http://www.curiosipics.cambridge.es/
PHOTOGRAPHY CONTEST
FOR ENGLISH STUDENTS
AND TEACHERS
Tuesday, 8 December 2015
Thursday, 3 December 2015
MINI-STAY IN KILKENNY (IRELAND) FOR APRIL 2016
A LINGUISTIC IMMERSION IN A HOST FAMILY FOR ONE WEEK WITH 20 ENGLISH CLASSES, AND MANY MORE ACTIVITIES FOR APRIL 2016.
A GREAT OPPORTUNITY TO IMPROVE YOUR ENGLISH AND LIVE A WONDERFUL EXPERIENCE!!
El departamento de Inglés del Pere Boil os informa de que ha organizado un Viaje de Inmersión Linguística en familias a Kilkenny, Irlanda con TEC IDIOMAS Cursos de idiomas en el extranjero para el próximo mes de Abril ( 8dias/7noches)
GRUPO IES PERE BOïL KILKENNY (IRELAND) , APRIL 2016
INCLUIDO EN EL PRECIO:
Transporte:
Traslados i/v aeropuerto Dublín al punto de encuentro con las familias en Kilkenny. Alojamiento 8días/ 7 noches. Del 3 al 10 de Abril.
Alojamiento en familia, (única nacionalidad, habitación individual).
Distancia a la escuela andando. Para los que estén más alejados, la familia se hace cargo de llevarlos personalmente. Comidas
Pensión completa en Homestay (packed lunch). Clases
20 lecciones Inglés General (total 15 horas).
Grupo Cerrado (máximo 15 alumnos por aula)
Material Curso, certificado de asistencia e informe final Visitas
Programa completo de actividades Socio-culturales todos los días.
Full Day Excursion to Dublín (con guía).
Flexibilidad para cambiar las actividades y excursiones según preferencias del grupo.
Nº grupo Precio por alumno +30 425,00€
NO INCLUIDO EN EL PRECIO:
Vuelos:
Reus-Dublín-Reus. Importe aproximado 200€
(a validar en el momento de la compra del billete).
Incluye maleta facturada de 20Kg y tasas de gestión. Traslados a Reus:
Pendiente valorar la compañía de autocares y el importe, variable según el número de alumnos.
fotocopia pasaporte
fotocopia D.N.I
fotocopia tarjeta sanitaria europea ó seguro privado
Permiso de salida de menores a Irlanda (el formulario se entregará en la última reunión)
FORMA DE PAGO
200 € en concepto de billete de avión antes de viernes 4 de diciembre 2015
Antes del 31 de enero 2016: 150 €
Antes del 29 de febrero 2016: 150 € Antes del 10 de marzo 2016: El resto del importe total
La forma de pago es mediante transferencia bancaria* al siguiente número de cuenta de TEC IDOMES:
Catalunya Caixa IBAN: ES76 2013 0712 33 0200641762
*Indicar a ser posible “Kilkenny y el nombre del alumno” en el concepto
para obtener mas información contactar con:
Carmina Martínez Díaz
(Profesora de Inglés del departamento y responsable del viaje)
m.diaz.carmina@gmail.com
o con la agencia que nos lo está gestionando:
www.tecidiomas.es valencia@tec-idiomes.com
Tendremos una reunión con el grupo que ha hecho la pre-inscripción para hablar del viaje: posibilidades de financiación a través del AMPA, y por supuesto, la organización del mismo,
os espero a todas y todos,
en el segundo patio del Viernes, 4 de Diciembre
en el segundo recreo en el Salón de Actos
Tuesday, 17 November 2015
"Should Students Have to Wear School Uniforms?"
|
|
Traditionally
favored by private and parochial institutions, school uniforms are being adopted
by US public schools in increasing numbers. Almost one in five US public
schools required students to wear uniforms during the 2011-2012 school year,
up from one in eight in 2003-2004. Mandatory uniform policies in public
schools are found more commonly in high-poverty areas.
Proponents say that school uniforms make schools safer for students, create a "level playing field" that reduces socioeconomic disparities, and encourage children to focus on their studies rather than their clothes. Opponents say school uniforms infringe upon students' right to express their individuality, have no positive effect on behavior and academic achievement, and emphasize the socioeconomic disparities they are intended to disguise. History of School Uniforms The first recorded use of standardized dress in education may have been in England in 1222, when the Archbishop of Canterbury mandated that students wear a robe-like outfit called the "cappa clausa." The origin of the modern school uniform can be traced to 16th Century England, when the impoverished "charity children" attending the Christ's Hospital boarding school wore blue cloaks reminiscent of the cassocks worn by clergy, along with yellow stockings. As of Sep. 2014, students at Christ's Hospital were still wearing the same uniform, and according to the school it is the oldest school uniform still in use. When Christ's Hospital surveyed its students in 2011, 95% voted to keep the traditional uniforms. [14] [83] In later centuries, school uniforms became associated with the upper class. At one of England's most prestigious schools, Eton, students were required to wear black top hats and tails on and off campus until 1972, when the dress codes began to be relaxed. [14] School uniforms in the United States followed the traditional use of uniforms established in England and were generally limited to private and parochial schools. [14] One exception was found in government-run boarding schools for Native American children, first established in the late 1800s, where the children, who had been removed from their families, were dressed in military-style uniforms.[49] |
(there are also some videos that you may find interesting to talk about the issue)
EXPRESSING OPINIONS, phrases to use in a debate or discussion
Personal Point of View, We use these words and phrases to express a personal point of view:
- In
my experience…
- As
far as I'm concerned…
- Speaking
for myself…
- In
my opinion…
- Personally,
I think…
- I'd
say that…
- I'd
suggest that…
- I'd
like to point out that…
- I
believe that…
- What
I mean is…
General Point of View, We use these words and phrases to express a point of view that is generally
thought by people:
- It
is thought that...
- Some
people say that...
- It
is considered...
- It
is generally accepted that...
Agreeing with an opinion, We use these words and phrases to agree with someone else's point of view:
- Of
course.
- You're
absolutely right.
- Yes,
I agree.
- I
think so too.
- That's
a good point.
- Exactly.
- I
don't think so either.
- So
do I.
- I'd
go along with that.
- That's
true.
- Neither
do I.
- I
agree with you entirely.
- That's
just what I was thinking.
- I
couldn't agree more.
Disagreeing with an opinion, We use these words and phrases to disagree
with someone else's point of view:
- That's
different.
- I
don't agree with you.
- However…
- That's
not entirely true.
- On
the contrary…
- I'm
sorry to disagree with you, but…
- Yes,
but don't you think…
- That's
not the same thing at all.
- I'm
afraid I have to disagree.
- I'm
not so sure about that.
- I
must take issue with you on that.
- It's unjustifiable to say that...
Wednesday, 11 November 2015
Thursday, 5 November 2015
Monday, 2 November 2015
Sunday, 1 November 2015
Tuesday, 27 October 2015
Grammar to be reviewed for the PAU exam
1. Verbal Tenses:
1.1 Present simple.
1.2 Present continuous.
1.3 Past simple.
1.4 Past continuous.
1.5 Present perfect simple.
1.6 Present perfect
continuous.
1.7 Past perfect simple.
1.8 Past perfect continuous.
1.9 Will vs. going to.
1.10 Future perfect.
1.11 Future continuous.
2. Questions: yes-no, and
wh- questions.
3. Used to: ‘get / be used
to’.
4. So / such, too / enough.
5. Passive sentences: simple
passive, ‘rumour verbs’, and ‘have something done’.
6. Conditional clauses: type
I, II, and III.
7. Relative clauses:
defining and non-defining.
8. Reported speech:
statements, commands and questions.
9. Modal verbs: permission,
obligation, possibility, ability, prohibition.
10. Phrasal verbs.
Verb Tense Overview with Examples
| Simple Present | Simple Past | Simple Future |
| I study English every day. | Two years ago, I studied English in England. | If you are having problems, I will help you study English. I am going to study English next year. |
| Present Continuous | Past Continuous | Future Continuous |
| I am studying English now. | I was studying English when you called yesterday. | I will be studying English when you arrive tonight. I am going to be studying English when you arrive tonight. |
| Present Perfect | Past Perfect | Future Perfect |
| I have studied English in several different countries. | I had studied a little English before I moved to the U.S. | I will have studied every tense by the
time I finish this course. I am going to have studied every tense by the time I finish this course. |
| Present Perfect Continuous | Past Perfect Continuous | Future Perfect Continuous |
| I have been studying English for five years. | I had been studying English for five years before I moved to the U.S. | I will have been studying English for
over two hours by the time you arrive. I am going to have been studying English for over two hours by the time you arrive. |
Saturday, 24 October 2015
Thursday, 22 October 2015
Thursday, 15 October 2015
Wednesday, 14 October 2015
1IB LISTENING - LANGUAGES
YOUNG NAVAJOS STUDY TO SAVE THEIR LANGUAGE
WORDS IN THIS STORY
promote - v. to help (something) happen, develop, or increase
robust - adj. strong and healthy
transmit - v. to give or pass (information, values, etc.) from one person to another
folks - n. people in general
principal - n. the person in charge of a public school
outcast - n. someone who is not accepted by other people
code - n. a set of letters, numbers, symbols, etc., that is used to secretly send messages to someone
inferior - adj. of little or less importance or value
forefront - n. the most important part or position
WORDS IN THIS STORY
promote - v. to help (something) happen, develop, or increase
robust - adj. strong and healthy
transmit - v. to give or pass (information, values, etc.) from one person to another
folks - n. people in general
principal - n. the person in charge of a public school
outcast - n. someone who is not accepted by other people
code - n. a set of letters, numbers, symbols, etc., that is used to secretly send messages to someone
inferior - adj. of little or less importance or value
forefront - n. the most important part or position
_____________________________________________________________________________________________
SRIPT
For part of her life, Sylvia Jackson stopped speaking her native language, Navajo. Like many Native American children, she had little chance to speak her language.
“We had to speak English. So I lost a lot of just speaking the Navajo language.”
More than 100 years ago, the U.S. government began sending Native American children to boarding schools. All the instruction was in English. The native cultures and languages of the children were discouraged.
In the last 20 to 30 years, tribal governments have started to promote the teaching of Native American languages in schools. The U.S. Department of Education now also supports Native American language programs.
Today, Sylvia Jackson is a Navajo language instructor in the small town of Holbrook, Arizona. She teaches Navajo to students at Holbrook High School. Her class is taught entirely in Diné, the Navajo language.
Ms. Jackson said both she and her students have an important part in keeping their language alive.
“My parents are actually, they grew up speaking the Navajo language; they’re fluent speakers. They’re like a dictionary. If I ask them, “How do you say this?” they translate. But me, I’m learning as I’m going.”
Navajo Nation
The town of Holbrook is an hour by car from the Navajo Nation. The 69,000-square-kilometer territory is the largest of the 326 Indian reservations in the United States. The Navajo Nation covers parts of four states in the American Southwest. It is about the same size as the country of Ireland.
During the 1800s, increasing numbers of European settlers in America moved west. In 1864, the federal government began a campaign to deport Navajos from their lands. The natives were moved to the northwest in a series of marches called the "Long Walk." The marches took place under the threat of death.
Navajo leaders and the U.S. government reached a peace treaty in 1868. It established the Navajo Indian Reservation.
Today, more than 250,000 people live in the Navajo Nation. They have their own laws, fly their own flag, and elect their own president.
The 2010 United States Census showed that about 170,000 Navajos speak Navajo at home. It is one of the most robust Native American languages today.
A right to speak Navajo
But there is a growing worry that the Navajo language could disappear. Seventy years ago, nearly everyone on the Navajo reservation spoke Navajo as their first language. But today, few young Navajos can speak the language of their grandparents.
A study in 1998 found that only 30 percent of Navajos entering school spoke Navajo as their mother tongue. Just 30 years earlier, that was true of 90 percent of first-grade Navajo students.
Richard Epstein is a linguist and professor at Rutgers University in Camden, New Jersey. He said a language’s survival depends on one generation passing down knowledge to the next generation.
“In order to keep a language alive, the adults of the community have to be able to transmit it to the young folks.”
Dr. Epstein calls teaching and transmitting your native language to your children a right that should be better protected.
“Everybody should have the right to speak their own language, just as much as they should have the right to practice their religion. Because their language is as good as everybody else’s language…So if you take that away, you’ve taken away a massive resource for knowing something about a part of human life.
"And you’ve taken away a part of who those people are. Is that right? Everybody should have the right to speak their language and to transmit their language to their children and to keep their culture alive.”
On the reservation itself, Navajo language instruction in schools starts at a young age. At Indian Wells Elementary School, 3rd graders are learning how to read, write, and speak Navajo. The school opened in 2001.
Dr. Robbie Koerperich was Indian Wells’ first principal. Now, he is the superintendent of the Holbrook Unified School District. He said his district is concerned with preserving the Navajo language.
“The Navajo language itself, I believe, is a major concern on the reservation and in our district, pertaining to the preservation of the language. So the preservation of the Navajo language is part of our mission.”
Hortensia is a third-grader at Indian Wells Elementary. She said Navajo language is her favorite class.
“So we could learn it and teach it to other people.”
The role of older generations
Hortensia said she often visits her grandmother, or naali in Navajo. Grandparents on the reservation play an important part in passing down both the language and culture to their grandchildren.
Morgan is a Navajo language student at Holbrook High School. She is one of Sylvia Jackson’s students. She visits her grandparents’ home with her cousins, nieces and nephews. She said she sometimes feels like an outcast.
“With my nieces and nephews and my cousins, they’re about my age or a bit older and they don’t speak Navajo. And so it’s a bit hard when we go out to my grandparents’ place and they try to talk to us. And it feels like — when my grandparents and my parents talk together — I feel like, kind of like an outcast, like I don’t know what they’re saying, but it's like, I want to learn the language so I can carry it on and then teach my kids. And so we won’t lose the language.”
Some of these students’ grandparents and great-grandparents may also have played an important part in U.S. history. During World War II, the U.S. military recruited Navajo speakers. Together, they developed a code to send secret information past Japanese and German code-breakers.
The code was never broken.
Dr. Epstein credits the Navajo language’s complex structure for it being such a successful code.
“It was so unbelievably complicated that the enemy couldn’t figure out how it worked. And yet we took the children of these people away from their families to train them to speak English only on the grounds that this language wasinferior.”
Sylvia Jackson was once one of those children. Today, she finds herself at the forefront of keeping her language alive.
“If you just think about it, my parents, if they go, then that’s going to be me right there who has to carry that on. If I don’t have the knowledge that they had, that’s going to be it right there. So, I’m glad that we have students who want to learn the language, who want to keep that language.”
I’m Ashley Thompson.
And I’m Caty Weaver.
Ashley Thompson and Adam Brock wrote this story. Caty Weaver and Jill Robbins were the editors.
DEBATE QUESTIONS
- What do you think should be a priority language preservation or unifying people´s language worldwide?
- Do you think language, culture and identity go together or they are quite independent concepts?
- Do you think that some languages are more prestigious than others? Do you think this is right?
- In Turkey Kurdish cannot be learnt in schools although many of them are native speakers born in mesopotamia.Turkish government forces them to learn only turkish in schools, they try to assimilate them and actually they succeed on this too. What do you think about this?
- Do you think that uniformity makes the world better or that it is variety what makes the world more interesting?
- Do you think that in order to preserve our culture is necessary to preserve languages
- Do you think goverments should be responsible to motivate the young generations to speake their native languages ? How? What arguments would you you to convince your son or daughter to speak kurdish for example?
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