5 - New Live
Transcription
5 - New Live
lesson FILE 5 1. Read and learn Aaron McGruder, jeune dessinateur surdoué, est le créateur des Boondocks, une bande dessinée hiphop qui fait beaucoup parler d’elle aux États-Unis depuis quelques années. Le Tome 1 de The Boondocks - “Parce que je sais que tu ne lis pas le journal”, est sorti en France en juin 2003. Le mot Boondocks signifie “banlieue ennuyeuse”. Voir la rubrique Extra reading, p. 76 du manuel. a. On laissera les élèves prendre connaissance de ce document mélange de photo et de dessin avant de leur en demander une description. Échange possible : Class: We can see some comic strip characters and a black man in the middle of them. Teacher: Who is he, do you think? Class: Maybe he is the creator of these characters. Teacher: Can you describe him? Class: He is black. Teacher: Can you find a synonym for black in the help box. Class: He is dark-skinned. Teacher: Yes, he is dark-skinned. On en profitera alors pour faire lire la help box afin de s’assurer que les mots proposés sont clairs pour tous. À noter que le mot Afro correspond à Afro hair style c’est-à-dire une coiffure afro. Échange possible : Class: He is dark-skinned, and good-looking, he looks quite young, he has got short black hair. Teacher: What about the other characters? Class: They are all cartoon or comic strip characters. Teacher: Age? Class: They are very young, probably between 9 and 12 years old. Teacher: Ethnic origin? Class: Three of the boys are dark-skinned, the girl seems to be black and white. Teacher: Biracial. Class: The girl is biracial. Teacher: Style? Class: The boy in the back has got an Afro, the boy behind the man has got a hairband and dreadlocks, the boy in the foreground is wearing a hat, a heavy jacket and jeans, they look like rappers. The boy on the far right is wearing a white T-shirt, shorts and trainers. He is holding old “disks”. Teacher: LPs. Etc. N.B. : Le personnage sur la droite est plutôt de type asiatique. C’est un personnage secondaire et non un des héros de la BD. 1 FILE 5 Texte enregistré Book pp. 66-67 b. On demandera alors aux élèves de lire le premier paragraphe pour compléter leur description. Teacher: What other things can you tell me about the man? Class: His name is Aaron McGruder, he is the creator of a comic strip called The Boondocks, he loves hip-hop culture. Teacher: And what about the characters? Class: They are The Boondocks, they are AfricanAmerican city kids. Teacher: What does African-American mean? Class: It means black/American of African origin. Teacher: And what about city kids? Class: Kids that live in big American cities, for example New York, Chicago, Los Angeles… À ce stade, on pourra faire effectuer une première récapitulation qui sera consignée au tableau pour constituer le début de la trace écrite. Cette récapitulation pourra être plus ou moins longue et détaillée selon la motivation du groupe dont on a la charge. Productions possibles : The Boondocks is a comic strip about a group of African-American city kids. Their creator is Aaron McGruder. Aaron McGruder is young, dark-skinned and goodlooking. c. On fera ensuite écouter et lire le texte en entier, charge aux élèves de dire ensuite tout ce qu’ils ont compris. Les récapitulations pourront varier d’un groupe à l’autre puisqu’il s’agit de partir ici de tout ce que les élèves ont compris sans pour l’instant dépasser ce stade. 163 FILE 5 • lesson 1 Class: The Boondocks was first published in 1997 in a student newspaper. It appeared on the Internet too. McGruder finished his studies in 1998. In 2003, The Boondocks had appeared in over 250 newspapers. À ce stade, si certains élèves ont déjà besoin d’employer le Pluperfect, on les y aidera sans s’appesentir. d. Cette tâche va permettre de faire sentir aux élèves la raison de l’apparition du Pluperfect dans ces phrases. Les élèves vont commencer par numéroter les deux phrases proposées dans l’ordre du texte, puis dans l’ordre chronologique. Corrigé : - appearance of The Boondocks on the Internet: text order: 2 - chronological order: 1 - first publication of The Boondocks in a newspaper: text order: 1 - chronological order: 2 - publication of The Boondocks (the strip) in The Source: text order: 2 - chronological order: 1 - end of McGruder’s studies: text order: 1 chronological order: 2 • Puis, à l’aide du tableau on commencera par faire redire les faits dans l’ordre chronologique. Teacher: Tell the facts in chronological order: first The Boondocks… Class: First The Boondocks appeared on the Internet, then they were published in a newspaper. Teacher: And the second series of facts? Class: The Boondocks were published in The Source, then McGruder finished his studies. On écrira ces deux phrases au tableau pour référence. • On fera ensuite retrouver les mots de liaison utilisés pour ces deux phrases dans le paragraphe 2. Corrigé : before that ; when On écrira ces mots au tableau pour pouvoir les pointer au besoin dans la formulation des phrases. On demandera ensuite aux élèves de cacher le texte et de redire les faits dans l’ordre du texte en utilisant le mot de liaison. On guidera les élèves pour l’utilisation du Pluperfect. Teacher: Now hide the text and tell the facts in the text order. Class: The Boondocks were published in a newspaper. On pointera du doigt before that au tableau. Class: Before that they appeared… Teacher: Before that… (geste pour indiquer le passé) Class: …before that they had appeared on the Internet. On écrira cette phrase au tableau en face de la 164 phrase correspondante au Prétérit. Puis on fonctionnera de la même manière avec la deuxième phrase. On pointera When au tableau. Class: When McGruder finished his studies, The Source had published/had begun publishing the strip. Cette phrase sera consignée au tableau en face de la phrase équivalente au Prétérit. Les élèves auront donc sous les yeux les 2 séries de phrases. On les fera relire par plusieurs élèves. e. On fera relire le paragraphe 3 puis réfléchir à la tâche proposée. Teacher: The Boondocks became the heroes of a TV series before or after McGruder turned 29? Class: Before. Teacher: So, before McGruder turned… Class: Before McGruder turned 29, The Boondocks had already become the heroes of a popular TV series. On écrira cette phrase au tableau pour poursuivre la trace écrite. f. Avec une classe motivée, on poursuivra le travail en demandant aux élèves de réfléchir au parcours de Aaron McGruder. On leur fera ainsi sentir pourquoi l’auteur de cet article a jugé opportun de l’écrire en employant le Pluperfect : parce que cette forme verbale lui permet de présenter tel ou tel événement par rapport à un autre qui lui sert de repère et de faire un bilan (avec “already”), ce qui lui permet ici de souligner le caractère exceptionnel de ce parcours. Productions possibles : Aaron’s story is extraordinary because by the time he turned 23, his comic strip had already appeared in a University newspaper and on the Internet. Aaron’s story is interesting because by the time he finished his studies, the largest urban magazine had already begun publishing his strip. Aaron’s story is remarkable because by the time he turned 29, The Boondocks had already become the heroes of a very popular TV series. On pourra poursuivre ainsi : Teacher: But what about McGruder himself, what consequence did the success of his comic strip have on him? Class: He became famous. / He became a famous cartoonist. Teacher: So recap. Class: Aaron McGruder’s story is extraordinary because by the time he turned 24, he had already become a famous cartoonist. Cette phrase ou une équivalente sera notée au tableau pour conclure la trace écrite. 2. Practise writing Background information about Lauryn Hill The story starts in South Orange, New Jersey, May 25th 1975 when Lauryn Hill was born the second child and only daughter of Mal and Valeris Hill. Her father was a computer consultant and her mother a high school English teacher. At age 6 she started writing songs with her brother Malaney. The lyrics she wrote were very mature for her young age. At age 13 she performed on showtime at the Apollo. Around the same time she met the two cousins Wyclef Jean and Prakazrel “Pras” Michel in Junior High School, and the rap trio The Fugees was born. After acting in some soaps and in the film Sister Act II: back in the habit alongside Whoopi Goldberg, the trio released their debut album in 1993, Blunted on reality. The album didn’t sell very well and critics said 17-year-old Lauryn should go solo. But Lauryn stayed with the group. In 1996 their first single in three years came out, Fu-gee-la, and after that their second solo album, The Score, which Lauryn had helped co-write and co-produce, was released. The album sold over 17 million copies making the Fugees the biggest-selling rap-group of all time. The trio also received two Grammy Awards. At the age of 21, still touring with the Fugees, Lauryn became pregnant, and in 1997, she gave birth to her first child, a baby boy, Zion David Marley. Son of Rohan Marley, and grandson of reggae legend Bob Marley. The Fugees disappeared from the public eye for a while, working on soundtracks and solo albums. In October 1998 her debut single was released Doo Wop (that thing) which sold gold. The album, The Miseducation of Lauryn Hill, was a deeply personal album for which Hill wrote, arranged, and produced almost every track. A complex self-portrait of a woman dealing with love, self-respect and the wonders of motherhood, the album received across-theboard raves from critics and fans alike, including a laudatory review from The New York Times, who dubbed Hill “a visionary”. As the album was climbing the charts Lauryn became a mother again on November 12th 1998, to a baby girl named Selah Louise Marley. In February 1999, Hill received 11 Grammy Awards nominations, she walked away with five Awards including Album of the Year and Best New Artist. In May 2002 her second solo album MTV Unplugged N°2 was released. In this album which is very different from the rest of her work she calls herself “the first hip-hop folk singer”. When she is not in the studio, Hill raises her two children and devotes energy to her two youth out-reach programs, Camp Hill in upstate New York and the refugee camp in New Jersey. FILE 5 • lesson 1 On fera écouter et lire tout ou partie de ce texte, puis on proposera l’exercice 1 du Think, Workbook page 92. Avant de lancer cette activité, on pourra proposer aux élèves l’exercice 1 du Rhythm’n sounds, page 93 du Workbook. • On commencera par laisser les élèves observer la photo proposée puis on les encouragera à dire tout ce qu’ils savent sur cette artiste. Teacher: Look at the photograph do you know who this hip-hop artist is? Class: It’s Lauryn Hill. Teacher: Tell me everything you can about her. Class: She is African-American, she is quite young, she is good-looking, she is an excellent rap singer. She writes her own songs… Dans l’hypothèse d’une classe ne connaissant pas cette artiste, on passera directement à l’exercice. • Workbook pp. 89-90 – worksheet 2 On commencera par demander aux élèves de raconter la vie de Lauryn Hill dans l’ordre chronologique c’est-à-dire au Prétérit, chose que les élèves savent faire depuis longtemps. Productions possibles : Lauryn Hill was born on the 25th of May 1975. In 1993, when she was 18, she played and sang in Sister Act II, a film with Whoopi Goldberg. In 1996, when she was 21, she released The Score, an album with the Fugees. This album sold 17 million copies. In 1997, when she was 22, she gave birth to her son Zion David Marley. In November 1998, when she was 23, she gave birth to her daughter Selah Louise Marley and she released her debut solo album The Miseducation 165 FILE 5 • lesson 1 of Lauryn Hill. It sold triple platinum. Lauryn Hill wrote the songs of this album, she arranged them, she produced them and she sang them. Puis on demandera aux élèves d’écrire un texte sur sa vie en montrant ce qu’elle a d’étonnant et donc en utilisant before that, when, already on pourra aussi ajouter by the time si on le juge nécessaire, ces mots forceront bien sûr l’emploi du Pluperfect. Le professeur passera dans les rangs pour aider les élèves individuellement dans leur formulation. Il fournira des amorces de phrases, fera remarquer les antériorités si nécessaire… On laissera les élèves travailler seuls ou par deux pendant une quinzaine de minutes, puis on produira ensemble au tableau, grâce aux propositions des uns et des autres et en suscitant toujours l’entre-écoute et l’inter-correction, un texte qui pourra ensuite être consigné dans les cahiers. Productions possibles : Lauryn Hill was born on May 25th 1975. In 1996, when she was 21, she released The Score, an album with the Fugees which sold 17 million copies, but before that she had played and sang in the film Sister Act II with Whoopi Goldberg. By the time she turned 22, she had already given birth to her first child: a boy called Zion David Marley. In November 1998, when she was 23, she released her debut solo album called The Miseducation of Lauryn Hill, which she had produced, arranged, written and sung. But before that in the same year, she had given birth to her second child: a girl called Selah Louise Marley. By February 1999, she had already received 5 Grammy Awards for The Miseducation of Lauryn Hill. In May 2002, she released her second solo album MTV Unplugged N°2 which she had written, sung, arranged and produced. 3. Go forward Raptime Background information about hip-hop The term hip-hop is used to describe a cultural movement which includes specialized styles of dance, graffiti art and music. The music’s early roots can be traced back to the South Bronx of New York during the mid-1970s. Rap music originated as a cross-cultural product. 166 Most of its important early practitionersincluding Kool Herc, D.J. Hollywood, and Afrika Bambaataa were either first- or secondgeneration Americans of Caribbean ancestry. Herc and Hollywood are both credited with introducing the Jamaican style of cutting and mixing into the musical culture of the South Bronx. By most accounts Herc was the first DJ to buy two copies of the same record for just a 15second break (rhythmic instrumental segment) in the middle. By mixing back and forth between the two copies he was able to double, triple, or indefinitely extend the break. In so doing, Herc effectively deconstructed and reconstructed so-called found sound, using the turntable as a musical instrument. While he was cutting with two turntables, Herc would also perform with the microphone in Jamaican toasting style-joking, boasting, and using myriad in-group references. Herc’s musical parties eventually gained notoriety, spawning a number of similar DJ acts. Among the new breed of DJs was Afrika Bambaataa, the first important Black Muslim in rap. (The Muslim presence would become very influential in the late 1980s.) In 1979, the first two rap records appeared: King Tim III (Personality Jock), recorded by the Fatback Band, and Rapper’s Delight, by Sugarhill Gang. Rapper’s Delight quickly inspired Rapture (1980) by the new-wave band Blondie, as well as a number of other popular records. In 1982, Afrika Bambaataa’s Planet Rock became the first rap record to use synthesizers and an electronic drum machine. With this recording, rap artists began to create their own backing tracks rather than simply offering the work of others in a new context. A year later, Bambaataa introduced the sampling capabilities of synthesizers on Looking for the Perfect Beat (1983). During the mid-1980s, rap moved from the fringes of hip-hop culture to the mainstream of the American music industry as white musicians began to embrace the new style. In 1986, rap reached the top ten on the Billboard pop charts with Walk This Way by RunDMC and Aerosmith. Known for incorporating rock music into its raps, Run-DMC became one of the first rap groups to be featured regularly on MTV (Music Television). In the late 1980s, a large segment of rap became highly politicized, resulting in the most overt Thanks for tuning in, you rap-lovers. Tonight “Raptime” is about a very special band – three boys, Joseph Simmons, Darryl MacDaniels and Jason Mizell from the middleclass New York borough of Queens. They had been rap fans for years when Joseph’s brother, Russell, encouraged them to form a rap group. Well, they did it! They formed “Orange Crush”... Now, who knows “Orange Crush”? We all do... because in 1982, the boys left school and changed the name of their group to... Run DMC. // Run DMC was not just another rap group, they revolutionized rap! They changed the face of rap forever!// Their first single “It’s like that”, in 1983, was a shock! A real breakthrough! Listen to these rock guitar samples. So aggressive! No other rappers had ever done that before. And the lyrics! So powerful! So meaningful! They really had something to say! // Now, in 1984, with their first album, simply called “Run DMC”, something incredible happened! For the first time in the history of rap, an album sold more than one million copies... No rap album had ever reached gold record status before. // Their second album “King of Rock” was released in 1985. It was a huge hit too... Run DMC became incredibly popular! No rappers had ever been so popular before.// On top of that, in 1986, with the hit single “Walk this way”, they managed to break into the white market... and this is something no other rap group had ever managed to do. // Run DMC released their 3rd album, Raisin’ Hell, in 1987. It sold over 3 million copies in the USA, becoming the first platinum rap album, the first rap album to go to Number 1 in the R&B charts, and the first rap album to enter the U.S. top 10.// That’s all for tonight... Meet me tomorrow night same time. Till then, keep rapping! FILE 5 • lesson 1 social agenda in popular music since the urban folk movement of the 1960s. The groups, Public Enemy and Boogie Down Productions, epitomized this political style of rap. Public Enemy came to prominence with their second album, It Takes a Nation of Millions to Hold Us Back (1988), and the theme song Fight the Power from the motion picture Do the Right Thing (1989), by American film-maker Spike Lee. Alongside the rise of political rap came the introduction of gangsta rap, which attempts to depict an outlaw lifestyle of sex, drugs, and violence in inner-city America. In 1988 the first major album of gangsta rap was released: Straight Outta Compton by the rap group NWA (Niggaz With Attitude). Songs from the album generated an extraordinary amount of controversy for their violent attitudes and inspired protests from a number of organizations, including the FBI. However, attempts to censor gangsta rap only served to publicize the music and make it more attractive to both black and white youths. NWA became a platform for launching the solo careers of some of the most influential rappers and rap producers in the gangsta style, including Dr. Dre, Ice Cube, and Eazy-E. In the 1990s, rap became increasingly eclectic. A number of rap artists have borrowed from jazz, using samples as well as live music. As rap became increasingly part of the American mainstream in the 1990s, political rap became less prominent while gangsta rap, as epitomized by the Geto Boys, Snoop Doggy Dogg, and Tupac Shakur, grew in popularity. Since the mid-1980s rap music has greatly influenced both black and white culture in North America. Many rap enthusiasts assert that rap functions as a voice for a community without access to the mainstream media. According to advocates, rap serves to engender self-pride, selfhelp, and self-improvement, communicating a positive and fulfilling sense of black history that is largely absent from other American institutions. • On commencera par demander aux élèves de regarder les photos et de lire le titre pour en conclure de quel sujet l’article traite. Le but ici est que les élèves établissent un lien entre le mot “hiphop” et la musique rap. Productions possibles : It’s about hip-hop. It’s about hip-hop culture. On the photos we can see rappers/we can see somebody’s hands on a… turntable (à fournir) / he’s a DJ (On rectifiera la prononciation.) / it’s about rap / the singers are Run DMC… 167 FILE 5 • lesson 1 • Workbook p. 90 – worksheet 3 a. Première lecture de survol pour relier chaque paragraphe au titre correspondant. Corrigé : Paragraph 1: the pioneers Paragraph 2: the golden era Paragraph 3: gangsta rap Paragraph 4: New Jack Swing On demandera ensuite aux élèves de préciser la réponse donnée plus haut. Teacher: So what is this article really about then? Class: It’s about the history of rap. b. Cette étape va permettre de faire retrouver les principales informations. On pourra faire écouter le texte, pour que les élèves sachent comment tous ces noms se prononcent puis ils relèveront les informations. - The pioneers: mid-1970’s; DJ Kool Herc; Grandmaster Flash; Afrika Bambaataa - The golden era: mid-1980s to the 1990s; Run DMC, Public Enemy; more popular - Gangsta rap: 1990s; NWA*, ICE-T and Ice cube; more violent - New Jack Swing: 1990s; Bobby Brown, Puff Daddy * Niggaz With Attitude On aura reproduit la grille au tableau et les élèves fourniront leurs réponses. On réécoutera et on fera relire chaque paragraphe pour vérifier les réponses. Une fois la grille remplie, on fermera les livres et on récapitulera en utilisant uniquement les notes du tableau. Échange possible : Class: Hip-hop began in the mid 1970s with pioneers like DJ Kool Herc, Grandmaster Flash and Afrika Bambaataa. Then, it was the golden era, from the mid-1980s to the 1990s, with Run DMC and Public Enemy… Teacher: Why “golden”? Class: Because rap became very popular/more popular. Teacher: Than…? Class: More popular than before/than it was before (à rectifier) / than it had been before/than it had ever been before. (On fera reprendre la phrase complète plusieurs fois avant de poursuivre.) Class: After that, there was gangsta rap… Teacher: Gangsta is short for what word, do you think? Class: Gangster. Teacher: That’s right, but it is spelt gangsta because of the way rappers pronounce it. 168 Teacher: Evolution? Class: Rap became more violent. Teacher: Than… Class: Rap became more violent than it had ever been before. Teacher: Recap, please Class: In the 1990s, rap became more violent than it had ever been before, with/because of rappers like NWA, Ice-T and Ice Cube. c. Cette étape sera réservée aux groupes très intéressés par le sujet et qui auront des informations à communiquer. Teacher: What else do you know about hip-hop culture or rap in the U.S. or in France? Class: In the United States, rappers are mostly black… In France there are many rappers, the most famous being, MC Solaar, Iam… • On commencera par faire écouter l’enregistrement aux élèves une première fois avec comme consigne préalable les trois questions posées. Il s’agit ici d’entraîner les élèves à réunir le maximum d’indices dès la première écoute. Productions possibles : It’s a show, a radio show, a radio program(me) for rap lovers, for people who love rap. It’s about Run DMC. The man/The presenter loves their music. He sounds excited/enthusiastic (à fournir à la demande). • Les élèves pourront ensuite dire ce qu’ils savent ou ce qu’ils viennent d’apprendre (texte p. 67), ou ce qu’ils ont pu saisir dès la première écoute à propos de Run DMC. • Workbook p. 91 – worksheet 4 a. On fera écouter la première partie deux fois, en veillant à laisser une vraie pause entre les deux écoutes pour que les élèves aient le temps de récapituler un peu dans leur tête ce qu’ils ont compris et profiter ainsi pleinement de la deuxième écoute. Les élèves auront comme consigne de repérer le maximum de choses, sans prendre de notes. Il est utile de temps en temps de soumettre les élèves à cet exercice de mémorisation de quelques mots-clés. Les élèves volontaires prendront ensuite la parole pour dire ce qu’ils ont compris. Les productions seront très diverses d’un groupe à l’autre. On guidera ensuite les élèves vers une récapitulation à partir de ce qu’ils auront compris. Nous proposons un exemple très modeste. d’eux. On ménagera des pauses pour qu’ils aient le temps de noter les mots-clés. Selon les capacités de concentration des élèves dont on a la charge, on corrigera et on fera récapituler un point après l’autre ou bien l’ensemble du tableau à la fin. Récapitulation : Three boys from New York were rap fans so they formed a group called Orange Crush. When they left school in 1982, they changed the name of the group to Run DMC. Note : Orange Crush : boisson à l’orange avec de la glace pilée. Corrigé : - It’s Like That: shock / rock guitar / aggressive / lyrics / powerful / say b. On fera ensuite écouter la deuxième partie en demandant aux élèves de repérer les mots-clés, c’est-à-dire les mots plus fortement accentués et ceux qui sont répétés. Corrigé : revolutionized, rap, changed, forever. Teacher: Okay, so what did Run DMC do? Use the words you have spotted… Class: Run DMC revolutionized rap, they changed rap forever! On poursuivra la trace écrite à l’aide de cette phrase. c. On lira les informations du tableau pour que les éléments à trouver soient clairs pour tous, puis on passera à l’écoute de la troisième et dernière partie, en ménageant des pauses aux doubles barres indiquées. Teacher: Listen to the end of the document. For each title you hear, tick single or album, so pay attention to these words… and pick out the dates. It’s Like That: single, 1983 Run DMC: album, 1984 King of Rock: album, 1985 Walk this Way: single, 1986 Raisin’ Hell: album, 1987 On effectuera une correction rapide. Teacher: Now recap please. Class: It’s Like That, was Run DMC’s first single, it was released in 1983. Their first album was simply called Run DMC and it was released in 1984. King of Rock, their second album was released in1985. The hit single, Walk This Way was released in 1986, and in 1987 they released their third album: Raisin’ Hell. d. Maintenant que les élèves ont bien saisi que l’émission s’organise autour des cinq succès de Run DMC, ils vont pouvoir prendre des notes sur chacun Échange possible : Teacher: Can you recap? Class: Their first single It’s Like That was a shock, they used rock guitar samples. Teacher: And what else was remarkable? Class: Their lyrics. Teacher: Can you tell me what lyrics are in a song? Class: The words. Teacher: That’s right, so what was special about Run DMC’s lyrics? Class: They were strong, powerful (On reviendra à la bande autant de fois que nécessaire.), the lyrics were not stupid, they really had something to say. This single was a shock because they used aggressive rock guitar samples and powerful lyrics. They had something to say = the words weren’t stupid. FILE 5 • lesson 1 Productions possibles : Three boys from New York formed Run DMC. They were rap fans. They formed Orange Crush. They left school in 1982. They changed the name of their group. Corrigé : - Run DMC: something incredible happened / first time / one million copies Échange possible : Class: When the album called Run DMC was released something incredible happened: for the first time a rap album sold more than 1 million copies. Si l’élément Gold Record Status n’est pas repéré on pourra procéder comme suit : Teacher: Listen again and find the title given to an album that sells more than one million copies. Class: A gold record. Teacher: Do you know the other categories? Class: Platinum. Teacher: Do you know how many albums that corresponds to? Class: 3 million copies. Teacher: So recap about Run DMC. Class: When the album called Run DMC was released something incredible happened: for the first time a rap album sold more than 1 million copies, it was a gold record. Corrigé : - King of Rock: second hit / popular Class: When their second album was released in 1985, it was a hit/Run DMC became very/incredibly popular. 169 FILE 5 • lesson 1 - Walk this Way: hit / break / white / market Il faudra probablement procéder par étapes en revenant à la bande plusieurs fois pour faire comprendre l’idée d’entrée sur un marché. Échange possible : Class: They managed to break the market. Teacher: Are you sure? They managed to break (signe de la main pour montrer que l’on casse quelque chose) the market? Listen again. What’s the word just after break? Class: Into. Teacher: Correct, “break into” something means “get in/enter by force”. Now what market did they break into? Class: The white market. Teacher: What is Run DMC’s ethnic origin? Class: They are black/African-American. Teacher: And their fans? Class:They are black too. Teacher: Correct, so what happened with Walk this Way? Class: Run DMC managed to break into the white market. Teacher: Which means... Class: White people started buying their album, not just black people. Teacher: You got it! Corrigé : - Raisin’ Hell: 3 million copies / first platinum rap album / first rap album – N°1-charts / first rap album – U.S. top ten Class: Raisin’Hell was the first rap album to sell 3 million copies so it was the first rap album to be a platinum record. It was the first rap album to be n°1 in the charts, and it was the first rap album to enter the U.S. top ten. On aura pris soin de noter chaque récapitulation au tableau pour constituer la trace écrite. e. On fera réécouter l’ensemble. Il s’agit d’identifier les phrases utilisées par le commentateur pour faire comprendre ce que ce parcours a eu d’exceptionnel. Les mots “no”, “had ever” et “before”, récurrents dans ces phrases, mettront les élèves sur la voie. Corrigé : - no other rappers had ever done that before - no rap album had ever reached gold status before - no rappers had ever been so popular before - this is something no other rap group had ever managed to do Une fois ces phrases repérées, on pourra revenir dessus pour aider les élèves à les découvrir dans le 170 détail. On pourra noter au tableau pour la première phrase : No ... ... had ever ... ... before.. Les élèves écoutent et complètent. Puis on répète plusieurs fois. “Reached” sera sans doute à fournir dans la phrase 2. On fera reformuler les informations concernant Raisin’ Hell pour utiliser la nouvelle structure. Échange possible : Teacher: Run DMC’s third album, Raisin’ Hell sold 3 million copies. It was the first platinum rap album. The first? So no other… Class: No other rap album had ever sold 3 million copies before. / No other rap album had ever reached platinum record status before. Teacher: What else? Class: It became the first rap album to become number 1 in the charts. Teacher: What charts exactly, listen again. Class: R&B (Rhythm’n Blues). Teacher: Recap. Class: Raisin’ Hell became the first rap album to become N°1 in the R&B charts. Teacher: The first? So no other… Class: No other rap album had ever been N°1 in the R&B charts before. Teacher: And also? Class: Raisin’ Hell was the first rap album in the top ten. Teacher: What top ten. Class: The U.S. top ten. Teacher: Recap. Class: Raisin’ Hell became the first rap album to enter the U.S. top ten. / No other rap album had ever entered the U.S. top ten before. • Les élèves vont ensuite s’entraîner à parler d’un des titres en adoptant un ton de présentateur radio. Ils ont toutes les notes prises ainsi que les phrases qu’ils viennent de découvrir sous les yeux pour les y aider. Ils pourront s’y préparer à la maison et se produire devant la classe au cours suivant. Pour conclure, on fera une écoute-lecture du script. Puis les élèves prendront en notes dans leur cahier la trace écrite. On proposera ensuite l’exercice 2 du Think, page 92. L’exercice 2 du Rhythm’n sounds, Workbook page 93 pourra être proposé en début de cours suivant, avant les prises de parole des élèves. Workbook p. 92 – worksheet 5 RHYTHM'N SOUNDS 1 Pluperfect Workbook p. 93 – worksheet 6 Corrigé : Dans la phrase, un verbe est au Prétérit : turned. Un opérateur est au Prétérit : have ➝ had. Les verbes qui fonctionnent avec cet opérateur sont : appear et become. Ils sont au participe passé : appeared et become (attention à “become”, forme identique à la base verbale). 1 Pluperfect et prononciation de had La phrase dit qu’il est arrivé quelque chose à McGruder en 2003 (= il a eu 29 ans) et que la célébrité des Boondocks date d’avant 2003. Dans cette phrase, l’énonciateur veut dire qu’à 29 ans, McGruder avait déjà connu le succès avec ses Boondocks. Le Pluperfect se construit avec l’opérateur have au Prétérit . Le verbe qui suit est au participe passé . Le Pluperfect permet à l’énonciateur de dire qu’à un moment du passé telle ou telle chose s’était déjà produite, ou existait déjà. 2 Pluperfect + when, already, before that, ever Corrigé : 1. [They had been rap fans for years] ANTÉRIORITÉ [when Russel encouraged them to form a rap group]. POINT DE REPÈRE 2. [When McGruder finished his studies, in 1998], POINT DE REPÈRE [The Source had already begun publishing the strip]. ANTÉRIORITÉ 3. [The Boondocks was first published in 1997] POINT DE REPÈRE [but before that, it had appeared on the Internet.] ANTÉRIORITÉ 4. Their first single in 1983 was a shock. POINT DE REPÈRE No other rappers had ever done that before. ANTÉRIORITÉ Already, before that, ever… before + Pluperfect signalent que les choses se sont produites avant un point de repère passé (antériorité). Comment est prononcé had dans les énoncés suivants ? Avec le /•/ de cat, avec le /e/ de l’article “a” ou bien tout simplement /d/. Écoute et coche tes réponses. Ready? Off we go! 1. Before 1997, The Boondocks had appeared on the Internet. 2. In 1998, The Source had already begun publishing the strip. 3. No other rappers had ever written like this before. 4. When McGruder turned 29, they had already appeared in 250 newspapers. 5. Before he turned 29, he had already become very famous. 6. By the time she was 24, she had already had two children. 7. Before the end of 1996, The Source had sold 17 million copies. 8. She became more popular than she had ever been. FILE 5 • lesson 1 THINK Now listen again, check and repeat. Ready? Off we go! Remarques pour le professeur : Le but de cet exercice est de travailler la prononciation de had quand il est opérateur du Pluperfect. Employé seul comme verbe – he had a car and a motorbike – had est prononcé en forme forte /h•d/. Employé comme opérateur, il est la plupart du temps réduit à /hed/ (et même /ed/) voire à /d/ après les pronoms (I, you, etc.). Il est important que les élèves acquièrent le réflexe de la réduction vocalique, élément-clé de l’anglais oral. Corrigé : 1. Before 1997, The Boondocks had appeared on the Internet. /hed/ 2. In 1998, The Source had already begun publishing the strip. /hed/ 3. No other rappers had ever written like this before. /hed/ 4. When McGruder turned 29, they had already appeared in 250 newspapers. /d/ 5. Before he turned 29, he had already become very famous. /d/ 6. By the time she was 24, she had already had two children. /d/ 7. Before the end of 1996, The Source had sold 17 million copies. /hed/ 8. She became more popular than she had ever been. /d/ 171 FILE 5 • lesson 1 Quand il est opérateur du Pluperfect, had est le plus souvent réduit à /hed/, ou /d/ après les pronoms. 2 Run /◊/ ou ran /•/ ? Cut /◊/ ou cat /•/ ? a. Écoute les phrases puis encadre la syllabe accentuée de chacun des mots. Ready? Off we go! 1. They come from the middle-class borough of Queens. 2. Russel encouraged them to form a rap group. 3. Russel was Joseph’s brother. 4. Their second album was another hit. 5. Just listen to Run DMC and you’ll become a rap-lover. Now listen and repeat. Ready? Off we go! borough - encouraged - Russel - brother - another become - lover b. Écoute les phrases puis encadre la syllabe accentuée de chacun des mots. Ready? Off we go! 1. Raisin’ Hell became the first platinum rap album. 2. No rappers had ever been so popular before. 3. On top of that they managed to break into the white market. Now listen and repeat. Ready? Off we go! platinum - album - rappers - managed c. Écoute les phrases suivantes. Indique si les mots se prononcent comme cut /◊/ ou comme cat /•/. Ready? Off we go! 1. Who knows “Orange Crush”? 2. Their first single “I like that” was a shock! 3. They had been rap fan for years! 4. No other rapper had done that before! 5. They changed the name of their group to Run DMC. 6. Run DMC is a very special band of three boys. Now listen again, check and repeat. Ready? Off we go! Crush - that - fan - done - Run - band Remarques pour le professeur : Il n’est pas aisé de bien prononcer ces deux phonèmes pour un francophone, et ce principalement pour deux raisons : - le français n’a pas l’équivalent du /•/ de cat. C’est un phonème qui fait appel à une ouverture latérale des lèvres – il faut avoir l’impression que ça tire aux commissures ! – tandis que les côtés de la langue sont en contact avec les molaires inférieures et la pointe juste derrière les incisives inférieures. 172 - Ce /•/ posant des problèmes aux francophones, est alors prononcé avec un /a/ français – celui de quatre. Le problème est que ce /a/ français est très proche du /◊/ anglais de cut. On a donc une réaction en chaîne : cat est mal prononcé et devient cut, qui dès lors est prononcé avec un son français, celui de bœuf /œ/. Ce qui donne : cat /•/ ➝ cut /◊/ cut /•/ ➝ /kœt/ Les mots tels que pub, love, run, etc. sont toujours mal prononcés alors que le phonème /◊/ n’est ni plus ni moins qu’un /a/ français – c’est d’ailleurs son origine. (Les gens du Nord de l’Angleterre ne le prononcent d’ailleurs pas puisque pour eux love est prononcé /lÖv/, avec le même phonème que book.) En prononçant le mot français lave, on a pratiquement prononcé le mot anglais love. Donc… I lave you? Corrigé : a. 1. They come from the middle-class bo rough of Queens. - 2. Russel en cou raged them to form a rap group. - 3. Ru ssel was Joseph’s bro ther. - 4. Their second album was a no ther hit. - 5. Just listen to Run DMC and you’ll be come a rap- lo ver. Ces mots ont en commun d’avoir /◊/ en syllabe accentuée. (On peut noter que la correspondance orthographique est <o>, <u>, <ou>.) b. 1. Raisin’ Hell became their first pla tinum rap al bum. - 2. No ra ppers had ever been so popular before. - 3. On top of that they ma naged to break into the white market. La syllabe accentuée comporte à chaque fois la lettre <a>, de loin la graphie la plus fréquente pour ce phonème. Ces mots ont en commun d’avoir /•/ en syllabe accentuée. c. 1. Who knows “Orange Crush”? cut /◊/ 2. Their first single “I like that” was a shock! cat /•/ 3. They had been rap fans for years! cat /•/ 4. No other rapper had done that before! cut /◊/ 5. They changed the name of their group to Run DMC. cut /◊/ 6. Run DMC is a very special band of three boys. cat /•/ AT HOME pages 95-97 1 a. décider : decide - créer : create - inspirer de : inspire by - publier : publish - paraître/apparaître : appear - finir : finish Ce sont des verbes qui ressemblent beaucoup aux mots français correspondants, ce sont donc des mots transparents. b. begin - began - begun - commencer become - became - become - devenir 2 A few years ago, McGruder decided to create a comic strip. In 1997, The Boondocks was first published. But before that, it had appeared on the Internet. When he finished his studies, The Source had already begun publishing the strip. By the time he turned 29, The Boondocks had already appeared in over 250 newspapers. 3 a) When she arrived on the scene of the crime, the criminal had already left. b) By the time she got the number of his car, he had sold it. c) When she discovered his address, he had already moved. d) By the time she phoned his workplace, he had already quit. e) When she met his girlfriend, he had already finished with her. 4 Puff Daddy was born in Harlem in 1970. He spent much of his childhood in New York. He went to university but he soon dropped out and he started to work for Uptown Records. By the time he turned 20, he had already become executive producer for a number of successful rap albums. In 1993, he created his own label: Bad Boy Entertainment. By 1996, he had already produced many hits with different artists and his label had become a great success. In 1997, he released his debut solo album. Although Puff Daddy had never released any albums before, No Way Out won the 1998 Grammy Award for Best Rap Album. 5 a) Thanks for tuning in! b) They changed the face of rap forever! c) So powerful! So meaningful! d) Something incredible happened! e) On top of that… f) Meet me tomorrow night same time. g) Till then, keep rapping! 6 band, rap group, single, rock guitar samples, lyrics, album, gold record, hit, release, platinum album, R&B charts, top ten - the lyrics - release an album - this album sold one million copies 7 Their first single “It’s Like That”, in 1983, was a shock! A real breakthrough! Listen to these rock guitar samples. So aggressive! No other rappers had ever done that before. And the lyrics! So powerful! So meaningful! They really had something to say! Now, in 1984, with their first album, simply called “ Run DMC ”, something incredible happened! For the first time in the history of rap, an album sold more than one million copies… No rap album had ever reached gold record status before. FILE 5 • lesson 1 WORKBOOK 8 a) No other rap album had ever reached platinum record status before. b) No other rap album had ever entered the U.S. top 10 before. c) No other album had ever sold 45 million copies before. d) No other album had ever received 12 Grammy nominations before. e) No other album had ever generated 7 top ten singles before. EXERCISES LESSON 1 Book page 78 1 a) The gangsters managed to get in easily because the owners had forgotten to lock the back door before going on holiday. b) My father went back home at lunch time because he had forgotten an important file. c) When Peter had finished reading Sandra’s letter, he gave her a call. d) When Rockefeller died, he had become the richest man in the world. 2 My grandfather was an extraordinary character. He was the youngest of 5 children. When he was 13, his father died. He was very courageous: he worked really hard, and by the time he was 15, he had already finished high school. He went to university because he wanted to become a sports teacher. Nobody in the family had ever been to university before. 173 FILE 5 • lesson 1 174 Unfortunately, when he was 22 he was the victim of a car accident and he became handicapped. So he went back to evening school and worked harder than ever. By the time he was 30, he was married, he and his wife had already had 3 children and he had become a well-respected engineer. 3 a) When I arrived, the party had already begun. b) By the time I opened the door, the thief had already escaped. c) Elvis Presley changed the face of Rock’n’Roll. Nobody/No other Rock’n’Roll singer had ever sung like him before. d) By the time Mozart was 7, he had already composed his first sonatas. At 7/At the age of 7, Mozart had already composed his first sonatas. lesson FILE 5 1. Read and learn a. Les élèves observeront la photo, liront et écouteront le titre de cet article. On attendra les réactions. On veillera à intervenir au minimum pour laisser les élèves réagir spontanément mais on fournira le vocabulaire à la demande. Selon le niveau du groupe, cette phase d’anticipation sera plus ou moins longue. Productions possibles : There is a tag on the plane. / Someone has written a tag on a plane. / Some vandals entered the airport and wrote a large tag on a plane. / There are policemen everywhere/the police / the policemen are looking for clues. / Maybe the vandals climbed up the fence / they used the mobile gantry to climb on the wing… • Workbook p. 98 – worksheet 1 b. On passera ensuite à la lecture des deux premiers paragraphes (lignes 1 à 11) du texte. On demandera aux élèves de surligner les faits. On notera au tableau : Who? What? Where? When? How? Consequences? On pourra faire écouter ces deux paragraphes avant de laisser les élèves travailler seuls quelques minutes. Puis ils fourniront leurs réponses. Si l’on dispose du transparent, on pourra surligner au fur et à mesure. Échange possible : Pupil 1: Who? Class: Graffiti vandals. Pupil 2: What? Class: Attacked a jumbo jet/ wrote a large graffiti tag name (Vas&Aike). Pupil 3: Where? Class: Brisbane Airport./Brisbane is in Australia/in Queensland (à faire préciser au besoin). Pupil 4: When? Class: Yesterday between 2 and 3 am. Pupil 5: How? Class: Cut the fence with a pair of pliers / used a mobile gantry to reach the wing of the aircraft. Teacher: Consequences? Class: Damage estimated at thousands of dollars. On fera récapituler l’incident en guidant les élèves. Ils pourront ou non garder le texte sous les yeux, selon le niveau du groupe. On veillera à bien souligner l’emploi du Prétérit tout au long de cette récapitulation des faits. Productions possibles : Graffiti vandals attacked a jet and wrote a large graffiti tag name at Brisbane Airport yesterday between 2 and 3 am. They cut the fence with a pair of pliers and they used a mobile gantry to reach the wing of the aircraft. They caused damage estimated at thousands of dollars/ thousands of dollars of damage. 2 FILE 5 Texte enregistré Book pp. 68-69 c. On fera écouter et lire le paragraphe 3, puis les élèves repéreront les deux problèmes de sécurité qui se sont posés. Le mot “rounds” est connu (paper rounds) et est proche du mot “rondes”. Il faudra peut-être aider les élèves pour “aircraft” : Teacher: Look at the photograph: where’s the mobile gantry? Class: Near the plane… Teacher: Find a synonym for “plane” in the paragraph… Class: aircraft. (On notera au tableau : plane = aircraft.) Corrigé : No security patrols had done rounds that night. / A mobile gantry had been left near the aircraft. On complétera le résumé commencé à l’étape précédente en guidant les élèves pour la production du style indirect : Teacher: So, recap now… The airport authorities… Class: The airport authorities said/explained/ admitted that no security patrols had done rounds that night and that a mobile gantry had been left near the aircraft. On fera reprendre cette phrase plusieurs fois, avec les différents verbes introductifs puis on la notera à la suite du résumé, en encadrant le verbe introductif au Prétérit et en soulignant les deux verbes au Pluperfect dans les propos rapportés. d. Nous proposons ici la transcription de la conversation originale entre les reporters et les autorités de l’aéroport. Les élèves vont commencer par souligner les différences entre cette transcription et les paroles rapportées dans 175 FILE 5 • lesson 2 l’article. Les différences entre discours direct et discours indirect donc. Airport authorities: The vandals cut the fence with a pair of pliers and they used a mobile gantry to reach the wing of the aircraft. Reporters: Did the security patrols hear or see anything unusual? Airport authorities: No security patrols did rounds last night. Reporters: Why was a mobile gantry left near the aircraft? Airport authorities: We can’t give any explanations, but we are going to investigate and security at the airport will be considerably reinforced. Les élèves auront donc souligné les changements qui doivent être effectués quand on rapporte les propos de quelqu’un à l’aide d’un verbe introducteur au Prétérit : les changements de temps (passage du Prétérit au Pluperfect) ; les changements de pronoms ; et les changements de compléments de temps. Il restera au moment de l’activité orale à rendre les élèves attentifs à l’ordre des mots dans les questions. Une fois ce nécessaire travail de repérage effectué, les élèves vont pouvoir passer à la restitution. e. On demandera aux élèves de rapporter ce qui a été dit à la conférence de presse. Les élèves ne se serviront ici que de la transcription qu’ils viennent de préparer. On veillera à faire utiliser des verbes introducteurs aussi variés que possible. On sollicitera systématiquement les élèves pour les rectifications dans cette tâche collective afin de parvenir à un résumé proche de celui proposé cidessous. Productions possibles : The airport authorities said/ explained the vandals had cut the fence with a pair of pliers, and that they had used a mobile gantry to reach the wing of the aircraft. The reporters then asked if the security patrols had heard or seen anything unusual. The airport authorities answered/ explained / admitted no security patrols had done rounds that night. The reporters asked why a mobile gantry had been left near the aircraft. The airport authorities said/admitted they couldn’t give any explanations, but they added they were going to investigate. They said/added/promised/ announced security at the airport would be considerably reinforced. 176 On complétera le résumé commencé en ajoutant les deux dernières phrases en gras. On encadrera et soulignera les groupes verbaux comme précédemment. On conclura le travail sur ce texte avec les exercices 1 et 2 du Think, Workbook page 100. On fera ensuite écouter et lire tout ou partie du texte après avoir fait l’exercice 1 du Rhythm’n sounds de la page 101 du Workbook. À noter que cet exercice constitue une bonne préparation au Practise speaking qui suit. 2. Practise speaking The police press conference Police: We think the investigation will be long and difficult. Reporter: Can you explain why? Police: Because the two vandals were very careful. Reporter: Have you found any fingerprints or any clues? Police: No, we haven’t. They worked with gloves. Reporter: Are there any witnesses you can question? Police: No, but we are going to question all the graffiti artists in Brisbane. Reporter: Is it a crime to write graffiti? Police: No, it isn’t, most of the time. But Vas & Aike committed a crime because they broke into the airport and because they caused thousands of dollars of damage. • On commencera par faire écouter les phrases une première fois en entier en expliquant la situation. Teacher: Listen to the police press conference about the attack on the jet at Brisbane airport. On fera écouter une seconde fois en demandant aux élèves de repérer qui parle : Police or reporter? Puis on notera en gros au tableau tous les verbes introductifs proposés dans le livre, ou seulement deux ou trois, ou plus à l’inverse, selon le niveau du groupe. • On procédera ensuite phrase par phrase. - Dans un premier temps, on demandera aux élèves de répéter chaque phrase ou question (en trois parties pour la dernière réplique qui est plus longue). C’est à ce moment-là que l’on pourra éclairer le sens de certains mots au besoin : gloves, witnesses. Les élèves entendront donc la phrase ou la question à rapporter au style indirect plusieurs fois. Dans le cas d’un groupe qui a beaucoup de mal à faire l’effort de mémorisation nécessaire pour réussir cet exercice, même après plusieurs exemples, on pourra les laisser lire le script à la page 122, pour n’avoir à faire que les transformations découlant du passage au style indirect. Productions possibles : The police said (they thought) the investigation would be long and difficult. The reporter asked if they could explain why. The police answered the two vandals had been very careful. The reporter wanted to know if they had found any fingerprints or any clues. The police admitted they hadn’t. The police added they had worked with gloves. The reporter asked if there were any witnesses (they could question). The police answered there weren’t. They added they were going to question all the graffiti artists in Brisbane. The reporter asked if it was a crime to write graffiti. The police said it wasn’t, most of the time. But they added that Vas&Aike had committed a crime / because they had broken into the airport and / because they had caused thousands of dollars of damage. On pourra, si on le juge utile, faire noter quelques exemples dans le cahier, que les élèves pourront comparer avec le script page 122 lors de leurs révisions. 3. Go forward Texte enregistré Avec une classe en difficulté, ou si le temps manque, on pourra laisser de côté ce texte, d’un niveau relativement élevé, puisque les objectifs linguistiques de la leçon auront été abondamment traités dans les parties 1 et 2 de la leçon. Cependant, ce texte traitant d’un aspect important de la culture hip-hop, les tags ou graffitis, on pourra tout aussi bien choisir de ne le traiter qu’avec un groupe que le sujet intéresse particulièrement, quelque soit le niveau de ce groupe. • On notera au tableau “Graffiti and graffiti artists…” et on laissera les élèves réagir. Puis on notera un ? au tableau pour déclencher quelques questions éventuellement. On enchaînera rapidement si le groupe manque d’inspiration. On veillera à la forme du verbe après “graffiti” : singulier. (On pourra expliquer : Graffiti is the general idea of writing on walls… and then you speak about the different “tags”.) Productions possibles : Graffiti artists are usually young people, they write their tags or their names on walls. Many people don’t like graffiti. They find graffiti ugly or dirty. Graffiti is illegal. Graffiti belongs to hip-hop culture. Hip-hop was born in the mid-1970s. Why do people write tags? How long does it take them to write a tag? Is it very expensive? How much money do they spend on paint every week? FILE 5 • lesson 2 - Puis on pointera un verbe au tableau et, soit on fournira le premier exemple, soit on demandera aux élèves les plus rapides de le faire. On fera reprendre l’exemple plusieurs fois et on le notera au tableau. On poursuivra ainsi, en sollicitant les élèves pour les rectifications éventuelles. Progressivement, on pourra laisser les élèves choisir le verbe introducteur, puis effacer les exemples notés, si le groupe se débrouille très bien. • Workbook p. 99 – worksheet 2 a. On commencera par faire lire et écouter le texte 2, page 69 du manuel en même temps pour assurer une bonne mise en place de la prononciation des mots nouveaux et des nombreux mots transparents du texte. Puis les élèves diront tout ce qu’ils ont compris du texte en utilisant les mots déjà connus ou les mots qu’ils reconnaissent dans le texte. Selon les classes, cette restitution sera plus ou moins riche de détails, mais la présence de nombreux mots transparents devrait permettre à chacun de trouver des choses à dire. On pourra faire des pauses après chaque paragraphe, pour que les élèves racontent ce qu’ils ont compris avant de poursuivre. Il ne s’agit pas ici d’entrer dans le détail mais de relever tout ce qui est compris d’emblée par les élèves. Productions possibles : Graffiti has existed for many years/for hundreds or thousands of years, but modern graffiti was born in the mid-1970s with hip-hop. Graffiti artists usually write their names. It takes about 30 to 45 minutes to create a mural. There are lots of different paint colours in the U.S., over 150, but artists (like to) mix paints (to create their own 177 FILE 5 • lesson 2 colors). Many artists travel around the country and paint their names everywhere. On prendra soin de bien noter sur une partie du tableau toutes les choses proposées par les élèves et sur lesquelles on reviendra en b). • On fera écouter et lire chaque paragraphe à nouveau et les élèves choisiront le titre correspondant en citant les éléments du paragraphe qui justifient ce choix. Corrigé : - Paragraph 1: the origins Quotes: It has been around for hundreds if not thousands of years/born in the late ‘70s. - Paragraph 2: graffiti techniques Quotes: From line 16 to line 36, the paragraph is all about techniques: about the shape of the letters, the textures. How the artists work to make a mural, how they mix paint. - Paragraph 3: an artist’s evolution. Quotes: Three years ago, Music tells us… But today, Music says…: The artist’s name is Music (his pseudo) and he tells us about his artistic evolution in the last three years. - Paragraph 4: graffiti art vs advertisement Quotes: Public art space, logos, graffiti is a response to commercial saturation. b. On laissera à nouveau les élèves relire le texte individuellement avec comme consigne de comparer avec les notes et questions prises lors de l’anticipation. Les élèves ont à ce stade lu et entendu le texte plusieurs fois. On pourra alors fermer les livres et les laisser prendre la parole pour raconter tout ce qu’ils ont retenu de ce texte. On les guidera en veillant à ce qu’ils s’écoutent entre eux, pour rebondir sur ce que disent leurs camarades, enrichir ou rectifier… On n’exigera pas qu’ils suivent forcément l’ordre d’apparition des informations dans le texte mais petit à petit, on parviendra à un court résumé de ce que les élèves ont retenu, donc de ce qui les a plus intéressés. D’un groupe à l’autre, ce résumé sera plus ou moins long et sera très différent. c. Cette étape va permettre de faire prendre conscience aux élèves des différents points abordés par Music et les préparera à pouvoir rapporter ses propos au style indirect. On guidera les élèves pour qu’ils ne cherchent pas à tout rapporter mais pour qu’ils parviennent à un résumé des propos et idées de Music. 178 Corrigé : in red: lines 37 to 42 in blue: lines 45 to 49 in green: lines 56 to 59 Productions possibles : Music explained/ told the reporters that in the past, he had travelled all around the country by hopping trains, and that he had painted his pseudonym and his area code along the way. He added that lots of artists did this and that was why a lot of graffiti was found in train yards. Music explained that today he was more interested in the art and he added that he was more concerned with the respect of other painters than with writing his pseudo all around the country. Finally, Music said there were many logos and advertisements everywhere but he added that none of it was personal. Music concluded that graffiti art was a response to commercial saturation. d. On proposera ici aux élèves l’occasion de donner leur avis sur la question : Graffiti: art or vandalism? Échange possible : Teacher: So, what do you think? Is graffiti art or vandalism? Class: I think graffiti is art, the colors are often beautiful and the letters are really complex. Class: I don’t think graffiti is art, the tags are ugly most of the time. Taggers write graffiti to annoy people, that’s all! Class: I am a graffiti artist, I spend a lot of time practising, I think graffiti is beautiful and difficult. It is an art! On profitera aussi de cette étape pour faire réfléchir les élèves au problème posé dans la dernière partie de ce texte. Le niveau et la finesse du raisonnement dépendra ici pour beaucoup du niveau de maturité des élèves. Si les élèves ont du mal à comprendre le problème tel qu’il est posé là, on n’insistera pas, sachant que la File 6 sera consacrée à la publicité et aux problèmes d’éthique qu’elle pose. Échange possible : Class: It is true that there are a lot of advertisements in our world. / There are a lot of logos and ads. Teacher: What is the problem with logos? Class: Everybody has got the same logos, so everybody looks the same. Teacher: What’s the difference between graffiti and logos. On terminera le travail sur ce texte par les exercices 2 et 3 du Rhythm’n sounds, Workbook page 102. THINK Workbook pp. 100-101 – worksheet 3 1 Style indirect avec verbes introducteurs au Prétérit Corrigé : • 1. “The vandals cut the fence with a pair of pliers”, the authorities explained. SD - 1’. The authorities explained the vandals had cut the fence with a pair of pliers. SI - 2. “Did the security patrols hear or see anything unusual?”, reporters asked. SD - 2’. Reporters asked if the security patrols had heard or seen anything unusual. SI 3. “Have you found any fingerprints?”, the reporters asked. SD - 3’. The reporters asked if they had found any fingerprints. SI • Les verbes introducteurs des phrases au style indirect sont au Prétérit. • Les groupes verbaux des phrases 1 et 2 sont au Prétérit. Dans la phrase 3, il s’agit du Present perfect. Dans les phrases 1’, 2’ et 3’, les groupes verbaux sont au Pluperfect. On est donc passé du Prétérit ou du Present perfect au Pluperfect. Quand on rapporte des propos avec un verbe introducteur au Prétérit, si les phrases au style direct sont au Prétérit ou au Present perfect, on utilise dans les deux cas le Pluperfect au style indirect. 2 Million, thousand, hundred, dozen Corrigé : 1. For the first time in the history of rap, an album sold more than one million copies… It sold over 3 million copies in the USA. - 1’. In the 19th century, millions of buffaloes were killed. 2. The damage cost ten thousand dollars. - 2’. They wrote a large graffiti tag name and caused damage estimated at thousands of dollars. - 3. This magnificient oak tree is over six hundred years old. - 3’. Depending on how you define graffiti, it has been around for hundreds of years… - 4. I need two dozen eggs. - 4’. Dozens of people from all over the world visit the site in the hope of spotting a Leprechaun. Quand ils sont précédés d’un chiffre, million, thousand, hundred et dozen ne prennent pas le “-s” du pluriel. Dans les phrases 1’, 2’, 3’ et 4’, millions, thousands, hundreds et dozens ne sont pas précédés d’un chiffre. Il sont employés comme noms et sont suivis à chaque fois de of et d’un nom au pluriel. Million, thousand, hundred et dozen fonctionnent de deux façons : - comme adjectif. Ils sont précédés d’un chiffre ou d’un quantifieur, sont suivis d’un nom au pluriel. Ils ne prennent pas la marque du pluriel. - comme nom. Ils sont au pluriel, sont suivis de of et d’un nom au pluriel. FILE 5 • lesson 2 Class: Graffiti are personal, logos are not. Teacher: Do you think graffiti is a response to advertisements then? Class: Yes, I do. / No, I don’t, not really. / I don’t know! RHYTHM'N SOUNDS Workbook pp. 101-102 – worksheet 4 1 Formes faibles a. Écoute les phrases suivantes. Coche la prononciation des mots en gras. Ready? Off we go! 1. We think the investigation will be long and difficult. 2. Can you explain why? 3. Because the two vandals were very careful. 4. Have you found any fingerprints? 5. Are there any witnesses you can question? 6. No, but we are going to question all the graffiti artists in Brisbane. Now listen again, check and repeat. Ready? Off we go! b. Lecture à voix haute. Écoute la phrase suivante. Ready? Off we go! At a press conference, the airport authorities explained that the vandals had cut the fence with a pair of pliers and that they had used a mobile gantry to reach the wing of the aircraft. Remarques pour le professeur : Cet exercice est une nouvelle occasion de travailler la clé de voûte de l’anglais oral : les formes faibles et /e/. Outre le travail de reconnaissance, il faut veiller en répétition à ce que les élèves respectent ces formes faibles. 179 FILE 5 • lesson 2 La lecture à voix haute permet également de travailler les formes faibles, et les liaisons, et l’on voit que des suites de syllabes peuvent ne comporter que des mots inaccentués. Ex. : … and that they had used… Pour la prononciation de had, on peut trouver soit /d/, soit /hed/, voire /ed/ et le /h/ tombe dans ce cas, ce qui est fréquent. Corrigé : a. 1. We think the investigation will be long and difficult. /n/ 2. Can you explain why? /ken/ 3. Because the two vandals were very careful. /we/ 4. Have you found any fingerprints? /hev/ 5. Are there any witnesses you can question? /e/ /ken/ 6. No, but we are going to question all the graffiti /bet/ /te/ artists in Brisbane. Les mots outils tels que : and, can, were, have, are, can, but, to, etc., sont systématiquement réduits et prononcés avec le son /e/. b. At a press conference, the air port au tho rities /e/ /e/ ex plained that the van dals had cut the fence /e/ /e/ /e/ /e/ with a pair of pliers and that they had used a /e/ /e/ /e/ /e/ /e/ /e/ /e/ 2 Lettres non prononcées Écoute les phrases et barre les lettres qui ne sont pas prononcées dans chacun des mots. Ready? Off we go! 1. The average mural can be created in 30 to 45 minutes. 2. Artists create more colors by mixing paint from half empty cans. 3. I wrote my pseudonym to identify my home region. 4. Today, I’m more interested in graffiti art. 5. He says there should be more public art space. Now listen again, check and repeat. Ready? Off we go! average - half - wrote - pseudonym - interested - should Remarques pour le professeur : Les mots sélectionnés dans cet exercice présentent la particularité de contenir des lettres qui ne débouchent sur aucun phonème dans la 180 Corrigé : 1. ave/rage – 2. hal/f – 3. w/rote / p/ seudonym – 4. inte/rested – 5. shoul/d 3 Mots de plusieurs syllabes Écoute les phrases et encadre la syllabe accentuée des mots. Ready? Off we go! 1. Graffiti has delivered many messages – the political, the obscene, the territorial, the artistic. 2. Modern graffiti manipulates letter form. 3. Letters become unrecognizable. 4. He doesn’t defend the vandalism aspect of graffiti art. 5. Look everywhere and you’ll see advertisements! 6. Graffiti is a response to commercial saturation. 7. Do you like three-dimensional letters? Now listen again, check and repeat. Ready? Off we go! graffiti - political - territorial - artistic - manipulates unrecognizable - vandalism - advertisements - commercial - saturation - dimensional /e/ mo bile gantry to reach the wing of the air craft. /e/ prononciation. Bien que vus et revus les half, should, etc., sont souvent maltraités. Les mots tels que average ou interested connaissent des fortunes diverses – average est employé en sport et on parle en “français” de “goal avérage”, bien loin de l’original. Interested, en trois syllabes /’IntrIstId/, comporte trois fois le même phonème /I/. Remarques pour le professeur : On reverra ici la règle dite de “Lion” évoquée en File 3 lesson 2. Nous voulons également attirer leur attention sur le fait que certains suffixes ne modifient pas le schéma accentuel du mot de départ. Ex. : vandal ➝ vandalism recognize ➝ unrecognizable dimension ➝ dimensional À titre indicatif, un verbe tel que manipulate entre dans la règle de fonctionnement suivante : les verbes en “-ate” de trois syllabes et plus sont accentués sur l’ante-pénultième (avant avantdernière) : dominate, escalate, demonstrate, etc. Pour les autres, c’est “-ate” qui est accentué : create, donate, dictate, etc. Les élèves devront rapprocher artistic des autres mots en “-ic” qu’ils ont vus en File 3 lesson 2. C’est la syllabe qui précède “-ic” qui est accentuée (il y a quelques exceptions, mais ceci est sans importance à ce niveau). L’adjectif political entre dans la règle de “-ic”, mais comme politics est lui en exception Corrigé : 1. Gra ffi ti / po li tical / terri to rial / ar tis tic - 2. ma ni pulates - 3. un re cognizable - 4. van dalism 5. ad ver tisements - 6. com mer cial / satu ra tion 7. di men sional • Quatre mots suivent la règle dite de “Lion”: territorial, commercial, saturation, dimensional. • Artistic suit la règle des mots terminés par “-ic”. - “dimensional” se décompose de la façon suivante : nom : di men sion suffixe : -al Le nom suit la règle dite de “Lion” et le suffixe ne change rien. - “unrecognizable” se décompose de la façon suivante : préfixe : unverbe : re cognize suffixe : -able Le suffixe ne change pas la prononciation/l’accentuation. - “vandalism” se décompose de la façon suivante : nom : van dal suffixe : -ism Le suffixe ne change rien. WORKBOOK had heard or seen anything unusual. The airport authorities admitted no security patrols had done rounds that night. Worse still, when the reporters asked why a mobile gantry had been left near the aircraft, the airport authorities said they couldn’t give any explanations, but added they were going to investigate. They announced that security at the airport would be considerably reinforced. 3 At a press conference, the airport authorities explained that the vandals had cut the fence with a pair of pliers, and that they had used a mobile gantry to reach the wing of the aircraft. Reporters asked if the security patrols had heard or seen anything unusual. The airport authorities admitted that no security patrols had done rounds that night. FILE 5 • lesson 2 à la règle nous n’avons pas voulu compliquer la tâche inutilement. 4 R: Did you see anything unusual that night? W: Oh yes! At about 2 am, I heard a car stop near my house. R: Did you have a look at the car? W: Yes, I went to the window and took a good look at it. R: Did you see the number plate? W: Yes, I did, and because my memory isn’t very good any more, I wrote the number down. R: Did you see the two men? W: Oh yes… I saw them getting out of the car and I can describe them (if you like). AT HOME pages 104-108 1 On acceptera les verbes au Prétérit, comme dans le texte, mais on fera noter la base verbale dans les cahiers et les fiches, en correction. 1. explain - 2. ask - 3. admit - 4. say - 5. add - 6. announce Réponses possibles : answer, tell, cry, repeat, inform, enquire, shout… 2 Graffiti vandals attacked a Cathay Pacific jumbo jet at Brisbane Airport yesterday between 2 and 3 am. They wrote a large graffiti tag name (VAS&AIKE) and caused damage estimated at thousands of dollars. At a press conference, the airport authorities explained that the vandals had cut the fence with a pair of pliers and that they had used a mobile gantry to reach the wing of the aircraft. Reporters asked if the security patrols 5 a. depending; define; forms; messages; political; obscene; territorial; artistic; graffiti; inspired; integral; part; culture; modern; manipulates; type; point; artist; textures; mural; minutes; tags; colors; mixing; trains; pseudonym; code; identify; region; interested; art; concerned; respect; defend; vandalism; aspect; public; space; logos; personal; response; commercial; saturation. b. une vague : a wave méconnaissable : unrecognizable formes : shapes ombres : shadows fioritures : flourishes moyen, standard : average disponible : available à moitié vide : half-empty sauter d’un train à l’autre : hopping trains publicités : advertisements 181 FILE 5 • lesson 2 6 Les phrases comportant des éléments en gras (a, b, c, e, f) auront été barrées par les élèves. a) Graffiti has been around for hundreds, if not thousands, of years. b) Today, graffiti is an integral part of hip-hop culture. c) Hip-hop culture was born in the late ‘70s. d) Right. Most of the words are merely the artist’s name, or his crew’s name, or a short message. e) There are a hundred and fifty spray paint colors available in the U.S. f) Taggers travel all around the country and write their pseudonym and their area code to identify their home region. g) Right. A world where corporate logos and imagery are omnipresent. h) Right. You’ll see logos and advertisements, but none of it is personal/graffiti art is a response to commercial saturation. 7 1. When asked if they had ever seen a tag, 80% of the people answered they had, while 20% answered they hadn’t. 2. When asked where they had seen it, 85% of the people answered they had seen it on public transport, 55% answered they had seen it on a public building, while 35% answered they had seen it on a legal graffiti wall. 3. When asked if they had ever written a tag, 23% of the people answered they had, while 77% answered they hadn’t. 4. When asked if they thought graffiti was art or vandalism, 64% of the people answered they thought it was vandalism, while 36% thought it was art. 8 a) The teacher told Kevin she was very disappointed. b) She told her boyfriend she would never speak to him again. c) He asked his friend why he had painted his car yellow. d) He told her he had never met a star before. e) They said they had had a terrible time at the party. f) Her dad promised she would be able to go fishing and play golf. g) I asked the guide if we could go and visit a typical Italian village. h) Our friend asked us if we had enjoyed our holiday with them. 182 9 a) Dozens of people came to the meeting. b) There are sixty million inhabitants in France. c) This man has read hundreds of books. d) My parents live more than four thousand kilometres away. e) We’ll need two dozen eggs to make that many cakes! EXERCISES LESSON 2 Book page 78 4 a) “I bought a new bike last month.”, he said. b) “We worked together yesterday.”, the two friends told the teacher. c) “Have you already visited London?”, he asked his girlfriend. d) “I’ve never been to England.”, the girl answered. e) “Where were you last night?”, the police asked the suspect. 5 - Mary asked Greg if he had bought the book about Australia. - Greg answered that he had. - Mary asked if he had started reading it. - Greg replied he had looked at the pictures. 6 a) The dinosaurs disappeared several million years ago. b) Millions of people were killed during the Second World War. c) Napoleon died nearly two hundred years ago. d) Agatha Christie wrote dozens of books. e) Go and get me three dozen eggs, please. 7 Yesterday, I met Stanley, an old friend. I hadn’t seen him for a dozen years because he had left for the United States. He told me he had earned millions of dollars in the States. He added that he had bought a house in our town. I told him I was delighted. WRITE Exemples de productions possibles : My uncle Jason is an amazing person. He is my mother’s brother, the oldest of three children. By the time he was 15, he had already made up his mind: he wanted to be an actor. When he was 17, he left school and took drama lessons. Nobody in the family had ever been an actor before. When he was 20, he left for the United States and Hollywood! By the time he was 25, he had already SPEAK Questionnaire à photocopier et à remettre aux élèves. OPINION POLL 1. Have you ever seen a tag? Yes ❒ No ❒ 2. Where did you see a tag? On public transport: On a public building: On a legal graffiti wall: Yes ❒ Yes ❒ Yes ❒ No ❒ No ❒ No ❒ 3. Have you ever written a tag? Yes ❒ No ❒ 4. Do you think graffiti is… Art ❒ Vandalism ❒ Guided Tour Textes enregistrés En complément des leçons, qui portent sur le hiphop, ce Guided Tour vise à fournir un panorama historique du lien qui a pu exister entre la musique et la rébellion chez les jeunes, des années soixante à nos jours. Chaque page traite d’un aspect spécifique de la question : les jeunes contre la guerre dans les années soixante (page 71), le mouvement des Civil Rights (page 72), la baisse de l’engagement des jeunes et le rôle des musiciens dans la défense de grandes causes (page 73). Les consignes sont conçues pour permettre de ne traiter qu’une seule ou deux de ces pages, au cas où l’on ne disposerait pas d’assez de temps pour traiter l’ensemble du Guided Tour. Productions possibles pour la première partie : When asked if they had ever seen a tag, 5 pupils out of 5 in our group said they had already seen one. When asked where they had seen a tag, 2 pupils out of 5 in our group answered they had seen one on public transport, 1 pupil out of 5 said he had seen one on a public building, and 3 pupils out of 5 said they had seen one on a legal graffiti wall. When asked if they had ever written a tag, 3 pupils out of 5 in our group said they had already written one. When asked if they thought graffiti was art or vandalism, 3 pupils out of 5 in our group said they thought graffiti was vandalism. Productions possibles pour la deuxième partie : When asked if they had ever seen a tag, 95% of the people in our class said they had already seen one. When asked where they had seen a tag, 75% / three quarters of the people in our class answered they had seen one on public transport, 45% of the people in our class said they had seen one on a public building, and 33% / one third of the people in our class said they had seen one on a legal graffiti wall. When asked if they had ever written a tag,12% of the people in our class said they had already written one. When asked if they thought graffiti was art or vandalism, 55% / more than half of the people in our class said they thought graffiti was vandalism. FILE 5 • lesson 2 appeared in many films and had become very famous. Three years later, he married his first wife and six months later, he had already got a divorce! After his second divorce, he realized he didn’t like being so famous so he decided to become a film producer. By the time he was 35, he had already won his first Oscar Award for best film. Two years later, he married a very nice woman, my aunt, and they haven’t divorced yet! Book pp. 70-73 1 Livres fermés. Courte étape de warming up. Les élèves peuvent se servir de ce qu’ils ont appris dans les leçons; ils peuvent aussi puiser dans leurs propres connaissances musicales. Après quelques interventions, on fera ouvrir le livre pour ajouter d’autres réponses à partir des illustrations. Suggestions pour guider les productions : I like reggae and rasta music. Singers like Bob Marley often have a political message: they talk about peace, about finding your roots, about the oppression of black people, etc. A lot of rappers like NTM, Akhenaton or Public Enemy have a political message: they talk about life in the suburbs, about urban violence, etc. Madonna isn’t very political usually, but in one of her albums, she criticizes American politics and the American way of life. Etc. 183 FILE 5 2 Les consignes b), c) et d) portent sur chaque page prise individuellement. Si le professeur a choisi de ne traiter qu’une seule page, il pourra sauter la question a) et passer directement aux questions qui se rapportent à la page traitée. a) Il ne s’agit pas à ce stade de faire une lecture en détail, mais plutôt un repérage général. D’ailleurs, pour les pages 71 et 72, les illustrations à ellesseules devraient permettre aux élèves de répondre. On leur demandera de repérer des mots-clés dans les documents et dans les textes. On laissera quelques minutes pour chaque page, afin que les élèves puissent noter leurs réponses, puis on corrigera en grand groupe au fur et à mesure des pages. Le professeur inscrira au tableau les époques et les causes défendues, pour commencer la trace écrite. Corrigé : Page 71: In the 1960s, young people asked for peace, love and freedom. They protested against the Vietnam War and against nuclear weapons. Page 72: Young people (from the 1950s to the present) have fought for civil rights: civil rights activists ask for equal rights for African- Americans. Page 73: Since the 1980s, young people have also been worried about the Third World: they’ve asked for famine relief, for the reduction of the Third World debt and for development aid. Others have defended the cause of peace, especially in the black community in American cities. b) - Dans un premier temps, on fera observer les illustrations, puis on fera lire (et écouter) les textes, et on demandera à 4 ou 5 élèves de proposer un titre pour cette page. Suggestions pour guider les productions : Several of the pictures show young people at rock festivals in America and Britain, or demonstrating against nuclear bombs. The Woodstock poster includes the words “peace” and “music”. There is a badge with the peace sign and a peace slogan. The chronology says that there was “growing opposition to the war”. So this page is about antiwar and anti-nuclear protests in the 1960s. Possible titles: “Make love not war”, “NO to WAR”, “Youth against War”, “Give peace a chance”, “The Sixties for peace”, “Stop the Bomb”, etc. - Poster de Woodstock. Les élèves auraient peutêtre du mal à définir ce qu’est un symbole, mais ils seront capable de dire que la colombe 184 “représente” la paix. Cette question a pour but de faire remarquer que l’illustration répète, dans un autre code, le slogan du poster. Suggestions pour guider les productions : The white dove usually represents, stands for or symbolizes the idea of peace. The neck of the guitar stands for music in general. The dove is standing on the guitar, therefore music and peace are associated in the drawing. c) On fera lire (et éventuellement écouter) les textes de la page 72. Les élèves pourront lever le doigt dès qu’ils auront repéré un élément de réponse, ou on pourra leur demander de faire le travail de repérage individuellement, puis corriger en grand groupe. Suggestions pour guider les productions : The Civil Rights movement wants to end discrimination against black people. It fights for equal rights. It’s a movement that emerged in America. In the 1950s and 1960s, Martin Luther King was the most famous Civil Rights leader. He believed in Christian values and non-violence. Another Civil Rights activist was Malcolm X. He was not a Christian (unlike M.L. King). He was a Muslim. He belonged to the Nation of Islam party. He was prepared to use violence to get equality (“by any means necessary”). The Black Panther party also fought for equal rights. The party was formed in California in 1966. They sometimes used violence. Today too, some people still fight for racial equality and for black rights, like the rap band Public Enemy. - On demandera aux élèves de décrire la pochette du disque de Public Enemy, puis de lire le texte – on insistera sur la dernière phrase pour leur permettre d’interpréter la présence de deux planètes. Suggestions pour guider les productions : This is an album cover for a band called Public Enemy. I think it’s a rap band. It’s a blue cover, that makes you think of the sky and also of the Earth, the Blue Planet. It’s like a science fiction poster, and the letters of the title, Fear of a black planet look like the letters on the poster for Star Wars. There are two planets. One is blue, so we can guess it’s the Earth. The other planet is dark brown, and it has a target with a man in the middle (that’s the logo of the band in fact). Maybe the word “fear” in the title suggests that white people are afraid of black d) - On laissera quelques instants aux élèves pour regarder la pochette des Sex Pistols et pour lire (et écouter) le texte correspondant. Suggestions pour guider les productions : In the middle of the Sex Pistols album, there is a portrait of the Queen of England, but her eyes and mouth are hidden by the title of the album (God Save the Queen) and by the name of the band. The letters are like the letters people use to write an anonymous letter, or to write a threat. The title of the album is also the title of the British national anthem. The Punk movement rebelled against everything. Against idealism, but also against the Establishment. That’s why the cover makes fun of the Queen and of the national anthem. It shows no respect for traditional British values. The Punk badge, next to the cover, shows the Union Jack, the British flag. But, like the Queen, the flag is disfigured. It’s a kind of provocation against the values of the country. - Cette question vise à faire remarquer que le logo de Live Aid fonctionne sur le même principe que le logo de Woodstock : une guitare et une “cause” (colombe pour Woodstock, continent africain ici). Suggestions pour guider les productions : The big poster on either side of the stage is like a logo for the concert and the campaign. It shows the African continent and a guitar neck. The continent is like the body of the guitar. The guitar and logo are at the center of a kind of target: maybe it means that the target is starvation in Africa, and it suggests that people have to target famine and destroy it thanks to music. So music (the guitar) is the instrument that will help relieve famine in Africa. - Récapitulation de la page 73. On demandera aux élèves de lire (et écouter) les textes et de lever la main dès qu’ils auront repéré un élément de réponse. Suggestions pour guider les productions : In 1985, pop singer Bob Geldof organized Live Aid to raise funds for Africa. Bono campaigns for the reduction of the Third World debt: he lobbies politicians and influences public opinion. Afrika Bambaataa promotes peace and uses hiphop to turn kids away from violence, especially to reduce Black on Black crime in American cities. Rappers like Chuck D (Public Enemy) take part in the Hip-Hop for Peace Project. FILE 5 people. The two planets suggest a separation, a segregation between white people (living on the blue planet) and black people (on the black planet). The Nation of Islam call is: revolution, not integration. Maybe that’s why there are two planets. Black people, according to this cover, shouldn’t try to be accepted by white people, to be integrated. Instead, they should just try and live separately from white people and make their own rules, their own laws. e) On demandera aux élèves de feuilleter à nouveau l’ensemble du Guided Tour, et de choisir une cause qui leur semble particulièrement importante. On leur laissera quelques minutes pour préparer leurs interventions. Ils pourront travailler par paires. Suggestions pour guider les productions : I think that it’s important to campaign against war. A lot of people protested against the Vietnam war, at Woodstock for example. Unfortunately, there have been many wars since the 1960s. It’s important to do something against war when you think that the war is not justified. I think the most important cause in this Guided Tour is Third World aid. We live in a modern world, but so many people are dying every day because they don’t have enough water, or their water is not drinkable, or sometimes they don’t have food because it doesn’t rain, so the vegetables don’t grow... Racism is an important cause, not just in America. There’s discrimination all over the world, including in France. Like Britain, France had a lot of colonies, and when immigrants arrived from the colonies or from other countries, they were treated very badly. And they still are... Etc. 1 Quiz (Les questions sont enregistrées une fois sans les réponses, puis une deuxième fois avec les réponses.) Q. 1: What was young people’s most famous slogan in the 1960s? A.: Make love, not war. Q. 2: In 1969 and 1970, thousands of young people gathered at huge rock festivals, asking for peace, love and freedom. Can you name two of these festivals and say where they took place? A.: The Woodstock Festival, in the USA. The Isle of Wight Festival, in Britain. 185 FILE 5 Q. 3: Many singers expressed young people’s revolt and ideals in the 1960s. Can you name two of these singers? A.: In the 1960s, singers such as Jimi Hendrix, John Lennon, Joan Baez or Bob Dylan gave voice to young people’s revolt and ideals. Q. 4: The Punk movement rejected the Establishment and the 1960s’ idealism. In fact, punks rejected everything! When did the Punk movement emerge? A.: The Punk movement emerged in the 1970s. Q. 5: In 1985, pop singer Bob Geldof organized Live Aid, an international music event. What cause did Live Aid raise money for? A.: Live Aid raised money to relieve famine in Africa. Q. 6: What movement fights against racial segregation and defends the rights of black Americans? A.: The Civil Rights movement. Q. 7: This famous leader of the Civil Rights movement believed in non-violence and was awarded the Nobel Peace Prize in 1964. He was shot in 1968. What was his name? A.: Martin Luther King. Q. 8: Rap pioneer Afrika Bambaataa founded the Zulu Nation movement to promote peace and unity. What does he use hip-hop for? A.: He uses hip-hop to turn kids away from violence. PROJECT WORK Ce Project work encourage les élèves à comparer ce qu’ils ont appris à propos du monde anglo-saxon avec ce qui a pu se passer en France. Plutôt que de proposer une recherche purement documentaire, à partir de livres ou d’Internet, nous proposons ici une sorte de “collectage” plus interactif. Les interviews se feront évidemment en français (sauf si les élèves interrogent leur professeur d’anglais...), mais le compte rendu en classe se fera en anglais. Ce sera donc aussi l’occasion d’un petit exercice de traduction. On pourra proposer aux volontaires de s’inspirer de la page 71 du manuel pour concocter quelques questions : sur le rôle de la musique, les manifestations, le conflit des générations, la réaction contre la guerre, etc. 186 Background information The 1960s at war 1962: Cuban Missile Crisis. Nikita Khrushchev plans to place intermediate-range nuclear missiles in Cuba to counter the U.S. lead in developing and deploying strategic missiles. Khrushchev also thereby intends to protect Cuba from another U.S.-sponsored invasion, such as the failed attempt at the Bay of Pigs in 1961. 1963: John F. Kennedy assassinated. 1965: First official U.S. soldiers in Vietnam. By 1966, more than 500,000 troops were deployed in the area. On Nov. 30, 1969, newspapers reported that U.S. Army troops had massacred up to 600 men, women and children in a remote village called My Lai. Opposition to the war grew from many quarters Dec.1969: first draft lottery since WWI. 57,000 U.S. soldiers were killed in the Vietnam War. Woodstock For facts and images, see sites like: http://www.theimageworks.com/specialcollection /specialframes/woodstock/default.htm http://www.lib.virginia.edu/speccol/exhibits/sixties /woodstock.html http://www.lib.virginia.edu/speccol/exhibits/sixties/ viet.html http://www.woodstock69.com/wsrprnt1.htm From slavery to civil rights 1776: at the time of the American Revolution, there are 500,000 slaves in the American South. 1830s: the character of “Jim Crow” is popularized by the white minstrel Thomas Rice, in a song called “Jump Jim Crow”. Rice uses burnt cork to blacken his face, dresses up as a plantation slave and imitates the dancing and singing associated with “Negro” stereotypes. 1860: there are about 4 million slaves on the Southern cotton plantations. 1861-65: American Civil War. The Union (Northern slave-free states) fights against the Confederacy (the Southern states). The Union wins. 1863: Emancipation Proclamation. Slavery is abolished. 1866: Ku Klux Klan created in Tennessee (the KKK is officially outlawed in 1871 but continues Martin Luther King (1929-1968) M.L. King was born in Atlanta, Georgia, with deep roots in the Southern Baptist Church tradition. An eloquent spokesman and activist for social justice, he convinced President Kennedy and later President Johnson to push for legislation to end discrimination The Sixties sit-in protests throughout the South and the “Freedom” rides brought King to an increasingly sympathetic national audience. At the March on Washington, 250,000 protesters converged to the steps of the federal government. Musicians associated with the Civil Rights movement - Josh White was a singer and guitarist. In the 1930s, he settled in Harlem. He sang political blues, with lyrics about segregation and racism. One of his albums was titled No more ball and chain. In his Defense factory blues, he controversially attacked wartime factory segregation. In 1963, he performed at Martin Luther King’s March on Washington, and he often sang at fund raising events for the Civil Rights movement. He died in 1969. See: http://www.elijahwald.com/joshprotest.html - On feminism and blues music, see: http://www.zmag.org/zmag/articles/carterjulyaug 98.htm - Discrimination in voter registration in the South was the impetus for the protest march from Selma to Montgomery, Alabama, in March 1965. The demonstration was followed extensively by the media. The Staple Singers recorded an album, Freedom Highway, to commemorate the march. Another song, Respect Yourself stressed the importance of self-respect and self-esteem. - On music as the expression of black cultural identity in the 1960s, see: http://www.soul-patrol.com/funk/essay.htm - The singer Aretha Franklin was also associated with M.L. King. She was a symbol of ethnic and feminist pride in the black community and had roots in Gospel music (Gospel has been a part of the black heritage since slavery). - Organizations such as the Black Panthers, the Nation of Islam and the Black Nationalist Movement advocated retaliatory violence and a separation of the races. The pioneer dub/rap group The Last Poets used spoken words and music to protest against discrimination. Their song Niggers are Scared of Revolution dealt with the apathy in the black community about black revolution. - The Black Panther Party’s slogan “Power to the People” became a song by the Chi-Lites. - Gil Scott Heron’s song The Revolution will not be Televised discussed how the media was at pains to avoid issues important to black people. FILE 5 its activities to this day). 1896: Jim Crow Laws voted by the Supreme Court, allowing separate facilities and services for black and white people, provided that the services are of equal quality. Southern states begin making separate but lesser quality provision for Blacks. Public transportation, public waiting rooms, restaurants, theaters, public parks are segregated; separate schools, hospitals and other public institutions are designated for black people. 1950s-1960s: emergence of the Civil Rights movement. 1954-5: Supreme Court decisions “Brown vs Board of Education” makes segregation in public schools illegal. 1963: Civil Rights March on Washington. Martin Luther King makes his “I have a dream” speech. 1964: the Civil Rights Act outlaws ”Jim Crow” practices, prohibits discrimination in employment (racial or sexual), and establishes the Equal Employment Opportunity Commission. 1965: Malcolm X assassinated. - Riots in the Sixties: Harlem in 1964, Watts in 1965, Detroit and Newark in 1967. The riots were often against social and economic deprivation rather than merely against segregation. - The Watts riots were triggered by claims of police brutality. They led to the arrest of 4,000 citizens. For 6 days, Blacks and Hispanics rioted through the ghettos of Los Angeles. 209 buildings were destroyed and 34 people died. 1968: Civil Rights Act extends equal rights to housing. Malcolm X His father was allegedly killed by Ku Klux Klan members. Early on, he fell into crime. In prison, he was exposed to The Nation of Islam, started by Elijah Muhammed, the supposed prophet of Allah, who preached that the black race was superior to the white, that the white race was inherently evil, and that total separation was the only way to achieve racial equality. When Malcolm came out 187 FILE 5 of prison, he dropped his slave name (Little) and took the Nation’s symbolic X as his last name. After his split from the Nation of Islam, Malcolm X started the Organization of Afro-American Unity, which vowed to promote greater harmony among all nationalities and races. He was shot in February1965 in New York. Black Panther party Formed in 1966 in Oakland, California, the party demanded the right to control the schools, medical centres, welfare programmes and police systems in poor black areas. They also demanded exemption from military service and the right to bear arms for self-protection. They initiated ‘liberation’ schools, breakfast programs for children and medical clinics in poor areas. The Black Panthers had many confrontations with the police that led to shootings and arrests. Film On the Sixties in the U.S., Britain, France and other countries, see the excellent documentary film: Young Blood: A new generation challenges the Establishment, People’s Century Series (BBC). Hip-Hop See File 5, lesson 1, pages 167-168 for some background information on hip-hop. See also the comprehensive and useful volume: L’Offensive Rap, by Olivier Cachin, Découvertes Gallimard n° 274. VIDEO Hip-hop: rebellious! Sequence 1: This is a subculture (11:41) Mare 134: Graffiti, break-dancing and rapping all… was a unified movement and I think rappers – they don’t understand the impact of graffiti, you know. I think when people, a lot of rappers talk about hip-hop and so on, they just think “rap” and they’re sort of not completely knowledgeable of what really happened in that period, with the art, you know. It’s been a really aggressive and popular movement since the early ’70s and has spread worldwide. We have never seen any art style or any art school have that kind of impact. And it’s a social impact, 188 which people, you know, don’t understand, because it’s like, it’s all these young kids, young artists that come together and just spray their messages. Brim: Some people have their ballet, their opera music and their… whatever, you know. We have our art. We have our art, we have our music and we have our dance – this is a subculture. Sequence 2: Origins & styles of break-dancing (13:01) Crazy Legs: Breaking developed because of Afrika Bambaataa and Zulu Nation, really. Wiggles: Lockin’ and poppin’ evolved from California, but by the time it got to New York, we had developed a style called electric boogie. While poppin’ was more, hem, disciplined and more like steady, you know what I mean? Boogie was more funky, it was more “Tss, Tss, Tss”, you know, it was more having fun. It was more like James Brown versus Prince, you know. L.A. was like Prince and New York was James Brown. Crazy Legs: (laughs) I’d rather be James Brown! Sequence 3: LL Cool J (13:57) Image only Sequence 4: LL Cool J (14:35) The first artist signed to Def Jam was a 17 year-old rapper from Palace, Queens – LL Cool J. … Cool J. song If you cried and thought I died, you definitely was wrong It took a thought, plus I brought Cut Creator along Evened up with E-Love down with the Cool J. force Symbolizin’ in the rhymin’ for the record of course I’m a tower full of power with rain and hail Cut Creator scratch the record with his fingernail Rock the bells Sequence 5: Unstoppable! (15:14) Run DMC’s success with Raisin’ Hell in 1986 kicked hiphop into a multi-million-dollar frame. MTV were forced to play more rap. Now it’s really common to see rap in the charts in all its forms. Vanilla Ice, even New Kids on the Block are in on the act. Worldwide it’s a phenomenon that is unstoppable. The only truly creative original art form of the ’80s can be seen everywhere: here in the U.K., in France, Japan and Canada. Sequence 6: Hip-hop: rebellious! Complete document (15:45) FILE 5 Guided Tour File 5 - Video Hip-hop: rebellious! Before watching, say all you know about hip-hop culture. Sequence 1: This is a subculture a) Watch this sequence. Don’t worry if you don’t understand what the people are saying. Concentrate on what they are doing, where they are, how they are dressed, etc. What activities did the hip-hop movement include? ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... b) Watch this sequence again. According to MARE 134, hip-hop was a unified movement that included .................................................................................................................................................................................................................................................................. ……………………………………………..………… , and ……………………………………………..………… . c) Listen to MARE 134 again, and fill in the gaps: Rappers don’t understand the impact of ……………………………………………..………… Hip-hop has been a really …………………………………..………… and …………………………………..………… movement since the and …………………………………..………… early …………………………………..………… d) Now listen to BRIM. Hip-hop music, dance and art are to him what …………………………………..………… music are to other people. Sequence 2: Origins and styles of break-dancing a) Watch CRAZY LEGS. Where is he dancing? Why do you think he got this nickname? ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... b) WIGGLE speaks about two different break-dancing styles. Listen, then fill in this chart: breaking styles places characteristics singers associated with the style...... and steady Lockin’ and Poppin’ …………………………………..……… …………………………... Electric Boogie …………………………………..……… funky and …………………….....……... Prince James Brown Sequence 3: LL Cool J (image only) machines or equipment is he miming at the beginning and end of the sequence? ................................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................................. © Éd. Didier This is New York rapper LL Cool J when he was 17. Watch him move and try to beat his rhythm. What 189 FILE 5 Sequence 4: LL Cool J a) Listen to LL Cool J’s Rock the Bells. Don’t panic if you don’t understand the lyrics, just beat the rhythm. b) Now listen to this rap with the transcript and try and read the lyrics out loud with LL Cool J. … Cool J. song If you cried and thought I died, you definitely was wrong It took a thought, plus I brought Cut Creator along Evened up with E-Love down with the Cool J. force Symbolizin’ in the rhymin’ for the record of course I’m a tower full of power with rain and hail Cut Creator scratch the record with his fingernail Rock the bells Sequence 5: Unstoppable! a) Run DMC’s Raisin’ Hell was a multi-million-dollar success. What year was it released? And what happened to rap on MTV? ................................................................................................................................................................................................................................................................................................... b) Rap can be found in many countries. Name 4 countries: , , ……………………………………………… ……………………………………………… ……………………………………………………… and ……………………………………………… Sequence 6: Hip-hop: rebellious! (complete document) a) Now watch the whole document with the transcript. Have you learned something you didn’t know about hip-hop? What? ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... b) Do you think rap styles have changed a lot since the 1980s? In what ways? ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... ................................................................................................................................................................................................................................................................................................... 190 Suggestions pour guider les productions : Hip-hop started in the 1970s, and it got really popular in the 1980s. At the beginning, there were stars like DJ Kool Herc or Afrika Bambaataa. DJs used turntables to produce new kinds of sound effects. They mixed different records, or scratched the records. They also used sampling. It was very experimental. Rap music is different from pop or rock music, because usually the singer doesn’t sing a tune, he speaks his text to the music. Rap often delivers a strong message. At the beginning, rap was mainly an AfricanAmerican phenomenon, and many rappers wrote songs about their culture, or about black poverty or racial discrimination and violence in the USA. Later, a lot of Hispano-Americans also made songs about their own culture. In the 1980s, rap became more and more successful, with bands like Run DMC or Public Enemy. They became very famous and with them, rap got out of the black ghetto. People of different ethnic backgrounds were listening to rap. And now it’s an international phenomenon. Hip-hop is not just about music. Young people in America also used painting to express themselves. They did not paint on (how do you say “toiles” in English?) canvases, they painted on city walls or on subway trains. It was illegal. painting graffiti on a wall. These are the three activities included in hip-hop: music, dance and graffiti. These people are dressed like rappers. They are young, and some of them are painting graffiti. They’re probably in New York. One of them is painting the logo for Zulu Nation, Afrika Bambaataa’s movement. He’s talking about hip-hop. b) On repassera la séquence en se concentrant sur les propos de MARE 134, un jeune graffitiste qui insiste sur l’importance de l’art au sein du mouvement hip-hop. Nous avons inséré des soustitres, fournissant ainsi des mots-clés qui faciliteront la compréhension. Corrigé : According to MARE 134, hip-hop was a unified movement that included graffiti, break-dancing and rap. c) On fera des pauses lors du visionnement pour permettre aux élèves de compléter les phrases. Corrigé : Rappers don’t understand the impact of graffiti. Hip-hop has been a really aggressive and popular movement since the early ‘70s. d) Hip-hop music, dance and art are to him what ballet and opera music are to other people. Sequence 2: Origins and styles of break-dancing a) On oublie souvent que la danse faisait partie intégrante du hip-hop. Le break-dancing (ce que l’on appelait en général le “Smurf” en France) est assez rapidement tombé en désuétude, contrairement à la musique sur laquelle on le dansait. On remarquera que le CRAZY LEGS que l’on voit danser au début de la séquence est l’un des jeunes gens interviewés, quelques années plus tard, dans ce documentaire (à gauche, il porte une casquette et dit “I’d rather be James Brown”). a) On passera la séquence une première fois en demandant aux élèves de se concentrer sur les éléments visuels pour repérer les différents véhicules du mouvement hip-hop, et pour situer la scène et les intervenants. Suggestions pour guider les productions : CRAZY LEGS is dancing in a disco or a night-club at the beginning of the sequence. There are a lot of spot lights and a mirror ball. And then you see him dancing in the street, on the pavement, (How do you say “carton” in English?) on a piece of cardboard. He’s very flexible and supple, and does some difficult moves. He can bend his legs very easily. That’s probably why he was nicknamed CRAZY LEGS. Suggestions pour guider les productions : In this sequence, you can see a DJ mixing music on turntables, young people dancing and others b) On passera la séquence deux fois pour permettre aux élèves de remplir le tableau, qui leur fournit une aide pour comprendre le discours Sequence 1: This is a subculture FILE 5 Ce documentaire remonte aux débuts du hiphop et en aborde les différentes composantes : la musique, la danse et le graffiti. Avant de visionner la première séquence, les élèves récapituleront ce qu’ils ont appris dans les leçons et le Guided Tour. Le professeur peut également décider d’utiliser ce document comme introduction au chapitre. Dans ce cas il commencera par inviter les élèves à dire ce qu’ils savent sur le hip-hop, et en particulier sur le rap. Si l’on décide de traiter ce document avant d’étudier le chapitre, les réponses des élèves seront sans doute moins détaillées, mais leur connaissance du sujet devrait leur permettre de suivre sans trop de problème. 191 FILE 5 de WIGGLE (autre “crew name”). Corrigé : Places: California, Los Angeles - New York Characteristics: disciplined and steady - funky and fun Sequence 3: LL Cool J (image only) On insiste dans les leçons et dans la rubrique Creative Writing (page 74) sur la composante rythmique du rap. Cette séquence permet de confirmer que le rythme est non seulement audible, mais bel et bien visible. On suggérera aux élèves de battre la cadence avec leur doigt, sur leur table. Puis ils décriront les “instruments” que mime LL Cool J. Suggestions pour guider les productions : LL Cool J is beating the rhythm with his body. He marks each beat with a movement. At the beginning, he’s pretending that he’s a DJ mixing or scratching records. At the end of the sequence, he’s blowing in his hands. I don’t know what he’s trying to do, maybe he’s making the sound of a base drum? He’s having a lot of fun, and his friend looks a bit embarrassed. Sequence 4: LL Cool J On fera écouter ce rap une première fois sans le script, et battre à nouveau la cadence. Puis on distribuera le texte de la chanson (extraite de l’album Rock the Bells), car les paroles sont difficiles à déchiffrer. Les élèves demanderont le vocabulaire qui leur manque. Il ne s’agit par là d’un exercice de compréhension orale. On se contentera de travailler sur le rythme en lisant le texte en même temps que LL Cool J. Voir script. Sequence 5: Unstoppable! Corrigé : a) Run DMC’s Raisin’ Hell was released in 1986. It was a great success, so MTV were forced to play more rap. Rap was no longer just for small radio stations in black communities, it was a global phenomenon. b) Rap can be found in many countries, like the U.K., France, Japan and Canada. Sequence 6: Hip-hop: rebellious! On distribuera les scripts avant de passer l’intégralité du document. Puis on interrogera les élèves. Suggestions pour guider les productions : a) I’m a big rap fan, so I already knew a lot about the hip-hop movement. But I didn’t really know a lot about the beginnings of the movement. I didn’t realize that the music wasn’t famous from the start. I thought rap was an instant success. Also, I didn’t 192 know that people did break-dancing in the street. // I hadn’t realized that graffiti was really part of the hip-hop movement, that it was a unified movement// I didn’t know there was a difference between rap styles in Los Angeles and in New York, etc. b) I think rap styles have changed a lot since the 1980s. The clothes have changed. If you look at CRAZY LEGS, his clothes are not cool at all. And the dance styles have changed too. Nobody does break-dancing any more now, it’s a bit ridiculous. LL Cool J. too looks a bit ridiculous, he looks like a kid having fun. Rappers today are more professional, they’re more like stars, etc. WORKBOOK A GUIDED TOUR page 109 1 Bob Dylan: against conservative values and the older generation. Against the war. Martin Luther King: against segregation and violence. Live Aid: against poverty and famine. Woodstock Festival: against the war, against violence, against conservative values and the older generation. Nation of Islam party: against segregation. Afrika Bambaataa: against violence, against segregation. Isle of Wight Festival: against the war, against violence, against conservative values and the older generation. Hip-Hop for Peace Project: against violence. Civil Rights movement: against segregation. Punk Bands: against conservative values and the older generation. Anti-nuclear marches: against the war, against pollution. Malcolm X: against segregation. 2 a) Growing opposition to the war. b) A new youth culture emerged. c) Bob Dylan gave voice to youth revolt and ideals. d) The Civil Rights movement fights for an end to racial segregation. e) Martin Luther King was awarded the Nobel Peace Prize. f) Malcolm X demanded equality. g) Youths ready to take up arms against the white oppressor. h) Rap often deals with identity issues. i) Punks thought the world was rotten. j) Mass youth protest has declined. k) He uses hip-hop to turn kids away from violence. l) He uses the media to lobby world leaders. Book p. 74 Cet atelier d’écriture permettra aux élèves de découvrir à quel point le rap est une “discipline” exigeante ! Les quelques mots d’introduction seront lus et commentés en classe. • Travail en groupes de 10 minutes : Les élèves commenceront par faire une liste de mots se rapportant à ce thème. Ils devront penser à trouver des mots qui riment entre eux… a. On commencera par faire lire et écouter le rap • Phase en commun : on pourra leur faire remarquer qu’un rap, comme une chanson a un “plan ou mouvement”. Exemple : Earth Day Rap : - constat négatif - ordres, conseils pour améliorer les choses – conséquences possibles Il faudra donc qu’ils organisent leurs mots en idées successives… on pourra fournir des exemples pour débloquer certains groupes, à la demande. proposé qui pourra servir de modèle pour l’atelier d’écriture. Puis on le fera répéter en insistant sur le respect du rythme, de l’accentuation et de la prononciation, tout d’abord sans la musique, puis avec la musique. On s’entraînera par courtes bribes au besoin pour se “mettre en bouche” les mots. Puis on fera écouter le fond musical seul en demandant aux élèves de lire le poème dans leur tête en même temps. FILE 5 Creative writing • Travail en groupes de 10 minutes : classer les mots trouvés en deux ou trois parties correspondant aux deux ou trois idées ou sentiments à exprimer. Chanson enregistrée : • Phase en commun : on écoute à nouveau la musique sans paroles pour se remettre en tête le rythme. - paroles et musique - musique toute seule Dès que les élèves se sentiront prêts, on leur demandera de rapper à haute voix. Les volontaires pourront se produire seuls devant le reste du groupe. b. Puis on passera à la phase d’écriture. Les élèves se mettront par groupes de 3 ou 4. Ils commenceront par choisir le thème qu’ils vont aborder soit parmi la liste proposée soit tout autre sujet qui leur paraîtra intéressant. Pour les élèves plus en difficulté, on pourra leur proposer de partir d’un des trois exemples fournis, si cela peut les aider. Strategies • Travail en groupes de 15 minutes : écriture. Chacun dans le groupe se donne une ligne à écrire, pas plus, puis on tente de les assembler, on les modifie, ou on en écrit d’autres… pour parvenir à un rap de cinq ou six vers. Le professeur passe dans les rangs pour aider à la demande. • Phase en commun : on écoute la bande-son pour lire dans sa tête son rap et voir si ça fonctionne, on rectifie au besoin, puis les volontaires et uniquement ceux-là se produisent en public ! On pourra même en enregistrer certains. How to understand long sentences Book p. 75 a. Les obstacles à la compréhension ne relèvent b. • Première chose à faire quand une phrase est un pas toujours du vocabulaire. Les élèves pourront par eux-mêmes constater que les mots de cette phrase sont soit connus soit proches du français. Cette phrase peut être perçue comme difficile parce qu’elle est longue et qu’elle est “compliquée” : elle comporte plusieurs propositions. peu longue : s’assurer que l’on a bien repéré à quoi se réfèrent les pronoms. Ici, le pronom “it”. On laissera les élèves réfléchir une minute, puis ils donneront la solution : “graffiti”. On leur fera redire clairement : il faut toujours relier les pronoms aux noms ou aux groupes nominaux auxquels ils se réfèrent (se rapportent / qu’ils remplacent). 193 FILE 5 • Deuxième étape : souligner les verbes conjugués car à chaque verbe conjugué correspond une proposition. Les élèves travailleront seuls, puis ils donneront leur nombre de propositions, sans donner les verbes… Corrigé : quatre. Si un grand nombre d’élèves ont donné un nombre différent, on les laissera réfléchir une ou deux minutes pour choisir les quatre verbes. Puis on corrigera ensemble. Corrigé : define – has been around – has taken – delivered (On ne dira rien sur le “has” sousentendu si les élèves n’en parlent pas.) • Troisième étape, repérer les “mots de liaison”. Les élèves reconnaîtront facilement “although” et “and”. “Depending on how” est nouveau pour eux, mais pas difficile à comprendre du fait qu’ils connaissent “how” et que “depending on” fait penser à “cela dépend”, donc “selon”. Si les élèves ont relevé “if”, lors de la correction sur le nombre de propositions, on leur fera remarquer la position des deux virgules qui encadrent “if not thousands”, comme des parenthèses : la proposition se poursuit après avec “of years”, qui se rapporte à “hundreds” et on pourrait se passer de cette “incise”. Corrigé : [ Depending on how you define graffiti, ] [ it has been around for hundreds, if not thousands, of years ], [ although it has taken many forms ] and [ delivered just as many messages –the political, the obscene, the territorial, the artistic. ] • On rappelle ici aux élèves l’importance d’inclure les mots de liaison dans le vocabulaire à mémoriser car ils sont toujours présents dans des phrases complexes. Par exemple, ils ont vu “although” dans le dossier 4 (File 4, lesson 2) et il leur est bien utile ici de comprendre que ce mot introduit une réserve, une opposition. • Dernière remarque importante : souvent certains mots ne sont pas répétés, pour alléger la phrase. On demandera aux élèves d’en trouver un exemple. Corrigé : [ it has delivered …] On en profitera pour faire remarquer que ce “delivered” tout seul est bien le participe passé d’un Present perfect et non pas un Prétérit. “It is” 194 a été mis en facteur, “and” jouant le rôle du signe “+” : It has (taken… + delivered…). C’est un procédé courant dans les phrases complexes et il faut le garder à l’esprit. On rappellera un autre exemple, vu en File 3, lesson 2. Ici, c’est are qui n’est pas répété : Radiation and heat levels are so high, life-friendly planets so rare and cosmic bombardments so severe that the only life-forms that might exist would be little green bacteria. c. Il s’agit ici de montrer aux élèves que les phrases complexes ne sont pas des effets de style, qu’elles sont indispensables pour exprimer des idées nuancées, en fait qu’elles sont également plus complexes du point de vue du sens… En guidant les élèves, on les amènera à dire que grâce à “although”, l’auteur de cette phrase dit : Attention : ce qu’on appelle “graffiti” existe depuis longtemps, mais il y a des différences entre graffitis : du point de vue de la forme et du point de vue du message qu’ils envoient. C’est très important car, souvent, les gens n’emploient le mot “graffiti” que dans un seul sens : les tags de vandales sur les murs par exemple. Il dit donc que ce mot devra toujours être bien “défini” : de quelle époque on parle, de quel type de graffiti, des intentions de ceux qui les font, etc. Donc la phrase complexe dit plus de choses que les trois phrases simples. d. Le but est ici que les élèves retracent les mêmes étapes sur un exemple différent, qui est extrait du même article de journal, à l’origine. Ils pourront le faire en suivant les tips. S’ajoute ici un pronom relatif dont on fera retrouver le référent, comme pour les autres types de pronoms, si les élèves ne le font pas d’eux-mêmes. Corrigé : [ Although graffiti [ that grew out of hip-hop ] is created for artistic and egotistical reasons ], [ it has often been associated with vandalism ] [ because most of it is done without permission ] and [ because gangs use it to mark territory and to identify themselves ]. A new beginning Aaron McGruder ayant été présenté dans la leçon de ce dossier, il était important de permettre aux élèves intéressés de découvrir ses bandes dessinées, ses personnages et son humour. Les consignes ont été conçues pour que les élèves puissent travailler en autonomie. a. Productions possibles : The author of this comic strip is Aaron McGruder, a young Afro-American who created a very popular comic strip called The Boondocks. McGruder’s story is exceptionnal because by the time he turned 29, his strip had already appeared in over 250 newspapers, and the Boondocks had become the heroes of a very popular TV series. The characters of this comic strip are a group of young mostly African-American city kids who love hip-hop. b. - Huey Freeman is probably about 12, Riley Freeman, his brother, is probably around 9 or 10. - They are in a suburb. Il est probable qu’à ce stade il faille préciser une différence culturelle entre la France et les ÉtatsUnis : en effet les élèves répondront probablement : they are in the country or in a small town. On précisera donc : In the United States, the suburbs are generally very posh/rich… people who can’t afford nice and big houses live in inner-cities areas such as Harlem or the Bronx in New York, whereas in France, it’s the opposite… - They look bored, ill-at-ease and a little angry. c. - The time of year: spring - Their names: their names are Huey and Riley Freeman - Where they come from: Chicago - Where they live now: in the upscale (rich / posh) neighborhood of Woodcrest d. - The narrator speaks in the square bubble: he says that Huey and Riley look forward to their new life in Woodcrest / that they are happy to be here in Woodcrest… but they don’t look happy, Huey and Riley Freeman look ill-at-ease, bored and a little angry. - They don’t really look forward to their new life. They’d like to go back to Chicago because they think there’s nothing (to do) in this suburb. Book pp. 76-77 e. The people in Woodcrest are rich (well-off) and the streets are safe. In the South side of Chicago, the people are poor and the streets are dangerous (hard). FILE 5 Extra reading f. “You can relax and have a normal life now, nobody will mug you”, is what Huey is trying to say to his little brother, but Riley understands: “You can do what you like here nobody will stop you”. g. To make people think and to make people laugh. Cette bande dessinée a pour but de faire rire, bien évidemment, mais tout en usant d’effets comiques, l’auteur veut également faire réfléchir ses lecteurs à ce qu’est le quotidien de certains jeunes Afroaméricains aux États-Unis. h. Il est toujours très difficile de faire percevoir l’humour. Nous tentons ici de guider les élèves vers une explication des ressorts de l’humour de McGruder. - The discrepancy between what the author says and how the characters feel: frames n° 2, 3 (and the discrepancy between the way the narrator narrates and Riley speaks: attirer l’attention sur les deux extrêmes dans les niveaux de langues). - The way the characters compare their new neighborhood to Chicago: frame 4. They are in a beautiful place with gardens and tall trees and all… but they keep looking for subway stops and carry-out places, which is what they have always known and can’t do without… - The discrepancy between the way the boys look and the way they speak: frames 3, 4, 8. Riley is very young, he looks like a very small boy but he speaks like a gangster, a thug (à fournir à la demande). Huey looks very young too, but he speaks like an older person, he seems too mature for his young age. - The fact that Riley doesn’t know at all how to behave in this new place: frame 8. Avec une classe très motivée, on pourra préciser que ces deux personnages représentent, de manière exagérée, deux tendances de la communauté noire. Huey est la mémoire du peuple noir et son porte-parole. Ses références sont les Black Panthers, le blues, alors que Riley est plus tourné vers la culture urbaine : hip-hop, rap, etc. 195 FILE 5 , FICHE DE REVISION Que réviser et comment réviser en vue du prochain contrôle ? Prévois 25 minutes de travail sur chaque texte à réviser, autant que possible réparties sur plusieurs jours. Organise ton planning de révisions : Date du contrôle : . . . . . . . . . . . . . . . . . . . . . . . . . – 25 minutes de travail sur “. . . . . . . . . . . . – Quand ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ”, livre p. . . . . . . . – 25 minutes de travail sur “. . . . . . . . . . . . – Quand ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ”, livre p. . . . . . . . – 25 minutes de travail sur “. . . . . . . . . . . . – Quand ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ”, livre p. . . . . . . . – 25 minutes de travail sur “. . . . . . . . . . . . – Quand ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ”, livre p. . . . . . . . Que faire pendant ces 25 minutes ? - Relire le texte (en le réécoutant si tu as la cassette ou le CD) ainsi que les notes du cahier correspondantes. - Rechercher dans le lexique les mots oubliés, les noter et les mémoriser. - Relire la rubrique Think correspondante. - Refaire les exercices du Workbook et du livre correspondants : cacher les réponses, les refaire au brouillon puis vérifier avec les corrections. Au besoin, prévoir de refaire ceux que tu as vraiment ratés. - Apprendre le Memo par cœur, en le réécoutant si possible pour avoir des phrases-modèles en tête. Après ces révisions, vérifie que tu sais : ➝ Former le Pluperfect. ➝ Situer une action antérieure à un moment du passé en utilisant : before, already, when, by the time, ever… before. ➝ Raconter des événements du passé, antérieurs à des points de repère passés. ➝ Rapporter les paroles prononcées par quelqu’un dans le passé en utilisant des verbes introducteurs variés et précis. ➝ Savoir choisir entre, par exemple, “dozen” et “dozens”. New Live 3e – File 5 – Fiche de révision 196 Name: . Class: . FILE 5 TEST ❋ FILE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mark: . . . . . . . . . . . . /40 VOCABULAIRE (6 points) Traduis les verbes suivants, puis ajoute le Prétérit et le participe passé. expliquer : ....................................................................................................................................................................................................................................................................... demander : .................................................................................................................................................................................................................................................................... répondre : ........................................................................................................................................................................................................................................................................ admettre : ........................................................................................................................................................................................................................................................................ dire (2 verbes) : ajouter : ........................................................................................................................................................................................................................................................ .............................................................................................................................................................................................................................................................................. annoncer : ....................................................................................................................................................................................................................................................................... apparaître : ..................................................................................................................................................................................................................................................................... devenir : ............................................................................................................................................................................................................................................................................. commencer (2 verbes) : ................................................................................................................................................................................................................................ EXERCICES (10 points) a) (5 p.) Ce paragraphe retrace le fabuleux destin d’Henry Ford, créateur d’une célèbre marque d’automobiles. Complète-le avec les verbes entre parenthèses au temps qui convient. When Ford …………..………………..………………..……………………..…………. …………………..………………..………………..……………..…………. He nothing (have), not even a proper education. ………………..……..………………..………………..……………………. ……..………………..…………. his father’s farm in 1879 (leave), he (start) as a mechanic and by 1890 he ……………..………………..………… (become) a chief engineer. In his spare time he ……………………..………………..……………..…………..…………. (experiment) with several engines and by 1896, he ……………………………………………..…………..………………………..………………..…… ………………………………………… (already - manage) to drive his first home-made automobile. In 1903, he ……………………..……………..………………..………………..…………. (start) the Ford Motor Company and he decided to mass-produce cheap cars. Before that, only wealthy people ……………..………………. ……………..………………..………………..…… (be able) to afford cars. In 1908, he put out his first Model T and one year later, 10 thousand Model Ts ……………………………..……………… ..………………..……………..…………. (be sold). When the company stopped production in 1927, Henry Ford ………………..…………. ………………..………………..………………..…… (become) one of the richest men in the world. b) (4 p.) Mets les phrases suivantes au discours indirect. - “When did Peter meet Jenny for the first time?”, Paul asked. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... 197 FILE 5 - “Have you ever visited Cambridge?”, Sue asked her friend. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... - “I was very happy with him.”, Jenny admitted. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... - “I didn’t see them at the club last night.”, the man remembered. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... c) (1 p.) Traduis la phrase suivante : Il y a plus de 60 millions d’habitants en France. Des milliers de gens arrivent en France chaque année. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... COMPRÉHENSION ÉCRITE (10 points) a) (1,5 p.) Lis les quatre premières lignes. Que fait cette fille ? Pourquoi est-ce étonnant ? Réponds en français. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... b) (1,5 p.) Retrouve de la ligne 5 à 12 les trois étapes qui ont conduit l’interviewée à faire ce qu’elle fait. Souligne-les en bleu dans le texte puis résume-les en français. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... c) (7 p.) Lis le deuxième échange (lignes 13 à 26) : Qui furent les professeurs de l’interviewée ? ............................................................................................................................................................ Encadre dans le texte les deux adjectifs qu’elle utilise pour les décrire. En quoi est-ce surprenant ? Souligne dans le texte et explique en français : ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... Après quelques mois d’entraînement : quel constat ont-ils fait ? Explique en français. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... 198 ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... FILE 5 Retrouve de la ligne 21 à la ligne 26 les quatre événements qui suivirent ce constat, souligneles puis résume en français. ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... http://www.bbc.co.uk/suffolk/going_out/clublife/features/break_dancing/break_dancing.shtml Break-dancing which grew up in the early Hip-Hop days is known to be quite a male dominated sport, but Kelly Ludgrove a.k.a.*(*also known as) Kelfx who is from Framligham, Suffolk has been in the breaking scene since 1998. Kelly explained how she originally got into break-dancing. “Initially, the music really. I had been into Hip-Hop for a few years before I actually started break-dancing. I loved the music, I spent hours listening to it at home. Then I started going to clubs to watch people DJing and break-dancing. I watched it for ages and thought it was really cool, …but I never even dreamed of trying it myself… you see, there were really few B-girls back then… but then one day in early 1998 I remember thinking: why am I watching this? I should be doing it!” 5 10 It didn’t take long before Kelly was hooked into breaking and in 1999 a group - Force 10 - was formed. “When I first started, it wasn’t training as such. I do now, I train regularly. But when I first started we just met in the local Baptist chapel in Earl Soham, just three of us. There was JB, Scratch Daddy (DJ Adz) and myself. I watched them and they would teach me. Both of them were really good teachers and really encouraging, although they had never really taught anyone before. After a few months we realized that we had become good enough and we started going to the Hip-Hop nights at Traders in Ipswich. We met up with a couple of guys from Norwich (Graham a.k.a. Emphatic and Andy a.k.a. Worm) and started training with them. One day they asked us if we had ever considered breaking in a crew and we went like: «why not then?». Force 10 was formed that night. A few weeks later we had already become somewhat famous: we had started getting gigs and shows and doing battles. Now we compete in all the competitions in England.” 15 20 25 199 FILE 5 EXPRESSION ÉCRITE (10 points) Grâce aux informations suivantes, écris quelques extraits de la biographie de Stevie Wonder. Tu souligneras le côté extraordinaire de son parcours : tu emploieras le Prétérit et le Pluperfect ainsi que des expressions telles que when, by the time, already, ever… before. Real name: Steveland Judkins Date of birth: May 13th, 1950 1957: harmonica and drums 1961: contract with famous record company Motown / renamed Little Stevie Wonder 1963: First hit single Fingertips 1977: 3rd Grammy Award for Album of the Year / except Frank Sinatra, no other artist... 1983: Dr Martin Luther King’s birthday: declared a national holiday / Stevie’s personal victory: start campaign with hit single Happy Birthday: 1981 1998: a total of 18 Grammy Awards + 70 millions LPs ........................................................................................................................................................................... ......................................................................................................................................................................................................................................................................................................... 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Didier 200 Vocabulaire expliquer : explain, explained, explained demander : ask, asked, asked répondre : answer, answered, answered admettre : admit, admitted, admitted dire (2 verbes) : say, said, said / tell, told, told ajouter : add, added, added annoncer : announce, announced, announced apparaître : appear, appeared, appeared devenir : become, became, become commencer (2 verbes) : begin, began, begun / start, started, started Exercices a) When Ford left his father’s farm in 1879, he had nothing, not even a proper education. He started as a mechanic and by 1890 he had become a chief engineer. In his spare time he experimented with several engines and by 1896, he had already managed to drive his first homemade automobile. In 1903, he started the Ford Motor Company and he decided to mass-produce cheap cars. Before that, only wealthy people had been able to afford cars. In 1908, he put out his first Model T and one year later, 10 thousand Model Ts had been sold. When the company stopped production in 1927, Henry Ford had become one of the richest men in the world. b) - Paul asked Peter when he had met Jenny for the first time. - Sue asked her friend if he/she had ever visited Cambridge. - Jenny admitted she had been very happy with him. - The man remembered he hadn’t seen them at the club the night before. c) There are over 60 million inhabitants in France. Thousands of people arrive in France every year. Compréhension écrite Kelly explained how she originally got into breakdancing. “Initially, the music really. I had been into Hip-Hop for a few years before I actually started break-dancing. I loved the music, I spent hours listening to it at home. Then I started going to clubs to watch people DJing and break-dancing. I watched it for ages and thought it was really cool, …but I never even dreamed of trying it myself… you see, there were really few B-girls back then... but then one day in early 1998 I remember thinking: why am I watching this? I should be doing it!” FILE 5 Corrigé TEST : “When I first started, it wasn’t training as such. I do now, I train regularly. But when I first started we just met in the local Baptist chapel in Earl Soham, just three of us. There was JB, Scratch Daddy (DJ Adz) and myself. I watched them and they would teach me. Both of them were really good teachers and really encouraging , although they had never really taught anyone before. After a few months we realized that we had become good enough and we started going to the Hip-Hop nights at Traders in Ipswich. We met up with a couple of guys from Norwich (Graham a.k.a. Emphatic and Andy a.k.a. Worm) and started training with them. One day they asked us if we had ever considered breaking in a crew and we went like: «why not then?». Force 10 was formed that night. A few weeks later we had already become somewhat famous: we had started getting gigs and shows and doing battles. Now we compete in all the competitions in England.” a) Elle fait de la “break-dance”. C’est étonnant parce que c’est un sport d’hommes/de garçons/dominé par les garçons. b) Au début, elle écoutait la musique. Puis elle est allée regarder les gens danser dans les clubs. Puis elle a décidé de danser elle-même. c) - JB and Scratch Daddy. Ils n’avaient jamais enseigné à d’autres avant. - Ils étaient assez bons/Ils étaient devenus assez bons (pour se produire en public). - Rencontre avec 2 garçons. Formation du groupe Force 10. Ils commencent à être célèbres / à obtenir/donner des spectacles. Ils font des compétitions partout en Angleterre. 201 FILE 5 202 Expression écrite Steveland Judkins, a.k.a. Stevie Wonder, was born on May 13th 1950. He is African-American and he is blind. By the time he turned 7 he could already play / had already learned how to play the harmonica and the drums. When he was 11, he signed a contract with the famous record company Motown. He was renamed/named Little Stevie Wonder. By 1963/By the time he was 13, he had already released his first hit single, it was called Fingertips. In 1977 he received his 3rd Grammy Award for Album of the Year: Except Frank Sinatra, no other artist had ever received 3 Grammy Awards for Album of the Year before. In 1983, Dr Martin Luther King’s birthday was declared a national holiday. It was Stevie’s personal victory because he had started the campaign with his hit single Happy Birthday two years before, in 1981. In 1998, at 48, he had received 18 Grammy Awards and he had sold 70 million LPs.