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blog del 1r ESO E de l'IES Ramon Llull

3.es.8. Super size me (4 y 5)

Mira el vídeo 4/10 y después contesta en tu cuaderno las preguntas.

1. ¿Qué es la diabetes? ¿Qué es una biopsia?
2. La palabra microscopio contiene el sufijo griego micro. Cita otras tres palabras donde también aparezca.
3. ¿Cómo sufren las chicas obesas? ¿A qué se refiere la frase “No es realista” que cierra la intervención de una chica gorda (01:35 – 2:10)?
4. ¿Es fácil dejar de ser obeso?
5. Resume en dos líneas la historia del fabricante de helados, tal como la cuenta su hijo

Mira el vídeo 5/10 y después contesta en tu cuaderno las preguntas.

1. ¿Cuántos anuncios televisivos de comida ve un niño americano al cabo de un año? ¿Qué porcentaje contiene azúcar o es comida rápida?
2. ¿Cuánto gastó McDonald’s en publicidad aquel año? ¿Y Pepsi? ¿Y la campaña 5 frutas al día?
3. Según el documental, la información nutricional de McDonald’s no es fácilmente accesible. Según tu experiencia, ¿es así?

Este ejercicio debe presentarse el jueves día 29

Anuncis

27 Abril 2010 Posted by | castellà, materials, vocabulari | , , | 5 comentaris

3.en.3. Books, libraries, librarians and readaholics. Homework: 3 posts for Friday 30th April

Dear Students,

Most of you have already discovered that the Internet is like a world wide library where you can, among other things,  look for information and  read. In our blog we have used the Internet to encourage  you to read and to help you discover the pleasure of reading.  Today we celebrated St Jordi’s Day which also happens to be Book Day. My first post to the blog this term was a vindication of  the ” BOOK” as the ultimate technological gadget, don’t you remember?

Maybe in the future we’ll have electronic books, instead of paper ones, but, in fact, what really matters is that whether the  “wrapping” is  hard cover, paperback or e-book, the content will be made from the same ingredients.  We are talking about food this term, right? So what do you think the ingredients of a book are?  (1) Post a comment  to the blog with your answers.

You go to the Ramon Llull library when you want to borrow a book. Carmen, the librarian, who is also an English teacher, is always there to help you and to lend you books. In the library, there are also computers that expand the idea of “library”  beyond the walls of our school.  All over the world, libraries have incorporated computers and internet access to their  facilities. However, the atmosphere of a library is essential;  a place where you can go to read, to study, and to enjoy. So libraries need to be peaceful, quiet, organized  and attractive.

Today’s display of students’s works and of old books organized by Carmen, as well as the prices given by the different language departments transformed our School Library into a nice meeting place for all the students and teachers who enjoy reading and who love books.

Congratulations to everyone!

First of all thanks to Carmen, our excellent and enthusiastic librarian. In this photo you can see her with Lovepreet, from 1st ESO E, her assistant  during breaks and  absolute winner of the readaholic award this year.

Whenever you see Lovepreet, you’ll find her eagerly devouring books. This picture was taken in the vintage train on our  class outing to Soller.

Congratulations to the students  from 1st ESO A,B, C and D,Jonás, Bárbara, who did such a great job explaining the contents of the works displayed: posters, photo philosophy, illustrated poems, old books and mobile library.  They were really professional !

Here you can see Carmen and Lovepreet surrounded  by some very nice libraries. One of them, you’ll surely recognize. We visited it this year thank’s to Angel’s mother, Maria Vallespir, during our class outing to the historic center  of Palma. It is in a private palace,   Can Vivot, don’t you remember? At the top left, you can see the beautiful Gunnar Asplund Stockholm library, I was there last Easter and it is a fantastic place. I’ve also included a photo of  New York Public Library, which you might have seen in some movies.

Can you contribute to the blog with a library you like, or a famous one you’ve heard of? (2)Post your contributions to the blog.

Last but not the least, Thanks to the students from 4th ESO B. Visit Ramon Lull web page and you’ll see that they are also book fans. The were a great jury and are responsible for the display of the Poster Book Reviews. You can see them posing behind the winners: Pilar, Aina, Lukas, Jilin, Guiem, Marta and Lovepreet.  Andrea and Judith are not in the photo but they also deserve an applause for their good work.

Finally, thanks to Ana Blesa who was responsible for the poster and the pretty St Jordi’s badges.  Her students’work transformed the library into a colorful place.

Works will be displayed next week. (3) Your third task will consist on a visit to the library. Choose one of the art works displayed (illustrations of poems, photo philosophy) and post your choice to the blog. You need to explain what the photo and its caption and the poem and its illustration are  about .

See you on Monday. Remember that you must post your comments to the blog (Homework/tasks 1,2 and 3). Deadline, Friday 30th April, I will not accept any excuses. Well if you tell me that you were absorbed reading a good book, I might forget about posts, provided you tell me what the book was about. Just kidding! you know me, don’t you?

Have a good weekend!

24 Abril 2010 Posted by | anglès, deures, materials | 30 comentaris

3.en 2. Food for thought: we are what we eat.

IDIOMS WITH FOOD

Are you ready to talk about food?

Remember that we still have to do the group power point presentations about how much an average family spends a week in food. Only one group did it so far, but we’ll wait until the Danish and Icelanders come to visit us at the end of May. The volcano did not let them fly south. When they visit our class, we’ll ask them questions and show them the research we did. So while we wait for them, we’ll continue our hands on research on food and eating habits.

You’ve already watched Superzize Me, with Emili and you’ve also learnt how important it is  having a good breakfast every morning.

Bernat made things easier for you, didn’t he?

Did you enjoy your breakfast at the school cafeteria on St Jordi’s day?

Anyway,  the way you eat and your eating habits is really “FOOD FOR THOUGHT”

FOOD FOR THOUGHT”, is an idiom that means that something  is worth thinking about or considering seriously. WE ARE WHAT WE EAT, is an idiomatic expression too.

In English, there are many idiomatic expressions connected with food. The translation of many of these idiomatic expressions is not always easy.

Let’s see if we learn a few and have fun while using them. Check if you know the meaning of the following words:

NUTS, BANANAS, APPLES, BROTH, CHEESE, PEAS, RECIPE,POTATOE, CUCUMBER, EGGS.


Most probably you know all of them, don’t you? But I bet you do not know the meaning of the following expressions:

What?s the difference between a couch potatoe and a hot potatoe?


Visit the following site and find out. http://www.usingenglish.com/reference/idioms/cat/1.html

Copy the expressions in your notebook and their corresponding meaning. Try to visualise the idiom as an image, it really helps.

Idiomatic expressions with food Meaning
1.Go nuts
2.Go bananas
3.Hot potato
4.Couch potato
5.Big Apple
6.Apples and oranges
7.One bad apple
8.Chalk and cheese
9.Alike as two peas
10.As cool as a cucumber
11.Too many cooks spoil the broth
12.Recipe for disaster
13.All your eggs in one basket
14.Spill the beans
15. An apple a day keeps the doctor away

Post to the blog your favourite 5 idioms from this list and add one more.

23 Abril 2010 Posted by | anglès, materials, vocabulari | , | 19 comentaris

3.es.5. Super size me (2)

Después de ver esta segunda parte del documental, contesta en tu cuaderno las siguientes preguntas:
1. ¿Qué significa el término densidad demográfica?
2. La palabra demografía deriva del griego demo. ¿Qué significa? Explica el significado etimológico de la palabra democracia
3. La película se refiere a la densidad de McDonald’s en Manhattan: ¿cuál es?
4. ¿Qué episodio histórico es conocido como última cena?
5. ¿Qué comparación se hace entre las campañas antitabaco y contra las compañías de comida rápida?
6. ¿Qué diferencia McDonald’s de otras cadenas de fast food?
7. Algunos médicos se refieren a la obesidad como una epidemia. ¿Qué es una epidemia?
8. La palabra epidemia deriva de los términos griegos epi (que significa “encima”) y demo que hemos visto en el punto 2. ¿Qué significan etimológicamente epidermis y epicentro?

22 Abril 2010 Posted by | castellà, materials | | 1 comentari

3.es.2. ¿Qué hubiese pasado si Robert Clooney se queda con el café?

Supongo que alguna vez habréis visto el anuncio de Nespresso, basado en la pregunta que muchas veces nos hacemos: “¿qué hubiese pasado si…?”
Pues bien, este vídeo representa una respuesta distinta a la que ofrece el anuncio oficial.
Lo publico aquí sólo para que lo veáis y escuchéis (audio en inglés, subtítulos en francés) Lo comentaremos en clase.

14 Abril 2010 Posted by | materials | , , | 3 comentaris

2.en.34. 22nd March Outing to Sóller

Hello everyone!

We were lucky today, weren’t we?  Despite a weather forecast that announced rain, the day was nice. A bit misty in the early morning, low clouds in the mountains around Sóller, but as the morning advanced the sun found its way through the clouds.

Well, now it is your turn to work, you have a lot to do to complete the power point slides. I will upload some photos to flicker and I will  also ask you a few questions about the day.

The train journey. (I)

  1. What were the seats like?
  2. What makes them unusual?
  3. What were the wagons made of?
  4. How many people can fit in a wagon? can you make an estimate?
  5. How many tunnels did we go through?
  6. What were the names of the villages where the train stopped?
  7. Was the train noisy?
  8. What was the countryside like?
  9. Were the almond trees in bloom?
  10. How far is Sóller from Palma?

Wen we got to Sóller, we went to the cemetery.

The Cemetery (II)

  1. What is the name of the cemetery of Sóller?
  2. What century is the cemetery from?
  3. Which part of the village is the cemetery situated in?
  4. Why were some of you a bit tired when we got there?
  5. What is the name of the trees that surround it?
  6. Look at the pictures I have included in the collage. Why did I include some French verses?
  7. Who was Josep Llimona? what is his relationship with the cemetery of Sóller?
  8. Now, I know some of you are very good detectives. Look at the poem in French that we discovered in one of the graves. Who wrote it? Where was the poet born? what is the relation between this writer and Can Prunera?
  9. Had you ever been in a cemetery before?
  10. Do Buddhists or Sikhs have the same rituals to bury their dead ? you’ll need to ask Lovepreet and Hao to find out.

You can check this excellent site to answer some of the questions. In this page you can also find a good collection of pictures of Sóller.

http://itinerarioshistoricos.diariodemallorca.es/fascgeneric.php?f=41&idioma=Esp

After the visit to the cemetery we split up into two groups. You will have to give me the pictures and the summary of the activities you did at the Botanic Garden because I stayed in Can Prunera.

You know that one of the aims of the visit was to compare Can Vivot and Can Prunera,

Can Prunera (III)

  1. which one is more modern Can Vivot or Can Prunera?
  2. How old is Can Prunera?
  3. Do people still live in both of them?
  4. If you think of the inside of the buildings, which one has darker rooms?
  5. Which one has got a courtyard?
  6. Which one has got a garden?
  7. Which one is more colorful?
  8. When was Can Prunera built?
  9. Why are there so many plants, and animals as part of the decoration of the house?
  10. Were the Magraner  family a noble family?
  11. What class did the Magraner belong to?
  12. Where and how did they make money?
  13. Is the furniture of Can Prunera the one that was in the house in the beginning of the 20th century?
  14. what are the floors like?
  15. what is the shape of the stairway? Compare it with the stairway of Can Vivot.
  16. What do the paintings in the ceilings tell us about the rooms?
  17. Where were the bedrooms?
  18. what is marquetry?
  19. where did the servants sleep?
  20. Are there bathrooms in the house?
  21. What did you see in the attic?
  22. What is the name of the American contemporary artist Antonia Maria talked to you about?

HOMEWORK: Post your answers to the blog. Do not repeat any questions that have already been answered unless you think the information is not correct. We’ll discuss the answers during English lesson. Some questions such as (II ) 9 need to be answered by everyone.

Copy the answers in your notebook.

See you tomorrow.

22 Març 2010 Posted by | anglès, deures, materials, sortides, vocabulari | , , | 39 comentaris

2.en.33 Groups and tasks

These are some of the words that you will find in your visit. I’m sure that after the outing to Sóller you will recognize most of them.

The teacher will give you a map, and the instructions. You must bring something to take notes ( a notebook is better to take notes than loose sheets of paper), and something to write. Remember that you will need a camera and something to eat during the morning.

All the groups must:

  1. Take a photo  of the Botanic Garden house and write a description. (25 words) This must be done in a Google doc power point slide .
  2. Take a photo of a plant or tree that is endemic of the Balearic islands and write a description. Habitat, size, aspect.(25 words )This must be done in a Google doc power point slide.
  3. Mark on the map the places of interest you pass by.
  4. Write a Summary of the things you learnt at Can Prunera. (100 words) This must be done in a Google doc power point slide.
  5. Write a paragraph comparing Sóller and Palma. (25 words) This must be done in a Google doc.
  6. Assess the activity and write what you enjoyed most.Post a comment.
  7. Do the tasks Virtudes prepared for you. answer the questions in the photocopy.
  8. Watch the videos and read carefully the aim of this outing in post 2.en.32. Post a comment identifying yourself as a group, commenting on the train journey and adding some more information about Art Nouveau.
  9. Post a comment with the result of your group task.
  10. Take 3 pictures of typical features of Art Nouveau and  write down the name of the building and the street where you found it. This must be included in your Google doc power point slide.
  11. Each group will include a description of 50 words of their task. This must be done in a Google doc power point slide.
  12. Each group must present a power point slide set. The name of the group members and the task must be clear in the 1st slide.

Dead line: the last day of class before Easter vacation.

Group 1. Group leader: Miquel Àngel;Task: the cemetery

Members: Jilin, Zandalie, Lovepreet, Miquel Àngel and Daryl.

Group 2 . Group leader: Aina; Task: the school

Members: Pep Toni, Àngel, Judit, Xisco and Aina.

Group 3 . Group leader: Sara;Task:  The market.

Members: Claudia, Andrea, Pepe, Pilar and Sara.

Group 4. Group leader: Gabriel; Task: the Grand Hotel.

Members: Hao, Llorenç, Juan Miguel and Gabriel.

Group 5 .Group leader Carlos. Task: the church and the Bank.

Members: Marta, Laura, Jose luis, Johana and Carlos.

Group 6 Group leader Lukas; Task: The train Station and the tram.

Members: Guillem, Rodrigo, Alejandro, Tatiana and Lukas.

19 Març 2010 Posted by | anglès, deures, materials, sortides, treballs | , , | 18 comentaris

2.en.31 “English tea”, “Moroccan mint tea”, outing, homework and music for the weekend

Hello everyone, after a long, long, long  break,  here I am again! back to my post writing habits and catching up with outings.


This year we set off with an outing to La Caixa and we keep on going back again and again. In fact, what we are trying to do is to open our eyes and our minds and look attentively around us. I’m sure that whenever you think of British people the word “tea” comes to your mind, doesn’t it?

In fact, it is true that  a cup of tea is a British tradition, and many people cannot think of Britain without thinking of tea but it is also true that,  as we  learnt yesterday at La Caixa,  tea drinking is also a ritual associated with cultures other than English.

First we’ll listen and watch a song by Paul McCartney which describes the perfect scenario for a British tea.

HOMEWORK . Task 1: Check the following words in the dictionary before watching the video and then fill in the gaps (there are ten words missing and some are repeated). I have made a collage with the key images to help you learn the words.

me willow tea be chime hollyhocks roses garden cakes croquet time

Copy the lyrics in your notebook and the new words you learnt.

Would you care to sit with _____ (1)
For a cup of English _____(2)
Very twee, very me
Any sunny morning

What a pleasure it would _____(3)
Chatting so delightfully
Nanny bakes fairy _____(4)
Every Sunday morning

Miles and miles of English garden, stretching past the _____(5) tree
Lines of _____(6)and _____(7), listen most attentively

Do you know the game _____(8)
Peradventure we might play
Very gay, hip hooray
Any sunny morning

Miles and miles of English garden, stretching past the _____ (5) tree
Lines of _____(6) and _____(7), listen most attentively

As a rule the church bells _____(9)
When it’s almost supper _____ (10)
Nanny bakes fairy _____(4)
On a Sunday morning

Now is time to change scenario. Let’s move south…

Let’s move to   THE MAGHREB.  First Read this text about  the Maghreb and   locate  the countries  on the map

The Maghreb or Maghrib is the name given on geography and history to the northern part of Africa. The Arabic word maghreb means “place where the sun sets”, i.e. The west, in opposition to mashriq “place where the sun rises”, i.e. The east. The Maghreb comprises the political units of Morocco, Algeria, Tunisia, Libya and Mauritania. To the north, the region is bounded by the Mediterranean Sea, and to the west by the Atlantic Ocean, running from the Straits of Gibraltar southwestwards to the deserts of Mauritania. The eastern most accepted boundary is  Egypt.

The concert we went to yesterday aimed at  showing some examples of music from this part of the world. It also tried to emphasize how  people from different cultures use music and traditions, such as tea drinking,  to establish links and to communicate with others.

In this video, Alia, will show you how to make a delicious Moroccan mint tea.

HOMEWORK. task 2:  watch  the video and summarize the steps and the necessary ingredients and equipment to make a good tea.Write the results in your notebook.

HOMEWORK . task 3: Now watch another video with subtitles in French, Arabic and English also showing how to make a mint tea.

Are there any differences compared with the tea prepared by Alia.

Here follows a collage with some images from yesterday’s outing. You will also find some of the instruments the musicians used during the concert.

Can you match them with their names?

Which instrument is missing in the small photos that was played by the director of the group?

You might need to do some internet research in order to answer this question.

These were the musicians we saw. This way you might find it easier to match the instruments with their names:

Hamed Soulimane, violin, karkabas  and vocals

Mohamed Ayoub:  vocals and  ud

Aziz Khodari: darbuka, daf, riq and  bendir

Said Elhrizi:  drum, karkabas and guembri

Joan Rectoret: electric bass

Lluís Pinyot: banjo

Did you like the concert?

Did you have a good time?

Who will be responsible for watering the plant we were given as a present?

HOMEWORK . task 4: Finally check this on line exercise to see if you know how to make a mint tea ?

There are 10 steps, and you only need to decide what the correct order is

http://ro.zrsss.si/~viljenka/maketea.htm

Some music for the weekend: a Tarara version by Camarón and a performance of the musicians you saw at La Caixa in Barcelona, Orquestra Arab  de Barcelona with Omar Sosa.  Enjoy!

Homework deadline  Tuesday 9th March

Post answers to task 3 to the blog. You can also comment on any other aspects of the outing you like. The rest of the tasks must be done in your notebook.

5 Març 2010 Posted by | anglès, deures, materials, sortides | , , , , | 29 comentaris

2.en.30 Banyalbufar, malmsey and Shakespeare

What is the thread that holds  these pictures together? Shakespeare, wine and Banyalbufar? Here follow some hints.

Do you know what “malmsey” is?  A dessert wine from Banyalbufar.

“Bany el buhar” means “vineyard by the sea”, It was the Moors who gave its name to this beautiful  village. Wine was made in Banyalbufar from Moorish times.

Malmsey was a very popular wine in banquets all over Europe since  Shakespeare’s times.

One of the characters in Shakespeare’s play Richard the Third, the Duke of Clarence, died in  a butt of Malmsey.


1478 In the Tower of London, according to tradition,George, Duke of Clarence (b. 1449), convicted of treason against his older brother Edward IV of England, was drowned in a butt of Malmsey wine by Richard III (b. 1449).

Can you read the name written on the barrels ? It is not malmsey, isn’t it? what is the translation in Spanish?

23 febrer 2010 Posted by | anglès, materials, vocabulari | , , | 4 comentaris

2.en.28. Taranga and stereotypes.

This morning we went to see Taranga.

I did not have time to talk to you after the show, but you looked happy and interested. Probably you had fun, but we must also  reflect on what we saw.  As you discussed in Spanish lesson with Emili, there is a  difference between hear and listen to, see and observe and reflect. Here follow some questions for you to think about. We’ll discuss them in class.

YOU DO NOT HAVE TO LEAVE COMMENTS IN THE BLOG UNTIL WE WATCH THE VIDEOS AND DISCUSS THEM IN CLASS.

Fortunately, before we went to La Caixa, we searched for a lot of information about Senegal. Carmen, had also talked to our group about her vision of the country. If we had not prepared our visit, what would have happened?

Imagine a person with no previous information about Senegal.

What would be his/her image of the country after seeing “Taranga”?

What would be his/her vision of the people of Senegal?

Would the image of Senegal be stereotyped?

Did you get any information about the instruments that the group played?

What kind of message did you get?

Did you learn anything about the origin of their traditions?

Did the music explain anything about the specific traditions of the country?

What is a stereotype?

A limiting preconceived idea that many people have about a culture different from their own.

If you run a search in Google and you write : Spanish man, and then Spanish woman, and you click on images, this is what pops up in the screen.

According to the stereotype, Spanish people would be lazy; food lovers (Paella) ;bull fighters; always late; “know how to live”; wine-drinking and ham-eating; temperamental; affectionate; look like Antonio Banderas; everybody smokes and talks all the time; proud and patriotic and  temperamental.

Do you feel all the people you know fit in this  pattern? do you think stereotypes limit our understanding of things?

Did “Taranga” question or contribute to the stereotype of Africa and African people?


We have already seen how big Africa is. What are some of the most extended stereotypes about Africa?

If we do the same google search about African man, this is what pops up:

Africa is associated with certain images

This is a stereotyped image of Africa, a limited one, it leaves  many aspects out and emphasizes others.

We’ll watch together this You Tube video.

A young man from Guinea, a West African country like Senegal,  is living in the USA. He feels American people have an stereotyped image of Africa and he talks about it.

What are the stereotypes he mentions about Africa?

In the next video, some American university students are interviewed about Africa. This is how little they know and how stereotyped their knowledge  about Africa is:

These are the degrees the students interviewed are studying.

  • Anthropology
  • Accounting
  • Social work
  • Finance
  • Biomedical Science
  • Biology
  • Business
  • Chemical Engineering
  • Marketing
  • Finance
  • Education

These are some of the misconceptions, generalizations  and stereotypes about Africa they say they’ve heard:

  • Everyone has got Aids
  • Everyone is poor
  • Poligamy
  • Wild life
  • Genitals mutilated
  • Africans have lions living in their house
  • Everyone is poor
  • Aids in children
  • They are savages and uneducated
  • Poor sanitation and water supply
  • Everyone is starving
  • No running water
  • People ride elephants
  • They are not as intelligent as Americans
  • Uncivilization
  • Everybody goes around half naked and screaming
  • Great dancers
  • A lot of supersticions
  • The only thing Africans can do is dance

Is their vision different from the one Carmen transmitted to you in her talk? Why?



18 febrer 2010 Posted by | anglès, debats, materials, sortides | , | 18 comentaris