Victorian Britain

This is a map of London at Dickens' times. To know more about the Victorian times and the poor conditions in which children live, click here.

Then, you can play the time capsules's game. You can listen and read the information about how to play and later enjoy learning more about the life of children at that time.

Oliver Twist

Hello my students. Are you enjoying your holidays? I'm sure you are. As the weather is not fine these days to be out the whole day I remind you to go on reading Oliver Twist. Here you can see the men's clothing and also the women's clothing of the Victorian age. How different they are from the present-day clothes, aren't day?

Click here to see photos from the characters in the movie by Roman Polanski (2005). Do you dare to wear those costumes and perform some scenes? The actors and actresses can get extra marks.

PERIODIC TABLE

Here you con find information about the elements in the Periodic Table.Antonia Montes.
PERIODIC TABLE 1
PERIODIC TABLE 2
PERIODIC TABLE 3
PERIODIC TABLE 4

MERRY CHRISTMAS

I wish you a Merry Christmas and a happy New Year 2010.Antonia Montes.

ATOM

Hello,today we are going to start with the atom.Open this page and read it carefully,because we are going to ask you some questions.

When you finish ,you can relax with this foolish VIDEO


Antonia Montes

Jingle Bells. Sing along

Practice at home with this illustrative christmas carol. We can sing along in class before going on holiday.

Christmas in Britain: history and tradition

Read the text about Christmas and do the exercises below:

Christmas is Britain's most popular holiday. Its traditions and early ceremonies were rooted in pagan beliefs and date back hundreds of years. They are still part of contemporary Christmas celebrations.

The custom of sending Christmas cards to friends and family originated in Britain, too. In 1843 John Calcott Horsley designed the first one for Sir Henry Cole. Thus began a real spread of sending Christmas cards and this practice soon became an established traditon. Favoured designs were Christmas feasts, church bells, plum and turkey as well as religious themes. Every year more than a billion Christmas cards are now sent in the United Kingdom. Many of them are sold in aid for charities.

The decorated and illuminated Christmas tree gained popularity in England when Prince Albert brought this rite over from Germany. In 1848 the Illustrated London News published a picture of the Royal Family around one.

On Christmas Eve carols are often sung by groups of singers walking from house to house, and children hang a stocking on the fireplace or at the foot of their bed for Father Christmas to fill. This tradition comes from the Middle Ages when beggars were seeking for money, food or drink wandering the streets singing holiday songs.
On Christmas Day gifts are opened in the morning. Later the family will gather for the traditional Christmas dinner consisting of Brussels sprouts, fried potatoes with roast turkey, roast beef or goose. Sweet mince pie or Christmas pudding is served for dessert.

Boxing Day is on December 26th. This day takes its name from a former custom giving a Christmas box to delivery men and trades people called regularly through the year. Nowadays dustmen, milkmen, or postmen get a tip for a good service at Christmas time.

Now you can practise the new words by doing exercise 1 and exercise 2.

Oral Presentations

I remind you that next 9th Wednesday and 10th Thursday we will go on with the oral presentations of your projects on Pop Music. Here in the blog I have added a gadget where you can listen to some of the musicians and songs you have worked on: Alan Parsons Project, ABBA, Stevie Wonder... together with some present day singers and groups.

Comparatives and Superlatives

We are over with units 2 and 3 and you have used adjectives in your descriptions of "fashionable people". If you still find difficulties to state the degrees of quality when using adjectives, practise the comparative and superlative in these exercises:
Exercise 1
Exercise 2
Exercise 3
Exercise 4
Exercise 5

Then, listen to this extract and complete the text. (Click the button play)

What do you wear?

In Unit 2 you are learning new words in terms of clothing and fashion. What kind of clothes are fashionable today? Are these the same ones as those pop singers used to wear years ago?. You can compare them. First, revise the vocabulary for men's clothing by clicking on the photo. You can click here to revise women's clothing.

Then you can practise the vocabulary learnt by doing quiz 1 and quiz 2.

Later, you can practise the dialogue you would use in a shop by listening to these podcasts . What would you say to someone who has just bought a new sweater?. Listen to these other dialogues when shopping.

SCIENCE

Hello my students, here you can find some interesting activities,we will do Activity 3 at class next day, you can do the others when you want.
Activity 1
Activity2
Activity 3

HALLOWEEN time

Our English assistant Erica Thomas has recommended us to follow the lyrics of the song that most American people sing at Halloween time :The Monster Mash.

More about Music

We have learnt that the word POP comes from popular, so that is the kind of music that speaks to everyone but did you know that there are many different styles within this genre ? and what about R&B?

Some of the most popular songs of all times have become famous as part of the soundtrack in films.

Use these sites to help you with your project.

MUSIC is ...

Music is the topic for the first unit in your textbook this year. Last week we studied some adjectives to describe your favourite types of music: latin, rock, pop,hip hop, rap,folk, classical... Here you can identify musical instruments of all sorts: stringed, keyboard, wind or percussion ones. Then, play the first game and game two to check the vocabulary you know.

On this website you can watch, read, listen and sing the best songs and learn more about the singers and groups who recieve an award every year: World Music Awards. Choose one of your favourite ones and learn about them as next week you will have to write about them. You will get extra marks if you also give a presentation to your class!!

First, listen to this song where Spanish and English are used. Click here and sing along.

A tribute to Michael Jackson

Everybody plays a tribute to the king of pop who died last 26th of june 2009 in his house of California. The best selling album of all times is Thriller. You can listen to the song and follow the lyrics here. After that, you can play this quiz to learn more about this album.

Lyrics | Michael Jackson lyrics - Thriller lyrics

Welcome!!

Hello again.
Now you are in 3rd year of E.S.O. and this is your new image.You look older than last year and I hope you are ready to work as hard as you did in your 2nd year of E.S.O.

You can link the sites from last year (wiki 2º ESO and blog 2º ESO) and the new ones, for example the blog for your mates in 4th year of ESO in the bilingual sections.
Greetings to everybody, teachers and students.

Your English teacher. Carmen Castro.

Time of Your Life by Green Day

Listen to this song and fill in the blanks in the worksheet.



Dedicated to our language assistant Erica R. Thomas

The Passive

Practise the Passive with these links:

• EXERCISE 1: Active or Passive
• EXERCISE 2: Present Tense Passive
  

UNIT 8: THE DISCOVERY OF PENICILLIN

UNIT 8: THE DISCOVERY OF PENICILLIN Activity: Go to every Nobel Prize category (Physics, Chemistry, Medicine, Literature, Peace, Economics) and choose 1 Nobel Prize winner from every section. Explain what he/she did to win the prize, when he/she did and explain why you think it was an important discovery. Did it change the world? How?
Be ready to speak at least for two minutes about every Nobel Prize winner.

HAMLET

Congratulations for your effort and your good work. Here you can see the results of your performances of different scenes from HAMLET by William Shakespeare.

Act 3 Scene 2

Act 3 Scene 4

Act 4 Scene 2 (Group 1)

Act 4 Scene 2 (Group 2)

Act 5 Scene 1

Act 5 Scene 2

EARTH DAY 22nd April

Recycling

HAMLET

Act 5 Scene 2 (Final Scene)

EL CORAZON (The heart)

Hello. Os dejo este artículo y vídeo sobre un apartado de nuestra actualidad en el aula. Para que practiqueis un poquito en la Semana Santa... Podéis introducir la traducción del texto a modo de comentario en esta entrada, poniendo el nombre o la firma del autor (subirá un poquito la nota, je je)

THE HEART:
The heart is a muscular organ in all vertebrates responsible for pumping blood through the blood vessels by repeated, rhythmic contractions, or a similar structure in annelids, mollusks, and arthropods. The term cardiac (as in cardiology) means "related to the heart" and comes from the Greek καρδιά, kardia, for "heart."

The heart of a vertebrate is composed of cardiac muscle, an involuntary muscle tissue which is found only within this organ. The average human heart, beating at 72 beats per minute, will beat approximately 2.5 billion times during a lifetime (about 66 years). It weighs on average 250 g to 300 g in females and 300 g to 350 g in males.

Hello.Today we will learn using computers. There are a lot of interesting activities.Enjoy them. Antonia Montes.
Activity 1
Activity 2
Activity 3
Activity 4

Mi "locus amoenus"

Hello, kids!, Vamos a retratar la naturaleza "ideal". Quiero que colguéis fotos vuestras de aquellos paisajes que alguna vez hayáis visitado y que os hayan parecido vuestro "locus amoenus". Acompañad las imágenes con una descripción y un comentario de ese espacio ideal, que hayáis considerado un "refugio". Si no habéis estado en ninguno que así os parezca, podéis seleccionar un lugar del mundo que creáis que lo sea, pegáis la foto y hacéis el resto.

¿Existen, realmente "locus amoenus"?, ¿cuidamos la naturaleza para que no se pierdan?, ¿preferimos la "vida retirada", o la vida urbana?, ¿pueden ser compatibles progreso y cuidado del medioambiente,...? Tenéis que redactar un texto argumentativo, estilo artículo de opinión, donde reflexionéis sobre estas ideas. Espero vuestras aportaciones para después de Semana Santa. Las mejores serán publicadas en la revista escolar nuestra anual, El estuche.

Gracias y manos al teclado.

Saint Patrick's Day: March 17th

What do you know about Saint Patrick? What is a shamrock? And a Leprechaun? How do people celebrate this day?
Click HERE to listen to some information and answer the questions in your worksheet.

mujeres en la literatura

Hola chicos y chicas de mi 3º A, me gustaría completar esta panorámica del Renacimiento con vuestras aportaciones sobre la visión que se da de la mujer en los textos que hemos visto y que la comparéis con la visión que creéis que posee la mujer en la actualidad.
¿Coincide o es diferente? ¿Qué es lo que nos "enamora"?
Asimismo, me gustaría que buscaséis información sobre mujeres destacaran en literatura anteriores al siglo XX. Podéis añadir imágenes si las encontráis.

HAMLET

Watch these videos that may help you understand the plot and the events in this play.

The Universal Declaration of Human Rights

Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."

PREAMBLE

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

Article 1.

All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2.

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3.

Everyone has the right to life, liberty and security of person.

Article 4.

No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5.

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6.

Everyone has the right to recognition everywhere as a person before the law.

Article 7.

All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Article 8.

Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

Article 9.

No one shall be subjected to arbitrary arrest, detention or exile.

Article 10.

Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 11.

(1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12.

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Article 13.

(1) Everyone has the right to freedom of movement and residence within the borders of each state.
(2) Everyone has the right to leave any country, including his own, and to return to his country.

Article 14.

(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15.

(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Article 16.

(1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending spouses.
(3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

Article 17.

(1) Everyone has the right to own property alone as well as in association with others.
(2) No one shall be arbitrarily deprived of his property.

Article 18.

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Article 19.

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Article 20.

(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.

Article 21.

(1) Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.
(2) Everyone has the right of equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22.

Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23.

(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal work.
(3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24.

Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article 25.

(1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.

Article 26.

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27.

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

Article 28.

Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

Article 29.

(1) Everyone has duties to the community in which alone the free and full development of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Article 30.

Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

Jugando con Darwin a la evolución

Con este divertido juego podréis simular los efectos que tienen las mutaciones sobre la selección natural, motor de la evolución de las especies.
En esta página también podréis encontrar documentos sobre Darwin, el padre de la teoría de la evolución, auténtico revolucionario de su tiempo. Que os aproveche. Un saludo del profe de Naturales.

Charles Darwin's 200th Birthday - 12th February 2009

Charles Robert Darwin (12 February 1809 – 19 April 1882) was an English naturalist who realised and demonstrated that all species of life have evolved over time from common ancestors through the process he called natural selection. The fact that evolution occurs became accepted by the scientific community and much of the general public in his lifetime, while his theory of natural selection came to be widely seen as the primary explanation of the process of evolution in the 1930s, and now forms the basis of modern evolutionary theory. In modified form, Darwin’s scientific discovery is the unifying theory of the life sciences, providing logical explanation for the diversity of life.

St. Valentine's Day 14th February

I'm sure you already know a lot about St Valentine's Day and its celebration, but why don't you see THIS VIDEO to check your knowledge? After that, you may want to do QUIZ 1, or QUIZ 2, and finally you could even send an e-card to your beloved person !!!

Peace and Non-Violence Day - VIDEO

De Películas

Peace and Non-Violence Day - POSTERS

Thank you for your interest and your great posters.

Click HERE to see all the pictures

SCIENCE & PEACE
This week we will commemorate the International Day of the Peace , here there is a webquest with information about the Nobel Awards and games.Are you ready?Click here.

poemas sobre la paz

Chicos/as, aquí os envío algunos poemas sobre la paz. En realidad hay tantos que es difícil seleccionar. En realidad, la poesía nos abre siempre el camino hacia la paz, aunque el tema sea otro, porque es un lenguaje que sólo puede venir de la paz.
Os pido que, para ilustrar estos poemas, busquéis imágenes chulas que les vengan bien a los textos, vosotros que sois mejores navegantes que yo por estos océanos de internet. Espero vuestras aportaciones. Gracias.

Aquí esta la dirección:
http://www.reflejosdeluz.net/paz/recitandoalapaz.pdf

Peace and Non-Violence Day 30th January

This week we have been working on the topic of Peace. One of the activities I asked you to do was to create a new symbol to represent Peace. I borrowed this idea from the blog of another English teacher, so I would like to include here a link to her blog:
http://rosa-englishblog.blogspot.com/2009/01/peace-and-non-violence-day.html

I hope this topic may be interesting for you, and I remind you to bring your exercises before next Thursday 29th January

Hello!As I promised you, here is the page I want you to look at. Enjoy it.ANTONIA.

HAPPY HOGMANAY

Hogmanay is the Scots word for the last day of the year and is synonymous with the celebration of the New Year in the Scottish manner.
The Hogmanay custom of singing "Auld Lang Syne" has become common in many countries. "Auld Lang Syne" is a traditional poem reinterpreted by Robert Burns, which was later set to music. It is now common for this to be sung in a circle of linked arms that are crossed over one another as the clock strikes midnight for New Year's Day.



For the full lyrics and meaning of "Auld Lang Syne" click HERE

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