Anglais Terminale

Rejoignez la communauté !
Co-construisez les ressources dont vous avez besoin et partagez votre expertise pédagogique.
1. Identities and Exchanges
Ch. 1
The Canadian Tale
Ch. 2
Go Greek!
2. Private and Public Spheres
Ch. 4
The Roaring Twenties
3. Art and Power
Ch. 5
A Camera of Her Own
Ch. 6
A Never-Ending (Hi)story?
Ch. A
Conscious Art
4. Citizenship and Virtual Worlds
Ch. 7
To Tweet or Not to Tweet?
Ch. B
Digital Passports at Risk...
Ch. C
May I Borrow This?
5. Fiction and Realities
Ch. 8
Chivalry Isn’t Dead!
Ch. 9
It’s GoT to Be Shakespeare!
6. Scientific Innovations and Responsibility
Ch. 10
Breaking the Code
Ch. 11
Green Waves
Ch. D
To Infinity and Beyond!
Ch. num
Tech for the Future?
7. Diversity and Inclusion
Ch. 12
Multicultural New Zealand
Ch. 13
Black Lives Matter
8. Territory and Memory
Ch. 14
Lighting Up Africa
Ch. 15
American Vibes
Fiches Méthode
Précis culturel
Précis de communication
Précis phonologique
Précis grammatical
Verbes irréguliers
CECR et programme
Rabats & annexes
Unit 3

Exam File supplémentaire

Préparation aux évaluations communes
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.

Évaluations communes

Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.

Compréhension de l'oral

Avant d'écouter
Lisez le titre de la vidéo et regardez le nuage de mots.

a. Sur quoi peut porter cet enregistrement ? Faites trois hypothèses.

b. Trouvez cinq autres mots que vous pourriez entendre dans l'enregistrement.
Après l'écoute
En rendant compte, en français, du document, vous montrerez que vous avez compris les éléments suivants :
  • Le thème principal du document ;
  • À qui s'adresse le document ;
  • Le déroulement des faits, la situation, les événements, les informations ;
  • L'identité des personnes ou des personnages et, éventuellement, les liens entre elles/entre eux ;
  • Les éventuels différents points de vue ;
  • Les éventuels éléments implicites du document ;
  • La fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).
Afficher la correction
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.


Everyone Fit in their Defined Rolesin the 1950s, David Hoffman, 2019. (Timing: 06:00 to 07:38)
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
cloud word
Le zoom est accessible dans la version Premium.
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
man with birefcase
Le zoom est accessible dans la version Premium.
Crédits : LightField Studios/Shutterstock
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Expression écrite
Choisissez un sujet et répondez-y en anglais.
Sujet A - Texte

To what extent does TV play a role in shaping our lives?

Sujet B - Texte, vidéo

Discuss the following statement in light of the documents: “As children, we all, in all cultures and societies, learn behavior from observation, imitation and encouragement of various kinds.” - Gary Gygax.
Sujet C - Vidéo

Imagine you are the child giving the testimony about his family life. Write a diary entry about a day in your family.
Afficher la correction
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.


  • Sujets A et B : Reposez vos arguments sur les deux documents, sur vos connaissances de la vie dans les années 50, mais aussi plus largement sur ce que vous connaissez de la culture américaine.
  • Sujet C : Appuyez-vous sur des verbes et des adjectifs pour exprimer vos émotions.
  • Donnez votre avis sur le sujet. Structurez votre expression en utilisant des mots de liaison.
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Compréhension de l'écrit
During the 1950s, television gender roles were stricter and more rigid than they ever had been. The men put on their business suits every morning, went to their conforming jobs, became part of the American rat race, and then were expected to come home and be a father figure and a husband. These were oftentimes the same men that had fought on battlefields of WWII or the Korean War, and now their duties had changed, so that they had to fight Communism at home by being the perfect American man. [...]

Boys during the 1950s were surrounded by this rigidity of manhood. This hypermasculine mold that they were supposed to fit into consequently meant devaluing the role of women. It is possible that such television expectations contributed to the development of violent tendencies, because there boys growing up watching the men of the 1950s were not raised to value women, but rather to devalue them to make themselves seem more masculine. The repetitive exposure to these television shows, alongside with the patriarchal society that was solidified even more during the post-WWII years, created a highly constructed identity for men in America.

[...] There was a lot of pressure on the boys to grow up as men, being ridiculed for any behavior that was not masculine and knowing that they would one day be the primary breadwinner for their family. There was also a clear gender difference growing up as boys in the 1950s, and since they were raised in a way to devalue “women's work” they did not see girls and women as important parts of society. [...]

Through the 1950s television shows, boys were shown that to be real men, they had to follow rigid norms. These shows display clear differences between men and women, with women as subordinate. Some of the most popular television shows during the 1950s were The Adventures of Ozzie and Harriet, Leave it to Beaver, Father Knows Best, and I Love Lucy. The plot lines were never dramatic and the issues were mundane. There was never any stress and problems could be fixed fairly easily. Things seemed to run smoothly in the lives of these Hollywood families, because they all had a role to play. The father was a working man who left in the morning and came back at night, ready for his wife to serve him dinner. The fathers were not depicted as frequently as the rest of the family, because the storylines centred on the home. Since men spent the majority of their lives outside of the home, and were not involved with household chores, the dominant screen space was reserved for women and children.

In the show Leave it to Beaver, the story comes from the children's point of view and the father, Ward Cleaver, is only depicted before he leaves for work, when he comes home for dinner, or when he is solving the problems of his two sons. It is the absence of the men in the house in these television shows that reinforces that boys and men simply do not belong there. On the other hand, the mother/wife figure, who stayed at home, figured prominently. These women, such as Lucy, Harriet, and June, “portrayed the same general character - ‘a woman with a smile on her face and a trick up her sleeve, who is submissive yet controlling” [...]. These were the women who knew their place in the home. On the occasion that they tried to experiment with work, it was a comedic episode, because it wasn't her “place.” When young boys turned on their television sets, they would have seen the outline for what men and women are supposed to do. It is this mindset that there is no fluidity between the two gender roles that can have negative consequences to the socialization of children.
“Masculinity, gender roles and T.V. shows from the 1950s”, The Artifice, 2014

Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
a) Present the historical context of the 50s. How has the role of men evolved in the past decades?

b) How were men expected to be? What was their relation to women? Why?

c) Where did most of the action of these TV shows happen?

d) What were the roles of men characters in TV shows? What consequences on the boys'education?

e) How were women depicted? Why?

f) Explain the sentence in bold letters in your own words.
Afficher la correction

Une erreur sur la page ? Une idée à proposer ?

Nos manuels sont collaboratifs, n'hésitez pas à nous en faire part.

Oups, une coquille

j'ai une idée !

Nous préparons votre pageNous vous offrons 5 essais

Utilisation des cookies
Lors de votre navigation sur ce site, des cookies nécessaires au bon fonctionnement et exemptés de consentement sont déposés.