Hi guys,

today we began to correct the translation you had to complete during your 3-hour test before the holidays. Here goes what we have done so far:

In the days afterward, I couldn't get in to them. The area had been cordoned off and most it evacuated but somehow the police nerver arrived at 40 white street to tell its residents to leave.
Les jours suivants, je n'ai pas réussi à les rejoindre. Le quartier avait été bouclé et la plupart évacuée, mais bizarrement la police n'arriva jamais au 40 white street afin de dire à ses habitants de quitter les lieux.
 
The first week-end, Inga and Sonia managed to travel to Brooklyn and I cooked for the two of them. We talked a little. Inga told me about the ruined cars piled up on C.S, the smoking pit a few blocks south,
Le premier week-end, Inga et Sonia réussirent à aller à Brooklyn et je leur ai fait à manger. Nous avons un peu discuté. Inga m'a parlé des carcasses de voitures empilées sur C.S, du cratère fumant quelques pâtés de maison plus au sud,
 
the pale dust that had covered everything like a toxic snowfall, her worry about poisons in the air. And then they slept. They slept and slept and slept, the sleep of exhaustion
de la poussière pâle qui avait tout recouvert comme un manteau de neige toxique, de ses inquiétudes à propos des poisons qui flottaient dans l'air. Et puis elles dormirent. Elles dormirent, dormirent, et dormirent
 
and perhaps relief to be away from there, the place where it had happened. But on Sunday when Inga asked Sonia what she had seen from the classroom window that morning,
du sommeil de l'épuisement et peut-être du soulagement d'être loin du lieu où cela s'était passé. Mais le dimanche, quand Inga demanda à Sonia ce qu'elle avait vu depuis la fenêtre de sa classe ce matin-là,
 
the girl just shook her head, her eyes blank and her mouth tight.
la jeune fille se contenta de secouer la tête pour dire non, les yeux vides et les lèvres sérrées.

We will finish correcting it tomorrow.

HW:

- pensez à actualiser vos fiches de vocabulaire et préparez-vous à un contrôle sur la séquence "Disturbing Lives: colonisation"

- rendre la correction de son devoir d'expression écrite (en corrigeant les erreurs / finissant / améliorant votre production)

Hey guys,

today we first finished our sequence about shopping with the end of the song "Price Tag" that you finally succeeded in singing alright. Here are the comments we made about the song:

"to be written by ..."

Then we continued the lesson without Holly because she was sick but we did talk about slavery and modern slavery in particular. Here is what we said about the document we watched about Bridal Slaves:

India, a land of contrasts (slavery and a blooming economy)

The document is a report about slaves in India. It deals with bride trafficking, a modern type of slavery.  A woman is sold to a man by her parents. She is then the slave of her husband, who can make her work around the house (for the house chores and for sex) and outside the house for agriculture.

          Slavery is now illegal in every country in the world. However, it is alive, striving and bigger than ever (in India for instance).

A slave: is a person who works for no money and without his/her consent. They are not free to leave. Moreover, there is always violence.

Finally, you had to guess what the mystery object was and you have made many assumptions so far. Here is the list of possibilities you put forward:

"to be written by ..."

The mystery object, the picture:

HW:

- apprendre vos leçons.

- faire la fiche de vocabulaire "Shopping"

- se préparer pour le test de fin de séquence et le test de vocabulaire sur "Shopping".

Hey guys,

today we worked on correcting the chart you had to complete about immigration waves to the US.

Here is what we said about it:

From 1860 to 1880, the Chinese went to the U.S to build the railroad and because they were too poor to raise their children in China, they stayed in the U.S., full of dreams.

From 1880 to 1900, Italians, Poles, Ukranians, and Greeks went to the USA for religious and political reasons and to live an easier life.  

Goal = They went to the U.S to have freedom of religion.
Cause = They fled/left/went to the U.S because of tyranny.

From 1900 to 1920, Italians left their country because of the war (WW I) and to have a better life.

From 1920 to 1940, the 1929 Wall Street crack slowed immigration. It was not attractive. It made immigration go down / decrease. The National Origins Act also made immigration go down. There was a quota* to make immigration stop.
 

* A quota = only selected immigrants could enter.
 

Vocabulary:

* to lack food
* to die of starvation / to starve to death
* a high rate of unemployment
* So / Consequently, ...
* an economic crack / crisis
* to decrease (-) // to increase (+)
* a quota
* a law
* the railroad
* to raise children   

HW:

- Chercher les définitions pour les mots suivants:

   1- Pogrom (groupe 1)

   2- E pluribus unum (groupe 2)

   3- Ellis Island (groupe 3)

- Vérifier ses sources concernant la population aux USA et les pourcentages de chaque communauté.

Hey guys,

today we worked on the song "Price Tag" by Jessie J. and B.o.B.

We first did a little bit of phonetics to be able to sing it correctly and we started the analysis.

The two proverbs that are represented in the video are:

"Money talks" and "Money doesn't grow on trees"

-> However in the video, money does grow on trees but money doesn't talk, i.e. it doesn't rule the world. To be fulfilled, the singer doesn't need money, she needs to sing and dance.

We talke about the ironic criticism that the singer elaborates with her song and started filling in the lyrics. We'll finish this next time.

Watch the video clip again here:

HW:

- Finir la fiche d'activités.

- Faire les devoirs spécifiques pour le cours de Holly (cf. post précédent)

- Se préparer à un contrôle de vocabulaire / leçon la première semaine au retour des vacances + un contrôle terminal pour la séquence shopping (compréhension / expression la deuxième semaine).

Document:

- Téléchargez la fiche d'activités ici.

Thanks to Mrs Kiffer who originally created the activity.

Hi guys,

today after making a quick recap of what we had said before, we continued talking about immigration to the USA and why people used to leave their country to live the American Dream.

Here is the chart we have begun to draw, the lesson that goes with it as well as the vocabulary:

HW:

- finir de compléter le tableau en s'aidant du document distribué en cours (Immigrants - Facts and Figures)

- Faire un paragraphe explicatif pour chaque vague d'immigration en s'aidant de la phrase modèle faite en cours.

- Compléter les fiches du classeur en se préparant à un contrôle de leçon et vocabulaire la semaine de la rentrée.

Documents:

- Télécharger le document support ici.

Hi guys,

today we took the plane to New York JFK and you tried to get in the USA. Unfortunately for some of you as you were terrorists or drug dealers, you were denied access...

You can download the announcements made by the cabin crew (me...) to welcome you on board and to prepare yourself for landing here:

Here is the waiver that you have to fill in when on the plane to the US:

Here is what we said about it:

Warm Up: Immigration Waiver

Today we did a warm up about immigration services in the USA. Firstly we began with a little activity, we watched a video that made us feel as if we were on a plane; we were the passengers and Mr Hattais was the flight attendant (he made a very good job!). Then we filled in a waiver and to finish we talked about it. We gave our opinion and wrote the lesson.

Lesson:

I don’t think it’s really useful because people can lie. I believe it cannot prevent terrorists from striking. It’s only to enforce security measures and show that the government cares about people. It’s to reassure them.

Voc:

Illegal immigrant

(to) enter ¤ a country

A form / a waiver

Useless / inefficient

HW:

- finir vos fiches de vocabulaire sur la séquence précédente en vue d'un contrôle de vocabulaire.

- revoir les éléments de la séquence précédente (en terme de récit notamment) pour être capable de rédiger un texte en prenant en compte le point de vue d'un personnage.

Hey guys,

today you had to listen to the recording once more and concentrate on the ethnic groups and where they mostly lived.

Then you had to give a definition for the words "melting-pot" and "diversity" from what you understood from the document. Here is what you said:

'to be written by ...'

Finally, you had to imagine some possible reasons why people wanted to immigrate to the US and identify the facts actually mentionned in the interview:

'to be written by ...'

HW:

- apprendre la leçon

- compléter les différentes fiches du classeur