French High School

Pour commencer
●
FICHE DE LECTURE: Paul Eluard, Le Temps déborde
Etes-vous émus ou embarrassés par la lecture de ce texte?
BREVET
L. Un événement tragique
1. A qui s'adresse ce texte? Comment cette personne est-elle désignée aux strophes 1 et
3?
2. a. A quoi est-elle comparée dans la strophe 1? Relevez dans cette strophe les mots qui
filent la métaphore.
b. Quels sentiments sont lies à cette évocation?
3. Quel type de vers est utilisé ? Etudiez le rythme des vers 4 et 5: quel contraste
observez-vous avec le reste du poème ? Justifiez cette particularité.
4. Quelle expression unit les deux personnes dans les strophes 1 et 2 ? Comment est-elle
mise en valeur ?
5. Quel vers marque une séparation? Quel événement ce vers évoque-t-il? Quelle
conjonction souligne la rupture?
Quel temps est employé? Cherchez les autres expressions au même temps dans la
strophe 1: qu'a tué la mort?
II. Mettre en mots la douleur
6. a. Sous quels traits est présentée la mort au vers 10?
Quel vers de la strophe 3 prolonge cette évocation?
b. A quel temps est associée la mort dans les strophes 2 et 3 ? Quelle nouvelle proie la
mort convoite-t-elle ?
7. Relevez le champ lexical du visible et son opposé: à qui s'appliquent-ils
respectivement?
8. Aux vers 13 et 15, observez la construction et étudiez le rythme : qui désignent
masque de neige et masque d'aveugle? Ou sont placées respectivement ces deux
expressions? Quelle réunion effectue ces deux vers ? Quel rythme commun les associe?
9. Expliquez l'expression Mon passé se dissout.
Pour conclure
10. A votre avis l'écriture de ce poème a-t-elle procure à son auteur un apaisement ou un
accroissement de son chagrin ?
11. Quels sentiments nourrissent ce poème ? Citez quelques-uns des procédés d'écriture
qui les rendent perceptibles.

Answers

Answer 1

Answer:

It meansTo start

●

READING SHEET: Paul Eluard, Time Overflows

Are you moved or embarrassed by reading this text?

PATENT

L. A tragic event

1. Who is this text for? How is this person referred to in stanzas 1 and

3?

2.a. What is she compared to in stanza 1? Pick out the words in this stanza that

spin the metaphor.

b. What feelings are linked to this evocation?

3. What type of worm is used? Study the rhythm of verses 4 and 5: what a contrast

do you observe with the rest of the poem? Justify this feature.

4. Which expression unites the two people in stanzas 1 and 2? How is she

enhancement?

5. Which verse marks a separation? What event does this verse refer to? What

conjunction emphasizes the break?

What tense is used? Look for the other expressions at the same time in the

stanza 1: what has death killed?

II. put the pain into words

6.a. Under what features is death presented in verse 10?

What line of stanza 3 prolongs this evocation?

b. What time is associated with death in stanzas 2 and 3? What new prey

death covet?

7. Raise the lexical field of the visible and its opposite: to whom do they apply

respectively?

8. In verses 13 and 15, observe the construction and study the rhythm: which designate

snow mask and blind mask? Where are these two respectively placed?

phrases? What meeting do these two verses? What common rhythm associates them?

9. Explain the phrase My past is dissolving.

To conclude

10. In your opinion, did the writing of this poem provide its author with peace or comfort?

increased grief?

11. What feelings does this poem have? Name some of the writing processes

which make them noticeable.

THANKS

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