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