English as a means of communication -respect the wishes of the population concerning this membership.
f) They are suspended. They can leave or rejoin later.
g) Rwanda, Sudan, Algeria, Madagascar, Yemen
h) It organizes summits, meetings of ministers, facilitates communi-cation, provides technical assistance.
i) He is Kalamesh Sharmah, an Indian.
j) They are in London, in Marlborough House.
k) sports / education / business / culture
l) It is a Prize awarded every year to an author from a Commonwealth country.
�
Samoa IndiaNew
ZealandBrunei
Joined the Commonwealth
at the creation ¸
when they became independent ¸ ¸
Their link with the Commonwealth
they were «dominions» ¸
they were colonies ¸ ¸
they have a link with another country already in the
Commonwealth
¸ (New
Zealand)
Their form of government:
they are a republic ¸ ¸
they are a monarchy ¸
they recognize Queen Elizabeth 2 as their monarch ¸
f) They went to the mountains to practice skiing. False, they went there when it was “unbearably hot” near the coast.
g) Both grandparents got sick. False, “my grandfather got sick”.
h) Cricket was a popular game in India. True, “they attended cricket matches”.
i) Grandfather came to realize that India was very different from England. True, “such a big country with such a variety of people and mentalities far removed from the English way of thinking”.
j) The grandparents were glad to return to England. False, “they got a shock” and “often regretted the years they spent over there”.
a) 1. He was dreaming of distant countries 2. He didn’t feel happy in Europe.
b) A distant relative had gone to Asia as a missionary.
c) Earning regular money and contributing to the British influence.
d) He thought the English could help India, save it from famine and ensure peace.
a) It took weeks.
b) They returned to get educated.
c) The extreme heat.
d) She enjoyed having servants and the social life she led.
a) Grandfather realized that India was a big country with a variety of peo-ple and different mentalities.
b) The desire for independence and the fear of Communism.
� As a young boy, Velutha would come to the back entrance...
a) On emploie généralement «would» pour le conditionnel.
b) c) Non, ici «would» indique une action habituelle, répétitive.
� a) The Paravans were expected to crawl backwards, so they would
crawl backwards.
b) They were not allowed to walk on public roads, so they would walk
on the fields.
c) They were not allowed to carry umbrellas, so they would get wet when it rained.
d) They were not allowed to breathe in front of other people, so they would cover their mouths with their hand when speaking.r
� a) Velutha would not wear a shirt.Les propositions b), c), et d) auront été rayées.
India today : read to get information
SUMMARY
There are six characters who are three boys and their sister, the milk booth attendant and a passer-by called Gustad.
Whenever somebody buys and drinks a bottle of milk , the children rush to have the last drops left in the bottle. The attendant catches the girl because she is the smallest and he hits her on the head. Gustad stops him and buys the girl a bottle of plain milk. The girl offers some to her brothers so Gustad buys them three chocolate flavoured bottles.
Detailed comprehension
� Vocabulary
tattered torn, worn out en haillons
booth kiosk, stall baraque, point de vente
scavenged retrieved from the rubbish bins récupérés dans les poubelles
to scramble to move quickly s’échapper, prendre le large
a nuisance a person causing annoyance, problems un casse-pied
to sneak to move furtively se glisser
to whack to hit frapper
to grab to take roughly saisir, s’emparer de
a quota a fixed quantity un quota
pista a nut that gives a greenish colour pistache
to beckon to make a sign with one’s hand faire signe
shyly in a timid way timidement
not willing to not wanting to peu disposé à
to gurgle to make a bubbling noise gargouiller
to skip to hop, to jump sautiller
� The children:
a) Their clothes are tattered, scavenged, ill-fitting.
b) Their shoes : they haven’t got any, they are bare-foot.
c) Their physical appearance : they are skinny.
d) Their eyes : they have big, expressive eyes.
e) They are not beggars. They don’t ask for anything, they wait for people to finish their bottles first.
f) How do the boys feel when their sister is caught? They feel helpless, they are powerless because the attendant is much bigger and stronger.
g) The little girl is particularly touching because she is not selfish, she is willing to share with her brothers.
h) The children feel grateful towards the stranger.
� The booth attendant:
a) His job is to sell a number of bottles every day.
b) If he doesn’t sell his quota he will probably lose his job.
c) No, he is quite rough and brutal with the little girl.
d) He uses the local language when he swears and shouts at the children, but he speaks English with Gustad who is a middle-class Indian.
� Gustad:
a) No, he can afford to buy four bottles of milk to the children.
b) He shows compassion, kindness. He is a charitable man.
d) He says “What milk you like?” instead of “What milk do you like?” and again “What kind they like?” instead of “What kind do they like?” to make sure the little girl understands him.
a) TV events are personified as guests in the house. They seem to arrive together as if travelling by train, they seem to have luggage and unpack, they stay as if the house was a hotel.
b) Baby Kochamma enjoyed the power she felt she had over world events: she could watch them whenever she wanted.
c) The women are “locked together in a noisy TV silence”: they don’t talk to each other anymore, so there is silence, but the TV set is making a lot of noise, the volume is full on and both women are prisoners of this situation.
d) An example of cumulative style: whole wars, famines, picturesque massacres, and Bill Clinton. This is to show that the women watch anything without making a choice.
�
Before Now
Baby Kochamma tended the garden the garden is abandoned, she spends her time
in front of the television
Kochu Maria cooked, prepared food now she spends most of her time sitting by
Baby Kochamma
both women were physically active now they spend the day sitting in front of the
TV, they have become inactive
the two women chatted to each other they don’t speak anymore
there was no noise except the bus horn there is the loud noise of the TV
Baby Kochamma had been able to forget her old
fears of Communism
now she feels frightened and remembers the
past
Listen to CD 2 recording 12.
Expressing your opinion in writing:
Do you think that satellite TV was an improvement in the two women’s lives? (1 paragraph)
The author is very critical of the influence of satellite TV on the two women. She shows that although they are now fully informed of the news of the world, they are unable to exercise their critical sense.
Whereas in the past they would talk to each other, now they just watch the screen but don’t exchange on what they see. The novelist draws a sharp portrait of the low standards of many TV programmes and suggests they don’t bring out the best in human beings, on the contrary. They appeal to a sense of cruelty and foster unwarranted fears. Everything is seen out of proportion, dramatic events are no different from popular programmes. Finally, satellite TV seems to have a negative effect on the physical well-being of the protagonists who have stopped taking exer-cise in the garden.
Get ready : let’s start with a few dictionary definitions
Exercise 1 - §1 Feelings: des sentiments – §2 the fine arts: les Beaux Arts
– §3 works: oeuvres – §4 according to: d’après, selon – §5 carving (to carve): sculpter – §6 to move: r émouvoir
Exercise 2 - a. la fabrication: the making – b. expriment: express – c. cela fait référence à: it refers to – d. telles que: such as – e. signifiant: mea-ning – f. un monde sans art: a world without art – g. capable d’utiliser: able to use – h. surtout: especially – i. à travers: through – j. un moyen d’expression: a means of expression.
Exercise 3 - 1. artist – arrtistic / 2. music – musician / 3. a reference – it refers to / 4. imagine – imagination / 5. talent – talented / 6. emotion – emotional.
1 e – 2 h – 3 b – 4 g – 5 a – 6 c – 7 f – 8 d
How artistic are you?
� Edward Hopper – 1 pt
� London – 1 pt
� Leonardo Da Vinci – 1 pt
� The Kiss – 1 pt
� Monet – 1 pt
� New York – 1 pt
� Never : 0 / About once a year : 1 / Often: 2 / Three times a year or more: 5
� EE Cummings (American poet, contrary to the two other poets, who were English) – 1 pt
� Yes: 5 / No: 0
Describe and analysea visual document
� a 4 – b 9 – c 7 – d 5 – e 3 – f 17 – g 6 – h 8 – i 21 – j 12 – k 2 – l 15 – m 13 – n 1 – o 14 – p 19 – q18 – r 20 – s 11 – t 16 – u 22 – v 10
� 1 b – 2 a – 3 f – 4 e – 5 c – 6 d
This painting is entitled “A room in New York”. It was painted by Edward Hopper in 1932. It represents a couple sitting in a living-room. It is a tradi-tional and cosy living-room with nice furniture: a table, an armchair, a piano and pictures on the walls. We can notice that the colours are not very bright, they are rather dull. The man seems to have just come back from work and is reading his paper while his wife is playing the piano. He seems to ignore her. She is turning toward the piano and playing something, without much conviction. She seems rather melancholy. In fact, each person in the room is focusing on something other than each other.
The table in the middle of the room seems to separate them and the way the man is holding his paper separates him even more from his wife. They do not engage with one another. They are not even looking at one another or talking to one another. Maybe the door also shows the separation of the two persons, it seems to highlight the distance between them.
As often in Hopper’s paintings, there is an open window in the foreground, through which the viewer can gaze at the characters. But we don’t know much about them, we can only try and imagine why they seem so distant from one another. Maybe they have just argued and are still upset.
Hopper is the painter of loneliness, in particular when he paints couples. In his paintings, his couples seem unable to communicate. “A room in
New York” is one of the most famous American paintings.
2. Source and date of publication written by Tom Lubbock, published in the
Independent (British newspaper) on May 24, 2004
3. Artist’s birth date 1882
4. Artist’s birthplace New York
5. Principal characteristics of his works scenes = Lonely rooms, late bars, anonymous lobbies
and empty streets.
often painted solitary figures in public places
Analyse and appreciate a famous painting
This painting, Automat, was created by Edward Hopper in 1927. It represents a woman sitting alone in a café in late autumn or winter: the woman is wearing a coat. The time of day is unclear. It could be early in the morning before she goes off to work. Maybe it is just after sunset. Or it could be late at night, after work. The automat could be the place where she has arranged to meet with a friend. She is very elegant and quiet, but it is difficult to know exactly her situation and her mood. She seems sad and lonely. She is well-dressed. Maybe she is on her way to or from work, or to a social event, an invitation to a party. Perhaps she is in a hurry / exhausted / very cold, because she has removed only one glove to drink her coffee, and she is still wearing her hat and coat. She is sitting quite still, staring into her cup of coffee and seems lost in her thoughts. A critic has described her as “gazing at her coffee cup as if it
were the last thing in the world she could hold on to.” The café is empty and there are no signs of activity outside. We can see rows of lights stret-ching out through the window, in the darkness of the night. They increase the contrast between light and shade. There is also a chair back in the left-hand corner of the picture; it gives us the feeling that someone is sitting at a nearby table. It makes the scene more dramatic: we focus on the character and her feeling of loneliness or sadness.
Personally, I quite like this painting, as it combines simplicity and com-plexity to evoke an uncomfortable atmosphere. In my opinion, it’s much easier to depict beauty and happiness than more negative emotions, so this painting is quite a work of art.
Analyse the artist’s social,aesthetic or humorous message
Part. A� Untitled is a black and white photograph, with a red and white picture and a caption: “I shop therefore I am”. It was made by Barbara Kruger,
an American artist (1945 - ). It represents an open hand showing us a red card with the following sentence: “I shop therefore I am”. The message printed in white letters on a red card reminds us of the French philoso-pher Descartes, “I think therefore I am” also translated as I am thinking,
therefore I exist.
Shoppers is a funny sculpture which represents a fat middleclass woman doing her shopping in a supermarket. The woman is pushing a huge shopping cart. She does not care about her looks; she is smoking and still wearing her curlers in public while doing her shopping. Like many characters created by Duane Hanson, she is unattractive. She seems to represent a symbol of the American consumption society.
Both documents deal with the same issue: overconsumption in our society. “I shop therefore I am” is a provocative sentence which implies that we can only exist provided we buy, consume and acquire more and more goods all the time ... Barbara Kruger’s slogan could actually be a caption for Duane Hanson’s Supermarket Shopper. Both artists send the same message: they criticize our consumerism and our materialis-tic society. I find these documents interesting and more powerful thanwords.
Part. B � Cleaning Lady. This sculpture represents a black cleaning woman. She is wearily pushing her cart of cleaning products. It shows that Duane Hanson dealt with social issues.
Old lady in a folding chair. It shows a skinny elderly woman sitting in a fol-ding chair with her handbag on the floor next to her. She looks really very old and sad with her wrinkled (ridée) face. She seems to be dreaming abour her past life. It is a very strange experience as the woman looks so true and her blue eyes makes her a little bit unreal.
Tourists II represents two rather ugly American tourists, wearing mismat-ched polyester clothes and carrying bags and a camera. The woman’s hairs-tyle and general appearance are funny. Maybe these tourists exemplify the way average middle-class Americans looked in the 1970s?We can notice that most of Hanson’s figures are overweight and look tired, often struggling with bags or shopping carts. None of them looks pleasant or elegant. These humorous sculptures were supposed to make fun of the poor taste so many Americans showed in their looks and general appea-rance. They can be seen as clichés, stereotypes of American consumers.
Read and understandExtract from a novel on artistic creation
� studio – the easel – the blank canvas – colours – easel – brushes– colours – palette knife – white paint.
� Look out the window. - Turn your head very slowly towards me. - Keep your body turned towards the window. Move only your head. Stop. Now sit still. - I want to see you wear the earring. - Go and prepare yourself.”
� He had me sit with the book, then stand holding it while looking at him. He took away the book, handed me the white jug and had me pretend to pour a glass of wine. He asked me to stand and simply look out the window. All the while he seemed perplexed, as if someone had told him a story and he couldn’t recall the ending. “It’s the clothes,” he murmured. “That is the problem”.
� I understood. He was having me do things a lady would do, but I was wearing a maid’s clothes. I felt uneasy. I did not feel right holding books and letters, pouring myself wine, doing things I never did. “Sir,” I spoke finally, “perhaps I should do other things. Things that a maid does.” “What does a maid do ?” he asked softly, folding his arms and raising his eyebrows. I had to wait a moment before I could answer. “Sewing”, I replied. “Mopping and sweeping, carrying water, washing sheets, cutting bread, polishing windowpanes.”
� The painter wants Griet to wearl a pearl. He says: “I want you to wear the earring”.
� It is important because according to him, the painting needs it for the light and brightness it will add. He thinks that without the pearl, the painting will not be complete.
� This extract is beautiful because we actually see the artist at work and follow the evolution of his thoughts and inspiration. The writer imagi-nes and describes the moment when the artist is finishing a painting which will become famous all over the world. Indeed “The Girl with a Pearl Earring” is universally recognized as Johannes Vermeer’s master-piece. So that is why this scene is moving and interesting. It is about artistic creation. �