Al7an01tepa0109 Sequence 03

> From Africa
to America
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Cned Acadmie en ligne
Chapitre 1
> Civilisation et culture
Chapitre 2
> Texte 1 : I have a dream
Chapitre 3
> Prononciation et vocabulaire
Chapitre 4
> Grammaire
Chapitre 5
> Prsentation orale du texte
Chapitre 6
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101
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> Texte 2 : The Colour of Water
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Chapitre 7
> Prononciation et vocabulaire
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Chapitre 8
> Expression crite - crire un dialogue
Chapitre 9
> Pratique de la traduction
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Chapitre 10 > Prsentation orale du texte
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ontenu de la squence 3
Let my people go Le mythe amricain dj corrompu
ette troisime squence aborde un aspect essentiel du monde amricain : lesclavage des Noirs
dans les tats des Etats-Unis du sud alors mme que le pays se proclamait le pays de la libert,
la division profonde entre les Amricains du nord et du sud concernant labolition de cet esclavage,
la guerre de Scession qui en rsulta (1861-1865) et la longue lutte pour les Droits civiques des Noirs
au XXe sicle.
Civilisation et culture
From Africa to America Slavery Civil

War the fight for Civil Rights of African
Americans.
Comprhension crite
I have a dream, Martin Luther Kings

speech
The Color of Water
Expression orale
I have a dream : prsentation orale

The Color of Water : prsentation orale
Prononciation : le rythme dans un discours ;
lintonation montante ou descendante
Expression crite
Insrer un dialogue dans une narration
Mthodologie
Savoir classer les mots : suffixes en dom

et -hood
Vocabulaire : la condition des Noirs ;
lexpression des sentiments ; les verbes
introducteurs du discours direct
Traduction : le niveau de langue
Comptence linguistique
Lexpression de lavenir avec will ;

limpratif ; les articles
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Civilisation and culture :

from Africa to America
Task
Read the information and study the documents before answering
the questions. What is slavery?

Slavery has been imposed on people since mankinds earliest history. When a clan defeated another clan,
the prisoners could be killed or become *bound to their captors. They would work for them and were a
*commodity to be sold. Slavery didnt necessarily mean brutality. Some slaves would eventually be freed.
But slavery in the Americas was a different story.
The early European colonials in America (Portuguese, Spanish, Dutch, French and British) of the 16th century
saw how profitable it was to colonise the New World with cheap *labour. The native Indians were not strong
and were decimated by the European diseases. This was not the case for the Africans who had immunity from
earlier contacts with Europeans. The lucrative slave trade started between Africa, Europe and America.
The first Africans in the American colonies landed in Virginia one year before the Pilgrims landed in New
Plymouth. The Negroes were soon indispensable for southern agriculture like cotton, tobacco and rice. But
although they worked side by side with whites the colonial laws quickly came to exclude them. Inter-racial
marriages were forbidden, the courts treated a black criminal more harshly, it was forbidden to educate
blacks, African religious practices were *outlawed as well as African languages and dances. Their conversion
to Christianity went without saying.
White immigrants viewed blacks as different. A group of slaves or of poor who were *untrustworthy, sexually overactive and overgrown children who could be treated harshly and were to be distinguished by their
black colour.
Photo du film Amistad (1997) AKG-images TM & Dreamwork/Cooper, Andrew
This film by Steven Spielberg (1998) was based on a novel by Alex D. Pate (1997).
It relates an historical event which took place in 1839.
About 50 Africans had been captured in Africa and taken abord the Spanish slave ship Amistad.
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They managed to seize the ship and killed two crewmen.

However, the Amistad was seized by a U.S ship and the Africans were put on *trial.
They were eventually freed as it was argued that everyman can escape from illegal* bondage.
Those who had not died were returned to their homeland in Sierra Leone.
The film had a great impact as it showed the life and death on board a slave ship. The trial was also the
occasion to depict how the US were divided between the supporters of slavery and the abolitionists.
Vocabulary help
To bind (bound, bound) = lier

a commodity = une denre
labour = main duvre
outlawed = dclar illgal
untrustworthy = indigne de confiance

a trial = un procs
bondage = esclavage
Do the following work.

a) Tick the correct answers.
1. Slaves were bought and sold.
Yes No
2. Slavery has always been a common practice throughout history.
Yes No
3. The French were slave traders.
Yes No
4. The Indians were as strong as the Africans.
Yes No
5. Only Blacks worked in cotton fields.
Yes No
6. African songs and dances were encouraged to keep the slaves happy. Yes No
7. Colonial laws were set to protect the black slaves from their masters. Yes No
8. As a consequence of the colonial laws, poor whites began to see character Blacks as different
from them.
Yes No
b) Describe the still from the film Amistad: place, time, and people. Indicate what may have
happened previously. Imagine this mans feelings.
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Check your work.
Task
The Road to Freedom
Read the information and study the illustrations (on the next page).
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Harriet Tubman (1820-1913) was a runaway

slave from Maryland. She led hundreds of slaves to freedom and was called the Moses of
her people. She would lead them along the
Underground Railroad, a secret route from the
South to the North where fugitives could find
safe houses. Later she became a spy for the
Union during the Civil War and was a leader in
the abolitionist movement.
In the 1850s controversy was strong concerning
the slavery issue. The Northern states of the US
did not allow slavery. As the nation expanded
westward, the new states were closed to slavery. They were called free states. However
the southern states didnt like having new free
states as their neighbours. Moreover, there were
skirmishes in new states which had both slaves
and free Negroes as in Kansas.
In 1852 a woman writer, Harriet Beecher Stowe,
published a novel denouncing the cruelty of slavery: Uncle Toms Cabin. It portrayed the life of
Tom, a slave who is sold to a new master and
left to die after a beating. The book showed the inhumanity of slavery which separated a Negroe from
those he loved and made him a subhuman exposed to incredible violence, without any control over
his life. It was a huge success and contributed to the indignation againt slavery in the Northern states
and to the abolitionist cause.
Now give a definition for the following expressions, using the documents
a) The Underground Railroad
.............................................................................................................................................................
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b) A free state
.............................................................................................................................................................
c) An abolitionist
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Check your answers.
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Task
The Civil War
Read the following statements and complete

them with words from below
The Confederate flag
Now, therefore I, Abraham Lincoln, President of the United States, do order and declare that all persons
held as slaves within said designated States, and parts of States, are, and henceforward shall be free.
Portrait de Abraham Lincoln

AKG-images
Read the following statements and complete them with words from the
list below.
Union, bloody; issued; elected; secede; surrender; slavery; Lee; represents; Grant; thirteen;
Southern; assassinated; Blacks.
By the time Abraham Lincoln was ................................... president in 1861, the Civil War had already
started.
The reason was that the Southern states had decided to .................................. (faire scession) from
the Union.
The Southern States wanted to continue .................................. while the Northern States wanted to
abolish it in the whole country.
The general in command of the South was General ......................
The generals in command in the North were Sheridan and ..........................
The Confederates represented the .............................. forces.
The ......................... represented the Northern forces.
The flag on the left above ............................ the Union.
The confederate flag represents the .............................. states which supported the secession.
Lincoln .............................. the Emancipation Proclamation in 1863, during the war.
After the abolition of slavery some ........................ joined the army of the Union.
The Civil War was extremely ............................., ending with 620,000 dead.
The war ended in 1865 with the .......................... of General Lee.
That same year, President Lincoln was ..................................
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Task
Document iconographique Gone With The Wind
Observe the poster and read the caption.
Affiche du film Gone with the wind collection Christophel
Based on a novel by Margaret Mitchell which came out in 1936 and was a reconstruction of the Civil
War period, this film by David Selznick was released in 1939 and was an immense success. Some rank
it as the most popular film of all times. It featured Clark Cable and Vivien Leigh.
Oral
exam
The following work is for students preparing the oral examination

Describe the film poster as if you were presenting it for an oral examination. Prepare the notes on your
own paper first then record your presentation.
Compare your work with the Model Answers.
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Task
Enrich your vocabulary
Relevez les mots nouveaux classs dans diffrents domaines. Donnez une traduction franaise ou un
quivalent anglais.
Domaine des appellations
Domaine de lesclavage
Domaine de la politique
Africans
Slave
A state
Europeans
Slavery
Join
Negroes
Bondage
Be elected
Slaves
Bound
Support
Free men
Captured
Be issued
Whites
A slave ship
Surrender
Blacks
Escape
A flag
African Americans
An escapee
Secede
Emancipation
Abolish
Abolition
Segregation
Flee
Whats on the Internet?

www.filmsite (pour des critiques de Gone with the Wind et Amistad)
www.usbol.com/ctjournal/Slavery2.htlm
www.bibliomania.com (pour des critiques de Uncle Toms cabin)
www.thirteen.org/edonline/lessons/mlk/orga.htlm
http://odur.let.rug.nl/-usa/H/1994/ch6
Films
Nous vous conseillons vivement de voir et revoir Gone With the Wind et Amistad
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Texte 1 : I have a dream

Ce travail est faire par tous.
Task
Anticipation
Read a chronology of the race relations in the US from 1868 to 1968.
1868
Black people become American citizens. Meanwhile Southerners set up the Ku Klux Klan, a group of
white racists.
1870
Black people are given voting rights.
1875
The Civil Rights Bill condemns segregation in public places. However, in the South new laws reinforce
segregation.
1954
Racial discrimination in schools is outlawed.
1955
Creation of the nonviolent Southern Christian Leadership Conference (SCLC) by Martin Luther King a
black Baptist minister.
1957
President Eisenhower sent paratroopers to Little Rock (Arkansas) to impose integration of black children
in local schools.
1963
After a lot of violence against black people throughout the South, some 200,000 demonstrators march
to the Lincoln Memorial in Washington D.C. to demand civil rights for the African Americans. Martin
Luther King gives his famous I have a dream speech to the crowd.
1968
Martin Luther King is assassinated in Memphis, Tennesse, on April 4. The 4th April is a national holiday
in the USA: Martin Luther Kings day.
Anticipation
Using the information above anticipate the content of the speech delivered by Martin Luther King,
entitled I have a dreamin some 80 words. (Use be going to, will, may )
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Task
Listen to Martin Luther Kings speech on the CD twice.
CD1
Enr. 18
Observe Kings charisma, notice the way he uses his voice. Pick out the keywords that are repeated
several times. Classify them as indicated.
Keywords associated with discrimination against
the black people in the U.S.
Keywords suggesting optimism for the future of

the black people in the U.S.
Check your work now.
Task
Listen and read
Martin Luther King, 1966 AKG images.

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I have a dream
Texte
Bac toutes sries
Flash bac
Lisez par groupes de
sens, ne vous arrtez
pas aux mots inconnus,
lisez jusquau bout
sans vous arrter.
I say to you today, my friends,

even though we face the difficulties of today and tomorrow,
I still have a dream.
It is a dream deeply *rooted in the American Dream.
5 I have a dream that one day this nation will rise up
and live out the true meaning of its *creed:

We hold these truths to be self-evident, that all men are created equal.
I have a dream that one day, on the red hills of Georgia,
the sons of former slaves and the sons of former slave-owners,
10 will be able to sit down together at the table of brotherhood.
I have a dream that one day, even the state of Mississippi,
a desert state *sweltering with the heat of injustice and oppression,
will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation
15 where they will not be judged by the color of their skin
but by the content of their character.

I have a dream today.
I have a dream that one day down in Alabama, with its vicious racists,
with its governor having his lips *dripping with the words of interposition and *nullification,
20 one day, right down in Alabama
little black boys and black girls will be able to join hands
with little white boys and white girls as sisters and brothers.
This is our hope. This is the *faith that I will go back to the South with.
25 With this faith we will be able to *hew out of the mountain of despair a stone of hope.
With this faith, we will be able to transform the *jangling discords of our nation
into a beautiful symphony of brotherhood.
With this faith, we will be able to work together, to pray together,
to struggle together, to go to jail together, to stand up for freedom together,
30 knowing that we will be free one day.
This will be the day when all of Gods children will be able to sing with new meaning:
My country, this of thee,
Sweet land of liberty,
Of thee I sing:
35 Land where my fathers died,
Land of the Pilgrimspride,
From every mountain side,
Let freedom ring!
And if America is to be a great nation, this must become true.
40 And so let freedom ring from the prodigious *hilltops of New Hampshire!
Let freedom ring from the mighty mountains of New York!

Let freedom ring from the heightening Alleghenies of Pennsylvania!
Let freedom ring from the snow-capped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
45 But not only that.
Let freedom ring from Stone Mountain of Georgia!
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Let freedom ring from Lookout mountain of Tennessee!

Let freedom ring from every hill and *molehill of Mississippi!
From every mountainside, let freedom ring!
45 When we let freedom ring, when we let it ring
from every village and every hamlet, from every state and every city,
we will be able to speed up that day when all of Gods children,
Black men and white men, Jews and *Gentiles, Protestants and Catholics,
will be able to join hands and sing in the words of the old spiritual,
50 Free at last, free at last. Thank God Almighty, we are free at last.
Vocabulary help
Rooted = enracin
Creed = croyance
Sweltering = oppressant, touffant
Dripping = ruisselant, qui dgoutte
Nullification = invalidation, annulation
Gentiles = les Gentils, les trangers pour
les anciens Hbreux
faith = la foi
hew out = tailler, couper
jangling = discordant
hilltop = sommet dune colline
molehill = taupinire
General Comprehension
a) Summary
Using the words equal (line 7), freedom and justice (line 13) sum up Martin Luther Kings
dream.
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b) Structure of the text
The text can be divided into two parts. Complete with the appropriate number line.
Part one up to line .. : In his dream of America, Martin Luther King denounces the conditions of
the black people in the U.S. in the past and at the time of his speech.
From line .... to the end: In this second part he has optimism for their future.
Detailed Comprehension
First part the past and the present conditions of the Blacks
a) Tick the correct answers.

1.The title alludes (fait allusion) to the American Dream.
a personal dream Martin Luther King had.
Justify by quoting from the text ......................................................................................................
2. Line 7 is an extract from the American Constitution.
American Declaration of Independence.

b) Quote the line where the past slavery in America is being alluded to.
.............................................................................................................................................................
Justify with one adjectif taken from that line .......................................................................................
c) Explain the situation in Mississippi as described in the text.
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d) George Wallace, the governor of Alabama, refused to obey the Civil Rights Act of 1964 which
was voted by the Federal Government. Quote the passage indicating Martin Luther Kings
indignation.
.............................................................................................................................................................
e) Indicate the names of the states mentioned so far on the map at the end of the written
comprehension.
Part 2 the future
a) What is the key word in this part?.
b) What is the key word from lines 24 to 28 showing that Kings optimism is based on his
religious beliefs
.............................................................................................................................................................
c) Why are Kings images taken from the Bible or from nature?
.............................................................................................................................................................
.............................................................................................................................................................
d) Give the names of the religions alluded to line 53. Why are they all mentioned?
.............................................................................................................................................................
.............................................................................................................................................................
e) Tick the correct answer and justify each time with an example from the text.
1. King wants to give his religious conviction to the whole American people. Yes No
........................................................................................................................................................
2. He becomes a kind of new prophet preaching from the top of a mountain. Yes No
3. He wants to be heard by the whole human race. Yes No
........................................................................................................................................................
f) Why does he quote an old Negro spiritual?
.............................................................................................................................................................
g) Put the names of the states mentioned by Martin Luther King on the map.
CANADA
Washington
Raleigh
Nashville
Oklahoma City
Columbia
Little Rock
Atlanta
Jackson
Dallas
MEXICO
Austin
Baton
Houston Rouge
Montgomery
New Orleans
Miami
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Task
Symbolism and imagery
a) Complete the following table with examples from part one and two; choose only some
examples.
Use of repetitions
of sentences
Use of synonyms
Use of parallel
constructions
Oppositions
and antonyms
Images from the

Bible or from nature
Metaphors
(2 examples)
b) Explain why Martin Luther Kings style is effective (efficace). (60 words)
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Check your work.
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Pronunciation and vocabulary

Task
Langlais, a ne scrit pas comme a se prononce et a ne se prononce pas comme a scrit !
Prononciation
faire par toutes les sries
Rptition des mots difficiles du texte

coutez le CD et rptez dans les blancs. Prtez attention laccent de mot.
CD1
Enr. 19
Difficulties, truths, brotherhood, Mississippi, injustice, oppression, oasis, vicious, interposition,

nullification, faith, to hew out, mountain, symphony, tis of thee, prodigious, New Hampshire, heightening,
Pennsylvania, snow-capped, curvaceous, gentiles, Almighty
Le rythme dans un discours

Savoir marteler son discours fait partie de la rhtorique. Martelez les expressions contenant des
rpetitions. Pour marteler, articuler avec force en dtachant les mots.
CD1
Enr. 20
coutez, soulignez les expressions quil faut marteler, coutez nouveau et rptez les passages
suivants :
I have a dream that one day, on the red hills of Georgia, the sons of former slaves and the sons of former
slave-owners, will be able to sit down together at the table of brotherhood.
With this faith, we will be able to work together, to pray together, to struggle together, to go to jail
together, to stand up for freedom together, knowing that we will be free one day.
Lecture expressive : lecture dun passage du texte.

coutez, rptez un passage du texte.
CD1
Enr. 21
When we let freedom ring, when we let it ring

from every village and every hamlet, from every state and every city,
we will be able to speed up that day when all of Gods children,
Black men and white men, Jews and *Gentiles, Protestants and Catholics,
will be able to join hands and sing in the words of the old spiritual,
Free at last, free at last. Thank God Almighty, we are free at last.
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Task
Domaines de vocabulaire : idaux ; gographie

Relevez les mots du texte qui concernent le domaine des idaux. Au besoin utilisez un dictionnaire pour
vous assurer du sens des mots suivants.
Rise up; meaning; creed; truth; equal; together; brotherhood; injustice; oppression; feeedom; justice;
judged; character ; join hands; hope; faith; despair; discord; struggle; stand up for; freedom; free; meaning; liberty; pride; great; true.
Relevez les mots concernant la gographie :
Hill; desert; oasis; sweltering; heat; mountain side; hilltop; slope
Savoir classer les mots : les suffixes hood, dom indiquant la condi-
tion, le statut
Trouvez des noms forms comme brotherhood (fraternit), ou freedom (libert) partir des mots
suivants :
Father; star; bore; boy; martyr; king; child; wise; bore; neighbour; woman; mother; puis donnez leur
traduction. Utilisez le dictionnaire si ncessaire.
Terminaisons en -dom
Check your work.
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Terminaisons en -hood
Enjoy your grammar
Cette partie est conseille pour tous les candidats.
Lexpression du futur avec WILL
Task
a) Observez et surlignez les formes verbales.
One day this nation will rise up.

The sons of former slaves and the sons of former slave owners will be able to sit down together.
A desert state will be transformed into an oasis of freedom and justice.
b) Compltez
WILL est un ..................................
WILL ne peut pas tre suivi de ................. car un modal est un auxiliaire.
Un ..................... sert exprimer le point de vue du locuteur.
Le locuteur se demande si une chose a des chances de se produire.
WILL exprime la forte probabilit : une chose a de fortes chances de se produire.
WILL +V semploie pour exprimer une prdiction rsultant dune rflexion. Il y a alors un marqueur de
................. ou de lieu.
Le marqueur de temps dans le premier exemple est : ...................................
WILL sabrge en ..............
Wont est la forme ........................ de WILL.
Will be transformed est la forme ...............................
WILL peut tre remplac par SHALL aux ........................ personnes du singulier et du pluriel mais cet
usage est devenu rare.
On ne peut utiliser quun seul modal par forme verbale.
Par consquent, le modal CAN qui exprime la capacit ou lincapacit dun sujet faire quelque chose
ne peut pas se mettre au futur car il y aurait alors deux ......................... se suivre.
On emploie WILL BE ABLE TO quand il sagit dune prdiction de la ........................ ou de lincapacit.
Vrifiez vos rponses.
Task
Traduisez en anglais
1. Un jour, les enfants noirs et les enfants blancs se donneront la main.
2. A lavenir, nous pourrons travailler ensemble et nous battre ensemble.
3. Demain, ce pays sera transform en une terre de libert et de justice.
4. Vous pourrez alors tre fier de vous.
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5. Aujourdhui vous devez supporter le racisme et la haine mais bientt vous serez libres.
6. Bientt le monde entier se soulvera contre cette injustice et vous serez librs de vos chanes.
7. Aujourdhui vous ne pouvez pas aller lcole des Blancs mais demain vous pourrez entrer
luniversit.

Limpratif
Task
Observez et retenez
Let freedom ring from the mighty mountains of New York!

Let freedom ring from the heightening Alleghenies of Pennsylvania!
Let freedom ring from the snow-capped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
Traduction :
Que la libert retentisse des puissantes montagnes de New York !
Que la libert retentisse des hautes Alleghenies de Pennsylvanie!
Que la libert retentisse des Rocheuses enneiges du Colorado!
Que la libert retentisse des pentes arrondies du Colorado!
la 1re et la 3me personne de limpratif on utilise Let + pronom complment + V la forme affirmative
et Lets not la forme ngative.
Remarquez que nous avons traduit les exemples ci-dessus par un subjonctif franais.
Limpratif traduit un ordre, un conseil, une interdiction. Il peut tre affirmatif ou
ngatif.
Impratif la 2e personne
Forme affirmative
On utilise la base verbale
Be careful! = Soyez prudent !
Dont be sad! = Ne soyez pas tristes !
On utilise Dont + V au ngatif
Listen! = coute !
Dont believe them! = Ne les croyez

pas !
Impratif la 1re et 3e personne
Forme affirmative
Lets be hopeful! = Soyons confiants !
Lets not despair! = Ne dsesprons

pas !
On utilise Dont + let + pronom

complment+V au ngatif ou Let +
pronom complment + not+V
Let them think what they want! =

Quils pensent ce quils veulent !
Dont let them oppress you! = Ne les

laissez pas vous opprimer !
Traduisez les phrases ci-dessous.

1. Ne regarde pas !
2. Oubliez le pass, regardez vers lavenir !
3. Asseyez-vous, calmez-vous et dites-moi ce qui sest pass.
4. Ne soyez plus leurs esclaves.
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Forme ngative
On utilise let +pronom complment

+ base verbale
Task
102
Forme ngative
5. Quils ne vous voient plus comme des tres infrieurs !

6. Gardons la foi en lavenir.
7. Ne les laissons pas nous dominer !

Les articles
Task
a) Observez, surlignez les articles a, an, the, (absence darticle).
We face the difficulties of today and tomorrow.
It is a dream deeply rooted in the American dream.
All men are created equal.
A state sweltering with the heat of injustice and oppression.
Little black boys and little black girls will be able to join hands with little white boys and little white
girls as sisters and brothers.
This is the faith I will go down to the South with.
And if America is to be a great nation, this must become true.
Let freedom ring from the Rockies of Colorado.
b) Justifiez. crivez le numro de lexplication qui convient la fin de chaque phrase ci-dessus :
1. Le nom abstrait indnombrable est lexpression dune notion.
2. Le nom abstrait indnombrable expression dune notion est dtermin.
3. Il sagit dun nom propre gographique.
4. Le nom propre gographique est dtermin.
5. Le nom concret dnombrable est un pluriel indtermin.
6. Le nom concret dnombrable est un pluriel dtermin.
7. Le nom concret est un singulier dtermin.
Task
Traduisez les phrases suivantes en anglais.
1. Les films sur la condition des esclaves noirs me rvoltent.
2. Le roman de Harriet Beecher Stowe eut une importance considrable sur lopinion amricaine.
3. Lesclavage est une abomination.
4. Vous aimez les fims historiques ?
5. La Constitution amricaine nadmettait pas lesclavage.
6. Lespoir quil a donn aux Noirs fut dterminant.
7. LAmrique a t un pays o lunification entre tats a t longue.
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Prsentation orale du texte :

I have a dream
Ce travail est recommand seulement pour les candidats aux preuves orales.
Enregistrez-vous.
Lecture
Vous vous tes entran lire au moins une partie du texte haute voix aprs chaque phrase ou lment
de phrase et rpter.
Prparation de lexpos
Compltez la grille de travail ci-dessous. Remarquez que lexpos oral du cours porte sur une analyse
dun discours. Il sagit denthousiasmer lauditoire. chaque fois les procds rhtoriques sont mis en
avant. Ensuite vous devez faire vos propres rflexions sur cet instant magique de lhistoire du monde.
La grille ne comporte que quelques rubriques. Cest vous de la remplir laide dlments du cours ou
issus de votre rflexion. Vous pouvez ladapter vos besoins. Surlignez les citations sur le texte mme.
Rdigez vos notes sur votre propre papier.
Je dtermine la nature du document et son origine. Je le situe dans le temps et
gographiquement.
Je prsente brivement le contexte historique au moment du discours.
Je noublie pas de dcrire limage brivement qui montre King dans un geste dorateur
montrant ainsi quun discours est la raction entre lorateur et son auditoire.
Je donne le sujet, jexplique le titre, je rsume le texte.
Je rdige les deux ou trois premires phrases pour me mettre en confiance ensuite
je ne mets que des notes.
Jen arrive la plus grande partie de mon expos qui rend compte des deux tapes
du discours : la violence passe et prsente contre les Noirs et pour la seconde partie
son optimisme pour lavenir. Jannonce mon plan. Je maide des rponses lexercice
de comprhension crite.
104
Squence 3-AN01
I will now give you my presentation of the speech.

Part one goes from the beginning to line 24 : in is dream of America, Martin Luther
King denounces the conditions of the black people in The US in the time and at the
time of his speech.
In part two he has optimism for their future.
Je reprends chaque partie en donnant son contenu mais toujours sous langle de la
qualit de la rhtorique de King. De plus, chaque fois que je rencontre un lment
historique je lexplique maidant toujours des questions auxquelles jai rpondu dans
mon travail sur la comprhension.
Cet expos doit comporter beaucoup de citations que je lis avec une bonne intonation
en martelant les mots cls.
Je termine en parlant du discours, ventuellement pour expliquer ce qui se passe

ensuite.
Jlargis le sujet par exemple : la situation des opprims ne peut-elle tre dfendue
que par leur effort, la non-violence de Martin Luther King, comme celle de Gandhi
et de Nelson Mandela, peut-elle aboutir et pourquoi.
Janticipe les questions que pourrait poser un examinateur et les prpare, par exemple : lhistoire des Noirs dAmrique, les films et romans les concernant etc.
Squence 3-AN01
105
Texte 2 : The Colour of Water

Texte
Bac pour
toutes sries
Ce travail est faire par tous.

Cest un entranement la comprhension crite des sries du baccalaurat crit. Il sert aussi de texte
prsenter par les candidats loral.
Task
Anticipation
Look at the picture, the source and the title to anticipate the content:
1. Look at the picture which illustrates the text, describe it briefly and explain what is for you the
colour of water.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
2. Looking at the title, the name of the author and the first five lines of the text: what do you expect
to find in the text?
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
...........................................................................
106
Squence 3-AN01
The color of water

Flash bac
Lisez par groupes
de sens, ne vous arrtez
pas aux mots inconnus,
lisez jusquau bout sans
vous arrter.
Why do you cry in church? I asked her one afternoon after service.
Because God makes me happy.
Then why cry?
Im crying because Im happy. Anything wrong with that?
5 No, I said, but there was, because happy people did not seem to cry like she did. Mommys tears seemed
to come from somewhere else, a place far away, a place inside her that she never let any of us children
visit, and even as a boy I felt there was pain behind them. I thought it was because she wanted to be black
like everyone else in church, because maybe God liked black people better, and one afternoon on the way
home from church I asked her whether God was black or white.
10 A deep sigh. Oh boyGods not black. Hes not white. Hes a spirit.
Does he like black or white people better?

He loves all people. Hes a spirit.
Whats a spirit?
A spirits a spirit.
15 What color is Gods spirit?
It doesnt have a color, she said. God is the color of water. Water doesnt have a color.
I could buy that, and as I grew older I still bought it; but my older brother Richie dealt with this in a unique
way. As a boy, he believed he was neither black nor white but rather green like the comic book character
the Incredible Hulk. He made up games about it and absorbed the character completely into his daily life.
20 Im Dr Bruce Banner, hed say as he saw me eating the last of the bologna and cheese. I need a piece of
your sandwich. Please give it to me now or Ill get angry. I must have it! Please dont make me angry. Give
me that sandwich!!! GIVE ME oh no! Wait ARRHHHHHGGGHHHH! and thereby hed become the Hulk
and if I hadnt gobbled my sandwich by then, well, the Hulk got it.
One morning in Sunday school Richie raised his hand and asked Rev. Owens, Is Jesus white?
25 Rev. Owens said no.
Then how come they make him white here in this picture? Richie said, and he held up our Sunday school Bible.
Rev. Owens said, Jesus is all colors.
Then why is he white? This looks like a white man to me. Richie held the picture high so everyone in the
class could see it. Dont he look white to you? Nobody said anything.
30 Rev. Owens was stuck. He stood there, wiping his face with his handkerchief and making the same noise
he made when he preached. Welllll ahh. Wellll ahhhh

I was embarrassed. The rest of the kids stared at Richie like he was crazy. Richie, forget it, I mumbled.
Naw. If they put Jesus in this picture here, and He aint black, they should make Him gray. Jesus should be gray.
Richie stopped going to Sunday school after that, though he never stopped believing in God. Mommy tried
35 and tried to make him go back, but he wouldnt.
The New Testament, from The Color of Water by James McBride, 1996 by James
McBride. Used by permission of Riverheads Books, an imprint of Penguin Group (USA) Inc.
Vocabulary help
Tears = larmes
Whether = si
Siblings = frres et surs
To deal with = rsoudre, soccuper de
To gobble = avaler
Remarquez lorthographe : color (U.S.)
colour (G.B.), gray (U.S.) grey (G.B.)
To take a cue from sb = faire comme, imiter

To be stuck = tre embarrass, sans paroles
To wipe = essuyer
To mumble = murmurer
Squence 3-AN01
107
Task
Read the text.
Task
Written Comprehension
All students must do the following work WITHOUT USING A DICTIONARY.
General Comprehension
a) Nature of the text (several answers)
1. This is a narrative passage
2. This is a dialogue
3. This is a narrative passage including several dialogues
4. This is a descriptive passage
5. This is an argumentative passage
6. This is an extract from an autobiographical novel
b) The topic of the text
Tick the correct statement.
In the text the narrator is concerned with the nature of God. of love.
c) Structure of the text
Put the following statements into the correct order.
1. Richies argument
2. The mothers beliefs
3. Richies particularities
d) Summary
Sum up the text asking yourself the following questions: Who? Where? When? Why? What?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Detailed Comprehension
a) First part, up to line 16 Tick the correct answer and justify by quoting from the text.
1. Who does the pronoun her represent in: I asked her (line 1)
2. The mother says she is crying because she is happy. Yes No
.........................................................................................................................................................
3. The boy guesses that she has a deep unhappiness. Yes No
.........................................................................................................................................................
4. The mother is black. Yes No
.........................................................................................................................................................
108
Squence 3-AN01
5. According to the mother, God is black. Yes No

.........................................................................................................................................................
6. Find in the passage the translations of:
mauvais :............................. ; un profond soupir : ................................. ; un esprit :......................
.....
7. Write the words or expressions in full when its possible :
Im = ................... ; cause =................ ; Gods not black = .......................... ; Mommys tears
=................... A spirits a spirit = .......................... ; Water doesnt have a color =.........................
b) Part two from line 17 to line 23

Tick the correct answer and justify by quoting from the text.
1. Richie thought he was black white green incredible
.........................................................................................................................................................
2. Dr. Bruce Banner is a fictitious character
Dr. Bruce Banner can transform himself into the Incredible Hulk.
Dr. Bruce Banner can transform himself into a sandwich man.
.........................................................................................................................................................
3. Find in the text the colloquial expressions (lexpression familire) for the following:
I could agree with that = .............................................
c) Part three from line 24 to the end
Tick the correct answers and justify by quotes.
1. According to Rev. Owens God is white. Yes No
.........................................................................................................................................................
2. In the Bible, Jesus is white. Yes No
.........................................................................................................................................................
3. Richie wants Jesus to be a mixture of black and white. Yes No
.........................................................................................................................................................
4. Rewrite into correct English :
Dont he look white to you? .................................... ; Naw ; like he was crazy .................
........................ ; He aint white.................................... .
Task
Analysing the text
Ce travail est recommand pour les candidats des sries L, ES et S se prsentant lcrit et pour les
candidats se prsentant loral. Habituez-vous soigner langlais dans vos rponses de comprhension. Noubliez pas que pour les preuves de comprhension crite au baccalaurat le fond et la forme
comptent.
Les lves prparant loral ont tout intrt rpondre lcrit sous forme de notes puis oralement en
faisant des phrases compltes ensuite ils peuvent senregistrer.
Squence 3-AN01
109
The point of view of a narration

Whose point of view is expressed in this passage? Justify in your own words.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
The setting
In which American community is this taking place? Describe their lives and beliefs as much as you can
from the elements in the text. Give quotations when necessary.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
The characters and their feelings

a) How do we know the boy loves his mother?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
b) Describe the relationship between the two brothers.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
c) Explain why the narrator declares: I was embarrassed.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
d) Considering that the boys had a white mother and a black father how did they each cope with (faire
face ) their colour?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
110
Squence 3-AN01
Pronunciation and vocabulary

Task
Langlais, a ne scrit pas comme a se prononce et a ne se prononce pas comme a
scrit !
Prononciation
faire pour toutes les sries
Rptition des mots difficiles du texte

CD1
Enr. 22
Rptez quelques mots difficiles du texte.

coutez le CD et rptez dans les blancs :
tears, sigh, unique, neither, bologna and cheese, the incredible Hulk, absorbed, thereby, wiping, embarrassed, stared, mumbled, naw, He aint black, though.
Lecture expressive : lecture dun passage du texte

CD1
Enr. 23
coutez les instructions sur le CD.

coutez un passage du texte, remarquez lintonation montante ou descendante.
Why do you cry in church? I asked her one afternoon after service.
Because God makes me happy.
Then why cry?
Im crying because Im happy. Anything wrong with that?
No, I said, but there was, because happy people did not seem to cry like she did. Mommys tears seemed
to come from somewhere else, a place far away, a place inside her that she never let any of us children
visit, and even as a boy I felt there was pain behind them. I thought it was because she wanted to be black
like everyone else in church, because maybe God liked black people better, and one afternoon on the way
home from church I asked her whether God was black or white.
Enregistrez-vous et coutez-vous.
Squence 3-AN01
111
Task
Ce travail est faire par les lves dans toutes les sries au baccalaurat.
1. Deux domaines de vocabulaire se rencontrent dans ce texte : lexpression des sentiments

et les verbes introducteur du discours direct
Copiez les bulles suivantes pour lexpression des sentiments ensuite compltez-les par des expressions
apprises prcdemment, par la suite vous pourrez complter ces classifications.
cry
make me happy
tear
pain
make me angry
embarrassed
to be stuck
a deep sigh
making a noise as
when
stare
Expressing feelings
wipe
Les verbes introducteurs du discours direct sont abords dans le chapitre suivant. Nous vous
conseillons dapprendre par cur le lexique.
112
Squence 3-AN01
Expression crite :
crire un dialogue
Task
Lisez les conseils suivants
La tche dexpression crite lcrit de langue au baccalaurat peut tre un dialogue (dialogue uniquement ou intgr dans un texte narratif).
Le dialogue doit renseigner le lecteur sur les faits et gestes, opinions et sentiments des personnages,
les rapports qui les unissent ou les opposent, leurs origines sociales, leur registre de langue.
Le dialogue doit respecter une certaine forme.
Introduction
Au lieu de commencer directement par un change verbal, votre dialogue peut tre introduit par une
ou deux phrases rsumant ou annonant la situation.
Ex. A white man opened the door. I did not know him. However he looked like someone a photographa painting of a friend of my grandfathers. He began to speak.
Les parties narratives se font au pass (preterit / pluperfect)
Langue orale
Le dialogue doit donner au lecteur lillusion dentendre une langue orale. Les phrases seront donc
moins complexes et plus courtes. Les changes ne seront pas trop longs, sinon vous risquez de faire un
monologue et dutiliser une langue plutt crite.
Niveau de langue
Selon lhumeur ou lorigine sociale des personnages le registre de la langue pourra tre :
soutenu, mais pas la langue de la dissertation qui reste crite .
formel
familier
populaire ou argotique **** attention en faire un usage pertinent !***
Squence 3-AN01
113
Ponctuation
guillemets : ouverture et fermeture chaque prise de parole. Guillemets anglais :
points, virgules, points dinterrogation, dexclamation, points de suspension.
retrait la ligne suivante lorsquil y a changement de locuteur, avec, nouveau, ouverture et
fermeture des guillemets, contrairement au franais.
Lexique
Les parties parles seront souvent ponctues par des verbes qui introduiront ou finiront le dialogue ou
renseigneront sur les sentiments des personnages. Vrifiez, avec votre dictionnaire si ncessaire, que
vous connaissez les mots suivants. crivez leur traduction dans les cases.
a. Verbes
Speak
Say
Ask
Answer
Reply
Repeat
Remark
Add
Announce
Wonder
Speak loudly
Shout
Cry
Scream
Yell
Speak in a low voice
Mumble
Mutter
Murmur
Whisper
Say in a low voice
Speak to express feelings

Exclaim
Protest
Object
Complain
Confess
Promise
Insist
Threaten
Body language
To nod
To smile
To shake ones head
To wink
To frown
To grin
To wave hello / good bye
To stare at
b. Adverbes
Angrily
Boldly
Cheerfully
Furiously
Gratefully
Reluctantly
Sadly
Uneasily
Conclusion
Anxiously
Bitterly
Crossly
Desperately
Impatiently
Proudly
Sincerely
Apologetically
Comme pour lintroduction, il faut une phrase ou deux pour clore le dialogue.
Reprez les verbes introducteurs du dialogue, le niveau de langue, les gestes, lexpression
des sentiments, la ponctuation anglaise dans le paragraphe suivant :
One morning in Sunday school Richie raised his hand and asked Rev. Owens, Is Jesus white?
Rev. Owens said no.
Then how come they make him white here in this picture? Richie said, and he held up our Sunday school
Bible.
Rev. Owens said, Jesus is all colors.
114
Squence 3-AN01
Then why is he white? This looks like a white man to me. Richie held the picture high so everyone in the
class could see it. Dont he look white to you? Nobody said anything.
Rev. Owens was stuck. He stood there, wiping his face with his handkerchief and making the same noise
he made when he preached. Welllll ahh. Wellll ahhhh
I was embarrassed. The rest of the kids stared at Richie like he was crazy. Richie, forget it, I mumbled.
Naw. If they put Jesus in this picture here, and He aint black, they should make him gray. Jesus should
be gray.
Richie stopped going to Sunday school after that, though he never stopped believing in God. Mommy tried
and tried to make him go back, but he wouldnt.
Ponctuer pour donner du sens

Lisez le texte ci-dessous. II sagit en fait dun court dialogue. La ponctuation et les retours la ligne
ont t supprims. Rtablissez-les
Have a seat james mr light said I sat down and waited for him to say something why dont you want
to go to college he asked you used to be so determined to become a teacher he said yes sir I know I
replied I saw your dad yesterday he insisted and I could see I was in for a long lecture

Rdaction
Vous allez vous entraner en crivant une histoire entrecoupe de parties dialogues.
Utilisez un niveau de langue appropri pour le dialogue, notamment les formes contractes, les onomatopes et les tags lorsque cela est possible donc, une langue parle.
Subject :
Continue the story of the extract The Color of Water. Introduce at least one dialogue. Write some 250
words.
Vrifiez votre travail avec les Model Answers.
Squence 3-AN01
115
Pratique de la traduction
Task
Niveau de langue
La traduction doit respecter le niveau de langue.
Lorsque la langue est familire et surtout dans le cas de dialogues il faut essayer de trouver
lquivalent de la langue utilise par le personnage.
Exemple
Niveau soutenu : Je suis quelque peu inquiet.

Niveau formel : Jai peur.
Niveau familier : Jai la trouille.
Niveau populaire : Jai les boules.
Exemple
Niveau soutenu : Je restai muet de stupeur.

Trouvez trois autres niveaux.
Niveau formel :
Niveau familier : ..
Niveau populaire :
Task
Pratique de la traduction
Traduisez un extrait du texte The Color of Water, de la ligne (One morning, in Sunday school, Richie)
jusqu la fin).
Vrifiez votre travail.
116
Squence 3-AN01
Prsentation orale du texte :

The Color of Water
Ce travail est recommand seulement pour les candidats aux preuves orales.
Enregistrez votre expos. Il ny a pas de corrig.
Lecture
Vous vous tes entran lire au moins une partie du texte haute voix en arrtant le CD aprs chaque
phrase ou lment de phrase et rpter.
Prparation de lexpos
Compltez la grille de travail ci-dessous. Cette fois-ci lexpos se fonde sur les personnages et non sur
les incidents du rcit qui ne sert qu les illustrer.
Je dtermine la nature du document et son origine. Je le situe dans le temps et
gographiquement.
Je prsente brivement la situation initiale de la famille.
Je noublie pas de dcrire limage brivement (la description de document iconographique du cours maide).
Je donne le sujet, jexplique le titre. Ceci me donnant la possibilit de rsumer le

texte.
Je rdige les deux ou trois premires phrases pour me mettre en confiance ensuite
je ne mets que des notes.
Jen arrive la plus grande partie de mon expos qui sappuie sur la description
des personnages plutt que sur les tapes du rcit. Jannonce mon plan. Je maide
des rponses lexercice de comprhension crite.
Jlargis le sujet par exemple : la manire dont les enfants peroivent les sentiments de leurs parents, la force de vivre des enfants capables de se dfendre par
leur imagination comme le frre du narrateur, la difficult dtre blanche dans un
monde de Noirs comme la mre du narrateur.
Janticipe les questions que pourrait poser un examinateur et les prpare, par exemple : la situation actuelle des Noirs aux tats-Unis.
Squence 3-AN01
117

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> From Africa

Cned Acadmie en ligne

> Civilisation et culture

> Texte 1 : I have a dream

> Prononciation et vocabulaire

> Prsentation orale du texte

> Texte 2 : The Colour of Water

> Prononciation et vocabulaire

> Expression crite - crire un dialogue

> Pratique de la traduction

Chapitre 10 > Prsentation orale du texte

Cned Acadmie en ligne

From Africa to America Slavery Civil

I have a dream, Martin Luther Kings

I have a dream : prsentation orale

Insrer un dialogue dans une narration

Savoir classer les mots : suffixes en dom

Lexpression de lavenir avec will ;

Cned Acadmie en ligne

Civilisation and culture :

the questions. What is slavery?

Photo du film Amistad (1997) AKG-images TM & Dreamwork/Cooper, Andrew

Cned Acadmie en ligne

They managed to seize the ship and killed two crewmen.

To bind (bound, bound) = lier

untrustworthy = indigne de confiance

Do the following work.

Check your work.

Cned Acadmie en ligne

Harriet Tubman (1820-1913) was a runaway

Check your answers.

Cned Acadmie en ligne

Read the following statements and complete

The Confederate flag

Portrait de Abraham Lincoln

Cned Acadmie en ligne

Affiche du film Gone with the wind collection Christophel

The following work is for students preparing the oral examination

Compare your work with the Model Answers.

Cned Acadmie en ligne

Whats on the Internet?

Cned Acadmie en ligne

Texte 1 : I have a dream

Black people are given voting rights.

Racial discrimination in schools is outlawed.

Cned Acadmie en ligne

Keywords suggesting optimism for the future of

Check your work now.

Martin Luther King, 1966 AKG images.

Cned Acadmie en ligne

Bac toutes sries

I say to you today, my friends,

and live out the true meaning of its *creed:

but by the content of their character.

Let freedom ring from the mighty mountains of New York!

Let freedom ring from Stone Mountain of Georgia!

Cned Acadmie en ligne

Let freedom ring from Lookout mountain of Tennessee!

Cned Acadmie en ligne

Cned Acadmie en ligne

Images from the

Check your work.

Cned Acadmie en ligne

Pronunciation and vocabulary