Unit 1 India on the move - BlueBooksbluebooks.livehost.fr/dl/anglais/AnglaisChapitre1.pdf · JOURNALIST: Sirisha lives and works in Hyderabad, a city in southern India that is in

Ouverture (p. 18-19)

La thématique de la première unité consacrée à l’Inde d’aujourd’hui permet d’aborder deux desnotions du programme culturel : L’idée de progrès et Lieux et formes du pouvoir.

La question d’ouverture “Why is India said to be a country of contradictions?” met d’embléel’accent sur un des aspects les plus frappants de l’Inde moderne : les contrastes entre sa rapideexpansion économique et l’extrême pauvreté d’une grande partie de sa population. La tâchefinale de l’unité invite les élèves, après avoir étudié les différents documents de l’unité, à écouterun reportage faisant état des contrastes au sein de la société indienne puis à présenter à l’oralun des aspects de ce pays en pleine mutation.

Cette Final task met donc en œuvre deux activités langagières : la compréhension de l’oral etl’expression orale en continu.

Nous avons choisi de mettre l’accent dès le début de l’année sur l’entraînement à l’oral, et doncl’activité langagière dominante de cette première unité est la compréhension de l’oral, épreuveau baccalauréat pour les séries ES, S et ST.

�Today’s India

On laissera quelques minutes aux élèves pour préparer cette activité de production orale encontinu. Ils prendront aussi connaissance du lexique proposé dans les Keywords, qui leurpermettra d’enrichir leur production.

1. Avant de répondre à cette question portant sur la représentation de l’Inde suggérée par laphoto, on demandera aux élèves d’en faire une brève description.

Many people have gathered together on the bank of a river / a beach… Most of them have theirbacks turned to the camera and are looking at the skyline of a modern city that stretches outon the other side of the river / on the mainland… It is the end of the day and families may havegot together to watch the sunset on the city…

This picture presents a dual vision of India / a contrasted image of India… It shows India as acountry of contrasts… On the one hand, the city’s skyscrapers and modern buildings highlighthow India has become a booming / thriving country… On the other hand, the saris that all thewomen are wearing indicate that traditions remain /have not disappeared…

The photo also gives an impression of calm and happiness: children are playing, people seemrelaxed… The photographer has focused his camera on a smiling couple holding their twochildren: they are representative of the two-child family policy encouraged by the Indiangovernment…

2. Cette question personnelle permettra aux élèves d’évoquer leurs représentations de l’Inde,sans aucun doute nombreuses… On pourra les encourager à se reporter aux « Expressions utilespour communiquer » (p. 173) afin d’utiliser les expressions permettant de faire part de sonopinion.

Illustration: Chowpatty Beach, Mumbai, India

Chowpatty, Mumbai’s most famous beach, is a favourite spot for anyone out to enjoy somefresh air. The highlight of the year at Chowpatty is Ganesh Chaturthi (August/September),when huge crowds gather to watch images of the elephant-headed god of good fortune,Ganesh, paraded through the city streets and immersed in the sea.

37Unit 1 – India on the move

India on the moveUnit 1

3. Pas de réponse type pour cette question. On demandera aux élèves dans un premier tempsd’évoquer en vrac ce qu’ils savent de l’histoire de l’Inde, puis on demandera ensuite à un ou deuxélèves de reconstituer chronologiquement les événements en prenant la parole en continu. LeSpotlight de l’unité, Milestones in the history of India (p. 30-31), permettra de vérifier et depréciser les connaissances des élèves et pourra être étudié à ce moment-là du cours.

Focus on listening (p. 20-21)

�The two Indias L’activité langagière dominante de l’unité est la compréhension de l’oral. On trouvera donc dansces deux pages Focus on listening trois activités ciblant chacune un ou deux points deméthodologie précis permettant aux élèves d’améliorer leur technique de compréhension del’oral. On invitera également les élèves à consulter régulièrement les pages de méthodologie« Compréhension de l’oral » (p. 161-162).

India’s girls go missing

Le point de méthodologie travaillé ici étant l’anticipation, on propose aux élèves de se préparerà l’écoute de l’enregistrement par une anticipation thématique (exercices 1 et 2) et uneanticipation auditive (exercice 3).

1. These two documents focus on the fate of many Indian girls and women who go missingat birth or later… The 50 Million Missing campaign poster mentions “infanticide, dowry-related murders, and other gendercide practices”… It is clear that the term gendercide is aportmanteau word formed with the words gender and genocide…

India’s 2011 census indicated that this gendercide resulted in a gender imbalance as there areonly 940 Indian girls for every 1,000 boys…

2. In an audio report entitled “Families desperate for sons”, we expect to find out why Indianfamilies are more eager to have / keener on having sons rather than daughters, theconsequences of their determination, the means they use to achieve their goal…

3. Les élèves entendent les deux phrases suivantes :

L’anticipation, qui a été faite à partir du mot gendercide et de l’affiche, devrait permettre auxélèves de sélectionner la phrase 1.

4. On demande maintenant aux élèves d’écouter attentivement l’enregistrement afin devérifier les hypothèses émises lors des questions 2 et 3.

Script de l’enregistrement

JOURNALIST: India is becoming an increasingly male-dominated society as the latest censusshows, the number of girls born there is at an all-time low. Families are desperate for sons asthey are financially far more attractive and that’s resulting in a rising number of gender-selected abortions. As RT’s Priya Shreeda reports, this gendercide may eventually leave manyIndian men without partners.

1. India is becoming an increasingly male-dominated society.

2. India is becoming an increasingly female-dominated society.

C

D 1

8

C

D 1

8 - 9

A

38 Unit 1 – India on the move

C

D 1

9

5. Corrigé du fichier de l’élève (p. 5)B. census – abortion – gendercide – partners – trend (tendance) – reality – sex-selective – birth –statistics – baby girls – dowry – groom (époux)

C. 1. The number of girls born there is at an all-time low.2. Families are desperate for sons as they are financially far more attractive. 3. This gendercide may actually leave many Indian men without partners. 4. In Karora not every child is given a chance. 5. In Karora there are twice as many boys as girls.

D. There are fewer baby girls than baby boys in India today. One of the reasons is that Indianfamilies prefer having boys as they are financially more attractive than girls. As a result, there aretwice as many boys as girls and many Indian men may not be able to find partners.

E. 1. the family business – 2. the family name – 3. the parents when they are old

F. Finding the sex of a baby before birth is illegal.

G. For Indian families, boys are more attractive than girls as the bride’s family has to pay a dowryto the groom’s family.

6. Selon le niveau de la classe, ce reportage pourra être résumé en anglais ou en français.(Rappel : le compte rendu de l’enregistrement lors de l’épreuve de compréhension de l’oral se faiten français.)

Proposition de résumé en anglais :

India is an increasingly male-dominated society as the latest census shows… Families areeager to have sons who are financially more attractive… Consequently there is a risingnumber of gender-selected abortions…

In the village of Karora, Haryana, there are twice as many boys as girls… Doctor Rajiv Guptaexplains that sons can look after the family business, the family name and the parents whenthey are old… He adds that even though finding out the sex of a baby before birth is illegal,sex-selective abortions are practised…

Few villagers are willing to talk about what is happening to baby girls… However, they admit thatthe Indian dowry tradition could explain why sons are financially more attractive than daughters…

REPORTER (PRIYA SHREEDA): It takes a village to raise a child, the saying goes, but in thevillage of Karora, Haryana, about three hours from the Indian capital, not every child is givena chance. Here there are twice as many boys as girls and according to the latest Indian censusnumbers, the trend of more boys is a national reality and no coincidence.

(Marquer une pause lors de la seconde écoute avant de passer à la question E.)

DOCTOR RAJIV GUPTA: Each family wants there be a son, there should be at least one son whocan look after the family business, who can look after the family name and who can look afterthe parents when they are old.

REPORTER (PRIYA SHREEDA): Doctor Rajiv Gupta is a physician at a hospital in Haryana. InIndia, sex-selective abortions and finding out the sex of a baby before birth are illegal. Butevery day, Gupta sees patients who are willing to do just about anything to construct a familywith more boys than girls.

Villagers in Karora can’t deny the statistics, few will talk about what is happening to all thebaby girls. They do however admit than having boys is more attractive to them financiallyespecially when it comes to the Indian practice of the bride’s family paying a dowry to thegroom’s family before their wedding.

From RT/The Economist, April 26th 2011


Proposition de résumé en français :

La société indienne est de plus en plus masculine, comme l’indiquent les chiffres du dernierrecensement. Les familles sont de plus en plus désireuses d’avoir un garçon, plus avantageuxsur le plan financier, ce qui a pour conséquence un nombre croissant d’avortements enfonction du genre du fœtus.

Le village de Harora, par exemple, compte deux fois plus de garçons que de filles, ce quis’explique, selon un médecin, par le fait qu’un garçon peut s’occuper des affaires familiales,des parents lorsqu’ils sont âgés et perpétue le nom de famille. Bien qu’ils soient illégaux, lesavortements en fonction du sexe sont donc souvent pratiqués.

Peu de villageois parlent ouvertement de ce qui arrive aux bébés-filles. Ils reconnaissent,cependant, que le fait que la famille de l’épouse ait à payer une dot à celle du mari peutexpliquer l’élimination des petites filles.

L’extrait de l’article de The Independent ci-dessous apporte des informations complémentaires :

High-tech cities

1. This picture, which shows the state-of-the-art / innovative headquarters of a hi-techenterprise in Bangalore, presents the image of a modern / thriving / enterprising /business-oriented country…

2. Les élèves vont entendre les trois phrases suivantes.

Les phrases 1 et 3, qui font référence à l’agriculture, sont bien sûr à éliminer.

3. Après cette phase d’anticipation, les élèves sont maintenant prêts à écouterl’enregistrement.


Part 1

JOURNALIST: Sirisha lives and works in Hyderabad, a city in southern India that is in thevanguard of the country’s embrace of high-tech industries. So much so that one area ofHyderabad is even called “High Tech City”; the locals have dubbed it “Cyberabad”.

1. The villagers have built an elementary irrigation system.

2. Hyderabad is even called “High-Tech City”.

3. Two-thirds of India’s billion people still live in agricultural communities.

C

D 1

1 0

C

D 1

1 0 -1 2

B

Termination of pregnancy on the basis of sex was made illegal in India under the Pre-NatalDiagnostic Techniques Act in 1996, but the law is routinely flouted. The Home Secretary,Gopal Pillai, has called for a “complete review” of the current policies designed to deal withthe imbalance in the sexes, but few believe there is a genuine willingness among politicians toaddress the issue.

The market for sex determination is said to be worth at least $100m (£62m) a year, with40,000 registered ultrasound clinics. Although attempts have been made to increase penaltiesunder the act, out of 800 court cases against doctors in 17 states there have been only 55convictions.

The Independent, May 25th 2011

C

D 1

1 1


La fiche d’aide à la compréhension du fichier de l’élève (p. 5) permettra de classer, relier ethiérarchiser les informations contenues dans le document sonore, dans le but de prépareractivement la question 4 qui demande de résumer le reportage.

Corrigé du fichier de l’élève (p. 5-6)Part 1

A. an Indian entrepreneur Æ SirishaThe city where Sirisha works Æ Hyderabad /CyberabadHigh-tech city Æ Cyberabad /Hyderabad office in the same building as Sirisha’s company Æ Google Sirisha’s company Æ QuisLexreturned to India five years ago Æ Sirishawhere Sirisha used to work as an attorney Æ Manhattan

B. 1. The journalist asks Sirisha about the difference between the India she left and the India shecame back to. 2. Sirisha answers that the difference is huge.

C. Sirisha is an Indian entrepreneur who, after working as an attorney in Manhattan, returned toIndia five years ago. Her company, QuisLex, is located in the same building as the Indian branchof Google, in Hyderabad, the high-tech city also called Cyberabad. She thinks that there is a hugedifference between the India she left and today’s India.

Part 2

D. difference – experience – translating – transforming – transporting – reshuffling – reshaping –gross – growth – high-tech sector – hype sector – pillow – pillar – GNP (gross national product) –GDP (gross domestic product)

E. 8% – It corresponds to the annual GDP growth since 2004.

F. It is just outside the capital, New Delhi.

G. shopping malls – Western hotels – enormous holes – global logos

H. India is “a country on the march” because its economy keeps transforming thanks to the rapiddevelopment of the high-tech sector. India’s GDP has been increasing at an annual rate of 8% forseveral years now.A city like Gurgaon is building shopping malls and hotels and it will soon be ready toaccommodate global / international enterprises.

Sirisha’s office block houses several major industry players, including Google’s local operation.And it houses her own company, a legal firm called QuisLex, that she started when she returnedto India five years ago after more than a decade working as an attorney in Manhattan.

(to Sirisha): And the difference between the India that you left and the India that you cameback to?

SIRISHA: Is yawning. It’s a huge difference.

Part 2

JOURNALIST: A huge difference that is transforming the face of Hyderabad, and some otherIndian cities, and reshaping the Indian economy. The growth of the high-tech sector has beenthe principal pillar helping India to achieve record GDP growth of more than 8 percent everyyear since 2004.

It is easy to look on India as a country on the march. In Gurgaon, just outside the capital, NewDelhi, the foundations have been dug for a series of new shopping malls and Western hotels,enormous holes in the ground that will soon be filled by buildings bearing familiar global logos.


C

D 1

1 2

4. Les élèves pourront s’appuyer sur leurs réponses aux questions C et H pour résumer cereportage. Ce résumé pourra aussi être fait en français selon le niveau de la classe.

Proposition de résumé en français :

Après avoir travaillé comme avocate à Manhattan, Sirisha est revenue en Inde il y a cinq anset a monté sa propre entreprise, QuisLex, à Hyderabad, aussi appelée Cyberabad.

L’Inde d’aujourd’hui n’est pas la même que celle qu’elle a quittée, dit-elle. C’est maintenantun pays « en marche / qui va de l’avant » avec une économie en pleine mutation grâce audéveloppement rapide du secteur de la haute technologie. Son PIB croît à un taux annuel de8 % depuis plusieurs années.

La ville de Gurgaon, qui construit des centres commerciaux et des hôtels et s’apprête àaccueillir des entreprises internationales, est un bon exemple de cette évolution.

Is microcredit changing India?

Avant de procéder à l’exercice, on demandera aux élèves ce qu’ils savent du système des casteset des Dalits. La Culture key de la page 151 leur permettra de préciser leurs connaissances.

1. Microcredit consists in granting small loans to people who can’t get loans from traditionalbanks because they are too poor… This system has enabled many Indian people andparticularly Dalit women to start their own enterprise…

2. Les phrases que les élèves vont entendre sont les suivantes :

L’étude de l’article devrait permettre d’inférer que les phrases entendues sont prononcées pardes femmes qui ont bénéficié des prêts du microcrédit, certainement des femmes Dalits.

3. Les élèves sont maintenant prêts à écouter l’enregistrement.


Part 1

REPORTER: Women like these, that microcredit was designed to help to give them someincome and control over their lives, but now the average debt for a Dalit woman in this villageis a thousand pounds.

(to Viraja, a Dalit woman): Tell me, how many loans do you have this year?

VIRAJA: All together I have seven loans. They’re worth 100,000 rupees, around 1,400 pounds.I have a thousand pounds left to pay off but I earn two pounds a day.

Part 2

(to Susila, another Dalit woman): And Susila, how many loans do you have?

SUSILA: I took 1,400 pounds in loans too, seven loans in total: I took one for my daughter’swedding, and another when my husband had a heart attack. I still owe a thousand pounds butthe small amount I earn, I spend on my husband’s medicines.

1. All together I have seven loans.

2. I took 1,400 pounds in loans too, seven loans in total.

CD 1

1 3

Illustration:

A Dalit (Untouchable) girl works breaking up stones in Pagadala village. C

D 1

1 3 -1 5

C


C

D 1

1 4

C

D 1

1 5

Corrigé du fichier de l’élève (p. 6)Part 1

A. 1. a thousand – 2. seven – 3. 100,000 – 4. 1,400 – 5. a thousand – 6. two pounds

B. Average debt for a Dalit woman: a thousand poundsNumber of loans Viraja has: seven loansSum borrowed: 100,000 rupees, around 1,400 poundsViraja’s debt: a thousand poundsViraja’s daily salary: two pounds

Part 2

C. 1. Sum borrowed: 1,400 pounds; Number of loans: seven loans2. her daughter’s wedding – her husband’s heart attack 3. a thousand pounds

D. 1. Despite already having so many loans they can’t repay… 2. Sometimes they put them into businesses…3. … they simply help to get from day-to-day, harvest to harvest, from meal to meal.

E. Microcredit has enabled women like Viraja and Susila to take out seven loans, amounting to1,400 pounds. But they earn so little money daily ($2 a day) that they can’t repay the loans andthe money borrowed just helps them to survive /get by from day-to-day instead of allowing themto set up businesses.

4. Les élèves devraient maintenant être en mesure d’expliquer le problème rencontré par cesdeux femmes qui bénéficient du microcrédit.

Microcredit was supposed to help these women to start their own businesses and have controlover their lives… But actually they are so poor that the money borrowed simply helps themto get by /survive from day-to-day…

Video time

�The Great Indian Dream

Get ready

1. These studious young women might be attending classes at a learning / training centre…They look quite concentrated and are working hard on their project… Their “Great Dream”might be to get a job so as to be financially independent… They probably dream of climbing /hope to climb the social ladder…

A

Illustration:

A social gathering of women, in the city of Chennai in India.

REPORTER: Despite already having so many loans they can’t repay, the women tell me in fact,they want more. Sometimes they put them into businesses but often they simply help to getfrom day to day, harvest to harvest, from meal to meal.

From BBC News, Feb. 21st 2011


Watch the video

Script

Part 1

Mahatma Gandhi, the man who led modern India to independence from British rule, saidIndia’s future lay not in the cities but in the hands of the people of the land.

Almost three quarters of the Indian population lives in rural areas. For most of these 750million people farming, of land and of animals, is still the most common form of employmentand their only means of survival.

Part 2

Throughout India’s long history, it’s the nation’s women who’ve inspired their men with theirquiet resilience and their unshakeable strength. (Marquer ici une pause avant de passer àl’exercice D.)

Now, as education spreads rapidly to all parts of the subcontinent, funded by officialprogrammes, it’s most welcome by the girls, lifting many out of illiteracy and opening up newopportunities. It’s a first step in enabling India’s children of today to go on to live the greatmodern Indian dream.

Part 3

For some, the Indian dream leads here, to the makeshift shanty towns that cling to many ofIndian great cities. They are a world within a world, with their own communities and their ownamenities. One way or another, the inhabitants of these tiny cities find a way to create aworkable improvised infrastructure. And all around them, rapid development races ahead asIndia hurtles towards becoming a world superpower.

Part 4

Cities such as Bangalore, in South India, now boast high-tech enclaves that appear to havesprung from a science fiction fantasy. The computing and communications revolution has putIndia at the heart of the world’s network of remote service provision. Young graduates aspireto work here confident that they are at the leading edge of communications technology.(Marquer ici une pause avant de passer à l’exercice K.)

They are the new middle classes of modern India.

The Great Indian Dream

• Extrait d’un documentaire de la BBC : Visions of India (2010)

• Durée de l’extrait : 2’43’’

B


Corrigé de la fiche Video time (livre du professeur, p. 288)Part 1A. independence – cities – land – rural areas – farming – employment – survival

B. 1. Gandhi believed that India’s future lay in the hands of the people of the land.2. Almost three quarters of the Indian population lives in rural areas.

Part 2C. their quiet resilience and their unshakeable strength

D. education – official programmes – girls – out of illiteracy – new opportunities – first step –enabling

Part 3E. bidonvilles

F. They are located near / at the edge of big cities… They cling to many of Indian great cities.

G. They are a world within a world, with their own communities and their own amenities.

H. True Æ rapid development – races ahead – hurtles towards – superpower

Part 4 (from 2’02’’ to the end)I. J. Bangalore – hi-tech – science fiction fantasy – computing – communication – revolution –graduates – confident – communications technology

Hi-tech cities such as Bangalore look like a science fiction fantasy. India is at the centre of thecomputing and communications revolution. Graduates are confident in the development of thecommunications technology sector and want to work in these hi-tech cities.

K. Clothes store – mall escalator – Bollywood films – McDonald’s sign – billboard

In your own words

3. The report opens with the statue of Mahatma Gandhi as the film-maker recalls Gandhi’sprediction that India’s future lay in the hands of farmers. Images show the lives of threequarters of the Indian population (750 million people) who today work in rural areas / live offthe land…

The next sequence focuses on the growing importance of women in Indian society…Educational programmes allow girls to become literate / lift out of illiteracy, have newopportunities and be part of the great modern Indian dream…

At the edge of huge cities, shanty towns – where people just manage to make ends meet –contrast with modern buildings… Still, India is developing rapidly and becoming a worldsuperpower…

Hi-tech cities such as Bangalore look like a science fiction fantasy… India is at the heart ofthe IT revolution and of the world’s network of remote services… Graduates are confident inthe development of this leading sector and want to work in these hi-tech cities…

Going further

4. Gandhi was right when he predicted that India would remain a rural country for, even today,three quarters of the population still lives in rural areas. However, he didn’t foresee that theindustrial sector would lead to India’s development /make India thrive while the report insistson the fact that India is becoming a world superpower thanks to communications technology.

D

C


Text 1 (p. 22-23)

�Another girl

Remarque : avant de passer à l’étude de ce texte, on proposera aux élèves de lireattentivement la Culture key sur The dowry tradition, p. 151.

Warming up

Rows of young girls in sky blue dresses /uniforms with white collars are lined up, waiting togo somewhere, maybe into the classroom or dining hall… These girls must be Indian and lookvery serious and a bit sad…

The text might be about a young girl rejected by her parents who didn’t want “another girl”because they thought that they wouldn’t be able to pay the dowry… So the girl referred to inthe title might have been sent to some sort of orphanage where the picture was taken…

Understanding the text

Corrigé du fichier de l’élève (p. 7-8)

General comprehensionA. 1. Kavita: Jasu’s wife, mother of the baby girl – Jasu: Kavita’s husband and father of the babygirl – the midwife – the baby girl2. Kavita wants to keep her newborn baby girl whereas Jasu does not want to.

Part 1B. 1. frissonner – 2. douleur – 3. regardC. at night D. in the morning Æ “… early light of dawn…” (l. 9) – “… bright sunlight spills in” (l. 12)E. seep into (l. 9) Æ s’infiltrer – creak open (l. 12) Æ s’ouvrir en grinçant – spill in (l. 12) Æ serépandreF. 1. He seems to be very happy, “his eyes gleaming”. He shows he wants to take the baby in hisarms, “arms outstretched” and he asks to see his “little prince”.2. a. briller – b. faire signe – c. tendu

Part 2G. Kavita stiffens because she is afraid of her husband’s reaction when he sees their daughter /when he realizes that his prince is actually a princess.H. 1. wrap – 2. shield – 3. clutchI. assombrirJ. Aren’t you able to have boys?K. 1. She refuses to obey him. 2. She speaks to him defiantly.L. They can’t afford to have more than one child. – The child must be a boy to help them in thefields. – They would never be able to pay the dowry for a daughter (just like his cousin).M. keep the baby

Part 3N. 1. “Her eyes fill again with tears” (l. 32) – 2. “She squeezes her eyes closed” (l. 33)3. “she looks squarely at her husband” (l. 34)

B

A

Illustration:

Schoolgirls at the Kasturba School in Gorakhpur, India. These girls wouldn’t normally be ableto go to school and are funded by a non-profit organization (August 2010).


O. Jasu had probably taken a baby girl that they had before.P. 1. False Æ “He throws his hands in the air” (l. 38)2. True Æ “She stumbles over the word” (l. 40)Q. 1. burden (l. 38) – 2. drain (l. 38)R. She begs him to give her one night with her child.

Ten words to remember1. prayer (l. 3) – 2. tear (l. 4) – 3. ache (l. 10) – 4. newborn (l. 11) – 5. stiffen (l. 16) – 6. wrap(l. 18) – 7. dowry (l. 30) – 8. breath (l. 33) – 9. burden (l. 38) – 10. stumble (l. 40)

2. When Kavita saw that she had given birth to a girl, she started crying silently because no one had“heard [her] prayers” (l. 3)/granted her wish… She begged/implored the midwife not to tell anyonethat the newborn was a girl… Early the following morning when her husband, Jasu, asked to see thebaby, Kavita refused to hand their daughter over to him… In spite of Jasu’s shouts, threats andexplanations, she clutched “the baby to her chest” (l. 16), and said that if he wanted to grab/snatchthe baby from her, he would have to kill her first… But when she realized that she would not makeher husband change his mind, she begged him to let her keep the baby just for one night…

Going further

3. Kavita had probably prayed for a boy… She says “No one heard my prayers” when shesees that the newborn baby is a girl… It explains why she started crying / shedding tears…When she realized that her prayers hadn’t been answered /granted, she was disappointed /broken-hearted /devastated because she knew what her husband’s reaction would be…

4. Kavita tells the midwife not to break the news of the birth of a daughter to her husband or hisfamily… Instead she asks the midwife to fetch Rupa, her sister… We don’t know why, but it hascertainly something to do with the fact that she can rely on her sister to help her to find a solutionto her problem… In Kavita’s mind the birth of a baby girl must remain a secret for a few hours…

5. When Jasu arrives in the hut, he is very happy /delighted /overjoyed: his eyes are“gleaming” (l. 13)… He is sure that his wife has given birth to a son that he calls his “littleprince” (l. 14)… His arms are already “outstretched” (l. 15) to hold the boy… But as Kavitadoes not hand him the baby, he understands the newborn is “another girl”… Jasu is then sodisappointed that he loses his temper and shouts at Kavita as if she were responsible for nothaving a boy… Jasu tries to control his temper and convince his wife that they “can’t keepthis baby” (l. 27)… “his face softens and he falls to his knees” (l. 26)… He explains to Kavitathat they need a boy to help them on the farm and says that, like his cousin, they won’t haveenough money for a dowry for a daughter of marriageable age… When Jasu realizes thatKavita would rather die than let him take her daughter (l. 35), he grows angry again and“throws his hands in the air” (l. 38), shouting that they can’t afford such a burden… At thevery end, after Kavita begs him for one night with her child, “Jasu remains silent, lookingdown at his feet” (l. 43) as if he were ashamed of what he had said or intended to do…

6. Throughout the passage, Kavita is broken-hearted /devastated… She knows that herhusband expected a boy, and will not accept to bring up a daughter, because, for him, a girl isa burden… Kavita is actually afraid of her husband’s possible reaction… She trembles for thefuture of the girl… She knows Jasu will compel /oblige her to abandon the baby girl, that iswhy she stiffens when he enters the room, wrapping her arms around the baby so as to protecther in a very motherly way… When she says “I won’t let you take her this time” (l. 34), weunderstand that she must have already given birth to baby girl who vanished /disappearedprobably because her husband got rid of her… As her husband starts shouting at her, she can’thelp crying and can’t breathe properly because she knows that Jasu will get rid of theunwanted child again… Her despair reaches a peak at the end, as she feels helpless. In orderto prevent an infanticide she’ll do anything, and is even ready to die to prevent Jasu fromtrying to grab / snatch the baby girl from her arms…

C


7. When Kavita had given birth to a girl previously, Jasu must have taken her away… That’swhy this time she refuses to give her husband the newborn baby girl… Kavita realizes thather husband will get rid of this unwanted girl and, as she is not strong enough to stand up toher husband, she decides to ask him a special favour by begging him to give her a night withher child… It is a motherly reaction but it may also be a means for Kavita to buy /gain timeto take the baby girl away from her husband… With the help of her sister, she may send thegirl to an orphanage / leave her in somebody’s care /have her adopted by a foreign couple…

Language training

8. Savoir prononcer

Exercice 1

ni(gh)t /wa(l)k / (w)rap / lim(b) / sof(t)en / (k)nee

Exercice 2

On pourra faire remarquer que, dans le mot tightly, les consonnes -gh- ne sont pas prononcées.

9. Pratiquer la grammaire

Corrigé du fichier de l’élève (p. 11)1. A. 1. “Go quickly, fetch Rupa.” (l. 5)2. “I will bring some food.” (l. 7)a. Tell permet de rapporter des paroles en 2 et introduit l’expression d’un ordre en 1. b. Pour un ordre au style indirect, on utilise l’infinitif.

1. B. 1. She told Kavita to rest.2. She told her husband that she wouldn’t let him take the baby.3. She told her husband never to come back.

Your task

�Continue the story L’illustration du texte peut laisser supposer que le bébé sera abandonné et pris en charge par unorphelinat. C’est ce qui se passe dans le roman, et c’est pour avoir le temps d’amener l’enfant àl’orphelinat que Kavita implore son mari de lui laisser sa fille une nuit.

Consignes enregistrées

Exercice 1

Dans les mots que vous allez entendre, certaines consonnes ne se prononcent pas.

Repérez ces mots dans le texte et dites quelles sont les consonnes non prononcées.

night /walk /wrap / limb / soften / knee

Exercice 2

Répétez les phrases.

He walks toward her. (l. 14)

Her arms tremble as she wraps them tightly around the baby. (l. 17)

The tension floods into her limbs. (l. 22)

His face softens and he falls to his knees. (l. 26)

CD 1

1 7 - 1 8

D


C

D 1

1 7

C

D 1

1 8

Check your vocabulary

Nous vous proposons, à la fin du livre du professeur, page 289, une fiche d’évaluation quipermettra de s’assurer des acquis lexicaux des élèves à l’issue de l’étude du texte.

Corrigé de la fiche Check your vocabulary (livre du professeur, p. 289)

A. 1. awful – 2. give up – 3. compel – 4. fear for

B. 1. In India, girls are often unwanted children.2. She was expecting (a baby) but cried in despair when she gave birth to a girl.3. She was afraid that her husband would get rid of the child.4. She was devastated /broken-hearted when he tried to snatch /grab her daughter from her.5. She would have liked her wish to be granted.6. When her sister broke the news to her, she felt helpless.7. She begged his forgiveness but he rejected her excuses / apologies.8. He didn’t want the newborn to become a burden.

C. 1. in ticide Æ /ai/ – 2. ful Æ /e/

Speakers’ corner (p. 24)

�A country on the march

Read and speak

1. On demandera aux élèves de commenter chacun des graphiques et croquis, en leurrappelant qu’ils trouveront de l’aide pour dire des données chiffrées et commenter un graphiquedans la partie méthodologique (p. 164).

• Population growth

This graph shows the sharp rise in the population of India over the last sixty years… India isa fast-growing country… Since 1941, India’s population has been multiplied by four /hasrisen fourfold: it has increased from 319 million to 1.2 billion…India’s population is growing faster than China’s and it is expected to overtake China inpopulation size by 2030… It is estimated to reach 1.7 billion people in 2050…

• Languages

41% of the Indian population speak Hindi which is, by far, the most widely spoken language inthe Indian subcontinent… It is followed by Bengali spoken by only 8.1% of the population…The ten other languages which appear in the graph are spoken by even fewer people…

• Sectors of activity

This bar chart underlines the evolution in percentage of GDP of the three main sectors of activity:agriculture, industry and services… It allows us to compare the percentage of GDP each sectorrepresented in 1990 and in 2009… While the agriculture and industry sectors have both decreasedin share of GDP – agriculture by 12.5% and industry by 5% –, that of the service sector hasincreased dramatically… It now represents 62.6% of GDP which is a rise of almost 18%…

• Religions

Hinduism is the religion practised most in India with 80.5% followers… The second mostimportant religion is Islam: 13.4% of Indians are Muslims… Christians come next with 2.3%of the population… Sikhs, Buddhists, Jainists are less numerous, each religion being followedby less than 2% of the Indian population…

A

dreadfan


2. Many changes have occurred in India over the last thirty years: – The population has increased rapidly…– The needy /underprivileged are less numerous than thirty years ago, even though manyIndians still live below poverty line… Fewer people are poverty-stricken nowadays: 42% ofIndians lived on less than 80p a day in 2005 whereas in 1981 there were 60%…– The service sector is expanding (62.6% of GDP in 2009 compared to 44.7% in 1990) whilethe agriculture and industry sectors are steadily declining…

3. On encouragera les élèves à exprimer leur point de vue en utilisant les expressionspermettant de donner son opinion (p. 173).

Going further

4. Dans un premier temps on s’assurera que les élèves comprennent bien le sens des troisverbes clés de l’article : thriving, struggling et suffering. On pourra par exemple leur en demanderla définition :

– thrive: do well, prosper, become successful;– struggle: progress with difficulty, try hard to achieve something;– suffer: experience a difficult situation, undergo something painful or unpleasant.

Les élèves s’appuieront ensuite sur les statistiques données dans la page pour commenter cettephrase.

– 17% of Indians describe themselves as “thriving”… These people are the “haves” of Indiansociety… The 55 billionaires fall of course in this category… We can imagine that the peoplewho have top-jobs in the expanding hi-tech sector or the service sector would also describethemselves as thriving /well-off /wealthy… They belong to the upper middle class…

– 19% see themselves as “suffering”: this percentage seems relatively low compared to the42% of Indians who live below 80p a day… We can imagine that they represent the neediestof the have-nots… The Dalits are undoubtedly in this category…

– The 64% who say they are “struggling” must belong to the lower middle class of Indiansociety…They manage to make a living, but have certainly to work hard…

Your task

�Present a profile of India today

Les élèves s’appuieront bien sûr sur le travail fait précédemment pour mener à bien cette activitéde prise de parole en continu. On leur conseillera vivement de préparer cette prise de parole enclassant les données étudiées et en faisant un plan de leur intervention. Par exemple :

1. Population growth:– figures / evolution;– family planning policy;– imbalance male / female.

2. The Indian mosaic:– languages;– religions.

3. A thriving economy:– the growth of the service sector.

4. Discrepancies:– social gap;– gender gap.

B


Writers’ corner (p. 25)

�The Kingdom of Dreams

Remarque :dans la première impression du manuel, il manque le mot park après theme (A. Getready – Encadré bleu). Cette erreur sera corrigée lors des impressions suivantes.

Get ready

L’activité langagière dominante de l’unité étant la compréhension de l’oral, nous avons choisicomme document-tremplin un reportage audio à partir duquel les élèves écriront leur article.

1. In the photo, the buildings on the right seem fake as if they were part of a stage setting/a theatreset… The photo must show a street in “the Kingdom of Dreams”, the new Bollywood themepark… The second picture shows dancers rehearsing – they may be actors in a Bollywood film…

2. Écoute de l’enregistrement :

On demande aux élèves de prêter particulièrement attention aux point suivants, sur lesquels ilspourront ensuite s’appuyer pour rédiger leur article :

– why the Kingdom of Dreams was created: Æ to represent India’s thousand years of history and culture…

– what you find in Culture Gully:Æ it is a street showing different architectures and some of the arts and crafts of India…

– the food you can eat there:Æ you can find different kinds of cuisines / types of food that every state offers…

– the type of entertainment:Æ all kinds of cultural displays / all forms of entertainment, a pot-pourri of Indianculture…

– the show hosted at Nautanki MahalÆ The world’s biggest Bollywood musical show.


Kingdom of Dreams was created because… hum… we have in India so many years, fivethousand years of culture, history and so much of colour, so much of music and we did nothave a place which we could actually represent all that to the world with.

We have a street which is called Culture Gully and that street has got different architectures ofIndia and we have different handicrafts, arts and crafts, and different kinds of cuisines thatevery state offers.

In the evening, we have cultural performers who display different kinds of cultural dancers,and different cultural displays of India. So it is basically a pot-pourri of Indian culture.

So right next to Culture Gully we have this beautiful palace which is called Nautanki Mahal.Nautanki in Indian language means a theatre and this theatre was actually created to host theworld’s biggest Bollywood musical show.

Wall Street Journal.com, October 14th 2010

A

Illustrations:

1. The newly-opened Kingdom of Dreams in Gurgaon, India (September 19, 2010)

2. Indian Bollywood actors rehearsing on the set of the movie Loot (robbery), directed byRajnish Thakur.


C

D 1

1 9

Write an article

3. On conseille ici aux élèves, par le biais de la Function box, d’exprimer leur surprise et leurenthousiasme afin d’écrire un article attrayant sur l’ouverture de ce parc à thème dédié àl’industrie cinématographique de Bollywood. L’utilisation des formes exclamatives (Précisgrammatical, 31, p. 207) sera aussi encouragée.

Text 2 (p. 26-27)

�Changing India

Warming up

This photo is far from the traditional stereotypes of India… Two Indian teenagers wearingjeans are riding a (motor) scooter in the streets of some Indian city… Except for the licenceplates (called number plates in India, DL stands for Delhi) it is hard to imagine this is India…The photo shows how much “India is changing” as the title says… India seems to be turninginto a westernised country… However, in western countries these girls would have to wearhelmets or be fined… We can imagine that the text will deal with other changes…

Understanding the text

1. Corrigé du fichier de l’élève (p. 9-10)General comprehension

A. In the past, the journalist’s cousins often asked if he was Indian or American, now no one asksif he feels Indian or American.

Part 1B. autre choseC. an inferior positionD. 1. “to understand it on my own terms” (l. 11)2. “to render mine what had until then only belonged to my parents” (l. 12)E. 1. improbably (l. 16) – 2. dramatically (l. 15) – 3. viscerally (l. 15)F. 1. True Æ “farms giving way to factories” (l. 16)2. False Æ “companies buying out rivals abroad” (l. 18)G. “Indians now know that they don’t have to leave” (l. 21)

Part 2H. les données ne correspondaient pas à la situationI. 1. True Æ “The children of the lower castes were hoisting themselves up one diploma” (l. 29)2. True Æ “The women were becoming breadwinners” (l. 32)3. True Æ “The young people were finding in their cellphones a first zone of individual identity”(l. 34)4. False Æ “The couples were ending marriages no matter what ‘society’ thinks” (l. 36)

B

A

Illustration:

New Delhi, India – Freshers turned up in trendy clothes on the first day of the new session ofDelhi University (July 2011).

B


5. False Æ “defining themselves by taste and faith, not caste” (l. 41)J. Breaking out of their social class. – Living lives they themselves had chosen.

Part 3K. 1. shift (l. 50) – 2. unlikely (l. 57) – 3. beat the odds (l. 61) – 4. grab hold of (l. 56) – 5. restless(l. 59) – 6. milestone (l. 64) L. 1. False Æ “The shift is only just beginning.” (l. 50)2. False Æ “Trickle down (…) is slow.” (l. 52)3. True Æ “But it is a shift in psychologies, and you rarely meet an Indian untouched by it.”(l. 53)4. True Æ “Grabbing hold of their destinies.” (l. 56) 5. True Æ “a systemic lifting of the odds for those who stay” (l. 63)6. True Æ “no longer angrily berate America because they are too busy building their country”(l. 67)M. He uses exclamatory forms to express his enthusiasm.“How delicious to see that unconcern.” (l. 72) “How fortunate to live in a land you needn’t leave to become your fullest possible self.” (l. 73)

Ten words to remember1. dramatically (l. 15) – 2. give way to (l. 17) – 3. fit (l. 29) – 4. breadwinner (l. 33) – 5. faith(l. 42) – 6. skull (l. 48) – 7. shift (l. 53) – 8. grab hold of (l. 56) – 9. restless (l. 59) – 10. (be)fortunate (l. 73)

2. List of some of the changes mentioned in the text:– farms are giving way to factories and car plants;– Indian companies now buy foreign companies;– children go to school;– lower caste children go to college;– women are becoming breadwinners;– couples can divorce;– people can imagine a new life and succeed without emigrating.

Going further

3. The writer wanted to go to India where his roots, were in order to see what the country waslike for himself and see if his views differed from those of his parents’, which were full ofstereotypes… He wanted an unbiased view of the country, to check on the situation himself(“to understand it in my own terms” (l. 11))…

4. When he arrived in India the writer had in mind all sorts of stereotypes and prejudices aboutthe country… It took him some time to analyze the situation with a fresh eye… That’s why forquite a while he was looking at the country with his old lenses or glasses on… Then he realizedthat he had to get rid of the blinkers he had if he wanted to make up his own mind about India…

5. The fact that today Indians do not have to leave/emigrate to achieve their dreams is, in thejournalist’s opinion, the greatest change that he witnessed… The journalist thinks that Indians arein a new state of mind: they are confident and hopeful, they realize that they can beat the odds/breakwith fate by deciding about their own lives themselves, “grabbing hold of their destinies” (l. 56)…There have been tremendous changes in India in recent years but, in the writer’s mind, the greatestchange of all remains that “leaving [India] becomes a choice, not a necessity” (l. 65)…

6. The journalist does not express a lot of reservations about India’s evolution… He certainlyknows that most Indians describe themselves as “thriving, struggling or suffering…” So hewrites: “Most Indians still live impossible grim lives” (l. 51)… He even adds that “trickledown, here more than most places, is slow” (l. 52), which means that the poorer members ofsociety do not really get a proper share of the riches /wealth of the country…

C



But this is not very important for the journalist who is only interested in “the shift inpsychologies” (l. 53)… In his opinion, today, Indians no longer lack self-confidence andoptimism but are proud of their country… In his view, this is going to change the country forthe better, and so he ignores the worse…

7. Question personnelle qui trouvera des éléments de réponse dans les questionsprécédentes.

Writing time

8. Les élèves doivent ici écrire un essay. Pour cette activité, les élèves suivront les conseilsdonnés pour répondre à cette question personnelle.

Language training

9. Savoir prononcer

Corrigé du fichier de l’élève (p. 10)

1. La prononciation des lettres -ou-

cousin: /�/ – would: /υ/ – out: /aυ/ – country: /�/ – young: /�/ – languorous: /E/ –untouched: /�/ – sought: /Ø:/

2. guorous – llages – fficult – vo tions – i gined – with – ad tive – im bable

10. Pratiquer la grammaire

Corrigé du fichier de l’élève (p. 11)

2. C. 1. Habitude : sometimes – 2. Irréel : if – 3. Irréel : provided 1. « Mes cousins en Inde me demandaient parfois si j’étais indien ou américain.» 2. « Je n’aurais pas ressenti la même chose si j’étais resté en Inde.»3. « Je savais que je serais en sécurité pourvu que je respecte les règles. »

2. D. 1. They wouldn’t have been happy if they had stayed in India.2. They would often say that they were too old and I believed them. 3. My parents would be proud of me if they knew what happened /had happened.

3. E. «Les enfants des castes les plus basses / inférieures ont-ils les mêmes chances que ceux descastes les plus élevées / supérieures?» En anglais, pour une opposition entre deux termes, on utilise le comparatif alors que l’on utilisele superlatif en français dans ce cas.

3. F. 1. He was the youngest of the three children.2. It is the better of the two options. 3. Are younger Indians happier than older ones?

prodicinmacadivilan

C

D 1

2 0 - 21

E

D

Trickle-down (economics): a term used to refer to the idea that tax cuts or other economicbenefits provided by government to businesses and the wealthy will benefit poorer members ofsociety by improving the economy as a whole /cutting tax rates for the richest will improve thestandard of living for the working class. Supposedly, top-bracket tax breaks will result in morejobs being created, higher wages for the average worker, and an overall upturn in the economy.

Quelquefois traduit par « la théorie du ruissellement».

Check your vocabulary

Nous vous proposons, à la fin du livre du professeur, page 290, une fiche d’évaluation quipermettra de s’assurer des acquis lexicaux des élèves à l’issue de l’étude du texte.

Corrigé de la fiche Check your vocabulary (livre du professeur, p. 290)

A. 1. He was proud of his Indian roots.2. In the United States, she became westernized.3. He has blinkers and refuses to see that India has changed a lot.4. Racial prejudice prevents him from being unbiased.5. He has changed his point of view dramatically and is in a new state of mind.6. To achieve your dreams, you need self confidence. 7. Could she break with fate and leave her family? 8. The journalist is confident because he has checked his sources.

B. 1. give way to – 2. shift – 3. turn something into – 4. hopeful

C. timism – tre dous – reotype – tunate

Language workshop (p. 28-29)

�Grammaire : « Laisser faire » / « Faire faire » – FOR, SINCE, AGO

« Laisser faire » / « Faire faire »

a. La structure en make (2) exprime « une pression exercée sur autrui » tandis que lastructure en let (1) exprime « l’autorisation donnée à autrui de faire quelque chose ».

b. 1. « Je ne te laisserai pas la prendre cette fois-ci. »

2. « En fin de compte, elle le fit changer d’avis. / Elle finit par le faire changer d’avis. »

a. Le groupe nominal souligné subit l’action.

b. Le participe passé taken away a un sens passif.

c. 3. « Elle se fit enlever sa fille. / Sa fille lui fut enlevée. »

a. They made them leave the house.

b. She had this man sent to jail.

c. We made them sign a new contract.

a. I’ll have her sent away.

b. He made them cry.

c. We won’t let her go.

d. She had her passport stolen.

FOR, SINCE, AGO

a. 1. « J’ai déménagé en Inde il y a six ans. »

2. « Ce qui a changé depuis qu’ils sont partis, c’est que ceux qui restent ont beaucoup plusde chances de réussir. »

3. « Je n’avais rien vu de pareil depuis si longtemps ! »

5

B

4

3

2

1

A

forstemenop


4. « Je vécus / J’ai vécu en Amérique pendant à peu près vingt ans. »

5. « Le travail des enfants ne cesse / n’a cessé de diminuer depuis mon enfance. »

6. « Ils sont maintenant mariés depuis vingt ans. »

Les traductions possibles de for

– « pendant » lorsque for est utilisé avec le prétérit, comme dans l’énoncé 4 ;– « depuis » lorsque for est utilisé avec le present perfect comme en 6 ou le pluperfect commeen 3 ;– « depuis » peut être traduit par for ou since à condition que le complément de temps soitassocié au present perfect ou au pluperfect.

Remarque : c’est la forme HAVE-EN (present perfect et pluperfect) qui permet de traduire for par« depuis ». Dans tous les autres cas, for se traduit par « pendant ».

b. La forme BE+ING associée au present perfect dans l’énoncé 5 exprime la « continuité del’action ».

Remarque : au present perfect BE+ING, c’est la forme HAVE-EN qui exprime l’idée d’un « bilan ». Laforme BE+ING exprime l’idée « d’activité » (c’est-à-dire une action qui peut être vue en continu).Dès qu’une mesure quantifiée (ten times, by 10%) est mentionnée, le present perfect BE+ING

devient impossible, car seule l’idée de « résultat » est alors exprimée (voir Précis grammatical,5.C, p.186).

a. He’s been touring the country since October and he has been discussing this issue withlots of different people.

b. We’ve been filming this young couple since they landed in New Delhi. That was two daysago.

a. Have their conditions of life improved since you left?

b. They lived in India for two years.

c. She hasn’t seen them for years.

�Grammaire de l’oral : Les adjectifs composés a‘ l’oral

a. C’est le premier mot (male) qui est le plus fortement accentué car il précise le sens dudeuxième.

b. 1b. Indian society is increasingly dominated by males.

c. La terminaison -ed de dominated a un sens passif.

d. 2. That’s resulting in a rising number of gender-selected abortions.

1. It will be a government-funded project.

2. Is it a money-related issue?

3. It’s a state-supported program.

4. It’s a London-based organization.

�Lexique : L’Inde aujourd’hui

a. thriving: prospère – b. open-minded: à l’esprit ouvert – c. unskilled: non qualifié

a. make a living – b. make ends meet – c. dowry – d. climb the social ladder

a. entrepre – b. ri – c. de cracy – d. billio – e. tech logy – f. re gious –

g. duHin

linonairemosaneur12

11

10

9

8 C

D 1

2 2 - 25

7

6



a. Thanks to its IT industry, India has come a long way and is now an emerging country.

b. The Indian subcontinent was mainly composed of rural communities, but now most peoplehave moved to urban areas.

c. Some of them have fought their way out of poverty and even gone from rags to riches.

d. However the caste system is unfair / oppressive and prevents people from all being on anequal footing.

e. Women in particular are often victims of oppressive /unfair customs and consideredsecond-class citizens.

Your task

�Act out a discussion about a trip to India Il s’agit d’une tâche d’interaction orale, mettant en jeu la maîtrise des formes grammaticalesvues dans la page 28 du Language workshop : « Laisser faire » / « Faire faire ». On incitera l’élèveà s’appuyer également sur la Toolbox fournie au bas de la page 29.

Enfin, on insistera sur la nécessité d’introduire des structures spécifiques de l’interaction orale.

Exemples d’énoncés en make, let et have pouvant être intégrés à la production :

Student A

– Why won’t you let me experience new things? – I can’t let you decide for me.– I won’t let you ruin my holidays.– You make me feel so miserable! – What can I do to make you feel comfortable about it?– We had it all organized /planned. – We had our accommodation and car hire booked.

Student B

– I’m afraid we can’t let you go.– Can’t you understand we’re just scared to let you travel on your own? – OK, let me see…– It shouldn’t be an issue really.

Exemples d’expressions et structures spécifiques de l’interaction orale :

– I mean… Let’s say…– I beg your pardon?– Well, actually… – Don’t you think that… ?– Tags : It sounds stupid, doesn’t it ? /You won’t change your mind, will you?– Exclamatives : How selfish /unreasonable! What a stupid thing to say!– Do try to understand!– Réponses courtes : I suppose so. / I guess so. / I hope not.

13

Spotlight – History (p. 30-31)

�Milestones in the history of India

Hinduism, the oldest religion in the world

Plusieurs passages de ce texte indiquent que l’hindouisme est souvent considéré aussi commeun mode de vie :

– “Writers often refer to Hinduism as ‘a way of life’”;– “Hindus abstain from meat (vegetarianism depends on caste), and beef is forbidden to all”;– “Karma – the culmination of all the actions of a person in his life – affects the form his nextlife will take”;– “Millions of pilgrims from all over India gather in many holy places.”

The jewel in the crown

1. Après une première lecture du passage, on demandera aux élèves d’expliquer son titre Thejewel in the crown.

Colonial India was regarded as the jewel in the crown of the British empire because of itsvaluable resources / raw materials… India was the most important source of wealth for theBritish empire during the 19th century.

2. The British established a trading company in India in 1600. The British East India companytraded mainly in “cotton, silk, indigo dye, tea and spices”. But in 1857, the Company’s nativesoldiers rose up against their British commanders: the “sepoys”, who were mostly Hindu andMuslim, refused to be supplied with cartridges greased with pig and cow fat. It was thebeginning of the Indian Mutiny which spread rapidly throughout British India. However,India remained under British control and Queen Victoria became Empress of India in 1877.

Towards independence

When the British left in 1947, in order to avoid further religious tension, two separate stateswere created: a Hindu state, India, and a Muslim state, Pakistan (East Pakistan becameBangladesh in 1971).

The world’s largest democracy

2. Afin de répondre à cette question, les élèves pourront également se référer aux chiffresdonnés sur la croissance de la population indienne dans la page Speakers’ corner, A country onthe march (p. 24).

With 1.2 billion inhabitants, India is one of the most populous countries in the world… Itspopulation represents 17.5% of the world’s population… Even though the country’s stabilityhas been shaken several times over the years (Indira Gandhi’s assassination – tension withPakistan – internal conflicts), it has remained a democratic country, with women elected twiceas head of state (Indira Gandhi, first female prime minister, Pratibha Patil, first femalepresident)…

D

C

The phrase “the brightest jewel in the crown” is attributed to Benjamin Disraeli, the BritishPrime Minister from 1874 to 1881.

B

A


Webquest

�From Bombay to Mumbai1. a. Bombay was renamed Mumbai in 1995 under the rule of the right-wing nationalist partywhich had won the local elections. The main reason was that “Bombay” was a corruptedEnglish version of “Mumbai” and an unwanted legacy of British colonial rule. Several otherIndian cities have changed their names in recent years. In 1996, Madras became Chennai.

b. Several islands originally constituted the site of Bombay. They were connected throughland reclamation projects to form the area of today’s modern city of Mumbai. Mumbai islocated on Salsette Island which lies at the mouth of Ulhas River off the western coast ofIndia.It has a tropical wet and dry climate with seven months of dryness and rains peaking in July. Population: with 12 million inhabitants, it is the most populous city in India (the fourth mostpopulous city in the world).

c. Une liste des centres d’intérêt de Mumbai est donnée par exemple sur le site du NationalGeographic à la rubrique “Must dos”.

d. Le site de Lonely planet explique l’importance de la ville en ces termes :“It is the country’s financial powerhouse and its vogue centre of fashion, film and after-darkfrolics. Glistening skyscrapers and malls mushroom amid slums and grinding poverty, andMumbai slowly marches towards a brave new (air-conditioned) world.”

e. Le site du National Geographic fournit de nombreuses photos et des informations sur lebidonville de Dharavi. Voici quelques données :

– Dharavi slum is located in the heart of Mumbai, it spans on an area of about 223 hectares(535 acres);– a very noisy and over-populated place: one million inhabitants; – high population density: 18,000 per acre (28 square meters) (other websites give:314,887/km2. This is 11 times as dense as Mumbai as a whole and more than 6 times as denseas daytime Manhattan);– it was a mangrove swamp until the end of the 19th century;– a majority of “slum housing” with tin walls and plastic sheeting;– most slum dwellers are deprived of public services because of their illegal status.

2. Il serait bien sûr souhaitable que les élèves qui peuvent disposer d’un vidéoprojecteurprésentent leur exposé en l’accompagnant de cartes et de photos.

Final task (p. 32)

�Why is India said to be a country of contradictions?La tâche finale de l’unité commence par l’écoute d’un nouveau reportage audio. Après l’écoutede ce document et l’étude des divers documents de l’unité, les élèves devraient être à même demener à bien la seconde partie de la tâche finale consistant à présenter à l’oral un des aspectsde l’Inde d’aujourd’hui qui les a particulièrement intéressés.

Listen to a radio report

A. Get ready

Le but de cette illustration est bien sûr de souligner que modernité et traditions co-existent ausein de la société indienne aujourd’hui.

C

D 1

2 6 - 271



His age now 20

Job He is the boss /CEO of a global software company

Name of his company Globals Inc.

Inspired by Bill Gates

Age when he founded his company 14

Pour parler du choix de ce poster pour annoncer India week au lycée, les élèves auront besoin des« Expressions utiles pour communiquer » (p. 173-174) : Giving one’s opinion – Expressing likes anddislikes, cause, opposition…

B. Now listen

Corrigé de la fiche Listen to a radio report (livre du professeur, p. 291)

Part 1

A.


Two stories

Part 1

JOURNALIST: It’s the kind of treatment usually reserved for India’s Bollywood movie stars, nota 20-year old kid. But when Suhas Gopinath goes back to his old grade school, they let himknow he’s an inspiration (clapping) because this local boy has made it big.He is the boss of a global software company operating in 11 countries, including the UnitedStates. (Hurrahs) (Marquer une pause lors de la seconde écoute avant de passer à la questionB4.) That’s a remarkable achievement by any standard – here in India, a developing countrysaddled with the largest number of the world's poor, it’s nothing short of a miracle.

JOURNALIST: Who was it that inspired you?

SUHAS GOPINATH: For me it’s pretty sure, it’s by Bill Gates.

JOURNALIST: Bill Gates?

SUHAS GOPINATH: Ya.

JOURNALIST: With little more than big ideas and a home computer, Suhas founded Globals Inc,when he was just 14 – and became the world’s youngest CEO. Six years later, he’s supplyingsoftware solutions to hundreds of companies and has even bigger plans.

Part 2

His success is an astonishing example of what’s possible in modern India’s booming economy. His story is also the exception. A thousand miles away, in the slums of India’s capital, Delhi,we found a young man not much older than Suhas living a profoundly different existence. Imagine waking up every morning to this. It’s the only life 24-year-old Bisu Das has everknown. Each day, he combs through mountains of rotting garbage searching for anything hecan sell. Then he delivers his load to this drop-off point.If he’s lucky, he’ll make 2,000 rupees a month – that’s about $40. Incredibly, that makes himbetter off than 300 million other Indians – more than the population of the entire UnitedStates – who live on less than $1 a day.

CBS News – New Delhi – India

Ganesh (also known as Ganesha or Ganapati), the Indian deity with an elephant head and apot-bellied body, is known as the Lord of Success and destroyer of evil and obstacles. He isworshipped all over India in temples and private houses.

C

D 1

2 6

C

D 1

2 7


Age 24

Where he lives Slums of Delhi

Job He combs (fouiller) through mountains of rotting (quipourrit) garbage searching for anything he can sell.

Money earned 2,000 rupees /$40 a month

B. 1. A Bollywood movie star

2. They let him know he is an inspiration.3. 11

4. developing country – the largest number of the world’s poor – a miracle – the world’s youngestCEO – supplying software solutions to hundreds of companies – bigger plans

C. Suhas Gopinath is a 20-year-old entrepreneur. He is the CEO of Globals Inc, a global softwarecompany supplying software solutions to hundreds of companies in 11 countries.He founded his company when he was 14, inspired by Bill Gates. He is the world’s youngest CEOand has other even bigger plans…

Part 2D.

E. 1. 300 million 2. This figure is equivalent to the population of the United States3. True Æ better off

F. Bisu Das is a 24-year-old Indian who lives in the slums of Delhi… His job consists in searchingthrough garbage to find anything he can sell… This way he manages to earn 2,000 rupees amonth, which makes him better off than the 300 million Indians who live on less than $1 a day…

■ The two stories illustrate the fact that success stories such as Suhas Gopinath’s remain anexception in modern-day India… If Suhas is considered a role model by his former schoolfellows it is because his achievement in becoming the world’s youngest CEO is remarkable /exceptional… That’s why the reporter says his story is a miracle… On the other hand, BisuDas’ story illustrates what a young man who lives in a slum has to / is obliged / compelled todo to earn a meager living…The two stories illustrate the huge social gap in Indian society today / the contradictions whichlie at the heart of India’s society…

Present an aspect of modern-day India

Les élèves disposent maintenant de nombreux éléments pour mener à bien la deuxième partiede la tâche finale qui consiste à présenter à l’oral (prise de parole en continu) un des aspectsde l’Inde d’aujourd’hui qui les a le plus intéressés. Ils pourront utiliser le reportage audioétudié précédemment en guise d’introduction.

Des expressions pour marquer sa surprise et donner son opinion leurs sont fournies dans laFunction box. On les invitera à suivre les conseils donnés dans la partie méthodologique del’expression orale en continu, notamment à utiliser des mots de liaison et des gap-fillers (p. 163).

Bac oral (p. 33)

�Compréhension de l’oral Les élèves écoutent trois fois l’enregistrement en remplissant la fiche d’aide à la compréhension(fichier de l’élève, p. 12) au fil des trois écoutes.

Rappel : le titre de l’enregistrement, Two duelling narratives, est communiqué aux élèves avant

2

l’écoute.

• Suggestion de compte rendu

On peut parler de l’Inde de deux manières contradictoires / On peut faire de l’Inde deux récitscontradictoires.

Le premier récit est celui du tigre indien : croissance du PIB de 7 à 8,5 % par an en moyenne,miracle de Bangalore, sociétés informatiques de renommée mondiale, talent et espritd’entreprise des citoyens. D’autre part, l’Inde a son propre programme spatial (1,25 milliardde dollars), on y dénombre 69 milliardaires ; sa classe moyenne, qui compte actuellement300 millions de personnes, ne cesse de croître à un rythme sans précédent, de 40 à70 millions de personnes par an.

L’autre récit est celui de la pauvreté : 800 millions de personnes (les 2/3 de la population)vivent au-dessous du seuil de pauvreté (2 dollars par jour), 400 millions survivent avec moinsde 1 dollar par jour. Le journaliste insiste à nouveau sur les contrastes en Inde, et rappelleque, malheureusement, il existe encore des taudis à New Delhi, que les Indiens pauvresreprésentent un tiers de la population pauvre du monde, que les inégalités perdurent et queles enfants souffrent encore de malnutrition.

Vous trouverez à la fin du livre du professeur (p. 292) une fiche d’évaluation et de notation surle modèle des fiches mises en annexe du BO et adaptée à cette compréhension orale.

�Expression oralePour s’entraîner à l’épreuve d’expression orale, nous suggérons dans le manuel troisproblématiques liées aux deux notions abordées dans l’unité : L’idée de progrès et Lieux etformes du pouvoir.

Dans le fichier de l’élève, nous avons choisi d’aider l’élève à construire sa prise de parole autourde la problématique : Are all citizens on an equal footing in modern-day India?

Les propositions ci-dessous ne constituent pas un corrigé à proprement parler mais un exemplede notes rapides sur lesquelles l’élève peut s’appuyer lors de sa prise de parole en continu.

But the other narrative is the face of poverty. The World Bank estimates that about 800 millionpeople, two-thirds of India’s population lives below the two-dollar-a-day poverty line andmore than half of them, over 400 million people, survive on less than one dollar a day.The positive Indian story: a country that now even has its own space program at the cost of aboutone and a quarter billion dollars a year, 69 Indian billionaires now on the Forbes list, and a verystrong emerging middle class that numbers about 300 million people and is growing at the rateof forty to seventy million people a year, which is unprecedented and remarkable in history.Again so that’s one picture and then unfortunately, the picture of Indian poverty, this slum inDelhi. The India that’s home to fully one third of the world’s poor and ranks very low onmeasures of inequality, or very high rather, malnutrition among children and a variety of otherways that we gauge poverty.


Two duelling narratives

India, it’s been observed, is the story of two duelling narratives. One, as you see here, is the Indian tiger: seven, eight, eight and a half percent annual averagegrowth in gross domestic product, the Bangalore miracle, world-class IT firms, a country withgreat engineering and managerial talent and a highly entrepreneurial spirit among… among itscitizens.


C

D 1

2 8

1. Inequalities among citizens

a. Explain what the caste system is Æ The Dalits, p. 151– division of society into four unequal hereditary social classes / castes + the Dalits (orUntouchables) who are outcastes…

b. Point out the gap between rich and poor Æ A country on the march, p. 24 – From Bombayto Mumbai, p. 31 – Two stories, p. 32– fourth highest number of billionaires in the world (55) vs 42% people living below 80p(0.93€) a day…– Dharavi slum in Mumbai: overpopulated (314,887 inhabitants/km2)… – 20-year-old Suhas Gopinath: the world’s youngest CEO vs 24 year-old Bisu Das, who sellsgarbage to make a living…

2. Inequalities among men and women

a. Explain what the dowry tradition is Æ The dowry tradition, p. 151– the wife’s family gives a “dowry” or gift to the future husband’s family on marriage…– dowry deaths…– bride burning…

b. Explain why there is a “gendercide” in India Æ India’s girls go missing, p. 20 – Anothergirl, p. 22 – A country on the march, p. 24– gendercide = gender-selected abortions, female infanticide, dowry-related murders…– 600,000 Indian girls go missing every year… – 940 girls for every 1,000 boys…– sons financially more attractive than daughters…– two-child families encouraged by family planning, poor families can’t afford two girls… – example of Kavita’s husband (Text 1) who wanted to get rid of their daughter at birth…

3. The evolution of Indian society

a. A changing economy Æ The two Indias, p. 20 – The Great Indian Dream, p. 21 – A countryon the march, p. 24 – Changing India, p. 26 – Hyderabad: “High-tech city” / “Cyberabad”… – Bangalore: high-tech enclaves…– growth of the high-tech sector / computing and communications revolution…– record GDP growth of more than 8 percent every year…– India at the heart of the world’s network of remote service provision…– India has changed dramatically: farms give way to factories…

b. Successful women Æ High-tech cities, p. 20 – Is microcredit changing India?, p. 21 – TheGreat Indian Dream, p. 21 – Changing India, p. 26 – The world’s largest democracy, p. 31– example of Sirisha, an Indian entrepreneur who left her job in Manhattan to found her owncompany in India… – women at the forefront of the microcredit movement…– female literacy rate still lower than the male rate (64% vs 83%) but educational programmesallow girls to become literate…– women are becoming breadwinners through microcredit…– two women at the head of the government (Indira Gandhi: first female Prime Minister,Pratibha Patil: first female President of India)…

(p. 34-35)

�Compréhension de l’écrit

Bac écrit


Remarque : les questions 1 à 6, permettant de vérifier que l’élève a compris l’essentiel d’un textenarratif ainsi que la plupart des détails, qu’il suit aisément le cours des événements et des idées,visent le niveau B1 / B1+ du CECRL.

Les questions 7 à 10, qui portent sur l’implicite du texte et permettent de vérifier si l’élèvecomprend le point de vue des personnages, sont de niveau B2.

Corrigé des questions de la compréhension écrite

1. Daisy and the teacher have a discussion (about population growth in the village).Raman observes the scene. The villagers get ready to attend a gathering.

2. a. First the conversation is about the increasing size of the village population.b. Then, Daisy and the teacher talk about the fact that the villagers are not likely to move eventhough there are plenty of undeveloped areas in the country.

3. The villagers have large families. The men are stonemasons and currently shaping slabs for atemple in America. They are successful in their trade and making money /doing well (“thrivingbusiness”, l. 34).Accepter aussi : “various improved their methods of cultivation” (l. 10)

4. a. False Æ “I am not suggesting that they uproot themselves” (l. 36)b. True Æ “… only suggesting that they avoid too many children” (l. 38)

5. Daisy argues that on the one hand, the population has increased by nearly 20%, while, on theother hand, food production has only increased by 3% and the number of houses has remainedthe same.Besides, Daisy notices the teacher himself now has four children but only had three the year before.She also explains that India’s population increases by 14 m. annually, which is equivalent toPeru’s total population.

6. Daisy and the teacher finally agree on the fact that the villagers can’t leave the village /move.

7. When Daisy claims / asserts that the village population is growing too fast, the teacher feelsuncomfortable because he knows that she is right. He certainly feels a little shameful because hehas recently had a fourth child and he is relieved that Daisy doesn’t ask him any questions aboutthe size of his own family. However when Daisy sees a lot of children coming in and out of hishouse, he feels he has to explain / tell her they are not all his children.

8. The teacher puts forward this argument to counter Daisy. For him, there is no need to havefewer children as India is far from crowded: it is a large country with many areas which remainundeveloped / areas still to develop.

9. The writer makes the reader aware of Raman’s thoughts through free reported speech.He is amazed and shocked by some of Daisy’s remarks and totally disapproves of her attitude:– she wants to rule people’s lives as if she belonged to the police force “a lot of policing” (l. 19);“she will fight people who bring up large families” (l. 19); – she minds other people’s business “How is it your concern?” (l. 29) – “it’s their business” (l. 29);– she is authoritarian, “a frightful bully” (l. 30), “Thank God, you are not a dictator” (l. 30).

10. The photo illustrates just how overpopulated India is – there is not enough room to get on thebus. As Daisy pointed out (“Has your food production increased twenty per cent? Have youraccommodations increased twenty per cent? I know they haven’t”, l. 7-9), the population isgrowing faster than the infrastructure of the country. That’s why the Indian government haslaunched a two-child family policy.Daisy must be a family planning advisor whose mission is to convince people that they must havefewer children. She probably travels from village to village to encourage people to limit the sizeof their families and use birth control.

Illustration:Men and women crowd both into a bus and on to its roof at Pushkar Cattle Fair.


�Expression écriteLe sujet 1 (150 mots), qui demande à l’élève de continuer un récit (ici un dialogue), permetd’évaluer la compétence de l’élève à rédiger un texte articulé et cohérent sur un sujet concret(niveau B1).

Le sujet 2 (150 à 200 mots), permet d’évaluer la compétence de l’élève à donner son opinion età argumenter (niveau B2). On conseillera vivement aux élèves de suivre les conseils donnés dansla partie méthodologique « Rédiger un essai » (p. 172) ainsi que dans la fiche bac « Conseils pourl’expression écrite » (p. 179).



Documents

Unit 1 India on the move - BlueBooksbluebooks.livehost.fr/dl/anglais/AnglaisChapitre1.pdf · JOURNALIST: Sirisha lives and works in Hyderabad, a city in southern India that is in