Listen and react !

What is it about? …………………………………………………………………………………………………...

………………………………………………………………………………………………………………………..

Who is talking? ……………………………………………………………………………………………

Name(s) ? ……………………………………………………………………

.

Where are they from? …………….………………………………………………………………………

…………………………………………………………………………………….…

School lunches : quantity – choice – preparation – temperature – types of food

Breaks : duration – activities – place

Workload: quantity – weight of schoolbags – tests (frequency and difficulty)

/fɪləˈdɛlfiə/

Look at the map and tell your teacher where is

Country

State

County

Philadelphia ………………………..………………………………………………………………..

is situated in the north-east of the United States of America between New York and Washington DC

……… Philadelphia has a nickname: it is known as PHILLY.

It is the largest city in the U.S. state of Pennsylvania

and the sixth-most populous U.S. city, with a population of 1,584,138.

Its motto is "Philadelphia maneto" or "Let brotherly love endure.”

………………………………………………………………………………………………………………………..

……

Today it’s ……………………Day at Abraham Lincoln ……………. School in Philadelphia.

Three ……………………….. are giving their final …………………… .

They are running for ……………. President.

If Amy is ……………….. , she promises to do her ………… to get better ……………………..

Today’s lunch is ………………………. . The bread is …………, the chicken is ……………. and there is ……….

………… ………………………….. . Yuk!

Jason thinks that one of the …………………… problems they have in the school is ………. ………….

……………………… . Indeed, he looked up on the …………… and found that on average, middle school students

do two hours of homework a …………….. . But at Abraham Lincoln ………………School, students often do two

hours a ………….. . Plus, the teachers give ………. of ……….. during the …………………. (= ……………..…)

It’s not …………..

If Jason is ……………. , he will show the principal that …… …….…. ………………… is not good for students.

As far as David is concerned , he thinks they need ………… time for ………………………… .

They only have ……………….. minutes and that’s not …………………….

Some teachers ………………for five minutes ………… after the bell …………… .

The pupils can take 5 minutes to get from the class to the ……………………….. .

So by the time they get there, they only have five minutes to …………………

Si on veut quantifier sans dénombrer :

Avec des d………………….

au p……….

Avec des

in………………….

Pour une

………………..

quantité

You’ve got many books

There are lots of flowers

We’ve got plenty of chairs

You’ve got much money

He’s got lots of work

They need plenty of water

Pour une

………………..

quantité

There are few accidents but you

need to be careful.

I’ll have a few muffins

There is little water in a

desert

I’ll take a little orange juice

Pour une

quantité

………………..

They have enough books

We’ve got enough time.

Relax!

Pour la

………………

I need all my books on Mondays.

They took all my money

Pour la

……………….

Do most Australian people like

surfing?

I’ve eaten most of the muffins

They took most of my money

Lots of / plenty of / enough / all s’emploient soit avec des noms au pluriel

soit avec des indénombrables

Many s’emploie toujours avec un nom au pluriel

Much s’emploie toujours avec un indénombrable (work / money / …)

Complete these sentences using words from the box and your own ideas

1. There is …………………………….choice at the canteen and the portions are …………………………small.

2. The food is often ……………………..cold , there are …………………..…………vegetables and there is

…………………………bread when you arrive late.

3. We have ………………………….work! And our schoolbags are ……………………….heavy.

4. The school yard …………………………………………………………………………………………….

5. There are …………………………………….tests on the same day,

and we don’t have ……………….time to revise.

Complete these sentences using words from the box and your own ideas

6. There is …………………………….choice at the canteen and the portions are …………………………small.

7. The food is often ……………………..cold , there are …………………..…………vegetables and there is

…………………………bread when you arrive late.

8. We have ………………………….work! And our schoolbags are ……………………….heavy.

9. The school yard …………………………………………………………………………………………….

10. There are …………………………………….tests on the same day,

and we don’t have ……………….time to revise.

too / too much / too many / not enough / more / no more / enough

too / too much / too many / not enough / more / no more / enough

Match the names of the students to their topics: Who says that?

a ) Obtain longer breaks / b) improve food in the lunchroom / c) get less homework from teachers

…………….. ………………….. ……………………

Match the topics to the means of action the candidates suggest

1- Improve food in the lunchroom a- Talk to the principal

2- Get less homework from teachers b- organise protests

3- Obtain longer breaks c- no suggestion to solve the problems

d- refuse to eat

Sort the following phrases into the categories below and be ready to use them in a debate

According to you, which candidate is the most convincing?

(Take the following elements into account: importance of the problem- arguments- conviction-

explanations – suggestions to solve the problem)

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

Agreement Disagreement Suggestion Exclamation

You’re right ! / Why don’t you …? / I agree with you / I don’t think it’s a good idea / I suggest

you/we …. / I don’t think it will work / What a shame! / I think you/ we should …. / No, I don’t

agree with you / I think it’s a good idea / fantastic! / How about (BVing) …?

What is this document? ……………………………………………………………….………..

Who is this girl? …………………………………………………………………………………

What does she want?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Can you explain her programme?

………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

a) First of all, read and highlight the transparent words but also all the words you understand

b) Now find out all the adjectives or expressions referring to her personality

Hi everybody !

My name’s Beryl Cullen and I would like to represent our class as class president.

I’m very cheerful and outgoing and enjoy working in a team.

People who know me say I never give up and

I always look on the bright side of life!

I love being a leader and I want you to vote for me!

If I’m elected, I’d like to devote all my time and effort to serving our class.

You won’t be disappointed. I really want to help everyone.

I will make sure that we can all work together to raise funds for our prom and

create a fun and welcoming atmosphere at school. I will also do everything in my

power to promote even better relationships between the staff and students. So I

hope you make the right choice!

Be smart! Vote for Beryl.

You won’t regret it!

PERSONALITY

Reformulate

“always look on the bright side of life” =

“leader” = “devote time to” =

c ) Now find out about the

d) Find equivalents in the speech for:

Elect me ► ………………………………………………………………………

Collect money ► ……………………………………………………………………...

Develop communication ► ………………………………………………………………

I never abandon ► …………………………………………………………………….

Spend time to help ► ………………………………………………………………….

e) Let’s see if you have understood what is written on the poster.

If the statements about Beryl are wrong, Correct them!

Beryl is a very sad and shy person. ► …………………………………………………………….

According to her friends, she isn’t very determined. ► …………………………………………….

She doesn’t mind if people don’t vote for her. ► …………………………………………………..

She won’t do anything to improve school life ► ………………………………………………………

……………………………………………………………………………………………………………

BERYL’S

PROGRAMME

Observe and deduce

She’ll make sure everything is okay You won’t be disappointed

Ces phrases évoquent ◊ le passé / ◊ le présent / ◊ le futur

Entoure l’auxiliaire en bleu et souligne le verbe en rouge

_ _ _ _ et _ _ _’ _ sont des auxiliaires modaux invariables.

Ils sont suivis ◊ d’un verbe conjugué ◊ d’une base verbale

Affirmative form +

Negative form -

Interrogative form ?

S +_ _ _ + _ _

Make sentences and use the future tense

Our class president ………………………….(devote) her time to serving our class and

she says she ………………..…………………..(not / give up) when there is a problem.

She …………………………….(always / be) determined.

…………………………………….(she / ask) for detention reforms? That would be cool!

(pour dire ce que cette personne fera ou ne fera pas)

………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

(use the future tense)

1) The candidate promotes better relationships with the teacher.

…………………………………………………………………………..

………………………………………………………………………….

2) They collect money to organize the prom.

…………………………………………………………………………..

………………………………………………………………………….

3) You promise to help every student.

…………………………………………………………………………..

………………………………………………………………………….

a) I want to be class president ◊ ◊ volonté

b) She wants them to vote for her ◊ ◊ souhait

c) I’d like to vote for her ◊ ◊ volonté sur autrui

d) I’d like her to be more cheerful ◊ ◊ souhait sur autrui

Underline the first verb in blue. Then circle TO in red. Now underline the verb following in green

Classify the sentences in the chart

a) She’d like to run for president c) They want to vote for him

b) They want her to be strong d) We’d like him to respect us.

Pour exprimer la volonté, on utilise _ _ _ _ _ _ suivi d’une base verbale

Pour exprimer le souhait, on utilise _ _ _ _ _ _ _ _ _ _ _ suivi de la base verbale

( _ _ _ _ _ peut se contracté en ’d)

Pour imposer une volonté à quelqu’un, on utilise

…………….. + ………………………….. + …… + …………….

Pour exprimer un souhait qui porte sur quelqu’un, on utilise

………… ……….. + ………………………..…. + …… + ……………….

Le complément peut être un groupe nominal ou un pronom personnel complément

Examples : She wants her classmates to vote for her

= them

We would like Beryl to create a fun atmosphere in class

= her

Pronoms personnels sujet I he / she / it we you they

Pronoms personnels compléments me him / her / it us you them

Volonté

Volonté sur autrui

Souhait

Souhait sur autrui

Alex veut changer les choses autour de lui

Rédige ce qu’il veut et souhaite imposer. Utilise les noms propres puis remplace-les par des pronoms personnels

compléments

Example: Alex wants Grandma to help him organize his bedroom

Alex wants her to help him organize his bedroom

Alex……………………………………………………….

………………………………………………………………

Alex……………………………………………………….

………………………………………………………………

Alex……………………………………………………….

………………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Alex……………………………………………………….

……………………………………………………………

Grandma !

Help me organize my bedroom

Tom! Stop playing video

games all day long!

Carol! Tim!

Create a new club with me!

Mum, Dad ! Could you give me

more responsibilities, please?

Carol ! Please, make an effort to

be a more positive classmate.

Sean ! could you ask the

headteacher for detention

reforms, please ?

a) wants / promote / She / to / good relationships between them (volonté / souhait)

………………………………………………………………………………………………………

b) They / him / to / want / look / on the right side of life. (volonté / souhait)

……………………………………………………………………………………………………….

c) I’d / to be / a leader / like (volonté / souhait)

………………………………………………………………………………………………………

d) our class president / to / We / like / create / a fun atmosphere in class / would (volonté / souhait)

……………………………………………………………………………………………………….

e) don’t / We / to / want / go to the swimming-pool (volonté / souhait)

………………………………………………………………………………………………………….

f) wants / to / be / He / the winner. (volonté / souhait)

…………………………………………………………………………………………………………..

g) would / like / to / I / become / an astronaut / (volonté / souhait)

…………………………………………………………………………………………………………..

h) like / to / she / a cat / have / Would / ? (volonté / souhait)

………………………………………………………………………………………………………….

i) you / Do / to / tonight / eat out / want / ? (volonté / souhait)

…………………………………………………………………………………………………………

en remplaçant les mots ou expressions soulignés par le pronom personnel complément adéquat

a) Tom – his classmates – vote for him. (souhait)

…………………………………………………………………………………………

b) My father – my sister – tidy her room (souhait)

…………………………………………………………………………………………………

c) I – Mr Wilson – give me and my friends little homework for tomorrow (souhait)

……………………………………………………………………………………………………..

d) You – Bob and I - be class president? (volonté)

……………………………………………………………………………………………………….

Now read the descriptions then find the adjectives

………………………………..

……………………………….

………………………………..

…………………………………

…………………………………

………………………………….

………………………………..

……………………………………

……………………………….

…………………………………….

Work with a friend: Classify these adjectives according to their meanings

sensitive / reserved / creative / cheerful / defensive / enthusiastic / mature / energetic / silly /

unfriendly / careful / organized / talkative / quiet / competitive / critical / moody / outgoing =

sociable / shy / clever / passionate / patient / kind / crazy / dishonest / generous / unsure /

stubborn (I don’t change my mind or accept criticism) / confident / helpful / selfish / hard-

working / lazy / tenacious = persistent / fast / precise / headstrong / irresponsible / bold /

reliable (people can trust me) / determined / easy-going / nervous / tolerant / self-centred / caring

/ fearful / big-headed / clumsy / supportive / loving / courageous = brave

Positive

Negative

Both (it depends on the situation) :

My personality palette

……………………………………….

………………………………………

………………………………………

……………………………………...

………………………………………

……………………………………..

: THE WORD STRESS

a) Listen and repeat. Put the stressed syllable (ꞌ)

Patient – impatient responsible – irresponsible honest – dishonest

comfortable – uncomfortable mature – immature tolerant - intolerant

kind- unkind reliable – unreliable friendly-unfriendly

b) Listen and repeat the compound adjectives. Put the stressed syllable (Indique l’accent le plus fort = accent primaire avec un trait vertical haut (ꞌ)

et l’accent le moins fort (accent secondaire) avec un trait vertical bas (․)

Self-centred outgoing easy-going hard-working

------------------------------------------------------------------------------------------

Read the document below and pick the category that best describes you

Now exchange with your classmates. Tell them who you think they are and let them respond “ I would say you are a HELPER because you …..”

“ True, but I’m also a DOER. I think you’re an organizer because …..”

L’ajout des préfixes im- , ir- , un- et dis- ◊ déplace ◊ ne déplace pas l’accent primaire.

Un adjectif composé comporte …….. accents : un accent ………………. (= fort) et

un accent ………………………… moins fort.

Your task: Campaigning for the class presidency

You’re running for class president. Prepare your poster and deliver a speech to show that

you would make a great class president. Do it in front of the class!

Introduce yourself and insist on your qualities and tell the class about your plans.

With your group, you will have to choose your candidate and explain why you choose him /her and write the

manifesto for the campaign

Take a few minutes to look at the different cards below and be ready to choose your role.

Teamwork requires negotiation skills!

Once you agree on the different roles, get down to work

a) The candidate and the three campaign managers discuss a few problems they would like to

solve in class or in the school. Take notes

b) Using your notes, write down your manifesto

Vote for ……………

If he/ she becomes Class President, he/

she promises he/ she ….. try to make

your life better at school

………………………………………..

…………………………………………

…………………………………………

…………………………………………

…………………………………………

…………………………………………

………………………………………...

You are afraid he/ she …….keep his/her

promise?

That’s impossible because he/ she is……

…………………………………………

…………………………………………

If you trust me,

VOTE FOR HIM/ HER!

Vote for ……………and your life

at school …. be changed.

If I become Class President, the

first problem I …..try to solve is

……….…………………………

…………………………………

I know it is one of your main

preoccupations because

…………………………………

…………………………………

One of the solutions could be to

…………………………………

…………………………………

I promise I …..do my best to

…………………………………

…………………………………

………………..

VOTE for ME.

And you ……. be disappointed!

Examples