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Par Catherine Diard-Beranger et Karine Vitry-Roche, professeurs d'anglais au ly

Par Catherine Diard-Beranger et Karine Vitry-Roche, professeurs d'anglais au lycée Gaspard Monge à Chambéry (Savoie 73) Can protest in sport change the world? To what extent can sport be used as a means to protest? To what extent can sport be a channel to express dissent ? Axe: diversité et inclusion Mots-clé: discrimination / générations / minorités / égalité / émancipation Documents Objectifs Activités Work / Homework 1 Video : ‘The Olympic Creed’ Introduction to the lexical field of sport and Olympic games. Pronounciation of key words. Listen and guess the topic we will study. Brainstorming about ‘creed’== set of beliefs that guide your actions 2 The Olympic Values = tri de mot-clés Extract from the Olympic Charter Travail sur l’expression de l’opinion et l’argumentation (fiche d’aide avec des prompts) Rebrassage du lexique Look at the document and discuss which is the most important Olympic value in your eyes. You visit a class to recruit volunteers for Tokyo 2020/Paris 2024. Explain what values volunteers will learn and/or what qualities they need. You have just one minute to convince them. 3 Photo ‘the Mexico Olympic Protest’ Contexte culturel (Black Power salute) Grammaire : expression du but (to/ so that) / propositions infinitives (want to / hope to) To make someone do Homework = Watch ‘US Olympic Sprinters protest racial inequality’. ‘A silent protest’ = list the 5 symbols they used. Vidéo coupée avant la fin. 4 ‘The Mexico Olympic Protest’ Grammaire : reprise but + make …do == parler des différentes reactions (controversy). Introduire la concession : even if Nuancer son propos : should / shoud have ? + some… while others… Vocabulary recap - recap of the situation - récit au simple past. Tirer des questions comme si interview ( travail par groupes) You are a member of the IOC. You need to decide if the two protesters should be excluded from the Olympic Village. Did they breach the Olympic values? Let’s vote! Puis verification avec fin video. En profiter pour retravailler les temps du passé à l’oral – en preparation du paragraphe à rédiger. Write the first paragraph (100 words) of a press article about the Olympic Mexico protest Reprise sur la concession. Enrichir avec quelques relatives (who/which) travaillées à partir d’exemples en contexte. Classe plus faible : donner des ‘prompts’ à intégrer. 5 Muhammed Ali and the draft Who could have inspired the Mexico sprinters? Travail sur la photo où Ali est entouré de photographes Contexte culturel : The Vietnam War Gradation : should / must / can’t Reprise sur la concession. Imagine what is going on. Global comprehension : where? When? Refusal to do what? Why? Consequences? Detailed comprehension : work on the notion of solidarity between oppressed communities (‘other innocent brown people’) + use of celebrity as a political platform Intermediary task : Write and act a dialogue between two friends (who have just been drafted into the Vietnam War. Should they follow the example of Muhammed Ali? 6 What about today? NFL Protest : photo ‘Kaepernick taking a knee’ Contexte culturel : protest against police brutality (cf article de presse qui va venir vérifier les hypotheses) Faire des hypotheses : May / might + rebrasser ‘want/ask’ to Lexique de la colère : upset/ take a stand / voice one’s concern / to make one’s voice heard Using the past events, imagine how the Americans might react when they see this picture 7 Press article ‘Michael Bennett’s NFL black power salute could change sports protests’ Lecture d’un document qui synthétise les précédentes idées. Repérage de l’explicit (niveau A2) et travail sur le point de vue dans l’article. Fiche de comprehension écrite. Reprise sur l’expression du point de vue Your company wants to use Bennett’s image to sell message t-shirts. Find a slogan (based on the kind of society he dreams of) Homework - CO –Michael Bennett = 1/what kind of society does he want? ‘I won’t stand until….’ 2/ What advice does he give to young people? Rephrase together using ‘he advises them to ….’ ‘they should’ + ‘unless’ Unless society becomes more equal, he will keep fight. and an image and explain why it would be popular. Think who your target would be. 8 Race = The movie poster (cf powerpoint silent protest) American experience The scene with the NAACP representative Montrer l’impact de la Victoire de Jesse Owens par extrait video. Contexte culturel : segregation in the USA The fastest man on earth Understanding the stakes (the Nazi Games + importance for Jesse) Faced with a dilemma – sport as a way to make you free Poster: rebrassage du vocabulaire sur les Jeux Olympiques – warm- up activity Using sport for propaganda : What did the Games represent for Germany? They organised the Games to / so as to / so that It was a way for them to…. It allowed Germany to…. What did the Games represent for Jesse? It was a/the only way for him to …. Taking part in the Olympics would allow him to Reprise sur la concession + enricher avec ‘despite’ Reprise sur le but ajouter : ‘to expect …to’ Introduire present perfect : He has worked so hard He has trained his whole life He has sacrificed his life for his passion Global comprehension : introduce the characters present to the scene. Complete the table of different outcomes to help Jesse make his decision. 1. NAACP representative The black community has been the victim of segregation. L’hypothése : If …., he will / might / could (nuancer en function des risques et des points de vue) He doesn’t have to / he doesn’t need to 2. Jesse’s father 3. Jesse’s wife - Ruth 4. Jesse Jesse writes a letter to his coach to make him understand his doubts. He sums up the different opinions of people around him. (150 words) Eventuellement, travailler le discours indirect pour reprendre des parties de la scène FINAL TASK DISCIPLINARY HEARING CO en évaluation : Iconic Olympic Protesters honoured at the White House uploads/Litterature/ sequence-sport-and-protest.pdf