Speak and listen - Hachette

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En anglais, il y a des voyelles courtes et des voyelles longues. Pour marquer la longueur en phonétique, on utilise deux points. Ces voyelles sont-elles courtes ...

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SCRIPT DES ENREGISTREMENTS DES CASSETTES ET CD CLASSE

Françoise Lemarchand

Kathleen Julié

Professeur agrégé

Docteur en linguistique

Jean-Rémi Lapaire Professeur de linguistique anglaise Université de Bordeaux 3

Prologue

How good is your English? 2

Hello! We’re back! Do you speak English? Do you CD 1 understand? Well, answer our questions. What day is it today? What time is it? What’s the weather like? How are you? Is your English teacher a man or a woman? What is her or his name?

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Good. So now write the words we spell. Are you CD 1 ready? Take a piece of paper or your workbook and write: WEDNESDAY, THURSDAY Now, can you say the other days of the week? 4 Ok, more spelling. Write the words we dictate. CD 1 Ready? JANUARY, FEBRUARY, APRIL Can you say the other months? Well done! Bye for now. See you soon!

Prologue 1 > Listen and speak 1. First, make yourself a name tag. Then listen and greet your friends. 5 CD 1

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Hello. My name is Les. And this is Nikki. And that’s Paul. What’s your name? How are you today? Ready to work? OK. Let’s start. Listen first and then imitate us. 1. Girl: Hello, David! Boy: Good morning, Sophie!

Now go on.

Now imitate us, like this. Girl: Hi, Pierre! Boy: Good afternoon, Sue!

4. Girl: Who am I? Boy: You’re Carol, aren’t you? Girl: No, I’m not. Boy: Are you Bérénice? Girl: No, I’m not. Boy: You’re Sylvie, aren’t you? Girl: Yes I am.

2. Girl: This is Claire and that’s Tom. Boy 1: I don’t remember your name. What’s your name? Boy 2: My name is Bobby.

3. Girl: You are Paul, aren’t you? Boy: No, I’m not. Girl: Are you Pierre? Boy: Yes, I am.

2. Note down the time of day and the exact time. 9

1. CD 1 Man: Hello! How are you today? Woman: I’m fine, thanks. Nice morning, isn’t it? Man: Yes. What’s the time? Woman: It’s a quarter past eight. Man: A quarter past eight! Oh gosh! I must hurry! Bye!

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2. [Bruit de clé dans serrure.] Man: Good evening, darling. Woman: Evening, honey. You’re very late today. Man: Yes, I met Paul and we went for a drink. What time is it? Woman: It’s quarter after seven. Dinner is ready!

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3. [Dans une classe. On frappe à la porte.] CD 1 John: Good afternoon, Sir. Teacher: John, you’re late. Do you know what time it is? John: It’s quarter past nine, isn’t it? Teacher: Yes, it is! A quarter past nine! You’re fifteen minutes late! Sit down and come and see me during break. So, where were we?

12 4. [À la télévision.] CD 1 Announcer: Well, good night and we’ll meet again tomorrow morning at 8. [On éteint la télé.] Boy: What’s the time? Girl: It’s nearly midnight. 11:50 exactly! I’m going to bed. Good night. Boy: Night. Sleep tight!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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Prologue 1 4. Write the telephone numbers we say and practise numbers. 13

1. [In an office.]

CD 1 Man: What’s your home phone number?

Woman: It’s 01803 625 993. Man: 01803 625 993.

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2. [Teenagers in love.] Boy: Can I have your telephone number? Girl: Sure. It’s 07748 355 671. Boy: 07748 355 671. I’ll call you tomorrow.

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3. [Two young girls discussing their idol.] CD 1 Girl 1: Here it is! I’ve got his telephone number! Girl 2: Really? Girl 1: Yes, it’s 0208 995 33 81. Girl 2: Are you sure? Girl 1: Quite. Look! 0208 995 33 81. Let’s call him!

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4. [At the police station.] Policeman: Name? Woman: Brown. Policeman: Address? Woman: 4 Ashford Gardens, London W4.

Policeman: Telephone number? Woman: My mobile is 07731 446 007. Policeman: 07731 446 007.

17 Now practise numbers. CD 1 Listen and write the result. For example, if I say: 2+2+5-4, you write 5. Do you understand? OK, so let’s go. Additions 3 + 10 + 7 + 8 22 + 3 + 5 + 5 100 + 200 + 50 + 55 Now additions and subtractions 10 + 40 – 5 + 10 - 5 20 + 20 + 40 - 7– 3 Can you multiply? Write only the result! 3x3x2+2x3 5x3+5x5-2 Now go on with your teacher.

5. Phonetics: vowel sounds. En anglais, il y a des voyelles courtes et des voyelles longues. Pour marquer la longueur en phonétique, on utilise deux points. Ces voyelles sont-elles courtes ou longues ? Coche la case correspondante. 1. barn 2. storm 3. spam 4. flat 5. lard

Certains sons-voyelles sont doubles. On les appelle des diphtongues. Note si le son est simple ou double. 1. down 2. dawn 3. blow 4. dear 5. dream Bye. That’s it for today! Bye

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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Prologue 2 > Listen and speak 19 CD 1

1. First, name the objects. Then look, listen and say what it is. Hello! Let’s get to work! In class, you must speak English. But do you know the names of the things you use? Let’s see! Ready?

3. It’s a sort of book, but when you buy it, there is no writing in it. Then you write in it and learn your lessons from it. What is it? a copybook

1. What is it? It’s long and rectangular. You need one for maths. It has numbers on it to measure how long a line is. It is usually made of plastic, metal or wood. a ruler

4. It is usually made of metal. It has two parts. You need them to cut things with. scissors

2. This object can be round or cubical. It is often made of plastic. You keep your pens, pencils, erasers and scissors in it. a pencil case

5. This little object is useful if you write with a pencil. Then you can correct your mistakes easily. It is made of rubber, and it is about 5 centimetres long. an erase

> Speak and act 20 CD 1

4. Lost and found. Find the owners. Teacher: Listen now everyone. You are much too careless! Look what I’ve got here. A red watch. Whose is it? Ken: It’s mine, Sir. Teacher: Well, here you are, Ken. But don’t forget it again.* Now, a cap. Is it yours, Phil? Phil: No, it isn’t. I think it’s John’s, but he is absent today. Ken: Yes, it’s his! Look at the initials: JB, John Brendon. I’ll take it for him.* Teacher: Now, a green scarf. M.F. Meg, is it yours? Meg: Yes, it’s mine. Sorry, Sir!*

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Teacher: And I’ve got a ring, sunglasses, blue scissors, a cell phone, and a black and red umbrella. Whose are they? Phil: The ring is Sue’s. It’s hers, I’m sure. Teacher: Sue? Is it yours? Sue: Yes, it is, and the scissors are mine too. But not the rest.* Ken: The umbrella is yours, Sir. I recognize it. It’s your umbrella! Teacher: Oh, you’re right! It’s mine. And as a matter of fact, the cell phone is mine too. [Laughs.] Well, nobody is perfect!

5. Phonetics: consonants. En anglais, les consonnes finales sont souvent sonores. Il est indispensable de les prononcer pour que l’on te comprenne. – Écoute et note la consonne qui correspond au son final de chaque mot. 1. cup – 2. cut – 3. come – 4. cursed – 5. curtain – 6. curtail – 7. work – 8. works

– Le “h” est le plus souvent soufflé. Donc, on l’entend. Y a-t-il un “h” dans ces mots, ou non? Note une croix dans la case correspondante. 1. high – 2. “I” – 3. horror – 4. our – 5. ill – 6. hill – 7. hit – 8. it Good. See you soon! Bye

– Les lettres “th” se prononcent [ð] comme dans the, ou [θ] comme dans thing. Peux-tu distinguer les deux sons ? Coche la case correspondante. 1. through – 2. that – 3. Thursday – 4. mother – 5. bath – 6. these – 7. think – 8. father

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Prologue 3 > Listen and speak 22 CD 1

1. Listen and say which number it is. Good morning! How are you all today? Please open your books on page 6 and look at the illustrations. Are you ready? Listen and say which number it is. Teacher: Sit down! Boy: Can I read, Sir? Teacher: Yes, you can. Teacher: Come in, please! Teacher: Open your books, please. Teacher: Shut your books!

Girl: Can I go to the blackboard, Sir? Teacher: Yes, come to the blackboard. Teacher: Don’t chat! Be quiet. Listen to me! Teacher: Stand up and go out. Boy and girl: I know! Can I answer, please? Number 6 Number 7 Number 3 Number 5 Number 8

> Read and listen 23 CD 1

4. Now listen and react. If we say: Tell a friend to write the date. You say: Write the date. Do you understand? Ready? 1. Ask for permission to open the door.

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2. Tell a friend to stand up. 3. Tell a friend not to sit down. 4. Tell a friend not to open the window. 5. Ask for permission to go to the blackboard.

5. Phonetics: must ≠ mustn’t and silent letters. En anglais, les verbes auxiliaires sont souvent réduits, ce qui fait que leur voyelle s’entend à peine. C’est le cas de must dans You must speak English. La négation empêche généralement cette réduction. C’est le cas de mustn’t dans You mustn’t speak French. Must ou mustn’t? Coche la case correspondante. 1. You must listen. 2. You mustn’t talk.

3. You mustn’t write. 4. You must be quiet. 5. You mustn’t be late. Comme beaucoup de mots anglais, mustn’t contient une lettre muette. Ecoute et barre les lettres muettes. mustn’t – know – listen – quarter – half – four Well done, so bye for now!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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Prologue 4 > Speak and listen 25 CD 1

1. First, look and say what you like or don’t like. Then listen and answer. Hello again! Nice day, isn’t it? Warm and sunny. I like the sun. Do you like it? Well, let’s get down to work, shall we? 1. Listen and answer. Girl: I like art. Do you like it? Boy: I like football. Do you like it?

Girl: I like Harry Potter. Do you like him? Boy: Well, I don’t like Madonna. Do you like her? Boy: My favourite hero is Sherlock Holmes. Do you like him? Girl: I like horses. Do you like them?

Girl: I don’t like potatoes. Do you like them? Boy: I love tomatoes. Do you like them?

> Read and listen 26 CD 1

3. Listen and answer our questions. 3. First look at Sue’s timetable and answer our questions. Yes, she does. Or No, she doesn’t. Ready? – Does Sue have school on Mondays? – Does she take French? – Does she study Latin?

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4. Who or what do they like? Billy: Have you got a good timetable, Sue? Sue: It’s fine. I’ve got Ms Dubois for French. She’s great! I adore her, and I love French.* Billy: I’ve got Mr Rose. I don’t like him at all and I hate French.* Sue: Who do you have for Maths? Billy: Miss May. She’s OK. I quite like her. What about you?

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– Does she start at 8 o’clock? – Does she go to school on Saturdays? – Does she finish school at 2 o’clock? – She studies information technology, doesn’t she? – She doesn’t study drama, does she?

Sue: Mr Rambo. He’s quite good. He’s funny. I like him. And I love maths.* But I hate the new English teacher, Miss Spam. She’s boring. Billy: And she’s very strict, I don’t like her either. My favourite subject is I.T. Sue: Mine is Food Tec. Well, here’s my bus! See you tomorrow. I start with French. Billy: My first lesson is English. What a bore! Bye!

5. Phonetics: him, her, them. Les pronoms personnels compléments sont des mots grammaticaux. Leur voyelle est souvent réduite. Peux-tu quand même entendre la différence entre him, her et them ? Coche la case correspondante. 1. He likes them. 2. I don’t like him.

3. Do you like her? 4. They don’t like him. 5. Look at her! 6. Look at them! 7. Listen to him! 8. Listen to them! That’s it for today. See you! Bye!

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Prologue 5 > Speak and listen 29 CD 1

1. Look and say what you can. Then listen and answer. Hello there. It’s me again. Now, have you got all your things? Can we start? Good! So let’s go. Answer our questions. Yes, he has. Or No, he hasn’t. – Look at the teacher in the illustration. Has he got dark hair? – Has he got glasses? – Has he got a beard? – Has he got a lot of papers on his desk?

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– Now look at Meg. Has she got her scissors? – What about Phil? Has he forgotten his map in his room? – And Ken, has he got his map? – Now, look at Sue. – Has she done her map? – Has she forgotten anything?

2. Who has got what? Teacher: Before we start the lesson, let me check if you’ve got everything. Have you all got your geography books? Meg? Meg: Sorry Sir, I’ve forgotten mine. Teacher: Sue? Sue: Yes, I’ve got mine. Teacher: Ken? Ken: I’ve lost my book, Sir! Teacher: Beth, Phil? Beth: I’ve got mine. Phil: Mine’s here!* Teacher: Now, who has forgotten their scissors? Meg: I have. Actually, I’ve lost them! Sorry! Teacher: So, Meg hasn’t got her scissors. What about you, Ken?

Ken: I’ve forgotten mine. Sorry.* Teacher: What about your homework? Have you done yours, Sue? Sue: Yes, I’ve done it! Look! Teacher: Phil? Ken? Phil: I’ve done mine, but it’s in my room! Ken: Sorry, I haven’t done mine! [Whispers.] I hate geography!* Teacher: Well, I hate lazy pupils and rude pupils! So Ken, for tomorrow, write “I must do my homework and be polite” a hundred times, no, two hundred times! Ken: Oh Sir!

> Read and speak 31 CD 1

5. Phonetics: word stress. Dans un mot de plusieurs syllabes, une syllabe est plus accentuée que toutes les autres. Elle porte l’accent tonique, que tu dois absolument marquer. C’est essentiel pour te faire comprendre. Entoure la syllabe la plus accentuée de ces mots.

forgotten – geography – history – telephone – eraser – umbrella – mobile – technology Good. So bye for now. Cheers

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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Prologue

Can I do it? > Écouter et comprendre 32 CD 1

Avant d’écouter, prends une feuille. Un professeur parle à ses élèves. Prêt ? Prête ? 1. Repère le moment de la journée et l’heure exacte. Teacher: Well, it’s time to go. Have a good afternoon and don’t forget to do your homework. Pupil: What time is it exactly, Sir? Teacher: It’s ten to two. Have you got my telephone number? If you have any problems with your homework, call me. 2. Note le numéro de téléphone dicté à la classe. Teacher: So take out your pens and note down my mobile number. It’s 07342 998 201. Pupil: Can you repeat, please? Teacher: 07342 998 201. You can call me until 8 pm, but not later! 07342 998 201. 3. Es-tu capable de noter l’emploi du temps de cet élève, et ce qu’il aime ? Boy: Tomorrow’s Wednesday. Let’s see. We have I.T., French and maths in the morning. Girl: And in the afternoon? Boy: In the afternoon? P.E. and history. Girl: What are your favourites? Boy: I.T. I love computers. And I also like French, but I hate maths. 4. Peux-tu exécuter ces consignes ? Il te faut un livre, un papier et un crayon. Teacher: Well, first stand up. Then put your book on your desk. Now, sit down. Open your book on page 14. OK? Now, say the days of the week, starting with Monday. Take a pencil and write your name on a piece of paper. Good. Close your books. Very good. Say goodbye! Goodbye! Tu peux réécouter cet enregistrement autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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Prologue

TESTS Compréhension de l’oral / 40 Prends une feuille et écris ton nom. Numérote bien les exercices.

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1. Écris les cinq mots que nous dictons. /5

CD 1 1. UMBRELLA – 2. ERASER – 3. COMPASSES – 4. GLASSES – 5. BIRO

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2. Écris en chiffres les six nombres que nous dictons. /3 24 – 35 – 65 – 79 – 136 – 283 3. Fais les trois opérations mentales et note seulement le résultat. /3 3 + 7 + 5 + 10 - 2 – 10 + 1 5+ 15 - 10 – 50 + 60 + 20 - 30 4. Écris le contraire. /4 1. Go out. 3. Close your book. 2. Stand up. 4. Don’t listen to me. 5. Prépare tes crayons de couleur. Dessine les objets dont il est question et note le nom de leur propriétaire. /6 Boy: Look at this red scarf. Whose is it? Is it yours? Girl: No, it isn’t mine. It’s Diana’s. Yes, it’s hers. Look, DG, Diana Gibbon. Boy: And what about this blue cap? Girl: It’s Bill’s cap. Boy: Yes, it’s his. And this black umbrella is the English teacher’s. Girl: Mr Blair’s? Girl: Yes, it’s his. I’m sure. Look, BLAIR! 6. Note l’emploi du temps de cet élève pour le mardi. Réécoute ensuite et note ce qu’il aime et ce qu’il n’aime pas en dessinant des coeurs ou des cœurs barrés. /9 Father: So son, what lessons do you have tomorrow? Son: Tomorrow is Tuesday, isn’t it? So, I have double maths. Horrid! Father: And after break? Son: After break I have music – great, and geography, which I love. But in the afternoon I have double P.E – I hate it! Father: Well, you liked gym last year! Son: Yes, but not this year! The new gym teacher is awful!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 1

Having fun in London 39 CD 1

Hello again. How are you today? The weather isn’t nice here, where I am. In fact, it’s raining. What’s the weather like where you are? OK, so look at the photo, listen and say if it is right or wrong. Correct us if it is wrong. – London is the capital of the United Kingdom. – It is also the capital of England. – Notting Hill is a district in London. – The Carnival takes place at the end of August, during a long weekend called a Bank Holiday.

– People of all origins parade in the streets and dance. – They have umbrellas because it is raining. – They are all very sad. – On their T-shirts it says: “Come rain, come shine, come dance.” This means that it is always fun to dance. Well done. Bye for now. Have a nice day!

ACT 1

scene 1 > Speak and listen 40 CD 1

1. Say what you can: name, age, nationality. Ask about the new boy. Then listen. Hello again! We’re back, just like our friends at the club. Now, ready to do some English? Good. Let’s go! Answer our questions. Yes, it is. No, it isn’t. Yes, she is. Yes, he has. Etc. – This is the London International Drama Club, isn’t it? – The instructor’s name is Paul, isn’t it? – Sophie is the girl with the red hair, isn’t she?

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– The boy near her is Rob, isn’t he? – James is the blond boy standing behind, isn’t he? – The boy in the wheelchair is James’s brother, isn’t he? – His name is Ian and he’s got a dog called Juliet, hasn’t he? – Aliette is the girl with the blue hair. She is halfFrench, isn’t she?

The Grammar Genie: The simple present. En début d’année, souvent, on doit se présenter. Dire qui on est, ce qu’on a, ce qu’on fait... Moi, c’est vite dit : My name is G.G. Pour me présenter, rien de plus simple : j’emploie le présent [...] simple ! I’m the Grammar Genie. I teach English Grammar. Et toi, si je te demande What’s your name? Where do you live? Tu réponds quoi ? [...] À quel temps ? [...]

Au présent simple, chaque renseignement que tu donnes est comme un objet que tu sors de ta poche et que tu poses, sur la table, devant toi. La réalité ? La voici, la voilà !

> Speak and act 43 CD 1

6. Phonetics. 3rd person singular: [s], [z] or [z]? Comment se prononce le « s » de la 3e personne singulier ? Écoute et note une croix dans la case correspondante. 1. He lives. 2. She reads. 3. He watches. 4. She speaks. 5. He likes. 6. She opens. 7. He works. 8. She brushes. That’s all for now. Goodbye. Bye. Cheers.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 1

scene 2 > Speak and listen 44 CD 1

1. Say what you can about Mark and his talents. Then answer our questions. Good morning, or good afternoon! How are you today? Fine? Good. Ready to work? OK, let’s start! Answer our questions with Yes, he can, or No, he can’t. Yes, I can, or No, I can’t. – Can Mark speak French? – Can you speak French? – Mark can act. Can you?

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– Can Mark ride a bike? – Can you ride a bike? – Can Mark play cricket? – Can you play cricket? – Do you think Mark can play chess? Good. Now ask your teacher if he or she can play cricket.

2. Mark’s talents. How good is he? Sophie: Gosh, Mark, you’re very sporty, aren’t you? How well can you ride? I love riding! Mark: Well look at the photo! I am a very bad rider! In fact, I can’t ride at all. But I am a swimming champion, and I can ski very well.* Rob: How well can you play football? Mark: I’m quite good at football. And I’m a very good cricketer.* Rob: What about golf? You’re not too good, are you? Mark: That’s an old photo. I can play quite well now*.

Sophie: You’ve got nice skates. Mark: Yes, but I’m not very good at skating, I’m afraid.* Rob: How well can you play chess? Mark: I can’t play at all. And as you can see, I am learning the piano, but I’m not very good at it. I can only play with two fingers! Rob: How do you find time for so many hobbies?

> Read and speak 46 CD 1

4. Read Kevin’s form. (Manuel ou transparent.) – Is Kevin sociable or shy? – Is he calm or agitated? – Is he good-tempered or bad-tempered? – How well can Kevin ice skate?

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– How well can he rollerblade? – How well can he speak Spanish? – Can he play the piano? – Can he play the electric guitar?

5. Phonetics: can or can’t? Can or can’t? Mets une croix dans la bonne case. 1. I can’t ride. 5. She can read music. 2. I can ice skate. 6. I can’t speak German. 3. She can play chess. 7. I can take good photos.

4. He can’t play cricket. 8. She can rollerblade. OK, that’s all for today. See you soon.

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ACT 1

scene 3 > Speak and listen 48 CD 1

1. Talk about these people. Say if you like them. Then listen and answer. Les: How tall are you, Nikki? Nikki: I’m 1 metre 62. How about you, Les? Les: I’m taller. I’m 1 metre 73. And how tall are the celebrities in your book? Answer our questions. – How tall is Ewan Mc Gregor? – Is Brad Pitt taller or smaller?

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2. Favourite films and idols. [Dans la rue. Ils marchent ensemble.] Kevin: Do you like Star Wars? Sophie: No I don’t. I hate science fiction films. I think they’re boring.* But I love thrillers and love stories. Do you like them? Kevin: Thrillers, yes, not love stories! I prefer science fiction.* And who is your favourite actress? Sophie: My favourite actress is Audrey Tautou. She’s so pretty! Kevin: Mine is Angelina Jolie. She is so sexy!*

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– How tall is he? – What’s his nationality? – How tall is Angelina Jolie? – Do you like Daniel Radcliffe? – What’s his nationality? – How tall is he? Are you taller or smaller?

Sophie: She is Brad Pitt’s wife, isn’t she? So I am very jealous of her! I love Brad Pitt! He’s my favourite actor. Kevin: Mine too.* Sophie: I love his smile, and his eyes and his voice! Kevin: He is getting old, you know! I’m younger! Look at me! Look at my beautiful eyes! And my smile! Listen to my voice, Sophie! Sophie: Yuck!

5. Play “Who is it?” Everybody stands up. Stand up, everybody. Are you standing up? Good. Now, listen and sit down when you know it isn’t you. For example, if I say: It’s a boy, all the girls sit down. OK? Let’s go! – The person I am thinking of is quite tall. – This person is in jeans.

– This person is not a girl. – This person has dark curly hair. – This person has dark eyes. – This person has glasses. – This person is quite stupid! So, who is it? Now you go on with your teacher.

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ACT 1

scene 4 > Speak and listen 51 CD 1

1. Identify the people or ask questions. Then listen and answer. Well, good day to you! I feel great today. How are you feeling? Are you pleased to be here? Do you like English? Let’s talk about resemblances, shall we? – Is Prince William older than Prince Harry? – Who is taller? Prince Harry or his father?

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– Who is more athletic? Prince Harry or his father? – Who is more attractive? Prince William or Prince Harry? – Who looks happier? Prince Harry or his father? – Who looks like Princess Diana? – Was Prince Charles older or younger than his wife?

2. Who does Kevin look like? What about his twin brothers? Sophie: Look at this photo of Prince William, Kevin. He looks just like his mother, don’t you think? Kevin: Yes, he does. Same smile, quite handsome! Sophie: Who do you look like, Kevin? Kevin: Definitely like my mother.* I’ve got the same eyes, the same nose, but I’m taller than Mum. She is only 1.68 and I am 1.70. And I am more athletic!* I also look like my grandfather, my father’s father.*

I’ve got the same hair and the same freckles.* Sophie: What about your twin brothers? Are they identical twins? Kevin: No, they’re not. So they’re very different. Terry looks like Dad. He’s got the same hair, the same dimples and the same smile.* And Tim looks like Mum. In fact, he looks a lot like me! Sophie: Poor boy!

> Listen and read 53 CD 1

4. Listen and do what we ask. Open your Workbook. Do what we say, in the square we say. Ready? – Draw a car in square 1. Come on, draw the car. Done? Now draw a smaller car in square 2. – Good. Now in square 3, write the name of an animal which is bigger than a cat. What have you written? – In square 4, write the name of a boy or a girl in the class who is as athletic as you. Whose name have you written? – In square 5, write the name of a celebrity – from sport, from the cinema or from your school. The name of a famous person.

– Good. Now in square 6, write the name of a celebrity who is even more famous. Yes, more famous than the one in square 5. – In square 7, draw a pair of eyes, and in square 8 draw bigger eyes. – In square 9, write your name, and in square 10 write the name of a person who speaks English better than you do! Well done! Bye!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 1

scene 5 > Speak and listen 54 CD 1

1. Look and say what you can. Then listen and answer. Good morning! Or good afternoon. How are you? You’re in your English lesson, aren’t you? What are you doing exactly? Well, you’re listening to me, as you should be! So, are you ready to speak English? Look at the illustration. – Who is eating an apple? – Who is telephoning?

55 CD 1

– Is Aliette telephoning too? What is she doing? – Is Rob looking into the corridor? – Is Ian playing with Romeo? – What’s Romeo doing? What about Juliet? – Is Kevin playing cards? – What are they all doing? Are they working or are they waiting for Mark?

2. What are they miming? Mark: [Bruit de porte.] Sorry I’m late! Let’s get to work. I want you to mime an action you don’t do very often. Like this. Look, what am I doing? Kevin: Easy. You’re opening a bottle. Mark: No, I’m not. Sophie: Are you repairing something? Mark: No I’m not. Rob: You’re eating spaghetti, aren’t you? Mark: Good Rob.* Now, your turn to mime. Rob: OK. What am I doing? Sophie: Are you sleeping? Rob: No, I’m not.

Kevin: You’re listening to music, aren’t you? Rob: Right.* But what am I listening to? Sophie: You’re not listening to rap, are you? Are you listening to classical music? Rob: Yes, but what? Kevin: Who cares! You’re listening to classical music, that’s all! Rob: Well, I care. It’s Mozart!* Mark: OK, now Kevin, your turn. Kevin: Now guess what I’m doing. Sophie: I know. You’re drawing a girl’s face.*

> Speak and act 56 CD 1

The Grammar Genie: Be + -ing. Tout le monde vieillit, même les génies ! Ma grandtante, par exemple : elle vit seule, elle s’ennuie ! Alors, quand je viens la voir, je l’emmène faire un tour au parc. Et là, elle repère tout, malgré ses yeux fatigués ! Look! Mr and Mrs Scott are sitting over there! He’s reading his newspaper. And she’s talking to a friend. Tu as entendu ? Elle a dit : are sitting..., is reading..., is talking. Pourquoi ? [...] Parce qu’elle s’intéresse à une petite scène qui se passe en ce mo-

ment : Mr Scott plongé dans son journal, Mrs Scott en pleine conversation ! Ma tante ajoute : Mrs Scott is smiling, isn’t she? Pour elle, c’est évident ! Je confirme en disant [...] Yes, she is. [Flûte.] Et cette musique qu’on entend ? Who’s playing? La flûte, ça me rend rêveur. Perdu dans mon nuage, j’entends ma tante qui crie : G.G., I’m talking to you! You’re not listening to me, are you? Please, answer me!

> Read and listen 57 CD 1

5. Say what’s happening. What’s Mark doing? 1. Mark: Goodbye, darling ! [Il l’embrasse.] See you next week. 2. Mark: Taxi! Taxi! Heathrow airport, please. 3. [Bruit d’aéroport. Annonce d’avion.] Air France flight AF 602 to Paris boarding now at gate 17.

4. [Bruit de personnes montant dans l’avion.] Hostess: Good evening Madam. Good evening, Sir. Your seat is right there, Row 5, seat B. Mark: Thank you. [Bruit de ceinture que l’on ferme.] 5. [Bruit d’avion qui décolle. Bruit de journal que l’on déplie, bruit de boisson que l’on boit.]

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ACT 1

Vocab recap – Phonetics & dictation Phonetics 58 CD 1

Accent de mot Te souviens-tu ? Pour qu’on te comprenne bien, tu dois bien marquer les syllabes accentuées. Écoute et entoure la syllabe la plus accentuée de chaque mot. Ready? international – understand – inspector – impatient attractive – athletic – American – Australian Vérifie. Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. The club is called the London International Drama Club. Sharon lives in Sydney. She is Australian. Rob can’t speak Hindi, but he can understand it. Kevin isn’t a patient person. In fact, he’s very impatient. Le “s” final Tu connais l’importance du “s” final en anglais. On va s’entraîner encore. Note la prononciation : [z], [s] ou [z]. Ready? he understands – he writes – he reads – he teaches languages – parents – brothers – actresses Les marqueurs grammaticaux La plupart du temps, les marqueurs grammaticaux sont inaccentués. Ils sont souvent essentiels pour le sens, mais on les entend à peine. S’agit-il de comparatif d’égalité ou de supériorité ? Écoute et coche : plus, égal. 1. James is taller than his mother. + 2. He is as tall as his father. = 3. Juliet is younger than Romeo. + 4. She is as friendly as he is. = 5. But she is more intelligent. + 6. Prince Harry is younger than Prince William. +

Dictation: Ben Adams 59

Dans la dictée, nous allons parler de Ben Adams et de sa famille. Quelles phrases vas-tu peut être

CD 1 entendre ?

Il faudra bien distinguer he’s ➛ he is et he’s ➛ he has, et his, l’adjectif possessif. Pour ce faire, il faut penser au sens. Entraîne-toi. Coche : he is, he has, his. Ready? 1. He’s American. 2. His name is Ben. 3. He’s got dark hair. 4. He’s got glasses. 5. He’s 14 years old. Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête l’enregistrement, puis réécoute et corrige-toi. Et pense au sens ! Ready? Do you remember Ben Adams – A D A M S? He’s an American from San Francisco. He’s 14 years old, and he’s got short dark hair and glasses. He doesn’t live in London now. In fact, he lives in San Francisco, with his parents. His father’s a police inspector, and he can speak five languages. His mother teaches the guitar and she’s very young, only 35, in fact. She is quiet and good-tempered. How old is your mother? Is she younger or older than Ben’s? (86 words)

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 1

THE SPRING MAG 60 Trivia quiz: The UK CD 1

ay if it is right or wrong, or answer our questions. 1. Great Britain consists of England, Scotland and Wales. 2. The United Kingdom is Great Britain and the Republic of Ireland. 3. The capital of England is London. What number is it on the map? 4. And what number is Edinburgh, the capital of Scotland? 5. Cardiff is the capital of Wales. Give its number.

6. Dublin is the capital of the Republic of Ireland. What is its number? 7. Right or wrong? The emblem of Scotland is the rose. 8. Right or wrong? Wales has two emblems, a flower and a vegetable. 9. Which flower represents England? 10. What colour is the shamrock, the emblem of Ireland? Now check and add up your score.

> Listening 61 CD 1

• Check your reading. Say if we are right or wrong. If we are right, repeat. If we are wrong, correct us. 1. The inhabitants of the UK have only one origin. 2. Many Welsh, Scottish and Irish people have Celtic origins. 3. Many English people have Germanic origins. 4. William the Conqueror, who invaded Britain from Normandy in 1066, spoke German.

62 CD 1

5. The English language has many words which come from French and Italian. 6. London is a multicultural city. 7. More than 25 nationalities live in the city, and they speak 25 different languages. 8. After English, Indian languages are the most common.

• Why is Great Britain called Great Britain? The Romans called the land they invaded Britannia (BRITANNIA) which later became Britain. Britain consisted of England and Wales, governed by one king. Scotland was an independent country with its own monarch. But in 1606 (1606) when Queen Elizabeth I died

without any children, her cousin James, the King of Scotland, became King of England too. He had to find a name for his new kingdom, which consisted of Britain and Scotland. He called it Great Britain. And that is how James I became the first king of Great Britain.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 1

Can I do it? > Écouter et comprendre 63 CD 1

Avant d’écouter, prends une feuille. Kathy, l’amie de Mark, se présente. 1. Repère son âge, d’où elle vient, où elle habite. Hello! I’m Mark’s partner. My name is Kathy Stone. I am nearly 28, 27 and a half, in fact. I come from Liverpool, but now I work and live in London, in Fulham. Fulham is in West London. 2. Repère ce qu’elle sait faire. I am an actress, like Mark. I am very good at comedy, and I love musicals because I can sing very well, and I can also dance. As far as languages go, I can speak Italian quite well and French a little, but I can’t speak German at all. I can play the piano. How well? Well, you decide! Listen! ¯ 3. Que fait Kathy pendant qu’elle te parle ? You still there? Oh, good! Well, I am very busy today because my nephew is coming for a visit. So I am making up his bed and cleaning his room. He is arriving this afternoon at 4pm. 4. Regarde ton manuel. Qui doit-elle aller chercher à la gare ? Oh, it’s time to pick up my nephew at the station. He is 14 years old. He is quite tall and slim. He’s got brown eyes and short blond hair. He’s quite good-looking, in fact. [number 2] Tu n’as pas tout réussi ? Tu peux réécouter autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

17

ACT 1

TESTS Compréhension de l’oral / 40 Prends une feuille de papier et note ton nom. Numérote bien les exercices.

1 CD 2

2 CD 2

3 CD 2

4 CD 2

5 CD 2

6 CD 2

1. Voici quatre séries de mots. Pour chacune, trouve un titre, en anglais ou en français. /4 1. stepmother – half-brother – grandfather – aunt – uncle – husband – wife 2. rollerblading – surfing – skating – riding – swimming – racing 3. quiet – noisy – lazy – hard-working – shy – sociable – bad-tempered 4. slim – thin – plump – fat – tall – short – sexy – pretty – elegant 2. Dessine ou écris ce que nous demandons. /6 1. Draw a tree. Now draw a bigger one. 2. Draw a fat cat. Now draw another cat which is just as fat. Not fatter, as fat. 3. Write the name of a sport which is more violent than cricket. 4. Write the name of a musical instrument which is bigger than a violin. 5. Draw a man who is reading. 6. Now draw three boys who are swimming. 3. Note le numéro des phrases qui sont des faits, vrais à tout moment. /2 1. I live in London. 2. I don’t speak German. 3. Be quiet! I am working. 4. My Dad works for the BBC. 5. I play tennis twice a week. 4. Note le numéro des phrases qui sont négatives. /2 1. Ben can’t skate. 2. He isn’t good at football. 3. He can swim. 4. He hasn’t got any dimples. 5. He isn’t as tall as his father. 5. Note le son du “s” final de ces mots. /6 1. talents 2. glasses 3. friends 4. cooks 5. brushes 6. eyes 6. Kathy, l’amie de Mark, cherche du travail. On lui a demandé de remplir une fiche. Ton professeur va noter les rubriques au tableau. Copie-les et remplis la fiche avec Kathy. /20 Kathy: So, name, Kathy Stone, S T O N E. Mark: Kathy Sydney soon! Kathy: Yes, but we’re not married yet! Age: 28. Address: 5 Mimosa Street, Fulham. Present job: actress. Physical description: tall, slim. Mark: Sexy! Kathy: I’ve got long blond curly hair and green eyes. Mark: Big green eyes. Kathy: They don’t care if my eyes are big or small. Mark: But I do! Kathy: Personality. Well, I’m ... Mark: Lazy! Kathy: I’m not lazy. Mark: Yes, you are. And bad-tempered. Kathy: So, personality: hard-working, good-tempered, and quiet. Mark: Liar! You’re bad-tempered! Kathy: Stop it, will you! This is serious. Now, talents and hobbies. Well, I am very sporty! I can speak French very well and Italian a little. I can use a computer. Mark: And you can sing. Kathy: That’s true. So, hobbies: reading, dancing, singing ... Mark: Going out with my boyfriend. Kissing my boyfriend ... Kathy: You are getting worse every day! I don’t think I want to marry you ! Mark: [Theatrically.] Marry me! Marry me! I’ll kill myself if you don’t! I’m desperate! I beg you to marry me! [Kathy laughs.]

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ACT 2

Having fun in Dublin 7

Right or wrong? If the information is correct,

CD 2 say “right” and repeat it. If the information is

wrong, correct us. Ready? – The photo was taken in Dublin. – Dublin is the capital of England. – Saint Patrick’s Day is on May 17th. – St Patrick is the patron saint of Ireland. – On this national day, the Irish celebrate and go on parades.

– The colour of St Patrick is blue, and they are wearing blue hats. – Look at the boy in the middle. He has painted his face the colours of Ireland: blue, green and yellow. – The shamrock is the symbol of Ireland. They all have one on their hats.

ACT 2

scene 1 > Speak and listen 8 CD 2

1. Say what you can or ask questions. Then listen and answer Hello, how are you today? A bit tired? I am exhausted.[Yawns.] Yesterday I went dancing, Irish step dancing in fact. Can you see the advertisement for step dancing in your book? Well then, let’s see what you can understand! Ready? Answer our questions. Yes he does. Or No, he doesn’t. Yes, he is. Or No, he isn’t, etc. – Does Sean MacGuire teach the traditional Irish dance called step dancing?

– Is he an international champion? – Does he live and teach in London? – He teaches every day except Saturdays and Sundays, doesn’t he? – Can you take lessons if you are three years old? – Do young children have lessons on Wednesdays? – Do adults meet on Wednesdays? – Are the classes for teenagers on Monday?

> Speak and act 10 CD 2

5. Find Nelson’s job. Woman: My friend Nelson has a very interesting profession. Guess what he does. Man: Does he work indoors or outdoors? Woman: He works indoors. Man: Does he sell something? Woman: No, he doesn’t. But to see him you must buy something! Man: Is he in show business? Woman: Yes, he is. Man: Does he speak a lot? Woman: No, he doesn’t speak at all, but you hear him a lot.

Man: Is he a musician? Woman: Yes, he is. Man: Does he sit a lot or does he stand a lot? Woman: He sits a lot. Man: Does he play a big instrument? Woman: Yes, he does. Man: Does he play the piano? Is he a pianist? Woman: Right. He is a famous pianist! Man: What does he play? Woman: Classical music. Mozart, Beethoven, Chopin. He’s wonderful! Listen! [Nelson Freire joue Gluck.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 2

scene 2 > Speak and listen 11 CD 2

1. Guess their hobbies. Then listen and answer Look at the illustration and answer: Yes, he or she does. Yes, he or she is. Ready? – Is Kevin repairing a lamp? – Is he a DIY – a Do-It-Yourself person – a person who is clever with his hands? – Does Sophie like making bracelets and jewelry? – Does James enjoy reading? – Is Ian interested in tarantulas?

12 CD 2

Now find the hobby. This is a hobby for men more than for women. To do this hobby, you must be outside, near a river, a lake or the sea. Usually you sit, but some people do this hobby standing. You often have to wait a lot, so you need a lot of patience. People enjoy this hobby, but the fish don’t! So what is it?

2. What are their hobbies? Mark: So what are all your hobbies? Rob, what do you do in your spare time? Rob: Well, acting is my favourite hobby, but I also listen to music a lot and I play chess.* Mark: Do you belong to a chess club? Rob: Yes, I do. We meet twice a month. Mark: You must be good, then!* What about you, Sophie? What are your hobbies, besides acting? Sophie: I enjoy step dancing, our traditional Irish dance. I practise once a week on Wednesdays. And I also make jewellery and collect dolls.

Rob: [Surprised and mocking.] Dolls!* Mark: And what about you Kevin? Kevin: Well, I do a lot of sport. I play the electric guitar and I enjoy taking photos.* Mark: All that sounds very interesting! Acting, step dancing, playing chess, making jewellery ... . Now, does anyone have a really unusual hobby? Rob: Yes, Ian does. He collects spiders! Sophie: Enormous tarantulas. Just imagine! Rob: Well, at least they are not dolls!*

> Speak and act 13 CD 2

The Grammar Genie: V + -ing. Autrefois, c’était facile. Les enfants restaient tranquilles à la maison ! Mais aujourd’hui, plus question ! Foot, danse, judo... Ils « font des activités ». En anglais, c’est pire ! N’importe quelle action peut devenir un loisir ! Running, cycling ... T’as repéré comment ? [...] On ajoute -ing au verbe et aussitôt l’action se transforme en activité ! Run, running, la course ; cycle, cycling [...], le cyclisme.

Avec -ing, un verbe et son complément suffisent à inventer un passe-temps ! Des trucs écœurants, collecting spiders ; barbants, repairing old dolls ou dans le vent, surfing the net. Ensuite ? Il ne reste plus qu’à donner son sentiment : I love collecting, I like collecting, I hate collecting things. Chacun ses goûts, chacun son passe-temps !

> Read and write 14 CD 2

4. Read and then check your reading. Check your reading. Right or wrong? 1. Irish step dancing is a popular hobby in Ireland. 2. To dance, they hold their arms up in the air. 3. The steps are very easy and always the same. 4. The dancers wear very ordinary costumes. 5. It is a noisy dance because they wear hard shoes.

6. The girls wear a black and white costume. 7. The tradition of step dancing goes back very far in time. 8. A step-dancing competition is called a “Feis”. Well done. And goodbye for now! Cheers!

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ACT 2

scene 3 > Speak and listen 15 CD 2

1. What did Sophie do for half-term? Say what you can. Then listen and answer Hello there! How are you all today? And what about yesterday? Did you have a good day yesterday? I did! I went to a step-dancing competition and really enjoyed it. Anyway, it’s time to get to work. Answer our questions. Yes, she did. Or No, she didn’t. Ready? – For half-term, did Sophie go to the seaside? – Did she fly Ryanair to Dublin?

16 CD 2

– She stayed at her uncle and aunt’s. Did she play with their dog? – Did she help them decorate the house? – Did she paint something? – She washed their car, didn’t she? – She also visited Dublin, didn’t she? – Did she learn to dance the tango in her uncle’s school?

2. Sophie’s half-term in Ireland. Sophie: Hi everyone! I’m back from Ireland. I had a fantastic half-term! Rob: [Ton déplaisant.] What did you go to Ireland for? Sophie: To attend a “Feis”. Kevin: What’s that? Sophie: A dance competition. My uncle teaches step dancing. Rob: [moqueur] Oh, that silly dance! And what other exciting things did you do?* Sophie: I visited Dublin and learned about the history of Ireland.

Rob: [ton déplaisant] Really! I didn’t know Ireland had a history! Sophie: Oh stop it, will you?* Kevin: How did you go? By ferry or by plane? Sophie: By plane. I flew from London to Dublin.* Kevin: And who did you go with? Sophie: I went on my own. My parents couldn’t come. I stayed with my uncle and aunt.* Rob: [moqueur] What was the weather like? Did it rain as usual? Sophie: Well, no, actually. It didn’t rain at all. It was warm and sunny! Serves you right!

> Speak and act 16 CD 2

6. Phonetics : the simple past [d], [t] or [d]? Tick the right box. Écoute bien la terminaison de ces verbes au prétérit et coche la case correspondante. 1. painted 2. played 3. washed 4. visited 5. walked 6. looked 7. danced 8. travelled 9. rained 10. stayed That’s it for today! See you again soon. Have a good time until then!

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ACT 2

scene 4 > Speak and listen 18 CD 2

1. Say what’s up at the club today. Then listen and answer. I was born in September. What month were you born in? What year? I can’t tell you what year I was born. That’s top secret! Anyway, let’s get down to work, shall we? We say the dates, you say who it was. – He was a famous English writer. He was born in 1812 and he died in 1870. – She was an English Queen. She was born in 1819 and she died in 1901. – He was a great musician. He was born in 1770 and he died in 1827.

19 CD 2

20

Good, now answer our questions: Yes, he or she was. No, he or she wasn’t. Or I don’t know. I haven’t got a clue! Ready? – Was Queen Victoria an English Queen? – Was Charles Dickens a painter? – Was Van Gogh an English painter? – Was St Patrick an inventor? – Was Beethoven a composer?

2. The “Who was I?” game. Mark: Right, thanks James, that was perfect. Now, your turn, Rob. Pick out a card. Don’t show it to your friends. Just answer their questions. Rob: So, who was I? Kevin: When were you born? Rob: I was born in 1756*. Sophie: When did you die? Rob: I died in 1791.* Sophie: What was your job? Rob: I was a composer and a pianist. Kevin: What nationality were you? Were you German? Rob: No, I wasn’t. I was Austrian.* Kevin: What did you compose?

CD 2

– He was an artist, a painter. He was born in 1853 and he died in 1890.

Rob: I composed symphonies, concertos, sonatas, operas. And I was very poor when I died.* Sophie: I know! Your first names were Wolfgang Amadeus, weren’t they? You were Mozart! Mark: Good. Now, your turn, Sophie. Sophie: Well, I was born in 1564 and I died in 1616. I was a writer.* Rob: What did you write? Sophie: I wrote plays and poems. Mark: Were you French? Sophie: No, I wasn’t. I was English.* Mark: What did you write? Sophie: I wrote Hamlet, Macbeth, Romeo and Juliet ...

The Grammar Genie: The past (2). En Angleterre, beaucoup d’élèves portent un uniforme. Il y a une règle qui dit « Mêmes habits pour tout le monde ! » Les verbes anglais, c’est pareil ! Quand on les met au prétérit, c’est comme si on les mettait à l’école ! Il y a une règle qui dit : « Même -ed pour tout le monde » : played, rained ... talked, walked ... acted, painted ... Pourtant il y a des verbes qui résistent ! Comme go

qui devient went ou write qui devient [...] wrote. Ces verbes refusent de suivre la règle. On dit qu’ils sont [...] irréguliers. Les verbes irréguliers, il n’y en a pas beaucoup, mais ils se glissent partout ! Do-did, get-got, have-had. D’accord, ils sont capricieux, mais leurs vêtements, ils les ont créés, eux ! Comme des artistes !

> Read and speak 21 CD 2

4. Who was St Patrick? Find the information. Then check your reading. Correct us if it is wrong. Repeat if it is correct. 1. St Patrick is the patron saint of England. 2. He was born around 300 AD. 3. When he was 16, he was captured by the English army. 4. He spent one year in captivity. 5. He worked as a shepherd, so he worked outdoors.

6. One day he heard a voice telling him to kill his master. 7. He became a priest and returned to Ireland to convert the population to Buddhism. 8. He died in 461, on April 17th, which is now St. Patrick’s Day. Good. So, bye for now. See you soon!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

22

ACT 2

scene 5 > Speak and listen 22 CD 2

1. Talk about breakfast in the UK. Then listen and answer. Hi! How are you? I hope you are well. I am. I had a big breakfast this morning, so I feel fine. Well, let’s get down to work. Look at the photo in your book. Ready? Answer with Yes, there is some. Or No, there isn’t any. – Is there any tea in the cups? – Is there any toast on the table?

23 CD 2

– Is there any marmalade or any jam for the toast? – On the plates now. Is there any bacon on the plates? – Are there any baked beans (haricots à la sauce tomate)? – Are there any sausages? – What about drinks? Is there any orange juice? – Is there any water?

2. What did they have for breakfast this morning? Kevin: I’m starving. What time is it? Sophie: It’s eleven. Two more hours before lunch! Why are you so hungry? What did you have for breakfast this morning? Kevin: Guess! Sophie: Did you have corn flakes or rice crispies? Kevin: No, I didn’t have any cereal. Sophie: Did you have any toast? Kevin: No, I didn’t have any cereal or any toast. In fact, I didn’t have anything at all. I never eat breakfast!

Sophie: You should! I had some orange juice, some cereal, some hot chocolate and three pieces of toast. So I’m not hungry! Kevin: Do you ever have a cooked breakfast? Sophie: At the weekend, yes. And when I am in Ireland. My uncle cooks a full breakfast every day! Kevin: You mean with bacon and eggs and everything? Sophie: Yes, bacon and eggs, beans on toast, and sometimes even some black pudding. He needs the energy, you see!

> Read and listen 24 CD 2

5. Read and note down the information. Then check your reading. Answer our questions. – The restaurant is called the Boston. Is it in Ireland, or in the United States? – Is this a dinner menu? – What time is the meal served? – Are there any sausages on the menu?

25 CD 2

– Is there any salmon? – Are there any bagels and muffins? – Can you order a sandwich if you like? – Do they play any music while they are serving the meal?

6. Listen and note down the order. Mark and his partner Kathy are staying at a hotel in Brighton for the weekend. It’s breakfast time. Mark: [rasoir éléctrique] Hey Kathy, can you order breakfast while I am shaving? Kathy: Sure. What do you want? Mark: I’ll have a continental breakfast with some grapefruit juice, black coffee and toast. Brown and white toast. Kathy: Any eggs? Mark: No, I’m not very hungry, thanks. [Porte de douche se ferme, bruit de douche.] Kathy: [au téléphone] Good morning. I’d like to order breakfast for two, please. Room 33. Receptionist: Yes. Good morning Madam. Room 33. So what would you like?

Kathy: One continental breakfast with grapefruit juice, black coffee and brown and white toast. Receptionist: One continental breakfast with grapefruit juice, black coffee, brown and white toast. Kathy: And one English breakfast with orange juice, bacon and eggs, brown toast, and tea. Receptionist: One English breakfast with orange juice, bacon and eggs, brown toast, and tea. Any cereal? Kathy: No, thank you. Oh, have you got any honey? Receptionist: Of course, Madam. So that’s two breakfasts for room 33. Coming up in ten to fifteen minutes. Kathy: Thanks a lot.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

23

ACT 2

Vocab recap – Phonetics & dictation Phonetics 26 CD 2

Accent de mot Écoute et entoure la syllabe la plus accentuée de chaque mot. Ready? traditional – competition – invention – nationality photography – exciting – sarcastic – composer Vérifie. Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. Sophie’s Irish, isn’t she? What’s your nationality? Sophie’s father teaches Irish step dancing. It’s a traditional dance. What is a “feis”? It is a traditional dancing competition. Sophie is angry with Kevin because he is sarcastic about her holidays. La marque du passé Tu sais que quand tu parles au passé, il faut bien prononcer la marque -ed à la fin des verbes réguliers. Entraîne-toi encore. Écoute et note la prononciation : [d], [t] ou [d]. Ready? worked – enjoyed – watched – attended – danced helped – composed – ruled – explored – invented Coche le numéro des phrases qui sont au passé. 1. Sophie’s uncle works very hard. 2. He worked every day during half-term. 3. He attends a lot of competitions.

4. Sophie watched a competition with him. 5. She also attended one of his classes. 6. She enjoys dancing.

Les mots inaccentués Écoute et barre les mots que tu entends à peine. Was Marilyn Monroe a queen? No, she wasn’t. She was an actress. Who were Mozart and Beethoven? They weren’t writers. They were composers. Entoure maintenant les formes passées de be. Puis conclus.

Dictation: Queen Victoria 27 CD 2

Dans la dictée, nous allons parler de la Reine Victoria. – Sais-tu si elle est vivante ou morte ? À quel temps sera la dictée ? – Nous allons raconter un peu sa vie. Quelles phrases pourrais-tu entendre ? – Il va s’agir de dates et d’âge. Entraîne-toi. 1633 – 1819 – 1903 – 2007 103 – 84 – 60 Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête l’enregistrement, puis réécoute et corrige-toi. Et pense au sens ! Ready? Queen Victoria was a famous English Queen, and also Empress – E M P R E S S of India. She was born in 1819 and died in 1901, when she was 82 years old, so she lived a long life. She married a German prince called Albert, and they had 9 children. She ruled for more than 60 years, and during this time many exciting things were invented, for example the telephone, locomotives, electric lights, photography. Do you know who invented them? (83 words)

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

24

ACT 2

THE SPRING MAG 28 Trivia Quiz: Ireland CD 2

Look at the map and the flags. Say if we are right or wrong, or follow our instructions. 1. Ireland is divided into three countries. Right or wrong? 2. Northern Ireland is part of the UK. Right or wrong? 3. The Republic of Ireland is part of the UK. Right or wrong? 4. Name the capital of the Republic of Ireland. 5. Write the name of the longest river in Ireland.

6. Write the name of the capital of Ulster. 7. Londonderry, or Derry, is in Northern Ireland. Right or wrong? 8. Cork is in the north of the Republic. Right or wrong? 9. The Irish Sea is east of the island. Right or wrong? 10. Where is Connemara? In the north? The south? The east or the west? Now check your answers and add up your score.

> Listening 29 CD 2

• Check your reading. Say if we are right or wrong. Repeat if it is correct. Correct us if it is wrong. 1. The Republic of Ireland is also called Eire. 2. The Republic of Ireland is a member of the European Union. 3. Most people who come from the Republic of Ireland are Protestant. 4. Most people who come from Northern Ireland are Catholic.

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5. The climate in Ireland is very extreme. It often gets very hot, or very cold. 6. Because of the Gulf Stream, the vegetation can be exotic or tropical. 7. Leprechauns are Irish people who live in Connemara. 8. Connemara is particularly industrial.

• The Potato Famine. The potato is a wonderful vegetable full of vitamins and energy. It is cheap and easy to grow, and the climate of Ireland is perfect for the potato plant to grow well.* In the 19th century, many Irish people were very poor. They lived on potatoes and had nothing else to eat.* But around 1848, and for two or three years, the potatoes were attacked by a disease (une maladie) and the crops were destroyed.*

A terrible famine followed during which one million people died – one million – and four million emigrated to Canada and to the United States. That is why there are so many Americans of Irish descent. You know one famous American from Ireland. It is President John F. Kennedy.

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ACT 2

Can I do it? > Écouter et comprendre 31 CD 2

Avant d’écouter, prends une feuille. Mrs MacGuire, la tante de Sophie, parle de ses activités. 1. Repère sa profession. Mrs MacGuire: Hello to all of you! How are you? My name is Deidre MacGuire, and as you know, I am Sophie’s aunt. I live in Dublin with my husband, who teaches step dancing, and my two children. I am a bus driver in the capital. I drive a number 19 bus. 2. Quels passe-temps pratique-t-elle? Les fait-elle régulièrement ou non ? As I sit a lot when I am working, I have to do some exercise to keep fit. So I jog every morning with my husband. I also play tennis on Saturdays. I have a few other hobbies. I love cooking exotic recipes. I cook something new every week. And I go to the movies quite often. That’s about all. 3. Qu’ont fait Dylan et Ella le week-end dernier ? My children are very sporty. They love hiking, cycling and camping. So last weekend, they went to the country with friends and walked ten miles on Saturday, but it rained all day. On Sunday, the weather was better so they visited an old castle and had a picnic on the beach. They really enjoyed it! Well goodbye for now! Hope you understood me. OK! Tu n’as pas tout réussi ? Tu peux réécouter autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 2

TESTS Compréhension de l’oral / 30 Prends une feuille de papier et note ton nom. Numérote bien les exercices.

32 CD 2 1. Ecoute et note l’intrus dans chaque série. /3

1. a pianist – a mechanic – a firefighter – a shepherd – an office – a gardener – a factory-worker 2. a vet – step dancing – a competition – hard shoes – black trousers – white shirts – traditional costumes 3. Belfast – Dublin – the Liffey – a shamrock – Scotland – Connemara – St Patrick – a leprechaun

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2. Trouve un mot pour compléter ces séries. /4 1. beer – fruit juice – water – tea – coffee 2. fruit juice – bacon and eggs – tea – toast – butter 3. a school – a surgery – a hospital – a restaurant – a hotel – a garage – a theatre 4. fishing – skating – rollerblading – cycling – DIY (Do-It-Yourself) 3. Note le numéro des phrases qui sont au passé. /3 1. What did you do for half-term? 2. I travelled around England. 3. I love visiting new places. What about your holiday? 4. Well, I was ill so I stayed home. 5. I enjoy being at home. 4. Quelle réponse correspond à la question ? Note a, b ou c. /5 1. What does he do for a living? a. He’s a teacher. b. He was a teacher. c. He reads. 2. Where did you go last weekend? a. I am going to London. b. I went to London. c. I never go to London. 3. Where did you stay? a. I stay in a hotel. b. I went to Fulham. c. I stayed in a hotel. 4. Did you enjoy yourself? a. Yes, I did. b. Yes, I do. c. Yes, I can. 5. What did you do? a. I went sightseeing. b. I did my homework. c. I do what tourists do. 5. Note la prononciation de la marque du passé de ces verbes. /5 1. enjoyed 2. danced 3. walked 4. stayed 5. painted 6. explored 7. attended 8. listened 9. worked 10. helped

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6. Laura Mary travaille au Boston Restaurant. Note autant de renseignements que tu peux. /10 Hi there! I’m Laura Mary and I’m 17 years old. I am still at school of course, but on Sundays I work at the Boston Restaurant, to make some extra cash. I help with the Sunday Brunch Buffet. I work from 1O am to 3 pm, and I wear a uniform – actually, it’s just a white shirt and a pair of black pants. My job is to serve the drinks. I walk around the tables with pots of tea and coffee and I say Would you like another cup of tea, Mam? Care for some more coffee, Sir? I also serve fruit juice for children, and beer – but only for adults, of course. I also have to check the food on the buffet. If necessary, I go to the kitchen to get some more bread, or toast, or cereal, or sausages, etc. People always seem to be very hungry on Sundays! Oh, and I forgot to say: I’m quite a good musician. I can play the fiddle pretty well. A fiddle is a violin, in folk music. Sometimes the boss of the Boston Restaurant asks me to play with the band. In fact, that is what I did last Sunday. We played traditional Irish music and I really loved it! Listen to us!

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Interval 1

Christmas in Ireland 38 CD 2

• Then listen, answer and write the words. Answer our questions. – What day of the year is Christmas? – What season is it in? – Is it a Christian festival or a Buddhist festival? – The Irish decorate their trees with Irish symbols. Can you name two? – On this Irish Christmas tree, is there a star?

39 CD 2

– Are there any garlands and balls? – Who brings presents on December 24th? St Stephen? St Francis or Santa Claus? – The tradition of the Christmas tree comes from Germany. Do you put up a Christmas tree in your house?

• Complete the words of “The Twelve Days of Christmas”. Listen to “The Twelve Days of Christmas”, a Gaelic Christmas song. [Les mots à compléter sont en caractères gras.] On the first day of Christmas, My true love sent to me, A partridge in a pear tree.

On the third day of Christmas, My true love sent to me, Three French hens, Two turtle doves And a partridge in a pear tree.

On the second day of Christmas, My true love sent to me, Two turtle doves And a partridge in a pear tree.

On the fourth day of Christmas, My true love sent to me, Four calling birds, Three French hens, Two turtle doves And a partridge in a pear tree.

Interval 2

Plans for Christmas 40 CD 2

1. Say what Sophie’s room tells us about her. Listen and answer. – Is Sophie going to celebrate Christmas? – Are her aunt and uncle coming to London? – Is Sophie going to buy a tie for her father? – What is she going to get her mother?

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– What about her brother, Steve, and sister, Shawna? – What are her plans for December 27th? – Is she going to send Mark a Christmas card? – What is she going to write on the card?

2. Sophie’s plans for Christmas. [Phone rings.] Rob: So, what are you doing for Christmas, Sophie? Sophie: Well, the holidays start on the 22nd, don’t they? My aunt and uncle arrive on December 23rd, so I am going to meet them at Heathrow airport at 11 am.* Rob: And how are you going to celebrate Christmas? Sophie: Well, same as always! On the 24th, midnight mass at our local church, and when we come home, we give our presents.* Then, on Christmas Day, lunch is at half past one. At three, we watch the Queen’s Speech on telly, and then, if the weather isn’t too bad, we go for a long walk.*

Rob: Well, we don’t celebrate Christmas, but we watch the Queen on TV. What about Boxing Day? Sophie: In Ireland we call it St Stephen’s Day and everybody visits everybody. So we are going to do our visits.* And on the 27th, we are going to the theatre in the evening. Rob: What are you going to see? Sophie: A musical, in the West End.* The following days, my aunt and uncle want to do some sightseeing. So I’m going to be their guide.* They are leaving on the 30th. So I’ll be busy. What about your plans?

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

Having fun in Washington 42

Hello again! It’s nice to be back. It’s a beautiful

CD 2 sunny day here. What’s the weather like where

you are? Nice too? Now, look at the photo and listen. If we are right, say “Right”. If we are wrong, correct us. Ready? – Independence Day is a national holiday in America. – It is celebrated on July 14th. – It celebrates the signature of the Declaration of Independence, on July 4th 1776.

– This photo shows the Capitol, where the American Government assembles in New York City. – The American President also lives in the Capitol Building. – The banner We the People shows that democracy is important in America. – The colours of the American flag are red, white and blue. – The American flag has fifty stars, one for each state.

ACT 3

scene 1 > Speak and listen 43 CD 2

1. Say what you can. Good day! Have you got a blog? Julie has. Look at it in your book. Answer our questions. Listen and answer with Yes, she did. No, she didn’t. Yes, she was. No, she wasn’t. – Did Julie live in London last year, a year ago? – Nine years ago, she was 5. Did she live in Paris, then? – Nine years ago, in Barcelona, did she live in a bungalow?

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– Did she have a nice view from her flat? – Did she live in Dublin three years ago, when she was 11? – In Dublin, did she live in an apartment? – Did she live in a flat when she was three? – Did she move a lot when she was a child?

The Grammar Genie: Ago. La machine à remonter le temps, ça fait rêver les gens ! Un savant, un écran et hop, on retourne dans le passé ! Salut Pharaon, coucou Napoléon ! Pourquoi rêver ? Cette machine, elle existe déjà ! Où ça ? Au fond de toi ! Si tu connais la grammaire, alors tu sais la faire marcher ! On essaie ? D’abord, tu vérifies que le présent est bien sur zéro : now.

Ensuite, tu règles le compteur avec ago. Two days ago, three months ago, five years ago. Plus tu tournes, plus tu recules dans le temps ! Enfin, tu appuies sur « prétérit » et là, vraiment, tu décolles du présent : Three years ago, I was in Dublin. A year ago, we lived in London. Pour remonter le temps en un instant, y’a pas plus simple, y’a pas moins cher que la grammaire !

> Speak and act 46 CD 2

5. Say how long ago. Say how long ago it was. For example, we say: I went to Paris in 2006. You say: It was 1,2,3 years ago. OK? Ready. – Julie went to Italy in 2004. – She spent a year in Germany when she was two. – Her father became an Inspector for Amsteak, USA, last July. – The family came back to the States during the summer. – Mr Mason bought his new house last September. – They moved in last November.

– Last Monday she saw a good film. – Last Wednesday she saw a cartoon. Practise irregular verbs. Match the base form and the preterite. For example, we say: “went”. You say: “go”. Ready? went – drank – ate – took – came – saw – bought – spent Now we say the base form, and you say the preterite. buy – go – eat – drink – come – see – spend – take Well done. Bye for now. See you soon.

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ACT 3

scene 2 > Speak and listen 47 CD 2

1. Say what you can about Julie’s new house. Then listen and answer. I live in a flat in London. What about you? Do you live in a house or in a flat? What’s it like? That’s what we are going to talk about today. So, ready to work? Listen and answer. Right or wrong? Correct the wrong statements. – Julie’s father bought a flat in Washington, DC. – It’s a two-storey house.

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– There is a one-car garage. – There is a porch at the back of the house. – There isn’t a room over the garage. – There is a lawn in front of the house. – There’s a front yard and a back yard. – Like many Americans, the Masons are very patriotic.

2. Julie’s house in Washington DC. Bob: What is your new house like, Julie? Julie: It’s cool! It’s a two-storey house with a small yard in front, and a big one behind. Look, here’s a photo. Downstairs, next to the garage, there is the kitchen.* The dining-room is opposite.* Next to the dining-room, there’s a sitting-room and under the stairs, there’s a toilet.* Bob: And how many bedrooms are there? Julie: Three. There is my parents’ room over the garage, with a big bathroom over the kitchen.*

Opposite my parents’ room is my room, which I love.* And there’s a small bathroom between my room and the guest room. Bob: What’s the view like? Julie: From my bedroom, on the south side, I can see the yard and the lovely green lawn. Bob: Oh! The South Lawn! Just like in the White House! Julie: Yes, but there’s no Blue Room, or Red Room or Green Room, or Oval Office!

> Read and write 49 CD 2

4. The White House. Read and play “Hide and seek”. Then check your reading. Can you answer our questions from memory? If not, read again. 1. How many rooms are there in the White House? 2. How many storeys are there? 3. Why is the Oval Office very famous? 4. Where is the Blue Room? Is it on the main floor or on the second storey?

5. Is it on the right, on the left or in the middle? 6. What shape is it? Is it rectangular, square or oval? 7. What is placed in the centre of the room during the Christmas season? 8. What is the East Room used for? Well done. That’s it for today. See you tomorrow, or soon! Bye.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

scene 3 > Speak and listen 1 CD 3

1. Talk about chores in Julie’s family. Then listen and answer. Hello there! It’s me again. This lesson is called Everybody must help! Do you have to help a lot at home? No? Well, you’re lucky! Anyway, now you are at school, in the English lesson. So let’s get down to work. Ready? Answer our questions. What are their obligations? Listen and answer: Yes, he or she has to. Or No, he or she doesn’t have to. – Mrs Mason first. Does she have to wash and iron the clothes?

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2. Julie’s chores. [Bruit de tondeuse, puis de téléphone portable.] Bob: [au telephone] Hi! It’s Bob. What’s that noise? What are you doing? Julie: I’m cutting the grass. What about you? Bob: I’m not doing anything. Want to come to the movies? Julie: I can’t. I’ve got to finish the lawn and then I have to water the flowers. I can’t be free before 5. I have to finish my Saturday chores first. Bob: Who says you have to? Julie: Well, we have a code for chores, and every-

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– Does she have to empty the trash can? – Does she have to do the shopping once a week? – Does she often have to cook? – Now, what about Mr Mason? Does he have to empty the trash can every day? – Does he have to go shopping with his wife? – Does he have to clean his room? – Does he have to vacuum and dust every day?

body has to help. I have to cut the grass once a week and I usually do it on Saturdays*. I also have to water the plants twice a week, on Wednesdays and Saturdays,* and every day I have to set the table, and clear it, and fill and empty the dishwasher.* Bob: You’re a real slave! Julie: That’s not all! I also have to put the shopping away on Fridays.* And feed the dog, every day, of course. Don’t you have to help at all? Bob: Well, I have to make my bed and that’s quite enough!

The Grammar Genie: Have to. Tu as entendu ? Bob qui traite Julie « d’esclave » parce qu’elle doit aider ses parents ? She has to lay the table. She has to cut the grass. Tu as repéré l’expression qui montre qu’elle n’a pas le choix ? [...] Has to. Julie enchaînée à sa tondeuse, c’est exagéré ! Mais il y a du vrai. Elle ne peut pas y échapper, aux corvées : She has to water the flowers. She has to feed the dog. Liberté zéro !

La vie ne laisse aucun choix avec have to. C’est dur, mais c’est comme ça ! Ça rend aussi service, parfois ! Si tu veux quitter une fête, sans vexer personne, qu’est-ce que tu dis ? [...] Sorry, I have to go now. « Désolé, mais je ne peux pas faire autrement ». Tu mens, mais grâce à have to, tu restes absolument charmant !

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

scene 4 > Speak and listen 4 CD 3

1. Talk about Julie’s obligations at summer camp. Then listen and answer. Good morning. Or Good afternoon. How are you today? Tired? Too many chores? Thinking of the holidays to come? And what about your last summer holidays? Did you go to summer camp, like Julie and Bob? Ready to listen? – At camp, did Julie have to set up the tent? – Did she have to look after the fire?

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– Did she have to peel the potatoes? – Did she have to help with the dishes or the washing up? – Could she relax when she wanted? – Could she sleep late in the morning? – Could she shower? – Did she have to do any homework?

2. Bob’s exciting summer. Julie: Where did you spend last summer, Bob? Bob: At a summer camp, in Georgia. Julie: Poor you! I hate summer camps. You have to get up early, you have to do all sorts of silly activities and you have to look happy! I can’t stand it!* Last year I went camping, and I even had to set up my tent, build the toilets, you name it! And we could never sleep late in the mornings. It was awful!* Bob: Well, my camp was fascinating! It was all about native Americans and how they lived.* We had to live like them, so we lived in tipis. And we had

Indian food, so we had to learn how to fish, and we cooked the food ourselves. Julie: Really? Did you have to dress up as an Indian too? Bob: No, but there was a real native American to teach us Indian skills. Julie: [ironically] How useful!* Bob: Well, I enjoyed it. My grandmother was an Apache, you know. Julie: I understand now! You wanted to learn about your origins. That’s different!

> Read and write 6 CD 3

4. Read about the Plains Indians. Then check your reading. Right or wrong? Correct us if we are wrong. – In America, all Indians lived in tipis, which were sorts of tents. – Apache, Comanche and Kiowa were Plains Indians. – They are called Plains Indians because they lived in the mountains. – Tipis were practical for the Plains Indians, because they moved around a lot.

– The buffalo was essential for the Plains Indians. – Life in an Indian village was cool and easy. – The women had to fish and hunt. – Young people could do what they liked and play all the time.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

scene 5 > Listen and speak 7 CD 3

1. Talk about what vegetarians can eat or not. Then listen and answer. I love food. Big steaks, vegetables, chicken, cakes. Yummy, yummy! What about you? How much fish do you eat? Fish is good for you. Do you eat a little? A lot? And what about sweets, candies? They’re bad for you. They aren’t healthy. I hope you only eat a few, or none at all. Anyway, let’s get to work. Ready? Answer our questions. – If you are a vegetarian, how much meat can you eat? – What should you eat instead? – How much milk can you drink? – How much bread should you eat?

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– How much rice? – How many servings of vegetables should you eat a day? – Should you eat a lot of fruit? Now what about you? – How much cheese do you eat? – How much wine do you drink? – How many servings of vegetables do you eat a day? – How many cakes do you eat every week? – Do you eat a lot of sweets?

2. A strange wedding. What was there to eat? How much? How many? Bob: I went to my cousin’s wedding last week. There were about 200 people. Guess what there was to eat! Julie: Salmon? Bob: No. Julie: Crab? Bob: No. Julie: Turkey? Bob: No. Julie: Sea food? Bob: Not at all. There wasn’t any meat or any fish. Try harder. Julie: No meat or fish?* Was it a vegetarian buffet? Bob: Exactly! Strictly vegetarian. Julie: You mean only vegetables and fruit?

Bob: Yes, salads and fruit galore! And a few eggs.* Julie: Well, at least it was healthy! So, what did you eat? Bob: I had a few radishes, a little salad, lots of peanuts, a little cheese, and a few strawberries!* Julie: How exciting! Was there any champagne? Or did they only serve apple juice and soda? Bob: Right again! Apple juice and soda.* Someone said: “I wonder why they’re having a party”! Julie: To get presents of course! So what did you give them? Bob: We didn’t know my cousin was marrying a vegetarian, so we bought them steak knives!

> Read and listen 9 CD 3

6. Note down what the woman buys. Woman: Can I have some cheese, please? Grocer: How much do you want? Woman: Only a little. 100 grams of Cheddar.* And can I have some apples, please? Grocer: How many would you like? Woman: Just a few. Three or four.* And I’d like six bananas and a few tomatoes. Grocer: How many?

Woman: Four or five.* And have you got any brown rice? Grocer: Sure. How much do you want? Woman: Four packs.* And a kilo of nuts. Grocer: A kilo! That’s ten packets! You eat a lot of nuts, don’t you? I’m allergic to them! Woman: Well, I’m a vegetarian. Nuts are like steak to me!

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

Vocab recap – Phonetics & dictation Phonetics 10 CD 3

Accent de mot Écoute et entoure la syllabe la plus accentuée de chaque mot. Ready? reception – decoration – opposite – between vegetarian – vegetable – allergic – essential Vérifie. Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. – In the White House, the Blue Room is used for receptions, isn’t it? – It is situated between the Red Room and the Green Room. – If you don’t eat meat or fish, you are a vegetarian. – Do you eat nuts? No, I can’t, because I’m allergic. Intonation des questions Que fait la voix à la fin de ces phrases ? Écoute et indique-le par des flèches. Puis conclus. 1. Are you a vegetarian? Z 3. Where do you live? I 5. How many rooms are there? I 2. What do you like eating? I 4. Do you live in a house? Z 6. Have you got a nice view? Z Consonnes qui se neutralisent Écoute et barre les consonnes finales que tu n’entends pas, puis conclus. – When Mark went to Washington DC last time, he stayed downtown. – He stayed with friends and he had to help with the cooking. – He didn’t take his girlfriend with him. – Next time he goes, he must take her, mustn’t he? Conclusion : les sons [t] et [d] se neutralisent lorsqu’ils suivent. Some : réduit ou non ? Écoute et coche la case qui convient, puis conclus. 1. Would you like some tea? 4. Here’s some. 5. And I also need some sugar. 2. Yes, I’d love some. 3. Can I have some milk, please? Conclusion : en fin de mot, en position pronominale, some ne se réduit pas.

Dictation: A trip to Washington DC 11 CD 3

Nous allons raconter un voyage que Mark a fait. – À quel temps sera la dictée ? Attention cependant, ce ne sera pas toujours le cas. Si on parle de vérités générales, quel temps utilise-t-on ? – Vérifie que tu connais certains verbes irréguliers. Préciser aux élèves qu’ils doivent, dans le Workbook, noter soit le prétérit, soit la base. 1. went 2. have 3. ate 4. buy 5. be 6. can Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête l’enregistrement, puis réécoute et corrige-toi. Et pense au sens ! Ready? A trip to Washington DC Six months ago, Mark went to Washington DC. It is very hot there in the summer, so he didn’t have to take any warm clothes with him. He stayed with friends who are vegetarians, so he ate healthy food. He had to help a little with the cooking and the cleaning, but the rest of the time he visited the city. He bought a lot of souvenirs. The only monument he couldn’t visit was the White House, because you have to ask for permission a year in advance. (87 words)

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

THE SPRING MAG 12 Trivia Quiz : the USA CD 3

Right, wrong, or answer our questions. 1. The US is located in Central America. Right or wrong? 2. It lies between Mexico and Canada. Right or wrong? 3. The continent is bordered by the Atlantic Ocean and the Indian Ocean. Right or wrong? 4. Look at the map. What colour is used for the South? 5. Name a big city which is in the Rocky Mountain

States. 6. What colour shows the Midwest? 7. Which region is bigger: the Northeast or the Midwest? 8. Where is Washington DC? 9. Is Hawaii in the Atlantic Ocean? 10. Which country does Alaska face? Now check and calculate your score.

> Listening 13 CD 3

• Check your reading. 1. What year did Christopher Columbus discover America? 2. How many states were there when the United States was born? 3. What year was the Declaration of Independence signed? 4. Who was the General who commanded the

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American army during the War of Independence? 5. Who was General Lafayette? 6. What does DC mean? 7. Did George Washington live in the White House? 8. Which two states joined the United States in 1959?

• More about DC. After the War of Independence, the 13 states that formed the United States had to choose a capital. First, they chose New York City and then Philadelphia, but the new nation wanted a capital which was not part of an existing state.* So, in 1791, Maryland and Virginia gave a bit of land along the Potomac [p‘ətəυmək] River, just to build a capital on.* A new territory, the district of

Columbia, was born. Then a name had to be chosen, and of course they chose Washington, in honour of their first President, George Washington.* The Federal Government moved there in 1800.* Today, there are around 600 000 inhabitants in Washington DC. Can you name the most famous resident? Where does he live?

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

Can I do it? > Écouter et comprendre 15 CD 3

Avant d’écouter, prends une feuille. Jenny est hôtesse de l’air. 1. Tu vois les villes citées ? Repère quand Jenny s’y est trouvée la dernière fois. Hi! My name’s Jenny Dole. I work for Delta Airlines. I was in London a week ago and two weeks ago I visited Dublin. I am based in New York City or Washington DC. In fact, I was in New York City two days ago and I left Washington DC, where I live, three days ago. 2. Elle te parle de sa maison. Combien d’étages y a-t-il ? Combien de pièces ? Laquelle préfère-t-elle ? Yes, I live in Washington DC, on the 25th and last storey of a modern building. I have a two-bedroom apartment, with a large living room. But my favourite room is my kitchen because of the view. I can see the Capitol and the White House. And from the 25th storey, everything looks so small! 3. Qu’a fait Jenny samedi dernier ? Last Saturday, I was in London and I had a day free. So I visited the Tower of London and I went to an Indian restaurant where I was served by a young boy called Rob. He was charming! 4. Elle parle du mariage de sa meilleure amie. Qu’a-t-elle mangé et bu ? Last month, my best friend got married. She married a French cook, and they had a fabulous reception. There was foie gras and caviar, but that food was too rich for me. I only had salad and cheese, and a piece of the wonderful wedding cake. And some champagne of course! Tu n’as pas tout réussi ? Tu peux réécouter autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

© Hachette Livre - New Spring 5e - CD / K7 classe - Transcription des enregistrements.

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ACT 3

TESTS Compréhension de l’oral / 40 Prends une feuille de papier et écris ton nom. Numérote bien les exercices.

16 CD 3 1. Voici trois séries de mots. Pour chacune, trouve un titre, en anglais ou en français. /3

1. ate – drank – bought – went – spent – came – saw – heard. 2. upstairs – downstairs – dining-room – sitting-room – toilet – hall – kitchen. 3. I vacuum – I dust – I set the table – I clear the table – I empty the trash – I peel the vegetables.

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2. Trouve l’intrus dans chaque série. /4

CD 3 1. potatoes – cauliflower – radishes – peas – beans – lettuce – bread – carrots.

2. beef – tomatoes – mutton – pork – veal – chicken – turkey – duck – rabbit. 3. lawn – yard – grass – flower-bed – bedroom – alley – garden – tree. 4. on – over – under – between – behind – in front of – next to – meat – near.

18 CD 3

19 CD 3

20 CD 3

21 CD 3

3. Calcule le jour, le mois, ou l’année. /3 1. Four days ago. 2. Six months ago. 3. Three years ago.

æ

4. Voici des phrases incomplètes. Quand tu entends , note a little ou a few. /5 1. I’d like ... milk, please. 2. I have ... friends in the States. 3. Last week, Julie did not spend all her money, she saved ... 4. Yesterday, I bought ... strawberries to make a tart. 5. Outside the White House, there were ... people who wanted to see the President. 5. Note par une flèche si la voix monte ou descend à la fin de ces phrases. /5 1. What’s your house like? I 2. Do you have to help at home? Z 3. What do you have to do? I 4. How much milk do you want? I 5. Did you have to feed the dog yesterday? Z 6. Copie d’abord le plan que ton professeur a dessiné au tableau. Puis écoute et écris le nom des pièces sur le plan. /10

Julie: When I was in London, we lived in a two-storey semi-detached house. It was small but very cute. Like a doll’s house! There was a long corridor downstairs and the rooms were all on the right. First there was a sitting-room, quite a large one, with a fireplace. Then there was a tiny dining-room, and at the back the kitchen, which opened on to the garden. We had a very little garden with grass and some flowers, and I loved sitting in it when it didn’t rain! Upstairs, there were two bedrooms, and a bathroom. My parents’ room was larger than mine, but I liked mine because I could see the garden when I was working. Our bathroom was small, too. In fact everything was small, compared to our house here. 7. Fais la liste de ce que Mrs Mason a acheté. /10 Mrs Mason: Julie, come and put the groceries away! Julie: Coming! [pas, porte puis bruits de papier, etc.] Wow! You bought a lot of things! Shall I put the milk in the fridge? Mrs Mason: Just one pack. The rest can go in the cupboard. And put the white wine in the ice-box. Julie: OK. Californian wine! Now the eggs. Two dozen! Why did you get so many eggs, Mum? Mrs Mason: We are having a party on Sunday, remember. I have to make a few cakes. Julie: Oh, good! The butter and the cheese go there. Oh, you bought some Italian ham. Great! The tins now. Sardines, peas, beans – I hate beans! Did you get any English tea? Mrs Mason: Sorry, I forgot. I’ll get some next week. Julie: Orange marmalade. That’s Dad’s favourite. You haven’t forgotten to buy tissues, have you?

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ACT 4

Having fun in California 23

Right or wrong? If the information is correct,

CD 3 say “right” and repeat it. If the information is

wrong, correct us. Ready? – This picture shows preparations for the Academy Award Ceremony, called the Oscar ceremony. – It takes place on Fifth Avenue in New York. – The ceremony takes place in February or March. – The profession honours the best actors and the best films of the year.

– The prize is a gold statuette [une statuette en or]. – The statuette represents a woman standing on a reel of film. – The stars walk on a blue carpet. – The palm trees show it is warm in southern California all year round.

ACT 4

scene 1 > Speak and listen 24 CD 3

1. Look and say what you can. Then listen and answer. Hello, how are you today? Very well, I hope. So, let’s talk records! America is the land of records: the tallest, the biggest, the longest. Listen and answer. – Is the Mississippi the shortest or the longest river in the US? – How long is it? – Is New York the most populated or the least populated city in the US?

26 CD 3

– Which American city has the largest Chinese community, the largest Chinatown? – In California, are redwoods the smallest or the tallest trees? – What other record do they beat? – In your opinion, is Death Valley very cold or very hot? What is its record? – What record does the San Francisco cable car hold?

– Terminer la séance par The Grammar Genie: The superlative. Il faut que je t’avoue quelque chose : à la fin du bouquin, je pars ! Adieu la grammaire ! Je redeviens un génie ordinaire ! Malheureusement, je sais ce qui m’attend ! Les vœux délirants des gens ! Etre le plus riche. Être le plus beau. Être tout en haut ! En anglais, c’est facile à exaucer. Je n’ai qu’un son à prononcer – /st/. Aussitôt, tu montes au sommet !

You are now the richeST and the moST beautiful person in the world! Oui, je sais, c’est pas joli /st/ ! Mais c’est le son de la STar qui dépaSSe le reSTe ! Rien qu’un /st/ et tu t’envoles. Un most et tu décolles ! Pour aller plus haut, plus loin que le reste, le SUPERlatif c’est vraiment... SUPER !

> Speak and act 27 CD 3

5. Records in Ben’s family. Mary: Who is the tallest in your family, Ben? Ben: My stepfather is. And my Mum is the shortest. But she is the prettiest!* Mary: And who is the cleverest? Ben: Well, it depends. Frank, my stepfather, is the best at languages. He speaks five languages. Mum is the best at music. She can sing very well.*

Mary: And what are your records? Ben: Well, I am the youngest and the most athletic! Mary: I see! Mr Muscle, eh? Ben: And I’m also the most artistic and the best at drawing. Look, here’s your portrait! Mary: Oh, no!

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ACT 3

scene 2 > Speak and listen 28 CD 3

1. Talk about this invitation. Then listen and answer. Les: It’s us again. And today’s my birthday! Everyone: Happy birthday Les! You don’t look 84. Les: And what about you? When is your birthday? Well, Ben’s is soon. Let’s talk about it. Listen and answer. Read the invitation to Ben’s birthday. Then answer our questions like this. Will Ben be 14 in July? Yes, he will. Will he be 16? No, he won’t. Yes, he will, or No, he won’t. Ready?

29 CD 3

2. More about the birthday party. Pat: Hey look! Ben is inviting us to his birthday party on July 4th. He’ll be 14. Look Mary! Mary: [reads] Come and celebrate ... BBQ on the beach. Sunday brunch ... Will you go, Pat? Pat: I don’t know. I may. I hope my parents will let me. A party on the beach and a sleepover. It sounds like fun. I hope it won’t rain!* Mary: Well, I hate acting. I’m really bad at it. So I won’t do the improvisation match. I’ll be a judge!* Do you think he is inviting the whole class? Pat: Of course! The invitation is on the bulletin

30 CD 3

– Will Ben have a birthday party in July? – Will he celebrate his birthday with his school friends? – Will they have a party at school? – Will they have a BBQ in the yard? – Will they act and dance? – Will they go home on Saturday night? – Will they play baseball? – Will they celebrate Independence Day?

board. If everyone comes there’ll be over 20 of us.* I wonder where we’ll all sleep. Mary: On the beach, maybe? Or he’ll put up tents in the yard. And he’s got a tree house. Maybe we’ll sleep there.* Pat: What will you wear, Mary? Mary: Well, I have a stars-and-stripes dress, just like the US flag! I’ll wear that!* Pat: Won’t that be a little too patriotic? Mary: Not on July 4th!

The Grammar Genie: Will. Aujourd’hui, je t’emmène en promenade sur une route que tu connais bien. Elle part d’hier et conduit jusqu’à demain. Tu l’as prise pour venir jusqu’ici. C’est la route du temps ! Derrière toi, le passé ! Autour de toi, le présent ! Et devant toi ? [...] Le futur, bien sûr ! Parfois, le futur, c’est l’inconnu ! Impossible de prédire l’avenir ! Comme pour les tremblements de terre !

[Bruitage] Heureusement, il y a beaucoup d’événements dont on peut être absolument certain ! Ben will be 14 in June. What about you? How old will you be? [...] Will fait surgir l’image du futur : c’est net, c’est sûr ! Rob will have a party. All his friends will be there. Will engage. I will bring a friend, but I won’t dress up. C’est dit, c’est garanti !

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ACT 3

scene 3 > Speak and listen 31 CD 3

1. Say what you can. Then listen and answer. Hello there! It’s pouring with rain here. And it’s cold and windy. Nothing better to do than work, I suppose. Let’s find out about Ben’s tree house. Are you ready? Listen and answer. Ben wants to fix the tree house so his friends can sleep there. A lot of work will be necessary. Look at the picture and answer: Yes, he’ll have to. Or No, he won’t have to. Or He may have to. Ready?

32 CD 3

– Will Ben’s father have to repair the roof of the tree house? – Will he have to install electricity? – Will he have to fix the door? – Will he have to change the window? – Will he have to repair the steps of the ladder? – Will he have to install air-conditioning? – Will he have to paper the walls? – Will Ben have to tidy up the tree house?

2. Plans for the tree house. Who will do what? Ben: Dad, may I use the tree house for my birthday? The boys can all sleep there and the girls will sleep in the tent. Mr Adams: Good idea! Then you’ll be able to play your horrible music and we won’t have to hear it.* Mrs Adams: But somebody will have to repair the tree house first, and clean it, and decorate it. You won’t be able to do all that yourself! Mr Adams: Well, I’ll fix the door and change the window for you. Ben: Thanks Dad.* And you’ll have to check the electricity too.

Mr Adams: I won’t be able to do that. But Uncle Jimmy will do it for you. After all, he’s an electrician.* Ben: And you won’t have to help me with the cleaning. I’ll ask my friends to come.* But what about the furniture? Mrs Adams: There’s a garage sale in Forster Road next weekend. I’ll go and see what there is. You need a table, carpets, cushions and some mattresses.* Ben: And I’d like a television, please. Mrs Adams: Well, you’ll have to use your pocket money for that!

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ACT 3

scene 4 > Speak and listen 33 CD 3

1. Look and say what you can. Then answer our questions. Hello again. Do you like going on trips? Are you planning a field trip with your class? Ben and his friends are. What will they choose? Listen and answer. – If they go to Universal Studios, will they be able to see how films are made? – Will they meet famous actors? – Will they meet the president of the US?

34 CD 3

– If they choose to go to Redwood National Park, will they see the biggest trees in the world? – Will they be able to climb to the top? – If they go to Disneyland, will they see Mickey Mouse? – Will they spend a lot of money? – If they go to New York City, will they have to fly?

2. What destination do they choose? Alec: Hey guys! Let’s sign up for the field trip next month. I’d like to go to Disneyland. What do you think, Mary? Is that a good idea? Mary: No, we went there two years ago. And it’s too expensive!* Let’s go to Universal Studios instead. What do you think Ben? Ben: It’s great fun, but I went there three months ago. I’d like to go hiking or cycling. What about Redwood National Park? Then we’ll be able to go camping.*

Alec: That’s a great idea. And we’ll see the tallest trees on earth! Mary: And we may even see bears. Good idea! Let’s sign up for Redwood National Park, shall we?* Alec: I know Pat won’t be able to come! She’ll be away in Europe. Ben: Too bad!

> Read and listen 35 CD 3

4. Note down the important information. Then check your reading. Right or wrong? 1. Redwoods are the tallest trees in the US. 2. Some redwoods are over 100 metres high. 3. Redwoods stop growing when they are 50 years old. 4. They can live up to one thousand years. 5. Some redwoods date from the time of Jesus Christ.

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6. They need a lot of water to grow. 7. They get water from the numerous rivers in California. 8. In the summer, there is a lot of fog on the coast of California.

5. Listen. Make suggestions or give advice. Imagine you are in the Redwood National Park with your class. 1. [bruits de nature, pas] Man: Shhhhhhhhhhhhhhh! [whispers] Look! There’s a bear. Woman: [afraid] Oh dear! So, give them advice. What do you suggest?

2. [bruits de nature, pas] Girl: I’m tired. Aren’t you? Boy: Yeah, I’m exhausted! 3. [bruit de nature, pas qui s’arrêtent] Guide: Here we are! This tree is 2000 years old and 110 metres high. What do you suggest we do now?

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ACT 3

scene 5 > Listen and speak 37 CD 3

1. Listen and answer. Hi there! It’s cold today. And it’s windy again! What’s the weather like where you are? Nice and sunny, I hope. So let’s get down to work and talk about American money. Ready? Listen and answer. – How many cents are there in a dollar?

38 CD 3

• Then calculate. – How much is a dime plus a quarter plus a nickel? – How much is two quarters plus three nickels? – Can you add one dollar twenty and two dollars thirty?

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– How many cents are there in a nickel? – In a dime? – In a quarter? – Whose portrait is on the dollar bill? – What motto can you read on all the coins and the bills?

– Now, what is three dollars fifty and four dollars twenty? Good! Why don’t you go on with your teacher?

2. Their pocket money: how much? What for? Ben: I’d like to have a TV in my tree house, but Mum says I have to use my pocket money. So I can’t afford it. Mary: How much pocket money do you get? Ben: Well, my parents give me $20 a month and I have to pay for my drinks when I go out with friends.* So to get extra cash I do some chores. If I wash Dad’s car, I get a dollar. If I cut the grass, I get two dollars. How much do you get?* Mary: Well, I get an allowance of $50 every month. And I get a dollar every time I help in the house!

Ben: You’re lucky!* What do you spend your money on? Mary: On clothes, magazines, DVD’s. And I have to pay for the school bus. But I never have enough. I can’t manage to save any money. What about you? I bet you hate spending your money.* Ben: Right! I save all my quarters. I put them in my piggy bank Mary: You’re miserly, aren’t you! Miser! Miser! Ben: I’m not a miser, but when I have $120, I’ll get a new MP3 player.

> Read and speak 40 CD 3

4. Read and take notes. Then check your reading. 1. Does Tim have to feed the cat to get his allowance? 2. Does he like saving his money? 3. Is he miserly or just careful with money? 4. How much does Jennifer get?

5. What does she have to do to get her allowance? 6. What does she spend her money on? 7. What about Hilary? Is she careful with money? 8. What usually happens on Wednesdays?

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ACT 4

Vocab recap – Phonetics & dictation Phonetics 41 CD 3

Accent de mot Écoute et entoure la syllabe la plus accentuée de chaque mot. Ready? decoration – population – destination – suggestion inhabitants – anniversary – electricity – idea Vérifie. Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. 1. New York City has 8 million inhabitants. 2. It is a very popular tourist destination, isn’t it? 3. After 50 years of marriage, you celebrate your golden wedding anniversay. 4. You must be an electrician to fix the electricity. Intonation des tag questions. La voix monte-elle ou non à la fin de ces phrases ? Écoute et indique-le par des flèches. Puis conclus. 1. America is a land of superlatives, isn’t it? I 2. The Mississippi is the longest river in the US, isn’t it? Z 3. It’s your birthday next Sunday, isn’t it? I 4. You’re going to have a party, aren’t you? Z 5. You’ll invite your friends, won’t you? Z 6. Ben’s got a good idea for his birthday, hasn’t he? I Liaisons et accentuation Quand tu parles en français, tu enchaînes tous les mots. Tu ne dis pas « Je-vais-faire-une-fête-pourmon-anniversaire ». En anglais, tu dois aussi enchaîner les mots. Les liaisons t’aident à le faire. Écoute et marque les liaisons consonne-voyelle entre les mots. Pat is the best at geography in the class and Ben is the worst. Écoute encore et barre tous les mots inaccentués, que tu entends à peine. Parmi les mots qui ne sont pas barrés, lesquels sont les plus accentués ? Pourquoi ?

Dictation: A trip to Washington DC 42 CD 3

Dans la dictée, on envisage l’avenir. Quelles formes verbales entendras-tu peut-être ? Écoute et coche le numéro des phrases qui se réfèrent à l’avenir. 1. New York’s a big city. 5. We won’t be able to see everything. 6. I am so excited! 2. We’re going to spend two weeks there next summer. 3. We have friends who live in Manhattan. 7. It’ll be a great trip! 4. We’re leaving at the beginning of July. Écoute cette phrase qui est dans la dictée. Complète les mots grammaticaux, que tu entends à peine. You‘ll have to go to the top of the Empire State Building. Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête l’enregistrement, puis réécoute et corrige-toi. Ready? New York City New York is one of the biggest and most famous cities in the world. If you go there, you’ll be able to see the Statue of Liberty and many skyscrapers. Of course, you’ll have to go to the top of the Empire State Building. There are 1860 steps and 101 storeys, but you won’t have to walk up the stairs. You’ll be able to take the elevator. That’ll be less tiring, won’t it? (88 words)

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ACT 4

THE SPRING MAG 43 Trivia Quiz: California CD 3

Look at the map and the flag. Say if we are right or wrong, and correct the wrong statements. 1. California is on the Atlantic Ocean. 2. It is the largest state in the US. 3. It is the most populated state in the US. 4. California has a population of 10 million people. 5. Its nickname is the Silver State.

6. California has many national parks. 7. Many Californian cities have Spanish names. 8. The capital of California is San Francisco. 9. The sea in San Francisco isn’t warm enough for swimming. 10. The State Animal is a tiger.

> Listening 44 CD 3

• Check your reading. Answer our questions. 1. What happened in 1848 in California? 2. When was the Golden Gate Bridge built? 3. How long is it? 4. What is the origin of the name Yosemite?

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5. Is Yosemite National Park in northern or in southern California? 6. What is the weather like in southern California? 7. Where is Hollywood? 8. When did the first Oscar ceremony take place?

• Why are the Oscars called the Oscars ? Why are the Oscars called the Oscars? Every year, the Academy of Motion Picture Arts and Sciences gives a prize for excellence to the best film, the best actor, the best actress, the best music, etc.* The prize is a statuette which is 34 centimetres high and weighs nearly four kilos. It represents a knight (un chevalier) standing on a reel of film. It is made of bronze and plated with gold.*

The first Academy Award Ceremony took place in 1929 and apparently, one of the Academy employees remarked that the statuette resembled her uncle Oscar.* After that, the members of the Academy started to refer to the statuette as “the Oscar”, but the name was given to the ceremony only ten years later, in 1939. Do you watch the ceremony on television?

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ACT 4

Can I do it? > Écouter et comprendre 46 CD 3

Avant d’écouter, prends une feuille. Les projets de Ben et de ses amis. 1. Peux-tu repérer où ils vont aller ce week-end et ce qu’ils pourront y faire ? Ben: Who wants to go for a hike next weekend? Mary: Why don’t we go to the movies instead? Alec: No, let’s go to the beach! The others: Yes, let’s do that! Mary: We’ll be able to play volley ball and then we can have a picnic. 2. Repère ce qu’ils devront faire pour s’y préparer. Mary: Ok then, let’s get organized. I’ll make the sandwiches. Ben, you’ll have to buy the drinks. Ben: That’ll be expensive! Mary: Don’t be miserly again! And Alec, you’ll have to bring plastic glasses, paper plates and plastic bags for the trash. Alec: Why don’t we go shopping and buy everything right now? 3. Repère le prix de ce qu’ils achètent. Mary: Let’s get some chocolate! I love chocolate. Ben: It’s expensive! One dollar twenty a bar! Mary: I can afford it! And let’s get some cakes too. Alec: Here are the cakes. Sponge cake $1.50. Cheese cake $2. What shall we get? Mary: Let’s get the cheese cake. Alec: I’d like some apples. These look good. How much are they? 50 cents a pound. That’s not too bad. Tu n’as pas tout réussi ? Tu peux réécouter autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

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ACT 4

TESTS Compréhension de l’oral / 40 Prends une feuille et écris ton nom. Numérote bien les exercices.

1 CD 4

2 CD 4

3 CD 4

4 CD 4

5 CD 4

6 CD 4

1. Voici quatre séries. Pour chacune, trouve l’intrus, puis un titre, en anglais ou en français. /8 1. the tallest – the hottest – the longest – the most populated – the best – the most expensive – the test. 2. next week – tomorrow – in a month – in 2050 – in two hours – yesterday. 3. a penny – a dime – half a dollar – a pound – a quarter – a nickel – a dollar. 4. Death Valley – Yosemite National Park – Sacramento – Seattle – Los Angeles – San Francisco. 2. Note le numéro des phrases qui sont au futur. /4 1. I’ll buy my mother some flowers when I get my pocket money. 2. When I go to San Francisco, I’ll visit Alcatraz. 3. I always help my parents when I come back from school. 4. My father may buy me a new bike for my birthday. 5. When I call my friend, we speak for hours. 6. Next time I call my friend, I’ll tell her about the film I saw yesterday. 3. Possible ? Impossible ? Nécessaire ? Pas nécessaire ? Note-le. /2 1. I won’t be able to go to Ben’s birthday. It’s too far away. 2. Ben will have to decorate the tree house. 3. He’ll be able to sleep there when it is finished. 4. His parents won’t have to install the electricity. 4. Note le numéro des phrases qui sont des suggestions. /2 1. Why don’t you write to him? 2. Why don’t you ever go to the restaurant? 3. What about going to the concert? 4. What concert are you going to? 5. Note la réponse. /4 1. Which is the most populated country in the world? China or the US? 2. Which is the richest country in the world? Brazil or the US? 3. Which is the highest mountain in Europe? Everest or Mont Blanc? 4. Which is the hottest place in the US? Death Valley or Silicon Valley? 6. Note les liaisons consonne-voyelle et barre les lettres muettes de cette phrase que ton professeur va écrire au tableau. /4 The oldest and tallest trees in America are the redwoods.

5 CD 4

7 CD 4

7. La voix monte-t-elle ou non à la fin de ces phrases ? Écoute et indique-le par des flèches. /6 1. Ben lives in San Francisco, doesn’t he? I 2. Ben won’t be able to repair the tree house himself, will he? Z 3. His father will help him, won’t he? I 4. You won’t go to Ben’s birthday party, will you? Z 5. The guests will enjoy the party, won’t they? I 6. The Adams will go camping next year, won’t they? I 7. California is the most populated state, isn’t it? I 8. This best-seller costs $4.50, doesn’t it? Z 8. Écoute bien cette conversation deux fois de suite. Puis en français, résume la situation : qui, où, quoi, pourquoi ? At San Francisco airport. Patricia is meeting her English friend Paul who is coming from London for a visit. Patricia: There he is! Paul! How nice to see you! Paul: Dear Pat! Great to see you! Patricia: Did you have a nice flight? Paul: Fine! I’m just a bit tired! Paul: So what have you planned for me, Pat? Patricia: First, let’s go home and you can rest. Then, tomorrow, I’ll take you on a tour of San Francisco.

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ACT 4

TESTS We’ll take the cable car, drive over the Golden Gate Bridge, have lunch in Chinatown and in the afternoon we’ll visit Alcatraz. Paul: Wonderful. I’ll love that. Patricia: In the evening, we’ll go to a concert. You like music don’t you? Paul: I adore it. Who’s playing? And what? Patricia: Surprise! She’s one of the greatest pianists of our time! Paul: A woman! A very famous woman? The best? It must be Martha Argerich! Pat: I won’t tell you! Then on Saturday and Sunday we’ll fly to Los Angeles to see Hollywood. And next week we’ll go to Redwood National Park. Paul: I think I’ll need a holiday after my holiday!

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Epilogue

Having fun in Australia 9 CD 4

Right or Wrong? – Australia is in the southern hemisphere, so the seasons are reversed. – December and January are the hottest months. – Water sports are very popular in Australia. – Australia Day is celebrated on January 1st. – Many people celebrate it on the beach or in the water.

– There are some unique animals in Australia, like the kangaroo, the platypus or the wombat. – Australia belongs to the European Union. – The British flag, the Union Jack, is part of the Australian flag.

Epilogue 1 > Speak and listen 10 CD 4

1. Talk about the beach yesterday afternoon. Then listen and answer. I bet you like the sea and the beach! What do you like doing? Sunbathing? Swimming? Reading? Sleeping? Well, Australians love going to the beach, and they spend a lot of time there. Let’s see what they like doing, shall we? Answer our questions. – On the beach, at four o’clock yesterday, was Sharon reading? – Was she listening to music?

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– Was she wearing a hat? – Was there a boy flying a kite? – Was he wearing a sun hat too? – Were some people surfing? – Were some people sailing? – Were the lifesavers playing basketball? – Were the lifesavers looking at the swimmers?

The Grammar Genie: Was / were + -ing. [vagues] Les plages australiennes, c’est le rêve ! Sauf quand c’est toi qui surveilles ! Mon copain Simon, il est sauveteur là-bas. Tous les jours, il arrive quelque chose et tous les jours, c’est lui qui doit rapporter l’incident à la police. D’abord, il plante le décor : The sun was shining. A lot of people were swimming. Pour cela, quel temps utilise-t-il ? [...] Le prétérit en be + -ing : was shining, were swimming. Ensuite, il fait surgir l’événement :

Suddenly, I heard a scream. Avec quel temps ? [...] Le prétérit simple ! Tout simplement ! Parfois, les journalistes l’interrogent : What were the lifesavers doing? Ils veulent retrouver l’atmosphère qui entoure le drame. Simon répond : I was watching the sea. The children were playing on the beach. Il se replonge dans la scène... jusqu’à ce qu’un nouvel incident le rappelle ! [sirène alerte]

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Epilogue 2 > Speak and listen 13 CD 4

1. Look, react and ask questions. Then listen and answer. Hi there! I hope you’re fine. I’m not too well. Yesterday I cut my finger while I was cooking, and it hurts! What about you? Any minor accidents or incidents recently? Anyway, let’s get down to work and talk about Sharon. Answer our questions. – Did Sharon have an accident yesterday? – Was she swimming when she had the accident?

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– Was she riding her bike when it happened? – Did she fall off her bike? – Did she hit her head? – Did anyone stop to help her? – Did an ambulance hit the doctor’s car? – Was the doctor looking after Sharon when his car was hit?

2. The accident. [Le téléphone sonne.] Sharon: Hi Maggie! Sharon speaking. I’m in the hospital with a broken leg. Maggie: Poor you! So that’s why you weren’t in school! What happened? Sharon: Well, three days ago, I was riding my bike to school when a kangaroo suddenly crossed the road. I lost my balance, fell off my bike and hit my shoulder on a stone.* I was bleeding badly, so a doctor, who was driving by, stopped to help me. But just as he was getting out of his car, we heard a siren, and it was an ambulance going so fast that it couldn’t stop in time.

Maggie: Gosh! Then what?* Sharon: Well, the ambulance hit the doctor’s car, which hit my bike, which hit me and broke my leg! And inside the ambulance, there was a woman who was having a baby. Maggie: Incredible! So, what happened?* Sharon: The baby was born right there and then! They had to call another ambulance to take me to hospital! The mother named her baby girl Sharon, after me! Isn’t that cute?

> Speak and act 15 CD 4

4. Listen and say what happened. For example you hear: Man: When did you break your leg? Woman: Two weeks ago, riding my bike. You say: She broke her leg two weeks ago. She was riding her bike. Ready? 1. Woman: When did you break your arm? Man: Last month. Skiing. 2. Woman: Where did you fall? Man: Down the stairs. Running to answer the phone.

3. Man: When did you burn yourself? Woman: Yesterday. Cooking! 4. Man: Did you cut your finger? Woman: Yes, I did. Repairing the lamp. 5. Man: When did you get bitten? Woman: Three days ago. I was in the street, doing the shopping, when a dog bit me.

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Epilogue 3 > Speak and listen 16 CD 4

1. Talk about Sharon’s room. Then listen and answer. Ah, travelling! How I love travelling – Rome, Paris, London, New York! Sharon likes it too. She’s been to quite a lot of places. Let’s see where, shall we? Look at Sharon’s room and answer our questions. – Has Sharon got a lot of souvenirs? – Has she travelled a lot?

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– Has she been to Europe? – Has she been to London? – In your opinion, has she been to Paris? – How do you know she’s been there? – Has she been to Africa? How do you know? – Which souvenir is from Japan? Has she been there?

The Grammar Genie : Have been. [Porte bureau qui se referme] C’est la fin de l’année ! Mon contrat est terminé. Heureusement, j’ai retrouvé du travail : sauveteur chez S.O.S. Voyageurs. Le directeur de l’agence m’a reçu. Aussitôt, il m’a demandé : Have you been to Australia? J’ai fouillé dans mes souvenirs... et j’ai retrouvé un bel été à Sydney. L’expérience de l’Australie, je l’ai ! J’ai donc répondu : Yes, I [...] have. Le directeur a continué : Have you ever been to China

or Africa? Aidé par ever, j’ai parcouru toute ma vie, à la recherche du moindre déplacement. Et j’ai trouvé tout ce qu’il voulait ! Car j’étais allé partout... sauf au Pôle Nord ! Alors quand il m’a demandé : Have you ever been to the North Pole? j’ai été forcé de répondre : No, I [...] haven’t. Cette expériencelà, je ne la possède pas ! Pas grave, a-t-il dit, personne n’y va ! Et il m’a engagé. Un accident, une peur ? S.O.S. et j’apparais !

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Epilogue

Vocab recap – Phonetics & dictation Phonetics 19 CD 4

Accent de mot Écoute et entoure la syllabe la plus accentuée de chaque mot. Ready? sunbather – lifesaver – jellyfish – sandcastle reporter – invasion – expedition – continent Maintenant, entoure la syllabe la plus accentuée, puis barre la voyelle que tu n’entends pas. interesting – vegetable – dangerous – pedalling – comfortable Vérifie. Écoute et dis le mot que nous avons remplacé par un bip. Il figure dans la liste que nous venons de travailler. – There are many sharks in Australia, so swimming can be dangerous. – Lifesavers have to watch the sea all the time. It’s their job. – Sunbathers should protect themselves with sun cream, hats, T-shirts and parasols. – After the woman screamed, a reporter interviewed the sunbathers. Liaisons Écoute et marque les liaisons consonne-voyelle entre les mots. A woman in the water thought a dolphin was a shark. It was a false alarm and it scared everybody. Groupes de sens Lorsque les phrases sont longues, il faut grouper les mots de façon logique, par groupes de sens. Note par une barre oblique les endroits où tu prendrais ta respiration. Here is the young woman / who started the panic. There was a surprising series of events / which Sharon will never forget! What is the most exciting place / you have ever been to? Écoute et vérifie. Puis entraîne-toi à lire à haute voix.

Dictation: Captain Cook 20 CD 4

Tu vas entendre des nombres ordinaux et des années. Ecris ceux que nous dictons. – 1700 – 1737 – 1770 – 1788 – first – second – third – fourth – fifth Nous allons parler de l’explorateur anglais Captain Cook, qui est mort il y a plus de 200 ans. À quel temps sera la dictée ? Sais-tu distinguer entre was et were ? Écoute et coche la bonne case. 1. It was a scientific expedition. 2. There were scientists on the ship, as well as sailors. 3. Captain Cook was a very good captain. 4. In Botany Bay, there were many exotic plants. 5. At that time, sea voyages were very dangerous. Fais maintenant la dictée. Écoute une première fois, écris quand le professeur arrête l’enregistrement, puis réécoute et corrige-toi. Et pense au sens ! Ready? Captain Cook was an English explorer. In 1768, he left England for his first voyage. It was a scientific expedition, so there were scientists, botanists and artists on board the ship. When they arrived in Sydney Bay in 1770, Cook was the first explorer to stop there. He called it Botany Bay, because it was so full of exotic plants. Cook died in 1779, on his third expedition. He was having a dispute with the inhabitants of Hawaii – H A W A I I, and one of them killed him. (91 words)

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Epilogue

THE SPRING MAG 21 CD 4

Trivia Quiz : Australia

Answer our questions. 1. Australia is in the southern hemisphere. Right or wrong? 2. Which of these oceans does not border Australia? The Indian Ocean, the Atlantic Ocean or the Pacific Ocean? 3. What is the capital of Australia? 4. The capital is in Queensland. Right or Wrong? 5. Australia is part of the British Commonwealth. Right or wrong?

6. Australia is a federation of states and territories. Right or wrong? 7. Western Australia is the most populated state of Australia. Right or wrong? 8. What is the name of the island south of Australia? 9. It is very rainy in the desert, which is often called the outback. Right or wrong? 10. The Great Barrier Reef is north east of Australia. Right or wrong?

> Listening 22 CD 4

• Check your reading. Say if we are right or wrong. Repeat if it is correct. Correct us if it is wrong. 1. Australia is 14 times smaller than France. 2. It is very densely populated. 3. Very few people live in the outback. 4. Australia’s original inhabitants were the Aboriginals.

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5. Captain Cook landed in Sydney Bay in 1999. 6. There are no dangerous animals in Australia. 7. It is possible to go shark spotting in a metal cage. 8. Box jellyfish have enough poison to kill three adults at one time.

• The “slip-slop-slap” campaign. Because skin cancer was so developed in Australia, the Australian government launched the slip-slopslap campaign. When you go to the beach, you must slip on a T-shirt – slip it on! And you must put on sun cream. The cream goes slop slop slop. And you must wear a hat. When you put it on, it goes slap on your head!

The slip-slop-slap campaign started in 1981 and has saved many lives. In fact, it worked so well that it has been exported to other countries, such as Great Britain, the United States of America and Singapore.

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Epilogue

Can I do it? > Écouter et comprendre 24 CD 4

Avant d’écouter, prends une feuille. Maggie, l’amie de Sharon, te parle. 1. Peux-tu repérer ce qu’elle faisait hier après midi, et ce qui s’est passé ? [Le téléphone sonne.] Maggie: Mike! It’s Maggie! Something very exciting happened yesterday! Mike: You always say that! So what happened? Maggie: Well, I was shopping, when I saw Nicole Kidman with her children! Mike: Really? What did you do? Maggie: I asked for an autograph and she gave me her photo and wrote: For Maggie, kind regards. And she shook hands with me! Mike: Well, don’t wash your hands any more! 2. Repère les trois derniers accidents qu’elle a eus et quand. Maggie: Doctor, can you tell me what to do? I burnt myself the day before yesterday and it hurts. Doctor: Let’s see. Yes, it’s infected. Put some of this cream on it and bandage your hand. Maggie: Ouch! I don’t know what’s wrong with me! Three days ago, I hit my head on the cupboard, and yesterday, I fell over in the stairs and hit my head again. Doctor: What’s the matter with you? Are you in love? 3. Repère quels endroits elle a visité en Australie. Teacher: So, who has been to Tasmania? Maggie: I have. I went to Hobart last year. Teacher: Well, I’d like you to do a poster on Tasmania. Have you got any postcards? Maggie: Yes, I collect postcards. I’ve got hundreds. Teacher: Good. Now who can do a poster on the Northern Territory? Maggie: I can. I’ve been there. In fact, I’ve been to every state except Queensland. Tu n’as pas tout réussi ? Tu peux réécouter autant de fois que tu veux. La correction se trouve à la fin de ton manuel.

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Epilogue

TESTS Compréhension de l’oral / 40 Prends une feuille et écris ton nom. Numérote bien les exercices. C’est le dernier test de l’année, alors nous allons voir comme tu as progressé.

25 1. Trouve l’intrus. /4 CD 4 1. a tree – the beach – the sand – the sea – a wave – a boat – sun cream – surfing – water skiing

2. I burnt myself – I hurt myself – I hit my head – I fell over – I cut my finger – I did my homework 3. I bought a ticket – I packed my case – I took a taxi – I peeled the potatoes – I flew to New York – I went sightseeing – I took photos – I bought souvenirs 4. cold – quiet – ugly – pretty – expensive – bleed – boring – crowded – beautiful

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2. Écris le contraire des adjectifs que nous disons. /2 cold – ugly – expensive – boring 3. Ils y sont allés ou non ? Note le signe + ou – ou point d’interrogation. /4 5. Where has Sharon’s mother been? 2. Have you been there? 6. I haven’t been to New York. 3. Sharon’s father has been to China. 7. I have never been to Washington either. 4. He’s also been to Africa. 8. Have you been there?

CD 4 1. I’ve been to New Zealand.

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4. Note si ces phrases réfèrent au présent, au passé ou au futur. /6 1. Harry went to Australia six years ago. 4. He’ll be able to improve his English. 2. I’ve never been to Australia. 5. I started learning English when I was 10. 3. Jay is going to Melbourne next year. 6. We always speak English at home. 5. Trouve la réponse à ces questions. Note a,b ou c. /4 1. You’ve got a black eye. What happened? a. I hit my shoulder. b. I fell off my bike. c. I got bitten by a dog. 2. Did you have to go to the hospital? a. I never do. b. No, I didn’t. c. Yes, I have. 3. Does it hurt? a. No, it hasn’t. b. No, it can’t. c. No, it doesn’t. 4. Have you ever had a serious accident? a. Yes, I am. b. Yes, I have. c. I don’t know.

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6. Écoute cette phrase que ton professeur va écrire au tableau. Note les liaisons consonne-voyelle et barre les lettres muettes. Puis écoute encore et note les groupes de sens avec un trait vertical. /6 Sharon has already travelled around the world / but she doesn’t know Australia / as well as her friend Maggie. 7. Note si la voix monte ou descend à la fin de ces phrases. /4 1. Do you like Australians? Z 2. Where is Melbourne? I 3. You haven’t been there, have you? I 4. Sharon’s parents have lived in Australia all their lives. I 8. Écoute bien cette conversation deux fois de suite. Puis en français, résume la situation. Qui ? De quoi parlent-ils ? Détails. /10 Maggie: Mr Davis, you’ve travelled a lot. What’s the most beautiful place you have ever been to? Mr Davis: The desert. I drove to Alice Springs three years ago. I loved it. And what about you Maggie? Maggie: Tasmania. But I haven’t been to lots of places. What about food? What is the best food you remember? Mr Davis: Real Chinese food I think. And I remember the worst thing I’ve ever drunk! It was a mixture of coffee, ketchup, and vinegar! Maggie: Ugh! Where on earth did you drink that? Mr Davis: Here, in Sydney, five years ago, on New Year’s Eve. Maggie: What happened? Was it a mistake? Mr Davis: No, it wasn’t. I was with friends, celebrating the New Year and at about 3am, we were all feeling rather tired. One of my friends, who loves playing tricks, went to the kitchen to make some coffee. He gave me the cup and I drank it all in one go! I almost died. Maggie: What a dirty trick! Mr Davis: Well, I haven’t seen him since! That was too much!

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