and try to understand
Ruby Bridges
, 1960
Ruby
Segregated, humiliated, Dad’s brave little girl, alone
Who wanted to live, love and learn,
But who was insulted and tormented!
She can’t have been serene, content or at ease.
She must have been frightened, courageous and forgiving,
Ruby feared hatred, violence and persecution,
But she wanted the right to go to school.
Resident of New Orleans, Louisiana,
Child of Abon and Lucille
Bridges
1)
Identify the type of document :
◊ a letter
◊ an article
2)
Box the title and identify the topic: …………. ……………….
◊ a poem
◊ a recipe
When was it written? It was written ….. _ _ _ _
3) Pick out the names and classify them
Identify the main character:
………………………………….
4) a/ Underline the repetitions. ► _ _ _ _ _ _
What does this word mean? What does it reveal about this girl?
………………………………………………………………………………………………………………………………..
b/ Highlight in yellow the elements corresponding to Ruby’s identity card.
c/ Highlight in blue the elements corresponding to her personality
d/ Highlight in red the elements corresponding to the situation she was in
5)
Read the document again and identify the passage where the writer expresses a personal opinion
Pick out the expressions used to introduce his ideas: ……………………………… / ……………………………………..
These expressions express _ _ _ _ _ _ _ _ _ _ _ about the _ _ _ _
6)
What do you know about this period? What happened in America at that time?
It was the end of _ _ _ _ _ _ _ _ _ _ _ .
…………………….………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………..….….
7)
8)
Now say what you understand.
Listen to your teacher
.
Note down the stressed syllable ' and put a slash / each time you need to stop and breathe.
Ruby
Segregated, humiliated, Dad’s brave little girl, alone
Who wanted to live, love and learn,
But who was insulted and tormented!
She can’t have been serene, content or at ease.
She must have been frightened, courageous and forgiving,
Ruby feared hatred, violence and persecution,
But she wanted the right to go to school.
Resident of New Orleans, Louisiana,
Child of Abon and Lucille
Bridges
9)
Now you are ready to read the text. Don’t forget to respect the rhythm and the accentuation.
!
1) Transform the following verbs into nouns.
to persecute ► …………………….
to humiliate ► …………………….
to intimidate ► ……………………
to segregate ► ……………………..
to discriminate ► ……………………
to demonstrate ► ……………………
2) Now let’s try to pronounce them
3)
Listen to your teacher.
a) How many syllables are there? Highlight the boxes.
b) Which one is the stressed syllable?
conversation – education – information – pronunciation –
accentuation - description – participation –
□□□□□ - □□□□□-□□□□□ - □□□□□ - □□□□□- □□□□□ - □□□□□
competition -
television
–
population –
solution
– tradition
– station
– operation
□□□□□- □□□□□ - □□□□□ - □□□□- □□□□ - □□□□ - □□□□□
Now, let’s
think about it!
Conclusion :
L’accent tonique se trouve sur la................................qui .............................le suffixe - ............. . On dit
que le suffixe - ………. est un suffixe …………. : il attire l’accent juste ………………. lui.
SAUF _ _ _ _ _ _ _ _ _ _
Listen to this poem and then try to memorize it.
Addition, subtraction, division, multiplication!
Oh no, what a headache! This maths operation!
It’s going to give me a real indigestion
As I really can’t find the exact solution.
Can’t deal with all this information
It’s really a stressful and hopeless mission
It’s worse than a jungle expedition!
Use a dictionary if necessary and find the nouns that come from these verbs. Complete the chart:
VERBS
NOUNS
VERBS
NOUNS
To assassinate
…………………..................
To communicate …………………..................
To emigrate
…………………….............
To examine
…………………….............
To illustrate
…………………................
To imagine
…………………................
To explain
……………………….........
To concentrate
……………………….........
To invite
………………...................
To act
………………...................