PROGRAMME ANGLAIS N1 (SGEL)

Les étudiants en contrôle continu devront acquérir pour le premier cours le manuel suivant :

Language Leader Elementary Coursebook and CD-Rom Pack 9781405826860.
Nous étudierons les chapitres 1 à 5 au S1 et les chapitres 6 à 10 au S2.
Les étudiants en contrôle terminal peuvent travailler sur le même manuel et étudier les chapitres indiqués. S’ils ne souhaitent pas acquérir le manuel, voici le programme de travail pour le N1 :

S1 (Semestre 1)

Objectifs grammaticaux :
- l’alphabet et les chiffres de 1 à 1000
- « to be » : formes affirmative, négative, interrogative
- « there is / there are » : formes affirmative, négative, interrogative
- le présent simple : formes affirmative, négative, interrogative
- le modal « can » : formes affirmative, négative, interrogative
- les mots interrogatifs
- les adverbes et les locutions de fréquence
- les connecteurs et mots de liaison
- le singulier et le pluriel
- les articles « a / an », « the » et article zéro
- les adjectifs : formes simple, comparative, superlative

Objectifs lexicaux :
Connaître au moins une trentaine de mots (noms, verbes, adjectifs) appartenant aux champs
lexicaux suivants :
- la ville
- les moyens de transport
- les nationalités, les langues
- le monde du travail
- l’université
- la nature et les animaux
- les festivals
- le cinéma
- les loisirs et activités sportives
- les vacances
- les jours, les mois et les saisons

Objectifs linguistiques :
- décrire une ville (la situer dans son pays, parler de sa population i.e. le nombre et la
langue parlée, mentionner les bâtiments et monuments qu’on y rencontre, les situer sur
une carte et savoir donner des indications pour s’y rendre…)
- parler de vous et des autres (donner votre nom, parler de votre métier, indiquer où
vous habitez, dire ce que vous aimez, ce que vous n’aimez pas, présenter votre famille
et vos amis, parler de votre routine quotidienne…)
- donner et demander des informations (trouver des informations dans une brochure ou
un programme, vous renseigner sur des vacances, des billets d’avion, des clubs de
sport…)
- lire une annonce pour un travail et écrire votre CV pour répondre à l’annonce
- écrire une lettre ou un courriel, dans une langue courante ou plus soutenue
- faire des suggestions pour l’organisation d’un événement, d’une soirée, de vacances et
donner votre avis
- décrire des processus scientifiques (notamment le cycle de l’eau)
- lire et analyser des chiffres, des fractions et des pourcentages
- faire des comparaisons entre deux lieux, deux objets…

S2 (Semestre 2)

Au programme du S1 s’ajoutent :

Objectifs grammaticaux :
- les noms dénombrables et indénombrables
- les quantifieurs : « some / any », « much / many », « a lot of »
- présent simple et présent continu
- prétérit: formes affirmative, négative, interrogative (verbes réguliers et irréguliers)
- les modaux « could », « should » et « have to » : formes affirmative, négative,
interrogative
- expression de la cause, du conseil et de l’opinion

Objectifs lexicaux :
Connaître au moins une trentaine de mots (noms, verbes, adjectifs) appartenant aux champs
lexicaux suivants :
- la nourriture
- le shopping et les courses (les magasins, les achats, l’argent…)
- les bâtiments et constructions
- les cultures et civilisations
- les inventions scientifiques
- la médecine

Objectifs linguistiques :
- exprimer l’offre et la demande
- parler de la quantité
- écrire des comptes-rendus
- parler de tendances que vous remarquez dans le monde
- donner les avantages et les désavantages d’un choix, d’un produit...
- faire une demande polie
- décrire un objet (sa forme, sa matière, sa marque, sa couleur, son fonctionnement…)
- écrire une biographie et parler des expériences vécues





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Lien concernant les TD d'anglais juridique

Foundations of American Government: the Colonial Heritage

In 1607, a small band of about 100 English colonists reached the coast near Chesapeake
Bay. They founded Jamestown, the first permanent English settlement in North America.
During the next 150 years, a steady stream of colonists went to America and settled near
the coast.
The thirteen colonies (http://www.civics-online.org/library/formatted/images/13_colonies.html)
In the early 1600's, the English king began granting charters for the purpose of
establishing colonies in America. By the mid-1700's, most of the settlements had been
formed into 13 British colonies. Each colony had a governor and legislature, but each was
under the ultimate control of the British government.
The 13 colonies included the New England Colonies of Massachusetts, Connecticut,
Rhode Island, and New Hampshire in the far north; the Middle Colonies of New York,
New Jersey, Pennsylvania, and Delaware; Virginia and Maryland along Chesapeake Bay;
and the Southern Colonies of North Carolina, South Carolina, and Georgia in the far
south.
Virginia and Maryland were among the earliest English colonies. Virginia began with the
Jamestown settlement of 1607. The London Company, an organization of English
merchants, sent the settlers to America, hoping that they would find gold and other
treasures. But the settlers found no treasures at Jamestown, and they faced great
hardships. In about 1612, some Jamestown colonists began growing tobacco, which the
London Company sold in Europe. Maryland was founded by the Calverts, a family of
wealthy English Roman Catholics. Catholics were persecuted in England, and the
Calverts wanted to provide a place where Catholics could enjoy freedom. Colonists
established the first Maryland settlement in 1634.
New England. Puritans, originally financed by English merchants, founded the New
England Colonies. Puritans were English Protestants who faced persecution because of
their opposition to the Church of England, the official church in England. In 1620, a
group of Separatists (Puritans who had separated from the Church of England) and other
colonists settled in New England. Called Pilgrims, they founded the Plymouth Colony
along Cape Cod Bay. It was the second permanent British settlement in North America.
Between 1628 and 1630, Puritans founded the Massachusetts Bay Colony at what are
now Salem and Boston. Plymouth became part of Massachusetts Colony in 1691.
Connecticut was first settled in 1633 and became a colony in 1636. Colonists settled in
Rhode Island in 1636. Rhode Island became a colony in 1647. New Hampshire, first
settled in 1623, became a colony in 1680.
The Middle Colonies. Soon after English settlement started, the Dutch founded New
Netherland, a trading post and colony that included what are now New York and northern
New Jersey. They began a permanent settlement in New York in 1624, and in New Jersey
in 1660. In 1638, the Swedes established a trading post and settlement called New
Sweden in present-day Delaware and southern New Jersey. The Dutch claimed New
Sweden in 1655. But in 1664, the English--far better established in America than the
Dutch--took over New Netherland and New Sweden. Swedes established a small
settlement in what is now Pennsylvania in 1643. In 1681, William Penn of England
received a charter that made him proprietor of Pennsylvania. Penn was a Quaker--a
religious group that was persecuted in many countries. At Penn's urging, Quakers and
other settlers who sought freedom flocked to Pennsylvania. Penn carefully planned
settlements in his colony, and Pennsylvania thrived.
The Southern Colonies. In 1663, King Charles II gave the land between Virginia and
Florida, called Carolina, to eight proprietors. Virginians had set up a settlement in the
northern part of Carolina about 10 years earlier. After 1663, Carolina attracted English
settlers, French Protestants called Huguenots, and Americans from other colonies. In
1712, the northern two-thirds of the region was divided into two colonies, North Carolina
and South Carolina. The southern one-third of Carolina remained largely unsettled until
1733. Then, James Oglethorpe of England founded Georgia there.
Life in colonial America
Reports of the economic success and religious and political freedom of the early colonists
attracted a steady flow of new settlers. Through immigration and natural growth, the
colonial population rose to 1.2 million by 1753. Most of the settlers came from Britain,
but the colonies also drew newcomers from almost every other country of Western
Europe. In addition, the slave trade brought in so many Africans that, by the 1750's,
blacks made up about 20 per cent of the population.
The colonists. Europeans knew that a person who went to America faced great hardship
and danger. But the New World also offered people the opportunity for a new start in life.
Some Europeans went to America seeking religious freedom. In addition to the Puritans,
Roman Catholics, Quakers, and Huguenots, they included Jews and members of German
Protestant sects. Other people who went to America had no choice in the matter. They
included prisoners from overcrowded English jails, Irishmen captured by the English in
battle, and black Africans captured in intertribal warfare and sold to European traders.
The prisoners and captives were sold into service in America.
The economy. The earliest colonists had to struggle to produce enough food to stay alive.
But before long, colonial America had a thriving economy. Planters grew large crops of
rice, indigo, and tobacco. Small farmers raised livestock and grew such crops as maize
and wheat. When not busy in their fields, many farmers fished or hunted. Some cut
timber from forests to provide the materials for such products as barrels and ships. The
colonists used part of what they produced, but they exported large quantities of goods.
They traded chiefly with Britain, whose manufacturing firms depended on raw materials
from its colonies. In return, they received manufactured goods. The colonies also traded
with the French, Dutch, and Spanish.
The colonists and government. The colonists rejected the old idea that government was
an institution inherited from the past. Instead, they regarded it as something they
themselves had created for their own use. The colonists lived under British rule. But to
them, laws made in Britain meant little until they were enforced on the spot. They often
ignored British laws. This independent attitude would soon lead to a clash between the
Americans and the British.

Foundations of American Government: from Independence to the Constitution

The road to independence
In 1767, Parliament ……….. the Townshend Acts, which taxed lead, paint, paper, and tea
imported into the colonies. In 1770, Parliament ……….. all provisions of the Townshend
Acts with one exception--the tax on tea. Furious Americans vowed not to use tea and
colonial merchants refused to sell it. On Dec. 16, 1773, a group of American colonists
staged the Boston Tea Party; dressed as Indians, they boarded East India Company ships
and threw their cargo of tea into Boston Harbor.
Angered by the Boston Tea Party, Parliament passed laws to punish the colonists early in
1774. Called the Intolerable Acts by the Americans, the laws included provisions that
closed the port of Boston, gave increased power to the British ………... of Massachusetts
colony, and required the …………. to house and feed British soldiers.
The Intolerable Acts …………. colonial anger more than ever before. On Sept. 5, 1774,
delegates from 12 colonies met in the First Continental Congress in Philadelphia. The
delegates called for an end to all trade with Britain until Parliament repealed the
Intolerable Acts. King George insisted that the colonies either ………… to British rule or
be crushed.
On April 19, 1775, British troops tried to seize the military supplies of the Massachusetts
…………. This action led to the start of the American Revolution. Colonial leaders met
in the Second Continental Congress on May 10, 1775. The Congress faced the task of
preparing the colonies for war. It organized the Continental Army, which colonists from
all walks of life joined. King George officially declared the colonies in rebellion on Aug.
23, 1775. Some people--called …………..--favoured submission to British rule, but a
growing number supported the fight for independence.
On July 4, 1776, the Second Continental Congress officially declared independence and
formed the United States of America by adopting the Declaration of Independence. It
………….. that all men are created equal, and are …………….. by their Creator with
rights to life, liberty, and the pursuit of happiness. To protect those rights, men organized
governments, and the governments derived their powers from the ………….. of the
governed. But when a government ceased to preserve the rights, it was the ………. of the
people to change the government, or abolish it and form a new one.
Establishing a government
The American people began ……………… a new system of government as soon as they
declared their independence. Each of the new states had its own constitution before the
American Revolution ended. The state constitutions gave the people certain liberties,
usually including freedom of ……….., religion, and the press. In 1781, the states set up a
federal government ……….. laws called the Articles of Confederation.
In 1787, delegates from every state except Rhode Island met in Philadelphia to consider
………….. to the Articles of Confederation. The delegates agreed to write an entirely
new Constitution. They debated long and hard over the contents of the Constitution but
they finally reached agreement on a new Constitution on Sept. 17, 1787. The authors
worked out a system of government that satisfied the opposing views of the people of the
1780's. At the same time, they created a system of government …………… enough to
continue in its basic form to the present day.
The Constitution ………….. for a two-house legislature--a House of Representatives and
a Senate. Representation in the House was based on …………….. in order to satisfy the
large states. All states received equal representation in the Senate, which pleased the
……….. states. The Constitution gave many powers to the ………… government,
including the rights to collect taxes and regulate ………... But the document also
reserved certain powers for the states. The Constitution provided for three …………… of
government: the executive, ………….. by a president; the legislature, made up of the two
houses of Congress; and the judiciary, or federal court system. The creators of the
Constitution provided for a system of ………… and ……………. among the three
branches of government. Each branch received powers and duties that ensured that the
other branches would not have too much power.
1/ Read the text carefully and fill in the blanks with the right word. You should of course
check the meaning of these words if you do not know them.
speech, duty, stated, flexible, small, branches, stirred, governor, checks, federal,
endowed, under, passed, consent, revisions, provided, trade, Loyalists, submit, repealed,
balances, population, setting up, headed, colonists, militia
2/ Using the text (everything is in the text), translate the following sentences into English:
• En 1774, le Parlement adopta des lois qui furent appelées « Lois intolérables » par
les Américains et qui imposaient aux gens des colonies d’héberger et de nourrir
des soldats britanniques.
• Alors que certains préféraient se soumettre à la férule britannique, de plus en plus
de gens apportaient leur soutien au combat pour l’indépendance ; cela permit au
Congrès continental d’organiser une armée rejointe par des citoyens de toutes
origines.
• Dès qu’ils eurent déclaré leur indépendance, les nouveaux états américains mirent
en place un système de gouvernement sous l’égide de textes législatifs qui prirent
le nom des Articles de la Confédération.
• La Constitution prévoyait un système législatif bicaméral et trois branches de
gouvernement avec un système de pouvoirs et contre-pouvoirs qui faisait en sorte
que les autres branches n’aient pas trop de pouvoir.
3/ Prepare short answers to the following questions:
a. What caused the Boston Tea Party?
b. What was the reaction to the Intolerable Acts?
c. How did the American Revolution technically start?
d. How did the colonists justify their revolution and declaration of independence?
e. What are the main features of the system provided by the Constitution of 1787?.
4/ Write a short essay in 150 words maximum: Have a look at the following document:
http://www.icsd.k12.ny.us/legacy/highschool/pjordan/ushonors/Regents%20Review/Revi
ew%20Lessons/articlesofconfederation.html
and say why the Articles of Confederation eventually had to be “revised” in 1787.