1.en.37 Stereoscopes and stereographs: definitions

As a follow up to the photographic exhibition In La Misericordia, a History teacher from the Ramon LLull, Gabriel Alomar, lent us a beautiful stereoscope and a collection of stereographs* from Mallorca, this way we could have a close look at this witty invention that is more than a hundred  years old.

Useful language to describe it:

  • It is a gadget/ device/invention/machine
  • It is called…
  • It is made of… Materials: wood, metal iron, glass
  • It is … size, shape, features…. portable/small/fragile/
  • It consists of a … handle, mask, sliding stand…
  • It is composed/ it is made of
  • It is used for… -ing

If you are interested in finding more information about the origins of stereoscopes and stereographs, check this site.

*Stereographs  consist of two photographs  positioned side by side about two and half inches apart, one for the left eye and one for the right. When a viewer uses a stereoscope, a device for viewing stereographs, these two flat images are combined into a single image that gives the illusion of depth.

Homework: 8th December .

Think of another witty device and  define it. Use the description of stereoscope we did in class as as a model. Check the useful language  that appears  in this post  (in blue) and copy it in your notebook next to your definition.

Post your definition to the blog and copy it in your notebook. You can add a photo or a drawing of your device. There is no need to search a lot. There are plenty of witty inventions around us.

1.ca.24 TREBALL TRIMESTRAL ENQUADERNAT


Uep, com anam? Ja hem fet l’examen de continguts, i dilluns hem d’entregar el treball trimestral, enquadernat de forma especial. També hem de fer una redacció sobre la ciutat que tenia llibres (enquadernats) en llos d’arbres i el comentari del nou hospital de Son Espases.
El divendres dia 3 de desembre realitzarem un col•loqui que heu de preparar sobre com ha anat aquest primer trimestre en general, i especialment a l’assignatura de català. Heu de fer un guió i tothom participar, respectant les normes del diàleg. Esperem que aportareu idees interessants.
Bon cap de setmana!

1.en.36 Alliteration: Practice your tongue twisters!

Next week we’ll record you, so you should get some practice at saying loud and clear the tongue twister you have chosen. The whole set of tongue twisters is displayed in your class; have a look at the the ones your classmates have made, we’ll have to vote the one we like best.

Here’s a you tube video that might help you. Try singing along!

seashells, shoelessly, shimmering, seashore, Sally, sells, splashing, summer, somersaults, sunshiny, ships, silvery…

/ʃ/ /s/

Alliteration is a literay device
The practice of beginning several consecutive or neighboring words with the same consonant sound. (i.e. Sally sells seashells by the sea shore.)

1.es.17 El cementerio de los ingleses (2)

Capítulo 3
Vocabulario: latón, deteriorar, funcionario, perplejidad, legajo, aplomo, avidez, corsario, camarín, gema, rapacidad, a la sazón, rigor, galerna, desertor
¿Por qué la relación entre Wilham y Cortio es “mitad cielo y mitad infierno”?
¿Qué es la Azula?
¿En qué punto de la historia se interrumpe el legajo?

Capiítulo 4
Vocabulario: inaudible, rígido, zafio, escéptica, desairar, pernoctar, codicia, pesquisa
¿En qué se diferencia la versión de la tía Srah de la del legajo?

Capiítulo 5
Vocabulario: anómalo, diáfano, arcón, concebir, conciliar
¿Virginia es sonámbula?

Capiítulo 6
Vocabulario: presentir, esfumarse, mugriento, brusco, increpar, mocoso, perplejo, sin mediar palabras
¿Por qué el ciego va al cementerio?
¿El ciego cobra por contar sus historias?

Capiítulo 8
Vocabulario: inquirir, zozobrar, pesquero, recinto, aprensión
¿Quién está enterrado en la tumba de Wilham?

Capiítulo 9
Vocabulario: paradero, profanar, cerciorarse
¿Cómo deswcubre Virginia quién ha excavado la tumba?

Capiítulo 10
Vocabulario: desasosiego, inmediaciones, sereno, buscar una aguja en un pajar, a regañadientes
¿Cómo descubre Pablo que el legajo está incompleto?

Capiítulo 11
Vocabulario: clandestino, dársena, intacto, atar cabos
¿Qué predice la echadora de cartas?

Capiítulo 12
Vocabulario: perecer, alterar, arrumbado, celador, beata, liturgia
¿Qué mentira dicen Pablo y Virginia para entrar en el camarín?

Capiítulo 13
Vocabulario: ajena, devoto, prosaico, inflexión, andar con tapujos, misal, poner las cartas sobre la mesa
¿Quién muestra el diario de Coro?

Capiítulo 14
Vocabulario: literalmente, enardecer, anhelo, desistir, fingir, deteriorado, desdeñar, desmejorar, presagio, pertinaz, sirimiri, alborotar, pésimo, cinismo, amedrentar
¿Cómo conoce el bibliotecario la existencia de la Azula?

Epílogo
¿Qué es un epílogo?

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1.en.35 On line help to learn your numbers

In the first two exams you were asked to write numbers. Some of you did not do very well. If you need extra practice, this site is great.

You can look at the way ordinal and cardinal numbers are written and you can also use the number generator for self evaluation: just write a number and check if you wrote it correctly.

Did you find this site useful? Post comments to the blog.

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1.en.34 Phonetics: the English phonetic alphabet with sound

All of you should know a tongue twister by heart and next week we’ll record you, so you better get some practice. By now you should know that phonetics is very important in English because pronunciation and spelling are tricky. Some sounds are a bit difficult too. In this video you can listen to the English sounds and see how they are represented. You are already familiar with some of them. Next step will be to concentrate on vowel sounds, including long ones. It is a bit long, but it will give you a chance to practice as many times as you need.
  1. How are long vowels represented?
  2. How many vowel sounds are there in English?
  3. What is the most common sound in English?
  4. How many diphthongs are there in English?
  5. Can  the schwa sound appear in  stressed syllables?
  6. How many sounds have we learnt so far?

Homework: Thursday 2nd December. Copy the answers in your notebook and post them to the blog.

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1.en.33 Chenoa’s visit to our school and new teachers from 2n ESO

Hello everyone! you are really a lucky group. Yesterday you had the opportunity to go to Chenoa’s talk , to learn more about her and  even to ask her questions. You all look great in this pic.

You know that your teachers believe that learning takes place inside and outside the classroom, so now it is about time to do a bit of work.  This time, 2n year ESO E will be your teachers and, who knows, they might  also learn something from you.

Homework. Task I

First, answer this set of questions. Send your answers to the blog and copy them in your notebook.

  1. Does Chenoa fit in the stereotype of a celebrity? Why? Why not?
  2. Would you describe her as  an approachable or as a distant person?  /əˈproʊtʃəbəl/
  3. Did she sound artificial or natural?
  4. Did she tell you any anecdote you liked? Can you summarise it?
  5. Do you think she is a good role model for teenagers?
  6. Was she very different from the idea you had of her from TV and magazines?
  7. What is her song you like best?
  8. Can you see your group in the pic? Where were you situated in the music room?
  9. What surprised you most of her talk?
  10. Did you ask any questions? If you could, would you like to ask her any question?

Homework. Task II

Then, look at the table below and see how I have paired you up with 2nd year students. Second year students wrote  summaries and impressions on Chenoa’s talk that they will upload to the blog. Your task will be to read the composition and copy it in your notebook. Then you will have to choose a sentence you liked and post it to saps què te dic. Remember to write the name of the person who wrote it.

For instance:

Rodrigo Deus said : “……………………………………………….”

1ST ESO E

2ND ESO E

1 Aleksandrova, Izabela Igorova | MARTA ALEMANY
2 Alemany Martínez, Álvaro Miguel | ALCALDE MENA, PILAR
3 Balufo Nicolau, Ariadna | BLANCH VALLESPIR, ÀNGEL MIQUEL
4 Bauzà Company, Margarita | BORRÁS DÍAZ, SARAH
5 Blanch Vallespir, Miquel Gerard | BOUZA BAÑOBRE, SARA
6 Bosch Manresa, Joan Sebastià CABAÑERO CAPÓ, MIGUEL ÁNGEL
7 Campomar Ginard, Pau | COCA CALDENTEY, JOSÉ
8 Escarpa Parra, Marina | CUERVO ARIZA, ANDREA
9 Fernández Romano, Andrea | DEUS VERA, RODRIGO
10 Gomila Sbert, Paula | DIÉGUEZ DE LA TORRE, TATIANA
11 Kumar, Ritish | ECHEVARRÍA LLANERAS, JUDIT
12 Mármol Verastegui, Jhazmin Cecilia | FONT BENNASSAR, JOSEP ANTONI
13 Martín Mir, Silvia | FURIÓ FERRER, GUILLEM
14 Moragues Rodríguez, Sergio | GARCÍA HERNÁNDEZ, FRANCISCO
15 Pomar Galobardas, José Ignacio | HRISTOV , EMIL EVGENIEV
16 Sánchez Zuwa, Noé | KAUR , LOVEPREET
17 Santos Fernández, Maria | MALUNAY NANTEZA, DARYL JADE
18 Seguí Martín, Pau | p PIZARRO ASTUDILLO, ZANDALIE
19 Serra Binimelis, Marta PUCHE GARCIA, CLAUDIA
20 Socias Mayol, Paula | RODRÍGUEZ GILABERT, GABRIEL
21 Soria Yagüe, Alba | ROSER ALVIRA, NEUS
22 Vasilev, Vladislav Nikolov | SANTANA ESTIVILL, IDAIRA MIREIA
23 Vidal Siquier, Andreu | TOUS MARROIG, AINA
24 Vidal Siquier, Joan | VICENTE MARQUEZ, PHILLINE YMIRA
1 YE , JILIN

Izabela will have to read two compositions: Marta Alemany and Jilin Je.

Homework deadline for tasks I and II: Monday 29th November

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