English

ETLV
Terminale STMG

Term 1
 SOMMAIRE

Axe 1 Small Town, USA

Think .......................................................................................................................................................... 4

Feed 1 ........................................................................................................................................................ 6

Feed 2 ........................................................................................................................................................ 8

Share ....................................................................................................................................................... 11

Grammar build up.................................................................................................................................... 14

Vocab ...................................................................................................................................................... 17

First task ................................................................................................................................................. 18.

Skill booster ............................................................................................................................................ 19

Axe 2 Our Culture .......................................................................................................................... 20

Food for tought ........................................................................................................................................ 21

Zoom 1 .................................................................................................................................................... 22

Zoom 2 ..................................................................................................................................................... 24

Grammar build up ................................................................................................................................... 26

First task .................................................................................................................................................. 30

Axe 3 A place of one’s own ............................................................................................................ 31

Think ........................................................................................................................................................ 32

Feed 1 ...................................................................................................................................................... 34

Feed 2 ...................................................................................................................................................... 36

Share ...................................................................................................................................................... 38

Grammar build up.................................................................................................................................... 40

Vocab ...................................................................................................................................................... 43

First task ................................................................................................................................................... 44

Skill booster .......................................................................................................................................... 445

2
 Axe 1
Small Town, USA

Session 1
Are we defined by chere we come from ?

3
 Think

ENTRAINE-TOI

1. Look at the map and imagine jimmy’s typical day in his hometown
2. Sort the various places accordimg to the categories of activities in this town (social
life ,shopping,
Family life ,etc ).
3. Go futher spot element which reveal some of the difficulties that people living in small
towns have to face .
4. Read the excerpt . Choose two adjectives that describe bill bryson’s vision of life . Do these
words
Also correspond to the atmosphere of the map ? Justify your answer.

VOCABULARY

• To settle down : s’installer

• A factory : une usine
• To moan : se plaindre
• A dump : un trou paumé
• A business park : une zone commune
• Downtown : le centre-ville
• Farmland : les terres agricoles
• Housing : le logement
• An industrial park : une zone industrielle
• The outskirts of town : les alentours de la ville, la banlieue
• Bustling : animé(e)
• Neighborly : acceuillant(e)
• Remote : isolé(e)
• Run-down ; délabré(e)
• Sleepy : endormi(e), un peu animé(e)
• Thriving : prospère
• To be used to (doing sth) : avoir l’habitude de (faire qqch)
• On a daily/weekly basis : tous les jours/toutes les semaines

4
 Think

Rural vs Urban America

Rural areas cover 97% of the whole land but contain only 19% of the population. The rest live in
small towns (38%), in the suburbs (21%) and in lare cities (22%)
Source: US Census Bureau

Question yourself
Are we difined by where we come from?

5
 Feed 1

The left behind

Why do some americans feel abandoned ?
Rural america and barack obama
In 2015 ,the obama administration started a policy called the coal initiative to reduce fossil ener-
gy sources and combat climat change « coal country » a groupe of states including pennsylvania
kentucky virginia and Ohio ( where coal mining is a major source of jobs and resources) saw it as
direct attack .

Look at the two pictures

1. Yse three adjectivies to describe the feelings they express about rural america.
Watch the video
2. Identify the issues rural america is facing according to these inhabitants .
3. Watch it again
A) List the values these rural americans are defending .
B) Sum up the way they compare themselves to urban americaans.

6
 Feed 1

VOCABULARY

• a divide = a gap
• an economic hardship : une difficulte economique
• a lack : un manque
• pride : la fierté
• declining : en declin
• desperate : désespéré
• downbeat : abattue
• gloomy : maussade
• hopeful : optimiste
• to depend on sb :
• se reposer sur qqn
• to deserve sth : mériter qqch
• to have misgivings : avoir des doutes
• to look out for (sb/sth) : s’occuper de (qqn/qqch)
• to split=to divide

How to…
Express disagreement and doubt politely
• It seems to me that… : il me semble que…
• That’s a bit unfair : C’est un peu injuste.
• I see it in a different light : Je vois les choses différemment.
• I take a different view : Mon point de vue diffère.

REMEMBER

When we went shopping, my husband would stay in the car : Habitude dans le passé
If it was possible, I want would tell him to leave this town : Hypothèse
He said he would do it later : Futur dans le passé

Training task
Youve just watched the roundtable and want to share your thoughts with one of the peole invol-
ved. Record a message (audio or video) to discuss one oint you agree or disagree with.

7
 Feed 2
Country Spirit : how do rural American sing about it
Merry Go'Round

8
 Feed 2
Small Town USA

1. Can you imagine what is this singer will song about ? What do you think she stands for ?
2. List the various activities of rural american life you can identify.
3. Focus on Justin Moore’s song. Sum up the values of small-town life the singer defends.
4. Focus on Kacey Musgrave’s song. Rephrase the dark sides of rural life she evokes.

9
 Feed 2

VOCABULARY

• Boredom : l’ennui
• Mass : la messe
• A shortcoming ≠ a oerk
• An upbringing : une éudcation
• Bittersweet : doux-amère
• Hardworking : qui travaille dur
• Hypocritical : hyporcrite
• Resilient : résiliant
• To belong somewhere : se sentir à l’aise quelque part
• To embrace : adopter
• To feel out of place : ne pas se sentir à sa place
• To go down the same road as : marcher dans les pas de
• I am impressed with : je suis impressioné par
• Your latest song blew my mind : votre dernière chanson m’a époustouflé
• I am a huge fan of your work : je suis un grand fan de votre travail

10
 Share
A broken American Dream

11
 Share

Johnny Noble, 9, sits in his uncle's trailler in Owsley County Kentucky, the poorest white
county in the USA

1. Look at the picture, the book wover and the defintiion, and explain what they all have in
common. Say what you now expect to read.
2. Read the text
A. List the information you have leant about the narrator.
B. Read until line 24. Sum up the evolution of the community’s patriotism.
3. Read the rest of the text again. Compare and contrast the vision Middletonians have of
themeselves and their vision of Barack Obama. Sum up their feelings with three adjectives.

12
 Share

VOCABULARY

• A feeling of inadequacy : le sentiment de ne pas être à la hauteur

• Resentment : la rancœur
• Cheerless : déprimant
• Derelict : en piteux état
• Out of touch : déconnecté
• Rooted : ancré
• To envy : jalouser
• To have a chip on one’s shoulder : en vouloir à tout le monde
• To hold something against somebody : en vouloir à quelqu’un pour quelque chose
• To look up to : admirer

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 Grammar build up

A. Observe
1. That album is my favorite.
2. I can’t sing about that !
3. Rural Amerca is not that isolated from the rest of the country.
4. This video shows that politics can create strong divisions.
5. The values that I learnt as a child are very important to me today

Dans quelle(s) phrase(s) that peut-il être :

• Remplacé par so / very ?
• Remplacé par this ?
• Traduit par quelque ?

B. Retiens la règle
That est un mot multitâche dont tu te sers tout le temps, mais il n'a pas toujours le même sens,
alors comment savoir quel est son rôle dans telle ou telle phrase?

1. Si on peut le remplacer par so ou par very alors that est un adverbe (tellement, si)
This exercice isn't so/that complicated after all
Cet exercice n'est pas si compliqué que ça, finalement!
Ici that est accentué à l'oral.

2. Si on peut le remplacer par this, alors that est un démonstratif.

This/that grammar lesson is new to me. I don't understand this/that
Cette leçon de grammaire est une nouveauté pour moi. Je n'arrive pas à comprendre ça.

3. Si on peut le traduire par qui ou que, il y a deux possibilités.

a) Si that dépend d'un verbe c'est une conjonction de subordination qui introduit une pro-
position, notamment après un verbe de parole (say, tell, ask…)
She told me that I had to be more careful : elle m'a dit que je devais faire plus attention.

b) Si that dépend d'un nom, c'est un pronom relatif qui sert à reprendre un nom.
The book is that is on the table in mine : le livre qui est sur la table est à moi
Dans ces deux cas that peut-être amis.
14
 Grammar build up

C. Entraîne-toi
Indique si that peut-être remplacé par very, this ou traduit par que et déduis s'il est adverbe, dé-
monstratif, conjonction de subordination ou pronoms relatifs.
A. Don't tell me that!
B. Is your hometown that far from Chicago ? I
C. It looks like the town that I left when I was a teenager
D. have you ever been to that part of the country?
E. Is that your car?
F. He told me that he liked the city better.

Remets ces phrases dans l'ordre :

A. Since his last visit the town had changed that he saw
B. For this President you voted don't that tell me
C. To be rushed that please remember don't like people here
D. It's hard they say a job here that to find
E. As you do that did you know the same town I come from
F. Recently opened downtown that a new restaurant I heard
G. There was that a new album recently by Justin Moore I learnt
H. SI left at the factory I just realized my coat that

Utilise that pour fusionner de phrases comme dans l'exemple.

Come from a town my town is a located in Idaho : I come from a town that is located in Idaho.

A. She wrote a song. her song became a hit across the United States : The song ….
B. He was a found a new job. his job is a better paid that the last one : He was found….
C. I heard the story . I couldn't believe that story : I heard…
D. I bought a house. my house is on the outskirts of town : The house ...
E. They met in a restaurant. this restaurant serves pizza and pasta. They met…
F. She receives fan mail, she reads all this fan mail : She reads…
G. This is my life I choose this life : This is the…

15
 Grammar build up

Souviens-toi la lettre a

La voyelle a peut se prononcer de plusieurs manières quand elle est seule ou associée à une
autre lettre quand elle est accentuée ou non :
fact farm age various message any what

Entraîne-toi
1. Classe les mots suivants en fonction de la prononciation du a:
wage matter negotiate gap private grace originally factory basis value desperate accent Village
conservation hesitate local passionate underage

2. Trouve l'intrus dans les listes suivantes

A) park to Stare dark to contrast
B) tradition admire water allow
C) care many parents careful

16
Vocab

17
 Final task

Write a letter to the President

You want to raise awareness about your life in rural America and you decide to write a letter
to the President in order to bring your situation to his/her attention.

STAGE 1 STAGE 2
Create your character Structure your letter
Use elements from the lesson and go online to find Organize all your elements in paragraphs. Start with
the town you would like to talk about in your letter. your character: introduce yourself, talk about your
Decide who you are loge, profession, family, etc.) life... Finally, give your reason for writing.
what your life is and what your town's main features Think of sentences that will help you link and
are. organize the various steps of the letter.
Why are you writing to the president of the United Introductory phrases
States? To draw his/her attention to rurall America's Please let me start by saying how much... The reason
situation? To ask for his/her help? To get him/her to I am writing today is...
visit your town? Linkwords
• as a matter of fact: / on the one hand... * on the
other hand...

STAGE 3
Write your letter
Transitions
Make sure your letter is clear and well-organized.
That is the reason why... And this leads me to ask
Use words that express your state of mind and that
you...
will convey your feelings to the President. I can't help
Conclusion phrases
but feel honored to talk on behalf of my community.
I am looking forward to hearing from you.... Thank
I am left with no choice but to express how sad I am
you for taking the time to read...
to see...
Farewells
Don't forget to proofread your letter. Ask yourself
Yours sincerely....
what types of mistakes you usually make in English,
With warmest personal regards...
and focus on that when re-reading.

18
 Skill booster

Lors de l’épreuve de comprehension orale, tu vas écouter un document audio d’une minute 30
enrivorn. Après 3 écoutes séparées d’une minute à chaque fois, tu devras régdiger un compte-
rendu en français de ce que tu as compris.
• Regarde bien le titre et imagine le ontenu du document.
Le titre du document audio te sera communiqué avant l'écoute. Il devrait te permettre de
deviner le sujet du document, sa nature, le pays ou la région dont il parle, etc.
• Ces éléments pourront aussi t'aider à préparer tes notes, et à organise ta première écoute :
« pour une interview, il te faudra repérer les questions et les réponses;
« pour un discours les arguments et les étapes;
dans un reportage, les intervenants et les informations.
Lors de la première écoute, repère les informations principales.
• Ne te laisse pas submerger.
Concentre-toi sur les mots que tu comprends. N'écris pas tout, sinon tu vas prendre du re-
tard et perdre le fil. Ton but principal est d'écouter attentivement.
• Prends des notes simples et courtes.
Laisse des blancs entre les mots, tu complèteras au fur et à mesure des écoutes.
Utilise les pauses de façon efficace et active
• Les pauses etre les écoutes sont là pour te liasser le temps de mettre de l'ordre dans tes
notes, et de prendre du recul
• Vérifie que les mot que tu as écrits sont lisibles.
• Relie les éléments qui vont ensemble, par exemple en utisant des couleurs.
Rédige ton compte-rendu.
• Reprends tes notes pour rédiger ton compte-rendu, et suis un ordre logique.
Commence par présenter le sujet du document, sa nature et son format (nombre d'inter-
venants, Informations sur le leu, musique, etc).
• Donne les informations principales en utilisant des phrases courtes et claires, en les liant
avecdes connecteurs logiques (de plus, c'est pourquoi, malgré cela.)
• Pense à relire ton compte-rendu pour t'assurer que tu as bien suiv tes notes, pris en compte
tout ce que tu as compris, et que tu n'as pas fait d'erreurs de français.
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 Axe 2
Our culture

Session 1
When is it OK to borrow from another culture?

20
 Food for thought

What is cultural appropriation

The act of taking or using things from a culture that is not your own, especially whithout showing
that you understand or respect this culture.

Spectre, a James Bond movie

What’s the matter ? The Bond movie a Dia de los Muortos pa-
rade that never existed

Appropriation
It builds on the stereotype of Mexican people loving parties
and celebrations by British and American people t turned a pri-
vate, family celebration into a giant party.
Appreciation
Viewers in Mexico and abroad loved it so much that now Mexi-
co City actually as such a parade every year.
The parade attracts a lot of tourists and actually benefits Mexi-
co’s image around the world.

The Washington redskins

What’s the matter ? The word “redskins” is a racial slur (offensive
term) against Native Americans and shouldn’t be the name of a fa-
mous football team.

Appropriation
It keeps the word in use and makes people think it’s ok to use it.
It makes fans think that a headdress is just a supporter’s accessory
Appreciation
The name was chosen in 1933 to honour a coach and 4 players who
were Native American
The team’s logo is actually quite respectful and realistic
It has been supported by some representatives who say that the de-
bate over the name takes awav from the real issues they face.

21
 Zoom 1

What's behind a Halloween Mask?

Long live Dia de los Muertos!

This Is How We Celebrate Our Dead

Since the death of my mother four years ago, Dia los Muertos has besome monumentally im-
portant to me and something I consider sacred, but every year there are more and more remind-
ers that it is a tradition that belongs to Mexicans less and less.
Recently, much as been written about the appropriation and colonization of the tradition, which
is increasingly treated as an extension of Halloween. There was that one time Disney tried to
trademark Dia de los Muertos. This year I saw Dia de los Muertos displays for Cheetos. In Hallow-
een stores, I saw “sexy” Dia de los Muertos costumes for women, I saw white children trick-or-
treating in jeans and hoodies, their faces painted like sugar skulls.
There are many levels to the appropriation of the holiday, though generally speaking I’m most
dismayed by the way white Americans pick and choose the pieces of us they want. Mass deporta-
tions in which Mexicans are the most often deported don’t seem to get a rise out of the same
people painting their face like calaveras for Halloween. When there is a mixed-status immigrant
family about to be torn apart, advocating for family reunification. In my hometown of Los Ange-
les, white Angelenos love taco trucks, but don’t care when undocumented loncheras are targeted
and criminalized for making a living. Of course, all of this is just to say that Dias de Los Muertos is
just another instance in which white Americans want to claim the pieces of Mexican culture that
appeal to them, while violently erasing its origins.
I have spent the past few days think of my mom. On the altar I made for here, there are flowers
and candles, there are the manu ring she wore and the small pumpkins she and I always bought
together at this time of year. Yesterday at a panaderia, I watched my aging father lovingly pick out
all of my mom’s favorite pan dulce. He came home and thoughtfully arranged it on a plat, placing
it on her altar and lighting candle. Over the past couple of days, my father and I have eaten pan
de muerto together, leaving bouquets of marigolds. Today, on the last day of Dia de los Muertos,
we will make mole together, her favorite.

22
 Zoom 1

Look at the poster

1. Which community is represented? How con you tell?
Say what you know about it and about Dia de los Muertos.

2. Focus on the type of activities available at the event.

a. Who do you think the target audience is?
b. Do you think al event-goers share the same background?
c. How would you describe this event? Use different adjectives.

Read the article

3. Gather information about the author
(name, hometown, origin, family.…).
Why is Dia de los Muetos important to her?

4. Explain how the author feels about the appropriation of Dia de los Muertos she sees it in Los
Angeles.

VOCABULARY

• a cultural exchange : un échange culturel

• am event-goer : un(e) visiteur(euse)
• family-oriented : familial
• friendly : convivial
• inclusive : ouvert
• legtimate : légitime
• to aim at (doing st) : viser à
• to alter : changer, transformer
• to impact : influencer
• to intend [to do th] : avoir l’intention
23
 Zoom 2

Spread colours, spread culture ?

Is it respectful to take on someone else’s culture ?

Look at the pictures

1. What celebration represented in both pictures?

2. Focus on the location. Do you think the event has

the same meaning in both places? Why?

3. Which aspects of the celebration attracts you

most ?

Listen to the podcast

4. What it about? What are the two point of view?

5. Choose one of the two “sides" and pick out their arguments. Rephrase them to the class.

6. What definitions of cultural appropriation and appreciation are given in the podcast?

24
 Zoom 2

VOCABULARY

• exposure: l’exposition
• a gathering : un rassemblement
• a spiritual experience : une expérience spirituelle
• to be avare of (sh) : être consciente) de
• to orginate from : venir de
• to seem to [do sh] : avoir l’air de
• One could argue that... But...
On pourrait soutenir que … mais …
• I can understand why people think that.
But on the other hand...
Je peux comprendre pouquoi certains pensent que.
Mais d’un autre côté ….
• Despite all the accusations, l’m still convinced that...
Malgré toutes les accusations, je reste convaincu que….
• This is a good point. C'est une bone remarque
• This is not completely/entirely wrong.
Ce n’est pas complètement faux.
• I quite agree with that. Je suis assez d'accord
• l'm not sure fly agree with that.
Je ne pense pas être tout à fait d'accord

REMEMBER

Prétérit ou present perfect?

Le prétérit s'emploie pour parler d'événements passés, révolus.
-> Coldplay releases the music video for “Hymn for the Weekend" in 2015.

Le present perfect s'emploie notamment pour faire le bilan au présent d'une action passée.
-> Iggy Azolea has used their culture for her own gain.

25
 Grammar build up

Prétérit ou present perfect ?

A. Observe
1. Coldplay released “Hymn for the Weekend” In 2015
2. Iggy Azalea has used Black and Indian culture in her music.
3. Look! The man is covered with colourful powders. He has been celebrating Holi.

B. Retiens la règle

26
 Grammar build up

C. Entraîne-toi

1. Pour chaque verbe, identifie le temps utilisé et justifie son emploi

A. Since my mother died four years ago, Dia de los Muertos as become monumentaly important
to me.
B. On Halloween this ea, | saw white children trick or treating in jeans and hoodies
C. Over the past couple of days, my father and I have eaten pan de muerto together

2. Complète les phrases suivantes à l'aide du verbe entre parenthèses, conjugué au temps qui
convient.
A. The term “cultural appropriation” fist ….In 1945. (to appear)
B. The debate … more important ove the post ten years. (to become)
C. While strolling through downtown Los Angeles on Halloween night, I the people’s hypocrisy
toward Latin American culture. (to realize)
D. Mexicans… Dia de los Muertos for centurles. (to celebrate)

3. Traduis les phrases suivantes en prenant soin d'utiliser le bon temps.

A. Au cours de l'histoire toutes les cultures ont emprunté à d'autres cutures.
B. Il y a toujours eu des échanges culturels.
C. L’appropriation culturel existe depuis longtemps.
D. L'année dernière, beaucoup de gens ont porté des calaveras pour Haloween.

4. Conjugue les verbes entre parenthèses au temps qui convient. Attention : Les phrases peu-
vent être à la forme négative.

A. I … (choose) my Halloween costume yet.

B. Last week I … (go) shopping and … (buy) a calavera mask but I regret it now that I… (hear) so
many things about cultural appropriation.
C. People … (queue) for hour to attend the Dia de los Muertos event.
D. Despite the accusations, most Coldplay fans …(find) their music video shocking.
E. Our music video … (spark) à debate when it came out but our recent press conference
(help) people understand our intentions.

27
 Grammar build up

8 façons de prononcer la lettre o

A. Souviens-toi
La voyelle o peut se prononcer de plusieurs manières, quand elle est seule ou associée à une au-
tre lettre, quand elle est accentuée ou non.

B. Entraîne-toi
1. Entraine-toi à prononcer correctement la lettre o dans les mots suivants à l’aide de la transcrip-
tion.

28
 Grammar build up

2. Ecoute les mots suivants et classe-les selon la prononciation de la lettre o.

A) knowledge—Polish—polish—college
B) Okay—lose—close—cold
C) Choose—two—deported—do
D) Portray—adorn—famous—before

29
 Final task

Take part in an exhibition about cultural appreciation and appropriation

Create a piece for an exhibition about cultural appropriation in your school. Find a visual ele-
ment and write a text to help the visitors understand the difference between appreciation and
appropriation. Get feedback from the visitors!

STAGE 1 2 The sign

Pick a topic Put yourself in the visitors' shoes. Explain with simple
Refer to the "Food for Thought" section of this unit words what they need to know about your topic
or use your own knowledge to choose a topic (type of work, artist, origins, meaning, how it is ap-
that appeals to you. propriated/
. I chose to work on the Maori culture and more appreciated and by whom).
specifically on the Haka. First of all, what is the Haka? Well, the original mea-
2 Browse the internet, or go to the library, to gather ning of the Haka is...
information about the way a specific element is ap- This video is a good example of cultural appropria-
propriated. Get the approval of your teacher to move tion: none of the employees are Maori, they use ges-
on to stage 2. tures that are a bit stereotypical and they don't know
I found a video of a company in Singapore, specia- what they mean.
lised in marine activities, that created a Haka to re- 3 Make sure each student's piece has a space and
present the spirit of the brand. None of the em- that the exhibition works as a whole.
ployees involved are Maori which I think is enough to
call it appropriation.

STAGE 2 STAGE 3
Set up the exhibition Get some feedback
The visual element Prepare three questions about your exhibit to ask the
It can be a picture, a movie clip, a painting... visitors. After the exhibition, analyse the responses.
The goal is to show culture appropriation or appre- Discuss with the class what went well - and what did
ciation. Find something striking! not. Learn from your experience!
• The visitors liked the variety of the topics we pre-
sented. They have learned a lot about cultural appro-
priation. . Sometimes the texts were too difficult.

30
 Axe 3
A place of one’s own

Session 1
How does a community connect to a place ?

31
 Think

Are you always the same, wherever you are ?

32
 Think

VOCABULARY

• cornrows : les tresses plaquées

• a dilemma : un dilemme
• a hood : une capuche
• an outfit : une tenue
• a (housing) project : une cité
• a thug : un voyou
• determined : déterminé€
• fierce : intense
• soulful : très expressiflive)
• tough : dur(e), solide
• to be assertive : avoir conflance en soi
• to pick a side : choisir son camp
• to stare at [sb/sth] : fixer [qn/qch] du regard

ENTRAINE-TOI

1. Look at the poster

A) Focus on the picture. What does it show ?
B) Focus on the text on the poster. How does it match the visual ?
C) Guess what the movie is about and imagine what the extract will show

2. Watch the extact

A) check your hypothesis. Focus on the characters and places.
B) What issue does the extract tackle ? Is it what you expected ?
C) Read Lincoln’s quote. How can you relate it to the extract ?

33
 Feed 1

American Shelters
What does a place tell us about a community ?

Look at the picture

1. Where is the scene taking place? What does it show? Comment on the people and what
they are doing.

2. What does Margaret tell us about her front porch?

3. How important is it for her? Explain why.

4. What makes porches so special in terms of space? How is this shown in the movie? Pick out
two examples to ilustrate your idea(s)

5. What differences does the porch illustrate?

6. Compare what is said about porches in the video and the NPR testimony.

34
 Feed 1

A Window on the World of Immigrant Neighbors

If it weren’t for my front porch, l never would have known that the people living next to me are
all from different countries. The old house has been converted to apartments, and exotic and de-
licious smells are constantly wafting from the windows. When the weather warmed up and we
began spending time on our porches, we started talking, and Iearned my neighbors had immi-
grated here.
I’ve spent the most time with Mike. He's an older gentleman from Armenia. He comes over to my
porch, and we try to talk, but neither of us seems to understand much of what the
other is saying.
On more than one occasion, he has given up on conversation and walked down to the drugstore
on the corner. He comes back with a couple scratch-off lottery tickets - one for me and one for
him. He hands me à penny, and we wordlessly reveal our inevitable losses. We say “next time”
and understand each other right away.

VOCABULARY

• a case : un dossier
• a chance encounter : une rencontre fortuite
• a (family) reunion : des retrouvailes, une reunion
• enticing : attirant(e), séduisant€
• prejudiced : qui a des préjugés
• unexpected : surprenante)
• to gather : se réunir
• to hold a grudge against (sb) : en vouloir à qqn
• to look forward to (sth) attendre (qqch) avec impatience
• to ostracize = to exclude

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 Feed 2

Reconquering places
How can a community conquer a new space ?
African Americans make up just 7% of people venturing to national parks while white visitors
make up 78% — but Outdoor Afro is training leaders to change that.

David McCullough often gets sideways glances while he is hiking near Philadelphia. There is noth-
ing immediately startling about McCullough, à museum educator with a studious look and a neat-
ly rimmed goatee. But as black man in the great outdoors, McCullough is usually in a racial minor-
ity of one. “Its conspicuous, you're aware fit; he says “There are looks. You do get looks of con-
cern, you can see that people are curious about why you are there”
McCullough is enjoyment of the natural world, something assumed to be an activity mostly em-
braced by white people, initially provoked bewilderment among his black peers when he was in
high school.
“Every Saturday à go out hiking and was the only African American there; he says. “At school, 'I’d
get laughed at people saying That just weird. Why are you out in the woods? I would get so
excited at seeing a shrew’s skull and they would just look at me like I was insane”.
Its boom time for Americas network of more than 400 national park with record 305m visit last
year. But visitors who are able to avert their gaze from the fizzing geysers of Yellowstone or the
crunching waterfalls of Yosemite will realize that modern America is showing its face.
According to the latest National Parks Service (NPS) figures just7% of people venturing to national
park are black, with white visitors making up 789% of the total
Addressing this lack of diversity is something the NPS has made a priority in its centennial year -it
otherwise risks becoming increasing out of kilter with the changing ; demographics of the US.
“It’s like your house. Who come to our house?" rhetorically asks Matthew Reese, à black
snowboarder and hiker from Seattle people who you invite. We were never invited to in national
parcs. We weren't made to feel welcome in national pars and costs a lot of money to other. That
takes a strong will get over”
According to Outdoor Afro participants, the wilderness canal so invoke a certain horror for some
black people. “There is this serious fear [of the outdoors almost like à post-traumatic stress syn-
drome; says Duane Wim who has been leading his In St Louis for the past year “People use to ang
us in the wood Some people still feel that”
A lot of us migrated from the south where there was rural hard work 50 success meant being in
the cites urban spaces” says McCullough-"Part of the issue is realizing that having less isn’t neces-
sarily a bad thing.
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 Feed 2

AIl of the things we've sought and booked for in urban spaces haven't been as nourishing as we’d
hope them to be “We have to measure our success from a generational perspective. Is about rec-
ognizing that national park are part of collective heritage" (Outdoor Afro founder Rue
Mapp says)

VOCABULARY

• enslavement : asservissement
• the Deep South : le Sud profonde
• A profile : un profil
• challenging : éprouvant
• chilling : qui glace le sang
• eerie : étranger
• to overcome : sumonter
• to shake [st] up : chambouler, changer (st)
• to weave : tresser

REMEMBER

La forme verbale used to + V est utilisée pour parler de quelque chose que l'on faisait dons le
passé, mais que l'on ne fait plus dans le présent.

Runaway slaves used to be hanged.

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 Share

On the porch of 124

The novel is set in the 18705 and chronicles the life of Sethe, a black
woman and former slave who moves to Ohio after the end of the Ame-
rican Civil War (1861-1865),which also marked the abolition of slavery
Although Sethe lives as a free woman, the trauma of her past makes
her overprotective af her teenage daughter Denver who is not allowed
leave the 124 Bluestone Road house they share with Sethe's mother,
Baby Suges.
The weather was warm the day beautiful. It was April and everything alive was tentative. Denver
wrapped her hair and her shoulders. In the brightest of the carnival dresses and wearing à stran-
ger’s shoes, she stood on the porch of 124 ready to be swallowed up in the world beyond the
edge of the porch. Out there vvhere small things sratched and sometimes touched. Where
words could be spoken that would close your ears shut. Where, ifyou were alone, feeling could
overtake you and stick to you like a shadow. Out there where there were places in which things
so bad had happened that shon you went near them it would happen again. Like Sweet Home
where time didn’t pass and where, like her mother said, the bad was waiting for her as well
How would she now these places? What was more -much more-out there were ihite people and
how could you tell about them? Sethe said the mouth and sometimes he hands. Grandma Baby
said there was no defense-they could prowl at will change from one mind to another and even
von they thought they were behaving it was à far cry from what real humans did.
Remembering those conversations and her grand mother's last and final words, Denver stood on
the porch in the sun and couldr't leave it. Her throat itched; her heart kicked and then Baby
Suggs laughed, clear as anything « You mean I never told you nothing about Carolina? About
your daddy? You don’t remember nothing about how come I walk the way I do and about your
mother's feet, not to speak of her back? I never told you all that? Is that why you cant walk
down the steps? My Jesus my"
But you said there was no defense.
“There ain’t”
Then what do 1 do?
« Know it, and go on out the yard, Go on”

Beloved. Toni Morrison, 1987

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 Share

VOCABULARY

• Anguish : l’angoiss
• Suffering : la souffrance
• The unknown : l’inconnu
• Close-knit : uni, soudé
• Daring : audacieux
• Oppressed : opressé
• To be watchful : être sur ses gardes
• To flee : fuir
• To struggle : lutter
• To take the leap : faire le grand saut

ENTRAINE-TOI

• Remember the video about To Kill a Mockingbird. Imagine what Rachel Watson would say
about this scene (the characters, the place…)

• How does this quote from Feed 2 match with Denver’s adventure ? “There is a this serious
fear (of the outdoors) almost like a post-traumatic stress syndrome”, says Duane Williams.

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 Grammar build up

Désigner un élément spécifique

A. Observe
1) The weather was warm; the day beautiful
2) Out there where there were places in which things so bad had happened. How would she
know these places ?
3) Remembering those conversations and her grandmother’s last and final words, Denver
stood on the porch.
4) I never told you all that ? Is that why you can’t walk down the steps ? .

B. Retiens la règle

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 Grammar build up

C. Entraîne toi
1. Complète les phrases suivantes.
A. Choisis entre this et these.
a. l'm reading Beloved.… novel is amazingl
b.In Baltimore, lots of houses have a front porch. …. porches enable people to get together
c. “… women are Sethe and Baby Suggs", said Denver.

B. Choisis entre that et those.

a. “… was a crazy aftenoon, hiking in the park”, Matthew explained-
b. It reminded her of … quiet mornings with her mother and grandmother.
c. “I don't know anything about … story and I don't want to"

2. Complète les phrases suivantes avec this, these, that ou those en fonction du contexte et du
sens de la phrase.
a. “ I shot … boy because he was carying a gun”, the police officer said
b.“Lookl … is my neighbor's house. We"ll meet on her porch tonight."
c. “She couldn't remember … awful moments with her father. was along time ago”
d. “Itis a poor area but … is my nelghborhood. Is where I belong. … guys are my friends.
But … school where I go to, is not mel”

3. Complète ls phrases suvantes avec the ou 0 (il n’y a pas d’articles)

a. Denver decided t leave the house.… girl was impatient but anxious
b. … President Lincon's quote is rely powerful
c. .… porches are an important element of American culture
d. Porch monkey” was a racial term used against African-Americans
e. In… Southern states, also known as … Deep South lave was common.

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 Grammar build up

18 sons de l’anglais

A. Souviens-toi

B. Entraîne-toi
1. Entraine-toi à prononcer les mots en t’enregistrant puis écoute la correction
Shadow—behave—weather—horror—word—strive—prowl—hang—disappoint—pull

2. Ecoute les mots et identifie le(s) son(s) étudié(s)

Destroy—those—fact—world—woman—because—neighbourhood—other—threat—town

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 Vocab

A. Récap

B. Entraine-toi
1. Trouve les bons synonymes parmi les mots suivants

Appalling—to yield—a struggle—to drive away—close-knit

A. revolting
B. To submit
C. A battle, a fight
D. To expel
E. Very united

2. Fais 4 phrases qui illustrent la séqyence en utilisant deux nouveau mots par phrase.

Newcomers find it hard to live and adapat to a new country far from their homeland.

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 Final task

A dialogue between two fictional characters

Starr (from The Hate U Give) meets Denver (from Beloved) in a park. They start a conversation
about how places have changed them. Imagine it and write it down

STAGE 1 STAGE 2
Focus on each character Build your dialogue
1 Think about their living conditions Build the plot.
• Create a scenario explaining how, why
2 Imagine how they feel, and what their hopes and
and where the characters have met: a place, an inci-
dreams are.
dent, a coincidence...
2 Build the conversation focusing
on their exchange.
The different topics they talk about. How they feel
about each other's life.
*Don't forget to imagine how their conversation
ends.
Writing tips
3 Use the "show, don't tell technique".
Show how the character speaks/feels instead of
saying it.
4 Use quotation marks and add some details about
their mood or how they speak.
She said quietly...
She shouted... She whispered...

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 Skill booster

Enrichir et complexifier ses productions

A l’écrit comme à l’oral, il est important d’enrichir ses productions. Lors des épreuves du bas, plus
ton props sera riche et précis, mieux tes arguments seront compris.

Varie ton vocabulaire

- Évite les répétitions.
Pense à utiliser des synonymes, des antonymes ou des périphrases si tu ne connais pas le mot ex-
act ou pour étoffer ton idée.

- Évite d'employer trop de mots ou expressions passe-partout tels que nice, good, like, very,
I think. On les appelle les dead words. Constitue-toi une liste d'équivalents prêts à l'emploi.
great = wonderful, outstanding
think = to my mind, in my opinion
nice = pleasant, charming

- Utilise des mots composés et des mots dérivés

Souvent utilisés en anglais, is te permettront de donner des informations précises en peu de
mots.
fastpaced = palpitant(e), au rythme haletant
nerve-racking = éprouvant€

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 Skill booster

Travaille ta syntaxe
- Utilise des connecteurs logiques pour renforcer la cohérence de ton propos et donner du relief
à tes explications et tes arguments :
Thus, therefore, however, besides, in fact

- Relie tes phrases entre elles. En construisant des phrases complexes, tu crées des liens entre tes
idées soit pour les clarifier (en utilisant des pronoms relatifs comme which, who, that, whom,
whose), soit pour les contraster (even if, however.….), ou encore pour préciser un but (to).

Illustre, complete et nuance tes propos

- Précise et développe tes idées initiales en introduisant des nuances (pour intensifier ou mo-
dérer ton point de vue). Les adverbes te seront très utiles.
Really, try absolutely,unfortunately, slighty, rather

- Explicite tes idées en les illustrant avec des exemples précis qui te permettront
de bien te faire comprendre.
For example, for instance, indeed, as a matter of fact,…

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