Little boxes - CT COLT Technology Academy

Little
boxes
keywords
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1. Observe ’s painting, One Hundred
Campbell’s Soup Cans (1962), for a few seconds.
What is your first reaction? Why?
2. In your opinion, what was Warhol’s goal when painting
this famous picture?
Andy Warhol
unit
•Civilisation
Advertising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
•Texte
Targets (S. Lynn) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
•Expression orale
• Here comes the commercial! . . . . . . . . . . . . . . . . . . . . . 113
• Little Boxes (M. Reynolds) . . . . . . . . . . . . . . . . . . . . . . . 113
•Texte
Newspeak (G. Orwell) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
•Expression écrite
Buy Nothing Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
•Entraînement au bac
Social bottles (A. Huxley) . . . . . . . . . . . . . . . . . . . . . . . . 118
•Grammaire
Gérondif, infinitif et proposition infinitive . . . . . . . . . . 120
•Anglais pratique
Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
•Méthodologie
Utiliser un dictionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
VIDEO
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Nouns
•ad / advert ['{dv«:t] /
advertisement
[əd'v«:tsmənt]
•brand: marque
•consumer [kən'sju:mə]:
consommateur
•consumer goods:
biens de consommation
•consumer society [sə'saət]
•mass consumption
[kən'sÃmpʃən] / production
•conformity
•uniformity
•standardization
["st{ndəda'zeʃən]
•copycat: copieur
•lack (manque) of personality
•puppet ['pÃpt]: marionnette
•victim
•slave
•robot ['rəυbɒt]
•dependence on
Adjectives
•uniform
•monotonous [mə'nɒtənəs]
•similar (to)
•deprived [d'pravd] of:
privé de
•devoid [d'vɔd] of:
dépourvu de
Verbs &
expressions
•consume [kən'sju:m]:
consommer
•be guided ['gadd] by
•follow the fashion
•comply[kəm'pla] with
= conform [kən'fɔ:m] to
•be a mere [mə] (simple)
machine [mə'ʃi:n]
•do as others do / copy
•be alike: se ressembler
•target ['tɑ:gt] (verb + noun):
cible(r)
•lack sth: manquer de
•brainwash sb (laver le
cerveau de qqn) into V-ing
•condition / influence sb
into V-ing
•standardize
•be submitted to
•be at the mercy ['m«:s] of
•depend upon / on
106
Nouns
•can (US) = tin (GB)
•label [lebl]: étiquette
•series ['sər:z] (sing. / plur.)
•repetition
•criticism ['krtszəm]
Adjectives
•eye-catching: qui attire l’oeil
•identical [a'dentkəl]
•thought-provoking:
qui amène à réfléchir
•puzzling: surprenant
•provocative [prə'vɒkətv]
Verbs & expressions
•imitate
•focus ['fəυkəs] on
•stress = underline: souligner
•condemn [kən'dem]
•denounce [d'naυns]
•criticize ['krtsaz] sth/sb
for V-ing
•resist
TıOıOıLıBıOıX
culture keys > p. 180

domination
influence
opposition
révolte
107

108
Advertising
unit
STARTING BLOCKS
STARTING BLOCKS
6
Nouns
•ice cube
•wrist [rst]: poignet
•leather ['leðə] jacket: blouson de cuir
•stopwatch: chronomètre
•nurse
•hospital ward [wɔ:d]: salle d’hôpital
•bandage ['b{nddZ]: pansement
•lifebuoy ['lafbɔ]: bouée de sauvetage
•winner
•stereotype ['sterətap]
Adjectives
•slim: mince
•obese [əυ'bi:s]
•healthy ['helθ]: en bonne santé
•wounded ['wu:ndd]: blessé
•victorious [vk'tɔ:rəs]
•sexy
•attractive
Verbs & expressions
•be overweight [əυvə'wet]:
avoir des kilos en trop
•lose weight (poids)
•be on a diet ['daət]: être au régime
•serve sb = look after
•crush (écraser) ≠be crushed
•clench one’s fist: serrer le poing
•raise (lever) one’s fist
•succeed in V-ing = manage to V:
réussir à V
•prove: prouver
•reinforce ["ri:n'fɔ:s]
•convince sb to V: convaincre qqn de V
TıOıOıLıBıOıX
A
Basic appeals
1. First, read the text Advertising technique, then
describe ads 1 and 2. (Use the Toolbox.)
2. Who are the targets of these ads?
3. Explain the pun (jeu de mots) in ad 1.
4. Which basic appeal does each ad correspond to?
Justify your answer.
Advertising technique
Advertisers manipulate emotion to get people to buy
a product. The most common basic appeals to fun-
damental instincts are: imitation,self-satisfaction,
possession,responsibility,curiosity,love,fear and
comfort. Advertisers often associate their products
with desirable images to make them equally desirable:
attractive models, show-business and sports stars,
beautiful landscapes…
2
1

slides •Cloning (cartoon)
•Peta (poster)
video time •TV commercials
See p. 169
B
Advertising yesterday and today
Little boxes
109
2. Describe ads 3 and 4 with the help of the Toolbox.
3. Which basic appeal does each ad correspond to?
Justify your answer.
4. What image of women is conveyed in each ad?
Would you say that the image of women is changing in
today’s advertising media? Give examples.
5. Listen to some radio ads with the help of your
Workbook.
1. Read the text twice, then hide it and answer the
following questions.
a.Explain what the first form of advertising was.
b. What happened during WWI? Why?
c. Explain the origin of the name “soap opera”.
d. Name at least ten advertising media. Can you
name others, not mentioned in the text?
3
4
During WWI, manufacturers and agencies focused
on a new market, women, because they realized
that they did most of the shopping. In addition,
more and more ads for cosmetics and other beauty
products emerged. This period saw the beginning
of “soap operas3”: melodramatic radio serials4
which targeted housewives and advertised soap
and other cleaning products.
Today, the number of advertising media is endless:
posters or billboards, radio, cinema and television
commercials, magazines, newspapers, flyers5, web
banners and pop-ups, skywriting, street furniture6,
bus shelters7, buses, taxis, platforms and trains,
stickers on products in supermarkets, even elastic
bands on disposable nappies8…
1. bouche-à-oreille – 2. panneaux – 3. mélos (soap: savon)–
4. ['sərəlz] feuilletons – 5. prospectus – 6. mobilier urbain –
7. Abribus – 8. [ds'pəυzəbl 'n{pz] couches jetables
10
15
20
Word of mouth1was the first form of advertising.
However, commercial messages were found in the
ruins of Pompeii. Shop signs, billboards2and other
forms of advertising existed in the 17th century
and written ads appeared in newspapers in
England, mainly to promote medicines. In the
early 20th century, many ads contained pictures
and car ads began filling the pages of magazines
and newspapers.
5
workbook p. 55-56

110
Targets
My daughter is a popular kid these days. Taco Bell wants her, and so does Burger
King. […] Children are the darlings of corporate America. They’re targets for
marketers of everything from hamburgers to minivans. And it’s not good for them.
Even while I, like all American parents, am held responsible for the behavior of my
child and for safeguarding her future, corporations bombard her with messages that
undermine my efforts. […]
There’s no doubt that advertising works. Its success stories are told and retold
within the industry. At mid century the phrase “A Diamond1Is Forever” succeeded
so well in bolstering2a faltering3diamond market that by 1951, 80 percent of
American marriages began with a diamond engagement4ring. In 1970, just before
McDonald’s began telling moms that they “deserve5a break today”, annual sales
were at $587 million; by 1974 annual sales jumped to $1.9 billion.
So what’s the big deal? What’s wrong with trying to get people to buy a diamond
engagement ring or indulge in6the occasional Big Mac with fries? Well, all of these
legendary campaigns were aimed at adults, who presumably can bring a certain
amount of information and judgment to their decisions about what’s good for them.
Because children are unable to employ such judgment, they are more vulnerable
to marketing. Preschool children, for instance, have trouble differentiating between
commercials and regular programming on television. […]
I recently sat with a group of elementary school kids who all told me that
commercials do not tell the truth, yet when asked, they all had strong opinions
about which was the “best” brand of sneaker. Their opinions were based not on their
own experience but on what they’d seen on TV and in magazine ads. Advertising
appeals to emotions, not to intellect, and it affects children even more profoundly
than it does adults. […]
Today’s children are assaulted by advertising everywhere –
at home, in school, on sports fields, in playgrounds, and on
the street. They spend almost forty hours a week engaged
with the media – radio, television, movies, magazines, the
Internet – most of which are commercially driven. The
average child sees about 40,000 commercials a year on
television alone.
Children, including very young children, often watch
television by themselves, meaning that no adult is present to
help them process7marketing messages.
While television remains the major medium through
which advertisers target children, it’s no longer the only
medium. The average American child lives in a home with
three television sets, two CD players, three radios, a video
game console, and a computer. Two-thirds of children
between the ages of eight and eighteen have televisions in
their bedrooms. […]
The impact of corporate marketing on children’s lives is
breathtaking8and is expanding around the world virtually
unchecked.
Susan LINN, Consuming Kids (2004)
1. ['daəmənd]
2. bolster: stimuler
3. faltering: en perte de vitesse
4. engagement: fiançailles
5. deserve [d'z«:v]: mériter
6. indulge [n'dÃldZ] in:
se faire plaisir avec
7. process ['prəυses]:
analyser, comprendre
8. breathtaking
['breθtekŋ]: époustouflant
unit
TEXT 1
TEXT 1
Dr. Susan LINN, a psychologist and
writer, is currently the Associate
Director of the Media
Center for Children at
. Her
recent publications
include articles in the
Los Angeles Times and
Newsweek . Dr. Linn is
internationally known
for her innovative work using
puppets in child psychotherapy.
Harvard University
6
culture keys > p. 180
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