script des enregistrements des cassettes et cd classe - Hachette

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SCRIPT DES ENREGISTREMENTS DES CASSETTES ET CD CLASSE

Françoise Lemarchand

Kathleen Julié

Professeur agrégé Lycée-collège Victor Duruy, Paris

Docteur en linguistique Université de Paris-Sorbonne

Jean-Rémi Lapaire Professeur de linguistique anglaise Université de Bordeaux 3

Prologue 1

Do you speak English? > Speak and listen 2 CD 1

2. Transparent words. Listen, point and then write. Hello! Do you speak English? I am English. My name is Nick. Do you understand? Tu comprends ? Un peu ? Beaucoup ? Pas du tout ? Mais si, tu sais déjà plus d’anglais que tu ne crois. Je vais te le prouver. Regarde le dessin de la page 2. Des mots transparents s’y cachent. Ils s’écrivent comme en français, ils ont le même sens, mais ils se prononcent à l’anglaise. Peux-tu les comprendre et les montrer dans le dessin ? Ton professeur les écrira au tableau. Tu es prêt, tu es prête ? Ready? 1. Television. 2. Vase.

3. Elephant. 4. Fruit. 5. Orange. 6. Animal. 7. Alphabet. 8. Rose. 9. Table. 10. Telephone. Maintenant, regarde les mots écrits au tableau. Que remarques-tu ? Amuse-toi à les prononcer à l’anglaise. Puis écris-les dans ton cahier. À bientôt.

> Speak and act 3 CD 1

3. Repeat and point to the colour we say. Hello again! Look at your book and repeat the colours: purple, black, blue, green, yellow, orange, beige, red, grey, pink, white, brown.

- Green, now point to something green. - Find something orange, orange. - Now something yellow, yellow. Now go on with your teacher! See you!

Good! And now, point to something red. Point to something red. This is red – et je montre quelque chose de rouge. Tu as compris ? Ready?

4 CD 1

4. Repeat the alphabet after us. Hello there! How are you? I’m fine. Good! Now say the alphabet with us. Repeat: ABCDEFGHIJKLMNOPQRSTUVWXYZ Repeat the vowels. AEIOU - AEIOU

5 CD 1

7 CD 1

5. Write the letters in the colours we say. Now, write the letters in the colours we say. Ready? - A is grey. - E is green. - I is white. - O is yellow. - U is blue. - F is red. Pourquoi avons-nous choisi ces couleurs pour ces lettres ? Dis-le à ton professeur.

6 Dictation. Write the words we spell. CD 1 1. white – 2. blue – 3. green – 4. grey – 5. orange Again? More? Get ready! 1. Paris – 2. London – 3. Berlin – 4. Rome – 5. Washington

6.Repeat the numbers. 1 2 3 4 5 6 7 8 9 10 10 9 8 7 6 5 4 3 2 1 Good. Now repeat. 1 2 3 4 I’m in Baltimore. 5 6 7 8 I’m in New York State. 9 10 9 10 Let’s all start again.

© Hachette Livre - New Spring 6e - CD classe - transcription des enregistrements

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Prologue 2

Who is it? > Listen and speak 8 CD 1

1. Listen and say the name of the person. Nick: Hello, there! I’m fine. How are you? Everyone: Very well, thank you. Nick: Good. Open your books on page 4. Ready? Listen and say the name of the person. – I love this American actor. His initials are BP. BP for Brad ... . Say his name. – She is American. She’s one of the stars in Friends. Her name is Jennifer ... . Say her name.

9 CD 1

– He is a famous English footballer. His initials are DB. Say his name. – This actress is in pink. She is beautiful! Initials? JR! Say her name. – This young man is a prince, an English prince, the future King of England. Say his name. – This black actor is a man in black, and a robot, and a prince. Who is it? Say his name.

3. Write the names we spell. Are you ready? Let’s go! 1. Will Smith 2. Julia Roberts 3. David Beckham 4. George Clooney 5. Jennifer Aniston


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Prologue 3

In the classroom > Listen and speak 10 CD 1

11 CD 1

12 CD 1

1. Roll call. Who is present? Who is absent? Écoute ce professeur faire l’appel et note les absents dans ton Workbook. Page 6, bien sûr ! Ready? Teacher: Good morning, class. All: Good morning, Miss. Teacher: Sit down, please. So, who’s absent? Jeremy? Jeremy: Here! Teacher: Harry? Harry: Yes, Miss. Teacher: Sally? Sally: Yes, Miss. Teacher: Radan? Absent. William? William: Yes, Miss. Teacher: Sandra? Absent. Mary? [silence] Mary?

Mary: Yes, Sir! Teacher: Sir! [laughter] Mary: Sorry! Yes, Miss. Teacher: Kathleen? Teacher: Jack? Kathleen: I’m here. Jack: Present! Teacher: So, who’s absent? Maintenant, tous les matins, un élève de ta classe peut faire l’appel. Il peut même prononcer les noms propres avec un accent anglais : Boulanger, Dupont, Elkaldi, Poirier, Dos Santos, ou Pierre, Robert, Adrien, Mounir, Cherifa, etc.

2. Listen and repeat the classroom orders. Ready? Repeat after us. Number 1. Come in! Repeat, Come in! Number 2. Sit down! Repeat, Sit down! 3. Open your books! Open your books! 4. Read! 5. Listen!

6. Repeat! 7. Be quiet! 8. Write! 9. Close your books! 10. Stand up! 11. Go out!

3. Write the number of the order we say. Dans ton Workbook, écris le numéro de l’ordre à côté du dessin qui correspond. 1. Write! 2. Listen! 3. Go out! 4. Come in! 5. Open your books!

6. Sit down! 7. Read! 8. Close your books! 9. Repeat! 10. Be quiet! 11. Stand up! Good. Now write the orders with your teacher.

> Look and read 13 CD 1

5. Look at the photos, listen and answer. What number is the photo? – This girl is in red. She’s wearing a red uniform. – The teacher is with seven pupils. – It is an assembly at a boys’ school, with the Head, the principal.

– Boys writing! Boys kicking a ball! – The teacher is saying: “Look at the photo!” – The Head is saying: “Listen to this!” – In this school, the uniform is not red.

> Rhythm & Rhyme 14 The Spring Song CD 1

Spring! It’s spring. It’s time to spring. Spring! Let’s sing, it’s time to sing. Spring! Let’s swing, it’s time to swing. Spring! Let’s bring, it’s time to spring ... into English!


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ACT 1

Introduction 15 The Houses of Parliament and Big Ben, in London. CD 1

Open your book and look at the photo. Listen and say “Yes”, if it is correct, “No”, if it is incorrect. Ready? Yes, or no? – This is London, the capital of England. – Look at the river. It is the river Seine. – It is the river Thames. – The Houses of Parliament is a small building.

– This is Big Ben. [carillon Suisse] – This is Big Ben. [carillon Big Ben] – It is 2 o’clock. [carillon Big Ben 3 coups] – Find the British flag – le drapeau britannique. It is red, white and green. Well done! So, bye for now!

ACT 1

scene 1 > Speak and listen 16 CD 1

1. Then listen and answer. – Is this a train, a plane or a bus? A train? A plane? A bus? – Destination? London? Washington? New York? – Is the pilot Captain Brown, Captain Mason or Captain Cooper? – Is Molly a passenger, a pilot, an air hostess?

17 CD 1

– Look at the boy in red. His name is James. Repeat: James. – Look at the girl in green. Her name is Julie. Repeat: Julie. Now open your workbook and listen to them.

2. Julie meets James. Listen for information and react.

18 The Grammar Genie: Let’s meet. CD 1

Bonjour ! Chacun se présente : Julie, Molly... . Moi c’est G.G. – the Grammar Genie. Un génie ? Pour qui ? Pour quoi ? Pour toi ! L’anglais est une forêt, Pleine de mystères... Si tu te perds, Moi j’apparais !

La forêt est pleine de sons... Écoute. Hello, my name is G.G.! I’m your friend. Are you my friend? Tu entends la musique que font les mots ? À toi ! [Reprise de la phrase en vocalise] Et maintenant, on se retrouve dans ton Workbook.


4. Listen and answer. Now, act! We say: You are the pilot. Are you Captain Cooper? You answer: Yes, I am. If we say: Are you Captain Brown? You answer: No, I’m not. O.K.? Yes, I am ou No, I’m not. Ready? Let’s go. You are Molly. Are you the hostess, Molly? Are you French?

Are you over the Atlantic? You are James. Are you over the Atlantic, James? Are you American, James? Are you British? You are Julie, now. Are you over the Atlantic Ocean? Are you French, Julie? Are you English, Julie? Are you from Washington DC, Julie?


5

ACT 1


1. Listen and answer. Julie and James are in London now. Look at the picture and listen. Say yes or no. Ready? Yes or No? – This is London airport. – It is morning.

21 CD 1

– James is with Julie. – The man in blue is Julie’s father. – The woman in pink is Julie’s mother. – The policeman is in red.

2. Who is the man in blue? Listen for information and react. Open your workbook. Are you ready? Sit up! Listen! Policeman: Excuse me Sir. Your passport, please. Your name is Licotti. Ricotti: No, Ricotti. Jim Ricotti, R.I.C.O.T.T.I. Policeman: Where are you from, Mr Ricotti? Ricotti: I am from New York City. Policeman: You are a businessman, aren’t you? Ricotti: Yes, I am. Policeman: What sort of business?

Ricotti: Italian food. Ravioli, spaghetti, tortellini, rigatoni, you know. And this is my secretary, Flo Rondo. She’s from Chicago. Flo: Hello. I’m Flo Rondo from ... Policeman: Chicago, I know! Open this bag, please What is this? Ricotti: This is a box of spaghetti. Very good spaghetti! Policeman: And what’s in it? Spaghetti? No! Dollars? Thousands of dollars! Businessman, hey? You are under arrest!

22 The Grammar Genie: I, you, (s)he. CD 1

[Chaîne et aboiements déchaînés d’un chien de garde] Propriété privée ! Défense d’entrer ! Bonjour l’accueil ! Mon domaine à moi, tout le monde a le droit de s’y promener ! C’est l’anglais ! Pour y entrer, il suffit de dire I : I’m G.G. Et pour rencontrer les autres, you : How are you? Nice to meet you! C’est quand même plus sympathique que ... [aboiements furieux] Et pendant que tu hurles, toi, nous on parle des gens :

he pour un homme, et she pour une femme! T’en connais, toi, des Heeeee et des Sheeeee ? [Gémissements chien] Ton maître ! Je suis sûr que c’est à lui que tu penses ! Dommage que tu ne puisses pas dire son nom ! Écoute quand même mon message. On ne sait jamais... “This is Jim Ricotti. He’s from Italy. And that’s Flo Rondo. She’s from Chicago.”


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ACT 1


1. Listen and answer. Hello? How are you? I’m tired. Let’s get to work. Open your book and look at the illustration. Answer our questions like in the example. Ready? Hey, be quiet! Shhh! Listen! “Is this an airport?” “No, it isn’t.” “Is it a club?” “Yes, it is.” Yes, it is or No, it isn’t. Repeat. Yes it is. No, it isn’t.

24 CD 1

Ready? – Is this a drama club? – Is this club international? – Is it in New York? – Is it in London? – Is it in Paris?

2. What languages do they speak? Listen for information and react.

25 The Grammar Genie: Lexical verbs. CD 1

Quand t’entends parler d’un génie, tu penses à quoi ? À un inventeur génial ? Ou à un esprit malin sorti de la lampe d’Aladin ? Moi, je suis les deux : un génial génie qui fait comprendre et rêver à la fois ! Imagine... Là, devant toi, un coffre immense rempli de mots : book, page, pen. Il y en a des milliers, chacun avec un sens particulier ! Ce grand coffre, c’est le lexique de l’anglais, et les centaines de verbes qu’il contient s’appellent les verbes lexicaux. Comme speak ou write qui décrivent des actions : I speak. You write.

Mais pour poser une question et y répondre, il faut un outil spécial : Do you read? Yes, I do. No, I don’t. Tu l’as repéré ? C’est do ! Un verbe outil, appelé auxiliaire. On le range dans la trousse des utilitaires de la grammaire. Maintenant, écoute bien mon message et prépare ta réponse : “I speak English. Do you speak English?” Alors, cette réponse ? C’est “Yes, I do?” ou “No, I don’t?”


27

4. Identify the language you hear and say if

Then repeat the poem.

you speak or understand it.

I speak English. I speak English very well. Do you? Yes, I do. And she speaks English too. Does she? Yes, she does. She speaks English very well. And what about you? Do you speak English too?

Ready? On entend parler : 1. Italien – 2. Allemand – 3. Espagnol – 4. Arabe – 5. Anglais.


CD 1

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ACT 1


1. Say what you can. Look at the illustration and answer: “Yes, he is.” or “No he isn’t.” - Look at the man. Is he Aliette’s father? - Is he Ben’s father? - In this photo, is he in England?

29 CD 1

- Is he in California? - Is he a policeman? In fact, Mr Adams is Ben’s stepfather (son beaupère, le mari de sa mère). And Ben admires him. He’s a VIP.

2. Ben’s stepfather. Listen for information and react. So, why does Ben admire his stepfather? Listen! Be quiet, will you? Ready? Ben: My father is very clever. He speaks five languages. Aliette: Does he speak French? Ben: Yes, he does. He speaks it very well. And he writes it. Rob: Does he speak Italian? Ben: Yes, he does. Very well. He loves Italian. He also speaks German a little, but he doesn’t write it.

Aliette: What about Spanish? Ben: Spanish is important in California. He speaks, reads and writes Spanish. And he understands Arabic. Rob: Arabic, French, Italian, Spanish, German, English! Is he an interpreter? Ben: No, he is a police officer in San Francisco. Aliette: A VIP. A Very Important Policeman. Rob: Yes, a VIP, a Very Intelligent Policeman. Sophie: And a Very International Policeman!

30 The Grammar Genie: Word order. CD 1

Aujourd’hui, je voudrais qu’on regarde ensemble un mot important : le mot grammaire. La grammaire, personne ne l’aime. Pourtant, on est bien content qu’elle existe ! Sans la grammaire, les mots se mettraient n’importe où et feraient n’importe quoi. Au lieu de dire « Bonjour, ça va ? », y’a des gens qui diraient « Ca jour, bon va ? » et d’autres « Va ça, jour bon ? ». Personne n’arriverait à se comprendre ! La grammaire, c’est elle qui permet aux mots de vivre ensemble dans les phrases !

Elle leur donne une place, elle les relie : « Bonjour, ça va ? », « Oui, ça va ! Et toi ? ». La grammaire a ses habitudes : ce sont les règles. Si on suit les règles, le sens est clair, le message passe : “Hello, how are you?”, “Fine, thank you. What about you?”. Maintenant écoute bien mon message. “Mr Adams understands Spanish and he speaks Spanish too. Does he understand Arabic? Yes, he does. But he doesn’t speak it.


8

ACT 1


1. Then listen and answer. Look at the illustration and answer our questions. “Yes, he is” or “Yes, she is”. “No, he isn’t” or “No, she isn’t”. Ready? Everybody, quiet! Now, let’s start. – Julie is with Rob, isn’t she?

32 CD 1

– James is with Mark, isn’t he? – Julie is elegant, isn’t she? – Rob is a gangster, isn’t he? – James is very old, isn’t he? – Sharon is deaf, isn’t she? (deaf, sourde, deaf)

2. Telephone numbers. Listen for information and react.

33 The Grammar Genie: Imperatives. CD 1

Shut the door! L’impératif, y’a rien de mieux pour faire agir les autres ! On essaie ? Moi je dis et toi tu fais ! Open your book! Close your book! Impératif, ça vient du latin imperare, qui signifie « commander ». Un mot qui a aussi donné « empereur ». L’empereur, il a tous les pouvoirs et on lui obéit sans discuter. S’il dit “Stand up!”, on se lève tout de suite. Et s’il dit “Look at me!”, on le regarde sans hésiter.

L’impératif, c’est court, c’est clair, ça claque. Souvent, ça secoue ! Go away! Mais parfois, c’est plus doux : Come in! Take a seat! Simple et direct, Vive l’Empereur ! Euh... pardon... Vive l’impératif ! [acclamation foule] Maintenant, écoute mon message. “Stand up! Don’t sit down! Sit down! Don’t stand up!”


9

ACT 1


35 CD 1

1. Listen, repeat and colour the numbers. Are your crayons ready? Silence please! Be quiet! Let’s go! – Colour 55 red. – Colour 34 blue.

– Colour 87 green. Now take a black pencil and colour 100. Colour 44 your favourite colour.

2. Listen and answer. Look at the illustration, listen and say Right or Wrong. Ready? – Julie and her mother are at the airport. – It’s 8 o’clock.

36 CD 1

– BA flight 458 is due from Hong Kong at 9 o’clock. – American Airlines flight 234 is due from Stockholm. – American Airlines flight 234 from Paris is due at 9:05 at gate number 11.

3. Mr Mason’s flight. Listen for information and react. Mr Mason is arriving from Washington DC to work in London. Everybody ready? Listen! Julie: What time is it, Mum? Mrs Mason: It’s nine o’clock. Dad’s plane is due at 9:10. Announcer: Arrival of flight American Airlines 234 from Paris at gate number 11. Julie: What time is it now? Mrs Mason: It’s five past nine. Don’t be so impatient!

Announcer: Arrival from Washington DC, flight American Airlines 758 at gate number 7. No, sorry, at gate number 3. Julie: Gate 3 or gate 7? Announcer: American Airlines flight 758 from Washington DC is now arriving at gate number 3, gate number 3. Julie: Quick, Mum. Gate 3. Dad! Dad! Mr Mason: Here they are! My two favourite girls.

37 The Grammar Genie: Round the clock. CD 1

En français, pour connaître l’heure, tu demandes : Quelle heure est-il ? Moi, je ne trouve pas ça logique. Je pense qu’on devrait dire Quelle heure est-elle ? Heure est un mot féminin, non ? En anglais, on demande... What time is it? It est neutre. C’est plus simple ! [Bruitage pendule] Tick, tock, tick, tock ... clock! L’heure, c’est l’horloge qui la donne. On le dit quand elle sonne. It’s one o’clock, two o’clock, three o’clock.

En anglais, on court autour du cadran et chaque minute compte pour un pas. D’abord, on dépasse l’heure de 5, 10, 20 minutes, etc. It’s 5 past, 10 past, 20 past ... Puis on se dirige vers l’heure nouvelle avec to. It’s 20 to, 10 to, 5 to ... Et là, quand on arrive... [Bruitage carillon grave Big Ben] N’oublie pas mon message. “What time is it? It’s two to two! Two to what? Two to two!”


10

ACT 1

Encore > Speak and listen 38 CD 1

1. Identify the person speaking. Yumiko: Hello! I speak English but I am Japanese, so I speak Japanese, of course. But not Chinese. Who am I? Hans: Hello there! I speak three languages. I don’t speak Japanese, or Spanish or French. But I speak

39 CD 1

40 CD 1

Italian and English and I am from Germany. Who am I? Gill: Well, I’m from England, I speak English of course, and also Hindi because my parents are from India. I also speak Japanese. Who am I?

2. Listen and note the time. 1. It’s three o’clock. 2. It’s six o’clock. 3. It’s five past ten. 4. It’s ten past seven. 5. It’s quarter past five. Well done!

3. Play Bingo! Bingo! Open your workbook and play. Choose four of the numbers and listen! Les nombres sont lus de façon aléatoire. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 30 40 50 60 70 80 90 22 33 44 55 66 77 88 99

> Rhythm & Rhyme 41 CD 1

If you’re happy and you know it, clap your hands! If you’re happy and you know it, clap your hands! If you’re happy and you know it, and you really want to show it If you’re happy and you know it, clap your hands! Snap your fingers ... Slap your legs ... Stamp your feets ... Say “OK” ... If you’re happy and you know it, do all five!


11

ACT 1

TEST Compréhension de l’oral / 40 42 CD 1

1. Connais-tu ton alphabet en anglais ? Nous te disons une lettre, tu écris la lettre qui suit. /5 D, F, J, O, T 2. As-tu appris ton vocabulaire ? Ces mots marchent par paires. Nous te donnons le premier, tu notes le second. Par exemple, nous disons white et tu écris black. /5 1. mother 2. boy 3. pupil 4. children 5. young 3. Sais-tu dire quelle langue ils parlent ? Nous te disons leur ville, tu notes leur langue maternelle. Par exemple, je dis Michel is from Paris, tu écris He speaks French. Ready? /5 1. Stan is from San Francisco. 2. Erika is from Berlin. 3. Pietro and Claudia are from Rome. 4. Aicha is from Marrakech. 5. Raphael is from Barcelona. 4. Sais-tu repérer et noter un numéro de téléphone ? Écoute et note les numéros de Janet. /5 Les: What’s your telephone number please, Janet? Janet: My mobile is 07763 4889 327 and my home number is 0281 995 4610. Les: Just a minute. Repeat, please. Mobile? Janet: Mobile 07763 4889 327. Les: OK, 07763 4889 327. Janet: And my home number is 0281 995 4610. Les: Home 0281 995 4610. Thanks! I’ll call you tonight.

5. Comprends-tu l’heure en anglais ? Note-la. /5 1. It’s half-past four. 2. It’s a quarter to two. 3. It’s a quarter past eight. 4. It’s twenty to nine. 5. It’s five to eleven. 6. Es-tu capable de restituer les mots qui manquent ? Note-les. Dans certains cas, tu as le choix entre plusieurs possibilités. /5 1. “Where’s Jim Ricotti from?” “He’s from XXX.” 2. “Do you speak English?” “Not very well, but I speak XXX.” 3. “Does your XXX speak German?” “No, she doesn’t.” 4. “What time is it?” “It’s eight XXX.” 5. “What’s your telephone XXX please?” 7. Écoute et note tout ce que tu peux sur l’identité de cette personne qui se présente : nom, origine, etc. Ne fais pas de phrases. /10 Hello. My name is Janet Hanson – H A N S O N. I am from New York and I am American. I speak three languages: English of course, and Spanish and French, but I also understand Italian a little. I am an FBI agent and I work for Interpol, the International Police Agency.


12

ACT 2

Introduction 43 Harrods in Knightsbridge, London. CD 1

Hello. How are you today? OK? Good? So, open your book, look at the photo, listen and answer. Are you ready? [Bruits de rue, puis intérieur de grand magasin.] – What is Harrods? Is it a school, a theatre or a department store (un grand magasin) – a department store? – Is it big or small? – Is Harrods in New York?

– Is Harrods in Knightsbridge, in London? – What colour is the building? – Can you see the bus stop? The bus stop. What colour is it? – Can you see the London taxi? What colour is it? – Read the taxi’s number plate (le numéro d’immatriculation). Read the taxi’s number plate. Bye!

ACT 2


1. Listen and answer. Right or wrong? Look at the picture on page 28 and answer. – Look at the photo of Aliette’s family. The woman is Aliette’s grandmother. – She is with Aliette’s father.

45 CD 1

– Look at the other photo. This is a photo of Ben’s parents. Ben’s mother is young. – She is with Ben’s grandfather. So, now how old are they all? Listen to find their ages.

2. How old are they? Listen for information and react.

46 The Grammar Genie: Technical words. CD 1

La grammaire, souvent, c’est compliqué ! Y’a des mots comme « adjectif » ou « adverbe » qui sont durs à comprendre. Pourtant, les mots techniques, y’en a partout ! Dans une station service, par exemple, tu sais choisir entre « Sans plomb » et « Diesel ». C’est compliqué et pourtant tu connais ! Si tu ne connaissais pas, tu perdrais un temps fou. « Bonjour ! Je voudrais du liquide qui sent mauvais et qu’on met dans le réservoir pour faire tourner le moteur ! »

Ce serait long, imprécis et en plus t’aurais l’air idiot ! Pour parler du langage, c’est pareil. On a besoin de mots techniques. Ils sont précis et font gagner du temps. Donc, on va faire un marché. Je vais trier tous les mots difficiles et je ne garderai que ceux qui sont vraiment indispensables. En échange, toi, tu les apprends. T’es d’accord ? Maintenant écoute bien mon message. “How old is your dog?” “He is 10 years old.” “Oh, that’s very old!”


13

ACT 2


1. Listen and answer. Mr Mason, Julie’s father, is the manager of an American restaurant in London. Look at the picture. Can you see the door? Listen. Wanted: 2 chefs. Serious, creative, experienced. Long hours but good pay. Write to Mr Mason.

48 CD 1

Repeat after us. Serious, creative, experienced. Now imagine Mr Mason’s questions to the candidates. Tell the class.

2. The candidates’ personalities: listen for information and react. There are two candidates for the job of chef. Who are they? Ready? Assistant: Good morning, Mike. Today, you have two applicants. A man and a woman. Mr Mason: What are their names? Assistant: His name is Max Peel and her name is Alice Pike. Mr Mason: Good. Show me their letters. Dear Sirs, [reads and laughs] That’s very funny. He

says he loves painting and cooking. And he says he is a wonderful cook. And then he writes: “I’m very modest, serious and creative.” I like him! What about her? [reads and laughs]. Here ... . She says she is tall, happy, and a very good singer. Assistant: [laughs] Well, she is a good cook too! Mr Mason: Listen to this. “I like roses and dogs very much.” Well, I like her too. I like them both! Good. I want to see them both.

49 The Grammar Genie: Him, her, them. CD 1

On a déjà parlé des mots techniques de la grammaire. Pour savoir ce qu’il y a dedans, j’ai inventé un système : je les passe aux rayons X. Si c’est OK, je garde. Sinon, je jette. C’est parti pour pronom personnel ! Voyons voir... Petit mot comme he ou she qui remplace un nom de personne. Au lieu de répéter James on dit he. Au lieu de dire Julie, on dit... she. Plus court, plus simple. Une idée de génie ! Dans pronom, il y a pro-, qui veut dire « à la place de ». He à la place de James ; she à la place de...

Julie. Parfait ! Dans pronom, il y a nom. James et Julie sont bien des « noms ». Impeccable ! Dans pronom personnel, il y a personnel. He et she renvoient bien à des personnes ! C’est technique mais c’est logique. Alors on garde ! Maintenant écoute mon message. Concentre-toi, car il y a une question juste après ! “This is Max. I like him. This is Alice. I like her. I like them.” Quand je dis I like her, de quelle personne je parle ? Max ou Alice


14

ACT 2


1. Listen and answer. Look at the prop box. Point to what we say, repeat and answer. – Point to the hat. Number 3. It’s a top hat. Repeat: a top hat. What colour is it? – Point to the umbrella. Number 4. Repeat: an umbrella. What colour is it? – Point to the pipe. Number 14. Repeat: a pipe. Sherlock Holmes’s pip . – And what number is Sherlock Holmes’s cap?

51 CD 1

– Now, look at the shoes. Number 5. They’re tap shoes, to dance with. [Bruitage claquettes] – Now actors often need a mask. What number is it? – They also need a wig. Number 12. Repeat, a wig. – Number 13 is a glass. Repeat. A glass. – Look at number 2. These are glasses. Repeat. Glasses. Now, school objects. Name them with your teacher!

2. Who wants what? Listen for information and react.

52 The Grammar Genie: The plural. CD 1

Nous sommes en direct des studios Spring Radio. Je suis G.G. et je vous souhaite la bienvenue à Découvertes du Millénaire. Nous avons interrogé 2000 personnes. Nous leur avons demandé « Quelle est la plus grande invention de tous les temps ? » Elles ont répondu : « les portables », « les avions », « la télévision ». Eh bien, ça n’est pas ça du tout ! La plus grande invention c’est le pluriel des noms ! [Rires des spectateurs] Parfaitement ! Si le pluriel n’existait pas, on serait obligé de dire dog-dog pour parler de plusieurs chiens ou book-book pour parler de plusieurs livres à la fois. On aurait l’air de quoi ? Dog-dog, book-

book, shoe-shoe! Ridicule ! Grâce au -s du pluriel, pas besoin de répéter ! DogS /zzzz/, BookS /ssss/, GlassES /Iz/! En anglais, le pluriel ça se marque et ça se remarque ! /ssssss/ /zzzzzz/ /Izzzz/. Maintenant écoutez bien le message d’aujourd’hui et tenez-vous prêts ! “What’s this?” “It’s a mask. An old mask.” “What are these?” “They are masksssss!” Qui peut faire siffler masks plus longtemps que moi ? Sans reprendre son souffle


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ACT 2


1. Listen and answer. Rob and Sharon are in the street, outside a costume shop (un magasin de déguisements). Big reductions! It’s cheap! A sale! Listen and repeat: boots, masks, guns, wigs, noses. Singular or plural? How do you know? Now, show the objects we name. For example, if I say a wig, you say This is a wig.

54 CD 1

If I say masks, you say These are masks! This is or these are? Ready? a wig, masks, a black hat, a gun, red noses, cowboy boots, Sherlock Holmes’s pipe, Sherlock Holmes’s cap, Charlie Chaplin’s mask. Well done!

2. What do Ben and Sharon want? Listen for information and react. Sharon: Look at these wigs. I like them. They’re so funny! Rob: And look at the Dracula mask. It’s scary. Sharon: How much is it? Rob: I don’t know. Let’s ask. Salesperson: Good afternoon. Can I help you? Rob: How much are the masks, please? Salesperson: £2. They’re quite cheap.

Sharon: What about the wigs and the red noses? Salesperson: They’re only £2.50, and the red noses are £1.25. Very cheap. Rob: Well, I want the Dracula mask, please. Sharon: And can I have the red wig, please? Salesperson: So £2 and £2.50 are £4.50. Very cheap. Rob: Cheap for you! Expensive for us!

55 The Grammar Genie: Determiners. CD 1

Ça t’arrive, toi, de faire des cauchemars ? Moi, oui. Y’a pas longtemps, j’ai rêvé que je voyageais dans un autobus qui ne pouvait plus s’arrêter. Le terminus avait disparu ! Quelle angoisse ! Terminus ! Un mot latin qui signifie « la limite ». Une idée qu’on retrouve dans terminer en français et dans déterminer en grammaire. Tu vas comprendre ! Pour ça, montre ton nez. En anglais, tu dirais This is ... my nose. My indique que

tu parles d’un nez particulier, le tien. C’est limité ! My est un déterminant. Sans lui, le mot nose irait se coller partout, sur les milliards de nez de l’humanité : nose-nose-nose-nose ... à l’infini ! Mettre une limite et repérer, c’est ça déterminer. Maintenant écoute bien mon message. Je l’ai enregistré dans un magasin de déguisements. “How much is the wig? Which wig? This wig. How much are these masks? Let’s ask!


4. Listen. Note down the prices. Open your Workbook. Can you see the hats? The crowns and the Charlie Chaplin hats? How much are they? 1. Teenager: How much are the hats? Salesperson: Good morning! The chef’s hats are £5 and the top hats are £8. Teenager: That’s too expensive. 2. Little girl: Good morning. I want a crown ,please. You see, I am the princess in the school play. How much are they, please?

Salesperson: The big ones are £6 and the small ones are £3. Little girl: Ah! I’ve only got £2.50. Slaesperson: OK, dear, for you the big one is only £2.50. Little girl: Oh, thank you very much. Bye! 3. Mark: Good afternoon. How much is Charlie Chaplin, please? Salesperson: Charlie Chaplin is only £3.50. Mark: OK, give me ten, please. Salesperson: Ten Charlie Chaplins! Right! 2,4,6 ...


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ACT 2


1. Listen and answer. Silence, please. Be quiet! Listen! Listen to us and say “Right” if it is correct, and “Wrong” if it is incorrect. Do you understand? “Right” or “Wrong”. Ready? – Look at the palace! It’s Buckingham Palace. – It’s the Queen’s house. – It’s in London. – It’s very small. – It’s in Westminster.

2 CD 2

3 CD 2

– Look at the house in Downing Street. It’s at n°10 Downing Street. – The English Prime Minister lives there. – It’s in Australia. So, the Queen and the Prime Minister live in Westminster. And the Parliament is in Westminster too. Westminster is the political centre of Britain. The political centre. Do you understand?

2. Where do they live? Listen for information and react.

The Grammar Genie: Locating things. Tu es né un jour précis, dans un endroit précis. Tout ce qui existe, existe quelque part, à un certain moment. Voilà pourquoi on a inventé des prépositions comme “à”, “en”, “dans”, pour situer les choses dans l’espace et dans le temps : à Paris, à 10 heures ; en Europe, en 2010 ; dans ma rue, dans une heure. En anglais, tu as déjà rencontré at et in : at school, at 8 o’clock, in London, in September. Tu connais aussi here et now. Si je te demande Where are you? Que me réponds-tu ?

Grâce à ta réponse, je peux te localiser : here, in the classroom, near the window ... . Localiser, ça veut dire... « situer ». Ça vient du latin locus, « l’endroit, le lieu ». Les mots qui localisent s’appellent des localisateurs. C’est logique, non ? Maintenant écoute mon message et n’oublie pas de repérer les lieux ! “Where does the Prime Minister live? He lives in Downing Street, at number 10.”


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ACT 2


1. Listen and answer. Look at the illustration in your book. Right or wrong? Repeat after us if it is right. Correct us if it’s wrong, all right? Ready? Then listen! – Mr Mason wants a new house. – There is a house in High Street. – In that house, there are five bedrooms.

5 CD 2

2. Which house does Mr Mason want to visit? Listen for information and react. a lot of shops. Let’s see. In High Street. Here’s a nice house opposite a supermarket. But it’s expensive. Mr Mason: No, thank you, I’m not a millionaire. Agent: Ah! in Old Lane. That’s a very quiet street. There’s no traffic and the house is between a school and a baker’s. Mr Mason: No, no, no. Schools are too noisy. I want a quiet place!

6 CD 2

– There is a small kitchen. – There is modern equipment in the kitchen. – There is a house in Old Lane. – There are five bedrooms in that house. – There is a small garden. – It’s expensive.

Agent: Ah, here’s one in Park Avenue near a restaurant and a big supermarket and it’s very cheap. Mr Mason: Why is it so cheap? Agent: Well, because it’s haunted. Mr Mason: Haunted. I don’t believe in ghosts. Take me there, will you!

The Grammar Genie: Where? There! Moi, pour trouver mon chemin, je fais confiance à la grammaire. Je demande Where? Where’s the Park? Where’s the Post Office? Et on me répond It’s over there, en tendant la main au loin. Ça marche du tonnerre le -ere de where et there! Trois lettres pour dire qu’on s’intéresse au lieu. C’est pas merveilleux ? Demander où : Where? Montrer où : There! Dire ce qu’on y trouve : There’s ... There’s a cinema in my street. Pourquoi there dans There’s a cinema ...? Parce que

si une chose existe, alors elle se trouve forcément quelque part ! Out there, somewhere! Voilà ce qu’elle dit, la grammaire ! Le message d’aujourd’hui est long. Mais je suis sûr que tu sauras le retenir du premier coup ! “There are a lot of shops and bus stops in my street. One shop, two shops, three shops, a bus stop! Four shops, five shops, six shops, a bus stop! Seven shops, eight shops, nine shops, a bus stop! Please stop!”


18

ACT 2

Encore > Listen and write 7 CD 2

8 CD 2

• Oral comprehension. Mental arithmetic. Écoute, fais du calcul mental et note le résultat de ces opérations dans ton Workbook. Ne cherche pas à traduire mais vois les chiffres dans ta tête. Sois très concentré. Ferme les yeux, c’est plus facile. Ready? Additions. One plus three plus five plus ten are ...

Thirteen plus seven plus three plus two are ... Five plus thirty plus five plus three are ... Subtractions. Twenty minus three minus seven minus ten are ... Now go on with your teacher.

• Listen and draw. Draw the shop signs (les symboles des boutiques) on the map in your Workbook. Ready? – High street is a busy street. There are a lot of nice shops. There is a butcher’s opposite the park. – And there is a grocer’s near the butcher’s, at the corner of Bell Street. – So a butcher’s, then a grocer’s, and opposite the grocer’s, is a baker’s. – Yes, it’s at the corner of Bell Street, opposite a chemist’s, isn’t it?

- Now, there is a shoe shop between the chemist’s and the garage. – Yes, that’s right. – Now opposite the garage, there is a greengrocer’s. – It’s near a bookshop, isn’t it? – Yes, and there’s a florist’s at the corner. – So the bookshop is between the florist’s and the greengrocer’s. I’ve finished. Have you finished too

> Phonetics 9

La phonétique t’aide à bien prononcer, donc à être compris. Elle t’aide aussi à comprendre.

CD 2

Le “s” final. Commençons par le “s” final. Il apporte souvent un renseignement grammatical important, et il doit toujours s’entendre. Entraîne-toi à bien repérer et prononcer ce “s” final. Ouvre ton Workbook, écoute les mots suivants, et note la prononciation : [s] comme un serpent, [z] comme une abeille, ou [Ιz] comme un moustique. Ready? lives – dances – likes – loves – knows addresses – scissors – glasses – shops – comedies Vérifie, puis prononce à ton tour ! Accent de mot. Réfléchissons maintenant à l’accent de mot. Compare : australien - Australian ; comédie - comedy. En français, tu accentues toutes les syllabes avec à peu près la même force, alors qu’en anglais, l’une d’elles est beaucoup plus accentuée que les autres. C’est très important de marquer cette syllabe accentuée, sinon on ne te comprendra pas. Regarde les mots dans ton cahier, écoute et entoure les syllabes accentuées. English – Australian – London – drama – instructor – actor – favourite – comedies Maintenant, vérifie ! Écoute et prononce le mot qui est remplacé par un BIP. Il figure dans la liste que nous venons de travailler. Mark Sydney lives in London. He is a drama instructor. His favourite actor is Charlie Chaplin. His favourite films are comedies. Accent de phrase. De même qu’il y a des syllabes plus accentuées que d’autres, il y a, dans les phrases, des mots plus accentués que d’autres. Essaie de les repérer. Ils te permettront de comprendre ! Écoute cette phrase et barre dans ton cahier les mots que tu entends à peine. Mark Sydney is an English actor who lives in London. Les petits mots que tu as barrés ne sont pas accentués. Leurs voyelles sont « décolorées ». Pour comprendre, tu peux te débrouiller sans eux ! Vérifie que la stratégie fonctionne ! Écoute et repère les mots accentués. Ne t’occupe pas des autres ! Quel renseignement donne-t-on sur Mark ? I’m not sure how old Mark is, but I think he’s 35. © Hachette Livre - New Spring 6e - CD classe - transcription des enregistrements

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ACT 2

Encore > Dictation 10 CD 2

Prépare-toi ! Le titre de la dictée est Mark Sydney. Quels motsoutils va-t-on utiliser pour parler de lui ? Dis yes ou no, selon le cas. Ne confonds pas his comme dans his name et he’s comme dans he’s English. Pourquoi risques-tu de faire la confusion ? Explique la différence à ton professeur. Puis ouvre ton cahier, écoute, et coche la case qui correspond. 1. His family name is Sydney. 2. He is 35. 3. He is an actor. 4. His favourite actor is Charlie Chaplin.

Allez, on y va. Fais maintenant la dictée ! Écoute une première fois, puis écris quand ton professeur arrête la cassette, puis réécoute et corrigetoi. Mark is an English actor. His family name is Sydney but he isn’t Australian. He is 35 and he lives in London. He is a drama instructor. He likes comedies. His favourite actor is Charlie Chaplin. Do you know the film “Modern Times”? Mark loves the scene where Charlie Chaplin dances. (52 mots)

ACT 2

Rhythm & Rhyme 11

Thirty days

CD 2

Thirty days have September, April, June and November. All the rest have thirty-one, Except for February alone. It has twenty-eight days clear, And twenty-nine in each Leap Year.

12 CD 2

Merry Christmas We wish you a Merry Christmas, We wish you a Merry Christmas, We wish you a Merry Christmas, And a Happy New Year. Good tidings we bring, To you and your kin. We wish you a Merry Christmas, We wish you a Merry Christmas, We wish you a Merry Christmas, And a Happy New Year.


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ACT 2


1. As-tu appris ton vocabulaire ? Ces mots marchent par paires. Nous te donnons le premier, tu notes le second. Par exemple, nous disons father et tu écris mother. /5 1. sister 2. mother 3. stepfather 4. grandmother 5. half-brother 2. Et maintenant, quelques adjectifs appréciatifs. Écris celui que nous disons, puis note son contraire à côté. /5 1. quiet 2. expensive 3. old 4. small 5. happy 3. Comprends-tu quand quelqu’un dit son âge ? Note l’âge de chacun. /5 1. Hello! I’m Catherine. I’m 40 years old. 2. And I’m Catherine’s husband, Richard. I’m 42. 3. I’m 13. I’m Sally. I’m Catherine and Richard’s daughter. 4. I’m Catherine and Richard’s son. My name is Alan. I’m 15 years old. 5. And I’m Bob. I’m 16. I’m Alan’s friend.

5. Sais-tu noter un prix en livres sterling et en pence ? Écoute, dessine l’objet dont il s’agit dans la couleur indiquée, puis note son prix. Tes crayons de couleurs sont-ils prêts ? Ready? /10 1. This blue cap is cheap. It’s £2.20. £2.20. 2. And how much is that black bag? It’s expensive. £6.30. £6.30. 3. “How much are the scissors?” “The small ones are 90p and the big ones are £1,50. 90p. and £1.50.” 4. Is the red pencil really 25p? 25p? Yes, it is. 6. Sharon est en Angleterre pour un an. Elle va donc à l’école. Le professeur principal remplit sa fiche. Complète-la avec lui. /10 Teacher: Do sit down! So, what’s your full name? Sharon: Sharon Ashley Davis, DAVIS. Teacher: Davis. And how old are you? Sharon: I’m 13. It’s my birthday today. Teacher: Happy birthday. Where do you live in London? Sharon: My address is 52 Daisy Street, Fulham. Teacher: Your telephone number is ...? Sharon: O171 435 900. Teacher: O171 435 900. Good. Now what are your parents’ first names, please? Sharon: Joe and Alison. Teacher: Joe and Alison Davis. Now tell me about yourself. What do you like in life? Sharon: I like drama, music, sport, my friends. I love Australia and I like London too.

4. Sais-tu discerner le singulier du pluriel ? Écoute et note S pour singulier ou P pour pluriel. S ou P. Ready? /5 1. What’s this? It’s a glass. 2. What are these? They are glasses. 3. I don’t like these green shoes. I don’t want them. 4. What’s that? A black hat? 5. How much is the blue umbrella? I love it.


21

ACT 3

Introduction 14 Piccadilly Circus, in London. CD 2

Open your book, look at the photo and answer our questions. Yes, there is. No, there isn’t. Ready? – This is Piccadilly Circus. Is there a fountain in the middle of the Circus? – Are there a lot of people sitting around the fountain?

– Is there a statue in the middle of the fountain? – Are there a lot of advertisements (publicités)? – Is there an advertisement for Apple computers? – Is there an advertisement for fast food? – Is there a tourist bus in the photo?

ACT 3


2. Sophie’s family: listen for information and react. Il n’est pas nécessaire de comprendre chaque mot pour comprendre l’essentiel d’un message. Voici des bribes du dialogue. Dis à ton professeur les mots que tu as repérés et imagine le sujet de la conversation entre Rob et Sophie.

how many brothers and sisters big brother, Steven sister, Shawna Irish name Dublin your sister blue eyes Yes, she’s got long red hair

16 The Grammar Genie: Have got. CD 2

Longtemps, j’ai rêvé d’être une star. Être connu, tout avoir ! Piscine, yacht, interviews. Tu parles de richesses ! Piscine à chauffer, interviews à donner. Des fils à la patte ! D’ailleurs, t’as qu’à les écouter, les stars. I have wonderful children! Parents, enfants, amis, voilà leur bien le plus précieux ! I have wonderful children! Ils emploient have pour les attacher à eux. Et en Angleterre, souvent, ils ajoutent got. I’ve got a boy and a girl. Pourquoi got ?

Pour faire entendre la petite histoire qui se cache derrière avoir ! Ce qu’on a maintenant, have, on l’a forcément reçu, got. Got vient de get qui signifie « obtenir ». C’est l’histoire des mains qui « tiennent » ce que la vie leur a donné, sans pouvoir lâcher ! Comme dans mon message ! “Have you got brothers and sisters?” “Yes, I have.” “How many have you got?” “I’ve got a big sister and a little brother.”


22

ACT 3

scene 2 > Listen and answer 17 CD 2

1. Discover how to describe Sophie. Look at the portrait of Sophie. She’s a pretty girl, isn’t she? I like red hair! What about you? So, listen and answer: “Yes, she has”. Or “No, she hasn’t.” Are you ready? Stop chatting! Quiet please! Action! – Has Sophie got red hair? – Has she got medium-long hair? – Has she got curly hair (des cheveux bouclés) – curly hair? – Has she got brown eyes? – Has she got blue eyes? – Has she got a long nose?

18 CD 2

– Has she got glasses? – And what about her smile? Has she got a lovely smile? – Good. So, Sophie’s got red hair, blue eyes and a small nose. And she’s slim. Slim, not fat. How tall is she? – She’s 1.60, I think. She is quite tall. What about you, children? How tall are you? 1.40? 1.50? 1.80? 2 metres? – Don’t be silly! How tall are you, children? Are you small? Quite tall? Very tall? Tell your teacher.

5. Oral comprehension: Ben’s sister. Ben va décrire sa sœur. Avant d’écouter, dis à ton professeur les mots que tu vas sans doute entendre. So now listen to the conversation. Ready? Rob: Have you got a sister, Ben? Ben: Yes, and she is really pretty. She’s tall and she’s got short, dark, curly hair and green eyes. Julie: Green eyes? Does she really have green eyes? Ben: Yes, she really does. Big green eyes! And a lovely smile.

Rob: A beauty queen, then? Ben: Not quite. Julie: Why? What’s her problem? Does she have a big nose? Ben: No she doesn’t. Rob: Is she fat? Ben: No, she’s quite slim. But she’s got enormous ears. Rob: Yuk. Julie: Well, you’ve got enormous feet! No one is perfect, Rob.


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ACT 3


1. Look and say what you can. First, look at the drawing and answer our questions. – How many socks has Sophie got? – What colour are her socks? Red or blue? – Are Sharon’s socks in her locker?

– Are Rob’s socks in his locker? – What colour are Rob’s socks? – What about Ben? Has he got his socks?

20 The Grammar Genie: The ‘s link. CD 2

Tu es déjà allé à New York ? Moi, oui ! J’ai adoré Central Park – l’immense jardin public au cœur de Manhattan. Le matin, je m’installais sur un banc et je regardais les gens promener leur chien. Certains avaient des laisses, d’autres pas. Mais ça ne faisait pas de différence, car tous les chiens semblaient attachés à leur maître ! Quand quelqu’un possède un chien, il dit I have a dog ou This is my dog! Dans my on entend I. C’est logique ! My attache dog à celui qui dit I. Pour attacher dog à you, on dit... your dog.

Pour attacher dog à he, on dit... his dog. Si on veut attacher dog à Sophie, on dit... Sophie’s dog. Et si on ne sait pas à qui attacher dog, on demande Whose dog? Dans his dog, Sophie’s dog, whose dog, c’est le même -s qu’on entend : ZZZZZZ ! Moi, il me fait penser à la laisse du chien, qui l’attache à son propriétaire ! Pour t’entraîner à l’utiliser, apprends mon message et essaie de le prononcer de plus en plus vite ! James’s glasses are on Romeo’s nose and Mark’s socks are in Romeo’s box.


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ACT 3

scene 4 > Speak and answer 21 CD 2

1. Learn how to talk about collections. Hello! How are you today? I’m fine! But a bit sleepy [baille]. It’s 8 o’clock in the morning here. What time is it where you are? Well, anyway, let’s get down to work. Do you collect things? I collect books. Look at the drawings in your book on page 54. These are James’s collections. What does he collect? Answer our questions. “Yes, he does” or “No, he doesn’t.” Ready? – Does he collect postcards? – Does he collect butterflies?

– He collects key-rings, doesn’t he? – Does he collect pictures of film stars? – He collects shells, doesn’t he? – He doesn’t collect teddy bears, does he? – He also collects stamps, badges, model cars and CDs, doesn’t he? – Does he also collect erasers, bottles and coins? Now, have you got a good memory? We say a number, you give the name of the object. – 1 – 13 – 6 – 9 – 2 Good, so go on with your teacher.

> Listen and write 22 CD 2

5. Oral comprehension: James’s TV test. What does he like? What does he collect? What about his best friend, Ian? James wants to be an actor. He is taking a test to be on television. Listen to snippets of conversation (des bribes de conversation) and tick the words you hear in your Workbook. Take one [clapper board] I like sport, pop music, want to be an actor I’ve got a lot in a shoe box. on my computer your best friend name is Ian labrador called Juliet Now listen to the interview. Clap man: So, James Wilson. Take one! Inverviewer: James, tell us about your hobbies, your collections ... .

James: Well, I like sport, pop music, and going to the cinema because I want to be an actor. I collect photos of film stars. I’ve got a lot. I keep them in a shoe box, and I scan the pretty girls on my computer. Interviewer: I see! Tell us about your best friend. James: My best friend? His name is Ian. He collects spiders. He’s got a big collection of tarentulas in his room. They’re enormous, but fortunately they’re dead! Ian’s got a wonderful dog, a labrador called Juliet. Romeo: Woof, woof. James [whispering]: Be quiet Romeo. Hush! Be a good dog. Juliet is his sister, you see! Interviewer: Thank you James. Next please!


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ACT 3

Famous pets > Listen and speak 23 CD 2

24 CD 2

25 CD 2

1. Listen, identify the President and answer. Look at the photo. This is Mount Rushmore. Mount Rushmore is in South Dakota. There are four famous sculpures there. Number 1 is George Washington. Repeat, George Washington. Number 2 is Thomas Jefferson. Repeat, Thomas Jefferson. Theodore Roosevelt (Teddy Roosevelt) is number 3. Theodore Roosevelt. And Abraham Lincoln is number 4. Abraham Lincoln. Now listen and say who it is. – This President was the 1st President of the USA. He

lived from 1732 to 1799. He was a general. Who is it? – He lived from 1809 to 1865. He was the 16th President of the USA. He was assassinated in a theatre in Washington, DC. Who is it? – This President was the 3rd president. He lived from 1743 to 1826. Americans love him because he is the author of the Declaration of Independence. Who was he? – Now Theodore Roosevelt, “Teddy” Roosevelt was the 26th President. Give his dates. Look in your book.

2. Listen, write the dates of the presidency and give the name of the President. Listen, write the dates of the presidency and then give the name of the president. Be quiet please! Ready? 1. He was President from 1901 to1909.

2. He was President from 1861 to 1865. 3. He was President from 1801 to 1809. 4. He was President from 1789 to 1797.

4. Listen and match the President with his pet(s). Then check. The Presidents of the USA usually love animals. So whose pets were they? – George Washington had a parrot called Polly and a famous horse. A parrot and a horse. – Thomas Jefferson had a bird, many dogs and little bears. A bird, dogs, and bear cubs – baby bears.

– Abraham Lincoln had a white rabbit. Yes, a white rabbit. – Theodore – Teddy – Roosevelt had a dog called Sailor Boy and five bears. But not in the White House! A dog and bears. Now check with the class.

> Practise your reading 26 CD 2

27 CD 2

6. Listen and check your reading. Further listening: Washington, D.C. Right? Wrong? I don’t understand. Ready? 1. G. Washington was the first President of the USA. 2. He lived in Washington, DC. 3. He was a general in the War of Independence. 4. The War of Independence was against France.

5. President T. Roosevelt loved hunting (la chasse) hunting. 6. He is responsible for the word teddy bear. 7. Teddy Roosevelt is now the President of the US. Well done!

What do you know about the origins of Washington DC? Listen and note down the dates and names. You know that the American President lives in the White House in Washington, DC, the capital of the USA. DC means “District of Columbia”. Washington was inaugurated in 1800. Do you know

the name of the architect who designed the city? It is Pierre L’Enfant. Yes, he was French! But before 1800, where was the capital of the United States? In New York City. So when George Washington, the first President, was elected, he didn’t live in the White House. He lived in New York City. Bye. Cheerio. So long!


26

ACT 3

Encore > Listen 28 Oral comprehension. CD 2

Look at the photos in your book and identify their pets. Then open your Workbook and complete the chart. Ready? Mark: Who’s got a pet? All: I’ve got one. I have. Mark: OK. Well, tell us about your pets, but don’t say what they are. Sharon? Sharon: My pet is quite big. His name is Spring. He’s got two short legs and two long legs. He likes boxing. He lives in my garden in Australia. Mark: Julie? Julie: My pet is beautiful. He has got four legs, and he’s very delicate. He is white and brown. He loves milk and mice. His name is Rodrigo.

Mark: Have you got a pet, Rob? Rob: Yes, it’s a very quiet pet. And it is very exotic. It lives in warm water. It hasn’t got a name. Mark: Aliette? Aliette: I’ve got a pet at my grandmother’s, in Saint Malo. My pet is a “she”. Her name’s Bobonne. She lives in the kitchen. She eats a lot of lettuce and carrots. Mark: James? James: Well, you know Romeo. He is a beautiful Labrador. He is very clever. He understands everything. I love him, but he’s a thief! Mark: Well, nobody is perfect!

> Phonetics 29 CD 2

Le “s” final. Tu te rappelles l’importance du “s” final en anglais. On va s’entraîner encore. Ouvre ton Workbook, écoute les mots suivants, et note la prononciation : [s] comme un serpent, [z] comme une abeille, ou [Iz] comme un moustique. Ready? socks – stamps – collections – bones collects – keeps James’s – Romeo’s – Juliet’s – Ian’s L’accent de mot. Te souviens-tu ? Pour qu’on te comprenne, tu dois bien marquer les syllabes accentuées. Alors, écoute encore et entoure la syllabe la plus accentuée de chaque mot. sister – little – chocolate – collects – spiders – labrador Maintenant vérifie ! Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. Juliet is Romeo’s labrador. Romeo collects socks and bones. Ian collects dangerous spiders. Yum, yum, it’s good. I love chocolate. Les liaisons. Quand tu parles en français, tu enchaînes tous les mots. Tu ne dis pas : « Juliette est une chienne très intelligente » mais « Julietteestunechiennetrèsintelligente ». En anglais, tu dois aussi enchaîner les mots. Les liaisons t’aideront à le faire. Écoute-nous et marque les liaisons consonne-voyelle entre les mots. How old is Romeo? He is four and a half. ∪

∪

∪

Écoute encore et souligne les mots les plus accentués. Puis entraîne-toi à dire les phrases sans laisser de blancs entre les mots.


27

ACT 3


Il y a beaucoup de « s » dans cette dictée. Sais-tu bien les distinguer ? Vérifie avec ton professeur dans ton cahier. Puis entraîne-toi à différencier who et whose. Écoute et coche la case qui correspond. 1. Whose dog is this? 2. Who is Juliet? 3. Who is Ian? 4. Whose spiders are these?

Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête la cassette, puis réécoute et corrige-toi. Et pense bien au sens ! Ready? Romeo is four and a half. He loves chocolate and he understands English! Juliet is his little sister. Whose dog is she? She is Ian’s. And who is Ian? He is James’s friend. He collects spiders. He has got a lot and he keeps them in his room. But they’re dead, aren’t they? (53 mots)

ACT 3

Rhythm & Rhyme 30

YES

CD 2

Yes, yes, I like “yes”. I like it when I ask the things And when you say “yes”. Yes, yes. Let’s take a walk, Let’s bake a cake, Let’s sing a song, Yes, yes. And yet sometimes I don’t like “yes”. Like when you say: “You’ve made a mess, Please clean it up”. Or “Time to go”. An then I guess That I like “yes” A little less. Yes? Yes.


28

ACT 3


1. As-tu appris ton vocabulaire ? Ces mots marchent par paires. Nous te donnons le premier, tu notes le second. Par exemple, nous disons white, tu écris black. /5 1. clean 2. straight 3. tall 4. old 5. naughty 2. Sais-tu repérer ce que chacun possède ? Écoute et dessine chaque objet sous son propriétaire. Ready? /5 (Enlever un point par erreur) 1. Draw two pairs of socks. His socks are red. Her socks are blue. 2. He collects stamps and she collects coins. Draw their collections. 3. Draw a bike. Whose bike is it? It’s her bike. 4. Pets now. Her pet is a cat. His pet is a fish. 5. He’s got a black car and she’s got a green one. 3. Es-tu capable de comprendre la description physique de quelqu’un ? Prends tes crayons de couleur. So, listen and draw. Ready? /10 Let me describe myself. Let’s start with my hair. It’s straight and brown and medium-long. I don’t like short hair. Do you? And what about my eyes? I’ve got big green eyes and I wear glasses. I’ve got small ears, a long nose and a small mouth. And I’m 1 metre 78 tall. So, let’s check. Straight, brown medium-long hair. Big green eyes and glasses, small ears and a long nose and a small mouth. I am 1 metre 78 tall. And my name is Oliver. Write my name under the drawing.

4. Sais-tu restituer un mot que tu n’entends pas ? Écoute et note le mot qui manque. /10 1. Sophie’s father has got big blue XXX. 2. Her mother has got long curly XXX. 3 How XXX are you? I’m 1 metre 63. 4. Ben XXX key-rings, but he hasn’t got many. 5. Have you got any collections? What do you XXX? 5. Es-tu capable de suivre une petite scène de la vie quotidienne ? Écoute cette conversation deux fois, puis raconte en français ce que tu as compris. Que trouve James ? Que fait-il ? Qu’apprends-tu sur Mrs Bluebell ? Donne des détails. /10 [A cat mews.] James: Look! A kitten! You’re lost, poor kitten, aren’t you? Sophie: It’s beautiful! What breed is it? James: It’s a white Persian, quite young too. Its name is on the collar. Sheba! So, it’s a “she”. And here’s the address. Mrs Bluebell, 10 London Street. Well, let’s take her back. [Steps in the street. Doorbell. Door opens.] Mrs Bluebell: Hello! James: Good afternoon, Madam. I think this is your cat. Mrs Bluebell: Yes, it’s Sheba! Hello, Sheba dear! Where did you find her? James: She was at the club, in Fulham Road. Mrs Bluebell: She always gets lost. Thank you, children. [A dog barks.] Down, Duke! Be quiet, Snowy! Sophie: How many pets have you got? Mrs Bluebell: I’ve got three dogs, four cats, a tortoise and seven birds. James: You really love animals!


29

ACT 4

Introduction 33 Tower Bridge, in London. CD 2

Hello. How are you today? OK? Good. So, open your book, look at the photo, listen and answer. – This is Tower Bridge on the day of the London Marathon. Can you see the river? The river? What is its name? The Seine? The Mississippi or the Thames? – Is Tower Bridge a modern bridge or an old one? – Is it like a school, like a church or like a castle?

– What’s the weather like? Is it sunny or is it raining? [bruitage pluie] – How many runners are there in the photo? – What colour are the first runner’s shorts? – Whose shoes are yellow? – Which runner has got a red shirt and blue shorts? See you!

ACT 4


2. What can or can’t James do? Listen for information and react. Hello! How are you? It’s raining today. I hate the rain! What’s the weather like where you are? Is it raining? Well, let’s get to work! James wants to be an actor,

so he must have an agent. He is in the Tip Top Agency and the agent wants to get to know him. What can James do? What can’t he do? Ready?

35 The Grammar Genie: l can do it. CD 2

Ça te plairait, toi, d’être acteur ? Moi oui ! J’ai fait comme James. Je suis allé voir un agent artistique. Il m’a demandé ce que je savais faire. “Can you play the piano?” Pour lui, c’était évident ! Quand on sait, on peut ! Si on sait jouer du piano, alors on peut être pianiste dans un film ! Savoir et pouvoir, ça marche ensemble ! Il n’arrêtait pas de dire Can you? Can you sing? Can you swim?

Et moi, je n’arrêtais pas de répondre : “Yes, I can!” pour dire « Pas de problème. Ça, je sais faire ! » Comme si c’était naturel ! Il a souri et il m’a dit : « Vous êtes un génie, vous serez G.G. ! ». Maintenant, écoute mon message et prépare-toi : I can speak. I can sing. I can dance. I can be an actor!


30

ACT 4


37 CD 2

1. Discover how to talk about talents. Look at the illustrations, listen to me and say the number of the drawing. If you don’t know, ask your teacher. Say “What number is it, please?” Are you ready? Really? So be quiet! Let’s go! – I’m sporty. I can dance very well. I can ice-skate. I am not a champion, but I can ice-skate a little. I’m musical too. – How well can you play the guitar? – I can play a little. [guitare] – How well can you can play the flute?

– I can play very well. Listen! [flûte] But I can’t play the violin. [bruit discordant] – Are you artistic? Can you paint? – No, I can’t. But I’m quite a good photographer. – How well can you draw? – I can’t draw at all. Not at all! – I’m very clever. I can play chess very well. – I can cook. I’m a good cook. And what about you, children? What can you do? What can’t you do?

5. Oral comprehension: Juliet, Ian’s clever dog. Do you remember Ian, James’s friend? Well, Ian is disabled - handicapped. He can’t walk. He is in a wheelchair (une chaise roulante). Now, listen and find out more about him and his dog, Juliet. Hey there, stop chatting! Are you ready? James: Mark, my friend Ian wants to come to the club. Can he? Mark: Certainly. Does he like acting? James: Yes, he does. But he’s disabled. He’s in a wheelchair. Mark: That’s not a problem. He can act in his wheelchair!

James: Well, maybe. But the problem is Juliet, his dog. Can he bring her? Mark: Of course he can bring Juliet. You bring Romeo, don’t you? Oh, Romeo, Juliet! Is Juliet Romeo’s fiancée? James: No, she is his sister. Mark: Really? Juliet is Romeo’s sister. Is she a thief too, like her brother? James: Oh no! She is a good dog and she’s very clever. She can open doors, she can play ball very well, she can pick up paper and tidy a room. Mark: Pick up paper! Tidy a room! Well, she must come then! We need her


31

ACT 4


2. The visit. Listen for information and react. Do you remember Mr Mason, Julie’s father? He wants a house in a quiet street, doesn’t he? Well, he is now visiting the house in Park Street. Do you remember

the problem with this house? Yes, it is haunted. So, does Mr Mason really want the house? Why? Why not? Listen and find out.

39 The Grammar Genie: I can see & hear it. CD 2

J’ai un voisin qui sait tout faire. Bricoler, dépanner. C’est super ! Tu dis : Can you help me? et lui, il répond : Sure, I can! En plus c’est vrai ! Il y arrive. A réparer ton vélo, à faire démarrer ton cyclo. Pas de problème ! Son secret ? La grammaire ! Il y croit. Il sait qu’avec can, y’a pas d’obstacle ! C’est bon, ça roule ! [Bruitage du cyclomoteur qui s’éloigne] Parfois, quand même, ça bloque ! Y’a comme une barrière qui se met en travers ! Navré, il soupire : Sorry ... I can’t help you.

En anglais, can fait aussi passer l’image et le son : I can see the house. I can hear a noise. Normal ! Voir et entendre, ça se fait tout seul. Mais si par hasard ça ne passe pas, on dit can’t : I can’t see, I can’t hear. Maintenant, écoute vite ce message. J’ai pas envie de rester traîner ! [Bruitage : chaînes] “Can you see the ghost?” “Where?” “There!” “I can’t see it, but I can hear it.”


32

ACT 4

scene 4 > Speak and answer 40 CD 2

1. Discover how to talk about a room. Hello! How are you? Tired? I’m tired too. But never mind! The sun is shining! What’s the weather like where you are? Is it sunny too? Good, let’s get to work. Look at Julie’s room in your book. Point, repeat, and answer. – Point to Number 1. This is the window. Repeat: the window. – Look at the blue curtains, the blue curtains, near the window. Repeat: the curtains. – Point to Number 2. This is the wall. The wall. – Number 3, now. It’s the floor, the floor. – On the floor, there is a rug. Number 4. Repeat: a rug.

– Number 5 is Julie’s cupboard, cupboard. What is there on Julie’s cupboard? – Look at numbers 6 and 7. Do you know what these are? Yes, a desk and a chair. – Near her bed, Julie’s got a bedside table, a bedside table. What number is it? – There’s a clock radio on it. And she’s got books on her shelves. Repeat, shelves. One shelf, two shelves. What number are the shelves? Now shut your book, and say what there is in Julie’s room.


5. Oral comprehension: The Masons move in. A few weeks later, the Masons are moving into their new house (ils emménagent). Open your workbook and draw where they put the furniture. Ready? Then listen carefully! Mrs Mason: Now, put the bed opposite the cupboard, near the wall. Yes, that’s fine. Man 1: What about the bedside table, Madam? Mrs Mason: Well, put it near the bed, of course! No, not near the door, near the window. Look, the leg is broken! [Bang] Please be careful! Man 2: Does this rug go here? Mrs Mason: The rug, yes, put it in the middle of the room. [Plonk] That’s right.

Man 2: Here’s the desk. Where does it go? [Bang]. Mrs Mason: Between the windows, near the wall. [Bang]. Be careful! Man 1: Here is the computer. It goes on the desk, I suppose? Mrs Mason: Of course it does. [Bang] Oh dear! Don’t break it! Man 2: What about this TV set? Mrs Mason: That goes in the living room, downstairs. [Crash] Oh, no! How clumsy!


33

ACT 4

Ball games > Listen and speak 1 CD 3

2 CD 3

3 CD 3

4 CD 3

1. We say the team, you say its colours and nationality. We say the team. You say its colours and nationality. – Newcastle United. – The Springboks. – Arsenal. – Manchester United. – The All Blacks.

Now look at photo number 6. Can you identify the footballers? Do you like them? What teams, players or sports do you prefer? Tell the class.

2. Listen to the year and say the century. For example, if we say “1620”, you say “17th century”. Are you ready? 1245 - 1356 - 1666 - 1790 - 1850 - 2003 - 1967.

4. Listen and check your reading. Check how well you understood. Say “Right” or “Wrong”. 1. Football is a new game. 2. The Romans played a game where they kicked a ball. 3. They had very strict rules. 4. The game first developed in England in the 15th century.

5. The rules were invented in the 19th century. 6. They were invented by Prince Charles and Prince Harry. 7. The rules of rugby were invented in America. 8. American football is a combination of football and rugby.

Further listening: The best English teams. Open your workbook and read the names of the best English football teams. Then listen and write their rank for the year 2005. Which one is first, second, third? Ready? [Téléphone] Mark: 0208 547 6288. Paul: Mark? Mark: Speaking. Paul: It’s Paul. You’re a football fan, aren’t you? Could you help me? It’s for my son’s homework. Mark: How can I help him? Paul: He’s got this question to answer: “What were the best English football teams in 2005?”

Mark: No problem. I’ve got the table right here somewhere. Here it is! Have you got a pencil? Here we go. First, Chelsea. Second, Arsenal. Third ... Paul: Manchester United? Mark: Correct! Fourth, Everton. Fifth, Liverpool. Sixth, Middlesbrough. Paul: Hey, not so fast! So, Everton, Liverpool, then Middlesbrough. That makes six. Let me repeat: Chelsea, Arsenal, Manchester United, Everton, Liverpool, Middlesbrough. What about Fulham? Mark: They were 13th in 2005. Not so good, hey!


34

ACT 4

Encore > Listen and write 5

Oral comprehension: The Olympic Games.

CD 3

and 1944. Wartime! And look! The Games for Disabled Athletes! The Paralympics. James: In Sydney, 4000 athletes took part! Gosh! Ian: When were the first Paralympics? Let’s see. [Clic] In Rome, in 1960. James: And now there are 18 different sports. Wheelchair racing, wheelchair tennis ... . Ian: Juliet, come here. Let’s train for the next Paralympics. Catch the ball! [Dog barks, ball rebounds, pandemonium and laughter.]

Hello! It’s very windy here. Listen! [bruit de rafales] What’s the weather like where you are? Is it windy? Well, let’s go and see James and Ian. They are surfing on the net. [Clics et bruit de clavier] James: Here we are! The Official Olympic Games site. Ian: Go to history. [Clic] Pierre de Coubertin revived the Olympic Games. In 1896 in Athens. I knew that. James: Then the second Games in Paris in 1900. Paris! Yes, of course! Ian: And then every four years except in 1916, 1940

> Phonetics 6 CD 3

“Can” ou “can’t”? Quand tu dis can’t, allonge bien la voyelle et fais sonner le t final, sinon on risque de confondre avec can et de ne pas te comprendre ! Entraîne-toi à distinguer can et can’t. Ouvre ton Workbook, écoute et mets une croix dans la case correspondante. Sait-il, ou ne sait-il pas ? 1. Max Peel can ski. 2. He can skate too. 3. He can’t paint. 4. He can sing. 5. He can’t speak Hindi. 6. He can understand Arabic. 7. He can’t understand French. 8. He can play the clarinet. L’accent de mot. Maintenant, écoute ces mots et entoure la syllabe la plus accentuée. lucky – beautiful – pretty – disabled – flowers – garden – people – imagine – remember Te rappelles-tu l’accentuation ? Écoute ces phrases et prononce le mot que nous avons remplacé par un BIP. I’m sorry, I don’t remember your name. Have you got any roses in your garden? People with gardens are very lucky, aren’t they? I love forget-me-nots! They’re my favourite flowers. L’intonation. Le ton t’aide souvent à comprendre. Écoute : est-ce un ordre, ou plutôt un conseil ou une invitation ? Coche la case correspondante dans ton cahier. 1. Stop immediately! (ordre) 2. Stop a minute and imagine! (invitation) 3. Remember how lucky you are! (conseil) 4. Remember your activity books! (ordre) 5. Listen to me! (ordre) 6. Listen to the birds! (invitation) Écoute à nouveau cette phrase. Barre les mots que tu entends à peine et marque les liaisons. Que remarques-tu concernant le d de and ? Stop a minute and imagine! ∪

∪

∪

Prononce maintenant la phrase en enchaînant tous les mots, et en prenant le ton qui convient.


35

ACT 4


Prépare-toi ! Explique à ton professeur ce que veut dire le titre de la dictée. Dans cette dictée, il y a des mots outils que tu risques de confondre. Vérifie que tu sais les reconnaître en complétant les phrases dans ton Workbook. Ready? And ou or? 1. You can see the birds and you can hear them. 2. You can see the birds or you can hear them. Can ou can’t? 1. You can’t see the birds but you can hear them. 2. You can see the birds but you can’t hear them.

A ou the? 1. They’re in the park. 2. They’re in a park. Fais maintenant la dictée, et pense au sens ! Écoute une première fois, écris quand le professeur arrête la cassette, puis réécoute et corrigetoi. Ready? When you are outside, you can see pretty flowers and you can hear birds. But stop a minute and imagine! There are people who can’t see or hear, and people who can’t walk because they are disabled. So when you are in a beautiful park or garden, remember how lucky you are! (52 mots)

ACT 4

Rhythm & Rhyme 7

In a dark, dark wood

CD 3

In a dark, dark wood In a dark, dark wood, There’s a dark house. In the dark, dark house, There’s a dark, dark room. In the dark, dark room, There’s a dark cupboard. In the dark, dark cupboard, There’s a dark, dark shelf. On the dark, dark shelf, There’s a dark box. In the dark, dark box, There’s a dark, dark ghost!

Oh, why? Oh why, oh why? Can you tell me why A fly can’t bird But a bird can fly?


36

ACT 4


1. Connais-tu ton vocabulaire ? Écoute et note l’intrus dans chaque série. /5 (Enlever 2 points par erreur.) 1. skating – swimming – surfing – golf – chess – tennis. 2. hall – kitchen – living-room – curtains – dining room – bathroom – bedroom. 3. a bed – a desk – bookshelves – a bedside table – a cupboard – a chair – the floor.

6. Comprends-tu les années en anglais ? Note en chiffres les années ou les siècles que nous disons. Ready? /5 1. 1823. 2. 1789. 3. The twenty-first century. 4. 1945. 5. The eighteenth century.

2. Sais-tu situer les choses grâce à des prépositions ? Dessine ce que nous disons. Ready? /5 1. There is a cat on the table. 2. There is a shoe behind the chair. 3. There is a house between the trees. 4. There is a window opposite the door. 5. There is a ball in the middle of the street.

7. Écoute Les qui fait visiter son nouvel appartement à sa tante. Colorie chaque pièce et note son nom. /10 [bell – door opens] Les: Hello Auntie. Nice to see you. Aunt: Hello Les. So this is your new flat. It’s nice and big! I like this yellow hall. Les: Put your coat here and let me show you round. So this is the hall, and the kitchen is here on the left. Aunt: Yellow too. Well you certainly like yellow! Les: I do. Come into the dining room. Aunt: Nice. I love white for a dining room. And everything’s very clean. Les: Now we come back into the corridor. Aunt: Yellow again. Les: Well of course! The hall and the corridor are the same colour. The toilet is at the end of the corridor. It’s yellow too. And here, on the right, is the living-room! [door] Aunt: Wow! What a lovely green! And it’s so big! Les: Yes, it’s my favourite room. Now come and see my bedroom and the bathroom behind. Aunt: Well, this blue is lovely. I hope your bed is comfortable. Let’s see the bathrooom. It’s blue too! And you’ve got a jacuzzi! Well, all you need now is a wife!

3. Sais-tu distinguer can et can’t ? C’est important pour bien comprendre, mais aussi pour te faire comprendre. Écris can ou can’t selon le cas. /5 1. He can draw and he can paint. 2. He can’t play an instrument. 3. I can’t find my socks. 4. We can hear the birds. 5. We can’t hear the cars. 4. Sais-tu répondre aux questions en utilisant des réponses courtes ? Ecris la réponse. /5 1. Can you swim? 2. Do you like music? 3. Have you got a piano? 4. Is there a motorway near your house? 5. Is your bedroom tidy? 5. Montre que tu peux construire le sens même si tu n’entends pas tout. Retrouve le mot qui manque et écris-le. /5 1. James can’t swim very well. He must XXX. 2. He is quite musical. He can play the XXX a little. 3. How well can he sing? He can sing quite XXX. 4. Ian is James’s best XXX. 5. Ian can’t XXX, but he can act.


37

ACT 5

Introduction 10 Buckingham Palace, in London CD 3

Open your book and look at the photo. Right or Wrong? Correct us if we are wrong. [fanfare] – Buckingham Palace is in Washington, DC. – The President of the United States lives there. – This palace is a small, dirty modern building. – We can see the ceremony of the Changing of the Guard.

– The Guards are marching and playing music. – The guards’ uniform is black and blue. – One of the Guards is playing the drums. [tambour] – A lot of tourists are standing behind the guards to watch the ceremony. So long!

ACT 5


2. The friends’ routines. Listen for information and react. Hello! When I get up, I go to the kitchen and I make a cup of tea. I must have a cup of tea to start the day! Well, this evening at the club, the friends must

mime what they do every morning. And their routines are all different!

12 The Grammar Genie: The simple present. CD 3

Dans le dialogue, tu as entendu James dire “Every day I wash”. De quoi parlait-il ? De la toilette qu’il fait maintenant, au moment où il parle ? Ou de la toilette qu’il fait tous les jours, avant d’aller à l’école ? James décrit une habitude. Il le souligne en disant “every day”. James parle de sa vie présente. C’est large. Pour ça, il utilise une forme simple du verbe qui transmet un message simple : “It’s a fact!” C’est la réalité, c’est vrai : “I wash!” James ne dit rien de plus. En grammaire, on dit qu’il parle au « présent simple ».

James gets up. James dresses. James goes to school ... . On pose les faits, comme des objets, sur la table de la réalité. Voilà le geste simple... du présent simple ! Le message d’aujourd’hui n’est pas compliqué. “Every day I say ‘Hello!’ to Romeo. Every day he says ‘Hi!’ with a happy woof, woof!” N’oublie pas de marquer la différence entre I say et he sayZZZ!


38

ACT 5


1. Discover how to talk about TV programmes. Good evening! Oh, but for you perhaps it’s morning, or afternoon! Well, anyway, good day! It’s raining again. It rains all the time! Rain, rain, go away and come again another day! And what about you? Does it often rain where you are? Never? (jamais ?) Sometimes? (parfois ?) Often? (souvent ?) Always? (toujours ?) Well, let’s get down to work. Look at page 86. We say a programme, you say its number. Ready? – the news. – a cartoon. – a horror film. – a match. – a series. – a documentary. – a western. – a science-fiction film. – a concert.

Good! Now, listen and say how often you watch these programmes. 1. The news. I always watch the news. What about you? 2. Matches. I often watch football matches. I never watch tennis matches. What about you? 3. Series. I often watch series. Do you? What series do you watch? 4. Concerts. I never watch rock concerts. What about you? 5. Cartoons. I like them, but I never watch cartoons. How often do you watch them? Now say what’s on and react. (bruitages) 1. a match. 2. a western. 3. a concert. 4. a cartoon. 5. a horror film.


5. Oral comprehension: Television in their lives. James is on television. He is in an ad, an advertisement. His friends are waiting to see him and discussing their favourite TV programmes. What questions will they ask? What words will you hear? Tell the class and compare! Now, Listen and find out what programmes they like or not. Ready? Rob: What are your favourite programmes on television, Ben? Ben: Horror films, science-fiction films, baseball matches. In California I watch a baseball match every weekend. What about you, Sharon? Sharon: Well, I like detective films, series, cartoons.

Rob: Cartoons! I hate them. I love westerns, rock concerts, the news ... . The others: I hate the news. Sharon: Hey, what’s the time? Rob: It’s ten past seven. Five more minutes. How many TV sets have you got in Australia, Sharon? Sharon: We’ve got four. One in the living-room, one in each bedroom and one in the kitchen. Rob: In the kitchen? Sharon: Yes, Mum loves to watch her series when she is making dinner. Rob: Shhh! There is James. Look at him! [On entend la chanson Amsteak] “Amsteak! For you and me, for him and her, for all of us!”


39

ACT 5


2. Rob’s last weekend. Listen for information and react. What a weekend! It rained and rained and rained! Did it rain where you are or was it sunny? Did you have a nice weekend? I did! Well, let’s find out what Rob did last weekend. First, listen to some snippets of conversation (des bribes de conversation). Note down what you hear. Then compare with your friends.

Guess what I did! No, I didn’t. Did you watch television? ... go to the country? ... go to a match? No, I didn’t. You didn’t play. What did you do then? Now let’s find out what Rob really did. Ready to listen to the whole conversation? OK, let’s go!

17 The Grammar Genie: The preterite. CD 3

L’été dernier, je suis parti en vacances au bord de l’océan. Là-bas, il y a de grandes plages de sable. Quand on marche près de l’eau, à marée basse, ça laisse des traces. Si on se retourne, on voit tout le chemin qu’on a fait, pas à pas. La vie aussi, c’est une longue promenade qui commence à la naissance. On passe par l’enfance, on traverse l’adolescence, et plus on vieillit, plus on avance ! Le passé c’est tous les pas qu’on a faits en marchant sur le chemin de la vie. La langue le dit ! Passé vient de passus, qui signifie « le pas » en latin.

Le passé, ça s’oublie, ça s’efface, comme des traces. [Bruitage initial mer, bref] Le passé, ça se revoit et ça se raconte, parfois. I lived... . I worked... . Tu entends? /d/ /t/. Quel est ce temps ? Le prétérit. Le temps de toutes les choses qu’on a dépassées, à force d’avancer. Le temps de la mémoire et des histoires ! Mon message, aujourd’hui, se souvient et raconte. “What did you do last Sunday? I visited my uncle. I cooked and I cleaned up.


40

ACT 5


1. Discover how to talk about Mark’s childhood. Hello! How are you? Nice day, isn’t it? The sun is shining, the sky is blue. It’s spring! And what’s the weather like where you are? All right, let’s get to work! Open your books on page 90 and listen to Mark. Repeat after him. Ready? Mark: I was born in Manchester in 1982. Repeat: I was born. When I was a little boy, I lived in Manchester. Repeat: I lived.

I always played with my teddy bear. Repeat: I played. I liked chocolate but I hated fish. Repeat: I liked, I hated. I was an artist. I painted the walls. Repeat: I painted. And when I was nine, I moved to London. Repeat: I moved. Good. So, what about you? Where were you born? Tell the class about your childhood. Have you got any photos?


5. Oral comprehension: Where were their parents born? The club is really international. Listen and find out where their parents were born and where they met. Ready? Sharon: Was your father born in London, Rob? Rob: Yes he was, but Mum was born in India. And they met in Manchester. What about your parents, Sharon? Sharon: Well, my mother was born in Scotland and Dad was born in Sydney. And they met in Canberra. Julie, what about your parents?

Julie: Mum was born in Washington, DC and Dad was born in Seattle. And they met in Chicago! At university. Aliette: Well, my father was born in Saint Malo, in Brittany, and Mum was born in London. Sharon: And where did they meet? Aliette: In the air! Rob: In the air? Aliette: Yes, on a plane flying to America!


41

ACT 5

The Royals > Speak and listen 20 CD 3

3. Guess who it is. Look at the photos and say who we are speaking about. 1. This person married in 1947. She is the mother of three sons and one daughter. She is the second monarch in British history to be called Elizabeth. Who is it? 2. This royal is not a woman. He isn’t young. In fact, he is very old. He is William’s grandfather. 3. This royal had two sons and then she divorced

her husband. She died in a car crash in Paris. When did she die? 4. This is one of the Queen’s grandsons. He was born in 1984. What is his name? 5. This person is probably the future king. He married twice, in 1981 and again in 2005. 6. This is one of the women on the page. She married the Prince of Wales in 2005. Her name begins with a “C”.


5. Listen and check your reading. If it is correct, say “Right”. If it is incorrect, say “Wrong” and correct us. – Elizabeth’s father became King when she was 10. – She didn’t go to school. She had private teachers. – She wasn’t interested in her studies. – She hated horse-riding.

– She went to live in America during World War II. – During the bombing of London in 1940, she addressed her first radio message to the nation. – Prince William, Elizabeth’s grandson, is third in line to the throne. – He went to a famous private school called Eton.

22 Further listening: Who is it? CD 3

Who is it? Listen and find who it is. Note down the words which helped you. Ready? This young boy was born in 1984. He is the Queen’s grandson. His mother died when he was 13. He is her second child. He’s got a big brother who

is destined to be king one day. Both brothers went to school at Eton near Windsor. Eton is one of England’s most famous schools. This young man has got red hair, blue eyes, and freckles. So do you know who it is?


42

ACT 5

Encore > Listen 23 Oral comprehension : Portraits. Guess who it is. CD 3

Hello everyone! What’s the weather like in your part of the world? Here it’s cloudy and windy but quite warm. So, let’s get down to work and play portraits. Who can find the answer first? When you know, put your hand up. Do not say the name of the person. Ready? 1. A: Male or female? B: Male. C: Nationality? B: English first, then American, and finally Swiss. A: When was he born? B: In 1890 in London and he died in 1977 in Switzerland. C: Where did he live? B: He lived in England first, then he lived in Hollywood, in New York, and then in Switzerland. A: What was his job? B: He was a comedian, a very funny actor and a good mime. C: Did he wear black trousers, and a black hat and big shoes?

B: Yes, and he had a little moustache. A: I know! Do you know, children? 2. B: Male or female? C: Male. A: Alive or dead? C: Dead. B: When did he live? C: Oh, a long long time ago. I don’t know his dates. But he lived a very long life. A: Was he a king? C: A sort of king. B: What nationality was he? C: He was Egyptian. A: So he was a Pharaoh! Was he married? C: Yes, he had five or six wives I think, and about a hundred children. B: Good Lord! Did he build the Temple in Abu Simbel? C: Yes, he did. He was a great builder. A: And his mummy is in Cairo, isn’t it? I know who he was. Do you, children?

> Phonetics 24 CD 3

La marque -ed. Quand tu veux parler du passé, il est important de bien prononcer la marque -ed à la fin des verbes. Ouvre ton Workbook, écoute les verbes suivants qui sont tous au passé, et note la prononciation : [d], [t] ou [Id]. Ready? worked [t] helped [t] cleaned [d] visited [Id] watched [t] hated [Id] liked [t] loved [d] died [d] said [d] L’accent de mot. Maintenant écoute ces mots et entoure la syllabe la plus accentuée. Puis barre les consonnes que tu n’entends pas. fifteen – sixteen – sixty – sixteenth birthday – December – August – Wednesday today – yesterday Prononces-tu bien maintenant ? Écoute et dis le mot que nous avons remplacé par un BIP. How old are you? When is your birthday? It’s on the sixteenth of August. Today is Thursday, so yesterday was Wednesday. This month is September, so last month was August. Be au passé. Écoute ces phrases et barre tous les mots que tu entends à peine. William Shakespeare was a famous writer. And who were Romeo and Juliet? They weren’t dogs! Entoure maintenant le passé de be et conclus dans ton cahier. Écoute encore et indique par une flèche ce que fait la voix à la fin de chacune des phrases. Puis entraîne-toi à imiter notre prononciation !


43

ACT 5


Prépare-toi ! Regarde le titre. De qui va-t-on parler ? Que sais-tu de lui ? Dis-le à la classe. La dictée sera-t-elle au présent ? Au passé ? Pourquoi ? Regarde les verbes dans ton cahier. Anticipe ! Lesquels risques-tu d’entendre ? Prononce-les à haute voix. Maintenant écoute ces bribes de dictée et souligne les verbes que tu entends réellement. was born in 1564 – the Queen liked his plays – they weren’t dogs – they were in love.

Fais maintenant la dictée. Rappelle-toi que les noms propres prennent une majuscule et écris les années en chiffres. William Shakespeare, SHAKESPEARE, was born in 1564 and died in 1616. He was a famous English writer and the Queen liked his plays. You know Romeo and Juliet, don’t you? They weren’t dogs, but a boy and a girl who died because they were in love. And do you remember who said “to be or not to be?” (58 mots)

ACT 5

Rhythm & Rhyme 26

God Save the Queen

CD 3

God Save The Queen God save our gracious Queen, Long live our noble Queen, God Save The Queen! Send her victorious, Happy and glorious, Long to reign over us, God save the Queen!

27

The Grand Old Duke of York

CD 3

The Grand Old Duke Of York Oh, the Grand Old Duke of York, He had ten-thousand men, He marched them up to the top of the hill, And he marched them down again. And when they were up, they were up. And when they were down, they were down. And when they were only halfway up, The were neither up nor down.


44

ACT 5


1. Connais-tu le vocabulaire des actions courantes ? Écoute et note l’intrus dans chaque série. /5 (Enlever 3 points par erreur.) 1. I get up – I wash – I get dressed – I go shopping – I brush my hair – I have breakfast. 2. I read – I make my bed – I listen to music – I watch TV – I play on the computer – I swim. 2. Peux-tu nommer les émissions de télévision ? Écoute ces effets sonores et note le type d’émission dont il s’agit. Par exemple, tu entends une musique de film, tu écris a film. /5 bruitages 1. a football match. 2. the news. 3. a western. 4. a horror film. 5. a cartoon. 3. Pour donner sa date d’anniversaire, il faut connaître les mois de l’année. Note le mois qui suit. Par exemple, nous disons January, February, ... , tu écris March. Ready? /5 1. December, January, ... 2. March, April, ... 3. June, July, ... 4. September, October, ... 5. February, March, ...

5. Sais-tu répondre aux questions en utilisant des réponses courtes ? Yes, I am. No, I’m not. Yes, I was. No, I didn’t, etc. Écris la réponse. /5 1. Do you always make your bed before you leave for school? 2. Does your best friend watch a lot of television? 3. Did you play on your computer yesterday? 4. Were you born in London? 5. Was Mark born in Manchester? 6. Qu’a fait Aliette le week-end dernier ? Quelles ont été ses activités ? Écoute et note en français ce que tu as compris. /15 (un point par renseignement correct) – Last weekend Aliette went to the seaside to visit her best friend, Alice, who lives in Sandwich. – On Saturday morning, they went shopping but everything was very expensive so they didn’t buy anything. Around 12 o’clock, it started raining, so they went home and they had lunch at one. – In the afternoon, they watched a horror film on television, and in the evening, they went to an Italian restaurant for dinner. Aliette had a delicious pizza! – On Sunday, they got up at 11. The weather was lovely so they went swimming. After their swim, they played volleyball with a group of French boys and then they had a picnic. – At six, Aliette took the train back to London . When she arrived she was very tired, and she went to bed early.

4. Sais-tu repérer si on parle du passé ? Écoute et note le numéro des phrases qui sont au passé. / 5 (enlever deux points par erreur.) 1. I often get up late on Sundays. 2. When you were in London, did you have an English breakfast? 3. I watched television last Sunday. 4. I watch television every evening. 5. I was born in Lyon. Where were you born?


45

ACT 6

Introduction 29 Trafalgar Square, in London. CD 2

Open your book, look at the photo and answer our questions. – This is Trafalgar Square. What is there in the middle of the square? A church, a column or a fountain? – What can you see on top of the column? A pigeon, a statue or a vase? – It is a statue of Lord Nelson. What was he? An actor, a king or an admiral? – Which battle did he win (Quelle bataille a-t-il gagnée)? Austerlitz, Waterloo or Trafalgar?

– Who was his enemy? A king of France, General De Gaulle or Napoleon? – Now look at the big building behind the column. It is the National Gallery of Art. What is it? A museum, a hospital or a school? – What can you see there? Animals, model cars or paintings? – Londoners celebrate the New Year in Trafalgar Square. Listen! [bruitage de fête, Nouvel An]. What time is it? On what day? Well done! See you later!

ACT 6


2. The robot game. Listen for information and react. Listen for information and react. Hello! How do you feel today? I feel fine. It’s a beautiful day here. What’s the weather like where you are? Is it beautiful too? OK, let’s get to work. Do you know the game Jacques-a-dit? It’s a good game for concentration. Listen. Mark: Right. So, you are robots, and you obey only when I say the word “robots”. If I don’t say “robots”, you mustn’t obey. Do you understand? All: Yes, Mark.

Mark: Speak like robots, please. All: Yes-Mark-we-un-der-stand. OK, so, Right or Wrong? If we are wrong, correct us. 1. The friends are at school. 2. They are miming robots. 3. They must always obey Mark’s orders. 4. They mustn’t obey when he doesn’t say “Robots”. 5. They must speak like robots. OK, now listen to the robot game.

31 The Grammar Genie: Here and now. CD 3

Mon grand-père, c’est le génie de l’invention. Quand il est plongé dans son travail, c’est à peine s’il t’entend ! Hi, Grand’pa. What are you doing? Pour lui, c’est évident : I’m building a robot! Can’t you see? Pas rasé, pas lavé, il ne sait ni quand il a commencé, ni quand il va terminer ! L’important, c’est que ça se passe, là, maintenant ! [bruit : mécanisme] Look! It’s walking. Et que tu partages avec lui ce beau moment ! There! It’s running!

Comment ? Avec le présent en be + -ing ! [bruit d’emballement] Hey! What’s happening? [bruit : rupture mécanisme] Et maintenant, écoute bien ce message. Puis essaie de le répéter, sans regarder ton cahier. “What are you doing?” “I’m making a machine.” “Can I see it?” “No, it’s a secret.”


6. What are they doing? Where are they? Listen and say what they are doing. Then say where they are. Ready? So, let’s go! 1. What is Mark doing? (running / jogging) 2. What is James doing? (swimming)

3. What are Rob and Ben doing? (playing football) 4. What is Sophie doing? (hoovering) 5. What is Shawna doing? (brushing her teeth)


46

ACT 6


1. Discover how to talk about clothes. Hi! It’s cold today. Brrrrrr. I must put on a sweater. Pass me my sweater, please. [Il met son pull] I love wearing sweaters. They’re so comfortable! Good, now I feel nice and warm. So, let’s get to work. Point to the numbers in the drawing and repeat after us. 1. Underwear. Repeat: underwear. 2. A shirt. Repeat: a shirt. 3. A tie. 4. A sweater. 5. Trousers, or pants. I’m American, so I say pants. Repeat: trousers, pants. 6. A T-shirt, an orange T-shirt. Repeat: an orange T-shirt. 7. Bermudas. Shorts are short, bermudas are longer. Careful of the pronunciation: bermudas.

8. Trainers. 9. A dress and a belt. Good. Now go on with your teacher.

Answer our questions, like this: Who is wearing a dress? Julie is. OK. Let’s go! – Who is wearing a tie? – Who is wearing a scarf? – Who is wearing a sweater? – Who is wearing a skirt? – Who is wearing a cap? Now say what Julie is wearing

34 CD 3


5. Oral comprehension: Sophie’s dress problem. Is Sophie in a good mood (de bonne humeur) or in a bad mood? What’s her problem? Listen to these snippets of conversation and tell the class! I hate wearing my uniform. I hate these horrible colours. I hate wearing a tie. I hate school! I hate everybody! [slams door]

36 CD 3

So now, listen to the conversation. Sophie’s mother: Where are you going, Sophie? Sophie: I’m going to school of course. Sophie’s mother: What are you wearing? Dad’s jeans! My sweater! Your brother’s T-shirt! You can’t

go to school in those clothes. Put on your school uniform. Sophie: But I can’t. It’s dirty. Sophie’s mother: Not it isn’t. I washed it yesterday. It’s clean. It’s in the kitchen. Come and get it. [door and foots teps]. Now put on your skirt. Sophie: [she changes her clothes] I hate wearing my uniform. I hate these horrible colours. I hate wearing a tie. I want to wear jeans. Sophie’s mother: Well, dear, you can wear jeans at the club or on Sundays. Now, put on your tie. You know Miss White is very strict about the tie. Sophie: I hate school. I hate everybody! [slams door] Sophie’s mother: Good bye, my sweet little girl.


47

ACT 6

scene 3 37 CD 3

2. What does Jim want? What can’t he have? Listen for information and react.

38 The Grammar Genie: Tea or coffee? CD 3

[sonnerie réveil] Le matin, je me lève toujours trop tard ! Alors vite, je m’habille et je fonce ! En montant au studio, je m’arrête à la cafèt’. La serveuse me demande : Tea or coffee, Mr G.G.? Elle veut un nom, moi une boisson. Je réponds “Tea, please!” En français, tu ne peux pas dire *Je veux Ø thé ou *Je prendrai Ø café. Ce serait pourtant plus simple, non ? Tu es forcé de parler de quantité ! Je prendrai un café ou du thé, s’il vous plait ! En anglais, on ne se complique pas la vie ! Tea, coffee. Le nom seul suffit !

L’important, c’est de nommer le type de boisson ou d’aliment : I want milk. Parfois, quand même, on emploie some, pour indiquer une quantité, sans la préciser. Have some soup! Would you like some bread? Si on t’en propose, c’est qu’il y en a ! Avec some, c’est comme si on te faisait déjà toucher ou goûter toutes ces bonnes choses... . Le message d’aujourd’hui est gourmand. Forcément ! “Tea or coffee?” “Tea, please.” “Do you want some milk?” “Yes, please!”


48

ACT 6


1. Discover how to talk about food. Good morning! I’m hungry and thirsty! What about you? Look at all that food on page 108. So, are you ready? Listen, repeat and say what number it is. – Potatoes. Repeat, potatoes. What number? – Tomatoes. – Beans. – Carrots. Beans and carrots, etc. are vegetables. Repeat, vegetables. Now, fruit. – Bananas. – Grapes. – Strawberries.

Now look at the meat and the dairy products. What number are they? – Chicken. – What about beef? And pork? – Number 14 is ham. Repeat, ham. – Number 16 is cheese. Repeat, cheese. – What’s number 18? Have you got a good memory? We say the number, you say the food. – Number 3. – Number 14. – Number 16. – Number 13. – Number 9. Well done! Now say what you like and don’t like, and then say what you often or never eat and why. Bye for now! See you later!


5. Oral comprehension: At the restaurant. What do they order? Amsteak Restaurant is now open. Mr Mason has invited Julie’s friends for lunch. Note down their order (leur commande). Sit up, be quiet and listen! Ready? Mr Mason: So what are you all having? Order what you like. Sophie: I’d like a tomato soup, a small pizza and a coke, please. Mr Mason: Rob? What would you like? Rob: I’d like a large pizza and a coke. Mr Mason: Julie? Julie: The same for me, please. Mr Mason: Ben? Any salad? Any meat? You know steak is our specialty.

Ben: Um, I’d like a tomato salad, a large pizza and a coke. Mr Mason: How original! Sharon? What would you like? Sharon: Can I have the chef’s salad, please, and a coke? Mr Mason: What about you James? James [chante le slogan Amsteak]: “Amsteak, for you and me, for him and her, for all of us!” I like meat! I’d like a big steak. And a coke. Mr Mason: And for dessert? Ice-cream? Chocolate cake? Apple pie? All: Apple pie, please!


49

ACT 6

Brit food > Speak and listen 1 CD 4

1. “Right or wrong”? If we are wrong, correct us. 1. Great Britain includes England, Wales, and Scotland. 2. The United Kingdom includes Great Britain and Canada. 3. The emblem of England is the rose.

4. The capital of the United Kingdom is London. 5. The capital of Wales is Edinburgh. 6. The capital of the Republic of Ireland is Belfast. 7. The people from Scotland are called the Scots. 8. The people from Wales are the Welsh.


5. Check your reading. If the sentence is correct, say “right”. If it is not correct, say “Wrong” and give the correct information. – For lunch, the British have a very big meal. – They often have a nightcap before they go to bed. – The sandwich is an American invention. – Scotch eggs were invented by the Earl of Sandwich.

3

– You can eat Scotch eggs hot or cold. – The first fish-and-chip shop opened in the 19th century. – Working-class people often had fish and chips. – Today the British do not often eat fish and chips.

Further listening: Welsh Rabbit.

CD 4

– Welsh Rabbit is a simple snack. You can eat it in pubs and it’s quite cheap. It’s a bit like the French croque-monsieur. – First you toast some bread. Then, on the bread, you put a mixture of cheese and beer beaten (battu) with an egg. Finally, you put the toast and the mixture back under the grill so it gets all brown. – But why is it called Welsh Rabbit?

– Some people say it is what hunters (les chasseurs) had to eat when they did not catch any rabbits. Perhaps, but anyway, it’s delicious and easy to make. Why don’t you look for the recipe on the internet? Just type Welsh Rabbit on Google. You know Google, don’t you? G O O G L E.


50

ACT 6

Encore > Listen 4 CD 4

Oral comprehension: Draw what they are doing. Open your workbook and draw all the details. You don’t have to be an artist. Ready? Be quiet! It’s a beautiful day. The sky is blue, the sun is shining and the Wilsons are having a picnic near a little river. Ian is with them. Romeo is swimming in the river with Juliet. Mrs Wilson is eating a roast-beef sandwich and Mr

Wilson is taking a photo of the flowers near the river. James is eating an apple and reading comics. Ian is looking at birds in the tree. There are lots of them singing happily. But the Wilsons’ car is parked under the tree and the birds are making a mess on it. Yuck! The blue car is now all white! Poor Mr Wilson!

> Phonetics 5 CD 4

L’accent de mot. Écoute et entoure la syllabe la plus accentuée. cupboard – uniform – trousers delicious – sandwich – vegetables – tomatoes – margarine – marmalade – oranges Écoute ces phrases et trouve le mot que nous avons remplacé par un BIP. I hate wearing skirts, but I love wearing trousers. Your room is a mess! Put your uniform in the cupboard. I don’t like apples but I adore oranges! Do you prefer butter or margarine? L’intonation. Compare maintenant l’intonation d’un robot avec une intonation naturelle. Quelles différences entends-tu ? I hate mak-ing the beds but I love fry-ing eggs. (Dit en robot, monocorde, haché) I hate making the beds but I love frying eggs. (Dit normalement) L’accent de phrase. Écoute de nouveau la phrase. Souligne les mots les plus accentués, puis conclus dans ton cahier. I hate making the beds but I love frying eggs. Écoute et répète. I don’t want a small sandwich, I want a big one! This isn’t coffee, it’s dirty water!

> Dictation 6 CD 4

The sandwich. Prépare-toi ! – Dis à ton professeur ce que tu aimes mettre dans tes sandwichs ! Vérifie que tu sais orthographier les mots. Écris-les dans ton cahier si nécessaire. – Pour parler de quantité, te souviens-tu ? Some lorsqu’on sait qu’il y en a. Any lorsqu’on ne sait pas s’il y en a, ou lorsqu’il n’y en a pas. Et que signifie little ? – Dans cette dictée, il y a des verbes au passé et des verbes au présent. Vérifie que tu sais les distinguer. Écoute ces phrases et mets une croix dans la colonne qui convient. 1. I wanted a big sandwich. 2. I want a sandwich.

3. I looked in the fridge. 4. I look in the fridge. 5. There isn’t any. 6. There wasn’t any. 7. There weren’t any. 8. There aren’t any. Fais maintenant la dictée. For lunch, I wanted a big sandwich with butter, ham, chicken and tomatoes. But when I looked in the fridge, there wasn’t any meat and there weren’t any tomatoes! There wasn’t even any margarine. So that’s why I’m eating a bread sandwich! It’s delicious! (ironique) Do you want some? (48 words)


51

ACT 6

Rhythm & Rhyme 7

I’m just going out for a moment

CD 4

I’m just going out for a moment. Why? To make a cup of tea. ?Why? Because I’m thirsty. Why? Because it’s hot. Why?

Because the sun’s shinning. Why? Because it’s summer. Why? Because that’s when it is. Why? Why don’t you stop saying why? Why?

Down by the pond I’m fishing. Don’t talk, anybody, don’t come near! Can’t you see that the fish might hear? He thinks I’m playing with a piece of string; He thinks I’m another sort of funny sort of thing.

But he doesn’t know I’m fishing He doesn’t know I’m fishing. That’s what I’m doing Fishing.

ACT 6


1. Comprends-tu lorsqu’on parle de vêtements ? Prépare tes crayons de couleur et dessine les vêtements dont nous parlons. /5 1. a blue dress with a red belt. 2. blue trainers and white socks. 3. a red scarf. 4. black trousers. 5. a green shirt and a green and black tie. 2. Connais-tu le vocabulaire de la nourriture ? Écoute et note l’intrus dans chaque série. /5 (Enlever 2 points par erreur). 1. apples, strawberries, bananas, grapes, oranges, beans. 2. jam, chicken, beef, pork, ham, bacon, steak. 3. cereal, coke, bacon and eggs, bread and butter, marmalade, honey, orange juice. 3. Ces mots marchent par paires. Nous te donnons le premier, tu notes le second. /5 1. bread and ... 2. fish and ... 3. coffee and ... 4. food and ... 5. shirt and ... 4. Sais-tu distinguer les deux présents en anglais ? Note les numéros des phrases qui décrivent une situation particulière, qui se déroule au moment où l’on parle. /5 (Enlever deux points par erreur). 1. Mr Mason is making a cup of tea. 2. He is bringing it to Mrs Mason. 3. He brings Mrs Mason a cup of tea every morning when she wakes up. 4. Mark is peeling the vegetables. 5. Well, I never peel the vegetables!

5. Peux-tu dire s’il y en a, ou non? Note le signe “plus” s’il y en a, le signe ‘moins’ s’il n’y en a pas, et un point d’interrogation si on ne sait pas. /10 1. There’s some cake on the table. 2. Are there any biscuits in the box? 3. I haven’t got any milk. 4. Do you want some fruit? 5. She didn’t buy any cheese. 6. Reconstitue la liste de courses de Madame Wilson. Note les quantités si nécessaire. /10 (Un point par item noté avec la quantité, un demi-point si la quantité manque. Les aliments sont en gras dans le texte.) [At the local grocer’s. Doorbell.] Grocer: Good morning, Mrs Wilson! What can I do for you today? Mrs Wilson: Hello! I’d like three bananas, 500g of apples and two oranges please. Grocer: There we go darling. Two oranges, three bananas and half a kilo of apples. What else? Mrs Wilson: Have you got any Cheddar cheese? Grocer: Certainly! How much do you want? Mrs Wilson: About 3OO grams. Grocer: Here you are. 300 grams of delicious Cheddar. Mrs Wilson: And I’d like a bottle of milk, a box of salt, a packet of coffee. Grocer: Milk, salt, coffee. What else? Mrs Wilson: Eggs. A dozen, please. And some marmalade. Grocer: Here they are. And? Mrs Wilson: [reading her list] Bananas ..., yes, a bar of chocolate, and that’s all. Grocer: Chocolate? A big one or a small one? Mrs Wilson: A big one! It’s for James!


52

ACT 7

Introduction 9

The City and the Tower of London.

CD 4

Hello there! How are you today? I’m fine, and it’s lovely and sunny outside. So, down to work. Listen and answer our questions. – The City of London is the business district of London. It is very modern, isn’t it? – There are also some old buildings there, aren’t there? – The big modern building in the middle is called “The Gherkin” (Le Cornichon). Does it date from the 18th century, the 20th century, or the 21st century? – Is it made of glass or brick? – In this photo, what is the weather like?

– The old building on the right is the Tower of London. Do you think it was a castle, a bank or a school? – Today it is a museum. You can see the Crown Jewels there (les joyaux de la couronne). Does the monarch live there? – Turn to page 129 of your book. Can you see The Tower? Good. It was built by a Norman, William the Conqueror (Guillaume le Conquérant). So, was it built in the 11th century, the 19th century or the 21st century? Bye for now! See you soon!

ACT 7


2. What must / mustn’t the actors do? Listen for information and react. James is an actor now. He is playing the role of Oliver in a musical based on Oliver Twist by Charles Dickens. Mark is the director of the play. They are ready to start. What must they do? What mustn’t they do? Ready? Then, let’s listen!

11 The Grammar Genie: Must / mustn’t. CD 4

Quand j’étais petit, je passais toutes mes vacances chez ma grand-mère. Elle était gentille Granny G.G., mais elle n’arrêtait pas de me mettre la pression ! Si je rêvais en jouant aux cartes, elle me disait : You must concentrate! Si je restais traîner à la maison, elle me disait : You must go out and get some exercise! Et en disant ça, elle me poussait dehors. Elle poussait sans arrêt pour que je fasse les choses et moi, plus elle poussait, plus je résistais ! Et si jamais je faisais quelque chose d’interdit, elle

me prenait par le col et elle me tirait en arrière ! You mustn’t do that! Ma grand-mère, elle était sévère, mais qu’est-ce que je l’aimais ! Le jour où elle est morte, j’ai beaucoup pleuré. Et puis j’ai entendu sa petite voix qui me disait si doucement, si gentiment : You mustn’t cry, Honey. You mustn’t cry. J’en ai fait mon message, pour aujourd’hui. You mustn’t cry, Honey! You must live your life and be happy.


6. Listen and say if it is allowed or forbidden. What can they do? What must they do? What mustn’t they do? 1. In the street: [bruit de voiture qui se gare.] Policeman: What are you doing, madam? Driver: I’m parking my car. It’s allowed, isn’t it? Look! Policeman: Sorry! You mustn’t park here today. We’re waiting for the Queen, you see. Driver: The Queen! Wow!

2. At the doctor’s: Doctor: Say ‘ah’. I see. Well, Mr Brown, you must go home and you mustn’t see anybody for a week. You’re contagious, I’m afraid. Mr Brown: Bother! Must I stay in bed? Doctor: No, You can get up if you like. But stay in your room. Eat a lot of fruit, drink a lot of water and relax! And remember. No visits!


53

ACT 7


1. Discover how to talk about jobs. Hello again. I like my job. I’m an actor. What do you want to be later on? A pilot? A fireman? A businessman? A clown? No? Well, let’s learn the names of some other jobs. Listen, find the job and then react. For example, we say: a driver drives. You say: Brian is a driver. Do you understand? Good, let’s go! – A postman delivers the mail. – A doctor looks after patients. She needs a stethoscope. – A waitress serves in a restaurant. She needs comfortable shoes. A waitress or a waiter.

– A teacher teaches. He needs a blackboard. – A salesperson sells things in a shop. He doesn’t need special equipment. A salesperson. – A gardener gardens. He needs special tools (des outils). – A night watchman guards a building. A night watchman. – And a photographer takes photos. He needs a camera. A photographer. Now what other jobs do you know? Tell your teacher.


3. Listen and identify the job. Then talk about its obligations. 1. What is Mikhail’s job? [musique de piano : Mikhail Rudy jouant un extrait des “Tableaux d’une Exposition” de Moussorgsky] 2. What does Clare do? Clare: So, you want to try on these blue trousers, and this jacket? Come this way, please. [bruit de grand magasin] Yes, they’re perfect for you! Look! And the colour suits you.

3. What does Henry do? [bruit de tondeuse sur fond de jardin] 4. What does Susan do? [bruit de restaurant] Man: Can I have the bill, please? Susan: So soup, an omelette, a salad, a carafe of house wine and a coffee. £2.20 and £3 are £5.20, ... £10.20 please.


5. Oral comprehension: Rob’s father’s job. Rob’s father is in a TV quiz. The participants have to guess each other’s jobs as quickly as possible. So listen and see if you can find Mr Shintre’s job. Ready? Sit up and listen! Host: So Mrs Robin, are you ready? Go! [clock ticks] Mrs Robin: Do you wear a uniform, Mr Shintre? Mrs Shintre: Yes, I do. Mrs Robin: Do you work outdoors? Mrs Shintre: No, I don’t. I work indoors. Mrs Robin: Do you need special equipment? Mrs Shintre: Well, I need a telephone, a walkietalkie, and keys.

Mrs Robin: Do you work by day? Mrs Shintre: No, I work nights. Mrs Robin: You are a night watchman, aren’t you? Mrs Shintre: Yes, I am. But where? Mrs Robin: Do you work in a public building? Mrs Shintre: Yes, I do. Mrs Robin: A bank? A station? An airport? A post office? A museum? Mrs Shintre: Right. I am a night watchman at the British Museum. Host: Mrs Robin has guessed in 29 seconds. Now your turn, Mr Shintre. Ready? Go!


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ACT 7


2. What are they going to do? Listen for information and react. What are they doing? What are they going to do? Look at the picture and answer our questions. Ready? 1. Is Mark standing up or sitting down? 2. What is he going to do? Is he going to steal a car? 3. Is the cat looking at the dog?

4. Is it going to eat the mouse? 5. What do you think Romeo is going to do? 6. What do you think Rob is going to mime? Now listen and find out what the friends are going to do. Ready?

17 The Grammar Genie: The go-future. CD 4

Ma grand-mère, c’est fou ce qu’elle savait faire avec la grammaire ! Par exemple, prédire l’avenir en étant sûre de ne pas se tromper ! Comment ? D’abord, elle observait. « Tiens, le ciel est plein de nuages ! » Ensuite, elle raisonnait. « Au bout des nuages, il y a l’orage ! » Enfin, elle annonçait : It’s going to rain! Et à coup sûr, ça se produisait. [tonnerre et pluie qui commence]

Ce qu’elle avait compris, grand-mère, c’est qu’avec be going to, le présent mène droit au futur. Tout est en place pour que ça se fasse ! [pluie qui ruisselle fort] Maintenant écoute bien mon message ! The black cat is watching the mouse. He’s going to eat it!


4. Say what is going to happen. 1. Imagine Mark. What is he going to do? [réveil qui sonne. ahhh !] 2. Imagine Mr Shintre. [pas avec écho dans salle, bruit de clefs] 3. What about Julie’s father, Mr Mason? [bruit de rue, puis de tonnerre] Oh dash, I haven’t got my umbrella.

4. And what about James’s mother, Mrs Wilson? Mrs Wilson: How much are the oranges? Salesperson: £1 a kilo dear. Mrs Wilson: What about the bananas? Salesperson: £1. 50 a kilo. Mrs Wilson: And the apples? Salesperson: 25p. a piece


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ACT 7


1. Discover how to talk about holiday plans. A: The holidays are here! I love July and August! I love summer! The sun! B: Calm down! Why are you so excited? What are you going to do? A: I’m going abroad. To Italy and to Greece. What about you children? Are you staying in France or going abroad? If you’re staying in France, repeat: I’m staying in France. If you’re going abroad, repeat: I’m going abroad. And now look at the photos and drawings in your book. We say a sentence, you point to the number which corresponds and repeat. OK? Does everybody understand? Is everybody ready? Off we go!

– Next July, I’m going to the seaside. [bruit de mer] Repeat: the seaside. – Well, I’m going to the mountains. [bruit de montagne : clochettes, vaches et chants autrichiens] Repeat: the mountains. – I’m going to the country. [vaches] I’m going to camp. Repeat: the country. – I’m going abroad. I’m going to travel around Europe. Repeat: to travel. – I want to visit famous cities and monuments. I want to go sightseeing. Repeat: to go sightseeing. – Well, I’m going to relax and sunbathe in the sun! Repeat : to sunbathe. Now tell the class where you are going and what you are going to do.


5. Oral comprehension: Jim Ricotti’s plans after he escapes. Jim Ricotti is in prison, but he wants to escape. He is thinking about his first days as a free man. What are his plans? Listen. Ready? Jim: When I am out, first I must find a car and drive to London. Max: Find a car? You mean steal a car? Jim: Well, I can’t very well buy one ... or rent one! Max: But London is full of police! Jim: It is full of tourists too! I’m going to be one of

them and go sightseeing. I want to visit the Tower of London and the British Museum. Max: The Tower of London, where the Crown Jewels are! You’re not thinking of ... . Jim: No, I’m not going to steal them! But there are lots of tourists there. And in the British Museum too! So there are lots of pockets. And lots of money in the pockets!


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ACT 7

Two towers > Listen and speak 21 CD 4

1. Listen and say what square they are in. A1? D4? Etc. Ready? Then let’s start! – Find St Paul’s Cathedral. It’s one of the longest cathedrals in the world! So, what square is it in? – Find the Queen’s residence, Buckingham Palace. Square? – Can you see it? It’s a fortress and a museum. It’s the Tower of London. – Look for the Prime Minister’s residence. At 10, Downing Street. – It’s a bridge near the Tower of London. So it’s called Tower Bridge.

– It’s a church, an abbey, Westminster Abbey. That’s where the Kings and Queens are crowned and buried. Find it and say what square it’s in. – It’s a big store called Harrods. You can buy what you like there. If you’ve got the money, of course! – Look at number 13. It is London Bridge. It was the first bridge in London. It was built by the Romans, and it was the only bridge in London until the 18th century. What square is it in?


5. Listen and check your reading. Did you read well? Say “right” or “wrong”. If it is wrong, correct us. If it is correct, repeat the sentence. – The Tower of London was a fortress. – It was built by William the Conqueror in the 19th century. – It was used as a prison.

– Today the Tower is a museum. – The guards of the Tower are called beefeaters because they wear black uniforms. – The Gherkin Tower is a Medieval tower too. – It is an office building made of glass. – It uses 90% less energy than other buildings.

23 Further listening: Tourists in London. CD 4

Say where these tourists are going. What are they going to do there? 1. Woman: Taxi! Buckingham Palace, please. What time is the Changing of the Guard? Taxi driver: At 11 am. It’s 1O:45! No problem. 2. Bus conductor: Fares please! Tourist: Two to Harrods, please. Bus conductor: £2 please.

3. Man: Where is the British Museum, please? Woman: Over there. Look! 4. Woman US: Taxi! London zoo, please. 5. Tourist: How can I get to Wimbledon, please? Ticket man: Wimbledon? Take the District Line direct. Tourist: Thanks.


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ACT 7

Encore > Listen 24 Oral comprehension: Ben’s trip home. CD 4

Ben is going home. Listen and look at the map of the United States to follow his itinerary. Then listen again and draw his route. OK? Are you ready? Well then, listen. Aliette: You are going home next week, aren’t you, Ben? Ben: Yes, but not directly. First we are flying to New York City. Aliette: Are you going to do some sightseeing? Ben: Yes, we are. I want to see the Statue of Liberty and go up the Empire State Building.

Aliette: And then? Ben: Then we’re going to fly to Chicago where Dad has a meeting and after that we are taking a vacation. We’re going to Arizona to spend a week at the Grand Canyon. Aliette: Wow! You are lucky! Ben: We’re going to go camping. And then we’re going home. And I’m going to spend the rest of the vacation on the beach or in the water!

> Phonetics 25 CD 4

L’accent de mot. Écoute, entoure la syllabe la plus accentuée et conclus dans ton cahier. injection – concentration – obligation – destination invasion – coronation – question – dictation Écoute et trouve le mot que nous avons remplacé par un BIP. The doctor is going to give his patient an injection. Please, answer my question! Concentration is essential for an actor. New York or Sydney? What is your holiday destination? Must / Mustn’t. Quand tu parles d’obligations et d’interdictions, fais attention à la différence entre must et mustn’t. Il faut repérer la particule négative, n’t, dont le ‘t’ final a tendance à disparaître. Entraîne-toi ! Écoute et entoure le numéro des phrases qui sont des interdictions. 1. You mustn’t wear your hat. 4. You mustn’t sing this now. 2. You must wear your hat. 5. I mustn’t take a photo. 3. You must sing this now. 6. I must take a photo. Écoute de nouveau. Dans ton cahier, barre les consonnes que tu n’entends pas, puis conclus. You mustn’t wear your hat. You must sing this now. I mustn’t take a photo. I must take a photo. L’intonation. Pour les interdictions, l’intonation est importante ! Écoute, indique par une flèche ce que fait la voix à la fin de chaque phrase, puis répète en prenant le ton. You mustn’t eat chewing-gum! Don’t make a noise! Smoking is forbidden!


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ACT 7


Hollywood. Prépare-toi ! Dis à ton professeur quels mots te viennent à l’esprit quand tu penses à Hollywood. Vérifie que tu sais les écrire. Note-les dans ton cahier si nécessaire. Regarde maintenant la carte et les photos dans ton cahier. Vois-tu le district de Hollywood ? De quelle ville fait-il partie ? Vois-tu Sunset Boulevard ? Voistu Hollywood Boulevard ? C’est là que les célébrités du cinéma ont leur nom et leurs mains gravés dans des étoiles sur le trottoir. Et maintenant, observe les symboles du temps – The weather – et note le numéro de nos phrases à côté du symbole correspondant. 1. It is raining again! Rain, rain, rain. 2. It’s very windy. Brrrr, I’m cold! 3. It’s sunny. How lovely! What beautiful weather! 4. And now it’s snowing. Do you like the snow?

27

D’après-toi, quel rapport y a-t-il entre le temps et CD 4 Hollywood ? Repère la réponse dans la dictée. Next August I am going to Hollywood. Do you know why the film industry moved from New York to California? Because of the weather, of course. It is always sunny there. I am going to visit Sunset Boulevard where the first studio opened in 1911 and I mustn’t forget Hollywood Boulevard where you can see the stars’ names on the sidewalk. (61 words)

ACT 7

Rhythm & Rhyme 27

London Bridge

CD 4

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London Bridge is falling down, Falling down, falling down, London Bridge is falling down, My fair lady.

London Bridge is falling down, Falling down, falling down, London Bridge is falling down, My fair lady.

How shall we build it up again, Up again, up again, How shall we build it up again, My fair lady ?

How shall we build it up again, Up again, up again, How shall we build it up again, My fair lady ?

London’s burning

London Town

CD 4

London’s burning, London’s burning, Fetch the engines, Fetch the engines, Fire! Fire! Pour on water! Pour on water!

How many miles To London town? Three score and ten. Can I get there By candlelight? Yes, and back again.


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ACT 7


1. Connais-tu les noms de métiers ? Nous te disons ce qu’ils font, tu dis de quel métier il s’agit. Si nous disons Tim teaches, tu écris a teacher. Ready? /5 1. Helen sells clothes in a shop. 2. John takes photos. 3. Janet serves food in a restaurant. 4. Jack plants flowers and waters them. 5. Peter has a lot of patients. He uses a stethoscope and gives medication. 2. Peux-tu dire si c’est obligatoire, interdit ou permis ? Ready? /5 1. During the play, you mustn’t use your mobile phone. 2. You can use it during the interval. 3. Doctors must wash their hands regularly. 4. A driver mustn’t drink and drive. 5. A night watchman isn’t allowed to sleep at night. 3. Peux-tu dire si on parle du présent ou du futur ? Écris P pour présent ou F pour futur. /5 1. What are you doing? [sniff sniff] Are you making a cake? 2. I’m going to the restaurant with my grandmother next Saturday. 3. It’s going to rain again tomorrow. 4. Look at him! He is gardening in the rain. 5. Why is she wearing her uniform? She isn’t at work!

© Hachette Livre - Photocopies autorisées

4. Nous te disons ce qu’ils vont faire. Dessine ce qu’ils tiennent à la main. /5 1. Mark is in the street. He is going to open his car door. 2. James is at the Amsteak restaurant. He is going to eat a big steak. 3. The teacher is standing near the blackboard. She is going to write the date. 4. Aliette is going to brush her hair. 5. The postman is going to put the mail through the letter box.

5. Tu as maintenant des connaissances sur Londres. Réponds à notre quiz. /10 1. Write the name of the famous Circus with a statue in the middle called Eros. 2. What is the name of the first bridge in London? 3. Write the name of the Palace where the Queen lives. 4. Write the name of the business district. 5. What is the name of the big department store in Knightsbridge? It begins with an H. 6. What is the name of the famous clock? It is part of the Houses of Parliament. 7. London is situated on a river. Write its name. 8. Do you remember the big square with the statue of Admiral Nelson, two fountains and the National Gallery? Write its name. 9. And now, the Tower of London. Who built it? He was a Frenchman, from Normandy. 10. Originally, the Tower was a fortress. What was it after that? What is it today? 6. Écoute Paul et Brad parler de leurs vacances. Note en français leurs destinations, avec qui ils partent et ce qu’ils vont faire. /10 Paul: Hello Brad! So, where are you going for your holiday? Brad: I’m going to France. What about you, Paul? Paul: Well, I’m going to fly to Morocco. Brad: Ah! The sun! The beach! Paul: The sun, yes, but I’m not going to the beach. I’m going to walk in the desert for a week! Brad: The desert! Really! Are you going with a group? Paul: Yes, with a group of friends. We’re going to camp and live with the touaregs. Brad: What an exciting holiday! My family and I are going to Brittany. Paul: What are you going to do? Brad: We’re going to do some sightseeing. I want to visit Carnac. And we’re going to swim of course! And sunbathe. That is, if the weather is good! Paul: Well, have a great time! Brad: Thanks, you too!


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Epilogue

Introduction 32 The British Museum, in London. CD 4

Hello. How are you today? Well, the holidays are almost here. Perhaps you’re going to London? I am. And I’m going to the British Museum, of course. But first, let’s do some work. Look at the picture and say “Right” or “wrong”. If it is wrong, correct us. – This is the British Museum. It is a very big important museum in London. – This is the Interior Court, inaugurated for the Millennium in 2000, and it is a combination of modern and older styles.

– In particular, the stairs and the roof are very old. – This interior court forms a ring around a circular building. – The architects used brick for the roof. – The court isn’t very light. In fact, it’s very dark. – When the photo was taken, there was an exhibition about Egypt called Mummy, the Inside Story. – This indicates that there are a lot of mummies in the British Museum.

Epilogue 1

Ricotti’s escape > Speak and listen 33 CD 4

2. Listen and check your reading. Right or wrong? Repeat if we are right, correct us if we are wrong. – Jim Ricotti escaped from Reading hospital. – He jumped out of an ambulance at a traffic light. – After he escaped, he went directly to the train station. – He was dressed in his prison clothes.

34 CD 4

– He stole some money from a woman in a shopping centre. – Then he went to a pub for lunch. – He ate fish-and-chips and drank four glasses of wine. – When he left the pub, he was arrested by the police.

3. Test your memory. We give you the base form. You say the preterite. 1. buy. 2. come. 3. drink. 4. drive. 5. eat.

Now we give you the preterite. You say the base form. 1. had. 2. went. 3. took. 4. stole. 5. saw.


6. Listen and say what they did. Yesterday Mrs Macguire, Sophie’s mother, went shopping. What happened? 1. Mrs Macguire: Taxi! Oxford Street please. Come on, Shawna! 2. [bruit de grand magasin] Mrs Macguire: Sit here Shawna and try these shoes on. Saleslady: Do you like them? Shawna: Yes, I love them. Mrs Macguire: OK, I’ll have them. How much are they?

3. Shawna: Look Mummy! There’s Bruce Willis! Mrs Macguire: Oh yes! Shawna: Can I have your autograph, please? 4. Mrs Macguire: Shawna? Shawna? Where are you? Shawna: Here I am! Mrs Macguire: Hiding again! Come on now! 5. Mrs Macguire: Thief! Thief! Store detective: What is it, Madam? Mrs Macguire: That man stole my bag. Quick! Go after him


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Epilogue 2

Mark’s trips > Listen and answer 36 CD 4

1. Listen and answer. Hello again! What’s the weather like in your part of the world? Here, it’s absolutely horrible. It’s windy, it’s raining and it’s cold. Mark is lucky. He often travels to sunny countries. OK, now look at the drawings, listen to us, and react. For example, we say: He saw the Eiffel Tower. You say: He saw the Eiffel Tower in Paris. – He saw the Pyramids.

– He rode a scooter. – He bought a rug. – He drank a lot of coffee. – He spoke French. – He ate a lot of spaghetti. – He bought a lot of oranges. – He took a lot of photos.


2. Listen and say how long ago. We give you a time in the past, you say how long ago. For example, if we say: Mark went to Wales in 2003. You say: He went to Wales 1, 2, 3 years ago. Ready? – Mark went to New York in 2002.

– He bought a new car last December. – He took tennis lessons in 2003. – He drove to Scotland last November. – He met Prince William last Monday.


5. Oral comprehension: More about Mark’s trips. Sharon and Rob are talking to Mark about his trips. Where did he go? When? Open your Workbook and note down the information. Sharon: So you’re a great traveller, Mark? Mark: Yes, I travel a lot for my job. In fact, I love travelling. I went to Morocco in 1997, to Paris in 1998, to Spain last year, and to Hollywood six months ago.

Rob: Hollywood? You made a film in Hollywood? Mark: Not exactly. I went there to teach Julia Roberts how to speak with an English accent. Rob: Julia Roberts! You taught Julia Roberts? Lucky you! Sharon: Lucky her!


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Epilogue 3

At the British Museum > Listen and speak 39 CD 4

1. Listen and answer our quiz on Egypt. 1. Where is Egypt? Is it in Africa, in Asia, in America? 2. What is the river in Egypt called? The Seine? The Thames? The Nile? 3. What is the capital of Egypt? Cairo? Luxor? Abu Simbel? 4. Where is Cairo? On the Red Sea? On the Nile? On the Mediterranean Sea?

5. Where are the Pyramids? Mainly in the region of Cairo? Of Luxor? Of Abu Simbel? 6. What was an Egyptian King called? An emperor? A pharaoh? A pasha? 7. What happened in the pyramids? The pharaohs lived there? They got married there? They were buried there?


4. Listen and check your reading. “Right” or “Wrong”? Say right if we are right. Correct us if we are wrong. – Ginger is a 5OOO year-old mummy. – When an Egyptian died his body was embalmed. – The dead body was washed with wine and water from the Thames. – The internal organs were removed because they decompose.

– The body was then covered with butter. – Seventy days later, the body was washed again and covered with oil. – Then the mummy was wrapped with strips of plastic. – The mummies were placed in two coffins, one inside the other.


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