Séquence 9. Communication Civilisation Grammaire Lexique Phonologie Méthodologie Localiser un pays dans un continent : sur une carte

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1 Sommaire Séance 1 Pays d Amérique Latine Communication Civilisation Grammaire Lexique Phonologie Méthodologie Localiser un pays dans un continent : sur une carte Pays d Amérique Latine Pays d Amérique Latine Points cardinaux Reproduire à l identique des noms de pays Séance 2 Cartes, géométrie Séance 3 Interview Apparier un terme à sa définition Émettre des hypothèses Résumer une conversation entendue Afrique Commerce triangulaire Formes géométriques Futur (WILL) so that Continents, océans, pays, villes Les sons proches : tray / trade / train Mots transparents à l écrit, opaques à l oral Repérer et identifier les mots clés dans un document sonore Séance 4 Interview Séance 5 L esclavage Rapporter les propos de quelqu un Synthétiser des informations recueillies oralement L esclavage Styles direct et indirect Commerce le prétérite be eager to+ V be willing to+v La voix passive Pronoms relatifs WHO, WHERE Enrichir des énoncés simples Séance 6 Les acteurs du commerce triangulaire Synthétiser des informations écrites Les acteurs du commerce triangulaire Rôle de la Grande-Bretagne Verbes spécifiques au commerce prépositions : from - to - across to - back - on Repérer et identifier les mots clés dans un document écrit 86 Cned, Anglais 3e

2 séance 1 Séance 1 J apprends quelques pays d Amérique latine J apprends des termes géographiques Je situe des pays sur une carte apprends quelques pays d Amérique latine j Step 1 Test your Geography knowledge! Let us revise South American countries. You will have to locate the following countries of South America on a map (below). Bolivia Brazil Chile Colombia Ecuador French Guiana Paraguay Peru Suriname Uruguay First learn a few geographical terms. Exercise 1 1- Write the names of the following directions. :... West East North South Fill in the blanks. a) A country which is located in the South of a continent is a... country. b) A country located in the North is a...country. c) A country... West is a...country. d) A country... is Fill in the blanks. The westernmost country is the country that is farthest (most distant) to the... The easternmost country is the country that is farthest to the... The... country is the country that is farthest to the North. The... country is... South. Cned, Anglais 3e 87

3 séance 1 4- Definitions: learn new words. - A landlocked country is a country that doesn t border an ocean. - Overseas (à l étranger, outre-mer) Exercise 2 Before reading the following indications that can help you locate the countries of South America, listen to the names of the countries. Repeat them several times. Bolivia Brazil Chile Colombia Ecuador French Guiana Paraguay Peru Suriname Uruguay Exercise 3 Read the following definitions and locate the countries of South America on a map (see below). Bolivia Brazil The westernmost of the two landlocked countries in South America. The biggest country in South America. Chile A long, thin country in southwestern South America. Colombia Ecuador French Guiana Paraguay Peru Suriname Uruguay A country in the far northwest of South America. A country in northwestern South America; the equator passes through northern Ecuador. Ecuador borders the Pacific Ocean, is south of Colombia, and north of Peru. An overseas départment of France that is located in northern South America. It borders the Atlantic Ocean, Brazil, and Suriname. The easternmost of the two landlocked countries in South America. It borders the Pacific Ocean. A small country in northern South America. It borders the Atlantic Ocean, Brazil, Guyana, and French Guiana. A small country in southeastern South America that is bordered by Brazil, Argentina and the Atlantic Ocean. Bolivia Brazil Chile Colombia Ecuador French Guiana Paraguay Peru Suriname Uruguay Atlantic ocean The West Indies Caribbean sea Cned, Anglais 3e

4 séance 1 Exercise 4 Listen to the names of the following countries in the Caribbean Islands. As soon as you hear them, locate the countries on the map below. Cuba Dominican republic Puerto Rico Jamaica Barbados Trinidad and Tobago The Bahamas Exercise 5 When you are finished, listen to those names once again and repeat them. Cned, Anglais 3e 89

5 séance 2 Séance 2 J apprends les formes géométriques Je m entraîne à reconnaître à l oral des mots transparents à l écrit Je découvre le continent africain Je me prépare à l écoute d un document sonore apprends les formes géométriques j Step 2 Exercise 6 Learn the geometrical shapes. Match each shape to the appropriate word. Triangle Rectangle Square Circle Pentagon Hexagon Now try and memorize the various geometrical shapes Take your time! Exercise 7 Are you ready? Let us check. 1- Label the following shapes Cned, Anglais 3e

6 séance 2 2- Read the following definitions and guess what shape they correspond to. a) It is a three-sided polygon and it has got three legs: b) It is a six-sided polygon. It is the name given to France: c) It is an ellipse in which the two axes are of equal length: d) It is a five-sided polygon and it is also a government building with five sides that serves as the headquarters of the United States Department of Defense: Step 3 Exercise 8 1- This is a map of Is this a sea or an ocean?... It is called the This is the... part of this continent. 4- What countries corresponding to the red part can you think of? Cned, Anglais 3e 91

7 séance 2 Step 4 Consider what you learnt in the previous lesson and the present one. Note down words or ideas that come to your mind, that held your attention or that struck you. Now don t you wonder why you were made to learn these particular words, get information about these particular countries and why the geometrical shapes? r No, I don t r I think this was on purpose (exprès) If you have ticked the box on purpose, then you need the following expressions to make suppositions about the reason why you have learnt these particular facts and words. I think I was asked to learn... because in the next lesson we ll most probably read...or listen to... or study I think I was told to... so that in the next lesson I ll be familiar with... Can you think of anything else?... O So that could be translated (tick one or several boxes): r de sorte que r parce que r afin que r tandis que Step 5 Exercise 9 Listen to the following sentences. In each sentence, circle one of the words suggested you were able to identify. 1- train trade tray 2- train trade tray 3- train trade tray 92 Cned, Anglais 3e

8 séance 2 Listen to your CD one more time. If you weren t able to identify the words, listen to the sentences again and spot the words you had to identify. Exercise 10 Repeat the following words, which are very close and thus are difficult to catch. Train trade tray What expressions do you know with the word trade? Trade is another word for commerce as in fair trade or The World Trade Centre - the Twin Towers that collapsed after the terrorist attack on September 11, 2001 Now listen to the following words and repeat them: O Rectangle circle triangle. Méthodologie Les mots rectangle, circle et triangle sont transparents à l écrit mais ils le sont beaucoup moins à l oral! On dit qu ils peuvent se révéler «opaques» à l oral c est-à-dire qu ils sont difficiles à reconnaître dans la chaîne sonore. En les répétant avant de procéder à l écoute, tu seras ainsi en mesure de mieux les reconnaître. Cned, Anglais 3e 93

9 séance 3 Séance 3 Je repère des noms de lieux J apprends à comprendre l essentiel d une interview Step 6 Exercise 11 You are going to listen to a conversation between two people. What they are talking about is the reason why you were told to learn names of various countries, geographical terms and geometrical shapes. Who are these people? Listen to your CD once (one time) or twice (two times) if necessary. The people are: 1- a politician and a journalist r 2- a teacher and a writer r 3- the curator of a museum and a journalist r Step 7 Je repère les mots-clés, par thèmes. Exercise 12 Listen to the whole dialogue and focus only on names of continents, countries, seas, oceans and cities. Write them down as soon as you have identified them. 1- Continents: Seas, oceans: Countries: Cities: Cned, Anglais 3e

10 séance 3 Once you have identified the places, write them at the correct places on the maps below. Use arrows! Cned, Anglais 3e 95

11 séance 3 Exercise Now listen to the recording once again and write down all the words related to the following topics: Commerce : Dates (years - centuries) : Figures (numbers) : What geometrical shape is mentioned several times in the recording? Give its name in English:... Is it difficult for you? Listen to your CD and try and get the name of the shape mentioned. Congratulations! You have identified the word triangle. Exercise 14 Can you label the places at the three corners? Listen to the following extract from the dialogue Exercise 15 What does triangle trade mean? Make hypotheses as to what it may mean. k Express probabilities. You can use the geometrical shape and the three names of countries you have identified. 96 Cned, Anglais 3e

12 séance 3 Step 8 Let us focus on all the places you have probably identified in the recording. Continents Seas, oceans Countries Cities Dates (years centuries) Figures (numbers) Commerce (West) Africa South America the USA Western Europe The Caribbean Sea, the Atlantic Ocean England, France, Spain, Portugal, the Netherlands, Denmark, Sweden. London, Bristol, Liverpool, Nantes, Bordeaux, Amsterdam, Cadiz, Lisbon, Barcelona th century 17th century in the 1730s in the 1740s - 2,600,000 triangular trade, triangle trade, in exchange for, market, slave trade, to trade with, goods Exercise 16 Summarize what you have already understood about the recording. I heard a conversation between... Cned, Anglais 3e 97

13 séance 4 Step 9 Séance 4 Je sais rapporter les paroles de quelqu un Read the transcript of the questions asked by the journalist with the Guardian, Tim Bakland, in the interview about the Triangle Trade: 1- Paul Deen: So what can you tell us about the museum s exhibition and highlights? 2- Paul Deen: What can you tell us about the European traders? Who were they? 3- Paul Deen: What part did Britain play in the triangle trade? 4- Paul Deen: What else is there to know about the triangle trade? 5- Paul Deen: Can you explain the term triangle trade or triangular trade for us? 6- Paul Deen: How did it all start? Exercise 17 Fill in the blanks with the numbers of the corresponding questions. In question 1, the journalist wanted the curator to tell him more about the museum s exhibitions. In question... he wanted her to tell him what else there was to know about the triangle trade. In question... the journalist wanted the curator to tell him what part Britain played in the triangle trade. In question... he wanted to know how it (the slave trade) all started. In question... the journalist wanted to know who the European traders were. In question... he wanted to know if the curator could explain the term triangle trade. Comment appelle-t-on la transformation qui a été effectuée dans l'exercice ci-dessus? En effet, comme en français, lorsque l'on rapporte des paroles, on passe au style indirect. Observe les phrases et indique (entre parenthèses) le numéro de la question dont on parle : Observe la façon dont la transformation s est opérée : Paul Deen: What part did Britain play in the triangle trade? k He wanted to know what part Britain played in the triangle trade. Paul Deen: What else is there to know about the triangle trade? k He wanted her to tell him what else there was to know about the triangle trade. 98 Cned, Anglais 3e

14 séance 4 Quelles remarques peux-tu faire? 1-2- j e retiens On utilise le discours indirect ( reported speech ) pour rapporter les paroles de quelqu un. On doit veiller à la concordance des temps : quand le verbe introducteur est au passé (ici : wanted), tous les verbes de la phrase au discours indirect sont au passé. Paul Deen: What part did Britain play in the triangle trade? k He wanted to know what part Britain played in the triangle trade. Paul Deen: What else is there to know about the triangle trade? k He wanted her to tell him what else there was to know about the triangle trade. D autre part, il convient de ne pas procéder à l inversion sujet/verbe, car la phrase au discours indirect n est pas une question. What is there to know? k he wanted her to tell him what else there was to know. Practise! Exercise 18 What other questions would you have liked to ask the curator of The Slavery Museum in Liverpool about the Triangle Trade? 1- Write them down. 2- Then imagine your questions were asked to the curator by the journalist. Turn them into reported speech. a) Your questions to the curator: b) Your questions turned into reported speech. Start your sentences with: - The journalist wanted the curator to tell him... - He wanted to know... As-tu appliqué les règles expliquées dans «Je Retiens»? k Concordance des temps (présent dans les questions directes k passé au discours indirect parce que le verbe introducteur est au passé.) k Pas d inversion sujet / verbe (ce ne sont plus des questions). Consulte le corrigé proposé. Cned, Anglais 3e 99

15 séance 5 Séance 5 Je construis le sens d un document oral à partir des indices relevés puis traités Je revois la forme passive Step 10 Exercise 19 In the recording, you came across the following words (left column): 1- Match each English word with its translation. 2- Write the answers in the right column of the grid. guns perles swords armes à feu beads épées Metalware, iron products rhum rum alcool alcohol objets en métal Listen to the following extract from the recording and tick the objects whose names you hear. r r r r r r r r r 100 Cned, Anglais 3e

16 séance 5 Exercise 20 Listen to the following extract and fill in the boxes. Then listen to another extract and fill in the boxes that remained empty. Answer the question: What did the following people expect from the Triangle Trade? Europeans wanted: Americans wanted: African chiefs wanted: Exercise 21 Now recap what you understood and say who bought what and who sold what. 1- bought... and sold bought... and sold bought... and sold... Step 11 Read the following sentence again. African kings bought guns from Europeans. You can also say: African kings were eager to buy guns from Europeans. Meaning: They were very much interested in buying guns. Translate the sentence African kings were eager to buy guns from Europeans into French:... Translate the sentence Europeans were willing to sell guns to African kings into French:... Cned, Anglais 3e 101

17 séance 5 Méthodologie Tu viens de voir comment on peut enrichir des énoncés simples. k African kings bought guns from Europeans est devenu African kings were eager to buy guns from Europeans. Tu as enrichi le verbe buy en insistant sur le fait que des rois africains cherchaient à tout prix à acquérir des armes (pour asseoir leur pouvoir dans leur propre pays). Retiens cette expression : to be eager to do something (être avide de faire quelque chose) k Europeans sold guns to African kings est devenu Europeans were willing to sell guns to African kings. Dans cette phrase, tu as enrichi le verbe sell en insistant cette fois sur le fait que les Européens étaient bien disposés/prêts à vendre des armes aux rois africains. Retiens cette expression : to be willing to do something (être disposé / prêt à faire quelque chose) Exercise Complete the following sentences: The... bought the slaves from... in exchange for... Give more examples and write them down: 2- Who were those slaves? Can you give a definition? Slaves were people who by in exchange for... Aren t you a little surprised by the fact that African slaves were sold by their own people to Europeans and Americans? (N'es-tu pas un peu surpris(e) par le fait que les esclaves africains étaient vendus par leur propre peuple aux américains et européens?) You are? Listen carefully to the following sentence, taken from the dialogue. Exercise Listen to the following extract from the dialogue and answer the question: Why did some African people become slaves and why were they sold by their chiefs to American and European traders? Tick one box. r Some people were born slaves. r Under African law, people who committed crimes were sentenced to slavery. r They were not really slaves. They agreed to be sold as slaves. 2- Listen to the sentence once again: Try and pick out one word that justifies your answer (the most important word). Write it down: Cned, Anglais 3e

18 séance 5 3- Now listen to another extract and complete the sentence below. Liverpool was a... port where... were built, with a considerable... trade with ship... and ship... Grammaire Observe attentivement les phrases : A- Slaves were people who were sold by African kings in exchange for guns. B- Liverpool was a slave port where ships were built. 1- Quelle est la nature des mots en gras?... Nomme l'antécédent pour chaque phrase : 2- Observe les formes verbales soulignées. a) African kings sold slaves in exchange for guns. b) Slaves were sold by African kings in exchange for guns. Quelle différence fais-tu entre les 2 phrases? Dans la phrase a),... sont mis en valeur. Dans la phrase b),... sont mis en valeur. Dans le contexte du dialogue sur le commerce triangulaire, trouves-tu logique que la phrase b) ait été prononcée plutôt que la phrase a)? r oui r non Si oui, pour quelle raison selon toi?... Reconnais-tu cette forme : were sold? r oui, il s agit d un(e)... Dans la phrase B : Liverpool was a slave port where ships were built. Y a-t-il une forme passive? r oui rnon Si oui inscris-la ici :... Pour terminer, traduis en français les deux phrases A-... B-... Cned, Anglais 3e 103

19 séance 6 Step 12 Exercise 24 Séance 6 J apprends à synthétiser des informations écrites 1- Play the recording again and read the transcript of the dialogue you have been working on at the same time. (Réécoute le dialogue en entier qui correspond à l exercice 12 sur ton CD). 2- Then, concentrate on the paragraphs in blue. Underline the verbs corresponding to the goods bought/sold by the triangle traders. 3- Write them down in the relevant arrows. M.H.: In 1994, National Museums Liverpool opened the Transatlantic Slavery Gallery, the first of its kind in the world. Our aim was to look at the deep impact of slavery and the slave trade on Africa, South America and the Caribbean (Suriname, Puerto Rico, Cuba, Ecuador, Peru, Colombia, Brazil and Jamaica), the USA and Western Europe. Paul Deen: So what can you tell us about the museum s exhibition? M.H.: The Slavery Museum has three main galleries on the following themes: Life in West Africa - Enslavement and the Middle Passage and Legacies of slavery Paul Deen: Can you explain the term triangle trade or triangular trade for us? How did it all start? M.H.: Well, from trading with the Africans, Europeans knew that slavery was used as a punishment for serious crimes in Africa. They began to ask for slaves, rather than African goods, in exchange for the guns and alcohol that the African chiefs wanted. Guns, swords, beads, metalware, iron products, rum, yes, those sorts of things. The African chiefs agreed and so the Triangular Trade was developed. Paul Deen: What part did Britain play in the triangle trade? M.H.: Britain was a major player in the transatlantic slave trade. Yes, Britain realized there was a market out there in Africa. British ships carried 2,600,000 enslaved Africans in the 18th century to the Caribbean and the Americas. London was the leading British slaving port in the 17th century. Then Bristol overtook London in the 1730s, and Liverpool overtook Bristol in the 1740s. So, Liverpool from that point of view became a major slaving port. Paul Deen: What else is there to know about the triangle trade? M.H.: Liverpool had a lot of shipbuilders, shipowners and they all benefited from the slave trade. So goods left Liverpool, all the things they needed to trade with African kings left Liverpool. And when it got to Africa, it offloaded those goods for trading and took on the slaves, and then made their journey to the Caribbean. Which then offloaded the slaves, and took on all the sugar, tea, coffee, tobacco, cotton, rum, and then brought it back to places like Bristol and Liverpool and London. The ships followed a route from England to Africa, from Africa to the Americas and back to Europe. The route formed a triangle with three legs. Paul Deen: What can you tell us about the European traders? Who were they? 104 Cned, Anglais 3e

20 séance 6 M.H.: Well. The main European nations involved in slaving were Portugal, Spain, Britain, France, the Netherlands, Denmark and Sweden. The main British ports that were involved in the slave trade were as I said Liverpool, London, Bristol and the other European ports were Amsterdam, Barcelona, Bordeaux, Cadiz, Lisbon and Nantes. Goods that were needed to trade with African kings... k Liverpool. The British ships... k those goods for trading when they got to Africa and... k the slaves. Then the ships... k to the Caribbean. They... k the slaves there and... k all the sugar, tea, coffee, tobacco, cotton, rum. British ships... k 2,600,000 enslaved Africans in the 18th century to the Caribbean and the Americas. The ships... k those goods back to Liverpool or Bristol. Exercise 25 Write down the verbs you have identified in the previous exercise. Then match them to the appropriate translation Décharger transporter quitter arriver prendre charger rapporter Exercise 26 Now recap what the slave trade was. 1- Complete the following text with the appropriate prepositions: from to across to back on The ships left Bristol and sailed Africa. The British bought slaves the king, then sailed the Caribbean. There they offloaded the slaves, took sugar, tea, coffee, tobacco, cotton and rum and went to Liverpool or Bristol. 2- Complete with the appropriate passive forms. Slaves.. for beads and guns, then.. across the Atlantic to the plantations and.. by the planters. Sugar and cotton.. to Liverpool or Bristol. Cned, Anglais 3e 105

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