Shannon Ryan (traduction proposée par des élèves)

be	was / were	been	être
become	became	become	devenir
begin	began	begun	commencer
break	broke	broken	casser
bring	brought	brought	apporter
build	built	built	bâtir
buy	bought	bought	acheter
catch	caught	caught	attraper
choose	chose	chosen	choisir
come	came	come	venir
cut	cut	cut	couper
do	did	done	faire
drink	drank	drunk	boire
drive	drove	driven	conduire
eat	ate	eaten	manger
fall	fell	fallen	tomber
feel	felt	felt	(res)sentir
fight	fought	fought	combattre
find	found	found	trouver
forget	forgot	forgotten	oublier
get	got	got, gotten	obtenir
give	gave	given	donner
go	went	gone	aller
have	had	had	avoir
hear	heard	heard	entendre
hide	hid	hidden	cacher
hit	hit	hit	frapper
hold	held	held	tenir
hurt	hurt	hurt	blesser
keep	kept	kept	garder
know	knew	known	connaître

leave	left	left	quitter
lose	lost	lost	perdre
make	made	made	faire
meet	met	met	rencontrer
pay	paid	paid	payer
put	put	put	mettre
read	read	read	lire
ride	rode	ridden	aller à cheval
run	ran	run	courir
say	said	said	dire
see	saw	seen	voir
show	showed	shown	montrer
spend	spent	spent	dépenser
steal	stole	stolen	voler (qqch)
take	took	taken	prendre
teach	taught	taught	enseigner
tell	told	told	dire
think/	thought	thought	penser
throw	threw	thrown	lancer
understand	understood	understood	comprendre
wake	woke	woken	réveiller
wear	wore	worn	porter (un vêtement)
win	won	won	gagner
write	wrote	written	écrire

Exercice d'entraînement :

base verbale	prétérite	participe passé	traduction
feel
		bought
	went
			aller à cheval
	brought
		caught
			avoir
build
			blesser
	drank
			cacher
break
		chosen
fight
		begun
			comprendre
	drove
know
cut
		run
			dépenser
			devenir
	said
		told
give
	wrote
			enseigner
hear
		been
	did
make
hit
win
			garder
		thrown
			lire
	ate
		put
		shown
	got
			oublier
pay
think
		lost
		worn
take
		left
			rencontrer
			réveiller
		held
			tomber
		found
come
see			voir
		stolen	voler (qqch)

EXERCICES DE COMPREHENSION

I. & Lisez le récit. I1 est interrompu 4 fois : A, B, C, D. A chaque interruption, trois suites possibles vous sont suggérées.

Classez les trois propositions en inscrivant dans les cases les chiffres 1, 2 ou 3 :

· est sûrement la suite du conte =	1
· pourrait convenir pour la suite du conte =	2
· ne convient pas du tout pour la suite du conte =	3

Emu et Thundering Gecko sont deux animaux mythologiques personnifiés. ( *tadpoles : des têtards )

Once upon a time, Emu and Thundering Gecko lived together at the rocky place of Wilili. Early each morning Emu went collecting tadpoles* down the river. One day, she heard the noise of Little Boy who was picking fruit with his parents. Little Boy was playing and running about, some distance from his parents.

After some time he could not see them but did not worry. £

He helped them do the housework. £

As he was busy shooting kiwis, he got lost. £

But Emu was watching Little Boy and she decided to take him away with her. So she pretended that she was his mother.

And he ate some kiwis £

But he did not want to go with her as he did not know her. £

And he went with her because she was so friendly. £

When Emu and Little Boy arrived at the camp, Thundering Gecko was surprised and furious: He said to her:

"What is Little Boy doing here? You stole him, didn't you?" £

"Great! We'll have a little friend at home now!" £

"Are you sure you did the right thing?" £

The next day, Thundering Gecko wanted to return the boy secretly to his family.

He asked Emu about what they should do. £

He showed him how to escape. £

He waited for Emu to go and then took the boy back. £

Relisez maintenant l'ensemble du texte et verifiez si votre choix n° 1 de l'exercice 15 correspond ou non

aux phrases en caractères gras. Indiquez ensuite votre réponse en cochant la case correspondante.

( *tadpoles : des tetards / *a hole: un trou / *a rope :une corde )

Once upon a time, Emu and Thundering Gecko lived at the rocky place of Wilili. Early each morning, Emu went

collecting tadpoles* down the river. One day, she heard the noise of Little Boy who was picking fruit with his parents.

Little Boy was playing and running about, some distance from his parents. He was a little behind but he thought:

"They are not far away. Everything is all right. "

But Emu was watching Little Boy and she decided to take him away with her. So she pretended that she was his mother.

She was so nice to him that she persuaded him to leave his parents.

When Emu and Little Boy arrived at the camp, Thundering Gecko was surprised and furious. He said to her: "You

must give him back. The boy is not yours."

The next day, Thundering Gecko wanted to return the boy secretly to his family. He started digging a hole* and

he made a rope*.

La phrase:

A : He was a little behind but he thought: "They are not far away. Everything is all right. "
correspond à ma reponse n°l £	ne correspond pas à ma reponse n°l £

B : She was so nice to him that she persuaded him to leave his parents
correspond à ma reponse n°l £	ne correspond pas à ma reponse n°l £

C : "You must give him back. The boy is not yours. "
correspond à ma reponse n°l £	ne correspond pas à ma reponse n°l £

D : He started digging a hole and he made a rope.
correspond à ma reponse n°l £	ne correspond pas à ma reponse n°l £

&19. Dans l'extrait suivant, les mots en caractères gras font référence à des personnages

différents, à un lieu et à de la nourriture. Classez ces mots dans le tableau selon qu'ils designent

le personnage principal, des personnages secondaires , le lieu ou la nourriture.

Early next morning Emu started out again. She left home with a basket to catch tadpoles for

the children. They were so hungry and always wanted more of them! The female bird was never

back at Wilili before late in the afternoon. The little ones were always happy to see their mother

back at the camp with a basket full of nice things.

PERSONNAGE PRINCIPAL	PERSONNAGES SECONDAIRES	LIEU	NOURRITURE

& 26. Lisez l'extrait suivant.

Emu searched the ground carefully for footprints. Then she looked up and noticed that

Thundering Gecko had fastened a rope to a huge tree.

"Good Heavens! That's how you helped the boy to escape", she said, glaring at him furiously.

After some argument, Emu left the camp swiftly to track down Little Boy.

"He must be hiding in the bush", she thought.

Choisissez dans l'encadre ci-dessous 7 mots qui pourraient remplacer les elements en italiques

dans les phrases.

looking hurried find

desert quickly gigantic

acting attached marks

Ecrivez les mots dans les espaces prevus.

&27 & 28- Lisez l'extrait suivant. Repérez les mots dérivés (exemple : careful) et les mots composés

(exemple : lunchtime

[After crossing the bush, Emu finally reached Darari, Little Boy's village.]

The angry-looking bird spoke before the village people:

"You must give Little Boy back to me. He is mine. I found him. How unfair it is to keep him away from me !"

Thus, to their great disappointment, she obliged the helpless villagers to return Little Boy to her. And off she

went. By sunset the long-legged bird was back at her camp site.

Quel sens donnez-vous aux mots suivants ? Cochez la case qui correspond à votre reponse.

*1. village people :*		*2. unfair :*
a. le village des gens	£	a. sans beauté, laid	£
b. les gens du village	£	b. aux cheveux foncés	£
c. le village peuplé	£	c. injuste	£
d. le village du peuple	£	d. infidèle	£

II. Repérez dans le texte suivant à qui se rapporte les mots soulignés.

(Ce texte se trouve à la page 70 de votre manuel.)

The first white men of your people who came to our country were named Lewis and Clark. ... All the Nez Perce made friends with Lewis and Clark and agreed to let them pass through their country and never to make war on white men. This promise the Nez Perce have never broken. For a short time we lived quietly. But this could not last.

I am tired of fighting. Our chiefs are killed. [ ... ] It is cold and we have no blankets. The little children are freezing to death. My people - sorne of them have run away to the hills and have no blankets and no food. No one knows where they are - perhaps they are freezing to death. [ ... ] Hear me my chiefs, my heart is sick and sad. From where the sun now stands I will fight no more against the white man. [ ... ]

If the white man wants to live in peace with the Indian he can live in peace. There need be no trouble. Treat all men alike. Give them the same laws. Give them all an even chance to live and grow. All men were made by the same Great Spirit Chief. They are all brothers. The earth is the mother of all people, and all people should have equal rights upon it. [ ... ]

Pour exprimer la probabilité

(présente ou future) :

modal + BV (ou Be + Ving) expr équiv + présent (simple ou Be Ving)

	expression avec modal	expression "équivalente"
probabilite forte	He must be sleeping (il doit être en train de dormir) or He can't be sleeping (il est impossible qu'il soit en train de dormir) --------------------------------- She must know the man She can't know the man	He is probably (not) sleeping It's probable he's (not) sleeping I'm sure (certain) he's (not)sleeping ----------------------------------------- She probably knows the man.....
probabilité moyenne	He may be sleeping (il se peut qu'il soit en train...) --------------------------- She may know.....	It's possible he's sleeping Maybe/perhaps he is sleeping ------------------------------------ It's possible she knows......
probabilité faible	He might/could be sleeping (il se pourrait qu'il soit en train...) -------------------------------- She might know....	It's barely possible he's sleeping I wonder if he's sleeping I'm not sure that he's sleeping --------------------------- It's hardly possible she knows....

Pour exprimer une hypothèse sur un événement passé :

(modal + have + participe passé) expr équiv + prétérit

	expression avec modal	expression "équivalente"
probabilite forte	He must have seen the killer (il a dû voir le tueur) He can't have seen the killer (il est impossible qu'il ait vu le tueur) -------------------------- She must have been getting dressed....	He probably saw (didn't see) the killer It's probable he saw (didn't see) the killer I'm sure he saw (didn't see) the killer -------------------- She was probably getting dressed when she heard...
probabilité moyenne	He may have seen the killer (il se peut qu'il ait vu le tueur) ---------------------------- She may have been getting dressed ...	It's possible he saw the killer Maybe/perhaps he saw the killer ------------------- Maybe she was getting dressed when she heard...
probabilité faible	He might/could have seen the killer (il se pourrait qu'il ait vu le tueur) ----------------------------- She might have been getting dressed	It's barely possible he saw the killer I wonder if he saw the killer I'm not sure that he saw the killer --------------------- It's slightly possible she was getting dressed