VOCABULARY OF THE CANTERVILLE GHOST

Peashooter: tube used to throw darts
Ambassador: accredited diplomant sent by a country as its representative in a forign country
Coffin: wooden box for putting a dead body in
Pray: ask a god for help
Sins: immoral acts

SELF-ASSESMENT

What can I do that I couldn't do before?
I do better the listenings
What do I like most?
I like most speaking

 What do I do well?
I think I do well the vocabulary and the readings
 
What do I need help with?
I need some help with some traslation 

What do I do in English outside the class?
I watch series in english
 
What do I need to improve?
I need to improve the writing

What did I learn about culture?
I learn about some writers

VOCABULARY UNIT 3 AND 4

Amusing: something that is funny

Upsetting: making you feel shy and uncomfortable

Misunderstanding: something that is not understood correctly

Squeeze: tap something with force

Afford : to be able to buy or do something because you have enough money 
Be worth : having a particular value
Brand : a type of product made by a particular company.
Waste : an unnecessary or wrong use of money or time
Borrow : to get or recibe something from someone with the intention of giving it back 
Save up :to keep money 
Sports gear : equipment

HOW IS IT BY SAMUEL BECKETT

How is it is a novel by Samuel Beckett frist published in French in 1961. The Grove Press published Beckett´s English translation in 1964
This novel is a monologue by the narrator as he crawls through endless mud, recalling his life separated into three distenct periods

The text is divided into three parts:

 “before Pim” : the solitary narrator journeys in the mud-dark until he encounters another creature like himself thereby forming a “couple”.

“with Pim”: the narrator is motionless in the mud-dark until he is abandoned by Pim.

“after Pim”:the narrator returns to his earlier solitude but without motion in the mud-dark.

In a letter (April 6, 1960) to Donald McWhinnie of the BBC Radio Drama Company, Beckett explained his strange text as the product of a " 'man' lying panting in the mud and dark murmuring his 'life' as he hears it obscurely uttered by a voice inside him... The noise of his panting fills his ears and it is only when this abates that he can catch and murmur forth a fragment of what is being stated within... It is in the third part that occurs the so-called voice 'quaqua', its interiorisation and murmuring forth when the panting stops. That is to say the 'I' is from the outset in the third part and the first and second, though stated as heard in thepresent, already over."
The novel served as inspiration for Miroslaw Balka's 2009 work, How It Is, in Tate Modern's Turbine Hall. 

PROYECT PHISICAL EDUCATION

TO STRECH QUADRICEPS

The Simple Quad Stretch

1. Stand on your left leg, one knee touching the other. You can hold a chair or the wall to keep you steady if needed.

2. Grab your right foot, using your right hand, and pull it towards your butt.

3. Hold the position for 20 to 30 seconds, then repeat, switching from your left leg to your right.

The Kneeling Quad Stretch

1. Start the stretch in a high lunge position, with your left foot forward.

2. Carefully drop your right knee to the floor and take a moment to find your balance.

3. Once you’re ready, reach back with your right arm, and grab your ankle, or toes, depending on what’s easiest.

4. Hold the position for 30 seconds, keeping your body steady. Push a little further to get a hip flexor stretch as well.

5. Gradually come back into the starting position and switch from your left foot to your right.  

TO STRETCH THE HAMSTRINGS

FIRST EXERCISE 

1. You have to sit on the floor

2. Then stretch one leg, the one you prefer, and the other leg that you haven't stretched, you have to bend it.

3. And finally you have to get to touch the foot of the stretched leg, and when you are trying to get to touch the foot, you have to have your back straight, if not, you are not stretching anything.

SECOND EXERCISE 

1. You have to lean on some object, column or wall.

2. Lift one leg and stretch it, support the sole of the foot, the other leg is resting on the floor.

3. Get to touch the foot that is resting on the wall, column or an object.

 By: Noa Toledo Rodríguez y Víctor Gonzalo Astudillo

SELF-ASSESMENT 1ST TERM

• What can I do that I couldn't do before?

           I can talk about films usingthe vocabulary

• Can I understand information from LISTENINGS?

            Yes

• Can I write a brief paragraph?

            Yes

• Can I speak using vocabulary and grammar learnt this term?

            Yes

• Can I understand information from READINGS?

            Yes

• What do I like most?

           I like the classes when we do some speaking

• What do I do well?

           I do well the readings

• What I confused about?

           I think i´m not confused about nothing

• What do I need help with?

            Whit some speaking

• What do I do in English outside the class?

            Watch some series in english

• What do I need to improve?

           The pronuntation

• What did I learn about culture?

            I learn some culture about Australia and Ireland

IRELAND PROJECT

HISTORY OF IRELAND:

Ireland was part of the United Kingdom of Great Britain and Ireland from 1801 to 1922. For almost all of this period, the island was governed by the UK Parliament in London through its Dublin Castle administration in Ireland. Ireland faced considerable economic difficulties in the 19th century, including the Great Famine of the 1840s. The late 19th and early 20th centuries saw a vigorous campaign for Irish Home Rule. While legislation enabling Irish Home Rule was eventually passed, militant and armed opposition from Irish unionists, particularly in Ulster, opposed it. Proclamation was shelved for the duration following the outbreak of World War I. By 1918, however, moderate Irish nationalism had been eclipsed by militant republican separatism.

In 1919, war broke out between republican separatists and British Government forces. In 1920, the British Government partitioned Ireland into two semi-autonomous regions: Northern Ireland and Southern Ireland, intended to be co-ordinated by a Council of Ireland. Upon Royal Assent, the Parliament of Northern Ireland came into being in 1921. However, the institutions of Southern Ireland never became functional. On 11 July 1921, a ceasefire was agreed between the separatists and the British Government. Subsequent negotiations between Sinn Féin, the major Irish party, and the UK government led to the signing of the Anglo-Irish Treaty which resulted in five-sixths of Ireland seceding from the United Kingdom.

VOCABULARY UNIT 1 AND 2

Compulsory: obligatory
Easy-going:inclined to be excessively tolerant
Plot:the main story of a piece of writing
Box office:the office of a theater, etc., at which tickets are sold
Income:payment for goods or for services, or from rents or investments
Tale: a story of an incident

ANIMALS AND TRADITIONS OF AUSTRALIA

There are a lot of animals in Australia but stand out

The koalas:Koalas are marsupials that look like cute bears
The dingo:Dingos are wild dogs and they are the biggest carnivorous mammals in Australia.
The kangaroo:There are about 50 million kangaroos living in Australia, that means there are many more kangaroos than people living in Australia. There are 55 different species of kangaroos.
The emu:The emu is the tallest bird in Australia. However, emus cannot fly, just like an ostrich.
The tasmanian devil:Tasmanian devils are the largest carnivorous marsupials and have powerful jaws and teeth.
Some traditions are:
Australia Day :celebrates the first landing of a ship full of convicts on the continent
ANZAC Day: (April 25) in Australia is a more solemn occasion. It commemorates the landing of the Australian and New Zealand Army Corps (ANZAC) on the Gallipoli peninsula in 1915.  
Schoolies: Once the school year has finished and all manner of muck up day and formal celebrations have come to an end, graduates set off to the Gold Coast for a weeklong holiday known as Schoolies. A tradition since the 1970s,Schoolies symbolises freedom and fun.

ENGLISH PROJECT

Click on "The koala" to see the power point

THE KOALA

SELF-ASSESMENT (3 TERM)

• What can I do that I couldn't do before?
• I can use comparatives
• Can I  understand  information from LISTENINGS?
• Yes
• Can I WRITE a brief paragraph ?
• Yes
• Can I SPEAK using vocabulary and grammar learnt this term?
• Yes
• Can I understand information from READINGS?
• Yes
• What do I like most?
• I like the projects
• What do I do well?
• I think the listenings
• What am I confused about?
• About nothing
• What do I need help with?
• I think with nothing
• What do I do in English outside the class?
• I listeng music in english
• What do I need to improve?
• The pronunciation

VOCABULARY III

Genre: género.                 
Folk music: música folclórica.
World music: músicas del mundo.         
Popular music: música popular. 
Vinyl record: disco de vinilo.
Sacred music: música sacra.
Dance music: música de danza.
Soundtrack: banda sonora.
Choreography: coreografía.
Ballet: ballet.
Stage: escenario.
Improvisation: improvisación.
Flamenco: flamenco.
Synthesizer: sintetizador.
Middle Ages: Edad Media.
Renaissance: Renacimiento.
Baroque: Barroco.
Classicism: Clasicismo.
Romanticism: Romanticismo.
Impressionism:Impresionismo.
Twentieth Century Music: Música del Siglo XX.
Triplet: tresillo.
Anacrusis note: nota anacrúsica.
Fret: traste.
Gregorian chant: canto gregoriano.
Opera: ópera.
Program music: música programática.
Gothic Rock: Rock Gótico.
New Wave: "nueva ola".
Symphony: sinfonía.
Mass: misa.
Consonance:consonancia.
Dissonance: disonancia.
Theme: tema musical (principal).
Stress: acento. 
Reed: lengüeta.
Polyphony: polifonía. 

THE HEAVY METAL

https://docs.google.com/presentation/d/17MTtw2EJRt5IvNupCrvXdAaWLQmHnrTLYIlGCPXADa8/edit#slide=id.p1

PHYSICAL EDUCATION AND MUSIC PROJECT

The song that I choose is Olympische Hymne (Olympic Hymn)  of  Richard Strauss .


In 1932, Richard Strauss was approached by Dr. Theodor Lewald, the German Olympic Committee’s representative to the International Olympic Committee (IOC). The German committee desired an anthem composed for the 1936 Summer Olympicsto be held in Berlin. Early in 1933, Strauss agreed to compose an Olympic Hymn, with the condition that a suitable text be found to set to music. However, in 1933, the IOC had chosen Walter Bradley-Keeler's Hymne Olympique, written for the 1932 Los Angeles Olympics, as the official Olympic anthem for all time. The IOC however accepted Lewald's proposal to allow Germany its own Olympic anthem for the Berlin games.

THE OLYMPICS OF 1932

The 1932 Summer Olympics, officially known as the Games of the X Olympiad, was an international multi-sport event that was held from July 30 to August 14, 1932, in Los Angeles, California, United States.The Games were held during the worldwide Great Depression and some nations were unable to pay for the trip to Los Angeles; 37 nations competed compared to 46 in the 1928 Summer Olympics in Amsterdam. Even U.S. PresidentHerbert Hoover failed to put in an appearance at the Games.The organizing committee did not record the finances of the Games in their report, although contemporary newspapers claimed that the Games had made a profit of US$1,000,000.

MUSIC PROJECT III

1) What period does the Middle Ages cover?

For the 5th century to 15th century.

2) What general characteristics does it have (according to the teacher’s comments)?

People usually sang in the streets like minstrels or they sang gregorian chants in cathedrals or churches.

3) What is the main difference between “troubadours” and “minstrels”?

Minstrels travelled to win food or money, they offered their street shows in public places.Troubadours ,were medieval musicians and poets, who composed their works and interpreted them.

4) Pay attention to these two monuments (a Romanic church and a Gothic cathedral). What do their different heights have in common with the music evolution of those centuries? 

In the Romanic church, they sang highed-pitched songs, and in the Gothic cathedral they sang low-pitched songs.

5) What do you feel looking at these pictures (taken from the 19^th century but directly linked to the Middle Ages)? In your own opinion, what kind of music could accompany these images?

I  feel sadness so I think slow and sadness songs will we accompained these images

6) Why does Heavy Metal music love this aesthetic? 

Because thes songs are relacionated with this aesthetic

BODY IDIOMS

VOCABULARY II

Musical meaning: significado musical.           Dot: puntillo.         
Rhythm: ritmo.                                                Ligature: ligadura.
Dot: puntillo.                                                   Snare drum: caja. 
Drums: batería.                                              Clap: palmada.
Bar: compás (el espacio del pentagrama).    Orchestra: orquesta.
Time signature: compás (la fracción numérica).  Conductor: director.
Tempo: "tempo".                                            Ensemble: formación musical.
Chordophone: cordófono.                              Aerophone: aerófono.
String: cuerda.                                               Bow: arco.
Rub: frotar.                                                    Pluck: pulsa, puntear.
Guitar pick: púa.                                            Viola: viola.
Violoncello: violonchelo.                                Double bass: contrabajo.
Tuning peg: clavija.                                       Harp: arpa.
Brass: viento metal.                                       Woodwind: viento madera.
Mouthpiece: boquilla.                                    Saxophone: saxofón.
Oboe: oboe.                                                  Clarinet: clarinete.
Trumpet: trompeta.                                        French horn: trompa.
Percussion: percusión.                                 Amplifier: amplificador.
Soprano: soprano.                                        Mezzo-soprano: mezzo-soprano.
Tenor: tenor.                                                 Baritone: barítono. 
Grand piano: piano "de cola".                       Kettle drum: timbal. 

YOU ARE WHAT YOU EAT (P.E)

For breakfast:
A glass of milk

For lunch:
Fish whit potatoes and coke

For snack:
A piece of fruit whit some cookies 

For dinner:
A tuna sandwich 

Things that I can change:
I think that I can change the breakfast because I didn´t eat nothing and in morning I need energy , in the lunch I should don´t drink coke and I need to eat more pieces of fruits

SELF-ASSESSMENT (MUSIC)

1- WHAT CAN I DO THAT I COULDN'T DO BEFORE?
I can anlize a chord
2- WHAT DO I LIKE MOST?
Play the recorder
3- WHAT DO I DO WELL?
I think i play the recorder well
4- WHAT AM I CONFUSED ABOUT?
 I not confused at nothing
5- WHAT DO I NEED HELP WITH?
 Nothing
6- WHAT DO I DO IN ENGLISH AND/OR MUSIC OUTSIDE THE CLASS?
I listen a lot of music in english
7- WHAT DO I NEED TO IMPROVE?


 8- WHAT DID I LEARN ABOUT CULTURE?
 I learn about the music in the 60s

SELF-ASSESSMENT 1ST TERM

• What can I do that I couldn't do before?
• I improve the writing
• Can I  understand  information from LISTENINGS?
• More or less
• Can I WRITE a brief paragraph ?
• Yes
• Can I SPEAK using vocabulary and grammar learnt this term?
• Yes
• Can I understand information from READINGS?
• Yes
• What do I like most?
• I like the projects
• What do I do well?
• I am good at readings
• What am I confused about?
• I am confused about nothing
• What do I need help with?
• I need help with the speaking
• What do I do in English outside the class?
• I practice in my house with song and TV programs
• What do I need to improve?
• I need to improve the participation
• What did I learn about culture?
• I learn a lot of the life in the 60s