> Rule Britannia
Séquence 5-AN01
7
1. > Civilisation et culture
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
2. > Décrire et interpréter un tableau 3. > Texte 1 : The British Guests
.
.
.
.
.
.
.
.
4. > Prononciation et vocabulaire 5. > Grammaire 6. > Traduction
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
7. > Expression écrite
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
8. > Présentation orale du texte 1 9. > Texte 2 : a Room With a View
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
. .
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
26
29
31
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
.
.
. .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. .
.
.
. .
.
.
Séquence 5-AN01
24
.
.
.
16
19
.
.
10. > Méthodologie : lire un texte littérair littéraire e
11. > Présentation orale du texte 2
.
.
13
.
.
.
.
33
34
.
39
43
9
ontenu de la séquence 5 The Victorian Age and the British Empire
C
ette cinquième séquence traite de l’époque victorienne et de l’Empire Britannique au XIX e siècle, en particulier en Inde.
Civilisation et culture
Queen Victoria, the Victorians, the British Empire
Compréhension écrite
The British Guests A Room With a View
Expression orale
Describing a painting The British Guests, présentation orale A Room With a View, présentation orale Prononciation de mots difficiles Lecture expressive d’un passage
Expression écrite
Écrire un essay
Méthodologie
Traduction : les possessifs, la pratique de l’équivalence Lexique : les personnages
Compétence linguistique
Le gérondif Les pronoms réfléchis
Séquence 5-AN01
11
Civilisation et culture cult ure Queen Victoria Task
ᕡ
ᕡ Read the following information
Queen Victoria © akg-images
Victorian England: Queen Victoria Victoria and the British Empire
Born in 1819, Queen Victoria Victoria reigned over Great Britain and Ireland from 1837 until she died in 1901. She had the longest reign in British history. Queen Victoria came to be a unique symbol of the British monarchy in modern times, with a high sense of duty and loyalty to her people and *a genuine concern for her poorer subjects. She married her cousin, Prince Albert Albert of Saxe-Coburg-Goth Saxe-Coburg-Gotha. a. They They had nine children. The The royal family were very close, proud, puritanical and many British people identified with them. After her husband’s death in 1861, Queen Victoria *mourned him constantly, and although at first her tragic *widowhood attracted increased public affection aff ection and sympathy, her continuing avoidance of public appearances appeara nces made her less popular with her people. The adjective “Victorian”, “Victorian”, which had come to be used in her lifetime to mean “flourishing”, “potentially “potentially great”, came to acquire the sense of “over-strict”, “censorious”, “censorious”, much as it means today. Victoria herself, too, is now remembered as a humourless, unsmiling queen (she is said to have replied “We are not amused” when a groom playfully imitated her), instead of the happy, dutiful and popular sovereign and mother that she had originally been.
Séquence 5-AN01
13
The British Empire in 1900
The reign of Queen Victoria was a period of great prosperity for England. In the 1870s, Great Britain had direct control of a fifth fift h of the Earth’s surface, including India, Canada and Australia. It was the dominant sea power, the leading colonial country, and the first industrial nation. The most dramatic expansion came in the years 1870-1914 (consolidation of Australia, New-Zealand, Canada and South-Africa). During this period it was said that “the sun never sets on the British Empire”, because whatever the sun’s position, it was always over a British colony. Britain was able to rule the seas because of its position as an island. Unlike its continental neighbours, neighbours, it did not need a large standing army to defend its borders and so could concentrate its resources on naval power. The great British naval bases at Dover, Gibraltar, Alexandria, and Singapore were called “the five strategic keys that lock up the world”. Queen Victoria Victoria became Empress of India in 1876. The Victorians were very proud of their powerful empire and of their industrial prosperity. prosperity. The Industrial Revolution in England meant very hard living conditions for those who worked in the mines and in the factories, especially children. Several acts of Parliament improved their working conditions,, and, in 1874, working hours were reduced to 56 hours a week (10 hours from Monday to conditions Friday, 6 hours on Saturdays). Charles Dickens often described the Victorian working-class in his novels. Queen Victoria admired him very much. ᕢ Do the following exercises
a) RIGHT or WRONG? Justify your answer by quoting from the text 1. Queen Victoria reigned for 44 years.
Right
Wrong
.......................................................................................................................................................... 2. The Queen felt compassion for her subjects.
.......................................................................................................................................................... 3. She had a large family.
.......................................................................................................................................................... 4. “Victorian” first meant “prosperous”, “successful”
.......................................................................................................................................................... 5. Then the word “Victorian” kept its first meaning.
.......................................................................................................................................................... 14
Séquence 5-AN01
6. The British Empire was created in Victoria’s time.
.......................................................................................................................................................... 7. Britain’s standing army was important at the time.
.......................................................................................................................................................... 8. The Industrial Revolution was an easy time for the working class. .......................................................................................................................................................... b) Suppose you were a puritan Victorian young lady, what would be proper* to do, what would be improper* to do? Circle the letter P or I in the boxes. *Proper : appropriate, suitable. *Improper : indecent.
P
I
to read the Bible on the day of the Sabbath.
P
I
to speak to a member of the opposite sex.
P
I
to address a person who has not been introduced to you.
P
I
to read Shakespeare’s comedies.
P
I
to mention such words as a s “legs”, ”belly”, ”bosom”, ”breeches” in the conversation.
P
I
to speak before you have bee n spoken to.
P
I
to go for walks with a chaperone.
P
I
to turn up your skirt and show your ankles when walking in the snow.
P
I
to read the Family Edition of Shakespeare’s Works. Works.
P
I
to let your hair down on your shoulders.
P
I
to read or play music on the day of the Sabbath.
P
I
to sleep in a room which had been previously occupied by a man.
P
I
to wear dark clothes and tie up your hair.
P
I
to show your emotions in public
P
I
to be discreet
Séquence 5-AN01
15
Décrire Décrir e et interpréter un tableau This task is particularly recommended for those of you who are training for the oral examination. The other candidates simply study the painting. However the vocabulary task at the end is for all.
Task
ᕡ
Observe the illustration, pay attention to your first impression (characters, place, clothes, activities…) then read the background information. information.
The governess, 1844, Richard Redgrave, collection privée. The Maas Gallery, London, U.K. © Bridgeman-Giraudon
Background information
Richard Redgrave (1804-1888) was an English painter. He is known for his contemporary images of oppressed women ( The Seamstress, 1846). He also painted landscapes of the English countryside but also of scenery abroad. The Victorian governess
In Victorian time, the future of young educated women of a middle-class background was marriage with a man who would support them. Yet, if for some reasons *well-bred girls became poor and had no *dowry, marriage may have proved impossible. Therefore these educated and well-mannered girls had to* make their own living. They could become governesses in wealthy middle-class families. The *plight of the governess has been amply described in Victorian novels such as those of the Brontë sisters. You have all read Jane Eyre by Charlotte Brontë. If you haven’t it’s time to do so. Vocabulary help
16
Séquence 5-AN01
well-bred = bien élevé ; dowry = dot ; to make their own living = gagner sa vie ; plight = sort.
Task
ᕢ
Présentation d’un document iconographique (Reportez-vous à la séquence 2 si nécessaire ainsi qu’à l’annexe 1 si nécessaire). Les élèves se présentant à l’oral préparent leur travail sous forme de notes. notes. Ensuite ils enregistrent enregistrent leur exposé. Le tout doit durer environ 5 minutes. ᕡ Introduction Nature, author, date, title, characters, setting? This is a painting by the English artist… It is called… It represents… The scene is set in…
ᕢ Description and meaning Characters, room, objects, the environment outside, lighting, family’s social class?
(Ma description n’est pas gratuite, je ne la sépare pas de l’effet voulu, je commence par ce qui saute aux yeux et ne me noie pas dans une énumération ennuyeuse. Je parle de couleurs, de lumière, de formes, de volumes. Je n’oublie pas que l’instrument dont se sert le peintre est la couleur au bout du pinceau. Tout effet est dû à la couleur. Il faut donc que je dispose du vocabulaire des couleurs et nuances. Par contre, s’il est vrai que je ne me noie pas dans la minutie, je peux rester plus longtemps sur un détail qui fait sens comme ici la description de la main et de la lettre que tient la jeune fille, détail que le peintre a voulu important puisque la lumière l’éclaire.) The main character, the governess, is in the foreground. Her black dress occupies the largest volume in the painting. However, the light falls on her… By contrast, the other characters… The girl on the right is also reading. By her position she seems to belong to the sober world of the governess but also to the uncaring world of her sisters. She is dressed in… the colours…
ᕣ The message of the painting The painter’s aim was to…
ᕤ Give your opinion and ponder (think about) on the plight of women
Task Vocabulary
ᕣ
Learn the vocabulary met so far. Use your dictionary if necessary. Sovereign Reign Rule Powerful Dutiful Prosperity Prosperous
Successful Flourishing Dominant Leading Dramatic Dominant Compassion
Genuine Sympathy To mourn Widowhood Humourless Unsmiling Puritanical
Living conditions Working-class Middle-class Dowry Plight Make one’s own living
Séquence 5-AN01
17
What’s on the Internet? BBC - History - What the Victorians did for us Homepage for BBC History series “What the Victorians did for us“ www.bbc.co.uk/history/programmes/victorians/
18
Séquence 5-AN01
Texte 1 – The British Guests This work is for all students. It can be used for a required text for oral presentation.
Task
ᕡ
Anticipation Read the title, the subtitle, the name and biography of the author and the name of the novel. Anticipate the content of the excerpt choosing from one or several of the following alternatives. Then move on to TASK 2. a) The colonel is going to make a scene. b) Mrs. Mills is going to make a scene. c) Indrajit Rai will insult his British guests. d) Indrajit Rai’s son will denounce the British ruling of India. e) Both Colonel Mills and Indriajit Rai’s son will make a scene.
The British Guests
Texte Bac The author
Maria Barrett (born 1964) is an English writer who has written a number of best-selling romances and family sagas. Her novel Dishonored tells of the Mills family whose saga starts in India under British rule. The scene takes place in India in 1857. Colonel Mills and his wife, Alicia, have been invited to a recep- tion at Indrajit Rai’s house. Colonel Mills is particularly worried as there have been rumours of Indian mutiny in Meerut. Consequently talking with restraint is necessary. Both British and Indian guests are present at the reception, including many young and educated Indians who are the friends of Indrajit Rai’s son, also present. As the Mills arrive, Indrajit Rai wants to introduce his son to them. Saturday, May 9, 1857 India, Moraphur [….] “May I please introduce you to my son, Colonel Mills?” Indrajit Rai *motioned frantically with his left hand behind his back for his son to step forward and bow his head. “This is my son, colonel, Jagat. It is a great honor for him to meet you. From behind the host, a tall lean young man of seventeen stepped forward and held out his hand to the 5 colonel. He looked directly ahead and smiled. “How nice to meet you, Colonel Mills.” He kept his right hand extended even though it was ignored. “And Mrs. Mills.” He turned and smiled at Alicia. “It is a pleasure indeed.”
Colonel Mills felt a hot rush of blood to his face and his *nostrils flared. Who the hell did this young devil think he was? Didn’t he know the form? He opened his mouth to protest at such damned *ruddy impudence 10 when Alicia touched him gently on the arm. He started, noticed the sudden staring silence around them and held his tongue. Alicia Alicia was right, it wouldn’t do to cause a scene, not in his position. positi on. “Please, Colonel Sahib, please go into my house and the bearer will bring you a drink!” Indrajit stepped in front of his son, his eyes lowered, and *edged the colonel toward the interior of the bungalow. He had begun to sweat anxiously. “This way, Colonel Sahib and Mrs. Mills Memsahib, please to have a nice cool 15 drink inside.” He blocked the view of his son in an attempt *to dismiss his *rudeness. “It is such an honor,” Séquence 5-AN01
19
he rushed on, “to have you as a guest in my house, such a great honor for me and my family! Please, please to go inside…” At last the colonel smiled. “A drink for the th e colonel and Mrs. Mr s. Mills, bearer!” The host shouted above abov e *the chatter chatte r of the party, “Quickly!”
20 He clapped his hands loudly. “Quickly, “Quickly, a drink!” The The bearer came into sight, carrying a large silver si lver tray, and Indrajit Rai *fussed extravagantly over the refreshments. Alicia smiled at several of their acquaintances, *nodding to the left and the right, and the colonel relaxed slightly. He took a long gulp of his whisky soda and glanced around him. The difficult moment was over, at least for the interim, and the party continued much to the relief of the agitated host.
25 “But what I do not understand is why so many of our countrymen do not question the supremacy of the British. Pah! It would seem to me that we are all too afraid of putting the situation right.” Jagat Rai had his back to the rest of the party as he spoke to a small group of young men in the corner of his father’s large open drawing room. He knew nothing of the true situation in Meerut or of the tension in the military community and spoke simply off the top of his head; he enjoyed the thrill of *indulging in dangerous talk. 30 “It would seem to me” *he broke off as one of his friends *jabbed him in the ribs. […] “It would seem to you what exactly?” Colonel Mills demanded. He had no intention of restraining himself this time; the boy needed to be embarrassed, put in his place. He He was aware of the room’s attention focused on their exchange and he waited for the boy to back down. [“It would seem to me, me,”” Jagat answered, “that the British superiority in India is a figment of their imagina-
35 tion.” He spoke with cool assurance, his face set and his gaze steady on Colonel Mills. A shocked murmur ran through the room. Jagat Rai, an intelligent, educated and angry young man, was not going to back down. “The “The British are no better than any other ruler in this country and perhaps they are even worse.” He saw the colonel’s face flush deep red but he went on. “Whatever they are, colonel, the people of India are not happy with them. The The situation is not a comfortable
40 one and I think that it is going to have to change.” “Well I… I…” For the first time in his life, Colonel Mills was lost for words and the whole party looked on with horror and dismay as he floundered. He had never, never, in all his military career, career, been spoken to with such insolence by an inferior, and never, never by a native! […] Jagat Rai simply smiled, nodded his head and then turned away, back to his friends, as if nothing *untoward 45 had happened. The only thing that perturbed him was the fact that he might have offended his father. ] “Alicia!” Colonel Mills finally announced to the still hushed room. “We are leaving. I will not stay here to be insulted!” He glared across the room and shouted for the bearer. bearer. Maria Barrett, Dishonored (1996) abridged – Droits réservés
Vocabulary help
to motion sb to do = faire signe à qqun de faire a ruddy impudence = une fichue effronterie to dismiss = abandonner, exclure the chatter = bavardage to nod = faire un signe de la tête to jab in the ribs = donner un coup dans les côtes
Task
a nostril = une narine to edge toward = (faire) avancer vers rudeness = grossièreté to fuss = s’agiter, s’affairer to indulge in = s’adonner à untoward = malencontreux
ᕢ
2 ̈ 2
Pronunciation The following words and expressions may cause problems. Listen to the CD to repeat them out loud. The British guests, Colonel Mills, Indrajit Rai, frantically, bow, even though, ignored, flared, damned, ruddy, impudence, staring, relief, fussed, jabbed, embarrassed, focused, gazed, murmur, floundered, insolence, announced, hushed. 20
Séquence 5-AN01
Task
ᕣ
Read the text as you listen to the CD. Do not use your dictionary, read and listen right to the end. 2 ̈ 3
Task
ᕤ
Understanding Understandin g the text Do the following work without using a dictionary dictionary..
ᕡ General Comprehension
Read the text and answer. Complete the grid. Answer in complete sentences. When?
Where?
Who? (give names and What about? relationship)
Narrator?
The events happen in… during…
The scene takes place in…
The four main charac- The extract is about… ters present are…
➠ Check your work now.
ᕢ Detailed comprehension
a) The The first offence (from beginning to line 24) – tick the correct answer answer,, justify by quoting from the text. 1. Colonel Mills accepts to shake hands with the young Indian. YES
NO
.......................................................................................................................................................... 2. In colonial India, Jagat’s gesture was an offence.
YES
NO
.......................................................................................................................................................... 3. Alicia doesn’t intervene in the incident.
YES
NO
.......................................................................................................................................................... 4. Indrajit behaves obsequiously towards his guests.
YES
NO
.......................................................................................................................................................... 5. At the end of this first part, the tension in the room has dropped. YES
NO
.......................................................................................................................................................... b) Vocabulary of body expressions and attitudes. Find the English for the following words (they are in the order from the text): avancer : ………………………….……; incliner la tête :………………………………; ses narines s’enflèrent : ………………….……………; retenir sa langue:…………………………….; les yeux baissés :………………………………; transpirer : ………………………………; frapper dans ses mains :……………….…
Séquence 5-AN01
21
c) The second offence (from line 25 to line 46) - Give the quotations to prove the following statements. 1. Jagat Ray doesn’t address himself to the whole party. .......................................................................................................................................................... 2. Jagat is still a young man and enjoys saying what he truly thinks. .......................................................................................................................................................... 3. The The colonel is prepared to humiliate the young man. .......................................................................................................................................................... 4. Jagat Ray is not afraid of the colonel and he persists in his accusations. (Find 3 quotes). .......................................................................................................................................................... .......................................................................................................................................................... d) More vocabulary on body expressions and movements. movements. Find the English for: avoir le dos tourné :……………………..; parler sans réfléchir : …………………………………...; visage impassible : ………………………; le regard fixé sur : ……………………..; le visage du colonel vira au rouge écarlate : …………………………………….. e) From line 47 to the end - Oppose Colonel Mills’ reaction to that of Jagat Ray by choosing from the following adjectives adjectives.. Use your dictionary for unknown words. understanding understanding hateful cunning bilious defiant incensed haughty
spirited patient tense nonchalant cool outraged contemptuous
provocative submissive servile shocked restless frantic scornful
Colonel Mills is....................................................................................................................................... is ....................................................................................................................................... ............................................................................................................................................................... Jagat Ray is ............................................................................................................................................ ............................................................................................................................................................... f) Vocabulary on attitudes. Link the following words with their translations: dismay flounder perturb offend hushed glare across
balayer la pièce d’un regard furieux offenser bredouiller désarroi silencieuse perturber
➠ Check your work now.
Les questions suivantes sont recommandées surtout aux candidats en séries L, S et ES (LV1) et aux candidats à l’oral. g) Describe and explain the behaviour of Jagat Rai and Colonel Mills in this passage. (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... 22
Séquence 5-AN01
............................................................................................................................................................... ............................................................................................................................................................... h) Describe and explain the behaviour of Alicia Mills and Indrajit Rai in this passage. (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... i) What do we learn of Anglo-Indian relationships in this passage? (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ➠ Check your work now.
Séquence 5-AN01
23
Prononciation et vocabulaire Task
ᕡ
Pronunciation Lecture expressive : lecture d’un passage du texte. 2 ̈ 4
ᕡ Repérez les mots dont la prononciation peut poser problème
Attention à l’accent de mot. Ecoutez le CD et répétez dans les blancs les mots mis en gras dans le passage suivant : “May I please introduce you to my son, Colonel Mills?” Indrajit Rai motioned frantically with his left hand behind his back for his son to step forward and bow his head. “This is my son, colonel, Jagat. It is a great honor for him to meet you.” From behind the host, a tall lean young man of seventeen stepped forward and held out his hand to the colonel. He looked directly ahead and smiled. “How nice to meet you, Colonel Mills.” He kept his right hand extended even though it was ignored. “And Mrs. Mills.” He turned and smiled at Alicia. “It is a pleasure indeed.” Colonel Mills felt a hot rush of blood to his face and his nostrils flared. Who the hell did this young devil think he was? Didn’t he know the form? He opened his mouth to protest at such damned *ruddy impudence when Alicia touched him gently on the arm. He started, noticed the sudden staring silence around them and held his tongue. Alicia was right, it wouldn’t do to cause a scene, not in his position.
ᕢ Attention aux mots transparents, leur prononciation est anglaise 2 ̈ 5
Écoutez le CD et répétez dans les blancs les mots suivants (tirés du passage ou qui s’y rapportent) : Colonel, protest, impudence, silence, cause, scene, position, intuition, embarrassed, shocked, directly, description, intention, enemy, a point, dangerous, situation, relaxed, social, political.
Écoutez et répétez le passage, en faisant vous même les pauses. 2 ̈ 6
Prêtez attention aux mots porteurs de sens qui sont accentués (en gras ci-dessous), aux groupes de souffle (indiqués par//) à l’intonation montante ou descendante ( ➞ ➞ ) “May I please introduce you to my son, // Colonel Mills? Mills?”// ”// Indrajit Rai motioned frantically // with his left hand behind his back // for his son to step forward and bow his head. // “This is my son, // colonel, // Jagat. // It is a great honor for him to meet you.” // From behind the host, // a tall lean young man of seventeen of seventeen // stepped forward // and held out his hand to the colonel. // He looked directly ahead // and smiled. “How nice to meet you, // Colonel Mills.”” // He kept his right hand extended // even though it was ignored. // “And Mrs. Mills. Mills. Mills.”” // He turned and smiled at Alicia. // “It is a pleasure indeed.” indeed.” // Colonel Mills felt a hot rush of of blood blood to his face // and his nostrils flared.// flared.// Who the hell did this young devil think he was? // Didn’t he know the form form?? // He opened his mouth to protest // at such damned *ruddy impudence // when Alicia touched him gently on the arm. arm.//// He started, // noticed the sudden staring silence around them // and held his tongue. // Alicia was right, // it wouldn’t do to cause a scene scene,, // not in his position. //
24
Séquence 5-AN01
Task
ᕢ
Enrich your vocabulary ᕡ Vo Vocabulaire cabulaire concernant les personnages
Le domaine de vocabulaire de ce passage est celui de l’expression des sentiments des personnages s’exprimant par des mouvements et des mimiques. Vous aviez déjà abordé les mouvements lors de la Encount er.. Complétez cette liste. séquence 2 pour le vocabulaire de The Encounter D’autre part, lors de l’analyse des personnages, il faut utiliser quantité d’adjectifs. Relevez dans cette séquence les adjectifs décrivant les personnages que vous ne connaissiez pas, pas, revoyez les listes d’adjectifs des séquences précédentes. Nous avons commencé un travail de classeme classement, nt, continuezcontinuez-le. le. How characters express their feelings Verbs: motion, step forward, bow his head, hold out his hand to, look ahead, smile, feel a hot rush of blood to his face,…
Adjectives describing characters Physical description: tall, lean,…
Adverbs: frantically, directly, loudly, extravagantly, gently, Psychological description: agitated, shocked, embaranxiously,… rassed,… Examples from previous work: proud, shy, courageous, spirited, skilful, strange, outgoing, cheerful, selfish, determined, complaining, enthusiastic, understanding, hateful, cunning, apathetic, lazy, astute, hopeful, lonely…
ᕢ Exercices de vocabulaire
a) Observez la famille de mots suivants : offend, offence, offensive, offender, offensively. b) A l’aide d’un dictionnaire trouvez des familles de mots à partir des bases suivantes: low, anxious, horror.
............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ➠ Vérifiez vos réponses.
Séquence 5-AN01
25
Grammaire
Task
ᕡ
ᕡ Base Verbale Verbale + –ing : le gérondif
a) Observez et surlignez les formes en –ing 1. “Consequently talking with restraint is necessary.” 2. “… we are all too afraid of putting the situation right.” 3. “… he enjoyed the thrill of indulging in dangerous talk.” 4. “He had no intention of restraining himself this time.” b) Choisissez la réponse qui convient ou complétez 1. Les formes en –ing : talking, putting, indulging, restraining, ont pour bases verbales : talk,………………………………..
2. Le gérondif est formé par la base verbale + ………………….. 3. Dans l’exemple 1 le gérondif est sujet complément de l’expression verbale is necessary. 4. Le gérondif s’emploie après la préposition of 5. Les prépositions sont normalement suivies de noms
de verbes
6. Le gérondif s’emploie donc comme un nom comme un verbe les deux ➠ Vérifiez vos réponses.
c) Observez et surlignez les gérondifs 1.“Riding on a big boat across the Atlantic may sound like fun, but it wasn’t.” (A Boy’s Journey) 2.“It was like being in jail.” (A Boy’s Journey) 3.“Right away I started singing in concerts and making money.” (A Boy’s Journey) 4.“I kept singing as a young man and became a star of Yiddish theatre.” (A Boy’s Journey) 5. “I remember going in one end and coming out of the other. I remember being told I must remember and then for many years forgetting.” (Jarhead) d) Complétez ou choisissez 1. Le sujet de l’expression verbale may sound like fun est …………………… 2. Le complément de l’expression verbale was like est ……………………….. 3. En 3, money est complément de making. Vrai Faux 4. Le verbe keep indique une activité déjà en cours. Vrai Faux 5. Le verbe remember indique une activité déjà réalisée. Vrai Faux ➠ Vérifiez vos réponses.
e) Retenez On peut construire un nom à partir d’une base verbale en lui ajoutant –ing. Cette forme s’appelle le gérondif.
26
Séquence 5-AN01
ride across
riding across
swim
swimming
traverser
la traversée
nager
la natation
Le gérondif est à la fois un verbe et un nom.
Comme tous les noms, le gérondif peut être sujet, complément du verbe ou suivre une préposition. Riding on a big boat may sound like fun.
Une traversée en bâteau peut sembler plaisante. Comme tous les verbes, le gérondif peut avoir un complément. I started making money.
Je commençais à faire de l’argent. Le gérondif exprime une activité déjà réalisée ou déjà commencée. I kept on singing.
I remember going in…
J’ai continué à chanter chanter..
Je me souviens d’être entré…
ᕢ Exercices
a) Complete the sentences with the –ing form: 1. He kept ……………………. the British ruling of India. (criticize) 2. He made a point of ……………….. that he was an educated Indian. (prove) 3. …………………. his possessions was wonderful for the wealthy man. (show off) 4. He went on ……………….. without ………………(talk, think) 5. The colonel couldn’t stand …………………. the young man’s abusive talk. (hear) 6. He loved ………………. his own way. (having) b) Translate into English 1. Ils partirent sans dire au revoir. .......................................................................................................................................................... 2. Je me souviens lui avoir écrit. .......................................................................................................................................................... 3. Les visites des temples était un de ses passe-temps favoris. .......................................................................................................................................................... 4. Elle rendit visite (visit) à ses voisins après avoir remarqué la voiture du médecin. .......................................................................................................................................................... 5. Le soir, elle aimait marcher dans le jardin. .......................................................................................................................................................... ➠ Check your work now.
Séquence 5-AN01
27
Task
ᕢ
ᕡ Formes pronominales
a) Observez et traduisez “ … the colonel relaxed slightly.” (The British Guests) he had no intention of restraining himself. (The British Guests)
............................................................................................................................................................... ............................................................................................................................................................... b) Quelle est la différence entre la forme verbale française et la forme verbale anglaise ? ............................................................................................................................................................... ➠ Vérifiez vos réponses.
e) Retenez On emploie le pronom réfléchi lorsque le sujet et le complément sont la même per- sonne. Pronoms réfléchis : myself, yourself, himself/herself/itself, ourselves, yourselves, themselves. He had no intention of restraining himself. = Il n’avait pas l’intention de se retenir. Certains verbes français se construisent avec un pronom réfléchi mais pas leur équi- valent anglais :
Se sentir = feel; se souvenir = remember; se tenir = stand; se rencontrer = meet; se laver = wash; s’habiller = dress; shave = se raser. The colonel relaxed slightly. = Le colonel se détendit un peu.
ᕢ Exercices
a) Complete with the correct pronouns 1. I made this painting …………………………..….. 2. He poured the drinks ………………………….…. 3. We can rule India ……………………………….... 4. Help ………………………………… …………………………………………….….. ………….….. 5. She decorated their house …………………………. 6. They They were quite pleased with ……………………… b) Translate into English 1. Elle aimait se regarder dans la glace. 2. Ils se sont disputés. Nous ne nous sommes pas bien amusés. 3. Tu as fait ton malheur toi-même. 4. Je me souviens qu’il se fâchait vite (get angry). 5. Je m’attends à ce qu’il fasse un esclandre. (make (make a scene). 6. Le matin, elle ne se pressait pas, elle se réveillait avec lui mais se levait tard, se lavait longuement et s’habillait avec soin. ➠ Check your work now.
28
Séquence 5-AN01
Traduction Task
ᕡ
Possessifs et parties du corps a) Observez et choisissez la meilleure traduction He kept his right hand extended…
1. Il garda sa main droite tendue… 2. Il garda la main droite tendue… Jagat Rai simply smiled, nodded his head…
1. Jagat Rai sourit simplement, inclina sa tête… 2. Jagat Rai sourit simplement, inclina la tête… ➠ Vous avez eu raison de choisir les traductions 2.
b) Retenez On emploie le possessif en anglais pour les parties du corps et les vêtements alors qu’en français on emploie LE, LA, LES.
Task
ᕢ
Procédé de traduction : l’équivalence a) Observez et choisissez la meilleure traduction He… spoke simply off the top of his head.
1. Il disait tout simplement ce qui lui passait par la tête. 2. Il parlait tout simplement du haut de la tête.
Colonel Mills was lost for words.
1. Le Colonel Mills était perdu dans ses phrases. 2. Le Colonel Mills ne trouva pas ses mots. ➠ Vous avez eu raison de choisir les traductions 1 et 2.
b) Retenez Le procédé de l’équivalence s’impose dans le cas d’expression d’expressionss toutes faites ou de proverbes qui qui ont un équivalent équivalent en anglais. Il faut trouver trouver une expression expression propre propre à la langue.
c) Exercice Reliez les expressions à leur traduction. Ecrivez un nombre et une lettre. 1. Keep off the grass. 2. Birds of a feather flock together. Séquence 5-AN01
29
3. A bird in the hand is worth two in the bush. 4. She hadn’t slept all night. 5. You never do anything to help. 6. That was the last straw. Choisissez les traductions appropriées parmi les phrases suivantes. suivantes. a. C’est la goutte d’eau qui fait déborder le vase. b. Ne marchez pas sur la pelouse. c. C’est notre dernière chance. d. Elle n’avait pas fermé l’œil de la nuit. e. Tu ne lèves jamais le petit doigt. f. Un oiseau dans la main vaut mieux que deux dans le buisson. g. Gardez-vous de manger de l’herbe. s’assemble.. h. Qui se ressemble s’assemble i. Il vaut mieux tenir que courir. j. Rien ne sert de courir. Il faut partir à point. k. Un tiens vaut mieux que deux tu l’auras. ............................................................................................................................................................... ............................................................................................................................................................... ➠ Vérifiez vos réponses.
Task
ᕣ
Pratique de la traduction Traduisez un passage du texte The British Guests de la ligne 34 (It would see to me) à la ligne 46 (offended his father). ➠ Vérifiez vos réponses.
30
Séquence 5-AN01
Expression écrite Task
ᕡ
Mots de liaison Les mots de liaison structurent votre discours discour s et vous aident à mettre en ordre vos idées, par conséquent ils vous amènent aussi d’autres idées. Vous avez appris par cœur les mots de liaison de la séquence précédente. Pratiquez-les Pratiquez-les et utilisez-les dans vos essays. a) Complétez 1. Trouvez deux équivalents à l’expression first : ............................................................................... ............................................................................... 2. Trouvez Trouvez quatre manières d’annoncer ce que vous pensez. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... 3. Dîtes que vous êtes d’accord avec l’auteur, pas d’accord. .......................................................................................................................................................... ➠ Vérifiez vos réponses.
b) Complétez le texte suivant par des mots de liaison à choisir dans la liste. It is obvious that, as well as, no doubt that, indeed, for example, on the whole, eventually, particularly, however, although, later, as, indeed, for instance, still. The Campaign for Women’s Suffrage 1903-1928
.................................... Victorian women led a restricted life. ....................... Queen Victoria had been the most powerful woman of her time, women were .................... treated as second class citizens. ................................. , they were not allowed to vote. In 1903, the campaign for women’s suffrage was intensified by the founding of the Women’s Social and Political Union: the WSPU - associated particularly partic ularly with Mrs. Emmeline Pankhurst and her daughters. WSPU members, known as “suffragettes“, became increasingly violent in the years before the World World War One, One, as successive governments failed to reform the voting laws. ..........................., the harsh manner in which imprisoned suffragettes were treated, including forcible feeding of women on hunger strike, contributed to the growing public sympathy for the cause of women’s suffrage. .........................., the outbreak of war in 1914 led to a political *truce in the suffrage movement. ................................... the participation of British women in the war effort, .......................... their work in factories and the armed services ........................... in the home, was was a major factor f actor in the Government’s decision to give women over the age of thirty the right to vote in 1918. ..............this right was extended to women over 21 in 1928. * a truce = truce = une trève
➠ Vérifiez vos réponses.
Task
ᕢ
Write the following essay in some 300 words. This subject was given at the Baccalauréat in 2002. Séquence 5-AN01
31
Some people say male / female inequality is a thing of the past. Discuss.
Remember the advice we gave you in sequence 4 concerning essay writing. Write your essay before looking at the suggested answer.
32
Séquence 5-AN01
Présentation orale du texte 1
Ce chapitre concerne principalement les candidats se présentant à l’oral.
Task
ᕡ
Lecture 2 ̈ 3
Vous vous êtes entraîné à lire le texte à haute voix, à arrêter le CD après chaque phrase ou élément de phrase et à répéter.
Task
ᕢ
Faisons le point sur le texte – The British Guests Complétez la grille de travail sous forme de notes. Je détermine la nature du document, son origine. Je parle brièvement de l’auteur. Je donne le titre, le lieu, la date. La date va me permettre de mentionner que l’histoire se déroule durant l’époque victorienne pendant l’occupation de l’Inde.
Je parle des lieux (pays, réception de la haute société victorienne en Inde, richesse de certains Indiens). Je mentionne les personnages en présence.
Je divise mon exposé en trois parties : The First Offence (to line 24); The Second Offence (to line 44); The Denouement. Pour chaque partie, je parle des événements mais sous sou s l’optique du suspense puis je montre m ontre comment les personnages sont révélés par leur description physique physique,, leurs paroles, leurs leurs mouvements, mouvement s, leurs mimiques. JE CITE à chaque fois que je veux démontrer un point. JE SUIS SANS ARRÊT DANS LE TEXTE et non autour du texte. Je fais ressortir les positions exagérées de certains personnages personnages..
Je conclus en faisant référence aux conventions victoriennes dans une Inde occupée. J’élargis le débat en faisant par exemple exem ple des réflexions sur la colonisation colonisat ion en général, sur les attentes des occupants et l’attitude des autochtones.
Séquence 5-AN01
33
Texte 2 – A Room With a View This work is for all students. It can be used for a required text for oral presentation.
Task
ᕡ
ᕡ Anticipation
Read the title, the subtitle, the name and biography of the author and the title of the novel. Look at the illustration and anticipate the content of the excerpt choosing from one or several of the following alternatives. Then move on to TASK 2. a) Miss Bartlett is going to make a scene. b) Lucy is going to make a scene. c) The two women will be offended by one member of the hotel staff. d) Lucy will be offended by one of the British guests. guests. e) Lucy never takes offence with anyone.
Universal – Droits réservés
The author, E. M. Forster (1879-1970), was born in London. His life was one of studies and travels. He travelled to Italy, Germany, Egypt and India, becoming very acquainted with India in particular. These travels provided many of the settings and situations for his novels and stories. Among Among his most popular works, which later became films, are: A Passage to India, A Room with a View. In 1986, A Room with a view was turned into a film directed by James Ivory Ivory..
34
Séquence 5-AN01
Texte Bac
This extract is the beginning chapter of the novel.
A room with a view
The Bertolini “The Signora had no business1 to do it,” said Miss Bartlett, “no business at all. She promised us south rooms with a view close together, instead of which here are north rooms, looking into a courtyard, and a long way apart. Oh, Lucy!” “And a Cockney Cockn ey2, besides!” said Lucy, who who had been further saddened by the Signora’s unexpected accent. “It might be London.” She looked at the two rows of English people who were sitting at the table; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate3 that hung behind the English people heavily framed; at the notice of the English church (Rev. Cuthbert Eager, M.A. Oxon.), that was the only other decoration of the wall. “Charlotte, don’t you feel, too, that we might be in London? I can hardly believe that all kinds of other things are just outside. I suppose it is one’s being so tired.” “This meat has surely been used for soup,” said said Miss Bartlett, laying down her fork. “I wanted so to see the t he Arno. Arno. The rooms the Signora promised us in her letter would have looked over the Arno. The Signora had no business to do it at all. Oh, it is a shame!” Any nook does for me,” Miss Bartlett continued; “but it does seem hard that you shouldn’t have a view. view.”” Lucy felt that she had been selfish. “Charlotte, you mustn’t spoil me: of course, you must look over the Arno, Arno, too. I meant that. The The first vacant room in the front” “You must have it,” said Miss Bartlett, part of whose travelling expenses were paid by Lucy’s mother - a piece of generosity to which she made many a tactful allusion. “No, no. You must have ha ve it.” it .” “I insist on it. Your Your mother would never forgive me, Lucy.” Lucy.” “She would never forgive me. me.”” The ladies’ voices grew animated, and - if the sad truth be owned - a little peevish. They were tired, and under the guise of unselfishness they wrangled. Some of their neighbours interchanged glances, and one of them - one of the ill-bred people whom one does meet abroad - leant forward over the table and actually intruded into their argument. He said: “I have a view, I have a view.” Miss Bartlett was startled. Generally at a pension people looked them over for a day or two before speaking, and often did not find out that they would “do“ till they had gone. She knew that the intruder was ill-bred, even before she glanced at him. He was an old man, of heavy build, with a fair, fair, shaven face and large eyes. There was something childish in those eyes, though it was not the childishness of senility. What exactly it was Miss Bartlett did not stop to consider consider,, for her glance passed on to his clothes. These These did not attract her. her. 5 He was probably trying to become acquainted with them before they got into the swim . So she assumed a dazed expression when he spoke to her her,, and then said: “A view? Oh, a view! How delightful a view is!“ “This is my son,” said the old man; “his name’s George. He has a view, too” “Ah,” said Miss Bartlett, repressing Lucy, who was about to speak. “What I mean,” he continued, “is that you can have our rooms, and we’ll have yours. We’ll change.” change.” The better class of tourist was shocked at this, and sympathised with the newcomers. Miss Bartlett, in reply, opened her mouth as little as possible, and said: “Thank you very much indeed; that is out of the question.“ “Why?” said the old man, with both fists on the table. “Because it is quite out of the question, thank you.” “You see, we don’t like to take“ began Lucy.
Séquence 5-AN01
35
Her cousin again repressed her. “But why?” he persisted. “Women like looking at a view; men don’t.” And he thumped with his fists like a naughty child, and turned to his son, saying, “George, “George, persuade them!” “It’s so obvious they should have the room,” said the son. “There’s “There’s nothing else to say. say.”” He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as “quite a scene”; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened till it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What What possible objection had she? They would clear out in half an hour hour.. Miss Bartlett, though skilled in the delicacies of conversation, was powerless in the presence of brutality. It was impossible to snub6 anyone so gross. Her face reddened with displeasure She looked around as much as to say, “Are you all like this?” And two little old ladies, who were sitting further up the table, with shawls hanging over the backs of the chairs, looked looked back, clearly indicating, “We are not; we are genteel.” “Eat your dinner, dear,” she said to Lucy, and began to toy again with the meat that she had once censured. Lucy mumbled that those seemed very odd people opposite. “Eat your dinner, dear. This pension is a failure. Tomorrow we will make a change.” Room with a View (1908) , acknowlegement to the Provost and Scholars of King’s College, Cambridge and the Society of Authors as the Literary representatives of the estate o f E.M Forster
Vocabulary help
1. had no business: had no right. 2. Cockney: a native of London, especially the working-class, speaking with a characteristic popular accent. 3. Poet Laureate: the poet appointed as court poet of Britain who is given a lifetime post in the Royal Household. 4. Do: be acceptable. 5. Got into the swim: became involved in social events and activities. 6. To snub: insult or ignore (someone) deliberately deliberately..
Task
ᕢ
Repeat some words which may prove difficult. A room with a view, The Bertolini, business, promised, saddened, rows, portraits, the late poet poe t Laureate, generosity, truth, wrangled, acquainted, dazed, senility, perplexed, sorrowful, brutality, reddened, dis- pleasure,, shawls. pleasure shawls. 2 ̈ 7
Task
ᕣ
Read the whole text while you also listen to it on the CD. ᕡ General Comprehension 2 ̈ 8
a) Read the text again and complete the tasks. 1. Where does the scene take place? (country, town, location). Quote three words from the text to justify your answer answer.. ..........................................................................................................................................................
36
Séquence 5-AN01
2. Who are the characters present? The characters only mentioned? .......................................................................................................................................................... .......................................................................................................................................................... 3. Which Which social class do they belong to? Justify by quoting from the text. .......................................................................................................................................................... .......................................................................................................................................................... 4. Do the two women have a positive or negative image of the place and people? a) positive
b) negative
5. What is the women’s decision at the end of the scene? .......................................................................................................................................................... 6. What is the apparent problem? .......................................................................................................................................................... 7. What is in fact the more basic problem? .......................................................................................................................................................... b) What What do we learn about the two women: Elements from the text Names Probable age Family links Personal Relationships
ᕢ Detailed comprehension Part 1 from the beginning to line 26
a) Make a list of all the negative impressions Lucy and Charlotte have at the beginning of their stay. Quote the text and give the line numbers. The pension
ᕡ The hostess
dining-room
ᕢ ᕣ
The rooms
ᕡ ᕢ ᕣ
The food
ᕡ
The people
ᕡ ᕢ
b) What is Lucie and Miss Bartlett’s state of mind? Justify with quotations from the text. ............................................................................................................................................................... ...............................................................................................................................................................
Séquence 5-AN01
37
Part 2 from line 27 to the end
c) Name the new characters who appear in the text and their relationships when possible. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... d) Make a list of the elements in the description of the old man that would appear offensive to Charlotte Charlott e Barnett. Give at least 5 elements. Quote Quote the text and give the line numbers. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... e) What do the two men propose to the two women? How do they react at the proposition and why? Explain the two different codes of conduct. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... f) What did you learn about Victorian society in this extract? (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ➠ Check your work now.
38
Séquence 5-AN01
Méthodologie : lire un texte littéraire lit téraire Ce chapitre concerne plus particulièrement les candidats en section L. Rappelons quelques étapes utilisées pour comprendr comprendre e un texte. Nous Nous les avons déjà mention- nées dans les séquences précédentes.
ᕡ Revoyez les étapes du travail précédent en examinant les notes e n marge du texte. A room with a view
The Bertolini Repérer le lieu et le moment de l’action. Repérer les personnages principaux : noms, origi- nes, etc. Repérer qui parle. Repérer les relations entre les personnages. (Eléments mis en italiques dans le texte).
“The Signora had no business1 to do it,” said Miss Bartlett, “no business at all. She promised us south rooms with a view close together, instead of which here are north rooms, looking into a courtyard, and a long way apart. Oh, Lucy !” !” “And a Cockney Cockne y2, besides!” said Lucy, who had been further saddened by the Signora’ Signora’ss unexpected accent. “It might be London.” London.”She She looked at the two rows of English people who were sitting at at the table ; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate3 that hung behind the English people heavily framed; at the notice of the English church (Rev. Cuthbert Eager, M.A. Oxon.), that was the only other decoration of the wall. “Charlotte, don’t you feel, too, too, that we might be in i n London? I can hardly believe that all kinds of other things are just outside. I suppose it is one’s being so tired.” “This meat has surely been used for soup,” said said Miss Bartlett, laying down her fork.
Repérer les idées ou mots clés, (Soulignés dans le texte).
“I wanted so to see the t he Arno. Arno. The rooms the Signora promised us in her letter would have looked over the Arno. The Signora had no business to do it at all. Oh, it is a shame!” Any nook does for me,” Miss Bartlett continued; “but it does seem hard that you shouldn’t have a view. view.”” Lucy felt that she had been selfish. “Charlotte, you mustn’t spoil me: of course, you must look over the Arno, Arno, too. I meant that. The The first vacant room in the front” “You must have it,” said Miss Bartlett, part of whose travelling expenses were paid by Lucy’s mother - a piece of generosity to which she made many a tactful allusion. “No, no. You must have ha ve it.” it .” “I insist on it. Your Your mother would never forgive me, Lucy.” Lucy.” “She would never forgive me. me.”” The ladies’ voices grew animated, and - if the sad truth be owned - a little peevish. They were tired, and under the guise of unselfishness they wrangled. Some of their neighbours interchanged glances, andone and one of them -- one of the ill-bred people whom one does meet abroad - leant forward over the table and actually them intruded into their argument. He said: “I said: “I have a view, I have a view.”
Repérer les articulations du texte : marqueurs de temps, de lieu, mots de liaison (mis en gras dans le texte).
Miss Bartlett was startled. Generally at a pension people looked them over for a day or two before speaking, and often did not find out that they would ìdoî t ill they had gone.She gone.She knew that the intruder was ill-bred, even before she glanced at him. He was an old man, of heavy build, with a fair, shaven face and large eyes. There was something childish in those eyes, though it was not the childishness of senility. What exactly it was Miss Bartlett did not stop to consider, for her glance passed on to his clothes. These did not attract her. her. He was probably trying to become acquainted with them before they got into the swim5. So she assumed a dazed expression when he spoke to her, and then said: ”A view? Oh, a view! How delightful a view is!” “This is my son,” said the old man; “his name’s George. He has a view, too” “Ah,” said Miss Bartlett, repressing Lucy, who was about to speak. Séquence 5-AN01
39
Repérer l’architecture du texte, ses différents moments, le tension ou le suspense, ici : 1 : le problème et l’intervention du vieil homme
“What I mean,” he continued, “is that you can have our rooms, and we’ll have yours. We’ll change.” The better class of tourist t ourist was shocked at this, and sympathised with the newcomers. Miss Bartlett, in reply, opened her mouth as little as possible, and said: ”Thank you very much indeed; that is out of the question.” “Why?” said the old man, with both fists on the table. “Because it is quite out of the question, thank you.” “You see, we don”t like to take- “ began Lucy. Her cousin again repressed her. “But why?” he persisted. “Women like looking at a view; men don’t.” And he thumped with his fists like a naughty child, and turned to his son, saying, “George, “George, persuade them!” “It’s so obvious they should have the room,” said the son. “There’s nothing else to say. say.””
Deviner le sens des mots inconnus en les décomposant ou à l’aide du contexte. Mis en gris dans le texte.
He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as “quite a scene”; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened til l it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What What possible objection had she? They would clear out in half an hour hour.. Miss Bartlett, though skilled in the delicacies of conversation, was powerless in the presence of brutality. It was impossible to snub6 anyone so gross. Her face reddened with displeasure She looked around as much as to say, “Are you all like this?” And two little old ladies, who were sitting further up the table, with shawls hanging over the backs of the chairs, looked looked back, clearly indicating, “We are not; we are genteel.” “Eat your dinner, dear,” she said to Lucy, and began to toy again with the meat that she had once censured. Lucy mumbled that those seemed very odd people opposite. “Eat your dinner, dear. This pension is a failure. Tomorrow we will make a change.” Room with a View (1908) , acknowlegement to the Provost and Scholars of King’s College, Cambridge and the Society of Authors as the Literary representatives of the estate of E.M Forsterr
ᕢ Exercice d’application
Lisez le texte suivant, prenez des feutres et faites les diverses étapes de compréhension. Il s’agit de la première page du roman anglais le plus célèbre: Jane Eyre. Chapter 1 There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question. I was glad of it: I never liked long walks, especially especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed. The said Eliza, John and Georgiana were now clustered round their mama in the drawing-room: she lay reclined on a sofa by the fireside, and with her darlings about her (for the time neither quarrelling nor crying) looked perfectly happy. Me, she had dispensed from fro m joining the group; group ; saying, “She regretted regret ted to be under the necessity of keeping me at a distance; but that until she heard from Bessie, and could discover by her own observation that I was endeavouring in good earnest to acquire a more sociable and childlike disposition, a more attractive and sprightly manner, - something lighter, franker, more natural as it were - she really must exclude me from privileges intended only for contented, happy, little children.“ “What does Bessie say I have done?“ I asked. 40
Séquence 5-AN01
”Jane, I don’t like cavillers or questioners: besides, there is something truly forbidding in a child taking up her elders in that manner. Be seated somewhere; and until you can speak pleasantly, remain remain silent.” A small breakfast-room adjoined the drawing-room: I slipped in there. It contained a book-case: I soon possessed myself of a volume, taking care that it should be one stored with pictures. I mounted into the window-seat: gathering up my feet, I sat crossed-legged, like a Turk; and, having drawn the red moreen curtain nearly close, I was shrined in double retirement. Charlotte Brontë, Jane Eyre, 1847
a) Compréhension globale Il s’agit d’un début de roman, l’auteur va donc présenter prése nter la situation initiale initia le en donnant le lieu de l’action, l’époque et le contexte social, les personnages principaux principaux et leurs relations entre eux. Le point de vue est donné par le genre de narration, ici une autobiographie fictive. fictive. 1.Surlignez la première indication de la présence du narrateur et la source de l’extrait. 2. Repérez en les surlignant les noms des personnages personnages présents présents ou mentionnés mentionnés et indiquez leur métier ou position familiale si possible possible.. 3. Repérez les articulations du texte en surlignant les mentions de lieux. Surlignez les expressions verbales et les articulateurs de temps qui vous vous permettront de savoir où et quand se passent les actions au moment de parole. 4. Repérez l’architecture du texte par sa disposition sur la page. Indiquez par un trait vertical en marge ses cinq divisions. 5. Surlignez quatre expressions qui indiquent de quoi il s’agit dans ce passage. b) Compréhension détaillée ᕡ La présentation du décor
Surlignez dans le premier paragraphe la situation due au mauvais temps, les mots indiquant le mauvais temps. Surlignez dans le troisième paragraphe les éléments qui décrivent la position des personnages. personnages. Surlignez dans le dernier paragraphe les éléments qui décrivent la position de Jane. ᕢ Les personnages et les relations entre les personnages
Surlignez dans le premier paragraphe un élément indiquant la position sociale de Mrs Reed. Surlignez dans le second paragraphe un élément indiquant la personnalité de Bessie. Surlignez dans le troisième paragraphe, puis dans la conversation qui suit, les mots indiquant les sentiments de la mère pour ses enfants, les rapports des enfants entre eux. ᕣ La narratrice
Surlignez dans le second paragraphe les verbes ou adjectifs indiquant les goûts et les sentiments de la narratrice. Surlignez dans le troisième paragraphe les mots qui décrivent Jane vue par Mrs Reed. Surlignez ce qui rend Mrs Reed désagréable, hypocrite hypocrite et victorienne aux yeux du lecteur. Surlignez l’image du dernier paragraphe qui indique l’isolement et le besoin de protection exprimés par la narratrice.
Séquence 5-AN01
41
ᕤ Le vocabulaire difficile shrubbery
le contexte devrait vous aider, il s’agit d’un endroit où l’on marche mais dans une propriété car le temps inclément a empêché les habitants d’aller se promener en plein air air,, c’est un endroit où il n’y a plus de feuilles (leafless) puisque c’est l’hiver. Alors, devinez : shrubbery =................................
nipped
repérez la nature grammaticale de ce mot, il s’agit d’un participe passé (du verbe “nip“) adjectivé, place devant les noms fingers and toes décrivant donc l’état des doigts et des orteils après une longue marche en hiver. Devinez :....................................
chidings
repérez la nature grammaticale du mot, il s’agit d’un nom au pluriel, le contexte nous apprend que Jane est triste à cause des “chidings“ de la nurse, chidings veut probablement dire .............................
sprightly
placé devant le nom manner, il s’agit d’un adjectif, il ajoute à la description de la petite fille idéale selon Mrs Reed attractive and sprightly manner veut donc dire d’une disposition attirante et ........................................
cavillers
aucune idée sur le sens de ce mot sinon qu’il est sur le même plan que questioners. Si vous lisez seulement le texte vous n’avez pas besoin du sens exact de ce mot, par contre s’il s’agit d’une traduction à faire vous cherchez dans le dictionnaire et un jour d’examen vous mettez un sens équivalent à interrogateur donc ............................................
forbidding
il s’agit d’un adjectif qui décrit le sentiment qu’éprouve un adulte devant un enfant qui les questionne toujours comme le fait Jane selon le point de vue de Mrs Reed. Le mot se décompose en forbid + –ing. Vous Vous connaissez le sens se ns de forbid: défendre, interdire, forbidding = .....................................
moreen
ce mot n’est pas dans les dictionnaires, le jour de l’examen il vous serait donné. Il décrit un tissu lourd de laine ou de coton avec un effet gauffré, le mot n’existant pas en français, un traducteur traducteur ferait une note explicative et garderait le mot en anglais anglais.. c) Vous pouvez maintenant expliquer la situation initiale du roman en résumant ce passage en quelques mots, faites faites votre résumé en e n anglais ou en français. N’oubliez N’oubliez pas de mentionner au début le genre et l’époque. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ➠ Vérifiez votre travail.
42
Séquence 5-AN01
Présentation orale du texte 2
Ce chapitre concerne principalement les candidats se présentant à l’oral du baccalau- réat.
Task
ᕡ
Prononciation a) Répétez les mots difficiles du texte
2 ̈ 7
A room with a view, The Bertolini, business, promised, saddened, saddene d, rows, portraits, the late poet Laureate, La ureate, generosity, truth, wrangled, acquainted, dazed, senility, perplexed, sorrowful, brutality, reddened, displeasure, shawls. b) Répétez un passage du texte
2 ̈ 9
“It’s so obvious they should have the room,” said the son. “There’s “There’s nothing else el se to say. say.”” He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as “quite a scene”; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened till it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What possible objection had she? They would clear out in half an hour. hour.
Task
ᕢ
Faisons le point sur le texte A Room with a view (E.M. Forster)
Voici une grille de travail (ou check list) qui pourra vous servir à faire le point sur le texte étudié. Elle se révélera être un outil intéressant pour construire une présentation du texte le jour de l’examen. Cette grille ne comporte que quelques rubriques. rubriques. C’est à vous de les remploir à l’aide d’éléments du cours ou d’autres issus de votre réflexion (écrire ( écrire sous forme de notes). notes ). Cette grille peut être adaptée à vous besoins (changez ou ajoutez des rubriques). Je détermine la nature du document, sa localisation dans le roman et surtout surt out la date car cela va me permettre de mentionner que l’histoire se déroule durant l’ère victorienne (Queen Victoria; Ère de valeurs morales strictes…; Ne pas s’y appesantir cependant).
Je décris l’illustration et son rapport avec l’extrait.
Séquence 5-AN01
43
Je parle des lieux (pays, pension, pension, salle à manger) et je mentionne les personnages présents et pourquoi ils sont là.
Je mets en valeur le problème soulevé, qui est aussi le titre du roman, en donnant des exemples (pension, nourriture, touristes…). Je n’oublie pas de signaler le dénouement de la scène (Charlotte a dans l’idée de quitter cette pension) et la proposition de Mr Emerson.
Je fais ressortir le caractère «convenable» ou «non convenable» de la situation et des personnages. Donc je souligne qu’il y a deux groupes de personnages aux attitudes différentes, dont l’un d’entre eux se trouve à la limite des deux mondes. Je peux ici faire référence aux valeurs de l’époque victorienne.
En fait l’incident de la chambre sans vue est éclipsé par l’opposition de deux mondes, l’un très conventionnel, artificiel et l’autre plus spontané, plus proche des vrais sentiments. Je donne quelques exemples pour illustrer ces deux mondes.
■
44
Séquence 5-AN01
