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ministère de l’éducation nationale

anglaisPALIER 1, ANNÉE 1

Livret de corrigés

6e LV 1 / 4e LV 2Rédaction et Relecture pédagogique

Sylvie BeuzonPaul Cody

Frédéric DucOdile 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 BergamelliAchevé d’imprimer le 30 juin 2011

Dépôt légal 3e trimestre 20113, rue Marconi - 76130 Mont-Saint-Aignan

© Cned, Anglais 6e — 5

ccSéquence 1

Step 8Complete the table now. (Maintenant complète le tableau.)

Daniel Emma

Father’s name David Peter

Mother’s name Nicola Mary

Sisters Hannah, Ellen

Brothers Ben

Pets Max (a dog)

Step 9Exercise 10Now, write the names. (Maintenant donne le prénom des gens suivants.)

Hannah’s sister: Ellen

Ben’s sister: Emma

Hannah’s brother: Daniel

Script:

Daniel: This is a photo of my family in Dublin.

Jack: Who’s the girl with the red pullover?

Daniel: That’s my sister, Hannah.

Jack: How old is she?

Daniel: She’s 10.

Emma: Who’s the girl with the blue T-shirt?

Daniel: That’s Ellen. She’s my sister too. She’s 8.

Jack: Who’s that with the green dress?

Daniel: That’s my mother. Her name is Nicola. And that’s my father with the black jeans. His name is David.

Emma: Is that your dog?

Daniel: Yes, that’s our dog, Max!

Emma: This is my family. That’s my Mum with the yellow pullover. Her name is Mary. That’s my Dad with the orange trainers. His name is Peter.

Daniel: And who’s this boy with the blue jacket?

Emma: He’s my brother. His name is Ben.

Daniel: How old is he?

Emma: He’s 18. He’s a student in Chicago now.

— © Cned, Anglais 6e8

cc Séance 5

Step13Exercise 16

Listen again and circle the letter you hear. (Écoute de nouveau et entoure la lettre que tu entends.)

c e f i h a u v y

Exercise 17

Write down the letters you hear and find the names. (Écris les lettres que tu entends et trouve les

prénoms épelés.)

1- Daniel

2- Hannah

3- Ellen

4- Emma

5- Jack

Exercise 18

Write down the letters and find the countries. (Écoute et note les noms des pays qui vont être épelés.)

1- Britain

2- Ireland

3- Australia

4- Canada

Exercise 19

Now write down the cities. (Maintenant écoute et note les villes qui vont être épelées.)

1- London

2- Dublin

3- Liverpool

4- New York

5- Sydney

6- Toronto

Séquence 1


ccStep 14 Exercise 20Tu vas compléter cette fiche d’identité pour Daniel. Utilise les notes que tu as prises pour la compléter. Quand tu auras terminé, identifie les éléments qui manquent. Écoute ton CD STEP 14 de nouveau en te concentrant sur ces éléments, et essaie de compléter les dernières informations manquantes.

First Name: Daniel Family name: Ford

Nationality: Irish

City: Dublin

Age: 13

Family : 2 sisters and no brothers

Sisters names: Hannah and Ellen

Ages: 11 and 8

Daniel’s favourite subjects: Maths and French

His favourite football team: Liverpool

Colour of their shirts: Red

Daniel’s dog’s name: Max

Dog’s age: 3 years old

Script :

Hello ! My name is Daniel Ford. That’s F-O-R-D. I’m Irish. I live in Dublin. I’m thirteen years old. I‘ve got two sisters but no brothers. My sisters are called Hannah and Ellen. Hannah is 11 and Ellen is 8.

In school my favourite subjects are Maths and French. My Maths teacher is Mr Brown and my French teacher is Miss Robinson. There are 25 pupils in my class.

School is from 8 o’clock in the morning to 3 o’clock in the afternoon. At three o’clock it’s time for sport. Sport is fun. My favourite sport is football. My favourite football team is Liverpool. Do you know Liverpool? They’re great! They wear red shirts.

I like animals. I’ve got a pet dog. His name is Max. He is black. He is very nice. He is three years old.

Séance 6

Step 16Exercise 21Écoute attentivement le CD et écris le cours qui débute à l’heure mentionnée :

1- Maths: Monday, twenty past eleven.

2- English: Tuesday, twenty-five to nine.

3- Science: Wednesday, twenty past nine.

4- Drama: Thursday, five past one.

5- Art: Friday, ten to two.

Séquence 1


ccExercise 25 aListen to your CD and fill in the nationalities. (Écoute ton CD et complète le tableau.)

Name Country Nationality City (ville)

Brian The USA American New York

Susie New Zealand a New Zealander

George Britain British London

Scott Australia Australian

Tim Canada Canadian Toronto

Barbara Jamaica Jamaican

Lucy Ireland Irish Dublin

script:

- Hi. My name is Brian. I’m American. I’m from New York.

- Hello! This is Susie. I’m from New Zealand.

- This is George speaking. I’m British. I’m from London.

- My name is Scott. I’m Australian.

- Hi! I’m Tim. I’m Canadian. I’m from Toronto.

- My name is Barbara. I’m Jamaican.

- My name is Lucy. I’m Irish. I’m from Dublin.

Exercise 25 bListen to your CD again and circle the stressed syllable. (Écoute ton CD de nouveau et entoure la syllabe accentuée.)

American – Australian – Canadian – Irish

Séance 8

Exercise 1Listen to your CD and write the letters you hear. (Écoute ton CD et écris les lettres que tu entends. Tu devras trouver trois prénoms anglais.)1- Sarah

2- Rebecca

3- Christopher

Exercise 2Listen to your CD and write the numbers you hear. Listen again and repeat the numbers.Then do the calculations! (Écoute ton CD et note les chiffres. Puis fais les calculs.)

1- 4 + 3 = 7

2- 11 + 5 = 16

3- 16 + 4 = 20

4- 22 + 7 = 29

Séquence 1


cc Séquence 1

Exercise 3Listen to your CD and circle the stressed syllable. (Maintenant écoute et entoure la syllabe accentuée.)

January August November Canada Australia Manchester

Exercise 4Complete as in the example. (Complète comme dans l’exemple.)

I’m from Australia. = I’m Australian.

I’m from Britain. = I’m British.

She’s from France. = She’s French.

They’re from Ireland. = They’re Irish.

Exercise 5Recite the months aloud. Don’t forget the names of the missing months! Then complete in writing. (Récite les mois à haute voix et n’oublie pas d’inclure les mois qui manquent. Ensuite complète la liste à l’écrit.)

January – February – March – April – May – June – July – August – September – October – November – December.

Exercise 6Find the question. (Retrouve la question qui correspond à la réponse.)

1- What’s your name?

My name is Robert.

2- How old are you, Robert?

I’m thirteen.

3- Where are you from?

I’m from New Zealand.

Exercise 7Complete the sentences. (Complète les phrases suivantes.)

1- Benjamin is French.

2- He is from Paris.

3- Paris is the capital of France.

4- Lucie is his sister.

5- She is 12.

6- They are in my class.

Exercise 8What time is it? (Quelle heure est-il ?)11.20: it’s twenty past eleven.

06.30: it’s half past six.

07.45: it’s a quarter to eight.

22.10: it’s ten past ten.


ccSéquence 1

Exercise 9Que dis-tu en anglais quand :

1- Tu rencontres un copain ?

Hi!

�- Tu te présentes à quelqu’un que tu ne connais pas ?

My name’s...

3- Tu donnes ton âge ?

I am 11/1�/13 etc


cc Séquence 2

SÉQUENCE 2 Séance 1

Step 1Regarde ce tableau. À l’aide de tes notes essaie de la compléter.

Number of speakers: 3

Names : Laura, Simon, Daniel

Daniel’s pets: a dog, Max.

Simon’s pets :

Total number : 8

Number dogs: 1

Number cats: 2

Hamsters: 1

Rabbits: 1

Fish: 1

Mice: 1

Ponies: 1

Daniel’s house: small

Simon’s house: big

Réponds en français aux questions suivantes :

« that horrible boy »

Non

pet

Script:

Laura : Oh no! It’s that horrible boy Simon Johnson with his horrible dog!

Simon : Hello, Laura. Who’s this?

Laura : Hello Simon, this my cousin Daniel. He’s from Ireland.

Daniel: Hello.

Simon: Hello Daniel. This is my dog, Star. He’s very nice, isn’t he? And he’s very intelligent. Have you got a pet, Daniel?

Daniel: Yes, I have. I’ve got a dog. His name is Max.

Simon: Have you got a cat?

Daniel: No, I haven’t.

Simon: Have you got a rabbit?

Daniel: No I haven’t.


ccSéquence 2

Simon: Have you got a hamster?

Daniel: No, I haven’t.

Simon: Poor Daniel! Just one pet!! I’ve got eight pets. I’ve got a dog, two cats, a hamster, a rabbit, a fish, a mouse and a pony.

Daniel: Well, my parents have got a very small house so we’ve only got one pet.

Simon: My parents have got a very big house. My father has got a lot of money! We’ve got three cars, we’ve got a swimming-pool and a tennis court and I’ve got a big bedroom. I’ve got two computers and a TV in my bedroom and I’ve got ……

Laura: Goodbye, Simon, I’m sorry but we haven’t got time to chat now. Goodbye!

Exercise 1Use the words to make sentences. (Utilise les mots pour faire des phrases et écris-les à la forme pleine.)

1- Simon has got two cats.

2- Daniel has got a dog.

3- Daniel hasn’t got a hamster.

Exercise 2Tu rencontres Laura.

1- Have you got a dog?

2- Have you got a hamster?

Exercise 3

Listen to your CD and answer the questions. Give short answers.

1- Have you got a dog ?

2- Have you got a cat ?

3- Have you got a hamster ?

4- Have you got an elephant ?

Exercise 4

Put the words in the right order. (Mets les mots dans le bon ordre.)

1- Emma has got two dogs.

2- Have you got a hamster?

3- Ben has not got a kangaroo.

4- We have got six pets.

yes, I have.No, I haven’t.


ccSéquence 2

Step 3Exercise 8Complete with some, no or any. (Complète avec some, no ou any.)

1- Emma hasn’t got any pets.

2- Peter’s got some glue in his pencil case.

3- Have you got any brothers?

4- I’ve got some money! ($$)

5- I’ve got some pencils in my pencil case but I haven’t got any chocolate!

Séance 3

Step 4Ensuite essaie de compléter le tableau.

Repère les « blancs » qui restent dans ton tableau. Réfléchis aux réponses possibles.

Réécoute en essayant de les compléter.

Number of speakers (nombre d’interlocuteurs): 2

Names of speakers (nombre d’interlocuteurs): Emma - Daniel

Subject of the conversation (le sujet de la conversation, coche 1, 2 ou 3):

1- ® a film on TV

2- ˝ a project for school (une recherche pour l’école)

3- ® a family problem

Country (le pays concerné): Ireland

Capital city: Dublin

Number of inhabitants: 5 million. (inhabitants: habitants)

Girl’s problem: (coche 1, 2 ou 3)

1- ˝ not much telephone credit

2- ® no computer

3- ® no pens

Boy’s solution: (coche 1, 2 ou 3)

1- ® a letter

2- ˝ an e-mail

3- ® a book


cc Séquence 2

Script:

Emma : Hello, is that Daniel?Daniel : Yes, this is Daniel. Who’s that?Emma : This is Emma, from England. How are you, Daniel?Daniel: I’m fine thanks, Emma. How are you?Emma: I’m fine too. Daniel, can you help me? I have to do a project for school, about

Ireland.Daniel: Sure, no problem! What do you want to know?Emma: Well, what’s the capital city of Ireland?Daniel: It’s Dublin.Emma: And how many inhabitants are there in Ireland?Daniel: There are 5 million people in Ireland.Emma: Oh no! I haven’t got much credit left on my mobile.Daniel: That’s ok. I’ll send you an e-mail with lots of information tomorrow.Emma: Thank you Daniel, bye!

Step 5Exercise 9Put these sentences in the correct order. (Mets les phrases suivantes dans le bon ordre.)

1 b / 2 d / 3 c / 4 a

Exercise 10Listen and note the numbers. (Écoute et note les numéros de téléphones portables.)

1- 087 651 22 65

2- 086 515 17 42

3- 0777 602 16 64

4- 0784 587 35 24

Exercise 11 Script:

1- Have you got a mobile?

2- What’s your number?

3- This is Emma. Who’s that?

4- How are you?

Exercise 12Complete the sentences with much or many or lots/a lot of. (Complète les phrases avec much ou many ou lots/a lot of.)

1- How many pencils have you got?

2- Daniel has got a lot of homework ou Daniel has got lots of homework

3- Emma hasn’t got much credit.

4- Emma hasn’t got much information about Ireland.

5- How much money have you got?

6- How many cats has Simon got?


ccSéance 5

Step 8Peux-tu faire la présentation de l’Irlande à la place d’Emma ?

Réponse possible :

Ireland is an island. Ireland has got 5 million inhabitants. The Irish flag is green, white and orange. The capital of Ireland is Dublin. Dublin has got a river, the Liffey. There are 2 big sta-diums in Dublin.

Exercise 17Fais l’exercice suivant pour savoir si tu sais tout sur l’Irlande.

1- Dublin is the capital of Ireland.

2- There is a river in Dublin. The name of the river is the Liffey.

3- There are 5 million inhabitants in Dublin.

4- The inhabitants of Dublin are called Dubliners.

Exercise 18Put the letters in the right order and find the places in the house. (Mets les lettres dans le bon ordre et trouve les endroits de la maison.)

bedroom

kitchen

garage

upstairs

Exercise 19Listen to Daniel and take a few notes in your exercise book. (Écoute Daniel et prends quelques notes dans ton cahier.)

In my house there’s a kitchen, a living-room and a small bathroom downstairs.

There are three bedrooms and a big bathroom upstairs.

There’s a garage at the side of the house There isn’t a garden.

Séance 6

Step 10Exercise 22Listen to Daniel describe his room and tick the things he mentions. (Écoute Daniel et coche les choses qu’il mentionne.)

armchair ® bed ˝ chairs ˝ computer ˝desk ˝ goldfish ® lamp ˝ posters ˝radio ® shelves ˝ table ® TV ®

Séquence 2


cc Séquence 2

Script:

I’ve got a nice bedroom. In my bedroom there’s a bed, of course. There’s a desk and a lamp on the desk. There are two chairs. There are some posters on the wall. I’ve got two posters of Liverpool Football Club. There are lots of shelves for my books.

I’ve got a computer. It’s my Dad’s old computer. My computer is on my desk, near the lamp.

Exercise 25

Tu vas entendre un dialogue. Écoute une première fois sans écrire pour essayer de comprendre le sens général. Écoute une deuxième fois et prends quelques notes. Ensuite essaie de compléter la grille ci-dessous. S’il reste des blancs dans ta grille, réfléchis aux réponses possibles et réécoute en essayant de les compléter.

1- Speakers (interlocuteurs) Mum – Daniel - Hannah

2- Subject (sujet de la conversation) Daniel’s room (bedroom)

3- Mum is a) happy b) sad c) angry

Circle the right answer. (Entoure la bonne réponse.)

4- Problems :

a) pencils on the floor (par terre)

b) Books on the bed

c) A lamp on the chair

5- The pencils are: a) Mum’s pencils b) Daniel’s pencils c) Hannah’s pencils

6- Who has got Daniel’s pencils?: a) Daniel b) Hannah c) Ellen

Script:

Mum: Daniel Look at your room!

Daniel: What about it Mum?

Mum: It’s a mess!

Daniel: No it isn’t.

Mum: Oh yes it is. Look! Your pencils are on the floor. Your books are on the bed! Your lamp is on the chair!

Daniel: No, they’re not my pencils Mum.

Mum: Well whose pencils are they?

Hannah: Where are my pencils?

Mum: They’re in Daniel’s bedroom, on the floor! Daniel, why have you got her pencils?

Daniel: Well……I’ve got a lot of homework and Ellen has got my pencils so……….

Mum: These children! Really!


cc Séquence 2

Emma: Well Daniel, I can’t remember. What’s the name of the river in Dublin?

Daniel: The river? Oh, it’s the River Liffey. That’s L-I-F-F-E-Y.

Emma: Thank you Daniel. Now, I’ve got another question.

Are there any interesting monuments or places to visit in Dublin?

Daniel: Hmm. Just a minute…let’s see. Well, there’s Temple Bar. It’s great for shopping. There are no cars. The Wall of Fame is in the Temple Bar.

Emma: What’s the Wall of Fame?

Daniel: It’s a wall with lots of photographs of rock stars and musicians.

Emma: Ok, anything else?

Daniel: Yes of course, there’s Trinity College. It’s a famous university.

Emma: Thank you so much Daniel!

Daniel: It’s a pleasure! Any time!

Séance 8Exercise 11- Have you got any pets ? Yes, I have ou no, I havent’.

2- Have you got a pencil case? Yes, I have ou no, I havent’.

3- How many pencils have you got? I’ve got … pencils.

4- How many sisters have you got? I’ve got … sisiter(s) / I haven’t got a sister.

5- Is there a TV in your bedroom? Yes, there is ou no, there isn’t.

Exercise 2Name the rooms !

The kitchen

The bedroom

The bathroom

Exercise 4Find the missing question word. (Trouve le mot interrogatif qui manque.)

1- What is the capital city of Ireland?

2- What are the colours of the Irish flag?

3- Who was Bram Stoker?

4- How many inhabitants are there in Ireland?Now write the answers to the questions!

1- Dublin

2- green, white and orange.

3- an Irish writer

4- 5 million


ccSéquence 2

Exercise 51- Complete the sentences with: (Complète les phrases avec :)

some any no

a) My father hasn’t got any credit on his mobile.

b) I’ve got some chocolate in my bedroom.

c) Have you got any sisters?

d) Oh no! I’ve got no rubber!

2- Complete the sentences with: (Complète les phrases avec :)

lots of/ a lot of much many

a) How many hamsters are there in the cage?

b) How much credit have you got on your mobile?

c) I’ve got lots of/ a lot of pets: hamsters, rabbits, cats

Exercise 6Méthodologie pour la compréhension orale

Lis ces conseils et mets-les dans le bon ordre :

1-F- Avant d’écouter, regarde bien les illustrations, s’il y en a. Essaie d’imaginer qui sont les gens sur les illustrations les photos. Note leurs noms si tu peux.

2-E- Écoute sans prendre de notes. Repère des éléments (y compris des bruits, des sons) qui t’aident à imaginer la scène. Essaie de savoir combien de gens parlent et quel est le sujet de la conversation.

3-B- Écoute une deuxième fois et prends des notes.

4-A- Essaie de compléter la fiche, le tableau...

5-D- Repère les « blancs » qui restent dans ton tableau. Réfléchis aux réponses possibles.

6-C- Réécoute en essayant de trouver les informations qui te manquent.


cc Séquence 3

SÉQUENCE 3

Séance 1

Step 13- Tu vas maintenant essayer de repérer les informations.

Question 1 : Charlie.

Question 2 : Le texte est signé « Charlie » en bas à droite.

Question 3 : Le texte parle de Charlie.

Question 4 : C’est un extrait d’un journal intime. Charlie parle de sa vie jour après jour.

Step 22- Complete Charlie’s identity card. (À partir de ce que tu as souligné, complète la carte d’identité de

Charlie.)

First names: Charlotte, Abigail

Family name: Thackeray

Nicknames: Charlie, CAT

Age: 11

Address: Great Skellig Island, Ireland

Occupation: A witch

Pets: Duncan the dragon

Step 32- Complete Duncan’s identity card. (À partir de ce que tu as souligné, complète la carte d’identité de

Duncan. Certains points resteront sans réponse.)

First names: Duncan

Family name: X

Nicknames: X

Age: X

Address: Great Skellig island, Ireland

Occupation: A dragon

Pets: X

Friends: Charlie


cc Séquence 3

Séance 3

Step 102- Quels sont les mots transparents que tu as soulignés ?

October, terrible, disappeared

3- Quels sont les mots que tu connais que tu as soulignés ?

Charlie, Duncan, bedroom, between

4- Trouve dans le texte une phrase équivalent de “He has disappeared”.

I can’t find Duncan anywhere

5- Essaie d’inférer le sens du mot “find” ?

« find » signifie trouver

6- Quel est le problème de Charlie ?

Charlie ne trouve pas Duncan. Il a disparu.

Step 111- Observe d’abord ces trois exemples d’annonce.

A B C

Reward: 25 poundsMissing since July 13th. Cheekie, a big cockatoo. Green with white cheeks and an orange neck. He readily sings Yankee Doodle as a greeting. Quite tame and fearless. If found, please call 353 52 98445

Reward: 50 poundsMissing since February 2nd. Mariah a black dog with long hair. She is very happy and loves people! I miss her very much and I want her home! If found please call 353 52 475 98, thank you.

Reward: 30 pounds Missing since January 30th.Sweetie, an indoor cat. She is a female, 8 years old, VERY affectionate. She is black with a white spot on her neck. She has also white whiskers. If found PLEASE CALL 353 64 35996

B C A2- Reward pounds If found, please call

3- Tout ce qui n’a pas été souligné concerne : l’animal (son nom, sa description, ses capacités, ses qualités) et son propriétaire (sentiments exprimés).

Reward : 20 pounds

4- Missing since November 26th. Duncan, a green dragon with large wings and a pointed tail. He is my best friend. If found, please call 353 64 35996. Thank you.


ccSéquence 3

Step 12Tick the right telephone number.

Message 1: 353 45 78 558

Message 2: 353 12 44 887

Message 3: 353 45 77 445

Message 4 : 353 45 37 394

Step 13can can’t

Message 1 X

Message 2 X

Message 3 X

Message 4 X

Message 1 : Hello, this is 353 45 78 558, Mrs Smith speaking. I’m sorry, dear, I haven’t seen

your little green dragon, but I just wanted to say I like him very much, he is such a dear. I hope

you find him. Sorry I can’t help. Bye !

Message 2 : Hello, dear, this is 353 12 44 887, Mr. Burke speaking. I can help you, I have seen

Duncan. He had a backpack attached to his wings, he was at the grocer’s, doing some shop-

ping. Hope you find him soon. Bye !

Message 3 : Hello, this is 353 45 77 445, Mrs Green speaking. You must be Charlie, the dra-

gon’s friend. I can help you. I saw Duncan. He was flying over the Atlantic Ocean. Is this of any

help ? Give me a call. Bye.

Message 4. Er… Hi ! This is er …353 45 37 394, Greg speaking. Er... Well, I just wanted to

know… How much is the reward ? Bye...


ccSéquence 3

Step 162- Souligne en bleu les trois indices.

November 27th

Hi, it’s me again. I don’t know where Charlie is, but I’ve got some clues: on November 26th he was seen doing some shopping at the grocer’s with a backpack on his back. Then he was seen flying over the Atlantic Ocean. Where is he now? Maybe he is on a trip to the United States of America, right across the Atlantic Ocean. Charlie

Le mot qui indique que Charlie n’est pas sûre est maybe. Peut-être que Duncan est parti aux États-Unis, peut-être pas.

3- et 4- : Right across signifie juste de l’autre côté.

Step 17 On the first day of Hallowe’en, my Swamp Thing gave to me

A hoot owl in a dead tree.

On the second day of Hallowe’en, my Swamp Thing gave to me

Two black cats

And a hoot owl in a dead tree.

On the third day of Hallowe’en, my Swamp Thing gave to me

Three skeletons

Two black cats

And a hoot owl in a dead tree

On the fourth day of Hallowe’en, my Swamp Thing gave to me

Four pumpkins glowing

Three skeletons

Two black cats


On the fifth day of Hallowe’en, my Swamp Thing gave to me

Five monsters shrieking

Four pumpkins glowing

Three skeletons

Two black cats



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Séance 5

Step 201- Underline all the words or expressions related to Halloween.

witch table black cat lamp pencil pumpkin October car book

ghost lion Ireland jeans trick or treat! bike school

chair skeleton bat flower

3- Read the following text and complete it.

Halloween

Halloween is a festival. It originated in Ireland (7). It is celebrated on october (7) 31st.

It is a night of witches and ghosts (6).

Children play games and go from door to door, house to house (5), asking for sweets.

They say “Trick or treat (5)!”.

They light candles in pumpkins (8).

Step 21Ingredients Quantity

Brown sugar

Vegetable oil

Canned pumpkin

Eggs

Flour

Salt

Baking powder

Baking soda

Vanilla

Cinammon

Ginger

2 cups

1 cup

1 cup

2

3 cups

1 tbsp

1 tbsp

1 tbsp

1 tbsp

1 ½ tbsp

1 ½ tbsp


cc Séquence 3

2- Match the English verbs with their French translation.

English Français Answers

Preheat Incorpore Preheat/ préchauffe

Beat Laisse refroidir Beat/ BatsAdd Mélange Add/ AjouteCombine Cuis au four Combine/IncorporeDrop Préchauffe Drop/ DéposeBake Bats Bake/ Cuis au fourCool Régale-toi Cool/ Laisse refroidirEnjoy Ajoute Enjoy/ Régale-toiMix Dépose Mix/ Mélange

Exercise 17Charlie imagine qu’elle est un grand chef cuisinier avec du personnel.

1- Beat the eggs!

2- Mix two eggs with brown sugar!

3- Preheat oven to 350°!

4- Add salt!

5- Bake the cookies !

Séance 6Exercise 181- You are a very good detective.

A backpack attached to his wings.

Shopping at the grocer’s.

Flying over the Atlantic Ocean.

A song for Halloween.

A recipe for Duncan’s Halloween Cookies.

2- You know how to express a hypothesis. You have to use an adverb beginning with the letter M. In your opinion, where is Duncan? Have a guess.

Maybe Duncan is in the United States.

3- In your opinion, why has he gone to this mysterious place? Have another guess.

Maybe he is in the United States to celebrate Halloween.

4- What is Charlie’s opinion? Read a page from her diary. Underline the sentence expressing a hypothesis.

November 29th

Hello, thanks for your help with the clues. Maybe Charlie is in the United States of America to celebrate Hallowe’en. But why the recipe of the Pumpkin cookies? Why shopping at the gro-cer’s? I’ve got an idea. I remember an article in an old magazine… Let me have a look! Ah, here it is! Charlie


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2- C’est très bien. Maintenant tu vas lire attentivement le texte, crayon de papier à la main pour souligner tout ce que tu comprends, comme tu as pris l’habitude de le faire.

un synonyme pour jack-o’-lanterns : glowing pumpkins

un nombre : 28,952

une date : October 31st, 2003

deux consignes : Come and do it !

Exercise 19

[i] [i:]

Party- pumpkin- city- Guinness- festival- it

Magazine- Keene- Halloween- street

Les syllabes accentuées sont soulignées dans le tableau qui précède.

Séance 7

Step 271- Observe trois des messages que tu as entendus.

Message 1 : Hello, this is 353 45 78 558, Mrs Smith speaking. I’m sorry, dear, I haven’t seen your little green dragon, but I just wanted to say I like him very much, he is such a dear. I hope you find him. Sorry I can’t help. Bye !

Message 2 : Hello, dear, this is 353 12 44 887, Mr Burke speaking. I can help you, I have seen Duncan. He had a backpack attached to his wings, he was at the grocer’s, doing some shop-ping. Hope you find him soon. Bye !

Message 3 : Hello, this is 353 45 77 445, Mrs Green speaking. You must be Charlie, the dra-gon’s friend. I can help you. I saw Duncan. He was flying over the Atlantic Ocean. Is this of any help ? Give me a call. Bye.

2- Les mots ou expressions que tu as repérés te permettent de commencer et de finir ton message. Mets-toi à la place de Charlie.

Que diras-tu pour commencer le message. Retrouve le numéro de téléphone de Charlie - séance 3 ?

Hello, this is 353 64 35996, Charlie speaking.

Que diras-tu pour finir le message ?

Bye !

Tu penses savoir où il est. Choisis :

Maybe you are in Keene ˝

Tu poses une question sur la possibilité de venir le rejoindre. Choisis :

Can I come to Pumpkin city, too? ˝

Demande-lui de t’appeler. Tu trouveras cette expression dans le message N° 3.

Give me a call


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3- Tu peux prendre des notes sur la page de calepin ci-dessous si tu le souhaites. Exerce-toi

ensuite plusieurs fois à l’oral en regardant tes notes, puis sans les regarder. Enregistre-toi

si possible et réécoute-toi.

Je commence le message :

˛ Hello, this is 353 64 35996, Charlie speaking.

Je pense savoir où est Duncan :

˛ Maybe you are in Keene

Je lui demande si je peux venir :

˛ Can I come to Pumpkin city, too?

Je lui demande de m’appeler :

˛ Give me a call

Je dis au revoir :

˛ Bye !

Exercise 20

2- You are the best, so what clues did you find about this postcard?

Duncan is in the United States.

He is not in Keene, so he is not in New Hampshire

He is in a big city in the Massachusetts.

There is a Halloween Festival in this big city.

This big city has now the Guinness World Record for the most glowing pumpkins lit in one

place at one time.


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She is between two pumpkins.

She is in a cauldron.

She is between two brooms.

She is next to Duncan.

She is behind Duncan.

Charlie is on her broom.

She is under a large witch’s hat.

Exercise 4Sais-tu dire si tu sais faire les choses suivantes ?

- I can dive under the water. / I can’t dive under the water.

- I can fly on a broom. / I can’t fly on a broom.

- I can bake cookies. / I can’t bake cookies.

- I can leave a message in English / I can’t leave a message in English.

Exercise 5

Sais-tu repérer la différence entre [kn], [kæn] et [kant] ?

[kn] [kæn] [kant]

A X

B X

C X

D X

E XScript:

A- I can play tennis.

B- He can’t dive under the water.

C- Can you make cookies?

D- Yes, I can.

E- They can’t go to Keene

Exercise 6

Sais-tu rédiger une petite annonce ?

REWARD : 20 eurosMissing since September 10th. Sweety, a nice black and white cat. She is my best friend. If found, please call 03 81 45 76 07. Thank you.

Exercise 7Connais-tu bien le lexique du thème de Halloween ?

GREEN - WITCH - MONSTER - SKELETON - GHOST - PUMPKIN


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Exercise 8Connais-tu bien les nombres ordinaux en anglais ?

Julian : 18/08/1966 Ë August the eighteenth, nineteen sixty-six

Meredith : 21/12/1977 Ë December the twenty-first, nineteen seventy-seven

Chris : 5/10/1988 Ë October the fifth, nineteen eighty-eight

Exercise 9

Connais-tu bien le lexique nécessaire pour réaliser les Halloween Cookies ?

Dans chaque liste, il y a deux intrus, lesquels ? Entoure-les.

1- Ingredients:

vanilla flour flower sugar baking powder soda vegetable oil

2- Instructions:

heat bake cake drop cool pool mix

Exercise 10

Sais-tu utiliser les éléments paratextuels d’un document pour en anticiper le contenu ?

1- Cite les 3 éléments paratextuels du texte sur lequel tu as travaillé lors de la séance 6 qui sont présents sur le document ci-dessous.

une photo

une carte

le titre du document d’où est extrait l’article

2- Le titre

Exercise 11

Connais-tu bien tes adverbes interrogatifs ?

This is Charlie. Who

She lives on Great Skellig Island. Where

She can make pink potions. What

Hallowe’en is on October 31st. When

Because there is a festival there Why

Exercise 12

Sais-tu repérer une information dans un texte ?

There is a Halloween festival in this big city because it has the Guinness World Record for the most Jack-O’-Lanterns in one place at one time.


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SÉQUENCE 4Séance 1

Exercise 2Comment donne-t-on une consigne ?

1- Read the following sentences and tick the instruction.(Lis les trois phrases suivantes et coche celle qui est une consigne.)

I can make cookies ®

Add four eggs! ˝

There are three eggs on the table ®

2- Les consignes données dans le document qui ont attiré l’attention de Charlie.

CHANGE THE PLANET WITH YOUR PEN

Join our competition!

Make a poster!

Draw three pictures of your local wild life or place you live in!

Write three short paragraphs about it!

Imagine a slogan!

Don’t forget to describe the place you live in!

Exercise 3Match each instruction to a picture.

DRAW : dessin D

WRITE : dessin C

IMAGINE : dessin B

DON’T FORGET : dessin A

Step 1Une consigne n’est pas construite comme les autres :

1- Don’t forget to describe the place you live in!

2- La base verbale est précédée de don’t.

3- Don’t +base verbale indique ce qu’il ne faut pas faire.

Exercise 4Choose between the Verb base and Don’t + Verb base.

Make a nice poster to win the first prize!

Don’t write two paragraphs, but three!

Colour your pictures!

Don’t forget to send the poster before November 30th!

Go to Great Skellig Island, it’s a fantastic place!


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Step 31- Lis cette phrase extraite de l’annonce :

You must send your poster to Wildlife Magazine before November 30th.

2- La phrase qui a la signification la plus proche de celle que tu viens de lire est :

Don’t forget to send your poster to Wildlife Magazine before November 30th

3- La valeur exprimée par la phrase est : l’obligation

4- Une autre phrase de l’annonce exprime cette même valeur. You must respect the rules.

5- Must est le mot commun aux deux phrases qui exprime cette valeur.

Exercise 7Choisis entre l’expression de l’obligation (must) ou de la possibilité (can)

1- Charlie must respect the rules to win a prize.

2 In Florida, you can swim with dolphins.

3- In Burma, you can visit a panda family.

4- You must send your poster before November 30th to participate in the competition.

5- What animals can you see in Kenya?

Exercise 8

Find, in this list of words or expressions. (Trouve, dans cette liste de mots ou d’expressions.)

1- a synonymous expression for rules: instructions

2- a synonymous expression for endangered species: animals in danger

3- a synonymous expression for wild life: fauna

4- a synonymous expression for protection: preservation

5- a synonymous expression for join: participate

6- a synonymous expression for a trip to…: to go from…to…

Séance 2

Step 4CHANGE THE PLANET WITH YOUR PEN

You feel concerned by the protection of endangered species, by the preservation of your local wild life, join our competition!

Make a poster!

You must respect the rules:

Draw three pictures about your local wild life or the place you live in

Write three short paragraphs about it

Imagine a slogan

Don’t forget to describe the place you live in


ccExercise 16Relis la première page du journal de Charlie. Elle utilise des verbes au présent simple pour nous informer de ses caractéristiques. Souligne-les :

Hello, my name is Charlie. OK, my full name is Charlotte Abigail Thackeray, but everybody calls me Charlie, except my best friend who calls me CAT (just note my initials).

I’m 11.

I live in one of the wildest and most beautiful part of Ireland, the Great Skellig Island, on the South West Coast.

I have a pet, it isn’t a black cat, it’s a dragon, a little green Irish dragon with a pointed tail and large wings. In fact, he is my best friend. His name is Duncan.

Well, maybe you’ve guessed, I’m a witch, a real witch. Of course I wear a black pointed hat, but I usually wear a purple T-shirt, a pair of blue jeans and pink trainers because I’m a young witch.

Bye for now, I’ll write again tomorrow.

Séance 4J’apprends à exprimer la fréquence d’une action

Step 101- Duncan: Hi, Charlie, come and meet my friend Puff-Puff the Puffin.

Charlie: Hi, Duncan! Hello, Puff-Puff! Are you a real puffin?

Puff-Puff: Of course I am, a real puffin from Great Skellig!

Charlie: That’s great! Can I ask you questions? I need information about puffins for a competi-tion.

Puff-Puff: Of course, you can, no problem, anything better than playing with this stupid drag-on!

Duncan: He does not like my company! Did you hear that?

Charlie: Oh, stop it, Duncan! Right, so tell me Puff-Puff, do you like fish?

Puff-Puff: Of course, I do, (I always eat fish, sea-shells, plankton), anything which comes from the ocean, (I never eat meat!)

Charlie: And what do you do all day?

Puff-Puff: (I often fly in the Irish sky), I sometimes play with Duncan, or (dive to collect food in the ocean.)

Charlie: And what do puffins do at night?

Puff-Puff: At night? They sleep on the grassy cliffs, dreaming of fish!

Duncan: Stop talking about fish! I don’t like fish, I don’t like meat either, I’m a vegetarian dragon, I love pumpkins!

Charlie: Oh, Duncan, stop it, please! You are being jealous!

Séquence 4


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2- Décide de la fréquence représentée par ces adverbes en fonction du contexte et associe les adverbes anglais à leur traduction française.

NEVER: JAMAIS

SOMETIMES: QUELQUEFOIS

OFTEN: SOUVENT

ALWAYS: TOUJOURS

Ils sont placés entre le sujet et le verbe.

Les syllabes accentuées ont été soulignées.

Exercise 17Underline the frequency adverbs.

The Atlantic puffin is a seabird species. Puffins are black above and white below, with white cheeks and red-orange legs. They always have a large and triangular bill, and during the breed-ing season it is bright orange with a patch of blue bordered by yellow at the rear.

Puffins collect and eat small fish, zooplankton and crustaceans. They never eat meat.

Atlantic puffins often nest in burrows on grassy cliffs. They sometimes nest amongst rocks. They lay one egg each year, and incubation responsibilities are shared between both parents. Total incubation time is around 39–45 days, and the baby puffin takes about 49 days to fledge, and then it flies away above the ocean.

Step 111- Les informations que Charlie avait déjà trouvées sur les macareux sont mises entre parenthè-

ses dans le dialogue de STEP 10.

2- Toutes les informations nouvelles ont été surlignées.

3- Les questions posées par Charlie pour les obtenir sont en rouge dans STEP 9

4- Complète ce tableau avec les verbes au présent simple.

Forme affirmative Forme interrogative Forme négative

1e pers. du sing.

I need informationI always eat fishI never eat meatI often flyI sometimes play…or diveI love pumpkins

I don’t like fishI don’t ike meat

2e pers. du sing.Do you like fish ?What do you do all day?

3e pers. du sing. Anything which comes… He does not like…

1e pers. du pluriel

2e pers. du pluriel

3e pers. du pluriel They sleep What do puffins do at night ?


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5- Tu viens de découvrir les différentes formes du présent simple.

a. il y a un auxiliaire, do ou does, selon les personnes. ˝

b. à la forme interrogative, l’auxiliaire est placé après le sujet. ®

c. à la forme interrogative, l’auxiliaire est placé devant le sujet. ˝

d. à la forme négative, c’est l’auxiliaire qui porte la marque de la négation. ˝

e. à la forme négative, c’est le verbe qui porte la marque de la négation. ®

f. à la troisième personne du singulier, l’auxiliaire est does. Le verbe ne se termine pas par s. ˝

g. à la troisième personne du singulier, l’auxiliaire est do. Le verbe se termine par s. ®

Exercise 18Cross the odd-man out.

1- I- always- eat- eats- fish.

2- Puff-Puff- sometimes- play- plays-with-Duncan.

3- Puff-Puff- doesn’t-don’t- like- Duncan’s company.

4- does- do- you- like- fish?

5- What- do- does- puffins- do- at- night?

Exercise 19Put the verbs in the simple present.

1- Puffins always eat fish.

2- Puff-Puff always eats fish.

3- Puffins do not like meat.

4- Puff-Puff does not like meat.

5- Where do puffins sleep at night?

6- Where does Puff-Puff sleep at night?

Séance 5

Step 122- Look at the instructions given by Wildlife Magazine and check.

Rules Correct or not?

Draw three pictures not correct

Write three short paragraphs not correct

Imagine a slogan not correct

Don’t forget to describe the place you live in correct


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Step 131- Listen to their reactions on your CD.

Rules Correct or not? Why? Because…

Draw three pictures not correct There are only two of them

Write three short paragraphs not correct There are only two paragraphs

Imagine a slogan not correct You need a slogan

Don’t forget to describe the place you live in correct

2- Read the script of their conversation.

Puff-Puff: Wahoo, you know a lot of things about puffins, but there are only two paragra-phs on your poster and you need to write three. And I think the second one is too long, you copied what’s on the Internet, and it’s not YOUR text!

Duncan: I like your text about the place you live in. Your paragraph about Skellig Islands isn’t too long; I think it’s both short and interesting.

Puff-Puff: Don’t forget, you need a slogan!

Duncan: I like your pictures, Charlie, but there are only two of them, you need to draw three. It’s in the rules!

Charlie: Oh, noooooo!

3- Read the underlined words or expressions in the script.

One of them is used to give an opinion. Write it down.

I think

One of them is used to express a necessity. Which one?

you need

One of them is the English word for trop. What is this word?

too

One of them is the English word for seulement. What is this word?

only

4- Read the script of the conversation once more and check your answers in the justification column.

Exercise 201- Rule number two is not respected because there are only two paragraphs and Charlie

needs to write three.

Rule number three is not respected because there is not a slogan and Charlie needs to write one.

Rule four is respected because Charlie describes the place she lives in.

2- J’utilise because pour introduire ma justification.


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Séance 6

Step14Mots entendus dans le monologue de Charlie :

always / teeth/ carrot cake/ play/ twelve/ blow fire/ never/ vegetables/ barbecue/ grassy cliffs/

ocean/ dolphins/ hour/ Charlie/ work/ dragon/ usually/ sometimes/often

Duncan: Right, now then, I always wake up at 9.00 a.m. Yes, I know, it’s late. Then I wash my

wings and brush my pointed teeth. At 9.30 a.m, I have breakfast; I usually have an orange juice

and a big carrot cake. At 10.00 a.m, I often go and play with Puff-Puff. At twelve, I have lunch, I

usually blow fire and light a barbecue to grill vegetables, and it’s delicious. I sleep on the grassy

cliffs from 1.00 p.m to 3.00 p.m. Then, I go and dive in the ocean, playing with dolphins for

an hour. After playing with the dolphins, I sometimes play with you, Charlie. I never work! It’s

great to be a dragon on Great Skellig Island!

Step152- Listen to Duncan again. Number the pictures from 1 to 6 in chronological order.

3- Listen to Duncan again and write the time in the appropriate boxes.


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a. n°3 - 10.00 am d. n°4 - 12.00

b. n° 1 - 9.00 am e. n°2 - 9.30 am

c. n°5 - 1.00 pm to 3.00 pm f. n°6 - 4.00 pm

Step161- Le script du monologue de Duncan est dans STEP 14. Les adverbes de fréquence sont sou-

lignés. Le nouvel adverbe de fréquence est en bleu.

2- Never, sometimes, often, usually, always.

3- Every day, Duncan wakes up at 9.00 am, then he washes his wings and brushes his pointed teeth. At 9.30 a.m, he has breakfast, he usually has orange juice and a big carrot cake. At 10 a.m, he often goes and plays with Puff-Puff. At twelve, he has lunch, he usually blows fire and lights a barbecue to grill vegetables, it’s delicious. He sleeps on the grassy cliffs from 1.00 p.m to 3.00 p.m. Then, he goes and dives in the ocean, playing with the dol-phins for an hour. After playing with the dolphins, he sometimes plays with Charlie. He never works!


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2- Now write 5 sentences describing Charlie’s daily routine.

a) Charlie often plays with Duncan.

b) Charlie never washes her broom.

c) Charlie usually wakes up at 7.00 a.m.

d) Charlie sometimes makes magic potions.

e) Charlie often flies in the Irish sky.

Séance 7

Step 17Tu peux réécouter ton CD et lire le script en même temps.

1- Script

PART 1

Duncan: Oh, Charlie,that’s nice, fantastic ! I like your slogan: “I can do more to protect Great Skellig Island”. It’s an excellent idea!

Tu auras écrit le slogan : I can do more to protect Great Skellig Island.

2- Script

Listen to Part 2 and draw the first picture.

PART 2

Puff-Puff: And there is a nice picture of Great Skellig Island under the slogan. I love it! The ocean is beautiful and the cliffs are great!

Tu auras dessiné Great Skellig Island : une île constituée de falaises au milieu de l’océan.

3- Script

PART 3

Puff-Puff: Let’s have a look at your text: “The Skellig Islands are two small islands lying about 16 kilometers west of the South coast of Ireland. There is a small island called Little Skellig and a larger one called Great Skellig. That is where I live. Both are famous for their puffin popula-tion.” That’s OK. Same as last time, not too short, not too long!

4- Script

PART 4

Duncan: Hey, look at the second picture, Puff-Puff, it’s you, flying in the sky! I love the colours ! You look fabulous! What about the text? Did you change it, Charlie? Oh, yes, good! “The Atlantic Puffin is a seabird species. Puffins are black and white, with white cheeks and red-orange legs. They always have a large and triangular beak, and during the breeding season it is bright orange with a patch of blue bordered by yellow. Puffins collect and eat small fish, zoo-plankton and crustaceans. They never eat meat.”

Well done, Charlie!

Tu auras fait le deuxième dessin. Il s’agit d’un macareux. Tu auras colorié le macareux ainsi : le dos noir et le ventre blanc, les pattes oranges, les joues blanches, un bec orange bordé à l’arrière de bleu et jaune.


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5- Script

PART 5

Puff-Puff: Hey, look, Duncan, it’s you, blowing fire. You look ridiculous! Your wings are too small, the flames are too short, and your tail is not pointed. And look, there is a text next to the drawing! I like that! Oh, “Duncan is a little green dragon. He always plays but he never works.”

Duncan: Well, thank you, Charlie. You must change that! I think your drawing is horrible and your text is stupid and too short! You need a new drawing and a new text!

Tu auras écrit “Duncan is a little green dragon. He always plays but he never works” en des-sous du dessin que Charlie a fait de Duncan.

Step181- Les mots ou expressions indiquant une appréciation positive ou négative ont été soulignés

dans STEP 17.

2- Classify them and complete the following grid.

Classe-les et inscris-les dans le tableau ci-dessous.

Positive opinion Negative opinion

Nice, fantastic, I like …, excellent, I love…, beautiful, great, that’s OK, not too short, not too long, fabulous, good, well done.

Ridiculous, too small, too short, horrible, stupid.

Exercise 27Now you can complete this grid.


Draw three pictures ¸

There are three pictures but Duncan looks ridiculous: his wings are too small, the flames are too short and his tail is not pointed. The drawing is horrible.

Write three short paragraphs ¸

There are three texts but the paragraph about Duncan is stupid and too short.

Imagine a slogan ¸ There is a slogan: “I can do more to protect Great Skellig Island”

Don’t forget to describe the place you live in ¸ The text is OK, not too long, not

too short.

Step19Récapitule, à l’aide d’une phrase complète.

Rule number two is respected because there are three paragraphs, but the paragraph about Duncan is stupid and too short. Charlie needs to write a new paragraph.

Rule number three is respected because there is a good slogan, “I can do more to protect Great Skellig Island”.

Rule number four is respected because the paragraph about Great Skellig Island is OK, not too long, not too short.


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Séance 8

Exercise 1

Sais-tu exprimer des interdictions, des obligations, des possibilités, des consignes ?

Relis attentivement l’annonce de concours de la séance 1.

Puis essaie, sans le regarder, de compléter de mémoire, ce même document auquel il manque

beaucoup d’éléments que tu dois être capable de retrouver.

Change the planet with your pen

You can do more to protect the planet

You feel concerned by the protection of endangered species, by the preservation of your local wildlife, join our competition!

Make a poster!

You must respect the rules:

Draw three pictures about your local wildlife or the place you live in

Write three short paragraphs about it

Imagine a slogan

Don’t forget to describe the place you live in

You can win fantastic prizes: first prize, a five-day trip to Burma to meet a panda family- second prize, a three-day trip to Florida to swim with the dolphins- third prize, a two-day trip to Kenya to take photos of lions and giraffes.

You must send your poster to Wildlife Magazine before November 30th.

Exercise 2

Connais-tu bien le lexique de la séance 1 ?

Retrouve dans le poster les mots de vocabulaire correspondant à ceux listés ci-dessous par

ordre d’apparition dans le texte.

PRESERVATION Protection

ANIMALS WHICH ARE IN DANGER Endangered species

FAUNA Wildlife

PARTICIPATE Join

INSTRUCTIONS Rules

TO GO FROM… TO … A trip


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Exercise 3

Sais-tu exprimer l’interdiction, l’obligation et la possibilité ?

Complète les phrases.

1- Don’t forget to send your poster before November 30th!

2- You can win fantastic prizes.

3- You must respect the rules.

Exercise 4

Sais-tu quelles questions te poser pour trouver des informations dans un document ?

who

what

where

why

when

how

Exercise 5

Sais-tu donner les caractéristiques d’un personnage ?

Dragons always have wings. They often fly in the sky and blow fire. They sometimes eat meat

but they never eat fish.

Duncan does not eat meat, he eats fish and vegetables. He is a vegetarian dragon! He is a very

special sort of dragon: he sends e-mails, writes postcards, and plays with his best friend Char-

lie. He also loves carving pumpkins for Halloween.

Exercise 6

Sais-tu utiliser les adverbes de fréquence ?

Mrs Green always has delicious fruit in her shop.

Do you play with Charlie every day?

Puffins never eat meat.

I sometimes wake up at 9.00 a.m.


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Exercise 7

Sais-tu donner une opinion, la justifier et donner un conseil ?

Rédige 4 phrases faisant le bilan du respect ou non respect des 4 règles. N’oublie pas

d’exprimer la nécessité lorsque la règle n’a pas été respectée.


1- Draw three pictures ® Only 2 pictures

2- Write three short paragraphs ® Only 2 paragraphs

3- Imagine a slogan ® No slogan

4- Don’t forget to describe the place you live in ˛

Rule number 1 is not respected because there are only two pictures and you need to draw three.

Rule number 2 is not respected because there are only two paragraphs and you need to write

three.

Rule number 3 is not respected because there is no slogan and you need to write one.

Rule number 4 is respected because there is a paragraph to describe the place you live in.

Exercise 8

Sais-tu décrire la vie quotidienne en utilisant le présent simple et des adverbes de fréquence ?

Puff-Puff is a puffin on Great Skellig Island. He often flies in the Irish sky. He always eats fish,

sea-shells, crustaceans and plankton. He sometimes plays with his friend Duncan. At night, he

sleeps on the grassy cliffs and usually dreams of fish.


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SÉQUENCE 5Séance 1

Step 1Exercise 1Answer the questions.

1- Britain is famous for its pop stars:

- The Beatles ˝

- Madonna ®

- Michael Jackson ®

- The Queen ˝

2- Britain is famous for its writers:

- Victor Hugo ®

- J.K.Rowling ˝

- William Shakespeare ˝

- Molière ®

3- Britain is famous for its…

- yellow taxis (cabs) ®

- black cabs ˝

- red buses ˝

- blue buses ®

Exercise 2 Complète avec l’adjectif possessif qui convient : his her its

1- I like this book about English cooking. Its title is ‘Be a chef!’.2- Give that dog its food!3- The Queen is called Elizabeth but her full name is Elizabeth Alexandra Mary.4- Prince William has got a brother: his name is Harry.

Step 2Exercise 5Observe et note la consonne qui suit le T :Christmas : la consonne qui suit le T est un MChestnut : la consonne qui suit le T est un NMustn’t : la consonne qui suit le T est un NMistletoe : la consonne qui suit le T est un LLes mots qui se terminent par sten ou stle sont dans ce cas aussi !Peux-tu donner des exemples ? Listen – Thistle - Fasten


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Exercise 8Can you name the following places in Great Britain?

© Cned © Cned © Cned

® Big Ben˛ Tower Bridge® Stonehenge

® Windsor Castle˛ Loch Ness® Stonehenge

˛ Windsor Castle® Big Ben® Buckingham Palace

© Cned

© Cned

© Cned

˛ Westminster Abbey® Big Ben® Tower Bridge

® Westminster Abbey® Tower Bridge˛ Big Ben

® Piccadilly Circus® Big Ben˛ Stonehenge

Step 4

Exercise 9Can you now write a few sentences about Britain and its cultural places?

Great Britain is famous for its pop stars: the beatles and Queen.

It is also famous for its writers like J.K. Rowling or William Shakespeare.

Do you know its famous black cabs or its red buses ?

Séance 2

Step 62- Voici les dates que tu as entendues :1330 – 1330 – 1414 – 1414 – 1789 – 1789 – 1576 – 1576


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Je retiensTu te souviens qu’en anglais, on dit les nombres deux par deux, pour les dates avant 2000.

Ex : 1264 se dit Twelve sixty-four

1789 se dit seventeen eighty-nine

1313 se dit thirteen thirteen

2004 se dit two thousand (and) four

2008 se dit two thousand (and) eight

2001 se dit two thousand (and) one

Exercise 112- Maintenant écoute les nombres qui vont être dits et écris-les en chiffres ci-dessous.

A- 40

B- 13

C- 30

D- 14

E- 90

F- 19

Step 7MéthodologieInscris ci-dessous les dates qui sont mentionnées dans les phrases :

- 1157

- 1190

- 1189

- 1199

- 1194

Respecte les dates lorsque tu remettras les phrases dans l’ordre !

Autre indice :

As-tu remarqué une particularité de ponctuation à la fin de certaines phrases ?

oui ˝ non ®

Si oui, laquelle ? Certaines phrases se terminent par un point ; d’autres ne se terminent par aucun signe de ponctuation.

Que peux-tu en conclure ? J’en conclus que les phrases qui ne se terminent par aucune marque de ponctuation sont inachevées ; qu’elles se poursuivent à la ligne. Voici un autre indice lié à la ponctuation qui peut t’aider. Dans la phrase :

on his way home from the crusade he was captured in 1194.


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Tu remarques l’absence de majuscule au premier mot de la phrase : « on ». Cela signifie que la phrase ne débute pas à cet endroit !

Sois logique et tu auras un accès plus facile au sens des textes anglais !

Check and correct

Donc il te faut repérer le dernier mot de certaines phrases et le premier mot d’autres phrases, qui vont ensemble.

Dernier indice : Sois logique !

D’après toi est-il logique que l’histoire de Richard commence par ‘He’ ?

Sait-on de qui il s’agit dans ce cas ? oui ® non ˛

Conclus : Une histoire ne peut débuter par le pronom personnel « he », car on ne sait pas encore de qui l’on parle. On peut utiliser «he» pour remplacer un nom de personne déjà mentionnée.

Ex : Richard I was the son of Henry II. He was born in 1157. (On sait de qui l’on parle ici : de Richard).

Logiquement, pour raconter l’histoire d’un personnage :

˛ je commence par le présenter sous son nom complet.

® je commence par un pronom personnel.

® je commence par parler de quelqu’un d’autre.

Je remets les phrases dans l’ordre chronologique :

- He was born in 1157 Ç

- He joined the Third Crusade in 1190 but Ñ

- Richard I was the son of Henry II. Å

- and he was King of England from 1189 to 1199. É

- on his way home from the crusade (croisade) he was captured in 1194. Ö

Exercise 13Write the sentences below.

Richard I was the son of Henry II.

He was born in 1157 and he was King of England from 1189 to 1199.

He joined the Third Crusade in 1190 but on his way home from the crusade he was captured in 1194.

Peux-tu dire la même chose, mais d’une autre manière ? Richard was Henry II’s son.

Exercise 14Have you got a good memory? (As-tu une bonne mémoire des dates ?)

Answer the following questions orally but don’t look at the text above. (Sans regarder les phrases ci-dessus, réponds oralement en anglais aux questions.) 1- When was Richard I born?

He was born ® in the 10th century ˛ in the 12th century ® in the 14th century


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2- When did he become King of England? (Attention au verbe irrégulier become, il devient became

au passé!)

He became King of England ® in 1066 ® in 1089 ˛ in 1189

3- When was he captured?

He was captured ˛ in 1194 ® in 1190 ® in 1185

4- When did he die?

He died ® in 1119 ® in 1190 ˛ in 1199

In the 20th century = in the twentieth century

In the 12th century = in the twelfth century

Exercise 15

Entraîne-toi à rédiger des phrases sur d’autres personnages historiques.

1- Henry VI (1421-1471) : He lived from 1421 to 1471.

2- Richard III (1452-1485) : He lived in the 15th century.

3- Princess Diana (1961-1997) : She was born in 1961 and she died in 1997.

4- Richard I (the Lion-Heart) (1157-1199) : He lived from 1157 to 1199.

Step 8Exercise 16

Look at the following dates and write them as you would read them. (Entraîne-toi avec ces dates.

Écris-les comme tu les dirais à l’oral.)

Jan.7: January the seventh

Feb. 10: February the tenth

Jul. 13: July the thirteenth

Aug. 31: August the thirty-first

Sept. 9: September the ninth

Oct.20: October the twentieth


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Step 13Exercise 21Production possible

On my father’s side :

My grandfather’s name was …..and my grandmother was called………….They got married in 19.. and they had ….children: my father/mother (name), my uncle/aunt (name) and my other uncle…(name).

My dad married my mum in 19.. and they had their first child (me!) in 19..

I have two brothers called ….They were born in 20..

On my mother’s side: ….

Séance 4

Step 14Exercise 23How do you say…?

Oreille : ear

Yeux : eyes

Nez : nose

Bouche : mouth

Cheveux : hair

Joues : cheeks

Cou : neck

Menton : chin

Step 15Exercise 24Now change your sentences as in the previous activity.

1- His nose is short Ë He has got a short nose.

2- Her eyes are blue Ë She has got blue eyes.

3- He has got curly hair Ë His hair is curly.

4- Their ears are pointed Ë They have got pointed ears.

5- They’ve got pink cheeks Ë Their cheeks are pink.


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Exercise 29

Can you describe him? Use the past!

His hair was brown and short.

He wore (portait) a crown on his head

And he held (tenait) a sword in his left hand.

Step 19Which century did Richard I live in? He lived in the: (À quel siècle Richard vivait-il ? Il vivait au :)

He lived in the 12th century.

So what period did Richard live in? (À quelle époque Richard vivait-il ?)

It is called: the Middle Ages.

What is the French equivalent? (Comment dirais-tu en français ?)

Le Moyen Âge

Where did Richard live?

He lived in a castle.

Fortresses: forteresses

Conflict: conflits

They were not just buildings: Ce n’étaient pas seulement des édifices (des bâtiments).

They were fortresses made to protect people : C’étaient des forteresses construites pour

protéger les gens.


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Étape 2 : Je mobilise mes connaissances

Je trie les mots que je connais en relation avec le thème du Moyen Âge.

verbes le corps lieux d’habitation

liens de parenté

lexique : rois royauté

expressions : les dates

have

wear

hold

become

live

die

hair (short/long)

eyes

ears

chin (pointed)

head

castle

(towers, walls, courtyard)

beautiful/damp/smelly/cold/not comfortable

son/daughter

mother/father

nice/nephew

sister/brother

only child

king

sword

crown

nobles

knights

lords

ladies

peasants

Henry II

Richard I

crusade

in the 12th century

from … to …

was born in….

died in….

Étape 3 : Je vérifie mes connaissances

Célèbre pour : famous for

Au onzième siècle : In the 11th century

Il est né en 1102 : He was born in 1102.

Il mourut en 1566 : He died in 1566.

Il épousa Berengaria : He married Berengaria.

Il portait une barbe : He wore a beard.

Grand : Tall

Une forteresse : A fortress

Des hautes tours : High towers

il y avait des murs autour des châteaux : There were walls around castles.

Étape 4 : J’organise mes idées.Nous te proposons plusieurs pistes logiques.

A- 1- The Middle Ages

2- The Kings

3- One King

B- 1- The Middle Ages

2- Its castles

3- A Medieval King

C- 1- Medieval kings

2- Medieval castles

3- Medieval times


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Étape 5 : J’opère des transferts

La Grande-Bretagne est célèbre pour ses rois = Great Britain is famous for its kings.

Le moyen-âge est célèbre pour ses châteaux = The Middle Ages are famous for their castles.

Richard was the son of Henry II.

He reigned from 1189 to 1199.

His hair was long.

Séance 7

Step 23Exercise 32Proposition de corrigé.

The Middle Ages are famous for their beautiful castles and their kings.

Medieval castles were beautiful from the outside but they were often damp and smelly on the inside! They were not made to be comfortable but they were made to protect the lords and ladies from invaders.

In medieval castles there were towers, bridges, walls, …

Richard I was a medieval king. He was born in…and he died in….He was Henry II’s son and he married Berengaria, but they had no children. Henry had many nephews and nieces!

Séance 8

Exercise 1Peux-tu citer des personnes ou des choses qui ont rendu la Grande-Bretagne célèbre dans les domaines suivants ?

POP MUSIC : Great Britain is famous for its pop stars, such as The Beatles, Queen and David Bowie.

LITERATURE : It is famous for its authors, such as J.K. Rowling, William Shakespeare or Agatha Christie.

FOOD : Britain is famous for its porridge, fish and chips and tea.

CASTLES : Britain is famous for its beautiful castles, such as Windsor Castle and Balmoral Castle, two of the Queen’s residences.

Exercise 2Sais-tu utiliser l’adjectif possessif qui convient ?

Henry II had a wife. HER name was Eleanor of Aquitaine.

Richard had a brother HIS name was John.

England is a beautiful country ! ITS castles are fantastic !

MY father had no sister. He was an only child !

Londoners (Les Londoniens) are lucky. I love THEIR red buses !


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Exercise 12

Sais-tu t’appuyer sur l’histoire d’un roi, résumée en quelques phrases simples, pour rédiger à ton tour l’histoire d’un autre roi ?

Remets les phrases dans l’ordre.

Elizabeth I was the daughter of Henry VIII and his second wife, Ann Boleyn, and she was Queen of England from 1558 to 1199. She became queen at the age of 25, after her sister’s death. She had no husband or children to succeed her. She was born on September 1533 and she died in 1603.

Exercise 13Exemple de production écrite possible :

Queen Elizabeth II

She was born on 21 April, 1926. Her father was George VI and her mother was Elizabeth Bowes-Lyon. She became Queen of England after her father’s death/after her father died, on 6 February 1952. She married Prince Philip/ Prince Philip was her husband. They had four children: Charles, Anne, Andrew and Edward.

Scripts

Step 2Exercise 3Windsor Castle - Windsor Castle –

Buckingham Palace - Buckingham Palace -

Balmoral Castle - Balmoral Castle -

Phonologie

Exercise 4Windsor Castle - Windsor Castle

Exercise 5Listen (x2) - Christmas (x2) – chestnut (x2) – mistletoe (x2) – thistle (x2) – mustn’t (x2)

Exercise 6stones

bridge

tower

castle


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Step 61- Listen to the following dates and repeat them.

1066 – 1157 – 1199- 1485 – 1819 – 1901 – 1939 - 1969

2- Now listen to the following dates and write them down.

You will hear each date twice. (tu endendras chaque date 2 fois).

1330 – 1330 – 1414 – 1414 – 1789 – 1789 – 1576 – 1576

Exercise 111- Écoute les nombres qui se terminent en –TEEN et en –TY. Répète-les.

Attention ! La différence est à peine perceptible !

14 – 40

30 – 13

16 – 60

80-18

90 – 19

17 – 70

2- Maintenant écoute les nombres qui vont être dits et écris-les en chiffres ci-dessous.

a) 40 b) 13 c) 30 d) 14 e) 90 f) 19

Exercise 121678

1440

1334

1999

2001

Lexique séance 3Daughter- niece –nephew- mum/mummy -grandmother -grandfather -husband -dad/daddy – brother- son -sister -granddaughter -grandson -aunt –uncle- wife -mother -father

Step 12Phonologie1- Écoute.

Richard I was Henry’s son. (x2)

2- Écoute et entraîne-toi à bien entendre les formes faibles de [was] et [were] :

Henry was an only child.(x2)

Henry was Richard’s nephew. (x2)

Matilda, Leonora and Joan were Richard’s sisters. (x2)


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Step 16Phonologie

• eyes – ears – chin – nose – mouth – lips – cheeks – neck -

• Long hair – short hair – curly – straight

• Tall- Small- thin – pointed – a beard – glasses – a moustache -

Exercise 26

My little sister is adorable. She is blonde. She has short curly hair and green eyes. Her nose is

very small and her cheeks are always pink. She has got small ears too!

Exercise 27Now children. You must be very impatient to know more about the mysterious project I have

in mind.

Let me tell you that it has to do with the Middle Ages. That is to say medieval England. And

it also has to do with a famous King, who went on Crusades. He was the son of Henry II,

remember?

Step 18Phonologie

1- Écoute et répète ce nouveau mot :

A sword – a sword –

2- Écoute et répète :

sword – sword - answer – answer – two – two.

Séance 8

Exercise 10

Phonologie

1- Castle – whistle – pestle – mistletoe

Answer – two – sword

2- Sais-tu prononcer les mots suivants ?

a) eyes – ears – chin – nose – mouth – lips – cheeks – neck - curly – straight

b) Tall- Small- thin – pointed – a beard – glasses – a moustache


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Step 2

Exercise 5

Tu as certainement trouvé les mots anglais dans le texte qui correspondent à ces mots

transparents français ?

- riche : rich

- paysans : peasants

- médiéval : medieval

- bataille : battle

- difficile : difficult

- servir : serve

Exercise 6

Maintenant, tu sais de quels types de personnages médiévaux il est question dans le texte.

Utilise le tableau ci-dessous pour récapituler. Revois l’exercice 2 et les illustrations !

People in the Middle Ages

- Lords and ladies

- Knights

- Peasants


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Exercise 8Maintenant récapitule qui faisait quoi en associant sujet / verbe / complément.

- The lords/had/a lot of land

- They/ were /very rich

- The peasants/ lived/ on the lord’s land.

- The peasants/ were obliged/ to work for the Lords

- The lords/ protected/ the peasants.

- The knights/ served /their lords

- The peasants/obeyed/ their lords

- The peasants/ had/ a difficult life.

Exercise 9The lords

- The lords/had/a lot of land

- The lords/protected/the peasants.

- They/were/very rich

The peasants

- The peasants/ lived/ on the lord’s land.

- The peasants/ were obliged/ to work for the Lords

- The peasants/obeyed/ their Lords

- The peasants/ had/ a difficult life.

The knights- The knights/ served /their lords

Exercise 10Now match the verbs with the people concerned.

There were rich The lords

They were called nobles The lords and ladies

They owned the lands The lords

They were obliged to work The peasants

They served the king The peasants, the lords, the knights

They died young The peasants, the lords and ladies, the knights

They had a short and hard life The peasants

They lived on the lord’s lands The peasants

They owned the peasants The lords

They had many duties The peasants

They served the lords during times of battle The knights


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Séance 2

Step 3

Exercise 12Match the following adjectives with their French equivalent.

sad ü ü triste

sleepy ü ü endormi

disappointed ü ü déçu

happy ü ü gai, joyeux

interested ü ü intéressé

enthusiastic ü ü enthousiaste

excited ü ü excité

Exercise 13How do Miss Walter’s pupils look? Sad? Excited?

® sad ˛ happy

® sleepy ˛ interested

® bored ˛ enthusiastic

® disappointed ˛ excited

Exercise 14Maintenant que tu as identifié l’état d’esprit des élèves, essaie d’interpréter leur attitude :

Pourquoi semblent-ils aussi motivés ?

Can you imagine why the pupils look interested and enthusiastic?

Il fallait cocher la case qui correspondait à ce que tu pensais!

Ë Si cela peut t’aider à mieux comprendre ce que l’on te demandait, voici ce que ces phrases signifient :

They like history lessons: ils aiment les cours d’histoire

They like the history teacher: ils aiment le professeur d’histoire

They enjoy the middle ages: ils aiment le Moyen Âge

They are fond of kings and knights: ils aiment les rois et les chevaliers.


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As-tu remarqué dans les phrases 1-2 et 3 les verbes pour dire ce que l’on aime ?

Recopie-les ici :

(1-2) like

(3) enjoy

Dans la phrase 4, quel est le verbe ? Are (be)

Quel mot le suit ? Fond Quel petit mot vient juste après ‘fond’ ? of

I’m fond of cakes: I like cakes.

They’re fond of games: They like games.

He’s fond of classical music: He likes classical music.

Maintenant, dis le contraire :

I’m fond of kangaroos but I am not fond of giraffes.

He’s fond of Maths but he is not fond of Art.

They’re fond of London but they are not (they aren’t) fond of Liverpool.

Maintenant, dis ce que tu aimes et ce que tu n’aimes pas ! Utilise plusieurs verbes différents !

Voici des exemples de phrases possibles :

I like pizza but I don’t like hamburgers.

I am fond of chocolate but I am not fond of sweets.

I’m fond of vegetables and fruit but I’m not fond of meat.

Step 4Exercise 15Quels mots penses-tu entendre dans le document sonore ?

˛ medieval ˛ served ® animals ˛ lords ® America

˛ knight ˛ poor ˛ peasants ® lesson ˛ Middle Ages

˛ owned ® cinema ˛ hard ® happy ˛ died

Script:

Miss Walter: Good morning children !

Pupils: Good morning Miss Walter!

- Sit down please. Let’s start our new lesson.

- Stop chatting please Meg, Lucy!

- Sorry Miss!

- Ok. Who can tell me what our new lesson is about today? HHmmmm yes, Kevin?

- I think our lesson is about…hmm…the Middle Ages!

- Right! Very good Kevin. Ok, what do you know about the Middle Ages, then? Yes…Megan?

- In the Middle Ages life was very hard and many people were very poor.

- Yes! And who were the poorest?

- The peasants miss!


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- Who did they serve? Michael?- They served the lords and ladies, miss. They were obliged to work very hard on the lands

owned by the nobles. They died very young.- Well done Michael! You are right. There were many poor people in the Middle Ages. Let me introduce you children to a very famous character in English History or should I say

LEGEND! “Waouh!”, ‘great!’ etc…

Exercise 17Voici les mots que tu as probablement entendus dans l’enregistrement :

˛ served ˛ lords ˛ poor ˛ peasants ˛ Middle Ages

˛ owned ˛ hard ˛ died

Séance 3

Step 5Exercise 18

Script:

Part2

Bruits de fond de classe.

Miss Walter : So children. Can you guess the name of the famous character I have in mind? He is a legend!

Ask me questions. Only yes/no questions please.

Pupil : Was he a lord ?

Miss W. : No, he wasn’t.

P : Was he a knight?

M: No, he wasn’t.

P: Was he English?

M: Yes, he was!

P: Was he very tall?M.: Hmmmm no I don’t think he was.P: Was he poor?M: Oh, no he wasn’t indeed!! But he wasn’t rich either!P: Did he live in the Middle Ages?M: Yes, he did!P: (silence)M: You don’t seem to know the answer!P: No, Miss, we don’t know! We have no idea!M: Ok, here is a clue. Look!

Séquence 6


ccExercise 19

Listen to your CD once again and tick the correct answers.

Was the famous character … :

- a lord? ® yes, he was ˛ no, he wasn’t

- English? ˛ yes, he was ® no, he wasn’t

- a knight? ® yes, he was ˛ no, he wasn’t

- tall? ® yes, he was ˛ no, he wasn’t

- poor? ® yes, he was ˛ no, he wasn’t

- rich? ® yes, he was ˛ no, he wasn’t

GrammaireObserve les questions que les élèves ont posées pour deviner le personnage mystère :

Ex : Was he English? ® yes, he was ® no, he wasn’t

Quel type de réponse attend-t-on lorsque l’on pose ce type de questions ?

Des réponses courtes ou brèves.

Observe par quels mots les réponses commencent et recopie-les :

Yes ou No

C’est pourquoi on appelle ce type de question : ‘Yes/no question’.

Les réponses à des Yes/No questions commencent toujours par Yes ou No.

C’est simple et logique !

Quelle courbe intonative as-tu identifiée dans les Yes/no questions ?

Coche :

˛ Was he a peasant ? ® Was he a peasant? ® Was he a peasant?

Exercise 20

Réponds aux questions en Yes/no. Fais des réponses complètes.

Was Richard I a medieval king? Yes, he was.

Were the peasants obliged to serve their lords? Yes, they were.

Were the knights often at war? Yes, they were.

Was life hard for the poor? Yes, it was.

Séquence 6


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Step 6Exercise 21Listen and tick ¸ the name you hear.

® Warren Boot ® Little Red Riding Hood ˛ Robin Hood ® Rowling Wood

Step 8

Méthodologie séance 3Pour décrire Robin Hood, dire ce qu’il portait à l’époque, tu vas utiliser les verbes suivants : Wear – Have

Quel est le temps qui convient ici pour dire ce que Robin portait à l’époque ? Le passé.

Exercise 23Tu peux maintenant décrire Robin Hood : les vêtements qu’il portait à l’époque et ses objets favoris !

Robin Hood wore a hood, a tunic and boots. He always had a bow and arrows. He had a dagger too!

Séance 4

Step 9

Méthodologie séance 4Robin habitait-il dans la ville de Nottingham ? ® oui ˛ non

Ë Tu n’as pas trouvé ?

Observe cette phrase : Robin Hood didn’t live in the city of Nottingham itself.

Le verbe est souligné.

La terminaison N’T dans DIDN’T t’indique que :

® L’action a eu lieu ˛ l’action n’a pas eu lieu

He didn’t live indique donc que Robin :

® a vécu ˛ n’a pas vécu dans la ville de Nottingham. (‘in the city of Nottingham’)

He supposedly lived in Sherwood Forest, in Nottinghamshire, making a living by stealing from rich travellers and distributing the loot among the poor of the area.


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Séance 5

Step 10

Exercise 25A-6 B-5 C-4 D-3 E-2 F-1

Step 11

Exercise 26Les phrases rédigées par les élèves de Miss Walter sont toutes mélangées !

Peux-tu les réorganiser dans un ordre plus logique et cohérent ?

Numérote les phrases, selon l’ordre dans lequel elles doivent apparaître dans l’article.

Écris les numéros dans la colonne, selon leur ordre d’apparition.

2 While Richard was away, John – Richard’s brother – ruled England.

4 Robin was an outlaw. He lived in Sherwood Forest. The Major Oak was his favourite hideout.

5 Robin had two enemies: the Sheriff of Nottingham, who was cruel and John. He was fond of Richard and supported him all his life.

6 Robin had many friends, called his ‘merry men’. They were always happy! His two best friends were Friar Tuck and Little John who was a giant!

1 Richard I, known as The Lionheart or ‘Richard the Good’ went on the Third Crusade in Holy Land in 1190 (and he came back to England in 1194).

3 John was a cruel man and a tyrant, as a king. His nickname was ‘Bad King John’.

Exercise 27Robin was an outlaw who lived in Sherwood Forest. The Major Oak was his favourite hideout.

Que remarques-tu ?

Des mots ont été ajoutés dans les phrases rédigées à partir des notes prises au brouillon.


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Step 12MéthodologieRobin was an outlaw.

Quelle est la nature des 2 mots ajoutés ?

Mot n°1 : VERBE

Mot n°2 : DÉTERMINANT

Robin lived in Sherwood Forest.

Quelle est la nature des 3 mots ajoutés ?

Mot n°1 : NOM PROPRE

Mot n°2 et 3 : VERBE - PRÉPOSITION

Robin had two enemies: the Sheriff of Nottingham and John.

As-tu repéré le verbe ? HAD

Step 13MéthodologieQuel est le type de relation introduit par le mot ‘because’ :

˛ une relation de cause à effet ® une relation de conséquence

Que veut dire le mot ‘because’ en français ? PARCE QUE

Exercise 28

Écris le mot qui convient le mieux d’après toi : and ou but entre les deux phrases qu’ils ont

rédigées.

Ë Robin was an outlaw AND he was John’s enemy too!

King John: “Bad King John” - Richard: “Richard the Good”

Ë John was called ‘Bad King John’ BUT Richard was called ‘Richard the Good’.

RobinYRichard – Robin L John

Ë Robin was fond of Richard BUT he hated John!

Robin /Sherwood Forest – Major Oak = favourite hideout

Ë Robin lived in Sherwood Forest AND the Major Oak was his favourite hideout.


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Exercise 31

Pour chaque rubrique, indique ++ quand l’un des deux amis est supérieur à l’autre et = quand ils sont à égalité.

ROBIN LITTLE JOHN

La taille ++

Loyauté envers le roi Richard = =

Le talent d’archer (tir à l’arc) ++

Maniement du poignard ++

La défense des pauvres = =

Le talent au combat ++

La haine du Roi Jean = =

La force physique ++

À chaque fois, écris l’adjectif qui convient.

Loyauté envers le roi Richard : LOYAL

Le talent d’archer (tir à l’arc) : FABULOUS-GOOD

La défense des pauvres : DEDICATED (to)

Le talent au combat : GOOD AT FIGHTING

La force physique : STRONG

Maniement du poignard : GOOD

Séance 7

Step 15La terminaison de l’adjectif qui sert à comparer Robin et Petit Jean est : -ER

L’exception est : GOOD

Il s’agit en effet de GOOD (bon) qui devient Ë BETTER (meilleur)

Quel petit mot accompagne toujours un comparatif en anglais ? THAN

Ex : Little John is stronger than Robin.

Traduction en français : Little John (Petit Jean) est plus fort que Robin.

As-tu observé la transformation de l’adjectif BIG au comparatif ?

Qu’y a-t-il de particulier ? Le comparatif de BIG est BIGGER (la consonne G est doublée).


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Exercise 321- Turn the following adjectives into comparatives. Don’t look at the activities above.

- young Ë YOUNGER

- old Ë OLDER

- hot Ë HOTTER

- cold Ë COLDER

- tall Ë TALLER

2- Now write full sentences, using comparatives.

1- old Ë LITTLE JOHN ++ / ROBIN

Little John was older than Robin.

2- slim Ë ROBIN ++ / LITTLE JOHN

Robin was slimmer than Little John.

3- strong Ë LITTLE JOHN ++ / ROBIN

Little John was stronger than Robin.

4- fat Ë LITTLE JOHN ++ / ROBIN

Little John was fatter than Robin.

5- big Ë LITTLE JOHN ++ / ROBIN

Little John was bigger than Robin.

6- short Ë ROBIN ++ / LITTLE JOHN

Robin was shorter than Little John.

Step 16Que remarques-tu ? On n’ajoute pas –ER à l’adjectif, mais on le fait précéder de MORE.

THAN est utilisé là aussi.

Entraîne-toi !

- Intelligent Ë more intelligent

- Stupid Ë MORE STUPID

- Comfortable Ë MORE COMFORTABLE

- Interesting Ë MORE INTERESTING

- Polite Ë MORE POLITE

- Dangerous Ë MORE DANGEROUS


ccSéquence 6

Exercise 33Now write full sentences, using comparatives.

1- dedicated to the poor Ë ROBIN +++ / King John

Robin was more dedicated to the poor than King John.

2- famous Ë ROBIN +++ / ALAN A DALE (one of Robin’s Merry Men)

Robin was more famous than Alan A Dale, one of Robin’s Merry Men.

3- popular Ë ROBIN and his merry men +++ / King John and the Sheriff of Nottingham

Robin and his Merry Men were more popular than King John and the Sheriff of Nottingham

4- cruel Ë King John +++ /Richard The Lionheart

King John was more cruel than Richard The LionHeart

5- romantic Ë ROBIN +++ / LITTLE JOHN

Robin was more romantic than Little John !

Séance 8

Exercise 1 : Bilan lexicalP A I N T H E S E M I D N D L

N E R E A L G H E S L I I F E

W E A C T A S E N O B L A D Y

N T E S H A B R E O D O F R O

S O A U A E E W R I C H A R D

S C T F Q N R O S T R O C F O

B A T T L E T O T A U U R K O

N H V G I B K D O K S T O H H

L W O B C N A W O S A L W D Q

T H G I N K G I B R D A N W N

R Z G U C D Q H L B E W H O Z

V X S C R R F J A E U G B R D

Y T L A Y O L X T M Y L G R K

R O O P U W N E N Q E B O A U

K I N G H S O T O S N L R I D


cc Séquence 6

(Numéro colonne verticale, numéro colonne horizontale, direction)

Directions :

SE : South East (Sud Est)

N : North (Nord)

NE : North East (Nord Est)

NW : North West (Nord Ouest)

Etc…

ARCHER(2,1,SE)

ARROW(14,14,N)

BAILEY(6,8,SE)

BATTLE(1,7,E)

BOOTS(9,10,N)

BOW(4,9,W)

CASTLE(2,6,NE)

CROWN(13,6,S)

CRUSADE(11,5,S)

DAGGER(15,15,NW)

HOOD(15,8,N)

KING(1,15,E)

KNIGHT(6,10,W)

LADY(12,3,E)

LORD(12,15,NE)

LOYALTY(7,13,W)

NOBLES(15,10,SW)

NOTTINGHAM(1,4,SE)

OUTLAW(12,6,S)

PEASANT(1,1,SE)

POOR(4,14,W)

QUEEN(5,6,NW)

RICHARD(9,5,E)

ROBIN(9,5,NE)

SHERWOOD(8,1,S)

SWORD(6,15,N)

Phrase mystère: In the Middle Ages life was not a bed of roses.

(Au Moyen Âge la vie n’était pas un fleuve tranquille/n’était pas agréable).

Nombre de mots que tu devais te rappeler : 15 mots au minimum.


ccSéquence 6

Exercise 2 : Bilan phonologiqueRéécoute ton CD aux plages suivantes :

- exercice 4

- exercice 2

- séance 4 Coin des curieux

Exercise 3 : Les comparatifs

Je sais former le comparatif à partir d’adjectifs usuels.

Short Ë SHORTER

Tall Ë TALLER

Famous Ë MORE FAMOUS

Modest Ë MORE MODEST

Big Ë BIGGER

Slim Ë SLIMMER

Good Ë BETTER

Nombre de COMPARATIFS corrects : 5 au minimum.

Exercise 4 : Les comparatifs

Je sais comparer des personnes au passé (et utiliser le comparatif de supériorité).

Robin / King John (cruel)

King John was more cruel than Robin.

King Richard / his brother John (popular)

King Richard was more popular than his brother John.

Robin/the Sheriff of Nottingham (sincere)

Robin was more sincere than the Sheriff of Nottingham.

Richard The Lionheart / John (a good king)

Richard The Lionheart was a better king than King John.

The outlaws in Sherwood Forest / The Sheriff of Nottingham (respected)

The outlaws in Sherwood Forest were more respected than The Sheriff of Nottingham.

Nombre minimum de formes correctes: 3

Exercise 5

Je sais décrire une illustration.

Cite 2 expressions qui permettent de décrire une image :

- There is/are

- I can see

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