Sommaire
Séquence 4
Communication
Séance 1
Parler d’une
enquête policière
Remplir une grille
de mots croisés
Texte
Séance 2
Dialogues
Séance 3
Texte et
dialogue
Séance 4
Article de
presse
Séance 5
Jack The Ripper
Grammaire
Lexique
Phonologie
Lexique enquête
Méthodologie
Enrichir son
vocabulaire en
puisant dans le texte.
Poser des questions Investigating
à la manière d’un
policier
Questions ouvertes
Questions fermées
Simple past
Passer de l’écrit à
l’oral à partir de
notes
Choisir une forme
grammaticale en
fonction du sens
de la phrase et du
point de vue
Jack the Ripper
Passif / actif
Ago
Both
Repérer l’idée
directrice d’un
article de presse
Identifier un point
de vue
The East End
The public opinion
Dérivation par
suffixe
Recherche
information
principale
Classement
Décrire les gens
Investigating
Finding suspects
Adjectifs composés
Passif
Present perfect
Repérage
Classement
Élimination
88
88
Civilisation
— © Cned, Anglais 3e
Intonation des
questions
Prise de notes
Repérage
Classement
séance 1 —
Séquence 4
Séance 1
J’apprends à utiliser le texte pour enrichir mon vocabulaire
J’apprends à parler d’une enquête policière
A mystery
La passion de Katie pour l’East End de l’Angleterre Victorienne est contagieuse. Ethan, lui aussi, s’y
intéresse de près. Surtout depuis qu’il a découvert l’histoire de Jack l’Eventreur !
Ethan a trouvé un livre qui lui fait vivre les événements comme s’il y était. Accompagne-le dans cette
aventure…
© Cned, Anglais 3e —
89
Séquence 4 — séance 1
Step 1
Here is what is written on the cover of Ethan’s book…
Between August and November 1888,
in the dark streets of London’s East End,
a series of hideous crimes were committed.
Five women were murdered in the most brutal way imaginable.
Still today, more than a hundred and twenty years later,
the story of Jack the Ripper remains a mystery.
A CASE THAT
HAS NEVER BEEN
SOLVED...
…and on the first page:
You’re about to enter the hideous but fascinating world of Jack the Ripper, the most
famous murderer of all time.
Professional and amateur detectives have tried to solve the mystery for over a
hundred years, but they have failed.
Why, 120 years later, is Jack the Ripper still as popular a subject as he was in Victorian
London?
Probably because he came from out of the fog, all dressed in black, killed his victims
in the most savage way imaginable, and disappeared in the dark without a trace.
Nobody ever saw him clearly, and the descriptions given by the few witnesses the
police had found were incomplete and often contradictory.
The murders created panic in the streets of Whitechapel and nobody wanted to stay
outside after dark.
The police were everywhere. Inspectors were tracking down suspects, interrogating
witnesses again and again. But the results were not good. Public opinion was very
critical of the police’s action, and so was Queen Victoria!
90
— © Cned, Anglais 3e
séance 1 —
Séquence 4
Exercise 1
This crossword uses vocabulary from the two texts above. Read the definitions carefully, and
fill in the grid below:
A
B
C
D
1
2
3
4
5
6
7
8
Definitions
1- The people he killed
2- Today, as well as in the past
3- Killer
4- Meteorological phenomenon
reducing visibility
5- Not satisfied
6- Person who has seen a crime
or an accident happen
7- Killed
A- Asking questions
B- When the police find the murderer, the case
is…
C- Stays unchanged
D- Detectives
8- Horrible
© Cned, Anglais 3e —
91
Séquence 4 — séance 1
Step 2
Exercise 2
Now, you’re Inspector Abberline, the detective in charge of investigating the Ripper murders.
You are writing a short speech to explain your presence to the population of the East End,
and to ask for their help.
Use some expressions from the crossword above to complete your speech:
Ladies and Gentlemen,
I know you may not appreciate our presence in the neighbourhood. But remember
that we are not here to arrest you. We are here for your safety. We are here to ask
for your cooperation.
We want this case to be ............... as soon as possible. That is why we need .......
.................... who can give us information about the suspect. What he looks like,
for example. We are looking for a dangerous ........................ who has committed
..................... crimes, and we know that we must find him quickly, or people will
get scared and public opinion will become very ......................... The police will also
need information about the ....................., so we will spend a lot of time ................
....................... their families and friends to try to discover why the killer murdered
them and not someone else. I know you probably couldn’t see much, because it was
dark, and because of the ................
92
— © Cned, Anglais 3e
séance 2 —
Séquence 4
Séance 2
J’apprends à poser des questions comme le fait un policier
Je sais repérer et noter l’information recherchée
Je sais utiliser un schéma intonatif approprié
Witnesses
Step 3
Message from Police Chief to Inspector Abberline:
‘Another woman has been murdered in Whitechapel. Detective Johnson is already there,
asking questions. But as lead detective, I want you to go to Whitechapel immediately to
interrogate the witnesses yourself.’
You are Inspector Abberline. On your way to Whitechapel, you are preparing a list of
questions to interrogate the witnesses, and the suspects if there are any:
In the box below, make your own list of questions you want to ask the witnesses:
Help: Wh… did… BV…?
How did… BV…?
See, hear, what time, suspect, strange, noise
(+ Use expressions from ‘Séance 1’)
Who + V-ed…?
Did… BV…?
© Cned, Anglais 3e —
93
Séquence 4 — séance 2
Step 4
You’ve arrived at Whitechapel. Detective Johnson has just started interrogating a witness.
Take notes as you listen to the conversation:
94
— © Cned, Anglais 3e
séance 2 —
Séquence 4
Exercise 3
Now use your notes to fill in the official police document below:
Witness #1:
Detective Johnson’s questions
Information
needed
Name
Information obtained
Age
Date and place of
birth
Job
Marital status
Children
Strange noises?
Physical details on
suspect?
Time of events
Links with victim
j e retiens
Pour construire des questions au passé en anglais, on utilise les structures suivantes :
Verbe ‘be’
Where were you last night at
11:30?
Autres verbes
When did you see the victim for the last
time?
Was the victim a friend of yours?
Did the suspect speak to you?
© Cned, Anglais 3e —
95
Séquence 4 — séance 2
Step 5
Écoute bien les questions suivantes, et essaie d’imiter le mieux possible l’intonation utilisée :
Questions ouvertes (WH/how) What did he look like?
How old are you?
What time did it happen?
Questions fermées (Do / did…?)
Did you know the victim?
Did you hear anything strange?
Courbe questions ouvertes
Courbe questions fermées
Exercise 4
Il y a un autre témoin. Tu décides de l’interroger toi-même. Écoute ses réponses sur ton CD,
et profites-en pour noter les renseignements que tu obtiens dans le tableau ci-dessous.
Ensuite, utilise les blancs dans l’enregistrement pour poser les questions qui t’ont permis
d’obtenir les réponses du tableau.
Lorsque tu maîtrises bien l’exercice, enregistre-toi !
Witness #2:
Information needed
NAME Age
Date and place of birth
Job
Marital status
Children
Strange noises?
Physical details on suspect?
Time of events
Links with victim
96
— © Cned, Anglais 3e
Information obtained
séance 3 —
Séquence 4
Séance 3
J’apprends à utiliser la forme grammaticale
appropriée au contexte
Je sais utiliser mes connaissances sur les temps et aspects
J’apprends à passer de l’oral à l’écrit
Investigating
Step 6
Exercise 5
Back at the office, your superior orders you to complete your report as soon as possible, to
keep him informed of the new developments.
Fill in the gaps and your report will be ready!
© Cned, Anglais 3e —
97
Séquence 4 — séance 3
Help:
examined
caused
brought
found
used
considered
committed
The victim, a 42-year-old occasional prostitute named Mary Ann NICHOLS was murdered in
Whitechapel on August 31, as she was going back home.
The dead woman was .............................. at half past twelve by two men named Charles
Cross and Robert Pole who were on their way to work. They immediately called for the
police. The body was first .................................... by Police Constable John Neil who
immediately saw that there was nothing he could do to save her. So the corpse was .............
....................... to the morgue.
After forensic examination, it appears that the multiple injuries have been .................. by an
extremely sharp knife, similar to the ones ............ by butchers or surgeons. According to the
doctor who examined the body, the murderer is left-handed.
The policemen were not given any clues or details by the people who live in the street where
the murder was ........................................ As usual, we have few witnesses. Probably
because of the fog, or maybe because the local population is too scared to testify.
Mary Ann Nichols was ....................................... a particularly nice person, who did not
have any enemies.
Step 7
Réflexion sur la langue
Compare ces deux phrases :
The dead woman was found at half past twelve.
Jack the ripper disappeared into the fog.
Dans quel cas le sujet est-il capable d’agir? Dans quel cas n’a-t-il aucun pouvoir sur la
situation ?
..........................................................................................................................................
Quelle phrase est à la voix passive ?
......................................................................................................................................... .
98
— © Cned, Anglais 3e
séance 3 —
Séquence 4
j e retiens
Tu sais déjà que la voix passive permet de mettre en avant un sujet qui n’a pas
d’autonomie, qui subit l’action.
Il est donc naturel de parler d’une victime à la voix passive !
Et si l’on parle de la manière dont l’assassin agit, alors le passif n’est pas utilisé. C’est la
voix active (celle que tu as l’habitude d’utiliser) qui est naturellement employée.
Le choix de la voix passive n’a pas d’influence sur le temps de la phrase.
‘The body was transferred to the morgue’ est au simple past.
‘He is considered a monster’ (phrase également à la voix passive puisque ce n’est pas
‘he’ qui agit) est au présent.
Tous les temps et les aspects que tu as l’habitude d’utiliser à la voix active existent
également à la voix passive.
Temps / Aspect
Exemples de phrases passives
Présent simple
Inspector Aberline’s remarks are taken very seriously
Simple past
All the victims were killed at night
Present perfect
Another body has been discovered!
Exercise 6
Sers-toi de ta logique et du tableau ci-dessus pour compléter les phrases suivantes :
‘Where is the body?’
‘I think it ……………………………………...................................... transferred to the morgue.’
‘The doctor says this woman ………………..................................... killed 5 or 6 hours ago’.
‘Today, the streets of the East End ………………............ considered a very dangerous place.
© Cned, Anglais 3e —
99
Séquence 4 — séance 3
Step 8
Your report is ready, and you think you can go home now to get some sleep. But as you’re
preparing to leave your office, Detective Johnson arrives. He’s got bad news! Another
hideous murder has been committed. You know you have no choice: you have to listen to
the story and do some more paper work! Listen to what Det. Johnson has to say, and fill in
the empty boxes:
Victim
Mary-Ann Nichols
Age
42
Job
Occasional prostitute
Date of death
August 31
Circumstances
At night. In the fog.
Time body was found
12:30 am
Location
Whitechapel
Weapon used
Butcher or surgeon’s knife
Clues
Murderer: left-handed
Alleged murderer
Jack the Ripper
Annie Chapman
Tonight
Exercise 7
Now it’s time for you to write your second report. Use the information you got from
Detective Johnson to write something as precise as possible.
-
The victim ..............................................................................................................…
-
She.........................................................................................................................…
-
Her body ................................................................................................................…
-
The corpse..............................................................................................................…
Det. Johnson said: ‘I believe that both victims were killed by the same murderer’.
-
What else do the two victims have in common? . ........................................................
-
Both victims (M.A. Nichols and Annie Chapman) . .....................................................
-
They were both...........................................................................................................
-
They both . ................................................................................................................
100
— © Cned, Anglais 3e
séance 4 —
Séquence 4
Séance 4
J’apprends à repérer l’idée directrice d’un article de presse
Je sais repérer le point de vue du journaliste
Je sais utiliser le texte pour enrichir mon expression
Police clueless after receiving Ripper letter
Another atrociously mutilated body was found this morning in the Whitechapel area. The
victim was, just like the other four, one of the poorest women in the East End, leaving the
police unable to understand why the murderer attacked her with such brutality.
As was already the case with the less recent murders, the detectives have not been able
to collect precise information from witnesses. The murderer has been described as a tall,
elegant man in a black suit and a top hat. This description remains too vague to be really
useful.
Inspector Aberline and the other investigators are still unable to find the murderer, and no
significant step has been taken towards solving the case.
To add to the police’s growing embarrassment, another extremely disturbing event took
place this morning. Police headquarters received a letter from Jack the Ripper himself!
Although it is impossible to make sure the letter is authentic, its very existence is proof that
the five murders were committed by the same individual.
The message was not supposed to be made public, but thanks to undisclosed sources, we
are able to reveal it to our readers. Here is an extract of the original message, written with
red ink and addressed to the Chief of Police:
‘Dear
Boss,
I keep on hearing the police have caught me but they won’t
fix me just yet. I have laughed when they look so clever and
talk about being on the right track.
[…]
I love my work and will start again. You will soon hear of
me with my funny little games.
[…]
My knife is so nice and sharp I want to get to work right
away if I get a chance.
Good Luck.
Yours truly,
Jack the Ripper.’
© Cned, Anglais 3e —
101
Séquence 4 — séance 4
After reading this letter, it is self-evident that more policemen should be sent to patrol the
streets of the East End. Our citizens are asking for protection, and this situation cannot last.
Even those who do not live in the East End are in danger.
The people of this country are demanding immediate government action to arrest the killer.
We want more policemen and we want them to be better equipped. They must act quickly
and with more determination.
The current situation is intolerable.
Step 9
Méthodologie
La construction d’un article de presse obéit à des principes de base, qui restent les mêmes
quels que soient le texte et son auteur.
Un article n’est pas une suite de récits isolés, de détails sans rapport les uns avec les autres.
Le journaliste cherche à faire passer une idée (ou plusieurs), une conviction, un point de vue
sur une situation qui pose problème.
Chaque paragraphe est généralement rédigé autour d’une idée principale, qui est ensuite
illustrée par des faits bien précis et des exemples.
Exercise 8
Pour comprendre rapidement un texte qui peut te paraître long, tu peux rechercher dans
chaque paragraphe l’idée principale. Relis l’article avec un surligneur en main, et mets en
évidence l’idée principale de chaque paragraphe, ce qu’il faut en retenir.
Tu devras donc séparer les faits évoqués à tire d’exemples, d’illustrations et le vrai message
du journaliste.
Cet article est composé de 6 paragraphes et d’une longue citation (en rouge), qui ne sera
pas incluse dans ton travail de recherche, puisque ce ne sont pas les propos du journaliste.
§ n° :
1
2
3
4
5
6
102
— © Cned, Anglais 3e
Idée directrice
Expressions utilisées
dans le texte
séance 4 —
Séquence 4
Exercise 9
Quel est le point de vue de l’auteur sur le travail de la police ? Cherche dans le texte des
éléments qui te permettront de justifier ta réponse.
......................................................................................................................................... .
..........................................................................................................................................
Exemples :
......................................................................................................................................... .
..........................................................................................................................................
D’après toi, quel pourrait être le sens du terme ‘clueless’ utilisé dans le titre de l’article ?
Aide-toi du contexte et de la construction du mot (clue + less).
......................................................................................................................................... .
..........................................................................................................................................
Vu la manière dont l’auteur présente le travail de la police, dans quel but a-t-il choisi de
publier la lettre qui devait pourtant rester secrète ?
......................................................................................................................................... .
..........................................................................................................................................
Step 10
Exercise 10 Inspector Aberline was furious when he read the article above. But he knows that the
journalist is right when he reproaches the police for its inefficient work.
He’s writing a note to his superior, to ask for more people and better equipment.
Write the note to the Chief of Police. Pick up elements from the text that will help you write
the letter.
Ex.: able / unable / more / should / is proof that / must…
Sir,
I have read the article in this morning’s newspaper. I must say I do not approve of
the tone used by the journalist.
However, I must admit that he is right on some points.
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
Faithfully,
Inspector Aberline
© Cned, Anglais 3e —
103
Séquence 4 — séance 5
Séance 5
J’apprends à construire des adjectifs composés
pour décrire des gens
Je sais noter et réutiliser des éléments d’information
Step 11
As lead detective, you have decided to ask Doctor Ebbert, a psychologist, for help. Detective
Johnson has already started discussing the case with him. Dr. Ebbert is trying to find
meaning in every detail Det. Johnson gives him.
Facts about JTR
Left-handed
104
— © Cned, Anglais 3e
Meaning / interest
séance 5 —
Séquence 4
j e retiens
L’adjectif ‘left-handed’ est un adjectif composé.
Il veut dire : ‘Someone who uses his / her left hand to write’
La structure de l’adjectif composé est la suivante :
Adjectif / Adverbe + Nom +
ed
Exercise 11
À toi de créer d’autres adjectifs sur le même modèle :
Jack the Ripper killed mostly …………………………….. women ( -> with dark hair)
The witnesses saw a …………………………….. man (-> who dresses well)
Step 12
Now, Detective Johnson is interrogating suspects. Write down every detail about them:
Name
Suspect 1
Michael Ostrog
Suspect 2
Prince
Suspect 3
Henry Meatloaf
Albert Victor
Age
Profession
Education /
studies
Criminal record
(or criminal past)
Psychological
elements
© Cned, Anglais 3e —
105
Séquence 4 — séance 5
Exercise 12
Let’s recap:
Michael Ostrog
Prince Albert Victor
Henry Meatloaf
•
has never been arrested
•
has been sent to lunatic asylum
•
is not an educated man
•
has been to University
•
knows human anatomy very well
•
can afford expensive clothes
•
lives in the East End
•
doesn’t live in the East End
•
has been in trouble with women
Step 13
Exercise 13
Now, who is the most likely suspect? Why?
List your arguments in the box below.
Exercise 14
Now that you’re ready, you need to tell your team what you think, so that they now which
suspect(s) they must keep in custody* and which one(s) they can release (send back home).
* garde à vue
106
— © Cned, Anglais 3e