To what extent can sport be a channel to express dissent ?

Axe: diversité et inclusion

Mots-clé: discrimination / générations / minorités / égalité / émancipation

Par Catherine Diard-Beranger et Karine Vitry-Roche, professeurs d'anglais au lycée Gaspard Monge à Chambéry (Savoie 73)

Can protest in sport change the world?

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