6) Quote the sentences indicating that:

12) What do "these things" (l. 27) refer to? 22) Write a letter after an important
1. A hero is not selfish (=goste).
visit.
a. ____________ b. ____________ c. The day after Grant's visit, Jefferson
2. A hero is not an ordinary person.
3. Grant did not choose to become a teacher. ____________ d. ____________
writes to Miss Emma, his
4. Grant is not satisfied with his life.
godmother, to tell her about Grant's
13) Read the sentence "Teach those
5. Grant wants to go somewhere else.
niggers how to print their names and how visit and the impact it has had on
6. Grant is selfish
him.
to figure on their fingers" (l. 27).
7) Explain in your own words why Grant
a.Who says this sentence and who is it
says he is selfish.
Homework:
addressed to?
8) "I am not that kind of person, but I want b."print their names" refers to: reading A) "No matter" (l. 6) means:
you to be" (1.13) means that Grant wants
hors de question peu importe
writing arithmetic
Jefferson to:
Overview
je ne sais pas
c."figure on their fingers" refers to:

become
a
teacher
like
him

become
a
3) Read the text. Where does the scene
reading writing arithmetic
hero

do
something
for
himself
take place? (Several answers possible.)
14) When he says "I went along" (l. 28), B) Use the context to deduce the
in Louisiana at Grant's place in Part II
meaning of "lie" (l. 30): rve
Grant means that he: refused
prison
at the plantation school
9) Who do the underlined pronouns refer to? hesitated obeyed
vrit mensonge cauchemar
4) Give a title to each part of the text: a a. "You could give them something" (l. 15): Part III
dialogue
a monologue
a
b. "They expect it from me" (l. 16):
15) What myth do white people believe C) Find the equivalents of these
narrative. Justify.
c. "Those out there are no better than we
words in the text (in the right order)
in? Just quote the text.
are" (l. 19):
and learn them by heart.
Part I (from the beginning to "...but I
16) Why don't the whites want black
In the text find the definition of the word people to stand and think? Just quote the prison =
want you to be."( l.14) ): ____________ 10)
"scapegoat" (l. 20), then translate it.
condamner qqn mort =
text.
_________________________________ 11) Complete with words from the text.
17) What myth was slavery based on?
au-dessus (de) =
Explain in your own words.
Part II (from "You could give..."(l.14) to When Grant says:
s'enfuir =
a. " I know they are wrong" (l. 17) he means: Zoom out
line 29): _______________________
s'attendre =
I know that you are not a ___ ___________ , 18) Sum up the text orally.
_________________________________
19) What does Grant mean when he says: bouc missaire =
you are a ____________ .
"I have always done what they wanted me mensonge =
Part III (from line 30 to the end):
b."You can prove them wrong" (I. 23), he
rsister =
to do, teach reading, writing and
means:
_________________________________
esclave =
arithmetic." (l. 24)?
You can show them that you have
20) Explain the last sentence of the text:
Zoom in
____________ , ____________ and
"As long as none of us stand, they're safe."
Part I
(l. 35)
____________
for
your
people.
5) "the South" (l. 9) refers to the south of:
21) Do you think Grant's visit will have an
the US Louisiana Grant's city
impact on Jefferson? Why (not)?
Anticipation
1) Describe the picture and comment on it.
2) Find out the following information about
the text:
title; author; source; date; nature. Which piece
of information is the most useful to anticipate
the content of the text ?
3) Read the introduction of the text, and
guess what the man's thoughts and
feelings are.

main

WHI. X Compltez les phrases l'aide des mots suivants en conjugant les verbes si
ncessaire :
coward - risk - fight for - stand up for - sacrifice (verb) - unsung - achieve - deeds - stand up to duty - overcome - save - look up to - rebel - take up - rescue - beyond
WHI. I Les modaux : formes et sens
a. They said that he was a _______________ because he didn't _______________
his boss
1. "He does something that other men (...) can't do." (l. 5)
when he was fired.
2. "(...) it is the only thing that an educated black man can do (...)" (l. 8)
b. Emmeline Pankhurst _______________ women's rights. She _______________
3. "You mustn't forget who you are."
her goal when women got the right to vote.
4. "I know how you're feeling. You needn't tell me."
c. A superhero's _______________ is to do good _______________ and protect people.
5. "You must believe me. I'm telling the truth."
d. She went _______________ her limits, _______________ all the obstacles and became
6. "May I ask you what I am supposed to do now?"
president of her company.
7. Every prison has rules about what prisoners can or cannot do.
e. He _______________ his grandparents who were ready to _______________ equality /
a. Associez chaque notion ci-dessous le(s) modal (modaux) qui lui equal rights and _______________ against injustice.
correspond(ent) :
f. A hero is someone who never hesitates to _______________ a challenge and
1. Obligation. 2. Interdiction. 3. Absence d'obligation. 4. Permission. 5. _______________ himself to _______________ other people.
Capacit. 6. Incapacit.
g. There are hundreds of _______________ heroes who _______________ their lives to
b. Les modaux sont-ils suivis d'un infinitif (to V) ou d'une base verbale (V)?
_______________ people who are in danger.
c. Traduisez les noncs 1 7.

Les modaux (sens 1) : can, could, may, should, must, need

j
A. Observer et comprendre

E. Your task: Discuss running for leadership

WHI. II COULD et COULD HAVE / SHOULD et SHOULD HAVE
WHI. XI There's going to be an election for the school council.
1. "I could (...) be a hero." (l. 7)
Student A You encourage your friend to run for the leadership
2. "You could give them something that I never could." (l. 15)
of the school council.
3. As a child he couldn't read and write as well as the other children.
Student B You express doubts about whether or not you're
4. You could have been a teacher too if you had wanted to.
up to the task.
5. You should understand that they are no better than we are.
Use modal auxiliaries as often as possible.
6. You should never have told them about it. It was a mistake.
a. Associez chaque emploi de could et could have la notion qui lui correspond
F. Grammar practice: Prsent simple et prsent BE+ING (be + V-ing)
le mieux:
1. Cela appartient au pass. 2. C'est une hypothse envisageable. 3. Cela WHI. XII Lisez chaque nonc et compltez la question correspondante avec l'auxiliaire
qui convient. Puis rpondez aux questions a et b.
aurait pu se produire mais ne s'est pas produit.
1.[She] knows martial arts. What _____________________________________________?
Traduisez les noncs 1, 2, 3 et 4.
b. Qu'expriment should et should have: 1. Le regret ou 2. Le conseil ? 2.Red Justice (...) wears red boxer briefs. What __________________________________?
3. for a documentary he is making. What ______________________________________?
Traduisez les noncs 5 et 6.
4. We just have an unorthodox approach. What sort of approach _____________________
c. Have aprs should et could se construit-il avec une base verbale ou un
______________________?
participe pass?
5. They're having a drink on the terrace. Where _________________________________?
Faisons le point!
Quelles sont les traductions possibles de could et could have, should et a.Inscrivez chacun des verbes en gras ci-dessus dans l'une des deux catgories suivantes et
indiquez quel temps il est conjugu.
should have?
-Le verbe exprime une caractristique gnrale du sujet :_____________________________
-Il dcrit la situation prsente: __________________________________
B. Pratiquer
b. Parmi ces verbes, lesquels sont des verbes d'tat : _____________________________
WHI. III Reformulez les phrases suivantes avec MUSTN'T, NEEDN'T,
Sont-ils compatibles avec la forme BE+ING? _______________________________
COULDN'T, SHOULD, MAY ou SHOULD HAVE.
WHI. XIII Traduisez les noncs suivants.
a. Why don't you leave him alone?
1. Ce qui se passe ici est trs surprenant mais nous n'avons pas la mme approche du problme.
b. Don't worry about it!
c. You don't have to answer.
2. Je ne comprends pas ce qu'ils font l! Est-ce qu'ils ont une runion (have a meeting) ?
d. I don't understand why he didn't run away.
e. They were incapable of writing their names.
H. Grammar practice: Faire faire
f. Am I allowed to stay a little longer?
WHI. IV Traduisez l'aide des modaux NEEDN'T, COULD, COULD HAVE, WHI. XIV Lisez les noncs ci-dessous. Dans quel nonc, 1 ou 2, le sujet "you" subit-il l'action ?
1. It can definitely make you feel isolated. 2. They'll have you sent to jail.
SHOULD et SHOULD HAVE.
Rpondez aux questions a et b en cochant les cases correspondantes dans le tableau
a. Je n'ai jamais pu lui parler.
(la quatrime colonne est remplir). Puis traduisez les noncs.
b. Ce n'est pas la peine de crier !
a. Le verbe soulign est-il une base verbale (infinitif sans to) ou un participe pass?
c. Il devrait savoir ce que cela veut dire.
b. La structure a-t-elle un sens actif ou passif?
d. Je ne pense pas que je pourrais le refaire.
Base verbale
Participe pass Sens actif/passif
e. Il aurait pu aider d'autres gens.
1. make you feel isolated
f. Vous auriez d vous taire.
2. have you sent to jail
c. Traduisez.
C. Comprendre les formes modales l'oral
WHI. XV Indiquez la suite de chaque nonc s'il a un sens actif ou passif. Puis
WHI. V Prononcer les formes ngatives et les formes en HAVE :
traduisez l'aide d'une structure en MAKE ou HAVE.
COULDN'T / COULD HAVE / SHOULDN'T / SHOULD HAVE / CAN / CAN'T
a. coutez ces noncs et indiquez quelles sont les syllabes accentues dans 1. Elle s'est fait voler son uniforme.
les formes verbales.
2. Ils nous feront partir.
1. I couldn't be a hero. 2. He could have been a hero.
b. coutez et rptez les modles suivants.
3. Nous le ferons nettoyer (=clean) plus tard.
3. You shouldn't stay here. 4. You should have stayed a little longer.
5. "He does something that other men don't and can't do." ( I. 5)
F. Savoir prononcer
6. "(...) it is the only thing that an educated black man can do (...)." (l. 8)
A savoir ! A l'oral, dans certains cas, les formes ngatives des modaux WHI. XVI Lisez le passage de "Those out there... " (I. 19) "... for doing so." (I. 29).
peuvent tre difficiles entendre. Il faut s'appuyer sur le contexte pour a. Dans les mots suivants la voyelle -o- se prononce-t-elle :
/Fx/,/E:/,/y/,/u:/,/c:/,/ax/,/F/,/o/
bien comprendre le sens du modal.
Jefferson - nothing - those - love - worse - prove -how - no - another - show - do - so WHI. VI Reconnatre COULDN'T/ COULD HAVE, SHOULDN'T / SHOULD
HAVE, CAN'T et MUSTN'T l'oral
someone -more - done on
coutez ces noncs en prtant une grande attention au contexte et indiquez
si la forme entendue est la forme 1 ou 2.
b. Lisez voix haute les mots suivants en vous aidant de leurs transcriptions phontiques:
scapegoat/skepgt/ difference/)dqfrFns/ dignity/dgntq/ heart /ht/
a.1.can't tell you a.2.can tell you e.1. couldn't afford e.2. could have afforded
arithmetic/rmtk/ identity/adenttq/ capable/kepbl/ figure/fg/
b.1.can't take b.2.can take
f.1. could have stayed there f.2. couldn't stay
c. Vrifiez l'coute, puis relisez le passage voix haute.
c.1.shouldn't let c.2.should have let g.1. mustn't find
g.2. must have found
d.1.shouldn't let d.2.should have let h.1. mustn't spend h.2. must have spent

D. LEXIQUE: Courage et hrosme

Assurez-vous que vous avez bien retenu les mots cls de l'unit.
WHI. VII Donnez les synonymes ou les antonymes des mots suivants.
a. courage =_____________________ b. fearless =_____________________
c. adventurous =_____________________ d. risky =____________________
WHI. VIII Slectionnez la bonne transcription phontique de ces mots.
a. hero: /)hr/ - /)her/ b. heroine: /)hrn/ - /)hern/
WHI. IX Quelle est la syllabe accentue dans chacun de ces mots ?

a. rescuer

b. icon

c. courageous

d. achievement

Les modaux (sens 1) : can, could, may, should, must, need

j
A. Observer et comprendre

B. Pratiquer

WHI. III Reformulez les phrases suivantes avec MUSTN'T, NEEDN'T, COULDN'T,
SHOULD, MAY ou SHOULD HAVE.
a. Why don't you leave him alone? You should leave him alone.
WHI. I Les modaux : formes et sens
b. Don't worry about it! You mustn't worry about it.
1. "He does something that other men (...) can't do." (l. 5)
c. You don't have to answer. You needn't answer.
2. "(...) it is the only thing that an educated black man can do (...)" (l. 8)
d. I don't understand why he didn't run away. He should have run away.
3. "You mustn't forget who you are."
e. They were incapable of writing their names. They couldn't write their names.
4. "I know how you're feeling. You needn't tell me."
f. Am I allowed to stay a little longer? May I slay a little longer?
5. "You must believe me. I'm telling the truth."
WHI. IV Traduisez l'aide des modaux NEEDN'T, COULD, COULD HAVE, SHOULD et
6. "May I ask you what I am supposed to do now?"
SHOULD HAVE.
7. Every prison has rules about what prisoners can or cannot do.
a. Associez chaque notion ci-dessous le(s) modal (modaux) qui lui a. Je n'ai jamais pu lui parler. I could never talk to him.
b. Ce n'est pas la peine de crier ! You needn't shout !
correspond(ent) :
1. Obligation. 2. Interdiction. 3. Absence d'obligation. 4. Permission. 5. c. Il devrait savoir ce que cela veut dire. He should know what that means.
d. Je ne pense pas que je pourrais le refaire. I don't think I could do it again.
Capacit. 6. Incapacit.
Il aurait pu aider d'autres gens. He could have helped other people.
1. Obligation : must (nonc 5) - 2. e.
f. Vous auriez d vous taire. You should have kept quiet.

Interdiction : mustn't I cannot (noncs 3 et 7)

-3. ABsence d'obligation : needn't (nonc 4) - C. Comprendre les formes modales l'oral
4. Permission : may lean (nonc 7) - 5. WHI. V Prononcer les formes ngatives et les formes en HAVE : COULDN'T / COULD
Capacit : can (nonc 2) / 6. Incapacit : can't HAVE / SHOULDN'T / SHOULD HAVE / CAN / CAN'T
a. coutez ces noncs et indiquez quelles sont les syllabes accentues dans les formes
(nonc 1).

b. Les modaux sont-ils suivis d'un infinitif (to V) ou d'une base verbale (V)?

verbales.

Les modaux sont suivis d'une base verbale (V). 1. I couldn't be a hero.

2. He could have been a hero.

b. coutez et rptez les modles suivants.
c. Traduisez les noncs 1 7.
1. Il fait quelque chose que les autres hommes ne sont pas capables de 3. You shouldn't stay here. 4. You should have stayed a little longer.
5. "He does something that other men don't and can't do." ( I. 5)
faire / ne peuvent pas faire.
6. "(...) it is the only thing that an educated black man can do (...)." (l. 8)
2. C'est la seule chose qu'un homme noir duqu puisse faire / ait la
A savoir ! A l'oral, dans certains cas, les formes ngatives des modaux peuvent tre
possibilit de faire.
difficiles entendre. Il faut s'appuyer sur le contexte pour bien comprendre le sens du
3. Tu ne dois pas oublier qui tu es.
modal.
4. Je sais ce que tu ressens. Tu n'as pas besoin de me le dire.
5. Tu dois me croire. Je dis la vrit.
WHI. VI Reconnatre COULDN'T/ COULD HAVE, SHOULDN'T / SHOULD HAVE, CAN'T et
6. Puis-je vous demander ce que je suis cens faire maintenant ?
MUSTN'T l'oral
7. Toute prison a des rgles dfinissant ce que les risonniers ont le droit coutez ces noncs en prtant une grande attention au contexte et indiquez si la forme
ou n'ont pas le droit de faire.
entendue est la forme 1 ou 2.
WHI. II COULD et COULD HAVE / SHOULD et SHOULD HAVE
a.1.can't tell you a.2.can tell you e.1. couldn't afford e.2. could have afforded
1. "I could (...) be a hero." (l. 7)
b.1.can't take b.2.can take
f.1. could have stayed there f.2. couldn't stay
2. "You could give them something that I never could." (l. 15)
c.1.shouldn't letc.2.should have let g.1. mustn't find
g.2. must have found
3. As a child he couldn't read and write as well as the other children.
4. You could have been a teacher too if you had wanted to.
d.1.shouldn't let 2.should have let h.1. mustn't spend h.2. must have spent
5. You should understand that they are no better than we are.
6. You should never have told them about it. It was a mistake.
D. LEXIQUE: Courage et hrosme
a. Associez chaque emploi de could et could have la notion qui lui Assurez-vous que vous avez bien retenu les mots cls de l'unit.
correspond le mieux:
WHI. VII Donnez les synonymes ou les antonymes des mots suivants.
1. Cela appartient au pass. 2. C'est une hypothse envisageable. 3. Cela a. courage =_ bravery ___ b. fearless =__ daring ____ c. adventurous =__ bold ____ d.
aurait pu se produire mais ne s'est pas produit.
risky =___ safe _______
Traduisez les noncs 1, 2, 3 et 4.
WHI. VIII Slectionnez la bonne transcription phontique de ces mots.
1. could 2. C'est une hypothse envisageable. - Traduction : Je
a. hero: /)hr/ - /)her/ b. heroine: /)hrn/ - /)hern/
pourrais tre un hros.
WHI. IX Quelle est la syllabe accentue dans chacun de ces mots ?
2. could I could 2. C'est une hypothse envisageable. - Traduction : Tu a. res cuer b. i con c. coura geous d. achie vement
pourrais leur donner quelque chose que moi, je ne pourrais jamais leur
donner.
3. couldn't 1. Cela appartient au pass. - Traduction : Enfant, il ne
savait ni lire ni crire aussi bien que les autres enfants (On traduit les
capacits acquises par savoir : savoir lire / nager / danser, etc. )
4. could have 3. Cela aurait pu se produire mais ne s'est pas produit. Traduction : Tu aurais pu tre professeur toi aussi, si tu l'avais voulu.
b. Qu'expriment should et should have: 1. Le regret ou 2. Le conseil ?
Traduisez les noncs 5 et 6.
Should (en 5) exprime : 2. Le conseil. - Traduction : 5. Tu devrais
comprendre qu'ils ne valent
pas mieux que nous.
Should have (en 6) exprime : 1. le regret. - Traduction : 6. Tu n'aurais
jamais d le leur dire. C'tait une erreur.
c. Have aprs should et could se construit-il avec une base verbale ou un
participe pass? Have se construit avec un participe pass.
Faisons le point!
Quelles sont les traductions possibles de could et could have, should et
should have?
Traductions de could : pouvoir aux temps du pass (j'ai pu / je
pouvais) / ou au conditionnel (je pourrais) / could have : pouvoir
au conditionnel pass (j'aurais pu ).
Traductions de should : devoir au conditionnel ( je devrais ) /
should have : devoir au conditionnel pass (j'aurais d).

WHI. X Compltez les phrases l'aide des mots suivants en conjugant les verbes si
ncessaire :
coward - risk - fight for - stand up for - sacrifice (verb) - unsung - achieve - deeds stand up to - duty - overcome - save - look up to - rebel - take up - rescue - beyond
a. They said that he was a __ coward ____ because he didn't _ stand up to _
his
boss when he was fired.
b. Emmeline Pankhurst _ stood up for ___ women's rights. She __ achieved_____
her goal when women got the right to vote.
c. A superhero's _ duty ______ is to do good _ deeds _____ and protect people.
d. She went _ beyond __ her limits, _ overcame _____ all the obstacles and became
president of her company.
e. He looks up to ___ his grandparents who were ready to _ fight for _______
equality / equal rights and __ rebel ______ against injustice.
f. A hero is someone who never hesitates to _ take up _ a challenge and _ sacrifice _
himself to __ save / rescue _____ other people.
g. There are hundreds of _ unsung __ heroes who _ risk _______ their lives to _ save
/ rescue _______ people who are in danger.

WHI. XIII Traduisez les noncs suivants.

1. Ce qui se passe ici est trs surprenant mais nous n'avons pas la mme approche du
problme.
What's going on here is very surprising but we do not have the same approach to the
problem.
2.Je ne comprends pas ce qu'ils font l! Est-ce qu'ils ont une runion (have a meeting) ?
I don't understand what they're doing here/ there. Are they having a meeting?

H. Grammar practice: Faire faire

WHI. XIV Lisez les noncs ci-dessous. Dans quel nonc, 1 ou 2, le sujet "you" subit-il
l'action ?
1. It can definitely make you feel isolated. 2. They'll have you sent to jail.
Le sujet "you" subit l'action dans l'nonc 2. (Le sujet va tre envoy en prison.)
Rpondez aux questions a et b en cochant les cases correspondantes dans le
tableau (la quatrime colonne est remplir). Puis traduisez les noncs.
a. Le verbe soulign est-il une base verbale (infinitif sans to) ou un participe pass?
b. La structure a-t-elle un sens actif ou passif?
Base verbale
Participe pass Sens actif/pas
E. Your task: Discuss running for leadership
1. make you feel isolated
x
actif
WHI. XI There's going to be an election for the school
2. have you sent to jail
x
passif
council.
c. Traduisez.
Student A You encourage your friend to run for the
1. Et cela peut vraiment vous faire vous sentir isol.
leadership of the school council.
2. Ils vous feront meure en prison.
Student B You express doubts about whether or not
WHI. XV Indiquez la suite de chaque nonc s'il a un sens actif ou passif. Puis
you're up to the task.
traduisez l'aide d'une structure en MAKE ou HAVE.
Use modal auxiliaries as often as possible.
Il s'agit d'une tche d'interaction orale, mettant en jeu la matrise des formes grammaticales vues page 40 du Language workshop : Les 1. Elle s'est fait voler son uniforme. Sens passif (son uniforme a t vol)
modaux (sens 1 ) : can, could, may, should, must, need . On incitera l'lve s'appuyer galement sur la Toolbox fournie au bas de la
She had her uniform stolen.
page 41. C'est une tche de niveau B1.
Interaction orale
2. Ils nous feront partir.Sens actif (nous partirons)
Niveau B1 : capacit engager la conversation et maintenir le contact pour changer des informations, exprimer ses sentiments, ragir
des sentiments.
Theyll make us leave.
Niveau B1+ : on ajoutera aux critres prcdents une certaine aisance et fluidit de ; l'expression.
3. Nous le ferons nettoyer (=clean) plus tard.Sens passif (il sera nettoy)
Comptence linguistique
Niveau B1 : on attendra au niveau B1 que l'lve emploie de faon approprie les modaux tudis. Cependant, on pourra s'attendre ce
que perdurent des confusions : can / could -must I mustn't I needn't. L'emploi des modaux could et should avec have sera considr We'll have it cleaned later.
comme un bonus.
Niveau B1+ : on attendra, du point de vue linguistique, un assez bon contrle grammatical, i avec des erreurs non systmatiques. Dans ce
cas prcis, on attendra la matrise des formes verbales tudies, y compris aux formes interrogatives et ngatives ainsi qu'un emploi bon
escient de ces formes. La prononciation doit tre clairement intelligible tout le long de l'change. On valorisera du point de vue
phonologique la rduction des auxiliaires. Les formes conversationnelles (/ mean... Let's say... Did you? Sorry to interrupt you. etc.)
sont galement attendues car elles introduisent fluidit et aisance dans l'expression orale.
Exemples d'noncs pouvant tre intgrs l la production
Niveau B1
Student A:
-You should run lor the leadership, you know.
- You can win if you really try.
-You needn't tell me just how much work it means.
Keep on with your campaign! That's the only thing you can do!
You shouldn't doubt your leadership abilities.
You mustn't / shouldn't give up now / stop campaigning now.
You shouldn't worry so much.
Come on! Don't disappoint everyone! / You can't give up now!
Student B:
I'm afraid I can't face the responsibility. / I'm not sure I can lace it.
What can I do to make other students vote for me'.'
You must believe me. I'm terrified I don't feel up to the task.
The other candidate could get a lot more votes, you know.
I could have campaigned much better.
-Maybe I should never have started this campaign.
Niveau B1 +
Outre les noncs ci-dessus, on introduira des expressions permettant de rendre la conversation plus fluide et aise : rponses courtes,
reprise de l'auxiliaire, exclamatives, adverbes, etc.
- Well, actually... /1 definitely think... / Don't you think that...'?
- Of course I do! / I hope so. / I don't think so. / I guess so. / I suppose so.
-Yes. please do! / No. please, don't!
-You don't believe me, do you?
-They'll vote for me, won't they?
- I can't give up now, can I?

jI

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F. Grammar practice: Prsent simple et prsent BE+ING (be + V-ing)

WHI. XII Lisez chaque nonc et compltez la question correspondante avec

l'auxiliaire qui convient. Puis rpondez aux questions a et b.
1.[She] knows martial arts. What does she know_______________?
2.Red Justice (...) wears red boxer briefs. What does he wear____________?
3. for a documentary he is making. What is he making_____________?
4. We just have an unorthodox approach. What sort of approach do we / they
have______________________?
5. They're having a drink on the terrace. Where are they having a drink ?
a.Inscrivez chacun des verbes en gras ci-dessus dans l'une des deux catgories
suivantes et indiquez quel temps il est conjugu.
-Le verbe exprime une caractristique gnrale du sujet : __ knows, wear, have
prsent simple ___________________________
-Il dcrit la situation prsente: _ is making, they're having prsent be+ V-ing =
psent be+ing=prsent continu
b. Parmi ces verbes, lesquels sont des verbes d'tat : __ know, have _________
Sont-ils compatibles avec la forme BE+ING? ___non__________________

F. Savoir prononcer

WHI. XVI Lisez le passage de "Those out there... " (I. 19) "... for doing so." (I. 29).
a. Dans les mots suivants la voyelle -o- se prononce-t-elle :
/Fx/,/E:/,/y/,/u:/,/c:/,/ax/,/F/,/o/
Jefferson - nothing - those - love - worse - prove -how - no - another - show - do - so F
y
Fx y
E:
u: ax Fx
y
Fx u: Fx
someone -more - done on
y y
c:
y o
b. Lisez voix haute les mots suivants en vous aidant de leurs transcriptions
phontiques:
scapegoat/skepgt/ difference/)dqfrFns/ dignity/dgntq/ heart
/ht/
arithmetic/rmtk/ identity/adenttq/ capable/kepbl/ figure/fg/
c. Vrifiez l'coute, puis relisez le passage voix haute.

F. Grammar practice: infinitive propositions

(=propositions infinitivescf.prcis grammatical33p.194)
IW. XII Observez les propositions infinitives soulignes dans les
noncs suivants:
1. ... her father, Yacob, wants Nunez to be examined by a blind doctor.
2. "You do not want me, " he said, "to lose my gift of sight?"
3. She told him to go and see her father.
4. It is sometimes dificult for us to recognize heroes.
Quelle est la forme du pronom (sujet) dans la proposition infinitive? sujet
complment (me, you, her/him/it, us, you, them)
IW. XIII Formez des noncs avec les lments donns. Faites les
modifications ncessaires.
1. He told (I-look after-you).
2. I'll ask (they-leave-you alone).
3. Do you really want (we- stay) ?
4. Did you really ask (she - accept that deal)?
1. He told me to look after you.
2. I'll ask them to leave you alone.
3. Do you really want us to stay?
4. Did you really ask her to accept that deal?
G. Grammar practice: the relative pronouns who and that
(=les pronoms relatifs who et that cf.prcis grammatical 38pp.197198)
IW. XIV Indiquez pour chaque nonc : a. quel est l'antcdent du pronom
relatif, b. si le pronom est sujet ou complment de la relative. Les
parenthses signifient que le pronom that peut tre effac.
1. The man who could see.
2. Those queer things that are called the eyes [...]
3. Here is the doctor (that) I've told you about.
4. The place (that) I have visited is very strange.
1. a. antcdent de who ; the man - b. le pronom relatif est sujet.
2. a. antcdent de that : Those queer things - b. le pronom relatif est sujet.
3. a. antcdent de (that) : the doctor - b. le pronom relatif est complment.
4. a. antcdent de (that) : The place - b. le pronom relatif est complment.

Remarques
On pourra rappeler que :
on efface le plus souvent that lorsqu'il est complment > 3. (that) I've
told you about / 4. (that) I have visited; dans ce cas, l'antcdent du
pronom peut tre humain ou non-humain ;
lorsque le pronom est sujet, on utilise who pour un humain et that ou
which pour un non-humain.

IW. XV Compltez avec who ou that (that peut tre effac).

1. This is is the message ______________ he sent me.
2. The girl ______________ is talking to you is my sister.
3. The people ______________ sent him there were crazy.
4. The only person ______________ we spoke to was a doctor.
1. This is is the message ___(that)________ he sent me.
2. The girl ____ who _______
is talking to you is my sister.
3. The people ___ who ________ sent him there were crazy.
4. The only person ___(that)_______ we spoke to was a doctor.

H. Grammar practice: would

IW. XV Dans quel(s) noncs would exprime-t-il une nuance de volont: 1.
2. ou 3. ?
1. "I wish sometimes... you would not talk like that."
2. "Oh, if you would, "she sobbed, "if only you would!"
3. If I accepted that, I would lose my sight.
Would exprime une nuance de volont dans les noncs 1. (you would
not talk) et 2. (Oh, if you would /if only you would).
IW. XVI Traduisez les noncs ci-dessus.
1. Parfois, j'aimerais que tu t'abstiennes / arrtes de parler ainsi.
Remarques
Ces deux variantes de traduction soulignent la notion de refus
exprime par would + not (le refus tant la volont de ne
pas faire quelque chose); mais on pourrait aussi simplement
dire en franais : Parfois, j'aimerais que tu ne dises pas de
choses pareilles.
On peut prciser que le modal would, frquemment utilis en
anglais aprs wish, reste souvent non-traduit en franais :
I wish you would answer my question. J'aimerais que tu
rpondes ma question. (Sous-entendu : que tu veuilles bien /
que tu acceptes de... ).
2. Oh, si tu acceptais (si tu y consentais) dit-elle en sanglotant, si
seulement tu acceptais (y consentais) !

Remarque : Would fait cho au verbe consent dans l'nonc

prcdent : "If I were to consent to this?"
3. Si j'acceptais cela, je perdrais la vue.
Remarque : Il s'agit d'un simple would de conditionnel.