Learning English with CBC
Listening Lessons for Intermediate Students
Based on CBC Manitoba Radio Broadcasts
May 31, 2010
Level:
CLB 5 and up
Topic:
Hockey, Newcomers and Visible Minorities:
Racial Incidents on the Ice
Language Skills and Functions:
Language Competencies:
Language Tasks:
Listening – listening to a short interview for main
ideas, details and inference
Speaking – giving and responding to an apology;
expressing opinions
Reading – reading a text for detail; scanning a
chart for information
Writing – writing a letter to give advice
Vocabulary, Pronunciation, Listening and Speaking
Strategies, Socio-cultural/sociolinguistic Competence
Answer questions about the relationship between newcomers, visible
minorities and hockey, Canada's national sport
Listen for main ideas and inference to a radio interview with Ishmael
Mustapha about racial taunts his sons and family have experienced in
the world of minor hockey
Learn the language used in an apology
Read and analyze a short text about an incident in professional sports
involving racial insults and express opinions about the incident
Scan a chart about bullying and answer myth/fact questions
Write a letter to minor hockey officials with advice on how to encourage
newcomer youth to participate in the sport
Essential Skills:
Reading text, thinking skills, oral communication, writing
Appendices: Transcript of the podcast
Chart on Bullying and Responding to Bullying Situations
Answers to Worksheets
Attention students: You will need to print the lesson to be able to complete the activities.
Manitoba Memo
Is ice hockey a "uniter" in the Canadian mosaic? How important is it that
newcomers to Manitoba understand the never-ending conversation about bringing an
NHL team back to Winnipeg? As the country is once again caught up in the Stanley Cup
playoffs, a new study1 suggests that hockey offers immigrants to Canada a public way to
show how they identify with Canadian culture and their new country.
The study found that interest in watching hockey is higher than the Canadian
average in some immigrant communities. For example, Italian and Arab Canadians are
among the sport's most avid fans. In Toronto, the CBC hired Parminder Singh to
broadcast Toronto Maple Leaf games in Punjabi, cultivating an interest in the sport in a
population where hockey has no roots at all.
Clearly, new Canadians are watching this country's national sport, but are they
actually playing it? The answer to that question appears to be "not yet." Soccer is the
sport of many new Canadians. Statistics show that as youth soccer participation has
soared over the past ten years, hockey registration has dropped dramatically. Minor
hockey leagues across Canada are facing a stark reality. To survive, they need to recruit
players from a new demographic. They need to persuade new Canadians that hockey is
a great sport to play, as well as watch.
There are many reasons why hockey is not the chosen sport of newcomers. First and
foremost, it's unfamiliar to many as it is not played in their home country. It's expensive to
play, especially when compared to soccer. Hockey is perceived by some as an
aggressive and dangerous sport. And last, but not least, there's a lack of diversity among
players. The skin colour of professional and minor hockey is overwhelmingly white. As a
result, the sport can feel cliquish and unwelcoming.
This is not a new phenomenon in sport. Other sports, like baseball and basketball,
have diversified their player ranks over time. And that's the path hockey hopes to follow
as officials begin to address the barriers newcomers face to becoming involved in the
game.
Perhaps, as has been the case in other sports, it will be role models like the young,
talented Montreal Canadians player P.K. Subban, who will inspire more new Canadians
to get involved in hockey. Time will tell!
Background
1. Think about and the following questions



Is ice hockey played in your country?
What sports are popular in your country? Is there a national sport? What is it?
Have you ever been to a hockey game? Watched hockey on TV? What are your
overall impressions of hockey as a sport? How would you describe it?
1
Sources: http://www.theglobeandmail.com/news/national/the-great-melting-rink/article1576685/ and
http://www.faceoff.com/hockey/teams/toronto-maple-leafs/story.html?id=92809f78-33d3-430f-a6c9-226109f553d1
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
Learning English with CBC
Page 2 of 17



Is it important for newcomers to Canada to understand something about hockey?
Why or why not?
Is it important for newcomer youth to consider playing hockey? Why or why not?
Competition in youth minor sport and professional sport doesn't always bring out
the best in players, parents, coaches or fans. There are many examples of
incidents where a fight breaks out or personal or racial insults are exchanged
during or after a game. What do you think of this kind of behaviour in sport? Is it
just part of the game? Why or why not?
2. Vocabulary definitions
Here are some words you need to know to understand the CBC interview.
hockey-crazed
To be crazy or passionate about watching or
playing hockey.
minor hockey
A term used to describe amateur or nonprofessional hockey played by youth under the age
of 16.
(belong to its) ranks
To belong to an organization or group. For example,
the members of a minor hockey or soccer league
are said to belong to the ranks of that particular
sports organization.
racial taunt
To upset someone with teasing, a remark or joke
about their race.
an incident
A specific event, happening or occurrence that
takes place. For example, in sports, events that
upset players, coaches or fans are often referred to
as incidents.
a face-off
A method of starting play in ice hockey, lacrosse,
and other games where an official drops the puck or
ball between two opposing players. Each player
tries to control it to give their team an advantage.
the "n" word
The word nigger is seen as taboo and as a racial
slur, so instead of actually saying the offensive word,
people will refer to it as the "n" word.
f-ing
An abbreviation of common swear word used in
English. Also referred to as the "f" word.
Abbreviated expressions are used to avoid saying
the actual word, which is seen as impolite or
inappropriate.
to shrug it off
To respond to an incident in sports with a shrug of
your shoulders, ignore what has happened and
continue to play the game.
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Page 3 of 17
to shut down
To stop doing something or stop being involved in
something.
(to be) degraded
To be treated without respect. To lose respect for
yourself.
(to be) insulted
To be the recipient of a remark or action that was
deliberately rude, insulting or offensive.
racial discrimination
To treat someone or a group differently or unfairly
due to their race.
3. Predict what the podcast is about
In this story, Ishmael Mustapha talks to Terry MacLeod about racial incidents that his
sons and family have experience at youth hockey games. What kind of emotions would
you expect Ishmael to express when he talks to Terry about these incidents?
I think he'll be ...upset about what happened.
He might be...concerned about what happened.
He could be...happy about how the incidents were resolved.
Maybe he'll be...angry.
I expect he'll be...offended.
I don't know what kind of emotions he'll express.
4. Get ready to listen
In this podcast (listening), you will hear three speakers. They are:
Marcy Markusa – host
Terry MacLeod – interviewer
Ishmael Mustapha – parent
Play the podcast for the first time.
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Page 4 of 17
5. Listen for main ideas, detail and inference
Sometimes when we listen, we are listening for important details that help us to understand a
situation. Sometimes we are listening for the main ideas or for inference. When you listen to
the interview this time, listen for main ideas, details and inference. Read the questions and
select the best answer for each question. The first one is completed for you as an example.
1
2
All of the incidents Ishmael
talks about _________.
Ishmael's sons have________.
3
The recent racial taunts have
_________.
4
Ishamel has __________about
his sons continuing to play
hockey.
5
Ishmael believes that nonwhite parents should
________________.
6
Based on Ishmael's
experience, it appears that
minor hockey _____________
of welcoming player from
different ethnic backgrounds.
a) happened in 2010
b) happened in 2009
c) happened last month
d) all of the above
e) none of the above
a) frequently been exposed to racial taunts on the ice
b) occasionally been exposed to racial taunts on the ice
c) rarely been exposed to racial taunts on the ice
d) all of the above
e) none of the above
a) affected his son's self-esteem
b) meant his son doesn't always feel like playing hockey
c) upset his son
d) all of the above
e) none of the above
a) strong feelings
b) mixed feelings
c) confused feelings
d) all of the above
e) none of the above
a) encourage their children to play hockey
b) think about whether they and their children can
handle the hockey environment
c) make sure their children do not play hockey
d) all of the above
e) none of the above
a) does a very good job
b) does a very poor job
c) needs to do a better job
d) all of the above
e) none of the above
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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6. Use of taboo words in the English language
Do you have taboo or swear words in your language? In English, there are three
traditional categories of bad words. The first category is religious words, the second is
words referring to body functions and the third, which is considered by many to be the
most offensive, are words referring to sexual acts or organs. Today there is a fourth
category of taboo words. It consists of words that relate to race or sexuality.
However, what is and isn't considered taboo in English is constantly evolving. Many
words that were once taboo are now viewed as slang. The words that continue to be
taboo are words that the majority of the population still finds offensive or unacceptable.
In English, when people want to talk about a taboo word but not actually use the word,
they sometimes use alternative expressions or abbreviations. These expressions are
universal - everyone knows what taboo word they are referring to. Ishmael uses two
examples in this interview, as follows:.
the "n" word, which refers to "nigger"
The word "nigger" has its origins in several languages. In a neutral context, it meant the
colour black. But historically, the word is linked to slavery. It was used to denote hatred
and repulsion toward Africans and African Americans and to mock or stereotype. It is
this historical use of the word which has made it taboo.
"f-ing" or the "f" word
Although this word, which refers to a sexual act, is used frequently, it is still considered
rude and offensive by many. It is generally not heard on radio or TV, except in its
abbreviated form.
Do you have ways to talk about taboo words in your language without actually saying
them?
7. Use of pauses in spoken English
Listen to Terry's last question and Ishmael's answer one more time (lines 44/45). There
is a long pause before Ishmael answers. Why do you think Ishmael paused for such a
long time before he answered? How does that long pause affect you as a listener?
When there is a long pause in spoken English it may be because the speaker is trying to
decide what to say, or because the speaker is very emotional or distracted. Long
pauses are also used for dramatic effect.
Do you use pauses in your spoken language? What role do they play?
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Cloze Exercise – Listen again and complete the conversation
May 11, 2010 (broadcast date)2
Speaker
Podcast
Marcy
Hi I'm Marcy Markusa and ________ ___________ to Learning
Line
English with CBC. Well Canada is a ________-_________land
and hockey is certainly part of our ___________. Today, Terry
MacLeod interviews a father who loves the game, but thinks
___________ ___________ has work to do when it comes to
5
welcoming _____-______ players into its ranks. His family has
been subject to ___________ ___________ on and off the ice and
this experience has him ___-________ whether his kids should
play hockey at all.
Terry
Hello, Ishmael Mustapha.
Ishmael
Good morning.
Terry
Tell us a bit about ___________ ___________ ___________ to
10
your sons on the ice.
Ishmael
It just, over the years, ___________ ___________ ___________
___________, depending on the situation, and who they're playing,
often, not often, it happens, but not very often, but every once in a
15
while, a player on the opposing team, when the kids are lining up
or going back to a face off, y'know, ___________ ___________
___________ ___________ would say some really ___________
___________ to them and of course there's of course
___________ ___________ in sports, but when it comes to levels
20
of you know, you're a coloured boy, you're, the "n" word comes out,
you're, you know, you're an f-ing terrorist, y'know those sorta things
will affect the boys, ___________. I mean in years past, with my
eldest, what often they've done, my eldest boy, this is my second
son, sometimes they just ___________ ___________
___________ and continue to play, but any kids who's between the
2
The complete interview is a CBC Information Radio podcast. Go to
http://www.cbc.ca/podcasting/pastpodcasts.html?56#ref56
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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25
ages of 13 and 15, and that's usually when this sort of instances
occur, they ___________ ___________ athletically, y'know, they
don't feel like playing, they don't feel like going on the ice, 'cause
___________ ___________ ___________ ___________
___________ ___________.
Terry
When you sent me the note yesterday, you you said in that, my
message to any non-white parent is ___________ ___________
30
___________ ___________ ___________, don't encourage them
to play hockey. ___________ ___________ ___________.
Ishmael
It is, and that's how I felt at that time. And and at times, you know
ah, my feelings regarding that same incident3, they go up and
down, you know, after the event, ___________ ___________,
___________ ___________, am I protecting my child by putting
35
them in that sort of situation? But then you spend time talking to
them and you you realize that sure, ___________ ___________
___________, they got insulted, is my kid going to learn from this
or is he just going to not be part of a hockey team and enjoy the
Canadian culture as he should?
Terry
So ah...
Ishmael
So as far as that statement goes, it's different, depending on the
40
person, depending on the parents and the child, y'know, can you
handle that sort of ___________ ___________ ___________
___________?
Terry
What do your kids say about it? What have they said about it?
Ishmael
(pause) Well I know for a fact that ___________ ___________
45
___________ ___________ ___________ ___________
___________, but he's still ___________ about it and this
happened about three, four months ago.
3
In the particular incident Ishmael references, the player who made the racist comment received a three game
suspension. Ishmael's son received a one game suspension for "inappropriate activity" after the game.
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Page 8 of 17
After you listen
a) Review your pre-listening predictions
Were you able to correctly predict the emotions Ishmael expresses in his conversation
with Terry?
b) The world of apologies
An apology is when we tell someone we are sorry for having done something that caused
inconvenience, unhappiness or was hurtful. When and how we make apologies differs from
one culture to the next. Here are a few examples:
1. In one culture, you may be expected to apologize if you sneeze, but not if you burp. In
another culture, the expectation may be the opposite.
2. In some cities, you may be expected to apologize if you step on a person's foot in the
subway. In another city, this may happen so often people no longer apologize, although
they may say "excuse me."
3. In one culture, someone might apologize if they take the job of a colleague who is retiring in
order to show respect. In another culture, someone who takes the job of a retiring colleague
would never think of apologizing.
The chart below provides examples of expressions we use to make apologies, explain our
behaviour and respond to apologies.
To make an apology
I'm sorry.
I'm very sorry.
I'm terribly sorry.
Excuse me.
Pardon me.
I apologize.
To explain ourselves
I wasn't feeling well yesterday.
I didn't see you.
It won't happen again.
I'll be more careful next time.
It was my fault.
I'm responsible for what happened.
I was upset.
I wasn't thinking about what I was
saying/doing.
I was wrong.
What I did/said was unacceptable.
To respond to an apology
That's okay.
No problem.
Don't worry about it.
No worries.
I accept your apology.
Your task:
Think of examples of situations or incidents where an apology would be required. Try role
playing that situation. What would each person say? Use the appropriate language for an
apology from the chart above to help you get started.
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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c) Read a news story about an apology
There are certain things that make an apology effective. Read the following CBC news
story. Pay attention to the details about how Chris Simon apologizes and what he says.
Remember, you do not need to understand every word of the story to get the gist and
understand the main points.
On the night of November 8, 1997, a racist incident occurred in an NHL hockey
game between the Edmonton Oilers and the Washington Capitals. In an emotionally
charged and unusually physical game, Chris Simon of the Washington Capitals called
Mike Grier of the Edmonton Oilers a “nigger.” “I don’t know how it happened between
us,” Grier said. “It was a physical game. . . .
Two days later a very contrite Chris Simon met Grier in Toronto and apologized for
his racial slur. “I feel very saddened about what’s happened,” Simon said. “Being a
native North American I should know better . . . I’ve had to put up with racial taunts
myself. We all came on the ice and we started mouthing back and forth . . . I’m not
making any excuses, it was very wrong what I said and I’m very sorry. That’s not the
type of person I am. I just wanted to speak to him [Grier] and apologize.”
After the meeting, Grier said, “We met for about five minutes and it went well. He
said, ‘I’m sorry’ and I believe him; he had a very sincere look in his eye. It takes a
stand-up person to come here and handle it the way he did . . . I accept his apology.”
Grier said it was an emotional moment for Simon. “He was really broken up.”
Simon was suspended for three games. Grier said he hopes the incident will raise
awareness about the issue of racism in sports. “There have been times when I’ve done
things, stupid things,” admitted Grier, “but at the same time, I don’t think something
like that should ever be said man to man—in the heat of the battle or not. I hope it
raises awareness . . . People think racism doesn’t exist, but it’s out there, it hasn’t gone
away.”4
4
Adapted version of news story and questions from:
http://newsinreview.cbclearning.ca/wp-content/archives/dec97/coleharb/blakice.html.
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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d) Complete the chart on effective apologies
The chart below lists the main elements or criteria of an effective apology. Can you find
information in the text to show or illustrate each of the criteria of an effective apology?
The first example is completed for you.
An Effective Apology...
Chris Simon's apology...
Is given promptly and in person
- took place two days after the incident
- was in person
-
Is brief and to the point
Is sincere and heart-felt
-
Accepts responsibility for actions and
admits wrong doing
Shows regret
-
e) Answer opinion questions about the news story
Here are some questions to think about.
1. What kinds of factors lead to the racial incident described in this news story? Do any
of these factors excuse the racial comment Chris Simon made? Why or why not?
2. Is the fact that Chris Simon is also a visible minority and of Aboriginal descent an
important part of this incident? Why?
3. Do you think an incident between two members of different visible minority
communities has a different meaning than an incident between a visible minority
person and a white person? Why? What does this tell us about the nature of racism
and how we perceive it?
4. What do you think of the way the two players resolved this incident? Was it resolved
successfully? Why or why not?
5. Do you think a three game suspension for Chris Simons is a fair penalty? Why or why
not?
6. In what ways is what happened to Mike Grier on the ice similar to what happened to
Ishmael's son? Was one incidents more serious that the other? Why or why not?
7. Does the age of the participants matter? Is it more/less acceptable if these kinds of
incidents occur when adults are playing a sport then when youth are playing? Why?
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Page 11 of 17
f) Scan a chart for information and answer fact and myth questions
Sometimes our views on people or on things that happen in our society are based on myths.
Myths are ideas that people may think are true, but which are not supported by the facts. Scan
the information about bullying on page 15. Read the following statements and decide whether
each statement is a myth or a fact. The answers will be reviewed in class.
1.
Bullying is just a stage in life. All kids go through it.
Myth Fact
2.
The best response in a bullying situation is to get angry and fight
back.
Myth Fact
3.
People are born bullies.
Myth Fact
4.
Bullying is a problem for the schools to deal with.
Myth Fact
5.
One of the most important things young people who are being
bullied can do is tell a trusted adult what has happened to them.
Myth Fact
6.
If children observe repeated incidents of aggression or abuse
within the family, they are more likely to bully others.
Myth Fact
7.
If peers intervene to help the victim of bullying, the bullying often
stops quickly.
Myth Fact
8.
Children and youth who experience bullying can be depressed,
sad and lose interest in going to school or participating in
activities.
Myth Fact
9.
Bullying can cause serious harm.
Myth Fact
10. Most children grow out of bullying.
Myth Fact
11. Reporting bullies to the officials in charge will only make the
problem worse.
Myth Fact
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g) Write a letter of advice
After the interview with Ishmael, CBC interviewed Don McIntosh, the President of the
Winnipeg Minor Hockey League. In the interview, he spoke about the minor hockey's
efforts to undertake education and develop policies so that Ishmael's sons can play
hockey without experiencing harassment or discrimination. He also gave examples of
things minor hockey is doing to encourage newcomer and visible minority youth to play,
including developing behaviour guidelines that coaches and players must sign and
developing educational materials.
Write a letter of advice to Don McIntosh about how you think the participation of
newcomer and visible minority youth in hockey can be increased. Use the following
outline to help you.
Who are you
writing to?
Dear ____________________________
Start with why you
are writing the letter.
I have just listened an interview on CBC radio about
______________________________________________.
I have some advice that I would like to share.
What is your advice?
First of all, I believe it is very important for minor hockey to
________________________________________________
________________________________________________
Secondly, I think minor hockey should________________
_________________________________________________
_________________________________________________
Conclude your letter.
I believe if minor hockey makes these changes, one result will be
that ______________________________________________
__________________________________________________
Yours ___________, (sincerely or truly)
_____________________________ (sign your name)
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Want to know more…
For more information on hockey and new Canadians, go to the following CBC sports link:
www.cbc.ca/sports/hockey/ourgame/story/2009/01/09/minorities-minor-hockey.html
There are many sites with information on bullying. Here are some of them:
The Canadian Children's Rights Council website:
www.canadiancrc.com/Bullying_Canada_Resources_Provincial_Programs.aspx
The Canadian Safe Schools Network: www.cssn.org
Government of Manitoba and Safe Schools Manitoba:
http://www.edu.gov.mb.ca/k12/safe_schools/index.html
The Centre for Children and Families in the Justice System: www.lfcc.on.ca/bully.htm
The Kids Help Phone: www.kidshelp.sympatico.ca/en
The Red Cross program RespectED: Violence & Abuse Prevention has a section on
bullying: http://www.redcross.ca/article.asp?id=294
The information on myths and facts is from:
The Promoting Relationships and Eliminating Violence Network (PREVNet)
www.prevnet.ca/Home/tabid/36/language/en-US/Default.aspx
and from:
http://www.bullying.org
Note: CBC does not endorse and is not responsible for the content of external websites
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Page 14 of 17
Bullying and Harassment
What is Bullying?
Bullying results from a misuse of power. It involves deliberate, hostile and repeated behaviour that is intended to harm someone. It
can be physically or emotionally hurtful. The forms of bullying change with age. They include everything from playground bullying to
racial insults in sports to sexual harassment to elder abuse.
Bullying is about contempt. It's a powerful feeling of dislike toward someone who the bully perceives as worthless, inferior or
undeserving of respect. Bullies often feel they have the right to hurt or control others. They don't tolerate differences and they think
they are free to exclude or isolate others.
Bullying and harassment are the terms generally used for problems in peer relationships. Repeated aggression within a family
relationship is more likely to be called abuse or family violence.
Types of Bullying
Physical






Hitting
Kicking
Punching
Pushing/shoving
Stealing
Dating aggression*
Verbal






Insults
Name-calling
Comments about how
someone looks or talks
Threats
Sexual harassment**
Ethnoculturally-based or
racial comments***
Social




Cyber
Gossiping
Rumours
Ignoring
Not including someone in
group activities

Use of email, cell
phones, text messaging,
Internet sites and other
forms of communication
technology to physically
threaten, verbally harass
or socially exclude an
individual or group
* Physical or verbal actions on a date, including grabbing, punching and spreading rumours or name-calling.
** When a person or group hurts another person by taunting or discussing sensitive sexual issues, creating sexual rumours or messages, making
homophobic comments, rating sexual body parts, telling sexual jokes or initiating unwanted sexual touching.
*** Physical or verbal behaviour used to hurt another person because of his or her culture, race, colour or religion.
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Suggested Responses to Bullying
The following chart suggests responses to bullying behaviour. The information is targeted at youth ages 12 to 18, but the general
principles apply to other age groups.
If you are being bullied...






Stay calm and try not to show you
are upset; try not to get angry
Look the person in the eye and
say you don't like what they are
doing
Find an adult you trust and tell the
adult what happened
Stay close to friends who you
know will stick up for you
Stay away from places where you
know bullying happens
If the bullying doesn't stop, walk
away, join other friends or ask for
help
If you are a bystander...





Speak out and help the person
being bullied
Tell the bully to stop
Comfort the person; let them
know what happened was not fair
or deserved
If this doesn't work, or you are
afraid of the situation, find an
adult you trust to help
Help someone who is being
bullied by inviting them to
participate in activities with you so
they do not feel so alone
If you are a parent or guardian...





Listen and respond to all
complaints from your child, even
seemingly small ones like namecalling
Talk to the adults who were in
charge when the incident
occurred and try to find ways to
remedy the hurt and prevent
future problems
Stop bullying behaviour that
happens at home
Be a role model - consider how
you treat others and others treat
you
Ensure organizations you are
involved with have effective antibullying policies
Most of the information on bullying in this section is from: http://www.publicsafety.gc.ca/res/cp/bully_12217-eng.aspx
Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
Learning English with CBC
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Self Study: Hockey, Newcomers and Visible Minorities: Racial Incidents on the Ice
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Learning English with CBC