English Projects for Secondary and Bachillerato Education

INFORMACIÓN PAU (PONDERACIÓN DE LAS NOTAS - INFORMACIÓN SOBRE EL EXAMEN):

2012-01-30T17:43:00.000Z

En este link encontraréis toda la información publicada el 24-01-2012 sobre las pruebas del examen PAU: (Estructura de la prueba) :

Información general sobre la Prueba de Acceso a la Universidad (PAU) desde Bachillerato Prueba de acceso a estudios universitarios (PAU)
Notas de Corte 2011-2012

Publicadas las notas de corte de junio para el curso 2011-2012 (101 KB)

Ponderación de materias PAU 2012-2013

Descárgate la ponderación de materias de la fase específica de la PAU para todas las universidades de la Comunidad de Madrid (489 KB)

Mnemonic Cloze Test (Solution):

2012-01-30T15:50:00.001Z

· Otherwise

· Behind

· Code

· Store

· While

· Key

· Reliably

· On

· Out

· Drab

· Up

· Flow

· Use

· What

· Will

Relative Clauses: Defining / Non-Defining:

2012-01-30T15:23:00.003Z

Relative clauses

View more presentations from dulwichticks.

Solucion Examen de Selectividad Opción A Sept. 2010.

2012-01-27T18:20:00.000Z

SOLUCIONES OPCIÓN A:

1) Are the following statements TRUE or FALSE? Copy the evidence from the text.
No marks are given for only TRUE or FALSE.
(Puntuación máxima: 2 puntos)

1.- a)

Children start speaking immediately after their operation.

FALSE: ...after the operation, the child... undergoes a long rehabilitation process
before he or she can begin to speak.

1.- b)

According to the text, when parents try to force their children to speak,
they become more communicative.

FALSE: ...toddlers undergoing rehabilitation are under a lot of pressure
from their surroundings - especially their parents - to begin talking,
and sometimes this pressure makes them become introverted.

2.-

In your own words and based on the ideas in the text, answer the following questions.
Do not copy from the text.
(Puntuación máxima: 2 puntos)

2.- a)

How do these children improve after music therapy?

They communicate more frequently and for a longer period of time.

NOTA: esta respuesta es simplemente una propuesta entre otras posibles.
Añade la tuya y la comentaré.

2.- b)

In the rehabilitation sessions, what do children do?

Children do things with musical content, with special attention being given to loudness and rhythm.

NOTA: esta respuesta es simplemente una propuesta entre otras posibles.
Añade la tuya y la comentaré.

3.-

Find the words or phrases in the text that mean:

3.- a)	goes through (paragraph 1)	undergoes
3.- b)	small children (paragraph 1)	toddlers
3.- c)	appropriate (paragraph 2)	suitable
3.- d)	investigators (paragraph 3)	researchers

4.-

Complete the following sentences. Use the appropriate form of the
word in brackets when given.
(Puntuación máxima: 2 puntos)

4.- a)

Music, ________ constitutes a bridge ________ the quiet world
that the children knew and a new world of sounds, is used in rehabilitation.

Music, which constitutes a bridge between the quiet world that the children
knew and a new world of sounds, is used in rehabilitation.

4.- b)

These sessions ________ (videotape) and analysed ________ show the results.

These sessions are videotaped and analysed (in order) to show the results.
These sessions were videotaped and analysed (in order) to show the results.
These sessions will be videotaped and analysed (in order) to show the results.

4.- c)

There is still ________ work to be done ________ researchers in this area.

Hay una serie de respuestas evidentes:

There is still much work to be done by researchers in this area.
There is still lots of work to be done by researchers in this area.
There is still a lot of work to be done by researchers in this area.

Pero la oración también se presta a otras soluciones:

There is still much work to be done , say researchers in this area.
There is still lots of work to be done , say researchers in this area.
There is still a lot of work to be done , say researchers in this area.

4.- d)

Rewrite the sentence beginning with the words given
The mother said: "My son has improved his communication with music therapy."
The mother said that...

The mother said that her son had improved his communication with music therapy.

5.-	Write about 100 to 150 words on the following topic.
	How important is music in your life? Write about your tastes.
	(Puntuación máxima: 3 puntos)

(Gracias a http://redacciones-ingles.blogspot.com/).

The Importance of Pronouncing Well in English...

2012-01-25T17:01:00.000Z

In this video you can see how important is to pronounce well in English (above all if you want to be understood properly, and not in a 'different way') as this video of 'An Italian Man in Malta' illustrates!
Have fun and pay attention!
(This video is thanks to Jesús).
Bárbara.

EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.

2012-01-23T09:09:00.000Z

(PARA VER MÁS GRANDES LOS EXÁMENES HAZ CLIC SOBRE ESTE ENLACE: exámenes de selectividad.

Opción A - Examen Carlos III

Opción B - Examen Carlos III

Google Security Data (Ciclo Formativo Informática)

2012-01-13T17:50:00.002Z

In this video we are going to watch how Google Security Data is controlled and what measures should undergo its workers every day just to protect the whole thing.
It's very illustrative of this Technological Era we are living in (and the resources it uses).
B.

Games to Learn English Grammar (BBC)

2012-01-12T19:45:00.000Z

Grammar Exercises

Did you know that you can learn grammar and have some fun at the same time? Practise grammar with these exercises and if you find any difficult follow the link to our quick grammar reference pages where you can get help.

Click here to start playing this game and check if you are ready to win!

Writing compositions techniques

2012-01-12T19:40:00.000Z

A good composition structure:

Is made easier by prior planning.
Makes it clear how you are going to address the question, where you are going and why.
Sets out your main ideas clearly.
Makes it clear how the main ideas relate to each other.
Takes the reader through your answer in a logical, progressive way.
Organises groups of related information in paragraphs.
Uses connecting words and phrases to relate each point/idea to earlier and later points.

INTRODUCTION

Arouse the reader’s interest.
Set the scene.
Explain how you interpret the question set.
Define or explain key terms if necessary.
Identify the issues that you are going to explore.
Give a brief outline of how you will deal with each issue, and in which order.

ARGUMENT/MAIN BODY

Contains the points outlined in your introduction, divided into paragraphs:

Paragraph 1

Covers the first thing you said you would address.
The first sentence (the topic sentence) introduces the main idea of the paragraph.
Other sentences develop the topic.
Include relevant examples, details, evidence, quotations, references.

Paragraph 2 and other paragraphs

The first sentence links the paragraph to the previous paragraph then introduces the main idea of the paragraph.

CONCLUSION

Draw everything together.
Summarise the main themes.
State your general conclusions.
Make it clear why those conclusions are important or significant.
Do not introduce new material.
In the last sentence, sum up your argument very briefly, linking it to the title.
Suggest further questions of your own.

___________

TIPS FOR PLANNING YOUR COMPOSITION
MAKE AN OUTLINE PLAN
- Keep the question in sight.
DRAFTING
- Start with the "middle".
- Take each main topic, idea, and write a paragraph about it.
- Do not worry about style or spelling at this stage: let the ideas flow.
- Each paragraph needs a "topic sentence" that makes it clear what that paragraph is about. The rest of the paragraph will include information and evidence related to that "topic".
- Write the conclusion: it should sum up the content of the "middle" and relate back to the title.
- Write the introduction: it is easier to say what your composition sets out to do once you’ve done it.
http://mbonillo.xavierre.com/grammar/composition.html#intro

Fechas de Selectividad curso 2011/2012 (Junio y Septiembre)

2012-01-12T19:04:00.000Z

BOCM BOLETÍN OFICIAL DE LA COMUNIDAD DE MADRID

Pág. 38 MARTES 10 DE ENERO DE 2012 B.O.C.M. Núm. 8 BOCM-20120110-10

I. COMUNIDAD DE MADRID

C) Otras Disposiciones

Consejería de Educación y Empleo

RESOLUCIÓN de 13 de diciembre de 2011, del Director General de Universidades e Investigación, por la que se da publicidad al Acuerdo de la Comisión Coordinadora de la prueba de acceso a las enseñanzas universitarias oficiales de grado por el que se determinan las fechas de realización de la prueba correspondiente al curso 2011-2012.

La Comisión Coordinadora de la prueba de acceso a las enseñanzas universitarias oficiales de grado, creada según lo establecido en la Orden 3208/2009, de 2 de julio, de la Consejería de Educación, ha aprobado, con fecha 2 de diciembre de 2011, las fechas para la realización de la prueba de acceso a dichas enseñanzas correspondientes al curso 2011-2012.
Siendo necesario que las fechas de realización de la prueba se conozcan con la antelación suficiente para permitir una programación ordenada de las actividades académicas de fin de curso, tanto en los centros de Enseñanza Secundaria, como en las Universidades, procede hacer públicas las referidas fechas, tanto para la convocatoria de junio, como para la de septiembre, del curso 2011-2012.

En su virtud,

RESUELVO

Primero

Dar publicidad a las fechas de realización de la prueba de acceso a las enseñanzas universitarias oficiales de grado, acordadas por la Comisión Coordinadora de dicha prueba,
que serán las siguientes:
— Convocatoria de junio de 2012: Los días 5, 6 y 7 de dicho mes, reservándose el día 8 para la realización de los ejercicios correspondientes a materias coincidentes, incidencias y acogimiento de lo dispuesto en la Ley 25/1992, de 10 de noviembre, por la que se aprueba el Acuerdo de Cooperación del Estado Español con la FCIE u otros Acuerdos de la misma naturaleza.
— Convocatoria de septiembre: Los días 11, 12 y 13 de dicho mes, reservándose el día 14 para la realización de los ejercicios correspondientes a materias coincidentes e incidencias.

Segundo

La entrega de matrícula para la prueba de acceso será los días 23 y 24 de mayo, para
la convocatoria de junio de 2012, y los días 5 y 6 de septiembre, para la convocatoria de
septiembre de 2012.

Madrid, a 13 de diciembre de 2011.—El Director General de Universidades e Investigación, Jon Juaristi.
(03/43.559/11)
___________

http://www.bocm.es BOLETÍN OFICIAL DE LA COMUNIDAD DE MADRID D. L.: M. 19.462-1983 ISSN 1989-4791

Compositions (Optional Topics) for 2nd Bachillerato:

2012-01-12T18:47:00.002Z

Topics:

1- The use of technology nowadays is being spread out more and more. Sometimes we don't realise if its use as good as it looks like at first, or not. Do you think the use of technology or the Internet to establish relationships is good for us? Should we set a limit to certain types of 'cyber-relationships'?
(150 words to 200).

2- Why do so many marriages end up nowadays in divorce? What do you think couples should do to assure themselves of a succesful marriage?
(150 words to 200).

3- Explain the advantages of growing up in the 'first world' as opposed to growing up in the socalled 'third world' and justify your answer by saying how these differences can be cleared out to make a better world.
(150 words to 200).

4- Write a story beginning with: 'I'll never forget the day / the night...'.
(150 words to 200).

5- Write a formal letter applying for the job adverted below for a foreign company as a shop assistant. (You can also enclose your C.V. and a reference letter to strenght your application form). * If you need further information on how to do it, just go to the writing section in unit 6 of your books.
(150 words to 200).

We are looking for a shop assistant for our Shopping Centre called 'GreatAge' located in Gran Vía, just in the City Centre of Madrid. You will be in charge of the 'Clothing for Teenagers Department', your tasks will include selling all of the products that our store offers to a wide and selected range for young people at a very good price. If you want to work in a firm where responsibility as well as attitude are well appreciated, this is your opportunity. The succesful candidate will earn great incomes and comissions for every sale and they will also be able to combine this job with another activity so that you can continue for example with your studies, as it is a part-time job.

Please apply to the following adress: GRAN VÍA STORES HOUSE, 3, MADRID P.O..BOX: 209.

Enclose your CV and a reference letter as soon as possible so as to be the first one to achieve this permanent job.

(Written by teacher BZJ for Tutorial 3 - MyOxfordEnglish, Level 9).

6- Write an e-mail to a friend in which you describe your describe your holidays, your routines, something funny that happened to you and what you would like to do next summer.

(150 words to 200).

7- Give your opinion on the importance of learning languages. Think if it is appropriate or not for the world to end up speaking only one common language. (Remember: There have been some attempts at doing this with the creation of 'Esperanto' language). Is that possible?

(150 words to 200).

8- Write a free essay on a topic you choose about any news from any newspaper or TV! (Justify your ideas, be critic and show the main points highlighted in the news to show your own ideas in an adequate writing style).

BZJ.

_______________________________

Remember that you can send your topics by e-mail: educasecundaria@gmail.com

Video on Reported Speech

2012-01-09T16:53:00.001Z

This video will help you with the Reported Speech, it is simple and very straight forward.
I hope this will do!
B.

How to do a good composition in detail (2nd Bachillerato):

2012-01-04T19:53:00.000Z

By clicking on this link you can see how easy is to write a good composition.

Apart from this, you should also use the photocopies that were given to you in December to take into account the connectors you want to use and so on.

I hope again this helps!

Bárbara.

Selectividad Text: 'I'm Working from Home' Para Bach. B / C.

2012-01-02T11:48:00.002Z

El Texto de Selectividad 'I'm Working from Home' que tenéis en el set de fotocopias que se os entregó el último día de clase (con todos los ejercicios, del 1) al 5), se corregirán en clase a la vuelta de las vacaciones, es decir el día 9 de Enero, y la composición que pertenece al ejercicio 5)a)
Discuss the advantages and disadvantages you find in homeworking; se recogerá (fecha tope) ese mismo día 9 de Enero).

Recordad que podéis utilizar el mail del blog educasecundaria@gmail.com para enviar tanto los ejercicios como la composición lo más tarde el día 9 de Enero. No excuses will be accepted!

Feliz año 2012!

I'm working from Home - Modelo Texto de Selectividad - (PULSA EL LINK PARA VER EL TEXTO).

Bárbara.

Ciclo de Grado Medio: Traffic on the internet

2011-12-07T09:09:00.000Z

ESLvideo.com :: Traffic on the internet

En este video se ve de una manera interesante como el 'hombre' y la 'máquina' (o la tecnología) forman un equipo...
Después de visualizar el video, podéis ir a este link para responder a unas preguntas y ver qué habéis aprendido haciendo CLICK AQUÍ

REPORTING VERBS + REPORTED SPEECH + REPORTING ORDERS / SUGGESTIONS / QUESTIONS

2011-12-04T17:55:00.000Z

Reported speech

Word order

Direct speech
"I play football"
"I am playing football"
"I have played football"
"I played football"
"I was playing football"
"I had played football"
"I had been playing football"
"I will play football"
"I can play football"
"I must play footbal"
Reported speech
He said (that) he played football
He said (that) he was playing football
He said (that) he had played football
He said (that) he had played football
He said (that) he had been playing football
He said (that) he had played football
He said (that) he had been playing football
He said (that) he would play football
He said (that) he could play football
He said (that) he had to play football
1. In reported speech, we usually report what was said at a different time, and so we change the tense to reflect the time which we are reporting:
DIRECT SPEECH: "I'm not playing football."
REPORTED LATER: He said that he wasn't playing football.

2. Sometimes we need to change the pronoun.
DIRECT SPEECH: Jim: "I don't like living here." (Jim is referring to himself)
REPORTED SPEECH: Jim said (that) he didn't like living here. (The pronoun he refers to Jim)

3. We may also need to change other words about place and time.
DIRECT SPEECH: "I like this car."
REPORTED SPEECH: He said (that) he liked the car.

DIRECT SPEECH: "I went to Tokyo last week."
REPORTED SPEECH: She said (that) she'd been to Tokyo the week before.

CHANGES OF PLACE AND TIME:

DIRECT SPEECH: REPORTED SPEECH:

- Now, at the moment. - Then, at that moment.
- Today. - That day.
- Tonight. - That night.
- Last night. - The previous night, the night before.
- Tomorrow. - The next day, the following day.
- Yesterday. - The previous day, the day before.
- This week. - That week.
- Next week. - The following week, the week after.
- Last year. - The previous year, the year before.
- Here. - (Usually) There.
- This /These. - That / Those.

Functions and examples

We use reported speech to tell someone what another person said.
Jim says to you...
"I don't feel well."
"I can't drive."
"My parents have gone on holiday."
"I'm going out now so you will have to wait until I get back."

You tell your friend what Jim said...
Jim said to me / told me (that) he didn't feel well.
He said to me / told me (that) he couldn't drive.
He said to me / told me (that) his parents had gone on holiday.
He said to me / told me (that) he was going out then so I would have to wait until he got back.

Important points

1. If we report something which is still true, it is not necessary to change the verb.
DIRECT SPEECH: "My car is bigger than yours."
REPORTED SPEECH: He said his car is / was bigger than mine. (That is because my car is supposed to continue being bigger).

2. When we are reporting past tenses, and we see the events from the same viewpoint as the original speaker, it is not necessary to change the tense.
DIRECT SPEECH: "The earthquake happened at half past seven."
REPORTED SPEECH: The radio said that the earthquake happened at half past seven.

3. Modal verbs / expressions such as: could, might, would, should, ought, had better usually do not change in reported speech.
DIRECT SPEECH: "I should go to the dentist."
REPORTED SPEECH: He said that he should go to the dentist.

Reported questions

Form

When we are reporting questions, the subject comes before the verb.
DIRECT SPEECH: "Where are you going?"
REPORTED SPEECH: He asked me where I was going.

DIRECT SPEECH: "Why is he shouting?"
REPORTED SPEECH: He asked me why he was shouting.

DIRECT SPEECH: "What do you want?"
REPORTED SPEECH: She asked me what he wanted.

Negative questions

We do not use the auxiliary verb 'do', except in negative questions.
DIRECT SPEECH: "Who doesn't like cheese?"
REPORTED SPEECH: She asked me who didn't like cheese.

Yes/no questions

We report yes / no questions with 'if' or 'whether'.
DIRECT SPEECH: "Do you want me to come?"
REPORTED SPEECH: I asked him if he wanted me to come.

DIRECT SPEECH: "Have you fed the dog?"
REPORTED SPEECH: She asked me whether I had fed the dog.

Who, what, which

When we report questions with 'who, what or which' + to be + complement, the verb 'to be' can come before or after the complement.
DIRECT SPEECH: "Who is the champion?"
REPORTED SPEECH: She asked me who the champion was OR She asked me who was the champion.

DIRECT SPEECH: "What is your favourite colour?"
REPORTED SPEECH: She asked me what my favourite colour was OR She asked me what was my favourite colour.

Say and tell

Direct and indirect speech

We use 'say' and 'tell' in both direct and indirect speech.
DIRECT SPEECH: I said: "I'm hungry." / I told him: "I'm hungry."
INDIRECT SPEECH: I said that I was hungry / I told him that I was hungry.

We cannot use 'say' or 'tell' with indirect questions.
Jim asked (me) if I wanted to play football.
NOT: Jim told/said me if I wanted to play football.

Using objects

With 'tell', we say who is told.
He told me that he liked playing tennis.
NOT: He said me that he liked playing tennis.
NOT: He told that he liked playing tennis.

With 'say', if we want to use a personal object, we use to.
He said to them that he would be late.

With other objects, we don't usually use 'tell'.
He said a strange thing.
NOT: He told a strange thing.

Orders and instructions

We can use 'tell' + object + infinitive to give orders and instructions.
I told my son to stop shouting.
She told me to shut up.

Form, functions and examples

We use reporting verbs to report what someone said more accurately than using 'say' and 'tell'.

verb + infinitive
agree, decide, offer, promise, refuse, threaten
They agreed to meet on Friday.
He refused to take his coat off.

verb + object + infinitive
advise, encourage, invite, remind, warn
Tom advised me to go home early.
She reminded me to telephone my mother.

verb + gerund
deny, recommend, suggest
They recommended taking the bus.
She suggested meeting a little earlier.

verb + object + preposition (+ gerund)
accuse, blame, congratulate
He accused me of taking the money.
They congratulated me on passing all my exams.

verb + preposition + gerund
apologize, insist
They apologized for not coming.
He insisted on having dinner.

verb + (that)
admit, agree, decide, deny, explain, insist, promise, recommend, suggest
Sarah decided (that) the house needed cleaning.
They recommended (that) we take the bus.

_______________________________

See more teacher's resources at www.englishgrammarresourcesforteachers.com/uk

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS 2º BACHILLERATO. (CARLOS III) L.O.E.

2011-11-22T11:04:00.000Z

TRABAJO PARA 2º BACHILLERATO B / C - I.E.S. INFANTA ELENA:

A CONTINUACIÓN, LEED ATENTAMENTE LAS SIGUIENTES INSTRUCCIONES:

Primero) Debéis leer las instrucciones sobre cómo se hace el examen 'modelo de Selectividad' tal y como se detallan a continuación en esta misma entrada.

Segundo) Una vez leídas estas instrucciones 'criterios' debéis mirar y prestar mucha atención a la siguiente entrada del blog 'EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.', en la que se os muestran dos opciones resueltas de dos exámenes de Inglés de Selectividad (además tenéis que repasar el que ya explicamos e hicimos en clase).

Tercero) Tenéis que hacer como trabajo para casa el examen de selectividad de la entrada de este blog titulado 'EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)' conforme a las instrucciones y criterios que hicimos en su día en clase, que son los mismos que aparecen detallados en esta misma entrada, (y HACER SOLO UNA DE LAS DOS COMPOSICIONES PROPUESTAS EN LA PREGUNTA Nº 5 DE DICHO EXAMEN).

Cuarto) Una vez realizado el trabajo para casa (ese examen de Selectividad), debéis mandar las soluciones por mail a la siguiente dirección y EN LAS SIGUIENTES FECHAS SIN FALTA NI DEMORA: (Así podré resolver dudas antes del examen).

- 2ºBACH B/C: JUEVES 24 DE NOVIEMBRE DE 2011 - mail: educasecundaria@gmail.com

Saludos,

Bárbara.

*****

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS SELECTIVIDAD:

*TIEMPO: 1 hora y 30 minutos.

La prueba consistirá en el “análisis” de un texto de un idioma extranjero (el inglés en este caso), del lenguaje común, no especializado.

El alumno dispone de dos opciones para contestar (A y B). Debe escoger sólo una de ellas. A partir del texto propuesto, el estudiante realizará un comentario personal y responderá a cuestiones relacionadas con el texto, que serán planteadas y respondidas por escrito en el mismo idioma, (en inglés) sin ayuda de diccionario ni de ningún otro manual didáctico. El texto propuesto contendrá alrededor de 250 palabras y su comprensión no exigirá conocimientos especializados ajenos a la materia de la prueba (y el vocabulario está incluido dentro de los niveles propios de un alumno de 2º de bachillerato que va acceder a la universidad). La dificultad del texto SIEMPRE estará controlada, a fin de permitir al alumno que realice la misma en el tiempo previsto. La puntuación total del examen será de 10 puntos. La comprensión de las palabras que no se entiendan en el texto, ha de hacerse siempre mediante el contexto (que proporciona el sentido propio del resto del texto), así como mediante la destreza que ha de tener el estudiante a la hora de distinguir la categoría gramatical que ocupará dicha palabra en el contexto textual.

* Al comienzo de la prueba se incluirán:

Unas instrucciones generales para la realización de la misma en lengua castellana. El resto de la prueba estará totalmente redactada en inglés, y el alumno usará exclusivamente la lengua inglesa en sus respuestas.

* Valoración de objetivos de cada una de las preguntas:

Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El alumno deberá

decidir si dos frases que se le presentan son verdaderas o falsas, copiando a continuación únicamente el fragmento del texto que justifica su elección. Se otorgará 1 punto por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya debidamente justificada con la opción de 'T' -TRUE (para verdadero) más la correspondiente evidencia, o 'F' - FALSE (para falso) y su respectiva evidencia. NO SE PUNTUARÁ ABSOLUTAMENTE NADA PARA AQUELLAS RESPUESTAS EN LAS QUE NO COINCIDAN AMBAS PREMISAS.

Pregunta 2: Hasta 2 puntos. Se pretende comprobar dos destrezas: la comprensión lectora y la expresión escrita, mediante la formulación de dos preguntas abiertas que el alumno deberá contestar basándose en la información del texto, pero utilizando sus propias palabras en la respuesta. Cada una de las preguntas valdrá 1 punto, asignándose 0,5 puntos a la comprensión de la pregunta y del texto, y 0,5 a la corrección gramatical de la respuesta.

Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el aspecto de la comprensión del texto. El alumno demostrará esta capacidad localizando en el/los párrafo/s que se le indica un sinónimo adecuado al contexto, de cuatro palabras o definiciones. Se adjudicará 0,25 por cada apartado. Para esta pregunta, es muy importante saber qué tipo de palabra es, y en qué género, número o tiempo está dicha palabra, para que sea sinónima.

Pregunta 4: Hasta 2 puntos. Con esta pregunta se pretenden comprobar los conocimientos gramaticales del alumno, en sus aspectos morfológicos y/o sintácticos. Se presentarán oraciones con huecos que el alumno deberá completar/rellenar. También podrán presentarse oraciones para ser transformadas, u otro tipo de ítem. Se adjudicará 0,25 a cada “hueco en blanco”, y en el caso de las transformaciones o ítems de otro tipo se concederá 0,5 con carácter unitario.

Pregunta 5: Hasta 3 puntos. Se trata de una composición -de 100 a 150 palabras- en la que el alumno podrá demostrar su capacidad para expresarse libremente en lengua extranjera. Se propondrá una única opción y se otorgarán 1,5 puntos por el buen dominio de la lengua –léxico, estructura sintáctica, etc.- y 1,5 por la madurez en la expresión de las ideas -organización, coherencia y creatividad.

*CONSEJO PARA LA PREGUNTA 5 - COMPOSICIÓN:

A este apartado se le concede un valor máximo de 3 puntos.

Actualmente solo se oferta UNA posibilidad, pero no olvides indicarla claramente.
Antes de empezar a escribir piensa cómo vas a estructurar la composición.
Trata de darle esta estructura: introducción, cuerpo, conclusión/es (tal y como vimos en clase, con el uso de conectores que te ayuden a secuenciar lo que estás escribiendo).
Analiza qué tipo de composición te piden que escribas: ¿se trata de dar argumentos a favor y/o en contra de una postura? = texto argumentativo, ¿se trata de contar (narrar) una experiencia personal? = texto narrativo, ¿se trata de una carta formal/informal?, etc (he de cuidar siempre el lenguaje, y procurar no usar FORMAS CONTRAÍDAS o expresiones COLOQUIALES si se me pida que escriba de una manera más formal).
Medita cuál va a ser la/s idea/s que quieres transmitir en tu composición. (Para ello puedes escribir antes palabras que vas a usar en tu composición o expresiones, para que te sirvan a modo de esquema o apoyo en la escritura).
Piensa qué estructuras gramaticales o qué tiempos verbales (presentes, pasados, futuros, etc.), vas a utilizar para transmitir por escrito tu/s idea/s.
Trata de utilizar un vocabulario rico, no te quedes en palabras "comodín" que "valen para todo" y expresan poco: 'nice', 'beautiful', 'big', 'a thing', 'an object', etc., y sobre todo evita la abundante ENUMERACIÓN REPETITIVA (EJ.: 'I like going to the theatre, to the disco, to the market, to do the shopping, skating, skiing...'), porque empobrece el nivel que un alumno de bachillerato ha de mostrar cuando escribe.
Puntúa adecuadamente. No abuses de las comas.
Huye de las oraciones excesivamente largas que en el fondo no transmiten y sobre todo evítalas si en el fondo no estás seguro de la SUBORDINACIÓN (es mejor frases bien construídas y breves, que muy largas e imcomprensibles).
Enriquece tu composición con una gama variada de conectores que vayas graduando según la parte de la composición en que te encuentres: al principio: 'firstly', 'to begin with'; posteriormente: 'secondly', etc. Piensa si quieres contrastar ideas ('on the other hand', 'however', 'nevertheless', etc.), si quieres dar razones ('because', 'so', 'therefore'), añadir nuevas razones ('moreover', 'for instance', 'furthermore', 'besides', etc.), etc.)
Procura redactar "con mentalidad inglesa", es decir, debes tener muy claro lo que quieres decir, pero evitar "decirlo en español". (Evita traducir en tu mente del español al inglés, porque entonces te saldrán frases muy largas o poco reales en lengua inglesa). Acude a tus conocimientos de inglés, aplica la teoría gramatical para expresarte en inglés (o incluso a tu conocimiento pasivo que has adquirido por la letra de las canciones de tus cantantes preferidos). Plantéate, ¿cómo se expresa esta idea en inglés? (Escribe "ideas" no "palabras").
Antes de terminar, revisa lo que has escrito: ¿es clara mi forma de redactar?, ¿se entiende bien lo que deseo expresar?, ¿van los adjetivos calificativos en la posición adecuada?, ¿concuerdan los tiempos de los verbos en las oraciones compuestas? ¿hay concordancia entre el sujeto de la oración y el verbo? ¿he escrito las "s" de las terceras personas de singular del 'present simple'?, ¿están los elementos de la oración en la posición adecuada? ¿he puesto los auxiliares en las interrogativas que lo requieran?, ¿he tenido cuidado con "los falsos amigos", etc., y sobre todo, el profesor/a que me corrija el examen, ¿VA A ENTENDER MI LETRA?
(DEBÉIS FACILITAR EN TODO MOMENTO, CON EL ORDEN Y LA CLARIDAD A LA HORA DE ESCRIBIR Y REDACTAR VUESTRAS RESPUESTAS, LAS TAREAS CORRECTORAS DE QUIÉN OS ESTÁ EXAMINANDO Y / O EVALUANDO).

GOOD LUCK!

Bárbara.

NOTA: LAS TRES PRIMERAS PREGUNTAS (1, 2, y 3) ESTÁN ESTRECHAMENTE RELACIONADAS CON EL TEXTO QUE SE PROPONE Y SU COMPRENSIÓN; LAS DOS ÚLTIMAS (4 y 5) CON EL DOMINIO DEL ALUMNO DE LAS ESTRUCTURAS GRAMATICALES Y LA EXPRESIÓN ESCRITA EN LENGUA INGLESA.

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

2011-11-22T09:01:00.001Z

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

Tarea para casa.

(PULSA SOBRE ESTE ENLACE PARA VER ESTE EXAMEN MÁS GRANDE): examen selectividad

EN ESTE LINK ENCONTRARÉIS UN PEQUEÑO RESUMEN GRAMATICAL CON AYUDA PARA BACHILLERATO.

English Idioms

2011-11-22T09:00:00.000Z

Vocabulary

IDIOMS WITH ANIMALS

CAT

a cat has nine lives = un gato tiene siete vidas (Nótese que en inglés el gato tiene dos vidas más!)
curiosity killed the cat (satisfaction brought it back) = it may be dangerous to be too curious
to fight like cat and dog = to fight a lot
has a cat got your tongue? = ¿te comieron la lengua los ratones?
to let the cat out of the bag = to reveal a secret carelessly
That's curious!
To let the cat out of the bag
This idiom was probably originated in English marketplaces many years ago. Traders would put a cat in a bag and would try to deceive possible customers by saying it was a pig. People would buy the bag without close inspection of the contents, but then they would let the cat out of the bag and realize that they had been deceived, which is the meaning it has nowadays.
Esta frase se originó probablemente en los mercados ingleses hace muchos años. Los comerciantes colocaban un gato en una bolsa y luego intentaban engañar a los clientes diciendo que contenía un cerdo. La gente compraba la bolsa sin fijarse en el interior, pero luego al abrirla, dejaban salir al gato y se daban cuenta que habían sido engañados, que es el significado que tiene la frase hoy en día.
like a cat on hot bricks = very nervous
no room to swing a cat = not enough space
to have a cat nap = to have a short sleep
to play cat and mouse with somebody = to keep somebody in uncertain expectation, treating him alternately cruelly and kindly
when the cat's away, the mice will play = cuando el gato no está, los ratones se divierten
all cats are grey in the dark = por la noche todos los gatos son pardos
to put/set the cat among the pigeons = to introduce somebody/something that is likely to cause trouble
it's raining cats and dogs = it's raining a lot = está lloviendo a cántaros
That's curious!
It's raining cats and dogs
This is a very old expression linked to the ancient beliefs of sailors and also to Norse mythology. Cats were associated with heavy rain and dogs with storms and wind. Therefore, this expression was used to refer to severe rainstorms. Nowadays, it has become old-fashioned.
Esta es una vieja expresión relacionada con las antiguas creencias de los navegantes y también con las mitología nórdica. Los gatos eran relacionados con las fuertes lluvias y los perros, con las tormentas y el viento. Por lo tanto, esta expresión se usaba para referirse a terribles tormentas de lluvia y viento. En la actualidad, ha caído en desuso y se considera un poco anticuada.
a cat in gloves catches no mice = gato con guantes no caza ratones
hunt with cats and you catch only rats = you should choose you allies wisely

Conjugación de verbos en inglés (REPASO CICLO FORMATIVO GRADO MEDIO)

2011-10-28T22:33:00.000+01:00

Tablas de Conjugación del verbo en inglés: send

Infinitive: to send 'Enviar' Present: Ej.: I send 'Yo envío' Past Simple: Ej.: I sent 'Yo enviaba / envié' Past Participle: sent 'enviado' Gerund: sending 'enviando' Meaning: (significado) 'enviar, mandar'.

Present Simple: Se usa para rutinas, acciones que hacemos a diario. Suele ir acompañado de expresiones o adverbios de tiempo como: every day, on Saturdays, (que se ponen al final) o sometimes, usually, never (que se pone delante del verbo. Se forma con el verbo do/does como auxiliar del verbo principal en la forma interrogativa y negativa.

Affirmative	Interrogative - Answers	Negative
I send a mail to my boss every day.	Do I send? Yes, I do / No, I don't	I usually do not send mails to my boss.
You sometimes send mails to me.	Do you send? Yes, I do / No, I don't	You often do not send mails to your secretary .
He/She/It sends (...)	Does he/she/it send? Yes, he/she/it does. - No, he/she/it doesn't.	He/She/It does not send (...).
We never send mails to his boss.	Do we send? Yes, we do. /No, we don't.	We do not send (...).
You send (...)	Do you send? Yes, we do. /No, we don't.	You do not send (...).
They send (...)	Do they send? Yes, they do. / No, they don't.	They do not send (...).

Present Simple Continuous: Se usa para acciones que se están realizando en el mismo momento en que se está hablando. Suele ir acompañado de expresiones de tiempo que indican que la acción transcurre ahora como: now, in this moment, at the moment (que se ponen al final). Se forma conjugando el verbo 'BE' en presente (es decir: am, are, is respectivamente), más el gerundio del verbo principal.

Affirmative	Interrogative - Answers	Negative
I am sending a mail in this moment.	Am I sending a mail at the moment? Yes, I am. / No, I am not.	I am not sending mails in this moment.
You are sending a mail now.	Are you sending (...)? Yes, I am. / No, I am not.	You are not sending mails to the boss at the moment.
He/She/It is sending (...)	Is he/she/it sending (...)? Yes, he/she/it is. - No, he/she/it isn't.	He/She/It is not sending (...).
We are sending (...)	Are we sending (...)? Yes, we are. /No, we aren't.	We are not sending (...).
You are sending (...)	Are you sending (...)? Yes, I am. / No, I am not.	You are not sending (...).
They are sending (...)	Are they sending (...)? Yes, they are. / No, they aren't.	They are not sending (...).

Past Simple: Se usa cuando hablamos de una acción que empezó y acabó en el pasado, por lo tanto la acción se da ya por terminada. Suele ir acompañado de expresiones de tiempo como: last week, last month, yesterday, last year (que se ponen detrás). Se forma con el verbo en pasado o con el auxiliar DID + el verbo en infinitivo (en interrogativa y negativa).

Affirmative	Interrogative - Answers	Negative
I sent a mail to my friend yesterday.	Did I send a mail to you yesterday? Yes, I did. /No, I didn't.	I did not send a mail last week.
You sent me a mail last week.	Did you send her a letter last month? Yes, I did./No, I didn't.	You did not send (...).
He/She/It sent (...)	Did he/she/it send (...)? Yes, he/she/it did./ No, he/she/it didn't.	He/She/It did not send (...).
We sent (...)	Did we send (...)? Yes, we did./No, we didn't.	We did not send (...).
You sent (...)	Did you send (...)? Yes, I did. /No, I didn't.	You did not send (...).
They sent (...)	Did they send (...)? Yes, they did. / No, they didn't.	They did not send (...).

Past Continuous: Se usa para describir una acción que transcurría en el pasado. De hecho se usa mucho junto con el past simple para describir que algo estaba sucediendo cuando otra acción se entrometió o sucedió en el transcurso de la que estamos escribiendo en past continuous. El nexo de unión entre esas dos acciones es WHEN. EJEMPLO: I was sending a mail WHEN he turned the computer off. ('Estaba enviado un mail cuando él apagó el ordenador'). Con el past continuous se suelen usar expresiones de tiempo como: at that moment, etc.

Affirmative	Interrogative - Answers	Negative
I was sending a mail at that moment.	Was I sending a letter at that moment? Yes, I was. /No, I wasn't.	I was not sending (...).
You were sending (...).	Were you sending (...)? Yes, I was. /No, I wasn't.	You were not sending (...).
He/She/It was sending (...).	Was he/she/it sending (...)? "	He/She/It was not sending (...).
We were sending (...).	Were we sending (...)? "	We were not sending (...).
You were sending (...).	Were you sending (...)? "	You were not sending (...).
They were sending (...).	Were they sending (...)? "	They were not sending (...).

Future Simple: Se usa para hablar de planes sobre el futuro, o para hacer predicciones sobre el futuro. También se usa esta construcción para las decisiones que se tomas en el momento. Suele ir acompañado de expresiones de tiempo como: tomorrow, next week, next year. Se forma con WILL + verbo principal en infinitivo.

Affirmative	Interrogative - Answers	Negative
I will send a mail tomorrow.	Will I send a mail next year? Yes, I will. / No, I won't.	I will not send a mail tomorrow.
You will send a mail next week.	Will you send (...)? Yes, I will. / No, I won't	You will not send (...).
He/She/It will send (...).	Will he/she/it send (...)? "	He/She/It will not send (...).
We will send (...).	Will we send (...)? "	We will not send (...).
You will send (...).	Will you send (...)? "	You will not send (...).
They will send (...).	Will they send (...)? "	They will not send (...).

B.

Pronouns Table (REPASO CICLO MEDIO)

2011-10-28T22:25:00.000+01:00

En inglés no existe la forma "usted" o "ustedes" formal. Además, ten en cuenta que en inglés sólo existe una forma para "tu" y "vosotros" - "you," excepto en la forma reflexiva que distingue entre el singular (yourself) y plural (yourselves).

Pronombres personales (función de sujeto)		Ejemplo	Traducción ejemplo
I	yo	I am ill.	Yo estoy enfermo.
You	tú, usted	You are tall.	Tú eres alto. / Usted es alto.
He	él	He is handsome.	Él es guapo.
She	ella	She is pretty.	Ella es guapa.
It	ello (neutro)	It is cold today.	Hoy hace frío.
We	nosotros	We are tired.	Nosotros estamos cansados.
You	vosotros, ustedes	You are angry.	Vosotros estáis enfadados. Ustedes están enfadados.
They	ellos, ellas	They are at the cinema.	Ellos están en el cine.
Pronombres personales (función de objeto)		Ejemplo	Traducción ejemplo
Me	mí	Can you help me?	¿Puedes ayudarme?
You	a tí, a usted	I can help you.	Puedo ayudarte. / Puedo ayudarse.
Him	a él	Can you see him?	¿Le puedes ver?
Her	a ella	Give it to her.	Dáselo a ella.
It	a ello	Give it a kick.	Dale una patada.
Us	a nosotros	Can you see us?	¿Nos puedes ver?
You	a vosotros, a ustedes	I see you.	Os veo. / Les veo.
Them	a ellos	He can help them.	Les puede ayudar.
Pronombres posesivos (en función de determinante de sujeto)		Ejemplo	Traducción ejemplo
My	mi, mis	This is my house.	Ésta es mi casa.
Your	tu, tus (de tú) / su, sus (de usted)	This is your book.	Éste es tu libro. / Éste es su libro.
His	su, sus (de él)	This is his bicycle.	Ésta es su bicicleta.
Her	su, sus (de ella)	This is her dress.	Éste es su vestido.
Its	su, sus	This is its (the cat's) home.	Ésta es su casa. (del gato)
Our	nuestro/a nuestros/as	These are oursuitcases.	Éstas son nuestras maletas.
Your	vuestro/a, vuestros/as, su, sus (de ustedes)	These are yourseats.	Éstos son vuestros asientos. Éstos son sus asientos.
Their	su, sus (de ellos)	These are theirbooks.	Éstos son sus libros.
Pronombres posesivos (en función de pronombre)		Ejemplo	Traducción ejemplo
Mine	mio/s, mía/s	This book is mine	Este libro es mío.
Yours	tuyo/s, tuya/s, suyo/s, suya/s	Is this book yours?	¿Este libro es tuyo? / ¿Este libro es suyo?
His	suyo/s, suya/s (de el)	This bicycle is his.	Esta bicicleta es de él.
Hers	suyo/s, suya/s (de ella)	The dress is hers.	El vestido es de ella.
Its	su, sus
Ours	nuestro/s, nuestra/s	The suitcases areours.	Las maletas son nuestras.
Yours	vuestro/a, vuestros/as, suyo/s, suya/s	These seats areyours.	Estos asientos son vuestros. Estos asientos son suyos.
Theirs	suyo/a, suyos/as (de ellos)	This book is theirs.	Este libro es de ellos.
Pronombres reflexivos (en función de pronombre)		Ejemplo	Traducción ejemplo
Myself	yo mismo, a mi	I saw it for myself.	Yo mismo lo ví.
Yourself	tú mismo (a ti), usted mismo (a usted)	Don't burnyourself!	¡No te quemes! / ¡No se queme!
Himself	él mismo, a si mismo	He hurt himself.	Se hizo daño.
Herself	ella misma, a si misma	She did it herself.	Lo hizo ella misma.
Itself	él mismo, así mismo	The cat scratcheditself.	El gato se rascó.
Ourselves	nosotros mismos	We made itourselves.	Lo hemos hecho nosotros mismos.
Yourselves	vosotros mismos, ustedes mismos	Did you paint the house yourselves?	¿Pintásteis la casa vosotros mismos? / ¿Pintaron la casa ustedes mismos?
Themselves	ellos mismos	They were speaking to themselves.	Ellos hablaban consigo mismos.

The Spanish Educational System by Rubén Figueredo (3rd CSE)

2011-07-22T12:38:00.002+01:00

SPANISH EDUCATIONAL SYSTEM

Education in Spain is compulsory, and free from six to sixteen years old. It is divided into these stages:

- Pre-school Education, pupils from three to six years old, is the first stage and is a non-compulsory stage. In these stage children learn to use the language and to acquire a personal autonomy.

- Primary Education consists of six academic years, from six to twelve years old pupils. The main purpose of this stage is enable pupils to acquire basic cultural elements.

- Compulsory Secondary Education is from twelve to sixteen, where pupils study specific contents about different areas such as history, geography, literature, English, Science… etc.

- Higher School is from seventeen to eighteen. This stage prepare pupils for the university studies.

After the High School studies the student can enter the upper studies after taking an Estate Exam, called “Selectividad”, or follow the Vocational Studies.

In my opinion, with the Spanish Educational System everybody has the opportunity to study at the University but sometimes it is very difficult to choose the career that you would like to do. All in all, I think it is a good system.

Rubén Figueredo Sicilia

3-E.S.O-E

Inglés

BRINGING THEM BACK TO LIFE: (VIDEOS BY BACHILLERATO 1.1)

2011-06-07T18:28:00.001+01:00

Adrián Almazán (Bach. 1.1.) 04/11th/2011

Ana Sophie (Bach 1.1.) 04/11th/2011

Andrés Casado. (Bach 1.1.). 04/11th/2011

SPEAKING ACTIVITY FOR BACHILLERATO:

EACH STUDENT SHOULD SPEAK ABOUT THE CHARACTER THEY HAVE BEEN PREVIOUSLY GIVEN DURING 3' TO 5' MINUTES .

THEY MUST INTERNALISE HISTORICAL BACKGROUND FROM THE CHARACTER, BUT ABOVE ALL, WHAT THEY HAVE TO DO IS TO SHOW AN D REFLECT IN A SENSE THE MOST IMPORTANT ASPECTS OF THE CHARACTERS' "PERSONALITY" AND THEIR CURIOSITIES AS WELL. SPEAKING IN THE FIRST SINGULAR PERSON, (JUST PERFORM). THAT IS, ACTING THE CHARACTER AS IF THEY WERE THEM, AS IF THE CHARACTER WAS ALIVE AGAIN.

THIS ACADEMIC COURSE, THESE ARE THE CHARACTERS SELECTED FOR BACHILLERATO 1.1 & 1.2 TO BE "INTERPRETED" AT I.E.S. GRIÑÓN:

FEDERICO GARCIA LORCA, PABLO PICASSO, MAHATMA GHANDI, MARLON BRANDO, MARILYN MONROE, AUDREY HEPBURN, CHARLES CHAPLIN, MOTHER THERESA OF CALCUTTA, JAMES DOUGLAS MORRISON, KURT COBAIN, SALVADOR DALI, ALBERT EINSTEIN, HENRY VIII, JOAN OF ARC, NAPOLEON, FREDDIE MERCURY, EDGAR ALAN POE, WILLIAM BLAKE, NOAH WEBSTER, GENERAL CUSTER, CARY GRANT, MARTIN LUTHER KING, JOHN FITZGERALD KENNEDY, WILLIAM SHAKESPEARE, MARIE CURIE, OSCAR WILDE, ETC...

MAKE THEM JUSTICE BY ACTING WELL!

ENJOY THE VIDEOS, THE INTERPRETATION IS PRETTY GOOD!

B.

FILM REVIEW & OPINION ESSAY CLASS NOTES:

2011-06-06T22:27:00.000+01:00

Class notes on the blackboard

OUR COOKING CLASS ONCE AGAIN! 2º A/B/C - RECIPES, DELICIOUS!

2011-06-01T22:49:00.000+01:00

DELICIOUS THEY WERE!

ENGLISH CLASS 2º A / B / C

BOTH INTERMEDIATE ENGLISH CLASSES 2º A / B / C

ENJOY YOUR MEAL!

The Importance of Trees in Mythology

2011-06-01T12:04:00.001+01:00

In order to celebrate the International day of Trees & Nature 6th June in a different way, I will include information in which it os included the importance of trees throughout history. Trees have been also related to magic, mistery and anthropology.

To illustrate this introduction, just have a look to this information taken out from the wikipedia and a website on myths.

TREES IN MYTHOLOGY:
Forests play a prominent role in many folktales and legends. In these dark, mysterious places, heroes can lose their way, face unexpected challenges, and stumble on hidden secrets. Part of the age-old magic of forests lies in the ideas that people have had about trees. In myths and legends from around the world, trees appear as ladders between worlds, as sources of life and wisdom, and as the physical forms of supernatural beings.

World Trees

With its roots buried deep in the earth, its trunk above ground, and its branches stretching toward the sky, a tree serves as a symbolic, living link between this world and those of supernatural beings. In many myths, a tree is a vital part of the structure of the universe. Gods and their messengers travel from world to world by climbing up or down the tree. The Norse* believed that a tree runs like an axis, or pole, through this world and the realms above and below it. They called their World Tree Yggdrasill. It was a great ash tree that nourished gods, humans, and animals, connecting all living things and all phases of existence.
In traditional societies of Latvia, Lithuania, and northern Germany, the world tree was thought to be a distant oak, birch, or apple tree with iron roots, copper branches, and silver leaves. The spirits of the dead lived in this tree. Greek folktales tell of goblins in the underworld who try to cut the roots of the tree that is holding up the earth and the sky. Norse legends contain a similar image with an evil serpent forever gnawing at Yggdrasill's roots.
The mythology of early India, preserved in texts called the Upanishads, includes a cosmic tree called Asvattha. It is the living universe, an aspect of Brahman, the world spirit. This cosmic tree reverses the usual order. Its roots are in the sky, and its branches grow downward to cover the earth.

(Supernatural related to forces beyond the normal world; magical or miraculous).
(Underworld land of the dead).
(Cosmic large or universal in scale; having to do with the universe).
(Immortality ability to live forever).

Trees of Life and Knowledge

Providers of shade and bearers of fruit, trees have long been associated with life and fertility. Evergreen trees, which remain green all year, became symbols of undying life. Deciduous trees, which lose their leaves in the winter and produce new ones in the spring, symbolized renewal, rebirth after death, or immortality.

In Norse mythology, the World Tree called Yggdrasill runs like a pole through this world and the realms above and below it. Yggdrasill is a great ash tree that connects all living things and all phases of existence.

Many creation myths draw on trees as symbols of life. In some versions of the Persian* creation story a huge tree grew from the rotting corpse of the first human. The trunk separated into a man and a woman, Mashya and Mashyane, and the fruit of the tree became the various races of humankind. Norse* mythology says that the first man and woman were an ash and an elm tree given life by the gods. The same theme appears in myths of the Algonquian-speaking people of North America, which tell that the creator and culture hero Gluskap fashioned man from an ash tree.
The tree of life, with sacred animals feeding on fruit-bearing branches, is a common image in the art of the ancient Near East. The tree was associated with palaces and kingship because the king was seen as the link between the earthly and divine realms. Through him, the gods blessed the earth with fertility.
Traditional Persian and Slavic myths both told of a tree of life that bore the seeds of all the world's plants. This tree, which looked like an ordinary tree, was guarded by an invisible dragon that the Persians called Simarghu and the Slavs called Simorg. For fear of cutting down the tree of life by accident, Slavic peoples performed sacred ceremonies before taking down a tree. The Persians cut no trees but waited for them to fall naturally. In the mythology of the Yoruba people of West Africa, a palm tree planted by the god Obatala was the first piece of vegetation on earth.
Trees—or the fruit they bore—also came to be associated with wisdom, knowledge, or hidden secrets. This meaning may have come from the symbolic connection between trees and worlds above and below human experience. The tree is a symbol of wisdom in stories about the life of Buddha, who was said to have gained spiritual enlightenment while sitting under a bodhi tree, a type of fig.
Two sacred trees—the Tree of Life and the Tree of Knowledge of Good and Evil—appear in the Near Eastern story of the Garden of Eden, told in the book of Genesis of the Bible. God ordered Adam and Eve, the first man and woman, not to eat the fruit of either tree. Disobeying, they ate fruit from the Tree of Knowledge and became aware of guilt, shame, and sin. God cast them out of the garden before they could eat the fruit of the Tree of Life, which would have made them immortal. Thereafter, they and their descendants had to live in a world that included sin and death.
A traditional Micronesian myth from the Gilbert Islands in the Pacific Ocean is similar to the biblical account of the fall from Eden. In the beginning of the world was a garden where two trees grew, guarded by an original being called Na Kaa. Men lived under one tree and gathered its fruit, while women lived apart from the men under the other tree. One day when Na Kaa was away on a trip, the men and women mingled together under one of the trees. Upon his return, Na Kaa told them that they had chosen the Tree of Death, not the Tree of Life, and from that time all people would be mortal.

The Talking Tree

After European missionaries introduced Christianity to the Native Americans, the Yaqui of the American Southwest created a myth about a talking tree that spread the news of the new faith. One day the people came upon a tree whose vibrations made a sound that no one could understand. A wise woman who lived deep in the forest sent her daughter to interpret the sounds. The talking tree told of the Christian God and the priests who would soon arrive to teach the people new beliefs and new ways. Not everyone welcomed the coming changes. Some people left to dwell under the ground, taking the old ways with them. Those who remained became the Yaqui.

* See Names and Places at the end of this volume for further information.

The tree of life, with sacred animals feeding on its fruit-bearing branches, is a common image in the mythology and art of the ancient Near East.

Tree Gods and Spirits

Another belief about trees sees them as embodying deities, spirits, or simply humans changed into trees by a special fate. Some Celtic* and other European peoples worshiped groves of trees as well as particular trees. In the religion of the Druids*, oaks were sacred. The ancient Romans associated oak trees with their sky god, Jupiter.
In Greek and Roman mythology, Dryads (also called Hamadryads) were nymphs who lived in trees and perished when their trees died or were cut down. A similar myth from Japan tells of a man who cherished a willow tree. One day he met a girl under the tree and married her, although her past was a mystery. When the emperor ordered the willow tree cut down to build a temple, the man's wife told him that she was the spirit of the tree, and she died as the tree fell to the ground.
Some myths tell of supernatural beings or humans who were changed into trees. In Greek mythology, the nymph Daphne turned into a laurel tree when fleeing through the forest to escape the advances of Apollo*. Lotis, another nymph who fled from unwanted advances, became the lotus tree. Other transformations symbolized eternal love. In a Greek myth, the gods turned Baucis and Philemon, a devoted old couple, into an oak and a linden tree when they died. The trees grew close together. In Japan, two pine trees growing close together were said to be faithful lovers. Tales from many cultures speak of the dead being reincarnated, or reborn, as trees, and legends and songs often tell of two trees, their branches linked or intertwined, that grow from the graves of lovers.

(Deity god or goddess).
(Nymph minor goddess of nature, usually represented as young and beautiful).

A Japanese myth tells of a poor elderly couple whose only joys in life were their pet dog and the beautiful blossoms of the cherry tree. After the dog found buried gold for its owners, a jealous neighbor killed the beloved animal. The old man and woman buried the dog under a cherry tree and believed that the dog's spirit inhabited the tree. With wood from one of its branches, they made a mortar—a bowl for grinding grain—that magically produced plenty of flour, even in a time of famine. The same wicked neighbor burned the mortar, but the old man found that its ashes, when sprinkled on the dog's grave, caused the cherry tree to produce its lovely blossoms at any time of year.
Read more: Trees in Mythology - Myth Encyclopedia - Greek, god, story, names, ancient, tree, animal, norse, Japanese, world, Roman, creation, life, hero, king, people, evil, culture, World Trees http://www.mythencyclopedia.com/Tr-Wa/Trees-in-Mythology.html#ixzz1O43x8FfA

The day of the earth (6th June) - Kansas - Death of Mother Nature Suite

2011-06-01T12:00:00.000+01:00

Kansas - Death of Mother Nature:

Every day she gets a little weaker
The beauty she once knew has come and gone
We've murdered all her sons and all her daughters
The blood is on your hands, the time has come
And now she's gonna die

We've strangled all her trees and starved her creatures
There's poison in the sea and in the air
But worst of all we've learned to live without her
We've lost the very meaning of our lives
And now she's gonna die

Once she ruled the earth with love and wisdom
But we were much too smart to live her way
With greed and lust we tried to rise above her
The ignorance of man will reach an end
'Cause now we're gonna die

A TALE TO THINK ABOUT (in spanish!)

2011-06-01T10:03:00.000+01:00

La cenicienta que no quería comer perdices

ADVANCED ENGLISH GRAMMAR: SUBJUNCTIVE

2011-05-22T21:13:00.000+01:00

SUBJUNCTIVE (El subjuntivo) • Es un tiempo poco común en inglés moderno británico, y se usa sobre todo en el estilo formal.• Para traducir el subjuntivo español al inglés hay varias construcciones:•Expresiones idiomática •Detrás de oraciones principales que expresen deseo, posibilidad, opinion o sentimientos: . objeto + infinitivo con to (que + sujeto + subjuntivo) . that-clauses (que + subjuntivo) . It + be + adjetivo + that-clause (Es + adjetivo + que + subjuntivo) . It + be + adjetivo + for + objeto + infinitivo con to (Es + adjetivo + que + subjuntivo). be + adjetivo + that-clause (expresión de sentimiento + que + subjuntivo) . let + objeto + infinitivo sin to (¡Que + subjuntivo!) . objeto + -ing (gustar, odiar... + que + subjuntivo) •En las subordinadas temporales y condicionales •It's time (Ya es hora de que + subjuntivo) •May / might (Puede que / Pudiera ser que)•Wish / if only (Ojalá) •Would rather (Preferiría) • Con expresiones idiomáticas : Come what may, Pase lo que pase, God save the Queen! ¡Dios salve a la reina! God bless America / you ...! ¡Dios bendiga América, te bendiga...! So be it. Así sea. Suffice it to say that... Baste decir que ... ACTIVITIES;(Fill in all the gaps, then check your answers.)1. He suggested that I_____ready by nine o'clock. (to be)2. We will request that she_____the door. (to open)3. They demand that he_____the party. (to leave)4. I will ask that she_____ the children. (to accompany)5. They have recommended that he_____ to Florida. (to fly)6. The request that we_____ready to prepare dinner is a nuisance. (to be)7. The recommendation that he_____a taxi was followed. (to take)8. It is necessary that you_____able to go with them. (to be)9. They asked that he______on holding it. (to keep)10. The requirement that she_____ the file will be hard to meet. (to find)11. It is important that you_____everything you can. (to study)12. The demand that she_____the form has been carried out. (to complete).LINK FROM: http://mbonillo.xavierre.com/

Becas de inmersión lingüística: Info

2011-03-09T16:58:00.000Z

LAS BECAS DE INGLÉS, TENEIS QUE REMITIRLAS A ESTA DIRECCIÓN:SUBDIRECCIÓN GENERAL DE BECAS, AYUDAS y MOVILIDAD PARA ESTUDIANTES(SECCIÓN DE CONVOCATORIAS ESPECIALES). C/ TORRELAGUNA, N 58C.P.:28057 - MADRID.

The IT CROWD & HOW I MET YOUR MOTHER

2011-03-08T19:20:00.003Z

ONE OF THE BEST BRITISH SITCOMS EVER...

AND ONE OF THE BEST AMERICAN ONES...

We will watch in class one of the chapters, and I'm sure you'll like them!

USED TO VS. GET USED TO VS. BE USED TO

2011-03-07T18:01:00.000Z

You should also visit this blog on Biology by Iciar Vázquez Bustos

2011-02-21T10:39:00.000Z

Blog Biología y Geología 3 ESO

BACHILLERATO: A good topic for debating in class: Cheap flights... are they that cheap?

2011-02-09T11:13:00.003Z

     As you can see in the first video with subtitles, there is a big criticism for what in the end a passenger is charged for a "cheap flight" in a socalled "low cost" company.
    In the second one, you have the pleasure to meet a controverted character who owns one of the most important low cost companies nowadays: "Ryanair"; his name is Michael O'Leary, (he is Irish and even though his surname resembles old Irish glories, he is not much of the kind...)
For checking more about him and his "good ideas", you can surf the internet and look for several controverted interviews in which he says brilliant things such as: "for saving up money in your flight ticket, it'd better if you fly just standing up, not sitting down" or "you will be paying less in your ticket if you are paying more for just getting into the toilet during the flight...", as you can see, he is very charming and a gentleman!
     Well, here I let you watching these two videos:
1) Cheap flights - by "Fascinating Aida" (they are simply great!),
2) Michael Oleary's opinion about his own profits (Ryanair Owner...).

Enjoy!
Bárbara.

Storytelling in Class: Paul Bunyan & Babe (Tall Tales)

2010-10-26T16:30:00.005+01:00

Ideas to work with secondary school students (reading activities): STORYTELLING _ This time, American folklore, Paul Bunyan & Babe.

Enjoy!

Click on this link: Paul Bunyan - BZJ

English Projects for Secondary and Bachillerato Education

INFORMACIÓN PAU (PONDERACIÓN DE LAS NOTAS - INFORMACIÓN SOBRE EL EXAMEN):

Mnemonic Cloze Test (Solution):

Relative Clauses: Defining / Non-Defining:

Solucion Examen de Selectividad Opción A Sept. 2010.

The Importance of Pronouncing Well in English...

EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.

Google Security Data (Ciclo Formativo Informática)

Games to Learn English Grammar (BBC)

Grammar Exercises

Writing compositions techniques

INTRODUCTION

ARGUMENT/MAIN BODY

CONCLUSION

Fechas de Selectividad curso 2011/2012 (Junio y Septiembre)

Compositions (Optional Topics) for 2nd Bachillerato:

Video on Reported Speech

How to do a good composition in detail (2nd Bachillerato):

Selectividad Text: 'I'm Working from Home' Para Bach. B / C.

Ciclo de Grado Medio: Traffic on the internet

REPORTING VERBS + REPORTED SPEECH + REPORTING ORDERS / SUGGESTIONS / QUESTIONS

Reported speech

Word order

Functions and examples

Important points

Reported questions

Form

Negative questions

Yes/no questions

Who, what, which

Say and tell

Direct and indirect speech

Using objects

Orders and instructions

Form, functions and examples

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS 2º BACHILLERATO. (CARLOS III) L.O.E.

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

English Idioms

Conjugación de verbos en inglés (REPASO CICLO FORMATIVO GRADO MEDIO)

Tablas de Conjugación del verbo en inglés: send

B.

Pronouns Table (REPASO CICLO MEDIO)

En inglés no existe la forma "usted" o "ustedes" formal. Además, ten en cuenta que en inglés sólo existe una forma para "tu" y "vosotros" - "you," excepto en la forma reflexiva que distingue entre el singular (yourself) y plural (yourselves).

The Spanish Educational System by Rubén Figueredo (3rd CSE)

BRINGING THEM BACK TO LIFE: (VIDEOS BY BACHILLERATO 1.1)

FILM REVIEW & OPINION ESSAY CLASS NOTES:

OUR COOKING CLASS ONCE AGAIN! 2º A/B/C - RECIPES, DELICIOUS!

The Importance of Trees in Mythology

World Trees

Trees of Life and Knowledge

The Talking Tree

Tree Gods and Spirits

The day of the earth (6th June) - Kansas - Death of Mother Nature Suite

More videos on the earth (This goes on Spanish) Bebe & Ska- La Tierra.

A TALE TO THINK ABOUT (in spanish!)

ADVANCED ENGLISH GRAMMAR: SUBJUNCTIVE

Becas de inmersión lingüística: Info

The IT CROWD & HOW I MET YOUR MOTHER

USED TO VS. GET USED TO VS. BE USED TO

Used to

Form

Functions and examples

Important points

Get used to

Form

Functions and examples

Be used to

Form

Functions and examples

Important points

PASSIVE & CAUSATIVE (HAVE)

Passive

Form

Functions and examples

Important points

Causative "have"

Form

Functions and examples

Important points

You should also visit this blog on Biology by Iciar Vázquez Bustos