Les problèmes de société (discriminations)

Document 1. Extract from an interview with Jordan, 17, published on a British charity's website.
« I have used a wheelchair since I was nine. At secondary school, I was never bullied, but I was often ignored, which is a different kind of pain. I was left out of school trips because the coach had no lift. I was not chosen for the football team, even though I'm good at wheelchair basketball. When I complained, a teacher told me that the school couldn't change everything for one pupil. That sentence was more hurtful than any insult. Things changed in Year 11, when a new head teacher arrived. She asked me to join the school council. Together, we wrote a charter: every trip must be accessible, and every club must welcome disabled pupils. Last month, our wheelchair basketball team played its first match. Twelve pupils came — and only two of them are disabled. »

1. According to Jordan, what is « a different kind of pain »? Explain with two examples from the text.
2. What did a teacher say to Jordan, and how did he feel about it?
3. What changed when the new head teacher arrived? Give two decisions of the charter, in the passive or with « must ».
4. Why is the last sentence important? Answer in English with a full sentence.

Document 2. Results of an anonymous survey in a secondary school in Cardiff (Year 9, 150 pupils): « In the last year, have you been… »

1. How many pupils answered, and what percentage of them were laughed at because of their appearance?
2. Which situation is the least frequent, and what does the last line tell us about witnesses?
3. Write two sentences in the passive using the table (one in the present perfect: « … have been… », one in the preterite).
4. Propose two measures for this school with « should », based on the two most frequent problems.

1. Mets au passif au même temps : « Some pupils mock Leila's clothes. » / « The coach chose only boys for the team. » / « People don't take disabled athletes seriously. »
2. Complète avec should ou shouldn't + verbe : « Teachers (ignore) ___ nasty comments. » / « Pupils (report) ___ cyberbullying. » / « We (welcome) ___ newcomers. »
3. Donne le contraire avec un préfixe : fair, tolerant, respectful, legal, honest, equal.
4. Corrige les quatre erreurs : « The racism is unfair, so nobody should be judge by their origin, and victims must to speak up instead of stay silent. »

1. Traduis en anglais : « un spectateur passif », « répandre des rumeurs », « prendre la parole, dénoncer », « un cliché, un stéréotype ».
2. Donne le nom en -ism qui correspond à chaque critère : le sexe, l'âge, la couleur de peau ; puis le nom de la personne qui pratique le racisme.
3. Explique en anglais la différence entre « to tease » et « to bully », puis entre « a witness » et « a bystander ».
4. Complète avec le bon mot : hate speech, disability, minority, target — « a) People with a ___ have the right to accessible buildings. b) Insulting a whole religion online is ___. c) A ___ is a group smaller than the rest of the population. d) The new pupil quickly became the ___ of jokes. »

Your school is preparing Anti-Bullying Week. Write the text of a short speech (80 words minimum) that you will read to Year 7 pupils. Follow the four steps.

1. Explain what bullying is and give two examples (use « bullying », « a bully » and one passive form such as « is laughed at » or « are left out »).
2. Describe how a victim feels, with at least two adjectives from the chapter (« ashamed », « lonely », « hopeless »…).
3. Tell Year 7 pupils what they should and shouldn't do if they see bullying (two sentences with « should » / « shouldn't »).
4. Conclude with a sentence expressing your opinion (« I find it unacceptable that… » or « In my opinion… ») and a sentence with « everyone deserves… ».