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

2.en.17.Summary (11th January to 5th february)

Following Emili’s example, I decided to write a summary of the things we did in these first four weeks. Check whether you remember all the aspects covered in this list.

1. Read a book: “Island for Sale”.

2. Practised summaries and used key words to learn how to summarise the plot of a film or a movie.

3. Learnt how to write a book file: author, publisher, genre, setting, characters, plot, climax, opinion.

4. Watched a film: “Stand by me”

5. Learnt some idioms with the verb stand.

6. Learnt vocabulary to talk about films.

7. Learnt how to write a film review using a given model.

8. Learnt how to ask questions about films.

9.  Asked Molly questions and listened to her talking about films.

10. Learnt some useful structures to talk about people’s age,

11. Learnt some adjectives and structures to talk and write about people’s looks and personalities.

12. Learnt comparative forms.

13. Compared different characters in a film.

14. Looked for evidence in a film that shows the personality of its characters.

15. Talked about journeys and their meaning.

16. Talked about friendship.

17. Compared how to write a book review and a film review.

18. Talked about similarities and differences.

19. Learnt the meaning of follklore and the importance of traditions and stories.

20. Learnt how to write a fact file about a country to prepare the Outing to La Caixa.

21. Learnt vocabulary to talk about a country: location, size, language, religion, geographical features, folklore, economy, politics.

22.  Found out information and learnt about Senegal.

23.  Compared Senegal with other countries in terms of size, wealth, situation, languages, religion.

24.  Learnt how to pronounce the names of countries and reflect on the importance of pronunciation.

25. Discovered and learnt interesting things in our classmates’ blogs

Did you find this summary useful?


6 febrer 2010 Posted by | resum | | 4 comentaris

2.es.9. Resumen (11 de enero a 5 de febrero)

Hemos regresado de las vacaciones de Navidad y parece que ya ha pasado un año, pero ni siquiera hace un mes. Vamos a recordar algunas de las cosas que hemos trabajado durante estas tres semanas:

1. Cómo definir: No vale empezar una definición con frases del tipo “es como…” “es cuando…” o “por ejemplo” Hay que empezar siempre identificando lo que definimos: “es un objeto…”, “es un tipo de instrumento…”, “es un fenómeno atmosférico…”, “es un medio de transporte…”

2. Metáfora: es una palabra que sustituye a otra porque ambas tienen un significado parecido. Todas las metáforas están basadas en una comparación. Las metáforas se emplean sobre todo en el lenguaje literario, pero el lenguaje coloquial está llena de metáforas que muchas veces usamos sin darnos cuenta de que lo son.
3. Valor subjetivo del lenguaje Muchas palabras y frases, además de su valor objetivo, tienen una carga subjetiva (de admiración o desprecio) que puede variar según la cultura, el país, la familia y otras circunstancias. En algunos países de Sudamérica, gallego tiene una carga subjetiva despectiva porque se asocia a los españoles inmigrantes con poca cultura que llegaron allá hace unas décadas mayoritariamente desde Galicia. Al contrario, sudaca es un término que empleamos aquí los españoles para referirnos despectivamente a los sudamericanos. En ambos casos, el uso de estas palabras despectivas revela los prejuicios y el clasismo de quienes la emplean.
Nos detuvimos en el uso de la palabra madrastra, cargada de valor negativo en tantos cuentos infantiles y tradicionales antiguos, y que hoy apenas se emplea públicamente. Empezamos un debate sobre esta contradicción: ¿por qué no se usa esta palabra ahora que en la vida real hay muchas más madrastras que en los tiempos antiguos cuando ni siquiera existía el divorcio?
4. Palabras derivadas: A partir de la palabras simples se pueden formar palabras derivadas, añadiéndoles un afijo, un interfijo o un sufijo. Los sufijos pueden ser aumentativos, diminutivos o despectivos

5. Estructura del relato: La gran mayoría de narraciones (cuentos, novelas, películas…) se ajustan a un esquema en tres partes, de desigual longitud e importancia: introducción, desarrollo y desenlace. No siempre están colocadas en este orden, algunas narraciones comienzan por el desenlace y avanzan hacia atrás. Dentro del desarrollo se encuentra el nudo o clímax, que es el momento de más tensión o suspense de toda la historia.
6. Fábula: Narración en prosa o verso protagonizada por animales y que tiene una finalidad didáctica que se resume en la moraleja.
7. Best-sellers: Superventas, como ‘El código da Vinci’, ‘Millenium’, ‘Crepúsculo’, ‘El niño con el pijama de rayas’, ‘Crónicas de Narnia’. Se refiere a los libros más vendidos, aunque el término también define una manera comercial de escribir. Hemos comentado el caso de ‘El señor de los anillos’ que es un best-seller desde hace décadas pero que no fue escrito con esta intención.

7. Google Groups: Al fin hemos conseguido (al menos, eso creo) que todos los alumnos tengan su cuenta de usuario en el grupo, que nos permite leer y escribir mensajes que todos recibimos. Es una forma de comunicarnos útil para cuestiones que exigen trabajar en equipo o para debates y consultas abiertos a cualquier miembro del grupo que quiera participar
8. Google Docs: Hemos aprendido a escribir documentos colaborativos. Aunque hay alumnos que todavía no se han estrenado, otros han creado, rectificado y completado algunos de los textos que emplearemos para hacer el examen de vocabulario de la novela
9. Blogs: Hemos profundizado en la estructura y opciones de un blog. Cómo cambiar el aspecto, cambiar la fecha y el sitio de los posts, añadir fotos, etiquetas (tags) y categorías, permitir comentarios… Nos falta todavía revisar cómo añadir enlaces, vídeos y algunas cosas más.
10. Feeds: Repasamos esta manera de acceder a varias webs, algo que puede resultarnos útil cuando queremos estar al día de lo que se publica en varias webs. El primer trimestre ya nos referimos a este sistema (que consiste en recibir automáticamente las novedades, como pasa con vuestros blogs en la portada de Castígate) Ahora hemos visto cómo suscribirnos a feeds y leerlos en Google Reader. Por cierto, queda pendiente explicar cómo poner el feed de Facebook en un blog

11. Stand by me: Vimos la película y comentamos algunos aspectos relacionados con la familia y el cambio histórico que se ha producido desde la época en que está ambientada la película. También hablamos de su estructura y los distintos finales que tiene.
12. El príncipe de la niebla: Hemos leído la novela y comentado su estructura y sus distintos finales

5 febrer 2010 Posted by | resum | , , , , | 4 comentaris

2.en.3. On line resources to review and consolidate basic contents of this year syllabus.

HOMEWORK: Christmas task

During Christmas, you must learn and do the exercises in this document. Copy the grid in your notebook and assess the resources and the activities. Remember that most of them have audio.

17 Desembre 2009 Posted by | deures, exercicis, materials, on-line exercicis, resum | , , , | 2 comentaris

Images to help you remember what we did in our lessons

Some images from our first months  to help you prepare the exam and remember how we learnt together.

 

POST 75

23 Novembre 2009 Posted by | materials, resum | | 9 comentaris

12th to 23rd October Weekly summary (5)

0511-0908-2515-5718_teens_streaming_out_of_their_classroom_clipart_image4Weekly summary: 12th to 23rd October

This summary covers two weeks for two reasons: 

1. You had your first formal examination, so you spent one session taking the exam  and another one correcting it.  

2.  Monday the 11th there was no school, so we only had 3  hours over the 2 weeks to see new contents.

What did we do these 2 weeks? Write a tick next to the things you did. Check in your notebook if you have notes on all the aspects included in the summary.

Week project: Old shops and business city hunt.

 On Friday, we organised the groups to do the power point presentations and discussed how to do it . You will work in groups of three. See the instructions published on th blog on the 12th of October under the heading City life explorers project (1): Old shops and business hunt

writing-13Writing:

We took the exam and corrected it.

We completed the gaps from two songs “Penny Lane” and “Gone”.

 

 

pronun1Phonetics and pronunciation:

This week we did a lot of pronunciation practice using songs.

We learnt to memorize words using rhyme and catchy music.

We became ” walking words” and moved around the classroom telling  our classmates what we were in our new life as new words.

We sang  and learnt to pronounce words and shorten them following the music.

vocabulary1Vocabulary: 

  • ·            Old shops city hunt project  (Penny Lane)

Learnt vocabulary connected with cities: road, lane, avenue, roundabout, traffic light, traffic sign, suburban.

  • Rap “gone”

Learnt vocabulary connected with  urban culture: rap, graffiti, bling, gear, whip, material, soul, heart, rich, content.

Learnt some common slang words that appear in songs: ain’t, yo, wanna, gonna.

Learning to learn :

  • We went over the exam questions and learnt how to study next time.
  • We learnt that the blog is our “virtual” book  and have to visit it and use it to learn, express ourselves and also to prepare exams.
  • We learnt that in the blog we can find guidelines and links to help us do our tasks.
  • We learnt that our notebook is essential to organise our learning.

Homework for Monday :

FIRST : CORRECT EXAM

  1. Go over the dossier to complete the parts of the exam you did not answer, for example Chaplin’s biography.
  2. Go over the  vocabulary matching exercises handouts and tongue twisters handouts  to answer the exam correctly.
  3. Use the blog to answer and correct the exam : sounds, vocabulary.
  4. Copy in the notebook the narration of the fragments of Chaplin’s film.

SECOND: CONTRIBUTE TO CLASS DEBATES BY POSTING COMMENTS

 Post in the blog your opinion on  two current debates:

  1. Should female icons be present in traffic signs?
  2. Is graffiti a form of art or pure vandalism?

THIRD: SUMMARISE “GONE”

What are the key ideas/words of the song “gone” . Write them in your notebook.  Two or three sentences. No more than 25 words.

FOURTH: PREPARE YOUR OLD SHOPS AND BUSINESS CITY HUNT MATERIALS to work on the computers with your group on Monday.

25 Octubre 2009 Posted by | resum | , , , | Deixa un comentari

5th /9th October English weekly summary (4)

0511-0908-2515-5718_Teens_Streaming_Out_of_Their_Classroom_clipart_image

What did we do this week?

Write a tick next to the things you did.

Check in your notebook if you have notes on all the aspects included in the summary.

Speaking. quote

and Listeningassist_listening

  • We talked to Molly, our new assistant teacher who will be with us every Friday.
  • On Monday, we asked her some questions: personal information, likes, family.
  • On Friday, she was with us the whole lesson. She talked about her city, Portland, about her family, and about her hobbies and we also asked her lots of  questions.
  • Candidates for class representative introduced themselves to Molly

Week project: Election time (2)

  • We voted our representatives
  • We learnt new words such as quorum
  • We learnt how to organise an election and to record results


Writing:writing-1

  • We did two  dictations about the things we talked in class, summarising part of the contents of the lesson.
  • We corrected the dictations in the blackboard.
  • We took notes on Molly’s talk about herself and her city.

Phonetics and pronunciation:

  • This week we did a lot of pronunciation practice with tongue twisters
  • We learnt to pronounce some difficult minimal pairs in English:
  • We became ” walking tongue twisters ” and moved around the classroom telling by heart the tongue twister we had chosen to our classmates.
  • Learnt and practised  the pronunciation of some English sounds: /ʃ/ //

Vocabulary: election time and new assistant teacher.vocabulary

  • Learnt vocabulary connected with elections: quorum, voting, results, counting, slips of paper, secretary, majority, nominal,
  • Learnt vocabulary connected with cities: compass North,South, East, West; park, cycle lanes, pines, parks.

Homework for Tuesday :

You MUST:

  • Write everyday in your notebook the summary of the day.
  • Copy in your notebook the summary of the week, the one your teacher uploads  to the blog.
  • You can copy the summary from the blog and paste it into a new document, print it and keep it in your notebook, but you must understand the contents, check you know and learnt the things we did in class and memorise the new vocabulary .
  • Check that you did the  homework from the previous week and that, during the weekend, you do the homework for Monday.
  • Write a paragraph, about 75 words,  about Molly. Include the following information: Age, looks, job, family,pets, hobbies, nationality.Why is she here? Where does her family live?
  • Use the http://dictionary.reference.com. to check the pronunciation of the  words you are not sure about.

10 Octubre 2009 Posted by | resum | Deixa un comentari

28 September/2 October English weekly summary (3)

0511-0908-2515-5718_Teens_Streaming_Out_of_Their_Classroom_clipart_image

What did we do this week?

Write a tick next to the things you did.

Check in your notebook if you have notes on all the aspects included in the summary.

Speaking. A survey on the best qualities of a class representativequote

  • Candidates introduced themselves.
  • Candidates presented their project and mentioned their weak and strong points.
  • Groups discussed best qualities in a candidate.

Week project: Election time

  • Organised the election of class representative
  • Discussed the profile of a good candidate
  • Learnt how to do a ranking exercise and report results to the class

Writing: rules for keeping notebook and note takingwriting-1

  • Wrote instructions to take notes and to organise materials.
  • Revised notebooks and rules on how to hand in  exercises.
  • Teachers gave back the writing on 4th year ESO students and the assessment of the activity.
  • Teachers gave back the narrative of Chaplin’s fragment.

Phonetics and pronunciation: /i:/ and / ɪ/

  • Learnt and practised  the pronunciation of some English sounds: sheet /ʃi:t/ and shit1 /ʃɪt/Pronun1
  • Learnt the dinstinction between long and short vowels.
  • Learnt how to represent sounds.

Vocabulary:Personality traits of a good candidatevocabulary

  • Learnt vocabulary connected with personality: reliable, helpful, friendly, understanding, funny, hard- working, tidy, punctual, clever, good at communicating.
  • Learnt vocabulary connected with note taking and classroom materials. folder, binder, dividers,spiral notebooks, punched hole sheets.

Homework for Monday

  • Read the 4ht year ESO compositions on the blog.
  • Read the dictonary post and look for a new meaning of the verb “to run”.
  • Listen to the pronunciation of a word in http://dictionary.reference.com.
  • Copy the description of your 4ht Year ESO teacher and send an email to Maria. Make sure you understand your teacher’s marks and corrections.
  • Those who did not write the narrative of Chaplin’s  film fragment MUST do it for Monday.

3 Octubre 2009 Posted by | resum | Deixa un comentari

September 21/25 English weekly summary (2)

0511-0908-2515-5718_Teens_Streaming_Out_of_Their_Classroom_clipart_image

What did we do this week?

Write a tick next to the things you did.

Check in your notebook if you have notes on all the aspects included in the summary.

Grammar

  • Learnt the names of the different punctuation marks and some differences with Catalan and Spanish.

Computer literacyimages (3)

  • Went to the computer room and activated our new password.
  • Learnt how to use the folder every student has in the server of the Ramon Lllul.

Week project

  • In groups we prepared questions to interview students from 4th Year ESO who were teachers for a day.

Speaking

  • Spent two hours with 4th year ESO students talking about our hobbies and familiesquote
  • Talked about our former school and our experience at the Ramon Llull.
  • Explained and showed to them our blog and the things we do during language lessons.
  • Used English to interact with students from a different group.

Writing: a description of a person

  • Took notes of our teachers’ hobbies and personal information
  • Wrote a short paragraph about our teachers for a day
  • Learnt to transform notes into a short composition.
  • Assessed the activity

Vocabulary: Learnt different parts of a bicycle

  • Prefixes bi/tri
  • Learnt to use body language, mime and facial expressions to make ourselves understood.
  • Used mime to describe different parts of an object.
  • Mimed fragments of Chaplin’s films and guessed them.

Phonetics and pronunciation:/ /aɪ/Pronun1

  • Learnt that certain prefixes (bi,tr) are the same but pronounced differently in different languages.

Classroom language

  • Used English to communicate during lessons and learnt some new useful classroom language (switch on/off computer, open session, password, username, call register, assignments)

3 Octubre 2009 Posted by | resum | Deixa un comentari

September 14/18 English weekly summary (1)


What did we do this week?0511-0908-2515-5718_Teens_Streaming_Out_of_Their_Classroom_clipart_image

Write a tick next to the things you did.

Check in your notebook if you have notes on all the aspects included in the summary

Speaking. Getting to know each other

  • Introduced yourself: name, age, brothers and sisters, hobbies, former school.
  • Asked personal information to your classmates and answer their questions.
  • Used English to communicate during lessons and learnt some new useful classroom language (aisle, locker, diary, planner, folder, chalk),

Week project:outing to La Caixa Chaplin Exhibition

  • Read the dossier and the activies
  • Organised the outing to La Caixa: group work and tasks to prepare the visit.
  • Discussed the rules for outings.
  • Learnt about Chaplin: biography, films, his most famous character “The tramp”

Writing: an acrostic

  • Described Chaplin. Used poetry (Acrostics) to describe persons. Described ourselves with an acrostic of our name

Phonetics and pronunciation:

  • Learnt and practiced the pronunciation of some English sounds: /ʌ/and /ə/
  • Learnt how to represent sounds: phonemic transcription

Vocabulary: 6 short fragments from Chaplin’s films

  • Learnt vocabulary connected with films and words we found during the outing
  • On the 17th we spent 3 hours outside school with Emili and Bernat. Emili took photos and we learnt a lot about buildings with Bernat.
  • Organised the notes we took in the dossier.

3 Octubre 2009 Posted by | resum | Deixa un comentari

Castellano: resumen de la semana (2)

Ortografía

  • La palabra i (peligro de muerte)

Redacción y debate

  • Fiestas populares: ¿te parece bien mezclar santos y juerga?

Funcionamiento de la biblioteca

  • Normas de funcionamiento y clasificación
  • Préstamo de libros
  • Acceso a Internet
  • Diferencias entre nuestra biblioteca y la biblioteca vecina

Vocabulario informático

  • Hardware, software
  • Sistemas operativos: ¿cuáles son los 3 más populares?
  • Programas abiertos y cerrados

3 Octubre 2009 Posted by | resum | , | Deixa un comentari