Hi guys,

today we worked on the text at the origin of the movie we had watched before the holidays, Philadelphia. 

Here is what we said about it:

The scene takes place at Joe Miller's office (a lawyer who is an old acquaintance of Andrew's). Andrew has come to sue his ex-boss from a big law firm because he says he was wrongfully fired. Joe is skeptical and not interested. He wants Andrew to go out because he is both scared to sue this powerful company and to be contaminated with AIDS.

In this extract, we learn that:
* Andrew has a partner /lover = he is gay 
* he is also a lawyer
* "KS" - he has a cancer

Here is the vocab ulary from the text refering to:

1- job

incompetence / dismissed / firm / office / fired

2- illness

cancer / symptoms / ks / aids / pneumonia / medication / diagnosed / lesions

3- law

lawyer / (to) sue / law suit / law firm

4- body

face / lesion / forearm / forehead / leg / skin

HW:

- ceux qui ont "oublié" de faire leur travail pour aujourd'hui (film poster and plot lines), c'est pour demain, derniers délais.

- avec les mots de vocabulaire relevés dans le texte, préparer une phrase / une série de phrase reprenant l'ensemble des idées du texte.

- préparez-vous à un contrôle de vocabulaire sur la séquence.

Hi guys,

today was our last day of class before the holidays... awesome, ain't it?

We worked on a scene from the movie Philadelphia, first without the sound and you had to focus only on staging and acting to invent a possible dialogue. You did quite a good job assuming what the situation was.

You can watch the extract again below:

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:

 

-> From 1840 to 1860, Western Europeans went to the USA because they didn't have jobs. There was a high rate of unemployement in Europe. The Irish in particular wanted to escape famine and to have better lives.

Reminder:

Goal ==== To
Ex : They wanted to immigrate to flee / escape / run away from the war.

Reasons === Because (of)
Ex : They immigrated to the US because their country was destroyed.

Additional vocabulary: 

"to be written by Stacy"

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 two of you came up to the front of the class to give out their presentations about this visual document: 

You can send me YOUR personal oral presentation by email and I will help you correct it.

Then in the 2nd part of the hour, we had class with Holly who taught you some bits about slavery and a slave auction. You had to impersonify slaves, slave owners and buyers at a slave market.

Here are important vocabulary words:

"to be written by ..."

HW:

- vous devez aller remplir l'enquête sur le site "Slavery Foot Print" et revenir après les vacances avec le nombres d'escalves que vous faites travailler sans le savoir. Cliquez ici pour accéder au questionnaire.

- vous devez également regarder ce reportage pendant les vacances et être capables de présenter à l'oral ce que vous en avez compris (who, where, when, what, how, why, ...)

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:

New York is a fantastic melting-pot:

The city is compared to a melting-pot because there are people from many different countries in one place. It's an emblem for diversity because of the successive waves of immigration that came to "New World" = the USA

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:

Reasons for immigrating: (Why ?)
.. because they were attracted to the USA.
.. because they were enslaved
.. because their countries were destroyed (cf. WW II = World War II)

Purpose / Goal / Aim: (What... For ? )
... to work
... to have a new life
... to build a new life
... to leave their misery
... to live the "American Dream"

Hey guys,

today after warming up a little, I gave you instructions about how to adapt the scenes from the play Romeo and Juliet that you will have to perform after the holidays.

I hope you will acheive something interesting and that your groups will turn out to be awesome!

Here is the assessment grid I will use to grade your performances on D-Day. Think about all the criteria to make sure that you will acheive good results.

HW:

Voici un rappel de ce que vous devez réaliser pour Jeudi et remettre à Holly.

-> Vous devez terminer l'adaptation du texte. Dans ce texte (tapé à l'ordinateur), vous devrez inclure un code couleur (couleurs indcatives).

Ex:

- en noir, les parties que vous avez adaptées et qui ne se trouvent ni dans le texte original, ni dans la version moderne.

- en rouge, les parties que vous avez prises de la version moderne (au moins 4 lignes pour chaque personnage).

- en vert, les parties que vous avez prises de la version en ancien anglais (au moins 4 lignes / vers pour chaque personnage).

Rappelez-vous, l'ensemble doit être cohérent et faire sens. Il faut donc réussir à palier l'absence de certains personnages en adaptant la pièce effectivement.

Vous devrez ensuite penser à l'adaptation pour la scène, à savoir "staging and acting".

Hi guys,

today we first made a quick recap of what we had said yesterday about the picture and Nizart had to draw it on the board to make sure the directions you gave him were correct.

Then we continued talking about the topic of immigration to the US listening to the following document: 

Here is what we said about it:

"to be written by ..."

HW:

- apprendre la leçon

- commencer ses fiches de vocabulaire

- remplir le tableau phonétique

- trouver une carte de NYC avec les quartiers de Manhattan manquants et qui sont mentionnés dans le document audio

Hi guys,

today we almost finished our sequence about shopping and you learnt lots of important vocabulary to remember.

Here is what we said and did for this last but one lesson before the end of the sequence:

"to be written by ..."

HW:

- vous devrez être capable de présenter comme à l'oral du bac le document visuel ci-dessous en développant un IDAHO complet (+ branch out) et ne vous appuyer que sur des notes... PAS DE LECTURE..., s'il vous plaît. Une ou plusieurs personnes seront interroger. N'hésitez pas à faire des liens dans la partie Hidden Context avec d'autres thèmes abordés précédemment et qui y sont liés.

- Après les vacances, vous aurez un test sur le thème "Shopping". Il s'agira d'une compréhension écrite.