Chapitre 4 Mise en Train

Activité 1: Tu as compris?

1. Why are the students taking pictures?

Because they have a photo report contest.
2. What do Agnès and Jean-Philippe take pictures of?

Things they see everyday like the nature.
3. What do they emphasize in their presentation of Martinique?

The nature of Martinique like the beaches.
4. What do Stéphane and Lisette take pictures of?

They take pictures of what the Martinique people do everyday
5. What are they trying to show in their photo-essay?

The life of the young people, family, in the ocean, and the villages.

Activité 2: Pourquoi?

Complète les phrases suivantes.

1. L’île est verte toute l’année parce qu’il y a toujours un peu de pluie.
2. C’est un paradis pour les pêcheurs parce que le climat est doux et la mer est toujours bleue.
3. Beaucoup de gens se lèvent à 4h parce que le travail commence très tôt
4. C’est une île très colorée parce qu’il y a des fleurs de toutes les couleurs.
5. On aime se balader ensemble le samedi après-midi ou le dimanche parce que c’est quand la famille peut etre réunie.

a. parce qu’il y a des fleurs de toutes les couleurs.
b. parce que c’est quand la famille peut être réunie.
c. parce que le climat est doux et la mer est toujours bleue.
d. parce qu’il y a toujours un peu de pluie.
e. parce que le travail commence très tôt.

Activité 3: A qui, les photos?

Voici des photos prises par Agnès, Jean-Philippe, Stéphane et Lisette. D’après ce que tu sais sur les thèmes de leurs reportages photographiques, dis qui a pris chaque photo.

  1. Stéphane et Lisette

  2. Agnès, Jean-Philippe

  3. Stéphane et Lisette

  4. Agnès, Jean-Philippe, 

  5. Stéphane et Lisette

Activité 4: Cherche les expressions

In Un concours photographique what do the students say to …

1. suggest that they participate in the photo contest?

Ça te tente de le faire avec moi?

2. accept a suggestion?

Pourquoi pas?

3. describe what’s on the island?

C’est magnifique!

4. describe the weather?

Chez nous, il fait beau, chaud même parfois, mais il y a toujours un peu de pluie.

5. tell when and how often they do something?

Pour nous, les jeunes, c’est l’école. Le soir, on apprend les leçons.

Activité 5: Et maintenant, à toi

Imagine que tu vas faire un reportage photographique sur ta ville ou sur ton état. Qu’est-ce que tu vas prendre comme photos?

je vais prendre le tour de Tokyo et the Meiji Jingu shrine. Parce que le tour de Tokyo est tres historique et le Meiji Jingu shirine est tres populaire shrine



Chapitre 2 Mise Train

Activité 1: Tu as compris?

1. Which rooms of the Lepic house does Pamela see?

She sees the entrance, living room, kitchen, bathrooms, toilets, and bedrooms.
2. What would Pamela like to do?

Pamela would like to visit a cathedral.
3. Why don’t the girls visit the cathedral?

Because Pamela slept


Activité 2: Qui…

1. trouve la maison sympa?

2. montre la maison à Pamela?

3. aimerait bien visiter la cathédrale?

4. explique comment aller à la cathédrale?


Activité 3: Cherche les expressions
1. How does …
a. Sandra welcome Pamela? Bienvenue chez nous.
b. Mrs. Lepic respond to a compliment?Tu trouves?
c. Sandra ask how Pamela’s feeling? Ça va? Pas trop fatiguée?
d. Sandra tell Pamela to make herself at home?Bon, fais comme chez toi.
2. How does Pamela …
a. pay compliments? C’est sympa ici.
b. say how she’s feeling? Non, ça va. .
c. express a desire to do something? J’ai envie de visiter la cathédrale
Activité 4: C’est quelle pièce?

Qu’est-ce que Sandra dit pour montrer chaque pièce?

1. Alors, là, à droite, ce sont nos toilettes.

2. Notre salle de bains est à côté.

3. Et voilà ta chambre.

4. Ça, c’est la salle à manger…

5. Et voilà la cuisine…

Activité 5: Et maintenant, à toi

Imagine que tu arrives dans une ville française. Qu’est-ce que tu aimerais faire?

j’aime faire du visiter une vielle ville. J’aime faire acheter les cadeau pour mes amies.


Reflection on Expedition

This year on the Expedition trip, I went overseas to Phuket, Thailand. I have learned new things on this trip and experienced things that I would not have done in Japan.

On first day of Phuket, I met the Burmese mon children and painted the walls of their classroom. I had a hard time communicating with them and talking to them because they do not speak English or Japanese. Therefore, we had to find a way to communicate with them. On the first two days, there was group A and group B. In this group, we painted and we played with the kids. The picture below is what we painted as a group this year.dsc01148dsc01158

I think that there was a lot of collaboration skills when painting. We had to make sure that everyone had things to do and we liked what we were painting.

Another activity that I thought that there were a lot of collaboration skills were in the rainforest. Since the weather was not good the week when we were at Phuket, the ground was wet and muddy. We had to go through another trail. The ground was very muddy there was a place where it was very steep. I was very scared that I was going to fall. However, people around me helped me.


I think that this journey had some self-reliance. I had to rely on myself in the rainforest. When we were sliding down a very steep slope, I had to rely on balancing and my body weight to stay still and stable.I believe that this year’s expedition was a great expedition to experience that I could not have done. I am looking forward to next year’s expedition.





Chapitre 11 Mise en Train

Activité 1: Tu as compris?

1. What time of year is it? How do you know?

It is in summer. Because they were talking about what they were going to do in July and August.

2. Who is planning to travel during the vacation? Where?

Magali is going to the Alpes. Ahmed is going to camping in Verdon.

3. Who is going to work during the vacation? Why?

Ahmed because he wants to buy a new motor cycle.

4. What is Florent going to do?

He is going to the photography festival.

Activité 2: C’est qui?

D’après Bientôt les vacances!, qui a l’intention de (d’)…

aller dans les Alpes: Magali

travailler en Arles: Ahmed

rester en Arles: Florent

partir en colonie de vacances: Magali

aller voir ses cousins: Magali

aller à la montagne: Magali

faire du camping: Ahmed

Activité 3: Vrai ou faux?

1. Les trois jeunes restent en France pendant les vacances. Vrai

2. Les cousins de Magali habitent à la montagne. Vrai

3. Ahmed va faire du camping dans les Alpes.  Faux

4. Ahmed va travailler dans un café. Faux

5. Ahmed veut aller au Festival de la photographie. Faux 

6. Florent part en colonie de vacances. Faux

Activité 4: Cherche les expressions

According to Bientôt les vacances!, what can you say in French…

1. to ask what someone is going to do? Qu’est-ce que vous allez faire… ?

2. to tell what a place looks like? C’est super joli…

3. to express an opinion?  C’est génial!

4. to express indecision? Je n’ai pas encore décidé.

5. to make a suggestion? Pourquoi est-ce que tu ne… pas?

6. to express a preference? Je préfère…

Activité 5: Et maintenant, à toi

Quels projets de vacances est-ce que tu préfères? Pourquoi?

Je préfères aller à la plage.




Drama Reflection

In this unit of Drama class, we have been learning about comedy and the history of comedy. We also made a comedy routine that covers up everything that we learned in class. We had two special guests who taught us many things that made my comedy routine group very well.

Many things influenced the development of my character. This included my personality, the visited artist, and other things. After many lessons in drama classes and many activities, I thought very thoroughly about my character. My character is a very hyper and overexaggerated person. Before I chose my character, I could not think of any personalities. However, after Philipe visited our class and did some activities, I had some ideas in my mind that made my character. In the class, we did an activity where you walk around in class in different ways that show your character. For example, walking in different ways. He taught us that closed walks showed that the person is introverted, open walks showed that the person is very extroverted, and parallel walks show us that the person is straight. We used many types of walks throughout the unit after we learned about the walks. We also learned many different types of tricks. There were card tricks, juggling, and coin tricks. I learned about pulling the cloth from the table that had plates and cups. At first, I thought the trick was too hard for me to do because I see these tricks on tv and many people failing. However, after many practices, I found the trick very easy.

I got many feedbacks from the visiting artist and my teacher. Many of the feedbacks were not positive. It was mostly negative. At first, I got a feedback about my character. They said that my character was not funny enough and they did not know clearly what my character expressed. So, I tried to overexaggerate my character. For example, I jumped to show that I was hyper and I also was acting a little bit annoying so that I am more like extroverted character. From Rene, he said that the whole entire routine was not funny at all. Specifically, he said that I needed to react to things much more than other characters. Using all of these feedbacks, I made my character much better.

Overall, I would like to say that the comedy unit was a very good unit. I did not think that the unit would have been this good but I would like to say that I would like to do this unit again.

English Unit 3 Reflection: Perspective and Prejeudice

Davenporat, Barrie. “How To Put Your Problems in Perspective.” Live Bold and Bloom. Live Bold and Bloom, 26 Aug. 2012. Web. 26 May 2016.

In this unit, we have been learning about perspectives and prejudice. We read a book called “The Outsiders” which was from a perspective of a boy who lives on the poor side of New York and how he struggles through his life with his brothers and his gang. I used to think that there were few perspectives in things like history topics and books. However, after this unit and reading The Outsiders, I found out that there are books like the book we read that has a point of view of a boy who is poor and has a hard life.




Reflection post

In music class, we have been through a long journey of learning about chords, melody and soundtracks this year. However, in this unit, we have been mainly focused on chords and melody on James Bond Theme and Hedwig’s Theme. We will play both of these songs at the Spring Concert. However, I will play the melody part on the piano of Hedwig’s Theme. We had few classes to prepare. But, I think that we will do well.

The process of getting ready for the performance was: First, I listened to the song on Youtube a few times so that it would be easy for me to play the part on the piano. But I had heard the song before on the Harry Potter movie. Therefore, I knew how I needed to play and I thought that I should play with an eerie feeling. Then, I started to practice the melody, which is the right hand. After, I practiced the chords, the left hand. The right hand was harder than the left hand for me. But, playing both hands was much harder especially the part where you move your left hand diagonally.  After memorizing the part, I played the piano part with my friend who played the flute. Then, when we felt like we were together, we were confident to play as a whole class.

Improvements: I had many things to improve. I think that since I am not an experienced piano player, I think that I should have chosen the chord part because it would have been easier for me to play the piano. Since I had to play other parts of Hedwig’s Theme, I was not on beat. I could improve with turning on the metronome and practice it and also, I could have also played it with Hedwig’s Theme’s soundtracks. Also, I could have played it with more than two students who has different parts to mine so that I can practice it.

I hope that at the Spring Concert, I would play with the other members of the class.


History of Comedy

Ancient Comics

Comedy has a long history. Greek comedy has existed in this world since 6th-century B.C.E. One of the most famous playwright genres were the Aristophanes and Meander of their works according to Ancient History Comic Scene, Bell-krater, Paestum (Trustees of the British Museum)of the encyclopedia. One of the first signs that indicated such activity in the Greek world come from pottery. Potteries were decorated mostly represented actors dressed as horses and dancers in fancy costumes. Another early source of comedy is the poems of Archilochus and Hipponax. The Greek plays had a structure. The first part is known as “parados.” This is where 24 performers enter and perform a number of songs and dance routines. They dress to impress. Therefore, their costumes are very fancy. They represented anything. The second part of the show was “agon.” This was mostly a verbal contest. The third part of the comedy was called parabens. This is where the performers speak directly to the audience.

Medieval Comics

A Jester is a person who is usually employed to entertain a king or nobleman in the middle ages. They are usually a clown, a buffoon, or a fool. Medieval Jesters did not have a huge role. The role of the jesters is to make the unhappy people happy. This is usually a high-class person. They usually have a master to excited and the entertain. Their main goal is to entertain their master and to listen to their master. They were not only used to entertain the master. They also entertained people at parties and big events. Medieval jesters were bald, their coats were motley and the breeches tight with generally one leg different in color from the other. However, in the middle ages, court jesters did not have very colorful and cheerful costumes. Gradually, their costumes became colorful.


Renaissance Comics

From 1400 to 1600 A.D. was the Renaissance period. This was the time where there was innovative technology, extraordinary pieces of artwork, and beautiful music. During this period, there was a playwright by the name of William Shakespeare. He wrote most of the very famous plays, such as Romeo and Juliet. Shakespeare is not only known for his playwrights. He is also known for his comedy. According to The World of the Renaissance site, Shakespearean comedies are made of many characteristics. They aided the process of the rebirth of entertainment during the Renaissance. Some modern comedies are based upon Shakespeare’s brilliant plays. There was also other playwrights including Laura Giannetti and other playwriters.

Melodramatic Comics 

Melodrama comedy occurred from late 18th century to the late 19th century. It was a part of Romantic Literary Period. This period was there to express the emotion through art and embrace imagination. The emotion showed with the use of the spoken lines, music themes (good and evil), and sound effects. Melodrama is usually moral tales that talks about good and evil. Usually, the good wins and shows morality. The characters in the Melodrama is usually is based on the characteristics of their stereotypes. One of these stereotypical characters is hero/heroine, villain, villain’s accomplice, faithful servant, and maidservant. There are also three main point plot elements in Melodramatic comedy. First, there is the provocation. This is where the villains provocate the heroes or heroines. The second or the peak is usually referred to heroes suffering from the attacks that villains did. Last, there is the penalty. This is where the villains get attacked back from the heroes or heroines.

Circus Comics

Circus comics are mainly focused on the tricks and performing very difficult tricks. The four types are the clowns, acrobats, animal actors, and other things that are performed in the circus. The circus was there to entertain the audience and was
s there from the Roman Empire. However, because circuses are traveling companies, tents were used for much of the live performances and housing for the animals and props, while the performers and other circus workers tend to live in trailers and wagons. One of the innovations that helped to popularize the modern circus is the concept of multiple performing areas. This three ring circus was often the uses of building up excitement among the populace as the circus made its way to the next town.

 Cinematic Comics

Cinematic comedy is sometimes considered to be the oldest film genre. One of the comedies in the cinematic comedies were Slapstick. This was one of the earliest forms of comedy, situations of physical mishap and indignity, usually in pratfalls, practical jokes, accidents, acrobatic death-defying stunts, water soakings, or wild chase scenes with trains and cars. Burlesque is another form of early comedy, characterized by unrefined and broad humor, designed to produce ridicule. There are also people who were performing in the Cinematic comedy. For example, Charlie Chaplin


Cartwright, Mark. “Ancient_Greek_Comedy.” Ancient History Encyclopedia. Ancient History Encyclopedia, 25 Mar. 2013. Web. 22 May 2016.

“Medieval Jesters.” Medieval Jesters. Medieval Jesters, n.d. Web. 22 May 2016
7HA, NRMS English. “Shakespearean Comedy.” The World of the Renaissance –. NRMS English 7HA, n.d. Web. 22 May 2016.
Carroll, Heather. “Elements of Melodrama: From Early Theater to the Modern Soap Opera.” Elements of Melodrama: From Early Theater to the Modern Soap Opera., n.d. Web. 22 May 2016.
Tatum, Malcolm, and Bronwyn Harris. “What Is a Circus?” WiseGeek. Conjecture, n.d. Web. 22 May 2016.


Chapitre 10

Activité 1: Tu as compris?

1. Why does Magali want to buy something new?

Because it is Sophie’s birthday.
2. What is Hélène going to wear? Why?

Tee shirt with Jeans. Because it is comfortable to wear.
3. What type of clothing is Magali looking for?

Traditional clothes
4. What outfit does Magali like?

Original clothing but not too expensive.

Activité 2: C’est qui?

Qui parle? C’est Magali, Hélène ou la vendeuse?

1. «J’aimerais quelque chose d’original et pas trop cher.»

2. «Je peux vous aider?»

la vendeuse
3. «Moi, j’aime bien être en jean et en tee-shirt. C’est simple et agréable à porter.»

4. «Qu’est-ce que vous faites comme taille?»

le vendeuse
5. «Chacun ses goûts.»

6. «Est-ce que vous l’avez en vert?»

7. «C’est tout à fait votre style.»

le vendeuse
8. «Ce n’est pas tellement mon style.


Activité 3: Chacun ses goûts

Qu’est-ce que Magali dit de ces vêtements?

1. le jean et le tee-shirt d’Hélène

Pourquoi est-ce que tu ne trouves pas quelque chose d’original? De mignon?
2. la première jupe que la vendeuse propose.

Bof. C’est pas tellement mon style.
3. la jupe verte en 38

Oui, c’est pas mal, mais elle est un peu large, non? Est-ce que vous l’avez en 36?

Activité 4: Qu’est-ce qu’elle répond?

Qu’est-ce que Magali répond à la vendeuse?

1. Qu’est-ce que vous faites comme taille?

b. Je fais du 38.
2. Comment la trouvez-vous?

d. Bof. Ce n’est pas tellement mon style.
3. Je peux vous aider?

c. Je cherche quelque chose pour aller à une fête.
4. Ah, très chic! C’est tout à fait votre style.
a. Vous trouvez? Mais, je ne sais pas quoi mettre avec.

Activité 5: Cherche les expressions

According to Chacun ses goûts, how would you …

1. express indecision?

Je ne sais pas quoi mettre.
2. express satisfaction with your clothes?

C’est simple et agréable à porter.

3. tell a salesperson what you want?

J’aimerais quelque chose de…
4. tell what size you wear?

Je fais du…
5. express dissatisfaction with clothes?

C’est pas tellement mon style
6. ask for a certain color or size?

Est-ce que vous l’avez en… ?

Activité 6: Et maintenant, à toi

Est-ce que tu préfères le style de Magali ou d’Hélène? Qu’est-ce que tu aimes comme vêtements?

Je préfère le style d’Hélène. Je préfères chic.

Chapitre 9 Mise Train

Activité 1: Tu as compris?
  1. 1. How was Hélène’s weekend?
  2. It was not good. She had to do homework and read books and watch television.
  3. Did Magali have a good weekend? Why? Why not?                                                                                                                       Yes, she went to the antique theatre with cute boys.
    3. Do you think Magali likes Ahmed? How can you tell?                                                                                                                     Yes, I think she likes Ahmed. This is because she said that Ahmed was nice.
    4. Why does Magali have to hang up?                                                                                                                                                 Because her father needed to use the telephone.
Activité 2: Magali ou Hélène?

Qui a fait ça, Magali ou Hélène?

1. aller aux Baux = Magali
2. faire ses devoirs = Hélène
3. lire = Hélène
4. aller au théâtre antique = Magali
5. regarder la télévision = Hélène
6. ne rien faire de spécial = Hélène

Activité 3: Mets en ordre

Put Magali’s activities in order according to Un week-end spécial.

1. Elle est allée au théâtre antique.  1
2. Elle est allée aux Baux-de-Provence. 2
3. Elle a parlé avec Hélène au téléphone. 4
4. Elle a rencontré un garçon sympa. 3

Activité 4: C’est qui?

A quelle personne correspond chaque phrase?

1. Cette personne veut téléphoner. = le père du Magali
2. Cette personne a passé un bon week-end. = Magali
3. Cette personne est super gentille. = Ahmed
4. Pendant le week-end, cette personne n’a rien fait de spécial. = Hélène
5. Cette personne va téléphoner plus tard. = Magali

Activité 5: Cherche les expressions

According to Un week-end spécial, what do you say in French …

1. to answer the phone? = Allô?
2. to identify yourself on the phone? = C’est… à l’appareil.
3. to ask if someone had a good weekend? = Tu as passé un bon week-end?
4. to ask what someone did? = Qu’est-ce que tu as fait?
5. to tell someone to hold? = Attends une seconde.
6. to ask what happened? = Qu’est-ce qui s’est passé?

Activité 6: Et maintenant, à toi

What do you think happened to Magali at les Baux?

I think that Magali would go somewhere with Ahmed happily