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Do the followin activities about linking words and write them in your copybook (especially the ones you don't know)

1-https://learningapps.org/display?v=pz6htstqj19

2-https://learningapps.org/display?v=psw0nifmn19

3-https://learningapps.org/display?v=pv6tvvowa19

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Look at the mindmap here and do the activities

1- Possessive adjectives/ determiners: https://learningapps.org/display?v=pfeqkrztv19

2-Possessive pronouns: https://learningapps.org/display?v=pww2fpw1a17

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Let's do some revisions that will be useful until the end of the year (and also for next year) We'll continue our work about the environment in class ;)

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Let's do some revisions that will be useful until the end of the year (and also for next year) We'll continue our work about the environment in class ;)

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Do the activities on learning apps:

1-https://learningapps.org/17749725

2-https://learningapps.org/display?v=pzbogxaft01

3-https://learningapps.org/display?v=pegs12gxn16 (présent BE (conjugué + V-ING)

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An example of correction comparative --> compare the 2 videos

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An example of correction comparative --> compare the 2 videos

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The second video is less scary than the 1st one and is a bit more hopeful because during the lockdown animals were less stressed and calmer than before.

Man was in his golden cage and he even became/got fatter and lazier than before.

During the 2020 lockdown nature was more quiet and greener. It was also more peaceful. The animals were freer and less traumatized by the human race (that’s probably what the author of the video intended to show).

However, when this lockdown had ended, everything went back to the way it was before. Man is as cruel as and as insensitive as before.

Man (=WE) has to change his behavior (comportement) and listen a bit more to nature

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Moodle --> Answer the question that is asked on moodle about the videos and read your partners answers. You can react to their opinions.
// va sur Moodle et réponds à la question qui est posée dans le forum à propos des vidéos. Donne ton opinion et réagis à celles des autres.

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Step 2: Watch this third video made by Steve Cutts (I promise, I'll stop after that, but our planet is actually dying, so I'm trying to sentize you guys to this subject!)

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Step 2: Watch this third video made by Steve Cutts (I promise, I'll stop after that, but our planet is actually dying, so I'm trying to sentize you guys to this subject!)

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1- Watch the video
2-Do this quiz on Learning apps and copy the questions and the answers in you copybook.
Link here: https://learningapps.org/display?v=pd352rdwt21

//regarde la vidéo et fais le quiz sur Learning apps. Recopie les questions et les réponses dans ton cahier.

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Help: a video about the comparative form with adjectives

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Help: a video about the comparative form with adjectives

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Pour ceux qui ne savent plus ce qu'est le comparatif, ouvrez vos cahiers à la séquence 3 relationships et regardez cette vidéo.

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How to Compare Things in English. Comparative Adjectives

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Step 1: Watch this other video made by Steve Cutt in 2020 (during lockdown)

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Step 1: Watch this other video made by Steve Cutt in 2020 (during lockdown)

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1- Watch the video //regarde la vidéo
2- Do the activity with the adjectives and the comparative on learning apps --> link here : https://learningapps.org/display?v=p0mjk97ta21
// fais l'activité avec les adjectifs au comparatif sur learning apps (lien au dessus)
3- Write a paragraph in your copybook to compare both videos (Man 2012 and Man 2020), the animals, man and nature. (100 words at least)
// rédige un paragraphe dans ton cahier en utilisant l'exercice d'au-dessus pour comparer les 2 vidéos (2012 et 2020), les animaux, la nature et l'homme

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1- About GreenPeace:          Look for information about GreenPeace. Explain what it is, what it does and give a few dates. 

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1- About GreenPeace:          Look for information about GreenPeace. Explain what it is, what it does and give a few dates. 

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// A propos de GreenPeace:
Cherces des information sur GreenPeace. Explique ce que c'est, ce qu'elle fait et mentionne quelques dates importantes.

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What are Nestlé doing about plastic pollution? #plasticmonster

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2-Watch these 2 spoof ads. Take notes and write a recap (in your copybook) for each of them. Explain what you see, what's happening and what their goal/aim is. Then, give your personal opinion about them and say which one you prefer and why.

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2-Watch these 2 spoof ads. Take notes and write a recap (in your copybook) for each of them. Explain what you see, what's happening and what their goal/aim is. Then, give your personal opinion about them and say which one you prefer and why.

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//Regarde ces deux publicités. Prends des notes et rédige un récapitulatif (dans ton cahier) pour chacune des vidéos.
Explique ce que l'on y voit, qu'est ce qu'il se passe et quels sont leurs buts.
Puis, donne ton opinion personnelle à propos de chacune d'elles et dit laquelle tu préfères et pourquoi. (IN ENGLISH)

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Read this text about Ruby Bridges' experience and answer the different questions below.

// Lis le texte à propos de l'expérience de Ruby Bridges et réponds aux questions en dessous.

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"The Problem We All Live With" is the title of the painting.
What do you think it means?

// A quoi ce titre fait-il référence? "the Problem"?

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Look at the painting and read the instructions. Write sentences in your copybook or record yourself.

//Regarde la peinture et lis les instructions. Ecris des phrases dans ton cahier ou enregistre-toi.

-->This little girl’s name is Ruby Bridges.

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--> His dreams: He wanted Blacks and Whites to be equal.

--> He wanted segregation to stop in the USA.

--> MLK wanted Blacks to have the same rights as Whites.

--> MLK wanted Blacks to be respected.

-->MLK wanted Blacks to be free.

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--> MLK sounds hopeful and he seems to have faith in the future but we can still feel the anger in his voice. (he is angry because Blacks and whites are not equal)

--> His dream is to end racism and hate/ hatred. He hopes that blacks and white will be able to live together one day.

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If you want to listen to the entire speech, here it is.

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Try to sum up this part of the speech by explaining what MLK wanted (his dreams). (example and lesson in the following document)

Essaye de résumer cette partie du discours en expliquant ce que Martin voulait. (exemple et leçon dans le document ci-dessous)

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b-Read this modified speech and listen to it at the same time. Find the 13 mistakes and correct them.

//Lis ce discours modifié et écoute le en même temps. Trouve les 13 erreurs et corrige-les.

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a-Listen to this part of his speech given in Washington DC in 1963.
How does MLK sound ? Imagine why
// écoute son discours et explique comment est sa voix et essaye d'expliquer pourquoi.

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Read this text about MLK anc complete the table. // Lis le texte à propos de MLK et complète le tableau.

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This document is a black and white cartoon/caricature created by Indeed in 2008. We can see 2 men, namely MLK and Barack Obama. MLK is delivering a speech (he has a several microphones in front of him). There is a speech bubble with Obama in it over his head. MLK is thinking about Obama while he is speaking.

-->What do you know about them?

MLK delivered his most famous speech in Washington D.C. in 1963. His speech is called “I have a dream”. MLK fought for the rights of the black population. He delivered many speeches and he organized a lot of marches. The most famous march was the Washington March in March 1963.

B. Obama was the first black president in the USA (he was elected in 2008).

In this cartoon, B.Obama represents his dream come true. MLK dreamt of ending segregation. MLK dreamt of freedom and equality.

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Martin Luther King was one of the leaders of (he was at the origin of) the bus boycott in Montgomery after Rosa's arrest.

//Martin Luther King était une des personnes qui menaient le boycott des bus à Montgomery après l'arrestation de Rosa Parks.

-->Look at the document. Introduce and describe it.

What do you know about these 2 men ? (record yourself)
// regarde le document: Présente-le et décris-le.
Que sais-tu à propos de ces deux hommes (sans faire de recherches), enregistre-toi.

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Read Rosa's testimony again and answer the following questions (in English).
//Relis le témoignage de Rosa et réponds au questions (plus détaillées) en anglais.

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a-Read the text a first time and try to introduce it in 3-4 sentences.

// lis le texte une première fois et présente le en 3-4 lignes.

b-Global understanding:
Make a table with the WH- questions and answer with key words. Make an oral recap with your notes.

//Compréhension globale: Réalise un tableau avec les WH- questions et réponds avec des mots clés. Réalise un récapitulatif oral à l'aide de tes notes.

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First, read, listen and repeat these words.
//Tout d'abord, lis, écoute et répète ces mots.

Vocabulary help:
A seat = un siège / une place

A passenger = un passager

The law = la loi

A fine = une amende / contravention

To arrest somebody / to be arrested  = être arrêté

To give up --> gave    = to renounce

To refuse

To protest

To be on trial = passer en jugement

To defend one’s rights = défendre ses droits

To board = to get on = monter à bord

A minister = a pastor = un pasteur

Belligerent = aggressive

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Look at the 2 photographs.
This woman was Rosa Parks. She died in 2005.

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Listen to this tongue twister and repeat it very quickly.

"Fresh fried fish, fish fresh fired, fried fish fresh, fish fried fresh. "

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Do the activities to learn the vocabulary.

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Look, listen and repeat

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Look, listen and repeat

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Events to write on the timeline

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Look at the timeline and write the correct events under each date. (see doc: Events for the timeline)

// Regarde la frise chronologique et écris les bons évènements sous chaque date (voir doc : Event for the timeline) (aide-toi de ton livre et d’internet)

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-Black people used to be separated from white people in public places.
-African American children used to go to different schools.
-Black people didn't use to sit in the front of the bus.
-Black people used to have their own places.

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Give your opinion about this. Explain what you think in a few sentences.

// Donne ton opinion à propos de ceci. Explique ce que tu en penses en quelques phrases.

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Explain what the Jim Crow laws were to someone who don’t know them and give examples (use the things that you have learnt). Record yourself and send me your recording.

//Explique ce qu’étaient les lois Jim Crow à quelqu’un qui ne sait pas ce que c’est et donne des exemple (utilise les choses que tu as apprises). Enregistre-toi et envoie-moi l’audio.

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Do Exercices 24 - 25 p 149

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a-Black people used to be separated from white people everywhere.

“Used to + BV” indique un changement par rapport au passé. On indique que quelque chose était vrai avant (une habitude), mais cela ne l’est plus aujourd’hui.

A la forme négative on dira--> did not use to + BV : I didn’t use to live in a house.

--> notez l’exemple et l’explication dans le cahier

b-Write 4 other sentences with “used to” to conclude about the Jim Crow Laws.

// Ecris 4 autres phrases avec « used to » pour conclure sur les Jim Crow Laws.

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Do this game to revise the permission, interdiction and obligation during the segregation period.

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Rules during the segregation period (USA)

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Classify the different pieces of the puzzle in the correct categories at the top. // Classe les différentes pièces du puzzle dans les bonnes catégories en haut.

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Jim Crow Laws (from the 1880s to the 1960s) were rules/ laws that restricted African Americans’  rights. They were rules that AA had to respect in order to live in society. They explained what they had the right to do and not.

// les lois JIm Crow (d'environ 1880 aux années 1960) étaient des règles/ lois qui limitaient les droits des africains- américains. Les AA devaient respecter ces règles afin de pouvoir vivre dans la société. Elles leur disaient ce qu'il pouvaient faire ou ne pouvaient pas faire.

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3- Lesson: interdiction, obligation, permission in the past

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3- Lesson: interdiction, obligation, permission in the past

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Read the lesson and copy it in your copybook

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Read the document (real Jim Crow Laws) and follow the instructions.

//Lis le document (les vraies lois Jim Crow) et suis les instructions

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Read the text and write in your copybook, in your words, what the Jim Crow laws were (English).

//Lis le texte et écris dans ton cahier (en anglais) avec tes mots ce qu’était les « Jim Crow laws ».

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Read the instructions on the document and record yourself. Send me your work.

//Lis les instruction sur le document et enregistre-toi. Envoie-moi ton travail.

--> In fact, this man was a character in minstrel shows (="zoos humains"/ spectacle humain) in the USA, played by a white person to make white people laugh.

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a-President Licoln was shot down by a man in a theatre.

b-Martin Luther King was considered as a peaceful speaker (by people n’est pas nécessaire ici)

c-Black people were brought to America by slave oswners.

d-Mixed marriages were banned by the law during the Segregation period.

e-In his speech, Martin L. K. hopes that his children will no longer be judged by the colour of their skin.

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Do this exercise about the passive voice + exercise 77 p 157

// fais l'exercice suivant sur la voix passive + ex 77 p 157

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3-Lesson: The passive voice // la voix passive 

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3-Lesson: The passive voice // la voix passive 

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--> toutes les phrases que tu as lues dans le document d’avant étaient à la voix passive.

Read this lesson on the passive voice and copy it in your copybook.

//lis cette leçon sur la voix passive et recopie la dans ton cahier

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Read the different paragraphs and write the words that are under each paragraph in the right sentences.

// Lis les différents paragraphes et replace les mots qui sont en dessous de chaque paragraphe dans les bonnes phrases.

Attention : une aide au vocabulaire est en bas de la page 3

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Listen to this tongue twister and repeat it very quickly.

“I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.”

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CORRECTION THE ORIGIN OF THE BLACK QUESTION

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CORRECTION THE ORIGIN OF THE BLACK QUESTION

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3-Historical context: the origin of the Black Question

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3-Historical context: the origin of the Black Question

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Read the different documents and answer the questions. // lis les différents documents et réponds aux questions

Help : slaves = esclaves ; slaveholders = propriétaires d’esclaves ; rights = des droits ; to be endowed = être doter de..  whether = si …

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A noter dans son cahier.

Chapter 4 : Standing up for freedom

PB: What was the segregation period in the USA and how was it experienced?

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Look at the 3 documents. Describe them and react to them before you see the title of the chapter. Record yourself and send me your recording.

//Regarde ces 3 documents. Décris-les et réagis avant de voir le titre de la séquence. Enregistre-toi et envoie-moi ton audio.

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Try to read the two short stories (or one of the two ;) and send me a message to tell me if you liked it or not, and why. (I must admit that the style is a bit particular but the author is Edgar Allan Poe) ;)

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Try to read the two short stories (or one of the two ;) and send me a message to tell me if you liked it or not, and why. (I must admit that the style is a bit particular but the author is Edgar Allan Poe) ;)

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//Essaye de lire les deux nouvelles (ou une des deux) (au style un peu particulier, c'est du Edgar Allan Poe) et envoie-moi un message pour me dire si tu les as aimés ou non, et pourquoi.

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Lisez les consignes de la tâche finale et faite-la (les consignes sont aussi notées en français).
Attention: pas de plagiat ou de triche, respecter bien mes consignes.
Aucun retard accepté.
Good Luck ;)

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Listen to this document 3 times (as in class) and complete the worksheet.

// écoute ce document 3 fois (comme en classe) et complète la fiche

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1-Read this movie review and follow the instructions. // lis cette critique de film et suis les instructions (sur la fiche)

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EXEMPLE DE CORRECTION MOVIE POSTER REVIEW

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EXEMPLE DE CORRECTION MOVIE POSTER REVIEW

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à noter dans son cahier si rien n'a été fait.

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My character is a small burlesque British actor, director, scenarist, producer and composer.
He was born on April 16th, 1889 in London and he died on December 25th, 1977 in Corsier-sur-Vevey in Swiss.
He is an idol of silent cinema in the 1910’s thanks to his character “Charlot”.