©Cours Académiques de France Cours Année - Anglais | 1ère

SEQUENCE 1
 Axe 1 :
 Fictions et réalités – Facts and realities Part I
Extrait de cours
 Problématique :
 How far is the USA from Martin Luther King Jr’s dream?

 Supports :
1. Culture tip
2. African Americans
3. Compréhension orale : « I have a dream » Martin Luther King Jr.
4. compréhension écrite : texte 1 “Black Americans mostly left behind ?”
5. Grammaire : preterit, present perfect et pluperfect – for, since, ago.
6. Expression écrite : « an eloquent silence » (document iconographique)
7. Médiation
8. Compréhension écrite : texte 2 “A museum to reconcile America”
9. Your writing skills
Devoir à envoyer n°1

 Objectifs :
- Confronter les époques
- Acquérir une bonne connaissance de Martin Luther King Jr et de son époque
- S’entraîner aux épreuves écrites et orales
- Revoir les points de grammaire et le vocabulaire de la séquence.
- Acquérir une méthode de travail
- Consolider son vocabulaire

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1. Culture tip
Extrait de cours
 Martin Luther King Jr

Biography source : https://www.biography.com

Martin Luther King Jr. was a Baptist minister and social activist who
led the civil rights movement in the United States from the mid-
1950s until his assassination in 1968. King is remembered for his non-
violent protests segregation and his "I Have a Dream" speech.
One person who is admired for his outstanding achievements is
Martin Luther King.
Martin Luther King Jr. was a civil rights activist in the 1950s and
1960s. He led non-violent protests to fight for the rights of all people
including African Americans. He hoped that America and the world
could become a society where race would not impact a person’s civil
rights.
Martin Luther King Jr. was assassinated on April 4. 1968 in Memphis,
TN. He was shot by James Earl Ray while standing on the balcony of
his hotel.

QUICK FACTS

NAME: Martin Luther King Jr.

OCCUPATION: Minister, Civil Rights Activist
BIRTH DATE: January 15, 1929 - PLACE OF BIRTH: Atlanta, Georgia
DEATH DATE: April 4, 1968 - PLACE OF DEATH: Memphis, Tennesse

DID YOU KNOW?

Martin Luther King Jr. changed his name from Michael to Martin after his father adopted the name
Martin in honor of the Protestant leader Martin Luther.

EDUCATION
Crozer Theological Seminary, Morehouse College, Boston University

Going further:
Watch the videos https://youtu.be/OmEZGbUvW2M | https://youtu.be/k6Au81aHuSg

Civil rights
The African-American Civil Rights Movement was a fight for racial equality that took place mainly in the
1950s and 1960s as several major events happened and the racial acts were outlawed. Political figures like
Martin Luther King Jr., Malcolm X and writers like James Baldwin were emblematic figures of the
movement.

Martin Luther King wanted all people, regardless of the colour of their skin, to have equal rights. He staged
sit-ins at restaurants, boycotts of buses and businesses and marched in protest of the way black people

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were treated. His most famous speech, “I Have a Dream”, asked for public school desegregation and rights
for workers.
In his first major civil rights action, Martin Luther King Jr. led the Montgomery Bus Boycott. This started
when Rosa Parks refused to move to give up her seat on a bus to a white man. As a result, Martin led a
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boycott of the public transportation system. The boycott lasted for over a year. It was very tense at times.
Martin was arrested and his house was bombed, but in the end he prevailed and segregation on the
Montgomery busses ended.

In 1963 Martin Luther King, Jr. helped to organize the

famous March on Washington. Over 250,000 people
attended this march to show the importance of civil
rights legislation. They hoped for an end to
segregation in public schools, protection from police
abuse, and hoped to get laws preventing
discrimination in employment. It was at this march
where Martin gave his « I have a Dream » speech.
This speech has become one of the most famous speeches in history. The march and Martin’s speech were
a success. The Civil Rights Act was passed a year later in 1964.

 U.S. national anthem protests in 2016

Colin Kaepernick
Since August 2016, some American athletes have protested against police brutality and racism by kneeling
during the U.S. national anthem.
Colin Kaepernick has become larger than football since he refused to stand two years ago as the National
Anthem played before NFL games.

What was Kaepernick protesting in the first place?

As a quarterback for the San Francisco 49ers, Kaepernick
sparked controversy when he sat, then knelt, during the
National Anthem before several 2016 NFL preseason and
regular-season games. He said he did so to protest police
shootings of African-American men and other social injustices
faced by black people in the United States.

"To me, this is something that has to change," Kaepernick said

in an August 2016 interview. "And when there's significant
change and I feel like that flag represents what it's supposed to
represent and this country is representing people the way that it's supposed to, I'll stand."
Kaepernick also said he could not "show pride in a flag for a country that oppresses black people and
people of color."

Kaepernick's protest inspired other players. His teammate, Eric Reid, soon knelt beside him. Other
teammates joined, including Antoine Bethea, Eli Harold, Jaquiski Tartt and Rashard Robinson. When the
2017 season rolled around, more players joined the protest.

Going further: Watch the video

https://edition.cnn.com/2018/09/04/us/colin-kaepernick-controversy-q-and-a/index.html

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 "Black Lives Matter" movement

"Black Lives Matter" Source : https://www.thesun.co.uk

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BLACK Lives Matter is a movement that started in the US to demonstrate against killings of young black
men.
The protest group was founded by Alicia Garza, Patrisse Cullors and Opal Tometi in protest at the killing of
17-year-old Trayvon Martin in 2012. BLACK Lives Matter is a movement that started in the US to
demonstrate against killings of young black men. Martin was shot dead by George Zimmerman, who
walked free after claiming he wrongly believed the teen was armed.

Four years on, the group describes itself as “an ideological and political intervention in a world where Black
lives are systematically and intentionally targeted for demise”.

The movement has continued to grow in the years since its inception, spurred by the unjust killings of
numerous black people.

2. African-Americans

 The reality before 1965:

• ≈ 645,000 Africans were shipped as salves to the USA

• The myth of the god negro: Uncle Tom
• Black Codes and segregation in the southern states of the USA
• Second-class citizens
• Inequality

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 Political recognition: the civil rights movement

• 1955: Rosa parks arrest

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• 1964: the Civil Rights Act
• 1965: the Voting Rights Act
• Martin Luther King
• Malcom

 Art as a weapon

• Harlem Renaissance (1920s/30s)

• Literature: Toni Morrison, Maya Angelou, Langston Hughes...
• Photography: Gordon Parks
• Painting: Johnson
• Music: Jazz, Blues (Fats Waller, Duke Ellington...)

 The situation today Source : Mission terminale – Bordas

• The first African American President (2008)

• Worlwide recognition of African American culture
• A half century ago, the wholesale racial integration required by the 1964 Civil Rights Act was just
beginning to chip away at discrimination in education, jobs and public facilities. Black voters had
only obtained legal protections two years earlier, and the 1968 Fair Housing Act was about to
become law. African-Americans were only beginning to move into neighborhoods, colleges and
careers once reserved for whites only.

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 how far have black people progressed?

• Today, far more African-Americans graduate from college – 38 percent – than they did 50 years
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ago.
• Poverty is still too common in the U.S. In 1968, 25 million Americans — roughly 13 percent of the
population — lived below poverty level. In 2016, 43.1 million – or more than 12.7 percent – do.
Today’s black poverty rate of 22 percent is almost three times that of whites. Compared to the
1968 rate of 32 percent, there’s not been a huge improvement.
• In 2018, while the United States has an overall poverty rate of 12.3 percent, according to the U.S.
Census, within the African American community, the poverty rate is 21.2 percent.
• Black adults experienced a more significant income increase from 1980 to 2016 – from $28,667 to
$39,490 – than any other U.S. demographic group. This, in part, is why there’s now a significant
black middle class.
• Unemployment: The unemployment rate for African Americans in 2017 (the last full year of data)
was 7.5 percent, 0.8 percentage points higher than it was in 1968 (6.7 percent). The
unemployment rate for whites was 3.8 percent in 2017 and 3.2 percent in 1968.

• The typical black family had almost no wealth in 1968 ($2,467). Today, that figure is about six times
larger ($17,409), but it is still not that far from zero when you consider that families typically draw
on their wealth for larger expenses, such as meeting basic needs over the course of retirement,
paying for their children’s college education, putting a down payment on a house, or coping with
a job loss or medical crisis.
• Over the same period, the wealth of the typical white family almost tripled, from a much higher
initial level. In 2016, the median African American family had only 10.2 percent of the wealth of
the median white family ($17,409 versus $171,000)
• Infant mortality. Over the last five decades, African Americans have experienced enormous
improvements in infant mortality rates. The number of deaths per 1,000 live births has fallen from
34.9 in 1968 to 11.4 in the most recent data.
• Life expectancy. African Americans’ life expectancy at birth has also increased substantially (up
11.5 years) between 1968 and today, outpacing the increase for whites (up 7.5 years).

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• Social and economic circumstances of African American and white families, c. 1968 and c. 2018

*(most recent available data) c. 1968 c. 2018* Change

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High school graduate rate, adults ages 25–29 (%)
Black 54.4% 92.3% 37.9 ppt.
White 75.0% 95.6% 20.6 ppt.
Gap (black as % of white) 72.6% 96.5%
College graduate rate, adults ages 25–29 (%)
Black 9.1% 22.8% 13.7 ppt.
White 16.2% 42.1% 25.9 ppt.
Gap (black as % of white) 56.0% 54.2%
Unemployment rate (%)
Black 6.7% 7.5% 0.8 ppt.
White 3.2% 3.8% 0.6 ppt.
Gap (ratio black to white) 2.1 2.0
Median hourly wage (2016$)
Black $12.16 $15.87 30.5%
White $17.06 $19.23 12.7%
Gap (black as % of white) 71.3% 82.5%
Infant mortality (per 1,000 births)
Black 34.9 11.4 -67.4%
White 18.8 4.9 -74.0%
Gap (ratio black to white) 1.9 2.3
Life expectancy at birth (years)
Black 64.0 yrs. 75.5 yrs. 11.5 yrs.
White 71.5 yrs. 79.0 yrs. 7.5 yrs.
Gap (black as % of white) 89.5% 95.6%

Source : https://theconversation.com/black-americans-mostly-left-behind-by-progress-since-dr-kings-death-89956
http://www.bread.org
https://www.epi.org/publication/50-years-after-the-kerner-commission/

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3. Compréhension orale

Watch the video: I HAVE A DREAM part 2, MARTIN LUTHER KING

Extrait de cours
Un fichier est fourni avec le livret > Fichier 01

CONSEILS pour l’écoute d’un document audio

3 écoutes ponctuées de pauses d'une minute, puis 10 minutes pour rédiger en français votre résumé,
jusqu'au bip final.

Vous devez rendre compte en français de ce que vous avez compris.

On ne vous demande pas de commenter, de prendre parti, de donner votre avis : restez neutre.
N'espérez-pas comprendre tout. On ne s'attend pas à ce que vous ayez compris tous les détails.

Avant l’écoute : anticipez

 Le titre de l’enregistrement vous donne des informations sur son contenu.

1ère écoute : la découverte

 De quel type de document s’agit-il ?
 Combien de personnes prennent la parole ? De qui s’agit-il ?
 Quelles hypothèses initiales ont été confirmées /infirmées ?
 Quel est le thème principal de l’enregistrement ?
 Pouvez vous répondre aux questions Who? what? what about? when? where? why? how?

2ème écoute : le “dégrossissement”

 Prenez en note ce que vous comprenez, en français ou en anglais (même des mots isolés)
 Utilisez des abréviations, des flèches, etc… pour gagner du temps.
 Commencez à établir des liens entre les éléments relevés.

3ème écoute : le “dégrossissement”

 Complétez vos notes pour arriver à une compréhension la plus précise possible
 Affinez les liens entre les éléments relevés.
 Déduisez le sens des mots ou des parties peu claires grâce au contexte
 Tenez bien compte des mots de liaison
 Identifiez le point de vue exprimé sur la question voire le ton des interlocuteurs

Rédigez votre résumé en français

RAPPEL : les mots qui peuvent vous aider à comprendre :
 Les noms propres, les prénoms, les villes, les mois, les jours de la semaine, les pronoms personnels
 Les chiffres (année, âge, prix, date, quantité)
 Les mots clés : ce sont ceux quisont répétés.
 Les champs lexicaux qui vous donneront des informations sur les thématiques abordées.
 Les mots de liaison,
 Les mots accentués (ce sont les plus importants)
Source : Fireworks – 1ère – Le Livre Scolaire

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CONSEILS pour la rédaction du compte rendu

Rédigez :
Extrait de cours
 Une introduction
a) Le type de document
b) Le contexte
c) Le ou les interlocuteurs, hommes ou femmes
d) Le thème général

 Les idées principales

a) Classez-les et montrez que vous avez compris leur articulation
b) L’attitude et les réactions éventuelles du ou des locuteurs : ton, humour, point de vue, accord,
désaccord….
c) L’issue de la conversation ou du monologue : sur quelle note se termine le document ?

CONSEILS de rédaction
 Imaginez que votre locuteur n’a pas du tout écouté l’enregistrement
 Rédigez des phrases simples mais complètes
 Utilisez des connectuers pour relier les phrases entre elles (tout d’abord, puis, ensuite, c’est
pourquoi, cependant, en outre, pour conclure…)
 Evitez les anglicismes
 Ne traduisez pas mais trouvez des équivalents dans la langue française
 N’interprétez pas : vous devez seulement rendre compte
 Restez neutre : ne donnez pas votre point de vue
 Relisez vous. Veillez à l’orthographe.

Vocabulary
Even though: même si
to face: faire face à
deeply: profondément
rooted: enraciné
to rise up : s’élever
creed: credo, croyance
to hold: tenir
truth: vérité
hill: colline
former: ancient
slaves: esclaves
owners: propriétaires
brotherhood: fraternité
sweltering: étouffant, écrasant
heat: chaleur
skin: peau
content: contenu
vicious: méchants
lips : lèvres
to drip with: dégouliner, ruisseler
“Interposition and Nullification”: permettant au gouverneur d’un état de passer outre les lois nationales

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Culture tip

I Have a Dream, speech by Martin Luther King, Jr., that was delivered on August 28, 1963, during the
Extrait de cours
March on Washington. A call for equality and freedom, it became one of the defining moments of the civil
rights movement and one of the most iconic speeches in American history.

Some 250,000 people gathered at the Lincoln Memorial in Washington, D.C., for the March on
Washington. The one-day event both protested racial discrimination and encouraged the passage of civil
rights legislation; at the time, the Civil Rights Act was being discussed in Congress

Source : https://www.britannica.com/topic/I-Have-A-Dream

Exercice autocorrectif n°2 - corrigé en fin de livret

1. En vous aidant des conseils donnés, vous avez 10 minutes pour rendre compte par écrit en français de
ce que vous avez compris

2. Répondez aux questions :

a) Why does King choose the word DREAM?
b) Why does he mention many different places, religions, types of people?
c) Would you say his message is realistic or idealistic?
d) In your opinion, has King's dream become true in today's America?

4. Compréhension écrite
Lisez le texte 1

TEXTE 1 : Black Americans mostly left behind?

1 On April 4, 1968, the Rev. Martin Luther King Jr. was assassinated in Memphis, Tenn., while assisting
striking1 sanitation workers.
That was 50 years ago. Back then, the wholesale racial integration required by the 1964 Civil Rights
Act was just beginning to chip away2 […] Black voters had only obtained legal protections two years
5 earlier, and the 1968 Fair Housing Act was about to become law.
African-Americans were only beginning to move into neighborhoods, colleges and careers once
reserved for whites only.
I’m too young to remember those days. But hearing my parents talk about the late 1960s, it sounds
in some ways like another world. Numerous African-Americans now hold positions of power, from
10 mayor to governor to corporate chief executive — and, yes, once upon a time, president. The U.S.
is a very different place than it was 50 years ago.
Or is it? As a scholar3 of minority politics, I know that while some things have improved markedly for
black Americans since 1968, today we are still fighting many of the same battles as Dr. King did in
his day.
15 The 1960s were tumultuous years indeed. During the long, hot summers from 1965 to 1968,
American cities saw approximately 150 race riots4 and other uprisings. The protests were a sign of
profound citizen anger about a nation that was, according to the National Advisory Commission on
Civil Disorders, “moving toward two societies, one black, one white — separate and unequal.” […]

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In some ways, we’ve barely budged5 as a people. Poverty is still too common in the U.S. In 1968, 25
20 million Americans — roughly 13 percent of the population — lived below poverty level. In 2016, 43.1
million — or more than 12.7 percent — do.
Today’s black poverty rate of 22 percent is almost three times that of whites. Compared with the
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1968 rate of 32 percent, there’s not been a huge improvement. […]
From Occupy Wall Street to Black Lives Matter, many modern social movements decry the same
25 inequality Dr. King did. […]
There are, of course, positive trends. Today, far more African-Americans graduate from college —
38 percent — than their predecessors did 50 years ago.
Our incomes are also way up. Black adults experienced a more significant income increase from 1980
to 2016 — from $28,667 to $39,490 — than any other U.S. demographic group. […] Progress has
30 been made. Just not as much as many of us would like.

Sharon Austin, Black Americans Mostly Left Behind by progress since Dr. King’s death,
The Conversation, February 7, 2018

1. protesting | 2. Decrease gradually | 3. Person who has studied | 4. Social unrest/disorder | 5. moved slightly

Culture tip

Sharon Austin: Dr. Sharon Wright Austin is a Professor of Political Science at

the University of Florida and has also taught courses at the Universities of
Louisville, Michigan, and Missouri-Columbia. Dr. Austin received a doctorate
in Political Science from the University of Tennessee at Knoxville in 1993.
Her teaching interests are in American Government, Urban Politics, and African American Politics and her
research interests are in African American mayoral elections, African American/Caribbean American political
relationships, rural African American political activism, and African American political behavior.

The 1964 Civil Rights Act: This act, signed into law by President Lyndon Johnson on July 2, 1964, prohibited
discrimination in public places, provided for the integration of schools and other public facilities, and made
employment discrimination illegal. This document was the most sweeping civil rights legislation since
Reconstruction.

Legal Protection: The Voting Rights Act of 1965, signed into law by President Lyndon B. Johnson, aimed to
overcome legal barriers at the state and local levels that prevented African Americans from exercising
their right to vote as guaranteed under the 15th Amendment to the U.S. Constitution. The Voting Rights
Act is considered one of the most far-reaching pieces of civil rights legislation in U.S. history.

The Fair Housing Act of 1968: The Fair Housing Act of 1968 prohibited discrimination concerning the sale,
rental and financing of housing based on race, religion, national origin or sex. Intended as a follow-up to the
Civil Rights Act of 1964, the bill was the subject of a contentious debate in the Senate, but was passed quickly
by the House of Representatives in the days after the assassination of civil rights leader Martin Luther King,
Jr. The Fair Housing Act stands as the final great legislative achievement of the civil rights era.

President: Barack Hussein Obama was elected the 44th president of the United States on Tuesday,
November 4th, 2008, sweeping away the last racial barrier in American politics with ease as the country
chose him as its first black chief executive.

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Culture tip (suite)

National Advisory Commission on Civil Disorders: The President’s National Advisory Commission on
Civil Disorders—known as the Kerner Commission—releases its report, condemning racism as the primary
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cause of the recent surge of riots. The report, which declared that “our nation is moving toward two
societies, one black, one white—separate and unequal,” called for expanded aid to African American
communities in order to prevent further racial violence and polarization. It identified more than 150 riots or
major disorders between 1965 and 1968 (including the deadly Newark and Detroit riots) and blamed “white
racism” for sparking the violence—not a conspiracy by African American political groups as some claimed.

Exercice autocorrectif n°3 - corrigé en fin de livret

TRAIL A
1. Say what happened during the following dates or period of times.
a) 1964
b) 1968
c) from 1965 to 1968
d) from 1980 to 2016

2. Explain the following quote “moving toward two societies, one black, one white — separate and
unequal.” (l. 18) Use these keywords: inequality – separate – color line – riots

3. Draw two columns and find elements describing the economic situation of Black Americans in the
past and today.

OU
Exercice autocorrectif n°3 - corrigé en fin de livret
TRAIL B
1. Use the dates to explain the situation in the 60s for Black Americans

2. Describe the “two societies” (l. 18) mentioned in the article

3. Compare the economic situation of Black Americans in the past and today.

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5. Grammar
Préterit, present perfect et past perfect
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Révisez et retenez :

I) Le prétérit simple et continu

a) PRETERIT SIMPLE
SUJET + BASE VERBALE + ED

Pour les VERBES IRRÉGULIERS, apprendre la liste par cœur.

Forme interrogative :
DID + SUJET + BASE VERBALE

Forme négative :
SUJET + DID + NOT + BASE VERBALE

Ex : They bought a car. Did they buy a car? They did not buy a car

Ex : We left London in 1997.  Action passée terminée datée, sans rapport avec le présent.

b) PRETERIT CONTINU

SUJET + WAS/WERE + BASE VERBALE + ING

Ex : They were sleeping when I arrived.  Action qui était en train de se faire à un moment du passé,
souvent interrompue par une action exprimée au prétérit simple.

II) Le present perfect

a) PRESENT PERFECT SIMPLE

SUJET + HAVE/HAS + PARTICIPE PASSE

Le PARTICIPE PASSE des VERBES REGULIERS se forme en ajoutant –ED à la BASE VERBALE.
Le PARTICIPE des VERBES IRREGULIERS se trouve dans la 3ème colonne de la liste.
Ex : They have played  to play = verbe régulier
They have bought  to buy = verbe irrégulier

Ex : He has washed his car.  Action non datée dont je considère le bilan, le résultat dans le présent.

Ex : She has been ill since May 1st.  Action commencée dans le passé qui n’est pas terminée au
moment où l’on parle, on établit un lien présent-passé.

Ex : We have just bought a new car.  Exprimer une action qui vient de se produire dans un passé
récent lorsqu’il est utilisé avec « just ».

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REMARQUE : Puisque le present perfect n’est pas un temps du passé, il ne peut pas être utilisé avec
des adverbes de temps passé. Il s’emploie avec des expressions qui marquent un lien avec le présent :
• It is the first time (c’est la première fois)
• Up to now / so far ( jusqu’à maintenant)
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• Before
• Never
• Already (déjà : indique que l’action a eu lieu plus tôt que prévu)
Il s’utilise avec :
 This morning si ces périodes ne sont pas terminées au moment
 This afternoon où l’on parle
 Today
Ex : What time is it ? It is 11 o’ clock. I have typed fifty pages this morning!

Il s’utilise avec ever (déjà) surtout à la forme interrogative pour demander si l’action a été accomplie
auparavant. Il est également utilisé avec un superlatif
Ex : Have you ever visited London?

Il s’emploie avec :
• Not …. Yet = pas encore
• Again = encore ( la répétition)
• Since = depuis (point de départ de l’action)
• For = depuis ( durée)

ATTENTION :
Ne pas confondre
 He has been to England several times = il est allé en Angleterre plusieurs fois (il en est revenu)
 He has gone to England for a few days = il est parti en Angleterre pour quelques jours (il y est
encore)

b) PRESENT PERFECT CONTINUOUS

SUJET + HAS/HAVE + BEEN + BASE VERBALE + ING

Ex : I have been living in Paris since 1987.  Action commencée dans le passé qui est toujours en train
de se faire au moment où l’on parle. Il est souvent accompagné de « for », « since » ou « how long ».

REMARQUE :
A la forme négative, on emploie le present perfect simple

III) For/since/ago

a) FOR + DUREE (nombre de jours, de semaines, de mois…etc)

Ex : For two weeks.

Il s’emploie aussi dans les expressions « for a long time » (depuis longtemps), « for ever » (depuis toujours)
avec un verbe au present perfect + be + ing.

b) SINCE + DATE (point de départ d’une action dans le passé)

Ex : He has been ill since Christmas .  Il est malade depuis Noël (c’est une action commencée dans le
passé qui n’est pas terminée aujourd’hui. J’emploie le present perfect en anglais mais le présent en
français.

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c) AGO (il y a dans le temps)

Il se place après le complément de temps.

Ex : he sent me a message two days ago.  Il m’a envoyé un message il y a deux jours.
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IV) Le Past perfect ou pluperfect

SUJET + HAD + PARTICIPE PASSE

Ex : When I arrived they had finished their work.  Action antérieure à une action passée exprimée au
prétérit simple.

a) PAST PERFECT CONTINUOUS

SUJET + HAD + BEEN + BASE VERBALE + ING

Ex : They had been waiting for two hours when I arrived.  Action qui était en train de se faire à un
moment donné du passé.

Ex : It was obvious she had been eating a lot of chocolate.  Il permet d’insister sur l’activité.

Exercice autocorrectif n°4 - corrigé en fin de livret

1. Mettez les phrases au prétérit, forme affirmative, interrogative ou négative selon le contexte.
a) The story was not exciting, so I .............................. it very much (to enjoy).
b) Bond was tired when he entered the hotel, so ........................... to bed early (to go).
c) The car was not very fast, so the agents .............................. late to the meeting (to be).
d) The code was very sophisticated but the team..................... high mathematical skills and
........................ it (to have; to decipher).
e) It was a funny situation but nobody ................................. (to laugh).
f) He speaks many foreign languages as he ........................ overseas (to operate).

2. Mettez les verbes au prétérit simple ou au prétérit continu

a) “What..................................(you/do) this time yesterday” “I was working”
b) “Was your agent in the casino last night?“ “Yes, and he ..........................(to wear) a really nice suit”.
c) How fast...........................(you/drive) when the accident........................ (to happen)?
d) The code-breakers ......................(to decode) the secret message when the commander (to come) to
Bletchley park.
e) I haven’t seen Carol for ages. When I last.............. (to see) her, she.....................(to try) to find a
position in your service.
f) Somebody...........(to take) a picture of me while I.......................(not/to look)
g) The situation was critical. We...................(to do our best) to improve our positions.
h) I..................(to walk) along the street when suddenly I................... (to hear) footsteps behind me.
Somebody.............(to follow) me. I was scared and I.................(to start) running.

3. Mettez les phrases au present perfect

a) I/buy/ a new/car.
b) Mary/go/to Africa as a volunteer-teacher.
c) My dad/find/a new job.

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d) We/to meet/ Miep Gies.

e) I/ give up/smoking.
f) Pitt and Angelina/ already/to donate/much money to relief funds.
g) Chrisitina/to sing/ to honor the CNN heroes.
Extrait de cours
h) Miep/to tell/us about Anna and her family.
i) You/ever/to meet/a true hero?
j) The hurricane/to destroy/ the town.

4. Mettez les verbes au pastperfect

a) I went to my home town after many years. It wasn’t the same as before. (it, change, a lot)
b) He invited Jane to the café, but she couldn’t come. (she/arrange/to do something else)
c) We went to the opera last night, but we arrived late. (The opera/already/begin)
d) I was pleased to see Nick after such a long time. (I/not/to see him for five years)
e) My mother offered us something to eat but we were not hungry. (We/just/have/lunch)

5. Complétez les phrases suivantes par for, since ou ago.

a) The Civil Rights Movement started in 1954 with Rosa Parks. It was 65 years … .
b) The public has been familiar with Black Lives Matter … 2013.
c) The film documentary I am not Your Negro was released a couple of years … .
d) After the Civil War and the Jim Crow laws, African-Americans fought for equality … over 100 years.

6. Complétez par le verbe proposé au prétérit ou au present perfect.

a) The Civil Rights Movement (start) in 1954 and (last) for more than 10 years.
b) Human rights activists (fight) for a better world and more justice for a long time.
c) James Arthur Baldwin (die) in France in 1987. It (be) 32 years ago.
d) Black Lives Matter (organise) demonstrations in the USA since 2013.

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6. Expression écrite
Extrait de cours
« An eloquent silence » - Document iconographique -

Eric Reid and Colin Kaepernick of the San Francisco 49ers kneel during the anthem,
prior to the game against the San Diego Chargers on September 1, 2016.

Culture tip
Colin Kaepernick (a quarterback for the National Football League's San Francisco), Eric Reid (an American
football safety for the Carolina Panthers of the National Football League, NFL) and other athletes have
decided to take a knee when the national anthem is sung. Most of them are black American athletes
protesting against racism, police brutality, social injustice... It has resulted in a controversy as it is seen by
many as an unpatriotic behaviour and a sign of disrespect to the national anthem.

Vocabulary
opportunity: chance
equality ≠ inequality
protection
disadvantage
segregation
issue: problem
challenge
biased: partial
decry: denounce
discriminate against
show prejudice against
improve progress
protest: oppose
threaten sbdy /θretən/

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Exercice autocorrectif n°5 - corrigé en fin de livret

1. Focus on the background (place, people, attitudes). Present the situation.

Extrait de cours
2. Focus on the foreground. Describe the two players’ attitudes and looks.

3. Discuss what is happening. Give your opinion on their action. (About 200 words)

7. MEDIATION: From French to English

Traduction de « il y a »

• Lieu ou description

There is + nom singulier / there are + nom pluriel

Ex : There is a little garden in front of the house.

There are a lot of people.

there/be se combine(nt) avec tous les temps, tous les auxiliaires : have, had, et tous les modaux
(will, would, must, shall, should, may, might, can, could) mais aussi avec certains de leurs "équivalents"
comme have to, ought to, used to, etc…
Ex : There could be a storm during the night. (= Il pourrait y avoir une tempête cette nuit).

• Dans le temps

complément de temps + ago

Ex : He left school two years ago. (= Il y a deux ans qu'il a quitté l’école).

• Valeur spatiale

It is …….. from….. to

Ex : It is one and a quarter miles from my home to my school. (= Il y a deux kms de chez moi à mon lycée.)

Exercice autocorrectif n°6 - corrigé en fin de livret

1. Traduisez :
a) Il y a trop d'impôts à payer de nos jours.
b) Il y a trois miles de chez moi jusqu'à l'usine et nous parourions la distance à pied tous les jours.
c) Il y a de nombreuses années qu’il est malade.
d) Ils ont divorcé il y a vingt ans et se sont remariés cette année.
e) Il y aurait moins de sans-abri si plus de logements étaient construits.
f) Pensez-vous qu'il pourrait y avoir une révolution ?
g) Il y avait un pont à cet endroit. Il a disparu !

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8. Compréhension écrite

Lisez le texte 2
Extrait de cours
TEXTE 2 : A museum to reconcile America
1 Susan Goldberg: The museum has been an overwhelming1 success; visitors have to order tickets
months in advance. To what do you attribute that passionate interest?
Lonnie Bunch: I think part of it is that so many people really wanted to understand the full history
of the United States. A lot of people find this a pilgrimage2. The most amazing thing is to watch
5 grandparents talk to grandchildren about an event they lived through or to see people cross racial
lines to find common ground over3 things that once divided us. It really has become a place whose
time is now and whose story is so important to all of us. […]
SG: The discussions about race in the United States right now have taken on a hard edge4, a pointed
edge. Do you think that this museum is helpful in allowing people to have a place to talk?
10 LB: We are in a divided America, where race and issues of white supremacy are at the forefront of
our conversations. I think the museum is a place that helps us explore things that are difficult, helps
us explore where race matters and how it’s divided us. I also think people come because they believe
that by looking at the history of America through an African-American lens, they’re finding moments
of optimism, moments to believe that no matter how bad things are, you can effect change if you’re
15 willing to struggle and to demand America live up to its stated ideals.
SG: April is the 50th anniversary of the assassination of Martin Luther King, Jr. If Dr. King could come
back, what would he think about things now?
LB: Dr. King would feel that there has been great progress. We had an African-American president.
You have people like me running museums. But I think he also would be saddened by the fact that
we’ve not found what he called “the beloved community.” We’ve not found the community where
20 there is economic justice. We’ve not found the community where race matters, but matters less.
I think he would be impressed by the growth of a black middle class and also the growth in the
number of African Americans going through college and being educated. He’d be pleased to see that
there are better notions of integration in certain areas.
I think he’d be disappointed in that we’re still so segregated in our schools, that the cities are places
25 where often the American dream doesn’t exist for many people.

Susan Goldberg, The Race Issue,

National Geographic Magazine, April, 2018

1. huge | 2. visit to a special place to pay homage | 3. agree on | 4. cutting part of an knife | 5. managing

Watch the video of the interview

https://video.nationalgeographic.com/video/magazine/00000162-0da0-dabd-a962-3fe389510000

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Culture tip

Susan Goldberg: Susan Goldberg is Editorial Director of National Geographic Partners and
Extrait de cours
Editor In Chief of National Geographic Magazine. nder her leadership, National Geographic
has been honored with five National Magazine Awards, including the top prize for General
Excellence in 2019, and was a finalist for the Pulitzer Prize for Feature Photography in 2019
and for Explanatory Reporting in 2017. The magazine has received numerous other awards
for photography, storytelling and graphics. Goldberg also has led reporting that was honored
with multiple local, state and national awards, including the Pulitzer Prize in San Jose (1990/Breaking News),
and a finalist for the Pulitzer at The (Cleveland) Plain Dealer (2009/Feature Writing). In March 2015,
Goldberg received the Exceptional Woman in Publishing Award from Exceptional Women in Publishing.
Source : https://www.nationalgeographicpartners.com/bios/susan-goldberg/

Lonnie Bunch: Lonnie G. Bunch III is the director of the Smithsonian's National Museum of
African American History and Culture. Under Bunch’s leadership, the National Museum of
African American History and Culture opened seven exhibitions in its gallery located in the
Smithsonian’s National Museum of American History, including “Through the African
American Lens: Selections from the Permanent Collection.” In addition, the museum’s
traveling exhibition, “Changing America,” will be exhibited at 50 venues across the country
through 2018. Bunch also established the program “Save Our African American Treasures”
featuring daylong workshops where participants work with conservation specialists and
historians to learn to identify and preserve items of historical value.
Source : https://www.si.edu/about/bios/lonnie-g-bunch-iii

The National Museum of African American History and Culture: The National Museum of African
American History and Culture opened to the public in Washington, D.C., in 2016, and it's been a
resounding success ever since, with visitors waiting months to get tickets. National Geographic Editor in
Chief Susan Goldberg speaks with Lonnie Bunch, the founding director of the museum, to discuss the
reasons for its success and the unique perspective it offers—a chance to look at the history and culture of
America through an African-American lens.

Exercice autocorrectif n°7 - corrigé en fin de livret

1. Give the reasons of the great success of the museum.

2. Explain the role the museum plays in reconciliation in America.

3. Identify the complex opinion Martin Luther King Jr. would have about this situation.

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9. Improve your writing skills

Pour écrire les nombres
Extrait de cours
Pour écrire les nombres de 21 à 99, on met toujours un trait d’union entre les dizaines et les unités.
55 = fifty-five

Le mot hundred est toujours suivi de and.

152 = one hundred and fifty-two

Hundred, thousand, million et billion sont séparés par des virgules lorsqu’ils sont écrits en chiffres. Ils
sont invariables sauf quand ils sont suivis de of.
5,500: five thousand five hundred millions of people

Les nombres ordinaux sont précédés de the et terminés par th sauf 1st, 2nd et 3rd.
the 25th = the twenty-fifth

Pour les décimaux, on utilise un point (point à l’oral) entre la partie entière et la partie décimale.
12.7% = twelve point seven percent

Pour un prix, le symbole de la devise s’écrit avant le montant en chiffres ou après le montant en lettres.
$29 = twenty-nine dollars

Exercice autocorrectif n°8 - corrigé en fin de livret

1. Écrivez les chiffres et données en lettres.

a) 1956
b) 63.5 %
c) 534
d) 22nd
e) $1,595
f) 30,234
g) 37,648,921

2. Réécrivez chaque phrase en écrivant en toutes lettres les chiffres ou données entre parenthèses.
a) The Montgomery Bus Boycott lasted (1) year and (15) days.
b) The (14th) Amendment grants American citizenship to former slaves.
c) Barack Obama was the (44th) American president.
d) According to the (2017) US Census, there are (47,411,470) African Americans that is to say (14.6%)
of the total American population.
e) On (26.02.2012) George Zimmerman shot a (17) year-old African American young man called
Trayvon Martin.

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Extrait de cours

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| DEVOIR N°1 (à envoyer à la correction)

Extrait de cours
Durée de l’épreuve : 2 heures

 Epreuve 1 : Expression écrite (10 points)

Sujet : Deliver a speech on the situation of Black Americans since the Civils Rights Movement to
celebrate Black History Month. (about 250 words)

CONSEILS
1. Take notes about what you have learned about the situation of Black Americans.
Think about the past and current issues:
 inspirational figures,
 economic situations,
 education,
 race relations, racism,
 progress since the Civil Rights Movement.

List your ideas and add facts and figures for each category.

2. Think about the structure of your speech.

Make notes from each step of your speech (greeting the audience, exposing the situation, giving
examples, thanking your audience). You can write words, not full sentences. Order your ideas in a logical
way

3. Write your speech.

Remember to greet your audience and introduce yourself. Use “we”. Thanks the audience in the end.

Remember:
A basic speech format is simple. It consists of three parts:
1. an opening or introduction
2. the body where the bulk of the information is given
3. and an ending (or summary).

Culture tip
Black History Month is an annual celebration of achievements by African Americans and a time for
recognizing the central role of blacks in U.S. history.
1976, every American president has designated February as Black History Month and endorsed a specific
theme.
Black History Month 2018 theme, “African Americans in Times of War,” marks the 100th anniversary of the
end of World War I and honors the roles that black Americans have played in warfare, from the American
Revolution to the present day.
Source : https://www.history.com/

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 Epreuve 2 : Compréhension écrite (10 points)

Document 1
Extrait de cours

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Document 2
Extrait de cours

Sujet :
 Read the two documents and pick out the similarities and the differences mentioned in both
documents between the little girls’reaction. Quote from the text.
 Explain the reasons for their attitudes.

 Epreuve 3 : Compréhension orale

Ecoutez l’enregistrement : “Black Live Matter Movement seeks reforms “
Un fichier est fourni avec le livret > Fichier 02

Vous avez 10 minutes pour rendre compte par écrit en français de ce que vous avez compris.

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Extrait de cours

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