Part 1 · 4e
What Is a Cliffhanger?
Un auteur jeunesse explique pourquoi il finit ses chapitres sur un suspense, puis la classe lit le début d'un roman d'horreur et imagine la suite.
2
Séances
11
Documents
A2→A2+
CEFR
Information
Détails
Objectifs
Documents
- Image : Hanging Over the City — la photo d'ouverture du chapitre.
- Audio : Do You Remember a Book You Couldn't Put Down? — trois jeunes Britanniques.
- Vidéo : I Leave a Little Cliffhanger… (part 1) — l'interview de Chris d'Lacey.
- Image : Reading Under the Covers — un enfant qui lit à la lampe de poche.
- Vidéo : I Leave a Little Cliffhanger… (part 2) — la suite de l'interview.
- Audio : Riddles — quatre devinettes.
- Texte : A Taste of My Family — le texte d'entraînement pour inférer.
- Image : The Tower of London — la Tour Blanche sous un ciel sombre.
- Texte : Something’s Wrong Up There…! — un extrait de The Keep at Ravensgate.
- Audio : Guess What Happens Next! — Mark et Annie font leurs prédictions.
- Audio : Listen to Find Out! — la suite du récit.
Contenu
- Séance 1 : A Book You Couldn't Put Down
- Séance 2 : A Night in Terror Tower
- Séance 3 : Évaluation
Séance 1 : A Book You Couldn't Put Down
- Objectif : Comprendre une interview d'auteur, construire la notion de cliffhanger et en écrire une définition.
- Activités : Lexique du suspense et du cliffhanger ; photo d'ouverture ; nuage de mots sur ce qu'on ressent ; interview Flash sur un livre qu'on n'a pas pu lâcher ; questions de compréhension ; fiche culture sur Chris d'Lacey ; vidéo partie 1 et la question de l'enseignant ; vidéo partie 2 et l'anecdote ; le sens du mot cliffhanger ; photo d'un enfant qui lit sous la couette ; rédaction d'une définition ; devinettes à écouter et à résoudre ; enregistrer ses propres devinettes ; atelier de traduction.
- À retenir : Savoir dire ce qu'est un cliffhanger (an ending so suspenseful that the reader wants to keep reading) et parler d'un livre que l'on n'a pas pu lâcher (I couldn't put it down).
Vocabulary Kit: Creating Suspense & Hooking the Reader
Cliffhanger
- a cliffhanger / a cliffhanger ending = un cliffhanger / une fin à suspense
- conclude with a cliffhanger = se terminer par un cliffhanger
- end on a cliffhanger = finir sur un cliffhanger
- keep readers / viewers coming back = donner envie aux lecteurs / aux spectateurs de revenir
- keep the reader / viewer interested = garder l'intérêt du lecteur / du spectateur
- interest the reader / the viewer in the next episode = donner au lecteur / au spectateur envie de voir l'épisode suivant
- tease the reader / the viewer = faire languir le lecteur / le spectateur
Suspense
- create suspense = créer du suspense
- be about to = être sur le point de
- expect something to happen = s'attendre à ce que quelque chose arrive
- a life-threatening situation = une situation où la vie est en danger
- a shocking revelation = une révélation choquante
- a suspenseful situation = une situation pleine de suspense
- an unresolved ending = une fin ouverte
- spoil the ending = gâcher la fin
- give the ending away = dévoiler la fin
- ruin the ending = gâcher la fin
- a spoiler = un spoiler (un « divulgâcheur »)
Document: Hanging Over the City
A photo from an action film for teenagers. Look at it closely.
Une photo tirée d'un film d'action pour adolescents. Regarde-la bien.
Alex Rider: Stormbreaker — a still from the film
Word Cloud: How Does This Photo Make You Feel?
Look at the photo. How does it make you feel? Say the words that come to your mind.
Regarde la photo. Qu'est-ce qu'elle te fait ressentir ? Dis les mots qui te viennent à l'esprit.
Your words will appear here.
Document: Do You Remember a Book You Couldn't Put Down?
Three young British people answer one question: do you remember a book you couldn't put down?
Trois jeunes Britanniques répondent à une question : te souviens-tu d'un livre que tu n'arrivais pas à lâcher ?
Script
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Interviewer
Do you remember
a book
you couldn't
put down?
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Student
A book
called 22/11/63
by Stephen King
which is about
an English teacher
who gets
in a
time machine
and tries
to prevent
the assassination
of
John F. Kennedy.
It's 700 pages;
I read it
in two days.
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Annie
The book
that I couldn't
put down
was Harry Potter
because when I
started reading it
I became
a bit obsessed
and the
only time
I ever
missed school
was because
the new
Harry Potter book
came out…
and I
loved it
so much
just because
it was,
you know,
kind of
the magical world
of Harry Potter
and it
was just,
I suppose
it was
pure escapism
but I
loved it
so much
when I was
younger.
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Mark
Yeah,
my favourite book
is escapism
also
but it's
The Hobbit.
Loved
The Hobbit
growing up –
and now –
and I find
myself now…
I read it
before bed
and it
kind of empties
all of
the worries
of the day
and all of
the magical allegories
and good
versus evil
and everything.
You could
read it
as a youngster
and you could
read it
as an adult.
Comprehension: Three Books They Couldn't Put Down
Before you listen: do you remember a book you couldn't put down? Why?
Avant d'écouter : te souviens-tu d'un livre que tu n'arrivais pas à lâcher ? Pourquoi ?
Listen. Which book does each speaker name?
Écoute. Quel livre chaque personne cite-t-elle ?
The first student
Annie
Mark
Listen again. Why couldn't they put their book down?
Écoute à nouveau. Pourquoi n'arrivaient-ils pas à lâcher leur livre ?
The first student
Annie
Mark
Look at the photo at the top of the page again. What is the link between the interview question and the photo?
Regarde à nouveau la photo en haut de la page. Quel est le lien entre la question de l'interview et la photo ?
Culture Box: Chris d'Lacey
Discover the secret to suspenseful stories with a British writer: Chris d'Lacey.
Découvre le secret des histoires à suspense avec un écrivain britannique : Chris d'Lacey.
Who is he?
Chris d'Lacey is a British writer. He writes fantasy novels for young readers. His successful series is called The Last Dragon Chronicles.
In the interview
He talks about his job as a writer. He explains how he writes his books, and what young readers tell him about them.
Document: I Leave a Little Cliffhanger… (Part 1)
British writer Chris d'Lacey talks about writing books. In this first part, he tells a story about a visit to a library.
L'écrivain britannique Chris d'Lacey parle de l'écriture de ses livres. Dans cette première partie, il raconte une visite dans une bibliothèque.
An interview with Chris d'Lacey — Part 1 · 1'29
Script
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Chris d'Lacey
Let me say
something
about planning books
first of all.
I actually
told this story
on the way
here.
I was talking
to a group
of children
once,
in a library,
and the children
were asking me
questions
after I'd given
a presentation,
and their teacher
put his
hand up
and he said,
“can I
ask you
a question?”
and I said,
“yes”.
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He said
“can you tell
these children
how much time
you spend
planning a book?”
And I
said to him,
“do you want
the truthful answer,
or
do you want
the diplomatic answer?”
And he said,
“I want
the truthful answer”.
And I said,
“I spend
no time
at all
planning a book”.
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And all
the kids went
“yes!”
because of course
they had
been told
that they have
to plan
their stories.
And I
sort of
qualified that
and I turned
to the kids
and said
“ah, but
you do need
to plan them.
At your age
you have
to do this.
You should
pay attention
to what
he says.
When you get
to my age,
if you've read
enough books –
and they
all went… –
then you
will understand
the structure
of the stories”.
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The books
are written
very organically.
I usually know
the beginning
of the story
and I have
a vague idea
of where
I'm going
to end up.
It doesn't always
necessarily follow
but the rest
of it
is a journey
of adventure
and the way
I write
like that
is because
I think
if I'm
discovering it
spontaneously
as I
go along
and it's
exciting me
to write
it down
on a page,
then hopefully
it will
be just...
be just
as exciting
for anybody
who is
reading it
off the page.
It's
a dangerous way
to do it
because,
you know…
Comprehension: A Teacher's Question
A teacher asked Chris d'Lacey a question. What was it?
Un professeur a posé une question à Chris d'Lacey. Laquelle ?
What was Chris d'Lacey's answer?
Quelle a été la réponse de Chris d'Lacey ?
Document: I Leave a Little Cliffhanger… (Part 2)
In the second part, Chris d'Lacey talks about the letters children send him.
Dans la deuxième partie, Chris d'Lacey parle des lettres que lui envoient les enfants.
An interview with Chris d'Lacey — Part 2 · 0'36
Script
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Chris d'Lacey
What I try
to do
is leave
a little cliffhanger
at the end
of every chapter.
Many boys
and girls
write to me
about the cliffhangers
and say,
you know,
“I got
into trouble
the other night
because I was
reading the book
in bed
and my mum
came up
and told me
to switch
the light off
and half
an hour later
I'd put
the light
back on again”,
you know.
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I find that
very flattering
when children
write to me
and say
that kind
of thing
and I always
write back
and say
“well, OK,
you should do
what your mum
and dad say
but I like
to think
your parents
would be happy
you are
at least
doing something
like reading,
you know,
rather than
playing
on an Xbox
or something.”
Comprehension: What Does Cliffhanger Mean?
Cut the word into three parts. What does each part mean?
Découpe le mot en trois parties. Que veut dire chaque partie ?
cliff
hang
-er
Now use the anecdote to say what a cliffhanger is.
Utilise maintenant l'anecdote pour dire ce qu'est un cliffhanger.
Document: Reading Under the Covers
Look at this boy. Where is he, and what is he doing?
Regarde ce garçon. Où est-il, et que fait-il ?
Comprehension: Has This Ever Happened to You?
Look at the photo of the boy again. What is he doing, and why?
Regarde à nouveau la photo du garçon. Que fait-il, et pourquoi ?
Has this ever happened to you? Tell the class.
Est-ce que ça t'est déjà arrivé ? Raconte à la classe.
Writing Task: Your Definition of a Cliffhanger
The task
1. Think about the anecdote and the opening photo.
2. Write your own definition of the word cliffhanger in one or two sentences.
2. Write your own definition of the word cliffhanger in one or two sentences.
1. Pense à l'anecdote et à la photo du début.
2. Écris ta propre définition du mot cliffhanger en une ou deux phrases.
2. Écris ta propre définition du mot cliffhanger en une ou deux phrases.
1 – 2 phrases
Hints
Mots clés
+
Tu peux utiliser : ending, suspense, keep reading, suspenseful.
Une structure
+
A cliffhanger is a … ending: it is so … that the reader wants to … reading.
Example: · Exemple :
+
A cliffhanger is a suspenseful ending: it is so exciting that the reader wants to keep reading.
Grille d'évaluation — production écrite
Marking guide — written task
… / 5
Content
La définition dit que c'est une fin, qu'elle crée du suspense et qu'on veut connaître la suite.
… / 3Contenu
Language
Lexique du suspense (ending, suspense, keep reading) et phrase correcte.
… / 2Langue
Your definition
Document: Riddles
Four riddles. Listen: what is it? The answers come at the end of the recording.
Quatre devinettes. Écoute : qu'est-ce que c'est ? Les réponses sont données à la fin de l'enregistrement.
Script
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Riddle 1
It is
bigger than
a rabbit
and it jumps
higher.
It lives
in Australia
and carries
its babies
in a pouch.
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Riddle 2
It is
very, very big.
It has got
four legs
and two
big ears.
It eats
peanuts
and hay.
Its long nose
is called
a trunk.
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Riddle 3
A girl
was ten
on her
last birthday,
and will be
twelve
on her
next birthday.
How is
this possible?
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Riddle 4
What can
travel
around the world
while staying
in a corner?
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Answers
1. A kangaroo
2. An elephant
3. Today is
her 11th birthday
4. A stamp
Comprehension: Solve the Riddles
Listen to the riddles. What is it?
Écoute les devinettes. Qu'est-ce que c'est ?
Riddle 1
Riddle 2
Riddle 3
Riddle 4
Speaking Task: Your Own Riddles
The task
1. Choose an animal or an object.
2. Write a riddle about it: three or four short clues.
3. Read your riddle to the class, or record it. Your classmates guess.
2. Write a riddle about it: three or four short clues.
3. Read your riddle to the class, or record it. Your classmates guess.
1. Choisis un animal ou un objet.
2. Écris une devinette sur ce thème : trois ou quatre indices courts.
3. Lis ta devinette à la classe, ou enregistre-la. Tes camarades devinent.
2. Écris une devinette sur ce thème : trois ou quatre indices courts.
3. Lis ta devinette à la classe, ou enregistre-la. Tes camarades devinent.
Do not say the name of your animal or object!
Ne dis pas le nom de ton animal ou de ton objet !
2 devinettes
Hints
Pour décrire
+
It is bigger than… · It is very… · It has got…
Pour dire où il vit, ce qu'il fait
+
It lives in… · It eats… · It can…
Pour poser la question
+
What is it? · What can…?
Grille d'évaluation — présentation orale
Marking guide — oral presentation
… / 5
Content
Trois ou quatre indices qui permettent de deviner.
… / 3Contenu
Language
It is / It has got / It lives / It eats, comparatif simple.
… / 2Langue
My riddles
Translation Task: A Book You Couldn't Put Down
Build the sentence in English
Construis la phrase en anglais.
Your sentence
Word bank
Séance 2 : A Night in Terror Tower
- Objectif : Inférer le sens des mots nouveaux, comprendre un extrait de roman et formuler des hypothèses sur la suite.
- Activités : Stratégie pour inférer le sens des mots nouveaux ; texte d'entraînement A Taste of My Family ; deviner les mots inconnus ; photo de la Tour de Londres ; fiche culture Terror Tower et R. L. Stine ; extrait de The Keep at Ravensgate ; ce que j'imagine ; tableau de vérification ; dessin de la dernière photo d'Eddie ; hypothèses dans l'enveloppe scellée ; prédictions de Mark et Annie ; tableau des deux prédictions ; conversation : qui a raison ? ; écoute de la suite ; ouverture des enveloppes ; définition complétée par un exemple ; atelier de traduction.
- À retenir : Savoir s'appuyer sur le contexte, la formation des mots et les mots transparents pour comprendre, et savoir faire une hypothèse sur la suite (I think… is going to…, maybe…) en la justifiant (because…).
Tips: Guess the Meaning of New Words
Pour deviner le sens d'un mot nouveau, appuie-toi sur…
- 1. le contexte : les mots autour du mot inconnu, et le thème du texte.
- 2. la formation du mot : south → southern.
- 3. les connecteurs logiques : when, then, now disent comment les idées s'enchaînent.
- 4. la ressemblance avec le français : education, observe, ingredient.
- 5. et si rien ne marche : fais abstraction du mot qui te gêne et continue ta lecture.
Document: A Taste of My Family
A Taste of My Family
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Comprehension: Guess the Words You Don't Know
Line 2: "the scorching hot southern parts of Thailand". What can scorching mean here?
Ligne 2 : « the scorching hot southern parts of Thailand ». Que peut vouloir dire scorching ici ?
Line 3: is rough positive or negative? What helped you? Give one or two translations.
Ligne 3 : rough a-t-il un sens positif ou négatif ? Sur quoi t'es-tu appuyé(e) ? Propose une ou plusieurs traductions.
The text is about food. What could spice and recipes mean? What helped you?
Le texte parle de cuisine. Que pourraient vouloir dire spice et recipes ? Qu'est-ce qui t'a aidé(e) ?
Document: The Tower of London
A famous old building in London.
Un célèbre bâtiment ancien de Londres.
The Tower of London
Culture Box: Terror Tower and the Real Tower of London
Terror Tower is not a real place — but it is based on one: the Tower of London.
Terror Tower n'existe pas — mais la tour s'inspire d'un lieu bien réel : la Tour de Londres.
The Tower of London
The Tower of London is a very old castle in London. For hundreds of years it was also a prison, and many famous prisoners were locked up there.
Find out more
On the Historic Royal Palaces website, you can discover the famous prisoners of the Tower.
R. L. Stine
R. L. Stine is the writer of Goosebumps (Chair de poule in French). He has written more than 330 books. Unlike Chris d'Lacey, he plans everything before he starts writing!
Goosebumps
Goosebumps is a famous series of scary stories for young readers. It became a TV series, and a Goosebumps film came out in 2015.
Document: Something’s Wrong Up There…!
“Something’s wrong up there…!”
Marla PrenticeThe Keep at Ravensgate
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l. 1–9
The rain had stopped, but the sky was still grey. Eddie stopped at the gate and looked up. “Something’s wrong up there…!” he said. My brother is eleven, with brown eyes and dark brown hair. He always wears the same red cap. “There is nothing up there,” I said. “Only old stones and a few birds.” But Eddie did not move. He was staring at the top of the tower.
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l. 10–12
Our guide, Mr Bramble, opened his big black umbrella. “Welcome to Ravensgate Keep,” he said. “For three hundred years, this tower was a prison.” “The prisoners went down those stairs, and they never came back.”
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l. 13–18
Our group walked across the wet grass. The Keep was taller than I expected. It was built of solid grey stone, without a single window. Only at the very top, there was a tiny square window. The entrance was a low dark arch with no door. “Some people say the Keep is haunted,” Mr Bramble said. “They hear footsteps on the stairs at night.” I felt cold, and not only because of the rain. I did not want to go inside.
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l. 19–24
“Sue, take a photo of me!” Eddie shouted. He ran back towards the entrance. He stood in front of the dark arch and made a dumb face. He crossed his eyes and stuck out his tongue. Behind him, the grey tower rose into the clouds. The tiny window shone at the very top. “Hurry up!” he laughed. “It’s freezing out here.” I lifted my camera and pressed the button.
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l. 25
I had no way of knowing that it was the last picture I would ever take of Eddie.
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1. a keep: un donjon, une grande tour de pierre · 2. haunted: hanté
Marla Prentice, The Keep at Ravensgate, 1996
Comprehension: What Do You Imagine?
Read the title, the introduction and the first paragraph only. What do you imagine about…
Lis seulement le titre, l'introduction et le premier paragraphe. Qu'imagines-tu à propos…
…the characters?
…des personnages ?
…the type of text?
…du type de texte ?
…the place?
…du lieu ?
…the story?
…de l'histoire ?
Complete the Table: Were You Right?
Read the whole text. Complete the table, then say if you were right.
Lis le texte en entier. Complète le tableau, puis dis si tu avais raison.
The characters
Their feelings
The place
The story
In the text
Sue, her brother Eddie, and Mr Bramble, the tour guide.
Eddie feels something is wrong. Sue feels cold, and not only because of the rain: she does not want to go inside.
Ravensgate Keep, in London: a grey stone tower that was a prison.
A scary story: the Keep might be haunted, and it was the last picture of Eddie.
Were you right?
Your own answer: yes / no.
Your own answer: yes / no.
Your own answer: yes / no.
Your own answer: yes / no.
Writing Task: The Last Picture I Ever Took of Eddie
The task
1. Read the end of the text again.
2. In the frame on your sheet, draw the last picture Sue takes of Eddie. Use the text to find: Eddie's physical appearance, his expression in the photo, and the place in the background (shape, colour, height…).
3. Under your drawing, write one sentence to describe it.
2. In the frame on your sheet, draw the last picture Sue takes of Eddie. Use the text to find: Eddie's physical appearance, his expression in the photo, and the place in the background (shape, colour, height…).
3. Under your drawing, write one sentence to describe it.
1. Relis la fin du texte.
2. Dans le cadre de ta feuille, dessine la dernière photo que Sue prend d'Eddie. Cherche dans le texte : l'apparence physique d'Eddie, son expression sur la photo, et le lieu à l'arrière-plan (forme, couleur, hauteur…).
3. Sous ton dessin, écris une phrase pour le décrire.
2. Dans le cadre de ta feuille, dessine la dernière photo que Sue prend d'Eddie. Cherche dans le texte : l'apparence physique d'Eddie, son expression sur la photo, et le lieu à l'arrière-plan (forme, couleur, hauteur…).
3. Sous ton dessin, écris une phrase pour le décrire.
1 dessin + 1 phrase
Hints
Où chercher
+
L'apparence d'Eddie est décrite au début du texte ; son expression et l'arrière-plan à la fin.
Example: · Exemple :
+
Eddie has brown eyes and dark brown hair, and a red cap. He is making a dumb face: he crosses his eyes and sticks out his tongue. Behind him, there is a grey stone tower, a low dark arch and a tiny square window at the very top.
Grille d'évaluation — production écrite
Marking guide — written task
… / 5
Drawing
Au moins trois éléments du texte : l'apparence, l'expression, l'arrière-plan.
… / 3Dessin
Sentence
Une phrase qui décrit le dessin.
… / 2Phrase
The last picture I ever took of Eddie…
Speaking Task: The Sealed Envelope
The task
1. In groups, imagine what is going to happen next in the story.
2. Write five hypotheses on a sheet, with your names.
3. Choose your main prediction and write it on the board.
4. Put your sheet in the envelope. It stays closed until you hear the end of the story!
2. Write five hypotheses on a sheet, with your names.
3. Choose your main prediction and write it on the board.
4. Put your sheet in the envelope. It stays closed until you hear the end of the story!
1. En groupes, imaginez ce qui va se passer ensuite dans l'histoire.
2. Écrivez cinq hypothèses sur une feuille, avec vos noms.
3. Choisissez votre prédiction principale et écrivez-la au tableau.
4. Mettez votre feuille dans l'enveloppe. Elle reste fermée jusqu'à ce que vous entendiez la suite de l'histoire !
2. Écrivez cinq hypothèses sur une feuille, avec vos noms.
3. Choisissez votre prédiction principale et écrivez-la au tableau.
4. Mettez votre feuille dans l'enveloppe. Elle reste fermée jusqu'à ce que vous entendiez la suite de l'histoire !
Tell your classmates about your hypotheses.
Présentez vos hypothèses à vos camarades.
5 hypothèses
Hints
Pour prédire
+
I think … is going to … · Maybe … is going to …
Pour varier
+
Pense à Eddie, à Sue, à l'appareil photo, à la tour, au guide.
Example: · Exemple :
+
I think Eddie is going to get lost.
Grille d'évaluation — présentation orale
Marking guide — oral presentation
… / 5
Content
Cinq hypothèses différentes, en lien avec le texte.
… / 3Contenu
Language
BE going to, I think, maybe.
… / 2Langue
Our five hypotheses
Document: Guess What Happens Next!
Mark and Annie have read the same extract. They say what happens next. Only one of them is right!
Mark et Annie ont lu le même extrait. Ils disent ce qui se passe ensuite. Un seul des deux a raison !
Script
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Mark
So I think
Sue is going
to look
at the photo
she just took,
and see
that there is
no-one
in the photo.
And I think
they're going
to go
into the
old prison
anyways,
even though
it's haunted,
but I don't
think
they're going
to find
their group.
I think
they're going
to be trapped
there,
and it may
feel like
they're in there
for days,
but
in the end,
they're going
to find
their way out,
and they're going
to discover
that they've
only been
in there
for a few
minutes.
And they may
go home
and everything's fine,
but every time
Sue takes
a picture
of Eddie,
I think that
Eddie is
never going
to appear.
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Annie
So I think
that because
it's quite early
in the story,
and because of
the style
of
R. L. Stine,
that it's going
to be
a fake cliffhanger
and I think
that it's
not going
to be
because Eddie dies.
I think that
Sue is going
to lose
her camera
or break
her camera.
Complete the Table: Two Predictions
Listen. What does each speaker predict? Complete the table.
Écoute. Que prédit chaque personne ? Complète le tableau.
The photos and the camera
Sue, Eddie and the prison
The end of the story
Mark
Sue looks at the photo: there is no-one in it.
They go into the old prison, they don't find their group and they are trapped.
They find their way out after a few minutes, but Eddie never appears in the photos.
Annie
Sue loses her camera or breaks it.
It is a fake cliffhanger: Eddie does not die.
Conversation Task: Who Is Right?
In pairs. Mark or Annie: who is right? Decide together and say why: I think … is right because …
À deux. Mark ou Annie : qui a raison ? Décidez ensemble et dites pourquoi : I think … is right because …
Mark
no-one in the photo – trapped in the prison – Eddie never appears
Annie
a fake cliffhanger – Eddie does not die – the camera is lost or broken
Examples
I think Mark is right because it is a scary story.
I think Mark is right because even if Sue loses the camera she can buy another one!
I think Annie is right because she knows R. L. Stine's style.
I think Annie is right because it is very early in the story.
Document: Listen to Find Out!
The next lines of the story, read aloud. Who was right: Mark or Annie?
La suite de l'histoire, lue à voix haute. Qui avait raison : Mark ou Annie ?
Script
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Sue
I've got
to get
a picture
of this thing,
I decided.
My friends
will really think
it's cool.
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I reached
into my
coat pocket
for my camera.
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“Hey!”
I cried out
in surprise.
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I searched
the other pocket.
Then I searched
my jeans pocket.
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“I don't
believe this!”
I cried.
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The camera
was gone.
Comprehension: Open the Envelopes
Who was right: Mark or Annie? How do you know?
Qui avait raison : Mark ou Annie ? Comment le sais-tu ?
Open your envelope. Read your five hypotheses: were you right?
Ouvrez votre enveloppe. Relisez vos cinq hypothèses : aviez-vous raison ?
Writing Task: Complete Your Definition with an Example
The task
1. Read your definition of a cliffhanger again.
2. Find the sentence in the text that leaves you in suspense.
3. Copy it under your definition as an example.
2. Find the sentence in the text that leaves you in suspense.
3. Copy it under your definition as an example.
1. Relis ta définition d'un cliffhanger.
2. Trouve la phrase du texte qui te laisse en plein suspense.
3. Recopie-la sous ta définition, comme exemple.
2. Trouve la phrase du texte qui te laisse en plein suspense.
3. Recopie-la sous ta définition, comme exemple.
1 exemple
Hints
Où chercher
+
Un cliffhanger est souvent à la fin : regarde la phrase qui est seule, séparée du reste.
Example: · Exemple :
+
For example: “I had no way of knowing that it was the last picture I would ever take of Eddie.”
Grille d'évaluation — production écrite
Marking guide — written task
… / 3
Example
La phrase choisie crée bien du suspense et est recopiée sans erreur.
… / 2Exemple
Link
La phrase est présentée comme un exemple de la définition.
… / 1Lien
My definition and my example
Translation Task: A Night in Terror Tower
Build the sentence in English
Construis la phrase en anglais.
Your sentence
Word bank
Évaluation : Compréhension de l'écrit
- Type d'évaluation : Compréhension de l'écrit
- Axe : Axe 5 — Langages et messages artistiques
- Compétences : CE — A2 / A2+ — comprendre un extrait de roman, relever les détails d'un personnage et identifier l'effet d'un cliffhanger
- Coefficient : 1
ÉVALUATION — A New Extract from The Keep at Ravensgate
Compréhension de l'écrit
Document
THE KEEP AT RAVENSGATE — MARLA PRENTICE
A NEW EXTRACT
1Ten minutes earlier I had been with Eddie and the
2rest of the group, on the stairs of Ravensgate Keep, in London.
3Mr Bramble had gone ahead with his umbrella, counting us
4at every door. Then a school party pushed past me
5on the narrow steps, and when I looked up again
6I was alone. “Eddie?” I called. My voice came back
7to me off the cold walls. I climbed three more
8steps and stopped. Someone was waiting at the top.
9He was enormous. He wore a long grey coat that
10reached his boots, and the collar was turned up so
11high that I could see almost nothing of his face.
12A grey scarf was wound across his mouth and nose.
13Only his eyes were visible, and they were the colour
14of dirty ice. On his left hand he wore a
15white glove. The right hand was bare, and far too
16large. He did not move. He did not speak. He
17simply filled the stairway, so that nobody could pass him.
18“Susan,” he said at last. He knew my name. “You
19will come with me now. Quietly.” I stepped back and
20my shoe slipped on the cold wet stone. “I do
21not want to hurt you,” he said. “But if you
22run, I will have no choice.” Behind me, far below
23in the dark, I heard a door close, and then a
24key turn in the lock. Nobody was coming up those stairs.
Consigne
Lis l’extrait, puis réponds aux questions en anglais sur la feuille.
Questions de compréhension (/ 20)
1.
Where is the heroine?
1 pt
Correction :
- In Ravensgate Keep, in London — inside the tower, on the stairs. (1 pt)
2.
Lines 1–8: who is Sue with at the beginning? Who is she with now? Who is she not with any more?
3 pts
Correction :
- At the beginning she is with her brother (Eddie) and the group. (1 pt)
- Now she is with an unknown character. (1 pt)
- She is no longer with the guide, Mr Bramble. (1 pt)
3 a.
The unknown character: find five details about his appearance.
5 pts
Help: was wound — the passive of wind (enrouler) · a collar = un col · bare = nu, sans gant
Correction :
- he was enormous
- a long grey coat down to his boots
- the collar turned up, hiding almost all of his face
- a grey scarf wound across his mouth and nose
- his eyes were the colour of dirty ice
- a white glove on his left hand
- his right hand was bare and far too large
3 b.
Find two details about his attitude.
2 pts
Correction :
- he did not move and he did not speak
- he filled the stairway so nobody could pass
- he knew her name
- he threatens her: if she runs, he will have no choice
3 c.
What does he want?
2 pts
Correction :
- He wants Sue to come with him now, quietly. (1 pt)
- He does not want to hurt her, but if she runs he will have no choice. (1 pt)
3 d.
Draw the character. Use at least three details from the text.
3 pts
Correction :
- At least three text details visible: the long grey coat, the collar turned up, the grey scarf across the mouth and nose, the pale eyes, the white glove on the left hand, the bare right hand, far too large.
4 a.
Which technique does the writer use at the end of the extract? What effect does it have on the reader?
3 pts
Correction :
- A cliffhanger. (1 pt)
- It keeps the reader in suspense: he wants to keep reading to find out what happens. (2 pts)
4 b.
What do you think is going to happen next?
1 pt
Correction :
- Free answer, in English. (1 pt)