Grammar (3): the simple present tense 

1. The simple present tense: forms and pronunciation

They often read / I like chips  / She works a lot   / We watch TV every day  / The neighbour's dog always barks / I use my computer all the time ...

= present simple (positive) 

! Third person singular!        F  + -s 
He likes  chips    /   My sister plays the guitar   /   It rains a lot in this country  


! have  à   has      I have a car à  He has a car.


 ! No -s ending in the third person singular for the following verbs (auxiliaries): must / can / may / would / will / should etc.
She must work a lot. / He can go out every weekend. / She may park her car here. /  She should see her doctor. /  He will send the letter.  

! Third person singular!       F + -es
She often misses her bus / She watches a new film every week at the pictures / She finishes her essay. /  The bee buzzes. /  The car crashes against the wall. /  She manages to work late. / He fixes the computer

à      + -es   after the sounds / s /; / z /; / tʃ /; / dʒ / ; / ʃ / ; / ʒ /



She does a lot of exercise.  /  He goes to the cinema once every two months.

à      + -es   after final -o in do and go



She sometimes carries heavy bags.  /  She never cries.  /   He flies to Canada once a year. / She sometimes empties the bin.

à      + -es   after -i coming from -y preceded by a consonant
In other words: -y changes into an -i before -es provided the -y is preceded by a consonant.
         
          cry --- cries             empty --- empties              fly --- flies         

But not in 'enjoy'  or 'obey' for instance because the -y is preceded by a vowel:
She enjoys being with us.  /  He obeys orders.



! Pronunciation of final -es
      = /iz/ after the sounds / s /; / z /; / tʃ /; /dʒ / ; / ʃ / ; / ʒ / 
He / She    crashes / finishes / watches / manages / memorizes  / fixes...



! Pronunciation of final -s
 = / s / after a voiceless consonant except after   / s / ; / ʃ / ; / tʃ /

A voiceless sound in English is a sound that is produced with no vibration of the vocal chords; not much "voice" is needed, hence the word "voiceless". 
The voiceless sounds in English are /p/; /t/; :k/ ; /f/ ; /s/; /ʃ /; /tʃ/ ; / θ /.

She laughs  /fs/  a lot.   /    He works  /ks/ too much.   /   She stops  /ps / smoking    


= / z / after a voiced consonant (except after /z/ ; /dʒ/ ; /ʒ/ ) , a vowel or diphthong

A voiced sound in English is a sound that is produced by vibration of the vocal chords; quite a lot of "voice" is needed to produce them, hence the word "voiced". 

 The voiced sounds in English are:
  a. All vowels and diphthongs

  b. The voiced consonants like / m/ ; /n / ; /g / ;  /d / ; / l / ;  / r / ; / ŋ / ( = 'ng' as in "ring" )  ; /ð / ( = 'th' as in "bathe" ) ; /v/ ; /b/

He plays  /eɪz/ the guitar.  /   She enjoys  /ɔɪz/ the party.    /    He sees / i:z/ the sea. /
She carries /i:z/  the bag.  She learns /nz / how to play the bass. /   He calls  /lz/ the boss. /  She receives  /vz/ letters. / She goes / on holiday once a year. /  She rings her sister.  / She bathes the baby every evening.


 
I don’t read a lot. / She doesn’t work much.  / We don’t see them very often. / They don't go on holiday every year. 

= present simple (negative)

à You need don't (do not) and doesn't (does not) to make negative sentences in the present simple tense.
But not for auxiliaries:
I must --- I mustn't / I must not...
She can come --- she can't come / She cannot come.
You may speak here --- You mayn't speak here. / You may not speak here.

I am (I’m) à I am not (I’m not)      /  You are (You’re)  à You are not  (You’re not / You aren’t)

He is (He’s) à He is not (He’s not / He isn’t) 

 ! I have a car à I don’t have a car   /  She has a car  à  She doesn’t have a car
But:  I have got / I've got  a car  à  I haven’t got a car   /  She has got  / She's got a car  à  She hasn’t got a car.




Do you see your friends a lot?
Does she travel abroad?
Where do they live?
How do you come to work? By car?
How often do you travel abroad?

= present simple (interrogative)

à You need the do support to ask questions in the present simple tense.

But not for auxiliaries:
Can I use your mobile phone?
Must you be on time at work?
Where are you from?
Is she late today?





2. The simple present tense: use

We use the simple present:
a)  to describe  facts  or things  that are (scientifically) true or express a habit

 I like reading books and magazines.

She works very hard every day: she gets up at 5 a.m., starts working at 8 a.m. and finishes at 8 p.m.
The Earth goes round the Sun.
She speaks four languages.

 

b) with the adverbs of frequency (always, usually, generally, often, normally, sometimes, never, hardly ever , occasionally ...)

He always gets up at 7.00
We never go on holiday.
I sometimes phone her.
It often rains
She is always late

 à Have you noticed the position of the frequency adverbs?

 

c) with adverbial phrases that express a frequency (once a week / every month / once a year / twice a day / three times an hour / every second / at the weekend / during the holiday ...  

 

We go out at the weekend.

I go to the cinema once a month.
She phones me three times a day.
They buy a new car once every ten years.
 

 à Have you noticed the position of the adverbial phrases of frequency?

 

 

EXERCISES

 1. Complete the following sentences with the correct form of these verbs.
 

boil     close     cost     cost     go     have     like     meet     open     smoke     speak     teach     wash 

1.  She’s very clever: she ................. five languages.
2. Robert ................. 10 cigarettes a day.
3. We usually .................. dinner at  7.30.
4. I ................... films. I often .................. to the cinema.
5. Water ................. at 100 degrees Celsius.
6. Banks ................. at 9.00 a m.
7. The City Museum ................. at 5 pm.
8. Food is expensive. It ............... a lot of money.
9. Shoes are expensive. They ................. a lot of money.
10. Laureen is a teacher. She ................ geography to teenagers.
11. Your job is very interesting. You .................. a lot of people.
12. Peter ................. his hair every day.

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2. Look at the information in the box. Write sentences about Tom and Keren, about George and yourself!

 

How often do you...?	€    Tom and Keren	K George	J You
drink coffee read magazines? get up before 7 o’clock?	never often sometimes	usually never always	? ? ?

 

 1. - Tom and Keren never drink coffee.
     - George...
     - I ...

2. - Tom and Keren ...
    - George ...
    - I ...

3. - Tom and Keren ...
     - George ...
    - I ...

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3.  Complete the sentences: all of them are negative. Use the negative form + one of these verbs!

cost     drive     go     know     play     see     sell     smoke     wash     wear

1. ‘Have a cigarette!’  ‘No, thank you, I ...
2. They ...                   magazines in that shop.
3. She has a car but she ...                               very often.
4. I like films but I ...                               to the cinema very often.
5. He...                                      very often.
6. It’s a cheap hotel. It ...                                    much to stay here.
7. He likes football but he ...                                         very often.
8. I ...                                   much about politics.
9. She is married but she ...                           a ring.
10. He lives near our house but we ...                                   him very often

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4. Ask questions using 'you' as the subject! 

I wash my hair twice a week. (How often)

I live in London. (Where)

I watch TV every evening. (How often)

I get up at 6 o’clock. (What time)

I go to school by bus. (How)

 

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5. Ask questions! 

1. (He) often play football?
2. Excuse me,  (you) speak English?
3. What (you) do?
4. What (your sister) do?
5. How often (you) go dancing?
6. What time (you) usually get up?
7. What (you) usually have for breakfast?
8. Where (she) come from?
9. How (they) go to work?
10. What (you) do for a living?

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6. Write positive or negative short answers about you!

Do you smoke?    Yes, I do /  No, I don’t.
Do you live in a big city?
Do you drink a lot of coke?
Do you often speak Dutch?
Do you play a musical instrument?
Does it rain a lot in this country?
Do you play computer games?
Do you often watch television?
Do you usually go on holiday?
Do you often phone your friends?


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7.  Rewrite each sentence as a positive or negative sentence, or a question, according to the instructions.

1 I visit my grandparents very often. (negative)   I don't visit my grandparents very often.

2 Does he go to school every day? (positive short answer)        Yes, he does.

3 She comes from China. (question)      Does she come from China?

4 She goes to work by train. (question)

5 We watch television every night. (negative)

6 He doesn't walk to work every day. (positive)

7 She plays football every Sunday. (question)

8 He washes his car once every two weeks. (question)

9 They live in Australia. (question)

10 They go to school by bus. (question)

11 Does she finish work at five o'clock? (positive short answer)

12 He goes to the cinema on Fridays. (question)

13 I come from Africa. (negative)

14 Does he live in this street? (negative short answer)

15 He works in a restaurant. (question)

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8. How do you pronounce the final 's' (third person singular) in the following senences?

She laughs  /  ..... /  a lot.
He manages / ..... / to use the machine.
She always passes / ..... / her exams.
She stops / ..... / spending too much time on the internet.
He wears / ..... / old clothes at home.
She drinks / ..... / tea at 5 o'clock.
She goes / ..... / to bed at 11 pm.
He loves / ...../ sweets.
It rains / ..... / too much.
It freezes / ..... / a lot in her country.
She cries / ..... / when she sees / ...... / sad films.
She writes / ..... / mails every day.
He phones / ..... / from time to time.
Water boils / ..... / at 100°C.
She says / ...../ she hates / ..... / me.


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When you are finished, check your answers!

1.

1. She’s very clever: she speaks five languages.
2. Robert smokes 10 cigarettes a day.
3. We usually have dinner at  7.30.
4. I like films. I often go to the cinema.
5. Water boils at 100 degrees Celsius.
6. Banks open at 9.00 a m.
7. The City Museum closes at 5 pm.
8. Food is expensive. It costs a lot of money.
9. Shoes are expensive. They cost a lot of money.
10. Laureen is a teacher. She teaches geography to teenagers.
11. Your job is very interesting. You meet a lot of people.
12. Peter washes his hair every day.

 --------------------------------------------------------------------------

 2.

 

 1. - Tom and Keren never drink coffee.
     - George usually drinks coffee.
     - I  (your own answer)...

2. - Tom and Keren often read magazines.
    - George never reads magazines.
    - I  (your own answer).

3. - Tom and Keren  sometimes get up before 7 o'clock.
     - George always gets up before 7 o'clock.
    - I  (your own answer).

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3.

1. ... I don't smoke.
2. They don't sell magazines...
3. ... but she doesn't drive very often.
4. ... but I don't go to the cinema very often.
5. He doesn't wash very often.
6. ... It doesn't cost much...
7. ... but he doesn't play very often.
8. I don't know much about politics.
9. ... but she doesn't wear a ring.
10. ... but we don't see him very often.

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4.

How often do you wash your hair?
Where do you live?
How often do you  watch TV?
What time do you get up?
How do you go to school?


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5.

1. Does he often play football?
2. ... do you speak English?
3. What do you do?
4. What does your sister do?
5. How often do you go dancing?
6. What time do you usually get up?
7. What do you usually have for breakfast?
8. Where does she come from?
9. How do they go to work?
10. What do you do for a living?


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6.
Your own answers!


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7.

1  I don't visit my grandparents very often.

2  Yes, he does.

3  Does she come from China?

4  Does she go to work by train?
5  We don't watch television every night.

6  He walks to work every day.

7  Does she play football every Sunday?

8  Does he wash his car once every two weeks?

9  Do they live in Australia?

10 Do they go to school by bus?

11 Yes, she does.

12 Does he go to the cinema on Fridays?

13 I don't come from Africa.

14 No, he doesn't.

15 Does he work in a restaurant?

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8.

She laughs  /  s  /  a lot.
He manages / iz / to use the machine.
She always passes / iz  / her exams.
She stops / s / spending too much time on the internet.
He wears / z / old clothes at home.
She drinks / s. / tea at 5 o'clock.
She goes / z / to bed at 11 pm.
He loves / z / sweets.
It rains / z / too much.
It freezes / iz / a lot in her country.
She cries / z / when she sees / z / sad films.
She writes / s / mails every day.
He phones / z / from time to time.
Water boils / z / at 100°C.
She says / z / she hates / s / me.

 

Storm causes chaos in Britain
(Level: Intermediate to Upper-Intermediate / B1 to B2 / ** to ***)


Before watching:

You are going to watch a Sky News report focusing on the chaos in southern Britain caused by one of the strongest storms in a decade.  

 

The storm named St Jude (after one of the twelve apostles, patron saint of lost causes) as it was battering Britain on his feast day (i.e.28th October) claimed several lives and cut a path of destruction. 

A fallen tree in north London
Photo from The Guardian



   

Newhaven, East Sussex
Photo from The Guardian

Newhaven, East Sussex
Map from eng.wikipedia.org



Newhaven, during the search for 14-year-old Dylan swept out to sea
 Photo from Metro News

         

 

Double-decker bus blown over in Suffolk
Photo from The BBC

Suffolk
Map from eng.wikipedia.org

 

 

The following words and notes could be useful:

 

A grammar school: a type of secondary school at which more academic subjects (*) are studied than at [...] comprehensive schools (**). Most British towns used to have at least one grammar school, which children could enter only if they passed an examination at the age of eleven. Many people thought that this system was unfair, and by the end of the 20th century most local authorities had changed to the comprehensive system. Some of Britain's older grammar schools became independent schools (***)  (Source: the Oxford Guide to British and American Culture, OUP, 2005)

 

(*) e.g. English, maths, sciences, foreign languages, history, geography...

(**) Comprehensive school = a large state secondary school for boys and girls of all abilities aged 11 or over. Comprehensive schools were introduced in the 1960s to replace the system of dividing children between more academic grammar schools and less academic secondary modern schools.

(Source: ibid.)

(***) Independent school = a school that does not receive money from the state and charges fees for teaching and other services [...]. Public schools are, in most of Britain, independent schools and despite their name, are not part of the state education system. [...]. (Source: ibid.)

 

a stroke of misfortune: something unhappy happening quite unexpectedly     coup de malchance

     >< a stroke of luck / fortune

to set off (e.g. an explosion): to cause (an explosion)    déclencher une explosion

to sift through...: to examine...    passer ... en revue / examiner...

the rubble: the debris          les décombres 

a (gas / water...)  main:  a principal pipe     une conduite (de gaz / d'eau...)

a freak accident: a highly unusual accident         accident insolite; hors du commun

the blast: the explosion            explosion / déflagration

swirls: twisting or swirling movements in the water          tourbillons

to wobble in and out of...:  to rock slightly and be a bit unsteady as a result

(See BBC footage showing planes wobbling)  subir des oscillations / turbulences à l'arrivée ou

au décollage

 

 

 

        Planes wobbling on arrival in Heathrow

 

 

a runway: the surface which aircraft take off from and which they land on       piste de décollage / d'atterrissage

to topple over: to overturn       se retourner  / se renverser

 

the Cabinet Office: a British government department that is responsible for the administrative work of the Cabinet (*)  [...].

(*) In Britain, the Cabinet is a committee responsible for deciding government policy and for coordinating the work of government departments. It consists of about 20 ministers chosen by the Prime Minister and meets for a few hours each week at Downing Street. [...].

 (Source: the Oxford Guide to British and American Culture, OUP, 2005)

 

a crane: a tall machine with a long arm used by builders for lifting and moving heavy objects    grue

 

 

 

 While watching:

 

Watch the report and answer the questions in French:

 

.

 You can also watch the video on the BBC site:

 

 http://news.sky.com/story/1160557/storm-four-people-killed-by-falling-trees

 

 

 

St Jude storm was the worst in years with a gust of wind as strong as 99mph (*) (159kph) recorded on the Isle of Wight.

Explain the havoc it wreaked (**) across southern Britain! What were the consequences? Complete the notes in the chart!

 

(*) mph = miles per hour 

(**) to wreak havoc = to cause a lot of trouble; damage  / to ruin      faire des ravages

 

Conséquences

1.      4 personnes sont mortes -          Victime 1 : qui ?  Circonstances du décès ?   -          Victimes 2 et 3 : qui ?   Circonstances de leur décès ? -          Victime 4 : qui?  Circonstances du décès ?

2.      Des dizaines de milliers de foyers…

3.      Les trains…

4.      A l’aéroport d’Heathrow…

5.      Un bus…

6.      Une grue

7.     On a déclenché 17 phases d’alerte de crues,  dont 15 dans le sud-ouest de l’Angleterre.

 

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When you are finished, you can check your answers:

 

Conséquences

1.      4 personnes sont mortes -          Victime 1 : Bethanay Freeman - une jeune lycéenne de 17 ans, surprise dans son sommeil dans sa caravane par la chute d’un arbre (Note : les parents occupaient la caravane voisine et  n’ont rien pu faire pour elle)…   -          Victimes 2 et 3 : un homme d’une quarantaine d’années et une femme retrouvés morts dans les décombres de maisons qui se sont effondrées après une explosion consécutive à la rupture d’une conduite de gaz causée par la chute d’un arbre.                                                         -          Victime 4 : Donal Drohan, père de trois enfants, piégé dans sa voiture par la chute d’un arbre.

2.      Des dizaines de milliers de foyers privés d’électricité après que des câbles électriques aient été arrachés (notamment par la chute d’arbres)

3.      Les trains, dans leur grande majorité, ont été annulés. On estime à 200 les arbres tombés sur les voies …

4.      A l’aéroport d’Heathrow,  130 vols ont dû être annulés…

5.      Un bus a été projeté hors de la route par une rafale et s’est retourné dans un champ ; le chauffeur et quelques passagers ont été blessés.

6.      Une grue s’est pliée et écrasée sur le toit d’un bâtiment gouvernemental (le Cabinet Office) à Londres

7.      On a déclenché 17 phases d’alerte de crues,  dont 15 dans le sud-ouest de l’Angleterre.

 

Girl crushed in bed by tree
Photo from Mail online

Unfortunately, there was also another victim: 14-year-old Dylan Alkins, now almost certainly dead after being swept out to sea while playing last Saturday at the shore with friends, hours before the height of the storm.

If you want to know more about these tragic events, you can read the following article from the Daily Mail (Mail Online):

 

 

 http://www.dailymail.co.uk/news/article-2477978/Mother-tried-comfort-Bethany-Freeman-crushed-death-tree-St-Jude-storm.html

 

 

Standing better than sitting
(Level: Intermediate / B1 / **)

You are going to read a BBC article focusing on the major benefits for health once you decide to stand more instead of just sitting for hours on end every day.

It also describes the unusual experiment researchers did so as to look effectively at the effects of standing versus sitting.



Donald Rumsfeld (*) - a stand-up guy working at his standing desk
Picture from en.wikipedia.org



Teachers in class: always supposed to stand while teaching
Picture from travelsmart.ca

Before reading

The following words and notes could be useful:
mounting evidence that... : more and more evidence      Il semble de plus en plus clair que...
to break down the food into...:  reduce into...          réduire les aliments sous forme de...
an estate agent: someone dealing with the valuation, management, lease and sale of property        agent immobilier

triglycerides: any of a group of lipids that are esters formed from one molecule of glycerol and three molecules of one or more fatty acids, are widespread in adipose tissue, and commonly circulate in the blood in the form of lipoproteins—called also neutral fat  (Definition from the Free Merriam Webster dictionary)

(*) Donald Rumsfeld: an American politician, businessman and former Secretary of Defense from 1975 to 1977 under President Gerald Ford and from 2001 to 2006 under President George W. Bush. For more details:  http://en.wikipedia.org/wiki/Donald_H._Rumsfeld



While reading


http://www.bbc.co.uk/news/magazine-24532996


Answer the following questions in French:

1. According to the text, Britons tend to be sedentary. Explain what is meant by that!
2. Explain how bad sitting is as opposed to standing!
3. What kind of experiment was conducted by researchers from the University of Chester? How did they proceed?
4. Were the outcomes of the experiment satisfactory? Explain!
5. What is recommended to do in case you cannot really stand up given the nature of your job?

Chester University
Picture from www.cheshire-today.co.uk

Chester
Map from newcpowerbockers.co.uk

When you are finished, check your answers!

1.

Les Britanniques ont tendance à rester sur leur séant en moyenne douze heures par jour (au bureau devant leur écran d'ordinateur; idem à la maison plus devant la télévision, en voiture pour aller au travail ou en revenir) auxquelles on ajoute encore les heures de sommeil (par exemple 7), ce qui fait un total de 19 heures par jour sans réellement bouger... En fait, ils ne bougent que pour passer d'un siège à un autre!

2.  (Suggestions de réponses)

• Ceux qui restent assis continuellement vivent en moyenne deux ans de moins que ceux qui optent pour un style vie plus actif.
• Rien ne peut contrer le tort causé à l'organisme par une position assise prolongée, pas même les activités physiques auxquelles on peut s'adonner régulièrement.
• La station assise prolongée, synonyme d'absence de mouvements ou de contractions musculaires, génère une accumulation de sucre et de graisses dans le sang responsable de diabète et d'accidents cardiovasculaires...
• ...

3.

- Première étape: demander à des employés d'une agence immobilière de travailler debout au moins trois heures par jour pendant une semaine....

- Ensuite leur faire porter un accéléromètre destiné à enregistrer les mouvements effectués ainsi qu'un moniteur de fréquences cardiaques et un moniteur de contrôle du taux de glucose afin de mesurer les niveaux de sucre dans le sang jour et nuit.

4. Oui. Les mesures relevées ont permis de mettre en évidence des différences frappantes selon que les sujets étaient en position debout ou assise...

Par exemple: les niveaux de glucose présents dans le sang après un repas sont plus vite retombés à la normale les jours où les sujets étaient en position debout que lorsqu'ils étaient assis.

Les sujets brûlaient aussi plus de calories en restant debout car rythme cardiaque plus élevé (en moyenne jusqu'à dix battements de plus à la minute...).

5.

Apporter quelques ajustements dans ses habitudes. En guise d'exemples: se lever de son bureau et marcher un peu au moment où on répond au téléphone; aller voir son collègue dans son bureau plutôt que de le contacter par téléphone ou par courriel; prendre les escaliers au lieu de l'ascenseur...

Malala Yousafzai: the girl who was shot for wanting to go to school
(Level: Intermediate  / B1 / ** to ***)


Before watching:

You are going to watch a CNN report focusing on Malala Yousafzai, a Pakistani schoolgirl, who is also an activist and campaigner for girls' education and against the Taliban putting harsh restrictions on women's and girls' rights.

The following words and notes could be useful:
prayer vigils: nights spent in prayers     veillées de prières
to stand up for (one's rights): defend      défendre / faire valoir (ses droits)
the UAE = United Arab Emirates

On 10 October 2013, she became the laureate of the Sakharov Prize for Freedom of Thought 2013, an award she will be invited to receive at a ceremony in Strasbourg on 20 November.

For more details about the Sakharov Prize: http://en.wikipedia.org/wiki/Sakharov_Prize

Malala was also a favourite for the Nobel Peace Prize and she would have become the youngest recipient of the Prize, had she been awarded it on 11 October 2013. 
Instead, the Norwegian Nobel Committee awarded it to the international chemical weapons watchdog that is destroying poison gas stockpiles in Syria - the Organisation for the Prohibition of Chemical Weapons. 

While watching:


Watch and complete the missing information about Malala:

2009
2012	-          Octobre : … -          … -          …
2013	-          Janvier : … -          ...

You can also find the video on the CNN site:

http://edition.cnn.com/video/data/2.0/video/world/2013/07/12/pkg-sweeney-story-of-malala.cnn.html

When you are finished, you can check your answers:

2009	Malala a commencé son blog dans lequel elle revendique le droit à l'éducation des filles (notamment dans sa région d'origine du Pakistan sous l'emprise des talibans).
2012	-          Octobre : Malala a fait l'objet d'une tentative d'assassinat dans le bus scolaire après la classe. Elle a été grièvement blessée par les talibans et les médecins ont cru qu'elle ne s'en sortirait pas… -          transférée à Peshawar pour une première intervention chirurgicale… -           transférée en Grande-Bretagne (Birmingham) pour une revalidation complète
2013	-          Janvier : Malala a pu quitter l'hôpital mais devait encore subir une chirurgie reconstructive le mois suivant… -           Malala continue sa scolarité et son combat en Grande-Bretagne ...

 

If you want more information:

http://en.wikipedia.org/wiki/Malala_Yousafzai

http://www.malala-yousafzai.com/

Plastic money in England?
(Level: Intermediate / B1 / ** to ***)



Before watching

The Bank of England has started a public consultation over whether to replace the paper £5 and £10 notes with plastic (polymer) banknotes in 2016.

A five-pound note (also called a fiver)
from: currencyguide.eu

 

 

A ten-pound note (also called a tenner)
from: currencyguide.eu

 

The following words could be useful:
to come up with: to think of something such as an idea            trouver / proposer
to crumple: to crush (e.g. paper) so that it forms untidy folds      chiffonner / froisser
to bend: to make something become curved or folded        plier
to rip: to tear (apart)              déchirer
the outcry: angry expression of protest as a reaction to something that someone has done or to something that happened
      tollé / levée de boucliers / indignation

If you want to know more...
1. about the Bank of England and the current banknotes: http://www.bankofengland.co.uk/Pages/home.aspx

2. about the polymer banknotes (with a video to watch):
http://www.bankofengland.co.uk/banknotes/polymer/Pages/default.aspx


While watching

Watch the BBC news report and answer the question in French!

http://www.bbc.co.uk/news/uk-24041138

What are the advantages of the polymer banknotes?
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When you are finished, check your answers!

1. Plus solides / résistants que les billets actuels en papier; on peut les plier, les chiffonner, essayer de les déchirer et ils gardent leur structure d'origine. Ils restent impeccables même si on les passe accidentellement au lave-linge. (contrairement aux billets classiques qui déteignent)...   / Durée de vie: 2,5 fois supérieure aux billets traditionnels...

2. Plus propres que les billets en papier.

3. Plus sécurisés, donc plus difficiles à contrefaire  (notamment grâce à la présence de fenêtres transparentes...)

4. Les éléments traditionnels des billets appréciés des utilisateurs (configuration globale) sont maintenus...

5. ...