Séquence 3 Every man to his trade* If you can’t beat them, join them**
Sommaire Objectifs de la séquence 1. Get ready 2. Read to develop your knowledge and your vocabulary 3. Read to obtain information 4. Listen to obtain information 5. Get ready to express yourself orally 6. Read to obtain information 7. Practise expressing yourself orally 8. Get ready to express your ideas
Dans cette séquence de cours, vous allez devoir créer votre propre reportage radiophonique au sujet d’un peuple indigène contemporain. Pour cela, des exemples de reportage vous seront proposés dans des documents variés (textes, images, audio) pour vous informer et développer vos compétences en lecture, audition, expression orale et écrite.
* À chacun son métier. ** Si tu n’es pas sûr de les vaincre, mets-toi de leur côté.
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O bjectifs de la séquence Get Ready
Read to develop your knowledge and your vocabulary
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Vous développerez vos connaissances culturelles au sujet de divers peuples indigènes dans des pays anglophones du monde.
Vous
allez apprendre à prélever des informations intéressantes et du vocabulaire utile dans des textes de référence.
Read to obtain information
Vous allez vous familiariser avec le style d’une lettre de protestation. Vous apprendrez à identifier le positionnement de l’auteur. Vous vous entraînerez à inférer le sens de mots inconnus à partir du contexte et à répondre aux types de questions que l’on trouve dans une évaluation.
Listen to obtain information
Vous allez vous familiariser avec la manière de faire une chronique à la radio. Vous apprendrez à découvrir le sens d’un document oral par écoutes successives de plus en plus ciblées. Vous apprendrez à identifier la structure, le ton et le style dans un monologue.
Get ready to express yourself orally
Vous allez vous familiariser avec la spécificité de la langue orale. Vous serez sensibilisé aux groupes de souffle, l’intonation et l’accentuation des mots-clés. Vous vous entraînerez à reproduire les groupes de souffle, l’intonation et l’accentuation des mots-clés. Vous vous entraînerez à passer de notes à de l’écrit rédigé et ensuite à l’oral. Vous allez apprendre à apprendre, à progresser et à enrichir votre anglais.
Read to obtain information
Vous vous entraînerez à comprendre un article de presse. Vous apprendrez à approfondir votre compréhension en repérant et en classant les informations essentielles. Vous vous entraînerez à identifier un champ sémantique et les mots et expressions qui en font partie. Vous apprendrez à identifier les repères culturels significatifs dans un document.
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Practise expressing yourself orally
Vous vous entraînerez à la prise de parole en continu. Vous vous entraînerez à suivre les différentes étapes de préparation avant de prendre la parole. Vous apprendrez à vous servir des corrigés modèles pour améliorer votre propre performance.
Si vous pensez être au point pour aborder votre évaluation orale, vous pouvez vous arrêter ici et passer au devoir. Si l’oral est votre « bête noire », entraînez-vous encore. Get ready to express your ideas
Vous allez suivre pas à pas la démarche pour préparer une chronique de radio. Vous allez puiser vos informations dans des supports variés. Vous vous entraînerez à présenter votre chronique sans lire vos notes.
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1 Get ready Indigenous peoples Before developing your skills in comprehension and expression, let’s build up the cultural background you need.
Activity 1
What do you think? Which term should you use for the indigenous
people of these countries?
Indigenous people
United States of America
Canada
Australia
New Zealand
x
x
x
x
Natives Native Americans American Indians First Nations Indigenous Americans Maori Aborigine
Careful! You mustn’t say ‘Red Indian’ for two reasons. First, this name originally referred to a specific tribe, the Beothuks, who painted their bodies and faces with red ochre. Second, the term “Red Indians” has been used by racists in the United States. The terms “savages,” “primitives” or “redskins” are pejorative (= they have negative connotations and are not politically correct.)
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Which fact can you associate with each indigenous people? Canada & USA
Australia
New Zealand
Where they came from from Asia (by way of the Bering Strait and Polynesian Islands) originally from Africa from eastern Polynesia Their traditional lifestyle hunting animals and gathering fruit and plants fishing, hunting (bison / moose1), gathering and farming for some tribes hunting, fishing and gathering Their traditional music vocalisations and percussions (drums and rattles2) chants with dances like the haka clapping sticks, didgeridoo Consequences of the arrival of Europeans in their country: disease (smallpox3), appropriation of land and water, arrival of sheep and beef cattle extinction of bison, invasion of their territories, epidemics, famine, wars disease (influenza4, measles5), appropriation of land, wars How the Europeans called them: Indians natives Blacks When they obtained the right to vote: 1852 (men), 1893 (women) 1924 (U.S), 1967 (Canada) 1. moose moose : élan 2. rattles : crécelle 3. smallpox : variole 4. influenza : grippe 5. measles : rougeole
1960 What percentage they represent of their country’s population today? 2.6% 4% (Canada) 1.5% (U.S.) 14%
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From the start, the interaction between Europeans and the indigenous
people of the countries they first explored, then colonised, was generally based on commercial exchange (= trade). What do you think? Who traded (= offered in exchange for something else) what? NORTH AMERICA
Europeans
Native Americans / First Nations
Europeans
Maori
beads ((perles) Black slaves buffalo robes dried meat fur ((fourrures) guns horse gear (= equipment) horses lances leather (cuir) r wool blankets (couvertures) NEW ZEALAND flax (lin) flour ((farinee) fresh food produce guns labour protection sugar timber (= wood) tools water For the Aborigines in Australia, the exchange was imposed by the
Europeans, who took what they wanted and gave the Aborigines rations in return. What did the Europeans take and what rations did they give the Aborigines?
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AUSTRALIA
Europeans took …
Aborigines received monthly rations of …
blankets clothing flour food food resources labour (sometimes) land sugar tea a) Look at the structure of the underlined expressions in the following
sentences and the appropriate corresponding schema. sthg = something Sentence with underlined expression
sb = somebody Corresponding schema
The Indians traded fur for horses.
trade sthg for sthg
The Australian Aborigines worked in exchange g for food rations.
do sthg in exchange for sthg
The Maori exchanged g fresh p produce for g guns.
exchange sthg for sthg
b) Write one sentence using each expression, taking information from the tables above: 1. … 2. … 3. … c) Practise using these expressions orally, until you are sure you have memorised the structures.
Activity 2
Asking yourself questions about what you know already is the first step in building your cultural knowledge. The next step is to use reference documents to complement your knowledge. Study the map and read the two texts, then complete the sentences using the wordbox to help you.
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CHINOOK NEZ PERCÉ
BLACKFOOT
TILAMOOK
DAKOTA
CROW PAIUTE UTE
POMO
NAVAJO HOPI
ARAPAHO
ANASAZI
CHEYENNE
ZUNI
OSAGE COMANCHE
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Trade between tribes and European pioneers
Trade between Native American tribes
The Native Americans were admirative of the white men’s technology - steel knives and swords1, arquebus and cannon, mirrors, earrings, copper and brass kettles2. They were eager3 to exchange beaver furs and deer hides to own such ‘toys’ themselves. The pioneers were greedy – they always wanted the exchange to be to their advantage and they always wanted more – more timber, more furs, more buffalo and more land. As a consequence the buffalo disappeared and so did the Indians’ lands.
Trade was often carried on by traveling parties who were received in each village by its chief, who supervised business as the people gathered around the trader. In many areas, including California and the Eastern Woodlands, small shells or shell beads—called wampum in the Eastern Woodlands—were used as money. Because traders carried their goods on their backs or in canoes, trade goods were usually relatively light, small items. Furs and bright-colored feathers were valued in trade nearly everywhere. In western North America dried salmon, fish oil, and fine baskets were major trade products, and in eastern North America expertly tanned deer hides1, copper2, catlinite pipe-bowl stone3, pearls, and conch shells were widely traded.
1. swords : épées 2. kettle : bouilloire 3. eager : désireux
1. deer hides : peaux de cerfs 2. copper : cuivre 3. pipe-bowl stone : pierre pour creuser une pipe
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Complete the sentences Wordbox
Trade a) The Native Americans used to trade between tribes; they were ............... before they encountered the Europeans.
Trade (commerce) to trade X for Y to exchange X for Y a trader goods (biens)
b) They were eager to technology.
Reproach to reproach sb for sthg/Ving to blame sb for sthg/Ving to criticise sb for sthg/Ving
...............
furs
...............
European
c) Whereas the European ............... were generally man-made, the Native Americans traded natural resources.
Reproach d) The Native Americans didn’t like how the Whites killed the buffalo because they did not use all the different parts of the animal; they reproached them ........................................... e) For the Native Americans, the Whites were responsible for the disappearance of the buffalo - they blamed ........................................... f) For the Native Americans, the Whites were never satisfied - they criticised ....................................................... Check your
Help
answers.
To
exterminate To be wasteful ((gaspilleurr) To be greedy (avide, cupide) e
Make sure you learn the new vocabulary (especially the words in the Wordbox) before continuing.
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2
Read to develop your knowledge and your vocabulary Reference documents contain valuable information on a cultural level. They also help you develop your vocabulary.
Activity 3
Read this extract that you could find in an encyclopedia and use the information to complete the spidergram that follows. But first, have a look at the spidergram, in order to know what information you are asked to pick out.
Indian Reservations Indian Reservations were portions of land that could be “reserved” for Native American tribes. In the 19th century, the tribes agreed to hand over their lands to the U.S. government except for a few tracks1 “reserved” for their own use.
History and origins The U.S. government hoped to avoid clashes between Native Americans and white settlers2 over land boundaries and to confine Native American tribes to tracts of land where they could be controlled and helped by
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federal aid. The tribes were generally free to organize their lives on their lands, on condition that they remained peaceful. But gradually, reservations were reduced in size or were transferred to areas less desirable for whites. This was a consequence of the push westward that made new land more and more attractive to white settlers. By the 1880s land reserved for the Native Americans had diminished to about 53.4 million hectares. It was difficult for Native Americans to make a living from the land, and their ancestral cultures had been destroyed by contact with whites. The solution advocated by the U.S. government was to force them to assimilate into the mainstream of American society. The plan consisted in breaking up reservations into portions, then giving out the portions to individual Native Americans. Natives were expected to farm their private land. As a result, by 1934, Native Americans only owned about 25 percent of the reservation land they had held in the 1880s. Although most tribes own their reservation land, the federal government must make sure that the land is properly managed and stays in the hands of its Native American owners.
Reservations today: Relocation of reservations in the 19th century by the U.S. government incidentally provided Native American tribes with sources of energy that were to be exploited in the 20th century, such as coal, natural gas, uranium and oil, especially in the western states. This new bonanza3 raised the issue of who should control access to these resources, the tribes or the federal government. Originally, the government controlled all agreements between tribes and energy firms. The tribes are now demanding more authority over those agreements. Although reservations are often vital to the Native Americans, economically and culturally, most of them are still underdeveloped, and their inhabitants are among the poorest in the nation. They are now encouraged to follow a policy of self-help and private enterprise, including legal gambling4 by setting up casinos.
1. tracts : étendues 2. settlers : colons 3. bonanza : manne 4. gambling : jeux d’argent
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Spidergram to complete:
WHY ? to
IN THE PAST
to
WHEN ?
EVOLUTION IN SIZE* 1880's : 19 : CONDITION free
LIVING CONDITIONS OWNERS** = CONTROLLERS =
RESOURCES
INDIAN RESERVATIONS OWNERS = CONTROLLERS =
REAGAN POLICY LIVING CONDITIONS
TODAY
reservations : inhabitants :
Check your
* size = taille **owners = propriétaires
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answers
3
Read to obtain information Before you are ready to write your own report on native people today, it’s a good idea to look at different examples of native people and the issues or subjects that concern them in particular.
General Comprehension Activity 4
Use the paratext (the information accompanying the text) to help you
understand. Identify: a) the author b) the source (= where & when) c) the nature of the document d) the historical context Which country does this document focus on:
o India
o the United Kingdom
o the West Indies
o the United States of America
Read the text a first time and pick out all the synonyms and pronouns
for: The Indians: The White pioneers:
How can you buy or sell the sky? An Indian chief reveals his thoughts to the White pioneers who want to continue their advance towards the West, at the expense of the Native Americans. This letter was written in 1865, at a time when the Indian Wars raged in the United States. How can you buy or sell the sky – the warmth of the land? The idea is strange to us. We do not own the freshness of the air or the sparkle of the water. How can you buy them from us? … We know that the white man does not understand our way. One portion of the land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother but his enemy, and when he has conquered it, he moves on. He leaves his fathers’ graves1, and his children’s birthright is forgotten …
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There is no quiet place in the white man’s cities. No place to hear the leaves of spring or the rustle of insects’ wings. But perhaps because I am a savage and do not understand, the clatter only seems to insult the ears. And what is there to life if a man cannot hear the lovely cry of a whip-poor-will or the arguments of the frogs around a pond at night? The Indian prefers the soft pound of the wind darting over the face of the pond, and the smell of the wind itself cleaned by a midday rain, or scented with a pi on pine. The air is precious to the red man. For all things share the same breath – the beasts, the trees, the man. The white man does not seem to notice the air he breathes. Like a man dying for many days, he is numb2 to the stench3. 1. grave : tomb 2. numb : indifferent (ici) 3. stench : unpleasant smell
When the last red man has vanished from the earth, and the memory is only the shadow of a cloud moving across the prairie, these shores and forests will still hold the spirits of my people, for they love this earth as the newborn loves its mother’s heartbeat … One thing we know – our God is the same. Even the white man cannot be exempt from the common destiny. Sealth, a Duwamish chief, 1865, in Indian Country, Peter Matthiessen 1984
La Méthodologie de la Compréhension Lorsque l’on aborde un document écrit, il faut identifier .............…. Lors de la première lecture, on fait attention aux …............. qui désignent les personnes mentionnées.
Detailed Comprehension Activity 5
Identifying the essential elements and connecting them to construct meaning. We establish the meaning of a document by paying attention to key elements – people, places and time. To identify the people, we have to establish first how they are referred to, before looking for indications about their actions and their feelings. You
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may check your answers whenever you like.
a) In Paragraph 1, look at the pronouns and identify who they refer to: Indians
White men / man
you us we him he
b) Why does the writer ask ‘How can you buy or sell the sky?’ (more than 1 answer) because o he would like to know how to buy or sell the sky – the idea interests him o the Whites want to buy or sell the sky o the idea is totally ridiculous for the Indians o the Whites’ actions seem to him as ridiculous as buying or selling the sky c) Pick out the Whites’ actions the writer mentions in this paragraph. (To identify the actions, look at the verbs.) For each one, decide if the writer approves or disapproves and justify as in the example: Whites’ action
Approval
Disapproval
Justification
x
he is as a stranger … come in the night
takes from the land whatever he needs
d) How do you think the writer acts in comparison with the Whites’ actions? o he acts in the same way o his actions are totally different o it depends – sometimes he acts similarly, sometimes he doesn’t. Why? … a) In Paragraph 2, pick out all the information about the White man
and about Indians. White man
Indians
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b) 1. Which senses does the writer refer to: o sight
o hearing
o taste
o touch
o smell
2. For each of the following elements cited in the text, decide if it is presented as being positive or negative: positive
negative
town
country
the leaves of spring the rustle of insects’ wings the clatterr only seems to insult the ears the lovely cry of a whippoor-will the arguments of the frogs around a pond the soft pound of the wind
3. What do all these elements have in common? 4. For each element decide if it is present in the town or in the country (Tick the corresponding column in the table) 5. For each word in orange, look carefully at the context and decide what the word could refer to: animal
bird
a body of water
a sound
vegetation
rustle clatter a whip-poor-will a pond pound
6. Which sound corresponds to: battement?
brouhaha ?
bruissement?
c) 1. Which elements does the writer refer to: o earth
o water
o air
o
fire
2. Complete : The White man and the Indians o have o don’t have the same attitude to the air because …
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d) Draw your conclusion: The essential difference between the White man and the Indians is … The Indian chief
o approves of o disapproves of
{ the White man’s lifestyle
He reproaches the White man for o killing Indians o not respecting nature o not living in harmony with the natural world
Check your answers
La Méthodologie de la Compréhension (suite) Lorsque l’on aborde un document, il est important d’identifier le positionnement de l’auteur (ou du narrateur). Lorsque l’on est confronté à des mots peu familiers, ce n’est pas indispensable de pouvoir les traduire tous, il suffit d’identifier le domaine auquel chaque mot renvoie. Pour ce faire, il faut s’appuyer sur le contexte dans lequel le mot s’emploie dans le document.
Activity 6
Dans l’activité 5, nous avons essayé de vous guider dans votre compréhension du document en vous montrant à quoi il faut faire attention. Ici, nous voulons vous entraîner à répondre aux questions pour le dernier paragraphe du document. 1. True or false? Justify your answer by quoting the text. a) The writer believes the Indians will disappear. b) When an Indian dies, his spirit continues to exist in nature. c) The earth is like a father for the Indians. 2. Our God is the same means o the Indians’ god and the White man’s god is the same. o the Indians’ god and the god of nature is the same. o the White man’s god and the god of nature is the same. 3. In this earth is precious to Him, “Him” means: o nature o the newborn o God o the Indian o the White man 4. Explain in your own words “Even the White man cannot be exempt from common destiny.”
Check your answers
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Listen to obtain information Before you create your own radio report on a topic concerning indigenous people, it’s probably a good idea to study some examples to appreciate how to structure your talk and what tone and style to adopt – especially as there are distinct differences between the spoken language and the written language.
Activity 7 CD 1
Enr.34
Listen to the whole document once, without stopping the recording. Find this information: number of speakers their identity nature of the document
o o discussion o objective report o subjective chronicle
main speaker’s style
o formal o familiar
o distant orelaxed
main speaker’s tone
o passionate o angry
o neutral o pleased
subject of the talk
Activity 8
Check your answers
Think about the reasons why the speaker is angry about the possible
opening of a new Indian casino. Note down three ideas (in English or in French). ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................………… ………………………………………………………………………………………………................................................................................…………
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CD 1
Now listen to the recording again (several times if necessary) and
complete Column 2 of the table: Enr.34
Word that is repeated Repeated words and expressions
All the expressions containing that word
media
Dates Check your
CD 1
a) Now listen to the text again, and in Column 3 note all the expressions
that contain the words that you noted in Column 2. b) Sum up what you understand. (You can use the expressions you have heard or express yourself in French). Example : The speaker talks about … the way the media represented Indians in the 1800’s and today. The incident which inspires him to talk on this subject is … a news show about a new Indian casino.
Enr.34
CD 1
answers for Column 2
Listen again and pick out the appropriate information to complete
this table. You may stop your CD to take notes. Enr.34
The media in the 1800’s
The media today
•
…
• •
… …
•
…
•
… Check your
answers
La compréhension – aide méthodologique Lorsque vous cherchez à comprendre un document (écrit ou oral), il faut procéder par couches successives (de lecture ou d’écoute) en s’appuyant chaque fois sur ce que l’on a déjà compris pour approfondir davantage. En même temps, il faut être attentif à la fois au contenu (ce qui se dit) et au ton (comment cela se dit). Bien souvent, le ton (surtout à l’oral) nous éclaire sur la manière dont l’énonciateur (celui qui parle) souhaite que l’on interprète les faits qu’il nous rapporte.
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Activity 9
Now let’s see what tone John Two-Hearts uses to express his ideas. 1. Listen to the following passages from his radio programme and decide which tone of voice he uses each time (indignation, frustration or insistance):
Recording
Indignation
Frustration
Insistance
Main idea(s)
CD 1
Enr.35 CD 1
Enr.36 CD 1
Enr.37 CD 1
Enr.38 CD 1
Enr.39 CD 1
Enr.40
2. Listen again and pick out the key words to complete the column ‘Main idea’. 3. What information do we learn about the speaker’s identity, when he talks about himself? He is ……………………………………….
Activity 10
Check your answers
Now complete this summary about the radio programme in an appropriate way: John Two Hearts is a Native American radio journalist. He reports on the announcement in the media of a new Indian casino. He criticises the newspapers in the 1800’s …………...........................……………………… ……………………………….
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and he accuses today’s media ......................................................................................... ................................
He is concerned about the image of Native Americans’ today and disapproves
……………………………
Compare
your answers with the model summary. (If you have respected the same structure, you can consider that your answer is correct.)
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Get ready to express yourself orally In a few minutes, you are going to replace John Two-Hearts for one of his weekly chronicles. Before you examine the facts you are to present, let’s practise expressing the correct tone of voice – to do this we are going to use the recording you’ve just studied and look more closely at intonation.
La méthodologie de l’expression orale L’anglophone utilise sa voix pour faciliter la compréhension et pour nuancer son discours de la manière suivante : L’intonation : en règle générale (phrases affirmatives, factuelles), l’intonation descend. Si l’intonation monte, il s’agit bien souvent d’une exclamation ou d’une question fermée. Le découpage en groupes de souffles : comme il est souvent impossible de prononcer toute une phrase sans reprendre sa respiration, l’énonciateur choisit délibérément de marquer une pause pour respirer à la fin d’une unité de sens (phrase minimale : sujet + verbe + complément ou groupe nominal de taille importante) pour guider son auditoire. On appelle chaque unité de sens ainsi créée ‘groupe de souffle’. L’accentuation des mots clés : comme l’auditeur ne peut se souvenir de chaque mot énoncé, l’énonciateur accentue les mots porteurs de sens, les mots les plus significatifs de son discours.
Activity 11
a) Listen to each of the passages again, and decide if the intonation goes up (·) or down (‚ ). Recording CD 1
·
‚
What you hear: I could not believe what I heard.
Enr.35 CD 1
Enr.36
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In the 1800’s,/the papers were filled with images and stories of / ‘bloodthirsty savages’ and ‘red Indian devils’/terrorizing innocent, pure-hearted white folks./
CD 1
Enr.37 CD 1
researched these old papers, read their jaded articles. It is no wonder the common citizens of the time were absolutely terrified of Indian people!
Enr.38 CD 1
Enr.39 CD 1
If I had a dollar for every time someone asked me if I get money from a casino because I’m an Indian, I’d be a very rich Indian! Most Indians I know do not get checks from an Indian casino.
Enr.40
b) Listen again and look at the passage at the same time (last column ‘What you hear’). Indicate the pauses in each sentence with a slash as in the passage beginning ‘In the 1800’s’. c) Listen again and this time underline the key words in each passage as in the first sentence. Check your answers Now, practise saying these sentences. First, repeat each one after the
CD. Then, try saying each one by yourself.
Activity 12
Read the following text in the box.
Culture Notes Hallowe’en Holiday observed on October 31, the eve of All Saints’ Day. It originated as the pagan Celtic festival of Samhain, celebrated in ancient England and Ireland to mark the beginning of the Celtic new year. The souls of the dead were supposed to revisit their homes on Samhain eve, and witches, goblins, black cats, and ghosts were said to be particularly active. The holiday was gradually secularized and was introduced into the U.S. by the late 19th century. Still associated with evil spirits and the supernatural, it is celebrated by children (or adults) in costume who gather candy by ringing doorbells and calling out “trick or treat,” “trick” referring to the pranks and vandalism that are also part of the Halloween tradition.
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John Two Hearts is on holiday this week and has asked you to present his weekly chronicle. Use his notes and the recording in Activity 11 as a model to write your
own chronicle.
John Two Heart’s notes : Title of chronicle:
Dressing up like ‘Indians’
Message to communicate: Anecdote:
African American friend’s story : very often on Halloween night he opens his door to find a white child dressed up like a ‘black’ person, complete with painted face and fake afro. => makes him mad (not with the child, but its parents).
Problem:
Native Americans suffer similar racist treatment.
Arguments:
1. it trivializes the American Indian race. 2. traditional regalia (dress) = a sacred and personal spiritual expression of holy ways. (face painting, eagle feathers, bead patterns = very holy and sacred interpretations of our spirituality- see the pictures above).
Conclusion:
no one should everr ‘dress up’ like an ‘Indian’, an ‘Asian’, an ‘African’, or any other race. (=make a game of somebody’s ethnicity, to trivialize a race for the sake of ‘fun’.)
CD 1
Listen to the model answer and do the following activities:
a) Check that you have included all the information: Enr.41
24
o essential message
o anecdote
o problem
o first argument
o second argument
o conclusion
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b) Pick out the expressions to help you complete the following table: How the speaker expresses his … emotions
Key word or expression
makes me mad
Whole sentence
Hallowe’en time always makes me mad.
opinion
c) Listen again and complete this table: How the speaker …
Key word or expression as (comme) e
expresses cause
Whole sentence This may surprise you as it’s time when kids and grown ups have fun.
because since ((puisquee) two reasons
enumerates his arguments
first second
Check your answers and see if you can integrate any of the expressions from Exercise 2 into your answer for Exercise 1.
Read your chronicle (= the corrected version of Exercise 1) aloud. If
it’s possible, record yourself and listen to see how you can make it even better. (Think about the pronunciation!)
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Comment apprendre ? Comment progresser ? Avant de changer d’activité, il est important de mémoriser tout ce que l’activité en cours vous a appris. Il ne suffit pas de se contenter de faire chaque exercice – il faut faire un effort de mémorisation. À chacun sa méthode, mais pour nous tous, pour mémoriser il faut répéter, revoir d’une manière ou d’une autre. Vous pouvez consigner le nouveau vocabulaire dans un répertoire ou créer vos propres spidergrams dans un cahier. Vous pouvez créer votre propre livre de grammaire avec chaque nouveau fait de langue sur une nouvelle page et ajouter un index pour vous aider à retrouver les règles plus facilement. Et n’oubliez pas les règles de prononciation non plus. Si vous n’aimez pas fonctionner avec autant de rigueur, vous pouvez noter chaque nouveauté sur un post-it et le coller autour de votre écran d’ordinateur ou sur une glace et l’enlever quand vous avez réussi à le mémoriser… Dans tous les cas, il est indispensable de faire l’effort de mémoriser. Mettez en pratique ces conseils avant d’aller plus loin dans ce fascicule de cours !
Activity 13
Let’s see if you qualify for the ‘good learner’ label ! Did you notice the following vocabulary in Part 5 (5. Get ready to express yourself orally) ? Match each word or expression on the left with its synonym on the right: 1. costume
a) annoy someone
2. dress up
b) enjoy oneself
3. have fun
c) not treat seriously
4. make fun of
d) outfit
5. make someone mad
e) ridicule
6. trivialize
f) wear a disguise
Check your
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answers
Comment enrichir son anglais ? Comment progresser davantage ? Chaque partie (1, 2, 3 … …) de chaque séquence du cours a un objectif qui lui est propre et qui est en lien direct avec une activité langagière (compréhension écrite ou orale, expression écrite ou orale). Les activités servent à développer vos compétences dans chacune de ces activités langagières et les concepteurs du cours cherchent à attirer votre attention sur certains éléments en particulier. MAIS cela ne veut pas dire que tout ce qui n’est pas spécifiquement traité, n’a pas d’intérêt, qu’il ne faut pas y prêter attention. Au contraire, le bon apprenant (celui qui sait bien apprendre), c’est celui qui optimise le cours, en glanant par lui-même des nouveaux savoirs de manière autonome … Et vous ? Etes-vous un ‘bon apprenant’ ?
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6 Activity 14
Read to obtain information As you are going to create your own radio report on a topic concerning indigenous people, it’s a good idea to see how a written report on a similar topic functions, as certain aspects will be transferable (and don’t forget, the second assessment paper at the end of this unit is written comprehension!). Use the paratext to identify:
a) the nature of this document o a letter o an e-mail o a TV programme
o an extract from a novel o a newspaper article
b) the source of the document ……………………………………….……………………….…............………. c) the author of the document ……………………………………………………………....……............……… d) the date of writing ………………………………………………………………….................................……….. Check your
answers
Look at the title and identify the ‘principal actors’ (‘actor’ here =
participant). Read through the text and highlight (=surligner) in two different colours all the references to these ‘actors’.
Seminole Indians grab Hard Rock Cafe chain Michael de la Merced December 9, 2006 THE Seminole tribe of Florida said on Thursday that it had acquired Hard Rock International, the music-themed chain of restaurants, hotels, and casinos, from the Rank Group of Britain for $1.2 billion, one of the largest purchases ever by an American Indian tribe. It is the Seminoles’ largest acquisition yet in gambling, a business that the tribe first entered in 1979 with a series of bingo halls. The tribe, which draws about 90 per cent of its income from gambling, has sought in recent years to diversify its revenue streams. “You’re here for a special day in Seminole history” said Max Osceola, a Seminole council representative. “Our ancestors sold Manhattan for trinkets. We’re going to buy Manhattan back, one burger at a time.” Rank put Hard Rock up for sale in July. Founded in 1971 in London, Hard
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Rock employs about 7000 at 124 restaurants in 45 countries, as well as at seven hotels, two casinos, and two concert venues. The company also owns what it says is the world’s largest collection of rock memorabilia, including items from Elvis, Bob Dylan, and Madonna. The Seminoles will finance the deal through a new operating company, which will control Hard Rock. The deal does not include the Hard Rock Casino in London, which Rank will incorporate into Rank Gaming. Nor does it include the Hard Rock Hotel and Casino in Las Vegas, which was sold in May to Morgans Hotel Group for $770 million. James Allen, the Seminoles’ chief executive for gaming, said he saw great potential for the brand. Where possible, the Seminoles would explore adding casinos to existing hotels, he said. The Seminoles are no strangers to Hard Rock. In 2004, the tribe opened Hard Rock casinos and hotels in Tampa and Hollywood, Florida. Today, the two locations generate close to 30 per cent of Hard Rock’s profits, Mr Allen said. To celebrate, the Seminoles held their announcement at the Hard Rock Cafe in Times Square in New York, amid memorabilia from Elvis, Johnny Cash, and Van Halen. Bobby Henry, a Seminole medicine man in traditional garb, delivered a blessing1 before the press conference in the traditional Seminole language. Hamish Dodds, Hard Rock’s president and chief executive, presented the tribe’s representatives with a Gibson guitar once owned by Hank Williams. Even Steven Van Zandt, the E Street Band guitarist and The Sopranos actor, was on hand to congratulate the tribe, wearing an Indian-themed sweater and headband and snakeskin cowboy boots. The New York Times (adapted) Check your
answers
Read the text again, paying particular attention to the passages
concerning these ‘actors’ and pick out appropriate elements to complete the following table:
Identity (who / what?) History
Present business activities Future ambitions / plans
‘Actor 1’: Seminoles
‘Actor 2’: Hard Rock Cafe chain
• • • • • • • •
• • • • • • • •
… … … … … … … …
… … … … … … … …
1. blessing : bénédiction
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You will find more information about one of the ‘actors’ if you identify which organisation it is directly associated with … Look carefully at these sentences for example: it had acquired Hard Rock International, the music-themed chain of restaurants, hotels, and casinos, from the Rank Group of Britain Rank put Hard Rock up for sale in July. Look again to find these details about the Seminoles’ announce-
ment: What? (content of announcement)
•
…
When? (date of announcement)
•
…
Where? (place of announcement)
•
…
People present:
• • • •
… … … …
Other details:
• • •
… … …
Look again to find details about the acquisition:
•
…
Cost?
•
…
Elements of Hard Rock not included :
• •
… …
Check your answers
Méthodologie de la compréhension écrite En règle générale, tout texte a un contenu thématique spécifique. Ici, il s’agit de …. Par conséquent, le document contient de nombreux mots ou expressions en lien avec ce thème : ils constituent ce que l’on appelle un champ sémantique. Lorsque l’on identifie le thème d’un document et les champs sémantiques associés, il est beaucoup plus facile d’identifier le sens approximatif des mots inconnus.
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Activity 15
Read the text again and for each of the following words or expressions
decide which lexical category they belong to. (Les mots sont donnés dans l’ordre de leur première apparition dans l’article):
Gambling
casino
purchase
bingo hall
income
revenue
sold
sale
deal
gaming
profits
garb
sweater
Business transaction
Finance
Clothing
Use the words in Exercise 1 to answer these questions:
a) The names of two places where people gamble: … b) A synonym for transaction: … c) The opposite of sale: … d) Two synonyms in the domain of finance: … e) A synonym for clothing: … Check your
answers
Make sure you learn the new vocabulary in Activities 13 & 15 before continuing.
Activity 16
Let’s concentrate on the ‘cultural references’ in this document. Méthodologie de la compréhension (suite) Directement lié au contenu thématique spécifique d’un document, on trouve aussi des indications culturelles. Plus on est « cultivé » (= plus on connaît la culture d’un pays, d’une civilisation), mieux on sait identifier les repères culturels qui très souvent véhiculent le sens d’un document. Si on ignore à quoi l’auteur fait référence, on comprend moins bien le message qu’il veut nous transmettre.
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The people
a) For each of the following people, decide which category they correspond to and specify the type of artist if appropriate:
Hard Rock representative
Seminole representative
Artist (singer /musician/ actor)/ group
Alive
Dead
Max Osceola Elvis Bob Dylan Madonna James Allen Johnny Cash Van Halen Bobby Henry Hamish Dodds Hank Williams Steven Van Zandt
b) Read the following short biographies and decide who they correspond to:
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Artist A…
Artist B…
Artist C...
A... (born February 26, 1932 - September 12, 2003) was a Grammy award-winning American country singer songwriter. A… is widely considered to be one of the most influential American musicians of the 20th century. A… was known for his deep, distinctive bass-baritone voice, the “freight train” sound of his Tennesson Three backing band, his posture, and his dark clothing, which earned him the nickname “The Man in Black”.
B… (January 8, 1935 – August 16, 1977; middle name sometimes written Aron) was an American singer, musician and actor. A cultural icon, he is commonly referred to by his first name, and as the “The King of Rock and Roll” or “The King”. He is one of the best-selling and most influential artists in the history of popular music. Health problems, drug dependency and other factors led to his premature death at age 42.
C... September 17 1923 – January 1, 1953) was an American singer - songwriter and musician who has become an icon of country music and one of the most influential musicians and songwriters of the 20th century. A leading pioneer of the honky tonk style, he had numerous hit records, and his charismatic performances and succinct compositions increased his fame. His songbook is one of the backbones of country music.
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c) Choose the appropriate definition for “memorabilia” (associated with Elvis, Bob Dylan, Madonna, Johnny Cash, and Van Halen in the article): 1. Objects connected with famous persons: objects associated with a famous person or event, especially considered as collectors’ items; 2. Objects which are considered as souvenirs to remember famous people after their death. Places
a) These places are mentioned in the article. Which one is the odd one out (l’intrus)? Explain why. Florida Manhattan London Las Vegas Tampas Hollywood New York b) Which one is the odd one out now? Explain why. Florida Manhattan Las Vegas Tampas Hollywood New York c) Which one is the odd one out now? Explain why. Manhattan Las Vegas Tampas Hollywood New York
d) Indicate the location of all the American place names on the map (there are sometimes clues in the text):
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Seminole Indians
a) What information has this article offered you about the Seminole Indian tribe? How much do you remember already? First, try to complete the table without looking back at the document. Then read it again if necessary to complete the missing information: Where they live now: Where their ancestors lived: Traditions they still observe today:
• • • •
How the tribe makes money (where their revenue comes from):
b) Look at this quotation by a Seminole representative from the article: “Our ancestors sold Manhattan for trinkets. We’re going to buy Manhattan back, one burger at a time.” What do you think he means? Tick the appropriate answer(s) and quote the corresponding part of the sentences to justify: o the Seminoles’ ancestors got good money for Manhattan; o the Seminoles’ ancestors weren’t paid enough for Manhattan; o the Seminoles want to go back to Manhattan to open a fast food restaurant; o the Seminoles want Manhattan to belong to them again; o they think it will be a slow process; o they think it will be a fast process.
Check your answers
Make sure you learn any new cultural facts before continuing.
Méthodologie de la compréhension (écrite ou orale) Au-delà des faits communiqués dans tout support (écrit ou oral), il y a la « voix » de l’énonciateur (l’auteur du support écrit, le locuteur dans le support oral). Autrement dit, il y a ce qui se dit, mais aussi, comment cela se dit, qui oriente le lecteur ou l’auditeur très fortement dans son interprétation du message transmis. Il est important d’identifier le point de vue de l’énonciateur et la tonalité qu’il adopte pour mieux comprendre son intention.
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Activity 17
We are going to analyse the nature of the principal documents you have studied so far in this unit. Identify the tone and point of view of each ‘author’: Author
Document
known
not known
Tone formal
informal / familiar
Point of view objective (neutral)
subjective (biased)
(Activity 3) “How can you buy or sell the sky?” (Activity 4) “Indian Casinos” (Activity 7) “Seminole Indians” (Activity 14) Match each document with the appropriate type of document:
1. “Indian Reservations” (Activity 3)
a) article in the press
2. “How can you buy or sell the sky?”(Activity 4)
b) chronicle
3. “Indian Casinos” (Activity 7)
c) encyclopedia
4. “Seminole Indians …”(Activity 14)
d) letter
Draw your conclusion. (Complete with the appropriate words from the
table in Exercise 1.): The author of an entry in an encyclopedia is generally ...................... The tone is ..................... and the point of view is ...................... We always ..................... the author of a letter (unless it is anonymous!) The tone can be ..................... or ..................... and the point of view is ...................... The speaker in a chronicle is generally ...................... The tone is often ..................... and the point of view is ...................... The author of an article in the press is generally ...................... The tone is usually ..................... and the point of view is ..................... (although it can be .....................).
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7
Practise expressing yourself orally The English are very keen on practice. They are always saying “practice makes perfect” or “the more you practise, the better you get!”
Activity 18
Imagine you are a radio reporter and you are present at the Hard Rock Cafe in Times Square in New York when the Seminole tribe make their announcement about the acquisition of the Hard Rock Café chain. Follow the different steps to prepare your report: a) Decide on the content of your report. Which facts or details will you
include? Details about …
Yes
No
Order
other companies other people the acquisition the ‘actors’: Seminoles - past present future Hard Rock - past present future the announcement the financial arrangements the memorabilia collection
b) Now indicate in the last column of the table the order in which you will present these details. (Write ‘1’ opposite the first element you will mention, then ‘2’ etc.) Decide on the nature of your report. Will you be a reporter (who
presents the facts as objectively as possible) or will you be a chronicler (who expresses his point of view)? Questions to ask yourself Reporter or chronicler? Formal or informal? Objective or subjective?
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Your answer
a) Write your report. (Don’t forget if you have chosen to be a chronicler
that you must express your emotions and your opinion). b) Check the grammar and vocabulary. c) Make sure you do not always repeat the same words and structures. a) Practise reading your report aloud.
b) When you are ready, record yourself on your MP3 player or on your computer. c) Listen to yourself and try to assess (évaluer) r your performance: Questions to ask yourself:
Yes
No
Is it intelligible? Does it sound English? Does it sound as if you are reading? Is it too fast? Is it too slow? Are there hesitations? Are you satisfied with the quality? Can you do better? Listen to the model recording which corresponds to your choice of
report and compare it with your version. CD 1
The reporter
Enr.42
CD 1
The chronicler
Enr.43
Assess yourself: o very good o good o medium o poor
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o Méthodologie de la production orale Au début de cette partie (7 – S’entraîner à l’oral), nous avons insisté sur l’importance de l’entraînement. Mais pour progresser à l’oral, s’entraîner à parler ne suffit pas à lui seul. Vous avez besoin de vous appuyer sur un modèle pour être mieux guidé. Dans la partie suivante, on va vous aider à vous servir des corrigés modèles pour améliorer votre propre performance. MAIS ne vous contentez pas de ce cours pour progresser à l’oral en anglais. Plus vous travaillez l’oral, plus vite vous progresserez. Vous n’avez qu’à voir les progrès fulgurants d’un étranger qui s’installe en pays anglophone. Ce n’est pas de l’actualité pour vous ? Ce n’est pas grave ! Aujourd’hui, la technologie moderne vous permet de vous entraîner depuis chez vous : Vous avez un lecteur de DVD ? Regarder les films en VO soustitré en anglais. Vous avez internet ? Aller sur le site de la BBC (http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/) – vous pouvez écouter tout en suivant le script. Pour mieux produire, il faut écouter …
Activity 19 CD 1
Enr.44
We are going to use the model recording of the reporter to show you how listening carefully can help you progress in speaking. a) Listen to the first extract and see where the speaker pauses to
breathe (indicated by /). (Regardez où le locuteur marque les pauses/) : Today marks a special day in Seminole history./Today the Native Americans/who sold Manhattan for trinkets in the eighteenth century/have bought Hard Rock International,/the music-themed chain of restaurants, hotels, and casinos/for $1.2 billion/and they have celebrated the event in style./ b) Analyse the position of the slashes (/) and tick the right answers: Position of the slashes
Yes
No
at the end of a sentence between a verb and a complement before ‘and’ before and after a relative sentence1 in the middle of a short sentence in the middle of a long sentence at regular intervals in a long sentence 1. Relative sentence : une phrase relative, c’est-à-dire une phrase qui commence par « qui » ou « que » (who, which) en anglais.
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a) Now look at the script of the second part and insert slashes (/) to
indicate the pauses: The Seminoles now established in Florida made their announcement at the Hard Rock Cafe in Times Square in New York. The ceremony demonstrated how these Native Americans successfully combine Indian traditions and modernity. A Seminole medicine man blessed the acquisition in the traditional Seminole language surrounded by pop celebrities such as E Street Band guitarist and The Sopranos actor Steven Van Zandt and memorabilia of popstars past and present. CD 1
Enr.45
b) Listen to the recording to check your answer. Les groupes de souffle Le terme technique qui correspond à ce qui se dit entre deux pauses (ou deux slash) est ‘groupe de souffle’. Chaque groupe de souffle est censé correspondre à une unité de sens – c’est la raison pour laquelle on évite de couper un complément de son verbe. Le groupe de souffle est le premier moyen de guider l’auditeur dans le déchiffrage du flot de paroles.
CD 1
Enr.46
a) Listen to Part 3 and decide if the intonation at each pause goes up [ ·] or down [‚ ].
The Seminoles already have two Hard Rock casinos in Florida [ ], and this acquisition puts them at the head of an empire of 7000 employees [ ] at 124 restaurants [ ]in 45 countries, [ ] as well as at seven hotels, [ ] two casinos, and two concert venues. [ ] It also makes them the proud owners of the world’s largest collection of rock memorabilia, [ ] including items from Elvis [ ], Bob Dylan [ ], and Madonna. [ ] b) Analyse the extract: o interrogative The sentences are o affirmative o negative The intonation at the beginning of each part goes o up o down The intonation at the end of each part goes o up o down L’intonation
L’intonation s’associe aux groupes de souffle pour faciliter le déchiffrage du flot de paroles. En français, l’intonation monte toujours en fin de phrase. En anglais, en général, l’élément principal se trouve en début de phrase et l’intonation est plus élevée à cet endroit, ensuite, dans les phrases affirmatives du moins, elle descend.
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CD 1
a) Listen to Part 4 and underline the stressed words. (Soulignez les
mots accentués – ceux qui ‘ressortent’ davantage). Enr.47
Gambling currently represents approximately 90 per cent of the Seminole tribe’s revenue, and the acquisition of the chain of hotels and restaurants will enable them to diversify their activities. The Seminole’s objective is to one day be able to return to their origins and buy back Manhattan. This is Jenny Sullivan reporting from Time Square on NBC News. b) Analyse the extract: Type of words
Stressed (accentués)
Unstressed
grammatical words (articles, prepositions, auxilaries ...) content words (nouns, verbs) names adverbs (…-ly)
Check your
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answers
Practising Speaking Activity 20
Analyse your performance in Activity 18, and do the activity which corresponds to your level:
Your performance in Activity 18
The activity which corresponds
You find Activity 18 a bit difficult. Perhaps you made quite a few mistakes.
1. Listen to the recordings in Activity 18 again, read the scripts at the same time and try to repeat each sentence. 2. When you feel confident, record yourself reading the whole script. 3. Listen to your recording and compare it with the orginal.
You didn’t make many mistakes in Activity 18, but you don’t feel very confident.
Do the activity below. (l’activité qui suit)
Activity 18 was easy.
1. Read the different parts of the script in the activity below and concentrate on where to mark the pauses, the intonation and the stressed words. 2. Record yourself reading the whole script. 3. Listen to your recording and compare it with the orginal.
More practise For those of you who want more practise, we are going to study the second version (the chronicler) in the same way. CD 1
Enr.48
a) Listen to the first extract and find out where the speaker pauses
to breathe (indicated by /). (Regardez où le locuteur marque les pauses /). Today is a tragic day for all Native Americans! Today the Seminole tribe sold its soul for a chain of hotels and restaurants. I’ve already told you how angry I was when they bought two Hard Rock casinos in Florida. This time they’ve bought the whole chain! b) Count the number of words between the slashes and complete the table: the biggest number of words the average1 number of words
CD 1
Enr.49
a) Listen to Part 2 and decide if the intonation at each pause goes up [ ·] or down [‚ ]:
The Seminole Council insist it’s all in a good cause [ ] – in the not so distant future, the Seminoles hope they will have enough money [ ] to buy back Manhattan [ ] which their ancestors sold to the White men for trinkets. [ ] But what does our God think of gambling? [ ] Is that how he wants His people to live? [ ]
1. average : moyen
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b) Analyse the extract: Type of sentence
CD 1
intonation
affirmative
o[ ]
interrogative
o[ ]
o[ ]
Can you justify the difference between the two interrogative sentences? (It concerns the structure).
a) Listen to Part 3 and complete the blanks (they correspond to the
stressed words). Enr.50
CD 1
The ....................................... of ....................................... has ....................................... – the ....................................... now ........ the ....................................... in ................... ...................., but in ......................................., they’ve ....................................... their ....................................... in their ....................................... for ........................................ b) Listen to Part 4 and complete the blanks (they correspond to the unstressed words.)
Enr.51
Okay, some ....................................... say, ......... tribe demonstrated ......... importance ....................................... traditions ......... ceremony ......... Times Square – yes there was ......... medicine man ......... traditional garb ......... spoke ......... Seminole language, but there ....................................... popstar- Steven Van Zandt, ....................................... name ....................................... wearing ......... Indian-themed sweater ......... headband ................................. ...... snakeskin cowboy boots. I ......... not sure if ....................................... trying ....................................... cowboy ....................................... Indian, ......... once again, dressing up ....................................... just makes me mad! c) What do you think? It is easier to identify o the stressed words
o the unstressed words
It is more important to identify o the stressed words
o the unstressed words
a) Read Part 5 and annotate it to indicate the pauses (/), the intonation [ ·] or [‚ ] and the stressed words.
How are people ever going to take my defence of Indian rights seriously, if the Indians themselves show no respect for their traditions and reinforce the image of Indians as rich casino-owners!
CD 1
b) Practise saying it aloud. If you can, record yourself. Enr.52
c) Listen to the recording to assess your performance.
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Check your answers
8
Get ready to express your ideas Before a reporter or chronicler speaks on the radio, he has to prepare himself. In this part, we are going to help you improve your preparation skills.
Activity 21
So, you are going to talk on the radio. Put the following steps in the correct order (put the appropriate number in the ‘Order’ column): Steps
Order
Choose your topic (subject) Make notes Organise your notes Rehearse1 your talk Research the topic Write out your talk
Activity 22
Step one : The choice of topic As this is a practice run before you do your own radio report, we are going to ‘impose’ the topic. You are going to talk about SPORTS MASCOTS IN THE USA. Before you actually do any research on the topic, you need to establish what you already know and what you would like to know. Complete the table below: SPORTS MASCOTS IN THE USA
What you already know
What you would like to know
1. Rehearse : répéter
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Have a look at the photos on these websites to help you: Mascot Hall of Fame: http://www.mascothalloffame.com/ Carl’s Mascot Photos: http://www.bigfool.com/mascots/ Keystone Mascots: http://www.keystonemascots.com/
Activity 23
Step Two : Research the topic Again, we are going to direct your research. Below is a series of documents on the subject from different sources. Read the documents a first time to familiarise yourself with the
content. You may also visit the Website.
Document A Let’s look at all sports team mascots. There are only three categories that almost all mascots fall into: 1. Animals 2. Objects 3. ‘Professions’ Some examples: Animals Eagles, Bears, Falcons, Lions, Tigers, Ravens, Bulls, Wolverines, Cardinals, Dolphins, Ducks, Jaguars etc. Objects Pistons, Bullets, Rockets, Suns, Jets, Red Sox (“red socks”), White Sox (“white socks”), Stars, Rockies etc. Professions Packers, Kings, Steelers, Spartans, Buccaneers, Vikings, 49ers, Cowboys, Rangers, Lakers etc. Obviously there are exceptions. Such as: Bills (named after Buffalo Bill), Redwings (could be an object or an animal), Titans (a large giant), Rockies (a mountain) etc. But most teams fit the 3 categories. Now, a list of ‘Indian’ team names/ mascots.... Chiefs, Braves, Indians, Redsk**s, Fighting Illini, Chippewas, Savages, Seminoles, Warriors, Redmen, Chieftains etc. So which category do these fit into? Simple, none of the above! These names/mascots fall into the category: Racial. It may be argued that the names ‘Chiefs’, ‘Warriors’ and ‘Chieftains’ fit into the ‘Professions’ category. Allow me to explain why they don’t. When you think of a ‘warrior’, what’s the first image that pops into your mind? How about a ‘chief’ or a ‘chieftain’? These 3 terms are nearly always y applied to American Indian people. Take some time to investigate
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the antics and images of teams that use these names/mascots. I have yet to find one team using one of these names that isn’t up to their ears in the use of highly offensive racially geared antics1 and images. It is due to this strong racially offensive connection that I tie these 3 team names/ mascots to the ‘RACIAL’ category. American Indians are a race of people, not animals, objects, or ‘professions’. John Two-Hawks http://www.nativecircle.com/mascots.htm D.R.
Document B My friends and I have all said that we are proud of wearing the name Savages on our uniforms. We are all upset that we will have to change our school mascot because some people disapprove of it. First of all, the name Savages wasn’t meant to be offensive to the Indians, even though some people think so. Everyone I know of thinks of it in a good way. All of the time I hear people say, “It’s just a mascot, I don’t see what the big deal is.” The next thing I want to point out is that lots of kids in school have been looking forward to graduating2 as Savages, and having Savages on our jackets. “The people that have already graduated are lucky,” my friends always say. They are right because the people that are out of school got to go through thirteen years as the same mascot. One last point that everyone talks about is that in the dictionary the Savage definition isn’t directed towards Indians. The real definition reads: savage (sav’ij) adj. 1. having a wild nature; not domesticated 2. Ferocious; fierce 3. Uncivilized 4. Vicious; cruel; furious 5. Rude; rough We simply chose an Indian as the emblem. We could have just as easily chosen any uncivilized animal. My classmates would love to stay Savages. Even though we won’t be called Savages anymore, we will still be Savages at heart. Some people might even say we will be Savages forever. I know that I speak for all my school mates when I say, “I thought having a mascot was supposed to be fun. Well now people have ruined that for us. They just don’t understand.” A high school blog in the USA. D.R.
1. racially geared antics = racially oriented activities 2. graduating = leaving school
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Document C I believe that the hidden agenda behind Indian mascots and logos is about cultural, spiritual, and intellectual exploitation. It’s an issue of power and control. These negative ethnic images are driven by those that want to define other ethnic groups and control their images. To me, power and control is the ability to make you believe that someone’s truth is the absolute truth. Furthermore, it’s the ability to define a reality and to get other people to affirm that reality as if it were their own. As long as such negative mascots and logos remain within the arena of school activities, both Indigenous and non-Indigenous children are learning to tolerate racism in schools. Dr. Cornel Pewewardy, Comanche/Kiowa Article ‘Why Educators Can’t Ignore Indian Mascots’ on http://www.aistm.org/cornelconclusion.htm D.R.
Document D Keeping the “Savage” spirit alive and wild To whom it may concern: I am the student body president of Enterprise High School and I have been invited to write a letter to the editor for this month’s newspaper about the savage issue. The compromise, readers may be wondering, is this: Enterprise High School may keep the name “Savages” but must get rid of the Indian mascot by March 30, 1998. The students must also have three to five options concerning a new name and a new mascot, giving students more choices to vote on. We have been called “The racist capital of the world” and have been given many hits for not taking the opportunity to change history, but we have reasons for our decision. First of all, where in the dictionary does “savage” say anything about an Indian. It doesn’t. Webster’s dictionary states that the meaning of “savage” is fierce, wild, and ruthless. We, as a student body, like to be fierce, wild, and ruthless in our sports and in our academics. It is our choice to be called this; we are not offending anyone. If people want to point the finger, then they can say we are offending and degrading ourselves, but we do not believe this to be true. Secondly, we are changing history through our eyes. We are severing the ties between savage and Indian. It is our goal to change the mind-set of people and disassociate the “ties” between the two terms. We believe people who hear the word “savage” and automatically think “Indian” are the true racist. Thirdly, we as a student body understand that we were offending Nez Perce1 and Native Americans. We know what it’s like to have our feelings hurt, that is why we have come to a compromise. 1. Nez Perce: Indian Tribe
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It’s been an on-going battle and people need to realize that an agreement has been made. This is what it states: For the ‘97-’98 school year we have the rights to keep our savage name and our Indian mascot; after this year we will remain the Savages and choose a new mascot. We are proud to be labeled “Savage” for it connotes our fierce spirit by which we pursue our academics and sports. Once the Indians mascot is removed, any person judging our Savage name as racist is revealing their own racism. The same high school blog in the USA. D.R. Propose a more precise title for your talk based on the research
material you have here: …………………………………………………………… SPORTS MASCOTS in
the USA
Determine for each document if the point of view is objective or
subjective: Document
Objective
Subjective
A
B C
D Determine which documents present a similar point of view: ……………………………………………………………
Activity 24
Step Three: Make notes First and foremost, you need to establish which point of view, you
want to defend: o for Indian mascots
o against Indian mascots
Next, you need to read each document carefully and pick out the
information which you think you will use. Do this in two steps: a) Underline the significant information in the texts. b) Write the appropriate information (in note form) in the correct place in the table:
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General Information
Details
(= Indian mascots)
• • • • • • • • • • • • •
Arguments defending your point of view (= ............................)
Arguments opposing your point of view (= ............................)
… … … … … … … … … … … … …
Consider the arguments opposing your point of view, and note
your ideas for counter arguments (noter vos idées pour contrer ces arguments). Counter arguments:
… … … … … …
Activity 25
Check your answers
Step Four: Organise your notes Decide in which order you should present these elements in your talk.
(Number each element): Element arguments against your point of view arguments to defend your point of view conclusion counter-arguments explanation of the topic introduction to the topic
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Order
Make sure you have the necessary linguistic tools (vocabulary and
structure). A good speaker does not repeat himself unnecessarily – if he wants to use the same word or the same idea, he uses synonyms. a) Match each word with its synonym: 1. action a) 2. aggressive b) 3. fun c) 4. offence d) 5. primitive e) 6. racist f) 7. representative g) 8. ridicule h) 9. stereotype i) 10. wild
j)
amusement behaviour conventional image discriminatory emblematic harm hostile mockery uncivilized undomesticated
1. /
2. /
3. /
4. /
5. /
6. /
7. /
8. /
9. /
10. /
b) It’s easier to avoid repetitions if you can vary the structures you use (use a noun instead of a verb for example). Complete this table with the appropriate forms of each word. Noun
Verb
Adjective
action aggressive amusement behaviour fun discriminatory emblematic harm hostile offence mockery primitive racist representative ridicule stereotype wild
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c) Here are a series of words that correspond to five lexical fields that you should find useful. Put each word in the correct category (= lexical field – column): approve (of) argue be in favour of controversy forbid maintain take into consideration (a) debate
agree (with)
protest
ban defend support
be against discussion
stop
consider
Activity 26
Check your answers
Step Five: Write out your talk Write your talk on a sheet of paper. Checklist pour bien écrire 1. Décider quelle forme verbale utiliser – présent ou passé (preterit). En cas de passé récent, on peut utiliser have + Ven (present perfect) 2. Rédiger des phrases en contrôlant la syntaxe (Sujet + verbe + complément). 3. Rajouter however, articuler d’opinion
des connecteurs (And, but, although, while, whereas) pour vos idées et des expressions pour guider votre interlocuteur.
4. Éditer votre document (= le relire pour contrôler le langage et le contenu).
Activity 27
Step Six : Rehearse your talk If necessary, annotate your paper to remind you which words to
stress, where to mark pauses (/), and where to raise or to lower the intonation. Practise reading your paper aloud.
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Checklist pour bien parler à partir d’un texte rédigé 1. Bien connaître son texte avant de parler devant un public ou de s’enregistrer. (= relire plusieurs fois à voix haute auparavant.) 2. Entraînez-vous à mémoriser au moins chaque groupe de souffle – regardez le texte, mémorisez la phrase, levez la tête et dites-la sans regarder votre feuille. (En faisant ainsi, vous ne risquez pas de lire à toute vitesse et de rendre votre discours peu intelligible.) 3. Cherchez à appuyer les mots importants et à moduler l’intonation (sans oublier qu’elle doit tomber à la fin des phrases affirmatives). 5. Enregistrez-vous et écoutez l’enregistrement d’une oreille critique. À chaque nouvel enregistrement, fixez-vous un nouvel objectif à atteindre. Par exemple : a - mémoriser chaque groupe de souffle avant de le prononcer, b - bien marquer les mots accentués, c - bien respecter l’intonation.
Record yourself on your computer. CD 1
Listen and if necessary, record your talk again.
Listen to the model recording to compare with your version. Enr.53
Look at the answer page to read the script which corresponds to the
recording to improve your own talk.
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