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UPWIND Allemand LV1 4 e

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UPWIND Allemand LV1 4 e

05003_01_p001a009 12/11/02 16:18 Page 1 AUFWIND Allemand LV1 4 e Norbert BISCONS Inspecteur pédagogique régional Académie de Toulouse Martine DALMAS Professeur de linguistique allemande Université de Paris-Sorbonne (Paris IV) Michèle LUCAS Professeur Liadémie de Reimsée Reimsèmie LUCAS Françoise PERNOT Professeur certifié Collège Eurêka, Pont-Sainte-Marie Académie de Reims

05003_01_p001a009 12/11/02 16:18 Page 2 Germany, Austria and Switzerland DENMARK Sylt BALTIC SEA NORTH SEA Rügen Helgoland Kiel Rostock 1 East Frisian Islands Wismar Lübeck 2 Hamburg Schwerin 3 Ha Bremen Elb POLAND e ve Lüneburg NETHERLANDS l 4 BERLIN er Frankfurt Wes 5 Potsdam 8 an der Oder Hannover Magdeburg 7 Spree Oder Rh a 6 Ne Essen Leipzig Elbe isse Ruh r Eisenach Dresden Dusseldorf Erfurt Weimar Cologne 9 12 Bonn 11 IEN LG Frankfurt Elbe BE am Main el Wiesbaden Main Prague os Bayreuth M Mainz CZECH REPUBLIC LUX. Trier 10 Nürnberg 14 13 Saarbrücken Moldau Saar 15 u Stuttgart Dona Isa r Passau Donau r Ulm 16 VIENNA Rhein ka Linz c Augsburg Ne Inn Munich Eisenstadt FRANCE Freiburg Garmisch- Salzburg Bodensee Partenkirchen Basel Zurich AUSTRIA Bregenz Innsbruck Graz BERN SWITZERLAND Klagenfurt ITALY SLOVENIA Geneva 0 100 200 km The 16 states of the Federal Republic of Germany 1 Schleswig-Holstein 7 Brandenburg 13 Saarland 2 Mecklenburg-Western Pomerania 8 Berlin 14 Rhineland-Palatinate 3 Hamburg 9 North Rhine-Westphalia 15 Baden-Württemberg 4 Bremen 10 Hesse 16 Bavaria 5 Lower Saxony 11 Thuringia 6 Saxony- Anhalt 12 Saxony

05003_01_p001a009 12/11/02 16:18 Page 3 Avant-propos Avec Aufwind 4e, vous allez retrouver Florian, Claudia et Antje. Ils ont, comme vous, un peu changé depuis votre année de sixième. Comme vous ils aiment all à la rencontre de nouvelles personnes et d'horizons nouveaux. Cette année, c'est la musique qu'ils choisissent pour rencontrer des jeunes gens venus de toute l'Europe, dans le cadre d'un stage international au bord du lac de Constance, à la croisée des chemins entre l'Allemagne, l 'Autriche et la Suisse. Au cours des huit chapitres du manuel, à l’occasion de répétitions ou de concerts, au cours des excursions ou encore dans leurs relations quotidiennes, les discussions sont nombreuses, pleines des interrogations des jeunes musiciens, et toujours animées! Ces questions sont cells que vous vous posez, vous aussi, dans la vie de tous les jours: quand faut-il dire “non”? Le progrès ne présente-t-il que des avantages? Qu’est-ce qu’un véritable ami? etc. Et ce sont ces mêmes questions qui vous mèneront cette année au cœur de la culture et de la civilization des pays de langue allemande. Vous ferez ainsi plus ample connaissance avec Mozart, Guillaume Tell, Gutenberg et bien d’autres personnages qui ont laissé leur empreinte dans notre monde. En travaillant avec la langue et sur la langue, vous allez poursuivre votre apprentissage des compétences de communication en vous entraînant régulièrement à comprendre et à vous exprimer. De manière progressive et guidée, vous allez notamment construire la compétence la plus longue à acquérir: l’expression écrite. Nous vous y invitons par des tâches que vous effectuerez seuls ou avec la classe. Nous faisons notre possible pour faciliter your travail, notamment your travail de mémorisation. Mais, vous le savez, your apprentissage sera d’autant plus efficace que vous y consacrerez le temps et les efforts nécessaires. Apprendre une langue repose sur un entraînement qui ressemble à celui d'un sportif: régulier et soutenu. Bon courage, donc, et bon voyage avec la langue allemande, au cœur de l’Europe, de son histoire et de sa civilization. Les auteurs Les auteurs et l'éditeur remercient tout particulièrement pour leur contribution et leur soutien à cet ouvrage: Almut Esteban, Marina Ilg, Regine Lüdders, ainsi que les nombreux enseignants qui, par leur témoignage et leur enthousiasme, ont soutenu l'outenu Updraft 4e.

05003_01_p001a009 12/11/02 16:19 Page 4 e Bienvenue en 4 avec UPWIND! ••••••••••••••••••••••••••••••••• CHAPTER CHAPTER • Au menu: les objectifs Dans ce chapitre, tu vas apprendre ➜ à comprendre et t'exprimer: - refuser quelque chose - interdire quelque chose - montrer sa réprobation When do you have to say “no”? 3 • La question-titre - exiger quelque chose ➜ comment fonctionne la langue: PART 1 du chapitre - La subordonnée en if - La subordonnée en als - L'emploi de must - Le pluriel en -s annonce la - L'emploi de want et de not allowed PART 2 - Les noms masculins «faibles» - L'expression du but par le groupe infinitif ➜ à connaître les pays germanophones: - Guillaume Tell et l'indépendance de la Suisseproblemématique, introduite par une photo ou un tableau. Pour répondre à cette Ecoute d’un document consigne, se reporter enregistré. au cahier d'activité. PART 1 K A P I T E L THAT IS NOT IN QUESTION! 1. No way! 3 3. I won't put up with that! a. Listen! What happens between the musicians LISTEN AND REPEAT! T E I L 1 Il n’en est pas question. No way! Dans la continuité de Florian needs advice and asks you: “How do you react in such situations? Do you say yes or no? ”Florian: A friend offers me a cigarette. What should I do? to offer sb something to l (o, o): proposer qc. to ask something of sb: and the conductor? C’est mon affaire. That's my thing. insolent cheeky Je ne me laisserai pas faire! I will not put up with that! Listen and repeat! You: If someone offers me a cigarette, I say no. la 5e, l’histoire suivie Smoking is not healthy. 2. Must be! exiger qc. de qn GA ➜ Quelques mots a. The last rehearsal couldn't start on time at 10. What was missing? et expressions (avec Florian, Claudia Du: The musicians had no key. à écouter et mettre et les autres) est le fil ● 1 ● 2 ● 3 ● 4 ● 5 en mémoire, rouge entre des acti- (r) chair (- ¨ e) The conductor: So now we want to talk about the concert. I ask for five minutes b. Then when they started playing, something always happened. What? You: When the conductor took his notes, they suddenly had no more light. Rest to remind you of some rules ... Chewing gum and cell phones are prohibited. I don't want to see chewing gum or hear a cell phone ... And of course you all have to be properly dressed and combed for the concert! Claudia: What do “must” and “correctly dressed” mean? Are the girls not allowed to wear trousers pour comprendre vités linguistiquement? The conductor: I have nothing against pants, but I don't want to see jeans. Where is the harmony when everyone does what they like? Florian: And what does “correctly combed” mean for you, if I may ask? le dialogue. The conductor: I don't want wild hairstyles. You, Felix, please go to the hairdresser and leave ciblées. Elle présente ● 1 ● 2 ● 3 c. Many musicians played badly. Who did the conductor have anything against? You: The conductor had something against the flautist, because she always had her nose in the ● 4 GB ➜ cut your hair. If everyone wears what they want, we are not a group. Felix: I beg your pardon? Should i get my hair cut? You can't ask that of me! No way. My hairstyle is my business, it has nothing to do with the group. Or do you think I can play le thème sous l’angle better if I am combed differently? Grades. The conductor: If you don't want to play, it's your problem. Claudia: What do you have against him and his hairstyle? Long or short hair, it's a matter of taste. His hair is clean. Florian: If that's the case, then we don't play. We all want to play together you quotidien. or not. The conductor: Now you're getting cheeky too. I don't put up with that! b. What do you think? Are the musicians cheeky? Is the conductor right? GC, GD ➜ the pianist the flutist the clarinetist the saxophonist (s) the trumpeter the double bassist Remember that! ➜ 44 forty-four 45 forty-five K A P I T E L 3 2. Wilhelm Tell and Geßler HEAR AND REPEAT! obéir à qn obey sb la punition the punishment inhumain inhuman l’indépendance the independence 3. The liberation of Switzerland Tell about the liberation of Switzerland! You: When the Emperor of Austria ruled Switzerland, Switzerland was not free. T E I L 2 PART 2 ➜ • Switzerland was not free. Le thème est mis • The Emperor of Austria ruled over Switzerland. • The emperor sent Gessler to tyrannize the people. ➜ • The Swiss didn't want to put up with it. • Geßler demanded that everyone salute his hat. ➜ • Tell refused to obey. • Tell shot his son. ➜ • He just hit the apple. • Tell had killed Gessler. ➜ • The people were happy. 4. Don't forget! Why do the countries have a national holiday? Partner A: What are Americans celebrating July 4th for? en perspective avec Partner B: To remember the independence. la culture des pays ● germanophones. 2 Germany / October 3, 1990 / ● 1 USA / July 4, 1776 / (e) unit ● 3 Austria / October 26, 1955 / (e) independence (e) neutrality Remember that! Listen! How was Gessler a tyrant? g Why does William Tell have two arrows? Geßler: What did I hear, you don't want to obey? Bilan dans le cahier Tell: What do you ask of me? I should say hello to this hat? No, never in life! It is out of the question! ● 4 France / July 14, 1789 / ● 5 Switzerland / August 1, 1291 / ● 6 Spain / October 12, 1492 / Geßler: You should obey me. (e) Revolution (r) Rütli oath (e) Discovery of America Tell: I am a free man. I do not obey, GG ➜ if you ask me to do that. UNDER US TOLD ... sur certaines ▲ Geßler: If that is the case, then you deserve a punishment. Is it Wilhelm Tell is the symbol of freedom your son today? Tell: Yeah. and the independence of Switzerland. Why? formes et fonc- Geßler: Well, Tell, you should put an apple on his head and shoot it. If you want to save your life, you have to. Now it's your turn Dans le cahier, un Mémo hit the apple. Otherwise my people will shoot you. We are in the year 50 BC. Chr. Ganz Tell: You are inhuman. You can do that from a father Gaul is occupied by the Romans ... Don't ask for quite a few words! Geßler: If you can't do that, you will be lost. This is my will. Gaul? No! A village is resisting ... Tell your German partner, encadré pour récapituler Tell: Shoot my son? Then I'd rather die. why Asterix with us for rencontrées. Geßler: Shoot or die with your child! Tell shot. He did this without hurting his son. When he shot a second time, he killed Gessler. Since then, legend has it that Tell was the liberator of the Swiss. Has become a “national hero *”: Explain when the Romans ruled Gaul, whoever disobeyed - le vocabulaire nouveau It is the symbol of the struggle for freedom and independence in Switzerland. te, etc. Remember that! ➜ * (r) hero (s, en): le héros de chaque part. 48 forty-eight 49 forty-nine Now it's your turn Une tâche de production (bilan intermédiaire) Between us ... pour réutiliser dans un contexte différent Une piste de discussion les acquis linguistiques. autour des faits évoqués. 4 four

05003_01_p001a009 12/11/02 16:19 Page 5 •••••••••••••••••• GRAMMAR IS TRUMP Cahier d'activités g GRAMMAR IS TRUMP Avec l'aide du professeur, A. La subordonnée en Wenn (datage imprécis) Pour situer un événement dans le temps, sans fixer une date de manière précise, on peut Révisions l'élève observe les exem- • Des explications et utiliser une subordonnée introduite par if. Cette subordonnée peut exprimer la répétition (chaque fois que): If someone offers me a cigarette, I say “no”. ou décrire un événement ou un fait qui ne s’est pas encore produit (si, quand): When I am a teacher later, I always want to be nice to the students. • The révisions sont ples et trouve lui-même des examples pour ● 1 Savoir se conduire… Forme des énoncés complexes. someone needs help - help immediately ➜ If someone needs help, I will help immediately. nombreuses les règles à retenir. 1. someone offers me alcohol - say no comprendre 2. 3. 4. 5. someone asks me for directions - describe the path very precisely a classmate needs an explanation - my parents are happy to help - my parents cook the food Father has no time - washing the car et clairement GRAMMAR IS TRUMPING Révisions comment fonctionne B. La subordonnée en als (datage précis) Pour situer un événement dans le temps en donnant une date précise, on peut utiliser une Révisions indiquées. A Observe Déduis When I think something is bad, I say “no”. If it rains tomorrow, we can't play outside. subordonnée introduite par as. Ces phrases situent un événement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , et la subordonnée indique la langue. Cette subordonnée décrit un événement ou un fait bien précis, qui s’est déjà produit, une seule fois: When Antje lived in Hamburg, she had many friends. When Gessler heard of the oath, he wanted to make the people small. une date. . . . . . . . . . . . . . . . . . . . . . . . . . . . In ces deux phrases, la proposition subordonnée est introduite par. . . . . . . . . . . . . . . . . . La conjonction de subordination. . . . . . . . . . . . . . . . . . . . . . correspond aux deux conjonctions françaises. . . . . . . . . . . . . . . . . . et. . . . . . . . . . . . . . . . . . . ● 2 À l’époque… Forme des énoncés. Kim was a baby - she still lived in Vietnam 1. I was small - my family lived in the mountains ➜ When Kim was a baby, ● 1 C’est chaque fois la même chose… Forme des énoncés selon le modèle. 2. my grandpa was young - he had to work a lot Exemple: it's warm - we go swimming, she still lived in Vietnam. 3. There weren't any cars yet - people had horses ➞ When it's warm, we go swimming. 4. There was no electricity yet - candles were used 1. It is raining - we stay at home 5. My little brother came to school - he was very proud ................ .................................................. .................................................. ... 6. ● my grandpa turned 65 - we had a big party 3 Que s'est-il passé à ce moment-là? Tell had to shoot his son. Practice creates masters! 2. you did not understand something - you should tell the teacher .................................... .................................................. ................................. 3. you practice - you make progress Formule des questions. ➜ What happened when Tell was on his Dans le cahier, des exercices .................................... .................................................. ................................. 1. Switzerland was not free. Son had to shoot? 4. I do not agree - I give my opinion 2. Geßler tyrannized the people. .................................................. .................................................. ................... 3. Some Swiss people gathered on the Rütli. 5. someone needs me - I always help 4. The Swiss decided to liberate their country. pour s'entraîner à utiliser ............................................ .................................................. ......................... 5. Tell shot the second time. 50 fifty les formes correctes. Cape. 3 PART 1 PART 2 GRAMMAR VARIATIONS 39 Fais le point VARIATIONS 1. Si et seulement si… Complète le dialogue. Florian: After the rehearsal we go swimming. Are you participating Maybe Claudia will come too. Antje: I only take part if Claudia comes too. Florian: And after bathing we might have a picnic. Des activités complémentaires pour entraîner aux différentes Antje: I only participate if ................................... ....................................... Florian: Maybe Claudia will bring a cake. Antje: I only participate if .......................................... ................................ Florian: And after the picnic we go dancing.Antje: Is Andreas coming with you? I only dance when compétences: ........................................... ........... Florian: Of course he'll come with you! He wants to dance with Claudia! Si tu as des difficultés à exprimer les conditions posées par Antje, relis l’encadré A, p. 50 you manuel. 2. Declaration d’accident ... • Compréhension L’assureur veut savoir exactement à quel moment s’est passé l’accident. Do it le client accidenté. Réponds-lui en utilisant les expressions suivantes: play football - drive out of the garage - shower - feed. • compréhension de l’oral de l’écrit When did it happen? When did it happen? 1 2 K A P I T E L 3 When is it When did it happen? Monkey you bitten? VARIATIONS For listening For reading 1. ......................................... 3 3 . ......................................... 4 LISTEN AND REPEAT! 2. ......................................... 4. ..... .................................... Why does the girl want to go to the director? le représentant of the representative (-) Si tu ne sais pas comment situer précisément dans le temps, reporte-toi à l’encadré B, p. 50 you manuel. public public l’espace-jeu the play area (s) le conseil municipal the city council le point continued the focus (s) unity makes strong 48 chap. 3 le parking basement the underground car park (s) Fais le point What is a children's parliament? What is it doing Pour vérifier en fin de To write In this canteen, students must observe the following rules! Read the chapitre que les objectifs • expression rule. Say what you like and what you don't like! Explain why If necessary, make counter-proposals! CANTEEN RULES sont atteints. Ces exer- écrite cices sont corrigés et The teacher, Ms. Schwertfeger, returns the math work. The narrator Sabine 3. After dinner t2 Hummel and her friend Sonja Frank, both 15 years old, get a bad hen and the tablet 1. Before eating n! - Immediately the highest note. take my mouth back! - Chewing gum out! Put the cutlery in the 3 s, comb your hair onja, Hummel, you both get a six for fraud1 “, says the - wash your hands - never ask what 2. While eating - speaking forbidden to eat! ! - Plates, glasses and baskets do! 4 - think of the pigs! Leftover food in the green garbage can do 5 - killing) belongs in - paper (e.g. Servie Plastik (e.g.! 5 "S teacher. Sonja's face is completely white. Then I get up:" Professor Schwertfeger, would you please explain to us ... " "There is nothing to explain. You know why you deserve the six." Indiquent ce qui doit - To be to the staff, even if always friendly - If you don’t have soup, the food is cold or not! yellow 10 The class is suddenly very quiet. "Well Sonja, I'm sorry for you, because you have all the tasks right. Until now, peut-être être revisé. I don't eat a garbage can or spinach, thank you and maybe your neighbor had no idea2 of mathematics. Hummel wrote off - - wrote to the staff, and you had them copied, "says the sword sweeper. Dessert! are forbidden! Congratulations! Up and wash majo t, - Ketch - hands and face not brushed" Menu-from- Sonja starts to cry. “I can w really nothing for it. It was just a coincidence3 - Brush your teeth once a month (Zahnb program: first and that… “back” on which you forget in the end…) 15 “What a coincidence then… And then why are you crying?” Asks the teacher. the dessert, starter! 1 1. (e) starter (s): l'entrée - 2. (s) tray (s): le plateau - 3. (s) cutlery: les couverts - 1. because of fraud: pour fraude - 2. no idea : aucune idée - 3rd (r) chance (–¨e): le hasard 4th (r) basket (¨- e): la corbeille - 5th (e) garbage can (s): la poubelle 53 fifty three 54 fifty four louder Lute! • Des éléments de phonétique enregistrés, pour entraîner à bien prononcer et accentuer. K A P I T E L 3 Loud sounds! PROJECT For several years now, students in France, Germany and Austria have been asked to vote PROJEKT A. Pronunciation to elect a class representative. [h] [ʔ] Pants Antje This year you would like to be a candidate with a classmate, because hair obeys apple-dependent Here it is different today. some things can get different and better. Handy hat call independent Today it is different here. • You should analyze the current situation in front of your classmates. • Un poème court, hear hero differently Unit Antje is wearing light-colored trousers today. - What do you dislike about your school? Whats wrong? • Un projet collectif - What do you find impractical for you? Uncomfortable? Unbearable? Unfair? B. Emphasis - What consequences does it have for the working atmosphere and learning? My Fri ° sur, that's my business! Or do you think I can learn ° better if you should explain that I am combed differently? - what you ask for, facile à mémoriser. When Gessler heard about it, he wanted to make the people small. Everyone should say hello to their hat. - what you promise. In the following letter, choose the expressions you need! motivant qui request Isabella wants to be active in the children's parliament in her city. Before the encourage le Sag’s on, say it’s on, elections, she wrote this letter to the say’s parents, say’s parents, children of their neighborhood. tell the kids, tell the kids, it's not enough, it's wrong, keep saying it, wait until it burns, the day after the fire tell the parents, October 12th Wednesday, travail en groupe to scream fire. to be silent, tell the children, the arsonists dare to wait, it's not enough to get out of hiding; until it burns again. we live tvviertel! Lots of yells now. F. Deppert of the city spoken: Vocabulary To all Kin residential quarters from my garden. because the dogs get annoyed with children, vocabulary say yes for sb / something to be I have house, have no in a hight Therefore use it as a toilet. We find sandpit, ler- or skateba that play areas. hn. Until many have fallen t more. we right that we let us g game possibilities it is not enough now we could only n on the street example. To play, afford ße day? autour d’une be in favor that everyone obey ours on the subject of sb. respect the law, say no, be courageous, react together, fight together, lack a role to find in the open Entry cheaper summer We leave. ngen ertel ad arife for Kin e ich, with can we impossible is too expensive for us. Who and young people of our mayor 2 to speak and idt production orale against sb / something to fight for freedom Wohnvi ertreterin 1 promise fight. Isabella Schm ou écrite, avec to be against it. Fight against injustice As a child's nerve for children's rights: le mair e disobeying sb ask something very specific - 2. (r) mayor sentante n: la repré representativei 1. (e) families of words (r ) Human • Un bilan des champs des aides forbid (s) right (s) just / unjust human / inhuman (s) prohibition (s) justice (s) humanity being forbidden (s) injustice (s) inhumanity lexicaux abordés. 56 fifty-six 57 fifty-seven à l’expression. 5 five

05003_01_p001a009 12/11/02 16:19 Page 6 Chapter Thèmes Objectifs de communication 1. “Do you know the country ...?” • exprimer tes goûts • exprimer ta déception part 1: travel bug, p. 12 • justifier tes choix part 2: Travel and experience, p. 15 • thunder des horaires For reading: The Indian from 6b (F. de Cesco), p. 22 Project: réaliser un prospectus touristique 2. Do you have to be talented? • exprimer le découragement • encourager quelqu’un part 1: Be courageous !, p. 18 • évoquer la biography de quelqu’un part 2: Mozart: the child prodigy, p. 31 • décrire un itinéraire For reading: Have you tried it before? (M. von der Grün), p. 38 Project: réaliser et mettre en scene une interview 3. When do you have to say “no”? • refuser quelque chose part 1: that is out of the question, p. 44 • interdire quelque chose part 2: William Tell: the rebel, p. 47 • montrer sa réprobation • exiger quelque chose For reading: Unity makes you strong (D. Kekulé), pp. 54-55 Project: rédiger un manifest 4. Animals and people: real partners? • exprimer sa peur • exprimer une hypothèse part 1: Living with animals, p. 60 • décrire un mouvement part 2: Animals help people, p. 32 • caractériser et définir To read: Tierversuche (H. Martin), pp. 68-69 Project: écrire un texte de fiction 5. What do inventions bring us? • choisir la perspective passive • décrire des faits non réels dans le passé Part 1: Modern progress, p. 76 • qualifier un objet indéterminé part 2: The “man of the millennium”: Gutenberg, p. 79 • comparer deux objets ou deux personnes For reading: Elektropolis (E. Kästner), pp. 86-87 Project: décrire le fonctionnement d’un appareil 6. What does "have friends" mean? • Exprimer la quantité et l’intensité Part 1: Friendship is an obligation !, p. 92 • anticiper dans le récit au passé Part 2: Two famous friends: Frederick II and Voltaire, p. 95 • souligner des faits évidents • indiquer que l’on fait faire une action To read: The horse Lotte (S. Lenz), p. 102 • Thunder des ordres en employant le passif Project: écrire un poème 7. Playing: a serious matter? • décrire les règles d’un jeu • désigner une personne en la définissant part 1: board games, p. 108 • Demander des précisions sur une information Part 2: You are allowed to play !, p. 111 • qualifier une action • exprimer un déplacement orienté To read: Freunderfinder (P. Maar), pp. 116-117 Project: formuler les règles d’un jeu 8. The Rhine: Only one border? • décrire un paysage • dénommer des faits part 1: A European river, p. 122 • comparer deux objets part 2: A poet between two cultures: Heine, p. 126 For reading: How a friend becomes an enemy (G. Pausewang), pp. 130-131 Project: décrire le cours d’un fleuve 6 six

05003_01_p001a009 12/11/02 16:19 Page 7 Grammar is the trump card Loud sounds! Vocabulary PART 1: A. L'opposition nominatif / accusatif • Les oppositions voyelle longue / voyelle journeys B. Le pluriel des noms (1) brève C. La place du verbe • Accent de phrase Word families: PART 2: D. Le présent des verbes drive on; travel E. Le futur Poème: To whom God wants to show right favor F. La négation PART 1: A. L'expression de l'ordre et du conseil • L'opposition [ç] / [χ] (Ich-Laut / ah- Laut) have difficulties / B. La subordonnée en because • Accent de mot (origine étrangère), be gifted C. Le parfait accent de phrase PART 2: D. Le prétérit Word families: E. Le pluriel des noms (2) Poème: The Give singers; speak; think F. Relation directive / locative G. Le datif PART 1: A. La subordonnée en if • L'opposition [h] / [ʔ] (h aspiré / coup say yes / no - react B. La subordonnée en as de glotte ) C. L'emploi de must • Accent de phrase Word families: D. Le pluriel en -s law; Human; Prohibition E. L'emploi de want et de not allowed Poème: Request PART 2: F. Les noms masculins “faibles” G. L'expression du but par le groupe infinitif PART 1: A. L'expression de l'irréel par le subjonctif II • L'inflexion ¨- sur les voyelles fear of animals - B. La subordonnée complétive interrogative • Les diphtongues [aυ] et [a] love / torment animals C. La subordonnée relative • Accent de phrase PART 2: D L'adjectif épithète dans le groupe nominal Word families: avec déterminant Poème: arrogance protection E. La forme would avec infinitif F. Les prepositions suivies de l'accusatif PART 1: A. Le passif sans sujet • La diphtongue [ɔ] inventing B. Le subjonctif II passé • Le son [υŋ] C. Le relatif au datif • Accent de phrase Word families: D. Le génitif print; write E. Le comparatif Poème: The development of mankind PART 2: F. Le passif avec sujet G. Le passif au prétérit H. L'agent PART 1: A. Quantité partial • L'opposition [o] / [ɔ] ( voyelle longue / friendship B. Les verbes à complément d'objet voyelle brève) prepositionnel • Le [n] syllabique Word families: C. Quantité totale - quantité zéro • Le [ɐ] syllabique Freund D. Les pronoms à l'accusatif et au datif E. Le superlatif Poème: You and I PART 2: F. L'emploi de would pour anticiper G. L'emploi de let PART 1: A. Interroger sur des choses • Les oppositions [i] / [] et [y ] / [] Play - win / lose B. Interrogator sur une catégorie (voyelle longue / voyelle brève) C. La proposition subordonnée introduite • Accent de mot (mots composés) Word families: par who • Accent de phrase young; Game D. Le complément de lieu E. L'expression de la manière Poème: Assumption in Berlin PART 2: F. Interroger sur des personnes PART 1: A. L'expression de la mesure • Les oppositions [a] / [a] et [i] / [] Geography B. L'expression de la totalité (voyelle longue / voyelle brève) PART 2: C. L'emploi de als pour identifier • Accent de phrase word families: D. Désigner un fait word poème: The castle ruins 7 seven

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05003_01_p001a009 12/11/02 16:20 Page 9 MUSICAL HOLIDAY IN WASSERBURG Would you like to take part in a music course during the holidays? Who?. Are you between 13 and 18? Do you play an instru an orchestra played ment? Have you already in? Do you like to live in a warm group with us? If so, welcome! Where?. Our house is located directly on Lake Constance. What?. In a unique location and atmosphere, we offer a European meeting for young people this year with a program: a musical music lesson: 25 hours per week (3 hours in the morning in 2 groups - classical music or jazz and 1 to 2 hours after lunch) days for orchestral rehearsals) You will play a final concert: Mozart, Gershwin, Verdi. What else? When? Leisure activities: Windsu Dates: rfen, cycling, video, photography, games from the 10th evening, disco parties Trips in the Dreilän to August 28th dereck: in Germany to the Hohenzollern Castle in Switzerland to the Rh to Austria for the yes price: zzfestival in Bregenz. 595 DM / 304 Euros 9 nine

05003_02_p010a025 12/11/02 16:26 Page 10 Dans ce chapitre, tu vas apprendre ➜ à comprendre et à t'exprimer: - exprimer tes goûts - exprimer ta déception - justifier tes choix - thunder des horaires ➜ comment fonctionne la langue: 1 - L'opposition nominatif / accusatif - Le pluriel des noms (1) - La place du verbe PART 2 - Le présent des verbes forts - Le futur - La négation ➜ à connaître les pays germanophones: - la Suisse: coutumes et stéréotypes

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05003_02_p010a025 12/11/02 16:26 Page 12 K A P I T E L 1 TRAVEL FEVER 1. Pack a. Florian doesn't know what to take with him for the trip. Frau Binder helps him. You are Mrs. Binder. Listen and answer! Florian: Mom, what should I take with me for the day trips? Ms. Binder: For the day trips? Take a small backpack with you! b. Florian mustn't forget anything. His mother asks him if he has everything. You are Florian. Look at the list and answer it! Ms. B .: Have you already packed the umbrella √ umbrella? √ Address book Florian: Yes, I've already packed it. Films √ Case batteries √ Toothbrush flashlight te √ Toothpaste √ Pass a √ Sun cream GA ➜ 2. Enough or too much? Florian has no organizational talent: his mother has to control everything. You are Florian. Listen and answer! Frau Binder: Florian, look, you only have one sports shoe. enough: assez de too much: trop de Florian: Oh yes, two shoes are better. Ms. Binder: Why are you taking the three ties with you? Florian: That's right, one tie is enough. GB ➜ 3. Last purchases At the last moment, Florian realizes that he still needs a lot. Where should he go quickly? You: Florian still needs bread. He should run to the bakery quickly. 12 twelve

T E I L 1 4. Take care of your things! LISTEN AND REPEAT! partir en voyage travel à peu près 100 DM around 100 DM 50 Mark ne me suffisent pas. I can't get by with 50 DM. se faire du souci worry a. Listen! What is Florian taking with him? What does his mother think? Frau Binder: Florian, you want to go away tomorrow. Have you packed everything Florian: Yes, I think I haven't forgotten anything. Ms. Binder: towels, toothbrush, toothpaste, swimwear, T-shirts, sneakers, your beautiful shoes for the concert, sweets for the trip ...? Florian: Mom, I'm not a little baby anymore, and I would rather eat Swiss chocolate there anyway. Ms. Binder: You're right, we should always get to know the local specialties.And how much money do you take with you? Florian: I think around 100 DM1. Ms. Binder: That's way too much. 50 DM2 are enough. Florian: Well, you know Mutti, call every day, Grandpa Rudolf and Grandma Gertrud, Grandpa Otto and Grandma Ruth, Uncle Detlev and Aunt Anneliese write a card, get to know the specialties. I can't get by with 50 DM. Ms. Binder: Don't eat too much chocolate: it's not healthy and you get good food. And always go to bed early! Florian: Don't worry about that! But speaking of money: you know that Switzerland is very expensive. Maybe I want to buy a Swiss knife or a Swiss watch there. Frau Binder: You already have a watch. By the way, take care of your things! You don't know the group yet, and something can always happen. 1. 100 DM = 51 € b. What do you think? Florian is looking forward to his vacation 2. 50 DM = 25 € in Switzerland, his mother not so much. Why? Remember that! ➜ 13 thirteen

05003_02_p010a025 12/11/02 16:26 Page 14 K A P I T E L 1 5. What are Germans looking for on vacation? a. A poll: read the results! You: 71 percent of Germans want to enjoy a beautiful landscape on vacation. Survey ■ ✗ enjoying a beautiful landscape ➞ 71% ■ ✗ having a healthy climate ➞ 61% ■ ✗ eating well ➞ 61% ■ ✗ having a clean environment ➞ 58% ■ ✗ being able to swim ➞ 56% ■ ✗ making new friends ➞ 52% ■ ✗ don't spend too much money on accommodation ➞ 52% ■ ✗ live in a quiet area ➞ 49% ■ ✗ get to know other countries and other people ➞ 43% b. Florian and his mother took part in the survey. What did you answer? Ms. Binder: It is important for us to enjoy a beautiful landscape. So we like to go to the mountains. It is also important ... c. And what is important to you? GC ➜ UNDER US SAID… ▲ Many people want to travel and have travel bug. Why? Now it's your turn. Your parents want to invite your pen pal over to the holidays. You write him a letter. You make him a few suggestions about the travel destinations, what you can do, what he should take with him, what he doesn't need, etc ... 14 fourteen

05003_02_p010a025 12/11/02 16:27 Page 15 T E I L 2 TRAVEL AND EXPERIENCE 1. Beware of clichés! a. What do you say about these Europeans? You: The French eat baguette, they say. It is also said that it drives very quickly. b. Is it really like that? Ask the teacher questions! You: Do all the French eat baguettes? GD ➜ 2nd advertisement Remember that! ➜ a. What do these brochures promise? be disappointed: être déçu you: go to Mallorca! You will have a good rest there. expect something: s'attendre à trouver qc. GE ➜ b. The tourists are then disappointed. You are writing a postcard. Help them! 3. Disappointment This woman expected a lot, but sometimes she is disappointed. When? You: The woman is disappointed when she does not have a view of the sea. GF ➜ 15 fifteen

05003_02_p010a025 12/11/02 16:27 Page 16 K A P I T E L 1 4. The pulling mouse LISTEN AND REPEAT! Je viens d’arriver. a. Listen! What is Stephan looking for in Switzerland? I just arrived. le trou das Loch (¨- er) Basel, Hurray! le gruyère the Swiss cheese I'm in the mouse paradise. I am in Switzerland! b. Read! What does Stephan experience in Switzerland? Why is France an insider tip? Wilhelm points to a lady in front of a snack bar. She had just dropped a french fry. She picks it up with pointed fingers and puts it in a garbage can. The garbage can has a snap lock. 5 You can't even crawl into it1. “And I thought Switzerland was a mouse paradise,” I say. “Here you have to starve yourself2. I would like to emigrate to France3 ”, says Wilhelm. 10 “To France?” I ask. “Yes,” says Wilhelm, “France is an insider tip among Swiss muesli4.” And he tells me that the French eat5 long rolls at all meals, which they call 15 “baguettes”. You break off pieces of these baguettes when you eat, which is ideal for mice, because of course a lot of crumbs7 fall off in the process. And there is another wonderful French custom8. After the meal there is cheese. The most varied types, long, round, oval cheeses with or without mold9, etc ... “Don't we want to go to France?” I say to Wilhelm. "In France we will not go hungry: I promise you." Freely adapted from Uwe Timm, Die Zugmaus 1. crawl in (o, o): se faufiler à l'intérieur - 2. starve yourself: lutter pour manger à sa faim - 3. emigrate: émigrer - 4. (r) insider tip (-s): le bon “tuyau” - 5. (e) meal (-en): le repas - 6. waste (ä, ie, a): tomber - 7. the crumbs: les miettes - 8. (e) habit (s): l'habitude - 9. (r) mold: la moisissure. 16 sixteen

05003_02_p010a025 12/11/02 16:27 Page 17 T E I L 2 c. Let's go to France! What time do the mice leave? When do you arrive in Paris? Take a look at the timetable and tell us! Your timetable / Vot Du: You are taking the train from Zurich. re horaire / Il vostro orario You drive at… 114 L'Arbalè te Zürich – Base l – Paris 1–2 Bahnhof / Gare / Stazion e an from arrivée départ arrivo partenza Zürich HB Basel SBB 7.15 8.12 8.23 ​​Mulhouse 8.46 8.48 Belfort 9.16 9.18 Vesoul 9.52 9.53 Troyes 11.41 11.42 Paris-Est 13.13 SAID WITH US ... ▲ Stephan and Wilhelm do not want to stay in Switzerland. Do you think it is right to go to France? Now it's your turn to watch these scenes from Asterix with the Swiss! Do you recognize some clichés? Describe the sign on the border! What does the Gallic side look like? BETWEEN US ... And the Swiss one? Describe the hotel room! What do we learn about industry in Switzerland? 17 seventeen

05003_02_p010a025 12/11/02 16:27 Page 18 K A P I T E L 1 GRAMMAR IS TRUMPING Révisions A. L’opposition nominatif / accusatif • Le nominatif est le cas du sujet (ou de son attribut): The boy's name is Florian Binder. Otto Binder is his grandfather! • L’accusatif est le cas du complément de la plupart des verbes transitifs: Florian takes an umbrella with him. He's already wrapped it up. On retrouve sur les pronoms une marque qui rappelle celle du déterminant der, die, das nominatif: he, she, es accusatif: him, she, es ➜ L'accusatif s'emploie également après certaines prépositions: par exemple après for (pour) , et in (dans, à) lorsqu'il s'agit d'une relation directive (cf. précis p. 146). Florian needs a film for the trip. He has to go to the photo shop quickly. ● 1 Une mère anxieuse! Réponds pour Florian. And your passport? ➜ Don't worry, 1. And the travel provisions? - 2. And the travel literature? - 3. And your camera, I already have it? - 4. And your music books? - 5. And your address book? packed! Revisions B. Le pluriel des noms (1) Les marques les plus fréquentes de pluriel des noms sont: • -e ou ¨- e pour le masculin: (r) day, days; (r) shoe, shoes; (r) film, films; (r) passport, passports • -er ou ¨- er pour le neutre: (s) cloth, cloths; (s) glass, glasses; (s) egg, eggs; (s) book, books • - (e) n pour le féminin: (e) sock, socks; (e) pants, trousers; (e) tomato, tomato ● 2 Pas un, mais plusieurs! Insist on the quantity. Did Florian only pack a book? (two) 1. Did Florian only take one tomato with him for the trip? (two) ➜ No, he has ° two 2. Does Ms. Binder only have one girlfriend? (three) books packed! 3. Does Florian only have one friend in the class? (five) 4. Did Florian only buy one film? (two) 5. Does the Stein family only have one child? (three) revisions C. La place du verbe 1. Dans le groupe infinitif, le verbe se trouve à la dernière place et est donc précédé de tous ses compléments: for the camera you need a new battery Cet ordre est celui que l'on retrouve dans la proposition subordonnée, où le verbe conjugué reste à cette dernière place: Florian realizes that he needs a new battery for the camera. 2. A chaque type d’énoncé correspond une place du verbe conjugué bien précise. • Dans l’énoncé déclaratif, le verbe se met à la 2e place: Tonight Florian is packing his things. He quickly goes to the photo shop. • Dans l’énoncé interrogatif, le verbe est à la 1re place lorsque la question porte sur l’ensemble: Do you need a new battery? ou à la 2e place, précédé d'un mot interrogatif (who, when, why…), lorsqu'il s'agit de demander une information partial (sur la personne qui agit, le moment de l'action, la raison …): Why do you only take one film with you? 18 eighteen

05003_02_p010a025 12/11/02 16:27 Page 19 ● 3 Une rude journée de preparatifs pour Florian! before breakfast - the Forme des énoncés déclaratifs travel bag. get out of the basement ➜ Before breakfast, Florian 1. fetches in front of school - make a program of the travel bag from the basement. 2. Immediately after school - call Grandpa and Grandma Richter 3. in the afternoon - go to the hairdresser 4. around 4 p.m. - do some shopping 5. after dinner - put everything in the travel bag, the money and the passport in the backpack do ● 4 Des questions importantes avant le départ! [les provisions] - on the Formule des questions en t’aidant des indications données. Take away food ➜ What do I take 1. [l’heure de départ du train] - go to dinner with me? 2. [le lieu de rencontre] - meet 3. [la personne qui accompagne à la gare] - bring to the train station 4. [l'heure d'arrivée à Wasserburg] - arrive 5. [le temps qu'il fait au Lac de Constance] - his ● 5 Que disent-ils? Rends compte des mini-dialogues. Ms. Binder: “- And your passport? Florian: - Already packed! " 1. Ms. B .: “- And your sunglasses? ➜ Ms. Binder asks if he is- Florian: - I don't need it! “Has not forgotten a passport. 2. Ms. B .: “- And the letter to Grandma Ruth? Florian replies that he has already packed it Florian: - Already written! “. 3. Ms. B .: “- And your films? Florian: - Already bought yesterday! " 4. Ms. B .: “- And your homework? Florian: - Already done! "5. Ms. B:" - And the pills for headache? Florian: - Don't feel like it! " Revisions D. Le présent des verbes forts Au présent, certains verbes forts modifient leur voyelle (ou diphtongue) du radical aux 2e et 3e personnes du singulier: • les verbes en -e-: take ➞ you take, he takes de même: step (i), speak (i), give (i), help (i), eat (i), forget (i), read (ie), see (ie) • les verbes en -a-: drive ➞ you drive , he drives de même: carry, hit, sleep, fall et: run ➞ you run, he runs ● 6 Que va-t-il se passer? Forme des énoncés interrogatifs en take a lot of luggage utilisant comme sujet le groupe donné entre parenthèses. (her) 1. don't take a rucksack with you (you) - 2. ride with you (the music teacher) ➜ Do you take a lot - 3. meet the others at the train station (you) - 4. bring luggage with you? half an hour before departure meet (you) - 5. eat with you in the youth hostel (the conductor) 19 nineteen

05003_02_p010a025 12/11/02 16:27 Page 20 CHAPTER 1 E. Le futur 1. Le futur se forme avec un auxiliaire (to be) et l'infinitif du verbe concerné: rest I will rest we will rest you will you rest you will rest he / she will rest they will rest Seul l'auxiliaire conjugué se déplace, selon le type d'énoncé: the tourists will rest by the sea. But won't these people get bored? 2. Le futur est moins utilisé en allemand qu’en français. Ainsi, lorsque le contexte permet de situer l’action dans le futur, on se contente du présent: My pen pal comes in summer and we all go to the mountains. Cet été mon correspondant va venir et nous irons tous à la montagne. Le futur s’emploie surtout lorsqu’on veut montrer qu’on est sûr de ce qui va se passer, par example lorsqu’on fait une promesse: Go to the sea! You will rest there. ● 7 Des promesses. Forme des énoncés au futur. The tourists? be satisfied ➜ The tourists will 1. The tourists? experience something be satisfied. 2. The children? allowed to play outside 3. The old people? resting in nature 4. The music teacher? can go to a concert every day 5. Me? Forget all your worries Révisions F. La négation Lorsqu’on veut nier un fait, on emploie la négation not: you will not be bored with us! Ms. Binder thinks that chocolate is not healthy ... On emploie le déterminant négatif no-lorsqu'on veut indiquer que la quantité est égale à zéro: drink coffee ➞ don't drink coffee have time and money ➞ have no time and no money have a camera ➞ don't have a camera have friends ➞ don't have friends ● 8 Pas du tout! Réponds négativement aux questions posées. People want to rest. 1. My little sister wants to go with me - 2. Florian wants to go But they can take the bus - 3. The boy wants to be alone - 4. These tourists don't rest. want to experience a lot - 5. The music teacher wants to eat in the youth hostel. ● 9 Rien you tout! Raconte les malheurs de Monsieur Pechmann a quiet room en utilisant des énoncés négatifs. get 1. have a view of the sea - 2. get to know people - 3. beer ➜ he gets no and sausage - 4. save money - 5. find another hotel, quiet room. - 6. Have luck with the weather. 20 twenty

05003_02_p010a025 12/11/02 16:27 Page 21 VARIATIONS For listening What did Kathrin experience? To write Imagine: You are an ethnologist and have to write an article about Switzerland and Swiss customs. Tell! (What does the country look like? What do the Swiss eat? What languages ​​do they speak? What do they do in their free time? ...) 21 twenty-one

05003_02_p010a025 12/11/02 16:27 Page 22 K A P I T E L 1 For reading Who do the 6b students get to know? How do you react? The Indian in 6b “Say, where are you from? From the Wild West? “Asked Nicole. Tom grinned: "No. From Manhattan. ”“ I thought New York, ”said Enzo. 5 Nicole laughed at him: "Manhattan is part of New York, you donkey!" "Yeah," said Tom. “Manhattan is bigger than Lucerne.” “Are you really an Indian?” Doubted1 Beatrice. "Yeah. You can soap me2. The red color doesn't come off! ”Everyone laughed, and Nicole asked:“ How come your tribe3 is called the 10 “Crows4”? ”“ That is our totem animal. ”“ Like Uri's bull, ”said Roger wise5. "Why are you in Switzerland?" Asked Patrick. “My mother is a computer engineer. She's in Lucerne for a year. ”15“ And your father? ”“ He's a folklorist6 and is writing a book. ”“ About what? ”“ About Swiss customs7. My father says there are a lot of interesting things. ”Patrick was amazed8. “An Indian who writes about Swiss customs?” 20 Tom shrugged his shoulders9 and answered “Why not? The Swiss also write about our customs. ”“ Actually logical, ”said Nicole. The others nodded10, including Moni. Yes, they knew that. freely based on Federica DE CESCO, The Indian in 6b 1. doubt: se demander - 2. soap: savonner - 3. (r) trunk (¨- e): la tribu - 4. (e) crow (s): la corneille - 5. wise: avec sagesse - 6. (r) folklorist (-): l'ethnologue - 7. (e) custom (s): la coutume - 8. amazed: étonné - 9. shrug your shoulders (o, o): hausser les épaules - 10th nod: acquiescer (d'un mouvement de la tête). 22 twenty two

05003_02_p010a025 11/12/02 16:27 Page 23 Loud sounds! A. Pronunciation French - bread [o] [ɔ] ton - Loch voyelles longues {Spanish - lady Italian - area shoes - calm fever - climate [a] [e] [u] [i] [a] [ε] [υ ] [] passport - pocket knife - money mother - hunger film - umbrella {voyelles brèves B. emphasis They ° say that the French ° eat a lot of bread. But it is also said ° that the Spaniards ° speak quickly. Everything just Kli ° schees! Take care of your ° things. Something can always happen! Whom God wants to show right favor Whom God wants to show right favor, He sends him into the wide world; He wants to show him his miracles, In mountain and forest and river and field. Eichendorff Vocabulary (s) Journey (s) Travel How? ab lfahren (ä, u, a) (e) drive (s) go (ä, u, a) go by train to ... go (ä, u, a) (r) go on holiday on holiday by car drive out ...come (a, o) fly (o, o) before the trip during the trip after the trip take something with you (i, a, o) nice weather have been happy about something need to enjoy the landscape disappointed be forgotten something (i, a, e) visit a museum remember something (r) backpack (-¨ e) - (r) suitcase get to know people / specialties (e) memory (s) pack the suitcase make friends (a, o) (s) Souvenir (s) looking forward to something spend money (i, a, e) expecting something out of rest word families go (e) take off trip (s) travel destination (s) take a ride (s) luggage (s) departure REIS- ( s) Travel bug Beware of the departure! FAHR (r) travel provisions (r) school trip (r) driver (r) passport (s) bicycle (r) car driver (s) travel reading travel (r) timetable (r) bus driver (r) traveling cyclist 23 twenty-three

05003_02_p010a025 12/11/02 16:27 Page 24 C A P I T E L 1 P R O Collect information about your area and make a brochure! Where is your area? What does the landscape look like? What can you see there? What do you produce? Is there a specialty? Do you have a local hero? In the following example, choose the expressions you need! If you are swiss chees y ou will have problems: Unsightly corners, omme n! l Specia definitely s kolade. We really want you to know our hands and products. ereck: hw eiz lies in the tri-border region Di e se nz Eu rop a D The O stsc empire. Tschland, Öster in ga Schweiz, Deu egions in the rt to the most beautiful R You belong to Switzerland. Info about our homeland. Find out about the Seh en eiz visit! en u ns to your Ostschw We were looking forward to it. There are lakes and many different landscapes. In eastern Switzerland, in the cantons of Schaffhausen, you can swim, sail, sail, rivers and rivers on a ship to the highest level. You can n. In Glanerland you are or wall high. Almost 4,000 meters The Rhine Falls) (at Schaffhaus eit is 175 meters long and 23 meters of tar. It is the largest fruit trees: Europe's waterfall. Vi feltrees grow here. Cherry and apre fruits W e export our Europe. to 24 twenty four

05003_02_p010a025 12/11/02 16:27 Page 25 J E K T lies in the prince of his ch d nm. it outstei z Liecht city Vadu s pt da Hau hloss ist tentums. s S c For the da ol of New Year's Eve Symb Celebrates every year. Because there is an e you can do this. walking and masks n excursion Take a trip to the Vierwald- after Küssnach you will be the lake of Stättersee. There nalhelden Schweizer Natio d meet you a lot. He says hi about the gifts. Switzerland are you telling us? drive agen. How do you get by train or with the W ith the Zurich). You can fly m (airport in ch You can go to Europe! The opposite is in the heart of Switzerland If you have pen pals, you can send them your brochure as an invitation: They will definitely be happy! 25 twenty-five

05003_03_p026a041 12/11/02 16:58 Page 26 Dans ce chapitre, tu vas apprendre ➜ à comprendre et t'exprimer: - exprimer le découragement - encourager quelqu'un - évoquer la biography de quelqu'un - décrire un itinéraire ➜ la langue: PART 1 - L'expression de l'ordre et du conseil - La subordonnée en weil - Le parfait PART 2 - Le prétérit - Le pluriel des noms (2) - Relation directive / locative - Le datif ➜ à connaître les pays germanophones: - Mozart, enfant prodige

05003_03_p026a041 12/11/02 16:59 Page 27 CHAPTER 2 CHAPTER Do you have to be talented?

05003_03_p026a041 12/11/02 16:59 Page 28 K A P I T E L 2 ONLY COURAGE! 1. Just don't give up! LISTEN AND REPEAT! 1. Pour encourager quelqu’un 3. Pour encourager quelqu’un à persévérer Take courage! Heads up! Don't give up right away! Try to read the text again! That will work for sure. 2. Pour affirmer que 4. Pour proposer une aide concrète la réussite est possible Try it! You can do it. Come on, let's do it le courage: the courage together! We can essayer: try asking the others! renoncer: give up. Your friends have problems and think they can't do it. Give them some advice! You: Have courage! Try to write with your left hand! That will work for sure. GA➜ Remember that! ➜ 28 twenty eight

05003_03_p026a041 12/11/02 16:59 Page 29 T E I L 1 2. You can do it! LISTEN AND REPEAT! a. Listen! Why is Antje faire une faute so nervous about making a mistake? Who is helping her? How? apprendre par cœur memorize avoir une bonne mémoire have a good memory un enfant prodige a child prodigy la flûte enchantée the magic flute Antje: Oh dear, oh dear, Claudia, the concert is already in a week and I still make so many mistakes. Claudia: Oh, Antje, you still have a lot of time to practice. Antje: I'm supposed to play in front of the others, by heart. I just can't do that. Florian: Why can't you? Antje: Yes, because I forget something every time. Florian: I don't have that problem, thank God! Because I have a good memory. Claudia: Sure, Florian, you have a very good memory. We all know that. But take courage, Antje, don't give up right away! Mozart also started small. Antje: Thanks for the compliment, but I'm really not a child prodigy. Florian: So it won't be a magic flute ... Claudia: Oh, Florian, leave your stupid comments! Come on, Antje! I can help you: we practice together, then it will definitely work. You can do it. Antje: Thank you, Claudia, I can rely on you. We'll try right away. Florian: Wait a minute, what did the conductor say? When is the dress rehearsal? Claudia: But Florian, he has said it ten times. Florian: That's right, but I never notice it. Claudia: Oh! b. What do you think? Does only Antje need help? GB ➜ Remember that! ➜ 29 twenty nine

05003_03_p026a041 12/11/02 16:59 Page 30 K A P I T E L 2 3. Tips for a good memory Give Antje tips! You: You should have a real breakfast every morning. 4. Of course not paying attention! Florian doesn't have a good memory. Listen and tell what he forgot! Claudia: The conductor said: We shouldn't forget the notes. You: But of course Florian forgot the notes! GC ➜ BELOW US… ▲ What is it like when you don't have a good memory? Should one study alone or with a friend? Now it's your turn. Tell me how Antje did it! 30 thirty

05003_03_p026a041 12/11/02 16:59 Page 31 T E I L 2 MOZART: THE WONDERFUL CHILD 1. Mozart's childhood Read and answer the questions! ■ 3 Little Mozart was interested in music very early on and ■ 1 Wolfgang Amadeus Mozart ■ 2 His father Leopold was already four years old. On January 27, 1756, he became a well-known musician. He was playing the piano. His father was born in Salzburg, Austria. Violonist and Vice Kapellmeister proud of him and soon recognized the Archbishop in Salzburg. Wolfgang's talent. ■ 4 Mozart's father was strict ■ 5 Leopold taught his children himself. Shortly after and authoritarian, but he made Wolfgang's birth a book about violin lessons, so everything for his two children: he didn't need a tutor for his children. Wolfgang learned not only music from Wolfgang and Maria Anna, his father, but also languages ​​and others called Nannerl. Subjects. He didn't go to school. GD ➜ 2. In Mozart's birthplace, HEAR AND REPEAT! a. Describe the museum hall! ambitieux ambitious obstiné stubborn la rencontre the encounter b. Listen! Did Mozart have difficulties sometimes? ➜ GE Remember that! ➜ 31 thirty one

05003_03_p026a041 12/11/02 16:59 Page 32 K A P I T E L 2 3.Mozart's Travels Look at the map and speak! You: Mozart went to France in 1763. In Paris he played with the Marquise de Pompadour. GF ➜ 32 thirty-two

05003_03_p026a041 12/11/02 16:59 Page 33 T E I L 2 4th concert at court The audience shows their enthusiasm. How come? Describe the picture! You: The man with the wig congratulates Wolfgang. He shakes his hand. (r) letter (s) glasses (r) hat (r) sunshade (s) book (s) child (r) stick GG ➜ TOLD ABOUT US… ▲ Was Mozart a child prodigy or did he become a genius? Was it that easy for him? Now it's your turn. Imagine you've become a famous person (a sportsman, an artist, a musician, a painter, a politician ...). A journalist writes about you (childhood, family, school, what you learned, job ...). What is he writing? .... is in the year …………. born in ………………. ..... attended school ... ... in ....... Then ... 33 thirty-three

05003_03_p026a041 12/11/02 16:59 Page 34 K A P I T E L 2 GRAMMAR IS TRUMP Révisions A. L'expression de l’ordre et du conseil Il y a plusieurs façons d’exprimer l’ordre ou le conseil. • On peut employer un énoncé injonctif à l’impératif. Le verbe est alors en première position: Try (s) it again! Do not give up! Don't be so pessimistic! Try again! Do not give up! Don't be so pessimistic! Try it! Give me a chance! Do not be mad at me! • On peut employers le verbe de modalité should dans un énoncé de forme déclarative: You should practice every day! You shouldn't forget the notes! You should give me another chance! • On peut employer un groupe infinitif: watch out! Look to the right and left! Walk across the street quickly! • On peut also employers le verbe de modalité can dans un énoncé déclaratif qui exprime alors un conseil: You can ask me. You can ask the class teacher. You can call me. ● 1 Conseiller, c’est déjà un peu aider… practice every day (Antje) Donne des conseils aux personnes indiquées ➜ Antje, practice every day! en employant les groupes infinitifs donnés. ➜ Antje, you should practice every day! 1. don't tell so much and pay more attention (Florian) 2. don't be so strict (Mr. music teacher) 3. eat muesli for breakfast (Claudia) 4. don't forget the notes (Florian and Claudia) 5. go to bed early and longer sleep (Antje) Révisions B. La subordonnée subordonnée en en weil • On emploie une subordonnée introduite par weil pour informer sur une cause ou une raison. On l’utilise donc surtout après une question en “why?”. • Comme dans toute subordonnée, le verbe garde sa place finale: tourists are often disappointed because they expect too much. ● 2 Le cœur a ses raisons… Why does Stephan want to go to Paris? Réponds aux questions posées en te (where nice mice can meet) servant des groupes infinitifs proposés. ➜ Because he can meet nice mice there! 1. Why is Stephan going to Switzerland? (want to go to the cheese factory there) 2. Why are the mice looking forward to Paris? (can eat white bread there) 3. Why is Antje restless? (still make a lot of mistakes and still have to practice a lot) 4. Why does Claudia want to help her? (always happy to help others) 5. Why does Florian make stupid comments? (wanting to make fun of the girls) 34 thirty-four

05003_03_p026a041 12/11/02 16:59 Page 35 (voir aussi le précis grammatical, pp. 143, 144) Revisions C. Le parfait Le parfait indique qu’une action est terminée. On l’utilise lorsqu’on veut faire un bilan. Il est formé d’un auxiliaire conjugué (have ou be) et du participe II du verbe concerné. 1. L’auxiliaire sein s’emploie pour les verbes intransitifs qui expriment un changement de lieu ou d’état: The students went to bed early. You fell asleep right away. Frank is tired: he ran all day. L’auxiliaire have s’emploie dans tous les autres cas: Mozart also started small! Have the tourists rested on the island? 2. Le participe se forme - pour les verbes faibles, sur le radical du verbe avec les marques et -t: said, learned - pour les verbes forts, sur le radical (éventuellement modifié) avec les marques et -en : drove, gone, done. Les verbes non-accentués sur la 1re syllabe ne prennent par la marque ge: telephoned, received. ● 3 indiques que tout cela est déjà fait. Antje still has to practice today. ➜ But she has already practiced! 1. The children still have to ° eat breakfast. - 2. Antje has to ask the other °. - 3. Claudia still has to read the score ° three times. - 4. The girl should try again. - 5. We still have to call the teacher °. (voir aussi le précis grammatical, pp. 143, 144) Revisions D. Le prétérit Le prétérit s’emploie pour situer une action ou un événement dans le passé. Il est très fréquent dans les récits (par exemple les contes, les textes historiques, les biographies etc ...). Il se forms différemment selon le type de verbes. 1. Pour les verbes faibles, on ajoute la marque -te- au radical du verbe: The child learned music from his father. Attention: lorsque le radical se termine par un -t, l'ajout d'un -e- est nécessaire: he worked 2. Pour les verbes forts, on modifie leur radical (voyelle ou diphtongue): the boy took the violin and played . Later Mozart wrote many operas. 3. Pour les verbes tels que know, think ou bring, on a les deux types de marques: Many people knew the child prodigy and brought him presents. 4. Les verbes de modalité forment le prétérit comme les verbes faibles, mais perdent l’in- flexion de leur radical: The boy had to practice a lot and was then able to play very well. ➜ Les marques de personne du prétérit sont: -ø, -st, -ø, -en, -t, -en ● 4 Histoire d’une réussite. Raconte les événements au passé. The child lives in Yugoslavia. One day the war comes and the whole family goes to Germany. The father works in a restaurant, the mother stays at home because she still has a young daughter. The son was already 15 years old at the time. He goes to a German school, has to learn a lot and can speak German very quickly. Then he wants to work, he looks for a job and immediately finds a job at Daimler-Chrysler. The family is sometimes homesick, but everyone is happy that they made it abroad. 35 thirty-five

05003_03_p026a041 12/11/02 16:59 Page 36 N O P I T E L 2 E. Le pluriel des noms (2) Les autres marques de pluriel des noms sont: • ¨- er pour le masculin: (r) man ➞ the men; (r) forest ➞ the woods • ¨- e pour le féminin: (e) mouse ➞ the mice; (e) city ➞ the cities • -e pour le neutre: (s) work ➞ the works; (s) Instrument ➞ the instruments Révisions F. L’opposition relation directive / relation locative L’opposition entre la relation directive (déplacement orienté vers un but) et la relation locative (séjour dans un lieu) est exprimée de différentes manières. 1. Lorsqu'il s'agit d'un nom géographique sans article, on emploie la preposition in pour indiquer le lieu où l'on est et la preposition nach pour indiquer le lieu où l'on va: Mozart was born in Austria and later went to France. 2. Lorsqu'il s'agit d'une personne, on emploie la preposition at pour indiquer la personne chez qui l'on est et la preposition zu pour indiquer la personne chez qui l'on va: he learned from his father and left then to a teacher. 3. Lorsqu'il s'agit d'un nom de lieu avec un article, c'est généralement le cas qui exprime le type de relation: l'accusatif pour le lieu où l'on va, et le datif pour le lieu où l'on est. Stephan drove to Switzerland, wanted to go to a cheese factory and met a friend at the train station. ● 5 D’un lieu à l’autre… Forme des énoncés. the parents - a teacher (the boy) ➜ First the boy was with the 1. Salzburg - Vienna (the orchestra) - 2. Austria parents, then he went to a teacher. - Italy (the family) - 3. the class teacher - the headmaster (the parents) - 4. the parents - the grandparents (the children) - 5. Switzerland - the foreign country (the little mouse) (voir aussi le précis grammatical, pp. 142, 145, 146) Révisions G. Le datif 1. Le datif s'emploie avec certains verbes: le complément d'objet au datif indique générale- ment la personne bénéficiaire ou destinataire d'une action. Il peut s’agir de verbes qui n’ont qu’un objet (help, congratulate, thank ...): The lady congratulates the child prodigy. ou de verbes qui ont deux objets et qui expriment un changement de possesseur: The lady gives the children a pack of sweets. 2. Le datif s’emploie également après certaines prépositions, par exemple at, with, from, to…: Mozart wrote his first piece at the age of six. He could learn a lot from his father. On retrouve les marques du datif sur les pronoms: I help my boyfriend, my girlfriend, my parents. {{{I will help him, you, them. ● 6 Qui est concerné? Réponds aux questions. Who does Claudia want to help? (her friend Antje) 1. Who should Antje thank? (her friend Claudia) ➜ She wants her 2. Who do the people at court congratulate? Help (the child prodigy) friend Antje. 3. With whom did Mozart study? (his father) 4. Who did Mozart play with as a child? (his sister) 5.Who do people give flowers to? (the two children) 36 thirty-six

05003_03_p026a041 12/11/02 16:59 Page 37 VARIATIONS For listening What has Lars Windhorst done so far? Is it normal? LISTEN AND REPEAT! l'économie die Wirtschaft avoir un sens particulier de l'économie have a special instinct for economics la petite entreprise the small business la caisse d'épargne the Sparkasse de temps à autre every now and then les gens du même âge the peers Karin has in for writing told a youth magazine about their problems. She needs help. Answer her! - Give her some advice! - Give her examples of people who haven't given up! e In g e! hen we start a new topic, dear. We are a big problem, especially in math difficulties. I'm sitting there in front of me I have good, li then suddenly I have.! My mother practices with me. She is all of it, I don't understand any further. Just don't scream. The consequence: I give up my mother and com m e al a booklet, and some the courage, because I think I am a teacher too m a nc h. ch t more ride. I leave, I d arf ni Karin will bö h il f m ir! itte stupid for everything. B from "Treff Nr. 3", March 2000 37 thirty-seven

05003_03_p026a041 12/11/02 16:59 Page 38 K A P I T E L 2 For reading Both boys have problems, but who is helping whom? Have you tried it before In the late afternoon Hannes drove to Silberstrasse to play with Kurt, A as they had agreed the day before. It was raining, they couldn't play outside anyway1. […] Kurt was sitting in his wheelchair when Hannes stepped into his room. He painted2 on a table that he turned3 alone as he needed it. 5 His father bought it specially for his son. Kurt painted landscapes4 and objects5 that he saw from the window. At school you could see his pictures in the classroom and in the showcases in the hallways6 because they were the best. Sometimes he painted in such a way that his parents didn't understand, and when they told him that the tree was really different, he just replied, “I paint the tree as I see it.” Then his parents said nothing more and let him paint as he wanted, because he didn't listen to the opinion of his parents anyway. “Are we playing garage again?” Asked Hannes. "Don't you want to paint with me?" Kurt asked. “I can't,” said Hannes. 15 “Why can't you? Have you tried it before? "And when Hannes answered" No ", Kurt said:" Well, then you can't know whether you can do it or not. Sit down with me. ”Hannes tried it. He painted on it, and with a lot of imagination what was on the paper could be mistaken for a house or a garden fence or an animal. 20 Kurt, who looked at it, said: “Never mind, it will be better next time.” Based on Max VON DER GRÜN, suburban crocodiles 1. outdoors: dehors, à l'extérieur - 2. painting: peindre, dessiner - 3. Turn: tourner - 4. (e) Landscape: le paysage - 5. (r) Subject (¨- e): l'objet - 6. (r) Corridor (s): le couloir. 38 thirty-eight

05003_03_p026a041 12/11/02 16:59 Page 39 Loud sounds! A. Pronunciation [ç] [χ] not really not try but memory make daughter equal Austria Week France Language B. Emphasis Compliment Talent Conductor Journalist Music Violonist Comment Concert Already at the age of four, little Mozart learned to play piano four. His father, a well-known violonist, recognized his talent and gave him music lessons. The singer I sing as the bird sings That dwells in the branches. The song that comes out of your throat Is a reward that is richly worthwhile. Goethe vocabulary losing courage (o, o) being gifted giving up (i, a, e) (s) child prodigy have difficulties being helpless being (s) talent (s) making a mistake need help (s) genius (s) do not understand (a, a) understand (a, a) forget something (i, a, e) cannot remember something do not have a good memory do not give up (i, a, e) try something quickly and well [work answers practice have a good memory memorize memorize word families GIVE SPEAK (s) language THINK gave (s) talent spoke (s) mother tongue thought talented (s) foreign language (s) memory untalented (s) pronunciation 39 thirty-nine

05003_03_p026a041 12/11/02 16:59 Page 40 K A P I T E L 2 P R O Albert Einstein is back. He's giving a press conference today. Your class can be there as a journalist or as a listener. - What questions do the listeners ask? - How does the journalist recapitulate these questions? - Have a student play the role of Einstein. Play this scene in front of the video camera! Before in front of the camera - distribute the roles: Who - makes sure that nobody plays in which role? the room is coming! - Learn your role by heart, - Close the windows! because you are not allowed into the - stand against the light! Look at the notes, but you have to speak freely! - Look straight into the camera! - Think about whether you should dress up - - Speak loudly and clearly! who wants and which - emphasizes all words correctly! Props you need. - Test the camera, the sound Have fun! and the light! 40 forty

05003_03_p026a041 12/11/02 16:59 Page 41 J E K T Look for information in the following text from a lexicon! EINSTEIN, Albert I can do it more German-American physicist (Ulm, Germany, 03/14/1879 - Princeton, USA, 1. When Meike was just under a year old, 04/18/1955) she could long since stand. She practiced tirelessly walking along the wall. She easily made three steps, almost the fourth too. But she preferred to land on her stomach. She looked around and laughed and perhaps thought for the first time: Albert Einstein was born on March 14, 1879 in Ulm. His father was a businessman. He had a small factory that made dynamos, arc lamps and "I can do it (2x), I can do it all by myself." Measuring instruments produced. Business was not going well and the family had to move often. I'm sure to come (2x) He wasn't a child prodigy or a model student. He also got back on his feet. learned to speak very late and his parents thought that he was not normal. Einstein went to the Luitpold - maybe a lot of strength, grammar school in Munich. He didn't like going to school, but at least I have school: he hated discipline. The teachers already recognized something completely different. "Not his talent. He left school at the age of 15. He wanted to go to a technical school in Zurich, 2. When Meike was in school, but he couldn't take the exam. He actually was She was doing pretty well there. Not good in languages. Only when she was at the parallel bars in sport, He then went to another school in Switzerland, she almost lost heart, (Aarau). There was a good school atmosphere. He especially when The class saw "lived with a teacher of history and Greek. How she tormented herself." He often skipped school, he preferred to stay at home, she would have preferred to run away, learned physics and played the violin. And much was not missing. In 1900 he finished his studies and he found But she stood there and thought: Work, first in Bern, then at the university in "I have to go through that, that would be Zurich, Prague and Berlin. laughed. "... In 1921 he received the Nobel Prize in Physics. In 1933 he left Germany because he was against Hitler. Rolf Zuckowski On April 18, 1955 Einstein died in the hospital in Princeton. 41 forty-one

05003_04_p042a057 12/11/02 17:03 Page 42 Dans ce chapitre, tu vas apprendre ➜ à comprendre et t'exprimer: - refuser quelque chose - interdire quelque chose - montrer sa réprobation - exiger quelque chose ➜ comment fonctionne la langue: PART 1 - La subordonnée en if - La subordonnée en als - L'emploi de must - Le pluriel en -s - L'emploi de want et de not allowed PART 2 - Les noms masculins «faibles» - L'expression du but par le groupe infinitif ➜ à connaître les pays germanophones: - Guillaume Tell et l'indépendance de la Suisse

05003_04_p042a057 12/11/02 17:04 Page 43 CHAPTER 3 CHAPTER When do you have to say "No"?

05003_04_p042a057 12/11/02 17:04 Page 44 K A P I T E L 3 THAT IS NOT IN QUESTION! 1. No way! Florian needs advice and asks you: “How do you react in such situations? Do you say yes or no? ”Offer sb something (o, o): Florian: A friend offers me a cigarette. What should I do? proposer qc. à qn you: If someone offers me a cigarette, I say no. to ask something of sb: exiger qc. de qn Smoking is not healthy. GA ➜ 2. Must be! a. The last rehearsal couldn't start on time at 10. What was missing? You: The musicians didn't have a key. ● 1 ● 2 ● 3 ● 4 ● 5 (r) chair (–¨ e) b. Then when they started playing, something always happened. What? You: When the conductor took his notes, they suddenly had no more light. ● 3 ● 4 ● 1 ● 2 GB ➜ c. Many musicians played badly. Who did the conductor have anything against? You: The conductor had something against the flautist, because she always had her nose in the notes. the pianist the flutist the clarinetist the saxophonist (s) the trumpeter the double bassist 44 forty-four

05003_04_p042a057 12/11/02 17:04 Page 45 T E I L 1 3. I won't put up with that! a. Listen! What happens LISTEN AND REPEAT! between the musicians Il n’en est pas question. No way! and the conductor? C’est mon affaire. That's my thing. insolent cheeky Je ne me laisserai pas faire! I will not put up with that! The conductor: So now we want to talk about the concert. I ask you to rest for five minutes to remind you of some rules ... Chewing gum and cell phones are prohibited. I don't want to see chewing gum or hear a cell phone ... And of course you all have to be properly dressed and combed for the concert! Claudia: What do “must” and “correctly dressed” mean? Are the girls not allowed to wear pants? The conductor: I have nothing against pants, but I don't want to see jeans. Where is the harmony when everyone does what they like? Florian: And what does “correctly combed” mean for you, if I may ask? The conductor: I don't want wild hairstyles. You, Felix, please go to the hairdresser and have your hair cut. If everyone wears what they want, we are not a group. Felix: I beg your pardon? Should i get my hair cut? You can't ask that of me! No way. My hairstyle is my business, it has nothing to do with the group. Or do you think I can play better when I'm combed differently? The conductor: If you don't want to play, it's your problem. Claudia: What do you have against him and his hairstyle? Long or short hair, it's a matter of taste. His hair is clean. Florian: If that's the case, then we don't play. We all want to play together or not at all. The conductor: Now you're getting cheeky too. I don't put up with that! b. What do you think? Are the musicians cheeky? Is the conductor right? GC, GD➜ Remember that! ➜ 45 forty five

05003_04_p042a057 12/11/02 17:04 Page 46 K A P I T E L 3 4. Not like that! a. What does the conductor dislike about Felix? And with Clémentine? You: He's sure to find Felix unkempt. His shoes are too sporty. unkempt: négligé He's sure to find Clémentine rude. … Outrageous: effronté b. So Clémentine is not allowed to appear in front of the audience. Explain to her what she is not allowed to do! You: You are not allowed to wear red shoes. GE ➜ SAYING BETWEEN US ... ▲ Does the appearance of the musicians play a major role at a concert? Now it's your turn Florian goes to the conductor and explains to him that he wants to leave his cell phone on during the rehearsal. Because he's expecting an important phone call. The conductor is against it. Florian: Can I leave my cell phone on? I ... The conductor: I beg your pardon? Did i hear right? No way! Continue writing the dialogue! 46 forty-six

05003_04_p042a057 12/11/02 17:04 Page 47 T E I L 2 WILHELM TELL: THE REBEL 1. The oath on the Rütli Read the picture story! 1 When the Habsburg Emperor Albrecht from Austria ■ ■ 1 2 some Swiss gathered to rule Switzerland at 5, the residents were to fight together against the tyrant. Not free on the Uri, Schwyz and Unterwalden. Around his Rütli they swore to liberate their fatherland. It was law3 to be respected, he sent Gessler, on August 1, 1291, who terribly tyrannized the people4. 5. gather: se réunir - 6. swear (o, o): prêter serment 1. (r) emperor: l'empereur - 2. rule: régner - 3. (s) law (s): la loi - 4 . (s) Volk (–¨er): le peuple ■ 3 The oath on the Rütli ■ 4 When Geßler heard about it, he wanted to make the people small 7. (r) Oath: le serment8. He put his hat on a village square and everyone should say hello to that hat. 8. make sb small: rabaisser qn ➜ GF Remember that! ➜ 47 forty seven

05003_04_p042a057 12/11/02 17:04 Page 48 C O I T E L 3 2. Wilhelm Tell and Geßler HEAR AND REPEAT! obéir à qn obey sb la punition the punishment inhumain inhuman l’indépendance the independence listen! How was Gessler a tyrant? Why does William Tell have two arrows? Geßler: What did I hear, you don't want to obey? Tell: What do you ask of me? I should say hello to this hat? No, never in life! It is out of the question! Geßler: You should obey me. Tell: I am a free man. I do not obey when someone asks me to do that. Geßler: If that is the case, then you deserve a punishment. Is it your son Tell: Yeah. Geßler: Well, Tell, you should put an apple on his head and shoot it. If you want to save your life you have to hit the apple. Otherwise my people will shoot you. Tell: You are inhuman. You can't ask that of a father! Geßler: If you can't do that, you will be lost. This is my will. Tell: Shoot my son? Then I'd rather die. Geßler: Shoot or die with your child! Tell shot. He did this without hurting his son. When he shot a second time, he killed Gessler. Since then, legend has it that Tell was the liberator of the Swiss. It is the symbol of the struggle for freedom and independence in Switzerland. Remember that! ➜ 48 forty eight

05003_04_p042a057 12/11/02 17:04 Page 49 T E I L 2 3. The Liberation of Switzerland Tell us about the liberation of Switzerland! You: When the Emperor of Austria ruled Switzerland, Switzerland was not free. • The Emperor of Austria ruled over Switzerland. ➜ • Switzerland was not free. • The emperor sent Gessler to tyrannize the people. ➜ • The Swiss didn't want to put up with it. • Geßler demanded that everyone salute his hat. ➜ • Tell refused to obey. • Tell shot his son. ➜ • He just hit the apple. • Tell had killed Gessler. ➜ • The people were happy. 4. Don't forget! Why do the countries have a national holiday? Partner A: What are Americans celebrating July 4th for? Partner B: To remember independence. ● 2 Germany / October 3, 1990 / ● 1 USA / July 4, 1776 / (e) unit ● 3 Austria / October 26, 1955 / (e) independence (e) neutrality ● 4 France / July 14, 1789 / ● 5 Switzerland / August 1, 1291 / ● 6 Spain / October 12, 1492 / (e) Revolution (r) Rütlischwur (e) Discovery of America GG ➜ UNTER UNS GESAGT… ▲ William Tell is today the symbol for the freedom and independence of Switzerland. Why? Now it's your turn. We are in the year 50 BC. All of Gaul is occupied by the Romans ... All of Gaul? No! A village offers resistance ... Explain to your German partner why Asterix has become a “national hero *”: Explain when the Romans ruled Gaul, who did not want to obey, etc. * (r) hero (s, en): le héros 49 forty-nine

05003_04_p042a057 12/11/02 17:04 Page 50 GRAMMAR IS TRUMPING Révisions A. La subordonnée en if (datage imprécis) Pour situer un événement dans le temps, sans fixer une date de manière précise, on peut utiliser une subordonnée introduite par when. Cette subordonnée peut exprimer la répétition (chaque fois que): If someone offers me a cigarette, I say “no”. ou décrire un événement ou un fait qui ne s’est pas encore produit (si, quand): When I am a teacher later, I always want to be nice to the students. ● 1 Savoir se conduire… someone needs help - help immediately ➜ If someone needs help, I will help immediately. Form of the énoncés complexes. 1. someone offers me alcohol - say no 2. someone asks me for directions - describe the path very precisely 3. a classmate needs an explanation - likes to help 4. my parents are not at home - cook the food 5.my father has no time to wash the car Révisions B. La subordonnée en als (datage précis) Pour situer un événement dans le temps en donnant une date précise, on peut utiliser une subordonnée introduite par als. Cette subordonnée décrit un événement ou un fait bien précis, qui s’est déjà produit, une seule fois: When Antje lived in Hamburg, she had many friends. When Gessler heard of the oath, he wanted to make the people small. ● 2 À l’époque… Forme des énoncés. Kim was a baby - she still lived in Vietnam 1. I was small - my family lived in the mountains ➜ When Kim was a baby, 2. my grandpa was young - he had to work a lot, she still lived in Vietnam. 3. There weren't any cars yet - people had horses 4. There was no electricity yet - candles were used 5. My little brother came to school - he was very proud 6. My grandpa turned 65 - we had a big party ● 3 Que s'est-il passé à ce moment-là? Tell had to shoot his son. Formule des questions. ➜ What happened when Tell was on his 1. Switzerland was not free. Son had to shoot? 2. Geßler tyrannized the people. 3. Some Swiss gathered on the Rütli. 4. The Swiss decided to liberate their country. 5. Tell shot the second time. 50 fifty

05003_04_p042a057 12/11/02 17:04 Page 51 Révisions C. L’emploi de muss Le verbe de modalité muss s’emploie pour indiquer qu’une action est obligatoire et inévitable: When Geßler asked for something, the people had to obey. I'm so tired: I have to go to sleep now. ● 4 Difficile d’y échapper! I'm at home alone - cooking Forme des énoncés complexes selon le modèle. ➜ When I'm at home alone 1. My parents ask something of me - obey, I have to cook. 2. I forgot vocabulary - learn it all over again 3. my grandparents are not there - take care of their flowers 4. my friends need my help - be there and help immediately 5. someone tells a funny story - laugh 6. I am sad - cry D. Le pluriel en -s • Certains noms d'origine étrangère forment leur pluriel avec l'ajout de la marque -s: (r) Park ➞ Parks (s) Cell phone ➞ Cell phones (s) Hotel ➞ Hotels (r / s) Bonbon ➞ Bonbons • Il en va de même pour la plupart des noms qui se terminent par une voyelle ou qui sont des abréviations: (r) Grandpa ➞ Grandpa (e) Mutti ➞ Muttis (s) Photo ➞ Photos (r) Truck ➞ Truck (s) CD ➞ CD (s) Car ➞ Cars (r) Sweater ➞ Sweater (s) Grandma ➞ Grandma's Révisions E. L'emploi de want et de not allowed • Le verbe de modalité want indique que l ' on veut faire quelque chose ou que l'on est disposé à le faire: I want to help you. Shall we go to the café now and have an ice cream? • Le verbe de modalité may indique qu’une action est permise et ne présente donc aucun risque. Accompagné d’une négation (not ou no-), ce verbe indique au contraire qu’une action n’est pas autorisée ou qu’elle présente des risques: The musicians are not allowed to wear a ring in their noses. When it rains, you shouldn't drive so fast. ● 5 C’est interdit… et plutôt risqué! at night ° going out alone (children) Forme des énoncés déclaratifs. ➜ Children are not allowed to 1. use cell phones at the concert ° at night (the audience) go out alone. 2. in school ° eating chewing gum (the students) 3. listening to music in the dining room (the students) 4. lying in the sun for a long time in the summer (you) 5. driving fast in the city (the cars and the Motorcycles) 6. at night ° make noise (man) 51 fifty-one

05003_04_p042a057 12/11/02 17:04 Page 52 K A P I T E L 3 Revisions F. Les noms masculins “faibles” Certains noms masculins prennent la marque -en à tous les cas, sauf au nominatif singulier. Tell did not want to obey the tyrant. He became a hero in Switzerland. Ils ont un pluriel en -en. Every country has its heroes. Il s'agit, pour la plupart, de noms qui désignent des personnes ou des animaux: the man, the boy, the soldier, the tyrant, the hero, the master ... the elephant, the monkey, the lion, the bear ... ou de noms d'habitants d'un pays: the French, the Poles, the Russian, the Swede… ● 6 Tous ces faibles sont fort connus… Tell? (Hero) - know well Réponds aux questions à l’aide des indications données. ➜ Tell? Yeah sure! I know 1. Wilfried? (Boy) - well know this hero very well! 2. Geßler? (Tyrant) - dislike 3. Herbert von Karajan? (Conductor) - think it's great 4. Mr. Dupont? (French) - know Révisions G. L’expression du but par le groupe infinitif Pour exprimer le but, on peut employer un groupe infinitif précédé de la preposition um very well. Le verbe à l’infinitif est alors toujours précédé de zu: Some Swiss gathered to fight the tyrant. Le groupe infinitif peut occuper la première place dans l’énoncé déclaratif: To save his son, Tell had to shoot the apple. Suivie d’un groupe nominal, la preposition um peut exprimer le but qu’on cherche à atteindre: The people fought for freedom. ● 7 Est-ce vraiment nécessaire? Why do you have to get up early every day? (Earning money) Réponds aux questions à l’aide ➜ You have to get up early to earn money! des indications données. 1. Why should we learn so many words? (speak very good German) 2. Why does the student want to become a class teacher? (tell about his problems) 3. Why should people learn languages? (understand the other peoples better) 4. Why did Antje have to practice a lot? (being able to play by heart) 5. What did the Swiss want to meet for? (to free their land from the tyrant) 52 fifty-two

05003_04_p042a057 12/11/02 17:04 Page 53 VARIATIONS For listening LISTEN AND REPEAT! le représentant the representative (-) public public l’espace-jeu the play area (s) le conseil municipal the city council le point fort the focus (s) le parking souterrain the underground car park (s) What is a children's parliament? What is it doing For writing In this canteen, students must observe the following rules! Read the rules. Say what you like and what you don't like! Explain why If necessary, make counter-proposals! ELUNG KANTINE-REG ssen 3. After the end of the tray, take 2 and 1. Take before eating! - Immediately on the mouth - Bring chewing gum back out of it! Cutlery in the 3 c o ls! s an d b s ch en, - plate r, g la - hands wa to eat! what baskets do! 4 - Never ask, e! Food - think of the pigs! ne garbage can do 5 2. Eat in the green! re belongs in - speaking verb friendly - paper (e .g. napkins) he - the persona l in m en cold! pie rt on new and plastic (e.g. n das Ess die Pa, also whomever the yellow soup or erke in en yoghurt cups) in d - who doesn't have a garbage can! comes also ke entuell eats spinach, thank you for the peson and ev - dessert! are forbidden ! to congratulate ! Ma yo wash, - ketchup and te ht "M enu-v on- - hands and face atst - once in the m on og ra mm: first brush your teeth (toothbrush do not check back" on the, close In the end the forgotten ...) the dessert starter! 1 1. (e) Starter (s): l'entrée - 2. (s) Tray (s): le plateau - 3. (s) Cutlery: les couverts - 4. (r) Basket (¨- e): la corbeille - 5th garbage can (s): la poubelle 53 fifty-three

05003_04_p042a057 12/11/02 17:04 Page 54 K A P I T E L 3 For reading Why does the girl want to go to the director? Unity makes you strong The teacher, Ms. Schwertfeger, gives back the math work. The narrator Sabine Hummel and her friend Sonja Frank, both 15 years old, get a bad grade. 5 “Sonja, Hummel, you both get a six for fraud1”, says the teacher. Sonja's face is all white. Then I get up: “Professor Schwertfeger, would you please explain to us…” “There is nothing to explain. You know why you deserve the six. ”The class is suddenly very quiet. 10 “Well Sonja, I'm sorry for you, because you have all the tasks right. Until now, your neighbor had no idea2 about mathematics. The bumblebee copied, and you had her copied, ”says the sword sweeper. Sonja starts to cry. “I really can't help it. It was just a coincidence3 and ... ”15“ So what a coincidence… And why are you crying then? ”Asks the teacher. 1. because of fraud: pour fraude - 2. no idea: aucune idée - 3. (r) coincidence (–¨e): le hasard 54 fifty-four

05003_04_p042a057 12/11/02 17:04 Page 55 T E I L 2 “Tell me how it was,” I say to Sonja. I lift my finger 4. “I would like to say something about it.” “Of course you can say something. That's your right, ”says Ms. Schwertfeger. “I did the job all by myself. Sonja gives me tutoring5 in maths. That 20 is the truth. Sonja deserves an A because she got everything right, and I have to get at least a four. ”“ Oh, that's how it is! You don't study at school, but with your girlfriend. You give the grades yourself. Then I can go home, right? Hummel, that's the height! Sit down! ”Yells6 the teacher. 25 But I don't sit down and say, “You can't prove7 that I copied. Please correct our grades! ”“ Hummel, I know what to do myself. The six remains a six, that's that! ”Replies the math teacher. “Are you coming with me, Sonja?” I say aloud for the sword sweepers. “I'm going to the director.” 30 But Sonja doesn't get up. I take my bag and walk out of the classroom alone. freely based on Dagmar Kekulé, I am a cloud 4. lift your finger: lever le doigt - 5. (e) tutoring: le cours particulier - 6. roar: crier - 7. prove (ie, ie): prouver 55 fifty-five

05003_04_p042a057 12/11/02 17:04 Page 56 K A P I T E L 3 Loud sounds! A. Pronunciation [h] [ʔ] Pants Antje hair obey apple dependent It's different here today. Handy hat call independent Today it is different here. hear hero different unit Antje is wearing light-colored trousers today. B. Emphasis My Fri ° sur, that is ° my business! Or do you think I can learn ° better if I am combed differently? When Gessler heard about it, he wanted to make the people small. Everyone should say hello to their hat. Prompt Keep on saying, keep on saying, tell parents, tell parents, tell kids, tell kids, it's not enough it's wrong, keep on saying to wait until it burns, the day after the fire tell parents to scream fire. to be silent, tell the children, the arsonists dare to wait, it's not enough to get out of hiding; until it burns again. is screaming now. F. Deppert Vocabulary say yes for sb / be something for it obey sb react respect the law be courageous say no together fight against sb / be something fight against it fight against injustice disobey sb demand word families (r ) Man forbid (s) right (s) just / unjust human / inhuman (s) prohibition (s) justice (s) humanity forbidden to be (e) injustice (s) inhumanity 56 fifty-six

05003_04_p042a057 12/11/02 17:04 Page 57 PROJECT For some years now, students in France, Germany and Austria have been asked to elect a class representative. This year you want to become a candidate with a classmate, because some things can be different and better. • You should analyze the current situation in front of your classmates. - What do you dislike about your school? Whats wrong? - What do you find impractical for yourselves? Uncomfortable? Unbearable? Unfair? - What consequences does it have for the working atmosphere and learning? • You should then explain - what you ask - what you promise. In the following letter, choose the expressions you need! Isabella wants to be active in the children's parliament in her city. Before the elections, she wrote this letter to the children in her neighborhood. rc h, d e n October 12th Wed ohnen r tel s! en: Many of us w tadtvie said all the children of the S em W oh nviertel go the A K in the n from my garden. I, because the dogs are with me, have no annoying pitch. Many have fallen more. game in one ic For example, we g e n g e correct games we let us not give us a n it. Lan Da lichke ße spit therefore ver use it as a toilet. A lot of play is only possible on the street, it is not possible for us to play sand, the tebahn. Until now ko d e? E m fin extra d oller or ska a s every day perform hd em missing a R we impossible. expensive. Who can finally find out from our access that a ist us s Outdoor pool tariffs for children and J t in d n and it The entries cheaper summer 2 u speak rm e is te r z We leave. n Guarantee, w ith our idt dwelling vie r te rin1 w ith p p e r. I sa bella Schm errepresents zu käm As a child et for children's rights he: le m aire r ermeist quite konk 2. (r) Bü rg aunt - n: la représen ri Represented 1. (e) 57 fifty-seven

05003_05_p058a073 13/11/02 8:51 Page 58 Dans ce chapitre, tu vas apprendre ➜ à comprendre et t'exprimer: - exprimer sa peur - exprimer une hypothèse - décrire un mouvement - caractériser et définir ➜ comment fonctionne la 1 - L'expression de l'irréel par le subjonctif II - La subordonnée complétive interrogative - La subordonnée relative PART 2 - L'adjectif épithète dans le groupe nominal avec déterminant - La forme would avec infinitif - Les prépositions suivies de l'accusatif ➜ à connaître les pays germanophones: - la place des animaux dans la société

05003_05_p058a073 13/11/02 8:51 Page 59 CHAPTER 4 CHAPTER Animals and humans: real partners?