Hi guys,

today we first corrected the homework you had to do about the events concerning Jacob during the pogrom. Here is the timeline we finally drew after you spoke:

The scene is a pogrom. It takes place at the beginning of the 20th century in a Russian village
 
-> There was an assault
-> The soldiers killed everyone
-> Jacob tried to protect the rabbi
-> They killed the rabbi
-> he screamed because he was angry and scared
-> he tried to escape
-> he was shot by a soldier
-> he couldn't run away because he was hurt
-> he took a torch to scare the horse
-> he killed a soldier
-> he took the horse
-> he left the village
-> the whole village was on fire

Then we continued by working on how to pronounce /ed/ endings in verbs. Here is the chart and the rule in French that we elaborated:

"to be written by ..."

Finally, you made hypotheses about Jacob's possible future and we saw how "may / might" could be used in this context. Here is what you said:

- He might escape and flee from Russia.

- He might surrender.

- He may come back and get revenge.

- He may change his name not to be recognized.

- The soldiers may hunt him.

- He may tell other villages that the Russians are arriving.

- He may take refuge in another village.

Hi guys,

we first studied how the American population was distributed in the US according to "race and ethnicity" but also density thanks to the following powerpoint presentation:

(opens with open office)

Here is what we said about it: 

In 2010, there were 308 million inhabitants in the US:
. . .*72% of Caucasians
. . .*12% of Afro Americans
. . .*5% of Asians
. . .*16% of Latin Americans / Hispanics

Every year the population of the US increases.
The two fastest growing ethnic groups are Hispanics and Asians.  
There are differences according to the States. For example, in California there are fewer Caucasians and more Hispanics.
NB: The center of the US is not densely populated compared to the coasts.

 
(Source: Census Bureau of the US)
    

Then we continued the class with a picture which served as an anticipation to the extract from the movie Ellis Island we watched later.

Here is what we said:

The picture shows a star of David (the symbol for the Jewish community). It's at the top of synagogue, on fire.
The building is burning. It makes me sad, scared and worried.

I guess Nazis or Palestinians burnt the building or it was an accident.

Rephrase: l'hypothèse sur un fait passé

... may have + p.passé       or        ... might have + p. passé

-> Nazis MAY HAVE burnt the synagogue.
-> It MIGHT HAVE been an accident.

You can have a look at the video down here again. We will make further comments about it next time:

HW:

- apprendre la leçon

- se préparer à un contrôle de leçon + vocabulaire notamment en actualisant les fiches de son classeur.

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 we first made a quick recap of what we had said yesterday about the picture after struggling with you to find a volunteer who was finally designated... what a shame! For the LESSON... Gosh, it's SO easy...

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

Here is what we said about it:

The document is an interview with two people about the city of New-York and immigration.

They talk about where the different communties / ethnic groups live in Manhattan (Queens / China Town / Harlem / The Bronx / Little Italy) and NYC in general. It can be divided into several districts / boroughs / parts / neighbourhoods.

List of nationalities:

Latinos:

Colombians
Puerto Ricans
Cubans

Asians:

The Chinese
The Vietnamese
Indians

Afro-Americans:

The Senegalese

Europeans:

Eastern Europeans:

Russians
Armenians
Urkrainians
The Poles

Western Europeans:
The Irish
Germans
Italians

HW:

- apprendre la leçon

- commencer ses fiches de vocabulaire

- remplir le tableau phonétique avec des mots de la leçon

Hey guys,

today you had to correct your tests in groups. I think you did your job alright even if it did take you quite a long time.

Here is one part of the correction:

    Vocabulary: 

a)    - Ability = power                               - Epaule : shoulder

        -  De l'acier : steel                             - Brow : sourcil

        - Agé : elderly                                    - Taille (corps): waist

g)     STORY:

 First, the Vulture menaces people: when they see him fly, they are terrified. Later, at a newspaper "J. Jonah Jameson Publishing", the reporters have a    photo of the Vulture and Spiderman. They think that Spiderman is a menace. Finally, the enemies of Peter Parker speak of the Vulture. So, Peter Paker who is doing a science experiment has an idea. He wants to take a photo himself fighting with Vulture.

Take care,

Mr Hattais.