Elementary, my dear. People. Actions. Crimes. Specific terms. Objects. a vandal. to witness. vandalism. a painting

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1 2 Elementary, my dear People a vandal Actions to witness Crimes vandalism Objects a painting Specific terms a clue 23

Unit 2 Lesson 1 Lesson 1 Unit 2 The truth is out there 1 Look at the photos of the three suspects, write

Observe these images, and imagine what the story is about. SUSPECT Nº1 SUSPECT Nº2 SUSPECT Nº3 B.

2 In the detective's notes, pick out the words that correspond to the following translations: French un

Watch the video again and concentrate on people, places, facts, and atmosphere.

Places 4 09 CLASSE Now listen to the interview twice (without the conclusion) and take notes in the grid.

(at the time of the crime) Witness s name Alibi (activity of the suspect at the time of the crime) was

2 Unit 2 Lesson 1 Lesson 1 Unit 2 The truth is out there 1 Look at the photos of the three suspects, write down their names, then sum up orally the information you have about them. A. Observe these images, and imagine what the story is about. SUSPECT Nº1 SUSPECT Nº2 SUSPECT Nº3 B. Watch the video and check your hypotheses. Were they correct? What new elements have you discovered? 2 In the detective's notes, pick out the words that correspond to the following translations: French un casier judiciaire un faux (tableau) un vol les suspects English C. Watch the video again and concentrate on people, places, facts, and atmosphere. Then write information about each: People 3 In your opinion, who stole the painting? Places 4 09 CLASSE Now listen to the interview twice (without the conclusion) and take notes in the grid. Facts Suspect nº 1 Suspect nº 2 Suspect nº 3 Where was he/she? (at the time of the crime) Witness s name Alibi (activity of the suspect at the time of the crime) was -ing Atmosphere D. Now, recap the story. Speak for one minute. E. Do you think the hound really exists? Yes/No? If not, can you imagine who invented this story? 5 09 CLASSE Listen to the end of the interview and find why suspect nº 3 s alibi isn't working

Unit 2 Lesson 1 Lesson 1 Unit 2 6 Choose at least one element in each card. Use these elements to create a story.

Characters a teenager a thief a policeman a dog a butler Object an old book a bicycle a ring a walking stick a

a beach The end? 7 Look at the following picture: what do you think happened?

Then, ask your teacher yes/no questions to solve the mystery.

énoncés suivants et surligne les pronoms en WH-. a. The room where the painting was kept is on the second floor.

d. The only part of the house which was closed was the dining room.

3 Unit 2 Lesson 1 Lesson 1 Unit 2 6 Choose at least one element in each card. Use these elements to create a story. Use relative pronouns and your imagination! Characters a teenager a thief a policeman a dog a butler Object an old book a bicycle a ring a walking stick a treasure Event to fall in love to quarrel to steal to run away to fight Place a prison a forest a city a castle a beach The end? 7 Look at the following picture: what do you think happened? How do you think the man ended up there? Have a guess. Then, ask your teacher yes/no questions to solve the mystery. Holding stick No blood No footprints One day, Observe Les relatives en who, which, when et where Observe les énoncés suivants et surligne les pronoms en WH-. a. The room where the painting was kept is on the second floor. b. Ten o clock is the time when he was caught red-handed. c. The suspect who has a criminal record thought that the painting was a fake. d. The only part of the house which was closed was the dining room. D une flèche, relie le pronom à l antécédent, à sa gauche, dont il dépend. Ces subordonnés sont dites «relatives» car elles permettent de deux phrases simples : The room where the painting was kept is on the second floor. the room is on the second floor + the painting was kept in the room Pourquoi utilise-t-on les relatives? Elles permettent de 26 27

Unit 2 Lesson 1 Lesson 2 Unit 2 Observe Les question tags Pendant l interrogatoire du détective, dans la leçon 1, de nombreux énoncés très courts, ressemblant à des

1 12 CLASSE Listen to a radio phone-in programme. Tick the types of crime the callers are talking about. a. You were looking round the library at 10 pm, weren t you? b.

HIJACKING SHOPLIFTING - - - - THEFT À ton avis, à quoi servent ces morceaux de phrases dans le discours? Coche la case qui convient.

Choisis parmi les éléments suivants ceux qui conviennent et place-les dans le bon ordre. AUXILIAIRE / VERBE /?

8 Choose the right pronoun for each sentence. 1 That is the house Mark lives.

3 Kurt Vonnegut, was one of America s best writers, was also a very good painter. 4 The package arrived this morning was for Linda.

4 Unit 2 Lesson 1 Lesson 2 Unit 2 Observe Les question tags Pendant l interrogatoire du détective, dans la leçon 1, de nombreux énoncés très courts, ressemblant à des questions, sont apparus. Voici un extrait de cet interrogatoire : peux-tu identifier ce qu on appelle des question tags? Breaking the law? 1 12 CLASSE Listen to a radio phone-in programme. Tick the types of crime the callers are talking about. a. You were looking round the library at 10 pm, weren t you? b. You can ask them, can t you? c. This painting was a fake, wasn t it? Qu ont-ils en commun? HIJACKING SHOPLIFTING THEFT À ton avis, à quoi servent ces morceaux de phrases dans le discours? Coche la case qui convient. à poser une question à s exclamer à demander une confirmation Quel est le schéma des question tags dans les phrases affirmatives? Choisis parmi les éléments suivants ceux qui conviennent et place-les dans le bon ordre. AUXILIAIRE / VERBE /? / PRONOM PERSONNEL SUJET / NOT / NÉGATION CONTRACTÉE / SUJET HACKING VANDALISM MUGGING 2 Match the criminals with the crimes. 8 Choose the right pronoun for each sentence. 1 That is the house Mark lives. vandal hacker mugger shoplifter hijacker thief 2 I really enjoyed the time we went to that Chinese restaurant. 3 Kurt Vonnegut, was one of America s best writers, was also a very good painter. 4 The package arrived this morning was for Linda. 9 Complete the following sentences with a question tag. 1 He can play football,? 2 You were at the party,? 3 She was talking to her sister on the phone,? 1 A is someone who steals goods from a shop pretending to be a customer. 2 A is someone who illegally seizes control of an aircraft, ship, or vehicle while in transit. 3 A is someone who attacks and robs another person in a public place. 4 A is someone who steals another person s property, without using force or violence. 5 A is someone who uses a computer to gain unauthorized access to data. 6 A is someone who deliberately destroys or damages property. 4 You drove home after the party,? 28 29

brighton thugs BOEING 747 changes route and lands in Mexico INCREDIBLE BUT TRUE!

5 Unit 2 Lesson 2 Lesson 2 Unit 2 3 Now match the news headlines with the types of crimes. a b c d e Computer virus destroys government files Pickpockets steal items from more than 1000 tourists this summer Neighbours complain about graffiti in shopping centre headphones new target of brighton thugs BOEING 747 changes route and lands in Mexico INCREDIBLE BUT TRUE! Each week here at The North West Weekly we choose one of our readers best stories about something real but amazing that happened to him or her. This week s story is from Jennifer 5 Dos Santos, now living in Santa Fe, who tells us about the mysterious Dan Cooper. 10 I ll never forget that journey. It was a cold November day in 1971 and I was flying from Portland to Seattle to visit my family. I was reading a magazine on the plane, so I didn t speak to the businessman next to me. But I remember him very clearly. He was wearing a smart suit and dark sunglasses and he wasn t acting strangely or doing anything unusual. 15 After an hour, he called the flight atttendant. He talked quietly to her and opened his briefcase, but I didn t see what was inside. Next he got up and the North west weekly followed her to the front of the plane and he didn t return to his seat for the rest of the trip. Anyway, we arrived safely in Seattle, and all the passengers got off the plane. At least, that is what we thought happened. I only learnt the truth the next day when I read the headlines in the newspaper. In fact, the plane didn t stay in Seattle but it flew down to Mexico. Apparently the man in the suit Dan Cooper was a hijacker! He told the flight attendant that he had a bomb in his briefcase, and he demanded $200,000 and four parachutes. When the plane landed in Seattle, the pilot received the money and the parachutes. Then the hijacker forced the plane to fly to Mexico. Suddenly, Dan Cooper put on his parachute and opened the door of the plane. Then he jumped with all the money in his briefcase! What happened next? Nobody knows Dan Cooper just disappeared into thin air! 4 Which crime doesn t have a headline? Write it yourself. 5 In the introduction, underline the name of a woman. Say what you know or imagine about her. 6 In the first paragraph, circle the personal pronouns and find what character they correspond to in the introduction In this first paragraph, pick out the words that refer to travelling. Write them down here:,, 8 Read and find information about each character Now use your notes above to recap on the story so far

Unit 2 Lesson 2 Lesson 2 Unit 2 10 Underline the verbs in the second paragraph. What do they have in common? 11 Find the word in the third paragraph which means la vérité :.

6 Unit 2 Lesson 2 Lesson 2 Unit 2 10 Underline the verbs in the second paragraph. What do they have in common? 11 Find the word in the third paragraph which means la vérité :. 12 Choose a sentence in this paragraph which gives the principal information (true facts) of the story: 15 Circle the correct words. I washed / was washing my hair when the programme started / was starting. 1 Did you watch / Were you watching the football match when Don arrived / was arriving last night? 2 We had / were having dinner when you called / were calling me. 3 Did you sleep / Were you sleeping when I rang you? No, I played / was playing the guitar. 4 We met / were meeting his brother while we waited / were waiting in the queue. 13 Observe this sentence to infer (deviner) the meaning of the word 'hijacker': Then the hijacker forced the plane to fly to Mexico. A hijacker = un. 16 Read about the train robbery, Ronnie Biggs. Complete the text with the correct form of the verbs in brackets. 14 Read the last paragraph silently. Then close your book and sum up what you remember. Observe Le prétérit simple et le prétérit en be + V-ing Observe les phrases suivantes, extraites du texte Incredible but true! a. I was reading a magazine on the plane. b. He got up and followed her to the front of the plane. Quel est l énoncé qui permet un commentaire de la scène, comme un décor donné à l histoire : a ou b? Quel est l énoncé qui permet de donner des informations sur des événements : a ou b? Associe un symbole visuel aux formes verbales des phrases (a) et (b) : was / were + V-ing V-ed (ou 3 e colonne du verbe irrégulier) Pour résumer, on dira que... (relie les éléments de la colonne de gauche à ceux de la colonne de droite) : The Great Train Robbery Ronnie Biggs was born in London in In 1963 he and his gang (1) (steal) 2.6 million from a mail train while it (2) (travel) across the English countryside. The police (3) (catch) Biggs and (4) (send) him to Wandsworth Prison. In 1965, he (5) (escape) from prison and (6) (run away) to France. While he (7) (hide) he (8) (have) plastic surgery and (9) (buy) new identity papers. The police finally (10) (catch) Biggs in 1974 while he (11) (live) in Brazil, but the Brazilian authorities protected him. Ronnie Biggs (12) (return) to England voluntarily in Complete the sentences with the correct form of the verbs. I was walking (walk) home when it started (start) to rain. le prétérit en be + V-ing le prétérit simple décrit une action d arrière-plan décrit une action ponctuelle dans le passé, sans faire de commentaire plante le décor d'une histoire 1 Someone (steal) my TV while I (talk) on the phone. 2 The dog (escape) while I (cut the grass). 3 Jamie (have) lunch while I (paint) the bedroom. 4 The phone (ring) while I (have) a bath. 5 My parents (arrive) while we (have) lunch

7 Unit 2 How to write How to write Unit 2 A newspaper article 1 Observe the structure of this newspaper article. the daily globe 2 Match each word about the structure of the article with its synonym or definition: 1 The line underneath the headline: 2 It adds more details and supporting information to the lead paragraph: WHO KILLED RICHARD? A macabre discovery that could enter the history books by annabel manger, the daily globe THE HEADLINE THE SUBHEADLINE THE BYLINE 3 It contains additional and less important information: 4 A concise statement that sums up the topic of the article: 5 What follows the headline and subheadline: 6 It gives the principal information about the subject and captures the reader s attention: 5 10 A very macabre discovery was made yesterday on the site of an old abbey. The crooked skeleton of an ancient king of England was found under a car park in the city of Leicester in England. The remains that were found after five centuries of oblivion, have been analysed and scientists are almost sure that they are those of Richard III, one of the most cruel kings in English history. They carried out experiments on his DNA and compared it to his descendants and the final results matched perfectly. However, we might wonder why the remains of this medieval king were found so many centuries afterwards, buried without even a coffin under a car park. Well, of course there was no car park at the time, and this was the scene of a tragic battle in which King Richard met a violent death. In British history, Richard III is well-known for his brutality and savagery: he probably killed his brother and his nephews to have access to the crown. William Shakespeare, England s most famous playwright, contributed greatly to his bad reputation with the famous tragedy, Richard III. Could England's story-books be re-written when the scientists, archeologists and historians have finished their work? The lead paragraph 7 The name of the author: 3 The lead paragraph usually gives the main information about the subject: the 5 Ws (who, what, when, where, why). Find the 5 Ws in this article : highlight the corresponding passages. 4 What grammar tense is most often used? Why? 5 Observe the end of the article. Give your opinion: why did the author choose to end her article that way? The explanation The final part THE BODY OF THE ARTICLE 6 Now, write your own newspaper article: 1 Choose a subject (or topic). 2 Think about the 5 Ws of your story and organize them in a diagram like this one: 3 Then, use the key points of your story in the diagram to write your article. Follow the pattern you have observed in the article Who killed Richard? Why Who 4 Make sure you: - use the past tense, - catch the attention of the readers with an interesting or even surprising headline and lead paragraph, - divide your article into several paragraphs, each giving different and additional information. Remember: the most essential information should be at the beginning. Topic When What Where 5 Optional: end your article with a question

Unit 2 Don t get me wrong Caught red-handed 1 Match the English expressions with the

1 2 3 to do a runner to have a skeleton in the closet to set a thief to catch a thief

a wolf in sheep's clothing to be a dark horse to spill the beans La musique de l

15 CLASSE Écoute et dessine une flèche pour indiquer si l intonation est descendante

2 He can swim, can t he? 3 We ve got a new suspect, haven t we?

L intonation dans les question tags de confirmation est : montante descendante Cela

15 CLASSE Écoute à nouveau et dessine une flèche pour indiquer si l intonation de l

Coche la bonne réponse : L intonation de l élément souligné : descend monte Complète

: D. 16 CLASSE Écoute puis répète ces phrases et réponds!

3 Complete this text by replacing the pictures with the right expressions.

8 Unit 2 Don t get me wrong Caught red-handed 1 Match the English expressions with the pictures to do a runner to have a skeleton in the closet to set a thief to catch a thief to cover your tracks to put your foot in it to let the cat out of the bag a wolf in sheep's clothing to be a dark horse to spill the beans La musique de l anglais Pronunciation A. 15 CLASSE Écoute et dessine une flèche pour indiquer si l intonation est descendante ou montante à la fin de la phrase. 1 You were at the party, weren t you? 2 He can swim, can t he? 3 We ve got a new suspect, haven t we? 4 She stole the money, didn t she? L intonation dans les question tags de confirmation est : montante descendante Cela implique une : réponse complète une réponse en Yes ou No Unit 2 B. 15 CLASSE Écoute à nouveau et dessine une flèche pour indiquer si l intonation de l élément souligné dans la première partie est montante ou descendante. C. Coche la bonne réponse : L intonation de l élément souligné : descend monte Complète : Dans la partie de l énoncé qui précède le question tag, cette intonation permet de : D. 16 CLASSE Écoute puis répète ces phrases et réponds! 2 Can you find the equivalent expressions in French? Write them above. 3 Complete this text by replacing the pictures with the right expressions. 1 France is an island, isn t it? 2 The Spanish love football, don t they? 3 You were born in July, weren t you? Amy really because she always hangs out with John, but she is really in love with 4 We re speaking English, aren t we? 5 She hasn t got a brother, has she? Paul! She to her best friend, Karen. But then Karen and told Paul. She really because Amy was very cross, and Paul

Unit 2 My vocabulary My vocabulary Unit 2 1 Crime doesn t pay! Write the correct word below each picture.

theft police tape pin board statement suspect detective catch go chase commit escape solve The thief tried to

3 The police often use dogs to criminals. 4 When someone a crime, he/she becomes a criminal.

crime: 3 A person who steals from a shop: 4 A person who takes control of transport to commit a crime: 5 A person

etc.: 8 A person who attacks people for money in the street: 9 A person who steals a car, for example: X B S T U O

9 Unit 2 My vocabulary My vocabulary Unit 2 1 Crime doesn t pay! Write the correct word below each picture. 3 Complete the sentences with the correct verbs. theft police tape pin board statement suspect detective catch go chase commit escape solve The thief tried to escape from prison. 1 The detective used all the clues he had to the criminal. 2 Murderers usually to prison. 3 The police often use dogs to criminals. 4 When someone a crime, he/she becomes a criminal. 5 Sometimes the FBI help the police to crimes. 4 Find these words in the word search. 2 Who s who? Write down what these people are. 1 A person who steals something from your pocket: 2 A person who uses a computer and the Internet to commit a crime: 3 A person who steals from a shop: 4 A person who takes control of transport to commit a crime: 5 A person who arrests suspects: 6 A person who sees a crime happen: 7 A person who breaks windows, destroys public places, etc.: 8 A person who attacks people for money in the street: 9 A person who steals a car, for example: X B S T U O H A V R A S R E K H R I C E I R H N U W S S J Q R V M O G F L J R A P N A E P E V A E Q C K T N D L A H E M P K R S D R I C H A C K I N G A O F O S Z M W N R Q L B T H E F T P G F E I B I W Q I T W Q Y O S E N D S N I L E V N M R G U M U R D E R I O Y hijacking armed robbery vandalism theft shoplifting hacking murder 38 39

10 Unit 2 My portfolio Je suis capable de = Je peux le faire = Je peux le faire mais avec quelques difficultés = J'ai encore du mal à le faire = Je ne sais pas le faire Écouter Je suis capable de comprendre une enquête policière. Je suis capable de comprendre un programme radio. Parler (en continu) Je suis capable de relater des délits dont j'ai été témoin ou dont j'ai entendu parler. Parler (dialogue) Je suis capable d'émettre des hypothèses sur un mystère. Lire Je suis capable de lire un article de journal. Écrire Je suis capable d écrire une courte histoire à suspense. Je suis capable de rédiger la déposition d'un témoin. Grammaire Je suis capable d employer les relatives en who, which, when et where Je suis capable de poser de courtes questions comportant des question tags. Je suis capable de décrire une action ponctuelle au passé. Je suis capable de décrire une action en train de se dérouler. Vocabulaire Je suis capable de parler de délits. Je suis capable d'utiliser des expressions sur le monde des gendarmes et des voleurs. Prononciation Je suis capable d identifier si la voix monte ou descend dans une phrase. You were at the swimming pool at 10pm, weren't you? In tonight's programme, we're going to talk about Once I was shopping when I saw I think they were waiting for him Or maybe he Each week at The North West Weekly we choose One day, a policeman found Last night, in Toulouse, at 10pm I saw A pickpocket is a person who steals from other people's pockets. You were at the party, weren't you? I saw a suspicious looking man. I was shopping The thief stole a bag. He was caught red-handed. He can swim, can't he? Fais la liste de ce que tu dois revoir. 40

Minds are like parachutes : they only function when open! So, USE YOUR BRAINS! Nobody can do it for you!!!

Minds are like parachutes : they only function when open! So, USE YOUR BRAINS! Nobody can do it for you!!! Aucun énoncé ne peut exister s il ne comporte au moins un groupe SUJET et tout ce qu on en dit