Les Nouveaux Américains : Plan d'unité pour cours de français
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UNIT 2 The New Americans Notion : Espaces et échanges • Activité langagière dominante : compréhension de l’oral • Activité langagière associée : expression orale FINALITÉ ET ORGANISATION GÉNÉRALE DU PROJET Le thème général Le thème de ce chapitre, les nouveaux immigrants aux États-Unis, s’inscrit dans la notion « Espaces et échanges ». La problématique à laquelle on apportera des éléments de réponse au fil des quatre doublespages est la suivante : « Quelles sont les aspirations des nouveaux Américains ? » Les documents proposés à l’étude sont de nature variée : témoignages issus de reportages vidéo ou d’émissions radiophoniques, extraits de romans et articles de journaux, graphiques… Ils permettent : − de comprendre que les États-Unis ont été et sont toujours une terre d’immigration, − de dresser plusieurs portraits de nouveaux arrivants aux aspirations différentes, − de mesurer l’impact de chaque immigrant sur la société américaine, − de mieux comprendre l’esprit américain. En fin de parcours • Évaluation de l’expression orale en interaction : − tâche : prendre part à un débat radiophonique sur les nouveaux Américains. • Évaluation de la compréhension de l’oral : − tâche : choisir un invité pour une émission télévisée. • Évaluation dans les cinq activités langagières : − compréhension d’un témoignage − expression orale autour de la notion « Espaces et échanges », en particulier sur ce que les immigrants apportent au nouveau pays dans lequel ils s’installent, − lecture et compréhension de plusieurs documents (extrait de roman et de documentaire) − rédaction d’une entrée de journal intime et d’un dialogue argumentatif Parcours culturel Parcours culturel Documents Notion : • Espaces et échanges Thème : Les nouveaux Américains : le « rêve américain » est-il toujours vivant ? Problématique : → Quelles sont les aspirations des nouveaux Américains ? → Destination, les États Unis → pp. 34-35 A Nation of Nations Radio Interviews, Personal stories Documentary, Ellis Island → En quête d’une nouvelle vie → pp. 36-37 “A shot at the American Dream” NPR radio, “Immigrants hope their American Dream is not fading “ The “ Dream Act” → Une intégration réussie → pp. 38-39 Chang Rae Lee, “I wasn’t unwelcomed” Documentary, “Renewed hope” UNIT 2 The New Americans 1 → Le rêve américain : toujours vivant → pp. 40-41 Fareed Zacharia, “I still believe in the American Dream” Stratégies pp. 44-45 Laundromat becomes an English classroom” Culture file : Immigrant communities → pp. 48-49 Eavan Bolan, The Emigrant Irish Margaret Regan, The Death of Josseline Entraînements et évaluations Activités langagières • Comprendre les points principaux d’une expérience personnelle • Comprendre les points clés dans un reportage télévisé Poser/répondre à des questions sur une expérience personnelle • Comprendre des informations et des opinions dans un article de presse • Comprendre les faits principaux, l’identité des personnages, leurs actes et leurs motivations dans des témoignages personnels et des textes littéraires Tâches d’entraînement Stratégies Évaluations finales Tâche 1 : Comprendre Après quelques Prendre part à un débat un monologue recherches, rédiger une entrée pour un livret de → pp. 44 - 45 radiophonique sur les nouveaux Américains présentation du musée de l’immigration à Ellis Island → p. 35 Tâche 2 : Choisir un invité pour une émission télévisée Faire un bref exposé pour présenter et → p. 46 commenter une photo → p. 37 Rechercher et échanger des informations sur des personnalités américaines d’origine étrangère → p. 39 Entraînement Évaluation Discuter la définition de l’expression « le rêve américain » dans le but Compréhension de rédiger un tweet de l’oral 4 situations d’évaluation → p. 41 → p. 50 → p. 47 Outils de la langue Words • Immigration → p. 35 • Obstacles and Success → p. 35 • Work → p. 36 • Feelings → p. 36 • Integration → p. 39 • Achievements → p. 39 • Can-do spirit → p. 41 • Prosperity / Want → p. 41 • Mots composés → p. 17 Prononciation Grammaire • Rythme et formes faibles à → p. 42 et → p. 17 p → Précis de prononciation 7 p. 219 • Want, would like, expect sb to… p. 18 → p. 43 et → g → Précis grammatical 22 p. 210 • Accentuation des mots composés → p. 42 p → Précis de prononciation 6 p. 219 • When / If... → p. 43 et → p. 18 g → Précis grammatical 20 p. 208 • Terminaisons en -ion → p. 42 p → Précis de prononciation 6 p. 218 Déroulement de la séquence : les supports et les différents parcours possibles L’ensemble du parcours permet aux élèves d’explorer la thématique des « nouveaux Américains » en lien avec la notion « Espaces et échanges » et de s’entraîner à la réalisation des tâches finales dans les deux activités langagières plus spécifiquement visées. Cependant, conscients des contraintes horaires, nous proposons dans le tableau ci-contre un parcours d’une durée maximale de 8 séances, évaluation comprise, qui tout en permettant une exploration partielle mais substantielle de la thématique, les préparera également à la tâche finale prévue pour l’activité dominante en compréhension de l’oral. 2 Sont indiqués dans le tableau ci-dessous : • en grisé, les supports et activités incontournables nécessaires à la réalisation de la tâche finale dans l’activité langagière dominante du chapitre : Guest selection for a talk show. • ce picto signale les documents que les élèves pourront étudier à la maison, en autonomie, avant la mise en commun en classe. • en blanc , les autres supports et activités proposés que le professeur pourra choisir d’étudier en fonction de sa classe et du temps dont il dispose. Ces activités peuvent être effectuées à la maison, par la classe entière ou un groupe d’élèves, et suivies d’une mise en commun classe entière. Elles peuvent aussi être utilisées pour les cours d’approfondissement en option. Les activités sur la langue (Language Tools, manuel pp. 42-43) et sur les Stratégies (manuel pp. 44-45) seront menées à mesure de l’avancée dans le chapitre, en fonction des documents et des tâches choisis par le professeur et des besoins des élèves. PAGES INTRODUCTIVES p. 32 Destination America A Nation of Nations p. 34 Personal stories p. 35 Recap p. 35 p. 35 Training Task 1: A presentation leaflet In search of a better life A shot at the American Dream p. 36 Immigrants hope their dream is not fading p. 36 The Dream Act p. 37 Recap p. 37 Training Task 2: Picture commentary p. 37 Successful integration “I wasn’t unwelcomed” p. 38 “Renewed hope” p. 39 Recap p. 39 Training Task 3: Faces of America p. 39 Keeping the American Dream alive “I still believe in the American Dream” p. 40 Recap p. 41 p. 41 Training Task 4: Tweeting the Dream Language tools p. 42 Stratégies p. 44 Final Task 1: Take part in a radio programme about the New Americans p. 46 Final Task 2: Guest selection for a talk show p. 46 p. 47 Évaluations Fiche Recap Mise à la disposition des élèves dans le Workbook → p. 19 ou sur le site www.didierpassword.fr. Cette fiche récapitulative permet d’effectuer une trace écrite (de préférence sous forme de notes) à l’issue des différents Recaps et de faire la synthèse en fin de chapitre, de manière à se préparer activement à l’épreuve orale du baccalauréat : • noter ce que l’on a appris, • progresser dans la découverte de la problématique, UNIT 2 The New Americans 3 • établir les liens avec la notion au programme et d’autres chapitres traitant la même notion. Les élèves peuvent la remplir hors classe suite à l’étude de chaque double-page et elle peut être utilisée pour le récapitulatif de début d’heure suivante. Dans l’optique de la préparation au baccalauréat, cette fiche servira de support aux élèves pour s’entraîner à la présentation orale de la notion. En effet, les réponses aux questions des Recaps (voir les suggestions dans les pages suivantes) permettent aux élèves de bâtir peu à peu leur prise de parole en inscrivant le thème du chapitre dans la notion plus vaste d’« Espaces et échanges ». En fin d’étude, ils auront ainsi développé des idées sur lesquelles appuyer leur présentation. Voir aussi Entraînement manuel p. 30. PAGES INTRODUCTIVES Objectifs • Permettre aux élèves de rentrer dans la problématique du chapitre en illustrant ce que peut éventuellement recouvrir le titre : The new Americans. • Amener les élèves à s’interroger sur les conséquences de l’immigration pour les pays et pour les immigrants eux-mêmes. Analyse du document d’ouverture Une couverture du célèbre magazine américain, Time. On y voit le visage en gros plan d’une femme imaginaire créé entièrement par ordinateur, synthèse des portraits des personnes d’origines diverses qui figurent à l’arrière-plan. Le caractère « mosaïque » (assemblage de parts disparates faisant un tout esthétiquement équilibré) de ce portrait ainsi que le titre et les sous-titres posent clairement le visage de l’Amérique, société multiculturelle capable d’intégrer ses immigrants. Le travail de synthèse de l’ordinateur peut évoquer le melting pot, ce creuset qui façonne et « mélange » harmonieusement les individus dans la société où ils vivent. On introduira ici du lexique tel que multicultural society ; immigrants ; shaping the country ; mix of races and cultures. Forme de travail Collective. Suggestions de mise en œuvre Étape 1 Travail méthodologique sur la composition de l’image. Attirer l’attention des élèves : − dans un premier temps, sur l’arrière-plan et faire expliciter ce qu’évoquent pour eux ces visages multiples ; − dans un second temps, sur le visage au premier plan et le texte. Les amener à remarquer que cette femme est une création virtuelle. Faire émettre des hypothèses sur les différents aspects du visage de la jeune femme. S’attarder à nouveau sur la composition de la photo pour faire émerger l’implicite : → Compare the background and the foreground: what do they symbolise? 4 Expression orale, Manuel pp. 32-33 Productions possibles : • This is the cover of an American magazine called Time. Apparently, it is a special issue whose headline is “The New Face of America”. • Judging from the headline, we can guess this document deals with immigration to the US nowadays. • In the subtitle, the words immigrants, shaping and multicultural involve the diversity brought by immigrants which has shaped/formed American history and politics. • In the background, we have a multitude/a large number of faces which all look different, men or women’s faces with dark or fair hair and dark or fair skin… All of them give the US its unique multicultural society. • The focus of the photo is the portrait of a young woman who looks quite familiar and attractive. She has a placid smile. • However if we take a closer look, we notice her features are quite ambiguous. In fact, it is a curious combination/mixing of Asian, African, Middle Eastern and Anglo-Saxon traits. We learn that this woman is not real. She was created by a computer by mixing/blending all the people from various geographical and cultural origins who live in the US. • As the portrait is not a real one, we can wonder if such a blend of different races really exists. N.B. : les mots ou expressions soulignés peuvent résulter de l’étoffement des productions au cours des échanges. Étape 2 : Faire le lien entre la couverture de Time et le titre The New Americans. Productions possibles : • This woman is the typical representation of the sort of descendant/offspring that is likely to emerge in this multicultural society. /…/ /…/ • All the ethnic groups are mixed/melted in one face with harmony: it is the perfect symbol/illustration of the melting pot where all the different cultures are mixed. • This document perfectly illustrates the diversity of the American society: a changing society / a multicultural society and depicts the fusion of different nationalities, ethnicities and cultures. Destination America Manuel pp. 34-35 1. A Nation of Nations Analyse des documents • Une page d’accueil du site Destination America incluant des photos, un quiz que les élèves pourp. 11 ou sur ront remplir dans leur Workbook → www.didierpassword.fr., une introduction présentant quelques données historiques, telle que la date 1965, qui a amené un changement considérable dans l’histoire de l’immigration américaine (cette date sera reprise dans le quiz, question n°10), et différentes rubriques. Certaines de ces rubriques apparaissent sous forme de questions sur les différentes époques et raisons de la venue aux États-Unis d’immigrants de toutes origines. • Des données statistiques Le graphique n°1 « en barres » permet de répertorier les différentes vagues d’immigration sur une période de cent ans. On peut faire les constatations suivantes : - les grandes vagues d’immigration du XXe siècle sont, en chiffres, à peu près équivalentes à celles du début du XXIe siècle, ce qui tend à montrer qu'aujourd'hui comme hier, les États-Unis sont une terre d’immigration ; - au début du XXe siècle, la quasi-totalité des immigrants venait d’Europe ; - au début du XXIe siècle, la tendance s’est inversée : une très faible minorité d’immigrants est d’origine européenne. La plupart des arrivants aujourd’hui viennent d’Amérique Latine et d’Asie ; - la période correspondant à la Seconde Guerre mondiale enregistre l’immigration la plus faible, le système de quota de 1921-1924 ayant considérablement ralenti les arrivées aux États-Unis ; - l’immigration repart dans les années 1960, certainement grâce à l’abolition du “Quota System” par le président Lyndon Johnson ; - de plus, l’abolition du “Chinese Exclusion Act” en 1943 et la guerre du Vietnam entre 1964 et 1975 ouvrent les portes au monde asiatique ; - tout au long du XXe siècle, les lois sur l’immigration ont tantôt été favorables pour les immigrants d’origine latino-américaine en raison des besoins en main-d’oeuvre bon marché, et tantôt plutôt drastiques pour limiter leur arrivée. Manuel p. 34 Le deuxième graphique en « camembert » insiste davantage sur l’origine des immigrants : on pourra constater qu’en 2010, environ la moitié des immigrants étaient d’origine mexicaine et asiatique – la plus forte proportion concernant les Mexicains. - les immigrants Mexicains et leurs descendants constituent de fait l’une des communautés les plus importantes des États-Unis, et certainement l’un des groupes les plus influents. La proximité des États-Unis par rapport à leur propre territoire (3200 km de frontières communes), l’image attractive du « mode de vie US » ainsi que la situation économique du Mexique ont contribué à attirer de nombreux migrants Mexicains ; - en ce qui concerne les Asiatiques, la loi de 1965, en posant comme critère d’admission la possession de qualifications, a eu pour effet l’arrivée de nombreux cadres et techniciens originaires d’Asie, notamment dans les domaines de la science et de la médecine. Par ailleurs, la fin de la guerre du Vietnam en 1975 a également entraîné une vague importante de réfugiés admis aux ÉtatsUnis pour raisons humanitaires et politiques. Les immigrants d’origine Asiatique se répartissent de manière à peu près équivalente entre ressortissants originaires de l’Inde, des Philippines et de la Chine, suivis de près par le Vietnam et la Corée du Sud. - le reste (Other) regroupe entre autres le Canada, Cuba, des pays d’Amérique du Sud et quelques pays d’Afrique. En cas d’étude à la maison • procéder à la phase d’anticipation, question 1, classe entière, • demander aux élèves de faire à la maison, le quiz correspondant à la question 2 et de se préparer à reformuler oralement ce qu’ils ont compris, • leur demander d’étudier les graphiques en prenant quelques notes, de manière à pouvoir les commenter en classe entière UNIT 2 The New Americans 5 Lexique Pas de difficulté majeure grâce aux nombreux mots transparents. Le mot pegged (sur la page d’accueil de Destination America, à la fin de l’introduction) peut être inféré en contexte, notamment avec les pourcentages. Formes de travail 1. individuelle ; 2. collective. Accès au sens 1. a. Attirer l’attention des élèves sur les titres : A Nation of Nations - Destination America et les faire expliciter. b. Leur laisser quelques minutes pour prendre connaissance du document en autonomie. Puis leur demander s’ils ont trouvé des réponses à leurs questions. Mise en commun des premières réactions sous forme de notes. La vérification des réponses aux questions pourra faire l’objet d’une préparation à la maison en faisant réaliser les activités proposées dans le Workbook → p. 10 ou sur le site www.didierpassword.fr. Productions possibles : • The United States appears to be a nation of immigrants. It was the first destination for immigrants in the past, it is a favourite destination for immigrants today and it may still be the destination number 1 in the future. • The 1965 Act certainly played a major role in the immigration history. • It marked a radical break from the immigration policies from the past. • It opened the door to a fresh wave of immigrants whose entry was formely/previously limited or refused/denied/not allowed. • Today’s immigrants arrive from all parts of the world. • The first decade of the 21st century rivals/ competes the first decade of the 20th century with nearly equal percentages that can be considered as significant in history. • The USA remains a nation of nations. Dates Reasons for immigrating 1851 - 1860 Potato Famine 1861 - 1870 Land of Opportunity 1871 - 1880 Religious Freedom 1881 - 1890 The Age of Steam 1891 - 1900 Southern Italians 1901 - 1910 Russian pogroms WHY DID THEY COME? - Freedom to worship: A strong desire to create a new society in which they could have a religious freedom. - Freedom from oppression: America offered the opportunity to make a new life in a land that valued Liberty. - Freedom from want: Immigrants hoped to have a better quality of life with a plot of land which was for them a means to survive and become prosperous. - Freedom from fear: Escaping to America was not an option, it was a matter of life and death for some immigrants. - Freedom to create: Immigrants collectively represented the single greatest transfer of talent the world had ever seen. TAKE THE QUIZ Activité à réaliser avec les élèves en salle multimédia ou à faire préparer à la maison en reportant les réponses dans le Workbook → p. 11 ou sur la fiche disponible sur le site www.didierpassword.fr. Les réponses aux questions figurent sur le site Destination America. La correction pourra se faire en équipes en interaction. Un élève menant le quiz et posant les questions, le reste de la classe divisé en deux équipes concurrentes. Possibilité d’attribuer des points pour les bonnes réponses mais aussi pour la justification. Corrigé 1. The correct answer is: b. A play with a Romeo and Juliet style plot. site A. WEBQUEST H Workbook → p. 10 ou sur le www.didierpassword.fr. Corrigé : 1. Search the website www.pbs.org/destinationamerica/ to find answers to the questions below: WHEN DID THEY COME? − Number of Europeans who came to the US between 1815 and 1915: 30 million Europeans. − Dates: 6 The term “melting pot” came from a 1908 play by English writer Israel Zangwill. The melodrama transposed the plot of Shakespeare’s Romeo and Juliet to New York City, with the star-crossed lovers now from Russian Jewish and Russian Cossack backgrounds. In the play’s climactic moment, the hero proclaims: “Understand that America is God’s Crucible, the great Melting-Pot where all the races of Europe are melting and reforming! A fig for your feuds and vendettas! Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians – into the Crucible with you all! God is making the American.” 2. The correct answer is: b. A nuclear chain reaction The Manhattan Project: The rise of Fascism in Italy and Nazism in Germany led to a “braindrain” from Europe in the 1930s, as scientists – many of them Jews– immigrated to the United States to take up posts at American laboratories and universities. Many of these scientists participated in the Manhattan Project –the effort to create an American atomic bomb. Italian Enrico Fermi was working at the University of Chicago when he oversaw the first controlled nuclear chain reaction, which proved that an atomic bomb was a practical proposition. News was transmitted to the Manhattan Project’s leaders in a coded message “The Italian navigator has successfully landed in the New World.” 3. The correct answer is: a. Land Boomers and Sooners: In the 1870s, railroad executives, real-estate speculators, and would-be settlers—collectively known as “Boomers” – lobbied the government to allow non-Indians into unassigned land. In the 1880s, federal laws undermined the Indians’ right to the land they’d been promised. In 1889, President Benjamin Harrison signed legislation opening up two million acres of Indian Territory to settlement, on a first come, first served basis. At noon on April 22 of that year, some 50,000 Boomers raced into the territory. Many of the 1889 Boomers, however, found that others had snuck in before April 22 and staked out land claims. These “Sooners” as they were called gave Oklahoma its nickname, the “Sooner State.” 4. The correct answer is: b. The Mormons In 1827, Joseph Smith, of Palmyra in western New York State, announced that the angel Moroni had guided him to a buried set of golden plates engraved in “reformed Egyptian,” which the 21-year-old Smith then translated into English with the aid of special glasses. According to Smith, the plates revealed that ancient Israelites had traveled to North America thousands of years earlier. Further revelations led Smith to found a new sect in 1830, which became known as the Mormons, from the faith’s principal scripture, The Book of Mormon. Today, there are more than 2.5 million Mormons in America, and they comprise about three-quarters of the population of Utah. 5. The correct answer is: c. Ayn Rand In the spring of 1917, Russia’s government, battered in World War I and beset by internal unrest, collapsed. Czar Nicholas II abdicated in March, and a provisional government took over. In October, the Bolshevik (communist) party seized power. The revolution was followed by two years of bloody civil war as the Bolsheviks successfully fought off challenges from the forces of several White (anticommunist) groups. The war, and the famine that followed, claimed perhaps 2 million lives and created 1.5 million refugees, about 30,000 of whom settled in America before the immigration restrictions of the 1920s went into effect. One of those who was allowed out of the country was Allisa Rosenbaum, who managed to obtain a visa to visit relatives in America in 1926 and never returned. Changing her name to Ayn Rand she later authored the hugely successful novels The Fountainhead (1943) and Atlas Shrugged (1957). 6. The correct answer is: b. Roger Williams A colony of a different kind was Rhode Island. Founded in 1636 by Roger Williams, a minister who had been banished from Massachusetts because of his ideas on freedom of worship, it was the first colony to guarantee religious tolerance, and it provided a refuge for Quakers, Baptists, Jews and other non-Puritans. 7. The correct answer is: b. Cuban refugees Mariel and the Balseros: In April 1980, Castro announced that any Cuban who wanted to leave the country could do so by way of the port of Mariel. Between April and October, when Castro closed the port, Cuban-Americans brought 125,000 people to Florida from Mariel, many aboard small craft. Cubans continued to flee to America, many of them in ramshackle boats and rafts. An unknown number of these balseros (raft people) died in the attempt. Before 1994, Cubans who reached Florida were allowed to stay, but that year the Clinton administration changed its policy in order to discourage the balseros. Over the next decade, balseros intercepted by the Coast Guard were sent to camps at the U.S. Naval Base at Guantanamo Bay, Cuba. 8. The correct answer is: a. John Locke The ideas of the English philosopher John Locke had a profound effect on the political development of the young United States. In works like Two Treatises of Government (1690), he rejected the prevailing view that rulers derived their authority from God, and thus were entitled to unlimited power. Instead, Locke argued that all people possessed fundamental rights to life, liberty, and property, and that it was the government’s duty to protect these rights – a concept Thomas Jefferson expressed in the preamble to the Declaration of Independence more than three-quarters of a century later: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” UNIT 2 The New Americans 7 9. The correct answer is: c. Elizabeth Cady Stanton Most historians date the start of the struggle for women’s suffrage in the United States to 1848, when Lucretia Mott and Elizabeth Cady Stanton organized a conference at Seneca Falls, New York. Out of this meeting came a wide-ranging “Declaration of Principles” that included legal equality for women and men, as well as suffrage. The aftermath of the Civil War split the small movement. In 1869 Congress passed the Fifteenth Amendment, which guaranteed the right to vote to the newly freed slaves, but it applied only to men. The National Woman Suffrage Association (NWSA), led by Stanton and Susan B. Anthony, argued against ratification of the amendment unless it guaranteed women the vote, too. 10. The correct answer is: c. Koreans The first Korean immigrants to the United States were about 7,000 young men who came to Hawaii in 1903-1904 as laborers on the islands’ sugarcane plantations. Korean immigration rose in the early 1960s, when special legislation gave work permits to South Korean doctors and nurses. Thanks to the 1965 reforms, which came about the same time that the South Korean government eased restrictions on emigration, a big wave of immigration began in 1968. By 1980, about 350,000 Koreans had settled in America, rising to 800,000 in 1990 and 1.1 million in the early 21st century. Today, 90 percent of Korean-Americans are post-1965 arrivals or their children. 3. On amènera les élèves à découvrir ou à se remé- morer les données factuelles concernant l’immigration Américaine (son histoire, les politiques d’immigration menées dans le passé et la situation actuelle). On insistera sur 1965, une date clé dans l’histoire de l’immigration, et on pourra peut-être 2. Personal Stories Analyse des documents • Deux enregistrements de témoignages d’immigrantes venues aux États-Unis pour des raisons tout à fait différentes : une jeune femme d’origine Taïwanaise venue par ambition professionnelle mais qui a du mal à s’adapter à la vie New-Yorkaise d’une part, et une femme d’origine iranienne, réfugiée politique. Elle aussi a rencontré des difficultés mais se sent progressivement mieux intégrée bien que son pays natal lui manque. • Les photos sont les portraits de ces deux jeunes femmes. 8 l’opposer à “the historic high of 15% in 1910” et au “Quota System” de 1921-1924. Amener les élèves à faire le lien entre les différentes données chiffrées et les deux schémas (dates et origines). Commencer par la pratique des chiffres, des dates et des nationalités. Faire comparer les deux graphiques. S’appuyer sur la phrase-exemple donnée pour le second chart. Productions possibles : • The first document shows the different waves of immigration from the beginning of the XXth century to the beginning of the XXIst century. • At first sight, we can notice that the beginnings of the two centuries are quite similar in terms of numbers. • However, if we take a closer look, we notice that the origins of the immigrants are different. • At the beginning of the XXth century, the majority/the greater number of people came from Europe whereas today they mainly come from Asia and Latin America. • If we observe the second chart, we are given more details about immigrants from Asia and Latin America: in fact, immigrants from Latin America is mainly come from Mexico and Asian immigrants is mostly come from the Philippines, China and India, a few more coming from Vietnam and South Korea. • The Quota System from 1921-1924 slowed down immigration but its repeal in 1965, as seen before, brought considerable/significant change in the history of immigration. • We notice/observe that since the 1960s, the number of immigrants has kept increasing. Today, immigration has reached an unprecedented number / today the number of immigrants is bigger than ever making the USA the first destination to start a new life. Manuel p. 35 – CD1 Élève Piste 8 Transcription du document audio fang-yi Sheu - 00:10 to 02:00 Fang-yi Sheu always loved to dance / but the island of taïwan was too small for her ambitions // she wanted to dance on the world stage / which meant she had to leave her uncomprehending parents behind / and take her chances in new york city // the art of departure chronicles her life / living as a star of the martha graham dance company // if not for dancing / would you ever have come to the united states // no / I am a dancer / who dances in new /…/ /…/ york / but I don’t know how to enjoy life in new york // I don’t know what ‘life’ means to me in new york // in new york / the only thing I do is dance / happy and sad / I fight with myself every day // dance and life will never be in one place / no matter where I choose to stay / I will never feel complete / because both of them are my dreams // you had to move to new york / to become a professional modern dancer / do you think modern dance will flourish in taïwan / to the point that future taïwanese dancers will have / plenty of opportunities in their homeland // I want to believe that yes / it will one day / it may take time / but one day/ I believe// I see/ do you think your nostalgia / as you put it / for taïwan / has any effect on your dancing/ perhaps as fuel for your emotions // yes / I am that kind of person // I don’t know how to express myself / except through my body / through dance / but I still miss home very much // if I can wish anything / I’d wish for dance and life / to be in one place // would you encourage other artists to move to new york to pursue their dreams // no / but I will encourage them to follow their hearts and their dreams / don’t give up too easily // Farah Naficy - 02:06 to 04:10 ferdows naficy and her two daughters / mahnaz and farah / became independent women in america // when ferdows decided to emigrate to the us / she opened the door for her daughters to later join her in california // after so many years in the united states / does it finally feel like home / or will that designation always belong to iran the country of your birth and childhood // as a teenager growing up in the united states in the early 1960s / I sort of felt an outsider and longed for a sense of belonging // my brother on the other hand / felt immediately at home when he came here and / has always taken great pride in being an iranian-american / when I returned to iran for a visit in 1968 / I quickly felt at home / and the visit had an enormous influence on my later decision to return to iran to live // when I returned to the us in 1982, this time as a political exile / I gained new respect for the democratic institutions of this country / and in time / I felt more like home / but the call of my birthplace is always there // do you feel more like an immigrant / or an exile / in america // I have lived my life in the us in two parts / growing up / I lived the life of an immigrant / my mother having brought us here so many years before // she took enormous pride in being an iranian-american and / took her citizenship very seriously / she instilled this pride in us as well / but /I always felt / /…/ /…/ somewhat apart from my peers // I longed for a place that felt more like home / I followed that call / and returned to iran on the eve of the revolution / after almost four years living there / I returned / this time as a political exile / though / well /I feel more at home now / than when I first came /there is a part of me that will always feel in exile / whether in the us or in iran // Lexique et phonologie Pas de difficultés majeures, les différentes personnes parlent clairement et le lexique utilisé est simple. À l’issue de l’étude de ce document, on pourra entraîner les élèves avec l’activité des Language Tools Stress on compound nouns, manuel p. 42, afin de les préparer à la production orale. Formes de travail 1. collective ; 2. individuelle ; 3. exploitation en groupes. Accès au sens 1. Phase d’anticipation à mener rapidement. Laisser venir les différentes propositions et au besoin, attirer l’attention des élèves sur le titre, les photos et les noms des personnages, ce qui permettra de remettre en mémoire et en « oreille » le contenu lexical : achieve - exile - immigrants - hostility - discrimination - birthplace - homeland. Productions possibles : • Where do you come from? What’s your native country? What’s your homeland? Do you miss your native country, are you homesick? • Why did you come to the US? Did you want to start from scratch? Did you meet any difficulties? • Did you find any obstacles to your integration? Were the people hostile or welcoming? • What dream did you want to fulfil/to achieve? 2. Première écoute du document dans son intégralité pour trouver des réponses aux questions soulevées. En cas de difficulté… • Selon la classe, si les élèves ont encore des difficultés à prendre des notes pendant l’écoute en début d’année, faire d’abord écouter l’enregistrement jusqu’à la fin du premier témoignage, puis faire écouter la deuxième partie en ménageant éventuellement un court instant de prise de notes en fin d’écoute de chaque partie. • Si les élèves sont à l’aise, on pourra procéder à la prise de notes pendant l’écoute, modalité à laquelle il est bon de les entraîner en vue de l’épreuve du baccalauréat. UNIT 2 The New Americans 9 3. a. En deux sous-groupes : deuxième et éventuellement troisième écoute du document. Chaque sous-groupe se focalise sur l’un des aspects développés en prenant des notes au fur et à mesure de l’écoute. b. Échanges au sein de chaque sous-groupe avant présentation à l’autre groupe. Productions possibles : • Fang-Yi Sheu comes from Taïwan / is Taïwanese whereas Farah Naficy comes from Iran / is from Iranian origin. Both of them moved to the US but for different reasons. • Taïwan is an island off the Eastern Coast of China. • Iran, formely known as Persia, and now officially known as the Islamic Republic of Iran, is a country in the Middle-East. • Fang-Yi Sheu was very eager to succeed as a dancer / her ambition drove her to emigrate to New York. In fact, she’s a dancer but she wanted to become a professional modern dancer. That’s why she moved to New York, she hoped to fulfil her dream. • Farah Naficy followed/joined her mother who wanted more independence, to the US and settled in California. However, she didn’t stay there. Farah returned to Iran when she was an adult. In 1982, she had to flee/escape/ run away from her native country. She became a refugee/an exile. /…/ /…/ • Fang-Yi Sheu feels “happy and sad”. She misses her homeland very much. She feels homesick. She thinks she can’t be completely happy in New York although dancing is her dream/her passion. She feels she doesn’t ‘live’ in New York. She’s only here for her job. She wishes dance and life to be in one place. • Farah Naficy has mixed feelings towards her new country. When she was a teenager, she didn’t feel integrated but she felt proud to be an Iranian-American. She felt like an immigrant/a foreigner. No wonder she felt at home in Iran where she had come for a visit in 1968. • Yet, when she returned to the US to flee the new political regime, she felt more at home. She felt more respectful for the democratic institutions / She showed more respect towards this democratic country. Though she has realized how democratic the USA was, she thinks she ’ll never feel completely “at home” in this country. N.B. : les mots ou expressions soulignés peuvent résulter de l’étoffement des productions au cours des échanges. c. La trace écrite pourra se faire à l’aide des ID cards proposées dans le Workbook → p. 12 ou sur le site www.didierpassword.fr. Deux élèves seront chargés de résumer les échanges qui auront eu lieu au cours de cette activité lorsque tout le monde aura rempli son ID card. Country of origin: Taïwan Place of residence in the US: New York Job: dancer Reasons for emigrating: to become a professional modern dancer / to have a better career / to have a better job opportunity / take her chance in New York City Family’s feelings: didn’t understand her decision Feelings: - for her native country: homesick / misses her native country / it’s her life - for the USA: happy and sad – happy because dancing is her dream and sad because she feels homesick Hopes for the future: wishes dance and life to be in one place / wishes Taïwanese people to have good job opportunities in Taïwan / hopes dance will flourish there. Other information: would encourage artists to follow their dreams 10 Country of origin: Iran Place of residence in the US: California at first Job: / Reasons for emigrating: political exile Family’s feelings: mother who is proud to be American, brother who adapted easily Feelings: - for her native country: it’s her birthplace. Feels like home. - for the USA:mixed feelings: first, felt as an outsider / had difficulties to adjust to her new country. On her second stay, felt more at home. Hopes for the future: / Other information: came to the US twice: first, to join her mother, secondly, as a political refugee. À l’issue de ce travail, il est possible de mettre en place la réflexion grammaticale propre à cette double-page, à savoir les structures Want, would like, expect sb to… qui posent souvent problème aux élèves. On pourra mener les activtés proposées dans le manuel, p. 43, et dans le Workbook → p. 18. Recap À faire directement à la suite de l’étude des documents de la double-page. Partir des exemples abordés ou éventuellement en trouver d’autres. Sinon, possibilité de poser le Recap comme consigne d’une tâche à préparer à la maison en vue du contrôle oral de la séance suivante. Reporter les réponses dans la fiche Recap du Workbook → p. 19. Productions possible : • The US is a country of hopes. • Immigrants hope to have a better career/ better job opportunities, a better life, a better education. /…/ /…/ • They know they will not be persecuted. They can find asylum/shelter. • They expect to fulfil their dreams. Training Task 1: A Presentation leaflet DVD Vidéo 3 Cette tâche donnera aux élèves l’occasion de réinvestir ce qu’ils viennent d’apprendre tout en enrichissant le parcours culturel grâce au visionnage de la vidéo 3 Ellis Island Immigration Museum. On peut y voir des images du début XXe siècle et entendre les témoignages d’une immigrante suédoise, d’un visiteur du Family Center et de l’un des responsables du musée, Steve Briganti. Le montage d’extraits proposé permet de mieux cerner l’importance d’Ellis Island et de prendre conscience du nombre considérable d’immigrants venus de toute l’Europe pour différentes raisons au cours de plusieurs décennies. Faire visionner l’ensemble de la vidéo afin que les élèves puissent prendre des notes. Les images d’époque permettent de se faire une idée de la classe sociale des différents immigrants et des conditions dans lesquelles ils arrivaient aux État-Unis. UNIT 2 The New Americans 11 Séquençage du document vidéo : Time code Images Soundtrack Part 1 From 00:50 to 01 : 40 • Statue of Liberty + immigrants landing on Ellis Island • Steve Briganti, Statue of Liberty Ellis Island Foundation • Photo of Ellis Island this was the dream // this was the reality // ellis island was gateway and gateway // millions of american lives began here // war began again here // more than one hundred million citizens of the united states can trace their ancestry here / to an immigrant who landed at ellis island // what brave pioneers / they were // what it must have been like for them // Part 2 From 02:07 to 03:19 • Portraits of immigrants + Steve Briganti I don’t think if you’ve got ellis island ancestry / you go out there and not hear the voices of these people / as they arrived to find a new life for themselves // many museums display history / but ellis island museum is history // they came by the millions / from ten thousands cities and towns and villages and ghettos // people looking for a better life // and they helped make america a better country // since the year 1600/60 million people have come to the united states / fully one fifth of that number / 12 million came in a little more than 30 years / between 1892 and 1924 / and they came to the ellis island immigration station // ellis island is pretty symbolic of the populating of america // it wasn’t the only place that people came to / but it was clearly the largest place / the site of the largest human migration history center in the world // in 1922, / there was a turkish family / mother / father / three daughters and two sons / were like a million christians living in turkey / they were like the mayflower pilgrims / who came to america to escape religious persecutions // more than half of all living americans can trace family routes back to ellis island // it’s important for / you know / it’s important for my children to know / for my grandchildren to grow and know what we came to // the american family immigration history center /at the ellis island immigration museum is where that knowledge lies // people come to the record center because they want to know about the people who came before them // perhaps they understand themselves // we want to connect with something // we want to connect with something that is important to us // and the most important thing / the most of us are families // he 22 million people who came to the port of new york between 1892 and 1924/ are listed there // their names/ and a lot more information filled the ships’ manifests’ lists of passengers / which are the underlying proofs and evidence of the millions who came // I think it’s wonderful that people can come here and find their heritage/ and find people that they knew/they know and love and their history // there are public records / and you simply need to come with that person’s name / and go into your exploration // it took us five years to create the database. and cost about twenty-two and a half million dollars // • Ellis Island • Birgitta Fichter, Swedish Immigrant, 1924 Part 3 From 21:15 to 22:32 • Family History Center • A visitor of the History family centre. • Family History Centre 1. a. La classe sera séparée en trois groupes différents correspondant aux trois sections du leaflet, avec des objectifs d’écoute différenciés. Les prises de notes sont possibles au fur et à mesure de l’écoute sur la page du Workbook → p. 13. Comme il s’agit d’un premier entraînement à la CO on pourra, en amont, travailler les pages Stratégies Comprendre un monologue, manuel pp. 46-47. 12 b. Échange en binômes au sein de chaque groupe. 2. Group Work: laisser aux élèves le temps de la mise en commun afin qu’ils puissent compléter la section choisie de leur brochure dans le workbook. Historical and Geographical Data The Immigrants The Family History Centre • Millions of Americans came through Ellis Island. • Today, more than 100 million American citizens have ancestors who came through Ellis Island. • Ellis Island > more than a museum: it is History. • Since the year 1600, 60 million people have come to the US. Pioneers • They came to America to start a new life, a better life. This life began at Ellis Island. • The immigrants came from everywhere: cities, towns, villages…> helped build America. • A section of the Ellis Island Museum. • People come to this section because they want to know about their ancestors, their heritage. • The 22 million passengers who came to New York Harbour between 1892 and 1924 are listed in the Record Centre. • 12 million immigrants in a little more than 30 years between 1892 and 1924. • Ellis Island: a symbolic place as far as immigration is concerned. • Largely contributed to the population growth of America. • They came for different reasons: for example, Christian families living in Turkey came to escape religious persecution. • You just have to come with the person’s name and start your exploration. • It took five years to create the database and it cost 22,5 million dollars. • Possible to have access to documents such as the ships’ manifests or the passengers’ lists. In search of a better life Manuel pp. 36-37 1. “A shot at the American Dream” Manuel p. 36 Analyse des documents Formes de travail Il s’agit de deux posts de personnes d’origines différentes qui se sont installées aux États-Unis. Elles racontent leur arrivée et les raisons pour lesquelles elles ont décidé d’émigrer. La structure même des témoignages facilitera les repérages et l’accès au sens : − date d’arrivée aux Étas-Unis, − raisons de l’immigration, − situation actuelle, − espérances pour l’avenir. Anticipation collective ;1. individuelle ; 2. collective. En cas d'étude à la maison Demander aux élèves… • de noter les éléments de réponse aux questions 1 et 2, • d’être prêts à les reformuler oralement et à répondre aux questions éventuelles de leurs camarades. Lexique Aucune difficulté lexicale. Lexique simple et courant sauf le titre du document, “A shot at the American dream”, que l’on pourra faire expliciter à la fin. Accès au sens Étape d’anticipation : dans un premier temps, créer l’attente en faisant réagir les élèves à la source des deux textes et à l’origine des deux personnes : faire anticiper le type de support, le type de discours (blog = expérience personnelle publiée sur internet) et le propos éventuel. Étant donné le pays d’origine, faire émettre des hypothèses quant à la venue aux États-Unis. Faire vérifier les hypothèses à la lecture. Productions possibles : • These documents are two comments posted on the internet. • The writers come from different countries. Perhaps they write to tell about their arrival in the US and their experience there. • The title “A shot at the American dream” suggests the writers will certainly talk about their hopes in their new country. They certainly have great hopes for the future. 1. Lecture et travail individuels. Mise en commun collective. UNIT 2 The New Americans 13 Productions possibles : • Kayla is from Cuban origin whereas Miguel is from Mexico. Both arrived in New York a few years ago. • Kayla followed her parents (who probably fled political persecution). • We easily imagine she was a child/a little girl when she arrived. • It was difficult for Kayla at first. • The whole family settled in Brooklyn which is a tough/difficult borough of New York. Kayla was shocked/bewildered. • As a child, she probably didn’t speak the language very well. • Today, she has adjusted to/adapted to her new country and she sounds completely happy. She probably made friends and adapted to her American school. Today, she feels American and doesn’t want to go back. • Miguel arrived in the US to graduate / to pass a degree / to get a diploma. He was probably older than Kayla since he came to go to University. • American universities are well-reputed: Miguel knows if he graduates there, he will have a better job / he will be better-paid. • Today, he is studying in a prestigious university and at the same time, working part-time to pay for his fees, which means he certainly comes fom a poor background. 2. Laisser quelques minutes aux élèves pour préparer la mise en commun des informations. Sous forme de notes, écrire les récapitulations des élèves au tableau. On pourra encourager les élèves à faire des comparaisons. Productions possibles : • Both Kayla and Miguel fulfilled their dreams though in a different way: - Kayla adjusted to her new country, - she is proud to be American/an American citizen, - she seems pleased to live in New York although it is not what she had imagined at first, - Miguel is studying in a prestigious American University (perhaps an Ivy League University): he will find a job that will meet his expectations / if he does, we can be sure he will succeed in his future career / he will have good job offers • “I hope I will have a shot at the mythical American Dream” means that through his work, he hopes to succeed, have a good job opportunity and improve his life. • In both cases, they have fulfilled their dreams in the way that they have succeeded in their “pursuit of happiness”. Both of them seem hopeful for the future / optimistic. Analyse des documents Extrait d’une émission de radio de la NPR (National Public Radio) du 8 Avril 2009. Il se compose d’une interview de deux immigrants d’origines differentes : Martin Matoda originaire de Bulgarie et Nick Injow originaire du Kenya. Ils témoignent de leur expérience et nous font partager leur perception du rêve américain. La photo nous montre un jeune homme, visiblement sur le point de passer un entretien d’embauche. Transcription du document audio millions of immigrants have come to this country in search of their own american dream / it’s often rewarding / but rarely easy/ it’s even tougher when the entire country is going through hard times so / here are stories of immigrants in their own words // /…/ 14 i s te 9 Manuel p. 36 – P 2. Immigrants hope their American Dream is not fading CD 1 Élève /…/ my name is martin matoda / I’m from bulgaria // after graduating high school / I decided I was looking for a better education and a better life / the education system in bulgaria / it’s very different from what it is here // it’s more academically oriented / rather than practical / and that’s why people from all over the world / they want to come here and study / and get a handson experience // and then maybe get a couple of years of real work experience after they get their degree // I finished my mba degree this last may / and I was very confident in the beginning that I’ll get a job fairly easily with / given that I’ve a master’s degree / and in the beginning / I was talking to recruiters / but as the economy get worse / I started to hear less and less / back after I send the resume / and at some point / I didn’t hear anything // my name is nick injow // I was born /…/ /…/ and raised in nairobi kenya // and I came to the united states / I’ve been here 10 years / I’m a trained accountant / I joined an accountant firm / went to college in the united kingdom // and I studied / I majored in economics and social sciences // when I returned to my country / kenya / back in the late 1990s / there were no opportunities because / the political system had run down the economy // then the opportunity to come to america just surfaced / everybody was very excited / you could not describe / what it is / to be in this land / and experience all the opportunities / we were told about since we were babies // I had two brothers and one sister / living in baltimore / and they thought / that I could go back into the corporate world / I entered the corporate world and I worked / with a number of companies for about four years /doing accounting work and / I experienced the fear of losing my job / that fear became reality because / I lost a good professional job three times / and no / I’m not disappointed because / every pitfall / I as an immigrant see that there is / added opportunity to be something different // so I decided I am going to work for myself / I’ve been self-contracting for about six seven years now / the american dream is still very much alive / because I think the dream exists in our minds / and in our hearts // Lexique et phonologie Pas de difficultés lexicales ou phonologiques. Le débit est suffisamment clair pour que les élèves comprennent sans mal le sens global. Le terme accountant pourra être inféré par le contexte, notamment avec economics et social science, sinon le donner. Formes de travail 1. individuelle ; 2. 3. et 4. collectives. En amont de l’accès au sens du document audio, on pourra proposer aux élèves l’exercice de prononciation Rythm and weak forms, manuel p. 42, et dans le Workbook → p. 34. L’alternance entre formes accentuées et formes non accentuées posent souvent problème aux élèves qui ont du mal à dissocier les différents groupes de sens. Accès au sens : 1. Phase d’anticipation à mener rapidement à partir du titre et de la photo. Immigrants - American Dream et la photo permettent d’anticiper sur le contenu du document. Productions possibles : • The words immigrants, hope and American Dream suggest that this programme is about immigrants in the US and their hopes for the future. American Dream suggests a better life for the future. • However “hope is not fading” indicates they think their dream is not disappearing / is still alive. • On the photo, we see a man, certainly waiting for a job interview. So, from the title and the photo we guess the immigrants may have doubts about their future jobs. Maybe they fear they might not find a good job and so “not have a shot at the American Dream”. 2. Première écoute du document dans son inté- gralité. Donner un temps court (1 min) à l’issue de l’écoute pour que les élèves notent individuellement ce qu’ils ont retenu, puis mise en commun en classe. Accepter les mots isolés, les noter au tableau et en fin de collecte, faire émettre des hypothèses de sens. Productions possibles : • I heard different people speaking, three I think. • Two of them have foreign accents, so they must be immigants coming to America. I guess both of them are talking about their lives in the US. • One of them has the American accent so he must be the journalist leading the interview. 3. Deuxième écoute : > Focus on the people’s origins and their reasons for coming. Productions possibles : • The first immigrant is called Martin Matoda. He is of Bulgarian origin / He comes from Bulgaria / from Eastern Europe. • He came to the US to study / to have a better education / to go to University / to graduate in order to have a better life / a well-paid job. • The second immigrant is called Nick Injows and he comes from Nairobi in Kenya / he is of Kenyan origin. He came to the USA to find a job since there were no job opportunities in his native country. • That’s why he joined his sisters and brothers who were living in Baltimore. Avant de procéder à une troisième écoute, faire émettre des hypothèses > What do they sound like? Puis troisième écoute. Vérifier les hypothèses > Listen once more, this time concentrate on their feelings and check your answers. UNIT 2 The New Americans 15 Productions possibles : • At first, Martin was hopeful for the future since he got his MBA. He was confident he would find a good job with his degree. • Yet, with the economical crisis / he suffered from the economical crisis, he didn’t find any jobs / he didn’t manage to find a job. He had no news from recruiters even if he had a good résumé/CV. At that point, we can be sure Martin feels rather disillusioned and disappointed. He certainly thinks his job opportunity is fading / He fears he might not have a shot at the American Dream. • Nick was at first really excited to come to the US. He had always been told what a wonderful country the US is / that the US is the land of opportunities. In fact, he did find a job but he lost his job three times / he was made redundant / he was laid off three times. Yet, he didn’t feel disappointed / discouraged / hopeless / helpless / downhearted. • After that, he decided to work for himself. He thinks being in the US is a good opportunity even if he had bad experiences. 4. Laisser un temps court aux élèves afin qu’ils rassemblent leurs idées ; possibilité de travailler en binômes. Puis mise en commun en classe. En cas de difficulté Pour faciliter l’accès au sens, il est possible de faire écouter tout ou partie du document une dernière fois avec prise de notes. Mise en commun des informations. Productions possibles : • For Martin, the American Dream was the opportunity to get a good education, to get a degree, to have access to a good job and so to earn a living and improve his living conditions. As he was not able to get a good steady job / achieve his goals, he feels frustrated. • For Nick, the American Dream is slightly different. Although he also came to have a good job, he is conscious being in the US is a real asset. What he experienced was on the whole rather positive. He is hopeful for the future because he strongly believes the dream is in his mind and his heart. 3. The “Dream Act” Analyse des documents Accès au sens Photo de la manifestation du 20 avril 2004 à Capitol Hill, Washington D.C. Plus de 300 étudiants, certains venant d’aussi loin que la Californie, étaient présents ce jour-là. Tous avaient revêtu le costume de la cérémonie des diplômes afin de protester contre leur avenir incertain et leur probable exclusion du pays. Au premier plan, Nelly Rodriguez, étudiante d’origine latino-américaine. Ces étudiants sans papiers sont arrivés enfants aux États-Unis et espèrent, grâce au Dream Act, obtenir un titre de résidence légale. 1. et 2. Donner 3 minutes aux élèves pour prendre Le Dream Act est un acronyme pour Development, Relief and Education for Alien Minors. Cette loi a été présentée une première fois au Congrès le 1er août 2001, suivies de différentes versions en 2005, 2007 et 2009 mais n’ont jamais abouti. Si elle était votée, cette loi garantirait la résidence légale à un certain nombre d’illégaux arrivés aux États-Unis enfants, y ayant vécu depuis au moins cinq ans et désireux et capables de continuer leurs études. Lexique Le document est facile d’accès. Le mot mock peut être inféré après lecture du texte grâce au contexte. Stage – ceremony + date: April 20, 2004. Forme de travail Collective. 16 Manuel p. 37 connaissance du document et mémoriser le plus d’informations possible. Possibilité d’une deuxième lecture pour répondre à la consigne 2. Productions possibles : • This photo shows a students’ demonstration that took place in Washington D.C. on Capitol Hill in April 2004. • At first, we may think it is a graduation ceremony but if we take a closer look, we notice that the students don’t look cheerful. On the contrary, they look rather sad and worried. • In the foreground, we see Nelly Rodriguez, a student who is certainly from Latino origin. She’s holding a sign reading ‘Now What?’ meaning she doesn’t know what will happen in the future. • The text suggests that these students are undocumented/illegal / don’t have any identity papers. • They are not American citizens. • I suppose they fear for their future / they fear they might be deported / be sent back to their native countries. /…/ /…/ • They are demonstrating. They want people to know about their situation and they expect the bill “the Dream Act” to be voted. They would like to become American citizens in order to study in the USA and take their exams and graduate. • These citizens are fighting for their status. They want to become legal students to have the right to live in the country they have known since their childhood / for so many years. They would like to take part in the American society and life. 3. Webquest Cette tâche nécessite une phase de recherche et de préparation qui peut être faite soit à la maison, soit en salle multimédia. On pourra indiquer aux élèves le numéro de Time du 25 juin 2012, dont la couverture titre « We are Americans… just not legally » et qui rapporte des témoignages personnels de jeunes sans papiers de toutes origines qui ont décidé de se « dénoncer » (« coming out ») afin de forcer l’administration fédérale à agir. Les données ci-dessous pourront nourrir les productions d’élèves : Note culturelle The original Bill called the Development, Relief and Education for Alien Minors Act (the Dream Act), is a long anticipated Immigration Bill which was just introduced in the US Congress (both Senate and House) on March 26, 2009. This original legislation was proposed to provide millions of immigrant children who graduate from US High Schools the opportunity to receive US Residency (a ‘Green Card’) after so many years of being left in the shadows by State and federal laws. The new legislation will provide immigration benefits to those who arrived in the United-States as children, before the age of 16 and who have been residing in the US continuously for at least five years prior to the Bill being enacted into law. The Dream Act failed to pass in 2009 and even though Senator Reid brought it up to the floor twice : the first time, pre-midterm election 2010 where it died with a defense authorization bill ; and the second, in December 2010, when it fell five votes short of passing. Recently, in 2011, Democrats in both the House and Senate re-introduced the Dream Act. Both bills (House Bill and Senate Bill) continue to await Congregational action. www.dreamact2009t.org Recap Activité orale qui se base sur les documents étudiés. On pourra donner ce travail à la maison et reporter les réponses dans la fiche Recap du Workbook → p. 19. En cas d’étude à la maison Demander aux élèves… • de noter les éléments de réponse dans le Workbook, • d’être prêts à reformuler leurs réponses oralement. Productions possibles : • Immigrants may find it difficult to adjust to their new country. • It may be hard to enrol at a university since the fees are very expensive. • It’s not always easy to find a job because some people are prejudiced against immigrants. • When you are undocumented, you fear deportation / being expelled from the country. You can’t have any plans for the future / your future is uncertain. Training task 2: Picture commentary Cette tâche d’entraînement vise une production orale nécessitant une phase de recherche hors classe. Possibilité de faire faire les questions 1 et 2 à la maison. 1. et 2. Insister pour que les élèves ne prennent en note que des mots isolés pour leurs commentaires. 3. La troisième question se fera en classe. Cette acti- vité d’expression orale permettra un entraînement supplémentaire à la prise de parole. S’assurer que les élèves travaillent à partir de notes succinctes et les encourager à faire des comparaisons. Possibilité pour les élèves d’enregistrer la préparation de leur prise de parole. Les données ci-dessous pourront nourrir les productions d’élèves. Notes culturelles • American Gothic is an iconic painting by Grant Wood, in the collection of the Art Institute of Chicago. Wood’s inspiration came from a cottage designed in the Gothic Revival style with a distinctive upper window and a decision to paint the house along with “the kind of people I fancied should live in that house.” The painting shows a farmer standing beside his spinster daughter. The figures were modeled by the artist’s dentist and sister. The woman is dressed in a colonial print apron mimicking XIXth century American and the couple are in the traditional roles of men and women, the man’s pitchfork symbolizing hard labor, and /…/ UNIT 2 The New Americans 17 Productions possibles : /…/ the flowers over the woman’s right shoulder suggesting domesticity. It is one of the most familiar images in XXth century American art, and one of the most parodied artworks within American popular culture. • Santiago Forero is a Colombian artist that has been working in Photography, Video and New Media for the past ten years. He attended Pontificia Universidad Javeriana in Bogotá where he got his B.F.A in Visual Arts in 2005. After moving to Austin, Texas, he received his M.F.A. in Studio Art with a concentration in Photography from The University of Texas at Austin in 2010 and the Artist of the Year in Photography Award by the Austin Visual Arts Association the same year. Ces informations pourront être retrouvées sur le site en.wikipedia.org/wiki/American_Gothic • A parody of the original iconic painting American Gothic, by Grant Wood in 1930. • Instead of the two typical XIXth century immigrants, we see people of Mexican origin. It suggests the typical XIXst century immigrants are from Mexican origin. • Instead of a pitchfork, the man on the photo is holding a tool and has dirty hands: he is not a farmer anymore, he has become a builder which is also hard labour. • His wife has a feather duster in her pocket: she must be a housekeeper, the kind of menial jobs usually done by unskilled workers when they settle in the US. • The house has changed. It is a bright blue colour, typical of many houses in Mexico. • By caricaturing the famous painting, representing 19th century typical Americans, Santiago Forero wants us to realize / wants to stress / emphasize the importance of the MexicanAmericans today. • It reveals that immigrants of Mexican origin must be influential in the American social, political and economical life. Successful integration Manuel pp. 38-39 1. “I wasn’t unwelcomed” Analyse des documents • La photo nous montre un quartier résidentiel d’une banlieue Américaine et un groupe de personnes de tous ages, qui visiblement entretiennent de bons rapports. • Extrait d’un roman de Chang Rae Lee, Gesture Life, publié en 1999. Fils d´un psychiatre coréen du nord réfugié à Séoul, Chang Rae Lee a trois ans en 1968 quand sa famille immigre aux États-Unis. Rien ne semblait destiner Chang Rae Lee à l´écriture : il commence sa vie professionnelle en tant qu’analyste financier à Wall Street après avoir étudié à l´Université de Yale. Sa vocation d´écrivain ne se révèle qu’à la mort de sa mère. Il s´installe alors en Oregon où il participe à des ateliers d´écriture. Et surtout il rencontre son mentor, le poète Garrett Hongo, auquel Gesture Life est dédié. Le narrateur et héros du roman, le « docteur » Franklin Hata est un Japonais d’origine coréenne ; il s’est établi dans une bourgade du New Jersey, Bedley Run, au début des années soixante. Désormais septuagénaire à la retraite, il semble couler des 18 Manuel p. 38 jours paisibles dans sa banlieue cossue. Il vit dans une vaste demeure de style néo-Tudor avec jardin et piscine dallée. Il semble avoir gagné l’estime de ses voisins. Le titre et l’introduction du passage nous dépeignent directement le personnage principal : le narrateur, d’origine Asiatique, qui semble être apprécié dans son voisinage. Éléments de sens de l’extrait : • Installation du narrateur dans cette banlieue cossue : living thirty-odd years in the same place / I’ve lived here as long as any / here, fifty minutes north of the city / a picturesque town. • L’âge du narrateur : living thirty-odd years in the same place / as an elder / silver hair. • Le fait que tout le monde le connaisse et l’apprécie : people know me here / everyone here knows perfectly who I am / Whenever I step into a shop, someone will say ‘Hey, it’s good Doc Hata’ / How are yous and Hellos / gradual and accruing recognition / the small but unequalled pleasure that comes with being familiar sight to the eyes / I alone rate the blustery greeting, the special salutation / my name, both odd and delightful to people • Le sentiment du narrateur : I deeply appreciate / I somehow enjoy an almost Oriental veneration • Le fait qu’à son arrivée, les choses étaient différentes : It wasn’t always so / In my first years, things were a bit different / few people seemed to notice me Lexique L’ensemble du texte ne comporte pas de difficultés majeures même si certains mots seront difficiles à comprendre pour les élèves, mais tous ne sont pas nécessaires. De plus, un travail d’inférence est proposé dans le Workbook → p. 15. Formes de travail 1. individuelle puis collective ; 2. en groupes ; 3. collective. Accès au sens 1. a. Anticipation avec le titre du passage et l’introduction. Cette introduction peut amener aisément les élèves à supposer que le texte parle de la vie d’un immigrant d’origine asiatique, installé aux États-Unis. Le titre suggère que son intégration a été réussie. Productions possibles : • The main character must be the narrator who is of Asian origin / who comes from Asia. • “Has settled, not far from New York City” suggests he has immigrated to the US. • The title suggests he managed to integrate quite successfully in his new country. • Judging from the title and the introduction, I imagine the text is about the narrator’s life and feelings in his new country. b. Lecture silencieuse axée sur une première prise d’indices spécifiques qui fait suite à la question précédente : les informations concernant la vie du narrateur ainsi que les sentiments qu’il éprouve. Productions possibles : • The text decribes the narrator’s daily routine in Bedley Run, the little town where he has settled. • When he arrived no one / a few people seemed to notice him / people seemed rather indifferent. But after some years – 30 years – people seem to appreciate and respect him. Wherever he goes, he is greeted by the local population. • The narrator enjoys this recognition / enjoys being accepted and is glad to blend in the community. 2. La classe sera divisée en deux groupes et pourra utiliser le Workbook → p. 14-15. Afin de matérialiser les recherches, les élèves devront surligner les informations trouvées : − le premier groupe s’attachera à découvrir ce qui concerne la routine du narrateur ainsi que l’attitude des gens à son égard, − le deuxième groupe se concentrera sur tout ce qui concerne l’arrivée du narrateur : l’époque à laquelle il s’est installé, des détails sur la ville de Bedley Run à ce moment-là ainsi que l’attitude de la population à son égard. En cas de difficulté… On pourra demander aux élèves d'utiliser le guidage plus serré qui se trouve dans le Workbook → p. 15. Help – Focus on what people say to the narrator and what they do for him: “When I buy my paper each morning, the newsstand owner wil say…” (l. 28-29) “And the young, bushy-eyebrowed woman at the deli, […] always reaches over the refrigerated glass counter and waves her plump hands and says...” (l. 32-33) “She winks at me and makes sure to prepare my turkey breast sandwich herself” (l. 37-38) “Folding an extra wedge of pickle into the butcher paper...” (l. 39) > It is a friendly attitude. – Look out for words expressing the narrator’s feelings in this passage. deeply appreciate (l. 21) / enjoy (l. 23) / veneration (l. 24) / … > The narrator is proud and flattered to be recognized and appreciated. Help – Focus on the passage (l. 59-64): “I suppose it was because Bedleyville was still Bedleyville then, and not yet Bedley Run” > The adverbs indicate the town was about to change its name. – “though desperately wanting to be.” (l. 61) à but/however desperately wanting to be. > I suppose it was because Bedleyville was still Bedleyville then, and not yet Bedley Run, however/but it desperately wanted to be called Bedley Run. “tax” is very close to “taxe” in French > any newcomer was seen as beneficial for the city in terms of population and tax paying. census refers to the number of inhabitants in the city. – Conclude > When he arrived, the narrator thought people were indifferent and were not interested in him. However, he realized people saw newcomers as beneficial for the city. UNIT 2 The New Americans 19 Un temps de travail sera attribué aux groupes avant la mise en commun. Le questionnement sera privilégié si des informations données n’ont pas été comprises. Enfin, un élève devra rapporter les informations prises en notes lorsque les exposés des groupes auront été faits. Productions possibles : • We learn that the narrator has adapted to the local life of his town: he goes shopping in the town, he buys his newspaper everyday, he buys a sandwich at the deli for lunch. • Whenever he enters a shop, he is greeted by the locals who have a friendly attitude towards him. They seem to appreciate him. They want him to know they appreciate him: the lady at the Deli makes sure to prepare his sandwich herself. • The narrator is delighted with these ways of greeting / acknowledging him with a simple smile or a quick hello. • He arrived in Bedley Run, at that time called Bedleyville, in 1963, thirty years ago. • At that time, people did not seem to be interested in newcomers. New people were seen as a means of developing the city and bringing money to the country. • Bedley Run, then called Bedleyville seemed to live together / to live in harmony apart from the black and the Chinese communities. The narrator took short trips in the country and noticed that people seemed to live together without problems. Only the Blacks and the Chinese in urban areas lived apart. • Black people because in the 1960s segregation still prevailed and most of the black community lived in ghettos or in specific geographical areas. /…/ 2. “Renewed hope” Analyse du document Il s’agit d’un documentaire sur la communauté vietnamienne de San Diego et plus particulièrement sur le boom des salons de manucure tenus par des Vietnamiens, car ce travail ne nécessite pas de connaitre parfaitement la langue et n’exige pas de qualifications spécifiques. Certains de ces immigrants se trouvaient à l’origine dans des camps de réfugiés au Vietnam. L’actrice Tippi Hedren, qui visita plusieurs fois l’un de ces camps, décida d’aider les réfugiés à leur arrivée aux États-Unis et envoya sa propre manucure enseigner les rudiments du métier aux femmes. La fin de la guerre du Vietnam et le départ des Américains en 1975 précipita l’exode de la population et des vagues successives de réfugiés arrivèrent sur le sol américain. Les Vietnamiens arrivés aux États- 20 /…/ • The Chinese because they lived in enclaves of their own (“Chinatowns”) that had been created in the 19th century and still resented the 1943 Chinese Exclusion Act. • Perhaps he noticed that the Chinese did not want to mix because of the way they had been treated. • So he thought he would not be treated differently. He reckoned American people would see him as an intruder • Although the narrator expected to be discriminated against rejected / ostracized, people were interested in him and made him feel he was not unwelcomed. 3. Il s’agit ici d’une discussion sur l’évolution de la situation du narrateur. Ce travail doit inciter l’élève à exposer des idées, voire exprimer son accord ou son désaccord sur l’interprétation de ses camarades. La préparation à cette question pourra donner lieu à un travail à la maison. Productions possibles : • When the narrator settled in Bedley Run, people didn’t seem to be interested in him although they told him he wasn’t unwelcomed. • They have gradually learnt to know him and to appreciate him. • The first sentence is in capital letters because it shows how important it is for the narrator to be recognised. He is proud to be accepted / acknowledged / to belong to the place. It shows his integration was a success. • For him, recognition is necessary for a successful integration. He is thankful/grateful to the local people for accepting / adopting / integrating him. Manuel p. 39 – DVD Vidéo 4 Unis après 1978 étaient en général jeunes (60 % étant des enfants), pour beaucoup originaires du milieu rural et peu instruits. Très peu parlaient une langue étrangère (anglais ou français). Ce bas niveau d’instruction n’a pas manqué de poser certains problèmes concernant la reconversion professionnelle, l’adaptation et l’intégration de ces réfugiés dans la société américaine, difficultés que n’avaient pas rencontrées la première vague d’immigrants vietnamiens, composée de civils et militaires appartenant pour la plupart aux classes dirigeantes et aux milieux aisés (cadres, hauts fonctionnaires, officiers supérieurs, banquiers, industriels, intellectuels, ingénieurs, médecins, dentistes, pharmaciens, juristes, riches commerçants, etc.). À ces catégories, il faut ajouter des employés de l’ambassade ou d’entreprises américaines ainsi que les membres de leurs familles. On pourra visionner l’ensemble du documentaire sur : http://www.video.google.com/ Full Focus : San Diego’s Vietnamese 6-9-05 Séquençage de la video Time code Images Elements of the soundtrack From the beginning to 01:06 Gloria Penner, KPBS Public Affairs Director, presenting the show “Good evening, I’m Gloria Penner. It’s been 30 years since Saigon fell to communists, Vietnam, causing tens of thousands of refugees to flee their homeland and with 40,000 settled in San Diego. Today the Vietnamese community here numbers more than 60,000 with the medium-aged Vietnamese Americans heading 30. Many are too young to remember the old country, for the others, the emotional upheaval of leaving their homeland and adapting to life in America is still fresh”. From 01:21 to 02:11 Gloria Penner talking “How do all people who have lost virtually everything managed to rebuild their spirit and their livelihood. We’ll begin with an excerpt of the documentary by independent producer Judy Hammond. It tells little known stories about a business that gave many Vietnamese refugees renewed hope.” This is a nail salon, a new neighbourhood, especially if you live in the South West of the US and three times out of four, you’ll find the Vietnamese immigrants hard at work. “that’s an economic niche for many Vietnamese American women. Because you can start business with little money down, with very limited skills and limited education and limited English language and ability”. A beauty salon, Vietnamese women polishing nails Prof. Linda Vo. UC Irvine Asian-American studies From 05:06 to the end 05:18 Nail salon and beauty exhibition In the decade since, nails have become big business, it’s a 6-billion-dollar-a-year industry which Vietnamese run alone making at least a third of the market nationally. Lexique Les images du salon de beauté permettent de comprendre nail et nail salon. Du point de vue strictement phonologique, pas de problème majeur quant à la compréhension du document. Il faudra prévoir 2 ou 3 écoutes. Les chiffres peuvent apporter une aide supplémentaire. Formes de travail 1. individuelle puis collective ; 2. collective. Accès au sens Phase d’anticipation avec l’image et le titre. Productions possibles : • The scene takes place in a beauty salon, certainly in San Diego, California, according to the title. • We see Asian women, hard at work, and judging from the title, we understand they are of Vietnamese origin. They are doing other women’s nails. Productions possibles : • We learn that because of the end of the Vietnam war / the departure of American troops from Saïgon, in 1975 / X years ago, tens of thousands of Vietnamese people left / fled / escaped from their native country to seek refuge in the US. They had lost everything. They had no choice but to rebuild their lives. • 40,000 of them settled in San Diego. • Today, the community numbers more than 60,000 people. • A lot of Vietnamese-American women found renewed hope in an unexpected business: nail salons. • That job was perfect for them: they could start with little money, they didn’t need a high education, they didn’t need to be fluent in English and they didn’t need a lot of qualifications/skills. • Today, it is a six-billion dollars industry per year, mainly run by Vietnamese people. 2. Laisser quelques minutes de réflexion indivi1. Lors du visionnement, le professeur mettra l’ac- cent sur la nature du document proposé et insistera sur l’importance de l’image, étape préalable à la construction du sens. duelle pour préparer la prise de parole. Il est possible de visionner une nouvelle fois le document de façon partielle (fin du document à partir du salon de beauté). UNIT 2 The New Americans 21 Productions possibles : • Apparently, most Vietnamese-American women had the opportunity to find a job quickly. This job was the key to their integration. • This job helped them rebuild their lives and gave them new hopes for the future. • Vietnamese-Americans did so well that nails have become a very important business, producing six billion dollars a year, which can be seen as a successful integration. Recap /…/ • People can also feel integrated because they have managed to mix/blend in the community. Training Task 3: Faces of America Cette tâche d’entraînement vise une production orale nécessitant une préparation. 1. La première phase de recherche se fait soit hors classe, soit en salle multimédia. Diviser la classe en trois groupes. Compléter les ID cards dans le Workbook → p.15. 2. La deuxième partie se fera en classe avec une Productions possibles : • People can feel integrated thanks to a job that can give them a new life and new hopes. • Integrating a country can mean speaking the language fluently. • People can feel integrated because they are accepted by the population / because people know them and they are greeted with affection. /…/ mise en commun des informations. Afin de promouvoir une prise de parole collective et ordonnée, le professeur pourra distribuer la parole comme suit : − le groupe 1 pose des questions au groupe 2, − ensuite, le groupe 2 pose des questions au groupe 3, − enfin le groupe 3 pose des questions au groupe 1. À la fin des échanges, un ou plusieurs élèves récapituleront les informations prises en notes dans les ID cards. Andrew Carnegie’s biography Life (childhood, schooling, memorable events, etc.) Personal details Date/Place of Birth: • First job in 1848 at the age of 13, as a bobbin boy November 25, 1835 – Dunfermline, Fife, Scotland. Arrival in the US: moved to Allegheny (poor area) – Pennsylvania with his parents in 1848. Family background: First son of William Carnegie – a linen weaver and local leader of the Chartists (who sought to improve the conditions of working-class life in Great Britain), and of Margaret Carnegie – daughter of Thomas Morrison – a shoemaker and political and social reformer. Andrew’s father wanted to escape starvation / had to borrow money to migrate. There,father found a job in a cotton mill / the mother earned her living by binding shoes. 22 (he changed spools of thread) in a cotton mill / worked 12 hours a day, 6 days a week in a Pittsburg cotton factory for $1.20 a week. hard worker / was by turn a telegraph messenger boy, a secretary / telegraph operator for the Pennsylvania Railroad Company / became the superintendent of the Pittsburgh Division: vital to his later success. • The railroads: the first big businesses in America / the Pennsylvania: one of the largest of them all. Carnegie: learned much about management and cost control during these years. Built Pittsburgh’s Carnegie Steel Company / later merged with several other companies to create U.S. Steel. Led the enormous expansion of the American steel industry. • With his fortune: turned to philanthropy. A passion for reading: gave most of his money to establish many libraries, schools, and universities in the United States, the United Kingdom, Canada and other countries, as well as a pension fund for former employees. • Often regarded as the second-richest man in history after John D. Rockefeller and one of the most important philantropist of his era. Often referred to as a true “rags to riches” story. • Died on August 11, 1919, in Lenox, Massachusetts of bronchial pneumonia. Salma Hayek’s biography Life (childhood, schooling, memorable events, etc.) Personal details Date/Place of Birth: • Sent to the Academy of the Sacred Heart in Grand September 2, 1966 - Coatzacoalcos, Veracruz, Mexico Arrival in the US: moved to Los Angeles, California, in 1991. Family background: mother: opera singer and talent scout of Spanish ancestry / father: oil company executive of Lebanese ancestry • Salma means “safe’ in Arabic” / was raised in a wealthy, devoutly Roman Catholic family Coteau, Louisiana, at the age of twelve / diagnosed with dyslexia / attended college in Mexico City : studied International Relations at the Universidad Iberoamericana. • At the age of 23: landed the title role in Teresa (1989), a successful Mexican telenovela / made her a star in Mexico. • Moved to Los Angeles, California, in 1991 to study acting under Stella Adler / had limited fluency in English – attributed to her suffering from dyslexia. • In 1995, given a starring role opposite Antonio Banderas in Desperado. Received an Academy Award nomination for Best Actress for her role as Frida Kahlo in the film Frida, released in 2002. • Spokesperson for Avon cosmetics since February 2004. • On September 21, 2007, gave birth to daughter Valentina Paloma Pinault in Los Angeles. In 2009, married French billionaire and CEO François-Henri Pinault. • In 2011, launched her own line of cosmetics, skincare and haircare products called Nuance by Salma Hayek. • Also an activist in the awareness campaign on violence against women and discrimination against immigrants. Jerry Yang’s biography Life (childhood, schooling, memorable events, etc.) Personal details Date/Place of Birth: Life: graduated from Sierramont Middle School and November 6, 1968 in Tapeï, Taïwan. Arrival in the US: moved to San Jose, California at the age of ten with his mother and younger brother / father died when Jerry was two. Family background: mother: an English teacher. Yet, Jerry only knew one English word: shoe, on his arrival / became fluent in 3 years / was placed in an Advanced Placement English class. Piedmont Hills High School in San Jose / earned a Bachelor of Science and a Master of Science in electrical engineering from Stanford University, April 1994, co-created an Internet website called “Jerry and Dave’s Guide to the World Wide Web” with David Filo, consisting of a directory of other websites / was renamed “Yahoo!” (an exclamation). Yahoo! became very popular. Yang and Filo realized the business potential / cofounded Yahoo! Inc. in April 1997. In 1999: named to the MIT Technology Review TR100 as one of the top 100 innovators in the world under the age of 35. married to Akiko Yamazaki, a Japanese woman who was raised in Costa Rica. February 2007, Jerry Yang and his wife gave US$75 million to Stanford University. Today: currently on the Board of Directors of the Asian Pacific Fund, and Cisco / also on the Stanford University Board of Trustees. UNIT 2 The New Americans 23 Keeping the American Dream alive Manuel pp. 40-41 “I still believe in the American Dream” Analyse du document Ce document est un article publié le 21 Octobre 2010 dans le magazine américain Time. Son auteur, le journaliste Fareed Zacharia, compte parmi les intellectuels les plus influents dans les médias américains. Il analyse ici l’évolution du rêve américain en se référant à sa propre expérience. • Années 70 : les USA connaissent une période de prospérité et de stabilité politique en dépit de la crise économique mondiale et d’un malaise politique intérieur ; comparée à l’Inde, c’est une démocratie riche ; • Années 2000 : l’Inde, pays en voie de développement, a connu une forte croissance pendant plusieurs décennies ; en revanche, les États-Unis ne sont plus autant que par le passé le symbole de la réussité économique. Mais le dynamisme démographique et culturel du pays assure la survivance de l’American Dream et donne des raisons d’espérer. Lexique Pas vraiment de difficultés dans cet article si ce n’est Betamax cassettes (l. 13) qu’il faudra expliquer aux élèves, ceux-ci étant trop jeunes pour savoir de quoi il s’agit. La série Dallas étant revenue sur le devant de la scène récemment, il se peut que les élèves la connaissent ; dans le cas contraire, leur donner un bref aperçu (cette activité pourrait très bien être donnée en travail à la maison et un élève pourrait faire un rapide compte-rendu en début d’heure suivante). Quelques notions historiques pourront éventuellement être données aux élèves, telles que Vietnam War and post Vietnam War si le document vidéo p. 39 n'a pas été étudié en amont. Formes de travail 1. à deux puis collective ; 2. individuelle puis collective ; 3. en groupes ; 4. à deux puis collective. Accès au sens 1. Phase d’anticipation : en étudiant les éléments périphériques (photo, titre, source, date) les élèves 24 peuvent imaginer quelles informations seront données dans l’article et se préparer à la lecture. Leur laisser quelques minutes pour rassembler leurs idées. Productions possibles : • This document is a press article issued from Time Magazine, a worldwide known American magazine. • It was published in 2010 and written by Fareed Zakaria, an American of Indian origin. • Judging from the title, “I” suggests Fareed Zakaria is speaking. “still” makes me think the American Dream may have disappeared in some people’s minds. • On the photo, I can see people of Indian origin attending a parade in New York. They look cheerful and pleased to be there. • From the title and the photo, I suppose Fareed Zakaria is going to give us his opinion as an Indian-American about the American Dream today. 2. Première étape de compréhension : découverte des faits généraux et reformulation, puis mise en commun. Les élèves disent ce qu’ils ont compris ; les inviter à approuver ou à réfuter ce qui est proposé par les autres pour développer l’interaction dans la classe. 3.a. Deuxième étape de compréhension : compréhension plus fine visant à proposer un compterendu plus précis des différentes étapes dans la vie de Fareed Zakaria. Pour cela, diviser la classe en trois groupes en suivant les trois axes fournis par la consigne : − group 1 : vision du rêve américain quand l’auteur vivait en Inde ; − group 2 : vision du rêve américain quand l’auteur étudiait aux États-Unis ; − group 3 : sa perception de la situation aujourd’hui, alors qu’il vit aux États-Unis depuis de nombreuses années. The American Dream when the writer lived in India The American Dream on the writer’s first visit in the US His perception of the situation today • The journalist had never been to the US but he knew what it was like through watching worldwide known TV series. • He was fascinated, so were all the people he knew. He imagined the US was like what he had seen in the series. • When he came to America on a first visit, the journalist realized it was not what he had imagined. • It was not a kaleidoscope of sexy images. It was different from Dallas / from the image conveyed in TV series and shows. • The situation today is not the same. It is a reversed situation. American people seem pessimistic/ discouraged/hopeless about their future whereas Indian people are full of hopes and faith. The American Dream when the writer lived in India The American Dream on the writer’s first visit in the US • For him, America was a paradise where everybody lived a wonderful life. • The American Dream for him consisted in open land, shiny skyscrapers, fancy cars, cowboy businessmen, sexy actresses… • There seemed to be an immense contrast between his native country and the US. By comparison, India seemed far behind. • Everybody, even politicians dreamed of “the States”. Even if the 70s were hard/tough times, to the rest of the world, America was sparkling. • His vision of the American Dream was slightly different. • The modern American Dream consisted in prosperity and well being. • The American Dream was materialized by a spacious house with a double garage. The majority of people, mostly middle-class people, could hope to be able to buy such a house. They had the feeling the American dream was not impossible to reach / was within their reach. • Happiness relied on prosperity. It created contentment, pleasure, satisfaction, happiness. • It gave energy and motivation to people. They had the feeling they could face any challenge: they invented the can-do spirit. • Being prosperous was a stimulus for them. • At that time, American optimism contrasted with Indian fatalism. b. Mise en commun. Le travail sera plus riche si les trois groupes peuvent travailler en véritable interaction. Les élèves doivent reformuler ce qu’ils ont compris. Chaque partie pourra donner lieu à une prise de parole en continu qui fournira une synthèse du travail de construction du sens avant une prise de notes. 4. Prise d’indices à mener en individuel ou en binômes. Productions possibles : The reasons for optimism are: • Economic reasons: America is the largest and the richest market in the world. • Demographic reasons: it is the only country in the industrialized world where the population is increasing. • Historical reasons: immigrants have contributed to keep the Dream alive. The American Dream is a part of American history. • Cultural and psychological reasons: it’s the only country in the world to have the diversity, the openness, the dynamism which give this country its power / which make this country so powerful and unique. His perception of the situation today • They have the ambition to succeed. • After years of stagnation, the whole country is coming out / coming to light. • It is conveying the image of a booming economy. Recap Productions possibles : • The American dream has been present from the start: what the USA is now is founded on immigration. People wanted to become American citizens in order to become independent / get their freedom. • The American dream helps make America what it is. It also influences / shapes the Americans’ attitudes in the face of adversity. • Believing in the dream is a cultural trait. The “Pursuit of happiness” is written in the American constitution and is part of the American “can do” spirit. • The successive waves of immigration have built the country and given it its richness. • The Dream has changed over times but is always here. • The diversity, the openness and the dynamism have made this country exceptional and unique. • Even if the American economy is not thriving, the US still gives immigrants the opportunity to improve their lives / to remain hopeful for the future / to live in a democracy / to have a shot at the American Dream. UNIT 2 The New Americans 25 Training task 4: Tweeting the Dream 1. Répartir les élèves par groupes de trois ou quatre. Cette tâche d’expression orale va fournir aux élèves l’occasion de répondre à la problématique de départ – les exemples donnés tout au long du chapitre pourront évidemment être repris. Ils sont également invités à utiliser leurs connaissances pour enrichir leur définition. 2. Tâche d’entraînement à l’expression écrite : laisser les élèves produire individuellement un tweet de 140 caractères. LANGUAGE TOOLS • Corrigés • Manuel p. 42-43 WORDS Feelings and reactions a. excitement apprehension exultant - thrilled excited apprehensive anxious hesitant - worried happiness glad - delighted cheerful - elated optimistic hopeful - buoyant courage audacious courageous brave b. Exemples de productions possibles : Talking about immigration • On the first photo, the woman has probably left her country in difficult circumstances and she is no doubt courageous. She looks anxious. Maybe she’s apprehensive for her future and she’s wondering whether she has made the right decision. a. reasons for immigrating: war - political or religious persecution - lack of money - unemployment -famine - family reunion - job opportunity - better education… • The little boy at her side does not look so worried but he may be very hesitant about his future. • The second photo shows a whole family. The smile on their faces suggests all of them are glad of their situation. They have certainly adjusted to their new country and are hopeful and optimistic for their future and their children’s future. The odd one out a. 1. asset 4. remote 2. foreign 5. immigrants 3. integrate 6. grasp b. When settling in a foreign country, speaking the language fluently is an asset when it comes to finding employment. Immigrants sometimes find it difficult to integrate because of their poor command of the language. That’s why many of them take language classes. They know it will also help them grasp cultural habits that may be very remote from theirs. 26 hope obstacles: language - discrimination - cultural habits - be uprooted... integrating: job - education - family - sports... b. Exemples de productions possibles : • People have been immigrating to the United States for centuries. They have come for many reasons: religious or political persecution, to escape wars, because of famine, to get a better education or for a job opportunity, to join a family member / a relative… • However, integrating a new country is not always easy and the newcomers often meet a lot of difficulties such as the inhabitants’ hostility or the complexity of learning the language and adapting to new cultural habits. On top of that, being cut off from your family roots must be heartbreaking for a lot of immigrants. • That’s why you need a lot of courage to start from scratch. Yet, the promise of a better life through a better job and a better education is a good reason to remain optimistic. P R O N U N C I AT I O N ste 1 Pi p.17 ist e 11 Stress on compound nouns P Workbook → - 'high-tech engineer - 'real estate agent - 'lifestyle - 'school education - com'munity center 0 Rhythm and weak forms Conclusion: it is always the first term of the compound noun that bears the main stress. 'homeland - 'birthplace - 'Asian American - suc'cess story - 'will power - 'world stage - 'corporate world Pi ste 1 2 Words ending in -ion Verbs 'immigrate ex'pect 'fascinate 'starve 'organize as'similate con'front de'port 'integrate dis'criminate de'termine Derived nouns immi'gration expec'tation fasci'nation star'vation organi'zation assimi'lation confron'tation depor'tation inte'gration discrimi'nation determi'nation GRAMMAR Want/would like/expect sb to... Observe → We would like you to start community work if you have never done any before. • Les constructions des phrases sont semblables et leur sens très proche : When/If… S + want/would like/expect + Cplmt + to + BV Observe → vouloir que qqu’un fasse qque chose / attendre de qqu’un qu’il fasse qque chose • Dans les phrases 1 et 2, les actions exprimées par les verbes principaux (be able to settle / be easier) sont soumises à condition : • Le second verbe est précédé de “to” car l’action qu’il introduit ne s’est pas encore réalisée : elle est souhaitée, espérée, attendue, visée. Practise a. Martin Matoda wants/would like recruiters to give him a job. b. Farah wants/would like Iranian women to be better recognized. c. Fang-Yi Sheu wants/would like/expects Taiwanese dancers to develop modern dance in their homeland. d. Farah would like her fellow immigrants to integrate more easily. Exemples de productions possibles : → We expect you to be on time for the lectures and to take notes. → We expect you to work hard every day. → We would like you to go to optional evening lessons when you have time. - condition explicite : si Martin trouve du travail / si la loi est votée ; - condition implicite : quand il trouvera du travail = uniquement à partir de ce moment là / quand la loi sera votée = uniquement à partir du vote de la loi. Elles ne peuvent se réaliser qu’au moment où ces conditions sont remplies. On ne sait pas quand ces conditions seront remplies mais on est certain de ces conditions : si elles ne sont pas remplies, rien ne se passera. On les pose donc comme des vérités irréfutables. • Dans les subordonnées introduites par if ou when, on ne peut pas employer le modal will puisque will exprime une forte probabilité mais pas une vérité. D’où l’absence de « futur » dans les propositions subordonnées temporelles introduites par when. • La phrase 3 se refère à une action accomplie avec un résultat présent (when he has graduated = he has a degree). On pose comme condition non discutable le moment où Miguel pourra se mettre en quête du rêve américain (have a shot at the American dream). On ne peut donc pas avoir de modal. UNIT 2 The New Americans 27 Practise travel across the different states. Exemples de productions possibles : → If I find a flat easily, I will invite my neighbours for a house-warming party. a. They will leave their country if they don’t find/ haven’t found a job. b. When they have become American citizens, it will be easier for them to integrate. Etc. Exemples de productions possibles : Etc. → When they have really settled, they will finally feel American. Exemples de productions possibles : → If they manage to find a house quickly, they will feel relieved. → When I am there, I will try to find a job and then Workbook pp. 17-18 WORDS → My parents would like you to help yourself in the kitchen if you are hungry. Compound words a. academic background homesick racial discrimination history centre steerage passenger career prospects host country social background immigration station job centre homeland job opportunity b. Exemple de production possible : In the 1920s, a lot of steerage passengers went through Ellis Island, the Immigration Station. Many of them were homesick because they had to leave their homeland. However, the promise of job opportunities and career prospects made them adopt their host country. → My mother wants you to be on time in the morning in order not to miss the bus. → My parents would like you to be here for dinner at 8 p.m. → My mother expects you to put your laundry in the basket in the bathroom. → The teachers expect all the American students to behave in class. → They would like them to participate in class. → The school staff expect the American students to attend school regularly and not to skip classes. → They would like the students to have a good time in the school. → They want them to have lunch at school in order to taste French food. Etc. When/If… is 11 Rythm and weak form P P R O N U N C I AT I O N te I feel like I am embodying the American dream. My parents never had the opportunity to get an education, to go to college, to pursue a professional career and earn a lot of money. They have always had financial problems and they are still living in a small house in a poor suburb. So I feel like it is my job to be there for them and show them that I can succeed and be someone important. I will continue to fight as much as I can so they will be proud of me. GRAMMAR 28 → If they leave their homeland, some immigrants will be homesick. → When immigrants find refuge, they will feel relieved. → If they cross the border, they will be granted equal rights. → When they integrate, they will discover another culture. → If they get a job, they will have a better life. → When they obtain a degree, they will have better opportunities. → If they have ambitions, they will succeed. → If they are welcome, they will share common values. Want/would like/expect sb to… → If they are not rejected, they will try to fulfil their dream. Exemples de productions possibles : Etc. 4 Manuel pp. 44-45 – Pi ste 1 STRATÉGIES CD 1 Élève Comprendre un monologue Objectifs Premier volet des stratégies de compréhension de l’oral. Doit permettre aux élèves de mieux saisir les messages transmis lors d’une prise de parole assez longue de type témoignage, exposé, reportage etc., en s’entraînant à : − se préparer à l’écoute ; − faire des repérages et stocker en mémoire ; − mettre en relation les éléments repérés pour construire du sens. Pi ste 1 4 Analyse du document Extrait d’une émission radiophonique sur NPR, datant du 16 août 2011, d’une durée de 2’16 min, intitulé New York Laundromat becomes an English classroom. Il s’agit d’un reportage sur une expérience particulière d’enseignement de l’anglais aux immigrés dominicains et mexicains, sans papier pour la plupart, installés à Manhattan. Cet enseignement dispensé par un bénévole, Hector Canonge, se fait dans un Lavomatic, alors que les immigrants viennent y faire leur lessive. On entend dans ce reportage : − l’introduction de l’animatrice de l’émission de NPR qui annonce le sujet, − le bruit des machines à laver, − le professeur Hector Canonge qui fait répéter des mots anglais, donne leur traduction en espagnol et témoigne brièvement de son expérience, − les immigrants qui répétent, − le journaliste George Bodarky, de WFUV – national public radio in New York city – qui explique longuement le projet mené par Hector Canonge. On remarquera que même si plusieurs personnes interviennent dans ce reportage, il ne s’agit pas d’un dialogue : l’explication de G. Bodarky est en fait illustrée par les témoignages. Transcription du document audio immigrants in new york city / who want to learn english / have a new venue / in which to do so / the laundromat // george bodarky / of member station wfuv / tells us about one man’s project / to teach english / in that free time between washing and folding // (soundbite of laundromat machines) amid the gurgling of washers and hum of driers at the magic touch laundromat in northern manhattan / hector canonge is teaching english // his vocabulary lesson / starts off with words fitting for the setting // shirt / shirt. (translated in spanish) /…/ /…/ canonge is just standing in front of a wall of stainless steel industrial driers / at the head of a bright yellow folding table // his eight students are lined up along the table / four on each side / six women and two men / from the dominican republic and mexico // pants / pants // (translated in spanish) canonge says he wanted to offer immigrants in the neighborhood / especially those without documentation / a relaxed setting to learn english // so many / recent immigrants can go to a school / a public school and say / you know / i want to learn english / because the first thing they’re going to ask you is / well / do you have an id // or even in the library // this part of manhattan has a large population of spanish-speaking immigrants // canonge lives in the neighbourhood // he got the idea for the english classes / while doing his own laundry // i saw many people struggling with the machines / you know / reading / like / the instructions //when do I put the soap // what’s wash / and what’s bleach / or what’s rinse // during the day / there is the korean owner / who tends the place / so / even that is / you know / they can’t talk to him // they can’t say / i need change // you know / give me five dollars in change // and also / he can’t speak spanish / so that’s a pain // underwear // no // underwear // but when you live in a neighbourhood / where so many people do speak spanish / it’s easy to put off learning english // that’s what myra kayro / who hails from the dominican republic / says happened to her // she’s been living in the us for 26 years / and became a citizen about six months ago // everybody speaks spanish in this neighbourhood // it’s very difficult to speak english // Suggestions d’exploitation On pourra envisager le travail sur cette double-page à différents moments de l’étude du chapitre, soit en amont de la tâche d’entraînement 1 : A presentation leaflet, manuel p. 35, afin de préparer le transfert de stratégies, soit en aval pour réaliser ce transfert et préparer à l’écoute du document Immigrants hope their American Dream is not fading, manuel p. 36. Étapes possibles : La préparation à l’écoute se fait individuellement à la maison : les élèves prennent en notes leurs UNIT 2 The New Americans 29 hypothèses sur le reportage radiophonique proposé. Mise en commun des hypothèses classe entière lors de la séance suivante. Écoute du document pour vérification des hypothèses : on demandera aux élèves de se concentrer sur l’environnement sonore et sur qui parle (voir premiers éléments à repérer du tableau page 45 du manuel). Nouvelle phase de travail à la maison : demander aux élèves de repérer notamment les ÉVALUATIONS Lors du cours suivant : mise en commun des éléments repérés par groupes de 4 ou 5 élèves et mise en relation. Demander aux élèves de préparer par écrit, à la maison, une synthèse individuelle en francais de ce qu’ils ont compris. Ils pourront se reporter à l’entraînement Compréhension de l’oral, manuel pp. 50-51. • Corrigés • Task 1. Speaking . . . . . . . . . . . . . . 00 pts Documents supports (role-play cards) → mots qui se détachent clairement, les indicateurs de lieux, les données chiffrées. Voir documents photocopiables p. 00 de ce guide. eux aussi quelques questions et se tenir prêts à intervenir à tout moment. On peut, pour limiter le nombre de groupes, donner plus de cartes de journalistes. 4. Lancer le Talk Show pendant 15 minutes. Ne pas interrompre les élèves. Suggestion de grille d’évaluation → Il s’agit d’une prise de parole en interaction dans le cadre d’un talk show radiophonique. Dans un tel contexte, des notes seront permises mais elles doivent être très succintes et regardées avec parcimonie. Les élèves devront tirer au sort une carte (role-play cards) qui leur attribuera un rôle : − le présentateur de l’émission de radio, − une immigrante d’origine Hondurienne, − un immigrant d’origine Indienne, − une jeune femme d’origine chinoise. Forme de travail Collective. Documents supports CD2 Évaluations piste 3 → Voir document photocopiable p. 00 de ce guide Présentation de la tâche Les élèves devront écouter un groupe de journalistes chargés de sélectionner un ou des participants à une émission radiophonique sur les « nouveaux américains ». Ces journalistes décrivent trois différents profils d’immigrants candidats à l’émission et donnent leur avis sur leur éventuelle participation. À l’issue des trois écoutes, les élèves devront identifier les profils d’immigrants retenus par les journalistes (pas de justifications demandées). Forme de travail ; Propositions de mise en œuvre Individuelle. Prévoir une séance : Il est possible pour gagner du temps de n’évaluer que quelques groupes et de donner une co-évaluation pour les autres. Propositions de mise en œuvre 1. Constituer des groupes de quatre élèves. Tous se préparent sans savoir exactement à quel moment ils vont effectuer leur prestation. 2. Les élèves tirent une carte. 3. Donner aux élèves 10 minutes pour prépa- rer leurs interventions. Les élèves spectateurs doivent, tout comme le journaliste, préparer 30 Task 2. Listening . . . . . . . . . . . . . . 00 pts Voir document photocopiable p. 00 de ce guide Présentation de la tâche : Manuel pp. 46-47 Prévoir un maximum de 30 minutes en tout. 1. Trois écoutes, chacune suivie d’une pause de 1 ou 2 minutes. 2. Chaque élève prend des notes lors des différentes écoutes. 3. À la fin de la troisième écoute, laisser du temps aux élèves pour répondre à la question. Corrigés et barèmes : Non sélectionné pour l’émission Sélectionné pour l’émission Candidat 1 Candidat 2 Candidat 3 Toutes les cases sont correctement cochées : 10 pts. Une erreur : 5 pts Deux erreurs : 1 pt ÉVALUATIONS Manuel p. 47 Compréhension de l’oral Documents supports → Voir 1. Communication du titre accompagnant l’enre- les consignes dans le manuel p. 47. CD2 Évaluations Piste 4 2. Trois écoutes intégrales au cours desquelles Grille d’évaluation et de notation (source : B.O. du 24 nov. 2011) → gistrement : From illegal immigrant to world known specialist à écrire au tableau. Voir document photocopiable p. 00 de ce guide. Présentation du document Le Dr Alfredo Quinones-Hinojosa témoigne de sa réussite spectaculaire : de son arrivée aux États-Unis comme saisonnier sans papier en Californie jusqu’à sa réussite en tant que chirurgien neurologue réputé. Forme de travail Individuelle. Passation l’élève peut prendre des notes comme il le souhaite au brouillon : Écoute 1 - Pause d’une minute Écoute 2 - Pause d’une minute Écoute 3 3. Après la dernière écoute, l’élève dispose de 10 minutes pour rendre compte de ce qu’il a compris, en français, sur sa copie. On pourra lui suggérer de remettre aussi son brouillon – qu’on sera vigilant de ne pas regarder avant d’avoir évalué le compterendu – afin de pouvoir observer le passage entre les notes et la restitution et ainsi pouvoir mieux aider les élèves qui auraient des difficultés dans cette épreuve. La passation et l’évaluation de la performance de l’élève suivent les instructions officielles (B.O. du 24 novembre 2011). Prévoir 20 minutes. Éléments de réponse et barème Dans le tableau ci-dessous apparaissent en colonne de gauche les critères fixés par le BO du 24 novembre 2011, en colonne de droite les éléments de réponse pour le document dont il est question ici. Niveau Comprendre un document de type monologue From illegal immigrants to world-known specialist BO du 24 novembre 2011 Éléments de réponse possibles Situer la prestation du candidat à l’un des cinq degrés de réussite et attribuer à cette prestation le nombre de points indiqué - sans le fractionner en décimales - de 0 à 10 UNIT 2 The New Americans 31 Le candidat n’a pas compris le document. Il n’en a repéré que des éléments isolés, sans parvenir à établir de liens entre eux. Il n’a pas identifié le sujet ou le thème du document. • Quelques mots relevés. • Thème et sujet n’ont pas été identifiés. 1 pt A1 • Quelques expressions relevées. • Le candidat est parvenu à relever des mots isolés, des expressions courantes et à les mettre • Thème partiellement compris : un homme a en relation pour construire une amorce de réalisé le rêve américain. compréhension du document. • Le candidat a compris seulement les phrases/les idées les plus simples. 3 pts A2 Certaines informations ont été comprises mais le relevé est incomplet, conduisant à une compréhension encore lacunaire ou partielle. Plus d’informations partielles relevées qu’en A1 : • Cet homme, immigrant illégal est arrivé en Californie avec très peu d’argent /3 dollars en poche. • A travaillé très dur pour réussir. 5 pts • Les informations principales ont été relevées. • L’essentiel a été compris. Compréhension satisfaisante. B1 • A écrit un livre pour raconter son expérience. • Il est arrivé aux Etats-Unis en 1987, il y a environ 20 ans. • A travaillé de ses mains et a eu le sentiment qu’il pouvait réaliser le rêve américain. • Pour lui, les temps ont changé mais le rêve américain existe toujours. • Le rêve, c’est d’avoir de quoi se nourrir, de quoi nourrir ses enfants et de quoi payer leurs études. 8 pts B2 • Des détails significatifs du document ont été relevés et restitués conformément à sa logique interne. • Le contenu informatif a été compris, ainsi que l’attitude du locuteur (ton, humour, points de vue, etc.). Compréhension fine. Plus de détails : • Le rêve américain est toujours vivant même si les moyens de l’atteindre ont évolué. • La réussite de cet immigrant : il travaille toujours de ses mains mais dans un institut prestigieux, un des plus prestigieux au monde. Il est médecin (spécialiste). • Plus difficile maintenant d’entrer aux US pour les Mexicains : les frontières sont mieux gardées. • Il est fier de ce qu’il a fait. 10 pts Si des éléments ont été relevés à plusieurs niveaux, il appartiendra au correcteur de définir le niveau global atteint. Note de l’élève : note sur 10 × 2 = /20 Expression orale → Voir les consignes dans le manuel p. 47. Grille d’évaluation et de notation (source : B.O. du 24 nov. 2011) → 32 Voir document photocopiable p. 00 de ce guide. Compréhension de l’écrit Documents supports et protocole → a. Both texts deal with immigrants’ feelings Voir documents photocopiables p. 00 de ce guide . Corrigé et barème Total des points = 60 pts (à diviser par 6 pour obtenir une note sur 10 pts) b. Both texts are: narratives c. Text 1 is non-fictional and text 2 is fictional 1 pt par bonne réponse = 3 pts Text 1 Where (place and country) 2,5 pts Characters present in the scene (identification – and if mentioned : age – occupations – origin – relationships) Text two High School at Prospect Heights, in Brooklyn, New York USA. 3 éléments de réponse = 1,5 pt Store, USA. 2 éléments de réponse = 1 pt • Student N° 219870508 called Chit Su, 17, high school student (9th grade) from Burma or Thailand. 5 éléments de réponse = 2,5 pts • Dariana, the Coordinator of Special Programs but a better job title would be The Fixer ( she has solutions for everything), 25, from Dominican Republic. 6 éléments de réponse : 3 pts I , the narrator – shopkeeper – from Ethiopia. Burmese sisters: probably former students at that school who have relocated in Texas. 3 éléments de réponse = 1,5 pt • Customers of the shop - narrator’s uncle and two friends/ living in the USA. • Narrator’s mother and brother / in Ethiopia 5 éléments de réponse = 2,5 pts 3 éléments de réponse = 1,5 pt 7 pts Other people involved: how they are related to the characters present – where they live 4 pts 2 pts par réponse correcte accompagnée d’une justification= 18 pts Text 1 a. All the students at the International High School at Prospect Heights have just arrived in the country. Wrong. “the students who have lived in the country for longer have learned to blend in better… but the new kids are easy to spot”. (l. 1-3) b. All the students at the International High School at Prospect Heights wear a uniform. Wrong. “brand-name sneakers and low-riding jeans”. (l. 2-3) c. Student No. 219870508 has managed to blend in perfectly well. Wrong. “Somehow Student N° 219870508 got it almost right.” (l. 5) Her clothes fit too well to be hand-medowns, and they leave no trace of a foreign country”. (l. 12) d. Lots of personal details about Student N° 219870508 are available. Wrong. “very little is known about Student N° 219870508. No one is exactly sure where she came from, ou how she got here this morning, up three flights of stairs and past security.” (l. 26-27) e. Student N° 219870508 has a bad command of English. Right. “her English is very limited.” (l. 31) f. Student N° 219870508 is given a package of peanutbutter crackers because she has a stomach ache. Wrong. “Eat these every time you feel nervous”. (l. 39) Text 2 g. The narrator earns a lot of money. Wrong. “I own my business, and that business is okay.” (l. 8) “Grateful it’s not worse.” (l. 9) / “when I can afford to” (l. 9) h. The narrator sends money to his family on a regular basis. Wrong. “I send them money every few months when I can afford to.” (l. 9) i. The narrator thinks his new life is fulfilling. Wrong. “I was hit with the sudden terrible and frightening realization that everything I had cared for and loved was either lost or living on without me seven thousands miles away, and that what I had here was not a life, but a poorly constructed substitution.” (l. 3-5) In text 1, student n° 219870508 has just arrived in the USA whereas the narrator in text 2 has been living there for some time. 2 pts a. • The main character in text 1 wants to appear integrated: UNIT 2 The New Americans 33 today is her first day […] but at least by appearances she could be any girl entering the ninth grade at any high school in any city or small town across America.” (l. 5-8) 2 pts (1 pour l’adjectif correctement choisi,1 pour la justification.) • The main character in text 2 wants to appear successful: “A grim store and a cheap apartment.” (l. 6) “I tell them only that I own my business and that business is okay.” (l. 7-8) “I send them money.” (l. 9) 2 pts b. • The main character in text 1 actually feels tense: “it was obvious Chit Su was suffering from a bad case of nerves.” (l. 24) 2 pts 34 • The main character in text 2 actually feels lonely, uprooted and homesick, “Left alone behind the counter, I was hit… made up of one uncle , two friends.” (l. 3-6) 4 pts 2 pts a. The main character in text 1 wants the American students to think she is one of them. b. The main character in text 2 wants his family to think he has succeeded. A challenging experience 1,5 pt UNIT 2 Évaluations Final task 1 The new Americans Name : Class : Speaking Manuel p. 46 Take part in a radio programme about the new Americans Suggestion de grille d’évaluation Traitement du sujet A2 B1-1 B1-2 B2 Prendre part à une conversation. Aisance et coopération. Intelligibilité et recevabilité linguistique A pu mettre en adéquation sa production avec le sujet proposé : est bien un immigrant prenant part à une émission sur les nouveaux Américains. • A lu ses notes en « jouant » peu. Des hésitations. • Voix peu audible. • Peut soutenir une conversation simple. La langue est compréhensible malgré des erreurs élémentaires, un lexique limité et une prononciation assez imparfaite (fort accent français) 1 à 3 pts 1 à 2 pts 1 à 2 pts A pu avancer plusieurs arguments simples en adéquation avec le sujet. • A su prendre de la distance par rapport à ses notes. • S’est exprimé clairement mais a récité plus qu’il/elle n’a joué. • S’est exprimé dans une langue compréhensible et globalement correcte ; vocabulaire spécifique bien utilisé. • Erreurs occasionnelles. • Bon rythme oral même si un accent et une intonation trop françisés sont perceptibles. 4 pts 3 pts 3 à 4 pts A pu avancer des idées argumentées de manière claire et méthodique en utilisant des procédés variés. • Peut prendre l’initiative de la parole et son tour de parole. • Sait se reprendre et reformuler. • La langue est compréhensible et globalement correcte. • Bonne maîtrise du vocabulaire nécessaire à la tâche. • Utilise une gamme assez étendue de vocabulaire et de structures appropriés. • Est clairement intelligible même si un accent étranger est perceptible et s’il y a des erreurs occasionnelles. 5 à 6 pts 4 pts 5 à 6 pts • A utilisé presque tous les procédés. • A pu enrichir sa production en situation. • A fait preuve d’originalité. Peut construire un entretien avec efficacité et aisance, en s’écartant spontanément des questions préparées et en exploitant et relançant les réponses interessantes. • A acquis une prononciation et une intonation claires et naturelles. • A un bon contrôle grammatical ; des bévues occasionnelles, des erreurs non systématiques et de petites fautes syntaxiques peuvent encore se produire mais elles sont rares et peuvent être corrigées rétrospectivement. • Ne fait pas de fautes conduisant à des malentendus. 7 pts 5 pts 7 à 8 pts 35 36 Sangjay Lakshmi Indian • Left India: 2009 • Reason: work as a high tech engineer • Became CEO of his company Anna Lin Wu Chinese • Left China: 2007 • Reason: study at Yale • Graduated and found the job she wished for Carmen Alvarado Hondurian • Left Honduras: 2010 • Reason: Join her husband • Became an active member of Charity Action Against Hunger Speaking - Role-Play cards The TV presenter The TV presenter Final task 1 Sangjay Lakshmi Indian • Left India: 2009 • Reason: work as a high tech engineer • Became CEO of his company Évaluations Anna Lin Wu Chinese • Left China: 2007 • Reason: study at Yale • Graduated and found the job she wished for Carmen Alvarado Hondurian • Left Honduras: 2010 • Reason: Join her husband • Became an active member of Charity Action Against Hunger UNIT 2 The new Americans Name : Class : Manuel p. 46 UNIT 2 Évaluations The new Americans Name : Class : Compréhension de l’écrit Text 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 Everybody has The Outfit—the outfit they bought for America. The students who have lived in the country for longer have learned how to blend in better, disappearing in brand-name sneakers and low-riding jeans. But each September on the first day of school, the new kids are easy to spot. […] Sitting behind a cluttered desk in her office on the fourth day of school, Dariana Castro examines the new girl from behind cat’s-eye glasses. Somehow, Student No. 219870508 got it almost right. Today is her first day at the International High School at Prospect Heights, a Brooklyn public school that teaches English to new immigrants, but at least by appearances she could be any girl entering the ninth grade at any high school in any city or small town across America. She has silky brown hair, which is half up, and small eyes, which are cast down at the floor. Her lips are glossed and her nails polished, but that doesn’t stop her from nibbling on them. She wears brand-new blue jeans (factory made), a black-and-red Mead backpack, and a T-shirt the fluorescent-green color of Nickelodeon slime. Her clothes fit too well to be hand-me-downs1, and they leave no trace of a foreign country. It’s as if someone undressed a mannequin in the back-toschool display in the teen department of Target, and re-created the ensemble on her. “What’s your name?” Dariana asks. “Chit Su,” the girl says, twisting a flower-shaped ruby ring on her finger. “Cheet Sue,” Dariana repeats carefully. Cradling a phone receiver to her ear, she motions for the girl to take a seat. Officially she is known as the Coordinator of Special Programs, but a better job title would be The Fixer. Every immigrant community has one, and the International High School at Prospect Heights has Dariana, a twenty-five-year-old Dominican with pale skin, curly red-tinted hair that will change colors and styles many times in the coming months, and a solution for everything. As soon as the new girl walked into her office to pick up her class schedule, it was obvious to Dariana that Chit Su was suffering from a bad case of nerves. But that’s just about the only thing about Chit Su that is obvious. Other than the ID number assigned to her by the New York City Department of Education, very little is known about Student No. 219870508. No one is exactly sure where she came from, or how she got here this morning, up three flights of stairs and past security. To Dariana, she looks like an ordinary American girl. But she is from Burma. Or Thailand. Her answer changes depending on who asks. Either way, she is the only person in the entire school who speaks her language, now that the flip-flop-wearing Burmese sisters have relocated to Texas. She is seventeen years old, and her English is very limited. That much is clear. “Are you happy to be here?” Dariana asks, leaning forward. “Are you nervous?” Silence. Shifting her weight in the chair, the girl smiles, her teeth crowded on top of each other like subway riders at rush hour. “You’re not nervous?” Dariana asks again, this time speaking more slowly. More silence. Dariana stands up and walks over to the corner of the room, where a large plastic bag is filled with snacks and small cartons of juice. “Here,” she says, handing Chit Su a package of peanut-butter crackers, along with her class schedule. “Eat these every time you feel nervous. It will make you feel better.” Rubbing her stomach, Dariana pretends to chew. “Mmmm. That’s what I do.” Brooke Hauser, The New Kids (2011) 1. articles of clothing that have already been used and are given away when not wanted anymore 37 UNIT 2 Évaluations The new Americans Name : Class : Text 2 1 2 3 4 5 6 7 8 9 10 11 No one tells you this at the beginning, but the days of a shopkeeper are empty. There are hours of silence punctuated briefly with bursts of customers who come and go within the span of a few minutes. […] Left alone behind the counter, I was hit with the sudden terrible and frightening realization that everything I had cared for and loved was either lost or living on without me seven thousand miles away, and that what I had here was not a life, but a poorly constructed substitution made up of one uncle, two friends, a grim store and a cheap apartment. […] In my monthly letters and phone calls to my mother and brother in Ethiopia, I tell them only that I own my business, and that business is okay. Never good. Never bad. Simply okay. Could be better. Grateful it’s not worse. I send them money once every few months when I can afford to, even though I know they don’t need it. I do it because I am in America, and because sending money home is supposed to be the consolation prize for not being home. Dinaw Mengestu, The Beautiful Things That Heaven Bears (2007) Read the texts carefully, then answer the questions Tick the right answer. a. Both texts deal with: immigration trends immigration policy success immigrants’ feelings b. Both texts are: essays narratives newspaper articles diaries reports c. Both texts are fictional non-fictional text 1 is non-fictional and text 2 is fictional text 1 is fictional and text 2 is non fictional Fill in the grid below picking out as many details as possible. Text 1 Text 2 Where (place and country) Characters actually present in the scene (identification – and if mentioned: age, occupations, origin, relationships) Other people involved: how they are related to the characters present – where they live Read the following statements and decide if they are right or wrong. Justify by quoting the text. Text 1 a. All the students at the International High School at Prospect Heights have just arrived in the country. .......................................................................................................................................................... b. All the students at the International High School at Prospect Heights wear a uniform. .......................................................................................................................................................... c. Student No. 219870508 has managed to blend in perfectly well. .......................................................................................................................................................... 38 UNIT 2 Évaluations The new Americans Name : Class : d. Lots of personal details about Student N° 219870508 are available. .......................................................................................................................................................... e. Student N° 219870508 has a bad command of English. .......................................................................................................................................................... f. Student N° 219870508 is given a package of peanut-butter crackers because she has a stomach ache. .......................................................................................................................................................... Text 2 g. The narrator earns a lot of money. .......................................................................................................................................................... h. The narrator sends money to his family on a regular basis. .......................................................................................................................................................... i. The narrator thinks his new life is fulfilling .......................................................................................................................................................... Draw conclusions about how long Student N° 219870508 and the narrator of text 2 have been in this country. (about 15 words) .......................................................................................................................................................... .......................................................................................................................................................... Complete the following sentences by using some of the adjectives from the two lists below. Quote the text to justify your choice. a. integrated - successful - at ease - competitive - busy • The main character in text 1 wants to appear ............................................................................ ......................................................................................................................................................... • The main character in text 2 wants to appear ............................................................................ ......................................................................................................................................................... b. homesick - uprooted - tense - lonely - happy - lost • The main character in text 1 actually feels ................................................................................ ......................................................................................................................................................... • The main character in text 2 actually feels ................................................................................ ......................................................................................................................................................... Complete the following sentences with elements from the list below: his/her family - his/her friends - the government - the American students - the teachers - the customers a. The main character in text 1 wants ............................………… to think she is one of them. b. The main character in text 2 wants ..............................………… to think he has succeeded. Among the following titles, which one would you choose for that set of document? A challenging experience A humiliating experience Making a dream come true Assimilation Multiculturalism 39 UNIT 2 Évaluations The new Americans Name : Class : Expression écrite A diary entry Write Chit Su’s diary entry recalling her first day at the International High School (150 words). A dialogue Imagine a conversation the narrator in text 2 had with his mother when he first told her he was going to settle in the US (250 words). 40
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