Parler en continu : je prends la parole pour raconter, décrire, expliquer.

Mask-making is a very ancient art. In parts of Australia, giant totem masks covered the whole body! In western Alaska, Inuit women used finger masks during storytelling and dancing. Do you like wearing masks?

Exercice 1 : Animal sculptures

1

What animals can be seen in each sculpture?

2

What powers might they have?

3

What’s the role of a totem pole? List your ideas.

4

Carry out a survey on your classmates to see if they would like to have a totem pole at home!

Exercice 2 : Aboriginal beliefs

1

Listen to the recording and pick out stressed words. What is it about?

2

Concentrate on traditions. Classify them.

3

Define the word totem in your own words.

4

Choose a Yup’ik mask and use keywords to create a calligram.

Exercice 3 : Native-Americans’ Animal Guides

1

Read and match animals to their characteristics.

2

What qualities do you have or would you like to have?

3

Which animal could you choose to guide you? Explain why.

4

Find out more about totems and animal guides and write a lesson, as if you were the teacher!

Want vs went vs won't

The Yup’ik went /went/ deer-hunting. They won’t /wəʊnt/ come. I want /wɒnt/ a mask like that.


They went away; they won’t come back - they don’t want to!

Suffixes

Observe: The crow has no fear: it’s fearless. The elk has a lot of power: it’s very powerful. The deer is famous for its gentleness: it’s so gentle!

Think: Observe the nouns and adjectives. What does each suffix mean?

Practise: Explain the qualities of your animal guide!

Use Padlet and make your own totem pole. Have your classmates analyse your pole and tell them if they’re right about you!

A2 I can describe the totem pole in simple terms.
A2+ I can add hypotheses and adjectives.
B1 I can use complex sentences with relative pronouns.