Sommaire

Squence 5
Communication

Sance 1

Rpondre la
question : What
does he/she look
like?

Portraits

Sance 2
Dfinition dun
elfe de maison

Sance 3
Extrait de Harry
Potter and The
Prisoner of
Azkaban

Test de
personnalit
(2)

Sance 6
Portrait chinois
(1)

Sance 7
Portrait chinois
(2)

Sance 8
Documents
travaills lors
de la squence

Phonologie

Like: prposition
Le lexique de la
description
Ones
Les adjectifs
possessifs pour les
parties du corps

Mthodologie
Savoir organiser un
portrait

Les personnages de Adjectifs

J.K Rowling
composs: -like/sized

Savoir enrichir un
portrait

Dcrire en faisant
des comparaisons
(2)
Rpondre la
question : What is
he/she like ?

Les personnages de Les adjectifs

J.K Rowling
dcrivant le
caractre dun
individu
Le comparatif
dgalit (1)

Savoir donner un
nom significatif
un personnage

Rpondre la
question : what are
Test de
personnalit (1) you like?

Sance 5

Grammaire
Lexique

Dcrire en faisant
des comparaisons
(1)

Sance 4

136

Civilisation

Le comparatif
dgalit (2)

Laccentuation des
noms composs

Savoir attribuer
un caractre un
personnage

Rpondre la
question : What are
they like?
Dcrire une
situation en
complexifiant
lnonc

la recherche du
mot juste : adj.,
adv. verbes

La complexification
dune phrase et sa
mmorisation

Savoir complexifier
une phrase
dcrivant une
situation

crire une
description sous
forme de pome (1)

Like: prposition
Where: pronom
relatif
When: conj. de
subordination
Lexique : le rugby

crire une
description sous
forme de pome (2)
Lire un pome

Le champ lexical de
team

Les rimes
Laccent de phrase

tre capable de
mobiliser ses
connaissances

Ractivation des
Rebrassage des
outils langagiers de thmes culturels
la squence
abords
Nursery Rhymes

Ractivation

Prise de conscience
des critres
respecter pour
russir lvaluation

tre capable de
vrifier que lon
a tous les outils
ncessaires
pour aborder
lvaluation

Cned, Anglais 5e

Les similes

Savoir rdiger un
pome en suivant
une structure
dfinie lavance

sance 1

Squence 5

Sance 1
Japprends rdiger un portrait simple
Tu as appris, lors de la squence 5 du premier niveau du Palier 1 faire une description physique.
Nous allons apprendre, lors de cette squence, dresser un portrait physique et moral dune
personne. Cette premire sance te permet de revoir certains lments de la description physique,
mais ten propose aussi de nouveaux, avant daller plus loin.

japprends rdiger un portrait simple

Step 1

Look at the pictures and read the descriptions.

Colour on each picture the element(s) corresponding to the description.

(Mets en couleur, sur chaque image, llment qui correspond la description.)

have curly fair hair

have bushy eyebrows

have long straight

dark hair

have arched eyebrows

be bald

have a scar

have a short beard

have a big moustache

smile

lean on ones hand

sulk

frown
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Squence 5 sance 1

wear (sun) glasses

wear earrings

wear a cap

have a piercing
on ones nose
and one under ones lips

Step 2
1- Match the descriptions to the portraits. Be careful, one description is missing.

(Associe les descriptions aux portraits. Fais attention, il manque une description.)

Portrait n 1: What does she look like? She has got long straight fair hair. She is wearing
earrings. She is smiling.
Portrait n 2: What does she look like? She has got long curly fair hair. She is wearing
sunglasses. She is sulking.
Portrait n 3: What does he look like? He has got short curly dark hair. He has got bushy
eyebrows and a big moustache.
Portrait n 4: What does he look like? He has short straight dark hair. He has a scar on his
forehead. He is wearing round glasses.
Portrait n 5: What does she look like? She has got short straight dark hair. She is wearing
glasses. She is leaning on her hand.
Portrait n 6: What does he look like? He is bald. He is wearing glasses and a piercing on
his nose. He has a short beard. He is sulking.

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sance 1

Squence 5

Portrait n 7: What does she look like? She has got long curly dark hair. She has arched
eyebrows. She has a piercing under her lips.
Portrait n 8: What does he look like? He is wearing a cap and a piercing on his nose. He
is frowning.
Check and correct.
2- Like

Observe bien la question.

What does he look like?
Quel est le verbe de la question ? cris-le: ........................................................................
Cest trs bien, cela veut donc dire que, dans cette question, likenest pas un verbe. Cest
en fait une prposition qui signifie comme. La question permet de se renseigner sur
lapparence physique dun individu.
3- Everything in the right place! (Chaque chose sa place !)

a) Adjectives

Observe bien les adjectifs dans les deux phrases suivantes.

- She has got long straight fair hair.

- He has got short curly dark hair.

Dans quel ordre les adjectifs se trouvent-ils?

- couleur + longueur + forme
r
- longueur + couleur + forme
r
- longueur + forme + couleur
r

b) Sentences

Observe bien les phrases et lordre des lments dans les deux descriptions suivantes.

- Portrait n 1: She has got long straight fair hair. She is wearing earrings.
She is smiling.

- Portrait n 6: He is bald. He is wearing glasses and has a piercing on his nose.

He has got a short beard. He is sulking.

Comment la description est-elle organise ?

Du haut en bas du visage en incluant les accessoires. Finir avec lattitude.
r
La description physique en premier, les accessoires aprs. Finir avec lattitude. r
Commencer par lattitude, puis la description physique. Finir par les accessoires. r

4- ones

Observe bien lexpression suivante :

to have a piercing on ones nose and under ones lips.

et les portraits rdigs :

Portrait n 6: He is bald. He is wearing glasses and has a piercing on his nose. He has
a short beard. He is sulking.

Portrait n 7: She has got long curly dark hair. She has got arched eyebrows. She has a
piercing under her lips.

-
-
-

Par quoi ones a-t-il t remplac ? Coche la bonne rponse.

un adjectif qualificatif
r
un adjectif ordinal

r
un adjectif possessif

r
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Squence 5 sance 1

- Quelle est la traduction franaise de He has a piercing on his nose? Coche la bonne
rponse.
- Il a un piercing sur le nez.

- Il a un piercing sur son nez.

- Il a un piercing sous les lvres.

Check and correct.

j e retiens

Pour me renseigner sur lapparence physique dun individu, je pose la question :

What does he/she/look like?
Lorsque jutilise plusieurs adjectifs pithtes, je dois respecter un certain ordre. Pour
dcrire les cheveux, toujours au singulier, jutiliserai lordre suivant: Longueur, forme,
couleur.
Ex.: long curly dark hair.

Lorsque je dcris un visage, jorganise ma description. Je peux commencer depuis

le haut du visage et descendre petit petit, en intgrant les accessoires aux traits
physiques. Je dcris lattitude en dernier. Mais je peux aussi commencer ma description
par llment qui me frappe le plus, tout dpendra de la situation dans laquelle je me
trouve.
Ex. : He is bald. He is wearing glasses and has a piercing on his nose. He has got a
short beard. He is sulking.
Lorsque je dcris une partie du corps ou du visage, l o le franais met un article
dfini, langlais met un adjectif possessif. Cet adjectif possessif est remplac par ones
lorsque le possesseur nest pas prcis.
Ex.: To have a piercing under ones lips.
She has a piercing under her lips. (Elle a un piercing sous les lvres).

Exercise 1
Can you write the missing description? (Peux-tu rdiger la description qui manque?)

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sance 1

Squence 5

Exercise 2
1- Complete the face, adding 4 features, 2 accessories and 1 attitude as shown in Step1.

(Complte le visage, en ajoutant 4 traits, 2 accessoires et 1 attitude en suivant les exemples

de Step 1.)

2- Write the description

........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................

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Squence 5 sance 2

Sance 2
Je sais rdiger un portrait simple
Japprends faire des comparaisons pour construire
un portrait plus imag

je sais rdiger un portrait simple

Exercise 3

1- Choose one portrait and write the description, starting with the question you have
learnt in the previous lesson. (Choisis un portrait et cris la description, en commenant

par la question que tu as apprise lors de la leon prcdente.)

........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
2- Listen to the description on your CD. Which portrait is it? Tick the correct answer.

a) r

c) r

b) r

d) r

apprends faire des comparaisons pour construire

j
un portrait plus imag

Step 3
1- Read this text. Then listen to it on your CD. Take your pencil and your ruler and
underline all the words you understand.
A house-elf is a short humanoid creature with large bat-like ears, enormous tennis
ball-sized eyes and a long thin nose like a pencil. It is difficult to tell the difference
between male and female house-elves. They dont wear any clothes but pillow cases.
They serve the family of the house and spend their day doing the housework.

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sance 2

Squence 5

2- What do house-elves look like? Find the answer in the text and underline it in blue.
3- What do house-elves wear? Find the answer in the text and underline it in red.
4- What do house-elves do? Find the answer in the text and underline it in black.
Check and correct.
5- Maybe you did not understand all the words in the sentences underlined in blue. Dont
worry! (Peut-tre nas-tu pas compris tous les mots des phrases soulignes en bleu. Ne

tinquite pas.)

eyes

ears

Remember!
a bat: Think of Batman. The hero looks like an animal, a bat.
thin large
Now you can read again the sentences underlined in blue and imagine what house-elves
look like!
6- Maybe you did not understand all the words in the sentence underlined in red. Dont
worry!

Look!
This is a pillow-case. This is what house-elves wear!
Now you can read again the sentence underlined in red
and imagine what house-elves look like!

7- Maybe you did not understand all the words in the sentence underlined in black. Dont
worry!

They spend their day = 24 hours/24 hours

to do the housework: to clean the house, to hoover, to do the washing-up, to make the
beds everything you love doing!!!

(Remember the household chores Cinderella has to do in Squence 3.)

8- Now you can read the whole text again! (Maintenant tu peux lire nouveau le texte en

entier.)

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Squence 5 sance 2

Step 4
1- Look at this house-elf and write a caption in each box.

2- Its ears:
a) What are its ears compared to? Tick the correct answers.
( quoi ses oreilles sont-elles compares?)
an elephants ears
r
a bats ears
r
a cats ears
r

b) What is the adjective used? Tick the correct answer.

pointed
r
large
r
sinewy
r

c) What is the word used to express the comparison? Tick the correct answer.
(Quel est le mot utilis pour exprimer la comparaison ?)
as

r
sized

r
like

r
3- Its nose:

a) What is its nose compared to?

...................................................................................................................................
b) What are the adjectives used?

...................................................................................................................................
...................................................................................................................................
c) What is the word used to express the comparison?
...................................................................................................................................

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sance 2

Squence 5

4- Its eyes:

a) What are its eyes compared to?

...................................................................................................................................

b) What is the word used to express the comparison?

...................................................................................................................................

j e retiens

Pour faire une comparaison, je peux utiliser

1- La prposition like comme dans

Ex. 1 : a long thin nose like a pencil
adjectif(s) + lment dcrit + like + lment de comparaison
ou dans
Ex. 2 : large bat-like ears
adjectif(s) + lment de comparaison-like + lment dcrit
La traduction franaise ne respecte pas toujours le mme ordre des mots que langlais.
Ex.: de grandes oreilles comme celles dune chauve-souris.
2- sized
Ex.: tennis ball-sized eyes.
k lment de comparaison-sized + lment dcrit
Sized signifiant de la taille de. Llment auquel la comparaison fait rfrence
apparatra directement sans adjectif qualificatif (tennis ball) et sera suivi de la partie du
corps ou du visage sur lequel a port la comparaison (eyes).
L encore, la traduction franaise ne respecte pas toujours le mme ordre des mots que
langlais.
Ex.: des yeux de la taille dune balle de tennis.
Tu remarqueras la prsence du tiret entre llment auquel la comparaison fait rfrence
et le mot qui introduit la comparaison:
Ex.: bat-like/tennis ball-sized
Dcrire en faisant des comparaisons rend les personnages plus vivants, permet au
lecteur de mieux les imaginer, et apporte souvent une touche dhumour. Cest un peu
comme un dessin anim qui se droule sous les yeux du lecteur.

Exercise 4
Now its your turn to write comparisons.
1- First, draw your character. Its a giant. Here are his characteristics. You can add other
details - hair, eyes, piercings, clothes(Dabord, dessine ton personnage. Cest un gant.

Voici ses caractristiques. Tu peux ajouter dautres dtails - cheveux, sourcils, , accessoires,
attitude.)
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Squence 5 sance 2

a) a round face / a full moon ()

b) big teeth / half-bricks (transparent word!)

c) knuckles (les articulations des doigts) / the size of a cricket ball.

2- Write the three expressions of comparison.

a) . .............................................................................................................................
b) ..............................................................................................................................
c) ...............................................................................................................................
3- Write a paragraph to describe your giant. Use the techniques and the vocabulary seen
in Sance 1, and put the comparisons in the right place. (cris un paragraphe pour

dcrire ton gant. Utilise les techniques et le vocabulaire tudis en Sance 1 et ajoute au
bon endroit les trois phrases comportant les comparaisons.)

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sance 3

Squence 5

Sance 3
Je sais tablir des comparaisons
Japprends utiliser les noms propres
et les adjectifs pour dresser un portrait

je sais tablir des comparaisons

Exercise 5

Remember your giant in the previous lesson.

1- Read this extract from Harry Potter and the Prisoner of Azkaban, by J.K. Rowling
(ed. Bloomsbury) and listen to it on your CD.
Harry and Hermione retreated as far as they could while still keeping the giant within
their sights. Grawp knelt between two trees he had not yet uprooted. They looked up
into his startlingly huge face that resembled a grey full moon swimming in the gloom of
the clearing. It was as though the features had been hewn on to a great stone ball. The
nose was stubby and shapeless, the mouth lopsided and full of misshapen yellow teeth
the size of half-bricks; the eyes, small by giant standards, were muddy greenish-brown
and just now were half-gummed together with sleep. Grawp raised dirty knuckles, each
as big as a cricket ball, to his eyes, rubbed vigorously, then, without warning, pushed
himself to his feet with surprising speed and agility.
2- Copy the comparisons corresponding to:

..................................................................................................................................

b) His teeth / half-bricks

..................................................................................................................................

a) His face / the moon

c) His knuckles / a cricket ball

..................................................................................................................................

Check and correct.

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Squence 5 sance 3

apprends utiliser les noms propres et les adjectifs

j
pour dresser un portrait

Step 5: Names

1- Do you remember these adjectives? Roald Dahl used them to describe one of his
famous characters. If you dont remember the name of this character, play the game
and find the hidden message. (Tu te souviens de ces adjectifs? Roald Dahl les a utiliss

pour dcrire lun de ses personnages lgendaires. Si tu ne te souviens pas de son nom, fais-le
jeu et trouve le message cach.)
arrogant bloodthirsty cruel dangerous eccentric fierce
formidable gigantic obstinate powerful tyrannical
C P M A I S S T R S U N C E Y
H I O B R U L L V U V Z R L T
C I R W D R K J F O L U I B S
Z O T T E Y O A D R B J A A R
L P L A N R A G T E H U L D I
S F D J E E F G A G V C Y I H
C R U E L N C U Q N D Y J M T
G I G A N T I C L A T P Z R D
O B S T I N A T E D F F N O O
H P S L A C I N N A R Y T F O
I V B G D H E M C Y U D I X L
Q Y I F Z F Y Q C W D E S E B
Y I H O Y G Z A B O R F G V E
C R M J W K I X L C P O H F T
Z P D U N E D W E I X O Q X Q
__ __ __ __ __ __ __ __ __ __ __ __ __ __

2- Names often represent the typical physical traits of the characters. Read these names.
They all belong to animal characters in some of Roald Dahls books. Can you guess
which animal they belong to? Use the word bank to help you. (Les noms reprsentent

souvent des caractristiques physiques des personnages. Lis ces noms. Ce sont tous des
personnages qui apparaissent dans des livres de Roald Dahl. Peux-tu deviner quel animal ils
reprsentent? Utilise laide lexicale.)
Word bank
a hump: une bosse
a rump: un postrieur
to smuggle: faire passer quelque chose en fraude
Animals

Names

Humpy-Rumpy
Muggle-Wump
Crock-Wock
Milky-Daisy

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Animals

sance 3

Squence 5

3- Names also often represent the typical moral traits1 of the characters. Match these
famous characters names and their dominant moral trait. The meanings are just clues.
Name

Moral trait

Meaning

1- Miss Honey

A- Someone stupid

a- a truncheon: une
matraque/
a bull: un taureau

2- Noddy

B- Someone who likes French

cooking

b- dumb: bte, nigaud

3- Severus Snape

C- Someone as poisonous as
a snake

c- un plat franais

4- Dumbo

D- Someone sweet, nice and

helpful.

d- le miel

5- Ron Weasley

E- Someone who always says

yes

e- a weasel: une belette

to weasel out of something:

6- Miss Trunchbull

F- Someone who is good at

avoiding problems

f- to nod: acquiescer de la tte,

dire oui.

7- Ratatouille

G- Someone who is aggressive

g- a snake + to snap

se dbrouiller pour ne pas faire

quelque chose

(rpondre schement)

Match:
1-

5-

2-

6-

3-

7-

4-

Step 6 : Adjectives
1- Think of the giant you created in Sance 2. Is it a nice giant or a bad one? Here is a list
of adjectives. List them in the correct box.
angry brave cruel/wicked/nasty/vicious formidable (false friend!) kind /nice
generous/helpful selfish clever/intelligent/stupid/thick dangerous
jealous grumpy
A nice giant

A bad giant

1- moral traits: les caractristiques psychologiques

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Squence 5 sance 3

2- Remember Miss Honey in Matilda. (Tu te souviens de Miss Honey dans Mathilda?)

What is she like? (Quel est son caractre?)

She is a kind and generous sort of person. (Cest une personne gentille et gnreuse.)

Now think of your giant and underline in the lists above two adjectives which represent
him best. Answer the following question using the same sort of expression as the one
used to describe Miss Honeys attitude. (Maintenant pense ton gant et souligne dans

le tableau ci-dessus les deux adjectifs qui le reprsentent le mieux. Rponds la question
suivante, en utilisant le modle propos pour dcrire le caractre de Miss Honey.)

What is your giant like?

...................................................................................................................................

j e retiens

k Pour inventer le nom dun personnage

Tu as remarqu au cours du Step 5 que lon travaillait beaucoup par association
dides, comme pour le nom Trunchbull.
Imaginons que ton gant est vicious and cruel. Pense un animal que tu associes
cette ide. Pense un objet que tu associes cette ide galement. Mlange les deux.
Ex.: a shark (un requin) + a gun (un rvolver): Shagun the giant.
Et toi, que proposes-tu, tu dois avoir une trs bonne ide? Essaie:
On peut aussi associer un trait de caractre quelque chose qui se mange, comme
pour Miss Honey.
Imaginons que ton gant est kind and generous. Pense quelque chose que tu aimes
manger et que tu associes cette ide de gnrosit.
Ex.: chocolate. Cest peut-tre un peu long, on peut nutiliser que le dbut: Mr. Choc.
Et toi, quelle sorte de nourriture associes-tu cette ide? Vas-y, lance-toi:
..................................................................................................................................
Bravo! On peut aussi utiliser directement ladjectif choisi, et le transformer en nom en
ajoutant une terminaison, comme pour Dumbo.
Imaginons que ton gant nest pas trs malin, il est un peu thick. Tu peux lappeler
Ex.: Thicko, ou Thicky
Et si ctait une gante et quelle soit cruelle
Cruella, a ne te rappelle rien?

k Pour lui attribuer des caractristiques morales, bonnes ou mauvaises.

- Tu pourras poser la question:
Ex.: What is he like?
qui interroge sur les qualits ou les dfauts dun individu ou dun personnage.
- Tu pourras rpondre par:
Ex.: He is a wicked and cruel sort of person.
Ne confonds pas avec la question: What does he look like? qui permet dinterroger sur
les caractristiques physiques, et non morales.

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sance 3

Squence 5

Exercise 6
Give your giant a name using one of the techniques seen in Je retiens. (Donne un nom

ton gant en utilisant une des techniques vues dans Je retiens.)

........................................................................................................................................
Are you as good a writer as J.K. Rowling? (Es-tu aussi bon crivain que J.K. Rowling ?)
Tu viens de voir que J.K. Rowling, qui a cr le personnage dHarry Potter, a choisi dans sa
description du gant Grawp dautres techniques que celles travailles lors de la Sance 2
pour faire des comparaisons.
quel mot correspondrait that resembled
quel mot correspondrait the size of : as big as
Bravo, alors essaie de faire aussi bien que J.K. Rowling en utilisant ses expressions pour
dire:
a) large bat-like ears

.................................................................................................................................
b) a long thin nose like a pencil

...............................................................................................................................
c) tennis ball-sized eyes (2 possibilits)
. .............................................................................................................................
. .............................................................................................................................

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Squence 5 sance 4

Sance 4
Japprends utiliser le comparatif dgalit
pour exprimer des comparaisons
Japprends prononcer les mots composs
Japprends dfinir la personnalit dun individu (1)
apprends utiliser le comparatif pour exprimer
j
des comparaisons

Step 7
Tu te souviens de cette phrase, extraite de la description du gant Grawp. Grawp raised dirty
knuckles, each as big as a cricket ball, to his eyes (Nous avons vu, au cours de la
sance 2, comment tablir des comparaisons.)
Voici une autre technique trs simple que tu peux utiliser: le comparatif dgalit.

Ex.: knuckles as big as cricket balls

as + adj. + as

Ex.: des articulations aussi grosses que des balles de cricket.

aussi + adj.+ que

Exercise 7
Use the comparative of equality to express comparisons.
His ears are (large) . ........................................................................................... a bats.
His nose is (long and thin) ................................................................................ a pencil.
His eyes are (big) ..........................................................................................tennis balls.
His teeth are (big) ......................................................................................... half-bricks.
His face is (huge) ........................................................................................ a full moon.
Check and correct.

Step 8
Tu peux utiliser le comparatif dgalit pour dcrire la qualit ou le dfaut de quelquun en
lassimilant un objet / un lieu / un animal de rfrence.

Ex.: He is as brave as a lion.

Try to create comparisons with the following adjectives. Make complete sentences. Use
number 1 as an example. Dont hesitate to use your Pictionary if necessary.

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sance 4

a fox

an ox

an owl

a bee

Adjective

Reference

brave

ox

busy

lion

thick
cunning

Squence 5

as//a/an

bee
honey

sweet

owl

strong

fox

wise (reasonable)

bricks

He is as brave as a lion.

1- ...................................................................................................................................

2- ...................................................................................................................................

3- ...................................................................................................................................

4- ...................................................................................................................................

5- ...................................................................................................................................

6- ...................................................................................................................................
Dans lexercice 7 de la sance 3, tu avais choisi deux adjectifs qui caractrisaient ton
gant. Cherche des animaux ou des objets qui pourraient servir de rfrence et cre deux
comparaisons.
- adjective 1: .................................................................................................................
- comparison 1: ............................................................................................. ...............
- adjective 2: ...................................................................................... ...........................
- comparison 2: ............................................................................... .............................

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Squence 5 sance 4

j e retiens

- Pour faire un comparatif dgalit, jutilise

- as + adj. + as

Ex.: as big as cricket balls

- Les comparaisons sont utiles pour dfinir les caractristiques physiques ou morales
dun individu.

Ex.: He is as cunning as a fox.

Ex. : Il est rus comme un renard.
Ce sont des expressions toutes faites qui ressemblent un peu des proverbes.
Le procd est utilis souvent en littrature.
En anglais, on lappelle simile.

japprends prononcer les mots composs

Step 9

Tu as rencontr de nombreux noms composs au cours des dernires sances. Peux-tu en

crire au moins trois?
........................................................................................................................................
........................................................................................................................................
.......................................................................................................................................

Formidable!
1- Listen to these compound nouns again on your CD and underline the accentuated
word. (coute ces noms composs sur ton CD et souligne les mots accentus.)
tennis ball

cricket ball

pillow case

half bricks

house elf

2- Which word is stressed? Tick the correct answer.

the first one

the second one

3- Listen and repeat.

j e retiens

Pour prononcer un nom compos, je mets laccent sur le premier mot de ce nom.

Ex.: "tennis ball".

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sance 4

Squence 5

japprends dfinir la personnalit dun individu (1)

Step 10

1- What are you like? What is your best quality? Are you rather as brave as a lion, as sweet
as honey or as wise as an owl? Answer this quiz and you will find out! (Quelle est ta

principale qualit. Es-tu plutt courageux, doux ou avis? Rponds ce quiz, et tu le sauras)
Test your personality

1- Your sister is afraid because there is a spider in her bedroom.

You immediately go to her room and kill the spider.

You say Dont worry and calm her down.
You say Dont worry and call your Dad.
2- Its your birthday. Your grandmother sends you a present, but you dont like it at all.
You send your grandmother a letter to say thank you.

You send your grandmother a letter to say thank you, but you suggest that next year
You would like some money.
You send your grandmother a letter to say thank you, you love your present.
3- Your best friend has got the flu (la grippe).

You phone him/her and you send him/her a get-well card.

You go and see him/her.
You phone him/her and ask if she needs any help for her schoolwork.
4- There is just one big piece of cake left for dinner tonight.

You decide to make another cake.

You cut the big piece in smaller pieces for everyone.

You say you are not hungry.

5- Do you prefer

doing the shopping with your mother to help her carry her bags?
doing your homework regularly every day and not just at week-ends?

going jogging every day with your father to improve your training?
2- Count your triangles (), circles () and squares () and find out what your best
quality is.

k My score is

.............................................. rectangles

.............................................. circles

.............................................. squares
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Squence 5 sance 4

You have a majority of : You are adorable! You are always trying to make everybody
happy. You are generous and helpful. You are really as sweet as honey!
You have a majority of : Well done! You are very wise: you always make the right
decision, you are intelligent and you use your intelligence to help your friends and your
family. You are as wise as an owl!
You have a majority of : Congratulations! You are extremely brave: everybody can
count on you to make efforts when necessary, to take risks for your friends, and to be
very honest. You are a real lion!
Answer

Exercise 8
It would be fun to create the same test for the worst trait. How about thick and cruel?
Use the same situations but make suggestions as to the manner a thick person or a cruel
person would deal with it. Lets decide that M is for thick and N is for cruel. Try to
create your own test. (Ce serait amusant de crer le mme test mais pour le pire dfaut. Si on

prenait thicket cruel. Utilise les mmes situations mais fais des suggestions quant la manire
dont une personne cruelle ou stupide la grerait. Dcidons que M symbolisera la version
thicket N symbolisera la version cruel. Essaie de crer ton test.)
Test your personality
1- Your sister is afraid because there is a spider in her bedroom.

M..............................................................................................................................
N................................................................................................................................
2- Its your birthday. Your grandmother sends you a present, but you dont like it at all.
M..............................................................................................................................
N................................................................................................................................
3- Your best friend has got the flu.

M..............................................................................................................................
N................................................................................................................................
4- There is just one big piece of cake left for dinner tonight.
M..............................................................................................................................
N................................................................................................................................
5- Do you prefer
M..............................................................................................................................
N................................................................................................................................

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sance 5

Squence 5

Sance 5
Japprends dfinir la personnalit dun individu (2)
Japprends dvelopper une description
Japprends allonger une phrase et la mmoriser

japprends dfinir la personnalit dun individu (2)

Exercise 9

1- Listen to Paul and Mary on your CD. Theyre taking the personality test you invented
last time. One is thick, the other one is cruel. Guess who is who? Take notes about
each one of them. (coute Paul et Mary sur ton CD. Ils font le test que tu as cr lors de la

dernire sance. Lun est stupide, lautre est cruel. Devine qui est qui. Prends des notes pour
chacun deux.)
Mary

Paul

2- Who has got many M (thick)?

........................................................................................................................................
3- Who has got many N (cruel)?
........................................................................................................................................
4- Write the paragraphs explaining the dominant traits for each category of person. Go
back to Sance 4, Step 9 if you need any help and adapt your text to the situation.
Dont forget to use comparisons (cris les paragraphes dcrivant les dfauts associs au

type de personnalit. Reporte-toi la sance 4, Step 9 si tu as besoin daide. Noublie pas

dutiliser des comparaisons.)

........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
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Squence 5 sance 5

........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Answers
You have a majority of M:

You have a majority of N:

Dans cette squence consacre au portrait et la description, nous avons dj abord:

- la description simple dun visage au cours de la sance 1.
- la comparaison au cours de la sance 2. La description de notre elfe de maison nous
a montr que les comparaisons permettent de rendre une description plus image, un
personnage plus rel. Tu as cette occasion cr ton gant.
- lemploi de noms propres qui renforcent les caractristiques physiques et morales des
personnages dcrits au cours de la sance 3. Tu as attribu des caractristiques ton
gant.
- lemploi des comparaisons pour dcrire la personnalit dun individu au cours de la
sance 4. Tu as toi aussi cr des comparaisons pour dcrire les traits moraux de ton
gant.
Nous allons poursuivre aujourdhui avec une phase dapprofondissement et
denrichissement de la description dont tu auras besoin pour accomplir la tche finale.
Tues prt(e) ? Allons-y!

Step 11
Read the following sentence:
The woman went up the stairs.
This is not a very interesting sentence.
These seven steps can make it more interesting. (Ces sept tapes peuvent la rendre plus

intressante.)

1- Use an adjective:
The old woman went up the stairs.
2- Use a second adjective:
The old cruel woman went up the stairs.
3- Change the verb, use a more descriptive one:
The old cruel woman climbed up the stairs.
4- Use an adverb:
The old cruel woman climbed slowly up the stairs.

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Squence 5

5- Give an ending:
The old cruel woman climbed slowly up the stairs to visit her prisoner.
6- Use an adjective in the ending:
The old cruel woman climbed slowly up the stairs to visit her poor prisoner.
7- Use a comparison in the description:
The old cruel woman, as wicked as a devil, climbed slowly up the stairs to visit her
poor prisoner.

Tu te rends compte de la diffrence entre la phrase 7 et la phrase de dpart. Petit petit, les
informations supplmentaires tont permis dimaginer la scne, de caractriser le personnage et
ses actions. Attendre la suite de la phrase, ou de lhistoire, cre du suspense et te donne envie de
connatre la suite.

Exercise 10
Now its your turn. Here is the sentence:
The giant walked into the forest.
1- Add an adjective: The ..................................................... giant walked into the forest.
2- Add a second adjective: The . ........................................... giant walked into the forest.
3- Change the verb, use a more descriptive one: The ................................................ giant
................................ into the forest.
4- Add an adverb: The .............................. giant ..................................... into the forest.
5- Give an ending: The .............................................................................. into the forest
6- Add an adjective to the ending: The .................................................................... giant
............................................................................................................. into the forest
7- Use a comparison in the description and write the complete sentence.
........................................................................................................................................
Si tu as des difficults, voici un peu daide pour les diffrents points :
1- Tu connais bien ton gant.
- Attribue-lui soit deux adjectifs le dcrivant physiquement (huge, strong, old, young,
ugly),
- soit deux adjectifs le dcrivant moralement (happy, ferocious, dangerous, sweet, wise,
thick..).
2- Si ton gant est press: to run (prtrit: ran), courir
- Si ton gant bote: to limp (prtrit: limped), boitiller
- Si ton gant ne veut pas tre vu: to crawl (prtrit: crawled), ramper
- Si ton gant a une marche pesante: to plod (prtrit: plodded)
3- Tu as appris construire les adverbes la squence prcdente. Choisis un de ces
adjectifs et transforme-le en adverbe:

heavy: lourd

silent: silencieux

noisy: bruyant

peaceful: paisible

fierce: agressif

........................................................................................................................................
4- Introduis ta conclusion laide de to. Ce mot te permettra dexprimer lobjectif que
sest fix le personnage. Il introduit la notion de but.
........................................................................................................................................
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Squence 5 sance 5

5- Choisis un adjectif qui permettra de prciser llment dont tu parles dans ta

conclusion.
........................................................................................................................................
6- Utilise une comparaison qui permettra dajouter une prcision la description de ton
gant. Tu peux utiliser des comparaisons vues au cours de la sance prcdente.
........................................................................................................................................

japprends allonger une phrase et la mmoriser

Step 12

1- Listen, read and repeat.

a) The giant was silent.

b) The giant was silent and peaceful.

c) The giant was silent and peaceful when he walked

d) The giant was silent and peaceful when he walked in the forest.

e) The giant was silent and peaceful when he walked slowly in the forest

f) The giant was silent and peaceful when he walked slowly in the dark forest.

g) The giant was silent and peaceful when he walked slowly in the dark forest to meet
his friend the dwarf.

h) The giant was silent and peaceful when he walked slowly in the dark forest to meet
his friend the wise dwarf.

2- Now listen and repeat, but dont read the sentences, close your book! (Maintenant

coute et rpte, mais ne lis pas, ferme ton livre.)

You can create your own long sentence starting with

The woman was old.

The woman was old and..............................................................................................

The woman was old and ...............................when she................................................

The woman was old and ...............................when she............................ up................

The woman was old and................................when she.........................ly up ...............

The woman.................................................................................................................

The woman.................................................................................................... prisoner.

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sance 6

Squence 5

Sance 6
Japprends faire un portrait chinois
Japprends utiliser like prposition
Japprends utiliser where pronom relatif
Japprends utiliser when conjonction de subordination
Nous avons travaill la description physique et morale de personnages rels ou imaginaires. Tu peux
aussi tracer le portrait dune ide, dun concept, dune activit grce la technique du portrait
chinois, en jouant avec les associations dides. Essayons ensemble dcrire le portrait chinois dun
sport. Choisissons le rugby. Tu connais bien ce sport? Alors, essayons !

japprends faire un portrait chinois

Step 13

1- Verse n 1 (Question n 1)

Think of rugby. If it was a colour, what colour would it be? First list the colours you
know in English. (Pense au rugby. Si ctait une couleur, quest-ce que ce serait ? Liste

dabord les couleurs que tu connais en anglais.)

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
Among these colours, choose 3 colours you associate with the idea of rugby. (Parmi ces

couleurs, choisis-en trois que tu associes dans ta tte lide au rugby.)

...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
2- Verse n 2 (Question n 2)

Think of rugby. If it was a place what would it be? Choose 3 places you associate with
the idea of rugby. (Pense au rugby. Si ctait un lieu, quel lieu est-ce que cela serait. Choisis

3 lieux que tu associes au rugby.)

Help!
school, prison, stadium, restaurant, pub, forest, rugby pitch (terrain de rugby), field
(champ), mountain, ocean
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
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Squence 5 sance 6

3- Verse n 3 (Question n 3)

Think of rugby. If it was an adjective expressing a feeling, what would it be? Choose 3
adjectives you associate with the idea of rugby. (Pense au rugby. Si ctait un adjective

exprimant un sentiment, quest-ce que cela serait ? Choisis trois adjectifs que tu associes au
rugby.)

Help!
Synonyms: calm/peaceful frightening/scary fantastic/impressive/ fierce/violent
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................

japprends utiliser like prposition

Step 14

Verse n 1 - Lets deal with the first verse. Imagine the three colours are (Occupons-nous
maintenant du premier couplet. Imagine que les trois couleurs sont):
- blue
- black
- white
We are going to associate the colours we have chosen with something typical of rugby.

(Nous allons associer les couleurs proposes quelque chose de typique du rugby. ):
For example (Par exemple):
- Rugby is blue like the French team.
- Rugby is black like the famous All Blacks.
- Rugby is white like the side lines.

Like est ici prposition, comme dans les questions:

What does he look like?

What is he like?
Il signifie comme.

Exercise 11
Now its your turn to write your own first verse with the colours you have chosen.

(Maintenant cest toi dcrire ta premire strophe avec les couleurs que tu as choisies.)
Verse n 1
Rugby is............................................... , like . ...................................................................
Rugby is............................................... , like . ...................................................................
Rugby is............................................... , like . ...................................................................
Fantastic, you did very well!

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sance 6

Squence 5

japprends utiliser where pronom relatif

Step 15
Verse n 2
Lets now deal with the second verse. Imagine the three places are (Occupons-nous

maintenant du deuxime couplet. Imagine que les trois lieux sont):

- a stadium
- a rugby pitch
- a pub

We are going to imagine who is doing what in these different places. (Nous allons imaginer

qui fait quoi dans ces divers lieux.) For example (Par exemple)
- Rugby is a stadium where supporters are cheering.
- Rugby is a rugby pitch where players are fighting.
- Rugby is a pub where fans are meeting.

Tu as dj rencontr le pronom relatif who. En voici un autre: Where. Il est mis pour
lantcdent, cest--dire le mot qui le prcde: a stadium, a rugby pitch, a pub.

Il permet de lier deux phrases entre elles et dviter une rptition. Par exemple, au lieu de
dire:
Rugby is a stadium. Supporters are cheering in this stadium.
On obtient une seule phrase grce au pronom relatif qui va articuler les deux lments:
Rugby is a stadium where supporters are cheering.

Tu peux utiliser ici le prsent BE-ing. On voit les supporters, les joueurs et les fans en
pleine action!

Exercise 12
Now its your turn to write your own second verse with the places you have chosen.

(Maintenant cest toi dcrire ta deuxime strophe avec les lieux que tu as choisis.)
Verse n 1

Rugby is a/an......................................., where . ...........................................................ing

Rugby is a/an......................................., where . ...........................................................ing
Rugby is a/an......................................., where . ...........................................................ing

Great! Youre a real poet!

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Squence 5 sance 6

japprends utiliser when conjonction de subordination

Step 16
Verse n 3
Lets now deal with the third verse. Imagine the three adjectives are (Occupons-nous

maintenant du troisime couplet. Imagine que les trois adjectifs sont):

- fantastic
- impressive
- scary

We are going to imagine situations which give us these feelings. (Nous allons imaginer des

situations qui nous donnent ces impressions.)

For example:
- Rugby is fantastic when the French team scores a try (marquer un essai).
- Rugby is impressive when the ball soars (voltiger) in the sky.
- Rugby is scary when the Old Blacks shout (crier) the Haka cry.

When est ici conjonction de subordination qui permet dintroduire la proposition

subordonne de temps. Elle introduit linformation qui situe lvnement dans le temps.
When the French team scores a try rugby is fantastic.

Exercise 13
Now its your turn to write your own third verse with the adjectives you have chosen.

(Maintenant cest toi dcrire ta troisime strophe avec les adjectifs que tu as choisis.)
Verse n 3

Rugby is................................................ , when ................................................................

Rugby is . .............................................. , when ................................................................
Rugby is . .............................................. , when ................................................................
Wahoo, your Chinese portrait is really good! It is a real poem. (Super, ton portrait chinois est

excellent. Cest un vrai pome.)

But talking of poems, why not talk about rhymes? (Mais en parlant de pomes, pourquoi ne

pas parler de rimes?)

Wait till next time (Cest pour la prochaine fois )

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sance 7

Squence 5

Sance 7
Japprends faire des rimes
Japprends lire un pome

japprends faire des rimes

Step 17

It would be great to make rhymes! (Ce serait formidable de faire des rimes !)
1- Verse n 1
Ce serait bien de crer une rime interne, cest--dire de faire rimer la fin du vers avec un
mot qui est lintrieur du vers, savoir ici ladjectif de couleur. Il faut donc essayer de
trouver une rime avec
k blue
Nous avions: Rugby is blue like the French team.
Il faut remplacer le mot team. On peut choisir crew qui signifie un quipage et qui garde ce
sens dquipe. Crew rime avec blue.
k black
Nous avions: Rugby is black like the famous All Blacks.
Il faut remplacer ou complter All Blacks. Effectivement la marque du pluriel de Blacks
empche la rime. On peut choisir dajouter le mot pack, qui signifie une horde, une arme.
Limage convient bien pour les All Blacks, cette quipe de rugbymen no-zlandais. Pack
rime avec black.
k white
Nous avions: Rugby is white like the side line
Il faut remplacer ou complter side line. On peut choisir dajouter at night. Night rime avec
white.
Now read aloud the verse with the rhymes. (Maintenant lis voix haute le couplet avec les

rimes.)

- Rugby is blue like the French crew.

- Rugby is black like the famous All Blacks pack.
- Rugby is white like the side line, at night.

2- Verse n 2

No problem! You are supposed to end each verse with -ing because of the present
be-ing! (Pas de problme, tu es suppos finir chacun de tes vers par -ingdu fait de lemploi

du prsent be-ing!)
3-

Verse n 3
Underline the rhymes. (Souligne les rimes.)
- Rugby is fantastic when the French team scores a try.
- Rugby is impressive when the ball soars in the sky.
- Rugby is scary when the All Blacks shout the Haka cry.

Il sagit effectivement du son [ai] dans try, sky et cry.

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Squence 5 sance 7

On peut faire rimer, comme tu viens de le remarquer, un son et non une syllabe ou un
mot en entier. Choisis dans ta troisime strophe le dernier mot qui se termine avec un son
courant en anglais et essaie den trouver dautres dont le son final est le mme. Ne te fie
pas lcriture, mais la prononciation. Tu peux observer right et white, le son [ait] ne
scrit pas de la mme manire, mais il se prononce pareil. toi de jouer, cette fois-ci.

Exercise 14
Rewrite the Chinese portrait you did for the previous lesson, but this time, try to make
rhymes. (Rcris le portrait chinois que tu as fait au cours de la leon prcdente, mais cette

fois-ci, essaie de faire des rimes.)

Verse n 1 (rimes internes)

Rugby is................................................... , like ................................................................
Rugby is................................................... , like ................................................................
Rugby is................................................... , like ................................................................
Verse n 2 (rimes en ing)
Rugby is a/an....................................... , where ............................................................ing
Rugby is a/an....................................... , where ............................................................ing
Rugby is a/an....................................... , where ............................................................ing
Verse n 3 (rimes en ...)
Rugby is................................................ , when ................................................................
Rugby is................................................ , when ................................................................
Rugby is................................................ , when ................................................................

japprends lire un pome en mettant laccent de phrase

Step 18

1- Listen to the poem on your CD. Then read it.

2- Listen again and underline all the stressed words.

(coute nouveau et souligne tous les mots accentus.)

- Rugby is blue like the French crew

- Rugby is black like the famous All Blacks pack

- Rugby is white like the side line, at night

- Rugby is a stadium where supporters are cheering

- Rugby is a rugby pitch where players are fighting

- Rugby is a pub where fans are meeting

- Rugby is fantastic when the French team scores a try

- Rugby is impressive when the ball soars in the sky

- Rugby is scary when the All Blacks shout the Haka cry

Check and correct.

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sance 7

Squence 5

Phonologie
Coche les mots qui ont t accentus:
- les noms
r
r
- les adjectifs
r
- le verbe BE
r
- les autres verbes
- les articles a/an/the
r
r
- when
r
- where
- and
r
Check and correct.

j e retiens

Les mots accentus sont ceux qui sont porteurs de sens, principalement les noms, les
adjectifs, et les verbes autres que BE.

Exercise 15
Read the poem, stress the words you have underlined and record yourself if possible.

(Lis le pome en accentuant bien les mots que tu as souligns. Enregistre-toi si possible.)

Exercise 16
Underline in your own poem all the categories of words you have ticked in the phonology
section and read it aloud. (Souligne dans ton propre pome toutes les catgories de mots que tu

as coches dans le point phonologique. Lis-le voix haute.)

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Squence 5 sance 8

Sance 8

j e mvalue

Relis attentivement la sance 1, rcoute ton cd et refais les exercices.

Exercise 1
Sais-tu rdiger un portrait?
Write the description

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sance 8

Squence 5

Exercise 2
Sais-tu comprendre une description? (Read the description and draw the wanted poster.)
His first name is Johnny. He is wearing a cow-boy hat. He has got long straight dark hair.
He has a piercing on his nose. He has a moustache. His beard is short. He is frowning and
sulking.

Relis attentivement la sance 2, rcoute ton cd et refais les exercices.

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Squence 5 sance 8

Exercise 3
Sais-tu faire des comparaisons?
1- Choose like or sized and write comparisons about Johnny.

(Choisis entre -like et -sized et cris des comparaisons propos de Johnny.)

Adjectives

round black

thick

Features

References

eyes

a rat

nose

a potato

moustache

Astrix

- Hes got......................................................................................................................
- Hes got......................................................................................................................
- Hes got......................................................................................................................
2- Rewrite Johnnys portrait including these comparisons.

(Rcris le portrait de Johnny en y incluant ces comparaisons.)

........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Relis attentivement la sance 3, rcoute ton cd et refais les exercices.

Exercise 4
Sais-tu attribuer un nom un personnage en fonction de ses caractristiques morales ou physiques?
1- What is Johnny like? Imagine an answer to this question giving two adjectives in a
complete sentence. Remember, he is wanted. (Quel est le caractre de Johnny ? Imagine

une rponse cette question en donnant deux adjectifs dans une phrase complte.)

........................................................................................................................................
2- Give examples of situations to justify your choice.
He is....................................................... when ................................................................
He is....................................................... when ................................................................
Relis attentivement la sance 4, rcoute ton cd et refais les exercices.

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sance 8

Squence 5

Exercise 5
Sais-tu faire des comparaisons en utilisant le comparatif dgalit?
Write three sentences using the comparative of equality to describe Johnnys eyes, nose
and moustache. (cris trois phrases pour dcrire les yeux, le nez et la moustache de Johnny en

faisant des comparatifs dgalit.)

Adjectives

Features

References

round

eyes

a rat

big

nose

a potato

thick

moustache

Astrix

His eyes are......................................................................................................... a rats.

His nose is........................................................................................................ a potato.
His moustache is............................................................................................... Asterixs.

Exercise 6
Connais-tu les comparaisons tudies ?
1- Complete.

He is as........................................................................................................... as a fox.

She is as sweet as........................................................................................................ .

You are as...................................................................................................... as an ox.

I am as busy as........................................................................................................... .

2- Create new comparisons:

Johnny is as wicked as . .............................................................................................. .

Johnny is as scary as .................................................................................................. .

Exercise 7
Sais-tu prononcer les noms composs?
1- Remember the rule and write it down. (Souviens-toi de la rgle et cris-la.)
........................................................................................................................................
........................................................................................................................................
2- Underline the stressed words.
week-end

get-well card

house-elf

concert- hall

rugby pitch

tennis court

3- Listen to your CD and check.

Relis attentivement la sance 5, rcoute ton cd et refais les exercices.

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Squence 5 sance 8

Exercise 8
Sais-tu dfinir le caractre dun individu?

Dictation
Listen to your CD and write.
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Relis attentivement les sances 6 et 7, rcoute ton cd et refais les exercices.

Exercise 9
Sais-tu reprer les rimes?
1- A quatrain is a verse that has four lines which rhyme. Read this quatrain, underline the
words which rhyme. (Un quatrain est une strophe compose de quatre vers qui riment entre

eux. Lis ce quatrain et souligne les mots qui riment.)

Source du pome : Mary had a little lamb An American nursery rhyme written by
Sarah Hale in 1830.
Mary had a little lamb (agneau),
Its fleece was white as snow;
And everywhere that Mary went
The lamb was sure to go.

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Squence 5

2- Write some rhymes to complete this quatrain.

(cris des rimes pour complter ce quatrain.)

It followed her to school one day,
That was against the rule;
It made the children laugh and....................,
To see a lamb in .....................
3- Write out these lines to make a quatrain.

(cris un quatrain en remettant ces vers dans lordre.)

Why, Mary love the lamb, you know,
Why does the lamb love Mary so?
The teacher did reply.
The eager children cry;

Why does the lamb...

Cned, Anglais 5e

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