Connect 3ème photofiches

© H

ache

tte

Livr

e, 2

009

Lesson

1

✄

✄

The COWBOYUse this card to present this famous character of the West:

Character

independent / courageous / hard-working

In this picture :

driving cattle across the plains

Daily life / habits / usual actions

– monotonous life – get up early / at sunrise – look after the cattle – work 15 hours a day – round up the cattle – brand the animals – break and train horses (mustangs) – often sleep outside – watch the cows at night in turn

The GOLDDIGGERUse this card to present this famous character of the West:

Character

independent / courageous / hard-working

In this picture :

panning for gold


– life in the midst of nature– near a river– live in a cabin or tent– pan all day – dig – fi ll and carry rocks and gravel– rinse and wash it– sometimes fi nd gold nuggets* *: pépites

The SQUAWUse this card to present this famous character of the West:

Character

devoted to her family / loving her children / respectful of traditions / hardworking


– pitch the tipi– gather all her goods and her tipi, when the chief decides

to move– make clothing or tipi covers– do all of the cooking– gather wood, nuts – pick berries – raise the children– sometimes play a game called “ Shinny” (like fi eld hockey)

CONNECT 3e • palier 2 • année 2 • Photofi che 1 (manuel p. 13)

Action 1Unit 1

© H

ache

tte

Livr

e, 2

009


✄

✄

The SHERIFFUse this card to present this famous character of the West:

Character

respectful of the law / determined / self-controlled / fair

Daily life / habits / usual actions – patrol the streets – control new arrivals – arrest and expel bandits – guard prisoners – protect people– settle quarrels

The TRAPPERUse this card to present this famous character of the West:

Character

solitary / loves nature and freedom


– snowshoe – walk or ride long distances – hunt wild animals – set traps– collect his prey * – sell the furs – make fi res

* : proie

© H

ache

tte

Livr

e, 2

009

Lesson

2


✄

Student ATell your partner how Penny Lane used to be. Listen to your partner to fi nd out what has changed.

Student BTell your partner how Penny Lane used to be. Listen to your partner to fi nd out what has changed.

Practise your grammarUnit 3

Lesson

3


Unit 3 Practise your grammar

Student AAnswer your partner’s questions about the event you are organising. Ask him / her questions about the event he / she is organising.

YOUR EVENT YOUR PARTNER’S EVENT

Event: Hi-Tech World Squash Championships Event:

Dates: 11th – 19th October Date:

Times: 10 a.m. to 6 p.m. daily Time:

Venue: the National Squash Centre, Manchester Venue:

Participants: the world’s biggest competitors in squash

Participants:

Price: Free Price:

Student BAnswer your partner’s questions about the event you are organizing. Ask him / her questions about the event he / she is organizing.

YOUR PARTNER’S EVENT YOUR EVENT

Event: Event: Liverpool Music Week

Dates: Dates: 30th October – 6th November

Times: Times: 7 p.m. nightly

Venue: Venue: Liverpool University, Mountford Hall

Participants: Participants: legendary Indie groups – Vampire Weekend, Black Kids, etc.

Price: Price: £10

✄

© H

ache

tte

Livr

e, 2

009

© H

ache

tte

Livr

e, 2

009

Lesson

3


✄


Worksheet GROUP A

Worksheet GROUP B

1. Look carefully at the picture.

2. Describe it to your partner who will draw it.– Say what it represents.– Say what / who you can see, using there is / there are.– Locate them in the picture.– Be as precise as possible.

3. Answer his / her questions.

4. Listen to his / her description.

5. Ask for more details if necessary.

6. Draw his / her picture.

1. Look carefully at the picture.

2. Describe it to your partner who will draw it.– Say what it represents.– Say what / who you can see, using there is / there are.– Locate them in the picture.– Be as precise as possible.

3. Answer his / her questions.

4. Listen to his / her description.

5. Ask for more details if necessary.

6. Draw his / her picture.

© H

ache

tte

Livr

e, 2

009

Lesson

3


Action 3Unit 5

Student A Student B

YOU ARE A HUNTER YOU ARE AN ECOLOGIST

Read the following list of arguments.Select arguments that you fi nd interesting.Present your arguments to your partner.Listen to your partner’s counter arguments. Answer with new arguments.

Read the following list of arguments.Select arguments that you fi nd interesting.Listen to your partner’s arguments.Answer them with counter arguments.Listen to his new arguments and react.

Useful expressions

I think that……

I agree with you/I don’t agree with you

I understand your point but…..

That’s an interesting point (but)…

Useful expressions

I think that……

I agree with you/I don’t agree with you

I understand your point but…..

That’s an interesting point (but)…

• Wolves = predators / kill caribou and elks. • Wolves /useful/ major role in balance of ecosystem.

• Preserve eco-system.• Help keep biodiversity.

• Their population will increase too much if not killed.

• Might spread all over the country.

• Wolves / endangered species.• If too many wolves killed / the species threatened

with extinction.• Hunting/ number of wolves affected.

• Not stay in their territory / danger to other animals and men.

• Important: wolwes own homeland. • Have dens and stay near their territory.

• Wolves / threat to farmers / kill cattle. • Kill moose and deer / hunt sheep and cattle.

• Exaggerated danger for cattle. • Last week four wolves killed / just one sheep

wounded.• Compensation payment for farmers. • Wild life more important than cattle.

• Will attack humans even when not attacked.• Last year a man killed by a pack of wolves. • In Ontario people attacked by wolf with old

gunshot wound.

• Wolves rarely attack humans if not attacked by them.

• Very few cases of unprovoked attacks reported. • If men shoot them and they survive/ think men

are dangerous/ prefer to avoid confrontation with people.

• Hunting is a sport / hunters not kill indiscriminately.

• Hunters shoot defenceless animals/ should have heavy fi nes when caught shooting a wolf.

© H

ache

tte

Livr

e, 2

009

Lesson

1


Action 1Unit 6

Student A Student B Student C

Use this card to prepare your arguments and express your opinion.

Your family situation:

Your ancestors are Maori.You only speak Maori at home.

Your school results:

You are a good pupil. You don’t think English is necessary at school.

Your ambition:

You would like to be a Maori ambassador for the United Nations.



Everyone in the family is bilingual.


You’re very good at languages. You like comparing English and Maori.

Your ambition:

You want to set up a Maori language school for tourists, so that they understand all the names of the places they visit in New Zealand.



Your parents are both Maori. All their friends are English speakers.


You are top of the class except in Te Reo Maori.

Your ambition:

You want to be the director of a multinational corporation and travel the world.

Student D Student E Student F



Your family came from Britain two centuries ago. Nobody at home speaks Maori.


You are good at English and excellent at Te Reo Maori (you watch Maori Television on your TV in your bedroom every evening).

Your ambition:

You want to be a translator or interpreter. Maybe English, maybe Maori, but why not Chinese?



Your parents are Asian. You speak Indonesian at home and Maori with your best friend.


Your favourite subject is computer science. Your results are very good except in English.

Your ambition:

You would like to sell Indonesian and Maori crafts everywhere in the world using the Internet.



Your dad is of Chinese origin. Your mum is Irish. As a family, you all speak English.


Your teachers always give you low marks for your participation – you don’t like talking in front of the class! So, your results in languages in general are poor.

Your ambition:

You want to work as a chef in your family’s restaurant. The only language that’s important for you is French!

© H

ache

tte

Livr

e, 2

009

2

✄


Student A1. Look at your cause in the table below.

2. Choose an appropriate actor for each possible action (draw an arrow).

3. Look at your partner’s problem and ask questions about the actors to fi nd out which action corresponds to which action (draw an arrow).

Examples: What do you want / expect [children] to do? What would you like [scientists] to do?

4. Answer your partner’s questions about your problem.5. Present your ideas to the class.

Student B1. Look at your cause in the table below.

2. Choose an appropriate actor for each possible action (draw an arrow).

3. Look at your partner’s problem and ask questions about the actors to fi nd out which action corresponds to which action (draw an arrow).

Examples: What do you want / expect [children] to do? What would you like [scientists] to do?

4. Answer your partner’s questions about your problem.5. Present your ideas to the class.


Your cause:

Air pollution

The air is more and more polluted.

Your partner’s cause:

Protection of rare species

More and more species are in danger.

Actors Possible actions Actors Possible actions

■■ children■■ cities■■ everybody■■ fi rms■■ the government ■■ adults

■■ plant a tree■■ develop public transport■■ recycle more■■ stop emitting gases into

the atmosphere■■ encourage new sources

of energy■■ use fl uorescent lights

■■ children ■■ the fi shing industry■■ a famous journalist ■■ scientists■■ the United Nations■■ the government

■■ promote new methods of testing

■■ adopt a pet in a zoo■■ forbid ivory trading■■ outlaw giant fi shing

nets■■ make reports on

endangered species■■ collect money to save

animals

Your cause:

Protection of rare species

More and more species are in danger.

Your partner’s cause:

Air pollution

The air is more and more polluted.

Actors Possible actions Actors Possible actions

■■ children■■ the fi shing industry■■ a famous journalist ■■ scientists■■ the United Nations■■ the government

■■ promote new methods of testing

■■ adopt a pet in a zoo■■ forbid ivory trading■■ outlaw giant fi shing nets■■ make reports on

endangered species■■ collect money to save

animals

■■ children■■ cities■■ everybody■■ fi rms■■ the government■■ adults

■■ plant a tree■■ develop public

transport■■ recycle more■■ stop emitting gases

into the atmosphere■■ encourage new sources

of energy■■ use fl uorescent lights

Lesson

© H

ache

tte

Livr

e, 2

009

1Lesson

✄

PUPIL A• Robert Burns: an 18th-century Scottish poet. His poetry is famous throughout the world.

• Culloden: the site of a famous battle in 1745 – the English won against Bonnie Prince Charlie.

• Ben Nevis: the highest part of Scotland. Its peak is at 1,356 metres.

• Perth: a large town north of Edinburgh – some scenes in Casino Royale were fi lmed here.

• David Wilkie won a gold medal at the Montreal Olympics in 1976 in swimming.

PUPIL B• Bannockburn: the site of a famous battle in 1314 – Robert the Bruce defeated the English King, Edward I.

• Glen Nevis: a beautiful and popular glen in the Highlands – parts of Highlander were fi lmed here.

• Andy Irvine: one of Scotland’s greatest ever rugby players. He was the fi rst player to score more than 300 points.

• Loch Leven Hotel: situated in one of the most spectacular regions of Scotland. Film makers like to stay here.

• Adam Smith: 18th-century Scottish economist. He advocated private enterprise and free trade.



© H

ache

tte

Livr

e, 2

009

2


Action 2Unit 7

Ghosthunter’s

Report Card

Location: St Mary’s Close, EdinburghNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPrecision: little girlPhysical appearance: dirty hair, pale face, 17th-

century clothesOther sensations: ■■ sound ■■ smell ■■ touchPrecision: cryingName: Baby JaneProbable identity:Possible explanation for apparition:

died because she was illnot happy and crying because she lost her doll

Ghosthunter’s

Report Card

Location: Cortachy CastleNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPrecision: drummerPhysical appearance:Other sensations: ■■ sound ■■ smell ■■ touchPrecision: plays the drums when someone in the castle

is going to dieName: The Black DrummerProbable identity: member of family who lived in the

castlePossible explanation for apparition:

killed in battle

Ghosthunter’s

Report Card

Location: Anderson’s Close, EdinburghNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPrecision: black carriagePhysical appearance:Other sensations: ■■ sound ■■ smell ■■ touch Name: Angelical ThomasProbable identity: Thomas WeirPossible explanation for apparition:

male witch, very bad character ➝ burnt (like Joan of Arc)

Ghosthunter’s

Report Card

Location: Newton CastleNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPhysical appearance: green dressOther sensations: ■■ sound ■■ smell ■■ touchName: The Green LadyProbable identity: Lady Jean DrummondPossible explanation for apparition:

unhappy: abandoned by lovera witch helped her à they married, she died the next day

Ghosthunter’s

Report Card

Location: Edinburgh CastleNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPrecision: piperPhysical appearance:Other sensations: ■■ sound ■■ smell ■■ touchName: The Lost PiperProbable identity:Possible explanation for apparition:

Piper ➝ explored the tunnels under the castle. Played music in the tunnels. Music stopped. Piper disappeared.

Ghosthunter’s

Report Card

Location: Stirling CastleNature of apparition: ■■ man ■■ woman ■■ child

■■ animal ■■ otherPrecision: maidPhysical appearance:Other sensations: ■■ sound ■■ smell ■■ touchName: The Green Lady of StirlingProbable identity: Mary Queen of Scot’s maidPossible explanation for apparition:

Fire in Mary Queen of Scot’s bedroom.Maid saved Mary, but died herself.

Lesson

© H

ache

tte

Livr

e, 2

009

1Lesson


Action 1Unit 8

✄

2 Jamaican appetizers 2 Jamaican appetizers

Mandarin curry salad Banana porridge

Ingredients

• 1 can mandarin oranges• 1 cup water• 1/4 cup raisins• 1/4 tablespoon salt• 1/4 tablespoon pepper• 1/4 cup rice

• 1 cucumber peeled and sliced

• 1/4 cup sliced onion• 1/4 cup chopped nuts• 1/4 cup plain non-fat

yoghurt

Ingredients

• 3 green bananas• 1 cup milk• 5 cups water• 1/2 cup fl our

• 1/2 tablespoon salt• 1/2 tablespoon sugar• 1/2 teaspoon nutmeg

Directions

1. Reserve the juice of the can of mandarin oranges.2. Mix juice, water, raisins, and pepper in a saucepan.3. Bring to the boil.4. Stir in rice.5. Reduce to low heat, cover the saucepan and simmer

for 10 minutes.6. Remove from heat and let stand for 5 minutes.7. Put the rice in a dish and freeze for 10 minutes.8. Mix cold rice with the other ingredients and serve.

Directions

1. Wash, peel and grate the bananas.2. Add fl our, and salt to grated bananas and mix.3. Beat the mixture while adding some of the water

until smooth.4. Add sugar and nutmeg and mix.5. Bring the rest of the water to a boil and pour mixture

into boiling water 6. Stir constantly, until the mixture gets thick.7. Continue cooking, add milk and simmer over low heat.8. Cook for about 30 minutes.9. Add sugar and spices if you like.

2 Jamaican desserts 2 Jamaican desserts

Spicy carrot cake Banana fritters

Ingredients

• 1 cup carrots, grated • 4 beaten eggs• 1 pound sugar• 2 1/2 cups fl our• 1 1/2 cup oil• 1 teaspoon vanilla

• 1 1/2 teaspoons cinnamon• 3/4 teaspoon nutmeg• 1 teaspoon ginger• 1/2 teaspoon mixed spice• 1 teaspoon baking powder• 1/2 teaspoon salt

Ingredients

• 3 bananas• 2 tablespoons sugar• 1 1/2 teaspoons baking

powder• 1/3 cup milk

• 6 tablespoons fl our• 1/2 grated nutmeg • Oil

Directions

1. Preheat oven to 350 °F.2. Beat the eggs and add sugar. Beat until thick.3. Add oil gradually and continue beating.4. Stir in fl our and baking powder, salt, cinnamon,

ginger, nutmeg and mixed spice.5. Add carrot and vanilla. Stir the mixture until well

blended.6. Pour the mixture into a cake tin.7. Put in oven and bake for 45 to 60 minutes until the

cake is well done.

Directions

1. Crush bananas until they are creamed.2. Mix fl our, baking powder, sugar and nutmeg.3. Add milk and bananas and mix.4. Heat oil in frying pan.5. Put one spoonful of mixture into the oil.6. Fry in the frying pan until it is brown and crisp.7. Put on paper towel and serve.

Lesson

2


USE THESE NOTES TO WRITE YOUR ARTICLE

Crime and violence in the ghettoes

Paragraph 1 Before 1962 the British ➝ protection to the Jamaicans.After 1962 ➝ no protection.

Students and the poor (live in ghettoes) protest = violent uprisings.

Paragraph 2 Bob Marley lives in Trenchtown, a violent ghetto.

Before ➝ Jamaican government develops a housing project in Trenchtown.When Bob Marley in Trenchtown ➝ community spirit, songs around a fi re.

Today ➝ Trenchtown = often scene of violence = tourists too scared to visit.


History of slavery and colonization

Paragraph 1 Past ➝ On slave ships, slaves sing songs to comfort themselves. On plantations, slaves sing to give themselves courage = “work songs” Music = expression of their hope (and desperation) We can overcome / I will survive.

Today ➝ Reggae music = voice of Jamaicans = poor living conditions “protest songs”.

Paragraph 2 Past ➝ Slaves speak Creole = a mixture of English and West African tongues.

Today ➝ Reggae singers use Creole in their lyrics.

For reggae musicians, lyrics = more important than rhythm. Very important to remember the past.


The legacy of Bob Marley

Paragraph 1 Before ➝ Bob Marley’s white father promises to marry his black teenage mother. One week before wedding he leaves her. Bob is born 8 months later on February 6, 1945. As a youth, he endures ridicule from Blacks and Whites for mixed heritage.

Bob Marley: best-known for work with his reggae group “The Wailers”. Titles refl ect his ideology: Survival, Exodus, Get up Stand up, No woman, no cry, So much trouble in the world, Uprising.His sons Ziggy and Stephen Marley continue their father’s musical legacy in their band “The Melody Makers”.

Paragraph 2 Bob Marley: Rastafarian / his lyrics ➜ attract attention to this pseudo-religious movement.His music = message of brotherhood and peace for all of mankind.

1976 à Bob Marley, his wife Rita and manager Don Taylor survive assassination attempt.

July 1977 ➝ Bob Marley: form of skin cancer = necessitates amputation of his big toe but he refuses because of his Rastafarian beliefs. He dies 4 years later.

Action 2Unit 8

© H

ache

tte

Livr

e, 2

009

© H

ache

tte

Livr

e, 2

009


Religion and Rastafarians

Paragraph 1 Before ➝ Slaves need to affi rm their identity and express hope for their country’s future. Evolution of the rasta religion = belief : Ethiopia: the promised land Rastafari = young, Africa-centred religion: develops in Jamaica in the 1930s Rastafarians believe Haile Selassie (King of Ethiopia) is God.

Past ➝ Rastafari = resistance to historical slaveryNow ➝ Rastafari = resistance to poverty, exploitation and racism

Paragraph 2 Past ➝ Traditional music of the Rastafarian religion is Nyabingi = chanting (19th-century gospel music) and drumming. Chants help people to feel included in the Rastafarian community.

Now ➝ Rastafari – commonly associated with reggae music known everywhere in the world thanks to Bob Marley.


Women and their role

Paragraph 1 Past ➝ in Africa traditional societies = matrilineal (women have a stronger position than men)Past ➝ Slave owners separate families. Women have to manage alone.In Jamaica now ➝ as many women work as do men.

In politics: Portia Simpson Miller becomes Jamaica’s fi rst female prime minister 30/03/2006.

Paragraph 2 Past ➝ men dominate reggae music – singers and musicians. Women mainly dance. Lyrics refl ect male opinions No woman, no cry.

Today ➝ More and more female singers = female opinions: The Strength of a Woman, Thank You Momma and It’s Woman Time Now = Simpson Miller’s unoffi cial motto. * (*devise)

Dance Hall = evolution from reggae. Like rap, its message is powerful and straightforward: lyrics about social issues, including women’s rights.

Documents

Connect 3ème photofiches