2 Storytelling

Legendsa giant…

Adjectives to describe feelings

terrified…

Verbs of actionto flee…

Time markersas soon as…

Fictiona plot…

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Unit 2 Lesson 1

20

By word of mouth

1 Read the first two sentences of this legend — or tale — and underline the time markers which are typical of the genre.

2 Read and highlight in different colours:

1 the names of people. Then, write them here:

2 the names of places or countries. Write them here and locate them on the map (p. 21):

3 the adjectives of nationality:

4 Now recap orally what you already know about this story.

The legend of Finn Mc Coollong time ago there was an Irish giant who was called Finn Mc Cool. One day he challenged his enemy, the Scottish giant Benandonner, to come to Ireland and fight him. So Finn built a passage across the sea

from Ulster to Scotland but he was so exhausted when it was finished that he fell asleep. Suddenly he heard a tremendous noise: it was the Scottish giant who was walking towards him. Finn was terrified when he realised that Benandonner was much bigger than him. He took to his legs and ran back home, where his wife, Oonagh, was waiting for him.

Oonagh had an idea. She disguised him as a baby to pretend he was their son and put him in the cradle. When Benandonner arrived, she told him her husband was hunting in County Kerry. As soon as the Scottish giant saw the huge “baby boy” he imagined the size of the father and did not want to stay there. He fled back to Scotland, scared to death. He was so heavy and he ran so fast that he destroyed the causeway, which became known as the Giant’s Causeway.

Finn came out of the cradle and thanked his wife. While Benandonner was running away, Finn picked up a piece of earth and threw it at him, but it missed its target and fell into the sea, becoming the Isle of Man. The hole filled up with water; it is now the biggest lake in Ireland: Lough Neagh.

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Lough Neagh

The Giant’s Causeway

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Finn Mac Cool, Benandonner, Oonagh

Ireland, Ulster, Scotland, County Kerry, Giant's Causeway, the Isle of Man, Lough Neagh

Irish, Scottish

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Unit 2Lesson 1

21

Isle of Man

Lough Neagh

COUNTY KERRY

ULSTER

SCOTLAND

IRELAND

3 Circle the words in the text which mean…

1 épuisé:

2 il s'endormit:

3 il prit ses jambes à son cou:

4 énorme:

5 il s'enfuit:

6 mort de peur:

7 un morceau de terre:

8 sa cible:

9 le trou:

And the past form of these verbs…

1 remercier:

2 ramasser:

3 lancer:

4 tomber:

5 se remplir:

4 In the first paragraph, underline two relative clauses (circle the relative pronouns in each).

Dublin

Cork

The Giant's Causeway

exhausted

he fell asleep

he took to his legs

huge

he fled

scared to death

a piece of earth

his target

the hole

thanked

picked up

threw

fell

filled up

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Unit 2 Lesson 1

5 Put the pictures in chronological order.

6 Now say what you know about the two giants and the Giant's Causeway, the Isle of Man and Lake Neagh.

Apprends à comprendre…

Un texte écrit

��Regarde le texte que tu as surligné. Quelle couleur est majoritaire ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

��Quelle conclusion en as-tu tiré concernant l'idée principale ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

��Pour comprendre un texte, il faut donc être attentif aux mots récurrents ou aux mots qui appartiennent à un même champ lexical. À partir des premiers mots de l'histoire, qu'as-tu pu déduire sur le genre littéraire de cet écrit ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

��Donc, que peut-on s'attendre à trouver dans ce type d'histoire ? Quels éléments s'y rapportent dans l'histoire de Finn Mc Cool ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

��Dans ces phrases, qu'est-ce qui t'a aidé(e) à comprendre le sens des mots/expressions souligné(e)s ?

a. but he was so exhausted when it was finished that he fell asleep

b. He took to his legs and ran back home

le contexte la composition du mot lui-même la ressemblance avec le français

3

La couleur choisie pour les noms de lieux ou de pays.

La géographie, les lieux sont essentiels dans cette légende : la création légendaire de la Chaussée des géants entre

l'Irlande du Nord et l'Écosse

Il s'agit d'une histoire qui se situe dans le passé, tellement ancien qu'on ne sait plus qui l'a écrite, c'est une légende.

Du merveilleux, de l'imaginaire, de la féerie, des événements invraisemblables / l'explication de la géographie par

une fiction dans laquelle se seraient affrontés deux géants.

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Unit 2Lesson 1

ObserveLe prétérit simple et le prétérit en be + V-ing

��Traduis la phrase suivante extraite de la légende de Finn Mac Cool.

While Bennandonner was running away, Finn picked up a piece of earth and threw it at him. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

��Souligne les formes verbales.

��Associe un symbole visuel aux formes verbales que tu as identifiées.

1.

2.

3.

•

•

��Pour résumer, on dira que... (relie les éléments de la colonne de gauche avec ceux de la colonne de droite) :

1. le prétérit en be + V-ing

2. le prétérit simple

•plante le décor d'une histoire

•décrit une action d'arrière-plan

• décrit une action ponctuelle dans le passé

7 Circle the correct verb.

We were reading the tale when the lights were going off / went off.

1 The enemy broke / was breaking the wall and escaped.

2 While the fire was burning they evacuated / were evacuating the castle.

3 We were flying / flew to Ireland when one of the engines failed.

4 Did you see / Were you seeing the giant run away?

8 Match the questions with their answers.

1 Was the giant trying to escape?

2 Were the guards sleeping?

3 Did the guards see the giant escaping?

4 Did a car arrive to pick up the escaped giant?

5 Did the giant's friend help him escape?

a No, they didn't.

b Yes, they were.

c Yes, he was.

d Yes, he did.

e Yes, it did.

Alors que Bennandonner s'enfuyait, Finn ramassa une motte de terre et la lui lança.

was running away

picked upthrew

1

2

3

4

5

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Unit 2 Lesson 1

9 Look at the photo and make hypotheses about…

1 the place:

2 the woman's occupation:

3 the period (century):

10 05 CLASSE Now listen to the song (first two stanzas) and check if your hypotheses were right or wrong. Then, write the name of the woman:

11 05 CLASSE Listen again to the first stanza of the song and write the words you understand. Use them to sum up orally what you know about this song and about the main character.

12 05 CLASSE Listen to the second stanza. Write the words you understand, then sum up the principal information:

13 Do the same with the last part.

14 Now sum up orally the complete story told in the song.

15 Write a different ending for this story.

Dublin

cockels and mussels = she's a fishmonger/ she sells fish

19th century (but it's not in the song)

Molly Malone

In Dublin, the girls are pretty. There was one pretty girl called Molly Malone who sold fish on a wheelbarrow in the

streets of Dublin and she cried "Cockles and Mussels alive alive O" to make people buy her fish.

She was a fishmonger and her father and mother were also fishmongers. Like her, they cried "Cockles and Mussels

alive alive O!" in the streets of Dublin.

Poor Molly Malone died of a fever and now her ghost haunts the streets and sings "Cockles and Mussels alive alive O!"

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Unit 2Lesson 1

ObserveLes pronoms relatifs

��Grâce aux pronoms relatifs, on peut relier des phrases simples et en faire des phrases complexes.

��À l'aide de which/who/where, au choix, reconstruis les phrases pour en faire des phrases complexes.

a. He ran back home. / There, his wife was waiting for him.

b. There was an Irish giant. / He was called Finn Mac Cool.

c. He destroyed the causeway. / It became the Giant's Causeway.

a.

b.

c.

��Relie les phrases :

J'utilise le pronom relatif…

1. which2. who3. where4. when

quand l'antécédent fait référence à…

un animé humainun non animéun momentun lieu

16 Circle the antecedent in these sentences and complete with a relative pronoun (who, which, where, when).

Stephen Spielberg is the film director who made ET.

1 Galway is the city my sister met her boyfriend.

2 2011 is the year Michael D. Higgins became President of Ireland.

3 This is the man studies at Trinity College.

4 Ireland is a country is unique.

5 Sean Connery is one of the actors starred in a James Bond film.

6 Rugby is a sport is very popular in Ireland.

17 Complete the sentences. Use relative pronouns and your own ideas.

1 I like people .

2 I enjoy going to places .

He ran back home where his wife was waiting for him.

There was an Irish giant who was called Finn Mac Cool.

He destroyed the causeway which became the Giant's Causeway

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34

where

when

who

which

who

which

who…

where…

26

Lesson 2Unit 2

Fact and fiction

A. Watch the complete extract and check your hypotheses about the characters and the setting. Make more suppositions about the characters in this passage.

B. Listen to your classmates. One of you will recap all that can be said so far.

C. Observe the setting and identify the principal elements in the first scene: what sort of atmosphere do they create? Speak about the sensations and feelings of the boy.

D. Listen to the different answers of your classmates and recap.

E. Observe how the atmosphere builds up. How does the scene make you feel? Explain your reactions.

F. What event do you think is the turning point of the story? Speak about the feelings of the spectator in this passage and compare with the previous scene.

G. Watch again and pick out the words you recognise:

H. Watch the last passage and pick out as many words as you can:

I. Sum up the end by looking at your notes from question H.

J. Now sum up the complete extract. What do you think is going to happen next?

the Middle Ages, monks, a monastery, an illuminated book, a quill pen, ink, a fairy, a forest, woods, wolves…

The boy is frightened, scared to death. He probably thinks he's going to be eaten/devoured/attacked by the wolves.

Frightened, scared to death, …

The turning point is when the boy meets the fairy. their relationship is built, and Brendan will be saved.

First: fear, then relief when he is saved by the fairy. Then we laugh, it's funny when the boy falls off the rock.

fairy, forest, you were sent by your parents, I'll make the wolves get you…

family, food, ink, I was just lost, no mother? I'm alone too…

A young boy and his cat are walking in the forest and they seem lost and frightened. Suddenly, they are attacked,

surrounded, by a pack of hungry wolves. Then a fairy appears, but she is not friendly, she doesn’t want them to stay in her

forest. However, the turning point of the story is when Brendan tells her that he has no family. She seems moved, touched.

We can imagine that she is going to help him find ink, that they will become friends and live some fantastic adventures together.

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Lesson 2 Unit 2

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he artist is the creator of beautiful things. To reveal art and conceal the artist is art’s aim. […] Those who find beautiful meanings in beautiful things are the cultivated. For these there is hope. […] There is no such thing as a moral or an immoral book.

Books are well written, or badly written. That is all. […] All art is quite useless.

The room was filled with the smell of roses. Sit- ting on a sofa, smoking a cigarette, was Lord Henry Wotton. Through the open door came the distant sounds of the London streets; and now and then the fantastic shadows of birds in flight flitted across the long silk curtains that were stretched in front of the huge window […].

In the centre of the room stood a portrait of an ex- traordinarily beautiful young man. Sitting a little distance in front of it was the artist himself, Basil Hallward. As the painter looked at the portrait, he smiled.

“It is your best work, Basil, the best thing you have ever done,” said Lord Henry, slowly. “You really must send it next year to the Grosvenor. The Gros- venor is really the only place to exhibit a painting like that.”

“I don’t think I shall send it anywhere,” the painter answered, moving his head in that odd way that

used to make his friends laugh at him at Oxford University. “No, I won’t send it anywhere.” Lord Henry looked at him in surprise through the thin blue smoke of his cigarette. “Not send it any-where? My dear man, why not? What odd people you painters are!”

“I know you will laugh at me,” Basil replied, “but I really can’t exhibit it. I have put too much of myself into it.”

Lord Henry stretched himself out on the sofa and laughed. “Too much of yourself in it! Basil, this man is truly beautiful. He does not look like you.”

“You don’t understand me, Harry,” answered the artist. “Of course I am not like him. I would be sorry to look like him. It is better not to be different from other people. The stupid and ugly have the best of this world. Dorian Gray — ”

“Dorian Gray? Is that his name?” asked Lord Henry, walking across the room to- wards Basil Hallward.

“Yes, that is his name. I wasn’t going to tell you.”

Adapted from Penguin readers The Picture of Dorian Gray Oscar Wilde (1890)

1 Look at the lay-out and punctuation, then tick the words that best qualify each part of this extract:

a dialogue

a song

a descriptive passage

considerations about art

a poem

a newspaper article

2 Now match each part with the words you chose:

1 Introduction (lines 1-9) 2 First part (lines 10-21) 3 Second part (lines 22-51)

3 Read the text and underline the names of people. Which of these characters are actually present in the room?

considerations about art descriptive passage a dialogue

the painter, Basil Hallward and his friend, Lord Henry Wotton (Dorian Gray is not present, only his picture)

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Lesson 2Unit 2

4 Find the words or sentences in the text which mean…

Introduction:

1 le but de l'art:

2 l'espoir:

Left page

3 l'odeur:

4 les longs rideaux de soie qui étaient tirés devant l'immense fenêtre:

5 envoyer:

6 étrange:

Right page:

7 j'y ai mis trop de moi-même:

8 Lord Henry s'étira sur le canapé:

5 Read the text again and find information about the painting.

1 Information given by the narrator:

2 Lord Henry's opinion about the painting:

3 What the artist says about it:

6 From line 41 to the end, find a sentence which shows that there is something strange and maybe frightening about Dorian Gray and his picture:

7 Now use your answers as notes to sum up what you can say about this extract.

art's aim

hope

the smell

the long silk curtainsthat were stretched in front of the huge window

send

odd

I have put too much of myself into it

Lord Henry stretched himself out on the sofa

In the centre of the room stood a portrait of an extraordinary beautiful young man.

It is your best work, Basil, the best thing you have ever done.

I really can't exhibit it. I have put too much of myself into it.

I would be sorry to look like him.

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Lesson 2 Unit 2

Observe

La voix passivea. He is surrounded by wolves.

b. You were probably sent here by your family.

c. Be yourself. Everyone else is already taken.

��Souligne les formes verbales dans ces trois phrases. Qu'ont-elles en commun ?

��Il s'agit de la voix passive. Le passif est composé de deux formes verbales. Lesquelles ? Écris-les dans le tableau ci-dessous.

conjugué +

��Compare maintenant les deux phrases ci-dessous. Laquelle est à la voix passive ? d ou e ?

d. The fairy saved the boy. e. The boy was saved by the fairy.

��Complète :

Dans la phrase active, on parle plutôt de la fée. Dans la phrase passive, on parle plutôt du garçon.

Dans les deux cas, on donne un coup de projecteur différent sur l'action en plaçant ce dont on parle en :

première position en deuxième position.

��Considérons ces deux exemples :

f. "Books are well written, or badly written. That is all."

g. "The Picture of Dorian Gray" was published in 1891.

��Dans la première phrase, connaît-on la personne qui écrit des livres ? OUI / NON ? Dans la deuxième, sait-on qui a publié ce roman ? OUI / NON ?

��On peut donc en déduire qu'avec la voix passive, on s'intéresse plus au sujet grammatical qu'à l'agent (celui qui agit).

��Dans le dernier exemple, pourquoi l'agent n'est-il pas mentionné ? Coche les bonnes réponses :

Books are well written, or badly written. That is all.

"The Picture of Dorian Gray" was published in 1891.

parce qu'il n'a aucune importance

parce qu'on ne sait pas qui il est

parce que ce sont les livres et pas ceux qui les écrivent qui intéressent celui qui parle

parce que c'est le romancier qui est le plus important pour celui qui parle

parce que c'est du roman que l'on veut parler et pas de l'éditeur

deux formes distinctes

be participe passé

30

Lesson 2Unit 2

8 Write a brief article on Oscar Wilde on a separate sheet of paper using the biographical information in your Student's book (page 31).

9 Complete these sentences with the verbs in brackets in the passive. Choose the correct tense: past or present.

America was discovered by Christopher Columbus in 1492. (discover)

1 This newspaper by millions of people every morning. (read)

2 Most computers and mobiles phones in China. (make)

3 This window yesterday. (break)

4 The Mona Lisa by Leonardo da Vinci. (paint)

5 A lot of paintings at last month's exhibition. (sell)

6 English all over the world. (speak)

7 Plastic and glass bottles in a special factory. (recycle)

10 Rewrite the sentences in the passive voice, starting with the words given.

Colm Tóibín wrote Brooklyn. Brooklyn was written by Colm Tóibín.

1 Tomm Moore and Nora Twomey directed The Secret of Kells.

The Secret of Kells

2 A pack of wolves surrounded Brendan.

Brendan

3 Brendan's family didn't send him in the forest.

Brendan

4 Enemies destroyed the monastery.

The monastery

5 The movie moved the audience.

The audience

is read

are made

was broken

was painted

were sold

is spoken

are recycled

was directed by Tomm Moore and Nora Twomey.

was surrounded by a pack of wolves.

wasn't sent in the forest by his family.

was destroyed by enemies.

was moved by the movie.

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Lesson 2 Unit 2

ObserveL'adjectif substantivé

a. Those who find beautiful meaning in beautiful things are the cultivated.

b. The stupid and [the] ugly have the best of this world.

��De quoi sont composés les segments soulignés?

��À quoi ce groupe de mot fait-il référence, dans le contexte donné ? Coche la bonne réponse :

à un individu

à une catégorie de personnes possédant une caractéristique commune

à quelques personnes seulement

��Comme tous les adjectifs, l'adjectif contenu dans cette structure est .

11 Complete these sentences with the + adjective. Choose from the list.

young elderlyunemployed poorrichblind homeless

1 have the future in front of them.

2 Life is easy when you have a job but often find it hard.

3 There are more and more jobs in old people's homes. Lots of nurses are needed for

4 It is difficult to feel safe when you can't see. need a special dog to help them.

5 Robin Hood is an English legend: he robbed and gave all his money to

and this made him very popular.

6 Winter is particularly hard for , they suffer from the cold.

De l'article défini "the" et d'un adjectif.

invariable

The young

the unemployed

the elderly

The blind

the rich

the poor

the homeless

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PronunciationUnit 2

Pronunciation : was et -ed

A. 07 CLASSE Écoute ces phrases. Entends-tu /wɒz/ ou /wəz/ ?

1 There was an Irish giant who challenged a Scottish giant.

2 He was exhausted when he finished.

3 His wife was waiting for him.

B. 08 CLASSE Écoute ces phrases et coche le son de was que tu entends :

/wɒz/ /wəz/

1. Were you watching the TV? Yes, I was.

2. She was fifteen when she passed her exam.

3. Was he French or English?

4. He wasn't at school today.

C. Coche la bonne réponse :

was : est n'est pas accentué quand il apparaît dans une phrase complète.

was : est n'est pas accentué quand il apparaît en fin de phrase.

was : est n'est pas accentué quand il y a une négation (not).

D. 09 CLASSE Écoute ces verbes au prétérit. Entends-tu /d/, /t/, /Id/? Coche la case qui correspond :

/d/ /t/ /Id/

1. challenged

2. exhausted

3. finished

E. 10 CLASSE Écoute ces bases verbales et coche la case qui correspond au son final. Puis écoute les verbes au prétérit et coche la case qui correspond :

Bases verbales Fin vocalisée Fin non vocalisée Prétérit /d/ /t/ /Id/

1. thank thanked

2. arrive arrived

3. destroy destroyed

4. pass passed

5. land landed

6. want wanted

Complète :

Après un son vocalisé le –ed se prononce : .

Après un son non-vocalisé le –ed se prononce : .

Après un son /t/ ou /d/ le –ed se prononce : .

X

X

XX

XX

X

XXX

XX

X

XXX

XXX

/d/

/t/

/id/