Chapitre 6 – Mise en Train

1.

  1. Where did Céline and her friends go for the day?
    Céline and her friends went to a castle named Chenonceau.
  2. How did they get there?
    They went by bus.
  3. How did they find out about the history of the château?
    They used a tourist guide book
  4. What did they do at the château?
    They went sightseeing.
  5. What happens at the end of the story?
    Hector got stuck by the river.

2.

  1. n’est pas allé au château?
    Bruno.
  2. a visité le château?
    Céline, Hector, Virginie.
  3. a trouvé Chenonceau magnifique?
    Céline.
  4. a lu le guide du château?
    Céline
  5. a dit qu’il y a des gens qui disparaissent?
    Céline et Virginie.
  6. a disparu?
    Hector
  7. a cherché Hector partout?
    Céline et Virginie.

3.
1 Visiter
2 Magnifique
3 A acheté
4 Est parti
5 Est arrivés
6 Des vélos
7 A remarqué
8 A cherché

4.
What do the teenagers in Le disparusay to …

  1. ask for an opinion?
    Ils disent: “C’était comment? C’a t’a plu?”
  2. express enthusiasm?
    Ils disent choses comme: “Je te dis!” ou “Cétait magnifique!”
  3. express disbelief?
    Ils disent: “Ce n’est pas vrai!”

5. A ton avis, qu’est-ce qui est arrivé à Hector? Qu’est-ce que tu ferais à la place de Céline et de Virginie?
C’est possible que il s’est perdu, alors à place de Céline et Virginie je chercherais a Hector.

Expeditions – G10 Okinawa

Our expedition trip to Okinawa consisted of 4 dives. Leading up to these dives we studied the chapters of our dive books and learned how to use the “Recreational Dive Planner” table. With our attained knowledge of nitrogen levels in the body, gas narcosis, equipment allocation, and good diving practice, we were ready to test our skills (and learn new ones) in open water (at a maximum of 18 meters of depth). We dived in small groups and if one person wasn’t ready to dive, then none of us were. It was highly team (and buddy) oriented, learning proper hand signals for underwater communication was important to everyone’s safety. However once all the knowledge and communicative methods became of second nature to us, we were controlling our buoyancy (and other aspects) in the water sufficiently to swim and discover the underwater world.
Many manoeuvres were performed underwater. The most difficult being taking the BCD off for adjustments, and then putting it back on with the limited visibility of the masks. Apart from that the CESA, aided buddy ascent, normal ascent, and controlled buoyancy ascent were easy and fun to practice. There were many more skills we had to attain such as navigating underwater, planning our air consumption, clearing our masks (of water) underwater, and simulating running out of air. I developed many skills during my time in the open water diving course, and can say that I now know how to “look left and right before crossing the road”.

Here’s a reflection on how the trip changed me and made me grow.

 

GCD – Fit for Life Reflection No.1 (First Draft)

(2) Healthy Habits: Students demonstrate knowledge and understanding of nutrition, body mechanics and sleep requirements.

Something I have learned this year in my daily life is that finding the right sleep schedule can really help me during school days. With more sleep I have noticed that I am far more able to communicate my thoughts efficiently; I have more energy, and I am far more apt to deal with challenges. My social and academic life are heavily affected by the quality of sleep I get, one example is cheering people up after they go through something difficult, or helping people with their work. In my grade I am known as the person that you go to when you need help with an assignment, and I have a very high rate of positive responses from those that I have helped. However whenever I don’t get enough sleep I either am far too tired or frustrated to help people, or my aid is of low quality and I end up hurting people in one way or another because of how I act when I’m groggy. Also when it comes time for me to cheer someone up, if I am tired then I go through the thought process of “this is not affecting me; what do I care?”, and so I inevitably leave whoever is in peril to handle their own problems.

Through these examples my

(3) Habits of Mind: Students reflect on the development of habits that promote balance, resiliency, mindfulness and stress management.

Le Comte de Monte Cristo – Chapitre 3

1) 1 a, 2 c, 3 a, 4 b, 5 a

2) a) Rome, Secrétaire, Arrêté, Trésor, Palais, Geôliers, Fou.
b) L’abbé s’a cru le propriétaire d’un trésor. Les habitants de la prison ils ont l’appelé “l’abbé fou”. Il eté un vieil homme qui a tracé des chiffres sur la terre de son cachot.

3) La police – Un policier |||  Le crime – un criminel ||| Un complot – complottier ||| L’espionnage – un espion ||| un judgement – un judge ||| la traîtrise – un traitor ||| la prison – un prisonnier ||| la dénonciation – un dénoncier |||

4) 1. numero 34 2. je veux mourir 3. Dieu 4. je veux mourir 5. De faim.

5) C’est l’abbé qui fait ce brui.

Romeo’s Capulet Girl Obsession

Romeo and Juliet (1936)

Romeo and Juliet flirting at the Capulet fest.

Rossano. “Romeo and Juliet (1936).” Flickr. Yahoo!, 14 Apr. 2014. Web. 21 Apr. 2016.

In this week’s issue we grab an interview with Romeo – the hopeless romantic – himself. We catch up with him on the Capulet fests, Juliet – Romeo’s potential lover, and Romeo’s part in the feuds. Did we find out his true self and actions, or were we left in the dark?

Q: We heard that you quarrelled in the recent feud between Capulets and Montagues down in the town square. What have you say about that?
A: It is utterly outrageous for you to make such claims, I had not participated in such quarrels for I was attending to my own… matters. I say that particular feud was completely unnecessary and made for mere pleasure of Sampson and Gregory

Q: And what of the capulet fest? One of our photographers caught sight of you and a capulet girl; Juliet, was it?
A: Well yes I was at the capulet party and I did meet Juliet, but I had only done this to take my mind off of Rosaline who was my previous love interest. However without warning I grew enamoured of her, and I completely forgot about Rosaline; finally, my brooding was over.

Q: What went through your mind when you realised that she was a Capulet?
A: I felt that my world was tumbling around me for I knew the difficulties that would have to be faced for us to finally be together. Not many people would wish to be on our side.

Q: What do you think would have happened to you if you hadn’t met Juliet? For all we know, we wouldn’t have ever seen you in the light of day again.
A: I think that Juliet was my saviour who swayed me from sulking over Rosaline and lighted up my future with the prospect of being with her the rest of my life. If I had not met her, I would have continued thinking of Rosaline and my depressed phase would have continued on.

Q: What was your first thought when you saw Juliet?
A: “How wondrously heavenly can a lady be?”

Q: Apart from your physical attraction to each other, what made you approach her?
A: In my eyes it seemed as if she had a charismatic aura glowing around her; her voice, her words, and her body language all contributed. However generally if you asked anyone why they approached another person, it would mainly be for physical attraction.

Q: If you met Juliet for the first time again, what would you do or change to your encounter?
A: Well I think I’d keep everything the same except I’d take her out and away from the party so we could have some time to converse. It would have also helped to know more about her, like the fact that she was a Capulet.

Q: What do you think makes Juliet worse than your previous lover?
Nothing makes her worse, she is in fact much better suited for me. Juliet has a quick wit and intelligence, and not only that, she hasn’t sworn to chastity(Which I think is a little outdated).

Q: What was your previous lover like? What did she have that you liked?
A: My previous lover was a decade older than me and she had sworn to chastity, her unattainability was what drove me mad. Not only that, but she was good looking.

Q: Everybody thinks that you have some sort of obsession with Capulet girls, this is true correct?
A: I completely refute that view. I don’t have some sort of fantasy with ladies that are of another house; It all depends on the circumstances in which I meet them. It seems that I meet Capulet girls whenever I’m in search of some form of amusement.

Tourism Highlights

  1. What were the top three countries in terms in international arrivals in 2014
    France, United States, Spain
  2. What were the top three countries in terms of international receipts in 2014?
    United States, Spain, China
  3. Explain the difference in patterns depicted by your answers of question 1 and 2.
    Maybe in France there were less products to buy and most of the money gained was from travel money. However in the other countries they may have had more souvenirs and such so more money was spent on products plus the travel capital gained.
  4. Describe the recent trends of tourism in Africa.
    Tourism in Africa has not increased as much as other countries. Nor has the gain in capital from tourism. However every year they are increasing by a small percentage margin.
  5. Describe the changes in international tourist arrivals between 1950 and 2010.
    In 1950s there were 25million international tourists. In 2010 there were 1.133 billion international tourists.
  6. In your opinion, why has tourism increased since the 1950s?
    Globalisation: transportation and advertisement of other countries.

Le Comte de Monte-Cristo – Chapitre 1

1) 3a, 6b, 2c, 4d, 5e, 1f

2) 1. Il a pris le commandement du Pharaon parce que le capitaine antérieur s’a poussé malade.
2. L’ile d’Elba.
3. Napoleon
4. Envoyer un lettre a M. Villefort.
5. Parce que il y a un indication que quelqu’un étais mort.

3) Caderousse a dit: a, d, f, h.
Danglars a dit: c, e, g, k, l.
Fernand a dit: b, i, j

4) 1. Une chaloupe
2. l’équipage
3. Capitaine
4. Marines
5. Cadons
6. Tâm

5. Les policiers sont avertent de danglars et ferdinand. Ils pensent que Édmond est un userper.

Chapitre 8 (Le Petit Nicolas)

1. Parce que les élèves sont vilaines.

2. Ils agiterent les mouchoirs et crier youp-la.

3. Son père n’a pas voulu acheter une télé.

4. Le rôle de cow-boy

5. Il a cherché ses frères.

6. Il ne veut pas la queue.

7. 4 (quatre) élèves

8. Il a enlevé ses lunettes.

9. Non

10. Il y a le Marquis de Carabas et un ogre qui veut manger les frères de Petit Poucets.

Christopher Colombus

Has your perspective of Columbus changed?
Yes my perspective of Columbus has changed because beforehand I didn’t know that inspired the killing of that many native americans, I also didn’t know what he encouraged huge amounts of human trafficking.

Of native americans?
The only thing that I see differently of the native americans is that I did not know of their tribal wars, nor of their tribes in the first place. I now feel sympathy towards them and what they had to go through.

How can you read history and be aware of biases?
The way we can be aware of biases is by looking in depth at the things that are stated and also see what the historian is focusing on. In the reading that I looked at, I could see that the historian was focusing on the trade between the two parts of the world rather than what the natives had to go through.

If you were to write about columbus, what themes would you focus on, knowing that you cannot write everything about everything?
I would research about what the laws were back then about slavery and how bad he really was not only in our eyes but in the eyes of the world back then. I would also research about what other things he did to the natives and if he really did commit those crimes.

What themes did your readings choose?
The themes that my reading chose were that of trade, and a little bit of colonialism.