The Loneliness of the Long Distance Runner by Alan Sillitoe

http://pages.prodigy.net/tadrichards/LongDistance.htm

http://www.teachit.co.uk/armoore/prose/loneliness.htm
http://www.123helpme.com/view.asp?id=40329
http://www.teachit.co.uk/armoore/pdf/loneliness.pdf

GUY FAWKS - 5TH OF NOVEMBER

http://people.pppst.com/guy-fawkes.html

REMEBRANCE DAY

http://www.communication4all.co.uk/PowerPoint%20Presentations/Remembrance%20Day.pps

http://holidays.pppst.com/remembranceday.html

http://www.ict.oxon-lea.gov.uk/best_practice/remembrance/index_main.html

POEM READ BY MAURICE DE VAAN

PICTURES TO BE DESCRIBED

ADJECTIVE TO DESCRIBE PEOPLE

http://www.esolcourses.com/content/exercises/grammar/adjectives/appearance/vocab1.html
http://www.madridteacher.com/Activities/Files/adjectives-describing-people-list.htm

http://www.eslflow.com/describingpeoplelessonplans.html
http://elpweb.com/materials/wp-content/uploads/2007/03/L1%20L&S%20supp%20mats%20unit%201%20Physical%20appearance.pdf
http://ebasics.blogspot.com/2008/06/adjectives-describing-people.html

QUESTIONNAIRE TO EVALUATE YOUR TEACHERhttp://www.encuestafacil.com/RespWeb/Cuestionarios.aspx?EID=338&MSJ=NO#Inicio

http://www.encuestafacil.com/RespWeb/Cuestionarios.aspx?EID=338&MSJ=NO#Inicio

http://hedc.otago.ac.nz/hedc/etc/Evaluation-Questionnaires/Individual-Teaching.html

Every sector needs feedback from its stakeholders. And the education sector is no different. The student feedback questionnaire is an integral part of gaining feedback from the same people who make schools relevant; the students. In a culture where even the opinion of the very least in the society matters, such questionnaires are a good way of creating democratic space where students opinions too can be integrated in policy formulation. Teachers especially benefit from data gathered using such questionnaires because they are able to gauge their teaching methods and improve on some of the weak areas. Below is a sample student feedback questionnaire:
Student Feedback Questionnaire on Teachers in High School X
(Please rate your teacher as “very good”, “satisfactory”, or “unsatisfactory”)
Q1. How do you perceive your teachers knowledge? …………
Q2. How are her/his communication skills in….
Articulation …………
Comprehensibility…………
Q3. How would you rate the interest that the teacher generates in class? …………
Q4. How is her/his ability to incorporate course materials with other issues in order to offer you, the students a broader point of view on the subject? …………

REVISION OF TENSES

Verbs not used in progressive forms
Some verbs are never used in progressive forms. Examples are: like, need,believe, doubt, feel, imagine, know, love, hate, prefer, realize, recognize,remember, see, suppose, think, understand, want, wish etc.I like this kind of music. (NOT I am liking this kind of music.)I need to talk to him. (NOT I am needing to talk to him.)
Most non-progressive verbs refer to states rather than actions. There are also some verbs which cannot be used in the progressive form with certain meanings. Examples are: feel, see, think and measure.
When the verbs think and feel mean ‘have an opinion’, they cannot be used in the progressive.
Compare:
I am feeling fine. (= I feel fine.)I feel that (= have an opinion) he is wrong. (NOT I am feeling that he is wrong.)I think (= have an opinion) you are correct. (NOT I am thinking you are correct.)
When see means ‘understand’, it cannot be used in the progressive.
I see what you mean. (NOT I am seeing what you mean.)
Can with non-progressive verbsCan is often used with non-progressive verbs like see, hear, feel, taste, smell and understand to give a kind of progressive meaning. This is common in British English.
I can smell something burning.
NotesEven verbs which are never used in progressive tenses have -ing forms that can be used in other kinds of structures.

RULES FOR A DEBATE

Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways. The purpose of this paper is to elaborate upon this point by providing a step-by-step guide that will give teachers everything they need to know for conducting debate in an English class. So, why debate? In addition to providing meaningful listening, speaking and writing practice, debate is also highly effective for developing argumentation skills for persuasive speech and writing. Davidson (1996) wrote that "with practice, many students show obvious progress in their ability to express and defend ideas in debate [and] they often quickly recognize the flaws in each other's arguments.

Basic Terms
•Debate: a game in which two opposing teams make speeches to support their arguments and disagree with those of the other team.
•Resolution: the opinion about which two teams argue.
•Affirmative team: agrees with the resolution.
•Negative team: disagrees with the resolution.
•Rebuttal: explains why one team disagrees with the other team. •Judges: decide the winner.Opinions and Reasons •A resolution is an opinion about which there can be valid disagreement. The students either agree or disagree with the resolution regardless of what they personally believe. An opinion can be introduced by an opinion indicator:◦"I think/believe that smoking should be banned in public places..."
•A reason explains why that opinion is held and can be introduced by a reason indicator: ◦"...because/since secondhand smoke is harmful for nonsmokers."Strong Reasons Versus Weak Reasons:•According to LeBeau, Harrington, Lubetsky (2000), a strong reason has the following qualities:◦it logically supports the opinion.◦it is specific and states the idea clearly.◦it is convincing to a majority of people.
•To give examples of strong reasons versus weak reasons, the teacher can develop a multiple-choice exercise such as the following: ◦Smoking should be banned in public places because: ■it is bad.■it gives people bad breath and makes their teeth yellow.■secondhand smoke is harmful for nonsmokers.
•The students ought to explain why some reasons are strong and others are weak based on the above criteria.
•In pairs, have students practice generating reasons for opinions. The resolutions/opinions can be generated by the students (as the four resolutions listed below), the teacher, or taken from the following online debate resource, which offers resolutions, reasons and debating tips:◦http://www.paulnoll.com/China/Teach/English-debate.html Giving Support for Your Reasons Support consists of evidence. The four kinds of evidence, adapted from LeBeau, Harrington, Lubetsky (2000), are:
•Example: from your own experience or from what you heard or read.•Common Sense: things that you believe everybody knows.
•Expert Opinion: the opinions of experts -- this comes from research.•Statistics: numbers -- this also comes from research.Smoking should be banned in all public places.Example: For example / for instance / let me give an exampleWhenever I go to a restaurant or bar and there are people smoking near me, I feel that I am breathing their smoke. This makes me a smoker even though I don't want to be.Common Sense: Everyone knows / if...then / it's common knowledge that Secondhand smoke is very unhealthy for nonsmokers.

Statistics: Secondhand smoke causes about 250,000 respiratory infections in infants and children every year, resulting in about 15,000 hospitalizations each year. Expert Opinion: According to.../ to quote.../ the book _____ says...According to the Environmental Protection Agency, "secondhand smoke causes approximately 3,000 lung cancer deaths in nonsmokers each year." Formal Debate Structure Give students the following debate structure, adapted from LeBeau, Harrington, Lubetsky (2000). See appendix 2 for an additional format option which I developed for a less formal, more conversational debate
.Speech 1: The first affirmative speaker introduces the topic and states the affirmative team's first argument.
Speech 2: The first negative speaker states their first argument.
Speech 3: The second affirmative speaker states their second argument.
Speech 4: The second negative speaker states their second argument.

Give a 5-10 minute break for each team to prepare their rebuttal speech.
Speech 5: The negative team states two rebuttals for the affirmative team's two arguments and summarizes their own two reasons.
Speech 6: The affirmative team states two rebuttals for the negative team's two arguments and summarizes their own two reasons. A Student's Debate Speech )

•Resolution: Personality is more important than looks. (Affirmative argument)•Reason: People never lose interest in looking at a person who has a good personality and living with them always makes us feel pleasant.

•Support: ◦Example ■For example, my friendly neighbor in China has twin brothers. The elder brother married a very beautiful girl. But after the first month, he had a quarrel with her because the beautiful wife spent all of her time dressing herself up without doing any housework. And she always went out on dates with many boyfriends. Finally he divorced his beautiful wife last year. But the younger brother who married an ordinary looking girl with a good personality has a very happy married life now and they have a lovely 3 year old baby now.◦Common sense ■In China it is said, "Don't choose beautiful person to be your wife." Because the beautiful wife spends more time dressing herself up without doing housework or child care than the not beautiful wife. And the beautiful wife always spends a lot of money on clothing and cosmetics.

◦Expert opinion & Statistics ■Psychologists at Yale University investigated 3,519 married men's life spans. According to the report, the men who married a beautiful wife had a shorter life than the men who married an not beautiful wife. The degree of beauty was in direct proportion to the husbands' life-spans. In the study, there was a scale of 1-20 points: 20 points is the most beautiful wife and 1 point the least beautiful wife. The result was that men who had a wife who scored 1-12 points lived 12 years longer than men whose wife scored 13-20 points.

HOW TO WRITE A BOOK REVIEW

HOW TO WRITE A A BOOK REVIEW
Book reports are a way to show how well you understood a book and to tell what you think about it. Many teachers have their own rules about what a book report should look like so be sure to check, but the following parts a book report are very common and may be helpful.Writing a Book ReviewTo begin your research, you need to have the following information:
I. INTRODUCTION:
1.Title of the book, Name of the author, and the Date of first publication..·Identification of the book, including the full title, name of the author, the publisher, the edition, the place and date of publication.Things to include in the introduction:·The title (underlined) and author of the book.·Why you chose the book. ·What kind of story is it? (adventure? family? fantasy/make believe? animal? true life? scary?)

II. BODY: In this section you want to describe the main parts of a story: theme, plot, setting, and characters. Then you can give your opinions about the book. The Theme is the main idea of the story. Some examples might be the importance of friendship or how to be courageous in a difficult situation. Tell what you think the theme is and how you know.The Setting is the time and place of the story. Is it set a long time ago or now. Does it take place in another country or in an imaginary place? How much time passes in the story—a day? a year? a lifetime?The Plot is what happens.You want to tell what the story is mostly about. What is the main event or conflict? What things lead up to it? What happens as a result? How does the story end? (Sometimes you want to avoid telling the ending, or giving away the secrets of the story.)Be careful not to re-tell the whole story in detail—you want room in your report to write about other things; instead, just say enough about it so the rest of your report will make sense. The Characters are who the story is about. The main character is called the protagonist. Who are the other important characters? Do they help or hinder the protagonist? Once you have summarized the book, you can tell what you think about it. You can write about whatever opinions you have. Some questions you might want to answer are:·Did you like the story? Why or why not?·What was the best part of the book? Why?·How did the story make you feel? Did you feel different things at different points in the story?·Would you recommend it to friends?·Would you read other books by this author?· What new things did you learn from this book?
1 ·A description or summary of the book's content, format, organization, and development.
2·A description or summary of the purpose of the book and its general argument or theme.
3·A statement about the book's intended audience.
4·Information about the author.
5·A critical evaluation, which discusses the book's strengths and weaknesses.
6·Personal opinions and reactions to the book.

III.Conclusion:This is just a sentence or two to sum up your report.Give your overall opinion of the book and the most important thing you want other people to know about it.

PARENTS´PERMISSION TO PARTICIPATE IN SCHOOL NETWORK AND PUBLISH PICS

Parents´Permission to publish students´s pictures
PORTAL EDUCARMPROTOCOLO DE AUTORIZACIÓN PARA LA PARTICIPACIÓN EN LOS PORTALES EDUCATIVOS EPALS.COM Y ETWINNING Y PUBLICACIÓN DE IMAGENES.________________________________________D/DªPadre/Madre _________________________ del alumn@ __________________________________ , autorizo al centro Ies Alfonso X el Sabio donde mi hij@ cursa _____ºESO, en la Sección Bilingüe de Inglés a que las imágenes de mi hij@, en actividades realizadas por el centro, se puedan envíar desde este centro al portal educativo EDUCARM(http://www.educarm.es/) o a otros portales educativos como E-Twinning (portal educativo europeo o Epals (Portal educativo a nivel internacional), y por tanto , no se contradice, en ningún caso, los artículos de las Leyes referentes a la protección de datos(Ley Orgánica 1/1982, de 5 de mayo, de Protección Civil del Derecho al Honor,a la Intimidad Personal y Familiar y a la Propia Imagen).


._____________________ a ____ de __________ de 20__.
ANEXOLey Orgánica 1/1982, de 5 de mayo, de Protección Civil del Derecho al Honor,a la Intimidad Personal y Familiar y a la Propia Imagen.• Artículo Tercero.Uno. El consentimiento de los menores e incapaces deberá prestarse por ellos mismos si sus condiciones de madurez lo permiten, de acuerdo con la legislacióncivil.Dos. En los restantes casos, el consentimiento habrá de otorgarse medianteescrito por su representante legal, quien estará obligado a poner en conocimientoprevio del Ministerio Fiscal el consentimiento proyectado. Si en el plazo de ocho días el Ministerio Fiscal se opusiere, resolverá el Juez.• Artículo Séptimo.Tendrán la consideración de intromisiones ilegítimas en el ámbito de proteccióndelimitado por el artículo segundo de esta Ley: captación,reproducción o publicación por fotografía, filme, o cualquier otroprocedimiento, de la imagen de una persona en lugares o momentos de su vidaprivada o fuera de ellos, salvo los casos previstos en el artículo octavo,dos.para fines publicitarios, comerciales o de naturaleza análoga.imputación de hechos o la manifestación de juicios de valor a través de accioneso expresiones que de cualquier modo lesionen la dignidad de otra persona,menoscabando su fama o atentando contra su propia estimación.• Artículo Octavo.Uno. No se reputará, con carácter general, intromisiones ilegítimas lasactuaciones autorizadas o acordadas por la Autoridad competente de acuerdo conla Ley, ni cuando predomine un interés histórico, científico o culturalrelevante.Dos. En particular, el derecho a la propia imagen no impedirá:a. Su captación, reproducción o publicación por cualquier medio cuando se tratede personas que ejerzan un cargo público o una profesión de notoriedad o proyección pública y la imagen se capte durante un acto público o en lugares abiertos al público.b. La utilización de la caricatura de dichas personas, de acuerdo con el uso social.c. La información gráfica sobre un suceso o acaecimiento público cuando laimagen de una persona determinada aparezca como meramente accesoria.Las excepciones contempladas en los párrafos a) y b) no serán de aplicaciónrespecto de las autoridades o personas que desempeñen funciones que por sunaturaleza necesiten el anonimato de la persona que las ejerza.Ley Orgánica 1/1996, de 15 de enero, de Protección Jurídica del Menor, demodificación parcial del Código Civil y de la Ley de Enjuiciamiento Civil.• Artículo 4. Derecho al honor, a la intimidad y a la propia imagen.2. La difusión de información o la utilización de imágenes o nombre de losmenores en los medios de comunicación que puedan implicar una intromisiónilegítima en su intimidad, honra o reputación, o que sea contraria a sus intereses, determinará la intervención del Ministerio Fiscal, que instará deinmediato las medidas cautelares y de protección previstas en la Ley y solicitarálas indemnizaciones que correspondan por los perjuicios causados.3. Se considera intromisión ilegítima en el derecho al honor, a la intimidadpersonal y familiar y a la propia imagen del menor, cualquier utilización de suimagen o su nombre en los medios de comunicación que pueda implicarmenoscabo de su honra o reputación, o que sea contraria a sus intereses incluso siconsta el consentimiento del menor o de sus representantes legales.



Firma Padre DNI
Firma Madre DNI ..

Evaluation Components

Componentes de evaluación del NM
Ponderación
Evaluación externa 70%
Prueba 1 (1 hora 30 minutos): Destrezas receptivas 25%
Ejercicios de manejo de textos sobre 4 textos escritos de los temas troncales.
Prueba 2 (1 hora 30 minutos): Destrezas productivas escritas 25%
Un ejercicio escrito a elegir entre cinco, basado en las opciones.
Trabajo escrito: Destrezas receptivas y productivas escritas 20%
Lectura intertextual de tres fuentes, seguida de un ejercicio escrito de 300-400 palabras y una justificación de 100 palabras, basándose en los temas troncales.
Componente oral de la evaluación interna:
destrezas de interacción 30%
Este componente es evaluado internamente por el profesor, y moderado externamente por IB hacia el final del curso.
Actividad oral individual
Basada en las opciones. 15 minutos de tiempo de preparación y 10 minutos para la presentación y discusión con el profesor.
Actividades orales interactivas
Basadas en los temas troncales. Tres actividades de clase evaluadas por el profesor; el factor de moderación de la actividad oral individual se aplica a la puntuación entregada por el profesor para la evaluación.

TOPICS FOR ORAL PRESENTATION- INTERNAL

Hay tres temas troncales:
1.relaciones sociales,
2.comunicación y medios y
3.cuestiones globales.
Estos 3 temas son obligatorios en NS Y NM . Son necesarios al menos dos aspectos de cada uno de los temas troncales
Comunicación y medios
Cómo interactúan las personas y cómo transmiten y recopilan datos con fines relacionados con la información y el entretenimiento.
Entre los aspectos que pueden estudiarse se encuentran: publicidad, parcialidad en los medios, censura, internet, prensa, radio y televisión, sensacionalismo en los medios, comunicación telefónica, y mensajes escritos y de voz.
Cuestiones globales
Asuntos de actualidad y acontecimientos futuros que tengan un impacto a nivel regional, nacional y/o internacional, teniendo en cuenta que deben abordarse desde las perspectivas de la cultura objeto de estudio.
Entre los aspectos que pueden estudiarse se encuentran:
* drogas,
* reservas de energía,
* alimentos y agua,
* cambio climático,
* desastres naturales,
* globalización,
* migración,
* pandemias,
* pobreza y hambre,
* racismo,
* prejuicio y discriminación,
* el efecto del hombre en la naturaleza,
* el medio ambiente y
* la sostenibilidad.
Relaciones sociales
Cómo se interrelacionan y comportan las personas como miembros de una comunidad, como individuos o en grupos.
Entre los aspectos que pueden estudiarse se encuentran:
* lengua e identidad,
* dominio lingüístico,
* minorías, multilingüismo,
* nacionalismo,
* patriotismo y fanatismo,
* relaciones,
* fiestas religiosas y no religiosas,
* estructuras y grupos sociales y políticos,
* comportamientos y posturas sociales,
* tabúes y lo socialmente aceptable.
Opciones
Hay cinco opciones:
1.diversidad cultural,
2.costumbres y tradiciones,
3.salud,
4.ocio
5. ciencia y tecnología.
Deben estudiarse al menos dos aspectos de cada opción.
Diversidad cultural
Las variedades étnicas, de género, raciales, ideológicas y socioeconómicas de una comunidad de la lengua objeto de estudio.
Entre los aspectos que pueden estudiarse se encuentran:
* creencias,
* valores y normas,
* patrimonio culinario,
* cómo se aprende la cultura,
* asimilación intercultural,
* influencia interlingüística,
* diversidad lingüística,
* migración,
* diversidad de la población,
* subculturas,
* conceptos de belleza,
* comunicación verbal y no verbal.
Costumbres y tradiciones
Las prácticas actuales y pasadas, las representaciones, expresiones y conocimientos que pertenecen a una comunidad de la lengua objeto de estudio.
Entre los aspectos que pueden estudiarse se encuentran:
* celebraciones,
* acontecimientos sociales y religiosos,
* códigos de vestir,
* uniformes,
* etiqueta y protocolo,
* moda,
* gastronomía,
* acontecimientos históricos,
* trajes nacionales, artes.
Salud
* Bienestar físico,mental y social, así como cuestiones relacionadas con las enfermedades.
Entre los aspectos que pueden estudiarse se encuentran:
* conceptos de belleza y salud,
* dieta y nutrición,
* drogadicción,
* epidemias,
* asistencia médica,
* higiene, enfermedades,
* síntomas de buena/mala salud,
* salud mental,
* ejercicio físico,
* cirugía,
* medicina tradicional y alternativa.
Ocio
La variedad de actividades que se llevan a cabo para disfrutar.
Entre los aspectos que pueden estudiarse se encuentran:
* entretenimiento,
* exposiciones y espectáculos,
* juegos, hobbies, diversión,
* interacción social a través del ocio,
* deportes, viajes
Ciencia y tecnología
La relación entre ciencia y tecnología y su impacto en una comunidad
Entre los aspectos que pueden estudiarse se encuentran:
* entretenimiento,
* ética y ciencia,
* ética y tecnología,
* impacto de la TI en la sociedad,
* tecnología de la información,
* ciencias naturales,
* energías renovables,
* investigación científica,
* ciencias sociales

Assessment Criteria

1.Gram & Voc. 20%

2. Texts Handling 20%

3.Reading Book Test 8%

4.Book Review 2%

5.Writing Test 10%

6.Listening Test 10%

7. Interaction/ Speaking : 20%
* P.P.Present.Debate

8.ATTITUDE 10%
* Classwork
* Homework: ( 4 Essays)
* Blog
* Notebook
* Projects
9. Extra credits :
* Voluntary writing 10%(4 at least)
* Voluntary reading 10%(400 pages at least)

TOTAL: (1)x4 + (2)x5 + (3)x615
Pr. Extraordinaria – Sep.

English course free on line

http://www.mansioningles.com/NuevoCurso.htm

Placement tests

http://www.ompersonal.com.ar/omtest/contenidotematico.htm
http://www.englishenglish.com/englishtest.htm
http://www.macmillanenglish.com/straightforward/resourcefiles/placementtest/SF-QUICKplace_rev.doc
http://www.macmillanenglish.com/straightforward/placement_tests.htm
http://www.world-english.org/test.htm
http://www.tolearnenglish.com/test-de-niveau-anglais-grammaire.php
http://www.ihworld.com/opt/http://www.oxfordenglishtesting.com/browse_tests.aspx?userType=1&menuId=2
http://www.lang.ox.ac.uk/courses/tst_english_placement.html

BOOKS ONE SHOULD READ

http://www.newsteadwood.bromley.sch.uk/English%20Website/Resources/KS4%20Reading%20List.xls

BOOKS TO BE READ

1ST TERM:

The Catcher in the Rye by J.D. Salinger
The loneliness of the Long Distance Runner by Alan Sillitoe (Rafael sólo)


2nd TERM
A Room with a view by EM Forster

Cat's Eye by Margaret Atwood

3rd TERM

Newspaper articles

BACK TO SCHOOL

http://www.youtube.com/watch?v=cVWv_W4rfDk

SELECTIVIDAD

OS DESEO LOS MEJORES RESULTADOS EN LA SELECTIVIDAD. LO VAIS A CONSEGUIR.

Richard McCann: A can attitude

Richard McCann
http://www.youtube.com/watch?v=FgRoG9zhDrU
http://www.youtube.com/watch?v=3FtHUw2HQtc
http://www.youtube.com/watch?v=O6FrJIgHqrM
http://www.youtube.com/watch?v=0xwzItqYmII ( The song I can Imagine Mercyme)

Entrance University exam, June 2007-Ordinary announcement

UNIVERSIDAD DE MURCIA
REGIÓN DE MURCIA
CONSEJERÍA DE EDUCACIÓN Y CULTURA
UNIVERSIDAD POLITÉCNICA DE CARTAGENA
PRUEBAS DE ACCESO A LA UNIVERSIDAD PARA ALUMNOS DE
BACHILLERATO LOGSE (PLAN 2002)
Junio 2007
INGLÉS. CÓDIGO 54
Spain changes sizes in clothes for women
Spain’s biggest fashion retailers (1) have agreed to re-size their clothing in order to better
reflect the real sizes of women and reduce pressure on them to conform (2) to an extremely thin image. Health Minister Elena Salgado has announced that the National Consumer Institute will measure 8,500 women between 12 and 70 years of age with the aim of “defining standard patterns and normalising sizes”, according to an agreement between fashion houses and the ministry.
Companies such as Zara, El Corte Ingles, Mango and Cortefiel are behind the agreement,
which intends to make fashion sizes “truthful, homogeneous and comprehensible (3)”. Mannequins in shop windows will now be at least a European size 38, while size 46 will no longer be considered extra-size. Labels will include not just the overall (4) size, but information on hip and shoulder as well.
The government hopes that by selling more realistic sizes, it will discourage (5) women from
trying to conform to such a thin ideal as is usually presented on fashion catwalks*. “If everything goes well, as we expect, then of course we will continue with a resizing for men”, Salgado told reporters.
__________________
* catwalk: a narrow pathway over the stage of a theatre
PREGUNTAS (NO RESPONDAN EN ESTA HOJA)
READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS. BE CAREFUL TO FOLLOW THE INSTRUCTION FOR EACH QUESTION
1. Link each of the words or expressions listed below with one word or expression in the column (as numbered in the text) [1 mark]. Please copy the correct pair of words on your answer sheet, e.g. ‘retailer and ...’
clear - manufacturer - general - prevent - adjust
retailer (1) and …
conform (2) and …
comprehensible (3) and …
overall (4) and …
discourage (5) and …

2. Reading comprehension
2.1. Choose the best option [0.75 marks]. Please copy the complete correct option on your answer sheet.
- A committee will be appointed to decide on the issue of sizing
- The new sizing will be based on the statistical analysis of population
- Fashion houses alone will decide on the new sizing
- The new sizes will depend on the results of a national opinion poll

2.2. Choose the best option [0.75 marks]. Please copy the complete correct option on your answer sheet.
- One result of the agreement is that mannequins will no longer be exhibited in shop windows
- The agreement will imply a radical change in fashion designs
- One consequence of the agreement is that customers will find more information on labels
- The agreement means that small sizes will disappear

3. Complete the sentences using information from the text [2 marks]. It is important that phrases from the text are not reproduced literally, unless this is unavoidable.
a) If the agreement is successful …
b) Information on hip and shoulder sizes …
c) Minister Elena Salgado said that male …
d) The agreement …

4. Complete with one or more adequate words [1.5 marks]. Do not copy the complete text on your sheet, only the letter – (a), (b), (c), (d), (e), (f) – followed by the word or words that you find suitable for the gap. It is important that phrases from the text are not reproduced literally.
In order to help control weight-related disorders …… (a) anorexia, Spain has also …… (b) models below a certain weight from Madrid catwalks. In fact, 30% of the women …… (c) appeared at the Cibeles fashion show in Madrid last year were rejected because they …… (d) adjust to new rules demanding that models present a healthy image: that is they must weigh at least 56 kilos if their ……(e) is 1.75. These figures are approximately what the World Health Organization …… (f) to be the minimum healthy weight.

5. The text informs about an agreement between the Spanish Ministry of Health and some Fashion houses. Can you summarize the basic aims and terms of the agreement? (25-50 words) [2 marks] You are expected to draw information from the text, but please use your own words.

6. In your opinion, is there a direct connection between the world of fashion and weight-related disorders (anorexia, bulimia, etc.)? (25-50 words) [2 marks]. Express your own ideas by using your own words.

DEBATE STRUCTURE

Debate Structure

Resolution: the main argument – always stated in the positive

Affirmative: argues the resolution – tries to prove it correct

Negative: argues against the resolution – tries to prove it incorrect

Constructive Phase: each side will have 2 chances to construct their arguments

Cross-examination: each side will have a chance to question the other side after each constructive argument has been made

Rebuttal Phase: each side will have 2 chances to rebut the statements made by the other side and clear up any confusion surrounding their own arguments

Debate Timeline

Phase:
Time Allowance:
Affirmative Constructive #1
2 min.
Cross Examination
1 min.
Negative Constructive #1
2 min.
Cross Examination
1 min.
Affirmative Constructive #2
2 min.
Cross Examination
1 min.
Negative Constructive #2
2 min.
Cross Examination
1 min.
Team Conference:
Structure Rebuttal Arguments
3 min.
Negative Rebuttal #1
2 min.
Affirmative Rebuttal #1
2 min.
Negative Rebuttal #2
2 min.
Affirmative Rebuttal #2
2 min.
Notes on the Basics of Debate
These notes are a quick overview of the basic parts of a debate. I will be explaining them in detail at the workshop in January but these should get you started.

The Structure of Debates
All debates have a resolution, two sides and a team on each side.

Resolution:
Every debate has a resolution. A resolution is a question or statement that has two sides. It is what the debate is going to be about. A resolution needs to be two-sided to make a good debate.
“Should school be mandatory?” is a good resolution because it has two sides.
“Murder is bad,” is a bad resolution because we all know that murder is bad.

Sides:
Every debate has two sides. One side, called the “yes” (affirmative) team, is in favour of the resolution. In other words, they answer the question with a “yes” and try to convince everyone to do the same. The other side, called the “no” (negative) team, answers the question with a “no”.

In debating you don't get to pick a side and you often have to argue both sides at different times. This means that you have to practice seeing things from different angles.

Teams:
Each side has a team that is made up of two or three people. These people work together to win the argument for their side. They share points and ideas. When they give speeches, they say things that support their partner.

How You Convince People
In a debate you use speeches to tell your audience about reasons and examples that support your side.

Speeches:
The way you convince people in a debate is by giving a speech. When it is your turn to speak, you are the only one allowed to speak. Everyone else has to listen to you.

When it is someone else's turn to speak you can't say anything, you have to write down anything that you might want to say and wait your turn to say it (or get your partner to say it if they are going next).

Reasons:
When you give a speech, you present reasons (arguments) for why the audience should agree with you. Generally you want to think in terms of the word "because". You want to say things like "You should agree with me because..." and then give the reason. When you are responding to your opponents you want to attack their reasons.

Examples:
Examples are facts or ideas that you can use to illustrate and back up your reasons. They aren't reasons on their own but they help make reasons more convincing.




The Main Skills
The three most important skills in debating are (in order of importance):
1) The ability to listen.
This is because debating is about listening to and responding to you opponents.
2) Analysing what you hear.
This is because you need to be able to understand and find mistakes and flaws in your opponents' speeches.
3) The ability to speak in front of people.
This is the most obvious skill - if you can't talk in front of people, you can't convince them. But it is also the third most important skill. There are lots of people who are very good at speaking in front of people but who aren't good at debating.

Everyone Else
There are more people involved in debates than just the debaters. Moderators and timekeepers run the round and the audience and judges listen to you and decide which side to support.

Moderators and Timekeepers:
The moderator is in charge of the debate. He or she tells people when it is their turn to speak and makes sure that everything runs smoothly. Some debates have time limits. In those debates, a timekeeper will keep track of time. The moderator and timekeeper are always impartial.

Judges and Audience:The judges and audience are the people that you are trying to convince. The only difference between them is that, in a competition, the judges mark your performance and decide who wins.

Use of English Practice - First Certificate in

http://www.englishspeaker.com/index%20-%20FCE.html

Entrance University exam, June 2008

15th March
BACHILLERATO LOGSE
Junio 2008
INGLÉS. CÓDIGO 54
The pencil is 150 years old
The pencil as we know it was 150 years old on Sunday 30th March. We can find pencils everywhere:
at school, at home, at the office, even on the golf course. Because they are so common we tend to take them for granted. Pencils are the most useful yet least appreciated writing instruments of all time: the world's only portable, lightweight invention that can draw a line 35 miles long, write an average (1) of 45,000 words, absorb 17 sharpenings and delete its own errors.
Modern pencils are the descendants of ancient (2) writing instruments. In ancient Rome, scribes wrote on papyrus (an early form of paper) with a thin (3) metal rod called a stylus, which left a light but readable mark. Other early styluses were made of lead*. Today we still call the core (4) of a pencil the "lead" even though it is made from non-toxic graphite.
Graphite came into widespread use following the discovery of a large graphite deposit in Borrowdale, England in 1564. Graphite left a darker mark than lead, but was so soft and breakable that it required a holder. At first, sticks of graphite were wrapped in string. Later, the graphite was inserted into wooden sticks and the wood-cased pencil was born.
The first mass-produced pencils were made in Nüremberg, Germany in 1662. There an active pencil industry developed with famous (5) companies like Faber-Castell established in 1761, Lyra, Staedtler and others growing throughout the 19th century industrial revolution.
Lead: a soft, grey and heavy metal.
PREGUNTAS (NO RESPONDER EN ESTA HOJA)
READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS. BE CAREFUL TO FOLLOW THE INSTRUCTIONS FOR EACH QUESTION.
1. Link each of the words or expressions listed below with one word or expression in the column (as numbered in the text) [1 mark]. Please copy the correct pair of words on your answer sheet, e.g. ‘common and ...’
heart known mean narrow old
average (1) and … common
ancient (2) and …old
thin (3) and …narrow
core (4) and …heart
famous (5) and …known

2. Reading comprehension
2.1. Choose the best option [0.75 marks]. Please copy the complete correct option on your answer sheet.
Pencils are extremely useful and most appreciated writing instruments.
Pencils are the most useful and appreciated writing instruments in history.
Pencils are the most used and appreciated writing instruments of all time.
Pencils are very useful but little appreciated writing instruments.

2.2. Choose the best option [0.75 marks]. Please copy the complete correct option on your answer sheet.
Graphite is darker than lead, but lead is softer and more breakable than graphite.
Graphite writes darker than lead, and is also softer and more breakable than lead.
Graphite looks darker than lead, but lead is softer and more breakable than graphite.
Graphite leaves darker marks than lead, and is as soft and breakable as lead.

3. Complete the sentences using information from the text [2 marks]. It is important that phrases from the text are not reproduced literally, unless this is unavoidable.
a) At first, people started to use very simple gadgets to write.
b) The discovery of a large graphite deposit made it possible the widespred use of graphite
c) Famous companies like Faber-Castell were founded throughout the the 19th centrury
d) Nüremberg was the first town where pencils were produced massively.

4. Complete with one or more adequate words [1.5 marks]. Do not copy the complete text on your sheet, only the letter – (a), (b), (c), (d), (e), (f) – followed by the word or words that you find suitable for the gap. It is important that phrases from the text are not reproduced literally.

Look at (a) the end of your pencil. Most wood pencils are (b) numbered and the most common pencil is the No. 2 pencil. The number 2 refers to (c) how hard and black the pencil graphite is. Back in the 1800s, pencil manufacturers used (d) letters instead of (e) numbers to describe the graphite. For example, an H pencil was hard, a B pencil was black and an F pencil had a fine point. An HB pencil as hard and black. Eventually, most pencil manufacturers got used to(f) using numbers to make it easier for people to understand.

5. From the information in the text, what are the main differences between graphite and lead? (25- 50 words) [2 marks] You are expected to draw information from the text, but please use your own words.
From the information given in the text we learn that lead is a toxic mineral whereas graphite is not. Graphite replaced lead to write on paper as it left a darker mark .

6. Which do you think are the reasons for the popularity of pencils as writing instruments? (25-50 words) [2 marks]. Express your own ideas by using your own words.

It´s so common to use a pencil since it has a lot of advantages. Firstly, A pencil stroke is erasable and thus correctable. Secondly, Pencil writing is environmentally friendly, since all materials used in manufacture are of "natural" origin. Moreover, wood is a renewable natural resource.
Besides, a pencil writes in/under water, in a vacuum and "upside down". Futhermore,
Pencil writing is absolutely non-toxic, because all ingredients used in manufacture consist of entirely safe substances (clay, graphite, wood, water-based lacquer). Last but not the least pencils are always "ready-to-write" and can even be sharpened with a knife and its
has always been consistently good over the years. (e.g. degrees of hardness).

8th march-March, IWD, International Women´s Day

1.ttp://www0.un.org/cyberschoolbus/womensday/pages/why_content.asp
2. http://news.bbc.co.uk/2/hi/in_pictures/3542511.stm
3. http://www.authorstream.com/Presentation/aSGuest12328-147626-8th-march-enter-tags-education-ppt-powerpoint/

4.http://www.isis.aust.com/iwd/stevens/firstiwd.htm
5. http://www.un.org/ecosocdev/geninfo/women/womday97.htm
6.http://www.infoplease.com/spot/womensday1.html
7. http://portal.unesco.org/shs/en/ev.php-URL_ID=4008&URL_DO=DO_TOPIC&URL_SECTION=201.html
8. http://www.indymedia.org/en/2004/03/110523.shtml
9. http://www.youtube.com/watch?v=_NRdA0ST4Zg (song- you tube)
10.http://youtubeukblog.blogspot.com/ (quite good)
11. http://www.myenglishpages.com/site_php_files/reading-international-women-day.php
12.http://www.britishcouncil.org/learnenglish-central-magazine-womens-day.htm

Classical music

http://www.musicloops.com/classical/info_c.php?page=optional_page

LOVE POEMS

Your oceanic eyes
Pablo Neruda

Leaning into the afternoons I cast my sad netstowards your oceanic eyes.

There in the highest blaze my solitude lengthens and flames,its arms turning like a drowning man's.

I send out red signals across your absent eyesthat move like the sea near a lighthouse.

You keep only darkness, my distant female,from your regard sometimes the coast of dread emerges.

Leaning into the afternoons I fling my sad netsto that sea that beats on your marine eyes.

The birds of night peck at the first starsthat flash like my soul when I love you.

The night gallops on its shadowy mareshedding blue tassels over the land.

nd and Window Flower

Love Poem by Robert Frost

Lovers, forget your love,And list to the love of these,

She a window flower,And he a winter breeze.

When the frosty window veilWas melted down at noon,And the caged yellow birdHung over her in tune,He marked her through the pane,

He could not help but mark,And only passed her by

To come again at dark.He was a winter wind,

Concerned with ice and snow,Dead weeds and unmated birds,

And little of love could know.But he sighed upon the sill,

He gave the sash a shake,As witness all withinWho lay that night awake.

Perchance he half prevailed

To win her for the flight

From the firelit looking-glassAnd warm stove-window light.

But the flower leaned aside

And thought of naught to say,

And morning found the breeze

A hundred miles away.

Her Voice
Sad love poem by Oscar Wilde

The wild bee reels from bough to bough

With his furry coat and his gauzy wing,

Now in a lily-cup, and now Setting a jacinth bell a-swing,

In his wandering;

Sit closer love: it was here I trowI made that vow,

Swore that two lives should be like one

As long as the sea-gull loved the sea,

As long as the sunflower sought the sun,-

It shall be, I said, for eternity 'Twixt you and me!

Dear friend, those times are over and done;

Love's web is spun.

Look upward where the poplar trees

Sway and sway in the summer air,

Here in the valley never a breeze Scatters the thistledown,

but there Great winds blow fair

From the mighty murmuring mystical seas,

And the wave-lashed leas.

Look upward where the white gull screams,

What does it see that we do not see?

Is that a star? or the lamp that gleams

On some outward voyaging argosy,

Ah! can it be We have lived our lives in a land of dreams!

How sad it seems. Sweet, there is nothing left to say

But this, that love is never lost, Keen winter stabs the breasts of May Whose crimson roses burst his frost,

Ships tempest-tossed

Will find a harbour in some bay,And so we may.

And there is nothing left to do But to kiss once again, and part, Nay,

there is nothing we should rue,

I have my beauty,-you your Art, Nay, do not start,

One world was not enough for twoLike me and you.

You Left Me
by Emily Dickinson

You left me, sweet, two legacies, -

A legacy of love

A Heavenly Father would content,

Had He the offer of;

You left me boundaries of pain

Capacious as the sea,

Between eternity and time,

Your consciousness and me.

Wild Nights
Passionate Poem by Emily Dickinson
Wild nights. Wild nights!

Were I with thee,Wild nights should be

Our luxury!Futile the winds

To a heart in port

Done with the compass

Done with the chart.Rowing in Eden.

Ah, the sea.

Might I but moor

Tonight with thee!

Year of the tem PPPresentations

English Karaoke

http://www.karafun.com/karaoke/karaoke_love.html

Sir Ken Robinson´s lecture:"Do schools kill creativity? "

http://www.youtube.com/watch?v=iG9CE55wbtY

Bellerose High School & IES Alfonso X El Sabio Collaboration

Bellerose High School - Saint Albert - Canada


At 28 Kuryluk Blvd., St. Albert Industrial Airport, St. Albert, Alberta Canada T8N 2G3
45 minutes from the Edmonton International Airport
12 hours from the Port of Vancouver, British Columbia
On the Heavy North/South Transportation Corridor to the US and Mexico known as the Canamex Highway



Project Description
Students study Spanish, Japanese or French as a second language. They have done email and video exchanges before with great success. Students love communicating with students their own age with similar interests. They are looking for schools that would be interested in composing letters or videos on topics common to second language classes. All their students have English as their first language. The total numbers are spread over the three languages and there is another teacher whose students are studying Spanish or French.

LocationSt. Albert, Alberta, Canada
LanguageEnglish
Number of participants61-70
Age range15-18
School Website: http://bchs.spschools.org/
Teacher´s email :Scott Coffin" <bellerosehighschool@epals.com>

http://www.xtec.es/~ogodoy/sac/rephrasing/rephrexercises.htm

Christmas songs-George Michael- I dreamed of

http://www.youtube.com/watch?v=akQXdvWrtfo
Christmas songs-George Michael- I dreamed of
Merry christmas
Merry christmas
May your every new year dream come true
Sweet december song
The melody that saved me
On those less than silent nights
When snow would fall upon my bed
White sugar from jesus
And take me to the dayShe could always smile
The virgin child would always show, you see
Just to save me(just to save me)
There was always christmas time
To wipe the year away
I guess that morning theyd decided
That the war would have to wait
There was always christmas time
Jesus came to stayI could believe in peace on earth
And i could watch tv all day
So i dreamed of christmas
Maybe since youve gone
I went a little crazy
God knows they can see (the child)
But the snow that falls upon my bed
That loving i needed
Falls every single day
For each and every child
The virgin smiles for all to see
But you kept her from me[december song (i dreamed of christmas) lyrics on http://www.kovideo.net/ ]
There was always christmas time
To wipe the year awayI guess that morning theyd decided
That the war would have to wait
There was always christmas time
Jesus came to stay
I could believe in peace on earth
And i could watch tv all day
And so i dreamed of christmas
Yes, i dreamed like you
Merry christmas
Merry christmas
May your every new year dream come true

The official UK 75 singles

http://uk.launch.yahoo.com/c/uk/single_charts.html

Joe MCElderry The ClimbLyrics on Screen:
http://www.youtube.com/watch?v=tdhBpe1nrJk

Miley Cyrus- The Climb (With Lyrics)
http://www.youtube.com/watch?v=n9W1sd0GDs4&NR=1