Workshop
2
Dreams in black
A2
■■ Langages
■■ Voyages et migrations
Mes objectifs Lesson 1 Je découvre l’univers du cinéma gothique. • Je décris un maquillage. • J’écris une devinette sur une histoire qui fait peur.
Mon projet J’écris une scène de film d’horreur.
ou
Je joue au jeu : qui est l’assassin ?
Lesson 2 Je découvre des personnages de la littérature : Dracula et Frankenstein. • Je comprends et raconte un récit au passé. • Je raconte une histoire en donnant des précisions.
Mr G and Mr T are walking in a graveyard. Mr T asks Mr G: “Who’s in this grave?” Mr G answers: “Are you smart? Listen to me. I haven’t got any sisters or brothers, but in this grave there’s my father’s son. So, who’s in this grave?” Mr T exclaims: “I know!”
Spotlight Je découvre un classique du cinéma gothique.
Mrs. Bates’s house in Alfred Hitchcock’s Psycho, 1960.
1
Read this spooky riddle Who’s in the grave*?
2
Do you know? What does the "G" in Mr "G" stand for? *a grave = a tomb
36 thirty-six
thirty-seven 37
A scary party!
1
Watch part 1 of the video. What are Amy, Alice and Adam doing? Why?
2
Watch part 2 of the video. What do you need to create Beetlejuice’s face? WB
3
Prepare your project!
Work in pairs
Gothic cinema
You need a lot of… Use a little…
A film directed by
a. Close your textbook and follow the instructions. WB
Tools powder \aÁ\ ■■ make-up ■■ lipstick ■■
It’s a Gothic scene because there are a lot of… It looks…
Prepare your project!
ry,
In pairs, think of a Gothic story or film you know.
ÉVIS
Sounds Les diphtongues /eI/, /aI/ /aÁ/ et /EÁ/ ■■ fingernail ■■ gown \eI\ \aÁ\ ■■ bride ■■ bone \aI\ \EÁ\ WB
to ss
i
th
a. Write three clues. b. Read your riddle to your classmates. They must guess the title!
Pour décrire une action en cours de réalisation, j’utilise : ■■ le présent en be + BV-ing They’re preparing for a scary party. Pour parler de quantité, j’utilise : ■■ les quantifieurs A little green. A lot of eyeshadow. You’ve got enough powder.
2 Work in pairs
ION
38 thirty-eight
b. Look at the photos in your textbook and say whose face you have created. Swap roles.
R
Words an eye ■■ an eyelid ■■ a pencil ■■ an eyebrow \aÁ\ ■■ hair ■■ foundation \aÁ\ ■■ eyeshadow
Look at the document and read the definition of Gothic stories. Focus on the poster of Corpse Bride and explain why it’s a Gothic scene.
Pupil B. You’re the assistant.
■■
Tim Burton is an American film director, writer and animator. He is known for his dark, Gothic films like Beetlejuice (1988) or The Nightmare Before Christmas (1993).
© Collins, www.collinsdictionary.com, 2017
1
a fingernail \eI\ ■■ a cheek ■■ a mouth ■■ a lip ■■ a chin \tS\ ■■ a moustache ■■ a beard \IE\
Did you know?
“In Gothic stories, strange, mysterious adventures happen in dark and lonely places such as graveyards and old castles.”
Pupil A. You’re a make-up artist for the cinema. Choose a character and give your assistant instructions to make up his/her face.
■■
Tim Burton
In s 1) re i ster e th on a m ho… w
Words a skeleton a bone ■■ a corpse ■■ a monster ■■ a castle ■■ a marriage \IdZ\ ■■
■■
a bride \aI\
■■
■■
a wife a husband
■■
a wedding gown
■■
\Øz\
\aÁ\
a graveyard mysterious = strange ■■ scary = spooky \eE\ frightening \aI\
Gothic ghostly ■■ lonely = alone, isolated \aI\ ■■ dead ≠ alive \aI\
■■
■■
■■
■■
thirty-nine 39
Reading corner p. 112-113
Spooky stories
Vampires!
j
Jonathan Harker’s journal
May 4 – […]
When I asked him (the hotel
landlord) if he knew Count Dracula, and could tell me anything of his castle, both he and his wife crossed themselves, and, saying that they knew nothing at all, simply refused to speak further. It was so near the time of starting that I had no time to ask anyone else, for it was all very mysterious and not by any means comforting. Just before I was leaving, the old lady came up to my room and said in a hysterical way: “Must you go? Oh! Young Herr, must you go?” Dracula, Bram Stoker, 1897
1
1
2
2
Look at the pictures and say what you can about the characters (attitude, action, appearance) and the places. Graphic organizer 1 Listen to the conversation between Kareem and Mora. a. Find out what book Kareem is going to read.
Prepare your project! Listen and draw the scene.
WB
Read the texts. WB
Back cover of Twilight, Stephanie Meyer, Little, Brown and Company, 2005
itinerary a itinerary b Graphic organizer 2
a. Who’s the narrator in each text? Who are the other characters? Justify your answer. MP3
n° 19
b. Why is the situation of each narrator scary?
CD 1
piste 10
3
b. Listen again and concentrate on the story Mora is telling. Put the drawings in the correct order. WB
3
Look at the illustrations and say what you can (characters, situation…). Which elements are scary?
About three things I was absolutely positive. First, Edward was a vampire. Second, there was a part of him – and I didn’t know how dominant that part might be – that thirsted for my blood. And third, I was unconditionally and irrevocably in love with him.
MP3
Prepare your project!
n° 20
Listen and choose a sound. Work in groups
CD 1
It was midnight…
a. Now imagine a story. Don’t forget! The sound you choose must be part of your story. A woman was watching a horror movie…
piste 11
CD 1
piste 12
A man was walking in the street…
…
A woman was sleeping…
b. Tell your story to the class.
■■
40 forty
t hrilling = captivating \eI\
creepy \i…\ ■■ hideous = horrible \iE\ ■■ homeless = without a home ■■
■■ ■■
meet (met) tell (told)
leave (left) ■■ manage \IdZ\ ■■ run (ran) away ■■ spoil (spoilt) ■■ get (got) scared \eE\ ■■ get (got) dark ■■
I t gives me the creeps. \i…\ = It scares me. \eE\ ■■ Watch out! = Be careful! ■■
VIS
É Pour parler d’actions en cours qui se déroulaient dans le passé, j’utilise : ■■ le prétérit en be + BV-ing In the 1790s Captain Walton was exploring the North Pole when he met Viktor Frankenstein.
ION
a scientist \aI\ ■■ a creature \i…\ \SE\ ■■ a noise ■■
Tools R
Words
Words a landlord a villain ■■ blood \Ø\ ■■ comforting = reassuring ■■ evil ≠ good \i…\ ■■
Tools ■■
■■
thirsty \∏…\
cross oneself take (took) a rest ■■ notice = remark ■■ be (was/were) in love ■■ ■■
yell = scream be (was/were) afraid of = be (was/were) frightened of ■■ creak ■■ ■■
at once \wØ\ = immediately ■■ simply ■■ suddenly \Ø\ ■■ really ■■
Pour donner une précision sur un verbe ou un adjectif, j’utilise : ■■ des adverbes They simply refused to talk. I was absolutely positive. forty-one 41
Frankenstein Write a scene from a film. You’re a film director and you’re working on your new film. Write a scene from a horror or a Gothic film. Then, record your story. 1 a. Choose the characters and the situation. Write the introductory scene: what the characters were doing, where they were going, etc. WB Susan and Jonathan were driving in the mountains…
A group of teenagers were camping in a forest…
b. Imagine an incident: something strange happened. Suddenly… c. Write what happened next and conclude your story. Then…
Boris Karloff in Frankenstein (1931)
Did you know? Mary Shelley, an English author, wrote Frankenstein, in 1818. Her novel inspired famous film directors like James Whale. A lot of critics think his version of Frankenstein is one of the greatest films of all time.
2 Before recording go to www.universal-soundbank.com and choose sounds for your story. 3 Record your story.
2
Look at the poster.
Play “Who’s the murderer” game!
a. Which details create a spooky atmosphere?
1 Read the introduction to the game. Look at the picture of Boris Karloff. a. Do you think he was a good representation of Frankenstein’s monster? Explain why.
b. Look at the characters and imagine who they are in the story.
b. You’re the artist in charge of the monster’s make-up for a new film. What make-up will you use?
Words a character \k\ ■■ a monster ■■ a scar ■■ foundation \aÁ\ ■■ eyeshadow ■■
42 forty-two
powder \aÁ\ ■■ make-up ■■ lipstick ■■
■■ ■■
dark scary=frightening \eE\
wicked dangerous ■■ worried=anxious ■■ scared \eE\ ■■
■■
■■
■■
■■
quarrel
use add
i n the backgound ≠ in the foreground ■■ on the left≠ on the right ■■
Check the pronunciation of new words.
y
You’re trying to solve a murder case. Question your classmates to find the murderer. 1
TIP
2 Play with your classmates.
WB
Pupil A. You’re the detective. Ask your classmates questions to find where they were and what they were doing. Work in groups
Where were you yesterday at…? And what were you doing when…?
d
There w as a mu rder in haunted a castle yes terday, at midnight, during a birthday p arty. All the guest vampires. s were Before th e dessert, everyone w as doing so mething. When th ey came back to the livin g room to birthday eat the cake, they discovered a c or p s e . T h ey c alle d a detective. Look car efu the scene b ecause S lly at OMEONE IS LYING !
y
I was in the… I was talking to… We were…
Pupils B, C, D. Pick up an activity card. Prepare your alibi. Listen to the others and find out who’s lying.
forty-three 43
games
CD 1
piste 13
Cache ta Wordbox et fais ces activités de mémoire !
MP3 n° 21
1
Face and make-up
Regarde la photo et nomme toutes les parties du visage que tu connais en anglais. Indique les produits de maquillage que cette personne a utilisés.
3
2
The Gothic world
Observe les deux dessins et trouve les sept différences.
Atmosphere
Remets les lettres dans l’ordre et trouve des adjectifs. a. b. MP3 n° 22
MP3 n° 23
MP3 n° 24
c. d.
games ■
MP3 n° 25
MP3 n° 26
The word ghost comes from the Old English gāst and the German Geist which means ”soul, spirit”. German and English are both Germanic languages. ghost
Geist
In Romance languages like French and Spanish, the word for ghost comes from the ancient Greek word phantasma meaning “a vision, an apparition”. fantôme 44 forty-four
MP3
n° 27 -28
CD 1 pistes
14-15
Découvre des spooky tongue-twisters
1. Écoute ces quatre tongue-twisters et répète-les à la même vitesse. • Dracula digs dreary, dark dungeons. • Don’t buy black cats or blind bats’ blood! • If two witches wear two watches, which witch would wear which watch? • Six scary spiders spun super webs for the seven spooky spectres.
2. Écoute ce nouvel enregistrement, plus rapide. Choisis le tongue-twister que tu préfères et entraîne-toi à le dire aussi vite et bien que possible avec ton/ta voisin/e ! 3. Faites un concours de tongue-twisters !
fantasma forty-five 45
➜ Exercices d’entraînement p. 118-119
1
1
Les adverbes et les locutions adverbiales Pour donner des précisions sur un verbe ou un adjectif, on utilise des adverbes ou des locutions adverbiales.
Les adverbes • Beaucoup d’adverbes se forment à partir d’un adjectif + -ly. Adjectif ➞ Adverbe ➞
real really
absolute absolutely
total totally
immediate immediately
sudden suddenly
simple simply
• Les adverbes se placent avant les verbes et adjectifs qu’ils qualifient. I simply wanted to run away. He was absolutely monstrous. Les locutions adverbiales • Les locutions adverbiales sont formées de plusieurs mots. all of a sudden at once
2
• Elles se placent en début de phrase ou en fin de phrase. All of a sudden he jumped on his victim. I recognized him at once.
Les quantifieurs Quantité
Nom dénombrable au pluriel
imprécise
I need some powder.
I want some brushes.
nulle
There is no powder. There isn’t any powder.
There are no brushes. There aren’t any brushes.
inconnue
Is there any powder?
Are there any brushes?
petite
I want a little powder.
I need a few brushes.
grande
I need a lot of powder. I don’t need much powder.
I want a lot of brushes. I don’t need many brushes.
suffisante
I’ve got enough powder.
I’ve got enough brushes.
prepare ➞ preparing run ➞ running mais visit ➞ visiting 46 forty-six
R
Tu es en charge du maquillage des enfants du primaire pour le spectacle d’Halloween. En t’aidant du tableau de ta Toolbox, recopie et complète les phrases selon les indications.
So, we need +++ make-up but we only need ++ powder. Oh no! I haven’t got 0 lipstick. Have we got + nail polish? I need to paint all the girls’ nails. What now! I haven’t got – blue eyeshadow? Can you go and buy some please?
4 3
R
4
Le prétérit en be + BV-ing
ÉVIS
ION
Pour parler d’une action qui est en cours de réalisation, on utilise le présent en be + BV-ing. We’re cooking for a Halloween party! I’m not cooking for a Halloween party! Is he cooking for a Halloween party?
ION
Le présent en be + BV-ing
Les quantifieurs
brushes
Nom indénombrable
Remarque Quand on utilise enough dans une phrase négative, on indique que la quantité est insuffisante : I haven’t got enough powder/brushes. On utilise some dans une question quand on sait qu’il y a ce que l’on veut. Can I have some brushes please? (Je sais qu’il y a des pinceaux.)
3
b. Choisis entre very, all of a sudden et at once, selon le sens de la phrase. They heard a beautiful song. The fairy saved them. They were happy and danced in the forest.
+++ grande quantité ++ petite quantité + quantité suffisante – quantité insuffisante 0 quantité nulle
powder
ÉVIS
Tu participes à un concours d’écriture d’histoires effrayantes pour Halloween. Ton professeur a isolé les phrases que tu pourrais enrichir. Recopie les phrases en plaçant les adverbes ou les locutions adverbiales à la bonne place. a. Forme les adverbes à partir des adjectifs proposés entre parenthèses. The wizard’s manor was scary. (real) The wizard took the children to a horrible prison. (immediate) They lost courage. (slow)
Certains adverbes ne se forment pas à partir d’un adjectif, comme very par exemple.
2
Les adverbes et les locutions adverbiales
Pour parler d’une action qui était en cours de réalisation à un moment du passé, on utilise le prétérit en be + BV-ing. Why were you walking in the forest yesterday? They were walking in the forest when they saw a horrible monster. The horrible monster wasn’t walking. Les changements orthographiques sont les mêmes que pour le présent en be + BV-ing.
Le présent en be + BV-ing
C’est la première de la repré sentation théâtrale. Explique ce que chacun est en train de faire. Réécris les phrases en conjuguant le verbe proposé entre parenthèses. a. Tom ... (prepare) his costume and the teachers ... (check) everything is okay on stage. b. John and Betsy ... (choose) their accessories, but Laura ... (not – put on) her costume! She ... (sleep)! c. What ... (Luisa and Josh – do )? Oh no! They ... (run) in the corridors with their costumes on!
Le prétérit en be + BV-ing
Ce vampire s’ennuie mais cela ne va pas durer. Découvre ce qui lui est arrivé en remettant les mots dans l’ordre. a. once upon a time / there / a sad vampire / was / in a very old manor / who lived / . b. watching / a strange noise / he /one day / was / in the corridor /television / when / heard/ he / . c. started to shake / wasn’t / because / the vampire / he / brave / . d. opened / he / when / the door to the corridor / he / a lot of ghosts / saw / . e. were / in the corridor / dancing / the ghosts / with a lot of funny monsters / ! f. saw / the vampire / the ghosts / when / started to dance / he / too / . forty-seven 47
! ✓ Entraîne-toi
✓ Mémorise Les
leçons leçons de ton
de ton
cahier cahier d’anglais d’anglais
Le
lexique lexique de la de la
Relis chaque leçon du chapitre deux fois.
Enregistre les phrases apprises, sur un ordinateur ou ton téléphone, en veillant à ton accent.
Vérifie le sens des mots et écoute-les avec un dictionnaire en ligne, comme wordreference.com.
Écris de mémoire deux ou trois phrases par leçon sur une feuille.
Écoute la leçon, en utilisant imtranslator. net/translate-and-speak. Apprends par cœur deux ou trois phrases par leçon et dis-les à voix haute.
✓
Lis les mots, écoute les MP3 et répète chaque mot. Montre les parties de ton visage et nomme-les.
Wordbox
Face and make-up
p. p. 44 30
The Gothic world
test yourself !
Fais les activités interactives sur le lexique du chapitre. Activités n° 13 20àà14 22
Écris six noms et quatre adjectifs associés à l’univers gothique.
1
Je comprends une conversation autour d’Halloween. CD 1
Écoute Liz et Tom et réponds aux piste 16 questions. a. Pourquoi Liz demande-t-elle à Tom de se dépêcher ? b. Liz est-elle effrayante ? Justifie ta réponse. c. Quel est le problème avec le maquillage de Tom ? d. Qu’est-il arrivé à Liz et Tom l’an dernier ?
D
r. Jekyll was a sociable young scientist from a very respectable family. But he was fascinated by the dark side of human nature. is experiments began when he invented a substance which changed him into an evil creature called Mr. Hyde. So, at night, when he drank it, he had another personality and became another man.
hatier-clic.fr/svt349 hatier-clic.fr/se4006
Vérifie que tu as bien mémorisé ton lexique dans ton WB
Tu as visité un château hanté en Écosse s amedi dernier. Tu as vu deux fantômes. a. Explique ce que tu étais en train de faire quand tu les as vus. b. Décris les deux fantômes. c. Explique où ils étaient et ce qu’ils étaient en train de faire. d. Parle de tes réactions.
This Mr. Hyde was smaller, but mysterious and very dangerous. One night, he was attacking an old man 1 in the street when a maid saw him and recognized him. After that, Dr. Jekyll tried to hide2 his double and refused to see anyone. He became very lonely. His friends were very worried. Finally, the evil character of Dr. Hyde destroyed the real Dr. Jekyll.
A summary of The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. 1. a maid = une servante - 2. hide = cacher
outils outils de la de la
Toolbox
adverbiales 2 Les quantifieurs Vérifie que tu as bien compris comment utiliser les adverbes et exprimer une quantité dans ton WB
Relis les explications des points de révision et apprends par cœur les phrases en violet.
Fais les activités interactives sur les points de langue nouveaux. Activités n° 15 20àà16 22
ÉVIS
ION
p. p. 46 32
✓
Relis les points de langue nouveaux. 1 L es adverbes et les locutions
R
Les
1.
He
really
was
scared
hatier-clic.fr/svt349 hatier-clic.fr/se4007
✓
Fais les activités interactives sur les révisions. Activités n° 17 à 18 hatier-clic.fr/se4008
48 fourty-eight
4
Écrire et réagir à l’écrit
Je rédige une histoire qui fait peur. Imagine ce qui se passait à l’inté rieur de la maison quand Harry est entré et écris la suite du récit en quelques lignes.
TIP
Parler en continu
Je raconte une histoire extraordinaire.
An evil creature
H
1. 2.
2
Écouter et comprendre
WB
3
Lire et comprendre
Je comprends le résumé d’une histoire effrayante. a. Qui est l’auteur de The Strange Case of Dr. Jekyll and Mr. Hyde ? b. Qui est le personnage principal ? (nom, métier) c. Quel est l’effet de la substance qu’il a inventée ? d. Qu’est-il arrivé une nuit ? e. Comment l’histoire s’est-elle terminée pour le personnage principal ?
There isolated was a quiet, house in middle the of
lived th a forest. N ere. But obody on Harry, the pos e day, as t man, w cycling as pa saw a li st the house, h ght ups e tairs. H strange o w … ! He stopped and
Rends la scène effrayante en décrivant les personnages et l’atmosphère. forty-nine 49
