Hi guys,

today we worked on grammar in a fun interactive way.

You can do the exercise again below. I strongly recommend you to do it again before coming back to school next year so that you practise your English grammar. You'll be ready to resume learning from day 1.

Good Luck for your exams to come!

Mr Hattais.

Hi guys,

today we first talked about the brand "Nike" and how their way of producing shoes was not ethical at all... we then watched the report from the BBC about ethical fashion again. You had to identify the main topics from the video with key ideas and key words from the document.

Here are some of the notes you had to take while listening:

HW:

- faire le résumé détaillé en français de ce que vous avez compris en faisant une introduction, un développement qui prend en compte tous les thèmes abordés incorporant le plus de détails significatifs possibles, et une conclusion (essayer de ne prendre que 10 minutes pour le faire... cela vous entrainera à votre épreuve de l'année prochaine).

- ne perdez pas l'oreille anglaise pendant les vacances et regarder autant que possible vos films / séries / reportages / ... en V.O. ! Le 2ème trimestre de l'année 2012-2013 est déjà très proche!

Hello guys,

today 8 of you performed the last debate: "For or Against Death Penalty" and I have to say that in general you did quite a good job. Nearly no one was given less than the average (10)... I'm proud of what you have achieved! Let's keep it up for our next sequence and try to be as enthusiastic as you have been for the past 2 months. It's entitled:

"Blood, Sweat, and T-Shirts"

A bit weird, ain't it? You had to find the connection between those 3 words before filling in a quiz to know what type of fashion victim you were (like in the magazines):

You can download the quiz here again:

"yet to be uploaded"

Result of the quiz for the 1ES:

There are 2 ultimate fashion victims (girls) in the class and 3 savvy consumers (boys). The rest of the class (including both boys and girls) aren't fashion victims yet but they do pay attention to their looks a lot.

HW:

- surligner dans les questions du quiz et les paragraphes de résultats tous les mots appartenant au champs lexical du vêtement.

(thanks to Guillaume Boulic whose work I have slightly adapted for this lesson)

Hi guys,

today you first had to work on preparing real examples supporting your ideas about the death penalty. I hope you have understood what an ARGUMENT and an EXAMPLE were (eventually!) and that you'll be able to defend your point of view in front of everybody tomorrow.

Then I gave you lots of your tests back about India and we wrote some important things to remember about vocabulary and grammar. Please, please... STOP MAKING BASIC GRAMMAR MISTAKES... :

"3rd person -S" + "pronouns and possessive adjectives" are two things that you really need to master!

See you tomorrow.
Mr Hattais.

Hello again Class!

Today the students who actually spoke did quite a good job analysing and interpreting the different arguments from the tapes we listened to.

Here is what we wrote to finish the summary of pros and cons about the capital punishment:

"to be written by ..."

Finally, we listened to a recap of arguments and you had to match to the person whom they most corresponded to. You can listen to the recording here again:

Agruments FOR:

Arguments AGAINST:

HW:

- en vue de la préparation du débat pour / contre la peine de mort, vous apprendre par coeur (sens et prononciation) les arguments qui y sont liés. Peut-être pourriez-vous également en trouver personnellement?

- Vous devrez arriver avec au moins un exemple concret pour chaque argument (i.e. faire des recherches statistiques par exemple pour étayer vos arguments + vous aider de vos propres recherches antérieures, ...). Ce sera le dernier cours avant le débat. Il faut donc que TOUT soit bien calé. Si vous arrivez la tête et les mains vides, je risque d'être très énervé...

Hi guys,

today you had to determine after listening to some people speak about the topic whether they were for or against this kind of punishment.

You can listen to the document again below:

Here is what we've said so far about their arguments:

"to be written by ..."

HW:

- Remember that you will have to debate about the topic very soon.

- Get prepared for a test next week (or beginning of the week after).

Hi guys,

today we finished the presentation of the prisoners you had selected and I have to say that you all did good research on the whole. Congrats!

Now you will have to write to those prisoners during the holiday and bring me your letter when you come back to school with a €0.87 stamp and an envelope to send it to the USA.

VOCAB:
murder --> meurtre
     [də]
murderer --> meurtrier
      [drə]

crime
  [ai]

(to) kidnap / (to) abduct

on death row
in prison

an accomplice

to be convicted/ sent to prison
a convict / a prisoner / an inmate

robbery --> a thief
rape --> to assault sexually
a psycho(path)
    [sai]


GRAM:
* Concordance des temps:
- utilisation du preterit
- le present perfect

* Question = auxilliaire_sujet_verbe
--> When did he die?
 

* Programmation: BE to + BV
--> He is to die in September.

HW:

- écrire une lettre au prisonier que vous avez étudié. Vous devez faire des recherches pour savoir dans quelle prison envoyer la lettre. Pour l'adresse de retour, vous mettrez:

Lycée Marx Dormoy
c/o Mr Hattais
500 rue du Professeur Milliez
94500 Champigny sur Marne
FRANCE

Il s'agit d'une expression libre (env. 200 mots) mais voici quelques conseils:

  * Expliquez le projet conduit en classe sur la peine de mort.

  * Dire que nous cherchons à avoir des témoignages sur le sujet et d'avoir les avis de condamnés sur leur peine.

  * Demander des explications sur les motivations des crimes que les condamnés ont commis.

  * Poser des questions sur la vie en prison.

  * Demander des explications sur le système judiciaire américain.

  * Donner son propre point de vue sur la peine de mort.

  * Expliquer la situation en France.

  * ...

Hi guys,

today we began to study a new text entitled: "Death Row". You had to find some missing words in the text just by infering them thanks to the context and to give an oral account of the basic elements you could understand thanks to the WH-. Here are the notes that we took on the board:

WHO: Sam Cayhall 70  -> a murderer, killed 2 children
         Adam Hall 26 -> a young lawyer
         S. is his grandfather but he doesn't know it.
 
WHERE: Mississipi -> in jail / on death row

WHEN: 1990 (Sam is to be executed in a month)

WHAT: Sam -> to be excuted -> gas chamber
            New laws -> to execute people

HOW/WHY: Sam he doesn't care about himself
                  (3/4 packs of cigarettes a day)
                  He doesn't care about dying before
                  the execution: - maybe he's afraid
                                           - he'd rather die of lung cancer

Adam wants Sam know something -> grand son -> related family

Against the capital punishment / death sentence -> 12 States have abolished the death sentence
                     1. on death row
                     2. death sentence, capital punishment
                     3. lethal injection
                     4. execution
                     5. victim
                     6. chamber
                     7. sentences
                     8. death sentence
                     9. execution

HW:

- être capable de faire le compte-rendu oral de ce texte de manière organisée.